assessment, and a minimum average score for all assessments. using information from their assessment, and other sources. Iowa SACERS During the ERS training, child care providers learn about the scale and complete an assessment of their own program. Assessments are conducted by a trained ERS assessor. Programs receive a certain number of points based the average score they receive on the ERS. Programs develop a written improvement plan. Kentucky Age appropriate ERS (SACERS) At Level 1, providers must learn about the ERS and agree to complete an within one year. Higher levels require higher average program scores on the ERS. Level one and two programs must also develop an ERS improvement plan. Maine Approved assessment tools include accreditation guidelines, age appropriate ERS (SACERS) or another state approved tool. For step 2: Program evaluated yearly with an approved Further steps do not mention an ERS, although the final step is NAA accreditation. Programs develop a written improvement plan based upon findings of Maryland SACERS Self-study is required at level 2 Independent assessment required at levels 3 and 4 Information not available. Massachusetts (pilot) SACERS SACERS are required for levels 1 and 2. Levels 3 and 4 require a minimum SACERS score. Information not available. Missouri (pilot) SACERS Not applicable. For tiers 2-5, at lest 50% of the programs are assessed with SACERS. Must have a minimum average score and minimum score for each program. Information not available. New Mexico SACERS Program is encouraged to conduct a "self study" using the Essential Elements and the appropriate Programs move from 2 to 3 stars by scoring higher on the ERS. For 4 and 5 stars no additional ERS requirements. At higher Programs can access training and technical assistance from TTAP, including program development specialists who work individually with assessment.
Rating Scale(s) and make necessary changes to the program. levels, programs participate in a verification process conducted by State Training and Technical Assistance Program (TTAP). program staff. Programs meeting specific rating criteria can access tiered reimbursement. North Carolina SACERS Not applicable. Rating conducted by trained assessors. Programs that earn more points on the assessments can receive a higher rating. The assessment includes a summary report designed to provide constructive feedback so the provider may enhance quality through developing a plan of action. Ohio SACERS and PAS At Step One the program conducts an annual PAS self-assessment and prescribes an action plan. At steps 2 and 3, programs must also conduct an annual self-assessment using the SACERS. Not required. To reach step three - A quality improvement plan is completed and implemented based on a self-assessment, classroom assessments and input from parents and staff and updated annually. A verification visit of the quality improvement plan is conducted. Oklahoma SACERS An approved tool is completed every two years. Appropriate ERS scales (approved by the state) are used by trained evaluators to provide a free evaluation of the two and three star programs. Programs are assessed every three years Program goals are established based on assessments and other information, and programs must have a written plan for meeting goals. Pennsylvania Age appropriate ERS (SACERS) For Star 2 - program completes an ERS self-assessment and creates an Improvement Plan for low scores. For Stars 3 and 4 conducted on a sample of programs by an outside evaluator. Must achieve minimum scores for each program sampled and a minimum average score. Programs create a written improvement plan for low scores. Rhode Island (pilot) SACERS For levels 2-5: program uses at least one Self-assessment tool annually. For levels 3-5, need a minimum SACERS score on all classrooms observed. For levels 2-5, The program has a focused quality improvement plan addressing critical