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

GEORGIA PRIMARY

EDUCATION PROJECT

MONTHLY REPORT NOVEMBER 1-30, 2014

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

USAID COR: Medea Kakachia Chief of Party: Nancy Parks

8 December 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 NOVEMBER 2014

 1,062 primary grade teachers trained: 886 teachers from 103 Georgian pilot schools and 176 teachers from 19 ethnic minority schools  Teacher attendance rate at training sessions was 84%  105 pilot school principals and 37 heads of regional Educational Resource Centers trained in school-based teacher evaluation and parent engagement strategies  139 school visits conducted by national trainers; 252 reading Lia Gigauri, Deputy Minister of Education, welcomes school principals and ERC teachers observed in 68 schools and 275 math teachers representatives at G-PriEd workshop observed in 71 school  134 TLC facilitators observed while conducting TLC meetings  105 schools reported using classroom diagnostic assessments  33 schools reported in conducting TLC meetings focused on parental engagement  18 pilot schools appointed a staff member to be responsible for parental engagement activities  9 pilot schools submitted schedules of planned parental

engagement activities TLC meeting in Kutaisi School #32  “E-Assess” concept presented to NAEC  Third shipment of training materials in GLS for ethnic minority schools dispatched  Subcontracts for professional printing of instructional materials signed  RFQ for procurement of math manipulatives issued

PLANNED ACTIVITIES DECEMBER 2014

 Conduct a minimum of 90 school visits by math and reading national trainers  Present G-PriEd’s School-based Teacher Evaluation model to MES and its relevant agencies  Translate TLC facilitators’ reports  Conduct a competition among pilot schools for the best parental engagement slogan  Conduct a focus group among parents and MES personnel to prepare parental engagement messages for public awareness  Broadcast three one-minute video clips on G-PriEd’s activities on Maestro TV channel  Organize a meeting with the MES and TPDC to present the G-PriEd Resource Portal concept  Continue to develop technical description of G-PriEd Resource Portal and prepare content for front pages  Develop software program and incorporate bank of test items into it  Distribute printed instructional resources to pilot schools

 Procure additional math manipulatives  Recruit personnel to develop multi-media products (math and reading games and simulators) for the G-PriEd Resource Portal  Continue to assist in the development of excel-based score and analysis sheets for math diagnostic assessments  Print the final versions of leveled readers, flash cards, activity cards, and student newspapers  Complete filming of the videos on reading fluency instruction and diagnostic reading assessment  Begin development of GSL conversational posters  Continue development of the next set of supplementary leveled readers, diagnostic assessment forms, and materials for the G-PriEd resource portal

ANNEXES

Annex A: November School Visit Report Annex B: G-PriEd/MES Correspondence in November Annex C: Status of USAID/MES Approval of G-PriEd Materials in November Annex D: G-PriEd Official Meetings in November Annex E: TLC Parental Engagement Report Form Annex F: Report on the Introduction of Classroom Diagnostic Assessments

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 NOVEMBER 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. In November, G-PriEd held a two-day workshop for pilot school principals and heads of ERCs. Detailed information is provided below in Task 8. The next meeting with principals will be held in January 2015. Task 1: Develop, 4. Assist the schools/MES in identifying teacher facilitators in the pilot schools. propose, and support Completed, June 2013 the implementation of 5. During pilot phase, provide sample materials and quality assurance procedures to support TLC school-based facilitators. mechanisms for G-PriEd continued to provide materials to TLC facilitators. Through its Facebook page, the facilitators promoting received a teacher self-assessment form that all teachers are expected to complete as part of the professional teacher evaluation process. G-PriEd urged TLC facilitators to discuss the self-evaluation form with the development of math teachers at TLC meetings. and reading teachers Teachers are actively engaged in TLC activities as evidenced by the many photos and entries posted on the TLC Facebook page. In November, TLCs were primarily engaged in the analysis of classroom diagnostic assessment results. However, other activities, such as model lessons and lesson studies, were also conducted. School principals will submit detailed reports of the September-December TLC TLC meeting in Ikalto School activities on January 15, 2015. 6. Support and monitor, in cooperation with TPDC, the work of the teacher facilitators in pilot schools. School Visits. G-PriEd national trainers continued their visits to pilot schools. The purpose of the school visits was to observe math and Georgian language teachers delivering their lessons and TLC facilitators conducting meetings in order to provide constructive feedback on their practices. Each trainer observed 3-4 teachers and one TLC facilitator per school visit.

G-PriEd national trainers conducted 139 school visits (reading trainers visited 68 schools and math trainers visited 71 schools) to observe 252 Georgian language and 275 math teachers during this period. In addition, the trainers observed 134 TLC meetings. (Annex A: November School Visit Report). Reading Observations Math Observations G-PriEd also encouraged school Schools Teachers TLCs Schools Teachers TLCs principals to accompany the Visited Observed Observed Visited Observed Observed trainers during classroom and TLC Abkhazia 2 8 2 1 4 1 Adjara 5 20 5 8 29 8 observations and attend the Guria 3 12 3 4 16 4 feedback sessions between the Tbilisi 5 19 5 4 16 4 teachers and trainers. During 112 Imereti 13 48 13 10 39 9 out of 139 school visits, the school Kakheti 7 27 6 7 28 6 Mtskheta-Mtianeti 3 12 3 2 8 2 principals or deputy principals Racha-Lechkhumi & joined the national trainers in 4 17 4 4 15 4 Kv. Svaneti observing classrooms and Samegrelo & Zemo 7 27 7 6 24 5 participated in the feedback Svaneti Samtskhe-Javakheti 9 31 9 8 29 8 sessions. Involving principals in the Kvemo Kartli 7 20 7 9 35 8 teacher evaluation process Shida Kartli 3 11 3 8 32 8 promotes principals as instructional Total 68 252 67 71 275 67 leaders in their schools.

Math lesson observed in Gori Reading lesson observed in Gori G-PriEd Math National Trainer and School # 12 School # 8 School Principal conducting a feedback session

ERC Visits to G-PriEd Schools. The regional Educational Resource Centers (ERCs) are very important components in the education system. As G- PriEd launches its activities in the expansion schools, ERCs will play an important role in driving and sustaining the innovative educational ideas, practices and resources that G-PriEd has introduced. Therefore it is critical that ERC representatives not only participate in G-PriEd workshops, but also visit the schools to see G-PriEd’s innovations implemented in the classrooms. On November 27, the head of Gori ERC, Zurab Kareli visited Gori School # 12, the first ERC representative to visit a G-PriEd pilot school. He observed math and reading lessons, met with the teachers and school principals and saw various instructional resources provided by G-PriEd. G-PriEd will continue to encourage ERCs to participate in project events as the first step in guaranteeing the sustainability of project-introduced innovations.

Zurab Kareli, Head of Gori Educational Resource Center visiting Gori School # 12

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

reading and math, 2. Develop TOT manuals for national trainers in reading. design TOT program G-PriEd distributed all training manuals for trainers to use during the November-December TOT sessions. PowerPoint slides supplement the for them, and provide training manuals. teaching/guidance on training teachers and 3. Develop TOT manuals for national trainers in math. teacher facilitators. G-PriEd developed materials for the TOT focused on ethnic minority schools including manuals and handouts translated into Azeri, Armenian, and Russian. All materials were delivered to training venues. Translation of the Math Resource book into Russian, Armenian, and Azeri is in progress for planned distribution in December. 4. Develop TOT manual for national trainers of TLC facilitators. This activity was completed in April 2014. 5. Create video lessons and/or other multi-media assistance for national trainers of reading and math. Reading. G-PriEd drafted the scripts for two videos: 1) Diagnostic Assessment of Reading; and 2) Reading Fluency: Repeated Readings. Filming will begin in December. Math. A selected group of G-PriEd National Trainers and math specialists met on November 20th to begin development of the Resource Book on Differentiated Instruction in Math. Working under the supervision of G-PriEd’s Math Improvement Director, the group will produce materials for the G-PriEd e-Resource Portal. 6. Hire national trainers in reading and math in collaboration with the TPDC. A competitive recruitment for national trainers in Adjara, Guria, Samtskhe-Javakheti, Kvemo Kartli, Kakheti, Mtskheta-Mtianeti, Racha, Svaneti, Imereti, and Samegrelo has been initiated, but is on hold until G-PriEd finalizes the expansion plan with the MES. 7. Prepare national trainers to train teachers and teacher facilitators of reading and math in use of training materials. Math. G-PriEd completed training of the Math national trainers in November. Azeri trainers were trained November 1-2 on “Using the Constructivist Method” (Grades 5-6) and November 22-25 on “Differentiated Instruction in Math” (Grades 1-4 and 5-6). Trainings were conducted in G-PriEd’s office. Reading. Training of Trainers was delivered for Grade 1-4 trainers and separately for GSL trainers. Trainers received guidelines and materials for facilitating all sessions. TLCs. Completed in September. 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. G-PriEd distributed all trainee materials on Formative Assessment, Constructivism, and Differentiated Instruction, translated in Russian, Armenian, and Azeri, to ethnic minority training venues. Reading. Part II of the teacher’s manual for GSL was edited to reflect comments from the National Curriculum Department and then distributed to all training venues. Topics covered in the manual include: diagnostic assessment of reading skills in a second language, effective 7

strategies for teaching vocabulary, differentiated reading instruction, and teaching writing. 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. Teacher training continued throughout November; the only challenge was caused by snow in the high mountainous region of Racha- Lechkhumi, which resulted in postponing math training for the Ambrolauri cohort. In spite of the winter weather, the overall participation rate Task 3. Support at the trainings was 84%. The detailed breakdown by each type of training held in November and number of participant is given in the table national trainers to below: train teachers and # of participants Actual Participation Type of Training teacher facilitators in planned participation rate % the pilot schools in Grade 5-6 math teachers 202 186 92 methods they can use Grade 5-6 reading teachers 237 190 80 to improve reading Grade 1-4 reading and math teachers 644 510 79 and math outcomes GSL reading teachers Grades 1-6 73 52 71

Grade 5-6 ethnic minority math teachers 36 33 92 Grade 1-4 ethnic minority math teachers 101 91 90 Total 1293 1062 84%

Training sessions will end by December 14th, as noted in the table below:

Type of training December Grade 5-6 math teachers grade 5-6 Dec 6-7 Dec 13-14 Grade 1-4 reading teachers Dec 6-7 Grade 5-6 ethnic minority math teachers Dec 6 Dec 13 Grade 1-4 ethnic minority math teachers Dec 7 Dec 14

5. Finalize training manual and other learning materials in line with the TOT training manuals. All trainee materials are aligned with the ToT training manuals. G-PriEd completed distribution of the teacher training materials for the Fall 2014 training sessions. 6. Develop QA plan to support the national trainers in delivering high quality training. G-PriEd's Training Quality Assurance Plan has been completed and submitted to USAID. A report on the Fall 2014 training sessions will be provided upon completion and analysis of data from the Fall 2014 training sessions. G-PriEd collects data from pre-tests and tracks teacher attendance. After each training session, the national trainers submit detailed hourly attendance from each teacher training venue. The data is entered into G-PriEd’s database which calculates the cumulative attendance rate of each teacher after completion of the training cycle. The data collection process is ongoing through the training cycle. Once the training cycle is completed, the data will be analyzed for the detailed training report. 7. Support national trainers to train teachers and teacher facilitators in the pilot schools, while cooperating with TPDC and MES. Training for national trainers is detailed in 2.7 8. Monitor teacher training effectiveness; develop and share teacher training study reports with MES G-PriEd monitors training effectiveness through school visits by national trainers (described in 1.6 above). Project staff have observed that the teachers respond favorably to visits from the G-PriEd technical experts and are more likely to make changes in their classroom practice when provided direct descriptive feedback by them. As a result, G-PriEd is increasing the number of staff visits to schools, particularly the schools that have been identified as having the most challenges. The goal is to work directly with as many teachers as possible to build their confidence in implementing the new teaching strategies. G-PriEd’s Reading Improvement Director visited three schools (Ganjali, Karajala, Geta) to assess the administration and analysis of classroom diagnostic assessments and provide suggestions for further planning of instruction based on the assessment results. In all three schools teachers had conducted diagnostic assessments and presented their results. Principals had also motivated teachers to use the tool for planning and aligning instruction. In Karajala, teachers faced the problem of low scores due to the fact that the Georgian language test items were too difficult for non-Georgian students. This school is a special case in that it is basically an ethnic minority school but is registered as a Georgian language school. Therefore, the students are tested as native speakers when in reality they should receive GSL instruction. G-PriEd’s reading expert provided important practical suggestions for analyzing test results and using the data to develop differentiated lessons. A complete report of G-PriEd’s efforts to introduce classroom diagnostic assessments in the schools is in Annex F. 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 was submitted with the May 2014 monthly report.

Task 4. Expand the 1. Process results of all teacher training. g training of teachers 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 9

and teacher facilitators monthly report. to the other target The results of the second cycle of trainings in Fall 2013 submitted in the December 2013 monthly report. schools of the project. The results of the third cycle of trainings in Spring 2014 submitted in the May 2014 monthly report. 2. Identify and agree with USAID and MES on the list of additional target schools in which project interventions will be rolled out. G-PriEd has initiated discussions regarding the rollout plan with the MES but the school identification process will not begin until Spring 2015. 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. The results of the third cycle of trainings conducted in Spring 2014 submitted in the May 2014 monthly report. The Fall 2014 training cycle report will be completed in January 2015.

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 Task 5. Develop paper- 3. Hire local experts to develop supplementary leveled reading materials. based and electronic Completed in March 2013 age-and language- 4. Develop leveled readers (connect this Task to Task 2 to ensure readers are developed according to best practices) appropriate reading and math materials, Formatting and final proofreading of leveled readers continues. Readers for grades 1, 2, 5, and 6 were sent for printing. Proofreading and final i.e., for grades 1-6 and formatting for Grade 3 and 4 readers are nearing completion. This task will be completed the first week in December. in Georgian language. 5. Test the supplementary reading materials in pilot schools to determine whether they are properly leveled.

This has been completed for the previous set of readers. 6. Finalize the leveled reading materials; develop mechanisms for teachers to support their incorporation in the learning process. All training manuals include a variety of instructional strategies and activities for using G-PriEd leveled readers in the classroom. During training sessions, teachers brainstorm and practice the use of the readers in shared reading, repeated readings, and guided reading activities, independent reading, and reading theatre. Teachers also receive guidance on matching the readers with the students’ reading levels.

7. Create electronic versions of the supplementary reading materials. This activity will begin later during project implementation. 8. Create posters, cards, big books, other paper-based learning materials for reading and math Reading. Six big books and two types of flashcards (400 big word cards and 560 small word cards) have been sent for printing. The other two types of flashcards (big picture cards and small picture cards) will be sent for printing in the first week in December. G-PriEd staff completed 240 Georgian Language activity cards to send for publication and drafted eight conversational posters to be used in GSL instruction. Math. G-PriEd finalized the competition for best handmade math visual aids. The panel of judges included representatives from TPDC and the MES Curriculum Department and G-PriEd staff. The unanimous decision was to award the teachers from Khabume School #2 because of their active participation in the competition. In December, G-PriEd will provide the prizes to the school. Overall, the competition showed that teachers need more support to develop their own instructional materials. G-PriEd will address this need in the video the project is preparing on the effective use of math manipulatives in the classroom. 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. In early November two subcontracts were executed for professional printing services, packaging, and consolidation of materials for 123 recipients (122 pilot schools and G-PriEd). Color Printing House began printing Grade 1, 2, 5, and 6 readers, 44 designs of math posters in four languages, 12 designs of reading posters, and 6 titles of big books. Print Master began printing 180 titles of math activity cards in four Task 6: Distribute languages. In December both vendors will print the remaining products: readers for grades 3 and 4, parent engagement cards in 4 languages, paper-based and 240 GSL and 240 GL reading activity cards and four types of flash cards for ethnic minority students. Depending on the status of printing, G- electronic age- and PriEd will either distribute all products toward the end of December or will split distribution in two deliveries in December and in January. language-appropriate reading and math 2. After the first year of the pilot, revise and finalize the reading materials. materials for grades 1- Completed in Summer 2014. 6 and in Georgian 3. Publish and distribute final versions of the supplementary reading materials for all pilot and other target schools. language. In reference to Task 6. 1 above, G-PriEd is producing a total of 103 titles of readers with the following specifications and print runs: Product title Specifications # of titles Print run Readers, grade 1 Size: A5; Color: full 20 570 Readers, grade 2 color. Inside weight: 19 540 Readers, grade 3 200 gr.; Cover: 300 18 560 Readers, grade 4 gr., glossy. 20 615 Readers, grade 5 Packaging: by sets 13 600

Readers, grade 6 13 530 Readers will be distributed at the rate of one reader for every six students. 4. Develop and implement a plan that increases access of all students to reading materials. G-PriEd’s plan for increasing access to reading materials encompasses an array of print materials: supplementary readers, reading and math activity cards, student newspapers, classroom posters, and flashcards. These materials will be printed and distributed throughout the 2014- 2015 school year. G-PriEd’s goal is to provide a print-rich environment in the schools to encourage active student readers. In December G-PriEd will distribute an additional two issues of the student newspaper Reading Times to students in grades 3-4 and 5-6. 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. After receiving approval from USAID, G-PriEd released an RFQ for the procurement of 3,000 to 4,000 units of three types of essential math manipulatives, i.e., fraction tiles, base 10 decimal blocks, and linking cubes. These quantities will allow for one of each type of manipulative for every four students which significantly increase the impact these aids will have on math learning in primary grades. Additionally, G-PriEd will procure math sticks for all first graders and Georgian magnetic alphabet boards for first and second grade ethnic minority students. The deadline for submission of bids is December 1, 2014. 7. Publish and provide age-appropriate math learning materials, such as posters, task tools, etc. Please refer to Task 6.1.

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 conducted this month. recommendations for 2. Provide assistance to the EMIS department of the MES to develop relevant data on all teachers. improved No activities conducted this month. effectiveness of 3. Using the EMIS data, recommend effective mechanisms of managing and promoting teachers and improving induction and retention of teachers and assist in qualified teachers. the implementation of effective policies for This activity will begin later in project implementation. professional 4. Help MES and TPDC develop strategies to attract and retain a professional cadre of teachers. development of G-PriEd’s COP continued conducting a course in principal instructional leadership at Ilia State University. During this month, G-PriEd’s Teacher

teachers Effectiveness Director delivered a lecture on the project’s school-based teacher learning circle model. Students also visited a G-PriEd pilot school to discuss the principal’s vision of success for all students. Ilia State has requested a meeting in December with the project to discuss future collaboration. Working with the graduate students enables G- PriEd to introduce its innovations at the pre-service level. 5. In line with the project’s school-based professional development model, assist the MES and TPDC in implementing new strategies for effective teaching, induction and retention. The MES hosted a meeting to present its draft of the educational strategy which includes the professional development model. The meeting, attended by all international donors active in education, was convened by the Georgian Prime Minister and Minister of Education. With limited time, only the highlights of the new strategy were presented. G-PriEd will continue to work with the MES, as requested, to refine the school- based professional development model. G-PriEd learned from GOPA, MCA-Georgia’s contractor, that it had based its recommended school-based professional development strategy on G-PrIEd’s model. Alignment of the models with MCA, which is working on secondary education issues, and G-PriEd, which is focused on primary education, ensures a cohesive Grade 1-12 program for the MES.

1. As agreed upon with MES, provide assistance to TPDC to revise professional standards of principals and the corresponding training and certification programs, to incorporate the major concepts of school-based professional development introduced by the project. No activities other than the one identified in 7.4 above. Task 8: Expand the 2. Build capacity of school principals. school-based professional G-PriEd continues to support school principals as instructional leaders. Throughout November G-PriEd offered five, two-day workshops, development model, conducted by G-PriEd’s Teacher Effectiveness Director, in Tbilisi, on School-based Teacher Evaluation. A total of 110 principals of pilot schools, adjusting it as needed as well as 45 directors of the Educational Resource Centers (ERCs) participated in a two-day workshop. The workshop was strongly supported for rural and ethnic by the Ministry of Education and Science of Georgia and its agencies. Deputy Minister of Education Lia Gigauri, Giorgi Machabeli, Head of TPDC, minority schools, and and other representatives of the MES leadership team delivered welcoming remarks on the first day of each two-day workshop and support appropriate emphasized the importance of teacher evaluation at the school level. G-PriEd Chief of Party welcomed participants in all five training sessions, policy changes to thanked them for their active participation and informed them of the instructional resources schools would receive through the pilot stage. The improve teacher COP also emphasized the importance of the role of ERCs during the expansion stage. professional # of Participants development Cohorts Workshop Dates Regions Principals ERCs Total Cohort 1 10-11 November Imereti, Guria 24 9 33

Cohort 2 13-14 November Samegrelo-Zemo Sv., Abkhazia, Adjara 23 7 29

Cohort 3 17-18 November Racha-Lechkhumi - Kvemo Sv., Shida Kartli, 23 9 32 Mtskheta-Mtianeti, Kvemo Kartli

Cohort 4 20-21 November Tbilisi, Kakheti, Samtskhe-Javakheti 22 7 29

Kakheti, Kvemo Kartli, Samtskhe-Javakheti (Non- Cohort 5 24-25 November 13 5 15 Georgian Schools) Total 105 37 142 The goal of the workshop was to improve the skills of school principals and ERCs to support school-based teacher professional development and teacher evaluation. In addition, G-PriEd’s Parental Engagement Specialist introduced the participants to effective strategies for involving parents in school activities. The following topics were covered during the two-day workshop:  Importance of school-based teacher evaluation  Teacher standards, evaluation criteria and rubrics  The stages and process of teacher evaluation  Roles and responsibilities of principals and teachers  Data collection strategies and instruments  Parental engagement strategies  Analysis of classroom diagnostic tests. G-PriEd urged principals to begin the teacher evaluation process after the trainings. By the end of the first semester, they are expected to hold an orientation session with all teachers to introduce the new system. Following the orientation meeting, principals will meet with each Participants from the Imereti region teacher individually to set professional development goals for the rest of the year. Principals working in a group will submit the midterm report on January 15th. The seventeen principals who could not participate in the workshop, participated in a phone consultation with the G-PriEd Teacher Effectiveness Director and received the guidebook. They will be provided with additional recommendations and support at the next meeting in January. 3. Assist TPDC in revising professional standards of teachers and the corresponding training and certification programs. On November 22, G-PriEd’s Teacher Effectiveness Director participated in a workshop on the Teacher Professional Development Scheme hosted by TPDC in Telavi. The purpose of the workshop was to revise the draft version of the document and develop recommendations for its improvement. G-PriEd’s representative presented the G-PriEd model of school-based teacher evaluation and provided recommendations on the following components of the scheme: components of school-based teacher evaluation; strategies for (internal) school-based teacher evaluation, and the roles and responsibilities of school leadership in implementing internal teacher evaluation. In addition to this, it was agreed

that during the transition period (from the old to the new scheme) all certified and non-certified teachers who participate in the G-PriEd project would receive credits toward certification. As for the new scheme, it will allow all G-PriEd teachers to earn credits through the components of training and school-based professional development activities. 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. 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. G-PriEd developed plans for increasing the number of test items for use in the classroom diagnostic assessment software to approximately 3,150. In November, G-PriEd convened the item developers’ group of eight technical experts to develop the additional test items in math. According to the established E-Assess parameters, each test item will be coded by subject, grade, competency, indicator within the Task 9: Support competency, level of difficulty, and type of response. Coding for reading and math items will differ. Some of the test items will be used to improved classroom create alternative paper tests for schools to be used during the 2014-2015 academic year in the classroom as one of the many types of formative and national formative assessment techniques G-PriEd is introducing. In December G-PriEd will provide Form 2 in math for grades 1-6 and in January G-PriEd assessment will provide Form 3 in math. All items used in the paper forms will also be placed into the E-Assess bank of test items which is part of the overall methodology in Formative Assessment Zone on the G-PriEd portal. reading and math A working group of six people began development of reading diagnostic test items for Georgian language and GSL. Some of the items will be used for creating and distributing the winter package of classroom diagnostic assessments for monitoring student progress in pilot schools. 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. To further strengthen the use of formative assessments, G-PriEd proposed development of an E-Assess program which would allow teachers to generate classroom diagnostic assessments as needed. As discussion of E-Assess continued, G-PriEd expanded the vision to include an online portal to house all of the project’s resources to provide the MES, its ancillary agencies, schools, and parents access to them. As a result, the G- PriEd Resource Portal, until recently only an idea, has now become a full-fledged project. In November, G-PriEd presented the concept of E-Assess to NAEC. As a result of the meeting, it was decided to emphasize the overall concept 15

of Formative Assessment by creating a Formative Assessment Zone within the G-PriEd Portal. The zone would contain the E-Assess bank of test items as well as many formative assessment activities and instruments. 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 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. Task 10: Suggest This activity will begin later in project implementation. reading and math 2. Cooperate with the independent evaluation team and USAID to suggest benchmark, standards and measurements to the MES and work with benchmarks and them to establish final benchmarks/standards of reading and math. appropriate policy G-PriEd supplied additional information to the impact assessors from NORC who have begun the process of analyzing data from the baseline changes for Georgia. assessment. The project also liaised with the EMIS department of the MES on behalf of NORC to obtain school data from previous years. 3. Suggest policy changes that have demonstrated improved reading outcomes in Georgia This activity will begin later in project implementation.

COMPONENT 3: ENHANCE COMMUNITY AND PUBLIC ENGAGEMENT, ACCOUNTABILITY AND TRANSPARENCY Subcomponent 3.1: Promote Expanded Student Participation in Reading/Math Activities and Parent Engagement in Children’s Reading/Math Outcomes Through School-Based Committees Task 11: Support 1. Work with MES to develop a model of parent engagement. development of a Completed in December 2012, although subsequent changes in MES personnel have necessitated revisions to the model.

Georgian model of 2. Collaborate with MES to develop/implement a communications plan to engage parents in this model of parent engagement and engage parent engagement them in increasing their children’s use of the reading materials at home. and promotion of Pilot Schools Principals training session in parental engagement: During the principal workshops in November, G-PriEd suggested activities for expanded increasing the participation of parents in their children’s education and raising awareness of the importance of parental engagement among reading/math teachers and parents. G-PriEd stressed that parental engagement requires the cooperation of three groups: principals, facilitators, and school activities. points of contact. G-PriEd provided detailed information about the responsibilities of all groups and sent the information to the principals after the training to ensure that each principal had all the information to implement an effective program. G-PriEd urged principals to encourage facilitators to conduct a TLC meeting focused on parental engagement to motivate teachers to be initiators in communication with parents. Principals were also encouraged to initiate school-wide parental engagement activities. G-PriEd proposed that each principal nominate a point of contact to be responsible for organizing and reporting on the activities held at each school. By the end of November, 18 pilot schools had designated a point of contact and nine schools had submitted a detailed parental engagement plan. The deadline for providing G- PriEd with the name of the point of contact is December 15. TLC meetings /facilitators report: G-PriEd provided the TLC facilitators with a form (Annex E) to report on actions taken at the TLC meeting focused on parental engagement. To date, 33 TLC The play "Conversations with Tbilisi School #22: Parental facilitators reported conducting TLC meetings specifically to address Fathers" performed during a engagement event "We read parental engagement activity in together" the challenge of including parents in school activities. A summary of Ikalto School the reports will be provided in the December monthly report. G-PriEd competition for best parental engagement slogan: G-PriEd has asked schools to submit the best slogan for the parental engagement public awareness campaign. The deadline for submitting slogans is December 21. The best slogans/messages will be used in a public awareness campaign to be jointly conducted by G-PriEd and the MES. 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. Task 12: Support local 1. Strengthen the work in the EMIS agency of the MES on school report cards. and national initiatives No activities conducted this month. 17

that inform 2. Support the EMIS agency to integrate the information about innovative programs including those about reading and math, in school report communities, parents, cards. and students about This activity will begin later in project implementation. schools’ reading and math activities 3. Advocate for the recognition of those schools that implement innovative reading and math programs by assigning a score in the principal 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. This activity will begin later in project implementation.

Annex A: November School Visit Report

Number of schools visited: 71 Number of Teachers observed: 275 November School Visits in Reading Number of TLCs observed: 67

# of Principal TLC Region # Name of the School Name of the Trainer Date of Visit Teachers /deputy Observed Observed attended

1 Abkhazia School #11 Aza Jojua 12.11.2014 4 Yes Yes Abkhazia 2 Abkhazia School #7 Aza Jojua 14.11.2014 4 Yes Yes 2 8 2 2

3 Chkhutuneti School Ana Loria 26.11.2014 4 yes yes 4 Chakvi School #2 Nato Urushadze 21.11.2014 4 Yes yes Adjara 5 Batumi School #27 Nargiz Beridze 28.11.2014 4 Yes 6 Batumi School # 8 Nato Urushadze 14.11.2014 4 Yes Yes 7 Agara School Nargiz Beridze 17.11.2014 4 Yes Yes 5 20 5 4

8 Gogolesubani School Irma Janiashvili 17.11.2014 4 Yes Yes Guria 9 Amaghleba School Irma Janiashvili 06.11.2014 4 Yes Yes 10 Ozurgeti School #2 Nana Gagua 13.11.2014 4 Yes Yes 3 12 3 3

11 Tbilisi School #45 Eter Apkhazava 21.11.2014 4 Yes Yes 12 Tbilisi School #102 Tamar Makharadze 28.11.2014 3 Yes Tbilisi 13 Tbilisi School #64 Eter Apkhazava 14.11.2014 4 Yes Yes 14 Tbilisi School #87 Tamar Makharadze 25.11.2014 4 Yes 15 Tbilisi School #133 Liana Charkviani 11.11.2014 4 Yes Yes 5 19 5 3

16 Kitskhi School Maia Esartia 10.11.2014 4 Yes Yes 17 Gorisa School Malvina Shanidze 28.11.2014 4 Yes Yes 18 Dilikauri School Malvina Shanidze 07.11.2014 4 Yes Yes 19 Bori School Lia Tsertsvadze 04.11.2014 4 Yes Yes 20 Banoja School Lia Tsertsvadze 28.11.2014 3 Yes Yes 21 Bazaleti School Malvina Shanidze 17.11.2014 4 Yes Yes Imereti 22 Shukruti School Maia Esartia 24.11.2014 2 Yes Yes Patskhanakanevi 23 School #3 Khatuna Pirtskhalashvili 18.11.2014 4 Yes Yes 24 Kutaisi School #35 Lia Tsertsvadze 13.11.2014 3 Yes Yes 25 Rodinauli School Lia Tsertsvadze 03.11.2014 4 Yes Yes 26 Kvakhchiri School Lia Tsertsvadze 18.11.2014 4 Yes Yes 27 Tskaltubo School #1 Malvina Shanidze 21.11.2014 4 Yes Yes 28 Kutaisi School #32 Khatuna Pirtskhalashvili 11.11.2014 4 Yes 13 48 13 12

29 Sagarejo School #3 Liana Charkviani 03.11.2014 4 Yes Yes 30 Apheni School #2 Naia Mindiashvili 20.11.2014 4 Yes Yes Kakheti 31 Shilda School #2 Nino Balarjishvili 25.11.2014 3 Yes Yes 32 Bakurtsikhe School Nino Balarjishvili 26.11.2014 4 Yes Yes 33 Gurjaani School Ketevan Sumbadze 25.11.2014 4 Yes Yes

34 Karajala School Nino Khachidze 19.11.2014 4 Yes Yes 35 Lambalo School Zeinab Beradze 14.11.2014 4 7 27 6 6

36 Mtskheta School #2 Tamar Makharadze 18.11.2014 4 Yes Yes Mtskheta- Mtianeti 37 Magharoskari School Tamar Makharadze 11.11.2014 4 Yes 38 Mtskheta School #1 Giorgi Chauchidze 07.11.2014 4 Yes Yes 3 12 3 2

Racha- 39 Orbeli School Khatuna Bendeliani 18.11.2014 4 Yes Yes Lechkhumi 40 Nasperi School Khatuna Bendeliani 13.11.2014 4 Yes and Kvemo 41 Kveda Tsageri School Khatuna Bendeliani 11.10.2014 5 Yes Yes Svaneti 42 Ambrolauri School #2 Teona Sherazadishvili 10.11.2014 4 Yes Yes 4 17 4 3

43 Nakhurtsilao School Khatuna Pantia 11.11.2014 3 Yes Yes 44 Kirtskhis Temi Aza Jojua 28.11.2014 4 Yes Yes

Samegrelo 45 Zugdidi School #11 Khatuna Pantia 07.11.2014 4 Yes Yes and Zemo 46 Bandza School Aza Jojua 26.11.2014 4 Yes Yes Svaneti 47 Chkhorotsku School #2 Aza Jojua 19.11.2014 4 Yes Yes 48 Kakhati School #2 Aza Jojua 07.11.2014 4 Yes Yes 49 Martvili School #2 Aza Jojua 21.11.2014 4 Yes Yes 7 27 7 7

50 Spasovka School #1 Elmira Kspoyan 28.11.2014 4 Yes Yes 51 Gomaro School Tamar Lobjanidze 07.11.2014 4 Yes Yes 52 Varkhani School Tamar Lobjanidze 28.11.2014 4 Yes Yes 53 Zanavi School Tamar Lobjanidze 14.11.2014 4 Yes Yes Samtskhe- Javakheti 54 Diliska School Elmira Kspoyan 26.11.2014 2 Yes Yes 55 Gorelovka School #2 Elmira Kspoyan 27.11.2014 3 Yes Yes 56 Eshtia School #2 Elmira Kspoyan 07.11.2014 2 Yes Yes 57 Akhalkalaki School #4 Azniv Kyrakosyan 19.11.2014 4 Yes Yes 58 Akhaltsikhe School #1 Azniv Kyrakosyan 26.11.2014 4 Yes Yes 9 31 9 9

59 Chapali School Liana Charkviani 27.11.2014 3 Yes 60 Ashkala School Giorgi Chauchidze 14.11.2014 2 Yes 61 Geta School Nona Arevadze 19.11.2014 3 Yes Kvemo Kartli 62 Khuldari School Nona Arevadze 12.11.2014 2 Yes 63 Zemo Orozmani Liana Charkviani 21.11.2014 2 Yes 64 Rustavi School #6 Nona Arevadze 26.11.2014 4 Yes Yes 65 Rustavi School #4 Liana Charkviani 24.11.2014 4 Yes Yes 7 20 7 2

66 Kaspi School #4 Giorgi Chauchidze 21.11.2014 4 Yes Yes Shida Kartli 67 Dvani School Davit Chochishvili 28.11.2014 4 Yes Yes 68 Gori School #8 Giorgi Chauchidze 26.11.2014 3 Yes Yes 3 11 3 3 Total 68 252 67 56

Number of schools visited: 68 November School Visits in Math Number of Teachers observed: 252

Number of TLCs observed: 67

Number of Principal TLC Region # School Name Trainer Date of Visit Teachers / /Deputy Observed Observed attended

Abkhazia 1 Abkhazia School #1 Manana Sherozia 07.11.2014 4 Yes Yes 1 4 1 1 2 Paposhvilebi School Zurab Vakhania 18.11.2014 4 Yes 3 Oladauri School Zurab Vakhania 17.11.2014 3 Yes 4 Chkhutuneti School Rusudan Amaglobeli 07.11.2014 3 Yes Yes 5 Batumi School #27 Zurab Vakhania 14.11.2014 4 Yes Yes Adjara 6 Batumi School #23 Zurab Vakhania 03.11.2014 4 Yes Yes 7 Peria School Rusudan Amaglobeli 28.11.2014 3 Yes Yes 8 Bobokvati School Rusudan Amaglobeli 21.11.2014 4 Yes Yes 9 Batumi School #8 Zurab Vakhania 28.11.2014 4 Yes Yes 8 29 8 6 10 Kokhnari School Gocha Dzagania 05.11.2014 4 Yes Yes 11 Chaisubani School Gocha Dzagania 26.11.2014 4 Yes Yes Guria 12 Nasakirali School Gocha Dzagania 19.11.2014 4 Yes Yes 13 Ozurgeti School #2 Gocha Dzagania 18.11.2014 4 Yes Yes 4 16 4 4 14 Tbilisi School #198 Ianina Gigiberia 11.11.2014 4 Yes 15 Tbilisi School #215 Murman Kashia 19.11.2014 4 Yes Tbilisi 16 Tbilisi School #45 Nato Gaboshvili 14.11.2014 4 Yes Yes 17 Tbilisi School #64 Lali Berishvili 20.11.2014 4 Yes 4 16 4 1 18 Gorisa School Shorena Lomtadze 21.11.2014 4 Yes Yes 19 Dilikauri School Shorena Lomtadze 14.11.2014 4 Yes Yes Parstskhanakanevi 20 School Iagor Balanchivadze 10.11.2014 4 Yes Yes 21 Banoja School Iagor Balanchivadze 21.11.2014 4 Yes 22 Imereti Tsirkvali School Pati Gaprindashvili 18.11.2014 4 Yes Yes 23 Kursebi School Shorena Lomtadze 07.11.2014 4 Yes Yes 24 Kutaisi School #35 Shorena Lomtadze 17.11.2014 3 Yes 25 Rodinauli School Alexander Badzgaradze 21.11.2014 4 Yes Yes 26 Katskhi School Shorena Lomtadze 28.11.2014 4 Yes Yes 27 Chiatura School #2 Pati Gaprindashvili 25.11.2014 4 Yes Yes 10 39 9 9 28 Pshaveli School Sergo Durglishvili 12.11.2014 4 Yes Yes 29 Ikalto School Irma Iakobishvili 26.11.2014 4 Yes 30 Apheni School #2 Dimitri Popovi 28.10.2014 4 Yes Yes Kakheti 31 Arashendi School Irma Iakobishvili 12.11.2014 4 Yes Yes 32 Mughanlo School Shirvan Zeinalov 21.11.2014 4 Yes Yes 33 Ganjalo School Akhmed Abdulaevi 19.11.2014 4 Yes Yes 34 Karajala School Sergo Durglishvili 19.11.2014 4 Yes Yes 21

7 28 6 7 Mtskheta- 35 Sakramuli School Murman Kashia 12.11.2014 4 Yes Yes Mtianeti 36 Dusheti School #2 Sergo Durglishvili 27.10.2014 4 Yes Yes 2 8 2 2 37 Sasashi School Alexander Badzgaradze 07.11.2014 4 Yes Racha- Lechkhumi 38 Kveda Tsageri School Mevlud Bardavelidze 07.11.2014 4 Yes Yes & Kvemo 39 Lasuriashi School Mevlud Bardavelidze 14.11.2014 3 Yes Yes Svaneti 40 Oni School Alexander Badzgaradze 14.11.2014 4 Yes Yes 4 15 4 3 41 Shua Khorgi School Tsitso Toria 25.11.2014 4 Yes Yes 42 Nakhurtsilao School Manana Sherozia 28.11.2014 3 Yes Yes Samegrelo 43 Lenjeri School # 2 Gocha Dzagania 12.11.2014 4 Yes and Zemo Svaneti 44 Chkhoria School Manana Sherozia 21.11.2014 4 Yes 45 Martvili School #2 Tsitso Toria 28.11.2014 4 Yes 46 Zugdidi School #2 Tsitso Toria 27.11.2014 5 Yes 6 24 5 3 47 Gomaro School Irma Kurdadze 14.11.2014 4 Yes Yes 48 Varkhani School Irma Kurdadze 11.11.2014 4 Yes Yes 49 Zanavi School Irma Kurdadze 04.11.2014 4 Yes Yes Samtskhe- 50 Diliska School Susana Melikidze 21.11.2014 4 Yes Javakheti 51 Saghamo School Susana Melikidze 05.11.2014 2 Yes Yes 52 Borjomi School #1 Irma Kurdadze 07.11.2014 4 Yes Yes 53 Akhallaki School #4 Susana Melikidze 26.11.2014 4 Yes Yes 54 Akhalkalaki School # 2 Susana Melikidze 28.11.2014 3 Yes Yes 8 29 8 7 55 Rustavi School #1 Lia Mgebrishvvili 13.11.2014 4 Yes Yes 56 Vaziani School #1 Naskidashvili 03.11.2014 4 Yes Yes 57 Chapali School Shirvan Zeinalov 13.11.2014 4 Yes Yes 58 Ashkala School Susana Melikidze 18.11.2014 3 Yes Kvemo Kartli 59 Geta School Leila Gulieva 18.11.2014 4 Yes Yes 60 Kvemo Orozmani Leila Gulieva 14.11.2014 4 61 Rustavi School #6 Nato Gaboshvili 25.11.2014 4 Yes Yes 62 Rustavi School # 4 Zurab Vakhania 24.11.2014 4 Yes 63 Rustavi School #3 Nato Gaboshvili 18.11.2014 4 Yes 9 35 8 5 Patara Mejvirskhevi 64 School Mzia Dadvani 06.11.2014 4 Yes Yes 65 Dvani School Mzia Dadvani 20.11.2014 4 Yes Yes 66 Kvakhvreli School Meli Naskidashvili 05.11.2014 4 Yes Yes Shida 67 Kvemo Gomi School Neli Naskidashvili 06.11.2014 4 Yes Yes Kartli 68 Pkhvenisi School Mzia Dadvani 13.11.2014 4 Yes Yes 69 Kaspi School #1 Neli Naskidashvili 07.11.2014 4 Yes Yes 70 Gori School #8 Mzia Dadvani 27.11.2014 4 Yes Yes 71 Gori School #12 Neli Naskidashvili 27.11.2014 4 Yes Yes 8 32 8 8 Total 71 275 67 56

Annex B: G-PriEd/MES Correspondence in November 2014

Subject of the G-PriEd N Status Comment Correspondence sent by G-PriEd Registration # Deputy Minister and Head of Department Invitation of MES representatives to participate in of Secondary Education participated in the 1 the opening sessions of training of Pilot schools 11/04/14 - NP-220 Completed opening session of Principals training on Principals on November 10,13. November 10, 13.

TPDC Director and Deputy director Invitation of TPDC representatives to participate participated in the opening session of 2 in the opening sessions of training of Pilot 11/04/14 - NP-221 Completed Principals training on November 17, 20, schools Principals on November 17, 20, 24. and 24.

G-PriEd request to liaising with EMIS to provide 3 11/04/14-NP-222 Completed project with data of schools

To get approval from the MES of PE Activity 4 12/04/14-NP-226 Completed MES approved cards cards (140 cards).

Incoming Correspondence

Subject of the N Registration # Status Comment Correspondence sent by MES

Request from MES to make presentation on Gia Nozadze and Paata Papava made MES 0 14 00867221 - 1 school assessment tools prepared by G- Completed presentation on requested topics on 03/11/2013 PriEd team and text readability criteria. November 18, 25.

Annex C: Status of USAID/MES Approval of G-PriEd Products and Materials in November

Month Status # Item to be Approved Submitted MES/TPDC USAID Math Materials

Approved 1. November PE Activity cards (140 cards) MES 5 14 00937912 - 25/11/2014

Annex D: G-PriEd Official Meetings in November 2014

Organization/ Department/ N Name/Surname Topic Date Representative

Lia Gigauri Deputy Minister MES Ministry of Education and Nancy Parks participated in the opening session of 1 November 10 Science of Georgia Keti Chachkhiani training of G-PriEd Pilot Schools Principals Nino Kvitaishvili Head of Department MES Ministry of Education and Nancy Parks of Secondary Education participated 2 November 13 Science of Georgia Keti Chachkhiani in the opening session of training of G-PriEd Pilot Schools Principals

Coalition “Education for all - Indira Amiranashvili Conference “Reform of General 3 November 13 Georgia” Gia Nozadze Education System”

Discussion Topic: “Addition of teaching and NCEQE – Educational Quality 4 Gia Nozadze learning component in the schedule of November 14 Enhancement Centre authorization of Educational organizations”

Giorgi Machabeli TPDC Director TPDC Teachers Professional Nancy Parks participated in the opening session of 5 November 17 Development Centre Keti Chachkhiani training of G-PriEd Pilot Schools Principals

G-PriEd presentation based on MES request. MES Ministry of Education and Gia Nozadze 6 Topics: Formative assessment tools November 18 Science of Georgia Paata Papava prepared by G-PriEd team and text readability criteria.

Irina Abuladze, TPDC Deputy TPDC Teachers Professional Nancy Parks Director, participated in the opening 7 November 20 Development Centre Keti Chachkhiani session of training of G-PriEd Pilot School Principals Conference Nancy Parks MES Ministry of Education and Topic: Topic "Development of the 8 Gia Nozadze November 21 Science of Georgia Education and Science System: Major Paata Papava Strategic Directions" MES Ministry of Education and Science of Georgia/ TPDC Indira Amiranashvili 9 Education Technology Conference November 21-23 Teachers Professional Gia Nozadze Development Centre

TPDC Teachers Professional Working meeting/discussion 10 Keti Chachkhiani November 22 Development Centre Topic: Teachers’ professional scheme

Irina Abuladze, TPDC Deputy TPDC Teachers Professional Nancy Parks Director, participated in the opening 11 November 24 Development Centre Keti Chachkhiani session of training of G-PriEd Pilot Schools Principals G-PriEd presentation based on MES request. MES Ministry of Education and Topics: Formative assessment tools 12 Paata Papava November 25 Science of Georgia prepared by G-PriEd team (Georgian as a second language) and text readability criteria. Indira Amiranashvili NAEC National Assessment and Topic: Formative Assessment; 13 Paata Papava November 26 Examination Centre E-Assess program Gia Nozadze

Annex E: Form for TLC Facilitators to Report on Parental Engagement Activities

Georgian Primary Education Project (G-PriEd)

Parental Engagement

Region / District School

Name / Surname of Facilitator

Did you attend G-PriEd training for YES  NO  facilitators? (September/October, 2014)

Did you conduct TLC meeting in PE 1 OR Did you discuss PE issues during TLC meeting?

YES  NO  PLANNED IN FUTURE  1.1 Comment:------

2 Who attended TLC meeting/s in parental engagement head teachers or subject teachers?

Head Teachers 

2.1 Subject Teachers  ______(Please indicate the subject)

Other 

3 Did you plan any PE event with parents participation at the TLC meeting?

YES  NO  We discussed just importance of PE 

If your unswer is “YES” please list the events ------3.1 ------

------

Were any PE activities/events conducted in the period of September-November at your school? 4 (Please list all events impelented by school - proposed by G-PriEd as well as designed by school individually).

4.1

5 Additional Information/Comments

5.1

Annex F: Report on Classroom Diagnostic Assessment Implementation

Monitoring Diagnostic Test Administration in G-PriEd Pilot Schools

G-PriEd has introduced classroom diagnostic assessments in reading and math for grades 1-6 for the purpose of providing information that will help guide instruction and mark student progress toward a learning goal. As the assessments are fully aligned with the Georgian national curriculum, they provide a snapshot of how students are performing in relation to the nationally-established indicators. Teachers, through the use of data obtained from the assessments, can pinpoint where students are struggling or exceeding in their learning goals. The assessments help identify the "next steps" in student academic development that the teacher and student need to take. Benefits for STUDENTS include:  Marking progress toward a learning goal  Promoting partnership with the teacher to set learning goals  Provision of descriptive and timely feedback while they are in the process of learning  Promotion of goal-setting  Student ownership of their learning Benefits for the TEACHER include:  Understanding of the strengths and needs of each student  Provision of tools needed to group students in order to differentiate instruction  Insight into how to focus their teaching to meet student need G-PriEd introduced the classroom assessments during its training sessions in Spring 2014 and again in Fall 2014. In addition to the trainings delivered on formative/diagnostic assessments, teachers received diagnostic assessment samples for each grade level in grades 1-6, test analysis forms, test administration instructions, and the “TLC Meeting on Data Analysis” video. G-PriEd provided teachers with these resources before they were asked to administer the assessments in their classrooms. To ensure that teachers are administering the assessments, interpreting the results, and using the information to adapt their instruction, G-PriEd project staff are conducting school visits to provide support and guidance and providing a survey to collect information on assessment administration.

Monitoring the Assessment Administration

The G-PriEd technical team, led by G-PriEd’s M&E Specialist, brainstormed the most effective monitoring of the assessment administration process most. Starting with the lowest performing 35 schools, as determined by additional factors established by G-PriEd and reported in the July 2014 school progress reports, G-PriEd staff wanted to provide the appropriate guidance for assessment administration tailored specifically to each school’s needs. The staff developed a tool to collect information from the schools on their classroom diagnostic assessment administration and sent it to all pilot school principals on October 23rd with a return deadline of November 5th. Three questions were on the form that was completed by each Grade 1-6 teacher in the pilot schools: 1. What instructional challenges were identified as a result of the assessment? 2. What teaching strategies did you implement as a result of the assessment data? 3. What resources will you use to implement the teaching strategies? G-PriEd used the results of the survey to determine the appropriate level of support and guidance in assessment administration that each school required.

Reporting the Results G-PriEd advocates the model of a school principal as the instructional leader in the school. As such, school principals are responsible for introducing, supporting, and or supervising the innovative practices that take place in their 27

schools, including the reading and math diagnostic assessment administration. G-PriEd pilot school principals have received training on the innovations the project has introduced to the teachers in order to build their capacity as instructional leaders. Reports of the classroom diagnostic assessment administration were submitted from 105 out of 122 pilot schools. Detailed results are provided below:

Number of Pilot School Administering the Classroom Diagnostic Assessments

# of schools who submitted Region # of pilot schools report on classroom diagnostic assessment administration Imereti 18 18 Guria 6 5 Adjara 12 9 Apkhazeti 3 3 Samegrelo-Zemo Svaneti 13 11 Tbilisi 9 7 Mtskheta-Mtianeti 5 4 Racha-Lechkhumi –Kvemo Svaneti 9 8 Kakheti 12 12 Samtskhe-Javakheti 13 12 Kvemo Kartli 13 8 Shida Kartli 9 8 122 105

G-PriEd will continue to monitor the classroom diagnostic assessment administration in pilot schools through Spring 2015. Additional forms of the diagnostic assessments will be provided to principals during the January 2015 workshops. G-PriEd will continue visiting schools to encourage teachers to employ diagnostic techniques not only to find out what students know or understand about a topic, but also to find out about other aspects of student thinking. These include student-learning processes, those things that are either hard or easy for students to grasp, and the errors that students commonly make. Even after teachers have diagnosed their students’ learning needs, they are often confused as to the instructional strategy they should use. G-PriEd staff will provide the guidance the teachers need to adapt their instruction appropriately.