Presentation on theme: "ECERS-R & ITERS-R Orange County Quality Improvement System OC QIS Barbara Easton."— Presentation transcript:
ECERS-R & ITERS-R Orange County Quality Improvement System OC QIS Barbara Easton
Please download the materials found on the CD onto your office computer. There is a checklist guide to assist you with printing the materials to be used with the classroom assessment and quality improvement process.
Project goals include: To begin to align OC QIS with the state’s proposed QRS To support the existing rated centers in improving the quality of their program Expand the usage of the Environment Rating Scales into every classroom and program Implement an ongoing quality improvement process with ERS Provide professional development opportunities Support teachers with acquiring and maintaining their Child Development Teacher Permit Raise community awareness on the importance of high-quality early care and education Support families in accessing community resources 3
CAEL QIS July 2010 http://www.cde.ca.gov/index.asphttp://www.cde.ca.gov/index.asp Use “ERS Family” as the tool (ITERS-R, ECERS-R, FCCERS-R) Plus a tool(s) to measure teacher/child interactions at Tiers 3,4 and 5
Be familiar with the intent of ECERS-R and ITERS-R Be able to understand the scoring process Be prepared to complete a classroom self assessment Understand how to complete a quality improvement plan After today’s workshop, providers will:
Dr. Thelma Harms Dr. Debby Cryer Dr. Richard Clifford
Preschoolers 43 items ECERS-R Assessment scale Recommended – All About ECESRS-R
Infants and Toddlers 39 items ITERS-R Assessment Scale Recommended – All About ITERS-R
Workshop Agenda: Materials Rating Scale Book Score Sheet Profile Self- Assessment Process Resources
Workshop Agenda: Process of the ECERS-R & ITERS-R Purpose Hints to prep your scale Terms Scoring & practice Quality improvement process ERS Overview
During the first five years of life, the majority of the architecture of a child’s brain is determined (Shore, R. 1997), and early childhood experiences set the stage for all future learning. Positive outcomes from investments in early childhood education depend on the quality of these experiences.
Quality is paramount if preschool programs are to have an effect on children ’ s learning and provide the economic and financial benefits we expect from our investment. High-quality preschool is much more than custodial care; it provides children with meaningful learning and play experiences guided by qualified teachers in an enriched educational environment. Why is quality important?
Children with access to high quality preschool and child care programs are more likely to acquire the skills they need to enter kindergarten ready to succeed and adapt to new learning and social environments. Why is quality important?
Research typically points to two dimensions of quality: Structural features Process features
Structural features in early learning settings refer to the way in which the program is organized or structured, such as staff-to-child ratio and teacher qualifications.
Process features refer to the positive interactions between children and others which support experiences that promote children ’ s learning and development (Scott-Little, C. 2006).
In early care and education, the highest features that affect quality focus largely around the teacher and interactions - 6’s & 7’s
Effective early childhood professionals have: Strong background in education and child development and specialized early childhood competencies Warmth and sensitivity to engage children Foster positive interactions Work in partnership with families Recognizing and respecting cross-cultural differences
Possess the communication skills to nurture self-confidence and appreciate a child ’ s holistic growth Interact well with children, both individually and in small groups Promote exploration in the classroom Encourage questions and conversations What are teachers?
An age-appropriate curriculum recognizing the psychological development of children and building on their instinctive curiosity is important, but the way a teacher implements that curriculum is more significant.
Small group sizes and low child to teacher ratios that allow for individual student attention are also hallmarks of a high quality program.
Learning environments should stimulate children ’ s cognitive development, with environments divided into smaller activity-based centers
Because children and providers deserve to be in quality environments and parents need the assurance of knowing their children are safe and healthy and learning.
Children can reach and are allowed to use age appropriate toys, materials, furnishings and/or equipment.
For ECERS-R At least 1/3 of the time children are in attendance Substantial portion of the day is calculated based on what is observed, the posted daily schedule, plus what the teacher says is usually done during the rest of a full day program.
This slide shows the requirements for “some” and “many” for Item 18, Music and Movement in the ECERS/ITERS-R. “Some” means at least two materials for use with each age group enrolled. “Many” means at least ten music materials with no fewer than three for each age group enrolled.
Everyone needs to wash their hands with running water, including infants. Wet hands first and then add soap. Rub hands together for 10 seconds, minimum Hands must be dried by individual towels that are not shared. Using wipes or antiseptic waterless washes CANNOT be substituted for hand washing in scoring. Glove use does not preclude handwashing.
Standards in the ERS are from: Caring for Our Children: National Health and Safety Performance Standards: Guidelines for Out-of-Home Child Care, 2nd Edition National Resource Center for Health and Safety in Child Care and Early Education http://nrckids.org/CFOC
Almost every day, unless there is active precipitation or unhealthy air quality.
Fill out the top of the score sheet as if all of the children are there who could be there that day. This way you can reflect on the materials and events for all of the children.
Read each indicator and check Y, N, or N/A When there is a * be sure to go over to the additional notes to get help in knowing how to score that item. Terms are explained on P. 5 & 6 The All About book clarifies in greater detail with photos of each item
Turn to the section in your handouts that has the Video Guide and Training Workbook selection. The DVD has practice video that is used to practice scoring. There is also a scoring scramble activity Use the Scoring Practice handout to practice determining the correct score to circle
Kodak moment These items and indicators are meant to be available to all children every day, your assessment is a ‘snap shot’ of the daily experiences Reminders – read the criteria, additional notes, and look for evidence Score based only on what is asked and viewed. REALITY TV
Always start at the left under the 1 column Ask your self this question each time: “Is this true….. Yes or No”
Under the 1 column, Inadequate: All indicators must be marked NO to continue scoring. If an item is marked YES, the score for that item will be – 1 Ask yourself, “ Is my classroom inadequate for this item”? Yes or No
For indicators under the 3,5,7 ratings, the goal is to earn and mark YES. Scoring will stop once you mark a box a NO. Continue checking all of the indicators through the 7 column so you can see your areas of strength. Ask yourself, “ Is this indicator true?” yes… or not true, no.
If all are marked YES, keep going If ½ or more of the indicators are marked YES, then you score ONE score below, or half way between the columns. Ex: Under the 5 column, you have 3 YES & 2 NO, the score would be a 4 If less than ½ are marked YES, you score back to the prior column where you had all YES. Ex: Under 5 - 2 YES & 3 NO, the score would be a 3
Goals of scoring are to earn a score of 5 or higher for each item. When scores are below a 5, you complete a quality improvement plan with ideas on how to score higher.
We will practice scoring with the training DVD. The scoring process is written in detail in your ECERS-R and ITERS-R books
Every item will need a score of Yes, No, or N/A Once all boxes have been scored, decide on the number or score for that item (see Sample Score Sheet) Put a circle around the score for that item Once you have scored all of the items, you can calculate the average of each section or sub scale. Each score and average will be transferred onto the program profile
Additional materials are included on the CD to help with your assessment OCDE have a limited quantity of ECERS-R and ITERS-R Kits for loan that include: All About ECERS-R and All About ITERS-R books – each item in pictures and details on how to score ECERS-R and ITERS-R Training Videos – classroom environments and interactions to practice scoring Call or email if you need assistance with your ERS
Tips – Some develop a tip sheet that may be useful for you to: Make sure to observe key items Age groups attending during the observation Document materials for different age groups Tally hand washing, books, materials, etc… Capture dialog to meet specific criteria – directions
Self Assessment Find a system that works for you Some do one section at a time If there are 2 teachers in a room, one can focus on scoring some items as long as program requirements are met Be honest and commit to the improvement process
Steps Read the ERS Self Study Process Instructions Become familiar with the QIP Excel Data materials
Steps – Scores Complete Self-Assessment Score Sheet Transfer scores into the QIP EXCEL file All scores 5 and above indicate those items that lead to high quality Scores less than 5 require a QIP plan to improve
Quality Improvement Planning Fill in your scores on the QIP data excel page Put N/A into the QIP data page where needed Transfer all scores less than 5 onto the QIP and complete the plan for each item Instructions are found on the ERS Self Study Process page on how to complete the program profile, your assessment score sheets, and QIP
Steps - Strategies Discuss and brainstorm ways to improve the score for the item Evaluate and document which items have barriers outside of your control Write strategies for improvement you are able to complete Have your director partner with you to document the improvements made Return completed score sheet & QIP
Time Line Goals Train your staff within 1 month of either taking the ERS workshop or 1 month of receiving an ERS lending kit Complete each classroom ERS assessment and score sheet by the following month Complete each Quality Improvement Plan within 2 weeks of completing the classroom assessment Email the QIP Excel file back to OCDE
Jannell Jones OCDE 714-327-8195 email@example.com Barbara Easton OCDE 714-327-8185 firstname.lastname@example.org