UNDERSTANDING THE CLASS Developed by LACOE Head Start-State Preschool

CLASS Overview Outcomes Participants in this overview will gain an understanding of: the CLASS dimensions the CLASS framework and its potential uses the connections between effective teacher-child interactions (as measured by the CLASS) and child outcomes the importance of using the CLASS the types of strategies that can be used to enhance child interactions

What contributes to a high quality classroom? DISCUSSION What contributes to a high quality classroom? Before we begin exploring the CLASS, lets talk a bit about what YOU know to be important contributions to a high quality classroom. Allow 5 minutes for groups to write one strategy per post-it note and add to their table chart. Provide an additional 5 minutes for groups to share with all participants.

What is the CLASS? The Classroom Assessment Scoring System© (CLASS) is a research-based observation tool used to help teachers and schools improve the quality of classroom interactions. Additional thoughts: The CLASS was developed by a team of researchers at the University of Virginia with the purpose of assessing classroom quality. It helps observers structure observations by providing a common lens for observing classrooms (the CLASS lens). The CLASS also provides a common language when discussing effective teaching.

What is the CLASS? CLASS observations are conducted in 4 cycles. A cycle consists of: one 20-minute observation period one 10-minute recording period

What is the CLASS? CLASS measures: The quality of classroom interaction processes The overall classroom experience based on all adult and child participants

Who uses the CLASS? The CLASS has been used by researchers, policymakers, educators and technical assistance providers to measure and improve classroom practices.

Why use the CLASS?

Why use the CLASS? Disadvantage and Disparities Disparities in child outcome are evident at 9 months and grow larger by 24 months of age (Child Trends, 2009) These disparities exist across cognitive, social, health and behavioral outcomes “Low-income 4-5-yr-old children are 12-14 months below national norms in language development at the beginning of kindergarten.” (Jean Layzer, 2010)

Why use the CLASS? Research in thousands of early childhood classrooms across the country shows that children in classrooms that score higher on the CLASS tool make greater gains in language, math, and early literacy development. Children in these higher-scoring classrooms also show more positive social development over the course of the year than their peers in lower-scoring classrooms. Pre-K CLASS Dimensions Guide - Teachstone

Why use the CLASS? The Office of Head Start believes that the domains of quality measured by the CLASS remain central to its approach to child development and education and serve as important indicators of the future school readiness of all Head Start children. ACF INFORMATION MEMORANDUM Log No. ACF-IM-HS-08-11 SUBJECT: Classroom Assessment Scoring System (CLASS)

Why use the CLASS? The Office of Head Start uses CLASS as a part of it’s review process to determine a Grantee’s competition status for the upcoming funding cycle. CLASS is a contractual requirement for program’s receiving Head Start funding from LACOE.

How can CLASS results be used? CLASS Dimensions are scored using a 7-point scale. The results can then be used for: Professional development Program planning Research and evaluation

How is the CLASS observation instrument organized?

Classroom Organization Instructional Support Organization of the CLASS instrument Classroom Quality Emotional Support Classroom Organization Instructional Support The CLASS focuses on three broad domains of effective interactions that characterize children’s classroom experiences. Each domain is comprised of multiple dimensions of effective interactions known to contribute to children’s success in school … we will look at each domain in detail in later slides.

CLASS-AT-A-GLANCE Emotional Support Classroom Organization Domains Emotional Support Classroom Organization Instructional Support Positive relationships among teachers and children, teachers’ abilities to support social and emotional functioning in the classroom Well-managed classrooms that provide children with frequent, engaging learning activities Interactions that teach children to think, provide ongoing feedback and support, and facilitate language development The CLASS focuses on three broad domains of effective interactions that characterize children’s classroom experiences. At the broadest level there are three domains that contribute to the CLASS definition of classroom quality: Emotional, Organizational, and Instructional Support. Each domain includes Dimensions, Indicators and Behavioral Markers that focus on various aspects of adult-child interactions.

CLASSROOM ORGANIZATION INSTRUCTIONAL SUPPORT CLASS-AT-A-GLANCE EMOTIONAL SUPPORT CLASSROOM ORGANIZATION INSTRUCTIONAL SUPPORT CLASS-AT-A-GLANCE ACTIVITY SHEET In groups, have participants work together (for 5-7 minutes) to decide which of the Dimensions fit within each of the Domains

CLASSROOM ORGANIZATION INSTRUCTIONAL SUPPORT CLASS-AT-A-GLANCE EMOTIONAL SUPPORT Positive Climate (4 Indicators) Negative Climate (4 indicators) Teacher Sensitivity (4 indicators) Regard for Student Perspectives (4 indicators) CLASSROOM ORGANIZATION Behavior Management (4 indicators) Productivity (4indicators) Instructional Learning Formats (4 indicators) INSTRUCTIONAL SUPPORT Concept Development (4 indicators) Quality of Feedback (5 indicators) Language Modeling (5 indicators) Give participants a few moments to check their group work

CLASS Resources Participants should refer to the handout produced by the National Center on Quality Teaching and Learning (NCQTL). Additional resources can be located on ECLKC. At this point, participants should take out their Dimensions Guide to refer to and/or take notes in during the presentation. Refer participants to page 2 of the Dimensions Guide for slightly more extensive domain descriptions. Refer participants to page 3 of the Dimensions Guide for a similar diagram of the CLASS Observation Tool. The reminder of the book will provide the Indicators and Behavioral Markers associated with each Dimension. Early Childhood Knowledge and Learning Center (http://eclkc.ohs.acf.hhs.gov/hslc)

Regard for Student Perspectives EMOTIONAL SUPPORT (pgs. 4-11) DIMENSIONS Positive Climate Negative Climate Teacher Sensitivity Regard for Student Perspectives How teachers help students develop: Warm, supportive relationships with teachers and peers Enjoyment of and excitement about learning Feelings of comfort in the classroom Appropriate levels of autonomy Review each of the dimensions and ask participants to follow along in their Dimensions Guide: Positive Climate The emotional tone of the classroom and the connection between teachers and students. Negative Climate The absence of Positive Climate. Teacher Sensitivity Awareness of and responsivity to students’ academic and emotional concerns. Regard for Student Perspectives The degree to which teachers’ interactions with students and classroom activities place an emphasis on students’ interests, motivations, and points of view.

Regard for Student Perspectives EMOTIONAL SUPPORT (pgs. 4-11) DIMENSIONS Positive Climate Negative Climate Teacher Sensitivity Regard for Student Perspectives GROUP DISCUSSION What does Emotional Support look like in the Classroom? What strategies do you use that are related to Emotional Support? For 5 minutes allow groups to discuss the types of things they would observe related to Emotional Support and it’s dimensions. Provide an additional 5 minutes for sharing key points from their discussions. Refer to Emotional Support Strategies handout for more practices if needed.

CLASSROOM ORGANIZATION DIMENSIONS (pgs. 12-17) Behavior Management Productivity Instructional Learning Formats How teachers help students: Develop skills to help them regulate their own behavior Get the most out of each school day Maintain interest in learning activities Review each of the dimensions and ask participants to follow along in their Dimensions Guide: Behavior Management Teachers ability to use effective methods to prevent and redirect misbehavior. Productivity Teachers’ ability to manage instructional time and routines to maximize time for learning. Instructional Learning Formats How teachers facilitate activities and provide interesting materials so that students are engaged and learning opportunities are maximized.

CLASSROOM ORGANIZATION DIMENSIONS (pgs. 12-17) Behavior Management Productivity Instructional Learning Formats GROUP DISCUSSION What does Classroom Organization look like in the Classroom? What strategies do you use that are related to Classroom Organization? For 5 minutes allow groups to discuss the types of things they would observe related to Classroom Organization and it’s dimensions. Provide an additional 5 minutes for sharing key points from their discussions. Refer to Classroom Organization Strategies handout for more practices if needed.

INSTRUCTIONAL SUPPORT DIMENSIONS (pgs. 18-23) Concept Development Quality of Feedback Language Modeling How teachers help students: Learn to solve problems and think creatively Get individualized feedback about their learning Develop more complex language Review each of the dimensions and ask participants to follow along in their Dimensions Guide: Concept Development How teachers promote students’ higher-order thinking skills in contrast to a focus on rote instruction. Quality of Feedback How teachers extend students’ learning through their responses to students’ ideas, comments, and work. Language Modeling The extent to which teachers facilitate and encourage students’ language.

INSTRUCTIONAL SUPPORT DIMENSIONS (pgs. 18-23) Concept Development Quality of Feedback Language Modeling GROUP DISCUSSION What does Instructional Support look like in the Classroom? What strategies do you use that are related to Instructional Support? For 5 minutes allow groups to discuss the types of things they would observe related to Instructional Support and it’s dimensions. Provide an additional 5 minutes for sharing key points from their discussions. Refer to Instructional Support Strategies handout for more practices if needed.

What contributes to a high quality classroom? DISCUSSION What contributes to a high quality classroom? At the beginning of our session, we started by discussing attributes of a high-quality classroom. Now that we have reviewed the CLASS, let’s take a moment to reframe those attributes. Have participants place the attributes that were written earlier onto one of the appropriate charts around the room: Emotional Support Classroom Organization Instructional Support Environmental Rating Scale (ECERS, ITERS, FCCERS) Other Based on this activity, encourage participants to see CLASS as a way of enhancing what is already being done in many classrooms.

CLOSING Q&A Evaluation