Bringing The CLASS Assessment Into Activity Areas

Bringing The CLASS Assessment Into Activity Areas

At our last reflective practice session, we played with ways to elevate the interactions in different activity areas. 

MUSIC/MOVEMENT

How could you incorporate these items in your music/movement?

Why and/or how questions

Problem solving

Prediction/experimentation

Classification/ comparison

Evaluation

Brainstorming

Planning

Producing

Connects concepts

Integrates with previous knowledge

Real- world applications

Related to students’ lives

Art

How could you incorporate these items in art?

Why and/or how questions

Problem solving

Prediction/experimentation

Classification/ comparison

Evaluation

Brainstorming

Planning

Producing

Connects concepts

Integrates with previous knowledge

Real- world applications

Related to students’ lives

NATURE/SCIENCE

How could you incorporate these items in nature and science?

Why and/or how questions

Problem solving

Prediction/experimentation

Classification/ comparison

Evaluation

Brainstorming

Planning

Producing

Connects concepts

Integrates with previous knowledge

Real- world applications

Related to students’ lives

MATH/NUMBER

How could you incorporate these items in math/number/shapes?

Why and/or how questions

Problem solving

Prediction/experimentation

Classification/ comparison

Evaluation

Brainstorming

Planning

Producing

Connects concepts

Integrates with previous knowledge

Real- world applications

Related to students’ lives

DRAMATIC PLAY

How could you incorporate these items in your dramatic play?

Why and/or how questions

Problem solving

Prediction/experimentation

Classification/ comparison

Evaluation

Brainstorming

Planning

Producing

Connects concepts

Integrates with previous knowledge

Real- world applications

Related to students’ lives

BLOCKS

How could you incorporate these items in block play?

Why and/or how questions

Problem solving

Prediction/experimentation

Classification/ comparison

Evaluation

Brainstorming

Planning

Producing

Connects concepts

Integrates with previous knowledge

Real- world applications

Related to students’ lives

Fine motor

How could you incorporate these items in fine motor?

Why and/or how questions

Problem solving

Prediction/experimentation

Classification/ comparison

Evaluation

Brainstorming

Planning

Producing

Connects concepts

Integrates with previous knowledge

Real- world applications

Related to students’ lives

This Is What Quality Looks Like

Quality interactions that help children think for themselves. 
Questions to engage critical thinking
Engaging, ongoing conversations
Rich language
Relating what they do in the classroom to real life

Laughter, joy and positive relationships
Adults that show affection and give each and every child personal time with them
Adults they can trust and turn to in times of need

Clear boundaries and limits that allow children to explore and interact with one another,
but help them learn to manage their own behavior
Adults that acknowledge the positive things they see more than pointing out the negative

Opportunities for children to practice leadership, to be responsible

A wealth of materials that allow children to self-select activities that are designed to meet their specific needs.   
Materials that are open ended and allow children to creatively use their own minds.

Adults who assess each child’s strengths and needs
Then use that data to inform their planning and teaching, and
Share each child’s progress regularly with families

Adults who provide support and resources to families and partner with them to help their child thrive and grow

Adults that continue to grow and learn about new research in the field

Quality looks like YOU

Keys to the CLASS Assessment

What Happens During the UW Assessment?

https://depts.washington.edu/cqel/about/ea-rating-process/

The UW has created a video to tell you what to expect on your Community Liaison visit, and the Data Collection visit. 

What Are The Steps For Rating?

As many of you are moving forward, here are the steps:

1.        Complete the Level 2 Application in Merit

2.       Complete the Rating Readiness Tool (RRT)

3.       Send electronic copy of final RRT to TA specialist

4.       Gather your documents in your File of Supporting Materials (FSM)

5.       TA specialist will review the RRT and FSM

6.       Complete the Request for Rating in MERIT

7.       TA specialist sends final RRT to the Regional Coordinator

8.       Regional Coordinator approves RRT and uploads it to DEL

9.       Now you are in the queue for rating

10.   Community Liaison calls to schedule appointment

11.   Community Liaison meets with you to go over logistics and do part of the interview process

12.   Unannounced, data collectors arrive to do your assessments

13.   Take a deep breath – the process is done!

14.   Wait….  And finally receive word on the outcome.

Alphabet Soup!

As you get ready to be rated by the UW, there are a couple of important things you need to know about that go by initials.

The RRT is the Rating Readiness Tool.  See it below.  It is your roadmap of proving your evidence for points in Early Achievers. 

The first 11 items are things that everyone needs to assemble/identify where they are located

·         The RRT itself

·         Map of your facility (fire escape map with some additional items added on)

·         Signed Early Achievers consent forms from each family with a child 0-5

·         Your handbooks

·         Teacher schedules

·         Location of child files

·         Classroom schedules

·         Contact info from the consent forms for those families who agree to be interviewed, if any

·         List of children whose family did not consent, if any

·         How you notified staff about being an Early Achiever site

·         Agreeing that you and your staff will be available for an interview with the UW data collectors

After the first 11 items, the rest are choice points.  Which 5+ points are you going to “go for” and where is the evidence the data collectors can look at to prove your chosen points.

The FSM is the File of Supporting Materials.  This will be the organization method you use to gather your data as identified in the RRT.  Most people use either a file box or a binder.  You can organize any way you wish. 

The easiest way for your data collectors to find your evidence in the FSM is to use the exact same numbering system as the RRT.  Number your tabs/folders with the numbers you see in the RRT for each of the items you are providing evidence for.

Ten Strong Minutes

Because the CLASS assessment is done in multiple 20 minute observations, try to do the following things every 10 minutes!

Remember, CLASS is looking for frequency and high quality in your interactions. 

·     Smile, laugh

·     Pay attention to one individual child’s needs

·     Ask a question that gets a child to think – how, why

·     Read or sing

·     Relate something to the child’s real world life

·     Monitor the room to see how everyone is doing

·     Recognize a child’s accomplishment or effort

·     Have a conversation with a child or small group of children