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It’s All About the CLASS(Pre-K)
Yeah, It’s pretty clear; we’re not lying to you,
Your staff shakes and shakes when assessors come on through,
Cause they’re so nervous….that they’ll get it wrong
But we know there are good things they’re doing all along!
We see the children and they’re all having fun
Learning side by side with just everyone!
Assessors see it all; we hope it never stops!
We love their interactions from the bottom to the top!
It’s All About the CLASS
(Pre-K)
So you’re going to be assessed using CLASS!
WAIT!
What exactly is CLASS?
CLASS stands for:
CLassroomAssessment
Scoring
System
The CLASS tool is…
• An observation instrument that assesses the quality of staff-child interactions
• An observation conducted by trained Early Childhood Specialists familiar with child care best practices
• A resource tool to assist in professional development
Why is it important to assess the quality of staff-child interactions?
• Interactions between children and adults are the primary way of supporting children’s development and learning
• Effective and engaging interactions and environments form the foundation for all learning in early childhood settings
• The quantity and quality of staff-child interactions have a direct correlation with school-readiness rates
So, who conducts CLASS observations?
The Children’s Forum Early Childhood Specialists
conduct CLASS observations
Early Childhood Specialists who assess using the CLASS tool:
• Must be trained and certified as CLASS observers through Teachstone
• Must pass an annual recertification• Must complete periodic calibration reliability
checks• Must be knowledgeable about best practices
in early childhood
Early Childhood Specialists will:
• Contact providers to open assessment windows and gather pertinent information
• Conduct CLASS assessments for a random selection of Pre-K and/or Toddler classrooms
• Generate reports with detailed scoring information
What ages are assessed using CLASS?
• Toddler CLASS is used to assess classrooms where the majority of children are 18 to 35 months
• Pre-K CLASS is used to assess classrooms where the majority of children are 3 to 5 years
For the purposes of Strong Minds, The Toddler CLASS will only be used to assess classrooms where the majority of the children are 31 to 35 months
Let’s take a closer look at the Pre-K CLASS
What is observed with Pre-K CLASS?
Pre-K CLASS focuses on classroom interactions in 3 domains:
•Emotional Support
•Classroom Organization
•Instructional Support
Emotional Support Domain
• Positive Climate • Negative Climate
Focuses on children’s social and emotional functioning by looking at the following dimensions:
• Regard for Student Perspectives
• Teacher Sensitivity
Positive Climate
• Relationships • Positive Affect
Reflects the emotional connection between staff and children and among children and the warmth, respect,
and enjoyment communicated by verbal and non-verbal interactions
• Respect• Positive Communication
Negative Climate
• Negative Affect • Punitive Control
Reflects the overall level of expressed negativity in the classroom; the frequency, quality, and intensity of staff
and peer negativity are key to this scale
• Severe Negativity• Sarcasm/Disrespect
Teacher Sensitivity
• Awareness • Responsiveness
Encompasses staff’s awareness of and responsivity to children’s academic and emotional needs; high levels of sensitivity facilitate children’s ability to actively explore and learn because staff consistently provides comfort,
reassurance, and encouragement
• Student Comfort
• Addresses Problems
Regard for Student Perspectives
• Flexibility and Student Focus
• Support for Autonomy and Leadership
Captures the degree to which staff’s interactions with children and classroom activities place an emphasis on children’s interests, motivations, and points of view and
encourage children’s responsibility and autonomy
• Restriction of Movement
• Student Expression
Classroom Organization Domain
• Behavior Management
• Productivity
Focuses on classroom processes related to the organization and management of children’s behavior, time, and attention by looking at the following dimensions:
• Instructional Learning Formats
Behavior Management
• Clear Behavior Expectations
• Proactive
Encompasses staff’s ability to provide clear behavioral expectations and use effective methods to prevent and
redirect misbehavior
• Student Behavior
• Redirection of Misbehavior
Productivity
• Maximizing Learning Time
• Routines
Considers how well staff manages instructional time and routines and provides activities for children so that they have the opportunity to be involved in learning activities
• Preparation
• Transitions
Instructional Learning Formats
• Effective Facilitation • Variety of Modalities and Materials
Focuses on the ways in which staff maximizes children’s interest, engagement, and ability to learn from lessons
and activities
• Clarity of Learning Objectives
• Student Interest
Instructional Support Domain
• Concept Development
• Quality of Feedback
Focuses on children’s cognitive and language development by focusing on the following dimensions:
• Language Modeling
Concept Development
• Analysis and Reasoning • Creating
Measures staff’s use of instructional discussions and activities to promote children’s higher-order thinking skills
and cognition and staff’s focus on understanding rather than on rote instruction
• Connections to the Real World
• Integration
Quality of Feedback
• Scaffolding • Feedback Loops
Assesses the degree to which staff provides feedback that expands learning and understanding and encourages
continued participation
• Encouragement and Affirmation
• Prompting Thought Processes
Language Modeling
• Frequent Conversation • Open-ended Questions
Captures the quality and amount of staff’s use of language-stimulation and language-facilitation techniques
• Self and Parallel Talk
• Repetition and Extension
• Advanced Language
So what happens next?
An Early Childhood Specialist from the
Children’s Forum will contact you to open
your assessment window for the
upcoming month
Early Childhood Specialists will ask:How many classrooms are there where the majority of children are 0 to 35 months?
How many classrooms are there where the majority of children are 36 months and older?
Are there any atypical days?
What are the classroom outdoor times?
What curriculum is used at your center?
Once this information is obtained a random selection of the
classrooms will be selected
50% of the classrooms 0 to 35 months
50% of the classrooms 36 months and up
On the day of the assessment the Early Childhood Specialist will:
• Introduce themselves to center and classroom staff
• Provide an evaluation form regarding the assessment experience
• Conduct four 20 minute observation cycles• Between each observation cycle, staff will step
outside the room and score for 5 to 10 minutes
Once the assessment is completed:• The Early Childhood Specialist will write a
detailed report of what was observed and submit it to the Program Director for approval
• The Program Director will email a copy of the report within 5 business days to the email listed on the original Strong Minds application
To submit requests for clarification
regarding the report you receive please fill out an inquiry at www.forumpac.com
It’s All About the CLASS(Pre-K)
No Trouble
And so…..
For additional information…
Please visit the www.forumpac.com website for informational videos and recorded webinars regarding CLASS and classroom best practices
The Strong Minds Navigators areIrene Apolinar(561)374-7521
Natasha Smith(561)374-7532
The Children’s Forum Program Assessment Center website is:
www.forumpac.com
For copies of this PowerPoint please email Kim McDonald at:
Questions?
