IEE for CISLE

~~· ~T~~Q I JORDAN U.S. AGENCY FOR INTERNATIONAL DEVELOPMENT

BUREAU FOR MIDDLE EAST WASHINGTON, D.C. 20523

ENVIRONMENT AL THRESHOLD DECISION

PROGRAM/ACTIVITY DATA

Country Code: 278

Country or Region: Jordan

Page I of6

Activity Name: Cultivating Inclusive and Supportive Learning Environments (CISLE)

Funding Begin: Funding End: I LOP Amount: November 2013 March 2016 $3,270,252.83

Sub-Activity Amount: IEE Prepared by: Angie Haddad I Date: October 10, 2013 IEE Amendment (YIN): N If"Yes," Number & Date of Original IEE:

ENVIRONMENTAL ACTION RECOMMENDED: (Place X where applicable)

Categorical Exclusion: ~ Deferral: Positive Determination: Negative Determination: With Conditions: I Exemption:

SUMMARY OF FINDINGS

The intent of Cultivating Inclusive and Supportive Learning Environments (CISLE) grant is to expand a pilot conducted by the Queen Rania Teacher Academy (QRT A) in cooperation with UNESCO Jordan and the Ministry of Education to build the capacity of teachers in delivering quality education to Syrian refugee students as well as Jordanian students. The training focuses on the psychosocial and pedagogical skills needed to help teachers deal with refugee students. The context of this training is within an inclusive education framework.

Cultivating Inclusive and Supportive Leaming Environments (CISLE)grant qualifies for a Categorical Exclusion per 22 CFR 216.2 (c)(l)(ii) as USAID '"does not have knowledge of or control over, and the objective of A.l.D. in furnishing assistance does not require, either prior to approval of financing or prior to implementation of specific activities, knowledge of or control over, the details of the specific activities that have an effect on the physical and natural environment for which financing is provided by A.l.D.," and per 22 CFR 216.2 (c)(2)(i) where ''education,

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technical assistance, or training programs except to the extent such programs include activities directly affecting the environment (such as construction of facilities, etc.)" are not subject to the procedures set forth in §216.3.

Funds for this grant will come from Reprogrammed Iraq Economic Support Funds (ESF) contributions.

IEE for CISLE

~T~~JQ I JORDAN U.S. AGENCY FOR INTERNATIONAL DEVELOPMENT

BUREAU FOR MIDDLE EAST

WASHINGTON, D.C. 20523

Page 3 of6

INITIAL ENVIRONMENT AL EXAMINATION AND REQUEST FOR CATEGORICAL EXCLUSION

PROGRAM/ACTIVITY DATA

Country Code: 278

Country or Region: Jordan

Activity Name: Cultivating Inclusive and Supportive Learning Environments (CISLE)

Funding Begin: Funding End: I LOP Amount: November 2013 March 2016 $3,270,252.83

Sub-Activity Amount: IEE Prepared by: Angie Haddad I Date: June 12, 2013 IEE Amendment (YIN): N lf .. Yes," Number & Date of Original IEE:

ENVIRONMENTAL ACTION RECOMMENDED: (Place X where applicable)

Categorical Exclusion: x Deferral: Positive Determination: Negative Determination: With Conditions: I Exemption:

A. BACKGROUND

The ideals contributing to the purpose and objectives of Cultivating Inclusive and Supportive Leaming Environments (CISLE) are designed to expand on an existing crisis intervention program conducted by the Queen Rania Teacher Academy (QRT A), UNESCO Jordan and the Ministry of Education (MoE) to support the overall learning environment and communities where Syrian and Jordanian students and their families coexist. This project supports the USAID country development strategy which aims at improving the prosperity, accountability and equality for a stable, democratic Jordan and is designed to maintain and improve the standard of living, promote stability and strengthen the quality of basic educational services in Jordan.

The first track of the project utilizes a teacher training package and resource materials for a 5-day training program to build the capacity of teachers in delivering quality education to Syrian refugee students. The psycho-social and pedagogical training will be applied in 200 schools

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where large clusters of displaced Syrian refugees have been absorbed by the local communities. The training program will target all teachers within each school to insure continuity within the whole school community.

In addition to the psychosocial and interactive pedagogy training, the second track of the project incorporates, a two pronged approach to further enhance the capacity of teachers by cultivating Model Community Schools (MCSs) in 20 of the 200 schools from track one. The first strategy will integrate QRTA's Arabic Reading and Writing program by developing teachers' literacy training and language arts instruction to encourage Syrian students' engagement and participation in classroom activities. Reading clubs and literary activities centering on students ability to express themselves freely will address the challenging behaviors of post trauma. The Arabic Reading and Writing program aims to build the capacity of generalist (Grades 1-3) and Arabic Language teachers by introducing teachers to the most effective methodologies of teaching reading and writing skills to students. To promote the Arabic training program, the libraries in the MCSs will be enhanced with reading materials and resources that focus on Arab culture and identity as inclusive and supportive elements uniting Jordanian and Syrian students in the schools.

B. USAID PLANNED INTERVENTIONS:

Activities anticipated under this project include: (i) developing a core team of professionals at the Ministry of Education. The core team will serve as an expert group responsible for supporting and overseeing the implementation quality; (ii) preparing a pool of trainers across the country to reach a minimum of 2,000 teachers; (iii) developing effective and well-structured support system to provide trainers with the help and support they need as they plan and implement the teacher workshops; (iv) enforcing and strengthen the new practices through onsite teacher support and coaching activities; (v) building support at the school and directorate level through awareness workshops; (vi) implementing a robust monitoring system to provide timely feedback and allow for the improvement of the project services and to track the design and enactment of the implementation strategy; (vii) establishing and support 15-20 Community­Parent School Coalitions (CPSCs) in communities with large numbers of Syrian refugee students (and as identified by the Ministry of Education) to undertake physical, educational and behavioral school improvement activities; (viii) strengthening community-school support connections to implement and institutionalize sustainable learning and extracurricular programs within schools; (ix) increasing community awareness, responsibility and advocacy for participation in education.

C. RECOMMENDATIONS:

The above mentioned activities and interventions are recommended for a Categorical Exclusion pursuant to 22 CFR 216.2(c)(l)(ii) and 22 CFR 216.2 (c)(2)(i). CFR 216.2(c)(1) Categorical Exclusions states that .. the following criteria have been applied in determining the classes of actions included in 22 CFR 216.2{c)(2) for which an Initial Environmental Examination, Environmental Assessment and Environmental Impact Assessment generally are not required if: (ii) AID does not have knowledge of or control over, and the objective of A.LO in furnishing assistance does not require, either prior to approval of financing or prior to implementation of

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specific activities, knowledge of or control over, the details of the specific activities that have an effect on the physical and natural environment for which financing is provided by A.l.D." CFR 216.2 (c)(2)(i) states that "education, technical assistance, or training programs except to the extent such programs include activities directly affecting the environment (such as construction of facilities, etc.)" are not subject to the procedures set forth in §216.3.

D. DISCUSSION:

Activities envisioned under the Cultivating Inclusive and Supportive Leaming Environments (CISLE) grant consist mainly of technical assistance, training, and capacity building. These activities are eligible and recommended for a Categorical Exclusion pursuant to 22 CFR 216.2(c)(l)(ii) and 22 CFR 216.2 (c)(2)(i) as they are not expected to have significant negative effects on the physical or natural environment.

Accordingly, the Mission Environmental Officer concluded that no further Environmental Assessment is required for activities under the Cultivating Inclusive and Supportive Learning Environments (CISLE) grant.

E. REVISIONS

Pursuant to 22 CFR 216.3(a)(9), if new information becomes available that indicates that any of the proposed actions to be funded by this project might be "major" and their results "significant," the Bureau Environment Officer will review and revise the threshold decision for those actions listed above, and prepare an environmental assessment and mitigation measures as appropriate.

If, during implementation, activities are considered other than those described in the program interventions which may have an impact on the environment, an amended Request for the IEE shall be submitted, as appropriate.

It is the responsibility of A/COR to timely inform the MEO and BEO of any changes in the scope and nature of the approved activities, which may warrant the revision of the approved Threshold Decision.

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APPROVAL OF RECOMMENDED ENVIRONMENTAL ACTIONS - IEE Cultivating Inclusive and Supportive Learning Environments (CISLE)Grant CLEARANCE:

Education and Youtmt 0 ~ Approval: ·~ {i,~

Allfson Wain

Acting Program Office tt..~ Approval: ~

Mohammed Yassien

Mission Environment Officer Approval: Approved by email

Amer S. Al-Homoud

~~:~~:i~isor __ {)J_........_· +->~ ....... ~..+------Warren Leis~

f./Deputy Mission Di~ l Approval:

Seu~

Mission Director Approval:

CONCURRENCE:

Approved: ~ Disapproved: 0

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