Hi @Paula Giglio, @dr. joanne hunter, and @Geraldine Fernandez,
Thank you all again for your messages! After speaking with some of our CLASS experts, here is some information I've gathered.
CLASS Second Edition
We recognized CLASS 2008 did not capture all diverse learning environments, including those you've mentioned with multilingual students. This was a massive driver to create CLASS Second Edition, as we wanted the tool to be more inclusive. Teachstone is confident that observers who have transitioned to Second Edition will be able to measure the interactions in the classroom with greater consideration for equity. We also offer additional CLASS Observation Support you might be interested in! If you have any questions about CLASS Second Edition, please let us know!
Test feedback
The feedback we can give after you've completed your reliability test is general on purpose. It is meant to guide you in your studies before completing your next reliability attempt rather than to be used like the feedback you receive for the practice videos. Part of this is to minimize the recording of scores for each video. If we provided the scores and justification for each, we would not be able to utilize those videos for future testing. Teachstone offers no-cost, individualized reliability support to anyone who has not successfully passed their first two attempts. If you'd like more specific feedback based on your score report, talking to one of our CLASS experts is a great way to get detailed information before attempting to achieve reliability again. Please note that Teachstone's reliability support team can only provide help if you are in between testing attempts, not if you have begun a new attempt.
Master Coding and CLASS Research
For each video, a group of master coders score the video individually and then meet to create a consensus code. Therefore, there isn't one person I can refer you to, but if you have any questions about the scores for a video, I can always share this feedback!
The research for the CLASS tool has been conducted over the years, mainly by researchers at the University of Virginia. The CLASS Research is briefly mentioned during training,and there is additional information in your CLASS manual. If you're interested in more in-depth information, you can always email us, and we can connect you with someone who can share more specifics.
I hope this response is helpful. Please let me know if you have any additional questions!
Best,
Allison
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Allison Bloomfield
Silver Spring MD
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Original Message:
Sent: 01-18-2023 08:27
From: Paula Giglio
Subject: Multi Lingual Learners Early 3 year old classrooms
First I want to say that I absolutely love the Classroom Assessment Scoring System and how it increases the quality of interactions within the classroom environment .
Recently, our 3 yr old class was observed and prior to the observation I pondered my thoughts regarding how many children did not speak yet. Most of our 3 year old children are young 3's and speak several languages at home. Having such diversity has been a highlight of my administrating experience. Perhaps there may be additional assessment behavioral markers for DLL and MLL classrooms that I am not aware of. While the teacher made many attempts at conversing with the children, the responses were limited and fragmented. These fragmented conversations will directly impact the scoring on QF, and Feedback Loops. Hence, Instructional Support numbers will be lower.
Has anyone had an experience where CD, QF, and LM scores were in the high range even though the children were not able to express themselves in English very well? I would be curious to hear other experiences regarding MLL learners and the CLASS assessment experience.
Thank you in advance for your responses.
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PaulaGiglio
East NorthportNY
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