Background Information on Observation Tools Developed for Oregon Spark Ad Hoc Committee September 2017 Importance of Adult-Child Interactions and Need for Observation Tools The proposed Standards have an increased focus on adult-child interactions. Focusing on adult-child interactions makes the revised system more responsive and research based. First, from a family perspective, the relationship that educators have with their children and how they interact is a significant factor in choosing quality child care. Building systems to measure, improve, and provide feedback and support on adult-child interactions helps increase quality that is valued by families. Second, research indicates that adult-child interactions impact child outcomes. QRISs are built to improve and measure quality so that children are learning and prepared for school and life. Adult-child interactions are best measured by observation, and the proposed standards include standards that can be measured trained reliable observers using research based tools. This document was prepared to address some of the questions about observation tools as we look at how we measure adult-child interactions in Oregon’s Spark. Classroom Assessment Scoring System (CLASS) for Oregon Spark 1. What is What exactly does it measure? The Classroom Assessment Scoring System (CLASS) is an observational tool designed by researchers at the University of Virginia and developed by Teachstone. It measures the quality of adult-child interactions and thus learning environments in child care programs. (See the attached chart from Teachstone.) 2. What research was used to develop the CLASS observation tool? CLASS domains and dimensions are based on developmental theory and research suggesting that interactions between children and adults are the primary way of supporting children's development and learning, and that effective, engaging interactions and environments form the foundation for all learning in early childhood classrooms. Teachstone used research-based, valid indicators and behavior markers of interactions and environment in their development of the tool. The Administration for Children and Families selected CLASS, instrument that has been “an validated by over 10 years of research in educational settings,” as a tool for measuring quality in its Head Start programs. Along with the Environmental Rating Scale (ERS) tools, the Office of Head Start (OHS) chose CLASS because it derives from theory and “developmental
Background Information on Observation Tools Developed for Oregon Spark Ad Hoc Committee September 2017 Importance of Adult-Child Interactions and Need for Observation Tools The proposed Standards have an increased focus on adult-child interactions. Focusing on adult-child interactions makes the revised system more responsive and research based. First, from a family perspective, the relationship that educators have with their children and how they interact is a significant factor in choosing quality child care. Building systems to measure, improve, and provide feedback and support on adult-child interactions helps increase quality that is valued by families. Second, research indicates that adult-child interactions impact child outcomes. QRISs are built to improve and measure quality so that children are learning and prepared for school and life. Adult-child interactions are best measured by observation, and the proposed standards include standards that can be measured trained reliable observers using research based tools. This document was prepared to address some of the questions about observation tools as we look at how we measure adult-child interactions in Oregon’s Spark. Classroom Assessment Scoring System (CLASS) for Oregon Spark 1. What is What exactly does it measure? The Classroom Assessment Scoring System (CLASS) is an observational tool designed by researchers at the University of Virginia and developed by Teachstone. It measures the quality of adult-child interactions and thus learning environments in child care programs. (See the attached chart from Teachstone.) 2. What research was used to develop the CLASS observation tool? CLASS domains and dimensions are based on developmental theory and research suggesting that interactions between children and adults are the primary way of supporting children's development and learning, and that effective, engaging interactions and environments form the foundation for all learning in early childhood classrooms. Teachstone used research-based, valid indicators and behavior markers of interactions and environment in their development of the tool. The Administration for Children and Families selected CLASS, “an instrument that has been validated by over 10 years of research in educational settings,” as a tool for measuring quality in its Head Start programs. Along with the Environmental Rating Scale (ERS) tools, the Office of Head Start (OHS) chose CLASS because it derives from “developmental theory and
Background-Information-on-Observation-Tools-Ad-Hoc-9-14-17.docx