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

GEORGIA PRIMARY

EDUCATION PROJECT

MONTHLY REPORT JANUARY 1-31, 2016

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

USAID COR: Medea Kakachia Chief of Party: Indira Amiranashvili

9 February, 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 JANUARY 2016

G-PriEd Portal  Continued to interpret Google Analytics to better understand Portal-user behavior: recorded 8,656 users in January (includes both new and returning users), with the highest number of users in a single day being 1,350 (includes both new and returning users) on the Portal-integrated Google Analytics tool (http://www.google.com/analytics/)  Continued to revise branded materials uploaded on the Portal with the new G-PriEd logo  Completed the testing draft of E-Assess/Math component for screening tests  Continued to collect different statistics that can be derived from the Portal. Currently, the following statistics can be produced: 1) General Report on registered TLC facilitators and teachers: http://kargiskola.ge/GC/stats/general.php 2) E-sessions report with the numbers of teachers: http://kargiskola.ge/GC/stats/new/video_new.php 3) Classroom observations/teacher evaluations by Principals report: http://kargiskola.ge/GC/stats/new/dir_new.php 4) Teacher Learning Circles meetings/activities report:http://kargiskola.ge/GC/stats/new/teachers.php  Continued to upload materials to the Portal  Continued to maintain a FAQ block on G-PriEd Portal to support schools in using portal and to facilitate efficient use of e-sessions  Finalized the initial list of topics for G-PriEd Forum

Quality Control  Prepared and sent one of the questionnaires for Portal-managed surveys to ensure improvement in quality of G-PriEd’s deliverable: math electronic course. Received complete questionnaires from 120 schools

Training Delivery  Delivered a 2-day ToT to 6 GSL trainers and 1-day ToT to 9 math trainers who will train respective teachers in pilot and expansion ethnic minority schools  Sustained the Portal-based electronic training in Georgian pilot schools: TLC facilitators from 59 schools conducted 182 e-sessions in reading and 184 e-sessions in math  Sustained the Portal-based electronic training in Georgian expansion schools: TLC facilitators from 444 schools conducted 1,343 e-sessions in reading and 1,345 e-sessions in math

School Visits and Classroom Observations  Conducted 51 visits to expansion schools: - During 28 visits reading trainers observed 108 teachers and 28 TLC facilitators - During 23 visits math trainers observed 86 teachers and 23 TLC facilitators  Conducted a brief phone survey with 10 randomly selected school principals

TLC Activities  742 TLC facilitators from expansion schools reported on 1,179 TLC activities conducted at their schools during the period of November 2016-January 2016: - model lessons – 56 - lesson study – 162 - case study – 274 - data analysis – 526 - peer observation – 161

School Principal Activities: Instructional Leadership  289 school principals submitted a portal-based report on school-based teacher evaluation and classroom observation - 2,751 teachers were engaged in school-based teacher evaluation process - School principals conducted 2,727 individual planning and goal setting sessions with teachers individually - School principals conducted 21 unannounced and 107 formal classroom observations

Training Materials  Edited, finalized, and uploaded four e-sessions on differential instruction in math to the Portal: two for Grade 1-4 teachers and two for Grade 5-6 teachers  Edited and finalized materials for 3 e-sessions for teachers of grades 5-6; finalized and uploaded 2 e-sessions on diagnostic assessment (one for grades 1-4 and the other – for grades 5-6)  Finalized the script for a 2-hour e-session on parental engagement and sent materials for final editing  Continued printing of Reading and Math Resource Books, intended for distribution to G-PriEd target schools

Instructional Resources  Continued illustrating, formatting, and uploading the supplementary leveled readers to the Portal  Completed formatting and uploading of reading diagnostic assessment items into the reading item bank for E-Assess Portal Zone  Continued validation of math diagnostic assessment item bank for E-Assess Portal Zone  Continued printing of instructional resources, intented for distribution to target schools (readers, big books, activity cards, flash cards)  Contracted procurement of student newspapers and posters  Finalized a content page of the 7th issue of the student newspaper Reading Times with USAID approval  Re-submitted the request for procurement of math manipulatives

Parental Engagement  Continued with bus and bus station advertisements for parental engagement public awareness campaign in Tbilisi, Kutaisi, and Batumi  Continued printing of parenetal engagement cards, intented for distribution to expansion school students  Filmed and broadcasted tree one-minute video clips on the importance of parental engagement in education for Maestro media project and uploaded them to G-PriEd Portal  Prepared and uploaded a presentation in PE for facilitators on the Portal

BSPE  On January 22, G-PriEd organized the second school visit and a business skills lessons’ observation for Mr. Douglas H. Ball, USAID Mission Director and Dr. Tbilisi School #133, Grade 6 BSPE classroom observation Medea Kakachia, G-PriEd COR. The visit was by the USAID Mission Director and filming by Maestro TV recorded by Maestro TV station and aired in the 3

morning show Sakmiani Dila (Business Morning) on January 25.  Signed two MOUs with private sector companies, bringing the total number of signed MOUs to 34, with 137 volunteers committed to participate in the business skills program  Continued meetings with private sector companies in the regions to solicit their participation in the business skills program  Continued training private sector volunteers: six trainings held in January for 37 volunteers  Continued delivery of the business skills programs in 39 pilot schools  Continued production of the business skills animated movie  Distributed CDs with a rap song Money Moves Around in the Community to all 3rd grades in 39 BSPE pilot schools

Cooperation with the MES  Received comments from the MES about business skills slogan on business skills banners for bus advertising campaign  Received an approval from the MES to use the MES logo on business skills banners

Project Administration  Submitted a contract modification request to USAID for a six-month no-cost extension and revised SOW– approval pending

PLANNED ACTIVITIES FEBRUARY 2016

G-PriEd Portal  Test reading and math (focused assessment) software of E-Assess in selected schools, fix bugs and launch  Continue to program math (screening assessment) software of E-Assess  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 develop tutorials for Portal users  Finalize a Forum structure to be integrated into G-PriEd Portal  Continue to maintain an FAQ block on G-PriEd Portal to support schools in using portal and to facilitate efficient use of e-sessions

Quality Control  Continue to develop online questionnaires for a survey regarding the quality improvement of the Portal  Process and analyze data from questionnaires received from 120 schools regarding the quality of math electronic course and submit to Math Improvement Director

Training Delivery  Deliver an orientation session to 19 pilot ethnic minority school principals and TLC facilitators on G- PriEd interventions and usage of resource portal www.kargiskola.ge on February 4 and 5  Deliver a 2-day training to 215 reading and math teachers from expansion ethnic minority schools  Deliver 2-day training to 170 reading and math teachers from pilot ethnic minority schools

 Organize and film a roundtable session with up to 6 principals from expansion schools to solicit feedback, provide TA and make a video-record for other target schools via Forum of the Portal  Start development of an agenda and content for a 1-day refresher for school principals and TLC facilitators from expansion schools.

School Visits and Classroom Observations  Conduct 242 visits to expansion schools to observe teachers and TLC facilitators  Conduct a 1-day feedback session with trainers conducting school visits  Conduct 3 unannounced visits to pilot schools.

TLC Activities  Maintain analysis of TLC activity statistics submitted by TLC facilitators and reach out to those TLC facilitators, who did not report or reported insufficient information  Develop a draft of the script for the TLC e-session on Lesson Study; engage participant teachers and a facilitator in the planning process.

School Principal Activities: Instructional Leadership  Analyze statistics on school-based teacher evaluation and reach out to those Principals who did not report or reported insufficient information  Plan and start preparations for promoting instructional leadership in 1-minute on Maestro TV

Training Materials  Continue development of the TOT guidelines and training materials for the fourth GSL expansion school training session  Continue development of reading and math e-sessions  Continue filming classroom episodes to be used in e-sessions in math diffentiated instruction  Finalize the 2-hour module in parental engagement film and upload it on the Portal  Print, package and distribute Teacher Resource Books (Reading and Math) to G-PriEd target schools

Instructional Resources  Start editing and formatting the final set of the electronic supplementary leveled readers  Complete development of materials and launch the G-PriEd online learning project  Complete development of the 7tht issue of the kids’ newspaper  Complete validation of math diagnostic assessment items in the Bank of Items/E-Assess  Launch G-PriEd online learning project  Continue to develop multimedia books  Submit a sample math game to USAID for feedback  Develop and print issue #7 of the kids’ newspaper  Complete printing of instructional materials (teacher resource books, issue #6 and #7 of student newspaper, readers and big books, math and reading activity cards, flash-cards, math and reading, and conversational posters). Consolidate and warehouse resources, start distribution  Upon USAID approval, commence procurement of math manipulatives

Parental Engagement  Continue with bus and bus station advertisements for parental engagement public awareness campaign in Tbilisi, Kutaisi, and Batumi

 Prepare a script and handouts, and film a TLC meeting devoted to parental engagement to be used in Parental Engagement electronic 2-hour module  Prepare materials for a new project in parental engagement “Read aloud for 15 minutes”  Prepare a one-page recommendations for parents and upload them on the Portal  Add a new category “Parental Engagement” to the drop-down list of types of TLC meetings in the TLC facilitators accounts on G-PriEd Portal  Complete printing of parental engagement cards and distribute them to the students of expansion schools

BSPE  Conclude meetings with private sector companies in regions  Conclude signing MOUs with additional companies  Complete delivery of private sector volunteer trainings to regional volunteers  Continue observing the delivery of the business skills program in the pilot schools  Monitor BSPE lessons delivery by private sector volunteers in grades 5-6  Complete production of the business skills animated movie  Upon USAID approval of the animated movie begin distribution of the DVDs to BSPE pilot schools  Begin bus advertising campaign for private sector companies involved in the business skills program  Continue public relations and communications campaign promoting BSPE to a wider public

ANNEXES Annex A: January School Visit Report Annex B: Status of Supplementary Reading Materials Development Annex C: Google Analytics Reports on G-PriEd Portal Developments Annex D: G-PriEd Official Meetings/Events in January 2016 Annex E: G-PriEd/MES Correspondence in January 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 JANUARY 2016 ACTIVITY 1. Develop a concept for improving teachers’ instruction of reading and math through 1) training and 2) school-based professional development and integrate it with the MES’ concept of state-provided professional certification and continuous professional development. This concept will cover the procedures for Task 1: Develop, nominating teacher circle facilitators. propose, and Completed, October 2012 support the 2. Discuss the concept and requirements with the MES and encourage its approval. implementation Completed, October – December 2012 of school-based 3. Hold conferences with principals. mechanisms for No activities this month promoting 4. Assist the schools/MES in identifying teacher facilitators in the pilot schools. professional Completed, June 2013 development of 5. During pilot phase, provide sample materials and quality assurance procedures to support TLC facilitators. math and reading teachers During the reporting month, G-PriEd staff continued to provide comprehensive and immediate support to all TLC facilitators via phone on such matters as registering a teacher in the group, making electronic signatures, downloading video-sessions, etc. They were also given additional consulting in preparation and submission of reports regarding TLC meetings via portal. 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 in January. 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. Each trainer observed three to four teachers and one TLC facilitator per school visit. Summary Report of School Visits to expansion schools in January 2016 In January, G-PriEd national trainers conducted 51 school visits (reading trainers Reading Observations Math Observations Regions visited 28 schools and math trainers visited 23 schools) to observe 108 Georgian Schools Teachers TLCs Schools Teachers TLCs language and 86 math teachers during this period. In addition, the trainers Visited Observed Observed Visited Observed Observed observed 28 reading and 23 math TLC facilitators (Annex A: January School Visit Abkhazia 0 0 0 0 0 0 Report). Adjara 2 8 2 0 0 0

Guria 1 4 1 1 4 1 Principals of expansion schools demonstrated high interest in the visits paid by Tbilisi 5 19 5 5 20 5 G-PriEd trainers. During 51 visits, 48 school principals and 1 deputy principal Imereti 5 18 5 5 19 5 joined the national trainers in observing classrooms and TLC / E-session Kakheti 2 7 2 1 3 1 observations, and participated in the feedback sessions. Involving principals in Mtskheta-Mtianeti 0 0 0 0 0 0 the teacher evaluation process encourages principals to become successful Racha-Lechkhumi & Kv. 1 4 1 0 0 0 instructional leaders in their schools. Svaneti

Samegrelo & Zemo Svaneti 2 8 2 4 15 4 School visit application (www.observation.ge) was successfully utilized during Samtskhe-Javakheti 2 7 2 2 7 2 January visits. As of December 30, all the aspects of the software have been Kvemo Kartli 4 17 4 2 6 2 tested and are functioning well. The application enables trainers to plan visits Shida Kartli 4 16 4 3 12 3 efficiently and accurately. It enables G-PriEd to map visits, track trainers’ Total 28 108 28 23 86 23 performance, and process data. Principals also benefit as they automatically receive information on school visits at the planning stage, and receive trainer’s observations reports for each teacher and TLC facilitator observed. Phone-survey: List of contacted schools In January, G-PriEd planned 242 visits (117 – math and 125 reading). All # Name of the School Principal Trainer Subject principals, teachers and TLC principals are informed about the visits. Math and focus of Reading trainers will visit 70 schools and observe 960 teachers and 235 TLC the Visit 1. Tbilisi School # 14 Maka Giorgadze Zurab Vakhania Math facilitators. 2. Batumi School # 2 Mariza Abashidze Rusudan Amaglobeli Math 3. Rustavi School # 28 Natia Mazanashvili Lia Mgebrishvili Math In January G-PriEd conducted a phone survey and contacted ten randomly 4. School # 207 Zurab Chkheidze Sergo Durglishvili Math selected principals of those schools which hosted trainers’ school visits in 5. Tbilisi School # 136 Elza Badashvili Neli Naskidashvili Math December. The purpose of the phone calls was to understand the principal’s and 6. Tbilisi School # 59 Maia Lelashvili Paata Chorgolashvili Math the teacher’s perspective of the visits administered by G-PriEd. The table to the 7. Telavi School # 2 Natela Bochoridze Nino Khachidze Reading right lists the Schools and principals G-PriEd contacted in January. 8. Rukhi School Gogi Todua Keto Pipia Math 9. Akhaltsikhe School # 2 Bela Diasamidze Azniv Kirakosyan Reading 10. Tsageri School David Tsvariani Khatuna Bendeliani Reading The overall feedback from the principals was very positive. According to them, trainers were very organized both during planning as well as implementation of the visit. Teachers found the observations and feedback very useful. Recommendations provided by the trainers were very valuable to them. As a result, teacher motivation has increased. Principals are looking forward to more8 visits at their schools.

Reading classroom observation in Kazreti Math classroom observation in Gori School # 6 Math classroom observation in Vazisubani School

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. During the reporting month, G-PriEd staff continued to provide comprehensive and immediate support to all TLC facilitators via phone on such matters as registering a teacher in the group, making electronic signatures, downloading video-sessions, etc.

After the training in November, G-PriEd TLC facilitators from expansion schools launched five types of TLC activities at their schools. 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, 742 TLC facilitators from Georgian expansion schools between November 1, 2015 and January 31, 206 reported a total of 1,179 TLC activities with the following distribution: Model Lesson – 56; Lesson Study – 162; Case Study – 274; Data Analysis – 526; and Peer Observation – 161. TLC facilitators will continue their TLC activities and report by the end of every month. In February, G-PriEd will contact those TLC facilitators who have not reported their activities yet and will encourage them to launch the meetings with their groups of teachers. If needed, additional assistance and recommendations will be provided to them and their principals. For more statistics, please refer to http://kargiskola.ge/GC/stats/new/teachers.php.

TLC facilitators in ethnic minority expansion schools also started conducting TLC meetings. From February, they will also report their activities through portal reporting system:

TLC meetings at Expansion Schools: November 2015- January 2016 # of reporting Total # Model Lesson Case Data Peer Obs. facilitators of Activities Lesson Study Study Analysis Samegrelo and Zemo Svaneti 87 131 5 25 29 48 24 Kakheti 89 148 11 16 40 61 20 Kvemo Kartli 48 111 5 22 37 29 18 Mtskheta-Mtianeti 29 38 0 3 10 18 7 Abkhazia 5 8 0 0 2 5 1 Shida Kartli 95 165 13 34 22 75 21 Samtskhe-Javakheti 45 56 0 6 16 28 6 Imereti 159 242 5 30 62 124 21 Guria 44 58 2 1 11 34 10 Racha-Lechkhumi and Kv. Svaneti 20 28 0 7 7 6 8 Tbilisi 87 138 11 12 23 70 22 Adjara 34 56 4 6 15 28 3 Total 742 1179 56 162 274 526 161 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, 82 TLC facilitators from Georgian pilot schools during November 2015 – January 2016 period reported a total of 198 TLC activities with the following distribution: Model Lesson – 22; Lesson Study – 20; Case Study – 52; Data Analysis – 70; and Peer Observation – 34. TLC facilitators will continue their TLC activities and report by the end of every month. In February G-PriEd will meet with TLC facilitators of minority schools to explain the suggested interventions and activities for the 2015-2016 academic year, including TLC activities. They will be expected to start TLC activities and portal-based reporting from February. For additional data please refer to http://kargiskola.ge/GC/stats/new/teachers.php TLC meetings at Pilot Schools: November 2015- January 2016 # of reporting TLC meetings at pilot Schools Region facilitators Total # of Model Lesson Case Data Peer Activities Lesson Study Study Analysis Obs. Samegrelo and Zemo Svaneti 8 11 0 0 5 4 2 Kakheti 6 18 3 1 1 9 4 Kvemo Kartli 2 0 0 0 0 0 0 Mtskheta-Mtianeti 6 13 0 1 3 6 3 Abkhazia 2 14 0 3 3 4 4 Shida Kartli 12 48 7 6 14 9 12 Samtskhe-Javakheti 2 7 0 0 3 4 0 Imereti 15 27 4 3 6 13 1 Guria 3 6 3 0 3 0 0 Racha-Lechkhumi and Kv. Svaneti 8 8 2 0 0 4 2 Tbilisi 7 19 2 3 5 6 3 Adjara 11 27 1 3 9 11 3 Total 82 198 22 20 52 70 34

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. No activities this month 5. Create video lessons and/or other multi-media assistance for national trainers of reading and math. Task 2. Identify Reading. In January, filming and editing of video materials for the reading instruction e-training course continued. Until now, G-PriEd has developed basic national trainers classroom video materials for 23 e-sessions (12 in grades 1-4 and 11 in grades 5-6). Complete set of resources (edited video files, session descriptions and of reading and quizzes) have been developed for 19 e-sessions. Presently, 17 e-sessions have been uploaded on the e-courses zone of the G-PriEd Portal, as per the table math, design TOT below: program for them, E-sessions for Grades 1-4 and provide GL (1-4) Estimated teaching/guidance Session Title Materials length Edited Uploaded on training developed (min) teachers and 1 Introduction to the Training Program 40 teacher 2 First Steps: Reading Instruction in Grade One 60 facilitators. 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 10 Vocabulary Instruction 2 60 11 Using Diagnostic Assessment in Literacy Instruction 75 12 Comprehension-based reading instruction 70 Total sessions 12 10 8 11

E-sessions for Grades 5-6 GL (5-6) Estimated Session Title Materials length Edited Uploaded developed (min) 1 Introduction to the Training Program 40 2 Reading Fluency 1 55 3 Reading Fluency 2 60 4 Vocabulary instruction 1 70 5 Vocabulary Instruction 2 60 6 Comprehension-based reading instruction (narrative text) 75 Comprehension-based reading instruction (informational 7 80 text) 8 Using Diagnostic Assessment in Literacy Instruction 75 9 Effective Learning Activities and Tasks 65 Asking and Answering Questions as a Core Reading 10 60 Strategy 11 Differentiated Reading Instruction 70 Total sessions 11 8 8

Math. In January 2016 G-PriEd filmed lecturing for one more session on differentiated instruction. After assembling e-sessions by Giorgi Molodinashvili, the video contractor, G-PriEd edited, finalized and uploaded four e sessions on differentiated instruction on the Portal for Grade 1-4 and Grade 5-6 teachers (reference to #11 and #12 in the table below). In February 2016 G-PriEd will film an interview with an expert, and edit and finalize the math part of “Literacy Rich Classroom” instructional movie. G-PriEd will film 2 more lecturing videos and 6-8 lessons on differentiated instruction to use them for assembling 3+3 video sessions on Differentiated Instruction. G-PriEd will distribute episodes from the filmed lessons through differentiated instruction sessions. The status of math e- session development, which is identical for Grades 1-4 and Grades 5-6 teachers, is presented in the table below: Materials in Materials in Materials in Materials in Materials in Materials Finalized development development development development development in editing and Session Grades 1-4 (Filmed (Drafted (Selected (Filmed (Sent for uploaded # Session Title classroom scripts and classroom lecturing) assembling on the episodes) slides) episodes) videos) portal 1 The Interactive-Constructivist Method of Teaching Mathematics, Part 1 + 2 The Interactive-Constructivist Method of Teaching Mathematics, Part 2 + Effective Learning Environment for Interactive -Constructivist Teaching of + 3 Mathematics 4 Teaching the Topic Using Constructivist Method +

5 Planning The Three-phase Model of Constructivist Teaching of the Topic + 6 Formative Assessment + 7 Methods of Formative Assessment + 8 Using Activities for Checking for Understanding + 9 How to Organize Formative Assessment + 10 How to Plan Formative Assessment + 11 The Concept of Differentiated Instruction + 12 Reacting on Student Needs by Differentiating + 13 Effective Teaching/Learning Activities + 14 Managing Differentiated Instruction + 15 Planning Differentiated Instruction + 16 Diagnostic Testing in Math + 17 Administering Diagnostic Testing +

6. Hire national trainers in reading and math in collaboration with the TPDC. Completed. 7. Prepare national trainers to train teachers and teacher facilitators of reading and math in use of training materials Reading: On January 15-16 G-PriEd delivered a ToT to 6 GLS trainers to prepare them for spring face-to-face trainings of GLS teachers in pilot and expansion schools. Math. On January 23, G-PriEd delivered a ToT to 9 national math trainers to prepare them for spring face-to- face trainings of Azeri, Russian and Armenian math teachers in pilot and expansion schools. 8. Develop the trainee’s version of the manual. Develop example lesson plans and create a bank of lessons plans rich in differentiated instructional techniques, examples of supportive learning environment, methods of using leveled readers and math manipulatives, etc. No activities this month.

Task 3. Support 1. Select pilot schools for intervention national trainers Completed in October 2012 to train teachers 2. Develop the list of pilot schools in consultation with MES, its EMIS department and USAID. and teacher Completed in January – February 2013 facilitators in the pilot schools in 3. Develop list of control schools, in consultation with MES and its EMIS department. methods they can Completed in February 2013 use to improve 4. Design the schedule of the pilot, including the timeframe for training of teachers, principal conferences, follow-up monitoring, hands-on assistance, and M & reading and math E. Assign national trainers to each training cohorts of teachers. outcomes G-PriEd completed its pilot school teacher training program in February 2015. 13

5. Finalize training manual and other learning materials in line with the TOT training manuals. In January G-PriEd prepared a SOW for the final work-order with Giorgi Molodinashvili, the video development contractor, for finalization of all e-sessions under math and GL courses for teachers of grades 1-4 and grades 5-6. In total there will be 2 courses per subject for these two teacher categories. Each course is comprised of 17 e-sessions. 6. Develop QA plan to support the national trainers in delivering high quality training. G-PriEd will use online surveys thought its Portal to collect feedback on a variety of topics. In January G-PriEd launched a math e-course survey, which was sent to all target schools and received 120 responses. These will be analyzed, shared with the Math Improvement Director for corrective measures, if any. 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. Task 4. Expand The results of the second cycle of trainings in Fall 2013 submitted in the December 2013 monthly report. the training of The results of the third cycle of trainings in Spring 2014 submitted in the May 2014 monthly report. teachers and The results of the fourth and final cycle of trainings conducted Fall 2014 – Winter 2015 submitted in the February 2015 monthly report. teacher 2. Identify and agree with USAID and MES on the list of additional target schools in which project interventions will be rolled out. facilitators to the other target This activity was completed in July 2015. The expansion phase pool of schools is 465. schools of the 3. Design schedule of re-taking the TOT, training teachers and teacher facilitators in the additional target schools. project. In December G-PriEd finalized the major training sessions for principals and TLC facilitators from the target schools. Refresher training sessions will be scheduled both for principals and TLC facilitators in spring.

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. After New Year/winter vacations, in January, 444 Georgian expansion schools resumed their e-sessions. The table below shows that in January reading TLC facilitators have facilitated 1,343 sessions: 698 sessions for grade 1-4 teachers and 645 for grade 5-6 teachers. Math Facilitators have conducted 1,345 sessions: 679 sessions for grade 1-4 teachers and 666 sessions for grade 5-6 teachers. Cumulatively, TLC facilitators conducted 2,688 e-sessions in math and reading. Detailed statistics of expansion schools’ participation in e-trainings can be viewed at http://kargiskola.ge/GC/stats/new/video_new.php

Summary Statistics of Expansion Schools: E-sessions Conducted in January 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 67 99 92 191 92 92 184 375 2 Kakheti 48 69 71 140 67 78 145 285 3 Kvemo Kartli 30 54 48 102 44 42 86 188 4 Mtskheta-Mtianeti 16 28 24 52 25 20 45 97 5 Abkhazia 3 4 5 9 4 6 10 19 6 Shida Kartli 48 82 81 163 82 80 162 325 7 Samtskhe-Javakheti 22 22 20 42 25 22 47 89 8 Imereti 83 129 118 247 130 131 261 508 9 Guria 28 42 41 83 38 44 82 165 10 Racha-Lechkhumi and Kv. Svaneti 10 11 11 22 13 14 27 49 11 Tbilisi 63 114 95 209 125 103 228 437 12 Adjara 26 44 39 83 34 34 68 151 Total 444 698 645 1343 679 666 1345 2688

Number of teachers engaged in e-training in Georgian pilot schools: Following training of TLC facilitators in November, e-trainings commenced at pilot schools as well. By the end of January, 89 Georgian pilot schools started their e-sessions. These were offered as a way to: 1) enable teachers refresh their memory and knowledge by taking electronic course(s) enriched with classroom episodes; 2) enable new teachers in pilot schools to get an opportunity to participate in G- PriEd interventions; 3) enable practitioner teachers become eligible for credits under the new Teacher Professional Development Scheme. The table below shows that as of January 31, 173 TLC facilitators in reading and math registered on the Portal and launched e-sessions. 518 teachers are engaged in reading e- courses, and 474 teachers are engaged in math e-courses. A total of 771 teachers (physical bodies) are engaged in e-courses in one or both subjects, which makes 52% of existing teachers at the schools engaged in e-trainings. In January, G-PriEd reached out to those 14 Georgian language pilot schools which are not engaged in e-sessions and encouraged principals and TLC facilitators to join the project in e-trainings. Detailed statistics regarding pilot schools’ participation in e-trainings can be viewed at http://kargiskola.ge/GC/stats/general.php

Participation in E-training: Georgian Pilot Schools # Region # of # of TLC # of Teachers Engaged # of Teachers Total # of Total # of Engaged Schools Facilitators in reading courses Engaged in math Teachers math and teachers in Engaged Engaged courses (Physical reading % Bodies) teachers at I-IV V-VI Sum I-IV V-VI Sum engaged schools 1 Samegrelo and Zemo Svaneti 12 23 43 18 61 27 13 40 74 167 44% 2 Kakheti 8 14 19 17 36 9 28 24 54 168 32% 3 Kvemo Kartli 1 2 21 7 28 1 33 6 32 159 20% 4 Mtskheta-Mtianeti 4 8 27 7 34 24 35 26 41 61 67% 5 Abkhazia 2 4 6 2 8 7 38 10 15 29 52% 6 Shida Kartli 8 16 27 23 50 39 54 55 79 110 72% 7 Samtskhe-Javakheti 4 10 29 21 50 20 74 40 51 142 36% 8 Imereti 18 35 67 40 107 67 103 96 153 206 74% 9 Guria 6 11 18 12 30 37 117 51 63 81 78% 10 Racha-Lechkhumi and Kvemo 8 15 23 6 29 14 124 21 49 68 72% Svaneti 11 Tbilisi 6 11 36 16 52 52 144 72 96 186 52% 12 Adjara 11 24 26 19 45 26 166 48 80 149 54% Total 89 173 332 186 518 311 163 474 771 1526

The table below includes information about e-sessions in math and reading conducted by TLC facilitators of pilot schools. TLC facilitators from 59 Georgian pilot schools conducted e-sessions. Reading TLC facilitators have conducted 182 sessions: 96 sessions for grade 1-4 teachers and 86 for grade 5-6 teachers. Math Facilitators have conducted 184 sessions: 93 sessions for grade 1-4 teachers and 91 sessions for grade 5-6 teachers. In total, in February, TLC facilitators in math and reading have conducted 2688 e-sessions. 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 January 2016 Region # of Schools # of E-sessions Conducted # Conducting e- Reading Math Total sessions Reading I- Reading Sum Math Math Sum IV V-VI I-IV V-VI 1 Samegrelo and Zemo Svaneti 10 12 8 20 12 11 23 43 2 Kakheti 3 5 4 9 10 5 15 24 3 Kvemo Kartli 1 3 3 6 2 3 5 11 4 Mtskheta-Mtianeti 4 6 2 8 5 2 7 15 16

5 Abkhazia 1 3 2 5 2 4 6 11 6 Shida Kartli 6 6 6 12 8 9 17 29 7 Samtskhe-Javakheti 1 3 3 6 4 2 6 12 8 Imereti 15 26 26 52 24 24 48 100 9 Guria 5 8 7 15 6 12 18 33 10 Racha-Lechkhumi and Kv. Svaneti 4 8 7 15 7 7 14 29 11 Tbilisi 4 4 6 10 7 5 12 22 12 Adjara 5 12 12 24 6 7 13 37 Total 59 96 86 182 93 91 184 366

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. Completed in Year 1 of the Project and updated in April. 2. Development of readability criteria and benchmarks for levels of reading in the Georgian language. Task 5. Develop Completed for Georgian language instruction in Year 1 of the Project. paper-based and Matrices for both Georgian language and Georgian as a second language are being effectively used for leveling and editing of all supplementary readers and electronic age-and reading diagnostic assessment items. The matrices are re-visited as the need arises. language- 3. Hire local experts to develop supplementary leveled reading materials. appropriate reading and math Completed in March 2013 for the first tranche of books. materials, i.e., for 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. grades 1-6 and in 4. Develop leveled readers (connect this Task to Task 2 to ensure readers are developed according to best practices) Georgian language. G-PriEd has developed a special section on the Portal for the letter-based (alphabet) readers to make the navigation and selection more user-friendly. Each of the 33 titles is now provided in the separate row together with the adapted version for GSL instruction and respective audiobooks (whenever such exists). G-PriEd continues development of the electronic readers for the portal by grades and reading levels. Until now 46 draft texts have been developed. The detailed status of the book production process is provided in Annex B. 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. In January G-PriEd continued development and finalization of 30 GL and 20 GSL titles, which will be available in electronic format on the Portal as per the table to the right: GL instruction GSL instruction Printed E-version Printed E-version Total Total Total Additionally, USAID approved a sample Grade Alphabet Currently in Alphabet Currently in for Developed Developed for Developed for of a multi-media format of readers. books development adapted development GL & in 2013-14 in 2015 GL in 2015 GSL (2015) (2016) books (2015) (2016) GSL During the month G-PriEd developed 2 1 Grade 20 33 6 59 8 33 41 100 such books. In February, they will be submitted to USAID and upon approval, 2 Grade 19 7 5 31 9 4 13 44 will be uploaded to the Portal with the 3 Grade 18 6 4 28 9 4 13 41 link to the original “paper” book, i.e. 4 Grade 19 6 4 29 8 4 12 41 some readers will be in a paper, audio 5 Grade 13 4 5 22 8 4 12 34 and multi-media formats. 6 Grade 13 4 6 23 4 4 27 102 27 33 30 192 42 33 20 95 287

8. Create posters, cards, big books, other paper-based learning materials for reading and math In November, the 6th issue of newspaper Reading Times for grades 3-4 and 5-6 was printed at the rate of one newspaper per five students in expansion schools. Upon USAID approval to increase the distribution ratio to 1 newspaper per student, in January, G-PriEd ordered an additional print-run to ensure that every student in grades 3-4 and grades 5-6 in pilot and expansion schools receive a copy. G-PriEd continued development of the next (7th) issue of the student newspaper Reading Times for grades 3-4 and 5-6. The issue will include informational articles on paper production, the oldest Chinese board games, geometric shapes, quizzes, winter food recipes, etc. This issue will be printed ASAP, and issues 6 and 7, together with all other instructional resources, will be distributed to pilot and expansion schools in late February/early March. 9. Create a list of grade- and age-appropriate supplemental math problem books, visual aids and manipulatives for math learning; search for availability in local market. Completed in Year 1 of the Project and updated in April 2015. 10. Publish and distribute the supplementary leveled reading materials, posters, cards, big books, and other learning resources in Georgian language to the pilot schools; support the uploading of electronic leveled readers to the MES netbooks. Completed in March 2015 for pilot schools. Procurement of instructional materials (Teacher Resource Books in reading and math; readers and big books, flash demo-manuals and reading (GL and GSL) and math activity cards) continues. In January G-PriEd contracted two more vendors for procurement of posters (math, reading, converstational) and increased 18

print-run for student newspapers. Materials will be ready for distribution in February. In January G-PriEd finalized the marking/packing/distribution plan based on January numbers of teachers, participating in G-PriEd program and students’ numbers. Based on this plan, G-PriEd will request USAID approval for disposition of supplies. In February, G-PriEd will rent a warehouse to consolidate all supplies and prepare them for distribution. Uploading of readers on the Portal continues.

1. After the first year of the pilot, revise and finalize the reading materials. Completed in Summer 2014. 2. Publish and distribute final versions of the supplementary reading materials for all pilot and other target schools.

Task 6: Distribute Same as Task 5. Activity 10 above. paper-based and 3. Develop and implement a plan that increases access of all students to reading materials. electronic age- Completed in 2014 by distribution of reading materials to the pilot schools. and language- Through the Portal after the project ends, all Georgian students will have access to them when the MES makes it open to all Georgian school teachers. appropriate reading and math 4. Provide low-cost and scalable technologies to the project target schools to support the learning of reading and math, including those for reading materials for improvement in ethnic minority schools. grades 1-6 and in Completed in April – May 2013 Georgian 5. Publish and provide grade-appropriate visual aids and manipulatives for math learning to the pilot and the other target schools of the project. language. Completed in April 2015 for pilot schools

6. Publish and provide age-appropriate math learning materials, such as posters, task tools, etc. In July, based on the expansion schools’ student and teacher numbers, G-PriEd issued an RFQ for procurement of math manipulatives. In January, upon USAID COR approval, G-PriEd resubmitted a request for procurement of math manipulatives to the contracting office, since the total cost exceed the $150K ceiling. Upon approval, G-PriEd will complete the procurement process.

COMPONENT 2: READING AND MATH DELIVERY SYSTEMS IMPROVED Subcomponent 2.1: Promote professional standards and support professional development for teachers and administrators. Task 7: Provide 1. Conduct a study to investigate ways of enhancing teacher recruitment, induction, and retention. evidence-based No activities to report this month. recommendations 2. Provide assistance to the EMIS department of the MES to develop relevant data on all teachers for improved Procurement of operational memory to support the virtual server provided by EMIS to G-PriEd to host Resources Portal was resumed. Since none of local effectiveness of vendors can provide international warranty, G-PriEd in agreement with EMIS, reissued collection of bids from the same vendors, who participated in the original teachers and procurement to get new quotes. In February, the successful offerer will be selected together with the EMIS and the procurement will be completed. In parallel, 19

assist in the G-PriEd will request an approval for disposition of these supplies to EMIS. implementation 3. Using the EMIS data, recommend effective mechanisms of managing and promoting teachers and improving induction and retention of qualified teachers. of effective In reference with Task 7, Activity 2, G-PriEd is collaborating with the EMIS to store teacher related training information under one domain. policies for professional 4. Help MES and TPDC develop strategies to attract and retain a professional cadre of teachers. development of No activities to report this month. teachers 5. In line with the project’s school-based professional development model, assist the MES and TPDC in implementing new strategies for effective teaching, induction and retention. On October 29, 2015, G-PriEd received an email confirmation from TPDC regarding the approval of the credit assigning model proposed by G-PriEd for its teacher-beneficiaries, which proposed 2 credits to a teacher taking an e-course or face-to-face course in math or reading (if two courses are taken, a teacher gets 4 credits); 1 credit to a TLC facilitator in ethnic minority school for TLC facilitation work; 4 credits to a TLC facilitator in Georgian school for TLC facilitation work and for facilitation of e-courses; and 1 credit to the Head Teacher, who participates in the BSPE component of the project. In November TPDC sent the approval document to the legal department of the MES for its processing and preparation for the Minister’s signature. In late January TPDC has issued the full list of all international/local projects, which are accredited under the scheme, in its Guide to the Scheme, Volume 2. For full document please refer to http://tpdc.gov.ge/uploads/pdf_documents/gzamkvlevi%20meore%20nawili.pdf. G-PriEd specific activities are listed on pp. 57-58. After reviewing the list, G- PriEd identified an error in definition of eligible activities for the Head Teacher engaged in BSPE activities. G-PriEd plans to send a request to correct the error.

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. Task 8: Expand No activities to report this month. the school-based professional 2. Build capacity of school principals. development In December G-PriEd trained principals of expansion schools in school-based teacher evaluation and classroom observation. At the training principals received model, adjusting detailed information about the reporting function embedded in the Principal Resources Zone of the Portal. This reporting function allows school principals to it as needed for electronically report the following information per each teacher: (a) individual goal-setting meeting; (b) formal classroom observations; (c) unannounced rural and ethnic classroom observations; (d) final evaluation. G-PriEd expansion school principals were expected to start implementation of school-based teacher evaluation minority schools, process and classroom observations. Principals were requested to upload all the observation forms they use and fill out during observations of math and and support reading lessons. G-PriEd plans to summarize the information received via electronic reporting on a monthly basis. appropriate policy In December and January school principals launched school-based teacher evaluation process at their schools. Namely, they conducted orientation session and changes to informed teachers about school-based teacher evaluation system, they also conducted individual planning and goal-setting sessions. Some principals started improve teacher formal and unannounced classroom observations. As the table below demonstrates, 289 principals launched school-based evaluation system and observed professional 2,751 teachers. They have held individual planning and goal-setting meetings with 2,727 teachers. In addition to this, principals from several regions conducted development 21 unannounced and 107 formal observations. School-Based Teacher Evaluation – Principals’ Reports: December 2015 - January 2016 (Expansion Schools) 20

# of Principals # of Classroom Observations # of individual # Region Conducting # of teachers planning # of school-based engaged in # of formal sessions unannounced Sum teacher evaluation observations conducted observations evaluation 1 Samegrelo and Zemo Svaneti 40 356 352 2 17 19 2 Kakheti 31 292 292 0 0 0 3 Kvemo Kartli 18 252 252 0 3 3 4 Mtskheta-Mtianeti 10 83 83 0 0 0 5 Abkhazia 1 7 7 0 0 0 6 Shida Kartli 36 284 283 4 22 26 7 Samtskhe-Javakheti 16 133 127 0 11 11 8 Imereti 52 495 493 5 32 37 9 Guria 23 180 180 6 0 6 10 Racha-Lechkhumi and Kv. Svaneti 7 38 36 2 5 7 11 Tbilisi 34 447 438 0 16 16 12 Adjara 21 184 184 0 1 1 Total 289 2751 2727 21 107 128

Principals of expansion schools are expected to complete the whole cycle of a school-based teacher evaluation by the end of June. G-PriEd will contact those principals who have not reported any activities under this task and encourage them to commence it in February and keep running through June 2016. Pilot school principals are also expected to join their colleagues from expansion schools and continue implementation of school-based teacher evaluation system in February.

Detailed summary statistics for both expansion and pilot schools can be viewed at http://kargiskola.ge/GC/stats/new/dir_new.php The reporting system also allows to access a detailed report of each school with the list of teachers, meeting and observation dates, as well as Mtsidziri School principal conducting an orientation session on school-based teacher evaluation system uploaded observation forms.

3. Assist TPDC in revising professional standards of teachers and the corresponding training and certification programs. No activities this month. 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. Design completed in October – December 2012 2. Create a sampling strategy with control and treatment groups for the impact evaluation of project activities in pilot schools Completed in October – November 2012 3. Create task forces to develop formative assessment methodology. Reading. G-PriEd completed formatting and uploading of the GLL and GSL reading diagnostic test items into the Reading bank of items for E-assess zone of the Portal. All 2,394 test items are formatted as PDF files and uploaded. The reading component of the E-assess zone contains test items, test administration instructions, and student data insertion tables by grades and reading components. G-PriEd has updated the tables of the recommended norms for reading components. The software is ready for piloting, testing and launch to all target schools. In February, G-PriEd will contact some expansion schools, which completed the diagnostic assessment e-sessions and will request them to conduct the complete cycle of the assessment, i.e. test generation, administration, scoring, score data-entry, analysis report generation, review of findings and planning for corrective measures, if needed. G-PriEd will observe in part or in full Task 9: Support the cycle and will interview the participating teachers to identify problems (software, or content) to correct them. Following that G-PriEd will send an email alert improved to all participating schools that E-Assess Reading component is ready for utilization. Additionally G-Pried will request the schools to send notifications of any classroom problems in relation to E-Assess to enable programmers fix any bugs. formative and national Item Bank – GLL assessment Grade # Test methodology in I II III IV V VI reading and math 1 Concepts of the Book 1 table 2 Phoneme Segmentation 16 tables 3 Letter Sound Fluency 16 tables 4 Word Reading 16 tables 16 tables 5 Passage Reading 12 passages 12 passages 12 passages 12 passages 12 passages 6 Vocabulary 20 forms 20 forms 20 forms 20 forms 20 forms Reading Comprehension (Narrative 10 passages with 10 passages with 10 passages with 10 passages with 7 Text) questions questions questions questions Reading Comprehension 10 passages with 10 passages with 10 passages with 10 passages with 8 (Informational Text) questions questions questions questions

Item Bank - GSL Grade # Test I II III IV V VI 1 Concepts of the Book 1 table 22

2 Phoneme Segmentation 12 tables 12 tables 12 tables 3 Letter sound fluency 12 tables 4 Word Reading 12 tables 12 tables 12 tables 5 Passage Reading 12 passages 12 passages 12 passages 12 passages 6 Vocabulary 8 forms 8 forms 8 forms 8 forms Reading Comprehension (Narrative 10 passages with 10 passages with 10 passages with 10 passages with 7 Text) questions questions questions questions Reading Comprehension 10 passages with 10 passages with 10 passages with 10 passages with 8 (Informational Text) questions questions questions questions

Math. In January 2016 G-PriEd continued to validate the Bank of Items. Out of 531 validated items, 135 items were finalized including text editing and design of graphic work; 100 items required improved design; narrative texts of 134 items required editing and are in the process of design change; and 162 required no change design. In early February 2016 G-PriEd will begin to pilot focused test generating software at schools using focused tests once the analytical instrument is designed. The process for software testing will be similar to reading component. Additionally, for those Georgian teachers, who prefer to use pre-set test forms and excel- based analytical instrument, and for math teachers in ethnic minority schools, G-Pried uploaded on the Portal several forms of screening tests (3 in Georgian language and 2 in Azeri, Russian and Armenian). These are the forms, previously used by G-PriEd during pilot schools’ teacher trainings in diagnostic assessment 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.

1. Initiate discussions about the findings from the pilot impact evaluation with the MES. Task 10: Suggest In January G-PriEd, with the assistance of a local statistician, conducted regression analysis of dummy variables and set the benchmarks in reading and math reading and math subjects, based on data from G-PriEd impact assessment. benchmarks and 2. Cooperate with the independent evaluation team and USAID to suggest benchmark, standards and measurements to the MES and work with them to appropriate policy establish final benchmarks/standards of reading and math. changes for 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. Task 11: Support 2. Collaborate with MES to develop/implement a communications plan to engage parents in this model of parent engagement and engage them in increasing development of a their children’s use of the reading materials at home. Georgian model Two G-PriEd parent engagement banners are displayed on 15 buses and 15 bus stations in Tbilisi, 5 buses and 5 bus stations in Kutaisi, and 6 buses and 6 bus of parent stations in Batumi. This component of the campaign will continue through the end of February 2016. engagement and promotion of Additionally, G-PriEd produced three, one-minute videos about the importance of parents reading to their children. These were broadcasted on Maestro TV in expanded January. During these brief infomercials, Nino Dekanoidze, Inga Khiblashvili and Maia Veltauri, G-PriEd pilot school teachers, emphasized the importance of reading/math parental involvement in a child’s reading education. activities. For the infomercials, please follow the links: Nino Dekanoidze - https://www.youtube.com/watch?v=TXav2O1BHBg Maia Veltauri - http://www.myvideo.ge/tv/maestro&seekTime=12-01-2016%2012:26 Inga Khiblashvili - http://www.myvideo.ge/tv/maestro&seekTime=12-01-2016%2010:59

In order to promote G-PriEd proposed model of Parental Engagement, G-PriEd recommended to TLC facilitators to begin conducting meetings on Parental Engagement. In Ferbruary, G-PriEd added a new “parental engagement” activity in the drop-down list of TLC meetings’ activity in the personal accounts of TLC facilitators on G-PriEd Portal. G-PriEd prepared and uploaded presentations for teachers on the Portal which can be used by TLC facilitators during the meeting on parental engagement. In February G-PriEd will finalize and upload on the Portal a 2-hour e-module on parental engagement. This module is intended for use by principals, TLC facilitators and teachers, and is an elective module. The purpose of the e-module is to assist schools in involving parents in children’s education and offers activities and practical examples aimed to increase communication between school and parent. It covers 3 topics: 1. Introduction: Information about Parental engagement space on the Portal, resources prepared in 2013-2015 and recommendations how to use these resources and distribute them to parents. 2. Recommendations to resolve the challenges posed by engaging parents, such as: 1) Improving communication between school and parent; 2) Teaching both parents and school staff about the importance of parental engagement, including work of TLCs 3) Personalization. 3. G-PriEd best practices from 2014 – 2015 with description of PE activities conducted by pilot schools, including photos and videos. 1) “Reading club” 2) “Reading competition” 3. Encourage development/expansion of reading and math clubs in the pilot and expansion clubs. G-PriEd continued collecting and developing materials for the first integrated online learning project/unit aimed at improving reading, math, and business skills in target schools. The online project will contain electronic readers and supplemental exercises on the selected topic “The Paper”. G-PriEd plans to launch its first online project in February. Since social media plays a key role, and Facebook is one of the most popular, G-PriEd will create a Facebook group, and all interested teachers will join once they are verified against G-PriEd target teachers’ database. At a later stage, and with USAID approval, participation may become restriction-free. 4. Develop a model remediation program, support its use in target schools, and support parents’ engagement in these activities (as appropriate to the model selected.)

Following discussions at the Workplan Retreat, G-PriEd started to plan for production of more computer math games for its remediation program. G-PriEd formed a math games development group, which is led by one of G-PriEd’s national trainers in math. With the math games team, G-PriEd developed a sample math computer game, which currently is under another internal review of G-PriEd technical staff. Following that, it will be submitted to USAID for feedback in February, and if approved, G-PriEd will formally engage the team to develop up to 20 math games.

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 inform 2. Support the EMIS agency to integrate the information about innovative programs including those about reading and math, in school report cards. communities, This activity will begin later in project implementation. 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. 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 packages during the trainings. Task 13: Provide G-PriEd distributed CDs with a rap song Money Moves Around in the Community to all 39 pilot schools. The song is played during the last, the 5th, lesson in culturally grade 3, Our Community program. appropriate 2. Liaise with MES and USAID to ensure approval of curriculum. business skills On January 22, the USAID Mission Director Mr. Douglas H. Ball visited Tbilisi school # 133 to attend business skills curricular units to lessons in grade 2 and grade 6. In the 2nd grade, the lesson was delivered by a head teacher and in grade 6 the Grade 1-6 lesson was taught by a volunteer from private sector company TBC Leasing. The visit was recorded by Maestro TV students and aired in the morning show “Sakmiani Dila” (Business Morning) on January 25. As a part of the report on business skills program, the TV channel recorded interviews with the Mission Director, Deputy Minister of Education and Science Ms. Lia Gigauri, Junior Achievement Georgia’s Eka Gegeshidze, school # 133 principal Ms. Liana Putkaradze, Deputy CEO of TBC Leasing and BSPE volunteer Ms. Nato Toronjadze, and G-PriEd’s DCOP. The USAID Mission Director at BSPE grade 2 lesson, Tbilisi School #133, January 22, 2016 26

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 is ongoing. One month extension for completing the movie was requested by the production company and approved by G-PriEd. Once finished, the movie will be recorded on to DVDs and distributed to all 39 pilot schools. 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. Task 14: Deliver Completed in March/April 2015. training and support 4. Support and monitor teacher instruction of curriculum through periodic site visits. Due to the winter vacation, G-PriEd temporarily paused observations of business skills lessons in pilot schools. Observations will resume in February and will be conducted by trained Junior Achievement Georgia (JAG) staff. 150 observations in total will be delivered by JAG. Upon completion of all observations by the end of May, 2016, JAG will analyze the data, including the results from school visits in 2015, provided by G-PriEd master trainers, and produce a report on observations. 5. Develop observations, lessons learned, and improvement plans from the training for use in an expansion phase. No activities this month.

Task 15: Private 1. Develop a strategic plan for recruitment and retention of volunteers in close coordination with private sector players. Sector Completed in November 2015. Recruitment and 2. Recruit and train up to 80 private sector volunteers in the business skills curriculum.

Support MOUs with Rafting GE and Martvili Canyon Tours were signed in # of January, bringing the total number of signed MOUs to 34, with the # Date Company Location Volunteers total number of confirmed volunteers to 137. G-PriEd expects several 1 January 12 Crystal Kutaisi 10 additional MOUs to be signed in February. 2 January 13 Bambyland Batumi 5 G-PriEd continued training private sector volunteers in Tbilisi and Georgian Hazelnut Growers Association Samegrel 3 January 14 3 regions. Six trainings with participation of 37 volunteers were held in (GHGA), Martvili Canyon Tours, Rafting GE o January. More trainings are scheduled for February. 4 January 22 Microsoft, Event Shop, World of Print Tbilisi 3 5 January 26 Crystal Tbilisi 3 6 January 29 Deloitte & Touche Tbilisi 13 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. No activities this month. 4. Develop and implement a public awareness campaign to support G-PriEd activities, including the business skills activities listed under Component 4. The business skills program promotional ads, as well as ads that would promote companies involved in the program, were approved by USAID and MES in January. The ads will be placed on buses and billboards in various regions of Georgia starting in February. The activity is linked with G-PriEd Parental Engagement public awareness campaign, as most of vendors are the same. Additionally, in February G-PriEd will finalize the communication plan for BSPE and other G-PriEd components, which will be shared with USAID and the MES for approval. Activities may include, but are not limited to TV and radio talk-shows, articles in the print media, special celebration or acknowledgement events, and the international conference.

Annex A: January 2016 School Visit Report

School Visits in Reading – January 2016 # of TLC Deputy Date of the Principal Region # School Trainer's Name Teachers Facilitator Principal Visit Attended Observed Observed Attended 1 Batumi School # 15 Davit Chkhaidze 01/22/2016 4 1 1 1 Adjara 2 Batumi School # 22 Nato Urushadze 01/22/2016 4 1 1 0 2 8 2 2 1 Guria 3 Daba Laituri School Nana Gagua 01/21/2016 4 1 1 0 1 4 1 1 0 4 Tbilisi School # 120 Naia Mindiashvili 01/21/2016 4 1 1 0 5 Tbilisi School # 71 Khatuna Chaladze 01/21/2016 4 1 0 0 Tbilisi 6 Tbilisi School # 173 Vardo Vekua 01/22/2016 4 1 1 1 7 Tbilisi School # 167 Tamar Makharadze 01/26/2016 3 1 1 0 8 Tbilisi School # 209 Maia Lortkipanidze 01/29/2016 4 1 1 0 5 19 5 4 1 9 Kutaisi School # 3 Inga Shvelidze 01/22/2016 3 1 1 0 10 Maghlaki School # 1 Maia Esartia 01/25/2016 4 1 1 0

Imereti 11 Kutaisi School # 37 Malvina Shanidze 01/26/2016 4 1 1 0 Khatuna 12 Tskaltubo School # 3 01/26/2016 3 1 1 1 Pirtskhalashvili 13 Rioni School Lia Tsertsvadze 01/26/2016 4 1 1 0 5 18 5 5 1 14 Naphareuli School Nino Balarjishvili 01/27/2016 4 1 1 0 Kakheti 15 Tsinandali School Nino Khachidze 01/22/2016 3 1 0 1 2 7 2 1 1 Racha- Lechkhumi & 16 Ambrolauri School # 1 Teona Sherazadashvili 01/21/2016 4 1 1 0 Kv. Svaneti 1 4 1 1 0

Samegrelo & 17 Darcheli School # 1 Aza Jojua 01/22/2016 4 1 1 0 Zemo Svaneti 18 Akhalsopheli School Khatuna Pantia 01/22/2016 4 1 1 0 2 8 2 2 0

Samtskhe- 19 Arali School Azniv Kirakosyan 01/27/2016 3 1 1 0 Javakheti 20 Vale School # 1 Tamar Lobjanidze 01/29/2016 4 1 1 0 2 7 2 2 0 21 Dab Kazreti School # 1 Madona Kaplanishvili 01/21/2016 4 1 1 0 22 Sartichala School #2 Zeinab Beradze 01/22/2016 5 1 1 0 Kvemo Kartli 23 Rustavi School # 20 Liana Charkviani 01/25/2016 4 1 1 0 24 Rustavi School # 23 Nona Arevadze 01/29/2016 4 1 1 0 4 17 4 4 0 25 Gori School # 9 Davit Chochishvili 01/22/2016 4 1 1 0 26 Mejvriskhevi School Nino Kovziashvili 01/22/2016 4 1 1 0 Shida Kartli 27 Karaleti School #1 Nana Edisherashvili 01/26/2016 4 1 0 1 28 Gori School #4 Elene Betlemishvili 01/28/2016 4 1 1 0 4 16 4 3 1 Total 28 108 28 25 5

School Visits in Math–January 2016

# of TLC Deputy Region # School Trainer's Name Date of the Teachers Facilitator Principal Principal Visit Observed Observed Attended Attended

Guria 1 Chibati School Irina Sharabidze 01/21/2016 4 1 1 0 1 4 1 1 0 2 Tbilisi School # 114 Ianina Gigiberia 01/22/2016 4 1 1 0

3 Tbilisi School # 16 Nato Gaboshvili 01/26/2016 4 1 1 0

Tbilisi 4 Tbilisi School # 181 Paata Chorgolashvili 01/22/2016 4 1 1 0 5 Tbilisi School # 132 Sergo Durglishvili 01/25/2016 4 1 1 0 6 Tbilisi School # 138 Murman Kashia 01/25/2016 4 1 1 0 5 20 5 5 0 7 Terjola School # 2 Mevlud Bardavelidze 01/22/2016 4 1 1 0 8 Kutaisi School # 12 Iagor Balanchivadze 01/26/2016 4 1 1 0

9 Khoni School # 1 Alexander 01/26/2016 4 1 1 0 Badzgaradze Imereti 10 Kutaisi School # 40 Shorena Lomtadze 01/22/2016 4 1 1 0 11 Zodi School Pati Gaprindashvili 01/20/2016 3 1 1 0 5 19 5 5 0 Kakheti 12 Vazisubani School Dimitri Popovi 01/22/2016 3 1 1 0 1 3 1 1 0

13 Onoghia School Manana Sherozia 01/22/2016 3 1 1 0 14 Anaklia School Gocha Dzagania 01/22.2016 4 1 1 0 Samegrelo 15 Mukhurchi School Tsitsino Toria 01/21/2016 4 1 1 0 and Zemo Svaneti 16 Odishi School # 2 Keto Pipia 01/29/2016 4 1 1 0 4 15 4 4 0 Samtskhe- 17 Greli School Marina Janashvili 01/22/2016 3 1 1 0 Javakheti 18 Vali School # 2 Irma Kurdadze 01/26/2016 4 1 1 0 2 7 2 2 0 19 Rustavi School # 17 Lia Mgebrishvili 01/26/2016 3 1 1 0 Kvemo Kartli 20 Rustavi School # 25 Zurab Vakhania 01/22/2016 3 1 1 0 2 6 2 2 0 21 Gori School # 6 Tamar Utnelishvili 01/28/2016 4 1 1 0 Shida Kartli 22 Variani School Mzia Dadvani 01/21/2016 4 1 1 0 23 Gori School # 3 Neli Naskidashvili 01/27/2016 4 1 1 1 3 12 3 3 1 Total 23 86 23 23 1

Annex B: Status of Supplementary Reading Materials Development

Initial Revised B.1: Books for Georgian Language 1Jenr Drafte Illustrat Formatte Grade Level approval and e d ed d Readers by USAID Edited 1 The Friend 1,1 F 2 Address 1,1 F 3 Bao-bao’s Book 1,1 F I 4 When I Get Big 1,1 F 5 What Color is a Frog? 1,3 F 6 A Book about Insects 1,3 P 7 How Toys Flew Away 2,2 F 8 The Piglet with Horny Coat 2,3 F 9 A Crocodile and a Bird II 2,3 F 10 A Cloud that Never Rained 2,3 F 11 A Sad Whale 2,3 F 12 A Girl and a Vase 3,2 F 13 Letter to the Snowman 3,3 F III 14 Squirrel Kato’s Monday 3,3 F 15 Happy Octopus 3,3 F 16 Jim Carrey 4,2 I 17 Fly 4,3 F IV 18 Electromobile 4,3 I 19 Little Canine 4,3 F 20 Compass 5,2 F 21 Autism 5,2 I 22 The Ports V 5,2 I 23 3D 5,2 I 24 One Jar of Apples 5,2 F 25 History of Bread 6,2 I 26 Fricky Forces of the Nature 6,2 I 27 Jumber Lejava 6,2 I VI 28 Steve Paul Jobs 6,1 I 29 Buba 6,2 F 30 Lantern 6,2 F Total 30

Initial Revised B.1: Books for Georgian as the Draft Illustrate Formatt Grade Level Jenre approval by and ed d ed second language Readers USAID Edited 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 6 The Tortoise, the Rabbit and the Fox 3,3 F 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 Nrothern Deers 5,3 F 14 Rhinoceros 5,3 F V 15 Where We Live (Sun and Planets) 5,3 I 16 First Space Tourist 5,3 I Total 16

1 P stands for poetry, F – fiction, I – informational, M – mix of jenres

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 related to winter holidays. - The drop in users correspond to Saturdays and Sundays.

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

“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 months in 2015.

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

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

Organization/ Department/ Name/Surname Topic Date Representative Participated in the review committee of proposals received in response of TPDC and MCA-Georgia Indira Amiranashvili January 26 MCA-MCC call for basic education activity

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

Subject of the G-PriEd N Status Correspondence sent by G-PriEd Registration # G-PriEd provided to the MES materials of all seven 1 01/05/16-NC-394 Competed BSPE programs (modules) Request on approval BS banners for bus advertising 2 01/20/16-NC-395 Competed campaign

Subject of the G-PriEd N Correspondence received by G-PriEd Registration # 1 An approval and permission to use the MES logo on BSPE banners MES 7 16 00048342

2 A comment about the slogan of BSPE banners MES 9 16 00059289