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

JANUARY 2023 EDITION

What's New?
Training and Support
New Resources
Early Education Tips
New Indicator Spotlight

What's New?

The latest news to help support your program

Reimagined GSQ Launches Tomorrow, February 1

Join us in celebrating the launch of Great Start to Quality's reimagined quality improvement process, tomorrow, February 1!

We are strengthening the process to better support Michigan's early childhood educators, communities, and families. The focus is on supporting continuous improvement.

For more information on the improved system and process, please review the GSQ Reimagined FAQ's.

CLASS for Schoolage Classrooms

After feedback, questions, and considerations around equity, the Michigan Department of Education - Office of Great Start has approved the option to use the Classroom Assessment Scoring System (CLASS®) for schoolage offerings in programs licensed for ages 0-12 and where the majority of children are younger than age 8. This means, for On-Site Observation, some programs could choose to use CLASS instead of SEL PQA in their schoolage classrooms.

The CLASS tool GSQ will be using in schoolage classrooms is CLASS K-3; therefore, in any classroom where the majority age is older than 8 years, the SEL PQA will be used. Observation scores for schoolage classrooms within programs licensed for ages 0-12 will not be factored into their Quality Level for their first observation.

For programs licensed for only ages 5-12, the SEL PQA will continue to be the observation tool used for GSQ and scores will be used to calculate the program's Quality Level.

For more information, visit the On-Site Observation page on the Great Start to Quality Website.

Additional questions can be sent to assessment@ecic4kids.org.

Training and Support

Training opportunities to help you prepare and improve

Michigan After School Collaborative Conference

Kellogg Center in East Lansing

Registration for the 2023 Michigan After School Collaborative Conference on Tuesday, February 28th and Wednesday, March 1st is open!

The 2023 Michigan After School Collaborative Conference, co-hosted by the Michigan Department of Education and the Michigan Afterschool Partnership, is open for registration. The conference is open to program directors, site leaders, school leaders, government officials, philanthropic partners, advocates, and anyone else involved in out-of-school time in Michigan.

Check out the details and register today!

New Resources

GSQ Self-Assessments

GSQ has developed tools to support reflection on the quality of the learning environment and to prepare for On-Site Observation. The completed Environment Rating Scales (ERS) Self-Assessment or Social Emotional Learning Program Quality Assessment (SELF PQA) Self-Assessment can be uploaded to the Self-Reflection as evidence for indicator CIL11: Program has completed the Environment Rating Scale (ERS-3) or Social Emotional Learning Program Quality Assessment (SEL PQA) Self-Assessment for every age group/classroom.

Completing a Self-Assessment with the ERS or SEL PQA can also help you identify areas in the program or classroom that you would like to improve.

ERS Self-Assessment

SEL PQA Self-Assessment

Early Education Tips

Which On-Site Observation Tool to Choose?

One of the most frequently asked questions the Assessment Team receives is, "What tool should my program choose for On-Site Observation?" There is no correct answer to that question. The reason that two tools are offered is to give programs a choice in what guidance and support will best fit their needs. With that in mind, there is a question that may help programs with their decision.

Is this the program’s first time coming through On-Site Observation?

If yes, perhaps a tool like ERS would be helpful to take a broader look at the program. ERS looks at multiple program areas, including materials, environment, daily schedule, interactions, etc. A program new to On-Site Observation may find it helpful to have this comprehensive feedback to determine if there are specific areas that may be more challenging for the program. We encourage you to review the ERS Self-Assessment document as a place to begin understanding the ERS tools and what to reflect on in your program.

If no, and your program has had PQAs in the past, then the feedback on the environment, materials, and schedule from previous PQAs may have already adequately supported improvements in those areas and you may be ready to focus on adult-child interactions and how staff facilitates relationships and learning in the program.

However, this guidance may not be accurate for every program. A program may be improving their environment based on previous PQAs and desire additional environment feedback, so they choose ERS. A program that has limitations on their environment or materials due to space or finances may be well aware that their environment is challenging, and so they want to focus on what they can control, adult-child interactions, and so they choose CLASS. By really exploring what each tool offers, programs will be able to have autonomy and control over what type of support they need and/or prefer.

As always, if you have any questions, reach out to the Assessment Team at assessment@ecic4kids.org.

New Indicator Spotlight

IP2: Program provides families and staff a description on how they address and observe the social and emotional health and well-being of children and schoolagers every day.

Did you know that since 2009, Michigan youth, ages 12-18, have been committing suicide at rates higher than the national rate? Or that between 10-16% of young children experience mental health conditions including PTSD and anxiety. For babies in poverty, that number is even higher at 22%.

Unfortunately, statistics like these are a sad reality for children today. The good news is, by helping to support children in their social and emotional health we help them develop the skills they need to stay mentally and emotionally healthy.

When children and schoolagers are experiencing social or emotional challenges such as traumatic events or unstable home life, the stress caused can put them in fight or flight mode. These experiences do not allow children to engage in learning in meaningful ways. Some ways staff can support children and schoolagers in dealing with life’s challenges can include mitigating bullying, providing a listening ear, and teaching coping skills. Once staff has supported children with these skills, they can come to school ready to engage with peers, educators, and materials to grow and develop.

This indicator requires that the program has a description about how they address and observe the social and emotional health and well-being of children and schoolagers every day. A description is something that is written that the program has in place. This could be a policy, statement, plan, or something else. The description needs to be shared with both staff and families.

When thinking about what to include in the written description, ask yourself the following questions:

How might you support children and schoolagers who are going through a challenging time?
What does the program currently do to track the daily social and emotional health and well-being of children and schoolagers?
How do staff communicate with families’ observations about the children or schoolagers?
What resources are in your area that you could connect children, families, and schoolagers to when they are in need of services?

More information about this indicator can be found in the Quality Indicators Guidance Document and Quality Indicators FAQ.

If you are thinking about how to maintain or continue making quality improvements, or if you're ready to learn more and need help, contact your local Great Start to Quality Resource Center by calling 877-614-7328 or visit www.greatstarttoquality.org

Funding from the Office of Great Start within the Michigan Department of Education supports the implementation of Great Start.

The Early Childhood Investment Corporation is responsible for the day-to-day implementation of Great Start to Quality www.ecic4kids.org