SOMA UMENYE ACTIVITY

SOMA UMENYE ACTIVITY

QUARTERLY PROGRAM REPORT

QUARTER 2, FISCAL YEAR 2018 (January 1-March 31, 2018)

STEPHEN BLUNDEN

DEVELOPMENT OBJECTIVE: INCREASED OPPORTUNITIES FOR RWANDAN

CHILDREN AND YOUTH TO SUCCEED IN SCHOOLING AND THE MODERN

WORKPLACE.

IR 1: CLASSROOM INSTRUCTION IN EARLY-GRADE READING IMPROVED

IR 2: SYSTEMIC CAPACITY FOR EARLY-GRADE READING INSTRUCTION

IMPROVED

Contract No. AID-OAA-I-14-00055, Task Order No. AID-696-TO-16-00001

Prepared For

U.S. Agency for International Development

USAID/Rwanda

USAID Contracting Officer’s Representative: Emile

Rudasingwa

Prepared By

Chemonics International Inc. (Contractor)

1717 H Street NW

Washington, DC 20006

Phone: 202-955-3300

Fax: 202-955-3400

www.chemonics.com

April 30, 2018

This publication was produced for review by the United States Agency for International Development.

It was prepared by Chemonics International Inc.

QUARTERLY PROGRAM REPORT USAID SOMA UMENYE PROJECT

QUARTER 2, FISCAL YEAR 2018 (JANUARY 1 – MARCH 31, 2018)

DISCLAIMER

The authors’ views expressed in this publication do not necessarily reflect the views of the United

States Agency for International Development or the United States government.

QUARTERLY PROGRAM REPORT USAID SOMA UMENYE PROJECT

QUARTER 2, FISCAL YEAR 2018 (JANUARY 1 – MARCH 31, 2018)

Contract No. AID-OAA-I-14-00055, Task Order No. AID-696-TO-16-00001

Cover photo: Children and their teacher in a classroom at GS Kabusunzu, a public school

in Nyarugenge District in Kigali City. (Credit: Nshimiyimana Alexis/USAID Soma Umenye)

SOMA UMENYE QUARTERLY PROGRAM REPORT | i

CONTENTS

Acronyms ............................................................................................................ii

Executive Summary .......................................................................................... 1

Project Overview .............................................................................................. 3

A. Background ........................................................................................................................... 3

B. Program Description .......................................................................................................... 3

Achievements and Discussion of Major Activities ......................................... 4

A. Operational Activities ........................................................................................................ 4

B. Technical Activities ............................................................................................................. 5

C. MEL Activities ................................................................................................................... 14

D. Communications Activities ............................................................................................ 16

E. Activity Management ........................................................................................................ 16

Challenges and Lessons Learned ................................................................... 17

A. Problems Encountered and Proposed Remedial Actions ....................................... 17

B. Success Stories .................................................................................................................. 17

Activities Planned for Next Quarter............................................................. 18

A. Operational Activities ..................................................................................................... 18

B. Technical Activities .......................................................................................................... 18

C. MEL Activities ................................................................................................................... 25

D. Communications Activities ............................................................................................ 25

E. Activity Management ........................................................................................................ 26

Annex A. Success Stories ............................................................................... 27

Annex B. Reporting Against Indicators (Q2 FY 2018) ................................ 29

Annex C. TOT Training ................................................................................. 43

Annex D. Gender Responsive Lesson Planning ........................................... 48

Annex E. Lesson Planning for an Inclusive Classroom................................ 50

Annex F. Dashboard Road Map ..................................................................... 52

Annex G. Dashboard Presentation ............................................................... 56

SOMA UMENYE QUARTERLY PROGRAM REPORT | ii

ACRONYMS

BLF Building Learning Foundations (DFID)

CIES Comparative International Education Society

CLA Collaborating, Learning, and Adapting

CPD Continuing Professional Development

CPMD Curriculum and Pedagogical Materials Development (REB)1

CWPM Correct Words Per Minute

DA District Advisor (Soma Umenye)

DCC District Continuing Professional Development Committee

DDE District Director of Education

DDG Deputy Director General

DEO District Education Officer

DFID Department of International Development

DG Director General

DQA Data Quality Assurance

DOS Director of Studies

EA Examinations and Accreditation Department (REB)

EGR Early Grade Reading

EGRA Early Grade Reading Assessment

EMIS Education Management Information System

EQS Education Quality and Standards Department (REB)

ESSP Education Sector Strategic Plan

FY Fiscal Year

GOR Government of Rwanda

GS Groupe Scolaire

IBTCI International Business and Technical Consultants, Inc.

ICT Information and Communication Technologies

IEE Inspire, Educate, and Empower Rwanda

IR Intermediate Result

IRR Inter-rater Reliability

1 Because REB did not change the names of its departments until Quarter 3, we are using the former

names in this report and will begin using the new names in the next report.

SOMA UMENYE QUARTERLY PROGRAM REPORT | iii

MEL Monitoring, Evaluation and Learning

MINECOFIN Ministry of Finance and Economy Planning

MINEDUC Ministry of Education

MTN Mobile Telephone Network

NGO Non-Governmental Organization

NRTT National Reading Training Team

NUDOR National Union of Disability Organizations in Rwanda

P1 Primary Grade 1

P2 Primary Grade 2

P3 Primary Grade 3

PA Provincial Advisor (Soma Umenye)

REB Rwanda Education Board

RENCP Rwanda Education NGOs Coordination Platform

RFTOP Request for Task Order Proposals

SCC Sector Continuing Professional Development Committee

SDG Sustainable Development Goal

SEO Sector Education Officer

SGAC School General Assembly Committees

SLM School Leadership and Management Unit (REB)

TCOP Teacher Community of Practice (REB)

TEMP Teacher Education Management and Professionalization

Department

TLM Teaching and Learning Materials

TOT Training of Trainers

TTC Teacher Training College

TWG Technical Working Group

UNICEF United Nations Children’s Fund

URCE University of Rwanda, College of Education

USAID United States Agency for International Development

VVOB Flemish Association for Development Cooperation and

Technical Assistance

SOMA UMENYE QUARTERLY PROGRAM REPORT | 1

EXECUTIVE SUMMARY

This quarterly report details Soma Umenye activities and achievements between

January 1 and March 31, 2018.

The objective of the Soma Umenye project, which is a five-year initiative of USAID

and the Rwanda Education Board (REB), is to improve reading outcomes in

Kinyarwanda for at least 1 million children in public and government-aided schools in

Rwanda by the end of Grade 3. Specifically, Soma Umenye will ensure that at least 70

percent of these students (Grades 1-3) are able to read grade-level text with fluency

and comprehension.

This quarter, interventions included:

• P1 Kinyarwanda textbook collaboratively revised with the Rwanda

Education Board’s Curriculum and Pedagogical Materials Development (CPMD)

unit. The P1 text was finalized at the end of March 2018 and we are on track for

delivery in schools by July 2018.

• P1 Kinyarwanda teacher’s guide drafted in preparation for a joint

workshop with REB’s CPMD department to finalize the guide in Quarter 3.

• P1 supplementary readers and bookshelves delivered to 500 schools.

The delivery was marked by a successful launch event on International Mother

Tongue Day, whose attendees included the Minister of State in Charge of

Primary and Secondary Education, the Director General of REB, and USAID’s

Mission Director.

• Profile of children’s literacy raised at the provincial and district levels

through the Andika Rwanda National Story Writing competition which attracted

more than 80,000 entries by the end of March 2018.

• REB’s plans for implementation of district continual professional

development committees (DCCs) supported in collaboration with Building

Learning Foundations and other development partners

• Study tour to USAID/Kenya’s Tusome early grade reading project

conducted, which included USAID/Rwanda’s education team and senior Soma

Umenye staff.

• CIES presentations made by REB and Soma Umenye in March 2018,

focusing on Soma Umenye’s support to REB’s Kinyarwanda language

competency-based curriculum.

• MINEDUC, REB, USAID/Rwanda and Soma Umenye staff participated

in a Global Reading Network workshop focused on the design of early

grade reading programs.

During Quarter 1, we reflected on the recommendations from USAID. These

recommendations have resulted in a revised Year 2 workplan which was approved

by USAID on 20th February 2018.

The revised workplan focuses Soma Umenye on ensuring that the ”essential core” of

teaching and learning materials is in place for P1, P2, and P3. The workplan also

introduces the “learning agenda,” which will ensure that Soma Umenye ensures


systemic change is informed by study and research relevant to improving learning

outcomes.

Finally, the draft impact evaluation (conducted by IBTCI) suggests that Soma Umenye

year 1 interventions have had impact when compared with control schools.

However, we know that while this evaluation is only after a short intervention in

Year 1, we have significantly more work to do to achieve our goals.

These activities are further described in Section 2 below. Section 3 describes

challenges and lessons learned, while Section 4 outlines activities planned for next

quarter.


SECTION 1

PROJECT OVERVIEW A. BACKGROUND

Basic education remains a priority for the government of Rwanda (GOR) and

remarkable progress has been made in the country. Alongside these advances, some

challenges remain related to the availability of sufficient funds for primary education.

To address this problem, USAID Soma Umenye is working hand in hand with the

GOR to provide a complete package of interventions to increase the number of

students that achieve grade-level fluency and comprehension standards in

Kinyarwanda. The project was awarded to Chemonics in July 2016.

B. PROGRAM DESCRIPTION

USAID Soma Umenye was designed in response to the government of Rwanda’s

priorities and the evidence (demonstrated by assessments like the Learning

Assessment in Rwandan Schools) that early grade reading required additional

investment. Its objective is to improve reading outcomes in Kinyarwanda for at least

1 million children. Specifically, Soma Umenye will target all children in Grades 1-3

attending public and government-aided schools nationwide and ensure that at least

70 percent of these students are able to read grade-level text with fluency and

comprehension. Below, Exhibit 1 lists Soma Umenye’s results framework.

Exhibit 1. USAID Soma Umenye Project Results Framework

Development Objective: Increased opportunities for Rwandan children and youth to succeed in

schooling and the modern workplace

IR 1: Classroom instruction in early-

grade reading improved

IR 2: Systemic capacity for early-grade

reading instruction improved

Sub-IR 1.1: Evidence-based, gender- sensitive

early-grade reading materials available and used

Sub-IR 2.1: National advocacy mechanisms for

early-grade reading interventions strengthened

Sub-IR 1.2: Teachers’ use of evidence- based,

gender-sensitive instructional practices in early-

grade reading increased

Sub-IR 2.2: Student and teacher performance

standards and benchmarks for early-grade

reading applied

Sub-IR 1.3: Capacity of head and mentor

teachers to coach and supervise early-grade

reading instruction strengthened

Sub-IR 2.3: Research-based policies and

curricula in support of early-grade reading

instruction implemented

Sub-IR 1.4: Schools’ and teachers’ use of

student assessment results improved

Sub-IR 2.4: Early-grade reading assessment

systems strengthened

Sub-IR 2.5: Capacity of TTCs to prepare

effective early-grade reading teachers improved

Cross-Cutting: Gender and inclusion of students with special needs, ICT

IR 1 focuses on the classroom and school-level interventions necessary to improve

evidence-based reading instruction, including provision of materials, training and

coaching, supportive leadership, and analysis and use of student assessment results.

IR 2 focuses on strengthening the capacity of the education system in Rwanda to

implement and support high-quality, evidence-based reading instruction throughout

the country, and thereby enabling high quality reading instruction to continue beyond

the life of Soma Umenye.


SECTION 2

ACHIEVEMENTS AND

DISCUSSION OF MAJOR

ACTIVITIES

A. OPERATIONAL ACTIVITIES

During this quarter, Soma Umenye conducted recruitment activities for the following

positions:

Ongoing

• Communications Director: ongoing

• Research Specialist (new position): ongoing (managed by Cambridge Education)

• Provincial Advisor for Northern Province: ongoing

• Bugesera District Advisor: ongoing

Candidates identified

• Deputy Chief of Party‒Operations: Kate Arden joined the project in February

2018.

• Deputy Operations Director (new position): on-boarding in progress, selected

candidate will begin in April 2018

• Director of Monitoring, Evaluation, and Learning: Sharon Haba joined the project

in February 2018.

• Provincial Advisor for Eastern Province: Ivan Niyiguha joined the project in

February 2018.

• Kamonyi District Advisor: selected candidate will begin in April 2018.

• Musanze District Advisor: Sonia Mpinganzima joined the project in February

2018.

• Two drivers (new positions): on-boarding planned for April 2018.

In addition, both the Systems Strengthening Advisor and the Classroom Instruction

Advisor left Soma Umenye during Quarter 2. During Quarter 3, Soma Umenye will

review technical needs to determine whether to recruit replacements. Following this

review, Soma Umenye will propose additional long- and short-term staffing required to deliver planned activities.

USAID Soma Umenye completed the competition for vendors for the printing of P1

textbooks and teacher guides and identified a successful offeror for the

procurement. Subcontract finalization is pending final approval of the materials for

printing. In March 2018, we completed the distribution of nearly 500 bookshelves

and initiated the solicitation process for 17,500 bookshelves for P1, P2, and P3. In

February 2018, the project also executed a subcontract with MTN Mobile Money to

ensure safe cashless payment and recordkeeping of all transactions made to trainees

(and other future beneficiaries) for their stipends. Staff received training in the use of


mobile money, and we will pilot it with project staff travel advances before rolling it

out to training participants in Quarter 3.

B. TECHNICAL ACTIVITIES

This quarter, under Intermediate Result (IR) 1, interventions included:

• Revision of the P1 Kinyarwanda textbook in agreement with REB’s CPMD unit.

The P1 text is now on track for delivery in schools by July 2018.

• Drafting of the P1 Kinyarwanda teacher’s guide in preparation for a joint

workshop with REB to finalize the guide in Quarter 3.

This quarter, under Intermediate Result (IR) 2, interventions included:

• Raising the profile of children’s literacy at the provincial and district levels

through the Andika Rwanda National Story Writing competition.

• Supporting REB’s plans for implementation of district continual professional

development committees (DCC) in collaboration with Building Learning

Foundations.

During Quarter 1, USAID Soma Umenye received recommendations from USAID. These recommendations have been applied in a revised Soma Umenye Year 2

workplan which was approved by USAID on 20th February 2018.

The revised workplan focuses Soma Umenye on ensuring that the “essential core” of

teaching and learning materials is in place for P1, P2 and P3. Following discussion

with REB, The workplan also introduces the “learning agenda” (replacing the

research plan) with the objective that Soma Umenye enables learning that results in

systemic change, informed by studies and research relevant to improving learning

outcomes, specifically focused on improving reading.

B1. IR 1: CLASSROOM INSTRUCTION IN EARLY-GRADE READING

IMPROVED

B1a. Sub-IR 1.1: Evidence-based, gender-sensitive early-grade reading materials

available and used

1.1.1. Collaborate with CPMD to redefine REB’s Kinyarwanda program within its


During Quarter 2, Soma Umenye’s collaboration with CPMD largely focused on the

practical delivery of the P1 “essential core,” (see below for further details). In

addition, in March 2018, Soma Umenye and USAID/Rwanda hosted REB’s head of

CPMD at CIES in Mexico. The CIES program included a six-hour workshop

delivered by the Global Reading Network focused on the design of early grade

reading programs and the opportunity for reflection on how these design elements

complement REB’s Kinyarwanda program within the competency-based curriculum.

1.1.2. Define an evidence-based “essential core” of materials that can be

maintained by schools after the life of the project.


During Quarter 2, Soma Umenye continued to work with CPMD to ensure that

Soma Umenye’s development of the essential core materials is in line with CPMD’s

competency-based curriculum. As a result of a highly effective and collaborative co-

design workshop in March 2018, Soma Umenye has now finalized the P1

Kinyarwanda textbook, read-alouds, and teacher’s guide, which are ready to print

and distribute in Quarter 3.

1.1.3. Collaborate with REB to develop/revise materials to meet the

requirements of the above-mentioned Kinyarwanda program.

In Quarter 2, Soma Umenye, in partnership with Rwanda Education Board, revised

the P1 instructional materials. The activity required a systematic examination and

revision of instructional materials and strong communication with counterparts.

Before conducting this activity, the materials development team received an

orientation on an evidence-based approach for early grade reading and the new

Kinyarwanda orthography. The team included 10 non-Soma Umenye staff (teachers,

writers, illustrators, designers), eight Soma Umenye technical team members, and

was led by an international expert.

In 2017, to prepare for this revision, Soma Umenye worked with REB’s CPMD

department to conduct a situation analysis of instructional materials for Kinyarwanda

teaching in early grades of Rwandan schools. The situation analysis report identified

areas that needed to be strengthened, added, rearranged, modified, etc. in the

revision of these materials.

One issue raised by the situation analysis was whether the sequence of letter

introduction in P1 needed to be revised and whether pace of introduction could be

increased. Currently, Rwanda’s curriculum presents all five vowels — each taught for

a week — before turning to consonants. As a result, learners have not learned

enough letters to consider simple words until the beginning of Term 2. To enable

CPMD to consider revising the pace and sequence of letter introduction, Soma

Umenye’s technical team developed sample revised instructional materials based on

different options and presented these options to the USAID technical team and later

to the CPMD team for their consideration (December 2017). After reviewing the

sample materials and options, the CPMD team asked Soma Umenye to present two

complete units of revised materials for their consideration. In January 2018, CPMD

provided specific feedback and guidance for further revision following the

submission. Soma Umenye incorporated this feedback into the revised materials.

In January, Soma Umenye organized a materials revision workshop to complete the

revision process and review the incorporation of the CPMD guidance. Two CPMD

technical staff joined the workshop (one for a week and one for two days), and their

feedback was incorporated into the revised texts.

However, the process of finalizing revisions raised additional questions. CPMD

specialists suggested that the best approach to deliver the curriculum is to teach one

component (of five key components of reading: phonological awareness, phonics,

fluency, vocabulary, and reading comprehension) per lesson to ensure that the five

components are taught over a period of a week. On the other hand, Soma Umenye’s


technical team suggested that international evidence has shown that the best results

come from teaching all five components on a daily basis.

To make a decision on this issue, Soma Umenye’s technical team (following a request

from CPMD) organized a demonstration lesson in a school in Musanze to determine

if it was possible to accommodate all five components in a 40-minute lesson.

Following the lesson, both teams met to discuss the way forward and agreed to

teach all five skills in a single lesson. Based on the agreed recommendations, the

textbook was further revised.

As a result of the quarter’s activities, Soma Umenye was able to present both the P1

student textbook and read aloud story book to REB for approval at the end of

March 2018.

1.1.4. Print and distribute materials to all government and government-aided

schools in Rwanda.

Five hundred sets of supplementary readers and 500 bookshelves were distributed

to P1 classes in 500 schools in February/March 2018. Originally, this distribution was

planned during the 2017 school year. However, it was delayed and was delivered this

quarter.

1.1.5. Provide adaptations that make the materials described above accessible to

students with disabilities.

Soma Umenye has now reviewed the NUDOR analysis of inclusion and as a result

has developed checklists to ensure that the P1 textbook, the P1 teacher’s guide, and

the P1 training guide including actions recommended from the review with regard to

inclusive teaching (see Annexes D and E). The approach to ensure inclusivity is also

being shared with BLF with the potential to develop consistent approaches to

inclusivity within all schools.

B1b. Sub-IR 1.2: Teachers’ use of evidence-based, gender- sensitive instructional

practices in early-grade reading increased

1.2.1 Collaborate with REB to develop sustainable model for in-service.

Last year, Soma Umenye created a National Reading Trainers Team (NRTT) that

includes master trainers, TTC tutors, REB and URCE representatives. This year,

Soma Umenye has expanded the NRTT to ensure that the team can deliver training

to all P1 teachers following the revision of the project delivery plan to increase Year

2 target schools to 100% of schools.

To enable Soma Umenye to deliver training nationwide, the team of NRTT trainers

was expanded from 125 trainers to 245. Among the newly added trainers are 30

trainers who graduated from the USAID-funded Teacher Community of Practice (TCOP) course.

1.2.2. Collaborate with REB to create training materials to build on teaching and

learning materials created under sub-IR 1.1 and secure REB approval.


During Quarter 2, Soma Umenye revised Module 1 of the P1 teacher training to

align it with the new instructional materials. Soma Umenye presented the revised

module for validation by REB staff from relevant departments (CPMD, TEMP, EA and

EQS). The validation activity lasted for five days and was attended by the head of

department of TEMP.

1.2.3. Train National Reading Training Team to deliver teacher training.

Following the validation of the P1 training module, Soma Umenye conducted two

training-of-trainers’ sessions: (1) March 26-31 and (2) March 26-31. All 245 members

of the NRTT successfully completed the training.

These trainers will begin holding teacher training sessions using the REB approved

materials in Quarter 3.

1.2.4. Support training of teachers using the approved training materials.

No activities during this quarter.

1.2.5. Support school-based professional development.

Due to the delay in finalizing the P1 textbook and the related teacher training, the

self-learning materials development has been delayed. However, Soma Umenye has

identified an international consultant with relevant experience and will soon initiate

the process in Quarter 3. Soma Umenye will review the audio and video facilities at

CPMD with a view to utilizing these facilities where possible in the production of

self-learning videos.

Blc. Sub-IR 1.3: Capacity of head and mentor teachers to coach and supervise

early-grade reading instruction strengthened

1.3.1. Support REB to identify the appropriate school personnel to serve as a

Kinyarwanda coach.

In Quarter 2, we engaged in initial discussions with REB’s TEMP department to

identify the appropriate school personnel to serve as a coach. Previously, Soma

Umenye had discussed this issue with TEMP and decided that the coach should be

the head teacher or the director of studies. However, following a recent exchange

visit to USAID’s Tusome project in Kenya in March 2018, Soma Umenye is revisiting

the discussion with TEMP (introducing the possibility that the SEO becomes the

coach) and we expect a decision early in Quarter 3.

1.3.2. Collaborate with REB to develop coaching protocols and tools based on

REB-approved materials.

In Quarter 2, the technical team developed a scope of work for a consultant to

develop coaching protocols. Once the consultant is approved, Soma Umenye will

work with REB to develop the tools, protocols and guidelines for effective early

grade reading coaching support for P1-P3 Kinyarwanda teachers based on the


revised instructional package and on REB’s teacher competencies. Soma Umenye will

also coordinate with other partners including BLF, VVOB, and URCE, who are also

developing coaching guidance for lower primary teachers to ensure appropriate

alignment of the materials.

1.3.3. Collaborate with REB to finalize training materials for designated coaches

for Kinyarwanda teachers.

This activity will take place in Quarter 3.

1.3.4. Train directors of studies (or other appropriate school personnel) to act as

Kinyarwanda coaches.


1.3.5. Orient head teachers to REB’s Kinyarwanda Program.

In Quarter 2, Soma Umenye developed orientation materials for school leaders, with

support from a Cambridge Education consultant and in collaboration with REB’s

School Leadership and Management (SLM) Unit. In this activity, we also engaged

other development partners supporting REB’s school leadership efforts, including

BLF, Mureke Dusome, VVOB, and Wellspring. The orientation of head teachers to

REB’s Kinyarwanda reading program is scheduled in Quarter 3 after validation of the

orientation package for school leaders.

1.3.6. Engage SEOs in the implementation of REB’s Kinyarwanda Program


B1d. Sub-IR 1.4: Schools’ and teachers’ use of student assessment results

improved

1.4.1. Collaborate with REB to develop assessment protocol, including guidance

regarding how to use assessment results

In Quarter 2, in collaboration with REB, Soma Umenye finalized the development of

an assessment protocol and related tools that are simple and easy-to-use. In March,

Soma Umenye conducted a validation workshop with REB staff, including the head of

REB’s EA department, to validate the assessment protocol. The validated protocol

includes guidelines (to be incorporated into the teacher’s guide) that describe how

to conduct the formative assessment for reading and writing Kinyarwanda in P1

classroom. The protocol also provides guidance on interpreting the assessment

results to improve instruction.

1.4.2. Provide simple templates for teachers to use to analyze assessment results

(and for head teachers and/or SGACs to analyze aggregate results) that allows

identification of children with need for additional support (zero scorers)

During this quarter, Soma Umenye finalized the development of simple templates for

teachers to use in the analysis of assessment results. At the validation workshop,

participants also validated the templates, which either teachers or SGACs can use to


analyze aggregate results and identify underperformers. These tools will enable

teachers to draw basic conclusions from the assessment, i.e., identifying skills that

need to be reinforced or retaught and also allowing teachers to identify

underperformers (children with zero scores) who might need additional support to

build their Kinyarwanda reading skills. Head teachers can also use this template to

compile the results of multiple classes and shifts to develop a grade-level picture of

early grade performance within the school.

1.4.3. Collaborate with REB to create sustainable model(s) of school-level

remediation for P2-P3 early grade reading students.


B2. IR 2: SYSTEMIC CAPACITY FOR EARLY-GRADE READING

INSTRUCTION IMPROVED

B2a. Sub-IR 2.1: National advocacy mechanisms for early-grade reading

interventions strengthened

2.1.1. Develop/implement transition plan

In Quarter 2, Soma Umenye held discussions with USAID about transition planning.

USAID has requested Soma Umenye to continue to develop transition plans to

ensure sustainability of Soma Umenye activities. We will develop the transition plan

fully in advance of Year 3 to be included in the Year 3 work plan. However, some

elements of the transition plan will be developed in Year 2, including the proposed

ESSP dashboard.

Soma Umenye has revised the scope of work for the Soma Umenye dashboard,

which was originally proposed to provide access to Soma Umenye’s early grade

reading data at MINEDUC and REB, to now support the development of a wider

ESSP Dashboard to help REB and MINEDUC track all ESSP indicators including early

grade reading indicators. Some of the ESSP 3 data will be provided by other

development partners such as DFID’s BLF and UNICEF. The benefit of this adapted

strategy is that while supporting MINEDUC and REB to access data they need for both internal and SDG 4 reporting, Soma Umenye is enhancing visibility of early

grade reading data at both national and district levels.

Soma Umenye has developed an ESSP Dashboard Roadmap (see Annex F and G),

with input from UNICEF, which has been presented to USAID. Following revision,

the dashboard roadmap will be presented to MINEDUC and REB to inform

discussion and next steps.

2.1.2. Advocate for the early grade goals of the ESSP 3

In March, Soma Umenye staff made a presentation to RENCP about the project’s

work to widen education stakeholder knowledge about what we are doing.

During this quarter, staff attended several technical working groups (TWGs)

including the Teacher Professional Development TWG, Curriculum Materials and


Assessment TWG, and Rwanda Reads. The team will continue to identify

opportunities within these working groups to advocate for its goals and add a voice

to the literacy advocacy efforts of other members.

In March, a team of Soma Umenye staff and USAID counterparts participated in a

study tour with USAID/Kenya’s Tusome project to learn about the Tusome project’s

approach to implementation of similar early grade reading interventions. The trip

enabled USAID Rwanda and Soma Umenye team members to reflect on our

approach and will also help us develop the project transition plan. The Soma

Umenye team was interested in, among other things, the use of information and

communication technology, coaching techniques, monitoring, evaluation and learning.

The participants benefited from the opportunity to engage with the Tusome team

and found the study tour valuable for reflection as it sparked additional discussion on

critical factors for programmatic success.

Also in March, three Soma Umenye staff (Early Grade Reading Advisor Probak

Karim, Policy Specialist Lillian Mutesi, and Chief of Party Stephen Blunden), two GOR

officials (former head of REB’s CPMD Dr. Joyce Musabe and head of the MINEDUC’s

Inspectorate Benjamin Kageruka) and Director of USAID/Rwanda’s Education Office

Luann Gronhovd attended the Comparative and International Education Society

(CIES) conference in Mexico. The conference provided these participants the

opportunity to engage in discussion and continued learning in a number of areas,

including early grade reading instruction and assessment, delivery of reading

programs, methods for measuring teacher and student performance, policy reforms,

benchmarking for proficiency in reading, accountability in education, lessons in TLM supply chains, domestic financing, and early childhood development.

The team presented on three different topics:

• Rwanda’s Goals for Early Grade Literacy: Key to National Development;

• Assessing and Understanding Reading Performance in Rwanda, and

• USAID Soma Umenye: Supporting Rwanda’s Goals for Early Grade Reading.

A highlight of the visit was our participation in a Global Reading Network pre-

conference workshop: “Early Grade Reading Program Design and Implementation:

Best Practices and Resources for Success.” The workshop covered (step by step)

best practices in early grade reading program design and covered all the key

recommendations that Soma Umenye has made to REB regarding potential to

improve P1 delivery (scope and sequence, etc.) to improve P1 progress in acquiring

essential reading skills and subskills. Soma Umenye is considering a proposal to

deliver an adapted course in Rwanda for MINEDUC, REB, and the broader Soma

Umenye team.

2.1.3. Strengthen capacity of districts to identify and respond to local and

national early grade reading priorities

In January, Soma Umenye’s team presented on planned CPD activities to the

National DCC Forum organized by JICA. The forum brought together CPMD,

DEOs, SEOs, SGAC chairs and headteachers together with representatives of

development partners to learn about different CPD activities and ensure


coordination of future implementation activities. BLF and Soma Umenye met

separately and agreed on a common approach to support the development of DCCs

and SCCs. The joint approach was presented at the Forum and appreciated by REB

and participants.

Subsequent to this workshop, Soma Umenye has proposed that Soma Umenye and

BLF develop a common instrument to capture stakeholder participation in our

training programs with a view to providing DCCs and REB with common

information as to who has taken part in our training programs and what training

they’ve received. This proposal will be developed in Quarter 3 and shared with REB.

2.1.4. Plan a regional conference on early grade reading

USAID has informed Soma Umenye that they will lead the planning and hosting of

this conference, which is currently expected in April 2019. Soma Umenye will play a key role on the conference management team and will contribute to the design and

delivery of the conference.

2.1.5. Support Andika Rwanda (“Rwanda Writes”) to raise national-level profile

of children's literacy

During this quarter, USAID Soma Umenye developed key SMS messages. These

messages were approved by REB and then sent to DDEs, DEOs, head teachers, TTC

principals, and Kinyarwanda teachers to remind them of their roles and

responsibilities in the Andika Rwanda contest and the contest timelines. Members of

the steering committee at REB also received messages with contest status updates.

In addition, USAID Soma Umenye developed selection criteria for (1) identifying

members of district juries and (2) selecting the best stories at the district level.

During the March steering committee meeting, the committee approved both sets of

criteria.

USAID Soma Umenye, in collaboration with REB, Andika Rwanda facilitators, and

SEOs, distributed forms and Andika Rwanda-branded envelopes to head teachers.

Head teachers were instructed to register students for Andika Rwanda and to submit their stories/poems in the branded Andika Rwanda envelopes and deliver

them to district headquarters. This approach ensures that someone at the school is

accountable for ensuring student entries reach the jury committee at the district

level.

B2b. Sub IR 2.2: Student and teacher performance standards and benchmarks

for early grade reading applied

2.2.1 Draft and/or finalize grade-level literacy standards in Kinyarwanda for P1-

P3.

Soma Umenye has engaged a consultant to develop the literacy standards. This work

will take place in Quarter 3.

2.2.2. Develop, finalize, communicate, and implement teacher performance

standards for early grade reading.


No activities this quarter.

B2c. Sub-IR 2.3: Research-based policies and curricula in support of early-grade

reading instruction implemented

2.3.1. Develop research agenda to strengthen existing or create new policies and

curricula to foster improved early grade reading instruction and student reading

outcomes

In Quarter 2, USAID Soma Umenye met with USAID to discuss the way forward

with the Research Agenda, resulting in a decision to replace it with a “learning

agenda” formulated with key stakeholders at all levels of the education system to

increase ownership. The key starting point for the learning agenda is to ensure a

common understanding of the key drivers of early grade reading success, potentially

building on the Global Reading Network workshop which REB/USAID/Soma

Umenye attended pre-CIES.

2.3.2. Implement research agenda activities in collaboration with Rwandan

stakeholders

In this quarter, the project developed a proposal for the time-on-task study, which is

intended to provide REB with evidence to improve P1 and P2 Kinyarwanda reading

outcomes. Phase 1 (to be implemented during the 2018 academic school year) will

focus on understanding the current allocated, engaged and academic learning time, how these vary across schools, and how each category of time is associated with

Kinyarwanda reading outcomes.

Soma Umenye held internal discussions within its technical and MEL team on the

concept paper for the study, the research questions, design, and the multiple

categories of time. We are also aware that UNICEF Rwanda has planned a time-to-

teach study, and we will ensure that we are not investing in duplication.

2.3.3. Support dissemination of evidence and uptake/use.


B2d. Sub-IR 2.4: Early-grade reading assessment systems Strengthened

2.4.1 Prepare for EGRA administration


2.4.2. Administer EGRA assessment


2.4.3. Analyze and report on EGRA data

During Quarter 2, Soma Umenye received the draft baseline report from

EdIntersect, which included information collected from intervention schools (impact


evaluator IBTCI collected data from control schools). Following internal discussion,

we asked EdIntersect to incorporate some revisions.

In Quarter 2, we were also informed that USAID would not be continuing with

Soma Umenye’s impact evaluation largely due to the change in phasing of Soma

Umenye’s delivery.

As a result, Soma Umenye will be reviewing the baseline data from intervention and

control schools, which was collected using the same instruments. During Quarter 3,

Soma Umenye will draft a dissemination plan for USAID’s review.

2.4.4. Hold workshop with REB about how best to measure reading sub-skills in

P1, P2, and P3.

While there were no specific activities related to 2.4.4. in Quarter 2, the head of REB’s CPMD unit, together with MINEDUC’s Director of Inspection participated in

a CIES pre-conference workshop entitled ‘Early Grade Reading Program Design and

Implementation: Best Practices and Resources for Success’ delivered by the Global

Reading Network. The Soma Umenye team participating in the workshop included

the chief of party the EGR technical director. USAID/Rwanda’s director of education

also attended. The workshop focused on essential steps in the design and

implementation of an early grade reading program. The design of the interventions is,

of course, related to the measurement of reading sub-skills.

2.4.5. As needed, support REB to create a Rwandan instrument for measuring

reading sub-skills.


B2e. Sub-IR 2.5: Capacity of Teacher Training Colleges (TTCs) to Effectively

Prepare Teachers of Early-Grade Reading Increased

2.5.1. Strengthen capacity of TTC tutors to prepare teachers to deliver

evidence-based early grade reading instruction and promote gender equality and

empowerment of vulnerable populations.

Soma Umenye is revising its approach to TTCs as part of its transition planning and

will present options for USAID’s consideration in Quarter 3.

C. MEL ACTIVITIES

Data quality assurance and school monitoring. In March, the MEL team conducted a field

DQA exercise in a sample of 50 schools across 14 districts to verify the quality of

reported data for key indicators and the ability of the data-management systems to

collect, manage and report quality data. They reviewed three indicators:

• Indicator 3. Number of learners reached in reading programs at the primary level

(output, F indicator ES 1-5)

— Undercount by 44 students. Soma Umenye will review procedures to ensure

we collect valid data.


• Indicator 4. Number of education administrators and officials who complete

professional development activities with USG assistance (output, F indicator ES

1-12)

— Most of the headteachers trained had been assigned to other schools, and the

majority of them had participated in Soma Umenye training.

• Indicator 5. Number of primary school educators who complete professional

development activities (1) on implementing evidence-based reading instruction,

(2) to advance outcomes consistent with gender equality or female

empowerment through their roles in public or private sector institutions or

organizations, or (3) teaching students with special educational needs (output,

custom, includes indicator ES.1-7 and ES 1-8)

— Of 50 trained teachers, only three were assigned to grades other than P1 or

subjects other than Kinyarwanda. In addition, three teachers were in their

original schools, and three new teachers had taken their places. While this is

not an issue related to data quality, it gives Soma Umenye a measure of

turnover that we can use to help plan interventions.

In addition, during the training of trainers (TOT) in March 2018, Soma Umenye’s

MEL team used its training quality benchmarks checklist to review the quality of

TOT training. The MEL team shared feedback with both the field team and the

technical team to inform improvements during future training activities.

Learning workshop. In line with the collaborating, learning, and adapting (CLA)

approach, the MEL team held a two-day workshop in March with provincial advisors

(PAs) and district advisors (DAs) to reflect on school monitoring, discuss progress,

share successes and challenges, and propose solutions and ways forward.

Revision of school monitoring tools. The MEL team launched a review of the school monitoring tools at the March learning workshop. Field staff proposed initial

recommendations for further follow up.

Suggestions for Revision

• Shorten the school monitoring forms

• Reduce the number of self-reported questions

• Conduct joint monitoring with DEOs and SEOs whenever possible

Rolling assessments. Soma Umenye has pushed back the use of rolling assessments to

Year 3, given that the schedule for Year 2 would likely put the rolling assessment

activity too close to EGRA administration.

Compilation of Quarter 2 actual results. The MEL team finalized the compilation of

Quarter 2 actual indicators results. The data compiled includes TOT training

participant data and materials data (bookshelves, leveled readers, and print rich

materials) distributed to 204 schools in Quarter 2.

Collection and compilation of school profile data. The MEL team designed and piloted a

tool to collect Year 2 school-level data in February. After a successful roll-out of the

tool, Soma Umenye’s MEL team launched it at the provincial level. During the launch


workshop (February), Soma Umenye’s MEL team trained DAs and PAs on the tool

content, refreshed them on the use of the tablet, helped them review the

administration guide and protocol, and conducted practice sessions to take inter-

rater reliability (IRR) measures. The MEL team coordinated the data collection,

cleaned the data submitted by DAs, and produced a compiled report.

D. COMMUNICATIONS ACTIVITIES

Communication plan. Soma Umenye’s Communication Plan was reviewed and revised

to align with the Year 2 workplan. The final comments from USAID on the Year 2

Communications Plan were incorporated and re-submitted to USAID.

Media engagement and mobilization. The communication team created Twitter buzz

with a series of exchanges with districts posting their photos from, and impressions

of, Andika Rwanda district meetings, International Mother Language Day celebration

and the TOTs trainings. The communication team also attended meetings to collect photographs and conduct interviews with audio-video testimonials of children,

teachers, parents, and educational officials.

Soma Umenye visibility materials. This quarter, Soma Umenye finalized the branding

and design of internal signage, materials, business cards, and badges to conform with

USAID branding guidelines.

Soma Umenye communications materials. In Quarter 2, the communications team

finalized tools to support team compliance with USAID brand requirements. These

include generic PowerPoints, talking points, FAQ sheet, and brochure.

E. ACTIVITY MANAGEMENT

In Quarter 2, Soma Umenye:

• Finalized the Year 2 work plan which was approved by USAID.

• Finalized the Year 2 MEL plan which was presented to USAID for approval.

• Held individual meetings with Soma Umenye national and international partners

to ensure that partners Year 2 plans were amended to be in line with the revised

Soma Umenye Year 2 plan.

• Reviewed and commenced revision of our project delivery tracker. This revision

will continue into Quarter 3.

• Developed a summary Year 2 work plan and presented this summary at a

workshop with PAs and DAs to ensure full understanding of planned P1 training

and plans to develop P2 essential core.

• Revised the Senior Management Team structure to ensure that meetings were

more regular, inclusive and documented, increasing individual and collective

accountability.

• Drafted a revised salary structure for Soma Umenye designed to improve equity

and staff retention.


SECTION 3

CHALLENGES AND LESSONS

LEARNED

A. PROBLEMS ENCOUNTERED AND PROPOSED REMEDIAL ACTIONS

REB ownership. The main challenge encountered by Soma Umenye in Quarter 2 is

related to challenges faced in Year 1 and the first quarter of Year 2. In short, Soma

Umenye has struggled to persuade REB to consider technical changes to the delivery

of Kinyarwanda language within their competency-based curriculum, in particular for

P1.

The consequences of not ensuring a common shared vision for improving the

delivery of P1 Kinyarwanda language curriculum are multiple. First, learners have not

received improved textbooks on time; second, teachers have not received improved

training. In short, Soma Umenye has lost significant time.

The proposed remedial actions include strategies to ensure improved ownership of

the project and improved understanding of the recommended steps to achieve

improved reading. For example, we could take REB officials to visit USAID’s Tusome

project in Kenya. Secondly, following our participation at the Global Reading

Network workshop on early grade reading program design, we could contextualize

this course for Rwanda and deliver it here to raise the level of knowledge and to

provide confidence that the changes Soma Umenye has recommended are based on

international research.

Staff retention. A different problem we have encountered relates to Soma Umenye’s

salary structure, which follows USAID’s guidelines that limit staff to a percent

increase on their previous salary history. This has resulted in Soma Umenye losing

staff to BLF and other projects who are not operating within these guidelines. The

remedial action we propose is that Soma Umenye will present USAID in Quarter 3

with a proposal for a revised salary structure based on competence and market

rates.

B. SUCCESS STORIES

See Annex A.


SECTION 4

ACTIVITIES PLANNED FOR

NEXT QUARTER

A. OPERATIONAL ACTIVITIES

Soma Umenye is waiting for a contract modification and budget realignment, which

will guide project activities in the coming quarter. Most notably, the project will

begin tracking and reporting costs according to cost categories anticipated in the

modification. The project will engage a cost report specialist to assist the Finance

team in transitioning to the new cost reporting model.

In addition, the project will finalize recruitment of the research specialist, the

director of communications, and one provincial advisor, and one district advisor.

Following the departure of several key staff members in Quarter two and a request

from REB to bring forward development of P3 essential core into year 2 (originally

planned for year 3), Soma Umenye will also be reviewing the bandwidth of the

technical team, with particular focus on materials development, to ensure that Soma

Umenye can deliver the P2 and P3 textbook development, printing, and distribution

before the start of the 2019 academic year, as requested by REB.

B. TECHNICAL ACTIVITIES

B1. IR 1: CLASSROOM INSTRUCTION IN EARLY-GRADE READING

IMPROVED

B1a. Sub-IR 1.1: Evidence-based, gender-sensitive early-grade reading materials

available and used

1.1.1. Collaborate with CPMD to redefine REB’s Kinyarwanda program within its


No activity planned for the next quarter.

1.1.2. Define an evidence-based “essential core” of materials that can be

maintained by schools after the life of the project.

No activity planned for the next quarter. In order to ensure a common vision, Soma

Umenye will confirm a shared understanding of the P2 and P3 essential core with

REB during Quarter 3 in advance of developing these materials.

1.1.3. Collaborate with REB to develop/revise materials to meet the

requirements of the above-mentioned Kinyarwanda program.

In Quarter 3, following additional feedback from REB, Soma Umenye will finalize the

P1 instructional materials. DG REB has suggested that Soma Umenye materials

development team works alongside the REB CPMD team to finalize both the text


book and the teacher’s guide. In addition, Soma Umenye will also revise the P1 read

aloud book (as requested by REB) and develop the decodables.

In addition, Soma Umenye will develop a proposed supply chain process map for

development and delivery of P2 and P3 essential core during project Years 2 and 3.

DG REB has requested delivery of P2 and P3 textbooks before the start of the 2019

academic year.

At the same time, Soma Umenye’s technical team will start preparatory activities for

revising instructional materials for P2 and P3 in Quarter 3. The package will include

P2 and P3 materials, including the textbook, teacher’s guide, and the read aloud story

book. An international expert will work with the local team to complete this in

sufficient time for printing and distribution for the 2019 academic year.

1.1.4. Print and distribute materials to all government and government-aided

schools in Rwanda.

Once the instructional materials are approved by REB, we will engage

subcontractors to print and distribute them to all schools next quarter. All P1

learners in government and government-aided schools will have access to these

materials.

1.1.5. Provide adaptations that make the materials described above accessible to

students with disabilities.

Soma Umenye will continue to ensure that P1, P2 and P3 essential core include best

practices for inclusion in the classroom. This best practice will largely focus on the

teacher’s guide and on teacher training.

B1b. Sub-IR 1.2: Teachers’ use of evidence-based, gender- sensitive instructional

practices in early-grade reading increased

1.2.1. Collaborate with REB to develop sustainable model for in-service.

Soma Umenye will continue to develop a teacher in-service model during Quarter 3. As part of transition planning, we will begin considering how the Soma Umenye

model could be delivered more cost effectively including the potential of improved

preservice training by TTCs to ensure newly qualified teachers are sufficiently

trained. We will also consider the lessons learned from TCOP during Quarter 3 and

assess the potential for scaled up application of any of their approaches and the

cost/quality options.

1.2.2. Collaborate with REB to create training materials to build on teaching and

learning materials created under sub-IR 1.1 and secure REB approval.

In Quarter 3, Soma Umenye will work with REB to review and validate Phase 2 and

3 training modules for the training of P1 Kinyarwanda teachers, and will train NRTT

members using the validated modules. The NRTT trainers will then train teachers in

Quarters 3 and 4.


1.2.3. Train National Reading Training Team to deliver teacher training.

In Quarter 3, Soma Umenye will deliver ToT to NRTT on modules 2 and 3 of P1

teacher training.

1.2.4. Support training of teachers using the approved training materials.

In Quarter 3, Soma Umenye will support the NRTT to train P1 Kinyarwanda

teachers (Phase 1) in all public and government-aided schools across the country.

1.2.5. Support school-based professional development.

In Quarter 3, Soma Umenye will meet with TEMP to propose and agree on self-

study module content and the process of approval. Following the development of an

agreed plan, we will gather/develop print and video content for self-study modules.

Once developed and following internal review, we will seek validation by TEMP.

Once validated, we will develop and distribute the self-study modules and SD cards.

B l c. Sub-IR 1.3: Capacity of head and mentor teachers to coach and supervise

early-grade reading instruction strengthened

1.3.1. Support REB to identify the appropriate school personnel to serve as a

Kinyarwanda coach.

Soma Umenye will share the terms of reference for the selection of coaches for

USAID approval. We will also continue the current discussion on coaching strategy

with TEMP so that when approved by USAID, the task of developing materials and

training can start without delay.

1.3.2. Collaborate with REB to develop coaching protocols and tools based on

REB-approved materials.

Soma Umenye has identified an international consultant to develop the self-learning

modules and self-learning videos. We plan for her to start work with Soma Umenye

and REB technical teams in May 2018.

1.3.3. Collaborate with REB to finalize training materials for designated coaches

for Kinyarwanda teachers.

In Quarter 3, we will develop the coaching tools and the training materials through

regular engagement with TEMP to ensure that the validation process is successful.

1.3.5. Orient head teachers to REB’s Kinyarwanda program.

In Quarter 3, Soma Umenye will present the orientation module to REB for

validation. Upon REB approval, we will conduct a training of trainers for head

teacher orientation. The trainers will then conduct the training for all the head

teachers.

1.3.6. Engage SEOs in the implementation of REB’s Kinyarwanda program


During Quarter 3, Soma Umenye will engage SEOs in the training of P1 teachers. In

addition, Soma Umenye will work with selected SEOs to support development of

Soma Umenye’s coaching, self-learning, and community of practice materials, all of

which will require SEOs to play a role in delivery.

B1d. Sub-IR 1.4: Schools’ and teachers’ use of student assessment results

improved

1.4.1. Collaborate with REB to develop assessment protocol (to be included in

teacher guide), including guidance regarding how to use assessment results

Now that the formative assessment guidelines and associated tools have been

completed and validated by REB, Soma Umenye will disseminate the materials to all

schools through teacher training. The project will conduct follow-up activities to

determine whether teachers encounter any challenges in conducting assessments and

understanding the results.

1.4.2. Provide simple templates for teachers to use to analyze assessment results

(and for head teachers and/or SGACs to analyze aggregate results) that allows

identification of children with need for additional support (zero scorers)


1.4.3. Collaborate with REB to create sustainable model(s) of school-level

remediation for P2-P3 early grade reading students


B2. IR 2: SYSTEMIC CAPACITY FOR EARLY-GRADE READING

INSTRUCTION IMPROVED

B2a. Sub-IR 2.1: National advocacy mechanisms for early-grade reading

interventions strengthened

2.1.1. Develop/implement transition plan

In Quarter 3, Soma Umenye will work with a Cambridge Education consultant to

review Soma Umenye’s Systems Strengthening approach to focus increasingly on

transition and sustainability. In addition, we will review our capacity to deliver IR 2

and present plans for increased recruitment of national STTA to deliver an improved

systems strengthening component. Finally, we will propose options for embedding

staff within REB to enhance both the quality of delivery and the sustainability of Soma

Umenye’s early grade reading intervention.

2.1.2. Advocate for the early grade goals of the ESSP 3.

In Quarter 3, Soma Umenye will finalize the advocacy plan and share with USAID. In

advance of the formal advocacy plan, Some Umenye has continued selected advocacy

activities, including through ongoing attendance at all relevant education sector

meetings (Forward Joint Sector Review Meeting, TWG meetings, task force

meetings, RENCP forums) to ensure understanding of MINEDUC/REB’s priorities


and partner coordination around those priorities and to share updates on activities

the project is undertaking. Soma Umenye will seek ways of engaging these technical

working groups more strategically.

Specifically, Soma Umenye and BLF will collaborate to draft the terms of reference

for the proposed Assessment Task Force under the Curriculum and Materials

Assessment TWG in collaboration with EA/REB. The project is also exploring the

potential to co-chair the Early Years Taskforce under the Teacher Development and

Management TWG, which is expected to be approved in Quarter 3.

Soma Umenye will participate in REB’s DCC coordination meeting in April 2018. In

advance of the meeting, Soma Umenye will work with BLF to develop common

approaches to supporting DCCs. Soma Umenye will seek to widen these discussions

to include JICA to increase the potential that we will influence systemic CPD

information management processes.

Soma Umenye will also participate in the review of the ESSP 3 Implementation Plan

in Quarter 3. Our goal will be to ensure that key activities focused on early grade

reading delivered by Soma Umenye are included as ESSP 3 activities. In addition,

Soma Umenye will be suggesting additional implementation activities including the

review of the competency-based curriculum (Kinyarwanda language P1) and the

development of the ESSP dashboard.

2.1.3. Strengthen capacity of districts to identify and respond to local and

national early grade reading priorities

In Quarter 3, Soma Umenye will include DEOs and SEOs in the orientation provided

to head teachers (described under 1.3.5). As part of this orientation, Soma Umenye

will work with DEOs to develop district-level ESSP 3 goals related to early grade

reading.

Soma Umenye team will also collaborate with BLF to organize a workshop on

coordination of the DCC and SCCs following the JICA-led forum. This workshop

will bring together development partners to discuss ways to offer support to the

DCCs and SCCs in a complementary way.

Soma Umenye will seek ways to engage MINECOFIN on their contribution to the

development of the next round of district development plans in 2018. Working

through our DAs, Soma Umenye will engage the districts to set ambitious but

achievable P1-P3 EGR targets (aligned with ESSP indicators and supported by local

evidence and results) included in the plans.

2.1.4. Plan a regional conference on early grade reading

This activity is now being led directly by USAID. Soma Umenye will support USAID

with the conference.

2.1.5. Support Andika Rwanda to raise national-level profile of children's literacy


In Quarter 3, Soma Umenye will offer help orient the district jury committee to

facilitate selection of the best entries at district level. Once the entries are narrowed

down and the finalist selected, the entries will be submitted to the national selection

process. The Andika Rwanda steering committee will organize and orient a National

Jury Committee to complete this final phase of selection to identify the 24 best

stories. Once the winners are announced, Soma Umenye will organize an authors’

workshop to engage editors and illustrators.

B2b. Sub IR 2.2: Student and teacher performance standards and benchmarks

for early grade reading applied

2.2.1. Develop, finalize, communicate, and implement benchmarks and targets

for P1, P2, and P3 reading fluency and comprehension as well as student

performance standards.

In Quarter 3, Soma Umenye will engage in discussions with REB for revision of EGR

standards and benchmarks based on available national assessment data. The

recommendation for this revision will be submitted to the DG of REB for approval,

at which time it will be disseminated at district, sector, and school levels.

The agreed benchmarks will inform a range of activities by multiple partners. For

example, Mureke Dusome could decide to engage with parents about P1

benchmarks with a view to widening understanding of what a child is expected to

achieve by the end of P1.

2.2.2. Develop, finalize, communicate, and implement teacher performance

standards for early grade reading.

This activity is pending completion of the REB overall teacher standards.

B2c. Sub-IR 2.3: Research-based policies and curricula in support of early-grade

reading instruction implemented

2.3.1. Develop research agenda to strengthen existing or create new policies and

curricula to foster improved early grade reading instruction and student reading

outcomes

In Quarter 3, Soma Umenye will develop concept paper for the learning agenda

(taking into account the EGRA results and the transition plan) and will share it for

discussion with USAID.

2.3.2. Implement research agenda activities in collaboration with Rwandan

stakeholders

In Quarter 3, Soma Umenye will collaborate with key GOR representatives and

other stakeholders in the design of the time-on-task study research questions and

the timeline of the study before data collection is undertaken mid-year.

2.3.3. Support dissemination of evidence and uptake/use.



B2d. Sub-IR 2.4: Early-grade reading assessment systems strengthened

2.4.1 Prepare for EGRA administration


2.4.2. Administer EGRA assessment


2.4.3. Analyze and report on EGRA data

Conduct data cleaning, analysis, and report writing for FY2017 data. The 2017 EGRA

baseline draft report was submitted to USAID for review. The MEL team with

support from the PMU continues to work with the subcontractor, EdIntersect, to

address some remaining questions. Following any revisions requested by USAID, we

will hold a series of dissemination sessions with various stakeholders in Quarter 3. A

draft dissemination plan has been developed. The dissemination exercise is

conceptualized within the learning agenda framework.

Disseminate baseline findings. In Quarter 3, we plan to disseminate the Soma Umenye

and IBTCI baseline data. Dissemination will follow internal discussion with USAID. In

addition, we will engage with REB to review their findings from the LARS P2

assessments which were completed in early 2018.

2.4.4. Hold workshop with REB about how best to measure reading sub-skills in

P1, P2, and P3.

In Quarter 3, the Soma Umenye MEL team will organize a workshop with REB on

best practices for measuring reading sub-skills in P1, P2, and P3.

2.4.5. As needed, support REB to create a Rwandan instrument for measuring

reading sub-skills.


B2e. Sub-IR 2.5: Capacity of Teacher Training Colleges (TTCs) to Effectively

Prepare Teachers of Early-Grade Reading Increased

2.5.1. Strengthen capacity of TTC tutors to prepare teachers to deliver

evidence-based early grade reading instruction and promote gender equality and

empowerment of vulnerable populations.

The role of the 16 TTCs is critical to the sustainability of early grade reading in

Rwanda. In Quarter 3, Soma Umenye will develop a transition plan with TTC

activities expected to commence in Year 3.

Soma Umenye will also work with REB and MINEDUC to carry out a targeted analysis of

the current assets and expertise that the 16 TTCs have that could form the basis of

strengthening TTCs. As a result of the analysis and discussions with REB, TTC


principals, and other key stakeholders (including the implementers of USAID’s

Itegure Gusoma activity), Soma Umenye will identify interventions that can be

implemented in Year 3 in TTCs on EGR-related objectives.

C. MEL ACTIVITIES

Collect and analyze data on Soma Umenye performance. The MEL team will gather data

for quarterly indicators.

Coordinate school monitoring and lessons observation. Soma Umenye will coordinate and

advise on the use of school monitoring tools by REB, URCE, and project staff. The

MEL team will also organize a training session for field staff on how to use the

revised and digitized tools. Similarly, the MEL team will provide ongoing support to

field staff to ensure that accurate and timely data are collected.

Produce summary reports of monitoring data collected from schools. The MEL team will

aggregate available monitoring data and share the reports with Soma Umenye staff

and USAID. Summary monitoring reports will show activity outputs and outcomes,

particularly those related to school-level behavior, student learning, and trends.

Conduct data quality assessments. The MEL team will conduct quality assurance

activities (including field visits, quality benchmarks monitoring, and full-scale data

quality assessment for key indicators) to verify data reported against the project’s

indicators.

Monitor the quality of Soma Umenye activities as per quality benchmarks. MEL team will monitor the quality of implementation of Soma Umenye activities, including teacher

trainings, TLMs distribution, and other activities planned for Quarter 3.

Revise school monitoring tools. Building on work completed in Quarter 2, the MEL

team will continue reviewing school monitoring tools in Quarter 3 with the support

of a short-term MEL Advisor and through involvement of REB and URCE.

D. COMMUNICATIONS ACTIVITIES

Communication plan. Soma Umenye’s Communication Plan was reviewed and revised

to align with the Year 2 workplan. The final comments from USAID on the Year 2

Communications Plan were incorporated and re-submitted to USAID.

Media engagement and mobilization. Soma Umenye is working on a media kit to be

submitted to USAID in Quarter 3. In collaboration with REB, the project will also

organize and prepare a media orientation for local and international media, planned

for early May 2018. The communications team is working on a comprehensive

package of materials to be used during the media orientation.

Soma Umenye visibility materials. In Quarter 3, to reinforce project visibility as USAID

Soma Umenye and facilitate easy identification of the project office, the communications team will continue to support project compliance with USAID

branding requirements through the creation of additional branded materials,

including USAID Soma Umenye office signage designs (standees+ pull ups), folders

and note pads.


Soma Umenye communications materials. In Quarter 3, the project will update internal

materials (pullups/ banners) with USAID brand guidelines to support planned

technical activities.

E. ACTIVITY MANAGEMENT

Salary scale. Following discussion with USAID, in order to improve salary equity and

improve staff retention, in Quarter 3, Soma Umenye will present a proposal for a

revised salary structure that will focus on relevant competence and market value as

the key factors informing salary for a post instead of solely looking at previous salary

history.

Steering Committee. USAID has proposed to the REB DDG that we create a Soma

Umenye Steering Committee co-chaired by REB DDG and Soma Umenye chief of

party to improve overall project management and integration. During Quarter 3,

Soma Umenye will develop terms of reference for the proposed Steering

Committee.

The Soma Umenye Steering Committee will also develop an MoU with MINEDUC

and REB in Quarter 3. The MoU will include agreement regarding copyright and

creative commons following a joint USAID/Soma Umenye/REB discussion on the

subject.

District plans. DAs will develop their own Soma Umenye district plans for Quarters 3

and 4 which will be monitored by Soma Umenye through the PAs.

Plans for future book delivery. Soma Umenye will also be reflecting on the successes

and challenges of P1 essential core delivery and develop a process map for P2 and P3

essential core delivery which incorporates lessons learned.


ANNEX A. SUCCESS STORIES

SNAPSHOT

Improving classroom instruction

with Kinyarwanda reading materials

The initiative gives

learners new books

with which to practice

reading.

Speciose Musabyimana, P1

Teacher at Gahini primary school,

selects books from a classroom

bookshelf provided by USAID

Soma Umenye.

PHOTO:Alexis Nshimiyimana/USAID Soma Umenye

As part of its work to help Rwandan learners successfully

learn to read in early primary school, USAID Soma

Umenye distributed classroom bookshelves and

storybooks to more than 500 schools across Rwanda in

February 2018. These materials will support classroom

reading instruction in P1 classrooms.

USAID Soma Umenye champions early grade literacy in

Rwanda by training teachers in public and government-

supported schools to use best-practice instructional

techniques to build the subskills of reading. The project

implemented this activity in collaboration with the

Rwanda Education Board (REB) to provide reading

materials targeted to build the skills P1 learners need.

New, colorful, grade-level books will encourage reading

and increase the number of students meeting grade-level

standards in Kinyarwanda.

“The newly acquired supplementary reading materials in

Kinyarwanda offer exciting reading options to young students

and are written at reading levels appropriate to beginning

readers. I am so excited that all of the colorful, interesting

storybooks have been published by Rwandans,” said Speciose

Musabyimana, P1 teacher at Gahini Primary School.

Before USAID Soma Umenye’s intervention, students from

Gahini Primary School had difficulty finding books to read for

entertainment. The school now has a variety of grade-level

books written in Kinyarwanda students can use for enjoyment

and to practice their reading skills. This initiative cultivates a

reading culture and instils the love of reading in young children.

“I devise ways for students to share the available materials so

that each student benefits,” said Mrs. Angelique Mukamusoni,

head teacher at Gahini Primary School. “The bookshelves

recently distributed by USAID Soma Umenye contribute to the

excitement, eagerness to read and high levels of engagement

among teachers and learners” she added.

USAID Soma Umenye will continue to equip Rwandan

classrooms with enjoyable reading materials written for

children in the Rwandan context and promoting Rwandan

values and language.


SNAPSHOT

Enhancing a culture of reading

among Rwandan students

Andika Rwanda

encourages a new

generation of inspired

writers to create

more original story

content for young

readers.

Ferdinand Ndayambaje explaining

the Andika Rwanda 2017-2018

writing contest guidelines to

students at Rweza primary school.

PHOTO: Alexis Nshimiyimana/ USAID Soma Umenye

Andika Rwanda (“Rwanda Writes”), an annual student

writing contest, is helping to generate a culture of reading

among Rwandan students. Over the last three years, more

than 5,000 talented students have submitted original

stories and poetry to the contest. To date, 36 of those

stories have been professionally edited, illustrated

published in book format for distribution to primary

schools and libraries across Rwanda.

Andika Rwanda is an important element of the USAID

Soma Umenye partnership with the Rwanda Education

Board (REB) and part of its ongoing work to improve

grade-level reading skills in Kinyarwanda for up to one

million P1-P3 students. One of the challenges Andika

Rwanda seeks to overcome is the shortage of original

Kinyarwanda literature for young children.

With the help of classroom teachers and the support of

sector, district and provincial officials, students

participating in the 2017-2018 Andika Rwanda contest

submitted their reading materials in March 2018 for

evaluation by district and national juries.

Umusalama Garukurebe, Senior 5 student from Saint Aloys

Secondary School in Rwamagana is among the participants. “I

am confident my poem will be among the selected ones because

I tried to be completely original and used Kinyarwanda language

with hidden and indirect meanings,” she said. “While writing for

children, I put emphasis on individual sounds, such as

alliteration, assonance, consonance, repetition and parallel

structure,” she added.

“I am so excited that our school was among the participants in

the fourth writing competition. After USAID Soma Umenye

intervened to organize Andika Rwanda, our school had the

opportunity to participate. Thus, the submitted reading

materials increased from 0 in all 3 previous competitions to 99

in this one,” affirmed Mr. Etienne Uwizeye, Head Teacher at

Rweza Primary School.

For this fourth competition, selected reading materials at

the district level will be sent to REB by 30th April and a

steering committee will select winners at the national level

by 17th May.


ANNEX B. REPORTING AGAINST INDICATORS (Q2 FY 2018)

Indicator

Number Indicator Name Frequency Target Actual

Objective: Improved literacy outcomes for children in early grades

1 Percent of P1-P3 students able to read grade-level text with fluency and comprehension (outcome,

RFTOP: Deliverables 5.8 and 5.9) annual 35% TBD

2 Number of children whose reading outcomes in Kinyarwanda are improved annual 203,368 TBD

3 (ES 1-5) Number of learners reached in reading programs at the primary level with USG assistance annual 581,0512 TBD

4 (ES 1-12) Number of education administrators and officials who complete professional development activities

with USG assistance quarterly 0 0

Number of men 0 0

Number of women 0 0

Bugesera 0 0

Burera 0 0

Gakenke 0 0

Gasabo 0 0

Gatsibo 0 0

Gicumbi 0 0

Gisagara 0 0

Huye 0 0

Kamonyi 0 0

Karongi 0 0

Kayonza 0 0

Kicukiro 0 0

Kirehe 0 0

Muhanga 0 0

Musanze 0 0

2 This number represents total P1students enrolled in all public and government-aided schools as per MINEDUC 2016 Statistical Yearbook. This target and

out years targets will be cross-checked and updated if necessary once the Education Statistical Yearbook for 2017 and subsequent years are out.


Indicator


Ngoma 0 0

Ngororero 0 0

Nyabihu 0 0

Nyagatare 0 0

Nyamagabe 0 0

Nyamasheke 0 0

Nyanza 0 0

Nyarugenge 0 0

Nyaruguru 0 0

Rubavu 0 0

Ruhango 0 0

Rulindo 0 0

Rusizi 0 0

Rutsiro 0 0

Rwamagana 0 0

Dean of Studies/Deputy Head Teacher 0 0

District Education Official (DEO and DDE) 0 0

Headteacher 0 0

Sector Education Officer 0 0

Soma Umenye trainers-(NRTT) 0 0

Other 0 0

Evidence-based reading instruction 0 0

Has disability 0 0

Does not have disability 0 0

4A Percent of head teachers successfully trained quarterly 0 0

Number of men 0 0

Number of women 0 0

Bugesera 0 0

Burera 0 0

Gakenke 0 0

Gasabo 0 0

Gatsibo 0 0


Indicator


Gicumbi 0 0

Gisagara 0 0

Huye 0 0

Kamonyi 0 0

Karongi 0 0

Kayonza 0 0

Kicukiro 0 0

Kirehe 0 0

Muhanga 0 0

Musanze 0 0

Ngoma 0 0

Ngororero 0 0

Nyabihu 0 0

Nyagatare 0 0

Nyamagabe 0 0

Nyamasheke 0 0

Nyanza 0 0

Nyarugenge 0 0

Nyaruguru 0 0

Rubavu 0 0

Ruhango 0 0

Rulindo 0 0

Rusizi 0 0

Rutsiro 0 0

Rwamagana 0 0

IR 1: Classroom instruction in early- grade reading improved

5 (ES 1-7) Number of primary school educators who complete professional development activities on

implementing evidence-based reading instruction with USG assistance quarterly 0 0

Number of men 0 0

Number of women 0 0

Bugesera 0 0

Burera 0 0


Indicator


Gakenke 0 0

Gasabo 0 0

Gatsibo 0 0

Gicumbi 0 0

Gisagara 0 0

Huye 0 0

Kamonyi 0 0

Karongi 0 0

Kayonza 0 0

Kicukiro 0 0

Kirehe 0 0

Muhanga 0 0

Musanze 0 0

Ngoma 0 0

Ngororero 0 0

Nyabihu 0 0

Nyagatare 0 0

Nyamagabe 0 0

Nyamasheke 0 0

Nyanza 0 0

Nyarugenge 0 0

Nyaruguru 0 0

Rubavu 0 0

Ruhango 0 0

Rulindo 0 0

Rusizi 0 0

Rutsiro 0 0

Rwamagana 0 0

P1 0 0

P2 0 0

P3 0 0

In-service 0 0


Indicator


Pre-service 0 0

5A (ES 1-

8)

Number of primary or secondary school educators who complete professional development

activities on teaching students with special educational needs with USG assistance quarterly 0 0

Number of men

Number of women

5B (GNDR

8)

Number of persons trained with USG assistance to advance outcomes consistent with gender

equality or female empowerment through their roles in public or private sector institutions or

organizations

quarterly 0 0

Number of men 0 0

Number of women 0 0

Bugesera 0 0

Burera 0 0

Gakenke 0 0

Gasabo 0 0

Gatsibo 0 0

Gicumbi 0 0

Gisagara 0 0

Huye 0 0

Kamonyi 0 0

Karongi 0 0

Kayonza 0 0

Kicukiro 0 0

Kirehe 0 0

Muhanga 0 0

Musanze 0 0

Ngoma 0 0

Ngororero 0 0

Nyabihu 0 0

Nyagatare 0 0

Nyamagabe 0 0

Nyamasheke 0 0

Nyanza 0 0


Indicator


Nyarugenge 0 0

Nyaruguru 0 0

Rubavu 0 0

Ruhango 0 0

Rulindo 0 0

Rusizi 0 0

Rutsiro 0 0

Rwamagana 0 0

P1 0 0

P2 0 0

P3 0 0

In-service 0 0

Pre-service 0 0

5C Percent of early grade reading teachers successfully trained quarterly 0 0

Number of men 0 0

Number of women 0 0

Bugesera 0 0

Burera 0 0

Gakenke 0 0

Gasabo 0 0

Gatsibo 0 0

Gicumbi 0 0

Gisagara 0 0

Huye 0 0

Kamonyi 0 0

Karongi 0 0

Kayonza 0 0

Kicukiro 0 0

Kirehe 0 0

Muhanga 0 0

Musanze 0 0

Ngoma 0 0


Indicator


Ngororero 0 0

Nyabihu 0 0

Nyagatare 0 0

Nyamagabe 0 0

Nyamasheke 0 0

Nyanza 0 0

Nyarugenge 0 0

Nyaruguru 0 0

Rubavu 0 0

Ruhango 0 0

Rulindo 0 0

Rusizi 0 0

Rutsiro 0 0

Rwamagana 0 0

P1 0 0

P2 0 0

P3 0 0

6 (ES 4-3) Number of USG-assisted organizations and/or service delivery systems that serve vulnerable

persons strengthened annual 1 TBD

Sub-IR 1.1: Evidence-based, gender-sensitive early-grade reading materials available and used

7 (ES 1-10) Number of primary textbooks and other teaching and learning materials (TLM) provided with USG

assistance quarterly 0 33,299

P1 0 33,299

P2 0 0

P3 0 0

Bugesera 0 4,824

Burera 0 0

Gakenke 0 0

Gasabo 0 3,350

Gatsibo 0 4,556

Gicumbi 0 0


Indicator


Gisagara 0 0

Huye 0 0

Kamonyi 0 3,819

Karongi 0 0

Kayonza 0 4,623

Kicukiro 0 1,474

Kirehe 0 0

Muhanga 0 3,149

Musanze 0 0

Ngoma 0 0

Ngororero 0 0

Nyabihu 0 0

Nyagatare 0 5,628

Nyamagabe 0 0

Nyamasheke 0 0

Nyanza 0 0

Nyarugenge 0 1,876

Nyaruguru 0 0

Rubavu 0 0

Ruhango 0 0

Rulindo 0 0

Rusizi 0 0

Rutsiro 0 0

Rwamagana 0 0

Student textbook 0 0

Teacher guide 0 0

Read Aloud book 0 0

Decodable reader 0 0

Leveled reader 0 32,305

Sets of flash cards 0 497

Alphabet charts 0 497


Indicator


8 Percent of primary school classrooms that receive a complete set of essential reading instructional

materials with USG assistance annual

100%

(5,6863 of

5,686)

TBD

9 Percent of observed classrooms in which children are using project-provided books quarterly 0 0

P1 0 0

P2 0 0

P3 0 0

Bugesera 0 0

Burera 0 0

Gakenke 0 0

Gasabo 0 0

Gatsibo 0 0

Gicumbi 0 0

Gisagara 0 0

Huye 0 0

Kamonyi 0 0

Karongi 0 0

Kayonza 0 0

Kicukiro 0 0

Kirehe 0 0

Muhanga 0 0

Musanze 0 0

Ngoma 0 0

Ngororero 0 0

Nyabihu 0 0

Nyagatare 0 0

Nyamagabe 0 0

Nyamasheke 0 0

Nyanza 0 0

Nyarugenge 0 0

3 Soma Umenye operates in 2,527 schools and we have found that schools have an average of 2.25 classrooms per school (5,686 classrooms).


Indicator


Nyaruguru 0 0

Rubavu 0 0

Ruhango 0 0

Rulindo 0 0

Rusizi 0 0

Rutsiro 0 0

Rwamagana 0 0

Sub-IR 1.2: Teachers’ use of evidence-based, gender-sensitive instructional practices in early-grade reading increased

10 Percent of teachers demonstrating essential skills in the teaching of reading annual 45% TBD

Sub-IR 1.3: Capacity of head and mentor teachers to coach and supervise early-grade reading instruction strengthened

11 Percent of P1-P3 Kinyarwanda teachers who report receiving adequate coaching for the

implementation of an evidence-based early grade reading approach quarterly 0 0

Number of men 0 0

Number of women 0 0

P1 0 0

P2 0 0

P3 0 0

Bugesera 0 0

Burera 0 0

Gakenke 0 0

Gasabo 0 0

Gatsibo 0 0

Gicumbi 0 0

Gisagara 0 0

Huye 0 0

Kamonyi 0 0

Karongi 0 0

Kayonza 0 0

Kicukiro 0 0

Kirehe 0 0

Muhanga 0 0

Musanze 0 0


Indicator


Ngoma 0 0

Ngororero 0 0

Nyabihu 0 0

Nyagatare 0 0

Nyamagabe 0 0

Nyamasheke 0 0

Nyanza 0 0

Nyarugenge 0 0

Nyaruguru 0 0

Rubavu 0 0

Ruhango 0 0

Rulindo 0 0

Rusizi 0 0

Rutsiro 0 0

Rwamagana 0 0

12 Percent of head teachers demonstrating essential leadership skills in the support of early grade

Kinyarwanda literacy in their school quarterly 0 0

Number of men 0 0

Number of women 0 0

Bugesera 0 0

Burera 0 0

Gakenke 0 0

Gasabo 0 0

Gatsibo 0 0

Gicumbi 0 0

Gisagara 0 0

Huye 0 0

Kamonyi 0 0

Karongi 0 0

Kayonza 0 0

Kicukiro 0 0

Kirehe 0 0


Indicator


Muhanga 0 0

Musanze 0 0

Ngoma 0 0

Ngororero 0 0

Nyabihu 0 0

Nyagatare 0 0

Nyamagabe 0 0

Nyamasheke 0 0

Nyanza 0 0

Nyarugenge 0 0

Nyaruguru 0 0

Rubavu 0 0

Ruhango 0 0

Rulindo 0 0

Rusizi 0 0

Rutsiro 0 0

Rwamagana 0 0

Sub-IR 1.4: Schools’ and teachers’ use of student assessment results improved

13 Percent of schools (1) sharing assessment results with SGACs and (2) helping SGACs use

assessment results to inform parents quarterly 0 0

P1 0 0

P2 0 0

P3 0 0

Bugesera 0 0

Burera 0 0

Gakenke 0 0

Gasabo 0 0

Gatsibo 0 0

Gicumbi 0 0

Gisagara 0 0

Huye 0 0

Kamonyi 0 0


Indicator


Karongi 0 0

Kayonza 0 0

Kicukiro 0 0

Kirehe 0 0

Muhanga 0 0

Musanze 0 0

Ngoma 0 0

Ngororero 0 0

Nyabihu 0 0

Nyagatare 0 0

Nyamagabe 0 0

Nyamasheke 0 0

Nyanza 0 0

Nyarugenge 0 0

Nyaruguru 0 0

Rubavu 0 0

Ruhango 0 0

Rulindo 0 0

Rusizi 0 0

Rutsiro 0 0

Rwamagana 0 0

IR 1: Classroom instruction in early- grade reading improved

14 Number of laws, policies, regulations, or guidelines developed or modified to improve primary grade

reading programs annual 1 TBD

Sub-IR 2.1: National advocacy mechanisms for early-grade reading interventions strengthened

15 Percent of agreed-on annual activities in the approved transition plan that are completed annual 50% TBD

Sub-IR 2.2: Student and teacher performance standards and benchmarks for early-grade reading applied

16 Number of early grade reading performance standards approved by MINEDUC annual 04 TBD

17 Number of early grade reading teacher performance standards approved by MINEDUC annual 0 TBD

4 We plan to work with REB to finalize student and teacher performance standards in Year 3.


Indicator


Sub-IR 2.3: Research-based policies and curricula in support of early-grade reading instruction implemented

18 Number of scientific studies published or conference presentations given as a result of USG

assistance for research programs annual 25 TBD

Sub-IR 2.4: Early grade reading assessment systems strengthened

19 Number of times Soma Umenye-supported assessment data is cited by policymakers in official

documents, presentations, or media interviews quarterly 0 0

Newspaper 0 0

Radio 0 0

Official document 0 0

Presentation 0 0

Sub-IR 2.5: Capacity of TTCs to prepare effective early grade reading teachers improved

20 Number of host country tertiary education institutions receiving capacity development support with

USG assistance annual 0 TBD

5 This number includes the time on task study.


ANNEX C. TOT TRAINING MARCH 19, 2018- APRIL 6 2018

INTRODUCTION

The objective of Soma Umenye is to improve reading outcomes in Kinyarwanda for

at least 1 million children in public and government-aided schools in Rwanda by the end of Grade 3. Specifically, Soma Umenye will target all children in Grades 1-3

attending public and government-aided schools nationwide and ensure that at least

70 percent of these students are able to read grade-level text with fluency and

comprehension. In 2018, Soma Umenye will train members of the National Reading

Training Team (NRTT) to train all P1 teachers in public and government-aided

schools. The NRTT is composed of staff from REB staff, URCE, TTCs, the National

Kinyarwanda training team, and selected teachers from primary schools.

PURPOSE OF THE TRAINING OF TRAINERS

The purpose of this training was two-fold;

• To equip trainers with the necessary skills and knowledge about EGR

and how to teach those skills and knowledge to teachers to improve

their teaching.

— Trainers learned about the content of the teacher training modules that will

be used to train teachers.

— Trainers learned more about how children learn to read and best practices in

reading instruction.

• To contribute in building a national pool of resources to support EGR

activities beyond project life

— It is important to note that we expanded the team from 125 to 245 trainers

as we scale up teacher training to 100% schools countrywide. We expect to

reach above 4,664 teachers of Kinyarwanda in P1 in 2018.

The TOT was conducted in three weeks as described below.

Dates Number of days Number of participants

Week 1 - March 19-23, 2018 5 days 70

Week 2 - March 26-30, 2018 5 days 70

Week 3 - April 2-6, 2018 5 days 105

Total 245

For every week, we had two rooms and two facilitators that led each training room.

The maximum number of participants per room was 35. For the third week, it was

necessary that we secure a third room since the number of participants was bigger

than two rooms. Trainings were conducted at the Golden Tulip Hotel in Nyamata.

PROGRESS MADE


On the first day of the training, participants were introduced to the module and

summary information about Soma Umenye. They were also given an overview of the

project and what would be covered during the five days of training.

MAIN ACTIVITIES

DURING THE TRAINING

• Participants practiced

literacy activities from the

curriculum that teach

phonics and phonemic

awareness.

• Participants got time to

apply the “I do, we do,

you do” instructional

strategy to teaching

phonics and phonological

awareness.

• Participants discussed

how to incorporate

informal assessment into

daily routine and how to administer a formal reading assessment.

• Everyone participated in a facilitation skills question and answer session.

Phonological Awareness

While the first day was more of general introduction to the training and all the

components of literacy instruction, the second day focused on phonological

awareness as one of the core components of reading instruction. Participants looked

at how this component is taught to children using the “I do, We do, You do”

teaching method.

Participants learnt that while teaching phonological awareness, the teacher has to give very clear instructions to learners so that they are able to identify sounds. It was

stressed that while teaching phonological awareness, the teacher does not write

anything; it is strictly oral.

While teaching phonological

awareness, participants also

learned that the teacher should

always use both the teacher

guide. Learners should use words

or sentences made up of letters

they have already learnt. While

teaching this lesson, teachers

should make sure that children

listen well and differentiate

sounds that make up a word, are

able to identify syllable sounds

that form a word, and are able to

add up different syllable sounds to

Participants talk during a group activity.

Participants respond to a phonemic

awareness question.


form a complete word. Participants were given time to practice many phonological

awareness activities through “I do, We do, You do” teaching method.

Phonics

On the third day of the training, participants focused on phonics and writing

instruction through “I do, We do, You do” teaching method. Participants defined the

term phonics and looked at different strategies teachers can use to engage learners

when they are teaching phonics.

It was noted that children should be able to identify symbols or letters and match

them with sounds they make if they are to be able to read and write. Participants

were also introduced to writing instruction through the “I do, We do, You do”

teaching method. The training on writing instruction focused on pre-writing

activities, and writing letters, words, and sentences, to name just a few. Participants

got enough opportunities to practice teaching writing through the “I do, We do, You

do” teaching method.

FORMATIVE

ASSESSMENT

On the fourth day of the

training, the training

focused on formative

assessment. Participants

looked at different

forms of assessment. By

the end of the day,

participants were able to

describe the teacher’s

role in formative

assessment and how

teachers should conduct

both informal and formal

formative assessments. Participants were also trained on analyzing and sharing

assessment results and create an action plan to address any identified gaps in

students learning.

FACILITATION SKILLS, QUESTION AND ANSWER SESSION.

A participant presenting before colleagues after a

group work activity


The training of trainers

on the fifth day of the

training focused on

facilitation skills to

ensure that participants

are well equipped to

train P1 Kinyarwanda

teachers. The focus was

on session planning,

facilitation techniques,

and adult learning

principles. During this

session, participants

were able to understand

the characteristics of

effective facilitator,

asking questions and using group work, etc.

At the end of training, participants sat for a post-training assessment. The purpose of

the post-training evaluation was to check whether participants understood the

content of the training. The results from the post-training assessments will be

compared with the results from pre-test assessment to assess participants’ learning

after five days of training.

EMPHASIS ON A COLLABORATIVE AND PARTICIPATIVE TRAINING

APPROACH

The main goal of the TOT session was to build a team of trainers that would cascade

the training to P1 Kinyarwanda teachers. Therefore, an effort was made that TOT

participants get enough time to demonstrate key learnings from the training. This

was accomplished through different group work activities managed by participants

themselves as well as through whole group presentation.

COLLABORATION WITH RWANDA EDUCATION BOARD

Soma Umenye activities are implemented in collaboration with the Rwanda

Education Board. Soma Umenye invited REB staff from relevant departments

including CPMD, TEMP, EA as well as from the Ministry of Education’s Basic

Education Quality Assurance Department (BEQAD) to participate in the training of

trainers as part of the NRTT.

RECOMMENDATIONS MOVING FORWARD

• Participants exhibited a lot of zeal to learn, and trainers worked as team in all the

facilitation activities. It is important to highlight that REB staff from relevant

departments that were invited to this training were asset for this activity. Much

as they were participants, they kept giving direction on technical matters

regarding Ministry of Education and Rwanda Education Board priorities. This

practice should be continued.

• The technical team will need to closely follow the implementation of the training

of P1 Kinyarwanda teachers to check whether there is a need to realign the

Soma Umenye staff deliver a session on assessment.


lengthy sessions to the available training time as it was recommended by the

participants during the session.

CONCLUSION

The TOT session was closed by Tusiime Angelique, Rwanda Education Board

Deputy Director General; Kate Arden, Soma Umenye Deputy Chief of Party for

operations; and Sharon Haba, the Director of Monitoring, Evaluation and Learning in

Soma Umenye. In her closing remarks, Angelique Tusiime commended Soma

Umenye efforts in supporting REB in improving the quality of education in early

grades and encouraged participants to go back to their work places and put to use

what they acquired from this training. She reminded them that attendance is one

thing and putting to use what they have learnt is another. What REB requires of

them is to practice what they learnt from this training and to ensure positive results.

On behalf of Soma Umenye, Kate Arden, Soma Umenye Deputy Chief of Party for

Operations, thanked REB for their close collaboration and support of Soma Umenye

activities and promised REB that Soma Umenye will continue to collaborate with

REB in all its implementation activities. She also asked participants to go and make

use of what they learnt. The success of Soma Umenye in achieving its goal when

every stakeholder in the implementation of Soma Umenye activities plays his/her

part effectively.

Rwanda Education Board Deputy Director General, Angelique Tusiime (in

pink sweater) visits th participants into the USAID Soma Umenye Training

of Trainers in the Golden Tulip Hotel in Nyamata, Bugesera district.


ANNEX D. GENDER RESPONSIVE

LESSON PLANNING

Classroom set up and interaction: The lesson plan should consider the classroom set

up. Consider how to arrange the classroom and interact with the students in a way

that will promote equal participation of both girls and boys. Plan to ask substantive

questions to both girls and boys.

Management of other gender constraints to learning inside the classroom: Allow time to

deal with gender-specific problems, if any, such as girls who have missed class due to

household chores or family responsibilities.

Feedback and assessment: Make time for adequate feedback from both girls and boys

to ensure that both girls and boys have understood the lesson

Teaching and learning materials: Review the teaching and learning materials for gender

responsiveness.

Does the material contain gender stereotypes? If so, what

techniques can be used to address them? Faced with a textbook that portrays only male heroes, draw up a list of female heroines.

Or if the book portrays only male scientists as inventors, include a

discussion of female scientists.

The following questions will guide you during lesson plan.

Answer Yes or No to help you prepare better.

No Statement Yes No

1.

Have I carefully reviewed the gender responsiveness of the

language used in the teaching and learning materials, including

stories and decodables?

2. Is my teaching methodology ensuring equal participation of both

girls and boys?

3. Learning activities: Does my lesson plan make allowance for

all students to participate in the learning activity?

4. Classroom set up and interaction: Have I considered the

class room set up as I plan my lesson?

5. Have I planned to ask substantive questions to both girls and

boys?


No Statement Yes No

6.

Management of other gender constraints to learning

inside the classroom: Have I planned to allow time to deal

with gender-specific problems, if any, such as girls who may have missed class due to household chores or family

responsibilities?

7.

Feedback and assessment: Have I prepared enough time for

adequate feedback from both girls and boys to ensure that both

have understood the lesson?

8. Teaching and learning materials: Have I reviewed my

teaching and learning materials for gender responsiveness?

8. Have I considered activities and a classroom set up that mixes

girls and boys?

9. Have I planned activities that that enhances participation of

both girls and boys?

10. Have I thought about arranging my class and desks to

encourage girls to speak out

11. Do my visual aids send gender-responsive messages?

The list could be longer. What more ideas have you thought of that you would find

important?


ANNEX E. LESSON PLANNING FOR

AN INCLUSIVE CLASSROOM

Think:

If a learner is not learning from the way I teach, how can I

teach in a way that he/she can learn?

During teacher training, we did an evaluation of our teaching practice,

now we are going to use the following checklist while planning lessons to

ensure the participation of all learners

To ensure all learners are participating and actively engaged in every lesson, it is

essential to plan each lesson carefully. Each step of learning needs to build on the previous step and learners need to be provided activities to develop their skills and

knowledge according to their level of achievement.

In developing instructional lessons that are differentiated for different learners a

four-step planning process can be used:

Identify the objectives of the lesson or the learning outcomes. (The

knowledge, skill, attitude, or value the teacher expects learners to develop)

Determine the methods of presentation (how the content will be

conveyed)

Establish the methods of learner practice or performance (what the

learners will do to achieve learning objectives)

Decide on the methods of assessment (how you will know if the learners

have achieved the objectives)

The following questions will guide you during lesson plan.

Answer Yes or No to help you prepare better.

No Statement Yes No

1. Do I have a topic to be covered?

2. Is this topic important for the learners?

3. Am I targeting any competencies? (these can be knowledge,

skills, values, or attitudes)

4. Do my learners know anything already? Remember learning and

experience are acquired both outside and within school.


No Statement Yes No

5.

Am I thinking of my class as I plan? (considering environmental

factors: space, light, sound and social factors: groupings,

communication, etc.)

6. Have I identified any requirements for any of the identified

learners with special needs?

7. Do I need any resources and materials?

8. Are there any resources available?

8. Do I have planned activities that the learners need to practice

and apply their learning? (remember to differentiate as needed)

9. Are they appropriate for all learners? (considering any special

needs)

10. Have I planned for small group work and considered the group

size and nature, the learners, and the classroom conditions?

11. Will learners record what they do? (What will the products be?)

12. Have I thought about feedback and assessment?

13. Have I planned what we shall do in the next lesson? (reflection

and future planning)

14. Is there something I would like to do differently?

Adapted from REB Guide to Inclusive Education -Teacher Guide.


ANNEX F. DASHBOARD ROAD MAP

DASHBOARD IMPLEMENTATION AND DEPLOYMENT ROADMAP 2018-2019

DELIVERABLES ACTIVITIES RESPONSIBLE PEOPLE INVOLVED Apr

18

May

18

Jun

18

Jul

18

Aug

18

Sep

18

Oct

18

Meeting with

Stakeholders to

share ESSP

Dashboard new

vision

Meeting with UNICEF CoP DDGs, DG, State Ministers

and Minister

Meeting with REB CoP

Meeting with MINEDUC CoP

Workshop to

develop internal

ESSP Dashboard

Implementation

RoadMap

Develop ToR ICTA & PS SU Working Group Members

and UNICEF

Draft Invitation Letters ICTA & PS

Develop Agenda ICTA & PS

Develop Workshop Handouts ICTA & PS

Workshop to

develop external

ESSP Dashboard

Implementation

RoadMap

Develop ToR PS & ICTA

Draft Invitation Letters PS & ICTA




18

May

18

Jun

18

Jul

18

Aug

18

Sep

18

Oct

18

Develop Agenda PS & ICTA DFID,KOICA,JADF,VSO,

VVoB, UNICEF, BLF, USAID,

JICA,USAID,REB, MINEDUC

Develop Workshop Handouts PS & ICTA

Sign-off of External

RoadMap by REB

Produce final version of External

ESSP Dashboard RoadMap

ICTA

Submit RoadMap to REB for the Sign-

off

CoP

Workshop to

identify and map list

of ESSP indicators

for the Dashboard

Develop ToR PS & ICTA

Draft Invitation Letters PS & ICTA

Develop Agenda PS & ICTA

Develop Workshop Handouts PS & ICTA

Interactions:

Develop ESSP

dashboard metrics

and analysis of data

in targetted data

sources and design

Dashboard mockup

Identify indicator and data supporting

the indicator + other business reqs

that influence the indicator behaviour

and visual

SU




18

May

18

Jun

18

Jul

18

Aug

18

Sep

18

Oct

18

Approve the indicator being valid for

REB dashboard

SU

Dashboard mockup phase SU

Test indicator on users and

stakeholders -> Update/adjust

mockups and test again if needed

SU

Mockup and Business Reqs for the

Indicator approved for next step

SU

Development of

Visual for "n" ESSP

Indicators (First

Iterations)

Technical Analysis of requirements

and development plan/tasks list

SU

Integration of Dashboard to LTMIS SU

Integration of Dashboard to

DevResults

SU

Development of Dashboard and

Content web application (Local)

SU

Module testing for the Dashboard

(First Testing) - Validation of Visuals

SH-Testers

Development of final Visual for

identified ESSP 3 Indicators (Second

Iterations)

SU

Testing of the Dashboard (Final

Testing)

SU

Delivering the Dashboard SU




18

May

18

Jun

18

Jul

18

Aug

18

Sep

18

Oct

18

Formal decision - Sign off for

production

SU

Trainings of IT Staff

MINEDUC IT Staff (1) SU

SU IT Staff (1) SU

REB IT Staff (4) SU

Training of Public

Officials on How to

use dashboard data

in Decision Making

Training of District Officials (30) SU

Training of Sector Officials (416) SU

Training of MINEDUC staff (Planning

Staff)

SU

Launch of ESSP

Dashboard

organized by REB

facilitated by SU

Launch Concept Note SU + UNICEF

Logistics REB

Develop and Send Invitation Letters SU + UNICEF


ANNEX G. DASHBOARD PRESENTATION














U.S. Agency for International Development

1300 Pennsylvania Avenue, NW

Washington, D.C. 20523

Tel.: (202) 712-0000

Fax: (202) 216-3524

www.usaid.gov

Documents

SOMA UMENYE ACTIVITY