Early Grade Reading Activity Annual Report FY 2013

The activity was implemented by RTI International under contract AID-612-C-13-00002 with the United States Agency for International Development. The project focused on four key components: providing quality reading instruction, providing teaching and learning materials for reading, increasing parental and community engagement to support reading, and improving the policy environment to support early grade reading. Component 1, Provide Quality Reading Instruction for Early Grade Students, involved several tasks, including training standard 1-3 teachers in teaching reading, conducting teaching practicum as part of in-service training, and developing scripted lesson plans and related reading materials. Task 1-1, CPD of Standard 1–3 Teachers in Teaching Reading, was implemented in 15 districts and zones, with 1,200 teachers trained in teaching reading. The training focused on phonics, fluency, and comprehension skills. Component 2, Provision of Teaching and Learning Materials for Reading, involved developing and distributing decodable and leveled books, story cards for home use, letter cards, chalk slates, and mobile, lockable bookcases/cabinets and registers. Task 2-1, Develop and Distribute Decodable and Leveled Books, resulted in the production of 1,000 decodable and leveled books, which were distributed to 15 districts and zones. Component 3, Increasing Parental and Community Engagement to Support Student Reading, involved organizing reading fairs, providing parental/caregiver and community support for reading, and providing classroom-level and school support for reading. Task 3-1, Reading Fairs, was implemented in 15 districts and zones, with a total of 15 reading fairs organized. Component 4, Improving Policy Environment to Support Early Grade Reading, involved attending MoEST technical working groups relevant to early grade reading, developing memoranda of understanding (MOUs), facilitating extension of reading instruction time, and identifying common language of instruction. Task 4-1, Attend MoEST Technical Working Groups Relevant to Early Grade Reading, resulted in the attendance of 10 technical working groups by the project team. Monitoring and evaluation activities were conducted throughout the reporting period, including internal program M&E, coordinating with external evaluators for baseline and midterm assessments, and regular ongoing reporting. The project also addressed several crosscutting issues, including local capacity development, students with special needs/learning disabilities, grants under contract, geographic coverage, public-private partnerships, and gender equality. Progress towards targets was made in all four components, with significant improvements in reading skills among early grade students. The project also faced several management issues, including coordination with USAID and the US Embassy, coordination with MoEST, divisional offices, reporting, communications, human resources/personnel, and logistics and transportation. Challenges, solutions, and actions taken were documented throughout the reporting period.