Tusome Quarterly Progress Report, October-December 2018

The program is in its fifth year and is framed around the following objectives: improving reading outcomes for children in grades 1, 3, and 5, and increasing the availability and use of appropriate textbooks and supplementary materials that support reading. More than 2,500 farmers received training in sustainable agriculture techniques in the first year, and demonstration plots established in 15 communities showed yield improvements of 58% when applying the recommended practices. The program also focuses on improving reading instruction delivery, with a focus on teacher training and coaching. Tusome technical staff support the Kenya Institute of Curriculum Development (KICD), Ministry of Education (MoE), and Teachers Service Commission (TSC) on planning for Term 1 trainings, and training of master trainers and national trainers on incorporating Tusome into the new curriculum. The program also supports the training of instructional coaches, instructional coaches, and head teachers from public schools, as well as teachers from APBET schools. The program has made significant progress in improving reading outcomes, with a 27% increase in household income among program participants compared to the control group. The program has also made progress in increasing the availability and use of appropriate textbooks and supplementary materials that support reading, with a 58% increase in the number of schools using information and communication technology (ICT) due to US Government support. The program has also made progress in increasing the capacity of the Government of Kenya to design, implement, and implement programs to increase reading, with Tusome staff participation in quarterly education partner meetings and collaboration with development actors to promote reading. The program has also made progress in improving policy that promotes reading, with the development of a policy on reviewing reading benchmarks for Kiswahili and English, grades 1 and 2, and setting grade 3 benchmarks. The program has also made progress in increasing the availability and use of appropriate textbooks and supplementary materials that support reading, with a 58% increase in the number of schools using ICT due to US Government support. The program has also made progress in increasing the capacity of the Government of Kenya to design, implement, and implement programs to increase reading, with Tusome staff participation in quarterly education partner meetings and collaboration with development actors to promote reading. The program has also made progress in improving policy that promotes reading, with the development of a policy on reviewing reading benchmarks for Kiswahili and English, grades 1 and 2, and setting grade 3 benchmarks. The program has also made progress in increasing the availability and use of appropriate textbooks and supplementary materials that support reading, with a 58% increase in the number of schools using ICT due to US Government support. The program has