RESOURCES

Environment Rating Scales Resources

2018-2019 PA Position Statements for ERS

The PA Position Statements are the result of the need to consider the impact of Pennsylvania Department of Human Services (DHS) certification regulations and other Pennsylvania program specific expectations on the scoring of the items in the Environment Rating Scales. Input from multiple sources, including the ERS authors, DHS certification, OCDEL, and other experts, was considered in the creation of each PA Position Statement.

• ECERS-3 Position Statements 2018-19(PDF)
• ECERS-R Position Statements 2018-19(PDF)
• ITERS-R Position Statements 2018-19(PDF)
• SACERS-U Position Statements 2018-19(PDF)
• FCCERS-R Position Statements 2018-19(PDF)

Additional information on the PA Position Statements is included in the following: A Deeper Look at the PA Position Statements Tip Sheet (PDF)

Environment Rating Scale Self-Reflection Tools

Self-Reflection Tools were developed for program teams to use after completion of an ERS self-assessment and/or after receiving the Summary Reports. The purpose of the Self-Reflection Tool is to help early childhood and school-age professionals look at current practices, sort through feelings and philosophical perspectives, and support early childhood and school-age professionals in making improvements in their program. A key element of the process is team conversation.  There are two Self-Reflection Tools; one is for use with all ERS scales (ECERS-R, ECERS-3, ITERS-R, SACERS-U) and the other is for use strictly with the FCCERS.

Please make the following clickable links.

• ERS Self-Reflection Tool for ECERS-R, ECERS-3, ITERS-R, and SACERS-U (PDF)
• FCCERS-R Provider and Partner Self-Reflection Tool (PDF)

Environment Rating Scale Institute

Do you need additional information on the ERS? Visit the ERS Institute, created by the authors, to access Additional Notes for Clarification, Playground Guidelines, and other resources.

CLASS Resources

• Teachstone

Additional Resources

• CACFP Meal Guidelines
• Caring for Our Children
• Keys to Quality: After School Environment, Relationships, and Experiences
• Let’s Talk Quality: Program Quality Assessment in Pennsylvania Blog (letstalkqualitypa.com)

Tip Sheets

• Cambiar pañales, Calzoncitos Desechables (Pull-up) y Pantaloncillos Sucio(PDF) (Versión para imprimir) (PDF) Document on current website
• Diaper Changing Procedures (PDF), updated June 2012 (Printer-Friendly Version) (PDF)
• Does Your program Have a “Much of the Day” Red Flag? (PDF)
• Five Things to Know that Impact Quality (PDF)
• Getting Started on Using ERS and What it Measures (PDF)
• Process vs Product: The Importance of Individual Expression Through Art (PDF)
• Providing Outdoor Play for Infants and Toddlers (PDF)
• Providing Nature and Science Experiences for Young Children (PDF)
• Sanitizing and Disinfecting: Is There a Difference? (PDF)
• What is “Gender Specific” Clothing? (PDF)
• Who’s That Stranger in the Classroom? (PDF)

Additional PQA Pages

• Program Quality Assessment (PQA) At higher levels of quality, early learning and school-age programs receive observation feedback that highlights practices strengths and areas for potential growth from a trained and reliable Program Quality Assessor.
• Program Observation Program observation is a way of gathering information about a program’s practices. Learn more about different ways Pennsylvania observes programs.
• Program Observation Visit Program assessment feedback supports early childhood and school-age professionals in making decisions about areas where quality can be addressed in the early learning or school-age program.
• Professional Development The Program Quality Assessment team offers a variety of professional development (PD) sessions to meet the needs of early childhood and school-age professionals.
• Let’s Talk Quality: Program Quality Assessment in Pennsylvania (Blog)