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National Overview of Grant Recipient CLASS Scores by Year | HeadStart.gov

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Explore overviews of descriptive statistics of past and current grantee-level Classroom Assessment Scoring System (CLASS®) data.

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Misunderstood Indicators in the Emotional Support Domain

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Misunderstood Indicators in the Emotional Support Domain

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Video Blog: Misunderstood Indicators in the Emotional Support Domain

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Understanding the Instructional Support Domain

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Understanding the Instructional Support Domain

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Understanding the Instructional Support Domain

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More on the Instructional Support Domain

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More on the Instructional Support Domain

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More on the Instructional Support Domain

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Misunderstood Indicators in the Classroom Organization Domain

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Misunderstood Indicators in the Classroom Organization Domain

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Misunderstood Indicators in the Classroom Organization Domain

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Once you have been through CLASS Observation Training, it is hard not to notice interactions everywhere you go! You even start to sort those behaviors into dimensions mentally-at least I know I do! When this happens, it can lead us to our own "ah-ha!" moments when preparing for training and gives us some great examples to use with participants who may be experiencing CLASS for the first time. Being able to connect the tool with a relevant, real world examples helps participants connect new content with something they may have experienced, too!

We want to help add to your collection of examples to use during trainings, and thus the "Real World Examples" series is born. Each post in this series will take a look at one dimension and give real world examples of its indicators. Today we will start by looking at Positive Climate.

Positive Climate

Relationships
The Example: Getting To Know New Neighbors
Consider the process in getting to know new neighbors. It starts by talking in passing and asking how things are going. As you get to know them, perhaps you offer to help them out with a garden chore (peer assistance). As the relationship builds, you begin talking about everything from kids to work to family (social conversation). Soon, you're planning trips to the park together or even neighborhood barbecues (shared activities) where everyone pitches in and comes together to talk and eat around the picnic table (physical proximity).

Positive Affect
The Example: Grocery Store Demonstrations
Think about a trip to the grocery store, when the management thoughtfully places a tasting cart close to the entry. What makes these trips memorable is not just the placement of the tasting cart, but the demonstrator that consistently greets customers. Upon arrival, she greets you with a big smile and says, "Welcome back!" Her enthusiasm draws you in to look at the product on display, and when you approach the table, she is so enthused about what she is serving that you can't help but take a taste! You leave feeling a bit more cheery, which makes shopping in a busy store more enjoyable.

Positive Communication
The Example: Kid's Soccer Teams
Have you ever experienced children's sports games, the ones where they are just learning their sport of choice? Take soccer, for example: imagine one team of girls learning the game and trying to find their coordination all at the same time. It's adorable but also a time of great influence for the girls trying to find their way in a new experience. Here, you will often find ample examples of positive communication. You might notice the coach greeting each girl with an enthusiastic, "I'm so glad you are here today!" (verbal affection) and high-fives (physical affection). During a water break, the coach crouches down and tells the team, "I am so proud of how hard you are working today! I know if we work together, we can make some goals" (positive expectations).

Respect
The Example: A Visit to the Doctor
Taking a child to the doctor can be a great experience-especially if you have a doctor who respects the child they are working with. Respectful doctors greet the child when they enter the examination room: "Good morning Joe, good morning mom" (using names). They use a warm, calm voice, and always ask for the child's permission before checking eyes and ears. At the end of the appointment, they thank their patients (respectful language) for coming in for the visit.

By connecting CLASS indicators to your life, CLASS will be more meaningful and relevant! Stay tuned for additional dimensions in this series. What are some of your favorite real-world examples of Positive Climate?

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Real world examples help explain CLASS in ways that bring the content to life. Use these everyday examples to explain Positive Climate to anyone.

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Real World Examples: Concept Development

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Real World Examples: Concept Development

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In our previous "Real World Examples" post, we explored Instructional Learning Formats with a little cookie-baking fun! For this post, we will move from the kitchen to the great outdoors and study the art of planting to kick off our final domain, Instructional Support! Instructional Support looks at how we help children learn to solve problems, reason, and think; how teachers use feedback to expand and deepen skills and knowledge; and finally, how teachers help children develop more complex language skills.

We start our domain journey with the Concept Development dimension. Concept Development focuses on strategies the teacher uses to promote children's higher-order thinking skills and cognition. It is not rote teaching. Instead, it is the method a teacher uses to get children to think about the how and why of learning. For adults, Concept Development may look and sound more like talking ourselves through the learning process. Here is one example that many can relate to during the springtime months; planting! We will explore how two adult siblings learn more about planting by beautifying their neighborhood park.

Analysis and Reasoning

The story begins when siblings decide to take a walk to their neighborhood park. As they approach the park, conversation ensues.

"Wow, look at all the dead plants and bushes. I wonder what happened? They were all alive last year." (Evaluation).

"Look, the plants on the other side of the park they have survived and had the same structure and leaves. According to the internet, they are a type of rose-bush. See the picture"? (Classification/Comparison).

"I wonder what we can do to keep the park looking nice and the plants alive?" (Problem Solving).

"I think that a partial-sun bush might work better over on this side of the park." (Prediction).

Creating

The conversation continues.

"Well, what kind of bushes might be partial sun bushes? I think that boxwood, azalea, and gardenia plants might work." (Brainstorming).

"Okay, it looks like Boxwood would be a good fit for this space. Now, where exactly should it go and what equipment might we need?"

"It looks like we will need a shovel, tape measure, scissors, stakes, soil conditioner or compost, hammer, and work gloves." (Planning).

Fast forward a couple of days: "Now that we have all of the equipment let's begin digging and planting!" (Producing).

Integration

As the siblings prepare the ground and begin digging one says, "I read an article about how neighborhood parks increase a sense of community and when there is greenery it can help reduce stress, especially living in the city as we do. I am excited to be planting more green plants in our park!" (Connecting Concepts).

"I agree, it feels good to give back to our community. Do you remember that in school, we would learn how to plant a tree in the spring? This project reminds me of planting that tree. They told us the roots should be covered but not all of the tree trunk. The directions say something similar for this hedge and its root ball." (Integrates with Previous Knowledge).

Connections to the Real World

"I wonder how we might be able to do this at home even though we do not have a yard. I bet we can plant a partial shade bush in a planter using the same equipment!" (Real world application)

"I remember when grandma would plant her azaleas in a planter and keep them on her balcony, the butterflies loved the flowers and I think that having the same kind of bush would enhance our own balconies!" (Related to adult lives).

Through the process of planning and planting, they learned a new concept about plants and bushes. This process is similar to the methods educators use when promoting Concept Development in the classroom. By the siblings using higher-order thinking skills instead of someone telling them what to do they were able to analyze, create and make connections to their lives while also integrating the knowledge they already learned about planting. Remember to rely on your curiosity to help develop questions. If you are curious about something, your students will be too!

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Real World Examples: Concept Development

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Instructional Support looks at how we help children learn to problem-solve, reason, and think; how teachers use feedback to deepen skills and knowledge; and finally, how teachers help children develop more complex language skills. Here we explore real-world examples of Instructional Support.

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Real World Examples: Educator Sensitivity

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Real World Examples: Educator Sensitivity

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Real World Examples: Educator (Teacher) Sensitivity

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Real world examples help explain CLASS® in ways that bring the content to life. Use these everyday examples to explain Educator Sensitivity to anyone.

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Real World Examples: Quality of Feedback

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Real World Examples: Quality of Feedback

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Real World Examples: Quality of Feedback

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Real World examples help explain CLASS® in ways that bring the content to life. Use these everyday examples to explain Quality of Feedback.

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Real World Examples: Regard for Child Perspectives

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Real World Examples: Regard for Child Perspectives

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Real World Examples: Regard for Child (Student) Perspectives

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Real world examples help explain CLASS® in ways that bring the content to life. Use these everyday examples to explain Regard for Child Perpsectives.

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In my last post, I shared some of my personal struggles to master the CLASS measure and promised to take you on a "deeper dive" into some of the trickier CLASS concepts I encountered in my CLASS journey.

We'll start with conversations -what we might consider the vehicle for all of the other Instructional Support dimensions.

Overall, the focus of Language Modeling (LM) is for teachers to model more complex language and to increase the amount of talking kids do. So when observing and coding for LM, I always ask myself these key questions first:

1. How successful was the teacher at getting kids talking? Not that much? Kind of? Very?

2. Was there a balance of teacher and child talk?

3. Was it obvious that the teacher was intentionally modeling more advanced, more complex language for the children?

4. Were the back-and-forth exchanges I observed really conversations or just strings of questions and answers (i.e., question-answer-question-answer-question-answer)?

It is important to remember that conversations are dialogues-they include not only questions and responses but actual sharing of information between two persons. The "contingent responding" behavioral marker underscores that teachers' responses and follow-up questions should be relevant to what the child has said. Conversationally, children often don't give us a lot to go on, so we can easily fall into the trap of skipping the responding part and moving straight on to another follow-up question, which results in the question-answer-question-answer type exchange, not an authentic conversation. I call it "peppering a child with questions"- something no child really enjoys. Often times, children will clam up or walk away rather than engage; they feel like they're being quizzed.

One coach I recently spoke with said she encourages teachers to converse with children "the same way you would while getting your nails done with a friend." Different content, obviously, but the natural, dialogic flow of the conversation should feel just as comfortable. This means that teachers need to be encouraged to "just talk with" children, rather than talking "to" them or "at" them.

When coding the dimension of Language Modeling, coders need to analyze and evaluate the form, frequency, and the effectiveness of teacher-child conversations. By effectiveness, I mean "how much talking did the children do?" It should be at least as much as the teacher did.

Remember that a question-answer string will not count as a high-range conversation, as the sharing of information (contingent responding) is missing, often resulting in very short responses on the part of the child. With high-range conversations, "there is a natural flow of information during center times or other open periods of time that encourages students to converse and makes them feel as if they are valued conversational partners" (Pre-K CLASS Manual, p. 79).

Stay tuned, in my next blog I will invite you to dig deeper to consider another Instructional Support indicator, this time from the Quality of Feedback dimension.
We are excited to have Sara Beach guest blog. As a former Teachstone Staff Trainer, she frequently presented on topics such as Helping Teachers with the Instructional Supports, through active, adult-learning approaches. She has been an Infant-toddler teacher, center director, education specialist, coach-mentor, and early childhood college instructor, and her highest honor has been supporting teachers.

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Going Deeper into the CLASS Measure: Language Modeling

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Learn how to take your Language Modeling skills deeper using these reflective questions.

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Real World Examples: Behavior Management

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Real World Examples: Behavior Management

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In our previous "Real World Examples" post, we focused on Regard for Student Perspectives. As we continue our journey through the CLASS manual, today we will move into our next domain, Classroom Organization. Let's dive right into the dimension of Behavior Management. And speaking of diving, summer is here and temperatures are at an all time high, so I'm sure we are headed to our local community pool to cool off!

Behavior Management
The Example: The Community Pool
Clear Behavior Expectations

The minute you walk into the pool center you see the sign with the rules clearly stated behind the sign in desk:

As you head into the locker rooms to change, you see a sign with the rules clearly posted again by the hand washing sinks. Then, as you settle down into a chair by the pool you see another post on the fence (clarity of rules and clear expectations)! As you are applying your sunscreen you hear the lifeguard say, "Remember to walk so that you stay safe!" (consistency).

Proactive

You noticed that the lifeguards on duty are constantly monitoring the water and the perimeter of the pool to ensure everyone's safety (monitors). Additionally, they are watching for congestion at the diving board area, as this space can get congested with kids anxiously awaiting their turn (anticipates problem behavior or escalation).

Redirection of Misbehavior

At the diving board when two girls start to shove each other and shout, "It's my turn! I was first!" the lifeguard calmly responds, "You will each get a turn to jump off the diving board. Let's cheer her on!" The girls begin to cheer, "Go Samantha! Go!" (effective reduction of misbehavior). As the day hot day continues on you hear the lifeguard saying, "Thank you for walking! You're being safe-high five!" and, "Thank you for not splashing" (attention to the positive).

Student Behavior

With consistent and clear behavior expectations, being proactive and monitoring, paying attention to the positive, you hear the sounds of excited children having a fun and safe day at the pool. They are walking, and waiting their turn for the diving board (frequent compliance, little aggression and defiance).

By having proactive behavior management strategies in place at the community pool, children are able to engage in social play, develop their gross motor skills, and spend quality time with their friends and family in a safe and engaging learning environment!

What are some of your favorite real-world examples of Behavior Management? Does the dimension of Behavior Management ever come to mind when you are navigating the adult world too?

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Real World Examples: Behavior Management

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In our previous "Real World Examples" post, we focused on Regard for Student Perspectives. As we continue our journey through the CLASS manual, today we will move into our next domain, Classroom Organization. Let's dive right into the dimension of Behavior Management.

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Real world examples help explain CLASS® in ways that bring the content to life. Use these everyday examples to explain Productivity.

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Real World Examples: Instructional Learning Formats

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Real World Examples: Instructional Learning Formats

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In our previous "Real World Examples" post, we focused on Productivity Let's explore the Instructional Learning Formats dimension to wrap up the Classroom Organization domain

Last weekend, my daughters and I had the best time baking and decorating cookies. Wait-let me take a step back and tell you how we came to that decision.

Me: "Why don't you call a friend and see if she wants to come over?"

Daughter #1: "Yeah, I guess," in a rather unenthusiastic tone. (Once they become teenagers, it's not so cool to bake cookies with mom anymore. I'd like to believe that she still loves it, but doesn't like to admit it.)

Daughter #2: "Yes, can we? That would be awesome!" (At least one of them still gets excited.)

As we pull out all the ingredients and cooking utensils, I explain to the girls that we have several things that we will use to make the cookies (Range of auditory, visual, and movement opportunities) We've got our cookie sheets, spatulas, spoons, cookie dough, three tubes of colored frosting, and an assortment of sprinkles (Interesting and creative materials) I also found a couple of different cookie cutters in case they want to make the cookies into different shapes (Hands-on opportunities)

My initial question to them of "How about we make some cookies?" got us started with the purpose, or , of this activity (Advanced organizers). Halfway through the activity, I noticed daughter #2 eating the raw cookie dough. I say, "remember, the cookie dough is to to make the cookies, not to eat it" (Reorientation statement). though, who can blame her? Raw cookie dough is very tempting. I remind them they are using these items to make and decorate the cookies in any way that they want (Summaries).

As they begin to place the dough on the cookie sheets, I ask, "If we spread them out too much we may not be able to get as many cookies on the cookie sheet . Is there a way we can fit them so that we will get 12 cookies on each cookie sheet?" (Effective questioning). After the cookies come out of the oven and they have had time to cool a bit, the decorating begins. Of course, I can't help but take part in this as well. (Teacher involvement). I then say, "I'm going to use chocolate frosting on my cookie, and use the pink sprinkles. How are you going to decorate your cookie?" The girls begin to share all the different ways they want to decorate the cookies (Expanding children's involvement)

There was no question in my mind that they were both very engaged in this activity. If I needed any further proof, the aftermath left in my kitchen and on my counters was proof enough. (We will tackle clean-up duty at a later time.) Throughout the cookie baking activity, there were no comments of "I'm bored" or "I don't have anything to do." participated in all parts of the activity-they listened and stayed focused on what they were doing

With cookies complete, the three of us sat down with a tall glass of milk to enjoy the fruits of our labor. And, in typical fashion, fifteen minutes after we had finished, I hear, "Mom, I'm bored."

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Real World Examples: Instructional Learning Formats

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In our previous "Real World Examples" post, we focused on Productivity Let's explore the Instructional Learning Formats dimension to wrap up the Classroom Organization domain Last weekend, my daughters and I had the best time baking and decorating cookies. Wait-let me take a step back and tell you how we came to that decision.

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Feedback Loops with Teachers & Children: The Parallel Process in Action

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Feedback Loops with Teachers & Children: The Parallel Process in Action

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Presented by Mary-Margaret Gardiner, CLASS Specialist; and Mamie Morrow, CLASS Specialist
Sponsored by Teachstone
Watch the Recording If you view the recording and would like a CE certificate, join the PD in Action community and go to the CE Quizzes link in the Community Toolbox.
We know that the interactions between teachers and children are critical in helping children learn and feel comfortable and confident in the classroom. These same interactions are important in other relationships you have like the relationships coaches have with teachers.

High-quality feedback loops are a valuable source of "fuel" for encouraging children to engage with thinking and learning. There are many opportunities for teachers to provide feedback in the classroom. In this edWebinar, Mary-Margaret Gardiner and Mamie Morrow, CLASS Specialists for Teachstone, provide concrete examples and strategies for how teachers can provide children with the kinds of experiences that will:

Fuel their passions

Help them engage at a deeper level

Encourage them to be persistent when challenged

Keep them coming back for more learning and inquiry

Feedback doesn't have to end in the classroom. Mary-Margaret and Mamie also highlight how feedback loops are important for administrators and coaches to provide to teachers. Hear about strategies that can be used to support teachers by scaffolding them with hints and assistance, prompting them to think deeper, providing good information, and encouraging them to expand their learning. This model is called parallel process. Parallel process means engaging in the same interaction strategies we want teachers to use in classrooms with children, only this time, between adults. Instead of teacher-child interactions, parallel process is about adult-adult interactions.

This recorded session is designed for Pre-K through Grade 3 teachers, coaches, and administrators. However, those working with older students are also invited to attend. Learn how to put the parallel process into action.

About the Presenters
Mary-Margaret Gardiner is a CLASS Specialist for Teachstone. She has been in the early childhood community for over 35 years, driven by her passion to support the teachers who work with our most valuable asset, our children. She joined Teachstone in 2010 and has been a CLASS convert since the early days before Teachstone was even started!

Since 2013, Mamie has enjoyed her work at Teachstone as a CLASS Specialist enriching coaching and instructional skills. Her diverse background as an early childhood and elementary teacher in schools around the world helps her form meaningful connections with educators across the nation. Having worked with children in New Mexico, Germany, Guam, Alaska, Japan, Washington DC and Florida, she appreciates the powerful impact effective interactions have on children.
Join the PD in Action community to network with educators, participate in online discussions, receive invitations to upcoming edWebinars, view past edWebinars, take a quiz to receive a CE certificate for a past edWebinar, and access free resources.
As the trusted leader in CLASS-driven measurement and professional development, Teachstone has the proven expertise schools need to nurture better academic and social-emotional outcomes, one classroom at a time. With decades of early childhood education research as a foundation, we offer products and programs that help schools unlock the potential of great teachers, boost student outcomes, and create a culture of sustained excellence.

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Feedback Loops with Teachers and Children

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In this edWebinar, Mary-Margaret Gardiner and Mamie Morrow, CLASS Specialists for Teachstone, provide concrete examples and strategies for how teachers can provide children with the kinds of experiences.

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How the CLASS Dimensions & Domains Support One Another

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How the CLASS Dimensions & Domains Support One Another

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How the CLASS Dimensions and Domains Support One Another

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Real World Examples in Emotional Support

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Real World Examples in Emotional Support

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Real World Examples: Classroom Organization

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Real World Examples: Classroom Organization

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Our Mission

As an ASPIRE Regional Lead, our mission is to drive positive change by fostering collaboration, innovation, and leadership across communities. We are committed to empowering individuals and organizations with the resources, knowledge, and support they need to achieve sustainable growth and social impact. Through strategic partnerships and dedicated leadership, we aim to inspire progress, equity, and resilience at the regional level.

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Our Mission As an ASPIRE Regional Lead, our mission is to drive positive change by fostering collaboration, innovation, and leadership across communities. We are committed to empowering individuals and organizations with the resources, knowledge, and support they need to achieve sustainable growth and social impact.

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CLASS Pre-K-K Environments Training Requests

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CLASS Pre-K-K Environments Training Requests