Slide 1

Slide 2 ERS... S URVIVE OR T HRIVE Its up to you! Slide 3 O BJECTIVES Brainstorm stressors related to ERS assessment and develop strategies for overcoming that stress. Review the role of the ERS in Pennsylvanias Early Childhood Education quality initiatives. Link ERS content to childrens experiences and opportunities. Slide 4 ERS S TRESS What are the things related to the ERS that cause stress, anxiety, worry, confusion? What do programs feel they have to survive? Slide 5 S URVIVE OR T HRIVE W HAT S THE D IFFERENCE ? Definition from Websters: 1. a: the act or fact of living or continuing longer than another person or thing b : the continuation of life or existence 2. a : one that survives Definition from Websters: 1. a : to grow vigorously : FLOURISH FLOURISH 2 a: to gain in wealth or possessions : PROSPER PROSPER SurvivingThriving Slide 6 S URVIVE OR T HRIVE W HAT S THE D IFFERENCE ? SurvivingThriving Slide 7 S URVIVE OR T HRIVE W HAT S THE D IFFERENCE ? SurvivingThriving Slide 8 M AKING THE CHOICE TO T HRIVE Be persistent... Keep learning Keep asking questions Be open... To new ideas To the possibility that it wont work To taking risks To help Be prepared... Know your kids, families, staff Set goals Learn about the ERS To start, stop, revise, and start again! Slide 9 B ACKGROUND OF THE ERS Developed in North Carolina Slide 10 B ACKGROUND OF THE ERS Used in all of Pennsylvanias ECE initiatives PA Position Statements Slide 11 B ACKGROUND OF THE ERS Designed to be used in varied ECE settings and with varied curriculums Used across the US and internationally Employs if/then thinking Slide 12 I F THIS... Slide 13 Then That... Slide 14 I F THIS, Slide 15 I F THIS, THEN THAT Slide 16 W HY THE ERS? Consistent data source for documentation and comparison Designed for all age groups and program settings Provides detail about daily practice that can be used in developing a quality improvement plan Cross walked with the PA Early Learning Standards Slide 17 C H, CH, CH, CHANGES And choices! Slide 18 C HANGE Slide 19 Decide what you want, decide what you are willing to exchange for it. Establish your priorities and go to work. H. L. Hunt Slide 20 Just as your car runs more smoothly and requires less energy to go faster and farther when the wheels are in perfect alignment, you perform better when your thoughts, feelings, emotions, goals, and values are in balance. Brian Tracy Slide 21 Q UALITY I MPROVEMENT A S A V ALUE Slide 22 W HAT ARE WE T RYING TO B ALANCE ? Slide 23 Cognitive development, Emotional development, Physical development, and Individual interests and skills Slide 24 B ASIC NEEDS OF CHILDREN Health and safety 23 Building positive relationships Opportunities for stimulation and learning Slide 25 In our haste to deal with the things that are wrong, let us not upset the things that are right. - Unknown What is best for our children and families? Slide 26 Even if you are on the right track, youll get run over if you just sit there. Slide 27 Q UALITY IS A MOVING TARGET Where we are. Where we want to be. Why? How? Slide 28 Sometimes, getting there is NOT half the fun. Slide 29 How could you achieve this in your classroom? What challenges might there be? Why is this important? Group Activity Slide 30 H ow could you achieve this in your classroom? What challenges might there be? Why is this important? Gender specific dress-up clothing Slide 31 How could you achieve this in your classroom? What challenges might there be? Why is this important? Same sink is sanitized effectively Slide 32 How could you achieve this in your classroom? What challenges might there be? Why is this important? Outdoor play weather permitting Slide 33 How could you achieve this in your classroom? What challenges might there be? Why is this important? Group Activity Slide 34 W HAT GOES AT THE TOP OF THE TO - DO LIST ? Can everything be the most important? Slide 35 What makes a really fabulous meal really fabulous? Slide 36 W HAT M AKES A G REAT C LASSROOM T EACHER G REAT ? Slide 37 E NVIRONMENT, INTERACTIONS, MATERIALS IT IS THE TOTAL SCORE THAT IS RELATED TO POSITIVE CHILD DEVELOPMENT, NOT ANY OF THE SINGLE REQUIREMENTS BY THEMSELVES (page xii ECERS-R) Slide 38 E NVIRONMENT R ATING S CALES ARE A RESOURCE FOR THE CLASSROOM Indicators are based on best practice for children Classrooms will function differently based on the individual needs of the child and the group No right or wrong answers What is best for our children and families? Slide 39 T HE BEST WAY TO PREDICT YOUR FUTURE IS TO CREATE IT. Stephen Covey Slide 40 A DDRESSING ERS S TRESS Slide 41 Slide 42 F ISCAL Y EAR 2010-2011 In the first half of FY 10-11, 93% (out of 285 total assessed statewide) Keystone STARS providers at STAR 3 and STAR 4 levels successfully met required overall facility scores. Slide 43 E NVIRONMENT R ATING S CALES ARE A RESOURCE FOR P LANNING By submitting an ERS request you are asking for feedback to assist you in your quest for continuous quality improvement Assume there will be items that score high as well as those that score low Lower scoring items are those ones you may choose to focus on improving ( or not!) and a tool for thriving! Slide 44 R ELAX, B REATHE, E NJOY THE PROCESS Young children from the beginning cannot help but learnthey dont have to be taught to learn, they are naturally wired up to learn. From the very beginning children are learning about the world. They are also learning about what learning is about. So everything that is going on is a learning experience. Jack P. Shonkoff, MD, Dean, Heller Graduate School, Brandeis University