ECERS-R Observation Report

Unique ID/DBN: 23k156 Date of Observation: 03/07/2018

Name: P.S. 156 Waverly Type: 6 hrs 20 mins
Address: 104 SUTTER AVENUE # of Children Enrolled in Class: 18
Time observation began-ended: 08:00 - 11:05 # of Children Present in Class: 9

Early Childhood Environment Rating Scale – Revised (ECERS-R)

and the Pre-K for All Program Quality Standards (PQS)
The NYC Pre-K for All Program Quality Standards (PQS) describe key practices and structures that are essential in high-quality Pre-K
programs to prepare children for success. The Division of Early Childhood Education (DECE) uses the ECERS-R tool to measure the
extent to which programs are successful at reaching many of the standards related to the pre-K learning environment.

The ECERS-R is an observational tool used to assess early childhood learning environments. The ECERS-R incorporates a wide range
of quality indicators and has been used in major studies of early childhood programs throughout the United States, across cultures,
and internationally. This research has shown a consistent relationship between ECERS-R scores and a wide range of child
developmental outcomes, and, as a result, the DECE has used ECERS-R to understand pre-K quality since the 2010-2011 school year.

The ECERS-R looks for markers of quality across six subscales, which are further broken into 37 items. Information about the ECERS-R
tool and how it relates to the Quality Standards is shown in the chart below:

Space & Furnishings Personal Care Routines Language-Reasoning

8 Items
Examines indoor and outdoor space,
furnishings, room arrangement, and other
factors related to the physical space
6 Items
Examines the content and practices
around meals and snacks and nap/rest,
hand washing among students and staff,
and other health and safety practices
4 Items
Examines the number and content of
books and language materials available,
accessibility to these materials, and the
extent to which teachers encourage
communication and use language to
support concept development

PQS Alignment: PQS Alignment: PQS Alignment:

10. The Physical Learning Environment 4. Health, Safety & Well-being 8. Engaging Children in Meaningful Activity

Activities Interaction Program Structure

10 Items
Measures the range of materials that are
available in the classroom, the amount of
time that children can freely access these
learning materials, and the use of
computers/TV
5 Items
Examines the extent to which teachers
are appropriately supervising children,
using appropriate disciplinary strategies,
providing opportunities for children to
talk, and maintaining a positive climate
4 Items
Examines the daily schedule, the amount of
time children are kept in whole groups,
transitions, and provisions for students
with disabilities

PQS Alignment: PQS Alignment: PQS Alignment:

8. Engaging Children in Meaningful Activity 9. Creating a Positive Classroom Culture 8. Engaging Children in Meaningful Activity

Page 1 of 21
 P.S. 156 Waverly 2017-18 ECERS-R Results
The table below outlines your scores for each item on the scale. Further explanation of each item scored below a 5 is included on the pages
to follow. The graph shows scores for each subscale compared to the NYC average. When considering ECERS-R scores, it is important to
note that any individual requirement of the scale is far less important than the overall average score. The overall average score is related to
positive child development outcomes, not any single indicator or item.
Key
Bold Items that were scored 5 points and above reflect strengths according to the ECERS-R tool.
Normal text Items that score 4 points reflect developmentally appropriate practice according to the ECERS-R tool.

Items that score in this range reflect less than developmentally appropriate practices ranging from “inadequate” (1 point) to “minimal”
Italicized
(3 points).

Space and Furnishings Score Activities Score

Subscale Score: 5.6 (1-7) Subscale Score: 6.3 (1-7)
1. Indoor space 7 19. Fine motor 7
2. Furniture for routine care, play and learning 4 20. Art 7
3. Furnishings for relaxation and comfort 7 21. Music/movement 6
4. Room arrangement for play 7 22. Blocks 6
5. Space for privacy 6 23. Sand/water 4
6. Child-related display 7 24. Dramatic play 6
7. Space for gross-motor play 5 25. Nature/science 7
8. Gross motor equipment 2 26. Math/number 7
27. Use of TV, video, and/or computers NA
28. Promoting acceptance of diversity 7
Personal Care Routines Score Interaction Score
Subscale Score: 3.7 (1-7) Subscale Score: 5.8 (1-7)
9. Greeting/departing 4 29. Supervision of gross motor activities 4
10. Meals/snacks 2 30. General supervision of children 4
11. Nap/rest 2 31. Discipline 7
12. Toileting/diapering 1 32. Staff-child interactions 7
13. Health practices 6 33. Interactions among children 7
14. Safety Practices 7
Language-Reasoning Score Program Structure Score
Subscale Score: 7.0 (1-7) Subscale Score: 2.7 (1-7)
15. Books and pictures 7 34. Schedule 2
16. Encouraging children to communicate 7 35. Free play 2
17. Using language to develop reasoning skills 7 36. Group time 4
18. Informal use of language 7 37. Provisions for children with disabilities NA

Overall Scale Score 5.4

23k156

23k156

23k156
NYC Avg

NYC Avg
23k156
23k156

7
NYC Avg
NYC Avg

NYC Avg
NYC Avg

6
23k156

5
NYC Avg

23k156

4
3
2
1
0
Space and Personal Care Language- Program
Overall Score Activities Interaction
Furnishings Routines Reasoning Structure
23k156 5.4 5.6 3.7 7.0 6.3 5.8 2.7
NYC Avg 4.2 3.9 2.7 5.2 4.6 5.2 3.9

Page 2 of 21
How the ECERS-R is scored
Each ECERS-R subscale is comprised of items that are
individually scored on a scale between 1 and 7, with
higher scores indicating higher quality. Subscale and
average scores are calculated by averaging all of the
item scores.
Each item has its own indicators that the assessor looks
for throughout the observation. When scoring, the
assessor starts with the lowest indicators of the
item, and then progresses through the rubric until
one of the indicators is not observed. The scale is
designed so that a higher score cannot be given if the
more basic indicators are not met. This means that if a
program meets the higher-level indicators on the
rubric but has not met the more basic indicators for a
given item, then credit will not be given for the higher-
level provision. This is because the ECERS-R was
designed according to the idea that children will not
fully benefit from the higher-level indicators unless the
basic indicators of the item are also met.1
How the ECERS-R assessments are
conducted
ECERS-R reliable evaluators observe a randomly
chosen classroom of children for at least three hours
and use information from the entire observation to
score each item on the scale. During this time, the
evaluator observes the physical environment as well as
the interactions all staff members have with students.
Although for most items the observed evidence is used
over staff reports about typical practices, for any
indicators that are not observed during an assessment,
a short interview is scheduled with the teacher in order
to gather this information. ECERS-R uses the length of
the program to calculate “substantial portion of the
day” (1/3 of the program day) requirements. Program
time refers to the amount of time that is funded by the
DECE. That is either 6 hours and 20 minutes or 2 hours
and 30 minutes for most programs, with some
variation. Programming that occurs outside of Pre-K
for All hours is not accounted for in the ECERS-R
assessment.
Page 3 of 21
ECERS-R assessments are conducted by Pre-K
Program Evaluators, who undergo a standardized
training facilitated by the authors of the tool. In order
to become a certified assessor, evaluators must
observe and score alongside the master scorers who
rate and determine each evaluator’s reliability.
How to read your ECERS report
At the beginning of the report are recommendations
from the observation that are intended to identify
broader trends in the program that likely impacted
scores for multiple items.
After that, each ECERS-R subscale has its own color-
coded section in the report. When identifying areas
for coaching support, the DECE typically uses items
from three of these subscales as an area of focus:
Language-Reasoning, Activities, and Interactions.
Although it is the overall average that relates to child
outcomes and all of the subscales look at things that
affect children’s experiences, these will appear first in
the report and evaluators look for an item scoring 5 or
higher to identify as an item of strength. An
explanation of this item of strength appears after the
introductory graph on each of the subscale
introduction page.
The end of the report has an appendix that includes an
expanded schedule outlining what the evaluator saw
on the day of the observation and a chart outlining
how the schedule contributed to scores on time-
related portions of the tool.
For questions regarding the scores
within this report, please contact the
DECE by emailing your questions to
programassessment@schools.nyc.gov
1For more information about the ECERS-R scale and
ECERS-R item requirements, please see the All About
the ECERS-R book, and the ECERS-R spiral bound
scale.
 Language – Reasoning
Children’s language, literacy, and reasoning skills are supported through meaningful interactions with staff and peers and
developmentally appropriate resources. Staff should select materials for children and plan lessons and learning centers based on
what will support each child’s language and reasoning development. By encouraging meaningful dialogue around children’s use of
the classroom materials throughout the day, teachers can intentionally develop children’s communication, reasoning and problem-
solving skills. Specifically, staff may model or scaffold language for reasoning, or use questioning techniques to encourage peer
discussion and complex concept development (PQS 8: Engaging Children in Meaningful Activity).

7.0 7.0 7.0 7.0 7.0

6.3
6.0 5.6

5.0 4.4 4.6

4.0

3.0

2.0

1.0

0.0
16. Encouraging children to 17. Using language to develop
15. Books and pictures 18. Informal use of language
communicate reasoning skills
23k156 7.0 7.0 7.0 7.0
NYC Average 4.4 6.3 4.6 5.6

Selected Item of Strength: Language - Reasoning

Observed Evidence
There was a wide variety of books organized in an inviting Library/Cozy Area and throughout other centers. There were also finger
puppets and a flannel board in the Library. A staff member informally read a book to individual children during Center Time. There
were materials that encouraged communication located in several centers throughout the classroom that included animals in the
Block Center, props in Dramatic Play and block people in the Fine Motor Center. Dictation about children’s drawings was included on
most displays. There were many informal conversations throughout all routines, transitions and during free play. Staff sat with
children during breakfast and talked about eating bacon and pancakes, mangos and making snow angels. Staff also encouraged
communication during morning meeting and asked children to lead the meeting with questions about the days of the week and
counting children in both English and Spanish. Staff also reminded the meeting leaders to give all children a turn to talk and answer
questions. During Center Time, staff also asked children questions about their play and continually followed up with more complex
questions to solve problems. For example, in the Block Center, a staff member asked a child about their structure; “Is it a strong
structure?” “How could you make it a really strong structure?” The child responded that “someone could hold it” and staff followed
up with “If somebody holds it can they stand there all night and day?” Children used materials that encourage learning about logical
relationships. Small groups of children played a fishing game using dice or cards with dots. Staff asked children to identify the
number of dots on the dice or the numeral on the fish and followed up with questions such as “How do you know that it is a 10 ?” The
child responded that "there is a one and a zero." In another example, staff asked “How do you know it’s a 5?” and the child pointed to
the number on the fish. The child said "I see the 5." Many promising practices were observed and are highlighted as a strength for this
program.

Page 4 of 21
 Items scoring below 5: Language – Reasoning
No items scored below 5. spaceForNoItemsBe

Page 5 of 21
 Activities
Play is an important vehicle for developing a variety of skills outlined in the New York State Prekindergarten Foundation for the
Common Core (PKFCC) and is woven into many of the PQSs. Rather than detracting from academic learning, purposeful play
supports the abilities that underlie such learning. When children have a sufficient amount of time to play and can access learning
centers and the materials in them, they have some of the essential supports necessary for their play to continue developing in
complexity. As children actively and confidently explore and learn through play, they develop the background knowledge that is
essential for making connections and deepening understandings. Furthermore, children should be empowered and encouraged to
intentionally self-select from the variety of learning activities and the resources should be representative of the diversity of children in
the classroom and in New York City (PQS 8: Engaging Children in Meaningful Activity).

7.0 7.0 7.0 7.0 7.0 7.0

6.0 6.0 6.0 5.8
6.0
5.1 5.1
5.0 4.7 4.7 4.5 4.7
4.0 4.0
4.0 3.6
3.3
3.0

2.0

1.0
NA
0.0
27. Use of 28.
21. Music 24. 26. Math
19. Fine 23. Sand 25. Nature TV, video, Promoting
20. Art and 22. Blocks Dramatic and
Motor and Water and science and/or acceptance
movement Play numbers
computers of diversity
23k156 7.0 7.0 6.0 6.0 4.0 6.0 7.0 7.0 0.0 7.0
NYC Average 5.1 4.7 4.7 3.6 5.1 4.0 4.5 4.7 NA
3.3 5.8

Selected Item of Strength: Activities

Observed Evidence
Most centers in this classroom were well stocked with materials and accessible for a substantial portion of the day. Most bins and
shelves had labels so that children could access materials and clean up independently. Art displayed throughout the classroom
showed individual expression. Musical instruments were accessible for both free play and large group activities and children have
independent access to use the CD player. There was ample room in the special Block Center for three children to build independent
structures. The Block Center included both unit blocks, cardboard blocks and included animals, vehicles and building accessories. In
addition to a housekeeping theme, the Dramatic Play Center had additional props to enhance play for a laundry theme and a
veterinarian theme. There were also dolls of diverse races, multicultural gender specific clothing and props representing diverse
abilities. Pictures displayed in the classroom represented community helpers of diverse race and gender. Staff reported that families
created a cook book to share their favorite cultural recipes. Fine Motor materials included items of varying degrees of difficulty such
as fat and thin paint brushes and interlocking and knob puzzles. Math materials included many items for shapes such as pattern
blocks, puzzles, shape books and block labels. In Science, staff set up an activity for children to explore properties of water with
droppers. The class also does cooking activities regularly. Many promising practices were observed and therefore are highlighted as
strengths for this program.

Page 6 of 21
 Items scoring below 5: Activities
Item 23: Sand/water Score: 4
ECERS-R Indicator of Quality: Provision for sand and water play (either
Indicator 5.1
outdoors or indoors).
Indicator Description
This indicator requires that staff make the equipment and materials needed for both sand and water play available to children at
least every other week. The two materials do not have to be provided at the same time or in the same place. For more information
about this indicator's requirements, please see the All About the ECERS-R book (pp. 233-234).

1 .

Observed Evidence
Children did not have access to both sand and water play at least every other week. During the interview, the teacher reported that
the children mostly use sand and the materials are switched "every few weeks." Therefore, credit could not be given.

Page 7 of 21
 Interaction
It is important for children to feel emotionally and physically safe in their environment and comfortable to experiment and play. This
kind of support should be provided through positive staff-child interactions and vigilant supervision throughout the day. All staff can
and should model and promote respectful and compassionate interactions throughout the day, act as a source of comfort and
support for children, and support positive interactions between children. (PQS 9: Creating a Positive Classroom Culture).

7.0 7.0 7.0

7.0
5.9 5.8
6.0
5.1
5.0 4.7 4.5
4.0 4.0
4.0

3.0

2.0

1.0

0.0
30. General supervision
29. Supervision of gross 32. Staff-child 33. Interactions among
of children (other than 31. Discipline
motor activities interactions children
gross motor)
23k156 4.0 4.0 7.0 7.0 7.0
NYC Average 4.7 4.5 5.1 5.9 5.8

Selected Item of Strength: Interaction

Observed Evidence
Throughout the observation, staff were pleasant and models of positive behavior. They used respectful language at all times and
spoke with children in quiet tones and at eye level. They also reminded children to respect their peers. During the story, a staff
member reminded children not to call out and said, “I want everyone to be heard to be fair to one another.” At Center Time, a child
answered a question for their friend. A staff member reminded the child to give their friend a turn to answer the question. Staff were
very responsive and warm to children. During Center Time, a staff member noticed that a child was crying and bent down to rub his
back and ask about the problem. Staff was also prompt to respond when there were conflicts and helped children to problem solve to
resolve the issue. In the Block Center, two children wanted to build two different structures but they each wanted to use all the
cardboard blocks. A staff member asked “What are you going to do?” and redirected them to look at a picture of an architect and
said “He can’t build things alone.” "You’re going to have to talk to one another to figure out how to work together.” She followed up
and commended them for talking about what they wanted to build. Staff smiled, frequently laughed and were energetic as they
participated with the children as they did movement activities on the rug. Many promising practices were observed and are
highlighted as a strength for this program.

Page 8 of 21
 Items scoring below 5: Interaction
Item 29: Supervision of gross motor activities Score: itemHeader
4

ECERS-R Indicator of Quality: Staff act to prevent dangerous situations

Indicator 5.1 before they occur (Ex. Remove broken toys or other dangers prior to
children's use; stop rough play before children get hurt).
indicatorBox
Indicator Description
This indicator requires that staff notice things that might cause accidents and correct them before anyone is hurt. For example, staff
should: stop rough play; remove broken toys or equipment; keep a tricycle path separate from other play areas; clear fall zones of
obstructions; cover electrical outlets; and secure electrical cords. For more information about this indicator’s requirements, please see
the All About the ECERS-R book (pp. 302-303).

1 .

Observed Evidence
Staff did not act to prevent dangerous situations before accidents occurred. Children did active movements such as jumping,
hopping, balancing, leaping and freeze dancing on the rug in the Block Center. A large easel and rocking chair were left on the rug
and were not moved out of the space to create more room for children to move around. Staff repeatedly reminded the children to
stay on the rug and to give each other enough space but there were several instances when children bumped into each other.
Therefore, credit could not be given.

.
itemFooter

Item 30: General supervision of children Score: itemHeader

4

ECERS-R Indicator of Quality: Careful supervision of all children

Indicator 5.1 adjusted appropriately for different ages and abilities (Ex. Younger or
more impulsive children supervised more closely).
indicatorBox
Indicator Description
This indicator requires that staff watch every child carefully and step in to prevent harm to the children. Staff must tailor supervision
depending on the nature of the activity and the ages and abilities of the children. Credit cannot be given if a child locks a bathroom
door or if staff are unaware when a child uses the bathroom. For more information about this indicator's requirements, please see the
All About the ECERS-R book (pp. 310-311) and the NYC DECE Additional Notes for this item.

1 .

Observed Evidence
Staff did not provide careful supervision during toileting instances. Staff did not verbally check if children followed proper toileting
procedures. Also, in one instance a child came out of the bathroom and returned to play at 9:04 AM with their pants open and this
was not corrected by staff until after 9:08 AM. Therefore, credit could not be given.

Page 9 of 21
 Space & Furnishings
It is important for children to have learning environments that are safe, engaging, and age appropriate. Physical resources should be
arranged and managed to meet the diverse needs of children, ranging from quiet and private time in the classroom to gross motor
activities with many peers. Clean, well-kept, and appropriately-sized furniture and spaces communicate to children that they are
valued community members, and facilitate children’s purposeful play, learning, and development (PQS 10: The Physical Learning
Environment).

7.0 7.0 7.0 7.0 7.0

6.0
6.0 5.6
4.9 5.0
5.0 4.4
4.0 4.2
4.0 3.4 3.6

3.0 2.7
2.3
2.0
2.0

1.0

0.0
2. Furniture for
3. Furnishings 4. Room 7. Space for
routine care, 5. Space for 6. Child-related 8. Gross motor
1. Indoor space for relaxation arrangement gross-motor
play and privacy display equipments
and comfort for play play
learning
23k156 7.0 4.0 7.0 7.0 6.0 7.0 5.0 2.0
NYC Average 3.4 3.6 4.4 4.2 4.9 5.6 2.3 2.7

Items scoring below 5: Space & Furnishings

Item 2: Furniture for routine care, play and learning Score: 4 itemHeader
Indicator 5.1 ECERS-R Indicator of Quality: Most furniture is child-sized. indicatorBox
Indicator Description
This indicator requires that the tables and chairs be appropriately sized for at least 75% of the children enrolled. This means that
children must be able to touch the ground with their feet, rest their elbows on the table, and fit their knees under the table. For more
information about this indicator's requirements, please see the All About the ECERS-R book (p. 12).

1 .

Observed Evidence
The tables were not appropriately sized for at least 75% of the children. During breakfast, tables were appropriately sized for three
out of the eight children (38%). The tables were at mid- to upper-chest level on five of the seated children, an indication that elbows
cannot be rested on the table without raising the arms. Therefore, credit could not be given.

Page 10 of 21
 Item 8: Gross motor equipment Score: 2 itemHeader

ECERS-R Indicator of Quality: Some gross motor equipment accessible

Indicator 3.1
to all children for at least one hour daily.
indicatorBox
Indicator Description
This indicator requires that all children have access to some gross motor equipment, indoors or outdoors, for 47 minutes of the Pre-K
for All day. Equipment includes stationary items, such as anchored climbers and slides, and portable items, such as balls, hula hoops,
and tricycles. “Some” means that all children can have access to equipment without crowding or long waits. For more information
about this indicator’s requirements, please see the All About the ECERS-R book (p. 73).

1 .

Observed Evidence
The time requirement was not met. On the day of the observation, due to inclement weather children did movement in the
classroom and did not use equipment. Also, based on the staff report, children do a large group activity with the dance special in the
afternoon and do not use gross motor equipment. Therefore, credit could not be given. Please see the special note at the bottom of
the schedule page of the appendix for more information.

Page 11 of 21
 Personal Care Routines
1

Pre-K is an important time to teach and reinforce personal care habits that keep children safe and healthy, so that it is less likely that
they are absent due to injury or sickness. All staff can use daily events such as mealtimes or toileting to develop these skills and
provide meaningful learning experiences. By encouraging safe and healthy practices and responding appropriately to safety hazards,
staff help ensure that children are better prepared to come to school ready to learn. This holistic approach to education, including the
provision of healthy foods, is fundamentally important to the learning and development of children (PQS 4: Health, Safety & Well-
being).
1

7.0 7.0
6.0
6.0 5.6

5.0
4.0
4.0

3.0 2.7
2.0 2.1 2.0 2.1 2.2
2.0 1.7
1.0
1.0

0.0
9. Greeting/ 12. Tolieting/
10. Meals/snacks 11. Nap/rest 13. Health practices 14. Safety practices
departing diapering
23k156 4.0 2.0 2.0 1.0 6.0 7.0
NYC Average 5.6 2.1 2.7 2.1 2.2 1.7
1

Hand Cleaning
Hand cleaning procedures are considered in three ECERS-R items (items 10, 12, and 13). Too many instances of improper hand
cleaning procedures (as outlined in the ECERS-R) may have affected your scores for one or more these items (see table below). For
more information about specific procedures, please see the following resource
(http://schools.nyc.gov/Academics/EarlyChildhood/educators/HandCleaningProcedures).

Hand cleaning is an important tool for creating a safe and healthy environment and building safe and healthy habits. While this is
important, we encourage programs to focus quality improvement efforts around larger parts of those subscales that are more
directly related to the PQS and your overall program score, such as classroom schedules that allow for ample center time and ensure
regular access to a variety of materials. For example, materials and the time that children have to play are important factors in 15 of
37 items on the ECERS-R scale.

Credit given in the following situations:

• Hand cleaning happens correctly 75% of the required instances by staff and children and/or
• There was much effort made and almost all of the time the hand cleaning procedures were correctly carried out.

The table below outlines when and how the hand cleaning mistakes happened:
Item Credit Given (Y/N) and When incorrect Hand Cleaning Happened
Item 10: Meals No; After touching food while serving or eating.
Item 12:Toileting No; After toileting procedures.
Item 13: General Health Practices Yes credit given; no major hand cleaning issues for general health practices.
Hand Cleaning Mistakes
Children Hands not washed.
Staff
Please Note: Hand Sanitizer can be used unless hands are visibly dirty however it should not be in place of regular hand washing. Children must be
supervised while using it and the product must contain 60-95% alcohol.

Page 12 of 21
 Items scoring below 5: Personal Care Routines
Item 9: Greeting/departing Score: i4temHeader
ECERS-R Indicator of Quality: Each child is greeted individually (Ex. Staff
Indicator 5.1 say "hello" and use child's name; use child's primary language spoken at
home to say "hello"). indicatorBox
Indicator Description
This indicator requires that staff greet every child warmly and in a personal way without delay upon arrival. For example, staff can say
the child's name, make eye contact, smile, give the child a hug or pat on the back, or ask a question about their family or their day.
For more information about this indicator's requirements, please see the All About the ECERS-R book (pp. 84-85).

1 .

Observed Evidence
Staff greeted the class as a group warmly upon arrival but did not greet every child in a personal way. At 8:00 AM, staff went into the
hallway to greet children and said "Good morning boys and girls." Families brought late arrivals into the classroom and they were
greeted individually. Therefore, credit could not be given.

.
itemFooter

Item 10: Meals/snacks Score: i2temHeader

Indicator 3.3 ECERS-R Indicator of Quality: Sanitary conditions usually maintained.

indicatorBox
Indicator Description
This indicator requires that staff maintain sanitary conditions at mealtimes by using the proper procedures for cleaning and sanitizing
tables, handwashing, and food handling. Consistent use of basic sanitary procedures before, during, and after meals/snacks can
substantially reduce the spread of illness. For more information about this indicator's requirements, please see the All About the
ECERS-R book (p. 95). For more information about handwashing and table sanitizing procedures, please see the recommendations
section of this report.

1 .

Observed Evidence
Proper hand cleaning procedures were not followed during breakfast as indicated in the table found on the first page of the Personal
Care Routines section. Children ate baguettes and apples with their hands. Staff asked children to wash their hands after breakfast if
hands were "visibly soiled" and gave hand sanitizer to those children who showed that their hands were clean. However, hand
sanitizer is not an acceptable substitute for hand washing after eating finger foods. Therefore, credit could not be given.

.
itemFooter

Page 13 of 21
 Item 11: Nap/rest Score: i2temHeader
ECERS-R Indicator of Quality: Sanitary provisions for nap/rest (Ex. Area
Indicator 3.2
not crowded, clean bedding). indicatorBox
Indicator Description
This indicator requires that all cots/mats be placed at least 18 inches apart during nap/rest time. This is to minimize the possible
spread of disease such as respiratory illness, lice, scabies, and ringworm, which are among the most common health problems in early
childhood education. This indicator also requires that all the cots/mats and children’s bedding be stored separately without touching
one another. For more information about this indicator's requirements, please see the All About the ECERS-R book (p. 106), NYC
DECE Additional Notes for this item and Caring for Our Children.

1 .

Observed Evidence
All mats were labeled and stored separately. Sheets were stored with mats and blankets were stored in the cubbies. Based on the
staff report, mats are placed at least 3 feet apart; however, children who do not have blankets sleep under the sheet and directly on
their mat. Therefore, credit could not be given.
.
itemFooter

Item 12: Toileting/diapering Score: i1temHeader

Indicator 3.1 ECERS-R Indicator of Quality: Sanitary conditions are maintained.

indicatorBox
Indicator Description
This indicator requires that toileting conditions be sanitary, with no major problems and no more than one minor problem observed.
Additionally, classroom sinks used for food-related routines and other purposes must be disinfected with a bleach solution (or an EPA
approved disinfectant) if they are used for handwashing after toileting. For more information on this indicator's requirements, please
see the All About the ECERS-R book (pp. 111- 112 and pp. 117-118).

1 .

Observed Evidence
A sink used for handwashing after toileting was not sanitized before being used for food-related or other handwashing routines.
During the interview, the teacher reported that the classroom sink has not functioned for approximately four months and the
bathroom sink was used for all handwashing purposes. The sink was disinfected once at 8:27 AM after breakfast but was not
disinfected again after handwashing after toileting at 9:17 AM. Therefore, credit could not be given.

ECERS-R Indicator of Quality: Staff and children wash hands most of

Indicator 3.3
the time after toileting. indicatorBox
Indicator Description
This indicator requires that children and staff wash hands properly after toileting at least 75% of the time. Hand cleaning is the most
important way to prevent the spread of intestinal diseases. For more information about this indicator's requirements, please see the
All About the ECERS-R book (p. 118) and the hand cleaning guidance on the first page of the Personal Care Routines section.

1 .

Observed Evidence
Proper hand cleaning procedures were not followed after toileting as indicated in the hand cleaning table. Therefore, credit could not
be given.
.

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 ECERS-R Indicator of Quality: Adequate supervision for age and abilities
Indicator 3.5
of children. indicatorBox
Indicator Description
This indicator requires that staff monitor toileting to protect children’s safety. Staff must also ensure that children usually complete
toileting procedures correctly, including use of toilet tissue and flushing. Credit cannot be given if preschoolers go into the bathroom,
close the door, and have the ability to lock it. Although staff do not have to have line-of-sight supervision, if children close the door or
stall, staff must verbally check on them. For more information about this indicator's requirements, please see the All About the
ECERS-R book (pp. 119-120) and the NYC DECE Additional Notes for this item.

1 .

Observed Evidence
Staff did not adequately supervise toileting. There were three instances of toileting. Staff did not verbally or visually check if children
followed proper toileting procedures. Also, in one instance a child came out of the bathroom and returned to play at 9:04 AM with
their pants open and this was not corrected by staff until after 9:08 AM. Therefore, credit could not be given.

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 Program Structure
Children are active learners who thrive when staff plan and respond to children’s learning and development throughout the day. The
daily schedule should be predictable, yet flexible based on the ages and abilities of the children, offering choices of teacher and child
initiated activities. Play is an important vehicle for developing a variety of skills outlined in the PKFCC and is woven into many of the
PQSs. Rather than detracting from academic learning, purposeful play supports the abilities that underlie such learning. When
children have a sufficient amount of time to play and can access learning centers and the materials in them, they have some of the
essential supports necessary for their play to continue developing in complexity. A balance of center time, small group and whole
group learning opportunities empower children to develop and grow at their own rate and supports teachers to take advantage of
teachable moments. Implementing a schedule that allows for these experiences involves not only the lead teacher but also other
adults, such as the paraprofessional or assistant, other supporting teachers (e.g., cluster teachers, SEITs), cafeteria workers, and
school leadership. The entire pre-K team needs to be involved when it comes to making adjustments to the schedule to allow for
children to have an adequate amount of time to play and access materials indoors and outdoors (PQS 8: Engaging Children in
Meaningful Activity).

7.0

6.0 5.7

5.0 4.5
4.0
4.0 3.6

2.8
3.0
2.0 2.0
2.0

1.0
NA
0.0
37. Provisions for children with
34. Schedule 35. Free play 36. Group time
disabilities
23k156 2.0 2.0 4.0 NA
0.0
NYC Average 2.8 3.6 4.5 5.7

Items scoring below 5: Program Structure

Item 34: Schedule Score: 2
ECERS-R Indicator of Quality: At least one indoor and one outdoor
Indicator 3.3
play period (weather permitting) occurs daily.
Indicator Description
This indicator requires that there be daily indoor and outdoor play (weather permitting) and that each take place for 47 minutes of
the Pre-K for All day. Children should go outside daily unless it is raining, there is ice on the playground, there is a weather advisory or
it is below 25 degrees. For more information about this indicator's requirements, please see the All About the ECERS-R book (pp. 356-
358).
1 .

Observed Evidence
The time requirement was not met for outdoor play on a daily basis. During the interview, the teacher reported that on Wednesdays
the children have a dance special and only 30 minutes of outdoor play in the morning. Also, the class does not go outdoors if the
temperature is less than 32 degrees. Colder days like this should not prevent children from going outside. Therefore, credit could not
be given.

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 .

Item 35: Free play Score: 2

ECERS-R Indicator of Quality: Some free play occurs daily indoors and
Indicator 3.1
outdoors, weather permitting.
Indicator Description
This indicator requires that children have free play for at least 47 minutes of the Pre-K for All day. Free play occurs when children may
choose where, with what, and with whom they play. In order for credit to be given, a portion of free play must happen indoors, and a
portion must happen outdoors, weather permitting. If there is no active precipitation, weather advisory, or temperatures below 25
degrees, weather permits, and children should go outdoors. (Note that programs may keep children indoors any time there is ice on
the playground or if there is uncleared snow within two business days of a major storm.) For more information about this indicator's
requirements, please see the All About the ECERS-R book (p. 369).

1 .

Observed Evidence
A portion of free play does not occur outdoors on a daily basis. During the interview, the teacher reported that the class does not go
outdoors if the temperature is less than 32 degrees. Colder days like this should not prevent children from going outside. Therefore,
credit could not be given.
.

Item 36: Group time Score: 4

ECERS-R Indicator of Quality: Whole-group gatherings limited to short

Indicator 5.1
periods, suited to age and individual needs of children.

Indicator Description
This indicator requires that the length of whole group activities be limited to the time children can remain interested and involved. If
children appear bored or tuned out, have trouble remaining in the group, or require frequent correction by staff, it is unlikely that the
amount of whole group time is appropriate. For more information about this indicator's requirements, please see the All About the
ECERS-R book (p. 384).

1 .

Observed Evidence
Whole group gatherings were too long for the children in the class. During the storybook reading, several children did not focus on
the story. Although staff asked them to do movements related to the story, children played with clothing, looked up to the ceiling,
made faces, yawned and played by the cubby. Staff frequently redirected children calling them by name and said "Are you
listening?" "Please don't touch that." "You must be tired." Additionally, during the large group movement activity on the rug, two
children chose not to participate and did not do anything for the entire 19 minutes. One child stood by the block shelf and one child
sat by the table. Therefore, credit could not be given.

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 Classroom Schedule on Day of Observation
Below is the schedule observed and reported on the day of the observation. Components marked as “Observed” were seen
and noted by the evaluator while they were in the classroom. Components marked as “Reported” were input based upon
feedback from the teacher interview and the posted classroom schedule.

Observed or
Component Time Notes
Reported
Families escorted children to the hallway by the classroom door. Staff
08:00 AM - members greeted children and escorted them into the classroom. Children
Arrival Observed
08:14 AM hung up their belongings, washed hands and sat for breakfast.

08:14 AM - Children greeted each other and said thank you for their food. Staff joined
Breakfast Observed
08:26 AM children at the tables as children ate breakfast.
As children finished, they threw away breakfast items, washed hands or
08:26 AM -
Transition Observed used hand sanitizer and gathered on the meeting rug to look at books.
08:33 AM
Staff asked children to put books away at 8:32 AM.
Staff led children in a good morning song. Class helpers led the class and
Circle/Whole 08:33 AM - reviewed the days of the week and counted the number of children present
Observed
Group 08:45 AM in English and Spanish. At 8:44 AM a staff member held up name cards and
children chose centers.
Children played in centers. All centers were accessible.
08:45 AM -
Centers/Choice Observed
10:21 AM
10:21 AM - Staff called cleanup. Children cleaned up and gathered on the rug.
Transition Observed
10:28 AM
Storybook 10:28 AM - A staff member read the story "Water Dance" and children did some
Observed
Reading 10:42 AM creative movements related to the story from 10:36 AM to 10:38 AM.
10:42 AM - Staff put the book away, asked children to stand up and stay on the rug as
Transition Observed
10:44 AM she put action squares on the floor.
Four children were selected to choose different actions for children to do
while on the rug. Each action was done for approximately 10-15 seconds
along with recorded music and each child did approximately six actions for
Gross Motor/ 10:44 AM - a total active time of six minutes. From 10:56 AM to 10:58 AM a staff
Observed
Recess 11:03 AM member led the children in stretching and pumping arms. At 11:00 AM, a
staff member put on "Animal Action" and then "Freeze Dance." At 11:03
AM the first child was called to go wash hands for lunch.

11:03 AM - Children wash hands in preparation for lunch.

Transition Reported
11:05 AM
11:05 AM - Children eat lunch.
Lunch Reported
11:30 AM
11:30 AM - Children clean up their lunch items, wash hands and bathroom as needed
Transition Reported
11:40 AM and then set up their mats for rest.
11:40 AM - Children rest.
Nap Reported
12:20 PM
Children put away their rest items and gather on the rug for a short circle
12:20 PM -
Transition Reported time. At 12:35 PM they line up and go upstairs for a dance special.
12:40 PM
12:40 PM - The dance special leads the children in doing creative movement, dance
Specials/Cluster Reported
01:25 PM and yoga in a large group activity.
01:25 PM - Children return to the classroom and choose centers.
Transition Reported
01:32 PM
01:32 PM - Children play in centers as in the morning.
Centers/Choice Reported
02:02 PM
02:02 PM - Staff call cleanup. Children clean up materials and gather on the rug.
Transition Reported
02:05 PM
Circle/Whole 02:05 PM - Staff lead children in a recap of the day.
Reported
Group 02:10 PM
02:10 PM - Children prepare for dismissal and families pick up children in the
Pick up Reported
02:20 PM classroom.

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Schedule Notes
Based on the weekly schedule, and staff report children have a large group dance special on Wednesdays. All other preps are
done as a push in.

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 Time Related Items
Within the ECERS-R scale, 15 items require specific information about the amount of time materials or activities are available. The table
below contains specific information about when materials were available or activities took place at your site related to time
requirements. If an item met the time requirement for an indicator, but did not meet the materials requirement, specific information
about this is included earlier in the report. Please see that portion of the report for more information.
Item Amount of Time Minimal Requirement Higher Level Times Accessible
Observed Met? (materials Requirement Met?
accessible for at least (materials accessible for
47 minutes) at least 2 hours, 7
minutes)

Centers/Choice,
3. Furnishings for relaxation 2:06 Yes Yes
Centers/Choice
Centers/Choice,
5. Space for Privacy 2:06 Yes Yes
Centers/Choice
Storybook, Reading, Gross,
7. Gross Motor Space 0:58 Yes N/A Motor/, Recess,
Specials/Cluster
8. Gross Motor Equipment 0:00 No N/A
Transition, Centers/Choice,
15. Books and pictures 2:12 Yes Yes
Centers/Choice
Centers/Choice,
19. Fine Motor 2:06 Yes Yes
Centers/Choice
Centers/Choice,
20. Art 2:06 Yes Yes
Centers/Choice
Centers/Choice, Gross,
Motor/, Recess,
21. Music and Movement 2:57 Yes N/A
Specials/Cluster,
Centers/Choice
Centers/Choice,
22. Blocks 2:06 Yes Yes
Centers/Choice
Centers/Choice,
23. Sand/Water 2:06 Yes N/A
Centers/Choice
Centers/Choice,
24. Dramatic Play 2:06 Yes Yes
Centers/Choice
Centers/Choice,
25. Nature Science 2:06 Yes Yes
Centers/Choice
Centers/Choice,
26. Math/Number 2:06 Yes Yes
Centers/Choice
Centers/Choice, Storybook,
Reading, Gross, Motor/,
34. Schedule - Roll up 3:04 Yes Yes
Recess, Specials/Cluster,
Centers/Choice
Centers/Choice,
35. Free Play 2:06 Yes Yes
Centers/Choice

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The observations conducted and/or the reports prepared as part of the ECERS-R assessment, or any other assessment of the pre-
kindergarten program, shall be used only for purposes of assessing the quality of the pre-kindergarten program generally and
shall not be placed in any teacher’s official file or used in any action or employment-related decision involving an individual DOE
employee (including, but not limited to, any letter to file, rating or tenure determination), and shall not be introduced by the DOE
in any disciplinary proceeding, grievance or arbitration, case or action. Furthermore, the results of the ECERS-R evaluations will
not be used in any evaluation of any CSA member nor will the reports about ECERS-R evaluations identify specific CSA members
by name in any way.

Recommendations
Based upon the overall subscale scores received during the ECERS-R observation, please note the following recommendations.
P.S. 156 Waverly scored above the NYC average in the subscale of Space and Furnishings, Personal Care Routines, Language-
Reasoning, Activities, and Interaction. P.S. 156 Waverly scored below the NYC average in the subscale(s) of Program Structure.
Site leaders and principals are encouraged to consider specific indicators (individually numbered) under each item within the
Personal Care Routines subscale in conjunction with other data to determine how this can support program goals.

The recommendations below reflect broader trends seen during the observation that may have impacted scores across multiple
items and could be considered for programmatic changes:

· Pay more attention to children as they are toileting to ensure that sanitary procedures (e.g., hand washing) are carried out
and that children are developing good personal care and hygiene skills. In bathrooms with stalls, an adult should be present to
make sure children are safe, supervise hand washing, and make sure that the toilets are flushed. If the bathroom is located
outside of the classroom, make sure an adult is always present when children use the bathroom. Younger children need careful
supervision to make sure that they are using the bathroom correctly and safely.

· Consider reworking the schedule so that children can access gross motor equipment for at least 47 minutes during the Pre-K
for All day of 6 hours 20 minutes, regardless of whether it takes place indoors or outdoors. Appropriate equipment challenges
the children to develop large muscle coordination through active play, in a safe way. The equipment may be portable (balls,
hula hoops, and tricycles), and/or stationary (installed features such as slides or climbing units). If gross motor materials are
limited to a climber/slide unit, it should be large enough for children to have access without crowding or waiting. Build in time
for children to put on coats and transition to and from gross motor space, so they actually have at least 47 minutes to use
equipment.

· Offer both sand and water to children on a weekly basis. As with most play opportunities, learning is enhanced when there is
variety in what children experience. By experimenting with sand and water, children learn about measurement and natural
science. In addition, sand and water activities can be soothing and stress-reducing. Although staff should make each of these
materials available for children to use at some time, the two materials do not have to be provided at the same time or in the
same place. For example, sand can be provided one week, and water provided the following week. Or, one might be indoors
while the other is outdoors. When considering how much sand or water to put in the bin or table, there must be enough for
children to pour, fill, and empty containers and there should not be so many toys that children cannot pour, fill, and empty. If
the water or sand is stored in a closed space or bin, staff should bring these materials out and open them for children to freely
access and use. This way, it is evident to the children that they are available.

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