Read_Liberia!_RFP-_Final-02172017-Amendment_One.pdf

7. ISSUED BY CODE

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

SOLICITATION

9. Sealed offers in original and copies for furnishings the supplies or services in the Schedule will be received at the place specified in item 8, or if hand carried, in the depository located in See Cover Letter and Section L until local time

(Hour) (Date) 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.

11. TABLE OF CONTENTS

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

PART I - THE SCHEDULE PART II - CONTRACT CLAUSES

A SOLICITATION/CONTRACT FORM 1 I CONTRACT CLAUSES 79-85

B SUPPLIES OR SERVICES AND PRICES/COSTS 6-9 PART III - LIST OF DOCUMENTS, EXHIBITS AND OTHER ATTACH.

C DESCRIPTION/SPECS./WORK STATEMENT 10-28 J LIST OF ATTACHMENTS 86

D PACKAGING AND MARKING 30-31 PART IV - REPRESENTATIONS AND INSTRUCTIONS

E INSPECTION AND ACCEPTANCE 32

K REPRESENTATIONS, CERTIFICATIONS AND OTHER

STATEMENTS OF OFFERORS 87-96

F DELIVERIES OR PERFORMANCE 33-52

G CONTRACT ADMINISTRATION DATA 53-57 L INSTRUCTIONS, CONDITIONS, AND NOTICES TO OFFERORS 97-112

H SPECIAL CONTRACT REQUIREMENTS 58-76 M EVALUATION FACTORS FOR AWARD 114-118

OFFER (Must be fully completed by offeror) NOTE: Item 12 does not apply if the solicitation includes the provisions at 52.214-16, Minimum Bid Acceptance Period.

12. In compliance with the above, the undersigned agrees, if this offer is accepted within 1 8 0 calendar days (60 calendar days unless a different period is inserted 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 set opposite each item, delivered at the designated point(s), within the time specified in the schedule.

13. DISCOUNT FOR PROMPT PAYMENT

(See Section I, Clause No. 52.232-8)

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

14. ACKNOWLEDGMENT OF AMENDMENTS

(The offeror acknowledges receipt of amendments to the SOLICITATION for offerors and related documents numbered and dated):

AMENDMENT NO. DATE AMENDMENT NO. DATE

15A. NAME AND

ADDRESS

OF OFFER-

OR

CODE FACILITY 16. NAME AND THE TITLE OF PERSON AUTHORIZED TO SIGN OFFER

(Type or print)

15B. TELEPHONE NUMBER 15C. CHECK IF REMITTANCE ADDRESS IS

DIFFERENT FROM ABOVE - ENTER SUCH

ADDRESS IN SCHEDULE.

17. SIGNATURE 18. OFFER DATE

AREA CODE NUMBER EXTENSION

AWARD (To be completed by Government)

19. ACCEPTED AS TO ITEMS NUMBERED 20. AMOUNT 21. ACCOUNTING AND APPROPRIATION

22. AUTHORITY FOR USING OTHER THAN FULL OPEN COMPETITION:

10 U.S.C. 2304 (c) 41 U.S.C. 3304(a) ( )

23. SUBMIT INVOICES TO ADDRESS SHOWN IN

(4 copies unless otherwise specified)

ITEM

24. ADMINISTERED BY (If other than Item 7) 25. PAYMENT WILL BE MADE BY CODE Controller’s Office USAID/Liberia, c/o US Embassy 502 Benson Street, 1000 Monrovia 10, Liberia

26. NAME OF CONTRACTING OFFICER (Type or print)

Christopher Egaas, Contracting Officer

27. UNITED STATES OF AMERICA

(Signature of Contracting Officer)

28. AWARD DATE

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

FOR LOCAL REPRODUCTION

Previous edition is unusable STANDARD FORM 33 (REV. 6/2014)

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

U.S. Agency for International Development c/o US Embassy Monrovia , 502 Benson St., 1000 Monrovia, 10 Liberia

SOLICITATION, OFFER AND AWARD 1. THIS CONTRACT IS A RATED ORDER

UNDER DPAS (15 CFR 700)

RATING PAGE OF PAGES

1 118

2. CONTRACT NUMBER 3. SOLICITATION NUMBER

SOL-669-17-000004

4. TYPE OF SOLICITATION

SEALED BID (IFB)

NEGOTIATED (RFP)

5. DATE ISSUED

01/20/2017

6. REQUISITION/PURCHASE NUMBER

REQ-669-17-000005

8. ADDRESS OFFER TO (If other than item 7)

10. FOR

INFORMATION

CALL:

A. NAME

Edward S. Lamin

B. TELEPHONE (NO COLLECT CALLS) C. E-MAIL ADDRESS

elamin@usaid.gov

AREA CODE

NUMBER

776777000

EXTENSION

mailto:elamin@usaid.gov

Table Contents

PART I - THE SCHEDULE

SECTION B - SUPPLIES OR SERVICES AND PRICES/COSTS

B.1. PURPOSE

B.2. CONTRACT TYPE

B.3. ESTIMATED COST, FIXED FEE, AND OBLIGATED AMOUNT

B.4. BUDGET

B.5. INDIRECT COSTS

B.6. CEILING ON INDIRECT COSTS

B.7. COST REIMBURSABLE

B.8. PAYMENT OF FIXED FEE

B.9. MULTI-YEAR CONTRACT

SECTION C – STATEMENT OF WORK

C.1. OVERVIEW OF PROGRAM REQUIREMENTS AND PARAMETERS

C.2. BACKGROUND AND CONTEXT FOR USAID ASSISTANCE IN EARLY GRADE

READING

C.3. GUIDING PRINCIPLES FOR READ LIBERIA! IMPLEMENTATION

C.4. READ LIBERIA! ACTIVITIES AND OBJECTIVES

C.5. READ LIBERIA MONITORING AND EVALUATION

C.6. GENDER EQUALITY AND SOCIAL INCLUSION (GESI)

C.7. OTHER RELATED INFORMATION AND ASSESSMENTS

SECTION D - PACKAGING AND MARKING

D.1. 752.7009 MARKING (JAN 1993)

D.2. BRANDING POLICY

D.3. MARKING AND BRANDING STRATEGY

D.4. BRANDING IMPLEMENTATION AND MARKING PLAN

SECTION E - INSPECTION AND ACCEPTANCE

E.1. NOTICE LISTING CONTRACT CLAUSES INCORPORATED BY REFERENCE

E.2. INSPECTION AND ACCEPTANCE

SECTION F - DELIVERIES OR PERFORMANCE

F.1. NOTICE LISTING CONTRACT CLAUSES INCORPORATED BY REFERENCE

F.2. PERIOD OF PERFORMANCE

F.3. PLACE OF PERFORMANCE

F.4. KEY PERSONNEL

F.5. REPORTS AND DELIVERABLES

F.6. WORKPLANS

F.7. PERFORMANCE MONITORING AND EVALUATION PLAN

F.8. FINAL BRANDING IMPLEMENTATION PLAN AND MARKING PLAN

F.9. QUARTERLY PROGRESS REPORTS

F.10. FINANCIAL REPORT

F.11. ANNUAL REPORT

F.12. TECHNICAL MATERIALS AND OTHER INFORMATION PRODUCED IN THE

EXECUTION OF THE CONTRACT

F.13. MEETINGS

F.14. ENVIRONMENTAL REVIEW AND ENVIRONMENT MITIGATION AND MONITORING

PLAN (EMMP) REPORTING

F.15. CLOSE-OUT PLAN

F.16. FINAL REPORT

F.17. AIDAR 752.7005 SUBMISSION REQUIREMENTS FOR DEVELOPMENT

EXPERIENCE DOCUMENTS (SEPT 2013)

F.18. PERFORMANCE STANDARD

F.19. 752.242-70 PERIODIC PROGRESS REPORTS (OCT 2007)

SECTION G - CONTRACT ADMINISTRATIVE

G.1. ADMINISTRATIVE CONTRACTING OFFICE

G.2. CONTRACTING OFFICER’S AUTHORITY

G.3. CONTRACTING OFFICER’S REPRESENTATIVE (COR)

G.4. TECHNICAL DIRECTIONS/RELATIONSHIP WITH USAID

G.5. CONTRACTOR’S PRIMARY POINT OF CONTACT

G.6. 752.7003 DOCUMENTATION FOR PAYMENT (NOV 1998)

G.7. PAYING OFFICE

G.8. INVOICING INSTRUCTIONS

G.9. ACCOUNTING AND APPROPRIATION DATA

SECTION H - SPECIAL CONTRACT REQUIREMENTS

H.1. AIDAR 752.7007 PERSONNEL COMPENSATION (JULY 2007)

H.2. USE OF INFORMATION TECHNOLOGY NOTIFICATION (MAY 2016)

(DEVIATION NO. M/OAA-DEV-FAR-16-1C)

H.3. CLOUD COMPUTING (MAY 2016)

H.4. DEFENSE BASE ACT (DBA) RATES AND CONTACT INFORMATION

H.5. ADDITIONAL REQUIREMENTS FOR PERSONNEL COMPENSATION

H.6. 752.225-70 SOURCE AND NATIONALITY REQUIREMENTS (FEB 2012) (CLASS

DEVIATION NO. OAA-DEV-12-01C)

H.7. 752.7004 EMERGENCY LOCATOR INFORMATION (JUL 1997)

H.8. REQUESTS FOR CONSENT TO SUBCONTRACT

H.9. 752.228-70 MEDICAL EVACUATION (MEDEVAC) SERVICES (JULY 2007)

H.10. GOVERNMENT FURNISHED PROPERTY

H.11. AUTHORIZED GEOGRAPHIC CODE

H.12. LANGUAGE REQUIREMENTS

H.13. AUTHROIZED WORK WEEK

H.14. 752.7034 ACKNOWLEDGMENT AND DISCLAIMER (DEC 1991)

H.15. 752.231-71 SALARY SUPPLEMENTS FOR HG EMPLOYEES (OCT 1998)

H.16. EXECUTIVE ORDER ON TERRORISM FINANCING

H.17. FOREIGN GOVERNMENT DELEGATIONS TO INTERNATIONAL CONFERENCES

(JAN 2002)

H.18. REPORTING OF FOREIGN TAXES (JUL 2007)

H.19. USAID DISABILITY POLICY – ACQUISITION (DEC 2004)

H.20. STANDARD OF CONDUCT – IMPROPER BUSINESS PRACTICES

H.21. AIDAR 752.7032 INTERNATIONAL TRAVEL APPROVAL AND NOTIFICATION

REQUIREMENTS (APR 2014)

H.22. BUSINESS CLASS TRAVEL

H.23. ENVIRONMENTAL COMPLIANCE

H.24. CONTRACTOR’S USE OF PROJECT VEHICLES AND LIABILITY INSURANCE

REQUIREMENTS FOR PRIVATELY OWNED VEHICLES

H.25. DISCLOSURE OF INFORMATION

H.26. NONDISCRIMINATION (JUNE 2012)

H.27. LOGISTIC SUPPORT

H.28. ELECTRONIC PAYMENTS SYSTEM

H.29. USAID IMPLEMENTING PARTNER NOTICES (IPN) PORTAL FOR ACQUISITION

(JUL 2014)

PART II - CONTRACT CLAUSES

SECTION I - CONTRACT CLAUSES

I. NOTICE LISTING CONTRACT CLAUSES INCORPORATED BY REFERENCE

I.1. 52.209-9 UPDATES OF PUBLICLY AVAILABLE INFORMATION REGARDING

RESPONSIBILITY MATTERS (JUL 2013)

I.2. 52.217-8 OPTION TO EXTEND SERVICES (NOV 1999)

I.3. 52.232-40 PROVIDING ACCELARATED PAYMENT TO SMALL BUSINESS

SUBCONTRACTORS (DEC 2013)

I.4. 52.247-67 SUBMISSION OF TRANSPORTATION DOCUMENTS FOR AUDIT

(FEB 2006)

I.5. 752.219-70 USAID MENTOR- PROTÉGÉ PROGRAM (JUL 2007)

I.6. 52.228-9 CARGO INSURANCE (MAY 1999)

PART III – LIST OF DOCUMENTS, EXHIBITS AND OTHER ATTACH

SECTION J - LIST OF REFERENCES

PART IV – REPRESENTATIONS AND INSTRUCTIONS

SECTION K - REPRESENTATIONS, CERTIFICATIONS, AND OTHER STATEMENTS

OF OFFERORS

K.1. 52.203-98 PROHIBITION ON CONTRACTING WITH ENTITIES THAT REQUIRE

CERTAIN INTERNAL CONFIDENTIALITY AGREEMENTS-REPRESENTATION

(APR 2015)

K.2. 52.203-99, PROHIBITION ON CONTRACTING WITH ENTITIES THAT REQUIRE

CERTAIN INTERNAL CONFIDENTIALITY AGREEMENTS

(DEVIATION 2015- 02)

K.3. 52.204-8 ANNUAL REPRESENTATIONS AND CERTIFICATIONS (MAY 2014)

K.4. INSURANCE ‐ IMMUNITY FROM TORT LIABILITY

K.5. 52.230-1 COST ACCOUNTING STANDARDS NOTICES AND

CERTIFICATION (OCT 2015)

K.6. 52.230-7 PROPOSAL DISCLOSURE – COST ACCOUNTING PRACTICE CHANGES

(APR 2005)

K.7. 52.209-11 REPRESENTATION BY CORPORATIONS REGARDING DELINQUENT

TAX LIABILITY OR A FELONY CONVICTION UNDER ANY FEDERAL LAW

(FEB 2016)

K.8. SIGNATURE

SECTION L - INSTRUCTIONS TO OFFERORS

L.1. NOTICE LISTING CONTRACT CLAUSES INCORPORATED BY REFERENCE

L.2. 52.216-1 TYPE OF CONTRACT (APR 1984)

L.3. 52.233-2 SERVICE OF PROTEST (SEP 2006)

L.4. GENERAL INSTRUCTIONS TO OFFERORS

L.5. SUBMISSION/DELIVERY INSTRUCTIONS

L.6. INSTRUCTIONS FOR THE PREPARATION OF THE TECHNICAL PROPOSAL

L.7. INSTRUCTIONS FOR PREPARATION AND SUBMISSION OF THE

COST PROPOSAL

L.8. OFFER VALIDITY

L.9. INSTRUCTIONS FOR THE PREPARATION OF BRANDING

IMPLEMENTATION AND MARKING PLANS

SECTION M - EVALUATION CRITERIA FOR AWARD

M.1. GENERAL INFORMATION

M.2. TECHNICAL EVALUATION CRITERIA

M.3. COST PROPOSAL EVALUATION

M.4. SOURCE SELECTION

PART I - THE SCHEDULE

SECTION B - SUPPLIES OR SERVICES AND PRICE/COSTS

B.1. PURPOSE

The purpose of this contract is to procure technical assistance to improve early grade reading skills for Liberian students in grade one and two and pilot test emergent literacy skills for Liberian students in public kindergarten schools in six targeted counties as described in detail in Section C- Statement of Work

B.2. CONTRACT TYPE

This is a Cost Plus Fixed Fee Completion type contract. For the consideration set forth in the contract, the Contractor shall provide all reports, deliverables or outputs as described in Section C and Section F (to be incorporated at contract award). The contractor must also comply with all other contract requirements.

B.3. ESTIMATED COST, FIXED FEE, 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 shall not exceed the aforesaid obligated amount.

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

B.4. BUDGET

The following budget table captures the final negotiated cost elements for the performance of the work required hereunder.

Cost Elements Year 1 Year 2 Year 3 Year 3 Year 4 Total 1 Direct Costs 2 Other Direct Cost (ODC) 3 Indirect Costs

Total Cost 4 Fixed Fee Total Cost Plus Fixed Fee

B.5. INDIRECT COSTS

Pending establishment of revised provisional or final indirect cost rates, allowable indirect costs shall be reimbursed on the basis of the following negotiated provisional or predetermined rates and the appropriate bases for the prime contractor and its major subcontractors (major subcontractor means any contract entered into by a subcontractor to furnish supplies or services for performance of a prime contract and whose proposed cost exceeds 20% or more of the technical effort.”):

Prime:

Description Rate Base Type Period

TBD TBD 1/ 1/ 1/

TBD TBD 2/ 2/ 2/

1/ Base of Application:

TBD Type of Rate:

TBD Period: TBD

2/ Base of Application:

TBD Type of Rate TBD Period: TBD

Major Subcontractor(s):

Description Rate Base Type Period

TBD TBD 1/ 1/ 1/

TBD TBD 2/ 2/ 2/

1/ Base of Application:

TBD Type of Rate:

TBD Period: TBD

2/ Base of Application:

TBD Type of Rate TBD Period: TBD

Indirect costs shall not be allowed for organizations that do not have a NICRA. All costs for organizations without a NICRA shall be budgeted and billed as direct costs.

B.6. CEILING ON INDIRECT COSTS

Reimbursement for allowable indirect costs shall be at final negotiated rates but not in excess of the following ceiling rates:

Contractor Overhead Rate %

Overhead Ceiling Rate%

G&A Rate %

G&A Ceiling Rate %

PRIME TBD TBD TBD TBD

MAJOR

SUBCONTRACTOR(S)

TBD TBD TBD TBD

NOTE : Insert additional indirect rates as needed for all primes and major subcontractors in the above table.

(1) The Government will not be obligated to pay any additional amount should the final indirect cost rates exceed the negotiated ceiling rates. If the final indirect cost rates are less than the negotiated ceiling rates, the negotiated rates will be reduced to conform to the lower rates.

(2) This understanding shall not change any monetary ceiling, obligation, or specific cost allowance or disallowance. Any changes in classifying or allocating indirect costs require the prior written approval of the Contracting Officer.

B.7. COST REIMBURSABLE

The U.S. dollar costs allowable shall 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.

B.8. PAYMENT OF FIXED FEE

Payment of fixed fee will be in accordance with FAR 52.216-8. Pursuant to FAR 16.306(d), the fixed fee payable under this contract will be tied to the execution of tasks and achievement of results per objective outlined in Section C, subject to inspection and acceptance by USAID and in compliance with the terms of the contract. Upon acceptance by USAID and receipt of approval from the Contracting Officer, the Contractor must submit an invoice for the amount of the fee associated with the deliverable and approved fee schedule as per the sample detailed below:

Deliverable Due Date % Fee $ Amount of Fee Objective 1 Results 1.1 (TBD) TBD TBD TBD Results 1.2 (TBD) TBD TBD TBD Objective 2 Results 2.1 (TBD) TBD TBD TBD Results 2.2 (TBD) TBD TBD TBD Objective 3 Results 3.1 (TBD) TBD TBD TBD

Results 3.2 (TBD) TBD TBD TBD Objective 4 Results 4.1 (TBD) TBD TBD TBD Results 4.2 (TBD) TBD TBD TBD Objective 5 Results 5.1 (TBD) TBD TBD TBD Results 5.2 (TBD) TBD TBD TBD Objective 6 Results 6.1 (TBD) TBD TBD TBD Results 6.2 (TBD) TBD TBD TBD

(Note: This table is an illustrative table. A fee schedule will be negotiated with the offeror as described in Section L.7.2.j)

The Contractor shall propose a fee distribution schedule for review and approval by USAID.

B.9. MULTI-YEAR CONTRACT

This is a multi-year contract as defined in FAR 17.103. Therefore, this contract is subject to the requirements of FAR 17.106. In the event that the Government cancels requirements for services in subsequent program years under this contract, the following conditions will apply: [Amount and dates to be filled in at time of award]

Cancellation Dates Cancellation Ceiling

Contract Year 2: DATE TBD, [Award year + 1 year] Cancellation Ceiling: TBD

Contract Year 3: DATE TBD, [Award year + 2 years] Cancellation Ceiling: TBD

Contract Year 4: DATE TBD, [Award year + 3 years] Cancellation Ceiling: TBD

Contract Year 5: DATE TBD, [Award year + 4 years] Cancellation Ceiling: TBD

The cancellation dates and ceiling amounts will be established at the time of award. The amounts will be based on the nonrecurring costs to be incurred by the awardee, which would be applicable to, and which normally would be amortized over the life of the contract, and the items or services to be furnished under the multi-year requirement. This is a CPFF type contract, pursuant to which all costs for which the contractor seeks reimbursement must be allowable in accordance with FAR 52.216-7, “Allowable Costs and Payment.”

(END OF SECTION B)

SECTION C – STATEMENT OF WORK

C.1. OVERVIEW OF PROGRAM REQUIREMENTS AND PARAMETERS

C.1.1 Program Title

The program title is Read Liberia!

C.1.2. Program Purpose and Objectives

1. The purpose of this contract is to procure technical assistance to improve early grade reading skills for Liberian students in grades one and two and pilot test emergent literacy skills for Liberian students in public kindergarten schools in six targeted counties.

2. The goal to be achieved by the conclusion of this five (5) year contract is that public primary school students in the six targeted counties will read and understand grade level text in English after two years of schooling and pre-primary students in the six targeted counties will develop the oral vocabulary lexicon required for emergent literacy skills at the end of two years of schooling.

3. The Read Liberia! program has four intermediate results: (1) Government commitment to, and support of, evidence-based reading instruction increased, (2) early grade reading classroom instruction improved, (3) service delivery systems in early grade reading improved, and (4) parent, community, and private support for early grade reading increased.

The Read Liberia! program results framework and the sub-intermediate results for each of the intermediate results can be found below.

Program Goal: Kindergarten oral vocabulary for emergent literacy improved and Grade one and two students read grade-level text with fluency and comprehension

Outcome Metric: Proportion of students who, after two years of school, can read and understand grade-level text (F indicator 3.2.1-27) IR 1: Government commitment to and support of evidence-based reading instruction increased

1.1 Actionable, Ministry-endorsed plans to support and monitor evidence-based early grade reading approaches produced.

IR 2: Early grade reading classroom instruction improved

2.1 Evidence-based early grade

reading books and materials developed and used.

2.2 In-service training in

evidence-based early grade reading instruction and formative assessment improved

2.3 Teacher coaching and

supervision in early grade reading improved

2.4 Appropriate non-monetary

incentives for teachers/school implementing evidence-based programming provided.

IR 3: Service delivery systems in early grade reading improved

3.1 Performance

standards for teachers and students in early grade reading developed and implemented.

3.2 Research agenda on

factors related to early grade reading implemented.

3.3 Policies in support of

early grade reading instruction implemented.

3.4 Early grade reading

data collection, analysis, and reporting systems improved.

IR 4: Parent, community, and private support for early grade reading increased

4.1 Parents’ understanding

and support of early grade reading increased.

4.2 Parents’ ability to

implement specific strategies to support early grade reading improved.

4.3 Community members

and CBO’s ability to support early grade reading improved.

4.4 Public-private

partnerships to support early grade reading success established.

Activities pursued under these intermediate and sub-intermediate results will contribute to the Agency’s Program Element 3.2.1, “Basic Education,” under program area 3.2, “Education” and program objective 3: “Investing in People.”

C.1.3. Problem Statement and Development Hypothesis Many Liberian students, both in schools assisted by USAID and in the control schools to which USAID interventions were compared, have not been able to learn to read with sufficient fluency to comprehend text in order to become literate. The Liberia Teacher Training Program (LTTP) midline assessment measured student oral reading fluency in the USAID-supported schools at 14 words per minute, far below the international standard of 45 words per minute. Students also scored poorly in reading comprehension, answering, on average .7 of 5 reading comprehension questions correctly.

This data suggest that during the process of scaling a successful pilot program (Early Grade Reading Assessment Plus 2008 -2010), the intensity of support for implementation became insufficient to generate the strong results expected. This could be due to a number of reasons including a lack of fidelity of implementation in the classroom, lack of highly skilled coaches, a shortage of appropriate materials available to all schools, insufficient teacher training, and a lack of community support. When a successful pilot is scaled, it is important to identify program features that are most likely to contribute to successful student learning and concentrate on rigorous implementation fidelity. The formulation of the Read Liberia! problem statement highlights the multiple, interrelated factors that must work together in order for a cost-effective, scalable, Government-approved model for early grade reading instruction to be developed. The problem statement can be found below:

The Read Liberia! development hypothesis is the corollary of this problem statement.

USAID/Liberia hypothesizes that, IF:

PROBLEM STATEMENT: EARLY GRADE READING

Liberian students in grade one and two are not learning to read with fluency and comprehension because:

1. Children in kindergarten are not being exposed early to oral vocabulary needed for emergent literacy.

2. Time allocations for reading instruction in the early grades during the school day are insufficient

3. Data to drive system-wide decision-making about early grade reading is not regularly collected

4. An evidence-based reading curriculum, with accompanying materials appropriate for reading instruction in the early grades, exists, but has not been incorporated into the primary grade comprehensive curriculum

5. Teachers’ levels of literacy are very low. More time and resources are needed to coach teachers to become better readers.

6. Teachers receive insufficient training in reading instruction.

7. Monitoring and coaching systems for early grade reading instruction are under-developed.

8. Students’ reading skills are not routinely assessed in the early grades.

9. Some children have limited access to print in their home environments.

10. Some parents and other family members lack the skills and time to support children’s acquisition of reading skill.

11. Investment by the Government of Liberia and partners in early grade reading remains low.

1. Kindergarten students are taught the oral vocabulary lexicon needed for emergent literacy in English;

2. Official time allocations for reading instruction in the early grades are increased and enforced;

3. Data about early grade reading is collected and used to drive system-wide decision-making;

4. Reading intervention is refined and simplified with the key components needed for children to learn to read words and to understand what they read are preserved and improved if necessary;

5. Texts appropriate for early grade reading instruction are improved and additional leveled texts created;

6. Teachers receive intensive training and systematic coaching in effectively teaching the early grade reading curriculum;

7. Trained teachers receive evidence based, scripted reading lessons and materials to support reading improvement in the early grades;

8. Teachers are monitored and supported in their classrooms;

9. Children’s reading skills in the early grades are routinely assessed and children provided opportunities to practice their reading skills at home;

10. More parents and other family members learn how to support their children in learning to read; and

11. Private and public sources of funding to support early grade reading progress are identified;

THEN: Students will be able to read with fluency and comprehension at the end of second grade.

C.1.4 Read Liberia Target Counties and Beneficiaries The geographic focus of the new early grade reading program will be in Montserrado, Margibi and Bong, Grand Bassa, Nimba and Lofa counties where a research based intervention in reading could rapidly increase children’s ability to read. A total of 2,700 kindergarten students from 60 schools will be reached in year one of the activity. A total of 57,600 grade one and two students will also be reached in 640 schools in year one of the activity.

According to the 2014 Education Statistics of the Republic of Liberia referenced in Section J, J.5, the Early Childhood Schools are separated from the Grade 1- 6 primary schools.

Statistics on this group of target beneficiaries can be found in the table below.

a. Target Beneficiaries Based on Geographic Focus and county proportion

No. County

Kinder garten Schools

Kinder-garten Students

Kinder garten Teachers

Primary Schools

Grade One Students

Grade Two Students

Grade One Teachers

Grade Two Teachers

1 Lofa 12 544 12 74 3332 3332 74 74 2 Bong 10 466 10 71 3179 3179 71 71 3 Grand Bassa 8 347 8 66 2962 2962 66 66 4 Nimba 19 862 19 139 6250 6250 139 139 5 Margibi 4 189 4 60 2733 2733 60 60 6 Montserrado 7 292 7 230 10344 10344 230 230

Total 60 2700 60 640 28800 28800 640 640

The Ministry of Education approved number of students per teacher ratio is 45 students. The chart above reflects the number of students estimated at an average of 45 students per grade based on the Ministry of Education approved per student/teacher ratio. The Contractor will need to verify these figures on the ground with the MOE.

C.2. BACKGROUND AND CONTEXT FOR USAID ASSISTANCE IN EARLY GRADE

READING

Since 2005, a number of education reforms aimed at restoring the educational infrastructure and reconstructing schools to accommodate the increasing population of school-age children have been championed by the Government of Liberia. The Government of Liberia’s overarching goal of the education emergency response in 2005 was to get as many children, as quickly as possible, into school and deal with the quality of education issues in the future. As a result the number of students enrolled in schools has increased significantly.

Per the 2014 Census, the Ministry of Education now estimates a gross enrollment rate of 57.7% in grades one to six, this is a large improvement over the 31.8% gross enrollment in 2012, and prior years.

However, the issues of educational quality and efficiency at all levels of the system remain a major challenge. Drop-out is high, repetition is frequent, and student outcomes on system exams remain far from satisfactory.

The Government of Liberia has put in place a robust policy framework to attempt to address these persistent hindrances to quality. The Education Sector Plan (2010-2020); the Education Reform Law of 2011; the Roadmap for System Transformation; the National Agenda for Transformation (NAfT);

and the MOE three-year Operational Plan (OP, 2014-2017) all highlight the importance of ensuring that the education provided is of a “minimum stipulated quality (ESP).” Specific, reading-related initiatives incorporated in these plans include:

• The establishment of Liberia as a middle income country by 2030 (Education Reform Law and Poverty Reduction Strategy)

• A plan to decentralize the education system and create a management structure that is more locally focused (Education Reform Act of 2011- See Section J, J.4)

• The introduction of annual learning achievement tests in early grade reading (ESP)

• Analysis of test scores and their use to inform policy decisions as well as action (ESP)

• The prioritization of human development to address capacity and inclusiveness, and the improvement of the quality of basic education through soliciting community oversight (NAfT)

• A plan to Eradicate illiteracy to reduce the risk of conflict (NAfT)

• Results-based planning (MOE three-year plan -“Quality education for all-redirecting our future”)

• The monitoring of all training activities with emphasis on mainstreaming early grades reading and math (OP, Objective 1, Output 2, Activity 2.2)

b. Program Requirement Read Liberia! Implementation must be done in English. This contractor must start work with K-II, Grade 1 and 2 students. Implementation of the intervention in schools must begin in the first academic semester 2017/2018.

• Supplementary readers provided to public and community schools grades 1-4 (OP, Objective 1.4, Output 2)

Even with these ambitious initiatives, student results remain very low. As the USAID/Liberia Teacher Training Program (LTTP II) results indicate, students make more progress when they are fortunate enough to receive regular, well-designed reading lessons.

C.3. GUIDING PRINCIPLES FOR READ LIBERIA! IMPLEMENTATION

USAID intends the Read Liberia! program to apply evidence-based practices and approaches that are proven effective. To achieve this, the Contractor must plan for and implement the following approaches:

C.3.1 Apply International, Evidence-Based Best Practices:

These include collecting and maintaining accurate data on the reading skills of students in the target counties, providing structured, phonetically-driven, sequenced reading materials with accompanying scripted lesson plans, that teach children at their instructional level and provide remediation where needed.

C.3.2 Strengthen Systems Through Embedded Technical Assistance Teams:

The Read Liberia! program is required to function as an integral part of the current Liberian public education system and to strengthen that system from within to ensure the sustainability of the program’s access and reading outcomes. The Contractor must address priorities for human and resource management for improved reading outcomes by embedding Read Liberia! coaches and managers in target counties and districts. The Contractor must collaborate with local staff and build their capacity to develop and implement tools and metrics for the rigorous monitoring of capacity transfer in improving delivery of reading instruction. Best practices for strengthening government systems to improve the quality of early grade instruction must be institutionalized to sustain efforts initiated and standardize reading reforms in the target counties of Liberia.

C.3.3 Build On Existing Early Grade Reading Programs And Materials:

These available resources must be revised, validated, and expanded to create easily replicable gender friendly and conflict sensitive materials for instruction in reading. While USAID/Liberia recognizes that Read Liberia! may need to revise, repurpose, repackage, and/or develop some reading materials, the Agency expects the contractors to work from what is available to achieve this, rather than proposing the development of classroom materials.

C.3.4 Plan For And Facilitate Sustainability:

The Read Liberia! contract is conceived to assist the Government of Liberia in implementing evidence-based reading reform. Given this, the Read Liberia! contractor will be responsible for demonstrating low-cost, replicable interventions in target counties, so that the Government of Liberia will be able to afford and scale up to all counties. Data and learning generated from phase one counties will inform national decision-making around reading instruction.

C.3.5 Use Technology In An Evidence-Based And Cost-Effective Manner:

There are some applications of low-cost technologies that have been demonstrated to have value added in improving early grade reading. Most of these relate to the collection and transmission of data on students’ reading performance; others relate to providing teachers with improved linkages to sources of professional guidance. The Read Liberia! contractor must assist the Government of

Liberia in testing and evaluating the application of technology that could sustainably assist classroom monitors and teachers to improve students’ reading outcomes.

C.3.6 Strengthen Coordination For The Expansion Of Early Grade Reading:

Liberia is fortunate to have a number of interested actors and stakeholders with the potential to collaborate to change reading outcomes. Additionally, there are other international and local NGOs with experience in early grade reading, and a number of private enterprises (publishers, mobile telephone operators, banks) with a potential interest in supporting improvements in early grade reading. The Read Liberia! contractor will be responsible for building synergies and relationships with all of these entities to the greatest degree possible.

C.3.7 Utilize Rigorous But Simple Monitoring Of Progress Towards Outcomes:

In keeping with the growing global focus on the quality of learning, USAID/Liberia is primarily interested in measuring the degree to which the Read Liberia! program increases the 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. Output measures, such as the number of teachers trained, are less important. The Contractor must regularly employ easy-to-use tools focused on quantifiable outcomes in reading in all Read Liberia! Counties including but not limited to lot quality assessment sampling. Data collected on improvements in learning outcomes in reading must be reported both to USAID/Liberia and to the Secondary Analysis Results Tracking (SART) mechanism funded by USAID/Washington. USAID will contract with an independent contractor to conduct baseline assessment, using the Early Grade Reading Assessment (EGRA) instrument. The Read Liberia!

Contractor must cooperate with the independent assessment entity and follow data submission guidance found in Section J, J.1: the 2011-2015 USAID Education Strategy Update to Reporting Guidance. Additional reporting products (M&E reports, studies, programmatic information, lessons learned) will be shared with global communities of practice sponsored through USAID/Washington funding.

C.4. READ LIBERIA! ACTIVITIES AND OBJECTIVES

The objective of the Read Liberia! contract is to have activities in support of all four intermediate results combine to catalyze significant changes in student reading and in the Government of Liberia’s ability to expand and sustain reading reform. Illustrative activities and expected outcomes related to each intermediate result are described below.

C.4.1 (IR ONE): Increase Government Commitment To and Support Of Evidence- Based Reading Instruction

The Ministry of Education has collaborated with USAID Liberia since 2008 to support the design and implementation of reading interventions through the Early Grade Reading Assessment activity and Liberia Teacher Training Projects I and II. In moving forward with a new reading activity it is imperative that the MoE adopt a clearly defined role of advocacy, support and monitoring.

The Contractor must engage in a series of activities to collaborate closely with the Ministry to outline a plan for how the Ministry will demonstrate its commitment to and support of evidence-based early grade reading activities.

C.4.1.a (Sub-IR 1.1): Produce an Actionable, Ministry-endorsed (validated) early grade reading model to support and monitor evidence-based early grade reading.

The Read Liberia! Contractor must facilitate dialogues and planning sessions with key stakeholders within the Government of Liberia. The Contractor must document and report the outcomes of meeting and planning sessions. The Contractor must set goals to draft and facilitate the institutionalization of the Early Grade Reading model within the first year of the contract. The model must include the following but not be limited to: a) A policy framework for reading instruction and programs, and b) A sustainability plan for reading instruction and programs.

Furthermore, USAID will develop a Memorandum of Understanding defining the mutual responsibilities between USAID and the Ministry of Education to implement the early grade activity beyond the life of the project. The Government of Liberia will sustain the early grade reading activity beyond the life of the project through activities such as the implementation of the National Policy Framework for early grade reading, reprinting of early grade reading books and materials and delivery of the intervention.

This requirement addresses the need for the national, district and county-level MoE representatives to clearly outline an early grade reading model which will contribute to the reading policy framework and outline roles and responsibilities in supporting, monitoring, and institutionalizing early grade reading nationwide.

C.4.2 (IR TWO): Improve Classroom Early Grade Reading Instruction Under Read Liberia!, the Contractor must assemble an evidence-based instructional intervention that will furnish the materials, training, and coaching necessary to ensure that kindergarten through second grade students throughout Read Liberia!’s target areas are learning to read. All technically sound early grade reading programs focus first and foremost on achieving student-level and classroom-level results.

C.4.2.a (Sub-IR 2.1): Use of evidence-based early grade reading books and materials

Read Liberia! activities must focus on providing each student and teacher with the reading materials and lesson plans that support the daily delivery of evidence-based reading instruction.

Under C. 4.2.a The contractor must:

• Create an inventory of evidence based early grade reading material in Liberia to support reading in kindergarten through grade two, and include with that inventory a discussion of the relative technical merits of each material listed in the inventory.

• Work with the Ministry to develop student materials for kindergarten and revise grades 1 and 2 materials in years one and two of the contract. Materials will be updated as required and printed locally when possible.

• Include, in each set of materials, at a minimum, a set of alphabet cards, syllable cards, and letter strips (at a ratio of one set per classroom), student decodable readers (to be distributed in a ratio of one reader per child) that incorporate structured, systematic practice in phonics, a set of supplemental leveled readers (to be distributed at a ratio of 10 identical sets per classroom) for reading practice, and a teachers’ guide with scripted lessons describing the use of this material.

• Validate each set of materials with the Ministry

• Develop a distribution plan and distribute each set of materials to the target schools

Recent advances in the science of reading instruction have assisted the international community to develop a set of best practices in the teaching of reading in the early grades. These best practices include:

● Ensuring that there are decodable texts aligned with the daily reading lessons and leveled texts available for students to learn to read;

● Ensuring that each student in a reading intervention has at least an individual book that can be used to learn to read, and;

● Ensuring that teachers have scripted lesson plans that describe the use of the texts in detail, at least in the early grades.

The Contractors must develop effective, detailed, and innovative strategies to address the following challenges inherent in responding to the above set of best practices.

1. Coordination with the Ministry of Education in order to introduce materials for reading instruction in all of the schools in the target counties. These schools will not include the Ministry of Education private –public partnership schools. The contractors will be required to leverage current scientific evidence, the Liberian legal framework, relationship-building strategies, policy advocacy tactics, and other approaches to guarantee that all schools served use materials produced under the Read Liberia! program.

2. Timely distribution of material to all target schools. USAID recognizes that the distribution of material in Liberia has historically been costly and difficult. USAID encourages the Contractors to develop appropriate synergies with training activities and applications of mobile technologies to ensure transparency and accountability in the distribution of reading materials. The Contractors are also required to develop methods of paring school management committees or parent-teacher associations with distribution materials to ensure that the right students and classrooms receive the right materials at the right times.

C.4.2.b (Sub-IR 2.2): Improve In-service training in evidence-based early grade reading instruction and formative assessment

The contractor must:

● Develop teachers’ guides with scripted lessons as described in the previous section for kindergarten through grade two, that explicitly cover the use of all materials provided and assist the teachers in mastering increasingly complex techniques for the instruction of reading. The instructional techniques employed must be drawn from the evidence base and prior work on reading in Liberia. The teaching materials must include techniques for promoting gender equity, conflict sensitive pedagogical approaches, the use of learner-centered methodologies, positive discipline, and inclusive teaching methodologies. The Contractor must focus on evidence based early literacy and language skills intervention for kindergarten. The Contractor must ensure that teachers learn new pedagogy and content that prepares young children for learning how to read beginning in grade one.

● Work with and through government systems to provide in-service training to school directors and teachers in kindergarten through grade two. The roll-out of training activities must be closely aligned with the timeline for the provision of each set of materials.

Training materials for students and teachers must be scientifically tested and validated and provide the core content for that training.

Training activities must not only aim for gender parity when possible, but must also take actions to ensure that trainings occur at times convenient for women, are close to home/school communities and do not add additional burdens to their lives. Male teachers must be trained and supported to become more aware gender specific student needs as one way of helping female students feel supported and protected inside a male dominated environment.

To implement in-service teacher training, the Contractor must work closely with the Ministry to organize both initial and refresher trainings such that County Education Officers (CEOs), District Education Officers (DEOs), offices, and head teachers play their normally assigned role in training delivery. Annually, each teacher participating in the Read Liberia! program must receive a minimum of 5 days per each semester of face-to-face training on the implementation of reading and instruction using the materials furnished in fulfillment of the requirements described in the previous section.

USAID and the Government of Liberia are both well-aware that teachers who have received initial trainings may require refresher trainings, and basic skills training if needed, in the course of implementing the new early grade reading instructional programs. The refresher trainings must take place at a to-be-created ‘cluster’ level (a unit smaller than a district, but bigger than a single school) to review and ensure appropriate use of the Read Liberia!-created materials.

All training developed under the contract must support updates and revisions of the teacher training modules and mechanisms as overseen by the central Ministry of Education. Rather than being perceived as external to the in-service training systems of the Ministry of Education, training materials must be perceived as central to, and coherent with, the trainings that the system regularly delivers. The participation of teachers in Read Liberia! trainings must be tracked in the teacher training database/EMIS. By the conclusion of the Read Liberia! program, all Read Liberia! training materials must be incorporated into the Ministry’s training materials and available in both hard and electronic copies. The contractor must outline a plan of coordination with the Department of Curriculum and Instruction as well as the Department of Planning, Ministry of Education to achieve these required outcomes.

C.4.2.c (Sub-IR 2.3): Improve Teacher Coaching and Supervision in early grade reading

The Contractor must work with and through government systems at the county, district, and headmaster level to ensure that teachers receive on-the-job coaching and support in implementing evidence-based reading instruction. To achieve this, the Contractor must first collaborate with the Ministry to identify existing criterion-reference observation tools and develop complementary tools for the implementation of reading instruction. The Contractor must then provide training to CEOs, DEOs, and head teachers so that they are prepared to observe and coach teachers in the classrooms. The Contractor must leverage the power of technology to reinforce the coaching and monitoring routine. Discussions on public-private partnerships with mobile telephone operators in country must be pursued, and innovative methods of linking classrooms to supervisors for the sharing of questions and data, as well as innovative methods of using mobile phones to supply teachers with daily teaching tips and even ideas for classroom activities must be explored.

C.4.2.d (Sub-IR 2.4): Provision of non-monetary incentives for teachers implementing evidence-based programming Results from the Co n t r a c to r ’ s coaching and monitoring visits will p rov ide i n fo rmat io n abou t wh ich t e ach e rs a r e imp lemen t in g the Read Liberia! program with fidelity. Those teachers’ efforts must be rewarded and publicized.

The Contractor must design, test, revise, and expand an evidence-based, non-monetary incentive program to reward teachers and schools that implement the Read Liberia! program conscientiously.

The program must be open to all teachers receiving support from the Read Liberia! program, with a set of minimum standards that have to be met in order to be eligible for an incentive. Potential incentives include in-kind provision of teaching materials (dictionaries, chalk, early grade reading titles), publicity and public recognition (via radio or television, via a visit with the country and/or district officials, via a reception at the US Embassy, etc.), or non-monetary rewards of a more commercial nature (i.e. phone cards, solar lights or light bulbs for reading at night, etc.). The Contractor must provide a draft plan for the incentive program. The final plan will be agreed upon between USAID, MoE and the Contractor. The incentive program must apply equally to teachers from all school assisted by the Read Liberia! program. Lessons learned about incentive schemes must be recorded and shared. Private companies may be invited to sponsor non-monetary incentive schemes.

C.4.3 (IR THREE): IMPROVE SERVICE DELIVERY SYSTEMS IN EARLY

GRADE READING

The contractor must reinforce and strengthen select ministerial delivery systems that will enable the MOE to expand the implementation of evidence-based reading instruction nationwide after the conclusion of the Read Liberia! program. Read Liberia’s! primary focus is the improvement of classroom instruction in early grade reading. However, the improvements that Read Liberia! can catalyze in a few counties will not be sufficiently meaningful unless they can eventually be replicated, via Liberian government systems, nationwide.

C.4.3.a. (Sub-IR 3.1): Develop and implement performance standards for teachers and students in early grade reading.

Currently, the Ministry of Education lacks an internationally-normed, evidence-based set of performance achievement standards in reading. Without a set of agreed-upon student performance standards, it is impossible to develop teacher performance standards or to judge in an impartial manner which students have “passed” reading for their grade level.

The Contractor must:

a) form a working group on standards with counterparts from the Ministry of Education;

b) develop standards for early grade reading performance for grades 1-4, then field test, ‘ground truth,’ and revise these standards, as appropriate;

c) develop complementary standards for teacher performance;

d) train all teachers on the use of the new student and teacher performance standards; and

e) facilitate institutionalization of standards.

C.4.3.b (Sub-IR 3.2): Implement Research agenda on factors related to early grade reading

USAID/Liberia recognizes the direct connection between a strong research agenda and effective policies that will advance early grade reading instructional reform.

Under the Read Liberia! program, the Contractor must collaborate with the MOE and relevant USAID M&E contractors to conduct one piece of relevant operational research study per year for a total of 5 over the life of the contract. These research studies must be completed in addition to the student testing and monitoring tasks called for under this scope of work. The Contractor must consult annually with the relevant ministry authorities and other sector stakeholders to select a research topic, propose that topic to USAID, and receive approval for the research. The proposed topics are intended to assist the Ministry in planning for the expansion and generalization of the use of evidence-based early grade reading programming. As each piece of operational research is concluded, contractor support will be necessary for the resultant dissemination of findings and policy dialogue in the sector.

Illustrative topics that the Contractor should consider while conducting research during the implementation of the Read Liberia! program are:

• The impact of prior interventions (EGRA Plus and LTTP II) on Read Liberia!

• A study of time on task and teacher practices in early grade reading

• A study of the impact of parental engagement on student learning outcome

• A study on Teacher’s Professional Learning Communities

• A “school entry readiness” study that will capture data on the early literacy skills, motor development and the psychological preparation of kindergarten Read Liberia! students upon their entry to school.

The Contractor, if queried, must be able to provide USAID with a…