This manual guides teachers through the process of designing and using Individual Education Programs (IEPs) for learners with specific learning needs.

To measure the impact of SHRP on reading achievement, EGRA data were collected at the beginning of Primary 1 (P1) and then at the end of every school year through Primary 3, 4 or 5 depending on when the local language entered the program. Though there was little difference in local language cwpm at the end of P1, differences started to emerge at the end of P2 and by the end of P3, significant positive differences were found in 10 of the 12 languages.

Has reading achievement increased as a result of the USAID/Uganda School Health and Reading Program? Early Grade Reading Assessment (EGRA) data collected for Cluster 2 at the end of P3 suggests improved progress towards reading proficiency in all 4 program languages. In all C2 languages, more learners in program schools are reading more words than learners in control schools in both English and Local Language.

Has reading achievement increased as a result of the USAID/Uganda School Health and Reading Program? Is classroom teacher behavior improving based on program interventions? Early Grade Reading Assessment (EGRA) data collected for Cluster 2 shows that Leb Acӧli, Lugbarati, and Runyoro-Rutooro schools receiving the SHRP intervention are continuing to make small but significant progress towards reading proficiency. • All 4 Cluster 2 languages started out with very low levels of reading readiness at the beginning of P1. At the end of P2, Leb Acӧli and Runyoro-Rutooro schools receiving program interventions are performing significantly better than control schools in local language reading fluency, local language reading comprehension and in English reading fluency, with a medium to large effect size. • Teachers in program classrooms are teaching more from lesson plans that employ early grades reading methodology. Learners in program classrooms are more likely to read from printed material. • While teachers are receiving some classroom support from head teachers, follow up support by CCTs is insufficient • In general, there were no differences in reading scores for boys and girls, but they are noted in the report when they do occur.

This report summarizes the findings from a baseline assessment that was conducted in February and March, 2014 to determine the current status of reading achievement in the “Cluster 2” schools in which the Program will be working, as well as achievement in control1 schools that will be used as a basis for comparison in assessing the effectiveness of the interventions. The baseline assessment sets out to answer the following questions in an attempt to lay the foundation for and support a national literacy policy and subsequent reading program in primary schools nationwide. • What is the level of reading achievement among P1 and P32 learners in the local language and in English in Ugandan primary schools? • What is currently happening in P1 reading lessons? • How are teachers and schools supported to teach reading? • What should be the focus of future MoES and stakeholder support for reading?

This report summarizes the findings from a baseline assessment that was conducted in February and March, 2015 to determine the current status of reading achievement in the “Cluster 3” schools in which the Program is currently working, as well as achievement in control 1 schools that will be used as a basis for comparison in assessing the effectiveness of the interventions going forward. The baseline assessment sets out to answer the following questions in an attempt to lay the foundation for and support a national literacy policy and subsequent reading program in primary schools nationwide. -- What is the level of reading achievement among P1 and P32 learners in the local language and in English in Ugandan primary schools? -- What is currently happening in P1 reading lessons? -- How are teachers and schools supported to teach reading? -- What should be the focus of future MoESTS and stakeholder support for reading?

Has reading achievement increased as a result of the USAID/Uganda School Health and Reading Program interventions? Early Grade Reading Assessment data collected for 4 Cluster 1 languages (Ateso, Leblango, Luganda and Runyankore-Rukiga) and English at the beginning of Primary 1 compared to end of Primary 3 show increases in fundamental reading skills, higher than increases found in control schools. By the end of P3, learners in Program Schools are reading more words than learners in control schools and are closer to becoming fluent readers in both Local Language and English.

To what extent did the Uganda School Health and Reading Program interventions1 improve early grade reading and the teaching of early grade reading in USAID/Uganda-supported primary schools over the course of the 2013 academic year? To answer this question, in October 2013, Early Grade Reading Assessment (EGRA) data were collected as a follow up to the February/March, 2013 Baseline data collection efforts. Basic oral reading skills were assessed in the local language (i.e., Ateso, Leblango, Luganda, or Runyankore- Synopsis of findings: • Emergent literacy skills (listening comprehension and segmenting words into syllables) have increased in both treatment and control schools. • The ability to identify letter sounds has increased • Oral reading fluency has increased among Luganda and Runyunkore Rukiga speaking learners but there was no significant difference between treatment and control. • Teachers are changing their behavior in the classroom: • Support to teachers to improve reading is increasing

This report summarizes the findings from a baseline assessment that was conducted in February and March, 2013 to determine the current status of reading achievement in the schools in which the School Health and Reading Program will be working, as well as achievement in “control” schools that will be used as a basis for comparison in assessing the effectiveness of the interventions.

Briefer: Final Early Grade Reading Assessment Results from the USAID/Uganda School Health and Reading Program. This briefer compares English and local language reading fluency and comprehension among program and control learners from Primary 1 to Primary 4 (when the program ended) and beyond to Primary 5. It also goes back and compares Primary 2 results for later cohorts. Major findings: • By the end of Primary (P4), program learners were more than twice as likely to be reading 60 or more words per minute in English than learners from control schools. • P4 Program learners were also able to answer almost twice as many comprehension questions correctly in English than control learners. • Program results are proving to be sustainable. P2 learners in subsequent cohorts registered reading gains similar to those found in the initial cohort, and control schools brought into the program also registered gains. Furthermore, these gains are being maintained into P5 (though the program ended in P4)