Requirements for Completing an Environment Rating Scale Self-assessment for the QRS System

A program is required to submit documentation for at least one-third of the facility’s classrooms, including at least one classroom in each age group the facility serves (ITERS-R, ECERS-R, SACERS).

A completed SACERS classroom self-assessment must include two forms:

1)completed SACERS score sheet AND

2)completed SACERS self-assessment form

Both the score sheet and the self-assessment form must be completed thoroughly with sufficient detail to reflect the score for each item.

Follow the steps below.

1) Complete a School-Age Care Childhood Environment Rating Scale (SACERS) score sheet using the SACERS book.

  • Scores should be based on actual classroom observations (not memory) and the current situation (not future plans).
  • Score every indicator for every item either yes, no or NA (not applicable).
  • Comments and key words should be written on the SACERS score sheet for each item to indicate the reasons for the indicator scores. For example, list the number and types of pieces of furniture, gross motor equipment, arts and crafts materials, the number of times handwashing is or is not completed. Use the questions, charts and other aids provided for keeping track of information throughout the observation. Furnish enough detail to support your scores or score sheets will be returned for additional information.
  • Score every item with the rating circled (1-7, or NA); compute average subscale scores and the total mean scale score (average total score).

2) Complete the SACERS self-assessment form.

  • For each item list at least two strengths (list indicator numbers) and at least two areas for improvement (list indicator numbers) with an explanation of how you meet or do not meet the indicators. Start with the lowest indicator.
  • Assign a priority rating for each indicator listed in the “Areas for Improvement” column.
  • Refer to the Sample Items from Completed SACERS Self-assessment Form on the next page. Furnish enough detail to describe the strengths and areas for improvement or the self-assessment form will be returned for additional information.

3)When you are ready to submit your completed Iowa Quality Rating System (QRS) application to your Regional QRS Specialist, attach the completed Environment Rating Scale score sheets and self-assessment forms for the required number of classrooms.

Sample Items from Completed SACERS Self-assessment Form

P* (Priority): 1= High 2 = Medium 3 = Low

SACERS
Items / Strengths / Areas for Improvement / Priority Rating*
4.
Room arrangement / (3.3) All areas easy to supervise from anywhere in the room
(5.1) Four interest centers defined and equipped (blocks and construction, arts and crafts, drama/theater, language/reading) / (5.2) Quiet and noisy centers are not placed to avoid interference with one another (blocks and construction area next to language/reading centers) / 1
5.
Furnishings for routine care / (3.1) Sufficient number of routine care furnishings (each child has a cubby, folders for artwork)
(3.2) All furnishings are in good repair (no broken or wobbly chairs, no warping wood) / (5.1) Basic furnishings are not the appropriate size (11 of the chairs, 75%, were adult sized – several children’s feet did not touch floor) / 1
10.
Space to meet personal needs of staff / (3.1) Separate men’s and women’s adult restrooms for staff
(5.1) Staff lounge area separate from children’s area (includes internet access, microwave, tables) / (3.2) No storage for personal belongings (staff belongings stored in children’s cubbies)
(7.1) Lounge does not have comfortable furniture in good condition (a few folding chairs do not provide comfortable seating) / 1
2

Self-assessment

School-Age Care Environment Rating Scale – (SACERS)

Name:Center:Room:

Date:Ages of Children:Number of Children:

For each item list at least two strengths (list indicator numbers) and at least two areas for improvement (list indicator numbers) with an explanationof how you meet or do not meet the indicators. Start with the lowest indicator. Decide a priority rating for each indicator in the “Areas for Improvement” column.

P* (Priority): 1=High 2=Medium 3=Low

SACERS Items / Strengths
(List indicator numbers) / Areas for Improvement
(List indicator numbers) / Priority Rating*
1.
Indoor space
2.
Space for gross motor activities
3.
Space for privacy
4.
Room arrangement
5.
Furnishings for routine care
6.
Furnishings for learning and recreational activities
7.
Furnishings for relaxation and comfort
8.
Furnishings for gross motor activities
9.
Access to host facilities
10.
Space to meet personal needs of staff
11.
Space to meet professional needs of staff
12.
Health policy
13.
Health practices
14.
Emergency and safety policy
15.
Safety practice
16.
Attendance
17.
Departure
18.
Meals/snacks
19.
Personal hygiene
20.
Arts and crafts
21.
Music and movement
22.
Blocks and construction
23.
Drama/theater
24.
Language/
reading activities
25.
Math/
reasoning activities
26.
Science/
nature activities
27.
Cultural awareness
28.
Greeting/
departing
29.
Staff-child interactions
30.
Staff-child communi-cation
31.
Staff supervision of children
32.
Discipline
33.
Peer interactions
34.
Interactions between staff and parents
35.
Staff interaction
36.
Relationship between program staff and class-room teachers
37.
Schedule
38.
Free choice
39.
Relationship between program staff and program host
40.
Use of community resources
41.
Opportunities for professional growth
42.
Staff meetings
43.
Supervision and evaluation of staff

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SACERS Handout 4.3

09/01/10