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Environment Rating Scale Professional Environment Rating Scale Professional

Development SeminarsDevelopment Seminars ECERS-R Early Childhood Environment Rating Scale – Revised Edition

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ObjectivesObjectives

Participants will be able to:Participants will be able to:

Describe the basic indicators of quality Describe the basic indicators of quality early childhood environments and early childhood environments and methods for measuring qualitymethods for measuring quality

Conduct a self-assessment of classrooms Conduct a self-assessment of classrooms using the ECERS-Rusing the ECERS-R

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Additional ResourcesAdditional Resources

Notes for ClarificationNotes for Clarificationhttp://http://www.fpg.unc.edu/~ecerswww.fpg.unc.edu/~ecers

PA Position StatementsPA Position Statementshttp://www.pakeys.org/starshttp://www.pakeys.org/starsChoose from Quick links menuChoose from Quick links menu

All About the ECERS-R All About the ECERS-R Each site will receive one free copy (Postcard)Each site will receive one free copy (Postcard)

Caring for Our ChildrenCaring for Our Childrenhttp://nrckids.org/CFOC/index.htmlhttp://nrckids.org/CFOC/index.html

Handbook for Public Playground SafetyHandbook for Public Playground Safetyhttp://www.cpsc.gov/cpscpub/pubs/325.pdfhttp://www.cpsc.gov/cpscpub/pubs/325.pdf

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Additional ResourcesAdditional Resources

Inclusion Resources:Inclusion Resources:

Early Childhood Research InstituteEarly Childhood Research Institutehttp://http://www.fpg.unc.edu/~ecwww.fpg.unc.edu/~ecrii/index.htmlrii/index.html

Special QuestSpecial Questhttp://http://www.specialquest.orgwww.specialquest.org

CARA’s Kit – Teacher Version: Creating CARA’s Kit – Teacher Version: Creating adaptations for routines and activitiesadaptations for routines and activitieshttp://www.dec-sped.org/Store/http://www.dec-sped.org/Store/Additional_ResourcesAdditional_Resources

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REMEMBER….REMEMBER….

““IT IS THE TOTAL SCORE THAT IS IT IS THE TOTAL SCORE THAT IS RELATED TO POSITIVE CHILD RELATED TO POSITIVE CHILD DEVELOPMENT, NOT ANY OF THE DEVELOPMENT, NOT ANY OF THE SINGLE REQUIREMENTS BY SINGLE REQUIREMENTS BY THEMSELVES”THEMSELVES” (page xii All About (page xii All About the ECERS-R)the ECERS-R)

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Terms Used in the ECERS - Terms Used in the ECERS - RR

Available and AccessibleAvailable and Accessible

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Terms Used in the ECERS Terms Used in the ECERS - R- R

Few, some, many, variedFew, some, many, varied

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Terms Used in the ECERS - Terms Used in the ECERS - RR

StaffStaff

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Terms Used in the ECERS Terms Used in the ECERS - R- R

Example: Item #17 Example: Item #17

Using language to develop reasoning Using language to develop reasoning skillsskills

Indicators 5.1 and 5.2Indicators 5.1 and 5.2

Must be observedMust be observed

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Terms Used in the ECERS Terms Used in the ECERS - R- R

Very Bad Weather or Weather Very Bad Weather or Weather

PermittingPermitting Items #8, #34, #35Items #8, #34, #35

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Weather Permitting FactsWeather Permitting Facts

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Terms Used in the ECERS Terms Used in the ECERS - R- R

Hand washing – wash hands with Hand washing – wash hands with soap under running watersoap under running water Upon arrival or re-entry from outdoorsUpon arrival or re-entry from outdoors Before water play and/or after messy playBefore water play and/or after messy play After dealing with bodily fluidsAfter dealing with bodily fluids After touching contaminated surfacesAfter touching contaminated surfaces Before and after eatingBefore and after eating

After toiletingAfter toileting

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WHY Sanitize?WHY Sanitize?

Same Sink:Same Sink:

Do the staff andDo the staff andchildren wash theirchildren wash their

hands for eating in thehands for eating in thesame sink that theysame sink that theywash their hands forwash their hands for

toileting? toileting?

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How to SanitizeHow to Sanitize

Sanitize: Sanitize:

Bleach and water solutionBleach and water solution 1 tablespoon bleach to a quart of water or ¼ cup 1 tablespoon bleach to a quart of water or ¼ cup

bleach to a gallon waterbleach to a gallon water Mix DailyMix Daily Contact time with surface for 2 minutesContact time with surface for 2 minutes Or an approved EPA sanitizer - following the Or an approved EPA sanitizer - following the

instructions to sanitize on the labelinstructions to sanitize on the label

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ASTM F 1292 StandardASTM F 1292 Standard

Handbook for Public Playground Handbook for Public Playground

SafetySafety

PA Position Statements -Playground PA Position Statements -Playground Information SheetInformation Sheet

Item #7 Space for gross motor play Item #7 Space for gross motor play Item #8 Gross motor equipmentItem #8 Gross motor equipment

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PA Position StatementsPA Position Statements

Item #14 SafetyItem #14 Safety

1.1, 1.2, 3.1 A score of 1 or 2 will result if any of the following are observed:1.1, 1.2, 3.1 A score of 1 or 2 will result if any of the following are observed:At least 4 indoor or 4 outdoor safety hazardsAt least 4 indoor or 4 outdoor safety hazards

A safety hazard exists that is a certification violationA safety hazard exists that is a certification violation

Materials labeled “Keep Out of Reach of Children” that are not in a locked container, including medicines and cleaning materialsMaterials labeled “Keep Out of Reach of Children” that are not in a locked container, including medicines and cleaning materials. .

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Item #29 Supervision of gross motor activitiesItem #29 Supervision of gross motor activitiesItem #30 General supervision of children Item #30 General supervision of children

Strict interpretation of ratios will be Strict interpretation of ratios will be

considered considered

A safe environment is not a substitute for A safe environment is not a substitute for supervision. supervision.

PA Position StatementsPA Position Statements

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1’s 3’s 5’s 7’s

Inadequate Minimal Good Excellent

At Risk Custodial Developmental Enhanced Dev Care

#19 Fine Motor

Very few Some 3-5 from each type Rotated

#20 Art

Rarely available Some 3-5 examples from 3 – Dimensional

4 of the 5 types#26 Math#26 Math

None Some 3-5 of each type Rotated

Trajectory of Trajectory of ItemsItems

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Substantial Portion Of the Substantial Portion Of the DayDay

1/3 of the time the center is operating1/3 of the time the center is operating

Usually found in indicators in the Good level (5).Usually found in indicators in the Good level (5).

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SPOD Items and SPOD Items and IndicatorsIndicators #3. Furnishings for #3. Furnishings for

relaxation and comfort relaxation and comfort Indicator 5.1Indicator 5.1

#5. Space for privacy#5. Space for privacyIndicator 5.2Indicator 5.2

#15. Books and pictures#15. Books and picturesIndicator 5.1Indicator 5.1

#19. Fine motor#19. Fine motorIndicator 5.1Indicator 5.1

#20. Art#20. ArtIndicator 5.1Indicator 5.1

#22. Blocks#22. BlocksIndicator 5.4Indicator 5.4

#24#24. Dramatic Play. Dramatic PlayIndicator 5.1Indicator 5.1

#25. Nature/Science#25. Nature/ScienceIndicator 5.1Indicator 5.1

#26. Math/Number#26. Math/NumberIndicator 5.1Indicator 5.1

#34. Schedule#34. ScheduleIndicator 5.3Indicator 5.3

#35. Free Play#35. Free PlayIndicator 5.1Indicator 5.1

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To Accurately Assess To Accurately Assess Quality:Quality:

each and every indicator and the Notes each and every indicator and the Notes

for Clarificationfor Clarification

for approximately 3-4 hours.for approximately 3-4 hours.

to interactions and make notes of to interactions and make notes of

significant interactions.significant interactions.

score based only on what is score based only on what is

observed.observed.

Read

Observe

Listen

Record

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What to Expect from the What to Expect from the AssessorAssessor Will not interactWill not interact with the children. with the children.

Will be lookingWill be looking at all materials and at all materials and may ask to see items stored in may ask to see items stored in closets.closets.

Will be observingWill be observing routines for hand routines for hand washing meal/snack and washing meal/snack and diapering/toileting.diapering/toileting.

Will need timeWill need time to ask questions to ask questions after the observation.after the observation.

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Continuous Quality Continuous Quality ImprovementImprovement Facility and Summary ReportsFacility and Summary Reports Assume there will be items that score Assume there will be items that score

high as well as those that score low high as well as those that score low

Lower scoring items are those ones Lower scoring items are those ones you you may choose to focus on may choose to focus on improving (or not!)improving (or not!)

““What is best for our children and What is best for our children and families?”families?”

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Keys to QualityKeys to Quality

Certification

Regional Key

ERS Assessors

PA KeyCustomer Service Team

Professional Development

Technical AssistanceKeystone STARS SpecialistPA Pre-K Counts Specialist

Child Care Facility

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Video Scoring PracticeVideo Scoring PracticeAll indicators in column 1 must be scored NO (False) to move All indicators in column 1 must be scored NO (False) to move

up, if any are YES (True), score is 1.up, if any are YES (True), score is 1.

STOP SCORING.STOP SCORING.

To receive a score of 3, 5, or 7 all indicators To receive a score of 3, 5, or 7 all indicators for those columnsfor those columns must be scored YES.must be scored YES.

CONTINUE TO NEXT LEVEL.CONTINUE TO NEXT LEVEL.

When you answer NO (False) to any indicators in columns 3, 5, When you answer NO (False) to any indicators in columns 3, 5, or 7 finish or 7 finish ONLY that columnONLY that column and score: and score:

If HALF or MORE are YES (True), go back one point.If HALF or MORE are YES (True), go back one point.

If LESS than HALF are YES (True), go back two If LESS than HALF are YES (True), go back two points.points.