The Reading and Mathematics Initiatives (RAMP), in close collaboration and coordination with the Ministry of Education (MOE), have developed a comprehensive sustainability plan. This plan was created through active engagement with MOE Directorates and extensive consultations with stakeholders, both within the initiative and the Ministry of Education. It outlines a detailed strategy for each of the four key areas: Curricula, Professional Development/Training, Support and Supervision, and Assessment. Additionally, it includes several overarching recommendations critical to achieving sustainability and enhancing educational outcomes. The plan contains two levels: Level 1 focuses on defining the specific elements of new concepts or activities introduced under RAMP; Level 2 focuses on ensuring that these concepts or activities are seamlessly integrated throughout the system, ensuring that each department understands its role and responsibility for implementation. Structure of the Sustainability Plan Level One: This level addresses the essential procedures and plans required to seamlessly integrate the methodologies and projects initiated by RAMP into the Ministry's educational framework. It focuses on both current and future methodologies and projects, ensuring their alignment with the phases of the educational process. Specific, measurable objectives have been established, and they are applied within predefined timelines to enhance and consolidate concepts, methods, tools, and information technology currently utilized by the Ministry of Education. For instance, the MOE has effectively sustained and improved the e-supervision system, a crucial tool for identifying underperforming schools and devising coaching plans to bolster their performance. This system has led to substantial enhancements in data collection, evidence-based decision-making, as well as monitoring and accountability systems. Level Two: At this level, procedures and plans are outlined to identify high-level recommendations aimed at fostering coherence, consistency, data flow, and accountability within the Ministry of Education. These recommendations are designed to enhance key procedures related to early-grade education in reading and mathematics, extending to ensure coordination among various MOE directorates and other stakeholders. It's important to note that the recommendations at this level are not limited to RAMP methodologies; they encompass all aspects of the Ministry's systems, procedures, and methodologies. For example, the MOE has established a committee comprising education experts from different MOE directorates. This committee collaboratively works to ensure coherence and consistency in early-grade education practices across diverse MOE directorates. Together, they have standardized the following elements mentioned in the sustainability plan related to early grades: 1. Student performance indicators have become essential components of the Education Strategic Plan (ESP). Simultaneously, the National Center for Curriculum Development (NCCD) has successfully incorporated RAMP's reading and mathematics instructional approaches into the newly developed curriculum framework and learning materials designed for early grades. 2. The Examination and Testing Directorate has played a vital role in institutionalizing the Early Grades National Assessment Framework, which includes the biannual Early Grade Reading Assessment (EGRA) and Early Grade Mathematics Assessment (EGMA), annual surveys based on the Lot Quality Assurance Sampling (LQAS) methodology, and the implementation of a class-level diagnostic assessment system with accompanying tools. Standard operating procedures were meticulously designed to ensure consistency and effectiveness in this process. 3. The Education and Training Center (ETC) has accredited the Continuing Professional Development (CPD) Program specifically tailored for Kindergarten (KG) and early grades teachers. The RAMP Sustainability Plan transcends mere documentation – it serves as a guiding compass steering the MOE towards sustained excellence in early-grade strategies and approaches within the broader education framework, system, and policies."