Common use of Result 1A Clause in Contracts

Result 1A. Full Time Inclusive School approach (FTIS) for approximately 750 selected lower secondary schools to improve educational outcomes and increasing the graduation rate of 9th grade, benefiting at least 100,000 students from 7th, 8th and 9th grade. The Project continues technical assistance for 410 organized schools in 68 Integrated Systems or Natural Systems and in 28 school networks. Project contributions reached a total of 62,767 youth (30,540 woman and 32,227 men) enrolled in lower secondary, benefit expand to 121,115 students who are enrolled in other education levels. Pedagogic training is one of the most important strategies that the Project has used to change teacher practices in the classroom through active methodologies, innovation for Language, Mathematics and Science, and the inclusive education approach. Trained teachers have been able to improve pedagogic practices in the classrooms and they have also enriched the FTIS pedagogic proposal implemented by XxX. The Project had provided support for Departmental Education Directors (DDE) to continue and support changes made as result of Project activities. During this period, the strengthening process has continued for Departmental Education Directors from Cabañas, San Xxxxxxx and Sonsonate. FHI360 had recommend to the DDE focused the pedagogic strategy in low secondary school as a part of the overall cycle of education for youth instead of by level The 8 Departmental Education Directors who participate in the Project have continued supporting teachers in the application of active methodologies. They have achieved the following results: • Guiding and improvement teams from Departmental Directors in Cabañas, San Xxxxxxx and Sonsonate, have analyzed some of the pedagogic regulations in schools, for example: technological access in classrooms, community and family engagement and how teachers are promoting to share with families what their children are developing after using the guides and transmitting achievements of innovating to other teachers, among others. • From SI-EITP, the pedagogic proposal has been strengthened with the implementation of active methodologies with the perspective to the expansion towards other teachers and levels. • The specialist teacher’s network is supporting others lower secondary and middle school teachers. • Systematic support for inter-learning circles in the process approval and programming to schedule official’s meetings. They are also reviewing the school´s pedagogic and financial plan to support teachers who are applying the APA methodology in the classroom. • Quality improvement teams have committed to support new group of teachers who are changing the practices with innovations when applying active methodologies in the classroom. In relation to strengthening active methodologies, training processes have been incorporated to 100 teachers who specialize in science, they have received the first 58 hours in on-sight trainings corresponding to 2 workshops and are now organized in 17 inter-learning circles. When they are in these spaces they learn to together and share experiences with other teachers from other specialties from the teacher network. The science teacher network shares material that has been worked on in the classroom and learning guides with other schools from the integrated System, contributing to the expansion of this methodology for other schools and educational levels. For the specialty of Language and Mathematics, trained leading teachers perform better in the class room. Lower secondary Mathematics teaching has been strengthened, because specialize teachers support the development of their peers who do not have this specialty. The pedagogical strategy is in place in classroom and becomes a permanent learning process among pairs and teams. Inter-learning circles have become a continuous and permanent peer-teacher training practice space. In the classrooms of pioneer teachers, during the application of learning guides, the students’ performance had improved as long as the classroom environment and student participation Teachers are applying active methodologies as a different practice to the traditional ones where students are leaders of their own knowledge. The methodology promotes students to better thinking comprehensive knowledge, analysis and collaborative work and better ways for them to relate in the classroom. Multiplication processes for this methodology invigorates MoE pedagogic technical assistants who are supported by Departmental Education Directorates as a continuity strategy that the Project is implementing. There has been an advance in the consolidation of graphic line and design of fascicles from the active methodology collection which the project is planning to reproduce for the extension of this methodology. These fascicles will be validated next quarter and approved by different level administrators from MoE, USAID and the Partnership Network. As part of the attention, retention and culmination lower secondary program, during this quarter FEDISAL has continued preparing conditions for the Vocational Orientation System and has strengthened guiding teacher role, so they coaching the lower secondary students in the discovery of their abilities and skills. These abilities and skills will allow them to project and realize their life plan. Vocational Orientation (VO) trainings have concluded for teachers from a total of 361 teachers, Technical assistance has been delivered to 136 schools of the 165 schools. As part of the visits, lecture were given to more than 4,276 9Th grade students (2,027 men and 2,209 women) on vocational orientation to ninth grade youth, and schools are supported so they can develop vocational fairs where they can provide information and orientation to students from the entire territory. Also, 142 lower secondary teachers have been trained on the Inclusive Education and Special Education Needs/Students Attention course, FUNPRES provided technical assistance to 147 schools of the 165 selected schools. Through these training and schools processes they have created awareness about the importance of using inclusive methodology strategies. The schools directors have identified the different learning styles of their students, making special emphasis in the characterization of students in the classroom, identifying cases and the application of curricular adjustments taking into account the specific needs and possibilities of students Teachers trained in this topic and school principals have been able to establish a commitment for the incorporation of inclusive strategies in the pedagogic proposal. In total, during this quarter, FUSALMO, FUNPRES and FHI360 have trained 1,471 people from the educational community (634 men and 837 woman):250 school principals, 390 teachers and 250 MoE officials were trained, as well as 361 lower secondary students and 220 parents.

Result 1A. The Full Time Inclusive School approach (FTISFTISA) for approximately 750 selected lower secondary schools to improve educational outcomes and increasing the graduation rate of 9th grade, benefiting at least 100,000 100,00 students from 7th, 8th and 9th gradegrades. To date, with support provided by the Project, MoE is making decisions regarding departmental organizations, EITP expansions, Pedagogic Proposal development and sustainability of the inclusive model encouraged by the central government. There is a record of EITP advances with several sources from national level, to date the model is moving forward with support from the government, financed by the World Bank and USAID. The Project project continues technical providing assistance for 410 to 409 schools who have been organized schools in 68 Integrated Systems or Natural Systems Systems, and in 28 school networks. Project contributions have reached a total of 62,767 youth (30,540 woman 63, 222 enrolled lower secondary students from 409 of the selected schools and 32,227 men) enrolled in lower secondary, benefit expand benefits to 121,115 students who are enrolled in other education levels. Pedagogic For this pedagogic topic, model I Learn, I Practice and I Apply (APA) has been incorporated as a proposal to improve academic performance for lower secondary students. To date, there has been an advancement on training teachers who specialize in Language. The first and second training workshop was developed for this process, completing a group of teachers who specialize in Mathematics and language. 109 teachers who specialize in Language have been trained as well as 84 teachers who specialize in Mathematics. Teachers have understood and are making the active methodology approach their own in their classrooms. They have initiated a process to improve their teaching skills in the classroom, through the implementation of collaborative work from students through a didactic proposal that they are calling “learning guides”. These learning guides develop an autonomous learning route and invite students to be part of participation activities, coexistence and dialogue, through diverse interactions. According to XxX´s expectations, this learning guide is one a platform to redesign classrooms: “moving from pedagogics found in the manual to alternative pedagogy.” Since the project started providing technical assistance there have been changes in schools and classrooms. Teachers have said the use of active methodologies has generated the following in their classrooms: collaborative work, values, initiative and creativity from teachers, it helps with inclusion and participation, students pay more attention, they are able to help those who need it the most, more interaction between students and teachers, facilitates teachers work in the classroom, students are interested and learn, more values and coexistence, classes are planned and have resources, time, methodology, learning becomes significant because students believe in what they are doing, they teach students to analyze and discover new ways of learning. A pedagogic strengthening strategy has been developed in coordination with Educational Departmental Directorships by having teachers who represent the Integrated System Full Time Inclusive School Approach, in projection of the most important strategies multiplication that the Project will take place in 2015. A relation and communication network has used to change teacher practices started between teachers who live in the classroom through active methodologiessame municipality, innovation for Language, Mathematics and Science, and the inclusive education approach. Trained teachers have been this is because they share written resources to be able to continually improve pedagogic practices in the classrooms and they have also enriched the FTIS pedagogic proposal implemented by XxX. The Project had provided support for Departmental Education Directors (DDE) to continue and support changes made as result of Project activitiestheir proposals. During this period, the strengthening training process has continued for Departmental Education Directors from Cabañasleading teachers in mathematics was completed (year 2013), San Xxxxxxx and Sonsonate. FHI360 had recommend to the DDE focused the pedagogic strategy in low secondary school as a part of a training program for 5 workshops. Some of the overall cycle observed achievements in this group of education for youth instead specialized mathematics teachers are the following:  22 teachers demonstrated mastery of by level The 8 Departmental Education Directors who participate in the Project have continued supporting teachers in learning process – APA- that develops the application of active methodologiesmethodologies in classrooms. They have achieved the following results: • Guiding  Learning guide are applied systematically in classrooms and improvement teams from they mention that their students are improving relationship processes and are motivated to learn.  Departmental Directors in Cabañas, San Xxxxxxx and Sonsonate, have analyzed some Directorships are consulting them as benchmarks of the pedagogic regulations in schools, for example: technological access effective innovations in classrooms, community and family engagement and how teachers are promoting to share with families what their children are developing after using the guides and transmitting achievements of innovating to other teachers, among others. • From SI-EITP, the pedagogic proposal has been strengthened with the implementation purpose to accompany the process, learn from it and to strengthen ministerial strategies.  They have generated reflection and analysis on topics related to instructional planning, Departmental Directorships want to deepen and establish new mechanisms.  There are going into detail on learning evaluations, as a product of the active methodologies methodology application in classrooms.  Teacher leadership is being strengthened consistently with the perspective to ministerial strategy of SI EITP and the expansion towards other teachers and levels. • The specialist teacher’s network is supporting others lower secondary and middle school teachers. • Systematic support for inter-learning circles in the process approval and programming to schedule official’s meetings. They are also reviewing the school´s pedagogic and financial plan to support teachers who are applying the APA methodology in the classroom. • Quality improvement teams have committed to support new group intention of teachers who are changing the practices with innovations when applying active methodologies in the classroom. In relation to strengthening active methodologies, training processes have been incorporated to 100 6 of the pioneer teachers facilitated the second teacher workshop for those who specialize in sciencemathematics. This generated a continuous learning environment, they have received the first 58 hours in on-sight trainings corresponding to 2 workshops respect and are now organized in 17 inter-it improves learning circles. When they are proposals embodied in these spaces they learn learning guides.  Facility to together generate feedback processes and share experiences with other teachers from other specialties from the teacher network. The science teacher network shares material that has been worked on in the classroom and learning guides with other schools from the integrated Systemcollaborative work between colleagues, contributing to the expansion of this methodology for other schools and educational levels. For the specialty of Language and Mathematics, trained leading teachers perform better in the class room. Lower secondary Mathematics teaching has been strengthened, because specialize teachers as well as strengthening support the development of their peers who do not have this specialty. The pedagogical strategy is in place in classroom and becomes a permanent learning process among pairs and teamscolleagues. Inter-learning circles have become been created as a local level sustainable strategy to ensure changes made in municipalities. “9 mutual learning circles have been created (14 for mathematics, 15 for language) with help from volunteer teachers. 193 teachers participate in this strategy, the following are some of the achievements:  Teachers have completely gotten involved in being part of inter-learning circles in their municipalities.  Teachers who participate generate a continuous dialogue and permanent peer-teacher training practice space. In the classrooms of pioneer teachers, during the application of learning guides, the students’ performance had improved as long as the classroom environment and student participation Teachers are applying active methodologies as a different practice to the traditional ones where students are leaders improvement process of their own knowledgewritten resources, as part of the reflection of their teaching in order to obtain an effective learning process. The methodology promotes students  An attitude to better thinking comprehensive knowledgeshare experiences has been generated, analysis educational material and collaborative work learning guides with respect and better ways for them to relate continue learning. This process strengthens the Full Time Inclusive School Approach in its premise: “Move from single teachers to teams of teachers”.  Departmental Directorships have reorganized pedagogic technical assistants, with the purpose of accompanying teachers and to provide conditions were meetings can take place.  Departmental Directorships have made sure that at least one circle works properly in the classroommunicipalities that participate in the Project. Multiplication processes for this methodology invigorates MoE pedagogic technical assistants  A knowledge exchange process has begun with specialty teachers with teachers who have not received trainings on the subject they teach. At MOE central level, improvement teams are supported by strengthened in Departmental Education Directorates as a continuity strategy that the Project is implementingDirectorships. There has been an advance in strengthening school management of departmental directorships to support technical assistance directed to schools pedagogic processes. The following are some of the consolidation achievements achieved by strengthening departmental directorships and school management regarding SI-EITP:  Two training workshops have been developed this year on active methodologies and SI EITP management for governing committees and improvement teams of graphic line and design 7 Departmental Directorships of fascicles from the active methodology collection which 8 who form the project Project. It is planning important to reproduce for mention that despite of the extension of this methodology. These fascicles will be validated next quarter and approved by different level administrators from MoE, USAID changing situation within ministerial authorities where teaching processes have been made and the Partnership Networkbig amount of activities they have participated in, they have responded favorably to the before mentioned changes. As part  A pedagogic technical assistant has been appointed for each of the attention, retention and culmination lower secondary program, during this quarter FEDISAL has continued preparing conditions for the Vocational Orientation System and has strengthened guiding 20 teacher role, so they coaching the lower secondary students inter-learning circles. Technical assistants will actively participate in the discovery of their abilities and skills. These abilities and skills will allow them to project and realize their life plan. Vocational Orientation (VO) trainings have concluded for teachers from a total of 361 teachers, Technical assistance has been delivered to 136 schools of the 165 schools. As part of the visits, lecture were given to more than 4,276 9Th grade students (2,027 men and 2,209 women) on vocational orientation to ninth grade youth, and schools are supported so they can develop vocational fairs where they can provide information and orientation to students from the entire territory. Also, 142 lower secondary teachers have been trained on the Inclusive Education and Special Education Needs/Students Attention course, FUNPRES provided technical assistance to 147 schools of the 165 selected schools. Through these training and schools processes they have created awareness about the importance of using inclusive methodology strategies. The schools directors have identified the different learning styles of their students, making special emphasis in the characterization of students in the classroom, identifying cases and the application of curricular adjustments taking into account the specific needs and possibilities of students Teachers trained in this topic and school principals have been able to establish a commitment for the incorporation of inclusive strategies in the pedagogic proposal. In total, during this quarter, FUSALMO, FUNPRES and FHI360 have trained 1,471 people from the educational community (634 men and 837 woman):250 school principals, 390 teachers and 250 MoE officials were trained, as well as 361 lower secondary students and 220 parentsworkshops.

Result 1A. Full Time Inclusive School approach (FTIS) for approximately 750 selected lower secondary schools to improve educational outcomes and increasing the graduation rate of 9th grade, benefiting at least 100,000 students from 7th, 8th and 9th grade. The Project continues technical assistance for 410 organized schools in 68 Integrated Systems or Natural Systems and in 28 school networks. Project contributions reached a total of 62,767 youth (30,540 woman and 32,227 men) enrolled in lower secondary, benefit expand to 121,115 students who are enrolled in other education levels. Pedagogic training is one of the most important strategies that the Project has used to change teacher practices in the classroom through active methodologies, innovation for Language, Mathematics and Science, and the inclusive education approach. Trained teachers have been able to improve pedagogic practices in the classrooms and they have also enriched the FTIS pedagogic proposal implemented by XxX. The Project had provided support for Departmental Education Directors (DDE) to continue and support changes made as result of Project activities. During this period, the strengthening process has continued for Departmental Education Directors from Cabañas, San Xxxxxxx and Sonsonate. FHI360 had recommend to the DDE focused the pedagogic strategy in low secondary school as a part of the overall cycle of education for youth instead of by level The 8 Departmental Education Directors who participate in the Project have continued supporting teachers in the application of active methodologies. They have achieved the following results: •  Guiding and improvement teams from Departmental Directors in Cabañas, San Xxxxxxx and Sonsonate, have analyzed some of the pedagogic regulations in schools, for example: technological access in classrooms, community and family engagement and how teachers are promoting to share with families what their children are developing after using the guides and transmitting achievements of innovating to other teachers, among others. •  From SI-EITP, the pedagogic proposal has been strengthened with the implementation of active methodologies with the perspective to the expansion towards other teachers and levels. •  The specialist teacher’s network is supporting others lower secondary and middle school teachers. •  Systematic support for inter-learning circles in the process approval and programming to schedule official’s meetings. They are also reviewing the school´s pedagogic and financial plan to support teachers who are applying the APA methodology in the classroom. •  Quality improvement teams have committed to support new group of teachers who are changing the practices with innovations when applying active methodologies in the classroom. In relation to strengthening active methodologies, training processes have been incorporated to 100 teachers who specialize in science, they have received the first 58 hours in on-sight trainings corresponding to 2 workshops and are now organized in 17 inter-learning circles. When they are in these spaces they learn to together and share experiences with other teachers from other specialties from the teacher network. The science teacher network shares material that has been worked on in the classroom and learning guides with other schools from the integrated System, contributing to the expansion of this methodology for other schools and educational levels. For the specialty of Language and Mathematics, trained leading teachers perform better in the class room. Lower secondary Mathematics teaching has been strengthened, because specialize teachers support the development of their peers who do not have this specialty. The pedagogical strategy is in place in classroom and becomes a permanent learning process among pairs and teams. Inter-learning circles have become a continuous and permanent peer-teacher training practice space. In the classrooms of pioneer teachers, during the application of learning guides, the students’ performance had improved as long as the classroom environment and student participation Teachers are applying active methodologies as a different practice to the traditional ones where students are leaders of their own knowledge. The methodology promotes students to better thinking comprehensive knowledge, analysis and collaborative work and better ways for them to relate in the classroom. Multiplication processes for this methodology invigorates MoE pedagogic technical assistants who are supported by Departmental Education Directorates as a continuity strategy that the Project is implementing. There has been an advance in the consolidation of graphic line and design of fascicles from the active methodology collection which the project is planning to reproduce for the extension of this methodology. These fascicles will be validated next quarter and approved by different level administrators from MoE, USAID and the Partnership Network. As part of the attention, retention and culmination lower secondary program, during this quarter FEDISAL has continued preparing conditions for the Vocational Orientation System and has strengthened guiding teacher role, so they coaching the lower secondary students in the discovery of their abilities and skills. These abilities and skills will allow them to project and realize their life plan. Vocational Orientation (VO) trainings have concluded for teachers from a total of 361 teachers, Technical assistance has been delivered to 136 schools of the 165 schools. As part of the visits, lecture were given to more than 4,276 9Th grade students (2,027 men and 2,209 women) on vocational orientation to ninth grade youth, and schools are supported so they can develop vocational fairs where they can provide information and orientation to students from the entire territory. Also, 142 lower secondary teachers have been trained on the Inclusive Education and Special Education Needs/Students Attention course, FUNPRES provided technical assistance to 147 schools of the 165 selected schools. Through these training and schools processes they have created awareness about the importance of using inclusive methodology strategies. The schools directors have identified the different learning styles of their students, making special emphasis in the characterization of students in the classroom, identifying cases and the application of curricular adjustments taking into account the specific needs and possibilities of students Teachers trained in this topic and school principals have been able to establish a commitment for the incorporation of inclusive strategies in the pedagogic proposal. In total, during this quarter, FUSALMO, FUNPRES and FHI360 have trained 1,471 people from the educational community (634 men and 837 woman):250 school principals, 390 teachers and 250 MoE officials were trained, as well as 361 lower secondary students and 220 parents.

Result 1A. The Integrated System of the Full Time Inclusive School approach (FTISEITP) for approximately 750 selected lower secondary has been extended to750 schools in order to improve educational outcomes the learning results of secondary students and increasing to increase the graduation rate number of students completing 9th grade, benefiting and benefitting at least 100,000 students from 7th, 8th and 9th grade9thgrades. The Project continues during this quarter providing technical assistance for to the 410 organized schools included in the 68 Integrated Systems or Natural Systems and in 28 school networksnetworks selected. Project contributions reached a The total of students enrolled reaches 62,767 youth youths (30,540 woman females and 32,227 menmales) enrolled in lower secondary, benefit expand secondary school. The benefits are extended to 121,115 students students, who are enrolled in other education school levels. Pedagogic training is one The Project planned for the next quarter to begin with the new Group (3) of schools to scale up the contribution for the EITP support at a national level. During this quarter, activities of the most important strategies that Project have dedicated to the planning of the technical assistance and to develop integrated activities between component 1 for regular students and component 2 related to youths out of the school system during the break time. The Project staff have identified 19 host schools at local level to develop the “Summer Adventure” initiative to create spaces for positive youth development and to motivate the youths to continue with their studies in safe, healthier and fun environments. The pedagogical training has used continued in order to change teacher the teaching practices at classroom level for lower secondary school students through the active methodology especially in Mathematics, Language and Science learning process. The practice of the classroom through active methodologies, innovation for Language, Mathematics and Sciencetrained teachers has improved, and has enriched the inclusive education approachIETP pedagogical proposal implemented by the MOE. Trained Moreover, the teachers have had been able to improve pedagogic practices in include some of the classrooms and they have also enriched the FTIS pedagogic proposal implemented by XxX. The Project had provided support inclusion strategies for Departmental Education Directors (DDE) to continue students with some disability or for students with special leaning needs. Technical assistance and support has provided at the Departmental level of MOE for the continuity of the full inclusive school strategy and for the long-term sustainability of changes made as result of Project activitiesproduced by the Project. During this periodquarter, the strengthening process has continued for Departmental Education Directors from Cabañas, San Xxxxxxx and Sonsonate. FHI360 had recommend to the DDE focused the pedagogic strategy in low secondary school as a part of the overall cycle of education MOE at national and Departmental Management level has continued. The Active Methodology workshops for youth instead of by level The 8 Departmental Education Directors who participate in specific subjects have continued, incorporating the Project have continued supporting teachers in teachers’ experience through the application of active methodologies. They have achieved the following results: • Guiding and improvement teams from Departmental Directors in Cabañas, San Xxxxxxx and Sonsonate, have analyzed some of the pedagogic regulations in schools, for example: technological access in classrooms, community and family engagement and how teachers are promoting to share with families what their children are developing after using the guides and transmitting achievements of innovating to other teachers, among others. • From SI-EITP, the pedagogic proposal has been strengthened with the implementation of active methodologies with the perspective to the expansion towards other teachers and levels. • The specialist teacher’s network is supporting others lower secondary and middle school teachers. • Systematic support for inter-learning circles in the process approval and programming to schedule official’s meetings. They are also reviewing the school´s pedagogic and financial plan to support teachers who are applying the APA methodology in the classroom. • Quality improvement teams have committed to support new group of teachers who are changing the practices with innovations when applying active methodologies in the classroom. In relation to strengthening active methodologies, training processes have been incorporated to 100 teachers who specialize in science, they have received the first 58 hours in on-sight trainings corresponding to 2 workshops and are now organized in 17 inter-learning circles. When they are The trained teachers have proved Active Methodology Approach as an effective teaching practice to improve students’ performance and for collaborative work and in these spaces they learn to together and share experiences with other a long-term basis a good practice for improve the dropped-out students in a low secondary school. In the lower secondary student’s classrooms teaching by the pioneer teachers from other specialties from applying the teacher networklearning materials guides the students ‘performance have improved. The science teacher network shares material that has been worked on in In addition, the classroom environment as well as the level of students´ participation for both female and learning guides with other schools from the integrated System, contributing to the expansion of this methodology for other schools and educational levelsmale students have improved. For the specialty next quarter, the Project will measure and systematize the improvements related to the academic performance of Language the students who are receiving classes with trained teachers and Mathematics, trained leading collect data directly from the schools. Trained teachers perform better in applied new practices different from the class room. Lower secondary Mathematics teaching has been strengthened, because specialize teachers support the development of their peers who do not have this specialtytraditional teaching. The pedagogical strategy is in place in classroom and becomes a permanent learning process among pairs and teams. Inter-learning circles have become a continuous and permanent peer-teacher training practice space. In the classrooms of pioneer teachers, during the application of learning guides, the students’ performance had improved as long as the classroom environment and student participation Teachers are applying active methodologies as a different practice to the traditional ones where students are leaders of the main actors and their built on their own knowledgelearning. The active methodology promotes the students to better thinking comprehensive knowledgeuse the overall potential and abilities to analyze, analysis and apply the knowledge to daily problems. These practices generate a collaborative work and better ways improve the student interpersonal relations and coexistence. The expansion process of the Active Methodologies are leading by the trained teachers and at the same time, MOE officials are developing a process for them to relate in the classroom. Multiplication processes for this methodology invigorates MoE pedagogic technical assistants who are supported continuity of the strategy implemented by Departmental Education Directorates as a continuity strategy that the Project is implementingat departmental level. There has been an advance in the consolidation of The graphic line and design for the Active Methodology fascicles are in progress. This is a collection of fascicles from learning materials based on the active methodology collection methodologies for lower secondary schools students, which the project is planning Project plans to reproduce for the extension of this methodologydistribution at MOE level based on the Project experience. These fascicles learning materials will be validated and approved during next quarter by pedagogical team specialist of the Project, MOE and approved by USAID The teaching trained in Vocational Counseling (OV) Program planned to provide vocational orientation services for 9thgraders students for the next school calendar. The project staff have provided technical assistance for 361 teachers trained as secondary school counselors. Actually, the project have been trained to more than 2,700 teachers in different level administrators from MoE, USAID topics related to teaching improvement and safe learning environment. FEDISAL and the Partnership Networkpartnership network work on the technical assistance in pedagogical strategy and healthy environments at schools. As part of the attention, retention and culmination lower secondary programOnly, during this quarter FEDISAL has continued preparing conditions for the Vocational Orientation System and has strengthened guiding teacher role, so they coaching the lower secondary students in the discovery of their abilities and skills. These abilities and skills will allow them to project and realize their life plan. Vocational Orientation (VO) trainings have concluded for teachers from a total of 361 teachers, Technical assistance has been delivered to 136 schools of the 165 schools. As part of the visits, lecture were given to more than 4,276 9Th grade students (2,027 men and 2,209 women) on vocational orientation to ninth grade youth, and schools are supported so they can develop vocational fairs where they can provide information and orientation to students from the entire territory. Also, 142 lower secondary teachers have been trained on the Inclusive Education and Special Education Needs/Students Attention course, FUNPRES provided technical assistance to 147 schools of the 165 selected schools. Through these training and schools processes they have created awareness about the importance of using inclusive methodology strategies. The schools directors have identified the different learning styles of their students, making special emphasis in the characterization of students in the classroom, identifying cases and the application of curricular adjustments taking into account the specific needs and possibilities of students Teachers trained in this topic and school principals have been able to establish a commitment for the incorporation of inclusive strategies in the pedagogic proposal. In total, during this quarterFEDISAL, FUSALMO, FUNPRES and FHI360 have trained 1,471 people 559 persons from the educational community schools communities (634 men 273 males and 837 woman):250 school principals, 390 teachers and 250 MoE officials were trained, as well as 361 lower secondary students and 220 parents286 females). From those 211 persons are trained in Pedagogy topics.

Result 1A. The Full Time Inclusive School approach (FTISFTISA) for approximately 750 selected lower secondary schools to improve educational outcomes and increasing the graduation rate of 9th grade, benefiting at least 100,000 100,00 students from 7th, 8th and 9th gradegrades. To date, with support provided by the Project, MoE is making decisions regarding departmental organizations, EITP expansions, Pedagogic Proposal development and sustainability of the inclusive model encouraged by the central government. There is a record of EITP advances with several sources from national level, to date the model is moving forward with support from the government, financed by the World Bank and USAID. The Project project continues technical providing assistance for 410 to 409 schools who have been organized schools in 68 Integrated Systems or Natural Systems Systems, and in 28 school networks. Project contributions have reached a total of 62,767 youth (30,540 woman 63, 222 enrolled lower secondary students from 409 of the selected schools and 32,227 men) enrolled in lower secondary, benefit expand benefits to 121,115 students who are enrolled in other education levels. Pedagogic For this pedagogic topic, model I Learn, I Practice and I Apply (APA) has been incorporated as a proposal to improve academic performance for lower secondary students. To date, there has been an advancement on training teachers who specialize in Language. The first and second training workshop was developed for this process, completing a group of teachers who specialize in Mathematics and language. 109 teachers who specialize in Language have been trained as well as 84 teachers who specialize in Mathematics. Teachers have understood and are making the active methodology approach their own in their classrooms. They have initiated a process to improve their teaching skills in the classroom, through the implementation of collaborative work from students through a didactic proposal that they are calling “learning guides”. These learning guides develop an autonomous learning route and invite students to be part of participation activities, coexistence and dialogue, through diverse interactions. According to XxX´s expectations, this learning guide is one a platform to redesign classrooms: “moving from pedagogics found in the manual to alternative pedagogy.” Since the project started providing technical assistance there have been changes in schools and classrooms. Teachers have said the use of active methodologies has generated the following in their classrooms: collaborative work, values, initiative and creativity from teachers, it helps with inclusion and participation, students pay more attention, they are able to help those who need it the most, more interaction between students and teachers, facilitates teachers work in the classroom, students are interested and learn, more values and coexistence, classes are planned and have resources, time, methodology, learning becomes significant because students believe in what they are doing, they teach students to analyze and discover new ways of learning. A pedagogic strengthening strategy has been developed in coordination with Educational Departmental Directorships by having teachers who represent the Integrated System Full Time Inclusive School Approach, in projection of the most important strategies multiplication that the Project will take place in 2015. A relation and communication network has used to change teacher practices started between teachers who live in the classroom through active methodologiessame municipality, innovation for Language, Mathematics and Science, and the inclusive education approach. Trained teachers have been this is because they share written resources to be able to continually improve pedagogic practices in the classrooms and they have also enriched the FTIS pedagogic proposal implemented by XxX. The Project had provided support for Departmental Education Directors (DDE) to continue and support changes made as result of Project activitiestheir proposals. During this period, the strengthening training process has continued for Departmental Education Directors from Cabañasleading teachers in mathematics was completed (year 2013), San Xxxxxxx and Sonsonate. FHI360 had recommend to the DDE focused the pedagogic strategy in low secondary school as a part of a training program for 5 workshops. Some of the overall cycle observed achievements in this group of education for youth instead specialized mathematics teachers are the following: • 22 teachers demonstrated mastery of by level The 8 Departmental Education Directors who participate in the Project have continued supporting teachers in learning process – APA- that develops the application of active methodologiesmethodologies in classrooms. They have achieved the following results: • Guiding Learning guide are applied systematically in classrooms and improvement teams from they mention that their students are improving relationship processes and are motivated to learn. • Departmental Directors in Cabañas, San Xxxxxxx and Sonsonate, have analyzed some Directorships are consulting them as benchmarks of the pedagogic regulations in schools, for example: technological access effective innovations in classrooms, community with the purpose to accompany the process, learn from it and family engagement and how teachers are promoting to share with families what their children are developing after using the guides and transmitting achievements of innovating to other teachers, among othersstrengthen ministerial strategies. • From SI-EITPThey have generated reflection and analysis on topics related to instructional planning, Departmental Directorships want to deepen and establish new mechanisms. • There are going into detail on learning evaluations, as a product of the pedagogic proposal has been active methodology application in classrooms. • Teacher leadership is being strengthened consistently with the implementation ministerial strategy of active methodologies with SI EITP and the perspective to the expansion towards other teachers and levels. • The specialist teacher’s network is supporting others lower secondary and middle school teachers. • Systematic support for inter-learning circles in the process approval and programming to schedule official’s meetings. They are also reviewing the school´s pedagogic and financial plan to support teachers who are applying the APA methodology in the classroom. • Quality improvement teams have committed to support new group intention of teachers who are changing the practices with innovations when applying active methodologies in the classroom. In relation to strengthening active methodologies, training processes have been incorporated to 100 6 of the pioneer teachers facilitated the second teacher workshop for those who specialize in sciencemathematics. This generated a continuous learning environment, they have received the first 58 hours in on-sight trainings corresponding to 2 workshops respect and are now organized in 17 inter-it improves learning circles. When they are proposals embodied in these spaces they learn learning guides. • Facility to together generate feedback processes and share experiences with other teachers from other specialties from the teacher network. The science teacher network shares material that has been worked on in the classroom and learning guides with other schools from the integrated Systemcollaborative work between colleagues, contributing to the expansion of this methodology for other schools and educational levels. For the specialty of Language and Mathematics, trained leading teachers perform better in the class room. Lower secondary Mathematics teaching has been strengthened, because specialize teachers as well as strengthening support the development of their peers who do not have this specialty. The pedagogical strategy is in place in classroom and becomes a permanent learning process among pairs and teamscolleagues. Inter-learning circles have become been created as a local level sustainable strategy to ensure changes made in municipalities. “9 mutual learning circles have been created (14 for mathematics, 15 for language) with help from volunteer teachers. 193 teachers participate in this strategy, the following are some of the achievements: • Teachers have completely gotten involved in being part of inter-learning circles in their municipalities. • Teachers who participate generate a continuous dialogue and permanent peer-teacher training practice space. In the classrooms of pioneer teachers, during the application of learning guides, the students’ performance had improved as long as the classroom environment and student participation Teachers are applying active methodologies as a different practice to the traditional ones where students are leaders improvement process of their own knowledgewritten resources, as part of the reflection of their teaching in order to obtain an effective learning process. The methodology promotes students • An attitude to better thinking comprehensive knowledgeshare experiences has been generated, analysis educational material and collaborative work learning guides with respect and better ways for them to relate continue learning. This process strengthens the Full Time Inclusive School Approach in its premise: “Move from single teachers to teams of teachers”. • Departmental Directorships have reorganized pedagogic technical assistants, with the purpose of accompanying teachers and to provide conditions were meetings can take place. • Departmental Directorships have made sure that at least one circle works properly in the classroommunicipalities that participate in the Project. Multiplication processes for this methodology invigorates MoE pedagogic technical assistants • A knowledge exchange process has begun with specialty teachers with teachers who have not received trainings on the subject they teach. At MOE central level, improvement teams are supported by strengthened in Departmental Education Directorates as a continuity strategy that the Project is implementingDirectorships. There has been an advance in strengthening school management of departmental directorships to support technical assistance directed to schools pedagogic processes. The following are some of the consolidation achievements achieved by strengthening departmental directorships and school management regarding SI-EITP: • Two training workshops have been developed this year on active methodologies and SI EITP management for governing committees and improvement teams of graphic line 7 Departmental Directorships of the 8 who form the Project. It is important to mention that despite of the changing situation within ministerial authorities where teaching processes have been made and design the big amount of fascicles from activities they have participated in, they have responded favorably to the before mentioned changes. • A pedagogic technical assistant has been appointed for each of the 20 teacher inter-learning circles. Technical assistants will actively participate in the training workshops. • 4 (Sonsonate, Cabañas, Santa Xxx and La Libertad) of the 8 Education Departmental Directorships (DDE) have decided to incorporate the active methodology collection which application process to their institutional plans (POA). • Out of the project 7 DDE improvement teams, the following are those who have applied EITP active methodologies to national ministerial strategies: specialist teacher networks, model teachers and teacher tours. FUSALMO has incorporated the use of Methodology Guides by using APA when training the educational community on Technology, Educational Robotics and Video Game topics for collaborative work and to improve teaching. The use of Guides as learning materials is planning to reproduce a significant advance in the organization of Digital Literacy Committees and the purchase of robotics kits. Regarding educational robotics and educational video games, there have been pilots for the extension use of this methodologylegos and K-nex kits. These fascicles will be validated next quarter and approved by different level administrators from MoE, USAID and the Partnership Network. As part The municipality of the attention, retention and culmination lower secondary program, during this quarter FEDISAL Xxxxxxxx has continued preparing conditions for the Vocational Orientation System and has strengthened guiding teacher role, so they coaching the assisted lower secondary students along with a trained teacher, they participated in an international robotics competition at national level. Youth felt motivated and had many expectations, they designed and built a crane as a material transportation mechanism. By following the discovery of their abilities and skills. These abilities and skills will allow them to project and realize their life plan. Vocational Orientation (VO) trainings have concluded for teachers from a total of 361 teachers, Technical assistance has been delivered to 136 schools instructions of the 165 Guide, they have applied Mathematics and Physics concepts to demonstrate how the Project uses these resources in schools. As part of the visitsFUNPRES has had an advance on trainings, lecture were given to more than 4,276 9Th grade students (2,027 men follow-ups and 2,209 women) on vocational orientation to ninth grade youth, and schools are supported so they can develop vocational fairs where they can provide information and orientation to students from the entire territory. Also, 142 lower secondary teachers have been trained on the Inclusive Education and Special Education Needs/Students Attention course, FUNPRES provided technical assistance regarding the inclusion topic. School principals have made curricular adjustments to 147 schools of tend to youth who have academic difficulties. MOE central also held a workshops to incorporate curricular adjustments to the 165 selected schoolsstudy program. Through these training and schools processes When it comes to the pedagogic topic, they have created awareness about were explained the importance of using inclusive methodology strategies. The schools directors have strategies and they identified the different learning styles of their studentsmethods students use to learn. During this quarter, making special emphasis FEDISAL has had an advance in the characterization of students in the classroom, identifying cases technical assistance regarding vocational guidance and the application of curricular adjustments taking into account the specific needs and possibilities of students Teachers has trained in this topic 193 teachers and school principals on Vocational Orientation. There have also been able to establish a commitment for the incorporation of inclusive strategies in the pedagogic proposallectures, 1,799 lower secondary students from Nejapa and Soyapango participated. In totalDon Bosco University has trained 550 students and school principals on Innovative and Active Methodologies, during and have held trainings sessions on Mathematics, Science and language. During this quarter, FUSALMO, UDB, FUNPRES and FHI360 have trained 1,471 1,657 people from the educational community (634 733 men and 837 woman):250 925 women). 977 teachers, 144 school principals, 390 teachers 238 MOE officials and 250 MoE officials were trained, as well as 361 298 lower secondary students and 220 parentsstudents.

Result 1A. Full Time Inclusive School approach Approach (FTIS) for approximately extended to 750 selected lower secondary schools to improve educational outcomes learning results of lower secondary students and increasing increase the graduation rate amount of students that will graduate from 9th grade, benefiting at least 100,000 students from 7th, 8th and 9th grade. Technical assistance provided to schools has had significant advances in the following topics: 1) construction and application of written resources to learn Mathematics, language and Technology Use, as the tool that binds teacher and student knowledge, 2) immersed collaborative work in classroom and school environments, 3) within the continuity of teacher trainings, teacher circles have been enhanced as volunteer and permanent spaces where pedagogic practices have been analyzed and where discussions take place to improve them, 4) improving academic performance and understanding in topics that offer greater difficulties when it comes to learning by students. To date and with support from the Project, MoE has made decisions regarding the FTIS expansion and the development of the Pedagogic proposal at an Integrated System level (96) and of the 165 schools from the 8 municipalities. In the Pedagogic topic active Methodologies have been incorporated with model I Learn, I Practice and I Apply (LPA) as a proposal to improve the academic performance of lower secondary students. This educational strategy is being strengthened with the support of international consultant Xxxxxx Xxxxxx Xxxxxxxx from FHI360 who encourages the use of Active Methodologies in lower secondary. During this quarter the local team from FHI360 has continued the development of the strategy with the development of 4 classroom workshops directed to 25 “pioneer” teachers specialized in Mathematics. At the same time, the strategy strengthens the competencies of MoE´s pedagogic technical assistants (5) to expand the use of Active Methodologies towards Integrated Systems in a institutionalized manner. This first phase focuses on Mathematics and will be widened for the rest of the courses next quarter. Teacher practices from the 25 pioneer teachers in the use of Active methodologies in Mathematics (to date) have proven that: • The Project continues have managed to improve didactic planning inside the supported schools. Teachers had prepared written materials and the “class scripts” for their students with the purpose that the same students conduct their own learning, at their own rhythm and according to their needs. The Guide is an orientation element and provides effective learning. • The mathematics didactic learning process has been strengthened, this changes the students’ negative perspective towards this subject. Students enjoy discipline coming from the LPA methodology. • Collaborative work is encouraged when done in teams. Various student interactions are oriented to facilitate learning guides. • Teachers intend formative evaluation practices and achievement integration indicators focused on strengthening coexistence. • Teachers strengthen themselves when applying this technology. They apply technological tools (they use the computer to enrich pedagogic practices) in the didactic process developed through learning guides. • Teachers use the development of learning guides, they take advantage of diverse resources to teach mathematics, available in their schools and in their communities. • Teachers write their experiences and share their learnings with other teachers who teach mathematics in municipality schools. • Teachers experience an improvement in their students’ academic performance. Students are motivated and are able to understand subjects who are more difficult to learn. • Collaborative work in the classroom is encouraged with the use of a Learning Guide. Students are motivated when faced with challenges that help with the positive activation of their analytical-critical thoughts in Mathematics. XxX receives technical assistance and assures the sustainability of successful pedagogic strategies in lower secondary to create impact in the improvement of youth learning using the Inter-Learning Circle mechanism. This mechanism is an auto learning space through collaborative and joint work of trained teachers. Mathematics pioneer teachers have installed 6 circles in 8 municipalities supported by the project’s first phase. These circles have addressed planning and validation topics of teaching guides, to be applied during the first learning unit in their schools. These circles showed more collaborative group among teachers, including in their progress: • Each inter-learning circle has a meeting program and a meeting calendar. • They share their written resources with other colleagues and are open to receive and provide constructive criticism to help them improve. • They support each other, they invite their colleagues to attend their classes when they apply learning guides and after they provide feedback. • They have created a web page to share their learning guides. • Horizontal work exists regarding pedagogic technical assistants, those who support these circles with callings, coordination and technical issues during the educational process. Technical assistants are assuming the role of facilitators instead of supervisors. The skills strengthening strategy has continued in the pedagogic topic for 410 organized schools other subjects. Training has begun for 39 teachers who specialize in 68 Integrated Systems or Natural Systems Language and in 28 school networks9 Pedagogic Technical Assistants from MoE for the application on active methodologies incorporating teachers from 10 additional municipalities supported en 2014. Project contributions reached During this quarters workshop Language Learning Guides have been prepared using as base lower secondary study programs. During this quarter, with the participation of these trained teacher groups, 8 new learning circles have been added, we now have a total of 62,767 youth (30,540 woman 14 circles. To support the skills strengthening strategy for teachers and 32,227 menexpand it towards the pedagogic proposal in schools and the Integrated Systems, FHI360 has prepared 3 fascicles or dossiers with contents related to 1) enrolled in lower secondaryActive Schools, benefit expand to 121,115 students who 2) Collaborative work, 3) Teacher training regarding active schools. These fascicles are enrolled in other education levels. Pedagogic training is one of the most important strategies that the Project has used to change teacher practices in the classroom through active methodologies, innovation layout process for Language, Mathematics printing. A key success factor in this objective is supporting Departmental Directorates and Science, and the inclusive education approach. Trained teachers have been able to improve pedagogic practices in the classrooms and they have also enriched MoE Technical Assistants who act as facilitators for these change processes towards the FTIS pedagogic proposal implemented by XxX. The Project had provided model. In this case, it ensures the replica of this formation with the participation of these level of organization from MoE at a departmental level. It also ensure support for Departmental Education Directors (DDE) to continue and support changes made as result of Project activitiesfrom the School principals involved in Integrated Systems at a municipal level. During this period, period there has been coordination in the Departmental Directorate strengthening process has continued for Departmental Education Directors from associated to Integrated Systems (8, San Salvador, Santa Xxx, Sonsonate, La Libertad, Cabañas, San Xxxxxxx Xxxxxxx, Cuscatlán, Ahuachapán) where trained teachers support MoE in the incorporation of active methodologies in teacher practices and Sonsonate. FHI360 had recommend to the DDE focused the pedagogic improving school management achieving: • Definition of a strategy in low secondary school as a that forms part of the overall cycle of school management by strengthening education for youth instead of by level The 8 Departmental Education Directors who participate in the Project have continued supporting teachers in the application of active methodologies. They have achieved the following results: • Guiding and improvement teams from Departmental Directors in Cabañas, San Xxxxxxx and Sonsonate, have analyzed some Design of the pedagogic regulations in schools, for example: technological access in classrooms, community and family engagement and how teachers are promoting to share with families what their children are developing after using the guides and transmitting achievements of innovating to other teachers, among others. • From SI-EITP, the pedagogic proposal has been strengthened with the implementation of active methodologies with the perspective to the expansion towards other teachers and levels. • The specialist teacher’s network is supporting others lower secondary and middle school teachers. • Systematic support for inter-learning circles in the process approval and programming to schedule official’s meetings. They are also reviewing the school´s pedagogic and financial plan a departmental directorate strategy to support active methodology replicas in Integrated Systems and teachers who are applying the APA methodology work in the classroom. • Quality improvement Define necessary resources to organize teacher learning circles who support the active methodology application towards learning language and mathematics in lower secondary school. At the end of this quarter, FHI360 began with the job of coordinating the second study group agenda were school principals, MoE managers at a central level, AIS and FUSALMO volunteers participated. This trip has the purpose of preparing early alert identification topics as part of the strategy to avoid school drop-outs in lower secondary and learn youth positive development experiences as concepts that serve as guides and support the Projects technical team to advance in accelerated form strategies for next quarter. Two (2) meetings have taken place with the Deputy Vice Minister and the partner roundtable to define a dialogue strategy with the incoming government, oriented to highlight the advantages and needs to continue with the social inclusion processes and improve educational quality that the Full Time Inclusive School Approach (FTIS) model promotes. Terms of reference have been prepared to initiate a systematization process that gathers, organizes and analyzes IS FTIS information by identifying accessibility, quality, equity, participation, and coordination strategic axes; as well as the proposal of a route sheet to consolidate the Full Time Inclusive School Approach (FTIS) model and the attention given to boys, girls and youth outside the school system; policies, administrative management and curricular instruments from the education system. FHI360 supports strengthening FUSALMO´s teams have committed for the provision of technical assistance to support new group schools selected by the Project. During this quarter, the Active Methodology strategy has been incorporated when teaching lower secondary mathematics by 27 trained teachers in selected schools. The use of learning guides has been extended for language, as well as using Educational Technology in the classrooms. This methodology strengthens when teachers who are changing trained on Technology and the practices with innovations when applying active use of Videogames to teach lower secondary. During this quarter FUSALMO has continued to train 69 lower secondary teachers so they can incorporate these methodologies in the classroomselected schools. In relation to strengthening active methodologies, training processes have been incorporated to 100 teachers who specialize in science, they have received the first 58 hours in on-sight trainings corresponding to 2 workshops and are now organized in 17 inter-learning circles. When they are in these spaces they learn to together and share experiences with other teachers from other specialties from the teacher network. The science teacher network shares material that Skill development has been worked on continued in the classroom and learning guides with other educational community of 165 schools from the integrated System, contributing to the expansion of this methodology for other schools and educational levels. For the specialty of Language and Mathematics, trained leading teachers perform better in the class room. Lower secondary Mathematics teaching has been strengthened, because specialize teachers support the development FTIS expansion in 8 municipalities selected by MoE to improve pedagogic and management skills of their peers who do not have this specialtyteachers and principals in schools selected by the Project. The pedagogical strategy is in place in classroom and becomes a permanent learning process among pairs and teams. Inter-learning circles have become a continuous and permanent peer-teacher training practice space. In the classrooms of pioneer teachers, during the application of learning guides, the students’ performance had improved as long as the classroom environment and student participation Teachers are applying active methodologies as a different practice to the traditional ones where students are leaders of their own knowledge. The methodology promotes students to better thinking comprehensive knowledge, analysis and collaborative work and better ways for them to relate in the classroom. Multiplication processes for this methodology invigorates MoE pedagogic technical assistants who are supported by Departmental Education Directorates as a continuity strategy that the Project is implementing. There has been an advance in the consolidation of graphic line and design of fascicles from the active methodology collection which the project is planning to reproduce for the extension of this methodology. These fascicles will be validated next quarter and approved by different level administrators from MoE, USAID and the Partnership Network. As part of the attention, retention and culmination lower secondary program, during Topics taught this quarter FEDISAL has continued preparing conditions for the Vocational Orientation System are related to Active Methodologies, Digital Literacy and has strengthened guiding teacher roleincorporating Communication and Information Technologies (TIC) in schools, so they coaching the lower secondary students in the discovery of their abilities and skills. These abilities and skills will allow them to project and realize their life plan. Vocational Orientation (VO) trainings have concluded for teachers from a total of 361 teachers, Technical assistance has been delivered to 136 schools of the 165 schools. As part of the visits, lecture were given to more than 4,276 9Th grade students (2,027 men and 2,209 women) on vocational orientation to ninth grade youth, and schools are supported so they can develop vocational fairs where they can provide information and orientation to students from the entire territory. Also, 142 lower secondary teachers have been trained on the Inclusive Education and Special Education Needs/Students Attention courseNeeds Attention, FUNPRES provided technical assistance to 147 schools of the 165 selected schoolsand School Bullying Prevention. Through these FEDISAL has begun training and schools processes they have created awareness about the importance of using inclusive methodology strategies. The schools directors have identified the different learning styles of their students, making special emphasis 149 lower secondary teachers in the characterization field of students in the classroom, identifying cases and the application of curricular adjustments taking into account the specific needs and possibilities of students Teachers trained in this topic and school principals have been able to establish a commitment for the incorporation of inclusive strategies in the pedagogic proposalVocational Guidance. In total, during During this quarter, FUSALMO, UDB, FUNPRES and FHI360 have trained 1,471 people from continued with training programs on topics regarding educational quality, safe environments, digital literacy introduction, videogame use when teaching, and active methodologies, among other topics. These skills have been developed to contribute in the improvement of educational community quality and safe environments for lower secondary school (634 men 867 participants). Of these 745 (452 women and 837 woman):250 293 men) are MoE officials, school principals, 390 teachers principals and 250 MoE officials were trained, as well as 361 teachers; 122 are lower secondary students (66 women and 220 parents56 men). See Annex. No1. Training detail.

Result 1A. Full Time Inclusive School approach Approach (FTIS) for approximately extended to 750 selected lower secondary schools to improve educational outcomes learning results of lower secondary students and increasing increase the graduation rate amount of students that will graduate from 9th grade, benefiting at least 100,000 students from 7th, 8th and 9th grade. Technical assistance provided to schools has had significant advances in the following topics: 1) construction and application of written resources to learn Mathematics, language and Technology Use, as the tool that binds teacher and student knowledge, 2) immersed collaborative work in classroom and school environments, 3) within the continuity of teacher trainings, teacher circles have been enhanced as volunteer and permanent spaces where pedagogic practices have been analyzed and where discussions take place to improve them, 4) improving academic performance and understanding in topics that offer greater difficulties when it comes to learning by students. To date and with support from the Project, MoE has made decisions regarding the FTIS expansion and the development of the Pedagogic proposal at an Integrated System level (96) and of the 165 schools from the 8 municipalities. In the Pedagogic topic active Methodologies have been incorporated with model I Learn, I Practice and I Apply (LPA) as a proposal to improve the academic performance of lower secondary students. This educational strategy is being strengthened with the support of international consultant Xxxxxx Xxxxxx Xxxxxxxx from FHI360 who encourages the use of Active Methodologies in lower secondary. During this quarter the local team from FHI360 has continued the development of the strategy with the development of 4 classroom workshops directed to 25 “pioneer” teachers specialized in Mathematics. At the same time, the strategy strengthens the competencies of MoE´s pedagogic technical assistants (5) to expand the use of Active Methodologies towards Integrated Systems in a institutionalized manner. This first phase focuses on Mathematics and will be widened for the rest of the courses next quarter. Teacher practices from the 25 pioneer teachers in the use of Active methodologies in Mathematics (to date) have proven that:  The Project continues have managed to improve didactic planning inside the supported schools. Teachers had prepared written materials and the “class scripts” for their students with the purpose that the same students conduct their own learning, at their own rhythm and according to their needs. The Guide is an orientation element and provides effective learning.  The mathematics didactic learning process has been strengthened, this changes the students’ negative perspective towards this subject. Students enjoy discipline coming from the LPA methodology.  Collaborative work is encouraged when done in teams. Various student interactions are oriented to facilitate learning guides.  Teachers intend formative evaluation practices and achievement integration indicators focused on strengthening coexistence.  Teachers strengthen themselves when applying this technology. They apply technological tools (they use the computer to enrich pedagogic practices) in the didactic process developed through learning guides.  Teachers use the development of learning guides, they take advantage of diverse resources to teach mathematics, available in their schools and in their communities.  Teachers write their experiences and share their learnings with other teachers who teach mathematics in municipality schools.  Teachers experience an improvement in their students’ academic performance. Students are motivated and are able to understand subjects who are more difficult to learn.  Collaborative work in the classroom is encouraged with the use of a Learning Guide. Students are motivated when faced with challenges that help with the positive activation of their analytical-critical thoughts in Mathematics. XxX receives technical assistance and assures the sustainability of successful pedagogic strategies in lower secondary to create impact in the improvement of youth learning using the Inter-Learning Circle mechanism. This mechanism is an auto learning space through collaborative and joint work of trained teachers. Mathematics pioneer teachers have installed 6 circles in 8 municipalities supported by the project’s first phase. These circles have addressed planning and validation topics of teaching guides, to be applied during the first learning unit in their schools. These circles showed more collaborative group among teachers, including in their progress:  Each inter-learning circle has a meeting program and a meeting calendar.  They share their written resources with other colleagues and are open to receive and provide constructive criticism to help them improve.  They support each other, they invite their colleagues to attend their classes when they apply learning guides and after they provide feedback.  They have created a web page to share their learning guides.  Horizontal work exists regarding pedagogic technical assistants, those who support these circles with callings, coordination and technical issues during the educational process. Technical assistants are assuming the role of facilitators instead of supervisors. The skills strengthening strategy has continued in the pedagogic topic for 410 organized schools other subjects. Training has begun for 39 teachers who specialize in 68 Integrated Systems or Natural Systems Language and in 28 school networks9 Pedagogic Technical Assistants from MoE for the application on active methodologies incorporating teachers from 10 additional municipalities supported en 2014. Project contributions reached During this quarters workshop Language Learning Guides have been prepared using as base lower secondary study programs. During this quarter, with the participation of these trained teacher groups, 8 new learning circles have been added, we now have a total of 62,767 youth (30,540 woman 14 circles. To support the skills strengthening strategy for teachers and 32,227 menexpand it towards the pedagogic proposal in schools and the Integrated Systems, FHI360 has prepared 3 fascicles or dossiers with contents related to 1) enrolled in lower secondaryActive Schools, benefit expand to 121,115 students who 2) Collaborative work, 3) Teacher training regarding active schools. These fascicles are enrolled in other education levels. Pedagogic training is one of the most important strategies that the Project has used to change teacher practices in the classroom through active methodologies, innovation layout process for Language, Mathematics printing. A key success factor in this objective is supporting Departmental Directorates and Science, and the inclusive education approach. Trained teachers have been able to improve pedagogic practices in the classrooms and they have also enriched MoE Technical Assistants who act as facilitators for these change processes towards the FTIS pedagogic proposal implemented by XxX. The Project had provided model. In this case, it ensures the replica of this formation with the participation of these level of organization from MoE at a departmental level. It also ensure support for Departmental Education Directors (DDE) to continue and support changes made as result of Project activitiesfrom the School principals involved in Integrated Systems at a municipal level. During this period, period there has been coordination in the Departmental Directorate strengthening process has continued for Departmental Education Directors from associated to Integrated Systems (8, San Salvador, Santa Xxx, Sonsonate, La Libertad, Cabañas, San Xxxxxxx Xxxxxxx, Cuscatlán, Ahuachapán) where trained teachers support MoE in the incorporation of active methodologies in teacher practices and Sonsonate. FHI360 had recommend to the DDE focused the pedagogic improving school management achieving:  Definition of a strategy in low secondary school as a that forms part of the overall cycle of school management by strengthening education for youth instead of by level The 8 Departmental Education Directors who participate in the Project have continued supporting teachers in the application of active methodologies. They have achieved the following results: • Guiding and improvement teams from Departmental Directors in Cabañas, San Xxxxxxx and Sonsonate, have analyzed some  Design of the pedagogic regulations in schools, for example: technological access in classrooms, community and family engagement and how teachers are promoting to share with families what their children are developing after using the guides and transmitting achievements of innovating to other teachers, among others. • From SI-EITP, the pedagogic proposal has been strengthened with the implementation of active methodologies with the perspective to the expansion towards other teachers and levels. • The specialist teacher’s network is supporting others lower secondary and middle school teachers. • Systematic support for inter-learning circles in the process approval and programming to schedule official’s meetings. They are also reviewing the school´s pedagogic and financial plan a departmental directorate strategy to support active methodology replicas in Integrated Systems and teachers who are applying the APA methodology work in the classroom. • Quality improvement Define necessary resources to organize teacher learning circles who support the active methodology application towards learning language and mathematics in lower secondary school. At the end of this quarter, FHI360 began with the job of coordinating the second study group agenda were school principals, MoE managers at a central level, AIS and FUSALMO volunteers participated. This trip has the purpose of preparing early alert identification topics as part of the strategy to avoid school drop-outs in lower secondary and learn youth positive development experiences as concepts that serve as guides and support the Projects technical team to advance in accelerated form strategies for next quarter. Two (2) meetings have taken place with the Deputy Vice Minister and the partner roundtable to define a dialogue strategy with the incoming government, oriented to highlight the advantages and needs to continue with the social inclusion processes and improve educational quality that the Full Time Inclusive School Approach (FTIS) model promotes. Terms of reference have been prepared to initiate a systematization process that gathers, organizes and analyzes IS FTIS information by identifying accessibility, quality, equity, participation, and coordination strategic axes; as well as the proposal of a route sheet to consolidate the Full Time Inclusive School Approach (FTIS) model and the attention given to boys, girls and youth outside the school system; policies, administrative management and curricular instruments from the education system. FHI360 supports strengthening FUSALMO´s teams have committed for the provision of technical assistance to support new group schools selected by the Project. During this quarter, the Active Methodology strategy has been incorporated when teaching lower secondary mathematics by 27 trained teachers in selected schools. The use of learning guides has been extended for language, as well as using Educational Technology in the classrooms. This methodology strengthens when teachers who are changing trained on Technology and the practices with innovations when applying active use of Videogames to teach lower secondary. During this quarter FUSALMO has continued to train 69 lower secondary teachers so they can incorporate these methodologies in the classroomselected schools. In relation to strengthening active methodologies, training processes have been incorporated to 100 teachers who specialize in science, they have received the first 58 hours in on-sight trainings corresponding to 2 workshops and are now organized in 17 inter-learning circles. When they are in these spaces they learn to together and share experiences with other teachers from other specialties from the teacher network. The science teacher network shares material that Skill development has been worked on continued in the classroom and learning guides with other educational community of 165 schools from the integrated System, contributing to the expansion of this methodology for other schools and educational levels. For the specialty of Language and Mathematics, trained leading teachers perform better in the class room. Lower secondary Mathematics teaching has been strengthened, because specialize teachers support the development FTIS expansion in 8 municipalities selected by MoE to improve pedagogic and management skills of their peers who do not have this specialtyteachers and principals in schools selected by the Project. The pedagogical strategy is in place in classroom and becomes a permanent learning process among pairs and teams. Inter-learning circles have become a continuous and permanent peer-teacher training practice space. In the classrooms of pioneer teachers, during the application of learning guides, the students’ performance had improved as long as the classroom environment and student participation Teachers are applying active methodologies as a different practice to the traditional ones where students are leaders of their own knowledge. The methodology promotes students to better thinking comprehensive knowledge, analysis and collaborative work and better ways for them to relate in the classroom. Multiplication processes for this methodology invigorates MoE pedagogic technical assistants who are supported by Departmental Education Directorates as a continuity strategy that the Project is implementing. There has been an advance in the consolidation of graphic line and design of fascicles from the active methodology collection which the project is planning to reproduce for the extension of this methodology. These fascicles will be validated next quarter and approved by different level administrators from MoE, USAID and the Partnership Network. As part of the attention, retention and culmination lower secondary program, during Topics taught this quarter FEDISAL has continued preparing conditions for the Vocational Orientation System are related to Active Methodologies, Digital Literacy and has strengthened guiding teacher roleincorporating Communication and Information Technologies (TIC) in schools, so they coaching the lower secondary students in the discovery of their abilities and skills. These abilities and skills will allow them to project and realize their life plan. Vocational Orientation (VO) trainings have concluded for teachers from a total of 361 teachers, Technical assistance has been delivered to 136 schools of the 165 schools. As part of the visits, lecture were given to more than 4,276 9Th grade students (2,027 men and 2,209 women) on vocational orientation to ninth grade youth, and schools are supported so they can develop vocational fairs where they can provide information and orientation to students from the entire territory. Also, 142 lower secondary teachers have been trained on the Inclusive Education and Special Education Needs/Students Attention courseNeeds Attention, FUNPRES provided technical assistance to 147 schools of the 165 selected schoolsand School Bullying Prevention. Through these FEDISAL has begun training and schools processes they have created awareness about the importance of using inclusive methodology strategies. The schools directors have identified the different learning styles of their students, making special emphasis 149 lower secondary teachers in the characterization field of students in the classroom, identifying cases and the application of curricular adjustments taking into account the specific needs and possibilities of students Teachers trained in this topic and school principals have been able to establish a commitment for the incorporation of inclusive strategies in the pedagogic proposalVocational Guidance. In total, during During this quarter, FUSALMO, UDB, FUNPRES and FHI360 have trained 1,471 people from continued with training programs on topics regarding educational quality, safe environments, digital literacy introduction, videogame use when teaching, and active methodologies, among other topics. These skills have been developed to contribute in the improvement of educational community quality and safe environments for lower secondary school (634 men 867 participants). Of these 745 (452 women and 837 woman):250 293 men) are MoE officials, school principals, 390 teachers principals and 250 MoE officials were trained, as well as 361 teachers; 122 are lower secondary students (66 women and 220 parents56 men). See Annex. No1. Training detail.