Program Quality Assessment (PQA) Resources

Environment Rating Scales Resources

2020-2021 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 2020-21 (PDF)
ECERS-R Position Statements 2020-21 (PDF)
ITERS-R Position Statements 2020-21 (PDF)
SACERS-U Position Statements 2020-21 (PDF)
FCCERS-R Position Statements 2020-21 (PDF)

Additional information on the PA Position Statements is included in the following: A Comprehensive Guide to 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 consider current practices, sort through feelings and philosophical perspectives and support the process of planning for 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.

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.

Better Kid Care Professional Development Aligned with Environment Rating Scales Quality Practices

CLASS Resources

Classroom Assessment Self-Reflection Tools

Self-Reflection Tools were developed for program teams to use after receiving the CLASS Feedback 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 the process of planning for making improvements in their program. A key element of the process is team conversation.

CLASS Self-Reflection Tool for Infant, Toddler, Pre-K, and K-3 (PDF)

A CLASS Introduction was created to support the understanding of CLASS assessments, the value of using CLASS to support continues quality improvement, and jhow the various age groups are organized within the tool. Please click the link below to find out more information about CLASS.