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Making the ITERS-R come to LIFE. Kristy Boggs Ivonne Davila-Beegle Division of Child Care. Housekeeping. Turn all phones on silent No texting No sidebar conversations Actively participate. “Speed Meeting Activity”. Getting to know you, getting to know all about you.

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making the iters r come to life

Making the ITERS-R come to LIFE

Kristy Boggs

Ivonne Davila-Beegle

Division of Child Care

  • Turn all phones on silent
  • No texting
  • No sidebar conversations
  • Actively participate
speed meeting activity
“Speed Meeting Activity”

Getting to know you, getting to know all about you.

  • 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
ice breaker
Ice Breaker

What is the ITERS-R

iters r


Environment Rating Scale

(ITERS –R Revised Edition)

  • Birth-2 ½ years of age
background information
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.”

using the iters r
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.

subscales and items
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

subscales and items1
Subscales and Items
  • Listening and Talking

12. Helping children understand language

13. Helping children use language

14. Using books


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

subscales and items2
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

subscales and items3
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

specific terms
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.

  • 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!
  • 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).

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

hinders improvement
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!
hinders improvement1
Hinders Improvement

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

staff need to know
Staff need to know:
  • About the ERS- copies need!
  • Program strengths
  • What needs to be done to raise or enhance quality
action plans
Action Plans
  • Types
    • Program Action Plan
    • Director Action Plan
    • Classroom Action Plan
    • How can these work together?
  • What should be included?
action plan components
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
additional resources
Additional Resources
  • STARS Quality Coordinators (free technical assistance)
        • 1(800) 956-8950

Notes for Clarification

Supplementary Materials

Playground or USDA Information

additional resources1
Additional Resources

All About The ITERS-R

Provides an in-depth look at each indicator.