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.

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

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.

This report shows statewide and county ECERS-R scores for NC Star Rated License assessments during 9/1/2017 to 8/31/2019.

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 NC Pre-K classrooms/programs participating in the 2021 Temporary Assessment Process.

This document provides information for NC Pre-K classrooms/programs participating in the 2021 Temporary Assessment Process.

This poster is from the NC Child Care Health and Safety Resource Center shows the diapering procedure and is referenced in NCRLAP assessment reports.

Este documento proporciona información para las familias sobre el proceso de evaluación y qué esperar. Se anima a los administradores del programa a publicar este documento en áreas familiares o incluirlo en un boletín informativo del programa cuando esté programada la ventana de evaluación. Está disponible en Inglés y Español.

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.

These are the current NC Additional Notes for the ECERS-R used by NCRLAP assessors when completing Modified Assessments during the Temporary Assessment Process.

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.

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.

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.

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 (2021).

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).

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).

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.

''Este documento proporciona información para las aulas y los programas Pre-Jardín de Carolina del Norte que participan en el proceso de evaluación ECERS-R. Está disponible en Inglés y Español.''

Este documento proporciona informacion sobre los requerimientos de Una Parte Considerable del Día para el ECERS-R. Incluye informacion sobre la definición del termino, como los asesores determinan los tiempos y como hacen sus calculos, preguntas frecuentes, materiales en interiores y exteriores, y consejos. Está disponible en Inglés y Español.

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.

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

This poster is from the NC Child Care Health and Safety Resource Center shows the diapering procedure and is referenced in NCRLAP assessment reports.

Este documento proporciona información para las familias sobre el proceso de evaluación y qué esperar. Se anima a los administradores del programa a publicar este documento en áreas familiares o incluirlo en un boletín informativo del programa cuando esté programada la ventana de evaluación. Está disponible en Inglés y Español.

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.

This report shows statewide and county ITERS-R scores for NC Star Rated License assessments during 9/1/2017 to 8/31/2019.

These are the current NC Additional Notes for the Modified ITERS-R Assessments used by NCRLAP assessors during the Temporary Assessment Process.

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.

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 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.

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).

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).

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).

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.

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.

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 proporciona información para las familias sobre el proceso de evaluación y qué esperar. Se anima a los administradores del programa a publicar este documento en áreas familiares o incluirlo en un boletín informativo del programa cuando esté programada la ventana de evaluación. Está disponible en Inglés y Español.

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.

These are the current NC Additional Notes for the Modified SACERS-U Assessments used by NCRLAP assessors during the Temporary Assessment Process.

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.

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.

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.

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).

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).

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).

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.

Includes all 3 worksheets required for the Reflective Self-Study.

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.

This report shows statewide and county FCCERS-R scores for NC Star Rated License assessments during 9/1/2017 to 8/31/2019.

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.

This poster is from the NC Child Care Health and Safety Resource Center shows the diapering procedure and is referenced in NCRLAP assessment reports.

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.

These are the current NC Additional Notes for the Modified FCCERS-R Assessments used by NCRLAP assessors during the Temporary Assessment Process.

These are the current NC Additional Notes for FCCERS-R used by NCRLAP assessors when completing Modified Assessments during the Temporary Assessment Process.

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.

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.

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.

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.

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).

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).

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).

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.

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.

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.