Nc rated license

This presentation defines the basic requirements of a cozy area for the ECERS-R and provides examples of areas that meet this definition and examples of areas that do not. It illustrates important considerations in determining the adequacy of a cozy area by answering common questions on this topic. This document provides information for families about the assessment process and what to expect.

Program administrators are encouraged to post this document in family areas or include with a program newsletter when the assessment window is scheduled.

It addresses common questions and provides some helpful hints. This presentation discusses the supervision of children during naptime and considers the physical layout and placement of furnishings to allow for good supervision.

It also discusses how programs can create a restful environment for children by considering the indicators at the various levels of quality in the Environment Rating Scales.

Use this worksheet to answer questions and document information about activities for learning and play based on ECERS-R items and indicators. It is not required for the Reflective Self-Study as part of the Temporary Assessment Process, but is highly recommended for those wanting to understand more about the various requirements or who are completing a low score reassessment.

Use this worksheet to answer questions and document information about language for learning and positive interactions based on ECERS-R items and indicators. This worksheet is accessible for all to use at anytime, but it is required for the Reflective Self-Study as part of the Temporary Assessment Process Use this worksheet to answer questions and document information about personal care routines, health, and safety based on ECERS-R items and indicators.

Use this worksheet to answer questions and document information about program structure including aspects of the daily schedule, free play and group times, and provisions for children with disabilities based on ECERS-R change scale items and indicators. This worksheet can be used to answer questions and document information about space and furnishings based on ECERS-R items and indicators. This video illustrates ways providers can ensure that infants, particularly non-mobile infants, have a variety of play and learning experiences with appropriate materials and furnishings throughout the course of the caregiving day.

Use this worksheet to answer questions and document information about activities for learning and play based on ITERS-R items and indicators. Use this worksheet to answer questions and document information about language for learning and positive interactions based on ITERS-R items and indicators.

Use this worksheet to answer questions and document information about personal care routines, health, and safety based on ITERS-R items and indicators. Use this worksheet to answer questions and document information about program structure including aspects of the daily schedule, free play and group times, and provisions for children with disabilities based on ITERS-R items and indicators. This worksheet can be used to answer questions and document information about space and furnishings based on ITERS-R items and indicators.

This document is used in conjunction with the corresponding video to further understanding of the ways providers can ensure that infants, particularly non-mobile infants, have a variety of play and learning experiences with appropriate materials and furnishings throughout the course of the caregiving day.

Information in this supplement applies to all programs providing infant care. Este documento resume brevemente algunos de los requisitos del lavado de las manos y algunos requisitos para la salud para el SACERS-U. This document includes details and reminders for items related to various learning materials, areas, and activities included in the SACERS-U.

This document provides examples of the types of language and questioning techniques that specifically meet the expectations for SACERS-U Item 29, Staff-child communication, indicator 5. It also illustrates best practices for language when staff ask children probing questions that encourage children to give more involved responses. It illustrates ideas for implementing best practices while staff communicate and interact with school-age children.

Use this worksheet to answer questions and document information about activities for learning and play based on SACERS-U items and indicators. Use this worksheet to answer questions and document information about personal care routines, health, and safety based on SACERS-U items and indicators. Use this worksheet to answer questions and document information about language for learning and positive interactions based on SACERS-U items and indicators.

Use this worksheet to answer questions and document information about program structure including aspects of the daily schedule, free play and group times, and provisions for children with disabilities based on SACERS-U items and indicators. This worksheet can be used to answer questions and document information about space and furnishings based on SACERS-U items and indicators.

Includes all 3 worksheets required for the Reflective Self-Study. This is the first in a series of presentations for family childcare providers. It explains terms used throughout the scale, including different age groups, ''accessible'' and ''much of the day,'' and examines the requirements of different indicators in the Fine Motor item in the FCCERS-R while providing a variety of examples. This presentation is part of a series for family childcare providers. It also provides examples of items that can earn credit.

This document provides information about the purpose of the self-study process as part of NC's Star Rated License. This document provides important reminders about requirements for the self-study process as part of NC's Star Rated License and offers some ideas and questions to consider when getting started with a self-study.

Examples of two forms are included. These are not required, but may be helpful in generating ideas or reflection as part of a self-study. FCCH providers are encouraged to post this document in family areas or include with a program newsletter when the assessment window is scheduled.

Use this worksheet to answer questions and document information about activities for learning and play based on FCCERS-R items and indicators. Use this worksheet to answer questions and document information about language for learning and positive interactions based on FCCERS items and indicators.

Use this worksheet to answer questions and document information about personal care routines, health, and safety based on FCCERS items and indicators. Use this worksheet to answer questions and document information about program structure including aspects of the daily schedule, free play and group times, and provisions for children with disabilities based on FCCERS items and indicators.

This worksheet can be used to answer questions and document information about space and furnishings based on FCCERS-R items and indicators. Friday, January 14, By using this site, you are agreeing to our Terms of Service. The new measure is grounded in Early Learning and Development Standards as well as current child development theory and research, leading to a focus on practices that support important developmental outcomes valued across multiple States.

Programs will submit materials for document review prior to a verification and observation visit. The program visit will include observations in classrooms across the age ranges within each program, interviews with directors and teachers, and additional document review. The assessment will result in a program level portrait showing program strengths and areas for improvement.

Read more about this project.