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

2. Teacher-Child Interactions Emotional Support Classroom Organization Instructional Support 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

3. Domains Dimensions Indicators Behavioral Markers

4. Positive Climate RelationshipsPositive Affect Positive Communication Respect Negative Climate Negative AffectPunitive ControlSarcasm/DisrespectSevere Negativity Teacher Sensitivity AwarenessResponsiveness Addresses Problems Student Comfort Regard for Student Perspectives Flexibility and student focus Support for Autonomy and Leadership Student Expression Restriction of Movement Emotional Support Domain Dimensions and Indicators

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

6. Concept Development Analysis and Reasoning CreatingIntegration Connections to the Real World Quality of Feedback ScaffoldingFeedback 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 Instructional Support Domain Dimensions and Indicators

7. Behavioral Markers Physical proximityVerbal affection Shared activitiesPhysical affection Peer assistancePositive expectations Matched affect Social conversationRespectful Language SmilingEye Contact LaughterWarm, calm voice EnthusiasmCooperation/sharing Teacher involvement Effective questioning Expanding children’s involvement Range of auditory, visual, and movement opp. Interesting and creative materials Hands-on opportunities Active participationAdvance organizers ListeningSummaries Focused attentionReorientation statements IrritabilityYelling AngerThreats Harsh voicePhysical Control Peer aggressionHarsh punishment Disconnected/escalating negativity Sarcastic voice/comment Bullying TeasingVictimization HumiliationPhysical punishment Why and/or How questionsPlanning Problem SolvingBrainstorming Prediction/experimentationProducing Classification/comparison Evaluation Real-world applications Related to student’s lives Integrates with previous knowledge Connect concepts

8. 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 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 Seeks support and guidanceFlexibility Freely participatesIncorporates student ideas Takes risksFollows lead Allows ChoiceAllows movement Allows students to lead lessonsIs not rigid Gives students responsibilities Clear expectations Encourages student talkConsistency Elicits ideas and/or perspectivesClarity of rules Students know what to do Clear Instructions Little wandering Materials ready and accessibleScaffolding hints Knows lessonsfeedback Back-and-forth exchangesExpansion Persistence by teacherClarification Follow-up questionsSpecific feedback

9. Behavioral Markers Continued 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 Asks students to explain thinking Queries responses and actions Choice when finished Few disruptions Pacing Effective completion of managerial tasks Provision of activities 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.

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

11.  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 Why Use CLASS?

12. 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.