Environment Rating Scale Professional Development Seminars SACERS: School-Age Care Environment Rating Scale Ask it anyone is familiar with the scale and their level of familiarity. (Used with permission of the authors and the publisher)

Objectives Participants will be able to: Describe the basic indicators of quality child care and the methods for measuring the quality of care Conduct self-assessment of classrooms using the SACERS Session will provide participants with an understanding of how the scale measures quality in school-age settings and how they will use it in self-assessment. 9.01.09

Who should use the SACERS Scale? Kindergarten only = ECERS School-age (1st day of 1st grade and older) only = SACERS Mixed Kindergarten and School-age = determined by the majority of the children enrolled The SACERS scale is used by Centers and Group homes that run outside of a residence. For facilities that serve both kindergarten and school-age children, these are the guidelines to determine which scale is appropriate. Certification revised the ratio regulations to allow kindergarten children to be in the same ration as school- age – this revision applies only to ratio not the ERS Scales. 9.01.09

SACERS Scale ~ A Process Quality Assessment Tool Measures things put into practice. Takes into account how SACC program are different from preschool and I/T programs. Ask participants to name some differences: location – i.e.., in school building, church, etc. programming – i.e.., homework, down time, etc. Remind them of children being in school all day doing what the teachers want, when they want it. Ask how many participants went home after school - What did they want to do when they got home? Ask how many participants went to afterschool care? – What things do they remember about that experience (positive and negative) Society has changed – children can not go out and play until dark, many hours are spent away from home getting different needs met in different locations Academics at school sports/dance lessons. at the gym or studio The SACERS scale looks at meeting the needs of the whole child in one setting with a focus on what the environment offers the children and the importance that play has in their growth and development. Cross Walks 9.01.09

PLAY Fosters social – emotional learning Enhances language development Encourages creativity Think of ploy for ECE but it is just as important for older children. 9.01.09

Additional Resources Notes for Clarification Updates can be found on the authors’ website: http://www.fpg.unc.edu/~ecers PA Position Statements Updates can be found on the PA Key’s website: http://www.pakeys.org (click on Quick links) Caring for Our Children http://nrckids.org/CFOC/index.html Handbook for Public Playground Safety http://www.cpsc.gov/cpscpub/pubs/325.pdf Information and Links for Inclusive Practices http://www.pattan.net/ Highlight the following resources for participants. Remind them that some of these resources will be used later on in the training. Notes for Clarification & the Frank Porter Graham website. Explain that notes for clarifications were developed by the authors for some indicators to help assessors have a more detailed understanding of the standard. PA Position Statements (in folders, but also point out the website). Pa Position Statements were developed for some indicators specifically for PA’s quality improvement program. Remind participants that there is a new way to access the PPS at the PA Keys website. Need to click on Quick Links. Caring for Our Children (show/pass around book & website) Handbook for Public Playground Safety (show/pass around book & website) Explain that all of these resources are helpful in understanding and scoring the SACERS Explain that the SACERS addresses provisions for exceptional children. This website provides resources and links to additional information on inclusive practices. 9.01.09

School- Age Care Environment Rating Scale Structure of the SACERS Take participants through the structure of the book. Page 5 Bold are subscales #’s are items Turn to Page 7 Bullets are indicators Time to do some maintenance and make this book work the same as the other scales. 9.01.09

Numbering the Indicators The other scales have been revised and the indicators have been numbered. The lilac colored sheet in your packet will give you a guide to follow to make the SACERS scale read like the others. Take lilac colored sheet from packet – we will do the first two pages of the book together and the rest of the book can be numbered in all of your spare time Refer to the score sheet as a second example. 9.01.09

4a becomes part of 4 all under the same indicator of room arrangement. 9.01.09

How are the items scored? 7 point scale 1 Inadequate – children may be at risk 3 Minimal – basic health and safety addressed 5 Good – developmentally appropriate programming Excellent - enhanced developmentally appropriate programming 2, 4, and 6 are mid-points – “half way there” After reviewing how scoring is set up take participants back to the book, page 7 and have them look at how indicators are set up at 1,3,5,7. Refer to midpoints. And that they are the in-between scores. Ask about how they would like their programs to score. Use perfect person example. Talk about going for “Good.” Talk about setting goals and how “work toward a goal” fluctuates, but that quality is still possible. 9.01.09

Environment Rating Scale Scoring Inadequate (1) Column All indicators must be scored NO (False) to move up, if any are YES (True), score is 1. STOP SCORING. First click brings up heading….ask what we want to be scoring in the 1’s then show answer. 9.01.09

Environment Rating Scale Scoring Minimal (3), Good (5) and Excellent (7) Columns If all indicators at each level are scored YES: CONTINUE TO NEXT LEVEL. Same on this slide – heading comes up first. Try to get participants to provide details 9.01.09

Environment Rating Scale Scoring Minimal (3), Good (5) and Excellent (7) Columns Any no answer at these levels complete only that column then STOP: If HALF or MORE are YES (True), go back one point. If LESS than HALF are YES (True), go back two points. Remind of the “half way there” way of thinking 9.01.09

SACERS - Practice Scoring Activity What is the correct score? 1 2 3 4 5 6 7 Y N 1.1   3.1 5.1 7.1 3.2 5.2 7.2 Ask for volunteers to give score. Then click to bring up circle 9.01.09

SACERS - Practice Scoring Activity What is the correct score? 1 2 3 4 5 6 7 Y N 1.1   3.1 5.1 7.1 3.2 5.2 7.2 Have participants determine score then discuss checks all the way through even though low score. Also making a change to be able to say yes at 3.2 makes it possible for a 4 point gain. 9.01.09

Exceptions to the Rule Scoring NO at the Minimal (3) level: #13 Health practices - 3.2 on pg. 15 #28 Greeting and departing - 3.2 on pg. 23 #29 Staff - Child interactions - 3.1 and 3.2 on pg. 25 Have participants turn to the appropriate pages and star the exceptions. If these indicators are scored yes, you could still score higher than a 3. Refer to pink exceptions page with all scoring possibilities. 9.01.09

Subscales Space and Furnishings Health and Safety Activities Interactions Program Structure Staff Development Special Needs Supplementary Items Take participants Into the book to review items within these subscales. This can be done separately or in conjunction with the “game” activity on the next slide. The SACERS scale looks at the following: Space & Furnishing – for both children and adults - How much you have and how well you use it? Do you offer space for both active/physical and quiet play? Health & Safety – Policies and Practices Activities – looks at types of and access time to materials as well as opportunities to make hands on connections to the Learning Standards Interactions – opportunities for and quality of communication and relationships Program Structure – Looks at what you do with the time you have together – supports community connections Staff Development – Looks at how teachers learn 9.01.09

Let’s Play a Game! Choice of doing SACERS Search or Hollywood Squares. The content of both activities is the same--just a different way of presenting the materials. See separate power point for large visuals of questions that can be used in reviewing answers. Both games are a separate document. If doing the SACERS search, do first one together then split them up or do individually depending on the needs of the group, size and time.

Sanitize? What does it mean to Getting rid of MOST of the germs – not all Think about… What you use How you use it Remind them of reason for sanitizing in group settings – restaurant example Bleach and water: 2 mins contact time, 1 TBSP per quart or ¼ cup per gallon, mix daily, no lock needed Other products EPA number, follow directions even if disinfecting directions are the only ones on container, mix appropriately if concentrated. We will need to see this info during observation. 9.01.09

Bleach and Water ¼ cup per gallon or 1 Tbsp. per quart Mixed Daily Contact time = 2 minutes Bleach - Not toxic at this level – you could drink it if you wanted to do so. Does not need to be locked This applies to regular chlorine bleach – the new ultra bleach may be different check the label as you would for any other product (See next slide) 9.01.09

All Other Products EPA Number Mixed Correctly Used Correctly 9.01.09 All Others If it says rinse you need to Rinse Different scents may have different contact times. EPA number is used when you call poison control – caution refilling bottles with another product EX: Dial soap dispenser – Refill with Suave – if a child drinks it and you read the EPA off of the dispenser you are giving info on the wrong product. 9.01.09

Importance of 1/3 of the Day Item 7, 20, 22, 23, 24, 25, 26, 27 Refer to PA Position Statements for explanation of items that are effected by this decision Many schools have eliminated extra curricular activities. 1/3 of the day is to ensure that your program is meeting the needs of the whole child. Have participants look up the item number in their books to see which items/indicators are effected by 1/3 of the day. 9.01.09

Must be observed #24 Language/Reasoning 5.2, 5.3 #25 Math/Reasoning 5.2 #26 Science/Nature 5.3 #30 Staff-child Communication 5.4 9.01.09

Health and Safety #19 Personal Hygiene pg. 19 T-charts are used to track hand washing Before eating After messy play After outdoor play After toileting 25% lapse allowed This is the type of chart used to track hand washing, etc. Hand do you monitor hand washing? This type of chart becomes an effective tool for data collection in this area. Remember to discuss the use of sanitizers and the most current ELS from OCDEL stating that hand sanitizers may be used in place of handwashing, except for meal and toileting/diapering handwashing. Emphasize that ERS will follow the OCDEL guidance but ERS views handwashing as best practice. Where are the bathrooms located in proximity to your classroom? Do the children go unescorted? 9.01.09

Item 31 Staff Supervision of Children Take a look in the book at the trajectory of supervision. Where do DPW/Certification regulations fall? It is not enough to be physically present. Teachers need to be involved as well. 9.01.09

Item 23 Drama/theater pg.21 Consideration for age appropriateness of provisions Staff support and extend opportunities for children to engage in drama on a deeper level Open discussion about considering the ages of children in care when setting up this interest area – dolls and a kitchen won’t always attract older SAC children Look at the size of the furnishings – do children have to bend over to cook on the stove? How do staff support older children going deeper into dramatic play through age appropriate theme boxes, props, creating plays, skits, making costumes, etc. American Idol / SA Idol 9.01.09

Item 27 Cultural Diversity pg. 23 Five categories of diversity Positive historical and current representation Gender equity Staff handling of inappropriate interactions Categories: Race, Culture, Gender, Age and Ability Representation across books, pictures and materials Ok to have representation of traditional garb, roles, etc. but balance with representation of current examples Gender equity often completely absent in representation – importance of this at the age range due to continued cues from society that reflect old views SAC kids more likely to express negative views based on things they hear or see – might not be intentional more to see what will happen, but scale has expectations around how staff handle these issues 9.01.09

Interactions Staff – Staff Child – Child Staff – Parent Staff – Program Host Remember some interactions must be observed – can’t ask questions to give credit. In these instances the type of interaction referenced should be occurring frequently through out the day thus it should be easily observable. Staff to Program Host: Example1: Child care center on the top floor of a building – fire fighters rushing in to ask why they were still in the building. The store below had a fire in the storeroom and called 911 but did not think to notify the child care above! Example 2: A child Care located inside a technology school – parents /students picking up their children early saying the school was being evacuated – Director contacts the Dean of the school to find out that there was a bomb threat that they were looking into and did not want to disrupt the children unless it was necessary! Where would you rather work – with friendly or disgruntled employees? Where would you rather shop with friendly or disgruntled employees? The emphasis here is on the relationships – better relationships no matter who they are 9.01.09

Item 42 Staff Meetings pg. 33 Item #42 Staff Meetings pg. 51 3.1 and 5.1 All care giving staff must participate in monthly staff meetings and include discussion of children’s curriculum. 3.1, 5.1 Please refer to the PA Position Statements and Keystone Stars Standards. 9.01.09

Special Needs - Supplementary Items pg. 35 PA Position Statement: #44 Provisions for exceptional children Scored only when child with IEP enrolled. All other items in subscale will be marked NA. Review slide and intent 9.01.09

Assessment Expectations  Will not interact with the children or adults during the observation.  Will be looking at all materials and may ask to see items stored in closets.  Will be observing routines for hand washing meal/snack and diapering/toileting.  Will need time to ask questions after the observation. These guidelines should also be followed when using the scale for self-assessment. Remind participants that the program may be asked to complete a brief survey regarding their ERS assessment experience. 9.01.09

To Accurately Assess Quality: 9.01.09

SACERS Assessments and CQI Process I have my Summary Reports ~ Now what? It’s all about setting goals. Support is available! www.pakeys.org Review summary report components Talk about selecting areas of potential growth for goal setting purposes Remind them that support through regional keys, STARS TA and others are available to assist in determining next steps and goal setting for CQI. Refer to web site. 9.01.09

Point out the ERS drop down from Quick Links 9.01.09

Point out the left column specific info for type of quality initiative. 9.01.09

Point out that all of the Resources needed for ERS are linked from the ERS page of the website. Don’t forget about STARS TA as well. 9.01.09