All Things CLASS

Hello,

I am a coach that specifically works with pre-school, age 4, teachers around CLASS. I have noticed that, if my teachers teach phonemic awareness explicitly (like using the Haggerty curriculum), they usually score low in instructional support for that cycle, which does make some sense. I am wondering, is there a way for teachers to teach letter names, sounds, etc. and not score low in the IS Domain? Usually those phonemic awareness skill drills are no more than 5 mins, but still, during a 20 min cycle that has an impact. I don't want to advise teachers to NOT do what they normally do on the day of their observation because CLASS is there. Any advice?

I absolutely love this question. It also applies to other aspects of curricula that require teachers to use more rote-type questioning. I see it fairly often as an observer, and my reaction is the same as yours, Brittany. Hope you get some responses!

Hello,

I am a coach that specifically works with pre-school, age 4, teachers around CLASS. I have noticed that, if my teachers teach phonemic awareness explicitly (like using the Haggerty curriculum), they usually score low in instructional support for that cycle, which does make some sense. I am wondering, is there a way for teachers to teach letter names, sounds, etc. and not score low in the IS Domain? Usually those phonemic awareness skill drills are no more than 5 mins, but still, during a 20 min cycle that has an impact. I don't want to advise teachers to NOT do what they normally do on the day of their observation because CLASS is there. Any advice?

Hello,

I am a coach that specifically works with pre-school, age 4, teachers around CLASS. I have noticed that, if my teachers teach phonemic awareness explicitly (like using the Haggerty curriculum), they usually score low in instructional support for that cycle, which does make some sense. I am wondering, is there a way for teachers to teach letter names, sounds, etc. and not score low in the IS Domain? Usually those phonemic awareness skill drills are no more than 5 mins, but still, during a 20 min cycle that has an impact. I don't want to advise teachers to NOT do what they normally do on the day of their observation because CLASS is there. Any advice?

Hello,

I am a coach that specifically works with pre-school, age 4, teachers around CLASS. I have noticed that, if my teachers teach phonemic awareness explicitly (like using the Haggerty curriculum), they usually score low in instructional support for that cycle, which does make some sense. I am wondering, is there a way for teachers to teach letter names, sounds, etc. and not score low in the IS Domain? Usually those phonemic awareness skill drills are no more than 5 mins, but still, during a 20 min cycle that has an impact. I don't want to advise teachers to NOT do what they normally do on the day of their observation because CLASS is there. Any advice?

Hello,

I am a coach that specifically works with pre-school, age 4, teachers around CLASS. I have noticed that, if my teachers teach phonemic awareness explicitly (like using the Haggerty curriculum), they usually score low in instructional support for that cycle, which does make some sense. I am wondering, is there a way for teachers to teach letter names, sounds, etc. and not score low in the IS Domain? Usually those phonemic awareness skill drills are no more than 5 mins, but still, during a 20 min cycle that has an impact. I don't want to advise teachers to NOT do what they normally do on the day of their observation because CLASS is there. Any advice?

I have observed for PreK as well for several years and we use Haggerty.  I think the beauty of CLASS is the 80 minute cycle naturally balances itself out.  While Instructional Support might be lower during Haggerty, other areas are more positively impacted.  It's only 5-10 minutes of an 80 minute cycle so the impact in scoring shouldn't be too overwhelmingly low.  It's also a great way to point out to teachers how important it is to balance our your day with other times of activities and discussion that reflect strong Instructional Support.  Hope that helps!

Hello,

I am a coach that specifically works with pre-school, age 4, teachers around CLASS. I have noticed that, if my teachers teach phonemic awareness explicitly (like using the Haggerty curriculum), they usually score low in instructional support for that cycle, which does make some sense. I am wondering, is there a way for teachers to teach letter names, sounds, etc. and not score low in the IS Domain? Usually those phonemic awareness skill drills are no more than 5 mins, but still, during a 20 min cycle that has an impact. I don't want to advise teachers to NOT do what they normally do on the day of their observation because CLASS is there. Any advice?