ERS 101 Chapter 1 ECERS-R Track Learner Notes
Use this packet to record your notes as you work through this chapter.
Name:
Date:
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This packet is designed for you to take notes as you work through this first chapter of the ERS 101 course. This packet will be useful as you prepare for the 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 Early Childhood Environment Rating Scale, Revised Edition before continuing with this course.
Levels of Training Offered By ERSI Level of Training 1. Introductory Training
2. On-line Introduction to the Scales
Description Lecture, 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 and content of the scales some information about how scale requirements are to be interpreted instruction in scoring procedures for completing an observation No assessment of participant competence is completed, and no credit is given for the course by the authors. Documentation of participation in the training may be offered. On-line lecture, handouts, and AV activities with instructor support available on-line or by telephone. Includes: history of the scales how the scales measure quality and findings from research where and when the scales are used activities to help become familiar with the format and content of the scales some information about how scale requirements are to be interpreted instruction in scoring text book is the scale (ECERS-R, ITERS-R, or FCCERSR) being trained on Assessment of participant competence is completed, and CEU credit may be given for the course. Arrangement to follow with practice in the field with a trained observer is available. Documentation of participation in the training is provided.
Length 1 day or less
Complete at individual pace
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3. Basic Training
Consists of the Introductory Training, plus two days of guided practice observations. Includes Level 1 and: 3-hour practice observations in an early childhood classroom with an experienced group leader Debriefing to discuss scores and interpretation of scale requirements
3 days
No assessment of participant competence is completed, and no credit is given for the course by the authors. Documentation of participation in the training is provided. 4. Training to Reliability with the Authors
Designed for scale users who will be doing “high stakes” assessments, for example in quality rating systems, or program monitoring, and also for technical assistance staff using the scales in program quality improvement efforts. Includes Levels 1 and 2 with 4 days, or more, of practice observations and debriefing plus:
5 days with option for additional days as needed
Training on how to calculate and document reliability Selection of the participant(s) who can work to bring others to acceptable reliability (reliability anchor or level 1 assessor)
Participant competence is determined by average of reliability across last three observations, and following of correct observation procedures. Documentation of participation in the training is provided. If requested, information on reliability scores of participants is made available to the agency sponsoring the training. Additional days options include:
additional days of observation/debriefing as needed until reliability is reached periodic reliability checks writing accurate and clear summary reports using the scales in technical assistance establishing QRS systems that include the scales procedures to ensure reliable and valid assessments
Primarily for assessors and technical assistance staff who provide 5. Summary Report Writing feedback on ERS scores to guide program improvement. Pre-requisite includes completion of practice observation with ERSI staff member. Includes: purpose of summary reports format of a report rules for credible report writing report writing practice Successful completion of training is based on trainee competence at writing a sample report, and documentation is provided for successful completion.
1 day
3
6. In-depth Course
Designed especially to enhance the skills of technical assistance (TA) providers using the scales to help improve the quality of children’s programs. Also useful to system anchors who train others, assessors, practitioners.
8 days
Each scale is covered in a separate 8 day course. Pre-requisite is Level 1-2 or similar training, plus experience using the scale. Includes:
Pretest to determine level of pre-course knowledge Text is All About ECERS-R or All About ITERS-R, and appropriate scale Lecture by an author and their associates, on the interpretation of specific indicators, the research and rationale for requirements, what is required to meet requirements Explanations about how to best use the scales in technical assistance efforts to maximize the effects of TA Discussions among participants A variety of hands-on activities to reinforce learning Post-test
As with any college-level course, the participant is expected to attend all portions of the course, have and read required materials, and study course 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 of participation in the course is provided as well as documentation of passing the course. 7. Training to Certified Reliability for Local Anchor
Pre-requisites are at least 90% reliability across last 3 observations with State or local ERSI trainer, under more demanding observation conditions plus anchors passing score for In-depth course with a score of 90% or higher.
Annual reliability checks on each scale Quarterly Q&As with authors or ERSI associates
For more information on training, please visit the ERSI website: www.ersi.info
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The Environment Rating Scales Family The Four Scales
Ages and Settings
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4.
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On what pages of the Early Childhood Environment Rating Scale, Revised Edition will you find an explanation 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”?_____________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________
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How many items can be marked “Not Applicable”?______________________________________ List these items in the space below: ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ In the space below, write the scoring rules: ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________
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How is the Total Average Score Calculated?___________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________
See the next two pages for information you will need to complete the scoring activities relating to calculating the Total Average Score.
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Calculating the Total Average Score Activity One Using the item scores below, answer the questions found on the Calculating the Total Average Score Activity One page in Chapter One. Item 1. Indoor Space 2. Furniture for routine care, play and learning 3. Furnishings for relaxation and comfort 4. Room arrangement for play 5. Space for privacy 6. Child-related display 7. Space for gross motor play 8. Gross motor equipment 9. Greeting/departing 10. Meals/snacks 11. Nap/rest 12. Toileting/diapering 13. Health practices 14. Safety practices 15. Books and pictures 16. Encouraging children to communicate 17. Using language to develop reasoning skills 18. Informal use of language 19. Fine motor 20. Art 21. Music/movement 22. Blocks 23. Sand/water 24. Dramatic play 25. Nature/science 26. Math/number 27. Use of TV, video, and/or computers 28. Promoting acceptance of diversity 29. Supervision of gross motor activities 30. General supervision 31. Discipline 32. Staff-child interactions 33. Interactions among children 34. Schedule 35. Free play 36. Group time 37. Provisions for children with disabilities
Item Score 3 4 3 3 4 5 1 4 4 1 4 1 2 1 4 5 3 6 4 3 4 3 4 3 4 3 2 4 5 6 5 7 7 2 5 4 3
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Calculating the Total Average Score Activity Two Using the item scores below, answer the questions found on the Calculating the Total Average Score Activity Two page in Chapter One. Item 1. Indoor Space 2. Furniture for routine care, play and learning 3. Furnishings for relaxation and comfort 4. Room arrangement for play 5. Space for privacy 6. Child-related display 7. Space for gross motor play 8. Gross motor equipment 9. Greeting/departing 10. Meals/snacks 11. Nap/rest 12. Toileting/diapering 13. Health practices 14. Safety practices 15. Books and pictures 16. Encouraging children to communicate 17. Using language to develop reasoning skills 18. Informal use of language 19. Fine motor 20. Art 21. Music/movement 22. Blocks 23. Sand/water 24. Dramatic play 25. Nature/science 26. Math/number 27. Use of TV, video, and/or computers 28. Promoting acceptance of diversity 29. Supervision of gross motor activities 30. General supervision 31. Discipline 32. Staff-child interactions 33. Interactions among children 34. Schedule 35. Free play 36. Group time 37. Provisions for children with disabilities
Item Score 4 2 4 4 4 7 4 7 3 1 NA 1 2 2 3 5 4 4 3 4 6 4 1 4 3 4 4 3 4 7 3 7 6 3 4 3 NA
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