Using CLASS to Promote Positive Outcomes for Children of All Abilities Based on the Classroom Assessment Scoring System (CLASS) Presented to Shining Stars

Using CLASS to Promote Using CLASS to Promote Positive Outcomes Positive Outcomes

for for Children of Children of All All Abilities Abilities

Based on the Classroom Assessment Scoring System (CLASS)

Presented to Shining Stars 2010 Conference By Ann Janney-Schultz, Project Manager

Virginia Head Start T/TA Office

Training ObjectivesTraining Objectives

•Familiarize participants with the Classroom Assessment Scoring System

•Provide teaching strategies and resources to support positive outcomes for all children in inclusive classrooms.

What is the CLASSWhat is the CLASS™™??

•Classroom Assessment Scoring System

•Created by UVa Center for Advanced Study in Teaching and Learning (CASTL) (now CLASSWorks™)

What is the CLASSWhat is the CLASS™™??

•A valid, reliable measure of quality teacher-child interactions in three major domains of learning.

•Based on extensive research suggesting that “interactions between children and adults are the primary mechanism of student development and learning.”

CLASSCLASS

•Adopted by Head Start as part of triennial monitoring tool to provide feedback to programs on classroom quality.

•Used by Virginia Quality Rating Improvement System for quality assessment, along with the ECERS and ITERS

Quality ClassroomsQuality Classrooms

•Work with a partner•List ten components of a high-quality

inclusive classroom.•Write them down in a place where you can re-

visit them later.

7

Classroom “Quality”Classroom “Quality”

What? Who? Where?

STRUCTURE

Curriculum

Standards

How?

PROCESS

Implementation

Relationships

Children’s Academic & Social Development

Academic & Social Interactions

Materials

Training and Education

Copyright CASTL 2008

8

What Does the CLASS Measure?What Does the CLASS Measure?

Emotional Support

Positive Climate

Negative Climate

Teacher Sensitivity

Regard for Student Perspectives

Instructional Support

Concept Development

Quality of Feedback

Language Modeling

Classroom Organization

Behavior Management

Productivity

Instructional Learning Formats


Teachers’ abilities to support social and emotional functioning in the classroomDimensions:•Positive Climate•Negative Climate•Teacher Sensitivity•Regard for Student Perspectives

Emotional Support

10

Positive ClimatePositive Climate

• Emotional connection between teachers and students and among students: warmth, respect, and enjoyment communicated by verbal and non-verbal interactions

– Relationships– Positive Affect– Positive Communication– Respect


Positive Climate Behavioral MarkersPositive Climate Behavioral Markers

• Relationships– Physical proximity– Shared activities– Peer assistance– Matched affect– Social conversation

• Respect– Eye contact– Warm calm voice– Respectful Language– Cooperation/Sharing

• Positive Affect– Smiling– Laughter– Enthusiasm

• Positive Communication– Verbal Affection– Physical affection– Positive expectations

Strategies for Supporting A Positive ClimateStrategies for Supporting A Positive Climate

Relationships• Social Conversation• Get on child’s eye level• Reflect emotions and be responsive.• Encourage children to cooperate• Engage children to help each other

Video Example, children helping each other: Connect- 11


Positive Affect•Laugh and show that you enjoy being with the

children•Greet children with enthusiasm•Look for the bright side when there is a

mistake

Video example: CLASS Positive Climate (Twiggles)


Positive Communication •Respectful language•Words in child’s home language•Slow down•Express support for effort•Social Conversation

Teacher SensitivityTeacher Sensitivity

•High levels of sensitivity facilitate students’ ability to explore and learn because of consistent comfort, reassurance and encouragement.

Teacher SensitivityTeacher Sensitivity

• Awareness– Anticipates problems– Notices lack of understanding

• Responsiveness– Acknowledges emotions– Provides comfort and help– Individualized support

• Addresses Problems– Help is effective and timely– Helps resolve problems

• Student comfort– Seeks support and guidance– Freely participates– Takes risks

Teacher’s awareness of and responsivity to students’ academic and emotional needs:

Strategies to Increase Teacher SensitivityStrategies to Increase Teacher Sensitivity

•Awareness: – Be “in tune” with the children, anticipating when

they may need support engaging in activities and with other children.

CLASS Video example: Individualized instruction


•Responsiveness:– Verbal and nonverbal cues to show awareness– Responsiveness to individual styles, needs,

abilities– Use every opportunity to gather information

about and respond to children’s needs.


•Address Problems–Identify problems and address them in a

timely manner–Help children resolve their own problems in

a comfortable, safe environment


•Create an environment that is emotionally comfortable for children :–Be a “secure base” where children can go

for support as necessary.–Encourage children to take risks such as

asking another child if they can join them in play.

Regard for Student PerspectivesRegard for Student Perspectives

Captures the degree to which the teacher’s interactions with students and classroom activities place an emphasis on children’s

interests, motivations, and points of view and encourages their responsibility and

independence.

Regard for Student PerspectivesRegard for Student PerspectivesBehavioral MarkersBehavioral Markers

• Flexibility and Student Focus– Flexible– Incorporate student ideas– Follow student lead

• Support for Autonomy – Allow choice– Allows students to lead lessons– Give students responsibility

• Student Expression– Encourages students to talk– Elicits ideas and perspectives

• Restriction of Movement– Allows movement– Is not rigid

Strategies for Demonstrating Regard for Strategies for Demonstrating Regard for Student PerspectivesStudent Perspectives

•Flexibility and Student Focus– Be flexible in plans, be willing to “go with the flow” if the

children become engaged with a particular topic – Incorporate children’s ideas in your group time or other

activities – Give children lots of opportunities for success.


• Support for Autonomy and Leadership– balance of adult and child-directed activities– Give children opportunities to express their ideas

and as many choices as possible around activities.

– Video example 1: leadership taking attendance (CLASS)– Video example 2: leading a game (Connect: 19)


•Student expression–Validate children’s language choices by

accepting responses in their home language.

–Encourage children to talk, share ideas and perspectives.


• Restriction of Movement– Give children freedom to move about and choose

where they will sit or play in the classroom as possible.

– Provide large blocks of time during which children are at liberty to choose their activities, have conversations with each other, and move about the classroom or playground.

CLASSROOM ORGANIZATIONCLASSROOM ORGANIZATION

Classroom processes related to theorganization & management of children’s

behavior, time & attention in the classroom

CLASSROOM ORGANIZATIONCLASSROOM ORGANIZATION

Dimensions:•Behavior Management•Productivity•Instructional Learning Formats

29

Behavior ManagementBehavior Management

• Teacher’s ability to provide clear behavior expectations and use effective methods to prevent and redirect misbehavior.

– Clear Behavior Expectations– Proactive– Redirection of Misbehavior– Student Behavior


30

Behavior ManagementBehavior Management

Strategies to Support Behavior ManagementStrategies to Support Behavior Management

Clear behavior Expectations•Before beginning an activity, explain behavior

expectations and check in with children who are dual language learners or who need extra help with language to make sure they understood.

•Clearly and consistently state what you expect from children, reminding them that they are a part of a community with rules and expectations.

CLASS Video Example: Clear Behavior Expectations


Proactive•Ask children to tell you what they need to do

before beginning an activity.•Constantly monitor the classroom for problems

and address them before they escalate.•Use a range of techniques to remind children of

your expectations.


Redirection of behavior•Redirect children using verbal and nonverbal cues

such as saying a child’s name, making eye contact, using gestures and staying close to the children.

•Be aware that dual language learners and children with language or cognitive disabilities may need extra cues and more time to follow expectations.

34

ProductivityProductivity

Teacher manages instructional time and routines and provides activities for students so that they have the opportunity to be involved in activities.


ProductivityProductivity

Indicators•Maximizing Learning Time•Routines•Transitions•Preparation

Strategies to Support ProductivityStrategies to Support Productivity

Maximizing learning time•Be prepared to offer a range of activities

along with choices for what children can do when they are finished.

•Minimize disruptions and managerial tasks that might take time away from classroom activities with the children.


Routines• Provide clear instructions, including visual cues for

dual language learners or children who may need extra help, for classroom routines.

• Be clear and consistent about how classroom routines are conducted.

– Video Example: Routines-- Eating lunch: Connect- 20


Transitions• Allow enough time for children to complete

activities, along with choices for what children may do when they are finished.

• Plan transitions so that they are quick and efficient, and as often as possible, include learning opportunities.

• Allow additional time and warnings for children who need special assistance.

– CLASS Video example: quick transition


Preparation•Have all materials ready and accessible.•Be fully prepared for all activities. •Prepare an area of the classroom where

children can leave their work where it won’t be disturbed if they want to come back to a project later in the day.

40

Instructional Learning FormatsInstructional Learning Formats

• Teachers maximize students’ interest, engagement, and ability to learn from lessons and activities.


Instructional Learning FormatsInstructional Learning Formats

Indicators:•Effective Facilitation•Variety of Modalities & Materials•Student Interest•Clarity of Learning Objectives

– Video Example: Connect-17

Strategies for Supporting Instructional Strategies for Supporting Instructional Learning FormatsLearning Formats

Effective Facilitation•Stay actively involved with the children• Expand their experiences by offering verbal

and nonverbal support when necessary.•Stimulate children’s involvement by asking

open-ended questions, extending the play, and helping draw other children into the activity.


Variety of Modalities and Materials•Provide a range of opportunities to facilitate

active engagement with new materials, used in a variety of ways.

•Provide a variety of hands-on, interesting and creative audio, visual and movement-related materials to illustrate concepts or increase interest in activities or lessons.


Student Interest•Promote active participation of dual language

learners and children with disabilities by offering support and helping children make connections between objects and the spoken words.

•Connect what the children are learning with additional activities throughout the day so that children remember the earlier experience and their interest is renewed.


Clarity of Learning Objectives•Tell children why and what they are going to

do ahead of time before the activity, and summarize what they did when the activity is finished.

•Re-orient children to the activity whenever the conversation or attention begins to drift away.

Ways in which teachers implement curricula to effectively support children’s cognitive & language development


Instructional Support

INSTRUCTIONAL SUPPORTINSTRUCTIONAL SUPPORT

Dimensions:

•Concept Development•Quality of Feedback•Language Modeling

48

Concept DevelopmentConcept Development

•Teacher’s use of instructional discussions and activities to promote students’ higher order thinking, skills, and cognition, and teacher’s focus on understanding rather than rote instruction.


Concept DevelopmentConcept Development

Indicators– Analysis and Reasoning– Creating– Integration– Connections to the Real World

– Video Example: CLASS Humpty Dumpty

Strategies to Promote Strategies to Promote Concept DevelopmentConcept Development

Analysis and Reasoning•Ask lots of why and how questions that

encourage children to problem solve, predict what will happen, compare and evaluate situations.

•Include these types of questions and discussions as a regular part of daily routines rather than just during group times or lessons.


Creating•Provide opportunities for children to

brainstorm a range of ideas for how they can creatively plan to complete tasks.

•Develop graphs, displays and reports about the ideas and the results of the brainstorming sessions.


Integration•Connect concepts to prior knowledge and

experiences to make learning more concrete and relevant.

•Especially for dual language learners and children with disabilities who may need additional support, help integrate classroom concepts with life experiences.


Connections to the real world•Talk to children about what they are doing

and what they know in relationship to what they have done and learned in the past.

•Make consistent and intentional efforts to make learning meaningful by helping children apply concepts and thinking to real world events and every day experiences.

54

Quality of FeedbackQuality of Feedback

•Teacher provides feedback that expands learning and understanding and encourages continued participation.


Quality of FeedbackQuality of Feedback

Indicators•Scaffolding•Feedback Loops•Prompting Thought Processes•Providing Information•Encouragement and Affirmation

Strategies to Improve Quality of FeedbackStrategies to Improve Quality of Feedback

Scaffolding•Determine what children know and

constantly build on that knowledge using verbal prompts like follow-up questions, requests for clarification and explanations of thinking.

•Provide gentle hints by providing resources for finding answers to problems or questions.


Feedback Loops•Conduct back and forth exchanges, expansion

and follow up questions to help children extend their learning.

•Use a child’s responses or spontaneous comments as a learning opportunity by asking follow up questions and continuing the conversation to help the child move closer to understanding a concept.


Prompting thought processes•Play with concepts like seriating objects from small

to large. •Use nonverbal techniques such as modeling and

repeating actions.•Ask children to explain their thinking and rationale

for their responses and actions.•Ask children to explain events to you during the day.

– Video Example: CLASS Shadow book discussion


Providing Information•Expand on children’s understanding or actions

by asking why questions that prompt children to explain their thinking.

•Ask children to explain how they arrived at a conclusion.

•Provide specific feedback that goes beyond whether an answer is correct or not.


Encouragement and Affirmation•Recognize and affirm children’s involvement in

activities. •Identify what is and is not working and

encourage them to keep trying.•Continually encourage children have difficulty

communicating or who are dual language learners as they begin using expressive language in English.

61

Language ModelingLanguage Modeling

Quality and amount of teacher’s use of language-stimulation and language-facilitation techniques.


Language ModelingLanguage Modeling

Indicators•Frequent Conversation•Open-ended Questions•Repetition and Expansion•Self & Parallel Talk•Advanced Language

– Video Examples: Connect 16: Reading in circle time– Video Example: CLASS Open ended questions

Strategies to Support Language ModelingStrategies to Support Language Modeling

Frequent Conversation•Promote children’s engagement in both

verbal and nonverbal back and forth conversational exchanges with each other and with adults.

•Actively listen and respond appropriately to children’s attempts at conversations.


Open-ended Questions•Ask questions that require more than a one-

word answer. •Encourage children to respond using new

words. Help draw out the response by using words from a word wall or new words from a recently-read book.


Repetition and extension•Repeat statements, making them more

complex.•Extend and elaborate on children’s responses

and conversation, re-casting the child’s comments in a more complex form.


Self and parallel talk•Talk through what you are doing (map your

actions and the child’s actions through language and description).

•Map the child’s actions with language and description. Watch the child and provide language for what the child is doing.


Advanced Language•Use a wide variety of words. Don’t

underestimate a child’s ability to understand more advanced language.

•Connect familiar words with ideas, using gestures, and facial expression along with language to connect ideas for dual language learners and children who need extra help with language.

Supporting Conversational LanguageSupporting Conversational Language

•Follow the child’s lead•Comment and Wait•Ask questions and wait•Respond by adding a little more and Wait

69

•Emotional support

•Organization

•Instructional support

1 2 3 4 5 6 7

1 2 3 4 5 6 7

1 2 3 4 5 6 7

Classroom Quality


70

Take Away Message from this ResearchTake Away Message from this Research

Children benefit from effective teachers

Children made academic gains in classrooms where the teacher:

– engaged them in interactions that encouraged communication and reasoning,

– was sensitive and responsive in her/his interactions with children, and

– constructed an atmosphere of respect, encouragement, and enthusiasm for learning.

-Carollee Howes, Donna Bryant, Margaret Burchinal, Dick Clifford, Diane Early, Bob Pianta, Oscar Barbarin, and Sharon Ritchie. NCEDL Issued Statement. 2006.

Wrap UpWrap Up

•What do you already do that was affirmed by what you learned about CLASS domains and dimensions?

•What changes will you make in your classroom as a result of this new knowledge about CLASS?

ResourcesResources

• Center to Mobilize Early Childhood Knowledge (CONNECT)• http://community.fpg.unc.edu/connect • Center for Early Learning and Literacy (CELL)• http://www.earlyliteracylearning.org • Center for Social Emotional Foundations in Early Learning (CSEFEL)• http://www.vanderbilt.edu/csefel/ • Technical Assistance Center on Social Emotional Intervention

(TACSEI) http://www.challengingbehavior.org/ • SpecialQuest www.specialquest.org • Early Learning and Knowledge Center (ECLKC) http://eclkc.ohs.acf.hhs.gov/hslc • CLASS http://www.teachstone.org/about-the-class/

Documents

Using CLASS to Promote Positive Outcomes for Children of All Abilities Based on the Classroom Assessment Scoring System (CLASS) Presented to Shining Stars