What is the CLASS?
The CLASS measures interactions in early childhood settings that have
been shown to promote children’s development. Early Achievers uses
the Toddler CLASS, Pre-K CLASS, and will soon use the Infant
CLASS.
The CLASS focuses on 3 broad areas or domains of classroom quality:
•
Emotional Support: This focuses on the emotional connection
between teachers and children and among students, and the
warmth, respect, and enjoyment communicated by verbal and
non-verbal interactions.
•
Classroom Organization: This focuses on how teachers help children develop
skills to help them regulate their own behavior, get the most learning out of each
school day, and maintain interest in learning activities.
•
Instructional Support: This encompasses the ways in which teachers implement
lessons and activities to promote both cognitive and language development.
Instructional Support also focuses on how teachers use feedback to help children
learn.
Does the CLASS consider Culture or Cultural
Responsiveness?
While there is not a dimension specifically related to Cultural
Responsiveness in the CLASS, this does not mean that this
aspect of the classroom is not important, rather there is not a way
to measure Cultural Responsiveness alone that is consistent and
valid. However, the CLASS certainly considers Cultural
Responsiveness when assessing the quality of interactions.
Instances of Cultural Responsiveness (or lack thereof) may be
captured under Teacher Sensitivity, Regard for Student
Perspectives, and Positive Climate (dimensions in the Emotional
Support domain). For example, under Teacher Sensitivity,
Awareness and Responsiveness to student’s learning and emotional needs is
considered. Similarly, under Regard for Student Perspectives, support for Student
Expression is considered. The CLASS looks at how teachers are responsive to
children’s ideas, needs, and perspectives, which are also values in Culturally
Responsive teaching and learning.
What does the CLASS say about Language,
Culture and the CLASS Framework?
“We recommend interpreting scores in relation
to the program’s goals for children. First, clearly define the program’s learning goals—
academic, social, and emotional. Then think about what experiences children need to
meet those goals and examine how the CLASS framework aligns with the goals. Where
there is alignment, use the CLASS framework to provide feedback to teachers and plan
for professional growth. Where there is misfit, what other evidence can programs
provide about how they are meeting their goals? What other types of professional
development might help teachers?” (Language, Culture, and the CLASS Framework,
Ginny Vitiello)
What is CQEL doing to carry out Culturally Responsive CLASS assessments?
 Open lines of communication: Before a Data Collector visits a site to do a
CLASS assessment, the site Owner/Director will meet with a Community Liaison
who will help the Owner/Director understand the CLASS and all other data
collection tools, as well as learn about the sites specific needs regarding CLASS
and other assessments.
 Follow protocols and site requests: When the Data Collector(s) does visit,
they will follow CLASS and CQEL protocols and the directions given by a site
regarding the most appropriate way to carry out the CLASS and other
assessments.
 Assess in primary language: CLASS assessments are done in the primary
language of the site. CQEL has trained data collectors that speak a variety of
languages, and in the case that there is not a staff that speaks the language of a
site, we will provide an interpreter to assist in the CLASS assessment.
What happens after sites get their CLASS scores? Culturally Responsive
Coaching
A guiding principle of the Early Achievers Coach Model is
Cultural Responsiveness. Coaches work with sites to
identify goals each site has for children, and partner with
the site to reach these goals. This often means using
CLASS scores as a starting point on which to build and
measure progress. Additionally, coaches support site staff
to lead in their own ongoing development and
improvement. Coaches also work with sites to partner with
families and communities to promote each child’s success.