The Literacy Rotarian Action Group, Rotary staff, and members of The Rotary Foundation Cadre of Technical Advisers will highlight strategies for successful basic education and literacy grant projects: conducting a community needs assessment, working effectively with local Rotarians and resources, and monitoring and evaluating a projects success. Participants will share examples and discuss a variety of service areas, including primary and adult education, technology, teacher training, and resource improvement.

1. Successful
Education &
Literacy Grants

2. The Global Picture
Millennium Development Goal #2
What did we learn?

3. The Global Picture
By the end of 2013, 59 million children of primary education that
were out of school
250 million children are not learning basic skills,
even though half of them have spent at least four years in school
In about 1/3 of countries around the world, less than 75% of
primary school teachers are trained according to national standards
Of the 781 million adults over the age of 15 estimated to be illiterate,
496 million were women, the World's Women 2015 report found.
Women made up more than half the illiterate population in all
regions of the world

4. The Global Picture
Sustainable Development Goal #4
Ensure inclusive and equitable quality
education and promote lifelong learning
opportunities for all

5. Education/Literacy & Rotary
2015‐16
174 grants
$10,276,975
Teacher training
Technology & training

6. Panel
Rebeca
Mendoza,
Regional Grants
Officer, TRF
PDG Carolyn Johnson,
District 7780

7. Panel
PDG John
Richardson, District
7000
Gordon and Debra LeMaistre,
Ripple Effect Program, District 5550

8. • That a community needs assessment has been completed for the
specific location which outlines how you came to address a
specific beneficiary need.
We want to easily identify the direct beneficiaries
It’s helpful to know who in the community will be involved in
supporting the grant. This would should include school officials
Host Rotarians involvement- how will the local community know
this is a Rotary service project?
What do Regional Grants Officers look for
when reviewing an BEL Application?

9. TRF considers activities targeting the following to be outside the
scope of the basic education and literacy area of focus and as such
are not eligible for global grant funding:
1. Projects that consist exclusively of equipment purchases;
2. Projects that provide tuition or school supplies without
the means for the community to provide these in the future.
3. Projects that the community is not able to continue after
grant funding ends.
Almost all grants that are declined include the above 3 activities
Cooperating organization- we encourage working with cooperating
organization. However, we discourage solely funding the work of
those organization.
What are some common issues we see that
pose a challenge to eligibility?

10. Start with the community- Community needs assessments are
crucial in determining the need and impact of a grant. They also
encourage local ownership once the grant is complete.
Almost all projects are going to require some sort of training. Please
consider this as you are developing your project.
Feel free to call or email as you start to prepare your project. We are
here to help.
Review the Area of Focus policy statements
How can these issues be resolved ahead of
submitting an application?

11. Best Practices,
Lessons Learned
Carolyn Johnson
RC Yarmouth, Maine, USA

12. • Needs vs wants
• Teacher involvement,
capacity for change
• Current practices,
methods of instruction
• Parent involvement
• Partner organizations
• Existing resources
• Ministry of Education
• Local Rotary interest &
commitment
Do your Homework:
Community/Needs Assessment

13. • All or none
• Participate in training
• Consistently use new skills,
strategies
• Manage resources
• Administrative backing
d it, will they follow?Determine Commi

14. • Build a bond between host
and international clubs
• Develop a relationship in
the community
• Clarify the role of partners
• Write your story -
• why is it important?
• how will it work?
• what will result?
Develop support:
Tell your story

15. Keys to success:
Improve instruction over time
Resources:
Quality literature
Appropriate technology
Develop new skills:
• Training & Support
• What do effective
teachers do?
• Emphasize
comprehension,
vocabulary,
critical thinking

16. Keys to success:
Define and evaluate change
Define success:
• Evaluate over time
• Identify multiple measures:
• student achievement
• change in involvement:
attendance, enrollment,
promotion rates

17. Implementation model
School clusters:
multiple schools, regional networks
Long-term commitment:
build relationships, support systems
Provide essential tools:
literature books & school supplies
Ongoing training:
multi-faceted, multi-year approach
Ongoing support:
classroom coaching
Celebration, Recognition, Certification

18. Challenges to anticipate
School’s capacity to implement
change
Access to quality books,
reliable resources
Replacing books, equipment
Training & ongoing support
Reliable evaluation tools
Means to involve parents,
community

19. More to think about…
• Consistent school contact
• Staff change
• Partnerships (direction,
ownership)
• Meaningful Rotarian
Involvement

20. Add technology
Replicate in new areas
Add components:
expand content, grade levels
Long-term: Enhance & Scale Up

21. Celebrate Success

22. Thank you!
Carolyn Johnson
cfj2@icloud.com

23. Vocational Training Team
“Partners in Teaching”
Districts 5550 & 4250
February, 2017

24. RIPPLE EFFECT PROGRAM ACHIEVEMENTS

25. Joya Verde School
Before and After

26. Joya Verde Community

27. Our team of Canadian
teachers

28. Rotary Club of Guatemala Norte Team
with Principal Eydi and Student’s Council

29. Parent Meeting at
Joya Verde School

30. Training for Teachers
And a graduation to
celebrate their new skills!

31. Reading Buddies
New Reading Strategies

32. Kindergarten children
Learning through play
activities

33. Canada Day!

34. Learning Math - hands on

35. Teaching Recorder at
Recess

36. And skipping ropes!

37. Flag March
at School Assembly

38. Photo IDs
help to identify
the students

39. For more information:
Gord & Deb LeMaistre
glemaistre1@hotmail.com

40. Souns

41. 425
Classrooms

42. Grant History
Year initiated 2011‐12 2012‐13 2013‐14 2014‐15
Grant Number MG 76806 MG 79436 GG1412635 GG 1523886
Amount $27,000 $18,000 $37,400 $40,000
Districts D6990 D6990 D6900 D6900
D7000 D7000 D7000 D7000
Clubs Ft. Lauderdale South Ft. Lauderdale South Peachtree City Peachtree City
Rio Piedras Rio pIedras Rio Piedras Henry County
San Juan San Juan Rio Piedras
Isla Verde Carolina San Juan
Mayaguez
Juncos
Cuidad del Turabo
Rotaractors
# Classrooms 135 90 103 200
# of Children 2700 1800 2353 4000
Area impacted Head Start Head Start Head Start Head Start
San Juan San Juan Georgia Mayaguez
San Juan
Caguas
There have been three inbound Souns Grants in Puerto Rico since 2011
and one outbound to District 6900

43. 10,000+
Children
Impacted

44. Results
With 100% of the sets in-use and 20 children per classroom,
the existing program can impact up to 8,500 preschoolers, year after year!
D7000 Souns MG MG GG Annual
Pro Forma Impact 76806 79436 23886 Total
2011‐12 2,700 2,700
2012‐13 2,700 1,800 4,500
2013‐14 2,700 1,800 4,500
2014‐15 2,700 1,800 4,000 8,500
2015‐16 2,700 1,800 4,000 8,500
13,500 7,200 8,000 28,700

45. Teacher Training
• Topic: Souns is a resource that engages the child with
print symbols kinesthetically.
• Objectives: (1) The objective of the training is to
introduce how easily the materials can be integrated
with the curriculum to engage the child, therefore
increasing learning. (2) Informing the teachers as to the
simplicity of incorporating Souns materials in support
of their curriculum for teaching writing and reading is
the purpose of all Souns training.
• Curriculum: Souns is not a curriculum, it is a resource
that when used regularly, ensures dramatically better
results for young learners and teachers

46. Teacher Training
• Curriculum (cont.) There are three stages: letter
sound learning, building words by listening to the
sounds in words and reading by sounding out
words.
• Support: Teachers will participate in activities to
experience the perspective of the child in the
process of learning to write and read.
• Duration: 2 Hours 2/3 Times per year

47. Teacher Training - Topic
• Trainer: A Montessori teacher and developer of
program.
• Audience: 1630 people in 815 classrooms. Head
start teachers, assistants, specialists.
• Outcomes: Quantifiable results measuring letter
sound knowledge.
• Skill Evidence: Teachers role play in small groups
with Souns and on occasion actually engage with
children to practice their new skills.

48. Matenwa Community Learning Center

49. Thank You
John Richardson… jrichardson@ihepr.com

50. Questions?