Departmental Test Material: GO & EO Test
New
Initiatives for Quality Achievement during 2016-17
School
Readiness and Class Readiness programme
It is submitted that
Dr. Subhash C. Khuntia, Secretary, Department of School Education and Literacy,
Ministry of Human Resource Development , New Delhi in the reference cited has
informed that children entering into a new class/standard , some of them may
not have achieved the competency level required at this stage . As follow up action from the assessment ,
additional support to those children , who have been indentified to have
performed below the expected levels, special classes for children should be conducted during
the summer vacations and ensure that all children reach the desired
grade-appropriate competency level when school reopens after the vacation. He
has therefore instructed to take
concrete action to organize special classes , so as to ensure the expected
learning outcomes in the new academic year.
as the children are entering into a new
class/standard, some of them may not have achieved the competency level
required at this stage.
As per the NAS results
shows that the children achievement is very low when compared to National
level.
Class
|
Subject
|
State Score
|
National Score
|
Class
III-2013
|
Languages
|
64%
|
64%
|
Maths
|
69%
|
66%
|
|
Class
V (2013-15)
|
Languages
|
39%
|
45%
|
Maths
|
39%
|
46%
|
|
EVS
|
41%
|
50%
|
|
Class
VIII(IRT)-2013
|
Languages
|
244
|
247
|
Maths
|
232
|
245
|
|
EVS
|
237
|
251
|
|
Social
|
232
|
247
|
ASER
2014 RESULTS ?
|
|||
Language
|
Mathematics
|
||
Class III
|
|||
Ø
5.9% cannot read letters
Ø
16.7% can read small letters but not words
|
Ø
3.9
% children cannot recognize numbers till 9.
Ø
32.8%
of Class 3 children could do a two-digit subtraction but cannot do division
|
||
Class V
|
|||
Ø
1.9% cannot read even letters
Ø
5.3% can read letters but not words
Ø
57.4% can read class II text
|
Ø
36.9%
children can do subtraction
Ø
37.6% children can do division
|
||
Class
VIII
|
|||
Ø
1.8% can read letters but not words
Ø
13.1% cannot read class II text
|
Ø
27.0%
children could do division
Ø
26.8%
children of class VIII could subtract but could not do division
|
||
ASER 2014 District Performance : Andhra Pradesh
|
|||||||
S.No
|
Pvt school
|
Out of school
|
Std I‐II learning levels
|
Std III‐V learning levels
|
|||
District Name
|
% children (6‐14) in pvt school
|
% children (6‐14) out of school
|
% children (Std I‐II) who CAN READ letters, words or more
|
% children (Std I‐II) who CAN RECOGNISE numbers (1‐9) or more
|
% children (Std III‐V) who CAN READ a Std I level text or more
|
% children (Std III‐V) who CAN DO subtraction or more
|
|
1
|
Srikakulam
|
27.6
|
1.8
|
68.4
|
77.2
|
59.4
|
57.7
|
2
|
Vizianagaram
|
28
|
0.8
|
66.3
|
76.7
|
69.3
|
65.4
|
3
|
Visakhapatnam
|
27.8
|
2.8
|
58
|
71.6
|
40
|
37.7
|
4
|
EastGodavari
|
41
|
0.7
|
80
|
87.5
|
71.4
|
67.7
|
5
|
WestGodavari
|
43.1
|
2.3
|
75.9
|
81.6
|
74
|
63
|
6
|
Krishna
|
34.8
|
2
|
68.1
|
75.6
|
71.7
|
57.6
|
7
|
Guntur
|
46.7
|
1.1
|
71.9
|
75.4
|
64.3
|
62.6
|
8
|
Prakasam
|
41.4
|
3.1
|
78.6
|
84.5
|
63.4
|
53.5
|
9
|
Nellore
|
28.4
|
4.6
|
78.3
|
85.5
|
73.7
|
62.3
|
10
|
Cuddapah
|
46.6
|
1
|
77.9
|
79.1
|
74
|
63.8
|
11
|
Kurnool
|
25.1
|
8.6
|
73
|
79.5
|
54.1
|
47.5
|
12
|
Anantapur
|
30.6
|
1.2
|
77.6
|
82.2
|
67.4
|
56.7
|
13
|
Chittoor
|
19.3
|
1
|
77.1
|
81
|
62.9
|
61.7
|
A.P
|
36.7
|
2.4
|
72.4
|
78.7
|
63
|
56.1
|
|
Ø it
is designed the conduct of Summer camps
for all government and aided schools for slow learners for class I to VIII during the summer as follow-up action to organize additional
support to those children who have been identified as slow learners in the summative 3 tests.
Ø The
school Readiness and class readiness programme
is proposed during the present
academic year i.e., 2016-17 for a period
of about 45 days from 15 June to 10 th
August 2016 (working days) at the Primary, Upper Primary and High school
level of education i.e., from class 1 to X. for Government schools including
KGBV, IERC and model schools More specifically for School readiness is
conducted for class 1st and 2nd and class Readiness
classes from 2nd to 10th of Telugu &Urdu medium
schools. on the lines of the recommendation of the PAB,2015-16, focus is given
to acquisition of basic language skills(LSRW) and Mathematical skills (4
Fundamental Process) to the children of
classes 2nd to 5.
Ø In
this connection, as per the
recommendations of the MHRD, the summer Camp and Readiness programme focus is given to acquisition of basic
language skills (LSRW) and Mathematical skills (4 Fundamental Process) to
the children of classes 2nd
to VIII of Telugu &Urdu medium
schools and all Government schools including KGBV, IERC and model schools. In respect of school
readiness, teacher will take up relevant playful activities in order to make
the child ready Psychologically, Physically and sociologically and also to
receive the instruction more in an informal way.
Ø Further
it is informed that the MHRD has given emphasis on the early literacy skills
and basic Arithmetic skills among the children in the Phade Bharat and Bhade Bharat
programme further the following activities are prepared and suggested for
implementation of the programme concept wise:
Ø Sarva Siksha Abhiyan planned one
programme i.e., PBBB in a twin traces approach.
Ø Early
reading & writing with comprehension.
Ø Early
mathematics.
Objectives:-
Ø To
enable children independent reading and writing.
Ø To
make children to develop reasoning and logical thinking in the domain of no,
measurement and shap and enable them to become independent of problem solving.
Ø To
associate reading & writing
Ø Wherever
possible one teacher for class I and one teacher for class II should be
allotted
Ø Implementation
School instruction times
Ø HM
should prepare the time table, allot and instruct teachers to teach language
and mathematics accordingly
Ø HM
should monitor the achievement levels of Class I to V
Ø HM
should guide or help teachers to improve their performance.
Ø HM
should ensure that class I and II & III TO V teachers have minimum 95%
attendance.
Ø HM
should make it sure Reading corners implemented in schools effectively
Ø teacher
should talk with children in a friendly way and should never use harsh tone.
Ø Instructions
issued to on the implementation of Early reading and writing with comprehension
and Early Mathematics.
Ø institution
of State Resource Group on Early reading and writing with comprehension and
Early Mathematics
Subject
wise Academic standards are developed by state basing on that Essential
Learning Indicators are defined (LINDICS) by State.
Ø Curricular
Areas:
In Languages:
Ø Listening
with comprehension & responding.
Ø Speaking
with understanding and confidence.
Ø Fluent
reading, comprehension and reflection.
Ø Self
writing about known things (legible writing).
Ø Discourses - Oral, written.
Ø Creative
expression – Songs, Stories, drama, (performance).
Ø Control
over different registers (empowering child to use appropriate vocabulary in
different situations).
Ø Developing
Reading habits and making children become independent readers.
Ø (b) In Mathematics:
Ø Ability
to think in mathematical way.
Ø Ability
to handle/understand abstractions an approach to problem solving.
Ø Conceptual
understanding.
Ø Able
to solve maths problems in standard and different algorithms.
Ø Ability
to use maths in daily life situation.
Ø Identifying
patterns, relationships.
Ø By
end of class II ‘+’, ‘-‘ problem counting, number sense up to 100.
Ø By
end of primary
Ø 4
fundamental operations
Ø Fractions,
understanding concepts,Correcting errors, Mathematical Communication.
Ø Children
pose and solve mathematical problems.
Ø (c)
Science Learning - EVS at Primary
Ø Developing
and use of process skills,Observations,Classification, Differences &
similarities
Ø Analysis,
synthesis and evaluation, Hypothesis, Reasoning,
Ø Conclusion/inference/generalization,
Prediction, Experimentation
Ø Time
and space relationships, Measurements, Etc.
Ø Ability
to question & critical thinking.
Ø Understanding
relationships – natural & social environment – persons – institution –
organizations.
Ø Appreciation
and environment protection.
Ø Child
engage in exploratory and hands on activity to acquire basic cognitive psycho
motor skills.
Ø Ability
to understand text of EVS and reflection, comparison based on his experiences.
Ø Conceptual
understanding, Communication through process diagrams, Mapping skills.
Ø Information
skills – Information collection, tabulation, analysis, interpretation, report
writing, conclusions.
(d) Science at Upper Primary
v Conceptual understanding.
v Experimentation, exploration and enquiry.
v Critical thinking and questioning.
v Cause and effect relationships.
v Participating in Science fairs and
exhibitions and display children work / experiments / working models etc.
(e) Social Science at Upper Primary Level
v Conceptual understanding.
v Ability to think critically on social issues
and sensitization on the issues of self, family, society etc.
v Enabling students to develop a critical
understanding of society.
v Promoting children’s ability to take
initiative to critically reflect on social issues.
v Ability to question.
v Ability to read maps, draw maps and interpret
the maps – Map Reading Skills.
v Information skills – acquisition, Recording,
analysis, report writing, conclusions etc.
v Establishing relationship (interpersonal –
Intrapersonal, etc.).
v Human values (freedom, trust, mutual respect,
respect for diversity etc.).
v Appreciation of value of interdependency.
v Need to inculcate in child a critical
appreciation for conservation and environmental concerns through Geography.
v Constitutional values – equality, liberty,
justice, fraternity, dignity, plurality and freedom from exploitation
School Readiness Programme: to
ensure that every child seeking admission in to class I&II is Psychologically,
Physically and sociologically ready to receive instruction in a child friendly
environment.
Objectives
a)
To make the children acquainted to
school environment, thereby ensuring a smooth induction into the schooling
system.
b)
To create a child friendly environment
in the school for class I students.
c)
To make young children feel
comfortable and happy to attend the school regularly without any fear.
d)
To develop pre learning skills.
e)
To expose the children to Early
Reading early writing and early maths programme.
Plan
of Action
a) To
collect the children performance of Summative-III from class I to X in
prescribed format
b)
The content of the programme is based
on play, songs, rhymes, activities on Sensory-motor skills, scribbling,
storytelling, picture reading, counting, arranging the objects in descending
order and ascending order according to the size etc.
c)
It is to inform to all teachers
that a day wise schedule and activities indicated in the module given to the
school during the last academic year shall be followed.
d)
The five word formulae of Aata,
Paata, Maata, Story and Creativity will be the process of achieving the
objectives.
e)
Teacher will collect additional
information and stories on the topics given in School Readiness and have to be
kept ready for the programme.
f)
The programme should be in a novel
way and teacher should be facilitator to drive the information from the
students.
g)
The programme is designed for
children those who are lagging behind the basic skills among the children.
h)
To implement the syllabus to normal
students as it is.
Time
Table:
Morning
&after noon Session for first class: (Pre lunch) includes
Action Rhyme, conversations (Muchchatlu) stories, Creativity, Rhymes,
Additional activities, and game.
Resource Support:
Teacher will deal with the session directly using the relevant resource
material
Class Readiness: class II to X:
to ensure that children acquire the stated academic standards to continue in
the present class.
Objectives
a)
To make children of classes II to X
to learn pre-requisite skills necessary for the entry of the promoted class in
the new academic year in all the curricular subjects.
b)
For primary the focus will be on
Telugu, English, and Maths. In case of upper primary and high schools the focus
will be curricular subjects.
c)
To revisit the concepts, recap the
learning of the previous academic year which is mentioned in the school
syllabus and teachers handbooks designed by SCERT.
d)
To impact the basic skills for
those children who are lacking such as Reading, Writing and simple arithmetic i.e.
3R’s
e)
To Improve the retention rate, in
other words to reduce drop out due to non learning or less learning.
Time
Table (Class II-V)
Morning
Session: June month
portion from text books are to be taught
Afternoon
Session: as part of class readiness programmme, day wise
activities given in the class readiness module i.e., remedial
teaching/tutoring/individualized teaching to be done in a creative manner.
Time
table for (class VI to X)
v For
classes 6th 10th , among the 48 periods, 30 periods are
to be allocated to regular syllabus teaching and remaining 18 periods are to be
allocated for class readiness programme for the subjects, Telugu, Urdu, English,
Hindi, and Maths.
v During
the day, periods from morning session to be allocated to the class readiness
programme in Tlugu, English, Hindi and maths afternoon session periods are to
be allocated for regular syllabus.
v Teacher
should decide and divide the remedial teaching periods as per children
performance.
v Remedial
teaching should be carried out hand to hand without disturbing the regular
subject teaching.
v Every
week the progress of the child shall be recorded.
v Invite
the parents to the school to gain firsthand experience how the readiness
programme is organized in the interest of the children. Interact with the
parents on strengths and weakness of the child.
v On
15th August, 2015, organize SMC meetings and invite parents and
demonstrate the pupil performance achieved during the period of Readiness
programme. The CwSN of IERCs who attained minimum levels of academics will be
mainstreamed in the school on 15th August,2015.
Outcome:
v Every
child should have acquired B or A grade in the mother tongue (Telugu&Urdu)
and Mathematics.
v Every
child should be able to read and write in the mother tongue and do the
mathematics correctly.
v Every
child should be able to read and write sentences correctly in the mother tongue
and should have acquired creative skills and language skills as per the class
specific academic standards.
v Every
child should be able to do the class relevant fundamental processes in
mathematics and should have acquired the stated skills in mathematics as per
the academic standards.
Target
Group: children who are admitted in classes II to X,
Telugu/Urdu, English, Hindi &Maths.
Time
line:
June 10 to 10th August 2015 (45 days Programme)
Resource
Material
· Class
Readiness and School Readiness Modules supplied in Primary and Upper primary
levels in previous year
· Exclusively
‘C’ grade module for Language and Sciences
· SRUJANA TLM hand book for primary level which is
developed by West Godavari DPO and which is available in the www.ssawg.gov.in
· Workbooks
meant for summer camps for children of classes I&II and III, IV,&V,
Snehabala cards and Text books and any other relevant material suitable to the
levels of the children.
· Concerned
teacher should prepare the activities according to the needs of the child.
Special
Instructions:
v Out
of a total 48 periods at the primary
level, 20 periods should exclusively be meant for Mother Tongue &
Mathematics only and the remaining hours for the teaching of the other
subjects.
v Daily
Home work should be given and it should be corrected.
v Maintain
the children’s performance register based on the Summative-III grading or any base line grading for 45 days
readiness programme.
v Get
the Summative –III results conducted school
use it as the baseline/pre line for 206-17 for each class Telugu/Urdu,, English, Hindi and maths
v To
record the class wise subject wise student performance of pre line and end line
results in the prescribed formats of each school.
v Every
teacher should mentain the children performance track records according to the
levels furnished by SPO.
TEACHING
AT THE RIGHT LEVEL-TaRL ’-A QUALITY
INITIATIVE PROGRAMME
v The
Government of Andhra Pradesh (GoAP) with the collaboration of ‘Pratham
Education Foundation (PRATHAM), and Abdul Latif Jameel Poverty Action Lab
(J-PAL)’ has signed a three year MoU to scale-up the evidence-based Teaching at
the Right Level (TaRL) programme in Anantapuramu to raise basic learning levels for children
of classes III, IV and V.
v Languages
v The
Language Assessment Test categorizes the students into different reading
competency levels that enable reading competency assessment of the students.
The students are categorized as: ‘Beginners’; ‘Letter Level’; ‘Word Level’;
‘Paragraph Level’; ‘Story Level’.
v Students
in the first category are those who are unable to recognize letters. ‘Letter
Level’ implies that the students are able to identify letters.
v ‘Word
Level’ indicates that the students are able to recognize the words.
v Similarly,
‘Paragraph Level’ and ‘Story Level’ are categorized in terms of the ability of
the children to read texts from the paragraph and story respectively.
Mathematics
ü Similarly,
the test for Math used for the Baseline is based on Digit Recognition Levels of
the students. Students categorized as ‘Beginners’ are students who are unable
to recognize single digit numbers.
ü ‘Single
Digit Level’ category implies that the students are able to identify numbers
ranging from 0-9;
ü ‘Double
Digit Level’ category indicates the ability to recognize the numbers ranging
from 10-99.
ü ‘Triple
Digit Level’ category indicates the ability to recognize the numbers ranging
from 100-999.
ü Math
Digit Recognition:
The test of
Mathematical operations assesses the ability of the students to perform basic
arithmetic operators such as addition, subtraction, multiplication and
division.
v Record the progress of the child
level wise i.e., in Languages ( Class II to V)-Telugu/Urdu, English and Hindi)
v Level
1: Identification, Pronunciation and recognition of the alphabet (1st
Week)
v Level
II: Writing the alphabet (2nd Week)
v Level
III: Identification, Recognition, and Pronunciation of language items.(3rd
Week)
v Level
IV: Reading and Writing of the Language items. (4the Week)
v Level
V: Reading and Writing of the words in the mother tongue. (5the Week)
v Level
VI: Reading and Writing sentences (simple words and simple sentences) (6th
Week)
v Level
VII: Perfection in the language skills. (7th Week)
v Record the progress of the child
level wise i.e., Maths (Class II to V)
v Level
I: Identification, Pronunciation and recognition of the Numbers (1st
Week)
v Level
II: Writing the Numbers(2nd &3rd Week)
v Level
III: To be able to do the two digits subtractions according to the class
standards.(4th Week)
v Level
IV: to be able to do the two digits multiplication according to the class
standards.(5th Week)
v Level
V: to be able to do the two digits divisions according to the class standards.(6th
Week)
v Level
VI: to be able to grasp the tables according to the class standards.(7th
Week)
o
(Note: No.of digits should be increased
according to the class level.)
v Record the progress of the child level wise i.e., in
Languages ( Class VI to X)-Telugu/Urdu, English and Hindi)
v LevelI: Reading (1st & 2nd
Week)
v Level:II: Writing
(3rd and 4the Week)
v Level: III:Comprehensive
Reading and Writing (5th Week)
v Level:IV Creativity
(6th Week)
v Record the progress of the child
level wise i.e., Maths (Class VI to X)
v Level:I
Able to do Properties and Applications of Number System( 1st Week)
v Level:II
Basic Geometrical Concepts and constructions (2nd Week)
v Level:III
Algebraic Concepts/Expressions (3rd Week)
v Level:IV
Mensuration (4th week)
v Level
V: Data table reading (5th and 6th Week)
v Role of the Teachers:
v To
identify the children those who are lagging behind the basics in Mother tongue
and Mathematics.
v To
maintain the performance levels track registers
v To
prepare the activities and to utilize low cost and no cost TLM
v To
follow the time line schedule, and
v To
ensure that every child acquires the stated Reading, Writing and Arithmetic in
Mother tongue and in Mathematics before 5th August 2015.
v After completion
of the training programme every child should attain the basic skills in
languages and Mathmatics.
v
Role
of the HM:
v to
conduct weekly meeting to review the children’s performance,
v to
provide necessary academic support and monitor every class,
v To
take the responsibility to implement the programme.
v DPO Guidelines/DEO
v Communicate
the role of HMs and teachers in implementation the programme.
v It
is planned to conduct one day (9th
or 10th June 2016) tele
conference on the awareness of readiness programme
v To
arrange and communicate the teleconference and also furnish the list of working
centers also inform to the HMs of teleconference to arrange it.
v To
furnish the children performance at the end of the programme in the prescribed
format. (Annexure-1)
v To
constitute the monitoring teams-(SANKALPAM)
The DEOs and POs
of SSA and the Principals of the DIETs should be directed to constitute District Monitoring
teams with Principals of DIETs, faculty of DIET, Dy.EOs , AMOs, AAMOs,
DRPs, DLMTs and
Mandal level Teams with MEOs, school complex HMs and MRGs, CRPs to monitor the
School Readiness and Class Readiness programme at district level and mandal
level respectively for an effective monitoring of the implementation of the
School and class readiness programme The consolidation observation report should
be sent to the state office.
Further To monitor the programme at
the state level, State level observers may be sent to respective districts with
instructions to spend at least 2 days in 3 spells during the programme schedule
in the district allotted. The DPOs of the SSA of the districts are requested to
provide accommodation and transport facility to the state level observers.
Therefore, the District Educational
Officers, the Project Officers of SSA, and the Principals of DIETs in the state
are requested to take up necessary steps to conduct the school Readiness
Programme and Class Readiness Programme effectively to attain the set
objectives of the programme.
