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

GEORGIA PRIMARY

EDUCATION PROJECT

MONTHLY REPORT APRIL 1-31, 2014

Contract No. AID-114-C-11-00003 USAID COR: Medea Kakachia Chief of Party: Nancy Parks

8 May 2014

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 APRIL 2014

• 41 national trainers delivered a two-day session on formative assessment to 550 Grade 1-4 math teachers from 103 schools throughout Georgia , successfully concluding G-PriEd’s Spring 2014 training sessions • 105 pilot schools visited by reading and math national trainers, who observed 195 reading teachers and 191 math teachers in their classrooms • 103 TLC facilitators observed while conducting their TLC meetings 55 principals of pilot schools from 11 regions in Georgia trained in innovative teaching methods and classroom Lia Gugari, Deputy Minister of Education, addressing principals observation techniques during G-PriEd's workshop • G-PriEd Reading Effectiveness Director presented at TPDC on April 17 • G-PriEd COP, DCOP, and USAID COR met with Lia Gugari, Deputy Minister at the MES, to discuss ways to increase students’ reading competencies, such as adding an extra hour of reading each week, and issuing an MES letter in support of the use of G-PriEd supplemental readers • Discussion of the professional development scheme held at TPDC on April 30

• Teachers, TLC facilitators and principals’ attendance rates from Students in Gori School # 8 Fall 2013 and Spring 2014 trainings consolidated for recognition presented "Kusuna's Fortress," one of G-PriEd's supplemental of training completion and monitoring and evaluation readers, as a shadow puppet • Training delivery observations at ten training venues conducted theatre performance by G-PriEd staff • 24 national trainers were trained in TLC facilitation to deliver training in May to 207 TLC facilitators from 122 pilot schools • Pre- and post- test results of reading and math teachers recorded; results will appear in May 2014 training report • Certificates for teachers, school principals, and facilitators distributed • Classroom diagnostic reading assessments for grades 1-4, including a video-tutorial, distributed to pilot schools • The first meeting of the MES/G-PriEd working group held on April 14

PLANNED ACTIVITIES

MAY 2014

• Continue to analyze the diagnostic forms in math in preparation for Fall 2014 trainings for grades 5- 6 in pilot schools • Continue to revise the existing math test items for inclusion in the test generation software • Interview candidates for the national trainer positions in preparation for the expansion phase • Collect three-phase, constructivist lesson plans from teachers for inclusion in the bank of model lesson plans • Revise materials on parental engagement based on the recommendations of the working group • Submit the teachers’ training modules in math and reading (Spring 2013) for MES approval • Organize trainings for 207 TLC facilitators in 10 regions of Georgia • Finalize results of the training delivery observation visits after completion of the Spring 2014 training sessions • Enter classroom observation data into the database for further analysis • Collect training evaluation materials from all training events to summarize best practices and lessons learned from this season of training • Present G-PriEd’s accomplishments, recommendations, and future plans to an audience of educational stakeholders, including the MES General Education and National Curriculum departments, NAEC and TPDC, USAID, World Bank, UNICEF, MCC, pilot and non-pilot school principals, and national trainers • Finalize production of the instructional video on Guided Reading • Publish the second issue of “Reading Times”, the students’ newspaper, for grades 3-4 and grades 5- 6 • Select the winning titles of the book competition for the next set of supplemental leveled readers • Conduct teacher survey on the use of G-PriEd supplemental learning materials in the classroom • Select the materials for developing the third set of supplemental leveled readers • Train 207 TLC facilitators to lead TLC activities • Visit 70 schools to observe reading and math lessons and TLC activities • Provide 207 TLC facilitators with case studies to use during their TLC meetings

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 APRIL 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. Completed for principals of Georgian schools in January and for principals of ethnic minority schools in February 2013. Additional principal workshops were conducted in November 2013 and will be held periodically throughout the project to keep principals Task 1: Develop, informed of G-PriEd activities. propose, and support 4. Assist the schools/MES in identifying teacher facilitators in the pilot schools. the implementation of Completed, June 2013 school-based 5. During pilot phase, provide sample materials and quality assurance procedures to support TLC facilitators. mechanisms for promoting Training materials for TLC facilitators have been developed and will be sent to facilitators in May. professional 6. Support and monitor, in cooperation with TPDC, the work of the teacher facilitators in pilot schools. development of math G-PriEd national trainers continued pilot school observation visits in April. The purpose of the school visits was to observe math and Georgian and reading teachers language teachers delivering their lessons and TLC facilitators conducting meetings in order to provide constructive feedback on their practices. The trainers were expected to observe 3-4 teachers and one TLC facilitator per visit. School visit observation forms were modified to align closely with the teacher training program. For example, in response to the training topics introduced during the spring trainings, G-PriEd added indicators in the use of formative assessments and differentiated instruction to the forms. G-PriEd encouraged school principals to observe reading and math lessons, and TLC activities and attend feedback sessions with teachers and facilitators. 82 of 106 school principals took advantage of this opportunity and accompanied G-PriEd national trainers to the lessons and feedback sessions. 54 reading trainers and 51 math trainers visited 105 pilot schools in April. They observed 195 Georgian language and 191 math teachers during this period. In addition, each trainer observed one TLC activity in 103 schools (Annex A: April School Visit Report). Summary Report of School Visits in April 2014 G-PriEd trainers will continue visiting the teachers and TLC facilitators in May to ensure Regions Reading Observations Math Observations all pilot schools are visited. Schools Teachers TLCs Schools Teachers TLCs Visited Observed Observed Visited Observed Observed Abkhazia 2 8 2 1 4 1 Adjara 6 19 6 3 12 3 Guria 2 8 2 4 15 4 Tbilisi 5 20 5 4 15 4 Imereti 12 44 12 5 23 6 Kakheti 4 15 4 4 15 4 Mtskheta-Mtianeti 2 8 2 2 8 2 Racha-Lechkhumi & 4 15 4 5 16 5 Kvemo Svaneti Samegrelo & Zemo Kvemo 5 20 5 7 24 7 Kartli Svaneti Samtskhe-Javakheti 4 14 4 8 31 8 G-PriEd Trainer Observing a Teachers Kvemo Kartli 5 12 3 4 16 4 Nato Urushadze reading lesson analyzing Shida Kartli 3 12 3 3 12 3 conducting a in Batumi results of a Total 54 195 52 51 191 51 feedback school # 23 diagnostic session with a assessment at teacher at the TLC Shuaghele meeting School

7. During expansion of pilot, hold conference with principals in expansion schools to introduce the plan to improve teachers’ instruction of reading and math. This activity will begin later in project implementation. 8. During expansion, assist schools/MES in identifying teacher facilitators in expansion schools. This activity will begin later in project implementation. 9. During implementation of the model in expansion schools, provide sample materials and quality assurance procedures to support teacher facilitators in leading TLCs. This activity will begin later in project implementation. 10. During expansion phase, support and monitor, in cooperation with the TPDC, the work of the teacher facilitators in pilot schools. This activity will begin later in project implementation.

Task 2. Identify 1. Create a working group together with TPDC representatives and local and international experts to develop the TOT manuals. national trainers of Completed, January 2012 - February 2013

5 reading and math, 2. Develop TOT manuals for national trainers in reading. design TOT program TOT manuals for the Spring 2014 have been completed. The team has begun to prepare the Fall 2014 training manuals. for them, and provide teaching/guidance on 3. Develop TOT manuals for national trainers in math. training teachers and G-PriEd began to prepare training modules on differentiated instruction for the next round of training in Fall 2014. Planned modules include the teacher facilitators. following topics: Definition and Purpose of Differentiated Instruction, Strategies of Differentiated Instruction, Examples of Activities and Lesson Plans on Differentiated Instruction in Math, Using Math Manipulatives and Other Visual Aids to Differentiate Instruction in Math, Using Math Games to Differentiate Instruction in Math, Using Projects to Differentiate Instruction in Math, Using IT to Differentiate Instruction in Math, Tiered Lessons in Math, and Planning Lessons Using Differentiated Instruction in Math. 4. Develop TOT manual for national trainers of TLC facilitators. G-PriEd trained 24 trainers of TLC facilitators to lead the second round of training sessions on Leading TLC activities. Trainers received a detailed manual which described the activities of each session, as well as the time and resources needed. 5. Create video lessons and/or other multi-media assistance for national trainers of reading and math. Math. G-PriEd finalized the video on Formative Assessment in Math and is awaiting approval from TPDC. Reading. Filming of the video on Guided Reading has been finalized in collaboration with the film director and the teacher who will participate in the film. Three supplemental readers of different levels and some of the most effective instructional methods were used for modeling the differentiated approach. The fixed price contract for production of the video instructional materials was modified to reflect changes in delivery schedule and the number of days required to film the last two out of a total of nine films. The contract has been extended through November 30, 2014. 6. Hire national trainers in reading and math in collaboration with the TPDC. In order to ensure a qualified pool of national trainers, G-PriEd posted an advertisement to identify possible candidates. G-PriEd reviewed the submissions from candidates to begin the selection process. G-PriEd will focus on candidates from Adjara, Guria, Samtskhe-Javakheti, Kvemo Kartli, Kakheti, Mtskheta-Mtianeti, Racha, Svaneti, Imereti, and Samegrelo as potential national math trainers. Reading trainers will be selected from all regions. While the selection process has begun, G-PriEd will not engage the trainers until Fall 2014. 7. Prepare national trainers to train teachers and teacher facilitators of reading and math in use of training materials. Math. In April G-PriEd collected national trainer applications from candidates throughout Georgia. In May, G-PriEd will interview selected candidates. Reading. No activities this month. TLCs. On April 27, G-PriEd provided 24 national trainers with the second training session on preparing facilitators to lead TLCs. The purpose of the ToT was to enable trainers to deliver a training session for 207 TLC facilitators on May 3 in 13 cohorts across the country. The goal of the TLC facilitator training was to strengthen their facilitation skills in conducting various types of activities. In addition to the 5 types of TLC activities, Critical Friends Groups was introduced as one of the formats for the facilitators to apply in their work with teachers. Topics of the training as well as materials to be distributed to the TLC facilitators were selected based on anecdotal evidence from TLC activities, collected beginning in November 2013. 6

The ToT was conducted by G-PriEd Chief of Party and the G-PriEd Teacher Effectiveness Director. The training consisted of the following sessions: • Reflecting on TLC Activities: what went well, what would we improve • Model Lessons and Lesson Observation Forms • Lesson Study and Rubric for the Lesson Plan Evaluation • Case Study and Role Plays • Peer Observation and Focus of Observation • Data Analysis at the School Level • Critical Friends Groups • Conducting Effective Meetings • Reporting on TLC Activities Participants reviewed each activity from the trainer’s perspective, anticipating possible challenges and ways to address them. Trainers were also asked to collect information from the reflection sessions and briefly report the effectiveness of TLCs to G-PriEd. This information will be used in the TLC analysis report to be prepared in July 2014. At the training, the trainers received their full package of materials in both hard copies and electronic versions for the facilitator training. National Trainers will conduct trainings for TLC facilitators on May 3. They will train facilitators in pairs: one reading trainer and one math trainer. Due to the limited number of facilitators, one cohort will have only one trainer assigned.

Nancy Parks, G-Pried Chief of Party, delivering a session Ketevan Chachkhiani, Teacher Effectiveness Director, Math and Reading trainers role-playing a TLC meeting on Effective Meetings delivering a session on Case Studies

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. Math. On April 5-6, G-PriEd delivered teacher training on Formative Assessment for 550 Grade 1-4 teachers from 103 pilot schools. This training session concluded the Spring 2014 training season for teachers. G-PriEd has begun to draft content for the trainee’s version of the manual for the Fall 2014 training on differentiated instruction in math for teachers in grades 1-4 and formative assessments for teachers in grades 5-6. Content will include topics such as sample lesson plans rich in

differentiated instructional techniques, examples of a supportive learning environments, and methods for using math manipulatives G-PriEd announced a competition for math teachers to develop math manipulatives and instructional resources that other teachers could easily replicate. Results of the competition will be announced in late May. Reading. In March G-PriEd announced a competition for Georgian Language teachers to develop readers according to detailed criteria. By the April 30th deadline, G-PriEd had received more than 60 books from the different regions of Georgia. The books are currently being evaluated and the results of the competition will be announced in late May. 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 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. Assign national trainers to each training cohorts of teachers. The Spring 2014 teacher training cycle concluded on April 5-6, 2014 with the last math training. Forty-one trainers in 28 cohorts conducted Task 3. Support trainings in the various regions of Georgia. The detailed distribution of math cohorts and trainers is provided in Annex B. The attendance rate at national trainers to the math training was 95%. train teachers and Training of TLC facilitators in May will conclude all G-PriEd Spring 2014 training sessions. The facilitators’ training will be held in 13 cohorts at 12 teacher facilitators in training venues in all regions of Georgia. The detailed plan of TLC training and distribution of trainers by cohorts is provided in Annex C. the pilot schools in methods they can use 5. Finalize training manual and other learning materials in line with the TOT training manuals. to improve reading All training manuals for the Spring 2014 sessions were completed in February. Development of the training manuals for Fall 2014 is in progress. and math outcomes 6. Develop QA plan to support the national trainers in delivering high quality training.

The quality assurance plan envisions using various tools to measure the quality of training delivery. One of the tools is the training delivery observation form. Observation of training delivery is an ongoing process. Information from the forms will be entered into a database and analyzed after the training cycle concludes in May 2014. All observation forms, including teacher training observations, will be analyzed and a report will be produced based on the findings. 7. Support national trainers to train teachers and teacher facilitators in the pilot schools, while cooperating with TPDC and MES. The G-PriEd M&E specialist informed trainers of the training observation visits that will be held during the TLC facilitator training on May 3rd. At the ToT training, national trainers received the schedule of TLC training, including their assigned cohorts and training venues. Trainers received attendance sheets and training evaluation forms as part of quality assurance activities, which they will send to G-PriEd after the trainings. 8. Monitor teacher training effectiveness; develop and share teacher training study reports with MES. 8

Monitoring of teacher trainings was ongoing during this reporting period. G-PriEd staff monitored training delivery in the various regions of Georgia using the observation tool developed by the project which includes indicators that cover training quality. A total of 10 observation visits were conducted in April 2014. Observation results will be summarized at the end of the Spring 2014 training session cycle and findings will be reported. 9. Develop observations, lessons learned, and improvement plans from the training in the pilot schools. Completed and submitted to USAID in the June 2013 monthly report for the first phase of training. A report of the Fall 2013 – Winter 2014 will be prepared in May 2014 upon completion of all training activities.

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 second cycle of trainings in Spring 2014 G-PriEd started the Spring 2014 cycle of teacher training March 15-16, 2014 with training for the reading teachers and completed the teacher trainings on April 5-6, 2014 with math training. On April 5-6, 41 math trainers, working in pairs, led training sessions in 28 cohorts. In total, 550 math teachers were trained with a 95% attendance rate. The attendance results of the teacher training cycle in Fall 2013 and Spring 2014 were summarized and a detailed report produced. (Annex D) 2. Identify and agree with USAID and MES on the list of additional target schools in which project interventions will be rolled out. Task 4. Expand the In anticipation of the meeting with the MES, G-PriEd prepared a plan for the selection of schools for the expansion phase of the project. The training of teachers plan is similar to the strategy used for the selection of representative pilot and control schools for the G-PriEd Impact Assessment. The plan will and teacher facilitators be discussed with USAID and the MES. Following discussions, the plan will be finalized and implementation will begin immediately, beginning to the other target with the identification of additional national trainers. schools of the project. 3. Design schedule of re-taking the TOT, training teachers and teacher facilitators in the additional target schools. This activity will begin later in project implementation. 4. Implement TOT, training of teacher circle facilitators and training of teachers in the additional target schools. This activity will begin later in project implementation. 5. Monitor teacher training effectiveness (Including pre- and post-training test); develop and share teacher training study reports with MES. Pre- and post-tests are one of the key instruments that measure teacher training effectiveness. G-PriEd’s M&E unit has created a database that combines information on teacher attendance and teachers’ pre- and post-test scores. Pre-tests were completed at the end of the first training of reading and math in November 2013. Post-tests were conducted on the last day of the Spring 2014 training. The national trainers submitted the scores to G-PriEd, which the project entered into the database and prepared a comparative analysis of pre- and post-test results. Results are detailed in the Primary Grade Teacher Attendance/Pre- and Post-test Results, Annex D. Results include: average pre- and post-test scores disaggregated by regions, comparison of score distribution during pre-tests and post-tests, and attendance statistics of primary grade teachers 9

during the Fall 2013 to Spring 2014 training cycles.

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. Completed in Year 1 of the Project 2. Development of readability criteria and benchmarks for levels of reading in the Georgian language. Completed in Year 1 of the Project 3. Hire local experts to develop supplementary leveled reading materials. Completed in March 2013 4. Develop leveled readers (connect this Task to Task 2 to ensure readers are developed according to best practices) Based on the timeline for developing and distributing the leveled readers, the third set of supplemental readers will include 26 additional titles for grades 1-6 (see Annex E for timing of distribution). Fifteen books have been selected for editing. Some of the winning titles of the G-PriEd competition will also be added to the list. Task 5. Develop paper- 5. Test the supplementary reading materials in pilot schools to determine whether they are properly leveled. based and electronic G-PriEd is finalizing a questionnaire to determine how teachers are using the G-PriEd-developed supplementary readers. The survey will take age-and language- place by the end of school year when most readers have been tested in classrooms and teachers have had sufficient practical experience using appropriate reading them. and math materials, 6. Finalize the leveled reading materials; develop mechanisms for teachers to support their i.e., for grades 1-6 and incorporation in the learning process. in Georgian language. During trainings and subsequent school visits, national trainers provide teachers the opportunity to share their experiences with using leveled readers. Reports on the trainings and school visits contain information on how teachers incorporated the readers in their classroom practices. Trainers encouraged professional reflection and provided practical suggestions on using leveled readers in whole class, differentiated, or independent reading activities. One specific question on the ways to use the supplementary readers in the classroom was added to the post-test. Students adapting one of G-PriEd's supplemental In Gori Public School #8, the principal hosted a special day to showcase the use of the readers as a play in Gori School #8. supplementary readers in instruction. Students used the books as scripts for a shadow puppet theater performance and also performed one of the books as a play. 7. Create electronic versions of the supplementary reading materials. This activity will begin later in project implementation. 8. Create posters, cards, big books, other paper-based learning materials for reading and math Reading. The first meeting of the five trainers who volunteered to produce reading activity cards was held. Trainers were introduced to

different models and formats of the activity/task cards. Development of the second issue of the student newspaper for grades 3-4 and grades 5-6 continued. The layout of the newspaper has been drafted and materials for the articles have been selected. Math. No updates in April. 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.

1. 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. G-PriEd began preparing the third set of supplementary leveled readers and reading activity cards. 2. After the first year of the pilot, revise and finalize the reading materials. This activity will begin later in project implementation. 3. Publish and distribute final versions of the supplementary reading materials for all pilot and other target schools. This activity will begin later in project implementation. Task 6: Distribute 4. Develop and implement a plan that increases access of all students to reading materials. paper-based and electronic age- and G-PriEd is currently working on producing three types of reading materials that will increase student access to texts: 1) supplementary readers; language-appropriate 2) students newspapers; and 3) reading activity cards. These materials, which will be produced in hard copy as well as electronic form, will reading and math contribute to a literary-rich environment in the pilot schools. materials for grades 1- G-PriEd selected new materials in math to include in the student newspaper. 6 and in Georgian G-PriEd’s COP met with UGT to discuss the possibility of supplying students in the schools with E-Readers. The activity, which may be cost language. prohibitive, is currently under discussion with UGT. 5. Provide low-cost and scalable technologies to the project target schools to support the learning of reading and math, including those for reading improvement in ethnic minority schools. Completed in April – May 2013 6. Publish and provide grade-appropriate visual aids and manipulatives for math learning to the pilot and the other target schools of the project. No activities to report in April. 7. Publish and provide age-appropriate math learning materials, such as posters, task tools, etc. The items have been developed and will be professionally published in project year IV.

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. Task 7: Provide No activities this month. evidence-based 2. Provide assistance to the EMIS department of the MES to develop relevant data on all teachers. recommendations for This activity will begin later in project implementation. improved 3. Using the EMIS data, recommend effective mechanisms of managing and promoting teachers and improving induction and retention of effectiveness of qualified teachers. teachers and assist in This activity will begin later in project implementation. the implementation of 4. Help MES and TPDC develop strategies to attract and retain a professional cadre of teachers. effective policies for professional No activities to report this month. development of 5. In line with the project’s school-based professional development model, assist the MES and TPDC in implementing new strategies for teachers effective teaching, induction and retention. No activities this month.

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. G-PriEd did not implement any activities in this task during this reporting period. 2. Build capacity of school principals. Task 8: Expand the G-PriEd promotes the involvement of principals in classroom observations in order to provide additional follow-up support to the teachers in school-based their schools. In April G-PriEd continued delivering a two-day training program on Innovative Teaching Methods and Classroom Observation professional Techniques for the principals of Georgian and non-Georgian pilot schools. The goal of the training was to improve the school principals’ development model, knowledge, understanding, and skills to: adjusting it as needed • Become familiar with innovative math and reading teaching approaches and strategies, such as constructivist instruction, three-phase for rural and ethnic teaching, scaffolding, and formative assessment minority schools, and • Conduct effective classroom observations and provide constructive feedback to teachers support appropriate • policy changes to Effectively use various types of school data for improving student achievement improve teacher • Observe the activities of Teacher Learning Circles (TLCs) and provide constructive feedback to the facilitators. professional The following sessions were delivered at the training: development (1) Overview of Classroom Observation: The school principal as an instructional leader; benefits of classroom observation; focus of observation – classroom environment, student engagement, classroom management, and quality of instruction; formal observations versus walk-throughs. (2) Main Principals of Innovative Instruction: Student-oriented instruction versus teacher-oriented instruction; three-phase lessons and constructivist Instruction; differentiated instruction and scaffolding.

(3) Formative Assessment: Main features of formative assessments; formative versus summative assessments; four types of teaching decisions; using various formative assessments for checking for understanding – observations, speaking activities, questions, writing activities, visual and kinesthetic activities, and tests. (4) Diagnostic Assessment: Importance of diagnostic assessment; major reading and math competencies to be assessed; general description of the test, schedule of test administration; administering, assessing and analyzing test results. (5) Observing Math and Reading Lessons: Major focus and teacher and student behaviors to observe; description of math and reading lesson observation forms. (6) Constructive Feedback: Questions to consider during the observation; cycle of observation; methods for providing feedback; format for providing feedback; three keepers and one polisher; goals for feedback. (7) Data Analysis: Three roles of school leaders as change agents; importance of monitoring and reviewing; four categories of data for decision making: data on demographics, student learning, perceptions, and school processes; data trends and data intersections.

# Date & Place Cohort & Regions covered Total # of G-PriEd hosted two cohorts of principals of both Georgian and non- Time Principals Georgian schools from the following regions: Adjara, Abkhazia, Samegrelo and Zemo Svaneti, Guria, Kakheti, Samtskhe-Javakheti and 1 March 31 Abkhazia, Adjara, Guria, Tbilisi, Kvemo Kartli. A total of 55 principals were trained in April; the rest of –April 1 Kakheti, Racha-Lechkhumi and the principals were trained at the end of March. Kvemo Svaneti, Samegrelo and Principals who attended the session on March 31-April 1 were greeted Zemo Svaneti, Shida Kartli, 37 by the Deputy Minister of Education, Lia Gigauri. In her speech Ms. Tbilisi Mtskheta-Mtianeti, Samtskhe- Gigauri emphasized the importance of classroom observations as one Javakheti 2 April 3 –4 Kvemo Kartli, Kakheti, Samtskhe- of the most important instruments of instructional leadership and Javakheti 18 encouraged school principals to spend more time in the classrooms of (Non-Georgian schools) their teachers and students. As part of the school visits, G-PriEd has started to provide additional support to school principals to enable them to observe classrooms and attend the feedback sessions conducted by the G-PriEd trainers. In April, G-PriEd math and reading trainers conducted school visits in 105 schools. Out of 105 principals, 82 of them observed reading and math lessons together with the trainers, observed the process of note-taking, as well as the feedback session among the trainers and teachers. School principals will have opportunity to observe more classrooms together with the G-PriEd trainers in May.

Lia Gigauri, Deputy Minister of Education and Nancy Principals of Non-Georgian pilot schools at the training Principals of Georgian pilot schools at the training Parks, G-PriEd Chief of Party, greeting the principals of

G-PriEd pilot schools 3. Assist TPDC in revising professional standards of teachers and the corresponding training and certification programs. The use of quality instructional materials to advance student understanding should be part of any teacher training program. G-PriEd Reading Improvement Director presented “Methods and Resources for Teaching of Reading” on April 17, 2014 at TPDC. He introduced detailed information about methods and resources for teaching, with special emphasis on G-PriEd supplemental readers. TPDC provided feedback and requested additional meetings. On April 29 G-PriEd technical staff and the COP met with Kakha Jgenti, Coordinator of Certification at TPDC. TPDC provided G-PriEd with information about plans for teacher professional development, the role of the consultant in the professional development scheme, and the role of school monitors. G-PriEd raised some concerns about conflicting messages relayed by the consultants and monitors about the use of G- PriEd materials and lesson plans in the classroom. TPDC assured G-PriEd that the agency approved of G-PriEd’s materials and offered to send an official letter to principals that endorsed G-PriEd materials. 4. Support Teacher Houses and other agencies of the MES in attracting and nurturing a least 12 reading and 7 math experts. This activity will begin later in project implementation.

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 Completed in October – December 2012 improved classroom 2. Create a sampling strategy with control and treatment groups for the impact evaluation of project activities in pilot schools formative and national Completed in October – November 2012 assessment methodology in 3. Create task forces to develop formative assessment methodology. reading and math Completed in October 2012 In April, G-PriEd reconvened its work on diagnostic assessment test item development. Two groups of item creators (one for reading and one for math) began to revise the current bank of items and to create additional items, organized by subject, grade, competency, and indicator, for the E-Assess software. In parallel, G-PriEd had planned to engage a team of programmers to design the classroom diagnostic assessment 14

software “e-Assess”, which will provide an unprecedented opportunity for Georgian teachers to have access to a variety of diagnostic test forms that can be created by the software. Due to budget constraints, the software development has been delayed.

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 The package of classroom diagnostic math assessments for grades 1-4 in the Azeri language was completed and shared with Karajala public school in Kakheti. The school, although a Georgian language school, functions in the Azeri language. Diagnostic tests for grades 1-4 in the Georgian language were completed last month. 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 and analysis of assessment results. Completed in June 2013 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 for 2014.

1. Initiate discussions about the findings from the pilot impact evaluation with the MES. This activity will begin later in project implementation. Task 10: Suggest 2. Cooperate with the independent evaluation team and USAID to suggest benchmark, standards and measurements to the MES and work with reading and math them to establish final benchmarks/standards of reading and math. benchmarks and Julie Alonzo, international diagnostician, completed and delivered “Interpreting G-PriEd Assessment Results” that includes recommended appropriate policy national norms by grades and competencies. The document will be used for developing G-PriEd diagnostic assessment tools as well as for changes for Georgia interpreting assessment data collected by teachers and TLCs.

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 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. The first meeting in the Parental Engagement component was held on April 14, 2014 at the MES. The working group consisted of Ketevan Chkhobadze, Chief Specialist of the National Curriculum Department, Davit Zatiashvili, Parental Engagement Deputy of the National Curriculum Department, Maia Bitsadze Head of Education Management program of TPDC and Ana Abuladze, G-PriEd Communication/Parent Engagement Task 11: Support Officer. development of a During the meeting the two sides exchanged information about work that had been accomplished and reviewed the joint action plan for the Georgian model of Parental Engagement component. MES representatives informed the working group that they had already done several presentations for parent engagement parents in the regional schools in 2013. According to Davit Zatiashvili, interested parents requested to have more seminars and materials and promotion of covering these issues. The project was funded by UNICEF and after it finished the MES was not able to continue the activities. expanded TPDC representative Maia Bitsadze mentioned that currently training of principals on parent engagement issues is being conducted. The author reading/math of the training module is Giorgi Momtsemlidze who will soon be involved in the working group. TPDC is interested in developing this module to activities. encourage principals to pay more attention to parental engagement. G-PriEd offered to prepare the draft of the action plan as the first step. The second step will be to start working on the joint training module for principals and prepare the resources for teachers and parents. The third step will be to conduct the joint seminars and events. A complete list of G-PriEd’s communications with the MES in April is attached in Annex F. 3. Encourage development/expansion of reading and math clubs in the pilot and expansion clubs. This activity will begin later in project implementation. 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.) This activity will begin later in project implementation.

Subcomponent 3.2: Strengthen community and education stakeholder access to and utilization of education data for local decision-making. 1. Strengthen the work in the EMIS agency of the MES on school report cards. Task 12: Support local This activity will begin later in project implementation. and national initiatives 2. Support the EMIS agency to integrate the information about innovative programs including those about reading and math, in school report that inform cards. communities, parents, and students about This activity will begin later in project implementation. schools’ reading and 3. Advocate for the recognition of those schools that implement innovative reading and math programs by assigning a score in the principal math activities performance monitoring system. The project must propose to award points to the principals that have reading reading/math experts and are implementing the reading/math programs successfully. 16

This activity will begin later in project implementation.

Annex A: April School Visit Report

Observations Conducted by the Reading Trainers – April 2014

Total Number of Visits: 54 Total Number of Classroom Observations: 195 Total Number of TLC Observations: 52

Number of Date of TLC Region # School District Teachers Trainer Visit Observed Observed 1 Abkhazia School #1 Zugdidi 30-Apr 4 yes Aza Jojua Abkhazia 2 Abkhazia School #7 Senaki 29-Apr 4 yes Aza Jojua Sub-total 2 8 2 3 Shuaghele School Kobuleti 15-Apr 4 yes Nato Urushadze 4 Gora School Khelvachauri 24-Apr 2 yes Nato Urushadze 5 Chkhutuneti School Khelvachauri 14-Apr 3 yes Nargiz Beridze Adjara 6 Batumi School #27 Batumi 24-Apr 4 yes Nargiz Beridze 7 Agara School Keda 29-Apr 3 yes Nato Urushadze 8 Peria School Khelvachauri 28-Apr 3 yes Nargiz Beridze Sub-total 6 19 6 9 Guria Kokhnari School Chokhatauri 16-Apr 4 yes Irma Janiashvili 10 Chaisubani School Chokhatauri 15-Apr 4 yes Nana Gagua Sub-total 2 8 2 11 Tbilisi School #198 Tbilisi 25-Apr 4 yes Khatuna Chaladze 12 Tbilisi School #45 Tbilisi 11-Apr 4 yes Giorgi Chauchidze Tbilisi 13 Tbilisi School #22 Tbilisi 15-Apr 4 yes Vardo Vekua 14 Tbilisi School #133 Tbilisi 29-Apr 4 yes Eter Apkhazava 15 Tbilisi School #171 Tbilisi 15-Apr 4 yes Eter Apkhazava Sub-total 5 20 5 16 Geguti School Tskaltubo 16-Apr 4 yes Khatuna Pirtskalashvili 17 Dilikauri School Zestaphoni 25-Apr 4 yes Khatuna Pirtskalashvili 18 Bazaleti School Kharagauli 16-Apr 4 yes Maia EsarTia 19 Kursebi School Tkibuli 28-Apr 4 yes Maia EsarTia 20 Shukruti School Chiatura 23-Apr 3 yes Maia EsarTia 21 Partskhanakanevi School #3 Tskaltubo 16-Apr 4 yes Lia Tsertsvadze Imereti 22 Kutaisi School #35 Kutaisi 4/23-24 4 yes Lia Tsertsvadze 23 Rodinauli School Zestafoni 15-Apr 3 yes Inga Shvelidze 24 Kvakhchiri School Terjola 23-Apr 4 yes Inga Shvelidze 25 Katskhi School Chiatura 23-Apr 2 yes Malvina Shanidze 26 Tskaltubos School #1 Tskaltubo 25-Apr 4 yes Malvina Shanidze 27 Kutaisi School #32 Kutaisi 14-Apr 4 yes Malvina Shanidze Sub-total 12 44 12 28 Ikalto School Telavi 16-Apr 4 yes Nino Balarjishvili 29 Mughanlo School Sagarejo 15-Apr 3 yes Nadezhda Mindiashvili Kakheti 30 Ganjalo School Lagodekhi 23-Apr 4 yes Nadezhda Mindiashvili 31 Gurjaani School Gurjaani 16-Apr 4 yes Ketevan Sumbadze Sub-total 4 15 4 Mtskheta- 32 Mtskheta School #2 Mtskheta 25-Apr 4 yes Bela Saria Mtianeti 33 Dusheti School #2 Dusheti 25-Apr 4 yes Giorgi Chauchidze Sub-total 2 8 2 Racha- 34 Sasashi School Lentekhi 25-Apr 3 yes Teona Sherazadadshvili Lechkhumi 35 Ambroluari School #2 Ambrolauri 24-Apr 4 yes Teona Sherazadadshvili & Kvemo 36 Kveda Tsageri School Tsageri 15-Apr 4 yes Khatuna Bendeliani Svaneti 37 Dekhviri School Tsageri 16-Apr 4 yes Khatuna Bendeliani Sub-total 4 15 4 Samegrelo 38 Chkhoria School Zugdidi 28-Apr 4 yes Aza Jojua and Zemo 39 Bandza School Martvili 16-Apr 4 yes Aza Jojua Svaneti 40 Chkhorotsku School #2 Chkhorotsku 25-Apr 4 yes Khatuna Pantia 41 Martvili School #2 Martvili 16-Apr 4 yes Khatuna Pantia 42 Zugdidi School #2 Zugdidi 15-Apr 4 yes Khatuna Pantia Sub-total 5 20 5 43 Spasovka School #1 Ninotsminda 25-Apr 2 yes Elmira Kspoian Samtskhe- 44 Borjomi School #1 Borjom 14-Apr 4 yes Azniv Kirakosyan Javakheti 45 Akhaltsikhe School #1 Akhaltsikhe 25-Apr 4 yes Azniv Kirakosyan 46 Akhalkalaki School # 2 Akhalkalaki 16-Apr 4 yes Zhana Khachaturyan Sub-total 4 14 4 47 Rustavi School # 4 Rustavi 30-Apr 4 yes Nona Arevadze 48 Khuldari School Marneuli 16-Apr 2 yes Nona Arevadze Kvemo Kartli 49 Kvemo Orozmani Dmanisi 24-Apr 1 No Madona Kaplanishvili 50 Chivtkilisi School Tsalka 25-Apr 1 No Liana Charkviani 51 Gardabani School #3 Gardabani 24-Ap 4 yes Liana Charkviani Sub-total 5 12 3 52 Kvakhvreli School Gori 26-Apr 4 yes Davit Chochishvili Shida Kartli 53 Gori School #8 Gori 28-Apr 4 yes Nana Edisherashvili 54 Gori School #12 Gori 25-Apr 4 yes Nana Edisherashvili Sub-total 3 12 3 Total 54 195 52

Observations Conducted by the Math Trainers – April 2014

Total Number of Visits: 51 Total Number of Classroom Observations: 191 Total Number of TLC Observations: 51

Number of Date of TLC Region # School District Teachers Trainer Visit Observed Observed

Abkhazia 1 Abkhazia School #11 Zugdidi 28.04.14 4 yes Manana Sherozia Sub-total 1 4 1 2 Chakvi School #2 Kobuleti 15.04.14 4 yes Rusudan Amaglobeli Adjara 3 Bobokvati School Kobuleti 25.04.14 4 yes Rusudan Amaglobeli 4 Batumi School #8 Batumi 29.04.14 4 yes Rusudan Amaglobeli Sub-total 3 12 3 5 Gogolesubani School Chokhatauri 15.04.14 4 yes Gocha Dzagania 6 Amaghleba School Chokhatauri 24.04.14 3 yes Gocha Dzagania Guria 7 Nasakirali School Ozurgeti 16.04.14 4 yes Gocha Dzagania 8 Ozurgeti School #2 Ozurgeti 30.04.14 4 yes Tsitsino Toria Sub-total 4 15 4 9 Tbilisi School #215 Isan-Samgori 29.04.14 4 yes Zurab Vakhania 10 Tbilisi School #102 Vake-Saburt. 28.04.14 3 yes Zurab Vakhania Tbilisi 11 Tbilisi School #64 Vake-Saburt. 14.04.14 4 yes Geno Gugulashvili 12 Tbilisi School #87 Isan-Samgori 24.04.14 4 yes Nato Gaboshvili Sub-total 4 15 4 13 Kitskhi School Kharagauli 25.04.14 4 yes Iagor Balanchivadze 14 Gorisa School Sachkhere 24.04.14 4 yes Shorena Lomtadze 15 Bori School Kharagauli 15.04.14 4 yes Shorena Lomtadze Imereti 16 Banoja School Tskaltubo 15.04.14 3 yes Murman Kashia 17 Tsirkvali School Chiatura 30.04.14 4 yes Pati Gaprindashvili 18 Chiatura School #2 Chiatura 15.04.14 4 yes Pati Gaprindashvili Sub-total 6 23 6 19

19 Sagarejo School #3 Sagarejo 25.04.14 4 yes Zurab Vakhania 20 Pshaveli School Telavi 14.04.14 3 yes Irma Iakobashvili Kakheti 21 Apheni School #2 Lagodekhi 29.04.14 4 yes Irma Iakobashvili 22 Lambalo School Sagarejo 15.04.14 4 yes Qazak Abdulaevi Sub-total 4 15 4 Mtskheta- 23 Sakramuli School Dusheti 23.04.14 4 yes Geno Gugulashvili Mtianeti 24 Magharoskari School Dusheti 16.04.14 4 yes Geno Gugulashvili Sub-total 2 8 2 25 Orbeli School Tsageri 25.04.14 4 yes Mevludi Bardavelidze Racha- 26 Nikortsminda School Ambrolauri 25.04.14 3 yes Murman Kashia Lechkhumi and Kvemo 27 Nasperi School Tsageri 15.04.14 3 yes Mevludi Bardavelidze Svaneti 28 Lasuriashi School Tsageri 24.04.14 3 yes Mevludi Bardavelidze 29 Oni School Oni 24.04.14 3 yes Murman Kashia Sub-total 5 16 5 30 Nakhunao School Martvili 29.04.14 3 yes Ketevan Pipia 31 Shua Khorgi School Khobi 25.04.14 4 yes Tsitsino Toria Samegrelo 32 Nakhurtsilao School Martvili 29.04.14 3 yes Tsitsino Toria & Zemo 33 Lenjeri School # 2 Mestia 30.04.14 3 yes Gocha Dzagania Svaneti 34 Kirtskhis Temi Chkhorotsku 15.04.14 4 yes Manana Sherozia 35 Khabumes Temi Chkhorotsku 24.04.14 4 yes Ketevan Pipia 36 Kakhati School #2 Zugdidi 29.04.14 3 yes Manana Sherozia Sub-total 7 24 7 37 Varkhani School Adigeni 15.04.14 4 yes Irma Kurdadze 38 Zanavi School Adigeni 11.04.14 4 yes Irma Kurdadze 39 Balkho School Ninotsminda 29.04.14 4 yes Irma Kurdadze Samtskhe- 40 Diliska School Akhalkalaki 14.04.14 4 yes Susana Melikidze Javakheti 41 Gorelovka School #2 Ninotsminda 15.04.14 4 yes Susana Melikidze 42 Saghamo School Ninotsminda 16.04.14 3 yes Susana Melikidze 43 Eshtia School #2 Ninotsminda 23.04.14 4 yes Susana Melikidze 44 Akhalalaki School #4 Akhalkalaki 25.04.14 4 yes Susana Melikidze Sub-total 8 31 8 45 Geta School Bolnisi 25.04.14 4 yes Shirvan Zeinalov Kvemo 46 Rustavi School #6 Rustavi 24.04.14 4 yes Zurab Vakhania Kartli 47 Rustavi School #3 Rustavi 25.04.14 4 yes Nato Gaboshvili 48 Rustavi School #4 Rustavi 15.04.14 4 yes Zurab Vakhania Sub-total 4 16 4 49 Kaspi School #4 Kaspi 16.04.14 4 yes Neli Naskidashvili Shida Kartli 50 Kvemo Gomi School Kaspi 25.04.14 4 yes Neli Naskidashvili 51 Pkhvenisi School Gori 24.04.14 4 yes Mzia Dadvani Sub-total 3 12 3 Total 51 191 51

Annex B. Math Training Schedule for April 5-6 trainings

SN Cohort # Math Trainers April 5, 2014 1 Tbilisi Cohort 1 Tbilisi School #45 Paata Chorgolashvili Maia Kevkhishvili M

Shida Kartli cohort 1 Gori #8 Mzia Dadvani Elene Meparishvili M 3 Mtsketa Mtianeti cohort 1 Mtsketa School #1 Natalia Manjgaladze Lali Berishvili M 4 Samtskhe-Javakheti Cohort 2 Akhaktsikhe #1 Maka Janashvili Irma Kurdadze M 5 Kakheti Cohort 1 Karajala School Khatuna Markozashvili Sergo Durglishvili M 6 Kakheti Cohort 2 Sopeli Gurjaani Irma Iakobishvili Dimitri Popovi M 7 Adjara Cohort 1 Batumi School #8 Zurab Vakhania Rusudan Amaglobeli M 8 Guria Cohort 1 Chaisubani School Ioseb Megrelidze Zaza Jgarkava M 9 Samegrelo Cohort 1 Martvili School #2 Gocha Dzagania Levan Gurtskaia M 10 Samegrelo Cohort 3 Zugdidi School Tsitsino Toria Manana Sherozia M 11 Racha Cohort 1 Ambrolauri #2 Mevlud Bardavelidze M 12 Imereti Cohort 1 Tskatubo School Iagor Balanchivadze Shorena Lomtadze M 13 Imereti Cohort 2 Chiatura School Ale. Badzgaradze Pati Gaprindashvili M

SN Cohort # April 6, 2014 14 Tbilisi Cohort 2 Tbilisi School #64 Eka Chikhladze Ianina Gigiberia M

15 Tbilisi cohort 3 Tbilisi School #64 Khatuna Kobiashvili Lia Kobesashvili M 16 Shida Kartli cohort 2 Kaspi #1 Tamar Utnelishvili Elene Meparishvili M 17 Kvemo Kartli Cohort 1 Rustavi School #4 Nato Gaboshvili Sergo Durglishvili M 18 Kvemo Kartli Cohort 2 Rustavi School #4 Lia Mgebrishvili Geno Gugulashvili M 19 Samtskhe-Javakheti Cohort Akhaktsikhe #1 Susana Melikidze Teona Gogoladze M 20 Kakheti Cohort 3 Shilda School Irma Iakobishvili Dimitri Popovi M 21 Adjara Cohort 2 Batumi School #27 Zurab Vakhania Roman Tavartkiladze M 22 Adjara Cohort 3 Batumi School #27 Rusudan Amaglobeli Zaza Jgarkava M 23 Guria Cohort 2 Ozurgeti #2 Gocha Dzagania Irina Sharabidze M

24 Samegrelo Cohort 2 Chkhorotsku Onise Chitaia Manana Sherozia M 25 Samegrelo Cohort 4 Zugdidi School #2 Ketevan Pipia Tsitsino Toria M 26 Racha Cohort 2 Tsagari School Murman Kashia Mevlud Bardavelidze M 27 Imereti Cohort 3 Dilikauri School Ale. Badzgaradze Pati Gaprindashvili M 28 Imereti Cohort 4 Kutaisi School #32 Iagor Balanchivadze Shorena Lomtadze M

Annex C. Training Schedule of TLC Facilitators Training

TLC Facilitation Training Schedule Spring 2014 # of SN Cohort # Training location Reading Trainers 3-May Address facilitators 1 Tbilisi cohort 1 Tbilisi School #64 Bela Saria (R) Nato Gaboshvili (M) TLC Tbilisi school #64Vazha Pshavela 6a 2 Tbilisi cohort 2 Tbilisi School #171 Sopo Baramidze (R) Lia Kobesashvili (M) TLC Tbilisi school # 171/Dzotsenidze str.3 3 Shida Kartli cohort 1 Gori #8 Giorgi Chauchidze Geno Gugulashvili (M) TLC Gori #8 Petriashvili str.45 4 Kakheti Cohort 1 Sopeli Gurjaani Nino Balarjishvili (R) Irma Iakobashvili (Math) TLC Sopeli Gurjaani School/ Village 5 Adjara Cohort 1 Batumi School #8 Nato Urushadze (R) Rusiko Amaglobeli (M) TLC Batumi School #8 Griboedovi str. 55 6 Guria Cohort Ozurgeti #2 Nana Gagua (R) Gocha Dzagania (M) TLC Ozurgeti #2 Gabriel Episkoposi str.#9 7 Kvemo Kartli Cohort 1 Rustavi School #4 Nona Arevadze (R) Paata Chorgolashvili (M) TLC Rustavi School #4 Leonidze str.#26a Rustavi School #4 Shirvan Zinalaev Rustavi School #4 Leonidze str.#26a 8 Kvemo Kartli Cohort 2 TLC 9 Samtskhe-Javakheti Cohort 1 Akhaktsikhe #1 Maka Janashvili (M) Zhana Khachaturian TLC Akhaltsikhe #1 P. Mikutishili str.#2 10 Samtskhe-Javakheti Cohort 2 Akhalkalaki school Susana Melikidze (M) Elmira Ksopoian TLC Agmashenebeli str. 11 Samegrelo Cohort 1 Zugdidi School #2 Khatuna Pantia Tsitsino Toria (M) TLC Zugdidi School #2 Z. Gamsakhurdia 12 Racha Cohort 1 Ambrolauri #2 Khatuna Bendeliani (R) Mevludi Bardavelidze (M) TLC Ambrolauri #2 Kostava str.9 13 Imereti Cohort 1 Kutaisi School #32 Khatuna Pirtskhalashvili (R) Shorena Lomtadze (M) TLC Kutaisi School #32 Avtomsheneblis K. Total 207

Annex D: Training Attendance and Pre- and Post-test Results, Fall 2013-Spring 2014 Training Sessions

Introduction G- PriEd created an effective multi-level teacher training effectiveness evaluation system. This system envisages following steps: 1. Preparation of instruments of pre-post tests and teacher attendance; 2. Information/data collection of teacher attendance at the trainings; 3. Information/data collection on teacher pre-posttests scores before and after training cycles; 4. Data entry into excel spreadsheets; 5. Data analysis and report writing.

The information presented in this report describes achievements of G-PriEd training program in reading and math for primary grade teachers for the training cycle Fall 2013- Spring 2014. The report provides information on two aspects of the training quality assurance system: • Teacher participation rate at the training program • Change in teachers’ knowledge before and after training cycle

These two aspects are key factors together with other quality assurance indicators that are part of the quality assurance plan. The statistics in this report combine the teacher attendance information from Fall 2013 teacher trainings and Spring 2014 trainings.

Training for Grade 1-4 reading and math teachers was implemented in two phases during FY 2014. Phase 1: Primary Grade Teacher Trainings in Fall 2013 (November-December) Phase 2: Primary Grade Teacher Trainings in Spring 2014 (March-April)

Attendance statistics of Grade 1-4 Teacher Trainings in Fall 2013- Spring 2014

Teacher attendance at the trainings is regularly recorded by the G-PriEd M & E unit; trainers collect attendance sheets at the end of each training day and submit to G-PriEd after the completion of each training session. Teacher attendance records are entered into an excel database and analyzed after each training semester. This data shows teacher participation trends and is an effective monitoring tool to observe participation rate at each training venue and each training cohort.

Monitoring tool: attendance sheets. According to the G-PriEd Performance Monitoring Plan, the indicator “Number of primary grade teachers trained” is defined as participants enrolled in the full one-year course (fall + spring) and demonstrated at least 75% attendance. Results of the attendance statistics showed that teachers’ participation in fiscal year 2014 reached 90.7 %. Out of 648 teachers who participated in reading and math trainings 588 teacher were enrolled in trainings at 90.7%. Thus 90.7% of teachers attended all the sessions of the reading and math trainings. Table 1 shows attendance rate distribution among 588 (fully enrolled) teachers.

Table 1 Teacher Enrollment in G-PriEd Trainings FY 2013-2014 # of teachers attended Attendance % 437 100% 92 88% 59 75% 588

G-PriEd organized its pilot school teachers into 30 cohorts who were trained at 26 training venues. The national trainers of reading and math were assigned to each of the 30 training cohorts. Training participants have been divided into three different groups: a reading group, math group, and a third group for teachers of both subjects. Table 2 shows the number of teachers from different groups who participated in the trainings. Table 2 Type of teachers Actual # of teachers 1-4 both 487 1-4 GL 92 1-4 math 69 Total 648

Table 3 shows the number of participants from Grade 1-4 teachers who actually attended the eight-day training both in math and reading and their attendance rate (total of 48 hours).

Table 3 Grade 1-4 Both Reading and Math (max # of hours = 48) # of training hours # of trainings days # of participants attended Attendance % 48 8 days 323 100% 42 7 days 92 88% 36 6 days 33 75% 30 5 days 10 63% 24 4 days 14 50% 18 3 days 8 38% 12 2 days 2 25% 6 1 day 5 13% Total 487

Table 4 below shows the number of participants from Grade 1-4 Georgian language teachers who actually attended the four-day training in Reading (total of 24 hours).

Table 4 1-4 GL (max # of hours 24) # of training hours # of trainings days # of participants attended Attendance % 24 4 days 60 100% 18 3 days 17 75% 12 2 days 10 50% 6 1 day 5 25% Total 92

Table 5 below shows the number of participants from 1-4 grades Math teachers who were expected to attend four-days of trainings in Math (total of 24 hours). Table 5 1-4 math (max # of hours 24) # of training hours # of trainings days # of participants attended Attendance % 24 4 days 54 100% 18 3 days 9 75 % 12 2 days 6 50% Total 69

Pre- and Post-test Results of Grade 1-4 Teacher Trainings, Fall 2013- Spring 2014

G-PriEd collected the pre-test scores of teachers prior to training in Fall 2013 and collected post-test scores after completion of Spring 2014 reading and math trainings using a special form provided to national trainers. Trainers submitted the scores of the pre-tests and post-tests of individual teachers from each 24 training venue to G-PriEd electronically. Subsequently, project staff entered the reading and math pre-test scores and post-test scores into an Excel database. After the completion of the data entry, scores before and after training were compared with to measure the extent of teachers’ increased understanding of innovative teaching practices.

Reading The maximum test score in reading was 18. During the pre-test, the maximum test score made by one teacher was 14, while analysis of post-test scores showed that about 30 teachers scored between 16-18. Distribution of scores by percentages is given in table 6 below. Table 6 Pre-test results # of % Post-test results # of % Scores between 1-10 383 76 % Scores between 1-10 184 36 % Scores between 11-14 124 24 % Scores Between 11-18 324 64 % Total # of teachers 507 Total # of teachers 508

Table 7 and chart 1 below shows average reading pre-post test scores disaggregated by regions. Table 7 Summary of the Reading Test Results Pre-test Post-test # Region Progress Av. Score Av. Score 1 Ajara 9.68 13.63 3.95 2 Guria 9.6 14.75 5.15 3 Samegrelo 7.87 10.4 2.53 4 Racha 9.8 10.2 0.4 5 Imereti 9.3 12 2.7 6 Tbilisi 7.6 10.8 3.2 7 Kakheti 7.3 7.6 0.3 8 Mtskheta-Mtianeti 9.0 10.8 1.8 9 Kvemo Kartli 6.9 10.9 4.0 10 Samtskhe -Javakheti 7.8 10.5 2.7 11 Shida Kartli 9.1 10.8 1.7 Total 8.56 11.13 2.57 Chart 1

Average Pre-and Post-Test Scores

Average pre-test score Average post-test score

13.63 14.75 12.00 10.40 10.20 10.80 10.80 10.90 10.50 9.68 9.60 9.80 9.30 9.00 7.87 7.60 7.30 7.60 6.90 7.80

Math

The maximum test score in math was 20. Distribution of scores by percentages is given in table 7 below. Table 8 # of # of Pre-test results % Post-test results % teachers teachers Scores between 1-10 Scores between 1-10 103 21 % 22 4%

Scores between 11-20 Scores Between 11-20 399 79 % 499 96 %

Total # of teachers 502 Total # of teachers 508

Table 9 and chart 2 below shows average math pre-post test scores disaggregated by region. Table 9

Summary of the Math Test Results

Pre-test Post-test # Region Progress Av. Score Av. Score 1 Ajara 13.37 15.31 1.94 2 Guria 10.8 14.7 3.9 3 Samegrelo 12.69 14.39 1.7 4 Racha 14.5 15.4 0.9 5 Imereti 13 15.7 2.7 6 Tbilisi 13.2 15.9 2.7 7 Kakheti 11.29 13.18 1.89 8 Mtskheta-Mtianeti 13.5 14.8 1.3 9 Kvemo Kartli 12.04 13.75 1.71 10 Samtskhe -Javakheti 14.6 16.94 2.34 11 Shida Kartli 13.23 15.05 1.82 Total 12.9 15.01 2.11

Chart 2

Shida Kartli Samtskhe -Javakheti Kvemo Kartli Mtskheta-Mtianeti Kakheti Post-test Av. Score Tbilisi Pre-test Av. Score Imereti Racha Samegrelo Guria Ajara

0 10 20

Annex E: Plan for Developing the Third Set of Supplementary Leveled readers

The table below shows the numbers of readers for each grade bands. After completing publishing of all three sets in the beginning of the 2014-2015 school year, each pilot school will have received 96 readers (16 readers per level).

First set Second set Third set Grade Band (produced in Fall (produced in (to be produced for Total 2013) Spring 2014) Fall 2014)

Readers for Grades 1-2 15 10 11 36 (6 levels from 1.1 to 2.3)

Readers for Grades 3-4 12 14 10 36 (6 levels from 3.1 to 4.3)

Readers for Grades 5-6 12 7 5 24 (4 levels from 5.1 to 6.2) 39 31 26 96

Annex F: G-PriEd Cooperation with the MES and Its Related Agencies in April

Table 1: G-PriEd Official Meetings Organization/Department/ Name/Surname (G-PriEd Topic Date Representative Staff) MES / TPDC - Ketevan Chkhobadze, Chief Specialist of the National Curiculum Topic - Joint Action Plan in Department, Davit Zatiashvili, Parent Engagement Expert in Parents Engagement Ana Abuladze component/Introduction G- April 14, 2014 of the MES, Maia Bitsadze PriEd Parent Engagement Head of Education materials. Management program of TPDC Paata Papava TPDC / Deputy Director, Ms Topic “Methods and Ana Abuladze Irina Abuladze and TPDC resources for teaching of April 17, 2014 Irina Begiashvili representatives reading”

Nancy Parks MES/Deputy Minister, Ms.Lia Indira Amiranashvili Future Plan/Project Progress April 23, 2014 Gigauri Medea Kakachia (USAID)

TPDC / Natia Natsvlishvili, Program Department, Discussion of G-PriEd Paata Papava April 29, 2014 Coordinator of supplementary readers (two sets). resources for teachers and school principals TPDC / Kakha Jgenti, Nancy Parks Coordinator of certification and Paata Papava Discussion of Professional Maia Inasaridze, Coordinator Keti Chachkhiani development scheme April 29, 2014 of School Based Teacher Gia Nozadze professional development

Table 2: G-PriEd Correspondence with MES

Subject of the Incoming Letters Status Comment Correspondence sent by G-PriEd Author / Registration # Request appointment of the official meeting with Deputy Minister for Completed Request was cancelled. USAID and G-PriEd representatives concerning extension. On April 23 G-PriEd held the Request appointment of the official meeting with Lia Gigauri, Deputy meeting with Deputy Minister for Completed Minister. The meeting attended G- USAID and G-PriEd representatives. PriEd and USAID representatives. On April 17 G-PriEd held the Request appointment of G-PriEd Presentation at TPDC. Deputy Completed Reading component presentation. Director and other representatives attended presentation. Request of approval of teachers Waiting training Math Module (Spring, 2013) Request of approval of teachers training Reading Module (Spring, Waiting 2013) Short overview of a new initiative to be MES has received the funded by USAID “Business Skills in Completed Information. Primary Education” Activity March correspondent Request comments and approval of TPDC will invite the experts and the the completed Methodological film Waiting details will be discussed with G- “Formative Assessment” PriEd.