Download - NATIONAL READING PROGRAM YESA
NATIONAL READING PROGRAM
– YESA
ANNUAL WORK PLAN (OCTOBER 1, 2019 THROUGH SEPTEMBER 30, 2020)
October 1, 2019
This publication is made possible by the support of the American People through the United States Agency for
International Development (USAID) and was prepared by Abt Associates for the Assess the Learners (YESA)
Activity, a component of the Government of Malawi’s National Reading Program.
National Reading Program – YESA FY20 Annual Work Plan October 1, 2019 – September 30, 2020 2
Contract No.: 72061218C00001
Prepared for:
Odala Banda
Contracting Officer’s Representative
USAID Malawi
Education Office
NICO House, Ground Floor, P.O. Box 30455
Lilongwe 3, Malawi
Telephone: +265 1772455 Ex 5033
Email: [email protected]
Prepared by:
Jeremy Koch
Abt Associates Inc.
National Reading Program – YESA
Kang’ombe House, Eighth Floor
City Centre, Lilongwe, Malawi
Email: [email protected]
National Reading Program – YESA FY20 Annual Work Plan October 1, 2019 – September 30, 2020 3
NATIONAL READING
PROGRAM – YESA
WORK PLAN
ANNUAL WORK PLAN (OCTOBER 1, 2019
THROUGH SEPTEMBER 30, 2020)
Contract No.: 72061218C00001
USAID Malawi,
NICO House, Fourth Floor, P.O. Box 30455,
Lilongwe 3, Malawi
Prepared by:
Jeremy Koch, Abt Associates
October 1, 2019
DISCLAIMER
This report is made possible by the support of the American People through the United States Agency for
International Development (USAID). The authors’ views expressed in this publication do not necessarily reflect the
views of USAID or the United States Government.
National Reading Program – YESA FY20 Annual Work Plan October 1, 2019 – September 30, 2020 4
TABLE OF CONTENTS
Activity and Work Plan Summary 7
Goal and Objectives 7
YESA Management Deliverables 8
Integration 8
Organization of this Document 8
Program Tasks 8
Task 1: National Reading Assessment 10
Introduction 10
Activity Management and Administration 10
Monitoring and Evaluation 11
Task 1.1 Develop the National Reading Assessments and Materials 11
Task 1.3 Build Capacity 12
Task 1.4 Create Demand for NRA Results 12
Task 2: School-Level Utilization of Assessment Strategies and Techniques for Reading and
Remediation 16
Introduction 16
Monitoring and Evaluation 16
Task 2.1 Supporting Development and Implementation of CA and Remediation 17
Remediation Approach 17
Outcomes and Measures for Data Collection 17
Timeline 18
Tasks 2.2 Supporting Development and Implementation of EOY Assessments 21
Task 3: Community-Level Assessments and Reading Activities 23
Task 4: Integration of Reading Assessments into National Reading Program and MOEST Policies and
Practices Instituted 23
Introduction 23
Activity Management and Administration 23
Monitoring and Evaluation 23
Task 4.1 a comprehensive M&E system of reading assessments that inform instruction and
broader education policy and that promote sustained gains in reading achievement. 24
Task 4.3 Studies to Improve the Implementation of NRP Completed – ON HOLD 26
Task 4.4 Establish reading benchmarks in Chichewa and English – ON HOLD 26
Task 4.5 Develop three forms of lower primary English assessments– ON HOLD 26
Cross-Cutting Themes 27
National Reading Program – YESA FY20 Annual Work Plan October 1, 2019 – September 30, 2020 5
USAID Global Education Strategy 27
Windows of Opportunity 27
Monitoring, Evaluation and Learning 27
Coordination and Collaboration 28
Using Local Systems 28
Incorporating Gender and Learners with Special Needs/Learning Disabilities 28
Environmental Compliance 28
General Management Approach 29
LIST OF TABLES
Table 1: Schedule of Deliverables 8
Table 2: Program Management and Reporting 9
Table 3: Schedule for Developing and Administration of National Reading Assessments 14
Table 4: Schedule for Supporting Development & Implementation of CA&R 20
Table 5: Schedule for Supporting Development & Implementation of EOY Assessment 22
Table 6: Integration of the comprehensive assessments and reading activities 25
National Reading Program – YESA FY20 Annual Work Plan October 1, 2019 – September 30, 2020 6
ACRONYMS AND ABBREVIATIONS Abt Abt Associates Inc.
AMELP Activity Monitoring, Evaluation and Learning Plan
CA Continuous Assessment
CA&R Continuous Assessment and Remediation
CEED Central East Education Division
COP Chief of Party
CRECCOM Creative Centre for Community Mobilization
CWED Central West Education Division
DBE Directorate of Basic Education
DCOP Deputy Chief of Party
DCC Division Community Coordinator
DEC Division Education Coordinator
DEO Division Education Officer
DEMIS District Education Management Information System
DEMISO District Education Management Information System Officer
DEP Directorate of Education Planning
DIAS Directorate of Inspectorate and Advisory Services
DTED Department for Teacher Education and Development
EGRA Early Grade Reading Assessment
EMIS Education Management Information Systems
EOY End-of-Year
FY Fiscal Year
FOCOLD Foundation for Community Livelihood and Development
GoM Government of Malawi
ID Identification
IKI Invest in Knowledge Initiative
MANEB Malawi National Examinations Board
MERIT Malawi Early Grade Reading Improvement Activity
MIE Malawi Institute of Education
MLA Monitoring Learning Achievement
MoEST Ministry of Education, Science and Technology
NED Northern Education Division
NRA National Reading Assessment
NRP National Reading Program
PEA Primary Education Advisor
PTA Parent-Teacher Association
REFAM Reading for all Malawi
SACMEQ Southern and Eastern Africa Consortium for Monitoring Educational Quality
SEED South East Education Division
SHED Shire Highlands Education Division
SMC School Management Committee
Std Standard (1, 2, 3, 4)
TTC Teacher Training College
USAID United States Agency for International Development
YESA Yesani Ophunzira (YESA) Activity
ZEMIS Zonal Education Management Information System
National Reading Program – YESA FY20 Annual Work Plan October 1, 2019 – September 30, 2020 7
ACTIVITY AND WORK PLAN SUMMARY
GOAL AND OBJECTIVES
The Malawi Yesani Ophunzira (YESA) Activity is a four-year activity supporting the Ministry of
Education, Science and Technology (MoEST) in its implementation of the National Reading Program
(NRP). Specifically, YESA will build the capacity of key stakeholders, including MoEST staff at the
national, district, and school levels, and communities to gauge and improve children’s performance in the
essential reading components within Malawi’s NRP. The period of performance for this contract is
February 22, 2018 through February 21, 2022. YESA aims at contributing to the development objective
of improving social development by instituting and sustaining comprehensive assessment and capacity
building systems for early grade reading in support of Malawi’s NRP.
The main four objectives of YESA are to:
1. Administer National Reading Assessments (NRAs) while building the capacity of MoEST to
conduct NRAs in the future;
2. Institute universal school-level utilization of assessment strategies and techniques for reading and
school management;
3. Build community-level capacity for the performance and informed use of reading assessments and
reading activities; and
4. Integrate reading assessments into NRP and MoEST policies and practices.
The main Activity achievements at the end of this fiscal year (FY) include:
● Continuous assessment (CA) tools and training materials in English finalized for Standards 3-4
● Remediation materials developed on foundational reading skills in English for Standards 3-4
● Technical support provided to DIAS and MESSIP in the development, administration and
analysis of learning assessments
● Conduct cascade trainings, in partnership with MERIT and REFAM projects, where appropriate,
for head teachers (HTs), section heads (SHs), and teachers nationwide
● Mobile application and processes developed to connect performance data collected to the
education management information system (EMIS)
● Strengthened capacity of MoEST officials to use the EMIS mobile application to collect, clean,
consolidate, and report on zonal and district level data
● Strengthened capacity of the MoEST to administer NRA, and a NRA administered in over 300
sample schools nationwide
● Strengthened capacity of the MoEST to monitor, support, and provide coaching on continuous
assessment and remediation (CA&R) at the school level
National Reading Program – YESA FY20 Annual Work Plan October 1, 2019 – September 30, 2020 8
YESA MANAGEMENT DELIVERABLES
Per the contractual requirements and agreement with the United States Agency for International
Development (USAID), Table 1 describes the dates that have been agreed to for the schedule of
deliverables.
Table 1: Schedule of Deliverables
Deliverables Due Date
Annual Work Plan Submitted annually to the Country Officer Representative for
approval 30 days prior to start of the period covered by the plan.
Activity Monitoring, Evaluation and
Learning Plan (AMELP)
The YESA AMELP was submitted and approved in FY2019.
Quarterly Progress Report 30 days after the end of each quarter based on USG FY. The last
quarter progress report may be incorporated into the annual report.
Annual Report The annual report shall cover each reporting year and will be due 30
days after the end of the reporting period. Submitted to the COR.
Consultant and STTA Reports 15 days after the end of the assignment. Submitted to the COR.
INTEGRATION
YESA will help the Malawian education system build its capacity to measure students’ reading
acquisition and to create demand for improved reading instruction. YESA will work with the MoEST,
divisions, districts, schools, and communities nationwide to improve early grade reading and learner
outcomes. Since YESA is national in scope, activities will be implemented in all 34 education districts.
YESA will also work in full partnership with MERIT and REFAM as they are key inputs to the NRP.
ORGANIZATION OF THIS DOCUMENT
The remainder of this document is organized as follows: the following section describes the activities that
take place this FY within each of the four major program components and the timeline for the work
(activities that will take place in future years will be described in future work plans); this is followed by
presenting the cross-cutting themes and general management approach. Appendices A-D include the draft
AMELP table; brief descriptions of subcontractors; planned upcoming international travel; and the annual
project budget.
PROGRAM TASKS
During the 2020 FY, YESA will focus on building the capacity of the MoEST to develop, plan, and
implement the NRA; finalizing CA&R materials in English for Standards 1– 4; scaling up assessment and
remediation strategies in Standards 1-4 in Chichewa and English nationwide; and supporting zonal,
district, and national MoEST officials with monitoring, consolidating, and connecting performance data
to the EMIS system.
National Reading Program – YESA FY20 Annual Work Plan October 1, 2019 – September 30, 2020 9
Table 2: Program Management and Reporting
Activity Lead Staff Partners Key Outputs 2019 2020
Cost Oct Nov Dec Jan Feb Mar Apr May Jun Jul Aug Sep
Program Management
Program Planning
Labor, Travel, ODCs, OH, Fee
$1,817,392
Quarterly DEC & DCC planning meetings
Deputy Chief of Party (DCOP)
CRE/FOC Quarterly Division Plans
Quarterly DEC, DCC & MERIT DC review and planning meetings
DCOP MERIT Quarterly Division Plans
Program Reporting
Consultant and STTA reports Chief of Party (COP)
STTA reports
Quarterly performance reports DCOP CRE/FOC Quarterly reports ▲ ▲ ▲ ▲
Quarterly financial reports Abt Head Quarters (Abt HQ)
Quarterly reports ▲ ▲
▲
▲
Quarterly accruals reports Abt HQ Accrual reports ▲ ▲ ▲ ▲
FY 2021 Annual Work Plan COP Work plan ▲
Program Meetings
Regular planning meetings with USAID
COP planning and coordination
Joint quarterly USAID partners meetings
COP planning and coordination
Coordinating committee meetings with key stakeholders
COP planning and coordination
National Reading Program – YESA FY20 Annual Work Plan October 1, 2019 – September 30, 2020 10
TASK 1: NATIONAL READING ASSESSMENT
INTRODUCTION
MoEST has conducted NRAs in Malawi since 2000. It has done so most consistently using the Early
Grade Reading Assessment (EGRA) instruments in 2010, 2011, 2012, 2014, 2016, and 2017, and together
with YESA in 2018. MoEST, USAID/Malawi, and their partners have created multiple versions of the
EGRA instrument in both Chichewa and English.
The results from the 2018 NRA suggest that in Chichewa, low comprehension scores are most likely
caused by a lack of decoding skills. The performance of the Standard 2 and 4 learners on the oral
language assessments in Chichewa shows substantial understanding of the meaning of basic words. Yet,
these same learners scored relatively poorly on the EGRA tasks that required language decoding.
With regards to English, in Standard 2 and 4, the overall low scores across the different underlying skills
contributing to reading performance make it difficult to understand the relative contribution of oral
language and decoding skills to overall reading performance.
In 2018, YESA trained 92 MoEST staff, including inspectors from the Department of Inspectorate and
Advisory Services (DIAS), Primary Education Advisors (PEAs), and teachers, on how to collect data
using tablets with the EGRA instruments. MoEST staff collected data in 316 randomly sampled schools
across the country. While MoEST oversees other national and large scale assessments, including the
Monitoring Learning Achievement (MLA)1 and the Southern and Eastern Africa Consortium for
Monitoring Educational Quality (SACMEQ), it has limited experience leading NRA adaptation
workshops or assessments on its own and has been less involved in designing the studies, sampling,
conducting analysis, and writing NRA reports. USAID designed YESA to address these gaps in capacity
and to create or adapt an NRA instrument that gives MoEST the information it needs to grow readers.
The focus of this component is to build the capacity of MoEST in conducting periodic NRAs to inform
key stakeholders about learners’ performance and to inform policy. USAID supported the MoEST in
conducting the 2017 NRA, which is considered a baseline of the NRP. Under YESA, a midline NRA was
conducted in 2018 and an endline will be conducted in 2020. YESA led the implementation of the 2018
NRA in collaboration with the MoEST; however, in 2020, the MoEST will be an equal partner in every
aspect of development, planning, implementation, analysis, and reporting to support institutionalization of
this activity. To ensure comparability over time, the NRAs in 2018 and 2020 will be aligned with the
2017 baseline. While elements were added in 2018 and slight modifications were made to items, the core
instrument and methodology remain substantially the same.
ACTIVITY MANAGEMENT AND ADMINISTRATION
The YESA COP and Reading Assessment Specialist (RAS) will work closely with Directorate of
Inspectorate and Advisory Services (DIAS), Directorate of Basic Education (DBE), and the Directorate of
Education Planning (DEP) to establish the core MoEST team that will lead the 2020 NRA with technical
support and guidance from YESA. Abt home office staff will play a much more limited role, but will
remain available to support as needed and to ensure high quality data analysis. Local partner, Invest in
Knowledge Initiative (IKI), will continue to provide technical support on the data collection, cleaning and
consolidation, but will be working closely with MoEST officials to ensure learning takes place at every
step.
1 The MLA is administered every three years in English, Chichewa and mathematics, and life skills in Standards 4 and 7.
National Reading Program – YESA FY20 Annual Work Plan October 1, 2019 – September 30, 2020 11
Monitoring and Evaluation
For this component, the project will track a combination of output and outcome indicators and monitor
three principle results: IR1.1 NRA tools identified, standardized and utilized to inform targeted planning
and new education policies; IR1.2 Capacity for performing NRAs created or augmented within the
Government of Malawi (GoM) institutions; and IR1.3 Sufficient demand and political will to support
regular NRAs identified, developed and institutionalized. Each of these results will be finalized in the FY.
TASK 1.1 DEVELOP THE NATIONAL READING ASSESSMENTS AND MATERIALS
YESA will work hand-in-hand with the MoEST at all levels on the development and planning for the
2020 NRA. YESA will host a 2020 NRA tools review workshop with key MoEST officials from DIAS,
DBE, the Department for Teacher Education (DTED), and DEP as well as other stakeholders from the
Malawi National Examinations Board (MANEB), the Malawi Institute of Education (MIE), and primary
school teachers. It is anticipated that there will be about 15 stakeholder participants. This workshop will
guide the participants through the NRA tools, explain the purpose of each tool and their components, the
process for administration of each tool, and provide opportunities for feedback and input on how they can
be refined and improved.
The instruments used for the 2020 NRA will be the same as those used for the 2018 and 2017 NRAs.
There may be some minor adjustments to the tools based on MoEST feedback and input. One important
change anticipated in regard to finalizing the NRA tools is that we expect to develop the English NRA
tools with English instructions and emphasize to all assessment administrators that they should use the
child’s local language to explain the assessment instructions. Our priority is to collect accurate data on
student literacy skills. We do not want the students’ ability to understand the instructions to interfere with
their ability to demonstrate their literacy skills.
Immediately following this workshop, YESA will work with DIAS and other NRA team officials to
review and incorporate recommendations into the final 2020 NRA tools.
2020 NRA Tools:
Chichewa EGRA Protocol Head Teacher Questionnaire
English EGRA Protocol Teacher Questionnaire
Classroom Observation Protocol Learner Questionnaire
School Climate Protocol Learner Tables
TASK 1.2 ADMINISTER NRA
The administration of the 2020 NRA is expected to take place in June 2020. YESA and its local partner,
IKI, will work with the MoEST NRA core team to plan for the administration of the NRA. This planning
process will include determining the criteria for national and district level school sample, identifying data
collectors, identifying the routes for each team of data collectors, and preparing for training of the NRA
administrators.
It is expected that the sample of schools will be the same size as the 2018 NRA, approximately 320
schools. All 34 education districts will be included in the sample. The number of schools selected per
district will be proportional to the number of schools in each district, with the provision that the sample
within each district include a minimum of five schools. Standards 2 and 4 learners will be assessed. A
sample of 20 learners (10 boys/10 girls) from each standard will be randomly selected.
We anticipate needing about 25 data collection teams of five people per team. Team members will be
National Reading Program – YESA FY20 Annual Work Plan October 1, 2019 – September 30, 2020 12
identified in partnership with the MoEST and will include Standard 1-4 teachers, head teachers, PEAs,
Senior Education Method Advisors (SEMAs), inspectors, and teacher training college (TTC) lecturers.
The NRA Core Team will establish the criteria used for selection. The criteria may include language
ability, prior NRA experience, and variety of positions within the MoEST. All NRA administrators will
be trained in May 2020. YESA and the MoEST NRA Core Team will co-facilitate the training.
Administrators training will include: review of all NRA tools and the process for administration, best
practices for setting up NRA administration environment, clear step-by-step instructions on how to select
students to participate in the data collection, roles and responsibilities of each member of the data
collection team, and extensive practice for each step of data collection.
By the end of training, NRA administration teams will be established with routes determined and clear
plans and timelines for data administration. We anticipate that data collection will take place over a
period of three weeks.
TASK 1.3 BUILD CAPACITY
In the beginning of the FY20, YESA will work with the Director of DIAS and other MoEST directors to
identify and establish a MoEST NRA Core Team. This NRA Core Team will be made up of central
MoEST officials from DIAS, Planning, DTED, and DBE. This team will be responsible for the overall
implementation of the 2020 NRA and will receive regular guidance, support, and training from the YESA
RAS and COP. The MoEST NRA Core Team will be trained on all technical aspects of the NRA,
including the development of the NRA tools, the process used to develop the NRA sampling plan, the
logistics and planning around NRA administration, data consolidation, data cleaning, and the analysis of
results. This approach will ensure that the NRA Core Team is gaining the technical knowledge and the
hands-on experience necessary to build their capacity and deepen their ownership of the NRA.
TASK 1.4 CREATE DEMAND FOR NRA RESULTS
In FY 2020, YESA will work closely with the MoEST NRA Core Team to consolidate, clean, and
analyze the data from the NRA administration. An Abt Associates data analyst will travel to Malawi to
provide training to the NRA Core Team and will provide coaching of MoEST Core Team analysts as
needed over email and virtual meetings. The Abt data analyst will also conduct parallel analysis to ensure
data quality and accuracy of the MoEST analysis. YESA will work closely with the MoEST and USAID
to discuss how best to present results and disseminate the analysis.
YESA will also roll out the MoEST EMIS android application in FY20. Our partner, SoukTel, will travel
to Malawi to participate in the training the NRA Core Team and other relevant MoEST officials on how
to use this application to digitize data from the zonal level so that it feeds into the district, division, and
central EMIS system. This training will focus on how to use the application to input the 2020 NRA data
into the online EMIS system. Participants will be trained on how to create visualizations and reports of
the data. Specific reports will be identified to be shared with all levels of the MoEST, schools, and
communities that can be accessed via a URL. The ability to digitize data and have it sync automatically
when connected to Wi-Fi will streamline data consolidation and increase access to reports that show
results by zone, district, division, and at national level.
YESA will work with the MoEST, UNICEF, MERIT, and REFAM throughout FY20 to review, revise,
and digitize MoEST data collection forms so that all data forms can be accessed and used through the
EMIS application. This will expand the capacity of the application to be used for all data collection and
not only the NRA.
This activity will work in full partnership with DIAS and the Directorate of Education Planning.
Meetings will be held with the relevant directors to determine YESA focal persons within each
National Reading Program – YESA FY20 Annual Work Plan October 1, 2019 – September 30, 2020 13
directorate. YESA will work with these focal persons (anticipated to be one to four officials from each
directorate) to discuss the design of this dashboard, data collection forms, and to ensure the reports
developed at a glance are relevant, easy to interpret, and demand-driven. The incorporation of the NRA
into EMIS as well as the initial NRP/EMIS dashboard will be developed and shared with USAID and the
MoEST in February 2020.
National Reading Program – YESA FY20 Annual Work Plan October 1, 2019 – September 30, 2020 14
Table 3: Schedule for Developing and Administration of National Reading Assessments
Activity Lead Staff Partners Key Outputs 2019 2020
Cost Oct Nov Dec Jan Feb Mar Apr May Jun Jul Aug Sep
Objective 1: National Reading Assessments (NRAs) Instituted
Labor, Travel, ODCs, OH, Fee $186,013
Activity 1.1: Develop Assessment
Lead MoEST through a NRA EGRA instrument review and adaptation workshop
RAS Final NRA Instruments
$8,078
Activity 1.2: Administer National Reading Assessment
Lead MoEST through the process for developing a nationally representative sample of schools
RAS IKI NRA Sample $ -
Lead MoEST through planning NRA administration
RAS IKI NRA Administration plan
$ -
Training of supervisors and enumerator
RAS IKI Trained administrators
$87,888
NRA Administration RAS IKI NRA Data $147,147
Activity 1.3: Build Capacity
Identify MoEST personnel to co-lead 2020 NRA activities
RAS MoEST NRA Core Team
$ -
Work with MoEST to transfer knowledge in all NRA activities
RAS IKI Trained MoEST officials
$ -
National Reading Program – YESA FY20 Annual Work Plan October 1, 2019 – September 30, 2020 15
Activity 1.4: Create Demand for NRA Results
Work with MoEST to consolidate and clean NRA data
RAS IKI Clean NRA Data Set
$ -
Work with MoEST to analyze NRA data
RAS Draft NRA Analysis
$ -
Work with MoEST to begin drafting NRA report
RAS Draft NRA report
$ -
Design mobile tool for easy/fast access to national reading data
ICT Dir SoukTel EMIS application
▲ $75,745
MoEST NRA Monitoring and Data consolidation training
RAS SoukTel EMIS data $ -
Link assessment data to EMIS system
ICT Dir SoukTel EMIS application
$ -
National Reading Program – YESA FY20 Annual Work Plan October 1, 2019 – September 30, 2020 16
TASK 2: SCHOOL-LEVEL UTILIZATION OF ASSESSMENT STRATEGIES
AND TECHNIQUES FOR READING AND REMEDIATION
INTRODUCTION
The GoM and USAID have invested significantly in implementing the NRP to improve early grade
reading. The results of the 2018 NRA provided strong evidence that the NRP is having a positive impact
on learner reading outcomes. The impact of these investments can be further catalyzed and sustained by
engaging teachers in measuring their learners’ progress throughout the school year with curriculum-
aligned CAs and using the results of the CAs to provide targeted, student-led remediation that ensures all
students improve their foundational literacy skills.
CA is recognized in the field of reading instruction as critical for effective teaching. Studies from around
the world show strong evidence of learner gains from teachers using data to inform instruction, and gains
reported in these studies are among the largest for any educational intervention. The evidence
demonstrates that conditions for improved instruction include the use of continuous and summative
assessments to make instructional decisions. However, research suggests that while informal assessment
methods are frequently used in classrooms in Africa, especially oral questioning, and that formal CA is
both expected and widely used in Malawi, teachers still have challenges in adapting instruction
effectively based on the results. Further, while the new NRP curriculum has been rolled out for Standard
1-4, fully-aligned, standardized formative assessment tools have not yet been developed.
This component is about reinforcing a culture of assessments in the classroom and schools and using the
information from those assessments in a systematic way to inform and guide teaching methods and
remediation activities. YESA has already worked with the MoEST on the development and roll-out of
CAs and remediation for Chichewa for Standards 1 – 4. In FY20, YESA will continue to support schools
and teachers to implement CA&R in Chichewa and will work with the MoEST to finalize CA&R
materials for English for Standards 3 – 4 and roll them out nationwide. As with the Chichewa materials,
the reading skills assessed will be aligned to the NRP curriculum, and the suite of tools will assess student
skills in the foundational components of reading, corresponding to the Malawi NRP early grade reading
curriculum as well as the NRA.
The results of these assessments will be used to inform the structure and approach of remediation
activities. YESA will work through the MoEST to train teachers on how to implement English
remediation activities and will regularly monitor school level implementation to provide coaching and
document best practices and learning.
The development and implementation of English CAs and remediation activities will be led by the YESA
technical team and supported by our partner, ELF Learning Solutions.
Monitoring and Evaluation
During FY20, YESA will focus on the following output indicators under Task 2: the number of tools
finalized that are used for school-level CAs and the number of school administrators trained. The
following outcome indicators will also be examined: the percentage of classes using CAs to assess
learners, the percentage of schools providing remediation based on the CA results, and the fidelity of
implementation of CA&R. Monitoring tools will be developed to fully document and report on these
indicators. These tools will also be adapted for use by MoEST at zonal, district, and division level (See
Task 4 for more information).
To help extend the reach of YESA, our local subcontract partners, CRECCOM and FOCOLD, will also
conduct school visits to collect monitoring data and provide coaching.
National Reading Program – YESA FY20 Annual Work Plan October 1, 2019 – September 30, 2020 17
TASK 2.1 SUPPORTING DEVELOPMENT AND IMPLEMENTATION OF CA AND REMEDIATION
In the FY20, YESA will continue to support schools and teachers with the implementation of CA&R in
Chichewa through monitoring and coaching visits as well as by working with MERIT to include CA&R
refresher content into their planned Standard 1-2 head teacher and teacher training.
Given the low scores nationwide in Standard 2 Chichewa reading and in light of extensive evidence that
student reading skills and abilities benefit from a focus on learning to read in their native language before
adding a second language, such as English, this fiscal year, YESA will develop and roll out CA&R for
English in standards 3 and 4 only. Standards 1 and 2 remediation efforts maintain their focus on building
literacy skills in Chichewa.
In FY20, YESA will develop CAs and remediation activities for Standard 3-4 in English and provide
training materials for training teachers, SHs, and HTs on the assessments. For Standards 3-4, CAs will test
and remediation activities support the following literacy skills: letter names, letter sounds, decodable words,
sight words, sentences, story reading, and reading comprehension.
Remediation Approach
YESA will also work with USAID and MoEST to develop curriculum and training materials for a
remediation strategy that will be implemented in schools. The remediation will supplement the NRP
curriculum with a remediation approach that not only increases the amount of the school day learners
spend engaging with print materials in developing reading skills, but also uses a pedagogical approach
that helps teachers target specific skills based on the needs of the learners.
The key features of the approach are:
● CA: Instruction is targeted to each learner’s areas of need based on information from regularly-
administered brief assessments of learner reading skills.
● Remediation: Learners are taught in small groups (5-8 learners) that are homogenous in terms of
learners’ skill level. Learners in the same classroom work on different tasks and learning goals in
skill-based small groups as opposed to all following the same lesson at the same time.
● Iterative instruction: Learners are re-assessed and re-grouped as they master skills and/or are
shown to be struggling with skills.
● Curriculum: Instruction uses materials that are level-appropriate.
Outcomes and Measures for Data Collection
YESA will regularly monitor the CA&R implementation in 300 schools nationwide throughout each
school term. To achieve this end, when not participating in nationwide training activities, YESA DECs
and CRECCOM/FOCOLD Division Education Officers will establish a weekly monitoring schedule in
collaboration with PEAs in their division. This approach will allow YESA to establish consistent
communication with the schools and teachers during implementation and will provide more in-depth
learning about effectiveness of the approach, challenges to implementation, and the opportunity to
document and share solutions. The monitoring of these schools will focus on implementation fidelity and
problem solving.
YESA proposes to conduct direct observations of CA&R in schools in collaboration with PEAs and other
government officials (see Objective 4 for more information). Monitoring of CA&R will prioritize
National Reading Program – YESA FY20 Annual Work Plan October 1, 2019 – September 30, 2020 18
documenting CA&R implementation fidelity and will provide coaching to improve their execution.
Illustrative data the M&E tools will document:
If CA&R is on the school timetable and the number of remediation period in a week
If learners being assessed during review weeks
If teachers are documenting CA results in a skills chart
If learners are being grouped based on the skill chart
If learners are being re-grouped as they master specific skills
If teachers are using appropriate remediation activities
If teachers have sufficient remediation activity materials
If learners are participating in the remediation activities
If teachers are working with groups during the remediation period
To increase MoEST ownership and institutionalization of monitoring CA&R, YESA will add CA&R
monitoring and coaching content to the NRP PEA coaching tool developed by MERIT. Monitoring tools
and implementation guidelines, including best practices, will also be developed and provided to DEMs
and PEAs. Trainings on these tools will take place as part of regular quarterly district and division
meetings and through one-on-one interactions with YESA division staff.
Timeline
The overall timeline for the full set of activities under Task 2.1 is presented in Table 5.
NRP Standard 1 – 2 Head Teacher and Teacher Training – CA&R Chichewa refresher:
In December 2019, MERIT will conduct nationwide Standard 1-2 teachers and head teachers’ training.
Though YESA will not be directly training these teachers, we will work with MERIT and participate in
their materials development workshop to develop sessions that will address CA&R issues. These sessions
will provide refresher training on the methodology and processes, best practices, common challenges, and
creative solutions to implementing CA&R in a variety of contexts. YESA’s technical team will be present
at all levels of the training cascade to provide monitoring support, respond to questions about the CA&R
content, and ensure quality training.
CA&R Standards 3 – 4 English materials development and training:
In November 2019, YESA will conduct CA&R English materials development and validation workshops.
Key technical material developers from the MoEST, NRP partners, and teachers will be invited to
participate. The agenda for this workshop will be to review and develop the CA tools, remediation
activities, the facilitator’s guide and the teacher resource books for Standards 3 – 4 CA&R English. As
the CA&R English materials will be rolled out by HTs and JSHs, they will also receive facilitator guides
that lead them through the teacher training process for CA&R English materials.
CA&R Standards 3 – 4 English nationwide roll out:
In collaboration with MERIT and REFAM, YESA will participate in the NRP training of HTs and JSHs
to be conducted in January 2020. During this two-day training, YESA will roll out the CA&R English
materials. CA&R materials for English will be printed for all Standard 3 – 4 teachers nationwide. Instead
of training teachers directly, we will give the materials and facilitator guides to JSHs and HTs who will
National Reading Program – YESA FY20 Annual Work Plan October 1, 2019 – September 30, 2020 19
then train the teachers at their school. We are confident that this approach will be effective as all HTs,
JSHs, and teachers have already been trained in CA&R for Chichewa and the CA&R English materials
will follow the same framework, approach, and methodology. Immediately following the training, YESA
staff will work with Division and District officials to follow up with schools and confirm training takes
place.
CA&R Standards 1 – 4 monitoring:
YESA’s Division Education Coordinators (DECs) and CRECCOM/FOCOLD Division Education
Officers (DEOs) will regularly conduct monitoring visits to primary schools to provide coaching to
schools to ensure fidelity to the CA&R approach for Chichewa and English. YESA’s DEC’s will also
work closely with the MoEST structure and will engage PEAs and inspectors to participate in monitoring
trips to begin institutionalization of CA&R at every level of the MoEST. See Objective 4 for additional
information on MoEST system strengthening.
National Reading Program – YESA FY20 Annual Work Plan October 1, 2019 – September 30, 2020 20
Table 4: Schedule for Supporting Development & Implementation of CA&R
Activity Lead Staff Partners Key Outputs 2019 2020
Cost Oct Nov Dec Jan Feb Mar Apr May Jun Jul Aug Sep
Objective 2: Universal School-Level Utilization of Assessment Strategies and Techniques for Reading and School Management Instituted
Labor, Travel, ODCs, OH, Fee $853,955
Activity 2.1. Supporting Development & Implementation of Continuous Assessment (CA) and remediation
Finalize draft materials to support Std 3-4 ENGLISH continuous assessments and remediation
CMS ELF Training materials
$ -
Participate in NRP Std 1-2 materials development workshop to input CA&R
DCOP MERIT/ REFAM
Training materials
$ -
Convene workshop to review Std 3-4 ENGLISH assessments and training materials
DCOP ELF Training materials
$17,159
Support monitoring of NRP Std 1-2 Teacher Training
CMS MERIT/ REFAM
Monitoring reports
$ -
Finalize Std 3-4 ENGLISH CA&R materials and associated training materials for SH/HT Training
CMS ELF CA&R Materials
▲ $31,650
Develop M&E indicators, data collection form, and process for collecting data
M&E Dir Data coll forms
$ -
Print Std 3-4 ENGLISH CA&R materials and associated training materials for SH/HT Training
Procurement Printed materials
$360,000
In partnership with MERIT/REFAM, implement cascade trainings for SH/HT to roll out Std 3-4 ENGLISH
DCOP MERIT/ REFAM
Teachers Trained
$1,031,733
Monitoring of CA&R implementation at school level
DECs/DEOs Monitoring reports
$ -
National Reading Program – YESA FY20 Annual Work Plan October 1, 2019 – September 30, 2020 21
TASKS 2.2 SUPPORTING DEVELOPMENT AND IMPLEMENTATION OF EOY ASSESSMENTS
DIAS has recently been mandated to develop and implement national assessments. Through the MESSIP
program, the MoEST has funding to develop and implement end-of-year assessments. Rather than
duplicate efforts, YESA will work with DIAS and the MESSIP program to support their assessment
efforts. YESA will engage DIAS and MESSIP early in the fiscal year to build relationships and establish
a supporting role in their efforts. In this role, YESA will provide technical and operational guidance to
MESSIP and DIAS, supporting efforts to build their capacity to develop and implement assessments.
YESA will specifically support their work in developing English and Chichewa subject assessments.
Much of YESA’s technical support may also be done in parallel with NRA capacity building activities.
Illustrative examples of how YESA can support DIAS and MESSIP assessments:
Provide technical assistance on the types of education assessments and their purpose
Provide technical assistance in the development of their assessment methodology
Provide technical assistance in the development of curriculum-aligned assessment items
Ensure literacy assessments are aligned with CAs and the NRA
Provide operational guidance on proper procedures for administering assessments
Provide training on the MoEST mobile data collection application and ensure they use this
application to administer assessments
Provide technical assistance on data cleaning, consolidation, and analysis
The first key activity for EOY assessment support to the MoEST will include engaging DIAS and
MESSIP, with support from USAID, to discuss how YESA and MESSIP can work together to leverage
resources and support their assessment efforts. YESA role would be limited to providing technical and
operational guidance. YESA would not fund training or implementation of assessments as MESSIP has a
budget for these activities. YESA’s cost represented in the table below are limited to personnel costs and
estimated YESA staff travel necessary to support these assessments.
National Reading Program – YESA FY20 Annual Work Plan October 1, 2019 – September 30, 2020 22
Table 5: Schedule for Supporting Development & Implementation of EOY Assessment
Activity Lead Staff
Partners
Key Outputs 2019 2020
Cost Oct Nov Dec Jan Feb Mar Apr May Jun Jul Aug Sep
Objective 2: Universal School-Level Utilization of Assessment Strategies and Techniques for Reading and School Management Instituted
Activity 2.2. Supporting Development and Implementation of End-of-Year (EOY) Assessments
Meet with MoEST to establish YESA role in supporting MESSIP learning assessments
RAS $ -
Technical guidance provided to MoEST as they develop and implement learning assessments
RAS $ -
Training on MoEST Mobile Application ICTD Assessments tool created in application
$23,285
National Reading Program – YESA FY20 Annual Work Plan October 1, 2019 – September 30, 2020 23
TASK 3: COMMUNITY-LEVEL ASSESSMENTS AND READING
ACTIVITIES
In order to focus remaining resources to maximize the impact of YESA’s interventions to date, no
activities are planned for Task 3 in FY 2020.
TASK 4: INTEGRATION OF READING ASSESSMENTS INTO NATIONAL
READING PROGRAM AND MOEST POLICIES AND PRACTICES
INSTITUTED
INTRODUCTION
YESA is working with the MoEST, USAID, and other NRP implementing partners to improve the
reading assessment system by developing and institutionalizing CAs for classroom use, supporting the
development of other MoEST assessments for school and district-level data, and the NRA for national
level data. YESA is also supporting the MoEST in developing a policy environment that prioritizes early
grade reading improvements in student performance.
In FY20, YESA will focus on increasing MoEST ownership of YESA interventions at all levels of the
system and fostering institutionalization of the NRP assessments at national level and CA&R monitoring
and coaching at a decentralized level. This will be done by working closely with the MoEST in all aspects
of assessment design, planning, administration, monitoring, and reporting. YESA will also begin working
with PEAs and inspectors at the district level to develop coaching and monitoring tools for their use when
visiting schools to monitor CA&R activities.
ACTIVITY MANAGEMENT AND ADMINISTRATION
Tasks for activities under Task 4 will be spearheaded by the COP, DCOP, and RAS at the national level
and by the YESA DECs at the division and district level. At the national level, YESA will participate in
the NRP steering committee and NRP technical working group meetings. YESA will also work closely
with the central MoEST directorates to ensure buy-in, ownership of activities, and top-down support for
institutionalization of YESA’s inputs.
At the division and district level, YESA’s DECs and CRECCOM/FOCOLD DEO personnel, will work
side-by-side with MoEST District Education Managers (DEMs), PEAs, inspectors, ZEMISO and
DEMISO officers to institutionalize YESA activities. YESA will work with PEAs and inspectors to build
their capacity to monitor and support CA&R at the school level. YESA will work with DEMISO officers
to institutionalize the use of the MoEST EMIS mobile application for assessment data collection,
consolidation, and reporting at the zonal, district and division level; and YESA will work with the NRP
implementing partners to support district and division meetings to share best practices, common
challenges, creative solutions, and to document learning.
Monitoring and Evaluation
During FY20, YESA will focus on building MoEST ownership and institutionalization of all YESA
activities. A key action of FY20 will be institutionalizing monitoring and support of CA&R by PEAs and
inspectors at the district level.
National Reading Program – YESA FY20 Annual Work Plan October 1, 2019 – September 30, 2020 24
TASK 4.1 A COMPREHENSIVE M&E SYSTEM OF READING ASSESSMENTS THAT INFORM
INSTRUCTION AND BROADER EDUCATION POLICY AND THAT PROMOTE
SUSTAINED GAINS IN READING ACHIEVEMENT.
In order for YESA’s inputs into the NRP to be sustainable, it is important that we focus on
institutionalization of YESA assessments and remediation methodology. This will be a key focus of
YESA’s work in FY20. At the national level, YESA’s COP, DCOP, and RAS will work with the central
MoEST directorates to ensure buy-in and ownership of the NRA and the CA&R framework. We will also
work to support their development of other learning assessment with support from MESSIP. YESA will
provide the MoEST with examples of how school level data can be used effectively to improve education
quality without enforcing a high-stakes standardized assessment. To this end, YESA will regularly engage
in NRP coordination meetings, including holding regular meetings with USAID and our NRP
implementing partners, MERIT and REFAM. YESA will also be an active participant in NRP technical
working groups, and NRP Steering Committee meetings.
To initiate institutionalization of the NRA, YESA will work with the MoEST to establish a MoEST Core
NRA team that will take ownership of the 2020 NRA and future NRAs. This team will co-lead the 2020
NRA and will take part in every aspect of developing, planning, and executing the NRA (see Task 1.3).
At the division and district level, YESA will intensify engagement with DEMs and PEAs to increase their
capacity to monitor, support, and oversee CA&R implementation at the school level. YESA’s DECs and
DEOs will work closely with MERIT DCs and will participate in quarterly district/division NRP meetings
with DEMs, CPEAs, PEAs, and inspectors. The purpose of these meetings will be to reinforce key
messages and best practices. It will also serve as a forum for shared learning by discussing challenges and
creative solutions to common problems. Within FY20 there will be three quarterly district level meetings
and one division level meeting.
YESA will also work closely with the MoEST to develop a CA&R coaching tool for PEAs to use when
visiting schools. These tools will be added to the MERIT PEA Coaching Tool so that the PEAs have a
NRP toolkit to support their monitoring, coaching, and reporting of NRP interventions. This tool will help
to establish the institutionalization of CA&R at the district level. YESA’s DECs will introduce this tool to
the DEMs, CPEAs, and PEAs and will schedule and coordinate co-monitoring trips to primary schools so
that YESA can support the PEAs as they first begin observing, documenting, and providing coaching to
teachers and schools on CA&R activities. YESA DECs will plan with Coordinating PEAs (CPEAs) and
share information and monthly reports to the DEMs. These reports will also inform the agenda and
discussions for the quarterly district/division NRP meetings.
National Reading Program – YESA FY20 Annual Work Plan October 1, 2019 – September 30, 2020 25
Table 6: Integration of the comprehensive assessments and reading activities
Activity Lead Staff Partners Key Outputs 2019 2020
Cost Oct Nov Dec Jan Feb Mar Apr May Jun Jul Aug Sep
Objective 4: Integration of Reading Assessments into NRP and MoEST Policies and Practices Instituted
Labor, Travel, ODCs, OH, Fee $171,627
Activity 4.1. Integration of the Comprehensive Assessments and Reading Activities
Quarterly district and division NRP meetings with PEAs, CPEAs and DEMs
DECs MERIT/ REFAM
Shared learning best practices
$110,252
Participate in NRP Cluster Workshops for DEMs and Key Government staff
DECs MERIT/ REFAM
District budget and planning for literacy
$ -
Coordination and participation in technical working groups and NRP Steering Committee
COP Planning and coordination $ -
Support YESA collaboration with MERIT and REFAM on Objective 2 and 3
COP Leveraged resources $ -
Support MoEST coordination and planning meetings
COP Shared activity plans $ -
DEM and PEA training on school monitoring and documentation of CA&R
DECs PEA monitoring reports $158,946
Benchmark workshop: Establishing categories and performance learning descriptors
$10,000
Benchmark workshop: Establishing cut scores
$10,000
Windows of Opportunity $5,000
National Reading Program – YESA FY20 Annual Work Plan October 1, 2019 – September 30, 2020 26
TASK 4.2: INTEGRATION WITH THE GOM AND LOCAL EDUCATIONAL AND CROSS-SECTORAL
ORGANIZATIONS
Abt’s implementation plan for YESA will build the GoM’s capacity to improve M&E for the NRP at the
national, district, and school using innovative, low-cost, approaches for collecting, analyzing, and
disseminating data. To achieve this goal, Abt will include MoEST staff in all trainings and data collection
activities, and take a gradual approach to both building internal capacity and transferring responsibility to
ministry staff so they can successfully carry out all activities at the end of the project.
YESA will also continue its strong partnership with MERIT and REFAM. The NRP implementing
partners are working closely on work plans and continue to participate in NRP materials development
workshops, training activities, and monitoring of implementation at school level. This strong
collaboration prevents duplication, creates opportunities to leverage funds across projects, and allows us
to implement a cohesive national program.
YESA will also be working closely with its local educational partners, CRECCOM and FOCOLD, in
FY20. YESA will be building their capacity to understand reading assessments, remediation activities,
and coaching educators in support of reading.
Costs for this task are captured in Objective 2.
TASK 4.3 STUDIES TO IMPROVE THE IMPLEMENTATION OF NRP COMPLETED – ON HOLD
At the request of our COR, these activities have been placed on hold.
TASK 4.4 ESTABLISH READING BENCHMARKS IN CHICHEWA AND ENGLISH – ON HOLD
USAID is in the process of securing a consultant to lead the benchmarking effort, YESA is prepared to
provide support and coordination in consultation with USAID for this work once the consultants are on
board. For the purposes of work plan development, YESA has set aside $20,000 in total, $10,000 each
for two benchmark development workshops. These budget figures will be refined once planning is able to
take place with the consultants.
TASK 4.5 DEVELOP THREE FORMS OF LOWER PRIMARY ENGLISH ASSESSMENTS– ON HOLD
At the request of our COR, these activities have been placed on hold.
National Reading Program – YESA FY20 Annual Work Plan October 1, 2019 – September 30, 2020 27
CROSS-CUTTING THEMES
In addition to the specific tasks described in Task 4, YESA will make contributions to integration more
generally. With respect to the cross-cutting sub intermediate results (SIRs), by addressing the SIRs
1“Capacity of institutions improves” and 2 “Use of technology and innovation increased” YESA will
improve the organizational capacity of the MoEST to implement the NRP through training to conduct
future NRAs, to administer learner assessments, and to interpret assessment data and provide remediation.
Also, YESA will support increased use of technology such as a mobile app that can be used by MoEST
officials to gather and disseminate performance information that will keep communities informed and
spur action. SIR 3 involves “Policy and systems strengthened” which will occur while training staff in Mo
EST and its departments. Finally, SIR 4 “Adopting positive behaviors in education,” such as mobilizing
PTAs and SMCs to increase community support to reading activities with children will lead to sustainable
and improved outcomes.
USAID GLOBAL EDUCATION STRATEGY
YESA will contribute to the USAID Education Strategy’s Goal One of improving reading skills for 100
million children. Under YESA, all Standard 1-4 teachers will be trained and coached to assess their
learners on a regular basis and group them according to reading level for supplemental activities. We will
work with MERIT’s cascade trainings and NRP teacher learning circles to ensure continued professional
development takes place with regard to CA&R.
WINDOWS OF OPPORTUNITY
Opportunities often arise to support activities that are consistent with our goals. During implementation.
YESA will take advantage of windows of opportunity to implement associated activities and interventions
consistent with the overall objectives and terms of the contract. For example, during the 2018 NRA, we
included two sample of learners to take the NRA—one group receiving instructions in English, the other
group in Chichewa. This also allows us to gauge to what extent poor language comprehension is
responsible for poor performance on the assessment. YESA will also use these funds to support NRP
related committee meetings or other events as discussed and approved by USAID.
MONITORING, EVALUATION AND LEARNING
Ultimately, YESA is about supporting MoEST in monitoring implementation of the NRP and introducing
assessment tools at the school so that remedial actions can be more robust and evidence-based. YESA has
developed a comprehensive and multi-level monitoring, evaluation and learning system to track early-
grade reading performance across all contract activities.
Our division-based personnel will regularly monitor school level implementation of CA&R and other
NRP interventions. YESA staff will also provide brief feedback and coaching to teachers and school s
based on their observations in order to improve the fidelity of implementation at the schools visited.
Monitoring reports will be consolidated and key findings, lessons learned, best practices, and creative
solutions will be documented and shared with MoEST (at national and district level) and USAID. YESA
aims to visit a minimum of 300 schools in one academic school year for monitoring.
National Reading Program – YESA FY20 Annual Work Plan October 1, 2019 – September 30, 2020 28
COORDINATION AND COLLABORATION
YESA will coordinate closely and collaborate with USAID, MoEST, MERIT, and REFAM across
activities. YESA will work with MERIT to provide CA&R input into their Teacher Learning Circle
(TLC) training activities and will work hand-in-hand with MERIT on Standard 3-4 teacher training
activities. YESA and MERIT will also work together to share monitoring information so that we can
leverage our staff time at schools observing NRP inputs. YESA will also work closely with REFAM to
ensure they have access to YESA assessment materials so they can be modified for use with children with
disabilities. YESA will also work with REFAM in the review of MoEST data collection forms to ensure
that revised forms better collect information on children with disabilities.
For activities in this plan, YESA will liaise with departments such as DIAS, Basic, Planning within
MoEST, Malawi Institute of Education (MIE), TTCs, and DTED as needed to ensure all assessment,
remediation, and training processes are coordinated across agencies. We will work with USAID to
identify ways to collaborate with other NGOs focused on primary education or related sectors to amplify
impact of USAID’s programs and reduce costs.
USING LOCAL SYSTEMS
YESA will coordinate with MoEST at all levels, including divisions, districts and schools, as well at the
community level with community groups to build assessment processes based on existing infrastructure.
For example, to help provide supplemental remediation in schools, we will work with section heads who
can assist with monitoring and mentoring teachers.
INCORPORATING GENDER AND LEARNERS WITH SPECIAL NEEDS/LEARNING
DISABILITIES
Dr. Stella Kachiwanda as DCOP and Gender Advisor, will collaborate with REFAM to ensure all
assessments and systems are free of bias and stereotypes as they relate to gender and disability and to
ensure all children—including learners with disabilities and orphans and vulnerable children—are
empowered to learn to read.
ENVIRONMENTAL COMPLIANCE
YESA will review any potential requirements and submit an Environmental Mitigation and Monitoring
Plan as required.
National Reading Program – YESA FY20 Annual Work Plan October 1, 2019 – September 30, 2020 29
GENERAL MANAGEMENT APPROACH
YESA’s head office in Lilongwe is responsible for overall project management and technical leadership.
It will also be responsible for school and community-based activities in the Central West Division. The
YESA team also includes divisional teams embedded in strategic districts in each of the five other
education divisions. Leadership in the Lilongwe office is responsible for providing management support
and oversight to division-based teams and liaising with MoEST departments for technical guidance.
Working with MoEST: YESA will work closely with MoEST on all major activities. As the assessment
and remediation component of the NRP, MoEST will be supported to lead the implementation of YESA
inputs. Ministry officials will be involved in decision making, activity planning, and implementation.
YESA will join the existing NRP Steering Committee, the structure that oversees progress in the
implementation of the NRP and makes decisions to ensure its effectiveness. The NRP Steering
Committee is chaired by the Secretary for Education, Science and Technology and typically meets
quarterly. YESA will provide technical guidance, capacity building, and ongoing support to MoEST staff
who deliver and monitor activities.
Each YESA division team comprises two core staff: a Division Education Coordinator and local
subcontract hire Division Education Officer (DEO). These two work together to monitor implementation
of YESA interventions at the school level and provide coaching as needed to teachers, section heads, head
teachers, and community-school structures (e.g., PTA, SMC, etc).
The divisional team members lead, build capacity, and monitor the activities of district and zonal level
implementers to ensure the successful and timely implementation across YESA’s school and community-
based components. District and zonal implementers will include the DEMs, PEAs, District and/or Zonal
Education Management Information System (DEMIS and/or ZEMIS) Officers, Community Development
Assistants (CDAs), and local organizations.
Working with local partners: YESA will work with local subcontractors CRECCOM and FOCOLD to
support our work related to CA&R. Local subcontractor personnel will report to the DCOP and the
Community Mobilization and Engagement Specialist. YESA will plan, coordinate, support, and work
closely with MERIT and REFAM, engaging them in materials development activities and combining
trainings wherever possible.
Adaptive Management: In order to achieve YESA’s objectives, we will review and revise project design
and implementation plans as new information emerges or the country context changes. YESA will collect
regular feedback from the field, based on continuous engagement of local counterparts by YESA
subcontractors and DECs. YESA’s monitoring, evaluation, and learning strategy provides the continuous
use of data to support adaptive management at all levels. As part of quarterly review and planning,
selected YESA staff from the head and division offices will review performance to date for the set of
indicators and discuss process observations. Small adjustments in training and support will be addressed
immediately, while larger modifications will be subject to comprehensive review and adjusted either
during the annual planning cycle or before, depending on the urgency of adjustments. Annually at
division and national levels, YESA staff and government stakeholders will similarly review progress in
order to make management and resource allocation decisions.
National Reading Program – YESA FY20 Annual Work Plan October 1, 2019 – September 30, 2020 30
APPENDIX A: KEY PROGRAM
INDICATORS AND TARGETS
Target Actual Target Actual Target Actual Target Actual
Activity Goal: Comprehensive Assessment and Capacity Building Systems for Early Grade Reading Instituted and Sustained to Support Malawi’s National Reading
USAID Standard Indicators Cutting Across Results Areas
0 3,848,953 2,303,978 1,990,193 1,544,975 1,972,559 3,962,752 103% 6,400,268 3,962,752 62%
0 44,377 27,788 22,559 31,227 24,986 47,545 107% 44,377 47,545 107%
0 632,128 308,408 469,017 86,368 323,720 422,387 977,772 155% 832,096 977,772 118%
0 6,225 480 5,803 - 6,283 101% 6,075 6,283 103%
0 5,500 5,500 0% 5,500 - 0%
Learners Reading Performance Monitored
0 NA NA NA NA NA NA NA NA NA NA NA NA NA NA
0 0% -8% - 0%
0 0% -5% - 0%
0 0% -3% - 0%
0 0% 4% - 0%
0 0% 3% - 0%
0 0% 2% - 0%
Objective 1: National Reading Assessments (NRAs) Instituted
R1.1 Capacity for performing NRAs created or augmented within Government of Malawi institutions
9 0% 0% 0% 0% 0% 0% 9 9 100%
R1.2 Capacity for performing NRAs created or augmented within Government of Malawi institutions
92 - 0 0 0 0 0% 92 92 100%
9 - 0 0 0 0% 9 9 100%
1 - 0 0 0 0% 2 1 50%
12,461 - NA NA 10 0 0 0% 10,000 12,461 125%
R1.3 Sufficient demand and political will to support regular NRAs identified, developed, and institutionalized
% of FY19
Annual
TargetINDICATOR
FY19 Annual
Target
FY18
Actual
FY19 Q1 Reporting
PeriodFY19 Q2 Reporting Period
FY19 Q3 Reporting
Period
FY19 Q4 Reporting
Period
LoA Target LoA Actual% of LoA
Target
FY19
Actual
ES. 1-5. Number of learners reached in reading programs at the primary level with USG
assistance (Learners reached with remediation, continuous and end-of year
assessments interventions)
ES.1-7. Number of primary school educators (key teachers, section heads and
teachers), who complete professional development activities on implementing
evidence-based reading instruction with USG assistance (2.1.1 and 2.3.3)
ES.1-10. Number of primary or secondary textbooks and other teaching and learning
materials (TLM) provided with USG assistance
ES.1-12. Number of education administrators and officials who complete professional
development activities with USG assistance (1.2.1; 1.2.2; 2.1.1 and 2.3.3.)
ES.1-13. Number of parent teacher associations (PTAs) or community-based school
governance structures engaged in primary or secondary education supported with USG
assistance (3.2.1; 3.5)
ES.1-1. Percent of learners who demonstrate reading fluency and comprehension of
grade level text at the end of grade 2 with USG assistance.
Ind.1.1.2. Percent point annual decrease in Standards 2 and 4 learners with zero
scores in letters, syllables, decodable/familiar words
Ind.1.1.2. Percent point annual decrease in Standards 2 and 4 learners with zero
scores in letters, syllables, decodable/familiar words
Ind.1.1.2. Percent point annual decrease in Standards 2 and 4 learners with zero
scores in letters, syllables, decodable/familiar words
Ind. 1.1.3. Percent point annual increase in means scores on letter names, syllables,
and decodable/familiar words for Standards 2 and 4 learners (Year 3 – NRA; Year 4 -
EOY)
Ind. 1.1.3. Percent point annual increase in means scores on letter names, syllables,
and decodable/familiar words for Standards 2 and 4 learners (Year 3 – NRA; Year 4 -
EOY)
Ind. 1.1.3. Percent point annual increase in means scores on letter names, syllables,
and decodable/familiar words for Standards 2 and 4 learners (Year 3 – NRA; Year 4 -
EOY)
Ind. 1.1.1. Number of NRA tools identified, standardized, and used to inform targeted
planning and new education policies
Ind. 1.2.1. Number of MoEST enumerators and supervisors trained to conduct the
standardized NRAs
Ind. 1.2.2. (ES 1-12) Number of MoEST staff trained to select a new nationally
representative sample of schools, analyze the data, and produce reports
Ind. 1.2.3. Number of NRAs conducted by host country institutions
Ind. 1.2.4. Number of students assessed on early grade reading (NRA)
YESA - Indicator Tracking Table (ITT)
Project Indicators
National Reading Program – YESA FY20 Annual Work Plan October 1, 2019 – September 30, 2020 31
Target Actual Target Actual Target Actual Target Actual
% of FY19
Annual
TargetINDICATOR
FY19 Annual
Target
FY18
Actual
FY19 Q1 Reporting
PeriodFY19 Q2 Reporting Period
FY19 Q3 Reporting
Period
FY19 Q4 Reporting
Period
LoA Target LoA Actual% of LoA
Target
FY19
Actual
YESA - Indicator Tracking Table (ITT)
Project Indicators
0 1 0 0 1 0 0 1 2 200% 2 2 100%
0 1 0 1 8 0 0 8 800% 2 8 400%
Objective 2:Universal School Level Utilization of Assessment Strategies and Techniques for Reading and School Management Instituted
R2.1. Implementation of continuous assessment (CA) techniques at the school level supported
0 6,225 480 6,225 5,803 6,225 9 6,292 101% 6,225 6,292 101%
R2.2. Capacity for performing school-level assessment in reading increased
0 44,377 27,788 22,559 0 - 0 - 31,227 24,986 47,545 107% 44,377 47,545 107%
0 10% 10% 10% 10% 0% 55% 0%
R2.3. School-level assessment tools, identified, developed, standardized, and utilized
0 632,128 308,408 519,795 5,650 5,398 323,720 422,387 947,580 150% 832,096 947,580 114%
0 9 0% 9 0 0%
0 0% 16,500 0%
0 0% 10% 0%
R2.5. Schools regularly collect student reading data to inform the development of annual school improvement plans tied to PSIP and other related grant funding
0 1 1 - 0% 2 0 0%
0 5,650 0 0 0 0 0 0% 5,650 0 0%
Objective 3: Community-Level Capacity for the Performance and Informed Use of Reading Assessments and Reading Activities Instituted
R3.1. Community-level reading data understanding and use increased
0 0 0% 2.8 0 0%
R3.2. Capacity for performing household-level community-led assessment of reading instituted
0 5,650 0% 5,650 0 0%
R3.3. Support of community-level reading activities increased
0 5,650 0% 5,650 0 0%
0 0% 30% 0 0%
R3.4. Community-level assessment and reading improvement tools identified, standardized, and utilized
0 6 6 - 0% 6 0 0%
0 8 8 - 0% 8 0 0%
R3.5. School Management Committees (SMCs) are successfully tracking key data and other key indicators identified by USAID with MoEST that allow SMCs to hold schools accountable
0 5,650 0
Objective 4: Integration of Reading Assessments into National Reading Programme (NRP) and MoEST Policies and Practices Insituted
Ind. 1.3.1. Number of policies or procedures adopted by MoEST to facilitate improved
instruction
Ind. 1.3.2. Number of results dissemination meetings held where key stakeholders
gather and discuss NRA results and policy implications
Ind.2.1.1. (ES.1-12) Number of education administrators and officials who complete
professional development activities with USG assistance – CA&R
Ind. 2.2.1. (ES.1-7) Number of primary school educators who complete professional
development activities on implementing evidence-based reading instruction with USG
assistance – CA&R
Ind. 2.2.2. Percentage of teachers conducting CA&R with fidelity
Ind. 2.3.1. (ES.1-10) Number of primary or secondary textbooks and other teaching and
learning materials (TLM) provided with USG assistance – CA&R
Ind. 2.3.2. Number of EOY tools developed and standardized for early grade reading in
Std 1-4
Ind. 2.3.3. (ES.1-7) Number of primary school educators who complete professional
development activities on implementing evidence-based reading instruction with USG
assistance – EOY
Ind. 2.3.4. Percent of schools where EOY assessments were conducted
Ind. 2.5.1 Number of tools developed to support schools in reporting their student
reading data to advocate for PSIP funding.
Ind. 2.5.2 (ES.1-13) Number of parent teacher associations (PTAs) or community-
based school governance structures engaged in primary or secondary education
supported with USG assistance – reading data reports
Ind 3.1.1. Change in assessed oral reading fluency in areas with community-led reading
remediation compared with changes in areas without remediation
Ind. 3.2.1. (ES.1-13) Number of parent teacher associations (PTAs) or community-
based school governance structures engaged in primary or secondary education
supported with USG assistance – community assessment & remediation
Ind. 3.3.1 Number of community reading centers identified and supported
Ind 3.3.2. Percentage of schools with parents engaged in community-level reading
activities
Ind. 3.4.1. Number of community-level assessments identified and standardized
Ind. 3.4.2. Number of community-level reading improvement tools identified and
standardized
Ind. 3.5.1. (ES.1-13) Number of parent teacher associations (PTAs) or community-
based school governance structures engaged in primary or secondary education
supported with USG assistance – SMC school accountability
National Reading Program – YESA FY20 Annual Work Plan October 1, 2019 – September 30, 2020 32
Target Actual Target Actual Target Actual Target Actual
% of FY19
Annual
TargetINDICATOR
FY19 Annual
Target
FY18
Actual
FY19 Q1 Reporting
PeriodFY19 Q2 Reporting Period
FY19 Q3 Reporting
Period
FY19 Q4 Reporting
Period
LoA Target LoA Actual% of LoA
Target
FY19
Actual
YESA - Indicator Tracking Table (ITT)
Project Indicators
R4.1. Two-three studies to improve the implementation of NRP completed
0 0% 1 0 0%
R.4.2. Assessment for primary teacher English language capacity instituted
0 0% 3 0 0%
R.4.3. Benchmarks reflective of reading comprehension created
0 0% 8 0 0%
R4.4. YESA contribution to integration verified
1 1 1 1 1 100% 3 2 67%
Ind. 4.1.1. Number of studies conducted to improve NRP
Ind. 4.2.1. Number of tools for lower primary English assessment developed and
adopted by MoEST
Ind. 4.4.1. Number of organizations collaborated with on reading activities
Ind. 4.3.1. Number of benchmarks for early grade reading created for English and
Chichewa
National Reading Program – YESA FY20 Annual Work Plan October 1, 2019 – September 30, 2020 33
National Reading Program – YESA FY20 Annual Work Plan October 1, 2019 – September 30, 2020 34
APPENDIX B: SUBCONTRACTORS
Partner Role
ELF Learning Solutions (of Aid India) Support the development of CA&R English materials
Invest in Knowledge Initiative (IKI) Support the capacity building for the MoEST to implement
NRAs
SoukTel Information and communication technology (ICT) firm for
developing MoEST EMIS mobile application software
Creative Centre for Community Mobilization
(CRECCOM)
Contribute to materials development, support training
activities, and monitor zonal and district level
implementation of CA&R in five divisions: NED, CWED,
CEED, SHED, and SEED.
Foundation for Community Livelihood and
Development (FOCOLD)
Contribute to materials development, support training
activities, and monitor zonal and district level
implementation of CA&R in SWED
National Reading Program – YESA FY20 Annual Work Plan October 1, 2019 – September 30, 2020 35
APPENDIX C: PLANNED
INTERNATIONAL TRAVEL
Travelers Itinerary Purpose Timeframe
Jeremy Koch Malawi - France R&R November 2019
Angeline Zengeni Zimbabwe - Malawi Finance support and
training January 2020
Tania Dalou, Gina
Assaf, SoukTel Washington, DC – Malawi
Training MOEST on EMIS
mobile application February 2020
Mavuto Chiwale Malawi – Miami – DC CIES Presentation – Abt
HQ Visit March 2020
Jeremy Koch Malawi – Miami – DC CIES Presentation – Abt
HQ Visit March 2020
Phyllis Jones-Changa Atlanta, GA – Malawi Program quality oversight March 2020
Jeremy Koch Malawi – SC, USA R&R/Home Leave June 2020
Deborah Ventimiglia Rockville, MD – Malawi Communications/M&E
Support June 2020
NRA Data Analysis
STTA - TBD Rockville, MD – Malawi
MOEST NRA data analysis
training August 2020
National Reading Program – YESA FY20 Annual Work Plan October 1, 2019 – September 30, 2020 36
APPENDIX D: ANNUAL BUDGET
Activity 2019 2020 Total USD
Oct Nov Dec Jan Feb Mar Apr May Jun Jul Aug Sep
Program Management
Program Management, Reporting, and Meetings
Labor, Travel, ODCs, OH, Fee
$151,449 $151,449 $151,449 $151,449 $151,449 $151,449 $151,449 $151,449 $151,449 $151,449 $151,449 $151,449 $1,817,392
Objective 1: National Reading Assessments (NRAs) Instituted
Labor, Travel, ODCs, OH, Fee
$9,966 $9,966 $12,217 $16,402 $16,402 $12,180 $12,180 $40,352 $39,116 $5,744 $5,744 $5,744 $186,013
Activity 1.1: Develop Assessment
Lead MoEST through a NRA EGRA instrument review and adaptation workshop
$0 $0 $0 $0 $8,078 $0 $0 $0 $0 $0 $0 $0 $8,078
Activity 1.2: Administer National Reading Assessment
Lead MoEST through process for planning NRA admin and national sample
$0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0
Training of supervisors and enumerator
$0 $0 $0 $0 $0 $0 $0 $87,888 $0 $0 $0 $0 $87,888
NRA Administration
$0 $0 $0 $0 $0 $0 $0 $0 $147,147 $0 $0 $0 $147,147
Activity 1.3: Build Capacity
Identify MoEST personnel to co-lead 2020 NRA activities
$0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0
Work in full partnership with MoEST to transfer knowledge in all NRA activities
$0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0
National Reading Program – YESA FY20 Annual Work Plan October 1, 2019 – September 30, 2020 37
Activity 1.4: Create Demand for NRA Results
Work with MoEST to consolidate and clean NRA data
$0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0
Work with MoEST to analyze NRA data
$0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0
Work with MoEST to begin drafting NRA report
$0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0
Design mobile tool for easy access to reading data
$0 $0 $0 $0 $15,149 $15,149 $15,149 $15,149 $15,149 $0 $0 $0 $75,745
MoEST NRA Monitoring and Data consolidation training
$0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0
Link assessment data to EMIS system
$0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0
Objective 2: Universal School-Level Utilization of Assessment Strategies and Techniques for Reading and School Management Instituted
Labor, Travel, ODCs, OH, Fee
$26,368 $48,083 $113,607 $433,156 $27,339 $27,339 $27,339 $41,370 $27,339 $27,339 $27,339 $27,339 $853,955
Activity 2.1. Supporting Development & Implementation of Continuous Assessment (CA) and remediation
Finalize draft Std 1-4 ENGLISH continuous assessments and remediation materials
$0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0
Participate in NRP Std 1-2 materials development workshop to input CA&R
$0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0
National Reading Program – YESA FY20 Annual Work Plan October 1, 2019 – September 30, 2020 38
Convene workshop to review Std 1-4 ENGLISH assessments and training materials
$0 $17,159 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $17,159
Support monitoring of NRP Std 1-2 Teacher Training
$0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0
Finalize Std 1-4 ENGLISH CA&R materials and associated training materials for SH/HT Training
$0 $0 $31,650 $0 $0 $0 $0 $0 $0 $0 $0 $0 $31,650
Develop M&E indicators, data collection form, and process for collecting data
$0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0
Print Std 1-4 ENGLISH CA&R materials and associated training materials for SH/HT Training
$0 $0 $180,000 $180,000 $0 $0 $0 $0 $0 $0 $0 $0 $360,000
In partnership with MERIT/ REFAM, implement cascade trainings for SH/HT to roll out Std 1-4 ENGLISH
$0 $0 $0 $1,031,733 $0 $0 $0 $0 $0 $0 $0 $0 $1,031,733
Monitor and support CA&R implementation
$0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0
National Reading Program – YESA FY20 Annual Work Plan October 1, 2019 – September 30, 2020 39
Activity 2.2. Supporting Development and Implementation of End-of-Year (EOY) Assessments
Meet with DIAS, MESSIP, USAID to establish YESA role in supporting their learning assessments
$0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0
Technical and operational guidance provided to MoEST as they development and implement learning assessments
$0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0
Training on MoEST Mobile Application
$0 $0 $0 $0 $0 $0 $0 $23,285 $0 $0 $0 $0 $23,285
Objective 3: Community Level Capacity for the Performance and Informed Use of Reading Assessments and Reading Activities Instituted
Labor, Travel, ODCs, OH, Fee
$0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0
Objective 4: Integration of Reading Assessments into NRP and MoEST Policies and Practices Instituted
Labor, Travel, ODCs, OH, Fee
$10,994 $20,919 $10,994 $10,994 $20,919 $10,994 $10,994 $10,994 $20,919 $10,994 $20,919 $10,994 $171,627
Activity 4.1. A Comprehensive M&E System of Reading Assessments
Quarterly district and division NRP meetings with PEAs, CPEAs and DEMs
$0 $27,563 $0 $0 $27,563 $0 $0 $0 $27,563 $0 $27,563 $0 $110,252
Participate in NRP Cluster Workshops for DEMs and Key Government staff
$0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0
Coordination and participation in technical working groups and NRP Steering Committee
$0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0
National Reading Program – YESA FY20 Annual Work Plan October 1, 2019 – September 30, 2020 40
Support YESA collaboration with MERIT and REFAM on Objective 2 and 3
$0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0
Support MoEST coordination and planning meetings
$0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0
Plan with and support PEA school monitoring of CA&R
$0 $0 $0 $0 $0.00 $0.00 $158,946 $0 $0 $0 $0 $0 $158,946
Activity 4.4. Establish reading benchmarks in Chichewa and English
Benchmark workshop: Establishing categories and performance learning descriptors
$0 $0 $0 $0 $10,000 $0 $0 $0 $0 $0 $0 $0 $10,000
Benchmark Workshop: Establishing cut scores
$0 $0 $0 $0 $0 $10,000 $0 $0 $0 $0 $0 $0 $10,000
Windows of Opportunity
$0 $0 $0 $0 $1,666.67 $0 $0 $1,666.67 $0 $0 $1,666.67 $0 $5,000
ALL Components and Costs
Program Management
$151,449 $151,449 $151,449 $151,449 $151,449 $151,449 $151,449 $151,449 $151,449 $151,449 $151,449 $151,449 $1,817,392
Objective 1 $9,966 $9,966 $12,217 $16,402 $39,629 $27,329 $27,329 $143,389 $201,412 $5,744 $5,744 $5,744 $504,871
Objective 2 $26,368 $65,242 $325,257 $1,644,889 $27,339 $27,339 $27,339 $64,655 $27,339 $27,339 $27,339 $27,339 $2,317,782
Objective 3 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0.00
Objective 4 $10,994 $48,482 $10,994 $10,994 $60,148 $20,994 $169,940 $12,661 $48,482 $10,994 $50,148 $10,994 $465,825
TOTAL Components
$198,777 $275,139 $499,917 $1,823,734 $278,566 $227,111 $376,057 $372,154 $428,682 $195,526 $234,680 $195,526 $5,105,870