GEORGIA PRIMARY

EDUCATION PROJECT

MONTHLY REPORT FEBRUARY 1-29, 2016

Contract No. AID-114-C-11-00003

USAID COR: Medea Kakachia Chief of Party: Indira Amiranashvili

10 March, 2016

This material is made possible by the generous support of the American people through the United States Agency for International Development (USAID). The contents are the responsibility of Chemonics International Inc., and do not necessarily reflect the views of USAID or the United States Government. Preparation of the material is made within the framework of the USAID Primary Education Project in collaboration with the Ministry of Education and Science of Georgia. G-PRIED HIGHLIGHTS FEBRUARY 2016

G-PriEd Portal • Continued to interpret Google Analytics to better understand Portal-user behavior: recorded 12,795 users in February (includes both new and returning users), with the highest number of users in a single day being 2,045 (includes both new and returning users) on the Portal-integrated Google Analytics tool (http://www.google.com/analytics/) • Continued to upload materials to the Portal and revise previously uploaded, branded materials with the new G-PriEd logo • Opened access to Portal, sections include Teachers Resources, Principals Resources, BSPE, and Parental Engagement Zones, to all teachers and principals registered by EMIS in E-Flow system; previously, access to Portal was only for G-PriEd target teachers and principals. • Created a registration-free space called “Resources for All!” for parents and students on the Portal homepage. Materials available on this page include readers, newspapers, parental activity cards, math games, and any other appropriate materials that parents can use for homework and fun with their children. • Continued to collect different statistics that can be derived from the Portal. Currently, the following statistics can be produced: 1) General Report on registered TLC facilitators and teachers: http://kargiskola.ge/GC/stats/general.php 2) E-sessions report with the numbers of teachers: http://kargiskola.ge/GC/stats/new/video_new.php 3) Classroom observations/teacher evaluations by Principals report: http://kargiskola.ge/GC/stats/new/dir_new.php 4) Teacher Learning Circles meetings/activities report:http://kargiskola.ge/GC/stats/new/teachers.php • Completed “screening math test” software • Continued to maintain an FAQ block on the Portal to support schools in its use and to facilitate efficient use of e-sessions • Finalized the structure of G-PriEd Forum • Created a space for “Monday Message” an information sharing resource that is updated every two weeks. The messages for February were: 1) Read Aloud is a method which helps children acquire reading and other skills; 2) Motivation plays an enormous role in a child’s ability to read and learn • Created an unrestricted general G-PriEd Facebook page which went live on February 23, with the following statistics for the period February 23-29: Facebook statistics for February 23-29 - Page likes: 1,049 - People reaching G-PriEd page/posts: 50,447 - Post engagement: 28,704 - Total video views: 5,369 • Participated in Read Aloud International Day on February 24 by organizing and filming three Read Aloud activities in G-PriEd target schools • Created a page in social network “YouTube.com” and uploaded videos on Reading Aloud activities: - Paata Papava, School #18 (Azeri-speaking students) https://www.youtube.com/watch?v=irpSpDUnemA - Tata Chanturia, Reading Assistant at Patara Mejvriskevi public school https://www.youtube.com/watch?v=b0kUxkpY7hk&feature=youtu.be and - Giorgi Chauchidze, G-PriEd reading trainer at Shaumiani Public School #3 https://www.youtube.com/watch?v=vWqySaJ16p4

Quality Control • Started analysis of feedback from questionnaires received from 120 schools regarding the quality of the math electronic course • Finalized an online questionnaire regarding the functionality and content of the Portal, integrated it into the Portal, and launched the collection of feedback from G-PriEd target schools’ teachers, teacher-facilitators, and principals on February 22. The survey will be open for two weeks, through March 7. As of February 29, G-PriEd received 1,998 responses. • Conducted a brief phone survey with 12 randomly selected school principals to understand the principals’ and the teachers’ perspective of the visits administered by G-PriEd

Training Delivery • Delivered a 1-day TOT to four GSL trainers and 10 ethnic minority math trainers who will train respective teachers in pilot schools • Delivered a 2-day training to 99 math and 61 GSL teachers from pilot ethnic minority schools E-sesson in reading at Poit Pilot • Delivered a 2-day training to 118 math and 77 GSL teachers School # 3 from expansion ethnic minority schools • Sustained the Portal-based electronic training in Georgian pilot schools: TLC facilitators from 116 schools conducted 236 e-sessions in reading and 446 e-sessions in math during the period from November 2015 through February 2016 • Sustained the Portal-based electronic training in Georgian expansion schools: TLC facilitators from 447 schools conducted 1,788 e-sessions in reading, and 1,799 e-sessions in math for the period from October 2015 through February 2016 • Delivered an orientation session to nine principals and 24 TLC facilitators from 11 pilot schools

School Visits and Classroom Observations • Conducted 243 visits to expansion schools: - During 126 visits reading trainers observed 494 reading teachers and 110 TLC facilitators - During 117 visits math trainers observed 456 math teachers and 114 TLC facilitators • Conducted unannounced visits to two pilot schools • On February 29 delivered feedback session with 23 reading and math trainers from West Georgia in

TLC Activities • 763 TLC facilitators from expansion schools reported on 2,003 TLC activities conducted at their schools during the period from November 2016 through February 2016. The activities of the meetings were focused on: - model lessons – 111 - lesson study – 353 - case study – 465 - data analysis – 757 - peer observation – 293 - parental engagement – 24 • Developed a lesson plan for an instructional movie on TLC Lesson Study • Translated a new version of a TLC Guide in Armenian and Azeri Languages

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• Recorded a roundtable session/Q&A with six TLC facilitators and G-PriEd technical team. The tape will be edited and uploaded on the Portal under the “News” section and built-in to the Forum.

School Principal Activities: Instructional Leadership • 402 principals from expansion schools submitted a portal-based report on school-based teacher evaluation and classroom observation. During the period from December 2015 and through February 2016: - 4,124 teachers were engaged in school-based teacher evaluation process - School principals conducted 3,884 individual planning and goal setting sessions with teachers individually - School principals conducted 523 unannounced and 1,175 formal classroom observations • 35 principals from pilot schools submitted a Portal-based report on school-based teacher evaluation and classroom observation. During January 2015-February 2016: - 215 teachers were engaged in school-based teacher evaluation process - School principals conducted 201 individual planning and goal setting sessions with teachers individually - School principals conducted 37 unannounced and 44 formal classroom observations • Reached out to 176 expansion school principals and provided phone coaching regarding the implementation of school-based teacher evaluation process and reporting • Translated a new version of a Principal’s Guide on school-based teacher evaluation in Armenian and Azeri languages

Training Materials • Developed scripts for six e-sessions on differential instruction in math to the Portal: three for Grade 1-4 teachers and two for Grade 5-6 teachers • Completed and uploaded four e-sessions in reading • Finalized the session on parental engagement and uploaded it on the Portal under Parental Engagement Zone • Completed printing of Reading and Math Resource Books and started consolidation of items for distribution purposes • Provided Reading and Math Resource Books to G-PriEd national trainers during a feedback session on February 29

Instructional Resources • Continued illustrating, formatting, and uploading the supplementary leveled readers to the Portal • Successfully piloted the reading component of classroom diagnostic testing under E-Assess zone of G-PriEd Portal, which now is fully functional • Completed development of the seventh issue of the student newspaper Reading Times for grades 3-4 and 5-6 and sent for printing at the rate of one newspaper per student • Completed printing of instructional resources (readers, big books, activity cards, flash cards, newspapers, posters, and teacher resources) and started consolidation of items for distribution purposes • Requested and received approval for disposition of instructional materials to target schools • Continued development of a “story-generator” application for students • With USAID approval, started procurement of math manipulatives

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Parental Engagement • Completed bus and bus station advertisement campaign for parental engagement public awareness in , Kutaisi, and • Prepared a script and filmed a TLC meeting devoted to parental engagement, which was used for the Parental Engagement electronic session • Uploaded the Parental Engagement electronic session on to the Portal • Added a new category “Parental Engagement” to the A screenshot from the “Afternoon Show” on drop-down list of types of TLC meetings in the TLC February 12th facilitators accounts on the G-PriEd Portal • Continued to provide assistance and coaching to TLC facilitators to assist them in conducting TLC meeting on Parental engagement

BSPE • Signed five additional MOUs with private sector companies, bringing the total number of signed MOUs to 39, with 158 volunteers committed to participate in the business skills program • On February 12, G-PriEd presented its business skills program on Imedi TV during a live broadcast in the “Afternoon Show” • Completed training of private sector volunteers. Seven trainings held in February, with 43 volunteers trained in total. • Continued delivery of the business skills programs in 39 pilot schools • Continued observing the business skills lessons • Continued production of the business skills animated movie • Began advertising/communications campaign on buses and

billboards in Tbilisi and regions Anna Tsikarishvili, a volunteer from • Through Junior Achievement Georgia, G-PriEd’s subcontractor, Canion, delivers a BSPE lesson began conducting student “post tests” in classes where to grade 6 students, Martvili School #2 teachers completed delivery of the business skills lessons

Project Administration • Received USAID approval for procurement of math manipulatives • Submitted and received USAID approval for disposition of instructional resources and Teacher Resource Books to G-PriEd target schools

PLANNED ACTIVITIES MARCH 2016

G-PriEd Portal • Complete testing math screening assessment software of E-Assess in selected schools, fix bugs as needed, and launch software • Continue to design different statistics that can be derived from the Portal • Continue to interpret Google Analytics to better understand Portal-user behavior 5

• Continue to upload materials to the Portal • Continue to maintain an FAQ block on G-PriEd Portal to support schools in using the Portal and to facilitate efficient use of e-sessions • Launch Forum on the Portal and provide access to G-PriEd schools representatives • Populate BSPE zone within the Portal with resources

Quality Control • Complete analysis of data from questionnaires received from 120 schools regarding the quality of math electronic course and make adjustments as needed • Process data from online questionnaires about quality assurance of the Portal and e-services (the deadline for completing questionnaires is March 7) and make adjustments as needed

Training Delivery • Deliver a 1-day TOT to 40 trainers, who will train school principals • Deliver a 1-day TOT to eight GSL reading trainers • Deliver a 2-day training to 134 math and 87 GSL teachers from expansion ethnic minority schools

School Visits and Classroom Observations • Conduct 238 visits to expansion schools to observe teachers and TLC facilitators • Conduct 13 visits to pilot ethnic minority schools to observe teachers and TLC facilitators • Deliver a 1-day feedback session with trainers from East Georgia, who are engaged in conducting school visits • Conduct three unannounced visits to pilot schools

TLC Activities • Maintain analysis of TLC activity statistics submitted by TLC facilitators and reach out to those TLC facilitators, who did not report or reported insufficient information • Edit and upload a recording of a TLC roundtable/Q&A session with G-PriEd technical team on to the Portal • Finalize the draft script for the TLC e-session on Lesson Study; film the majority of the film

School Principal Activities: Instructional Leadership • Analyze statistics on school-based teacher evaluation and reach out to those Principals who did not report or reported insufficient information • Record three videos for promoting instructional leadership in 1-minute on Maestro TV • Record a roundtable/Q&A session with six expansion school principals and G-PriEd technical team

Training Materials • Finalize six e-sessions in Differentiated Instruction in Math: three for grades 1-4 and three for grades 5-6, thus bringing the total number of uploaded sessions for each teacher category to 15 sessions • Complete development of the TOT guidelines and training materials for the fourth GSL expansion school training session • Continue development of reading e-sessions • Develop TOT materials for trainers, who will be training school principals • Distribute Teacher Resource Books (Reading and Math) to G-PriEd target schools

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Instructional Resources • Continue revising, editing, and formatting the final set of the electronic supplementary leveled readers • Launch the G-PriEd online learning project “The Paper” • Start development of the eighth and the final issue of the student newspaper “Reading Time” • Continue design of the story generator computer program for students • Warehouse and consolidate all instructional resources, teacher resource books, and parental engagement cards; start distribution to 585 distribution points (pilot and expansion schools)

Parental Engagement • Finalize materials for a new project “Read aloud for 15 minutes” • Prepare and upload recommendations and different activities for parents on Facebook page • Distribute parental engagement cards to all students of expansion schools

BSPE • Continue observing the delivery of the business skills program in the pilot schools • Monitor BSPE lessons delivery by private sector volunteers in grades 5-6 • Complete production of the business skills animated movie and, upon USAID approval, distribute DVDs to BSPE pilot schools • Continue bus and billboard advertising campaign for private sector companies involved in the business skills program • Place business skills program promotional advertisement in “Palitra” Newspaper, which is distributed throughout Georgia • Continue conducting “post tests” in classes where teachers and volunteers completed delivery of the business skills lessons

Cooperation with the MES

• Begin work with MES/agencies to organize a workshop for presentation of the Portal and to resolve issues related to technical aspects, integration of teachers’ accounts into Teacher Professional Development Scheme software, sustainability, ownership, and accreditation (especially in terms of e-trainings) • On March 10-11, participate in a 2-day “School Education – Georgia’s Future” conference organized by the Parliament of Georgia, MES, and I. Javakhishvili State University

Project Administration • Host a presentation of G-PriEd Impact Assessment by NORC for G-PriEd team, other USAID-funded educational projects and local NGOs engaged in education

ANNEXES Annex A: February School Visit Report Annex B: Status of Supplementary Reading Materials Development Annex C: MOUs with Private Companies for Implementation of BSPE in Grades 5-6 Annex D: Google Analytics Reports on G-PriEd Portal Developments Annex E: G-PriEd Official Meetings/Events in February 2016 Annex F: G-PriEd/MES Correspondence in February 2016

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GOALS: 1. Improve reading and math instruction for approximately 40,000 Georgian students, grades 1-6, including ethnic minority students in approximately 300 schools. 2. Improve reading and math delivery systems in Georgia’s primary education. 3. Enhance community and public engagement, accountability, and transparency in approximately 300 schools. Component 1: Improve reading and math instruction for approximately 40,000 students of grades 1-6, including ethnic minority students, in approximately 300 schools. Subcomponent 1.1: Improve Teacher Effectiveness in Teaching Reading and Math, as well as in the Use of Formative Assessment-Based Teaching Approach JANUARY 2016 ACTIVITY 1. Develop a concept for improving teachers’ instruction of reading and math through 1) training and 2) school-based professional development and integrate it with the MES’ concept of state-provided professional certification and continuous professional development. This concept will cover the procedures for nominating teacher circle facilitators. Completed, October 2012 2. Discuss the concept and requirements with the MES and encourage its approval. Completed, October – December 2012 3. Hold conferences with principals. A 1-day refresher seminar will be held for expansion school principals in the beginning of April. In preparation for that in March G-PriEd will train 45 trainers. The materials and resources for the seminar will be developed in March. Task 1: Develop, 4. Assist the schools/MES in identifying teacher facilitators in the pilot schools. propose, and Completed, June 2013 support the 5. During pilot phase, provide sample materials and quality assurance procedures to support TLC facilitators. implementation Instructional Film. G-PriEd continued its preparatory phase for the development of an instructional movie on a of school-based Lesson Study. The goal of the film is to provide a high-quality demonstration of a joint-lesson planning process to mechanisms for TLC facilitators. G-PriEd selected 6 teachers from Tbilisi School #82 and one reading trainer for participation in the promoting film. A lesson plan for the film was developed with the engagement of a reading trainer and G-PriEd Reading professional Improvement Director. In March, the development of the script for the film will be finalized. In addition to this, development of rehearsal and filming of the majority of the scenes will take place in March. The film will be finalized in April. math and reading Phone Consultations. G-PriEd staff continued to provide comprehensive and immediate support to all TLC teachers facilitators via phone on such matters as registering a teacher in the group, making electronic signatures, downloading video-sessions, etc. They were also given additional consulting in preparation and submission of

reports regarding TLC meetings via portal. Video discussion session with TLC facilitators. Roundtable Session with TLC facilitators. For the purposes of addressing their interest for additional information, G-PriEd Project technical team held a roundtable/Q&A session with TLC reading and math facilitators invited from 6 schools of different regions of Georgia. During the session, TLC facilitators asked the questions of their interest. G-PriEd technical leads, Paata Papava, Ketevan Chachkhiani and Gia Nozadze, answered their questions, as well as commented on those issues which were raised by other TLC facilitators through the Forum and the Facebook page. Such topics as administration of diagnostic assessments, use of the Portal and instructional resources, teacher observations, credits for the scheme were covered at the session. The session was video-taped. In the beginning of March the tape will be edited and uploaded in the News section of the G-PriEd Portal. Later, it will be integrated into the relevant topic on the Forum.

6. Support and monitor, in cooperation with TPDC, the work of the teacher facilitators in pilot schools. School Visits. G-PriEd national trainers continued visits to expansion schools. The purpose of the school visits was to observe math and teachers delivering their lessons, TLC facilitators conducting meetings or e-sessions, and to provide constructive feedback on their practices. Each trainer observed three to four teachers and one TLC facilitator per school visit. Summary Report of School Visits to expansion schools in February 2016 G-PriEd national trainers conducted 243 Reading Observations Math Observations school visits (reading trainers visited 126 Regions TLC Facilitator TLC Facilitator Schools Teachers Schools Teachers schools and math trainers visited 117 Observed Observed Visited Observed Visited Observed schools) to observe 494 Georgian TLC Act. E-Sess. Total TLC Act. E-Sess. Total language and 456 math teachers. In 3 13 1 1 2 0 0 0 0 0 addition, the trainers observed 110 12 46 3 5 8 9 35 3 5 8 reading TLC facilitators at 47 TLC meetings 10 40 4 5 9 5 17 1 4 5 and 63 e-sessions; and 114 math TLC Tbilisi 23 90 12 10 22 27 105 11 14 25 facilitators during 41 TLC meetings and 73 25 98 14 11 25 12 47 3 9 12 e-sessions. Please refer to Annex A, 1 3 8 13 4 16 4 21 85 21 February School Visit Report. -Mtianeti 3 12 0 2 2 4 14 2 2 4 Principals and deputy principals of the Racha-Lech. & Kv. Svaneti 4 16 2 1 3 0 0 0 0 0 expansion schools demonstrated high Samegrelo & Zemo Svaneti 14 55 2 10 12 17 66 3 14 17 interest in the visits paid by G-PriEd Samtskhe-Javakheti 11 41 5 3 8 7 28 6 1 7 trainers. During 243 visits, 227 school 11 43 2 7 9 10 40 3 7 10 principals and 40 deputy principals joined 6 24 1 5 6 5 19 1 4 5 the national trainers in observing Total 126 494 47 63 110 117 456 41 73 114 classrooms and TLC / E-session observations, and participated in the feedback sessions. Involving principals in the teacher evaluation process encourages principals to become successful instructional leaders in their schools.

In February, G-PriEd conducted a phone survey and contacted twelve randomly selected principals of those schools which hosted trainers’ school visits in December. The purpose of the phone calls was to understand the principal’s and the teacher’s perspective of the visits administered by G-PriEd. The table, below, lists the schools and principals G-PriEd contacted in February.

The overall feedback from the principals was very positive. According to them, trainers were very well organized both during the planning as well as the implementation of the visit. Most of the teachers found the observations and feedback very useful. Recommendations provided by the trainers were very valuable to them. In some cases teachers raised questions about the recommendations provided by the trainers.

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Therefore, they were suggested to read and watch additional G-PriEd resources Phone-survey in February: List of contacted schools and become more knowledgeable about innovative methods. Principals are # Name of the School Principal Trainer Subject looking forward to more visits at their schools. These visits are very beneficial for focus of the Visit them as they are exposed to the demonstration of effective observation and 1. Tbilisi School # 23 Nino Nabakhteveli Zurab Vakhania Math feedback delivery. 2. Tbilisi School # 180 Mikhel Lomidze Neli Naskidashvili Math G-PriEd planned 238 visits (122 – math and 116 reading) to be conducted in 3. Vartsikhe Schol Eliza Zazashvili Maia Esartia Reading March in expansion schools. In addition to this, 13 visits will be conducted in 4. Kutaisi School # 11 Ushangi Alexander Math ethnic minority pilot schools. All principals, teachers, and TLC principals are Pkhakadze Badzgaradze 5. Rustavi School # 15 Bela Martiashvili Neli Naskidashvili Math informed about the visits. Math and Reading trainers will visit schools and 6. Rustavi School # 14 Shura Gelashvili Liana Charkviani Reading observe approximately 1,000 teachers and 150 TLC meetings. Classroom 7. Rustavi School # 10 Manana Neli Naskidashvili Math observation is one of the mandatory activities for obtaining credits under the Pirosmanashvli new teacher professional development scheme. G-PriEd aims to observe every 8. School Tamar Bliadz Irma Kurdadze Math teacher at least once before the end of the academic year. To accommodate this 9. School # 1 Tamaz Kiladze Irma Janiashvili Reading new goal, G-PriEd will slightly change the format of school visits in March. Instead 10. Abkhazia School # 6 Nona Tsotsoria Malvina Shanidze Reading of observing four teachers and one TLC facilitator, in some cases trainers will 11. Teklati School Merab Darjania Aza Jojua Reading observe five teachers and one TLC facilitator or six teachers. 12. Ude School # 2 Tamar Maisuradze Azniv Kirakosyan Reading

Formative assessment at math lesson, Group Work at reading lesson, Rustavi School Math trainer and principal at a feedback session, Kutaisi School # 1 # 24 School # 3

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Training of Trainers. On February 29, G-PriEd organized a feedback meeting with reading and math trainers from West Georgia in Kutaisi. The purpose of the activity was to exchange feedback on implementation of school visits. G-PriEd trainers shared their experience with planning, implementing, and reporting school visits. G-PriEd informed them about the upcoming changes in the format of visits and increased number of teachers to be observed. The Technical Director provided recommendations on improving the quality of observation reports and discussed the importance of linkages between unobserved activities, weak sides of teacher performance and recommendations. Math and Reading Improvement Directors emphasized those teaching practices, which should be regularly reinforced during the visits. They also presented and distributed to the trainers the newly printed Teacher Resource Books in math and reading and provided recommendations on their effective usage by teachers. Twelve reading and 11 math trainers from West GeorgiaTrainers at attendeda meeting on aFebruary meeting. 29 G-PriEd is meeting with the rest of the trainers from East Georgia on March 1.

Unannounced Observations. During the reporting period G-PriEd conducted two unannounced observations in 2 pilot schools: (1) School # 3 – February 19, 2016 (2) School # 2 – February 17, 2016 During the visits, G-PriEd Training Coordinator observed math and reading lessons, and had individual meetings with teachers and school principals. G-PriEd representative observed quite active use of G-PriEd resources and instructional methods by teachers in grades 1-4. Teachers in grades 5-6 seemed less enthusiastic to use innovative resources and methods. As principals and teachers mentioned, the most widely used resources were readers and activity cards. In both schools, resources were mostly placed in the classrooms. 7. During expansion of pilot, hold conferences with principals in expansion schools to introduce the plan to improve teachers’ instruction of reading and math. Completed in June 2015 8. During expansion, assist schools/MES in identifying teacher facilitators in expansion schools. Completed in November – December 2015

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9. During implementation of the model in expansion schools, provide sample materials and quality assurance procedures to support teacher facilitators in leading TLCs. G-PriEd staff continued to provide comprehensive and immediate support to all TLC facilitators via phone on such matters as registering a teacher in the group, making electronic signatures, downloading video- sessions, etc.

After the training in November, G-PriEd TLC facilitators from expansion schools launched five types of TLC activities at their schools. From February, they have also started conducting meeting on parent engagement matters. All TLC facilitators are expected to conduct a minimum of six TLC activities during a year, such as data analysis, case study, peer observation, etc. As the table below shows, 863 TLC facilitators from Georgian expansion schools between November 1, 2015 and February 29, 2016 reported a total of 2,003 TLC activities with the following distribution: Model Lesson – 111; Lesson Study – 353; Case Study – 465; Data Analysis – 757; Peer Observation – 293; and Parental Engagement – 24. TLC facilitators will continue their TLC activities and report by the end of every month. For more statistics, please refer to TLC meeting at Makho School: Data Analysis http://kargiskola.ge/GC/stats/new/teachers.php.

TLC meetings at Expansion Schools: November 2015- February 2016 # of reporting Total # Model Lesson Case Data Parent Peer Obs. facilitators of Activities Lesson Study Study Analysis Engag. Samegrelo and Zemo Svaneti 118 265 11 52 60 87 50 5 Kakheti 92 230 12 32 64 85 32 5 Kvemo Kartli 60 189 9 40 51 53 36 0 Mtskheta-Mtianeti 34 56 0 8 15 26 7 0 Abkhazia 6 16 0 6 4 6 0 0 Shida Kartli 102 269 21 61 40 108 38 1 Samtskhe-Javakheti 46 86 3 16 22 34 9 2 Imereti 162 371 17 65 92 160 34 3 Guria 57 119 10 14 22 48 23 2 Racha-Lechkhumi and Kv. Svaneti 22 46 0 10 11 12 13 0 Tbilisi 116 253 19 36 58 98 39 3 Adjara 48 103 9 13 26 40 12 3 Total 863 2003 111 353 465 757 293 24

In February, G-PriEd contacted 132 TLC facilitators who did not reported their activities yet and encouraged them to launch the meetings with their groups of teachers. When needed, additional assistance and recommendations were provided about TLC activities and the reporting procedures. As a result of these efforts, the number of reporting facilitators increased by 121. 12

After the training in November, G-PriEd TLC facilitators from pilot schools also launched five types of TLC activities at their schools. As the table below shows, 131 TLC facilitators from Georgian pilot schools during November 2015 – February 2016 period reported a total of 391 TLC activities with the following distribution: Model Lesson – 36; Lesson Study – 50; Case Study – 118; Data Analysis – 105; and Peer Observation – 66, Parent Engagement – 16. TLC facilitators will continue their TLC activities and report by the end of every month. For additional data please refer to http://kargiskola.ge/GC/stats/new/teachers.php.

TLC meetings at Pilot Schools: November 2015- February 2016 # of reporting TLC meetings at pilot Schools Region facilitators Total # of Model Lesson Case Data Parent Peer Obs. Activities Lesson Study Study Analysis Engag. Samegrelo and Zemo Svaneti 14 31 1 1 12 8 5 4 Kakheti 9 18 2 1 5 8 2 0 Kvemo Kartli 1 1 0 0 0 1 0 0 Mtskheta-Mtianeti 6 18 0 5 3 7 3 0 Abkhazia 3 18 0 4 4 6 4 0 Shida Kartli 14 75 11 10 21 11 21 1 Samtskhe-Javakheti 6 19 0 3 8 7 0 1 Imereti 25 54 4 3 19 21 5 2 Guria 9 24 4 5 7 3 4 1 Racha-Lechkhumi and Kv. Svaneti 12 23 4 1 2 9 4 3 Tbilisi 11 42 7 9 9 9 7 1 Adjara 21 68 3 8 28 15 11 3 Total 131 391 36 50 118 105 66 16

On February 4-5, G-PriEd held an orientation session with the TLC facilitators and school principals from pilot ethnic minority schools. The goal of the session was to explain the suggested interventions and activities for Orientation session for minority pilot schools the 2015-2016 academic year, including TLC activities. The portal www.kargiskola.ge was presented to them Date Number # of # of TLC of schools principals facilitators and the emphasis was made on those sections and resources, which were more applicable to the teachers and February 4 3 3 8 students from ethnic minority schools. TLC facilitators were reminded of five types of TLC activities. They also February 5 8 6 16 were given instructions on how to report conducted activities via G-PriEd portal. As the table to the right Total 11 9 24 shows, 24 TLC facilitators and 9 school principals from 11 schools participated in the sessions. The remaining 8 schools out of total 19 pilot ethnic minority schools refused to continue collaboration with G-PriEd. G-PriEd translated a new version of the TLC guide in Armenian and Azeri. They will be uploaded on to the Portal in the beginning of March. TLC facilitators from these schools are expected to start reporting on TLC activities from March. 10. During expansion phase, support and monitor, in cooperation with the TPDC, the work of the teacher facilitators in expansion schools.

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During the reporting period, TLC facilitators from pilot schools received full access to all the resources on the Portal. G-PriEd also provided them with phone consultations with regards to registration on the Portal and administration of e-courses. See other details on their activities under task 9. 1. Create a working group together with TPDC representatives and local and international experts to develop the TOT manuals. Completed, January 2012 - February 2013 2. Develop TOT manuals for national trainers in reading. In February, G-PriEd developed and delivered teacher training guidelines and supplemental PPP slides for: a) GSL face-to-face two-day training (the 3rd such session) n expansion schools, and b) GSL face-to-face two-day training(the 1st such session) in pilot schools. 3. Develop TOT manuals for national trainers in math. No activities this month 4. Develop TOT manual for national trainers of TLC facilitators. No activities this month Task 2. Identify 5. Create video lessons and/or other multi-media assistance for national trainers of reading and math. national trainers Reading. Filming and editing of video materials for the reading instruction e-training sessions continued. Presently, G-PriEd has developed classroom video of reading and materials for 24 sessions (13 for grades 1-4 teachers and 11 for grades 5-6 teachers). Complete sets of resources (edited video files, session descriptions and math, design TOT quizzes) have been developed for 22 e-sessions. A total of 21 e-sessions have been uploaded on the E-training zone of the Portal as per the table below: program for them, E-sessions for Grades 1-4 and provide GL (1-4) Estimated Session Title Materials length teaching/guidance Edited Uploaded on training developed (min) 1 Introduction to the Training Program 40 teachers and 2 First Steps: Reading Instruction in Grade One 60 teacher 3 Teaching Phonological Skills 90 facilitators. 4 Shared Reading and Shared Writing 60 5 Teaching letters 90 6 Word Reading Instruction 90 7 Reading Fluency 1 55 8 Reading Fluency 2 50 9 Vocabulary instruction 1 70 10 Vocabulary Instruction 2 60 11 Using Diagnostic Assessment in Literacy Instruction 75 12 Comprehension-based reading instruction 70 13 Guided Reading Activity 70 Total sessions 13 12 11 14

E-sessions for Grades 5-6 GL (5-6) Estimated Session Title Materials length Edited Uploaded developed (min) 1 Introduction to the Training Program 40

2 Reading Fluency 1 55

3 Reading Fluency 2 60

4 Vocabulary instruction 1 70

5 Vocabulary Instruction 2 60

6 Comprehension-based reading instruction (narrative text) 75 Comprehension-based reading instruction (informational 7 80 text) 8 Using Diagnostic Assessment in Literacy Instruction 75 9 Effective Learning Activities and Tasks 65 Asking and Answering Questions as a Core Reading 10 80 Strategy 11 Differentiated Reading Instruction 70 Total sessions 11 10 10

Math. G-PriEd filmed two more lecturing videos and eight lessons on differentiated instruction to use them for assembling three e-sessions for grades 1-4 and 3 video-sessions for grades 5-6 (#13-15 in the table below). G-PriEd developed draft scripts for those 3+3 sessions and selected eight episodes from lessons filmed last year and edited newly filmed lessons. In March, G-PriEd will distribute episodes from the filmed lessons through differentiated instruction e-sessions and will send them to the video contractor for assembling. Following review and final editing, G-PriEd will upload them on the Portal. The status of math e-session development, which is identical for Grades 1-4 and Grades 5-6 teachers, is presented in the table below: Materials in Materials in Materials in Materials in Materials in Materials Finalized development development development development development in editing and Session Grades 1-4 (Filmed (Drafted (Selected (Filmed (Sent for uploaded # Session Title classroom scripts and classroom lecturing) assembling on the episodes) slides) episodes) videos) portal 1 The Interactive-Constructivist Method of Teaching Mathematics, Part 1 +

2 The Interactive-Constructivist Method of Teaching Mathematics, Part 2 +

Effective Learning Environment for Interactive -Constructivist Teaching of + 3 Mathematics 15

4 Teaching the Topic Using Constructivist Method +

5 Planning The Three-phase Model of Constructivist Teaching of the Topic + 6 Formative Assessment + 7 Methods of Formative Assessment + 8 Using Activities for Checking for Understanding + 9 How to Organize Formative Assessment + 10 How to Plan Formative Assessment +

11 The Concept of Differentiated Instruction + 12 Reacting on Student Needs by Differentiating + 13 Effective Teaching/Learning Activities + 14 Managing Differentiated Instruction + 15 Planning Differentiated Instruction + 16 Diagnostic Testing in Math + 17 Administering Diagnostic Testing +

6. Hire national trainers in reading and math in collaboration with the TPDC. Completed. 7. Prepare national trainers to train teachers and teacher facilitators of reading and math in use of training materials Reading: On February 20, G-PriEd delivered a ToT to 4 GLS trainers to prepare them for spring face-to-face trainings of GLS teachers in pilot schools. Math. On February 20, G-PriEd delivered a TOT for ethnic minority national trainers to prepare them for teacher training both in expansion and pilot schools. G- Pried began to prepare materials for the April final TOT: a package of quizzes and comments/keys were sent for translation on all three Minority languages. G- PriEd edited and selected 46 items, to be used for summative testing of teachers at finishing e-sessions. Programmers started to work on a software, which will randomly select 15 items out of 46 to ensure that teachers get different tests. In March, national minority trainers will deliver face-to- face trainings of Azeri, Russian and Armenian math teachers in pilot and expansion schools. G-Pried will finalize materials for April TOT. 8. Develop the trainee’s version of the manual. Develop example lesson plans and create a bank of lessons plans rich in differentiated instructional techniques, examples of supportive learning environment, methods of using leveled readers and math manipulatives, etc. No activities this month. Task 3. Support 1. Select pilot schools for intervention national trainers Completed in October 2012 to train teachers 2. Develop the list of pilot schools in consultation with MES, its EMIS department and USAID. and teacher facilitators in the Completed in January – February 2013 pilot schools in 3. Develop list of control schools, in consultation with MES and its EMIS department.

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methods they can Completed in February 2013 use to improve 4. Design the schedule of the pilot, including the timeframe for training of teachers, principal conferences, follow-up monitoring, hands-on assistance, and M & reading and math E. Assign national trainers to each training cohorts of teachers. outcomes G-PriEd completed its pilot school teacher training program in February 2015.

5. Finalize training manual and other learning materials in line with the TOT training manuals.

No activities this month. 6. Develop QA plan to support the national trainers in delivering high quality training. G-PriEd uses online surveys thought its Portal and other means to collect feedback on a variety of topics. - In January, G-PriEd launched a math e-course survey, which was sent to all target schools and received 120 responses. In February, these will be analyzed, and shared with the Math Improvement Director for corrective measures, if any. - On February 22, G-PriEd launched an online survey among its target schools’ teachers, teacher-facilitators, and principals regarding the quality of Portal services. By the end of the month, G-PriEd registered a total of 1,998 completed surveys. It will be closed on March 7th. The data will be analyzed, grouped by issues, and corrective measures will be taken, as required. - G-PriEd conducted a phone survey among 12 randomly selected principals of those schools which hosted trainers’ school visits in December. The purpose of the phone calls was to understand the principal’s and the teacher’s perspective of the visits administered by G-PriEd. The feedback was unanimously positive. 7. Support national trainers to train teachers and teacher facilitators in the pilot schools, while cooperating with TPDC and MES. Completed in academic year 2014-2015 for the pilot phase. 8. Monitor teacher training effectiveness; develop and share teacher training study reports with MES. Teacher training effectiveness is continuously measured by classroom observations and will also be measured by the summative tests the teachers will take at the end of the e-courses. For information on classroom observations, please refer to Task 1. Activity 6 above. 9. Develop observations, lessons learned, and improvement plans from the training in the pilot schools. Completed in August, 2015 1. Process results of all teacher training.

Task 4. Expand The results of the first cycle of training are recorded in the June 2013 Logistical Training Report, which G-PriEd submitted in the June 2013 monthly report. the training of The results of the second cycle of trainings in Fall 2013 submitted in the December 2013 monthly report. teachers and The results of the third cycle of trainings in Spring 2014 submitted in the May 2014 monthly report. teacher The results of the fourth and final cycle of trainings conducted Fall 2014 – Winter 2015 submitted in the February 2015 monthly report. facilitators to the 2. Identify and agree with USAID and MES on the list of additional target schools in which project interventions will be rolled out. other target This activity was completed in July 2015. The expansion phase pool of schools is 465. schools of the 3. Design schedule of re-taking the TOT, training teachers and teacher facilitators in the additional target schools.

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project. TOT. On February 20, G-PriEd delivered a TOT to four GLS trainers to prepare them for spring face-to-face trainings of GLS teachers in pilot schools. On the same day, 10 national math trainers were trained for spring face-to- face trainings of Azeri, Russian, and Armenian math teachers in pilot and expansion schools.

Training of Teachers - Pilot Schools. On February 27-28, G-PriEd trainers delivered in-person training Math and GSL Teacher Trainings in February: Pilot Schools to GSL and math teachers from pilot ethnic minority schools. A total of 99 math teachers out of Pilot EM Math Teachers, February 27-28 Pilot GSL Teachers, February 27-28 102 invited participated in the trainings from the N Training Venue Actual Attended Actual Attended following regions: Kakheti (24 teachers), Kvemo Kartli (52 teachers), Samtskhe-Javakheti (23 I-IV V-VI I-VI Total I-IV V-VI I-VI Total I-VI I-VI teachers). As the table to the right shows, they 1 School N1 24 1 0 25 24 0 0 24 20 18 were trained in three cohorts. GSL teachers were 2 Rustavi School N23 32 11 2 45 31 10 2 43 30 29 trained in the same three cohorts. Out of invited 64 3 School N3 23 9 0 32 23 9 0 32 14 14 teachers, 61 attended the training from the Total 79 21 2 102 78 19 2 99 64 61 following regions: Kakheti (18 teachers), Kvemo Kartli (24 teachers), Samtskhe Javakheti (14 teachers). Training of Teachers - Expansion Schools. On Math and GSL Teacher Trainings in February: Expansion Schools February 6-7, G-PriEd trainers delivered in-person Exp. EM Math Teachers, February 6-7 Exp. GSL Teachers, training to GSL and math teachers from expansion February 6-7 ethnic minority schools. A total of 118 math N Actual Attended Actual Attended Training Venue teachers out of 134 invited participated in the I-IV V-VI I-VI Total I- V-VI I-VI Total I-VI I-VI trainings from the following regions: Adjara (9 IV teachers), Imereti (6 teachers), Kakheti (24 1 Tbilisi School N132 23 11 2 36 16 9 1 26 15 9 teachers), Kvemo Kartli (37 teachers), Samegrelo 2 Gurjaani School N1 24 7 0 31 23 5 0 28 0 0 and Zemo Svaneti (1 teacher), Samtskhe-Javakheti 3 Rustavi School N23 19 6 1 26 19 6 1 26 19 16 (27 teachers), Tbilisi (14 teachers). As the table to 4 Akhalkalaki School N3 12 6 7 25 11 4 7 22 19 19 the left shows, they were trained in six different 5 Kutaisi School N1 3 2 11 16 3 2 11 16 11 10 cohorts. GSL teachers were trained in the same six cohorts. Out of invited 87 teachers, 77 attended the 6 Tbilisi School N51 0 0 0 0 0 0 0 0 23 23 training from the following regions: Adjara (5 Total 81 32 21 134 72 26 20 118 87 77 teachers), Imereti (4 teachers), Kakheti (14 teachers), Kvemo Kartli (29 teachers), Samegrelo and Zemo Svaneti (1 teacher), Samtskhe-Javakheti (19 teachers), Tbilisi (5 teachers).

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4. Implement TOT, training of teacher circle facilitators and training of teachers in the additional target schools. E-training of teachers in Georgian expansion schools: Following the training of TLC facilitators in September, e-trainings commenced in Georgian expansion schools from October. TLC facilitators and teachers were activily engaged in e-sessions in February as well. The table below shows that in February reading TLC facilitators have facilitated 1,788 sessions: 980 sessions for grade 1-4 teachers and 808 for grade 5-6 teachers. Math Facilitators have conducted 1,799 sessions: 923 sessions for grade 1-4 teachers and 876 sessions for grade 5-6 teachers. Cumulatively, TLC facilitators conducted 3,587 e-sessions in math and reading. Detailed statistics of expansion schools’ participation in e-trainings can be viewed at http://kargiskola.ge/GC/stats/new/video_new.php.

Summary Statistics of Expansion Schools: E-sessions Conducted in February 2016 Region # of Schools # of E-sessions Conducted # Conducting e- Reading Math sessions Reading Reading Sum Math Math Sum Total I-IV V-VI I-IV V-VI 1 Samegrelo and Zemo Svaneti 64 129 119 248 122 119 241 489 2 Kakheti 47 110 89 199 101 89 190 389 3 Kvemo Kartli 29 61 50 111 62 56 118 229 4 Mtskheta-Mtianeti 16 30 34 64 40 40 80 144 5 Abkhazia 3 8 5 13 8 6 14 27 6 Shida Kartli 52 119 84 203 104 96 200 403 7 Samtskhe-Javakheti 24 53 45 98 43 50 93 191 8 Imereti 83 169 137 306 159 136 295 601 9 Guria 29 60 55 115 58 64 122 237 10 Racha-Lechkhumi and Kv. Svaneti 10 20 19 39 22 21 43 82 11 Tbilisi 63 145 113 258 137 139 276 534 12 Adjara 27 76 58 134 67 60 127 261 Total 447 980 808 1788 923 876 1799 3587

The table below includes information about e-sessions in math and reading conducted by TLC facilitators of pilot schools. TLC facilitators from 116 Georgian pilot schools conducted e-sessions. Reading TLC facilitators have conducted 478 sessions: 242 sessions for grade 1-4 teachers and 236 for grade 5-6 teachers. Math Facilitators have conducted 446 sessions: 230 sessions for grade 1-4 teachers and 216 sessions for grade 5-6 teachers. In total, in February, TLC facilitators in math and reading have conducted 924 e-sessions. Detailed statistics of expansion schools’ participation in e-trainings can be viewed at http://kargiskola.ge/GC/stats/new/video_new.php.

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Summary Statistics of Pilot Schools: E-sessions Conducted in February 2016 Region # of Schools # of E-sessions Conducted # Conducting e- Reading Math Total sessions Reading I- Reading Sum Math Math Sum IV V-VI I-IV V-VI 1 Samegrelo and Zemo Svaneti 12 30 25 55 29 25 54 109 2 Kakheti 4 15 32 47 11 28 39 86 3 Kvemo Kartli 1 2 1 3 1 1 2 5 4 Mtskheta-Mtianeti 4 5 6 21 10 6 16 15 5 Abkhazia 2 7 6 13 5 7 12 25 6 Shida Kartli 8 21 21 42 23 24 47 89 7 Samtskhe-Javakheti 3 13 12 25 9 5 14 39 8 Imereti 53 47 100 53 38 91 191 53 9 Guria 6 15 24 39 17 16 33 72 10 Racha-Lechkhumi and Kv. Svaneti 7 21 19 40 22 23 45 85 11 Tbilisi 6 23 17 40 20 14 34 74 12 Adjara 10 27 26 53 30 29 59 112 Total 116 242 236 478 230 216 446 924

5. Monitor teacher training effectiveness (Including pre- and post-training test); develop and share teacher training study reports with MES. The results of the third cycle of trainings conducted in Spring 2014 were submitted in the May 2014 monthly report. The results of the third cycle of the training conducted in Fall 2014 –Winter 2105 were submitted in February 2015 monthly report.

Subcomponent 1.2: Increase the Availability and Use of Age and Language-Appropriate Reading and Math materials and supplies Task 5. Develop 1. Examine current textbooks and additional reading resources for each grade, as well as reading materials available on the market. paper-based and Completed in Year 1 of the Project and updated in April. electronic age-and 2. Development of readability criteria and benchmarks for levels of reading in the Georgian language. language- Completed for Georgian language instruction in Year 1 of the Project. appropriate reading and math Matrices for both Georgian language and Georgian as a second language are being effectively used for leveling and editing of all supplementary readers and materials, i.e., for reading diagnostic assessment items. The matrices are re-visited as the need arises. grades 1-6 and in 3. Hire local experts to develop supplementary leveled reading materials. Georgian Completed in March 2013 for the first tranche of books. language. G-PriEd is engaging 12 Georgian authors and seven illustrators to develop the second set of supplementary leveled readers. Four authors work on GSL readers.

4. Develop leveled readers (connect this Task to Task 2 to ensure readers are developed according to best practices) 20

G-PriEd continues revising and editing the final set of 46 electronic supplemental readers by grades and reading levels. The detailed status of the book production process is provided in Annex B. During February, G-PriEd mainly revised the drafts of the readers together with the authors. 5. Test the supplementary reading materials in pilot schools to determine whether they are properly leveled. This has been completed for the first tranche of readers. The remaining titles will not be piloted. 6. Finalize the leveled reading materials; develop mechanisms for teachers to support their incorporation in the learning process. These are incorporated into the training manuals and e-courses. 7. Create electronic versions of the supplementary reading materials. Similar to Task 5. Activity 4 above. 8. Create posters, cards, big books, other paper-based learning materials for reading and math G-PriEd completed development of the seventh issue of the student newspaper Reading Times for grades 3-4 and 5-6. This issue includes informational articles on paper production, the oldest Chinese board games, geometric shapes, quizzes, paper crafts, etc. Part of the content from this issue (namely, informational texts about paper, its production, and recycling) is linked with the online learning project, so that all students have individual printed versions of the project’s learning materials. This issue was sent for printing, and issues six and seven, together with all other instructional resources, will be distributed to pilot and expansion schools in March. G-PriEd also started development of the eighth and the final issue of the newspaper. 9. Create a list of grade- and age-appropriate supplemental math problem books, visual aids and manipulatives for math learning; search for availability in local market. Completed in Year 1 of the Project and updated in April 2015. 10. Publish and distribute the supplementary leveled reading materials, posters, cards, big books, and other learning resources in Georgian language to the pilot schools; support the uploading of electronic leveled readers to the MES netbooks. Completed in March 2015 for pilot schools. Procurement of instructional materials (Teacher Resource Books in reading and math; readers and big books, flash demo-manuals, and reading (GL and GSL) and math activity cards, and student newspapers) was completed. In February, G-PriEd rented a 530 squire meter warehouse to consolidate products from four different vendors and prepare them for distribution. G-PriEd also finalized the marking/packing/distribution plan based on January numbers of teachers, participating in G-PriEd program and students’ numbers, and requested and received USAID approval for disposition of supplies, which will commence in March.

1. After the first year of the pilot, revise and finalize the reading materials. Task 6: Distribute Completed in Summer 2014. paper-based and 2. Publish and distribute final versions of the supplementary reading materials for all pilot and other target schools. electronic age- and language- Same as Task 5. Activity 10 above. appropriate 3. Develop and implement a plan that increases access of all students to reading materials.

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reading and math Completed in 2014 by distribution of reading materials to the pilot schools. materials for As per the recommendation from G-PriEd technical team, USAID approved creation of a space “Resources for All!” on the Portal, which contains links to those grades 1-6 and in materials, that can be of interest to parents and students, such as readers, newspapers, activity cards, parental activity cards, etc. Access to these resources is Georgian registration-free and does not require any login/password. Additionally, it was decided to remove access restrictions on zones such as Teacher Resources, language. Principal Resources, Business Skills, and Parental Engagement and make them available to any teacher from any school, who is registered by EMIS and is granted an E-Flow login. Only two zones, i.e. Electronic Trainings and E-Assess, are available only to the teachers from G-PriEd target schools, to ensure that both zones function well, and that G-PriEd has clean statistical information on participation. It is planned to open E-Assess to all teachers in July. As far as E-Training is concerned, the decisions shall be made together with USAID and the MES, since the format may change, i.e. individual trainings versus group TLC-managed trainings may be introduced, etc. On February 24, G-PriEd participated in Read Aloud International Day by visiting several G-PriEd target schools and conducting a Read Aloud activity with students. The activities were shot and after minor editing, were posted on YouTube and linked to G-PriEd general Facebook page. Paata Papava, Reading Improvement Director organized such event at Rustavi School #18 (Azeri students) https://www.youtube.com/watch?v=irpSpDUnemA, Tata Chanturia, Reading Assistant at Patara Mejvriskevi public school https://www.youtube.com/watch?v=b0kUxkpY7hk&feature=youtu.be and Giorgi Chauchidze, G-PriEd reading trainer at Shaumiani Public School #3 https://www.youtube.com/watch?v=vWqySaJ16p4. The links were shared with USAID for posting on USAID Facebook page. 4. Provide low-cost and scalable technologies to the project target schools to support the learning of reading and math, including those for reading improvement in ethnic minority schools. Completed in April – May 2013 5. Publish and provide grade-appropriate visual aids and manipulatives for math learning to the pilot and the other target schools of the project. Completed in April 2015 for pilot schools 6. Publish and provide age-appropriate math learning materials, such as posters, task tools, etc. USAID approved procurement of math manipulatives in February. Shortly after that G-PriEd completed all contractual procedures.

COMPONENT 2: READING AND MATH DELIVERY SYSTEMS IMPROVED Subcomponent 2.1: Promote professional standards and support professional development for teachers and administrators. Task 7: Provide 1. Conduct a study to investigate ways of enhancing teacher recruitment, induction, and retention. evidence-based No activities to report this month. recommendations 2. Provide assistance to the EMIS department of the MES to develop relevant data on all teachers for improved Procurement of operational memory to support the virtual server provided by EMIS to G-PriEd to host Resources Portal was resumed. Since none of local effectiveness of vendors can provide international warranty, G-PriEd in agreement with EMIS, reissued collection of bids from the same vendors who participated in the original teachers and procurement to refresh quotes. In February, the successful offerer was selected together with the EMIS. In March the procurement will be completed. In assist in the parallel, G-PriEd will request an approval for disposition of these supplies to EMIS. 22

implementation 3. Using the EMIS data, recommend effective mechanisms of managing and promoting teachers and improving induction and retention of qualified teachers. of effective In reference with Task 7, Activity 2, G-PriEd is collaborating with the EMIS to store teacher related training information under one domain. policies for professional 4. Help MES and TPDC develop strategies to attract and retain a professional cadre of teachers. development of No activities to report this month. teachers 5. In line with the project’s school-based professional development model, assist the MES and TPDC in implementing new strategies for effective teaching, induction and retention. The MES and TPDC approved G-PriEd’s plan to approve credits to teachers participating in the project interventions. The plan includes: 2 credits to a teacher taking an e-course or face-to-face course in math or reading (if two courses are taken, a teacher gets 4 credits); 1 credit to a TLC facilitator in ethnic minority school for TLC facilitation work; 4 credits to a TLC facilitator in Georgian school for TLC facilitation work and for facilitation of e-courses; and 1 credit to the Head Teacher, who participates in the BSPE component of the project. G-PriEd made every effort to inform teachers about this plan. Additionally, G-PriEd requested TPDC to provide a format for reporting eligible teachers to ensure that G-PriEd starts to collect and consolidate all required information. Additionally, G-PriEd designed a template for G-PriEd school report card for expansion schools, which will be provided to participating schools at the end of 2015-2016 academic year. Similar to pilot phase, the school report card have statistics on all activities initiated by G-PriEd and supported/implemented by the school.

1. As agreed upon with MES, provide assistance to TPDC to revise professional standards of principals and the corresponding training and certification programs, to incorporate the major concepts of school-based professional development introduced by the project. No activities to report this month. Task 8: Expand the school-based 2. Build capacity of school principals. professional In December, G-PriEd trained principals of expansion schools in school-based teacher evaluation and development classroom observation and requested principals to start implementation of school-based teacher model, adjusting evaluation process and classroom observations, and to upload all the observation forms they use and it as needed for fill out during observations of math and reading lessons. rural and ethnic During December-February period school principals launched school-based teacher evaluation minority schools, process at their schools. Namely, they conducted orientation session and informed teachers about and support school-based teacher evaluation system, they also conducted individual planning and goal-setting appropriate policy sessions. Some principals started formal and unannounced classroom observations. As the table changes to below demonstrates, by February 29, 402 expansion principals launched school-based evaluation improve teacher system and have engaged 4,124 teachers. They have held individual planning and goal-setting professional meetings with 3,884 teachers. In addition to this, principals from several regions conducted 523 development A principal and TLC facilitator conducting classroom observation at unannounced and 1,175 formal observations. School # 3 In January, G-PriEd analyzed statistics and contacted those 176 school principals, who did not started school-based teacher evaluation at their schools. If needed, all principals were provided with detailed consolations on the procedure of evolution, as well as 23

reporting. As a result of these efforts, 113 additional principals reported in February. School-Based Teacher Evaluation – Principals’ Reports: December 2015 - February 2016

Expansion Schools Pilot Schools # of Classroom Observations # of Classroom Observations # of # of ind. # of # of ind. # Region # of # of teachers planning teachers planning Reporting Unannounced formal Sum Reporting Unannounced formal Sum engaged sessions engaged sessions Principals Principals 1 Samegrelo & Z. Sv. 52 451 447 21 75 96 3 15 15 0 11 11 2 Kakheti 43 410 393 23 71 94 0 0 0 0 0 0 3 Kvemo Kartli 28 414 411 30 113 143 1 5 5 0 0 0 4 Mtskheta-Mtianeti 15 136 136 29 26 55 0 0 0 0 0 0 5 Abkhazia 1 7 7 0 0 0 6 6 0 0 0 0 6 Shida Kartli 50 423 415 35 155 190 7 48 41 12 5 17 7 Samtskhe-Javakheti 24 196 182 26 35 61 4 15 12 3 3 6 8 Imereti 76 710 645 164 206 370 4 29 29 9 3 12 9 Guria 27 231 231 13 34 47 2 6 2 4 2 6 10 Racha-Lech. & Kv. Sv. 11 66 66 9 29 38 1 5 5 0 2 2 11 Tbilisi 51 814 699 136 377 513 4 75 75 8 14 22 12 Adjara 24 266 252 37 54 91 3 11 11 1 4 5 Total 402 4124 3884 523 1175 1698 35 215 201 37 44 81

Principals of pilot schools also started reporting on school-based teacher evaluation in February. As the table above demonstrates, by February 29, 35 pilot school principals launched school-based evaluation system and have engaged 215 teachers. They held individual planning and goal-setting meetings with 201 teachers. In addition to this, principals from several regions conducted 37 unannounced and 44 formal observations. Detailed summary statistics for both expansion and pilot schools can be viewed at http://kargiskola.ge/GC/stats/new/dir_new.php. The reporting system also allows to access a detailed report of each school with the list of teachers, meeting and observation dates, as well as uploaded observation forms.

As reported above, on February 4-5 G-PriEd held an orientation session with the TLC facilitators and Table. Orientation session for minority pilot schools school principals from pilot minority schools. The goal of the session was to explain the suggested Date Number # of # of TLC interventions and activities for the 2015-2016 academic year, including TLC activities. The portal of schools principals facilitators www.kargiskola.ge was presented to them and an emphasis was made on those sections and February 4 3 3 8 resources, which were more applicable to the teachers and students from minority schools. School February 5 8 6 16 Total 11 9 24 principals were reminded about the procedures of schools based teachers evaluation process. As the table to the right shows, nine school principals participated in the sessions. G-PriEd translated a new version of a Principal’s Guide on school-based teacher evaluation into Azeri and Armenian. They will be uploaded on to the Portal in the beginning of March. School Principals are expected to report on school-based

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teacher evaluation starting from March. 3. Assist TPDC in revising professional standards of teachers and the corresponding training and certification programs. In February, it was agreed to organize a 1-day workshop with the MES, EMIS and TPDC senior management and experts to discuss issues related to sustainability of the Portal, integration of teacher virtual accounts with the MES accounts, format of E-trainings, and the related accreditation of such trainings. The workshop is planned for the first decade of April. 4. Support Teacher Houses and other agencies of the MES in attracting and nurturing a least 12 reading and 7 math experts. TPDC under MCC/MCA basic education component started recruitment process of math trainers. G-PriEd started to issue certificates of training experience, which is one of the requirements of TPDC.

Subcomponent 2.2: Strengthen the System for Testing Reading and Math Outcomes Through Classroom Formative Assessments 1. Assist in the design of the impact evaluation of the project. Design completed in October – December 2012 2. Create a sampling strategy with control and treatment groups for the impact evaluation of project activities in pilot schools Completed in October – November 2012 3. Create task forces to develop formative assessment methodology. Reading. All G-PriEd schools now have access to the complete set of GLL and GSL reading diagnostic test items in the E-assess zone of the Portal. As schools started conducting the diagnostic assessments, G-PriEd conducted the focused monitoring of the process in Tbilisi school #23. The results show that the E-assess Task 9: Support zone (including the reading test items, test administration instructions, and student data entry tables by grades and reading components) is fully functional. G- improved PriEd also stabled a hot-line service to provide detailed explanation, technical instructions and recommendations to teachers by phone, e-mail and G-PriEd classroom Facilitators Facebook group posts. One of the main obstacles to conducting all diagnostic assessments is that many schools do not have sufficient resources, formative and such as paper and cartridge for making student tests. G-PriEd plans to develop and upload one more tutorial on how to use student netbooks (so called national “bookies”) for test administration and a projector to display test items on the screen. assessment methodology in Math. G-PriEd began to pilot focused test generating software at Tbilisi school #136. As a result of piloting, G-PriEd identified some deficient items, which reading and math required changes in design, graphic or editing, and modified them in the Item Bank.

G-Pried also prepared Form 3 of the screening test in ethnic minority languages in a paper form, which will be uploaded on to the Portal. These are the forms, previously used by G-PriEd during pilot schools’ teacher trainings in diagnostic assessment. In March, G-PriEd will pilot screening test generation and analysis software and will finish validation of the Item Bank after piloting focused tests and screening tests. G-PriEd developed draft instructions for generating screening test for teachers, a tutorial to the “screening test” E-Assess. 4. Develop the formative assessment methodology in approximately 20 schools; adapt as needed for the Georgian as a Second language Learners. Methodology completed in December 2012 – January 2013. 25

5. Test the formative assessment methodology in approximately 20 schools; finalize formative assessment methodology in reading and math. Completed in November – December 2012 6. Develop or adapt an electronic system for data entry and analysis of assessment results. Completed in June 2013 and in March 2015 7. Conduct the data-collection part of the formative assessment in pilot schools; upload the data in the software, make the hard and soft copies of the assessment available to USAID Completed in February 2014 8. Consult with the MES on the existing methodology for national assessment in reading and math. Support the MES to implement the national assessments in literacy and math and consult with them regarding their methodology in 2012 and observe the implementation of national assessments by the Ministry in 2014 Completed in April 2012; currently national assessments are not planned.

1. Initiate discussions about the findings from the pilot impact evaluation with the MES. In March, the independent impact assessor will deliver a series of presentations of G-PriEd Impact Assessment results: for USAID, for the MES and TPDC, for Task 10: Suggest reading and math NAEC and for G-PriEd, other USAID-funded educational projects and local NGOs engaged in education. G-PriEd will host the last one at its premises. The benchmarks and presentation is planned for the week of April 4-8. appropriate policy 2. Cooperate with the independent evaluation team and USAID to suggest benchmark, standards and measurements to the MES and work with them to changes for establish final benchmarks/standards of reading and math. Georgia. Completed in October 2015. 3. Suggest policy changes that have demonstrated improved reading outcomes in Georgia This activity will begin later in project implementation.

COMPONENT 3: ENHANCE COMMUNITY AND PUBLIC ENGAGEMENT, ACCOUNTABILITY AND TRANSPARENCY Subcomponent 3.1: Promote Expanded Student Participation in Reading/Math Activities and Parent Engagement in Children’s Reading/Math Outcomes Through School-Based Committees Task 11: Support 1. Work with MES to develop a model of parent engagement. development of a Completed in December 2012, although subsequent changes in MES personnel have necessitated revisions to the model. Georgian model 2. Collaborate with MES to develop/implement a communications plan to engage parents in this model of parent engagement and engage them in increasing of parent their children’s use of the reading materials at home. engagement and Two G-PriEd parental banners were displayed on 15 buses and 15 bus stations in Tbilisi, 5 buses and 5 bus stations in Kutaisi, and 6 buses and 6 bus stations in

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promotion of Batumi for six months from September 2015 through February 2016. This component of the campaign is completed. expanded In order to promote G-PriEd proposed model of Parental Engagement, G-PriEd continues to work with TLC facilitators to begin conducting meetings on this reading/math topic. In February, G-PriEd added a new “parental engagement” activity in the drop-down list of TLC meetings’ activity in the personal accounts of TLC activities. facilitators on G-PriEd Portal. G-PriEd finalized and uploaded on the Portal an e-session on parental engagement. This module is intended for use by principals, TLC facilitators and teachers, and is an elective module. The purpose of the e-module is to assist schools in involving parents in children’s education and offers activities and practical examples aimed to increase communication between the school and the parent. It covers 3 topics: 1. Introduction: Information about a zone “Parental engagement” on the Portal, resources prepared in 2013-2015 and recommendations on how to use these resources and distribute them to parents. 2. Recommendations to resolve the challenges posed by engaging parents, such as: 1) Improving communication between school and parent; 2) Teaching both parents and school staff about the importance of parental engagement, including work of TLCs 3) Personalization. 3. G-PriEd best practices from 2014 – 2015 with description of PE activities conducted by pilot schools, including photos and videos. 1) “Reading club” 2) “Reading competition” 3) TLC meeting on Parental Engagement 3. Encourage development/expansion of reading and math clubs in the pilot and expansion clubs. G-PriEd completed collecting and developing materials for the first integrated online learning project/unit aimed at improving reading, math, and business skills in target schools. The online project contains electronic readers and supplemental exercises on the selected topic “The Paper”. The project is ready to be launched in early March. Since social media plays a key role, and Facebook is one of the most popular, G-PriEd created a Facebook group, and all interested teachers will join once they are verified against G-PriEd target teachers’ database. At a later stage, and with USAID approval, participation may become restriction-free. 4. Develop a model remediation program, support its use in target schools, and support parents’ engagement in these activities (as appropriate to the model selected.) Following discussions at the Workplan Retreat, G-PriEd started to plan for production of more computer math games for its remediation program. G-PriEd formed a math games development group, which is led by one of G-Pride’s national trainers in math. With the math games team, G-PriEd developed a sample math computer game, which was submitted to USAID for feedback in February. G-PriEd will make all USAID proposed changes and will finalize the game and upload it on to the Portal. The original plan was to develop up to 20 math games. However given the time required to produce one game, it is unlikely that G- PriEd will be able to reach the goal, but will develop as many games as possible.

Subcomponent 3.2: Strengthen community and education stakeholder access to and utilization of education data for local decision-making. Task 12: Support 1. Strengthen the work in the EMIS agency of the MES on school report cards. local and national No activity to report this month.

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initiatives that 2. Support the EMIS agency to integrate the information about innovative programs including those about reading and math, in school report cards. inform This activity will begin later in project implementation. communities, parents, and 3. Advocate for the recognition of those schools that implement innovative reading and math programs by assigning a score in the principal performance students about monitoring system. The project must propose to award points to the principals that have reading reading/math experts and are implementing the schools’ reading reading/math programs successfully. and math This activity will begin later in project implementation. activities COMPONENT 4: BUSINESS SKILLS IN AT LEAST 8,000 STUDENTS IN GRADES 1-6 IN 35 SCHOOLS IMPROVED Subcomponent 4.1: School-based acquisition of business skills among learners in primary classrooms promoted 1. Culturally adapt and translate curricular units provided by Junior Achievement International for Grade 1-6 Georgian students. Ensure compliance with MES’ grade-level standards. Completed: all 7 business skills programs have been published and distributed to 39 pilot schools in November. Distribution of materials to private sector is ongoing. Volunteers receive their program packs during the trainings. 2. Liaise with MES and USAID to ensure approval of curriculum. On February 12, G-PriEd presented its business skills program on Imedi TV’s Afternoon Show. During the show, G- Pride’s Deputy Chief of Party spoke about the program design, showcased program materials and answered Task 13: Provide questions in the “live” format. Parallel to the discussion about the program Giorgi Orkoshneli, a volunteer from Alliance Group Holding, delivered a business skills lesson on “supply chain” topic to a group of four students from the culturally th appropriate 5 grade from Tbilisi Public School N64. The lesson was delivered though an interactive game, which teachers the business skills students how the supply chain works when a product is assembled and delivered to a point where it is sold to a curricular units to customer. The 14-minute live appearance was a great opportunity to promote the program and describe the details Grade 1-6 of the initiative to a broad audience. A screenshot from “Afternoon Show” students 3. Develop TOT manuals for national trainers that reflect the adapted Grade 1-4 business skills curriculum. Completed in October, 2015. 4. Develop training manuals for trainers of the private sector volunteers that reflect the adapted Grade 5-6 business skills curriculum. Completed in October, 2015. 5. Develop the trainee’s version of the manuals for teachers and volunteers with sample lesson plans that include cross-cutting areas in reading and math. Completed in October, 2015. 6. Create supplementary student materials to support classroom activities.

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G-PriEd completed development of instructional animated and live-action movies for the program volunteers in October, 2015. Production of the animated movie on business skills is ongoing. One month extension for completing the movie was requested by the production company and approved by G-PriEd. Once finished, the movie will be recorded on to DVDs and distributed to grades 5-6 in all 39 pilot schools, and also uploaded on to the Portal. Subcomponent 4.2: Private sector and community engagement in business skills curriculum strengthened 1. Identify national trainers from G-PriEd’s pool of trainers to conduct TOT in the business skills curriculum for grades 1-4. Completed in August/September 2015. 2. Prepare national trainers to train teachers and teacher facilitators of reading and math with the use of the TOT manual, video classes, and other resources. Completed in December 2015. 3. Hold conferences with principals in the target schools to introduce the plan to adapt business skills curriculum and provide resources for classroom Task 14: Deliver observation. training and Completed in March/April 2015. support 4. Support and monitor teacher instruction of curriculum through periodic site visits. Junior Achievement Georgia (JAG) team conducted approximately 120 observation visits in February. Data collected from the visits is being entered into a database, which will be analyzed at the end of all visits and the results will be provided in a final report on classroom observations. Parallel to the observation visits, JAG began administering post tests in classes where teachers completed delivery of the business skills lessons. 5. Develop observations, lessons learned, and improvement plans from the training for use in an expansion phase. No activities this month. Task 15: Private 1. Develop a strategic plan for recruitment and retention of volunteers in close coordination with private sector players. Sector Completed in November 2015.

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Recruitment and 2. Recruit and train up to 80 private sector volunteers in the business skills curriculum. Support Five additional MOUs with Wissol Group, Radisson Batumi, Hillton Batumi, Marionella and Euphoria (Kutaisi based companies), were # Date Company Location # of Volunteers signed in February, bringing the total number of signed MOUs to 39, 1 February 4 Finca Bank, Radisson, Hillton Batumi 10 with the total 2 February 5 Finca Bank, Marionella, Euphoria Kutaisi 10 number of 3 February 12 Finca Bank Tbilisi 21 4 February 29 Wissol Tbilisi 2 confirmed volunteers to 158. The list of all private sector G-PriEd partners is provided in this report as Annex C. At this stage, due to time constraints related to completing delivery of the business skills lessons by May 2016, G-PriEd stopped working on soliciting additional companies for involvement in the program. At the end of February, several more companies expressed interest in volunteering in the program, however, they were added to the list of future potential volunteers. Seven private sector trainings were held by business skills team in February in Batumi, Kutaisi, and Tbilisi. In Giorgi Burduli, Executive Director of Georgian Progress Group, a total, 43 volunteers were trained. All volunteers who received training began delivery of the business skills volunteer delivers a lesson in grade 5, Tbilisi School #215 lessons in schools. G-PriEd doesn’t anticipate training more volunteers at this stage. 3. Organize a conference for private sector volunteers, providing an opportunity for the volunteers to network among themselves, liaise with international business executives, and discuss the value of CSR. G-PriEd began working on a design of the conference for private sector volunteers. Draft agenda has been developed, which will be presented to USAID for review in March. 4. Develop and implement a public awareness campaign to support G-PriEd activities, including the business skills activities listed under Component 4. G-PriEd initiated a business skills promotional campaign on buses in Tbilisi and Batumi, and billboards in regions. Billboards and bus routes have been selected and the design of the ads was finalized and approved by USAID. Ads on buses and billboards will be displayed in the beginning of March. Additionally, business skills newspaper inserts will be distributed throughout Georgia by Palitra Newspaper in March.

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Annex A: February 2016 School Visit Report

School Visits in reading: February 2016 TLC facilitator # of Deputy Date of the observed Principal Region # School Trainer's Name Teachers Principal Visit TLC E- Attended Observed Attended activity session 1 Batumi School # 17 Nargiz Beridze 02/04/2016 4 0 0 0 0 2 Batumi School # 4 Nato Urushadze 02/05/2016 5 0 0 1 1 3 Batumi School # 22 Nargiz Beridze 02/11/2016 4 0 0 1 0 4 Khutsubani School Nato Urushadze 02/12/2016 4 0 1 1 1 5 Zeniti School Davit Chkhaidze 02/12/2016 3 0 1 1 0 6 Atchkhvistavi School Ana Loria 02/12/2016 3 0 1 1 1 Adjara 7 Batumi School # 1 Nargiz Beridze 02/18/2016 5 0 0 1 0 8 Salibauri School # 1 Nato Urushadze 02/19/2016 4 1 0 1 0 9 Salibauri School # 2 Ana Loria 02/19/2016 4 0 1 1 1 10 Kvemo Makho School Davit Chkhaidze 02/19/2016 3 1 0 1 0 11 Batumi School # 16 Nato Urushadze 02/24/2016 3 0 1 1 0 12 Dagva School Ana Loria 02/26/2016 4 1 0 1 1 Subtotal 12 46 3 5 11 5 13 Abkhazia School # 21 Aza Jojua 02/08/2016 4 0 1 1 0 Abkhazia 14 Abkhazia School # 12 Khatuna Pantia 02/26/2016 4 1 0 1 0 15 Abkhazia School # 6 Malvina Shanidze 02/11/2016 5 0 0 1 0 Subtotal 3 13 1 1 3 0 16 School # 1 Nana Gagua 02/05/2016 4 1 0 1 0 17 Lanchkhuti School # 1 Irma Janiashvili 02/08/2016 4 0 1 1 0 18 Baileti School Nana Gagua 02/11/2016 4 0 1 1 0 19 Lanchkhuti School # 2 Nana Gagua 02/16/2016 4 1 0 1 0 20 Lanchkhuti School # 3 Irma Janiashvili 02/16/2016 4 0 1 0 1 Guria 21 Zoti School Irma Janiashvili 02/17/2016 4 0 1 0 1 22 Daba School Irma Janiashvili 02/18/2016 4 1 0 1 0 23 School # 1 Nana Gagua 02/18/2016 4 0 0 1 0 24 Bakhvi School Irma Janiashvili 02/22/2016 4 0 1 1 0 25 Nigvziani School Irma Janiashvili 02/26/2016 4 1 0 1 0 Subtotal 10 40 4 5 8 2 26 Tbilisi School # 108 Vardo Vekua 02/01/2016 4 1 0 1 0 27 Tbilisi School # 127 Vardo Vekua 02/03/2016 4 1 0 1 1 28 Tbilisi School # 163 Vardo Vekua 02/05/2016 4 1 0 1 0 29 Tbilisi School # 182 Nona Arevadze 02/12/2016 4 1 0 1 0 30 Tbilisi School # 70 Nona Arevadze 02/05/2016 4 0 1 1 0 31 Tbilisi School # 94 Zeinab Beradze 02/26/2016 4 1 0 1 0 32 Tbilisi School # 156 Zeinab Beradze 02/12/2016 4 0 1 0 1 33 Tbilisi School # 97 Zeinab Beradze 02/19/2016 4 0 1 1 0 34 Tbilisi School # 81 Maia Lortkipanidze 02/19/2016 4 0 1 1 0 Tamar 35 Tbilisi School # 180 02/03/2016 4 0 1 1 0 Makharadze Tbilisi 36 Tbilisi School # 85 Naia Mindiashvili 02/19/2016 4 0 1 0 1 Tamar 37 Tbilisi School # 51 02/26/2016 4 0 1 0 1 Makharadze Tamar 38 Tbilisi School # 146 02/16/2016 3 1 0 1 0 Makharadze Tamar 39 Tbilisi School # 172 02/12/2016 4 1 0 1 0 Makharadze Tamar 40 Tbilisi School # 99 02/15/2016 4 0 1 1 0 Makharadze Tamar 41 Tbilisi School # 54 02/17/2016 3 0 1 1 0 Makharadze 42 Tbilisi School # 105 Maia Lortkipanidze 02/12/2016 4 0 0 0 1 43 Tbilisi School # 178 Vardo Vekua 02/17/2016 4 0 1 1 1

School Visits in reading: February 2016 TLC facilitator # of Deputy Date of the observed Principal Region # School Trainer's Name Teachers Principal Visit TLC E- Attended Observed Attended activity session 44 Tbilisi School # 139 Vardo Vekua 02/24/2016 4 1 0 1 1 45 Tbilisi School # 106 Vardo Vekua 02/18/2016 4 1 0 1 1 46 Tbilisi School # 153 Vardo Vekua 02/23/2016 4 1 0 1 0 47 Tbilisi Classical Gymnazium Vardo Vekua 02/22/2016 4 1 0 1 1 48 Tbilisi the First Exp. School Vardo Vekua 02/19/2016 4 1 0 1 1 Subtotal 23 90 12 10 19 10 49 School # 2 Malvina Shanidze 02/04/2016 4 1 0 1 0 50 Kutaisi School # 20 Malvina Shanidze 02/02/2016 3 1 0 1 0 51 School #3 Malvina Shanidze 02/03/2016 4 0 1 1 0 52 Kutaisi School # 1 Malvina Shanidze 02/24/2016 4 1 0 0 1 53 Daba Kharagauli School # 2 Lia Tsertsvadze 02/03/2016 4 1 0 1 0 Khatuna 54 Chais Meurneoba School 02/23/2016 4 1 0 1 0 Pirtskhalashvili 55 Vartsikhe School Maia Esartia 02/08/2016 4 1 0 1 0 56 School # 2 Maia Esartia 02/15/2016 4 1 0 1 0 57 Meore Sviri School #1 Maia Esartia 02/22/2016 4 1 0 1 0 58 Zeda Simoneti School Inga Shvelidze 02/12/2016 4 1 0 1 0 59 Nakhshirghele School Inga Shvelidze 02/19/2016 4 0 1 1 0 60 Siktarva School Malvina Shanidze 02/18/2016 4 0 1 1 0 Imereti 61 Kveda Simoneti School #1 Lia Tsertsvadze 02/05/2016 4 1 0 1 0 62 Dzevri School Lia Tsertsvadze 02/22/2016 4 0 1 1 0 63 Sachkhere School # 3 Lia Tsertsvadze 02/04/2016 4 1 0 1 0 Khatuna 64 School #1 02/16/2016 4 1 0 1 0 Pirtskhalashvili 65 Samtredia School #3 Malvina Shanidze 02/16/2016 4 0 1 1 0 66 Ghaniri School Malvina Shanidze 02/19/2016 4 0 1 1 0 67 Kutaisi School #2 Malvina Shanidze 02/12/2016 4 0 1 1 0 68 School # 5 Malvina Shanidze 02/09/2016 4 0 1 1 0 69 Kutaisi School #38 Malvina Shanidze 02/10/2016 3 0 1 1 0 70 Kutaisi School #36 Malvina Shanidze 02/05/2016 4 1 0 1 0 71 Brotseula School Malvina Shanidze 02/17/2016 4 0 1 1 0 72 Sairkhe School Malvina Shanidze 02/15/2016 4 0 1 1 0 73 Kutaisi School #24 Malvina Shanidze 02/23/2016 4 1 0 1 0 Subtotal 25 98 14 11 24 1 74 Dedoplistskaro School # 1 Nino Balarjishvili 02/12/2016 4 0 1 1 0 75 Dedoplistskaro School # 2 Nino Khachidze 02/12/2016 4 0 1 1 0 Kakheti 76 Akuri School Nino Balarjishvili 02/19/2016 4 1 0 1 0 77 Tchandari School Nino Khachidze 02/17/2016 4 0 1 1 0 Subtotal 4 16 1 3 4 0 Teona 78 Tchrebalo School 02/19/2016 4 0 1 1 0 Sherazadishvili Racha- Teona 79 Ghari School 02/12/2016 4 0 0 1 0 Lechkhumi Sherazadishvili & Kv. Khatuna 80 Bardnala school 02/11/2016 4 1 0 1 0 Svaneti Bendeliani Khatuna 81 Zubi School 02/18/2016 4 1 0 1 0 Bendeliani 32

School Visits in reading: February 2016 TLC facilitator # of Deputy Date of the observed Principal Region # School Trainer's Name Teachers Principal Visit TLC E- Attended Observed Attended activity session Subtotal 4 16 2 1 4 0 82 Kheta School Aza Jojua 02/03/2016 3 0 0 1 0 83 Grigolishi School Khatuna Pantia 02/04/2016 4 0 1 1 0 84 Poti School # 7 Khatuna Pantia 02/05/2016 4 1 0 1 1

85 Poti School # 11 Aza Jojua 02/05/2016 4 0 0 1 0 86 Teklati School Aza Jojua 02/09/2016 4 0 1 1 0 87 Ledzadzame School Aza Jojua 02/10/2016 4 0 1 1 0

Samegrelo 88 School # 3 Khatuna Pantia 02/12/2016 4 0 1 0 1 & Zemo Svaneti 89 Senaki School # 7 Aza Jojua 02/12/2016 4 0 1 1 0 90 School # 1 Aza Jojua 02/17/2016 4 0 1 1 0

91 Pirveli Maisi School Khatuna Pantia 02/18/2016 4 0 1 1 1 92 Lesichines temi School # 2 Khatuna Pantia 02/19/2016 4 0 1 1 1 93 Lesichines temi School # 1 Aza Jojua 02/19/2016 4 1 0 1 0

94 Torsa School Aza Jojua 02/24/2016 4 0 1 0 1

95 School # 1 Aza Jojua 02/26/2016 4 0 1 1 0

Subtotal 14 55 2 10 12 5

96 Ude School #1 Tamar Lobjanidze 02/05/2016 4 1 0 1 0 97 School # 6 Azniv Kirakosiani 02/03/2016 4 1 0 1 0 98 Andeziti School Tamar Lobjanidze 02/26/2016 3 0 0 1 0 Zhana 99 Akhalkalaki School # 3 02/17/2016 4 0 1 1 0 Khachaturian 100 Heshtia School # 1 Azniv Kirakosiani 02/24/2016 3 1 0 1 1 Samtskhe- Javakheti 101 Ude School # 2 Azniv Kirakosiani 02/10/2016 3 1 0 1 0 102 Akhaltsikhe School # 2 Tamar Lobjanidze 02/10/2016 5 0 0 1 1 103 Daba School Tamar Lobjanidze 02/19/2016 3 0 1 0 1 104 Atskuri School Tamar Lobjanidze 02/12/2016 4 1 0 1 1 Zhana 105 Idumali School 02/10/2016 3 0 1 1 0 Khachaturian 106 Bolajuri School Azniv Kirakosiani 02/17/2016 5 0 0 1 0 Subtotal 11 41 5 3 10 4 Madona 107 Nakhiduri School 02/18/2016 4 0 0 1 0 Kaplanishvili 108 Daba School # 2 Ia Robakidze 02/19/2016 4 0 1 1 1 109 Koda School Ia Robakidze 02/15/2016 4 0 1 1 0 110 Rustavi School # 3 Liana Charkviani 02/22/2016 3 1 0 1 0 111 Orjonikidze School Liana Charkviani 02/15/2016 4 0 1 1 0 Kvemo Kartli 112 Rustavi School # 14 Liana Charkviani 02/09/2016 4 0 1 1 0 113 Rustavi School # 16 Liana Charkviani 02/16/2015 4 1 0 1 0 114 Rustavi School # 24 Liana Charkviani 02/19/2015 4 0 0 1 0 115 Rustavi School # 28 Liana Charkviani 02/05/2016 4 0 1 1 0 116 Satskhenisi School Nona Arevadze 02/11/2016 4 0 1 1 0 117 Krtsanisi School Nona Arevadze 02/19/2016 4 0 1 1 0 Subtotal 11 43 2 7 11 1

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School Visits in reading: February 2016 TLC facilitator # of Deputy Date of the observed Principal Region # School Trainer's Name Teachers Principal Visit TLC E- Attended Observed Attended activity session 118 School # 2 Naia Mindiashvili 02/11/2016 4 0 1 1 0 119 Kaspi School # 3 Khatuna Chaladze 02/11/2016 4 0 1 1 0 120 Tkviavi School Elene Betlemishvili 02/11/2016 4 0 1 1 0 Shida Kartli 121 Gori School #1 Davit Chochishvili 02/12/2016 4 0 1 1 0 Nana 122 Kareli School #1 02/19/2016 4 1 0 1 0 Edisherashvili 123 Kareli School #2 Nino Kovziashvili 02/19/2016 4 0 1 1 1 Subtotal 6 24 1 5 6 1 Tamar 124 Jinvali School 02/22/2016 4 0 1 1 0 Makharadze Mtskheta- Tamar 125 Bulachauri School 02/24/2016 4 0 1 1 0 Mtianeti Makharadze Tamar 126 Vaziani School 02/19/2016 4 0 0 1 0 Makharadze Subtotal 3 12 0 2 3 0 Total 126 494 47 63 115 29

School Visits in Math: February 2016 TLC facilitator # of observed Deputy Date of the Principal Region # School Trainer's Name Teachers E- Principal Visit TLC Attended Observed sessio Attended activity n 1 Batumi School # 2 Zurab Vakhania 02.15.2016 5 1 2 Batumi School # 9 Zurab Vakhania 02.16.2016 4 1 1 3 Tsikisdziri School Zurab Vakhania 02.18.2016 4 1 1 Rusudan 4 Batumi School # 28 02.05.2016 4 1 1 1 Amaglobeli Rusudan 5 # 5 02.12.2016 3 1 1 1 Adjara Amaglobeli 6 Batumi School #7 Zurab Vakhania 02.19.2016 4 1 1 Rusudan 7 Sarpi School 02.19.2016 3 1 1 Amaglobeli 8 Tkhinlnari School # 1 Zurab Vakhania 02.17.2016 4 1 1 Rusudan 9 Charnali School 02.26.2016 4 1 1 Amaglobeli Subtotal 9 35 3 5 8 3 10 Nigoeti School Irine Sharabidze 02.12.2016 3 1 1 11 Qviani School Irine Sharabidze 02.17.2016 3 1 1 Guria 12 Supsa Shcool Irine Sharabidze 02.19.2016 4 1 1 13 Chochkhati School Irine Sharabidze 02.25.2016 4 1 1 14 Aketi School Irine Sharabidze 02.24.2016 3 1 1 Subtotal 5 17 1 4 4 1 15 Tbilisi School # 161 Zurab Vakhania 02.02.2016 2 1 1 16 Pirveli Experimentuli School Zurab Vakhania 02.05.2016 4 1 1 17 Tbilisi School # 23 Zurab Vakhania 02.12.2016 3 1 1 18 Klasikuri Gimnazia School Zurab vakhania 02.09.2016 4 1 1 Tbilisi 19 Tbilisi School # 53 Murman kashia 02.17.2016 4 0 0 1 20 Tbilisi School # 63 Nato Gaboshvili 02.11.2016 4 1 1 21 Tbilisi School # 178 Nato Gaboshvili 02.10.2016 4 1 1 22 Tbilisi School # 74 Nato Gaboshvili 02.17.2016 5 1 1 34

School Visits in Math: February 2016 TLC facilitator # of observed Deputy Date of the Principal Region # School Trainer's Name Teachers E- Principal Visit TLC Attended Observed sessio Attended activity n 23 Tbilisi School # 180 Neli naskidashvili 02.12.2016 4 1 1 Paata 24 Tbilisi School # 105 02.03.2016 4 1 1 Chorgolashvili Paata 25 Tbilisi School # 176 02.15.2016 4 1 1 Chorgolashvili Paata 26 Tblisi School # 145 02.05.2016 4 1 1 Chorgolashvili Paata 27 Tbilisi School # 94 02.04.2016 4 1 1 Chorgolashvili 28 Tbilisi School # 182 Sergo Durglisshvili 02.17.2016 4 1 1 1 29 Tbilisi School # 10 Maia Kevxishvili 02.04.2016 4 1 1 30 Tbilisi School # 60 Maia Kevxishvili 02.18.2016 4 1 1 31 Tbilisi School # 166 Maia Kevxishvili 02.05.2016 4 1 1 32 Tbilisi School # 85 Nato Gaboshvili 02.25.2016 4 1 1 33 Tbilisi School # 163 Nato Gaboshvili 02.23.2016 4 1 1 34 Tbilisi School # 108 Nato Gaboshvili 02.22.2016 4 1 1 Paata 35 Tbilisi School # 90 02.24.2016 3 1 1 Chorgolashvili 36 Tbilisi School # 84 Maia Kevxishvili 02.19.2016 4 1 1 37 Tbilisi School # 128 Maia Kevxishvili 02.23.2016 4 1 1 38 Tbilisi School # 186 Maia Kevxishvili 02.11.2016 4 1 1 39 Tbilisi School # 169 Maia Kevxishvili 02.09.2016 4 1 1 40 Tbilisi School # 52 Maia Kevxishvili 02.12.2016 4 1 1 41 Tbilisi School # 51 Zaza Jgrakava 02.17.2016 4 1 1 1 Subtotal 27 105 11 14 26 4 Iagor 42 Qveda sazano School #3 02.18.2016 4 1 1 Balanchivadze Aleqsander 43 Kutaisi School # 13 02.12.2016 4 1 1 Bardavelidze Iagor 44 Kutaisi School # 1 02.11.2016 4 1 1 Balanchivadze Mevlud 45 Kutaisi School # 16 02.12.2016 4 1 1 Bardavelidze Iagor 46 Kutaisi School # 33 02.09.2016 4 1 1 Balanchivadze Aleqsander 47 Kutaisi School # 11 02.09.2016 4 1 1 1 Imereti Bardavelidze Aleqsander 48 Kutaisi School # 15 02.16.2016 4 1 1 Bardavelidze Aleqsander 49 Kutaisi School # 14 02.05.2016 4 1 1 Bardavelidze 50 Khalipauri School Pati Gaprindashvili 02.17.2016 4 1 1 51 Sveri School Pati Gaprindashvili 02.03.2016 3 1 1 52 Darkveti School Pati Gaprondashvili 02.10.2016 4 1 1 Mevlud 53 Sachkhere School # 2 02.19.2016 4 1 1 Bardavelidze Subtotal 12 47 3 9 11 2

Khatuna 54 Atskuris School 02.02.2016 4 1 1 markozashvili 55 Kolagi School Dimitri Popovi 02.03.2016 4 1 1 Kakheti 56 Shashiani School Dimitri Popovi 02.05.2016 4 1 1 57 Mukuzani School Dimitri Popovi 02.12.2016 4 1 1 Khatuna 58 Kurdgelauri School 02.09.2016 4 1 1 Markozashvili 35

School Visits in Math: February 2016 TLC facilitator # of observed Deputy Date of the Principal Region # School Trainer's Name Teachers E- Principal Visit TLC Attended Observed sessio Attended activity n Khatuna 59 Telavi School # 4 02.11.2016 4 1 1 Markozashvili Khatuna 60 Telavi School # 2 02.12.2016 5 1 1 1 Markozashvili Khatuna 61 Telavi School # 5 02.04.2016 4 1 1 Markozashvili Khatuna 62 Kisiskhevi School 02.05.2016 4 1 1 1 Markozashvili 63 School # 1 Sergo Durglishvili 02.16.2016 4 1 1 1 64 Giorgitsminda School Sergo Durglishvili 02.08.2016 4 1 1 65 Sagarejo School # 4 Neli Naskidashavili 02.16.2016 4 1 1 66 School Sergo Durglishvili 02.12.2016 4 1 1 67 Patardzeuli School Sergo Durglishvili 02.11.2016 4 1 1 68 Akhalsopeli School # 2 Sergo Durglishvili 02.04.2016 3 1 1 69 Akhasopeli School # 1 Neli Naskidashvili 02.04.2016 3 1 1 70 Akhasheni School Irma iakobishvili 02.22.2016 4 1 1 Khatuna 71 Telavi School # 1 02.18.2016 5 1 1 1 Markozashvili Khatuna 72 Telavi School # 3 02.19.2016 4 1 1 1 Markozashvili 73 School # 1 Sergo Durglishvili 02.10.2016 4 1 1 Khatuna 74 Artani School 02.23.2016 5 1 1 Markozashvili Subtotal 21 85 8 13 21 5 75 Mukhrani # 1 Sergo Durlishvili 02.18.2016 4 1 1 1 Paata 76 Tserovani School # 1 02.08.2016 2 1 1 Mtskheta- Chorgolashvili Mtianeti 77 Tserovani School # 3 Nato Gaboshvili 02.19.2016 4 1 1 78 Misakcieli School Murman Kashia 02.24.2016 4 1 1 Subtotal 4 14 2 2 4 1 79 School # 3 Levan Gurtskaia 02.12.2016 4 1 1

80 Kakhati School # 1 Manan Sherozia 02.12.2016 4 1 1

81 Gachedili School Levan Gurtskaia 02.16.2016 4 1 1

82 Zeda Nagvazao School Gocha Dzagania 02.12.2016 3 1 1

83 Tamakoni School Gocha Dzagania 02.05.2016 4 1 1

84 Senaki School # 1 Gocha Dzagania 02.18.2016 4 1 1

85 Senaki School # 2 Tsitsino Toria 02.04.2016 4 1 1 Samegrel o & Zemo 86 Village Senaki School Levan Gurtskaia 02.17.2016 4 1 1 Svaneti 87 Poti School # 1 Keto Pipia 02.19.2016 4 1 1

88 Poti School # 3 Manana Sherozia 02.05.2016 4 1 1

89 Poti School #4 Manana Sherozia 02.19.2016 4 1 1

90 School # 1 Keto Pipia 02.11.2016 4 1 1

91 Narazeni School Tsitsino Toria 02.25.2016 4 1 1 1

92 Lekhaindro School Gocha Dzagania 02.19.2016 4 1 1

93 Poti School # 12 Tsitsino Toria 02.23.2016 4 1 1

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School Visits in Math: February 2016 TLC facilitator # of observed Deputy Date of the Principal Region # School Trainer's Name Teachers E- Principal Visit TLC Attended Observed sessio Attended activity n 94 Khobi School # 2 Tsitsino Toria 02.18.2016 3 1 1

95 Ergeti School Manana Sherozia 02.26.2016 4 1 1 1 Subtotal 17 66 3 14 16 3

96 School Marine janashvili 02.04.2016 4 1 1

97 Daba School Marine janashvili 02.05.2016 4 1 1

98 School # 6 Marine janashvili 02.12.2016 4 1 1 Samtskhe -Javakheti 99 Dviri School Irma Kurdadze 02.05.2016 4 1 1

100 Daba Tsagveri School Marine janashvili 02.19.2016 4 1 1 101 Daba akhaldabi School Irma Kurdadze 02.08.2016 4 1 1 102 Daba Bakuriani School Irma Kurdadze 02.12.2016 4 1 1 Subtotal 7 28 6 1 7 0 103 Martkopi School # 2 Lia Mgebrishvili 02.23.2016 4 1 1 104 Martkopi School #1 Lia Mgebrishvili 02.16.2016 4 1 1 105 Rustavi School # 18 Lia Mgebrishvili 02.09.2016 4 1 1 106 Rustavi School # 15 Neli Naskidashvili 02.10.2016 4 1 1

Kvemo 107 Rustavi School # 7 Neli Naskidashvili 02.03.2016 4 1 1 Kartli 108 Rustavi School # 22 Neli Naskidashvili 02.08.2016 4 1 1 109 Rustavi School # 12 Lia Mgebrishvili 02.02.2016 4 1 1 110 Rustavi School # 21 Neli Naskidashvili 02.05.2016 4 1 1 111 Rustavi School # 2 Neli Naskidashvili 02.09.2016 4 1 1 1 112 Rustavi School # 10 Neli Naskidashvili 02.11.2016 4 1 1 Subtotal 10 40 3 7 10 2 113 School # 8 Mzia Dadvani 02.18.2016 4 1 1 114 Khashuri School # 7 Mzia Dadvani 02.11.2016 3 1 1 Shida 115 Karaleti School # 2 Tamar Utnelishvili 02.18.2016 4 1 1 Kartli 116 Khashuri School # 6 Mzia Dadvani 02.04.2016 4 1 1 117 Khidistavi School Tamar Utnelishvili 02.26.2016 4 1 1 Subtotal 5 19 1 4 5 0 Total 117 456 41 73 112 21

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Annex B: Status of Supplementary Reading Materials Development

B.1: Books for Georgian Language * Final Level Initial Readers Grade Genre Drafted Revised Revised approval approval approval by USAID by USAID Illustrated Formatted and Edited and

1 The Friend 1,1 F

2 Address 1,1 F

3 Bao-bao’s Book 1,1 F I

4 When I Get Big 1,1 F

5 What Color is a Frog? 1,3 F

6 A Book about Insects 1,3 P

7 How Toys Flew Away 2,2 F

8 The Piglet with Horny Coat 2,3 F

9 A Crocodile and a Bird II 2,3 F

10 A Cloud that Never Rained 2,3 F

11 A Sad Whale 2,3 F

12 A Girl and a Vase 3,2 F

13 Letter to the Snowman 3,3 F III

14 Squirrel Kato’s Monday 3,3 F

15 Happy Octopus 3,3 F

16 Jim Carrey 4,2 I

17 Fly 4,3 F IV

18 Electro mobile 4,3 I

19 Little Canine 4,3 F

20 Compass 5,2 F

21 Autism 5,2 I

22 The Ports V 5,2 I

23 3D 5,2 I 24 One Jar of Apples 5,2 F

25 History of Bread 6,2 I

26 Fricky Forces of the Nature 6,2 I

27 Jumber Lejava 6,2 I VI

28 Steve Paul Jobs 6,1 I

29 Buba 6,2 F

30 Lantern 6,2 F

Total 30 *Genre column uses “P” for poetry, “F” for fiction, “I” for informational, and “M” for mixed genre.

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B.2: Books for Georgian as the * Final Level Initial Grade second language Readers USAID USAID Genre Drafted Revised Revised Illustrated Formatted and Edited and pproval by by a pproval by approval

1 Math Lesson 2,3 P 2 Data and Muria 2,3 F II 3 Watermelon 2,3 F 4 Dandelion (adapted) 2,3 F 5 Who Eats What? 3,3 I The Tortoise, the Rabbit and the 6 Fox III 3,3 F 7 Going for Mushrooms 3,3 F 8 Mushroom 3,3 I 9 Plants that Eat Insects 4,3 I 10 Diamond and Brilliant 4,3 I IV 11 Transport 4,3 M 12 Movie Director 4,3 I 13 Northern Dears 5,3 F 14 Rhinoceros 5,3 F Where We Live (Sun and V 5,3 15 Planets) I 16 First Space Tourist 5,3 I Total 16 *Genre column uses “P” for poetry, “F” for fiction, “I” for informational, and “M” for mixed genre.

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Annex C: MOUs with Private Companies for Implementation of BSPE in Grades 5-6

Total # of N BSPE Company Name Location MOU Date Volunteers 1 KFC Tbilisi September, 2015 1 2 Microsoft Georgia Tbilisi October, 2015 1 3 IE Melikidze-Samsonidze Akhaltsikhe November, 2015 1 4 Alliance Group Holding Tbilisi and regions June, 2015 8 5 Georgian Progress Group Tbilisi July, 2015 4 6 "Dio" Tbilisi July, 2015 4 7 R-Medical Tbilisi July, 2015 1 8 LTD "Kikala" Tbilisi August, 2015 1 9 George Washington School Tbilisi August, 2015 3 10 Tourist Company "Mate Traveler" Gori July, 2015 1 11 Association "Atinati" Zugdidi June, 2015 10 12 Meskhuri Brendi Akhaltsikhe December, 2015 3 13 Event Shop Tbilisi June, 2015 1 14 Ind. Entrepreneur "Nona Tateshvili" Gori July, 2015 1 15 Domino's Pizza Tbilisi September, 2015 1 16 Hotel River Side / Mira Hotels Tbilisi October, 2015 1 17 Geoflower LTD August, 2015 1 18 TBC Leasing Tbilisi July, 2015 12 19 Betsy's Hotel Tbilisi June, 2015 2 20 G&G Production Tbilisi June, 2015 2 21 World of Print Kutaisi June, 2015 1 22 Mr. Mercer Tbilisi August, 2015 1 23 LTD "Caucasus University" Tbilisi July, 2015 5 24 LTD "BambyLand3" Batumi July, 2015 5 25 GAU Tbilisi September, 2015 6 26 Citizen Journalist Club Tbilisi September, 2015 1 27 Crystal Tbilisi and regions October, 2015 15 28 Agro-Qartli Gori November, 2015 1 29 Finca Bank Regions December, 2015 32 30 I.E. Mariam Gelashvili Akhaltsikhe December, 2015 1 31 Rafting GE Martvili January, 2016 1 32 Martvili Canyon Martvili January, 2016 1 33 Deloitte and Touche LLC Rustavi January, 2016 13 34 Radisson Blu Batumi Batumi February, 2016 5 35 Hilton Batumi Batumi February, 2016 2 36 Wissol Regions February, 2016 4 37 Euphoria Kutaisi February, 2016 1 38 Marionella Kutaisi February, 2016 1 39 Hazelnut Association (GHGA) Chkhorotsku January, 2016 1 Total Volunteers (signed MOUs) : 156

Note: In addition to the total number of volunteers (156) from the companies that signed MOUs, there are two additional volunteers from Qatar Airways and I/E Margalita Tateshvili who are delivering business skills lessons in schools. However, no MOUs are signed with their companies. Grand total for volunteers signed up for the BSPE program stands at 158. Currently 136 volunteers are engaged.

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Annex D: Google Analytics Reports on G-PriEd Portal Developments

“Users” shows the number of visitors per day, including new and returning visitors. - The line is steady for weekdays; there is a decline corresponding to Saturdays and Sundays.

“Bounce Rate” shows the percentage of single page sessions, where a user entered the Portal and left after only viewing one page. - Generally, the lower the line, the more interaction users are having with the Portal. - The spikes on the graph are Saturdays and Sundays.

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“Pages/Session” shows the average number of pages visited per session for a given day; a session is a single series of views, interactions, etc. done by a single user during a single visit to the Portal. - Generally, the higher the line, the more interaction users are having with the Portal. - The graph shows steady use, comparable with the previous month.

“Average Session Duration” shows the total time of all sessions divided by the number of sessions. This measurement shows time on the portal, rather than number of different pages viewed. - Generally, the higher the line, the more interaction users are having with the Portal. - The graph shows steady increase in use, comparable with the previous month.

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Annex E: G-PriEd Official Meetings/Events in February 2016

Organization/ Department/ Name/Surname Topic Date Representative

MES Ministry of Education and Science Working group meeting February 4, Ani Zedginidze of Georgia Topic: Subject “Me and Society” 2016

Presentation of the National Report NAEC National Assessment Indira Amiranashvili February 11, on the Teaching and Learning Examination Center Keti Chachkhiani 2016 International Survey (TALIS)

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Annex F: G-PriEd/MES Correspondence in February 2016

Subject of the G-PriEd N Status Correspondence sent by G-PriEd Registration # G-PriEd asked TPDC about the mandatory content for G- PriEd certificate of teacher attendance and the type of 1 report about all teachers’ activities for the purpose of 02/24/16-IA-396 In progress accreditation under the new Teacher Professional Development Scheme

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