As part of its quality measurement work, QRIS utilizes the ERS assessment tool as part of the star rating criteria. The ERS score is one of the key criteria used to determine the star rating level.

Ratings are based on average scores from ITERS-3 & ECERS-3 assessments, as applicable. Fifty percent of classrooms in each age group will be assessed. Classrooms will be randomly selected by the QRIS assessment team. FCCERS-3 is the tool used to observe family child care programs.

• Early Child Environment Rating Scales®, Third Edition (ECERS-3)
• Infant Toddler Environment Rating Scales®, Third Edition (ITERS-3)
• Family Child Care Environment Rating Scale®, Third Edition (FCCERS-3)

General information and scoring for both scales are part of the required training Introduction to Nevada’s Silver State Stars QRIS for center administrators. For more information on the ERS, please visit the ERS Institute website: http://www.ersi.info/

An overall ERS score for each center will be determined based on the scores averaged from 50% of each age group: infant-toddler (birth to 3 years) and preschool (3 to 5 years).

Star Level 3 Programs have a minimum average ERS score of 3.5, with no classroom under 3.0 for centers. Star Level 4 Programs have a minimum average ERS score of 4.00, with no classroom under 3.5 for centers. Star Level 5 Programs have a minimum average ERS score of 4.5, with no classroom score under 4.0 for centers.

After the end of a coaching cycle, assessments will take place during the following month. For example, if a coaching cycle ends on 3/6/2025, assessments will take place from 4/1/2025 to 4/30/2025. Before the assessment window opens, an assessor will contact you to gather information about enrollment, staffing, closure, and professional development days. Based on the number of classrooms, the assessor will inform you of the number of assessments that should be conducted, but the dates will not be disclosed. 50% of each age group will be randomly chosen for assessment. For this call, the assessor will need to know how many classrooms serve children mostly 3 years of age and younger (ITERS-3), and how many serve mostly children 3 years of age and older (ECERS-3).

• 15 minutes prior to the initial observation, the assessor will arrive for a brief tour of the facility: the layout of classrooms, the outdoor areas, any group spaces, the adult bathroom, etc.
• The assessor will randomly select a classroom for observation on that particular day and collect the following information from the classroom:
• The birthdates of the oldest and youngest children in the class
• The number and type of identified disabilities currently being served in that class
• Staffing patterns in that room during a typical day
• Currently enrolled students in the class
• Food allergies or preferences
• The assessor will immediately enter the classroom and begin observing
• Assessor will remain with children in that group for at least three hours
• The assessor will not interact with the staff or children, and will try not to influence classroom activities or typical events
• The assessor will be writing constantly
• There will be no immediate feedback on that day

• Before getting assessed for the first time, providers receive 16 hours of ERS training during the Steps to Stars phase. The purpose of this training is to introduce providers to the quality indicators and teach them strategies for improving quality in key areas such as learning and teaching, health and safety practices, and positive interactions.
• Our QRIS Assessment team offers training sessions as well to maintain a thorough understanding of the ERS tools and learn new strategies to enhance the quality of the learning environment. These trainings are available in both English and Spanish, as well as in a virtual and in-person format.
• ERS Assessment reports and assessments can be conducted in both English and Spanish.
• Our assessment team conducts reliability practice assessments and provides feedback reports for providers for continuous quality improvement.