The assessment tool was designed to be consistent with principles of effective learning environments described in the introduction and included content on engaged instruction and self-regulation, an enriching classroom climate, task-oriented goals and
experiences, and active learning and child-initiated activities (Graue et al. 2004). These principles and foci are key elements in the CPC program and other effective interventions leading to beneficial long-term effects (Ramey and Ramey 1998; Reynolds et al.
2017; Reynolds and Temple 2019).
The CLAC is organized into 4 theoretically constructed domains: (a) items one through six inquire about observed student task-oriented behaviors; (b) items seven through 17 measure the provision and facilitation of learning activities that support task
orientation; (c) items 18a–c, 19, and 20 assess how instructional time is spent; and (d) items 21–23 measure the presence and absence of student misbehavior. (author abstract)