Implementing and Evaluating Interventions to Improve School Readiness and Early Literacy Experience from the Pacific Early Age Readiness and Learning Program Supplementary Annexes Binh Thanh Vu, Sandra Beemer, Sally Brinkman, Wendy Jarvie, Kevin Macdonald, Myrna Machuca-Sierra, Kris McDonall, Alanna Sincovich Table of Contents Annex 1 – Tonga CPBA Fact sheets and Recipe cards……………………………………………………………………………1 Annex 2 – Tonga CPBA Monitoring Forms……………………………………………………………………………………………11 Annex 3 - Key elements of the Tonga “Read with your Child” public awareness campaign………….………52 Annex 4 – Tonga ECDE Advisory Council Guidelines…………………………………………………………………………….57 Annex 5 – TeHCI Instrument………………………………………………………………………………………………………………..61 Annex 6 – TeHCI Scoring Manual…………………………………………………………………………………………………………73 Annex 7 – Classroom Observation Tool for CLRW Program………………………………………………………………….77 Annex 8 – Teacher Profiles…………………………………………………………………………………………………………………..93 Annex 1 – Tonga CPBA Fact sheets and Recipe cards The fact sheets and recipe cards provided here as examples were initially written in English (as below), translated to Tongan language, and graphic designed to produce one-and two-page laminated sheets that facilitators could easily refer to and keep safely. What makes a great play-based activity venue? A check list for play based activity:  Inside and outside facilities  A safe environment both inside and outside  A light and airy space with plenty of room for busy bodies to move around  Toilets are available  Secure storage space for toys (eg small chairs and tables, toys etc)  Fencing around outdoor areas; if possible but not essential  Shaded outside areas  Area outdoor to play (optimise opportunities for natural play such as sand pit, low trees, a grass area for games)  Space for mothers breastfeeding to sit comfortably away from the group. 1 All About Play-based Activities What is a Play-based Activity? A play-based activity is a group of mums, dads, grandparents and caregivers who meet together each week with their babies, toddlers and pre-schoolers for interaction and fun. Parents and caregivers work together to provide their babies and young children with opportunities to learn through play. Why go to a Play based activity? Children under five are going through a stage of rapid brain and skill development. For optimum development your young child needs a stimulating environment to play and learn. A Play based activity offer babies, toddlers and young children a wide variety of early learning experiences. It’s a great way for your child to learn about the world, make friends and develop social skills. A Play based activity also gives mums, dads, grandparents and caregivers a chance to meet to share ideas and experiences. Many long-term friendships begin at a Play based activity At a Play based activity, your child will: • Have fun • Learn how to share through play • Discover how to get along with other children • Learn and develop new skills • Listen to Tongan stories and sing songs • Improve language skills • Improve their abilities to solve problems • Explore by playing with water and sand, by painting and trying other kinds of art and craft • Have fun playing outdoors and going on outings and excursions. At a Play based activity, you will: • Learn new skills • Share experiences • Play and learn together with your child • Help run the Play based activity What to bring: • Healthy snack (eg. bananas, coconut, papaya) • Drink (eg. Water, coconut milk) • Change of clothes 2 Planning for Play Based Activity What activities are you going to provide at play-based activity? You will need to do a small amount of planning or preparation for each play-based activity session so that you know what activities you are going to provide, what resources you will need and when you will do those activities. Sometimes activities will just be for one session and at other times you will offer the same activity at every session. You will also need to think about why you are going to do the activities. How will doing the activity help the children or the adults? To help you plan for the activities ask yourself the following questions: • How old are the children? • What can the children do already? • What skills do they need to learn? • What activities will help the children to learn and practice these skills? • What activities do the children enjoy doing? • What activities do the parents and caregivers enjoy doing with their children? Offer a variety of activities Children enjoy a variety of activities at a play based activity so you will need to be a little prepared and ready to offer a range of activities at each session. You can add variety by changing some of the activities each week. Think about the following: • Bring in an old sheet from home and make a cubby inside for the children. • Add some empty boxes from home for the children to construct with • Use different things for painting rather than brushes • Have morning tea outside instead of inside • Put out different toys, eg blocks, construction toys and games A weekly program will help you and the families to know what activities are planned for the session. Some programs will use words. Some programs will use photos or pictures to show what activities will be happening at the play-based activity. How did things go? It is important to think about what happened at the play based session at the end of the session or at the end of the week. It will help you to ask the following questions: • How did the session go today? • Did the children and the families enjoy the activities? • What worked well? • What didn’t work well? • What would you change for next time? 3 Additional Toys and Equipment Basic toys and play equipment for play based activities • A variety of balls, small bats. These can be home made out of stockings and rolled up newspaper. • Wooden blocks, construction sets (at least 20 large pieces). Wooden blocks can be home made. • Shells in different colours, shapes and sizes • Washable dolls, doll’s bed and bedding made out of carton boxes. • Baby toys, rattles, soft toys, washable or cardboard books • Large crayons, paste and paint brushes made from local materials • Play tea sets or cooking sets, these can be old mixing bowls from the home environment. • Buckets, spades, scoops for the sandpit or digging patch. These can be made plastic containers, sticks, etc. • Floor rugs, floor mats • Storage boxes can be cardboard or plastic • small tables and chairs for children to do activities at play-based activity Questions to ask when providing toys for play-based activity 1. Will it withstand constant, heavy use? 2. Is it safe (eg; how small parts that could be easily swallow or sharp that could cut) for all children or will it need to be supervised? 3. Can it be easily cleaned? 4. Is it appropriate for the age of the children attending? 5. Does it encourage children to play together or by children on their own? 6. Does it give the opportunity to develop and practise new skills? 7. Will it foster imaginative play? 8. Is it culturally appropriate? 4 A Play-based activity is about community working together Instead of the facilitator being responsible for running the entire play-based activity why not work together and share the load? The facilitator to think about what needs to be done and ask people to assist the facilitator in some part Possible roles/duties: Welcoming person: Welcomes new families, introduces them to other members and orientates them to the group. Play Experiences Person: Take turn to assist the facilitator in setting the plan of activity each week. Snack Time: Responsible for organizing snack time so everyone can eat and enjoy together. Song/Story Time: Responsible for organising a story and some songs (usually) at the end of the play- based session. Children can help choose. Cleaning Up: All families are encouraged to assist with the end of session clean up. Clean up time can be reduced dramatically when all families are required to participate. Leaving this to the same few people should be avoided. A team approach can be an easier approach! 5 The Role of Adults in Play Parents and families are the child’s first educator. They play a crucial role in children’s play...! • Joining in play builds positive relationships between parent & child, in a fun atmosphere. • Parents playing with their children promotes opportunities for them to support their children, as they experiment with new skills. • The most positive reinforcement for children comes from the approval and acknowledgement of a parent. Reasons for an adult to enter into children’s play include: • Safety • Guidance • Motivating • Challenging • Giving Knowledge • Emotional Support • Behaviour Guidance • To present questions • To query what is taking place • To extend the play Knowing when to enter & exit children’s play is critical to meaningful play experiences. Consider what type of playmate you are and how this impacts on children’s play. “Child’s play is a parent’s business” “The most important play for young children is play with parents.” 6 How to play with your children Play is one of the best ways to build and strengthen the relationship between you and your child. • Describe out loud what your child is doing • Identity and say out loud what feelings your child is expressing either directly by child or indirectly through their play with the toys. Some Example of How to Describe Your Child’s Play Activities “You drew a happy face” “You’re putting those two together” “Now you are going to use that box” “Now you’re putting her in the car” “You put him right in the bed” “You’re making a tall tower” “You’re the doctor now” “You made her spin round and round” “You’re filling that all the way to the top” “You’ve got them all lined up just how you want them” “That one just crashed right into the other one” “That one is sure making lots of noise” “You’re trying to fit that piece in there” Some Example of How to Identify Feelings Expressed by Your Child Watch your child’s face and body language and acknowledge your child’s feelings. “That makes you happy” “You like how that feels” “That kind of surprised you” “That’s frustrating when it won’t fit” “It looks like you’re excited to see that” “You’re really angry about that” “You’re proud of your painting” “You like how you look with that hat on” “You really wish we could play longer” “You don’t like the way that turned out” “You’re sad that it fell over” When your child is expressing feelings indirectly through toys – “That puppet is feeling silly today” “That soldier is really angry with the other soldier” “That little kitten looks scared of the big dog” “That mummy is very sad that her baby is sick” “That looks like a scary place they are going to” “The dog family loves to be together and have fun” Ref: http://kathyeugster.com/articles/article001.htm 7 Physical Play A child’s job is to move freely and be active every day! The Value of Physical Play • Develops coordination skills of hands, feet and eyes • Helps with fitness and health by exercising muscles; children learn what different body parts can do • Learn new skills and practice old ones • Great fun • Emotional release - reduce built up tension and stress, uses up energy • Builds vocabulary - learn new words • Social development - sharing, taking turns, interaction with other adults and children • Understanding concepts eg. speed, space, distance, etc. • Opportunities to develop agility, balance, flexibility, strength and speed. Gross Motor Skills Provide experiences to develop the following: BALANCE LIFTING SWINGING BENDING PULLING BOUNCING PUNCHING CARRYING PUSHING CATCHING RAKING CLIMBING ROLLING CRAWLING RUNNING CURLING SHAKING GALLOPING SKIPPING HANGING SLIDING HITTING STACKING HOPPING STEPPING JUMPING STRETCHING KICKING SWAYING LEAPING SWEEPING 8 Physical Play Activities for a Play Based Activity Balancing Use a chalk line, masking tape or a rope strung out on the floor or grass. As children gain skill, a wide wooden plank can be used across car tires. Ball Skills Practice kicking, rolling, throwing and catching from adult to child. Play target games into a box with a large hole in the top or into a washing bucket or basin or a car tire. Children need practice and repetition - using medium to large, lightweight balls. Balls can be a blown-up balloon, or a tightly scrunched newspaper or plastic bag. Rolling, Pushing & Pulling Boxes, barrels, trolleys, prams, bikes, wheelbarrows and small hoops all give children opportunities to explore these skills. Climbing / Swinging * Supervising adults need to be close by while children are climbing. For large outdoor space, adults need to be posted at various points around climbing and climbing objects as young children are often very unpredictable. Sand should be located underneath any objects that children are climbing at all times to help prevent serious injury. Example of climbing objects includes car and tractor tires and wooden logs. Safety Children at play-based activity range in age from 0-5 years. There is a vast range of abilities within this group. In particular, caregivers need to be vigilant at all times to make sure toddlers don’t find themselves stuck on top off ladder or platforms with no adult assistance nearby. 9 Recipe Cards Bubble Mixed Ingredients: • Morning Fresh Dishwashing Liquid 2 Cups • Water 6 Cups • Glycerin (available in Supermarkets) 1/4 Cup. Sugar can be used as an alternative. Directions: • Mix all ingredients together - prepare mixture • ahead of time and store in the fridge for longer lasting bubbles. • TIP: Keep container of fresh water nearby for rinsing detergent off of hands. CAUTION: • Keep away from eyes. • DO NOT use Dawn Detergent as it contains potent chemicals. Playdough Ingredients: • Plain Flour 1 Cup • Salt 1/2 Cup • Cream of Tartar 2 Tablespoons Tongan alternative • Cooking Oil 1 Tablespoon • Boiling Water approx. 1 Cup • Food Colouring 1/2 - 1 Teaspoon Tongan alternative Directions: • Mix together dry ingredients • Mix food colouring and oil into water and add slowly until dough forms • Knead until smooth and stretchy • Store in air tight container in fridge Ice Cube Painting Ingredients: Water • Food Colouring • Ice Cube Trays Directions: • Mix food colouring with water and pour into ice cube trays and allow time to freeze • Use coloured ice cubes in place of crayons when drawing • Children will make connections with temperature and colour mixing / colour creating Gloop Ingredients: • Cornflour 2 Cups • Cold Water • Food Colouring Directions: • Add water gradually to cornflour until it is smooth and runny enough to be dribbled • Add food colouring 10 Annex 2 – Tonga CPBA Monitoring Forms Forms Codes Completed By 1. CPBA PRE - REGISTRATION FORM DOF-1 District Officers 2. CPBA REGISTRATION FORMS DOF-2 District Officers 3. SRS TRAINING ATTENDANCE FORM SRSF -1 SRS 4. COMMUNITY FACILITATORS TRAINING ATTENDANCE FORM CFF -1 Community Facilitators 5. COMMUNITY FACILITATORS REGISTRATION FORM CFF-2 Community Facilitators 6. FAMILY/CHILD REGISTRATION FORM CFF-3 Community Facilitators 7. FAMILY /CHILD ATTENDANCE FORM CFF -4 Community Facilitators 8. ACTIVITY PLANNING / RECORD FORM CFF – 5 Community Facilitators 9. STARTER PACK DISTRIBUTION FORM POF – 1 Pearl Office 10. TREATMENT COMMUNITY INVENTORY FORM SRSF -3 SRS 11. COMPARISON COMMUNITY INVENTORY FORM SRSF -3C SRS 12. COMMUNITY CONTACT RECORD PO2 PEARL OFFICE 13. CPBA IMPLEMENTATION SUPPORT VISIT FORM SRSF -7 SRS 11 MINISTRY OF EDUCATION AND TRAINING PEARL PROJECT – SCHOOL READINESS INTERVENTION COMMUNITY PLAY BASED ACTIVITIES PRE-REGISTRATION FORM 2015 Place a (√) in the most appropriate box 1. LOCATION A. ISLAND Tongatapu Vava’u Ha’apai B. DISTRICT: …………………………………………… C. VILLAGE/COMMUNITY: ………………………………………….. 2. COMMUNITY PLAY BASED ACTIVITIES A. NUMBER OF PLAY BASED ACTIVITIES How many Play based Activities are to be established in your community? ………………………………………………… B. SPONSOR / STAKEHOLDERS, NUMBER OF FAMILIES AND CHILDREN INTEND TO PARTICIPATE IN CPBA, AGES OF CHILDREN, NUMBER OF FACIITATORS AND VENUES SPONSOR NUMBER OF NUMBER OF NUMBER OF NUMBER OF NUMBER OF NUMBER OF NUMBER OF VENUES /STAKEHOLDERS FAMILIES CHILDREN AGES CHILDREN AGES CHILDREN AGES CHILDREN AGES CHILDREN AGES FACILITATORS INVOLVED 0 -1 year old 1-2 year old 2 – 3 year old 3-4 year old 4-5 year old 12 C. COMMUNITY EDUCATION COMMITTEES Has the Community Education Committee allowed /acknowledge and approved B above? Yes No Others If others, please explain. ………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………… Signature :……………………………………………..(District Officer) Date: ………………. : ……………………………………………. (Town Officer) Date: ………………. 13 MINISTRY OF EDUCATION AND TRAINING PEARL PROJECT – SCHOOL READINESS INTERVENTION COMMUNITY PLAY BASED ACTIVITIES REGISTRATION FORM 2015 Prepopulated information from Pre- Registration Form 1. LOCATION A. ISLAND: prepopulated information B. DISTRICT: prepopulated information C. COMMUNITY: prepopulated information 2. COMMUNITY PLAY BASE ACTIVITY SPONSORSHIP A. SPONSOR / STAKEHOLDERS, NUMBER FAMILIES AND CHILDREN INTEND TO PARTICIPATE IN CPBA, AGES OF CHILDREN, NUMBER OF FACIITATORS AND VENUES SPONSORED BY Number of 0 – 1 yrs. old 1-2 yrs. old 2-3 yrs. Old 3-4 yrs old 4 -5 yrs old Total Number Total Number of families of children Facilitators Pre-populated from Prepopulated Prepopulated Prepopulated Prepopulated Prepopulated Prepopulated Prepopulated Prepopulated Pre registration Information Information Information Information Information Information Information Information Changes from pre registration The numbers stated above are the numbers suggested in pre registration, please if there are any changes fill them in the row “ changes from pre registration”, if there are no changes please do not fill in this row. (* this is the number of facilitators recommended for your CPBA to start with, and note this number is different from the number suggested in pre registration.) 14 E. Information about facilitators Please complete the table below with name(s) of the CPBA facilitators and with other information Full Name Age Gender Marital Status Experience Female Male Married Single Have No teaching teaching experience experience 1. 2. 3. Signature :……………………………………………..(District Officer) Date: ………………. : ……………………………………………. (Town Officer/ CEC)) Date: ………………. 15 MINISTRY OF EDUCATION AND TRAINING PEARL PROJECT – SCHOOL READINESS INTERVENTION SCHOOL READINESS SPECIALISTS (SRS) TRAINING ATTENDANCE FORM 2015 DATE: ………………… NAME OF SRS Signature 1. Salesi Faasolo 2. Katherina Tupou 3. Seuloni Tongi MALO FOR PEARL OFFICE USE ONLY: Objectives of Training: Day Overview: DATE RECEIVED: ………………………… DATE ENTERED INTO SRS PROFILE -- DATA BASE: …………………………………… Data Entered By:…………………………………………. Signature: ………………………………………….. 16 MINISTRY OF EDUCATION AND TRAINING PEARL PROJECT – SCHOOL READINESS INTERVENTION COMMUNITY FACILITATORS TRAINING ATTENDANCE FORM 2015 ISLAND: TONGATAPU VAVA’U HA’APAI DATE: ………………… ATTENDANCE NAME OF FACILITATOR NAME OF COMMUNITY NAME OF CPBA Signature 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 17 FOR PEARL OFFICE USE ONLY: Objectives of Training: Day Overview: DATE RECEIVED: ………………………… DATE ENTERED INTO SRS PROFILE -- DATA BASE: …………………………………… Data Entered By:…………………………………………. Signature: ………………………………………….. 18 MINISTRY OF EDUCATION AND TRAINING PEARL PROJECT – SCHOOL READINESS INTERVENTION COMMUNITY FACILITATORS REGISTRATION FORM ISLAND: TONGATAPU VAVA’U HA’APAI ‘EUA NAME OF COMMUNITY: COMMUNITY CODE : NAME OF CPBA: DATE: 1. PERSONAL INFORMATION a. Family Name First Name b. Date of Birth ………/……./……… c. Gender Male Female d. Marital Status Married Single Are you intending to be a resident e. Residential Address of this Yes No community for the next 3 years? Email f. Contact Details Mobile phone: Address 2. WORKING EXPERIENCE a. Have you got any experience working with young children and parents in a community? YES as a: Sunday School Teacher and for how long: ……………….. Kindergarten Teacher and for how long: ……………….. Primary School Teacher and for how long: ……………….. Secondary School Teacher and for how long: ……………….. Others, please specify ……………………………………………and for how long : ……………….. NO THANK YOU VERY MUCH FOR PEARL OFFICE USE ONLY COMMUNITY CODE CPBA CODE FACILITATOR CODE: 19 DATE RECEIVED: MINISTRY OF EDUCATION AND TRAINING PEARL PROJECT – SCHOOL READINESS INTERVENTION FAMILY / CHILD REGISTRATION FORM 2015 Please complete this form for all families participated in the CPBA Please Tick the most appropriate box or box(es) ISLAND: TONGATAPU VAVA’U HA’APAI ‘EUA NAME OF COMMUNITY COMMUNITY CODE NAME OF CPBA: CPBA CODE: TERM : 1 2 3 4 20 Child(ren)’s Details Full Name of Child Attending the Play Child’s DOB: Gender: Additional Needs, Developmental Delay, Learning AND Child Code (THE cHILD Disability, Allergy , Other (please list): 1. M F Allergy Please Specify ……………………….. Disability Please Specify ……………………… Additional Needs Please Specify CHILD CODE …………… Others, please specify …………………………. 2. M F Allergy Please Specify ……………………….. Disability Please Specify ……………………… Additional Needs Please Specify CHILD CODE …………… Others, please specify …………………………. 3. M F Allergy Please Specify ……………………….. Disability Please Specify ……………………… Additional Needs Please Specify CHILD CODE …………… Others, please specify …………………………. 4. M F Allergy Please Specify ……………………….. Disability Please Specify ……………………… Additional Needs Please Specify CHILD CODE …………… Others, please specify …………………………. 21 Family Details 1. Child(ren) Family a. The Child(ren) stay(s) with the: Parents Grandparents Others, Please Specify …………. b. Complete with name of a parents / grandparent /others Surname: ..................................................................... First Name: .......................................................................... c. Residential Address: ............................................................................................................................................................................... d. Contact Details: Phone/Mobile: ..................... Email: ......................................... …………………………. 2. Who will be bringing the child to the CPBA Name of Person: Relationship to child(ren):  Mother  Father  Grandparent  Carer  Other, please specify ……………………………… 3. Other Information i) Family Main Source(s) of  Full Time Job  Part Time Job Income:  Casual Job (ngāue  Self Employed  Other , please specify ikai tuupau) (lalanga, toutai, ngoue) ……………………………… ii) Parent/Carer Disability:  Yes  No If yes, please describe: ………………………………………. iii) Parent & Caregiver Level Primary Education of Education Secondary Schools Education Form 1 – 3 Form 3 – 5 and beyond Tertiary Education iv) Language spoken at  Tongan  Other home: v) Does your family attend any other CPBA ? Yes No If yes, the CPBA is at ……………………………………………………………. vi) Does your child(ren) attend a pre school? Yes No If “YES”, what community is the pre school located? ……………………………………… vii) I give authority for photos of myself and/or my children to be used by PEARL Yes No 22 4. Child Home Environment Child 1 In the past 3 days, did you or any household member over 15 years of age engage in any of the following activities with your child? i. Read books or looked at picture books with Yes No ii. Told stories to Yes No iii. Sang song to / or with Yes No iv. Took outside the home/yard Yes No v. Played with Yes No vi. Named, counted or drew things to/with Yes No Child 2 In the past 3 days, did you or any household member over 15 years of age engage in any of the following activities with your child? i. Read books or looked at picture books with Yes No ii. Told stories to Yes No iii. Sang song to / or with Yes No iv. Took outside the home/yard Yes No v. Played with Yes No vi. Named, counted or drew things to/with Yes No CHILD 3 In the past 3 days, did you or any household member over 15 years of age engage in any of the following activities with your child? i. Read books or looked at picture books with Yes No ii. Told stories to Yes No iii. Sang song to / or with Yes No iv. Took outside the home/yard Yes No v. Played with Yes No vi. Named, counted or drew things to/with Yes No CHILD 4 In the past 3 days, did you or any household member over 15 years of age engage in any of the following activities with your child? i. Read books or looked at picture books with Yes No ii. Told stories to Yes No iii. Sang song to / or with Yes No iv. Took outside the home/yard Yes No v. Played with Yes No vi. Named, counted or drew things to/with Yes No Name of Parent / Guardian: Parent /Guardian Signature: 23 Date: MINISTRY OF EDUCATION AND TRAINING PEARL PROJECT – SCHOOL READINESS INTERVENTION FAMILY / CHILD ATTENDANCE RECORD 2015 FOR PEARL OFFICE USE ONLY COMMUNITY CODE ISLAND: TONGATAPU VAVA’U HA’APAI ‘EUA CPBA CODE NAME OF COMMUNITY: NAME OF CPBA: 1. 2. NAME OF FACILITATOR (S) WEEK 1 WEEK 2 WEEK 3 WEEK 4 WEEK 5 WEEK 6 WEEK 7 WEEK 8 WEEK 9 WEEK CHILD CODE 10 PARENTS/GUARDIANS NAME OF CHILDREN (PEARL Dates Dates Dates Dates Dates Dates Dates Dates Dates Dates OFFICE TO COMPLETE) S1 S2 S1 S2 S1 S2 S1 S2 S1 S2 S1 S2 S1 S2 S1 S2 S1 S2 S1 S2 The SRS will complete this row. TOTAL PLEASE TURN OVER THE PAGE FOR INSTRUCTIONS 24 INSTRUCTIONS 1. Each CPBA is given 4 Family/Child Attendance Record Forms 2. The facilitator has to take the attendance record of all families registered to participate in the CPBA. 3. The Family/Child attendance Record is 10 Weeks, the 10 weeks is assumed to be the number of weeks per term. 4. To complete the form: i. Island: Place a tick in the box next to the island where the CPBA is located ii. Community: Write the name of the community where the CPBA is located iii. Name of CPBA: Write the name of the CPBA iv. Name of Facilitators: If your CPBA have one facilitator write down only the name of that one facilitator, if you have two facilitator, write down both of them v. Use the Family/child Register form for each family and write down all children registered from each family. It is better to do this before you start your first session. vi. Leave the column “Parents/guardian” to be completed when the families bring their children to the session as there might be a different person coming with child as to the person in the register form. vii. The SRS will complete the column “Child Code”. DO NOT complete this column viii. “Week 1” is week 1 of the Term. If your CPBA starts on week 7 of the term, then you start with the Family/child attendance record on week 7. ix. Each week has an “S1” and “S2” …… S1 stands for Session 1 and S2 stands for Session 2. If the CPBA has only one session per week, then complete the attendance under Column S1, if you have 2 sessions per week then complete the attendance under column S1 and S2. If you have more than 2 sessions use a new/another Family/Attendance Record Sheet and write in 3 ….. x. To record the date when each session is happening, refer to the sample below. 66 Date is the 6th 4 Month of April Date is the 6th of April, 2015 xi. To Indicate whether the family/child is present /absent/transfer or move to another community: For “Family/ child” : “Present” ----- place a tick (√ ) in the box align with the child “Absent” ------ place a small circle ( ) in the box align with the child, if the child turns up to the session after you checked the attendance, place a tick over the circle. “move to another community or transfer” ------- write H in the box align with the child. Note: Ideally, when a child moves to another community and to attend a CPBA he/she will take with him/her his/her “code”. It will be handy that you call and inform PEARL office when such cases is happening. xii. The SRS will SUPPORT ALL FACILITATORS ALONG THE WAY WITH FILLING THIS FORM. The support will be by phone call/ SMS/ email or facebook MALO ‘AUPITO HO’O TOKONI LELEI 25 ISLAND MINISTRY OF EDUCATION AND TRAINING NAME OF COMMUNITY: TONGATAPU VAVA’U HAAPAI PEARL PROJECT – SCHOOL READINESS INTERVENTION NAME OF CPBA ACTIVITY PLANNING & RECORD SHEET NAME OF FACILITATOR/ SUPPORT PARENTS: ……………………………………… TERM: 1 2 3 4 MONTH: ………………………………….. The age groups are in “years of age of the child”. Please place a tick in the most appropriate box(es) as according to age groups and activity conducted Per week. WEEK 1 WEEK 2 WEEK 3 WEEK 4 WEEK 5 WEEK 6 WEEK 7 WEEK 8 WEEK 9 WEEK 10 Date : Date : Date : Date : Date : Date : Date : Date : Date : Date : to to to to to to to to to to Date: Date: Date: Date: Date: Date: Date: Date: Date: Date: Types of Play learning 0 1 2 3 4 0 1 2 3 4 0 1 2 3 4 0 1 2 3 4 0 1 2 3 4 0 1 2 3 4 0 1 2 3 4 0 1 2 3 4 0 1 2 3 4 0 1 2 3 4 Activities & Age groups - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 A. Art & Craft B. Messy Play C. Physical Play D. Dramatized Play E. Sing & Play Action Songs F. Construction Play G. Nature Walk H. Field Trip I. Reading J. Others, please specify Feedback on Implementation of Plan Please palce a tick in the box how every session went as per week and for (3) comment on either one of the last two bullet points 1. Children participation in the activities Most of the children actively participate in the activities Some of the children actively participate in the activities A few of the children participate in the activities 2. Engagement of Parents/ carers in the activities Most of the parents were fully engaged in the activities Some of the of the parents were engaged in the activities A few of the parents were engaged in the activities 3. Comments/remarks Activities were well implemented Activities were not well implemented because ……. Activities were NOT implemented because ……. School Readiness Specialist comments after record was discussed with Community Facilitator 26 Date of Implementation Support Visit: ………………………………………………. NAME OF SRS: ………………………………………………………………………………………………. Signature ………………………………………………………………. MINISTRY OF EDUCATION AND TRAINING PEARL PROJECT – SCHOOL READINESS INTERVENTION STARTER PACK DISTRIBUTION FORM Islands : Tongatapu Vava’u Haapai ‘Eua District: ………………………………………………….. Community: …………………………………….Name of CPBA: ……………………….. QUANITITY NAME OF ITEMS ITEM CHECKED Remarks ITEMS CHECKED AT AT COMMUNITY PEARL OFFICE /CPBA/ 27 The items listed above have been checked and sent to the above named communities and CPBA. PEARL Office: Name of Officer: ……………………………….. Signature: ……………………………………….. Date : ………………………………………………. For Tongatapu Only We have received all items sent from PEARL Office for our CPBA Starter pack. Received By: Name : …………………………………………………………. Signature: ……………………………………….. Date: ……………………………………………. For Vava’u and Haapai We have received all items sent from PEARL Office for our CPBA Starter pack. MET Office: Received By: Name of MET Officer: …………………………………………………………. Signature: ………………………………………………….. Date: ……………………………… Community /CPBA Committee/ Facilitator: Received By: Name: …………………………………… Signature: ……………………………………………………………….. Date: …………………………….. Please make sure that MET Office in the Island of Vava’u and Haapai has copy of this form so as Facilitators of CPBA, CEC in Communities and PEARL Office. MALO ‘AUPITO 28 MINISTRY OF EDUCATION AND TRAINING PEARL PROJECT – SCHOOL READINESS INTERVENTION TREATMENT COMMUNITY INVENTORY FORM Note: 1. SRSF-3 intends to capture Information on ECCE services and support in communities. 2. Baseline information will be collected on the SRS first CPBA Implementation support Visit then the collection of information will be on a 6 monthly basis. YEAR : BASELINE COLLECTION VISIT SIX MONTHLY COLLECTION (1ST, 2ND , 3RD etc) ISLAND: TONGATAPU VAVA’U HA’APAI ‘EUA NIUATOPUTAPU NAME OF COMMUNITY: ……………………………… COMMUNITY CODE DATE: ……………………………………. Please place a tick in the box(es) next to people interviewed DISTRICT OFFICERS CUMMUNITY EDUCATION COMMITTEE TOWN OFFICERS PRE SCHOOLS DISDRICT NURSES PAYGROUPS PARENTS ……….. 1. SCHOOL READINESS SPECIALISTS (SRS) For SRS, please complete this section before commencing with any interview in this community Does this community have a: • CPBA …. YES NO • Pre School ….. YES NO (If “Yes” SRS must visit the Pre school) • Playgroups ……. YES NO ( If “Yes” SRS must visit the play groups) 2. DISTRICT OFFICER (DO) TOWN OFFICER (TO) COMMUNITY EDUCATION COMMITTEE (CEC) i) If there is NO CPBA in the community. The main reasons for not participating in the program and for not setting up a CPBA? SRS, instead of ticking the box(es), please the number 1 against the most important reason, 2 for the next …….. DO TO CEC Not well informed No place available for a venue Not enough parents No one available to facilitate the CPBA We cannot have CPBA and Pre school Others, please specify 29 ii) If there is a CPBA, how often was CPBA discussed in community meetings in the last 6 months? (Please place a tick in the appropriate box(es)). DO TO CEC None Once Twice More than twice What kind of community support have been offered to CPBA and ECCE services in your community in the last six months? (Please place a tick in the appropriate box(es)). DO TO CEC Selection of a venue Selection of a facilitator Encouraging of communities/parents Fund raising Resources Others. Please specify iii) Does your community have a “Community Education Council/committee”? (Please place a tick in the appropriate box(es)). DO TO CEC YES NO If the answer to (iii) above is ‘NO”, does the community plan to establish community education committee? DO TO CEC YES NO If the answer to (iii) above is “YES” How often did the community education committee meet in the last six months? DO TO CEC None Once Twice More than twice What kind of support the community education committee offered CPBA in the last six months? DO TO CEC Selection of a venue Selection of a facilitator Encouraging of communities/parents Fund raising Resources Others. Please specify 30 iv) Was there any cost related to setting up of the CPBA? Yes No If the answer to (iv) above is “yes”. Complete the table below Description of Item of Expenditure Costing/Estimated Source of fund Costing (TOP) Total $ v) Have you got any other comments on CPBA? DO TO CEC 3. PRE SCHOOLS PLAYGROUPS (Complete Only if there is a currently operating pre school /playgroup) i) General Information PERSON INTERVIEWED PLAYGROUPS Principal Teacher Parent PRE SCHOOLS Principal Teacher Parent ii) SPONSORSHIP COMMUNITY PRIVATE OTHERS (SPECIFY) CHURCH PLAYGROUPS : PRE SCHOOLS : iii) AGE GROUP Number of Children in an age group Age 0 Age 1 Age 2 Age 3 Age 4 Age 5 Total PLAYGROUPS PRE SCHOOLS 31 iv) From your experience, when children entered playschool /pre school, do they stay on until they go to Primary school? PLAYGROUPS PRE SCHOOLS YES NO If the answer to (iv) above is “No” a) what is/are the most common reason(s) for not attending anymore / “dropout of pre – schools/playgroups? PLAYGROUPS PRE SCHOOLS b) Where do these children go when they are not attending / drop out of pre-school/playgroups? Stay Home Transfer to another pre school Move to another community & not attending pre school PLAYGROUPS PRE SCHOOLS v) Does the pre – school/playgroup have a supporting committee? PLAYGROUPS PRE SCHOOLS YES NO a) If “YES” to (v) above, PLAYGROUPS PRE SCHOOLS What is/are the main roles of this supporting committee? What kind of support offered by the supporting committee? vi) Are there any other pre-school /playgroups in the community? PLAYGROUPS PRE SCHOOLS YES NO If “YES” to (vi) above a) Do these pre schools/playgroups work together in supporting each other? PLAYGROUPS PRE SCHOOLS YES NO b) If “yes” to (a), above, in what way. PLAYGROUPS PRE SCHOOLS 1. 1. 2 2. 3. 3. 32 vii) (Ask this question only if there is a CPBA in the treatment community) Are you supporting the CPBA in your community? PLAYGROUPS PRE SCHOOLS YES NO If “yes” to (vii) above, in what way? PLAYGROUPS PRE SCHOOLS 1. 1. 2 2 3. 3. viii) Have you got any other comments on CPBA? PLAYGROUPS PRE SCHOOLS 4. DISTRICT NURSE i) In this community, is there a Health Center where the district nurse is centered? YES NO ii) The district nurse has been involved in activities related to CPBA : YES NO If the answer to (ii) above is “YES” a) What kind of activity(ies) she/he is involving with and how often?  …………………………………………………………………………………………  …………………………………………………………………………………………  …………………………………………………………………………………………  ………………………………………………………………………………………… If the answer to (ii) above is “NO”, what kind of support would she/he like to offer CPBA?  …………………………………………………………………………………………  …………………………………………………………………………………………  …………………………………………………………………………………………  ………………………………………………………………………………………… iii) Is the district nurse a member of the CEC? YES NO iv) Have you got any other comments on CPBA? 33 4. PARENTS 1. Do you have any children ages 0 – 5? YES NO 2. Does your child (ren) attend CPBA? YES NO If YES to (2) above, WHY? If No to (2) above , Why? Parent 1 Parent 2 Parent 3 Parent 4 Parent 5 Parent 6 Parent 7 Parent 8 Parent 9 Parent 10 Parent 11 Parent 12 34 Parent 13 Parent 14 Parent 15 Parent 16 Parent 17 Parent 18 Parent 19 Parent 20 3. Have you got any other comments on CPBA? MALO ‘AUPITO HO’O TOKONI FOR PEARL OFFICE USE ONLY DATE RECEIVED INTO THE OFFICE: ……………………………………………………………….. NAME OF PERSON ENTERED THE DATA ……………………………………….. NAME OF DATABASE: ………………………………… DATA ENTERED YES NO DATA TO BE REVIEWED Comments on Data to be reviewed: ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… …………………………………………………………………………………………………. 35 MINISTRY OF EDUCATION AND TRAINING PEARL PROJECT – SCHOOL READINESS INTERVENTION COMPARISON COMMUNITY INVENTORY FORM Note: 1. SRSF-3 intends to capture Information on ECCE services and support in communities. 2. Baseline information will be collected on the SRS first CPBA Implementation support Visit then the collection of information will be on a 6 monthly basis. YEAR : BASELINE COLLECTION VISIT SIX MONTHLY COLLECTION (1ST, 2ND , 3RD etc) ISLAND: TONGATAPU VAVA’U HA’APAI ‘EUA NAME OF COMMUNITY: ……………………………… COMMUNITY CODE DATE: ……………………………………. Please place a tick in the box(es) next to people interviewed DISTRICT OFFICERS CUMMUNITY EDUCATION COMMITTEE TOWN OFFICERS PRE SCHOOLS DISDRICT NURSES PAYGROUPS PARENTS ……….. 1. SCHOOL READINESS SPECIALISTS (SRS) For SRS, please complete this section before commencing with any interview in this community Does this community have a: • Pre School ….. YES NO (If “Yes” SRS must visit the Pre school) • Playgroups ……. YES NO ( If “Yes” SRS must visit the play groups) 2. DISTRICT OFFICER (DO) TOWN OFFICER (TO) COMMUNITY EDUCATION COMMITTEE (CEC) i) Did the community meetings in the last 6 months discuss Early Childhood Care Education (ECCE) which include CPBA & Pre schools and health (district nurse) ? DO TO CEC None Once Twice More than twice 36 ii) If there is NO pre school / playgroups in the community, what is/are the main reasons for not having one in the community? SRS, instead of ticking the box(es), please the number 1 against the most important reason, 2 for the next …….. DO TO CEC Do not have the resources to establish one Not well informed of how to establish one Not enough parents No one available to facilitate the CPBA Can not meet the requirement of the regulation Others, please specify iii) What kind of community support have been offered to CPBA and ECCE services in your community in the last six months? DO TO CEC Encouraging of communities/parents Fund raising Resources Others. Please specify iv) Does your community have a “Community Education Council/committee” to support ECCE services? DO TO CEC YES NO If the answer to (iv) above is ‘NO”, does the community plan to establish community education committee? DO TO CEC YES NO If the answer to (iv) above is “YES” , how often did the community education committee meet in the last six months and ECCE services was part of the discussion? DO TO CEC None Once Twice More than twice What kind of support the community education committee offered to any ECCE service in the last six months? DO TO CEC Selection of a venue Selection of a facilitator Encouraging of communities/parents Fund raising Resources Others. Please specify 37 v) Have you got any other comments on CPBA and ECCE? DO TO CEC 3. DISTRICT NURSE i) In this community, is there a Health Center where the district nurse is centered? YES NO ii) Has the district nurse been involved in any activity related to ECCE services? YES NO If the answer to (ii) above is “YES” a) What kind of activity(ies) she/he is involving with and how often?  …………………………………………………………………………………………  …………………………………………………………………………………………  …………………………………………………………………………………………  ………………………………………………………………………………………… If the answer to (ii) above is “NO”, what kind of support would she/he like to offer ECCE services?  …………………………………………………………………………………………  …………………………………………………………………………………………  …………………………………………………………………………………………  ………………………………………………………………………………………… iii) Is the district nurse a member of the CEC? YES NO iv) Have you got any other comments on ECCE services? 4.PRE SCHOOLS PLAYGROUPS (Complete if there is a currently operating pre school /playgroup) CONTINUE WITH THIS SECTION 4 ONLY IF THERE IS A PRE SCHOOL OR PLAY SCHOOL IN THE COMMUNITY i) General Information PERSON INTERVIEWED PLAYGROUPS Principal Teacher Parent PRE SCHOOLS Principal Teacher Parent 38 ii) SPONSORSHIP COMMUNITY PRIVATE OTHERS (SPECIFY) CHURCH PLAYGROUPS : PRE SCHOOLS : iii) AGE GROUP Number of Children in an age group Age 0 Age 1 Age 2 Age 3 Age 4 Age 5 Total PLAYGROUPS PRE SCHOOLS iv) From your experience, when children entered playgroups/pre school, do they stay on until they go to Primary school? PLAYGROUPS PRE SCHOOLS YES NO If the answer to (iv) above is “No” a) what is/are the most common reason(s) for not attending anymore / “dropout of pre – schools/playgroups? PLAYGROUPS PRE SCHOOLS b) Where do these children go when they are not attending / drop out of pre-school/playgroups? Stay Home Transfer to another pre school Move to another community & not attending pre school PLAYGROUPS PRE SCHOOLS v) Does the pre – school/playgroup have a supporting committee? PLAYGROUPS PRE SCHOOLS YES NO a) If “YES” to (v) above, PLAYGROUPS PRE SCHOOLS What is/are the main roles of this supporting committee? What kind of support offered by the supporting committee? vi) Are there any other pre-school /playgroups in the community? PLAYGROUPS PRE SCHOOLS YES NO 39 If “YES” to (vi) above a) Do these pre schools/playgroups work together in supporting each other? PLAYGROUPS PRE SCHOOLS YES NO b) If “yes” to (a) above, in what way. PLAYGROUPS PRE SCHOOLS vii) Have you got any other comments on playgroup / pre schools? PLAYGROUPS PRE SCHOOLS 5.PARENTS 1. Do you have any children ages 3 - 5? YES NO 2. Does your child(ren) attend Pre school / playgroups? YES NO If YES to (2) above, WHY? If No to (2) above , Why? Parent 1 Parent 2 Parent 3 Parent 4 Parent 5 Parent 6 Parent 7 Parent 8 40 Parent 9 Parent 10 Parent 11 Parent 12 Parent 13 Parent 14 Parent 15 Parent 16 Parent 17 Parent 18 Parent 19 Parent 20 3. Have you got any other comments on CPBA and ECCE? MALO ‘AUPITO HO’O TOKONI 41 FOR PEARL OFFICE USE ONLY DATE RECEIVED INTO THE OFFICE: ……………………………………………………………….. NAME OF PERSON ENTERED THE DATA ……………………………………….. NAME OF DATABASE: ………………………………… DATA ENTERED YES NO DATA TO BE REVIEWED Comments on Data to be reviewed: ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… …………………………………………………………………………………………………. 42 MINISTRY OF EDUCATION AND TRAINING PEARL PROJECT – SCHOOL READINESS INTERVENTION COMMUNITY CONTACT RECORD DATE TIME ISLAND COMMUNITY CPBA/CALLER ISSUE DISCUSSED ADVICE FROM REMARKS FOR CODE PEARL FOLLOW UP OFFICE/OFFICER 43 MINISTRY OF EDUCATION AND TRAINING PEARL PROJECT – SCHOOL READINESS INTERVENTION CPBA IMPLEMENTATION SUPPORT VISIT (CISV) FORM DATE:……………………………………………… CISV : 1 2 3 4 (Please circle the most appropriate number to indicate the frequency of CISV) COMMUNITY PLAY BASED ACTIVITY (CPBA) & COMMUNITY PROFILE (Please place a tick / ticks in the appropriate box/boxes where required and provide information where necessary) A. ISLAND Island Island Name of District District Name of Community Community Code Code Code 1 Tongatapu 2 Vava’u 3 Ha’apai B. INFORMATION ON CPBA CPBA Code Name of CPBA Sponsor Community Churches, name of church …………………………………. Women Group, name of group ……………………………. Others, please specify …………………………… Venue ……………………………. Standard of Venue: Safe Enough light and space for children Space for mothers to breast feed their children Secure storage area for resources Area for outdoor play Comment: 1. 2. 3. 4. 5. Contact Details Contact Person Address Mobile Phone/line phone Email Address 44 C. CPBA FAMILIES CHILD REGISTRATION 1. The CPBA registered every family participated: YES NO 2. If “Yes” to (1) above, are all the information required in the registered form complete? Yes No 3. If “No” to (1) above, give the reasons? No Families Child Register Forms Insufficient Families Child Registration form 4. If “No” to (2) above, what is/are the most incomplete section/issue? ……………………………………………………………………………………………………………. ……………………………………………………………………………………………………………. 5. Number of Families registered in CPBA 6. Number of children registered in CPBA 0 – 1 year Old 1 - 2 year old 3 - 4 year Old 4 - 5 year old Total Number of Children 7. The SRS offered support: Yes No 8. The support offered by SRS was Clarification of Family child Registration Process Supporting the community Facilitator with correcting the information in the Registration Form Supporting the community facilitator with completing the Registration Forms Assisting community facilitator and parents with registration Others, please specify Please SRS, ensure that all Family child Registration Forms are correct and complete at the CPBA. 45 D. OPERATION OF CPBA Number of Facilitators Name of Facilitator (s) 1. 2. 3. A. Do parents support the operation of the CPBA? Yes No If yes, what is/are the activity (ies) parents assist with? Bringing their children to CPBA by themselves or sending with a career Engage in activities during CPBA sessions Parent support Group Donating toys and other resources to CPBA Working with the broader community and others to support CPBA Others, Please specify: B. How many CPBA groups? 1. 2. 3. How often are the group(s) sessions? Once a week per group on ……………………………… Twice a week per group on ………………………………& ……………………………… Thrice a week per group On……………………………. & ………………………………... & ……………………………… How long are the sessions 1 hr/session from …………..to …………… 2 hrs/session ……….. …….to …………… 3 hrs / session …………….. to …………… C. Does the CPBA have a community education committee or supportive group? YES NO If “yes” how often does it meet during setting up of the CPBA up to now? (Please Circle the appropriate number) 1 2 3 4 5 If “No”, what happened, and is there any plan to establish one? ……………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………… The SRS offered support: YES NO The support offered by SRS was/were: encouraging the community facilitators with keeping a good relationship with the community encourage community facilitators to establish community education committee or supportive group and work closely with Town Officers Others, Please specify 46 D. Does the CPBA have a guideline? YES NO If yes, the CPBA has a guideline, the guideine was: A mutual agreement among parents and facilitator and it is not documented, parents are infomed A mutual agreement among parents and facilitator and it is documented, parents are informed designed by the facilitators and it is documented designed and documented by the facilitators and the parents are informed Others, Please specify: If yes there is a guideline, the content of the guideline covers the following issues: Parents ………………………………………………………………………………….. Resources ………………………………………………………………………………… Operation of CPBA ………………………………………………………………………. Children …………………………………………………………………………………… Others, Please specify: If there is no guideline, The community facilitators need support Facilitator will set it up later with community Others, please specify The SRS offered support: YES NO The support offered by SRS was/were: encouraging and support the community facilitators on the process of setting guidelines Others, Please specify E. Does the CPBA have a routine? YES NO If yes, is the routine visually displayed are the parents informed If no, there is no routine the facilitator still need support others, please specify The SRS offered support: YES NO The support offered by SRS was/were: encouraging and support the community facilitators on designing a routine Others, Please specify SRS, please make sure that when you leave the CPBA, they have a routine if they do not have one. Ensure that this is visually displayed. 47 F. Has the community facilitator complete his/her planning and record activity form? YES No If yes, the community facilitator has completed his/her planning and record, she/he Is up to date with planning and record Is up to date with planning and a week or a few weeks ahead with up to date record Others, please specify If no there is no planning and record, the community facilitator Needs support on planning and record Others, please specify The SRS offered support: YES NO The support offered by SRS was/were: Assisting the community facilitators with planning and record Others, Please specify SRS, please make sure the community facilitators is left with his/her plan up to date before leaving the CPBA G. The community facilitator complete the Family/Child Attendance form? YES No If yes,  the CPBA started on …………………………….  SRS please complete the table below from the attendance form Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Week 7 Week 8 Date Number of Families Registered Number of Families Engaged Total Number of Children Registered Total Number of Children attended Number of children transferred There was no session/reaso n  Are there sufficient parents and children coming to the CPBA? YES No If No, why? ………………………………………………………………………………………………………………. If No, what have they done to increase participation? ……………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………… 48 The SRS offered support: YES NO The support offered by SRS was/were: Assisting the community facilitators with completing the family/attendance form Others, Please specify 1. COMMUNITY FACILITATOR 1. Does the facilitator feel confident of facilitating the CPBA? Very confident Confident Alright Need Assistance 2. If the facilitator need assistance, what kind of assistance required? The SRS offered support: YES NO The support offered by SRS was/were: 3. CPBA RESOURCES The CPBA has received a starter pack YES NO If yes , how many Starter packs: 1 2 3 4 Has the CPBA completed the distribution starter pack form? YES NO The SRS offered support: YES NO The support offered by SRS was/were: SRS, please make sure that the SPBA completed starter pack form and bring it back with you STORAGE AREA AND MAINTENANCE OF RESOURCES ARE GOOD TO BE IMPROVED If TO BE IMPROVED, SRS comments ……………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………… The SRS offered support: YES NO The support offered by SRS was/were: 49 ……………………………………………………………………………………………………………………… 3. GOOD STORIES TO BE SHARED 4. SRS COMMENTS ON THE VISIT 50 REMINDERS TO SRS OF ITEMS TO BE COLLECTED FROM CPBA DOCUMENTS (FORMS) NO. OF COMPLETED REMARKS DOCUMENTS COLLECTED Family/Child Registration Forms Starter Pack Distribution form if works were done to complete this Name of Facilitator: ……………………….. Signature: ……………………. Date: …… SRS: …………………………… Signature …………………………. Date: ………… 51 Annex 3 - Key elements of the Tonga “Read with your Child” public awareness campaign • Short sharp messages. “Read with Your Child – 10 minutes a day.” This message was repeated in every product. It emphasized that this was not a big ask (only ten minutes), but it could make a big difference. Reading can be done anywhere, any time. And if you do not have access to printed books, you can make your own books. Associated with the message was a music refrain, and a jingle 1. (Photos: BrandX Tonga) • Happy positive messages. While it would have been possible to focus on the evidence that many Tongans were not doing well at school because they were not “school ready” and had very little reading at home, this message was avoided as it was more likely to make people tune out before getting to the important messages of what they can do about it. Instead, the focus went straight to the point that reading with your child for “just 10 minutes a day” will help your child do better at school and strengthen family bonds. • Messages directly focused on MEN. Men’s support and men’s active engagement in reading with their children was prominent in the campaign. It was generally agreed there had to be strong visuals and verbal messages from senior men (ministers, business men, grandfathers etc.) to show the importance of the message, and enforce that it was not just the woman’s role in the house to read with children. A male district officer was the host for the 10- and 30-minute programs, a rugby team (rugby is the most popular sport in Tonga) was shown endorsing the message, and a local businessman was shown reading with his daughter. TV messages were shown during the evening news, which is the time of day men are most likely to be watching. A district Officer was the host for all the TV programs, and a rugby team helped promote it. (Photos: BrandX Tonga) 1 https://www.facebook.com/watch/?v=81702548463351 52 Local business man reading with his daughter and father with his children. (Photos: BrandX Tonga) • Family emphasis. The visuals and words spoken emphasized that this is an activity that families can share and brings them closer together. Children were either sitting on their parent or grandparent’s lap or close by them, touching them, sharing the moment. (Photos: BrandX Tonga) • Tongan emphasis. There was a strong sense of place and culture. All books and material displayed was in Tongan, all speaking was in Tongan. Each 10-minute TV program was located in a different part of Tonga and began by showing the local landscape. Many different types of communities were displayed. Parents and children were frequently shown reading outdoors. Opening scene from a 10 minute program featuring Tongan landscape; books shown were in Tongan language. (Photos: BrandX Tonga) 53 • Endorsements from leaders. The campaign had short and long segments with endorsements from royal family, the Minister of Education, Ministry of Education Officials, teachers, and parents. The Minister of Education on a TV program. Principal of the local Tertiary Education institute. (Photos: BrandX Tonga) The Crown princess Launching the national “Read with your Child” Campaign in April 2017. (Photos: BrandX Tonga) • Showing people “how” to read helps. Many parents did not know how to read “with” children, or where to get reading material from. There were 10-minute programs showing: • how to read a story with a child, including such things as showing parents how to ask questions of the child, and encouraging children to point at the pages and talk about what they’re seeing, hearing and reading; • where to read – at home, at the beach, on the bus; • how to make books; and • where to find print apart from books, e.g. signs, menus, “print is everywhere”. Showing “how” to read. Member of the royal family showing how to read, and reading can be done anywhere. (Photos: BrandX Tonga) 54 Making books. (Photos: BrandX Tonga) • A memorable jingle/song. Song is a very important part of Tongan culture, and the jingle became central to recall of the messages and arguably the most well-known part of the campaign. A local disc jockey (DJ) volunteered to write a song and to sing it. The words were powerful, e.g. “when we spend time together it means the world to me”. It was played on radio and TV and was on Facebook. Local DJ singing the PEARL “read with your child” song. (Photos: BrandX Tonga) Media and Material Radio • Over the eight-week campaign there were talkback sessions each week on the Tonga public broadcaster, Radio Tonga. Members of the PEARL team took calls from parents and others from all over Tonga discussing the importance of reading with their children. • The jingle was regularly played throughout the day and over the 8 weeks of the campaign. • There were book reading sessions on radio where an announcer would read a short book suitable for very young children. 55 Members of the PEARL reading team on talkback radio. (Photo: BrandX Tonga) Video Video material for use on TV, Facebook, and the PEARL website, with some audio elements such as the jingle played on radio. This contained a mix to suit different opportunities on TV of few second promos, one basic 1-minute video or Jingle, few minute program and 30 minute programs. These materials were used at various times throughout the day, but always included the one- minute video or a 15-second promo during the prime-time news slot. The material was also placed on a Facebook page run by the local media company and later on the PEARL Pacific website. Brochures Brochures for Church and community leaders. Given the importance of church and community leaders in Tonga, it had been proposed that some simple brochures be produced for them so that they could support the campaign by emphasizing the messages people were seeing and hearing on tv, radio and online. However, delays in getting the right product meant that these were distributed too late to be effectively timed with the main campaign. Quality control on content This is essential in any media campaign. It is very easy for a campaign, particularly with a mix of products, to go off message at times or be nuanced in ways that are not in keeping with the target or message. In the case of the “Read with Your Child” campaign, each product went through intensive review by technical and communications experts locally and internationally to ensure messaging and content was consistent with the campaign goals. Make sure the messages are relevant to general audience rather a specific group, messages must be relevant to both rural and urban areas, the “how” is catchy to public rather than only “what”, message must be in local language and cultural appropriate. 56 Annex 4 – Tonga ECDE Advisory Council Guidelines EARLY CHILDHOOD DEVELOPMENT AND EDUCATION ADVISORY COUNCIL OBJECTIVES AND OPERATIONAL PRINCIPLES (Final as at September 2016) Background The Government of Tonga aims to lift the education outcomes of its young people, and has made education compulsory for all children aged 4 to 18 years old. In particular it has given the Ministry of Education and Training (MET) responsibility for ensuring that all children in Tonga who are 4 to 5 years of age have access to education at an early childhood education centre (Education Act 2013, Part XX, Section 105 (1)), and that the education is of good quality. To that end it has designed regulations aimed at ensuring all preschool providers meet quality standards, developed an ECE curriculum, and has invested in quality resources for preschools. The MET is also responsible for establishing coordinating bodies at national level to provide leadership for development of the sector and for strengthening cross-sectoral partnerships with relevant Ministries and non-government organisations working in the early childhood education sector (Education Act 2013, Part XX, Section 105 (2(j), 2(k)) ). In response to this and recognising that the provision of ECE in Tonga is done through non-government bodies including the Churches, community groups and the private sector, the Minister of Education and Training established the ECE Council in December 2013, containing representatives of all major providers of ECE as well as MET officers. The ECE Council has met twice and provided feedback on the draft ECE Curriculum. The last time it met was in June 2014. The World Bank has received funding from the Global Partnership for Education to provide analysis and technical assistance to improve Early Grade Literacy and School Readiness in the Pacific over 2014-2017. The project, entitled Pacific Early Age Readiness and Learning (PEARL) aims to: (i) broaden the knowledge base on the effectiveness, cost and scalability potential of evidence- based activities to improve School Readiness and Early Literacy in contexts of great population dispersion and rich linguistic and cultural diversity within and across countries; and (ii) develop a set of processes and guidelines to help Pacific countries better formulate and design effective measures and activities on school readiness and improved reading development. Initial activity will be in Papua New Guinea and Tonga. With regard to School Readiness, in Tonga PEARL is piloting interventions and developing an evidence base on measures that will improve School Readiness of Tongan children. Work on the evidence base began in 2014 with an assessment of the development vulnerability of Tongan children aged 3-5 through a survey of all Tongan children using the TeHCI. Interventions include running Community Play Based Activities (CPBA) in a limited number of communities, media campaigns to raise parental awareness of the importance of early childhood education and development, using evidence to inform policy and strengthening collaboration across the Early Childhood Development and Education (ECDE) sector. 57 To be successful PEARL needs to obtain advice from a range of stakeholders in Tonga, such as preschool providers including the churches and the community, and government agencies such as the Ministry of Health and the Ministry of Internal Affairs. To do this, in October 2014 the Minister of Education and Training approved the establishment of a PEARL School Readiness Council to operate as a reference group. The PEARL School Readiness Council has met three times, most recently in July 2015, and provided advice to the Minister and the World Bank on design and implementation of the CPBAs and on the public awareness campaign. ECE Council members are invited to attend as observers, and a copy of the PEARL SR Council’s advice to the Minister is provided to ECE Council members for information. PEARL interventions are expected to increase parent and community interest in establishing and supporting preschools. Their success will help achieve the objectives of the Education Act, and as such has direct relevance to the Minister, the MET and non-government preschool providers. Given the overlap in memberships between the two Councils and the role of PEARL in contributing to the Government’s ECE agenda, it is has been approved by the Ministry of Education and Training that the two councils be merged to create the Early Childhood Development and Education Advisory Council (ECDEAC) for the 2016-2017 period, noting that the PEARL project will finish in 2017. This will provide administrative efficiencies, simplify communication, and will help create strong operating practices for the ECE Council post 2017. The advice from the Council will contribute to meeting outcomes from the Kingdom’s 2015 development framework The Tongan Strategic Development Framework 2015-2025: A more progressive Tonga: Enhancing Our Inheritance. These outcomes include i. national outcome C - a more inclusive, sustainable and empowering human development with gender equality ii. organisational outcome 2.2 - Closer partnership between government, churches and other stakeholders providing services to communities and support to community development to help promote stronger communities, better inclusion of all groups and human development, and also iii. organisational outcome 3. - Improved collaboration and dialogue with our development partners to ensure that their support is consistent with our needs and in line with the international standards set out in various international Declarations and Accords. Council advice will be based on information and evidence and will contribute to strengthening the collection, analysis and distribution of accurate, informative and timely data, in a form that distinguishes progress between different groups, sectors and areas of the country. Objectives The objectives of the ECDE Advisory Council are to 1. provide advice and feedback to the Minister of Education and Training on the implementation of the ECE elements of the Education Act (2013) including progress in ensuring all 4 and 5 year old children attend quality early childhood education. 2. provide advice and feedback to the Minister of Education and Training and the World Bank on the design, implementation and outcomes of the School Readiness components of PEARL. 3. provide an opportunity for improved communication and coordination between providers of early childhood education and development services, other government services and district and town officers, and 4. contribute to meeting the Government’s vision for Tonga as a progressive, inclusive, empowered and sustainable society. 58 The ECDE Council is advisory only, thus its views are not binding on the Minister, the World Bank or MET officials. Membership Membership will comprise: A. Pre-school providers o Ocean of Light International School o Representative of Independent and private ECE providers o Free Wesleyan Education system o Lavengamalie Education System o Roman Catholic system o Salvation Army o Tongan Pre School Association B. MET officials o Chief Executive Officer /Acting Chief Executive Officer o Deputy Executive Officer Teaching and Learning o Chief Education Officer – Primary Division o Chief Education Officer responsible for Early Childhood Education C. Early Childhood Development (ECD) Stakeholders o Ministry of Finance and National Planning o Ministry of Internal Affairs o Prime Minister’s Office (Local Government) o Government of Tonga Statistics Department o Ministry of Health o Representative District Officers o World Bank PEARL project coordinator Principles 1. Members representing agencies, organizations or communities are expected to consult with those they are representing on agenda items and papers and inform them of outcomes of Council discussion. 2. The Chair provides the Council’s advice to the Minister and the World Bank following each meeting, with copies to Prime Minister and to the Ministers of Finance and National Planning, Health and Internal Affairs. 3. Meetings are expected to be held quarterly. 4. Each meeting will include i. MET officers providing an update on ECE policy and implementation ii. an update from the PEARL project officer on the progress of the school readiness components iii. Members providing feedback obtained from their organizations/members on any issues and challenges arising from the updates iv. Chair and/or MET officials providing feedback on the Minister’s comments on previous advice. 5. Meetings will also allow time for members to share information and to discuss opportunities to collaborate, for example in sharing resources. 6. The advice of the Council will be informed by consideration of the results of the Tongan Early Human Capability Index (TeHCI) survey 2014 and Tonga Early Grade Assessment (TEGRA) 2016 7. Representatives of other Ministries and organizations may be invited to attend meetings or parts of meetings at the Chair’s discretion. 59 Secretariat The secretariat will be the PEARL project coordinator working with the MET ECE officials who will be responsible for: 1. keeping up-to-date records of members, their contact details, and attendance at meetings, together with a brief description of outcomes of Council meetings in a form accessible to the public. 2. keeping records of meetings including agendas, meeting papers and advice provided to the Minister and the World Bank. 3. Support the Chair of the Council by a. organizing meetings including i. consulting members as to items for meeting agendas and for the forward work program ii. drafting agendas and papers for the Chair’s consideration iii. following the Chair’s approval, providing papers and agenda a minimum of one week prior to the Council meeting b. developing a forward work program, including dates of meetings, for the Chair’s consideration, and c. drafting brief reports of meetings including Council advice for the Minister and World Bank for the Chair’s consideration. 60 Annex 5 – TeHCI Instrument Identification number _ _ _ _ _ _ _ _ _ _ _ _ The Tongan Early Human Capability Index (eHCI) Backtranslated to English Parent Completed For each question, please mark the box that represents your answer. It is important to remember that children do not develop and learn at the same rate, for example, some children learn to walk earlier than others and this is normal and OK. We don’t expect children to be able to do everthing we ask in this questionnaire. The most important thing is that you give honest answers. We are trying to find out the true status of the children, so that we know how and where we can best help. The survey is not to rate your parenting style but to get general information about children and for us to learn where best to help. The childs name wont be used for anything and the data is kept confidential. Name of fieldworker _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ Background information A Child's name ______________________________________________________ B Child's date of birth _____ / _____ / ________ Male Female C Child's gender ⃝ ⃝ Primary Started High D Child's Mother's education level ⃝ ⃝ Completed High Tertiary ⃝ ⃝ E Community where the child lives: __________________________________________ Physical Health 1 Child's height _________cm 2 Child's weight _________kg Yes No 3 Is this child sickly, not well looked after? ⃝ ⃝ 61 Does this child have any dificulties or special needs that they require 4a help with ⃝ ⃝ 4b if yes _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ ____________________________________ Does this child have good hygiene i.e. always wash their hands after 5 toileting? ⃝ ⃝ 6 Does this child have positive habits , mafai/fili fakapotopoto ⃝ ⃝ 7 Does this child know good foods from bad foods ⃝ ⃝ General verbal communication Can Can't already yet 8 Can this child use a group of words in talking? ⃝ ⃝ 9 Can this child converse with others? ⃝ ⃝ 10 Can this child talk about something that he/she has done? ⃝ ⃝ 11 Can this child give detail using good Tongan words? ⃝ ⃝ Can this child hold an adult like conversation (for example talkative, 12 always questioning) ⃝ ⃝ Cultural identity and Spirituality Can Can't already yet 13 Shows compassion, understanding and tolerance of others ⃝ ⃝ 14 Can this child identify two culturally important foods / dishes? ⃝ ⃝ 15 Can this child identify two local plants that provide food / fruits? ⃝ ⃝ 16 Does this child show the Tongan cultural values of humility? ⃝ ⃝ Does this child show the Tongan cultural values of 17 devotion/commitment/obligation/responsibility? ⃝ ⃝ Does this child show the Tongan cultural values of reciprocity in 18 relationships ⃝ ⃝ 19 Does this child participate in cultural routines (for example dance)? ⃝ ⃝ 20 Is this child able to say a short prayer? ⃝ ⃝ 62 Social and emotional wellbeing and skills Yes No 21 Is this child happy to share their toys and belongings? ⃝ ⃝ 22 Does this child take care of their own things? ⃝ ⃝ 23 Does this child demonstrate respect for adults? ⃝ ⃝ 24 Does this child demonstrate respect for other children? ⃝ ⃝ 25 Does this child accept responsibility for their actions? ⃝ ⃝ Does this child repeatedly do something wrong even though he/she has 26 been told to stop ⃝ ⃝ 27 Is this child considerate of other people's feelings? ⃝ ⃝ 28 Is this child always helpful? ⃝ ⃝ 29 Is this child friendly to other children? ⃝ ⃝ 30 Does this child kick, bite or hit adults or other children? ⃝ ⃝ 31 Is this child impatient? ⃝ ⃝ Does this child always understand the difference between acceptable 32 and non-acceptable behaviour? ⃝ ⃝ 33 Does this child follow simple directions on how to do something? ⃝ ⃝ Perseverance Yes No 34 Does this child always perform tasks independently? ⃝ ⃝ 35 Does this child always keep at a task until they are finished? ⃝ ⃝ 36 Does this child need constant reminding to finish something off? ⃝ ⃝ 37 Does this child get easily distracted from a task? ⃝ ⃝ 63 Approaches to learning Yes No 38 Does this child show more curiosity about something new in comparison to something familiar? ⃝ ⃝ 39 Does this child investigate/explore the function of a new ⃝ ⃝ toy/game/puzzle or object? 40 Is this child always wanting to learn new things? ⃝ ⃝ 41 When in an unfamiliar environment with a familiar person present, does this child feel free to explore? ⃝ ⃝ 42 Is this child always diligent in their approach to a new job or task? ⃝ ⃝ Numeracy and concepts Can Can't already yet 43 Can this child recognise geometric shapes (e.g. triangle, circle, square)? ⃝ ⃝ 44 Can this child name and identify at least 3 colours? ⃝ ⃝ 45 Can this child sort and classify objects by common characteristics (e.g. shape, colour, size)? ⃝ ⃝ 46 Can this child name and recognise the symbol of all numbers from 1 to 10? ⃝ ⃝ 47 Can this child count to 10? ⃝ ⃝ 48 Can this child count to 20? ⃝ ⃝ 49 Can this child count to 100? ⃝ ⃝ Yes Not yet 50 Does this child know that a horse is taller than a dog? ⃝ ⃝ 51 Does this child know the order of the day (e.g. morning, then afternoon and then evening)? ⃝ ⃝ 52 Does this child understand the concepts of yesterday, today and tomorrow? ⃝ ⃝ 53 Does this child know that a vehicle weighs more than a cup? ⃝ ⃝ 54 Does this child know that the number 8 is bigger than the number 2? ⃝ ⃝ 64 Formal literacy - reading Can Can't already yet 55 Does this child know the sounds of the alphabet? (phonics) ⃝ ⃝ 56 Can this child identify at least 3 letters of the alphabet? ⃝ ⃝ 57 Can this child identify at least 10 letters of the alphabet? ⃝ ⃝ Yes No Are there any reading materials available to the child (e.g. picture 58 books, magazines) ⃝ ⃝ Can Can't already yet 59 Can this child hold a book and turn the pages in the right way? ⃝ ⃝ 60 Can this child follow reading directions? (i.e. left to right, top to bottom) ⃝ ⃝ 61 Can this child read at least 4 popular words? ⃝ ⃝ Formal literacy - writing Can Can't already yet 62 Can this child draw something identifiable? (e.g. a stick person) ⃝ ⃝ 63 Copy (trace) the shape of a letter? (eg A, E, F) ⃝ ⃝ 64 Can this child write their own name? ⃝ ⃝ 65 Can this child write short and simple words? ⃝ ⃝ 66 Can this child write short and simple sentences? ⃝ ⃝ 65 General Questions Yes No 67a Does/did this child attend kindergarten/children's centre? ⃝ ⃝ 67b If yes, What year did they start Kindergarten? 67c If yes, How long did they spend in kindergarten? if Yes, give the name of the kindy and Why you sent them? If 67d No, Why didn’t they go to kindy? ______________________________ _____________________ ___________________________________________________ In the past 3 days, did you or any household member over 15 years of age engage in any of the following activities with your child? 68a Read books or looked at picture books with ⃝ ⃝ 68b Told stories to ⃝ ⃝ 68c Sang song to / or with ⃝ ⃝ 68d Took outside the home/yard ⃝ ⃝ 68e Played with ⃝ ⃝ 68f Named, counted or drew things to/with ⃝ ⃝ 66 Identificaion number ____________ The Tongan Early Human Capability Index (eHCI) Backtranslated to English Teacher Completed For each question, please mark the box that represents your answer. It is important to remember that children do not develop and learn at the same rate, for example, some children learn to walk earlier than others and this is normal and OK. We don’t expect children to be able to do everthing we ask in this questionnaire. The most important thing is that you give honest answers. Your answers need to be accurate. We are trying to find out the true status of the children, so that we know how and where we can best help. There will be some questions that you will need to work with paretns to answer. The data is not used to judge the school or teaching strateges but to work out where children need help with their development. The childs name wont be used for anything and the data is kept confidential. Name of Kindergarten: _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ Background information A Child's name ______________________________________________________ B Child's date of birth _____ / _____ / ________ Male Female C Child's gender ⃝ ⃝ Primary Started High D Child's Mother's education level ⃝ ⃝ Completed High Tertiary ⃝ ⃝ E Community where the child lives: __________________________________________ Physical Health 1 Child's height _________cm 2 Child's weight _________kg 67 Yes No 3 Is this child frequently sickly? ⃝ ⃝ 4a Does this child have any disabilities / special needs? (or needs help with) ⃝ ⃝ 4b if yes _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ ____________________________________ 5 Does this child have good hygiene i.e. always wash their hands after toiletin ⃝ ⃝ 6 Does this child have positive habits , mafai/fili fakapotopoto ⃝ ⃝ 7 Does this child know good foods from bad foods ⃝ ⃝ General verbal communication Can Can't already yet 8 Can this child using a group of words? ⃝ ⃝ 9 Can this child use a string of sentences? ⃝ ⃝ 10 Can this child take turns speaking in a conversation? ⃝ ⃝ 11 Can this child describe things in detail with good Tongan words? ⃝ ⃝ Can this child hold an adult like conversation (for example talkative, 12 always questioning) ⃝ ⃝ Cultural identity and Spirituality Can Can't already yet 13 Shows compassion, understanding and tolerance of others ⃝ ⃝ 14 Can this child identify two culturally important foods / dishes? ⃝ ⃝ 15 Can this child identify two local plants that provide food / fruits? ⃝ ⃝ 16 Does this child show the Tongan cultural values of humility? ⃝ ⃝ 68 17 Does this child show loyalty and commitment? ⃝ ⃝ 18 Does this child show reciprocity in relationships ⃝ ⃝ 19 Does this child actively participate in cultural routines, i.e. dance? ⃝ ⃝ 20 Is this child able to say a short prayer? ⃝ ⃝ Social and emotional wellbeing and skills Yes No 21 Is this child happy to share their toys and belongings? ⃝ ⃝ 22 Does this child take care of their own things? ⃝ ⃝ 23 Does this child demonstrate respect for adults? ⃝ ⃝ 24 Does this child demonstrate respect for other children? ⃝ ⃝ 25 Does this child accept responsibility for their actions? ⃝ ⃝ 26 Is this child considerate of other people's feelings? ⃝ ⃝ Does this child repeatedly do something wrong even though he/she has 27 been told to stop ⃝ ⃝ 28 Is this child always helpful? ⃝ ⃝ 29 Is this child friendly to other children? ⃝ ⃝ 30 Does this child kick, bite or hit adults or other children? ⃝ ⃝ 31 Is this child impatient? ⃝ ⃝ 32 Does this child always understand the difference between right and wrong? ⃝ ⃝ 33 Does this child follow simple directions on how to do something? ⃝ ⃝ Perseverance Yes No 34 Does this child always perform tasks independently? ⃝ ⃝ 69 35 Does this child always keep at a task until they are finished? ⃝ ⃝ 36 Does this child need constant reminding to finish something off? ⃝ ⃝ 37 Does this child get easily distracted from a task? ⃝ ⃝ Approaches to learning Yes No 38 Does this child show more curiosity about something new in comparison to something familiar? ⃝ ⃝ 39 Does this child investigate/explore the function of a new ⃝ ⃝ toy/game/puzzle or object? 40 Is this child always wanting to learn new things? ⃝ ⃝ 41 When in an unfamiliar environment with a familiar person present, does this child feel free to explore? ⃝ ⃝ 42 Is this child always diligent in their approach to a new job or task? ⃝ ⃝ Numeracy and concepts Can Can't already yet 43 Can this child recognise geometric shapes (e.g. triangle, circle, square)? ⃝ ⃝ 44 Can this child name and identify at least 3 colours? ⃝ ⃝ 45 Can this child sort and classify objects by common characteristics (e.g. shape, colour, size)? ⃝ ⃝ 46 Can this child name and recognise the symbol of all numbers from 1 to 10? ⃝ ⃝ 47 Can this child count to 10? ⃝ ⃝ 48 Can this child count to 20? ⃝ ⃝ 49 Can this child count to 100? ⃝ ⃝ Yes No 70 50 Does this child know that a horse is taller than a dog? ⃝ ⃝ Does this child know the order of the day (e.g. morning, then afternoon 51 and then evening)? ⃝ ⃝ 52 Does this child understand the concepts of yesterday, today and tomorrow? ⃝ ⃝ 53 Does this child know that a vehicle weighs more than a cup? ⃝ ⃝ 54 Does this child know that the number 8 is bigger than the number 2? ⃝ ⃝ Formal literacy - reading Can Can't already yet 55 Does this child know the sounds of three letters of the alphabet? (phonics) ⃝ ⃝ 56 Can this child identify at least 3 letters of the alphabet? ⃝ ⃝ 57 Can this child identify at least 10 letters of the alphabet? ⃝ ⃝ Yes No Are there any reading materials in the child's home (e.g. picture books, 58 magazines) ⃝ ⃝ Can Can't already yet 59 Can this child hold a book and turn the pages in the right way? ⃝ ⃝ 60 Can this child follow reading directions? (i.e. left to right, top to bottom) ⃝ ⃝ 61 Can this child read at least 4 simple popular words? ⃝ ⃝ Formal literacy - writing Can Can't already yet 62 Can this child draw something identifiable? (e.g. a stick person) ⃝ ⃝ 63 Copy (trace) the shape of a letter? ⃝ ⃝ 64 Can this child write at least 3 letters? (e.g. A, B, C) ⃝ ⃝ 71 65 Can this child write their own name? ⃝ ⃝ 66 Can this child write simple words? ⃝ ⃝ 72 Annex 6 – TeHCI Scoring Manual Scoring the Early Human Capability Index (eHCI) – Tonga The Tongan version of the eHCI includes 66-items. Three of the items provide information on the child’s height, weight, presence of disabilities/special and reading material in the home. The other 62 items are all dichotomous (Yes/No, or Can already/Can’t yet) and these items are used to create nine scale score. The number of items within each scale ranges between 4 and 13, with an average of 7 items per scale. Most items are positively worded so that the “Yes/Can already” response is scored as 1, and the “No/Can’t yet” response is scored as 0. Non-responses are scored as a 9. Six items are reverse scored and these are shown in red below. Table 1: Scoring the nine domains of the Tongan version of the eHCI Domain Response options Physical health Yes No Is this child frequently sickly? 1 0 Does this child have good hygiene i.e. always wash their hands after 1 0 toileting? Does this child have positive habits? mafai/fili fakapotopoto 1 0 Does this child know good foods from bad foods? 1 0 General verbal communication Can already Can’t yet Can this child use a group of words in talking? 1 0 Can this child use a string of sentences? 1 0 Can this child take turns speaking in a conversation? 1 0 Can this child describe things in detail with good Tongan words? 1 0 Can this child hold an adult like conversion (for example talkative, always 1 0 questioning)? Cultural identity and spirituality Can already Can’t yet Shows compassion, understanding and tolerance of others? 1 0 Can this child identify two culturally important foods/dishes? 1 0 Can this child identify two local plants that provide foods/fruits? 1 0 Does this child show the Tongan cultural values of humility? 1 0 Does this child show loyalty and commitment? 1 0 Does this child show the Tongan cultural values of reciprocity in 1 0 relationships? Does this child participate in cultural routines? 1 0 Is this child able to say a short prayer? 1 0 Social and emotional wellbeing and skills Yes No Is the child happy to share their toys and belongings? 1 0 Does this child take care of their own things? 1 0 Does this child demonstrate respect for adults? 1 0 73 Domain Response options Does this child demonstrate respect for other children? 1 0 Does this child accept responsibility for their actions? 1 0 Is this child considerate of other people's feelings? 1 0 Does this child repeatedly do something wrong even though he/she has 1 0 been told to stop Is this child always helpful? 1 0 Is this child friendly to other children? 1 0 Does this child kick, bite or hit adults or other children? 1 0 Is this child impatient? 1 0 Does this child always understand the difference between right and 1 0 wrong? Does this child follow simple directions on how to do something? 1 0 Perseverance Yes No Does this child always perform tasks independently? 1 0 Does this child always keep at a task until they are finished? 1 0 Does this child need constant reminding to finish something off? 1 0 Does this child get easily distracted from a task? 1 0 Approaches to Learning Yes No Does this child show more curiosity about something new in comparison 1 0 to something familiar? Does this child investigate/explore the function of a new toy/game/puzzle 1 0 or object? Is this child always wanting to learn new things? 1 0 When in an unfamiliar environment with a familiar person present, does 1 0 this child feel free to explore? Is this child always diligent in their approach to a new job or task? 1 0 Numeracy and concepts Can already Can’t yet Can this child recognise geometric shapes (e.g. triangle, circle, square)? 1 0 Can this child name and identify at least 3 colours? 1 0 Can this child sort and classify objects by common characteristics (e.g. 1 0 shape, colour, size)? Can this child name and recognise the symbol of all numbers from 1 to 10? 1 0 Can this child count to 10? 1 0 Can this child count to 20? 1 0 Can this child count to 100? 1 0 Does this child know that a horse is taller than a dog? 1 0 Does this child know the order of the day (e.g. morning, then afternoon 1 0 and then evening?) Does this child understand the concepts of yesterday, today and 1 0 tomorrow? Does this child know that a vehicle weighs more than a cup? 1 0 Does the child know that the number 8 is bigger than the number 2? 1 0 Formal literacy - reading Can already Can’t yet Does this child know the sounds of three letters of the alphabet? (phonics) 1 0 Can this child identify at least 3 letters of the alphabet? 1 0 Can this child identify at least 10 letters of the alphabet? 1 0 Can this child hold a book and turn the pages in the right way? 1 0 74 Domain Response options Can this child follow reading directions? (i.e. left to right, top to bottom) 1 0 Can this child read at least 4 simple popular words? 1 0 Formal literacy - writing Can already Can’t yet Can this child draw something identifiable? (e.g. a stick person) 1 0 Copy (trace) the shape of a letter? 1 0 Can this child write at least 3 letters? (e.g. A, B, C) Can this child write their own name? 1 0 Can this child write short and simple words? 1 0 75 The scale scores for each domain are calculated by taking the average score of all items within that domain. As such, all domains have scores between 0 and 1, where higher scores represent better development. Domain scores are calculated provided that no more than 20% of scores are missing (see details below). Non-missing items needed to calculate Domains Items per scale scale Physical Health 4 3 Perseverance 4 3 Social and emotional wellbeing and skills 13 10 Cultural identity and spirituality 8 6 Formal literacy - writing 5 4 Formal literacy – reading 6 5 Numeracy and concepts 12 9 Approaches to Learning 5 4 Verbal Communication 5 4 Two summary indicators can also be calculated. 1. The Literacy/numeracy scale is made up of the 12 items from the Numeracy and concepts scale, the 6 items in the Formal literacy (reading) scale, and the 5 items in the Formal literacy (writing) scale. The average of these 23 items is calculated provided that at least 19 items are non-missing. 2. The overall development scale is calculated by taking the average of the nine scale scores, provided that data is non-missing for at least seven of the scales. • Verbal Communication • Approaches to Learning • Numeracy and concepts • Formal literacy – reading • Formal literacy - writing • Cultural identity and spirituality • Social and emotional wellbeing and skills • Perseverance • Physical Health Note. The current computation of scale scores and summary indicators represents a work in progress. The instrument properties are still being validated and changes may still occur as further reliability and validity studies are conducted. The development of the eHCI involves a process of continuous improvement. 76 Annex 7 – Classroom Observation Tool for CLRW Program COME, LET’S READ AND WRITE (CLRW) PROGRAM FORM 7 - C FORM 7 ‐ C  Classroom Observation Snapshot  ISLAND VILLAGE SCHOOL NAME TEACHER NAME Date Lesson starts Lesson ends CLASS No. of boys No. of girls COACH NAME NAME present present Lesson (specify week and number of lesson) WEEK DAY LESSON IMPLEMENTATION: SCORE  Key Observation Criteria  Mark with an X your chosen response  COMMENTS  Before teaching  Fully  Partially  Not at  N/A  Write any relevant observation that helps justify your scoring of the  1  all  activity / routine  1.1  Does the classroom have an alphabet chart and  flashcards in the Tongan language?  1.2  Does the classroom have self‐made  posters/learning materials in the Tongan language?  Does the classroom have student seating  1.3  arrangements organized (rows, groups, etc.) so  that all students face the front of the class where  the teaching occurs?  1.4  Does the teacher have a lesson plan and necessary  resources to carry out today’s lesson?  1.5  Does the teacher give clear instructions to the  students about the lesson that is about to begin?   During teaching: Introduction ‐ Phonemic  Fully  Partially  Not at  N/A  Write any relevant observation that helps justify your scoring of the  2   Awareness  all  activity / routine  2.1  Does the teacher review the sounds in words that  have been taught in earlier lessons (if applicable)?    2.2  Does the teacher introduce the lesson activity and  tell students what they will learn?  77 1  COME, LET’S READ AND WRITE (CLRW) PROGRAM FORM 7 - C During teaching: Introduction ‐ Phonemic  Fully  Partially  Not at  N/A  Write any relevant observation that helps justify your scoring of the  2  all  activity / routine  Awareness  2.3  Does the teacher provide examples outside those  mentioned in the teacher’s guide?  2.4  Does the teacher teach using an “I do, we do, you  do” instructional model in teaching sounds??  2.5  Does the teacher hold the teacher guide while  teaching?  Does the teacher pronounce the letter sounds  2.6  correctly? [Pay attention to long vowels and  glottal stops.]  Does the teacher teach students how to blend  and/or segment sounds in simple spoken words  2.7  using gestures? (Only when students are ready to  learn words. Class 1, 2 syllable words; Class 2, 3  syllable words plus)  2.8  Does the teacher call on all children, not only the  ones who have their hands raised?  2.9  Does the teacher call on boys and girls equally  throughout the classroom?   During teaching: Phonics  Fully  Partially  Not at  N/A  Write any relevant observation that helps justify your scoring of the  3  all  activity / routine  3.1  Does the teacher begin with letter names and  sounds that were taught earlier?  3.2  Does the teacher use the “I do, we do, you do”  instructional model in introducing the new letter  3.3  Does the teacher hold the teacher guide while  teaching?  Does the teacher follow the routines specified in  3.4  the teacher’s guide in teaching students Tongan  phonics?  78 2  COME, LET’S READ AND WRITE (CLRW) PROGRAM FORM 7 - C During teaching: Phonics  Fully  Partially  Not at  N/A  Write any relevant observation that helps justify your scoring of the  3  all  activity / routine  3.5  Does the teacher call on all children, not only the  ones who have their hands raised?  Does the teacher teach students how to blend  and/or segment letter/sounds in simple written  3.6  words using flash cards or the blackboard (when  students are ready to learn to decode words)?  Does the teacher use upper and lower case letters  3.7  when writing on the board as part of the teaching  of letter names?  During Reading of words: Blending the sounds,  Fully  Partially  Not at  N/A  Write any relevant observation that helps justify your scoring of the  4   read the word automatically, read the sentence.  all  activity / routine  Does the teacher begin teaching by reviewing the  4.1  relevant sounds that were taught in earlier  lessons?  4.2  Does the teacher use the “I do, we do, you do” in  introducing new letters?  4.3  Does the teacher hold the teacher guide while  teaching?  Does the teacher follow the routines specified in  4.4  the teacher’s guide in teaching students to read  words and sentences?  4.5  Does the teacher call on all children, not only the  ones who have their hands raised?  4.6  Does the teacher use the blending of sounds to  read and say the word?   79 3  COME, LET’S READ AND WRITE (CLRW) PROGRAM FORM 7 - C   During Reading of words: Blending the sounds,  Fully  Partially  Not at  N/A  Write any relevant observation that helps justify your scoring of the  4  read the word automatically, read the sentence.  all  activity / routine            4.7  Does the teacher encourage students to read  words automatically?            4.8  Does the teacher teach how to read short and long  sentences?  During Writing: Writing by tracing and then  Fully   Partially   Not at  N/A  Write any relevant observation that helps justify your scoring of the  5   copying the letter.  all  activity / routine            5.1  Does the teacher start teaching by reviewing the  blending of sounds to read words?             Does the teacher use the model: I do, we do, you  5.2    do when teaching how to write the letter?            5.3  Does the teacher hold the teacher guide while    teaching?              5.4  Does the teacher follow the routines specified in  the teacher’s guide to teach the writing of letters?            Does the teacher help students who are unable to  5.5    write according to instructions?  Does the teacher follow the routines specified in            5.6  the teacher’s guide in teaching students to trace  and copy letters?  80 4    COME, LET’S READ AND WRITE (CLRW) PROGRAM FORM 7 - C During writing: First write the word as you spell it  Fully  Partially  Not at  N/A  Write any relevant observation that helps justify your scoring of the  6 [sound by sound] and then spelling the word  all  activity / routine  automatically.  Does the teacher use the instructional model: I do,  6.1  we do, you do when teaching how to write words  by sound and spell automatically?  6.2  Does the teacher hold the teacher guide while  teaching?  Does the teacher follow the routine for writing  6.3  words by writing as she spells the word sound by  sound?  Does the teacher teach students how to write the  6,4  words by spelling / reading the words  automatically?  During the Forming of Sentences stage  Fully  Partially   Not at  N/A  Write any relevant observation that helps justify your scoring of the  7   all  activity / routine  Does the teacher use the model: I do, we do, you  7.1  do when teaching how to write words by sounding  and spelling them automatically?  7.2  Does the teacher hold the teacher guide while  teaching?  Does the teacher follow the routines specified in  7.3  the teacher’s guide to teach this stage of the  lesson?  7.4  Does the teacher teach forming sentences by using  words that have been taught?  Does the teacher teach forming a sentence by  7.5  reading the sentence and then say each word and  write?  81 5  COME, LET’S READ AND WRITE (CLRW) PROGRAM FORM 7 - C   During Teaching: Listening while Reading the  Fully  Partially   Not at  N/A  Write any relevant observation that helps justify your scoring of the  8   Reading Comprehension  all  activity / routine  Does teacher follow the routine for asking students            8.1  questions that begin with how, why, what  happened or what will happen next when reading  a story?            8.2  Does the teacher call on students to retell parts of  the story? (if the routine has been taught)            8.3  Does the teacher follow the routines for getting  students to read aloud in pairs and groups?  Does the teacher follow the routines for teaching            8.4  students reading comprehension during  visualization and prediction on posters (when  relevant)?  Does the teacher follow the routines for using            8.5  visualization and prediction during reading aloud  the story?  After Teaching: Giving out Homework  Fully  Partially   Not at  N/A  Write any relevant observation that helps justify your scoring of the  9   all  activity / routine  Does the teacher give students homework which            9.1  includes practice activities that they know how to  complete?  Does the teacher mark the students’ homework?            9.2  Does the teacher record whether the students            9.3  complete their homework?  Does the teacher keep a record of homework            9.4   done, and signed by parents?  Does the teacher keep track of learner success by            9.5   tracking learner performance in the classroom?  [either PRAT or other if in control schools]  82 6    COME, LET’S READ AND WRITE (CLRW) PROGRAM FORM 7 - C Whole‐lesson perspective  Fully  Partially   Not at  N/A  Write any relevant observation that helps justify your scoring of the  10  all  activity / routine  During the lesson, in the teacher‐student  10.1  interaction, does the teacher consistently and  positively respond to students’ needs and answers  as they happen?  10.2  Does the teacher praise or encourage students  during the lesson?  Does the teacher consistently check to ensure  10.3  students understand and follow the lesson activity  before moving on to the next one?  10.4  Does the teacher use lesson activities / routines in  ways that are flexible and engaging?  10.5  Does the teacher have the classroom management  skills to deal with composite classes (if applicable)?  83 7  COME, LET’S READ AND WRITE (CLRW) PROGRAM FORM 7 - C   TEACHER ‐ General comments on the implementation of the program :                            COACH ‐ General comments on the implementation of the program:                                      Signature of Teacher:_________________          Signature of Coach:_____________________  84 8    COME, LET’S READ AND WRITE (CLRW) PROGRAM FORM 7 - M   FORM 7 ‐ M  Classroom Observation Snapshot  ISLAND VILLAGE SCHOOL NAME TEACHER NAME Date Lesson starts Lesson ends CLASS No. of boys No. of girls MONITOR NAME NAME present present Lesson (specify week and number of lesson) WEEK DAY LESSON   IMPLEMENTATION: SCORE  Key Observation Criteria  Mark with an X your chosen response  COMMENTS  Before teaching  Fully  Partially  Not at  N/A  Write any relevant observation that helps justify your scoring of the  1  all  activity / routine  1.1  Does the classroom have an alphabet chart and            flashcards in the Tongan language?  1.2  Does the classroom have self‐made            posters/learning materials in the Tongan language?  Does the classroom have student seating            1.3  arrangements organized (rows, groups, etc.) so  that all students face the front of the class where  the teaching occurs?  1.4  Does the teacher have a lesson plan and necessary            resources to carry out today’s lesson?  Does the teacher give clear instructions to the            1.5  students about the lesson that is about to begin?   During teaching: Introduction ‐ Phonemic  Fully  Partially  Not at  N/A  Write any relevant observation that helps justify your scoring of the  2   Awareness  all  activity / routine  2.1  Does the teacher review the sounds in words that            have been taught in earlier lessons (if applicable)?    2.2  Does the teacher introduce the lesson activity and            tell students what they will learn?  85 1    COME, LET’S READ AND WRITE (CLRW) PROGRAM FORM 7 - M   During teaching: Introduction ‐ Phonemic  Fully  Partially  Not at  N/A  Write any relevant observation that helps justify your scoring of the  2  all  activity / routine  Awareness  Does the teacher provide examples outside those            2.3  mentioned in the teacher’s guide?            Does the teacher teach using an “I do, we do, you  2.4    do” instructional model in teaching sounds??  2.5  Does the teacher hold the teacher guide while            teaching?  Does the teacher pronounce the letter sounds            2.6  correctly? [Pay attention to long vowels and    glottal stops.]              Does the teacher teach students how to blend    and/or segment sounds in simple spoken words    2.7  using gestures? (Only when students are ready to  learn words. Class 1, 2 syllable words; Class 2, 3  syllable words plus)  2.8  Does the teacher call on all children, not only the            ones who have their hands raised?  2.9  Does the teacher call on boys and girls equally            throughout the classroom?   During teaching: Phonics  Fully  Partially  Not at  N/A  Write any relevant observation that helps justify your scoring of the  3  all  activity / routine            3.1  Does the teacher begin with letter names and  sounds that were taught earlier?            3.2  Does the teacher use the “I do, we do, you do”  instructional model in introducing the new letter  3.3  Does the teacher hold the teacher guide while            teaching?  Does the teacher follow the routines specified in            3.4  the teacher’s guide in teaching students Tongan    phonics?    86 2    COME, LET’S READ AND WRITE (CLRW) PROGRAM FORM 7 - M   During teaching: Phonics  Fully  Partially  Not at  N/A  Write any relevant observation that helps justify your scoring of the  3  all  activity / routine            Does the teacher call on all children, not only the  3.5    ones who have their hands raised?    Does the teacher teach students how to blend            and/or segment letter/sounds in simple written  3.6  words using flash cards or the blackboard (when  students are ready to learn to decode words)?    Does the teacher use upper and lower case letters            3.7  when writing on the board as part of the teaching  of letter names?  During Reading of words: Blending the sounds,  Fully  Partially  Not at  N/A  Write any relevant observation that helps justify your scoring of the  4   read the word automatically, read the sentence.  all  activity / routine  Does the teacher begin teaching by reviewing the            4.1  relevant sounds that were taught in earlier    lessons?            4.2  Does the teacher use the “I do, we do, you do” in  introducing new letters?            Does the teacher hold the teacher guide while  4.3    teaching?  Does the teacher follow the routines specified in            4.4  the teacher’s guide in teaching students to read    words and sentences?  Does the teacher call on all children, not only the            4.5  ones who have their hands raised?  Does the teacher use the blending of sounds to            4.6  read and say the word?   87 3    COME, LET’S READ AND WRITE (CLRW) PROGRAM FORM 7 - M   During Reading of words: Blending the sounds,  Fully  Partially  Not at  N/A  Write any relevant observation that helps justify your scoring of the  4  read the word automatically, read the sentence.  all  activity / routine            4.7  Does the teacher encourage students to read  words automatically?            4.8  Does the teacher teach how to read short and long  sentences?  During Writing: Writing by tracing and then  Fully   Partially   Not at  N/A  Write any relevant observation that helps justify your scoring of the  5   copying the letter.  all  activity / routine            5.1  Does the teacher start teaching by reviewing the  blending of sounds to read words?             Does the teacher use the model: I do, we do, you  5.2    do when teaching how to write the letter?            5.3  Does the teacher hold the teacher guide while    teaching?              5.4  Does the teacher follow the routines specified in  the teacher’s guide to teach the writing of letters?            Does the teacher help students who are unable to  5.5    write according to instructions?  Does the teacher follow the routines specified in            5.6  the teacher’s guide in teaching students to trace  and copy letters?  88 4    COME, LET’S READ AND WRITE (CLRW) PROGRAM FORM 7 - M   During writing: First write the word as you spell it  Fully  Partially  Not at  N/A  Write any relevant observation that helps justify your scoring of the  6   [sound by sound] and then spelling the word  all  activity / routine  automatically.            Does the teacher use the instructional model: I do,  6.1  we do, you do when teaching how to write words  by sound and spell automatically?  Does the teacher hold the teacher guide while            6.2  teaching?  Does the teacher follow the routine for writing            6.3  words by writing as she spells the word sound by  sound?  Does the teacher teach students how to write the            6,4  words by spelling / reading the words  automatically?  During the Forming of Sentences stage  Fully  Partially   Not at  N/A  Write any relevant observation that helps justify your scoring of the  7   all  activity / routine            Does the teacher use the model: I do, we do, you  7.1  do when teaching how to write words by sounding  and spelling them automatically?  Does the teacher hold the teacher guide while            7.2  teaching?  Does the teacher follow the routines specified in            7.3  the teacher’s guide to teach this stage of the  lesson?            7.4  Does the teacher teach forming sentences by using  words that have been taught?  Does the teacher teach forming a sentence by            7.5  reading the sentence and then say each word and  write?  89 5    COME, LET’S READ AND WRITE (CLRW) PROGRAM FORM 7 - M   During Teaching: Listening while Reading the  Fully  Partially   Not at  N/A  Write any relevant observation that helps justify your scoring of the  8   Reading Comprehension  all  activity / routine  Does teacher follow the routine for asking students            8.1  questions that begin with how, why, what  happened or what will happen next when reading  a story?            8.2  Does the teacher call on students to retell parts of  the story? (if the routine has been taught)            8.3  Does the teacher follow the routines for getting  students to read aloud in pairs and groups?  Does the teacher follow the routines for teaching            8.4  students reading comprehension during  visualization and prediction on posters (when  relevant)?  Does the teacher follow the routines for using            8.5  visualization and prediction during reading aloud  the story?  After Teaching: Giving out Homework  Fully  Partially   Not at  N/A  Write any relevant observation that helps justify your scoring of the  9   all  activity / routine  Does the teacher give students homework which            9.1  includes practice activities that they know how to  complete?  Does the teacher mark the students’ homework?            9.2  Does the teacher record whether the students            9.3  complete their homework?  Does the teacher keep a record of homework            9.4   done, and signed by parents?  Does the teacher keep track of learner success by            9.5   tracking learner performance in the classroom?  [either PRAT or other if in control schools]  90 6    COME, LET’S READ AND WRITE (CLRW) PROGRAM FORM 7 - M Whole‐lesson perspective  Fully  Partially   Not at  N/A  Write any relevant observation that helps justify your scoring of the  10  all  activity / routine  During the lesson, in the teacher‐student  10.1  interaction, does the teacher consistently and  positively respond to students’ needs and answers  as they happen?  10.2  Does the teacher praise or encourage students  during the lesson?  Does the teacher consistently check to ensure  10.3  students understand and follow the lesson activity  before moving on to the next one?  10.4  Does the teacher use lesson activities / routines in  ways that are flexible and engaging?  10.5  Does the teacher have the classroom management  skills to deal with composite classes (if applicable)?  91 7  COME, LET’S READ AND WRITE (CLRW) PROGRAM FORM 7 - M TEACHER ‐ General comments on the implementation of the program:  MONITOR ‐ General comments on the implementation of the program:  Signature of Teacher:_________________    Signature of MONITOR:_____________________  92 8  Annex 8 – Teacher Profiles Notes: • Rounds relate to independent monitoring visit (different to coaching) • Dimensions relate to the instructional aspects covered in the classroom observation tool. • Average scores for the teacher are compared against the average for the EGR teachers in the same school, and then against EGR teachers in the same island group. 93 Notes: • Detail ratings by criteria relate to specific expected interactions / behaviours observed or not during the classroom observation, for each of the instructional routines scheduled for the day of the visit. • Written comments are from the independent monitor, not from the coach. • Coaches and teachers had the opportunity to reflect together on the findings from this document during the coaching visit and to set aspirations for improvements and tentative targets. 94