Rhode Island Code of Regulations
Title 200 - Board of Education
Chapter 20 - Council on Elementary and Secondary Education
Subchapter 10 - Academic Standards, Programs and Operations
Part 6 - Regulations on Comprehensive Early Childhood Education (CECE) Programs
Section 200-RICR-20-10-6.5 - Structural Standards for Schools and Agencies

Universal Citation: 200 RI Code of Rules 20 10 6.5

Current through December 26, 2024

A. Standard one: physical facilities

1. It is expected that the early childhood program will comply with either DCYF Child Care Center and School Age Program Regulations for Licensure (214-RICR- 40-00-1) or, if the program is located in a public or private PK-12 school, with § 1.3.4 of this Subchapter the Basic Education Program Regulations, in addition to these standards listed below.

2. A program is defined as a classroom or set of classrooms which are managed using the same overarching policies and procedures, with a shared leadership team. It may be housed in one building or multiple sites.

3. A classroom is defined as a group of children in a room with floor to ceiling walls. If floor to ceiling walls are not possible, then stable partitions of at least 4 feet in height shall divide the classroom, separate groups of children, and sound shall not exceed:

Area

Acceptable Noise Levels in Decibels

Classrooms (up to 750 sf)

65 Max

Classrooms (over 750 sf)

60 Max

4. Physical facilities must be:
a. Be in compliance with Building Code Commission Title Number 510 and Fire Safety Code Board of Appeal and Review Title Number 450;

b. Provide evidence of being lead free or safe;

c. Provide evidence of being asbestos-free or safe;

d. Have an acceptable score on a radon test within the last three (3) years; and

e. Have a public water supply or a Department of Health certificate related to a water supply of drinking water quality.

5. There shall be an appropriately equipped, accessible outdoor play area for gross motor activity.
a. The outdoor play area shall have at least seventy-five (75) square feet of space for at least fifty percent (50%) of the capacity of the center each child and be easily accessible from adjacent to the center. With one classroom, the play area shall have at least seventy-five (75) square feet per child. It shall be safe, properly fenced with fencing of at least four (4) feet in height, reasonably level, well-drained, and free from hazards.

b. Surfaces and equipment shall comply with the Handbook for Public Playground Safety. Climbing equipment, swings, and large pieces of play equipment shall be developmentally appropriate for the ages of children in that area, securely anchored, and maintained in good repair.

c. Outdoor play areas for preschoolers shall be separated by fencing or scheduling from those used by children of first grade age and above. Outdoor play areas for kinder garteners may be in the same area used for preschoolers, first and/or second graders but shall be separated by fencing or scheduling from those used by children in the third grade or higher grades.

6. Accessible toilet facilities must be in or immediately adjacent to the classroom. If not, the program shall provide a plan that addresses how toileting will be supervised while classroom staff adult/child ratios are maintained.
a. Facilities shall have one toilet and one sink for each group of ten (10) children.

b. Hand washing sinks shall have:
(1) warm and cold running water faucets, or

(2) one (1) temperature faucets set at appropriate hand washing temperatures.

c. Hot water temperature at sinks used for handwashing, or where the hot water will be in direct contact with children, should be at a temperature of at least 60°F and not exceeding 120°F.

d. There shall be separate toilet facilities in the same building for staff.

7. There shall be adequate ventilation and natural and/or artificial lighting throughout the program facility.
a. Each room used for instructional purposes shall have sufficient air changes to produce healthful conditions and to avoid odors or concentrations of toxic substances or dust particles.

b. All rooms used for children shall have a window or skylight directly to the outdoors.

c. The Illuminating Engineering Society of North America standards for the quantity of illumination, Lighting for Educational Facilities RP- 3-00, must be met in general classrooms.

d. Emergency lighting shall be available when normal lighting systems fail and in locations that permit an orderly egress from the building in an emergency situation.

8. A cot shall be provided for each preschool child. Cots shall be washed and sanitized before reassignment to another child. There shall be at least two (2) feet of space between each cot during rest time.

9. All equipment and materials shall be kept clean and sanitary and shall be checked monthly to ensure they are free from hazards. Documentation of monthly inspections, and program response, should be maintained on file.

10. The following standards apply to public school programs. Child care centers in good standing with DCYF Child Care Center and School Age Program Regulations for Licensure (214-RICR- 40-00-1) are presumed to meet these requirements.
a. Stairways used by children shall have a handrail with a maximum height of forty-eight (48) inches for children's use.

b. The program's exterior doors shall be locked, unless monitored by a staff person, at all times. The program's designated main entrance(s) shall have a doorbell, buzzer, keypad, swipe card or other comparable means for entrance.

c. There shall be space for the storage of each child's clothing at appropriate levels for the use of children.

d. There shall be adequate storage space for equipment, including cots and blankets, materials, supplies and seasonal toys.

e. There shall be a sufficient quantity of furniture in the center to accommodate the number of children to be enrolled. Furniture shall be safe, durable, child-sized and easily cleaned. It shall conform to all applicable safety regulations. Seating shall be provided for every child.

f. There shall be a minimum of thirty-five (35) square feet of usable floor space for each child in classrooms or activity rooms.

B. Standard two: Health, Safety and Nutrition

1. The following standards apply to all programs seeking approval. Child care centers in good standing with DCYF Child Care Center and School Age Program Regulations for Licensure (214-RICR- 40-00-1) are presumed to have met the requirements below.
a. It is expected that the early childhood program will comply with either DCYF or, if the program is located in a public or private K-12 school, with RIDE health and safety regulations for public and private K-12 schools in addition to these standards listed below.

b. At least one (1) staff person per classroom in the early childhood education program shall have a current valid certificate showing satisfactory completion of pediatric CPR training and first aid.

c. Programs shall have written policies and procedures, which are shared with staff, for diapering, changing soiled pull-ups, underwear or clothing that are consistent with the guidelines consistent with the current recommendations of:
(1) American Academy of Pediatrics, American Public Health Association, National Resource Center for Health and Safety in Child Care and Early Education. 2011.

(2) Caring for Our Children: National health and safety performance standards; Guidelines for early care and education programs. 3rd Edition. Elk Grove Village, IL: American Academy of Pediatrics; Washington, DC: American Public Health Association.

d. Toilet training shall be an individualized plan, relevant to the age and needs of the child, and carried out in conjunction with the family.

e. Any suspected case of child abuse and/or neglect shall be reported to the Department of Children, Youth and Families (DCYF) within twenty-four (24) hours ( 1-800 -RI-CHILD) in accordance with state law, including any death or serious injury while in care of the program. The program shall report also report to the Department of Education immediately after reporting to CPS ( 1-800 -RI-CHILD).

f. The program shall ensure that specific training is provided to staff to be able to appropriately address health and safety of children with special needs including medical needs.

g. The program meets the Nutrition and Food Allergies requirements of §§ 214-RIC R- 40-00-1.8(M) and (N) of the DCYF Child Care Center and School Age Program Regulations for Licensure.

2. The following standards apply to public school.
a. Safe drinking water shall be available to children throughout the day. Children shall be encouraged to drink water throughout the day, especially before, during or after outdoor play. The source of drinking water shall be separate from the lavatory. When water fountains are used, children shall be provided with disposable, single use cups or washable, one use cups.

b. The program shall use appropriate bleach solution or other Environmental Protection Agency approved products for the routine cleaning and sanitizing of all surfaces. These shall be consistent with the recommendations of:
(1) Caring for Our Children: National health and safety performance standards; Guidelines Out of Home Care. 3rd Edition. Elk Grove Village, IL: American Academy of Pediatrics; Washington, DC: American Public Health Association, incorporated herein by reference, not including later editions.

c. The program shall post and follow a cleaning and sanitizing schedule that is consistent with the recommendations of Caring for Our Children: National Health and Safety Performance Standards: Guidelines for Out-of-Home Child Care, incorporated by reference above.

d. Each program shall have age appropriate choke-saving posters outlining the Heimlich Maneuver. The choke-saving poster shall be prominently displayed in the areas where the children eat. Child CPR posters shall be posted in every classroom.

e. All pets maintained on the premises shall be kept in a safe and sanitary manner and according to state and local requirements. Children shall be protected from pets which are potentially dangerous to their health or safety.

C. Standard Three: Enrollment and Staffing

1. A child may be enrolled in an approved preschool program once the child has attained three (3) years of age and until entry into an approved kindergarten program.

2. A child may be enrolled in an approved kindergarten program if the child has turned five (5) on or before September 1st of any school year, as defined by law.

3. Programs retain the discretion to address exceptional circumstances on a case-by-case basis and, after applying relevant criteria, to determine what is in the best educational interest of a child born after September 1st who has not yet turned three (3) to transition into the program, or a child who has not turned five (5) by September 1st of any school year to enter kindergarten. Programs that choose to exercise this option shall have written policies which outline the criteria and that are shared with families and staff

4. The following staff-child ratios and group size requirements shall be maintained in all approved classrooms. These ratios shall apply unless federal or state law of regulation, such as the Individuals with Disabilities Act (IDEA) (20 U.S.C. Chapter 33, 1044 et. seq.), or Subchapter 30 Part 6 of this Chapter the Regulations Governing the Education of Children with Disabilities, require more stringent ratios, or when determined to be appropriate considering student behavioral, health or educational needs:

AGE

STAFF/CHILD RATIO

MAXIMUM GROUP SIZE

3 year olds and mixed age 3 and 4-year olds

1 to 9

18

4 and 5-year olds

1 to 10

20

Kindergarten children

1 to 12

24

5. In every classroom, staff adult/child ratios shall include at least one qualified teacher as defined in § 6.5(D)(5) of this Part.

6. Staff adult/child ratios shall be maintained at all times of the day.

7. Teaching staff must be aware of where children are at all times. The structural design for any classroom, restroom or other program space must not interfere with teacher's ability to observe children. When an ancillary or allied professional (such as a music teacher, art teacher, or librarian, special education consultant) is working with one or more children, that person may be considered a member of the teaching staff for supervision purposes only.

8. The grid below represents potential, minimal staffing patterns. Programs can choose any option within a category that meets the size of their programs. Individuals need to meet the credential requirements below to serve in these positions, as listed in the staff qualifications section of these regulations.

One Classroom

Two to Four Classrooms

Five to Nine classrooms

Ten or more classrooms

Administrator (part time) Ed. Coordinator (part time) Teacher (full time) Teacher Assistant (full time)

Administrator (part time) Ed. Coordinator (part time) Teachers Teacher Assistants

Administrator (full time) Ed. Coordinator (full time) Teachers Teacher Assistants

Administrator (full time) Ed Coordinator (full time) Administrative Assistant (part time) Teachers Teacher Assistants

Administrator/Ed. Coordinator (part time in each role) Teacher (full time) Teacher Assistant (full time)

Administrator/Ed. Coordinator (part time in each role) Teachers Teacher Assistants

Administrator (part time) and Administrative Assistant (part time) Ed. Coordinator (full time) Teachers Teacher Assistants

Administrator (part time) Ed.

Coordinator/Teacher (full time) Teacher Assistant (full time)

Administrator (part time) Ed.

Coordinator/Teacher (part time in each role) Teachers Teacher Assistants

Administrator/Ed. Coordinator (part time in each role) Teachers Teacher Assistants

Administrator/Ed. Coordinator/Teacher (full time) Teacher Assistant (full time)

Administrator/Teacher

(part time in each role)

Ed. Coordinator (part time) Teachers Teacher Assistants

D. Standard Four: Staff Qualifications and Ongoing Professional Development

1. Professional development may consist of workshops/seminars conducted by recognized professionals in the field; professional conferences; courses at an approved or accredited institution of higher education; electronic media, such as webinars; or other professional activities including but not limited to classroom observations, and technical assistance.

2. The following standards apply to all programs seeking approval.

3. Administrator: Each program shall have a person assigned to the role of Administrator. This role may be assumed by the following, but not necessarily limited to, the administrator, principal, education manager; or may be a stand-alone position. The Early Childhood Administrator shall meet the following criteria to serve as the program's administrative leader responsible for the operation of the program to ensure compliance with these regulations:
a. Qualifications:
(1) Option One: Hold a current RIDE administrator certificate; or

(2) Option Two: Demonstrate that he or she meets the requirements for the role of Child Care Administrator as required by DCYF Child Care Center and School Age Program Regulations for Licensure (214-RICR- 40-00-1).

4. Education Coordinator: Each program shall have a person assigned to the role of the Education Coordinator. This role may be assumed by the following, but not necessarily be limited to, the administrator, principal, education manager, consultant or teacher; or may be a stand-alone position. The Early Childhood Education Coordinator shall meet the following criteria to serve as the program's pedagogical leader:
a. Qualifications:
(1) Option One: Hold a current appropriate RIDE early childhood certificate.

(2) Option Two: Hold a Bachelor's or Master's degree in a related field such as Child Development, Elementary Education, or Special Education with twenty-four (24) credits in Early Childhood Early Education from an accredited or approved institution of higher education. Public school staff must also hold a current RIDE Certificate.

b. Additional Qualifications and Experience:
(1) A minimum of two (2) years of early childhood education classroom teaching experience.

(2) A three (3) credit college course or a minimum of forty (40) documented hours of professional development over the course of two (2) years in mentoring, supervision and leadership OR an individual professional development plan not to exceed two (2) years from the date of employment for achieving this requirement.

(3) A Rhode Island Early Learning and Development Standard certificate relevant to this position OR an individual professional development plan not to exceed two (2) years from the date of employment for achieving this requirement.

c. Ongoing Professional Development
(1) The program shall assure that each Early Childhood Education Coordinator shall have an individual professional development plan to complete at least twenty (20) hours of professional development related to the Workforce Knowledge and Competencies appropriate to his/her position. This plan shall be developed and updated annually as part of each staff person's annual performance evaluation.

5. Each program shall employ at least one professionally prepared early childhood Teacher in each classroom qualified consistent with the requirements listed below. If the teacher is employed by a school district in any type of classroom, then the teacher shall meet the qualification under Option One. If the teacher is employed by a community agency or program in a kindergarten classroom, the teacher shall meet the requirements in Option Two. Both options apply to teachers in community programs other than school districts.
a. Qualifications
(1) Option One: Hold a current appropriate RIDE Early Childhood certificate.

(2) Option Two: Bachelor's or Master's in Early Childhood Education, Early Childhood Special Education, Human Development, or Child Development from an accredited or approved Institution of Higher Education AND achieve the appropriate RIDE Early Childhood certificate within seven (7) years of employment.

b. Additional Qualifications and Experience
(1) A Rhode Island Early Learning and Development Standard certificate relevant to this position OR an individual professional development plan not to exceed two (2) year from the date of employment for achieving this requirement.

c. Ongoing Professional Development
(1) The program shall assure that each teacher shall have an individual professional development plan to complete at least twenty (20) hours of professional development related to the Workforce Knowledge and Competencies appropriate to his/her position. This plan shall be developed and updated annually as part of each staff person's annual performance evaluation.

6. Teacher assistants shall meet the requirements below. If the teacher assistant is employed by a school district in any type of classroom, the teacher assistant shall meet the qualification under Option One. Options One and Two apply to community programs other than school districts.
a. Qualifications
(1) Option one: Meet teacher assistant qualifications as established in Rhode Island law (R. I. Gen. Laws § 16-11.2) for teacher assistants employed by school districts, and have documentation of at the time of employment or have an individual professional development plan not to exceed two (2) years from the date of employment for achieving a minimum of twelve (12) credit hours of professional learning relevant to the early childhood education program setting.

(2) Option two: Be at least eighteen (18) years of age, have documentation of a high school diploma or general equivalency, have documentation of one of the following options at the time of employment or have an individual professional development plan not to exceed two (2) years from the date of employment for achieving:
(AA) Successful completion of a Teacher Assistant Training Program approved by the RIDE plus a minimum of nine (9) credit hours of professional learning relevant to the early childhood education program setting; or

(BB) A minimum of twelve (12) credit hours of college coursework relevant to the early childhood education program setting; or

(CC) A Child Development Associate (CDA) Credential plus nine (9) credit hours of college coursework relevant to the early childhood education program setting.

(3) Documentation of progress toward any one of these plans shall be submitted annually to RIDE as part of the early childhood education program's annual approval renewal, when applicable.

b. Additional Qualifications and Experience
(1) A Rhode Island Early Learning and Development Standard certificate relevant to this position OR have an individual professional development plan for achieving this requirement within two (2) years of employment.

c. Ongoing Professional Development
(1) The program shall assure that each teacher assistant shall have an individual professional development plan to complete at least twenty (20) hours of professional development related to the Workforce Knowledge and Competencies appropriate to his/her position. This plan shall be developed and updated annually as part of each staff person's annual performance evaluation.

7. There shall be a list of cleared and qualified substitutes who can be called upon in the event of the absence of a staff member in order to maintain the required staff-child ratio.
a. Day to day teacher substitutes must meet one of the following options below:
(1) Option one: Holds an associate's degree or higher, or

(2) Option two: Completed a minimum of two years college completion on a four-year degree track.

b. Teacher assistant substitutes must meet the minimum qualifications for the position, or hold a valid Rhode Island certification in any field.

c. Long term substitutes shall meet the staff qualifications for the assigned position. Long term substitutes are needed when a person is out for twenty (20) or more consecutive days.

E. Standard Five: Administration

1. The following standards apply to all programs seeking approval.

2. This section includes standards related to general administration; continuous quality improvement; and staff evaluation and professional development.

3. It is expected that the early childhood program will comply with either DCYF or RIDE standards related to Administration in addition to these standards listed below.

4. Designated Administrator
a. Each early childhood education program shall have a designated Administrator. This role includes providing leadership for compliance with the Structural Program Standards contained herein. The position of the designated program administrator may vary from program to program, such as, a child care center director, a public school principal, etc.

5. Education Coordinator
a. Each program shall have a person assigned to the role of Education Coordinator. This role includes providing leadership for compliance with the Educational Program Standards and system of staff support contained herein. Additional information about this role can be found in§§ 6.5(D)(3) and (E)(5) of this Part.

6. Each program shall provide a minimum of two (2) hours of paid time per week for each classroom dedicated to curriculum planning, including authentic assessment. A part of this planning time shall include collaboration among teaching team members, as relevant.

7. The program shall provide teachers with time and classroom support to implement a system of authentic assessment.

8. Reports shall be submitted to the Commissioner, in such manner and form as may be required including the RI Early Care and Education Data System.

9. The program shall have a method for gathering pre-entry information such as an open house, family conference or phone interview from each family to gather health and family history, to obtain background information on the child and his/her home, and to develop the child's program. Information may include, but not be limited to:
a. child's strengths and needs;

b. family's goals for a child;

c. family history and background; and

d. necessary supports and accommodations to ensure the child's health, safety and early learning and development.

10. Families must also be provided with a copy of the programs policies and procedures, which should be reviewed with them. A signed verification should be maintained in each child's file.

11. The program shall have written policies and procedures which shall be given to families and staff. Enrollment policies shall be explained to all families and staff. Policies and procedures shall include, but not be limited to, information on:
a. child, family, and staff orientation programs;

b. medical emergency and sick child procedures;

c. toileting policies and procedures;

d. classroom management/guidance of children;

e. calendar, program closing, hours of operation;

f. open door policy;

g. schedule of daily activities;

h. curriculum goals and philosophy;

i. program evaluation;

j. children's records requirements;

k. evaluation of children/child assessment practices;

l. supervision of children;

m. procedures for reporting cases of child abuse and neglect;

n. child drop off and release policies;

o. confidentiality policy and procedures;

p. program philosophy;

q. volunteer policies and procedures;

r. opportunities for family to be engaged in their child's education;

s. opportunities for families to be involved in program leadership/decision making;

t. attendance; and

u. transitioning children from Pre-K to Kindergarten including communication with community school.

12. The program shall establish and maintain efficient and effective record-keeping systems to provide accurate and timely information regarding children, families, and staff.

13. Children shall be released only to a parent/guardian or authorized individual. The program shall have written policies and procedures for releasing children to persons other than parents/guardians including:
a. documentation of any custody or restraining orders relating to the child;

b. current written parental/guardian authorization for release to named individuals updated annually;

c. verification of identity of authorized individuals including photo id;

d. emergency call-in authorization by parent/guardian including verification of identity of parent/guardian over phone, and;

e. children shall not be released to any adult under the apparent influence of alcohol or controlled substances.

14. Additionally, programs shall ensure that children are dropped off to the custody and supervision of an authorized individual.

15. The program shall be in full compliance with all requirements related to criminal record checks found in:
a. Child Care Center and School Age Program Regulations for Licensure (214-RICR- 40-00-1) promulgated by DCYF OR

b. the Basic Education Plan (Part 1 of this Subchapter).

16. The program shall welcome children and families of all abilities, modify the program, make reasonable accommodations, and collaborate with key partners to support all children. The program shall have a written plan which describes the process for supporting all children including, but not limited to, those with developmental delays and disabilities, mental health diagnosis and behavioral challenges.

17. The program shall have a written philosophy statement describing the educational beliefs and practices which inform the implementation of a Comprehensive Early Childhood education program, including:
a. Philosophies, beliefs, and theories of central aspects of child development and learning child development, learning, child assessment and family engagement that inform the program's practices;

b. How the community served is reflected;

c. How all children are welcomed into the program and exclusionary practices of any kind are not allowed (principal of "zero reject");

d. How the program supports children and families of all abilities, modifies the program, makes reasonable accommodations, and collaborates with key partners to support children with developmental delays and disabilities in inclusive/integrated classroom settings;

e. How each child's individual interests, individual learning goals, and individual learning styles are supported, including English language learners as well as children with developmental disabilities and delays in inclusive settings;

f. How the Rhode Island Early Learning and Development Standards for preschool and/or the state endorsed standards for kindergarten are used to inform program practices, as well as the additional components of quality curriculum; context, process, teaching and facilitating;

g. The programs commitment to using assessment practices that reflect research and best practices;

h. Purposes for collecting child assessment;

i. The programs commitment to engaging families in the education of their child;

j. The programs commitment to ongoing program improvement; and

k. The programs commitment to supporting staff and welcoming volunteers.

F. Continuous Quality Improvement

1. Each program shall have a system in place for engaging in continuous quality improvement.

2. At least once each year, the program shall engage in a comprehensive self-assessment to determine compliance with the structural and educational program standards contained herein and all other standards and regulations governing the program and the program's effectiveness in meeting needs of children and families. This assessment shall include a review and analysis of program-wide child assessment information that reveals patterns and trends. The process shall involve families and staff.

3. As a result of this self-assessment, the program shall document its improvement plan, which shall include priority goals, specific strategies for attaining each goal, and progress towards goal attainment.

G. Staff Evaluation and Professional Development

1. Each program shall have a system of staff evaluation and professional development in place that provides individualized supervision and support to every person employed by the program, as defined herein, aligned to the Workforce Knowledge and Competencies relevant to her or his position.

2. Each program shall have a staff and volunteer orientation which includes a review of the program's staff and family handbook(s) and/or policies and procedures. A signed and dated description of the information covered in the orientation shall be kept on file in the center for review by the Department representative during monitoring visits.

3. Each program shall have an ongoing staff evaluation process that:
a. includes individual self-assessments;

b. includes supervisor feedback based on formal observation;

c. includes an evaluation of family engagement;

d. is linked to the individual's job description;

e. is performance-based;

f. includes a formal supervisor/staff conference, conducted at least annually;

g. leads to an annual individual professional development plan; and

h. provides results that inform the program's annual professional development plan.

H. The program shall have individual professional development plans in place, aligned with the Workforce Knowledge and Competencies and the staff evaluation process, which supports staff in developing competencies associated with:

1. curriculum design and implementation and are associated with achieving child outcomes; implementing differentiated teaching and learning practices to enhance each child's learning and development;

2. child assessment; and

3. enhancing families' involvement in the program and in their child's learning and development.

I. A program-wide professional development plan shall be developed annually, and shall:

1. be informed by the program evaluation;

2. be informed by individual staff professional development plans; and

3. include a variety of ongoing professional development strategies that reflect effective research-based professional development practices.

J. Volunteers

1. The following standards apply to public school programs. Child care centers in good standing with DCYF Child Care Center and School Age Program Regulations for Licensure (214-RICR- 40-00-1), are presumed to have met the requirements below.

2. The following applies to volunteers who are used on a routine basis as opposed to those who may be involved on an episodic basis, such as, for a party, field trip, etc. These volunteers shall:
a. have a background check pursuant to R.I. Gen. Laws §§ 16-2-18.4 and 16-2-18.5.

b. have a personnel record maintained by the program;

c. complete an application for volunteering;

d. be provided with an orientation to the program and the volunteer assignment; and

e. always work under the supervision of program staff and never be left alone with children or engage in any disciplinary action with a child, and shall sign a statement attesting to their understanding of this policy.

K. Volunteers shall not be counted as staff when scheduling to meet staff/child ratios.

1. Volunteers must be eighteen (18) years of age or older.

2. All volunteers shall be cleared and approved.

3. All volunteers shall be given a formal orientation to center policies and procedures, and the volunteer assignment.

4. All volunteers must always work under the supervision of program staff and never be left alone with children or engage in any disciplinary action with a child.

5. Volunteers shall be allowed to be counted in the staff/child ratio when scheduled staff are absent due to illness or emergency provided that the volunteer has fulfilled all staff requirements.

L. If teen volunteers or interns are engaged, the following l standards apply:

1. Teen volunteers must be at least fourteen (14) years of age and closely monitored by an adult who is physically present in monitoring at all times.

M. Programs must keep the following documentation on file:

1. Have a signed consent agreement from a parent or guardian stating that they approve of this volunteer assignment, and have reviewed with their child assuring the teen must never be alone with a child/group of children or engage in any disciplinary action with a child.

2. Have copies of the child's emergency contact information.

3. Have a copy of the child's signed school physical form.

N. The programs shall have a confidentiality policy that requires all employees, consultants and volunteers to maintain confidentiality of child, family, and staff information included in files, conversations, observations, meetings, correspondence, electronic media or any other source. The program shall have policies and procedures to ensure the appropriate implementation of this policy.

O. Information contained in a child's record shall only be released with written authorization from the child's parent/guardian. The center shall maintain such authorization on file.

Disclaimer: These regulations may not be the most recent version. Rhode Island may have more current or accurate information. We make no warranties or guarantees about the accuracy, completeness, or adequacy of the information contained on this site or the information linked to on the state site. Please check official sources.
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