Annex 1 continued: Arrangements for results monitoring Responsibility Frequency and Data Collection Project Indicators Baseline 2011 2012 2013 2014 2015 for Data Reports Instruments Collection Proportion of primary school teachers using supplementary readers Consolidation during reading CLMU in of 10% 60% instruction in a sample ICB process in 100% (1800 Annually, by Classroom Libraries coordination with the 0 supplementary (180 (1080 of 1800 classrooms place classrooms) province Observation Checklist DoE's Standard and readers and classrooms) classrooms) receiving classroom Guidance Officers distribution libraries, as defined by classroom observation checklists. Sub-test 2: Sub-test 2: Phonemic Phonemic Awareness Awareness Boys Boys G3 = 46% G3 = 50% G4 = 53% G4 = 58% Girls Girls G3 = 44% G3 = 49% G4 = 49% G4 = 54% Sub-test 3: Sub-test 3: Letter-sound Letter-sound Improvement in average identification Pilot identification students’ scores in 3 EGRA Planning and intervention Endline assessment tests (phonemic Boys preparation implemented Boys CLMU in Dissemination after 1 year of awareness, letter-sound Madang G3 = 26.1 for pilot and endline G3 = 28.7 EGRA assessment coordination with of results implementation, in identification and G4 = 33.0 intervention in assessment at G4 =36.3 teacher colleges selected provinces familiar word reading) Madang end of school in pilot provinces Girls year Girls (reported by gender). G3 = 24.0 G3 = 27.0 G4 = 29.9 G4 = 33.0 Sub-test 4: Sub-test 4: Familiar word Familiar word reading reading Boys Boys G3 = 28.7 G3 = 32 G4 = 41.0 G4 =45 Girls Girls G3 = 29.7 G3 = 33 G4 = 46.7 G4 =50
Annex 1 continued: Arrangements for results monitoring Project Indicators Baseline 2011 2012 2013 2014 2015 Frequency and Reports Data Collection Instruments Responsibility for Data Collection Proportion of primary school teachers using supplementary readers during reading instruction in a sample of 1800 classrooms receiving classroom libraries, as defined by classroom observation checklists. 0 ICB process in place Consolidation of supplementary readers and distribution 10% (180 classrooms) 60% (1080 classrooms) 100% (1800 classrooms) Annually, by province Classroom Libraries Observation Checklist CLMU in coordination with the DoE's Standard and Guidance Officers Improvement in students’ average scores in 3 EGRA (phonemic awareness, letter-sound identification and familiar word reading) in pilot provinces (reported by gender). Madang Sub-test 2: Phonemic Awareness Boys G3 = 46% G4 = 53% Girls G3 = 44% G4 = 49% Planning and preparation for pilot intervention in Madang Pilot intervention implemented and endline assessment at end of school year Sub-test 2: Phonemic Awareness Boys G3 = 50% G4 = 58% Girls G3 = 49% G4 = 54% Dissemination of results Endline assessment after 1 year of implementation, in selected provinces EGRA assessment CLMU in coordination with teacher colleges Sub-test 3: Letter-sound identification Boys G3 = 26.1 G4 = 33.0 Girls G3 = 24.0 G4 = 29.9 Sub-test 3: Letter-sound identification Boys G3 = 28.7 G4 =36.3 Girls G3 = 27.0 G4 = 33.0 Sub-test 4: Familiar word reading Boys G3 = 28.7 G4 = 41.0 Girls G3 = 29.7 G4 = 46.7 Sub-test 4: Familiar word reading Boys G3 = 32 G4 =45 Girls G3 = 33 G4 =50 tests