Using CLASS to Promote Positive Outcomes for Children of All Abilities

Using CLASS to Promote Positive Outcomes for Children of All 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

Familiarize participants with the Classroom Assessment Scoring System
Training Objectives Familiarize participants with the Classroom Assessment Scoring System Provide teaching strategies and resources to support positive outcomes for all children in inclusive classrooms.

Classroom Assessment Scoring System
What is the CLASS™? Classroom Assessment Scoring System Created by UVa Center for Advanced Study in Teaching and Learning (CASTL) (now CLASSWorks™)

What 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.”

CLASS 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 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. Take about 10 minutes to brainstorm a list of components of a high-quality classroom

Training and Education Children’s Academic & Social Development
Classroom “Quality” STRUCTURE PROCESS What? Who? Where? How? Curriculum Implementation Standards Relationships Materials Training and Education Academic & Social Interactions What do we mean when we talk about “quality”? Usually, when we think about classroom quality, we think of two main components - Content/Structural Quality and Process Quality. Content/Structure: The WHAT, WHO, WHERE. What is being taught? (i.e. curriculum, content standards, etc), Who is teaching? (i.e. teacher credentials, background, education level, etc), or Where is the teaching happening? (i.e. classroom arrangement, materials available, etc) Process Quality: The HOW. The daily interactions teachers have with children. The way in which the teacher is implementing activities, teacher-child interactions, and peer interactions. Although both the Content and the Process are important for children’s academic and social development, research has shown that Content Quality is mediated by, or flows through, Process Quality. In other words, although it is important to work with a high quality curriculum, the curriculum will only be as valuable as a teacher’s implementation of it. The CLASS is designed to measure aspects of the classroom that are important for children’s development. Research shows that students who attended preschool classrooms that received high CLASS scores had better academic and social gains in kindergarten. Activity: After explaining process and structure, sort the list of quality classroom components (use existing flip chart pages that are posted on the wall. Ask for volunteers to mark a P or S next to each item. Remind participants again that CLASS looks at Process. Children’s Academic & Social Development Copyright CASTL 2008 7 PC DOCS #467446 7

What Does the CLASS Measure?
Emotional Support Positive Climate Negative Climate Teacher Sensitivity Regard for Student Perspectives Classroom Organization Behavior Management Productivity Instructional Learning Formats Instructional Support Concept Development Quality of Feedback Language Modeling The CLASS is organized according to 3 broad areas or domains of classroom quality: Emotional Support Classroom Organization, and Instructional Support Within each domain, there are multiple dimensions that contribute to the overall measured quality. Copyright CASTL 2008 8 PC DOCS #467446 8

Teachers’ abilities to support social and
Emotional Support Teachers’ abilities to support social and emotional functioning in the classroom Dimensions: Positive Climate Negative Climate Teacher Sensitivity Regard for Student Perspectives The first CLASS domain we’ll be discussing is Emotional Support. Within Emotional Support we focus on how emotional environment in the classroom, including how teachers promote positive relationships, help students find enjoyment in learning, feel comfortable in the classroom, and experience appropriate levels of independence

Positive 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 When we look at a classroom that has high Positive Climate we think that it would be a fun place to be. We often see smiles and joint laughter in classrooms with high Positive Climate. The teacher seems to enjoy being with the children as evidenced by behaviors such as respectfully listening to what they say and joining in the children’s play. Ask participants to open their manual to the first page of Positive Climate (page 23) As you can see on the first page related to Positive Climate, there are 4 key indicators of Positive Climate. They are Relationships, Positive Affect, Positive Communication and Respect. On the “face” page for this dimension, these indicators are listed along the left side of the page, and some specific behavioral markers of these dimensions are also listed. The “detail” pages following the face page provide more in-depth information about what each indicator of Positive Climate may look like at the low, mid, and high range of the scale. It is also important to note that in a 20 minute observation, for most dimensions, you should have an opportunity to observe behaviors that would fall under most indicators, so the teacher and students behaviors under each of the indicators should contribute to the overall score. There are times when certain indicators are not applicable to a 20 segment you have watched, and we will try to highlight these for you when they come up during the training. But for the most part, you should be considering the behaviors that are observed under each of the indicators when making your ratings. As you begin to watch longer video segments and assign scores, is important to refer to the detailed explanations about each dimensions. It is not sufficient to rely solely on the overview or “face” page. Copyright CASTL 2008 10 PC DOCS #467446 10

Positive 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 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 Engage in social conversation with children, asking about their interests and what is happening in their lives. Stand close to the children or get down on their eye level to engage in conversation. Reflect children’s emotions, respond to them when they try to communicate both verbally and nonverbally Encourage children to engage with each other cooperatively. Encourage them to help each other complete tasks. Demonstrate, give and ask for examples 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) help children learn to laugh at the small mistakes we all make, such as spilling milk or knocking over blocks by accident.

Positive Communication Respectful language Words in child’s home language Slow down Express support for effort Social Conversation Use respectful language, address each child by name (pronounced correctly!). Use words in a child’s home language for dual language learners. Check your pace. Slow down and enjoy the children when possible. Express support verbally and non-verbally for children’s efforts. Engage in social conversation

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

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

Strategies to Increase Teacher Sensitivity
Awareness: Be “in tune” with the children, anticipating when they may need support engaging in activities and with other children. video 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. Role play informally, give and ask for examples Use verbal and nonverbal cues to let children know you are aware of their level of involvement throughout the day (e.g., sit near a child who appears to be struggling and offer support if necessary) Consistently respond to children based on their individual styles, needs and abilities (e.g. provide words for a child who is upset or struggling to communicate)

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 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 Perspectives Behavioral Markers
Student Expression Encourages students to talk Elicits ideas and perspectives Restriction of Movement Allows movement Is not rigid Flexibility and Student Focus Flexible Incorporate student ideas Follow student lead Support for Autonomy Allow choice Allows students to lead lessons Give students responsibility

Strategies for Demonstrating Regard for Student 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) Discuss examples Provide a in which children can make guided decisions about aspects of an activity (e.g.. where to sit at group time, when to eat snack, or what poem to use for a transition activity) Give children lots of opportunities to express their ideas and as many choices as possible around activities.

Student expression Validate children’s language choices by accepting responses in their home language. Encourage children to talk, share ideas and perspectives. When interacting with children who are dual language learners, do not force them to respond in English

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 ORGANIZATION
Classroom processes related to the organization & management of children’s behavior, time & attention in the classroom

CLASSROOM ORGANIZATION
Dimensions: Behavior Management Productivity Instructional Learning Formats

Behavior 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 Research indicates that children who attend well-managed classrooms tend to achieve more than do children who attend poorly-managed classrooms. While it is important that teachers learn how to consistently and effectively respond to inappropriate behavior, one of the most important aspects of Behavior Management is that teachers are proactive in their management. A key to coding this dimension is to think about how much time is taken away from learning due to issues surrounding managing behavior. For this reason, a segment in which students are consistently living up to behavioral expectations without a great deal of teacher intervention can be scored in the high range. If redirects are not necessary, you may not see evidence of effective redirection of behavior. The indicators are Clear Behavior Expectations, Proactive, Redirection of Misbehavior, and Student Behavior. The specific kinds of behaviors that fall under each of these indicators are listed as well. Let’s watch a few examples of teachers managing students’ behaviors and tell me exactly what you see going on in terms of effective behavior management. Copyright CASTL 2008 29 PC DOCS #467446 29

Behavior Management 30 PC DOCS #467446 30

Strategies 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 Role play and examples as appropriate

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.

Productivity Teacher manages instructional time and routines and provides activities for students so that they have the opportunity to be involved in activities. Productivity refers specifically to how well time is managed in the classroom. A highly productive classroom functions like a “well-oiled machine” where everyone knows what to do. An outside observer would have a hard time imagining how any more instructional time could be squeezed into the day. The quality of instruction is not considered when we look at Productivity. Thus, it is possible to observe a classroom in which the children move from one questionable activity to another, yet the classroom is rated as being highly productive because the instructional time and routines are well managed. (Please reassure trainees that the quality of the activities are considered in other dimensions just not in productivity) The indicators are Maximizing Learning Time, Routines, Transitions, and Preparation. Copyright CASTL 2008 34 PC DOCS #467446 34

Maximizing Learning Time Routines Transitions Preparation
Productivity Indicators Maximizing Learning Time Routines Transitions Preparation

Strategies 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.

Instructional Learning Formats
Teachers maximize students’ interest, engagement, and ability to learn from lessons and activities. Instructional Learning Formats does not just look at the types of activities or the kinds of materials used in the activities, but also at HOW the teacher facilitates the activities that allow the children to learn. If a teacher has many materials but does not facilitate the activity in such a way as to engage the children, the classroom would not receive a high score on this dimension. That said, one could receive a high Instructional Learning Formats score with children working independently in centers if the centers are interesting enough, and the teacher has clearly set them up in such a way that they are really getting what they are supposed to be getting out of them. Student engagement and the teacher’s clarity of learning objectives for lessons or activities are also considered in this dimension. In a classroom that has high use of Instructional Learning Formats, it is clear that the teacher has taken the time and effort to plan and facilitate interesting activities that draw the children into the learning process. The teacher may actively participate in the children’s play and ask questions that help the children make the most of the activities. The indicators are Effective Facilitation, Variety of Modalities and Materials, Student Interest, and Clarity of Learning Objectives. Copyright CASTL 2008 40 PC DOCS #467446 40

Instructional Learning Formats
Indicators: Effective Facilitation Variety of Modalities & Materials Student Interest Clarity of Learning Objectives Video Example: Connect-17

Strategies for Supporting Instructional Learning 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. For example, model how to use a clay to make different shapes, or how to play instruments different ways, but balance teacher-directed and child initiated activities. Model language and expand vocabulary.

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. Example: musical instruments at group time. Ask questions about the sounds of the instruments, how they are played or other characteristics of the instruments. Show alternative ways of playing instruments when possible (e.g. shake, rub, fast, slow, etc.)

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. How would you do this? Strategies?

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. Example: In a small group activity on mixing paint—talk about learning what colors to mix together to make a certain color. After actually doing the activity and letting the children do it with you, review what colors they used and what happened. Extend it by mixing more yellow or more red to vary the colors of orange, but show that it’s still orange.

Instructional Support
Ways in which teachers implement curricula to effectively support children’s cognitive & language development The third CLASS domain is Instructional Support. Instructional Support is not focused on the content of the curriculum or on the learning activities that are provided. Instead, it encompasses the ways in which teachers implement lessons and activities to promote both cognitive and language development. Instructional Support also focuses on how teachers use feedback to help children learn. The Dimensions include: Concept Development, Quality of Feedback, Language Modeling Copyright CASTL 2008 46 PC DOCS #467446 46

INSTRUCTIONAL SUPPORT
Dimensions: Concept Development Quality of Feedback Language Modeling

Concept 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. A teacher who is high in Concept Development encourages students to understand and think about new material. By doing so, the teacher encourages the development of critical skills that will help the student learn throughout his or her life. Concept Development focuses on the process of learning. Setting up activities that require children to predict or problem solve would fall under Concept Development. Teachers who ask children questions such as, “How do you know that?” “Why did you do it that way?” or “What do you think would happen if…..?” are helping children develop their higher order thinking skills. The indicators are Analysis and Reasoning, Creating, Integration, and Connections to the Real World. Copyright CASTL 2008 48 PC DOCS #467446 48

Concept Development Indicators Analysis and Reasoning Creating
Integration Connections to the Real World Video Example: CLASS Humpty Dumpty

Strategies to Promote Concept 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. Example: a cup of milk has spilled. Ask the children how many paper towels they might need to clean up the mess, and how well the paper towels absorbed the milk as opposed to other materials such as wax paper, a sponge or a regular cloth towel.

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. Ask for examples

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. Example. Graph mittens vs gloves, tennis shoes vs sandals, etc. Ask about other things children wear to keep warm and whether specific articles of clothing would keep you warm or cool (light sweater vs heavy jacket. Ball cap vs wool hat)

Quality of Feedback Teacher provides feedback that expands learning and understanding and encourages continued participation. Teachers can provide students with two general kinds of feedback. The first kind, which we see most frequently, focuses on the correctness of the child’s answer: Did the child get it “right” or not. This kind of feedback gives the student the immediate feedback that they are (or are not correct), but it does not help the student gain a deeper understanding of the subject matter. The second kind of feedback focuses on the process of learning: it helps the student understand the material in more depth. Quality of Feedback focuses primarily on the second type of feedback. Feedback differs from Concept Development in that Concept Development is a method that a teacher uses when delivering instruction, whereas feedback is observed in response to a student’s response to a question or as a child moves through a particular activity. The indicators are Scaffolding, Feedback Loops, Prompting Thought Processes, and Encouragement and Affirmation. Copyright CASTL 2008 54 PC DOCS #467446 54

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

Strategies 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. Example: children trying to figure out how many girls vs. boys. Have a jar in which girls place their attendance sticks and boys place theirs. Suggest counting the number of sticks in each jar to determine the number . Use words to help children l earn to put a puzzle together by suggesting that the match colors or lines on the pieces.

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. Discuss examples of how this would sound. Role play?? Ask one person to say something –a comment about something he/she is thinking or has recentlyh done. Others will ask open-ended questions and expansion questions to extend thinking…

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 Example, ask children when they go outside to get in line from tallest to shortest. Then ask them how they knew where to stand, who is tallest and who is shortest. Example, point out photos on shelves where toys and materials belong during clean up. Example—if the bus is late, ask who is missing and why. Help draw attention to the relationship to who is on the late bus and who is not in school

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. Example. Looking at the weather chart, children may be charting cloudy vs sunny days. Ask the child which had more. As the child how he know and prompt him to explain how he determined his answer.

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.

Language Modeling Quality and amount of teacher’s use of language-stimulation and language-facilitation techniques. In a classroom with high-quality Language Modeling, there is a lot of conversation, or back-and-forth exchanges between the teacher and the children. These conversations expose the children to a wide range of vocabulary and give them practice with social communicative exchanges. Open-ended questions are questions that invite elaborate responses. Open-ended questions encourage children to use more complex language than do closed-ended questions that can often be answered with a one-word response. Teachers who repeat what children say are confirming children’s communicative attempts and also are displaying interest in what the children have to say. Extending what the children say is a way to provide the children with additional information about a topic. Self-talk refers to a teacher’s use of language to “map” or describe what she is doing. A teacher who uses parallel talk will use language to describe what a child is doing. In addition to focusing on new vocabulary, the teacher should also teach different types of words such as adjectives. The indicators are Frequent Conversation, Open-Ended Questions, Repetition and Extension, Self and Parallel Talk, and Advanced Language. Copyright CASTL 2008 61 PC DOCS #467446 61

Language 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 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. Ask for examples

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. Example: child shows picture of a sick child. Teacher asks how he knows the child in the picture is sick. Extend the conversation from there, adding vocabulary, extending conversation about symptoms of being sick, how you would make the child feel better, etc.

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. Example: I’m putting one plate at each place at the table. Now I’m putting noodles on the plate. Next I will put string on each plate so that everyone will have a noodle and string.

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. Example. Tell me about your hat. It has many colors. What are the colors? It is a multi-colored hat. --New word, new concept.

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

Classroom Quality Emotional support Organization Instructional support
1 2 3 4 5 6 7 1 2 3 4 5 6 7 These curves give us a snapshot of pre-school classrooms across the country (these are from a national study of pre-school classrooms that included state funded pre-K and Head Start). They show that on average classrooms are in the mid into the high range on Emotional Support and Organization but Low into Mid in Instructional Support. Does this surprise anyone? Obviously Instructional Support shows a lot of room for growth. 1 2 3 4 5 6 7 Copyright CASTL 2008 69 PC DOCS #467446 69 69 69

Take 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. This probably doesn’t surprise anyone but it’s nice when research backs up what practitioners know – that effective teachers matter for kids - and notice that it is these elements of effective teachers that CLASS measures -Carollee Howes, Donna Bryant, Margaret Burchinal, Dick Clifford, Diane Early, Bob Pianta, Oscar Barbarin, and Sharon Ritchie. NCEDL Issued Statement 70

Wrap 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? If there is time, ask participants to write down at least one way they will change their practices as a result of this training. Remember to ask them to complete the evaluations and share that information on the evaluation form, as well.

Resources Center to Mobilize Early Childhood Knowledge (CONNECT)
Center for Early Learning and Literacy (CELL) Center for Social Emotional Foundations in Early Learning (CSEFEL) Technical Assistance Center on Social Emotional Intervention (TACSEI) SpecialQuest Early Learning and Knowledge Center (ECLKC) CLASS

Using CLASS to Promote Positive Outcomes for Children of All Abilities

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