1. It’s All About the CLASS (Toddler)

2. 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 tall As I encourage them all And I know that I will pass Because interactions count with the Toddler CLASS! (x2) --To the tune of Miley Cyrus’s “Party in the USA”

3. So you’re going to be assessed using CLASS!

4. WAIT! What exactly is CLASS?

5. CLASS stands for: CLassroom Assessment Scoring System

6. 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

7. 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

8. So, who conducts CLASS observations?

9. The Children’s Forum Early Childhood Specialists conduct CLASS observations

10. 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

11. 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

12. 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

13. Let’s take a closer look at the Toddler CLASS

14. What is observed with Toddler CLASS? Toddler CLASS focuses on classroom interactions in 2 domains: Emotional and Behavioral Support Engaged Support for Learning

15. 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:

16. 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

17. 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

18. 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

19. 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

20. 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

21. 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

22. 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

23. 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

24. 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

25. So what happens next?

26. An Early Childhood Specialist from the Children’s Forum will contact you to open your assessment window for the upcoming month

27. 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?

28. 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

29. 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

30. 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

31. To submit requests for clarification regarding the report you receive please fill out an inquiry at www.forumpac.com

32. It’s All About the CLASS (Toddler) No Trouble And so…..

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

34. The Strong Minds Navigators are: Irene Apolinar (561)374-7521 Irene.apolinar@cscpbc.org Natasha Smith (561)374-7532 Natasha.smith@cscpbc.org 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

35. Questions?

36. Teachers I’m Good Nah, Nah teachers you’re good Toddler Class really should not Worry you because you know You’ve got this and you will let it show (x2) It’s been so long But it’s finally here And we assessors Came with listening ears We say you are good We’ll tell you why Children ask And you reply, “Good toddlers, great toddlers Please tell me more toddlers You toddlers are the best children in the world!” Nah, nah teachers you’re good Toddler CLASS really should not Worry you because you know You’ve got this and you will let it show (x2) --To the tune of Andy Grammar’s “Honey I’m Good”