Georgia Primary Education Project in Collaboration with the Ministry of Education and Science of Georgia

GEORGIA PRIMARY

EDUCATION PROJECT

MONTHLY REPORT MARCH 1-31, 2016

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

USAID COR: Medea Kakachia Chief of Party: Indira Amiranashvili

11 April, 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 Georgia Primary Education Project in collaboration with the Ministry of Education and Science of Georgia. G-PRIED HIGHLIGHTS MARCH 2016 G-PriEd Portal  Continued to interpret Google Analytics to better understand Portal-user behavior: recorded 17,039 users in March (includes both new and returning users), with the highest number of users in a single day being 2,529 (includes both new and returning users) on the Portal-integrated Google Analytics tool  Requested and received approval for disposition of operational memory modules to EMIS to support functionality of the Portal  Continued to upload materials to the Portal and revise previously uploaded, branded materials with the new G-PriEd logo  Continued to collect statistics that can be derived from the Portal. Currently, the following statistics are available: 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, participating in e-training: http://kargiskola.ge/GC/stats/new/video_new.php 3) Classroom observations/teacher evaluations by Principals: 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 FAQ block on G-PriEd Portal to support schools in using the Portal and to facilitate efficient use of e-sessions  Launched the Forum on the Portal and began the process of registring G-PriEd schools representatives;  Updated “Monday Message”. Messages for March were: 1) Formative assessment is a method which helps a teacher to understand what a student has learnt and where he/she needs assistance; 2) Parents should use some elements of formative assessment to support their child’s learning  General G-PriEd Facebook (FB) page statistics for the period March were: - Page likes: 2,484 - People reaching G-PriEd page/posts in March: 57,938 - Post engagement in March: 114,477 - Total video views in March: 7,619  Posted a presentation regarding G-PriEd e-resources and how to use them at school and at home on G-PriEd general restriction-free Facebook page  Uploaded G-PriEd videos of meetings, activities, and films on the G-PriEd YouTube channel and shared on FB page  Launched the BSPE Zone

Quality Control  Prepared and sent a one-page questionnaire about reading e-course to target schools, in order to assess the quality of the product and make improvements as needed. The deadline for submitting the questionnaires is April 4.  Processed data from 2,247 responses received from the online survey regarding the functionality, content, and quality of the Portal and e- services

Reading e-session at Telavi School # 2 Training Delivery  Delivered a two day training to 121 teachers from expansion ethnic minority schools

 Sustained the Portal-based electronic training in Georgian pilot schools: TLC facilitators from 81 schools conducted 452 e-sessions in reading and 498 e-sessions in math in March  Sustained the Portal-based electronic training in Georgian expansion schools: TLC facilitators from 459 schools conducted 1,956 e-sessions in reading, and 2,243 e-sessions in math in March  Delivered a one-day ToT to 20 principal trainers in classroom observation and teacher observation

School Visits and Classroom Observations  Conducted 240 visits to expansion schools: - During 116 visits, reading trainers observed 496 reading teachers and 102 TLC facilitators - During 124 visits, math trainers observed 557 math teachers and 96 TLC facilitators  Conducted 16 visits to ethnic minority pilot schools: - During three visits, reading trainers observed seven reading teachers and three TLC facilitators - During 13 visits, math trainers observed 60 math teachers and five TLC facilitators  On March 1, delivered a feedback session with 35 reading and math trainers from East Georgia in Kutaisi regarding classroom observations and functionality of the School Visit Applicaion (SVA)

TLC Activities  937 TLC facilitators from expansion schools reported on 2,820 TLC activities conducted at their schools during the period from November 2015 through March 2016: - model lessons – 182 - lesson study – 500 - case study – 625 - data analysis – 955

- peer observation – 466 TLC meeting at Artani School - parental engagement – 92  134 TLC facilitators from pilot schools reported on 505 TLC activities conducted at their schools during the period from November 2015 through March 2016: - model lessons – 53 - lesson study – 68 - case study – 138 - data analysis – 132 - peer observation – 82 - parental engagement – 32  Edited and uploaded a recording of a TLC roundtable/Q&A session with the G-PriEd technical team on to the Portal

School Principal Activities  431 principals from expansion schools submitted a Portal-based report on school-based teacher evaluation and classroom observation. During the period from December 2015 through March 2016: - 4,487 teachers were engaged in the school-based teacher evaluation process - School principals conducted 4,137 one-on-one planning and goal-setting sessions with teachers - School principals conducted 1,272 unannounced and 2,319 formal classroom observations  35 principals from pilot schools submitted a Portal-based report on school-based teacher evaluation and classroom observation. During the period from January 2015 through March 2016:

- 276 teachers were engaged in the school-based teacher evaluation process - School principals conducted 250 individual planning and goal setting sessions with teachers individually - School principals conducted 91 unannounced and 118 formal classroom observations

Training Materials  Completed and uploaded six e-sessions in math/differentiated instruction: three for teachers of

grades 1-4 and three for teachers of grades 5-6 Ketevan Chachkhiani, G-PrEd Technical Director at Maestro TV  Completed and uploaded three e-sessions in reading: two for teachers of grades 1-4 and one for teachers of grades 5-6  Developed a training program for a refresher one day training session for school principals, scheduled for April  Delivered Reading and Math Resource Books to teachers from 454 expansion and pilot schools out of 570 total destination points  Finalized the script for an instructional film for TLCs on “Leading a Lesson Study Session”  Developed, and uploaded in the E-assess zone, one additional tutorial on how to use student netbooks (Bukis) and the e-learning program for administration of vocabulary tests  Finalized and uploaded instructions for generating math screening tests and analyzing testing results

Instructional Resources  Continued illustrating, formatting, and uploading the supplementary leveled readers to the Portal  Distributed instructional resources (readers, big books, activity cards, flash cards, newspapers, and posters) to 454 schools out of 570 in March  Continued development of a “story-generator” application for students  Finalized two math computer games and uploaded onto the Portal

Parental Engagement  Finalized contest guidelines for a new project, “Read aloud for 15 minutes”  Prepared and uploaded presentations/recommendations for parents and schools’ representatives on G-PriEd’s FB pages, covering the following topics: o “Formative assessment”- https://www.facebook.com/media/set/?set=a.836089023169918.1073741844.826259990819488&type=3 o “How to support child’s literacy development” - https://www.facebook.com/media/set/?set=a.828185913960229.1073741834.826259990819488&type=3  “How to raise motivation in reading and learning” - https://www.facebook.com/media/set/?set=a.835558569889630.1073741842.826259990819488&type=3  Continued to provide assistance and coaching to TLC facilitators to assist them in conducting TLC meetings on parental engagement

BSPE  On March 23, Deputy Minister Lia Gigauri visited school N64 in Tbilisi to observe several business skills lessons

 Completed recruitment and signing MOUs with private sector companies: 39 companies with 164 volunteers in total are signed up to participate in the program  Trained one additional private sector company in Ambrolauri, Racha, on the delivery of business skills lessons  Continued delivery of business skills programs in 39 pilot schools  Placed a business skills program promotional advertisement in Palitra Newspaper and Karuseli magazine, both distributed throughout Georgia Deputy Minister Lia Gigauri visiting the 5th grade  Continued observing business skills lessons BSPE lesson in Tbilisi school #64  Completed production of the business skills animated movie on DVDs for distribution to BSPE schools  Continued advertising campaign on buses and billboards in Tbilisi and regions  Through Junior Achievement Georgia, G-PriEd’s subcontractor, continued conducting student “post tests” in classes where teachers completed delivery of the business skills lessons

Cooperation with the MES  Worked with the MES and its 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 regarding e-trainings)  Worked with the MES to organize a USAID/MES school visit to observe a BSPE and a reading lesson on April 13

Project Communication  In line with the USAID approved communication plan, G-PriEd activities were covered by the following media outlets: - March 19, Radio 1, “Again about Education” program; topic – general overview of G-PriEd activities; G-PriEd representatives – Nika Chachkhiani, DCOP, Keti Chachkhiani, Technical Director, http://radio1.ge/ge/videos/view/160183.html - On March 23, Deputy Minister Lia Gigauri visited school N64 in Tbilisi to observe several business skills lessons. The visit was publicized by the Ministry through an article posted on social media and TV - TV Maestro, “1 Minute” program; topic - Principal as the instructional leader - Keti Chachkhiani, Technical Director- https://www.youtube.com/watch?v=JGlTRvj3yQI - Tamar Mamsikashvili, Principal of Tbilisi school #64 - https://www.youtube.com/watch?v=XACtUzjS1DI - March 28, Magazine “Mastsavlebeli.ge”; topic - BSPE program, http://mastsavlebeli.ge/?p=9622 - March 31, weekly newspaper “Axali Ganatleba”, interview with G-PriEd COP, Indira Amiranasvhili, topic – general overview of G-PriEd  On March 10, G-PriEd COP presented the project at a Conference titled “School Education – Georgia’s future” organized by the Parliament of Georgia, the MES, and I. Javakhishvili State University. The presentation was broadcast live on Channel II for 20 minutes.  On March 11, during the second day of the Conference, G-PriEd presented on a variety of topics; G- PriEd’s DCOP presented the business skills in primary grades component, G-PriEd’s Technical Director presented G-PriEd’s school-based teacher professional development model, and G-PriEd’s Math Improvement Director presented the use of instructional resources in the classroom. 5

Project Administration  Submitted to USAID and received approval of the request to dispose operational memory units to EMIS to support the work of G-PriEd Portal

PLANNED ACTIVITIES APRIL 2016 G-PriEd Portal  Reprogram the math testing component under E-Assess to address the student test length issue  Continue to design different statistics that can be derived from the Portal  Continue to interpret Google Analytics to better understand Portal-user behavior  Continue to upload materials to the Portal  Continue to maintain an FAQ block on G-PriEd Portal to support schools in using the Portal  Support registration process on the Forum, open new topics for discussion, and moderate discussions  Update weekly “Monday Message”  Continue preparation of presentations about G-PriEd e-resources and innovative methodologies for sharing on G-PriEd’s Facebook page

Quality Control  Receive, process, and analyse data from a survey regarding the quality of reading electronic course; make adjustments as needed  Finalize data from online questionnaires about quality assurance of the Portal and e-services; share with technical team and make adjustments as needed

Training Delivery  Deliver a one day ToT for math trainers and a two day training for GSL trainers  Deliver a two day training to math and GSL teachers from pilot ethnic minority schools  Deliver two two-day trainings to 134 math and 87 GSL teachers from expansion ethnic minority schools

School Visits and Classroom Observations  Conduct 261 visits to expansion schools to observe teachers and TLC facilitators  Conduct seven visits to pilot ethnic minority schools to observe teachers and TLC facilitators

TLC Activities  Conduct analysis of TLC activity statistics submitted by TLC facilitators and reach out to those TLC facilitators, who did not report or reported insufficient information

School Principal Activities: Instructional Leadership  Deliver a one day training to 465 principals from expansion schools in classroom observation and teacher evaluation  Deliver a one day training to 102 principals from pilot schools in classroom observation and teacher evaluation

Training Materials

 Complete the final four e-sessions in diagnostic testing for the math e-courses: two for teachers of grades 1-4 and two for teachers of grades 5-6, thus bringing the total number of uploaded sessions for each teacher category to 17 sessions  Continue to develop e-sessions in reading; complete video-taping classroom episodes  Complete distribution of Teacher Resource Books (Reading and Math) to G-PriEd 116 target schools  Develop a training program and training materials for a one day training of TLC facilitators  Record lessons and meetings episodes for an instructional film for TLCs on “Leading a Lesson Study Session”

Instructional Resources  Continue revising, editing, and formatting the final set of the electronic supplementary leveled readers  Launch G-PriEd’s online learning project called “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; begin distribution of materials to 585 distribution points (pilot and expansion schools)

Parental Engagement  Request that G-PriEd target schools begin a new project called “Read aloud for 15 minutes” with parental participation  Prepare and upload recommendations/presentations for parents on G-PriEd’s FB page and YouTube

BSPE  Continue observing the delivery of the business skills program in pilot schools  Monitor BSPE lessons delivery by private sector volunteers in grades 5-6  Distribute the business skills animated movie to the pilot schools  Continue bus and billboard advertising campaign for private sector companies involved in the business skills program  Continue conducting “post tests” in classes where teachers and volunteers completed delivery of business skills lessons

Cooperation with the MES  Continue working with the MES to organize a joint USAID/MES school visit on April 13

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

ANNEXES Annex A: March School Visit Report – Expansion Schools and Pilot Schools Annex B: Status of Supplementary Reading Materials Development: GL, GSL, and Multimedia Annex C: Google Analytics Reports on G-PriEd Portal Developments Annex D: G-PriEd Official Meetings/Events in March 2016 Annex E: G-PriEd/MES Correspondence in March 2016

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 MARCH 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 one-day refresher seminar will be held for expansion school principals in the beginning of April. In preparation, in March G-PriEd trained 45 trainers. The materials and resources for the seminar were 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 development of an instructional movie targeted at TLCs: “Leading a Lesson: Study Lesson”. The of school-based goal of the film is to provide TLC facilitators with a high-quality demonstration of a joint-lesson planning process. G-PriEd selected 6 teachers from Tbilisi school mechanisms for #82 and one reading trainer for participation in the film. A lesson plan for the film was developed with the engagement of a reading trainer and G-PriEd Reading promoting Improvement Director. In March, G-PriEd fnalized development of the script as well as launched rehearsals. G-PriEd plans to do some more rehearsals and the professional actual filming in April. The movie will be finalized in May. development of math and reading Roundtable Session with TLC facilitators. For the purposes of addressing their interest for additional information, in March G-PriEd Project technical team held a teachers 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 questions. G-PriEd technical leads, Ketevan Chachkhiani, Paata Papava, and Gia Nozadze, answered questions and commented on issues raised by other TLC facilitators through the Forum and the Facebook page. Topics like administration of diagnostic assessments, use of the Portal and instructional resources, teacher observations, credits within the scheme were covered at the session. The session was video-taped. In March the tape was edited. Three thematic parts of the films were prepared and uploaded under the “News” section of the Portal. Links to these films were also posted on Facebook page. Later, they 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 Georgian language teachers delivering their lessons, TLC facilitators conducting meetings or e-sessions, and to provide constructive feedback on their practices. Due to the large number of teachers to be observed till the end of this academic year, in March G-PriEd changed the distribution of TLC facilitators and teachers to be observed.

Trainers observed either 6 teachers only, or one TLC facilitator and 4 to 5 teachers per school visit. Summary Report of School Visits to expansion schools in March 2016 G-PriEd national trainers conducted 240 Reading Observations Math Observations school visits (reading trainers visited 116 Regions TLC Facilitator TLC Facilitator Schools Teachers Schools Teachers schools and math trainers visited 124 Observed Observed Visited Observed Visited Observed schools) to observe 496 Georgian language TLC Act. E-Sess. Total TLC Act. E-Sess. Total and 557 math teachers. In addition, the Abkhazia 0 0 0 0 0 10 46 6 0 6 trainers observed 102 reading TLC Adjara 13 57 10 0 10 10 46 6 0 6 facilitators at TLC meetings; and 96 math Guria 8 31 8 0 8 5 19 5 0 5 TLC facilitators during 94 TLC meetings and Tbilisi 22 105 17 0 17 29 147 13 1 14 2 e-sessions. Please refer to Annex A, Imereti 15 70 12 0 12 16 75 14 0 14 March School Visit Report 8 0 15 0 Kakheti 10 42 8 16 66 16 Mtskheta-Mtianeti 4 14 4 0 4 4 16 4 0 4 Principals and deputy principals of the Racha-Lech. & Kv. Svaneti 4 12 4 0 4 0 0 0 0 0 expansion schools demonstrated high Samegrelo & Zemo Svaneti 12 52 12 0 12 17 65 16 0 16 interest in the visits paid by G-PriEd Samtskhe-Javakheti 8 31 8 0 8 10 43 10 0 10 trainers. During 240 visits, 227 school Kvemo Kartli 12 48 12 0 12 12 58 7 0 7 principals and 31 deputy principals joined Shida Kartli 8 34 7 0 7 5 22 4 1 5 the national trainers in observing Total 116 496 102 0 102 124 557 94 2 96 classrooms and TLC / E-session observations, and participated in the feedback sessions. Involving principals Summary Report of School Visits to pilot schools in March 2016 in the teacher evaluation process encourages principals to become Reading Observations Math Observations successful instructional leaders in their schools. Regions TLC TLC Schools Teachers Schools Teachers Facilitator Facilitator Visited Observed Visited Observed In March, G-PriEd trainers commenced visits to ethnic minority pilot schools Observed Observed to observe teachers and TLC facilitators and provide additional support. G- Samtskhe-Javakheti 3 7 3 4 17 2 PriEd national trainers conducted 16 school visits (reading trainers visited 3 Kvemo Kartli 0 0 0 7 33 3 schools and math trainers visited 13 schools) to observe 7 Georgian language Kakheti 0 0 0 2 10 0 and 60 math teachers. In addition, the trainers observed 3 reading and 5 Total 3 7 3 13 60 5 math TLC sessions. Please refer to Annex A, March School Visit Report.

Math Lesson Observed at Kutaisi School # 1 Reading trainer at a feedback session at Rukhi School TLC activity observed at Sadmeli School

G-PriEd planned 261 visits (120 – reading and 141 reading) to be conducted in April in expansion schools. In addition to this, seven visits (5 in math and 2 in reading) will be conducted in ethnic minority pilot schools. All principals, teachers, and TLC principals are informed about the visits. Math and Reading trainers will visit schools and observe approximately 1,340 teachers and 150 TLC meetings.

Training of Trainers. On March 1st, G-PriEd organized a feedback meeting with 17 reading and 18 math trainers from East Georgia in Tbilisi. A meeting with the trainers from West Georgia was held at the end of February. The purpose of the activity was to exchange feedback about 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 the 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. 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 9. During implementation of the model in expansion schools, provide sample materials and quality assurance procedures to support teacher facilitators in leading TLCs. 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 meetings on parental 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, 10

2015 and March 31, 2016 reported a total of 2,820 TLC activities with the following distribution: Model Lesson – 182; Lesson Study – 500; Case Study – 625; Data Analysis – 955; Peer Observation – 466; and Parental Engagement – 94. TLC facilitators will continue their TLC activities and report by the end of every month. For more statistics, please refer to http://kargiskola.ge/GC/stats/new/teachers_n.php. TLC meetings at Expansion Schools: November 2015 - March 2016 # of reporting Total # Model Lesson Case Data Parent Peer Obs. facilitators of Activities Lesson Study Study Analysis Engag. Samegrelo and Zemo Svaneti 127 363 16 70 81 115 69 12 Kakheti 94 313 19 53 78 104 45 14 Kvemo Kartli 63 267 14 51 62 83 50 7 Mtskheta-Mtianeti 32 85 6 13 22 31 13 0 Abkhazia 6 22 1 6 6 8 1 0 Shida Kartli 102 364 33 75 52 124 61 19 Samtskhe-Javakheti 49 148 8 30 34 52 20 4 Imereti 166 505 28 83 121 188 69 16 Guria 57 165 16 25 29 60 32 3 Racha-Lechkhumi and Kv. Svaneti 67 3 14 16 17 16 1 67 Tbilisi 121 378 23 63 89 129 63 11 Adjara 53 143 15 17 35 44 27 5 Total 937 2820 182 500 625 955 466 92

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, 134 TLC facilitators from Georgian pilot schools during November 2015 – March 2016 period reported a total of 505 TLC activities with the following distribution: Model Lesson – 53; Lesson Study – 68; Case Study – 138; Data Analysis – 132; Peer Observation – 82; and Parent Engagement – 32. 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_p.php.

TLC meetings at Pilot Schools: November 2015- March 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 15 41 1 6 14 9 7 4 Kakheti 9 28 5 1 6 12 2 2 Kvemo Kartli 1 2 0 0 1 1 0 0 Mtskheta-Mtianeti 6 24 2 5 5 9 3 0 Abkhazia 3 18 0 4 4 6 4 0 Shida Kartli 14 81 13 11 20 11 22 4 Samtskhe-Javakheti 5 19 0 3 8 7 0 1 Imereti 28 83 8 11 23 25 9 7 Guria 9 30 6 5 7 5 4 3 11

Racha-Lechkhumi and Kv. Svaneti 12 31 4 2 4 12 6 3 Tbilisi 11 56 10 12 11 13 9 1 Adjara 21 92 4 8 35 22 16 7 Total 134 505 53 68 138 132 82 32

10. During expansion phase, support and monitor, in cooperation with the TPDC, the work of the teacher facilitators in expansion schools. 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. No activities this month. 3. Develop TOT manuals for national trainers in math. No activities this month 4. Develop TOT manual for national trainers of TLC facilitators. Task 2. Identify No activities this month national trainers 5. Create video lessons and/or other multi-media assistance for national trainers of reading and math. of reading and Reading. In February, filming and editing of videomaterials for e-training video sessions in reading instruction continued. In March G-PriEd developed 3 such math, design TOT sessions. Until now, G-PriEd has developed basic classroom videomaterials for 27 videosessions (14 in grades 1-4 and 13 in grades 5-6). The complete set of program for them, resources (edited video files, session descriptions and quizzes) were developed for 25 videosessions. 23 videosessions are uploaded on the E-Training Zone of the and provide Portal, as per the table below. teaching/guidance E-sessions for Grades 1-4 on training GL (1-4) Estimated teachers and Session Title Materials length Edited Uploaded teacher developed (min) facilitators. 1 Introduction to the Training Program 40 2 First Steps: Reading Instruction in Grade One 60 3 Teaching Phonological Skills 90 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 12

10 Vocabulary Instruction 2 60 11 Using Diagnostic Assessment in Literacy Instruction 75 12 Comprehension-based reading instruction 70 13 Guided Reading Activity 70 Developing Literacy Skills through Project Based 14 70 Learning Total sessions 14 13 13 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 Comprehension-based reading instruction (narrative 6 75 text) Comprehension-based reading instruction 7 80 (informational text) 8 Using Diagnostic Assessment in Literacy Instruction 75 Effective Activities and Tasks for Teaching 9 65 Comprehension Asking and Answering Questions as a Core Reading 10 90 Strategy 11 Questioning and other Core Reading Strategies 70 Differentiated Reading Instruction - Guided Reading 12 80 Activity Developing Literacy Skills through Project Based 13 Learning Total sessions 13 12 11 G-PriEd reading team continues development of test items aimed at administering the E-course summative test. Math. In March G-PriEd distributed episodes from the filmed lessons throughout differentiated instruction e-sessions and sent them to the Editing contractor for assembling 3+3 videosessions (3 for teachers of grades 1-4 and 3 for teachers of grades 5-6). These have been finalized and uploaded on the Portal. G-PriEd edited reading texts, lectures and scripts for diagnostic testing e-sessions to align them to final interface of E-Assess/math component software. In April G-PriEd will shoot lecturing and will assemble the final two e-sessions on diagnostic testing and will fully complete two math e-courses, one for teachers of grades 1-4 13

and the other – for teachers of grades 5-6. 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 developmentdevelopmentdevelopmentdevelopment 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 The Interactive-Constructivist Method of Teaching Mathematics, + 1 Part 1 The Interactive-Constructivist Method of Teaching Mathematics, + 2 Part 2 Effective Learning Environment for Interactive -Constructivist + 3 Teaching of Mathematics 4 Teaching the Topic Using Constructivist Method + Planning The Three-phase Model of Constructivist Teaching of the + 5 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 +

In February, G-PriEd edited and selected 46 items, to be used for summative testing of teachers at finishing e-sessions. Programmers continued to work on software that will randomly select 15 items out of 46 to ensure that teachers receive different tests. 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

Math. In March national ethnic minority trainers delivered face-to-face trainings of Azeri, Russian, and Armenian math teachers in pilot and expansion schools. G-PriEd finalized materials for April ToT. In April G-PriEd will deliver the final ToT for ethnic minority trainers in differentiated Instructions. Trainers will deliver teacher trainings during April and with this – will finish their training activities. 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. 1. Select pilot schools for intervention Completed in October 2012 2. Develop the list of pilot schools in consultation with MES, its EMIS department and USAID. Completed in January – February 2013 3. Develop list of control schools, in consultation with MES and its EMIS department. Completed in February 2013 Task 3. Support 4. Design the schedule of the pilot, including the timeframe for training of teachers, principal conferences, follow-up monitoring, hands-on assistance, and M & E. national trainers Assign national trainers to each training cohorts of teachers. to train teachers and teacher G-PriEd completed its pilot school teacher training program in February 2015. facilitators in the 5. Finalize training manual and other learning materials in line with the TOT training manuals. pilot schools in No activities this month. methods they can 6. Develop QA plan to support the national trainers in delivering high quality training. use to improve reading and math G-PriEd uses online surveys through its Portal and other means to collect feedback on a variety of topics. outcomes - 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 March 7, G-PriEd registered a total of 2,247 completed surveys. The data was being analyzed and grouped by issues. In early April, when the analysis will be ready, the technical and programmers’ teams will review the results and the corrective measures will be taken, as required. - G-PriEd prepared and sent a survey questionare regarding the quality of Reading e-courses. G-PriEd expects to receive and analyze feedback in April. - Math survey – the Math Improvement Director reviewed feedback from 122 math teachers regarding the quality of math e-course. While in general the feedback has been extremely positive, teachers would like to have access to a bank of full lessons, which would demonstrate an innovative method(s) of instruction in a given grade. They also request that the length of an e-session does not exceed 90 minutes. Over summer, G-PriEd will work to redistribute the content of e-sessions to meet this requirement. In April/May and in autumn G-PriEd will try to organize for shooting more math lessons and will create of bank of such lessons. 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. 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 results of the second cycle of trainings in Fall 2013 submitted in the December 2013 monthly report. The results of the third cycle of trainings in Spring 2014 submitted in the May 2014 monthly report. The results of the fourth and final cycle of trainings conducted Fall 2014 – Winter 2015 submitted in the February 2015 monthly report. 2. Identify and agree with USAID and MES on the list of additional target schools in which project interventions will be rolled out. This activity was completed in July 2015. The expansion phase pool of schools is 465. 3. Design schedule of re-taking the TOT, Math Teacher Trainings in March: Expansion Schools training teachers and teacher facilitators in

the additional target schools. Attended Task 4. Expand Actual the training of Training of Teachers - Expansion Schools. On # Training Venue March 4-5 March 12-13 March 6-7 and 12-13, G-PriEd trainers teachers and I-IV V-VI I-VI Total I-IV V-VI I-VI Total I-IV V-VI I-VI Total teacher delivered direct, face-to-face training to math 1 Tbilisi School N132 23 11 2 36 17 7 1 25 18 8 1 27 facilitators to the teachers from expansion ethnic minority 2 Gurjaani School N1 24 7 0 31 other target schools. On March 6-7 a total of 118 math 24 4 0 28 24 6 0 30 schools of the teachers out of 134 invited participated in the 3 Rustavi School N23 19 6 1 26 19 6 1 26 19 6 1 26 project. trainings from the following regions: Adjara (4 4 Akhalkalaki School N3 12 6 7 25 11 5 7 23 11 5 7 23 teachers), Imereti (6 teachers), Kakheti (24 5 Kutaisi School N1 / 3 2 11 16 3 2 6 11 3 2 10 15 teachers), Kvemo Kartli (37 teachers), Batumi School 2 Samegrelo and Zemo Svaneti (1 teacher), Total Ѐ逃둌3 32 21 134 72 26 20 118 75 27 19 121 Samtskhe-Javakheti (28 teachers), and Tbilisi (13 teachers).On March 12-13 a total of 121 math teachers participated in the trainings from the following regions: Adjara (8 teachers), Imereti (6 teachers), Kakheti (25 teachers), Kvemo Kartli (41 teachers), Samegrelo and Zemo Svaneti (1 teacher), Samtskhe-Javakheti (26 teachers), and Tbilisi (14 teachers). As the table to the left shows, they were trained in 5 different cohorts both in East and West Georgia. More training sessions will be delivered to math and GSL teachers in April. 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 March as well. The table below shows that in March reading TLC facilitators facilitated 1,956 sessions: 1,074 sessions for grade 1-4 teachers and 882 for grade 5-6 teachers. Math Facilitators conducted 2,243 sessions: 1,164 sessions for grade 1-4 teachers and 1,079 sessions for grade 5-6 teachers. Cumulatively, TLC facilitators conducted 4,199 e-sessions in math and reading. A total of 459 expansion schools were engaged in e-sessions in March. 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 March 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 68 158 126 284 156 156 312 596 2 Kakheti 49 117 106 223 132 121 253 476 3 Kvemo Kartli 31 71 54 125 70 84 154 279 4 Mtskheta-Mtianeti 17 33 32 65 45 33 78 143 5 Abkhazia 3 13 12 25 8 7 15 40 6 Shida Kartli 52 122 98 220 118 111 229 449 7 Samtskhe-Javakheti 26 55 50 105 58 59 117 222 8 Imereti 83 169 145 314 211 190 401 715 9 Guria 29 69 57 126 71 66 137 263 10 Racha-Lechkhumi and Kv. Svaneti 11 26 16 42 27 30 57 99 11 Tbilisi 63 151 121 272 188 145 333 605 12 Adjara 27 90 65 155 80 77 157 312 Total 459 1074 882 1956 1164 1079 2243 4199

The table below includes information about e-sessions in math and reading conducted by TLC facilitators of pilot schools in March. Reading TLC facilitators conducted 452 sessions: 247 sessions for grade 1-4 teachers and 205 for grade 5-6 teachers. Math Facilitators have conducted 498 sessions: 260 sessions for grade 1-4 teachers and 238 sessions for grade 5-6 teachers. In total, in March, TLC facilitators in math and reading conducted 950 e-sessions at 81 pilot schools. 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 Pilot Schools: E-sessions Conducted in March 2016 Region # of Schools # of E-sessions Conducted # Conducting e- Reading Math Total

sessions Reading Reading Sum Math Math Sum I-IV V-VI I-IV V-VI 1 Samegrelo and Zemo Svaneti 9 29 24 53 32 30 62 115 2 Kakheti 4 14 10 24 12 16 28 52 3 Kvemo Kartli 2 7 3 10 2 2 4 14 4 Mtskheta-Mtianeti 5 17 12 29 17 13 30 59 5 Abkhazia 2 5 4 9 7 4 11 20 6 Shida Kartli 9 27 25 52 30 25 55 107 7 Samtskhe-Javakheti 3 6 3 9 12 7 19 28 8 Imereti 18 47 47 94 59 56 115 209 9 Guria 5 15 15 30 18 13 31 61 10 Racha-Lechkhumi and Kv. Svaneti 8 28 24 52 19 23 42 94 11 Tbilisi 6 24 14 38 17 19 36 74 12 Adjara 10 28 24 52 35 30 65 117 Total 81 247 205 452 260 238 498 950

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 1. Examine current textbooks and additional reading resources for each grade, as well as reading materials available on the market. Task 5. Develop Completed in Year 1 of the Project and updated in April. paper-based and 2. Development of readability criteria and benchmarks for levels of reading in the Georgian language. electronic age-and Completed for Georgian language instruction in Year 1 of the Project. language- appropriate Matrices for both Georgian language and Georgian as a second language are being effectively used for leveling and editing of all supplementary readers and reading and math reading diagnostic assessment items. The matrices are re-visited as the need arises. materials, i.e., for 3. Hire local experts to develop supplementary leveled reading materials. grades 1-6 and in Completed in March 2013 for the first tranche of books. Georgian 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. language. 4. Develop leveled readers (connect this Task to Task 2 to ensure readers are developed according to best practices) G-PriEd continues revising and editing the final set of 45 electronic supplemental readers by grade and difficulty levels. The layout and content of 13 supplemental readers from the first set (103 titles designed during the pilot phase) has been finally revised and sent for approval to USAID.

The detailed status of the book production process is provided in Annex B. G-PriEd also continues development of audio-versions of the supplementary leveled readers. At this point several rehearsals and raw recorded versions have been made by two students invited from the Theatre and Film faculty of Georgian State University. Also two titles (“Bear Dadu” and “The Painter Warm”) have been edited and ready to send for USAID approval. 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 In March, G-PriEd started distribution of the 6th and 7th issue of the student newspaper Reading Times for grades 3-4 and 5-6 to all students in these grades in all pilot and expansion schools. G-PriEd started selecting topics and materials for the next 8th issue of the newspaper. This coming issue will contain articles and activities on ecological issues, effective outdoor games, interesting crafts, etc. It will also include an article about the Intellectual Property issues and the International IP day, which is celebrated on April 26. This article will be written in collaboration with Sakpatenti. For this day, G-PriEd will also prepare a lesson plan, which will be based on 4 titles of books, written together with Sakpatenti. G-PriEd will share the lesson plan with the Reading teachers with the recommendation to conduct the lesson on April 26. Effective usage of newspaper articles in classroom reading activities has been demonstrated and promoted through several G-PriEd e-sessions. G-PriEd continues development of multimedia versions of the supplementary leveled readers. By end of March G-PriEd has developed draft versions of five multimedia readers. The detailed status of the production process is provided in Annex B. 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. Distribution of instructional materiasls for expansion and pilot schools commenced in March and will be completed in April. Distribution started on March 11. By the end of March G-PriEd delivered resources to 454 schools out of 570 total. The principals’ reported that the packaging was made by vendors as per the marking and packing plan. With the exception of very few schools, which reported that while they received Resource Books as per the handover agreements, they received less books than teachers. G-PriEd verified against the teacher database and found out that in these schools, a TLC facilitor was not counted as a teacher. G-PriEd will collect this kind of information and will fill these gaps simalteniously with the math manipulatives’ distribution, planned for May. In March G-PriEd reviewed the performance of the pilot schools, which revealed that 11 schools refuse to continue to participate, while 5 schools did not commence e-sessions, or demonstrate any other activities, such as TLC School Principal of Tbilisi School # 23 signes off for meetings, for example. The issue was presented to USAID and it was decided to exclude these 16 schools from the instructional resources distribution process. “Their” resources will remain with the project with other left-overs. Upon completion of the distribution, G-PriEd will make an inventory of all remaining stock from pilot and expansion phase distribution and will come up with the plan for their further usage. G-PriEd submitted a set of all new resources, such as new titles of readers, teacher resources books, newspapers, etc. to USAID and the MES.

1. After the first year of the pilot, revise and finalize the reading materials.

Completed in Summer 2014. Task 6: Distribute paper-based and 2. Publish and distribute final versions of the supplementary reading materials for all pilot and other target schools. electronic age- Same as Task 5. Activity 10 above. and language- 3. Develop and implement a plan that increases access of all students to reading materials. appropriate Completed in 2014 by distribution of reading materials to the pilot schools. reading and math materials for Mostly completed in March 2016 by distribution of reading materials to expansion schools, and new reading materials to pilot schools. grades 1-6 and in 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 Georgian in ethnic minority schools. language. 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. G-PriEd expects the commodities to arrive in late April/early May. Distribution will begin immediately upon receipt.

COMPONENT 2: READING AND MATH DELIVERY SYSTEMS IMPROVED Subcomponent 2.1: Promote professional standards and support professional development for teachers and administrators. 1. Conduct a study to investigate ways of enhancing teacher recruitment, induction, and retention. No activities to report this month. 2. Provide assistance to the EMIS department of the MES to develop relevant data on all teachers In March G-PriEd requested and received USAID approval for disposition of 30 units of operational memory to Education Management Information System (EMIS) to support the virtual server provided by EMIS to G-PriEd to host Resources Portal. G-PriEd expects the commodity to arrive in April. Transfer of title will take place immedietly upon delivery and acceptance by G-PriEd. Task 7: Provide 3. Using the EMIS data, recommend effective mechanisms of managing and promoting teachers and improving induction and retention of qualified teachers. evidence-based In reference with Task 7, Activity 2, G-PriEd is collaborating with the EMIS to store teacher related training information under one domain. recommendations for improved 4. Help MES and TPDC develop strategies to attract and retain a professional cadre of teachers. effectiveness of No activities to report this month. teachers and 5. In line with the project’s school-based professional development model, assist the MES and TPDC in implementing new strategies for effective teaching, assist in the induction and retention. implementation In March G-PriEd held additional consultations with the Deputy Minister of Education and Deputy Director of TPDC regarding credits for teachers and TLC of effective facilitators participating in project interventions. A small change was made in the distribution of credits for those techers in Georgian schools, who serve both as a policies for teacher and a facilitator. They will receive 2 credits for each of these two statuses and in sum will be entitled to 4 credits. The whole plan for G-PriEd professional interventions is as follows: 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 development of credit to a TLC facilitator in ethnic minority school for TLC facilitation work; 2 credits to a TLC facilitator in Georgian school for TLC facilitation work and for teachers 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. G-PriEd trainers will inform school principals once again about the credits plan, as well as mandatory activities at the training sessions to be held in April. The outline of these credits was published by TPDC in their guidelines. TPDC believes that the Minister will sign an official decree stipulating the credit plans approved for international, local, and donor-funded projects in early April. The “accredited” projects are those of LTD English Book in Georgia, PH International Georgia, Informational Center of NATO and EU, Ilia State University, Europian Union, Goete Institute, British Council in Georgia, US Peace Corps, Bavarian Nature Conservation and Landscape Management Academy, French Language Support and Development Fund of Georgia, Eco Vision – Union for Sustainable Development, and US Embassy/English Teacher’s Development.

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. 2. Build capacity of school principals. Classroom Observations. In March G-PriEd principals sustained implementation of school-based teacher evaluation at their schools. Namely, they conducted formal and unannounced classroom observations. As the table below demonstrates, by March 31, 431 expansion principals launched school-based evaluation system and have engaged 4,487 teachers. They have held individual planning and goal-setting meetings with 4,137 teachers. In addition to this, principals from several regions conducted 1,272 unannounced and Task 8: Expand 2,319 formal observations. the school-based Principals of pilot schools also started reporting on school-based teacher evaluation in February. As the professional table above demonstrates, by March 31, 35 pilot school principals launched school-based evaluation development system and have engaged 276 teachers. They held individual planning and goal-setting meetings with Sviri School principal conducting formal classroom observation model, adjusting 250 teachers. In addition to this, principals from several regions conducted 91 unannounced and 118 it as needed for formal observations. Detailed summary statistics for both expansion and pilot schools can be viewed at rural and ethnic http://kargiskola.ge/GC/stats/new/dir_new.php. The reporting system also allows to access a detailed minority schools, report of each school with the list of teachers, meeting and observation dates, as well as uploaded Sviri School principal conducting formal classroom observation and support observation forms. appropriate policy School-Based Teacher Evaluation – Principals’ Reports: December 2015 - March 2016 changes to Expansion Schools Pilot Schools improve teacher # of Classroom Observations # of Classroom Observations # of # of ind. # of # of ind. professional # Region # of # of teachers planning teachers planning Reporting Unannounced formal Sum Reporting Unannounced formal Sum development engaged sessions engaged sessions Principals Principals 1 Samegrelo & Z. Sv. 61 508 497 139 227 366 4 21 21 9 19 28 2 Kakheti 43 442 422 88 211 299 0 0 0 0 0 0 3 Kvemo Kartli 30 436 432 67 212 279 2 3 13 0 0 0 4 Mtskheta-Mtianeti 17 148 142 93 89 182 0 0 0 0 0 0 5 Abkhazia 1 7 7 0 1 1 1 6 6 0 0 0 6 Shida Kartli 51 449 425 78 275 353 8 53 46 12 9 21 7 Samtskhe-Javakheti 25 205 191 61 87 148 4 17 14 6 9 15 8 Imereti 81 754 664 338 401 739 5 36 36 9 5 14 9 Guria 29 277 277 44 92 136 4 29 17 13 13 26 10 Racha-Lech. & Kv. Sv. 11 67 67 15 25 40 3 12 11 0 11 11

11 Tbilisi 56 908 747 273 584 857 4 76 75 41 40 81 12 Adjara 26 286 266 73 114 187 3 13 11 1 12 13 Total 431 4487 4137 1272 2319 3591 35 276 250 91 118 209

Training of Principal’s Trainers. On March 26 G-PriEd delivered a one-day training to 10 reading and 10 math trainers. The goal of the ToT was to prepare trainers for delivering a one-day refresher session to 465 TLC and 111 pilot school principals in April. The expected outcomes of the principals training to be held in April are to improve principal’s knowledge and skills in school-based teacher evaluation and its main stages, evaluation of lesson plans in reading and math, as well as classroom observations in reading an math. At the training principals will be also informed about the requirements for being eligible to credits under teacher professional development scheme, as well as mandatory activities to be undertaken by the principal through the end of the project. Training of trainers was conducted by technical leads, Ketevan Chachkhiani, Giorgi Nozadze and Paata Papava. Trainers participated in the following sessions:  School-based Teacher Evaluation System: major activities and roles and responsibilities of engaged

parties G-PriEd technical leads delivering trainings to principals’  Mandatory activities under the credit system: Roles and responsibilities of teachers, principals and TLC trainers facilitators  Evaluation of reading and math lesson plan: Guided Practice  Observing reading lessons by using observation instruments: Guided practice  Observing math lessons by using observation instruments: Guided practice. 20 Reading and math trainers will train 465 expansion and 111 pilot school principals in the first half of April.

Promotional Videos for School Principals. For the purpose of promoting the role of school principal as an instructional leader G-PriEd took part in a program “1 minute on Maestro” at Maestro TV. Two 1 minute clips were prepared and broadcasted with participation of: 1. Ketevan Chachkhiani, G-PriEd technical director – the role of school principal in monitoring teaching and learning process; 2. Tamar Mamsikashvili, Principal of Tbilisi School # 64 – the role of school principal in teacher evaluation and professional development.

In addition to the TV broadcast, the clips were also uploaded on G-PriEd portal and Facebook page.

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 April. On March 10-11, G-PriEd presented its activities at a conference “School Education – Future of Georgia” jointly organized by the Parliament of Georgia, Ministry of Education and Science of Georgia and Tbilisi State University. On March 10, at the Partliament, Indira Amiranashvili made a 20-minute presentation of G-PriEd components, targets, and accomplishments. On March 11, at Tbilisi State University G-PriEd made multiple presentations, such as: Ketevan Chachkhiani presented key elements of G-PriEd’s comprehensive system of school-based teacher professional development such as teacher participation in e-sessions and TLCs, as well as their observation by school principals and trainers followed with constructive feedback; Gia Nozadze described the purpose and use of a variety of G-PriEd designed instructional resources in reading and math, Nikoloz Chachkhiani presented the BSPE component. Ketevan Chachkhiani delivering a presentation at a conference Participation in this conference raised interest from the representatives of state universities from Tbilisi, Kutaisi, and Telavi in establishing partnership with G-PriEd and incorporating G-PriEd approaches and innovations in their teacher education programs. G-PriEd approached USAID and if the MES is on board, this is one of several ways G-PriEd could take to ensure sustainability of its approaches.In April G-PriEd will hold a meeting with them to discuss ways of potential partnership. 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. Task 9: Support Design completed in October – December 2012 improved 2. Create a sampling strategy with control and treatment groups for the impact evaluation of project activities in pilot schools classroom formative and Completed in October – November 2012 national 3. Create task forces to develop formative assessment methodology. assessment Reading. All G-PriEd schools have access to the complete set of GL and GSL reading diagnostic test items in the E-assess zone of the Portal since February. methodology in As schools continued conducting of the diagnostic assessments, G-PriEd provided detailed explanation, technical instructions and suggestions to teachers by reading and math phone and e-mail. G-PriEd developed and uploaded in the E-assess zone one more tutorial on how to use student netbooks (Bukis) and the e-Learning program for administration of vocabulary tests. This allows schools to save costs and resources required for test administration. 24

Math. In March G-PriEd piloted screening test generating software and the software for analyzing results of testing students. G-PriEd finished validating the Item Bank after piloting the focused tests and screening tests. G-PriEd finalized instructions for generating screening tests and analyzing testing results. In April G-PriEd will oped the software for use in pilot and expansion schools. One of the weaknesses found during the pilot is the length of a student test, which sometimes may extend to 12 pages, and has a lot of empty space of pages. The reason for this is that all math items are saved in the Bank of Items as pictures, and are of 3 standard forms, i.e. small, medium and large. While putting the items together, the software does a random selection and a random numbering. In case of a large size item, the software allocates one A4 size page to one item, thus leaving one third of the page empty. Teachers compained that such a spacious layout requires too much paper, which a school cannot afford. As a temporary solution, G-PriEd recommended teachers to cut out the items, and paste them on a sheet(s) in a more economic way, and then make copies for students. In April, G-PriEd will start to address this issue by adding a new “size” parameter to the item’s code, and integrating a “size” parameter into the final test assembling process. 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. 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.

Task 10: Suggest 1. Initiate discussions about the findings from the pilot impact evaluation with the MES. reading and math NORC finalized its presentations’ schedule: April 4 – for USAID, April 5 – for G-PriEd, other international donor-funded educational projects and local NGOs benchmarks and engaged in education; April 6 – the MES.

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 establish changes for 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 1. Work with MES to develop a model of parent engagement. Completed in December 2012, although subsequent changes in MES personnel have necessitated revisions to the 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 their children’s use of the reading materials at home. Task 11: Support G-PriEd began a new initiative in social network to raise awareness among parents about G-PriEd instructional development of a methods, and involvement of parents in their children’s learning process. Georgian model of parent In March G-PriEd prepared and uploaded presentations including recommendations for parents on G-PriEd FB page engagement and on the following topics: promotion of o “Formative assessment” - expanded https://www.facebook.com/media/set/?set=a.836089023169918.1073741844.826259990819488&type=3 reading/math o “How to support child’s literacy development” - activities. Slides form FB album on “Formative https://www.facebook.com/media/set/?set=a.828185913960229.1073741834.826259990819488&type=3 Assessment” o How to raise motivation in reading and learning - https://www.facebook.com/media/set/?set=a.835558569889630.1073741842.826259990819488&type=3

The same presentations were sent to all schools with the recommendation to conduct seminars/meetings with parents and use the G-PriEd presentation. G-PriEd will continue this initiative and offer to parents new topics about G-PriEd innovative methods and resources, which can help parents to be actively involved in their children’s education.

3. Encourage development/expansion of reading and math clubs in the pilot and expansion clubs.

G-PriEd launched the first integrated online learning project/unit “The Paper” on Facebook in March. Participation in the project is open to all schools. Four instructional resources were uploaded in the project group, including the project description, basic reading materials on the topic “The Paper”, nine recommended learning activities in the Language Arts, five math problems, and four business skills lessons. Also, teachers received instructions on how to join the project group and how to upload student work on Google Drive. The project has a special Q&A section. “The Paper” project quickly became popular and more than 650 teachers joined the group during the first two weeks. Teachers from 16 schools already shared their students’ best classroom and outdoor experiences in the Facebook project group. G-PriEd visited several active schools and started collecting video material for a special video-session on using project-based learning as a tool for improving literacy skills.

Collage from pictures, shared by teachers on the Facebook 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.) G-PriEd started development of the story generator computer application aimed at helping students practice their writing skills and understand the writing process. It will provide teachers and parents with the effective tool for engaging kids in writing. It will include such structural elements and functions as selecting the writing format, selecting the main character traits, selecting the problem, as well as the tools for drafting, illustrating and editing the written pieces.

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-PriEd’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.

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 March 23, Deputy Minister Lia Gigauri visited school N64 to observe delivery of three lessons: one in the 3rd Task 13: Provide grade, where the program Our Community was led by the head teacher; second lesson in grade 5, delivered by a culturally private sector volunteer Tamaz Daushvili, the owner of DIO Windows; and the last lesson in the grade 4, where appropriate students were watching the business skills animated movie. At the end of the visit, Ms. Gigauri and Mr. Daushvili business skills gave interviews, which were publicized by the Ministry through an article posted in social media and on TV. curricular units to Grade 1-6 students A screenshot from “Afternoon Show”

Lia Gigauri observing grade 3 lesson of “Our Community” program 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. 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 was completed in March. The movie will be distributed to grades 5-6 in all 39 pilot schools in April. It is also uploaded onto the Portal/BSPE Zone. 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 observation. Completed in March/April 2015. Task 14: Deliver training and 4. Support and monitor teacher instruction of curriculum through periodic site visits. support Junior Achievement Georgia (JAG) team conducted 180 classroom observation visits in total. Data collected from the visits is being entered into a database, which will be analyzed and the report will be produced by the end of April. G-PriEd plans to involve master trainers for the remaining observations. Lesson observations are necessary for all teachers involved in the program since they are one of the preconditions to receiving a credit for participating in the program, as per the Minister’s decree, which is supplemental to the current Teacher Professional Development Scheme. Parallel to the observation visits, JAG began administering post -ests 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. 1. Develop a strategic plan for recruitment and retention of volunteers in close coordination with private sector players. Task 15: Private Completed in November 2015. Sector Recruitment and 2. Recruit and train up to 80 private sector volunteers in the business skills curriculum. Support G-PriEd’s business skills team completed recruitment of volunteers and signed MOUs with private sector companies. 39 companies in total with 164 volunteers have been signed up for participation in the program.

One additional company in Ambrolauri, Racha, Geoflower, which operates one of the largest dry fruit businesses in Georgia, which is oriented solely on European markets, was trained on delivery of business skills lessons in March. The company owner, Natia Pruidze, began delivering lessons to 6th graders in Amrolauri School N1. To fill some of the volunteer gaps in Mtskheta and Gurjaani schools, all three staff of business skills team began delivery of the lessons as well. Three lessons have been delivered in Mtskheta and Gurjaani schools during March.

Award of Certicates of completion for BSPE program “Our Nation” in grade 5, Tbilisi school #64

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. A draft agenda has been developed, which will be presented to USAID for review in April. 4. Develop and implement a public awareness campaign to support G-PriEd activities, including the business skills activities listed under Component 4. G-PriEd continued the business skills promotional campaign on buses in Tbilisi and Batumi, and billboards in regions. Ads on buses and billboards have appeared in Tbilisi and the regions in March. Additionally, business skills newspaper inserts have been distributed throughout Georgia by Palitra newspaper and Karuseli magazine in March.

Annex A: March School Visit Report – Expansion Schools and Pilot Schools

March School Visit Report – Reading: Expansion Schools

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 # 2 Ana Loria 03/22/2016 5 1 0 1 1 2 Batumi School # 2 Nargiz Beridze 03/14/2016 5 0 0 1 0 3 Batumi School # 13 Nargiz Beridze 03/23/2016 5 1 0 1 0 4 Batumi School # 7 Nargiz Beridze 03/17/2016 4 1 0 1 0 5 Batumi School # 1 Nato Urushadze 03/04/2016 4 1 0 1 0 6 Batumi School # 9 Nato Urushadze 03/11/2016 5 0 0 1 0 Adjara 7 Batumi School # 4 Davit Chkhaidze 03/04/2016 5 0 0 1 0 8 Batumi School # 28 Ana Loria 03/11/2016 4 1 0 1 0 9 Kveda Makhuntseti School Nargiz Beridze 03/04/2016 4 1 0 1 0 10 Tsikhisdziri School Nato Urushadze 03/18/2016 4 1 0 1 0 11 Daba Shuakhevi School Ana Loria 03/25/2016 4 1 0 1 0 12 Kvemo Vashlovani School Davit Chkhaidze 03/25/2016 4 1 0 1 1 13 Dzmaguli School Davit Chkhaidze 03/18/2016 4 1 0 1 1 13 57 10 0 13 3 14 Shromisubani School Irma Janiashvili 03/25/2016 4 1 0 1 0 15 Chibati School Irma Janiashvili 03/17/2016 3 1 0 1 0 16 Shemokmedi School Irma Janiashvili 03/23/2016 4 1 0 1 0 17 Vakijvari School Irma Janiashvili 03/22/2016 5 1 0 1 0 Guria 18 Khidistavi School Nana Gagua 03/04/2016 3 1 0 1 0 19 Sameba School Nana Gagua 03/09/2016 3 1 0 1 0 20 Shuapartskhma School Nana Gagua 03/15/2016 5 1 0 1 0 21 Kvabgha School Nana Gagua 03/11/2016 4 1 0 1 0 8 31 8 0 8 0 22 Tbilisi School # 207 Vardo Vekua 03/02/2016 5 1 0 1 0 23 Tbilisi School # 136 Vardo Vekua 03/04/2016 4 1 0 1 1 24 Tbilisi School # 118 Vardo Vekua 03/07/2016 5 1 0 1 0 25 Tbilisi School # 114 Vardo Vekua 03/09/2016 5 1 0 1 0 26 Tbilisi School # 161 Vardo Vekua 03/10/2016 4 0 0 0 1 27 Tbilisi School # 115 Maia Lortkipanidze 03/11/2016 5 1 0 1 0 28 Tbilisi School # 59 Maia Lortkipanidze 03/18/2016 5 1 0 1 0 29 Tbilisi School # 181 Vardo Vekua 03/11/2016 5 1 0 1 0 30 Tbilisi School # 14 Vardo Vekua 03/14/2016 5 1 0 1 0 31 Tbilisi School # 16 Vardo Vekua 03/16/2016 5 1 0 1 0 32 Tbilisi School # 132 Nona Arevadze 03/25/2016 4 1 0 1 0 Tbilisi 33 Tbilisi the First Exp. School Vardo Vekua 03/18/2016 5 0 0 1 1 34 Tbilisi School # 180 Vardo Vekua 03/15/2016 6 0 0 1 0 35 Tbilisi School # 173 Vardo Vekua 03/17/2016 4 0 0 1 0 36 Tbilisi School # 138 Vardo Vekua 03/23/2016 4 1 0 0 1 37 Tbilisi School # 71 Vardo Vekua 03/21/2016 6 0 0 0 1 38 Tbilisi School # 2 Tamar Makharadze 03/16/2016 4 1 0 1 0 39 Tbilisi School # 145 Tamar Makharadze 03/09/2016 5 1 0 1 0 40 Tbilisi School # 162 Tamar Makharadze 03/18/2016 4 1 0 1 0 41 Tbilisi School # 105 Nona Arevadze 03/11/2016 5 1 0 1 0 42 Tbilisi School # 53 Vardo Vekua 03/25/2016 5 1 0 1 0 43 Tbilisi School # 143 Khatuna Chaladze 03/24/2016 5 1 0 0 1 22 105 17 0 18 6 44 Zvare School Malvina Shanidze 03/04/2016 4 1 0 1 0 Imereti 45 Terjola School #1 Maia Esartia 03/07/2016 4 1 0 1 0

TLC facilitator # of Deputy Date of the observed Principal Region # School Trainer's Name Teachers Principal Visit TLC E- Attended Observed Attended activity session Khatuna Kutaisi School # 33 03/01/2016 5 1 0 1 0 46 Pirtskhalashvili 47 Kutaisi School # 31 Inga Shvelidze 03/10/2016 5 1 0 1 0 48 Kutaisi School # 3 Malvina Shanidze 03/18/2016 6 0 0 1 0 49 Kutaisi School # 41 Malvina Shanidze 03/11/2016 6 0 0 1 0 Khatuna Kutaisi School # 40 03/22/2016 50 Pirtskhalashvili 6 0 0 1 0 51 Chiatura School #1 Inga Shvelidze 03/18/2016 5 1 0 1 0 52 Akhalsopheli School Malvina Shanidze 03/25/2016 4 1 0 1 0 Khatuna Terjola School #2 03/15/2016 53 Pirtskhalashvili 4 1 0 1 0 54 Kutaisi School # 29 Maia Esartia 03/21/2016 5 1 0 1 0 55 Tkibuli School #4 Maia Esartia 03/14/2016 4 1 0 1 0 56 Kveda Sazano School #2 Lia Tsertsvadze 03/21/2016 4 1 0 1 0 57 Nigvzari School Lia Tsertsvadze 03/22/2016 3 1 0 1 0 58 Kutaisi School # 6 Lia Tsertsvadze 03/23/2016 5 1 0 1 0 15 70 12 0 15 0 59 Vardisubani School Nino Balarjishvili 03/11/2016 5 1 0 1 1 60 Iliatsminda School Nino Balarjishvili 03/14/2016 3 1 0 1 0 61 Apheni School #1 Nino Khachidze 03/11/2016 4 1 0 1 0 62 Iormughanlo School Naia Mindiashvili 03/11/2016 5 0 0 1 0 63 Kabali School #1 Nino Balarjishvili 03/15/2016 4 1 0 1 0 Kakheti 64 Kisiskhevi School Nino Balarjishvili 03/17/2016 4 0 0 1 0 65 Telavi School #5 Nino Balarjishvili 03/18/2016 4 1 0 1 0 66 Gurjaani School #2 Nino Balarjishvili 03/16/2016 4 1 0 1 0 67 Gurjaani School #1 Nino Khachidze 03/16/2016 4 1 0 1 0 68 Arboshiki School Nino Khachidze 03/18/2016 5 1 0 1 0 10 42 8 0 10 1 Teona 69 Alpani School 03/10/2016 3 1 0 1 0 Racha- Sherazadishvili Teona Lechkhumi 70 Sadmeli School 03/17/2016 2 1 0 1 0 & Kv. Sherazadishvili Svaneti 71 Lajani School Khatuna Bendeliani 03/04/2016 4 1 0 1 0 72 Daba Lentekhi School #1 Khatuna Bendeliani 03/10/2016 3 1 0 1 0 4 12 4 0 4 0 73 Kakhati School 31 Aza Jojua 03/02/2016 5 1 0 1 0 74 Oche School Aza Jojua 03/04/2016 4 1 0 1 0 75 Nojikhevi School # 2 Khatuna Pantia 03/04/2016 4 1 0 1 1 76 Rukhi school Aza Jojua 03/09/2016 4 1 0 1 1 Samegrelo 77 Akhali Khibuli School #1 Aza Jojua 03/11/2016 5 1 0 1 0 & Zemo Svaneti 78 Akhali Khibuli School #2 Khatuna Pantia 03/11/2016 3 1 0 1 0 79 Kvemo Kvaloni School #1 Khatuna Pantia 03/18/2016 5 1 0 1 0 80 Mujavas Temi School Aza Jojua 03/16/2016 5 1 0 1 0 81 Nogha School Aza Jojua 03/18/2016 4 1 0 1 0 82 Zugdidi School #5 Aza Jojua 03/23/2016 5 1 0 1 0

TLC facilitator # of Deputy Date of the observed Principal Region # School Trainer's Name Teachers Principal Visit TLC E- Attended Observed Attended activity session 83 Mestia School #1 Aza Jojua 03/25/2016 4 1 0 1 0 84 Mestia School #2 Khatuna Pantia 03/25/2016 4 1 0 1 0 12 52 12 0 12 2 85 Gandza School #1 Azniv Kirakosiani 03/04/2016 3 1 0 1 0 86 Gorelovka School # 1 Zhana Khachaturian 03/04/2016 3 1 0 1 0 87 Khevasheni School Tamar Lobjanidze 03/04/2016 4 1 0 1 0 Samtskhe- 88 Abastumani School Tamar Lobjanidze 03/11/2016 5 1 0 1 0 Javakheti 89 Vale School #2 Azniv Kirakosiani 03/16/2016 4 1 0 1 0 90 Daba Aspindza School Tamar Lobjanidze 03/18/2016 4 1 0 1 0 91 Ghulalisi School Azniv kirakosiani 03/23/2016 4 1 0 1 0 92 Didi Smadi School Tamar Lobjanidze 03/25/2016 4 1 0 1 0 8 31 8 0 8 0 93 Mughanlo School Nona Arevadze 03/04/2016 4 1 0 1 0 94 Rustavi School # 2 Zeinab Beradze 03/04/2016 4 1 0 1 0 95 Rustavi School # 10 Zeinab Beradze 03/11/2016 4 1 0 1 0 96 Kizilkilisa School Ia Robakidze 03/04/2016 2 1 0 1 0 97 Rustavi School # 25 Zeinab Beradze 03/18/2016 5 1 0 1 0 Rustavi School # 25 Liana Charkviani 03/15/2016 5 1 0 0 0 Kvemo 98 Madona Kartli 03/15/2016 4 1 0 1 0 99 Kvemo Bolnisi School #2 Kaplanishvili 100 Rustavi School # 21 Zeinab Beradze 03/21/2016 5 1 0 1 0 101 Rustavi School # 12 Liana Charkviani 03/21/2016 5 1 0 1 0 102 Rustavi School # 17 Liana Charkviani 03/24/2016 3 1 0 1 0 103 Rustavi School # 15 Liana Charkviani 03/25/2016 4 1 0 1 0 104 Mashavera School Ia Robakidze 03/18/2016 3 1 0 1 0 12 48 12 0 11 0 105 Gori School #10 Davit Chochishvili 03/18/2016 4 1 0 0 1 106 Daba Sruami School #4 Elene Betlemishvili 03/25/2016 5 1 0 1 0 107 Gori School #3 Nana Edisherashvili 03/22/2016 5 1 0 1 0 Shida 108 Daba Sruami School #2 Nino Kovziashvili 03/25/2016 4 1 0 1 0 Kartli 109 Gori School #6 Nana Edisherashvili 03/17/2016 3 1 0 1 0 110 Bershueti School Elene Betlemishvili 03/24/2016 5 1 0 1 0 111 Doesi School Elene Betlemishvili 03/17/2016 4 0 0 1 0 112 Shindisi School Elene Betlemishvili 03/10/2016 4 1 0 0 0 8 34 7 0 6 1 113 Tchoporti School Tamar Makharadze 03/02/2016 4 1 0 1 0 Mtskheta- 114 Eredi School Tamar Makharadze 03/11/2016 4 1 0 1 0 Mtianeti 115 Sioni School Tamar Makharadze 03/28/2016 3 1 0 1 0 116 Mtchadijvari School Tamar Makharadze 03/23/2016 3 1 0 1 0 4 14 4 0 4 0 Total 116 496 102 0 109 13

March School Visit Report – Math: Expansion Schools

# of TLC facilitator Deputy Region School Trainer's Name Date of the Teachers observed Principal Principal # Visit Observed TLC E- Attended Attended activity session 1 Batumi School # 2 Zurab Vakhania 03.18.2016 6 0 0 0 0 2 Batumi School # 7 Zurab Vakhania 03.22.2016 3 1 0 1 0

Batumi School # 7 Zurab Vakhania 03.10.2016 5 1 0 1 0 3 4 Batumi School # 1 Zurab Vakhania 03.15.2016 4 1 0 0 1 Adjara 5 Batumi School # 9 Zurab Vakhania 03.14.2016 5 0 0 1 0 6 Batumi School # 22 Zurab Vakhania 03.11.2016 5 1 0 1 0 7 Dagva School Rus. Amaglobeli 03.11.2016 4 1 0 1 0 8 Tkhilnari School # 1 Zurab Vakhania 03.21.2016 5 0 0 1 0 9 Kvemo Vashlovani School R. Amaglobeli 03.25.2016 4 1 0 1 0 10 Charnali School R. Amaglobeli 03.18.2016 5 0 0 1 0 10 46 6 0 8 1 11 Kvemo Aketi School Irine Sharabidze 03.17.2016 3 1 0 1 0 12 Daba Laituri School Irine Sharabidze 03.15.2016 5 1 0 1 0 Guria 13 Ozurgeti School # 1 Irine Sharabidze 03.16.2016 4 1 0 1 1 14 Lanchkhuti School # 1 Irine Sharabidze 03.24.2016 4 1 0 1 0 15 Akhalsopeli School Irine Sharabidze 03.25.2016 3 1 0 1 0 5 19 5 0 5 1 16 Tbilisi School #118 P. Chorgolashvili 03.22.2016 6 0 0 1 17 Tbilisi School # 71 P. Chorgolashvili 03.04.2016 5 1 0 0 1

18 Tbilisi School # 209 Nato Gaboshvili 03.14.2016 4 1 0 1 0 19 Tbilisi School # 173 P. Chorgolashvili 03.02.2016 4 1 0 0 1

20 Tbilisi School # 167 Nato Gaboshvili 03.11.2016 5 0 1 1 0

21 Tbilisi School # 167 P. Chorgolashvili 03.07.2016 5 0 0 1 0 22 Tbilisi School #161 P. Chorgolashvili 03.17.2016 5 0 0 1 0 23 Tbilisi School # 186 P. Chorgolashvili 03.11.2016 6 0 0 1 0

Tbilisi School # 122 Nato Gaboshvili 03.15.2016 5 1 0 1 0 24 25 Tbilisi Exp. School # 1 P. Chorgolashvili 03.15.2016 6 0 0 1 0 26 Tbilisi School #210 Sergo Durglishvili 03.02.2016 5 1 0 1 0

27 Tbilisi School # 140 Sergo Durglishvili 03.04.2016 5 1 0 1 1 Tbilisi 28 Tbilisi School #26 Nato Gaboshvili 03.21.2016 3 1 0 1 0 29 Tbilisi School # 63 Nato Gaboshvili 03.18.2016 5 0 0 1 0 30 Tbilisi School # 180 Neli Naskidashvili 03.18.2016 5 0 0 1 0 31 Tbilisi School # 94 Neli Naskidashvili 03.02.2016 6 0 0 1 0 32 Tbilisi School # 70 Ianina Gigiberia 03.10.2016 5 1 0 1 0 33 Tbilisi School # 156 Ianina Gigiberia 03.17.2016 5 1 0 1 1 34 Tbilisi School # 127 Maia Kevkhishvili 03.10.2016 5 1 0 1 0 35 Tbilisi School # 178 Maia Kevkhishvili 03.17.2016 6 0 0 1 0 36 Tbilisi School # 120 Maia Kevkhishvili 03.24.2016 4 1 0 1 0 37 Tbilisi School # 82 Nato Gaboshvili 03.23.2016 4 1 0 1 0 38 Tbilisi School # 23 Maia Kevkhishvili 03.28.2016 5 0 0 1 0 39 Tbilisi School # 10 Nato Gaboshvili 03.16.2016 6 0 0 1 0 40 Tbilisi School # 52 Lia Mgebrishvili 03.22.2016 6 0 0 1 1 41 Tbilisi School # 105 Neli Naskidashvili 03.23.2016 5 0 0 0 1 42 Tbilisi School # 71 Neli Naskidashvili 03.24.2016 5 0 0 0 1 43 Tbilisi Exp. School # 1 Neli Naskidashvili 03.21.2016 5 1 0 1 0 44 Tbilisi School # 166 Nato gaboshvili 03.24.2016 6 0 0 1 0 34

# of TLC facilitator Deputy Region School Trainer's Name Date of the Teachers observed Principal Principal # Visit Observed TLC E- Attended Attended activity session 29 147 13 1 25 7 45 Varcikhe School A. Badzgaradze 03.14.201 5 1 0 1 0 46 Vani School # 2 A. Badzgaradze 03.07.2016 5 1 0 1 0

Sachkheri School # 2 Pati Gaprondashvili 03.02.2016 4 1 0 1 0 47 48 Orpiri School A. Badzgaradze 03.15.2016 4 1 0 1 0 49 Gelati School A. Badzgaradze 03.01.2016 3 1 0 1 0

50 Kutaisi School # 17 Iagor Balanchivadze 03.07.2016 5 1 0 1 0

51 Kutaisi School # 1 Iagor Balanchivadze 03.21.2016 6 0 0 1 1 52 Kutaisi School # 37 Iagor Balanchivadze 03.14.2016 5 1 0 1 0 Imereti 53 Kutaisi School # 2 A. Badzgaradze 03.21.2016 5 1 0 1 0

54 Chiaturi Schoo # 7 Pati Gafrindashvili 03.16.2016 5 1 0 1 1 55 Kutaisi School # 41 Iagor Balanchivadze 03.23.2016 6 0 0 1 1 56 Marelisi School Mevl. Bardavelidze 03.10.2016 3 1 0 1 0 57 Nadaburi School Mevl. Bardavelidze 03.18.2016 4 1 0 1 0 58 Saghindzili School Mevl. Bardavelidze 03.24.2016 5 1 0 1 0 59 Rgani School Pati Gaprindashvili 03.23.2016 5 1 0 1 0 60 Parckhakanebi School # 2 Mevl. Bardavelidze 03.11.2016 5 1 0 1 0 16 75 14 0 16 3 61 Vachnadziani School Dimitri Popovi 03.11.2016 4 1 0 1 0 62 Gurjaani School # 4 Dimitri Popovi 03.18.2016 4 1 0 1 0

63 Chandari School Khat. Markozashvili 03.02.2016 3 1 0 1 0

64 Telavi School # 4 Khat. Markozashvili 03.10.2016 6 0 0 1 0 65 Tsinandali School Khat. Markozashvili 03.15.2016 4 1 0 1 0 66 Badiauri School Dimitri Popovi 03.04.2016 5 1 0 1 0

Ujarma School Sergo Durglishvili 03.07.2016 4 1 0 1 0 67 68 Nukriani School # 1 Neli Naskidashvili 03.15.2016 4 1 0 1 1 Kakheti 69 Gavaza School Irma Iakobishvili 03.11.2016 4 1 0 1 0

70 Tsitskanaantseri School Khat. Markozashvili 03.14.2016 2 1 0 1 0 71 Gombori School Sergo Durglishvili 03.14.2016 4 1 0 1 0 72 Napareuli School Khat. Markozashvili 03.17.2016 5 1 0 1 1 73 Giorgeti School Neli Naskidashvili 03.22.2016 4 1 0 1 0 74 Vardisubani School Sergo Durglishvili 03.25.2016 5 1 0 1 0 75 Lagodekhi School # 1 Sergo Durglishvili 03.31.2016 4 1 0 1 0 76 Anagi School Sergo Durglishvili 03.15.2016 4 1 0 1 0 16 66 15 0 16 2 77 Darcheli School #1 Tsitsino Toria 03.17.2016 4 1 0 1 0 78 Senaki School # 3 Tsitsino Toria 03.10.2016 3 1 0 1 1

79 Jvari School # 4 Manana Sherozia 03.04.2016 5 1 0 1 0

80 Tsalenjikha School #1 Keto Pipia 03.17.2016 4 1 0 1 0 81 Dzveli Khibuli School Keto Pipia 03.18.2016 4 1 0 1 0 82 Kvemo Kvaloni School # 2 Keto Pipia 03.11.2016 4 1 0 1 0 Samagrelo Guripuli School Manana Sherozia 03.18.2016 3 1 0 1 0 Zemo 83 Svaneti 84 Sagvichao School Manana Sherozia 03.11.2016 3 1 0 1 0 85 Zemo Kvaloni Tsitsino Toria 03.11.2016 2 1 0 1 0 86 Zugdidi School # 1 Levan Gurtskaia 03.24.2016 6 0 0 1 0 87 Bii School Tsitsino Toria 03.24.2016 4 1 0 1 0 88 Sajijao School # 2 Tsitsino Toria 03.18.2016 4 1 0 1 0 89 Khamiskuri School Manana Sherozia 03.25.2016 4 1 0 1 0 35

# of TLC facilitator Deputy Region School Trainer's Name Date of the Teachers observed Principal Principal # Visit Observed TLC E- Attended Attended activity session 90 Tsalenjikhi School # 2 Keto Pipia 03.25.2016 4 1 0 1 0 91 Lenjeri School # 1 Gocha Dzagania 03.11.2016 2 1 0 1 0 92 Khaishi School Gocha Dzagania 03.10.2016 5 1 0 1 0 93 Kheti School Gocha Dzagania 03.18.2016 4 1 0 1 0 17 65 16 0 17 1 94 Orjonikidze School Lia Mgebrishvili 03.16.2016 4 1 0 1 1 95 Daba Kazreti # 1 Lia Mgebrishvili 03.15.2016 4 1 0 1 0

96 Rustavis School # 16 Lia Mgebrishvili 03.29.2016 4 1 0 1 0

97 Jandari School Shirvan Zeinalov 03.04.2016 5 1 0 1 0 98 Kodi School Murman Kashia 03.16.2016 4 1 0 1 0 Kvemo 99 Rustavis School # 20 Sergo Durglishvili 03.28.2016 4 1 0 1 0 kartli Rustavi School # 7 Sergo Durglishvili 03.29.2016 0 0 0 100 6 1 101 Rustavi School # 18 Sergo Durglishvili 03.30.2016 6 0 0 1 0 102 Sartichala School # 2 Murman Kashia 03.09.2016 4 1 0 1 0 103 Rustavi School # 28 Sergo Durglishvili 03.11.2016 6 0 0 1 1 104 Rustavis School # 18 Shirvan Zeinalov 03.11.2016 5 0 0 1 0 105 Rustavis School # 22 Lia Mgebrishvili 03.10.2016 6 0 0 1 0 12 58 7 0 12 2 106 Metekhi School # 1 Mzia Dadvani 03.10.2016 4 1 0 1 0 Shida 107 Akhalqalaki School Mzia Dadvani 03.17.2016 4 1 0 1 0 Kartli 108 Osiauri School Mzia Dadvani 03.24.2016 5 1 0 1 0

109 Gori School # 7 Tamar Utnelishvili 03.10.2016 5 0 1 1 0 110 Dzveri School Tamar Utnelishvili 03.11.2016 4 1 0 1 0 5 22 4 1 5 0 111 Jeboti School Maia Kevkhishvili 03.18.2016 4 1 0 1 0 Mtskheta- 112 Chardakhi School Maia Kevkhishvili 03.11.2016 5 1 0 1 0 Mtianeti 113 Dzalisi School Maia Kevkhishvili 03.15.2016 4 1 0 1 0 114 Ksnis School Maia Kevkhishvili 03.29.2016 3 1 0 1 0 4 16 4 0 4 0 115 Aralis School Marine Janashvili 03.04.2016 4 1 0 1 0 116 Udi School # 1 Marine Janashvili 03.11.2016 4 1 0 1 0

117 Udi School # 2 Marine Janashvili 03.18.2016 4 1 0 1 0

118 Idumalis School Irma Kurdadze 03.04.2016 5 1 0 1 0 Samtskhe- 119 Vali School #1 Irma Kurdadze 03.11.2016 4 1 0 1 0 Javakheti 120 Akhaltsikhe School # 2 Irma Kurdadze 03.15.2016 5 1 0 1 0 121 Akhaltsikhe School # 2 Marine Janashvili 03.25.2016 3 1 0 1 1 122 Balanta School Susana Melikidze 03.04.2016 4 1 0 1 0 123 Gulalisi School Susana Melikidze 03.07.2016 5 1 0 1 0 124 Heshtiii School # 1 Susana Melikidze 03.02.2016 5 1 0 1 0 10 43 10 0 10 1 Total 124 557 94 2 118 18

March 2016 School Visit Report – Pilot Schools

March School Visit Report – Reading: Pilot Schools

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 Diliska School Zh. Khachaturiani 03.15.2016 3 1 0 1 0 Samtskhe- 2 Balkho School Zh. Khachaturiani 03.22.2016 2 1 0 1 0 Javakheti 3 Gorelovka School N2 Azniv Kirakosiani 03.09.2016 2 1 0 1 0 3 7 3 0 3 0

March School Visit Report – Math: Pilot Schools

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 Ganjalo School Kazakh Abdulaevi 03.23.2016 5 0 0 1 0 Kakheti

2 Lambalo School Kazakh Abdulaevi 03.10.2016 5 0 0 1 0 2 10 0 0 2 0 3 Diliska School Susana Melikidze 03.23.2016 5 0 0 1 0 0 Samtskhe- 4 Balkho School Susana Melikidze 03.25.2016 5 0 1 0 Javakheti 5 Gorelovka School N2 Irma Kurdadze 03.02.2016 4 1 0 1 0 6 Saghamo School Susana Melikidze 03.18.2016 3 1 0 1 0 4 17 2 00 4 0 7 Tchapala School Leila Gulieva 03.04.2016 5 0 0 1 0 8 Geta School Leila Gulieva 03.07.2016 4 1 0 1 0 9 Khuldari School Leila Gulieva 03.11.2016 5 0 0 1 0 Kvemo 10 Kvemo Orozmani Shirvan Zeinalov 03.24.2016 4 1 0 1 0 Kartli 11 Zemo Orozmani Leila Gulieva 03.14.2016 5 0 0 1 0 12 Rustavi School N3 Sergo Durglishvili 03.23.2016 4 1 0 0 1 13 Gardabani School N3 Leila Gulieva 03.18.2016 6 0 0 1 0 7 33 3 0 6 1 Total 13 60 5 0 12 1

Annex B: Status of Supplementary Reading Materials Development: GL, GSL, and Multimedia

B.1: Books for Georgian * final final USAID Final Final Level Initial Initial

Language Readers Grade y Sent to Genre Drafted Revised approval approval approval approval USAID fo by USAID b Illustrated Formatted Formatted and Edited 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 II 9 A Cloud that Never Rained III 2,3 F 10 A Sad Whale 2,3 F 11 A Girl and a Vase 3,2 F 12 Letter to the Snowman 3,3 F 13 Squirrel Kato’s Monday 3,3 F 14 Happy Octopus IV 3,3 F 15 Jim Carrey 4,2 I 16 Fly 4,3 F 17 Electromobile 4,3 I 18 Little Canine V 4,3 F 19 Compass 5,2 F 20 Autism 5,2 I 21 The Ports 5,2 I

22 3D VI 5,2 I 23 One Jar of Apples 5,2 F 24 History of Bread 6,2 I 25 Fricky Forces of the Nature 6,2 I 26 Jumber Lejava 6,2 I

27 Steve Paul Jobs 6,1 I 28 Buba 6,2 F 29 Lantern 6,2 F Total: 29 *Genre column uses “P” for poetry, “F” for fiction, “I” for informational, and “M” for mixed genre.

* B.2: Books for Georgian as the D final final Final Level Initial Initial Grade

second language Readers USAI USAID Sent to Genre Drafted Drafted Revised Revised approval USAID for USAID for Illustrated Illustrated Formatted and Edited approval by approval by 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 6 3,3 F and the Fox III 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 Deers 5,3 F 14 Rhinoceros 5,3 F Where We Live (Sun and V 15 5,3 I Planets) 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.

Status of development of multimedia versions of the supplementary readers Approved Revised Uploaded on # Title Drafted by USAID and Edited the portal

1 Elephant and Seal 2 Kotkota’s Umbrella 3 Right of Left 4 Pepe the Penguin 5 Woolen Scarf Total: 5

Annex C: 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, as well as during holidays in March.

“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.

“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 a slight decline in use, comparable with the previous month.

Annex D: G-PriEd Official Meetings/Events in March 2016

Organization/ Department/ Name/Surname Topic Date Representative

MES Ministry of Education and Science Indira Amiranashvili BSPE program activity, school visit March 16 of Georgia Nika Chachkhiani

Annex E: G-PriEd/MES Correspondence in March 2016

E 1: Outgoing correspondence

Subject of the G-PriEd N Status Correspondence sent by G-PriEd Registration # G-PriEd asked EMIS to get 65-70 more GB of space to 1 03/14/16-IA-399 Completed support G-PriEd Portal needs G-PriEd informed MES about a workshop, tentatively 2 scheduled for April 12 and asked for the Minister’s 03/18/16-IA-701 In Progress participation G-PriEd provided the MES with one set of a new instructional 3 03/19/16-IA-401 Completed resources developed for the expansion phase

E 2: Incoming correspondence

Subject of the N Registration # Status Correspondence sent by G-PriEd

1 MES asked to get the access to G-PriEd e-sessions MES 6 16 00247089 Completed