DRAFT Head Start Early Learning Outcomes Framework (HSELOF)* and Infant/Toddler/Pre-K Classroom Assessment Scoring System (CLASS ) Alignment

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1 Head Start Early Learning Outcomes Framework (HSELOF)* and Infant/Toddler/Pre-K Classroom Assessment Scoring System (CLASS ) Alignment I. Introduction of Alignment - HSELOF and CLASS Common Features between the Two Tools Focused on key developmental domains that are essential for school and long-term success Implemented in multiple early childhood program options, including centers and family child care Used in programs serving from infants to age five Implemented by programs to plan daily experiences and inform use of and improvement in effective classroom interactions and intentional teaching practices Distinct but Complementary Features Focus Use Purpose HSELOF The domains reflect research-based expectations for learning and development. The emphasis is on key skills, behaviors, and knowledge that programs must foster in ages birth to five to help them be successful in school and life. Used to guide programs to plan and implement a comprehensive, yet focused, learning program. HSELOF is not an assessment tool but guides the selection of valid, reliable, and useful assessments of s progress. Developed to support all Head Start staff and families across all program options and management systems. Can be shared with directors, managers, teachers, transportation staff, health and nutrition specialists, mental health consultants, disability coordinators, and human relations personnel, among. CLASS Assessment Specific focus on research-based indicators of program quality associated with teacher-child interactions and effective teaching practices. Used to assess and improve the quality of classroom practices linked to improving child outcomes. Based on a developmental continuum to assess quality and support the needs of professionals, administrators, and private/public funders to improve teacher-child interactions and provide high quality early learning experiences to all. Resources Various resources are available on ECLKC. Continuous quality improvement supports and quality assurance functions are provided through comprehensive observer support and professional development resources including online courses, face-to-face and hybrid training, train-the-trainer programs, and coaching. Various resources are available at Methods Criteria Illustrates developmental progressions in its framework. Otherwise not used as an assessment. Describes skills, behaviors, and knowledge that indicate are developing and learning and guides the selection of valid, reliable, and Sample size of classrooms/groups observed vary depending on goals of observations. CLASS scores reflect the quality of the classrooms being observed; program-wide sampling process may be used to assess the quality of the teacher-child interactions in the whole program. Source of evidence is observations conducted by reliable observers.

2 useful assessments of s progress based on the early learning outcomes descriptions. II. Structure of the Two Tools: Head Start Early Learning Outcomes Framework (HSELOF) Domains and CLASS Dimensions HSELOF Infant/Toddler Domains Approaches to Learning Social and Emotional Development Language and Communication Cognition Perceptual, Motor, and Physical Development HSELOF Preschool Domains Approaches to Learning Social and Emotional Development Language and Communication & Literacy Cognition: Mathematics Development & Scientific Reasoning Infant CLASS (one domain: Responsive Caregiving) Relational Climate Teacher Sensitivity Facilitated Exploration Early Language Support Toddler CLASS Domains and Dimensions Emotional and Behavioral Support (domain) Positive Climate Negative Climate Teacher Sensitivity Regard for Child Perspectives Behavior Guidance Engaged Support for Learning (domain) Facilitation of Learning and Development Quality of Feedback Language Modeling Pre-K CLASS Domains and Dimensions Emotional Support (domain) Positive Climate Negative Climate Teacher Sensitivity Regard for Student Perspectives Classroom Organization (domain) Behavior Management Productivity Instructional Learning Formats Perceptual, Motor, and Physical Development Instructional Support (domain) Concept Development Quality of Feedback Language Modeling

3 III. IV. Key Takeaways 1. Effective classroom interactions include caring, nurturing, and emotionally-responsive interactions that build relationships and support s learning and development. 2. Effective classroom interactions translate into positive outcomes for. 3. The developmental progression of the goals in the HSELOF for infants/toddlers and preschoolers are parallel to the CLASS common metric across the ages of infants, toddlers, and pre-k as defined by quality indicators and the assessment process. Crosswalk CLASS Infant Responsive Caregiving Relational Climate Relational behaviors Emotion expression Respect for infants state Lack of adult negativity Teacher Sensitivity Awareness and cue detection Responsiveness Infant comfort Approaches to Learning ATL-1. Engages with familiar adults for calming and comfort, to focus attention, and to share joy. ATL-3. Child maintains focus and sustains attention with support. ATL-4. Child develops the ability to show persistence in actions and behavior. ATL 7. Child shows interest in and curiosity about objects, materials, or events. ATL-8. Child uses creativity to increase understanding and learning. ATL-1. Child manages feelings and emotions with support of familiar adults ATL-2. Child manages actions and behavior with support of familiar adult ATL-3. Child maintains focus and sustains attention with support. ATL-4. Child develops the ability to show persistence Head Start Early Learning Outcomes Framework - Infant/Toddler Social and Emotional Development SE-1. Child develops expectations of consistent, positive interactions through secure relationships with familiar adults SE-2. Child uses expectations learned through repeated experiences in primary relationships to develop relationships with other adults Language and Literacy Cognition Perceptual, Motor, and Physical Development. LC-4. Child uses and language to engage in interaction. SE-7. Child recognizes and interprets emotions of with the support of familiar adults LC-1. Child attends to, understands, and responds to language from.. LC-3. Child communicates needs and wants C-6. Child learns to use a variety of strategies in solving problems PMP-5. Child uses sensory information and body awareness to understand how their body relates to the environment

4 Facilitated Exploration Involvement Infant focused Expansion of infants experience Early Language Support Teacher talk Communication support Communication extension in actions and behavior. ATL-5. Child demonstrates the ability to be flexible in actions and behavior. ATL-7. Child shows interest in and curiosity about objects, materials, or events. ATL-8. Child uses creativity to increase understanding and learning. ATL-3. Child maintains focus and sustains attention with support ATL-4. Child develops the ability to show persistence in actions and behavior ATL-5 Child demonstrates the ability to be flexible in actions and behavior. ATL-7 Child shows interest in and curiosity about objects, materials, or events. ATL-8. Child uses creativity to increase understanding and learning ATL-6 Child demonstrates emerging initiative in interactions, experiences, and explorations. ATL-8 Child uses creativity to increase understanding and learning. ATL-9 Child shows imagination in play and interactions with. SE-4. Child shows interest in, interacts with, and develops personal relationships with other SE-5. Child imitates and engages in play with other SE-12. Child shows confidence in own abilities through relationships with SE-13. Child develops a sense of belonging through relationships with non-verbally and by using language. LC-6. Child initiates and language to learn and gain information.. LC-3. Child communicates needs and wants non-verbally and by using language. LC-1. Child attends to, understands, and responds to language from LC-3. Child communicates needs and wants non-verbally and by using language C-1. Child actively explores people and objects to understand self,, and objects C-2. Child uses understanding of causal relationships to act on social and physical environments C-4. Child recognizes the stability of people and objects in the environment C-12. Child uses objects or symbols to represent something else C-13. Child uses pretend play to increase understanding of culture, environment, and experiences C-12. Child uses objects or symbols to represent something else PMP-1. Child uses perceptual information to understand objects, interactions PMP-2. Child uses perceptual information in directing own actions, interactions PMP-7. Child uses hands for exploration, play, and daily routines PMP-8. Child adjusts reach and grasp to use tools PMP-9. Child demonstrates healthy behaviors with increasing as part of everyday routines

5 CLASS Toddler Emotional and Behavioral Support Positive Climate Relationships Positive affect Respect Approaches to Learning ATL-2. Child manages actions and behavior with support of familiar adult LC-4. Child uses and language to engage in interaction. L-5. Child uses increasingly complex language in conversation with. LC-6. Child initiates and language to learn and gain information. Head Start Early Learning Outcomes Framework - Infant/Toddler Social and Emotional Development SE-1. Child develops expectations of consistent, positive interactions through secure relationships with familiar adults SE-2. Child uses expectations learned through repeated experiences in primary relationships to develop relationships with other adults SE-4. Child shows interest in, interacts with, and develops personal relationships with other (Peer Connection) SE-5. Child imitates and engages in play with other (Peer Connection) SE-7. Child recognizes and interprets emotions of with the support of Language and Literacy Cognition Perceptual, Motor, and Physical Development LC-4. Child uses and language to engage in interactions. C-1. Child actively explores people and objects to understand self,, and objects. PMP-1. Child uses perceptual information to understand objects, interactions PMP-2. Child uses perceptual information in directing own actions, interactions

6 Negative Climate Negative affect Punitive control Teacher negativity Child negativity Teacher Sensitivity Awareness Responsiveness Child comfort ATL-1. Child manages feelings and emotions with support of familiar adults ATL-2 Child manages actions and behavior with support of familiar adults familiar adults (Peer Connection) SE-8. Child expresses care and concern towards (Relationship) SE-10. Child shows awareness about self and how to connect with (Peer Connection) SE-12. Child shows confidence in own abilities through relationships with (Relationships) SE-13. Child develops a sense of belonging through relationship with (Relationship) SE-8. Child expresses care and concern towards SE-1. Child develops expectations of consistent, positive interactions through secure relationships with familiar adults SE-3. Child learns to use adults as a resource to meet needs SE-6. Child learns to express a range of emotions SE-7. Child recognizes and interprets emotions of with the support of familiar adults SE-9. Child manages emotions with the support of familiar adults LC-3. Child communicates needs and wants non-verbally and by using language

7 Regard for Child Perspectives Child focus Flexibility Support of Behavior Guidance Proactive Supporting positive behavior Problem behavior Engaged Support for Learning Facilitation of Learning and Development Active facilitation Expansion of cognition Children s active engagement ATL-5. Child demonstrates the ability to be flexible in actions and behavior ATL-9. Child shows imagination in play and interactions with ALT-5. Child demonstrates the ability to be flexible in actions and behavior ATL-3. Child maintains focus and sustains attention with support. ATL-4. Child develops the ability to show persistence in actions and behavior. ATL-6. Child demonstrates emerging initiative in interactions, experiences, and exploration ATL-7. Child shows interest in and curiosity about objects, materials, or events SE-10. Child shows awareness about self and how to connect with SE-11. Child understands some characteristics of self and SE-12. Child shows confidence in own abilities through relationships with SE-6. Child learns to express a range of emotions SE-7. Child recognizes and interprets emotions of with the support of familiar adults SE-4. Child shows interest in, interacts with, and develops personal relationships with other SE-5. Child imitates and engages in play with other SE-13. Child develops a sense of belonging through relationship with LC-1. Child attends to, understands, and responds to language from. LC-4. Child uses and language to engage in interaction LC-6. Child initiates and language to learn and gain information LC-4. Child uses and language to engage in interaction LC-1. Child attends to, understands, and responds to language from LC-5. Child uses increasingly complex language in conversation with LC-6. Child initiates and language to learn and gain information LC-9. Child attends to, C-4. Child recognizes the stability of people and objects C-1. Child actively explores people and objects to understand self,, and objects C-2. Child uses understanding of causal relationships to act on social and physical environments C-1. Child actively explores people and objects to understand self,, and objects C-2. Child uses understanding of causal relationships to act on social and physical environments C-3. Child recognizes differences between familiar and unfamiliar people, objects, actions or events C-5. Child uses memories as a foundation for more complex actions and thoughts C-6. Child learns to use a PMP-9. Child demonstrates healthy behaviors with increasing as part of everyday routines PMP-11. Child demonstrates increasing interest in engaging in healthy eating habits and making nutritious food choices PMP-10. Child uses safe behaviors with support from adults PMP-1. Child uses perceptual information to understand objects, interactions PMP-2. Child uses perceptual information in directing own actions, interactions

8 Quality of Feedback Scaffolding Providing information Encouragement and affirmation ALT-6. Child demonstrates emerging initiative in interactions, explorations. ALT-8. Child uses creativity to increase understanding and learning SE-7. Child recognizes and interprets emotions of with the support of familiar adults repeats, and uses some rhymes, phrases, or refrains from stories or songs LC-10. Child handles books and relates them to their stories or information LC-12. Child comprehends meaning from pictures and stories LC-13. Child makes marks and uses them to represent objects or actions LC-5. Child uses increasingly complex language in conversation with LC-10. Child handles books and relates them to their stories or information LC-11. Child recognizes pictures and some symbols, signs, or words LC-12. Child comprehends meaning from pictures and stories variety of strategies in solving problems C-7. Child uses reasoning and planning ahead to solve problems C-8. Child develops sense of number and quantity C-9. Child uses spatial awareness to understand objects and their movement in space C-10. Child uses matching and sorting of objects or people to understand similar and different characteristics C-12. Child uses objects or symbols to represent something else C-13. Child uses pretend play to increase understanding of culture, environment, and experiences Language Modeling Supporting language use Repetition and extension Self- and parallel talk Advanced language LC-1. Child attends to, understands, and responds to language from C-5. Child uses memories as a foundation for more complex actions and thoughts C-11. Child observes and imitates sounds, words, gestures, actions, and behaviors.

9 CLASS Pre-K Emotional Support Positive Climate Relationships Positive Affect Positive Communication Respect Approaches to Learning ATL-1. Child manages emotions with increasing ATL-2. Child follows classroom rules and routines with increasing ATL-3. Child appropriately handles and takes care of classroom materials ATL-4. Child manages actions, words, and behavior with increasing LC-3. Child communicates needs and wants non-verbally and by using language LC-5. Child uses increasingly complex language in conversation with LC-7. Child understands an increasing number of words used in communication with LC-8. Child uses an increasing number of words in communication and conversation with LC-11. Child recognizes pictures and some symbols, signs, or words LC-12. Child comprehends meaning from pictures and stories C-12. Child uses objects or symbols to represent something else C-13. Child uses pretend play to increase understanding of culture, environment, and experiences Head Start Early Learning Outcomes Framework - Preschool Social and Emotional Development SE-1. Child engages in and maintains positive relationships and interactions with adults SE-2. Child engages in prosocial and cooperative behavior with adults SE-3. Child engages in and maintains positive interactions and relationships with other SE-4. Child engages in cooperative play with other Language and Literacy Cognition Perceptual, Motor, and Physical Development LC-1. Child attends to language from. LC-4. Child understands, follows, and uses appropriate social and conversational rules PMP-2. Child uses perceptual information to guide motions and interactions with objects and other people.

10 Negative Climate Negative Affect Punitive Control Sarcasm/Disrespect Severe Negativity Teacher Sensitivity Awareness Responsiveness Addresses Problems Student Comfort Regard for Student Perspectives Flexibility and Student Focus Support for Autonomy and Leadership Student Expression Restriction of Movemen t Classroom Organization Behavior Management Clear Behavior Expectations Proactive Redirection of Misbehavior Student Behavior ATL-5. Child demonstrates an increasing ability to control impulses ATL-6. Child maintains focus and sustains attention with minimal adult support ATL-10. Child demonstrates initiative and ATL-12. Child expresses creativity in thinking and communication ATL-13. Child uses imagination in play and interactions with ALT-2 Child follows classroom rules and routines with increasing. ATL-7. Child persists in tasks ATL-8. Child holds information in mind and manipulates it to perform tasks ATL-9. Child demonstrates flexibility in thinking and behavior SE-5. Child uses basic problem-solving skills to resolve conflicts with other SE-6. Child expresses a broad range of emotions and recognizes these emotions in self and SE-7. Child expresses care and concern toward SE-8. Child manages emotions with increasing SE-9. Child recognizes self as a unique individual having own abilities, characteristics, emotions, and interests SE-7. Child expresses care and concern toward SE-8. Child manages emotions with increasing LC-5. Child expresses self in increasingly long, detailed, and sophisticated ways LC-6. Child understands and uses a wide variety of words for a variety of purposes LC-1. Child attends to language from PMP-2. Child uses perceptual information to guide motions and interactions with objects and other people. PMP-3. Child demonstrates increasing control, strength, and coordination of small muscles PMP-4. Child demonstrated personal hygiene and self-care skills PMP-5. Child develops knowledge and skills that help promote nutritious food choices and eating habits PMP-1. Child demonstrates control, strength, and coordination of large muscles PMP-2. Child uses perceptual information to guide motions and interactions with objects and other people. PMP-3. Child demonstrates increasing control, strength, and coordination of small muscles PMP-6. Child demonstrates knowledge of personal safety practices and routines

11 Productivity Maximizing Learning Time Routines Transitions Preparation Instructional Learning Formats Effective Facilitation Variety of Modalities and Materials Student Interest Clarity of Learning Objectives Instructional Support Concept Development Analysis and Reasoning Creating Integration Connections to the Real World ALT-3. Child appropriately handles and takes care of classroom materials. ATL-9. Child demonstrates flexibility in thinking and behavior ATL-10. Child demonstrates initiative and ATL-11. Child shows interest in and curiosity about the world around them ATL-8. Child holds information in mind and manipulates it to perform tasks ALT-12. Child expresses creativity in thinking and communication. ALT- 11. Child shows interest in and curiosity about the world around them. ALT-13 Child uses imagination in play and interactions with. SE-9. Child recognizes self as a unique individual having own abilities, characteristics, emotions, and interests LC-1. Child attends to language from LC-2. Child understands and responds to increasingly complex language from LC-3. Child varies the amount of information provided to meet the demands of the situation LC-7. Child shows understanding of word categories and relationships among words LIT-5. Child asks and answers questions about a book that was read aloud. LIT-6. Child writes for a variety of purposes using increasingly sophisticated marks. MATH-1. Child knows number names and the count sequence MATH-2. Child recognizes the number of objects in a small set MATH-3. Child understands the relationship between numbers and quantities MATH-4. Child compares numbers MATH-5. Child associates a quantity with written numerals up to 5 and begins to write numbers MATH-6. Child understands addition as adding to and understands subtraction as taking away from MATH-7. Child understands simple patterns MATH-8. Child measures objects by their various attributes using standard and non-standard measurement. Uses differences in attributes to make comparisons. MATH-9. Child identifies, PMP-6. Child demonstrates knowledge of personal safety practices and routines

12 Quality of Feedback Scaffolding Feedback Loops Prompting Thought Processes Providing Information Encouragement and Affirmation ALT-7. Child persists in tasks. ALT-8. Child holds information in mind and manipulates it to perform tasks. LC-5. Child expresses self in increasingly long, detailed, and sophisticated ways LC-6. Child understands and uses a wide variety of words for a variety of purposes LIT-1. Child demonstrates awareness that spoken language is composed of smaller segments of sound. LIT-4. Child demonstrates an understanding of narrative structure through storytelling/re-telling. describes, compares, and composes shapes MATH-10. Child explores the positions of objects in space SCI-1. Child observes and describes observable phenomena (objects, materials, organisms, and events) SCI-3. Child compares and categorizes observable phenomena SCI-4. Child asks a question, gathers information, and makes predictions SCI-5. Child plans and conducts investigations and experiments MATH-6. Child understands addition as adding to and understands subtraction as taking away from SCI-2. Child engages in scientific talk SCI-3. Child compares and categorizes observable phenomena SCI-4. Child asks a question, gathers information, and makes predictions SCI-5. Child plans and conducts investigations and experiments SCI-6. Child analyzes results, draws conclusions, and communicates results Language Modeling ALT-13. Child uses SE-9. Child recognizes self LC-4. Child understands, SCI-2. Child engages in

13 Frequent Conversations Open-Ended Questions Repetition and Extension Self- and Parallel Talk Advanced Language imagination in play and interactions with. as a unique individual having own abilities, characteristics, emotions, and interests SE-10. Child expresses confidence in own skills and positive feelings about self SE-11. Child has sense of belonging to family, community, and other groups follows, and uses appropriate social and conversational rules LC-5. Child expresses self in increasingly long, detailed, and sophisticated ways LC-6. Child understands and uses a wide variety of words for a variety of purposes LC-7. Child shows understanding of word categories and relationships among words LIT-5. Child asks and answers questions about a book that was read aloud. scientific talk SCI-4. Child asks a question, gathers information, and makes predictions SCI-5. Child plans and conducts investigations and experiments SCI-6. Child analyzes results, draws conclusions, and communicates results.

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