Foundational Literacy and Numeracy Improvement Program for Early-Grade Learners
Education, Formal Education Support
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Foundational Literacy and Numeracy Improvement Program for Early-Grade Learners
Education, Formal Education Support
Reviewed wording: this pack has been read through as a whole.
Logic Model
Goal 1
Improved foundational literacy and numeracy outcomes among early-grade learners, contributing to long-term learning trajectories aligned with SDG 4.1
Outcome 1
Early-grade learners in target schools demonstrate improved reading and numeracy proficiency against grade-level benchmarks
Output 1: Instructional Materials Development
Early-grade learners receive structured reading and numeracy instruction with appropriate materials
Activity 1
Develop or adapt structured lesson plans, decodable readers, and numeracy materials in the language of instruction
Output 2: Targeted Remedial Instruction
Struggling early-grade learners receive targeted remedial support
Activity 2
Organize remedial instruction sessions for learners scoring below benchmark on diagnostic assessments
Outcome 2
Teachers in target schools consistently apply structured pedagogy approaches for foundational literacy and numeracy
Output 3: Teacher Training and Coaching
Teachers complete training and ongoing coaching in structured pedagogy and formative assessment
Activity 3
Deliver teacher training and continuous classroom coaching in structured pedagogy and formative assessment techniques
Output 4: Language Instructional Materials
Teaching and learning materials in the language of instruction are available and used in classrooms
Activity 4
Provide teachers with structured lesson plans, decodable readers, and numeracy materials in the language of instruction
Outcome 3
Schools and education authorities use learning assessment data to identify struggling learners and adjust instruction
Output 5: Early Grade Learning Assessments
Standardized early-grade learning assessments are administered and results reviewed with schools
Activity 5
Administer early-grade reading and numeracy assessments and facilitate school-level data review meetings
Results and Indicators
| Level | Result | Indicators | Data source | Frequency |
|---|---|---|---|---|
| Goal 1 | Improved foundational literacy and numeracy outcomes among early-grade learners, contributing to long-term learning trajectories aligned with SDG 4.1 | Goal 1.1 Proportion of students achieving minimum learning standards in core subjects | Standardized assessments administered by trained evaluators during midline or endline evaluations | Baseline, endline (suggested) |
| Outcome 1 | Early-grade learners in target schools demonstrate improved reading and numeracy proficiency against grade-level benchmarks | Outcome 1.1 Proportion of early-grade learners in target schools meeting grade-level oral reading fluency benchmarks Outcome 1.2 Proportion of students demonstrating improved problem-solving skills in mathematics | Standardized early-grade reading assessment administered by trained enumerators at baseline, midline, and endline Pre- and post-assessment comparisons using standardized math problem-solving tests administered by trained evaluators | Baseline, endline (suggested) Baseline, endline (suggested) |
| Outcome 2 | Teachers in target schools consistently apply structured pedagogy approaches for foundational literacy and numeracy | Outcome 2.1 Proportion of teachers using improved teaching methods in classrooms | Classroom observations conducted by independent evaluators using structured checklists | Baseline, endline (suggested) |
| Outcome 3 | Schools and education authorities use learning assessment data to identify struggling learners and adjust instruction | Outcome 3.1 Proportion of target schools where assessment data was reviewed in a documented data review meeting in the past school term | Review of school meeting minutes during school monitoring visits | Quarterly (suggested) |
| Output 1: Instructional Materials Development | Early-grade learners receive structured reading and numeracy instruction with appropriate materials | Output 1.1 Number of early-grade learners in target schools receiving structured reading and numeracy instruction during the reporting period | Class registers and teacher session logs reviewed monthly at target schools | Monthly |
| Output 2: Targeted Remedial Instruction | Struggling early-grade learners receive targeted remedial support | Output 2.1 Number of struggling early-grade learners enrolled in targeted remedial support sessions during the reporting period | Remedial session attendance registers cross-checked with diagnostic assessment results | Quarterly (suggested) |
| Output 3: Teacher Training and Coaching | Teachers complete training and ongoing coaching in structured pedagogy and formative assessment | Output 3.1 Number of teachers trained in pedagogical practices Output 3.2 Number of early-grade teachers receiving classroom coaching visits on structured pedagogy in the reporting period | Training attendance registers and participant lists collected and verified through program records Coaching visit logs maintained by coaches and reviewed monthly by the coaching coordinator | Quarterly (suggested) Monthly |
| Output 4: Language Instructional Materials | Teaching and learning materials in the language of instruction are available and used in classrooms | Output 4.1 Number of decodable readers and numeracy materials in the language of instruction distributed to target classrooms | Distribution logs and classroom inventory checks during school monitoring visits | Quarterly (suggested) |
| Output 5: Early Grade Learning Assessments | Standardized early-grade learning assessments are administered and results reviewed with schools | Output 5.1 Number of standardized early-grade reading and numeracy assessment rounds administered in target schools | Assessment administration records and minutes of school-level data review meetings | Quarterly (suggested) |
| Activity 1 | Develop or adapt structured lesson plans, decodable readers, and numeracy materials in the language of instruction | |||
| Activity 2 | Organize remedial instruction sessions for learners scoring below benchmark on diagnostic assessments | |||
| Activity 3 | Deliver teacher training and continuous classroom coaching in structured pedagogy and formative assessment techniques | Activity 3.1 Number of coaching cycles completed by classroom coaches in target schools during the reporting period | Coaching cycle logs maintained by coaches and aggregated monthly by the coaching coordinator | Monthly |
| Activity 4 | Provide teachers with structured lesson plans, decodable readers, and numeracy materials in the language of instruction | |||
| Activity 5 | Administer early-grade reading and numeracy assessments and facilitate school-level data review meetings |