Attachment_J.3-EGR_Results_Framework.docx

Sub IR 1.5: Palestine-Wide Systems for Student Assessment in Reading and Writing Strengthened Activity Goal: Students outcomes in early grade reading and writing in grades K-2 are measurably improved.

Required Outcome Indicators:

· Percent of KG students who, by the end of their KG year, demonstrate reading fluency and understand the meaning of grade level text with USG assistance (custom);

· Percent of students who, by the end of two grades of primary schooling, demonstrate reading fluency and understand the meaning of grade level text with USG assistance (ES 1.1, adapted);

· Indicator: Percent of KG students who, by the end of their KG year, demonstrate the ability to express their thoughts through writing (custom);

· Custom Indicator: Percent of students who, by the end of two grades of primary schooling, are able to express their thoughts through writing (custom).

Result Three: C.4.3. Reading Enrichment Activities and Awareness Activities Expanded

Required Outcome Indicator: Proportion of parents and community members utilizing activity-provided tools and activities to support students’ acquisition of reading and writing skills.

Result Two: C4.2: Classroom Instruction in Modern Standard Arabic in Grades KG, 1, and 2 Improved

Required Outcome Indicator: Proportion of KG, first, and second grade teachers able to implement the EGR reading activities with fidelity and in an evidence-based manner Result One: Policy Framework for the Instruction of Reading and Writing in Grades KG-2 in the West Bank Strengthened

Required Outcome Indicator: Number of policies (to include directives, curricular supplements, and assessment procedures) implemented to support the improvement of reading and writing outcomes in the target schools

ATTACHMENT J.4 USAID/WEST BANK GAZA

EARLY GRADE READING ACTIVITY (EGR) DRAFT RESULTS FRAMEWORK

Cross-Cutting Themes/Imperatives: Collaboration with the MOEHE, integration of activity inputs with MOEHE plans, budgets, and materials, synergies between reading and writing instruction, gender-sensitive instruction, safe and equitable instruction that takes into account socio-emotional learning needs, inclusive education, scalability, sustainability, and programming that can be adapted and improved based on applied classroom research and the results of classroom-level and country-level assessments.

Sub-IR 2.4: Early Grade Reading Instruction Enhanced through Applied Research Sub IR 1.4: Opportunities for Strengthening Early Grade Reading and Writing Instruction in the Upcoming Kindergarten Curriculum Identified Sub IR 1.3: Opportunities for Strengthening Early Grade Reading and Writing Instruction in the Grade 1-2 Curriculum Identified Sub IR 1.2: Updated National Standards for Early Grade Reading and Writing Adopted Sub IR 1.1: Time Allocated for Early Grade Reading and Writing Instruction Increased Sub-IR 3.2: Family awareness of and engagement in supporting reading increased Sub-IR 3.1: School and community-based extracurricular reading activities expanded Sub-IR 2.3: Coaching of Early Grade Reading Instruction Improved Sub-IR 2.1: Evidence-Based Essential Reading Materials for Grades K-2 Distributed to Classrooms Sub IR 2.2: Teachers’, Directors’, and Supervisors’ Skills in Early Grade Reading Instruction Improved