PART I: ERS (Environmental Rating Scales)€¦ · swings should not be attached to composite structures and should not be suspended from a structure with other swings in the same

PART I: ERS (Environmental Rating Scales) Playground handout Meal Guidelines Diapering and Hand washing

Table washing

ERS Guide to Providers and next steps

ECERS-R Interview Questions

FCCERS Interview Questions for Providers(Family Child Care Providers ONLY)

Playground Information to Use with the Environment Rating Scales Based on information from the U.S. Consumer Product Safety Commission (CPSC), Public Playground Safety Handbook, Pub. No. 325 and information from the American Society for Testing and Materials Standards (ASTM), Standard Consumer Safety Performance Specification for Public Use Playground Equipment for Children 6 Months through 23 Months, F 2373-05. These guidelines are a basic overview of areas to review when scoring playground and safety items in the ECERS-R, ITERS-R, FCCERS-R, or SACERS. This list is not to be used as a comprehensive guide for playground assessment.

Fall Zones – A fall zone is the area around and under gross motor climbing, sliding, or swinging equipment where protective surfacing is required to prevent injury from falls. The fall zone should be cleared of items that children may fall onto or run into.

Protective Surfacing – Protective surfacing is intended to cushion falls and prevent serious injuries from any equipment used indoors and outdoors. The amount of a consistent type of surfacing required is based on the fall height of the equipment, which is the height of the highest designated play surface on the equipment. Equipment having a fall height of 18" or less is not required to have protective surfacing; however, no equipment should be placed over concrete, asphalt, stone, ceramic tile, or similar hard surfaces. The surfaces under and around play equipment should be soft enough to cushion falls, which are the most frequent causes of injuries on playgrounds. Common indoor surfaces (such as rugs, tumbling mates, or carpet) and common outdoor surfaces (such as grass or dirt) are not adequate cushioning for gross motor equipment with a fall height greater than 18" even when the equipment is not anchored. For specifics on surfacing depth for different loose-fill materials, see the chart below. When the surfacing in much-used areas becomes displaced (e.g., under swings, at slide exits), it should be raked back or replaced to maintain correct depth. For poured or installed foam or rubber surfaces, the materials must meet the ASTM F1292 requirements, which can be verified through a written statement from the manufacturer. Minimum compressed loose-fill surfacing depths:

Inches Of Loose-Fill Material Protects To Fall Height (feet) 6 Shredded/recycled rubber 10 9 Sand 4 9 Pea gravel 5 9 Wood mulch 7 9 Wood chips 10

Equipment Spacing – Fall zones for climbing equipment should extend at least 6 ft on all sides for preschoolers and school-agers and at least 3 ft on all sides for infants and toddlers. Spacing between pieces of equipment must allow children to circulate around or fall from play structures without striking another structure, and permit adults to have easy access to the children who are using the equipment. For preschoolers (2 – 5 years) and school-agers (5 – 12 years), adjacent play structures, with a play surface over 30" high, should be spaced at least 9 ft. apart. If the play surfaces of both structures are 30" high or less, the equipment may be located a minimum of 6 ft. apart. For infants and toddlers (6 – 23 months), play structures with surfaces between 18" and 32" high must be spaced at least 3 ft. apart. Moving pieces of equipment (e.g., swings, merry-go-rounds) should be located in an area away from other play structures so children have adequate room to pass from one play area to another without being struck by moving equipment, and their fall zones should not overlap the fall zone of other equipment. Age-appropriate equipment provides children with opportunities to safely practice gross motor skills without putting them at risk for unnecessary injury. Appropriate equipment for each age group is listed below:

Infant/Toddler: 6 – 23 months Preschool: Ages 2 – 5 School-age: Ages 5 – 12Climbing equipment up to 32" high Climbing equipment up to 60" high Climbing equipment up to 84" high Ramps Horizontal ladders and overhead rings

60" high or less for 4-5 year-olds Arch climbers Free standing flexible climbers

Single file step ladders Merry-go-rounds Stairways Slides Ramps Chain or cable walks Spiral slides less than 360° Rung ladders Fulcrum seesaws Spring rockers Single file step ladders Ladders- horizontal (84" high), rung, and step Stairways Slides Overhead rings up to 84" high Swings with full bucket seats Spiral slides up to 360° Merry-go-rounds Ramps Spring rockers Ring treks Single file step ladders Stairways Slides

Swings- belt, full bucket (2-4 yrs.), and rotating tire

Spiral slides more than one 360° turn Vertical sliding poles

Balance beams up to 12" high Swings- belt and rotating tire Track rides Balance beams up to 16" high

The following equipment is not appropriate for any age group: trampolines, swinging gates, giant strides, climbing ropes not secured at both ends, animal figure swings, multiple occupancy swings, rope swings, and swinging dual exercise rings and trapeze bars. In addition to equipment listed above, the following equipment is not appropriate for preschool children (ages 2-5): freestanding arch climbers, dome climbers, freestanding flexible climbers, fulcrum seesaws, log rolls, track rides, spiral slides more than one 360° turn, parallel bars, and vertical sliding poles. Horizontal ladders and overhead rings are not appropriate for children 3 years and younger.

In addition to the equipment listed above, the following equipment is not appropriate for infants and toddlers (6 – 23 months): rung ladders, merry-go-rounds, rotating tire swings, spiral slides with a full 360° turn, balance beams. Requirements for slides: For preschool and school-age: The exit region of slides should be at least 11" long. The exit height of slides up to 4 ft. high should be 11" or less, and the exit height of slides over 4 ft. high should be at least 7" but not more than 15". The fall zone around slides should be at least 6 ft on all sides, except at the slide’s exit. For slides up to 6 ft. high, the fall zone at the exit should be at least 6 ft. For slides greater than 6 ft., the fall zone at the exit should be at least as long as the slide is high up to 8 ft. max. The fall zone at a slide’s exit should not overlap the fall zone of any other equipment. For infants and toddlers: The exit region of slides should be 7" – 10" long, and the exit height should be 6" or less. The fall zone around slides should be at least 3 ft., except at the slide’s exit, which should be at least 6 ft. The fall zone at a slide’s exit should not overlap the fall zone of any other equipment. Requirements for swings: For preschool and school-age: Single-axis swings should have a pivot point of 8 ft. or less. There should be no more than 2 swings located within a single swing bay. The distance between swings at rest within a single bay should be at least 24", and the distance between a swing at rest and its support structure should be at least 30" (measured 5 ft. from the ground). The seat of swings for preschool-age children should rest at least 12" inches from the ground, and the seat of swings for school-age children should rest at least 16" from the ground. The fall zone for single-axis swings is 2 times the distance from the pivot point to the ground, both in front and back of swings, and cannot overlap the fall zone of any other equipment. A 6 ft. fall zone is required from the perimeter of the supporting structure. Tireswings should not be attached to composite structures and should not be suspended from a structure with other swings in the same bay. The bottom of the seat of the tire swing should rest at least 12" from the ground. The clearance between the seat and the sides of the support structure should be 30" when the tire is held in its closest position to the support structure. The fall zone for tire swings is the distance from the pivot point to the top of the tire plus 6 ft. in all directions, and should not overlap the fall zone of any other equipment. A 6 ft. fall zone is required from the perimeter of the tire swing’s supporting structure. For infants and toddlers: Single-axis swings should have a pivot point of 47” or less, and the seat should rest at least 6" from the ground. The fall zone for single-axis swings is 2 times the distance from the pivot point to the ground, both in front and back of swings and cannot overlap with the fall zone of any other equipment. A 3 ft. fall zone is required from the perimeter of the supporting structure. Bucketswings should have a pivot point between 47" and 95", and the seat should rest at least 24" from the ground. The fall zone for bucket swings is 2 times the distance from the pivot point to the bottom of the swing seat, both in front and back of swings and cannot overlap the fall zone of any other equipment. For both types of swings, there should be no more than 2 swings located within a single swing bay, and the distance between swings at rest within a single bay or between a swing at rest and its support structure should be at least 20" (measured 5 ft. from the ground).

Entanglement Hazards – There should be no dangerous pieces of hardware, such as protruding bolts or open S-hooks on swings that could entangle children’s clothing, particularly drawstrings on the hoods of jackets or sweatshirts, and cause strangulation. An S-hook is considered closed if there is no gap or space greater than .04" (about the thickness of a dime). Entrapment Hazards – Children can get trapped and strangle in openings in which they can fit their bodies but not their heads through the space. Therefore, openings in guardrails and spaces between platforms, ladder rungs, uprights in protective barriers and fence slats, should measure 3.5" or less or 9" or greater. Any completely bounded opening that is not bounded by the ground may pose an entrapment hazard. Even openings that are low enough for children’s feet to touch the ground still present a strangulation risk because young children may not have the cognitive ability or motor skills to free themselves. Children can also become entrapped by angles (less than 55°) formed between 2 sides of playground parts, for instance at the top of a wooden picket fence or fort. Pinch, Crush, and Shearing Hazards – Moving pieces of equipment, such as suspension bridges, track rides, merry-go-rounds, or seesaws, should not have accessible moving parts that might pinch or crush a child's finger or other body part. Sharp Points, Corners, and Edges – There should be no sharp points, corners, or edges (either wooden or metal) on play equipment or other objects in the space (e.g., fences, gates) that could cut or puncture a child’s skin.

Guardrails – A guardrail is an enclosing device around an elevated platform that is intended to prevent inadvertent falls from the platform. A child might be able to climb over, under, or through the guardrail. For preschoolers, guardrails are required for platforms higher than 20", and up to 30" above the ground. For preschoolers, the top edge of the guardrails should be at least 29" from the platform, and the lower edge should be between 9" and 23" from the platform. For equipment used only by school-aged children, any platform more than 30" above the ground (but not over 48" above the ground) will need guardrails at least 38" above the platform, with the lower edge between 9" and 28" from the platform. Protective Barriers – A protective barrier is an enclosing device around an elevated platform that is intended to prevent both inadvertent falls from the platform and deliberate attempts to pass through the barrier. No child should be able to climb over, under, or through the barrier. For infants and toddlers, protective barriers are required for all equipment with play surfaces over 18", and the top surface of the barrier should be at least 24". For preschoolers, protective barriers are required for platforms that are over 30" above the ground, and the top surface of the barrier should be at least 29" above the platform. For equipment used only by school-aged children, any platform more than 48" above the ground requires protective barriers, and the top surface of the protective barrier must be at least 38" high. Guardrail and barrier recommendations do not apply if they would interfere with the intended use of the equipment, such as stepping up to the next level. For example, platforms that are layered on equipment, (e.g., one platform leading up to another in a step-like manner), do not need guardrails or barriers if the fall height between levels is 7" or less for toddlers, 20" or less for preschoolers, and 30" or less for school-agers.

UU

Updated Child and Adult Meal Patterns

UPDATED CHILD AND ADULT CARE FOOD PROGRAM MEAL PATTERNS:

CHILD AND ADULT MEALS USDA recently revised the CACFP meal patterns to ensure children and adults have access to healthy,

balanced meals throughout the day. Under the updated child and adult meal patterns, meals served will

include a greater variety of vegetables and fruit, more whole grains, and less added sugar and saturated

fat. The changes made to the meal patterns are based on the Dietary Guidelines for Americans, scientific

recommendations from the National Academy of Medicine, and stakeholder input. CACFP centers and day

care homes must comply with the updated meal patterns by October 1, 2017.

Greater Variety of Vegetables and Fruits

• The combined fruit and vegetable component is now a separate vegetable component and a separate fruitcomponent; and

• Juice is limited to once per day.

More Whole Grains

• At least one serving of grains per day must be whole grain-rich;

• Grain-based desserts no longer count towards the grain component; and

• Ounce equivalents (oz eq) are used to determine the amount of creditable grains (starting October 1, 2019).

More Protein Options

• Meat and meat alternates may be served in place of the entire grains component at breakfast a maximumof three times per week; and

• Tofu counts as a meat alternate.

Age Appropriate Meals

• A new age group to address the needs of older children 13 through 18 years old.

Less Added Sugar

• Yogurt must contain no more than 23 grams of sugar per 6 ounces; and

• Breakfast cereals must contain no more than 6 grams of sugar per dry ounce.

Making Every Sip Count

• Unflavored whole milk must be served to 1 year olds; unflavored low-fat or fat-free milk must be served tochildren 2 through 5 years old; and unflavored low-fat, unflavored fat-free, or flavored fat-free milk must beserved to children 6 years old and older and adults;

• Non-dairy milk substitutes that are nutritionally equivalent to milk may be served in place of milk to childrenor adults with medical or special dietary needs; and

• Yogurt may be served in place of milk once per day for adults only.

Additional Improvements

• Extends offer versus serve to at-risk afterschool programs; and

• Frying is not allowed as a way of preparing foods on-site.

Breakfast Meal Patterns

Lunch and Supper Meal Patterns

Oz eq = ounce equivalents

Snack Meal Patterns

Ages 1-2 Ages 3-5 Ages 6-12 & 13-18 Adults

Previous Updated Previous Updated Previous Updated Previous Updated

Milk ½ cup ½ cup ¾ cup ¾ cup 1 cup 1 cup 1 cup 1 cup

Vegetables, fruit, or both

¼ cup ¼ cup ½ cup ½ cup ½ cup ½ cup ½ cup ½ cup

Grains ½ serving ½ oz eq* ½ serving ½ oz eq* 1 serving 1 oz eq* 2 servings 2 oz eq*



Milk ½ cup ½ cup ¾ cup ¾ cup 1 cup 1 cup 1 cup 1 cup*

Meat and meat alternates

1 oz 1 oz 1 ½ oz 1 ½ oz 2 oz 2 oz 2 oz 2 oz

Vegetables ¼ cup

⅛ cup ½ cup

¼ cup ¾ cup

½ cup 1 cup

½ cup

Fruits ⅛ cup ¼ cup ¼ cup ½ cup

Grains ½ serving ½ oz eq ½ serving ½ oz eq 1 serving 1 oz eq 2 servings 2 oz eq



Milk ½ cup ½ cup ½ cup ½ cup 1 cup 1 cup 1 cup 1 cup

Meat and meat alternates

½ oz ½ oz ½ oz ½ oz 1 oz 1 oz 1 oz 1 oz

Vegetables ½ cup

½ cup ½ cup

½ cup ¾ cup

¾ cup ½ cup

½ cup

Fruit ½ cup ½ cup ¾ cup ½ cup

Grains ½ serving ½ oz eq ½ serving ½ oz eq 1 serving 1oz eq 1 servings 1 oz eq

*Meat and meat alternates may be used to substitute the entire grains component a maximum of three times per week.Oz eq = ounce equivalents

*A serving of milk is not required at supper meals for adults

Select 2 of the 5 components for snack.Oz eq = ounce equivalents

Note: All serving sizes are minimum quantities of the food components that are required to be served.

For more information, please visit www.fns.usda.gov/cacfp/child-and-adult-care-food-program. Questions? Contact your State or Regional Office. USDA is an equal opportunity employer and provider.

http://www.fns.usda.gov/cacfp/child-and-adult-care-food-program

Information taken from Caring for Our Children: The National and Safety Performance Standards for Out-of-Home Care,3rd edition, American Academy of Pediatrics, American Public Health Association, and National Resource Center for Health and Safety in Childcare (2011).

DIAPERING AND HANDWASHING

Diapering Procedure 1. Before beginning the diapering procedure, clean your hands by using proper hand hygiene

(handwashing or use of hand sanitizer according to directions).2. To minimize contamination, prepare for diapering by getting out all of the supplies needed for the

diaper change and placing them near, but not on, the diapering surface, for example: Enough wipes for the diaper change, including cleaning the child’s bottom and wiping the

teacher’s and child’s hands before putting on the clean diaper (wipes must be taken out oftheir container)

A clean diaper A plastic bag for soiled clothes and a set of clean clothes (if soiled clothing is anticipated) Non-porous gloves (if used) A dab of diaper cream on a disposable paper towel (if used) Changing table paper (if used) to cover the table from the child’s shoulders to feet (in case it

becomes soiled and must be folded over to create a clean surface during the change)3. Place the child on diapering table. Remove clothing to access diaper. If soiled, place clothes into a

plastic bag.4. Remove soiled diaper and place into a lined, covered, hands-free trash container.5. Use wipes to clean child’s bottom from front to back (one wipe per swipe) and throw away into trash

container. The diaper can also be left open under the child during the cleaning step and thendiscarded with the soiled wipes before continuing with Step 6. If gloves are used, they must bediscarded at this time.

6. Use a wipe to remove soil from your hands and throw into trash container.7. Use another wipe to remove soil from child’s hands and throw into trash container.8. Put on clean diaper and redress the child.9. Wash the child’s hands following the proper handwashing procedure (use of hand sanitizer is also

acceptable for children 2 and older). Return the child to the play area without touching any othersurfaces.

10. Clean the diapering surface by spraying it with a soapy water solution and drying with a paper towelor by wiping it with a water-saturated paper towel or wipe.

11. Disinfect the diapering surface by spraying it with disinfectant-strength bleach-water solution (½ –¾ cup bleach per gallon of water) and wait at least 2 minutes before wiping (or allow to air dry).Another EPA approved disinfectant, used according to directions, can be used instead of bleach andwater.

12. Clean your hands by using proper hand hygiene (handwashing or use of hand sanitizer according todirections)

Handwashing Procedure 1. Moisten hands with water and use liquid soap.2. Rub hands together away from the flow of water for 20 seconds.3. Rinse hands free of soap under running water.4. Dry hands with a clean, disposable paper towel or air dry with a blower.5. Turn off faucet using paper towel.6. Throw the used paper towel into a hands-free trashcan.

From All About the ITERS-R (2004), Cryer, Harms, and Riley, Pact House Publishing (a Kaplan Learning Co.)

TABLE WASHING PROCEDURE

1. To remove gross soil, spray the table (or highchair tray)with a soap-water solution and wipe dry with a disposablepaper towel.

2. To sanitize the eating surface, spray the table/tray withbleach-water solution and wait at least 2 minutes beforewiping with a disposable towel or allow to air dry, in orderto allow the solution to kill germs. The surface cannot besprayed and immediately wiped.

Additional precautions Sponges should not be used for sanitizing tables because

they soak bacteria away from the surface of the sponge,which then cannot be easily reached in the interior of thesponge by the sanitizing agent.

If wet cloths are used, a separate cloth is required for eachtable/tray, and cloths cannot be returned to soak in ableach-water solution.

Food should not be put directly on the table or highchairtray because eating surfaces are more likely to becontaminated than disposable plates or washed andsanitized dishes

If highchair trays are used as eating surfaces, the traysshould be washed and sanitized in the same way as platesand other food service utensils.

In case different children rotate through snack, each placemust be cleaned and sanitized between use by differentchildren. Sanitizing solution should not be sprayed whilechildren are seated at the table.

ERS Review and Next Steps Page 1 of 2

Your Environment Rating Scale (ERS) Review and Next Steps

Our goal, as Program Quality Review Observers, is to observe your program to gather documentation of the practices that support the completion of the FCCERS-R, ECERS-R, or ITERS-R.

What can I expect during my ERS Review? You can expect the Program Quality Review Observer to arrive approximately 10 minutes before the scheduled observation time. She/he will introduce her/himself and verify the time you have scheduled for the interview after the observation. The observation will take about 3 hours, but can take a bit longer if we have not observed a meal or other routine. Please note that to minimize disruptions, the observer will stay in the background as much as possible and will not interact with, or talk to any children or staff.

Prepare Children for the Visit Help children in your classroom feel more comfortable when the observer conducts the assessment by explaining that they will have a visitor in their classroom for the day. It may help to show the children the attached picture of the observer. This way they know who to expect when the observer arrives. Also please remember to post the observer’s picture where parents can clearly see it.

Included in the Provider Packet: Please review the attached informational handouts. Included are:

Hand washing Procedures explain in detail the correct process for hand washing and whatthe reviewer will be looking for when observing hand washing.

Diapering Procedures explain in detail the correct process for diapering and what thereviewer will be looking for when observing diapering.

Table Washing Procedures explain the proper way to wash and sanitize tables. Thereviewer will be looking for these procedures during pre and post meal times and after anymessy table activities.

Meal Guidelines and Playground Guidelines are resource documents used with the ERSscales. These guidelines highlight requirements for nutritious meals and playground safety.

Interview Questions are the list of questions the reviewer will be asking after theobservation. Your interview responses will help us finalize the rating for the review. Thereviewer may not need to ask all of the questions listed if he/she has observed the carepractice while in your care environment.

ERS Review and Next Steps Page 2 of 2

Please read carefully through these documents so that you are familiar with how the observer will be assessing these procedures. You may decide to implement these procedures prior to your review date to increase the results of your review.

How long will my interview take? After the observation, the interview will take between 30 to 40 minutes. Questions asked are clarifying questions that will be used for scoring purposes. Most of the questions asked are also located in the ECERS-R, FCCERS-R, and ITERS-R books.

After the Observation

Within 30 business days of the date of review, you will be mailed your ERS report, includingyour scores.

Along with your report, you will also receive a guide to understanding your ERS report andscores.

Please note that the observer will not be able to give any feedback regarding the review orscoring to site administrators and/or classroom staff on the day of the observation.

If you have questions/concerns about your review, please contact me at 925. 771.7333 or email [email protected]

Site Name: Teacher Name:

Review Date: Start Time: End Time:

ECERS-R Interview Questions

Instructions: Complete the following guide while with the Lead Teacher of the observed classroom. It is only necessary to ask those questions for items that were not observed. Please indicate with an “X” next to the questions that DO NOT need to be asked since they were observed. Remember the interview should not last more than 45 minutes.

Item 4. Room Arrangement for Play

A. Are there any additional materials available that you add to the interest centers? (7.3)

Center Description of Additional Materials How often are materials rotated?

• Books

• Fine Motor

• Dramatic Play

• Math/number

Item 5. Space for Privacy

A. Do you ever set up activities for just one or two children, away from the activities for the rest of the children (7.2)?

B. If yes, ask: Can you provide me a few examples? (7.2) 1.

2.

Item 6. Child-related Display

A. Can you tell me what you’ve been doing/studying over the past month? (5.1)

Item 7. Space for Gross Motor Play

A. Is there any indoor space that you use for gross motor play, especially in bad weather? (5.1)

ECERS-R Interview Questions Page 1 of 12



Item 8. Gross Motor Equipment

A. What types of gross motor activities and/or equipment do you use indoors during bad weather or when you do not use the outdoor play space (3.1)?

B. How long do children participate in these activities (3.1)?

Item 9. Greeting/departing (Only ask if arrival AND/OR departure not observed):

A. Can you describe what happens each day when children arrive in the classroom?

B. What do children do until they’re picked up?

Item 10. Meals/snacks (Ask if no evidence present that allergies or dietary restrictions are observed):

A. Do any children in your program have food allergies?

• IF YES, what do you do if children have food allergies or families have dietaryrestrictions? (1.5, 3.5, 5.4)

Item 11. Nap/rest

If naptime not observed:

A. Could you describe how nap or rest is handled?

B. How is supervision handled during nap time? (3.3)

C. What do you do if children are tired before nap time, have trouble settling down, or wake up early? (3.4, 7.2)

D. How far apart are cots or mats placed? (5.3)



Review Date: Start Time: End Time: Item 13. Health Practices

A. Do you have any health requirements for children and staff? (3.4)

B. How do you ensure that children have the necessary immunizations? (3.4)

C. Do you have rules about excluding children with contagious illnesses? If so, please describe. (3.4)

D. Is staff required to have TB tests? (3.4) If so, how often?

E. Do children brush their teeth? How is this handled? (Ask to see toothbrushes) (7.2)

Item 15. Books and Pictures

A. Do you use books that relate to current themes/curriculum with the children? (7.2)

• Please give some examples: (7.2)1.

2.

Only ask if books with frightening content or graphic violence are observed accessible to children.

B. I see that you have (NAME BOOKS). How do you introduce books with frightening or violent images to children? (5.4)

Item 16. Encouraging Children to Communicate

Only ask if art with dictation not observed.

A. Do you do anything to help children see that what they say can be written down and read by others? (7.2)

• Please give some examples. (7.2)1.




2.

Item 19. Fine Motor

A. When are the manipulatives and other fine motor materials accessible for children to use? (5.1)

Item 20. Art

A. How often do children do individualized artwork?(5.2)

B. Are three-dimensional art materials such as clay or wood for gluing, ever used? If so, how often? (7.1)

C. Do you offer art activities that relate to other classroom experiences?

• If so, please give some examples:1.

2.

D. Do you offer art activities that children can work on over several days? Please describe some examples. (7.3)

1.

2.

Item 21. Music/movement

A. How do you handle music with the children?

B. How often do you do music activities with the children? (3.2)

C. Do children ever do movement or dance activities? (3.3)




D. How often are movement and dance activities provided? (3.3)

E. What kinds of music do you use with the children? (5.2) 1. 2. 3.

F. Do you ever do special music activities that extend children’s understanding of music? (7.2)

• How often?

• Please give some examples:1.

2.

G. Are there any opportunities for children to do music activities in their own way? (7.3)

Item 22. Blocks

A. How often is block play available? About how long are the blocks available for play? (3.3)

B. Do the children play with blocks outdoors? (7.3)

Item 23. Sand/water

A. Do you use sand or water with the children?

• How is this handled?

• About how often?• Where is this available? (3.1)

B. Are there any toys for children to use with sand or water play? Please describe them. (3.2)



Review Date: Start Time: End Time: B. Do you change the activities children do with sand and water?

Please give examples. (7.2) 1. 2.

Item 24. Dramatic Play

A. Are props for dramatic play ever used outside or in a larger indoor space? (7.3)

B. In order to extend children’s dramatic play, do you: (7.4) 1. Use trips or special visitors (e.x., firefighter, librarian, waiter)?

a. Please give examples:

b. How often?

2. Use pictures?

3. Use stories?

Item 25. Nature/science

A. Do children bring in nature or science things to share? How do you handle this? (3.3)

B. Can you give me some examples of nature/science activities you do with the children in addition to what I’ve seen? (7.1)

1. 2.

• About how often are these activities done? (7.1)

C. Do you use nature/science books or AV materials with the children to reinforce current science themes? Please describe. (7.2)

Item 26. Math/number

A. Could you give me some examples of math activities you do with the children in addition to what I’ve seen? (7.1)

1.



Review Date: Start Time: End Time: 2.

• How often are these done?

Item 27. Use of TV, Video and/or Computers

A. Are TV, video or computers used with the children? How are they used?

B. How do you choose the TV, video or computer materials to use with the children? (1.1, 3.1, 5.1, 7.1)

C. Is staff familiar with the content of materials before allowing use in the program? (1.1, 3.1, 5.1, 7.1)

D. Are requirements for appropriateness considered before showing materials brought from home? (1.1, 3.1, 5.1, 7.1)

E. Are other activities available to children while TV or videos are used? (1.2, 3.2)

F. How often are TV, video or computers used with children? For what length of times are these available? (3.3)

G. Do any of the materials encourage active involvement by the children? (5.3) Please give some examples.

1. 2.

H. Do you use TV, video or computer related topics or themes in the classroom? (7.2) Please explain.

Item 28. Promoting Acceptance of Diversity

A. Could you give me examples of the types of music you use with the children? (3.1)



Review Date: Start Time: End Time: B. What do you do if a child or adult shows prejudice? (3.3)

C. Are any activities used to help children understand the variety of people in our country and in the world? • Please give some examples. (7.2)

1. 2.

Item 29. Supervision of Gross Motor Activities

A. If outdoor play not observed:

1. Could you describe how staff supervise children during gross motor activities andoutdoor play?

2. What happens when children have difficulty using equipment? (5.3)

Item 31. Discipline

A. If unsure whether or not strict discipline methods are used: • Do you ever find it necessary to use strict discipline? Please describe the

methods you use. (1.1)

B. Do you use activities with the children that encourage them to get along well with each other? If so, please explain. (7.2)

C. What do you do if you have a child with a serious or very difficult behavior problem? (7.3)

Item 33. Interactions Among Children A. Are there any activities you use that encourage children to work together? Could you give me some examples? (7.2)

1. 2.

Item 34. Schedule

A. Under what weather circumstances are children not allowed to play outdoors (3.3)?




Item 35. Free Play

A. Could you describe any free play opportunities the children might have? When and where do these occur? What can children play with?

Item 37. Provisions for Children with Disabilities (only if a child with a disability is presently served by the classroom):

A. Could you describe how you try to meet the needs of the children with disabilities in your group?

B. Do you have any information from assessments on the children? (1.1, 3.1)

C. How is it used? (1.1, 3.1)

D. Do you need to do anything special to meet the needs of the children (e.g., minor modifications and major modifications)? (1.2, 3.2, 5.2)

• Please describe what you do.

E. Are you and the children’s parents involved in helping to decide how to meet the children’s needs? Please describe. (1.3, 3.3, 5.3)

F. How are intervention services such as therapy handled? (5.1, 7.1)

G. Are you involved in the children’s assessments or in the development of intervention plans? What is your role? (7.3)

Item 38. Provisions for Parents

A. Is any written information about the program given to parents? What is included in this information? (1.1, 3.1)

B. Are there any ways parents can be involved in their child’s classroom? Please give some examples. (1.2, 3.3, 5.4)

C. Do you and the parents ever share information about the children? How is this done? (3.2, 5.3)

D. What is your relationship with the parents usually like? (3.4)



Review Date: Start Time: End Time: E. Are parents able to visit the class before their child is enrolled? How is this handled? (5.1)

F. Do parents take part in evaluating the program? How is this done? About how often? (7.1)

G. What do you do when parents seem to be having difficulties? Do you refer them to other professionals for help? (7.2)

H. Do parent take part in making decisions about the program? How is this handled? (7.3)

Item 39. Provisions for Personal Needs of Staff

A. Do you get time off during the day when you can be away from the children? When does this happen? (1.2, 3.4, 5.3)

B. Where do you usually store your personal things, such as your coat or purse? How does this work out? (3.3, 5.2)

C. Is there a place where you can take your breaks on site? (5.1)

D. Ask to see lounge/kitchen area (5.4)

E. Is the space used for any other purposes? (Ask if you cannot tell if it is used for dual purpose) (7.1)

Item 40. Provisions for Professional Needs of Staff

A. Do you have access to a telephone? Where? (1.1, 3.1)

B. Do you have access to any file and storage space? Please describe. (1.2, 3.2, 5.1)

C. Is there any space you can use for parent/teacher conferences or for adult group meetings when the children are present? Please describe. (1.3, 3.3, 5.3, 7.2)

D. Is there an office for the program? Please describe. (5.2, 7.1)

E. Look to see if it is the classroom that is used. (5.4)

F. Adult seating? How much space? (7.2)

Item 41. Staff Interaction and Cooperation




A. Do you have a chance to share information about the children with the other staff that work with your group? When and how often does this happen? What kinds of things do you talk about? (1.1, 3.1, 5.1)

B. Do you have any planning time with your co-teachers? About how often (7.1)

C. How do you and your co-teachers decide what each of you will do? (7.2)

D. Does the program ever organize events that you and other staff participate in together? Could you give me some examples? (7.3)

E. Where do you and your team meet for your planning time together? (informal/formal) (7.1)

Item 42. Supervision and Evaluation of Staff

A. Is your work supervised in any way? How is this done? (1.1, 3.1, 5.1, 5.2)

A. Informal supervision by administrative staff?

B. Annual supervisory observation? How long is the observation?

F. Are you ever given any feedback about your performance? How is this handled? How often? (1.2, 3.2, 5.2, 7.3)

• Is there a written evaluation shared with you? How often?

C. If improvement is needed, how is this handled? (5.4)

D. Do you ever take part in self-evaluation? (7.1)

E. Do formal evaluations from your supervisor take place? (5.1)

• Can you describe what the process looks like?

• (If staff states that they are observed in classroom by their supervisor ask – Howlong does observation take place in the classroom?)

F. If staff states that they receive written evaluations ask what is the evaluation based on? (5.2)




Item 43. Opportunities for Professional Growth

A. Is any training provided to staff? Please describe this training. What is done with new staff? (1.1, 3.1, 3.2, 5.1, 5.2)

B. Do you ever have staff meetings? About how often? What is usually handled at these meetings? (1.2, 3.3, 5.3)

C. Are there any resources on site that you can use for new ideas? What is included? (7.1)

D. Is there any support provided so you can attend conferences or courses? Please describe what is available? (7.1)

E. Are there any requirements with less than an AA degree to continue their formal education? Please describe the requirements. (7.3)

F. Once hired, when does the orientation process take place? (3.1) • What is included in the process?• How long is it before newly hired staff becomes part of the ratio in the

classroom? (8 hrs @ 3 level, 16 hours 2 5 level)

G. Staff meeting for all the classrooms at the site (3.3)


Site Name:


1 FCCERS Interview Questions for Providers

FCCERS-R Interview Questions Item 1. Indoor Space 7.1: Can the ventilation in the space used for child care be controlled?

If yes, ask: How is this done?

Item 2. Furniture for routine care, play, and learning 5.4: Do you use any other toys or materials in addition to what I observed?

Center Description of Additional Materials How often are materials rotated?

Books

Fine Motor

Math/number

If yes, ask: Where are they stored?

Could you please show me?

Item 3. Provision for relaxation and comfort 3.1, 5.1: Which soft furnishings in your home are the children allowed to use?

When are they allowed to use these soft furnishings?

Item 5. Display for children 3.3, 5.3: Please tell me who did the children’s work that is displayed.

Are they currently enrolled?

Is there an AM and PM session?

If yes, ask: How many children are enrolled between the two sessions?

7.3: Do you add to or change what is displayed for children, such as the pictures and posters on the wall?

If yes, ask: About how often?

Item 6. Space for privacy 7.2: Do you ever set up activities for just one or two children, away from the activities for the rest of the children?

If so, please give examples.1. 2.

Site Name:



Item 7 (Only ask if arrival AND/OR departure not observed):

Can you describe what happens when children arrive/leave?

What do parents usually do?

If departure not observed, what is done to prepare for children’s leaving?

5.2: If a child has difficulty letting his or her parent leave or leaving at the end of the day, how is this handled? 7.1: Do parents ever spend time visiting at drop-off and pick –up times? 7.2: Is it possible for you to talk to parents at pick-up times?

If yes, ask: What sorts of things are discussed?

Item 8. Nap/rest 1.2: Where do the children sleep?

How are the cots/mats arranged?

Do you ever swaddle the infants for naptime?

Do you use blankets or toys in the infant’s sleeping area?1.3, 3.3, and 5.3: Who supervises naptime?

How is supervision handled?1.1, 3.1: What do you do if a child is tired before naptime? 5.1: How are infants/toddlers/children helped to fall asleep? 7.2: What do you do if a child wakes up early from nap?

Item 9. Meals/snacks 1.2, 3.2: (Ask when children bring own food) What do you do if parents provide insufficient food for their children or if what they provide does not meet children’s nutritional needs? 1.5, 3.5: (Ask if no evidence of allergies or dietary restrictions are observed) What do you do if children have allergies or families have dietary restrictions? 5.4: (If not displayed) Are menus provided for parents?

When?7.2: Do you have a chance to talk with parents about their child’s nutrition?

If yes, ask: What sort of issues do you discuss?

Item 11. Health practices 1.2: Is smoking allowed in the child care areas, either indoors or outdoors? 3.3: Are extra clothes available for the children, in case they are needed?

Can you show me where they are stored?7.3: Is there a health professional you can ask when you have health questions related to child care? 7.2: (Only ask if program is open for longer than 6 hours) Do children brush their teeth? How is this handled? (Ask to see toothbrushes) 3.4: Do you give any children in your care medications? If yes, how is this done?

Site Name:



Can you tell me what your requirements are before you administer medication tochildren (e.g., do you require it to be prescribed by a health professional)?

Item 12. Safety practices 1.2, 3.1, 5.1, and 5.2: Do you ever transport children?

How is this handle to ensure their safety?

3.3: What provisions do you have for handling emergencies? 5.3: Has your home passed an official fire inspection?

Do you practice emergency evacuation procedures such as fire drills?

How often?

Ask only if documentation or items not observed: 3.3: Do you (or anyone else who works in the home) have training in first aid appropriate for all age groups enrolled, including management of a blocked airway (choke-saving) and rescue breathing?

Is there a first aid kit available for you to use?

Can you please show it to me?

Is there a telephone accessible you would use to call for help in an emergency?

Item 15. Using books: Only ask if books with frightening content or graphic violence are observed accessible to children. B. I see that you have (NAME BOOKS). How do you introduce books with frightening or violent images to children? (5.4)

Item 17. Art 1.1, 1.2, 3.1, and 3.2: Are art materials used with the children?

If yes, ask: What materials are used?

May I see the art supplies?

Are edible materials ever used for art?

3.1, 5.1, 7.1: How often are art materials used with the children? 7.1: Do you ever finger paint with children?

If so, what paint do you use for this?7.2: How do you choose what art materials to make accessible to the children? 7.3: (Ask when 3-D materials not observed) Are three-dimensional art materials such as play dough, clay, or wood for gluing ever used?

If so, how often?

Item 18. Music and movement 1.1, 3.2, and 5.4: Do you use any music with the children?

Site Name:



If yes, ask: How is this handled?

How often is this done?3.1, 5.1: Do you have any other musical toys or instruments that the children can use?

Could you please show me?

When are they used?3.2: How often are music/movement activities done? 7.1: (Ask if examples are not observed) What types of music are used with the children?

Can you give me some examples?1.2.3.

7.3: If not observed, how is creativity encouraged in children with use of music materials?

Item 21. Math/Number 1.1, 3.1, 5.1, and 7.1: When are math/number materials used? 7.2: (Only ask if preschoolers and school-agers who attend full day are enrolled) Do you ever do activities that help children learn math in addition to what I’ve seen today?

If yes, ask: Can you give me some examples?

How often do you do such activities?

Item 22. Nature/science 1.1, 3.1, and 5.1: Do children ever use any nature/science materials such as books, games, tools (like magnifying glasses), or collections of natural things?

If yes, ask: Could you show me the materials, please?

When do they use these materials?

For how long are they out for use?3.3, 5.2: How often do children go outdoors?

Could you describe any experiences they have with nature when they areoutdoors?1.2.

7.3: (Only ask if preschoolers and school-agers who attend full day are enrolled) Can you give me examples of nature/science activities you do with the children in addition to what I’ve seen today?

1. 2.

About how often are these activities done?

Site Name:



Item 23. Sand and water play 1.1: (Ask if not observed) Do the children ever use sand or water in their play (1.1)?

If yes, ask: Could you tell me how sand/water is used?3.1, 5.1, and 7.1: How often is sand or water play provided? 3.3, 5.2: (Ask if materials not observed) Are any toys/equipment used for the sand and water play ()?

Could you please describe or show them to me?7.2: Are there any other activities or materials used with sand or water in addition to what I saw today?

Could you tell me about them?1.2.3.

Item 24. Promoting acceptance of diversity 7.2: Are any special activities used to help children understand the variety of people in our country and in the world?

Please give some examples.1.2.

How many times per year do you offer these activities?

Item 25. Use of TV, video, and/or computer

(If equipment observed, but not in use) Are TV, video, computer, or otheraudiovisual materials used with the children?

o If yes, ask: How are they used?

1.1, 3.1, and 5.1: How do you choose the materials? 1.2, 3.2, and 5.2: Are other activities accessible to the children while the TV or videos are used? 1.3, 3.3: How often are TV, video, or computers used with the children?

For what length of time are these available?

How many times are children allowed to use the computer in 1 day?

Are children allowed to use the computer daily?5.3: What do you usually do when children watch TV or use the computer? 7.1: Do any of the materials encourage active involvement by the children?

Please give some examples.1.2.

7.2: Do you ever use TV, video, and computer materials to give information that relates to things that the children are interested in?

Can you give an example?

Site Name:



Item 26. Active physical play

Are any areas used by this group for active physical play, including spaceindoors and outdoors?

o If yes, and not observed, ask: Could you please show me these areas?How often are they used and for about how long?

3.1, 3.3: What types of gross motor activities and/or equipment do you use indoors during bad weather?

How long do children participate in these activities?

Item 29. Discipline 1.1: What methods of discipline do you use? 7.2: (Need to ask if conflicts not observed) What do you do to actively involve children in solving their conflicts and problems? 7.3: Do you ask for help from others when you have a child whose behavior is extremely difficult to handle?

If yes, ask: Can you give some examples of who might be asked?1. 2.

Item 31. Schedule

Can you tell me what happens in the afternoon when a schedule is not posted?

7.3: Is flexibility possible in the schedule?

If yes, ask: Can you give me some examples?1. 2.

Item 32. Free play 3.1, 5.1: Under what weather circumstances are children not allowed to play outdoors?

Item 34. Provisions for children with disabilities (Only if a child with disabilities is presently served by the classroom)

Could you describe how you try to meet the needs of the children with disabilitiesin your family child care home?

1.1, 1.3: Do you have any information from assessments on the children?

If yes, ask: How is it used?1.2, 3.2, and 5.2: Do you need to do anything special to meet the needs of the children?

If yes, ask: Please describe what you do.1.3, 3.3, and 5.3: Are you and the children’s parents involved in helping to decide how to meet the children’s needs?

If yes, ask: Please describe.5.1, 7.1: How and when are professional recommendations or interventions handled?

Site Name:



7.3: Are you involved in the children’s assessments or in the development of intervention plans?

If yes, ask: What is your role?

Item 35. Provisions for parents 1.1, 3.1, and 5.2: Is any written information about the program given to parents?

If yes, ask: What is included in this information?o Could you please show me a copy of the written information?

7.3: Do you have conferences with parents?

If yes, ask: How often?1.2, 3.3, and 5.4: Are there any ways that parents can be involved in their child’s program?

If yes, ask: Please give some examples.1. 2.

3.2, 5.3: Do you and the parents share information about the children?


About how often?3.4: What is your relationship with the parents usually like? 5.1: Are parents able to visit before their child is enrolled?

If yes, ask: How is this handled?

7.1: Do parents take part in evaluating the program?


About how often?

7.2: Do you ever refer parents for help with the well-being of their child?


If no, ask: Do you know of any resource in case a concern comes up?

3.1: Is the written information given to parents provided in their home languages?

Item 36. Balancing personal and caregiving responsibilities 1.3, 3.4, and 5.2: Do you ever use substitute providers in your family child care home?

If yes, ask: How are substitutes selected?

Do they receive any preparation to be able to take over for you? (e.g., visits priorto serving as substitute; knows health, safety, discipline, and other basic policies)

If no, ask: What is done when lead teacher or assistant is out?

5.1: How do you manage your family, personal and child care responsibilities? 5.3: Do family members interact with the child care group?

Site Name:



7.1: Do you involve the children in your regular household tasks?


Item 37. Opportunities for professional growth 1.1, 3.1, 5.1: Do you attend any professional development activities such as workshop?

If yes, ask: How many do you attend a year?3.2, 5.2: Are child/family related resources accessible in the home? 7.1: Are you an active member of an early childhood or childcare professional group? 7.2: Are you working towards or have achieved a CDA, AA, or higher degree? 7.3: Have you achieved official recognition for outstanding quality?

Item 38. Provisions for professional needs If not observed 1.1, 3.1: Do you have access to a telephone?

If yes, ask: Can you show me?1.2, 3.2, 5.1, and 7.2: Do you have access to any file and storage space?

If yes, ask: Can you show me?1.3, 3.3, and 5.3: Do you need to set aside any time to work on things related to your family child care home?

If yes, ask: About how long does it take?

About how often do you need to do this?5.2, 7.1: (Only ask if not observed) Is there any space that you use for work on program administration and curriculum planning?

If yes, ask: Could you please show me the space that you use?5.2, 7.1: Is there any equipment that you use in addition to what you’ve shown me?

7.3: If you need to have a conference with a parent, when and where would you do this?

PART II: CLASS™ (Classroom Assessment Scoring System) CLASS review and next steps

CLASS Review and Next Steps Page 1 of 1

Your Classroom Assessment Scoring System (CLASS™) Review and Next Steps

Our goal, as Program Quality Review Observers, is to observe your program to gather documentation of the practices that support the completion of the CLASS.

What can I expect during my CLASS™ Review?

You can expect the Program Quality Review Observer to arrive approximately 10 minutes before the scheduled observation time. She/he will introduce her/himself and begin the observation at the scheduled time. Please note that to minimize disruptions, the observer will stay in the background as much as possible and will not interact with, or talk to any children or staff.

How long will the review take? The review will typically take between 2 ½ to 3 hours. Depending on the scheduling of the classroom, there is a small probability that it will take longer. Once the observer has completed her/his observation, she/he will quietly say goodbye and leave.

Prepare Children for the Visit Help children in your classroom feel more comfortable when the observer conducts the review by explaining that they will have a visitor in their classroom for the day. It may help to show the children the attached picture of the observer so they are familiar with the observer when she/he arrives. Please remember to post the observer’s picture where parents can clearly see it. This way they will also recognize the observer.

After the Observation

Within 30 business days of the observation date, you will be mailed your CLASS™ report,

which includes your scores.

Along with your report, you will receive a CLASS™ resource sheet to help you interpret

your CLASS™ results.

Please note that the observer will not be able to give any feedback regarding the review orscoring to site administrators and/or program staff on the day of the observation.

If you have questions/concerns about your review, please contact me at 925-771.7333 or via email at [email protected]

Documents

PART I: ERS (Environmental Rating Scales)€¦ · swings should not be attached to composite structures and should not be suspended from a structure with other swings in the same