1. WHAT IS “CLASS”? A BRIEF ORIENTATION TO THE CLASS METHODOLOGY

2. ORIENTATION OBJECTIVES By the end of this orientation you should: Understand the purpose of the ClASS framework Understand the main objectives of the ClASS visit Understand your role in each phase of the ClASS process Know how to best prepare for the assessment Understand how the ClASS modules will be used

3. Assess capacity of USG-supported programs Identify technical assistance needs and available resources Facilitate a process to determine next steps Be adaptable to country and program specific needs PURPOSE OF ClASS FRAMEWORK

4. WHAT IS CLASS? ( Adapted from Appreciative Inquiry) ClASS led Action Planning ClASS identified best practices and considerations ClASS identified improvement opportunities ClASS identified strengths

5. ClASS ASSESSMENT OBJECTIVES Ensure that organizational systems, policies, and procedures are in place to accomplish stated program goals and objectives Assess the organization’s capacity to provide the funded services and manage funding Identify systems strengthening to enable organizations to enhance and sustain their programs and service delivery Identify program strengths and challenges and provide appropriate consultation to enhance capacity to provide quality services

6. Phase I: Initiation & Scope Phase II: Planning & Preparation Phase III: Implementation Phase IV: Reporting & Evaluation Phase V: Technical Assistance & Action Planning THE ClASS PROCESS Phase I: Initiation & Scope Phase II: Planning & Preparation Phase III: Implementation Phase IV: Reporting & Evaluation Phase V: Technical Assistance & Action Planning

7. INITIATION & SCOPE  Collaborate with the in-country USG team and implementing partners to plan the visit  Assist in developing the scope and defining the purpose of the assessment  Collaborate with the in-country USG team and implementing partners to plan the visit  Assist in developing the scope and defining the purpose of the assessment Phase I

8. Finalize scope of work Identify best matched consultant team to Scope of Work Recruit Consultants Begin logistic preparations for team Conduct conference calls with the Program and the Team  Finalize Scope of Work  Provide advance documents  Participate on conference calls  Assist in coordinating logistics (as needed)  Assist in identifying the staff that will need to be available during the assessment  Finalize Scope of Work  Provide advance documents  Participate on conference calls  Assist in coordinating logistics (as needed)  Assist in identifying the staff that will need to be available during the assessment PLANNING & PREPARATION Phase II

9. “The assessment team had strong competencies and approached organizations without bias, willing to learn from them… The pre-assessment document review was useful as the team had already acquainted themselves with the background information which made their comments more insightful.” Partner Staff, Kenya, March 2010

10. Conduct entrance meeting with in-country USG team/implementing partners Conduct ClASS / interviews Conduct exit conference with in-country USG team/implementing partners IMPLEMENTATION Phase III  Prepare informative “Entrance presentation” for ClASS team  Have documents on-site ready for review if they cannot be sent in advance  Have key staff available for interviews on the day(s) of the ClASS team visit  Prepare informative “Entrance presentation” for ClASS team  Have documents on-site ready for review if they cannot be sent in advance  Have key staff available for interviews on the day(s) of the ClASS team visit

11. What to Include: Brief synopsis of program history/background, Program/project aims, Governance structure, Organogram, Grants management and program monitoring activities, Accomplishments, Current challenges, Perceived technical assistance needs. What to Include: Brief synopsis of program history/background, Program/project aims, Governance structure, Organogram, Grants management and program monitoring activities, Accomplishments, Current challenges, Perceived technical assistance needs. ENTRANCE PRESENTATION Phase III Try and limit the presentation to 30 minutes, covering an overview of the program and program highlights.

12. TYPICAL CLASS ASSESSMENT SCHEDULE Opening meeting: (30-60 mins) Introductions Review of ClASS Process by HRSA representative Short presentation by site/program staff (overview of program services) Discussion about days schedules/confirm staff to be interviewed Assessment/Interviews (4-6 hours over 1-2 days) Debriefing session at the end of the day to review assessment (1 hour) Phase III

13. Synthesize Program Strengths Opportunities for Improvement Develop recommendations for final report Share draft with partners and sites for comments Collect feedback from all participants in the process via online survey Finalize report and share with CDC and local partners REPORTING & EVALUATION Phase IV  Review the draft report, make comments, suggestions, provide clarification  Finalize action plan  Complete the online survey on the ClASS process  Review the draft report, make comments, suggestions, provide clarification  Finalize action plan  Complete the online survey on the ClASS process

14. Work with implementing partners to develop Action Plans based on assessment Opportunities for Improvement Identify existing technical assistance resources FOLLOW-UP & TECHNICAL ASSISTANCE Phase V  Coordinate and monitor capacity development or action plan activities

15. “The assessment highlighted in a very practical way areas that required improvement and offered some very constructive suggestions. The CIASS team conducted a very friendly review and their affirmations were a great encouragement to staff.” Site Staff, Kenya, March 2010

16. ClASS MODULE DESIGN Guiding document for reviewers Lists core competencies in each area and has open-ended questions Reference for reviewers to use while writing the final report Gauge to assess technical assistance needs

17. CLASS MODULES The Leadership and Management module Covers leadership, management, supervision, and policy and advocacy. Policy and advocacy competencies explored by this ClASS module include organizational strategy, resource mobilization, community formation and mobilization, and advocating for public health for key populations at national, state, district, and local levels. The Financial module Helps review income and expenditures, charges and fees, billing and collections, accounting systems, accounts payable and cash flow, fixed assets, inventory and purchasing, payroll, revenue, cost allocation, financial monitoring, and grants management. The Administrative module Assesses organization structure and management, governance, strategic planning, personnel policies and procedures, clinical personnel issues, licenses and certifications, risk management and liability protection, facility buildings and equipment, networking, collaboration, linkages, and management information systems. For additional information or to view the ClASS modules in their entirety please visit the online toolkit at http://classtoolkit.org/assessment-tools

18. Areas for collaboration include:  Identifying the scope and nature of the assessment  Selecting representative sites to be visited  Providing advanced documents well in advanced of the visit  Making staff available for interviews  Preparing an informative “Entrance Presentation”  Accompanying the assessment team  Reviewing the assessment report and providing recommendations  Leveraging existing technical assistance resources KEY AREAS FOR COLLABORATION

19. KEY SUMMARY POINTS The ClASS visit is designed to assess the capacity of USG supported programs and to facilitate a process to determine capacity and transition readiness (if appropriate) Two modules (administrative, financial) are used to conduct a comprehensive assessment of the organization’s current capacity to manage grant funds. The modules are not meant to be a checklist but rather a guide for reviewers during the on-site interviews and a reference for writing the final report

20. The ClASS framework has been piloted, refined, and structured for quality improvement. The approach is supported by the prepared implementation, training, and project management resources. These materials, in addition to the modular tools, are now available online at: http://www.classtoolkit.org.