Unit 1 Gambaran Umum Monitoring Program USAID PRIORITAS Unit 2 Kaji Ulang Kemajuan Sekolah (Dampak Pelatihan Modul Kedua) Unit 3 Pengelolaan Program Budaya Baca Unit 4 Mendengar Aktif Unit 5 Supervisi MBWA (Peran Kepala Sekolah/Pengawas) Unit 6 Penilaian dan Pengembangan Profesi Guru Unit 7 Peran Komite Sekolah dalam Upaya Mendukung Peningkatan Mutu Pembelajaran di Sekolah Unit 8 Sikap dan Tindakan Pemangku Kewajiban Terhadap Peningkatan Mutu Sekolah Unit 9 Rencana Tindak Lanjut | | | | | Unit 1 Overview of USAID PRIORITAS Program Monitoring Unit 2 Review School Progress (Second Module Training Impact) Unit 3 Management of the Reading Culture Program Unit 4 Active Listening Unit 5 Supervision of MBWA (Role of School Principals / Supervisors) Unit 6 Teacher Professional Assessment and Development Unit 7 The Role of School Committees in Efforts to Support Quality Improvement of Learning in Schools Unit 8: Attitudes and Actions of Stakeholders towards School Quality Improvement Unit 9 Follow-up Plan

Unit 1 Balanced Reading Program Unit 1 Program Membaca Berimbang Unit 2 Merancang Program Membaca Berimbang Unit 3 Pengelolaan Buku Bacaan Berjenjang Unit 4 Persiapan dan Praktik Mengajar Unit 5 Portofolio Unit 6 Penyusunan Rencana Tindak Lanjut – Pembelajaran | | | | Unit 2 Designing a Balanced Reading Program Unit 3 Management of Tiered Reading Books Unit 4 Teaching Preparation and Practice Unit 5 Portfolios Unit 6 Preparation of Follow Up Plans - Learning

Modul ini berisi Bahan Referensi untuk LPTK II: Praktik yang Baik dalam Pembelajaran di Sekolah Dasar / Madrasah Ibtidaiyah (SD / MI). Meliputi Ulasan Penerapan Hasil Pelatihan I - Learning • Kelola Pembelajaran secara Efektif • Memahami Kurikulum 2013 • Melayani Perbedaan Individu dalam Pembelajaran • Pertanyaan dan Lembar Kerja Tingkat Tinggi • Penilaian Otentik • Jenis kelamin di sekolah • Literasi Lintas Kurikulum: Kelas Dini (Khusus SD / MI), Bahasa Indonesia, Matematika, Sains, Ilmu Sosial, dan Bahasa Inggris (SMP / MTs Khusus) • Persiapan dan Praktek Mengajar Persiapan Rencana Tindak Lanjut | | | | This module contains Reference Material for LPTK II: Good Practices in Learning in Elementary Schools / Madrasah Ibtidaiyah (SD / MI). Covers Kajiulang Application of Training Results I – Learning • Manage Learning Effectively • Understanding the 2013 Curriculum • Serving Individual Differences in Learning • High-level Questions and Worksheets • Authentic Assessment • Gender in school • Cross Curriculum Literacy: Early Classes (SD / MI Only), Indonesian Language, Mathematics, Science, Social Sciences, and English (Special Junior High Schools / MTs) • Teaching Preparation and Practice Preparation of Follow-up Plans

Modul IV Menggali Praktik Baik di SMP / MTs - Pembelajaran Bahasa Indonesia. Modul ini mencakup Memahami Teks Berbasis Fakta, Mengajarkan Teks Berbasis Fakta, Memahami Teks Berbasis Fiksi, Mengajarkan Teks Berbasis Fiksi, Peer Mengajar Fakta dan Pembelajaran Teks Berbasis Fiksi | Module IV Explores Good Practices in SMP / MTs - Indonesian Language Learning. This module covers Understanding Fact-Based Texts, Teaching Fact Based Text, Understanding Fiction-Based Text, Teaching Fiction-Based Text, Peer Teaching Fact and Fiction Based Text Learning

Modul pelatihan ini dikembangkan dengan dukungan penuh rakyat Amerika melalui United States Agency for International Development (USAID). Isi dari materi pembelajaran ini merupakan tanggung jawab konsorsium program USAID Prioritizing Reform, Innovation, and Opportunities for Reaching Indonesia’s Teachers, Administrators, and Students (PRIORITAS) dan tidak mencerminkan pandangan USAID atau pemerintah Amerika Serikat. This is Module III-A: Good Practice in Elementary School / Madrasah Ibtidaiyah (SD / MI) Early Class Reading Learning, a training module prepared by the USAID/PRIORITAS program. It covers • Balanced Reading Program; • Designing a Balanced Reading Program; • Management of Tiered Reading Books; • Preparation and Teaching Practice; • Portfolio; • Overview of USAID PRIORITAS Monitoring Program; • Follow up plan; • Especially for the Facilitator; • Assistance with Lesson Study.

Animated video developed by the Uganda Literacy Achievement and Retention Activity under RTI International describing the 5 Ts - Time, Teaching, Text, Tongue and Testing.

Children’s development is significantly attributed to their experiences at home, from birth through the early years of schooling, and responsive caregiving from early on has a significant impact on later learning outcomes. Interventions aimed at increasing parental engagement in children’s early learning can be expensive, however, and there is limited evidence as to what works best for parenting programs in low- and middle-income countries. This report presents the findings from a parent engagement pilot intervention conducted by the Tayari program in three counties in Kenya that tested two methods of providing parents with home-based responsive play activities to promote children’s holistic development.

The USAID-funded Uganda School Health and Reading Program (SHRP), implemented by RTI International, has been training teachers in Early Grade Reading (EGR) methods since early 2013. Up until 2018, all SHRP program in-service teacher trainings had been conducted through large-scale, residential trainings hosted at primary teacher colleges (PTCs). In May, 2018, SHRP piloted smaller scale teacher refresher trainings which were non-residential by conducting the trainings at coordinating center (CC) schools where teachers could travel to and from the training site to home each day. In order to learn the effect of these smaller, closer trainings compared to the traditional residential model, the SHRP team designed action research to determine if the smaller trainings held closer to the schools at CCs are more effective, or at least as effective, as the larger trainings in terms of teacher attendance, content coverage, teacher learning, and teacher satisfaction. This CIES 2019 presentation shares major findings and recommendations to action.

Under the Tusome-Nakuru County Youth Bunge Forum (NCYBF), the program sought to engage the youth in improving early literacy skills among Grades 1-3 children in Nakuru County in Kenya. The Nakuru County Youth Bunge Forum (NCYBF) signed a memorandum of agreement with the local public library, the Kenya National Library Services (KNLS), Nakuru Branch to provide enhanced literacy activities. This CIES 2019 presentation will share the outcomes of the partnership, the effect on children’s literacy skills and the long term benefits to the program implementation and its sustainability.

The Tusome Early Grade Reading Activity is USAID’s flagship education program in Kenya. This CIES 2019 presentation shares the findings from research currently in progress to analyze Tusome’s 2017 lesson observation data, and shares lessons learned from: designing a coaching program to operate at scale; effectively combining incentives and sanctions to drive coaching activities; and effectively combining automated, moderately high-tech data pipelines with qualitative, low-tech feedback on coaching of coaches.