Lesson 8
Environment Rating Scale
Compliance Indicator
The program shall complete an environment rating scale to measure program quality for the appropriate age group and setting and shall achieve a rating of “Good,” defined as scoring at least an average of 5.0 on each subscale of the environment rating scale.
Regulations/Reference
CCD Program Instrument: III. Program Quality CCD 12 Welfare & Institutions Code: 10208, 10209, 10250, 10251 Title 5: 18281
Monitoring Review Evidence
Completed Environment Rating Scale & Summary Report for Classroom
Watch Video Lesson ❯
Sample Forms/Tools ❯
Review Sketch Pad Notes ❯
Overview
Role of Environment Rating Scale
Designed to measure program quality in a classroom.
All items measure the environment, along with the programs & educators ability to support children’s basic needs. Basic needs of children include:
Protection of their health & safety
Supporting, guiding & building positive relationships
Providing appropriate learning opportunities
Environment Rating Scales
Complete an ERS annually using the appropriate tool for the type of setting & age of children served.
Infant/Toddler Environment Rating Scale, Revised Edition (ITERS-R): Center-based programs that served children birth to 2-1/2 years of age
Early Childhood Environment Rating Scale, Revised Edition (ECERS-R): Preschool & kindergarten aged children, from 2 through 5 years of age
Family Child Care Environment Rating Scale, Revised Edition (FCCERS-R): Child care programs conducted in a provider’s home where a mixed age group is served.
School-Age Care Environment Rating Scale (SACERS): Before & after school group care programs for school-age children, 5 to 12 years of age
NOTE: A complete ERS assessment includes material from both the booklet & supplemental notes. The notes do not change any of the requirements in the books, however they add additional information to help in accurate scoring, without them your scoring will be off.
The Environmental Rating Scale Institute (ERSI) has issued updated guidance regarding the use of the ERS tools during the COVID-19 pandemic.
What this might look like in a program:
Include ERS assessment dates within the Monthly Planner to ensure all classrooms are assessed annually.
ERS Structure
Overarching Structure
Subscales are broad categories of environmental quality.
Items are individual areas to be evaluated within each subscale
Indicators are a series of statements that require a yes (true) or no (not true) answer. Indicators are arranged in a progression of quality from 1 being inadequate to 7 being excellent
Notes for Clarification are provided following each item to give examples, definitions & additional information to improve accuracy in scoring and to further explain the intent of specific items and indicators. Notes for Clarification are periodically updated, which can be found on the ERSI website at ersi.info
Scoring the Indicators
When scoring, each section builds onto the next. Start with 1 & work their way up the scale. One of the most common errors when classrooms prepare for the ERS is to jump to 5 or 6. If 1, 2 or 3 are not met, then the score stops.
When a Title 22 licensing requirement is more stringent than ERS best practice, licensing regulation trumps ERS criteria.
SCORING SNAPSHOT:
Score Sheet
Complete the ENTIRE Scale. Once complete, access the Score Sheet at the end of ERS book (ok to copy). Use fresh score sheet for each classroom/FCCH.
Steps to average each Subscale:
Transfer final score of each indicator & item over to the score sheet
Add the items scored together
Divide total score by number of items. The outcome is the final average subscale score
NOTES:
NOT realistic to score 7 on all items due to various variables
Individual indicators are far less important than the average total score for any classroom
Average total score that is related to positive child development, but not a single indicator by itself
Program Improvement
From Paper to Progress: Classroom Improvement
Each classroom must complete the entire ERS
Classroom score sheet or summary report will help refine classroom practices & environments so that scores will rise
From Paper to Progress: Program Improvement
Average the ERS subscale scores for all of classrooms
If contract has multiple sites, average subscale scores by Site & Program level
Completing Summary of Findings/Plan of Action
IDENTIFY KEY FINDINGS or TRENDS
Select the items that indicate a need for improvement in each subscale with an average score below 5
For those contractors with only subscale averages of 5 or higher, select one item that indicates a need for improvement from each of the two lowest scoring subscales
ACTION STEPS
Develop & write attainable Action Steps to improve each key finding
Include multiple action steps, such as modifications and/or changes to instructional materials, training, schedules, space, supervision
EXPECTED COMPLETION & PERSONS RESPONSIBLE
Enter date when Action Steps will be completed
Identify person(s) who will be responsible for each Action Step
FOLLOW-UP & REFLECTIONS
Initially left blank
Periodically review status of all Action Steps, completion dates, persons responsible & follow-up
Record modifications or changes needed to complete the Action Steps & expected completion dates
Reflect on results & record progress or changes made
What to Expect
Note that sample What to Expect handouts were developed to support educators in knowing what to expect as it relates to an in-person ERS assessment. With everything, it’s always better to know before hand.
Preparation
Assessor will schedule a time/date for the assessment
Review and set-up your classroom environment using the ERS tool
Pay close attention to the terms and notes for clarification
Each item in the ERS tool will be scored. When scoring, remember that each section builds onto the next. The assessor will start with 1 and work their way up the scale. One of the most common errors when people prepare for the ERS is to jump to 5 or 6. If 1, 2 or 3 are not met, then the score stops.
It is not realistic to score 7 across all items
The goal is to have a minimum score of 5 within each subscale. To determine the subscale average, add the subscale items together and divide the total by the number of items scored
Assessment Day
An assessor will be observing the environment for 3 to 3 ½ hours, which must include drop-off & meal time
Assessment is a snapshot of what a typical day looks like in the classroom
During the observation, the assessor is NOT allowed to interact with the educator or children
You will not receive the results on the actual assessment day
After Assessment
The Assessor will schedule a time to review the ERS results with you
Action steps will be developed by the educator for any subscales scored below a Good (5) rating. The plan will be recorded on the Summary of Findings form
Follow-up and reflection will be conducted quarterly
Complete Knowledge Check ❯
After reviewing the video lesson & sketch pad notes, it’s time to check for understanding by completing a Knowledge Check. Note that Individual Knowledge Checks will conclude with a Certificate.
