North Carolina Rated License Assessment Project

Temporary Assessment Process

The Temporary Assessment Process provides an alternative to the typical ECERS-R, ITERS-R, SACERS-U, or FCCERS-R assessments during the pandemic when lengthy observations are not possible. NCRLAP will resume assessments for programs identified by the DCDEE using the temporary process.

Please visit our Temporary Assessment Process page for information.

Recent news

NCRLAP is offering contact hour earning online training. Go to https://www.ncrlap.org/Resources/Training/Register/ to see our scale related training as well as additional trainings that cover special topics such as language and interactions, outdoor learning environments, and requirements for materials in family child care homes.

March 28, 2022: In cooperation with the DCDEE, the Temporary Assessment Process (TAP) is being phased out so that we can return to the regular assessment process. The key points are summarized below, and we encourage programs to talk with their DCDEE consultants about these changes.

Requests received prior to April 1 for the Temporary Assessment Process (TAP) will continue until the current pending list is completed. However, programs can no longer submit requests for the temporary process, so programs deciding to complete the assessment process from now on will have regular assessments scheduled in the order received. This includes requests for reassessments following a Modified Assessment.
For programs who still have a pending TAP request, visit the Temporary Assessment Process page for information specific to that process.
For regular assessments, the traditional in-person observations lasting for several hours will occur and all items will once again be scored. There are a few updates to the NC Additional Notes for the ECERS-R, ITERS-R, and SACERS-U; these are posted below for each scale. Assessors may continue to take photographs of the indoor/outdoor spaces and materials, but this is not required; children will not be photographed.
If you are uncertain whether your program is having a Modified Assessment or the regular assessment, please reach out to NCRLAP for clarification. This will also be specified during the scheduling phone call.
While on site for either type of assessment process, assessors will continue to follow any health precautions required by child care programs.
A great option for teachers and FCCH providers to help review ERS requirements and think carefully about current characteristics and practices are the Thinking More worksheets. These were developed for the temporary process self-study and can be found on our resource list. The worksheets are in the "featured" section and there is one for each subscale of each rating scale.

Quick Reference Guide

Important resources for all assessments

Here are links to resources for all rating scales.

This video describes the steps involved in the assessment process completed by NCRLAP. Information in this resource is appropriate to be used with each Environment Rating Scale.
About the assessment process (video)
This presentation describes many of the health and sanitation practices considered during the assessment process. Information in this resource is appropriate to be used with each Environment Rating Scale.
Handwashing and other basic health considerations (video)
This document summarizes scoring criteria used by NCRLAP assessors during Environment Rating Scale assessments for items that relate to the safety of gross motor space and equipment. These standards apply to all gross motor equipment and materials.
Requirements for Gross Motor Space and Equipment
This video addressed common questions and scoring issues related to gross motor spaces and play that occurs during North Carolina Rated License Assessments. Information in this video applies to all Environment Rating Scales.
Safe space for gross motor play (video)
USDA Meal Pattern Guidelines for Children 1-12 years of age. These were updated on October 1, 2017. Source. Child and Adult Care Food Program (CACFP), www.fns.usda.gov/cacfp/meals-and-snacks and redesigned by NCRLAP
USDA Meal Pattern Guidelines for Children 1 to 12 years

This document is used in conjunction with the corresponding video to further understanding of common questions and scoring issues related to gross motor play spaces and play. Information in this supplement applies to all Environment Rating Scales.
A Safe Space for Gross Motor Play (supplement)
This document is used in conjunction with the corresponding video to further understanding of the assessment process. Information in this supplement applies to all Environment Rating Scales.
About the Assessment Process (supplement)
This website provides detailed information about health and safety practices in child care programs and family child care homes.
Caring for Our Children, 3rd edition
(2010 version) This chart summarizes safe and healthy outdoor play conditions. It is a guide to use when determining if weather conditions allow for outdoor play.
Child Care Weather Watch Chart
This presentation provides considerations regarding appropriate images in books and pictures as it applies to assessments completed for NC's Star Rated License and addresses common questions. Information in this presentation applies to all the Environment Rating Scales.
Considering Appropriate Images in Books and Pictures
Link to the DCDEE website, where you can learn about the NC Star Rated License system.
General information regarding the NC Star Rated License system
Link to CPSC website. Provides the CPSC guidelines referenced by rated license assessors.
Handbook for Public Playground Safety
This document is used in conjunction with the corresponding video to further understanding of required health and sanitation practices. Information in this supplement applies to all Environment Rating Scales.
Handwashing and Basic Health Considerations (supplement)
This document is used in conjunction with the corresponding video to further understanding of how language supports children's cognitive and social/emotional development in child care settings. Information in this supplement applies to all Environment Rating Scales.
Language for Learning (supplement)
This presentation addresses requirements and common questions regarding outdoor play, weather permitting. It provides an introduction to ways to enhance the outdoor learning environment. Information in this resource applies to all of the Environment Rating Scales.
Weather Permitting and Outdoor Play
View all resources

Below are the most important resources for each rating scale.

For classrooms serving children 31 months to 5 years: ECERS-R

These are the current NC Additional Notes for the ECERS-R used by NCRLAP assessors.
NC Additional Notes ECERS-R
This document provides information about the substantial portion of the day requirement in the ECERS-R. It includes a definition of the term, how assessors determine the times and make calculations, FAQs, materials indoors and outdoors, and tips. It is available in English and Spanish.
ECERS-R Substantial portion of the day: Key points for NC's assessment process
This document provides an overview of considerations, questions, and answers regarding ECERS-R assessments for public school preschool programs.
ECERS-R: Public school information sheet
This document provides information for NC Pre-K classrooms and programs participating in the ECERS-R assessment process.
Guide to the NC Pre-K Assessment Process
This document briefly summarizes some of the handwashing and some health requirements for the ITERS-R, ECERS-R, and FCCERS-R.
Health Reminders for the ITERS-R ECERS-R and FCCERS-R
Este documento resume brevemente algunos de los requisitos del lavado de las manos y algunos requisitos para la salud en el ITERS-R, ECERS-R y FCCERS-R. Est� disponible en Ingl�s y Espa�ol.
Health Reminders for the ITERS-R ECERS-R and FCCERS-R (Spanish Version)
This video focuses on how language supports children's cognitive and social/emotional development in programs serving preschoolers.
Language for learning: Preschoolers (video)

This form should be completed by child care program staff and given to the assessor on the day of the assessment. One form should be used for each classroom that includes any two-year-old children. If no two-year-olds are enrolled, this form does not need to be completed.
Birthdate list for classrooms with two-year-olds enrolled: ECERS-R and ITERS-R
This document helps determine whether to consider the ECERS-R or ITERS-R for a two-year-old classroom when preparing for upcoming assessments. It can also be used when thinking about ongoing classroom planning and self-assessment
Determining Which Scale to Use in Two's Classrooms: ECERS-R and ITERS-R
This video is intended for participants in North Carolina's ERS Assessment Process. It provides information related to the requirements of the ECERS-R, Item 22 Blocks, Indicator 5.1 and shows examples of block areas and how these relate to the indicator's requirements.
ECERS-R Item 22 Blocks, Indicator 5.1
This report shows statewide and county ECERS-R scores for NC Star Rated License assessments during 9/1/2017 to 8/31/2019.
ECERS-R Statewide and county scores
Este documento proporciona informacion sobre los requerimientos de Una Parte Considerable del D�a para el ECERS-R. Incluye informacion sobre la definici�n del termino, como los asesores determinan los tiempos y como hacen sus calculos, preguntas frecuentes, materiales en interiores y exteriores, y consejos. Est� disponible en Ingl�s y Espa�ol.
ECERS-R Substantial portion of the day: Key points for NC's assessment process (Spanish version)
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.
ECERS-R The Cozy Area
''Este documento proporciona informaci�n para las aulas y los programas Pre-Jard�n de Carolina del Norte que participan en el proceso de evaluaci�n ECERS-R. Est� disponible en Ingl�s y Espa�ol.''
Guide to the NC Pre-K Assessment Process (Spanish version)
This document provides information for NC Pre-K classrooms/programs participating in the 2021 Temporary Assessment Process.
Guide to the NC Pre-K Temporary Assessment Process
This document provides information for NC Pre-K classrooms/programs participating in the 2021 Temporary Assessment Process.
Guide to the NC Pre-K Temporary Assessment Process (Spanish)
This poster is from the NC Child Care Health and Safety Resource Center shows the diapering procedure and is referenced in NCRLAP assessment reports.
Healthy child care NC diaper procedure poster
Este documento proporciona informaci�n para las familias sobre el proceso de evaluaci�n y qu� esperar. Se anima a los administradores del programa a publicar este documento en �reas familiares o incluirlo en un bolet�n informativo del programa cuando est� programada la ventana de evaluaci�n. Est� disponible en Ingl�s y Espa�ol.
Information for Families About Rated License Assessments (Spanish version)
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 is available in English and Spanish.
Information for Families About Rated License Assessments in Child Care Centers
These are the current NC Additional Notes for the ECERS-R used by NCRLAP assessors when completing Modified Assessments during the Temporary Assessment Process.
NC Additional Notes for Modified ECERS-R Assessments
This presentation explains the requirements for the nap/rest items in the Environment Rating Scales regarding healthy provisions. It addresses common questions and provides some helpful hints.
Rest Well: Sanitation considerations for naptime
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.
Rest Well: Supervision considerations for naptime and creating a restful environment
This document provides a summary of the lowest scoring items and indicators for the ECERS-R, as used for the assessment portion of the NC Star Rated License.
Summary of Lowest Scoring Items and Indicators for the ECERS-R
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.
Thinking More About Activities ECERS-R
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 (2021).
Thinking More About Language and Interactions ECERS-R
Use this worksheet to answer questions and document information about personal care routines, health, and safety 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 (2021).
Thinking More About Personal Care Routines ECERS-R
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 is accessible for all to use at anytime, but it is required for the Reflective Self-Study as part of the Temporary Assessment Process (2021).
Thinking More About Program Structure ECERS-R
This worksheet can be used to answer questions and document information about space and furnishings 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.
Thinking More About Space and Furnishings ECERS-R
View all resources

For classrooms serving children birth through 30 months: ITERS-R

These are the current NC Additional Notes for the ITERS-R used by NCRLAP assessors.
NC Additional Notes: ITERS-R
This presentation explains the definition of books in poor repair as it applies to the ITERS-R and FCCERS-R as well as provides examples of common repair issues and other important considerations.
Books in Poor Repair: FCCERS-R and ITERS-R
This document briefly summarizes some of the handwashing and some health requirements for the ITERS-R, ECERS-R, and FCCERS-R.
Health Reminders for the ITERS-R ECERS-R and FCCERS-R
Este documento resume brevemente algunos de los requisitos del lavado de las manos y algunos requisitos para la salud en el ITERS-R, ECERS-R y FCCERS-R. Est� disponible en Ingl�s y Espa�ol.
Health Reminders for the ITERS-R ECERS-R and FCCERS-R (Spanish Version)
This video focuses on how language supports childrens cognitive and social/emotional development in programs serving infant and toddlers.
Language for learning: Infants and Toddlers (video)
This document provides a summary of the lowest scoring items and indicators for the ITERS-R, as used for the assessment portion of the NC Star Rated License.
Summary of Lowest Scoring Items and Indicators for the ITERS-R
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.
Using materials with non-mobile infants (video)

This form should be completed by child care program staff and given to the assessor on the day of the assessment. One form should be used for each classroom that includes any two-year-old children. If no two-year-olds are enrolled, this form does not need to be completed.
Birthdate list for classrooms with two-year-olds enrolled: ECERS-R and ITERS-R
This document helps determine whether to consider the ECERS-R or ITERS-R for a two-year-old classroom when preparing for upcoming assessments. It can also be used when thinking about ongoing classroom planning and self-assessment
Determining Which Scale to Use in Two's Classrooms: ECERS-R and ITERS-R
This poster is from the NC Child Care Health and Safety Resource Center shows the diapering procedure and is referenced in NCRLAP assessment reports.
Healthy child care NC diaper procedure poster
Este documento proporciona informaci�n para las familias sobre el proceso de evaluaci�n y qu� esperar. Se anima a los administradores del programa a publicar este documento en �reas familiares o incluirlo en un bolet�n informativo del programa cuando est� programada la ventana de evaluaci�n. Est� disponible en Ingl�s y Espa�ol.
Information for Families About Rated License Assessments (Spanish version)
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 is available in English and Spanish.
Information for Families About Rated License Assessments in Child Care Centers
This report shows statewide and county ITERS-R scores for NC Star Rated License assessments during 9/1/2017 to 8/31/2019.
ITERS-R Statewide and county scores
These are the current NC Additional Notes for the Modified ITERS-R Assessments used by NCRLAP assessors during the Temporary Assessment Process.
NC Additional Notes for Modified ITERS-R Assessments
This presentation explains the requirements for the nap/rest items in the Environment Rating Scales regarding healthy provisions. It addresses common questions and provides some helpful hints.
Rest Well: Sanitation considerations for naptime
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.
Rest Well: Supervision considerations for naptime and creating a restful environment
Use this worksheet to answer questions and document information about activities for learning and play based on ITERS-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.
Thinking More About Activities ITERS-R
Use this worksheet to answer questions and document information about language for learning and positive interactions based on ITERS-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 (2021).
Thinking More About Language and Interaction ITERS-R
Use this worksheet to answer questions and document information about personal care routines, health, and safety based on ITERS-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 (2021).
Thinking More About Personal Care Routines ITERS-R
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 is accessible for all to use at anytime, but it is required for the Reflective Self-Study as part of the Temporary Assessment Process (2021).
Thinking More About Program Structure ITERS-R
This worksheet can be used to answer questions and document information about space and furnishings based on ITERS-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.
Thinking More About Space and Furnishings ITERS-R
USDA Meal Pattern Guidelines for Infants less than 12 months old. These were updated on October 1, 2017. Source. Child and Adult Care Food Program (CACFP), www.fns.usda.gov/cacfp/meals-and-snacks and redesigned by NCRLAP.
USDA Meal Pattern Guidelines for Infants
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.
Using Materials with Non-Mobile Infants (supplement)
View all resources

For classrooms serving children 5 to 12 years: SACERS-Updated

These are the current NC Additional Notes for the SACERS-U used by NCRLAP assessors.
NC Additional Notes SACERS-U
Este documento resume brevemente algunos de los requisitos del lavado de las manos y algunos requisitos para la salud para el SACERS-U. Est� disponible en Ingl�s y Espa�ol.
Health Reminders for the SACERS‐U (Spanish version)
This document briefly summarizes some of the handwashing and health considerations for the SACERS-U. It is available in English and Spanish.
Health Reminders for the SACERS-U
This video focuses on how language supports children's cognitive and social/emotional development in programs serving schoolagers. Information in this resource is appropriate to be used with each Environment Rating Scale.
Language for learning: Schoolagers (video)
This document includes information about SACERS-U policies and procedures important for school-age staff.
SACERS-U Important Program Policies and Procedures
This document includes details and reminders for items related to various learning materials, areas, and activities included in the SACERS-U.
SACERS-U Promoting Engagement
This report shows statewide and county SACERS-U scores for NC Star Rated License assessments during 9/1/2017 to 8/31/2019.
SACERS-U Statewide and county scores
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 5.4. It also illustrates best practices for language when staff ask children probing questions that encourage children to give more involved responses.
SACERS-U: Language Activity: Understanding the requirement for item 29

Este documento proporciona informaci�n para las familias sobre el proceso de evaluaci�n y qu� esperar. Se anima a los administradores del programa a publicar este documento en �reas familiares o incluirlo en un bolet�n informativo del programa cuando est� programada la ventana de evaluaci�n. Est� disponible en Ingl�s y Espa�ol.
Information for Families About Rated License Assessments (Spanish version)
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 is available in English and Spanish.
Information for Families About Rated License Assessments in Child Care Centers
These are the current NC Additional Notes for the Modified SACERS-U Assessments used by NCRLAP assessors during the Temporary Assessment Process.
NC Additional Notes for Modified SACERS-U Assessments
This presentation provides examples of some required interactions and facilitation of learning for items in the Activities sub-scale of the SACERS-U. It illustrates ideas for implementing best practices while staff communicate and interact with school-age children.
SACERS-U Facilitating activities
This document provides a summary of the lowest scoring items and indicators for the SACERS-U, as used for the assessment portion of the NC Star Rated License.
Summary of Lowest Scoring Items and Indicators for the SACERS-U
Use this worksheet to answer questions and document information about activities for learning and play based on SACERS-U 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.
Thinking More About Activities SACERS-U
Use this worksheet to answer questions and document information about personal care routines, health, and safety based on SACERS-U 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 (2021).
Thinking More About Health and Safety SACERS-U
Use this worksheet to answer questions and document information about language for learning and positive interactions based on SACERS-U 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 (2021).
Thinking More About Language and Interactions SACERS-U
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 is accessible for all to use at anytime, but it is required for the Reflective Self-Study as part of the Temporary Assessment Process (2021).
Thinking More About Program Structure SACERS-U
This worksheet can be used to answer questions and document information about space and furnishings based on SACERS-U 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.
Thinking More About Space and Furnishings SACERS-U
Includes all 3 worksheets required for the Reflective Self-Study.
Thinking More worksheet bundle SACERS-U
View all resources

For family child care homes serving children birth - 12 years: FCCERS-R

These are the current NC Additional Notes for the FCCERS-R used by NCRLAP assessors.
NC Additional Notes: FCCERS-R
This presentation explains the definition of books in poor repair as it applies to the ITERS-R and FCCERS-R as well as provides examples of common repair issues and other important considerations.
Books in Poor Repair: FCCERS-R and ITERS-R
Este documento proporciona una descripcion general de las consideraciones, preguntas de los proveedores de FCCH y respuestas sobre el proceso de evaluacion de FCCERS-R de NC.
FCCERS‐R Assessment Process: Information for FCCH Providers (Spanish version)
This document provides an overview of considerations, questions from FCCH providers, and answers regarding NC's FCCERS-R assessment process. It is available in English and Spanish.
FCCERS-R Assessment Process Information
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.
FCCERS-R Item 16 Using Fine Motor Materials with Different Age Groups
This presentation is part of a series for family childcare providers. It examines the requirements of different indicators in the Art item in the FCCERS-R and provides a variety of examples.
FCCERS-R Item 17 Using Art Materials with Different Age Groups
This presentation is part of a series for family childcare providers. It examines the requirements of different indicators in the Block item in the FCCERS-R and provides a variety of examples.
FCCERS-R Item 19 Using Blocks with Different Age Groups
This presentation is part of a series for family childcare providers. It examines the requirements of different indicators in the Dramatic play item in the FCCERS-R and provides a variety of examples.
FCCERS-R Item 20 Using Dramatic Play Materials with Different Age Groups
This presentation is part of a series for family childcare providers. It examines the requirements of different indicators in the Math item in the FCCERS-R and provides a variety of examples.
FCCERS-R Item 21 Using Math Materials with Different Age Groups
This presentation is part of a series for family childcare providers. It examines the requirements of different indicators in the Nature/science item in the FCCERS-R and provides a variety of examples.
FCCERS-R Item 22 Using Nature Science Materials with Different Age Groups
This presentation is part of a series for family childcare providers. It examines the requirements of different indicators in the Promoting acceptance of diversity item in the FCCERS-R and provides a variety of examples.
FCCERS-R Item 24 Promoting Acceptance and Diversity
This document briefly summarizes some of the handwashing and some health requirements for the ITERS-R, ECERS-R, and FCCERS-R.
Health Reminders for the ITERS-R ECERS-R and FCCERS-R
Este documento resume brevemente algunos de los requisitos del lavado de las manos y algunos requisitos para la salud en el ITERS-R, ECERS-R y FCCERS-R. Est� disponible en Ingl�s y Espa�ol.
Health Reminders for the ITERS-R ECERS-R and FCCERS-R (Spanish Version)
This video focuses on how language supports childrens cognitive and social/emotional development in programs serving infant and toddlers.
Language for learning: Infants and Toddlers (video)
This video focuses on how language supports children's cognitive and social/emotional development in programs serving preschoolers.
Language for learning: Preschoolers (video)
This video focuses on how language supports children's cognitive and social/emotional development in programs serving schoolagers. Information in this resource is appropriate to be used with each Environment Rating Scale.
Language for learning: Schoolagers (video)
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.
Using materials with non-mobile infants (video)

This document provides information about what is required at the ''good'' level in FCCERS-R Item 24, Promoting acceptance of diversity. It also provides examples of items that can earn credit.
FCCERS-R Item 24 Promoting Acceptance of Diversity: What is Required at the 5 Level?
This report shows statewide and county FCCERS-R scores for NC Star Rated License assessments during 9/1/2017 to 8/31/2019.
FCCERS-R Statewide and county scores
This document provides information about the purpose of the self-study process as part of NC's Star Rated License.
FCCH Self Study: General Information
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.
FCCH Self Study: Key Points and Ideas for Getting Started
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 Self Study: Planning and Self Reflection Form Examples
This poster is from the NC Child Care Health and Safety Resource Center shows the diapering procedure and is referenced in NCRLAP assessment reports.
Healthy child care NC diaper procedure poster
Este documento proporciona informaci�n para las familias sobre el proceso de evaluaci�n y qu� esperar. Se alienta a los proveedores de FCCH a publicar este documento en �reas familiares o incluirlo en un bolet�n del programa cuando se programe la ventana de evaluaci�n. Est� disponible en ingl�s y espa�ol.
Information for Families About Rated License Assessments FCCH (Spanish version)
This document provides information for families about the assessment process and what to expect. FCCH providers are encouraged to post this document in family areas or include with a program newsletter when the assessment window is scheduled. It is available in English and Spanish.
Information for Families About Rated License Assessments in Family Child Care Homes
These are the current NC Additional Notes for FCCERS-R used by NCRLAP assessors when completing Modified Assessments during the Temporary Assessment Process.
NC Additional Notes for Modified FCCERS-R Assessments
This presentation explains the requirements for the nap/rest items in the Environment Rating Scales regarding healthy provisions. It addresses common questions and provides some helpful hints.
Rest Well: Sanitation considerations for naptime
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.
Rest Well: Supervision considerations for naptime and creating a restful environment
This document provides a summary of the lowest scoring items and indicators for the FCCERS-R, as used for the assessment portion of the NC Star Rated License.
Summary of Lowest Scoring Items and Indicators for the FCCERS-R
Use this worksheet to answer questions and document information about activities for learning and play based on FCCERS-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.
Thinking More About Activities FCCERS-R
Use this worksheet to answer questions and document information about language for learning and positive interactions based on FCCERS 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 (2021).
Thinking More About Language and Interaction FCCERS-R
Use this worksheet to answer questions and document information about personal care routines, health, and safety based on FCCERS 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 (2021).
Thinking More About Personal Care Routines FCCERS-R
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 is accessible for all to use at anytime, but it is required for the Reflective Self-Study as part of the Temporary Assessment Process (2021).
Thinking More About Program Structure FCCERS-R
This worksheet can be used to answer questions and document information about space and furnishings based on FCCERS-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.
Thinking More About Space and Furnishings FCCERS-R
USDA Meal Pattern Guidelines for Infants less than 12 months old. These were updated on October 1, 2017. Source. Child and Adult Care Food Program (CACFP), www.fns.usda.gov/cacfp/meals-and-snacks and redesigned by NCRLAP.
USDA Meal Pattern Guidelines for Infants
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.
Using Materials with Non-Mobile Infants (supplement)
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