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.



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Do you have questions about the Temporary Assessment Process?

If you have reviewed our resources and would like to talk more about the process, please drop in anytime between 1:00 - 2:00 p.m. Thursday August 5 for a live Q & A with NCRLAP. We will not have prepared content, but will be ready to answer your questions. You can register even after we get started and drop in any time between 1:00 and 2:00. Click here to register.

Important resources for all assessments
Here are links to resources for all rating scales.
  1. 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)   Click for more information about this media
  2. 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)   Click for more information about this media
  3. 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   Click for more information about this document
  4. 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)   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
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 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   document icon
  3. 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
  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   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. This video focuses on how language supports children's cognitive and social/emotional development in programs serving preschoolers.
    Language for learning: Preschoolers (video)   video icon
  7. 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. Está disponible en Inglés y Español.
    Recordatorios para salud en el ITERS-R, ECERS-R y FCCERS-R   document icon
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: FCCERS-R and ITERS-R   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. 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)   video icon
  5. 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. Está disponible en Inglés y Español.
    Recordatorios para salud en el ITERS-R, ECERS-R y FCCERS-R   document icon
  6. 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
  7. 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)   video icon
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. It is available in English and Spanish.
    Health Reminders for the SACERS-U   document icon
  3. 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)   video icon
  4. Este documento resume brevemente algunos de los requisitos del lavado de las manos y algunos requisitos para la salud para el SACERS-U. Está disponible en Inglés y Español.
    Recordatorios para la salud en el SACERS-U   document icon
  5. This document includes information about SACERS-U policies and procedures important for school-age staff.
    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 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   document icon
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: FCCERS-R and ITERS-R   document icon
  3. 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   document icon
  4. 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   document icon
  5. 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   document icon
  6. 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   document icon
  7. 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   document icon
  8. 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   document icon
  9. 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   document icon
  10. 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   document icon
  11. 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
  12. 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.
    Información del Proceso de Evaluación del FCCERS-R   document icon
  13. 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)   video icon
  14. This video focuses on how language supports children's cognitive and social/emotional development in programs serving preschoolers.
    Language for learning: Preschoolers (video)   video icon
  15. 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)   video icon
  16. 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. Está disponible en Inglés y Español.
    Recordatorios para salud en el ITERS-R, ECERS-R y FCCERS-R   document icon
  17. 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)   video icon