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Eisenhower High SchoolApril 16, 2013

CLASS-S Survey

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http://www.dps61.org/ehs


The Emotional Support domain measures interactions that indicate positive relationships among teacher and students and the ability of the teacher to support the social and emotional functioning of students in the classroom.



Emotional Support*Positive Climate*

• Relationships. The extent to which teacher and student interactions indicate that warm, supportive, and respectful relationships exist.

• Positive affect. The extent to which smiling, laughter, and enthusiasm are present.

• Positive communications. The degree to which positive comments and expectations are communicated.

• Respect. The extent to which both the teacher and the students show respect for each other, illustrated through their language, listening, and cooperation. (All descriptions of CLASS‑S dimensions and behavior markers are summarized from Pianta et al., 2007.)



Emotional Support*Negative Climate*

• Negative affect. The extent to which the teacher displays strong negative affect through irritability, anger, or harsh voice.

• Punitive control. The extent to which the teacher controls the classroom through practices such as threats, yelling, and punishment.

• Disrespect. The extent to which disrespect is observed through teasing, humiliation, sarcasm, or exclusionary behavior. (All descriptions of CLASS‑S dimensions and behavior markers are summarized from Pianta et al., 2007.)



Emotional Support*Teacher Sensitivity*

• Awareness. The extent to which a teacher is aware of student needs, demonstrated by checking with students, anticipating problems, and noticing when students are struggling

• Responsiveness to academic and social–emotional needs and cues. How the teacher provides individual support, reassurance, and assistance, adjusting pacing, reengaging students when off task, and providing timely responses to problems, needs, and cues for support

• Effectiveness in addressing problems. The degree to which the teacher follows up to ensure that student questions are resolved

• Student comfort. The extent to which students exhibit comfort in seeking support, participating in class discussions, and volunteering opinions (All descriptions of CLASS‑S dimensions and indicators are summarized from Pianta et al., 2007.)



Emotional Support*Regard for

Adolescent Prospective *• Support for student autonomy and leadership. The degree to which students have choice, responsibility and leadership opportunities

• Connections to current life. The extent to which the teacher connects content to adolescent life and communicates the usefulness of the lesson content

• Student ideas and opinions. The extent to which the teacher encourages students to share their ideas and opinions and whether the teacher responds to and follows student comments

• Peer interactions. The extent to which the teacher provides opportunities for peer interactions that are meaningful and relevant to the lesson and promotes peer conversations

• Flexibility. The extent to which the teacher provides a relaxed structure for movement (All descriptions of CLASS‑S dimensions and behavior markers are summarized from Pianta et al., 2007.)



The Classroom Organization domain looks at the degree to which classrooms are well managed and provide students with frequent and engaging lessons and activities.



Classroom Organization

The domain of CLASSROOM ORGANIZATION consists of three dimensions:

• Behavior Management• Productivity• Instructional Learning Formats



BEHAVIOR MANAGEMENTThe degree to which a teacher’s methods of encouraging positive behavior and avoiding and redirecting negative behavior are effective

• Clear expectations. The extent to which the teacher conveys expectations that are explicit and consistent, with rules and behavioral expectations clearly stated or understood by all students

• Proactive. How proactive a teacher is in preventing problem behavior, through monitoring, proximity to students, and attending to positive behaviors and achievements

• Effective redirection of misbehavior. The degree to which a teacher consistently and effectively uses strategies to redirect student misconduct so that behavior management does not reduce learning time

• Student behavior. The degree to which students are meeting behavioral expectations (All descriptions of CLASS‑S dimensions and indicators are summarized from Pianta et al., 2007.)

Classroom Organization



Classroom OrganizationPRODUCTIVITYThe extent to which the teacher effectively manages time and routines to maximize instructional time and minimize periods of student inactivity

• Maximizing learning time. The degree to which students have assigned tasks to perform

• Routines. Whether there are classroom routines that students know• Transitions. The extent to which transitions between activities are efficient (All

descriptions of CLASS‑S dimensions and indicators are summarized from Pianta et al., 2007.)



Classroom OrganizationINSTRUCTIONAL LEARNING FORMATS“The ways in which the teacher maximizes student engagement in learning through clear presentation of material, active facilitations, and the provision of interesting and engaging lessons and materials” (Pianta et al., 2007, p. 37)

• Learning targets/organization. The extent to which instruction is clearly organized around learning objectives

• Variety of modalities, strategies, and materials. The degree to which instruction uses different modalities, strategies, and materials

• Active facilitation. How much the teacher encourages and questions students and fittingly paces the lesson to assist active student participation

• Effective engagement. The degree to which students are participating and paying attention (All descriptions of CLASS‑S dimensions and indicators are summarized from Pianta et al., 2007.)



The Instructional Support domain measures the degree to which interactions in the classroom promote deep content understanding and higher-order thinking and provide ongoing support and feedback to students.



Instructional Support


Content understanding

The depth of content presented and effectiveness of approaches used to lead students to a deep understanding of the procedures, ideas, and frameworks of the subject, ideally integrating facts, concepts, and skills

Analysis and problem solving

The degree to which the teacher facilitates students’ using of the higher-order thinking skills of analysis, problem solving, creating, applying, and using metacognition

Quality of feedback

The extent to which feedback expands student learning and encourages student participation; feedback may be provided by peers




Content UnderstandingAs defined by the CLASS S Manual‑ , content understanding refers to the depth of content that is addressed in the lesson and how that content is connected with previous knowledge to “to help students comprehend the framework, key ideas, and procedures in an academic discipline” (Pianta et al., 2007, p. 41). The indicators considered when rating content understanding are the following.



Instructional Support• Depth of understanding. The degree to which the lesson

includes connections between discrete pieces of information, real-world connections, differing perspectives, and opportunities for application

• Communication of concepts and procedures. The degree to which the communication related to the academic content includes essential characteristics of concepts and procedures, conditions for appropriate use and application, and numerous examples and non-examples

• Background knowledge and misconceptions. The degree to which the teacher attends to prior student knowledge and explicitly integrates new information while addressing student misconceptions and providing opportunities for students to share knowledge and make connections

• Transmission of content knowledge and procedures. The extent to which definitions are clear and accurate and clarifications and rephrasing are effective (All descriptions of CLASS‑S dimensions and indicators are summarized from Pianta et al., 2007.)




Analysis and Problem Solving According to the CLASS S Manual‑ , analysis and problem solving refers to student use of higher-level thinking skills during a lesson. The dimension has three indicators:




• Opportunities for higher-level thinking. The extent to which the teacher promotes and facilitates student analysis, creation, and evaluation

• Problem solving. Teacher support of student learning through the identification of problems, providing opportunities for new application as well as providing opportunities for hypothesis generation and testing

• Metacognition. The degree to which the teacher models and asks students to explain thinking, self-evaluate, plan, and think about their thinking process




•Quality of Feedback In the CLASS S Manual‑ , quality of feedback refers to the extent to which teacher feedback extends the learning, increases the understanding, and encourages the participation of students. In some cases, feedback may be provided by peers as well as the teacher. Five indicators are considered in this dimension.



Instructional Support• Feedback loops. The extent to which feedback in the

classroom includes feedback loops (back-and-forth exchanges) that lead to students obtaining a deeper understanding of material and concepts

• Prompting thought processes. The prevalence of students being asked to explain their thought processes and provide extended responses and actions

• Scaffolding. The degree to which feedback promotes deeper student understanding through providing assistance, prompting, and hints

• Providing information. The extent to which feedback gives additional information, clarification, and specific feedback that expand student understanding

• Encouragement and affirmation. The degree to which students are recognized for their effort and encouraged to be persistent



Outcome

Boring Economics Teacher

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OutcomeCLASS-S Student Engagement Results

(highest level- is a 7 )

ELA Math Science Soc. Studies Non-Core0

1

2

3

4

5

6

4.4

5.38

3.17

5.174.644.5

4.13

54.5

3.83

4.78 4.67

4

5.29

4.17

Fall 2011Spring 2012Mar-13



Outcome

Overall Summary of CLASS-S Observation Results

Content Understanding3.56 4.03 3.94 0.38

Analysis and Problem Solving 2.39 2.37 2.74 0.35

Quality of Feedback3.61 3.63 3.63 0.02

Student Engagement

4.59 4.37 4.60 0.01



Outcome

I hear, and I forget;I see, and I remember;I do, and I understand.

- Confucious



OutcomeFive Levels of Student

Engagement

• Authentic Engagement• Ritual Engagement• Passive Compliance• Retreatism• Rebellion



OutcomeRound Robin Share

• Three minutes—think of a student and scenario that you think is representative of one of the levels of engagement

• Taking turns, describe a student and scenario and let the group decide which level of engagement it represents--discuss



OutcomeWhat is active learning?

[it is] when students are engaged in more activities than just listening. They are involved in dialog, debate, writing, and problem solving, as well as higher-order thinking.

(Bonwell, C., and Eison, J., 1991)



Types of activitiesOutcome

• Small group work• Presentations and debates• Journaling• Role playing• Learning Games• Field Experiences• Case Studies• Class Discussions• Simulations….more!

(Mc Keachie, 1994 and Silberman, 1996)



Active learning typesOutcome

“simple tasks” ad hoc

exercises; little or no advanced planning;

e.g. “think-pair-share”

“minute paper” “concept mapping”

“complex tasks” longer duration, carefully planned

and structured

Cooperative learning

a form of collaborative learning that has 5 specific criteria to maximize learning

Collaborative learning

carefully structured, group formation and

student roles important



Standards for the Panther WayOutcome

1. Highly Engaged Classrooms2. Satisfactory Student Achievement3. Common Understanding of What Students

Should Know and Be Able To Do4. Organize Knowledge To Appeal to Students5. Link Tasks to Performances and Products

About Which Students Care6. Communicate Standards for Work



Outcome

7. Physically and Psychologically Safe Place8. Affirm Performances By Involving Significant

Others9. Provide Opportunities To Work With Others

In Meaningful Ways10.Novelty and Variety In Tasks11. Incorporate Appropriate Choice12.Assign Tasks That Are Real and Important

Standards for a Panther Way



OutcomePersonal Written Reflection

Where do you think our school stands today in relation to the standards for the Panther Way?

Are any of the standards topics on which a group within the PLC ought to focus?

Which standards affect parent involvement and how could they influence the parent involvement plan at your school?

Which standards focus on classroom instruction and how could they influence instruction in our school?



Rubric

Each observation gives the classroom a score on each dimension. Dimensions are described in the instrument with indicators and behavior markers. The dimensions are coded on a scale of 1–7 according to the presence and absence of the indicators and behavior markers.



As is noted in the brief on the CLASS protocol created by the MET Project:

“research findings from over 4,000 classrooms demonstrate that students in classrooms with higher CLASS ratings realize greater gains in social skill and academic development than students in classrooms with lower CLASS ratings” (MET Project, 2010, p. 2).

Rubric



Mid High

1 2 3 4 5 6 7

The low range description fits the classroom/ teacher very well. All, or almost all, relevant indicators in the low range are present.

The low range description mostly fits the classroom/ teacher, but there are one or two indicators that are in the mid range.

The mid range description mostly fits the classroom/ teacher, but there are one or two indicators in the low range.

The mid range description fits the classroom/ teacher very well. All, or almost all, relevant indicators in the mid range are present.

The mid range description mostly fits the classroom/ teacher, but there are one or two indicators in the high range.

The high range description mostly fits the classroom/ teacher, but there are one or two indicators in the mid range.

The high range description fits the classroom/ teacher very well. All, or almost all, of the relevant indicators in the high range are present.

Pianta et al., 2007, p. 8

Rubric



May 1 3:15-4:45

CLASS-S SurveyPart II



Eisenhower High SchoolInstructional Norms

Every subject,

Every class,

Every day



Focus on Literacy• Teachers will provide strategies for students to effectively

read and write in every class.

Understood Learning Objective• Teachers ensure that each student understands the

learning objective.

Eisenhower High School Instructional Norms

Every Subject, Every Class, Every Day



Effective Instructional Practices• Teachers provide instruction and then check for

understanding.• Teachers use student responses to differentiate

instruction to meet diverse learner needs.• Teachers integrate technology into instruction.• Teachers provide bell-to-bell instruction.• Teachers employ strategies for students to develop

and demonstrate higher-order thinking skills.





Monitoring Student Learning• Teachers utilize multiple assessment methods.• Teachers provide frequent and varied opportunities for

students to respond.• Teachers provide immediate, individual/group,

qualitative and quantitative feedback.

Engaging Classroom Environment




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