Download - QUARTERLY PROGRAM REPORT
April 30, 2021
This publication was produced for review by the United States Agency for International Development.
It was prepared by Chemonics International Inc.
QUARTERLY PROGRAM REPORT USAID SOMA UMENYE PROJECT
QUARTER 2, FISCAL YEAR 2021 (JANUARY 1 – MARCH 31, 2021)
DISCLAIMER
The authors’ views expressed in this publication do not necessarily reflect the views of the United
States Agency for International Development or the United States government.
QUARTERLY PROGRAM REPORT USAID SOMA UMENYE PROJECT
QUARTER 2, FISCAL YEAR 2021 (JANUARY 1 – MARCH 31, 2021)
Contract No. AID-OAA-I-14-00055, Task Order No. AID-696-TO-16-00001
Cover photo: A teacher a GS Miyove in Gicumbi District administering the oral reading fluency sub-test
of the Local Early Grade Reading Assessment (LEGRA) to a P3 student. (Credit: Emma-Claudine
Ntirenganya/USAID Soma Umenye)
SOMA UMENYE QUARTERLY PROGRAM REPORT | iii
CONTENTS
Acronyms ................................................................................................................ iv
Executive Summary ............................................................................................... vi
Challenges .............................................................................................................. vii
Project Overview ................................................................................................... 1
A. Background .................................................................... Error! Bookmark not defined.
B. Program Description ................................................... Error! Bookmark not defined.
Achievements and Discussion of Major Activities .............................................. 3
A. Operational Activities .............................................................................................................. 4
B. Technical Activities ................................................................................................................... 5
Challenges and Lessons Learned ........................................................................ 34
A. Challenges Encountered and Proposed Remedial Actions ............................................34
B. Success Stories and Lessons Learned .................................................................................35
Activities Planned for Next Quarter.................................................................. 39
A. Operational Activities ............................................................................................................39
B. Technical Activities .................................................................................................................39
Annex A. Reporting Against Indicators ............................................................. 51
Annex B. School-Based Orientation for NewP1-P3 Kinyarwanda Teachers 66
Annex C. Term-specific Cutscores for LEGRA Sub-tasks (P1-P3) ............... 108
Annex D. Memorandum of Understanding for the RSL Dictionary ............. 116
SOMA UMENYE QUARTERLY PROGRAM REPORT | iv
ACRONYMS
BEQAD Basic Education Quality Assurance Department
BLF Building Learning Foundations (DFID/FCDO)
CBC Competency-Based Curriculum
CoP Community of Practice
COVID-19 Coronavirus Disease
CPD Continuing Professional Development
CTLRD Curriculum, Teaching, and Learning Resources Department (REB)
DDE District Director of Education
DFID Department for International Development (UK)
DEO District Education Officer
DOS Dean of Studies
EGRA Early Grade Reading Assessment
ESAD Examinations, Selection, and Assessment Department (REB)
ESSP Education Sector Strategic Plan
FCDO Foreign and Commonwealth Office (UK)
FY Fiscal Year
GOR Government of Rwanda
HT Head Teacher
IR Intermediate Result
KRC Kinyarwanda Reading Camp
LARS Learning Assessment in Rwandan Schools
LEGRA Local Early Grade Reading Assessment
LTM Learning and Teaching Materials (see TLM)
MEL Monitoring, Evaluation, and Learning
MINEDUC Ministry of Education
NCPD National Council of Persons with Disabilities
NESA National Examinations and School Inspection Authority
NQT Newly Qualified Teacher
NRC National Reading Campaign
NRTT-SL National Reading Training Team (School Leader Training)
NRTT-TT National Reading Training Team (Teacher Training)
REB Rwanda Basic Education Board
RSL Rwanda Sign Language
SOMA UMENYE QUARTERLY PROGRAM REPORT | v
SEI Sector Education Inspector
SGAC School General Assembly Committee
TDM Teacher Development and Management and Career Guidance and
Counseling Department (REB)
TLM Teaching and Learning Materials (see LTM)
TTC Teacher Training College
UDL Universal Design for Learning
URCE University of Rwanda College of Education
USSD Unstructured Supplementary Service Data
VVOB Flemish Association for Development Cooperation and Technical Assistance
SOMA UMENYE QUARTERLY PROGRAM REPORT | vi
OVERALL RESULTS IN QUARTER 2 (JANUARY – MARCH
2021)
• Through REB, completed the successful distribution of 2,755 tablets and 30
laptops for school leaders to support them with comprehensive assessment,
continuous professional development, and coaching • Trained 7,643 participants, including school leaders (head teachers, Deans of
Study, SEIs, DEOs, and DDEs) and lead teachers from each school on conducting
Term 1 LEGRA. Supported school leaders and lead teachers to facilitate a school-
level community of practice on LEGRA preparation for 18,030 P1-P3 teachers • Scripted, recorded, and produced a total of 34 radio lessons (8 lessons each for
each grade covering the Term 3 curriculum and 10 supplementary lessons
primarily covering decodables; 4 pending final REB approval) which completed the
bank of P1-P3 radio lessons covering the Term 1-Term 3 curriculum • Distributed 138,633 TLMs to 585 new schools (including P1-P3 student textbooks,
teacher guides, and read alouds) • Distributed 7,032 TLMs specifically to new P1-P3 Kinyarwanda teachers (including
P1-P3 teacher guides and read alouds) • Observed an increase in key metrics during the March 2021 school-based
monitoring, including: 65% of classrooms using project-provided books (compared to 51% in
March 2020) 83% of teachers demonstrating essential skills in teaching Kinyarwanda
(compared to 75.7% in March 2020) 48% of teachers reporting to have received adequate coaching (compared
to 41% in March 2020)
EXECUTIVE SUMMARY
SOMA
UMENYE
The objective of the Soma
Umenye activity, which is a
five-year initiative of USAID
and REB, is to ensure that
at least 70 percent of
students in P1-P3 are able
to read grade-level
Kinyarwanda text with
fluency and comprehension.
To achieve this, Soma Umenye focuses on the
classroom and school-level
interventions necessary to
improve reading
instruction, including the
provision of materials,
training and coaching,
supportive leadership, and
analysis of student
assessment results.
Additionally, Soma Umenye
works to strengthen the
capacity of the education
system in Rwanda to enable
high quality reading
instruction to continue
beyond the life of the
activity. Soma Umenye is
being implemented by
Chemonics and its partner
organizations in all public
and government-aided
primary schools nationwide
from July 2016 to July 2021.
For more information
contact Stephen Blunden
sblunden@soma-
umenye.org
Testimonial
“I really give thanks to this program [School-Based Orientation for New P1-P3
Kinyarwanda Teachers] as when a teacher arrives and has missed an induction, it is
difficult from them to teach effectively. I found this to be a home grown solution. I
think this can be applied to other subjects. I strongly thank every stakeholder who
plays a role to ensure the smooth implementation of this school-based orientation
program for new P1-P3 Kinyarwanda teachers” – Gerard Murasira, Director of
Teacher Training Unit, REB
SOMA UMENYE QUARTERLY PROGRAM REPORT | vii
ACHIEVEMENTS • Developed and implemented a five-week School-Based Orientation for New
P1-P3 Kinyarwanda Teachers to fill an immediate gap (in the absence of face-
to-face training) for approximately 7,000 new lower primary teachers.
Through this program, trailed the use of lead teachers (e.g.: previously-
trained) to act as coaches for new teachers.
• Successfully supported schools, sectors, and districts across the country to
conduct a Term 1 LEGRA
• Celebrated International Mother Language Day with a virtual webinar to
mark the official handover to REB of 2,969,844 decodable readers for P1
students
• Continued to support the National Reading Campaign, through the Soma
Rwanda platform, by highlighting nine “literacy change makers”
• Supported REB and NESA to integrate, for the first time, timed oral reading
fluency and reading comprehension tasks (modeled from the project’s EGRA)
into the national LARS IV assessment
CHALLENGES • REB recruited and placed a large cohort of approximately 7,000 new P1-P3
Kinyarwanda teachers in Term 1. COVID-19 restrictions for most of Term
1 prevented face-to-face trainings for these new teachers, requiring Soma
Umenye to quickly put in place an interim solution until face-to-face training
was allowed.
• The large number of new schools with a primary section (585) required
Soma Umenye to collaborate with REB to creatively use stock in the
project’s warehouse to quickly distribute TLMs to new schools. New
schools still require more TLMs.
SOMA
UMENYE
For more information
contact Stephen
Blunden
sblunden@soma-
umenye.org
PLANS • Conduct a four-day training for new and re-deployed P1-P3 Kinyarwanda
teachers
• Deliver a two-day refresher training for school leaders to prepare them to
analyze Term 1 LEGRA data and develop Term 2 remediation plans
• Support NESA, teachers, and school leaders to reflect on Term 1 LEGRA
data through a series of school, sector, and district inamas
• Continue to conduct school-based activities, including supporting a cycle of
communities of practice and coaching
• Prepare to deliver a post-Term 2 Kinyarwanda Reading Camp (KRC)
targeting zero scorers
• Analyze findings from the TLM audit to inform book care messages/longevity
strategies and support REB with modeling for future TLM print and
distribution cycles
SOMA UMENYE QUARTERLY PROGRAM REPORT | 1
SECTION 1
PROJECT OVERVIEW USAID Soma Umenye was designed in response to the GOR’s priorities and the evidence (demonstrated by
assessments like the Learning Assessment in Rwandan Schools) that early grade reading required additional
investment. Its objective is to improve reading outcomes in Kinyarwanda for at least 1 million children.
Specifically, Soma Umenye will target all children in Grades 1-3 attending public and government-aided
schools nationwide and ensure that at least 70 percent of these students are able to read grade-level text
with fluency and comprehension. Below, Exhibit 1 lists Soma Umenye’s results framework.
Exhibit 1. USAID Soma Umenye project results framework
Development Objective: Increased opportunities for Rwandan children and youth to succeed in schooling and the
modern workplace
IR 1: Classroom instruction in early- grade
reading improved
IR 2: Systemic capacity for early-grade reading
instruction improved
Sub-IR 1.1: Evidence-based, gender-sensitive early-
grade reading materials available and used
Sub-IR 2.1: National advocacy mechanisms for early-
grade reading interventions strengthened
Sub-IR 1.2: Teachers’ use of evidence-based, gender-
sensitive instructional practices in early- grade reading
increased
Sub-IR 2.2: Student and teacher performance
standards and benchmarks for early-grade reading
applied
Sub-IR 1.3: Capacity of head and mentor teachers to
coach and supervise early-grade reading instruction
strengthened
Sub-IR 2.3: Research-based policies and curricula
in support of early-grade reading instruction
implemented
Sub-IR 1.4: Schools’ and teachers’ use of
student assessment results improved
Sub-IR 2.4: Early-grade reading assessment systems
strengthened
Sub-IR 2.5: Capacity of TTCs to prepare effective early-
grade reading teachers improved
Cross-Cutting: Gender and inclusion of students with special needs, ICT
IR 1 focuses on the classroom and school-level interventions necessary to improve evidence-based reading
instruction, including the provision of materials, training and coaching, supportive leadership, and analysis
and use of student assessment results.
IR 2 focuses on strengthening the capacity of the education system in Rwanda to implement and support high-
quality, evidence-based reading instruction throughout the country, and thereby enabling high quality reading
instruction to continue beyond the life of Soma Umenye.
Exhibit 2 provides an outline of Soma Umenye’s Year 5 activities and how they align with IR 1 and IR 2.
SOMA UMENYE QUARTERLY PROGRAM REPORT | 1
Exhibit 2. Year 5 activities mapped against IR 1 and IR 2
Year 5 Activities
B1. COVID-19 Considerations
B2. Materials
B3. Sustainable Continuous Professional Development, Quality
Instruction, and School-Based Support for Teachers and School Leaders
B4. Comprehensive Assessment
B5. Inclusion
B6. Communications
B7. Monitoring/Evaluating and Collaborating, Learning, and Adapting
B8. Transition Activities
B9. Closeout Activities
Soma Umenye Results Framework Corresponding Year 5 Activities
IR 1: Classroom instruction in early grade reading improved
Sub-IR 1.1: Evidence-based, gender-
sensitive early-grade reading materials
available and used
B1a Support REB to deliver a remote learning program
B2a Ensure student access to learning materials
B2b Build REB capacity to procure teaching and learning materials to better manage its book supply chain
B2c Digitize the P1-P3 teacher’s guides
B5e Pilot Orbit Reader for students who are blind
B5f Produce and distribute accessible digital supplementary readers
B6a Deliver the National Reading Campaign
Sub-IR 1.2: Teachers’ use of evidence-
based, gender-sensitive instructional
practices in early-grade reading increased
B3a Deliver an integrated cycle of communities of practice, coaching, and reflection for P1-P3 Kinyarwanda
teachers, school-based coaches, SEIs, and DEOs
B3b Train newly qualified and redeployed P1-P3 Kinyarwanda teachers in best practices in early grade
reading instruction
B5a Implement a Universal Design for Learning pilot in selected P1 classrooms
Sub-IR 1.3: Capacity of head and mentor
teachers to coach and supervise early-
grade reading instruction strengthened
B3a Deliver an integrated cycle of communities of practice, coaching, and reflection for P1-P3 Kinyarwanda
teachers, school-based coaches, SEIs, and DEOs
Sub-IR 1.4: Schools’ and teachers’ use of
student assessment results improved
B4a Support P1-P3 Kinyarwanda teachers to conduct formative assessment
B4b Support REB to implement end of term assessments in P1-P3 Kinyarwanda
SOMA UMENYE QUARTERLY PROGRAM REPORT | 2
Soma Umenye Results Framework Corresponding Year 5 Activities
B4c Collaborate with REB to implement school-level remediation for P1-P3 students
IR 2: Systemic capacity for early-grade reading instruction improved
Sub-IR 2.1: National advocacy
mechanisms for early-grade reading
interventions strengthened
B4d Develop a comprehensive assessment dashboard and transition it to REB
Sub-IR 2.2: Student and teacher
performance standards and benchmarks
for early-grade reading applied
B2c Digitize the P1-P3 teacher’s guides
B3a Deliver an integrated cycle of communities of practice, coaching, and reflection for P1-P3 Kinyarwanda
teachers, school-based coaches, SEIs, and DEOs
B4b Support REB to implement end-of-term assessments in P1-P3 Kinyarwanda
Sub-IR 2.3: Research-based policies and
curricula in support of early-grade reading
instruction implemented
B7 Monitoring/evaluating and collaborating, learning, and adapting
B8 Transition activities
Sub-IR 2.4: Early grade reading
assessment systems strengthened B4e Support NESA to deliver a NESA-EGRA
Sub-IR 2.5: Capacity of TTCs to
effectively prepare teachers of early grade
reading teachers increased
B3c Support REB to leverage TTCs for a sustainable approach to CPD and coaching
Cross-Cutting
Gender and inclusion of students
with special needs, ICT
B5a Implement a Universal Design for Learning pilot in selected P1 classrooms
B5b Support the National Council of Persons with Disabilities to finalize Rwandan Sign Language
B5c Support REB and stakeholders to standardize and validate a Kinyarwanda braille code
B5d Adapt the 2018 and 2019 Andika Rwanda books for blind children
B5e Pilot Orbit Reader for students who are blind
B5f Produce and distribute accessible digital supplementary readers
SOMA UMENYE QUARTERLY PROGRAM REPORT | 3
SECTION 2
ACHIEVEMENTS AND DISCUSSION
OF MAJOR ACTIVITIES
After 10 months of school closures, lower primary students in Rwanda (except those in Kigali) finally returned to
school for in-person instruction on January 18th, 2021. While Kigali students followed on February 23rd, Term 1
was not without its challenges. For example, there were approximately 7,000 new P1-P3 Kinyarwanda teachers
when schools re-opened (some of whom had no previous teacher training) and Government of Rwanda COVID-
19 guidelines prohibited any face-to-face events/meetings until March 15th. In the absence of a formal training,
Soma Umenye collaborated closely and quickly with REB this quarter to design and implement a five-week school-
based orientation for new P1-P3 Kinyarwanda teachers. Additionally, when limited face-to-face meetings were
finally allowed on March 15th, Soma Umenye immediately took action and, within three days, organized and
facilitated a three-stage Term 1 Local Early Grade Reading Assessment (LEGRA) training for approximately 7,600
participants (including all school leaders and a lead P1-P3 teacher from each school). Following this, a nationwide
LEGRA (representing the first time such an activity has taken place in Rwanda) successfully marked the end of
Quarter 2. Exhibit 3 outlines some key cabinet and REB announcements that serve to contextualize the updates in
the remainder of this report.
Exhibit 3. Overview of Government-Level Decisions Impacting Soma Umenye Activities in Quarter
2
January
2021
February
2021
March
2021
Cabinet Announcements
January 5th: Lower primary remains closed.
Movement between districts (including
Kigali) is prohibited. In-person meetings are
prohibited.
January 18th: Lower primary returns to
school in all districts except Kigali. In person
meetings are prohibited in all districts.
February 2nd: Lower primary in Kigali
remains closed. Movements between all
districts and in-person meetings still
prohibited.
February 23rd: Lower primary in Kigali
resumes. Movement between all districts
and in-person meetings still prohibited.
March 15th: Movement between districts
resumes, except for Bugesera, Nyanza, and
Gisagara. Physical meetings can resume (not
exceeding 30% of capacity; COVID-19
testing required for meetings with more than
20 participants).
March 29th: Movement for Bugesera,
Nyanza, and Gisagara resumes.
Updates from REB
Training: Following the March 15th cabinet
announcement, REB gives the go-ahead for
Term 1 LEGRA approves Soma Umenye’s
first face-to-face training since March 2020
(LEGRA training for all school leaders
started on March 18th, 2021).
Teacher Placement: Phase IV teacher
placement still underway without a firm
finalization date. Estimates from REB and
Soma Umenye in March indicate that there
were approximately 7,200 new P1-P3
Kinyarwanda teachers placed during the
earlier phases of teacher recruitment.
New Leadership: Appointment of a new
REB Director General (DG) and Head of
Teacher Development, Management, Career
Guidance, and Counselling Department
(TDM).
National Examination and School
Inspection Authority (NESA): Creation
of a new agency, replacing REB’s
Examination, Selection and Assessment
Department (ESAD) and MINEDUC
inspectorate.
SOMA UMENYE QUARTERLY PROGRAM REPORT | 4
During Quarter 2, the government of Rwanda appointed a new Director General (DG) and Head of Teacher
Development, Management, Career Guidance, and Counselling Department (TDM) of REB, and created a new
institution – the National Examination and School Inspection Authority (NESA). NESA replaced the Examinations,
Selections, and Assessment Department at REB and the inspectorate in MINEDUC. Immediately following the
announcement of the changes in leadership, Soma Umenye engaged with the new REB DG, Head of TDM, NESA
DG, and the Head of Department of Basic Education and TVET Examination at NESA to not only provide them
with an overview of Soma Umenye but to also understand their priorities and their vision for their respective
institutions and departments. Doing this enabled the project to continue its activities without interruption, while
at the same time building strong relationships with the new leadership.
A. OPERATIONAL ACTIVITIES
Operations. Following the Government of Rwanda’s cabinet communiqué restricting movements in Kigali starting
on January 18, 2021, the project reverted to working remotely. As the project already had protocols in place, staff
were able to easily transition to working remotely during the lockdown. As schools resumed in January and
February, which allowed for the distribution of materials to new schools and newly qualified and redeployed
teachers, as well as the resumption of face-to-face training activities, the project developed protocols that
required project staff and service providers to be tested for COVID-19 before coming into contact with
beneficiaries. The protocols also included strict measures should an individual test positive. The project is
currently in the process of exploring how it can strengthen its COVID-19 testing protocols, including requiring
project staff to submit hardcopy proof of their negative status prior to attending a project activity and testing of
non-project staff members (i.e., trainers).
Recruitment. Following the resignation of the Technical Finance Coordinator and Communications Assistant in the
first quarter, the project completed the recruitment and onboarded two new staff members. During the reporting
period, the project also finalized the recruitment of an Assessment Specialist consultant to conduct pre- and post-
training assessments for refresher trainings for school leaders and newly qualified teachers, as well as a short-term
closeout coordinator to assist with the project’s first phase of closeout.
At the end of Quarter 2, the project was finalizing the recruitment of an HR Officer (following the departure of
the former HR Officer), two Inclusion Specialist consultants, as well as a Digitized Teacher’s Guide and Quality
Assurance Specialist consultant. Finally, the project started the recruitment process for a MEL Specialist following
the resignation of the current MEL Specialist.
Procurement and logistics. At the end of January, the project worked closely with REB to develop a plan for the
distribution of P1-P3 textbooks, teacher guides, and read aloud story books to new schools. As Kigali was in
lockdown at that time, the project requested and received police clearance for the warehouse manager and casual
workers to pick and pack TLM kits that were delivered to the new schools. The project conducted large
distributions of TLMs for new schools and new P1-P3 Kinyarwanda teachers (see Activity B2a for additional
details).
During Quarter 2, the project conducted an analysis of all the teaching and learning materials distributed to date
and any gaps in the distribution of materials. The project continued to work with its distributors to develop plans
to remediate errors in distribution and intends to execute these plans following the reopening of schools for
Term 2 in April 2021. Finally, the distributor of classroom library bookshelves indicated that it completed the
distribution of bookshelves in Eastern, Southern, and Western Provinces. As of the end of the quarter, the
project was in the process of verifying the submission of proof of delivery notes and assembly verification forms.
On January 14, 2021, the project transferred 2,755 tablets (for school leaders at the sector and school-level)
equipped with cases and screen protectors to the Government of Rwanda. In addition, on February 3, 2021, the
project transferred 30 laptops (for DEOs in charge of primary education) equipped with Microsoft Office and
Norton Antivirus to the GOR.
SOMA UMENYE QUARTERLY PROGRAM REPORT | 5
B. TECHNICAL ACTIVITIES
B1. COVID-19 CONSIDERATIONS
B1a. Support REB to deliver a remote learning program
Deliver P1-P3 radio lessons. In Quarter 2, Soma Umenye completed development of a complete lesson bank of
radio lessons spanning the Grade 1, 2, and 3 Kinyarwanda curricula. These lessons provide a key resource to
support REB delivery of future audio lessons as well as a resource for teacher training and remediation. During
this reporting period, the project focused on completing the production of lessons covering Term 3 content as
well as a bank of ten supplementary lessons that complement the standard bank of lesson with more interactive
content in longer lessons (as shown in Exhibit 4).
Exhibit 4. Radio Lessons Produced and Broadcast in Quarter 2
Support REB’s digital materials platform. During Quarter 2, Soma Umenye continued to support REB’s online
eLearning platform through the submission of final Andika Rwanda videos and digital storybooks to REB for
upload. Additionally, during this quarter, Soma Umenye scripted and recorded a radio program for decodable
readers. With the successful distribution of 2,969,844 decodable readers to every P1 classroom (see Activity B2a
for additional details), Soma Umenye developed a radio program to specifically guide parents on the role they can
play when their P1 child brings home his/her first decodable reader. The radio program begins by providing
parents with an overview of what decoding is and why it is a critical foundational reading skill. The program then
transitions to audio of a P1 student reading the first decodable reader, called “Irera,” which focuses on the
consonant “r.” The program models how a parent can support his/her child with the decodable reader at home,
including strategies for providing encouragement and supporting the child if he/she is struggling. The program also
provides some guidance for parents who may be illiterate and unable to follow the words that their child is
reading. The program finishes with informing parents about when their child will bring home decodable readers as
SOMA UMENYE QUARTERLY PROGRAM REPORT | 6
well as messages around the importance of book care. At the end of Quarter 2, Soma Umenye received approval
from REB to broadcast the program at the start of Term 2 (Quarter 3).
B2. MATERIALS
B2a. Ensure student access to learning materials
Finalize distribution of remaining project materials. During the January-February 2021 lockdown, the project worked
closely with REB to develop and execute a plan for the distribution of P1-P3 textbooks, teacher guides, and read
aloud story books to new schools. Given the uncertainty in enrollment numbers and limited remaining stock of
TLMs, the project allocated the following materials to each of the new schools: 120 P1 textbooks, 35 P2
textbooks, 75 P3 textbooks, two P1 teachers guides and read aloud story books, one P2 teacher guide and read
aloud story book, and one P3 teacher guide and read aloud story book. The project executed the distribution by
utilizing District Advisors as distribution agents.
Additionally, during this quarter, to mark the successful development and distribution of 2,969,844 decodable
readers for P1 students, Soma Umenye facilitated an official handover event with REB. The event coincided with
the observance of International Mother Language Day, providing REB and Soma Umenye with an opportunity to
reinforce the critical importance of foundational literacy in mother tongue. The event, which was a virtual webinar
hosted by REB, brought together approximately 250 representatives from MINEDUC, REB, USAID/Rwanda, local
government education officials (including DDEs, DEOs, and SEIs), head teachers, and Soma Rwanda members. The
event provided an opportunity to (1) raise awareness about decodables and their role in supporting P1 students
to learn to read, (2) highlight the role of parents in monitoring and supporting their children’s progress in reading
by giving them to read at home; (3) emphasize the role of school leaders and teachers in encouraging and
monitoring the effective use of reading materials; (4) engage education officials at the sector, district, and national
level to highlight the role of decodables and the importance of making time to read so students are supported to
reach the reading benchmarks; and (5) demonstrating the potential cost effective use of virtual communications to
inform a wide cross section of stakeholders about a new initiative. See Activity B6a for additional details.
Audit student textbooks in schools (losses, condition of books). Following close collaboration with CTLRD, Soma
Umenye commenced a book audit in 15 schools per district at the end of Quarter 2. To prepare for this, Soma
Umenye co-developed and finalized (following a pilot in one school per district) the audit tool and protocols with
CTLRD. Soma Umenye designed the tools to capture a wide range of information, which is outlined in Exhibit 5.
The project’s District Advisors were trained on the tools (which are uploaded in SurveyCTO) and, in late March,
began the audit process in a total of 450 randomly sampled schools across the country. The project will analyze
and reflect on the results of the audit with REB in Quarter 3.
Screenshots from the virtual decodable handover webinar on February 19th, 2021.
SOMA UMENYE QUARTERLY PROGRAM REPORT | 7
Exhibit 5. Overview of the TLM Audit Tool
Component of the TLM Audit
Tool
Explanation
1. School census This section enables the project to capture the number of P1-P3 students
and P1-P3 Kinyarwanda teachers in the sample schools, disaggregated by
grade level with P1 students being further disaggregated by cohort (cohort
of 2020 vs. new cohort of 2021).
2. Audit of materials This section enables the project to capture specific information about the
following TLMs in schools: P1-P3 student textbook, P1-P3 teacher’s guide,
and P1-P3 read alouds. In addition to cataloging the quantity of each
material (including the date the school received it), this section will allow
for the District Advisor to inspect the materials and classify each into one
of four categories: near perfect condition, good condition, in need of
repair, and beyond repair. For books that are classified as “in need of
repair” or “beyond repair,” the project will record the reasons why.
Exhibit 6 provides an overview of the different categories. Additionally, the
District Advisor will note the number of missing or lost materials. Finally,
the District Advisors will take pictures of the state of TLMs in each school,
which can be included in the final audit report.
3. Reasons for loss/damage
of TLMs
Through interviews with head teachers, this section solicits inputs from
schools about why they think that TLMs have been lost or damaged. Here,
it is expected that some common reasons could include:
• Lack of school bags to carry books
• Students changing schools
• Poor book storage infrastructure in schools
• Book care expectations not conveyed properly to students
4. Strategies to increase
longevity of TLMs
Through interviews with head teachers, this section allows for school-level
input on possible solutions to increase longevity for each type of TLM.
Following the head teacher’s responses, District Advisors will then ask
schools whether they have employed specific strategies, including, but not
limited to:
• Covering books
• Asking parents to provide school bags
• Meeting with the School General Assembly Committee (SGAC)
and engaging them in book care advocacy with parents
• Repairing books
5. Observations This section allows the District Advisor to record any other necessary
information, including observations of how TLMs are being used by
students and teachers in each of the sampled schools.
Exhibit 6. Categories of TLMs for the Book Audit
Categories Description
Near Perfect Condition
• Has front/back covers
• Has all the content/pages
• Clean – no writing in the book
Good condition
• Has front/back covers
• Has all the content/pages
• Clean – little or no writing in the book
SOMA UMENYE QUARTERLY PROGRAM REPORT | 8
In need of repair
• Lost cover page(s)
• Torn cover page(s)
• Lost non-learning content pages (introductory/table of content pages)
• Torn, but not lost, learning pages
• Pages on the verge of falling out, but available
Beyond repair
• Lost pages of learning content due to binding (i.e., pages fell out and
are lost)
• Lost pages of learning content due to poor handling (i.e., pages torn
out)
• Water/rain damage that has caused the book to become unreadable
• Extremely dirty/defaced/penned pages that has caused the content to
become unreadable (penned = written in with pen/marker)
Provide a short-term solution to support the double P1 cohort proposed for the 2020/21 school year. During the
reporting period, the project held a meeting with the Acting Director General of REB to discuss the proposed
plan for the distribution of refurbished textbooks to existing schools. Following the meeting, on January 12,
CTLRD conducted a site visit to the project’s warehouse in order to inspect the refurbished textbooks.
Following the inspection, Soma Umenye received approval from the Head of CTLRD to distribute the textbooks
to existing schools; however, the project was requested to prioritize the distribution of teaching and learning
materials to new schools. Exhibit 7 provides a breakdown of the distribution of textbooks, teacher guides and
read alouds to new schools in Quarter 2.
Exhibit 7. TLMs Distributed to New Schools (validation still being completed)
Province # of
Districts
# of
new
schools
Textbooks Teacher Guides Read Alouds
P1 P2 P3 P1 P2 P3 P1 P2 P3
Southern 6 83 9960 2,880 6,225 161 84 82 161 83 83
Northern 5 75 8880 2,590 5,550 148 74 74 148 74 74
Eastern 6 192 23,160 6,755 14,430 386 248 193 324 193 192
Western 7 121 14,520 4,235 9,075 242 121 121 216 121 121
Kigali 6 114 13,439 3,920 8,394 224 112 112 224 112 112
Total 30 585 69,959 20,380 43,674 1,161 639 582 1073 583 582
During Quarter 2, Soma Umenye also supported the distribution of excess teacher guides and read alouds for
new P1-P3 Kinyarwanda teachers in existing schools. Exhibit 8 provides a breakdown of this distribution.
Exhibit 8. Teacher Guides and Read Alouds Distributed to New P1-P3 Kinyarwanda Teachers in
Existing Schools (validation still being completed)
Province # of
Districts # of schools
Teacher Guides Read Alouds
P1 P2 P3 P1 P2 P3
Southern 6 348 407 201 178 407 204 178
Northern 5 242 245 113 129 245 113 129
Eastern 6 286 425 193 172 425 193 172
Western 7 879 495 250 217 472 228 182
Kigali 6 172 236 147 146 238 146 146
Total 30 1,927 1,808 904 842 1,787 884 807
SOMA UMENYE QUARTERLY PROGRAM REPORT | 9
At the end of the reporting period, the project was in the process of developing a distribution plan to distribute
the refurbished P1 textbooks to high volume schools.
B2b. Build REB capacity to procure teaching and learning materials to better manage its book
supply chain
Deliver supply chain training to REB. In Quarter 2, Soma Umenye continued to develop the supply chain training
module and supplementary materials. The project plans to use findings from the TLM audit (see Activity B2a) to
influence the supply chain training and provide REB with evidence to support a modeling framework for TLM print
numbers. The project expects this to be particularly important for the September 2021 school year and helping
REB to predict book longevity and distribution numbers.
Present recommendations to REB on its print specifications and print quality assurance. No activity in Quarter 2 as this
will, in part, be influenced by the findings of the TLM audit (see Activity B2a).
Develop and disseminate book supply chain guidelines. No activity in Quarter 2.
B2c. Digitize the P1-P3 teacher’s guide
Digitize the P1-P3 teacher’s guide. During this quarter, Soma Umenye explored options for how to digitize the P1-
P3 teacher’s guide and began a local recruitment for a consultant with specific digitization expertise.
B3. SUSTAINABLE CONTINUOUS PROFESSIONAL DEVELOPMENT, QUALITY
INSTRUCTION, AND SCHOOL-BASED SUPPORT FOR TEACHERS AND SCHOOL LEADERS
B3a. Deliver an integrated cycle of communities of practice, coaching, and reflection for P1-P3
Kinyarwanda teachers, school-based coaches, SEIs, and DEOs
Deliver training to newly appointed school leaders. Given the delay in the recruitment and appointment of new school
leaders, Soma Umenye and REB agreed to include acting school leaders in the project’s training (further described
in this section and B4b).
Deliver refresher training to all school leaders. Initially, Soma Umenye planned to deliver a two-day refresher training
to all school leaders (including acting school leaders) during Term 1. However, COVID-19 restrictions prohibited
in-person meetings until March 15th, which was only two weeks before the end of Term 1. With the priority
focused on equipping school leaders to deliver Term 1 LEGRA (see Activity B4b), Soma Umenye did not conduct
a refresher training in Quarter 2. Instead, at the end of Quarter 2, Soma Umenye started planning to deliver a
school leader refresher training in April.
To support school leaders during trainings and CPD (see related sub-activities in this section and Activity B3b),
Soma Umenye provided all head teachers and SEIs1 with a tablet (2,755 in total) and all DEOs in charge of primary
education with a laptop (30 in total). Soma Umenye officially handed over the tablets and laptops to REB in
January and February, respectively. REB then facilitated a successful distribution of the devices to all districts by
the end of February.
Develop community of practice materials. During Term 1, Soma Umenye prioritized rapid support for the almost
7,000 new P1-P3 Kinyarwanda teachers through a School-Based Orientation Program. Part of this program
involved school-level communities of practice where previously-trained teachers and head teachers supported
new teachers to get up to speed on key instructional literacy skills. In Quarter 1, Soma Umenye developed a
guiding document schools that outlined content for each of the planned sessions (see Activity B3b for further
1 Soma Umenye provided SEIs in 16 districts with tablets as VVOB has previously provided SEIs in 14
districts with tablets. Soma Umenye coordinated with SEIs in the 14 districts to load project-related
materials on their tablets.
SOMA UMENYE QUARTERLY PROGRAM REPORT | 10
details). Additionally, during this quarter, Soma Umenye developed content for a LEGRA-specific community of
practice. This community of practice was part of the three-stage LEGRA training (see Activity B4b) that occurred
in March, right before teachers and school leaders administer the Term 1 LEGRA. Each head teacher, supported
by a lead P1-P3 Kinyarwanda teacher, facilitated a day-long community of practice to orient other teachers on (1)
what LEGRA is; (2) how to administer it; and (3) how it is part of a larger monitoring, reflection, and remediation
cycle at the school, sector, district, and national level.
Distribute community of practice materials. During this quarter, Soma Umenye disseminated materials for Term 1
communities of practice on school leaders’ tablets. With the introduction of the five-week School-Based
Orientation Program for New P1-P3 Kinyarwanda Teachers (see Activity B3b for further details), most
communities of practice during Term 1 came under that program. Through that program, Soma Umenye
disseminated materials for communities of practice to support new P1-P3 teachers via WhatsApp and email with
existing groups of school leaders, head teachers, and teachers. For the LEGRA-specific community of practice
(mentioned above), Soma Umenye distributed guidance on the content to head teachers and lead teachers when
they attended the sector-level LEGRA training (see Activity B4b for further details).
Support the reporting cycle for communities of practice and coaching. During Quarter 2, Soma Umenye primarily
collected data on community of practices that were part of the School-Based Orientation Program for New P1-P3
Kinyarwanda Teachers. From the school monitoring activity in March (end of Quarter 2), initial data indicates that
63% of head teachers organized a community of practice (compared to 18% organized by a Dean of Study, and 7%
organized by someone else such as a lead teacher or school-based mentor). 14% did not organize a community of
practice at all. Among those who organized communities of practice, 85% noted that they organized one
community of practice per month and 11% organized a community of practice once per term. 66% of P1-P3
teachers stated that they participated in a recent community of practice.
Deliver virtual coaching pilot. When lower primary students returned to school on January 18th, REB’s priority was
ensuring that the almost 7,000 new teachers for P1-P3 (some of them with no previous education experience)
had the skills they needed to effectively deliver the Term 1 curriculum. To address this, Soma Umenye supported
REB to develop and deliver a five-week school-based orientation program for new P1-P3 Kinyarwanda teachers
(see Activity B3b and Annex B for additional details). With a quick turnaround to support REB’s priority, Soma
Umenye did not conduct an official virtual coaching pilot; however, the project integrated targeted messaging and
follow-up for participants in the program. Soma Umenye developed and communicated a series of weekly
messages, and daily in the initial phases of the program, for different stakeholders including new teachers, lead
teachers, head teachers, SEIs, and DEOs. The messages, disseminated by the project’s District Advisors over
WhatsApp, email, and phone, included reminders about key aspects of the program and, in the later weeks, were
constructed following a reflection on weekly MEL data. This enabled Soma Umenye to have almost daily contact
with program participants to support them with implementation. Annex B provides additional information about
the specific messages.
Assess virtual coaching pilot. No activity in Quarter 2.
B3b. Train newly qualified and re-deployed P1-P3 Kinyarwanda teachers in best practices in early
grade reading instruction
Train NQTs and re-deployed teachers in Soma Umenye foundational training. In 2020, MINEDUC and REB began the
process of recruiting almost 18,000 new teachers to not only address the nationwide problem of teacher
shortages at the primary and secondary level but to also fill the gap stemming from the construction of more than
22,000 new classrooms. In Quarter 1, Soma Umenye and REB estimated that there were approximately 7,000
new teachers for lower primary. Some of these teachers did not have previous training; therefore, it was critical
to orient them and ensure they were supported to deliver the Term 1 content. Given that face-to-face trainings
were prohibited until mid-March (almost the end of Term 1), and inconsistent internet connectivity as well as lack
of access to devices for teachers, it became clear that one of the only ways to immediately support new teachers
was at the school-level using teachers and school leaders themselves.
SOMA UMENYE QUARTERLY PROGRAM REPORT | 11
In consultation with REB, Soma Umenye first wanted to better understand how continuous professional
development (CPD) was taking place at the school-level for lower primary since schools re-opened. With no
standardized/dedicated time on the calendar for CPD and challenges when schools re-opened (e.g.: double P1
cohort, shift in medium of instruction, and potential increase in the number of shifts to meet social distancing
requirements), the project was concerned that schools would not find the time to conduct CPD focused on
equipping new P1-P3 Kinyarwanda teachers with basic teaching skills. In February, less than a month after lower
primary students returned to school, the project conducted a small rapid survey to understand how head
teachers and teachers were supporting new teachers and how they were conducting CPD. Soma Umenye
randomly sampled 12 schools across six districts in all five provinces. Encouragingly, all schools in the sample
reported that they conducted at least one CPD session for primary-level teachers since schools re-opened.
Additionally, 11 out of 12 schools noted that they made time for CPD during the weekdays, with only one school
conducting CPD over the weekend. 11 out of 12 schools reported that they arranged and conducted a specific
CPD session for new P1-P3 teachers using a mixture of previously trained teachers and head teachers to facilitate
the sessions. When asked whether they would benefit from a targeted school-based CPD program to support
new P1-P3 Kinyarwanda teachers, head teachers responded positively. All head teachers in the sample expressed
commitment to supporting new teachers through CPD and eight committed to scheduling time on the school
calendar for new teachers to meet with a previously-trained teacher. One school leader also committed to
providing additional coaching to support new teachers.
REB and Soma Umenye reflected and adapted on the results of the rapid survey, which demonstrated that many
schools were already taking the initiative to provide support to new teachers (during a time when face-to-face
training was not possible). From this, Soma Umenye and REB co-designed a five-week School-Based Orientation
Program for New P1-P3 Kinyarwanda Teachers. This program, which ran from late February – March, was
designed to meet an immediate need until more formal face-to-face training could be conducted. The key
elements of the program are highlighted in Exhibit 9. Additionally, while the remaining part of this section
provides a summary of the program, Annex B provides a full report on the school-based orientation for new P1-
P3 Kinyarwanda teachers with additional details on the structure of the program, the CLA cycle, findings, and next
steps/recommendations.
Exhibit 9. Core Elements of the School-Based Orientation Program for New P1-P3 Kinyarwanda
Teachers
Element Description
Program Participants
New teachers In consultation with head teachers and SEIs, Soma Umenye District Advisors
identified the number of new P1-P3 Kinyarwanda teachers in each school (existing
and new). The primary role of the new teacher was to attend sessions with the
lead teacher (further described in this table).
Lead teachers In consultation with head teachers and SEIs, Soma Umenye District Advisors
selected a lead teacher from each school. A lead teacher was either a member of
Soma Umenye’s National Reading Training Team – Teacher Training (NRTT-TT)
or an experienced teacher who had previously completed the ten-day
Kinyarwanda early grade reading training. The primary role of the lead teacher was
to support new P1-P3 Kinyarwanda teachers through one-on-one coaching, group
coaching, and lesson observations.
Head teachers, SEIs,
and DEOs
Head teachers, SEIs, and DEOs were responsible for ensuring that the program
was implemented properly in schools, sectors, and districts and providing support
to schools where necessary. In some cases, head teachers and SEIs directly
facilitated sessions with new teachers.
Program Structure and Materials
Phase 1: Week 1 Phase 1 focused on individual meetings (1-hour sessions throughout the week)
between lead teachers and new teachers to focus on five key skills that new
SOMA UMENYE QUARTERLY PROGRAM REPORT | 12
teachers need to master in order to ensure successful delivery of Term 1 content.
The five key skills that Soma Umenye identified included:
Five core components of literacy (phonics, phonological awareness,
fluency, vocabulary, reading comprehension) and writing
Gradual release of responsibility: “I do, we do, you do”
Core instructional materials (textbook and teacher’s guide)
Supplementary instructional materials (decodable and supplementary
readers)
Weekly lesson structure for P1-P3 in the teacher’s guide
To support both lead teachers and new teachers with the Week 1 schedule, Soma
Umenye provided them with an overview document that included content for each
session and highlighted specific areas of existing materials for them to reference.
Examples of existing materials included the teacher’s guide, student textbook,
supplementary readers, previous training modules, and training videos (on school
leaders’ tablets).
Phase 2: Weeks 2-5 Phase 2 focused on a cycle of practice, lesson observation, and reflection. During
this time, lead and new Kinyarwanda teachers had the opportunity to observe each
other in the classroom. For new teachers, this provided an opportunity to observe
model lessons and receive feedback from the lead teacher on their lessons. After
each observation, lead and new teachers engaged in reflection sessions to review
the lesson they just observed, ask questions, and determine areas for improvement
for future lessons. To support teachers with the Week 2-5 schedule, Soma
Umenye provided brief lesson observation forms as well as guidance to structure
reflection sessions.
MEL, Communications, and CLA
Monitoring
framework
Soma Umenye developed a monitoring framework for the five-week program and
conducted weekly monitoring across all 30 districts, targeting a random sample of
150 schools (150 head teachers, 150 lead teachers, 150 new teachers, 150 SEIs,
and 30 DEOs each week). Soma Umenye District Advisors collected data each
week through phone interviews about how the program was being implemented,
challenges that participants were facing, participants’ impressions of the program,
and any creative solutions that schools were putting in place.
Communications
strategy
To support participants, Soma Umenye developed a five-week communications
strategy to not only communicate the program’s goals but to also provide answers
to common questions and remind school leaders to support with the program’s
implementation. Examples of the key messages include:
School-based peer support is an effective strategy to build teacher
capacity.
Schools are equipped with a wide range of resources to support early
grade reading in Kinyarwanda. All teachers, current and new, should use
these materials in class and allow students to borrow books to practice at
home.
Head teachers and Deans of Studies should support teachers to engage in
professional development through CoPs and coaching, and utilizing
resources on the recently distributed tablets.
In addition to the general messages, Soma Umenye also disseminated daily (at the
beginning) and weekly targeted messages to new teachers, lead teachers, head
teachers, SEIs, and DEOs. The project’s District Advisors used their existing
WhatsApp groups with all districts, sectors, and schools to convey the messages.
CLA cycle To supplement the monitoring framework, Soma Umenye applied a weekly CLA
cycle to reflect on monitoring data and make changes to the program as needed.
The project held weekly Pause and Reflect sessions with members from the
technical, field, MEL, and communications teams. Each Pause and Reflect session
included a presentation on rapid reports from each province, a review of the
SOMA UMENYE QUARTERLY PROGRAM REPORT | 13
weekly monitoring data, an overview of the technical and communications plans
for the following week, and time for reflection and discussion on best practices and
programmatic pivots (if needed). While the Pause and Reflect sessions were
implemented primarily at the project-level, Soma Umenye District Advisors did
share key results and findings on a weekly basis with district, sector, and school
leaders in order to encourage a similar cycle of reflection and adaptation.
Reflecting on the findings from the program, Soma Umenye identified several success factors, as well as common
challenges, which the project will continue to reflect on with REB in preparation for a second round of the
program for Term 2. Exhibit 10 highlights some of these factors.
Exhibit 10. Factors Contributing to the Success of the School-Based Orientation Program for New
P1-P3 Kinyarwanda Teachers and Continued Challenges
Success Factors
Engagement of sector and district leadership raised the profile of the activity and, in some locations,
their involvement was key to the success of the program as they helped identify where schools could support
one another to fill gaps.
Engagement of school leadership (head teachers) who often demonstrated leadership and creativity in
supporting new teachers. Head teachers often stepped in to lead one-on-one sessions with new teachers (if
there were no lead teachers) of identified neighboring schools to partner with and complete the program
together.
The positive impact on lead teachers, who noted that this program has been a useful refresher for them
and an opportunity to support their colleagues.
The program aligned well with existing guidance from REB on how school-based CPD should
take place. Even though there is no official time for CPD on the calendar, REB clearly emphasizes the
importance of CPD. As a result, Soma Umenye found that this supported program implementation and the
program served as a model for effective implementation of school-based CPD.
From a project level, regular time to pause and reflect (including reviewing data and input from
the field), was instrumental to effective implementation as best practices were amplified across the country
and adaptations made to better support new teachers. Should this program extend into Term 2, Soma Umenye
will explore opportunities to bring REB, DEOs, and SEIs into more regular reflection.
Regular phone messaging was determined to be a positive contribution, as the messages regularly
reminded stakeholders of their role, provided data from the monitoring reports, and shared best practices
from different schools.
The positive engagement with TTCs, which some schools leveraged, through partnering with TTC tutors,
when they had a shortage of lead teachers. This could serve as a model for future CPD practice.
School-based solutions meant that, even though the program was not implemented uniformly across the
country, schools were able to adjust delivery of the topics and their timing based on school-specific needs and
priorities.
Continued Challenges
Time was continuously referenced as a challenge. While there were many instances of teachers and schools
finding creative ways to schedule time for CPD, others noted that there is not enough time during the school
week to conduct thorough CPD.
Lack of materials in new schools made it difficult for some new teachers to fully engage with the program.
While Soma Umenye did distribute materials to new schools in February, it was not enough to fully equip all
P1-P3 classrooms in the 585 new schools. Following an inventory of remaining TLMs in the project’s
warehouse, the project will distribute excess teacher guides and read alouds to new schools in Quarter 3.
Not all schools (particularly new schools) had previously-trained teachers to act as lead teachers
which made it difficult for all new teachers to feel supported. Some schools found innovative and “home-
grown” solutions (such as those described above) but other schools struggled to support new teachers. In
these schools, head teachers were preoccupied with other activities and there may not have been a proactive
SEI to step in to provide support.
SOMA UMENYE QUARTERLY PROGRAM REPORT | 14
At the end of March, Soma Umenye facilitated a virtual site visit with REB, NESA, USAID/Rwanda, and selected
representatives from the local level including one DDE, one DEO, two SEIs, three head teachers, two lead
teachers, and two new teachers. The virtual site visit was an opportunity for participants learn more about the
program, discuss successes, and share challenges. The virtual site visit combined video footage as well as
interactive sessions, allowing participants to engage in real-time with selected stakeholders to ask questions,
reflect, and learn more about the program. See Annex B for more details about the virtual site visit.
At the end of Quarter 2, Soma Umenye began planning for a four-day face-to-face training for new P1-P3
Kinyarwanda teachers. This training is scheduled to take place in mid-April during the Term 1 holiday.
B3c. Support REB to leverage TTCs for a sustainable approach to CPD and coaching
Support REB to finalize the tutor’s guide and design of the tutor training program. This activity was completed in
Quarter 1.
Support implementation of the TDM policy related to the TTCs’ role in in-service training. No activity in Quarter 2 as
MINEDUC has not yet finalized the TDM policy.
B4. COMPREHENSIVE ASSESSMENT
B4a. Support P1-P3 Kinyarwanda teachers to conduct formative assessment
Support teachers to conduct formative assessment. Soma Umenye included a video and supplementary training
material on formative assessment on tablets for head teachers. The project also referenced these materials in the
introductory community of practice sessions for Term 1. In March (at the end of Quarter 2), Soma Umenye
conducted school-level monitoring with initial data showing that only 10% of teachers were measuring their
students literacy progress through structured formative assessments on reading sub-skills. Note that Soma
Umenye conducted the school-level monitoring only eight weeks after schools outside of Kigali resumed and only
three weeks after Kigali schools resumed. The project will explore ways to increase formative assessment
practice in Quarter 3.
A lead teacher and new teacher at GS
Gishihe in the Southern Province viewing
REB and Soma Umenye training videos on
the head teacher’s tablet (provided by
Soma Umenye).
SEI of Rangiro Sector in Nyamasheke District
providing support to new teachers through the
School-Based Orientation Program.
SOMA UMENYE QUARTERLY PROGRAM REPORT | 15
B4b. Support REB to implement end of term assessments in P1-P3 Kinyarwanda
Conduct adapted LEGRA in selected districts. In Quarter 1, Soma Umenye discussed with REB the possibility of
conducting an adapted LEGRA (i.e., only the oral reading fluency and reading comprehension sub-tests) in selected
districts before Term 1. Initially, the idea for this was to build on the delivery of a small pilot of an adapted
LEGRA in Burera district during school closures in August 2020. However, in discussion with REB in Quarter 1,
Soma Umenye decided to focus on conducting the nationwide LEGRA in the last 2 weeks of Term 1.
Finalize the development of a bank of equated test items for Term 1 and Term 2 LEGRA assessments. During Quarter 2
Soma Umenye worked closely with NESA to integrate the end of unit assessment bank items for P1-P3
Kinyarwanda (previously developed by the project) into the CA-MIS. NESA’s goal is for teachers, parents, and
students to access the CA-MIS and download sample questions; however, the platform is not yet fully operational.
Additionally, in Quarter 2, Soma Umenye continued to develop a bank of Term 1 and Term 2 LEGRA test items
in order to hand over to NESA. The project expects to finish this work in Quarter 3.
Deliver Term 1 and Term 2 LEGRA training. At the beginning of Quarter 1, REB requested Soma Umenye’s support
in drafting term-specific benchmarks for each of the P1-P3 LEGRA sub-tasks so that teachers and parents could
better track students’ progress over the course of the year. Soma Umenye drafted the benchmarks based on
what students should have accomplished at the end of Term 1 and Term 2. Due to the timing of this request (at
the beginning of Term 1 and with little time before the scheduled Term 1 LEGRA), Soma Umenye and NESA
agreed to administer the term-specific benchmarks at the same time as conducting the Term 1 and Term 2
LEGRA so that proper validation of the benchmarks can be done with students who have covered the appropriate
content. The term-specific benchmarks can be found in Annex C.
On March 15th, the Government of Rwanda permitted limited face-to-face meetings. In the week that followed,
Soma Umenye both received confirmation from NESA to move forward with the Term 1 LEGRA and organized
and facilitated a three-stage LEGRA training for all school leaders and one lead teacher from each school across
the country (except for those in Bugesera, Nyanza, and Gisagara2).
Exhibit 11. Outline of the Three-Stage LEGRA Training
In the first stage, on March 18th, Soma Umenye’s District Advisors trained approximately 500 DEOs, DDEs, and
SEIs. These district and sector-level officials had previously received LEGRA training as part of Soma Umenye’s
School Leader Module 3 training; however, that was more than a year ago, so both REB and Soma Umenye took
2 Bugesera, Nyanza, and Gisagara districts remained on lockdown due to an increase in the number of
COVID-19 cases.
1. District-level
• Soma Umenye District Advisors trained DDEs, DEOs, and SEIs
2. Sector-level
• SEIs trained all head teachers, Deans of Studies, and one lead P1-P3 teacher per school
3. School-level
• Head teachers/Deans of Studies and the lead teacher trained other P1-P3 teachers through a school community of practice
SOMA UMENYE QUARTERLY PROGRAM REPORT | 16
the decision to provide a one-day refresher on the LEGRA process and how to administer the test. At the
district-level training, Soma Umenye distributed printed copies of each sub-task test for P1-P3, school-level
reporting forms, and an addendum to the LEGRA guide. The addendum to the LEGRA guide (which was
previously distributed at the School Leader Module 3 training in 2020 and uploaded on school leaders’ tablets),
included specific information about the new term-specific benchmarks. At the end of the training, SEIs carried the
materials back to their respective sectors for use in the second stage of the training.
In the second stage of the training, Soma Umenye supported SEIs to train head teachers, Deans of Studies, and
one lead P1-P3 teacher from each school on March 20th. This second stage happened at the sector-level. For the
third and final stage, head teachers and lead teachers went back to their individual schools and trained the other
P1-P3 Kinyarwanda teachers through a school-level community of practice on March 21st. Each stage of the
training followed the same core outline, which is highlighted in Exhibit 12.
Exhibit 12. Outline of the LEGRA District, Sector, and School-Level LEGRA Training
Agenda Item
1 Introduction to LEGRA and the early grade reading benchmarks
2 How to prepare and conduct the LEGRA Pre-Assessment Meeting
3 How to prepare for the administration and marking of Day One LEGRA (group tests)
4 How to prepare for the administration and marking of Day Two LEGRA (one-on-one tests)
5 Regarding school-level LEGRA results (paper-based and tablet-based)
6 How to prepare and conduct the LEGRA Post-Assessment Meeting
Soma Umenye supported several REB and NESA officials to observe and supervise the three stages of the Term 1
LEGRA training as well as the pre-assessment meetings which were conducted at the school-level on March 22nd.
While Soma Umenye will prepare a full Term 1 LEGRA report, with results, in Quarter 3 for discussion and
reflection with REB and NESA, Exhibit 13 highlights a few common observations (both successes and areas for
improvement) from the joint Soma Umenye and REB/NESA team during the training and pre-assessment
meetings. Soma Umenye will continue to discuss these observations in Quarter 3 and this larger reflection will
also inform the project’s support of Term 2 LEGRA delivery.
Exhibit 13. Observations During the Term 1 LEGRA Training and Pre-Assessment Meetings
Observation Explanation
Evidence of strong district and
sector-ownership during the
second stage of the training
(sector-level training)
Attendance at the sector-level training was almost 100% in all sectors
and participants (head teachers, Deans of Studies, and lead P1-P3
Kinyarwanda teachers) reported to be eager to learn more about
LEGRA. While SEIs were the primary trainers for each sector site,
several DEOs and DDEs either visited training sites or acted as co-
trainer, demonstrating local ownership of the activity.
Creative practices during the
third stage of the training
(school-level community of
practice)
Observers noted that head teachers took full ownership of the school-
level community of practice. In some instances, head teachers decided
to include lower primary teachers of other subjects so that they could
support, particularly during the second day of LEGRA (the one-on-one
tests) with the management of students and overall logistics. P1-P3
teachers also noted that they enjoyed being trained by their own head
teacher and lead teacher as it provided them the space to ask more
honest questions and brainstorm school-specific solutions.
Need for advance
communication
Given the initial uncertainty around the Term 1 LEGRA (with meetings
prohibited until March 15th), NESA only made the final decision to
conduct the LEGRA in March and Soma Umenye had to wait until mid-
March in order to conduct training prior to the administration of the
test. By this point, districts had already scheduled and communicated
SOMA UMENYE QUARTERLY PROGRAM REPORT | 17
exam schedules and these schedules included a P1-P3 Kinyarwanda
exam that was not LEGRA. Given the sequence of events, this was
unfortunately unavoidable; however, schools adapted well and
conducted the two-day LEGRA when other subject exams had finished.
While it is not expected that Term 2 will have as many disruptions as
Term 1, Soma Umenye will work closely with NESA and district/sector
authorities in advance of the Term 2 LEGRA to ensure that it is
properly incorporated in district exam schedules.
School-based solutions during
the Pre-Assessment Meeting
During the pre-assessment meetings, which occurred the day before
the first LEGRA test, observers noted that head teachers (and the lead
teachers who attended the second stage of the training) generally
facilitated thorough meetings using the training materials provided,
including videos. As prompted during the second stage of the training,
head teachers used the pre-assessments to think through some
potential challenges and devise school-based solutions in advance. Some
of these included:
• Potential absenteeism: Given that LEGRA was coming after
other exams had finished, some schools anticipated a larger
number of absentee students. As a result, during the pre-
assessment meetings, they devised strategies to ensure
students came to school for LEGRA. Some of these examples
included involving the SGAC and getting them to send
volunteers around the village to remind parents to send their
students to school for LEGRA. Other schools decided that, if
students did not show up for the morning shift, they would call
parents and ask them to send students for the afternoon shift.
• Potential challenges administering the one-on-one LEGRA
tests: For schools that had a particularly large number of P1-P3
students, head teachers and teachers used the pre-assessment
meeting to discuss the best way of managing students during
the one-on-one tests. Some schools decided that they would
engage teachers from other grades and subjects to manage the
class while the P1-P3 teacher was conducting the one-on-one
tests. This would have the added benefit of minimizing noise
disruptions to allow students to concentrate during their one-
on-one tests.
• Potential lack of writing materials: In the pre-assessment
meetings, some teachers were worried that students would
come to school without a pen or pencil (which are needed for
the group LEGRA tests). Observers noted that some head
teachers agreed to purchase additional boxes of pens before
the first day of the LEGRA tests in case students arrived
without a writing utensil.
Soma Umenye designed and implemented strict COVID-19 preventative measures during the LEGRA trainings.
For example, the project ensured that there were no more than 20 participants in each training room, chose large
training rooms to enable social distancing, and procured hygienic items (e.g.: hand sanitizer and soap) for each
training room.
Support head teachers, SEIs, and DEOs to manage LEGRA data collection. Soma Umenye supported schools to
conduct the two-day LEGRA test from March 23rd – 24th. The first day included the group tests (decoding and
dictation) and the second day was focused on the one-on-one tests (oral reading fluency and reading
comprehension). As with the LEGRA training, a team from REB and NESA joined Soma Umenye staff in
monitoring sites across the country. Exhibit 14 highlights initial observations from the two-day LEGRA which will
SOMA UMENYE QUARTERLY PROGRAM REPORT | 18
be discussed further and expanded on in a final LEGRA report and reflection meeting with REB and NESA in
Quarter 3. This larger reflection will also inform the project’s support of Term 2 LEGRA delivery.
Exhibit 14. Observations During the Two-Day Term 1 LEGRA Administration
Observation Explanation
Generally, evidence of strong
leadership by head teachers
In a majority of the schools that the Soma Umenye, REB, and NESA
team observed, head teachers were fully present on both days of
LEGRA and they supported their teachers to effectively administer the
tests. For example, some head teachers conducted “morning meetings”
with P1-P3 teachers on Day 1 and Day 2 of the LEGRA test to make
sure they were planned for the day. In other instances, head teachers
conducted end-of-day reflections with P1-P3 teachers to discuss how
the tests went and make sure that teachers had a deadline for finalizing
their paper-based class reports. Overall, head teachers and teachers
expressed appreciation for LEGRA and even asked whether
assessments for other subjects could follow the LEGRA process.
Mixed results for how schools
managed large numbers of
students
During the LEGRA training, Soma Umenye and SEIs stressed to head
teachers the importance of advance planning for Day 2 of the tests (the
one-on-one tests). This can be a difficult test to manage as it requires
teachers to be focused on one student at a time, preferably sitting
outside of the classroom to minimize distraction from other students.
Observers noted that some head teachers managed this process very
well. For example, some head teachers recruited other school staff
members to supervise classes while the P1-P3 teacher conducted the
one-on-one tests. In another example, the Kinyarwanda teacher gave
some activities for her students to do (e.g.: reading and drawing) while
she conducted the one-on-one tests.
In other schools, however, observers noted that some teachers seemed
overwhelmed by both conducting the one-on-one tests and managing
their other students to minimize noise disruptions. In general, it took
these teachers longer to administer the tests as they were having to
frequently try to re-focus and manage the rest of the class.
Schools followed the test
protocols and completed the
tests on time
Observers noted that schools, despite some challenges with large class
sizes, generally conducted the LEGRA tests within the allotted time
frame. Some schools were quite efficient (often smaller schools) and
decided to conduct all four tests on the same day. There were other
schools, however, who had to extend LEGRA to a third day. This did
not prove problematic though as schools had this time available.
Observers also noted that, for the most part, schools followed the
assessment protocols. There were some instances where teachers
were confused by the instructions on the paper-based LEGRA tests, but
they were supported by either the head teacher or another P1-P3
teacher to help them understand them.
It should be noted that, in collaboration with the project, NESA made the decision to postpone LEGRA for Kigali-
based schools as they were about a month behind other schools in terms of covering Term 1 content (given that
a Kigali lockdown in January and February delayed school re-opening). While Kigali schools will still conduct end-
of-term exams (in line with the exam schedule in other schools), NESA determined that the Kigali Term 1 LEGRA
will be considered an “experimental” LEGRA (to be conducted in April). Soma Umenye will support Kigali-based
schools to conduct the Term 1 LEGRA in Quarter 2 (April).
SOMA UMENYE QUARTERLY PROGRAM REPORT | 19
Support head teachers, SEIs, and DEOs to reflect on LEGRA data. This activity will take place in Quarter 3.
Make LEGRA data available on the comprehensive assessment dashboard. This activity will take place in Quarter 3.
B4c. Collaborate with REB to implement school-level remediation for P1-P3 students
Deliver Term 1 KRC training. When restrictions on in-person meetings eased on March 15th, there were only two
weeks remaining in Term 1. Since this did not leave a lot of time for face-to-face trainings, Soma Umenye, in
collaboration with REB and NESA, prioritized the Term 1 LEGRA and used this short window to provide a
district, sector, and school-level training to all school leaders and P1-P3 teachers. Given that KRC introduces new
concepts and new instructional strategies, teachers require an in-depth training prior to implementation. Due to
the extremely limited time for training during Quarter 2 and the collective focus on ensuring LEGRA data for
every student at the end of Term 1, Soma Umenye decided not to conduct KRC during Term 1. Instead, in
Quarter 3, the project will discuss with REB about planning for a Term 2 KRC.
Support schools to prepare for and deliver Term 2 KRC. No activity in Quarter 2.
Support head teachers, SEIs, and DEOs to reflect on Term 1 and Term 2 KRC data. No activity in Quarter 2.
Make post-KRC LEGRA data (Term 1 and Term 2) available on the comprehensive assessment dashboard. No activity in
Quarter 2.
Finalize a training video on engaging instructional strategies. This activity was shifted to Quarter 3 given the focus on
equipping new P1-P3 teachers with the foundational early grade reading skills (through the school-based
orientation) in Quarter 2.
Support the dissemination of the video during Term 1-3 communities of practice. No activity in Quarter 2.
B4d. Develop a comprehensive assessment dashboard and transition it to REB
Finalize the comprehensive assessment dashboard architecture. In Quarter 2, Soma Umenye continued to build out
the comprehensive assessment dashboard, including web systems access, visualization levels, and reporting
templates. The project also continued to have discussions with NESA about the status of the proposed
Comprehensive Assessment – Management Information System (CA-MIS). The project worked, and will continue
to work, closely with NESA to ensure integration of the LEGRA data into the CA-MIS when it is functional.
Regardless, Soma Umenye’s priority is ensuring that school, sector, district, and national-level stakeholders have
P3 students at EP Mbuga (Nemba Sector, Gakenke
District) completing a LEGRA test on Day 1 A teacher at GS Kabyaza (Mukamira Sector, Nyabihu
District) administering a one-on-one LEGRA test on Day 2
SOMA UMENYE QUARTERLY PROGRAM REPORT | 20
access to the Term 1 LEGRA data (whether it’s on the dashboard or the CA-MIS) towards the beginning of
Quarter 3 to inform school, sector, and district inamas.
Ensure LEGRA, KRC, and EGRA data is uploaded to the comprehensive assessment dashboard. No activity in Quarter 2.
Transition the comprehensive assessment dashboard to REB. No activity in Quarter 2.
B4e. Support NESA to deliver a NESA-EGRA
Collaborate with NESA to develop a 2021 EGRA. In Quarter 2, Soma Umenye began the very early stages of planning
for a 2021 NESA-EGRA which is slated to take place in August/September 2021. Additionally, during this quarter,
the project supported REB and NESA with the implementation of the Ministry of Education’s Learning
Achievement in Rwandan Schools (LARS IV) Assessment. While LARS IV was initially delayed due to school
closures, REB successfully administered the assessment at the end of February in 295 schools in all 30 districts.
Responding to a REB request, Soma Umenye supported with the development of the question item bank. Drawing
from the EGRA, Soma Umenye developed oral reading fluency and reading comprehension tests for early grade
Kinyarwanda. This represented the first time that a LARS assessment included oral reading fluency and reading
comprehension tests, enabling Rwanda to produce internationally comparable early grade reading data. It also
provides additional data, presented against the national reading benchmarks (supported by Soma Umenye for P3),
for REB to reflect on in order to drive decision-making.
Equate EGRA and LEGRA results. No activity in Quarter 2.
Train data collectors for the 2021 EGRA. No activity in Quarter 2.
Collect data for the 2021 EGRA. No activity in Quarter 2.
Conduct data cleaning, analysis, and report writing for the 2021 EGRA. No activity in Quarter 2.
Disseminate 2021 EGRA endline findings. No activity in Quarter 2.
Make EGRA data available on the comprehensive assessment dashboard. No activity in Quarter 2.
B5. INCLUSION
B5a. Implement a Universal Design for Learning (UDL) pilot in selected P1 classes
In Year 4, Soma Umenye co-developed, with REB, a UDL framework for P1 teachers and started a pilot in
selected schools in Gicumbi district. Given school closures in March 2020, Soma Umenye had to suspend the
pilot. When lower primary students returned to school on January 18th, 2021, there were a number of challenges
that made it difficult to continue the pilot. These challenges included:
• No ability to do face-to-face training until March 15th: Given that the bulk of the UDL training is focused
on inclusive teaching strategies, it is critical to be able to demonstrate these strategies in-person with
teachers and provide them with an opportunity to practice and receive feedback. Additionally, the
UDL training challenges the typical notions of disability education in Rwanda in that it does not
require teachers to identify students with a particular disability and then teach differently depending
on disability-type. Instead, it focuses on students’ learning strengths/challenges and tasks the teacher
with varying his/her instruction to better support a wider range of students. This, however, requires a
fundamental mindset shift for teachers. As a result, it is something that needs to be introduced face-
to-face, with an experienced trainer, followed up with quality support.
SOMA UMENYE QUARTERLY PROGRAM REPORT | 21
• Recruitment and re-deployment of P1-P3 teachers: While schools were closed, REB recruited almost
18,000 new teachers nationwide (with approximately 7,000 new teachers for P1-P3). In addition to
the large recruitment numbers, some existing teachers were re-deployed to either different grades or
to newly-constructed schools. Not all pilot teachers remained in their same positions.
• Focus on English-language training and new teacher training: Given the shift in language of instruction
(from Kinyarwanda to English) and the large number of new teachers (some of whom had no previous
teaching training), REB’s focus was on providing English language training and training for new
teachers. This, coupled with the fact that in-person trainings could not start until March 15th, meant
that school leaders and teachers were being pulled in different directions. Soma Umenye’s priority
during this period was proving a school-based orientation for new P1-P3 Kinyarwanda teachers.
• Double P1 cohort: When the new P1 cohort started school on January 18th, they joined the existing P1
cohort from the 2019/2020 school year. This meant that the pilot size would have effectively doubled
but there was no guarantee that students who started in the pilot returned to school. This would
require a new baseline literacy assessment.
While Soma Umenye did not resume the UDL pilot in Quarter 1, it was clear that REB had embraced UDL as a
strategy to support all students, including those with disabilities. One indication is the focus on UDL which is
included in the recently developed school remediation guide by REB which included learning from the UDL pilot
as well as from KRC. Soma Umenye continued to integrate lessons learned from the initial stages of the UDL
pilot into other Quarter 2 activities, including preparation for formal face-to-face training for new Kinyarwanda
teachers which will take place in Quarter 3. The project also used lessons learned to support the accessible digital
Andika Rwanda activity (see Activity B5f for more details).
B5b. Support the National Council of Persons with Disabilities (NCPD) to finalize Rwandan Sign
Language
Collaborate with the Rwanda National Union of the Deaf to finalize the remaining signs. In Quarter 2, Soma Umenye
held multiple discussions with NCPD and RNUD to agree on a process for taking work forward with the RSL
dictionary. During this process, Soma Umenye supported NCPD and RNUD to define the structure of the RSL
Dictionary Steering Committee. All parties agreed that the primary responsibility of the steering committee will
be to review/approve signs and the layout of the dictionary. During this quarter, Soma Umenye also identified a
consultant with specific expertise in sign language linguistics to provide technical support to RNUD in building out
the dictionary. In March, Soma Umenye convened a meeting with NCPD, RNUD, and the proposed consultant.
The meeting was an opportunity for RNUD, supported by Soma Umenye, to propose their plan and methodology
for completing the dictionary and for NCPD to interview the consultant. Following the meeting, NCPD approved
the proposed way forward and, at NCPD’s request, Soma Umenye drafted and executed a Memorandum of
Understanding (MoU) between NCPD, Soma Umenye, and RNUD (see Annex D). The MoU will guide the three
parties in the next stages of the development of the dictionary. With NCPD’s approval granted at the end of
Quarter 2, Soma Umenye will execute contracts with RNUD and the consultant at the beginning of Quarter 3.
Support NCPD to validate the RSL dictionary. No activity in Quarter 2.
B5c. Support REB and stakeholders to standardize and validate a Kinyarwanda braille code
Hold workshop with REB and stakeholders to standardize and validate a Kinyarwanda braille code. While this activity
was largely completed in Quarter 1, competing priorities prevented Soma Umenye from fully discussing the next
steps with REB in Quarter 2 in order to finalize the braille document.
B5d. Adapt the 2018 and 2019 Andika Rwanda books for students who are blind
Validate the draft braille books. This activity was completed in Quarter 1.
Print and distribute the braille books. In Quarter 2, Soma Umenye worked with NUDOR to print 540 copies of the
2018 and 2019 Andika Rwanda books. Soma Umenye will print the remaining 240 copies in Quarter 3.
SOMA UMENYE QUARTERLY PROGRAM REPORT | 22
B5e. Pilot the Orbit Reader for students who are blind
Deliver pilot. In Quarter 2, Soma Umenye received five Orbit Readers and will collaborate with REB to use them in
Quarter 3.
Assess pilot and disseminate findings. No activity in Quarter 2.
B5f. Produce and distribute accessible digital supplementary readers
Secure validation from REB. In Quarter 1, Soma Umenye had multiple consultations with REB (CTLRD and ICT) to
review and revise five draft accessible digital Andika Rwanda readers. In Quarter 2, following the progress made in
the previous quarter, REB provided Soma Umenye with new guidelines on accessible digital materials. These
guidelines were not specific to REB; rather, they were general lessons learned and suggestions for standards from
UNICEF (following their accessible digital textbook pilot in six countries; Rwanda being one of them). These
suggestions for standards are based on the core UDL principles.
Digitizing a textbook is different than digitizing a supplementary reader; a textbook potentially lends itself to more
digital features, whereas a supplementary reader is more limited in how it can be digitized. During this quarter,
Soma Umenye discussed with REB the importance of not overloading the digitized supplementary reader with too
many IT features and rather focusing on integrating features that would support student engagement. In particular,
Soma Umenye was focused on a set of core features, including: (1) option for RSL video; (2) option for audio
narration; (3) glossary of key vocabulary words in the story; and (4) interactive reading comprehension questions.
Soma Umenye re-designed a prototype book during this quarter, based on further feedback from REB (see
below). As REB continues to explore options for digitization, Soma Umenye offered to support to develop draft
standards for accessible digital early grade supplementary readers so that REB has a consistent and realistic
benchmark to measure not only the Andika Rwanda readers, but also future supplementary reader, against.
The re-designed cover page enables easier access to different
features of the book (including the audio version, RSL version,
glossary, and reading comprehension questions.
Each page also includes a more user-friend
navigation feature, with arrows to navigate to the
next/previous page, an option to return to the home
screen, and an option to see the RSL video for the
page.
An example of the RSL video
that students can “opt-into” on
each page of the text.
SOMA UMENYE QUARTERLY PROGRAM REPORT | 23
Train end users. No activity in Quarter 2.
Distribute accessible digital readers to selected schools. No activity in Quarter 2.
B6. COMMUNICATIONS
B6a. Deliver the National Reading Campaign
Deliver Phase 2 of the National Reading Campaign. In Quarter 2, Soma Umenye continued to support the Soma
Rwanda (“Rwanda Reads”) platform, in collaboration with MINEDUC and other development partners, to deliver
the National Reading Campaign. During a Soma Rwanda Steering Committee on 27 January 2021, the Ministry of
Education approved the extension of the National Reading Campaign through June 2021, to align with the
previously extended NRC Media Awards, and in consideration of the time lost as a result of the COVID-19
pandemic.
A key focus of the NRC during this reporting period was the celebration of Rwanda’s literacy Change Makers.
These are individuals who are committed to making reading a daily habit in their own life and who take action to
support Rwanda’s culture of reading. Throughout Quarter 2, nine Change Maker cards were published by the
project as well as through Soma Rwanda social media accounts. Change Makers included teachers, headteachers,
parents, print and television journalists, popular musicians, social media influencers, and local government officials.
To ensure NRC messaging reached across the nation, Soma Umenye continued broadcasting the NRC song and
jingle on three community radio stations, daily throughout the month of January.
SOMA UMENYE QUARTERLY PROGRAM REPORT | 24
In February, the project collaborated with REB to host a webinar about decodable readers. This event coincided
with International Mother Language Day and promoted the importance of providing children with daily reading
time using books written in their mother language in order to build critical foundational literacy skills. Nearly 250
participants joined the virtual event, including local government officials and school leaders. An NRC video about
parents reading with their children at home was a highlight of the agenda. The video can be watched here on the
project YouTube: https://youtu.be/YyWLuOO44B8
B6b. Raise visibility of Soma Umenye activities
Document project activities for sharing. In Quarter 2, Soma Umenye collected audio and video documentation of
project activities in order to raise their visibility and for use in project reports and communications. The
Communications Team visited schools during the School-Based Orientation for New Teachers and during the
implementation of LEGRA, in order to gather photos and video footage, as well as conduct interviews for use in
communications materials. In addition, photos shared by the Field team were archived for later use.
In order to share Soma Umenye’s best practices in conducting remote monitoring of activities during the COVID-
19 pandemic, the project shared a short video documentary on remote monitoring. It can be watched here on
YouTube: https://twitter.com/SomaUmenyeRw/status/1351451694731841537?s=20
Soma Rwanda helped disseminate Change
Maker cards that challenge people to
make reading a daily habit.
As part of International Mother Language Day
celebrations, Soma Umenye and REB hosted a webinar
about how parents can use decodable readers to support
their child’s reading at home.
SOMA UMENYE QUARTERLY PROGRAM REPORT | 25
Disseminate project information through social media. Soma Umenye created a buzz around project activities through
a series of exchanges on Twitter and publication of activities on YouTube, including P1-P3 Kinyarwanda radio
lessons. Project activities, including the decodable webinar, School-Based Orientation for new teachers, and
LEGRA, were promoted on Twitter and parents were reminded of the available digital literacy materials that can
be accessed on both project and REB online platforms.
Soma Umenye shared a video highlighting how remote
monitoring of activities has continued.
Soma Umenye announced the decodable
readers that all P1 students will begin taking
home to practice reading.
The project continued to promote the
availability of radio lessons and digital reading
materials.
SOMA UMENYE QUARTERLY PROGRAM REPORT | 26
Soma Umenye shared the key highlights of a
Virtual Site Visit to reflect on the School-Based
Orientation for new teachers.
A tweet thread introduced the public to
LEGRA and recognized all the stakeholders
involved in its success.
SOMA UMENYE QUARTERLY PROGRAM REPORT | 27
Soma Umenye has grown its Twitter audience from 1,829 in the previous quarter to 2,085 by 31 March 2021,
earning over one thousand impressions per day on average. Project Twitter highlights for the reporting period
show the top tweet earned over 17k impressions and the top mention earned nearly 2k engagements. On
average, the account earned eight likes and three retweets per day, up from the previous quarter. The shared
media, including the YouTube links for radio lessons and Read Aloud videos earned two link clink per day.
Field team photos of the School Based
Orientation of teachers were shared on
social media.
Soma Umenye wished students a good holiday
break and encouraged them to use time at
home to practice reading.
SOMA UMENYE QUARTERLY PROGRAM REPORT | 28
Different partners have also been engaged to promote literacy and project activities through social media.
Develop communications materials. In Quarter 2, the project leveraged communications to support the
implementation of different project activities, including development of a series of training videos which were
uploaded on all distributed ICT devices to school leaders. Specific Communication Strategies were developed and
implemented for the School-Based Orientation of new teachers and LEGRA, including sharing targeted messages
for the Field team to send by phone to stakeholders to support effective activity implementation. A radio program
to inform parents of their role to support P1 students to use decodable readers was developed in Quarter 2 and
will be broadcast on radio in term 2 when decodables go home with students.
In light of restrictions on in-person events, Soma Umenye hosted a virtual site visit so that REB and
USAID/Rwanda could observe the progress of the School Based Orientation for new teachers. The
communications team gathered video footage of the activities at school level to be shared in advance of the site
visit webinar. A summary video of the activities was also developed and can be watched here on YouTube:
https://youtu.be/aSWqqwdoMs0
A District twitter account promoted the
term 1 LEGRA activities.
Rwanda Basic Education Board announced the Soma
Umenye contribution of ICT devices to support early
grade learning.
USAID Rwanda shared Soma Umenye success in
delivering early grade reading materials.
A District shares appreciation of the tablets delivered
by Soma Umenye to support effective school
leadership for learning.
SOMA UMENYE QUARTERLY PROGRAM REPORT | 29
A short video was produced to celebrate International Women’s Day, which highlighted the role of female
teachers and school leaders in responding to school closures due to Covid-19. The video can be accessed here on
Twitter: https://twitter.com/SomaUmenyeRw/status/1368961199627509771?s=20
Engage Rwandan media. Soma Umenye staff regularly shared updates about the project’s radio and digital content
to Rwandan media through a WhatsApp group created to keep media informed. This group was informed upon
approval of the final NRC Media Awards categories and timelines. The project also shared content related to
different quarter 1 activities, including the School-Based Orientation of new teachers and LEGRA. The press were
invited to attend the webinar on decodable readers in February and were provided with a press package, including
a press release and a FAQ sheet about the decodable readers. In addition, the project responded to requests by
the media for informational interviews, including a request from a community radio station in the southern
province to discuss the provision of ICT devices for school leaders.
An article was published about the ICT devices in a Kinyarwanda online news magazine, Kigali Today. It can be
read here: https://www.kigalitoday.com/uburezi/amashuri/article/huye-abayobozi-b-amashuri-abanza-bahawe-ipad-
zizabafasha-kunoza-akazi
B6c. Support regular required reporting
Support required reporting and develop success stories. During Quarter 2, Soma Umenye documented various project
activities for the archive and quarterly reports. Documentation this quarter included photography and
videography of the webinar on decodable readers , the School-Based Orientation of new teachers, distribution of
tablets to school leaders, and LEGRA.
B6d. Ensure appropriate branding and marking
Ensure appropriate branding and marking. On an ongoing basis, Soma Umenye ensured that all project materials
were branded according to USAID branding guidelines. In particular, examples this quarter included a series of
training videos for school leaders and teachers, presentations used to onboard new government officials, all
materials used in the decodable webinar, and improvements to the design of the LEGRA dashboard.
B6d. Leverage communications to support Soma Umenye’s expected results
Support Soma Rwanda. In Quarter 2, Soma Umenye continued to collaborate with Soma Rwanda members on an
ongoing basis regarding the National Reading Campaign, 2021 Literacy calendar, and the development of the Soma
Rwanda website.
The project celebrated International Women’s Day with a
short video honoring female teachers and school leaders.
SOMA UMENYE QUARTERLY PROGRAM REPORT | 30
In Quarter 2, Soma Umenye collaborated with the Secretariat to oversee final development of the new Soma
Rwanda website and transfer management from the Consultant to the Secretariat. The new website has been
validated by the Steering Committee and is in full operation at https://somarwanda.rw
To increase awareness and traffic to the new website, a web banner was developed as well and the project will
advocate for its placement on government websites to direct online traffic to Soma Rwanda.
B7. MEL
B7a. Conduct ongoing performance monitoring
Review data collection tools. In Quarter 2, Soma Umenye prepared and conduct school monitoring visits in 147
schools (see below for additional details). To prepare for this, the MEL team, in collaboration with Technical and
Field teams, revised the school monitoring tool. The revision specifically focused on the addition of questions
related to how teachers were adapting following school re-opening. Exhibit 15 presents a summary of some of the
questions that Soma Umenye added to the school monitoring tool.
Exhibit 15. Additional Questions in the School Monitoring Tool
Additional Questions
How has your school adjusted the timetable for [insert class observing] as a result of COVID-19? (e.g.: class
has fewer than normal lesson per week; class is using blended learning to cover some content at home; class
meets on weekends; no changes have been made as a result of COVID-19)
What blended learning strategies are you using to supplement in-person instruction? (e.g.: encouraging
students to follow Kinyarwanda radio lessons; providing students with homework; facilitating students to
borrow the textbooks and practice at home; facilitating students to borrow other reading materials to
practice reading at home)
The homepage of the new Soma Rwanda website.
SOMA UMENYE QUARTERLY PROGRAM REPORT | 31
Collect and analyze data on Soma Umenye performance with respect to required indicators. Soma Umenye continued to
monitor the quality of implementation of Soma Umenye activities against established quality benchmarks. During
Quarter 2, this included remote learning and school monitoring and lesson observations. See below for additional
details on both activities.
Coordinate school monitoring and lessons observation activities to monitor the fidelity of Soma Umenye’s implementation. In
March, Soma Umenye Provincial and District Advisors conducted school monitoring visits, including lesson
observations, in 147 schools. Findings showed that students in 65% of classrooms were using project-provided
books (compared to 51% in March 2020, just before school closures), 83% of teachers demonstrated essential
skills in teaching Kinyarwanda (compared to 75.7% in March 2020), 48% of P1-P3 Kinyarwanda teachers reported
receiving adequate coaching (compared to 41% in March 2020), and 30% of head teachers demonstrated essential
leadership skills in support of early grade Kinyarwanda literacy in their schools (compared to 29% in March 2020).
When these results came in at the end of Quarter 2, Soma Umenye noted that they were, perhaps, more positive
than expected. With lower primary teachers having been out of school for several months and the influx of
approximately 7,000 new teachers in January 2021, we could have expected to see a drop in indicators around
fidelity (e.g.: use of TLMs, essential teaching skills, etc.). On the other hand, schools may have been more
motivated to re-start (following COVID-19 closures) and the School-Based Orientation Program may have had an
impact on those indicators. Soma Umenye will further explore these questions in a learning event in Quarter 3
with representatives from REB as well as those from the school, sector, and district level.
Additionally, Soma Umenye conducted weekly monitoring for the School-Based Orientation for New P1-P3
Kinyarwanda Teachers. This included developing a MEL framework, sampling frame, coordinating the data
collection process (targeting 150 schools each week), and producing weekly reports for reflection. See Activity
B3b and Annex B for additional details about the program, including findings.
Coordinate remote monitoring of uptake of radio lessons and other remote learning tools. In January and February, Soma
Umenye continued to monitor participation of radio lessons by conducting weekly phone surveys with a sample of
parents (approximately 1,500) of P1-P3 students. The findings indicated that 55% of P1-P3 students listened to the
radio lessons, 91% of P1-P3 students received support from parents/guardians, siblings or other household
members, 11% of the sampled parents reported having accessed the Kinyarwanda PDF read aloud books and 57%
of them shared the books with their children and supported them to read. Finally, 10% of respondents reported
that they engaged with the USSD *134# assessment items. Soma Umenye ended monitoring of radio lessons and
remote learning in February.
Produce summary reports of collected data on the internal dashboard. No activity in Quarter 2.
B7b. Implement data quality assurance procedures
Carry out data quality assessments to verify data submitted for Soma Umenye indicators. At the beginning of Quarter 1,
Soma Umenye conducted routine data quality assessments on the remote learning monitoring data for January
and February. Soma Umenye verified every indicator in the remote learning tool by checking, verifying, and
validating 20% of the submitted samples for both months. As the project team could not travel to the field to
conduct physical verification (as has been done in the past), the team verified data through phone calls. The
internal data quality assessments did not reveal any major issues with the remote learning data.
Additionally, Soma Umenye continued to conduct internal data quality assessments on all TLM distribution data,
including textbooks, teacher guides, read alouds, supplementary readers, and bookshelves. This exercise included
verifying proof of delivery notes (PoDs) at new and existing schools.
B7c. Report Soma Umenye data as required
Submit quarterly performance data through Development Information Solutions portal. No activity in Quarter 2.
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Prepare and submit training participants’ cost data through TEAMS. As sectors were delayed in sending training
documents following the LEGRA training at the end of March, Soma Umenye was unable to submit this training
data by the end of Quarter 2. Soma Umenye will submit this data in Quarter 3.
B7d. Conduct evaluation activities
See Activity B4e.
B7e. Conduct collaborating, learning, and adapting activities
External Collaboration. Soma Umenye staff regularly collaborate with external partners, directly and through
established technical working groups, in order to improve achievement of project results and align activities with
government of Rwanda plans. In Quarter 2, this included close planning with REB on several key activities,
including TLM distribution, TLM audit, LEGRA and training plans. Soma Umenye also met with newly appointed
officials in REB and NESA to provide orientation on the project and participated in an Education Sector Working
Group meeting to discuss revisions to the school timetable. Soma Umenye also met directly with partners,
particularly BLF, around approaches to train new teachers.
Soma Umenye regularly collaborated with the Ministry of Education, REB, and USAID Mureke Dusome to
coordinate the National Reading Campaign under the Soma Rwanda platform in order to raise the visibility of
early grade reading as a national priority.
The project has continued to actively engage disabled person’s organizations, particularly RNUD, NCPD, and RUB
in the development of accessible digital readers, Rwanda Sign Language dictionary, and the standardization of the
Kinyarwanda braille code.
Support Collaborative learning with counterparts. In Quarter 2, Soma Umenye placed a key focus on engaging NESA
and REB staff to observe and discuss the implementation of LEGRA and the School Based Orientation program
for new teachers. During Term 1 LEGRA, both REB and NESA staff were paired with Soma Umenye staff to visit
and observe LEGRA implementation, resulting in increased awareness and ownership of LEGRA as well as
providing in depth reporting on challenges and best practices which can inform LEGRA Term 2 planning.
A virtual site visit was hosted during Quarter 1 to engage REB and NESA staff in reflection on the School Based
Orientation program for new teachers. Prior to the virtual event, participants were provided with a video of
school-level activities. During the visit, a series of panel discussions allowed participants to directly engage with
stakeholders at school, sector, and district level about implementation and the impact of the program.
Enable internal learning across project teams, and adaptation as needed. In Quarter 2, the MEL team continued a
series of focus group sessions with project staff to develop learning questions to guide Year 5 monitoring and
learning. These questions and scenarios planning were used to review and revise the school monitoring tools used
during Term 1 of the new school year.
In order to support the implementation of the School Based Orientation program for new teachers, the MEL
team initiated a cycle of Pause & Reflect sessions throughout the program. These sessions were planned weekly
and provided staff from across project teams the opportunity to reflect on monitoring data and reports from the
field in order to continuously improve the program (see Annex B for additional details).
External Learning Agenda. Soma Umenye is committed to supporting REB and MINEDUC form their learning
agenda, including a focus on early grade reading. In Quarter 2, the project continued discussions with MINEDUC
and REB around their key learning questions and a process to take this activity forward.
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B8. TRANSITION
Develop and deliver a Rwanda Early Grade Reading Toolkit for REB and MINEDUC. In Quarter 2, Soma Umenye
continued to collect and package both evidence and best practice (local and international) for REB, MINEDUC,
and NESA on early grade reading.
B9. CLOSEOUT ACTIVITIES
In Quarter 2, Soma Umenye continued preparing the project’s close-out plan. The plan includes key tasks for both
a technical and administrative close-out.
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SECTION 3
CHALLENGES AND LESSONS
LEARNED A. CHALLENGES ENCOUNTERED AND PROPOSED REMEDIAL ACTIONS
Quarter 2 marked a period of renewed excitement and energy with the return of lower primary students
across the country to school. After being out of school for 10 months (and 11 months for students in Kigali),
Soma Umenye witnessed both teachers and students eager to return to school. While this presented many
opportunities this quarter – including the ability to rollout LEGRA nationwide enabling NESA, supported by
Soma Umenye, to collect literacy data for every P1-P3 student at the end of Term 1 and the chance to
strengthen CPD at the school-level for approximately 7,000 new P1-P3 Kinyarwanda teachers – there were
also some challenges that required ongoing flexibility including:
• New cohort of P1-P3 Kinyarwanda teachers, some of whom had no previous training. In 2020, MINEDUC and
REB commenced a large-scale recruitment of almost 18,000 new teachers to not only address the
nationwide issue of teacher shortage at the primary and secondary level but to also fill the gap
stemming from the construction of more than 22,000 new classrooms (which was fast-tracked during
the period of COVID-19 school closures). When lower primary students returned to school in mid-
January 2021, recruitment of new teachers was not finished; however, through collecting data from
every school, Soma Umenye’s District Advisors estimated that there were approximately 7,000 new
P1-P3 Kinyarwanda teachers. This number was far greater than initially anticipated. For example,
towards the end of 2020, Soma Umenye expected somewhere in the range of 4,000 – 5,000 new P1-P3
Kinyarwanda teachers. Such a large number of new teachers for lower primary, with many of them
untrained3, presented a number of challenges. It is worth noting that in previous years, the number of
new teachers was significantly lower, at approximately 1,500. This turnover impacts project planning
and budgeting for training activities as well as potentially having a negative impact on teaching and
learning.
Firstly, REB identified the immediate need to provide training to these new teachers; however, COVID-
19 guidelines in Rwanda prohibited face-to-face training until mid-March 2021. Waiting until mid-March
to provide formal training would have meant that teachers would have taught most of the Term 1
content without any specific support. Soma Umenye recognized this need and quickly pivoted to co-
develop with REB a five-week School-Based Orientation Program for New P1-P3 Kinyarwanda
Teachers. The program, further described in Activity B3b and Annex B, supported lead teachers
(previously trained teachers) to provide training and coaching to new teachers. Using existing materials
(including TLMs and videos), Soma Umenye provided a supplementary guidance document that outlined
key content (e.g.: scaffolding approach, five key literacy components, how to use the teacher’s guide,
etc.) for teachers to cover and provided information around lesson observations and structured de-
brief sessions. Every primary school across the country began implementing the program about a
month after Term 1 started and the uptake was relatively high. Both new and lead teachers expressed
support for the program and Soma Umenye documented several instances of outside-the-box thinking
by schools (e.g.: partnering with neighboring TTCs to have TTC tutors coach new teachers through the
program and combining with neighboring schools for those schools with no lead teachers).
3 Reports from one district official indicate that approximately 70% of the new P1-P3 Kinyarwanda teachers in
his district had no previous education training.
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Secondly, the challenge with new (and previously untrained) teachers is that they lack exposure to,
knowledge of, and confidence in basic pedagogical competencies. While new teachers benefitted from
the school-based orientation program, Soma Umenye acknowledges that this is not enough and that,
for those teachers who started the 2021 academic year with no previous training in education, more
support is required. In addition to conducting a four-day face-to-face training for new P1-P3
Kinyarwanda teachers in Quarter 3, Soma Umenye will also continue to advocate with REB that new
teachers without any previous education training should receive training on basic pedagogical principles,
in addition to subject-specific training. Soma Umenye expects this to be particularly important in the
upcoming months as Phase IV of teacher recruitment is due to be finalized in April 2021 (Quarter 3).
• Restrictions around face-to-face training for most of Term 1. For most of Quarter 2, COVID-19 restrictions
on in-person events prevented face-to-face training. This presented challenges as Soma Umenye was
unable to provide face-to-face support to new teachers and school leaders at the beginning of Term 1
(which would have been the ideal timing). For teachers, Soma Umenye adapted to provide a school-
based solution (as described above). For school leaders, the critical training during this quarter was on
Term 1 LEGRA administration. On March 15th, the government of Rwanda eased restrictions on in-
person events to allow for 20 individuals in a meeting room, not exceeding 30% of the venue’s capacity.
Soma Umenye acted quickly and, by March 18th, implemented the first stage of the three-stage Term 1
LEGRA training (a training for DDEs, DEOs, and SEIs). Additionally, the project put strict COVID-19
precautions in place (see Activity B4b for additional details about this training). While the training was a
success, it required a good deal of flexibility to execute a nationwide training within three days and,
given the short notice, Soma Umenye and NESA were unable to provide trainees with advance warning.
While that did not impact attendance at the training, Soma Umenye did learn that some districts had
already conducted end-of-term Kinyarwanda assessments for P1-P3 students. Soma Umenye and NESA
had to provide clear communications during the training to ensure that every school conducted the
Term 1 LEGRA. The project does not anticipate facing the same challenges for the Term 2 LEGRA
(Quarter 3); however, should the operating environment change to make administering Term 2 LEGRA
more difficult, Soma Umenye will work closely with NESA to ensure (1) clear communications to
districts and schools and (2) sufficient advance warning to districts about the end-of-Term 2
comprehensive assessment schedule.
• Large number of new schools requiring TLMs. In 2020 and the beginning of 2021, MINEDUC fast-tracked
the construction of more than 22,000 new classrooms. Working closely with district officials, Soma
Umenye’s District Advisors determined that, at the beginning of Term 1, there were 585 newly
constructed schools with a primary section. With enrollment number still in flux, the most immediate
challenge was that these schools did not have any TLMs, and the project had not planned to do a mass
printing of all TLMs at the beginning of Year 5. However, to provide rapid support to new schools,
Soma Umenye made a proposal to REB to distribute excess materials in the project’s warehouse
including those that, initially, did not pass quality assurance checks from previous print runs. Soma
Umenye re-inspected all the TLMs and only included those that met revised quality assurance standards
(e.g.: even if there were some defaults with the book, was it still useable, even if only for a year?). After
receiving approval from CTLRD, Soma Umenye conducted a rapid distribution of 138,633 TLMs
(including P1-P3 teacher guides, textbooks, and read alouds) to 585 new schools. While this
distribution does not provide new schools with the number of TLMs that they require, Soma Umenye
will be working closely with REB in Quarter 3 (following the results of the TLM audit) to support REB
to predict TLM print numbers for the September 2021 school year and beyond.
B. SUCCESS STORIES AND LESSONS LEARNED
See next page.
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SNAPSHOT
Strengthening National Early Grade Reading Assessment
Oral reading fluency and comprehension tests made part of national assessment.
PHOTO: USAID Soma Umenye
An enumerator conducts an
individual student assessment during LARS IV. (Nyabihu,
March 2021)
Since 2018, USAID Soma Umenye has worked closely with the Rwanda Education Board (REB) to review and revise an early grade reading Kinyarwanda assessment framework in order to promote foundational skills of individual learners based on a strong assessment system. In March 2021, this collaboration reached a milestone success with the Ministry of Education’s Learning Achievement in Rwandan Schools (LARS IV) assessment including individual timed oral reading fluency and comprehension tests for the first time.
From 2018, the early grade reading Kinyarwanda assessment framework was revised to better align with the curriculum, performance descriptors and assessment metrics. Soma Umenye supported REB to develop an assessment item bank and deliver a national sample-based Early Grade Reading Assessment (EGRA) using the new framework.
Based on the successful work, REB and Soma Umenye embarked on a process to develop annual oral reading fluency and comprehension benchmarks for P1 to P3 Kinyarwanda. The benchmarks are regionally and internationally comparable and, when applied, will allow Rwanda to report on both the Sustainable Development Goal indicator for Quality Education (SDG 4) and the Human Capital Index.
Following the validation of the benchmarks, REB requested Soma Umenye’s support to plan the fourth iteration of their LARS assessment with the specific aim to add individual timed oral reading fluency and comprehension tests for early grade Kinyarwanda. Soma Umenye supported question item bank development and enumerator training. LARS IV was delayed due to the Covid-19 pandemic in 2020 but was successfully administered between 15 February and 1 March 2021 in 295 schools in all 30 districts of Rwanda.
The addition of individual timed oral reading fluency and comprehension tests mean that LARS IV will produce internationally comparable early grade reading data, thus contributing to more informed decision-making in order to achieve national reading targets and address barriers to Rwanda’s human capital development.
Dr. Alphonse Sebaganwa, Head of Assessment at the National Examination and School Inspection Authority, has appreciated the advantage that the updated LARS assessment will provide the sector. “Reading is a foundation to all learning. Individual assessment of learners’ reading fluency and comprehension will enable us to get a better picture of specific areas where learners are struggling so that necessary action can be taken at the right levels.”
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SNAPSHOT
New teachers supported through school-based coaching School-based training is a timely and sustainable response to Covid limitations.
PHOTO: USAID Soma Umenye
A lead teacher orients new lower primary teachers on early grade reading teaching methodology.
(Kigali, March 2021)
USAID Soma Umenye supports the Rwanda Basic Education Board (REB) to ensure early grade teachers are equipped with effective strategies to teach reading and writing in Kinyarwanda. Improved teaching will facilitate achievement of the goal that all children are able to read fluently in Kinyarwanda by the end of Primary grade 3.
Following extensive school construction by the Ministry of Education to ensure a safe return to school, REB recruited approximately 7,000 new teachers for lower primary. Soma Umenye is committed to provide all new early grade teachers with training on evidence-based instructional techniques for reading in Kinyarwanda. However, due to health guidelines, traditional face-to-face mass training was not possible.
In response, USAID Soma Umenye supported REB to design and implement a school-based orientation for new teachers. The five-week program focused on delivering core skills that early grade teachers required to teach Term 1 content and utilized a lead teacher in each school to provide direct support to new teachers through coaching and lesson observations. A lead teacher was one who had previously received USAID Soma Umenye’s early grade Kinyarwanda reading training.
Project monitoring found that most schools were able to at least partially implement the program, with a focus on reviewing the five components of literacy and familiarizing new teachers with core instructional materials. New teachers also had the chance to observe lead teachers in the classroom and then be observed themselves. During debriefs and Communities of Practice, new teachers received additional guidance to continuously improve.
Mr. Noel Nahimana, a new teacher in Ngororero district did not graduate from a Teacher Training College (TTC). He said, “I am not a TTC graduate, but I can now teach confidently. I thank the school for giving me the opportunity to learn new skills and I wish that we will be given another such training.”
Though headteachers still request for more in-depth face-to-face training, they believed the program was successful in meeting an urgent need. One lead teacher from Kigali City told REB that she believes the school-based approach to training should be applied to other subjects as well. She went on to say, “Supporting new teachers through this program also gave me an opportunity to review what I have previously received training on, which is useful as we begin the new school year.”
The Director of Teacher Training at REB, Mr. Gerard Murasira, appreciated Soma Umenye’s support of this “home-grown solution”. He agreed that it is a method which can be applied to other subjects as it allows schools to take ownership to meet the needs identified among their teachers.
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SNAPSHOT
Every P1 to P3 student assessed in Kinyarwanda reading
Local Kinyarwanda early grade reading assessment scaled to all schools nationwide.
PHOTO: USAID Soma Umenye
A teacher administers an
individual reading fluency test
during LEGRA. (Ruhango,
March 2021)
In 2019 the Rwanda Basic Education Board established a system of Comprehensive Assessment to provide standardized assessment results for every level and subject. This system aims to support evidence-based decision making from the classroom to national level.
USAID Soma Umenye supported REB to design the Local Early Grade Reading Assessment (LEGRA) as part of this Comprehensive Assessment system to test all learners at the end of each term from P1 to P3 in Kinyarwanda. LEGRA is a formative early grade reading assessment that gives teachers and schools the information they need to design targeted remediation programs to get students back on track.
Piloted in September 2019, LEGRA was scaled nationwide in March 2021 with teachers administering group and individual tests over a two-day period to measure student’s ability to recognize letters and words, listening comprehension, and reading fluency.
LEGRA includes a fully cycle of reflection, beginning with a pre-assessment meeting during which teachers predict the reading performance of their students. Following the assessment and marking, a post-assessment meeting is held and teachers reflect on their student’s actual performance to develop plans to improve their teaching and learning.
To prepare for the national scale up of LEGRA, sector and school leaders participated in refresher trainings before organizing trainings at school-level for all P1 to P3 teachers. For many teachers, LEGRA was a new assessment experience but both teachers and headteachers appreciated the assessment, noting that having individual performance results for each child will support them to provide targeted support to struggling students.
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SECTION 4
ACTIVITIES PLANNED FOR NEXT
QUARTER
A. OPERATIONAL ACTIVITIES
Recruitment. In Quarter 3, the project plans to finalize the recruitment of the HR Officer, MEL Specialist, two
Inclusion Specialist consultants, and the Quality Assurance Specialist consultant. The project works to remain
nimble in its recruitment to respond to staff departures as the end of the project nears.
Procurement and logistics. In Quarter 3, the project intends to release requests for proposals for (1) the
disposal of rejected P1 textbooks and (2) the printing of supplementary P1-P3 teachers guides and read
alouds, as well as award a subcontract for the printing of library posters. The library posters (three for each
grade), co-developed with REB, highlight book care, library rules, and the book checkout process. Teachers
are able to use the posters as teaching aids and having them in the classroom further promotes book lending
and reading at home.
As mentioned above, the project will finalize the remediation of TLM distribution errors and any
discrepancies in the distribution and assembly of bookshelves. Following the remediation, the project will use
the results of the ongoing physical inventory to identify remaining TLMs which can be distributed to new
schools.
Finance and compliance. In Quarter 3, the project will undergo its closeout finance and compliance review
(FCR). FCR is an annual exercise that is completed by Chemonics to ensure that the project is compliant
with Chemonics’ internal policies and procedures and USAID rules and regulations.
Additionally, at the beginning of Quarter 3 (in preparation for two nationwide face-to-face trainings for new
teachers and school leaders – see Activities B3a and B3b), Soma Umenye will develop a comprehensive
COVID-19 site assessment and management plan. The assessment and management plan will consist of three
important protocols: (1) COVID-19 testing protocols for Soma Umenye staff and external trainers; (2) a site
assessment survey, which will be conducted by the project’s Provincial and District Advisors, to ensure that
every training site has appropriate space, handwashing stations, and hygiene facilities; and (3) protocols for
managing trainees while at training sites and ensuring that they respect COVID-19 guidelines. For the third
protocol, Soma Umenye envisions working with districts to identify youth volunteers for each site to manage
handwashing, social distancing, and training check in/check out. Additionally, once finalized, Soma Umenye
expects to share the plan with REB so that they can review our proposed approach and reference it for
future trainings.
B. TECHNICAL ACTIVITIES
B1. COVID-19 CONSIDERATIONS
B1a. Support REB to deliver a remote learning program
Deliver P1-P3 radio lessons. By the end of June, Soma Umenye expects to have delivered the full bank of P1-P3
radio lessons, including ten supplementary lessons, to REB.
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Support REB’s digital materials platform. In Quarter 3, Soma Umenye will digitize the nine remaining Andika
Rwanda readers (into both read aloud and PDF formats). Soma Umenye will continue to work with REB to
upload all P1-P3 radio lessons and digital Andika Rwanda readers to REB’s eLearning platform. Additionally,
Soma Umenye will broadcast the decodables radio program (aimed at orienting parents to how they can
support their children with decodable readers at home) in Quarter 3 and explore options for using the
upcoming school inama – where the community will reflect on Term 1 LEGRA data (see Activity B4b) – to
re-play the radio program and emphasize the importance of decodables.
B2. MATERIALS
B2a. Ensure student access to learning materials
Finalize distribution of remaining project materials. Following the start of Term 2 in April, the project will finalize
the remediation of TLM distribution errors and any discrepancies in the distribution and assembly of
bookshelves.
Audit student textbooks in schools (losses, condition of books). At the beginning of Quarter 3, Soma Umenye will
finalize the collection of the TLM audit data. Following analysis, Soma Umenye will prepare an audit report
and share with REB, and potentially other development partners, in a virtual reflection meeting. After
receiving input from REB, Soma Umenye will then share the findings with district education leadership to
promote book care messages and local solutions for book longevity. Soma Umenye will also incorporate the
findings from this audit into the supply chain training and guidelines for REB (see Activity B2b). Finally, the
project intends to utilize the collected data to come up with a strategy to ensure as many new P1-P3
teachers as possible (in existing and new schools) have access to a teacher’s guide and read aloud book.
Provide a short-term solution to support the double P1 cohort proposed for the 2020/21 school year. As agreed in
the January 6th, 2021 meeting with the Acting Director General of REB and the Head of CTLRD, the project
will distribute P1 refurbished textbooks to high volume schools starting in May. Based on conversations that
have happened since that meeting with REB, the project will not be indicating in any way that the P1
refurbished textbooks are different from the textbooks currently in schools.
B2b. Build REB capacity to procure teaching and learning materials to better manage its book
supply chain
Deliver supply chain training to REB. In Quarter 3, Soma Umenye will finalize the supply chain training module
and supplementary materials (including the incorporation of the TLM audit – see Activity B2a). The project
will then work with REB to schedule a time to deliver the training virtually.
Present recommendations to REB on its print specifications and print quality assurance. In Quarter 3, following the
TLM audit, Soma Umenye will present recommendations on print specifications and book testing tools
reflecting global changes to paper specification, which have been accepted regionally, as well as reflecting
Rwanda-specific learning.
Develop and disseminate book supply chain guidelines. In Quarter 3, Soma Umenye will finalize the book supply
chain guidelines. Soma Umenye will develop these guidelines based on global supply chain best practice as
well as regional and local book supply chain contexts. The project will disseminate the guidelines during the
training (described above).
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B2c. Digitize the P1-P3 teacher’s guide
Digitize the P1-P3 teacher’s guide. In Quarter 3, Soma Umenye plans to continue digitizing the P1-P3 teacher’s
guide and will produce a first draft for REB review.
B3. SUSTAINABLE CONTINUOUS PROFESSIONAL DEVELOPMENT, QUALITY
INSTRUCTION, AND SCHOOL-BASED SUPPORT FOR TEACHERS AND SCHOOL
LEADERS
B3a. Deliver an integrated cycle of communities of practice, coaching, and reflection for P1-P3
Kinyarwanda teachers, school-based coaches, SEIs, and DEOs
Deliver training to newly appointed school leaders. Given the delay in recruitment and appointment of new
school leaders, Soma Umenye agreed with REB in Quarter 2 to include all acting school leaders in the
project’s upcoming trainings. In Quarter 3, Soma Umenye will include acting school leaders in the planned
school leader refresher training that will be focused on providing a refresher on LEGRA data and next steps
(see below for further details).
Deliver refresher training to all school leaders. In Quarter 3 (May), Soma Umenye will develop and deliver a two-
day refresher training to school leaders. The refresher training will focus on a practical application of Term 1
LEGRA results, including an opportunity for school leaders to upload data to their tablets (if they have not
done so already), reflect on LEGRA data, use the data to develop achievable remediation and turnaround
plans for Term 2, and prepare for school, sector, and district inamas. Soma Umenye plans to deliver this
training in two stages. In the first stage, Soma Umenye’s Provincial and District Advisors will train DDEs,
DEOs, and SEIs at the district-level. In the second stage, SEIs will train head teachers and Deans of Studies at
the sector-level.
Develop community of practice materials. In Quarter 3, Soma Umenye will continue to develop community of
practice materials for Term 2 and Term 3. In particular, given the positive responses from lead teachers and
new teachers on the five-week Term 1 School-Based Orientation Program, Soma Umenye will continue to
develop specific community of practice materials so the program can continue in Quarter 3. Additionally,
Soma Umenye will collect feedback from school-, sector-, and district-level communities of practice and
make any revisions or updates to the planned materials as required to better support community of practice
participants.
Distribute community of practice materials. In Quarter 3, Soma Umenye will continue to utilize multiple channels
for distributing community of practice materials, including through established WhatsApp groups at the
school-, sector-, and district-level; over email to sector and district leaders; and on tablets that the project
will distribute to school leaders.
Support the reporting cycle for communities of practice and coaching. In Quarter 3, Soma Umenye will continue to
support and monitor the reporting cycle for communities of practice and coaching.
Deliver virtual coaching pilot. Given that the priority in Quarter 2 was providing, essentially, nationwide remote
support to all teachers and school leaders (due to COVID-19 restrictions which prohibited in-person
meetings), Soma Umenye will continue this approach in Quarter 3. The project will continue to utilize
Provincial and District Advisors to support teachers and school leaders through the use of phone,
WhatsApp, and email. Additionally, Soma Umenye will continue encouraging DEOs and SEIs to do the same.
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Assess virtual coaching pilot. In Quarter 3, Soma Umenye will routinely examine the extent to which Provincial
and District Advisors are remotely supporting teachers and school leaders and, as needed, identify ways to
improve communication and support.
B3b. Train newly qualified and re-deployed P1-P3 Kinyarwanda teachers in best practices in
early grade reading instruction
Train NQTs and re-deployed teachers in Soma Umenye foundational training. At the beginning of Quarter 3, in
April, Soma Umenye will organize and implement a four-day training for new and re-deployed P1-P3
Kinyarwanda teachers (approximately 7,000). This training will build on the School-Based Orientation
Program conducted in Quarter 2 but will provide more intensive training for these teachers. In conducting
this training, Soma Umenye will adhere to strict COVID-19 prevention protocols (further described in
Section A – Operational Activities). This means that the project will increase the number of training sites
rooms at the sector-level in order to support social distancing and keep the number of trainees per room
below 20. This will require more trainers (compared to previous Soma Umenye trainings), as described
below.
Soma Umenye plans to conduct this training in three-stages. In the first stage, Soma Umenye will conduct a
one-day virtual orientation for the project’s Provincial and District Advisors and approximately 50 trainers
from Inspire, Educate, and Empower Rwanda (IEE). The IEE trainers will be master teachers from the
National Reading Training Team (NRTT) and they will have previously delivered the foundational and/or
refresher training for P1-P3 teachers.
In the second stage, Soma Umenye, in conjunction with the 50 master trainers, will provide a training of
trainers (ToT) to approximately 240 other members of the NRTT as well as 60 lead teachers. The project
will select the lead teachers from the list of those who participated as lead teachers in the School-Based
Orientation Program from Quarter 2. It will be necessary to supplement the NRTT cohort with lead
teachers and IEE master trainers in order to ensure that each training room has a trainer. Soma Umenye
expects that utilizing lead teachers as trainers will support REB to further build a cadre of competent
trainers.
In the third and final stage, Soma Umenye will support the trainers to deliver a four-day training to new and
re-deployed P1-P3 Kinyarwanda teachers during the Term 1 holidays. As part of the planned pre-test, Soma
Umenye will also ask trainees about their education background in order to get a better sense of how many
of them are untrained. We predict that this information will be helpful for REB as they continue to plan
training for new teachers.
Exhibit 16 provides an outline of the four-day training module.
Exhibit 16. Outline of the Four-Day New and Re-deployed Teacher Training Module
Day 1
• Overview of the USAID Soma Umenye theory of change
• Introduction to reading and writing instruction
• Overview of Kinyarwanda P1-P3 instructional materials
• Gradual release of responsibility: “I do, We do, You do” teaching strategy
Day 2
• Introduction to evidence-based reading instruction (five core components)
• Teaching phonological awareness
• Teaching phonics
• Practice teaching of a phonological awareness and phonics lesson
SOMA UMENYE QUARTERLY PROGRAM REPORT | 43
Day 3
• Teaching vocabulary
• Teaching reading fluency
• Teaching reading comprehension
• Teaching writing Day 4
• Teaching Kinyarwanda grammar, literature, and general knowledge of the Kinyarwanda language
• Gender and inclusion in the teaching and learning process
To supplement the in-person training for new teachers, Soma Umenye plans to develop and implement
another round of the School-Based Orientation (following its success as a CPD model in Term 1). At the
beginning of Quarter 3, Soma Umenye will develop the content for the program. This content could be based
on monitoring data from Term 1 (e.g. focusing on areas that were not fully covered in Term 1) or it could be
similar to Term 1 but targeting the newly recruited teachers from REB’s Phase IV recruitment, which is
anticipated to be complete at the start of Term 2.
B3c. Support REB to leverage TTCs for a sustainable approach to CPD and coaching
Support REB to finalize the tutor’s guide and design of the tutor training program. This activity was completed in
Quarter 1.
Support implementation of the TDM policy related to the TTCs’ role in in-service training. If a final copy of the TDM
policy becomes available, then project will then work with REB and partners in Quarter 3 to reflect on the
new policy and identify areas where it relates to the role of TTCs in in-service training.
B4. COMPREHENSIVE ASSESSMENT
B4a. Support P1-P3 Kinyarwanda teachers to conduct formative assessment
Support teachers to conduct formative assessment. In Quarter 3, Soma Umenye will continue to reinforce the
importance of formative assessment to school leaders and P1-P3 Kinyarwanda teachers. Soma Umenye will
primarily use communities of practice, upcoming trainings, and the Term 2 School-Based Orientation
Program to support teachers to conduct regular formative assessments in their classrooms.
B4b. Support REB to implement end of term assessments in P1-P3 Kinyarwanda
Conduct adapted LEGRA in selected districts. No activity planned in Quarter 3.
Finalize the development of a bank of equated test items for Term 1 and Term 2 LEGRA assessments. In Quarter 3,
Soma Umenye will work closely with NESA to ensure that the test items are uploaded in the CA-MIS
dashboard, when it is available and fully functional.
Deliver Term 1 and Term 2 LEGRA training. Soma Umenye delivered a Term 1 LEGRA training in Quarter 2. At
the end of Quarter 3, Soma Umenye will support schools, sectors, and districts with Term 2 LEGRA
(currently planned for the beginning of July) through planned communities of practice.
Support head teachers, SEIs, and DEOs to manage LEGRA data collection. While school leaders managed Term 1
LEGRA data collection in Quarter 2, Soma Umenye will provide a two-day refresher training in Quarter 3
(May 2021; see Activity B3a and below) that will focus on enabling all school leaders to effectively transfer
paper-based LEGRA data onto their tablets. Towards the end of April, Soma Umenye will also support NESA
to ensure that Kigali schools deliver a Term 1 LEGRA. Kigali schools did not conduct a LEGRA at the end of
SOMA UMENYE QUARTERLY PROGRAM REPORT | 44
March because Kigali schools started Term 1 approximately one month after other schools (due to an
extended COVID-19 lockdown in Kigali).
Support head teachers, SEIs, and DEOs to reflect on LEGRA data. As part of the planned school leaders refresher
training in Quarter 3 (see Activity B3a), Soma Umenye will support participants to reflect on Term 1 LEGRA
data. This will include developing Term 2 remediation plans and updating School Improvement Plans (based
on the LEGRA data). Following the refresher training, Soma Umenye will support NESA to ensure that
school, sector, and district inamas take place to allow for further reflection on data. Reflection on Term 2
LEGRA data will take place in Quarter 4.
In Quarter 3, Soma Umenye will also kickstart a more structured cycle of learning with NESA and REB,
driven by LEGRA data. Exhibit 17 provides an overview of this planned cycle.
Exhibit 17. 2021 School Year Assessment and Learning Cycle for P1-P3 Kinyarwanda
Make LEGRA data available on the comprehensive assessment dashboard. In Quarter 3, Soma Umenye will
continue discussions with NESA about the status of the proposed CA-MIS database. Regardless of whether
or not it will be fully functional in Quarter 3, Soma Umenye’s priority will be ensuring that schools, sectors,
and districts have visualized Term 1 LEGRA data in a way that they can use it to make decisions, inform
priorities, and engage with the community during the scheduled inamas.
B4c. Collaborate with REB to implement school-level remediation for P1-P3 students
Deliver Term 1 KRC training. As explained in Section 2, Soma Umenye did not deliver a Term 1 KRC.
However, the project does plan to deliver a Term 2 KRC in July (Quarter 4). To prepare for this, Soma
Umenye will finalize the KRC training module in Quarter 3 and discuss with REB TDM appropriate dates to
deliver the training (likely at the end of June or beginning of July).
SOMA UMENYE QUARTERLY PROGRAM REPORT | 45
Support schools to prepare for and deliver Term 2 KRC. Soma Umenye will support schools to conduct Term 2
KRC in Quarter 4.
Support head teachers, SEIs, and DEOs to reflect on Term 1 and Term 2 KRC data. This activity will take place in
Quarter 4.
Make post-KRC LEGRA data (Term 1 and Term 2) available on the comprehensive assessment dashboard. This
activity will take place in Quarter 4.
Finalize a training video on engaging instructional strategies. In Quarter 3, pending any changing COVID-19
restrictions, Soma Umenye will film a video highlighting easy-to-use and engaging instructional strategies
(using a script that the project developed in Quarter 1).
Support the dissemination of the video during Term 1-3 communities of practice. Following the finalization of the
video, Soma Umenye will provide it to school leaders (on their tablets and laptops) for use during the
communities of practice.
B4d. Develop a comprehensive assessment dashboard and transition it to REB
Finalize the comprehensive assessment dashboard architecture. In Quarter 3, Soma Umenye will continue
discussions with NESA around the CA-MIS. It has always been Soma Umenye’s intention to avoid duplicate
dashboards and integrate Kinyarwanda comprehensive assessment data into a NESA-owned system. If, during
these discussions, it becomes clear that the CA-MIS will not be functional for some time, then Soma Umenye
will proceed with developing an interim comprehensive assessment dashboard for LEGRA and post-KRC
LEGRA data (building on work conducted in Quarters 1 and 2).
Ensure LEGRA, KRC, and EGRA data is uploaded to the comprehensive assessment dashboard. When data becomes
available, Soma Umenye will ensure that it is uploaded to the dashboard. In Quarter 3, Soma Umenye
expects to upload Term 1 LEGRA data (as well as data from the LEGRA and KRC 2019 pilots).
Transition the comprehensive assessment dashboard to NESA. Following discussions with NESA (see above),
Soma Umenye will plan to transfer all dashboard architecture and data to NESA. The project expects to
begin this process in Quarter 3.
B4e. Support NESA to deliver a NESA-EGRA
Collaborate with NESA to develop a 2021 EGRA. In Quarter 3, Soma Umenye will begin discussions with NESA
around planning for a NESA-EGRA in August.
Equate EGRA and LEGRA results. No activity planned in Quarter 3.
Train data collectors for the 2021 EGRA. No activity planned in Quarter 3.
Collect data for the 2021 EGRA. No activity planned in Quarter 3.
Conduct data cleaning, analysis, and report writing for the 2021 EGRA. No activity in Quarter 3.
Disseminate 2021 EGRA endline findings. No activity in Quarter 3.
Make EGRA data available on the comprehensive assessment dashboard. Following the finalization of the
dashboard, Soma Umenye will upload EGRA 2018 data.
SOMA UMENYE QUARTERLY PROGRAM REPORT | 46
B5. INCLUSION
B5a. Implement a Universal Design for Learning (UDL) pilot in selected P1 classes
In Quarter 3, Soma Umenye will continue to work with REB to integrate UDL strategies into communities of
practice, in-term remediation, and upcoming trainings.
B5b. Support the National Council of Persons with Disabilities (NCPD) to finalize Rwandan
Sign Language
Collaborate with the Rwanda National Union of the Deaf to finalize the remaining signs. In Quarter 3, Soma
Umenye will execute a subcontract with RNUD and begin work with them on developing the remaining signs
and building out the rest of the RSL dictionary. Additionally, during this quarter, Soma Umenye will execute a
contract with an external consultant, who has expertise in sign language linguistics, to support RNUD to
develop the introductory chapter of the dictionary on the structure of RSL as a language. Throughout the
process, Soma Umenye plans to maintain a detailed deliverables tracker in order to provide updates to
NCPD, USAID, and other government of Rwanda stakeholders as required.
Support NCPD to validate the RSL dictionary. No activity planned in Quarter 3.
B5c. Support REB and stakeholders to standardize and validate a Kinyarwanda braille code
Hold workshop with REB and stakeholders to standardize and validate a Kinyarwanda braille code. In Quarter 3,
Soma Umenye will formally document the outcomes of the workshop and discuss next steps with REB in
order to finalize the braille document.
B5d. Adapt the 2018 and 2019 Andika Rwanda books for students who are blind
Validate the draft braille books. This activity was completed in Quarter 1.
Print and distribute the braille books. In Quarter 3, Soma Umenye will work with NUDOR to print the
remaining braille books and then distribute them to the schools for the blind and selected model inclusive
schools (where teachers have expertise in teaching braille to students who are blind).
B5e. Pilot the Orbit Reader for students who are blind
Deliver pilot. In Quarter 3, Soma Umenye will load project-supported student learning materials onto the five
Orbit Readers and, in collaboration with REB’s newly-formed Special Needs Unit, coordinate with the
schools for the blind for use with their teachers and students.
Assess pilot and disseminate findings. No activity planned in Quarter 3.
B5f. Produce and distribute accessible digital supplementary readers
Secure validation from REB. At the beginning of Quarter 3, Soma Umenye will work with REB to secure
validation of the revised prototype produced in Quarter 2. The project will work with REB to agree on a
process to expedite the validation of the remaining books. Pending discussions with REB, Soma Umenye will
also explore the possibility of supporting REB to develop draft standards for accessible digital supplementary
readers.
SOMA UMENYE QUARTERLY PROGRAM REPORT | 47
Train end users. In Quarter 3, Soma Umenye will conduct a training for teachers from the schools for the deaf
and selected model inclusive schools to orient teachers on how to use the accessible digital Andika Rwanda
stories in their classrooms.
Distribute accessible digital readers to selected schools. As the books are finalized, Soma Umenye will coordinate
with REB to load the accessible digital readers onto existing REB-provided devices (tablets and laptops) in
schools for the deaf and selected model inclusive schools.
B6. COMMUNICATIONS
B6a. Deliver the National Reading Campaign
Deliver Phase 2 of the National Reading Campaign. The National Reading Campaign will conclude by the end of
June. In Quarter 3, Soma Umenye will support the final push to promote time for reading with continued
dissemination of Change Maker cards, a radio show with Rwanda Basic Education Board, and promotion of
book lending and parental support for children to have at least 15 minutes each day to practice reading.
Throughout the campaign, media have been encouraged to share the campaign messages and promote
literacy through their storytelling platforms. In Quarter 3, Soma Umenye will collaborate with the Ministry of
Education and Soma Rwanda platform to organize the close of the NRC Media Awards, including the judging
process and a virtual awards ceremony. Once the media winners have been selected, the journalists and their
winning entries will be promoted through a series of social media cards and compiled NRC Media Awards
digital resource.
B6b. Raise visibility of Soma Umenye activities
Document project activities for sharing. The Communications team will ensure all project activities are
documented for archive and sharing, including planned teacher and school leader training and the full cycle of
LEGRA inamas. A ceremonial handover of the tablets for school leaders will be organized and promoted via
social media and with Rwandan media.
Disseminate project information through social media. In Quarter 3, the Communications team will continue to
promote the project through its social media channels and will regularly update Twitter with literacy
advocacy as well as celebrations of International Days, including International Creativity and Innovation Day
and World Book Day.
The project will participate in the virtual conference of the Comparative International Education Society
(CIES) in April. Four presentations have been accepted, in partnership with government of Rwanda
counterparts. The project will document these presentations and promote key messaging through social
media channels.
Develop communications materials. Throughout Quarter 3, the Communications team will prepare short videos
to highlight the project technical activities, including training of teachers, school leaders, and LEGRA. A video
will be developed for use in the ceremonial handover of tablets for school leaders to REB, which focuses on
the impact the devices will have to improve early grade reading in schools.
Engage Rwandan media. Soma Umenye will engage local media to promote project activities, sharing press
releases for each training and the tablet handover and facilitating a media visit to the training of new teachers
planned in April. As the NRC Media Awards come to a close in Quarter 3, the project will continue to
encourage and monitor media promotion of literacy.
SOMA UMENYE QUARTERLY PROGRAM REPORT | 48
B6c. Support regular required reporting
Support required reporting of project activities and develop success stories. In Quarter 3, Soma Umenye will ensure
accurate reporting of project activities and pursue any possible channels for sharing project success.
B6d. Ensure appropriate branding and marking
Ensure appropriate branding and marking. The Communications team will continue to ensure all project
materials have appropriate branding and marking, including presentations for the CIES virtual conference.
Following the government of Rwanda’s re-branding of education institutions, the project will create new
promotional material designs.
B6d. Leverage communications to support Soma Umenye’s expected results
Support Soma Rwanda. In Quarter 3, Soma Umenye will support Soma Rwanda in the continued
implementation of the National Reading Campaign (see activity B6a).
B7. MEL
B7a. Conduct ongoing performance monitoring
Review data collection tools. Following the review and revision of school-based data collection tools in Quarter
2, Soma Umenye does not anticipate any activity in Quarter 3. However, should the project decide data
collection tools need further review, the MEL team will do so in collaboration with the technical and field
teams.
Collect and analyze data on Soma Umenye performance with respect to required indicators. Throughout Quarter 3,
the MEL team will monitor the quality of implementation of Soma Umenye activities against established
quality benchmarks.
Coordinate school monitoring and lessons observation activities to monitor the fidelity of Soma Umenye’s
implementation. During Quarter 3, Soma Umenye will facilitate an internal workshop to review the data from
the Quarter 2 school-based monitoring and the School-Based Orientation Program. Soma Umenye will
continue to conduct school-based monitoring in Quarter 3.
Coordinate remote monitoring of uptake of radio lessons and other remote learning tools. This activity was
completed in Quarter 2.
Produce summary reports of collected data on the internal dashboard. At the beginning of Quarter 3, Soma
Umenye will produce summary reports of the March school-level monitoring data on the project’s internal
dashboard for review and reflection.
B7b. Implement data quality assurance procedures
Carry out data quality assessments to verify data submitted for Soma Umenye indicators. Soma Umenye will
continue to conduct data quality assessments to verify data submitted for reporting all Soma Umenye
indicators, particularly training and distribution data.
B7c. Report Soma Umenye data as required
SOMA UMENYE QUARTERLY PROGRAM REPORT | 49
Submit quarterly performance data through Development Information Solutions portal. As required, Soma Umenye
will submit Development Information Solution Partner data.
Prepare and submit training participants’ cost data through TEAMS. In Quarter 3, Soma Umenye will prepare and
submit participants’ cost data for Term 1 LEGRA, Term 2 school leader, and newly qualified/re-deployed
teacher trainings to USAID through the TEAMS portal.
B7d. Conduct evaluation activities
See Activity B4e.
B7e. Conduct collaborating, learning, and adapting activities
External collaboration. In Quarter 3, Soma Umenye will continue to collaborate with stakeholders for
harmonization and effective delivery of all project activities. Soma Umenye will also participate actively in
technical working groups and prioritize collaboration through these established channels.
Support collaborative learning with counterparts. Following training activities in April, Soma Umenye will engage
NESA and REB staff, as well as stakeholder representatives to participate in debrief sessions to reflect on
progress made and challenges that require continued attention.
Soma Umenye will support four presentations accepted for the Comparative International Education
Society’s 2021 virtual conference from 25 April through 2 May 2021. These four presentations include:
1. Staying the Course: Sustaining Reading Reform in the time of COVID
2. Practical and scalable approaches of Universal Design for Learning with early grade students in
Rwanda and Ghana
3. Remote Learning in Rwanda in response to the pandemic. How did it work in practice and what
did we learn?
4. Local Early Grade Reading Assessment to Raise Reading Standards in Lower Primary classes in
Rwanda.
Soma Umenye will work with government of Rwanda counterparts to prepare and conduct each session,
creating space for reflection and learning as well as sharing Rwanda’s success stories in early grade reading
development. Enable internal learning across project teams, and adaptation as needed. Soma Umenye’s MEL team will organize
an internal reflection session to review and discuss school monitoring data. Additional Pause & Reflect
sessions will be planned around key project technical activities, particularly teacher training, in order to
consolidate feedback and identify possible adaptations needed for future activities. External Learning Agenda. In Quarter 3, Soma Umenye will continue discussions with MINEDUC, REB, and
NESA to plan learning events, including the national level reflection on LEGRA.
B8. TRANSITION
In Quarter 3, Soma Umenye will continue develop a technical transition roadmap to guide the handover of all
technical products and activities to REB. Soma Umenye will also discuss this plan with USAID/Rwanda in
Quarter 3.
SOMA UMENYE QUARTERLY PROGRAM REPORT | 50
Develop and deliver a Rwanda Early Grade Reading Toolkit for REB and MINEDUC. In Quarter 3, Soma Umenye
will review and finalize the Rwanda Early Grade Reading Toolkit.
B9. CLOSEOUT ACTIVITIES
In Quarter 3, Soma Umenye will continue planning for the project’s closeout. Key tasks that Soma Umenye
will focus on in Quarter 3include: (1) assessing and adjusting, as needed, staff phaseout and offboarding; (2)
preparation of the project’s closeout/demobilization plan for submission in Quarter 3; (3) formally closing any
subcontracts and agreements that have ended; and (4) preparing a project document review and audit.
Additionally, Soma Umenye will discuss with USAID/Rwanda options for the project’s final report and its
dissemination.
SOMA UMENYE QUARTERLY PROGRAM REPORT | 51
ANNEX A. REPORTING AGAINST
INDICATORS
Indicator
Number Indicator Name Frequency Target Actual
Objective: Improved literacy outcomes for children in early grades
1 Percent of P1-P3 students able to read grade-level text with fluency and comprehension (outcome,
RFTOP: Deliverables 5.7 and 5.8) Annual 22%
Not
measured4
1A Percent of learners with a disability targeted for USG assistance who attain a minimum grade-level
proficiency in reading at the end of Grade 2 (outcome, ES.1-47) Annual 5% Not measured
2 Number of children whose reading outcomes in Kinyarwanda are improved (outcome, RFTOP:
Deliverable 5.6) Annual 400,127 Not measured
2A Percent of learners targeted for USG assistance with an increase of at least one proficiency level in
reading at the end of grade 2 (Outcome, ES.1-48) Annual 10% Not measured
2B Percent of individuals with improved reading skills following participation in USG-assisted programs
Annual 20% Not
measured5
3 Number of learners in primary schools or equivalent non-school based settings reached with USG
education assistance (output, F indicator ES 1-3) Annual 1,812,4566 1,742,0397
S18 Percent of learners regularly participating in distance learning programming funded with USG
education assistance Monthly 60% 55%9
S2 Percent of P1-P3 students listening to radio lessons receiving support during USG supported remote
learning (context indicator) Monthly 99% 91%
4 Soma Umenye did not administer an EGRA in September 2020 due to the interruption to schooling caused by
COVID-19. As a result of the pandemic, Rwandan schools were closed since March 2020. Lower primary classes
resumed in January and February (for Kigali City) 2021. Soma Umenye will conduct an EGRA in August 2021. 5 This indicator was added in FY2020. 6 This was an estimate that included an expected additional 500,000 P1 students. 7 The data was updated by head teachers through Soma Umenye District Advisors in March 2021. 8 “S1” stands for supplementary indicator 1. 9 Data for Quarter 2 2021 was collected after schools had resumed, therefore explaining the reduction in radio
lesson participation (compared to 71% in Quarter 1).
SOMA UMENYE QUARTERLY PROGRAM REPORT | 52
Indicator
Number Indicator Name Frequency Target Actual
4 Number of public and private schools receiving USG assistance (Output, ES.1-50)10 Quarterly 2,573 3,172
5 Number of education administrators and officials who complete professional development activities
with USG assistance (output, F indicator ES 1-12) Quarterly 3,810 3,92411
Number of men 2,783 2,777
Number of women 1027 1,147
Bugesera 124 0
Burera 137 155
Gakenke 159 164
Gasabo 101 112
Gatsibo 128 140
Gicumbi 149 183
Gisagara 109 0
Huye 132 132
Kamonyi 131 147
Karongi 163 174
Kayonza 115 147
Kicukiro 74 66
Kirehe 103 144
Muhanga 149 155
Musanze 124 131
Ngoma 113 133
Ngororero 141 145
Nyabihu 132 136
Nyagatare 125 201
Nyamagabe 149 176
Nyamasheke 179 207
Nyanza 120 0
10 This indicator was added in 2019. 11 This number represents education administrators and officials who attended the Term 1 LEGRA training in
Quarter 1. As noted in the narrative, Soma Umenye did not conduct the training in 3 districts (Bugesera, Gisagara,
and Nyanza) as these districts were on lockdown due to an increase in COVID-19 cases.
SOMA UMENYE QUARTERLY PROGRAM REPORT | 53
Indicator
Number Indicator Name Frequency Target Actual
Nyarugenge 75 64
Nyaruguru 134 145
Rubavu 118 136
Ruhango 114 109
Rulindo 130 154
Rusizi 156 178
Rutsiro 135 161
Rwamagana 100 129
Dean of Studies/Deputy Head Teacher 945 820
District Education Official (DEO and DDE) 27 41
Headteacher 2,274 2,697
Sector Education Inspector 374 362
Soma Umenye trainers-(NRTT) 190 0
Other 0 412
Evidence-based reading instruction 3,810 3,924
Has disability 23 13
Does not have disability 3,787 3,911
5A Percent of head teachers successfully trained (output, custom: Deliverables 1.9, 2.8)
Quarterly 90% 85%
(2,697/3,172)
Number of men
1,661 82%
(1,914/2,345)
Number of women 613 95% (783/826)
Bugesera 90% 0%
Burera 90% 94%
Gakenke 90% 88%
Gasabo 90% 92%
Gatsibo 90% 94%
Gicumbi 90% 97%
Gisagara 90% 0%
Huye 90% 95%
12 This represents some SEI delegates
SOMA UMENYE QUARTERLY PROGRAM REPORT | 54
Indicator
Number Indicator Name Frequency Target Actual
Kamonyi 90% 89%
Karongi 90% 95%
Kayonza 90% 100%
Kicukiro 90% 97%
Kirehe 90% 92%
Muhanga 90% 98%
Musanze 90% 90%
Ngoma 90% 99%
Ngororero 90% 92%
Nyabihu 90% 98%
Nyagatare 90% 82%
Nyamagabe 90% 94%
Nyamasheke 90% 94%
Nyanza 90% 0%
Nyarugenge 90% 100%
Nyaruguru 90% 99%
Rubavu 90% 96%
Ruhango 90% 99%
Rulindo 90% 90%
Rusizi 90% 89%
Rutsiro 90% 98%
Rwamagana 90% 100%
IR 1: Classroom instruction in early- grade reading improved
6 Number of educators who complete professional development activities with USG assistance (output,
F indicator, indicator ES.1-6) Quarterly 6,46513 1,77214
13 This number may change in future reports as recruitments is ongoing. 14 During Quarter 2, Soma Umenye provided training to one lead teacher per school (sector-level LEGRA training)
and then all P1-P3 teachers through a one-day school-level LEGRA training (facilitated by head teachers). The
reason the Quarter 2 reported number is low is because head teachers and SEIs have faced delays in sending hard
copy attendance forms to Soma Umenye for verification. At the time of submission, only five districts had
SOMA UMENYE QUARTERLY PROGRAM REPORT | 55
Indicator
Number Indicator Name Frequency Target Actual
Number of men 1,357 281
Number of women 5,107 1,491
Bugesera 274 0
Burera 230 0
Gakenke 217 0
Gasabo 325 0
Gatsibo 187 0
Gicumbi 261 0
Gisagara 333 0
Huye 169 0
Kamonyi 147 0
Karongi 130 0
Kayonza 203 0
Kicukiro 123 0
Kirehe 353 0
Muhanga 132 392
Musanze 242 450
Ngoma 323 0
Ngororero 125 0
Nyabihu 232 0
Nyagatare 238 0
Nyamagabe 249 206
Nyamasheke 367 0
Nyanza 202 0
Nyarugenge 79 0
Nyaruguru 196 0
Rubavu 356 0
submitted complete data, which was verified by Soma Umenye. The project expects to collect the remaining data
and conduct verification in Quarter 3. Additionally, due to ongoing teacher recruitment and placement during
Quarter 1, as well as only a small window of opportunity to conduct face-to-face training, Soma Umenye will
conduct teacher training for new teachers in Quarter 3.
SOMA UMENYE QUARTERLY PROGRAM REPORT | 56
Indicator
Number Indicator Name Frequency Target Actual
Ruhango 146 0
Rulindo 166 0
Rusizi 207 0
Rutsiro 222 196
Rwamagana 31 528
P1 2,856 683
P2 1,817 444
P3 1,792 629
In-service 6,465 1,772
Pre-service 0 0
6A
Number of persons trained with USG assistance to advance outcomes consistent with gender equality
or female empowerment through their roles in public or private sector institutions or organizations
(output, F indicator, indicator GNDR 8)
Quarterly 6,465 015
Number of men 1,357 0
Number of women 5,107 0
6B Percent of early grade reading teachers successfully trained (output, RFTOP: Deliverables 1.8, 2.8, 3.8,
4.7) Quarterly 90%
11%
(1,772/16,794)
Number of men 90% 8%
Number of women 90% 11%
Bugesera 90% 0%
Burera 90% 0%
Gakenke 90% 0%
Gasabo 90% 0%
Gatsibo 90% 0%
Gicumbi 90% 0%
Gisagara 90% 0%
Huye 90% 0%
Kamonyi 90% 0%
Karongi 90% 0%
Kayonza 90% 0%
15 The module was only focused on LEGRA.
SOMA UMENYE QUARTERLY PROGRAM REPORT | 57
Indicator
Number Indicator Name Frequency Target Actual
Kicukiro 90% 0%
Kirehe 90% 0%
Muhanga 90% 83%
Musanze 90% 80%
Ngoma 90% 0%
Ngororero 90% 0%
Nyabihu 90% 0%
Nyagatare 90% 0%
Nyamagabe 90% 32%
Nyamasheke 90% 0%
Nyanza 90% 0%
Nyarugenge 90% 0%
Nyaruguru 90% 0%
Rubavu 90% 0%
Ruhango 90% 0%
Rulindo 90% 0%
Rusizi 90% 0%
Rutsiro 90% 31%
Rwamagana 90% 100%
P1 90% 10%
P2 90% 9%
P3 90% 13%
7 Number of USG-assisted organizations and/or service delivery systems that serve vulnerable persons
strengthened (output, F indicator ES.4-3) Annual 1 1
Sub-IR 1.1: Evidence-based, gender-sensitive early-grade reading materials available and used
8 Number of primary or secondary textbooks and other teaching and learning materials (TLMs) that are
inclusively representative provided with USG assistance (output, F indicator ES 1-49) Quarterly 1,972,98416 122,97617
16 The Quarter 2 distribution is in addition to TLMs distributed/remediation conducted in Quarter1(2,093,881). 17 This number includes 60 TG, 50 RA distributed in FY18 but not previously reported, 1,441 teacher guides, 1,438
Read Aloud books and 82,793 textbooks distributed to new schools in Quarter 2, and 37,194 decodables
SOMA UMENYE QUARTERLY PROGRAM REPORT | 58
Indicator
Number Indicator Name Frequency Target Actual
P1 1,873,473 81,944
P2 69,350 13,317
P3 30,160 27,715
Bugesera 87,418 5,449
Burera 78,595 4,899
Gakenke 55,226 3,442
Gasabo 67,409 4,202
Gatsibo 100,491 6,264
Gicumbi 66,768 4,162
Gisagara 65,492 4,082
Huye 53,662 3,345
Kamonyi 59,425 3,704
Karongi 61,166 3,812
Kayonza 72,146 4,497
Kicukiro 27,786 1,732
Kirehe 75,683 4,717
Muhanga 47,977 2,990
Musanze 66,409 4,139
Ngoma 62,403 3,890
Ngororero 62,076 3,869
Nyabihu 65,725 4,097
Nyagatare 94,742 5,905
Nyamagabe 71,100 4,432
Nyamasheke 81,216 5,062
Nyanza 51,573 3,215
Nyarugenge 32,675 2,037
Nyaruguru 59,080 3,682
distributed in Quarter 1 (FY21) but PoDs submitted in Quarter 2 (FY21). By the time of submission, Soma
Umenye was unable to verify all PoDs from distributions in Quarter 2 (including additional materials to new
schools and materials for new teachers in existing schools). The project expects to report these numbers,
following official verification and validation, in Quarter 3.
SOMA UMENYE QUARTERLY PROGRAM REPORT | 59
Indicator
Number Indicator Name Frequency Target Actual
Rubavu 82,694 5,154
Ruhango 65,839 4,104
Rulindo 49,021 3,055
Rusizi 78,705 4,906
Rutsiro 68,848 4,291
Rwamagana 61,632 3,842
Student textbook 0 82,793
Teacher guide 0 1,501
Read Aloud book 0 1,488
Decodable reader 1,865,276 37,194
Leveled reader 104,295 0
Sets of flash cards 553 0
Alphabet charts 2,322 0
Pocket Board 539 0
9 Percent of observed classrooms in which children are using project-provided books (outcome,
custom) Quarterly 55% 65%
P1 55% 52%
P2 55% 71%
P3 55% 73%
Bugesera 55% 92%
Burera 55% 80%
Gakenke 55% 40%
Gasabo 55% 56%
Gatsibo 55% 100%
Gicumbi 55% 58%
Gisagara 55% 47%
Huye 55% 61%
Kamonyi 55% 69%
Karongi 55% 81%
Kayonza 55% 50%
Kicukiro 55% 77%
Kirehe 55% 58%
SOMA UMENYE QUARTERLY PROGRAM REPORT | 60
Indicator
Number Indicator Name Frequency Target Actual
Muhanga 55% 51%
Musanze 55% 92%
Ngoma 55% 71%
Ngororero 55% 28%
Nyabihu 55% 92%
Nyagatare 55% 11%
Nyamagabe 55% 100%
Nyamasheke 55% 58%
Nyanza 55% 26%
Nyarugenge 55% 100%
Nyaruguru 55% 58%
Rubavu 55% 50%
Ruhango 55% 81%
Rulindo 55% 83%
Rusizi 55% 100%
Rutsiro 55% 31%
Rwamagana 55% 22%
Sub-IR 1.2: Teachers’ use of evidence-based, gender-sensitive instructional practices in early-grade reading increased
Number of primary or secondary school educators who complete professional development activities
(1) on implementing evidence-based reading instruction, (2) to advance outcomes consistent with
gender equality or female empowerment through their roles in public or private sector institutions or
organizations, or (3) teaching students with special educational needs
See indicator 6 above.
10 Percent of teachers demonstrating essential skills in the teaching of reading (outcome, custom) Annual 75% 83%
Sub-IR 1.3: Capacity of head and mentor teachers to coach and supervise early-grade reading instruction strengthened
11 Percent of P1-P3 Kinyarwanda teachers who report receiving adequate coaching for the
implementation of an evidence-based early grade reading approach (outcome, custom) Quarterly 41% 48%
Number of men 41% 48%
Number of women 41% 49%
P1 41% 50%
P2 41% 50%
P3 41% 44%
Bugesera 41% 67%
SOMA UMENYE QUARTERLY PROGRAM REPORT | 61
Indicator
Number Indicator Name Frequency Target Actual
Burera 41% 57%
Gakenke 41% 36%
Gasabo 41% 7%
Gatsibo 41% 40%
Gicumbi 41% 27%
Gisagara 41% 20%
Huye 41% 46%
Kamonyi 41% 57%
Karongi 41% 42%
Kayonza 41% 50%
Kicukiro 41% 0%
Kirehe 41% 63%
Muhanga 41% 75%
Musanze 41% 87%
Ngoma 41% 40%
Ngororero 41% 43%
Nyabihu 41% 46%
Nyagatare 41% 0%
Nyamagabe 41% 15%
Nyamasheke 41% 73%
Nyanza 41% 69%
Nyarugenge 41% 57%
Nyaruguru 41% 64%
Rubavu 41% 86%
Ruhango 41% 40%
Rulindo 41% 23%
Rusizi 41% 56%
Rutsiro 41% 86%
Rwamagana 41% 100%
12 Percent of head teachers demonstrating essential leadership skills in the support of early grade
Kinyarwanda literacy in their school (outcome, custom) Quarterly 35% 30%
Number of men 35% 30%
SOMA UMENYE QUARTERLY PROGRAM REPORT | 62
Indicator
Number Indicator Name Frequency Target Actual
Number of women 35% 31%
Bugesera 35% 60%
Burera 35% 0%
Gakenke 35% 0%
Gasabo 35% 0%
Gatsibo 35% 0%
Gicumbi 35% 0%
Gisagara 35% 20%
Huye 35% 25%
Kamonyi 35% 60%
Karongi 35% 0%
Kayonza 35% 25%
Kicukiro 35% 0%
Kirehe 35% 57%
Muhanga 35% 50%
Musanze 35% 60%
Ngoma 35% 75%
Ngororero 35% 33%
Nyabihu 35% 0%
Nyagatare 35% 0%
Nyamagabe 35% 0%
Nyamasheke 35% 33%
Nyanza 35% 50%
Nyarugenge 35% 40%
Nyaruguru 35% 50%
Rubavu 35% 33%
Ruhango 35% 60%
Rulindo 35% 20%
Rusizi 35% 50%
Rutsiro 35% 33%
Rwamagana 35% 0%
Sub-IR 1.4: Schools’ and teachers’ use of student assessment results improved
SOMA UMENYE QUARTERLY PROGRAM REPORT | 63
Indicator
Number Indicator Name Frequency Target Actual
- Percent of teachers demonstrating essential skills in the teaching of reading (outcome, custom) See indicator 10 above.
13 Percent of schools (1) sharing assessment results with SGACs and (2) helping SGACs use assessment
results to inform parents (outcome, custom) Quarterly 45% 48%
P1 45% 60%
P2 45% 60%
P3 45% 59%
Bugesera 45% 50%
Burera 45% 25%
Gakenke 45% 50%
Gasabo 45% 25%
Gatsibo 45% 0%
Gicumbi 45% 33%
Gisagara 45% 25%
Huye 45% 75%
Kamonyi 45% 40%
Karongi 45% 25%
Kayonza 45% 0%
Kicukiro 45% 75%
Kirehe 45% 100%
Muhanga 45% 50%
Musanze 45% 50%
Ngoma 45% 75%
Ngororero 45% 0%
Nyabihu 45% 0%
Nyagatare 45% 0%
Nyamagabe 45% 80%
Nyamasheke 45% 100%
Nyanza 45% 40%
Nyarugenge 45% 100%
Nyaruguru 45% 40%
Rubavu 45% 20%
SOMA UMENYE QUARTERLY PROGRAM REPORT | 64
Indicator
Number Indicator Name Frequency Target Actual
Ruhango 45% 100%
Rulindo 45% 50%
Rusizi 45% 25%
Rutsiro 45% 50%
Rwamagana 45% 25%
IR 1: Classroom instruction in early- grade reading improved
14 Number of laws, policies, regulations, or guidelines developed or modified to improve primary grade
reading programs (outcome, custom) Annual 2 1
Sub-IR 2.1: National advocacy mechanisms for early-grade reading interventions strengthened
15 Percent of annual activities in the transition plan, approved by MINEDUC and/or REB that are
completed (outcome, custom) Annual 50% 0
Sub-IR 2.2: Student and teacher performance standards and benchmarks for early-grade reading applied
16 Number of early grade reading performance standards approved by MINEDUC (output, custom) Annual 0 0
17 Number of early grade reading teacher performance standards approved by MINEDUC (outcome,
custom) Annual 0 0
Sub-IR 2.3: Research-based policies and curricula in support of early-grade reading instruction implemented
18 Number of scientific studies published, or conference presentations given as a result of USG
assistance for research programs (outcome, custom) Annual 2 0
Sub-IR 2.4: Early grade reading assessment systems strengthened
19 Number of times Soma Umenye-supported assessment data is cited by policymakers in official
documents, presentations, or media interviews. (outcome, custom) Quarterly 3 0
Newspaper - -
Radio - -
Official document - -
Presentation - -
S3 Number of times Soma Umenye-supported remote learning monitoring data is cited by government
officials at national and decentralized levels in official documents, presentations, or media interviews Monthly 3 0
Sub-IR 2.5: Capacity of TTCs to prepare effective early grade reading teachers improved
20 Number of host country tertiary education institutions receiving capacity development support with
USG assistance (output, F indicator ES.2-1) Annual 0 0
SOMA UMENYE QUARTERLY PROGRAM REPORT | 65
SOMA UMENYE QUARTERLY PROGRAM REPORT | 66
ANNEX B. SCHOOL-BASED ORIENTATION
FOR NEW P1-P3 KINYARWANDA TEACHERS
BACKGROUND AND CONTEXT
In 2020, the Ministry of Education (MINEDUC) and the Rwanda Basic Education Board (REB) embarked on
a process to recruit almost 18,000 new teachers to not only address the nationwide problem of teacher
shortage at the primary and secondary level but to also fill the gap stemming from the construction of more
than 22,000 new classrooms. Teacher recruitment and construction continued when schools across the
country were closed in March 2020 due to COVID-19. On January 18th, 2021, lower primary students
(except for those based in Kigali18) returned to school for the first time in nine months.
With approximately 7,000 new teachers for lower primary and COVID-19 guidelines preventing traditional
face-to-face mass training when schools re-opened, REB and schools faced the challenge of how to equip
these new teachers with the skills that they needed in order to effectively deliver the P1-P3 curriculum. As
poor internet connectivity and the lack of devices for teachers precluded the possibility of any formal
virtual training, it became clear that one of the only ways to immediately support new teachers would be at
the school-level using teachers and school leaders themselves.
Before finalizing the design of a program to support new teachers that could work in the COVID-19
operating environment, the project and REB first wanted to better understand how continuous professional
development (CPD) is taking place at the school-level since schools re-opened. In February 2021, less than
a month after lower primary students returned to school and started Term 1, USAID Soma Umenye
conducted a small and rapid survey to understand the extent to which CPD was taking place at the school-
level for P1-P3 Kinyarwanda teachers and to explore the feasibility of a five-week orientation program for
new (previously untrained) P1-P3 Kinyarwanda teachers. Four primary questions guided the survey,
including:
• Are schools currently organizing CPD sessions for primary teachers?
• How are schools organizing CPD sessions to support new teachers in primary schools?
• Currently, what external support do schools receive for CPD sessions?
• Are school leaders ready to support a peer learning program for new Kinyarwanda teachers in
lower primary?
USAID Soma Umenye randomly sampled 12 schools across six districts in all five provinces (Rulindo,
Nyaruguru, Muhanga, Kirehe, Ngororero, and Nyarugenge) and spoke directly to head teachers and Deans
of Studies about their experiences with CPD during the 2021 academic year. Results from the rapid survey
indicated that not only are schools taking the initiative to organize CPD sessions for teachers (even though
CPD is not a formal part of the school timetable) but schools are also receptive to the idea of, and
welcomed, targeted CPD support for new P1-P3 Kinyarwanda teachers. Of the 12 schools sampled, all of
them reported that they conducted at least one CPD session for primary-level teachers during the current
academic year. Further results of the rapid survey are highlighted in Exhibits B-1 through B-6.
18 Lower primary students at schools in Kigali returned to school in late February 2021
SOMA UMENYE QUARTERLY PROGRAM REPORT | 67
Exhibits B-1 – B-6. Results of the Rapid CPD Survey
3. Who leads CPD sessions at your school?
CPD Leaders/Facilitators Number
Head Teacher and Dean of Study co-lead 4
Dean of Study 3
School Subject Lead (SSL) 2
Head Teacher and School-Based Mentor (SBM) co-lead 2
SBM 1
TOTAL 12
2. When do CPD sessions take
place at your school?
11
1
Weekdays/on school timetable Weekends
1. How often does your school
organize CPD sessions?
72
3
Once a month Twice a month Once a week
4. If your school has a new P1-P3 teacher,
have you organized a CPD session for
those teachers this academic year?
11
1
Yes No
5. Briefly describe how you have organized
CPD sessions for new P1-P3 teachers.
• Existing trained teachers lead these
sessions (5 schools)
• Head teacher and/or Dean of Study
leads these sessions (4 schools)
• Sessions range from 30 minutes – 2.5
hours per week
• Most sessions happen during breaks
or free time. One school reported
conducting these sessions on
Saturdays
SOMA UMENYE QUARTERLY PROGRAM REPORT | 68
Following the rapid survey, USAID Soma Umenye and REB reflected on these findings and discussed some
overall takeaways which are highlighted in Exhibit B-7.
Exhibit B-7. Key Takeaways and Recommendations from the Rapid CPD Survey
Key Takeaways and Recommendations
• Many schools are already taking the initiative to provide support to new teachers. School leaders
emphasized the importance of providing support for new teachers now but that this should be
followed-up by face-to-face training as allowed.
• Individual schools are demonstrating creativity in planning and conducting CPD sessions, even
though time for CPD is not formally on the calendar. REB and USAID Soma Umenye have an
opportunity to share some of these ideas and solutions with other school leaders to encourage
CPD at the school-level.
• DEOs and SEIs can play an important role in allowing schools to create times on their calendars
for CPD sessions. Additionally, DEOs and SEIs should also hold schools accountable for
conducting CPD, which is something that USAID Soma Umenye can emphasize in upcoming
school leader trainings.
• Some school leaders expressed concern that certain new teachers will require general
pedagogical training (beyond Kinyarwanda teaching methodology) which is something that REB
and other stakeholders can consider when looking at future training.
OVERVIEW OF THE SCHOOL-BASED ORIENTATION PROGRAM
Following reflection on the results of the rapid survey, REB and USAID Soma Umenye designed a five-week
targeted program of school-based CPD for new P1-P3 Kinyarwanda teachers in all schools across the
country. The goal of the School-Based Orientation Program for New P1-P3 Kinyarwanda
Teachers was to provide new Kinyarwanda teachers with the core skills they needed to teach early grade
reading Term 1 content. USAID Soma Umenye worked closely with school leaders and sector officials to
select a “lead teacher” from each school who provided direct support to the new teachers. A lead teacher
was one who had previously received USAID Soma Umenye’s early grade Kinyarwanda reading training.
This program was designed to meet an immediate need. With approximately 7,000 new P1-P3 teachers and
COVID-19 guidelines preventing traditional face-to-face training, the program was an interim solution that
provided immediate support to new P1-P3 teachers with the intention of following-up and bolstering the
program’s goals through more formal face-to-face training when the operating environment permitted. An
6. If there was a targeted CPD program to specifically support new P1-P3 Kinyarwanda
teachers (utilizing previously-trained teachers, or “lead teachers”) how would you
arrange time for new teachers to meet lead teachers and what suggestions would you
provide to enable this program to happen?
• Most school leaders (8) reported that they would commit to scheduling time on the
school calendar for new teachers to meet with lead teachers for targeted CPD
• School leaders expressed commitment to (1) identifying/selecting lead teachers in their
school and (2) providing support to lead teachers and new teachers
• 1 (one) school leader suggested that he would use weekend sessions to support his new
teachers
• 1 (one) school leader suggested that he would have a “kick-off” meeting with the new
teachers and lead teacher from his school before the start to ensure that all individuals
commit to the program
• 1 (one) school leader committed to providing additional coaching support to the new
teacher and lead teacher
SOMA UMENYE QUARTERLY PROGRAM REPORT | 69
overview of how the program fits into the larger cycle of training and communities of practice is shown in
Exhibit B-8.
Exhibit B-8. Support for New P1-P3 Kinyarwanda Teachers During the 2021 School Year
The five-week orientation program was split into two phases: Week 1 and Weeks 2-5 (see Exhibit B-9 for
an overview). Week 1 focused on individual meetings (1-hour sessions throughout the week) between lead
teachers and new teachers to focus on five key skills that new teachers need in order to ensure successful
delivery of Term 1 content. The five key skills included:
• 5 core components of literacy (phonics, phonological awareness, fluency, vocabulary, reading
comprehension) plus writing
• Gradual release of responsibility: “I do, we do, you do”
• Core instructional materials (textbook and teacher’s guide)
• Supplementary instructional materials (decodables and supplementary readers)
• Weekly lesson structure for P1-P3 in the teacher’s guide
To support both lead teachers and new teachers with the Week 1 schedule, USAID Soma Umenye
provided them with an overview document that included content for each session and highlighted specific
areas of existing materials for them to reference. Examples of existing materials included the teacher’s
guide, student textbook, supplementary readers, previous training modules, and training videos. USAID
Soma Umenye loaded approximately 20 videos on tablets and laptops that were distributed to head
teachers, SEOs, and DEOs.
Weeks 2-5 focused on a cycle of practice, lesson observation, and reflection. During this time, lead and new
Kinyarwanda teachers had the opportunity to observe each other in the classroom. For new teachers, this
SOMA UMENYE QUARTERLY PROGRAM REPORT | 70
provided an opportunity to observe model lessons and receive feedback from the lead teacher on their
lessons. After each observation, lead and new teachers engaged in reflection sessions to review the lesson
they just observed, ask questions, and determine areas for improvement for future lessons. To support
teachers with the Week 2-5 schedule, USAID Soma Umenye provided brief lesson observation forms as
well as guidance to structure reflection sessions.
Supporting documents from Weeks 1-5 can be found in Annex B-1 and B-2.
A lead teacher and two new Kinyarwanda teachers at
EP Ngoma in Kamonyi District following training videos
on the head teacher’s tablet A lead teacher supporting a new teacher
through one-on-one coaching in Rulindo
District
Three new teachers observe the lead teacher in the classroom at PS
Muhororo in Rutsiro District.
SOMA UMENYE QUARTERLY PROGRAM REPORT | 71
Exhibit B-9. Overview of the Five-Week School-Based Orientation Program
Week 1: Orientation Weeks 2-5: Practice, Observation, Reflection
To provide an opportunity for new teachers to focus on 5 key skills that
they need to master (particularly focused on ensuring successful delivery
of Term 1 content):
1. 5 core components of literacy (phonics, phonological awareness,
fluency, vocabulary, reading comprehension) plus writing
2. Gradual release of responsibility: “I do, we do, you do”
3. Core instructional materials (textbook and teacher’s guide)
4. Supplementary instructional materials (decodable and supplementary
readers)
5. Weekly lesson structure for P1-P3 in the teacher’s guide
To provide an opportunity for new teachers to observe an experienced
teacher in the classroom and learn from that teacher. Additionally,
to provide an opportunity for new teachers to receive ongoing feedback
and support from lead teachers as they navigate Term 1 lessons and put
into practice the content from Week 1 of the program. Goal and
Overview
Suggested
Time
5 meetings or “structured coaching sessions” (1 hour each; each session
will cover one of the topics above) New teachers will observe lead teachers (2 Kinyarwanda lessons per
week)
Lead teachers will observe new teachers (at least 1 Kinyarwanda lesson
per week)
Lead teachers will organize discussion and reflection sessions with new
teachers to debrief on observations and support each other (1 session per
week; 1 hour)
Materials and
Resources
Overview document that guides lead teachers and new teachers through
the 5 sessions, signposting to specific pages in existing materials (e.g.:
teacher’s guide, previous training guides) and supported by training videos.
Materials disseminated through field team.
Classroom observation form (for both new teachers and lead teachers)
and prompts for reflection sessions.
Monitoring Communities
of Practice
Soma Umenye, through PAs and DAs
will monitor implementation in a
sample of schools and provide
targeted support as needed.
This process is designed to complement and
supplement the existing cycle of CoPs and coaching
at the school-level. This rapid support program will
prepare new teachers to actively participate in school
CoPs.
SOMA UMENYE QUARTERLY PROGRAM REPORT | 72
The program’s key stakeholders spanned individuals at the school, sector, and district level. At the school-
level, head teachers, lead teachers, and new teachers were instrumental in implementing the program
through arranging time each week for structured coaching sessions and lesson observations. At the sector-
level, SEIs worked closely with head teachers and USAID Soma Umenye District Advisors (DAs) to select
lead teachers and support schools with troubleshooting any issues that arose during program
implementation (sections below provide more information about common challenges and school-driven
solutions). At the district-level, DEOs played an important role in generating buy-in for the program at the
sector and school-level. DEOs also supported overall monitoring of the program. USAID Soma Umenye
communicated roles and responsibilities to each stakeholder in advance of the program through district-
level meetings. A detailed list of roles and responsibilities can be found in Exhibit B-10.
Exhibit B-10. Roles and Responsibilities for Program Stakeholders
Head Teacher/Dean of Study
• Identify lead teacher(s) and share their contacts with Soma Umenye District Advisor
• Share orientation materials with the lead teacher and new teachers
• Arrange one hour per day for the first week for a peer learning session between new teachers and
lead teachers. During this time lead teachers will support the new to cover the 5 core topics listed in
the guidelines: (1) 5 core components of literacy (phonics, phonological awareness, fluency, vocabulary,
reading comprehension) plus writing; (2) gradual release of responsibility: “I do, we do, you do”; (3)
core instructional materials (textbook and teacher’s guide); (4) supplementary instructional materials
(decodable and supplementary readers); and (5) weekly lesson structure for P1-P3 in the teacher’s
guide
• For the following four weeks of the program, support new teachers and lead teachers to organize
lesson observations
• Conduct lesson observations and provide coaching support to new teachers as part of the school
leader’s monthly coaching plan
• Invite new teachers to attend the school-level monthly CoP and request them to share their
experience to learn from their peers
Lead Teacher
• Before the first session, read through the guidance and signposting document to get familiar with the
content and collect all recommended materials (ex: teacher’s guide, textbooks, etc.)
• During Week 1: Meet all new teachers for one hour each day and support them to understand the
content scheduled for that day
• During Weeks 2 – 5:
Allow new teachers to observe the lead teacher teaching
Observe new teachers teaching
• Facilitate reflection and discussion sessions after lesson observations, focusing on providing positive
feedback and identifying areas for continued improvement
New Teacher
• During Week 1: Read the guidance document in advance of the meeting with the lead teacher and
prepare any questions. Attend one-hour session with the lead teacher every day for five days to review
the content
• During Weeks 2-5:
Observe lead teacher teaching lessons and use the observation form provided
Be observed by the lead teacher and/or school coach and be ready to receive feedback on how
to improve and continue to build teaching skills
District Education Officer (DEO)
• Raise awareness of the program with District Authorities and mobilize SEIs and head teachers to
embrace and implement the program
SOMA UMENYE QUARTERLY PROGRAM REPORT | 73
• Coordinate with the Soma Umenye District Advisor (DA) and SEIs to compile and approve the lists of
lead teachers
• Coordinate and monitor the timetabling of the program in all schools
• Working closely with DAs, facilitate and monitor the distribution of necessary materials and guidelines
to ensure all schools in the district have access to them
• Monitor, with the support of DAs and/or SEIs, the implementation of the program to identify areas for
additional support
• Include updates on the program at district-level CoPs
• Compile reports from sectors on the implementation of the program. Review reports with SEIs and
DAs and make necessary adaptations in response to findings
Sector Education Inspector (SEI)
• Through coordination with DAs, ensure that the all new teachers and lead teachers have the materials
they need to implement the program
• Collaborate with head teachers to monitor the implementation of the program and report to the DEO
or his/her designee (providing the DEO with updates, challenges, and proposed actions for mitigation)
• Collaborate with head teachers in the sector to ensure that, in all schools, there is one hour per day
for the first week for a peer learning session between new teachers and lead teachers
• Attend at least one reflection and discussion session between new teachers and lead teachers following
lesson observations. In order to do this, coordinate with head teachers and agree on an observation
schedule in advance.
• Ensure that schools are regularly organizing wider Kinyarwanda CoPs with all P1-P3 teachers, including
new teachers
• Conduct the sector-level CoP for all head teachers to discuss the implementation of school-based peer
learning support for Kinyarwanda teachers in lower primary
• Maintain a schedule of program implementation for all schools in the sector
Soma Umenye District Advisor (DA)
• Collect contact details for lead teachers from all schools in the district
• Share all program materials needed through existing WhatsApp groups with new teachers, lead
teachers, head teachers and through email for school leaders
• Collect information about how the I hour period (during week 1) is being implemented in schools
• During the first week, talk to all school head teachers and/or DoS to ensure that the program is being
implemented, ask challenges they may have faced, and respond to them. If there is a school who has
implemented a particularly creative solution to a common challenge, be proactive and share that
solution with other schools in the district.
• For Weeks 2-5, follow up as to whether the classroom observation practice is being done as planned
by both new teachers and the lead teacher
• Actively engage with SEIs and DEOs to update them on the implementation of the program, share
lessons learned, and request their support for ensuring that these activities take place as planned at the
school-level
• Work hand in hand with DEOs, SEIs and concerned head teachers to ensure that new teachers from
new schools without previously-trained teachers are supported as well
An integral part of the program design was the communications strategy for all stakeholders involved. With
a fast-moving five-week program, it was critical to ensure that new teachers, lead teachers, head teachers,
SEIs, and DEOs were aware of their various roles and knew about the different aspects of the program. To
support stakeholders on their journey with the School-Based Orientation Program, USAID Soma Umenye’s
DAs circulated targeted messages to each stakeholder during each week of the program. DAs utilized
existing WhatsApp groups and, in some cases, emails for school leaders. Targeted communication messages
can be found in Exhibit B-11.
SOMA UMENYE QUARTERLY PROGRAM REPORT | 74
Exhibit B-11. Targeted Communication Messages for the Program’s Stakeholders (Shared
via WhatsApp and Email)
Week 1 (February 22-26) Week 2 (March 1-5) Week 3 (March 8-12) Week 4 (March 15-19)
DEOs Day 1: REB and Soma Umenye are
supporting a school-based orientation
for new P1-P3 Kinyarwanda teachers.
This program will ensure new teachers
are well prepared to begin teaching
early grade reading in Kinyarwanda.
Your leadership as a DEO – through
supporting your SEIs and schools in
your district – is critical to ensuring
the success of this program.
The guidelines for this program are
below. Please review and ensure that
all SEIs and Headteachers in your
district have received and read the
guidelines and have everything they
need to begin implementation this
week. If you have any questions, please
share them in this WhatsApp group or
directly with the Soma Umenye DA.
Day 2: As you continue to support
the school-based orientation for new
Kinyarwanda teachers, check in with
SEIs and Headteachers to identify any
challenges they encounter and share
feedback to REB and Soma Umenye
DAs.
This week, all Lead Teachers should
be holding five 1-hour sessions with
new teachers to review methodology,
materials, and lesson plan guidance for
teaching Kinyarwanda.
Day 1: As you continue to support the
school-based orientation for new
Kinyarwanda teachers, check in with SEIs to
ensure schools are reminded to finish all of
the content from Week 1 and to begin
lesson observations.
New teachers need to observe lead
teachers using the competence-based
methods for early grade literacy in order to
become good teachers themselves.
Share any challenges or feedback to REB
and Soma Umenye DAs.
Day 2: As you continue to support the
school-based orientation for new
Kinyarwanda teachers, check in with SEIs to
identify any challenges they are finding.
Monitoring from week 1 shows that more
than half of schools had started the
program! Where a school does not have
any trained teachers, SEIs can help arrange
for support between neighboring schools.
Share any challenges or feedback to REB
and Soma Umenye DAs.
Day 3: As you continue to support the
school-based orientation for new
Kinyarwanda teachers, check in with SEIs to
identify any challenges they are finding.
Day 1: As you continue to support the
school-based orientation for new
Kinyarwanda teachers, review the
program guidelines so you can follow up
with SEIs about supporting Week 3
planned activities.
Schools should be arranging for lesson
observations and reflections this week.
Some schools may struggle if they do not
have a trained teacher. Discuss with the
SEI how neighboring schools can support,
or how headteachers, DoS, and other
qualified teachers can help new teachers
observe quality teaching and learning in
the classroom.
Check in with SEIs to identify any
challenges they are finding and share
feedback to REB and Soma Umenye DAs.
Day 2: As you continue to support the
school-based orientation for new
Kinyarwanda teachers, review the
monitoring data available from the Soma
Umenye DA to identify any best practices
that might help your schools support new
teachers better.
A key challenge has been for schools that
do not have Soma Umenye trained
teachers. However, other qualified
teachers can provide support to new
teachers through peer observations. The
As you continue to support the
school-based orientation for
new Kinyarwanda teachers,
discuss with SEIs and school
leaders how the program has
been beneficial to teachers.
Monitoring shows that 85% of
Lead Teachers have conducted
these school-based orientation
activities in the past week.
Professional development
should be a part of every
school and sector plan.
Coaching and Communities of
Practice are a good way to
share new information, to
discuss learning achievement,
and identify solutions to any
challenges at schools and
classrooms.
Continue to check in with SEIs
to identify any challenges they
are finding and share feedback
to REB and Soma Umenye DAs.
SOMA UMENYE QUARTERLY PROGRAM REPORT | 75
Day 3: REB and USAID Soma Umenye
thank you for your active participation
thus far in the REB School-Based
Orientation for New P1-P3
Kinyarwanda teachers.
As we come to the end of the week,
we ask you to reflect on the progress
that schools in your district have made
with this program. What successes
have you heard from SEIs? What
challenges still remain in implementing
this program and what is one action
that you will take next week to
support SEIs and head teachers in
ensuring that new P1-P3 Kinyarwanda
teachers are supported?
Week 2 monitoring shows that 84% of
surveyed schools conducted orientation
activities this week!
Schools should be organizing time for lesson
observations so that new teachers can see
good methods used in the classroom.
Schools should be encouraged to respect
learning time for students as they organize
these activities.
Share any challenges or feedback to REB
and Soma Umenye DAs.
DoS, Headteacher, or SEI may also be
able to observe and coach new teachers
and organize Communities of Practice
with time for model and practice
teaching.
Ngororero district has mobilized Tutors
from TTC Muramba to support the
orientation of new teachers at schools. If
you have a nearby TTC, discuss whether
this can work in your district.
Continue to check in with SEIs to identify
any challenges they are finding and share
feedback to REB and Soma Umenye DAs.
Day 3: As you continue to support the
school-based orientation for new
Kinyarwanda teachers, consider arranging
time to visit a school or sector
community of practice.
New teachers should ensure that
students are borrowing books to read at
home. Check with SEIs and school
leaders to know if this is happening and
help inform parents on the importance to
make time for reading, at least 15 minutes
each day.
Continue to check in with SEIs to identify
any challenges they are finding and share
feedback to REB and Soma Umenye DAs.
SEIs Day 1: REB and Soma Umenye are
supporting a school-based orientation
for new P1-P3 Kinyarwanda teachers.
This program will ensure new teachers
are well prepared to begin teaching
Day 1: As you continue to support the
school-based orientation for new
Kinyarwanda teachers, check in with
Headteachers to ensure Lead Teachers are
Day 1: As you continue to support the
school-based orientation for new
Kinyarwanda teachers, review the
program guidelines so you can follow up
As you continue to support the
school-based orientation for
new Kinyarwanda teachers,
discuss with school leaders
SOMA UMENYE QUARTERLY PROGRAM REPORT | 76
early grade reading in Kinyarwanda. As
an SEI, you have an important role to
plan in supporting head teachers to
implement this program.
The guidelines for this program are
below. Please review and ensure that
all Headteachers in your sector have
received and read the guidelines.
Throughout the program, you are
encouraged to check in with schools
and use CoPs to discuss the successes
and challenges in implementing this
program. If you have any questions,
please share them in this WhatsApp
group, or directly with your DEO and
Soma Umenye DA.
Day 2: As you continue to support
the school-based orientation for new
Kinyarwanda teachers, check in with
Headteachers to identify any
challenges they encounter and share
feedback to DEOs, REB and Soma
Umenye DAs.
This week, all Lead Teachers should
be holding five 1-hour sessions with
new teachers to review methodology,
materials, and lesson plan guidance for
teaching Kinyarwanda.
Day 3: REB and USAID Soma Umenye
thank you for your active participation
thus far in the REB School-Based
Orientation for New P1-P3
Kinyarwanda teachers.
reminded to finish all of the content from
Week 1 and to begin lesson observations.
New teachers need to observe lead
teachers using the competence-based
methods for early grade literacy in order to
become good teachers themselves.
Share any challenges or feedback to DEO
and Soma Umenye DAs.
Day 2: As you continue to support the
school-based orientation for new
Kinyarwanda teachers, check in with
Headteachers and provide support.
Monitoring from week 1 shows that more
than half of schools had started the program
but had not been able to finish all of the
content. CPD can be conducted before
school, after school, during breaks, in free
periods, or on weekends – based on each
school’s decision.
Where a school does not have any trained
teachers, you can help arrange for support
between neighboring schools.
Share any challenges or feedback to REB
and Soma Umenye DAs.
Day 3: As you continue to support the
school-based orientation for new
Kinyarwanda teachers, check in with
Headteachers and provide support.
with headteachers about their plans for
Week 3 activities.
Week 2 monitoring found that only 20%
of lead teachers had begun conducting
lesson observations. Encourage schools
to make a plan for when lesson
observations will happen this week. The
plan should ensure that class time for
learners is not disrupted.
If schools do not have a trained Lead
teacher, you can suggest support from
neighbor schools, headteachers, DoS, or
other qualified teachers in the school.
Check in with headteachers to identify
any challenges they are finding and share
feedback to DEOs and Soma Umenye
DAs.
Day 2: As you continue to support the
school-based orientation for new
Kinyarwanda teachers, review the
monitoring data available from the Soma
Umenye DA to identify any best practices
that might help your schools support new
teachers better.
A key challenge has been with schools
that do not have Soma Umenye trained
teachers. However, other qualified
teachers can provide support to new
teachers through peer observations. Also,
you, the Headteacher, or the DoS may be
able to observe and coach new teachers
and organize Communities of Practice
how the program has been
beneficial to teachers.
Monitoring shows that 85% of
Lead Teachers have conducted
these school-based orientation
activities in the past week.
Professional development
should be a part of every
school and sector plan.
Coaching and Communities of
Practice are a good way to
share new information, to
discuss learning achievement,
and identify solutions to any
challenges at schools and
classrooms.
Continue to check in with
headteachers to identify any
challenges they are finding and
share feedback to DEOs and
Soma Umenye DAs.
SOMA UMENYE QUARTERLY PROGRAM REPORT | 77
Some of your schools may have
started the Week 1 content this week.
If that’s the case, what successes have
you heard from head teachers? What
challenges still remain in implementing
this program and what is one action
that you will take next week to
support head teachers in ensuring that
new P1-P3 Kinyarwanda teachers are
supported?
Some of your schools may be taking
the initiative to organize weekend
sessions for lead teachers and new
teachers. Remember to make a plan to
follow-up with these head teachers
early next week to hear about how
the weekend sessions went.
Week 2 monitoring shows that 84% of
surveyed schools conducted orientation
activities this week!
As schools begin to organize lesson
observations, remind headteachers to
ensure that class time for learners is not
disrupted.
Some schools continue to face difficulties
due to lack of trained teachers. Head
teachers and DoS can help, or arrangements
can be made with neighbor schools.
Another highly qualified teacher can also
provide support to new teachers.
Share any challenges or feedback to DEO
and Soma Umenye DAs.
with time for model and practice
teaching.
Ngororero district has mobilized Tutors
from TTC Muramba to support the
orientation of new teachers at schools. If
you have a nearby TTC, discuss whether
this can work for your sector.
Continue to check in with headteachers
to identify any challenges they are finding
and share feedback to DEOs and Soma
Umenye DAs.
Day 3: As you continue to support the
school-based orientation for new
Kinyarwanda teachers, consider
organizing a community of practice for
headteachers to discuss the program and
other issues to improve school
management.
It is important that new teachers are
familiar with the classroom libraries and
allow students to borrow books to read
at home. Consider conducting classroom
library observations with headteachers
and supporting orientation of new
teachers on their role.
Continue to check in with headteachers
to identify any challenges they are finding
and share feedback to DEOs and Soma
Umenye DAs.
Head
Teachers
Day 1: REB and Soma Umenye are
supporting a school-based orientation
for new P1-P3 Kinyarwanda teachers.
This program will ensure new teachers
Day 1: As you continue to support the
school-based orientation for new
Kinyarwanda teachers, check in with Lead
Teachers. Make sure they have finished
Day 1: As you continue to support the
school-based orientation for new
Kinyarwanda teachers, review the
As you continue to support the
school-based orientation for
new Kinyarwanda teachers,
encourage Lead Teachers to
SOMA UMENYE QUARTERLY PROGRAM REPORT | 78
are well prepared to begin teaching
early grade reading in Kinyarwanda.
The guidelines for this program are
below. Please review the guidelines
and ensure that the Lead Teacher in
your school understands their role and
has time to sit together with new
teachers to conduct the orientation.
Ensure all new teachers in your school
have access to the Teachers Guide,
Textbooks, and videos for this
orientation. If you have any questions,
please share them in this WhatsApp
group, or directly with your SEI and
Soma Umenye DA.
Day 2: As you continue to implement
the school-based orientation for new
Kinyarwanda teachers, support Lead
Teachers to have enough time to meet
with the new teachers.
This week, there are five 1-hour
sessions planned, during which the
new teachers will review
methodology, materials, and lesson
plan guidance for teaching
Kinyarwanda. Remember that there
are lots of early grade reading
Kinyarwanda training videos on your
new tablet (provided by REB and
USAID Soma Umenye). We encourage
you to share these videos with lead
teachers and new teachers as they
work through Week 1 content.
reviewing all of the week 1 content with
new teachers. Help them plan when lesson
observations will take place.
New teachers need to observe lead
teachers using the competence-based
methods for early grade literacy in order to
become good teachers themselves. Lead
teachers will observe new teachers and then
provide feedback to help them improve.
Share any challenges or feedback to REB
and Soma Umenye DAs.
Day 2: As you continue to support the
school-based orientation for new
Kinyarwanda teachers, review the program
guidelines and make sure your Lead Teacher
has read it as well.
Monitoring from week 1 shows that more
than half of schools had started the program
but had not been able to finish all of the
content. CPD can be conducted before
school, after school, during breaks, in free
periods, or on weekends – based your
school’s decision.
If using time during the school day, make
sure that student class time is not
interrupted, because it is important that
children are learning.
Share any challenges or feedback to REB
and Soma Umenye DAs.
Day 3: As you continue to support the
school-based orientation for new
program guidelines and discuss them with
the Lead Teacher in your school.
If you don’t have a Lead Teacher, identify
another qualified teacher, the DoS, or
yourself to help new teachers.
Week 2 monitoring found that only 20%
of lead teachers had begun conducting
lesson observations. Make sure that your
school has a plan for when lesson
observations will happen this week. The
plan should ensure that class time for
learners is not disrupted.
Check in with Lead teachers to identify
any challenges they are finding and share
feedback to SEIs and Soma Umenye DAs.
Day 2: As you continue to support the
school-based orientation for new
Kinyarwanda teachers, ensure your Lead
Teacher is following the weekly plan
made for this program. New teachers
should be observing Lead teachers two
times this week and Lead Teachers
should observe new teachers one time.
After there should be reflection.
Monitoring has shown some great
solutions to the challenge of time or lack
of trained teachers. Some schools are
organizing Communities of Practice with
model and practice teaching time.
Weekend remedial classes are also being
used for model observation lessons. And
in Ngororeo, TTC Muramba is providing
their Tutors to help support new
make time to observe new
teachers in the classroom.
Lesson observations can also be
done by other teachers, the
Dean of Studies, and yourself.
Monitoring shows that 85% of
Lead Teachers have conducted
school-based orientation
activities in the past week,
however only 15% of new
teachers report being observed
by anyone.
This week, focus should be put
on reviewing lesson planning
with attention to the weekly
lesson structures for early
grade Kinyarwanda that are in
the Teachers’ Guide.
Continue to check in with Lead
teachers to identify any
challenges they are finding and
share feedback to SEIs and
Soma Umenye DAs.
SOMA UMENYE QUARTERLY PROGRAM REPORT | 79
Day 3: REB and USAID Soma Umenye
thank you for your active participation
thus far in the REB School-Based
Orientation for New P1-P3
Kinyarwanda teachers.
As you reflect on this week, how have
you supported lead teachers and new
teachers to work through Week 1
content? How have you helped to
celebrate their successes?
If your lead teachers and new teachers
are meeting this weekend, we
encourage you to check-in with them
early next week to hear about the
progress they have made.
Kinyarwanda teachers, check in with your
new and lead teachers to find out any
challenges or successes they report.
Week 2 monitoring shows that 84% of
surveyed schools conducted orientation
activities this week!
Lead and new teachers should be planning
to conduct lesson observations. Remind
teachers to ensure that class time for
learners is not disrupted.
If your school does not have any trained
teachers, consider identifying another highly
qualified teacher or you or the DoS can
provide support.
Share any challenges or feedback to -your
SEI and/or Soma Umenye DAs.
teachers. If you have a TTC nearby,
considering discussing if Tutors can
support for your new teachers.
Continue to check in with Lead teachers
to identify any challenges they are finding
and share feedback to SEIs and Soma
Umenye DAs.
Day 3: As you continue to support the
school-based orientation for new
Kinyarwanda teachers, try to join a
reflection session or community of
practice so you can motivate and support
the teachers.
As new teachers continue to arrive at
schools, it is important that they are
matched with a skilled teacher to receive
support. They should also be oriented on
the classroom library and encouraged to
allow children to borrow books. Students
should read for at least 15 minutes every
day.
Continue to check in with Lead teachers
to identify any challenges they are finding
and share feedback to SEIs and Soma
Umenye DAs.
Lead
Teachers
Day 1: REB and Soma Umenye are
supporting a school-based orientation
for new P1-P3 Kinyarwanda teachers.
This program will ensure new teachers
are well prepared to begin teaching
early grade reading in Kinyarwanda.
Thank you for serving as a lead
teacher in your school!
Day 1: Thank you for supporting new
teachers to become familiar with the
methods and materials that will support
quality teaching and learning for early grade
Kinyarwanda literacy.
Make sure that you have helped new
teachers review all of the content outlined
in the program guidelines for Week 1. Then
Day 1: Thank you for supporting the
school-based orientation for new
Kinyarwanda teachers.
Start your week by reviewing the
program guidelines and making a plan for
the week 3 activities. This plan should
include time for new teachers to observe
your teaching, as well as time for you to
Thank you for supporting the
school-based orientation for
new Kinyarwanda teachers.
Take time this week to observe
new teachers in their
classroom. Afterward, arrange
a debrief time to discuss
strengths and areas to improve.
SOMA UMENYE QUARTERLY PROGRAM REPORT | 80
The guidelines for this program are
below. Review the guidelines, read the
content for Week 1, gather your
textbook and Teachers Guide, and find
time to meet with the new teachers.
You have an important role to support
new teachers and build their
confidence.
Day 2: Thank you for supporting new
teachers to become familiar with the
methods and materials that will
support quality teaching and learning
for early grade Kinyarwanda literacy.
As you meet with new teachers this
week, help them become familiar with
all of the core materials, including the
Teachers Guide, the student
textbooks, Read Aloud books,
supplementary readers, and
decodables. This is your opportunity
to share best practice and your
lessons learned with new teachers.
Day 3: REB and USAID Soma Umenye
thank you for your active participation
thus far in the REB School-Based
Orientation for New P1-P3
Kinyarwanda teachers.
If you have already started having
sessions with your new teacher, take a
moment now to reflect on how they
have been going. If you think there is
room for improvement, what is one
action that you will take to improve
your sessions next week?
decide on a timetable for lesson
observations. The new teacher will observe
you teaching so they can see good teaching
methods in practice. You will observe them
teaching and then meet with them to
discuss ways to improve.
Remember to encourage new teachers to
always use the Teachers Guide for planning
and teaching.
Day 2: Thank you for supporting the
school-based orientation for new
Kinyarwanda teachers. Lead teachers across
the country are helping new teachers
become familiar with the methods and
materials that will support quality teaching
and learning for early grade Kinyarwanda
literacy.
Activities are happening before school, after
school, during breaks and free periods, and
even on the weekend. If you conduct
activities during the school day, make sure
that student learning time is not
interrupted.
Day 3: Thank you for supporting the
school-based orientation for new
Kinyarwanda teachers. Week 2 monitoring shows that 86% of Lead
teachers in surveyed schools conducted
orientation activities this week! As you plan to conduct lesson observations
and discussion with your new teachers, try
observe new teachers. Arrange for a
discussion at the end of the week to
reflect on what the new teachers saw and
learned, as well as any questions.
This week, help new teachers become
familiar with all of the materials available
to support teaching and learning
Kinyarwanda literacy. These include the
Teacher Guide, Read Alouds, student
textbooks, supplementary readers,
decodables and more.
Day 2: Thank you for supporting the
school-based orientation for new
Kinyarwanda teachers.
Continue implementing the Week 3 plan,
which calls for lesson observation and
reflection. This week, focus on new
methodology, such as “I do, we do, you
do”. Let new teachers see you use this
method and encourage them to use it in
their classroom.
Monitoring has shown some great
solutions to the challenge of limited time.
Some schools are organizing
Communities of Practice with model and
practice teaching time. Weekend
remedial classes are also being used for
model observation lessons. And in
Ngororero, TTC Muramba is providing
their Tutors to help support new
teachers.
This week, focus should be put
on reviewing lesson planning
with attention to the weekly
lesson structures for early
grade Kinyarwanda that are in
the Teachers’ Guide. Help new
teachers become familiar with
the different lesson structures
and how to implement them in
their classroom.
SOMA UMENYE QUARTERLY PROGRAM REPORT | 81
If you are meeting with your new
teacher this weekend, remember to
bring all of your materials and good
luck with the sessions!
to ensure that class time for learners is not
disrupted. When you find areas that new teachers are
struggling with, guide them to resources
that can help them, such as the Teachers
Guide, training videos, CBC resources, and
more.
Day 3: Thank you for supporting the
school-based orientation for new
Kinyarwanda teachers.
Introduce new teachers to the classroom
libraries, including the guidelines for
library management and book register.
Explain the book levels and how teachers
can help a student select a book to read
that is the right level for them.
Remind new teachers that they should
allow students to borrow books to read
at home and show them how to use the
registers to check books out and back in.
Students should read at least 15 minutes
every day.
For teachers of Primary 1, it is important
to discuss the decodable readers, which
should begin going home with students
after studying the first consonant “r”.
New
Teachers
Day 1: REB and Soma Umenye are
supporting a school-based orientation
for new P1-P3 Kinyarwanda teachers.
This program will ensure new teachers
are well prepared to begin teaching
early grade reading in Kinyarwanda.
Find time to review the content
before you meet your Lead Teacher.
Day 2: Remember to find time to
meet with your lead teacher this week
to review the methods and materials
that will support you in teaching early
grade Kinyarwanda literacy.
Day 1: Remember to find time for lesson
observations with your lead teacher. This
will help you to learn new methods well and
practice them in your own classroom.
Always use the Teachers Guide when
planning and teaching lessons.
As you meet with your lead teacher, this is
your opportunity to ask questions and learn
best practice. Stay engaged and be willing to
learn!
Day 2: As you continue the orientation
program for new Kinyarwanda teachers, ask
your Lead teacher or headteacher for
resources or videos they have that can
support you.
Day 1: As you continue the orientation
program for new Kinyarwanda teachers,
visit your Lead teacher to observe them
teaching.
Pay attention to the different materials
that the Lead Teacher uses in the
classroom. These include the Teacher
Guide, Read Alouds, student textbooks,
supplementary readers, decodables and
more. Ask your lead teacher to explain
each of these materials for you and to
show you how they use them during class
time.
Stay engaged and be willing to learn!
As you continue the
orientation program for new
Kinyarwanda teachers, take
time to review the lesson plans
in the Teachers Guide.
Lesson planning is an important
part of teaching. When you
plan, you are more confident in
the classroom and able to adapt
to your students’ needs quickly.
Ask your Lead Teacher any
questions you have about
lesson plans and review some
plans together.
SOMA UMENYE QUARTERLY PROGRAM REPORT | 82
As you meet with your lead teacher,
this is your opportunity to ask
questions and learn best practice. Stay
engaged and be willing to learn!
Day 3: REB and USAID Soma Umenye
thank you for your active participation
thus far in the REB School-Based
Orientation for New P1-P3
Kinyarwanda teachers.
As you continue to work through
Week 1 content, remember to put
into practice what you are learning in
your Kinyarwanda lessons.
What is one thing that you have
learned this week and what is one
question that you still have?
Remember to ask the question to
your lead teacher early next week!
Use the Teachers Guide during your lessons
and if you have any questions about the
methods, ask your Lead Teacher. Stay
engaged and be willing to learn!
Day 3: As you continue the orientation
program for new Kinyarwanda teachers,
visit your Lead teacher to observe them
teaching.
Lesson observations are an opportunity to
see new methods used in the classroom. In
a discussion session after, you can ask any
questions you have about how the lead
teacher supports students to gain early
grade literacy skills.
Consider what you have seen and learned as
you prepare your lesson plans for next
week. Make sure to follow the Teachers
Guide.
Stay engaged and be willing to learn!
Day 2: As you continue the orientation
program for new Kinyarwanda teachers,
visit your Lead teacher to observe them
teaching.
Practice using the “I do, we do, you do”
method in your classroom. This
technique scaffolds learning for students
to help them feel confident to try new
skills on their own.
Ask your Lead Teacher to show you
other good methods to try in the
classroom.
Day 3: As you continue the orientation
program for new Kinyarwanda teachers,
take time to become familiar with your
classroom library.
Students should be allowed to borrow
books and books should be recorded in
the book register every time they are
borrowed and returned. Encourage
students to practice reading at home for
at least 15 minutes every day.
SOMA UMENYE QUARTERLY PROGRAM REPORT | 83
LEARNING STRUCTURE
Soma Umenye embraces the Collaborate, Learn, and Adapt approach (CLA). This approach ensures that
activities are planned and implemented through strong collaboration with different stakeholders, including
REB, districts, sectors, and schools. Once implementation begins, the approach aims to ensure that
monitoring data is collected and shared in a manner that supports timely reflection and appropriate
adaptations, as warranted.
This CLA approach was applied to the School-Based
Orientation Program with a weekly cycle of data collection,
reporting, and reflection to inform adaptations in the following
week’s supported implementation at school level. This cycle
was implemented primarily at the project level, however,
reports and key results from the monitoring were also shared
by DAs directly to district, sector, and school leaders in order
to encourage a similar cycle of reflection and adaptation at
every level of implementation.
At the conclusion of the Orientation program activities at
school level, a final internal reflection meeting will be held to
review all data collected throughout the program and identify
key success factors and adaptations which should be applied to
future iterations of school-based support to new teachers.
MONITORING AND EVALUATION
In order to support informed decision-making throughout the program, a Monitoring and Evaluation
framework was established for the school-based orientation program. This framework called for weekly
monitoring through phone surveys conducted by the Soma Umenye District Advisors. The phone surveys
would target key program stakeholders, including Headteacher or Deans of Studies, Lead teachers, new
teachers, SEIs, and DEOs. In line with the commitment to continuous reflection and adaptation, a rapid MEL
process was established to ensure data was availed and put to use on a weekly basis. This process is
visualized in Exhibit B-12.
Exhibit B-12: Weekly MEL Process for the School-Based Orientation Program
Data Collection
Analysis & Reporting
Pause & Reflect
Adaptation
• DAs conduct Phone Surveys and submit data
Wednesday
• Data analysis and draft report developed
Thursday• Data shared and
discussed during Pause & Reflect session
Friday
• MEL reports shared to stakeholders & key learning shared via phone messages
Monday
SOMA UMENYE QUARTERLY PROGRAM REPORT | 84
Soma Umenye collected data through phone surveys to key program stakeholders, on Wednesday’s each
week. The survey sample targeted five schools per district (150 schools each week). For each school,
District Advisors conducted a survey with the Head teacher or Dean of Studies, one lead teacher involved
with implementing the program, and three new teachers (one per grade, P1 to P3). District Advisors also
conducted surveys each week with the District Director of Education or District Education Officer in
charge of Primary Education (30 total each week) and all Sector Education Inspectors (461 each week).
Exhibit B-13 below, outlines the MEL framework, including indicators and targets.
Exhibit B-13. Monitoring Framework for the School-Based Orientation Program
Indicators Data Source Tools and Sample Target/Focus
Number of schools
implementing the peer
learning activity
• Interview with
HTs/DOS, lead
teachers and new
teachers
• Record of notes,
process, pictures
Interview guide (content
based on activity guidelines,
administered through survey
CTO)
Sample: 5 schools per district,
every week for 5 weeks
(Total: 750 schools targeted)
Week 1:
Orientation on 5
core components
Weeks 2-5:
Lesson
observations,
feedback, etc.)
a) Percent of head
teachers/DOS
teachers who report
that they
organized/led a peer
learning/COP activity
the same week
• Interview with
HT/DOS
Record of notes,
process, pictures
Interview
1 (one) HT/DOS per school, 5
HTs/DOSs per district, every
week
50%
b) Percent of lead
teachers who report
that they conducted a
peer learning activity
with new teachers the
same week
• Interview with lead
teacher
Record of notes,
process, pictures
Interview
1 (one) lead teacher per
school, 5 per district, every
week
50%
c) Percent of P1-P3
sampled teachers who
report that they
participated in the/a
peer learning activity
the same week
• Interview with new
teachers
• Record of notes,
process, pictures
Interview, Survey CTO
3 teachers per school (will
depend on the number of
NQTs at the school, sample
to include one per grade, as
applicable)
5 schools per district
50%
d) Percent of
DDEs/DEOs who
report that their
districts organized a
learning/COP activity
the same week
Interview with
DDE/DEO
1 (one) DDE/DEO per district 100%
e) Percent of SEIs who
report that their
sectors organized a
Interview with SEI
SEIs 80%
SOMA UMENYE QUARTERLY PROGRAM REPORT | 85
learning/led COP
activity the same week
At the start of the program, Soma Umenye planned to update the data collection tool after Week 1, in
order to align with the Phase 2 activities. However, during the Pause & Reflect session at the end of Week
1, Provincial and District Advisors noted that many schools were still implementing Phase 1 and a
completely new monitoring tool might fail to capture the ongoing Phase 1 activities. Therefore, Soma
Umenye adjusted the tool only slightly based on discussions in the Pause & Reflect sessions. The full tools
are available in Annex B-3 of this report.
In Week 3, due to planned school-level monitoring (conducted by Soma Umenye), the project made the
decision to combine the two monitoring activities. However, with the focus on the school-level monitoring
activity, data for the Orientation in Week 3 was limited.
By Week 4, it was apparent that Term 1 examinations were impacting program implementation and rather
than continue with the existing monitoring tool, a revised tool was developed to collect some quantitative
data but also more qualitative perspectives from stakeholders on the program as a whole.
PAUSE & REFLECT
As part of the cycle of learning and adaptations, Soma Umenye planned Pause & Reflect sessions on a
weekly basis with a standard agenda that included rapid reports by each Province, a presentation of the
weekly monitoring data, an overview of the technical and communications plans for the following week, and
time for reflection and discussion among staff.
Soma Umenye focused the discussion on learning questions that were based on the activity goals and in line
with the monitoring framework. Exhibit B-14 provides an overview of the learning questions.
Exhibit B-14. Overview of the Pause & Reflect Learning Questions
Learning Questions
1. Are DEOs engaged in the implementation and monitoring of this program? What specific activities
have we seen them take? Which activities do we want to see them do more and how can we
support them to do so?
2. Are SEIs engaged in the implementation and monitoring of this program? What specific activities
have we seen them take? Which activities do we want to see them do more and how can we
support them to do so?
3. Are headteachers supporting the program by identifying lead teachers, finding time for the school-
based activities, and providing resources? If not, why and what can we do to support this to
happen? What best practices have we identified that can be promoted to other schools?
4. Are lead teachers finding time to meet with new teachers to review the outlined content? What
can we advise/promote based on the successful strategies we have seen? If it is not happening, what
can we do to improve the implementation?
5. Are lead teachers helping new teachers feel supported and prepared to begin using Soma Umenye
materials to teach early grade Kinyarwanda? If not, why not and what can we do to support new
teachers to use Soma Umenye materials?
6. Based on the monitoring feedback, we see that the first two content sessions were the most
covered in orientations. What can we do to ensure the remaining content is covered? Considering
the technical plans for week 2, are there any changes we need to consider?
SOMA UMENYE QUARTERLY PROGRAM REPORT | 86
7. Do we find that schools are accepting of this program as a method to support new teachers? If yes,
what benefits do they see this program providing? If not, why not and how can we support them to
find value in this program?
8. Does our data collection tool get at the information we need or are there updates we can make to
help capture sufficient data?
9. Does our communication strategy support the implementation of this program? Are there
adaptations we can make to better support District Advisors and schools?
Pause & Reflect sessions were attended by the full Senior Management team, Field, Technical, MEL, and
Communications teams. The high level of cross-project participation allowed for in-depth discussion on
challenges encountered and immediate decisions were taken on ways to adapt implementation. Some of the
key adaptations agreed during Pause & Reflect sessions are outlined in Exhibit B-15 below.
Exhibit B-15. Key Challenges and Adaptations Identified from Weekly Pause and Reflect
Sessions
Challenge Identified Adaptation Decided
MEL & Field reports revealed many schools
began the program late or had insufficient time
in week 1 to cover all 5 topics.
Schools to be encouraged to use Week 2 to
continue the 1:1 coaching sessions before beginning
lesson observations
Many schools were found to not have Lead
Teachers available to support new teachers.
HTs and SEIs to be encouraged to arrange cross-
school support as needed, or engage as lead
teachers themselves. Alternatively, identify qualified
teachers who may not have been trained by SU but
can still facilitate support to new teachers.
Report of some students left alone in class while
teachers engaged in the Orientation activities
Messaging developed to urge protection of student
learning time
Need to determine the engagement of sector
and district leaders. Need to understand how
issues of placement, construction, and
attendance are impacting schools.
Update monitoring with additional questions
targeting SEI/DEOs and to gather data on school
stability factors
Frequency of daily messages a challenge for DAs
to send and stakeholders may feel overwhelmed.
Reduction from daily to 2-3x weekly phone
messages to stakeholders
Some reports that conducting lesson
observations during the week had a negative
impact on student learning time and teachers’
schedules were difficult to align.
Share best practice of using weekends to conduct
CoPs with micro-teaching activities, or to utilize
weekend remediation lessons for observations
The activity ran into the start of term 1
examinations and LEGRA.
Program suspended after week 4 so as to not
conflict with school activities. Final monitoring to
be adapted to gather qualitative reflections on the
program overall.
Schools failed to complete all of Week 1 planned
sessions in favor of moving forward to lesson
observations before time ran out before
examinations.
Consider this challenge when planning future
iteration of the program, including possible follow
up in Term 2.
Soma Umenye compiled a report from each Pause & Reflect session, including agreed adaptations, and
shared within 48 hours in order to support prompt action by all staff. District Advisors were encouraged to
inform SEIs and school leaders of any recommended changes for school level implementation and, where
SOMA UMENYE QUARTERLY PROGRAM REPORT | 87
relevant, these adaptations and best practices were integrated into the regular communication messaging
shared via District Advisors.
A final Pause & Reflect will be held in May to reflect on the entire program and inform the way forward for
Term 2 and future sustainable school-based CPD activities.
VIRTUAL SITE VISIT
To facilitate collaborative learning about the program, the project planned a virtual site visit with
stakeholders (REB, NESA, USAID/Rwanda, as well as representatives from the school, sector, and district
level) on 30 March 2021 from 9:00am – 12:00pm. The virtual site visit combined video footage as well as
interactive sessions, allowing participants to engage in real-time with selected stakeholders to ask questions,
reflect, and learn more about the program.
To focus the meeting and provide time for participants to engage directly with stakeholders from the
school, sector, and district level, Soma Umenye selected three schools (covering two sectors in two
districts) to participate in the virtual site visit.
Exhibit B-16. School, Sector, and District Participation in the Virtual Site Visit
School District Sector Note
GS Kanyinya Nyarugenge Kanyinya This is an existing school with a previously-trained head
teacher/lead teacher and new teachers. Represents an urban
school.
EP Nyamweru Nyarugenge Kanyinya This is a new school with new teachers and a new head
teacher (not previously trained by Soma Umenye).
Represents an urban school.
GS Muramba
B
Ngororero Matyazo This school has demonstrated creativity in implementing the
school-based program by partnering with a nearby TTC (and
TTC tutors) to organize orientation sessions and lesson
observations. Represents a rural school.
Prior to the virtual site visit, Soma Umenye captured videos from the three sampled schools: GS Kanyinya,
EP Nyamweru, and GS Muramba B. These videos included lesson observations, lesson de-brief/reflection
sessions between lead teachers and new teachers, and communities of practice between head teachers,
lead teachers, and new teachers. Two days prior to the virtual site visit meeting, Soma Umenye shared a
full-length video with participants. During the meeting, the project played a shorter version of the video to
provide context for all participants.
Exhibit B-17. Virtual Site Visit Resources
Videos
1. Highlight video (11 minutes)
2. Longer video (55 minutes)
PowerPoint Presentation
3. Overview PowerPoint
Virtual Site Visit Recording
4. Recording of the virtual site visit meeting
SOMA UMENYE QUARTERLY PROGRAM REPORT | 88
The site visit included two panel discussions, a school-level panel and a sector and district-level panel.
During each panel, representatives were given an opportunity to share their experience with the program,
including successes and challenges, before the floor was opened for questions.
The school-level panel included head teachers, lead teachers, and new teachers from the three selected
schools. Representatives were given an opportunity to share their experience with the program, including
successes and challenges which are summarized below.
Exhibit B-18: School-Level Panel
GS Kanyinya/EP Nyamweru
• The head teacher of GS Kanyinya appreciated and welcomed the initiative of supporting the new
Kinyarwanda teachers because they had 4 new teachers and their neighboring school, EP Nyamweru,
is a new school with several new teachers. Among their new teachers, some had not graduated from
TTCs.
• GS Kanyinya also oriented the head teacher from EP Nyamweru on how to lead community of
practice sessions to help new Kinyarwanda teachers with the support of lead teachers from GS
Kanyinya.
• The head teacher also mentioned that there was not enough time to fully support new Kinyarwanda
teachers and requested REB to include time for CPD on the school timetable.
• The lead teacher appreciated the program and suggested that something similar should be done for
the other subjects as well. She mentioned that the program gave her the opportunity to review what
she has previously received training on, which was useful as she started the new school year.
• Both the lead teacher and head teachers requested that the new Kinyarwanda teachers should be
given an in-depth face to face training to reinforce the skills gained during the school based
orientation program. USAID Soma Umenye shared that there is a planned four-day training for new
P1-P3 Kinyarwanda teachers in mid-April. The school leaders also requested additional copies of the
teacher’s guide.
GS Muramba B
• The head teacher appreciated the support received from sector and district officials during this
program.
• The lead teacher collaborated with the Kinyarwanda tutor from TTC Muramba to support new
teachers at three neighboring schools (GS Muramba B and two new schools, CS Gasovu in Hindiro
sector and CS Murago in Matyazo sector).
• The head teacher emphasized that the program was more important for new teachers who were not
trained as teachers (ex: those who did not graduate from TTCs).
• Mr. Noel Nahimana, a new teacher who did not graduate from a TTC echoed the head teacher’s
statement: “I am not a TTC graduate, but I can now teach confidently, I thank the school for giving me the
opportunity to learn new skills and I wish that we shall be given another training on teaching methodology.”
The sector and district-level panel included 1 (one) DEO, 1 (one) DDE, and 2 SEIs. Representatives were
given an opportunity to share their experience with the program, including successes and challenges which
are summarized below.
Exhibit B-19. Sector and District-Level Panel
DDE Ngororero
• The DDE of Ngororero thanked the SEI, TTC Muramba tutor, DoS, and lead teachers who
supported the program.
SOMA UMENYE QUARTERLY PROGRAM REPORT | 89
• He mentioned that new Kinyarwanda teachers benefitted from this program and noted that
approximately 72% of new Kinyarwanda teachers in Ngororero did not graduate from TTCs. As
such, the district requested the schools to partner with TTCs and neighboring schools with trained
teachers. For example, the district developed a plan to train 12 new schools and existing schools
with no lead teachers.
• The DDE mentioned that they are happy with progress made and want to continue the program at
the school-level but also requested a more in-depth face-to-face training for new teachers.
DEO Nyarugenge
• This school year, Nyarugenge received many new teachers and not all of them had a background in
teaching.
• The DEO also mentioned the challenge of high teacher turnover in the district. This motivated the
district to support this program because this model of school-based training allows for continuous
learning for teachers rather than waiting for a face-to-face training which is not always conducted at
the time you need it.
• The DEO echoed comments previously made and requested REB to ensure that CPD has a place on
the school timetable because it is difficult to ask teachers to sacrifice their breaks.
SEIs from Kanyinya and Matyazo
• Both SEIs appreciated the school-based orientation program for new Kinyarwanda teachers.
Specifically, they noted that the content was targeted to support delivery of Term 1 lessons.
• They mentioned that this program needed the joint coordination and communication between
schools, sectors, and district education leadership. Due to this collaboration, all new Kinyarwanda
teachers in Nyarugenge and Ngororero districts benefited from this program.
• The SEIs also mentioned that the CPD time is still a challenge and requested REB to provide this
time on the school timetable.
Following remarks from the school, sector, and district representatives, all participants had the opportunity
to ask questions. Notes from these questions are summarized below.
Question 1: USAID Soma Umenye is going to close soon. Some teachers have already received a 10-day
foundational training and refresher trainings. Is there any plan to conduct a face-to-face training for new
Kinyarwanda teachers?
Answer 1: Due to COVID-19, USAID Soma Umenye was not able to conduct a face-to-face training
before the start of Term 1; however, with the current COVID-19 preventative guidelines (which allow for
19 trainees in a room), USAID Soma Umenye, in collaboration with REB, is planning a 4-day training during
the Term 1 holidays for new Kinyarwanda teachers. Additionally, USAID Soma Umenye is also supporting
NESA to conduct a Term 1 LEGRA and will support REB to conduct a remediation training during the
Term 2 holidays.
Question 2: One of the biggest challenges appears to be time. How have head teachers been able to
mitigate/overcome this challenge in order to run this program smoothly? Are there any success stories that may be
helpful to other school leaders?
Answer 2: Participants noted that it was not easy to find enough lead teachers as schools received many
new teachers. However, the new teachers were eager to learn and lead teachers were highly motivated
because of their previous training. With this teacher motivation, schools used after class hours, breaks, and
in some cases weekends to ensure the successful implementation of the program.
Question 3: How does CPD affect motivation?
Answer 3: Multiple participants noted that schools and teachers have the will and capacity. In particular,
lead teachers felt the need to support their new colleagues. Participants noted that the program supported
teachers to fulfill their duty and helped new teachers integrate into the profession. As one participant
noted, “the motivation is that this is our duty.”
SOMA UMENYE QUARTERLY PROGRAM REPORT | 90
In the closing remarks, REB TDM representative Gerard Murasira thanked USAID Soma Umenye, lead
teachers, new teachers, SEOs, DEOs and DDEs: “I really give thanks to this program as when a teacher arrives
and has missed an induction, it is difficult from them to teach effectively, I found this to be a home grown solution. I
think this can be applied to other subjects. I strongly thank every stakeholder who plays a role to ensure the smooth
implementation of this school-based orientation program for new P1-P3 Kinyarwanda teachers.”
FINDINGS AND IMPACT
Note that the findings and reflections presented in this section are not considered final. Soma Umenye will
conduct a wider learning event with REB and stakeholders in Quarter 3. Exhibit B-20 provides an overview
of Soma Umenye’s data collection efforts. The full set of tools can be found in Annex B-3.
Exhibit B-20. Overview of Data Collection Periods
Program
Week Monitoring
Date
Sample
Reached
Comments
Week 1 25 February 2021 137
schools -
Week 2 03 March 2021 144
schools -
Week 3 11 March 2021 37 schools Note that this sample size was smaller because Soma
Umenye combined data collection efforts with the
school monitoring exercise in March.
Week 4 21 March 2021 - Note that Soma Umenye did not conduct monitoring
during this week due to other conflicting events with
teachers and schools (e.g.: District Advisors began the
TLM audit activity this week and the project facilitated
LEGRA trainings during this week). However, the
program still continued in schools.
Week 5 29 March 2021 78 schools Note that Soma Umenye used this week to ask general
wrap-up questions and specific questions about the
previous week (Week 4). In the narrative below,
references to “Week 4” refer to data collected in Week
5 but referencing Week 4 activities.
TIME
A key factor in the success of school-based CPD is time. REB provides guidance to schools to set at least
two-hours per week for teacher professional development; however, this can often be a challenge and
there is no set time on the calendar for CPD. The school-based orientation program for new teachers
acknowledged this challenge by providing structured recommendations on how to implement the program,
but encouraging schools to adapt implementation to their context. Monitoring findings reveal that most
schools were able to find time to at least partially implement the program.
The most popular time for delivering peer learning sessions was class time, however there was a shift to
using non-class time. Head teachers reporting to have used class time fell from 45% to 33% between the
second and fourth week of the program, with more headteachers making better use of time after school
SOMA UMENYE QUARTERLY PROGRAM REPORT | 91
and in free periods. For lead teachers, the use of class time fell from 62% in the second week to 42% in the
fourth week, with most then making use of lunch and free periods to conduct sessions.
Most schools conducted hour-long sessions (61% in the
second week and 57% in the fourth week), though sessions
in the third week were generally shorter in length with
more than a third (35%) lasting for just half an hour.
By the end of the program, lack of time to conduct sessions
was cited as the greatest challenge by headteachers. This
was reported by 71% of headteachers in week five,
compared to only 5% of headteachers citing this challenge
in week two of the program. At the start of the program,
the greatest challenge cited by headteachers was the lack of
trained lead teachers.
These findings demonstrate that schools can prioritize
school-based CPD within their schedule. Though having set
time for CPD on the timetable would likely make this
easier.
CONTENT
The school-based orientation program consisted of two phases, with five core content topics to be
discussed in training sessions, followed by lesson observations and debriefs. Monitoring and field reports
found that many schools adjusted delivery of the topics and the phasing based on their available time,
prioritization, and needs.
Most sessions covered the five core components of literacy,
though in week three, slightly more schools reported covering
gradual release of responsibility. In general, supplementary
lesson materials and weekly lesson structure were the least
covered topics and would benefit from additional time in Term
2.
The extent to which schools adapted implementation is a
positive indicator of school ownership of the program.
However, as some key content was not fully covered during
the four weeks of implementation, a continuation of the
program should consider how to encourage time on the
missed content.
ENGAGEMENT
School-based CPD requires ownership and engagement at all levels. The findings outlined below suggest
that everyone, from new teachers up to SEIs, were actively engaged in the successful implementation of the
program which resulted in a higher success rate.
A significant majority of new teachers reported spending time with lead teachers and having their lessons
observed by them. Though this declined slightly toward the end of the program, still 86% of new teachers
Spotlight: Continuous CPD
At GS Rubona in Gisagara, the Lead
Teacher arranged a refresher
orientation in her school for all P1-P3
teachers before breaking off to
provide targeted support to new
teachers. Many schools reported
using this opportunity to refresh all
teachers’ skills. This demonstrated for
new teachers that professional
development should continue
throughout your teaching career.
The lead teacher and new teachers at GS
Kivumu (Cyeza Sector, Muhanga District,
Southern Province) prepared a weekly timetable
for the School-Based Orientation.
SOMA UMENYE QUARTERLY PROGRAM REPORT | 92
said they had spent up to two hours with their lead teachers in the fourth week of the program and 76%
said they had been observed teaching by the lead teacher in that week.
Head teachers played a significant role in ensuring the successful organization of the school-based
orientation for new teachers, with 82% of head
teachers having organized sessions in the second week
of the program and 68% in the fourth week.
SEIs were able to overcome implementation challenges
by seeking support from school leaders, and
sometimes, nearby schools. In general, SEIs and head
teachers agreed there were implementation
challenges, especially the lack of trained lead teachers
and insufficient time. However, SEIs were able to help
coordinate support across neighboring schools to
provide extra support where needed.
Support from REB and Soma Umenye District
Advisors was also key to the program’s success,
including the provision of the program guidelines with
links to existing training materials, the tablets and video resources availed to schools by Soma Umenye, and
the regular phone messages which provided reminders about the program and shared best practices to
address common challenges.
PERCEPTIONS
There were exceptionally high levels of support for the school-based orientation model. By the final
reporting week, 92% of participants reported the approach was a successful model for CPD. However,
participants were almost evenly divided when asked if there was another, more effective model which could
be used. Soma Umenye plans to explore this further in Quarter 3.
Amongst SEIs, support for the program was slightly higher, with 95% considering the school-based
approach to be a successful model for CPD, particularly when school allocate time for it on the timetable.
This point was reinforced with more than two thirds of SEIs (69%) saying that there is no other model of
CPD that they consider more successful.
During de-brief surveys after the program ended, new
teachers noted that they benefitted from this model as
they could go to their lead teacher immediately and ask
for support or see clarification, when needed. New
teachers also noted that this program gave them a good
introduction to the teacher’s guide and the “I do, we do,
you do” scaffold instructional approach; however, many
also noted that would benefit from a more in-depth
training on these elements. Soma Umenye plans to
conduct a four-day face-to-face training for new teachers
in April to specifically cover these elements. Of the new
teachers surveyed at the end of the program, 71% stated
that they felt “confident” to support their students after
participating in the program and 13% felt “very confident.”
Spotlight: District Leadership
In both Nyamagabe and Huye Districts,
the Vice Mayors of Social Affairs took time
in the regular district staff meeting to
appreciate the program and advise that
SEIs arrange similar programs for new
teachers at all levels and in all subjects. In
the Western province, five district mayors
wrote letters to sectors and schools
encouraging effective implementation of
the program.
Spotlight: SEI Leadership
The SEI of Ngarama Sector (Gatsibo District,
Eastern Province) brought together all of the
new P1-P3 Kinyarwanda teachers in her sector
(15 in total) along with four lead teachers from
the sector and supervised weekly sessions
(covering the program’s content) on Saturdays
from 8:00am – 11:00am. While other schools
organized time during the week, the SEI of
Ngarama Sector wanted to provide more
hands-on support to both lead teachers and
new teachers.
SOMA UMENYE QUARTERLY PROGRAM REPORT | 93
14% felt “somewhat confident” and the responses they gave as to why they selected that answer all
centered around time: lack of time to fully engage with the lead teacher.
Lead teachers had quite positive perceptions of the program, noting that it also gave them an opportunity
to review key literacy skills and even improve themselves. Lead teachers also appreciated the flexibility built
into the program, noting that it was helpful for them to schedule time to meet with new teachers when it
worked best for them. However, lead teachers did note that they wished they could have had more time
available to support new teachers (note that this was also a sentiment echoed by head teachers during the
de-brief).
OVERALL REFLECTIONS AND NEXT STEPS
Soma Umenye designed and implemented the School-Based Orientation to fill an immediate need: provide
support to approximately 7,000 new P1-P3 Kinyarwanda teachers (some of whom have had no previous
training or qualifications) during a period where face-to-face trainings were not permitted (due to COVID-
19 restrictions). Initial findings were positive and indicated that a targeted school-based CPD program can
be an effective complement to more traditional face-to-face training programs. Of course, there were still
some challenges – representing larger structural challenges – that Soma Umenye will continue to reflect on
with REB. Exhibit B-21 highlights some key success factors and challenges with the program.
Exhibit B-21. Summary of Key Success Factors and Continued Challenges
Success Factors
Engagement of sector and district leadership raised the profile of the activity and, in some
locations, their involvement was key to the success of the program as they helped identify where schools
could support one another to fill gaps.
Engagement of school leadership (head teachers) who often demonstrated leadership and
creativity in supporting new teachers. Head teachers often stepped in to lead one-on-one sessions with
new teachers (if there were no lead teachers) of identified neighboring schools to partner with and
complete the program together.
The positive impact on lead teachers, who noted that this program has been a useful refresher for
them and an opportunity to support their colleagues.
The program aligned well with existing guidance from REB on how school-based CPD
should take place. Even though there is no official time for CPD on the calendar, REB clearly
Spotlight: TTC Engagement in the Western Province
In the Western Province, two TTCs – TTC Mururu in Rusizi District and TTC Murumba in
Ngororero District – stepped up to support new P1-P3 Kinyarwanda teachers in neighboring
schools. In several schools (mostly new schools) head teachers noted that they did not have any
lead teachers. With the support of SEIs and district leadership, these head teachers contacted TTC
tutors (who had previously received Soma Umenye training) and organized time for the tutors to
act as lead teachers. TTC tutors met with new teachers from neighboring schools and took them
through the content in Phase 1 of the program. They also conducted lesson observations and
provided new teachers with continuous coaching and feedback. This is an example of a district-led
and district-owned solution and it can serve as a useful case study for future discussions on how to
leverage TTC support for CPD.
SOMA UMENYE QUARTERLY PROGRAM REPORT | 94
emphasizes the importance of CPD. As a result, Soma Umenye found that this supported program
implementation and the program served as a model for effective implementation of school-based CPD.
From a project level, regular time to pause and reflect (including reviewing data and input
from the field), was instrumental to effective implementation as best practices were amplified across
the country and adaptations made to better support new teachers. Should this program extend into
Term 2, Soma Umenye will explore opportunities to bring REB, DEOs, and SEIs into more regular
reflection.
Regular phone messaging was determined to be a positive contribution, as the messages
regularly reminded stakeholders of their role, provided data from the monitoring reports, and shared
best practices from different schools.
The positive engagement with TTCs, which some schools leveraged, through partnering with TTC
tutors, when they had a shortage of lead teachers. This could serve as a model for future CPD practice.
School-based solutions meant that, even though the program was not implemented uniformly across
the country, schools were able to adjust delivery of the topics and their timing based on school-specific
needs and priorities.
Continued Challenges
Time was continuously referenced as a challenge. While there were many instances of teachers and
schools finding creative ways to schedule time for CPD, others noted that there is not enough time
during the school week to conduct thorough CPD.
Lack of materials in new schools made it difficult for some new teachers to fully engage with the
program. While Soma Umenye did distribute materials to new schools in February, it was not enough to
fully equip all P1-P3 classrooms in the 585 new schools.
Not all schools (particularly new schools) had previously-trained teachers who could serve
as lead teachers which made it difficult for all new teachers to feel supported. Some schools found
innovative and “home-grown” solutions (such as those described above) but other schools struggled to
support new teachers. In these schools, head teachers were preoccupied with other activities and there
may not have been a proactive SEI to step in to provide support.
Soma Umenye will continue to reflect on these findings with REB and local stakeholders. The project is
planning a larger learning event to not only celebrate the successes but to also further examine the
challenges. For example, one frequently reported challenge was the lack of time for CPD. While REB
currently advises schools to spend at least two-hours per week on CPD, it unfortunately does not have a
permanent place on the school timetable. This means that CPD either comes at the expense of another
school priority or vice versa. MINEDUC and REB are aware of this challenge and, in March, held a meeting
with stakeholders to examine strategies for formally placing CPD on the school timetable. Soma Umenye
will continue to participate in these meetings and, in the meantime, continue to support schools to ensure
that they make time for CPD in a way that works for those teachers.
Soma Umenye also plans to explore options for supporting schools to conduct a second round of the
program in Term 2. In Term 2, Soma Umenye expects that REB will have completed Phase IV of teacher
recruitment which will result in additional Kinyarwanda teachers placed in lower primary. Soma Umenye
will discuss with REB whether to do the same program for Phase IV teachers in Term 2 and/or continue
the program for all new teachers (but revising the content to focus on Term 2 delivery and emphasizing
some of the neglected content areas from Term 1 according to the monitoring data).
SOMA UMENYE QUARTERLY PROGRAM REPORT | 95
Annex B-1. Supplementary Materials for Week 1 of the Program
Insanganyamatsiko Ibirimo Ibikorwa bizakorwa Imfashanyigisho zizifashishwa
1 Inkingi 5 zo gusoma no
kwandika
(isaha 1)
• Itahuramajwi
• Ihuzamajwi
• Inyunguramagambo
• Gusoma udategwa
• Kumva umwandiko
• Kwandika
- Gusobanura buri nkingi
- Kuganira ku ntambwe zo kwigisha
buri nkingi
- Kureba videwo kuri buri nkingi
- Videwo zirimo inkingi 5 zo gusoma
no kwandika. Umwarimu azajya
azireba uko abonye umwanya kugira
ngo arusheho gusobanukirwa.
- Igitabo cy’amahugurwa cya 2021 ku
rupapapuro rwa 31-46
- Igitabo cy’umunyeshuri
- Igitabo cy’umwarimu
2 Uburyo bw’imyigire
n’imyigishirize bwa
“Ndatanga urugero,
Dukorane twese, Buri wese
akore”
(isaha 1)
- Kugaragaza ibikorwa muri Ndatanga
urugero, Dukorane twese, Buri wese
akore hihashishijwe ingero
- Videwo zirimo inkingi 5 zo gusoma
no kwandika. Umwarimu azajya
azireba uko abonye umwanya kugira
ngo arusheho gusobanukirwa.
- Igitabo cy’amahugurwa cya 2021 ku
rupapuro rwa 29
- Igitabo cy’umwarimu
IMBONERAHAMWE IGARAGAZA INSANGANYAMATSIKO ZIZIBANDWAHO MURI GAHUNDA YIHUSE
YO KUMENYEREZA ABARIMU BASHYA B’IKINYARWANDA BO MU KICIRO CYA MBERE CY’AMASHURI
ABANZA
SOMA UMENYE QUARTERLY PROGRAM REPORT | 96
3 Ibitabo by’ibanze
bikoreshwa mu kwigisha
Ikinyarwanda mu kiciro
cya mbere cy’amashuri
abanza
(isaha 1)
1. Igitabo cy’umwarimu
kirimo inkuru zisomerwa
abanyeshuri
- Gusobanurira umwarimu igihe
gikoreshwa
- Kwereka umwarimu inkuru zirimo
n’ibizigize (amashusho-inkuru nyirizina
– Ibibazo byo kumva inkuru)
- Igitabo cy’umwarimu kirimo inkuru
zisomerwa abanyeshuri
- Igitabo cy’amahugurwa yo kwiyibutsa
cya 2020, ku rupapuro rwa 7 mu
mwaka wa mbere, urupapuro rwa 6-
12 mu mwaka wa 2 n’urupapuro rwa 6
mu gitabo cyo mu mwaka wa 3
-Igitabo cy’umwarimu
2. Igitabo cy’umunyeshuri - Gusobanurira umwarimu uko buri
nyuguti cyangwa igihekane biteguye mu
gitabo cy’umunyeshuri
- Kwereka umwarimu amabara
atandukanya ibikorwa biri mu gitabo
cy’umunyeshuri; ni ukuvuga:
• Igice k’isubiramo ritangira
umwaka
• Igice cyo kwigisha inyuguti
nshya cyangwa igihekane
• Igice k’imyitozo
• Igice k’isuzuma risoza umutwe
- Igitabo cy’umunyeshuri
- Igitabo cy’amahugurwa cya 2021
urupapuro rwa 10-11
- Igitabo cy’amahugurwa yo kwiyibutsa
cya 2020, ku rupapuro rwa 6 mu
mwaka wa 1, n’urupapuro rwa 6-12
mu gitabo cyo mu mwaka wa 2
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3. Igitabo cy’umwarimu - Gusobanurira umwarimu ibice
by’ingenzi bigize igitabo cy’umwarimu
- Kwereka umwarimu urugero rwa
buri somo riteguye mu masomo
y’icyumweru n’uburyo yayashaka
- Gufasha umwarimu uburyo ashobora
guhuza igitabo cy’umwarimu n’ibindi
bitabo
- Kwereka umwarimu uburyo
azifashisha igitabo cy’umwarimu muri
buri somo yigisha
- Igitabo cy’umwarimu
- Igitabo cy’amahugurwa cya 2021
urupapuro rwa 12-26
- Igitabo cy’amahugurwa yo kwiyibutsa
cya 2020, ku rupapuro rwa 13 mu
mwaka wa 1, urupapuro rwa 6-12 mu
gitabo cyo mu mwaka wa 2 no ku
rupapuro rwa 8-16 mu gitabo cyo mu
mwaka wa 3.
4 Ibitabo by’inyongera
(isaha 1)
Udutabo tw’inkuru
abanyeshuri bisomera
turimo inyuguti cyangwa
igihekane bize tugenewe
abanyeshuri bo mu mwaka
wa mbere gusa
- Kwereka abarimu ingero z’utwo
dutabo n’aho tubikwa
- Gusobanurira abarimu umubare
w’utwo dutabo n’inkuru zirimo
-Gusobanurira abarimu igihe utwo
dutabo dukoreshwa
- Udutabo tw’inkuru zirimo inyuguti
cyangwa igihekane abanyeshuri bamaze
kwiga tugenewe abanyeshuri bo mu
mwaka wa mbere
- Udusanduku tubikwamo udutabo
tw’inkuru
- Igitabo cy’amahugurwa cya 2021 ku
rupapuro rwa 27-28
- Igitabo cy’amahugurwa yo kwiyibutsa
cya 2020, ku rupapuro rwa 15 mu
gitabo cyo mu mwaka wa mbere no ku
rupapuro rwa 13 mu gitabo cyo mu
mwaka wa kabiri
Udutabo tw’inkuru ziri ku
kigero cy’abanyeshuri
- Kwereka abarimu ingero z’utwo
dutabo n’aho tubikwa
- Udutabo tw’inkuru ziri ku kigero
cy’abanyeshuri
- Utubati tubikwamo ibitabo
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- Gusobanurira imiterere cy’utwo
dutabo n’ibyiciro by’abanyeshuri
badukoresha
- Gusobanurira abarimu akamaro
k’utwo dutabo
- Igitabo cy’amahugurwa cya 2021 ku
rupapuro rwa 27-28
-Igitabo cy’amahugurwa yo kwiyibutsa
cya 2020, ku rupapuro rwa 15 mu
gitabo cyo mu mwaka wa mbere no ku
rupapuro rwa 13 mu gitabo cyo mu
mwaka wa kabiri
5 Amasomo agize
icyumweru
(Isaha 1)
1. Isomo ry’inkuru isomerwa
abanyeshuri
- Kwerekana aho iri somo riherereye
mu gitabo cy’umwarimu
- Gusobanura intambwe zikurikizwa
mu kwigisha inkuru isomerwa
abanyeshuri
- Gukora umwitozo wo kwigisha
isomo ry’ inkuru isomerwa
abanyeshuri
- Igitabo cy’umwarimu kirimo
inkuru zisomerwa abanyeshuri
- Igitabo cy’umwarimu
- Igitabo cy’amahugurwa yo kwiyibutsa
cya 2020, ku rupapuro rwa 19 mu
mwaka wa 1 no ku rupapuro rwa 17
mu gitabo cyo mu mwaka wa 2.
2. Isomo ryo gutahura no
gusoma inyuguti cyangwa
igihekane gishya
- Kwerekana aho iri somo riherereye
mu gitabo cy’umunyeshuri
- Kwerekana aho iri somo riherereye
mu gitabo cy’umwarimu
- Gusobanura intambwe zikurikizwa
mu kuryigisha
- Gukora umwitozo wo kwigisha iryo
somo
- Igitabo cy’umunyeshuri
- Igitabo cy’umwarimu
-Igitabo cy’amahugurwa agenewe
abarimu b’Ikinyarwanda mu kiciro cya
mbere cy’amashuri abanza cya 2021,
urupapuro rwa 37-38
- Igitabo cy’amahugurwa yo kwiyibutsa
cya 2020, ku rupapuro 15-17 mu
mwaka wa1, urupapuro rwa 14-15 mu
mwaka wa 2 n’urupapuro rwa 17 mu
gitabo cyo mu mwaka wa 3
3. Isomo ry’inkuru cyangwa
umwandiko umunyeshuri
yisomera birimo inyuguti
- Kwerekana aho iri somo riherereye
mu gitabo cy’umwarimu
- Igitabo cy’umunyeshuri
- Igitabo cy’umwarimu
SOMA UMENYE QUARTERLY PROGRAM REPORT | 99
cyangwa igihekane bamaze
kwiga
(uwo mwandiko uri mu gitabo
cy’umunyeshuri)
- Gusobanura intambwe zikurikizwa
mu kuryigisha
- Gukora umwitozo wo kwigisha iryo
somo
-Igitabo cy’amahugurwa agenewe
abarimu b’Ikinyarwanda mu kiciro cya
mbere cy’amashuri abanza cya 2021,
ku rupapuro rwa 40-42
- Igitabo cy’amahugurwa yo kwiyibutsa
cya 2020 ku rupapuro rwa18 -19 mu
gitabo cyo mu mwaka wa1, urupapuro
rwa 15-17 mu gitabo cyo mu mwaka
wa 2
4. Isomo ryo kwandika
- Kwerekana aho iri somo riherereye
mu gitabo cy’umwarimu
- Gusobanura intambwe zikurikizwa
mu kuryigisha
- Gukora umwitozo wo kwigisha iryo
somo
- Igitabo cy’umunyeshuri
- Igitabo cy’umwarimu
-Igitabo cy’amahugurwa agenewe
abarimu b’Ikinyarwanda mu kiciro cya
mbere cy’amashuri abanza
- Igitabo cy’amahugurwa yo kwiyibutsa
cya 2020, ku rupapuro 21 mu mwaka
wa1, urupapuro rwa 17-19 mu gitabo
cyo mu mwaka wa 2 n’urupapuro rwa
18-19 mu gitabo cyo mu mwaka wa 3
5. Isomo ry’imyitozo
- Kwerekana aho iri somo riherereye
mu gitabo cy’umwarimu
- Gusobanura intambwe zikurikizwa
mu kuryigisha
- Gukora umwitozo wo kwigisha iryo
somo
- Igitabo cy’umunyeshuri
- Igitabo cy’umwarimu
-Igitabo cy’amahugurwa agenewe
abarimu b’Ikinyarwanda mu kiciro cya
mbere cy’amashuri abanza
- Igitabo cy’amahugurwa yo kwiyibutsa
cya 2020, ku rupapuro rwa 21 mu
gitabo cyo mu mwaka wa 2.
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Ikitonderwa: Imfashanyigisho zavuzwe haruguru mu mbonerahamwe zizaboneka ku buryo bukurikira:
• Ibitabo by’umwarimu n’ibitabo by’abanyeshuri biri ku mashuri.
• Udutabo tw’udukuru abanyeshuri bisomera tugenewe umwaka wa mbere n’udutabo tw’inkuru ziri ku kigero cy’abanyeshuri turi ku mashuri.
• Amavidewo y’inkingi 5 zo gusoma no kwandika ari kuri “flash disks/ tablets” abayobozi b’ibigo by’amashuri bafite.
• Ibitabo by’amahugurwa yo kwiyibutsa agenewe umwaka wa 1, 2 &3 yabaye muri 2020 abarimu bazamenyereza abandi barabifite; cyakora
bazabyohererezwa no kuri WhatsApp kugira ngo ababa barabibuze bazabone ibyo bifashisha.
• Ibitabo by’amahugurwa agenewe abarimu bashya byateguwe muri 2021, abarimu bazamenyereza abashya ndetse n’abayobozi b’ibigo
by’amashuri bazabihabwa binyuze kuri za “email na WhatsApp” zabo.
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Annex B-2. Supplementary Materials for Weeks 2-5 (Lesson
Observations)
Intangiriro
Mu cyumweru cya 2 kugeza ku cya 5 cya gahunda yo gufasha abarimu bashya ku myigire n’imyigishirize yo gusoma no kwandika Ikinyarwanda mu
kiciro cya mbere cy’amashuri abanza, uzatangira kwitegereza imigendekere y’isomo unagutange ubujyanama ngarukirane.
• Abarimu bashya bazitegereza amasomo yigishwa n’umwarimu ushinzwe kubunganira
(amasomo 2 mu cyumweru)
• Abarimu bashinzwe kunganira abarimu bashya bazakurikirana imigendekere y’amasomo yigishwa n’abarimu bashya (Byibuza isomo
rimwe mu cyumweru)
• Abarimu bashinzwe kunganira abarimu bashya bazategura ikiganiro n’abarimu bashya kigamije kungurana ibitekerezo ku migendekere
y’amasomo bakurikiranye maze bafashanye mu kunoza amasomo ataha (inshuro 1 mu cyumweru).
Hari intego 2 zo gukurikirana (kwitegereza) imigendekere y’isomo:
1. Guha amahirwe abarimu bashya yo kwitegereza imigendekere y’amasomo yigishwa n’abarimu bafite ubunararibonye mu rwego rwo
kubigiraho.
2. Guha amahirwe abarimu bashya yo guhabwa ubujyanama ngarukirane buhoraho ku myigishirize yabo n’ubufasha bahabwa n’umwarimu
ushinzwe kubunganira uko bagenda bigisha amasomo agize igihembwe banashyira mu bikorwa ibyo bize mu cyumweru cya 1 k’iyi gahunda.
Amabwiriza
Koresha ifishi ikurikira ikuyobora mu gikorwa cyo gukurikirana imigendekere y’isomo no gutanga ubujyanama ngarukirane. Iyi fishi yateguriwe
by’umwihariko ku nyigisho zigize icyumweru cya mbere k’iyi gahunda. Ukurikirana imigendekere y’isomo (yaba umwarimu mushya cyangwa
ushinzwe kumwunganira) barashishikarizwa kuzuza amakuru asabwa mu gihe cyo gukurikirana isomo n’igihe cyo gutanga ubujyanama ngarukirane.
Ifishi y’ubwunganizi ikoreshwa n’umwarimu mushya n’umwarimu ushinzwe kunganira abarimu bashya
SOMA UMENYE QUARTERLY PROGRAM REPORT | 102
Ifishi yo gukurikirana imigendekere y’isomo
Izina ry’ukurikirana isomo: Izina ry’umwarimu wigisha isomo:
Itariki: Isomo rya:
Umwaka wa (1, 2, 3): Izina ry’ikigo k’ishuri :
Igipimo Uko wabibonye
1. Imfashanyigisho: Umwarimu yakoresheje
igitabo cy’umwarimu cyateguwe n’umushinga
USAID Soma Umenye kandi akurikiza
intambwe zose z’isomo. Umwarimu kandi
yakoresheje igitabo cy’umunyeshuri aho
bisabwa n’izindi mfashanyigisho (urugero:
Udutabo umunyeshuri yisomera nyuma yo kwiga
inyuguti runaka n’udutabo tw’inkuru ziri ku
kigero cy’abanyeshuri).
2. Uburyo bw’imyigishirize: Umwarimu
yakoresheje uburyo bwo kwigisha bwa
“Ndatanga urugero, Dukorane Twese, Buri
wese akore” mu bikorwa bitandukanye? Mu
gice cya “Dukorane Twese na Buri wese
akore” umwarimu yazengurutse mu ishuri
afasha abanyeshuri batandukanye.
3. Uruhare rw’abanyeshuri mu isomo:
Abanyeshuri bagize uruhare mu isomo.
(Urugero: Bari gusubiza ibibazo, bari gukurikira
mu bitabo byabo kandi bari kugira uruhare
rugaragara mu bikorwa binyuranye by’isomo.)
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Ubujyanama ngarukirane
Ibibazo/ibisobanuro Uko wabibonye
1. Utekereza ko isomo ryagenze gute? Ni ibiki ubona byagenze
neza mu isomo? Ni ibiki ubona wazanoza mu masomo ataha?
(Nyuma y’uko umwarimu mushya asubije ibi bibazo, umwarimu wunganira abarimu
bashya agomba kumubwira icyo abitekerezaho. Umwarimu wunganira abarimu bashya
agomba kubanza kwibanda ku byagenze neza mu isomo akabona kugaruka ku byo
umwarimu agomba kunoza. Agomba kandi gutanga ingero zifatika mu gihe yerekana
ibigomba kunozwa. Aho kuvuga uti “ugomba kwibanda cyane kuri Buri wese akore
akagabanya umwanya amara kuri Ndatanga urugero”, Umwarimu wunganira abarimu
bashya agomba kuvuga ati “Reka tuvuge ku gikorwa k’inyunguramagambo mu isomo
wigishije uyu munsi. Ushobora kongera kuryigisha mu buryo butandukanye ubutaha aha
abanyeshuri amahirwe yo gukora imyitozo ku giti cyabo. Si byo se?)
2. Reka turebe isomo uzigisha ubutaha mu gitabo cy’umwarimu.
Ni ikihe kintu kimwe uzibandaho mu kunoza isomo ry’ubutaha?
(Umwarimu wunganira abarimu bashya agomba gusaba umwarimu mushya gufungura
igitabo cy’umwarimu ahateguye isomo rizigishwa ubutaha. Bombi bagomba gufatanya
mu gutegura iri somo bibanda kubikwiye kunozwa byagaragajwe mu kibazo cya mbere.)
3. Nyuma yo kungurana ibitekerezo ku migendekere y’isomo,
ibutsa umwarimu mushya imfashanyigisho z’inyongera ashobora
Nyuma yo gukirikirana imigendekere y’isomo, umwarimu wunganira abarimu bashya n’umwarimu mushya bagomba kwicara bakaganira ku
migendekere y’isomo rirangiye. Intego y’ubujyanama ngarukirane ni ukungurana ibitekerezo ku migendekere y’isomo no guha amahirwe
umwarimu mushya yo kubaza ibibazo, gutekereza ku myigishirize ye no kwigirira ikizere. Uwakurikiranye imigendekere y’isomo n’umwarimu
mushya wigishije bose bagomba kwitwaza igitabo cy’umwarimu mu gihe cyo gutanga ubujyanama ngarukirane kandi bakandika ibyo
bumvikanyeho.
Mu gihe ari umwarimu wunganira abarimu bashya ari gukurikirana imigendekere y’isomo, agomba kugendera ku bibazo
n’ibisobanuro bikurikira :
SOMA UMENYE QUARTERLY PROGRAM REPORT | 104
kwifashisha (videwo ku kwigisha inkingi 5 zo gusoma no kwandika,
ibitabo by’amahugurwa ...) mubaze niba hari ikindi kibazo yaba asigaranye.
Ibibazo/ibisobanuro Uko wabibonye
1. Wabonye isomo witegereje ryagenze gute?
2. Imfashanyigisho: Ni gute nakoresheje imfashanyigisho mu isomo (igitabo
cy’umunyeshuri, igitabo cy’umwarimu, igitabo cy’umwarimu kirimo inkuru
zisomerwa abanyeshuri, agatabo k’udukuru abanyeshuri bisomera n’izindi)?
3. Uburyo bw’imyigishirize: Ushobora kuvuga igikorwa kimwe mu isomo
nigishije maze ukagaragaza aho nakoresheje igice cya “Ndatanga urugero,
Dukorane Twese, Buri wese akore”?
4. Uruhare rw’abanyeshuri : Ni ubuhe buryo bw’imyigishirize nakoresheje
kugira ngo abanyeshuri bagire uruhare mu isomo ryose?
5. Ni ikihe kintu kimwe wungutse nyuma yo kwitegereza iri somo uzagerageza
gukurikiza mu isomo ryawe ry’Ikinyarwanda ritaha?
6. Hari ibindi bibazo cyangwa impungenge waba ugifite?
Mu gihe umwarimu mushya ari gukurikirana isomo riri kwigishwa n’umwarimu wunganira abandi, umwarimu wunganira abandi agomba kuyobora
ikiganiro cyo kungurana ibitekerezo ku migendekere y’isomo akoresha ibibazo n’ibisobanuro bikurikira:
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Annex B-3. Weekly Monitoring Tool for the School-Based Orientation
Program
Note that the questions in blue were added in Week 2, following an internal Pause & Reflection session.
Head Teacher or
DoS
Lead Teacher New Teacher SEI DEO
1. Did you
conduct/do you
plan to conduct
the rapid
orientation of
new P1 -P3
Kinyarwanda
teachers in your
school this week?
(YES/NO)
If YES, please indicate
the date on which it
was held/is planned
(February 22, 23, 24,
25, 26,27,28, March
1,2,3,4,5)
If already conducted,
when did you
conduct the peer
learning sessions?
(Options: before
school start, after
school ends, during
breaks, lunch, free
period, weekend,
other)
1. Which grades do you
teach? P1, P2, P3 (check all
that apply to capture those
who teach multiple grades)
2. Did you organize a rapid
orientation session for the
new teachers in your
school this week? (Yes/
No).
If YES, please indicate the date
on which it was held/is planned
(February 22, 23, 24, 25,
26,27,28, March 1,2,3,4,5)
If YES, ask how many
sessions have been conducted
so far (1, 2,3…)
If YES, what was the duration
of each session? (1 hour, 2,
3…5).
Which areas/topics did you
cover?
1. 5 core components of
literacy
1- Which grades do you
teach? P1, P2, P3 (check
all that apply to capture
those who teach multiple
grades)
2- Did you participate in
the rapid orientation
program this week?
(YES/NO).
If YES, please indicate the
date on which it was held/is
planned (February 22, 23,
24, 25, 26,27,28, March
1,2,3,4,5)
How much time did you
spend with your lead
teacher this week? (less than
I hours,1 hour, 2, 3…)
3. Which support did you
receive from the lead
teacher?
1- 5 core components
of literacy
1. Did you provide any
support to the rapid
orientation of
Kinyarwanda teachers
in schools from your
sector this week?
(YES/NO)
If YES, what kind of
support did you provide?
The DA will listen and based
on the expected roles and
responsibilities as stated in
the implementation guidelines
(see below) check all that
apply.
• Through coordination
with Soma Umenye
district advisors,
ensure that the all
NQTs and lead
teachers have the
materials they need to
support peer learning
school-based peer
learning orientation for
new Kinyarwanda
1. Did you provide any
support to the rapid
orientation for new
Kinyarwanda
teachers in schools
from your district
this week? (YES/NO)
If YES, what kind of
support did you provide?
The DA will listen and
based on the expected
roles and responsibilities as
stated in the
implementation guidelines
(see below) check all that
apply.
1. Raise awareness of
the program to
District Authorities
and mobilize SEIs
and HTs to
embrace and
implement it with
maximum efficiency.
2. Coordinate with
the Soma Umenye
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If YES, ask how
many sessions have
been conducted so
far (1, 2,3…)
If YES, what was the
duration of each
session?
(1 hour, 2, 3…5).
If NO, ask why
(options: There was
no time, the school
has no trained
teachers, the trained
teachers were not
available, I don’t
know about the
program, Other?).
Follow up: Have
you conducted any
form of orientation
for new P1-P3
Kinyarwanda
teachers? If yes, what
are the 3 main
areas/topics covered
in the orientation?
• Who
participated
in the
orientation?
(list)
2. Gradual release of
responsibility: “I do, we
do, you do”
3. Core instructional
materials
4. Supplementary
instructional materials
5. Weekly lesson
structure
6. Other (explain)
If NO, ask why (options: I
don’t know about program,
nobody asked for my help, I
don’t have time, other?)
Thank them and end interview.
1. Did you observe new
teachers this week?
YES/NO.
If NO, ask why (options: I did
not know that I had to, I did
not have time, other?)
If YES, did the teacher do the
following?
• Did the teacher use the
Soma Umenye
teacher’s guide?
(YES/NO)
2- Gradual release of
responsibility: “I do,
we do, you do”
3- Core instructional
materials
4- Supplementary
instructional
materials
5- Weekly lesson
structure
6- Other, explain
If NO, ask why (options: I
don’t know about the
program, there is no lead
teacher at my school, there
was no time, other?)
Thank them and end
interview.
1. Did you read any
teaching/learning
materials in preparation
for lessons? (YES/NO).
If YES, DA to check all
materials that apply. If NO,
ask why? (options: I don’t
have any, I did not have
time, I did not know I had
to, others, explain, DA to
check all that apply)
teachers in lower
primary.
• Collaborate with head
teachers to monitor
the implementation of
school-based peer
learning orientation for
new Kinyarwanda
teachers in lower
primary and report to
District Education
Officer or his designee
(providing the DEO
with updates,
challenges, and
proposed actions for
mitigation).
• Collaborate with
headteachers in sector
to ensure that in all
schools there is one
hour per day for the
first week for a peer
learning session
between NQTs and
lead teachers.
• Attend at least one
reflection and
discussion session
between NQTs and
Lead teacher after
lesson observations. In
order to do this,
coordinate with head
teachers and agree on
District Advisor
(DAs) and SEIs to
compile and
approve the lists of
lead teachers
3. Coordinate and
monitor the
timetabling of the
program in all
schools
4. Working closely
with DAs, facilitate
and monitor the
distribution of
necessary materials
and guidelines to
ensure all schools in
the district have
them.
5. Monitor, with the
support of DAs and
/or SEIs, the
implementation of
the program to
identify areas for
additional support
6. Add on the District
Level CoPs for
term, discussions
on the
implementation of
school-based peer
learning support for
Kinyarwanda
SOMA UMENYE QUARTERLY PROGRAM REPORT | 107
• What role
did they play
in the
orientation?
• What
materials
were used
during the
orientation?
If no form of
orientation, ask what
support they would
need?
Thank them and end
interview.
• Did the teacher follow
all steps in the lesson?
(YES/NO)
• Did the teacher use
additional materials
(such as the student
textbook and
supplementary
materials)? (YES/NO)
• Did the teacher follow
the ‘I do, we do, you
do” methodology?
(YES/NO)
• Did the teacher
provide support to
students who needed
it? (YES/NO)
• Did the students
actively participate in
the lesson? (Options:
they answered
questions, followed
along in their books,
engage in lesson
activities, other)
2. Did you organize
discussion and reflection
sessions with new teachers
to debrief on observations
and support each other this
week? YES/NO.
4. Did the lead teacher
observe your class this
week? (YES/NO).
If YES, the DA will check all
that apply:
• Lead teacher helped
me understand the
student materials
• Lead teacher helped
me understand the
“I do, we do, you
do” methodology
• Lead teacher
supported me with
methods to engage
students
• Lead teacher helped
me come up with
ways to improve my
next lesson
• Other
How was the support that
you received from the lead
teacher? (Options: very
good, good, not good)
an observation
schedule in advance.
• Ensure that schools are
regularly organizing
wider Kinyarwanda
CoPs with all P1-P3
teachers, including
NQTs.
• Conduct the Sector
Level CoP for all head
teachers to discuss the
implementation of
school-based peer
learning support for
Kinyarwanda teachers
in lower primary.
• Maintain a
If NO, ask why (Options: I
don’t know about the
program, I failed to get
time, other…).
Then ask what support
they need to
implement/support the
implementation of the
program.
Thank them and end
interview.
teachers in lower
primary.
7. Compile reports
from sectors on the
implementation of
the program.
Review reports
with SEIs and DAs
and make necessary
adaptations in
response to findings
in the reports.
If NO, ask why
(Options: I don’t know
about the program, I
failed to get time,
other…).
Thank them and end
interview.
SOMA UMENYE QUARTERLY PROGRAM REPORT | 108
ANNEX C. TERM-SPECIFIC CUTSCORES
AND BENCHMARKS FOR LEGRA SUB-
TASKS (P1-P3)
Following a request from REB/NESA at the beginning of Quarter 1, Soma Umenye drafted term-specific
benchmarks for each of the P1-P3 LEGRA sub-tasks in order to support teachers and parents to better
track students’ progress over the course of the year. The ones presented in this Annex represent the
NESA-approved term-specific benchmarks. Due to the timing of this request (at the beginning of Term 1
and with little time before the scheduled Term 1 LEGRA), Soma Umenye and NESA agreed to administer
these term-specific benchmarks at the same time as conducting the Term 1 and Term 2 LEGRA so that
proper validation of the benchmarks can be done with students who have covered the appropriate content.
Note: The same LEGRA sub-tests are used across the early primary grades, with increasing complexity of
content by grade. The exception, however, is Term 1 for P1 students where there is no oral reading
passage and so also no reading comprehension. Instead, in Term 1 for P1 students, there is more focus on
recognition and decoding skills.
PRIMARY 1 TERM 1
Table 1: Identifying letters read by teacher (out of 10)
Table 2: Identifying syllables read by teacher (out of 10)
Identifying letters/words
Grade Nonreader Does not
meet
expectation
Partially
meets
expectation
Meets
expectation
Benchmark
P1, T1 0 correct
(0%)
1-4 correct
(10%-40%)
5-7 correct
(50%-70%)
8-10 correct
(80%-100%)
80%
Table 3: Reading accuracy of letters/syllables and simple words (out of 10)
Identifying letters/words
Grade Nonreader Does not
meet
expectation
Partially
meets
expectation
Meets
expectation
Benchmark
P1, T1 0 correct
(0%)
1-4 correct
(10%-40%)
5-7 correct
(50%-70%)
8-10 correct
(80%-100%)
80%
Identifying letters/words
Grade Nonreader Does not
meet
expectation
Partially
meets
expectation
Meets
expectation
Benchmark
P1, T1 0 correct
(0%)
1-4 correct
(10%-40%)
5-7 correct
(50%-70%)
8-10 correct
(80%-100%)
80%
SOMA UMENYE QUARTERLY PROGRAM REPORT | 109
Table 4: Dictation: Writing letters and simple words dictated by teacher (out of 10)
Writing dictated letters and words
Grade Nonreader Does not
meet
expectation
Partially
meets
expectation
Meets
expectation
Benchmark
P1, T1 0 correct
(0%)
1-4 correct
(10%-40%)
5-7 correct
(50%-70%)
8-10 correct
(80%-100%)
80%
PRIMARY 1 TERM 2
Table 1: Oral Reading Fluency (cwpm = Correct words per minute)
Oral Reading Fluency
Grade Nonreader Does not
meet
expectation
Partially
meets
expectation
Meets
expectations
Benchmark
P1, T2 0 cwpm 1-3 cwpm 4-6 cwpm 7+ cwpm 7 cwpm
Table 2: Reading comprehension (out of 5)
Reading Comprehension
Grade Nonreader Does not
meet
expectation
Partially
meets
expectation
Meets
expectation
Benchmark
P1, T2 0% 20% 40% 60%-100% 60%
Table 3: Identifying letters/words read by teacher (out of 10)
Identifying letters/words
Grade Nonreader Does not
meet
expectation
Partially
meets
expectation
Meets
expectation
Benchmark
P1, T2 0 correct
(0%)
1-4 correct
(10%-40%)
5-7 correct
(50%-70%)
8-10 correct
(80%-100%)
80%
Table 4: Dictation: Writing letters, words, sentences dictated by teacher (out of 10)
Writing dictated letters and words
Grade Nonreader Does not
meet
expectation
Partially
meets
expectation
Meets
expectation
Benchmark
P1, T2 0 correct
(0%)
1-4 correct
(10%-40%)
5-7 correct
(50%-70%)
8-10 correct
(80%-100%)
80%
SOMA UMENYE QUARTERLY PROGRAM REPORT | 110
PRIMARY 1 TERM 3 (end of year)
Table 1: Oral Reading Fluency (cwpm = Correct words per minute)
Oral Reading Fluency
Grade Nonreader Does not
meet
expectation
Partially
meets
expectation
Meets
expectations
Benchmark
P1, T3 0 cwpm 1-6 cwpm 7-9 cwpm 10+ cwpm 10 cwpm
Table 2: Reading comprehension (out of 5)
Reading Comprehension
Grade Nonreader
Does not
meet
expectation
Partially
meets
expectation
Meets
expectation Benchmark
P1, T3 0% 20% 40% 60%-100% 60%
Table 3: Identifying letters/words read by teacher (out of 10)
Identifying letters/words
Grade Nonreader Does not
meet
expectation
Partially
meets
expectation
Meets
expectation
Benchmark
P1, T3 0 correct
(0%)
1-4 correct
(10%-40%)
5-7 correct
(50%-70%)
8-10 correct
(80%-100%)
80%
Table 4: Dictation: Writing letters, words, sentences dictated by teacher (out of 10)
Writing dictated letters and words
Grade Nonreader Does not
meet
expectation
Partially
meets
expectation
Meets
expectation
Benchmark
P1, T3 0 correct
(0%)
1-4 correct
(10%-40%)
5-7 correct
(50%-70%)
8-10 correct
(80%-100%)
80%
PRIMARY 2 TERM 1
Table 1: Oral Reading Fluency (cwpm = Correct words per minute)
Oral Reading Fluency
Grade Nonreader Does not
meet
expectation
Partially
meets
expectation
Meets
expectations
Benchmark
P2, T1 0 cwpm 1-8 cwpm 9-14 cwpm 15+ cwpm 10 cwpm
SOMA UMENYE QUARTERLY PROGRAM REPORT | 111
Table 2: Reading comprehension (out of 5)
Reading Comprehension
Grade Nonreader
Does not
meet
expectation
Partially
meets
expectation
Meets
expectation Benchmark
P2, T1 0% 20% 40% 60%-100% 60%
Table 3: Identifying letters/words read by teacher (out of 10)
Identifying letters/words
Grade Nonreader Does not
meet
expectation
Partially
meets
expectation
Meets
expectation
Benchmark
P2, T1 0 correct
(0%)
1-4 correct
(10%-40%)
5-7 correct
(50%-70%)
8-10 correct
(80%-100%)
80%
Table 4: Dictation: Writing letters, words, sentences dictated by teacher (out of 10)
Writing dictated letters and words
Grade Nonreader Does not
meet
expectation
Partially
meets
expectation
Meets
expectation
Benchmark
P2, T1 0 correct
(0%)
1-4 correct
(10%-40%)
5-7 correct
(50%-70%)
8-10 correct
(80%-100%)
80%
PRIMARY 2 TERM 2
Table 1: Oral Reading Fluency (cwpm = Correct words per minute)
Oral Reading Fluency
Grade Nonreader Does not
meet
expectation
Partially
meets
expectation
Meets
expectation
Benchmark
P1, T2 0 cwpm 1-8 cwpm 9-19 cwpm 20+ cwpm 20 cwpm
Table 2: Reading comprehension (out of 5)
Reading Comprehension
Grade Nonreader
Does not
meet
expectation
Partially
meets
expectation
Meets
expectation Benchmark
P2, T2 0% 20% 40% 60%-100% 60%
SOMA UMENYE QUARTERLY PROGRAM REPORT | 112
Table 3: Identifying words read by teacher (out of 10)
Identifying letters/words
Grade Nonreader Does not
meet
expectation
Partially
meets
expectation
Meets
expectation
Benchmark
P2, T2 0 correct
(0%)
1-4 correct
(10%-40%)
5-7 correct
(50%-70%)
8-10 correct
(80%-100%)
80%
Table 4: Dictation: Writing words, sentences dictated by teacher (out of 10)
Writing dictated letters and words
Grade Nonreader Does not
meet
expectation
Partially
meets
expectation
Meets
expectation
Benchmark
P2, T2 0 correct
(0%)
1-4 correct
(10%-40%)
5-7 correct
(50%-70%)
8-10 correct
(80%-100%)
80%
PRIMARY 2 TERM 3 (end of year)
Table 1: Oral Reading Fluency (cwpm = Correct words per minute)
Oral Reading Fluency
Grade Nonreader Does not
meet
expectation
Partially
meets
expectation
Meets
expectations
Benchmark
P2, T3 0 cwpm 1-9 cwpm 10-24 cwpm 25+ cwpm 25 cwpm
Table 2: Reading comprehension (out of 5)
Reading Comprehension
Grade Nonreader
Does not
meet
expectation
Partially
meets
expectation
Meets
expectation Benchmark
P2, T3 0% 20% 40% 60%-100% 60%
Table 3: Identifying words read by teacher (out of 10)
Identifying letters/words
Grade Nonreader Does not
meet
expectation
Partially
meets
expectation
Meets
expectation
Benchmark
P2, T3 0 correct
(0%)
1-4 correct
(10%-40%)
5-7 correct
(50%-70%)
8-10 correct
(80%-100%)
80%
SOMA UMENYE QUARTERLY PROGRAM REPORT | 113
Table 4: Dictation: Writing words, sentences dictated by teacher (out of 10)
Writing dictated letters and words
Grade Nonreader Does not
meet
expectation
Partially
meets
expectation
Meets
expectation
Benchmark
P2, T3 0 correct
(0%)
1-4 correct
(10%-40%)
5-7 correct
(50%-70%)
8-10 correct
(80%-100%)
80%
PRIMARY 3 TERM 1
Table 1: Oral Reading Fluency (cwpm = Correct words per minute)
Oral Reading Fluency
Grade Nonreader Does not
meet
expectation
Partially
meets
expectation
Meets
expectations
Benchmark
P3, T1 0 cwpm 1-15 cwpm 16-27 cwpm 28+ cwpm 28 cwpm
Table 2: Reading comprehension benchmarks
Reading Comprehension
Grade Below
expectation
Does not
meet
expectation
Partially
meets
expectation
Meets
expectation Benchmark
P3, T1 0 20% 40%-60% 80%-100% 80%
Table 3: Identifying words read by teacher (out of 10)
Identifying letters/words
Grade Nonreader Does not
meet
expectation
Partially
meets
expectation
Meets
expectation
Benchmark
P3, T1 0 correct
(0%)
1-4 correct
(10%-40%)
5-7 correct
(50%-70%)
8-10 correct
(80%-100%)
80%
Table 4: Dictation: Writing sentences dictated by teacher (out of 10)
Writing dictated letters and words
Grade Nonreader Does not
meet
expectation
Partially
meets
expectation
Meets
expectation
Benchmark
P3, T1 0 correct
(0%)
1-4 correct
(10%-40%)
5-7 correct
(50%-70%)
8-10 correct
(80%-100%)
80%
SOMA UMENYE QUARTERLY PROGRAM REPORT | 114
PRIMARY 3 TERM 2
Table 1: Oral Reading Fluency (cwpm = Correct words per minute)
Oral Reading Fluency
Grade Nonreader Does not
meet
expectation
Partially
meets
expectation
Meets
expectations
Benchmark
P3, T2 0 cwpm 1-16 cwpm 17-32 cwpm 33+ cwpm 33 cwpm
Table 2: Reading comprehension benchmarks
Reading Comprehension
Grade Nonreader
Does not
meet
expectation
Partially
meets
expectation
Meets
expectation Benchmark
P3, T2 0 20% 40%-60% 80%-100% 80%
Table 3: Grammatical correctness and language knowledge in sentences read by teacher (out of 10)
Identifying letters/words
Grade Nonreader Does not
meet
expectation
Partially
meets
expectation
Meets
expectation
Benchmark
P3, T2 0 correct
(0%)
1-4 correct
(10%-40%)
5-7 correct
(50%-70%)
8-10 correct
(80%-100%)
80%
Table 4: Dictation: Writing sentences dictated by teacher (out of 10)
Writing dictated letters and words
Grade Nonreader Does not
meet
expectation
Partially
meets
expectation
Meets
expectation
Benchmark
P3, T2 0 correct
(0%)
1-4 correct
(10%-40%)
5-7 correct
(50%-70%)
8-10 correct
(80%-100%)
80%
PRIMARY 3 TERM 3 (end of year)
Table 1: Oral Reading Fluency (cwpm = Correct words per minute)
Oral Reading Fluency
Grade Nonreader Does not
meet
expectation
Partially
meets
expectation
Meets
expectations
Benchmark
P3, T3 0 cwpm 1-17 cwpm 18-39 cwpm 40+ cwpm 40 cwpm
SOMA UMENYE QUARTERLY PROGRAM REPORT | 115
Table 2: Reading comprehension benchmarks
Reading Comprehension
Grade Nonreader
Does not
meet
expectation
Partially
meets
expectation
Meets
expectation Benchmark
P3, T3 0 20% 40%-60% 80%-100% 80%
Table 3: Grammatical correctness and language knowledge in sentences read by teacher (out of 10)
Identifying letters/words
Grade Nonreader Does not
meet
expectation
Partially
meets
expectation
Meets
expectation
Benchmark
P3, T3 0 correct
(0%)
1-4 correct
(10%-40%)
5-7 correct
(50%-70%)
8-10 correct
(80%-100%)
80%
Table 4: Dictation: Writing sentences dictated by teacher (out of 10)
Writing dictated letters and words
Grade Nonreader Does not
meet
expectation
Partially
meets
expectation
Meets
expectation
Benchmark
P3, T3 0 correct
(0%)
1-4 correct
(10%-40%)
5-7 correct
(50%-70%)
8-10 correct
(80%-100%)
80%
SOMA UMENYE QUARTERLY PROGRAM REPORT | 116
ANNEX D. MEMORANDUM OF
UNDERSTANDING FOR THE RSL
DICTIONARY
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U.S. Agency for International Development
1300 Pennsylvania Avenue, NW
Washington, D.C. 20523
Tel.: (202) 712-0000
Fax: (202) 216-3524
www.usaid.gov