It’s All About the CLASS (Pre-K) Yeah, It’s pretty clear; we’re not lying to you, Your staff...

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

Irene.apolinar@cscpbc.org

Natasha Smith(561)374-7532

Natasha.smith@cscpbc.org

The Children’s Forum Program Assessment Center website is:

www.forumpac.com

For copies of this PowerPoint please email Kim McDonald at:

kmcdonald@thechildrensforum.com

Questions?