QUARTERLY PERFORMANCE MONITORING …pdf.usaid.gov/pdf_docs/PA00N2W6.pdfQuarterly Performance Monitoring Report ... 5.1 and 5.2 provide an organizational chart of the central team

Quarterly Performance Monitoring Report QR1 (Oct-Dec, 2016)

1

QUARTERLY PERFORMANCE MONITORING REPORT

October 2016 – December 2016 USAID/ Bangladesh: Cooperative Agreement No. AID-388-A-13-00006


2

Table of Contents

LIST OF ABBEVIATIONS 3

INTRODUCTION 4

INTERMEDIATE RESULT 1: IMPROVED EVIDENCE-BASED, INTERACTIVE EARLY GRADES

LITERACY INSTRUCTION

A. Basic Training on Reading Instruction and Assessment (RIA) 7 B. ICT in Education Activities 7

INTERMEDIATE RESULT 2: INCREASED USE OF EARLY GRADE READING ASSESSMENT

A. Formal Formative Assessment using IAT over the Quarter 9 B. Key Findings from IAT 10

INTERMEDIATE RESULT 3: EXPANDED PROVISION AND USE OF RELEVANT, APPROPRIATE SUPPLEMENTARY MATERIALS

A. Finalization of Script for Development of Decodable Books 11 B. Training on Developing Materials for Print Rich Environment 11

INTERMEDIATE RESULT 4: STRENGTHENED COMMUNITY SUPPORT FOR EARLY GRADE LITERACY

A. Scaling up of Community Reading Camps 12 B. Basic Training of Community Literacy Volunteers (CLVs) 12 C. Sustainability of Community Reading Camps 12 D. Basic Training of Technical Officer and Classroom Assistant 13 E. Procurement 13 F. Beyond Access Bangladesh (BAB) 13

MONITORING EVALUATION AND RESEARCH (MER)

A. Monitoring and Evaluation 15 B. Management Information System (MIS) 16 C. Research 16

PARTNERSHIP MANAGEMENT

A. PNGO Agreement 20 B. Staff Recruitment 20 C. Phasing out of Schools 21 D. Government Approvals 21 E. Reading Advisory Committee 21

ANNEX 1: ACTIVITY MATRIX 22

ANNEX 2: PERFORMANCE DATA TABLE (PDT) 36

ANNEX 3: GOVERNMENT DOCUMENTS 39

ANNEX 4: SUCCESS STORY 48

ANNEX 5: ORGANIZATIONAL CHARTS 49

ANNEX 6: READ MAP 52


3

LIST OF ABBREVIATIONS

BAB Beyond Access Bangladesh CA Classroom Assistant CBI Community Book Initiative CHT Chittagong Hill Tract CLV Community Literacy Volunteer CODEC Community Development Center DG Director General DPE Directorate of Primary Education DPL Department of Public Libraries DSRM Digital Supplementary Reading Material GoB Government of Bangladesh GPS Government Primary School IAT Instructional Adjustment Tool IER Institute of Education and Research IREX International Research & Exchanges Board M&E Monitoring and Evaluation MEAL Monitoring, Evaluation, Accountability and Learning MIS Management Information System MoCA Ministry of Cultural Affairs MoU Memorandum of Understanding MTB-MLE Mother Tongue Based Multi Lingual Education NCTB National Curriculum and Textbook Board NGOAB Non-Government Organization Affairs Bureau NNPS Newly Nationalized Primary Schools PDT Performance Data Table PNGO Partner NGO RDRS Rangpur Dinajpur Rural Service READ Reading Enhancement for Advancing Development RIMES READ Implementation Monitoring and Evaluation System SCNL Save the Children New Zealand SCUK Save the Children United Kingdom SRM Supplementary Reading Material TEG Technical Expert Group TLM Teaching Learning Material TPD Teacher Professional Development URC Upazila Resource Center VERC Village Education Resource Center ZKS Zabarang Kalyan Samity


4

INTRODUCTION

In the period October-December 2016, the READ project reached nearly 215,000 children (F: 108,149) with a range of reading interventions. The PNGOs trained a total of 1,739 teachers (F: 1,199) on reading instruction and assessment during the quarter; the total number of teachers trained in the year 2016 was 4,039. Field level staff oriented all 1,510 school management committees from across the GPS about the importance of reading and the role that SMCs can play in mobilizing resources in support of literacy. Classroom assistants organized meetings at schools with parents to talk about reading and explain what is going on in READ classrooms in their schools. Around 26,000 parents were reached either through schools (‘Mothers Meetings’) or through community reading camps.

In the 2017 school year, SCI will expand the READ intervention to 1,340 government primary schools (GPS) and train teachers in around 750 schools with multimedia-equipped classrooms. This is in addition to the 850 GPS where READ already operates. The last quarter of 2016 was therefore dedicated to putting in place the human and material resources needed for this expansion. The Dhaka team hired eight new staff at the country office, six Program Officers based in the field, and five positions that will lead the project in Naogaon through direct implementation. Each PNGO took on board a Senior Technical Officer for Advocacy and Local Government Relations and recruited a greater number of Classroom Assistants and Technical Officers to get out to the schools. Six Program Officers have been hired by SCI, one for each region, who will be based at READ’s six PNGOs. Their job will be to backstop the quality of implementation as the scale increases. Annexes 5.1 and 5.2 provide an organizational chart of the central team and the PNGO READ team.

READ will start up reading initiatives in 650 GPS in a new location, Naogaon District in Rajshahi Division. Naogaon is the lowest-performing region of Rajshahi according to the basket of ‘Educational Development Indicators’.1 In order to hit the ground running, SCI decided to get involved in direct implementation to a partial extent. The structure of implementation is therefore different compared to other READ intervention areas, with a number of key staff hired by SCI working alongside partner staff. Annex 5.3 illustrates the Naogaon team structure. Among the benefits of this construction will be our ability to deliver staff who are experienced with USAID rules and regulations.

In November, SCI pursued a partnership with Bangladesh Forum for Education and Development (BAFED). BAFED is a forum of Bangladesh’s most well-known expertise on education. It publishes a bi-annual journal and convenes an education conference twice a year. Via BAFED, READ hopes to disseminate its evidence through national scientific outlets and to reach the academic community.

Achievements

READ received a number of important Government approvals during the quarter that enable us to expand our scale and deepen the quality of intervention in 2017. DPE has granted approval for us to work in 1,320 additional GPS, including in the new location of Naogaon District. We also have permission for expansion in ICT-equipped schools.

1 The EDI includes access indicators such as accessibility of schools and location; infrastructure (school classrooms, water, electricity, toilets, etc), quality (student teacher ratio, qualification of teachers, availability of materials), equity (inclusion of girls, children with different abilities), and outcomes (GER, pass rate in gr 5, dropout rate, grade repetition rate)


5

On the quality side, NCTB shared a letter giving the opinion of the Mass Media Communication Institute about READ’s CD of standard pronunciation of Bangla letters. The feedback is very positive. We are advised to make a few minor corrections in pronunciation and then refer back to NCTB for final approval. GoB has communicated its interest to provide the CD to all GPS, potentially accompanying the roll-out of new Bangla textbooks.

Secondly, DPE has approved the training guide that SCI developed with DPE and NCTB functionaries, enriching the way URCs deliver Bangla and Math training to teachers. The module will be used in TPD (teacher professional development), to be delivered in a joint training by the URC in Badalganj Upazila (Rangpur) and READ/SCI. The goal is to make the training ‘stick’ better due to more interactive, demonstration-oriented delivery. Both the CD and the training module are examples of the kind of system strengthening that READ aims for. Government institutions can use these resources in the future to enhance the effect of their institutions.

Another area of success is in developing reading applications (apps). In Bangladesh, mobile phone subscriptions stood at 119.087 million at the end of September, 2016. A significant proportion of these are smart phones or feature phones. This platform provides an ever-growing scope for disseminating messages in hard to reach areas. Mobile learning is a fast-moving trend as more and more people are enrolling to learn on line or in blended modalities. READ’s apps-based content enjoy strong demand at all levels of education. Our reading apps are directly linked to the national curriculum and Bangla textbook. The total reach is increasing daily even in the absence of promotional activities. People from India, Oman, Saudi Arab and United Arab Emirates are accessing the apps.

READ’s submission of a paper: "The Reading Hub: Creating a Repository of Technology-Enabled Reading Skill Development Materials in Bangladesh", has been accepted for presentation at the 15th International Conference on Education and Information Systems, Technologies and Applications (EISTA 2017). This event will take place in Orlando, USA, on July 8-11, 2017. We continue to see the Reading Hub going from strength to strength in bringing Bangla reading resources closer to early grade readers.

Challenges

At the end of 2016, READ withdrew from direct intervention in NNPS where we have worked for the past three years. An event was held in each upazila with the NNPS to mark what READ is leaving behind for these schools and to pass on an extra collection of storybooks per school. While READ has derived evidence of reading results through baseline, midline and endline measurements, and has left a number of resources with the NNPS, more needs to be done to ensure that there is an institutional support system for NNPS from local actors such as URCs. The READ teams in Dhaka and in each region will continue to dialogue with URCs to encourage ongoing follow up that will help the NNPS to sustain the positive changes that took root in the past three years such as use of SRM, maintaining the print rich environment and conducting formative assessment.

Another challenge has been the difficulty of ramping up for expansion in 2017 while the Modification for additional resources (costed extension) has not yet been finalized. We had to postpone a number of large procurement orders and slow down recruitment due to lack of obligated funds. This in turn has a knock-on effect in terms of how fast the project can have an effect in 2017 and the rate at which we are expending the pipeline. Procurement and recruitment take at least two months from beginning to end. We are taking care of all necessary groundwork so that when the Modification arrives, we can move ahead immediately.


6

RESULT FRAMEWORK

READ


7

INTERMEDIATE RESULT 1 IMPROVED EVIDENCE-BASED, INTERACTIVE EARLY GRADES LITERACY INSTRUCTION

A. Basic Training on Reading Instruction and Assessment (RIA)

One of the flagship initiatives of READ is to train teachers on reading instruction and assessment to increase teachers’ competency in reading instruction. Since 2014, READ trained 2,200 Bangla subject teachers at primary level. This contributes to better learning outcomes of the children. READ’s midline measurement among newly nationalized primary schools (NNPS) evaluated the effectiveness of READ intervention on literacy skills compared to students at PROTEEVA-intervention schools and to non-intervention schools. READ positively impacted 7 out of 10 reading outcomes. These outcomes were lower-order skills such as letter recognition and phonemic awareness. Higher order skills such as fluency and comprehension were not significantly impacted. Around 10 percent more READ students qualified as being readers than their non-READ counterparts. This is a very important foothold to build on.

READ will capitalize on this promising start, both strengthening quality of implementation in year 4 and expanding the program to an additional 1,340 government primary schools in year 4. Six hundred and fifty of those school will be located in a new location: Rajshahi division, Naogaon district. In year 4, READ plans to train 2,680 assistant teachers in 1,340 schools. Of this number, a total of 1,688 assistant teachers (M 511, F 1177) have already been trained. PNGOs also started training their newly-recruited Classroom Assistants and Technical Officers on reading instruction and assessment which will continue into next quarter.

B. ICT in Education activities

ICT Teacher Training on the Use of Digital Contents for Improving Early Grade Bangla Reading Skills

In 2014, READ conducted a situation analysis in 518 multimedia schools about the use of ICT in multi-media equipped schools. Initially the ICT team planned to focus on pedagogy and the integration of technology into pedagogical practices. However, after the situation analysis, it was more important to focus on training the teachers on the pre-requisite technical knowledge needed for teachers to make good use of technology in the classroom. This includes basic trouble-shooting and problem-solving. This past quarter, READ trained 54 teachers (M 32, F 22) in Rangpur and Magura districts. Around one thousand more teachers are slated to be trained in the next quarter. New Android Application: 100 Language Games

In Bangladesh, mobile phone subscriptions stood at 119.087 million at the end of September, 2016.2 By the end of 2015, 70 million people were using ‘low-level’ smart phones3. This platform provides an ever-growing scope for disseminating messages in hard to reach areas. Moreover, mobile learning is a fast-moving educational trends as more and more people are enrolling to learn on line 2 BTRC (http://www.btrc.gov.bd/content/mobile-phone-subscribers-bangladesh-september-2016) 3 Dhaka Tribune (http://archive.dhakatribune.com/business/2016/jan/24/smartphone-users-rise)


8

or in blended modalities. Apps-based contents enjoy strong demand at all levels of education. READ’s reading apps are directly linked to the national curriculum and Bangla textbook. The total reach of our apps increasing day by day even in the absence of any promotional activities. People from India, Oman, Saudi Arab and United Arab Emirates are accessing the apps. Figure 1 demonstrates the reach.

Considering the public demand, READ will develop a new android app for 100 Bangla language games in year 4. In this quarter, the ICT team developed the scripts for all 100 games. Next quarter, READ will start designing the game with the help of external designers. The project will also digitalize 50 more supplementary reading materials for children. Among those SRMs, 30 books will be in Chakma, Marma and Tripura – 10 titles in each language. Bilingual Reading Hub

In the past decade, a large number of repositories of educational resources have flourished on the internet. Most of them are open source, while others require a fee. Some of them are meant for teachers, others for students and families. The vast majority of these materials are only available in English. Prior to READ, there was no repository for Bangla contents. READ is at the forefront of building up a repository in Bangla content, some of it interactive. The major accomplishment last quarter was to make the Reading Hub bi-lingual which can facilitate more access to this resource. The Reading Hub is the top referral site of the Directorate of Primary Education’s portal.

Figure 1: Read Bangla Apps download from abroad


9

INTERMEDIATE RESULT 2 INCREASED USE OF EARLY GRADE READING ASSESSMENT

The instruction Adjustment Tool (IAT) is a formative assessment tool to gauge the reading skill of grade 1-3 children. Formative assessment is conducted by teachers three times a year using the IAT. The results inform teachers about which children are struggling on what topics and therefore what strategies they may need to consider to strengthen children in those areas. On the basis of these findings, teachers may also prioritize certain materials in their classroom, the so-called ‘print rich environment’, that address the areas of difficulty. Or they may prioritize certain books that focus on those challenging aspects.

The IAT covers all five components of reading. But class sizes are large and time is limited so the teacher focuses on only 2 components per class per assessment, depending on the priorities at the time in the curriculum. The indicators measured per term is given in the right-hand table.

A. Formal Formative Assessment using IAT over the Quarters

In the first quarter of the school year, teachers assess all students to gauge which students master reading, which ones are developing on the right track, and which ones are struggling. The second and third quarter assessments focus on 30 or students who have the most difficulty. In first IAT test total 150,089 students took part, which was 110,176 for second IAT test and 111,988 for third IAT test. In every test we try to make the assessment materials more attractive to make the test interactive and engaging. The following table shows the numbers assessed in different school types.

Grade First Quarter Second Quarter

Third Quarter

Grade I Phonemic awareness, Letter knowledge

Letter knowledge, Vocabulary

Letter knowledge, Comprehension

Grade II Letter knowledge, Fluency

Vocabulary, Comprehension

Fluency, Comprehension

Grade III Vocabulary, Comprehension

Fluency, Comprehension

Fluency, comprehension

IAT GPS NNPS Total

1st Quarter 91960 58129 150,089

2nd Quarter 63029 47147 110,176

3rd Quarter 64742 47246 111,988


10

B. Key IAT findings In the IAT assessment questionnaire, there are three questions for each skill. If the student correctly answers all three questions for a component, that is considered ‘mastery’.

Letter knowledge was assessed in grade one in all three quarters. At the beginning of the year, GPS and NNPS performance was the same but gradually NNPS students performed better. At the end of the year, 79% of the NNPS students mastered letters and 67% in GPS.

Fluency was assessed in Grade II and Grade III. Grade 2 students in both GPS and NNPS improved in fluency. In NNPS, the rate of mastery doubled from first quarter to 3rd quarter. In GPS, it progressed from 30% to 47%.

Comprehension is the apex measure of language skill. For this reason, comprehension is assessed in all three quarters among grade III students. It was also assessed at different points in grades one and two. The students of NNPS are achieving better mastery of comprehension than GPS students in all grades in all three quarters. Fifty Eight percent of GPS and 73% of NNPS grade-III students obtained mastery level in comprehension in the third quarter, increasing from lower levels at the beginning of the year.

IAT findings were shared and discussed in the December Quarterly Program Review and Learning Workshop. They will be presented to teachers and local education authorities in January 2017.

60 676761

76 79

0

20

40

60

80

100

1st quarter 2nd quarter 3rd quarter

Percent of grade I students belong in mastery level in letter knowledge

GPS NNPS

45 455848 5973

0

20

40

60

80

100

1st quarter 2nd quarter 3rd quarter

Percent of grade III students obtained mastery level in comprehension

GPS NNPS

30

473163

0

20

40

60

80

100

1st Quareter 3rd Quarter

Percent of grade II students obtained mastery level in fluency

GPS NNPS


11

INTERMEDIATE RESULT 3 EXPANDED PROVISION AND USE OF RELEVANT, APPROPRIATE SUPPLEMENTARY MATERIALS

A. Finalization of Script for Development of Decodable Books

The CHT situation analysis conducted under READ and the baseline study of GPS under the randomized control trial concluded that students in home environments with few reading materials are falling behind compared to their peers who have more books at home. In the case of CHT, ‘books at home’ was the main predictor of student reading skill. At the time of screening Bangla storybooks, the READ team also found that level 1 books (decodables) were least available in the market.

In light of this finding, READ will produce more decodable SRM in year 4. These will be made available at homes, schools and libraries. In the last quarter of year 3, READ organized a workshop to develop 140 draft scripts. Fifteen prominent as well as up-and-coming children’s book authors participated in the workshop. In Q1 of year 4, READ reviewed all the scripts and finalized 66 of them in collaboration with the Basic Education Working Group (BEWG) of Save the Children. Together with the BEWG and three experienced authors/editors, READ selected and finalized 66 scripts in quarter 1. These decodable stories present text without vowel symbols; with vowel symbols; using the conjunct letters, less used letters, most frequently used words, less used letters etc. These books will support early grade students as they make the link from oral to written language.

B. Training on developing materials for print rich environment

The print material in the environment of READ schools creates opportunities for children to be read to, to read by themselves and to read with others. The material should attract children to reading and support them in gaining increasing skill and confidence. Teachers in READ-related classrooms use the material to enliven their lessons, using materials dynamically to illustrate the lesson at hand. Government visitors to these classrooms have often appreciated the value of this material.

READ staff organized a 3-day training workshop on the selection and development of print materials for beginning readers, taking into account three years of classroom observation and lessons learned. A total of 21 (M 19, F 2) participants from 6 PNGOs attended the workshop where they learned how to select, develop and use print rich materials for class room instruction. The READ staff emphasized the alignment with the curriculum and lesson-wise learning outcomes in the selection and production of materials. Following the training, PNGOs created print rich environment in 457 school schools in Q1.


12

INTERMEDIATE RESULT 4 STRENGTHENED COMMUNITY SUPPORT FOR EARLY GRADE LITERACY

A. Scaling up of Community Reading Camps

In 2015, READ started up 164 community reading camps (CRC) across the sites where READ operates. SCI commissioned a randomized control trial to compare READ Core (school-only intervention) and Core Plus interventions (school plus community intervention) to assess the added value of community intervention compared to a school-only approach. The midline of that study found that READ Core Plus is having a statistically significant effect on high-order reading skills such as fluency (p<.05), accuracy (p<.05) and a marginal significance on their reading comprehension kills (p=.08). Considering the importance of raising reading comprehension in CRCs, READ decided to scale up the number and frequency of CRCs. A total of 1,340 CRCs will be established in READ’s new sites. There will be one CRC for each school catchment area, mainly reaching struggling students in grades 1-2. The camp will operate twice a week. Two Community Literacy Volunteers run the CRC. In quarter 1, PNGOs completed the recruitment of 2,680 CLVs. There were many applicants from the community. PNGOs selected the CLVs on the basis of experience, education qualification, age and finally their ties to the community.

B. Basic Training of Community Literacy Volunteers

Community Literacy Volunteers (CLV) run the CRC’s. Following recruitment, PNGOs trained a total of 388 CLVs in Q1. More than 90% CLVs were female, many of them over-qualified for the job but lacking other employment options. Basic training takes place for three and half days. The training explains how to conduct the different activities that take place in the camp such as storytelling, reading buddies and reading games. The sessions offer a high degree of simulation and demonstration. Every individual CLV is required to demonstrate the eight steps that take place in a camp. During training, PNGOs give an overview of the READ project in totality and the overall management of CRCs. Each training includes a session on SCI’s Child Safeguard Policy. Over time, SCI will add child safeguarding posters in the camps. The training is conducted by Senior Technical Officers (STO) along with experienced Technical Officers (TO) and Classroom Assistants. The rest of the training of CLVs will be completed in January 2017.

C. Sustainability of Community Reading Camps

The CRC is considered a unique contribution of the READ project compared to other reading interventions. The evidence so far is positive about its beneficial impact on reading comprehension. The camps generally attract a great deal of attention from local residents who stand on the periphery of the camp every time it is held. READ has refined the way it works over time to improve the efficiency and enjoyment of the camps. At this stage, it is now a priority to work out a strategy to sustain these camps beyond the life of the project. A ‘minimum scenario’ to implement the camp along with a costing scenario needs to be elaborated. READ staff are considering various options for sustainability that are rooted in local institutions such as School Management Committees and Union Parishads/ Standing Committees and local philanthropists. Local libraries sometimes point the way to how communities may support local institutions. As a starting point, the project is mobilizing


13

CRC management committees in each community consisting of 7-9 members to start discussing ideas.

D. Basic Training of Technical Officers and Classroom Assistants

Classroom Assistants and Technical Officers are key players in the CRC. They regularly monitor the CRC sessions to ensure the quality of the activities. They also closely monitor the learning of students both in schools and CRCs. PNGOs designed and organized an extensive 3-day training for newly recruited TOs and CAs. The main objective is to build their capacity to support CRC sessions and their roles and responsibilities with respect to CRC. In this quarter, PNGOs trained a total of 131 TOs and CAs. Senior Technical Officers and experienced TOs facilitated the sessions. Training for the remaining CAs and TOs will be complete by end of January 2017.

E. Procurement

In quarter 1, READ has started the large-scale procurement of teaching learning materials for 650 government primary schools and an equal number of community reading camps in Naogaon – the new READ region. It is expected that all these materials will be available to schools and CRCs by the end of January.

F. Beyond Access Bangladesh (BAB)

Bloom Training

SIL has developed software known as Bloom that makes it easy to produce and publish books in diverse languages. READ has various initiatives underway to generate more quality books for beginning readers in Bangla, Chakma, Marma and Kokborok. These are shared in schools, community reading camps and libraries. We requested Mr. Ari Katz, IREX’s Asia Regional Director of the Beyond Access library program, to conduct a training for SCI staff on how to use Bloom software, taking CHT languages into account. Beyond Access has used the software successfully in countries such as The Philippines. The training took place on November 06, 2016 at Save the Children Bangladesh Country Office. Fifteen participants attended the training, including five librarians. Participants learned how to produce digital books in diverse languages. It covered:

• Software Setting Options • PDF Booklet Creation • Different Layout for Book Creation • Bilingual and Trilingual Books

Area CLV Staff (TO and CA)

Jessore 146 7

Sylhet 0 62

Dhaka 67 5

Cox’s Bazar 69 0

Barisal 84 27

Rangpur 22 30

Total 388 131

Figure 2: No of CLVs and PNGO staffs trained in Q1


14

• Picture Dictionaries • Decodable Reader Tool • Levelled Reader Tool etc.

As an outcome of this training, some of the librarians created books using the software. They posted the pictures on the Beyond Access Bangladesh Facebook page.

Director General, Departments of Public Libraries (DPL) visit to libraries

On 31 October 2016, Mr. Ashish Kumar Sarkar, Director General of Department of Public Libraries, visited two libraries supported by Beyond Access: a) Nilphamari govt. public library and b) Shromo Kallyan Public Pathagar. During his visit he met with library committee members, library users and local community people. Mr. Sarkar was very pleased to see the different initiatives taken by BAB such as the children’s corners, learning materials on display, access to tablets and ICT materials as well as the overall services and the activities managed by the librarians. He made several commitments to support the libraries. He hopes to provide funds, books, and ICT materials for the libraries he visited. Several local newspapers covered DG’s visit.

Local Newspaper coverage of DG-DPL’s visit

Figure 3: Librarian developed story book with the support of Blooms software


15

MONITORING EVALUATION AND RESEARCH (MER) The M&E and Research Team in READ plays a vital role in decision making by delivering real-time high quality information through MIS and reliable knowledge generated from evaluation and research activities. Quarterly Program Review and Learning Workshops (QPRLW) and M&E Coordination Meetings are held regularly with partners to discuss implementation, results, and lessons learned. READ leadership shares results and learning with the Directorate with Primary Education (DPE) at Technical Expert Group (TEG) and Reading Advisory Committee (RAC) meetings. The following are the achievements of this quarter.

A. Monitoring and Evaluation

A1. Program Monitoring Results

Book Distribution Status:

Book distribution, conducted at least one day per week, per grade, is recorded in a register. Data is captured through the monthly school visit forms. In the last quarter, around 99% of schools distributed books in all three grades. An average of 33 students received 77 books per month in each of the three grades.

Academic Supervision by Head Teacher:

In the last quarter, at least 85% of head teachers conducted academic supervision once per month in all three grades. The rate is slightly higher in grade 1 (88%). In 12 to 15 percent of schools, academic supervision was not conducted in at least one grade by the head teacher.

Changing Instructions based on IAT findings:

Following formative assessment (IAT), teachers are asked to document in a register their strategies to respond to students that are struggling. The strategies should align with the weaknesses detected. The data from the registers in the last quarter indicates that around 57% of teachers undertook strategies to support readers across all three grades.

A2: Meeting with Technical Expert Group at DPE

The 6th Technical Expert Group (TEG) meeting took place at DPE on 27th December, 2016. The Director M&E at DPE chairs this meeting. The Deputy Director M&E of DPE, NCTB representative and other TEG member were present at the meeting. READ’s MER team presented its plans to organize the next round of IAT result-sharing workshops and IAT Reflection Workshops in the different regions. The main objective of the workshop was to ensure participation of DPE in the workshops. In 2017, READ plans to decentralize the development of IAT tools with government

76

77

77

33

33

34

0 20 40 60 80 100

Grade I

Grade II

Grade III

Average book distribution status per school by grade

Average no. of student received books

Average no. of books distrubuted

88

85

85

0 20 40 60 80 100

Grade I

Grade II

Grade III

Accademic supervision held in percent of Schools

57.3

56.9

56.8

0 20 40 60 80 100

Grade I

Grade II

Grade III

Teachers are changing Instruction in percent of schools


16

authorities and teachers. Workshops for this purpose will take place in Barisal, Rangpur, Dhaka and Sylhet. This process was discussed at the TEG meeting. The National Assessment Cell of DPE will closely work with READ MER in conducting these workshops. TEG members made a number of decisions at the meeting pertaining to this issue.

A3: Program Quarterly Review and Learning Workshop

READ held its 7th Quarterly Program Review and Learning Workshop on 5-7 December, 2016. This workshop provides an opportunity for partner teams and the Dhaka team to share evidence, challenges, solutions and feedback about how the project is going. We aim to achieve a consensus on different issues and to entrench standards and norms across PNGOs through these workshops. All the READ staff from CO and key staff from implementing partners in six divisions participated in the workshop. The main agenda items were to: 1) Introduce SCI’s new global gender framework and its implications for PNGOs; 2) work out the plans for expansion of schools and geo-locations; 3) share the performance trends within regions from the past year; 4) discuss visibility and branding strategies; 5) set priorities for the next quarter, and; 6) share the findings from the RCT midlines of NNPS and GPS. More follow will be needed to communicate the research findings in a way that can be understood by different audiences and applied to improve program activities.

A4: M&E Coordination Meeting

The MER team organized the M&E Coordination Meeting for two days in December, 2016 with all M&E Senior Technical Officers from partner NGOs and the MER team. It took place at the RDRS Guesthouse in Uttara, Dhaka. The sessions were facilitated by MER staff. The key objectives of the coordination meeting were to a) share the learning and challenges of the previous quarter, b) share the overall progress of the last quarter, and c) the way forward for implementing MER activities and MIS in the next quarter. The group drafted a detailed implementation plan for January to March 2017. The exit plan of NNPS was discussed as well as the NNPS research results. MER trained new staff on the use of READ’s web-based MIS known as RIMES.

B. Management Information System (MIS)

READ’s web-based MIS offers real time data and generates reports from that data. Last quarter was the first time that our PDT was fully generated by RIMES, after various rounds of improvements to the design of the system. PDT tool worked well with no problems reported from any of the PNGOs. This increases our confidence in RIMES as a source of quality data. MER will now focus on increasing the awareness among PNGO staff about how make more effective use of MIS.

C. Research

In Q1, READ started up the endline study of NNPS and the baseline of new GPS in Naogaon. READ also conducted a need assessment for the sub-project known as “Quality Educators for Every Child”. Data collection took place in July, 2016 and the report was finalized and presented in a workshop in Q1. Two studies took place in the context of our Children’s Book Initiative (CBI): a baseline of reading and writing in four languages in CHT, and a gender analysis of books in the same region. Finally, an independent evaluation was conducted by EnCompass of our library initiative, Beyond Access Bangladesh. The results were shared in Q1.

C1. NNPS Endline and GPS Midline SCI has contracted IPA (Innovations for Poverty Action) to conduct the NNPS endline and GPS midline studies. IPA completed a range of tasks in Q1 - designing the study, the methodology, sampling, tools development, training of field enumerators, designing the surveys and other


17

instruments, etc. Data cleaning, coding and merging with baseline and midline data are now taking place for both studies. These studies will be completed in Q2. C2: Need Assessment: “Quality Educators for Every Child” (QE4EC) The sub-project “Quality Education for Every Child” aims to deliver an interactive, demonstration-oriented modality of professional development for primary school teachers, integrating both evidence-based pedagogical practices and subject-based knowledge. READ conducted a study to identify the areas where teachers say that they would like support in relation to the competency framework and the framework of teacher standards. The study covered 15 NNP schools in Badarganj, Rangpur. The researchers observed a total of 20 classes (10 Bangla, 10 math). They conducted thirteen FGDs and 22 IDIs with teachers, students, parents, head teachers, UEOs, AUEOs, PTI instructors and URC instructors. Findings: Only 45% teachers use teaching aids in their classes. Only 25% of teachers use teaching methods that are aligned with the lesson. The same method is used for almost all topics, even if guidance is given for specific topics. During classroom observations, half (50%) of the teachers assess students through asking questions that are related to lessons. Most of the teachers (75%) do not assess students according to learning outcomes. It was also found that only 15% teachers address students by name during assessment. One-fourth of teachers (25%) prepared a lesson plan before conducting the lesson. One-fifth prepared lesson plans regularly. Nearly half (45%) of the teachers were not giving special attention to students who lag behind. Among those that did, only 25% prepared a plan to help the children catch up. In general, the researchers did not detect that teachers seem very concerned to change the status of students who are struggling. These findings have been presented to teachers and government authorities, both local and central. The QE4EC team has designed a training module for math and Bangla, together with government personnel, that takes these findings into account. DPE approved the modules on 31 December 2016, which enables us to deliver the training with the URC in Badalgonj. The training will be complemented with the introduction of a support system through coaching. After some time, we will measure again the status of instructional practices and gather feedback from teachers about whether they perceive change and what it means for them in their day to day functioning. C3. Evaluation in Beyond Access:

In late 2014, IREX worked with EnCompass LLC to design an evaluation of the joint SCI-IREX library program known as Beyond Access Bangladesh (BAB). Beyond Access is a project implemented by IREX, supported by Gates, operating in various countries of Asia and Africa. EnCompass is an evaluation partner to the Gates Global Libraries team. The Gates team selected Bangladesh as a priority case for evaluation among the global program, taking into account the project’s donor collaboration model, the pace of progress since inception, and the innovative approach that BAB was pioneering to address early grade literacy.

The evaluation addressed two purposes: 1. To inform decisions by the global team of Beyond Access with respect to project design and implementation, and 2. Provide evidence for advocacy regarding the ability of libraries to contribute to early-grade reading initiatives.

Findings: Phase 1 qualitative data and project staff impressions, as well as phase 2 interviews with librarians, and anecdotal evidence all suggest that children’s visits to the libraries were virtually nonexistent


18

before the project began. Monitoring data from six libraries in March and April 2015 confirms this finding, indicating very few children’s visits before Beyond Access activities began: On average, these libraries reported fewer than 15 visits by children per library each month.

Summary of Findings:

• Partners value the work of Beyond Access Bangladesh and view the intervention and strategy as an innovative response that is highly relevant to the needs and resources available.

• Libraries have changed their services in order to explicitly target children and support early-grade reading acquisition as a result of Beyond Access interventions.

• Schools have become active supporters of Beyond Access Bangladesh library activities. Teachers perceive that children who participate in library activities are having more success in learning to read.

• Children’s attendance at Beyond Access Bangladesh library activities has been strong.

• The children’s materials that Beyond Access Bangladesh has provided to libraries have been very popular with children, parents, and librarians, who described these materials as a primary draw for children. The tablets are especially popular.

• Parents have highly positive views toward the library’s literacy activities for children; they are frequently the ones to bring their children to the library. However, parents have been slow to engage directly with their children in these literacy activities.

• Library hours, parents’ workloads, and some confusion among project stakeholders about the vision for parents’ role in the library, are all factors that may be limiting parents’ direct participation in children’s literacy activities.

Following are a few exhibits extracted from the phase 2 survey:

Exhibit 1: Average monthly children’s visits per library

In November 2015, six months after the first training workshop, project-supported libraries averaged 160 visits by children per month. In August 2016, the average number of visits by children had climbed to 378, more than double the number of visits in 9 months. In August 2016, the libraries recorded almost 45,000 total visits by children.

There is no consistent trend in the average number of adult visits that are accompanied by children over the monitoring period. After this indicator reached a low point in May 2016, it began to climb, reaching an all-time high in August 2016.

050

100150200250300350400

Average number of children visits per library

Linear (Average number of children visits per library)


19

The proportion of children who were accompanied by adults remained fairly stable across the reporting period, with adults accompanying by children representing about one-third of the children’s visits.

020406080

100120140160

Average number of adult visits w/ children per library

Exhibit 2: Average monthly adult visits with children per library


20

PARTNERSHIP and GOVERNMENT RELATIONS The READ project will significantly expand its involvement in schools as of the 2017 school year. The first quarter was very active in terms of establishing new partnerships and expanding the number of staff in all of the partner teams. Below were the main developments:

A. PNGO Agreements

New partner agreements were established with all the partner NGOs. Save the Children provided Pre-Authorization Letters (PAL) to the PNGOs for purposes of facilitating approvals from the NGO AB. This enabled partners to continue operating while waiting for READ’s Modification to be finalized. All the PNGOs received NGO AB approval and budget clearance in the first quarter. Due to changes in the NGO AB’s system, partner approvals took more time than usual. Partners received funds from SCI for Q1 activities in December.

B. Staff Recruitment

A range of new staff were recruited by PNGOs and SCI and new positions were created to enable READ to play a stronger role in communications, advocacy and fidelity of implementation. Each PNGO hired a new Senior Technical Officer dedicated to advocacy and community mobilization. A main part of this position will be to work on the sustainability of Community Reading Camps (CRC), to conduct local advocacy and liaise with government institutions at regional, District and Upazila level. In its last year of implementation, the READ is looking to mainstream and sustain some select activities such as teacher professional development on reading instruction and assessment, getting SRM into classrooms, conducting formative assessment and sustaining CRCs. The six STOs Advocacy and Community Mobilization will be instrumental in making this happen. ZKS is the only exception due to the smaller scale of implementation in CHT.

Another staffing change at regional level is the addition of one Project Officer (PO) in each region. As the READ intervention grows, there needs to be technical people close to the ground who can backstop the PNGOs. This will entail tasks such as selectively conducting school visits and classroom observations, contributing to the validation of data quality, advising PNGOs as to how findings – whether IAT or research – can be shared strategically, and contributing to the sustainability and mainstreaming of key READ components. The PO will also be a conduit with the central READ team in case there are gaps on our side or needs i.e. ensuring timely procurement and timely payment.

In 2017, READ will be implemented in a new District, Naogaon, under Rajshahi division. We have only a one-year time frame for intervention in this region, in a context where educational indicators are very low, covering around 650 schools spread across 6 Upazilas. This poses numerous challenges. In order to move fast while maintaining quality in the intervention, the READ team decided to work jointly with a partner. Part of the team is hired by SCI and part is hired by a PNGO. An organizational chart on the staffing structure at Naogaon is attached in Annex 5.3.

In Y4, READ has reduced the number of schools per Classroom Assistant (CA). Each CA will backstop five schools and each TO will supervise five CAs. Each PNGO hired more CAs and TOs to implement this ratio. All of the new staff as well as vacant positions in PNGOs were filled in Q1. The goal was to ensure that the teams would be in place at the beginning of the school year to get off to a flying start. The table below shows the PNGO staffing picture.


21

Sl. No

Designation Rangpur RDRS

Rajshahi RDRS

Dhaka VERC

Khulna JCF

Sylhet FIVDB

Barisal CODEC

Chittagong CODEC

Chittagong ZKS

Total

1 Project Coordinator 1 1 1 1 1 1 1 7

2 Upazila Coordinator 4 4

3 STO - Reading 1 4 1 1 1 1 1 1 11

4 STO - M&E 1 4 1 1 1 1 1 1 11

5 STO - A&Com. Mob 1 1 1 1 1 1 6

6 F&Ad. Officer 1 4 1 1 1 1 1 1 11

7 TO 11 26 11 11 11 11 4 3 88

8 CA 56 130 56 57 55 57 18 9 438

9 Asst. F&Ad. Officer 3 3 3 3 3 15

Grand Total 75 172 75 76 74 76 27 16 591

C. Phasing out of NNPS

In this quarter, READ phased out its direct intervention in 660 NNPS in six regions of the country. A workshop was held in every region with the participation of local education officials. A plan is underway to mobilize a new support structure for NNPS through the role of Upazila Resource Centers. The goal is to sustain activities such as reading assessment, the availability of SRM, keeping up a print rich environment, and equipping teachers to support struggling students. This plan is under discussion with stakeholders. Government officials at Upazila level have been identified who will serve as the focal point for this initiative.

D. Government Approvals

In the last quarter of the year, READ obtained a number of approvals from DPE which are critical to the expansion of READ in Y4:

1. Agreement to the expansion of READ in 690 GPS in our existing working areas; 2. Agreement for READ to work in 654 schools in a new location - Naogaon District; 3. Approval to train teachers in 451 new ICT schools; 4. NCTB shared a letter dated 21/6/2016 giving the opinion of the Mass Media Communication

Institute about READ’s CD of standard pronunciation of Bangla letters. Feedback was very positive. We are advised to make a few minor corrections in pronunciation and then refer back to NCTB for final approval.

5. Approval of the training guide developed for TPD (teacher professional development), to be delivered in joint training by the URC in Badalganj Upazila (Rangpur) and SCI.

E. Reading Advisory Committee

The Reading Advisory Committee met once during this quarter. Main decisions were: 1. Government advises to hold the dissemination workshop of READ resources in February,

2017; 2. The government wants to disseminate the CD of standard pronunciation of Bangla letters

to all of its schools; SCI will incorporate final feedback from NCTB in the product; 3. Pending issues with MOPME pertaining to SRM and branding should be expedited by DPE.


22

ANNEX 1: ACTIVITY MATRIX REVISED WORK PLAN 2017-2018 / 19 January 2017

Activities Partners/

Collaboration

POC Implementation Time Frame

Deliverables Geo

Location

Remarks

FY17 FY18

Q1 Q2 Q3 Q4 Q1 Q2

IR1 Improved evidence-based, interactive early grade literacy instruction

Strategy 1.1

Improved ability of teachers to teach early grades reading, conduct classroom diagnostics, and adjust instruction to support struggling readers

1.1.1 Workshops on setting standard pronunciation of letters for CHT

X Audio CD for pronunciation of Chakma, Marma and Kokborok letters

1.1.2 Basic training on reading instruction & assessment for new sites

PNGO DPD Reading

X 1300 teachers trained on RIA one new district

Generally 2 teachers/school

1.1.3 Basic training on reading instruction & assessment (turnover, replacement & 3rd teachers)

PNGO DPD Reading

X X 219 teachers trained on RIA 16 Upazilas 5% of All Teachers


23


Collaboration


Deliverables Geo

Location

Remarks

FY17 FY18

Q1 Q2 Q3 Q4 Q1 Q2

1.1.4 Workshops with DPE, MoPME and other stakeholders to encourage institutionalizing of IAT and RIA approaches

SC X X X X X Key components of READ (IAT, RIA, CRCs, SRM) are sustained and part of gov’t processes such as teacher professional development.

National level

Strategy 1.2

Increased instructional supervision and follow-on support from head teachers and other school officials

1.2.1 Designing coaching module

SC/TfB / consultants

DPD Reading

X Coaching module developed Dhaka 4 days training module

1.2.2 Training of administrators on Academic Supervision

PNGO DPD Reading

X 2190+198=2388 HTs & GoB officials trained

7 Regions 4 days training on coaching methodology

1.2.3 Training of PNGOs Staff on Academic Supervision

PNGO DPD Reading

X 526 PNGOs Staff will trained on Academic Supervision

7 Regions 4 days training on coaching methodology

1.2.4 Participation in monthly HT meeting at Upazila level to discuss A.S.

PNGO DPD

Reading

X X X X

‘Academic supervision’ discussed at 10 HT meeting

33 Upazilas Review the notes from HT meeting, feedback to academic supervision sub-committee


24


Collaboration


Deliverables Geo

Location

Remarks

FY17 FY18

Q1 Q2 Q3 Q4 Q1 Q2

1.2.5 Participation in quarterly AUEO/UEO meeting at District level to discuss A.S.

PNGO DPD

Reading

X X X X

‘Academic supervision’ discussed at 4 AS meeting

13 Districts Review the notes from AS meeting, feedback to academic supervision sub-committee

1.2.6 Developing and piloting an app for use in IAT & academic supervision

SCI Sr.Man

MER

X X X X Mobile-based app developed for formative reading assessment and academic supervision

Pilot in two upazilas in Barisal & Rangpur

Strategy 1.3

Teachers’ capacity to use ICT resources for reading instruction enhanced

1.3.1 ToT for PTI instructors on ICT in education

SC DPD

Reading

X 12 PTI instructors trained 12 PTI in 12 Districts

3 days training

1.3.2 3-day training of teachers on use of digitally formatted reading materials

PNGO DPD

Reading

X X X 1,057 teachers in model schools receive ICT training

nationally

1.3.3

ICT sub-committee meetings with DPE

SC DPD Reading

X X Meeting/workshop held


25


Collaboration


Deliverables Geo

Location

Remarks

FY17 FY18

Q1 Q2 Q3 Q4 Q1 Q2

1.3.4 Introducing online training sessions (e-training) and upload in reading hub

SC, A21 and DPE

DPD Reading

X X X Online training module delivered

National

IR2 Increased use of Early Grade Reading Assessment

Strategy 2.1

Diagnostic Assessment Tools Developed

2.1.1 Reflection workshop with teachers about experience of using IAT in past year

PNGO Sr. Man MER

X 7 reflection workshops completed in 7 regions

All seven regions

Teachers experienced in assessing children using IAT

2.1.2 Quarterly IAT tools development workshop with GoB/NCTB

SC Sr. Man MER

X X X Quarterly IAT tool developed for use

Dhaka 3 sets of tool

2.1.3 Master trainer training on IAT

PNGO Sr. Man MER

X X X 198 AUEOs, UEOs and URC instructors oriented on IAT

33 upazilas Covering 2,190 GPS

2.1.4 Training of Bangla teachers on IAT

PNGO Sr. Man MER

X X X 4,380 Bangla subject teachers trained on IAT

READ working schools

1 day training in all 2,190 GPS (2 teachers/school)

Strategy 2.2

Tracking Reading Progress at different levels

2.2.1 Assessing children using formative assessment tool

PNGO Sr.Man MER

X X X 368,505 Gr1-3 children assessed using IAT

READ working schools


26


Collaboration


Deliverables Geo

Location

Remarks

FY17 FY18

Q1 Q2 Q3 Q4 Q1 Q2

2.2.2 Sharing reading result with district/upazila education officials

PNGO Sr. Manager MER

X X X 13 district level IAT result sharing workshops held in 7 regions

READ working districts

IR3 Expanded provision and use of relevant and appropriate supplementary materials

Strategy 3.1:

Standards developed and disseminated to improve the quality and coherence of children’s reading materials.

3.1.1 Printing of decodable books (level 1)

SC DPD Reading

X X 10 titles of level 1 books printed

National level This is to fill the gap of level 1 books in the available SRM

3.1.2 Print/procurement of leveled books (level 0-6)

SC DPD Reading

X X 126 titles per school distributed and used

National level This is to distribute in new 1340 GPS

3.1.3 Digital production of bi-lingual story books using Bloom software

SC DPD Reading

X X 45 bi-lingual story books digitalized

3 CHT upazilas

Funding from Children’s Book Initiative (SCUK)

Strategy 3.2

Children's access to ample appropriate reading materials

3.2.1 Production &purchase of materials for print rich environment in all classrooms/ schools

PNGO DPD Reading

X X grades I- lll classrooms in 2,190 schools will have print rich environment

33 upazilas Materials will relate to current lessons in the lesson plan.

3.2.2 Printing of bi-lingual SRM for children in CHT

SC DPD

Reading

X X 10 bi-lingual books printed and supplied to 45 schools in Khagrachari

Khagrachari Chakma, Marma and Kokborok languages


27


Collaboration


Deliverables Geo

Location

Remarks

FY17 FY18

Q1 Q2 Q3 Q4 Q1 Q2

3.2.3 Print/procurement of additional copies per school: and replacement copies for worn materials

SC DPD

Reading

X Additional materials available per school

All 2,190 schools will have two book stands

33 upazilas 20% replacement for 1340 schools

Strategy 3.3

Development, usage and sharing of digital format reading material

3.3.1 DVD of E content distributed

SC DPD

Reading

X 69 e-materials delivered to each of 1,057 schools for grades 1, 2 & 3

national 1,057 new ICT schools

3.3.2 Documentation of ICT usage in 12 multimedia classroom

SC DPD Reading

X X X X Actual utilization of ICT documented in primary classes

2 ICT schools per region

3.3.3 Writers Workshop to generate Bangla storybooks using Bloom software

DPD Reading

X 1 three-day Workshop that generates 20 digital storybooks

National WS 4-5 participants from each region, generating diverse books that suit different contexts


28


Collaboration


Deliverables Geo

Location

Remarks

FY17 FY18

Q1 Q2 Q3 Q4 Q1 Q2

IR4: Strengthened community support for early grade literacy

Strategy 4.1

SMCs mobilized to add early grade reading activities or investments in their school level improvement plans.

4.1.1 Attend Mother Gatherings to promote reading and share reading results

PNGO

DPD

Reading

X X X X 1 dialogue held per quarter per school

All READ schools

Sharing student reading results, CRC, use of SLIP money, creating print rich environment and reading corner etc.

4.1.2 SMC orientation on reading & use of SLIP

PNGO DPD

Reading

X X 14,740 SMC members oriented to READ and use of SLIP

All SMCs in all 1,340 schools

½ day orientation of SMC members

Strategy 4.2

An expanded package of community activities in support of reading is developed and tested

4.2.1 Training of community literacy volunteers in new sites

PNGO DPD

Reading

X X 2,680 CLVs trained

(2 per school catchment area)

7 Regions incl 1 new district

3 days training

Cohort 2 and 3

4.2.2 Refresher training of community literacy volunteers

PNGO DPD

Reading

X X X 2,680 CLVs re-trained 7 regions incl. 1 new district

2 (1+1) days refresher training

4.2.3 Basic training of PNGO staffs (TOs and CAs) due to turnover and recruitment

PNGO DPD

Reading

X X X 350 new staffs trained (including 5% for turnover)

7 Regions & new district


29


Collaboration


Deliverables Geo

Location

Remarks

FY17 FY18

Q1 Q2 Q3 Q4 Q1 Q2

4.2.4 Facilitate U.P. to sustain the CRCs

PNGO DPD

Reading

X X X 20% of UPs commit resources to sustain CRC

All Union Parishad

Education Standing committee will be approached

4.2.5 Reading Festival at upazila level

PNGO DPD

Reading

X Annual reading festival held in 33 upazilas.

33 upazilas in 12 districts

4.2.6 Procurement and supply of CRC materials for new and existing sites

PNGO DPD

Reading

X X 1,340 CRCs are supplied with materials

7 Regions 1340 new camps


Collaboration


Deliverables Geo

Location

Remarks

FY17 FY18

Q1 Q2 Q3 Q4 Q1 Q2

A Cross-Cutting Activities

A1 Operations

A 1.1 Window of Opportunity-Beyond Access Bangladesh

Department of Public Library, NBC and BSA

COP and DPD-READ

X X X X Children’s reading corners established and digital content available in 25 libraries.

25 libraries in 7 regions

Window of Opportunity


30


Collaboration


Deliverables Geo

Location

Remarks

FY17 FY18

Q1 Q2 Q3 Q4 Q1 Q2

A1.2 Editing and translation Mang’r Comm.

X X X X READ products are technically and stylistically well presented.

SC As required

A1.3 SCI staff development SC CoP X X X X Training attended and utilized SC & PNGO As required

A1.4 Exit workshops with NNPS and GPS at upazila level

PNGO DPD - Partnership

X X X 13 workshops held at Dostrict level; package of SRM and certificate

7 regions Participation by HTs, SMC chair, upazila & district education officials & PNGO staff

A1.5 National level exit workshop

SC CoP X READ resources and overall outcomes have been presented

Central level

A1.6 Capacity strengthening workshops for PNGOs

SC DPD - Partnership

X X PNGO have capacity to implement reading intervention and maintain compliance

Central level

A1.7 Launching of the program in new district

PNGO DPD - Partnership

X X launching ceremony held Rajshahi region

Participation by Relevant GoB officials of the selected districts & PNGO staff

A1.8 Periodic documentation of change in the classroom through PREQUIP methodology

Sr.Manager

MER

X X X X X Visual and print documentation will be generated through use of valid qualitative instruments, measuring change in teaching & learning at classroom level.

Select number of schools in 7 regions (small scale)

SCI and PNGO staff already trained on PREQUIP and coaching technique


31


Collaboration


Deliverables Geo

Location

Remarks

FY17 FY18

Q1 Q2 Q3 Q4 Q1 Q2

A2 Communications, branding and marking

A2.1 Dissemination workshop about READ products and evidence with DPE, NCTB, NAPE, and QWG members

SC CoP X X X Workshop conducted with govt. and PEDP members

National READ products & evidence will be shared to pave the way for mainstreaming

A2.2 Communication materials

SC Mang’r C&PSE

X X X Up to date communication materials produced; correct branding

Update brochure, briefs, posters, leaflets

A2.3 Communication strategy for promoting reading habit

SC Mang’r C&PSE

X X Strategy developed for changed attitude to reading

SC

A2.4 Information Packaging SC Man’gr C&PSE

X X X 4 Videos, 10 Success Stories, 2 media outputs

SC

A2.5 Website & Social Media maintenance

SC Man’gr C&PSE

X X X Updated Website/Facebook

/Twitter/YouTube

SC

A2.6 Regional sharing of READ products

PNGO DD – Partnership

X X X 7 regional sharing events conducted

7 regions READ products & resources

A.2.7 Development of READ documentary

SC Man’gr C&PSE

X X Broadcast ready documentary is produced

SC Professional video/TV production firm


32


Collaboration


Deliverables Geo

Location

Remarks

FY17 FY18

Q1 Q2 Q3 Q4 Q1 Q2

A2.8 Development and broadcast of READ PSA on television stations

SC Man’gr C&PSE

X X X X Twice daily on weekends, four times a month during the 2017 academic year

SC

A2.9 Voice messaging to parents of struggling readers

SC X X X X 1min message, twice in a month reaching 8,000 parents

SC

A2.10 Policy briefs developed and distributed

SC X X X X Four policy briefs developed and disemination

SC

A2.11 Roundtables with newspaper and media

SC X 5 regional roundtables and 1 national level roundtable

5 regions and SC centrally

A2.12 Identifying and awarding best Children’s Pages in regional newspapers

SC X X Children’s Page prize awarded to regional newspaper with best Page; event conducted at Press Institute.

SC Cost sharing with Press Institute of Bangladesh

B Monitoring and Evaluation

B1 M&E/MIS workshop/Training

B1.1 M&E/MIS refresher for PNGO staff

PNGO Sr.Man MER

X 465 PNGO program staff received training on M&E/MIS

All READ regions

B1.2 Using data in reports targeted to different audiences

PNGO Sr.ManMER

X X X X M&E findings shared in Quarterly meeting at SC, DPE/TEG

All READ regions

NFA

B1.3 QPRLW with PNGOs SC Sr.ManMER

X X X Project results shared quarterly with PNGO staff

By rotation in different READ regions


33


Collaboration


Deliverables Geo

Location

Remarks

FY17 FY18

Q1 Q2 Q3 Q4 Q1 Q2

B1.4 M&E Planning workshop

SC Sr.ManMER

X Annual planning workshop held

TBD

B1.5 Updating READ PDT, USAID indicators

SC Sr.ManMER

X X X X PDT updated 4 times per year Compilation of all regional data at central level & analysis

NFA

B1.6 M&E/MIS coordination meeting with STO-M&E

PNGO Sr.ManMER

X X X 3 Coordination meeting held with STO-M&E in 3 regions

By rotation in different READ regions

B1.7 MER Technical Expert Group Functioning

SC Sr. Man’grMER

X X X X 4 TEG meeting held and approved necessary instrument and research for MER

DPE

B1.8 MEAL System development

SC Sr. Man’grMER

X X X X MEAL rolled out in READ All READ regions

B1.9 Revision of M&E plan for USAID

SC Sr. Man’gr MER

X M&E planned revised and approved by USAID

SC central level

B.10 Collaboration with BAFED to disseminate evidence, publish findings, and engage in discourse w/ academia about reading results

BAFED (MOU planned for)

Sr.Man

MER

X X X X X X MoU with BAFED to publish in BAFED journal and promote academic gatherings on topics of relevance to national policy makers and academia

national


34


Collaboration


Deliverables Geo

Location

Remarks

FY17 FY18

Q1 Q2 Q3 Q4 Q1 Q2

B2 MIS

B2.1 Web based M&E system improvement/ upgrade

SC Sr. Man’grMER

X X X X M&E system updated Dhaka

B2.2 Smart phone-based data system development

PNGO Sr. Man’gr MER

X X X X Data system developed Regional level

B2.3 Integrating GIS into MIS SC Sr. Man’grMER

X X Data system developed Regional level

B3 RESEARCH AND EVALUATION

B3.1 Baseline: new GPS (690)

Midline: old GPS cohort Endline: NNPS

SC Sr. Man’grMER

X X Data collection for NNPS, GPS and CEA completed

Randomly selected sample schools

New GPS Baseline-External firm; GPS ML and NNPS EL Data collection will start in October.

B3.2 RCT Endline for GPS SC Sr. Mang’r MER

X RCT data collection completed from 140 schools

Randomly selected GPS

B3.3 Baseline: New GPS (650, cohort 3)

SC Sr. Mang’rMER

X Baseline for GPS and will be completed

Randomly selected sample schools


35


Collaboration


Deliverables Geo

Location

Remarks

FY17 FY18

Q1 Q2 Q3 Q4 Q1 Q2

B3.4 Cost Effectiveness Analysis (CEA)

SC Sr. Mang’rMER

X X X X CEA data collection in progress

All READ regions

B3.5 Technical visit of govt and civil society delegates to Nepal re: benchmarking in national language

SC Sr. Mang’rMER

X 10 member delegation, one week visit

Nepal

B3.6 Convene two workshops to discuss methodology re: Bangla fluency&comprehension benchmarking

SC Sr. Mang’rMER

X X X X Methodology agreed for benchmarking

SC Central level

Workshop with DPE, NCTB, CAMPE, IER, RtR, BRAC


36

ANNEX 2: PERFORMANCE DATA TABLE (PDT) PDT Tracking Tool (Statistical Report)

Reading Enhancement for Advancing Development (READ)

Reporting Quarter: October-December, 2016

Sl PERFORMANCE INDICATOR

Target Vs Achievement

Data source Annual Terget, 2016 (%) October-December,16 Achievement

Annual Achievement, 2016 (%)

Male Female Total Male Female Total Male Female Total

Project Objective: Improved reading competence among early grade students in READ supported schools in the selected districts

1

Proportion of students who, by end of grades 1-3 of primary schooling, demonstrate that they can read and understand the meaning of Bangla grade level text (comprehension)

45% N/A N/A N/A 18.3% 17.7% 18.1% BL, ML, EL

2

Average number of Words read Per Minutes Correctly (WPMC) in a narrative passage (oral reading fluency) by the children grade 1-3 children

40 N/A N/A N/A 24.9 25.6 25.2 BL, ML, EL

3 Percent of grade-3 children scoring 60% and above in Bangla in final exam

40% 39.5% 55.9% 47.4% 13.50% 16.20% 14.80% BL, ML, EL

IR1: Improved provision of evidence-based, interactive early grades reading instruction

4 Percent of school using strategies to foster comprehension in the classroom for grade 1-3 classrooms

75% 86% 72% Observation Checklist

5 Number of learners enrolled in primary schools and /or equivalent non-school based settings with USG support

106,657 106,658 213,315 0 0 0 106,724 108,149 214,873 School Profile

184,252 184,253 368,505 0 0 0 168,587 171,538 340,125 RIMES


37






6 Number of school administrators successfully trained with USG support

88 88 176 0 0 0 29 24 53 RIMES

865 865 1730 0 0 0 1056 433 1489

7 Percent of trained administrators participating early grade reading supervision

85% 90% 74% School Visit Format

8 Number of teachers/educators who successfully completed training/ in-service training with USG support

492 492 984 540 1199 1739 507 450 957 RIMES/ unique beneficiaries

1,904 1,904 3,808 540 1199 1739 1697 2342 4039

beneficiaries (annual) includes refreshers T.

9

# of module for reading instruction incorporating formative assessment, applicable for pre-service and in-service teachers training

NA NA NA NA NA NA NA NA NA

No target for this year; Y1 module updated in Y2

IR2: Increased use of early grade reading assessment

10 Percent of targeted schools using Instructional Adjustment Tools for classroom reading assessment

80% 99.40% 100% School Visit Format

11

Percent of targeted teacher changing instruction in the class room based on Instructional Adjustment Assessment result

75% 92.71% 77% School Visit Format

12 # of fluency benchmarks developed for early primary grades 1-3

1 0 - Study report

IR3: Expanded provision and use of relevant and appropriate supplementary reading materials


38






13 Number teaching and learning materials (TLM) provided to target school and community with USG assistance

14,408

0

20,717

School Profile / School Visit Format

14 Number of materials classified according to stages of reading competence

NA - NA Program Report

15 Percent targeted schools using supplementary early-grade reading materials

85% 81% 68% Observation Checklist

16 Number of teachers received training on use of ICT in classroom 371 372 743 32 22 54 415 316 731

RIMES

17

Number of supplementary early grade print materials transformed into digital formats for multimedia projection or web usage

50 0 50 Program Report

IR4: Strengthened community support for early grade literacy

18 Number of School Management Committee (SMC) supported by READ 1510 1510 1510 Program

Report

19 Percent of Upazilas holding reading festival 90% 0% 99% Event Report

20 Number of children having access to reading opportunities through community reading camps

4,800 4,800 9,600 0

3,889 3,958

7,847 RIMES

21 Number of early grade parents attending in parenting meeting/mothers gathering session in the school

26525 53050 79,575 8612 17486 26098

19,985 50,031

70,016 Event Report


39

Annex 3: Government Documents

1: 8th RAC Meeting Minutes


40


41


42

2: Training manual approval for Quality Educators for Every Child project of READ


43

3: Opinion from Mass Media Institute


44

4: 6th TEG Meeting Minutes


45


46

5: 3rd year fund clearance from the government


47


48

Annex 4: Success Story

ICT CLASSROOM • Establishing a Dedicated Multimedia

Classroom

In pursuit of the Digital Bangladesh agenda, the Government of Bangladesh has instructed schools to set up multimedia classrooms (MMC) with the goal of increasing digital literacy in the primary school years. So far, around 13,000 Govt. Primary Schools (GPS) participate in the scheme. The government provides each multimedia classroom with a laptop, a multimedia projector, sound system, a pen drive and an internet dongle. This enables one lesson to be conducted at a time in the MMC.

To make sure that every student may benefit from the material, the education office instructed the schools to move the equipment from one classroom to another and to schedule classes equitably. However, that is rarely the case. Moving the equipment from room to room requires 10-15 minutes that comes at the expense of precious instructional time. Moreover, not all teachers are technically well-grounded with setting up the equipment or solving problems, which adds to the start-up time of the class. For these reasons, many schools keep the equipment fixed in one class. Students of that classroom therefore get the most benefit from these inputs.

After observing the inefficiency of moving the equipment around and the distraction it created among students, Mst. Nihar Sultana, the Head Teacher of Dulalmundia GPS, Jhenaidah came up with a solution.

In line with the instruction from government for pre-primary classes, Dulalmundia GPS had a classroom with pictures, posters, charts and a range of creative learning materials on the walls. Unlike most schools, Dulalmundia GPS has an extra classroom available for the pre-primary class which is only used two hours in the morning.

The Head Teacher decided to permanently set-up the MMC in the pre-primary classroom. The ICT classes were rescheduled in the afternoon. The students sit on the floor mat in the same fashion as the pre-primary children. The process of moving children from once class to another takes less time than setting up equipment. Student time is better used, with fewer interruptions due to electricity cuts or technical difficulties. The ICT equipment is less susceptible to damage due to frequent relocation. And finally, the early grade students get the added benefit of the pre-primary environment which is relatively stimulating and ‘print-rich’ compared to typical classrooms. In this way, the strengths of pre-primary educational practices may influence the quality of early grade classrooms.

Students of Dulalmundia GPS at their dedicated multimedia classroom


49

Annex 5: Organizational Chart

5.1 READ – Central Management

Newly recruited position

Recruitment in process

Open position ALL CAPS

Chief of Party

Deputy Program Director-

Partnership Management

Manager -Financial Analyst

& Compliance

Program Officer -Procurement

6 Program Officers based in regions

Manager Government Engagement

Manager Program Operations in new

district

Deputy Manager M&E

Deputy Manager Reading

Deputy Manager Advocacy and

Communications

Senior Finance and Admin Officer

Deputy Program Director -Reading

ManagerReading

Deputy ManagerReading/Editing

Manager-School and Community

Engagement

ManagerICT-in-Education

ICT TrainingOfficers (2)

ManagerMLE

Project Officer-Library Initiative (IREX funded)

Senior Manager, MER

Deputy ManagerMIS GIS

Deputy ManagerM&E

ManagerResearch

Manager M&E attached to sub-

projects

Deputy Manager Data Analyst

ManagerCommunications & Private

Sector Engagement

Deputy ManagerDocumentation

DEPUTY MANAGERMEDIA RELATIONS

Project Support Officer

MIS Officer


50

5.2 PNGO – Regional Management

A & F Officer (Regional)

Focal Person of PNGO

Project Coordinator

STO – Reading (Regional)

DD Reading (SC)

STO – M&E (Regional)

A & F Assistant (1 per District)

CA – 56 (Union based)

TO -11 (District based)

GPS (5 per CA) – 282 (Approx.) per Region

Manager-Communications and Private Sector Engagement (SC)

Sr. Manager –MER (SC)

DD Partnership (SC)

SC Staff

PNGO Core Staff

READ Program Staff

Government Primary School (GPS)

STO – A & Com. Mob.

Note: The chart differs for Cox’s Bazar and Khagrachari.


51

5.3 Naogaon – Regional Management

Manager-Communications and Private Sector Engagement (SC)

A & F Officer (Regional)

Sr. Manager –MER (SC)

Focal Person of PNGO

Upazila Coordinator (4)

STO – Reading (Upazila Based)

DPD Reading (SC)

STO – M&E (Upazila based)

CA – 32 (Union based)

TO -6 (Upazila based)

GPS (5 per CA) – 165 (Approx.) per Upazila

DPD Partnership (SC)

SC Staff

PNGO Core Staff

READ Program Staff

Government Primary School (GPS)

Manager Program Operation (SC)

DM - Reading (SC)

DM – M&E (SC)

DM – Sr. Officer (A&F)

DM – A&Com. Mob. (SC)


52

ANNEX 6: READ MAP


53

www.readbangladesh.org

Reading Enhancement for Advancing Development (READ) Save the Children House No. CWN (A) 35, Road No. 43 Gulshan 2, Dhaka 1212 Bangladesh