1. Environment Rating Scale Professional Development Seminar
4/14/2017
Environment Rating Scale Professional Development Seminar
ITERS-R
Infant/Toddler Environment Rating Scale – Revised Edition
Used with permission of the publishers and authors
More books can be purchased through Teachers College Press, or anywhere that can order via ISBN number
Mention that the PA has a relationship with the authors, we have their permission to use images and references from the scale books
Review contents of folder to make sure everyone has all hand outs

2. Objectives Participants will be able to:
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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 ITERS-R
Let participants know that they will gain:
an increased understanding of how the ITERS assesses aspects of infant/toddler classrooms
Knowledge of how to find information that they want to know within the scale book and accompanying clarifying notes and PA Position statements
How to use these resources in CQI process
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3. Additional Information for Scoring ITERS-R
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Additional Information for Scoring ITERS-R
Notes for Clarification- Updates can be found on the authors’ website:
PA Position Statements- Updates can be found on the PA Keys website: ~
Quick Links: ERS
Tell participants about the notes for clarification and help them find those listed for item one in the book. Tell them why notes were created and their function in helping with decision making during scoring of the appropriate items and indicators. The website given takes you to where the authors post updates to the notes for clarification. Let them know recent updates are on this website and they will want to go to the website and download information to print out and keep with their ITERS book.
PA Position Statements are scoring decisions made for the Keystone STARS Program. These decisions were influenced by certification regulations and they are based on the concept of continuous quality improvement. Copies of these statements can be found on the listed website and may be updated occasionally as issues arise, new decisions are made – so check back frequently.
Show the All About the ITERS Book and pass around – an accompanying resource with pictures and additional information on all items/indicators.
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4. 4/14/2017
Additional Resources
Caring for Our Children
Handbook for Public Playground Safety
All About the ITERS-R (Postcard)
Your Regional Key:
Early Childhood Research Institute on Inclusion (ECRII)
Special Quest
Early Intervention Services for Infants and Toddlers:
Discuss how accessibility of physical space is found within several items in the ITERS scale as well as one item that deals more with adaptations to the program that support fostering a high quality enviroment for all individuals including those with IFSP/IEPs. Remind them this item is scored NA if they have no children currently enrolled with established IEP’s
Review the resources listed for more information on inclusion.
Review other available resources……
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5. Terms Used in the ITERS - R
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Terms Used in the ITERS - R
PA Position Statement: Very Bad Weather or
Weather Permitting (Items #16 #22,#29, #30)
Ask participants if Certification defines weather permitting.
Review definition of WP with them as per the authors definition. Ask what would happen here in PA if we were to follow author’s definition of the term. Then review the PA Position Statement with them and the reason CFOC was consulted when determining PA’s definition. Review that we decided upon 25 instead of 15. Ask how many go out in these conditions and if they don’t could they change when they go out . Emphasize that changes occur over periods of time, especially ones that require a change in belief Go out, don’t go out? What happens if you don’t go out in the four items with WP? If anyone raises questions about how to get larger groups of infants/toddlers out solicit suggestions from the group.
Consider asking them what would happen if they used our WP definition for the animals in the pictures – where they live they would not have outdoor play for large portions of the year. In some Alaska school districts children have outdoor play unless it is colder than 25 below zero. It is all relative.
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6. Terms Used in the ITERS-R
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Terms Used in the ITERS-R
Accessible
Infants (birth-11 months)
Toddlers (12 months - 36 months)*
Much of the day
Staff
Hand washing
Point out that these definition are on page 7-8 of the book
* Explain why ages different- PA Position Statement
Hand washing-The use of wipes or antiseptic waterless washes can not be substituted for hand washing except for very young infants who have little body or head control.
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7. Ready, Set, Change!
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If you have a lively group, ask a volunteer to “teach” you how to change a diaper as you pantomime the steps. You can then use the next slides to check your work. If your group isn’t that motivated to volunteer, move on to the next slide and talk through the steps.
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8. 4/14/2017
The Prep Steps:
Prepare supplies (remove wipes and diaper from storage container, etc)
Bring child to
changing table
Talk through steps – emphasize that soiled diaper goes immediately into hands-free trash can – no more putting it a plastic bag first.
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9. The dirty phase: Clean the child’s diaper area with disposable wipes
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The dirty phase:
Clean the child’s diaper area with disposable wipes
Dispose of diaper, gloves (if used), and used wipes in hands free trash can
Disposable wipe used on adult’s hands
Disposable wipe used on child’s hands
Dispose of wipes in hands free trash can
Talk through steps – emphasize that soiled diaper goes immediately into hands-free trash can – no more putting it a plastic bag first.
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10. The clean phase: Put clean diaper on child
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The clean phase:
Put clean diaper on child
Wash child’s hands with soap and running water
Clean and sanitize diaper
changing surface
Wash adult’s hands with
soap and running water
Sanitize sink if used for
purposes other than diapering
Talk through steps – emphasize that soiled diaper goes immediately into hands-free trash can – no more putting it a plastic bag first.
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11. Diapering & Toileting Why follow the recommended steps?
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Diapering & Toileting
Why follow the recommended steps?
Is diapering only about a dry bottom and clean hands?
What about children learning to use the toilet?
Ask participants to take the Diapering guidelines and the Pull-up guidelines out of their hand-out packet. Can point out that we often see them posted right at the changing table and/or in the restroom.
Talk about using diaper changes as a time for one on one interactions and sharing language.
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12. Items that Frequently Score Below Minimal Quality (3’s)
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Items that Frequently Score Below Minimal Quality (3’s)
Personal Care Routines Items:
#7 Meals and Snacks
#8 Nap
#9 Diapering/Toileting
#10 Health Practices
#11 Safety Practices
Remind participants that quality practices are about achieving balance and making choices. Tell them all sites receive at least a few items with lower scores. This slide and the next represent those that frequently in the ITERS scale score lower than minimal quality.
Aspects of each item to review –
Meals/Snacks –
sanitary practices
Table/high chair surfaces
Hand washing after eating with hands, recontaminating prior to sitting down to eat, hand washing before and after bottle feeding
Eating off one another’s plates
Serving food with hands
Supervision during meals
Teachers engaged in other tasks while children eating – not within arms reach.
CACFP guidelines and food safety
Food too hot or not appropriate – whole carrots, etc.
Not meeting all components
Nap – spacing of rest equipment not meeting DPW 24 inches or ITERS 36 – storing of items between cribs, etc. Blankets stored and touching.
Diapering toileting – sanitary practices and hand washing
Health practices – mouthed toys – remind participants to let children come to a comfortable stopping point when playing/mouthing a toy before removing it from circulation. Hand Washing at correct times, review hand washing alternative for outdoor sand or water play – baby wipes
Safety practices – Keep out of reach items not locked and safety hazards in indoor and outdoor gross motor areas
Any ideas on why this happens?
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13. Item 11: Safety Practices
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Item 11: Safety Practices
Use the Keep out of Reach hand-out with participants. Share that this Item is one that scores low universally. Sites often score a “2”, but more still make their target ERS score.
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14. Also often score below 3:
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Also often score below 3:
Activities
#16 Active Physical Play
#21 Sand and Water Play
Program Structure
#29 Schedule
#30 Free Play
Active Physical Play – safety hazards in indoor and outdoor play areas and/or not meeting weather permitting, or keeping toddlers engaged in group play non-physical activities for large portions of the day.
Sand and water play – unsafe materials used as substitute for sand/water – cornmeal, flour, uncooked kidney beans, etc. Lack of close supervision
Schedule – weather permitting or group oriented schedule structure for infants/young toddlers who are not ready yet.
Free Play – weather permitting and restriction of toddlers free choice time due to many whole group teacher led activities.
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15. Getting to know your ITERS-R Resources….
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Getting to know your ITERS-R Resources….
ITERS-R Scale Book
Additional Notes for Clarification
PA Position Statements
Jeopardy, or scavenger hunt games (cards or separate power point). Choose one to play here.
Scavenger hunt cards – split group up into smaller groups or pairs depending on total number of participants. Tell them this activity will help them practice using the ITERS resources to find out answers to questions on quality expectations. Use the next slide to review the resources they should use. After they have time to find answers have groups read their card out loud and on at least the first couple have them lead the group through how they found the answer. Always talk about the why once the answer is shared. Ask the group why what was represented on the card is or is not a quality practice and then expand on it when needed.
Scavenger hunt power point. Same questions as cards but could be done as a whole group with smaller groups of participants. Separate answer sheet available.
Jeopardy (Separate power point) This can be played as a whole group or divide the group in half and keep track of which side wins based on total points earned.
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16. Interactions: Do Babies Talk?
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Interactions: Do Babies Talk?
Once we are able to - play video separate from powerpoint. Until then describe that even the youngest of children can have conversations, even when we don’t understand their language. It is important to talk to infants and toddlers about their world and what they are experiencing. The more we talk the quicker they acquire language and the number of words they understand and use increases. Back and forth conversations where adults add more information to what children say is crucial.
Have participants close their eyes and listen. Say to them things like:
Bring it to me.
Put that away over there.
You are playing with it!
Please stop that.
Then out loud give them sentences with the detail high quality expects
Bring the red blocks to me
Put the big dump trucks on the bottom shelf and the little trucks in the blue basket.
You are playing with the bouncy ball. Look how high it bounces. Can you roll it to me?
Please don’t hit your friends. It hurts them. See how she is crying? Can you give her a hug?
Ask them to tell you the difference between the first four and second four sets of interactions.
Next go through these sets of interactions and ask which is better:
Little Girl: Water please.
Teacher: Here it is. or
Little Girl: Water please.
Teacher: Ok. Do you want it in your green sippy cup? Remember to sit down when you drink and drink slowly.
Little Boy: Blue truck!
Teacher: I see! It is a blue truck. Or
Teacher: It is a blue truck. Do you see the big round wheels? It’s a dump truck. I wonder what it is carrying? They can hold big heavy loads in the bed of the truck.
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17. Considerations for High Quality
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Considerations for High Quality
Classroom display
Time spent waiting
Reflections of diversity
The needs of the teachers
Can touch on these fairly briefly – importance of interesting and eye catching display (especially for non mobile infants who can spend a good amount of time looking at the ceiling).
Want to plan, replan routines and schedules so that kids don’t spend long times waiting
Photos of children are important piece of display – but not consider for diversity since groups change
The teachers matter – adult sized chairs, steps to changing table
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18. Considerations for High Quality
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Considerations for High Quality
Use of TV, Video, Computer
Do you:
use TV/Video/Computer with your infants or toddlers?
How do you decide what to use?
NEW Notes for Clarification for this item as of 12/10: Based on the American Academy of Pediatrics' research
highlighting the negative impact television has on very young children, new Notes for Clarification were added
to the ITERS-R on 12/10/10 for indicators 1.3 and 3.3 and expand the age range for these indicators to 24
months. The new notes state that television, video, and/or computer should not be used with children under
24 months of age.
Review ramifications/quality aspects of bulleted items. When discussing what to watch and responses indicate that any G rated movie is shown ask things such as:
Name one popular animated film with a positive female role model that is drawn to look like a real woman?
What happens to Nemo’s mother, Bambi’s mother, and Simba’s father right at the beginning of the movie?
Remind them that G ratings do not indicate appropriateness for all children as some images might be frightening or not represent good role models.
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19. What to Expect . . . on the day of the assessment: 4/14/2017 We will:
Ask for a tour on the first visit to the site and any additional times if bringing coworker for reliabiltiy
Conduct Random Drawing
Introduce Ourselves to the classroom teacher
Try not to interact with you or the children during the observation – you should just go through your normal daily routine – smiling budda face
Look in all closets/storage in the room and ask about/ look in other storage areas facility might have
Watch hand washing, diapering/toileting closely
Listen for interactions
Need time for questions after the observation period – to gather information about practices that we cannot observe or will not be present for (early morning, late afternoon times) and for clarification – to make sure we understand.
Cannot share results while there – summary report in 2-3 weeks from last assessment at facility.
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20. What to Expect . . . after the assessment about your score 4/14/2017
Facility report with overall score and a Summary report for each observation about 3 weeks after last assessment at facility.
Can expect to see high scores and some lower scores. Use the information to make a plan.
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21. Remember… (page xii All About IERS-R)
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Remember… T R S A S
it is about setting goals and making quality choices that fit your program:
“ It is the AVERAGE TOTAL SCORE that is related to positive child development, not any of the single requirements by themselves.”
(page xii All About IERS-R)
Remind participants of this and review the author’s quote from the AAI.
Explain to participants that they need to focus on the overall average score of the ITERS, not particular items or indicators. Explain that all programs will have some high scores and some low scores, etc. then
You may went to ask the group “Raise your hand if you think you will have some scores of 1” ( some will raise; others won’t)
Then tell everyone to raise their hands; Do the same for if they think they will have some 7’s- then tell everyone to raise their hands.
Can use perfect person example here. It’s about making choices and setting goals.
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22. Keys To Quality
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Reminder them of how we are part of a larger picture . There are many resources for them. Explain where the ERS assessment fits in to the Keystone Stars process – stress that it is a continuous process, not an end. An ERS assessment is a request for feedback to assist them in making quality decisions
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23. To Accurately Assess Quality
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Read
Observe
Listen
Review appropriate practices for conducting self assessments:
Read the indicators and the clarifying notes – get to know the materials and the companion resources
Observe for a reasonable amount of time and in the classroom – can’t get useful information from your office or by popping in for a few minutes here, a few minutes there
Listen to interactions and make notes of significant interactions (might want to make this the focus and come back to the materials later since they work at the site)
Record score based only on what is observed.
Record
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24. Video Scenarios ERS Scoring Review
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Video Scenarios
ERS Scoring Review
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.
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.
Remind them of scoring before showing videos.
Do as many videos as time permits.
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