E-8 Child Guidance Negative affect Negative Climate Contractor’s guidance policy must Irritability, anger, harsh Reflects the overall prohibit any person on the premises from voice, peer aggression, level of expressed using: disconnected or escalating 19. Corporal punishment, including any negativity in the negativity means of inflicting physical pain or classroom: the Punitive control causing bodily harm to a child. frequency, quality and Yelling, threats, physical Met Not Met control, harsh punishment intensity of teacher Sarcasm/disrespect 20. Holding, grabbing or moving the child and peer negativity are in an aggressive manner to cause them to Sarcastic voice/statement, measured. comply. teasing, humiliation Met Not Met Severe negativity Victimization, bullying, 21. Verbal abuse, such as yelling, physical punishment shouting, name calling, shaming, making derogatory remarks about a child or the *Negative climate is scaled in the opposite direction of the other child’s family, or using language that CLASS dimensions. Higher negativity indicates lower quality. threatens, humiliates or frightens a child. Met Not Met E-4 Curriculum Awareness Teacher 3. Choice, decision-making and problem Anticipates problems and Sensitivity solving. plans appropriately, notices Met Not Met The teacher’s lack of understanding and/or difficulties awareness of and E-7 Adult-Child Interactions Responsiveness responsivity to 3. Validate children’s feelings. Acknowledges emotions, Met Not Met students’ academic provides comfort and and emotional needs. assistance, provides 4. Respond to children’s requests and individualized support questions. Addresses problems Met Not Met Helps in an effective and 7. Pay attention to children to learn about timely manner, helps resolve their individual interests, ideas, questions problems and theories. Met Not Met Student Comfort Seeks support and guidance, E-8 Child Guidance freely participates, takes 4. Supervising children’s activities. risks Met Not Met 6. Modeling and teaching social skills, such as turn-taking, cooperation, waiting, treating others kindly and conflict resolution. Met Not Met
Negative Climate Reflects the overall level of expressed negativity in the classroom: the frequency, quality and intensity of teacher and peer negativity are measured. Negative affect Irritability, anger, harsh voice, peer aggression, disconnected or escalating negativity *Negative climate is scaled in the opposite direction of the other CLASS dimensions. Higher negativity indicates lower quality. E-8 Child Guidance Contractor’s guidance policy must prohibit any person on the premises from using: 19. Corporal punishment, including any means of inflicting physical pain or causing bodily harm to a child. Met Not Met 20. Holding, grabbing or moving the child in an aggressive manner to cause them to comply. Met Not Met 21. Verbal abuse, such as yelling, shouting, name calling, shaming, making derogatory remarks about a child or the child’s family, or using language that threatens, humiliates or frightens a child. Met Not Met Punitive control Yelling, threats, physical control, harsh punishment Sarcasm/disrespect Sarcastic voice/statement, teasing, humiliation Severe negativity Victimization, bullying, physical punishment Teacher Sensitivity The teacher’s awareness of and responsivity to students’ academic and emotional needs. Awareness Anticipates problems and plans appropriately, notices lack of understanding and/or difficulties E-4 Curriculum 3. Choice, decision-making and problem solving. Met Not Met E-7 Adult-Child Interactions 3. Validate children’s feelings. Met Not Met 4. Respond to children’s requests and questions. Met Not Met 7. Pay attention to children to learn about their individual interests, ideas, questions and theories. Met Not Met E-8 Child Guidance 4. Supervising children’s activities. Met Not Met 6. Modeling and teaching social skills, such as turn-taking, cooperation, waiting, treating others kindly and conflict resolution. Met Not Met Responsiveness Acknowledges emotions, provides comfort and assistance, provides individualized support Addresses problems Helps in an effective and timely manner, helps resolve problems Student Comfort Seeks support and guidance, freely participates, takes risks
Pre_K_CLASS_Observation_Feedback_including_ECEAP_standards.docx