Making the ITERS-R come to LIFE

1. Making the ITERS-R come to LIFE Kristy Boggs Ivonne Davila-Beegle Division of Child Care

2. Housekeeping • Turn all phones on silent • No texting • No sidebar conversations • Actively participate

3. “Speed Meeting Activity” Getting to know you, getting to know all about you.

4. What do you want to know?

5. Goals • Understand the use of the ITERS-R • Learn how to break down each subscale • Gain knowledge to make improvements and enhancements to the classroom • Attention given to the creation of action plans

6. Ice Breaker What is the ITERS-R

7. ITERS-R Infant/Toddler Environment Rating Scale (ITERS –R Revised Edition) • Birth-2 ½ years of age

8. Background Information Authors: Thelma Harms, Debby Cryer, Richard Clifford (1990, Rev. 2006) • “Our scales define environment in a broad sense and guide the observer.” • “All of our scales have been developed in close collaboration with realistic field-based sites.” www.fpg.unc.edu

9. Using the ITERS-R • Subscales- the overarching areas of the scale that are assessed (ex. activities). see p. 9 • Items- the specific areas of the scale that are assessed (ex. dramatic play ). see p. 9 • Indicators- requirements that indicate the level of quality (ex. “Materials accessible daily for much of the day”).see. p. 41. Harms T., Cryer. D, and Clifford, R. (2006). Infant/Toddler Environment Rating Scale Revised Ed. New York, NY.

10. Subscales and Items • Space and Furnishings 1. Indoor space 2. Furniture for routine care and play 3. Provision for relaxation and comfort 4. Room arrangement 5. Display for children • Personal Care Routines 6. Greeting/departing 7. Meals/snacks 8. Nap 9. Diapering/toileting 10. Health practices 11. Safety practices

11. Subscales and Items • Listening and Talking 12. Helping children understand language 13. Helping children use language 14. Using books Activities 15. Fine motor 16. Active physical play 17. Art 18. Music and movement 19. Blocks 20. Dramatic play 21. Sand and water play 22. Nature/science 23. Use of TV, video, and/or computer 24. Promoting acceptance of diversity

12. Subscales and Items • Interaction 25. Supervision of play and learning 26. Peer interaction 27. Staff-child interaction 28. Discipline • Program Structure 29. Schedule 30. Free play 31. Group play activities 32. Provisions for children with disabilities

13. Subscales and Items • Parents and Staff 33. Provisions for parents 34. Provisions for personal needs of staff 35. Provisions for professional needs of staff 36. Staff interaction and cooperation 37. Staff continuity 38. Supervision and evaluation of staff 39. Opportunities for professional growth

14. BRAIN BREAK

15. Specific Terms • Infants/Toddlers- children 0-2 ½ years of age. • Accessible- within sight and easy reach of children. • Much of the day- when children are awake and able to play. • Weather Permitting- “almost every day.” There are few days when children should remain indoors: active rain, active snow, or a health advisory to remain inside. See p. 7-9 for in-depth definitions Harms T., Cryer. D, and Clifford, R. (2006). Infant/Toddler Environment Rating Scale Revised Ed. New York, NY.

16. Scoring • Scoring is listed as “Inadequate, Minimal, and Excellent.” • The items are scored on a scale of 1-7. • Indicators are listed in 1, 3, 5, and 7 sections. • Scores of 2, 4, and 6 can be obtained. • Half or more to get the score!

17. Scoring • Each item is then tallied (ex. Score of 4 in dramatic play). • Each subscale is given a score (ex. Score of Activities is 3.64). • The ITERS-R receives an overall score (ex. Score of 3.5).

18. Brain Break

19. Questions about use and scoring?

20. Improvements/Enhancements “Whether the assessment is a self-assessment or was done by an outside observer, such as the official assessor of a state-run Quality Rating and Improvement System(QRIS) or a technical assistance specialist, it is essential for the teaching staff to understand the specific requirements for each item in the scale in order to make meaningful changes.” -Thelma Harms, Making long-lasting changes with the Environment Rating Scales Child Care Exchange, 2010 http://www.earlychildhoodnyc.org/resourceguide/resources/making_long-lasting_changes_ERS.pdf

21. Hinders Improvement • Using the average score as a guide • Using a completed score sheet by an assessor • Changes made by director/owner only • Perfection thinking!

22. Hinders Improvement What looks good on paper does not necessarily translate into practice in the classroom. Be realistic!

23. Staff need to know: • About the ERS- copies need! • Program strengths • What needs to be done to raise or enhance quality

24. Discussion: How have you used the ITERS-R ?

25. Action Plans • Types • Program Action Plan • Director Action Plan • Classroom Action Plan • How can these work together? • What should be included?

26. Action Plan Components • Note the strengths and if they should be enhanced • Begin with low scoring items that have something in common • Determine key issues • Area to describe the concern • Area to plan the improvement • Know who will be responsible for the improvement • Note what resources are needed • List a follow-up date

27. Brainstorm: Strengths and Areas of Improvement

28. Turnover Discussion

29. Additional Resources • STARS Quality Coordinators (free technical assistance) • 1(800) 956-8950 • http://ersi.info/index.html Notes for Clarification Supplementary Materials Playground or USDA Information

30. Additional Resources All About The ITERS-R Provides an in-depth look at each indicator.

31. QUESTIONS? COMMENTS…