Read Liberia Activity Quarterly Progress Report Year 4, Quarter 1: October 1 – December 31, 2020 (Report Deliverable #1, Year 4, Quarter 1)
Submission Date: Jan 30, 2021 USAID Review Date: March 27, 2021 Revision Submission Date: June 4, 2021 Approved: June 26, 2021
This document was produced for review by the United States Agency for International Development It was prepared by | Liberia Read Liberia Activity.
USAID|Liberia Read Liberia Activity
Quarterly Report Year 4, Quarter 1: October 1 – December 31, 2020 (Report Deliverable #1, Year 4, Quarter 1)
Period of Performance: September 25, 2017–September 24, 2022 Contract Number: AID-669-C-17-00003
Prepared for USAID|Liberia United States Agency for International Development Office of Acquisition and Assistance ATTN: Contracting Officer’s Representative 502 Benson Street 1000 Monrovia 10 Liberia
Prepared by RTI International 3040 Cornwallis Road Post Office Box 12194 Research Triangle Park, NC 27709-2194
RTI International is a registered trademark and a trade name of Research Triangle Institute.
This document is made possible by the support of the American people through the United States Agency for International Development (USAID). The authors’ views expressed in this report do not necessarily reflect the views of USAID or the United States Government. ACTIVITY INFORMATION Program Name: Read Liberia Activity Activity Start Date and September 25, 2017 to September 24, 2022 End Date: Name of Prime RTI International Implementing Partner: Contract Number: AID-669-C-17-00003 Name of Diversified Educators Empowerment Project (DEEP) Subcontractors: Major Counterpart Ministry of Education, Government of Liberia Organizations: Geographic Coverage (cities and or Bong, Grand Bassa, Lofa, Margibi, Montserrado, and Nimba countries): Reporting Period: Year 4: Quarter 1 (October 1 – December 31, 2020)
USAID Read Liberia, Year 4 Quarter 1 Report October – December 2020 i TABLE OF CONTENTS
ACTIVITY INFORMATION ...... I LIST OF FIGURES ...... III LIST OF TABLES ...... III ACRONYMS AND ABBREVIATIONS ...... IV 1 INTRODUCTION ...... 1 1.1 Read Liberia Activity Description ...... 1 1.2 Summary of Results for Y4 Quarter 1 (Q1) Reported Indicators ...... 3 2 ACTIVITY IMPLEMENTATION PROGRESS ...... 8 2.1 Progress Narrative ...... 8 2.2 Implementation Status ...... 8 2.2.1 IR 1: Government commitment to and support of evidence-based reading instruction increased ...... 8 2.2.2 IR 2: EGR classroom instruction improved ...... 11 2.2.3 IR 3: Service delivery systems in EGR improved ...... 14 2.2.4 IR 4: Parent, community, and private support for EGR increased ..... 16 2.3 Implementation Successes and Challenges ...... 20 2.3.1 Successes ...... 20 2.3.2 Challenges ...... 20 2.4 Annual Monitoring, Evaluation, and Learning Plan (AMELP) Update ...... 21 2.4.1 AMELP ...... 21 2.4.2 Data Quality Assessment (DQA) ...... 21 2.4.3 ME&L Verification ...... 21 3 INTEGRATION OF CROSSCUTTING ISSUES AND USAID FORWARD PRIORITIES ...... 22 3.1 Gender Equality, Female Empowerment, and Social Inclusion ...... 22 3.2 Sustainability Mechanisms ...... 23 3.3 Environmental Compliance ...... 23 3.4 Policy and Governance Support ...... 23 3.5 Local Capacity Development ...... 24 3.6 PPPs and Global Development Alliance Impacts ...... 24 3.7 Global Climate Change ...... 24 3.8 Science, Technology, and Innovation Impacts ...... 24 4 STAKEHOLDER PARTICIPATION AND INVOLVEMENT ...... 25 5 MANAGEMENT AND ADMINISTRATIVE ISSUES ...... 28 5.1 Management ...... 28 5.2 Administration ...... 30 6 LESSONS LEARNED ...... 30 7 PLANNED ACTIVITIES FOR NEXT QUARTER, INCLUDING UPCOMING EVENTS ...... 30 8 HOW IMPLEMENTING PARTNER HAS ADDRESSED COR COMMENTS FROM THE LAST QUARTERLY REPORT ...... 32 9 FINANCIAL MANAGEMENT ...... 32 10 ATTACHMENTS ...... 32 ATTACHMENT A: PROGRESS SUMMARY ...... 33 ATTACHMENT B: SUCCESS STORY ...... 42
USAID Read Liberia, Year 4 Quarter 1 Report October – December 2020 ii
LIST OF FIGURES Figure 1. Map of Read Liberia’s six focus counties ...... 1 Figure 2. G1 enrollment rate for students ...... 23 Figure 3. G2 enrollment rate for students ...... 23
LIST OF TABLES Table 1. Read Liberia Indicator Targets and Performance Achieved to Date for the Reporting Quarter ...... 3 Table 2. Coaches’ visits to schools during Y4 Q1 ...... 13 Table 3. List of private sector partners engaged, October–December 2020 ...... 16 Table 4. Key meetings with partners and stakeholders, October 1–December 31, 2020 ...... 25 Table 5. Hired staff ...... 30 Table 6. Resignations ...... 30 Table A-1. AMELP Indicator progress - USAID standard indicators and Activity custom indicators ...... 33
USAID Read Liberia, Year 4 Quarter 1 Report October – December 2020 iii ACRONYMS AND ABBREVIATIONS AMELP Activity Monitoring, Evaluation, and Learning Plan AQE Accelerated Quality Education CBO Community-Based Organization CEO County Education Officer CMO Community Mobilization Officers COP Chief of Party COR Contracting Officer’s Representative DCOP Deputy Chief of Party DEEP Diversified Educators Empowerment Program DEMA Decentralized Education Monitoring Approach DEO District Education Officer DMI Deputy Minister for Instruction DQA Data Quality Assurance ECE Early Childhood Education EGR Early Grade Reading EGRA Early Grade Reading Assessment EIE Education in Emergency EMIS Education Management Information System EO Education Officer G1/G2 Grade 1/Grade 2 GPE Global Partnership for Education GALA Group Administered Learning Assessment ICSSP Institutional Capacity Strengthening and Sustainability Plan IPA Innovations for Poverty Action IR Intermediate Result KG 2 Kindergarten (Level 2) M&E Monitoring and Evaluation ME&L Monitoring, Evaluation, and Learning MOE Ministry of Education N/A Not Applicable NGO Nongovernmental Organization NRTWG National Reading Technical Working Group ORF Oral Reading Fluency PIDS Performance Indicators Database Systems PPP Public–Private Partnership PTA Parent–Teacher Association Q Quarter SAB Student Activity Book SBC Social and Behavior Change SCM School Community Mobilizer SMT Senior Management Team TBD To Be Determined
USAID Read Liberia, Year 4 Quarter 1 Report October – December 2020 iv TIG Teachers' Instructional Guide TLM Teaching and Learning Materials TWG Technical Working Group USAID United States Agency for International Development USG United States Government VPI Vice Principal for Instruction Y Year
USAID Read Liberia, Year 4 Quarter 1 Report October – December 2020 v 1 INTRODUCTION
1.1 Read Liberia Activity Description The Read Liberia Activity (Read Liberia or Activity) is a five-year (September 2017– September 2022) program funded by the United States Agency for International Development (USAID) and implemented by RTI International with Another Option, Brattle Publishing Group, and Diversified Educators Empowerment Program (DEEP) subcontractors. Through direct partnership with the Liberian Ministry of Education (MOE), Read Liberia seeks to improve early grade reading (EGR) skills of Liberian students in grade 1 (G1) and grade 2 (G2), reaching 172,800 G1 and G2 students across 640 primary schools in six targeted counties—Bong, Grand Bassa, Lofa, Nimba, Margibi, and Montserrado (Figure 1)—over five years.1 Read Liberia also piloted support for emergent literacy skills among at least 5,400 Liberian students in 60 public year-2 kindergarten (KG 2) classes over two years. Through the support of Read Figure 1. Map of Read Liberia’s six focus Liberia, it was expected that KG counties 2 oral vocabulary for emergent literacy would be improved and that G1 and G2 students would read grade-level text with fluency and comprehension. Read Liberia applies international, evidence-based best practices; strengthens the Liberian education system through embedded technical assistance; and builds on the work of existing EGR programs and materials. The Activity is focused on building government capacity to implement classroom behavior change to improve EGR in target schools. Driving behavior change and providing continual support requires ongoing monitoring and supervision from within the existing system.
Partnerships are essential for activity success. Therefore, during this quarter and through Years 4 and 5 (Y4 and Y5), Read Liberia staff continues to forge partnerships and design creative ways to extend the reach of the Activity. Going forward, Read Liberia staff also plan to develop partnerships with a wide array of stakeholders, including other nongovernmental organizations (NGOs), as well as other local and international NGO education activities to reduce duplication of effort and achieve a collaborative vision.
1 Target numbers represent the projected cumulative total of students reached over the life of the Activity. This target was contractually based on MOE national school census conducted in 2016–2017. In Y4, relevant Read Liberia performance targets may be reviewed and revised after the completion of MOE school census in 2020– 2021 to reflect the current reality of indicators targets, and possible modification to contractual targets may be sought from USAID in light of these changes.
USAID Read Liberia, Year 4 Quarter 1 Report October – December 2020 1 Importantly, during this quarter Read Liberia was able to coordinate with the MOE the final validation of the National Teacher Professional Performance Standards, and Read Liberia is currently working with the MOE to have the document edited, printed, and distributed. This was a major achievement not just for the Read Liberia Activity, but for the MOE and for Liberia. It marked a successful conclusion to a policy process that began several years before the start of Read Liberia. During the quarter, the approval came after several focused and strategic meetings with the MOE, including the MOE Senior Management Team (SMT), the Bureau of Teacher Education, Bureau of Basic and Secondary Education, and the Department of Planning, and working collaboratively with the National Reading Technical Working Group (NRTWG), partners—especially USAID Accelerated Quality Education (AQE)—and other stakeholders. In Y3, Liberia, like most countries around the world, was impacted by the COVID-19 pandemic, and consequently schools were shut down through the remaining of the school year in 2020. As a mitigation approach and in support of the MOE’s Emergency in Education strategy designed to support students’ continued learning at home via radio programs, Read Liberia prepared radio lessons that were recorded by MOE, Read Liberia, and Read Liberia- trained teachers. These lessons were aired on community radio stations by the MOE in furtherance of students’ learning at home. Additionally, Read Liberia adapted all its field activities virtually, including teacher training and the Monitoring, Evaluation, and Learning (ME&L) team’s monitoring and verification efforts. In Y4, with the new context from the impact of COVID-19 on schools, much has changed from nearly one year of virtual activity implementation. These changes pose new challenges to the Activity’s implementation. As Y4 commenced, schools were opened in December instead of September because the MOE had revised the academic calendar in response to the COVID-19 impact on academic year 2019/20. With the reopening of schools, Read Liberia found in Quarter 1 (Q1) that students’ enrollment was low across most MOE schools, which slowed schools’ registration processes and the resumption of classes. Additionally, parents were faced with a variety of challenges, including financial constraints, which made it difficult for them to register their children. As Y4 progresses, Read Liberia, the MOE, USAID, and other education partners are learning from and assessing the impact of COVID-19 on schools and students’ performance, and seeking new opportunities for increased collaboration and learning and the scale-up of innovative best practices.
USAID Read Liberia, Year 4 Quarter 1 Report October – December 2020 2 1.2 Summary of Results for Y4 Quarter 1 (Q1) Reported Indicators
Table 1. Read Liberia Indicator Targets and Performance Achieved to Date for the Reporting Quarter
Annual Baseline performance On Comments value and achieved by end of target (include explanation date if Y4 Q1 Y4 Q2 Y4 Q3 Y4 Q4 the reporting Yes of over / under Indicators appropriate Y4 Target Actual Actual Actual Actual period (%) or No target) Indicators reported in the Performance Indicator Database System (PIDS) This is an annual ES 1-3. Number of learners in indicator. Data for this primary schools or equivalent indicator will be non-school-based settings No baseline 57,6002 ------collected during school reached with USG education census in Q2 and Q4 assistance and reported at the end of Y4. This is an annual ES 1-6. Number of educators indicator, and data are who complete professional reported in Q4. No baseline 1,2803 ------development activities with However, teacher USG assistance training is planned for Q2. ES-1.12. Number of This is an annual education administrators and indicator, and data are Training officials who complete reported in Q4. attendance 713 ------professional development However, teacher records activities with USG training is planned for assistance Q2.
2 Target for this indicator is based on estimates that assume 45 children per grade in each school served. It includes G1 and G2 students in 640 Read Liberia schools. 3 Target estimate includes 1,280 G1 and G2 teachers.
USAID Read Liberia, Year 4 Quarter 1 Report October – December 2020 3 Annual Baseline performance On Comments value and achieved by end of target (include explanation date if Y4 Q1 Y4 Q2 Y4 Q3 Y4 Q4 the reporting Yes of over / under Indicators appropriate Y4 Target Actual Actual Actual Actual period (%) or No target) This indicator is an annual indicator, and data are reported in Q4. During Q1, 603 PTAs were supported, which represents 112% of the annual target of 535. The deployment and work of school ES-1.13. Number of parent- community mobilizers teacher associations (PTAs) (SCMs) in school or community-based school communities, coaches’ governance structures visits to schools, and No baseline 535 ------engaged in primary or work with PTAs to secondary education address challenges of supported with USG low enrollment and assistance parents’ support for students and their PTA engagement has increased. In Y4, Read Liberia worked with PTAs through teaching and learning materials (TLMs) distribution and community engagement activities.
USAID Read Liberia, Year 4 Quarter 1 Report October – December 2020 4 Annual Baseline performance On Comments value and achieved by end of target (include explanation date if Y4 Q1 Y4 Q2 Y4 Q3 Y4 Q4 the reporting Yes of over / under Indicators appropriate Y4 Target Actual Actual Actual Actual period (%) or No target) ES-1.45. Percent of primary- grade learners targeted for USG assistance who have the appropriate variety of This is an annual decodable, leveled, and No baseline 100%4 ------indicator, and data are supplementary readers in the reported in Q4. language of instruction with inclusive representation of diverse populations
4 New USAID indicator reported annually. Target included after Read Liberia revised Y3 Annual Monitoring, Evaluation, and Learning Plan (AMELP) was approved by USAID in Q3.
USAID Read Liberia, Year 4 Quarter 1 Report October – December 2020 5 Annual Baseline performance On Comments value and achieved by end of target (include explanation date if Y4 Q1 Y4 Q2 Y4 Q3 Y4 Q4 the reporting Yes of over / under Indicators appropriate Y4 Target Actual Actual Actual Actual period (%) or No target) This indicator is reported annually, and actual data will be reported in Q4. During Q1, TLM distribution commenced in December 2020 instead of August due to ES-1.49. Number of primary adjustment to the or secondary textbooks and schools’ calendar by other TLMs that are No baseline 117,6005 ------MOE, following schools inclusively representative reopening form COVID- provided with USG 19. For schools that assistance were opened, a total of 67,5406 TLMs (57.4%7 of Y4 target) were distributed to schools, but low student enrollment impacted the number of TLMs distributed.
5 Y4 targets are based on count of each type of TLM, multiplied by the number of intended recipients (students, teachers, schools, District Education Officers [DEOs], County Education Officers [CEOs], teacher training institutes [TTIs], and the MOE). G1 and G2 students each received two books (student activity book [SAB] and “Let’s Read”) rather than one book as initially planned. Targets for TLMs over the life of Activity are as follows: Y1=58,880; Y2=61,640; Y3=145,250; Y4=117,600. 6 G1: (Teachers’ Instructional Guide [TIG]v1=1; TIGv2=2; SAB=16,117; Let’s Read=16,190; Alphabet Posters=581; Letter and Syllable Cards=587; Supplementary Readers=1,148). G2: (TIGv1=4; TIGv2=2; SAB=15,371; Let’s Read=15,313; Alphabet Posters=593; Letter and Syllable Cards=600; Supplementary Readers=1,031). 7 MOE schedule for school opening is September each year. Due to the impact of COVID-19, however, the calendar for schools opening was adjusted to December 2020. Because of political elections prior to the opening of schools and the proximity of Christmas and New Year holidays, most schools did not open in December. However, this also affected students’ registration and enrollment, which affected the number of TLM distributed to schools because student enrollment was low. Read Liberia continues TLM distribution in Q2 of Y4 as schools are expected to resume classes. Read Liberia coaches are collecting enrollment data during coaches visits and coordinating with operations team to continue TLM distribution.
USAID Read Liberia, Year 4 Quarter 1 Report October – December 2020 6 Annual Baseline performance On Comments value and achieved by end of target (include explanation date if Y4 Q1 Y4 Q2 Y4 Q3 Y4 Q4 the reporting Yes of over / under Indicators appropriate Y4 Target Actual Actual Actual Actual period (%) or No target) This indicator is reported annually, and data will be reported in Q4. Read Liberia support to 6039 MOE ES-1.50. Number of public schools in Q2 included and private schools receiving 6408 640 ------coaches’ visits through USG assistance teachers’ classroom support to teachers, TLM distribution and support, and PTA support. ES-1.53 Number of learners in pre-primary schools or This indicator has been equivalent non-school-based N/A N/A N/A N/A N/A N/A N/A N/A archived by USAID for settings reached with USG Y4. education assistance
8 Baseline refers to the number of schools contractually agreed to be reached and supported by Read Liberia for the duration of the Activity. 9 Read Liberia has a contractual target of 640 MOE public primary schools. However, in Y3, actual schools supported were 637 due to the closure of two schools and the privatization of one. In Q1, Read Liberia supported 95% of its targeted 637 schools.
USAID Read Liberia, Year 4 Quarter 1 Report October – December 2020 7 2 ACTIVITY IMPLEMENTATION PROGRESS 2.1 Progress Narrative In Q1 of Y4, Read Liberia focused primarily on the following key activities: • Final validation of the National Teacher Professional Performance Standards for Liberia was conducted by the MOE, partners, and the MOE-SMT. Read Liberia is currently working with the MOE to have the document edited, printed, and distributed. Validation and dissemination of these standards are important steps in improving instruction in the classroom, as the standards clearly communicate to teachers what is expected of them and to what they will be held accountable for. • Read Liberia, in collaboration with the MOE, successfully organized and conducted the TLM distribution launch. This launch was followed by the successful distribution of TLMs to schools in all six counties. • Coaches resumed in-person support to Read Liberia-supported schools. Visits targeted instructional support to G1 and G2 teachers. • Read Liberia held planning meetings with Education Officers (EOs) from all six counties and the MOE’s SMT. • Read Liberia continued community engagements and social mobilization activities in Cohort 1 and 2 school communities. Read Liberia also continued the engagement of private sector partners. In addition, Read Liberia has worked with the MOE to build its capacity throughout its first three years, and this capacity building and the MOE’s engagement in all Read Liberia activities accelerated in Y4 as the Activity helps to prepare the MOE to take over Read Liberia initiatives. Throughout this progress report, we indicate ways in which the MOE is increasingly involved in and helping to manage activities as part of this overall transition plan. 2.2 Implementation Status
2.2.1 IR 1: Government commitment to and support of evidence-based reading instruction increased
Sub-IR 1.1: Actionable, Ministry-endorsed plans to support and monitor evidence-based EGR approaches produced Two Key Milestones achieved during the quarter were the validation and approval of the National Reading Benchmarks Grades 1–6 and the 2020 upgraded National Teacher Professional Performance Standards for Liberia. As indicated earlier, validation and dissemination of these standards are important steps in improving instruction in the classroom, as the standards clearly communicate to teachers what is expected of them and to what they will be held accountable. The 2020 upgraded National Teacher Professional Performance Standards is another milestone of achievements by the MOE in that it goes beyond what was provided in the 2011 professional standards for Liberian teachers that mainly focus on the standards necessary for pedagogical competencies and skill sets with associated indicators expected of a professional teacher. The upgraded standards will serve as key refences for teacher assessment, evaluation, and continued accreditation of teachers, continuous teacher professional development, teacher education curriculum reform, etc.
USAID Read Liberia, Year 4 Quarter 1 Report October – December 2020 8 The approval of the National Reading Benchmarks Grades 1–6 indicates government commitment to ensuring that all learners at the primary level can acquire tangible and proficient reading and comprehension skills. The approval of these benchmarks is critical to ensuring adherence to the MOE human development goals as set forth in the Education Reform Act of 2011, Sustainable Development Goal 4, but also adherence to the Global proficiency framework for reading and mathematics.10 The main thrust of Y4 is moving toward the objective of sustainability and institutionalization of core components of the EGR system, with emphasis on the transitioning of key activities to the MOE. These are meant to occur with and through the MOE structures, maintaining effective channels of communication, coordination, and close collaboration. In support of the transitioning of the core components of the EGR system, and key Read Liberia activities, to the MOE, more efforts were placed on encouraging and supporting the MOE to formally adopt and promulgate important policy initiatives including the 2 approved that support EGR. Others are the national policy framework for the institutionalization of the EGR instructional model, including its teacher training and coaching support components. Read Liberia continues to work with the NRTWG, other partners, and key stakeholders at both the national and county levels to support the MOE in organizing meetings to review the national policy framework for institutionalizing the EGR model and plan for implementation. A summary of Key activities undertaken under IR1 during the period under review and key results/ achievements/ milestones in support of Y4 activities is as follow: • Read Liberia held its first quarterly meeting with the Deputy Minister for Instruction on November 11, 2020 virtually. This meeting presents the means of updating the Minister on the Read Liberia Y4 plan, Y4 Institutional Capacity Strengthening and Sustainability Plan (ICSSP), teaching training, and the transitional plan. Also discussed during the meeting was an update of Read Liberia Y3 activities, achievements, and the launch of Y4 TLM distributions and EGR coaching model. • Read Liberia held Y4 planning and review meetings with the MOE-SMT on December 14, 2020, as well as separate meetings with county- and district-level partners November 18–19, 2020. The main purpose of these meetings was to review the Y4 Annual Work Plan, the ICSSP, Operational Research Plan Y4, and exit strategy/transitional plan. At the MOE-SMT meeting, costing for the EGR program, including updates on Y3 achievements, was also presented. • Several meetings were held leading to the approval of the two key outstanding policy documents: National G1–6 Reading Benchmarks and National Teacher Professional Performance Standards for Liberia were approved during the reporting period. The Activity made a presentation on the Reading Benchmarks to the MOE-SMT on October 20, 2020. Read Liberia made another presentation on the Benchmarks on October 22, 2020, at an MOE stakeholders’ meeting with school operators, education secretariats, and partners. The approval of the Benchmark and the first-year target was also announced by the Minister of Education at the stakeholders’ meeting. Final validation of the National Teacher Professional Performance Standards for Liberia was conducted by the MOE and partners on November 17, 2020, followed by MOE-SMT approval on December 28, 2020. Read Liberia is currently working with the MOE to have the document edited, printed, and distributed.
10 It defines for both reading and mathematics, the minimal proficiency levels children are expected to obtain at the end of each of G2–6.
USAID Read Liberia, Year 4 Quarter 1 Report October – December 2020 9 With support from the MOE Education Management Information System (EMIS) and the Bureau of Basic and Secondary Education, Read Liberia developed and presented the costing of the EGR program and made recommendations to the MOE during the MOE-SMT meeting. The Minister of Education advised that Read Liberia and the MOE Department of Planning hold a meeting to further discuss the transitional plan along with the cost to decide the next steps of the exit. Determinations for this costing plan were based on Read Liberia inputs on materials production, procurement, and distribution; all EGR training cost for teachers, master trainers, and EOs; teachers and school support, assessment; and student enrollment11 and other technical support provided in Y3. Read Liberia supported the Bureau of Teachers’ Education with materials and technical support to observe International Teacher Day on October 5, 2020. Although the Liberia National Teachers’ Association also observed the day, it was the MOE’s first time officially observing the day in honor of teachers. The Bureau has now fully committed itself to planning and hosting the program annually in collaboration with partners and the Teachers’ The Minister of Education Association to ensure that teachers across the country are Professor D. Ansu Sonii remembered and recognized for their meaningful contributions to speaking at the official launch of the TLM distribution education Policy Advisory Committee development in Liberia. (November 24, 2020) After a period of inactivity by the NRTWG, Read Liberia was able to support the Bureau of Basic and Secondary Education to hold two NRTWG meetings. Three key points that formed the agenda of the meetings were (1) the development of a national reading strategy, (2) discussion on the celebration of the international reading month in March 2021, and (3) the finalization and approval of the National Reading Benchmarks (G1–6). The meetings were held on October 9 and October 16, 2020, respectively. Read Liberia presented an update of its Y4 activities at the MOE Education in Emergency (EIE) partners’ meeting on October 27, 2020. The presentation highlighted achievements in teacher training and coaching support using a phone-based approach, the development of the national professional performance standards and national reading benchmarks, Read Liberia support to the MOE teaching-by-radio program, etc. The MOE EIE activities were supported by five subcommittees, including the Continuous Learning Committee, headed by the Bureau of Basic and Secondary Education; the Communications Committee; the Monitoring and Evaluation Committee, with representation from Read Liberia; and the Policy Advisory Committee. The Continuous Learning Committee had a mandate to manage the production, dissemination, and delivery of continuous learning activities across all mediums as suitable for teachers, school administrators and students including distribution of workbooks, and online resources. The communications committee had a mandate to liaise with other committees to develop and disseminate key messages and materials that included behavior change messaging, awareness on continuous learning interventions, messaging to parents and communities, and health messaging on the emergency response in the various counties. The Monitoring and Evaluation Committee was focused on data tracking, compilation, and reporting across pillars (identifying indicators to be measured in the central plan, tracking contributions and spending, providing central activity updates). While the Policy Advisory Committee was to ensure that critical decisions triggered down during the implementation of the plan are acted upon swiftly.
11 Read Liberia also used the MOE-EMIS 2016–2017 school census, which is the most current, and the Read Liberia 2019 school census.
USAID Read Liberia, Year 4 Quarter 1 Report October – December 2020 10 On November 24, 2020, Read Liberia and the MOE had a formal launching ceremony of the fourth TLM distribution at the Boulevard Palace Hotel. The Minister of Education was present at the launch and made remarks. Also, present were USAID Mission Director, Deputy Ministers for Instruction and Planning; Assistant Minister for Basic Education, as well as the Read Liberia Focal person at the MOE. Private sector representatives, partners, parents, and students joined the occasion virtually. The Read Liberia ME&L Manager and the Senior Education Advisor held a meeting with the team from Innovations for Poverty Action (IPA) that is tasked with the The banner annoucing the official launch of the TLM distribution on development of November 24, 2020 the MOE assessment framework for G3. The discussion was mainly on the development of the benchmarks and the teacher professional standards and how aspects of those two documents could be adopted into the framework.
2.2.2 IR 2: EGR classroom instruction improved Y4 Q1 began with virtual meetings with EOs across all six counties that highlighted plans for Y4, TLM distribution launch, and Read Liberia transition plans. One virtual zoom meeting with the County and District Education Officers (D/CEOs) was held to discuss challenges, successes, and lessons learned from implementation and to enhance collaboration with the central, county, and district MOE structures and processes. Read Liberia reviewed the Y4 Annual Work Plan with EOs, highlighting key areas of focus—TLM launch and distribution and EOs’ involvement, transition of the EGR program and the roles of EOs in the transition, non-monetary incentive for teachers and schools, etc. EOs were reminded that the non- monetary incentive for teachers and schools was ongoing even though COVID-19 had stalled almost every activity. A female student from Brigade The Minister of Education and USAID Discussions Elementary School in a reading Mission Director at the recent launch of surrounding demonstration (virtually) during the TLMs official launch of the TLM distribution the processes (November 24, 2020) to qualify candidates for the district, county, and national levels were continuing, including the establishment and composition of evaluation bodies to determine/select deserving teachers and schools.
USAID Read Liberia, Year 4 Quarter 1 Report October – December 2020 11 Sub-IR 2.1: Evidence-based EGR books and materials developed and used With the printing and shipping of the revised TLMs in country, Read Liberia, in collaboration with the MOE, organized and conducted the TLM distribution launch. This launch was followed by the successful distribution of TLMs to schools in all six (6) counties. As a result of COVID-19 restrictions that shifted the re-opening of schools, distribution of these revised TLMs was carried out in December by Read Liberia staff (coaches, supervisors, technical team, and operations), and with the involvement of MOE staff (Central Ministry staff, EOs or their assistants). As part of the Read Liberia plan to transition Activity initiatives to the MOE, this involvement of Ministry staff helped to cement the Ministry’s collaboration with Read Liberia, especially with the issue of beginning transitioning activities to the Ministry. MOE staff that were involved in the distribution had an opportunity to understand Read Liberia processes and procedures that involve distribution of TLMs to schools, how Read Liberia works with the communities, and which materials Read Liberia has been providing to schools.
Sub-IR 2.2: In-service training in evidence based EGR instruction and formative assessment improved
During the quarter, Read Liberia Activity continued to engage teachers remotely to ensure instructional support. Coaches continued to contact teachers through phone calls, guiding them through the continuous use of the Teacher Self-Study Guide and Teachers’ Instructional Guide (TIG). Coaches guided the teachers on reviewing the different modules and assigned daily lessons to them to help them sharpen their instructional skills and better prepare them for lesson delivery once the schools resumed.
Sub-IR 2.3: Teacher coaching and supervision in EGR improved Read Liberia coaches are supposed to visit and support Teacher reviewing her Teacher Self- each school at least once a month. Although this Study Guide against her TIG schedule was disrupted by the COVID-19 restrictions, the coaches adjusted the mode of contact and supported their respective cluster teachers through phone calls (see Sub-IR 2.2). Coaches only resumed in-person support to the 63712 Read Liberia-supported schools, following a Ministry proclamation that all schools should resume active instructional activities by December 1, 2020. Visits targeted instructional support to G1 and G2 teachers. Coaches began in-person visits to schools by the third week in December (most schools shifted their opening dates due to few or no students being registered and the Christmas holiday disruption). Although in-person school support resumed, the majority of schools visited were still beginning the process of re-opening and getting students registered. Most of the schools visited by Read Liberia coaches were either reported closed or were open but reported no or low enrollment.
12 The actual number of participating schools decreased from 640 to 637 at the end of 2018, with the closing of 2 schools and the transition to private status of a third school, as confirmed in MOE correspondence dated December 19, 2018. Subsequently, Soniwein school in Montserrado added a second principal (confirmed by MOE via email on October 1, 2019), leading to USAID approval of Soniwein PM as a separate school. This increased the total number of schools to 638 in the final quarter of Y2. In Y3, the total number of schools was reduced due to the transition of a school to private status and the dismantling of 3 additional schools that resulted in teachers being transferred, subject to written direction by the MOE.
USAID Read Liberia, Year 4 Quarter 1 Report October – December 2020 12 A total of 80 G1 and G2 coaches from Read Liberia provided support to several Read Liberia Activity operational schools in Y4 Q1, including support to the hard-to-reach schools, teachers, and administrators. During Y4 Q1, and with the majority of schools closed, coaches conducted 413 classroom observations out of total possible 637 classroom observations across the 637 Read Liberia schools and provided support to 108 teachers (G1=52: M=34, F=18; G2=64: M=42, F=22). These were teachers that were present during coaches’ visits and support during the one week that schools were opened in December 2020. Coaches’ support to schools consisted of the following: • Observed teachers teach and evaluated their performance using the teacher assessment rubric developed to track teachers’ performance relative to their ability to provide reading instructions in the classroom to improve student reading outcomes. • Held teachers’ conferences, where they provided feedback, modeled lessons, and provided additional support to teachers who continued to struggle or who had just begun teaching reading. • Held collaborative meetings with schools’ administrators, DEOs, and principals to discuss the slow opening of schools and low enrollment of students. • Attended PTA meetings and supported community engagement activities that highlighted poor enrollment, school closure, and absences by teachers, among other topics. Table 2. Coaches’ visits to schools during Y4 Q1
Number of Read % visits Liberia compared to County target schools # schools visited in Q113 target schools Bong 95 95 100% Grand Bassa 57 60 105% Lofa 88 88 100% Margibi 69 74 107% Montserrado 136 136 100% Nimba 192 150 78% Total 637 60314 95%
Table 2 shows that Read Liberia managed to meet the majority (95%) of its targeted school visits this quarter, despite ongoing COVID-19 precautions and unexpected school closures. This progress demonstrates Read Liberia’s commitment to providing teachers with needed support to ensure that they are as prepared as possible to provide quality instruction to their students. Also in this quarter, Read Liberia made several updates to its Tangerine application. The update included features for collecting electronic signatures, improved data collection and reporting forms, and dashboarding features to aid supervisors in monitoring coaches’ reported data daily. Additionally, RTI has officially adopted the use of Google Applications,
13 School support in Q1 included classroom observation or teacher support visits and TLM distribution in December 2020. 14 Read Liberia has a contractual target of 640; however, the MOE is faced with the challenge of schools’ closure or change of status from public to private school. In Y3, three MOE schools supported by Read Liberia were closed and one school’s status was changed to private. Through the Activity’s implementation, the MOE informs Read Liberia about the number of schools that are either closed or have a change of status, and this affects the targeted number of schools in the fiscal year of implementation. The highest unique number of schools supported by Read Liberia each quarter will be reported against the target of 637 to determine annual school visits.
USAID Read Liberia, Year 4 Quarter 1 Report October – December 2020 13 learning from the Read Liberia experience in Y3. The use of social media (WhatsApp, Facebook Messenger, etc.) continues for teams’ coordination, teacher support, school visits, and in all team coordination and collaboration with the MOE at all levels. Sub-IR 2.4: Appropriate non-monetary incentives for teachers/schools implementing evidence-based programming provided During the quarter, Read Liberia facilitated one virtual quarterly meeting with EOs from all six counties. Discussions on the implementation of the non-monetary incentives plan for teachers and schools formed a key part of this meeting. EOs were again reminded about the process.
2.2.3 IR 3: Service delivery systems in EGR improved Sub-IR 3.1: Performance standards for teachers and students in EGR developed and implemented Two major policy-level milestones were finally achieved during the period. Both the National G1–6 Reading Benchmarks and the National Teacher Professional Performance Standards for Liberia were approved by the Minister of Education. This was a major achievement not just for the Read Liberia Activity, but for the MOE and for Liberia. It marked a successful conclusion of a policy process that began several years before the start of Read Liberia. During the quarter, the approval came after several focused and strategic meetings with the MOE, including the MOE-SMT, the Bureau of Teacher Education, Bureau of Basic and Secondary Education, and the Department of Planning, and working collaboratively with the NRTWG, partners, especially USAID AQE, We-Care Foundation, KEEP Liberia, UMOVEMENT, Peace Corps, OSIWA, Stella Maris, and other stakeholders. The approval of the Reading Benchmarks (G1–6) and the first-year target were announced by the Minister of Education at the stakeholders' meeting on October 22, 2020. The national adoption for implementation is reflected by the fact that the benchmarks were included in the 2020/21 national academic calendar. This is the first time in the country for such benchmarks to be included in the country’s academic calendar. Read Liberia and other partners continued to support the MOE through the NRTWG and the Bureau of Basic and Secondary Education to create awareness in support of the implementation and monitoring of the benchmarks. Equally significant for the quarter was the MOE’s validation of the National Teacher Professional Performance Standards for Liberia document on November 17, 2020, followed by MOE-SMT approval on December 28, 2020, just before the end of the quarter. The MOE requested support in the editing, printing, and distribution of the approved standards during the second quarter.
The Minister of Education and the Assistant Minister for Basic Education at the the joint MOE / Read Liberia Y4 planning meeting held December 14, 2020
USAID Read Liberia, Year 4 Quarter 1 Report October – December 2020 14 Sub-IR 3.2: Research agenda on factors related to EGR implemented The Read Liberia Y4 operational research (“Study of Interventions to Encourage Student Enrollment and Attendance as a Foundation for Early Grade Reading Success”) midline plans commenced during this quarter, following USAID’s approval of the new data collection dates. In Y3 Q4, consulting firms were contracted and preparation for assessors training and data collection progressed as planned. The data collection will be completed in Y4 Q2. Coordination with the MOE has also commenced through the Department of Planning and Research, with the MOE committing its support to the research activities. The MOE has expressed a need for evidence-based research approaches; thus, the importance of these research findings was stressed by the Assistant Minister for Planning and Research. Additionally, now that the MOE schools are impacted by COVID-19, with an emerging state of low student enrollment, the MOE has expressed interest in the current research activities and encouraged Read Liberia to continue to study the situation, gather more data, and inform the MOE-SMT about its findings.
Sub-IR 3.3: Policies in support of EGR instruction implemented As reported in Sub IR 1.1 and Sub-IR 3.1 Read Liberia continued to work with the MOE and Several meetings were held leading to the approval of the two key outstanding policy documents: National G1–6 Reading Benchmarks and National Teacher Professional Performance Standards for Liberia were approved during the reporting period.
Sub-IR 3.4: EGR data collection, analysis, and reporting systems improved During the quarter, Read Liberia presented findings on the Low Students Enrollment Report to the MOE-SMT in January 2021 to discuss challenges around low student enrollment that were experienced in MOE schools during TLM distribution and coaches’ support. Major findings of the report were that low enrollment resulted from most parents reporting that they did not have money to register students, could not afford to register their children, and could not access their money from local banks or via mobile money because the banks and mobile money agents also did not have money. Parents do not have full registration amount and would like to make installment payments, but schools are requesting full payment of fees prior to enrollment. Additionally, parents reported that they were afraid of their children (especially younger children) being exposed to the possibility of contracting COVID-19 so they decided to keep their children at home. Parents reported that they were aware of the second wave of COVID-19, and they stated that during the first wave of the COVID-19 pandemic, their children were not promoted as a result of school closures, and their children were required to repeat their classes this academic year. These parents reasoned that with the second wave of COVID-19, said to be more dangerous than the first, schools may close again, and their children would not be promoted, thus they were not registering their children. This case is particularly prevalent among parents in Lofa County. Following Read Liberia’s presentation and discussion with the SMT, the SMT thanked Read Liberia for the report, expressed the need to collect more data given that schools were in the early stages of re-opening, and requested that Read Liberia continue data collection and update the MOE on future findings as students’ registration evolved. Read Liberia continued to share school census and implementation data with the MOE EMIS and Department of Planning and Research because the MOE has stressed the need for recent data and information to support its decision making and policy formulation efforts. Additionally, the Read Liberia ME&L team and the MOE monitoring and evaluation (M&E) departments at the central and county levels continue joint monitoring visits to schools across the six Read Liberia catchment counties, in support of sustainable efforts with the MOE. Quarterly progress made toward each indicator is reported annually, while actuals data are reported in Q4. However, progress made during the quarter is provided in each quarter’s
USAID Read Liberia, Year 4 Quarter 1 Report October – December 2020 15 report to enable ongoing monitoring and measurement of the Activity’s progress each quarter. During Q1, Read Liberia supported 603 public primary schools through coaching support, TLM distribution, and PTA support. The Activity distributed 67,540 TLMs to MOE public primary schools in the six counties of implementation. With the challenges of low student enrollment numbers and delayed opening of some schools, Read Liberia will continue mop-up TLM distribution in Q2. Teacher and school administrator training and a school census to determine learners reached are planned for Q2. Even though data for these indicators will be reported annually, progress made will be reported during the respective quarters of implementation.
2.2.4 IR 4: Parent, community, and private support for EGR increased During Y4 Q1, Read Liberia continued community engagements and social mobilization activities in Cohort 1 and 2 school communities. Although interventions with SCMs in Cohort 1 school communities came to an end in July 2020, Community Mobilization Officers (CMOs) and supervisors continued engagements with peer influencers15 and community- based organizations (CBOs) in providing technical assistance in the implementation of the Read Liberia EGR messages. This is intended to build EGR advocates for the reinforcement of EGR support in their respective communities. Read Liberia continued weekly virtual and face-to-face support to parents and other stakeholders across targeted school communities. During the period under review, Read Liberia continued engagement with private sector organizations who expressed some interest in providing support to EGR activities (see Table 3).
Table 3. List of private sector partners contacted, October–December 2020
No. Organization/Business Type Contact Person School Communities 1. Lucky Pharmacy Medicine store [redacted] Foya 2. Ma Alice Gunpul Dry goods [redacted] Fenutolee 3. Community Health Team Services [redacted] Bong Mines 4. Jorwah Saving Club Economic [redacted] Jorwah empowerment 5. Kpoapaiker Farmer Co. Fish farmer [redacted] Jorwah 6. Food Seller Association Restaurant [redacted] Gbecohn 7. Deh-blehyou Filling Station Filling station [redacted] Lloydsville
8. Aliue Soe Business Center General merchandise [redacted] Preston Street
9. Emmanuel Wragbo Best to Woodwork [redacted] Before Town be wood workshop 10. Fundamental of Computer Desktop publishing [redacted] Before Town Technology 11. Hannah Gorver Business General merchandise [redacted] Boeglay Town Center 12. Cole Joe Woodwork and Woodwork and [redacted] WATCO Camp Construction. Inc. construction 13. Diahn Blae Community Radio Broadcasting [redacted] Compound #1 93.1FM 14. Roland Druhn Business Scratch cards sales & [redacted] Zuehgar Town Center phone charging
15 These are parents practicing two or more of the Read Liberia messages.
USAID Read Liberia, Year 4 Quarter 1 Report October – December 2020 16 No. Organization/Business Type Contact Person School Communities 15. Long Story General merchandise [redacted] Peter Lougon Town
16. Faith Business Center Plastic dishes [redacted] Before Town
17. New Destiny Aluminum Aluminum doors and [redacted] Before Town Center. windows 18. United Brothers Wood Woodwork [redacted] Before Town Workshop 19. Doris Provision Shop Provisions [redacted] Lloydsville Township, Marshall District 20. Patrick Provision Shop Provisions [redacted] Monclay Town. Marshall District 21. Cecelia Provision Shop Provisions [redacted] Snafu Dock Community Marshall 22. Action Oldma Shop Provisions/drinks [redacted] Charlesville Township
23. Shieffelin Town Provision Provisions [redacted] Shieffelin Township Shop
24. Alice Provision Shop Provisions [redacted] Charlesville
25. Provision Shop Provisions [redacted] Marshall City
26. David Tamba Business Local materials [redacted] Baypolu Township Gibi District 27. Rebecca’s Business Center Provisions [redacted] Gbecohn 28. Folobia’s Business Center Provisions [redacted] Folobia 29. Weekly Saving Club Economic [redacted] Zowienta empowerment
Sub-IR 4.1: Parents’ understanding and support of EGR improved
In Y4 Q1, CMOs and SCMs engaged with parents to help them undertake simple, doable behaviors in their homes to help their children read, given the new protocols instituted by the Liberia MOE around the re-opening of schools, which indicate that students at pre-primary and primary levels will remain home while their parents pick up their lessons. During this period, parents were very responsive in creating home-based reading spaces for children to practice reading, extremely useful during the COVID-19 period. Parents were encouraged by SCMs to create SCM [redacted] engaged with a parent within the Doe Town spaces and have their children read Public School community on how she can support her children. (Photo credit: SCM Supervisor, [redacted], October at least 10 minutes daily. SCMs and 8, 2020) CMOs remained engaged with parents in supporting this effort. As
USAID Read Liberia, Year 4 Quarter 1 Report October – December 2020 17 part of MOE’s continuous learning protocols in the wake of the COVID-19 restrictions, SCMs and CMOs continued to encourage parents to pick up their children’s lessons from their individual schools within their respective communities and provide home assistance to ensure that children catch up with their lessons. Details are provided in Section 4.2 below. The MOE announced the re-opening of schools on December 1, 2020. SCMs and CMOs also continued engagement with communities, district leaders, and private businesses to support the return of children to school. Although enrollment in schools remained low, SCMs and CMOs continued to encourage parents to have their children return to school. The social mobilization actors held virtual engagements with 990 community members (592 men and 299 women) in the 320 targeted school communities. Issues raised by parents during these meetings were largely attributed to the economic situation, with many parents stating that “parents lack the financial capacity to register their children.” SCMs and CMOs continued engagement with PTAs, DEOs, and school administrators to put in place an established measure to include flexible payment terms that could allow parents to meet their financial obligations at schools. As a result of these engagements, parents began negotiating with DEOs and school administers in districts and communities, which resulted in flexibility around school fee payment. For example, school administers agreed that parents could make payments on an installment basis. This advocacy effort is also being raised at the level of the Central Ministry through the regular MOE-SMT meeting. Read Liberia will continue to pursue such efforts in Q2 to ensure the MOE reaches an amicable solution to avoid children being out of school.
Sub-IR 4.2: Parents’ ability to implement specific strategies to support EGR improved To enhance parents’ ability to implement specific strategies to support EGR, Read Liberia, through its local partner-DEEP, continued to adjust its communication plan and community mobilization activities to support the MOE in its plan to support students in learning outside of school and to implement the take-home reading system for students and parents. Following the virtual support to parents, 155 parents mentioned that they established home reading spaces for their children in their various homes. The Read Liberia community engagement weekly reporting tool was updated to include phone numbers of parents and stakeholders engaged and is being a used as a means of verification during this period. The Read Liberia ME&L team and the CMOs in each county used the phone numbers to make random phone calls to parents to validate SCM visits from the reports and phone numbers provided for parents. During a follow-up conversation with parents, they indicated that these established spaces are being used for children to practice their reading skills 10–20 minutes daily They further mentioned that home-based support to children is a good option to allow their children to continue learning to read given the current protocols instituted by the Liberia MOE around the re-opening of schools and/or continuous learning during the COVID-19 restrictions. This was primarily intended to ensure that children complete outstanding lessons for the 2019/20 school year.
Sub-IR 4.3: Community members’ and CBOs’ ability to support EGR improved In Y4 Q1, SCMs, coaches, and CMOs continued engagement with CBOs in both Cohort 1 and 2 school communities. This effort is geared toward enhancing the abilities of CBOs, including PTAs, to support EGR activities in their various school communities. Given the current health protocols being instituted by the Liberian Ministry of Health, it seemed almost impossible to encourage PTA meetings in communities because public gatherings were still suspended. To ensure observance of these restrictions, Read Liberia SCMs, coaches, and CMOs continued to provide support to individual PTA members across school communities. For instance, Read Liberia provided support to 124 PTA representatives through virtual engagements and encouraged PTAs to begin taking the lead
USAID Read Liberia, Year 4 Quarter 1 Report October – December 2020 18 in supporting EGR activities in their respective communities by engaging with community stakeholders, especially during the closure period. In the wake of the low enrollment in schools, members of PTAs across school communities continued engagement with school administrators and MOE officials aimed at addressing related constraints to student enrollment in school. Members of PTAs have taken key actions, including meetings, and suggesting temporary solutions such as parents being allowed to enroll their children on the basis of a specific registration payment term with school administration. Read Liberia will continue to support PTA members across school communities to ensure that students return to school. During the period under review, SCMs and CMOs held virtual meetings with 119 CBOs, including youth and women’s groups, in 40 school communities. The CBOs agreed to encourage parents to send their children to school, which has become a major challenge across school communities since the period of re-opening of schools announced by the MOE. CBO leaders agreed to spread Read Liberia messages during their functions. Representatives of CBOs are participating in key stakeholder meetings regarding issues related to low school enrollment in communities. During these meetings, SMCs and CMOs ensured that participants attending these meetings followed COVID-19 protocols instituted by the Ministry of Health. These included observing social distancing, wearing a mask, etc.
Sub-IR 4.4: Public-private partnerships (PPPs) to support EGR success established
In Y4 Q1, Read Liberia’s PPP technical team continued efforts to stay in touch with private sector partners previously engaged in Y3 Q3 & 4 The initial expectations of these private sector partners were that they support reading events by providing gifts to participating students and helping to establish reading spaces. However, the current health crisis across the country does not allow for public events to be conducted. To re-affirm private sector support to EGR activities across communities, a
SCM [redacted] in a conversation with Lucky Pharmacy private sector representative who manager in Foya District participated in the official launch of the (Photo credit: [redacted], Assistant SCM Supervisor, TLM distribution re-affirmed the private October 9, 2020) sector support to EGR activities. He further indicated that despite the current health crisis, they remain committed to the terms of the memoranda of understanding signed with the Read Liberia Activity. During the period under review, Read Liberia contacted 29 small business institutions for support to EGR activities. Some potential support options as expressed by these partners include continue airing of the Read Liberia jingles developed in Y3 and promotion of the Read Liberia messages at their various business locations (customers/parents will be given the Read Liberia wall hanger with EGR messages). Read Liberia will continue engagement with its current and future private sector partners during subsequent implementation periods for continuous support to EGR activities. Read Liberia will also continue to conduct its due diligence process prior to engagement with private sector institutions to ensure full compliance.
USAID Read Liberia, Year 4 Quarter 1 Report October – December 2020 19 2.3 Implementation Successes and Challenges
2.3.1 Successes • Approval of the policy-level National Teacher Professional Performance Standards for Liberia and the National Reading Benchmarks for G1–6 • Hosting of the Y4 MOE-SMT/Read Liberia planning meeting • The launch and distribution of 67,540 TLMs for Y4 • 155 home-based reading spaces established by parents, which are being used by children to practice their reading skills for at least 10–20 minutes daily • As a result of engagement with124 PTA representatives during the reporting quarter, key actions were taken by members of PTAs in school communities, including suggesting temporary solutions such as the institution of flexible payment terms that allow children to return to school. • As a result of SCM and CMO engagement with private sector institutions for support for EGR activities, two private sector partners expressed interest in continuous airing of the Read Liberia jingles developed in Y3 and promotion of the Read Liberia messages at their various business locations (customers/parents will be given the Read Liberia wall hanger, which includes EGR messages).
2.3.2 Challenges • Low school enrollment: Parents have attributed this situation to the current COVID- 19 health crisis. They further indicated that this had contributed to some level of hardship on parents in rural locations, which has resulted into their inability to generate school registration fees required by the MOE. As part of the mitigation efforts, SCMs, coaches, and CMOs, continued to hold a series of meetings with PTAs and MOE’s officials to discuss other options that allow children to return to school. (One suggestion is partial payment of registration fees, as was done in previous years.) • As part of the mitigation efforts, Read Liberia held series of meetings with PTAs and MOE’s officials to discuss other options that allow children to return to school. (One suggestion is partial payment of registration fees, as was done in previous years.) • PTA contributions for payment to volunteer teachers: This situation has been reported by parents as an additional financial burden, especially within Lofa County. Other than the registration fees, parents also contribute some smaller amount ([redacted] LD per child) which is being used for payments to volunteer teachers teaching in their schools. SCMs, coaches, and CMOs continued to hold a series of meetings with MOE officials at the county level to appeal to the MOE to ensure that government-paid teachers are assigned to the affected schools in order to minimize the effect of parents’ financial burdens on student enrollments. At the same time, parents are being encouraged to take responsibility of their children’s learning and to do all they can to ensure that children enroll and stay in school.
USAID Read Liberia, Year 4 Quarter 1 Report October – December 2020 20 2.4 Annual Monitoring, Evaluation, and Learning Plan (AMELP) Update
2.4.1 AMELP During Q1, Read Liberia commenced the annual update to its AMELP for Y4. The Activity received additional new indicators from USAID and revised the Y4 AMELP and submitted to USAID for review and feedback. The AMELP is currently being finalized and updated by Read Liberia following USAID’s feedback and is pending re-submission to USAID for review and approval. Among areas of update in the Y4 AMELP were three revised USAID indicators (ES 1-1, ES 1-50 and ES 1-6), two new indicators (ES 1-55, ES 1-47), two indicators that were replaced (ES 1-49 and ES 1-45 replaced with ES-1-55), and one indicator discontinued (ES 1-53) because Read Liberia KG pilot ended in Y3. Learning from challenges and successes in monitoring and reporting through the virtual ME&L system, the inclusion of a complementary virtual monitoring systems will be used along with the traditional in-person methods of the Read Liberia ME&L system.
2.4.2 Data Quality Assessment (DQA) The Read Liberia ME&L team has received new USAID indicators for Y4, which will be included in the revised Y4 AMELP update. These indicators were not included in the Y3 DQA activities, and therefore the ME&L team anticipates a DQA on these indicators and Read Liberia ME&L system in Y4.
2.4.3 ME&L Verification The Read Liberia ME&L team has commenced plans for a joint quarterly and monitoring visits at sample schools with the technical teams. This joint monitoring visit will complement routine quarterly verification conducted by the ME&L team during activities implementation. The approach allows teams to identity and provide immediate mitigation to challenges found during the visits and also ensures continued coordination and the alignment of the transition activities as the different departments support the MOE during the transition period. This joint monitoring visits will include an assessment of students’ reading performance and visits to more sample schools than in Q1. Findings from the verification exercises will be provided to the technical teams and the SMT for adapting best practices that are successful and mitigating new challenges for improved performance.
USAID Read Liberia, Year 4 Quarter 1 Report October – December 2020 21 3 INTEGRATION OF CROSSCUTTING ISSUES AND USAID FORWARD PRIORITIES
3.1 Gender Equality, Female Empowerment, and Social Inclusion In community engagement activities, Read Liberia advocates for gender equality, female empowerment, and social inclusion by encouraging both men and women to participate in meetings and ensuring women have an equal voice in the discussions. During school support visits, coaches ensure that all students, including girls and those students that may be physically challenged or older, are included during the lessons’ activities. As schools across Liberia struggle with the challenges of low student enrollment, analysis of coaches’ classroom observation data during teacher support indicates a higher attendance rate among girls than boys in most schools during the quarter. In December 2020, even though there were more boys enrolled than girls in G1 (boys = 53%, girls = 47%) and G2 (52%, 48%), enrollment and attendance rates for girls were higher in four counties for both G1 and G2 students. It was found from Montserrado coach classroom observations that more girls were enrolled in school (55%) than boys (45%), as seen in Figures 2 and 3 below. A similar trend was found in student attendance rates, with 35.3% girls in attendance during coaches’ visits compared with 29.9% boys (Figure 2). The second county with increased attendance rate for girls was Margibi. While boys constituted 57% of students enrolled and girls 43%, girls’ attendance rate was higher at 78.3% than boys at 65.6% (Figure 2). An analysis of G2 coaches’ classroom observations in Margibi revealed higher enrollment for girls (55%) than boys (45%), but 50% attendance rate for both boys and girls. In Bong County, the attendance rate for girls was higher than for boys, with 47.5% of girls in attendance during coaches’ visits compared with 34.2% of boys on average (Figure 3). December was the first month of schools’ re-opening to allow students learning in the physical classroom after COVID-19, yet this month was fraught with several country-wide challenges that impacted student enrollment, including economic (financial difficulty among parents after COVID-19), political (national senate and representative elections), health (fear of the second wave of COVID-19), and social (annual holidays) challenges. As Read Liberia continues to work with the MOE by supporting the government’s efforts to encourage parents to enroll their children in school through several community engagement activities, the Activity will continue to collect data and monitor the impact of low student enrollment and its gender implications, while collaborating with the MOE to scale best practices and mitigate challenges that may be found.
USAID Read Liberia, Year 4 Quarter 1 Report October – December 2020 22 Figure 2. G1 enrollment rate for Figure 3. G2 enrollment rate for students students
84.8% 78.3%
65.6% 65.2%
51.6% 42.2% 45.7% 47.5% 44.4% 35.3% 41.6% 37.3% 38.0% 34.2% 33.6% 27.4% 32.5% 29.9% 19.7% 18.8% 0.0% 4.3% 1.9% 0.0%
Bong Grand Bassa Lofa Margibi Montserrado Nimba Bong Grand Bassa Lofa Margibi Montserrado Nimba
Boys Attendance Rate Girls Attendance Rate Boys Attendance Rate Girls Attendance Rate
3.2 Sustainability Mechanisms A series of ongoing discussions are being held in support of the sustainability of the EGR system when it transitions into the MOE structure. The Minister directed Read Liberia and the MOE Department of Planning to review the proposed transitional plan and make recommendations to the SMT for implementation. Additionally, there are ongoing discussions with DEOs, CEOs, and community structures in support of EGR.
3.3 Environmental Compliance As Read Liberia does not involve any construction activities, it is under Categorical Exclusion, and the Initial Environmental Examination and related compliance do not apply. However, RTI is committed to reducing its carbon footprint and ensuring environmental compliance with US and local laws. Read Liberia has taken into consideration two basic administrative and logistical considerations to reduce its carbon footprint. First, the Vehicle Management Plans consider a reduction of duplicate travel and consolidation of site visits. Second, the office printers are set for double-sided printing to reduce paper waste. Read Liberia continues to seek to reduce unnecessary environmental impact by looking for opportunities to be more environmentally conscious in the way that the team procures, uses, and disposes of goods and services, as well as its use of energy and fossil fuels as previously stated. There is a very limited culture of recycling and conservation in Liberia, which gives Read Liberia the opportunity to exercise leadership by being ahead of the curve among USAID partners on environmental awareness and ecological sustainability. In the short term, the team is looking for ways to switch from disposable supplies to reusable supplies and to find second uses for used paper that would otherwise be thrown away. For example, all misprinted paper is converted into notepads for all staff instead of being thrown out. All non-sensitive shredded materials are being taken home by staff for use as animal bedding for pets or as packing materials.
3.4 Policy and Governance Support Read Liberia also continues to support policy and governance in its pursuit of MOE approval of the teacher and student reading performance standards policy documents (sub-IRs 3.1 and 3.3), its encouragement and assistance to the NRTWG (IR 1), and its work with school- level governance bodies such as the PTAs and community leaders to prioritize education and child protection (sub-IR 4.1).
USAID Read Liberia, Year 4 Quarter 1 Report October – December 2020 23 Challenges do remain, such as the closure and privatization of schools (noted earlier). That said, the MOE is actively engaging in various activities as part of the overall Read Liberia transition plan, such as preparing for the upcoming Decentralized Education Monitoring Approach (DEMA)/Group Administered Learning Assessment (GALA) data collection and participating in TLM distributions. In addition, the MOE has taken critical steps in validating core student benchmark and teacher performance standard policy documents, both of which will aid in setting expectations for instruction.
3.5 Local Capacity Development Read Liberia’s support to DEOs, CEOs, coaches, school administrators, and teachers is building their capacity to deliver quality EGR instruction. To encourage local capacity development, Read Liberia is also reaching out to PTAs, CBOs, mobile money providers, and the MOE to improve local capacity in the use of mobile money. Read Liberia intensifies close collaboration with mobile money providers during its regular teachers’ and coaches’ training. Additionally, Read Liberia continues to reach out to private sector companies to support national and community reading initiatives.
3.6 PPPs and Global Development Alliance Impacts In Q1, the Read Liberia technical team prioritized and targeted a select number of companies based on specific criteria: must be a locally owned or locally based company that has a history of PPP/corporate social responsibility or a track record supporting education initiatives, and an interest and potential ability to support EGR through a PPP activity.
3.7 Global Climate Change Read Liberia does not receive Global Climate Change funding.
3.8 Science, Technology, and Innovation Impacts In Q1, Read Liberia made several updates to its Tangerine application. The update included features for collecting electronic signatures, improved data collection and reporting forms, and dashboarding features to aid supervisors in monitoring coaches’ reported data daily. Additionally, RTI has officially adopted the use of Google Applications, learning from the Read Liberia experience in Y3. The use of social media (WhatsApp, Facebook Messenger, etc.) continues for teams’ coordination, teacher support, school visits, and in all team coordination and collaboration with the MOE at all levels.
USAID Read Liberia, Year 4 Quarter 1 Report October – December 2020 24 4 STAKEHOLDER PARTICIPATION AND INVOLVEMENT Regular weekly meetings were held with USAID during Q1 to discuss Read Liberia matters and provide progress updates. Written weekly updates were submitted to USAID at the beginning of each week. In addition, collaborative meetings were held with the MOE and other actors to strengthen coordination with the MOE and further the reach of Read Liberia. Details of these meetings are provided in the table below. Table 4. Key meetings with partners and stakeholders, October 1– December 31, 2020
Date and Location Attendees Subject Next Steps and Notes Status October 16 [redacted] - Assistant Minister NRTWG Members provided inputs Presentation on & 18, 2020 for Basic and Secondary meeting to to the development of a national reading Education/MOE review the presentation at the MOE benchmarks MOE [redacted] – Read Liberia proposed SMT weekly meeting made at the Conference [redacted] - AQE national reading MOE /SMT and room benchmarks MOE [redacted] – MOE Curriculum G1-6 stakeholders (Virtual) [redacted] - Assistant Minister meeting for Early Childhood Education [redacted] - Stella Maris [redacted] – KEEP [redacted] – AQE [redacted] UMOVEMENT [redacted] - We Care [redacted] [redacted] - Peace Corps
October 19, The MOE SMT The MOE The NRTWG made the The second 2020 The NRTWG Weekly SMT presentation on the presentation on [redacted] -Read Liberia COR Meeting National Reading the national Benchmarks reading [redacted] -Read Liberia benchmarks DCOP The MOE expressed that made at the [redacted] -Read Liberia MOE SEA the benchmarks might not be achievable considering stakeholders [redacted] - Assistant Minister that the MOE was faced meeting; for Basic and Secondary with numerous challenges Benchmarks Education/MOE After discussion, the approved [redacted] - AQE Minister asked the [redacted] – KEEP NRTWG to review the [redacted] – AQE Benchmarks more [redacted] - UMOVEMENT realistically in [redacted] - WeCare consideration of all would- [redacted] be challenges and make another presentation
USAID Read Liberia, Year 4 Quarter 1 Report October – December 2020 25 Date and Location Attendees Subject Next Steps and Notes Status October 22, The Minister of Education Discussion of THE SEA presented the Benchmarks 2020 in the The Assistant Minister for the Academic Benchmarks and target for included in the MOE Basic and Secondary Calendar and 5 years Liberia’s national Conference Education re-opening of Participants made inputs 2020/21 Room Academic schools for and recommendations Calendar for the MOE Education stakeholders Academic The Minister announced first time 2020/21 the approval of the [redacted] -Read Liberia Benchmarks and Year 1 SEA targets; also mandated that it be included in the academic calendar Next Steps Read Liberia and the NRTWG to work with the Bureau of Basic and Secondary Education to promote implementation of the benchmarks and organize awareness in support of benchmarks October 27, The MOE EIE partners EIE Weekly Agenda includes Read Read Liberia 2020 Partners Liberia presentation and attends the Virtually meetings updates on its activities in Education in support of the MOE Emergency Education in Emergency meetings plan and Y4 activities regularly November MOE National The final document that The National 11, 2020 [redacted] Teacher included the inputs from Teacher Virtually [redacted] Professional the validation meeting was Professional [redacted] Performance presented and validated Performance [redacted] Standards by the participants. Standards [redacted] validation approved on meeting December 28, [redacted] Next Step 2020 [redacted] Document to be presented
[redacted] to the MOE SMT by the [redacted] Bureau of Teacher The document is currently with the [redacted] Education for their review and approval editors getting [redacted] ready for printing [redacted] and distribution [redacted] by the MOE Read Liberia [redacted] [redacted] Partners [redacted] - AQE [redacted]– KEEP [redacted]– AQE [redacted] UMOVEMENT [redacted]- WeCare [redacted] [redacted] [redacted] [redacted] [redacted] [redacted] [redacted]
USAID Read Liberia, Year 4 Quarter 1 Report October – December 2020 26 Date and Location Attendees Subject Next Steps and Notes Status November [redacted] - DMI 1st Quarter Year Remarks 11, 2020 [redacted] -USAID 4 DMI quarterly COR/ Sr Education 4th distribution Virtually Read Liberia meeting Advisor, DMI TLMs [redacted] -COP Read Liberia Update successfully EGR Transition plan launched; EGR [redacted] -DCOP transition plan [redacted] -SEA Planned launch of TLMs presented to the [redacted] -Communication Distribution SMT [redacted] -Community Next steps Engagement [redacted] -Reading [redacted] -ME & L December 4, [redacted] – GPE Read Liberia The Read Liberia ME&L 2020 [redacted] - Poverty-Action and IPA Manager and the Senior Draft document [redacted] - Poverty-Action meeting on the Education Advisor held a shared; Read meeting with the team developing a Liberia to provide National from IPA that is tasked feedback [redacted] - Poverty-Action. Learning with the development of [redacted] – Poverty Action Assessment the MOE assessment [redacted] – Poverty Action System for the framework for G3. The [redacted] – Poverty Action MOE discussion was mainly on the development of the
benchmarks and the [redacted] – MOE teacher professional [redacted] – Read Liberia standards and how [redacted] – Read Liberia aspects of those two documents could be adopted into the framework. Read Liberia presented and shared both documents (the performance standards and Reading benchmarks) There were also discussions on the administration of EGRA and Decentralized Education Monitoring Approach (DEMA)/ Group Administered Learning Assessment (GALA). December MOE: Read Liberia [redacted] thanked Read Follow up on 14, 2020 [redacted] - Minister and the MOE- Liberia and [redacted] for actions items Musu Spot [redacted] -Deputy SMT Year 4 the meeting. He said from the meeting Hall Minister/Planning Planning Read Liberia is a “very continues meeting good project”. He hoped Read Liberia [redacted] - Asst. Minister/ that the ministry will have Basic & Secondary Education shared training a “smooth sailing” as the plan with the [redacted] - Asst project transitions to the MOE Minister/Student Personnel MOE. He appealed to the Services MOE Planning USAID to support the department [redacted] - Asst. Minister project for another year continues Technical Education following the transition. engagement with [redacted] - Asst. Minister Feedback, Read Liberia [redacted] - Asst Minister- recommendations, Looking forward Planning comments, and to the next two [redacted] - Nimmo-Asst. inquiries: years as the Minister/ECE The MOE department of MOE takes over [redacted] -Asst Minister- planning requested the activities from TVET data on assessment. Read Liberia
USAID Read Liberia, Year 4 Quarter 1 Report October – December 2020 27 Date and Location Attendees Subject Next Steps and Notes Status [redacted] -General The Minister requested Administration the listing of all teachers Read Liberia trained by Read Liberia. USAID Minister suggested that [redacted] Read Liberia use the VPIs to train the teachers. Read Liberia On the question of [redacted] random transfer of [redacted] teachers, [redacted] [redacted] stressed that DEOs do not [redacted] have the right to arbitrarily [redacted] transfer teachers from one school to another [redacted] Read Liberia asked the [redacted] Ministry to grant approval [redacted] for the Activity to train [redacted] teachers on Saturdays [redacted] and Sundays. The MOE recommended that Read Liberia include the aspect of certification of teachers to their training. National Strategy needs to be added to the actionable by Read Liberia. Discussion on the transition Plan-Structuring the stages of take-over in the context that the MOE can fund [redacted] commended the collaboration between the MOE and Read Liberia; Last year saw a lot of learning and collaboration- received support from teachers, principals, DEOs and CEOs; commended the MOE on her strategy on Covid-19.
5 MANAGEMENT AND ADMINISTRATIVE ISSUES
5.1 Management Following the considerable reduction in the number of COVID-19 cases in Liberia, which stood at 25 active cases as reported by the Liberia Ministry of Health on October 21, 2020, Read Liberia re-opened its three regional offices in Monrovia, Gbarnga, and Paynesville on November 2, 2020. This was arrived at after careful analysis of the COVID-19 pandemic trend coupled with other factors such as the Government of Liberia lifting the state of emergency and curfew since July 21, 2020, and program priorities to prepare for re-opening of schools for all grades scheduled for December 1, 2020. The Operations staff started reporting to office first to put the office in order. Currently, staff work in the office on a rotational schedule to maintain social distancing. Therefore, the overall Activity
USAID Read Liberia, Year 4 Quarter 1 Report October – December 2020 28 implementation approaches that were switched predominantly to virtual working during the onset of the pandemic are gradually returning to the normal face-to-face working schedule. The Read Liberia management will continue to monitor the pandemic and review the office re-opening protocols in response to the changing trends and in consultation with stakeholders. In preparation toward the re-opening of schools for all grades, the Activity commenced distributing TLMs to all intervention schools starting on December 1, 2020. As part of the Activity Transition Plan in Year 4, Read Liberia involved the MOE staff, especially DEOs and/or their designees, in the distribution of TLMs. The team also used the occasion to gather information on school enrollment and encouraged parents and guardians to send their children and/or wards to school. For example, as described under IR 4, Read Liberia provided support to PTA representatives to begin taking the lead in supporting EGR activities, including addressing related constraints to student enrollment in school. PTA members have taken key actions, including holding meetings and suggesting temporary solutions such as parents being allowed to enroll their children on the basis of a specific registration payment term with school administration. Read Liberia will continue to support PTA members across school communities to ensure that students return to school. The TLMs that were distributed consisted of Let’s Read G1, Let’s Read G2, SAB G1, SAB G2, TIG G1 Vol. 1, TIG G1 Vol. 2, TIG G2 Vol. 1, TIG G2 Vol. 2, Letter Syllable Cards, KG Teacher Training Manual, Teacher Training Manual, and Alphabet Posters. Due to flooding in a few school communities, the distribution could not be completed as scheduled. In addition, due to the senatorial elections and the referendum, the distribution activities were suspended between December 7 and 12, 2020. The distribution recommenced on December 14, 2020, and the Activity will complete the TLM distribution in January 2021 to ensure that every school and every learner receives TLMs to support classroom instruction and learning. It is important to acknowledge the support from the MOE regarding county- and district-level personnel who continue to support the distribution activities and the use of the county warehouses and offices in the districts that serve as temporary storage facilities during the exercise. Read Liberia continued to use every opportunity, particularly where external parties are involved, to offer a platform to the Ministry of Labor in support of the creation of awareness of and the campaign against trafficking in persons. The launch of the FY 2020/21 school calendar Y4 TLM distribution on November 24, 2020, presented a unique atmosphere for the Ministry of Labor to emphasize the importance of sending children to school and encourage the general public to desist from practices that hamper the future of Liberian children if they are not sent to school. The Assistant Minister for Planning at the Ministry of Labor said the Government of Liberia is a signatory to different treaties and agreement to promote the welfare of children. All these, he reiterated, are deliberate steps the GOL is taking to ensure that the enabling environment is created to promote child education. The Activity also recommenced meeting with stakeholders, namely Ministry of Health represented by the National Malaria Control Program; Ministry of Education; and Chemonics to discuss the request for Read Liberia to distribute insecticide-treated bed nets to schools in Margibi and Nimba Counties. The Consortium reviewed and agreed on the work plan drafted by Read Liberia. They also reviewed the draft narrative work plan prepared by Read Liberia and approved it for budgeting. Read Liberia is in the process of drafting the budget for submission to USAID and the President’s Malaria Initiative (PMI) for review and further guidance. The staff listed in Table 5 were hired in the Q1 and started work on the dates in the table.
USAID Read Liberia, Year 4 Quarter 1 Report October – December 2020 29 Table 5. Hired staff
Name Title Date Hired [redacted] Driver December 1,2020 [redacted] Finance & Administration Officer 1 December 7,2020
Similarly, staff listed in Table 6 left the Activity in Y4 Q1, and separation dates have been indicated in the table.
Table 6. Resignations
Name Title End of service date Replacement Plan [redacted] Sr. Finance & Operations 16-Oct-20 The recruitment process Manager is ongoing, and the expected hire date will be February 15,2021. [redacted] Education Technical Assistant 15-Nov-20 Replacement has been completed effective 2- Jan-2021.
5.2 Administration Read Liberia regrets to report the theft of one project motorcycle. The unfortunate event occurred on December 21, 2020, while it was in use for official duties and parked in front of Ecobank Head Office on 11th Street in Sinkor, Monrovia. The incident was immediately reported to the Liberia National Police for investigation and was reported to USAID. The Activity will submit a formal report to the Inspector General once the police investigation report is received. 6 LESSONS LEARNED Lessons learned from Q1 Y4 include the following: Collaborative interventions and awareness of school and community leaderships through the Activity increase results of project activities in communities. PTAs are taking the lead in supporting EGR activities in their respective communities by engaging with community stakeholders, especially during the closure period. Members of PTAs across school communities continued engagement with school administrators and MOE officials aimed at addressing related constraints to student enrollment in school. Members of PTAs have taken key actions including meetings and suggesting temporary solutions. 7 PLANNED ACTIVITIES FOR NEXT QUARTER, INCLUDING UPCOMING EVENTS IR 1 • Continue to hold exit/transition strategy meetings with MOE. • Encourage and support the MOE and the NRTWG to develop and institutionalize a national reading strategy. • Support the MOE to host the 2021 International Reading Month in March 2021.
USAID Read Liberia, Year 4 Quarter 1 Report October – December 2020 30 • Hold quarterly update meetings with the DMI office on Read Liberia activities (i.e., EGR system gap analysis, DEMA results, ICSSP, Y4 plan, and EGR coaching model). IR 2 • Continue any necessary mop-up distribution of TLMs based on increases in student enrollment and prepare for printing of next round of TLMs. • Facilitate refresher EGR training workshop for coaches, MOE master trainers, etc. • Facilitate cluster-based trainings for EGR teachers and principals in Read Liberia intervention schools. • Hold quarterly county review meetings with EOs. • Continue coaches’ visits to schools. • Planned external impact evaluation endline data collection by NORC IR 3 • Quarterly compilation and analysis of data to inform AMELP indicators and PIDS. • Conduct Y4 operational research study midline data collection and report. • Complete Y3 operational research on factors to encourage and strengthen student enrollment and attendance. • Conduct Y4 operational research study on the impact of the IR4 program. • Conduct kindergarten pilot endline study and produce report. • DQA to be conducted by USAID on the indicators that are due for the FY 2021. IR 4 • Implementation of the Social and Behavior Change (SBC) Communication Plan produced in Y2. • SCMs carry out SBC communication and guidance activities with Cohort 2 parents in 320 school communities in support of EGR (also supports IR 4.2, IR 4.3). • Develop and implement take-home reading system for students and parents (10–20 minutes per day). • SCMs implement community mobilization activities with Cohort 2 parents in 320 communities: train parents on peer education, conduct home visits and meetings with parents using peer education materials in support of EGR. • Implement the Innovative, Low-cost and Effective Community and CBOs Model for Supporting Schools and Teachers produced in Y2. • Coaches, CMOs, SCMs support organization of PTA meetings with discussion of EGR in Read Liberia schools. • CMOs, SCM supervisors, and SCMs hold meetings with Cohort 2 community leaders and CBO representatives at county, district, and community levels to build engagement around EGR and provide guidance in design and implementation of activities such as selecting reading materials for reading corners and holding reading demonstrations. • One-on-one meetings with potential private sector contributors to concretize, finalize, and document commitments to partnership. • Implement partnership agreements with monitoring and follow-up.
USAID Read Liberia, Year 4 Quarter 1 Report October – December 2020 31 8 HOW IMPLEMENTING PARTNER HAS ADDRESSED COR COMMENTS FROM THE LAST QUARTERLY REPORT Read Liberia addressed all USAID revision requests in the Y3 annual report, such as clarifying the impact of COVID-19 on Read Liberia activities and elaborating on mitigation steps taken by the Read Liberia team, and adding more detail regarding monitoring activities and the impact of progress being made by the MOE on student benchmark and teacher performance standards documents. 9 FINANCIAL MANAGEMENT
[redacted] 10 ATTACHMENTS Attachment A Progress Summary Attachment B Success Story
USAID Read Liberia, Year 4 Quarter 1 Report October – December 2020 32 ATTACHMENT A: PROGRESS SUMMARY
Table A-1. AMELP Indicator progress - USAID standard indicators and Activity custom indicators
Y4 (September-December Baseline Data 2020) Quarterly Status
Annual Annual Annual Cumulative Cumulative Performance Planned Actual to Achieved to Indicator Data Source Year Value Target Date Y4Q1 Y4Q2 Y4Q3 Y4Q4 Date (in %) Comments Overall Indicators ES-1.1. Percent of learners This indicator is reported targeted for U.S. government by independent external (USG) assistance who attain a evaluator NORC. The Baseline/ minimum grade-level proficiency student-based data endline in reading at the end of G216 2017 25% ------— -- collection that was (carried out by planned for end of Y3 NORC) was delayed due to COVID-19 school closure. This is an annual ES-1.3. Number of learners in School census/ indicator, and data are primary schools or equivalent non- classroom reported in Q4 and will N/A N/A 1,28017 0 0 ------school-based settings reached observation be collected from with USG education assistance form teacher training planned for Q2.
16 Based on independent external evaluation conducted by NORC. 17 Target estimate includes 1,280 G1 and G2 teachers.
USAID Read Liberia, Year 4 Quarter 1 Report October – December 2020 33 Y4 (September-December Baseline Data 2020) Quarterly Status
Annual Annual Annual Cumulative Cumulative Performance Planned Actual to Achieved to Indicator Data Source Year Value Target Date Y4Q1 Y4Q2 Y4Q3 Y4Q4 Date (in %) Comments This indicator is reported annually, and data will be reported in Q4. Read School census/ Liberia support to 60318 ES-1.50. Number of public and classroom MOE schools in Q2 private schools receiving USG N/A N/A 640 ------observation included coaches’ visits assistance form through teachers’ classroom support, TLM distribution and support, and PTA support. ES-1.53 Number of learners in School census/ pre-primary schools or equivalent This indicator has been classroom non-school-based settings N/A N/A N/A N/A N/A N/A N/A N/A archived by USAID for observation N/A reached with USG education Y4. form assistance Not planned for this RL-1. Average oral reading quarter. Relevant fluency (ORF) scores (in correct Baseline/ assessments will be words per minute [cwpm]) among endline 14.6 2017 22 cwpm ------implemented by coaches students in USAID Liberia’s EGR (carried out by cwpm at the end of the activity and in Read Liberia’s NORC) 2020/21 academic year target districts19 and reported in Y4 Q4.
18 Read Liberia has a contractual target of 640 MOE public primary schools. However, in Y3, actual schools supported were 637 due to the closure of two schools and the privatization of one. In Q1, Read Liberia supported 95% of its targeted 637 schools. 19 Based on an independent external evaluation conducted by NORC.
USAID Read Liberia, Year 4 Quarter 1 Report October – December 2020 34 Y4 (September-December Baseline Data 2020) Quarterly Status
Annual Annual Annual Cumulative Cumulative Performance Planned Actual to Achieved to Indicator Data Source Year Value Target Date Y4Q1 Y4Q2 Y4Q3 Y4Q4 Date (in %) Comments Intermediate Result 1: Government commitment to and support of evidence-based reading instruction increased
Sub-IR 1.1: Actionable, Ministry-endorsed plans to support and monitor evidence-based EGR approaches produced MOE approved EGR national reading RL-1.1.1. Number of Ministry- benchmarks and endorsed plans to support and Activity records 2018 0 1 2 2 -- -- — 200%20 teachers’ professional monitor evidence-based EGR standards with Read supported Liberia technical support.
20 Over achievement of the target is due to the MOE approval of two documents critical for EGT, teachers’ professional standards and early the national reading benchmarks for early grade reading (G1-G6), two documents Read Liberia had worked with the MOE throughout Y2 and has been approved by the MOE in Y3.
USAID Read Liberia, Year 4 Quarter 1 Report October – December 2020 35 Y4 (September-December Baseline Data 2020) Quarterly Status
Annual Annual Annual Cumulative Cumulative Performance Planned Actual to Achieved to Indicator Data Source Year Value Target Date Y4Q1 Y4Q2 Y4Q3 Y4Q4 Date (in %) Comments IR 2: EGR classroom instruction improved
Sub-IR 2.1: Evidence-based EGR books and materials developed and used ES-1.49. Number of primary or This indicator is reported secondary textbooks and other annually, and actual teaching and learning materials data are reported in Q4. (TLMs) that are inclusively During Q1, TLM representative provided with USG distribution began in assistance December 2020 instead of August due to the MOE adjusting the Activity school calendar, procurement N/A N/A 117,60021 ------— -- following schools re- records opening from COVID-19. For schools that opened, a total of 67,54022 TLMs (57.4%23 of Y4 target) were distributed to schools, but low student enrollment impacted the number of TLMs distributed.
21 Y4 targets based on count of each type of TLM, multiplied by the number of intended recipients (students, teachers, schools, District Education Officers [DEOs], County Education Officers [CEOs], teacher training institutes [TTIs], and the MOE). G1 and G2 students each received two books (student activity book [SAB] and “Let’s Read”) rather than one book as initially planned. Targets for TLMs over the life of Activity are as follows: Y1=58,880; Y2=61,640; Y3=145,250; Y4=117,600. 22 G1: (Teachers’ Instructional Guide [TIG]v1=1; TIGv2=2; SAB=16,117; Let’s Read=16,190; Alphabet Posters=581; Letter and Syllable Cards=587; Supplementary Readers=1,148). G2: (TIGv1=4; TIGv2=2; SAB=15,371; Let’s Read=15,313; Alphabet Posters=593; Letter and Syllable Cards=600; Supplementary Readers=1,031). 23 MOE schedule for school opening is September each year. Due to the impact of COVID-19, however, the calendar for schools opening was adjusted to December 2020. Because of political elections prior to the opening of schools and the proximity of Christmas and New Year holidays, most schools did not open in December. However, this also affected students’ registration and enrollment, which affected the number of TLM distributed to schools because student enrollment was low. Read Liberia continues TLM distribution in Q2 of Y4 as schools are expected to resume classes. Read Liberia coaches are collecting enrollment data during coaches’ visits and coordinating with the operations team to continue TLM distribution.
USAID Read Liberia, Year 4 Quarter 1 Report October – December 2020 36 Y4 (September-December Baseline Data 2020) Quarterly Status
Annual Annual Annual Cumulative Cumulative Performance Planned Actual to Achieved to Indicator Data Source Year Value Target Date Y4Q1 Y4Q2 Y4Q3 Y4Q4 Date (in %) Comments Sub-IR 2.2: In-service training in evidence-based EGR instruction and formative assessment improved This is an annual ES-1.6. Number of educators who indicator and data is Training complete professional reported in Q4. attendance 2018 0 24 0 0 ------development activities with 1,280 However, teacher records USG assistance training is planned for Q2. This is an annual ES-1.12. Number of education indicator and data is administrators and officials who Training reported in Q4. complete professional attendance 2018 0 713 0 0 ------However, teacher development activities with USG records training is planned for assistance Q2. RL-2.2.1a. Number of teachers Data collected annually trained under Read Liberia who Coaching at the end of the 2017 1,280 933 N/A N/A N/A N/A — N/A remain in G1 or G3 assignments records academic year for for the duration of the Activity reporting in Q4. RL-2.2.1b. Number of teachers KG pilot ended in Y3. trained under Read Liberia who Coaching 2018 66 N/A N/A N/A N/A N/A N/A N/A Final evaluation planned remain in KG assignments for the records for Y4 Q2. duration of the Activity Sub-IR 2.3: Teacher coaching and supervision in EGR improved RL-2.3.1. Percentage of teachers Not planned for this Coaching showing improvement in providing N/A 0% 75% — N/A N/A N/A — N/A quarter; will be reported records early grade instruction in Q4.
24 Target estimate includes 1,280 G1 and G2 teachers.
USAID Read Liberia, Year 4 Quarter 1 Report October – December 2020 37 Y4 (September-December Baseline Data 2020) Quarterly Status
Annual Annual Annual Cumulative Cumulative Performance Planned Actual to Achieved to Indicator Data Source Year Value Target Date Y4Q1 Y4Q2 Y4Q3 Y4Q4 Date (in %) Comments Sub-IR 2.4: Appropriate nonmonetary incentives for teachers and schools implementing evidence-based programming provided RL-2.4.1. Number of teachers Award Not planned for this receiving nonmonetary incentive distribution N/A N/A 320 — N/A N/A N/A — N/A quarter; will be reported awards according to the agreed records in Q4. program Intermediate Result 3: Service delivery systems in EGR improved
Sub-IR 3.1: Performance standards for teachers and students in EGR developed and implemented RL-3.1.1. Percentage of teachers who achieve a score of Data reported annually “acceptable” or better on a Coaching 2018 28% 60% N/A N/A N/A N/A — N/A at end of academic year reading instructional index that instruments for reporting in Q4. measures the use of effective EGR teaching practices RL-3.1.2. Percentage of schools applying the policies included in Data reported annually Coaching the Early Grade Reading 2018 79% 85% N/A N/A N/A N/A — N/A at end of academic year instruments Assessment (EGRA) policy for reporting in Q4. framework Sub-IR 3.2: Research agenda on factors related to EGR implemented KG final evaluation data collection planned for Q2. Y4 operational RL-3.2.1. Number of EGR-related research enrollment Activity records research studies conducted by or N/A 0 1 0 0 -- -- 0% study and IR4 impact (report) with the support of Read Liberia study in midline data collection planned for Q2 in Montserrado, Bong and Grand Bassa.
USAID Read Liberia, Year 4 Quarter 1 Report October – December 2020 38 Y4 (September-December Baseline Data 2020) Quarterly Status
Annual Annual Annual Cumulative Cumulative Performance Planned Actual to Achieved to Indicator Data Source Year Value Target Date Y4Q1 Y4Q2 Y4Q3 Y4Q4 Date (in %) Comments Sub-IR 3.3: Policies in support of EGR instruction implemented RL-3.3.1. Number of policies and/ Not planned for this or policy revision proposals Activity records N/A 0 0 0 0 0 0 — N/A quarter implemented Sub-IR 3.4: EGR data collection, analysis, and reporting systems improved RL-3.4.1. Number of District Education Officers (DEOs) and Lot quality County Education Officers (CEOs) assurance DEOs’ training planned N/A 0 49 0 0 N/A N/A — 0% assessing reading outcomes at sampling for Q3 the G3 level in the schools in their records jurisdictions on an annual basis RL-3.4.2. Number of schools Data reported annually reporting KG, G1, and G3 reading School report N/A 0 446 N/A N/A N/A N/A — N/A at the end of academic results to their communities on an cards year for reporting in Q4. annual basis Intermediate Result 4: Parent, community, and private support for EGR increased Sub-IR 4.1: Parents’ understanding and support of EGR increased Not planned for this year. With adjustments in baseline, midline, and RL-4.1.1. Percentage of parents endline data collection and caregivers with understanding Activity records TBD TBD N/A 0 N/A N/A N/A N/A N/A due to COVID-19, Read and support of EGR Liberia will consult with USAID on reporting midline and endline data.
USAID Read Liberia, Year 4 Quarter 1 Report October – December 2020 39 Y4 (September-December Baseline Data 2020) Quarterly Status
Annual Annual Annual Cumulative Cumulative Performance Planned Actual to Achieved to Indicator Data Source Year Value Target Date Y4Q1 Y4Q2 Y4Q3 Y4Q4 Date (in %) Comments Sub-IR 4.2: Parents’ ability to implement specific strategies to support EGR improved Not planned for this year. With adjustments RL-4.2.1. Percentage of parents in baseline, midline and or caregivers who report using endline data collection materials at home to read to their Parent survey TBD TBD N/A 0 N/A N/A N/A N/A N/A due to COVID-19, Read children or to listen to their Liberia will consult with children read USAID on reporting midline and endline data.
USAID Read Liberia, Year 4 Quarter 1 Report October – December 2020 40 Y4 (September-December Baseline Data 2020) Quarterly Status
Annual Annual Annual Cumulative Cumulative Performance Planned Actual to Achieved to Indicator Data Source Year Value Target Date Y4Q1 Y4Q2 Y4Q3 Y4Q4 Date (in %) Comments Sub-IR 4.3: Community members’ and CBOs’ ability to support EGR improved This indicator is an annual indicator, and data are reported in Q4. During Q1, 603 PTAs were engaged, which represents 112% of the annual target of 535. The deployment and work of school ES-1.13. Number of parent- community mobilizers teacher associations (PTAs) or (SCMs) in communities, community-based school coaches’ visits to Annual survey TBD TBD 535 ------— -- governance structures engaged in schools, and work with primary or secondary education PTAs to address supported with USG assistance challenges of low enrollment and parents’ support for students and their PTA engagement has increased. In Y4, Read Liberia worked with PTAs through TLM distribution and community engagement activities. Sub-IR 4.4: PPPs to support EGR success established Read Liberia will continue to work with RL-4.4.1. Number of PPPs PPP contracts 0 0 0 0 N/A N/A N/A N/A N/A PPPs engaged in Y3 to formalized to support EGR formalize all agreements.
USAID Read Liberia, Year 4 Quarter 1 Report October – December 2020 41 ATTACHMENT B: SUCCESS STORY
SUCCESS STORY Early grade reading coach braves challenges to get children back to school
The Ministry of Education of Liberia released a new calendar in November 2020 for the re-opening of academic activities, following about a year of closure due to the COVID--19 pandemic. Since the December registration process started, most schools continued to experience low or no registration at all. It was reported that public schools’ registrations across the country were lagging far behind previous years. The pandemic uncertainties coupled with grave economic challenges for parents led to low or no student enrollment the first few weeks in December. Kelebei Public School Principal [redacted] The situation in the more than 600 public schools supported by the Read and early grade reading coach [redacted] Liberia Activity was no different. engaging parents to register their children One Read Liberia early grade reading coach, [redacted], in charge of a cluster of eight schools across three districts in Bong County, took up the challenge to ensure that parents in these three districts sent their children to school despite the year’s multiple hardships. [redacted], working in collaboration with the principals and teachers from schools in her assigned area, initiated a mobile registration scheme that is yielding dividends. After observing the low or no registration in schools in the three districts, (Fuamah, Salala, and Sanoyea), [redacted] and [redacted], Principal of Kankalamta Public School, and [redacted], Principal of Kelebei Public School decided to engage parents during the late evening hours when
parents returned from their farms. Most parents in these rural communities Parents from the Kankalamta Public School go to the farm early in the morning and return late in the evening. community gather to register their children as Principal [redacted] leads the process To do this, [redacted], who is a mother of two young girls and lives about 2 hours’ drive away from her assigned area, must sleep overnight in these schools’ communities to catch up with the parents. The mobile registration proved successful. For instance, while no student had registered at the Kankalamta and Kelebei schools prior to the start of the mobile registration process, by the end of the quarter, the two schools had registered 73 students in the first and second grade classes after only a few days of the mobile registration process being set up, and there were indications that the numbers would continue to grow. One parent said “This is highly appreciated. We never had the time to wait in the village for the time the school starts…” Asked about what drives her to do this, [redacted] says “I see my own two The registration of children in the late little daughters in these children. They, too, need an education. Even evening hours by coach [redacted] and though the process is a bit challenging, I am impressed with the level of [redacted], Principal Kelebei Public School response from the parents and the number of enrollments.” The USAID Read Liberia Activity aims to improve early grade reading Telling Our Story skills for Liberian students in 640 public schools in grades one and two U.S. Agency for International Development Washington, DC 20523-1000 and to pilot test emergent literacy skills for Liberian students in 60 public http://stories.usaid.gov kindergarten schools. The Activity is implemented in six targeted counties—Lofa, Bong, Grand Bassa, Nimba, Margibi, and Montserrado.
USAID Read Liberia, Year 4 Quarter 1 Report October – December 2020 42