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: CLassroom Assessment 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 a copy of the report within 5 business days to the listed on the original Strong Minds application

To submit requests for clarification regarding the report you receive please fill out an inquiry at

It’s All About the CLASS (Pre-K) No Trouble And so…..

For additional information… Please visit the website for informational videos and recorded webinars regarding CLASS and classroom best practiceswww.forumpac.com

The Strong Minds Navigators are Irene Apolinar (561) Natasha Smith (561) The Children’s Forum Program Assessment Center website is: For copies of this PowerPoint please Kim McDonald at:

Questions?