it’s all about the class (toddler). assessment day in the toddler class the time has come to be...
TRANSCRIPT
It’s All About the CLASS
(Toddler)
Assessment Day in the Toddler Class The time has come to be assessed in my toddler class again.Welcome to the land of two year olds .... when the day begins.They come in the room like it's their very first time!I look all around and see a bunch of them crying!This is all so crazy!Now's not time to get lazy!My tummy's turning and I think I'm gonna be sick;Too much pressure and I'm nervous!That's when I remembered that it'd be okay,'Cause I've got it going on (x3)I put my smile on, show enthusiasm, and spread happiness that will last;Hearing the children laugh, up until they have nap.The kids stand tallAs I encourage them allAnd I know that I will passBecause interactions count with the Toddler CLASS! (x2)
--To the tune of Miley Cyrus’s “Party in the USA”
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 Toddler CLASS
What is observed with Toddler CLASS?
Toddler CLASS focuses on classroom interactions in 2 domains:
• Emotional and Behavioral Support
• Engaged Support for Learning
Emotional and Behavioral Support Domain
• Positive Climate • Negative Climate
• Regard for Child Perspectives
• Teacher Sensitivity
• Behavior Guidance
Focuses on staff’s social-emotional and behavioral-related interactions with young children by looking at
the following dimensions:
Positive Climate
• Relationships • Positive Affect
Reflects the connection between staff and children and children and their peers and the warmth, respect, and
enjoyment communicated by verbal and non-verbal interactions
• Respect
Negative Climate
• Negative Affect • Punitive Control
Reflects the overall level of expressed negativity in the classroom; the frequency, quality, and intensity of staff
and child negativity are key to this scale
• Child Negativity• Teacher Negativity
Teacher Sensitivity
• Awareness
• Responsiveness
Encompasses staff’s responsiveness to and awareness of children’s individual needs and emotional functioning. The extent to which staff is available as a secure base
(being there to provide comfort, reassurance, and encouragement) is included in this rating
• Child Comfort
Regard for Child Perspectives
• Child Focus • Flexibility
Captures the degree to which staff’s interactions with children and classroom activities emphasize children’s
interests, motivations, and points of view and encourage children’s responsibility and independence
• Support of Independence
Behavioral Guidance
• Proactive • Supporting Positive Behavior
Encompasses staff’s ability to promote behavioral self-regulation in children by using proactive approaches,
supporting positive behavior, and guiding and minimizing problem behavior.
• Problem Behavior
Engaged Support for Learning Domain
• Facilitation of Learning and Development
• Quality of Feedback
Focuses on the ways in which staff interact with children to facilitate learning activities to effectively support and
scaffold development, learning, and language by looking at the following dimensions:
• Language Modeling
Facilitation of Learning and Development
• Active Facilitation
• Expansion of Cognition
Considers how well staff facilitates activities to support children’s learning and developmental opportunities.
How staff connects and integrates learning into activities and tasks are included in this rating
• Children’s Active Engagement
Quality of Feedback
• Scaffolding • Providing Information
Assesses the degree to which staff provides feedback that promotes learning and understanding and expands the
children’s participation
• Encouragement and affirmation
Language Modeling
• Supporting Language Use
• Repetition and Extension
Captures the quality and amount of staff’s use of language-stimulation and language-facilitation techniques
to encourage children’s language development
• Advanced Language
• Self- and Parallel Talk
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• Step outside the room and score for 5 to 10
minutes between each cycle
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(Toddler)
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 are:Irene Apolinar(561)374-7521
Natasha Smith(561)374-7532
The Children’s Forum Program Assessment Center website
www.forumpac.com
For copies of this PowerPoint, to view this recorded webinar, and to watch our informational videos please visit
Questions?
Teachers I’m Good
Nah, Nah teachers you’re goodToddler Class really should notWorry you because you knowYou’ve got this and you will let it show (x2)
It’s been so longBut it’s finally hereAnd we assessorsCame with listening earsWe say you are goodWe’ll tell you whyChildren askAnd you reply,“Good toddlers, great toddlersPlease tell me more toddlersYou toddlers are the best children in the world!”
Nah, nah teachers you’re goodToddler CLASS really should notWorry you because you knowYou’ve got this and you will let it show (x2)
--To the tune of Andy Grammar’s “Honey I’m Good”