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ERS 101Chapter 1ECERS-R TrackLearner NotesUse this packet to record your notes as you work through this chapter.Name:Date:

Help ResourcesIf you experience any technical issues, please contact Technical Support:Email: [email protected]: 919-438-2380 (8AM to 8PM EST)When reporting technical issues, be sure to include the page number of thechapter (found in the lower right corner of the window).If you need content-specific help, you may e-mail the ERSI staff at:[email protected]

This packet is designed for you to take notes as you work through this firstchapter of the ERS 101 course. This packet will be useful as you prepare forthe end of course test, which comes at the end of Chapter 2.For the ECERS-R Track, make sure you have a copy of the EarlyChildhood Environment Rating Scale, Revised Edition before continuingwith this course.Levels of Training Offered By ERSILevel ofTraining1. IntroductoryTraining2. On-lineIntroductionto the ScalesDescriptionLecture, handouts, and AV activities. Includes: how the scales measure quality where and when the scales are used activities to help become somewhat familiar with the format andcontent of the scales some information about how scale requirements are to beinterpreted instruction in scoring procedures for completing an observationNo assessment of participant competence is completed, and no creditis given for the course by the authors. Documentation of participation inthe training may be offered.On-line lecture, handouts, and AV activities with instructorsupport available on-line or by telephone. Includes: history of the scales how the scales measure quality and findings fromresearch where and when the scales are used activities to help become familiar with the format andcontent of the scales some information about how scale requirements are to beinterpreted instruction in scoring text book is the scale (ECERS-R, ITERS-R, or FCCERSR) being trained onAssessment of participant competence is completed, and CEUcredit may be given for the course. Arrangement to follow withpractice in the field with a trained observer is available.Documentation of participation in the training is provided.Length1 day orlessComplete atindividualpace2

3. BasicTrainingConsists of the Introductory Training, plus two days of guided practiceobservations. Includes Level 1 and: 3-hour practice observations in an early childhood classroomwith an experienced group leader Debriefing to discuss scores and interpretation of scalerequirements3 daysNo assessment of participant competence is completed, and no creditis given for the course by the authors. Documentation of participation inthe training is provided.4. Training toReliabilitywith theAuthorsDesigned for scale users who will be doing “high stakes”assessments, for example in quality rating systems, or programmonitoring, and also for technical assistance staff using the scales inprogram quality improvement efforts.Includes Levels 1 and 2 with 4 days, or more, of practiceobservations and debriefing plus: 5 dayswithoption foradditionaldays asneededTraining on how to calculate and document reliabilitySelection of the participant(s) who can work to bring others toacceptable reliability (reliability anchor or level 1 assessor)Participant competence is determined by average of reliability acrosslast three observations, and following of correct observationprocedures. Documentation of participation in the training isprovided. If requested, information on reliability scores of participantsis made available to the agency sponsoring the training.Additional days options include: additional days of observation/debriefing as needed untilreliability is reachedperiodic reliability checkswriting accurate and clear summary reportsusing the scales in technical assistanceestablishing QRS systems that include the scalesprocedures to ensure reliable and valid assessmentsPrimarily for assessors and technical assistance staff who provide5. SummaryReport Writing feedback on ERS scores to guide program improvement. Pre-requisiteincludes completion of practice observation with ERSI staff member.Includes: purpose of summary reports format of a report rules for credible report writing report writing practiceSuccessful completion of training is based on trainee competence atwriting a sample report, and documentation is provided for successfulcompletion.1 day3

6. In-depthCourseDesigned especially to enhance the skills of technical assistance (TA)providers using the scales to help improve the quality of children’sprograms. Also useful to system anchors who train others, assessors,practitioners.8 daysEach scale is covered in a separate 8 day course.Pre-requisite is Level 1-2 or similar training, plus experience using thescale. Includes: Pretest to determine level of pre-course knowledgeText is All About ECERS-R or All About ITERS-R, andappropriate scaleLecture by an author and their associates, on the interpretationof specific indicators, the research and rationale forrequirements, what is required to meet requirementsExplanations about how to best use the scales in technicalassistance efforts to maximize the effects of TADiscussions among participantsA variety of hands-on activities to reinforce learningPost-testAs with any college-level course, the participant is expected to attendall portions of the course, have and read required materials, and studycourse content in order to pass the post-test.Assessment of participant competence is completed through a posttest, where a score of 85% is required for passing. Documentation ofparticipation in the course is provided as well as documentation ofpassing the course.7. Training toCertifiedReliability forLocal AnchorPre-requisites are at least 90% reliability across last 3 observations with State or localERSI trainer, under more demanding observation conditions plusanchorspassing score for In-depth course with a score of 90% or higher. Annual reliability checks on each scaleQuarterly Q&As with authors or ERSI associatesFor more information on training, please visit the ERSI website:www.ersi.info4

The Environment Rating Scales FamilyThe Four ScalesAges and Settings1.2.3.4.5

On what pages of the Early Childhood Environment Rating Scale, Revised Edition will you find anexplanation of the scoring system?What are the four Levels of Quality used in the Environment Rating Scales?How many subscales are in the ECERS-R?List the subscales in the space below.How many items are in the ECERS-R?When can an indicator be marked “Not Applicable”?6

How many items can be marked “Not Applicable”?List these items in the space below:In the space below, write the scoring rules:7

How is the Total Average Score Calculated?See the next two pages for information you will need to complete the scoring activitiesrelating to calculating the Total Average Score.8

Calculating the Total Average Score Activity OneUsing the item scores below, answer the questions found on the Calculating theTotal Average Score Activity One page in Chapter One.Item1. Indoor Space2. Furniture for routine care, play and learning3. Furnishings for relaxation and comfort4. Room arrangement for play5. Space for privacy6. Child-related display7. Space for gross motor play8. Gross motor equipment9. Greeting/departing10. Meals/snacks11. Nap/rest12. Toileting/diapering13. Health practices14. Safety practices15. Books and pictures16. Encouraging children to communicate17. Using language to develop reasoning skills18. Informal use of language19. Fine motor20. Art21. Music/movement22. Blocks23. Sand/water24. Dramatic play25. Nature/science26. Math/number27. Use of TV, video, and/or computers28. Promoting acceptance of diversity29. Supervision of gross motor activities30. General supervision31. Discipline32. Staff-child interactions33. Interactions among children34. Schedule35. Free play36. Group time37. Provisions for children with disabilitiesItem Score34334514414121453643434343245657725439

Calculating the Total Average Score Activity TwoUsing the item scores below, answer the questions found on the Calculating theTotal Average Score Activity Two page in Chapter One.Item1. Indoor Space2. Furniture for routine care, play and learning3. Furnishings for relaxation and comfort4. Room arrangement for play5. Space for privacy6. Child-related display7. Space for gross motor play8. Gross motor equipment9. Greeting/departing10. Meals/snacks11. Nap/rest12. Toileting/diapering13. Health practices14. Safety practices15. Books and pictures16. Encouraging children to communicate17. Using language to develop reasoning skills18. Informal use of language19. Fine motor20. Art21. Music/movement22. Blocks23. Sand/water24. Dramatic play25. Nature/science26. Math/number27. Use of TV, video, and/or computers28. Promoting acceptance of diversity29. Supervision of gross motor activities30. General supervision31. Discipline32. Staff-child interactions33. Interactions among children34. Schedule35. Free play36. Group time37. Provisions for children with disabilitiesItem Score4244474731NA1223544346414344347376343NA10