Teacher Training Manual

Presentation: What Happens When Children Interact with Animals

Cover key research findings:

• Oxytocin release: Physical contact with animals increases oxytocin in both humans and animals (Odendaal, 2000; Beetz et al., 2012). Effect measurable within 3 minutes of interaction.
• Cortisol reduction: Presence of a friendly animal reduces cortisol by 10–20% in children (Beetz et al., 2012). Effect persists for 20–30 minutes after interaction.
• Heart rate/blood pressure: Petting a calm dog reduces both in children with anxiety (Friedmann et al., 2010).
• Social catalyst effect: Animals serve as “social lubricants” — children who struggle to connect with peers will connect through/about an animal (McNicholas & Collis, 2000).

Mapping AAE to CASEL Framework

Interactive activity: provide CASEL's 5 competencies on cards. Small groups (4–5) match research findings to competencies:

• Self-Awareness: Children identify their own emotional responses to animals; practice naming feelings
• Self-Management: Practicing gentle touch, quiet voices, patience (impulse control) around animals
• Social Awareness: Reading animal body language builds empathy & perspective-taking that transfers to humans
• Relationship Skills: Turn-taking, cooperation, communication during group animal interactions
• Responsible Decision-Making: Care routines, understanding consequences of actions on living beings

Why Colorado Schools Need This Now

• CO youth mental health crisis: anxiety/depression rates post-2020
• Behavioral referrals trending upward in elementary schools
• CO Academic Standards explicitly include SEL outcomes
• Teacher burnout: AAE provides joyful teaching moments that renew energy
• Existing programs nationally: Green Chimneys (NY), HABRI studies, Mutt-i-grees curriculum

Group discussion: “What are you seeing in YOUR classroom that tells you students need more SEL support?”

Open Q&A + Skeptic Exercise

Presentation + Live Demonstration with Therapy Dog

Handler brings certified therapy dog. Facilitator presents body language while handler demonstrates with live animal:

• Relaxed/happy: soft eyes, open mouth, loose body, gentle tail wag
• Playful: play bow, bouncy movement, short barks
• Stressed/anxious: lip licking, yawning, whale eye (showing whites), turning away, shaking off
• Fearful: tail tucked, ears flat, body low, cowering, avoiding eye contact
• Alert/aroused: ears forward, body stiff, focused stare, raised hackles
• Tired/done: slow movement, lying down, heavy sighing, ignoring stimuli

Key concept: “The animal has a vote. If the dog shows stress signals, the visit pauses. Period. The animal's welfare is non-negotiable.”

What Makes a Good Education Animal?

Categories (legal and practical):

• Therapy animals: Trained and evaluated teams (handler + animal). Registered with organizations like Pet Partners. Carry insurance. THIS is what CCE uses.
• Service animals: Individually trained for a person with a disability. ADA-protected. Different legal category entirely.
• Emotional support animals: Prescribed by mental health professional. No public access rights. NOT appropriate for classroom programs.
• Classroom pets: Resident animals. Different protocols. Teacher is responsible. Not covered by CCE.

CCE animal requirements:

• CGC (Canine Good Citizen) certification minimum
• Pet Partners registration preferred (includes insurance)
• Annual vet clearance
• Current vaccinations (rabies, DHPP, Bordetella)
• Temperament: calm, gentle, reliable, comfortable with children, recovers quickly from startle
• Experience: minimum 6 months of therapy work before entering school program

Teacher-Dog Interaction Practicum

Each teacher practices:

1. Approaching the therapy dog (modeling for students)
2. Reading the dog's body language before interacting
3. Narrating what they observe out loud (practice for classroom facilitation)
4. Recognizing a stress signal and responding appropriately (“Biscuit needs a break, let's give her space”)
5. Facilitating a student introduction (using another teacher as the “student”)

Exploring the CCE Lesson Library

Distribute curriculum binders. Walk through structure:

• Kindergarten Unit (8 lessons): Meeting the dog → body language → responsibility → gentleness → empathy → helping others → shelter awareness → celebration
• Elementary Unit (10 lessons): Deeper body language → emotional vocabulary → perspective-taking → conflict resolution → community responsibility → advocacy → action project
• Middle School Unit (8 lessons + field trip): Research basis → systemic thinking → shelter preparation → field trip → action planning → presentation → reflection

Each lesson includes: minute-by-minute plan, materials list, teacher script, assessment, standards alignment, parent communication, follow-up activities.

Mapping to YOUR Existing Standards

Small group activity by grade band. Each group receives:

• Their grade-level CCE lessons (printed objectives only)
• Colorado Academic Standards quick-reference for their grade (ELA, Science, Health, Social Studies)
• CASEL framework poster

Task: Identify 3–5 standards connections for each lesson. Document on provided worksheet. Share findings with full group.

Key insight to facilitate: CCE isn't “extra” time away from standards. It ADDRESSES standards you're already responsible for — particularly Health/Wellness, ELA (discussion/writing), and Science (living things). Frame as integration, not addition.

Your Semester Plan

Each teacher drafts a personal implementation plan:

• Frequency: Recommended: biweekly visits (every other week). Minimum: monthly. Maximum: weekly.
• Day/time: Choose a consistent slot. Morning is ideal (students calmer, dog fresher).
• Sequence: Follow curriculum order. Lessons build on each other.
• Assessment: Use provided checklists. Add to existing SEL assessment if school has one.
• Communication: Parent letter goes home before first visit (template provided). Monthly newsletter update thereafter.

Who's Covered and How

• CCE carries $1M/$2M general liability + animal interaction rider
• Pet Partners handlers carry their own $1M liability (covers animal interaction)
• School's insurance covers premises liability (slip/fall on their property)
• Teacher's role: facilitate education. Handler's role: manage the animal. Clear division.
• Hold harmless agreement: school and CCE share responsibility per agreement
• Parent permission: REQUIRED before any student interaction. No form = no participation (alternative activity provided)

Colorado-specific: CRS 13-21-124 (strict liability for serious dog bite injuries). Discuss implications. Reinforce: this is why we use certified, insured therapy teams with impeccable records.

Allergy Management + Emergency Procedures

Allergy Protocol:

1. Permission form identifies ALL allergies before first visit
2. Teacher creates seating plan: allergic children at distance (no direct contact)
3. Severely allergic child: alternative activity in different room during visit. Never force exposure.
4. Epi-pen location confirmed with school nurse before each visit
5. Hand washing mandatory for ALL students after animal contact
6. Classroom ventilated and surfaces wiped after dog leaves

Bite/Scratch Emergency Protocol (memorize):

1. REMOVE animal (handler immediately takes dog to separate area)
2. FIRST AID (wash wound, apply pressure, bandage)
3. REPORT (school nurse + administration within 5 minutes)
4. DOCUMENT (photograph, incident form, witness names)
5. NOTIFY parent (phone call within 30 minutes)
6. ISOLATE animal (removed from program pending review)
7. FILE insurance claim within 24 hours

Table-Top Scenarios (Small Groups)

Each group receives a scenario card. Discuss, decide on action, present to full group. Facilitator debriefs each.

Scenario 1: During a visit, a child who returned a signed permission form suddenly says “I'm scared of dogs” and starts crying. What do you do?

Scenario 2: Mid-lesson, you notice the therapy dog is yawning repeatedly, licking its lips, and turning away from students. What do you do?

Scenario 3: A parent emails after the first visit saying their child came home with itchy eyes and a runny nose. They didn't mark any allergies on the permission form. What do you do?

Scenario 4: A student grabs the dog's tail despite instructions. The dog yelps and moves away quickly but doesn't bite. What do you do?

Scenario 5: Your principal asks you to skip the parent permission form “since it's just a dog visit, not a field trip.” How do you respond?

Micro-Teaching Instructions

Teachers pair up. Each pair selects a 10-minute segment from any CCE lesson in their binder. They will teach this segment to their partner (who plays the role of students). Therapy dog present for authenticity.

Preparation time: review chosen segment, gather materials from supply table, plan transitions.

Teach → Feedback → Switch

Round 1 (25 min): Teacher A teaches 10 minutes. Partner gives 5 min structured feedback. Facilitator circulates, offers coaching.

Round 2 (25 min): Teacher B teaches 10 minutes. Partner gives 5 min structured feedback.

Full group debrief (10 min): What felt natural? What was challenging? What will you do differently in your real classroom?

Feedback structure (provided on cards):

• Glow: One thing your partner did really well
• Grow: One suggestion for improvement
• Wonder: One question you had watching them teach

Addressing Remaining Concerns

Open floor: “What still worries you? What question hasn't been answered? What support do you need from CCE to feel confident starting?”

Common remaining concerns and responses:

• “What if the dog has an accident in my classroom?” → Handler is responsible. Cleanup kit always present. It happens rarely with well-trained animals but it's not a crisis.
• “What if my principal observes on that day?” → Even better! This is rigorous, standards-aligned instruction. Provide them with the research packet.
• “What if a student is rough with the dog despite instructions?” → Same as any classroom management: redirect, remove from activity, process later. Handler protects the dog.