ERS . . . Survive or Thrive

ERS . . . Survive or ThriveIts up to you!ObjectivesBrainstorm stressors related to ERS assessment and develop strategies for overcoming that stress.

Review the role of the ERS in Pennsylvanias Early Childhood Education quality initiatives.

Link ERS content to childrens experiences and opportunities.Review objectives2ERS StressWhat are the things related to the ERS that cause stress, anxiety, worry, confusion?

What do programs feel they have to survive?

Chart paper or whiteboard/chalkboard needed to record comments

Brainstorm reasons why this process is difficult for staff and site leadership. The intent is to give participants a chance to vent. The instructor does not need to defend anything just listen and record. Participants often say things like: the teachers dont know much about the ERS, its high stakes and they are afraid, the assessor never talked and was rude, she looked at everything, the teacher was nervous in the interview and said the wrong things, etc.

Youll come back to this later in the training so be sure and write reasons on the chart paper

3Survive or Thrive Whats the Difference? Definition from Websters: 1. a: the act or fact of living or continuing longer than another person or thing b : the continuation of life or existence2. a: one that survives Definition from Websters: 1. a: to grow vigorously : flourish 2 a: to gain in wealth or possessions : prosper

Surviving

ThrivingVery basic definition of the words, Survive and Thrive. We see this balance all the time, although we may not always notice it. The following slides offer so real-life examples. Use the analogies to convey the difference between the two. 4Survive or Thrive Whats the Difference? SurvivingThriving

Whats the difference? Analogy: A rose bush in a garden will survive for many years with nothing more than soil, sunlight and water to help it sustain life. However, a rosebush with careful pruning and shaping will not only survive but thrive to create beautiful blooms year after year.5Survive or Thrive Whats the Difference? SurvivingThriving

Whats the difference? Analogy: Take McDonalds for instance. They have a pretty good business (LOL). A run on the hamburger, fries, shake market. Now that people realize that those foods arent so healthy, McDonalds has changed its menu to include healthier options. Salads, fruit slices, yogurt, etc. to satisfy consumers. Sure, they would have survived with burgers and fries, but would they thrive?

6Making the choice to ThriveBe persistent . . .Keep learningKeep asking questions

Be open . . .To new ideasTo the possibility that it wont work To taking risksTo help

Be prepared . . .Know your kids, families, staffSet goalsLearn about the ERSTo start, stop, revise, and start again!

When you make the choice to thrive its a choice to emphasize how you can continue to grow and evolve versus a choice to focus on whats wrong. Its a choice to be positive an in control of your future.7Background of the ERSDeveloped in North Carolina

Remind the group of the authors North Carolina point-of-view. 8

Background of the ERSUsed in all of Pennsylvanias ECE initiativesPA Position Statements

The authors North Carolina point-of-view is why we have PA Position Statements (ECE regs vary from state to state and we will never accept something less than PA regs) and for more open-ended wording, like weather permitting PA needed to come up with more appropriate guidelines to suit our states climate.

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Background of the ERSDesigned to be used in varied ECE settings and with varied curriculums

Used across the US and internationally

Employs if/then thinkingemphasize wide use in ECE settings across age groups (broader than any accreditation system) and program types not tied to a specific curriculum

4th bullet: Fuzzy logic is if . . . then. For example, when we use a modern washing machine, the software is developed to make the machine spin for a longer time if the clothes are wetter, and for a shorter time if the clothes are less wet. It "knows" that IF the clothes are more wet, THEN it will spin longer. In other words it is more intelligent, from a computer point of view, so it can modify its "thinking" to respond to differing situations. That is how the term "fuzzy logic" has come to be associated with scales usage. 10If this . . .

If an assessor is doing the ECERS in a group of 3-year olds, that assessor would not (should not!) score the varied circumstances in the same way would need to score for five-year-olds. The assessor needs to think intelligently, and say, for example, " IF I am assessing a group of 3 year-olds, then the fine motor materials should be larger and easier to manage by children (large stringing beads, larger interlocking blocks, puzzles with fewer pieces, etc.) . 11

If this . . .Then That . . .

IF I am assessing a group of 3 year-olds, then the fine motor materials should be larger and easier to manage by children (large stringing beads, larger interlocking blocks, puzzles with fewer pieces, etc.) . But IF I am scoring for a group of 4-5 year olds, THEN they would need smaller interlocking blocks, puzzles with more pieces, smaller stringing beads, etc.

I would not give the same score for the same materials in each room because the children's developmental levels require different materials.12If this,

But IF I am scoring for a group of 4-5 year olds, THEN they would need smaller interlocking blocks, puzzles with more pieces, smaller stringing beads, etc.

13If this, then that

Materials for 4-5 year olds offer new challenges and introduce new ideas. They may still like the same things that they used as 3 4 year olds and they might return to those toys/materials to practice skills or play independently. Its up to us to continue to support them in challenging themselves and in trying new things by adding and changing the materials in the room and adjusting our interactions.

S = check the box get it doneT = using the if/then thinking on impact of choices

14Why the ERS?Consistent data source for documentation and comparison

Designed for all age groups and program settings

Provides detail about daily practice that can be used in developing a quality improvement plan

Cross walked with the PA Early Learning Standards

Having consistent data and detail helps us as a professional community advocate for continuing support of ECE quality initiatives

Bullet 3: the ERS emphasizes Concrete realities that are observable. what is actually done, seen and heard- not policy which may or not be what actually goes on. As an example ask participants if they have ever gone over the posted speed limit which is policy . The actual speed on the odometer is practice.

15Ch, ch, ch, changesAnd choices!Everyday things change sometimes they are big changes, sometimes they are small. We are constantly making choices related to those changes.16

Change change,

requiresprogress.but notallchangeprogressisAllNeed chart paper and participants will need blank paper (can use back of hand-out). Ask them to put the words in order to create a saying about change. (next slide has completed phrase)

Small Group ActivityAsk participants to unscramble the words to create a sentence. Give the group a little time and ask if they can solve the puzzle. Next click provides answer All progress requires change, but not all change is progress. John WoodenEmphasize the importance of making thoughtful change. Ask participants to share their experiences with change whats worked, what hasnt? Any thoughts on why?

On chart paper list Things to be Cognizant of when contemplating change if needed, add some starter words: having feedback, asking everyone involved, rushing, etc.Point out that making changes requires making choices and that can end up with some give and take. When we make choices/changes we try to create the best balance.To make changes that positively impact anything, you have to understand your unique situation and what works best and what is most important.

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Decide what you want, decide what you are willing to exchange for it. Establish your priorities and go to work. H. L. HuntQuality improvement takes balance. Sometimes its fun and sometimes its just hard work. It should always reflect whats important to your program. To make changes that positively impact anything, you have to understand your unique situation and what works best and what is most important.

18Just as your car runs more smoothly and requires less energy to go faster and farther when the wheels are in perfect alignment, you perform better when your thoughts, feelings, emotions, goals, and values are in balance.

Brian Tracy

Change is always going to be harder for some people. It can be really difficult and may not stick if you try to make changes that you and your entire program dont believe in even if that change could mean a higher ERS score. For example: A program might value lots of outdoor experiences which in the warmer months could mean eating outside. If thats something the teachers, the families, the children value you might not change it - even if it means the picnic tables arent sanitized or maybe hands arent washed at a sink.19

Quality Improvement As A Value

To make meaningful change it has to be meaningful to everyone involved. Self-evaluating has to be a value of your program. As program leaders, you have to believe CQI is important and support others in feeling this way too. Having a culture that embraces growth, self-reflection, and shared decision making is a crucial piece of high quality.

Everyone involved has to feel like they have the opportunity to thrive in the experience.20What are we Trying to Balance? When it comes to making choices and making changes to improve quality in early care and education setting, what are we trying to balance? 21

Cognitive development, Emotional development, Physical development, andIndividual interests and skills

We want to have a balance of experiences for the kids. The ERS considers all the basic needs of children- these overlap and will vary from child to child and age group to age group

S= checking off the ELS as each group activity is conducted (gave them that one)T = Offering a wide variety of experiences for children to explore at their own pace and level.

S = Buying the STARS level Bundles from the company any putting them on the shelfT = Hands on experimentation with teacher child interaction to encourage thinking and language development.

22Basic needs of children

Health and safety23Building positive relationshipsOpportunities for stimulation and learning

23Review as a quick reminder of the basic needs we are considering. Might point out that this will seem familiar to anyone who has attended the ERS Foundations PD.

In our haste to deal with the things that are wrong, let us not upset the things that are right.

- UnknownWhat is best for our children and families?

Sometimes the choices that balance best for you will not match up with the ERS quality indicators. Why can that be okay and still reflect high quality? 24Even if you are on the right track, youll get run over if you just sit there.

Even when we are confident in our choices, we need to revisit them from time to time. Ask the group how often they do informal observations of the kids to see how they are progressing. How often do they do developmental assessments? Why dont we just assess kids once? Point out that an ERS assessment is like those observations and developmental checks; it lets you know where you are. And helps you decide where you want to go next.

S = same lesson plans and schedule year after yearT = Adapting the schedule to meet the current group of children (ex GM early or late)Starting out with a basic schedule but once you have the group of children making adjustments to meet their current needs. Could be changes over the course of the year or needs on a particular day. EX -Current group loves block play but rarely uses dramamake the block area bigger during increased interest.

25Quality is a moving targetWhere we are.Where we want to be.

Why?How?Sometimes when we know where we are, we see that theres somewhere else we would like to be. That destination might change often, occasionally, or very rarely depending on what you are looking at. Remind the group of the if/then thinking discussion. If they have a group of young 3s in the fall then where they want to be will look one way. As those children grow and mature through the year, the where will move with the kids.

The ERS indicators describe best practice, having descriptions of best practice gives us some ideas about where we might like to go.

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Sometimes, getting there is NOT half the fun.

Ask the group what kinds of things can get in the way of getting to where they want to be. (Money, time, space, turn-over, lack of support, etc.) Part of the decision-making / priority-setting process when thinking about making changes includes thinking about the challenges in comparison to the intent behind the change. If we dont understand why something is important to a quality experience for kids, families, staff it can be really hard to do the tough work to make the change.

27Group ActivityWill need a sheet of chart paper per groupHave participants break into small groups and talk about at least one indicator or item that they choose. If the participant group is very small, could have the entire group choose 2-3 issues to work through together. Ask each group to list the Why, the Challenges, and the How for their item on the chart paper to share. 28Gender specific dress-up clothing

Why do we want to have gender-specific clothing in the classroom? (during the preschool years children are developing gender role identities). Why arent sports uniforms or work uniforms considered gender specific? (want to help kids see that jobs and activities are not limited by gender)Ask group for examples of gender specific clothing29Same sink is sanitized effectively

Why the concern about same sink? (potential for fecal contamination young kids also shed viruses in their urine so across the board there is an increased risk for contamination). Is emphasized prior to meal-related handwashing because young children often eat with their hands. 30Outdoor play weather permitting

Why do we want children to have outdoor play? (fresh air, peer group interaction, gross motor skill, explore different environments) 31Group ActivityAsk each group to list the Why, the Challenges, and the How for their item on the chart paper to share. 32What goes at the top of the to-do list?Can everything be the most important?Even when you get the intent and importance, you still have more choices to make based on your resources. When you are making those tough choices about allocating resources, take a breath from time to time and step back to look at the big picture of your program. Keep the total experience of the children, the families, and the teachers in mind. 33What makes a really fabulous mealreally fabulous?

When all the parts come together it enhances the total experience, but its the total experience that we tend to remember. It usually isnt just one individual ingredient that makes the dish delicious its all the ingredients working together AND the skill of the cook who put them together.34

What Makes A Great Classroom Teacher Great?

Ask group to think of a really terrific ECE classroom teacher. Ask if they would agree that they value that persons skills and experience even though they may not always agree on things and even though there may be times when they have conflict. Is that great teacher great at everything (planning, organizing, recording keeping, etc.) Would they agree that even that excellent teacher isnt perfect? What makes that person a great teacher for young children though? (the value of the relationship comes from the total experience)

EX If the grocery store has bad apples does that make it a bad store?

S check list of things to do (must be observed)while assessor is thereT meaningful conversations are part of daily practice

EX Think about learning how to drive who taught you? Who was better at it? Why?Think of teaching someone else to drive? Do you practice what you are teaching? (Where are your hands on the wheel? Do you answer your phone?) Do you tell them one thing and role model another?

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Environment, interactions, materialsIT IS THE TOTAL SCORE THAT IS RELATED TO POSITIVE CHILD DEVELOPMENT, NOT ANY OF THE SINGLE REQUIREMENTS BY THEMSELVES

(page xii ECERS-R)

The ERS assessment is looking at the total experience of the child. It isnt about having perfect diapering or handwashing routines. It isnt about having the largest collection of developmentally appropriate toys out on the shelves. Its the combination of the environment, the materials, and the interactions that has the impact.

Its the American way to want to be perfect. The ERS is not about getting all 7s. Scores are intended to provide feed back for the site to thoughtfully consider what quality improvements they would like/can make.

S = Whew we made that score Yeah we get a grant put on shelf for 2 yearsT = Take the feedback and work ahead regardless of the score (Ex program scores 5.75 works on feedback and 2 years later scores 6.25)

36Environment Rating Scales are a resource for the classroomIndicators are based on best practice for children

Classrooms will function differently based on the individual needs of the child and the group

No right or wrong answers

What is best for our children and families?

Emphasis is on best practice for kids in that specific class NOT on getting it perfect

S=focusing on low scores, why the assessor is wrong, teaching to the test what answers they should give T=focusing on strengths as a basis for setting goals and making improvements, the only wrong answer is a lie.

ERS is on your side Like the friend who will quietly tell you when your zipper is down.

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The best way to predict your future is to create it.

Stephen CoveyGo back to posted reasons for the stress and have the group make suggestions that they can try with staff to help eliminate stress: All staff know the philosophy and details of the scales, ERS is used regularly with staff in informal assessments, self assessment and/or by informal assessments by other staff on site; All About books are used as a resource in staff meetings; staff from different age groups compare the scales to note similarities and age appropriate expectations; share the responsibility for leadership

Familiarity encourages understanding- Example- a provider complained to us that the teacher was nervous because she had never heard of the ERS- DUH!

There will be some things that cant be changed assessments will continue to be unannounced because of PAs emphasis on practice over policy, assessors must be a fly on the wall to reduce impact on environment; interview is vital part of assessment, however, ask if they have suggestions about things that assessors can do to reduce the concerns within these constraints38

Addressing ERS Stress

Go back to posted reasons for the stress and from a thriving perspective - have the group make suggestions to help reduce stress:

Some comments shared by participants: Be sure all staff know the philosophy and details of the scales could pick an ERS Item as a discussion topic for staff meeting; Use the ERS regularly with staff in informal assessments; Do the self assessment more than once and/or informal ERS assessments by other staff on site; Use the All About books as a resource in staff meetings; Staff from different age groups compare the scales to note similarities and age appropriate expectations; Staff share the responsibility for leadership of the quality plan

Familiarity encourages understanding- Example- a director shared that the teacher in the classroom being assessed was sick with nerves because she had never heard of the ERS, seen an ERS book, etc.

There will be some things that cant be changed (and these often get listed) assessments will continue to be unannounced because of PAs emphasis on practice over policy, assessors must be a fly on the wall to reduce impact on environment; interview (follow-up questions) is vital part of assessment, however, ask if they have suggestions about things that assessors can do to reduce the concerns within these constraints

39Star 3 & 4 Emphasis on this and the next slide is that average scores have gone up every year as sites become more familiar with STARS standards, quality practices and the ERS.

40Fiscal Year 2010-2011In the first half of FY 10-11, 93% (out of 285 total assessed statewide) Keystone STARS providers at STAR 3 and STAR 4 levels successfully met required overall facility scores.Environment Rating Scales are a resource for Planning

By submitting an ERS request you are asking for feedback to assist you in your quest for continuous quality improvement

Assume there will be items that score high as well as those that score low

Lower scoring items are those ones you may choose to focus on improving ( or not!)

and a tool for thriving!For example, lets say I invite you over to watch me do my weekend chores:

Watch me do laundry: I might mix whites and dark to save time and water. Not best practice of doing laundry, but it works for me because I want to get outside to play with the dog, work in the garden, etc.When I get my laundry score I may choose to continue to have pink and gray underwear or start separating whites and darks

Watch me tidy up or run errands - I walk up and down the steps 5 times because I keep forgetting things / or I drove miles out my way because I did not plan the most efficient route for going to the Dry cleaner, grocery store, post office if you asked me though, I probably thought I got everything done quickly and efficiently

When someone is observing they always see more than the person involved in the action- the observer is not there to catch you doing something wrong, but rather to give you information about how you are working within the context of best practices

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Relax, Breathe, Enjoy the processYoung children from the beginning cannot help but learnthey dont have to be taught to learn, they are naturally wired up to learn. From the very beginning children are learning about the world. They are also learning about what learning is about. So everything that is going on is a learning experience.

Jack P. Shonkoff, MD, Dean, Heller Graduate School, Brandeis University

Dont need to go over this slide - it can be left up on the screen while you take any additional questions /comments from the group. 43