The ECE Leader's Guide To Improving CLASS® Scores With LENA Grow®
You can’t improve what you don’t measure. If you’re reading this, you likely already know your CLASS scores aren’t where you want them to be.
The good news? You’re not alone. And there’s a clear path forward.
- What can you say about your CLASS scores?
- Why is moving the needle so hard for some domains
What Can You Say About Your CLASS Scores?
Keep reading to discover how data-driven professional development can transform your CLASS scores — and your teachers’ confidence.
Note: This page refers to the 2008 version of the CLASS manuals and will be updated when the 2nd edition manuals are more widely adopted.
Why Moving the Needle Is Hard for Some Domains
Some domains naturally improve with experience and basic training. Others require a different approach entirely. The domains that prove most challenging share one thing in common: They all require real-time, responsive interaction with children.
Example: Engaged Support for Learning (Toddler)
Language Modeling | Quality of Feedback | Facilitation of Learning & Development |
|---|---|---|
What it measures: Rich language input, conversations, self and parallel talk, advanced vocabulary | What it measures: Scaffolding learning, expanding on children’s responses, creating back-and-forth exchanges | What it measures: Active teacher involvement in supporting exploration, concept development, reasoning |
Why more support is needed: Teachers often talk AT children rather than WITH them. Without objective data, it’s nearly impossible to know how much actual conversation is happening — especially with infants and toddlers who can’t respond in full sentences yet. | Why more support is needed: Requires in-the-moment decision-making and individualized responses to each child’s unique communication style | Why more support is needed: Requires moving beyond basic caregiving or managing behavior to intentionally deepening children’s thinking |