The Learning Systems Institute at Florida State University

CAPABILITY STATEMENT Learning Systems Institute at the Florida State University

Established in 1969, the Learning Systems Institute is a multidisciplinary research and development organization dedicated to improving learning and human performance, with expertise in performance improvement, learning technologies, international development, teacher education and professional development. LSI is a recognized leader in multidimensional education projects and capacity building for educational system reform and strengthening, with experience implementing educational programs in Florida, the United States and in more than 35 countries worldwide.

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TABLE OF CONTENTS

INSTITUTIONAL CAPACITY ............................................................................................................................. 3 LINKS TO FSU-LSI VIDEOS ON YOUTUBE ....................................................................................................... 6 LSI 50th Anniversary Video........................................................................................................................ 6 CENTER FOR INTERNATIONAL STUDIES IN EDUCATIONAL RESEARCH AND DEVELOPMENT (CISERD)......... 6 RECENT INTERNATIONAL PROJECTS ........................................................................................................... 12 SELECTED RECENT US-BASED PROJECTS ..................................................................................................... 15 DESCRIPTION OF SELECTED INTERNATIONAL PROJECTS ............................................................................ 17 Transforming Teacher Education in Zambia ........................................................................................... 17 USAID-Florida State University partnership set to boost teacher training systems in Zambia .............. 18 Uzbekistan Education for Excellence Program (UEEP) ........................................................................... 20 USAID Collaboration with Nigeria’s Bayero University in Kano Strengthens Early Grade Reading in Nigeria ..................................................................................................................................................... 22 The Learning Systems Institute at Florida State University is celebrating its 50th anniversary this year! ................................................................................................................................................................ 25 Florida State researchers improve teacher training and childhood literacy in Nigeria .......................... 26 The Nigeria Center for Reading and Development at BUK held a national reading conference in Kano, Nigeria ..................................................................................................................................................... 29 How do teachers learn to teach reading and writing in Honduras? That’s what a team of researchers at FSU are trying to find out. ....................................................................................................................... 30 From Readers to Leaders: The Learning Systems Institute at FSU launches a new project in Honduras ................................................................................................................................................................ 31 New publication by RTI Press explores the many ways in which teachers around the world are supported throughout their professional careers to improve teaching and learning. ............................................ 32 Nigeria Northern Education Initiative Plus (NEI+) .................................................................................. 34 FSU’s Learning Systems Institute aids Education Crisis Response Project in Northern Nigeria ............. 35 FCR-STEM gives Duval County teachers 3-D printer know-how to use in math, science classes ........... 37 Reading for Ethiopia’s Achievement Developed Technical Assistance (READ –TA) ............................... 38 USAID publishes online elements of LSI’s work in Ethiopia .................................................................... 39 LSI continues work on teacher education in Northern Nigeria .............................................................. 41 After six weeks of study, Egyptian educators share insights and friendships with Florida State University, Santa Fe College and the U.S. Department of State ............................................................................... 43 Egyptian educators come to FSU under the U.S. State Department program to study U.S. Community College system ........................................................................................................................................ 45 Educators from Egypt come to FSU to study how Florida provides access to higher education ........... 47 US-Indonesia Teacher Training Partnership (TTIP) Project ..................................................................... 48 Landscape Report on Early Grade Reading ............................................................................................. 49 The Learning Systems Institute

https://lsi.fsu.edu

Florida State University

2 UNICEF-Pacific Technical Support in Designing an Early Grade Literacy Program for Tuvalu ................ 50 Decentralized Basic Education, Component 2 USAID-Indonesia ............................................................ 51 PAST PERFORMANCE INFORMATION (PPI) ................................................................................................. 52

The Learning Systems Institute

https://lsi.fsu.edu

Florida State University

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The Learning Systems Institute at Florida State University INSTITUTIONAL CAPACITY The Florida State University is a premiere research university located at the state capital city of Tallahassee, Florida. U.S. News & World Report ranks FSU No. 18 among public universities in the United States (2019). Founded in 1851, FSU is a comprehensive public institution and home of several colleges and research units, including the Learning Systems Institute (LSI).

Established in 1969, the Learning Systems Institute (LSI) is a multidisciplinary research and development organization dedicated to improving learning and human performance, with expertise in performance improvement, learning technologies, international development, and communities of instruction, leadership, and other areas. LSI is a recognized leader in multi-dimensional education projects and capacity building for educational system reform and strengthening, with experience implementing education programs in Florida, the United States and in more than 35 countries worldwide.

LSI’s project-based teams feature top researchers from FSU’s other units, and leading institutions across the globe. Serving a variety of private, state, federal, and international clients for five decades, LSI has a strong record of accomplishment managing multi-million-dollar research and service activities. LSI has earned an international reputation for efficient and effective management and technical work that meets the needs of clients.

Within LSI, the Center for International Studies in Educational Research and Development (CISERD) has been providing technical assistance to developing countries, many funded directly or indirectly by the United States Agency for International Development (USAID), the U.S. State Department, UNICEF, and other international donors. Most of these international projects aim to improve primary, secondary and tertiary education as well as to support educational reforms that call for pre and in-service teacher education, curriculum and materials development for all these levels, including technical and vocational training for workforce development.

LSI’s portfolio of past and current international development programs focuses on supporting systems for sustainable and continuing professional development for educators and policymakers. Our teams focus on delivering quality education services that improve learning outcomes in disadvantaged areas and under-served populations; actively working with ministries of education at national, regional, and community levels; and supporting local and international partners in implementing educational plans.

LSI’s international project experience includes management of the USAID Improving the Efficiency of Educational Systems (IEES) 1 project, a 10-year, $58 million effort involving a consortium of universities that resulted in the development of multiple research and assessment tools used by government ministries and international organizations in various countries.

FSU-LSI managed the USAID-funded project 'Improving the Efficiency of Educational Systems' (1984-1994) in eight countries from around the world: Liberia, Botswana, Somalia, Zimbabwe, Haiti, Yemen, Indonesia, and Nepal.

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The Learning Systems Institute

https://lsi.fsu.edu

Florida State University

4 LSI’s recent experiences 2 working with USAID and its implementing partners include projects in the Philippines (USAID/RTI-STRIDE); Indonesia (USAID/EDC-DBE2 and USAID/RTI-PRIORITAS); Nigeria (USAID/CAII-NEI+ and University Partnership Program); Ethiopia (USAID/RTI-READ TA); and Honduras (USAID/EDC – Reading Activity). We have also brought over 200 higher education administrators from multiple countries to FSU campuses, under the auspices of the “Community College Administrator Program” sponsored by U.S. Department of State (USDOS/ECA). In addition, LSI manages projects funded by state and federal agencies; and international donors, such as UNICEF in Tuvalu and Nigeria (i.e., Reading and Numeracy Activity in Borno and Yobe States).

LSI also houses The Florida Center for Research in Science, Technology, Engineering and Mathematics (FCR–STEM), a multidisciplinary research center created by the Florida Legislature and competitively awarded to Florida State University in 2007. The FCR-STEM’s mission is to help the State of Florida improve STEM teaching and learning in grades K- 12 and prepare students for higher education and STEM careers in the 21st century. Through impacts on teacher knowledge and classroom practice, FCR-STEM strives to: 1. Improve student achievement in STEM fields.

2. Narrow student achievement gaps in STEM fields.

3. Increase student pursuit of STEM fields.

These broad goals are addressed primarily through high-quality research, teacher professional development, and the development of innovative resources and tools to support instruction aligned with curriculum standards. Among FCR-STEM's major accomplishments are (2) research studies investigating teaching and learning in varied contexts and the impacts of professional development on teacher and student outcomes, (2) the design and delivery of intensive professional development for over 2,500 K-12 math and science teachers in Florida, and (3) the development of CPALMS (www.cpalms.org), a webbased system of over 10,000 free lessons and other instructional resources vetted by content and teacher experts - plus online tools to support teachers' planning and instruction. <FCR-STEM@lsi.fsu.edu> LSI works to improve learning and instruction worldwide through international partnerships with government, universities, and local non-governmental organizations. In the most recent fiscal year, LSI managed projects worth more than $56 million, with another $31 million in grants and contracts pending.

LSI currently employs more than 400 faculty personnel, researchers, and support staff serving a variety of private, state, federal, and international clients.

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LSI Strength - International and Development Education

The Learning Systems Institute at FSU has a long and respected history of international work in education.

Our international projects focus on carrying out rigorous research to address the most pressing educational challenges that face educators around the world, especially those in resource-lean environments. We design, implement, and evaluate educational improvement interventions worldwide, in addition to providing specialized technical assistance in areas such as teacher professional development, curriculum design and monitoring and evaluation. Our development perspective focuses on equity, local capacity as well as system strengthening and stakeholder engagement.

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See Past Performance Reports.

The Learning Systems Institute

https://lsi.fsu.edu

Florida State University

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LSI Strength — Learning and Instruction

LSI faculty members conduct rigorous scientific research to support decisions on educational reforms, curricular improvements, classroom instruction and integration of technology into learning systems.

Our experts have numerous publications and projects focusing on teaching and learning. Among these, are studies on students’ learning strategies, learners’ success on complex cognitive tasks, optimizing the cognitive load of instruction, and research on the development of high quality educators and instructors in a wide range of settings across the world.

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LSI Strength — Performance Improvement

LSI is dedicated to conducting research and developing instructional and non-instructional interventions aimed at improving performance. Our efforts focus on how individuals and organizations perform complex tasks and how we can help them achieve their performance goals. Our analytical approach is systemic, and our solutions are interdisciplinary, incorporating cognitive and educational psychology as well as instructional and information technology. As such, LSI collaborates with institutions and experts from our community and across the globe. Many types of organizations have benefited from our research and development in a variety of domains, including education, the military, sports, health care, law enforcement, and homeland security.

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LSI Research Team

A team of researchers housed at LSI constitutes the institute’s core faculty. Most of LSI’s lead research faculty also holds a teaching appointment at Florida State University. In addition, faculty members from across the university are frequent contributors to the institute. In fact, every year more than 150 FSU professors and researchers collaborate on LSI projects. LSI’s faculty members have expertise in research design and methodology across a range of approaches and techniques. Specific strengths brought to bear on recent work include reading research, experimental and quasi-experimental research of educational programs and interventions; collection, management, and analyses of large datasets; experimental studies utilizing nested designs and hierarchical data modeling; and valueadded methodologies. At LSI, faculty and researchers collaborate to answer questions that require expertise in designs and methods drawing from traditions in psychology, economics, and education.

The Learning Systems Institute

https://lsi.fsu.edu

Florida State University

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LINKS TO FSU-LSI VIDEOS ON YOUTUBE

LSI 50th Anniversary Video

https://www.youtube.com/watch?v=mzNgZ_aiLKQ&feature=youtu.be

Discover how the Learning Systems Institute (LSI) has worked to improve learning and performance for 50 years (1969-2019) at Florida State University, in Florida, nationally, and internationally. https://www.youtube.com/watch?v=pe77pqjlPu8&feature=youtu.be Created by Learning Systems Institute at Florida State University Music from https://filmmusic.io | "Image film 041," "Total Happy Up and Sunny," and "Image film 018" by Sascha Ende (https://www.sascha-ende.de) | License: CC BY http://creativecommons.org/licenses/by/4.0/

LSI Communications Contact: Flavia Ramos-Mattoussi, Ed.D. Senior Research Associate/CISERD Associate Director Learning Systems Institute, Florida State University University Center C, 4600, Tallahassee, FL 32306-2540 E-mail: framos@lsi.fsu.edu https://lsi.fsu.edu/ciserd/

The Learning Systems Institute

https://lsi.fsu.edu

Florida State University

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CENTER FOR INTERNATIONAL STUDIES IN EDUCATIONAL RESEARCH AND DEVELOPMENT (CISERD) The Center for International Studies in Educational Research and Development (CISERD) at the Learning Systems Institute (LSI) has overseen dozens of projects across the globe in multiple sectors.

Areas of activity include basic education (primary and secondary), higher education, vocational training, health, urban development, education technology, teacher training, reading/literacy instruction, rural communication, girl’s education, instructional design, accommodations and modifications for students with special needs; learning disabilities libraries; STEM (science, technology, engineering, math); expert performance improvement; learning technologies; sector assessments and evaluations.

SUB-SAHARAN AFRICA Northern Nigeria Education Initiative Plus (NEI+) Funding Agency: USAID-Nigeria/ Creative Associates International, Inc. Contract Number: FSU-2015-001 Principal Investigator: Adrienne Barnes Award Amount: $1,075,414.00 Period of Performance: 11/5/2015 – 7/5/2020 Nigerian Center for Reading Research at Bayero University Kano, Nigeria Funding Agency: USAID-Nigeria Contract Number: AID-620-G-17-00001 Principal Investigator: Stephanie Zuilkowski Award Amount: $993,656.31 Period of Performance: 6/15/2017 – 6/14/2020 Addressing Post Conflict Activities to Counter Violent Extremism in Borno State, Nigeria Funding Agency: USAID-Nigeria/University of Maiduguri Contract Number: 044598 Principal Investigator: Ana H. Marty Award Amount: $169,584.00 Period of Performance: 2020 National Reading Program Implementation and Expansion Funding Agency: USAID-Malawi Contract Number: 72061220P00001 Principal Investigator: Adrienne Barnes Award Amount: $334,180.00 Period of Performance: 2019-2020

The Learning Systems Institute

https://lsi.fsu.edu

Florida State University

8 UNICEF: Reading and Numeracy Activity (RANA) in Borno and Yobe States, Nigeria Funding Agency: UNICEF Contract Number: RF03015 Principal Investigator: Ana Marty Award Amount: $503,167.00 Period of Performance: 11/10/2018 – 5/31/2019 Reading for Ethiopia’s Achievement Developed Technical Assistance (READ TA) Project (2012-2018) Funding Agency: USAID-Ethiopia, subcontracted to RTI International Florida State University (subcontractor to RTI) Contract Number: 2-330-0213559 Principal Investigator: Flavia Ramos-Mattoussi, w/Jeffrey Milligan Award Amount: USD $2.4 Million Period of Performance: October 2012- January 2018 Educational Attainment for Young Mothers in Zambia: Disconnects Between Policy and Practice Funding Agency: Spencer Foundation Contract Number: N/A Principal Investigator: Stephanie Simmons Zuilkowski Award Amount: $50,000 Period of Performance: 05/01/2017 – 12/31/2018 OTHER PAST PROJECTS IN AFRICA: • • • • • •

East Africa: Introducing Critical Thinking and Transformative Learning into Church Leadership Development Programs Ghana and Senegal: Patterns of Public-Private Sector Collaboration in the Promotion of Nonformal Education and Training Guinea Financial Management System Development Review of Education Budgets for Improvement of Primary Education in Malawi Skill Learning for Economic Success: Strategies of West African Women for Literacy and Numeracy Acquisition West Africa: Informal Education Strategies for Skill Acquisition & Practical Applications of Koranic Learning

ASIA & PACIFIC Science, Technology, Innovation, and Partnerships (STIP) in Higher Education Annual Program Statement - Uzbekistan Excellence in Education Reform (UEEP).

Funding Agency: USAID Central Asia/ RTI International (FSU is a subcontractor to RTI) Contract Number: 2-330-0217315 Principal Investigator: Rabieh Razzouk w/ Flavia Ramos-Mattoussi Period of Performance: 12/9/2019-12/8/2023 Contract Dollar Value: USD $3,550,000.00

The Learning Systems Institute

https://lsi.fsu.edu

Florida State University

9 Advancing Basic Education in the Philippines (ABC+) (2019-2022) USAID-Philippines/ RTI International.

Principal Investigator: Jeffrey Milligan w/ Flavia Ramos Mattoussi Award Amount: USD $953,847 Contract: pending Science, Technology, Research, and Innovation for Development (STRIDE) Program Funding Agency: USAID-Philippines/ RTI International Contract Number: 2- 330-0213997 Principal Investigator: Jeffrey Milligan Award Amount: $887,539.00 Period of Performance: 2013-2019 US-Indonesia Teacher Training Institute Partnership (2014-2017) Helen Boyle, P.I. With Stephanie Zuilkowski and Flavia Ramos-Mattoussi Funding amount: $ 500,000 Funding Agency: RTI International (USAID) UNICEF-Pacific: Early Grades Literacy Program for Tuvalu Principal Investigator: Flavia Ramos-Mattoussi Contract # 43142634 Funding amount: $34,559 Period of Performance: 2013-2014 Prioritizing Reform, Innovation, And Opportunities for Reaching Indonesia’s Teachers, Administrators, and Students (PRIORITAS) PI: Jeffrey Milligan w/ Flavia Ramos-Mattoussi Contract # - 3-330-0213381 Funding amount: $890,000 (2012-2017) Funding Agency: USAID-Indonesia/RTI International Decentralized Basic Education 2- USAID-Indonesia Florida State University (Sub-grantee to Education Development Center) Contract/Award Number: USAID Contract No. 14-5132 Principal Investigator: Jeffrey Milligan (2006-2012) w/ Flavia Ramos-Mattoussi (2009-2012) Contract/Award Amount: US$ $1,841,847 (Sub-grant Budget) Period of Performance: 2006-2012 OTHER PAST PROJECTS IN ASIA: • • • • • •

Educational Change through Systems Planning for the Republic of Korea Indonesia Higher Education Development Support Project Pakistan Primary Education Development Program Technical Assistance in Educational Development for the Republic of Korea Technical Assistance for the Thailand Hill Area Education Project USAID/Indonesia Decentralized Basic Education Program

The Learning Systems Institute

https://lsi.fsu.edu

Florida State University

10 LATIN AMERICA AND THE CARIBBEAN Honduras Reading Activity (De Lectores Líderes/Readers to Leaders) Funding Agency: USAID-Honduras/Educational Development Center (EDC) Contract Number: 2018-0036 Principal Investigator: Adrienne Barnes Award Amount: $946,000.00 Period of Performance: 2018 – 2019 OTHER PAST PROJECTS IN LAC: • Development of Educational Technology in Latin America • Development of Instructional Systems Design Specialists for Latin American Countries • Educational Technology Workshop for Panama • Evaluation of Radio Santa Maria’s Adult Education Program in the Dominican Republic • Evaluation of the Peruvian Rural Communication Services Project • Systems Training for Brazilian Space Agency Personnel • Training Assistance Program in Educational Technology with the Universidad Pedagógica Nacional in Colombia • Training Program in Civic Education for Group of Normal School Teachers from Haiti THE MIDDLE EAST & NORTH AFRICA Higher Education Capacity Development (HECD) Program in Lebanon LSI is working with EDC on the HECD project to strengthen the capacity of Post-Secondary Education Institutions, and empower targeted universities to improve workforce skill development in specific areas.

Funding Agency: USAID/Lebanon- Education Development Center NOFO NUMBER: 72026819RFA00001 Principal Investigator: Jeffrey Milligan w/ Rabieh Razzouk Award Amount: USD $1,212.000 Period of Performance: 2019-2024 Contract: pending Arab Barometer Report on Nonformal Education in the MENA Region The LSI team conducted a desk review of country reports and produced an overview chapter that synthesizes the findings from the Arab Barometer survey results from nine countries in the Middle East and North Africa (MENA).

Principal Investigators: Helen Boyle with Flavia Ramos-Mattoussi Sub-awardee: The Learning Systems Institute at the Florida State University Funding Agency: University of Michigan, in combination with Northwestern University and the Salam Institute for Peace and Justice, with funds from USAID. Funding Amount: USD $10,000 Period of Performance: February-August, 2018

The Learning Systems Institute

https://lsi.fsu.edu

Florida State University

11 OTHER PAST PROJECTS IN MENA: • Egypt Local Development II Urban Project • Morocco: Analysis of Impact of Adverse Education Indicators upon Mission Program Analysis • Technical Assistance in Educational Development to University of Jordan • Training Program in Design and Production of Instructional Materials for Iran GLOBAL REACH Community College Administrator Program (CCAP) U.S. Department of State's Bureau of Education and Cultural Affairs Period of Performance: 2014 – 2021 Contract/Award: Multiple Principal Investigator: Jeffrey Milligan The Community College Administrators Program is an ongoing project (2014-2021) implemented by FSULSI for the U.S. Department of State's Bureau of Education and Cultural Affairs. CCAP educates policymakers and administrators of post-secondary vocational-technical institutions in multiple countries on the operations of the U.S. community college model in areas of governance, leadership, workforce development, skills training, curriculum development, instruction, student affairs, program evaluation, career services, instructional technology and accommodation of diversity in order to improve vocational/skills training in participating countries and strengthen these institutions' capacity to contribute to the economic development needs of participating countries. CCAP accomplishes these goals through an intensive six-week program of study of the U.S. community college model conducted partly in the participating countries and in Florida.

To date, FSU-LSI has implemented CCAP programs for cohorts from Indonesia, India, Ukraine, South America (Brazil, Colombia, Ecuador, and Peru), Egypt, Pakistan and South Africa.

Advancing Basic Education: All Children Reading (ABE: ACR) This is a multiple-award Indefinite Delivery Indefinite Quantity (IDIQ) contract.

Period of Performance: 5 Years (8/8/2014-8/7/2019) Funding Agency: USAID Prime Contractor: RTI International Contract No. SOL-OAA-12-000068 Status: Awarded, August 2014 (multiple task orders pending) Advancing Basic Education: Access for All (ABE: ACCESS) This is a multiple-award Indefinite Delivery Indefinite Quantity (IDIQ) contract.

Period of Performance: 5 Years (8/8/2014-8/7/2019) Funding Agency: USAID Prime Contractor: International Business & Technical Consultants, Inc. (IBTCI) Status: Awarded, August 2014 (multiple task orders pending) OTHER PAST PROJECTS WORLDWIDE: • • •

Advancing Basic Education and Literacy Project An Analysis of the Criteria for Research Utilization in Developing Countries Improving the Efficiency of Educational Systems in Selected Developing Countries

The Learning Systems Institute

https://lsi.fsu.edu

Florida State University

12 LSI has managed projects in the following 36 countries: 1.

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Botswana Brazil Chile Colombia Dominican Republic Ecuador Egypt Ethiopia Ghana Guinea Haiti India Indonesia Iran Jordan Liberia Malawi Morocco Mozambique

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Namibia Nepal Nigeria Pakistan Panama Peru Philippines Senegal South Africa South Korea Thailand Tuvalu United States of America Uzbekistan Ukraine Yemen Zambia Zimbabwe

RECENT INTERNATIONAL PROJECTS

https://lsi.fsu.edu/projects/current-projects/

Transforming Teacher Education in Zambia Funding Agency: USAID Prime Contractor: The Learning Systems Institute (LSI) at Florida State University Contract Number: Cooperative Agreement No. 72061120CA00006 Principal Investigator: Stephanie Zuilkowski Award Amount: $15,000,000 Period of Performance: 9/30/2020-9/29/2025 Science, Technology, Innovation, and Partnerships (STIP) in Higher Education Annual Program Statement - Uzbekistan Excellence for Education Program (UEEP) Funding Agency: USAID Central Asia/ RTI International (FSU is a subcontractor to RTI) Principal Investigator: Rabieh Razzouk w/ Flavia Ramos-Mattoussi Period of Performance: 2019-2021 Award Amount: USD $3.4 Million Contract: Higher Education Capacity Development (HECD) Program in Lebanon LSI is working with EDC on the HECD project to strengthen the capacity of Post-Secondary Education Institutions, and empower targeted universities to improve workforce skill development in specific areas.

Funding Agency: USAID/Lebanon- Education Development Center NOFO NUMBER: 72026819RFA00001 The Learning Systems Institute

https://lsi.fsu.edu

Florida State University

13 Principal Investigator: Jeffrey Milligan w/ Rabieh Razzouk Award Amount: USD $1,212.000 Period of Performance: 2019-2024 Contract: pending Advancing Basic Education in the Philippines (ABC+) (2019-2022) USAID-Philippines/ RTI International.

Principal Investigator: Jeffrey Milligan w/ Flavia Ramos Mattoussi Award Amount: USD $953,847 Contract: pending Addressing Post Conflict Activities to Counter Violent Extremism in Borno State, Nigeria Funding Agency: USAID-Nigeria/University of Maiduguri Contract Number: 044598 Principal Investigator: Ana H. Marty Award Amount: $169,584.00 Period of Performance: 2020 National Reading Program Implementation and Expansion Funding Agency: USAID-Malawi Contract Number: 72061220P00001 Principal Investigator: Adrienne Barnes Award Amount: $334,180.00 Period of Performance: 2019-2020 Northern Nigeria Education Initiative Plus (NEI+) Funding Agency: USAID-Nigeria/ Creative Associates International, Inc. Contract Number: FSU-2015-001 Principal Investigator: Adrienne Barnes Award Amount: $1,075,414.00 Period of Performance: 11/5/2015 – 7/5/2020 Nigerian Center for Reading Research at Bayero University Kano, Nigeria Funding Agency: USAID-Nigeria Contract Number: AID-620-G-17-00001 Principal Investigator: Stephanie Zuilkowski Award Amount: $993,656.31 Period of Performance: 6/15/2017 – 6/14/2020 UNICEF: Reading and Numeracy Activity (RANA) in Borno and Yobe States, Nigeria Funding Agency: UNICEF Contract Number: RF03015 Principal Investigator: Ana Marty Award Amount: $503,167.00 Period of Performance: 11/10/2018 – 5/31/2019 Science, Technology, Research, and Innovation for Development (STRIDE) Program Funding Agency: USAID-Philippines/ RTI International Contract Number: 2- 330-0213997 Principal Investigator: Jeffrey Milligan The Learning Systems Institute

https://lsi.fsu.edu

Florida State University

14 Award Amount: $887,539.00 Period of Performance: 2013-2019 Honduras Reading Activity (De Lectores a Líderes/Readers to Leaders) Funding Agency: USAID-Honduras/Educational Development Center (EDC) Contract Number: 2018-0036 Principal Investigator: Adrienne Barnes Award Amount: $946,000.00 Period of Performance: 2018 – 2019 Reading for Ethiopia’s Achievement Developed Technical Assistance (READ –TA) Funding Agency: USAID-Ethiopia/RTI International Contract Number: 2-330-0213559 Principal Investigator: Flavia Ramos-Mattoussi with Jeffrey Milligan Award Amount: $2.4 million Period of Performance: 2012-2018 US-Indonesia Teacher Training Partnership (TTIP) Project Funding: USAID/RTI International Principal Investigator: Helen Boyle with Flavia Ramos-Mattoussi and Stephanie Zuilkowski Award Amount: $500,000 Period of Performance: 2014-2017 Technical Support in Designing an Early Grade Literacy Program for Tuvalu Funding Agency: United Nations Children’s Fund (UNICEF-Pacific) Principal Investigator: Flavia Ramos-Mattoussi Period of Performance: 2013-2014 Decentralized Basic Education, Component 2, Indonesia Funding Agency: USAID-Indonesia/Educational Development Center Principal Investigator: Jeffrey Ayala Milligan w/ Flavia Ramos-Mattoussi Award Amount: $1.77 million (Phase 1: 2006-2009) and $314,873 (Phase 2: 2010-2011) Period of Performance: 2006-2011

COMMUNITY COLLEGE ADMINISTRATOR PROGRAM (CCAP) https://lsi.fsu.edu/ccap/

The Community College Administrators Program is an ongoing project (2014-2021) implemented by FSULSI for the U.S. Department of State's Bureau of Education and Cultural Affairs. CCAP educates policy makers and administrators of post-secondary vocational-technical institutions in multiple countries on the operations of the U.S. community college model in areas of governance, leadership, workforce development, skills training, curriculum development, instruction, student affairs, program evaluation, career services, instructional technology and accommodation of diversity in order to improve vocational/skills training in participating countries and strengthen these institutions' capacity to contribute to the economic development needs of participating countries. CCAP accomplishes these goals through an intensive six-week program of study of the U.S. community college model conducted partly in the participating countries and in Florida. To date, FSU-LSI has implemented CCAP programs for cohorts from Indonesia, India, Ukraine, Brazil, Colombia, Ecuador, Peru, Egypt, Pakistan and South Africa.

The Learning Systems Institute

https://lsi.fsu.edu

Florida State University

15 FY17 Community College Administrator Program (Pakistan x 4) Funding Agency: U. S. Department of State Contract Number: S-ECAGD-17-CA1085 Principal Investigator: Jeffrey Milligan Award Amount: $1,636,000.00 Period of Performance: 9/1/2017 – 12/30/2021 FY17 Community College Administrator Program (Ukraine + Other) Funding Agency: U. S. Department of State Agency Contract Number: S-ECAGD-17-CA1085 Principal Investigator: Jeffrey Milligan Award Amount: $818,000.00 Period of Performance: 9/1/2017 – 12/30/2021 FY18 Community College Administrator Program (Pakistan) Funding Agency: U. S. Department of State Contract Number: S-ECAGD-18-CA0030 Principal Investigator: Jeffrey Milligan Award Amount: $410,000.00 Period of Performance: 9/19/2018 – 8/30/2023 FY18 Community College Administrator Program (Western Hemisphere) Funding Agency: U. S. Department of State Contract Number: S-ECAGD-18-CA0030 Principal Investigator: Jeffrey Milligan Award Amount: $460,000.00 Period of Performance: 9/19/2018 – 8/30/23

SELECTED RECENT US-BASED PROJECTS Improvement of Elementary Fractions Instruction: RCT of Lesson Study with Fractions Resource Kit and Local Curriculum Funding Agency: Mills College Principal Investigator: Robert Schoen Award Amount: $743,076.00 Period of Performance: 9/1/2015 – 8/31/2019 Peace Corps Professional Campus Recruitment Services Funding Agency: U.S. Peace Corps Contract Number: PC-15-8-069 Principal Investigator: Jeffrey Milligan Award Amount: $75,775.00 Period of Performance: 8/14/2015 to 7/31/2019 Florida Inclusion Network, Administration Funding Agency: Florida Department of Education Agency Contract Number: 371-2629B-9C004 Principal Investigator: Jeffrey Milligan Award Amount: $939,231.00 Period of Performance: 7/1/2018 – 6/30/2019 The Learning Systems Institute

https://lsi.fsu.edu

Florida State University

16 CPALMS and Student Tutorials Funding Agency: Florida Department of Education Contract Number: 371-99635-9S001 Principal Investigator: Rabieh Razzouk Award Amount: $2,375,000.00 Period of Performance: 7/1/2018 – 6/30/2019 http://www.cpalms.org/Public/search/Resource CPALMS: Alliance for Arts Education Funding Agency: Florida Alliance for Arts Education Principal Investigator: Rabieh Razzouk Award Amount: $4,800.00 Period of Performance: 9/21/2018 – 6/5/2019 http://www.cpalms.org/Public/ Examining Teacher Math Anxiety as a Malleable Factor Related to Student Outcomes Funding Agency: U. S. Department of Education / IES Contract Number: R305A170463 Principal Investigator: Colleen Ganley Award Amount: $1,400,000.00 Period of Performance: 7/1/2017 – 6/30/2020 Evaluation of the Florida Tax Credit Scholarship Program Funding Agency: Florida Department of Education Contract Number: 371-93110-9P001 Principal Investigator: Carolyn Herrington Award Amount: $500,000.00 Period of Performance: 7/1/2018 – 6/30/2020 Follow-up to the Replicating the CGI Experiment in Diverse Environments Study Funding Agency: U. S. Department of Education / IES Contract Number: R305A180429 Principal Investigator: Robert Schoen Award Amount: $1,100,000.00 Period of Performance: 7/1/2018 – 6/30/2020 Foundations for Success: Developing Effective Mathematics Educators through Cognitively Guided Instruction Funding Agency: U.S. Department of Education Agency Contract Number: U423A180115 Principal Investigator: Robert Schoen Award Amount: $9,733,865.00 Period of Performance: 10/1/2018 – 9/30/2021

The Learning Systems Institute

https://lsi.fsu.edu

Florida State University

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DESCRIPTION OF SELECTED INTERNATIONAL PROJECTS

Transforming Teacher Education in Zambia

Funding Agency: USAID Prime Contractor: The Learning Systems Institute (LSI) at Florida State University Contract Number: Cooperative Agreement No. 72061120CA00006 Principal Investigator: Stephanie Zuilkowski Award Amount: $15,000,000 Period of Performance: 9/30/2020-9/29/2025

The Learning Systems Institute (LSI) at Florida State University in partnership with the University of Zambia and School to School (StS) to implement a five-year, $15 million project sponsored by the U.S. Agency for International Development (USAID) to improve pre-service teacher education in Zambia.

The objective of Transforming Teacher Education (TTE) is to strengthen the capacity of Zambia’s preservice teacher training institutions to improve student-learning outcomes. Despite significant investments in early grade literacy in Zambia, pre-service teacher education has largely been excluded from those programs. TTE aims to align pre-service education with current, evidence-based practices in primary schools and in-service education programs. This activity will help to ensure that all teachers will enter the classroom prepared to help children learn how to read and to provide safe learning environments more broadly.

TTE has three specific aims under the overarching objective. First, TTE will equip targeted colleges of education (COE) and university faculty and lecturers with the skills and experience necessary to deliver effective instruction to teachers in training. We will do this by offering several types of education and training for lecturers, including six-month residencies at Florida State University (FSU), graduate-level foundational courses on reading to be delivered in Zambia, study tours, and scholarships for master’s programs in the School of Education at Florida State University. Second, TTE will standardize, align, and link practical, evidence-based, pre-service teacher training and content with the primary school literacy curriculum. This will involve revisions to the Language and Literacy and Practicum courses at the COEs and universities, training for lecturers on the new materials, provision of text resources to COEs and universities, and the development of Centers of Excellence in Pre-Service Teacher Education.

Third, TTE will equip pre-service teachers in Colleges of Education and universities with the professional skills necessary to deliver quality literacy instruction in primary schools. TTE will do this by scaffolding closer relationships with demonstration schools, creating feedback loops that will better serve the demonstration schools, the COEs/universities, and the student teachers alike. Anticipated results include improved knowledge and pedagogy regarding early grade reading instruction among lecturers and preservice teacher education students, greater capacity among lecturers to conduct research relevant to early grade reading and pre-service teacher education, professional learning networks among lecturers, and increased knowledge of teacher professional ethics. We expect that these results will positively impact student-learning outcomes as the newly trained teachers enter classrooms in the coming years.

The TTE consortium will be led by Florida State University, with support from partners School-to-School International and the University of Zambia’s School of Education.

FSU Press Release: https://news.fsu.edu/news/education-society/2020/10/15/usaid-florida-state-university-partnershipset-to-boost-teacher-training-systems-in-zambia/

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USAID-Florida State University partnership set to boost teacher training systems in Zambia BY: BILL WELLOCK | PUBLISHED: OCTOBER 15, 2020

Dr. Stephanie Simmons Zuilkowski, an associate professor with the Learning Systems Institute and director of the USAID Transforming Teacher Education Program. (Florida State University)

The Learning Systems Institute (LSI) at Florida State University will lead a five-year, $15 million project sponsored by the U.S. Agency for International Development (USAID) to improve pre-service teacher training in Zambia. LSI faculty, in collaboration with partners School-to-School International and the University of Zambia, will work with 12 universities and colleges of education in the country to improve the training of primary grade teachers.

“This project is an exciting opportunity for FSU to take a lead role in improving primary teacher education at a national level, building on lessons learned in our previous projects in countries such as Nigeria and Ethiopia,” said Stephanie Simmons Zuilkowski, an LSI associate professor and the project’s director.

Over the five-year period, the “USAID Transforming Teacher Education Program” will give more than 60 Zambian teacher educators the skills to deliver effective instruction to 9,000 college and university students studying to become primary grade teachers.

Despite significant investments in early-grade literacy in Zambia, pre-service teacher education has been largely excluded from previous development programs. This work will connect teacher training with the evidence-based practices already used in Zambian primary schools, ensuring that teachers enter the classroom prepared to help children learn how to read and to provide safe learning environments.

“This is an excellent opportunity for Professor Zuilkowski and the LSI team to use their years of research and experience to help improve teacher training in Zambia and thus the greater educational system in the The Learning Systems Institute

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19 country,” said Vice President for Research Gary K. Ostrander. “We are incredibly proud of the work they do and are excited to see what they will achieve with this new project.”

To implement the program, LSI faculty will deliver graduate-level courses on reading instruction in Zambia.

Six Zambian teacher education faculty will complete six-month residencies at the FSU College of Education, and four faculty members will receive scholarships to obtain master’s degrees in education at FSU. Florida State will also organize study tours for additional Zambian faculty.

With USAID support, FSU faculty and Zambian educators will work together to better connect teacher training with the country’s primary school literacy curriculum. The project team will revise pre-service teacher training courses, develop new textbooks for teachers and create centers of excellence dedicated to training new teachers.

The project also will build relationships between teaching colleges and universities and primary schools.

Those connections will give teachers-in-training opportunities to practice their skills and provide settings where lecturers can conduct participatory action research about early-grade reading. “Transforming Teacher Education brings the Learning Systems Institute to a whole new level of engagement in international educational development,” said Jeffrey Milligan, director of the Learning Systems Institute.

“For the first time in 25 years, LSI will assume overall leadership for a large, nationwide, multiyear USAID project. LSI has a long legacy of international engagement, and this new project positions us to compete effectively for new international projects in the coming years.”

The Learning Systems Institute has partnered with USAID on several previous projects. LSI is a partner on the Northern Education Initiative Plus project, which is underway in two northern Nigerian states to train teaching instructors and learning facilitators in early grades reading instruction.

LSI also worked with Bayero University, Kano in Nigeria to establish the Nigerian Center for Reading Research and Development, the first reading research center in the country. As part of that initiative, faculty from Bayero University, Kano visited Florida State to take graduate classes in education and to work with faculty mentors to design and implement a research project they carried out when they returned to Nigeria.

“LSI faculty have extensive experience working with college and university faculty, teachers and government education officials around the world to improve the teaching of early grade reading, including in conflict-affected and complex multilingual settings,” Zuilkowski said.

In the past decade, LSI faculty have also worked on USAID-funded education activities in Honduras, the Philippines, Uzbekistan, Ethiopia and Indonesia, as well as U.S. Department of State projects in Indonesia, India, Ukraine, Brazil, Colombia, Ecuador, Peru, Pakistan, Egypt, St. Lucia, Grenada and Suriname.

On behalf of the American people, USAID promotes and demonstrates democratic values in over 80 countries around the globe, and advances a free, peaceful, and prosperous world. In support of America’s foreign policy, the Agency leads the U.S. Government’s international development and disaster assistance through partnerships and investments that save lives, reduce poverty, strengthen democratic governance, and help people emerge from humanitarian crises and progress beyond assistance.

POSTED IN: EDUCATION & SOCIETY | TAGGED: FSUGLOBAL, LEARNING SYSTEMS INSTITUTE, STEPHANIE SIMMONS ZUILKOWSKI

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Uzbekistan Education for Excellence Program (UEEP) Funding Agency: USAID Central Asia/RTI International Florida State University is a partner to RTI International on the UEEP project Principal Investigators: Rabieh Razzouk with Flavia Ramos-Mattoussi Award Amount: USD $3.4 Million Period of Performance: 2019-2023

The Uzbekistan Education for Excellence Program (UEEP) is a new initiative sponsored by the United States Agency for International Development (USAID) under the Science, Technology, Innovation, and Partnerships (STIP) in Higher Education Annual Program Statement. RTI International and its partners, Florida State University and Mississippi State University are the implementers of the four-year program.

In July 2019, Mr. Rabieh Razzouk (PI) and Dr. Flavia Ramos-Mattoussi (Co-PI) traveled to Tashkent, Uzbekistan representing LSI at FSU to participate in the ‘co-creation’ process. The one-week co-creation involved presentations by RTI International, MSU, and FSU followed by discussions with USAID, the Uzbek Ministry of Public Education and other stakeholders. The Uzbekistan Education for Excellence Program was launched after a few months of deliberation, and in February 2020, the FSU team went back to Tashkent for the Co-Creation Workshops.

The United States Agency for International Development (USAID) is realigning and reorienting its policies, strategies, and program practices to improve how it supports each country on the Journey to Self-Reliance—a country’s ability to plan, finance, and implement solutions to address its own The Learning Systems Institute

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21 development challenges in a sustainable way. For the program, this means a focus on technical and managerial inputs that build the capacity of the Ministry of Public Education (MPE) in Uzbekistan to design and test, monitor, and learn from effective solutions. The Program will place added attention on using the lessons from pilot implementation to design sustainable scale-up strategies and plans, including identifying resource mobilization requirements.

The Ministry of Public Education in Uzbekistan is committed to an ambitious program of systematic and comprehensive reforms. The country aims to create an education system that can produce graduates with the critical thinking, problem solving, and practical skills that will enable them to succeed. USAIDCentral Asia has put in place an agreement with MPE for the Uzbekistan Education Reform Program. This program commits USAID to support the goal of sustainably improving the reading, math, information and communication technology (ICT), and English skills of students in the country’s public schools.

Future students, therefore, will be more employable and/or more likely to gain acceptance into university studies. To attain the desired improvements in learning, MPE and USAID have agreed on a collaboration to achieve three components: • • •

Component 1: Improve reading and math outcomes in grades 1–4 Component 2: Support IT Nation initiatives for grades 5-11 Component 3: Improve English language instruction for grades 1-11

RTI International is collaborating with Mississippi State University (MSU) and Florida State University (FSU) to provide the expertise and experience needed to help MPE achieve and sustain the above results. The program description benefits from the insights and agreements obtained during the co-creation workshop held in Tashkent, July 22–26, 2019. Again, the FSU representatives Mr. Rabieh Razzouk and Dr. Flavia Ramos Mattoussi traveled to Uzbekistan to participate in collaborative meetings with the Uzbek counterparts in Tashkent.

MPE colleagues from all concerned technical departments attended the workshop sessions, actively assisting the RTI team in understanding the needs, opportunities, and challenges present in the education sector. As a result, the Program now aligns its activities more closely to MPE’s needs, including taking into account and complementing other projects and initiatives.

At the close of the co-creation workshop, Minister of Education Sherzod Shermatov reaffirmed the guiding principles of quality, justice, and transparency that govern the reform agenda in the education sector. A commitment to quality is reflected in the Program’s focus on helping Uzbekistan adopt best practice approaches to standards-based education and state-of-the-art teacher professional development strategies. The Program will also assist MPE in making sure resources and support enhance equity and justice—advising MPE in developing and testing strategies that can be successful even in districts with fewer resources. In addition, the Program’s approach to instruction includes enabling teachers to focus on equity and inclusion, by responding to the needs of male and female students, as well as supporting students who are struggling and extending opportunities for those who are advanced.

Lastly, throughout the co-creation process, MPE emphasized the importance of capacity development as key to sustainability. The Program’s approach is therefore centered on helping MPE on its journey to self-reliance by developing the technical, managerial, and operational capacities needed for MPE to put in place a standards-based education system.

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USAID Collaboration with Nigeria’s Bayero University in Kano Strengthens Early Grade Reading in Nigeria U.S. Mission Nigeria Professors Amina Adamu (left) and Aisha Umar Tsiga (second right) of BUK, with Stephanie Zuilkowski (second left), and Adrienne Barnes (right) of Florida State University, at the Learning Systems Institute on the FSU campus in Tallahassee, Florida.

Over the past three years, a unique collaboration between the U.S. Agency for International Development (USAID), Nigeria’s Bayero University in Kano (BUK), and Florida State University (FSU) in the United States has helped Africa’s most populous country strengthen its ability to teach early grade reading, the foundation of lifelong learning.

This activity supported the training and mentorship of six BUK Faculty Fellows on cutting-edge research, teacher training, and the process of publishing academic articles during a six-month residency at the FSU Learning Systems Institute. The partnership culminated in establishment of a new Nigerian Center for Reading Research and Development on the BUK campus.

A participant speaks at the First National Conference on Children’s Books and the Teaching of Early Grade Reading in Nigeria, organized by the NCRRD in August 2019.

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23 “This new focus on raising this quality of teaching and learning was borne out of the realization that reading is fundamental to education,” said Prof. Muhammad Yahuza Bello, Vice-Chancellor of BUK. “No nation can achieve meaningful development without inculcating effective reading skills amongst its growing generations.”

Now a permanent part of the BUK community, the new Research Center will facilitate research on all matters that affect reading and the teaching of early grade reading in Nigeria. The six BUK Faculty Fellows are thought leaders, researchers and champions for the adoption of the best teaching and learning practices in reading throughout Nigeria.

During their time on the Tallahassee, Florida campus, the BUK Fellows participated in scholarly activities, published journal articles, and presented their work at educational forums.

In coordination with other USAID activities, the fledgling Center hosted two national conferences attended by more than 800 education stakeholders at the national, state, and local levels to share and publicize reading research findings for the Nigerian context.

Professor Umar Kabir, one of the first two NCRRD fellows who had advanced training at the Florida State University, stands in front of the Westcott Fountain at FSU “At USAID we have a passion for education and high hopes for its future in Nigeria,” Mission Director Stephen M. Haykin said. “In that spirit, this partnership played a critical role in ensuring the next generation of Nigerian children is equipped with the reading skills that will serve as the basis for a lifetime of learning.”

The partnership promises to benefit education in Nigeria for years to come, having developed a new cadre of leaders and trainers in reading research who will champion the advancement of high-quality reading instruction, learning and research for future generations of teachers in primary grade reading strategies to effectively teach more children to enjoy a lifetime of reading.

The Center also serves as a clearinghouse where education stakeholders can leverage data and approaches to effect positive changes in the classroom and improve learning across Nigeria through stronger reading curricula for millions of students.

BUK fellows Dr. Bala Danyaro Aminu (left), an NCRRD fellow who teaches Education Professor Talatu Musa Garba (right) who teaches Language Arts meets FSU Dean Damon Andrew on the campus.

Research shows that a child who starts to read in a language he or she understands will be better equipped to take on learning a foreign language in later grades, and ultimately get more out of his or her education.

Since 2015, USAID has embraced this concept, distributing more than three million books and teacher’s guides for early grade reading in Hausa and English in the north. Similar materials are under development in Igbo and Yoruba to serve children in other areas of Nigeria.

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The NCRRD building under construction earlier this year. Its permanent presence will help improve reading instruction in Nigeria for decades to come.

Nigeria’s education system is challenged to keep pace with its rapidly growing population. USAID works to strengthen state and local education systems in partnership with all Nigerians. The Center is an important step forward to deepening early grade reading resources available in Nigeria.

Education Nigeria Reading Kano USAID

WRITTEN BY U.S. Mission Nigeria Follow UNITED STATES DIPLOMATIC MISSION IN NIGERIA. FOR OFFICIAL INFORMATION VISIT HTTP://NG.USEMBASSY.GOV Tagged @lsifsu

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The Learning Systems Institute at Florida State University is celebrating its 50th anniversary this year!

Posted on November 26, 2019

Tagged #FSUglobal, @lsifsu Discover how the Learning Systems Institute (1969-2019) has worked to improve learning and performance in Florida and around the world for the last 50 years.

Posted on November 26, 2019 Created by Learning Systems Institute at Florida State University By: Robert Lengacher, Learning Systems Institute Music from https://filmmusic.io | “Imagefilm 041,” “Total Happy Up And Sunny,” and “Imagefilm 018”

by Sascha Ende (https://www.sascha-ende.de) | License: CC BY (http://creativecommons.org/licenses/by/4.0/) Learning Systems Institute (1969-2019)

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Florida State researchers improve teacher training and childhood literacy in Nigeria Posted on November 26, 2019 https://news.fsu.edu/news/education-society/2019/11/26/fsuglobal-florida-state-researchersimprove-teacher-training-and-childhood-literacy-in-nigeria/ BY: BILL WELLOCK | PUBLISHED: NOVEMBER 26, 2019

ANA MARTY, LEFT, A LEARNING SYSTEMS INSTITUTE RESEARCH FACULTY MEMBER, AT BAYERO UNIVERSITY IN KANO, NIGERIA, WITH UNIVERSITY FACULTY MEMBERS TALATU MUSA GARBA AND AMINA ADAMU. COURTESY OF ANA MARTY.

A first-grade classroom in northeast Nigeria can be a difficult place to learn.

Classes might be filled with 100 students, and although many children speak a regional language called Kanuri, teachers often give classes in Hausa, a wider-used lingua franca.

Many of the students’ parents can’t read. Teachers may not be adequately trained. And classes are happening in a region where Boko Haram has launched attacks against schools and kidnapped students.

It’s in this challenging environment that researchers from Florida State University’s Learning Systems Institute are working to improve the educational landscape. Supported by $2.6 million in funding, researchers have embarked on a series of projects to improve teacher training and literacy to help these students gain some ground.

The Learning Systems Institute, an internationally recognized, university-based research and development organization, has a long history of work in Nigeria. On a trip to the region this year, Associate Professor of International and Multicultural Education Stephanie Simmons Zuilkowski saw a gleaming new school. She complimented the headmaster on the

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facility, and he informed her it was brand-new. It had been rebuilt after Boko Haram burned down the building for the third time.

“They just come back, and they build it again, and they keep on going,” Zuilkowski said. “It’s impressive. It speaks to people’s commitment to not letting Boko Haram win.”

TEACHER TRAINING Millions of students across northern Nigeria will benefit from a pair of projects funded by the United States Agency for International Development (USAID).

The institute is a partner in the Northern Education Initiative Plus, a project to train about 20,000 teaching instructors and learning facilitators in reading instruction for young students. The project is implemented by the international development organization Creative Associates International.

The intervention helped teachers move from theory to practice in their classrooms.

Instruction changed from simply exposing students to texts to classes that focus on developing skills.

One lesson involved writing letters on bottlecaps and teaching students that each cap represented a sound. The method teaches students to listen for individual sounds and to assign that sound to a letter. When students recognize the letter-sound correlations, they can combine the bottlecaps to create words. For the teachers, it was practice delivering lessons on phonics and vocabulary.

“They talked a lot about it, theoretically, but even the teacher-educators themselves had no idea how to actually do that in practice,” said Adrienne Barnes, an LSI research faculty member and the principal investigator for the project. In February, LSI members will visit the country to assess its impact.

Institute researchers are involved in other efforts to train the next generation of teachers in the country by establishing a reading research center at Bayero University in the city of Kano. As part of that USAID initiative, students from the university visit Florida State for a six-month period to take graduate classes in education and to work with a faculty mentor to design and implement a research project they carry out when they return to Nigeria.

It’s an important step toward long-term, sustainable progress in the country, said Zuilkowski, the principal investigator. Projects that rely on foreign experts eventually end. This project will create local experts in childhood reading and research, and their understanding of the on-the-ground conditions will lead to reading interventions specifically designed for Nigerian students.

“They are getting a really in-depth understanding of the current state of the research about what we know about how kids learn how to read,” she said. “We’re already starting to see that different organizations are reaching out to them when they return to work as consultants on their projects, which is really exciting because that tells us that other organizations value what we are doing and the skills the faculty are getting.”

A NEW CURRICULUM The institute is also giving primary students in northeast Nigeria a chance to take elementary school classes in their mother tongue.

When students in that region start school, they often come from Kanuri-speaking homes.

Their instruction, however, is in Hausa and English. An LSI project funded by the United The Learning Systems Institute

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Kingdom’s Department for International Development through UNICEF developed a curriculum for Kanuri-speaking students.

FSU researchers took a curriculum for early literacy and mathematics classes that had been developed in Hausa and worked with local translators and teachers to adapt it into Kanuri and test it with second-grade students. The curriculum is now being used in first, second and third-grade classrooms in two northeast Nigerian states.

Local partnerships were especially important for this work, Zuilkowski said. The researchers who were trained by FSU were able to go into areas that would have been dangerous for her and her colleagues in order to gather information on educational outcomes that was essential for testing the effectiveness of the intervention.

When the final product was ready for publication, the creators needed to name it. The local educators who worked with FSU researchers proposed “KARI,” which stands for “Kanuri Arithmetic and Reading Intervention.” It has a second meaning. In the Kanuri language, “kari” means “light” or “torch.”

“They were very excited with the name,” said Ana Marty, an LSI research faculty member and the principal investigator for the project. “It’s like this torch and this light that is coming to the schools with these materials. The children are learning to read in their language that they know from home. They come to first grade speaking Kanuri and now they see these materials and they can understand them because it’s the language that they know.”

As LSI continues its work around the globe, future plans in Nigeria could include creating a professional development program for teachers in the country. For more information on LSI, visit lsi.fsu.edu.

POSTED IN: EDUCATION & SOCIETY | TAGGED: ADRIENNE BARNES, ANA MARTY, COLLEGE OF EDUCATION, FSU LEARNING SYSTEMS INSTITUTE, FSUGLOBAL, STEPHANIE SIMMONS ZUILKOWSKI

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The Nigeria Center for Reading and Development at BUK held a national reading conference in Kano, Nigeria Posted on August 26, 2019 In August 2019, the Nigeria Centre for Reading Research and Development held the National Reading Conference at Bayero University, Kano.

Approximately 800 participants attended the conference organized by BUK with support from the United States Agency for International Development (USAID) and the Northern Education Initiative Plus (NEI+). Institutions and book vendors represented many states from all over Nigeria. Drs. Adrienne Barnes, Nicole Patton Terry, Stephanie Zuilkowski, and Jarret (Jay) Terry represented the Florida State University.

The Nigeria Centre for Reading Research and Development was established as a result of the partnership between the Learning Systems Institute at FSU and the Bayero University, Kano. For the last two years, several scholars from BUK have come to Tallahassee, Florida to engage with FSU faculty and students, participate in graduate studies and research related to early grade reading instruction. Several faculty members from the Learning Systems Institute and the College of Education have collaborated with BUK in Nigeria on developing curriculum and materials for early grade reading. They have also conducted numerous workshops for teacher educators in Nigeria and mentored university scholars in their journey towards excellence in reading research and teaching. These efforts aim to prepare future generations of Nigerian school-teachers, and consequently improve children’s reading and literacy outcomes in the country.

Find below the link to the program and FSU presentations from the National Reading Conference held 19-23 August 2019 at the Nigeria Centre for Reading Research and Development housed at Bayero University, Kano.

https://documentcloud.adobe.com/link/track?uri=urn%3Aaaid%3Ascds%3AUS%3Af6db8e00e02a-40ac-9e44-6247dd9e1bf8

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How do teachers learn to teach reading and writing in Honduras? That’s what a team of researchers at FSU are trying to find out.

Posted on October 17, 2018 By: Flavia Ramos-Mattoussi In early 2018, the United States Agency for International Development (USAID), and the Government of Honduras launched the “readers to leaders” program (De Lectores a Líderes, also known as the USAID Honduras Reading Activity). The project implemented by Education Development Center (EDC) and its partner Florida State University (FSU) targets regions according to two Development Objectives (1) Citizen Security increased in high violence zones; and (2) Extreme poverty sustainably reduced. The five-year project is aimed at strengthening the capacity of the Ministry of Education to implement evidence-based reading approaches to improve the learning rates in reading and writing of at least 700,000 students from first to sixth grade in 2,500 schools across 60 municipalities; train more than 15,000 in-service teachers in evidence-based teaching practices; provide 1,000 existing or new school libraries with a collection of 1,200 books to promote reading opportunities.

The “readers to leaders” project is also aimed at building the capacity of teacher educators at the Universidad Pedagógica Nacional Francisco Morazán (UPNFM) to address current educational reforms affecting the teacher certification requirements in the country. FSU’s main role in this project is to collaborate with the UPNFM faculty to better integrate educational standards and evidence-based teaching practices applied to both pre and in-service teacher training programs.

FSU will support UPNFM faculty teaching in the Basic Education Program and provide professional development focused on early grade reading instruction.

In September 2018, two research faculty members at the Learning Systems Institute at FSU, Dr. Ana Marty and Dr. Flavia Ramos-Mattoussi traveled to Honduras for one month to assess the current situation and readiness of UPNFM faculty, administrators and students to effectively embrace the new curriculum and impart evidence-based teaching practices aligned with current efforts to reform academic standards and formative assessments. The FSU team conducted a mixed-methods baseline assessment of how “lectoescritura” is being taught at the pre-service level, examining administrative structures, teaching methods, and specific strengths and constraints in the context of the UPNFM in Tegucigalpa as well as in its Regional Centers in Gracias, Santa Barbara, La Ceiba, and San Pedro Sula. They observed numerous classes at UPNFM and at primary schools; administered 134 surveys, and conducted interviews and focus groups with faculty, administrators, and students at all sites visited to better understand the context of reading and writing instruction in the Basic Education and Spanish Language Programs in Honduras.

Dr. Ana H. Marty was interviewed by TeleCeibaTV Station in La Ceiba during a site visit to the UPNFM Regional Center. See Link to interview in Spanish: https://www.facebook.com/teleceiba/videos/1473308819479866/

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From Readers to Leaders: The Learning Systems Institute at FSU launches a new project in Honduras

Posted on July 9, 2018

Flavia Ramos-Mattoussi, Ana Marty, and Adrienne Barnes (FSU Principal Investigator for DLAL Project in Honduras).

Site visit to the campus of Universidad Pedagógica Nacional (UPN) Francisco Morazán in Tegucigalpa, Honduras

In June 2018, three faculty members from the Learning Systems Institute (LSI) at the Florida State University (FSU) traveled to Tegucigalpa, the capital of Honduras to launch a new initiative to support country’s efforts to improve the reading performance of students in grades one to six. FSU will work with the Universidad Pedagógica Nacional (UPN) Francisco Morazán to develop a new curriculum for pre-service teacher education as the country implements new policies that require higher educational standards for elementary school teachers. This initiative is funded by the United States Agency for International Development (USAID) and implemented by the Education Development Center. FSU is a partner to EDC on the implementation of the 5-year project “De Lectores a Líderes” in Honduras (2018-2023).FSU expects to welcome five representatives from the Universidad Pedagógica Nacional (UPN) Francisco Morazán and the Honduran Ministry of Education to Tallahassee soon.

LSI faculty members have years of experience with pre-service teacher training projects. Recently, the FSU-LSI team led the pre-service training component of READ-TA in Ethiopia, as a subcontractor to RTI International. Working in seven national languages, LSI faculty have developed course content and textbooks, as well as training hundreds of teacher educators from 36 colleges of teacher education across the country in the new curriculum.

LSI faculty also developed content and training preservice teacher faculty in Indonesia, under the USAID Indonesia Teacher Training Partnership (subcontractor to RTI International). The FSU-LSI team is currently working in Nigeria, as part of the Northern Education Initiative Plus (subcontractor to Creative Associates). In addition, FSU is partnering with Bayero University-Kano to establish the Nigerian Center for Reading Research and Development.

Meeting DLAL project personnel at EDC Office in Tegucigalpa, Honduras. June 28, 2018

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For more information about projects implemented by the Center for International Studies in Educational Research and Development (CISERD) at the Learning Systems Institute (LSI) at the Florida State University (FSU) visit our website: https://lsi.fsu.edu/ciserd/

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New publication by RTI Press explores the many ways in which teachers around the world are supported throughout their professional careers to improve teaching and learning.

Posted on November 5, 2018 BY: Flavia Ramos-Mattoussi New publication by RTI Press explores the many ways in which teachers around the world are supported throughout their professional careers to improve teaching and learning. Thanks to David Evans, Silvia Montoya, Sharath Jeevan for reviews and to all co-authors including Tifa Asrianti, Adrienne Barnes, Guy Bostock, Nancy Clark-Chiarelli, Stephen Backman, Marion Fesmire, Jarret Guajardo, Karon H. Molly Hamm-Rodríguez, Simon King, Scott Kipp, Lee Nordstrum, Dawit Mekonnen, Alison Pflepsen, Mitchell Rakusin, Flavia Ramos-Mattoussi, Emily Richardson, Timothy Slade. You can download the book “Cultivating Dynamic Educators: Case Studies in Teacher Behavior Change in Africa and Asia” by Sarah Remington Pouezevara from the RTO Press website. https://www.rti.org/rti-presspublication/cultivating-dynamic-educators In Chapter 2: “Changing Teacher Educators’ Conceptions and Practices Around Literacy Instruction: Lessons from Teacher Educators’ Professional Development Experiences in Ethiopia” the Florida State University team examined the contribution of the pre-service interventions within the Reading for Ethiopia’s Achievement Developed Technical Assistance (READ-TA) program, funded by the United States Agency for International Development (USAID) from October 2012 through December 2017. The Learning Systems Institute at FSU was a partner to RTI International on the RAD TA project from 2012 to 2017. The FSU team worked in five regions of the country, targeting seven national languages. Ethiopia has two chartered cities (Addis Ababa and Dire Dawa) plus nine national region states: Afar; Amhara; Benishangul-Gumuz; Gambela; Harari; Oromia; Somali; Southern Nations, Nationalities, and Peoples’ Region (SNNPR); and Tigray. As of early 2018, more than 20 local languages were being used as languages of instruction in Ethiopia. READ-TA targeted seven of the most widely spoken languages of instruction.

The professional development activities implemented by the FSU/LSI team of researchers and teacher educators included engagement of Ethiopian educators in module development, adaptation of the modules and related materials into seven mother tongues, and training on the module contents. The pre-service teacher education program prepares student teachers to teach in the mother tongue used as the language of instruction in grades 1–8 in each of the nine regions of the country. Of particular interest were revisions of the mother tongue pre-service teacher education program and the related professional development for teacher educators and student teachers (we use the term teacher educators to refer to the lecturers and instructors at the colleges of teacher education and the term

33 student teachers to refer to the students at colleges of teacher education, also referred to in Ethiopia as “teacher-trainees” and “would-be-teachers”).

The chapter describes the extent to which teacher educators’ involvement across multiple initiatives promoted changes in conceptions of literacy instruction; depth of understanding of literacy content; and student-centered, participatory teaching and learning pedagogy.

Suggested citation: Mekonnen, D., Fesmire, M., Barnes, A., Backman, S., Ramos-Mattoussi, F. (2018).

Changing Teacher Educators’ Conceptions and Practices on Literacy Instruction: Lessons from Teacher Educators’ Professional Development Experiences in Ethiopia. In Pouezevara, S. R. (Ed.) (2018). Cultivating dynamic educators: Case studies in teacher behavior change in Africa and Asia. (RTI Press Publication No. BK-0022-1809). Research Triangle Park, NC: RTI Press. DOI: 10.3768/rtipress.

2018.bk.0022.1809. https://www.rti.org/rti-press-publication/cultivating-dynamic-educators Photo: Dr. Dawit Mekonnen of the University of Addis Ababa and FSU National Coordinator in Ethiopia, Dr. Flavia Ramos-Mattoussi, center, the principal investigator on FSU’s element of the Read-TA project, and Dr. Marion Fesmire of FSU Panama City wear gowns and scarves given them by their colleagues in Ethiopia, where FSU has been working since 2013 on an ambitious reading-and-writing program.

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Nigeria Northern Education Initiative Plus (NEI+) Funding Agency: USAID-Nigeria/ Creative Associates International, Inc. Contract Number: FSU-2015-001 Principal Investigator: Adrienne Barnes Award Amount: $1,075,414.00 Period of Performance: 11/5/2015 – 7/5/2020

LSI received an award from Creative Associates International as a subcontractor on the Northern Education Initiative Plus for Nigeria. The five-year project has the goal of improving early reading skills in two states in the north of Nigeria that have struggled with educational quality as well as regional instability. FSU’s main work focuses on preservice teacher education institutions in the use of the evidence-based reading materials improved and implemented, as well as developing Professional Learning Communities through the building of capacity in early grade reading of state and federal partners and stakeholders.

FSU collaborates with the National Commission of Colleges of Education (NCCE) and Teacher Education Institutions (TEIs) to develop pre-service early grade reading syllabi and instruction courses for teacher trainees. FSU has been charged with NEI Plus leadership in pre-service teacher training and curriculum development in Hausa and English reading instruction, as grounded in the latest research and best practices. The NEI Plus team will work with NCCE and TEIs to build pre-service training, including syllabi and EGR course content. The team will work with NCCE, TEIs, and agencies to improve and expand the use of teaching practicums to shift the emphasis to practical learning in pre-service training and ensure that TEIs in all states are in possession of the materials needed to integrate reading coursework into pre-service teacher preparation.

NEI Plus has involved pre-service instructors and personnel in the Reading Technical Working Group (RTWG) to ensure that materials for teachers’ classroom use, in-service training and modules, and preservice EGR instruction support are aligned. This process ensures that successive cohorts of teacher trainees begin their careers equipped with a full set of instructional skills that will have a direct, positive impact on students’ EGR outcomes.

We estimate that by the end of the project 2,250 teachers will have completed the NEI Plus pre-service EGR program in two states and will reach 225,000 students in grades 1-3 with best practices in EGR instruction, resulting in improved student reading outcomes.

In addition, because FSU faculty have experience teaching graduate-level courses in literacy education, NEI Plus solicited FSU faculty to teach two cohorts of a four-month, graduate-level course in early grade reading: Literacy Skills in the Primary School: A course for Teacher Educators, Researchers, and National Stakeholders. The certified course graduates then applied their learning to participate in Professional Learning Communities and engage in Community Outreach activities in order to build community knowledge about home literacy practices, supporting children and teachers, and school attendance.

Finally, FSU experts have contributed research on such topics as integrated Qur’anic schools, community and culture roles, mainstreaming pupils into formal education, and best practices in early grade reading in the northern Nigerian context.

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FSU’s Learning Systems Institute aids Education Crisis Response Project in Northern Nigeria Posted on August 7, 2017 The Northern Nigeria Education-in-Conflict Response Program (ECR) will draw to a close in October 2017.

This project was funded by USAID and implemented by Creative Associates International, in partnership with the International Rescue Committee, Florida State University, and local organizations. The initiative began in 2014 to address the gaps in education that internally displaced children and youth face due the ongoing conflict in the Northeastern states in Nigeria.

Learning facilitator Mark Philemon delivers instructions to learners at the Jambutu Non-Formal Learning Center in Yola, Adamawa state, in Nigeria. Credit: Helen Boyle Internally displaced people (IDP) have had to flee their homes due to insurgency, violence and environmental risks; schools have been burned down in some communities and have stopped operating. Thus, to address a potentially growing educational crisis, the ECR project goal was to provide technical assistance to the Nigerian state governments, by collaboratively designing and delivering instruction in basic literacy, numeracy and social and emotional learning to IDP children and youth. Working with communities with high numbers of IDPs, the project established Non-Formal Learning Centers (NFLC) in the states of Adamawa, Bauchi, Gombe, Yobe, and recently Borno. Communities participated in the establishment of the centers and assumed the day to day direction of the NFLCs. Lesson content was to include literacy, numeracy and social and emotional learning skills in an integrated fashion.

Experts from the Florida State University (FSU)’s Learning Systems Institute, were invited to work with Creative Associates International and International Rescue Committee on the design of an early grade literacy scope and sequence and then a related set of early grade literacy (Hausa) scripted lessons to guide NFLC facilitators. FSU also worked with the ECR numeracy team to provide technical feedback and quality control. The lessons were designed to align with the non-formal curriculum used by Nigeria’s State Agencies for Mass Education. In particular, FSU’s team drafted over one hundred scripted lessons, incorporating social and emotional learning messages, for Hausa and reviewed XX lessons for numeracy.

The Hausa lessons incorporated existing Hausa language stories for the early grades, developed by a previous project. International Rescue Committee took part in the Social Emotional Learning. The program established learning centers complete with trained staff to teach the three subjects. The goal of these centers is to help the children transition back into formal education one day. Currently, the children come to the centers for a few hours, several days a week.

In the first year, 296 learning centers were set up and reached over 14,000 learners. In the second year, 408 learning centers reached over 25,000 children. Creative Associates International conducted baseline, ongoing, and end line assessments of the project. The results are promising. The following tables were taken from the USAID Report: “Education Crisis Response Year 2 End Line Assessment Year 2” from November 2016. See citation at the end of this article.

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• •

•

16 percentage point increase of learners at highest literacy levels, meaning 16% more learners read at the highest level at the end of year two.

45 percentage point decrease of learners at lowest levels, meaning 45% less learners read at a level zero at the end of year two.

26 percentage point decrease of learners at lowest levels, meaning 26% more learners could now recognize numbers and moved the numeracy level scale.

From left, Musa Avenda, community coalition Chairman, Yola-North LGA, Helen Boyle of Florida State University’s Learning Systems Institute, and Torchau Musa, Secretary YolaNorth community coalition, during a visit to the Jambutu non-formal learning center in Yola, Adamawa state. Credit: Chima Onwe Positive change from baseline to end line was also seen in the various Social-Emotional Learning scales. Please see results from that in the aforementioned USAID report.

The implication of the results is that the lessons were quite successful. Given that they were developed rapidly, not under the best of circumstances, since the project had to work fast, this is impressive and promising for the future of education in Northeastern Nigeria. Moving forward, the FSU team suggests expanding the centers and working with older IDP in the future.

Article refers to: USAID Nigeria. (2016). Education Crisis Response Year 2 End Line Assessment Year 2.

Washington, DC: Creative Associates International.

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FCR-STEM gives Duval County teachers 3-D printer know-how to use in math, science classes Posted on July 25, 2017

Emma Pugh, at left, a mathematics coach at Westview K-8 School, and Ming Ziang, center, who teachers algebra at Frank H. Peterson Academies of Technology, learn how teachers can use 3-D printer in STEM classes. At right is Marisa Benz of FSU’s Florida Center for Research in Science, Technology, Engineering & Mathematics, which conducted professional development for Pugh and Ziang and dozens of other science and math teachers in Duval County.

“The idea that you give kids at a young age the ability to render things in 3D and they’ll be able to transfer that one day to the manufacturing field is fantastic,” Alexandra Vlachakis, Duval’s career and tech education executive director for STEM, IT and computer science, told the Florida Times-Union’s Denise Smith Amos.

In today’s Florida Times-Union, read about how FCR-STEM provides high-quality professional development using 3-D technology: http://jacksonville.com/metro/education/news/2017-0724/teachers-learn-3d-printers-new-way-challenge-excite-students.

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Reading for Ethiopia’s Achievement Developed Technical Assistance (READ –TA) FUNDING AGENCY: USAID/RTI International PRINCIPAL INVESTIGATORS: Flavia Ramos-Mattoussi with Jeffrey Milligan Contract # - 2-330-0213559 AWARD AMOUNT: $2.4 million PERIOD OF PERFORMANCE: 2012-2017

READ TA was a five-year project supported by the U.S. Agency for International Development and implemented by RTI International and its partners, including the Florida State University.

The Learning Systems Institute at FSU supported the Ethiopian Ministry of Education in its efforts to develop a nationwide reading and writing program. The project was expected to reach 15 million children in all schools and all regions of Ethiopia. LSI provided technical assistance to Regional State Education Bureaus (RSEBs), Colleges of Teacher Education (CTEs) and the Ethiopian Ministry of Education in curriculum and materials development for preservice teacher education.

From 2012 to 2018, the FSU/LSI team identified priority actions for improving the support for instruction of reading and writing in seven national languages; led several training workshops targeting 250 CTE mother tongue language instructors; and developed instructional materials for preservice teacher educators.

The LSI team developed seven modules in English and in seven national languages; and implemented training on each module, addressing the professional needs of 250 lecturers at 36 Colleges of Teacher Education in Ethiopia.

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USAID publishes online elements of LSI’s work in Ethiopia Posted on March 20, 2017

Teacher educators in Addis Ababa revise one of seven modules, or textbook chapters, developed by LSI’s team working in collaboration with Ethiopian education experts.

The Learning Systems Institute’s work in support of the READ TA project in Ethiopia is now available online from the U.S. Agency for International Development.

The documents are on the USAID’s Development Experience Clearinghouse, a repository of technical reports and other publications produced with USAID funding.

USAID is the lead U.S. agency that works to end extreme poverty and to support democratic societies around the world.

READ TA — Reading for Ethiopia’s Achievement Developed Technical Assistance — is a five-year project supported by USAID and implemented by RTI International and its partners, including Florida State University’s Learning Systems Institute.

LSI supports READ TA and the Ethiopian Ministry of Education in its efforts to develop a nationwide reading and writing program in grades 1 through 8. The project is expected to reach 15 million children in all schools and all regions of Ethiopia.

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USAID has placed several documents created by LSI’s team in Ethiopia of its Development Experience Clearinghouse, including: •

Baseline Assessment of Pre-Service Teacher Education Programs at Colleges of Teacher Education in Ethiopia. http://pdf.usaid.gov/pdf_docs/pa00mhtb.pdf.

•

Cognitive development and literacy skills. Module 1: MT 201(Saba) [Reading for Ethiopia’s Achievement Developed Technical Assistance (READ TA). http://pdf.usaid.gov/pdf_docs/pa00mmcw.pdf

•

Cognitive development and literacy skills Module 1: MT 201 (Latin) [Reading for Ethiopia’s Achievement Developed Technical Assistance (READTA)] RTI International, Florida State University —http://pdf.usaid.gov/pdf_docs/pa00mmcv.pdf

•

Teaching speaking and listening in primary school Module 3: TMT 224[Reading for Ethiopia’s Achievement Developed Technical Assistance (READ TA)] RTI International, Florida State University http://pdf.usaid.gov/pdf_docs/pa00mmcz.pdf.

“We have been working in Ethiopia since 2013,” said Flavia Ramos-Mattoussi, Ed.D., Senior Research Associate at the Learning Systems Institute and Principal Investigator/Project Manager on FSU’s role in the READ-TA project. “First, trying to understand the context surrounding students, teachers, and those institutions responsible for producing the teachers of the future. We came to Ethiopia with a team of teacher educators and specialists in reading/literacy. Our task was to reform the pre-service teacher education system, including 36 Colleges of Teacher Education, develop course content and textbooks, and train the teacher educators to apply the new methods and materials in alignment with the primary school curriculum. Not a simple task, to say the least.”

Nearly five years later, LSI’s has trained 250 teacher educators and produced seven modules for the pre-service teacher education program nationwide.

“The FSU team worked very closely with the local people, educators and policymakers, who made sure what has been produced is relevant and culturally and linguistically appropriate to teachers and students alike,” Ramos-Mattoussi said. “And we did all this is seven national languages.”

Ramos-Mattoussi, who returns to Ethiopia next week, said she was pleased that educators worldwide now have access to the RTI International/FSU documents.

“I’m very happy when I see some of the work we did in Ethiopia, under the READ TA project implemented by RTI international, now made publicly accessible on DEC,” she said.

To see all READ-TA documents posted by USAID, visit https://decsearch.usaid.gov/ and search “READ TA.” Read more about LSI’s work in Ethiopia at http://fla.st/2n1iW2I.

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LSI continues work on teacher education in Northern Nigeria Posted on March 2, 2017

Adrienne E. Barnes, Ph.D. from the Learning Systems Institute at the College of Education, Kangere, in the Bauchi state of Nigeria, where LSI is working to improve teacher education.

Barnes visits with students at a school in Bauchi state, where she was observing the teaching of the Mu Karanta! Let’s Read! Curriculum.

Adrienne E. Barnes, Ph.D., a Reading and Literacy Specialist with FSU’s Learning Systems Institute, recently returned from Nigeria, where she is part of LSI’s work in three states in the north of Nigeria that have struggled with educational quality as well as regional instability.

Dr. Barnes is part of LSI’s work to help with teacher training and curriculum development in Hausa and English reading instruction, employing the latest research and best practices.

Helen N. Boyle, Ph.D., Associate Professor of International and Comparative Education and a member of LSI’s research faculty, is the principal investigator on LSI’s role in the Northern Education Initiative Plus project administered by Creative Associates International.

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Learn more about FSU’s work with the Nigeria Northern Education Initiative Plus at http://fla.st/2mfja8n.

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After six weeks of study, Egyptian educators share insights and friendships with Florida State University, Santa Fe College and the U.S. Department of State

Posted on May 11, 2017 Educators and administrators from Egypt today joined international education experts from Florida State University, the U.S. Department of State and Santa Fe College to discuss what they had learned during six weeks of intensive study of the U.S. community college system.

Since April 2, the Egyptian educators have been in Florida as part of the Community College Administrator Program, an exchange initiative of the U.S. Department of State. They began their study at FSU’s Learning Systems Institute, which included conversations with Florida Legislature leaders and senior policy-makers with the Florida community college system, then continued at Santa Fe College in Gainesville before returning to FSU for a week of review.

Dr. Mostafa Amin Hassanein Abohashema, speaking at FSU’s Turnbull Center, gives a summary of the experiences of the Egyptian educators during their six weeks of study. He is professor and director of the Egyptian National Institute of Transport.

Everyone agreed the Community College Administrator Program was a learning experience for all involved.

“We’ve learned so much from you,” said Jeffrey Ayala Milligan, director of the Learning Systems Institute. “We have made some good friends in Egypt, and you have some good friends here in Florida. We look forward to any way we can to continue to work with you in the future on projects that would be mutually beneficial.”

Wasan Tawfeeq, an FSU doctoral student studying the Arabic language who assisted as an interpreter for the Community College Administrator Program, prepared a fine Mediterranean lunch for the Egyptian educators.

The Learning Systems Institute administers the program for the State Department, working with its partner Santa Fe College. In all, the participants gain a look at the philosophy and policies that form the foundation of the U.S. approach to community colleges and get training in the day-to-day challenges of administering an open-access institution.

The program is part of the State Department’s commitment to the belief that education builds friendships and fosters cooperation nation to nation.

“This is a great opportunity to have engagement around the professional field of education and technical and vocational education…,” said Larita Campbell, Program Officer in the State Department’s Office of Global Education Programs. “It is an important area of work across the world.”

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44 Campbell invited the members of the Egyptian delegation to stay engaged through the State Department’s International Exchange Alumni Network, an online virtual network that allows alumni from programs such as this one to connect and share insights on meeting the demands for education around the globe.

This is the sixth international group the Learning Systems Institute has brought to campus under the Community College Administrator Program. Educators from Indonesia, India, Ukraine, Brazil, Colombia, Ecuador and Peru have studied previously under the State Department initiative.

The State Department, the Learning Systems Institute and Santa Fe College will continue the Community College Administrator Program with four additional nations. Educators from Pakistan will come to FSU through the State Department exchange program in October, with groups from other nations to follow.

Learn more about the Community College Administrator Program at https://lsi.fsu.edu/ccap/.

The Community College Administrator Program participants, and others. Larita Campbell, Program Director with the U.S. Department of State, is third from the left, on the top row; Jeffrey Ayala Milligan, Director of the Learning Systems Institute, is third from the right on front row; at center, next to Dr. Milligan, is Vilma Fuentes, Assistant Vice president for Academic Affairs at Santa Fe College.

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Egyptian educators come to FSU under the U.S. State Department program to study U.S. Community College system Posted on April 4, 2017 President John Thrasher, at right, accepts a commemoration honoring FSU during a luncheon welcoming the Egyptian education administrators.

From left: Dr. Nouran Abd El Hamid Ibrahim of Mansoura University; Anthony Koliha, director of the U.S. Department of State’s Office of Global Educational Programs; Dr. Ibrahim Elbesoumy of Alexandria Technical Institute; and Professor Dr. Essam Khamis Alhanash, deputy minister of higher education and research, Arab Republic of Egypt.

Florida State University President John Thrasher welcomed to campus a delegation of Egyptian educators who are at FSU to study the U.S. community colleges.

“It is an honor to host this program because we know how important community colleges can be in opening doors to new opportunities for so many people, whether in Egypt or here in the United States,” Thrasher said.

The educators are at FSU as part of a U.S. Department of State exchange program, administered by FSU’s Learning Systems Institute in a partnership with Santa Fe College.

“Higher Education is a wonderful tool of international diplomacy,” Thrasher told the 20 highereducation administrators, “and we’ve been proud to be part of this State Department effort.”

This is the sixth international group the Learning Systems Institute has brought to campus under the Community College Administrator Program. Educators from Indonesia, India, Ukraine, Brazil, Colombia, Ecuador and Peru have studied previously under the State Department initiative.

The program offers international educators an intensive study of U.S. community colleges, using Florida’s colleges as a model. This week the higher-education administrators started an overview that includes conversations with Florida Legislature leaders and senior policy-makers with the Florida community college system.

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46 “Our goals with the Community College Administrator Program include exploring aspects of the U.S. higher education system, the complexities of community college administration and the challenges of day-to-day administration,” said Jeffrey Ayala Milligan, Ph.D., director of the Learning Systems Institute.

“We will also encourage ongoing collaboration between Egypt and the United States on issues involved in access to higher education.”

Later, the Egyptian educators will continue their study at Santa Fe College, with a five-week seminar on key elements of community college leadership.

Milligan noted that the Learning Systems Institute would continue the Community College Administrator Program with four additional nations. Educators from Pakistan will come to FSU through the State Department exchange program later this year, with groups from other nations to follow.

“We continue to support this model because we believe it is an effective means for us to showcase the U.S. community college system…,” said Anthony Koliha, director of the Office of Global Educational Programs in the State Department’s Bureau of Educational and Cultural Affairs. “We believe the community college system is a robust segment of U.S. higher education and that it provides great solutions for expanding access to higher education, for providing vocational and technical training, for providing lifelong training and retraining opportunities and for engaging in workforce development.”

Koliha said the State Department does not expect Egypt or any other nation to replicate the U.S. system, but “we hope that in part this model will give you an understanding of things you might take back to Egypt.”

Vilma Fuentes, Ph.D., assistant vice president for academic affairs at Santa Fe College, said the program provided opportunities for Santa Fe students and faculty to connect with others from around the world, to explore shared interests and to discover common ground in the field of education.

“The Community College Administrator Program is an educational and cultural exchange program sponsored by the U.S. Department of State that allows regular Americans to engage in citizen-to-citizen diplomacy, showcase American culture and values, and extend a hand of friendship to people from other parts of the world,” Fuentes said. “It is the most personally and professionally rewarding program I have been involved in.”

Learn more about the Community College Administrator Program at https://lsi.fsu.edu/ccap/.

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Educators from Egypt come to FSU to study how Florida provides access to higher education Posted on March 31, 2017

Florida State University welcomes to campus 20 higher-education leaders from Egypt, who arrive this weekend to begin six weeks of study under the Community College Administrator Program, a U.S. Department of State exchange program.

Administered by FSU’s Learning Systems Institute, working with Santa Fe College in Gainesville, the program offers international educators an intensive study of Florida’s community college system and how it provides access to college study and university degrees.

Learn more about the program at https://lsi.fsu.edu/ccap/.

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US-Indonesia Teacher Training Partnership (TTIP) Project FUNDING Agency: USAID/RTI International PRINCIPAL INVESTIGATOR: Helen Boyle with Flavia Ramos-Mattoussi and Stephanie Zuilkowski AWARD AMOUNT: $500,000

The US-Indonesia Teacher Training Partnership (TTIP) was a 2.5-year project to enhance the quality and effectiveness of pre-service teacher training in the area of early grade reading.

The US-Indonesia Teacher Training Institute Partnership included a set of activities implemented under the overall USAID PRIORITAS Project, a five-year project implemented by RTI International designed to improve access to quality education for children in Indonesia.

Under TTIP, FSU and Semarang State University worked together to: • • • • •

Conduct a needs assessment of Semarang State’s Teacher Education Program.

Review and revise course offerings.

Train Semarang State instructors.

Develop a joint SSU/FSU research agenda relative to the teaching and learning of early grade reading.

Conduct a thorough program evaluation at the end of the project.

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Landscape Report on Early Grade Reading FUNDING AGENCY: USAID/University Research Center PRINCIPAL INVESTIGATOR: Helen Boyle AWARD AMOUNT: $146,832 LSI was contracted by the University Research Center to develop a Landscape Report on Early Grade Reading for the U.S. Agency for International Development’s “All Children Reading” Community of Practice.

This landscape report is critically important to educators, Ministries of Education and development professionals worldwide as it informs their efforts to improve the teaching and learning of reading and writing in the early grades in a way that is evidencebased, concrete and accessible to non-experts.

Evidence demonstrates that education has a positive effect on children and families’ future earning potential and health (Hanushek, & Woesmann, 2012; LeVine et al., 2012). Literacy — ability to read and write — is one of the core skills related to these positive educational outcomes. The fact that so many children worldwide do not learn to read and write in school effectively limits their horizons, particularly when it comes to accessing further education, health, employment/economic opportunities, and social mobility. Learning in content areas (e.g., science, social studies, and even math) requires reading and writing in the majority of educational settings.

Studies have consistently shown that literacy skills are related to children’s learning outcomes, not just in reading, but also math, and other subjects. Early struggle in learning to read and write is associated with high school dropout rates (Alexander, Entwisle, & Horsey, 1997; Jimerson, Egeland, Sroufe, & Carlson, 2000; Marteleto, Lam, & Ranchhod, 2008).

Finally, literacy supports the ability to think, understand, and apply content area information (Heller & Greenleaf, 2007; Lee & Spratley, 2010; Shanahan & Shanahan, 2008). Because literacy skills are critical, there is a growing need for accurate information about how to positively impact literacy acquisition.

Many countries continue to employ approaches to the teaching and learning of reading that have been shown to be ineffective (Boyle, Ajjawi, & Xiang, 2014; Brombacher, Collins, Cummiskey, Kochetkova, & Mulcahy-Dunn, 2012). Educational decision-makers worldwide need to be able to access information from the latest research in order to implement constructive and effective reforms to improve how literacy is taught and most importantly, how to improve literacy achievement levels in the current generation of early grade students.

The Landscape Report provides critical, reliable, and actionable information, in a succinct and accessible manner, to wide audience of education professionals worldwide.

Kim, Y.-S., Boyle, H., Zuilkowski, S. S., & Nakamura, P. R. (2016). Landscape Report on Early Grade Literacy. Washington, D.C.: USAID. https://allchildrenreading.org/wordpress/wp-content/uploads/2017/12/USAID-Landscape-Report-onEarly-Grade-Literacy.pdf

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UNICEF-Pacific Technical Support in Designing an Early Grade Literacy Program for Tuvalu FUNDING AGENCY: United Nations Children’s Fund (UNICEF-Pacific) PRINCIPAL INVESTIGATOR: Flavia Ramos-Mattoussi AWARD AMOUNT: $34,559.86

The Learning Systems Institute at Florida State University received a grant from UNICEF-Pacific to conduct baseline research and design an “Early Grades Literacy Program for Tuvalu.”

The international research project was managed by the Center for International Studies in Educational Research and Development at the Learning Systems Institute. Drs. Flavia Ramos-Mattoussi and Marion Fesmire spent two weeks in Fiji and Tuvalu interviewing teachers and visiting schools in the smallest nation in the world. They designed several assessment tools, including the Early Grade Reading Assessment (EGRA) that was adapted and translated to Tuvaluan with assistance from the Ministry of Education Youth and Sports (MEYS) in Tuvalu and with the support from UNICEF-Pacific in Suva, Fiji.

The LSI team used the information gathered in Tuvalu to design the Three-Year Early Grades Literacy Program for Tuvalu, and produce a final report for UNICEF-Pacific.

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Decentralized Basic Education, Component 2 USAIDIndonesia PRINCIPAL INVESTIGATORS: Jeffrey Ayala Milligan w/ Flavia Ramos-Mattoussi FUNDING: USAID-Indonesia/Educational Development Center CONTRACT NO. 14-5132 AWARD AMOUNT: $1.77 million (Phase 1: 2006-2009) & $314,873 (Phase 2: 2010-2012)

Florida State University was a partner to Education Development Center implementing Indonesian Decentralized Basic Education Project, Component 2 (20102011) funded by the United States Agency for International Development (USAID-Indonesia). The Learning Systems Institute provided technical assistance to DBE2, including designing and delivering an Action Research Training for university lecturers from twenty universities in Indonesia; and producing the “Action Research in Education Training Module for Indonesian University Lecturers” (250 pages) published by USAID-Indonesia (2011) in English and in Bahasa Indonesia.

DBE2 was a five-year $60 million project, funded by USAID with the purpose improving teacher education in Indonesia.

As part of the technical assistance effort, LSI assisted local universities to improve the research capacity and quality of instruction, and to build the capability of key teacher education institutions by strengthening and expanding the organizational capacity for service delivery of lead universities and disseminating and promoting good practices in higher education, research and development. LSI put forward the expertise of associate faculty in the program in Sociocultural and International Development Education Studies, a graduate-level program at the College of Education focused on the preparation of scholars and activists committed to educational research and development in the developing world, to provide training and research opportunities for international scholars and to conduct exchanges with Indonesian universities. In 2007 LSI’s Center for International Studies in Educational Research and Development (CISERD) hosted an exchange visit of 13 Indonesian faculty and administrators from seven Indonesian universities, as well as representatives of the Indonesian Ministry of Education and the Indonesian Embassy in Washington, DC. FSU faculty and LSI/CISERD associates collaborated on exchange activities and implemented workshops for faculty development at partner universities in Indonesia, including the following: Institut Agama Islam Negeri Ar-Raniry, Banda Aceh, Aceh; Institut Agama Islam Negeri Sumatera Utara, Medan, North Sumatra; Institut Agama Islam Negeri Walisongo (IAIN), Central Java; Satya Wacana Christian University Salatiga (UKSW), Central Java; Syiah Kuala University (UNSYIAH), Banda Aceh, Aceh; Universitas Kanjuruhan Malang, East Java; Universitas Muhammadiyah Makassar (UNISMUH), South Sulawesi; Universitas Muhammadiyah Malang, East Java; Universitas Muhammadiyah, Banda Aceh, Aceh; Universitas Negeri Makassar (UNM), South Sulawesi; Universitas Negeri Malang (UM), East Java; Universitas Negeri Medan (UNIMED), Medan, North Sumatra; Universitas Negeri Semarang (UNNES), Central Java; Universitas Negeri Surabaya (UNESA), East Java; Universitas Negeri Surakarta (UNS), Central Java; Universitas Sultan Ageng Tirtayasa (UNTIRTA), Serang, Banten; Universitas Terbuka (Open University of Indonesia), Jakarta.

The Learning Systems Institute

https://lsi.fsu.edu

Florida State University

52

PAST PERFORMANCE INFORMATION (PPI) Florida State University – Learning Systems Institute UZBEKISTAN EXCELLENCE IN EDUCATION PROGRAM (UEEP) 1.

Contract Number: 2-330-0217315-65810L

2.

Contractor: USAID-Central Asia. The Uzbekistan Excellence in Education Program is implemented by RTI International in partnership with Florida State University (FSU) and Mississippi State University (MSU).

FSU Principal Investigators: Rabieh Razzouk w/ Flavia Ramos-Mattoussi.

3.

Type of Contract: Cost Reimbursement

4.

Complexity of Work: Routine

5.

Description, location, and relevancy of work:

Science, Technology, Innovation, and Partnerships (STIP) in Higher Education Annual Program Statement - Uzbekistan Excellence in Education Reform (UEEP).

The Ministry of Public Education (MPE) in Uzbekistan is committed to an ambitious program of systematic and comprehensive reforms. The country aims to create an education system that can produce graduates with the critical thinking, problem solving, and practical skills that will enable them to succeed. Launched in December 2019, the Uzbekistan Education Reform Program is a fouryear initiative, funded by the United States Agency for International Development (USAID) to support the goal of sustainably improving the reading, mathematics, technology, and English skills of students in the country’s public schools. The program focuses on three main results: (1) improving reading and math outcomes in grades 1–6; (2) supporting information technology instruction for grades 1–11; and (3) improving English language instruction for grades 1-11.

6.

Contract Dollar Value: USD $3,550,00 Status: Active

7.

Date of Award: 12/9/2019-12/8/2023 Contract Completion Date (including extensions): December 2023

8.

Type and Extent of Subcontracting: N/A

9.

Name, Address, Telephone Number, and E-mail Address of the Procuring Contracting Officer and/or the Contracting Officer ’s Representative (and other references—e.g., Administrative Contracting Officer —if applicable): AOR: Ilgiza Sharipova, USAID Uzbekistan, isharipova@usaid.gov; Tel.: (99871) 140 2486 Andrew Colburn, USAID Regional Office/Tbilisi.

The Learning Systems Institute

https://lsi.fsu.edu

Florida State University

53

Florida State University – Learning Systems Institute NATIONAL READING PROGRAM IMPLEMENTATION AND EXPANSION 1.

Contract Number: 72061220P00001 / 186000-520-044143 Florida State University is the Prime Contractor

2.

Contractor (Name and Address): USAID-Malawi

The Executive Office, USAID/Malawi, NICO House, City Centre, P.O.Box 30455, Lilongwe 3, Malawi 3.

Type of Contract: Fixed Price

4.

Complexity of Work: Routine

5.

Description, location, and relevancy of work: National Reading Program Implementation and Expansion Principal Investigator: Adrienne Barnes, Ph.D. Period of Performance: 2019-2020

USAID has contracted Florida State University (prime) and School-To-School to implement the National Reading Program Implementation and Expansion activity (NRPIE). The objectives of this activity include engaging with the MOEST and key stakeholders and curricular experts in Malawi to provide technical assistance across several curriculum-related activities. At the Ministry of Education, Science and Technology in Lilongwe and the Malawi Institute of Education in Zomba, Florida State University is currently providing technical support to federal stakeholders to develop Performance Level Descriptors, Performance Benchmarks, and Targets for Standards 1-4 Literacy and Math in Chichewa and English; develop Scopes and Sequences for Standards 5-8 Literacy in English and Chichewa; and draft Teachers Guides and Learner Books for Standard 5 Literacy in English and Chichewa.

6.

Contract Dollar Value: $334,180 Status: Active

7.

Date of Award: 21 November 2019 Contract Completion Date (including extensions): September 24, 2020; however, recent travel restrictions will require an extension that is under consideration.

8.

Type and Extent of Subcontracting: Florida State University is the Prime Contractor. One subcontract was issued to School-to-School to engage individuals with advanced experience in setting performance benchmarks and targets for early grade literacy and math.

9.

Procuring Contracting Officer and/or the Contracting Officer ’s Representative: Kondwani Nyirongo, COR, USAID/Malawi knyirongo@usaid.gov

The Learning Systems Institute

https://lsi.fsu.edu

Florida State University

54

Florida State University – Learning Systems Institute Northern Nigeria Education Initiative Plus (NEI+) (2015-2020) 1.

Contract Number: 186000-524-037853 / FSU-2015-001

2.

Contractor (Name and Address): USAID-Nigeria/ Creative and Associates, Inc. (CAII)

3.

Type of Contract: Cost Reimbursement

4.

Complexity of Work: Routine

5.

Description, location, and relevancy of work:

The Florida State University team led curriculum revisions, teacher educator training materials development, professional development workshops, and dissemination of course materials related to the teaching and learning of Early Grade Reading with four teacher education institutions; supported the ICT team in designing the EGR resource rooms and choosing appropriate technology for four teacher education institutions; developed and delivered course materials and certificates for a postgraduate course in Early Grade Reading for federal and state-level stakeholders; and designed a Professional Learning Community framework that engaged four teacher education institutions, the Nigeria Centre for Reading and Research Development at Bayero University in Kano, and postgraduate course certificate holders to facilitate community outreach and training related to home literacy practices and school attendance.

6.

Contract Dollar Value: $1,075,414.00 Status: Active

7.

Date of Award: 11/05/15 – 08/30/20 Contract Completion Date (including extensions): August 30, 2020; however, recent travel restrictions will require an extension that is yet to be finalized.

8.

Type and Extent of Subcontracting: none

9.

Name, Address, Telephone Number, and E-mail Address of the Procuring Contracting Officer and/or the Contracting Officer ’s Representative (and other references—e.g., Administrative Contracting Officer —if applicable): Creative and Associates, Inc.

The Learning Systems Institute

https://lsi.fsu.edu

Florida State University

55

Florida State University – Learning Systems Institute ADDRESSING POST CONFLICT ACTIVITIES TO COUNTER VIOLENT EXTREMISM IN BORNO STATE, NIGERIA 1.

Contract Number: 186000-524-044598

2.

Contractor (Name and Address): USAID-Nigeria/University of Maiduguri

3.

Type of Contract: Cost Reimbursement

4.

Complexity of Work: Routine

5.

Description, location, and relevancy of work: Addressing Post Conflict Activities to Counter Violent Extremism in Borno State, Nigeria Principal Investigator: Ana H. Marty A team of researchers in the areas of literacy and education from the Learning Systems Institute at Florida State University is providing technical assistance to the University of Maiduguri in Borno State, Nigeria. This technical assistance focus on the Development of an Effective Tool for Multi-Lingual Medium of Instruction (M -LMoI) at Lower Basic Education Level (LBEL). The FSU team is supporting the review of literature, methodology design and data analysis that will inform the development of the tool. In addition, the FSU team will provide capacity building to the staff in the Department of Languages and Linguistics on the use of the tool.

6.

Contract Dollar Value: $169,584.00 Status: Active

7.

Date of Award: 02/01/20 Contract Completion Date (including extensions): 12/31/20

8.

Type and Extent of Subcontracting: none

9.

Name, Address, Telephone Number, and E-mail Address of the Procuring Contracting Officer and/or the Contracting Officer ’s Representative (and other references—e.g., Administrative Contracting Officer —if applicable): Dr. Adamu Dzivama, University of Maiduguri, audzivama@gmail.com

The Learning Systems Institute

https://lsi.fsu.edu

Florida State University

56

Florida State University – Learning Systems Institute SCIENCE, TECHNOLOGY, RESEARCH, AND INNOVATION FOR DEVELOPMENT (STRIDE) PROGRAM – USAID/PHILIPPINES 1.Complete name of government agency, commercial firm or other organization USAID-Philippines subcontracted to RTI International 2. Complete address 3040 Cornwallis Road. Research Triangle Park, North Carolina 27709 3. Contract number or other reference 2- 330-0213997

4. Date of contract 09/01/2013

5. Date work was begun 09/01/2013

6. Date work was completed: on going

7. Initial contract price, estimated cost and fee, or target cost and profit

Final amount invoiced, or amount or amount invoiced to date: 816,000 USD

9 a. Technical point of contact: Andrew Baird, 3040 Cornwallis Road, Research Triangle Park, North Carolina 27709 1-202-728-2050 abaird@rti.org

9 b. Contracting or purchasing point of contact: Tidiane Toure, 3040 Cornwallis Road, Research Triangle Park, North Carolina 27709 1-919-485-2718 ttoure@rti.org

10. Location of work (country, state or province, county, city): Philippines 11. Description of contract work: STRIDE-Philippines is a five-year USAID initiative designed to facilitate closer collaboration between university programs in science and technology and local industries in order to improve the economic development of the Philippines. STRIDE works to improve research capacity of selected Philippine universities, encourage collaboration between university-based and industry-based researchers, and develop and/or adapt academic programs that are relevant to industry needs. Under a subcontract from RTI International, lead implementing partner, the FSU Learning Systems Institute facilitated closer collaboration between universities and local employers through the establishment of five university-based career centers, the training of career services personnel, and training of faculty in program/ curriculum development in cooperation with representatives of local industry/employers.

STRIDE was implemented to close the knowledge and skills gap between university science and technology programs and the needs of industries and businesses to foster economic growth in the Philippines. The FSU Learning Systems Institute supported STRIDE through the training of Filipino faculty in collaborative curriculum development with relevant industries to establish Professional Science Masters Programs at multiple universities. These PSMs were designed to equip graduates with relevant science/technology and business skills to support translation of university-based research into economically viable applications. The second strand of FSU-LSI's support to STRIDE involved the development of university-based career centers at five universities in Mindanao and the Visayas to better prepare Filipino students for the job market and facilitate communication and collaboration between Philippine universities and local business and industry.

12.Current status of contract: Work completed on schedule

The Learning Systems Institute

https://lsi.fsu.edu

Florida State University

57

Florida State University – Learning Systems Institute USAID -NIGERIA (UNIVERSITY PARTNERSHIP PROGRAM) 1.Complete name of government agency, commercial firm or other organization U.S. Agency for International Development-Nigeria 2. Complete address USAID- Nigeria Office of Acquisitions and Assistance Plot 1075, Diplomatic Drive Central Business District, Abuja, Nigeria 3. Contract number or other reference AID620-6-17-00001

4. Date of contract 06/15/2017

5. Date work was begun 06/15/2017

6. Date work was completed N/A

7. Initial contract price, estimated cost and fee, or target cost and profit or fee 9 a. Technical point of contact (name, address, telephone no. and e-mail address) Janet Thomas, Deputy Director, Education Office, USAID-Nigeria, Plot 1075 Diplomatic Drive, Central Business District, Abuja, Nigeria +23494619418 janthomas@usaid.gov

Final amount invoiced, or amount or amount invoiced to date 9 b. Contracting or purchasing point of contact (name, address, telephone no. and e-mail address) Crystal Byrd-Ogbadu, USAID-Nigeria, Plot 1075 Diplomatic Drive, Central Business District, Abuja, Nigeria

10. Location of work (country, state or province, county, city): Nigeria 11. Description of contract work: Under a three-year contract with the Nigerian mission of the U.S. Agency for International Development, the FSU learning Systems Institute is collaborating with Bayero University-Kano to establish and develop the Nigerian Center for Reading Research and Development. LSI experts are training BUK faculty in research-based strategies for primary grades reading instruction, program development, and assessment in multi-lingual developing country contexts; improving the research capacity of BUK faculty; assisting BUK in the development of graduate and certificate programs of instruction in primary grades reading; and advising BUK leadership on the organization and administration of a university-based research and development center focused on primary grades reading. Program implementation was delayed seeking authorization from USAID for changes to the scope of work requested by Bayero University. Implementation is now back on schedule.

12. Current status of contract (choose one): Work continuing, behind schedule

The Learning Systems Institute

https://lsi.fsu.edu

Florida State University

58

Florida State University – Learning Systems Institute READING FOR ETHIOPIA’S ACHIEVEMENT DEVELOPED PROJECT (READ TA) 1.Complete name of government agency, commercial firm or other organization READING FOR ETHIOPIA’S ACHIEVEMENT DEVELOPED TECHNICAL ASSISTANCE PROJECT (ETHIOPIA-READ TA) Funding Agency: USAID-Ethiopia, subcontracted to RTI International Florida State University (subcontractor to RTI) 2. Complete address RTI International, Washington DC 2.

Contract number or other reference Contract # - 2-3300213559 Cost Reimbursable 5. Date work was begun - October 2012

4. Date of contract – October 2012-October 2017

7. Initial contract price, estimated cost and fee, or target cost and profit or fee

Final amount invoiced, or amount or amount invoiced to date: USD 2.4 million

9 a. Technical point of contact: Flavia Ramos-Mattoussi, FSU Principal Investigator framos@lsi.fsu.edu

9 b. Contracting or purchasing point of contact: RTI International

6. Date work was completed – October 2017

10. Location of work (country, state or province, county, city) - ETHIOPIA 11. Description of contract work READ TA was a five-year project supported by USAID and implemented by RTI International and its partners, including the Florida State University. This project provided support to the Ethiopian Ministry of Education (MOE) in its efforts to develop a nationwide reading and writing program targeting 15 million children in all schools and all regions of Ethiopia. As a partner to RTI on the READ TA, FSU provided technical assistance to the Ethiopian Ministry of Education (MOE); Regional State Education Bureaus (RSEB); Zonal Education Bureaus (ZEB); and to 36 Colleges of Teacher Education (CTE). The FSU/LSI team conducted a baseline assessment of pre-service teacher education—focusing on current practices, capacity, and resources available for the support of reading and writing instruction at Colleges of Teacher Education. Based on this assessment, the FSU team worked with the MOE/RSEBs and CTEs on reforming the teacher education program, and on developing and producing instructional materials and curricula for pre-service teachers in English and in seven national languages. The team of reading/literacy specialists developed seven extensive course-modules and trained 250 teacher educators to build the capacity of 36 Colleges of Teacher Education to implement strategies focused on improving the quality and efficacy of pre-service teacher education in reading and writing instruction in seven mother tongue languages in Ethiopia.

12. Current status of contract: Work completed, no further action pending or underway

The Learning Systems Institute

https://lsi.fsu.edu

Florida State University

59

Florida State University – Learning Systems Institute COMMUNITY COLLEGE ADMINISTRATOR PROGRAM – USDOS/ECA 2016-2017 (SELECTED COUNTRIES) 1.Complete name of government agency, commercial firm or other organization U.S. Department of State, Bureau of Educational and Cultural Affairs, Office of Global Education Programs 2. Complete address Educational and Cultural Affairs Grants Division, 2200 C Street, NW, U.S. Department of State, Washington, D.C. 20520 3. Contract number or other reference S-ECAGD-CA-16-1165

4. Date of contract 09/19/2016

5. Date work was begun 09/11/2016

6. Date work was completed 12/31/2017

7. Initial contract price, estimated cost and fee, or target cost and profit or fee

Final amount invoiced, or amount or amount invoiced to date 1,345,874 USD 9 b. Contracting or purchasing point of contact: LaRita Campbell, Bureau of Educational and Cultural Affairs, USDOS, 2200 C St., NW, Washington, DC 20520

9 a. Technical point of contact (name, address, telephone no. and e-mail address) LaRita Campbell, Bureau of Educational and Cultural Affairs, USDOS, 2200 C St., NW, Washington, DC 20520

10. Location of work (country, state or province, county, city): FLORIDA, USA; India; Ukraine; Brazil; Colombia; Ecuador; and Peru 11. Description of contract work: The Community College Administrator Program with India, Ukraine, Brazil, Colombia, Ecuador and Peru was designed to assist policy-makers and administrators of two-year and four-year higher education institutions in target countries to improve access, workforce development, private sector partnerships, distance education, governance, finance, student services, leadership, program assessment, utilization of technology, and community engagement through intensive study of the U.S. community college model. Program implementation included in-country study of national policy initiatives and partner institution needs, planning and execution of a six-week travel-study program of U.S. community colleges, and in-country follow up assessment. Over the life of the program, the FSU Learning Systems Institute trained more 50 policy-makers and administrators of approximately 40 higher education institutions in the participating countries. There were no performance problems or other conflicts with the customer.

12. Current status of contract: Work completed, no further action pending or underway

The Learning Systems Institute

https://lsi.fsu.edu

Florida State University

60

Florida State University – Learning Systems Institute COMMUNITY COLLEGE ADMINISTRATOR PROGRAM – USDOS/ECA 2014- 2016 (INDONESIA) 1.Complete name of government agency, commercial firm or other organization: U.S. Department of State, Bureau of Educational and Cultural Affairs, Office of Global Education Programs 2. Complete address: Educational and Cultural Affairs Grants Division, 2200 C Street, NW, U.S. Department of State, Washington, D.C. 20520 3. Contract number or other reference S-ECAGD-13-CA-135, S-ECAGD-14-

Date of contract 09/11/2013, 09/17/2014

5. Date work was begun 09/11/2013, 09/17/2014 7. Initial contract price, estimated cost and fee, or target cost and profit or fee 946,242 USD

6. Date work was completed 06/30/2015, 06/30/2016 Final amount invoiced, or amount or amount invoiced to date 709,000 USD

9 a. Technical point of contact: Emily Spencer, Bureau of Educational and Cultural Affairs, USDOS, 2200 C St., NW, Washington, DC 20520 SpencerEW@state.gov 1-202-632-9458

9 b. Contracting or purchasing point of contact: LaRita Campbell, Bureau of Educational and Cultural Affairs, USDOS, 2200 C St., NW, Washington, DC 20520 CampbellL1@state.gov

10. Location of work (country, state or province, county, city) Indonesia and Florida 11. Description of contract work: The Community College Administrator Program with Indonesia was designed to assist policymakers and administrators of two-year and four-year higher education institutions in Indonesia to improve access, workforce development, private sector partnerships, distance education, governance, finance, student services, leadership, program assessment, utilization of technology, and community engagement through intensive study of the U.S. community college model. Program implementation included in-country study of national policy initiatives and partner institution needs, planning and execution of a six-week travel-study program of U.S. community colleges, and in-country follow up assessment. Over the life of the program the FSU Learning Systems Institute trained more 30 policy-makers and administrators of approximately 24 higher education institutions in Aceh, West Sumatra, South Sumatra, West Java, Central Java, East Java, Kalimantan, South Sulawesi and Papua.

12. Current status of contract: Work completed, no further action pending or underway

The Learning Systems Institute

https://lsi.fsu.edu

Florida State University

61

Florida State University – Learning Systems Institute COMMUNITY COLLEGE ADMINISTRATOR PROGRAM – USDOS/ECA 2017- 2018 (PAKISTAN AND EGYPT) 1.Complete name of government agency, commercial firm or other organization: U.S. Department of State, Bureau of Educational and Cultural Affairs, Office of Global Education Programs 2. Complete address Educational and Cultural Affairs Grants Division, 2200 C Street, NW, U.S. Department of State, Washington, D.C. 20520 3. Contract number or other reference S-ECAGD-16-CA-1142

4. Date of contract 09/01/2017

5. Date work was begun 09/01/2017

6. Date work was completed Ongoing (Ends 12/30/2018)

7. Initial contract price, estimated cost and fee, or Final amount invoiced, or amount or amount target cost and profit or fee invoiced to date 830,000USD 9 a. Technical point of contact: LaRita Campbell, Bureau of Educational and Cultural Affairs, USDOS, 2200 C St., NW, Washington, DC 20520

9 b. Contracting or purchasing point of contact: LaRita Campbell, Bureau of Educational and Cultural Affairs, USDOS, 2200 C St., N W , Washington, DC 20520 10. Location of work (country, state or province, county, city) Pakistan, Ukraine, TBA and Florida

11. Description of contract work: The Community College Administrator Program with Pakistan and Egypt is designed to assist policymakers and administrators of two-year and four-year higher education institutions in Pakistan and Egypt to improve access, workforce development, private sector partnerships, distance education, governance, finance, student services, leadership, program assessment, utilization of technology, and community engagement through intensive study of the U.S. community college model. Program implementation includes in-country study of national policy initiatives and partner institution needs, planning and execution of a six-week travel-study program of U.S. community colleges, and in-country follow up assessment. Over the life of the program, the FSU Learning Systems Institute trained approximately 40 policy-makers and administrators of approximately 32 higher education institutions in the participating countries.

12. Current status of contract (choose one): Work completed, routine administrative action pending or underway

The Learning Systems Institute

https://lsi.fsu.edu

Florida State University

62

Florida State University – Learning Systems Institute COMMUNITY COLLEGE ADMINISTRATOR PROGRAM – USDOS/ECA 2017- 2021 (PAKISTAN, UKRAINE, SOUTH AFRICA, TBD) 1.Complete name of government agency, commercial firm or other organization: U.S. Department of State, Bureau of Educational and Cultural Affairs, Office of Global Education Programs 2. Complete address Educational and Cultural Affairs Grants Division, 2200 C Street, NW, U.S. Department of State, Washington, D.C. 20520 3. Contract number or other reference S-ECAGD-17-CA-1085

4. Date of contract 09/21/2017

5. Date work was begun 09/21/2017

6. Date work was completed Ongoing (Ends 12/30/2021)

7. Initial contract price, estimated cost and fee, or target cost and profit or fee

Final amount invoiced, or amount or amount invoiced to date

9 a. Technical point of contact: LaRita Campbell, Bureau of Educational and Cultural Affairs, USDOS, 2200 C St., NW, Washington, DC 20520 SpencerEW@state.gov

9 b. Contracting or purchasing point of contact: LaRita Campbell, Bureau of Educational and Cultural Affairs, USDOS, 2200 C St., N W , Washington, DC 20520

10. Location of work: Pakistan, Ukraine, TBA and Florida 11. Description of contract work: The Community College Administrator Program with Pakistan, Ukraine and TBA (The final participating country has not been selected. It is anticipated that a country in southern Africa will be selected) is designed to assist policy-makers and administrators of two-year and four-year higher education institutions in Pakistan, Ukraine and TBA to improve access, workforce development, private sector partnerships, distance education, governance, finance, student services, leadership, program assessment, utilization of technology, and community engagement through intensive study of the U.S. community college model. Program implementation includes in-country study of national policy initiatives and partner institution needs, planning and execution of a six-week travel-study program of U.S. community colleges, and in-country follow up assessment. Over the life of the program the FSU Learning Systems Institute will train approximately 120 policy-makers and administrators of approximately 76 higher education institutions in the participating countries.

12.

Current status of contract: Work continuing, on schedule

The Learning Systems Institute

https://lsi.fsu.edu

Florida State University

63

Florida State University – Learning Systems Institute CPALMS FCR-STEMLearn (2014-2018) 1.Complete name of government agency, commercial firm or other organization: Florida Department of Education 2. Complete address Bureau of Standards and Instructional Support, 325 West Gaines Street, Tallahassee, Florida 32399 3. Contract number or other reference 371-2357B-7C001, 371-2357B-7C002, 371-2357B-7C003

4. Date of contract 09/19/2016

5. Date work was begun 07/01/2014

6. Date work was completed 7/31/2018

7. Initial contract price, estimated cost and fee, or target cost and profit or fee: 14,901,861 USD

Final amount invoiced, or amount invoiced to date

9 a. Technical point of contact: Katrina Figgett, Bureau of Standards and Instructional Support, 325 West Gaines Street, Tallahassee, Florida 32399, katrina.figgett@fldoe.org, 850-245-0758

9 b. Contracting or purchasing point of contact: Katrina Figgett, Bureau of Standards and Instructional Support, 325 West Gaines Street, Tallahassee, Florida 32399, katrina.figgett@fldoe.org, 850-245-0758

10. Location of work (country, state or province, county, city) Florida, USA 11. Description of contract work: FCR–STEMLearn is an intensive professional development program for grade K-12 math and science teachers in Florida. It is a partnership of the Florida Center for Research in Science, Technology, Engineering, and Mathematics (FCR–STEM), Florida’s 67 school districts, and the state’s three rural educational consortia. The program includes nine tracks for grade 6-12 physical science, earth science, cell biology, diversity and ecology as well as algebra, statistics, geometry and grades K-5 mathematics. Participating teachers go through a one-year long professional development and curriculum implementation program starting with a twoweek training in the summer. Throughout the academic year, the teachers implement a curriculum follow-up program with access to hundreds of curricular resources along with experimentation devices/tools. The program is focused on improving the teachers’ content knowledge and pedagogical practices. To date, the program has served over 2,700 math and science teachers in Florida, created more than 2,000 instructional resources, and more than 50 online modules. There were no performance problems or other conflicts with the customer.

Scope of work exceeded, and results have been very positive.

12. Current status of contract: Work completed, no further action pending or underway

The Learning Systems Institute

https://lsi.fsu.edu

Florida State University

64

Florida State University – Learning Systems Institute CPALMS TEACHER STANDARDS INSTRUCTIONAL TOOL 1.Complete name of government agency, commercial firm or other organization Florida Department of Education 2. Complete address Bureau of Standards and Instructional Support, 325 West Gaines Street, Tallahassee, Florida 32399 3. Contract number or other reference 371-RA111-3C001(2C001, 1C001), 371-RA1113C002 (2C002, 1C002), 371-RA411-3C003 (2C003, 1C003) 5. Date work was begun 07/01/2011

4. Date of contract 09/19/2016

7. Initial contract price, estimated cost and fee, or target cost and profit or fee 10,500,000 USD

Final amount invoiced, or amount invoiced to date

6. Date work was completed 6/30/2015

9 a. Technical point of contact: 9 b. Contracting or purchasing point of contact: Katrina Figgett, Bureau of Standards and Instructional Katrina Figgett, Bureau of Standards and Support, 325 West Gaines Street, Tallahassee, Florida Instructional Support, 325 West Gaines Street, 32399, katrina.figgett@fldoe.org, 850-245-0758 Tallahassee, Florida 32399, katrina.figgett@fldoe.org, 850-245-0758 10. Location of work (country, state or province, county, city) Florida, USA 11. Description of contract work (Describe nature and scope. Attach an explanation of any performance problems or other conflicts with the customer. Describe any litigation pending, on-going, or completed.

Use a continuation sheet, if necessary.) The CPALMS Teacher Standards Instructional Tool program was created to support the implementation of the Common Core math and English Language arts standards in Florida. Later on, in 2013, it supported the implementation of the transition to the Florida Standards for math, science and English language arts. This project developed more than 400 engineering lessons, 1,700 lesson plans, hundreds of instructional videos, and trained more than 10,000 teachers. The system became the official source of the standards and course descriptions in the state and it helped building or maintaining more than 16 web applications used for resource development, teacher professional development, planning, and collaboration across the state. More than 145,000 Florida teachers utilize this platform on a regular basis. There were no performance problems or other conflicts with the customer. Scope of work exceeded, and results have been very positive.

12. Current status of contract: Work completed, no further action pending or underway - Work completed

The Learning Systems Institute

https://lsi.fsu.edu

Florida State University

65

Florida State University – Learning Systems Institute DECENTRALIZED BASIC EDUCATION 2- USAID-INDONESIA PROJECT NAME: DECENTRALIZED BASIC EDUCATION 2- USAID-INDONESIA 1. Name of Awarding Agency: 3. Place of Performance: INDONESIA United States Agency for 4. Contract/Award Number: USAID Contract No. International Development 14-5132 (Sub-grantee to Education Development (USAID) Center) 2. Address of Awarding 5. Contract/Award Amount: Agency/Organization: US$ $1,841,847 (Sub-grant Budget) 1300 Pennsylvania Ave, NW, 6. Contract/Award Performance Period: July Washington, DC 20523 2006-September 2011 7. Contact information for Technical Representative: Office of Education at the USAID Mission in Jakarta. Telephone: +62 (21) 3435-9000 Primary Contractor: Education Development Center (EDC) 1000 Potomac Street NW, Suite 350, Washington, DC 20007 USA. Telephone: 1-202-572-3763 *Subcontractor P.I.: Prof. Jeffrey Milligan, Florida State University 8.Description of Work & Accomplishments: The Learning Systems Institute at the Florida State University provided technical assistance in higher education instructional and research capacity to the Decentralized Basic Education 2, as a sub-grantor to EDC in Indonesia. DBE2 is a five-year project ($60 million), funded by USAID. The purpose of DBE2 was to improve teacher education in Indonesia. As part of the technical assistance effort, LSI assisted 19 local universities in improving research and teacher education capacity. Achievements included: Building the capability of key teacher education institutions by strengthening and expanding the organizational capacity for service delivery of lead universities and disseminating and promoting good practices in higher education, research and development. LSI engaged the expertise of associate faculty in the College of Education to provide training and research opportunities for international scholars and conducted exchanges with Indonesian universities. In 2007 LSI’s Center for International Studies in Educational Research and Development (CISERD) hosted an exchange visit of 13 Indonesian faculty and administrators from seven Indonesian universities, as well as representatives of the Indonesian Ministry of Education and the Indonesian Embassy in Washington, DC. FSU faculty and CISERD associates collaborated on exchange activities and implemented workshops for faculty development at partner universities in Indonesia, including the Institute Agama Islam Negeri Ar-Raniry, Banda Aceh, Aceh; Institut Agama Islam Negeri Sumatera Utara, Medan, North Sumatra; Institut Agama Islam Negeri Walisongo (IAIN), Central Java; Satya Wacana Christian University Salatiga (UKSW), Central Java; Syiah Kuala University (UNSYIAH), Banda Aceh, Aceh; Universitas Kanjuruhan Malang, East Java; Universitas Muhammadiyah Makassar (UNISMUH), South Sulawesi; Universitas Muhammadiyah Malang, East Java; Universitas Muhammadiyah, Banda Aceh, Aceh; Universitas Negeri Makassar (UNM), South Sulawesi; Universitas Negeri Malang (UM), East Java; Universitas Negeri Medan (UNIMED), Medan, North Sumatra; Universitas Negeri Semarang (UNNES), Central Java; Universitas Negeri Surabaya (UNESA), East Java; Universitas Negeri Surakarta (UNS), Central Java; Universitas Sultan Ageng Tirtayasa (UNTIRTA), Serang, Banten; Universitas Terbuka (Open University of Indonesia), Jakarta. FSU-LSI team developed Action Research Modules and trained Indonesian University Lecturers on action research for education methods.

9. Current status of contract: Work completed, no further action pending or underway

The Learning Systems Institute

https://lsi.fsu.edu

Florida State University

66

The Learning Systems Institute

https://lsi.fsu.edu

Florida State University