1A.3.4 SACERS self-assessed with an average score Copy of SACERS self-assessment score sheet which of 4.5 or higher, with a subscale score of 3 or reflects that each classroom meets or exceeds the Educators 4 depending on the subscale (see appendix overall score requirement of 4.5, and subscale score promote/encourage verbal A) requirements of 3 or 4, depending on the subscale communication skills and APT score sheet which reflects a score of 3 or higher. model use of Standard AND Continuous Quality Improvement Plan English when interacting or Results of Level 3 individualized Technical reading to youth. Note: Programs may request an exemption for APT if they Assistance from a Program Quality Specialist are unable to access APT training and the APT tool site visit APT self-assessed overall score of 3 or higher Continuous Quality Improvement Plan QRIS CRITERION MEASUREMENT METHOD REQUIRED DOCUMENTATION, MEASUREMENT TOOL SCORE, OR FORMAL PROFESSIONAL DEVELOPMENT 1A.3.5 Formal Professional Development as All educators must have formal training documented in indicated by Registry. Formal Professional Professional Qualifications Registry that indicates that the Educators have received Development must be at least .5 CEU, 5 CEC, following has been completed: professional development or College Credit ( these trainings do not (using anecdotal records and portfolios in assessment (using need to be in addition to college credits to measure progress) anecdotal records and already earned). Health and nutrition (including special diets, portfolios to measure allergies) progress); health and Strategies that address how to work with students nutrition (including special from diverse languages and cultures diets, allergies); strategies Second language acquisition (especially techniques that address how to work for teaching reading) with students from diverse languages and cultures; and second language acquisition (especially techniques for teaching reading). 1.
1A.3.4 Educators promote/encourage verbal communication skills and model use of Standard English when interacting or reading to youth. SACERS self-assessed with an average score of 4.5 or higher, with a subscale score of 3 or 4 depending on the subscale (see appendix A) AND Results of Level 3 individualized Technical Assistance from a Program Quality Specialist site visit APT self-assessed overall score of 3 or higher Continuous Quality Improvement Plan Copy of SACERS self-assessment score sheet which reflects that each classroom meets or exceeds the overall score requirement of 4.5, and subscale score requirements of 3 or 4, depending on the subscale APT score sheet which reflects a score of 3 or higher. Continuous Quality Improvement Plan Note: Programs may request an exemption for APT if they are unable to access APT training and the APT tool QRIS CRITERION MEASUREMENT METHOD REQUIRED DOCUMENTATION, MEASUREMENT TOOL SCORE, OR FORMAL PROFESSIONAL DEVELOPMENT 1A.3.5 Educators have received professional development in assessment (using anecdotal records and portfolios to measure progress); health and nutrition (including special diets, allergies); strategies that address how to work with students from diverse languages and cultures; and second language acquisition (especially techniques for teaching reading). Formal Professional Development as indicated by Registry. Formal Professional Development must be at least .5 CEU, 5 CEC, or College Credit ( these trainings do not need to be in addition to college credits already earned). All educators must have formal training documented in Professional Qualifications Registry that indicates that the following has been completed: (using anecdotal records and portfolios to measure progress) Health and nutrition (including special diets, allergies) Strategies that address how to work with students from diverse languages and cultures Second language acquisition (especially techniques for teaching reading) 1.
qris-after-school-out-school-time-standards-guidance_0.docx