Recent news

For reasons related to COVID-19, NCRLAP will postpone conducting assessments until we receive further guidance from the DCDEE. We understand this is a time of uncertainty and that programs are working hard to make the best decisions for the children and families they serve. 

Feel free to email us at NCRLAP@uncg.edu to communicate changes or ask questions.

Quick Reference Guide

Quick reference guide
Important resources for all assessments
Here are links to resources for all rating scales.
  1. Describes the steps involved in participating in assessments completed by NCRLAP. Information in this resource is appropriate to be used with each Environment Rating Scale, including the SACERS-U.
    About the assessment process (video)   Click for more information about this media
  2. 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, including the SACERS-U.
    Handwashing and other basic health considerations (video)   Click for more information about this media
  3. This is a summary of scoring criteria used by NCRLAP assessors during Environment Rating Scale assessments for items that relate to gross motor space and equipment. These standards apply to all gross motor equipment and materials.
    Requirements for Gross Motor Space and Equipment   Click for more information about this document
  4. Addresses common questions and scoring issues related to gross motor spaces and play that occur during the assessments completed by NCRLAP.
    Safe space for gross motor play (video)   Click for more information about this media
  5. 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   Click for more information about this document
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Below are the most important resources for each rating scale.
For classrooms serving children 31 months to 5 years: ECERS-R
image of ECERS-R
  1. These are the current NC Additional Notes for the ECERS-R used by NCRLAP assessors.
    NC Additional Notes ECERS-R   document icon
  2. 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   document icon
  3. 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   document icon
  4. 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 (Spanish version)   document icon
  5. 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   document icon
  6. 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.
    Health Reminders for the ITERS-R ECERS-R and FCCERS-R (Spanish version)   document icon
  7. Focuses on how language supports children's cognitive and social/emotional development in programs serving preschoolers.
    Language for learning: Preschoolers (video)   video icon
  8. This document provides information about the substantial portion of the day requirement in the ECERS-R. It includes information about the definition of the term, how assessors determine the times and make calculations, FAQs, materials indoors and outdoors, and tips.
    Substantial portion of the day: Key points for NC's assessment process   document icon
  9. Este documento proporciona información sobre los requerimientos de una parte considerable del día en el ECERS-R. Incluye información sobre la definición del término, cómo los asesores determinan los tiempos y como hacen sus cálculos, preguntas frecuentes, materiales en interiores y exteriores, y consejos.
    Substantial portion of the day: Key points for NC's assessment process (Spanish version)   document icon
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For classrooms serving children birth through 30 months: ITERS-R
image of ITERS-R
  1. These are the current NC Additional Notes for the ITERS-R used by NCRLAP assessors.
    NC Additional Notes: ITERS-R   document icon
  2. 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   document icon
  3. 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   document icon
  4. 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.
    Health Reminders for the ITERS-R ECERS-R and FCCERS-R (Spanish version)   document icon
  5. Focuses on how language supports children's cognitive and social/emotional development in programs serving infant and toddlers.
    Language for learning: Infants and Toddlers (video)   video icon
  6. Recent findings from the North Carolina Rated License Assessment Project (NCRLAP) provide compelling evidence for the importance of low ratios and group sizes for infants and toddlers in center-based care. For more information or questions, please contact Dr. Deborah Cassidy (djcassidy@uncg.edu)
    NCRLAP research brief: Ratios and group sizes are linked to ITERS-R scores   document icon
  7. 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   document icon
  8. 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)   video icon
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For classrooms serving children 5 to 12 years: SACERS-Updated
image of SACERS-U
  1. These are the current NC Additional Notes for the SACERS-U used by NCRLAP assessors.
    NC Additional Notes SACERS-U   document icon
  2. This document briefly summarizes some of the handwashing and health considerations for the SACERS-U.
    Health Reminders for the SACERS-U   document icon
  3. Este documento resume brevemente algunos de los requisitos del lavado de las manos y algunos requisitos para la salud en el SACERS-U.
    Health Reminders for the SACERS-U (Spanish version)   document icon
  4. 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, including the SACERS-U.
    Language for learning: Schoolagers (video)   video icon
  5. This document includes information about policy and procedures questions that are important for school-age staff to be familiar with.
    SACERS-U Important Program Policies and Procedures   document icon
  6. 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   document icon
  7. 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   document icon
  8. This resource provides examples of the types of language and questioning techniques that specifically meet the expectations for 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   document icon
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For family child care homes serving children birth - 12 years: FCCERS-R
image of FCCERS
  1. These are the current NC Additional Notes for the FCCERS-R used by NCRLAP assessors.
    NC Additional Notes: FCCERS-R   document icon
  2. 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   document icon
  3. This document provides an overview of considerations, questions from FCCH providers, and answers regarding NC's FCCERS-R assessment process.
    FCCERS-R Assessment Process Information   document icon
  4. 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 (Spanish version)   document icon
  5. This resource is the first in a series of recorded PowerPoint presentations for family childcare providers. It examines the requirements of different indicators in the Fine Motor item in the FCCERS-R and provides a variety of examples.
    FCCERS-R Item 16 Using Fine Motor Materials with Different Age Groups in Family Child Care Homes   document icon
  6. This resource is the third in a series of recorded PowerPoint presentations 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 in Family Child Care Home   document icon
  7. This is the sixth in a series of recorded PowerPoint presentations 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 in Family Child Care Homes   document icon
  8. This resource is the fourth in a series of recorded PowerPoint presentations 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 in Family Child Care Homes   document icon
  9. This resource is the second in a series of recorded PowerPoint presentations 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 in Family Child Care Homes   document icon
  10. This resource is the fifth in a series of recorded PowerPoint presentations 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 in Family Child Care Homes   document icon
  11. This resource is the seventh in a series of recorded PowerPoint presentations 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 in Family Child Care Homes   document icon
  12. 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   document icon
  13. 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.
    Health Reminders for the ITERS-R ECERS-R and FCCERS-R (Spanish version)   document icon
  14. Focuses on how language supports children's cognitive and social/emotional development in programs serving infant and toddlers.
    Language for learning: Infants and Toddlers (video)   video icon
  15. Focuses on how language supports children's cognitive and social/emotional development in programs serving preschoolers.
    Language for learning: Preschoolers (video)   video icon
  16. 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, including the SACERS-U.
    Language for learning: Schoolagers (video)   video icon
  17. https://vimeo.com/434376931
    Using Blocks with Different Age Groups in Family Child Care Homes   document icon
  18. 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)   video icon
More