1. 10.091 Environment Rating Scale Professional Development Seminars Environment Rating Scale Professional Development Seminars ECERS-R Early Childhood Environment Rating Scale – Revised Edition

2. 10.092 Objectives Participants will be able to:  Describe the basic indicators of quality early childhood environments and methods for measuring quality  Conduct a self-assessment of classrooms using the ECERS-R

3. 10.093 Additional Resources Notes for Clarification http://www.fpg.unc.edu/~ecers www.fpg.unc.edu/~ecers PA Position Statements http://www.pakeys.org/stars Choose from Quick links menu All About the ECERS-R Each site will receive one free copy (Postcard) Caring for Our Children http://nrckids.org/CFOC/index.html Handbook for Public Playground Safety http://www.cpsc.gov/cpscpub/pubs/325.pdf

4. 10.094 Additional Resources Inclusion Resources: Early Childhood Research Institute http://www.fpg.unc.edu/~ecrii/index.html www.fpg.unc.edu/~ec Special Quest http://www.specialquest.org www.specialquest.org CARA’s Kit – Teacher Version: Creating adaptations for routines and activities http://www.dec- sped.org/Store/Additional_Resources

5. 10.095 REMEMBER…. “IT IS THE TOTAL SCORE THAT IS RELATED TO POSITIVE CHILD DEVELOPMENT, NOT ANY OF THE SINGLE REQUIREMENTS BY THEMSELVES” (page xii All About the ECERS-R) “IT IS THE TOTAL SCORE THAT IS RELATED TO POSITIVE CHILD DEVELOPMENT, NOT ANY OF THE SINGLE REQUIREMENTS BY THEMSELVES” (page xii All About the ECERS-R)

6. 10.096 Terms Used in the ECERS - R Available and Accessible

7. 10.097 Terms Used in the ECERS - R Few, some, many, varied

8. 10.098 Terms Used in the ECERS - R Staff Staff

9. 10.099 Terms Used in the ECERS - R Example: Item #17 Using language to develop reasoning skills Indicators 5.1 and 5.2 Must be observed

10. 10.0910 Terms Used in the ECERS - R Very Bad Weather or Weather Permitting Items #8, #34, #35

11. 10.0911 Weather Permitting Facts

12. 10.0912 Terms Used in the ECERS - R Hand washing – wash hands with soap under running water UUUUpon arrival or re-entry from outdoors BBBBefore water play and/or after messy play AAAAfter dealing with bodily fluids AAAAfter touching contaminated surfaces BBBBefore and after eating AAAAfter toileting

13. 10.0913 WHY Sanitize? Same Sink: Do the staff and children wash their hands for eating in the same sink that they wash their hands for toileting?

14. 10.0914 How to Sanitize Sanitize: BBBBleach and water solution 1111 tablespoon bleach to a quart of water or ¼ cup bleach to a gallon water MMMMix Daily CCCContact time with surface for 2 minutes OOOOr an approved EPA sanitizer - following the instructions to sanitize on the label

15. 10.0915  ASTM F 1292 Standard  Handbook for Public Playground Safety PA Position Statements -Playground Information Sheet Item #7 Space for gross motor play Item #8 Gross motor equipment

16. 10.0916 PA Position Statements Item #14 Safety 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 hazards  A 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 materials.

17. 10.0917 Item #29 Supervision of gross motor activities Item #30 General supervision of children Strict interpretation of ratios will be considered A safe environment is not a substitute for supervision. PA Position Statements

18. 10.0918 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 None Some 3-5 of each type Rotated Trajectory of Items

19. 10.0919 Substantial Portion Of the Day 1/3 of the time the center is operating Usually found in indicators in the Good level (5).

20. 10.0920 SPOD Items and Indicators #3. Furnishings for relaxation and comfort Indicator 5.1 #5. Space for privacy Indicator 5.2 #15. Books and pictures Indicator 5.1 #19. Fine motor Indicator 5.1 #20. Art Indicator 5.1 #22. Blocks Indicator 5.4 #24. Dramatic Play Indicator 5.1 #25. Nature/Science Indicator 5.1 #26. Math/Number Indicator 5.1 #34. Schedule Indicator 5.3 #35. Free Play Indicator 5.1

21. 10.0921 To Accurately Assess Quality:  each and every indicator and the Notes for Clarification  for approximately 3-4 hours.  to interactions and make notes of significant interactions.  score based only on what is observed. Read Observe Listen Record

22. 10.0922 What to Expect from the Assessor  Will not interact with the children.  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.

23. 10.0923 Continuous Quality Improvement Facility and Summary Reports  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!)  “What is best for our children and families?”

24. 10.0924 Keys to Quality

25. 10.0925 Video Scoring Practice All indicators in column 1 must be scored NO (False) to move up, if any are YES (True), score is 1.  STOP SCORING. To receive a score of 3, 5, or 7 all indicators for those columns must be scored YES. To receive a score of 3, 5, or 7 all indicators for those columns must be scored YES.  CONTINUE TO NEXT LEVEL. When you answer NO (False) to any indicators in columns 3, 5, or 7 finish ONLY that column and score:  If HALF or MORE are YES (True), go back one point.  If LESS than HALF are YES (True), go back two points.