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SOMA UMENYE ACTIVITY
QUARTERLY PROGRAM REPORT
QUARTER 2, FISCAL YEAR 2018 (January 1-March 31, 2018)
STEPHEN BLUNDEN
DEVELOPMENT OBJECTIVE: INCREASED OPPORTUNITIES FOR RWANDAN
CHILDREN AND YOUTH TO SUCCEED IN SCHOOLING AND THE MODERN
WORKPLACE.
IR 1: CLASSROOM INSTRUCTION IN EARLY-GRADE READING IMPROVED
IR 2: SYSTEMIC CAPACITY FOR EARLY-GRADE READING INSTRUCTION
IMPROVED
Contract No. AID-OAA-I-14-00055, Task Order No. AID-696-TO-16-00001
Prepared For
U.S. Agency for International Development
USAID/Rwanda
USAID Contracting Officer’s Representative: Emile
Rudasingwa
Prepared By
Chemonics International Inc. (Contractor)
1717 H Street NW
Washington, DC 20006
Phone: 202-955-3300
Fax: 202-955-3400
www.chemonics.com
April 30, 2018
This publication was produced for review by the United States Agency for International Development.
It was prepared by Chemonics International Inc.
QUARTERLY PROGRAM REPORT USAID SOMA UMENYE PROJECT
QUARTER 2, FISCAL YEAR 2018 (JANUARY 1 – MARCH 31, 2018)
DISCLAIMER
The authors’ views expressed in this publication do not necessarily reflect the views of the United
States Agency for International Development or the United States government.
QUARTERLY PROGRAM REPORT USAID SOMA UMENYE PROJECT
QUARTER 2, FISCAL YEAR 2018 (JANUARY 1 – MARCH 31, 2018)
Contract No. AID-OAA-I-14-00055, Task Order No. AID-696-TO-16-00001
Cover photo: Children and their teacher in a classroom at GS Kabusunzu, a public school
in Nyarugenge District in Kigali City. (Credit: Nshimiyimana Alexis/USAID Soma Umenye)
SOMA UMENYE QUARTERLY PROGRAM REPORT | i
CONTENTS
Acronyms ............................................................................................................ii
Executive Summary .......................................................................................... 1
Project Overview .............................................................................................. 3
A. Background ........................................................................................................................... 3
B. Program Description .......................................................................................................... 3
Achievements and Discussion of Major Activities ......................................... 4
A. Operational Activities ........................................................................................................ 4
B. Technical Activities ............................................................................................................. 5
C. MEL Activities ................................................................................................................... 14
D. Communications Activities ............................................................................................ 16
E. Activity Management ........................................................................................................ 16
Challenges and Lessons Learned ................................................................... 17
A. Problems Encountered and Proposed Remedial Actions ....................................... 17
B. Success Stories .................................................................................................................. 17
Activities Planned for Next Quarter............................................................. 18
A. Operational Activities ..................................................................................................... 18
B. Technical Activities .......................................................................................................... 18
C. MEL Activities ................................................................................................................... 25
D. Communications Activities ............................................................................................ 25
E. Activity Management ........................................................................................................ 26
Annex A. Success Stories ............................................................................... 27
Annex B. Reporting Against Indicators (Q2 FY 2018) ................................ 29
Annex C. TOT Training ................................................................................. 43
Annex D. Gender Responsive Lesson Planning ........................................... 48
Annex E. Lesson Planning for an Inclusive Classroom................................ 50
Annex F. Dashboard Road Map ..................................................................... 52
Annex G. Dashboard Presentation ............................................................... 56
SOMA UMENYE QUARTERLY PROGRAM REPORT | ii
ACRONYMS
BLF Building Learning Foundations (DFID)
CIES Comparative International Education Society
CLA Collaborating, Learning, and Adapting
CPD Continuing Professional Development
CPMD Curriculum and Pedagogical Materials Development (REB)1
CWPM Correct Words Per Minute
DA District Advisor (Soma Umenye)
DCC District Continuing Professional Development Committee
DDE District Director of Education
DDG Deputy Director General
DEO District Education Officer
DFID Department of International Development
DG Director General
DQA Data Quality Assurance
DOS Director of Studies
EA Examinations and Accreditation Department (REB)
EGR Early Grade Reading
EGRA Early Grade Reading Assessment
EMIS Education Management Information System
EQS Education Quality and Standards Department (REB)
ESSP Education Sector Strategic Plan
FY Fiscal Year
GOR Government of Rwanda
GS Groupe Scolaire
IBTCI International Business and Technical Consultants, Inc.
ICT Information and Communication Technologies
IEE Inspire, Educate, and Empower Rwanda
IR Intermediate Result
IRR Inter-rater Reliability
1 Because REB did not change the names of its departments until Quarter 3, we are using the former
names in this report and will begin using the new names in the next report.
SOMA UMENYE QUARTERLY PROGRAM REPORT | iii
MEL Monitoring, Evaluation and Learning
MINECOFIN Ministry of Finance and Economy Planning
MINEDUC Ministry of Education
MTN Mobile Telephone Network
NGO Non-Governmental Organization
NRTT National Reading Training Team
NUDOR National Union of Disability Organizations in Rwanda
P1 Primary Grade 1
P2 Primary Grade 2
P3 Primary Grade 3
PA Provincial Advisor (Soma Umenye)
REB Rwanda Education Board
RENCP Rwanda Education NGOs Coordination Platform
RFTOP Request for Task Order Proposals
SCC Sector Continuing Professional Development Committee
SDG Sustainable Development Goal
SEO Sector Education Officer
SGAC School General Assembly Committees
SLM School Leadership and Management Unit (REB)
TCOP Teacher Community of Practice (REB)
TEMP Teacher Education Management and Professionalization
Department
TLM Teaching and Learning Materials
TOT Training of Trainers
TTC Teacher Training College
TWG Technical Working Group
UNICEF United Nations Children’s Fund
URCE University of Rwanda, College of Education
USAID United States Agency for International Development
VVOB Flemish Association for Development Cooperation and
Technical Assistance
SOMA UMENYE QUARTERLY PROGRAM REPORT | 1
EXECUTIVE SUMMARY
This quarterly report details Soma Umenye activities and achievements between
January 1 and March 31, 2018.
The objective of the Soma Umenye project, which is a five-year initiative of USAID
and the Rwanda Education Board (REB), is to improve reading outcomes in
Kinyarwanda for at least 1 million children in public and government-aided schools in
Rwanda by the end of Grade 3. Specifically, Soma Umenye will ensure that at least 70
percent of these students (Grades 1-3) are able to read grade-level text with fluency
and comprehension.
This quarter, interventions included:
• P1 Kinyarwanda textbook collaboratively revised with the Rwanda
Education Board’s Curriculum and Pedagogical Materials Development (CPMD)
unit. The P1 text was finalized at the end of March 2018 and we are on track for
delivery in schools by July 2018.
• P1 Kinyarwanda teacher’s guide drafted in preparation for a joint
workshop with REB’s CPMD department to finalize the guide in Quarter 3.
• P1 supplementary readers and bookshelves delivered to 500 schools.
The delivery was marked by a successful launch event on International Mother
Tongue Day, whose attendees included the Minister of State in Charge of
Primary and Secondary Education, the Director General of REB, and USAID’s
Mission Director.
• Profile of children’s literacy raised at the provincial and district levels
through the Andika Rwanda National Story Writing competition which attracted
more than 80,000 entries by the end of March 2018.
• REB’s plans for implementation of district continual professional
development committees (DCCs) supported in collaboration with Building
Learning Foundations and other development partners
• Study tour to USAID/Kenya’s Tusome early grade reading project
conducted, which included USAID/Rwanda’s education team and senior Soma
Umenye staff.
• CIES presentations made by REB and Soma Umenye in March 2018,
focusing on Soma Umenye’s support to REB’s Kinyarwanda language
competency-based curriculum.
• MINEDUC, REB, USAID/Rwanda and Soma Umenye staff participated
in a Global Reading Network workshop focused on the design of early
grade reading programs.
During Quarter 1, we reflected on the recommendations from USAID. These
recommendations have resulted in a revised Year 2 workplan which was approved
by USAID on 20th February 2018.
The revised workplan focuses Soma Umenye on ensuring that the ”essential core” of
teaching and learning materials is in place for P1, P2, and P3. The workplan also
introduces the “learning agenda,” which will ensure that Soma Umenye ensures
SOMA UMENYE QUARTERLY PROGRAM REPORT | 2
systemic change is informed by study and research relevant to improving learning
outcomes.
Finally, the draft impact evaluation (conducted by IBTCI) suggests that Soma Umenye
year 1 interventions have had impact when compared with control schools.
However, we know that while this evaluation is only after a short intervention in
Year 1, we have significantly more work to do to achieve our goals.
These activities are further described in Section 2 below. Section 3 describes
challenges and lessons learned, while Section 4 outlines activities planned for next
quarter.
SOMA UMENYE QUARTERLY PROGRAM REPORT | 3
SECTION 1
PROJECT OVERVIEW A. BACKGROUND
Basic education remains a priority for the government of Rwanda (GOR) and
remarkable progress has been made in the country. Alongside these advances, some
challenges remain related to the availability of sufficient funds for primary education.
To address this problem, USAID Soma Umenye is working hand in hand with the
GOR to provide a complete package of interventions to increase the number of
students that achieve grade-level fluency and comprehension standards in
Kinyarwanda. The project was awarded to Chemonics in July 2016.
B. PROGRAM DESCRIPTION
USAID Soma Umenye was designed in response to the government of Rwanda’s
priorities and the evidence (demonstrated by assessments like the Learning
Assessment in Rwandan Schools) that early grade reading required additional
investment. Its objective is to improve reading outcomes in Kinyarwanda for at least
1 million children. Specifically, Soma Umenye will target all children in Grades 1-3
attending public and government-aided schools nationwide and ensure that at least
70 percent of these students are able to read grade-level text with fluency and
comprehension. Below, Exhibit 1 lists Soma Umenye’s results framework.
Exhibit 1. USAID Soma Umenye Project Results Framework
Development Objective: Increased opportunities for Rwandan children and youth to succeed in
schooling and the modern workplace
IR 1: Classroom instruction in early-
grade reading improved
IR 2: Systemic capacity for early-grade
reading instruction improved
Sub-IR 1.1: Evidence-based, gender- sensitive
early-grade reading materials available and used
Sub-IR 2.1: National advocacy mechanisms for
early-grade reading interventions strengthened
Sub-IR 1.2: Teachers’ use of evidence- based,
gender-sensitive instructional practices in early-
grade reading increased
Sub-IR 2.2: Student and teacher performance
standards and benchmarks for early-grade
reading applied
Sub-IR 1.3: Capacity of head and mentor
teachers to coach and supervise early-grade
reading instruction strengthened
Sub-IR 2.3: Research-based policies and
curricula in support of early-grade reading
instruction implemented
Sub-IR 1.4: Schools’ and teachers’ use of
student assessment results improved
Sub-IR 2.4: Early-grade reading assessment
systems strengthened
Sub-IR 2.5: Capacity of TTCs to prepare
effective early-grade reading teachers improved
Cross-Cutting: Gender and inclusion of students with special needs, ICT
IR 1 focuses on the classroom and school-level interventions necessary to improve
evidence-based reading instruction, including provision of materials, training and
coaching, supportive leadership, and analysis and use of student assessment results.
IR 2 focuses on strengthening the capacity of the education system in Rwanda to
implement and support high-quality, evidence-based reading instruction throughout
the country, and thereby enabling high quality reading instruction to continue beyond
the life of Soma Umenye.
SOMA UMENYE QUARTERLY PROGRAM REPORT | 4
SECTION 2
ACHIEVEMENTS AND
DISCUSSION OF MAJOR
ACTIVITIES
A. OPERATIONAL ACTIVITIES
During this quarter, Soma Umenye conducted recruitment activities for the following
positions:
Ongoing
• Communications Director: ongoing
• Research Specialist (new position): ongoing (managed by Cambridge Education)
• Provincial Advisor for Northern Province: ongoing
• Bugesera District Advisor: ongoing
Candidates identified
• Deputy Chief of Party‒Operations: Kate Arden joined the project in February
2018.
• Deputy Operations Director (new position): on-boarding in progress, selected
candidate will begin in April 2018
• Director of Monitoring, Evaluation, and Learning: Sharon Haba joined the project
in February 2018.
• Provincial Advisor for Eastern Province: Ivan Niyiguha joined the project in
February 2018.
• Kamonyi District Advisor: selected candidate will begin in April 2018.
• Musanze District Advisor: Sonia Mpinganzima joined the project in February
2018.
• Two drivers (new positions): on-boarding planned for April 2018.
In addition, both the Systems Strengthening Advisor and the Classroom Instruction
Advisor left Soma Umenye during Quarter 2. During Quarter 3, Soma Umenye will
review technical needs to determine whether to recruit replacements. Following this
review, Soma Umenye will propose additional long- and short-term staffing required to deliver planned activities.
USAID Soma Umenye completed the competition for vendors for the printing of P1
textbooks and teacher guides and identified a successful offeror for the
procurement. Subcontract finalization is pending final approval of the materials for
printing. In March 2018, we completed the distribution of nearly 500 bookshelves
and initiated the solicitation process for 17,500 bookshelves for P1, P2, and P3. In
February 2018, the project also executed a subcontract with MTN Mobile Money to
ensure safe cashless payment and recordkeeping of all transactions made to trainees
(and other future beneficiaries) for their stipends. Staff received training in the use of
SOMA UMENYE QUARTERLY PROGRAM REPORT | 5
mobile money, and we will pilot it with project staff travel advances before rolling it
out to training participants in Quarter 3.
B. TECHNICAL ACTIVITIES
This quarter, under Intermediate Result (IR) 1, interventions included:
• Revision of the P1 Kinyarwanda textbook in agreement with REB’s CPMD unit.
The P1 text is now on track for delivery in schools by July 2018.
• Drafting of the P1 Kinyarwanda teacher’s guide in preparation for a joint
workshop with REB to finalize the guide in Quarter 3.
This quarter, under Intermediate Result (IR) 2, interventions included:
• Raising the profile of children’s literacy at the provincial and district levels
through the Andika Rwanda National Story Writing competition.
• Supporting REB’s plans for implementation of district continual professional
development committees (DCC) in collaboration with Building Learning
Foundations.
During Quarter 1, USAID Soma Umenye received recommendations from USAID. These recommendations have been applied in a revised Soma Umenye Year 2
workplan which was approved by USAID on 20th February 2018.
The revised workplan focuses Soma Umenye on ensuring that the “essential core” of
teaching and learning materials is in place for P1, P2 and P3. Following discussion
with REB, The workplan also introduces the “learning agenda” (replacing the
research plan) with the objective that Soma Umenye enables learning that results in
systemic change, informed by studies and research relevant to improving learning
outcomes, specifically focused on improving reading.
B1. IR 1: CLASSROOM INSTRUCTION IN EARLY-GRADE READING
IMPROVED
B1a. Sub-IR 1.1: Evidence-based, gender-sensitive early-grade reading materials
available and used
1.1.1. Collaborate with CPMD to redefine REB’s Kinyarwanda program within its
competency-based curriculum.
During Quarter 2, Soma Umenye’s collaboration with CPMD largely focused on the
practical delivery of the P1 “essential core,” (see below for further details). In
addition, in March 2018, Soma Umenye and USAID/Rwanda hosted REB’s head of
CPMD at CIES in Mexico. The CIES program included a six-hour workshop
delivered by the Global Reading Network focused on the design of early grade
reading programs and the opportunity for reflection on how these design elements
complement REB’s Kinyarwanda program within the competency-based curriculum.
1.1.2. Define an evidence-based “essential core” of materials that can be
maintained by schools after the life of the project.
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During Quarter 2, Soma Umenye continued to work with CPMD to ensure that
Soma Umenye’s development of the essential core materials is in line with CPMD’s
competency-based curriculum. As a result of a highly effective and collaborative co-
design workshop in March 2018, Soma Umenye has now finalized the P1
Kinyarwanda textbook, read-alouds, and teacher’s guide, which are ready to print
and distribute in Quarter 3.
1.1.3. Collaborate with REB to develop/revise materials to meet the
requirements of the above-mentioned Kinyarwanda program.
In Quarter 2, Soma Umenye, in partnership with Rwanda Education Board, revised
the P1 instructional materials. The activity required a systematic examination and
revision of instructional materials and strong communication with counterparts.
Before conducting this activity, the materials development team received an
orientation on an evidence-based approach for early grade reading and the new
Kinyarwanda orthography. The team included 10 non-Soma Umenye staff (teachers,
writers, illustrators, designers), eight Soma Umenye technical team members, and
was led by an international expert.
In 2017, to prepare for this revision, Soma Umenye worked with REB’s CPMD
department to conduct a situation analysis of instructional materials for Kinyarwanda
teaching in early grades of Rwandan schools. The situation analysis report identified
areas that needed to be strengthened, added, rearranged, modified, etc. in the
revision of these materials.
One issue raised by the situation analysis was whether the sequence of letter
introduction in P1 needed to be revised and whether pace of introduction could be
increased. Currently, Rwanda’s curriculum presents all five vowels — each taught for
a week — before turning to consonants. As a result, learners have not learned
enough letters to consider simple words until the beginning of Term 2. To enable
CPMD to consider revising the pace and sequence of letter introduction, Soma
Umenye’s technical team developed sample revised instructional materials based on
different options and presented these options to the USAID technical team and later
to the CPMD team for their consideration (December 2017). After reviewing the
sample materials and options, the CPMD team asked Soma Umenye to present two
complete units of revised materials for their consideration. In January 2018, CPMD
provided specific feedback and guidance for further revision following the
submission. Soma Umenye incorporated this feedback into the revised materials.
In January, Soma Umenye organized a materials revision workshop to complete the
revision process and review the incorporation of the CPMD guidance. Two CPMD
technical staff joined the workshop (one for a week and one for two days), and their
feedback was incorporated into the revised texts.
However, the process of finalizing revisions raised additional questions. CPMD
specialists suggested that the best approach to deliver the curriculum is to teach one
component (of five key components of reading: phonological awareness, phonics,
fluency, vocabulary, and reading comprehension) per lesson to ensure that the five
components are taught over a period of a week. On the other hand, Soma Umenye’s
SOMA UMENYE QUARTERLY PROGRAM REPORT | 7
technical team suggested that international evidence has shown that the best results
come from teaching all five components on a daily basis.
To make a decision on this issue, Soma Umenye’s technical team (following a request
from CPMD) organized a demonstration lesson in a school in Musanze to determine
if it was possible to accommodate all five components in a 40-minute lesson.
Following the lesson, both teams met to discuss the way forward and agreed to
teach all five skills in a single lesson. Based on the agreed recommendations, the
textbook was further revised.
As a result of the quarter’s activities, Soma Umenye was able to present both the P1
student textbook and read aloud story book to REB for approval at the end of
March 2018.
1.1.4. Print and distribute materials to all government and government-aided
schools in Rwanda.
Five hundred sets of supplementary readers and 500 bookshelves were distributed
to P1 classes in 500 schools in February/March 2018. Originally, this distribution was
planned during the 2017 school year. However, it was delayed and was delivered this
quarter.
1.1.5. Provide adaptations that make the materials described above accessible to
students with disabilities.
Soma Umenye has now reviewed the NUDOR analysis of inclusion and as a result
has developed checklists to ensure that the P1 textbook, the P1 teacher’s guide, and
the P1 training guide including actions recommended from the review with regard to
inclusive teaching (see Annexes D and E). The approach to ensure inclusivity is also
being shared with BLF with the potential to develop consistent approaches to
inclusivity within all schools.
B1b. Sub-IR 1.2: Teachers’ use of evidence-based, gender- sensitive instructional
practices in early-grade reading increased
1.2.1 Collaborate with REB to develop sustainable model for in-service.
Last year, Soma Umenye created a National Reading Trainers Team (NRTT) that
includes master trainers, TTC tutors, REB and URCE representatives. This year,
Soma Umenye has expanded the NRTT to ensure that the team can deliver training
to all P1 teachers following the revision of the project delivery plan to increase Year
2 target schools to 100% of schools.
To enable Soma Umenye to deliver training nationwide, the team of NRTT trainers
was expanded from 125 trainers to 245. Among the newly added trainers are 30
trainers who graduated from the USAID-funded Teacher Community of Practice (TCOP) course.
1.2.2. Collaborate with REB to create training materials to build on teaching and
learning materials created under sub-IR 1.1 and secure REB approval.
SOMA UMENYE QUARTERLY PROGRAM REPORT | 8
During Quarter 2, Soma Umenye revised Module 1 of the P1 teacher training to
align it with the new instructional materials. Soma Umenye presented the revised
module for validation by REB staff from relevant departments (CPMD, TEMP, EA and
EQS). The validation activity lasted for five days and was attended by the head of
department of TEMP.
1.2.3. Train National Reading Training Team to deliver teacher training.
Following the validation of the P1 training module, Soma Umenye conducted two
training-of-trainers’ sessions: (1) March 26-31 and (2) March 26-31. All 245 members
of the NRTT successfully completed the training.
These trainers will begin holding teacher training sessions using the REB approved
materials in Quarter 3.
1.2.4. Support training of teachers using the approved training materials.
No activities during this quarter.
1.2.5. Support school-based professional development.
Due to the delay in finalizing the P1 textbook and the related teacher training, the
self-learning materials development has been delayed. However, Soma Umenye has
identified an international consultant with relevant experience and will soon initiate
the process in Quarter 3. Soma Umenye will review the audio and video facilities at
CPMD with a view to utilizing these facilities where possible in the production of
self-learning videos.
Blc. Sub-IR 1.3: Capacity of head and mentor teachers to coach and supervise
early-grade reading instruction strengthened
1.3.1. Support REB to identify the appropriate school personnel to serve as a
Kinyarwanda coach.
In Quarter 2, we engaged in initial discussions with REB’s TEMP department to
identify the appropriate school personnel to serve as a coach. Previously, Soma
Umenye had discussed this issue with TEMP and decided that the coach should be
the head teacher or the director of studies. However, following a recent exchange
visit to USAID’s Tusome project in Kenya in March 2018, Soma Umenye is revisiting
the discussion with TEMP (introducing the possibility that the SEO becomes the
coach) and we expect a decision early in Quarter 3.
1.3.2. Collaborate with REB to develop coaching protocols and tools based on
REB-approved materials.
In Quarter 2, the technical team developed a scope of work for a consultant to
develop coaching protocols. Once the consultant is approved, Soma Umenye will
work with REB to develop the tools, protocols and guidelines for effective early
grade reading coaching support for P1-P3 Kinyarwanda teachers based on the
SOMA UMENYE QUARTERLY PROGRAM REPORT | 9
revised instructional package and on REB’s teacher competencies. Soma Umenye will
also coordinate with other partners including BLF, VVOB, and URCE, who are also
developing coaching guidance for lower primary teachers to ensure appropriate
alignment of the materials.
1.3.3. Collaborate with REB to finalize training materials for designated coaches
for Kinyarwanda teachers.
This activity will take place in Quarter 3.
1.3.4. Train directors of studies (or other appropriate school personnel) to act as
Kinyarwanda coaches.
No activities during this quarter.
1.3.5. Orient head teachers to REB’s Kinyarwanda Program.
In Quarter 2, Soma Umenye developed orientation materials for school leaders, with
support from a Cambridge Education consultant and in collaboration with REB’s
School Leadership and Management (SLM) Unit. In this activity, we also engaged
other development partners supporting REB’s school leadership efforts, including
BLF, Mureke Dusome, VVOB, and Wellspring. The orientation of head teachers to
REB’s Kinyarwanda reading program is scheduled in Quarter 3 after validation of the
orientation package for school leaders.
1.3.6. Engage SEOs in the implementation of REB’s Kinyarwanda Program
No activities during this quarter.
B1d. Sub-IR 1.4: Schools’ and teachers’ use of student assessment results
improved
1.4.1. Collaborate with REB to develop assessment protocol, including guidance
regarding how to use assessment results
In Quarter 2, in collaboration with REB, Soma Umenye finalized the development of
an assessment protocol and related tools that are simple and easy-to-use. In March,
Soma Umenye conducted a validation workshop with REB staff, including the head of
REB’s EA department, to validate the assessment protocol. The validated protocol
includes guidelines (to be incorporated into the teacher’s guide) that describe how
to conduct the formative assessment for reading and writing Kinyarwanda in P1
classroom. The protocol also provides guidance on interpreting the assessment
results to improve instruction.
1.4.2. Provide simple templates for teachers to use to analyze assessment results
(and for head teachers and/or SGACs to analyze aggregate results) that allows
identification of children with need for additional support (zero scorers)
During this quarter, Soma Umenye finalized the development of simple templates for
teachers to use in the analysis of assessment results. At the validation workshop,
participants also validated the templates, which either teachers or SGACs can use to
SOMA UMENYE QUARTERLY PROGRAM REPORT | 10
analyze aggregate results and identify underperformers. These tools will enable
teachers to draw basic conclusions from the assessment, i.e., identifying skills that
need to be reinforced or retaught and also allowing teachers to identify
underperformers (children with zero scores) who might need additional support to
build their Kinyarwanda reading skills. Head teachers can also use this template to
compile the results of multiple classes and shifts to develop a grade-level picture of
early grade performance within the school.
1.4.3. Collaborate with REB to create sustainable model(s) of school-level
remediation for P2-P3 early grade reading students.
No activities during this quarter.
B2. IR 2: SYSTEMIC CAPACITY FOR EARLY-GRADE READING
INSTRUCTION IMPROVED
B2a. Sub-IR 2.1: National advocacy mechanisms for early-grade reading
interventions strengthened
2.1.1. Develop/implement transition plan
In Quarter 2, Soma Umenye held discussions with USAID about transition planning.
USAID has requested Soma Umenye to continue to develop transition plans to
ensure sustainability of Soma Umenye activities. We will develop the transition plan
fully in advance of Year 3 to be included in the Year 3 work plan. However, some
elements of the transition plan will be developed in Year 2, including the proposed
ESSP dashboard.
Soma Umenye has revised the scope of work for the Soma Umenye dashboard,
which was originally proposed to provide access to Soma Umenye’s early grade
reading data at MINEDUC and REB, to now support the development of a wider
ESSP Dashboard to help REB and MINEDUC track all ESSP indicators including early
grade reading indicators. Some of the ESSP 3 data will be provided by other
development partners such as DFID’s BLF and UNICEF. The benefit of this adapted
strategy is that while supporting MINEDUC and REB to access data they need for both internal and SDG 4 reporting, Soma Umenye is enhancing visibility of early
grade reading data at both national and district levels.
Soma Umenye has developed an ESSP Dashboard Roadmap (see Annex F and G),
with input from UNICEF, which has been presented to USAID. Following revision,
the dashboard roadmap will be presented to MINEDUC and REB to inform
discussion and next steps.
2.1.2. Advocate for the early grade goals of the ESSP 3
In March, Soma Umenye staff made a presentation to RENCP about the project’s
work to widen education stakeholder knowledge about what we are doing.
During this quarter, staff attended several technical working groups (TWGs)
including the Teacher Professional Development TWG, Curriculum Materials and
SOMA UMENYE QUARTERLY PROGRAM REPORT | 11
Assessment TWG, and Rwanda Reads. The team will continue to identify
opportunities within these working groups to advocate for its goals and add a voice
to the literacy advocacy efforts of other members.
In March, a team of Soma Umenye staff and USAID counterparts participated in a
study tour with USAID/Kenya’s Tusome project to learn about the Tusome project’s
approach to implementation of similar early grade reading interventions. The trip
enabled USAID Rwanda and Soma Umenye team members to reflect on our
approach and will also help us develop the project transition plan. The Soma
Umenye team was interested in, among other things, the use of information and
communication technology, coaching techniques, monitoring, evaluation and learning.
The participants benefited from the opportunity to engage with the Tusome team
and found the study tour valuable for reflection as it sparked additional discussion on
critical factors for programmatic success.
Also in March, three Soma Umenye staff (Early Grade Reading Advisor Probak
Karim, Policy Specialist Lillian Mutesi, and Chief of Party Stephen Blunden), two GOR
officials (former head of REB’s CPMD Dr. Joyce Musabe and head of the MINEDUC’s
Inspectorate Benjamin Kageruka) and Director of USAID/Rwanda’s Education Office
Luann Gronhovd attended the Comparative and International Education Society
(CIES) conference in Mexico. The conference provided these participants the
opportunity to engage in discussion and continued learning in a number of areas,
including early grade reading instruction and assessment, delivery of reading
programs, methods for measuring teacher and student performance, policy reforms,
benchmarking for proficiency in reading, accountability in education, lessons in TLM supply chains, domestic financing, and early childhood development.
The team presented on three different topics:
• Rwanda’s Goals for Early Grade Literacy: Key to National Development;
• Assessing and Understanding Reading Performance in Rwanda, and
• USAID Soma Umenye: Supporting Rwanda’s Goals for Early Grade Reading.
A highlight of the visit was our participation in a Global Reading Network pre-
conference workshop: “Early Grade Reading Program Design and Implementation:
Best Practices and Resources for Success.” The workshop covered (step by step)
best practices in early grade reading program design and covered all the key
recommendations that Soma Umenye has made to REB regarding potential to
improve P1 delivery (scope and sequence, etc.) to improve P1 progress in acquiring
essential reading skills and subskills. Soma Umenye is considering a proposal to
deliver an adapted course in Rwanda for MINEDUC, REB, and the broader Soma
Umenye team.
2.1.3. Strengthen capacity of districts to identify and respond to local and
national early grade reading priorities
In January, Soma Umenye’s team presented on planned CPD activities to the
National DCC Forum organized by JICA. The forum brought together CPMD,
DEOs, SEOs, SGAC chairs and headteachers together with representatives of
development partners to learn about different CPD activities and ensure
SOMA UMENYE QUARTERLY PROGRAM REPORT | 12
coordination of future implementation activities. BLF and Soma Umenye met
separately and agreed on a common approach to support the development of DCCs
and SCCs. The joint approach was presented at the Forum and appreciated by REB
and participants.
Subsequent to this workshop, Soma Umenye has proposed that Soma Umenye and
BLF develop a common instrument to capture stakeholder participation in our
training programs with a view to providing DCCs and REB with common
information as to who has taken part in our training programs and what training
they’ve received. This proposal will be developed in Quarter 3 and shared with REB.
2.1.4. Plan a regional conference on early grade reading
USAID has informed Soma Umenye that they will lead the planning and hosting of
this conference, which is currently expected in April 2019. Soma Umenye will play a key role on the conference management team and will contribute to the design and
delivery of the conference.
2.1.5. Support Andika Rwanda (“Rwanda Writes”) to raise national-level profile
of children's literacy
During this quarter, USAID Soma Umenye developed key SMS messages. These
messages were approved by REB and then sent to DDEs, DEOs, head teachers, TTC
principals, and Kinyarwanda teachers to remind them of their roles and
responsibilities in the Andika Rwanda contest and the contest timelines. Members of
the steering committee at REB also received messages with contest status updates.
In addition, USAID Soma Umenye developed selection criteria for (1) identifying
members of district juries and (2) selecting the best stories at the district level.
During the March steering committee meeting, the committee approved both sets of
criteria.
USAID Soma Umenye, in collaboration with REB, Andika Rwanda facilitators, and
SEOs, distributed forms and Andika Rwanda-branded envelopes to head teachers.
Head teachers were instructed to register students for Andika Rwanda and to submit their stories/poems in the branded Andika Rwanda envelopes and deliver
them to district headquarters. This approach ensures that someone at the school is
accountable for ensuring student entries reach the jury committee at the district
level.
B2b. Sub IR 2.2: Student and teacher performance standards and benchmarks
for early grade reading applied
2.2.1 Draft and/or finalize grade-level literacy standards in Kinyarwanda for P1-
P3.
Soma Umenye has engaged a consultant to develop the literacy standards. This work
will take place in Quarter 3.
2.2.2. Develop, finalize, communicate, and implement teacher performance
standards for early grade reading.
SOMA UMENYE QUARTERLY PROGRAM REPORT | 13
No activities this quarter.
B2c. Sub-IR 2.3: Research-based policies and curricula in support of early-grade
reading instruction implemented
2.3.1. Develop research agenda to strengthen existing or create new policies and
curricula to foster improved early grade reading instruction and student reading
outcomes
In Quarter 2, USAID Soma Umenye met with USAID to discuss the way forward
with the Research Agenda, resulting in a decision to replace it with a “learning
agenda” formulated with key stakeholders at all levels of the education system to
increase ownership. The key starting point for the learning agenda is to ensure a
common understanding of the key drivers of early grade reading success, potentially
building on the Global Reading Network workshop which REB/USAID/Soma
Umenye attended pre-CIES.
2.3.2. Implement research agenda activities in collaboration with Rwandan
stakeholders
In this quarter, the project developed a proposal for the time-on-task study, which is
intended to provide REB with evidence to improve P1 and P2 Kinyarwanda reading
outcomes. Phase 1 (to be implemented during the 2018 academic school year) will
focus on understanding the current allocated, engaged and academic learning time, how these vary across schools, and how each category of time is associated with
Kinyarwanda reading outcomes.
Soma Umenye held internal discussions within its technical and MEL team on the
concept paper for the study, the research questions, design, and the multiple
categories of time. We are also aware that UNICEF Rwanda has planned a time-to-
teach study, and we will ensure that we are not investing in duplication.
2.3.3. Support dissemination of evidence and uptake/use.
No activities this quarter.
B2d. Sub-IR 2.4: Early-grade reading assessment systems Strengthened
2.4.1 Prepare for EGRA administration
No activities this quarter.
2.4.2. Administer EGRA assessment
No activities this quarter.
2.4.3. Analyze and report on EGRA data
During Quarter 2, Soma Umenye received the draft baseline report from
EdIntersect, which included information collected from intervention schools (impact
SOMA UMENYE QUARTERLY PROGRAM REPORT | 14
evaluator IBTCI collected data from control schools). Following internal discussion,
we asked EdIntersect to incorporate some revisions.
In Quarter 2, we were also informed that USAID would not be continuing with
Soma Umenye’s impact evaluation largely due to the change in phasing of Soma
Umenye’s delivery.
As a result, Soma Umenye will be reviewing the baseline data from intervention and
control schools, which was collected using the same instruments. During Quarter 3,
Soma Umenye will draft a dissemination plan for USAID’s review.
2.4.4. Hold workshop with REB about how best to measure reading sub-skills in
P1, P2, and P3.
While there were no specific activities related to 2.4.4. in Quarter 2, the head of REB’s CPMD unit, together with MINEDUC’s Director of Inspection participated in
a CIES pre-conference workshop entitled ‘Early Grade Reading Program Design and
Implementation: Best Practices and Resources for Success’ delivered by the Global
Reading Network. The Soma Umenye team participating in the workshop included
the chief of party the EGR technical director. USAID/Rwanda’s director of education
also attended. The workshop focused on essential steps in the design and
implementation of an early grade reading program. The design of the interventions is,
of course, related to the measurement of reading sub-skills.
2.4.5. As needed, support REB to create a Rwandan instrument for measuring
reading sub-skills.
No activities this quarter.
B2e. Sub-IR 2.5: Capacity of Teacher Training Colleges (TTCs) to Effectively
Prepare Teachers of Early-Grade Reading Increased
2.5.1. Strengthen capacity of TTC tutors to prepare teachers to deliver
evidence-based early grade reading instruction and promote gender equality and
empowerment of vulnerable populations.
Soma Umenye is revising its approach to TTCs as part of its transition planning and
will present options for USAID’s consideration in Quarter 3.
C. MEL ACTIVITIES
Data quality assurance and school monitoring. In March, the MEL team conducted a field
DQA exercise in a sample of 50 schools across 14 districts to verify the quality of
reported data for key indicators and the ability of the data-management systems to
collect, manage and report quality data. They reviewed three indicators:
• Indicator 3. Number of learners reached in reading programs at the primary level
(output, F indicator ES 1-5)
— Undercount by 44 students. Soma Umenye will review procedures to ensure
we collect valid data.
SOMA UMENYE QUARTERLY PROGRAM REPORT | 15
• Indicator 4. Number of education administrators and officials who complete
professional development activities with USG assistance (output, F indicator ES
1-12)
— Most of the headteachers trained had been assigned to other schools, and the
majority of them had participated in Soma Umenye training.
• Indicator 5. Number of primary school educators who complete professional
development activities (1) on implementing evidence-based reading instruction,
(2) to advance outcomes consistent with gender equality or female
empowerment through their roles in public or private sector institutions or
organizations, or (3) teaching students with special educational needs (output,
custom, includes indicator ES.1-7 and ES 1-8)
— Of 50 trained teachers, only three were assigned to grades other than P1 or
subjects other than Kinyarwanda. In addition, three teachers were in their
original schools, and three new teachers had taken their places. While this is
not an issue related to data quality, it gives Soma Umenye a measure of
turnover that we can use to help plan interventions.
In addition, during the training of trainers (TOT) in March 2018, Soma Umenye’s
MEL team used its training quality benchmarks checklist to review the quality of
TOT training. The MEL team shared feedback with both the field team and the
technical team to inform improvements during future training activities.
Learning workshop. In line with the collaborating, learning, and adapting (CLA)
approach, the MEL team held a two-day workshop in March with provincial advisors
(PAs) and district advisors (DAs) to reflect on school monitoring, discuss progress,
share successes and challenges, and propose solutions and ways forward.
Revision of school monitoring tools. The MEL team launched a review of the school monitoring tools at the March learning workshop. Field staff proposed initial
recommendations for further follow up.
Suggestions for Revision
• Shorten the school monitoring forms
• Reduce the number of self-reported questions
• Conduct joint monitoring with DEOs and SEOs whenever possible
Rolling assessments. Soma Umenye has pushed back the use of rolling assessments to
Year 3, given that the schedule for Year 2 would likely put the rolling assessment
activity too close to EGRA administration.
Compilation of Quarter 2 actual results. The MEL team finalized the compilation of
Quarter 2 actual indicators results. The data compiled includes TOT training
participant data and materials data (bookshelves, leveled readers, and print rich
materials) distributed to 204 schools in Quarter 2.
Collection and compilation of school profile data. The MEL team designed and piloted a
tool to collect Year 2 school-level data in February. After a successful roll-out of the
tool, Soma Umenye’s MEL team launched it at the provincial level. During the launch
SOMA UMENYE QUARTERLY PROGRAM REPORT | 16
workshop (February), Soma Umenye’s MEL team trained DAs and PAs on the tool
content, refreshed them on the use of the tablet, helped them review the
administration guide and protocol, and conducted practice sessions to take inter-
rater reliability (IRR) measures. The MEL team coordinated the data collection,
cleaned the data submitted by DAs, and produced a compiled report.
D. COMMUNICATIONS ACTIVITIES
Communication plan. Soma Umenye’s Communication Plan was reviewed and revised
to align with the Year 2 workplan. The final comments from USAID on the Year 2
Communications Plan were incorporated and re-submitted to USAID.
Media engagement and mobilization. The communication team created Twitter buzz
with a series of exchanges with districts posting their photos from, and impressions
of, Andika Rwanda district meetings, International Mother Language Day celebration
and the TOTs trainings. The communication team also attended meetings to collect photographs and conduct interviews with audio-video testimonials of children,
teachers, parents, and educational officials.
Soma Umenye visibility materials. This quarter, Soma Umenye finalized the branding
and design of internal signage, materials, business cards, and badges to conform with
USAID branding guidelines.
Soma Umenye communications materials. In Quarter 2, the communications team
finalized tools to support team compliance with USAID brand requirements. These
include generic PowerPoints, talking points, FAQ sheet, and brochure.
E. ACTIVITY MANAGEMENT
In Quarter 2, Soma Umenye:
• Finalized the Year 2 work plan which was approved by USAID.
• Finalized the Year 2 MEL plan which was presented to USAID for approval.
• Held individual meetings with Soma Umenye national and international partners
to ensure that partners Year 2 plans were amended to be in line with the revised
Soma Umenye Year 2 plan.
• Reviewed and commenced revision of our project delivery tracker. This revision
will continue into Quarter 3.
• Developed a summary Year 2 work plan and presented this summary at a
workshop with PAs and DAs to ensure full understanding of planned P1 training
and plans to develop P2 essential core.
• Revised the Senior Management Team structure to ensure that meetings were
more regular, inclusive and documented, increasing individual and collective
accountability.
• Drafted a revised salary structure for Soma Umenye designed to improve equity
and staff retention.
SOMA UMENYE QUARTERLY PROGRAM REPORT | 17
SECTION 3
CHALLENGES AND LESSONS
LEARNED
A. PROBLEMS ENCOUNTERED AND PROPOSED REMEDIAL ACTIONS
REB ownership. The main challenge encountered by Soma Umenye in Quarter 2 is
related to challenges faced in Year 1 and the first quarter of Year 2. In short, Soma
Umenye has struggled to persuade REB to consider technical changes to the delivery
of Kinyarwanda language within their competency-based curriculum, in particular for
P1.
The consequences of not ensuring a common shared vision for improving the
delivery of P1 Kinyarwanda language curriculum are multiple. First, learners have not
received improved textbooks on time; second, teachers have not received improved
training. In short, Soma Umenye has lost significant time.
The proposed remedial actions include strategies to ensure improved ownership of
the project and improved understanding of the recommended steps to achieve
improved reading. For example, we could take REB officials to visit USAID’s Tusome
project in Kenya. Secondly, following our participation at the Global Reading
Network workshop on early grade reading program design, we could contextualize
this course for Rwanda and deliver it here to raise the level of knowledge and to
provide confidence that the changes Soma Umenye has recommended are based on
international research.
Staff retention. A different problem we have encountered relates to Soma Umenye’s
salary structure, which follows USAID’s guidelines that limit staff to a percent
increase on their previous salary history. This has resulted in Soma Umenye losing
staff to BLF and other projects who are not operating within these guidelines. The
remedial action we propose is that Soma Umenye will present USAID in Quarter 3
with a proposal for a revised salary structure based on competence and market
rates.
B. SUCCESS STORIES
See Annex A.
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SECTION 4
ACTIVITIES PLANNED FOR
NEXT QUARTER
A. OPERATIONAL ACTIVITIES
Soma Umenye is waiting for a contract modification and budget realignment, which
will guide project activities in the coming quarter. Most notably, the project will
begin tracking and reporting costs according to cost categories anticipated in the
modification. The project will engage a cost report specialist to assist the Finance
team in transitioning to the new cost reporting model.
In addition, the project will finalize recruitment of the research specialist, the
director of communications, and one provincial advisor, and one district advisor.
Following the departure of several key staff members in Quarter two and a request
from REB to bring forward development of P3 essential core into year 2 (originally
planned for year 3), Soma Umenye will also be reviewing the bandwidth of the
technical team, with particular focus on materials development, to ensure that Soma
Umenye can deliver the P2 and P3 textbook development, printing, and distribution
before the start of the 2019 academic year, as requested by REB.
B. TECHNICAL ACTIVITIES
B1. IR 1: CLASSROOM INSTRUCTION IN EARLY-GRADE READING
IMPROVED
B1a. Sub-IR 1.1: Evidence-based, gender-sensitive early-grade reading materials
available and used
1.1.1. Collaborate with CPMD to redefine REB’s Kinyarwanda program within its
competency-based curriculum.
No activity planned for the next quarter.
1.1.2. Define an evidence-based “essential core” of materials that can be
maintained by schools after the life of the project.
No activity planned for the next quarter. In order to ensure a common vision, Soma
Umenye will confirm a shared understanding of the P2 and P3 essential core with
REB during Quarter 3 in advance of developing these materials.
1.1.3. Collaborate with REB to develop/revise materials to meet the
requirements of the above-mentioned Kinyarwanda program.
In Quarter 3, following additional feedback from REB, Soma Umenye will finalize the
P1 instructional materials. DG REB has suggested that Soma Umenye materials
development team works alongside the REB CPMD team to finalize both the text
SOMA UMENYE QUARTERLY PROGRAM REPORT | 19
book and the teacher’s guide. In addition, Soma Umenye will also revise the P1 read
aloud book (as requested by REB) and develop the decodables.
In addition, Soma Umenye will develop a proposed supply chain process map for
development and delivery of P2 and P3 essential core during project Years 2 and 3.
DG REB has requested delivery of P2 and P3 textbooks before the start of the 2019
academic year.
At the same time, Soma Umenye’s technical team will start preparatory activities for
revising instructional materials for P2 and P3 in Quarter 3. The package will include
P2 and P3 materials, including the textbook, teacher’s guide, and the read aloud story
book. An international expert will work with the local team to complete this in
sufficient time for printing and distribution for the 2019 academic year.
1.1.4. Print and distribute materials to all government and government-aided
schools in Rwanda.
Once the instructional materials are approved by REB, we will engage
subcontractors to print and distribute them to all schools next quarter. All P1
learners in government and government-aided schools will have access to these
materials.
1.1.5. Provide adaptations that make the materials described above accessible to
students with disabilities.
Soma Umenye will continue to ensure that P1, P2 and P3 essential core include best
practices for inclusion in the classroom. This best practice will largely focus on the
teacher’s guide and on teacher training.
B1b. Sub-IR 1.2: Teachers’ use of evidence-based, gender- sensitive instructional
practices in early-grade reading increased
1.2.1. Collaborate with REB to develop sustainable model for in-service.
Soma Umenye will continue to develop a teacher in-service model during Quarter 3. As part of transition planning, we will begin considering how the Soma Umenye
model could be delivered more cost effectively including the potential of improved
preservice training by TTCs to ensure newly qualified teachers are sufficiently
trained. We will also consider the lessons learned from TCOP during Quarter 3 and
assess the potential for scaled up application of any of their approaches and the
cost/quality options.
1.2.2. Collaborate with REB to create training materials to build on teaching and
learning materials created under sub-IR 1.1 and secure REB approval.
In Quarter 3, Soma Umenye will work with REB to review and validate Phase 2 and
3 training modules for the training of P1 Kinyarwanda teachers, and will train NRTT
members using the validated modules. The NRTT trainers will then train teachers in
Quarters 3 and 4.
SOMA UMENYE QUARTERLY PROGRAM REPORT | 20
1.2.3. Train National Reading Training Team to deliver teacher training.
In Quarter 3, Soma Umenye will deliver ToT to NRTT on modules 2 and 3 of P1
teacher training.
1.2.4. Support training of teachers using the approved training materials.
In Quarter 3, Soma Umenye will support the NRTT to train P1 Kinyarwanda
teachers (Phase 1) in all public and government-aided schools across the country.
1.2.5. Support school-based professional development.
In Quarter 3, Soma Umenye will meet with TEMP to propose and agree on self-
study module content and the process of approval. Following the development of an
agreed plan, we will gather/develop print and video content for self-study modules.
Once developed and following internal review, we will seek validation by TEMP.
Once validated, we will develop and distribute the self-study modules and SD cards.
B l c. Sub-IR 1.3: Capacity of head and mentor teachers to coach and supervise
early-grade reading instruction strengthened
1.3.1. Support REB to identify the appropriate school personnel to serve as a
Kinyarwanda coach.
Soma Umenye will share the terms of reference for the selection of coaches for
USAID approval. We will also continue the current discussion on coaching strategy
with TEMP so that when approved by USAID, the task of developing materials and
training can start without delay.
1.3.2. Collaborate with REB to develop coaching protocols and tools based on
REB-approved materials.
Soma Umenye has identified an international consultant to develop the self-learning
modules and self-learning videos. We plan for her to start work with Soma Umenye
and REB technical teams in May 2018.
1.3.3. Collaborate with REB to finalize training materials for designated coaches
for Kinyarwanda teachers.
In Quarter 3, we will develop the coaching tools and the training materials through
regular engagement with TEMP to ensure that the validation process is successful.
1.3.5. Orient head teachers to REB’s Kinyarwanda program.
In Quarter 3, Soma Umenye will present the orientation module to REB for
validation. Upon REB approval, we will conduct a training of trainers for head
teacher orientation. The trainers will then conduct the training for all the head
teachers.
1.3.6. Engage SEOs in the implementation of REB’s Kinyarwanda program
SOMA UMENYE QUARTERLY PROGRAM REPORT | 21
During Quarter 3, Soma Umenye will engage SEOs in the training of P1 teachers. In
addition, Soma Umenye will work with selected SEOs to support development of
Soma Umenye’s coaching, self-learning, and community of practice materials, all of
which will require SEOs to play a role in delivery.
B1d. Sub-IR 1.4: Schools’ and teachers’ use of student assessment results
improved
1.4.1. Collaborate with REB to develop assessment protocol (to be included in
teacher guide), including guidance regarding how to use assessment results
Now that the formative assessment guidelines and associated tools have been
completed and validated by REB, Soma Umenye will disseminate the materials to all
schools through teacher training. The project will conduct follow-up activities to
determine whether teachers encounter any challenges in conducting assessments and
understanding the results.
1.4.2. Provide simple templates for teachers to use to analyze assessment results
(and for head teachers and/or SGACs to analyze aggregate results) that allows
identification of children with need for additional support (zero scorers)
No activity planned for the next quarter.
1.4.3. Collaborate with REB to create sustainable model(s) of school-level
remediation for P2-P3 early grade reading students
No activity planned for the next quarter.
B2. IR 2: SYSTEMIC CAPACITY FOR EARLY-GRADE READING
INSTRUCTION IMPROVED
B2a. Sub-IR 2.1: National advocacy mechanisms for early-grade reading
interventions strengthened
2.1.1. Develop/implement transition plan
In Quarter 3, Soma Umenye will work with a Cambridge Education consultant to
review Soma Umenye’s Systems Strengthening approach to focus increasingly on
transition and sustainability. In addition, we will review our capacity to deliver IR 2
and present plans for increased recruitment of national STTA to deliver an improved
systems strengthening component. Finally, we will propose options for embedding
staff within REB to enhance both the quality of delivery and the sustainability of Soma
Umenye’s early grade reading intervention.
2.1.2. Advocate for the early grade goals of the ESSP 3.
In Quarter 3, Soma Umenye will finalize the advocacy plan and share with USAID. In
advance of the formal advocacy plan, Some Umenye has continued selected advocacy
activities, including through ongoing attendance at all relevant education sector
meetings (Forward Joint Sector Review Meeting, TWG meetings, task force
meetings, RENCP forums) to ensure understanding of MINEDUC/REB’s priorities
SOMA UMENYE QUARTERLY PROGRAM REPORT | 22
and partner coordination around those priorities and to share updates on activities
the project is undertaking. Soma Umenye will seek ways of engaging these technical
working groups more strategically.
Specifically, Soma Umenye and BLF will collaborate to draft the terms of reference
for the proposed Assessment Task Force under the Curriculum and Materials
Assessment TWG in collaboration with EA/REB. The project is also exploring the
potential to co-chair the Early Years Taskforce under the Teacher Development and
Management TWG, which is expected to be approved in Quarter 3.
Soma Umenye will participate in REB’s DCC coordination meeting in April 2018. In
advance of the meeting, Soma Umenye will work with BLF to develop common
approaches to supporting DCCs. Soma Umenye will seek to widen these discussions
to include JICA to increase the potential that we will influence systemic CPD
information management processes.
Soma Umenye will also participate in the review of the ESSP 3 Implementation Plan
in Quarter 3. Our goal will be to ensure that key activities focused on early grade
reading delivered by Soma Umenye are included as ESSP 3 activities. In addition,
Soma Umenye will be suggesting additional implementation activities including the
review of the competency-based curriculum (Kinyarwanda language P1) and the
development of the ESSP dashboard.
2.1.3. Strengthen capacity of districts to identify and respond to local and
national early grade reading priorities
In Quarter 3, Soma Umenye will include DEOs and SEOs in the orientation provided
to head teachers (described under 1.3.5). As part of this orientation, Soma Umenye
will work with DEOs to develop district-level ESSP 3 goals related to early grade
reading.
Soma Umenye team will also collaborate with BLF to organize a workshop on
coordination of the DCC and SCCs following the JICA-led forum. This workshop
will bring together development partners to discuss ways to offer support to the
DCCs and SCCs in a complementary way.
Soma Umenye will seek ways to engage MINECOFIN on their contribution to the
development of the next round of district development plans in 2018. Working
through our DAs, Soma Umenye will engage the districts to set ambitious but
achievable P1-P3 EGR targets (aligned with ESSP indicators and supported by local
evidence and results) included in the plans.
2.1.4. Plan a regional conference on early grade reading
This activity is now being led directly by USAID. Soma Umenye will support USAID
with the conference.
2.1.5. Support Andika Rwanda to raise national-level profile of children's literacy
SOMA UMENYE QUARTERLY PROGRAM REPORT | 23
In Quarter 3, Soma Umenye will offer help orient the district jury committee to
facilitate selection of the best entries at district level. Once the entries are narrowed
down and the finalist selected, the entries will be submitted to the national selection
process. The Andika Rwanda steering committee will organize and orient a National
Jury Committee to complete this final phase of selection to identify the 24 best
stories. Once the winners are announced, Soma Umenye will organize an authors’
workshop to engage editors and illustrators.
B2b. Sub IR 2.2: Student and teacher performance standards and benchmarks
for early grade reading applied
2.2.1. Develop, finalize, communicate, and implement benchmarks and targets
for P1, P2, and P3 reading fluency and comprehension as well as student
performance standards.
In Quarter 3, Soma Umenye will engage in discussions with REB for revision of EGR
standards and benchmarks based on available national assessment data. The
recommendation for this revision will be submitted to the DG of REB for approval,
at which time it will be disseminated at district, sector, and school levels.
The agreed benchmarks will inform a range of activities by multiple partners. For
example, Mureke Dusome could decide to engage with parents about P1
benchmarks with a view to widening understanding of what a child is expected to
achieve by the end of P1.
2.2.2. Develop, finalize, communicate, and implement teacher performance
standards for early grade reading.
This activity is pending completion of the REB overall teacher standards.
B2c. Sub-IR 2.3: Research-based policies and curricula in support of early-grade
reading instruction implemented
2.3.1. Develop research agenda to strengthen existing or create new policies and
curricula to foster improved early grade reading instruction and student reading
outcomes
In Quarter 3, Soma Umenye will develop concept paper for the learning agenda
(taking into account the EGRA results and the transition plan) and will share it for
discussion with USAID.
2.3.2. Implement research agenda activities in collaboration with Rwandan
stakeholders
In Quarter 3, Soma Umenye will collaborate with key GOR representatives and
other stakeholders in the design of the time-on-task study research questions and
the timeline of the study before data collection is undertaken mid-year.
2.3.3. Support dissemination of evidence and uptake/use.
No activity planned for the next quarter.
SOMA UMENYE QUARTERLY PROGRAM REPORT | 24
B2d. Sub-IR 2.4: Early-grade reading assessment systems strengthened
2.4.1 Prepare for EGRA administration
No activity planned for the next quarter.
2.4.2. Administer EGRA assessment
No activity planned for the next quarter.
2.4.3. Analyze and report on EGRA data
Conduct data cleaning, analysis, and report writing for FY2017 data. The 2017 EGRA
baseline draft report was submitted to USAID for review. The MEL team with
support from the PMU continues to work with the subcontractor, EdIntersect, to
address some remaining questions. Following any revisions requested by USAID, we
will hold a series of dissemination sessions with various stakeholders in Quarter 3. A
draft dissemination plan has been developed. The dissemination exercise is
conceptualized within the learning agenda framework.
Disseminate baseline findings. In Quarter 3, we plan to disseminate the Soma Umenye
and IBTCI baseline data. Dissemination will follow internal discussion with USAID. In
addition, we will engage with REB to review their findings from the LARS P2
assessments which were completed in early 2018.
2.4.4. Hold workshop with REB about how best to measure reading sub-skills in
P1, P2, and P3.
In Quarter 3, the Soma Umenye MEL team will organize a workshop with REB on
best practices for measuring reading sub-skills in P1, P2, and P3.
2.4.5. As needed, support REB to create a Rwandan instrument for measuring
reading sub-skills.
No activity planned for the next quarter.
B2e. Sub-IR 2.5: Capacity of Teacher Training Colleges (TTCs) to Effectively
Prepare Teachers of Early-Grade Reading Increased
2.5.1. Strengthen capacity of TTC tutors to prepare teachers to deliver
evidence-based early grade reading instruction and promote gender equality and
empowerment of vulnerable populations.
The role of the 16 TTCs is critical to the sustainability of early grade reading in
Rwanda. In Quarter 3, Soma Umenye will develop a transition plan with TTC
activities expected to commence in Year 3.
Soma Umenye will also work with REB and MINEDUC to carry out a targeted analysis of
the current assets and expertise that the 16 TTCs have that could form the basis of
strengthening TTCs. As a result of the analysis and discussions with REB, TTC
SOMA UMENYE QUARTERLY PROGRAM REPORT | 25
principals, and other key stakeholders (including the implementers of USAID’s
Itegure Gusoma activity), Soma Umenye will identify interventions that can be
implemented in Year 3 in TTCs on EGR-related objectives.
C. MEL ACTIVITIES
Collect and analyze data on Soma Umenye performance. The MEL team will gather data
for quarterly indicators.
Coordinate school monitoring and lessons observation. Soma Umenye will coordinate and
advise on the use of school monitoring tools by REB, URCE, and project staff. The
MEL team will also organize a training session for field staff on how to use the
revised and digitized tools. Similarly, the MEL team will provide ongoing support to
field staff to ensure that accurate and timely data are collected.
Produce summary reports of monitoring data collected from schools. The MEL team will
aggregate available monitoring data and share the reports with Soma Umenye staff
and USAID. Summary monitoring reports will show activity outputs and outcomes,
particularly those related to school-level behavior, student learning, and trends.
Conduct data quality assessments. The MEL team will conduct quality assurance
activities (including field visits, quality benchmarks monitoring, and full-scale data
quality assessment for key indicators) to verify data reported against the project’s
indicators.
Monitor the quality of Soma Umenye activities as per quality benchmarks. MEL team will monitor the quality of implementation of Soma Umenye activities, including teacher
trainings, TLMs distribution, and other activities planned for Quarter 3.
Revise school monitoring tools. Building on work completed in Quarter 2, the MEL
team will continue reviewing school monitoring tools in Quarter 3 with the support
of a short-term MEL Advisor and through involvement of REB and URCE.
D. COMMUNICATIONS ACTIVITIES
Communication plan. Soma Umenye’s Communication Plan was reviewed and revised
to align with the Year 2 workplan. The final comments from USAID on the Year 2
Communications Plan were incorporated and re-submitted to USAID.
Media engagement and mobilization. Soma Umenye is working on a media kit to be
submitted to USAID in Quarter 3. In collaboration with REB, the project will also
organize and prepare a media orientation for local and international media, planned
for early May 2018. The communications team is working on a comprehensive
package of materials to be used during the media orientation.
Soma Umenye visibility materials. In Quarter 3, to reinforce project visibility as USAID
Soma Umenye and facilitate easy identification of the project office, the communications team will continue to support project compliance with USAID
branding requirements through the creation of additional branded materials,
including USAID Soma Umenye office signage designs (standees+ pull ups), folders
and note pads.
SOMA UMENYE QUARTERLY PROGRAM REPORT | 26
Soma Umenye communications materials. In Quarter 3, the project will update internal
materials (pullups/ banners) with USAID brand guidelines to support planned
technical activities.
E. ACTIVITY MANAGEMENT
Salary scale. Following discussion with USAID, in order to improve salary equity and
improve staff retention, in Quarter 3, Soma Umenye will present a proposal for a
revised salary structure that will focus on relevant competence and market value as
the key factors informing salary for a post instead of solely looking at previous salary
history.
Steering Committee. USAID has proposed to the REB DDG that we create a Soma
Umenye Steering Committee co-chaired by REB DDG and Soma Umenye chief of
party to improve overall project management and integration. During Quarter 3,
Soma Umenye will develop terms of reference for the proposed Steering
Committee.
The Soma Umenye Steering Committee will also develop an MoU with MINEDUC
and REB in Quarter 3. The MoU will include agreement regarding copyright and
creative commons following a joint USAID/Soma Umenye/REB discussion on the
subject.
District plans. DAs will develop their own Soma Umenye district plans for Quarters 3
and 4 which will be monitored by Soma Umenye through the PAs.
Plans for future book delivery. Soma Umenye will also be reflecting on the successes
and challenges of P1 essential core delivery and develop a process map for P2 and P3
essential core delivery which incorporates lessons learned.
SOMA UMENYE QUARTERLY PROGRAM REPORT | 27
ANNEX A. SUCCESS STORIES
SNAPSHOT
Improving classroom instruction
with Kinyarwanda reading materials
The initiative gives
learners new books
with which to practice
reading.
Speciose Musabyimana, P1
Teacher at Gahini primary school,
selects books from a classroom
bookshelf provided by USAID
Soma Umenye.
PHOTO:Alexis Nshimiyimana/USAID Soma Umenye
As part of its work to help Rwandan learners successfully
learn to read in early primary school, USAID Soma
Umenye distributed classroom bookshelves and
storybooks to more than 500 schools across Rwanda in
February 2018. These materials will support classroom
reading instruction in P1 classrooms.
USAID Soma Umenye champions early grade literacy in
Rwanda by training teachers in public and government-
supported schools to use best-practice instructional
techniques to build the subskills of reading. The project
implemented this activity in collaboration with the
Rwanda Education Board (REB) to provide reading
materials targeted to build the skills P1 learners need.
New, colorful, grade-level books will encourage reading
and increase the number of students meeting grade-level
standards in Kinyarwanda.
“The newly acquired supplementary reading materials in
Kinyarwanda offer exciting reading options to young students
and are written at reading levels appropriate to beginning
readers. I am so excited that all of the colorful, interesting
storybooks have been published by Rwandans,” said Speciose
Musabyimana, P1 teacher at Gahini Primary School.
Before USAID Soma Umenye’s intervention, students from
Gahini Primary School had difficulty finding books to read for
entertainment. The school now has a variety of grade-level
books written in Kinyarwanda students can use for enjoyment
and to practice their reading skills. This initiative cultivates a
reading culture and instils the love of reading in young children.
“I devise ways for students to share the available materials so
that each student benefits,” said Mrs. Angelique Mukamusoni,
head teacher at Gahini Primary School. “The bookshelves
recently distributed by USAID Soma Umenye contribute to the
excitement, eagerness to read and high levels of engagement
among teachers and learners” she added.
USAID Soma Umenye will continue to equip Rwandan
classrooms with enjoyable reading materials written for
children in the Rwandan context and promoting Rwandan
values and language.
SOMA UMENYE QUARTERLY PROGRAM REPORT | 28
SNAPSHOT
Enhancing a culture of reading
among Rwandan students
Andika Rwanda
encourages a new
generation of inspired
writers to create
more original story
content for young
readers.
Ferdinand Ndayambaje explaining
the Andika Rwanda 2017-2018
writing contest guidelines to
students at Rweza primary school.
PHOTO: Alexis Nshimiyimana/ USAID Soma Umenye
Andika Rwanda (“Rwanda Writes”), an annual student
writing contest, is helping to generate a culture of reading
among Rwandan students. Over the last three years, more
than 5,000 talented students have submitted original
stories and poetry to the contest. To date, 36 of those
stories have been professionally edited, illustrated
published in book format for distribution to primary
schools and libraries across Rwanda.
Andika Rwanda is an important element of the USAID
Soma Umenye partnership with the Rwanda Education
Board (REB) and part of its ongoing work to improve
grade-level reading skills in Kinyarwanda for up to one
million P1-P3 students. One of the challenges Andika
Rwanda seeks to overcome is the shortage of original
Kinyarwanda literature for young children.
With the help of classroom teachers and the support of
sector, district and provincial officials, students
participating in the 2017-2018 Andika Rwanda contest
submitted their reading materials in March 2018 for
evaluation by district and national juries.
Umusalama Garukurebe, Senior 5 student from Saint Aloys
Secondary School in Rwamagana is among the participants. “I
am confident my poem will be among the selected ones because
I tried to be completely original and used Kinyarwanda language
with hidden and indirect meanings,” she said. “While writing for
children, I put emphasis on individual sounds, such as
alliteration, assonance, consonance, repetition and parallel
structure,” she added.
“I am so excited that our school was among the participants in
the fourth writing competition. After USAID Soma Umenye
intervened to organize Andika Rwanda, our school had the
opportunity to participate. Thus, the submitted reading
materials increased from 0 in all 3 previous competitions to 99
in this one,” affirmed Mr. Etienne Uwizeye, Head Teacher at
Rweza Primary School.
For this fourth competition, selected reading materials at
the district level will be sent to REB by 30th April and a
steering committee will select winners at the national level
by 17th May.
SOMA UMENYE QUARTERLY PROGRAM REPORT | 29
ANNEX B. REPORTING AGAINST INDICATORS (Q2 FY 2018)
Indicator
Number Indicator Name Frequency Target Actual
Objective: Improved literacy outcomes for children in early grades
1 Percent of P1-P3 students able to read grade-level text with fluency and comprehension (outcome,
RFTOP: Deliverables 5.8 and 5.9) annual 35% TBD
2 Number of children whose reading outcomes in Kinyarwanda are improved annual 203,368 TBD
3 (ES 1-5) Number of learners reached in reading programs at the primary level with USG assistance annual 581,0512 TBD
4 (ES 1-12) Number of education administrators and officials who complete professional development activities
with USG assistance quarterly 0 0
Number of men 0 0
Number of women 0 0
Bugesera 0 0
Burera 0 0
Gakenke 0 0
Gasabo 0 0
Gatsibo 0 0
Gicumbi 0 0
Gisagara 0 0
Huye 0 0
Kamonyi 0 0
Karongi 0 0
Kayonza 0 0
Kicukiro 0 0
Kirehe 0 0
Muhanga 0 0
Musanze 0 0
2 This number represents total P1students enrolled in all public and government-aided schools as per MINEDUC 2016 Statistical Yearbook. This target and
out years targets will be cross-checked and updated if necessary once the Education Statistical Yearbook for 2017 and subsequent years are out.
SOMA UMENYE QUARTERLY PROGRAM REPORT | 30
Indicator
Number Indicator Name Frequency Target Actual
Ngoma 0 0
Ngororero 0 0
Nyabihu 0 0
Nyagatare 0 0
Nyamagabe 0 0
Nyamasheke 0 0
Nyanza 0 0
Nyarugenge 0 0
Nyaruguru 0 0
Rubavu 0 0
Ruhango 0 0
Rulindo 0 0
Rusizi 0 0
Rutsiro 0 0
Rwamagana 0 0
Dean of Studies/Deputy Head Teacher 0 0
District Education Official (DEO and DDE) 0 0
Headteacher 0 0
Sector Education Officer 0 0
Soma Umenye trainers-(NRTT) 0 0
Other 0 0
Evidence-based reading instruction 0 0
Has disability 0 0
Does not have disability 0 0
4A Percent of head teachers successfully trained quarterly 0 0
Number of men 0 0
Number of women 0 0
Bugesera 0 0
Burera 0 0
Gakenke 0 0
Gasabo 0 0
Gatsibo 0 0
SOMA UMENYE QUARTERLY PROGRAM REPORT | 31
Indicator
Number Indicator Name Frequency Target Actual
Gicumbi 0 0
Gisagara 0 0
Huye 0 0
Kamonyi 0 0
Karongi 0 0
Kayonza 0 0
Kicukiro 0 0
Kirehe 0 0
Muhanga 0 0
Musanze 0 0
Ngoma 0 0
Ngororero 0 0
Nyabihu 0 0
Nyagatare 0 0
Nyamagabe 0 0
Nyamasheke 0 0
Nyanza 0 0
Nyarugenge 0 0
Nyaruguru 0 0
Rubavu 0 0
Ruhango 0 0
Rulindo 0 0
Rusizi 0 0
Rutsiro 0 0
Rwamagana 0 0
IR 1: Classroom instruction in early- grade reading improved
5 (ES 1-7) Number of primary school educators who complete professional development activities on
implementing evidence-based reading instruction with USG assistance quarterly 0 0
Number of men 0 0
Number of women 0 0
Bugesera 0 0
Burera 0 0
SOMA UMENYE QUARTERLY PROGRAM REPORT | 32
Indicator
Number Indicator Name Frequency Target Actual
Gakenke 0 0
Gasabo 0 0
Gatsibo 0 0
Gicumbi 0 0
Gisagara 0 0
Huye 0 0
Kamonyi 0 0
Karongi 0 0
Kayonza 0 0
Kicukiro 0 0
Kirehe 0 0
Muhanga 0 0
Musanze 0 0
Ngoma 0 0
Ngororero 0 0
Nyabihu 0 0
Nyagatare 0 0
Nyamagabe 0 0
Nyamasheke 0 0
Nyanza 0 0
Nyarugenge 0 0
Nyaruguru 0 0
Rubavu 0 0
Ruhango 0 0
Rulindo 0 0
Rusizi 0 0
Rutsiro 0 0
Rwamagana 0 0
P1 0 0
P2 0 0
P3 0 0
In-service 0 0
SOMA UMENYE QUARTERLY PROGRAM REPORT | 33
Indicator
Number Indicator Name Frequency Target Actual
Pre-service 0 0
5A (ES 1-
8)
Number of primary or secondary school educators who complete professional development
activities on teaching students with special educational needs with USG assistance quarterly 0 0
Number of men
Number of women
5B (GNDR
8)
Number of persons trained with USG assistance to advance outcomes consistent with gender
equality or female empowerment through their roles in public or private sector institutions or
organizations
quarterly 0 0
Number of men 0 0
Number of women 0 0
Bugesera 0 0
Burera 0 0
Gakenke 0 0
Gasabo 0 0
Gatsibo 0 0
Gicumbi 0 0
Gisagara 0 0
Huye 0 0
Kamonyi 0 0
Karongi 0 0
Kayonza 0 0
Kicukiro 0 0
Kirehe 0 0
Muhanga 0 0
Musanze 0 0
Ngoma 0 0
Ngororero 0 0
Nyabihu 0 0
Nyagatare 0 0
Nyamagabe 0 0
Nyamasheke 0 0
Nyanza 0 0
SOMA UMENYE QUARTERLY PROGRAM REPORT | 34
Indicator
Number Indicator Name Frequency Target Actual
Nyarugenge 0 0
Nyaruguru 0 0
Rubavu 0 0
Ruhango 0 0
Rulindo 0 0
Rusizi 0 0
Rutsiro 0 0
Rwamagana 0 0
P1 0 0
P2 0 0
P3 0 0
In-service 0 0
Pre-service 0 0
5C Percent of early grade reading teachers successfully trained quarterly 0 0
Number of men 0 0
Number of women 0 0
Bugesera 0 0
Burera 0 0
Gakenke 0 0
Gasabo 0 0
Gatsibo 0 0
Gicumbi 0 0
Gisagara 0 0
Huye 0 0
Kamonyi 0 0
Karongi 0 0
Kayonza 0 0
Kicukiro 0 0
Kirehe 0 0
Muhanga 0 0
Musanze 0 0
Ngoma 0 0
SOMA UMENYE QUARTERLY PROGRAM REPORT | 35
Indicator
Number Indicator Name Frequency Target Actual
Ngororero 0 0
Nyabihu 0 0
Nyagatare 0 0
Nyamagabe 0 0
Nyamasheke 0 0
Nyanza 0 0
Nyarugenge 0 0
Nyaruguru 0 0
Rubavu 0 0
Ruhango 0 0
Rulindo 0 0
Rusizi 0 0
Rutsiro 0 0
Rwamagana 0 0
P1 0 0
P2 0 0
P3 0 0
6 (ES 4-3) Number of USG-assisted organizations and/or service delivery systems that serve vulnerable
persons strengthened annual 1 TBD
Sub-IR 1.1: Evidence-based, gender-sensitive early-grade reading materials available and used
7 (ES 1-10) Number of primary textbooks and other teaching and learning materials (TLM) provided with USG
assistance quarterly 0 33,299
P1 0 33,299
P2 0 0
P3 0 0
Bugesera 0 4,824
Burera 0 0
Gakenke 0 0
Gasabo 0 3,350
Gatsibo 0 4,556
Gicumbi 0 0
SOMA UMENYE QUARTERLY PROGRAM REPORT | 36
Indicator
Number Indicator Name Frequency Target Actual
Gisagara 0 0
Huye 0 0
Kamonyi 0 3,819
Karongi 0 0
Kayonza 0 4,623
Kicukiro 0 1,474
Kirehe 0 0
Muhanga 0 3,149
Musanze 0 0
Ngoma 0 0
Ngororero 0 0
Nyabihu 0 0
Nyagatare 0 5,628
Nyamagabe 0 0
Nyamasheke 0 0
Nyanza 0 0
Nyarugenge 0 1,876
Nyaruguru 0 0
Rubavu 0 0
Ruhango 0 0
Rulindo 0 0
Rusizi 0 0
Rutsiro 0 0
Rwamagana 0 0
Student textbook 0 0
Teacher guide 0 0
Read Aloud book 0 0
Decodable reader 0 0
Leveled reader 0 32,305
Sets of flash cards 0 497
Alphabet charts 0 497
SOMA UMENYE QUARTERLY PROGRAM REPORT | 37
Indicator
Number Indicator Name Frequency Target Actual
8 Percent of primary school classrooms that receive a complete set of essential reading instructional
materials with USG assistance annual
100%
(5,6863 of
5,686)
TBD
9 Percent of observed classrooms in which children are using project-provided books quarterly 0 0
P1 0 0
P2 0 0
P3 0 0
Bugesera 0 0
Burera 0 0
Gakenke 0 0
Gasabo 0 0
Gatsibo 0 0
Gicumbi 0 0
Gisagara 0 0
Huye 0 0
Kamonyi 0 0
Karongi 0 0
Kayonza 0 0
Kicukiro 0 0
Kirehe 0 0
Muhanga 0 0
Musanze 0 0
Ngoma 0 0
Ngororero 0 0
Nyabihu 0 0
Nyagatare 0 0
Nyamagabe 0 0
Nyamasheke 0 0
Nyanza 0 0
Nyarugenge 0 0
3 Soma Umenye operates in 2,527 schools and we have found that schools have an average of 2.25 classrooms per school (5,686 classrooms).
SOMA UMENYE QUARTERLY PROGRAM REPORT | 38
Indicator
Number Indicator Name Frequency Target Actual
Nyaruguru 0 0
Rubavu 0 0
Ruhango 0 0
Rulindo 0 0
Rusizi 0 0
Rutsiro 0 0
Rwamagana 0 0
Sub-IR 1.2: Teachers’ use of evidence-based, gender-sensitive instructional practices in early-grade reading increased
10 Percent of teachers demonstrating essential skills in the teaching of reading annual 45% TBD
Sub-IR 1.3: Capacity of head and mentor teachers to coach and supervise early-grade reading instruction strengthened
11 Percent of P1-P3 Kinyarwanda teachers who report receiving adequate coaching for the
implementation of an evidence-based early grade reading approach quarterly 0 0
Number of men 0 0
Number of women 0 0
P1 0 0
P2 0 0
P3 0 0
Bugesera 0 0
Burera 0 0
Gakenke 0 0
Gasabo 0 0
Gatsibo 0 0
Gicumbi 0 0
Gisagara 0 0
Huye 0 0
Kamonyi 0 0
Karongi 0 0
Kayonza 0 0
Kicukiro 0 0
Kirehe 0 0
Muhanga 0 0
Musanze 0 0
SOMA UMENYE QUARTERLY PROGRAM REPORT | 39
Indicator
Number Indicator Name Frequency Target Actual
Ngoma 0 0
Ngororero 0 0
Nyabihu 0 0
Nyagatare 0 0
Nyamagabe 0 0
Nyamasheke 0 0
Nyanza 0 0
Nyarugenge 0 0
Nyaruguru 0 0
Rubavu 0 0
Ruhango 0 0
Rulindo 0 0
Rusizi 0 0
Rutsiro 0 0
Rwamagana 0 0
12 Percent of head teachers demonstrating essential leadership skills in the support of early grade
Kinyarwanda literacy in their school quarterly 0 0
Number of men 0 0
Number of women 0 0
Bugesera 0 0
Burera 0 0
Gakenke 0 0
Gasabo 0 0
Gatsibo 0 0
Gicumbi 0 0
Gisagara 0 0
Huye 0 0
Kamonyi 0 0
Karongi 0 0
Kayonza 0 0
Kicukiro 0 0
Kirehe 0 0
SOMA UMENYE QUARTERLY PROGRAM REPORT | 40
Indicator
Number Indicator Name Frequency Target Actual
Muhanga 0 0
Musanze 0 0
Ngoma 0 0
Ngororero 0 0
Nyabihu 0 0
Nyagatare 0 0
Nyamagabe 0 0
Nyamasheke 0 0
Nyanza 0 0
Nyarugenge 0 0
Nyaruguru 0 0
Rubavu 0 0
Ruhango 0 0
Rulindo 0 0
Rusizi 0 0
Rutsiro 0 0
Rwamagana 0 0
Sub-IR 1.4: Schools’ and teachers’ use of student assessment results improved
13 Percent of schools (1) sharing assessment results with SGACs and (2) helping SGACs use
assessment results to inform parents quarterly 0 0
P1 0 0
P2 0 0
P3 0 0
Bugesera 0 0
Burera 0 0
Gakenke 0 0
Gasabo 0 0
Gatsibo 0 0
Gicumbi 0 0
Gisagara 0 0
Huye 0 0
Kamonyi 0 0
SOMA UMENYE QUARTERLY PROGRAM REPORT | 41
Indicator
Number Indicator Name Frequency Target Actual
Karongi 0 0
Kayonza 0 0
Kicukiro 0 0
Kirehe 0 0
Muhanga 0 0
Musanze 0 0
Ngoma 0 0
Ngororero 0 0
Nyabihu 0 0
Nyagatare 0 0
Nyamagabe 0 0
Nyamasheke 0 0
Nyanza 0 0
Nyarugenge 0 0
Nyaruguru 0 0
Rubavu 0 0
Ruhango 0 0
Rulindo 0 0
Rusizi 0 0
Rutsiro 0 0
Rwamagana 0 0
IR 1: Classroom instruction in early- grade reading improved
14 Number of laws, policies, regulations, or guidelines developed or modified to improve primary grade
reading programs annual 1 TBD
Sub-IR 2.1: National advocacy mechanisms for early-grade reading interventions strengthened
15 Percent of agreed-on annual activities in the approved transition plan that are completed annual 50% TBD
Sub-IR 2.2: Student and teacher performance standards and benchmarks for early-grade reading applied
16 Number of early grade reading performance standards approved by MINEDUC annual 04 TBD
17 Number of early grade reading teacher performance standards approved by MINEDUC annual 0 TBD
4 We plan to work with REB to finalize student and teacher performance standards in Year 3.
SOMA UMENYE QUARTERLY PROGRAM REPORT | 42
Indicator
Number Indicator Name Frequency Target Actual
Sub-IR 2.3: Research-based policies and curricula in support of early-grade reading instruction implemented
18 Number of scientific studies published or conference presentations given as a result of USG
assistance for research programs annual 25 TBD
Sub-IR 2.4: Early grade reading assessment systems strengthened
19 Number of times Soma Umenye-supported assessment data is cited by policymakers in official
documents, presentations, or media interviews quarterly 0 0
Newspaper 0 0
Radio 0 0
Official document 0 0
Presentation 0 0
Sub-IR 2.5: Capacity of TTCs to prepare effective early grade reading teachers improved
20 Number of host country tertiary education institutions receiving capacity development support with
USG assistance annual 0 TBD
5 This number includes the time on task study.
SOMA UMENYE QUARTERLY PROGRAM REPORT | 43
ANNEX C. TOT TRAINING MARCH 19, 2018- APRIL 6 2018
INTRODUCTION
The objective of Soma Umenye is to improve reading outcomes in Kinyarwanda for
at least 1 million children in public and government-aided schools in Rwanda by the end of Grade 3. Specifically, Soma Umenye will target all children in Grades 1-3
attending public and government-aided schools nationwide and ensure that at least
70 percent of these students are able to read grade-level text with fluency and
comprehension. In 2018, Soma Umenye will train members of the National Reading
Training Team (NRTT) to train all P1 teachers in public and government-aided
schools. The NRTT is composed of staff from REB staff, URCE, TTCs, the National
Kinyarwanda training team, and selected teachers from primary schools.
PURPOSE OF THE TRAINING OF TRAINERS
The purpose of this training was two-fold;
• To equip trainers with the necessary skills and knowledge about EGR
and how to teach those skills and knowledge to teachers to improve
their teaching.
— Trainers learned about the content of the teacher training modules that will
be used to train teachers.
— Trainers learned more about how children learn to read and best practices in
reading instruction.
• To contribute in building a national pool of resources to support EGR
activities beyond project life
— It is important to note that we expanded the team from 125 to 245 trainers
as we scale up teacher training to 100% schools countrywide. We expect to
reach above 4,664 teachers of Kinyarwanda in P1 in 2018.
The TOT was conducted in three weeks as described below.
Dates Number of days Number of participants
Week 1 - March 19-23, 2018 5 days 70
Week 2 - March 26-30, 2018 5 days 70
Week 3 - April 2-6, 2018 5 days 105
Total 245
For every week, we had two rooms and two facilitators that led each training room.
The maximum number of participants per room was 35. For the third week, it was
necessary that we secure a third room since the number of participants was bigger
than two rooms. Trainings were conducted at the Golden Tulip Hotel in Nyamata.
PROGRESS MADE
SOMA UMENYE QUARTERLY PROGRAM REPORT | 44
On the first day of the training, participants were introduced to the module and
summary information about Soma Umenye. They were also given an overview of the
project and what would be covered during the five days of training.
MAIN ACTIVITIES
DURING THE TRAINING
• Participants practiced
literacy activities from the
curriculum that teach
phonics and phonemic
awareness.
• Participants got time to
apply the “I do, we do,
you do” instructional
strategy to teaching
phonics and phonological
awareness.
• Participants discussed
how to incorporate
informal assessment into
daily routine and how to administer a formal reading assessment.
• Everyone participated in a facilitation skills question and answer session.
Phonological Awareness
While the first day was more of general introduction to the training and all the
components of literacy instruction, the second day focused on phonological
awareness as one of the core components of reading instruction. Participants looked
at how this component is taught to children using the “I do, We do, You do”
teaching method.
Participants learnt that while teaching phonological awareness, the teacher has to give very clear instructions to learners so that they are able to identify sounds. It was
stressed that while teaching phonological awareness, the teacher does not write
anything; it is strictly oral.
While teaching phonological
awareness, participants also
learned that the teacher should
always use both the teacher
guide. Learners should use words
or sentences made up of letters
they have already learnt. While
teaching this lesson, teachers
should make sure that children
listen well and differentiate
sounds that make up a word, are
able to identify syllable sounds
that form a word, and are able to
add up different syllable sounds to
Participants talk during a group activity.
Participants respond to a phonemic
awareness question.
SOMA UMENYE QUARTERLY PROGRAM REPORT | 45
form a complete word. Participants were given time to practice many phonological
awareness activities through “I do, We do, You do” teaching method.
Phonics
On the third day of the training, participants focused on phonics and writing
instruction through “I do, We do, You do” teaching method. Participants defined the
term phonics and looked at different strategies teachers can use to engage learners
when they are teaching phonics.
It was noted that children should be able to identify symbols or letters and match
them with sounds they make if they are to be able to read and write. Participants
were also introduced to writing instruction through the “I do, We do, You do”
teaching method. The training on writing instruction focused on pre-writing
activities, and writing letters, words, and sentences, to name just a few. Participants
got enough opportunities to practice teaching writing through the “I do, We do, You
do” teaching method.
FORMATIVE
ASSESSMENT
On the fourth day of the
training, the training
focused on formative
assessment. Participants
looked at different
forms of assessment. By
the end of the day,
participants were able to
describe the teacher’s
role in formative
assessment and how
teachers should conduct
both informal and formal
formative assessments. Participants were also trained on analyzing and sharing
assessment results and create an action plan to address any identified gaps in
students learning.
FACILITATION SKILLS, QUESTION AND ANSWER SESSION.
A participant presenting before colleagues after a
group work activity
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The training of trainers
on the fifth day of the
training focused on
facilitation skills to
ensure that participants
are well equipped to
train P1 Kinyarwanda
teachers. The focus was
on session planning,
facilitation techniques,
and adult learning
principles. During this
session, participants
were able to understand
the characteristics of
effective facilitator,
asking questions and using group work, etc.
At the end of training, participants sat for a post-training assessment. The purpose of
the post-training evaluation was to check whether participants understood the
content of the training. The results from the post-training assessments will be
compared with the results from pre-test assessment to assess participants’ learning
after five days of training.
EMPHASIS ON A COLLABORATIVE AND PARTICIPATIVE TRAINING
APPROACH
The main goal of the TOT session was to build a team of trainers that would cascade
the training to P1 Kinyarwanda teachers. Therefore, an effort was made that TOT
participants get enough time to demonstrate key learnings from the training. This
was accomplished through different group work activities managed by participants
themselves as well as through whole group presentation.
COLLABORATION WITH RWANDA EDUCATION BOARD
Soma Umenye activities are implemented in collaboration with the Rwanda
Education Board. Soma Umenye invited REB staff from relevant departments
including CPMD, TEMP, EA as well as from the Ministry of Education’s Basic
Education Quality Assurance Department (BEQAD) to participate in the training of
trainers as part of the NRTT.
RECOMMENDATIONS MOVING FORWARD
• Participants exhibited a lot of zeal to learn, and trainers worked as team in all the
facilitation activities. It is important to highlight that REB staff from relevant
departments that were invited to this training were asset for this activity. Much
as they were participants, they kept giving direction on technical matters
regarding Ministry of Education and Rwanda Education Board priorities. This
practice should be continued.
• The technical team will need to closely follow the implementation of the training
of P1 Kinyarwanda teachers to check whether there is a need to realign the
Soma Umenye staff deliver a session on assessment.
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lengthy sessions to the available training time as it was recommended by the
participants during the session.
CONCLUSION
The TOT session was closed by Tusiime Angelique, Rwanda Education Board
Deputy Director General; Kate Arden, Soma Umenye Deputy Chief of Party for
operations; and Sharon Haba, the Director of Monitoring, Evaluation and Learning in
Soma Umenye. In her closing remarks, Angelique Tusiime commended Soma
Umenye efforts in supporting REB in improving the quality of education in early
grades and encouraged participants to go back to their work places and put to use
what they acquired from this training. She reminded them that attendance is one
thing and putting to use what they have learnt is another. What REB requires of
them is to practice what they learnt from this training and to ensure positive results.
On behalf of Soma Umenye, Kate Arden, Soma Umenye Deputy Chief of Party for
Operations, thanked REB for their close collaboration and support of Soma Umenye
activities and promised REB that Soma Umenye will continue to collaborate with
REB in all its implementation activities. She also asked participants to go and make
use of what they learnt. The success of Soma Umenye in achieving its goal when
every stakeholder in the implementation of Soma Umenye activities plays his/her
part effectively.
Rwanda Education Board Deputy Director General, Angelique Tusiime (in
pink sweater) visits th participants into the USAID Soma Umenye Training
of Trainers in the Golden Tulip Hotel in Nyamata, Bugesera district.
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ANNEX D. GENDER RESPONSIVE
LESSON PLANNING
Classroom set up and interaction: The lesson plan should consider the classroom set
up. Consider how to arrange the classroom and interact with the students in a way
that will promote equal participation of both girls and boys. Plan to ask substantive
questions to both girls and boys.
Management of other gender constraints to learning inside the classroom: Allow time to
deal with gender-specific problems, if any, such as girls who have missed class due to
household chores or family responsibilities.
Feedback and assessment: Make time for adequate feedback from both girls and boys
to ensure that both girls and boys have understood the lesson
Teaching and learning materials: Review the teaching and learning materials for gender
responsiveness.
Does the material contain gender stereotypes? If so, what
techniques can be used to address them? Faced with a textbook that portrays only male heroes, draw up a list of female heroines.
Or if the book portrays only male scientists as inventors, include a
discussion of female scientists.
The following questions will guide you during lesson plan.
Answer Yes or No to help you prepare better.
No Statement Yes No
1.
Have I carefully reviewed the gender responsiveness of the
language used in the teaching and learning materials, including
stories and decodables?
2. Is my teaching methodology ensuring equal participation of both
girls and boys?
3. Learning activities: Does my lesson plan make allowance for
all students to participate in the learning activity?
4. Classroom set up and interaction: Have I considered the
class room set up as I plan my lesson?
5. Have I planned to ask substantive questions to both girls and
boys?
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No Statement Yes No
6.
Management of other gender constraints to learning
inside the classroom: Have I planned to allow time to deal
with gender-specific problems, if any, such as girls who may have missed class due to household chores or family
responsibilities?
7.
Feedback and assessment: Have I prepared enough time for
adequate feedback from both girls and boys to ensure that both
have understood the lesson?
8. Teaching and learning materials: Have I reviewed my
teaching and learning materials for gender responsiveness?
8. Have I considered activities and a classroom set up that mixes
girls and boys?
9. Have I planned activities that that enhances participation of
both girls and boys?
10. Have I thought about arranging my class and desks to
encourage girls to speak out
11. Do my visual aids send gender-responsive messages?
The list could be longer. What more ideas have you thought of that you would find
important?
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ANNEX E. LESSON PLANNING FOR
AN INCLUSIVE CLASSROOM
Think:
If a learner is not learning from the way I teach, how can I
teach in a way that he/she can learn?
During teacher training, we did an evaluation of our teaching practice,
now we are going to use the following checklist while planning lessons to
ensure the participation of all learners
To ensure all learners are participating and actively engaged in every lesson, it is
essential to plan each lesson carefully. Each step of learning needs to build on the previous step and learners need to be provided activities to develop their skills and
knowledge according to their level of achievement.
In developing instructional lessons that are differentiated for different learners a
four-step planning process can be used:
Identify the objectives of the lesson or the learning outcomes. (The
knowledge, skill, attitude, or value the teacher expects learners to develop)
Determine the methods of presentation (how the content will be
conveyed)
Establish the methods of learner practice or performance (what the
learners will do to achieve learning objectives)
Decide on the methods of assessment (how you will know if the learners
have achieved the objectives)
The following questions will guide you during lesson plan.
Answer Yes or No to help you prepare better.
No Statement Yes No
1. Do I have a topic to be covered?
2. Is this topic important for the learners?
3. Am I targeting any competencies? (these can be knowledge,
skills, values, or attitudes)
4. Do my learners know anything already? Remember learning and
experience are acquired both outside and within school.
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No Statement Yes No
5.
Am I thinking of my class as I plan? (considering environmental
factors: space, light, sound and social factors: groupings,
communication, etc.)
6. Have I identified any requirements for any of the identified
learners with special needs?
7. Do I need any resources and materials?
8. Are there any resources available?
8. Do I have planned activities that the learners need to practice
and apply their learning? (remember to differentiate as needed)
9. Are they appropriate for all learners? (considering any special
needs)
10. Have I planned for small group work and considered the group
size and nature, the learners, and the classroom conditions?
11. Will learners record what they do? (What will the products be?)
12. Have I thought about feedback and assessment?
13. Have I planned what we shall do in the next lesson? (reflection
and future planning)
14. Is there something I would like to do differently?
Adapted from REB Guide to Inclusive Education -Teacher Guide.
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ANNEX F. DASHBOARD ROAD MAP
DASHBOARD IMPLEMENTATION AND DEPLOYMENT ROADMAP 2018-2019
DELIVERABLES ACTIVITIES RESPONSIBLE PEOPLE INVOLVED Apr
18
May
18
Jun
18
Jul
18
Aug
18
Sep
18
Oct
18
Meeting with
Stakeholders to
share ESSP
Dashboard new
vision
Meeting with UNICEF CoP DDGs, DG, State Ministers
and Minister
Meeting with REB CoP
Meeting with MINEDUC CoP
Workshop to
develop internal
ESSP Dashboard
Implementation
RoadMap
Develop ToR ICTA & PS SU Working Group Members
and UNICEF
Draft Invitation Letters ICTA & PS
Develop Agenda ICTA & PS
Develop Workshop Handouts ICTA & PS
Workshop to
develop external
ESSP Dashboard
Implementation
RoadMap
Develop ToR PS & ICTA
Draft Invitation Letters PS & ICTA
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DASHBOARD IMPLEMENTATION AND DEPLOYMENT ROADMAP 2018-2019
DELIVERABLES ACTIVITIES RESPONSIBLE PEOPLE INVOLVED Apr
18
May
18
Jun
18
Jul
18
Aug
18
Sep
18
Oct
18
Develop Agenda PS & ICTA DFID,KOICA,JADF,VSO,
VVoB, UNICEF, BLF, USAID,
JICA,USAID,REB, MINEDUC
Develop Workshop Handouts PS & ICTA
Sign-off of External
RoadMap by REB
Produce final version of External
ESSP Dashboard RoadMap
ICTA
Submit RoadMap to REB for the Sign-
off
CoP
Workshop to
identify and map list
of ESSP indicators
for the Dashboard
Develop ToR PS & ICTA
Draft Invitation Letters PS & ICTA
Develop Agenda PS & ICTA
Develop Workshop Handouts PS & ICTA
Interactions:
Develop ESSP
dashboard metrics
and analysis of data
in targetted data
sources and design
Dashboard mockup
Identify indicator and data supporting
the indicator + other business reqs
that influence the indicator behaviour
and visual
SU
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DASHBOARD IMPLEMENTATION AND DEPLOYMENT ROADMAP 2018-2019
DELIVERABLES ACTIVITIES RESPONSIBLE PEOPLE INVOLVED Apr
18
May
18
Jun
18
Jul
18
Aug
18
Sep
18
Oct
18
Approve the indicator being valid for
REB dashboard
SU
Dashboard mockup phase SU
Test indicator on users and
stakeholders -> Update/adjust
mockups and test again if needed
SU
Mockup and Business Reqs for the
Indicator approved for next step
SU
Development of
Visual for "n" ESSP
Indicators (First
Iterations)
Technical Analysis of requirements
and development plan/tasks list
SU
Integration of Dashboard to LTMIS SU
Integration of Dashboard to
DevResults
SU
Development of Dashboard and
Content web application (Local)
SU
Module testing for the Dashboard
(First Testing) - Validation of Visuals
SH-Testers
Development of final Visual for
identified ESSP 3 Indicators (Second
Iterations)
SU
Testing of the Dashboard (Final
Testing)
SU
Delivering the Dashboard SU
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DASHBOARD IMPLEMENTATION AND DEPLOYMENT ROADMAP 2018-2019
DELIVERABLES ACTIVITIES RESPONSIBLE PEOPLE INVOLVED Apr
18
May
18
Jun
18
Jul
18
Aug
18
Sep
18
Oct
18
Formal decision - Sign off for
production
SU
Trainings of IT Staff
MINEDUC IT Staff (1) SU
SU IT Staff (1) SU
REB IT Staff (4) SU
Training of Public
Officials on How to
use dashboard data
in Decision Making
Training of District Officials (30) SU
Training of Sector Officials (416) SU
Training of MINEDUC staff (Planning
Staff)
SU
Launch of ESSP
Dashboard
organized by REB
facilitated by SU
Launch Concept Note SU + UNICEF
Logistics REB
Develop and Send Invitation Letters SU + UNICEF
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ANNEX G. DASHBOARD PRESENTATION
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U.S. Agency for International Development
1300 Pennsylvania Avenue, NW
Washington, D.C. 20523
Tel.: (202) 712-0000
Fax: (202) 216-3524
www.usaid.gov