School Readiness Program under the Scheme of Pade Bharat Bade Bharat(PBBB)

New Initiatives for Quality Achievement during 2016-17

School Readiness and Class Readiness programme

Under the Programme of Phade Bharat and Bhade Bharat (PBBB)

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

 In this regard, the following initiatives are initiated in Andhra Pradesh.

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 1^st and 2^nd and class Readiness classes from 2^nd to 10^th 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 2^nd 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 2^nd 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 6^th 10^th , 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 15^th 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 15^th 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 10^th 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 (1^st Week)

v Level II: Writing the alphabet (2^nd Week)

v Level III: Identification, Recognition, and Pronunciation of language items.(3^rd 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) (6^th Week)

v Level VII: Perfection in the language skills. (7^th 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 (1^st Week)

v Level II: Writing the Numbers(2^nd &3^rd Week)

v Level III: To be able to do the two digits subtractions according to the class standards.(4^th  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.(6^th Week)

v Level VI: to be able to grasp the tables according to the class standards.(7^th 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 (1^st & 2^nd Week)

v Level:II: Writing (3^rd and 4the Week)

v Level: III:Comprehensive Reading and Writing (5^th Week)

v Level:IV Creativity (6^th 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( 1^st Week)

v  Level:II Basic Geometrical Concepts and constructions (2^nd Week)

v  Level:III Algebraic Concepts/Expressions (3^rd Week)

v  Level:IV Mensuration (4^th week)

v  Level V: Data table reading (5^th and 6^th 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 5^th 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 (9^th or 10^th 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.