SOL-176-16-000003.pdf

SOL-176-16-000003

SOLICITATION, OFFER AND AWARD

4. TYPE OF SOLICITATION2. CONTRACT NUMBER 3. SOLICITATION NUMBER

7. ISSUED BY CODE 8. ADDRESS OFFER TO (If other than Item 7)

ORDER UNDER DPAS (15 CFR 700)

6. REQUISITION/PURCHASE NUMBER

NOTE: In sealed bid solicitations "offer" and "offeror" mean "bid" and "bidder".

NEGOTIATED (RFP)

SEALED BID (IFB)

5. DATE ISSUED

1. THIS CONTRACT IS A RATED RATING PAGE OF PAGES

1 95

C. E-MAIL ADDRESS

EXT.NUMBERAREA CODE

B. TELEPHONE (NO COLLECT CALLS)A. NAME

10. FOR

INFORMATION

CALL:

CAUTION: LATE Submissions, Modifications, and Withdrawals: See Section L, Provision No. 52.214-7 or 52.215-1. All offers are subject to all terms and conditions contained in this solicitation.

(Date)(Hour) local timeuntildepository located in copies for furnishing the supplies or services in the Schedule will be received at the place specified in Item 8, or if hand carried, in the

SOLICITATION

9. Sealed offers in original and

PART IV - REPRESENTATIONS AND INSTRUCTIONS

OTHER STATEMENTS OF OFFERORS

EVALUATION FACTORS FOR AWARD

INSTRS., CONDS., AND NOTICES TO OFFERORS

REPRESENTATIONS, CERTIFICATIONS AND

LIST OF ATTACHMENTS

CONTRACT CLAUSES

PART III - LIST OF DOCUMENTS, EXHIBITS AND OTHER ATTACH.

I

J

K

L

M SPECIAL CONTRACT REQUIREMENTS

CONTRACT ADMINISTRATION DATA

DELIVERIES OR PERFORMANCE

INSPECTION AND ACCEPTANCE

PACKAGING AND MARKING

DESCRIPTION/SPECS./WORK STATEMENT

SUPPLIES OR SERVICES AND PRICES/COSTS

SOLICITATION/CONTRACT FORM

PART II - CONTRACT CLAUSESPART I - THE SCHEDULE

H

G

F

E

D

C

B

A

SEC. DESCRIPTION PAGE(S) (X) DESCRIPTION SEC. (X)

11. TABLE OF CONTENTS

18. OFFER DATE17. SIGNATURE

SUCH ADDRESS IN SCHEDULE.

IS DIFFERENT FROM ABOVE - ENTER

15C. CHECK IF REMITTANCE ADDRESS

EXT.NUMBERAREA CODE

15B. TELEPHONE NUMBER

(Type or print)AND

ADDRESS

OF

OFFEROR

CODE FACILITY

16. NAME AND TITLE OF PERSON AUTHORIZED TO SIGN OFFER15A. NAME

DATEAMENDMENT NO.DATEAMENDMENT NO.

and related documents numbered and dated):

amendments to the SOLICITATION for offerors

(The offeror acknowledges receipt of

14. ACKNOWLEDGEMENT OF AMENDMENTS

CALENDAR DAYS (%)30 CALENDAR DAYS (%)20 CALENDAR DAYS (%)10 CALENDAR DAYS (%)

(See Section I, Clause No. 52.232.8)

13. DISCOUNT FOR PROMPT PAYMENT

designated point(s), within the time specified in the schedule.

by the offeror) from the date for receipt of offers specified above, to furnish any or all items upon which prices are offered at the price set opposite each item, delivered at the

12. In compliance with the above, the undersigned agrees, if this offer is accepted within ______________ calendar days (60 calendar days unless a different period is inserted

NOTE: Item 12 does not apply if the solicitation includes the provisions at 52.214-16, Minimum Bid Acceptance Period.

OFFER (Must be fully completed by offeror)

IMPORTANT - Award will be made on this Form, or on Standard Form 26, or by other authorized official written notice.

28. AWARD DATE

(Signature of Contracting Officer)

27. UNITED STATES OF AMERICA

25. PAYMENT WILL BE MADE BY

26. NAME OF CONTRACTING OFFICER (Type or print)

CODE 24. ADMINISTERED BY (If other than Item 7)

ITEM

(4 copies unless otherwise specified)

23. SUBMIT INVOICES TO ADDRESS SHOWN IN

41 U.S.C. 253 (c) ( 10 U.S.C. 2304 (c) (

22. AUTHORITY FOR USING OTHER THAN FULL AND OPEN COMPETITION:

21. ACCOUNTING AND APPROPRIATION20. AMOUNT19. ACCEPTED AS TO ITEMS NUMBERED

AWARD (To be completed by government)

CODE

REQ-176-16-00002404/14/2016

X

CENTRAL ASIA_ASIA

USAID/Central Asia 41 Kazibek Bi St.

Almaty 050010, Kazakhstan

See Section L.6

1000 LT 05/30/2016

Natalya Virt +77 12ext.

nvirt@usaid.gov

272-5076

X

X

X

X

X

X

X

X

X

X

X

X

X

PAGE(S)

Samuel Kraegel

AUTHORIZED FOR LOCAL REPRODUCTION

Previous edition is unusable

STANDARD FORM 33 (Rev. 9-97)

Prescribed by GSA - FAR (48 CFR) 53.214(c)

ITEM NO. SUPPLIES/SERVICES QUANTITY UNIT UNIT PRICE AMOUNT

NAME OF OFFEROR OR CONTRACTOR

2 95

CONTINUATION SHEET

REFERENCE NO. OF DOCUMENT BEING CONTINUED PAGE OF

SOL-176-16-000003

(A) (B) (C) (D) (E) (F)

USAID Kyrgyz Republic Basic Education "Time To

Read" Activity.

0001 Time to Read activity for early grade reading

OPTIONAL FORM 336 (4-86)

Sponsored by GSA

FAR (48 CFR) 53.110

NSN 7540-01-152-8067

RFP No.: SOL-176-16-000003

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Contents

PART I – THE SCHEDULE

SECTION B – SUPPLIES OR SERVICES AND PRICE/COSTS

B.1 PURPOSE

B.2 COST REIMBURSEMENT CONTRACT TYPE

B.3 TOTAL CONTRACT VALUE AND OBLIGATED AMOUNT

B.4 PRICE/COST SCHEDULE

B.5 FIXED FEE (CPFF)

B.6 INDIRECT COSTS (CPFF)

B.7 COST REIMBURSABLE (CPFF)

SECTION C – DESCRIPTION / SPECIFICATIONS/STATEMENT OF WORK

SECTION D – PACKAGING AND MARKING

D.1 AIDAR 752.7009 MARKING (JAN 1993)

D.2 BRANDING AND MARKING POLICY

D.3 BRANDING STRATEGY

D.4 APPROVAL OF BRANDING IMPLEMENTATION PLAN

SECTION E – INSPECTION AND ACCEPTANCE

E.1 NOTICE LISTING CONTRACT CLAUSES INCORPORATED BY REFERENCE

E.2 INSPECTION AND ACCEPTANCE

SECTION F – DELIVERIES OF PERFORMANCE

F.1 NOTICE LISTING CONTRACT CLAUSES INCORPORATED BY REFERENCE

F.2 PERIOD OF PERFORMANCE

F.3 PLACE OF PERFORMANCE

F.4 AUTHORIZED WORK DAY / WEEK

F.5 DELIVERABLES AND REQUIRED REPORTING

F.6 KEY PERSONNEL

F.7 FIXED FEE PAYMENT SCHEDULE:

F.8 PERFORMANCE STANDARDS

F.9 752.7005 SUBMISSION REQUIREMENTS FOR DEVELOPMENT EXPERIENCE DOCUMENTS

(SEPTEMBER 2013)

F.10 752.242-70 PERIODIC PROGRESS REPORTS (OCTOBER 2007)

SECTION G – CONTRACT ADMINISTRATION DATA

G.1 CONTRACTING OFFICER'S AUTHORITY

G.2 ADMINISTRATIVE CONTRACTING OFFICE

G.3 CONTRACTING OFFICER’S REPRESENTATIVE (COR)

G.4 AIDAR 752.7003 DOCUMENTATION FOR PAYMENT (NOV 1998) (CPFF)

G.5 TECHNICAL DIRECTIONS/RELATIONSHIP WITH USAID

G.6 PAYING OFFICE

G.7 ACCOUNTING AND APPROPRIATION DATA

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G.8 CONTRACTOR’S PRIMARY POINT OF CONTACT

SECTION H – SPECIAL CONTRACT REQUIREMENTS

H.1 INSURANCE AND SERVICES

H.2 AUTHORIZED GEOGRAPHIC CODE

H.3 AIDAR 752.225-70 SOURCE AND NATIONALITY REQUIREMENTS (FEB 2012)

H.4 AIDAR 752.7032 INTERNATIONAL TRAVEL APPROVAL AND NOTIFICATION REQUIREMENTS

(APR 2014)

H.5 AMMONIUM NITRATE AND CALCIUM AMMONIUM NITRATE RESTRICTION (SEPTEMBER 2011)

H.6 LANGUAGE REQUIREMENTS

H.7 NONEXPENDABLE PROPERTY PURCHASES AND INFORMATION TECHNOLOGY RESOURCES

H.8 ADS 548 INFORMATION TECHNOLOGY REQUIREMENT

H.9 ADS 547 MANAGEMENT OF INFORMATION TECHNOLOGY RESOURCES

H.10 FOREIGN GOVERNMENT DELEGATIONS TO INTERNATIONAL CONFERENCES

H.11 REPORTING OF FOREIGN TAXES (JULY 2007)

H.12 NONDISCRIMINATION (JUNE 2012)

H.13 ACCESS TO USAID FACILITIES AND USAID’S INFORMATION SYSTEMS (AUGUST 2013)

H.14 USAID DISABILITY POLICY - ACQUISITION (DECEMBER 2004)

H.15 USAID-FINANCED THIRD-PARTY WEB SITES (AUGUST 2013)

H.16 CONFERENCE PLANNING AND REQUIRED APPROVALS (AUGUST 2013)

H.17 USAID IMPLEMENTING PARTNER NOTICES (IPN) PORTAL FOR ACQUISITION (JULY 2014) .. 53

H.18 302.3.5.22 SUBMISSION OF DATASETS TO THE DEVELOPMENT DATA LIBRARY (DDL)

(OCTOBER 2014)

H.19 ELECTRONIC PAYMENTS SYSTEM

H.20 COMPLIANCE WITH SECTION 508 OF THE REHABILITATION ACT OF 1973, AS AMENDED ... 55

H.21 GENDER CONSIDERATION

H.22 ENVIRONMENTAL COMPLIANCE

H.23 SMALL BUSINESS

PART II – CONTRACT CLAUSES

SECTION I – CONTRACT CLAUSES

I.1 52.252-2 CLAUSES INCORPORATED BY REFERENCE (FEB 1998)

I.2 NOTICE LISTING CONTRACT CLAUSES INCORPORATED BY REFERENCE

I.3 52.222-50 COMBATING TRAFFICKING IN PERSONS (MAR 2015)

I.4 52.244-2 SUBCONTRACTS ALT I. (JUNE 2007)

I.5 52.222-52 EXEMPTION FROM APPLICATION OF THE SERVICE CONTRACT ACT TO CONTRACTS

FOR CERTAIN SERVICES – CERTIFICATION (MAY 2014)

I.6 52.222-56 CERTIFICATION REGARDING TRAFFICKING IN PERSONS COMPLIANCE PLAN (MAR 2015)

PART III – LIST OF DOCUMENTS, EXHIBITS AND OTHER ATTACHEMENTS

SECTION J - LIST OF ATTACHMENTS

PART IV – REPRESENTATIONS AND INSTRUCTIONS

SECTION K – REPRESENTATIONS, CERTIFICATIONS, AND OTHER STATEMENTS

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K.1 NOTICE LISTING SOLICITATION PROVISIONS INCORPORATED BY REFERENCE

K.2 52.204-8 ANNUAL REPRESENTATIONS AND CERTIFICATIONS (OCT 2014)

K.3 52.209-5 CERTIFICATION REGARDING RESPONSIBILITY MATTERS (APR 2010)

K.4 52.209-7 INFORMATION REGARDING RESPONSIBILITY MATTERS (JUL 2013)

K.5 FAR 52.209-XX REPRESENTATION BY CORPORATIONS REGARDING DELINQUENT TAX

LIABILITY OR A_FELONY CRIMINAL CONVICTION

K.6 52.222-22 PREVIOUS CONTRACTS AND COMPLIANCE REPORTS (FEB 1999)

K.7 52.230-1 COST ACCOUNTING STANDARDS NOTICES AND CERTIFICATION (MAY 2012)

K.8 52.230-7 PROPOSAL DISCLOSURE—COST ACCOUNTING PRACTICE CHANGES (APR 2005) 77

K.9 INSURANCE - IMMUNITY FROM TORT LIABILITY

K.10 SIGNATURE

SECTION L - INSTRUCTIONS, CONDITIONS, AND NOTICES TO OFFERORS

L.1 52.252-1 SOLICITATION PROVISIONS INCORPORATED BY REFERENCE (FEB 1998)

L.2 NOTICE LISTING SOLICITATION PROVISIONS INCORPORATED BY REFERENCE

L.3 52.216-1 TYPE OF CONTRACT (APR 1984)

L.4 52.233-2 SERVICE OF PROTEST (SEP 2006)

L.5 GENERAL INSTRUCTIONS TO OFFERORS

L.6 PROPOSAL SUBMISSION

L.7 INSTRUCTIONS FOR THE PREPARATION OF THE TECHNICAL PROPOSAL

L.8 INSTRUCTIONS FOR THE PREPARATION OF THE COST PROPOSAL

L.9 INSTRUCTIONS FOR THE PREPARATION OF BRANDING AND MARKING PLANS

SECTION M - EVALUATION FACTORS FOR AWARD

M.1 NOTICE LISTING SOLICITATION PROVISIONS INCORPORATED BY REFERENCE

M.2 GENERAL AND SOURCE SELECTION INFORMATION

M.3 EVALUATION CRITERIA

M.4 COST PROPOSAL EVALUATION

M.5 DETERMINATION OF THE COMPETITIVE RANGE AND CONTRACT AWARD

M.6 SOURCE SELECTION

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PART I – THE SCHEDULE

SECTION B – SUPPLIES OR SERVICES AND PRICE/COSTS

B.1 PURPOSE

The purpose of this contract is to obtain services as described in Section C. Statement of Work.

B.2 COST REIMBURSEMENT CONTRACT TYPE

This is a Cost-Plus-Fixed-Fee (CPFF) completion contract. For the consideration set forth below, the contractor must provide the deliverables or outputs described in Sections C and F in accordance with the performance standards specified in Sections C and F.

B.3 TOTAL CONTRACT VALUE AND OBLIGATED AMOUNT

(a) The estimated cost for the performance of the work required hereunder, exclusive of fixed fee, if any, is TBD. The fixed fee, if any, is TBD. The estimated cost plus fixed fee, if any, is TBD.

(b) Within the estimated cost plus fixed fee (if any) specified in paragraph (a) above, the amount currently obligated and available for reimbursement of allowable costs incurred by the contractor (and payment of fee, if any) for performance hereunder is TBD. The contractor cannot exceed the aforesaid obligated amount.

(c) Funds obligated hereunder are anticipated to be sufficient through TBD.

B.4 PRICE/COST SCHEDULE

Total

a. Direct Costs

b. Indirect Costs

c. Fixed Fee Total Price

B.5 FIXED FEE (CPFF)

Pursuant to FAR 16.306(d), the fixed fee payable under this contract will be tied to the completion of the reports and deliverables specified in Section F.5 of this contract and in accordance with the final approved Fee Schedule.

B.6 INDIRECT COSTS (CPFF)

Pending establishment of revised provisional or final indirect cost rates, allowable indirect costs will be reimbursed on the basis of the following negotiated provisional or predetermined rates and the appropriate bases:

Description Rate Base Type Period Indirect Cost X % 1/ 1/ 1/ Indirect Cost Y % 2/ 2/ 2/ Indirect Cost Z % 3/ 3/ 3/

1/Base of Application:

Type of Rate:

Period:

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2/Base of Application:

Type of Rate:

Period:

3/Base of Application:

Type of Rate:

Period:

B.7 COST REIMBURSABLE (CPFF)

Allowable costs will be limited to reasonable, allocable and necessary costs determined in accordance with FAR 52.216-7, Allowable Cost and Payment, FAR 52.216-8, Fixed Fee, if applicable, and AIDAR 752.7003, Documentation for Payment.

In addition, the requirement and conditions concerning estimated cost and funding apply as detailed in FAR 52.232-22, Limitation of Funds, incorporated by reference in Section I of this contract.

[END OF SECTION B]

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SECTION C – DESCRIPTION / SPECIFICATIONS/STATEMENT OF WORK

TIME TO READ!

C.1 PURPOSE

The purpose of this contract is to improve reading outcomes for students in grades one through four in targeted schools in the Kyrgyz Republic. The contractor will achieve these results by providing educators with in-service training in reading instruction; designing a developmental reading ladder tool to level books, which will enable each student to develop core reading skills at his/her own pace; increasing availability of age-appropriate reading materials in mother-tongue languages, specifically Kyrgyz and Russian; fostering Kyrgyz government support for reading through capacity building in the area of reading instruction and use of assessments to monitor reading progress; and creating partnerships and innovations that support literacy outcomes. USAID expects the contractor to reach 180,000 primary students, 7,000, teachers, and 900 primary schools in the Kyrgyz Republic.

C.2 PROGRAM OBJECTIVES

The purpose of this contract will be achieved through three (3) Activity Results (ARs, which are expected as outcomes of interventions under the contract:

1. Improved reading instruction in Grades 1-4;

2. Improved access to and availability of quality materials that support development of reading

Grades 1-4; and

3. Increased government support to improve reading.

C.3 BACKGROUND

Kyrgyz Republic Country Context

The Kyrgyz Republic became an independent nation-state in 1991 after the break-up of the Soviet Union.

Literacy in the countries of the former Soviet Union always was considered an area of strength and, as a result, it has been taken for granted. However, the upheavals of changing to a democratic system and a lack of structure and funding have meant that the Kyrgyz educational system has had difficulty maintaining the content and structure of its teaching practices, assessment methodologies, and curricula development.

More attention has been paid to expanding curricula than literacy fundamentals. This overloaded curriculum does not allow students the time needed to master the basics of literacy and math, which has led to low learning levels in subjects across the learning spectrum. The quality of education at all levels has decreased through inadequate teacher training, inability to retain qualified staff, lack of appropriate and sufficient teaching and learning materials, and inefficient management of educational institutions. Over the past decade, this lack of attention to basic subjects has led to a dramatic decline in mastery of basic skills.

Education, and its importance for sustainable development, is emphasized in the Kyrgyz Republic National Sustainable Development Strategy, which states: “the quality of education is one of the most reliable indicators of the future development of any nation.” As evidenced by the commitments in the Kyrgyz Republic Education Development Strategy for 2012-2020, the government aims to achieve the Millennium Development and Education for All goals through the coordination of donor assistance and host country investments. The public stance that the strong education system of the Soviet Union was still functioning has been replaced with a sense of realism that the MOES must place a priority on improving education outcomes from pre-school to higher education. The Kyrgyz Republic Ministry of Education and Sciences (MOES) has a renewed sense of purpose, as public awareness increases regarding the education system’s weaknesses. The MOES is now taking a lead role in coordinating the resources of the Government and support of international donors to improve learning outcomes at schools.

A baseline Early Grade Reading Assessment (EGRA) conducted by the USAID Quality Reading Project (QRP, a partnership between prime contractor American Institutes for Research and Save the Children), was administered in May 2014 to 5,840 students from 130 primary schools in the Kyrgyz Republic and revealed extremely poor reading performance. The table below shows the percentage of primary school students who met the national reading fluency and national comprehension benchmarks in the language of school instruction.

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Furthermore, baseline data on reading material availability showed that 53% of classes did not have non-textbook materials. Of the 47% of classrooms that did have non-textbooks, 25% did not use those books during class, and only 21% used the non-textbooks in classrooms during class time. Data from USAID education projects suggest that having non-textbook books in class is positively associated with all reading outcomes.

TABLE 1: Percentage of Students Meeting National Reading Fluency Standard in Grades 2 and 4 by Language and Grade

Language Skill Benchmark Kyrgyz Russian

Reading Fluency Standard or Above

2014 2014

Grade 2 40 words or above 31.20% 48.70%

Grade 4 80 words or above 35.30% 30.60%

TABLE 2: Percentage of Students Meeting National Reading Comprehension Standard in Grades 2 and 4 by Language and Grade

Skill Benchmark Kyrgyz Russian

Reading Comprehension

2014 2014

Grade 2 Kyrgyz: 3 of 4 correct Russian: 4 of 5 correct

42.80% (see note)

Grade 4 Russian: 3 of 4 correct Kyrgyz: 4 of 5 correct

55.80% 50.50%

Note: Because the EGRA 2014 Grade 2 Russian subtask contained only three questions, results were not used for benchmarking purposes.

Key challenges identified by the Quality Reading Project’s EGRA baseline include: (1) a lack of easily available, affordable, relevant, illustrated storybooks and reading materials in Kyrgyz language suitable for primary school-aged children; and (2) a lack of reading materials for primary school children in public libraries. School libraries stock textbooks but these materials are often locked away. Without sufficient reading materials, teachers are challenged to differentiate instruction based on individual student progress.

USAID has also found a poverty of age-appropriate, quality children’s literature available in Kyrgyz classrooms and libraries. Moreover, instruction appears to be oriented to whole-class learning with an absence of small group, differentiated reading instruction.

USAID has determined that primary school teachers in the Kyrgyz Republic are also in need of a stronger reading instruction curriculum that places greater emphasis on the five essential components of reading (often referred to as the “Fab 5”). The Fab 5 essential components are phonemic awareness, phonics, vocabulary, fluency, and comprehension. Reading instruction that enables children to master the Fab 5 builds a strong foundation of skills which enables students to become accomplished readers who go on to do well in other subject areas.

USAID’s global development hypothesis for improving early grade reading outcomes for students in grades one through four is as follows: If the “5T+” model is implemented through USAID basic education activities, then student literacy levels and teacher pedagogical practice should improve. The “5T” model means: Time for reading; Teachers’ instructional practice;Tougue; Text; and Test, plus elements locally that need to be added for success.

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C.4 LINK TO THE U.S. STRATEGIC FRAMEWORK FOR FOREIGN ASSISTANCE

Under the Foreign Assistance Framework, this project supports:

Program Objective: 3 Investing in People Program Area: 3.2 Education Element: 3.2.1 Basic Education

Interventions and deliverables anticipated under the Time to Read! activity fall under USAID/Kyrgyz Republic Country Development Cooperation Strategy (CDCS) Development Objective 2: “Improved service delivery and policies for all citizens.” Development Objective 2 seeks to improve service delivery and policies for all citizens through building the capacity of key state bodies to govern, increasing the use of quality public services (particularly health and education), and increasing civil society partnerships with government for improved policy and service delivery.

C.5 USAID AND OTHER DONOR-RELATED ACTIVITIES

Current USAID education activities in the Kyrgyz Republic include the Quality Reading Project, Supporting Equity through National Testing, and American University of Central Asia Moving Forward Grant.

USAID/QRP (June 2013 - October 2017) Overview: USAID Quality Reading Project (USAID/QRP) assists the Ministry of Education and Science (MoES) in Kyrgyz Republic to reform the primary education system and to improve the primary education outcomes my meeting the following key objectives: (1) Improved reading instruction in Grades one through four; (2) Increased availability and access to reading materials; (3) Increased out of school reading time;

and, (4) Increased government support on reading. USAID/QRP is aligned to USAID’s Global Education Strategy Goal 1, and is consistent with the Kyrgyz Republic Education Development Strategy 2012-2020 aimed at improving reading skills among primary grade students.

Supporting Equity through National Testing (September 2015 - September 2017) Overview: Supporting Equity through National Testing is improving the quality and security of the Kyrgyz Republic’s National Admission Test (NAT) in order to professionalize and standardize university admissions and access of students to merit-based scholarships. The NAT provides equal and fair access to tertiary education and enables a broader range of the country’s youth to access the education needed to enter the skilled job market.

Relationship to Partner Country, Local Stakeholders, and Other Donor Programs Many tasks and activities under this Statement of Work are part of larger initiatives led by other donors. The contractor will take steps to ensure that its activities are well coordinated with other donors, while avoiding duplication of efforts.

USAID is a member of the Development Partners Coordination Council (DPCC) which works closely with the Kyrgyz Government with the purpose of broader collaboration within the donor community to improve the quality of education outcomes from pre-school to higher education.

Time to Read! will continue to proactively coordinate activities with other education-focused initiatives and development partners in Kyrgyz Republic, primarily UNICEF, Asian Development Bank, the Aga Khan Foundation, and the World Bank. The majority of donor support to the educational sector in Kyrgyz Republic is direct budget support, administered by the European Union and financed jointly by the World Bank, the Asian Bank for Development and the United Kingdom’s Department for International Development.

Additional support that positively impacts primary and pre-school education includes the European Bank, which is providing Reconstruction and Development financing for curriculum reform, including text and teacher manual printing and distribution. Recently, it has financed an enhanced pre-primary school preparation course for those children who did not attend kindergarten.

Donors and their basic education focus areas in the Kyrgyz Republic include:

● Asian Development Bank (ADB) (Education Sector Development Program);

● Soros Foundation (Curriculum development);

● European Commission (Education sector reform and institutional capacity building);

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● UNICEF (Early Childhood Development, including children’s television program “Magic Journey,” funded by Aha Khan and UNICEF and which aims at teaching early reading skills);

● World Bank (Curriculum reform, pre-primary school preparation course for those children who did not attend kindergarten, improvement of teacher qualifications, financing for improved teaching and learning conditions in schools, emphasis on rural areas);

● The Aga Khan Foundation (Early childhood education, higher and vocational education);

● Save the Children Kyrgyzstan country program (Inclusive education);

● GIZ (Primary and secondary education, reform of vocational training, training of managers);

● United Nations World Food Program (Optimize the primary school meals program); and

● Global Partnership for Education (World Bank/UNICEF education sector support).

Government Stakeholders The contractor will work closely with government services and education stakeholders for all three of the contract Activity Results. A key stakeholder must be the Ministry of Education and Science (MOES) and its national and regional affiliates. Affiliates include: Kyrgyz Academy of Education (KAE), National Testing Center (NTC), Teacher Training Institutes (TTIs) in Osh and Karakol, including regional educational departments (Rayons and Oblasts). Central to this activity will be the involvement of regional and district education departments and schools with key stakeholders to include directors, deputy directors, school directors, librarians, methodologists, and teachers. The contractor will also work with pedagogical instructors to provide in-service training so that future educators have the opportunity to develop their reading instructional skills. Other stakeholders include the Kyrgyz Library Consortium and the Ministry of Culture, Information and Tourism.

Local organizations Current efforts of local Kyrgyz organizations include: Lingua Language school, the "Foundation of Education Initiatives Support," the "Roza Otunbaeva" Foundation, and the "Bilimkana" Education Foundation.

Lingua Language school was started with the support of the Soros Foundation, and works in close partnership with the Kyrgyz Ministry of Education and Science and Kyrgyz Academy of Education on curricula and in-service professional development training for teachers. Lingua is involved in methodology training activities on projects with the European Union, Soros Foundation, and the US Embassy/Bishkek. It is capable of conducting teacher training at the regional and national levels.

"Foundation of Education Initiatives Support" was also started with the support of the Soros Foundation. It supports sociological and education reforms, and has the capacity to organize scientific research activities, workshops and training at the national level. In addition the Foundation promotes early childhood education, and has worked on projects with World Bank and other international organizations.

"Roza Otunbaeva" Foundation began operating in January 2012. The main objective of the Foundation is to implement programs and projects that will contribute to the social, political and economic development of the Kyrgyz Republic. The main areas are: promoting and organizing campaigns in the fields of education, science, culture, art, personal development, healthy lifestyles, quality of life and services for children, mothers and young people; promoting the “Kyrgyz State Policy on Preschool Education,” and conducting public lectures and workshops for parents, teachers, educators, psychologists and students on best practices of education and innovative teaching methods for early childhood development.

The “Bilimkana Foundation” is a non-profit education organization that aims to develop a network of primary schools in the country of Kyrgyzstan. In accordance with state standards, it provides a high quality education experience to children ages five (5) to eighteen (18). In addition to a core curriculum, the Bilimkana Foundation requires students to learn skills such as art, science, and English language.

C.6 ACTIVITY COMPONENTS AND RESULTS

The purpose of Time to Read! is to improve reading outcomes for students in grades one through four in targeted schools in the Kyrgyz Republic through the following three Activity Results (AR):

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Activity Result Expected Results (by contract completion)

AR1: Improved Reading Instruction in Grades 1-4

7,000 teachers in the Kyrgyz Republic will be trained in modern reading instruction techniques (direct beneficiaries)

1,000 school directors, librarians, methodologists, and other educators will be trained in modern reading instruction techniques

85% of targeted teachers demonstrate improved reading instruction

85% of students in targeted primary schools have improved reading skills (direct beneficiaries)

AR2: Improved access to and availability of quality materials that will support the development of reading in Grades 1-4

Developmental Reading Ladder Tool designed and implemented

85% of primary school age appropriate titles available on the Kyrgyz market will be leveled using the Developmental Reading Ladder Tool

900 targeted schools will have increased availability of reading materials in Kyrgyz and Russian

AR3: Increased Government Support to Improve Reading

At least 50% of targeted students participate in out-of-school reading activities

Administrators and librarians in 900 targeted primary schools are equipped with reading materials to conduct out-of-school reading activities

Expanded (or developed) innovative platforms and delivery mechanisms introduced to increase reading material availability

The contractor will reach primary students at 900 schools and provide training to 7,000 primary grade educators.

Interventions under this activity will take place in Kyrgyz Republic, specifically working with schools that are not designated as either treatment or control schools under the Quality Reading Project’s research design.

While the geographical focus for the Time to Read! activity will be nationwide, its implementation plan will need to be carefully planned to prevent “spillover” and “contamination” effects on the Quality Reading Project’s research. The geographic location of pilot and intervention schools will be defined in discussions and consultations with the Ministry of Education and Science once the activity is launched to avoid overlapping and duplicative actions. Attached as Annex J.9 is the list of the primary schools in the Kyrgyz Republic which are categorized as either treatment (“target”) or control schools under the research design of the Quality Reading Project. After the Quality Reading Project ends in October 2017, the contractor and MoES will re-visit the coverage of primary schools by the Time to Read! Project, with 900 schools being the maximum expected.

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Below is a table with anticipated results, indicators, and targets for this contract:

Overall Contract Result

INDICATOR Nationally -representative

BASELINE

EGRA

2017 2018 2019

Date Value Baseline for this Activity

Target from Activity Baseline

Target from Activity Baseline

Result:

Improved reading outcomes for students in Grades 1-

USAID F-

indicator: 3.2.1- 27: 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.

QRP

EGRA

May

34.8%

TBD

+5%

+10%

USAID F-

indicator: 3.2.1- 28: Proportion of students who, by the end of the primary grade cycle (grade 4), demonstrate that they can read AND understand the meaning of grade level text.

QRP

EGRA

May

7.5%

TBD

+5%

+10%

Attached as Annex J.10 is a Logical Framework for the Time to Read project activity.

Required components/outcome measures for the three Activity Results:

AR 1: Improved Reading Instruction in grades one through four

At the primary school level, the contractor will work on direct capacity building of teachers and educators for long-term sustainable impact by providing in-service training. A central component of the in-service training strategies should include “think alouds” and “directed reading thinking activities” to increase primary student reading comprehension. Irrespective of training quality at in-service teacher training centers, teachers need a lot of practical guidance and mentoring while they are in their classrooms. The contractor will provide this support for teachers via its interventions under Activity Result 1. The contractor will accomplish the following:

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Sub AR 1.1: Design reading strategy training packages The contractor will introduce new concepts and approaches to reading instruction for consideration by representatives of the Ministry of Education and Science, Kyrgyz Academy of Education and Regional Teacher Training Institutes (TTIs), as well as primary school educators (i.e., teachers, librarians, school directors) and those who teach future educators (i.e., pedagogical instructors). The contractor will use a consultative and capacity-building process with these officials to jointly reach agreement on the reading strategy trainings on competency-based approaches that the contractor will develop. The reading strategy training packages designed by the contractor will be based on reading standards already approved by the Kyrgyz Academy of Education, and must reflect methods directly related to improving primary grade reading outcomes. The contractor’s reading strategy training packages are intended for institutionalization and replication nationwide in the Kyrgyz Republic, and will enhance and be complementary to existing reading instruction approaches being used in-country. Training package modules must be developed so that sections can be used as stand-alone documents, if necessary. Copies of training instructions will be distributed to all in-service training institutions and targeted primary schools as the contractor delivers the training described in Activity Result 1.2, below.

The contractor will deliver the following reading strategy training package components:

Required components

● Develop training packages that must align with and support revised national reading standards on competency-based approaches.

● Develop and support best practices in leveled reading instruction and incorporate these practices into lesson plans through tools such as best practices videos or an eLearning repository.

● Develop training packages for teachers/methodologists/librarians/school directors/pedagogical instructors/other relevant educators on how to use a developmental leveled reading ladder and application of leveled texts for in-classroom and out-of-school use, specifically the developmental reading ladder tool developed under Activity Result 2.1.

● Develop training packages on reading strategies to improve reading comprehension, vocabulary, fluency, phonics, and phonemic awareness, and other reading skills.

● Develop training materials on use of summative and formative reading assessments to track individual primary student reading progress over time, as well as training in use of the Early Grade Reading Assessment tool to track reading outcomes.

● Develop training materials for educators on “Read Alouds,” Directed Reading Thinking Activities, book talks/book walks, including:

○ Teacher/Librarian models reading a book, use of comprehension strategies, demonstrating metacognition, and seven areas of reading –phonics, phonemic awareness, fluency, reading comprehension, vocabulary, listening comprehension, and writing; and

○ Directed Reading Thinking Activity, (DRTA), a comprehension strategy that guides students in asking questions about a text, making predictions, and then reading to confirm or refute their predictions.

● Develop training materials on incorporation of Big Books, Trade Books, and supplemenatary reading materials into reading instruction.

Illustrative approaches for building students’ Fab 5 skills

○ Comprehension: text features, compare & contrast, summarizing, story structure, questioning, visualizing, predicting, clarifying, evaluating, identifying, picture cues, graphic organizers

○ Vocabulary: word banks, word walls, context clues

○ Fluency: timed repeated readings, choral reading (reading aloud in unison with a whole class or group of students), paired reading, readers’ theater, phrasing, accuracy, rate, expression, common word/phrase lists

○ Phonics: letter-sound, decoding, chucking, stretching, picture cues, word identification, listening, sorts (seeing-hearing-speaking)

○ Phonemic Awareness: blending, segmentation, phoneme manipulation, manipulatives, rhyming, syllables (hearing-speaking).

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Illustrative areas of work

Use of lesson plans considering whole group, small group, and/or independent use of leveled readers

● Understanding frustrational, instructional, and independent reading levelsIntroduce reading in the content area, including how to reinforce reading skills when teaching science, math, or other subjects

● .Foster effective methods for positive reinforcement and constructive feedback related to reading, for supporting a safe learning environment, and for conveying habits of successful readers

● Selecting and assigning leveled readers (choosing a “just right” book)

● Assessing student performance with leveled readers (i.e., running records)

● Possible smaller pilots:

○ Introduce concept of small group reading instruction and cooperative learning

○ Differentiation within reading

○ Classroom management/learning centers to reinforce specific reading skills

Outcome measure

● # of reading strategy training modules developed, including adapting modules to specific targeted groups (i.e., teachers, librarians, school directors, pedagogical instructors, training institutes, other educators)

Sub AR 1.2: Training for teachers, school directors, librarians, pedagogical instructors, and other educators on reading strategies conducted This activity requires direct capacity building of the stakeholders listed above and training institutions so that they are able to provide reading instruction, mentoring, and coaching in a sustainable manner without USAID assistance by the end of this activity. As a result, 85% of targeted teachers in all targeted districts will have demonstrated knowledge of primary grade reading instructional best practices; 85% of targeted other educators in all targeted districts will have demonstrated knowledge of primary grade reading instructional best-practices; 85% of targeted teachers in all targeted districts will be able to assess reading skills of primary grade students utilizing formative and summative assessments. The contractor will accomplish the following:

● Teachers receive a minimum of 10 days (minimum of 72 hours) of in-service training (IST) implemented in a manner consistent with the professional development and school cycle calendar to allow for training, implementation, reflection, and scale up.

● A team approach is used for instructional support which includes the teacher, classroom teacher, principal, parents, support teacher(s), school counselor, and any other staff/specialists involved with a student. Instructional support teams must receive IST appropriate to their roles in supporting primary reading instruction compatible with the results framework of this contract.

● Modules adapted to fit the needs, roles, and responsibilities of other educators who will receive an appropriate amount of training.

● Targeted teachers receive training packages on how to conduct classroom-based formative assessments of their students’ reading skills.

● Targeted teachers and methodologists receive training on how to incorporate supplementary reading materials into reading instruction materials.

● Training implementation planned and delivered for various stakeholders.

● Work with pedagogical institutions to discuss current teacher preparation programs in the area of reading instruction and how training packages developed under this contract might be integrated into the pre-service curriculum.

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Outcome measures

● # of trainings offered

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

● Total # of person hours of teachers / educators / teaching assistants who successfully completed in-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).

Sub AR 1.3: Incorporate supplementary materials into instruction

This result requires capacity building by contractor of the stakeholders, teachers, and methodologists to ensure that these targeted beneficiaries are able to incorporate supplementary reading materials in Kyrgyz and/or Russian into instruction aimed at improving reading. These targeted beneficiaries will also be trained in ensuring that supplementary materials meet Kyrgyz Academy of Education curriculum standards for the associated grade, as well as reflect inclusiveness and gender equity principles consistent with the Kyrgyz Republic Education Development Strategy 2012-2020. The contractor will accomplish the following:

● Targeted stakeholders, teachers, and methodologists utilize the new teaching approaches/reading strategy training developed by contractor as aligned with the subject curriculum standards for the associated grades and/or international benchmarks to incorporate supplementary materials into instruction.

● Targeted teachers and librarians implement supplementary materials into instruction.

● Supplementary materials would include, but are not limited to, big books and trade books, as well as materials to guide teacher book talks, lesson planning, and small group instruction.

● Develop and incorporate strategies for incorporating Kyrgyz and/or Russian teaching and learning materials including aligned, age-appropriate reading and supplementary materials into the instructional program.

● Enable targeted beneficiaries to select and assign leveled readers (choosing a “just right” book).

● Enable targeted beneficiaries to understand frustrational, instructional, and independent reading levels.

● # of textbooks and other teaching and learning materials (TLM) provided with USG assistance.

(Standard F 3.2.1-33)

Sub AR 1.4: Implement assessments tracking reading progress over time The contractor will perform classroom-based reading diagnostics (process focused) and administer nationally representative, standardized baseline and endline reading assessments (outcome focused) through use of the existing Early Grade Reading Assessment tool (EGRA). The assessments will be conducted in coordination and partnership with MoES, its affiliates, and the National Testing Center to ensure that they serve multiple purposes, including long-term strategic planning and evaluation. In addition, the EGRA results must identify if there are any target districts that require supplementary attention before completion of the activity. Targeted teachers must receive training on the use of formative and summative assessments and how to appropriately use the assessments to guide instruction and measure student progress. The number of treatment and control schools will be determined through a statistical power analysis. Sampling for the EGRA should use matching or randomized control testing.

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● Targeted teachers receive training packages on how to conduct classroom-based formative assessments of their students’ reading skills.

● Utilize Early Grade Reading Assessment tool to measure reading progress in coordination and partnership with MoES, its affiliates, and the National Testing Center.

● Baseline and endline reading assessments are administered in a representative sample of intervention (treatment) and nonintervention (control) groups.

● EGRA results discussed with the ministries and USAID before its public presentation, dissemination of findings, and recommendations.

● EGRA results must be appropriately disaggregated by grade, gender, language, and school type at a minimum.

● Assessing individual student reading progress (i.e., running records)

● # of primary teachers that use continuous assessment practices to monitor student reading progress

● # of standardized learning assessments supported by the USG (Standard F 3.2.1-34)

AR 2: Improved access to and availability of quality materials that support development of reading in Grades 1-4

Leveled reading removes the "one size fits all" approach to reading instruction, giving each student the opportunity to develop essential skills at his/her own pace. Rather than having the entire class read the same book (which some students might find too hard and some too easy), leveled reading allows teachers to use a more personalized and precise approach to monitor a child's progress and help her/him to learn to read. Leveled reading uses various assessment tools to determine how well students read, and then matches them to books that are challenging enough for them to make progress. Books are categorized into levels of difficulty, which is how aa appropriate match, based on ability, can be made. With leveled reading, students are usually placed in a group with other children who read at approximately the same level of ability. Also, leveled readers could be used for supplementary and/or independent reading in school or out of school.

Reading materials in Kyrgyz and Russian are limited in the Kyrgyz Republic, especially in formats that can increase the effectiveness of the learning-to-read process, increase students’ enjoyment of reading, and be easily obtained or produced. Through AR 2, the Time to Read! contractor will address this issue by procuring and developing age-appropriate reading materials in the Kyrgyz and/or Russian languages that support learning standards and complement what is available on the market. This AR includes increasing capacity of local authors, illustrators and book designers to ensure that these individuals have professional skills and abilities to create and produce leveled books for primary grade students. AR 2 also includes the key deliverable of designing a leveled reading ladder tool that will guide the leveling of books and other supplementary reading materials to be used for reading instruction.

Sub-AR 2.1: Design a leveled reading system tool aligned with national reading standards

The developmental reading ladder tool provides progression models of skills development in reading. It provides clear teaching objectives based on student reading skills and supports on-going assessment. It seeks to generate a positive attitude toward the reading process by changing reading habits and by making students aware of learning techniques which can enable any person, student or otherwise, to become more successful in real life learning situations.

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Required Components

Create a developmental reading ladder tool to capture reading progression(i.e., skills and strategies associated with emergent to advanced reading levels or learning to read to reading to learn) in primary school grades one through four . The developmental reading ladder tool will align with the national reading benchmarks and reading standards by age and grade established by the Government of the Kyrgyz Republic. The contractor will create the developmental reading ladder tool by working with stakeholders and reading experts.

● Use the developmental reading ladder tool to: (1) level existing reading material available on the Kyrgyz market; (2) create new reading material where gaps exist, and (3) provide a system for selecting a “just right” book for a student. The contractor will create reading material where gaps exist by working with local authors and illustrators and reading experts.

Identify and define a leveled reading system that would be most effective and appropriate to level books in Kyrgyz and Russian in the context of the Kyrgyz Republic.

Illustrative Areas of Work

Perform analyses of international best practices and other countries’ experiences with selection of leveled reading systems, and provide briefings and professional development to select MoES officials and representatives of MoES affiliates and other relevant education sector stakeholders on reading acquisition progression. These briefings could include how other countries applied leveled reading systems to the book industry and to reading instruction.

Hold ongoing consultations with MoES, its affiliates, and other stakeholders in the Kyrgyz educational sector to familiarize these parties with commonly-used leveled reading systems, including but not limited to: “Grade Level Equivalent;” “Guided Reading Level;” “Lexile Framework for Reading;” and “Developmental Reading Assessment.”

Outcome Measures

● Developmental reading ladder tool developed

● Leveled reading system for leveling books in Kyrgyz and Russian languages identified and defined

Sub-AR 2.2: Level select books available on the Kyrgyz market suitable for primary students

The leveled reading system tool to be developed by contractor under Sub-AR 2.1 will be used by contractor to level Kyrgyz and Russian books and other supplementary reading materials to be used for reading instruction. This will support the objective of supporting development of reading, as the leveled reading system tool will categorize available books into levels of difficulty. Having determined how well a given primary student can read, the teacher will have a selection of leveled books available from which to choose a book that is “matched” to individual student reading ability levels. Leveling select books thus contributes to contract Activity Result “Improved access to and availability of quality materials.”

Required Components:

● Use the developmental reading ladder tool, as developed under AR 2.1, to level select books currently available on the Kyrgyz market and select books currently in Kyrgyz Republic primary schools and children’s’ libraries.

● Determine if there are gaps in the desired array of reading levels for primary school grades one through four under the leveled reading system among books available on the Kyrgyz market and among books currently in Kyrgyz Republic primary schools and libraries.

● Provide professional development/capacity building to local authors and illustrators on the developmental reading ladder tool.

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● Provide professional development/capacity building to local authors and illustrators in designing leveled readers (if gap analysis indicates that there are gaps in the desired array of reading levels for grades one through four).

Identify books currently on the Kyrgyz market referring to the Kyrgyz Book Chamber database.

Level select books using the developmental reading ladder tool developed under AR 2.1 and verify whether available books align with the tool’s standards, for example, reading standards for non-fiction text and/or fictional text and across a variety of genres, curriculum content areas, and topics.

Ensure alignment with Government of Kyrgyz Republic national reading benchmarks and reading standards by age and grade while using the developmental reading ladder tool to level select books.

Develop strategies to address any gaps identified by application of the developmental reading ladder tool to books available on the Kyrgyz market and among books currently in Kyrgyz Republic primary schools…