EGMA Toolkit en Español

La Evaluación de Matemáticas en los Primeros Grados (EGMA) Toolkit

Shared Economic Opportunities: Principles for Building Dynamic, People-Centered Economies

A critical way to reduce poverty and promote stability is through job-rich economic growth that produces decent work for all. The United Nation’s Sustainable Development Goal 8 calls for countries to build “dynamic, sustainable, innovative and people-centered economies.” This document outlines RTI’s approach to working collaboratively with others to achieve this goal.

Quality Assurance Framework

TRAINING RESOURCES FOR THE QUALITY ASSESSMENT FRAMEWORK These five documents comprise a set of training resources for the Quality Assessment Framework, or QAF, designed by RTI International. The QAF is intended to help technical and vocational education and training centers worldwide to assess their own strengths and weaknesses, the demands of the workplace in their context, national or subnational education policies, and the corresponding services they should offer to students and prospective employers. The framework’s premise is that, in order to meet current and future workforce needs, promote sustainable program quality, and ensure longstanding impact for individual students and the larger economy, training centers must provide a comprehensive set of services; governments must adopt comprehensive quality standards that apply universally to all programs; and industry partners must have confidence that training programs are aligned with labor market demands. Finally, international aid organizations will benefit from using similar criteria drawn from the QAF framework. The training resources in this set are: (1) Overview – Summarizes the critical need globally for better educational opportunities that lead directly to youth employment, and sets the stage for the QAF (2) Framework – Elaborates upon the rationale for the QAF, and describes its components (3) Trainer’s manual – Serves as a guide for master trainers and facilitators responsible for training others in how to roll out the use of the QAF across networks of technical training centers (4) Appendices – Consist of reproducible handouts, forms, and other resources to accompany the trainer’s manual (5) PowerPoint slide deck – Contains slides to accompany the trainer’s manual For more information: Sarah Mattingly, RTI Senior Research Economic Development Specialist, smattingly@rti.org

All Children Reading - Cambodia Inclusive Education Community Mobilization Strategy

The purpose of the Inclusive Education Community Mobilization Strategy is to articulate ways in which the All Children Reading - Cambodia project can use its increasing experience supporting more inclusive early primary education to mobilize a growing group of MoEYS staff, other stakeholders, school-level personnel, and partners and community members as advocates for and supporters of inclusion.

All Children Reading - Cambodia Hearing and Vision Screening Report

Report created by All Children Reading - Cambodia that details the piloting of screening tools on a reasonable scale to determine if teachers could be trained to appropriately deploy these tools to identify children who may have hearing or vision difficulties. Additionally, the report describes how the project tested whether the necessary relationships and arrangements could be established to enable referrals for further evaluation and support for students who may have vision or hearing difficulties. This report mostly describes the support provided in terms of medical assessments and the provision of assistive devices such as hearing aids and glasses.

Early Grade Reading Barometer

The Early Grade Reading Barometer is an interactive dashboard that lets you: - SEE an overview of how well students are reading, the percentage of struggling readers, and how comprehension is associated with reading fluency. - VIEW information about student performance on EGRA subtasks. See how outcomes vary by key student and school characteristics. - EXPLORE how different EGRA subtasks are related to one another. View graphic displays of these relationships. - CHOOSE a target oral reading fluency benchmark, and see information on how many students are meeting the targeted benchmark now and how the percentage of students meeting the benchmark value could change over time. - SEE how countries compare with each other with respect to student outcomes on EGRA assessments and progress towards meeting UN SDG Goal 4. - REVIEW the impact of interventions aimed at improving the fundamental reading skills of students. - COMPARE how the distributions for selected EGRA subtasks have changed or remained the same over time.

Core Early Grades Mathematics Assessment (EGMA) Instrument

Early Grade Reading (EGR) Project EGR Training Report

In cooperation with the MOEHE Training Technical Working Group (TWG), EGR developed training modules in the five basic reading skills: phonemic awareness, phonics, fluency, vocabulary, and reading comprehension as well as a comprehensive module in writing skills. The project initially planned to introduce one module at each training session conducted throughout the academic year. However, when EGR learned that the project would close prematurely due to legislative restrictions and funding issues, project staff compressed the trainings on the five basic skills into four over a period of four months. The shortened timeframe did not allow EGR to offer training in the four basic writing skills, but the project developed one comprehensive writing module, which was provided to the coaches in January 2019. EGR supplemented the training modules with additional instructional resources. Project specialists developed three instructional videos to reinforce the strategies introduced in the training modules. Additional activities to support the five basic reading skills were compiled in one resource book. EGR provided four interactive posters for teachers to use in their classrooms and a variety of complementary reading materials. The project’s goal was to equip coaches and teachers with the tools needed to implement a quality early grade reading program.

Early Grade Reading (EGR) Project Complementary Reading Materials

The US Agency for International Development (USAID) Early Grade Reading Project (EGR) cooperated closely with the Ministry of Education and Higher Education (MOEHE) to provide each student in EGR classrooms with age- and grade-level appropriate reading materials. In March 2018 EGR formed the Materials Development Technical Working Group (TWG) comprised of 10 members from four MOEHE General Directorates: General Education – Kindergarten (KG), Supervision and Educational Qualifications; National Institute of Education and Training (NIET); and Information Technology. The TWG methodically progressed through many stages before the complementary reading materials reached the classrooms: developing a book leveling instrument, inventorying the available books in the schools and in the market, leveling the available books, identifying the gaps, and finally developing and/or purchasing needed reading materials. By project end, EGR had developed or procured over 100,000 titles of leveled readers, decodable readers, big books, and read-aloud books to provide the 104 schools that EGR supports with complementary reading materials for KG-Grade 2 classrooms.

USAID West Bank Early Grade Reading Baseline Report

In partnership with the Ministry of Education and Higher Education (MOEHE), RTI International administered a baseline assessment of early grade reading skills in April and May 2018. The goal of the baseline assessment was to provide the United States Agency for International Development (USAID) West Bank Early Grade Reading (EGR) activity with a deeper understanding of the pre-literacy, reading, and writing abilities of kindergarten (KG), grade 1 (G1), and grade 2 (G2) students in the formal language of primary school instruction, Modern Standard Arabic (MSA). The baseline assessment also established the values of program performance indicators before the implementation of the EGR intervention, which will subsequently be compared to future values collected at midline and endline timepoints to evaluate the effectiveness of the program. The baseline assessment was conducted with 293 KG students, 1,492 G1 students, and 1,465 G2 students randomly selected and equally divided between girls and boys. The assessment measured the students’ pre-literacy and early grade reading ability and writing skills, including letter sound knowledge, word recognition, oral reading fluency (ORF), listening comprehension, reading comprehension, and writing.

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