Stay in the Loop with GSQ's Continuous Quality Improvement Newsletter

September 2025 EDITION

• Approved Curriculum
• CLASS Spotlight
• GSQ Quality Connection
• Indicator Spotlight: Outdoor Space
• On-Site Observation Tips
• MASP Input Survey
• Like and Follow!

Approved Curriculum

The Michigan Department of Lifelong Education, Advancement, and Potential (MiLEAP) concluded a comprehensive review of early childhood curricula for use in the Great Start Readiness Programs and in Great Start to Quality programs in September 2025. The approvals resulting from this process, along with the full list of approved curricula, are available on the GSQ website.

CLASS 2nd Edition Timeline and Updates 

Do you want to know more about CLASS 2nd Edition and what it means for you? We have a CLASS page on our GSQ website where you can find the most current CLASS 2E information and resources. The main thing to know is that the On-Site Observation process and focus for CLASS is not changing.

CLASS 2^nd editions updates still focus on interactions while making some enhancements to better support all children and educators. This includes adding CLASS Environment as a supplemental support during the observation process.



Great Start to Quality is committed to making sure there are resources and training available to support you in this transition. Be sure to check out our GSQ CLASS webpage for the latest or connect with your local GSQ Resource Center for more details.

GSQ Quality Connection

Licensed providers are invited to join GSQ for the next bimonthly Quality Connection webinar!

Join us on October 8, 2025 at 1 p.m.

Indicator Spotlight: CIL13

CIL13: Program has access to explore an outdoor space that includes elements of nature.

As you are aware, the Validation team has been diligently updating the Quality Indicator Guidance Document based on your feedback. As a result of this feedback, we have adjusted the evidence requirements for CIL13. The list of natural elements now includes some natural weather elements as well as some non-permanent natural items. We also added the need for a program to have a policy/procedure or statement that explains how children explore the natural elements to go along with the photos. We believe this evidence change will be more supportive of all programs and better meet the intent of the indicator, which is to allow children access to explore natural elements.

Upload one (1) of the following pieces of evidence showing high-quality practice:

• Policy or procedure on how children will explore elements of nature in each outdoor play space
• Statement that explains how children are encouraged to explore natural elements in each outdoor play space

AND

Upload photo(s) of each outdoor play space including at least two (2) elements of nature

Natural elements could include:

• Bird or animal feeders
• Dirt, mud, or sand
• Flowers, plants, or garden
• Grasses or moss
• Logs, stumps, or rocks
• Natural ground covering
• Pinecones, acorns, or leaves
• Rain or snow
• Trees or shrubbery
• Other natural materials

If you have questions, please contact validation@ecic4kids.org. 

For more information about this indicator, review the Quality Indicators Guidance Document.

Before and After School Programs:

Choosing the Right Tool

As your program prepares to go through the On-Site Observation process, it’s important to choose the right observation tool. Here’s some helpful information to help programs plan ahead:

Social Emotional Program Quality Assessment (SEL PQA)

This tool can only be used if programs never mix younger kids (like preschoolers) with school-age children during the observation.

• Example: If K–5th graders are by themselves from 3:45–4:30 p.m., but younger kids join from 4:30–6:00 p.m., SEL PQA cannot be used.

The time with just school-age kids is too short to observe and provide the best feedback for quality improvement. In this case, Pre-K–3 CLASS is the better choice. It still works when younger kids join the group.

School-Age Only Classrooms (in Centers)

• If the school-age group is never mixed with younger children, you can use either SEL PQA or Pre-K–3 CLASS.
• We recommend doing the SEL PQA Self-Assessment, no matter which tool is chosen. The Self-Assessment can be found on our website in English, Arabic, Spanish and Swahili: https://greatstarttoquality.org/enhancing-quality/

School-Age Only Programs (Licensed only for School-Age Children)

• These programs must use the SEL PQA.
• Again, please consider doing the SEL PQA Self-Assessment. It’s a helpful tool for the team to know exactly what is being observed.

Questions about On-Site Observation? Email us: assessment@ecic4kids.org.

MASP Input Request

The Michigan Afterschool Partnership (MASP) is looking to hear from the Out-of-School Time Field on what professional development offerings you would like to see this fall and spring.



Take a few minutes to complete MASPs quick survey and let them know what topics would be most valuable to you this fall and spring.



Post on the GSQ Job Board

Is your program looking for early childhood educators? GSQ can support your program filling staff vacancies to better support children and families. Promote open positions on Great Start to Quality’s job board today!

Great Start to Quality's Family Pages

These social media pages give families resources like tips on finding care, financial assistance, early learning activities, and more. Providers and partners are encouraged to share the pages with the families in your communities.  

Support with public profiles and general information: greatstarttoquality@ecic4kids.org 

Participation with Great Start to Quality: your Resource Center

Connecting employees or connecting with your Validator: validation@ecic4kids.org

Connecting with your Assessor: assessement@ecic4kids.org

Questions about Approved Assessors: approvedassessor@ecic4kids.org 

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