1. Making the ITERS-R come to LIFE
Kristy Boggs
Ivonne Davila-Beegle
Division of Child Care

2. Housekeeping Turn all phones on silent No texting
No sidebar conversations
Actively participate

3. “Speed Meeting Activity”
Getting to know you, getting to know all about you.
Turn to the person on the left and on the right
1. Tell them who you are
2. Tell them where you work
3. Tell them why you are here

4. What do you want to know? Group discussion- put on chart paper
Revisit at the end

5. Goals Understand the use of the ITERS-R
Learn how to break down each subscale
Gain knowledge to make improvements and enhancements to the classroom
Attention given to the creation of action plans

6. Ice Breaker
What is the ITERS-R

7. Environment Rating Scale
ITERS-R
Infant/Toddler
Environment Rating Scale
(ITERS –R Revised Edition)
Birth-2 ½ years of age

8. Background Information
Authors: Thelma Harms, Debby Cryer, Richard Clifford
(1990, Rev. 2006)
“Our scales define environment in a broad sense and guide the observer.”
“All of our scales have been developed in close collaboration with realistic field-based sites.”
Per fpg website: In order to define and measure quality, the ITERS-R draws from three main sources: research evidence from a number of relevant fields (health, development, and education), professional views of best practice, and the practical constraints of real life in a child care setting. The requirements of the ITERS-R are based on what these sources judge to be important conditions for positive outcomes in children both while they are in the program and long afterward. The guiding principle here, as in all of our environment rating scales, has been to focus on what we know to be good for children. Discuss use in KY- STARS, Preschool

9. Using the ITERS-R
Subscales- the overarching areas of the scale that are assessed (ex. activities). see p. 9
Items- the specific areas of the scale that are assessed (ex. dramatic play ). see p. 9
Indicators- requirements that indicate the level of quality (ex. “Materials accessible daily for much of the day”). see. p. 41.
Harms T., Cryer. D, and Clifford, R. (2006). Infant/Toddler Environment Rating Scale Revised Ed. New York, NY.

10. Subscales and Items Space and Furnishings 1. Indoor space
2. Furniture for routine care and play
3. Provision for relaxation and comfort
4. Room arrangement
5. Display for children
Personal Care Routines
6. Greeting/departing
7. Meals/snacks
8. Nap
9. Diapering/toileting
10. Health practices
11. Safety practices

11. Subscales and Items
Listening and Talking
12. Helping children understand language
13. Helping children use language
14. Using books
Activities 15. Fine motor 16. Active physical play 17. Art 18. Music and movement 19. Blocks 20. Dramatic play 21. Sand and water play 22. Nature/science 23. Use of TV, video, and/or computer 24. Promoting acceptance of diversity

12. Subscales and Items Interaction 25. Supervision of play and learning
26. Peer interaction
27. Staff-child interaction
28. Discipline
Program Structure
29. Schedule
30. Free play
31. Group play activities
32. Provisions for children with disabilities

13. Subscales and Items Parents and Staff 33. Provisions for parents
34. Provisions for personal needs of staff
35. Provisions for professional needs of staff
36. Staff interaction and cooperation
37. Staff continuity
38. Supervision and evaluation of staff
39. Opportunities for professional growth

14. BRAIN BREAK

15. See p. 7-9 for in-depth definitions
Specific Terms
Infants/Toddlers- children 0-2 ½ years of age.
Accessible- within sight and easy reach of children.
Much of the day- when children are awake and able to play.
Weather Permitting- “almost every day.” There are few days when children should remain indoors: active rain, active snow, or a health advisory to remain inside.
See p. 7-9 for in-depth definitions
Harms T., Cryer. D, and Clifford, R. (2006). Infant/Toddler Environment Rating Scale Revised Ed. New York, NY.

16. Scoring Scoring is listed as “Inadequate, Minimal, and Excellent.”
The items are scored on a scale of 1-7.
Indicators are listed in 1, 3, 5, and 7 sections.
Scores of 2, 4, and 6 can be obtained.
Half or more to get the score!

17. Scoring Each item is then tallied Each subscale is given a score
(ex. Score of 4 in dramatic play).
Each subscale is given a score
(ex. Score of Activities is 3.64).
The ITERS-R receives an overall score
(ex. Score of 3.5).
Refer to sample 420 report
Program obtained a LEVEL 1 STAR due to an ERS score of The average score for the infant room score was 3.2

18. Brain Break

19. Questions about use and scoring?

20. Improvements/Enhancements
“Whether the assessment is a self-assessment or was done by an outside observer, such as the official assessor of a state-run Quality Rating and Improvement System(QRIS) or a technical assistance specialist, it is essential for the teaching staff to understand the specific requirements for each item in the scale in order to make meaningful changes.”
-Thelma Harms, Making long-lasting changes with the Environment Rating Scales
Child Care Exchange, 2010

21. Hinders Improvement Using the average score as a guide
Using a completed score sheet by an assessor
Changes made by director/owner only
Perfection thinking!

22. Hinders Improvement
What looks good on paper does not necessarily translate into practice in the classroom. Be realistic!

23. Staff need to know: About the ERS- copies need! Program strengths
What needs to be done to raise or enhance quality
Document must be an easy to read format

24. Discussion: How have you used the ITERS-R ?

25. Action Plans Types What should be included? Program Action Plan
Director Action Plan
Classroom Action Plan
How can these work together?
What should be included?

26. Action Plan Components
Note the strengths and if they should be enhanced
Begin with low scoring items that have something in common
Determine key issues
Area to describe the concern
Area to plan the improvement
Know who will be responsible for the improvement
Note what resources are needed
List a follow-up date
Key issues: language, staff training, schedules

27. Brainstorm: Strengths and Areas of Improvement
Work with group you came with
Focus on no-low cost or free improvements

28. Turnover Discussion

29. Additional Resources
STARS Quality Coordinators (free technical assistance)
1(800)
Notes for Clarification
Supplementary Materials
Playground or USDA Information

30. All About The ITERS-R Provides an in-depth look at each indicator.
Additional Resources
All About The ITERS-R Provides an in-depth look at each indicator.

31. QUESTIONS?
COMMENTS…