1. https://youtu.be/Qu40uvGSKwE

2. Overview of CLASS Classroom Assessment Scoring Tool
Master Class on Assessment
November 16, 2018
Prepared by Andrea Racek, MEd

3. CLASS measures: Interaction and Effective Teaching
The CLASS measure organizes effective classroom interactions into three broad categories or domains.
From Class Observation Training Participant Guide
Teacher-Child Interactions
Emotional Support
Classroom Organization
Instructional Support

4. Domains Dimensions Indicators Behavioral Markers

5. Emotional Support Domain Dimensions and Indicators
Positive Climate
Relationships
Positive Affect
Positive Communication
Respect
Negative Climate
Negative Affect
Punitive Control
Sarcasm/Disrespect
Severe Negativity
Teacher Sensitivity
Awareness
Responsiveness
Addresses Problems
Student Comfort
Regard for Student Perspectives
Flexibility and student focus
Support for Autonomy and Leadership
Student Expression
Restriction of Movement

6. Classroom Organization Domain Dimensions and Indicators
Behavior Management
Clear Behavior Expectations
Proactive
Redirection of Misbehavior
Student Behavior
Productivity
Maximizing Learning Time
Routines
Transitions
Preparation
Instructional Learning Formats
Effective Facilitation
Variety of Modalities and Materials
Student Interest
Clarity of Learning Objectives

7. Instructional Support Domain Dimensions and Indicators
Concept Development
Analysis and Reasoning
Creating
Integration
Connections to the Real World
Quality of Feedback
Scaffolding
Feedback Loops
Prompting Thought Processes
Providing Information
Encouragement and Affirmation
Language Modeling
Frequent Conversation
Open-Ended Questions
Repetition and Extension
Self- and Parallel Talk
Advanced Language

8. Behavioral Markers Physical proximity Verbal affection
Shared activities Physical affection
Peer assistance Positive expectations
Matched affect
Social conversation Respectful Language
Smiling Eye Contact
Laughter Warm, calm voice
Enthusiasm Cooperation/sharing
Irritability Yelling
Anger Threats
Harsh voice Physical Control
Peer aggression Harsh punishment
Disconnected/escalating negativity
Sarcastic voice/comment Bullying
Teasing Victimization
Humiliation Physical punishment
Teacher involvement
Effective questioning
Expanding children’s involvement
Range of auditory, visual, and movement opp.
Interesting and creative materials
Hands-on opportunities
Active participation Advance organizers
Listening Summaries
Focused attention Reorientation statements
Why and/or How questions Planning Problem Solving Brainstorming Prediction/experimentation Producing Classification/comparison Evaluation Real-world applications Related to student’s lives Integrates with previous knowledge Connect concepts

9. Behavioral Markers Continued
Anticipates problems and plans accordingly
Notices lack of understanding and/or difficulties
Acknowledges emotions
Provides comfort and assistance
Provides individualized support
Helps in and effective and timely manner
Helps resolve problems
Seeks support and guidance Flexibility
Freely participates Incorporates student ideas
Takes risks Follows lead
Allows Choice Allows movement
Allows students to lead lessons Is not rigid
Gives students responsibilities
Clear expectations
Encourages student talk Consistency
Elicits ideas and/or perspectives Clarity of rules
Anticipates problem behavior or escalation Low reactivity Monitors Effective reduction of misbehavior Attention to the positive Uses subtle cues to redirect Efficient redirection Frequent compliance Little aggression Little defiance
Students know what to do Clear Instructions Little wandering Materials ready and accessible Scaffolding hints Knows lessons feedback Back-and-forth exchanges Expansion Persistence by teacher Clarification Follow-up questions Specific feedback

10. Behavioral Markers Continued
Asks students to explain thinking
Queries responses and actions
Choice when finished
Few disruptions
Pacing
Effective completion of managerial tasks
Provision of activities
Recognition
Reinforcement
Student persistence
Back-and-forth-conversations
Contingent responding
Peer conversations
Brief transitions Explicit follow-through learning opportunities within transitions Students respond to open-ended questions Questions that require more than one-word answer
Repeats student responses Extends/elaborates responses Maps own actions with language Maps student action with language Variety of words used Connected to familiar words and/or ideas.

11. The CLASS System From Class Observation Training Participant Guide
Effective teacher-child interactions
Learn
Measure
Improve
CLASS indicators are scored on a scale from 1-7.
Feedback to teachers allows them to participate in the CLASS system of improvement.

12. Why Use CLASS? The CLASS measure is Research-proven Reliable
Valid Scores are predictive of child development.
The CLASS measure has tools across ages and grades
Infant, Toddler, PK, K-3, Upper Elementary, Secondary
From Class Observation Training Participant Guide

13. Assessors are part of the CLASS registry.
Of note: CLASS is being used nationally for state QRIS (Quality Rating Information System) programs. Vermont allows CLASS to be used for STARS.
CLASS assessors are Nationally Certified passing tests conducted by Teachstone.
Assessors are part of the CLASS registry.
CLASS assessors must re-certify annually.