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School-Age Care Environment Rating Scale (Sacers Spiral Edition)

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If there are equal numbers of classrooms in age/scale groups and an additional assessment is needed based on the total number of classrooms, the additional assessment and random selection will occur for the rating scale that assesses a younger age group. The ERS are reliable and valid instruments with many uses, including program enhancement, regulation, and research. When there are multiple classrooms, the classroom(s) to be assessed will be selected on the day of the assessment by the assessor(s). All classrooms that are in operation will be included in the random selection process. When school-age children are combined with preschool children in the afternoons, the ages of the majority of children enrolled will determine if a SACERS-U is needed. If the majority of children are school-age, a SACERS-U assessment will be completed, even if there are some younger children enrolled. Science and Environment (e.g. supporting children’s creative and critical thinking and understanding of the natural and physical world)

For the ERS assessment process, a program’s operating hours are determined based on when the program opens and closes, rather than a shorter time period when specific programming occurs. Therefore, the earliest time any children are allowed to attend, until the time the program closes are the program’s operating hours.Highly trained assessors record the daily activities and interactions observed in a child care setting using the items found in one of the following four rating scales: Early Childhood Environment Rating Scale, Revised - For children 31 months (e.g., over 2 1/2 years) through 5 years School age children need to be in care for at least two hours each afternoon before a SACERS-U assessment can be completed. Beyond that consider the following:

The Environment Rating Scales require a 30 to 45 minute interview with the teacher or child care provider after the observation to complete scoring. Depending on the facility type, the interview process may involve the child care provider, the lead classroom teacher, and /or other program staff that take care of children at various times of the day. The interview takes place during naptime or while a substitute teacher replaces the child care provider. For after school assessments, assessors may conduct an interview before children arrive as well as a post-assessment interview.

The Environment Rating Scales (ERS) are an observational assessment that assess the process quality of a program. Process quality is what the children are directly experiencing in their program and how it has a direct effect on their development. There are 4 (four) different tools that are used in the ERS: the Infant and Toddler Environment Rating Scale (ITERS), the Early Childhood Environment Rating Scale (ECERS), the Family Child Care Environment Rating Scale (FCCERS) and the School Age Care Environment Rating Scale (SACERS). All 4 (four) of the scales are set up the same way to make learning the different scales easier, but the content in each scale is based off of the age group that the scale was created for. Participate in a “self-assessment” before the scheduled assessment. Likewise, if the program has been previously assessed, review of the earlier assessment report(s) can be helpful. Remember to pay attention to items that scored high, and not only any lower scoring items, to make sure the same strong characteristics are present in the areas that scored well before. The assessment report includes a section called "Summary of Indicators Not Receiving Credit" that identifies every indicator where requirements were not met. This can help identify indicators beyond a lower scoring indicator or even those at the 7 level, where additional consideration may be helpful in improving children's experiences. Our scales define environment in a broad sense and guide the observer to assess the arrangement of space both indoors and outdoors, the materials and activities offered to the children, the supervision and interactions (including language) that occur in the classroom, and the schedule of the day, including routines and activities. The support offered to parents and staff is also included. Personal care routines (e.g. welfare requirements such as health & safety and provision for sleeping)

How is it decided how many assessments are needed and which classrooms are assessed in a child care center? Programme structure (e.g. opportunities for children to access their own curriculum, planning schedules/routines to meet children’s needs) The observation will continue for at least 3 hours when using the ITERS-R, ECERS-R, and FCCERS-R, but is also likely that a longer observation will occur. For after school assessments using the SACERS-U, the observation will continue for at least 2 hours, but may last longer during assessments that occur on full days such as during the summer. During the visit, the assessor will observe and take notes on a wide variety of interactions, activities, and materials as required by the rating scale. For example, the assessor will observe indoor and outdoor spaces for play and routine care, materials used by the children, health practices, staff/child interactions, and so on.Assessors may also take photographs of the indoor/outdoor spaces and materials as part of their documentation. This generally occurswhen children are not using the space andchildren will not be photographed. The Early Childhood Environment Rating Scale – Revised (ECERS-R) is designed to evaluate quality of provision for children aged 2½ to 5 years in centre-based settings.There are several standard documents that you should be aware and your consultant may have other documents related to the program standards portion of the NC Star Rated License. These documents are available under the "Resources" menu and include: When a teacher is assigned to a classroom where only school-age children are enrolled, a SACERS-U assessment will be completed when a program’s Rated License Assessment occurs. At least two children must be enrolled for the assessment to occur. For example, there is one toddler room, one preschool room, and one afterschool group. An ITERS-R, ECERS-R, and SACERS-U assessment will be needed, so each room will be assessed. My program has NC Pre-K and Head Start classrooms and also some private-pay classrooms. Are the operating hours different for each classroom or the same? Language and reasoning (e.g. supporting children’s communication, language and literacy development; critical thinking)

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