ENVIRONMENTALASSESSMEN 1

Environmental Assessment

Celia Nguyen

Louisiana State University

ENVIRONMENTALASSESSMEN 2
T

Environmental Assessment Instruments

The purpose of the environmental assessments are to assess elements of the classroom

and how teachers operate inside their classroom (Wortham, 2012). The instruments are used in

all grades in early childhood. There are many tools one can use to assess inside the classroom.

All environmental assessment instruments are used to assess the quality of certain elements in

the classroom. The four instruments are the Early Childhood Rating Scale (ECERS), National

Association for the Education of Young Children (NAEYC), The Classroom Assessment Scoring

System (CLASS), and, Early Language and Literacy Classroom Observation (ELLCO). By using

these instruments, it will assure teachers if their class is high quality or needs improvement.

The Early Childhood Rating Scale (ECERS)

General Description

The Early Childhood Rating Scale (ECERS) is a “representative of appropriate

environmental assessments” (Wortham, 2012, p.49). The ECERS is used to assess the quality of

all domains used inside the classroom. The ECERS is measures care routines, language/literacy,

space/furnishing, learning activities, interaction, and program structure.

Reliability & Validity

Reliability and validity are often thought of as two different ideas. In reality reliability

and validity are related. Reliability of an instrument refers to the consistency of scores over time

and among different raters” (Clifford & Reszka, 2010, p.6). Validity “is an indicator of weather

the instrument measures what it is intended to measure” (Clifford & Reszka, 2010, p.9).

Reliability and validity is needed to produce a reliable score. All of the Environmental Rating

Scales were created to assess realistic objectives in the classroom. When using one of the
ENVIRONMENTALASSESSMEN 3
T

Environmental Rating Scales researches hope to have consistency of scores. That way they know

that the instrument used is reliability. To get a reliable score the instrument used must be re-

tested multiple times. The instrument used should measure what it is intended to measure. It is

also important to have data that will support composite score. There needs to be evidence that is

gathered for the assessment to be reliable (Clifford & Reszka, 2010).

Environmental Objectives

The ECERS measures the quality of different domains in the classroom. There are six

categories that the ECERS measures. The domains are personal care routine, language/literacy,

learning activities, interactions, program structure, space and furnishing. There will be thirty-five

items that the ECERS will score. For more information about the ECERS, refer to appendix A.

Recommendations

 Under ECERS, indoor space under Space and Furnishing, the composite score is 4.

Classroom space is furnished with basic furniture, ventilated, no hazards, clean, and well

lit. There were no accommodations for students with a disability. The ECERS

recommends under indoor space 7.2, to provide accommodations There are no

accommodations for students with a disability. Even with no students with a disability,

teacher can create more space in the class by taking away more furniture. This way it can

be more accessible for wheelchairs and walkers (Harms, Clifford, Cryer, 2015).

 Under the ECERS, furnishings for care, play, and learning under space and furnishing,

the overall composite score is 4. There is minimal amount of soft furniture in the

classroom. The teacher only provides floor seats for students. The ECERS recommends

under 5.4 to provide a substantial amount of soft furniture (Harms, Clifford, Cryer, 2015).
ENVIRONMENTALASSESSMEN 4
T

Currently due the Corona Virus, the school is not allowing any soft objects inside the

class. Anything that is not easy to clean is not allowed.

 On the ECERS scoresheet, arrangement of play under space and furnishing, the overall

composite score is 6. The teacher set up the dramatic play center and the reading center

right next to one another. The ECERS recommends under room arrangement for play and

learning 7.1 is to separate dramatic play center from the library center (Harms, Clifford,

Cryer, 2015). These two centers should be on different sides of the room. To fulfill

requirement 7.1, these centers need to be moved away from each other.

 On the ECERS scoresheet, child- related display under space and furnishing, the overall

composite score for child-related display is 6 on the ECERS scoresheet. There are

paintings and drawings displayed on the boards. Students have not done any three-

dimensional work. The ECERS recommends under child-related display 7.4, there should

be three-dimensional child-work displayed (Harms, Clifford, Cryer, 2015). The

classroom only has display of one-dimensional artwork. Teacher can incorporate more

three-dimensional work for students to complete.

 On the ECERS scoresheet, for gross motor equipment under space and furnishing, the

overall composite score for gross motor equipment is 5. The teacher provides multiple

equipment inside but not outside. The ECERS recommend under gross motor equipment

7.1,7.2, and 7.3 to supply variety of equipment indoors and outdoors (Harms, Clifford,

Cryer, 2015). There is many equipment provided for students inside the classroom. Once

students are outside, they are only provided with balls and bubbles. Students have a

playground and balls when they play outside. There are no bikes or helmets provided for

students. Teacher can add more things like chalk, jump rope, or small bikes for students.
ENVIRONMENTALASSESSMEN 5
T

 On ECERS scoresheet for health pratices under personal care routine, the overall

composite score is 6. There are no display or picture of words in the class to remind

students of health practices. Due to this reason the teacher scored a 6. The ECERS

recommends under health practices 7.3, instructions of health practices should be

displayed (Harms, Clifford, Cryer, 2015). Teacher will remind students by mouth only.

Teacher will need to print out visuals to remind students about health practices.

 The ECERS scoresheet, for safety practices under personal care routine, the overall

composite score is 6. There are no major hazards in the class. There is only one tripping

hazard. The magnet center is right near the front door, with a bucket of magnets on the

floor. The ECERS recommend under safety practices 7.1, there should be no minor or

major tripping hazards in the class (Harms, Clifford, Cryer, 2015). The magnet center

should be moved away from the walking path to improve the overall score.

 Overall on instrument A, ECERS scoresheet, helping children expand vocabulary under

language and literacy, the composite score is 4. During the observation, the teacher did

not expand on the meanings of words. The ECERS recommend under helping children

expand vocabulary 7.3 staff to expand on ideas for children (Harms, Clifford, Cryer,

2015). Teachers can expand on ideas when students ask or plan it into their lesson plans.

 The composite score is 4 based on instrument A, ECERS scoresheet, for Art under

learning activities. There was minimal use of complex arts materials was used in class.

There are watercolors, paint, and paper cutting that was use completed during class. The

ECERS recommends under art 5.1 and 7.1, to provide materials for all categories of art.

The categories for 5.1 are drawing, paints, college, 3-D, and tools. Under 7.1 staff is

observing children when using complex art materials, which children did not complete
ENVIRONMENTALASSESSMEN 6
T

any 3-D art (Harms, Clifford, Cryer, 2015). Students should be provided with activities

involving 3D- art, boxes, tissue paper, or cotton balls. The teacher can improve art

activities by adding more materials.

 The composite score is 2 based on instrument A, ECERS scoresheet, for music and

movement under learning activities. The teacher incorporates many physical movements

during class. Songs are played after every activity to let students know it is time to clean

up or move on the next activity. There are not any musical instruments provided for

students. The ECERS recommends for music and movement 5.1 to have music

instruments accessible for about an hour during center time (Harms, Clifford, Cryer,

2015). Teacher can add a music center to center time. Students should have a center just

for them to explore musical instruments.

 Based on the ECERS scoresheet, for blocks under learning activities the composite score

is 6. No hollow blocks are accessible for students. The ECERS recommends under blocks

7.1 to have large hollow blocks for children (Harms, Clifford, Cryer, 2015). The teacher

can add hollow blocks into the Math or Motor skill center.

 Based on the, ECERS scoresheet, for Dramatic play under learning activities the

composite score is 6. The teacher did not meet the requirement of 7.1. In dramatic play

center there were no representation of diversity. There were no dolls, foods, or pictures of

different races/cultures. Instead the theme in the dramatic play is apples. Everything in

that center is all related to apples. The ECERS recommends under Dramatic play 7.1 to

have at least 4 objects that represent diversity (Harms, Clifford, Cryer, 2015). The

classroom needs more visual representation of different cultures. The teacher can add
ENVIRONMENTALASSESSMEN 7
T

posters, toys, or instruments for students to be familiar with other cultures. In dramatic

play there can be dolls, foods, or pictures to represent diversity.

 Based on the ECERS scoresheet, for Nature/Science under learning activities the

composite score is 4. The teacher did not meet the requirement under 5.1. There was not

an abundance amount of resources for nature/science. The ECERS recommends under

nature/science 5.1 for teachers to provide more than 15 materials under the nature/science

category (Harms, Clifford, Cryer, 2015). No factual books are displayed on the book

shelve. There are more non-fiction books on the shelve. The teacher can provide more

natural objects into the discovery center.

 Based on instrument A, ECERS scoresheet, for Math materials and activities under

learning activities the composite score is 4. The teacher did not meet the requirement

under Math materials and activities 5.1. The Math center needs more math materials to

meet this requirement. The ECERS recommend under Math materials and activities 5.1

there should at least 10 different learning manipulatives for the Math center (Harms,

Clifford, Cryer, 2015). There are only 6 appropriate math materials. The teacher only

needs to add 4 more math materials to the math center. Also, the teacher should ask more

questions that will stimulate reasoning.

 Based on instrument A, ECERS scoresheet, Math in daily events under learning activities

the composite score is 4. The teacher did not meet the requirement of 5.2. There was only

one interaction observed when staff is encouraging math into student’s daily routine.

Students were reminded how many they have lefts during recess. The ECERS

recommends under Math in daily events 5.1 to have many encouraging insists of math in

children’s daily routine (Harms, Clifford, Cryer, 2015). The teacher can engage children
ENVIRONMENTALASSESSMEN 8
T

in more conversations about non-math areas. Conversations can about how many

ingredients are needed to make an apple pie. It can also be about how much water do we

need to drink in a day.

 Based on instrument A, ECERS scoresheet, understanding written numbers under

learning activities the composite score is 6. The teacher did not meet the requirements

under 7.3 and 7.4. Under 7.3 there was no evidence of staff showing explaining the

meaning of printed numbers. Then under 7. 4, there was no evidence of printed numbers

being related to finger counting. The ECERS recommends under understanding written

numbers 7.3 for teachers to explain to students the meaning of printed numbers often un

the classroom. 7.4 recommends staff to correlate printed numbers with figures shown

(Harms, Clifford, Cryer, 2015). Staff can explain meaning of printed numbers through

flashcards or page numbers in a book. On the other hand, to meet the requirement for 7.4,

staff can bring attention to students about printed number related to the number of figures

shown by counting number blocks or posters.

 Based on instrument A, ECERS scoresheet, promoting acceptance of diversity under

learning activities the composite score is 1. The teacher did not meet the requirements for

3.1.3.2,5.1,5.2,5.3,7.1, and 7.2. Overall there were not many display or materials of

cultural diversity in the classroom. The ECERS recommends under promoting acceptance

of diversity 3.1 and 3.2 that there should be at least 3 objects of cultural diversity

including materials show in a positive way (Harms, Clifford, Cryer, 2015). There were

only a couple books that were in Spanish and nothing else. The teacher can add more

materials, toys, and posters of different culture/race. Recommendations under 5.1,5,2,

and 5.3 calls for different types of toys, visuals, and materials do show cultural diversity.
ENVIRONMENTALASSESSMEN 9
T

Then under 7.1 and 7.2 recommends including incorporating diversity into the classroom

and have positive conversations about it. The teacher does sign ASL but there were not

conversations about diversity during the observation. The can teacher can also translate

more instructions in Spanish. Since she is an ESL teacher.

 Based on instrument A, ECERS scoresheet, free play under program structure the

composite score is 6. The teacher did not meet the requirement under 7.2. The ECERS

recommends under free play 7.2 for staff to expand on children’s knowledge during

center time (Harms, Clifford, Cryer, 2015). The teacher did ask about what students were

doing but not much beyond that. Staff can improve score by asking students “how”,

“what”, or “why” questions about what they are doing.

Reflection

The ECERS is great reflection tools for teachers. Especially, the ECERS tool is detailed

in every category that is getting scored. Everything is broken down, which makes it easier to

know what to look for during scoring. Each category is broken around 10 to 15 objectives.

Teachers will be able to reflect on the minor things as incorporating Math into children’s daily

routines. ECERS is beneficial for teachers because there are many opportunities for teachers to

improve their score. Since the tool is detailed, teachers can know exactly what to improve on.

The ECERS provided recommendations within the objectives provided. It is beneficial that there

are examples given in the objectives. If a teacher does score high on one of the categories, he/she

can make up it by scoring high on the other categories. This give teacher more wiggle to improve

their overall score. Also, because the ECERS is so detailed it will bring to light minor

imperfections in the classroom.

ENVIRONMENTALASSESSMEN 10
T

The classroom that I score using the ECERS is Mrs. Aydell at Bellingrath Hills. Overall,

she scored high in personal care routine, language/literacy, interaction, program structure, and

space and furnishings. The indoor space of the classroom is furnished well. Since Mrs. Aydell’s

classroom in not inclusion, she does not have accommodations for disabled students. I would still

remove furniture to make it accessible for wheelchairs or walkers. The ECERS does recommend

to provided accommodations for these students (Harms, Clifford, Cryer, 2015). In class, students

are always working on artwork. They are able to paint, color and draw. Every artwork created

has been one- dimensional. Recommend by ECERS, students should be doing more complex art

(Harms, Clifford, Cryer, 2015). I would add more 3-D art such as pottery, puppets, or paper

mache Mrs. Adyell also does a great job with providing an abundance of manipulatives to

improve motor skills. There should be more things provided for students outdoors as well

(Harms, Clifford, Cryer, 2015). There are only balls and bubbles that are brought outside for

students to play with. I would improve this by adding chalk, jump rope, or frizz bee. The person

care routine is strict this year due to Covid-19. Students and teachers are always cleaning up after

themselves. Teachers are reminding students constantly to sanitize and wash their hands. There

was no visual display of the health practices, which I would add to the classroom (Harms,

Clifford, Cryer, 2015). Interaction between teacher and student was excellent. It is a positive and

trustworthy relationship that is built. Mrs. Aydell encourages and motivates students to push

themselves to their fullest ability. The program structure was also excellent. Transitions are

smooth in-between activities and students are compliant. Mrs. Adyell always allow students to

have free choice and provide many resources. The students are engaged at all times. She has the

students interests and abilities in mind at all times when providing materials and planning out

lessons. No teacher is perfect and there will always be room for improvement.
ENVIRONMENTALASSESSMEN 11
T

One category that Mrs. Aydell could improve more in is under the learning

activities of the ECERS. She scored the lowest on that category due to the low

representation of cultural differences. The ECESRS recommend that there should be toys

in dramatic play, posters, book, artwork, or food to represent cultural differences (Harms,

Clifford, Cryer, 2015). Since Mrs. Aydell is an ESL teacher for Spanish speaking

students, I expected to have these materials inside the class. There are no dolls, no poster,

or artwork for students to explore the different cultures. There are a couple books

displayed on the library that are in Spanish. Mrs. Aydell also reads books about Hispanic

culture. There is more for improvement in this category.

NAEYC Class Observation Tool: All Ages

General Description

Then the NAEYC Accreditation Assessment goal is to make sure children’s experience in

early learning programs are positive. The NAEYC tool is used as a framework for teachers to

provide the best practices for their students across all ages. The tool looks for positive

relationships, self-regulation, different areas of development, curriculum, and the class

environment (“Early Learning Program Accreditation Standards & Assessment Items”, 2020).

Reliability & Validity

Reliability and validity are often thought of as two different ideas. In reality reliability

and validity are related. Reliability of an instrument “refers to the consistency of scores over time

and among different raters” (Clifford & Reszka, 2010, p.6). Validity “is an indicator of weather

the instrument measures what it is intended to measure” (Clifford & Reszka, 2010, p.9). All of

the Environmental Rating Scales were created to assess realistic objectives in the classroom.
ENVIRONMENTALASSESSMEN 12
T

When using one of the Environmental Rating Scales researches hope to have consistency of

scores. That way they know that the instrument used is reliability. To get a reliable score the

instrument used must be re-tested multiple times. The instrument used should measure what it is

intended to measure. It is also important to have data that will support composite score. There

needs to be evidence that is gathered for the assessment to be reliable (Clifford, Reszka, 2010).

Environmental Objective

The NAEYC accreditation of early learning programs set standards for educators to

follow. The instrument measures items to make sure they follow the NAEYC standards for birth

to five years old. There are nine listed standards that the NAEYC will be measured. The

standards are relationships, curriculum, teaching, health, professional competencies/support,

families, physical environment, leadership and management. To score this instrument, it must be

marked yes or no. Yes, if the requirements have been met and no, if not met. See appendix B for

more information on NAEYC tool.

Recommendations

 Based instrument B -1D: Creating a Predictable, Consistent, and Harmonious Classroom

On the NAEYC Tool, 1D.2 Classroom materials show persons of different ethnic or

cultural backgrounds engaged in activities that counteract stereotypical the score is No.

The NAEYC Tool recommends under 1D.2, classroom materials represent cultural

diversity and counteract stereotypical limitations. Staff should provide different

manipulatives to show cultural differences (“NAEYC”, 2018). Things that can be added

are dolls, clothes, foods, posters, or books.

 Based on instrument B- 2J: Curriculum Content Area for Cognitive Development:

Creative Expression and Appreciation for the Arts. On the NAEYC Tool, 2J.1 Children
ENVIRONMENTALASSESSMEN 13
T

have chances to appreciate culturally diverse visual arts in their learning environment the

score is No. The NAEYC Tool recommends under 2J.1, children to create visual art so

they can appreciate the beauty of different cultures. Students so far have created family

portraits, paint apples, and create Mr. Potato head. The teacher can add more complex

artwork for students to complete (“NAEYC”, 2018). They can create sculptures, puppets,

masks, or blankets.

Reflection

The NAEYC tool is beneficial for teachers to encourage them to become a better teacher.

If the classroom does not reach the quality that is expected, there are programs provided for

teachers to help them improve. The NAEYC is also broken down into different categories. These

categories are based on the NAEYC Standards. However, it is not as detailed as the ECERS,

which limits the ability for teachers to make any mistake. Under each category there is only a

choice of “yes” or “no”. This may be beneficial for a teacher because the NAEYC does not nit-

pick at every detail like the ECERS do. The NAEYC is broader compared to the ECERS scale.

When using the NAEYC tool Mrs. Aydell scored higher than the ECERS tool. She scored

yes in almost every objective. All objectives under relationships were all met. Under helping

children make friends there were only one “No”. There were no materials displayed of different

cultures. It is recommended by NAEYC to provided different materials of cultural differences

inside the classroom (“NAEYC”, 2018). Then under curriculum she scored no on diverse visuals.

The were no diverse visuals in the classroom. There were only about 2 to 3 books. Especially

being an ESL class, I would make the classroom feel more at home for these ESL students. I

would provide books, toys, food, posters into the class (“NAEYC”, 2018). There will also be

labels translation objects in Spanish tape all over the classroom. I would incorporate music and
ENVIRONMENTALASSESSMEN 14
T

holidays celebrated in the Hispanic culture. There would be more awareness about different

cultures inside the classroom.

Rating Observation Scale for Inspiring Environments (ROSIE)

General Description

The Rating Observation Scale for Inspiring Environment (ROSIE; 2010) tool is used to

evaluate the classroom environment. The ROSIE breaks it down into many categories. The

categories are nature inspired beauty, color generates interest, furnishing, texture, display of

environment, ambiance, and focal point attention. This instrument is recommended to use when

setting up a new environment. Using the ROSIE will provoke teachers to assess their classroom

to provide an inspiring environment for young children. The environment should inspire young

children learn and be creative (DeViney et al., 2010).

Reliability and Validity

No information.

Environment Objectives

The ROSIE is an observation instrument that “determines the level of growth in

creating an aesthetically beautiful environment. There are seven principles that the

instrument scores. Each of the principles has many requirements, these are called

indicators. These indicators are principles listed under each seven principle of the ROSIE.

The over score will determine if each category is sprouting, budding, or blooming

(DeViney et al., 2010). For more information on the ROSIE tool, refer to Appendix C.

Recommendations
ENVIRONMENTALASSESSMEN 15
T

 Principle 1: nature inspires beauty, indicator 3: “There are two items from nature that is

displayed on two surfaces” (DeViney et al., 2010, p.11). It is recommended by ROSIE to

have at least three or more items of nature on display. Teachers can add leaves, branches,

or plants.

 Principle 1: nature inspires beauty, indicator 4: “There is one example of children’s work

inspired by nature” (DeViney et al., 2010, p.13). To receive a blooming score teachers

are recommended to display 3 or more children’s work inspired by nature. Teachers can

display clay sculpture, observational drawings, or weaving made of natural material.

 Principle 1: nature inspires beauty, indicator 5: “There is one example of nature used in a

practical way”. (DeViney et al., 2010, p.13). Teacher can use rocks as book ends, tree

stump as a chair, tree branch as curtains, or a log as a balance beam.

Principle 1: nature inspires beauty, indicator 6: “One nature item is accessible to children

that encourages tactile exploration and a different nature item that encourages auditory

exploration” (DeViney et al., 2010, p.13). Teachers are can have fresh flowers for

students to smell, pine branches, or dried fruit.

 Principle 2: color generates interest, indicator 5: “Accent colors are integrated into the

classroom through paint and/or fabric” (DeViney et al., 2010, p.17). For a blooming score

teacher can add child- painted tiles or a wall-mounted scarf.

 Principle 3: furnishing define space, indicator 8: “There is a designated area for building

and authentic items have been added” (DeViney et al., 2010, p.23). Teachers need to add

a variety of materials for students in building area. There can be maps, grids, log sets, and

cardboard tubes.
ENVIRONMENTALASSESSMEN 16
T

 Principle 3: furnishings define space, indicator 11: There is a designated music area

where instruments are displayed and available for children’s use” (DeViney et al., 2010,

p.27). Music instruments are not available for children’s access. There should be a variety

of instruments, CD player, or digital recorders provided for students to play with.

 Principle 3: furnishings define space, indicator 12: “A quit reading area has been

positioned away from the walking path” (DeViney et al., 2010, p.27). There are not

coffee table, pillows or blanket for students. Teachers should add these to their reading

area but due to COVID -19 it is not allowed.

 Principle 4: texture adds depth, indicator 1: “Two types of flooring are used to ass

texture, and it corresponds to the area it occupies” (DeViney et al., 2010), p.29). It is

recommended by ROSIE add a sea grass rug, pebble mat, or wood decking to reflect

nature.

 Principle 4: texture adds depth, indicator 3: “The children’s work adds texture through

use of textiles” (DeViney et al., 2010, p.29). Not just only should there be added texture,

there should be weaving and sculpture in the classroom. These added items can be clay,

stones, boxes, wire, or recycled materials.

 Principle 5: displays enhance environment, indicator 1: “Four or more commercially

prepared teaching materials are displayed” (DeViney et al., 2010, p. 31). It is

recommended by ROSIE to have no commercially prepared materials in the classroom.

 Principle 5: displays enhance environment, indicator 3: “Child-made displays and

projects have been created in a typical way with common materials” (DeViney et al.,

2010, p.31). The displays in the classroom can be more creative. Students currently are
ENVIRONMENTALASSESSMEN 17
T

doing many one-dimensional works. Students can creative clay letters, wire sculpture in a

flowerpot, or shadow box.

 Principle 5: displays enhance environment, indicator 10: “Supplies and materials are

displayed and stored in typical containers” (DeViney et al., 2010, p.37). Supplies are

recommended to be displayed in unique ways. The scissors can be displayed in bricks or

place paintbrushes in a bowl with popcorn kernels.

 Principle 6: elements heighten ambiance, indicator 5: “All sounds are intentionally by

coordinating with activities” (DeViney et al., 2010, p.41). It is recommended by the

ROSIE for teachers to provide multicultural instruments and sounds of nature. For

example, there can be Mexican maracas, rainstick, sound machine, or African drums.

 Principle 6: elements heighten ambiance, indicator 6: “Objects on windows are

transparent and items placed on windowsills do not block the light” (DeViney et al.,

2010, p.43). It is also recommended for teachers to use light as an educational tool.

Teachers can use x-rays, prisms, measure shadows or viewing crystals.

 Principle 7: focal point attract attention, indicator 4:” Focal point have been enhanced by

a visual element and a textural element” (DeViney et al., 2010, p.45). It is recommended

to also include authentic pieces. There are currently no authentic pieces in the classroom.

Authentic pieces that teachers can include are lanterns, compass, or sleeping bag.

Reflection

The ROSIE is used to assess the aesthetic created in a classroom to inspire children to

learn and be creative. The instrument does not focus much on the curriculum or relationships in

the classroom. Instead, it focuses on the furniture, space, colors, and creative work displayed in

the environment. This is the limitation of this tool. It will not assess any other elements, besides
ENVIRONMENTALASSESSMEN 18
T

the environmental. This may not be beneficial for teachers, since it will only assess one element.

When we observe a classroom, we do not think that the furniture, space, colors, and creative

work on the wall play a role in a child’s development. We usually pay more attention to the

interactions and curriculum. The ROSIE makes it clear that even the objects in the classroom are

also a part of the curriculum.

When one first steps into Mrs. Adyell’s class, it seemed like she has everything a child

needs for their development. There are many resources and manipulatives provided for students

in the classroom. Then when it is compared to the ROSIE instrument, there are some things that

can be added and improved. First, all of the material bins are just in a clear container or a

colorful bin. Teachers can add pencils in a flowerpot or basket (ROSIE, 2010). This is

recommended by the ROSIE tool. Second, there are not many natural objects displayed in the

classroom. Everything in the classroom that is natural beauty is homemade. There is a tree made

out of paper and pool noodle. The leaves on the tree are made of plastic. The hay is made of

boxes and wrapped in yellow wrapping paper. This is creative to have in the dramatic play center

in my opinion. To improve the natural beauty there can be plants, real fruits, branches, or flowers

in the classroom (DAP, 2009). I thought the do it yourself tree was a creative touch. I personally

would add a small garden, flowers, and a nature sensory bin. The ROSIE recommends teachers

to include at least three plants in the classroom (ROSIE, 2010). In nature sensory bin there will

be rocks, branches, seashell, and sand. Many of these items’ students can add with items they

find outside.

Students complete at last least one artwork a week. There is plenty of child work

displayed in the classroom. All of these artworks are one dimensional. There are only drawing,

coloring, and painting that is done. It is recommended by ROSIE for students to do sculpture
ENVIRONMENTALASSESSMEN 19
T

work, clay, weave, or use recycled materials. I would add more three-dimensional work into the

lesson plan. Children will be involved with more creative work. There will be activities provided

for children to create with clay, paper mache, and recycled materials. There will more art

materials for students to explore. They will get to learn how to use different kind of art supplies.

Instead of being limited to just paint and what they have in their pencil box. Some teachers may

not want to deal with the mess that will be made. Mess is not always a bad thing if it inspires

students to be creative. There are also at least 12 different centers for students to choose from.

The only thing that is not provided for students are musical instruments. There is music that is

played during free choice or for students to get the wiggles out. For students to be musically

creative they need to be provided with multicultural instruments and sounds of nature. They

should be different types of instruments like African drums, rain sticks, bongo, or steel pan

sticks.

Overall, there is abundance amount of materials, artwork, and furniture in the classroom.

Many of these items are the basic principles for young children. These items will not push young

children to become creative and inspired. There can more improvement in the materials, artwork,

and furniture in the classroom. By adding more creative items into the class it will become a

place to inspire young children to learn and think outside the box. With a unique environment it

will provide unless possibilities in the classroom for young children.

The Classroom Assessment Scoring System (CLASS)

General Description

The Classroom Assessment Scoring System (CLASS; 2008). is used to measure

elements of a classroom that are apart of children’s development. It is used in PK-12 to observe

teacher-student interactions, relationships, achievements in the classroom. It measures the quality

ENVIRONMENTALASSESSMEN 20
T

of aspects in a learning environment. The CLASS focuses on the structure and process of a

classroom. The CLASS will score the curriculum, standards, material, relationships,

implantation, academic and social interactions. When the quality in a classroom is rated high,

children are more likely to succeed. Children will score high on academics and gain more social

skills compared to a low-quality rated classroom.

Reliability and Validity

Reliability and validity are often thought of as two different ideas. In reality

reliability and validity are related. Reliability of an instrument refers to the consistency of scores

over time and among different raters” (Clifford & Reszka, 2010p.6). Validity “is an indicator of

weather the instrument measures what it is intended to measure” (Clifford & Reszka, 2010, p.9).

There are advantages when using the CLASS tool. The CLASS tool is reliable because it is

standardized. The person who is scoring the CLASS should see the same things when observing.

For the CLASS to become reliable the trainee should fulfill the criteria for reliability of 80%

when training (Overview of the CLASS [PowerPoint slides]). The CLASS has also been used

over several large studies. It has been used in over 1000 pre-K classes for scoring children’s

academic and social development (Overview of the CLASS [PowerPoint slides]). The CLASS

tool carries information about relationships between students and teachers. The score of CLASS

score will stay consistent if the person scoring follow the master codes. With the proper training

the CLASS instrument hold reliability and validity (Overview of the CLASS [PowerPoint

slides]).

Environment Objectives

The overall environment objective of the CLASS instrument is to access the quality of
ENVIRONMENTALASSESSMEN 21
T

curriculum, standards, materials, implementations, relationships, academic and social

interactions in a classroom. The CLASS looks for what is being taught, where is the

teaching, and how is it being taught. Also, how are the interactions between teachers and

students. The CLASS instrument will measure each item out of a score of 7. For more

information on the CLASS instrument, refer to Appendix D.

Recommendations for CLASS (Mentor)

 Behavior management: There are a few instances of misbehavior during class. Teachers

can make subtle cues to redirect when children are misbehaving (Paro et al., 2003).

 Productivity: The teacher is prepared for the most part when teaching lessons. There are

times when the teacher missed placed items or forgot to make copies. To be fully

prepared teacher should pull all materials out before teaching the lesson. Materials should

be accessible and visual before beginning an activity (Paro et al., 2003).

 Quality of feedback: The teacher scaffolds students who are having trouble understanding

a concept. My mentor has a difficult time scaffolding her one of her ESL students. This

student does not speak any English. He is always in his own world. When though my

teacher is still learning Spanish, she can still google translate (Paro et al., 2003).

 Language Modeling: There are frequent conversations made in the classroom. There are

many conversations made in the classroom as a whole and with English speaking

students. There could be more conversations made with non-English speaking students

(Paro et al., 2003).

Reflection

When there is a need to assess the quality of a classroom, teachers can use the CLASS

instrument. It will allow teachers to see what they need to work on to provide students with the
ENVIRONMENTALASSESSMEN 22
T

quality environment they need to succeed. My mentor use to work with a paraprofessional that

speaks fluent Spanish. This year the para got moved into a different classroom. My mentor’s new

para does not speak any Spanish. This makes it difficult for my mentor to completely understand

her English as a Second Language students. Since my mentor only knows how to translate basic

Spanish words. She is still learning the language and so is her para. It is understandable that she

is trying her best and it is not her fault that the school gave her a para that it not bilingual. Even if

the para is not bilingual, it will make the teacher step up to the plate.

The ESL students in her class for the most part is well-behaved. There is only one student

that has no idea what is going on in the class. He does participate in class. When instructions are

given, he just looks at my mentor and continue what he is doing. He has gotten the routine down

but, he still wonders the class when it is time to pick a table toy or free choice. There is a

language barrier between teacher and student. During group activities, he does not participate.

He will just wiggle a lot and talk to himself. What I would have done differently is get to the

child’s level and try to understand him. When he wonders the class, I would redirect him a center

and stay to play with him for a bit. Even if there is a language barrier, a child should feel

comfortable in the classroom. Not only should a child be comfortable with classroom, he/she

should be comfortable with the teacher as well. This is following the Developmentally

appropriate practice (DAP, 2009). If that still does not work, there will phone calls with the

parents or if they do not speak English, google translate can be used.

Due to the language barrier between both teachers and this ESL student, the teacher did

not receive a score of a 7 on behavior management, quality feedback, and language modeling.

All of these categories need teachers to communicate with students. It is difficult for teachers to

communicate if there is a language barrier, but it is the teachers’ goal to create an environment
ENVIRONMENTALASSESSMEN 23
T

that is culturally, individually, and age appropriate for all students in their classroom. There is

more improvement that is needed for my teacher to receive a score of 7. There needs to be more

support coming from the teacher. Once the support is provided, the ESL student should feel more

comfortable. He may start to be more engaged and well-behaved. The last thing that my mentor

did not receive a score of 7 on is productivity. No one is perfect and there are days where

teachers will forget things. This is understandable, next time she could prepare the materials the

day before and have them in a folder or bin. Everything that will be needed for the activity will

be all in one place.

Recommendations for CLASS (MyTeachStone Pre-K)

 “Clear and Consistent expectations for a Butterfly Release”, Behavior Management: clear

behavior expectations, proactive, redirecting misbehavior, and student behavior. The

rules are stated clearly for students to understand. There was not instances if student

misbehavior that was observed. If there was a student misbehaving, teachers can use

positive redirection for misbehaving students (Paro et al., 2003).

 “Explicit Follow-Through during Cleanup”, Productivity: maximizing learning time,

routines, transitions, and preparations. The transitions are smooth, quick and efficient.

There was no evidence of the teacher being fully prepared for an activity. If the teacher

was prepared, materials will be already and be accessible during a lesson (Paro et al.,

2003).

 “Talking with a Child While Transitioning Outside”, Language Modeling: frequent

conversations, open-ended questions, reptation/ extension, advanced language, self- and

parallel talk. The video was too short to be able to score this item properly. From the

video, there is a conversation going on with a student. This teacher is engaging students
ENVIRONMENTALASSESSMEN 24
T

in a meaning conversation. There was no evidence of scaffolding a child and parallel talk.

Teacher can scaffold child by when a student is having trouble completing a task.

Teachers can parallel talk by narrating what they are doing for students to hear (Paro et

al., 2003).

Reflection

There were videos on the CLASS subscription that we have to watch. The CLASS

instrument was scoring Pre-K classes. Each video were about three minutes or less. At times it

was difficult to see if the teacher in the video meet all the requirements. There were notes under

the video which was helpful. To my understanding the videos are excellent examples of how

teachers should interact with students. Almost every video that was chosen did receive a score of

7. The videos that did not get a score of 7 was due to the video being too short and there was not

enough evidence of a certain requirement.

The teachers in all the videos were positive, engaging, and asked effective questions for

students to think. Teachers make connections within the classroom and no negative interactions

were displayed. There was proof of teachers being aware of all their students. They provided

support for the students. Students were all even a chance to express their thoughts. There was

freedom for students to move around during activities. Transitions were smooth and efficient due

to teacher giving clear instructions. Effective learning instruction were given for students to

understand the activity. The use of interesting material was used to keep students engaged.

During one video a teacher promoted a teachable moment that was not planned. When the

teachers engaged with their students, they provided effective feedback to refine student’s

knowledge. Teachers focused on expanding on student’s knowledge. The conversations were

meaningful.
ENVIRONMENTALASSESSMEN 25
T

There were some items that were not meet during the videos, due it being too short. There

was no evidence of positive redirection. Students were on task during a butterfly release activity.

During the “Explicit Follow-Through during Clean-up” video, it was a short clip. No evidence of

the teacher being fully prepared for an activity was observed. The last item that was not observed

was scaffolding in “Talking with a Child While Transitioning outside”. The teacher was

interacting with a student. There were open-ended questions asked and extension. Overall, these

videos on MyTeachStone is a great website for teachers to use. They provide great examples of

how to receive a high score on the CLASS instrument. Since the videos are short, there are more

than ten videos for teachers to watch. Even though the videos are short they do meet many of the

requirements for each category. This site will be useful for any teachers that have difficulties

receiving a high score on the CLASS.

Early Language & Literacy Classroom Observation (ELLCO)

General Description

The Early Language & Literacy Classroom Observation (ELLCO; 2002) is used in preschool

through 3rd grade. This tool is used to provide a foundation for self-evaluation. The ELLCO is

used to assess the literacy learning in a classroom. There are five sections that include areas of

the classroom structure, curriculum, the language environment, books readings, and writing.

There will be nineteen items that will have two to four areas that will be scored from one to five

points. At the end of the assessment it includes a short teacher interview. The ELLCO is used to

help teachers improve literacy components in a classroom. The tool can be administered by

teachers or staff members.

ENVIRONMENTALASSESSMEN 26
T

Reliability and Validity

Reliability and validity are often thought of as two different ideas. In reality reliability

and validity are related. Reliability of an instrument refers to the consistency of scores over time

and among different raters” (Clifford & Reszka, 2010p.6). Validity “is an indicator of weather

the instrument measures what it is intended to measure” (Clifford & Reszka, 2010, p.9). The

reliability of this assessment is high when the observer has been trained. Inter-rater reliability for

Literacy Environmental Checklist was 88% (Neunning et al., 2010). Classroom Observation

interrater ratability is 90% (Neunning et al., 2010). The average interrater reliability of Literacy

Activities Scale achieved 81% (Neunning et al., 2010). The ELLCO have been used in

correlational research. It has also been in modeling design to determine the classroom qualities to

children vocabulary. The scores of this assessment 67% of the classroom variance in early

literacy and 80% of classroom variance in vocabulary (Neunning et al., 2010).

Environment Objectives

The ELLCO is has three components. The three components are literacy environment,

classroom observation and literacy activities rating scale. There are five sections that include

areas of the classroom structure, curriculum, the language environment, books readings, and

writing. The objective of the ELLCO is to get a complete picture of the classroom environment,

provide guidance on ways to improve teaching practices, and assess the literacy learning in a

classroom. There will be nineteen items that will have two to four areas that will be scored from

one to five points. If a student scored a one it means he/she is deficient and a five means

exemplary. At the end of the assessment it includes a short teacher interview. For more

information, refer to Appendix E.

ENVIRONMENTALASSESSMEN 27
T

Recommendations for ELLCO

 “Book Area: Does the area where books are located have soft materials?”. My mentor

does not have soft materials in the book area. Currently, due to the pandemic Bellingrath

Hills does not allow soft furniture. The ELLCO recommend teacher to have pillows,

comfortable furniture, or cushions in the book area (Brookes et al., 2002).

 “Book Selection: How many books convey factual information?”. There are only 5 books

that are science or math related. The ELLCO recommend that should be 6 or more factual

books (Brookes et al., 2002).

 “Book Use: How many books are available in the dramatic play center?”. There is one

book in the dramatic play center. The ELLCO recommend there to be 4 or more books in

the dramatic play center (Brookes et al., 2002).

 “Book Use: How many books are available in the block center?”. There are two books in

the block center. The ELLCO recommend there to be 4 or more books in the block center

(Brookes et al., 2002).

 “Book Use: Is there a place for children to listen to recorded books/stories?”. There was

not a place for children to listen to recorded books/stories. The ELLCO recommend there

must be an available area for children to listen to recorded books without assistance

(Brookes et al., 2002).

 “Writing Around the Room: How many varieties of teacher dictation are on display in the

classroom?”. There was no evidence of teacher dictation in the classroom. It is

recommended by the ELLCO to have six or teacher-led activity that is completed by all

children and completed over a long period of time. It should be completed at least in 2

weeks (Brookes et al., 2002).

ENVIRONMENTALASSESSMEN 28
T

 “Writing Around the Room: How many varieties of children’s writing are on display in

the classroom?”. There are three varieties of children’s writing in the classroom. The

ELLCO recommend there to be six or more varieties of children’s writing in the

classroom (Brookes et al., 2002).

 Classroom Management Strategies: the children in the class does appear to understand

routines and rules in the classroom. It is often throughout the day the teacher has to

reinforce and remind children about routines and rules. To receive a five in the section

the ELLCO recommends the classroom day to run smoothly and with few conflicts

(Brookes et al., 2002).

 Reading Instruction: there are planned reading experiences in different settings in the

classroom. It is planned sporadically more than regularly planned. There are more large

group readings than small groups. The ELLCO recommends teachers to plan reading

experiences regularly. There should be planning to read to children in large, small, and

individual readings (Brookes et al., 2002).

 Recognizing Diversity in the Classroom: There are opportunities for children to bring

Diversity in the classroom. Diversity in the classroom is acknowledged but it not the

foundation for further learning. The ELLCO recommend there to be diversity brought

inside the classroom. The teacher can explore different holidays, celebrations, traditions,

and cultures (Brookes et al., 2002).

Reflection

The Early Language & Literacy Classroom Observation is beneficial for teachers to help

them create a rich environment to promote language and literacy development. It will assess the
ENVIRONMENTALASSESSMEN 29
T

environment and provide recommendations to improve the classroom. Not only is the tool used

to improve the environment, it can be used to improved lesson plans too. Planning to implement

time for language and literacy should happen regularly (Brookes et al., 2002). This will only

focus on the literacy side of development, which can be a limitation. Language and literacy must

be implemented through math, science, and social studies. The ELLCO is used to get a complete

picture of the classroom environment. It is a guide to improve teaching practices, and assess the

literacy learning in a classroom.

Most of the questions in the tool were centered around language and literacy. It was

either about the materials, how are the materials used, or how was language and literacy

implemented. There were questions about the diversity, communication, and lesson plan. When

scoring this tool, my mentor did well on this environmental assessment. The total score of the

literacy environment checklist is a 32 out of 40. The only scores that were taken off were due not

meeting the recommended materials in the classroom. There were no soft objects that were

added in the reading center. Due to COVID-19 these softs objects are not allowed. There also not

enough books placed in the dramatic play and block center. During the observation, there were

no evidence of a recorded story station. There was no evidence of teacher dictation in the

classroom. Evidence of children’s writing were very few. My mentor did not display many

works of children’s writing. These were the materials that were missing in the classroom to

promote a rich language and literacy environment.

The classroom management did not get a five. The score received was a four. The

children still need reminders and reinforcement throughout the day. Reading instructions were

not planned. There are always large group readings. There have not been a small group or

individual reading experience. Due to this reason, reading instructions scored a four. The final
ENVIRONMENTALASSESSMEN 30
T

objective that scored a four was recognizing diversity in the classroom. There is no evidence of

implementation of different cultures. The celebration of holidays or traditions were not promoted

in the classroom. The ELLCO gave an overall view of the classroom. It summarized up the how

well my mentor thought about implementing language and literacy through the classroom. The

overall score for this tool was a 77. There are more improvements that will need to be done but

in general the classroom is on the right track. It is a rich fill environment for children to learn

language and literacy.

Summary

The Third Edition of the ECERS is a new revision of scale to assess the quality of

elements inside the classroom. The scale covers social, physical, cognitive, and emotional

domains. The scale also covers the health and safety of children. The ECERS is used as an

overview to see the relationships, environment, interactions, and more inside the classroom. This

also goes the same for NAEYC, it is brief than the ECERS. They both focus on quality practices

in the classroom. On the other hand, the ROSIE measures the elements displayed in the

classroom. The ROSIE is broken down into seven categories. The categories are nature inspired

beauty, color generates interest, furnishing, texture, display of environment, ambiance, and focal

point attention. It is recommended to use when a teacher is setting up a new environment. Using

the ROSIE will provoke teachers to assess their classroom to provide an inspiring environment

for students. The CLASS is used to measure elements that takes part of a child’s development.

The quality of the learning environment is getting measured. The CLASS will score the

curriculum, standards, material, relationships, implantation, academic and social interactions.

Depending on the quality of the classroom, it can help students succeed to their fullest potential

or not. The ELLCO is used as an overall view of a classroom environment. This tool is used as a
ENVIRONMENTALASSESSMEN 31
T

guide to help teachers improve their classroom. Recommendations are provided to create a rich

language and literacy environment for children. All of these environmental assessments are

meant to be a guide for teachers. Using all of these instruments will help teachers create a well-

rounded classroom. The classroom environment is important because it is the foundation to help

children develop to their highest potential.

Presentation Video

https://drive.google.com/file/d/1d35PmRZkHfESYYQ5ZasGki93LgJYDI8B/view?usp=sharing
ENVIRONMENTALASSESSMEN 32
T

Reference

Brookes, P. H. (2002). Early Language & Literacy Classroom Observation. Retrieved from

www.brookespublishing.com.

Clifford, R. M., & Reszka, S. S. (2010). Reliability and Validity of the Early

Childhood Environment Rating Scale. Retrieved October 03, 2020, from

https://www.ersi.info/ecers_reliability.html

Developmentally Appropriate Practice in Early Childhood Programs Serving Children from

Birth through Age 8 [PDF]. (2009). The National Association for the Education of Young

Children.

DeViney, J., Duncan, S., Harris, S., Rody, M., & Rosenberry, L. M. (2010). Rating

observation scale for inspiring environments: A companion observation guide for

Inspiring spaces for young children. Silver Spring, MD: Gryphon House.

Early Language and Literacy Classroom Observation Tool (ELLCO) - Assessment and

Evaluation Process Guide. (n.d.). Retrieved October 02, 2020, from

https://sites.google.com/a/appletreeinstitute.org/dcpel-student-assessment-process-

guide/early-language-and-literacy-classroom-observation-tool-ellco

Early Learning Program Accreditation Standards & Assessment Items. (n.d.). Retrieved October

02, 2020, from https://www.naeyc.org/accreditation/early-learning/standards

Harms, T., Clifford, R. M., & Cryer, D. (2015). Early Childhood Environmental Rating

Scale. Retrieved October 03, 2020, from https://www.ersi.info/ecers3.html

ENVIRONMENTALASSESSMEN 33
T

NAEYC Early Learning Program Accreditation Standards and Assessment Items. (2018).

Retrieved October 03, 2020, from https://www.naeyc.org/accreditation/early-

learning/standards

Neunning, M., Weinstein, D., Halle, T., Martin, L., Tout, K., Wandner, L., . . . Burkhauser, M.

(2010). Quality in Early Childhood Care and Education Settings: A Compendium of

Measures. Child Trends, second edition, 158-162. doi:10.1037/e501812010-001

Overview of the CLASS [PowerPoint slides]. Retrieved from

www.georgetown.edu/departments/psychology/researchmethods/

researchanddesign/validityandreliability.htm

Paro, K. M., Pianta, R. C., & Hamre, B. K. (2003). Classroom Assessment Scoring System.

PsycTESTS Dataset. doi:10.1037/t08945-000

Wortham, S. C., & Sue, D. W. (2012). Assessment in early childhood education: Y Sue C.

Wortham (8th ed.). Ventura, CA: Cram101.

ENVIRONMENTALASSESSMEN 34
T

Appendixes

(Appendix A, ECERS)

https://docs.google.com/document/d/1K7QshEcKH7NfDO1j3xw5PQyTPGDrZO3_akK6f

28Lyjo/edit?usp=sharing

(Appendix B, NAEYC)

https://docs.google.com/document/d/1JD5jItRik1Wx2zUITO-

ZvnBjIM046Bj6E5d5VN73BBw/edit?usp=sharing

(Appendix C, ROSIE)

https://docs.google.com/document/d/1dDyuAMo36JPiTxq5sHhg4dwPlkeFO-

ze6muEdcF8YNM/edit?usp=sharing

(Appendix D, CLASS)

https://docs.google.com/document/d/18_QLoIrn1JonVBJiPXVVKK1rEG8_CmIcCm4nO

NQHfkw/edit?usp=sharing

(Appendix E, ELLCO)

https://docs.google.com/document/d/1kUJ2xDJ8mIVO2Zmn0pP9IfPsovfhG4k6J7Wb_Zh

SPw0/edit?usp=sharing
ENVIRONMENTALASSESSMEN 35
T