Workshop and training on remedial lesson_adjusted for training of HTs_CLs_SISOs_final.pptx

Training of Head
Teachers,Curriculum Leads and
SISOs on Remedial Lesson
JUNE, 2022
COMPASS PROJECT

Introduction
(Workshop schedule, training goals and
expected results)
1
Day 1 Session 1

Overview of the District Level Training on Remedial Lesson
Target group: Headteacher and Curriculum Lead* of all the COMPASS
schools, all the SISO of the district
* If a school doesn’t have a Curriculum Lead, a representative from
teaching staff of Primary School.
Duration: 1.5 days
Period to conduct: From 6th June to 1st July
Logistics of the training: The same as that of last year.
Venue: The same venue as the training of last December
If a district wants to change the venue, please let us know 15 days in
advance before the starting date of the training.
Others: Ensure the materials are brought by trainees.
2
Day 1 Session 1
New Slide

Materials to be brought to the training at
district level by headteacher/curriculum lead
• Minutes of General Assemblies (if the SMC hasn’t submitted yet)
• Validated Quo-SPIP (if the SMC hasn’t submitted yet)
• A set of workbooks
• Facilitators manual
• Attendance sheet
• Baseline assessment conducted in each school (the test paper
solved by pupils at baseline assessment)
3
Day 1 Session 1
New Slide

Time Activities
8:30– 8:40 Opening and prayer
8:40– 8:50 Opening speech
8:50– 9:00 Introduction (Workshop schedule, training goals and expected
results)
9:00– 10:00 Session 2: Feedback of the review of the training on SMC
10:00– 10:15 Break
10:15– 11:00 Session 3: Overview of the Remedial Lesson
11:00– 12:00 Session 4: Organization of the Remedial Lesson
12:00– 13:00 Lunch
13:00– 13:45 (Cont’d) Session 4: Organization of the Remedial Lesson
13:45– 16:00 Session 5: Steps of the Remedial Lesson
16:00 End of the Day
Agenda of the Day 1
4
Day 1 Session 1
New Slide

Day 1 Session 1
Agenda of the Day 2
5
Time Activities
8:30 – 8:40 Opening and prayer
8:40 – 9:00 Review of day 1 and Q & A
9:00 – 9:30 Session 1: Key points and techniques of the Remedial Lesson
9:30 – 10:30 Session 2: Sequency of the contents
10:30 – 10:50 Break
10:50 – 12:00 Session 3: Confirmation of the contents of workbooks
12:00 – 13:00 Session 4: Classification of pupils to levels.
13:00 – 14:00 Lunch
14:00 – 14:30 Session 5: Confirmation of the contents of District Trainers Training
14:30 – 14:45 Session 6: Monitoring and Follow up
14:45 – 15:00 Wrap up
15:00 – End of the training
New Slide

Objectives of Training on Remedial Lesson
The participants are expected to;
- Give feedback on the past training and agree on the way
forward
- Understand the objectives and steps of the Remedial
Lesson to be conducted at schools
- Confirm the schedule of and be ready to prepare for training
for representatives of SMC (Headteachers and Curriculum
lead)
6
Day 1 Session 1

Feed back of the review of the
training on SMC
7
Day 1 Session 2

Review of the Past Training on SMC
8
• Reflecting the training on SMC last year, discuss each of the topics in groups
in terms of lessons learned, problems and solutions (areas for improvement),
good practices etc.
Topics
1. Reconstitution of SMCs
2. Quo-SPIP
3. Resource management
4. SMC Federation
5. Monitoring
6. Training system and logistics
Day 1 Session 2

Feedback from National & Regional Trainers
9
Day 1 Session 2
1. Reconstitution of SMCs
(1)What went well?
[Volta region]
- Training of District Master Trainers was very comprehensive and participatory. The role-
play approach was very helpful.
- Most communities and schools understood the concept and reconstituted the SMCs
successfully through democratic elections.
(2) What need to be improved and the solutions if any?
[Volta region]
- District Master Trainers and SISOs should be involved in the sensitization of key
stakeholders at the community and school levels.

10
Day 1 Session 2
1. Reconstitution of SMCs (Cont’d)
(3) Other comments and recommendations
[Volta region]
- Nominating candidates before the day of the election should be avoided. This is to ensure
that all elected positions will have candidates to contest on the election day.
- Most communities preferred a teacher to be elected as a Financial Secretary. This should
not be allowed unless the teacher is a community member.
(4) Ideas to the specific questions
a) How can a school and the DEO avoid a conflict arising from the intervention of two or more
traditional chiefs from different communities in the reconstitution of the SMC?
[Volta region]
- DEO led by the Director and supported by the District Master trainers should plan special
sensitization for the chiefs in conflict-prone areas. The factions should be invited to a
neutral ground (DEO office preferably) and the Assembly Member can help in the invitation
of the chiefs.

11
Day 1 Session 2
1. Reconstitution of SMCs (Cont’d)
(4) Ideas to the specific questions
b) What can a school and the DEO do when some community members bring politics into the
reconstitution of the SMC?
[Volta Region]
- DEO and the District Master trainers must make it clear during the sensitization of key
stakeholders that partisan politics is not and will not be accepted in the SMC reconstitution
exercise.

12
Day 1 Session 2
2. Quo-SPIP
(1)What went well?
[Volta region]
- The training on participatory preparation of Quo-SPIP was an eye opener for the elected
SMC members.
- The SMC members were willing to disseminate information on Quo-SPIP and the need for
participation to the rest of the SMC members and the general community.
- The JICA COMPASS and GES must clarify the differences in the Quo-SPIP format to be
used; irrespective of the different projects (GALOP/COMPASS).
- An innovative approach for the Quo-SPIP preparation, submission and vetting in an
electronic form should be considered. Headteachers or SMCs can only print and submit
Quo-SPIP that is vetted and confirmed electronically. (This can be an added section to the
mobile School Report Card (mSRC) platform).

13
Day 1 Session 2
3. Resource management
(1)What went well?
[Volta region]
- Community members were excited and satisfied that their involvement in the resource
management process has been introduced.
- Participants now know how school funds from various sources are to be accounted for.
- The accountability for learning under resource management was well understood.
- Elected SMC executives pledged their commitment to be accountable to the stakeholders.
- The need for regular acknowledgment of community efforts and encouragement for SMC
members and community members in resource management should be included in the
resource management training or manual.

14
Day 1 Session 2
4. SMC Federation
(1)What went well?
[Volta region]
- The concept of SMC Federation was highly accepted by the SMC members.
- The need for all schools to belong to the SMC Federation. (Both GALOP and Non-
GALOP schools should be allowed to join a Federation)
- Some seed fund should be provided for SMC Federation.
- A competitive award scheme to honor hard-working Federations should be introduced to
encourage and sustain the SMC Federation initiative.

15
Day 1 Session 2
5. Monitoring
(1)What went well?
- SISOs were able to identify new approaches to monitor and support the schools because
of the role-play method of training.
- District Master Trainers also understood the responsibility to monitor and support the
schools.
- DDEs should be trained on monitoring and support especially for the JICA COMPASS
project.
- SISOs and District Master trainers should be resourced to undertake monitoring activities
adequately.
(4) Ideas to the specific question
How can districts monitor and support schools where headteachers changed at the beginning of
academic year (especially when the headteachers are new and have not been trained on SMC)?
- Orientation should be given to such headteachers before they take-over the administration
of the school.
- SISOs should be able to support such headteachers.

16
Day 1 Session 2
6. Training system and logistics
(1) What went well?
[Volta region]
- The cascade training method was good.
- The use of role-play as a method of training delivery was effective.
- Materials provided for the training were appropriate and easy to understand.
- Circuit level in the cascade approach should be taken out.
- In order to avoid information depreciation, the cascade method should end with the
District Trainers.

17
Progress Status of SMC’s Activities by district, Volta 1
SMC democratic
election
Baseline
assessment
GA for
identification
Draft Quo-SPIP GA for validation
Adaklu 100% 100% 100% 100% 0%
Afadjato South 100% 100% 100% 0% 0%
Agotime Ziope 100% 100% 100% 100% 5%
Akatsi North 100% 100% 100% 100% 100%
Akatsi South 100% 100% 100% 100% 100%
Anloga 100% 100% 100% 100% 0%
Central Tongu 100% 100% 100% 100% 100%
Ho Municipal 100% 100% 100% 0% 0%
Ho West 100% 100% 100% 0% 0%
As of 13th May
2022
New Slide

18
Progress Status of SMC’s Activities by district, Volta 2
SMC democratic
election
Baseline
assessment
GA for
identification
Draft Quo-SPIP GA for validation
Hohoe
Municipal
100% 100% 100% 100% 100%
Keta Municipal 100% 100% 100% 100% 0%
Ketu North 100% 100% 100% 100% 0%
Ketu South 100% 100% 100% 0% 0%
Kpando 100% 100% 100% 0% 0%
North Dayi 100% 100% 100% 100% 0%
South Dayi 100% 100% 100% 100% 100%
North Tongu 100% 100% 100% 100% 100%
South Tongu 100% 100% 100% 9% 27%
As of 13th May
2022
New Slide

Overview of the Remedial Lesson
19
Day 1 Session 3

Overview of the Remedial Lesson for 2022
Period: From July 2022 to December 2022
Time: Depend on the availability of each school, basically extra time such as early
morning, after school, co-curriculum time
Facilitators: Volunteer facilitators (from community and teaching staff)
Subject: Math (numeracy, basic operation skills with positive numbers)
Material for pupils: math workbook (Level 1 to 8), exercise book for level 4 to 8
Material for facilitators: Manual, red color pen
How to organize: Classify to appropriate level according to the achievement level at
baseline assessment
How to evaluate: Comparing the result of endline assessment with the result of
baseline assessment
20
Day 1 Session 3
New Slide

Goal and Schedule of the Remedial Lesson
21
Goal (Outcomes) of the Remedial Lesson 2022
- Improve the correct response rate of endline assessment by 30% compared to that of baseline assessment.
- The percentage of pupils who obtain 70% or more in the correct response rate at endline assessment reaches
90%.
Jan Feb Mar Apr May Jun Jul Aug Sep Oct Nov Dec
ToT
Baseline
Pilot Project
Training for
District
Trainers,
Headteacher
and CL
(Remedial
Lesson
during
vacation)
Regional
Education
Forum I
GA of
SMC Fed
GA for
Mid term
review
Remedial
Lesson
(Remedial
Lesson
during
vacation)
Endline
assess
ment
GA of SMC
Fed
Regional
Education
Forum II
GA for
Annual
review
To achieve the Goal (outcomes) of the Remedial Lesson 2022, we try to generate the following outputs;
1. At least 60 hours of Remedial Lesson are implemented in 3 months. (5 hours per week)
2. At least 95% of pupils participate in the Remedial Lesson.
3. The attendance rate of pupils is at least 90%.
4. At least 4 community facilitators are involved in the Remedial Lesson.
Day 1 Session 3
vacation vacation

Three key factors to improve learning outcomes
Learning
Time
Quality of
Teaching
/Learning
Practices
Learning
Material and
Environment
Day 1 Session 3
Manual P4
22

Key Factors Questions Status of Ghana
Learning
time
- What percentage of classes are taught with
respect to the total hours of classes
established in the official curriculum?
- What is the percentage of pupil attendance
to the classes?
- How long does a class have pupils'
engagement time?
% of classes/total hours:
Pupil attendance rate:
Pupil engagement time in a class:
Learning
Material and
environment
- How many pupils share a textbook?
- What percentage of the teachers have a
textbook in line with new curriculum?
- What percentage of pupils have a workbook
to consolidate the learning?
- What percentage of pupils have an
opportunity to catch up in case they are not
understanding the topics.
% of pupils who share a texbook:
% of teachers who have a textbook in line with
new curriculum:
% of pupils who have a workbook:
% of pupils who have an opportunity for catch-up:
Quality of
Teaching
/Learning
Practice
- What percentage of teachers are teaching
with appropriate methdology?
- What perecentage of pupils are able to
work/engage individually?
- What percentage of teachers are motivating
the pupils?
% of teachers who teach all the topics with
appropriate methodology
% of pupils who are able to work/engage
individually:
% of teachers motivating pupils
Shortage of the Learning Time
（100 - 200 hours）
Lack of the textbooks, workbooks,
opportunity for catch-up
Many challenges
Current Status of Three Key Factors in Ghana
Day 1 Session 3
Manual P4
23

Strategy for Improving Learning Outcomes
24
Strategy 2
Technical support for
improving the leaning
efficiency
(Workbook, TaRL, etc.）
Strategy 1
Increase of learning
time by the Remedial
Lesson planned in Quo-
SPIP through the
collaboration between
community and school.
Improvement of Numeracy
Improvement of correct answers rate after
20 hours Remedial Lesson
Example of Akatsi South
Current
Status
Expected Outcomes
Solution (Strategy)
Learning
Crisis
The pupils
are not able
to read,
write, and
calculate.
Day 1 Session 3
Manual P5

Key Factors Questions Status of Ghana
Learning
time
- What percentage of classes are taught with
respect to the total hours of classes
established in the official curriculum?
- What is the percentage of pupil attendance
to the classes?
- How long does a class have pupils'
engagement time?
% of classes/total hours:
Pupil attendance rate:
Pupil engagement time in a class:
Learning
Material and
environment
- How many pupils share a textbook?
- What percentage of the teachers have a
textbook in line with new curriculum?
- What percentage of pupils have a workbook
to consolidate the learning?
- What percentage of pupils have an
opportunity to catch up in case they are not
understanding the topics.
% of pupils who share a texbook:
% of teachers who have a textbook in line with
new curriculum:
% of pupils who have a workbook:
% of pupils who have an opportunity for catch-up:
Quality of
Teaching
/Learning
Practice
- What percentage of teachers are teaching
with appropriate methdology?
- What perecentage of pupils are able to
work/engage individually?
- What percentage of teachers are motivating
the pupils?
% of teachers who teach all the topics with
appropriate methodology
% of pupils who are able to work/engage
individually:
% of teachers motivating pupils:
Current Status of Three Key Factors in Ghana
Organization of the
Remedial Lesson
Distribution of
workbook,
assessment, etc.
Training, Manual,
Community
facilitator, etc.
Day 1 Session 3
Manual P4
Shortage of the Learning
Time（100 - 200 hours）
Lack of the textbooks,
workbooks, opportunity for
catch-up
Many challenges
25

Learning
Time
Quality of
Teaching
/Learning
Practices
Learning
Material and
Environment
Three Key Factors to Improve Learning Outcomes
Implementation of Remedial
lesson
→At least it is increased to
60 hours.
- Support by community
facilitators
- Training and manuals
for facilitators
- Math workbook that
enables pupils to work
individually.
Day 1 Session 3
Manual P4
26

Materials to be Delivered to the Schools
27
Material Qty/
SMC
Timing of
Distribution
Usage Timing of use
1 Assessment on Math
for P1, P2, P3, P4, P5
and P6
100
copies/grade
Jan. 2022 For Baseline, mid-term and
endline of the Remedial Lesson
Jan. 2022
Mid-term and end-
term of the Remedial
Lesson
2 Math Workbook for
Remedial Lesson
level 1 to 8
(copies)
L1, 2, 3: 140
L4, 5: 100
L6 - 8: 50
Feb. 2022 For Remedial Lesson according
to the achievement level
L1, 2, 3: disposal type material
L4 to 8: reuse material
According to the
programme of
Remedial Lesson
3 Exercise book for
Remedial Lesson
160 books Feb. 2022 For the pupils who are at the
level 4 and 5 of the Remedial
Lesson
According to the
programme of
Remedial Lesson
4 Attendance sheet 120
pages/SMC
May 2022 To record the attendance of
pupils to the Remedial Lesson
In Remedial Lesson
5 Red pen May. 2022 To mark the answers of
workbook for Remedial Lesson
In Remedial Lesson
6 Catch-Up material for
P2, P3, P4, P5 and
P6
50 copies
grade
Feb. 2022 For the pupils enrolled at the
beginning of 2023 to review the
contents of previous year.
At the beginning of
the academic year
2023.
Day 1 Session 3
Manual P7

Materials to be Delivered to the Schools
28
Day 1 Session 3
Level : Record of attendance and number of the pages of workbooks worked at the close of the session.
Name Grade Atte. EPN Atte. EPN Atte. EPN Atte. EPN Atte. EPN Atte. EPN Atte. EPN Atte. EPN Atte. EPN Atte. EPN
Atte.: Attendence, EPN: Ending Page Number (P:Presence, A: Absence)
No.
Date
Assessment on math
Workbook L1 to 8 Attendance sheet
Catch Up material
Red pen
Exercise book
For Remedial Lesson 2022
For 2023
Please store it.
Manual P7
Facilitators Manual

Goal of the Remedial Lesson
Outcomes:
- Improve the correct response rate of endline assessment by 30%
compared to that of baseline assessment.
- The percentage of pupils who obtain 70% or more in the correct
response rate at endline assessment reaches 90%.
Outputs:
(1) The Remedial Lessons for more than 60 hours in total are conducted.
(2) 95% of pupils participate in Remedial Lesson.
(3) 90% of pupils attend Remedial Lesson.
(4) At least 4 community facilitators are involved in Remedial Lesson.
Day 1 Session 3
29

Flow Chart of the Remedial Lesson
30
Baseline
Assessment
1st GA
2nd GA
Implementation
of activities
planned in Quo-
SPIP
SMC
Federation
Regional
Education
Forum I
Mid
term
Review
Remedial Lesson
on vacation or 3rd
term
Endline
Assessment
Regional
Education
Forum II
Federation
level
Jan Feb Mar Apr May Jun Jul Aug Sep Oct Nov Dec
Day 1 Session 3
School
level
Discussion
Validation
Addition of
Remedial Lesson
in Quo-SPIP
Pledge to improve the
learning outcomes

Organization of Remedial Lesson
31
Day 1 Session 4
Day 1 Session 4

32
Day 1 Session 4
Activities 2022
January
May/June
June
June/July
October/
November
Activities 2023
October

Planning of Remedial Lesson in Quo-SPIP
• Days and duration of the Remedial Lesson
• Date of endline assessment
• Name of facilitators (Both teacher facilitators and community
facilitators)
• Cost (if necessary)
• Name of persons in charge of keeping materials for Remedial
Lesson
• Name of persons in charge of monitoring pupil attendance at
Remedial Lesson
Day 1 Session 4
What contents related to remedial lesson should be planned in Quo-SPIP?
33

Day 1 Session 4
Remedial
Activity
Period
Days
Facilita
tors
How to
keep
materials
34
In which section of Quo-SPIP should SMC plan Remedial Lesson?

Example of the plan of Remedial Lesson in Quo-SPIP
Day 1 Session 4
35
Activities Period Task Cost Source of
funding
Actors Monitoring
Remedial Lesson 7:00 – 8:00
Mon-Fri
6 Jun – 10
Oct
Red pen
Transportati
on for
facilitators
2 x 30 = 60
3 x 10 x 60
=1800
PTA and
Community
Contribution
Name of
facilitators
Headteacher,
SMC chairperson
Monitoring on
Homework during
vacation
19 Aug. –
12 Sep.
Sign on the
page
worked by
pupils
N/A N/A All the
Parents
Facilitators
Safekeeping of
the materials
All the
academic
year
Keep the
material,
record book
with code.
3 x 5 = 15 Community
contribution
Name of
SMC
member
Name of monitor
Monitoring for
regular
attendance to
remedial lesson
7:00 – 8:00
Mon-Fri
6 Jun – 10
Oct
Record
book
3 x 5 = 15 Community
contribution
Name Name
Endline
assessment
11 Oct. Test paper N/A N/A Facilitators Name of SMC
New Slide

When?
Discussion: Ideally at the General Assembly for problem
identification and solutions
Validation: At the General Assembly for validation
But only for the year 2022…
Discussion and validation: At General Assembly for Mid term
review
Day 1 Session 4
36
In which General Assembly should the Remedial Lesson be
discussed and validated?

Process of the planning of remedial lesson 2022
Day 1 Session 4
37
Step 2
Step 3
Step 1
Conduct the baseline assessment (January 2022)
• GA for identification of problems and solutions
• Formulation of Quo-SPIP
• GA for validation of Quo-SPIP
• Implementation of activities planned in Quo-SPIP
• Participation in the SMC Federation
• Pledge to improve the learning outcomes at Regional Education Forum
Approve at the General Assembly for Mid term review
(June/July 2022)
• Propose and approve the Quo-SPIP at the GA for Mid term review
• Training for facilitators
Add the remedial lesson to Quo-SPIP (June-July 2022)
• Discuss days, time, duration, date of endline assessment, facilitators of remedial lesson

How to Increase the Hours for Remedial Lesson
In the former pilot project in Akatsi South, the average hours for remedial
lesson per week was 3 hours. We need to increase the time to 5 hours (2
hours more per week).
When can we organize remedial lesson?
• Can we organize before the first class in the morning?
• Can we organize in the Co-Curriculum activity hours?
• Can we organize after school?
• Can we organize during the vacation between terms/semesters?
• Can we organize in the weekends?
• Can we create the time for remedial lesson within the timetable?
38
Day 1 Session 4

How to Increase the Number of Community Facilitators
In the former pilot project in Akatsi South, the average number of community facilitators
was only 2. We need to increase this number to 5 community facilitators (3 facilitators
more from the community or other than teaching staff)
Can we use the following strategies?
• Can we organize teams of facilitators by day to reduce the burden of each facilitator?
• Can we use JHS students if they have the different timetable?
• Can we use pupils who can work speedily or finish the level 8 workbook?
• Can we use university students?
How can we encourage and motivate the community members to participate in the
remedial lesson?
How can we reduce the fear of community members against Math?
39
Day 1 Session 4

Good practices in the pilot schools
40
Day 1 Session 4
Schools from urban area Schools from rual area
Suhum MA C Okroase MA Sremanu DA Awata RC
Time 14：00～15：00 (Co
curriculum)
7：00～8：00
(before 1st class)
14：00～15：00 (Co
curriculum)
14：00～15：00 (Co
curriculum)
Frequency of
remedial lesson
4 days/week 5 days/week 5 days/week 4 days/week
Frequency of the
home work
1 day/week Nil Nil Nil
No. of community
facilitators
17 16 4 6
Motivation to
community facilitators
Yes Yes No Yes
Teachers facilitators Yes Yes Yes Yes
Home work for week
end
No No No No
Home work for
vacation (15th April to
8th May)
Yes (Catch Up
material)
Yes (Catch Up
material)
No No
Duration March – mid June March – mid June March – mid June March – mid June
Levels to be
classified at the
beginning
Level 1～Level 8 Level 1～Level 6 Level 1～Level 6 Level 1～Level 6
New Slide

Levels to be Classified for the Remedial Lesson
41
Manual P9
Day 1 Session 4
Grade Numbers Addition of
level 2
Subtraction
of level 3
Addition of
level 4
Subtraction
of level 5
Multiplicati
on of level
6
Division of
level 7
Fractions
of level 8
Total items
P1 8 items 6 items 6 items 20
P2 6 items 7 items 7 items 20
P3 4 items 4 items 4 items 4 items 4 items 5 items 25
P4 2 items 3 items 3 items 4 items 4 items 6 items 5 items 3 items 30
Classification of pupils according to the test results
In the assessment distributed in January 2022, there were items related to numbers, addition, subtraction,
multiplication, division and fraction according the table below.

Levels to be Classified for the Remedial Lesson
42
Manual P9 - 10
Day 1 Session 4
Initially pupils will be
classified up to Level
6 based on the
baseline test.
Pupils who finished the
Level 6 workbook
continue with level 7
and then 8.
Pupils write
down on the
workbook
Level Goal of each level
Level 1 Number up to 20 To master representation of number and its
structures, based on 10
Level 2 Addition with
numbers up to 20
To master the addition with numbers up to 20
including additions carrying
Level 3 Subtraction with
numbers up to 20
To master the subtractions with numbers up to 20
including subtractions borrowing
Level 4 Addition with two,
three or four digits
numbers
To master the additions with two, three, or four
digits numbers including additions carrying
Level 5 Subtraction with
two, three or four digits
numbers
To master the subtractions with two, three or four
digits numbers including subtractions borrowing
Level 6 Multiplication To master the tables of multiplication up to 9 times
table and those of two or more digits number by
one or two digits number
Level 7 Division To master the division with and without remainder,
and two or more digits number by one or two digits
number
Level 8 Fractions and
reviews
To master the concept of fractions and the addition
and subtractions with fractions including those with
different denominators

43
Organization of Groups (example) Manual P17
Day 1 Session 4
The name of each group can be changed depending on the context of the
community and school.
Group Number of
pupils
Facilitator Location
Squirrel (Level 1 for number up to 20) 18 Community
Facilitator 1, 2 and 3
KG classroom
Hamster (Level 2 for Addition) 18 Teacher 1 P1 classroom
Fox (Level 3 for Subtraction) 15 Community facilitator
3, 5 and 6
P2 classroom
Raccoon (Level 4 for Addition with two digits
numbers)
15 Teacher 2 P3 classroom
Hippopotamus (Level 5 for Subtraction with
two digits numbers)
20 Teacher 3 P4 classroom
Giraffe (Level 6 Multiplication) 19 Teacher 4, 5 and 6 P5 classroom
Elephant (Level 7 Division and 8 Fractions) 18 Headteacher P6 classroom

Case Study to Classify Pupils in
Accordance with the Test Results
44
Examples of P1 and P2
Manual P10,11
Day 1 Session 4

45
Manual P10,11
Day 1 Session 4

46
2 2
2
2
3
3
Please make corrections
Manual P12
Day 1 Session 4

47
Facilitators Manual
Manual P10-15
Day 1 Session 4
Item Page
Explanation of classification Pages 10 to 13
Case Study Pages 13 to 15
Note: Please avoid verbal explanation on the classification because it requires
practice to really understand the procedure. After reading the explanation on the
facilitators manual, please give some examples using the case study and then the
trainees should start the case study. After the case study, the trainer asks them if
they have any difficulties.
If the trainer considers that more practice is necessary, he/she uses another
presentation material (Supplementary case study for classification). On the second
day, there is a time to classify the pupils using the baseline assessment of each
school, (this classification using the baseline assessment is only for the training for
Headteachers, Curriculum leads and SISO)
New Slide

48
5 correct answers
→ Go to the next section
(right page)
3 correct answers
→Level 2
Case Study

49
6 correct answers
→Level 3
Case Study
5 correct answers
→ Go to the next section (right page)

50
4 correct
answers
4 correct answers
→Level 5
4 correct
answers
Case Study

51
2 correct
answers
2 correct
answers
→Level 5
3 correct
answers
3 correct
answers
4 correct
answers
4 correct
answers
→Level 6
Case Study

52
2 correct
answers
2 correct
answers
2 correct
answers
→Level 4
3 correct
answers
→Level 6
Case Study

Special cases on classification of pupils
Case 1: If a pupil skipped a section or confused one operation
with another (ex. confused addition with subtraction). ⇒ Please
redo the assessment of the pupil only for the items skipped or
confused.
Case 2: If a school has conducted the baseline appropriately and
the number of pupils classified to Level 6 is 20 pupils or more. ⇒
Classify the pupils of level 4, 5, 6 again to create Level 7 (and 8).
53
New Slide

Case 1
: If a pupil skipped a section or confused one operation with another (ex. confused addition with subtraction). ⇒
Please redo the assessment of the pupil only for the items skipped or confused.
54
The pupil has confusion
in the item of
subtractions with
addition in the section 3
and 5.
⇒
Please redo the
assessment for the pupil
for just confused items.
The pupil has skipped
section 5 (subtractions) .
⇒
Please redo the
assessment for the pupil
for just skipped items.
New Slide

Case 2
If a school has conducted the baseline appropriately and the number of pupils classified to Level 6 is 20 pupils or
more. ⇒ Classify the pupils of level 4, 5, 6 again to create Level 7 (and 8).
55
Section 6 Multiplication : 6
items or more to continue
in the next section
Section 7: Division:
5 items or more ⇒
To level 8
Section 6: Multiplication
(CONT’D)
New Slide

56
Manual P18
Day 1 Session 5
45 to 60 minutes
Session 5: Steps of a Remedial Lesson

How to Monitor Pupils Attendance
and Progress
57
Manual P19, 45-47
(1) Why monitoring attendance and progress
Even if the remedial lesson is well organized, if the attendance rate of
pupils is low, the learning time for pupils would not increase. If the
attendance rate is low, the facilitator must inform the person in charge of
monitoring attendance so that SMC members can take some decisions to
improve the situation. The commitment of the parents also plays a key role
in ensuring pupils’ attendance.
(2) How to monitor attendance and progress
The facilitator checks pupils’ attendance by calling their names one by one.
He/she hands over the pupil’s workbook after giving them the instructions.
When one remedial lesson finishes, each pupil brings his/her workbook to
the facilitator and opens the final pages that he/she finishes for the day.
Then the facilitator checks the number of pages completed in the day.
Day 1 Session 5

How to Monitor Pupils Attendance
58
Manual, P19, 45-47
Day 1 Session 5

Case Study: How to Record the Attendance
and Progress of Pupils
59
Facilitators Manual Page 19.
Work individually for 10
minutes in the attendance
record sheet (copy material)
When finishing the exercise,
confirm answers using the
page 20 of the manual.
Manual P19
Day 1 Session 5
Instruction

60
Manual P19
Day 1 Session 5
Level : 2 (Addition) Record of attendance and number of the pages of workbooks worked at the close of the session.
Name Grade Atte. EPN Atte. EPN Atte. EPN Atte. EPN Atte. EPN Atte. EPN Atte. EPN Atte. EPN Atte. EPN Atte. EPN
1 Abenego Abusah P1 P 4 A P 7 P 10 P 14 P 16 P 19 P 21 P 24 P 28
2 Bernice Akrong P1 A A P 4 P 8 P 13 P 15 P 18 P 20 P 24 P 27
3 Jessica Akadzro P1 P 4 P 6 P 8 P 12 P 15 P 17 P 19 P 21 P 23 P 27
4 Bertha Amezah P1 P 3 P 5 P 8 P 13 P 16 P 18 P 20 P 24 P 26 P 29
5 Dora Feli P1 P 2 P 7 P 9 P 11 P 14 P 17 P 20 P 23 P 26 P 29
6 Justine Ganyo P1 P 4 P 6 P 10 P 14 P 16 P 19 P 21 P 24 A P 27
7 Mawunyo Horsu P1 P 4 P 7 A P 10 A P 14 P 18 P 20 P 24 P 29
8 Mawuawoe Kpodo P1 P 3 P 6 P 9 P 13 P 16 P 19 P 22 P 24 P 26 P 30
9 Janet Naneortor P1 P 2 P 5 P 9 P 12 P 15 P 18 P 21 P 24 P 26 P 29
10 Akos Simpri P1 P 4 P 7 P 10 P 13 P 16 P 19 P 23 P 25 P 28 P 31
11 Doreen Tali P2 P 4 P 7 P 10 P 14 P 17 P 20 P 21 P 21 P 27 P 30
12 Precious Vivor P2 P 5 P 8 P 12 P 14 A A P 17 P 20 P 25 P 28
13 Millicent Xefu P2 P 5 P 8 P 11 P 13 P 16 P 15 P 18 P 20 P 24 P 27
14 Mawufemor Abusah P2 A P 3 P 7 P 10 P 17 P 19 P 21 P 25 P 26 P 28
15 Susuana Akadzro P2 P 6 P 9 P 12 P 15 P 18 P 21 P 24 A A P 27
16 Rosalyn Akrong P2 P 5 P 8 P 10 P 14 P 17 P 20 P 24 P 27 P 30 P 33
17 Emma Akpaka P2 P 3 P 6 P 9 P 13 P 16 P 19 P 21 P 25 P 28 P 31
18 Esiawonam Attipoe P2 P 2 P 6 P 11 P 14 P 17 P 20 P 25 P 28 P 30 P 34
19 Shine Azi P2 P 3 A P 7 P 10 P 14 P 18 A P 21 P 25 P 28
20 Seastian Awuni P3 P 4 P 8 P 12 P 14 P 17 P 20 P 24 P 27 P 29 P 32
21 Johnson Awudor P3 P 3 P 9 P 11 P 15 A P 18 P 21 P 25 P 28 P 30
22 Nice Horsu P3 A A P 4 P 10 P 15 P 19 P 22 P 25 P 27 P 29
23 Fanous Gafatsi P3 A P 3 P 7 P 10 P 15 P 18 P 21 P 24 P 29 P 32
24 Anas Darrah P3 A P 4 P 8 P 12 P 16 P 18 P 21 P 24 P 27 P 30
25 Caleb Abusah P3 P 6 P 8 P 11 P 14 P 17 A P 20 P 23 P 26 P 30
26 Mawutor Agbonu P3 P 6 P 9 A P 12 P 15 P 17 P 20 P 24 P 27 P 30
27 Godsway Agede P4 P 6 P 8 P 10 P 13 A P 16 P 20 P 24 P 26 P 31
28 Francis Akpeli P4 P 6 P 9 P 12 P 15 P 17 P 20 P 24 P 25 P 28 P 30
29 Dzigbordzi Amewoyi P5 P 7 P 10 P 13 P 16 P 18 P 20 P 24 P 28 P 30 P 35
30 Liticia Amedoanyi P6 P 6 A P 8 P 11 P 15 P 18 P 21 P 24 P 28 P 32
Atte.: Attendence, EPN: Ending Page Number (P:Presence, A: Absence)
11/05/2022 13/05/2022
Date
No.
4/05/2022 6/05/2022 9/05/2022 16/05/2022 18/05/2022 20/05/2022 23/05/2022 25/05/2022
Note: Put “–” instead
of blank space
Answer
Case Study: How to Record the Attendance
and Progress of Pupils

Record of the Assessment
61
Manual, P19, 45-47
Day 1 Session 5

How to Implement the Math Workbook Activity
62
Manual P21
The key points in the use of a math workbook are:
① Each pupil works at his/her own pace and with their initiative.
② The facilitator marks each answer.
③ The pupil must rework until he/she gets the correct answer.
Principles of Workbook
• The workbook has the concept of small steps, in which the
contents of each page progress little by little by the type of
exercise.
• The workbook is for individual use.
• The exercises are arranged by the levels of difficulty from easier
to more difficult. The same type of exercise is repeated several
times to ensure the consolidation of the achievements.
• To proceed to the next page, the pupil must solve all exercises
of the page and be checked by the facilitator until he/she
answers all correctly.
Day 1 Session 5

63
Manual P22
How to use the workbook
① Pupils work on all the exercises on each page individually.
② Facilitators have to walk around the classroom for observing pupils’ progress.
③ When a pupil finishes all the exercises on a page, he/she raises his/her hand
so that the facilitator comes and checks his/her work for the first correction.
④ When the facilitator checks the pupil’s answers and realizes that the pupil
made mistakes, the facilitator tries to figure out why the pupil made the
mistakes
⑤ If all the answers are correct, the pupil can move to the next page.
⑥ If there are mistakes, the pupil reworks on all the exercises that he/she made
mistakes or missed.
⑦ The facilitator makes a second correction and advises the pupil again if
necessary.
⑧ The pupil should not move on to the next page before being assessed by the
facilitator.
Day 1 Session 5
How to Implement the Math Workbook Activity

Flow of Correction
64
Manual P22 -24
Day 1 Session 5

Correction of Level 2 worked on the workbook
(example)
65
Manual P22 -24
Day 1 Session 5
4 5
1 5
5 0
3 0
2 0
0 2
3
3
4
2

66
Manual P22 -24
Day 1 Session 5
Correction of Level 4 worked on an exercise
book (example)

67
Manual P22 -24
Day 1 Session 5
Correction of Level 8 worked on an exercise
book (example)

Simulation
68
Manual P21 -25
Group 1
Simulate the monitoring of attendance, math workbook activity
of Level 2, and monitoring of the progress.
Group 2
Simulate the monitoring of attendance, math workbook activity
of level 5, and monitoring of the progress.
Day 1 Session 5
Instruction
10 minutes

Agenda of the Day 2
69
Time Activities
8:30 – 8:40 Opening and prayer
8:40 – 9:00 Review of day 1 and Q & A
9:00 – 9:30 Session 1: Key points and techniques of the Remedial Lesson
9:30 – 10:30 Session 2: Sequency of the contents
10:30 – 10:50 Break
10:50 – 12:00 Session 3: Confirmation of the contents of workbooks
12:00 – 13:00 Session 4: Classification of pupils to levels.
13:00 – 14:00 Lunch
14:00 – 14:30 Session 5: Confirmation of the contents of District Trainers Training
14:30 – 14:45 Session 6: Monitoring and Follow up
14:45 – 15:00 Wrap up
15:00 – End of the training
New Slide

Facilitation and Organization Techniques
70
Manual P26 -29
Theme 1: How to mark the answers efficiently
Sometimes a facilitator must attend to around 30 pupils, marking
takes time and pupils have to wait to be marked.
How the facilitator can mark efficiently to maximize the learning time
for pupils?
Theme 2: How to use the pupils who finished Level 8
The pupils finished the Level 8 workbook.
How can we take advantage of them in remedial lesson?
Day 2 Session 1
Lecture in the manual

71
Manual P26 -29
Theme 3: Who should be in charge of which level?
Who should be in charge of Levels 1, 2 and 3?
Who should be in charge of Levels 7 and 8?
Some community facilitators are afraid of math.
Theme 4: How to keep workbooks and exercise books
How and where workbooks and exercise books for the remedial
lesson should be kept in the school?
Day 2 Session 1

72
Manual P26 -29
Theme 5: How to encourage pupils
How can we encourage the pupils in the remedial lesson?
Theme 6: How to maintain the pupil discipline
How can we maintain pupil discipline in the Remedial Lesson?
Day 2 Session 1

Sequency of the Contents of Workbook
73
Day 2 Session 2

Sequency of the Contents of Workbook
74
Manual P22
The topics of math workbook are organized in accordance
with the difficulty level and the necessity of mastering the
contents to progress to the other contents.
Let’s analyze how the topics are organized in the series of
workbooks.
Day 2 Session 2

Session 2: Sequency of the contents of
workbook
75
Manual P22
In pairs, put the following questions in order
from the easiest to the most difficult.
Day 2 Session 2
Theme Questions
(1) Numbers 17, 0, 5, 80, 176, 89, 100,
(2) Additions 9 + 8, 19 + 13, 3 + 6, 8 + 0, 44 + 32, 275 + 186, 303 + 168, 534 + 24,
309 + 498
(3) Subtractions 86 – 32, 9 – 6, 16 – 9, 36 – 19, 40 – 34, 303 – 184, 363 – 180, 323 –
96
(4) Multiplications 2 x 3, 25 x 5, 23 x 3, 5 x 0, 10 x 3, 20 x 30, 14 x 35, 21 x 42
(5) Divisions 18 ÷ 8, 96÷3, 693÷3, 246 ÷36, 24 ÷6, 246÷3, 246 ÷12, 242 ÷ 11
(6) Fractions 2 2/3 (mixed fraction), comparison of 3/5 and 2/5, 4/3, 1/3, to find the
simplest fraction, comparison of 3/4 and 4/5, multiples and factors, 2/9
+ 2/9, 3/8 + 3/8,
Instruction

Session 2: Sequency of the Contents of Workbook
76
Manual P22
Day 2 Session 2
Theme The order in the workbook
(1) Numbers Level 1: 5, 0, 17, Level 3: 80, 89, 100, 176
(2) Additions Level 2: 3 + 6, 8 + 0, 9 + 8,
Level 3: 44 + 32, 19 + 13, 303 + 168, 534 + 28, 275 + 186, 309 + 498
(3) Subtractions Level 2: 9 – 6, 16 – 9,
Level 4: 86 – 32, 36 – 19, 40 – 34, 363 – 180, 323 – 96, 303 – 184
(4) Multiplications Level 5: 2 x 3, 5 x 0, 10 x 3, 23 x 3, 25 x 5, 20 x 30, 21 x 42, 14 x 35 or
Level 5: 2 x 3, 5 x 0, 10 x 3, 25 x 5, 23 x 3, 20 x 30, 14 x 35, 21 x 42,
(5) Divisions Level 6: 24 ÷6, 18 ÷ 8, 96÷3, 693÷3, 246÷3, 246 ÷12, 242 ÷ 11,
246 ÷36,
(6) Fractions Level 7: 1/3, 4/3 and 2 2/3 (mixed fraction), comparison of 3/5 and 2/5,
multiples and factors, to find the simplest fraction, 2/9 + 2/9, 3/8 + 3/8,
comparison of 3/4 and 4/5 (It can vary)
Answer

Confirmation of the Contents of Workbooks
77
Day 2 Session 3

Typical Errors in the Basic Operations
78
Manual P42 - 44
Day 2 Session 3
⑤ 2/5 + 2/5 = 4/10
How can we support pupils to get the right answer?
① ②
③
④

79
Manual P28 - 29
Solve the following
pages of workbooks until
12:00.
The answers of workbook
are in the Facilitators
Manual page 63 - 159
Day 2 Session 3
Instruction

80
Manual P28 - 29
Day 2 Session 3
Solve the following
pages of workbooks until
12:00.
The answers of workbook
are in the Facilitators
Manual page 63 - 159
Instruction

Classification of pupils using the assessment
exam solved by pupils of your school
(Only for the training for Headteachers,
Curriculum leads and SISO)
81
Day 2 Session 4

Instruction
Classify pupils of your school to the corresponding achievement
level from 1 to 6, using the baseline assessment conducted in
your school, until 13:00.
If you forget the baseline assessment of your school, please
support the other colleagues who bring the baseline assessment
to the training.
(Only for the training for Headteachers, Curriculum leads and
SISO)
82
Day 2 Session 4
New Slide

Confirmation of the Contents
of Training in District / Schools
83
Day 2 Session 5
New Slide

Overview of the Training for Remedial Lesson/SMC Facilitators
Target group: Selected Community and Teacher Facilitators* of the COMPASS
beneficiary school.
The SISO of the district must support the Headteacher and Curriculum Lead
* Facilitators must be the persons agreed upon at General Assembly for Mid-
term Review.
Duration: 1.5 days
Period to conduct: One or Two PLC sessions of the school to be used
especially in the month of July after the GA for Mid-Term Review.
Logistics of the training: Refer to the recommended materials for training.
Venue: The School premises or a suitable centre offered by the SMC/community
Others: Ensure that the facilitators understand their key roles and
responsibilities to perform during the Remedial Lesson.
84
Day 2 Session 5
New Slide

Materials to be brought to the training at
district/school level by headteacher/curriculum lead
• Minutes of General Assemblies (if the SMC hasn’t submitted yet)
• Validated Quo-SPIP (if the SMC hasn’t submitted yet)
• A set of workbooks
• Facilitators manual
• Attendance sheet
• Baseline assessment conducted in each school (the test paper
solved by pupils at baseline assessment)
85
Day 2 Session 5
New Slide

Follow-up of SMCs
86
Day 2 Session 6

Jul Aug Sep Oct Nov Dec
Jan Feb Mar Apr May Jun
Timeline of SMC Activities at School Level
87
Day 2 Session 6
- Baseline
assessment
- GA for
identification
of problems
- GA for
validation of
Quo-SPIP
Implementation of Quo-SPIP
- Training on
Remedial
Lesson for
headteacher
and curriculum
lead
- Training on
Remedial
Lesson for
facilitators
Education
Forum
Implementation of Quo-SPIP
- Endline
assessment
- Annual
review
Implementation of Remedial Lessons
Vacation
Vacation
- Mid-term
review

COMPASS Activities 2022
Month Activities at Regional/District level Activities by each SMC
May  Training on Remedial Lesson (Regional)  Validation of Quo-SPIP at General Assembly by
each SMC (by the end of May)
Jun  Training on Remedial Lesson (District)
 First Education Forum (Regional)
 Participation in Education Forum/ SMC Federation
 Participation in the Training on Remedial Lesson
July  Follow up of SMC Federation
 Follow up of organization of Remedial
Lesson
 General Assembly for mid term review (Addition of
Remedial Lesson to Quo-SPIP)
 Facilitator training on Remedial Lesson at each
school
August  Launching of Remedial Lesson
 Homework for vacation
September  Homework for vacation
 Restart of Remedial Lesson
October  Endline Survey  Remedial Lesson
November  2nd Education Forum (Regional)  Endline assessment
 Participation in Education Forum/SMC Federation
December  Experience sharing seminar
 Collection of information of the Project
 General Assembly for annual review
 Draft of Quo-SPIP for 2023 88
New Slide

Development Partners
SISO
District Education Office
Regional Education Office
SMC Fed. SMC Fed
SMC Fed.
SMC Fed.
Pledge
Pledge
Pledge
Pledge
Pledge
Pledge
Resolution
MOE & GES
REGIONAL
EDUCATION FORUM
Discussion
What is Education Forum?
89
Day 2 Session 6

Participants in the Regional Education Forum
90
A tentative list of participants for the Regional Education Forum
Position Number Remarks
District level
Chairperson of Social Services - District Assembly 1
Chairperson of District Education Oversight Committee (DEOC), 1
DEO (Director, Planning Officer, Training) 3
SMC Federations (Chairperson and Secretary) 2
Representatives of schools that are from districts without
Federation
At least one representative
from each school
Sub-total (Dist. level Participants) 9 or more
Regional level
Regional Minister and Chief Director (RCC) 2
REO (Director, Planning and Training) 3
Regional traditional leader 2 The chief and elder
Discussion
Day 2 Session 6

Follow-up Items on Baseline Test, General Assembly and Quo-SPIP
91
Follow-up Checklist
Baseline test  Has the school (SMC) received 100 copies of baseline test paper?
 Has the SMC implemented the baseline test at an earliest possible date?
 Has the SMC prepared tables and graphs that show the assessment results?
 Does the SMC know that they can utilize extra copies of the test paper at the mid-term or
end-line assessment?
 Do the SMC members know that they have to keep the baseline tests conducted to be
used for the organization of Remedial Lesson?
General
Assembly for
problem
identification
 Has the SMC shared with the community the baseline assessment results?
 Has the SMC discussed the community’s expectations to the school, current situation of
learning (challenges), and possible relevant activities to overcome the challenges?
 Has the SMC shared information on school grants and other funds?
 Has the SMC discussed whether or not the SMC will join the SMC Federation?
Quo-SPIP  Has the SMC members participated in drafting the Quo-SPIP?
 Has the SMC reflected the discussion with the community at the General Assemblies in
the Quo-SPIP?
 Is the Quo-SPIP feasible in terms of capacities and resources?
 Has the SMC assigned the members in charge of keeping the math workbooks and
catch-up materials in the Quo-SPIP?
 Does the Quo-SPIP include transportation costs of the delegates for General Assemblies
of SMC Federation in the budget?
Day 2 Session 6

Follow-up Items on Remedial Lesson and GA for Mid-term Review
92
Follow-up Checklist
Remedial
Lesson
 Has the school (SMC) ensured 60 hours for the Remedial Lesson?
 Has the school (SMC) ensured 4 community facilitators at least?
 Has the SMC implemented training for facilitators?
 Has the SMC planned the safekeeping of the math workbooks?
 Has the SMC planned to give homework during vacation as a part of the Remedial
Lesson?
 Has the SMC classified the pupils according to the baseline assessment?
 Does the SMC have enough number of facilitators (community facilitators)?
 Is the SMC using materials as the Project suggested?
 Does the SMC record the attendance of pupils to the Remedial Lesson?
General
Assembly for
mid term
review/ annual
Review
 Has the SMC shared with the community the financial balance sheet?
 Has the SMC shared with the community the mid-term review sheet?
 Has the SMC explained to the community about the Remedial Lesson?
 Has the SMC validated the Quo-SPIP with the community?
 Has the SMC motivated the participants to participate as facilitators?
 Has the SMC elaborated the minutes of the General Assembly and submitted them?
others  Has the SMC received the enough quantity of materials?
Day 2 Session 6
New Slide

Month Schedule and Activity Checklist for the year 2022
May  Validation of Quo-SPIP at General Assembly each SMC (by the end of May)
June  Participation in Education Forum/ SMC Federation
 Participation in the Training on Remedial Lesson
July  General Assembly for mid-term review (Addition of Remedial Lesson to Quo-SPIP)
 Training for facilitators on Remedial Lesson
August  Launching of Remedial Lesson
 Homework for vacation
September  Homework for vacation
 Restart of Remedial Lesson
October  Remedial Lesson
November  Endline assessment
 Participation in Education Forum/SMC Federation
December  General Assembly for annual review
 Draft of Quo-SPIP for 2023
January  General Assembly for validation of new Quo-SPIP
February  Implementation of Quo-SPIP
Follow-up Schedule of COMPASS schools 2022.
93
Day 2 Session 6
New Slide

Agenda for General Assembly for Mid-term Review
94
No. Activity In charge
1 Explanation of the purpose of the General Assembly
Headteacher and SMC
members, teachers
2 Presentation of mid-term or end-line assessment results
Headteacher and SMC
members, teachers
3 Presentation of mid-term or annual review sheet
Headteacher and SMC
members, teachers
4 Approval of mid-term or annual review sheet
All participants moderated by
SMC members
5 Presentation of balance sheet and documentary evidence
SMC members
6 Discussion on challenges and solutions for the next term
or next academic year
SMC members
7 Explanation about the Remedial Lesson and looking for
the community facilitators
SMC members
8 Approval of addition of Remedial Lesson to Quo-SPIP
SMC members
New Slide

Agenda for General Assembly for mid-term review
If a school is applicable to the following situation, please discuss the theme
during the General Assembly for mid term review.
1) The schools whose Quo-SPIP doesn’t include the budget to participate in
SMC Federation (Fee for SMC Federation and transport for participation in
Federation’s meeting)
⇒Add the budget needed for SMC Federation to the Quo-SPIP and approve at
the General Assembly for mid-term review
2) The schools that have planned ambitious activities in Quo-SPIP and are not
able to implement those activities for this academic year.
⇒Please remove those activities from Quo-SPIP and approve at the General
Assembly for mid-term review.
95
New Slide

Adjust the number of workbooks, catch up material,
test and exercise books among schools
Context: The quantity of material distributed to each district was
calculated using the following quantity per school:
96
L1 L2 L3 L4 L5 L6 L7 L8
Math Workbook 140 140 140 100 100 50 50 50
Please adjust the number of materials among the schools of the same district, in
order that each pupil gets a math workbook of the corresponding level.
B2 B3 B4 B5 B6
Catch Up material 50 50 50 50 50
B1 B2 B3 B4 B5 B6
Test 100 100 100 100 100 100
Exercise book 160
New Slide

Collection of Baseline Assessment Result
The baseline assessment results will be shared at the First Education
Forum. Please share with us the following information, by 3rd June,
2022, through WhatsApp (pictures also acceptable)
97
Number
of pupils
Average out of 100 or out of total item Percentage of pupils who
got 70% or more
Name of school: Okrase Presby X
Basic 1 53 e.g. 75/100 or 15/20 e.g. 40%
Basic 2 48 e.g. 90/100 or 18/20 e.g. 50%
Basic 3 46 e.g. 80/100 or 20/25 e.g. 45%
Basic 4 45 e.g. 70/100 or 21/30 e.g. 38%
Basic 5 39 e.g. 60/100 or 18/30 e.g. 23%
Basic 6 36 e.g. 50/100 or 15/30 e.g. 20%
New Slide

Timeline for District Education Office
98
Date / timing Activity MEANS
3rd June Submission of baseline assessment results Email /WhatsApp
3rd June Submission of the list of participants for Education Forum Email /WhatsApp
Mid June Participation in Education Forum
At least 10 days before the
starting date of the training
Report of training at the district level (venue, batch, date,
participants list, etc.) (For the districts that use the same venue
as last December)
Email /WhatsApp
At least 15 days before the
starting date of the training
Report of training at the district level (venue, batch, date,
participants list, etc.) (For the districts that use a different venue
from last December)
Email /WhatsApp
By the end of June Training on Remedial Lesson for Headteachers, curriculum lead,
and SISO
Within 15 days after the
training
Submission of receipts of the training at district level. Email /WhatsApp
/Original
End of June - July Follow up for SMC Federation and General Assembly for mid-
term review by each district
November Submission of endline assessment results Email /WhatsApp
New Slide

99
End of the
presentation Thank
you for your attention,
Akpe na mi.

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Workshop and training on remedial lesson_adjusted for training of HTs_CLs_SISOs_final.pptx

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