Annex_J.10_Logical_Framework.docx

Kyrgyz Republic Logical Framework - Time to Read! Page 1 of 16 Logical Framework for Time to Read! Basic Education Activity in Kyrgyz Republic

GOAL:

Improved reading outcomes for students in grades one (1) through four (4) # of primary aged children with improved reading skills (relates to USAID Global Education Strategy Goal 1)

% of students in 900 targeted primary schools have improved reading skills [target is 85%]

Outputs: EGRA Assessment Results

Inputs:

Reading Instruction to students by teachers using improved reading instruction approaches

· Early Grade Reading (EGRA) Assessments

· Partners, including the MoES, will embrace activity objectives and support implementation

· Programs are aligned with Kyrgyz labor market and educational needs and applicable to stakeholders

· Safe and stable environment

· Political stability

PURPOSE:

To improve reading outcomes in targeted primary schools in the Kyrgyz Republic through (a) improved reading instruction in grades 1 through 4; (b) increased access to and availability of quality materials that develop reading; and (c) increased government support to improve reading.

Proportion of students who, by the end of two grades of primary schooling, demonstrate that they can read and understand the meaning of grade level text.

(Standard F Indicator 3.2.1 1-27)

Proportion of students who, by the end of the primary cycle, are able to read and demonstrate understanding as defined by a country curriculum, standards, or national experts (Standard F Indicator 3.2.1-28) Outputs: Findings of EGRA Assessments

Inputs:

· Reading instruction training

· Reading materials

· Support for Reading Instruction

· Innovations

· Partnerships

· Students

· EGRA Baseline and Endline assessments

· MoES will be willing and able to join process of conducting EGRA assessments and to learn how to use EGRA tools independently in future

· Testing Integrity

Use of age and grade-appropriate reading materials in instruction

# of minutes per day/week of reading instruction by grade level

Output: Trained primary school teachers demonstrate improved reading instruction (best) practices

Trained primary school teachers use continuous classroom assessment practices to monitor student reading progress schools

Demonstrated robust approach to literacy instruction Classroom observations

Lesson Plan/Unit Plan reviews

Ongoing classroom assessments of student reading progress

Presence of age and grade-appropriate reading materials in classrooms

TTR! contractor observations and program reports MoES and stakeholders will support implementation of modernized best practices in reading instruction delivery

School administrators will allow classroom time for student reading

# curricula/standards updated

Output:

Reading strategy instructional training packages

Inputs:

Research on effective reading strategies adapted and applied to local context and presented to target teachers for them to successfully integrate into instructional practices

Targeted teachers are able/willing to successfully integrate reading strategies into their current instructional practices

# of teachers/educators/teaching assistants who successfully completed in-service (or pre-service) training or received intensive coaching or mentoring with USG support (Standard F Indicator 3.2.1-31)

Total # of person hours of teachers/educators/teaching assistants who successfully completed in-service (or pre-service) training or received intensive coaching or mentoring with USG support (Standard F 3.2.1-41)

Total # of person hours of administrators and officials successfully trained (Standard F 3.2.1-43) # of tertiary institution faculty or teaching staff whose qualifications are strengthened through USG-supported tertiary education programs (Standard F 3.2.-42) Outputs: In-service trainings

Inputs: Reading strategy/reading instruction training packages Training Rosters, Project records

Training Certificates awarded by MoES

Syllabi

Training guides

MoES and education leadership at primary schools and at regional levels support in-service training

MoES awards training certificates to teachers successfully completing the training

Output:

Evidence of supplementary reading materials used in instruction

Inputs:

Supplementary reading materials would include, but are not limited to, big books, trade books, materials to guide teacher book talks, and lesson plans

Training provided to target teachers in use of supplementary reading materials

Classroom materials check-lists completed by school directors and/or pedagogical counselors

Teacher observation forms designed to collect information on teachers’ use of materials

Teaching and Learning Materials Inventory

MOES will participate in development and approval of supplementary reading materials.

Teachers, librarians, pedagogical counselors, and school directors will support the use of the supplementary reading materials

# of teachers using continuous assessment practices in the classroom to monitor student reading progress Output:

EGRA Assessment results

Records from classroom assessments monitoring student reading progress

Input:

Assessments/tests (i.e., EGRA, running records, formative & summative assessments)

Technology-delivered platforms (if developed under Innovations Sub- Activity Result 3.4)

EGRA Baseline and endline assessments

Classroom assessment tools

Assessment calendar/ monitoring cycle records

MoES and educators will support the use of assessments to measure and track reading progress over time

Activity Result 2: Improved access to quality materials to support the development of reading

Output:

Primary school students and educators have access to mother tongue (Kyrgyz and/or Russian) materials to support reading development

Leveled reading system for leveling books in Kyrgyz and/or Russian identified and defined Inputs: Contractor collaborates with stakeholders and reading experts to develop leveled reading tool and system

Analyses of international best practices and other countries’ experiences with selection of leveled reading systems and tools presented to MoES officials and stakeholders Evidence of leveled reading system tool

Evidence of leveled reading system selected for Kyrgyzstan

Project reports MoES and key stakeholders accept development and use of the leveled reading system tool and agree with the leveled reading system identified and proposed for the Kyrgyz R epublic

Books available on Kyrgyz market to be identified through Kyrgyz Book Chamber database

Project reports and other evidence of books having been leveled There are a finite and manageable number of books available on the Kyrgyz market suitable for primary students

[target is 180,000 grade-appropriate books and other reading materials for classroom instruction]

# of textbooks and other teaching and learning materials provided with USG assistance (Standard F Indicator 3.2.1-33)

Output:

Grade-appropriate books and other reading materials procured

Inputs:

List of available age-appropriate reading materials in Kyrgyz and/or Russian on the market and their costs

Invoice of purchased materials

Distribution plan developed and evidence of distribution to target schools accomplished Age and grade-appropriate books and reading materials in Kyrgyz and/and Russian that support learning standards are available on the market

# persons trained to use the new leveled reading system tool

Outputs:

Local authors and illustrators trained and using the leveled reading system tool

Inputs:

Identification of local authors and illustrators

Trainings provided by experts in developing children’s literature

Training Rosters/Records

Training/Certificate Syllabi/Requirements

Training guides

Local authors and illustrators are willing to participate in capacity building workshops and to create reading material based on the trainings

Sub-Activity Result 2.5: Quality, age and grade-appropriate reading materials that support reading skill acquisition are developed using the leveled reading system tool

# of textbooks and other teaching and learning materials provided with USG assistance (Standard F Indicator 3.2.1-33)

Outputs:

Leveled reading materials developed, including “big books” and “trade books”

Inputs:

Table of market gaps based on learning standards supported, age-appropriateness, language, content

Publishers are willing to produce the books and reading materials developed by the trained local authors and illustrators

Education system actors improve reading delivery systems

MoES supports education initiatives under this activity

MoES concurs that improvements to reading instruction and to primary student reading skills are necessary

# of administrators and officials successfully trained with USG support (Standard F Indicator 3.2.1-3)

# of meetings/fora held discussing reading acquisition Outputs:

Laws, policies, regulations, or guidelines developed

Strategic steering committee, working group, or standing round table formed and active

Inputs:

Meetings with the MoES to discuss reading acquisition

Revisions to current Standards and curricula

Lead/Foster active strategic steering committee engaging wide array of key stakeholders and institutions Documentation of activities conducted with key education sector decision-makers and stakeholders

# approved curricular changes, laws, policies, regulations, guidelines, procedures MOES, National Testing Centers, and governing bodies open to dialogue regarding processes and policies that would strengthen reading acquisition at primary school level

Schools (and governing structures) willing to modify master schedule, as needed, to support reading activities.

Teachers and education leadership (and governing authorities) willing to use materials created under TTR! project activities and open to curricular revisions/expansion

# curriculum (packages) / standards modified and approved incorporating reading with USG assistance

Outputs:

MoES and its affiliates’ capacity is built in the area of reading instruction and data driven decision making (using data from reading progress monitoring and EGRA assessments to track progress and form strategic plans)

Trainings held

Revised Standards and curriculum package

Inputs:

Trainings in use of EGRA assessment and other reading progress monitoring and tracking tools

Products developed under Activity Results 1 and 2 used for professional development of officials from MoES and affiliates professional development curricula Records from Trainings held, including Participation Roster

Curriculum guides and other orientation and briefing materials used to build capacity of participating officials from MoES and affiliates

MoES and affiliates support examining and revising processes and policies to improve reading instruction and assessment

Sub-Activity Result 3.3: Culture of reading fostered by engaging families and communities to support primary students' reading

% of targeted students participating in out-of-school reading activities [target: a minimum of 50% of targeted students participating]

# of literacy events held # of media campaigns promoting reading Outputs:

Training modules/guideline developed for school officials and librarians to reinforce family and community reading in cost-effective manner

Select school officials and librarians equipped with reading materials to implement out-of-school reading events

Inputs:

Teachers send trade books home with students to read at home to reinforce specific reading skills

Trainings and mentoring and training modules/guidance provided to school officials and librarians

Action plans for outreach to parents and communities Project reports with data

Documentation such as photos and communications approaches used for community engagement and reading promotion events Parents and community members have the time and commitment to get involved

Sub-Activity Result 3.4: Expand (or develop) innovative platforms and delivery mechanisms to sustain reading material availability

Presence of innovative, modernized, and/or best practices supporting reading instruction

# of technology-based resources and/or training modules developed

# of public outreach activities /media campaigns # of technology-delivered reading instructional platforms (i.e., e-platforms, distribution cycle, hardware, software, training platforms, “apps,” and other mobile delivery channels)

Output:

Online repository for all training materials developed during the TTR! Project activity for continued use and increased access by Kyrgyz officials and educators

Best practices video clips incorporated into project training materials

Innovative products and approaches tailored to local needs and context

Technology-delivered platforms for reading instruction, skills reinforcement, reading progress monitoring, and/or assessment

Inputs:

Research, time, materials, human capital for desired innovation Project reports and other documentaion

List of Technology resources developed/and or available locally

Technology-based training materials developed

Public outreach/media campaigns (i.e., PSA, brochures, broadcast lists, social media, websites) Contractor can develop innovative approach that supports critical components of reading acquisition and/or instruction for the Kyrgyz context with stakeholder buy-in to pilot or implement innovation

Target audiences have access to internet services, related technology and reliable electricity

Disaggregation of Indicators by Selected Variables All baseline and endline project data collected will be disaggregated across a variety of variables (i.e., gender, language, geographic location, grade, age, school type, nationality, vulnerable populations) as appropriate, to the extent possible, and as agreed to by USAID and contractor in Time to Read! project activity work plans. Gender is seen as a cross-cutting indicator, and, thus, indicators will be disaggregated by gender when appropriate. All monitoring and evaluation data collected through this project will be likewise be disaggregated.

Please see on following page

USAID/Kyrgyz Republic Results Framework, Country Development Cooperation Strategy and Relationship to the Time to Read! Project Activity Results Framework image1.png image2.jpg