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Classroom Environment Rating Scales

Office of School Climate and Well-Being Resource

Classroom Environment Rating Scales

Grade Levels

1st Grade, 2nd Grade, 3rd Grade, 4th Grade, 5th Grade, 6th Grade, Kindergarten, Pre-Kindergarten

Course, Subject

Related Academic Standards
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  • Big Ideas
    Building and maintaining positive relationships is central to success in school and life.
    Personal, social, and academic success requires a belief in oneself, a sense of purpose, and optimism.
    Recognizing thoughts, feelings, and perspectives of self and others enables one to cooperate, communicate, and constructively interact with others.
    Responsible decision-making requires an understanding and analysis of ethical, safety, and societal consequences.
    Self management and responsibility support participation in social, personal and academic environments.
  • Concepts
    Acting consistently within personal boundaries, rights, and privacy needs contributes to effective self management.
    Active listening enhances positive relationships
    Awareness and utilization of available resources will assist in making informed decisions.
    Communication skills are critical self-management tools in social, personal, and academic environments.
    Cooperation and collaboration are essential elements in working together constructively.
    Coping Skills are important in managing behavior in constructive ways.
    Coping skills are necessary for managing life events.
    Decisions and choices have consequences that impact self and others.
    Effective communication assists in an understanding of self and others.
    Empathy / sympathy increase one’s ability to understand and appreciate differences.
    Establishment of short and long-term goals provides for purposeful actions towards achieving those goals.
    Expressing emotions, thoughts and feelings is essential in both intra- and interpersonal growth
    Knowledge of how interests, abilities, values, and personality relate to accomplishment of personal, social, educational, and career goals.
    Managing one’s emotions and impulses can impact the outcome of situations.
    Managing relationships supports both intra- and interpersonal development.
    Peer Pressure may influence and impact decision making.
    Personal values, attitudes, and beliefs serve as a foundation for goal setting.
    Perspective frames how one interacts with others.
    Recognition of diversity serves to inform how one responds to and interacts with others.
  • Competencies
    Demonstrate constructive ways to minimize impulsivity and deal with upsetting emotions.
    Demonstrate persistence and perseverance in acquiring knowledge and skills and responding to life events.
    Demonstrate respect and appreciation for individual and cultural differences throughout the decision-making process
    Demonstrate the ability to convey one’s thoughts, feelings, and perspectives using effective listening and speaking skills during social interactions.
    Demonstrate the ability to identify and assess verbal and nonverbal cues.
    Demonstrate the ability to prevent, manage, and resolve conflicts in constructive ways.
    Determine when, where, and how to seek help for solving problems and making decisions.
    Develop an action plan to set and achieve realistic goals.
    Establish connections with others of varying backgrounds or cultures.
    Exercise self-advocacy in the expression of one’s strengths and needs.
    Identify alternative solutions to a problem
    Identify alternative ways of achieving goals.
    label, and express one’s emotions, thoughts, and feelings in varying situations.
    Make associations between one’s personal experiences and the experiences of others.
    Monitor and adjust one’s behavior in order to play and work cooperatively.
    Recognize
    Recognize and analyze the effect of peer pressure when decisions are made.
    Recognize and appreciate individual and group similarities and differences.
    Recognize different home, school, and community resources that support intrapersonal growth and development.
    Reflect and identify options and related consequences, both positive and negative, before expressing an emotion and/or taking action.
    Respond and adapt appropriately to personal and environmental cues
    Set short and long term goals.
    Use a decision-making and problem solving model
    Use active listening skills as a means to identify the thoughts, feelings, and actions of others.
    Use social cues to inform the expression of one’s emotions, thoughts, and feelings.
    Utilize a realistic self-perception in the planning and monitoring of goals.

Description

There are various environment rating scales, each designed for a different segment of the early childhood field. (ECERS-R) The Early Childhood Environment Rating Scale-Revised: A thorough revision of the ECERS, designed to assess group programs for preschool-kindergarten aged children, from 2 through 5 years of age. Total scale consists of 43 items. (Also available in Spanish). (SACERS) The School-Age Care Environment Rating Scale: Designed to assess before and after school group care programs for school-age children, 5 to 12 years of age. The total scale consists of 49 items, including 6 supplementary items for programs enrolling children with disabilities.

Resource(s)

https://www.pakeys.org/program-quality/program-quality-assessment/program-observation-instrument/ers/
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