GEORGIA PRIMARY

EDUCATION PROJECT

MONTHLY REPORT OCTOBER 1-31, 2014

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

USAID COR: Medea Kakachia Chief of Party: Nancy Parks

10 November 2014

This material is made possible by the generous support of the American people through the United States Agency for International Development (USAID). The contents are the responsibility of Chemonics International Inc., and do not necessarily reflect the views of USAID or the United States Government. Preparation of the material is made within the framework of the USAID Primary Education Project in collaboration with the Ministry of Education and Science of Georgia.

G-PRIED HIGHLIGHTS OCTOBER 2014

 1136 primary grade teachers trained; 839 math teachers and 297 reading teachers  Teacher attendance rate at training sessions was 95%  20 ethnic minority TLC facilitators trained  40 reading national trainers prepared to offer additional training to Grade 1-4 and GSL teachers  5 Azeri math national trainers prepared to offer trainings for Azeri language schools  Reading national trainers visited 84 schools to observe 300 reading teachers in their classrooms  Math national trainers visited 81 schools to observe 306 math teachers in their classrooms  152 TLC facilitators observed while conducting TLC meetings  22 TLC facilitators from ethnic minority schools

trained to lead TLCs and implement parental Math classroom observed in Bazaleti School engagement activities  All reading training materials for grades 1-4 completed  All math training materials translated into Armenian, Russian, and Azeri  Progress report on G-PriEd’s activities from June – September 2014 presented to MES  Teacher and TOT training materials distributed to 32 training venues across Georgia, including six ethnic minority training venues  The two best and final offers for printing of G-PriEd instructional materials identified  G-PriEd DCOP appointed as a member of School Authorization Council, by NCEQE  First meeting to discuss the G-PriEd Resource Portal resulted in revision of initial design

PLANNED ACTIVITIES NOVEMBER 2014

 Conduct reading and math trainings for Grade 1-4, Grade 5-6, and ethnic minority teachers  Monitor schools’ administration of classroom diagnostic assessments  Finalize supplemental leveled readers and reading flash cards for publication  Begin filming video on reading fluency  Organize workshop for the writers who will prepare the next set of supplemental readers  Develop next issue of student newspaper  Organize work group to develop reading instruction resource book  Coordinate with points of contact in each school to prepare parental engagement action plan  Collect information from facilitators regarding parental engagement activities  Finalize parental engagement cards

 Train 122 school principals and 49 heads of regional Educational Resource Centers in school-based teacher evaluation  Conduct 140 school visits by math and reading national trainers  Organize a meeting with NAEC technical team to present “E-Assess”  Organize a meeting with the MES and TPDC to present G-PriEd Resource Portal  Ship the third tranche of training materials to ethnic minority venues  Sign subcontracts for professional printing  Issue RFQ for procurement of math manipulatives  Continue to develop the technical description of G-PriEd Resource Portal and draft content for front pages

ANNEXES

Annex A: October School Visit Report Annex B: G-PriEd/MES Correspondence in October Annex C: Status of USAID/MES Approval of G-PriEd Materials in October Annex D: G-PriEd Official Meetings in October

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GOALS: 1. Improve reading and math instruction for approximately 40,000 Georgian students, grades 1-6, including ethnic minority students in approximately 300 … schools. 2. Improve reading and math delivery systems in Georgia’s primary education. 3. Enhance community and public engagement, accountability, and transparency in approximately 300 schools. Component 1: Improve reading and math instruction for approximately 40,000 students of grades 1-6, including ethnic minority students, in approximately 300 schools. Subcomponent 1.1: Improve Teacher Effectiveness in Teaching Reading and Math, as well as in the Use of Formative Assessment-Based Teaching Approach OCTOBER ACTIVITY 1. Develop a concept for improving teachers’ instruction of reading and math through 1) training and 2) school-based professional development and integrate it with the MES’ concept of state-provided professional certification and continuous professional development. This concept will cover the procedures for nominating teacher circle facilitators. Completed, October 2012 2. Discuss the concept and requirements with the MES and encourage its approval. Completed, October – December 2012 3. Hold conferences with principals. G-PriEd planned a two-day workshop for pilot school principals to be held in November. At the workshop, principals will improve their teacher evaluation skills. The training will also include effective strategies on parent engagement. The directors of 49 regional Education Resource Task 1: Develop, Centers (ERCs) will join the 122 principals at the workshops. G-PriEd is including the ERC directors in the principal workshops to introduce them propose, and support to the principal-as-instructional-leader model which G-PriEd advocates. Increasing the ERC directors’ understanding of the principal model the implementation of increases the likelihood of its adoption among all schools. school-based The principals/ERC directors will be divided into five groups, November 10 -25, to provide a manageable number of participants at each mechanisms for workshop. promoting 4. Assist the schools/MES in identifying teacher facilitators in the pilot schools. professional Completed, June 2013 development of math 5. During pilot phase, provide sample materials and quality assurance procedures to support TLC and reading teachers facilitators. G-PriEd provided the following support materials to 22 TLC facilitators from ethnic minority schools :  PowerPoint presentations on planning teacher professional development at the individual and group level  PowerPoint presentations on parent engagement strategies  Guidelines for analyzing results of classroom diagnostic tests in math and reading TLC facilitators can use these resources at their TLC meetings. More support materials will be A facilitator from Chakvi School # 2 presenting recommendations on provided to them in the coming months. planning for professional development

6. Support and monitor, in cooperation with TPDC, the work of the teacher facilitators in pilot schools. School Visits. G-PriEd national trainers launched a new round of school visits in October following the initial teacher training sessions. The purpose of the school visits was to observe math and Georgian language teachers delivering their lessons and TLC facilitators conducting meetings in order to provide constructive feedback on their practices. Each trainer observed 3-4 teachers and one TLC facilitator per school visit.

G-PriEd national trainers conducted 165 school visits (reading trainers visited 84 schools and math trainers visited 81 schools) to observe 300 Georgian language and 306 math teachers during this period. In addition, the trainers observed 152 TLC meetings. (Annex A: October School Visit Report)

G-PriEd also encouraged school principals to accompany the trainers during classroom and TLC observations and attend the feedback sessions between the teachers and trainers. During 127 out of 165 school visits, the school principals or deputy principals joined the national trainers in observing classrooms and participated in the feedback sessions. Involving principals in the teacher evaluation process promotes principals as Summary Report of School Visits in October 2014 instructional leaders in their Reading Observations Math Observations Regions schools.

Schools Visited Teachers TLCs Schools Visited Teachers TLCs 1 3 1 2 8 2 8 31 8 10 34 9 3 12 3 3 12 3 6 22 5 6 24 5 11 41 11 12 47 12

Kakheti 8 30 7 7 26 7 -Mtianeti 3 12 3 3 12 2

Racha-Lechkhumi & Kvemo Svaneti 6 23 6 5 17 5

Samegrelo & Zemo Svaneti 8 29 8 8 31 8 Samtskhe-Javakheti 10 35 8 10 38 8 13 36 9 9 34 9

Shida Kartli 7 26 7 6 23 6 Total 84 300 76 81 306 76

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G-PriEd reading trainer conducting a feedback G-PriEd Math National Trainer observing a TLC session at Geguti School meeting at Banoja School TLC Trainings. G-PriEd delivered trainings to 22 TLC facilitators from ethnic minority Georgian schools. 175 TLC facilitators from Georgian schools had already been trained in September. Regions Date of the Venue of the Training Total number # of facilitators Training of Facilitators trained Samtskhe-Javakheti October 11 School # 2 14 13 Kvemo Kartli October 11 School # 4 7 7 October 11 School 3 2 Total 24 22

The purpose of the training was to strengthen the skills of TLC facilitators, as well as to inform them about parent engagement strategies and activities. The following sessions were offered to the trainers:  Overview of TLC activities at the school level  Feedback from facilitators  Roles and Responsibilities of TLC facilitators  Observing TLC activities  Criteria for Observation  Planning Professional Development at the Individual and Group Level  Overview of Professional Resources  Parent Engagement Strategies TLC facilitators used the revised observation criteria to evaluate a TLC facilitator’s performance TLC training in Akhalkalaki School # 2 6

during a video-taped TLC meeting in Tbilisi School # 102 and provided constructive feedback. The facilitators also received useful resources, such as the Teacher Reflection questionnaire, TLC Facilitator Observation Form (revised version), Lesson Observation Rubrics in Math and Reading, Recommendations for Teacher Portfolios, and report templates. They were also awarded two certificates: 1) for the participation in training in May 2014; and 2) for leading TLC activities during the 2013-2014 academic year.

7. During expansion of pilot, hold conference with principals in expansion schools to introduce the plan to improve teachers’ instruction of reading and math. This activity will begin later in project implementation. 8. During expansion, assist schools/MES in identifying teacher facilitators in expansion schools. This activity will begin later in project implementation. 9. During implementation of the model in expansion schools, provide sample materials and quality assurance procedures to support teacher facilitators in leading TLCs. This activity will begin later in project implementation. 10. During expansion phase, support and monitor, in cooperation with the TPDC, the work of the teacher facilitators in pilot schools. This activity will begin later in project implementation. 1. Create a working group together with TPDC representatives and local and international experts to develop the TOT manuals. Completed, January 2012 - February 2013 2. Develop TOT manuals for national trainers in reading. Task 2. Identify G-PriEd distributed all training manuals for trainers for use during the September TOT sessions. PowerPoint slides supplement the training national trainers of manuals. reading and math, 3. Develop TOT manuals for national trainers in math. design TOT program for them, and provide G-PriEd developed materials for the ethnic minority TOT including manuals and handouts translated into Azeri, Armenian, and Russian. teaching/guidance on 4. Develop TOT manual for national trainers of TLC facilitators. training teachers and This activity was completed in April 2014. teacher facilitators. 5. Create video lessons and/or other multi-media assistance for national trainers of reading and math. No activities were conducted this month. 6. Hire national trainers in reading and math in collaboration with the TPDC. A competitive recruitment in Adjara, Guria, Samtskhe-Javakheti, Kvemo Kartli, Kakheti, Mtskheta-Mtianeti, Racha, Svaneti, Imereti, and

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Samegrelo has been initiated, but is on hold until G-PriEd finalizes the expansion plan with the MES. 7. Prepare national trainers to train teachers and teacher facilitators of reading and math in use of training materials. Math. G-PriEd trained five Azeri math national trainers to offer trainings for Azeri language schools Reading. G-PriEd trained 40 reading national trainers to offer additional training to Grade 1-4 and GSL teachers TLCs. G-PriEd trained 22 TLC facilitators from ethnic minority schools to lead TLCs and implement parental engagement activities 8. Develop the trainee’s version of the manual. Develop example lesson plans and create a bank of lessons plans rich in differentiated instructional techniques, examples of supportive learning environment, methods of using leveled readers and math manipulatives, etc. Math. All trainee materials on Formative Assessment, Constructivism, and Differentiated Instruction have been translated in Russian, Armenian, and Azeri. In November G-PriEd will print and distribute materials on Constructivism for the ethnic minority teacher training.

Reading. The teacher manual for grades 1-4 was finalized together with trainers. G-PriEd distributed the manual to all training venues. The manual provides comprehensive materials on word reading instruction, reading fluency, and classroom formative assessment techniques. The GSL teacher’s manual was developed with input from the national trainers. G-PriEd’s Reading Improvement Director met with the MES National Curriculum Department to discuss their comments and recommendations for the GSL manual. The manual will be edited in early November and then distributed to all training venues. Topics covered in the manual include: diagnostic assessment of reading skills in a second language, effective strategies for teaching vocabulary, differentiated reading instruction, and teaching writing. 1. Select pilot schools for intervention Completed in October 2012 2. Develop the list of pilot schools in consultation with MES, its EMIS department and USAID. Completed in January – February 2013 Task 3. Support national trainers to 3. Develop list of control schools, in consultation with MES and its EMIS department. train teachers and Completed in February 2013 teacher facilitators in 4. Design the schedule of the pilot, including the timeframe for training of teachers, principal conferences, follow-up monitoring, hands-on the pilot schools in assistance, and M & E. Assign national trainers to each training cohorts of teachers. methods they can use to improve reading The teacher training program for Fall 2014 started on October 4-5 for Georgian and ethnic minority teachers. The overall participation rate at and math outcomes the training held this month was 95%. The detailed breakdown by each type of training is given in the table below:

# of participants Actual Participation Type of Training planned participation rate % Grade 5-6 math teachers 202 199 99 Grade 5-6 reading teachers 237 229 97 8

Grade 1-4 math teachers 551 503 91 GSL reading teachers grades 1-6 73 68 93 Grade 5-6 ethnic minority math teachers 36 36 100 Grade 1-4 ethnic minority math teachers 101 101 100 Total 1200 1136 95 Training for ethnic minority teacher facilitators was held October 11 -12. The detailed information on teacher attendance is provided below:

Actual Cohort # Region Training Venue Date # of participants participation

Cohort 1 Samtskhe-Javakheti Akhalkalaki School # 2 October 11 14 11

Cohort 2 Kvemo Kartli Rustavi School # 4 October 11 7 7 Cohort 3 Kakheti Gurjaani Village School October 12 3 2 Total 24 20 The training schedule for the next two months is provided below: Training Schedule for Georgian Schools Fall 2014 Type of training November December

Grade 5-6 math teachers grade 5-6 Nov 8 Nov 29 Dec 6 Dec 13

Grade 5-6 reading teachers Nov 2 Nov 30 Grade 1-4 math teachers Nov 1-2 Nov 15-16 Grade 1-4 reading teachers Nov 8-9 Dec 6-7

Training Schedule for Ethnic Minority Schools Fall 2014 Type of training November December

GSL reading teachers Grades 1-6 Nov 16 Nov 30

Grade 5-6 ethnic minority math teachers Nov 8 Nov 29 Dec 6 Dec 13

Grade 1-4 ethnic minority math teachers Nov 9 Nov 30 Dec 7 Dec 14

5. Finalize training manual and other learning materials in line with the TOT training manuals. All trainee materials are aligned with the ToT training manuals. Trainee materials have been finalized for the Fall 2014 training sessions.

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6. Develop QA plan to support the national trainers in delivering high quality training. G-PriEd's Training Quality Assurance Plan has been completed and submitted to USAID. A report on the Fall 2014 training sessions will be provided upon completion and analysis of data from the Fall 2014 training sessions. G-PriEd collects data from pre-tests and tracks teacher attendance. After each training session, the national trainers submit detailed hourly attendance from each teacher training venue. The data is entered into G-PriEd’s database which calculates the cumulative attendance rate of each teacher after completion of the training cycle. The data collection process is ongoing through the training cycle. Once the training cycle is completed, the data will be analyzed for the detailed training report. 7. Support national trainers to train teachers and teacher facilitators in the pilot schools, while cooperating with TPDC and MES. G-PriEd conducted three different types of TOTs:  TOT in reading for grades 1-4 teacher trainings  TOT in reading for GSL teacher trainings  TOT in math for Azeri trainers Thirty-three reading trainers attended the reading TOT for Grades 1-4 teachers held October 18-19. The reading trainers received guidance in offering additional training to Grade 1-4 teachers November 8-9. The trainers received detailed information on the G-PriEd training quality assurance system; specifically, the documentation they must submit to G-PriEd after each training session. 8. Monitor teacher training effectiveness; develop and share teacher training study reports with MES G-PriEd monitors training effectiveness through school visits by national trainers (described in 1.6 above). G-PriEd has observed that the teachers respond favorably to visits from the G-PriEd technical experts and are more likely to make changes in their classroom practice when provided direct descriptive feedback by them. As a result, G-PriEd is increasing the number of staff visits to schools, particularly the schools that have been identified as having the most challenges. The goal is to work directly with as many teachers as possible to build their confidence in implementing the new teaching strategies. 9. Develop observations, lessons learned, and improvement plans from the training in the pilot schools. Completed and submitted to USAID in the June 2013 monthly report for the first phase of training. A report of the Fall 2013 – Winter 2014 was submitted with the May 2014 monthly report.

1. Process results of all teacher training. g Task 4. Expand the The results of the first cycle of training are recorded in the June 2013 Logistical Training Report, which G-PriEd submitted in the June 2013 training of teachers monthly report. and teacher facilitators The results of the second cycle of trainings in Fall 2013 submitted in the December 2013 monthly report. to the other target The results of the third cycle of trainings in Spring 2014 submitted in the May 2014 monthly report. schools of the project. 2. Identify and agree with USAID and MES on the list of additional target schools in which project interventions will be rolled out. G-PriEd has initiated discussions regarding the rollout plan with the MES but the school identification process will not begin until Spring 2015.

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3. Design schedule of re-taking the TOT, training teachers and teacher facilitators in the additional target schools. This activity will begin later in project implementation. 4. Implement TOT, training of teacher circle facilitators and training of teachers in the additional target schools. This activity will begin later in project implementation. 5. Monitor teacher training effectiveness (Including pre- and post-training test); develop and share teacher training study reports with MES. The results of the third cycle of trainings conducted in Spring 2014 submitted in the May 2014 monthly report. The Fall 2014 training cycle report will be completed in January 2015.

Subcomponent 1.2: Increase the Availability and Use of Age and Language-Appropriate Reading and Math materials and supplies 1. Examine current textbooks and additional reading resources for each grade, as well as reading materials available on the market. Completed in Year 1 of the Project 2. Development of readability criteria and benchmarks for levels of reading in the Georgian language. Completed in Year 1 of the Project 3. Hire local experts to develop supplementary leveled reading materials. Completed in March 2013 4. Develop leveled readers (connect this Task to Task 2 to ensure readers are developed according to best practices) Task 5. Develop paper- based and electronic Formatting and final proofreading of leveled readers continues. Proofreading of readers for Grades 1, 2, 5, and 6 has been completed. This age-and language- task will be completed in the first half of November. Additionally, ten draft passages for the next set of leveled readers have been selected. appropriate reading 5. Test the supplementary reading materials in pilot schools to determine whether they are properly leveled. and math materials, This has been completed for the previous set of readers. i.e., for grades 1-6 and in Georgian language. 6. Finalize the leveled reading materials; develop mechanisms for teachers to support their incorporation in the learning process. All training manuals include a variety of instructional strategies and activities for using G-PriEd leveled readers in the classroom. During training sessions, teachers brainstorm and practice the use of the readers in shared reading, repeated readings, and guided reading activities, as well as independent reading and reading theatre. Teachers also receive guidance on matching the readers with the students’ reading levels. 7. Create electronic versions of the supplementary reading materials. This activity will begin later during project implementation. 8. Create posters, cards, big books, other paper-based learning materials for reading and math Reading. G-PriEd continues production of 480 activity cards for reading instruction, grouped by three grade bands for Georgian language and GSL classrooms. The cards are in the process of final proofreading and formatting. Additionally, G-PriEd continues production of word 11

instruction flashcards based on selected frequent and sight words. The guidelines for applying these learning materials in classroom practices (more than 80 techniques and games) are provided in training manuals. Math. All Posters and Activity Cards have been translated in three minority languages. In November G-PriEd will print and distribute translated materials to schools. 9. Create a list of grade- and age- appropriate supplemental math problem books, visual aids and manipulatives for math learning; search for availability in local market. Completed in Year 1 of the Project.

1. Publish and distribute the supplementary leveled reading materials, posters, cards, big books, and other learning resources in Georgian language to the pilot schools; support the uploading of electronic leveled readers to the MES netbooks. Based on initial bids, G-PriEd finalized the number of titles the project will produce and invited four out of five bidders to submit revised bids. Based on cost analysis and in consideration of product consolidation for distribution, G-PriEd selected Color Publishing House and Print Master Ltd. for subcontracts. Drafts of the subcontracts were sent to selected companies for review. G-PriEd expects to sign the subcontracts in the first week of November with printing completed by the middle of December. Distribution of products may be split into two shipments in order to deliver materials to the schools as soon as they are ready. In addition, G-PriEd plans to procure locally-available math sticks for all first grade students at the rate of one unit per student and magnetic Task 6: Distribute Georgian alphabet boards for grades 1 and 2 students in ethnic minority schools at the rate of one board per student. paper-based and 2. After the first year of the pilot, revise and finalize the reading materials. electronic age- and Completed in Summer 2014. language-appropriate reading and math 3. Publish and distribute final versions of the supplementary reading materials for all pilot and other target schools. materials for grades 1- In reference to Task 6. 1 above, G-PriEd will print a total of 103 titles of readers, which will be distributed at the rate of one title per six students 6 and in Georgian in each pilot school. language. 4. Develop and implement a plan that increases access of all students to reading materials. G-PriEd’s plan for increasing access to reading materials encompasses an array of print materials: supplementary readers, reading and math activity cards, student newspapers, classroom posters, and flashcards. These materials will be printed and distributed throughout the 2014- 2015 school year. G-PriEd’s goal is to provide a print-rich environment in the schools to encourage active student readers. 5. Provide low-cost and scalable technologies to the project target schools to support the learning of reading and math, including those for reading improvement in ethnic minority schools. Completed in April – May 2013 6. Publish and provide grade-appropriate visual aids and manipulatives for math learning to the pilot and the other target schools of the project. G-PriEd drafted an RFQ for the procurement of 3,000 to 4,000 units of three types of essential math manipulatives, i.e., fraction tiles, base 10

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decimal blocks and linking cubes. These quantities will allow for one of each type of manipulative for every four students which significantly increases the impact of these aids on math learning in primary grades. 7. Publish and provide age-appropriate math learning materials, such as posters, task tools, etc. All math instructional resources including lesson plans, games, activities, projects and stories, will be prepared for uploading to the G-PriEd Resource Portal. To facilitate this task, G-PriEd’s Math Improvement Director selected a team of math specialists to develop resources for the portal and to put them in an online-friendly format.

COMPONENT 2: READING AND MATH DELIVERY SYSTEMS IMPROVED Subcomponent 2.1: Promote professional standards and support professional development for teachers and administrators. 1. Conduct a study to investigate ways of enhancing teacher recruitment, induction, and retention. No activities conducted this month. 2. Provide assistance to the EMIS department of the MES to develop relevant data on all teachers. Staff from NCEQE visited G-PriEd to discuss the school improvement report card which will contain information about teachers. G-PriEd discussed the proposed format with NCEQE’s consultant and provided guidance on the types of information to collect. G-PriEd has volunteered Task 7: Provide to pilot the card in its schools and to facilitate NCEQE’s initial data collection. NCEQE expects to have the card ready for piloting by Spring 2015. evidence-based After NCEQE has collected all data, the agency will hand over the statistics to EMIS to enter into the electronic report card. recommendations for 3. Using the EMIS data, recommend effective mechanisms of managing and promoting teachers and improving induction and retention of improved qualified teachers. effectiveness of This activity will begin later in project implementation. teachers and assist in 4. Help MES and TPDC develop strategies to attract and retain a professional cadre of teachers. the implementation of G-PriEd’s COP began teaching a masters-level course in principal leadership at Ilia State University. The course, offered pro bono on Wednesday effective policies for evenings, prepares young educators to assume the role of instructional leaders in the schools. The graduate students will observe G-PriEd professional trainings and interact with pilot school principals, teachers, and TLC facilitators as part of their program of studies. This is the first time in development of Georgia that university students in the education management program have been actively involved in an USAID-funded education project, teachers allowing them to experience first-hand the many facets of principal and teacher professional development. 5. In line with the project’s school-based professional development model, assist the MES and TPDC in implementing new strategies for effective teaching, induction and retention. On October 20, G-PriEd’s Math Improvement Director met with the Curriculum Department of the MES on changes to the national curriculum in math for grades 1-4. MES representatives presented a plan for developing the summative results for Primary Grade Math Standards for Grade 4. They will send the draft document for discussion and comments to G-PriEd in November.

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1. As agreed upon with MES, provide assistance to TPDC to revise professional standards of principals and the corresponding training and certification programs, to incorporate the major concepts of school-based professional development introduced by the project. No activities other than the one identified in 7.4 above. 2. Build capacity of school principals. Task 8: Expand the G-PriEd planned for a two-day workshop for pilot school principals to be held in November. At the workshop, principals will improve their school-based teacher evaluation skills. The training will also include effective strategies on parent engagement. The directors of 49 Regional Education professional Resource Centers (ERCs) will join the 122 principals at the workshops. G-PriEd is including the ERC directors in the principal workshops to development model, introduce them to the principal-as-instructional-leader model which G-PriEd advocates. Increasing the ERC directors’ understanding of the adjusting it as needed principal model increases the likelihood of its adoption among all schools. The workshops will be held in 5 cohorts from November 10 through for rural and ethnic November 25. minority schools, and 3. Assist TPDC in revising professional standards of teachers and the corresponding training and certification programs. support appropriate On October 2, G-PriEd Teacher Effectiveness Director met with Kakha Zhgenti, TPDC teacher certification coordinator to present TLC activities policy changes to during G-PriEd’s pilot phase. Zhgenti confirmed that all certified teachers and facilitators would receive one credit for each 25 hours of training. improve teacher On October 16, G-PriEd’s Teacher Effectiveness Director participated in a planning meeting on the Teacher Professional Development scheme. professional TPDC representatives met with three representatives of G-PriEd, Ilia State University and the Civic Development Institute to discuss the development possibility of creating a working group for further development and revision of the current version of Teacher Professional Development scheme. The group provided preliminary recommendations for major changes, such as revisions to the teachers’ standard. TPDC representatives will outline future steps and contact group members. 4. Support Teacher Houses and other agencies of the MES in attracting and nurturing a least 12 reading and 7 math experts. This activity will begin later in project implementation.

Subcomponent 2.2: Strengthen the System for Testing Reading and Math Outcomes Through Classroom Formative Assessments 1. Assist in the design of the impact evaluation of the project. Completed in October – December 2012 Task 9: Support 2. Create a sampling strategy with control and treatment groups for the impact evaluation of project activities in pilot schools improved classroom formative and national Completed in October – November 2012 assessment 3. Create task forces to develop formative assessment methodology. methodology in G-PriEd developed plans for increasing the number of test items to approximately 3,150 for use in the classroom diagnostic assessment reading and math software. In November, G-PriEd will convene the item developers’ group of eight technical experts to develop the additional test items. According to the established E-Assess parameters, each test item will be coded by subject, grade, period (beginning, middle, end of year), competency, indicator within the competency and level of difficulty. Some of the test items will be used to create alternative paper tests for schools to be used during 2014-2015 academic year in the classroom as one of the many types of formative assessment techniques G-PriEd is 14

introducing. 4. Develop the formative assessment methodology in approximately 20 schools; adapt as needed for the Georgian as a Second language Learners. Methodology completed in December 2012 – January 2013. To further strengthen the use of formative assessments, G-PriEd proposed an E-Assess program which would allow teachers to generate classroom diagnostic assessments as needed. As discussion of E-Assess continued, G-PriEd envisioned an online portal to house all of the project’s resources to provide the MES, its ancillary agencies, schools, and parents access to them. The G-PriEd Resource Portal, until recently only an idea, has now become a full-fledged project. G-PriEd organized the first meeting with the technical and programmers’ teams to discuss the G-PriEd Resource Portal. After discussion, the initial design of the various zones was revised. For example, in the e-Learning zone, TLC facilitators have now been assigned as course “managers” in order to provide a quality control mechanism required for TPDC to award credits for the courses. Involving the TLC facilitators has the added benefit of sustaining the TLC model in the schools, as it will be the TLC facilitators who organize groups of teachers to participate in the e-Learning sessions at school. Additional revisions include placing the content for the Teacher Zone under the e-Learning Zone, while the original Trainer Zone will have content for TLC facilitators with guidelines, courses, and tutorials on how to manage the school-based e- Learning process. Content for the Student and Parent zones may be merged under one zone in consideration of the students’ young ages. A Principal Zone will be added. The E-Assess zone remains as originally planned. These proposed revisions are subject to change as the design is developed. In November, G-PriEd plans to make a presentation of E-Assess for NAEC and another presentation of the Portal for the MES and TPDC to finalize the technical requirements and to start the software design work. In parallel, G-PriEd will begin creation of the front pages. 5. Test the formative assessment methodology in approximately 20 schools; finalize formative assessment methodology in reading and math. Completed in November – December 2012 6. Develop or adapt an electronic system for data entry and analysis of assessment results. Completed in June 2013 7. Conduct the data-collection part of the formative assessment in pilot schools; upload the data in the software, make the hard and soft copies of the assessment available to USAID Completed in February 2014 8. Consult with the MES on the existing methodology for national assessment in reading and math. Support the MES to implement the national assessments in literacy and math and consult with them regarding their methodology in 2012 and observe the implementation of national assessments by the Ministry in 2014 Completed in April 2012; currently national assessments are not planned for 2014.

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1. Initiate discussions about the findings from the pilot impact evaluation with the MES. Task 10: Suggest This activity will begin later in project implementation. reading and math 2. Cooperate with the independent evaluation team and USAID to suggest benchmark, standards and measurements to the MES and work with benchmarks and them to establish final benchmarks/standards of reading and math. appropriate policy The USAID Georgia Mission, USAID Washington DC, and G-PriEd collaborated on analyzing the baseline impact assessment datasets. G-PriEd changes for Georgia. met with the impact assessors from NORC who have begun the process of analyzing data from the baseline assessment. 3. Suggest policy changes that have demonstrated improved reading outcomes in Georgia This activity will begin later in project implementation.

COMPONENT 3: ENHANCE COMMUNITY AND PUBLIC ENGAGEMENT, ACCOUNTABILITY AND TRANSPARENCY Subcomponent 3.1: Promote Expanded Student Participation in Reading/Math Activities and Parent Engagement in Children’s Reading/Math Outcomes Through School-Based Committees 1. Work with MES to develop a model of parent engagement. Completed in December 2012, although subsequent changes in MES personnel have necessitated revisions to the model. 2. Collaborate with MES to develop/implement a communications plan to engage parents in this model of parent engagement and engage them in increasing their children’s use of the reading materials at home. TLC facilitators included parental engagement activities during their TLC meetings in October. Six TLC facilitators (Bandza School, Gori School Task 11: Support #12, Chakvi School #2, School #32, Tbilisi School #102, Gori School #8) reported conducting TLC meetings specifically to address the development of a challenge of including parents in school activities. The facilitators discussed the importance of parental engagement and informed teachers Georgian model of about G-PriEd’s suggested activities. Facilitators will assist teachers to plan parental engagement activities and events. parent engagement G-PriEd will suggest activities and recommendations for parental engagement during the principal workshops in November to increase the and promotion of participation of parents in their children’s education. G-PriEd will ask all principals to appoint one person (teacher, parent, or staff member) to expanded be responsible for the organizational issues of parental engagement activities at the school. reading/math activities.

Bandza School Gori School # 12 Chakvi School #2 Gori School #8

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3. Encourage development/expansion of reading and math clubs in the pilot and expansion clubs. This activity will begin later in project implementation. 4. Develop a model remediation program, support its use in target schools, and support parents’ engagement in these activities (as appropriate to the model selected.) This activity will begin later in project implementation.

Subcomponent 3.2: Strengthen community and education stakeholder access to and utilization of education data for local decision-making. 1. Strengthen the work in the EMIS agency of the MES on school report cards. NCEQE requested G-PriEd’s guidance in finalizing the school improvement report card. G-PriEd staff met with the NCEQE’s subcontractor responsible for preparing the report cards to ensure that all applicable indicators had been included. G-PriEd reiterated its offer to pilot the Task 12: Support local card in G-PriEd schools to facilitate the collection of data. NCEQE will contact G-PriEd when the card is ready to pilot. and national initiatives that inform 2. Support the EMIS agency to integrate the information about innovative programs including those about reading and math, in school report communities, parents, cards. and students about This activity will begin later in project implementation. schools’ reading and 3. Advocate for the recognition of those schools that implement innovative reading and math programs by assigning a score in the principal math activities performance monitoring system. The project must propose to award points to the principals that have reading reading/math experts and are implementing the reading/math programs successfully. This activity will begin later in project implementation.

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Annex A: October School Visit Report

Number of schools visited: 84 Number of Teachers observed: 300 fOctober School Visits in Reading Number of TLCs observed: 76

# of Principal Date of TLC Region School Name Trainer Teachers /deputy Visit Observed Observed attended Abkhazia 1 Abkhazia School #1 17.10.14 Aza Jojua 3 Yes Yes Sub-total 1 3 1 1 2 Paposhvilebi School 31.10.14 Nato Urushadze 4 Yes Yes 3 Chkhutuneti School 24.10.14 Nato Urushadze 4 Yes Yes 4 Oladauri School 31.10.14 Ana Loria 4 Yes Yes 5 School #27 10.10.14 Ana Loria 4 Yes Yes Adjara 6 Batumi School #8 17.10.14 Nato Urushadze 4 Yes Yes 7 Peria School 20.10.14 Nargiz Beridze 3 Yes Yes 8 Bobokvati School 27.10.14 Nargiz Beridze 4 Yes Yes 9 Batumi School #23 13.10.14 Nargiz Beridze 4 Yes Yes Sub-total 8 31 8 8 10 Chaisubani School 10.10.14 Irma Janiashvili 4 Yes Yes Guria 11 Nasakirali School 16.10.14 Nana Gagua 4 Yes Yes 12 School #2 10.10.14 Nana Gagua 4 Yes Yes Sub-total 3 12 3 3 13 Tbilisi School #198 24.10.14 Khatuna Chaladze 3 Yes 14 Tbilisi School #215 17.10.14 Eter Apkhazava 4 Yes 15 Tbilisi School #102 17.10.14 Bela Saria 4 Yes Yes Tbilisi 16 Tbilisi School #45 24.10.14 Eter Apkhazava 4 Yes Yes 17 Tbilisi School #64 31.10.14 Tamar Makharadze 4 Yes 18 Tbilisi School #171 06.10.14 Vardo Vekua 3 Yes Sub-total 6 22 5 3 19 Gorisa School 17.10.14 Malvina Shanidze 4 Yes Yes 20 Geguti School 22.10.14 Khatuna Pirtskhalashvili 4 Yes Yes 21 Banoja School 09.10.14 Lia Tsertsvadze 3 Yes Yes 22 Tsirkvali School 17.10.14 Maia Esartia 4 Yes Yes 23 Kursebi School 23.10.14 Khatuna Pirtskhalashvili 4 Yes Yes Imereti 24 Shukruti School 07.10.14 Lia Tsertsvadze 3 Yes Yes 25 Kutaisi School #35 31.10.14 Malvina Shanidze 4 Yes Yes 26 Rodinauli School 17.10.14 Lia Tsertsvadze 4 Yes yes 27 Katskhi School 08.10.14 Lia Tsertsvadze 4 Yes Yes 28 Tskaltubo School #1 10.10.14 Malvina Shanidze 4 Yes Yes 29 School #2 13.10.14 Maia Esartia 3 Yes Yes Sub-total 11 41 11 11 30 Pshaveli School 17.10.14 Naia Mindiashvili 4 Yes Yes 31 Ikalto School 08.10.14 Nino Balarjishvili 4 Yes 32 Arashendi School 08.10.14 Nino Khachidze 4 Yes Yes Kakheti 33 Mughanlo School 10.10.14 Zeinab Beradze 2 Yes 34 Bakurtsikhe School 10.10.14 Naia Mindiashvili 4 Yes Yes 35 Gurjaani School 21.10.14 Ketevan Sumbadze 4 Yes Yes

36 Ganjalo School 24.10.14 Zeinab Beradze 4 Yes Yes 37 Karajala School 15.10.14 Nino Balarjishvili 4 Yes Yes Sub-total 8 30 7 7 38 Sakramuli School 03.10.14 Giorgi Chauchidze 4 Yes Yes Mtskheta- Mtianeti 39 Magharoskari School 24.10.14 Giorgi Chauchidze 4 Yes 40 School #2 01.10.14 Vardo Vekua 4 Yes Yes Sub-total 3 12 3 2 41 Sasashi School 23.10.14 Teona Sherazadishvili 4 Yes 42 Nikortsminda School 10.10.14 Teona Sherazadishvili 4 Yes Racha- Lechkhumi 43 Kveda School 09.10.14 Khatuna Bendeliani 4 Yes Yes & Kvemo 44 Lasuriashi School 02.10.14 Khatuna Bendeliani 3 Yes Yes Svaneti 45 Dekhviri School 08.10.14 Khatuna Bendeliani 4 Yes Yes 46 Oni School 17.10.14 Teona Sherazadishvili 4 Yes Yes Sub-total 6 23 6 4 47 Nakhunao School 08.10.14 Aza Jojua 4 Yes 48 Shua Khorgi School 03.10.14 Aza Jojua 4 Yes Yes 49 Nakhurtsilao School 03.10.14 Khatuna Pantia 3 Yes Yes Samegrelo 50 Lenjeri School # 2 26.09.14 Aza Jojua 4 Yes & Zemo Svaneti 51 Chkhoria School 15.10.14 Aza Jojua 4 Yes Yes 52 Khabumes Temi 10.10.14 Khatuna Pantia 4 Yes Yes 53 School #2 10.10.14 Aza Jojua 4 Yes Yes 54 School #2 22.10.14 Aza Jojua 2 Yes Sub-total 8 29 8 5 55 Spasovka School #1 27.10.14 Elmira Kspoiani 3 56 Gomaro School 03.10.14 Tamar Lobjanidze 4 Yes Yes 57 Varkhani School 11.10.14 Tamar Lobjanidze 4 Yes Yes 58 Zanavi School 17.10.14 Tamar Lobjanidze 4 Yes Yes Samtskhe- 59 Diliska School 30.10.14 Elmira Kspoiani 2 Yes Yes Javakheti 60 Saghamo School 22.10.14 Elmira Kspoiani 2 Yes Yes 61 School #1 24.10.14 Tamar Lobjanidze 4 Yes Yes 62 Akhallaki School #4 08.10.14 Azniv Kyrakosyan 4 Yes 63 School #1 15.10.14 Azniv Kyrakosyan 4 Yes 64 Akhalkalaki School # 2 01.10.14 Azniv Kyrakosyan 4 Yes Yes Sub-total 10 35 8 7 65 Rustavi School #1 16.10.14 Madona Kaplanishvili 4 Yes Yes 66 Vaziani School #1 13.10.14 Liana Charkvian 4 Yes Yes 67 Chapali School 27.10.14 Liana Charkvian 3 Yes Yes 68 Ashkala School 17.10.14 Liana Charkvian 2 69 Geta School 15.10.14 Nona Arevadze 3 Yes Yes 70 Khuldari School 01.10.14 Nona Arevadze 2 Yes Kvemo Kartli 71 Kvemo Orozmani 09.10.14 Giorgi Chauchidze 1 Yes 72 Zemo Orozmani 10.10.14 Giorgi Chauchidze 2 Yes Yes 73 Chivtkilisi School 17.10.14 Giorgi Chauchidze 1 74 Rustavi School #6 08.10.14 Nona Arevadze 4 Yes Yes 75 Rustavi School #3 21.10.14 Liana Charkvian 3 Yes 76 Rustavi School #4 22.10.14 Nona Arevadze 3 Yes Yes 77 School #3 06.10.14 Liana Charkvian 4 Yes Yes 19

Sub-total 13 36 9 10 Patara Mejvirskhevi 78 School 10.10.14 Vardo Vekua 3 Yes 79 School #4 15.10.14 Vardo Vekua 3 Yes 80 Kvakhvreli School 10.10.14 Davit Chochishvili 4 Yes Yes 81 Kvemo Gomi School 28.10.14 Tamar Makharadze 4 Yes Yes 82 Pkhvenisi School 08.10.14 Vardo Vekua 4 Yes Yes 83 Kaspi School #1 13.10.14 Vardo Vekua 4 Yes Yes 84 Gori School #12 28.10.14 Nana Edisherashvili 4 Yes Yes Sub-total 7 26 7 5 Grant Total 84 300 76 66

October School Visits in Math Number of schools visited: 81 Number of Teachers observed: 306 # of Principal/ Date of Number of TLCs observed: 76 TLC Region # School Name Trainer Teachers deputy Visit Observed Observed attended

1 Abkhazia School #11 31.10.14 Tsitso Toria 4 Yes Yes Abkhazia 2 Abkhazia School #7 10.10.14 Tsitso Toria 4 Yes Yes Sub-total 2 8 2 2 3 Shuaghele School 20.10.14 Zurab Vakhania 4 Yes Yes 4 Oladauri School 06.10.14 Zurab Vakhania 3 Yes 5 Gora School 21.10.14 Zurab Vakhania 2 Yes Yes 6 Chkhutuneti School 07.10.14 Zurab Vakhania 4 Yes 7 Chakvi School #2 27.10.14 Zurab Vakhania 4 Yes Yes Adjara 8 Batumi School #27 28.10.14 Zurab Vakhania 4 Yes 9 Batumi School #23 22.10.14 Zurab Vakhania 4 Yes Yes 10 Agara School 10.10.14 Rusudan Amaglobeli 3 Yes Yes 11 Peria School 17.10.14 Rusudan Amaglobeli 2 Yes Yes 12 Batumi School #8 24.10.14 Rusudan Amaglobeli 4 Yes Yes Sub-total 10 34 9 8 13 Gogolesubani School 22.10.14 Gocha Dzagania 4 Yes Guria 14 Amaghleba School 15.10.14 Gocha Dzagania 4 Yes Yes 15 Nasakirali School 08.10.14 Gocha Dzagania 4 Yes Yes Sub-total 3 12 3 2 16 Tbilisi School #102 21.10.14 Ianina Gigiberia 4 Yes Yes 17 Tbilisi School #45 08.10.14 Nato Gaboshvili 4 Yes Yes 18 Tbilisi School #64 23.10.14 Ianina Gigiberia 4 Yes Yes Tbilisi 19 Tbilisi School #87 22.10.14 Nato Gaboshvili 4 Yes Yes 20 Tbilisi School #133 23.10.14 Lali Berishvili 4 Yes Yes 21 Tbilisi School #171 28.10.14 Ianina Gigiberia 4 Yes Sub-total 6 24 5 6 22 Kitskhi School 24.10.14 Shorena Lomtadze 4 Yes Yes 23 Gorisa School 07.10.14 Pati Gaprindashvili 4 Yes Yes 24 Dilikauri School 21.10.14 Pati Gaprindashvili 4 Yes Yes 25 Bori School 10.10.14 Shorena Lomtadze 4 Yes Yes Imereti 26 Banoja School 17.10.14 Shorena Lomtadze 4 Yes Yes 27 Bazaleti School 31.10.14 Shorena Lomtadze 4 Yes Yes 28 Shukruti School 28.10.14 Pati Gaprindashvili 4 Yes Yes 29 Kutaisi School #35 21.10.14 Iagor Balanchivadze 4 Yes Yes 20

30 Rodinauli School 24.10.14 Alex Bazgaradze 4 Yes Yes 31 Kvakhchiri School 17.10.14 Mevlud Bardavelidze 4 Yes 32 Tskaltubo School #1 17.10.14 Alex Bazgaradze 3 Yes Yes 33 Kutaisi School #32 17.10.14 Iagor Balanchivadze 4 Yes Yes Sub-total 12 47 12 11 34 School #3 17.10.14 Sergo Durglishvili 4 Yes Yes 35 Shilda School #2 08.10.14 Murman Kashia 4 Yes 36 Mughanlo School 16.10.14 Shirvan Zeinalov 4 Yes Yes Kakheti 37 Bakurtsikhe School 21.10.14 Irma Iakobishvili 4 Yes 38 Gurjaani School 22.10.14 Murman Kashia 3 Yes Yes 39 Karajala School 08.10.14 Irma Iakobishvili 4 Yes 40 Lambalo School 16.10.14 Kazak Abdulaevi 3 Yes Yes Sub-total 7 26 7 4 41 Mtskheta School #2 20.10.14 Sergo Durglishvili 4 Yes Yes Mtskheta- Mtianeti 42 Magharoskari School 09.10.14 Sergo Durglishvili 4 Yes Yes 43 Mtskheta School #1 16.10.14 Sergo Durglishvili 4 Sub-total 3 12 2 2 44 Sasashi School 03.10.14 Alexander 3 Yes Yes Bazgaradze Racha- 45 Nasperi School 10.10.14 Mevlud Bardavelidze 3 Yes Lechkhumi & Kvemo 46 Kveda Tsageri School 03.10.14 Mevlud Bardavelidze 4 Yes Yes Svaneti 47 School #2 24.10.14 Mevlud Bardavelidze 3 Yes 48 Oni School 10.10.14 Alex Bazgaradze 4 Yes Sub-total 5 17 5 2 49 Nakhunao School 03.10.14 Manana Sherozia 3 Yes Yes 50 Kirtskhis Temi 10.10.14 Manana Sherozia 4 Yes Yes 51 Zugdidi School #11 17.10.14 Tsitso Toria 4 Yes Yes Samegrelo 52 Bandza School 03.10.14 Keto Pipia 4 Yes Yes & Zemo Svaneti 53 Khabumes Temi 17.10.14 Manana Sherozia 4 Yes Yes 54 Chkhorotsku School #2 24.10.14 Manana Sherozia 4 Yes Yes 55 Kakheti School #2 21.10.14 Tsitso Toria 4 Yes Yes 56 Martvili School #2 29.10.14 Gocha Dzagania 4 Yes Yes Sub-total 8 31 8 8 57 Spasovka School #1 10.10.14 Susana Melikidze 3 Yes 58 Gomaro School 17.10.14 Irma Kurdadze 4 Yes Yes 59 Varkhani School 03.10.14 Irma Kurdadze 4 Yes 60 Zanavi School 10.10.14 Irma Kurdadze 4 Yes Yes Samtskhe- 61 Balkho School 09.10.14 Susana Melikidze 4 Yes Yes Javakheti 62 Gorlovka School #2 07.10.14 Susana Melikidze 4 Yes Yes 63 Eshtia School #2 03.10.14 Susana Melikidze 3 Yes Yes 64 Akhallaki School #4 10.10.14 Susana Melikidze 4 65 Akhaltsikhe School #1 24.10.14 Irma Kurdadze 4 Yes Yes 66 Akhalkalaki School # 2 06.10.14 Susana Melikidze 4 Yes Sub-total 10 38 8 7 67 Vaziani School #1 21.10.14 Sergo Durglish 4 Yes Yes 68 Chapali School 17.10.14 Manana Gulieva 4 Yes Yes Kvemo 69 Ashkala School 01.10.14 Susana Melikidze 3 Yes Kartli 70 Khuldari School 23.10.14 Shirvan Zeinalov 4 Yes 71 Zemo Orozmani 08.10.14 Manana Gulieva 4 Yes 72 Chivtkilisi School 02.10.14 Susana Melikidze 3 Yes

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73 Rustavi School #6 28.10.14 Nato Gaboshvili 4 Yes Yes 74 Rustavi School #4 15.10.14 Nato Gaboshvili 4 Yes Yes 75 Gardabani School #3 28.10.14 Shirvan Zeinalov 4 Yes Sub-total 9 34 9 4 76 Kaspi School #4 07.10.14 Neli Naskidashvili 3 Yes 77 Dvani School 16.10.14 Mzia Dadvani 4 Yes Yes Shida 78 Kvakhvreli School 08.10.14 Neli Naskidashvili 4 Yes Yes Kartli 79 Kaspi School #1 23.10.14 Mzia Dadvani 4 Yes Yes 80 Gori School #8 09.10.14 Neli Naskidashvili 4 Yes Yes 81 Gori School #12 10.10.14 Neli Naskidashvili 4 Yes Yes Sub-total 6 23 6 5 Grand Total 81 306 76 61

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

Subject of the G-PriEd N Status Comment Correspondence sent by G-PriEd Registration # Request approval of Reading Module Georgian 1 Language as the second language in I -VI 10/15/14 - NP-215 In Progress

Grade” (II Module)

Information about principals training and 2 10/27/14 - NP-218 Completed invitation of heads of ERC.

3 Progress Report (June-September) 10/27/14 - NP-219 Completed

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

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

1. October Math activity cards Approved Approved

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Annex D: G-PriEd Official Meetings in October 2014

Organization/ Department/ N Name/Surname Topic Date Representative

TPDC - National Centre of Assigning credits for G-PriEd 1 Teachers Professional Keti Chachkhiani October 2, 2014 activities Development

TPDC - National Centre of Keti Chachkhiani Official Event on National 2 Teachers Professional Gia Nozadze October 5, 2014 Teachers’ Day Development Paata Papava

TPDC - National Centre of Nancy Parks Presentation of idea of G-PriEd 3 Teachers Professional Keti Chachkhiani October 6, 2014 Resource Portal Development Paata Papava

TPDC - National Centre of Discussion of teachers 4 Teachers Professional Keti Chachkhiani October 16, 2014 professional scheme Development

NCEQE - Educational Quality Working meeting (discussion of 6 Indira Amiranashvili October 23, 2014 Enhancement Centre 8 schools documentations)

MES - Ministry of Education and Discussion of MES comments 7 Paata Papava October 27, 2014 Science on GSL module (II part)

MES - Ministry of Education and Discussion of National 5 Gia Nozadze October 20, 2014 Science Curriculum, Math standard

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