learning enhancement programme (lep) - scert...

1 October, 2015

Learning Enhancement Programme (LEP)

Brief overview and role of BEEOs / block in-charges

Role of BEEOs in LEP_01 Oct 2015.pptx 1

Draft—for discussion only

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Agenda on LEP

LEP – overview and where we are today

Role of BEEOs / block in-charges in LEP

Demo of online monitoring utility

Collection of documents (per memo issued on 29 Sep)

• Mentor-school allocation

• List of 1-2 teacher LEP schools

• LEP book shortfall



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Recap: The LEP covers foundational / critical previous grade

competencies for Hindi, Math, and English for classes 1-5

The LEP covers Math, Hindi and English

• Math and Hindi being rolled out now

• English to be rolled out in phase 2

The program focuses on critical foundational / lower-grade competencies

• For Classes 1-2, the LEP focuses on foundational / entry-level competencies

• For Classes 3-5, the LEP covers critical lower-grade competencies (of previous 2

grades) so that children can come up to grade level

The goal of LEP is to get primary school students to

grade-level by bridging their learning gaps



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LEP is to be implemented by teachers every day in the first

hour of the school day

Teachers to implement LEP in their classrooms every day with all students in the

first hour of the regular school day

• 3 days per subject per week in Phase 1, before English is launched

– Math: Mon, Wed, Fri

– Hindi: Tue, Thu, Sat

• To be implemented in the first hour of the regular school day, say 8.30 – 9.30 am

(post assembly/ prayers)

• Regular class syllabus to be taught in the rest of the day.

Teachers should stick to these days even if there is

a holiday. They should not compensate for holidays

by shifting subjects from their allocated days.



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Books have been specifically developed for the LEP hour

10 LEP books have been developed, one for each subject-class combination

• 5 for Hindi and 5 for Math

• Each teacher should receive 2 books for her class, one for Hindi and one for Math

Detailed instructions for the teacher on how to transact the content (activities,

worksheets, etc.) have been embedded in the books

• No books are being given to students separately

• Teachers can also refer to the regular textbooks / workbooks in case similar

exercises are available in them. Instructions have been provided, where required,

for this.

Each chapter is like a lesson plan

Report shortfall in LEP books – format for this has

been emailed to you on 29 Sep



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The department is scaling up the program to 3,000+ schools

The LEP this year will reach:

• 21 districts

• 118 blocks (all except Morni)

• ~3,200 schools

• 20,000+ teachers

• ~6.5 lakh students

~600 department officials will

be involved to make this

happen!



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Most of these schools have 5 or more teachers; vacancies

will be filled on priority by the dept.

~3,200 schools

• Max 40 schools in a block

BEEOs / block in-charges to

submit list of LEP schools

with 1-2 working teachers

Primary schools with at least 5

teachers (either working or

sanctioned)

(vacancies proposed to be filled)

All of the 280 schools

(even if they don't meet number of

teacher requirements)



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LEP timelines / milestones – where we are today

Apr-Sep Oct Nov-Feb Feb / Mar

2016

• Content

development

(Apr-July)

• MT training for

phase 1 (July)

• Orientation of

BEEOs,

DEEOs, DIET

principals

(Aug)

• Orientation of

mentors (Sep)

• Teacher

training for

phase 1 (Sep-

Oct)

• LEP started

in Class 1-2

• LEP to be

started in 3-5

as and when

teachers get

trained

• Baseline

assessment in

sample

schools

• Mentoring and

monitoring to

begin

• MT training for

phase 2 (Nov)

• Teacher

training for

phase 2 (Nov-

Dec)

• Phase 2 roll

out in Nov-

Dec,

including

English

• End-line

assessment in

sample

schools

TODAY



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Agenda on LEP










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Teacher trainings currently ongoing; block in-charges to

report several things; program to be rolled out

Class 1-2 trainings completed from Sep 9-16; Class 3-5 trainings ongoing – to be completed

by 9 Oct

BEEOs / block in-charges to report:

• Teacher and MT attendance

– Summary after every class' training

– Detailed attendance incl. contact details of teachers to DIET

• Observations on training

– short, objective online form

• Teacher feedback

– scan and send 4-5 randomly selected forms to LEP email id

– encourage teachers to fill up online version

Inform LEP schools in your block to start implementing LEP in class 1 and 2 with

immediate effect and in class 3-5 after the trainings for the respective classes

Forms/ templates for

these are available on

the SCERT website

(http://scertharyana.in/)

http://scertharyana.in/



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The department has put in place a tiered structure for

program support and monitoring

HTs and teachers

BRPs, ABRCs, and

special needs teachers

BEEO / Block

in-charge

DEEO

+

DIET

H

Q

Visits by HQ officials

DEE / SCERT to meet DEEOs + BEEOs and DIET principals every

month

DEEOs to be the district-level "owners" of the program

• DEEOs: visit 4 schools every month; meet BEEOs once a month

• DIET lecturers / Principal to visit schools (3-4 per month) + meet

mentors (BRPs, ABRCs) once a month

BEEO responsible for program implementation in block

• To visit 7-12 schools in block each month

• Meet HTs and mentors (BRPs, ABRCs) of their block each month

Provide academic support to schools implementing the program

• To visit 5-10 schools twice every month (average: 8 schools)

• Meet BEEOs and DIET faculty monthly; facilitate 'peer circles'

'Peer circles' to be formed at cluster level

• HTs/ teachers of schools within cluster (5-10 schools) to meet

every month and discuss their experiences

• To be facilitated by mentor responsible for those schools

1

2

3

4

5



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Role #1: Visit LEP schools in your block

(7-12 schools per month such that every LEP school is covered at least once in 3 months)

A. Observe LEP in action in classrooms

B. Discuss LEP progress and issues with HTs and teachers

C. Assess students to gauge learning levels

Role #2: Get feedback, resolve issues

A. Meet "mentors" and HTs in your block once a month

Role #3: Report on LEP implementation and learning levels

A. Fill the tracker for each school you've visited and submit online on monthly basis

B. Meet DEEO and DEE once a month

BEEOs / Block in-charges are required to start

visiting LEP schools from 12th October



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Role #1: Visit LEP schools in your block

1A. Observe LEP in action in classrooms

• Observe use of LEP books by teachers, whether activities / worksheets are being

done as per LEP book, etc.

• Check whether the teacher is assessing students and filling the "mulyankan suchi"

1B. Discuss LEP progress and issues with HTs and teachers

• Get feedback on the program's implementation and progress

• Ensure that all teachers / HTs understand the rationale and structure of the program

• Reinforce value of the program and motivate the teachers to deliver on the program

objectives

• Understand / identify implementation challenges and communicate to appropriate

authority

1C. Assess students to gauge learning levels



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What should a school visit look like? (illustrative)

8:30 – 9:30 AM 9:30 – 10:30 AM 10:30 – 11:45 AM

1A. Classroom

observation

• Note attendance of

HT, teachers, and

students

• Observe all classes

during the LEP hour

(10-15 minutes per

class)

1B. Discussion with

teachers and HTs

• Discuss LEP with

teachers to

understand their

challenges / issues,

improvement in

learning levels, etc.

(10 min / teacher)

• Discuss with head

teacher on program

implementation, how

students are

progressing on LEP

competencies, and

challenges faced (10

min)

1C. Student

assessment

• Assess 5 students

each from any 2

classes on a

previously covered

competency for Hindi

and Math (~60 min)

• Note down your

assessment records

(~15 min)

After

leaving

school

3A.

Reporting

• Fill tracker

and update

online utility

(~15 min)



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1C. Assess students to gauge learning levels

Step 1: Select students for assessment

• Select 5 students each from any 2 classes who represent a mix of learning levels i.e. Level 1 and

Level 2 (levels are relevant only for Classes 3-5)

– You can do this basis the "mulyankan suchi" at the end of the book

• Pull the 5 students out of the class so that the rest of the students don't get disturbed

Step 2: Select competencies for assessment

• Select 1 competency per subject that has been previously covered / completed by the teacher

(again, basis "mulyankan suchi")

Step 3: Conduct assessment

• Class 1-2: oral, group oral

• Class 3-5: written

• 3-4 questions per competency

Step 4: Evaluate assessment

Step 5: Record no. of students that have acquired the competency tested (part of the monitoring

tracker – covered later)

You can make your own

questions basis the LEP

books



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1C. Assess students to gauge learning levels Step 1 and 2: Select students and competencies for assessment

1-50 tak ki sankhyaon ko

pehchanna, padna aur likhna

Shoonya ki avdharna ki samajh banana

Do ankiye sankhyaon ka jord kar pana, bina hasil waala

(parinaam 50 tak)

Baar baar jord ke roop mein gunna ki samajh

banana

S. No. Names of students

Paath ke pehle

Path ke baad

Paath ke pehle

Path ke baad

Paath ke pehle

Path ke baad

Paath ke pehle

Path ke baad

1 xyz

Major competencies

of each class have

been selected for

tracking student

performance

Teacher to put a

'tick' if the student

knows the

competency and a

'cross' if he doesn't

Teacher to assess students

before and after teaching the

chapter (not before chapter

in class 1 and 2)

You can select competencies basis what the teacher has

recently completed and then select 5 students who both know

and don't know the competency (as per the teacher), and test

them on "true" conceptual understanding



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1C. Assess students to gauge learning levels Step 3 and 4: Conduct and evaluate assessment – guidelines

1. Ask 3-4 questions per student per competency

– Can be a mix of MCQ and subjective

– Grade 1 and 2 – individual oral, group oral

– Grade 3-5 – written

2. While reading questions (for oral assessment), you should read out loud and

clear.

– Important: Please remember that while reading questions for students, you

should not read out the options (in case of MCQ)!

3. Score the students based on their answers and record number of students that

have acquired the competency this would be required for the monitoring

tracker



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Role #2: Get feedback, resolve issues

Meet LEP "mentors" and HTs in your block once a month to:

• Understand LEP progress and challenges in implementation

• Clear roadblocks – e.g., provide resources, admin support

Role of mentors is given on the next page



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Role of mentors (BRPs, ABRCs, and special needs teachers)

Provide academic support to schools on the LEP

(Mentors will be allocated 5-10 LEP schools in their block, which they have to visit twice a month)

A. Observe LEP in action in classrooms

B. Discuss LEP progress and issues with HTs and teachers

C. Assess students to gauge learning levels

Report on LEP implementation and learning levels

A. Fill tracker for every visit and submit through online utility once a month

B. Meet BEEO once a month

C. Meet DIET principal and faculty once a month

Conduct 'peer circles' with schools allotted to you once a month

Allocation to be

done by BEEOs /

block in-charges

(details given

later)

LEP mentors are required to:



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Monday Tuesday Wednesday Thursday Friday Saturday Sunday

1 2

3 4 5 6 7 8 9

School 1 School 2 School 3 School 4;

submit tracker

online*

Meeting with

BEEOs and

HTs

10 11 12 13 14 15 16

School 5 School 6 School 7 School 8 'Peer Circle'

(all classes)

17 18 19 20 21 22 23

School 2 School 4 School 3 School 1 Meet DIET

faculty

24 25 26 27 28 29 30

School 7 School 5 School 8 School 6

Grades

1 & 2

Grades

3-5

Mentors to create monthly schedule in advance and adopt

a non-recognisable pattern

Monthly calendar for mentors – illustrative (for 8 schools)

* for previous month

BEEOs to

schedule



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When visiting schools, mentors are NOT supposed to...

...Monitor teachers or schools

• ...pressurize teachers to teach in a particular manner

• ...take progress report from teachers or school heads

• ...use authority of BEEOs or DEEOs to push forward their opinion

...Do any work related to "Daks"

• ...distribute and collect "Daks" for any school

...Do any administrative work for schools

• ...maintain any records for schools like student or teacher attendance

...Replace teachers

• ...teach any class in place of teachers (can demonstrate some pedagogical technique /

activities if required)

If they face any such issues, they will escalate them to you



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In this context, there are 3 important instructions #1. Do not transfer/ depute teachers, MTs, and mentors involved in LEP

MTs and mentors have a key role to play in the LEP. Hence, they should not be :

• transferred to other blocks during the year

• deputed to schools

• replaced with people that have not been trained on LEP

• made to attend other lengthy trainings that conflict with their LEP schedules

• sent for election duty; substitute should be provided

Teachers of LEP schools should also not be transferred to other schools

In case such a situation / need was to arise, the concerned

BEEO / DPC / DIET Principal should inform the DEE office

and SCERT immediately and seek permission



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In this context, there are 3 important instructions #2. Allocate mentors to schools

Mentors are required to visit 5-10 LEP schools each, twice a month.

You are required to allocate schools to each mentor. Keep the following in mind while

allocating schools to mentors:

• The schools should be accessible (preferably within 8 km)

• Schools allocated should be in proximity to each other.

• Schools allocated should be same as the ones he / she has historically been visiting so that

continuity is maintained.

The list of mentors, LEP schools, number of LEP schools per mentor, and format for mentor-

school allocation have been sent to you.

Send excel on LEP email id; submit hard copy today



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In this context, there are 3 important instructions #3. Support mentors to perform their role effectively

Mentors should start visiting LEP schools from 12th October.

You are required to support mentors in the following ways:

• Let mentors directly report to their allocated LEP schools at 8.15 am instead of first

reporting at the block office. You should take their visit schedule at the beginning of

the month and then get their attendance directly from the schools.

• Mentors are likely to finish their work in schools by about 2 pm. They should be

called to block offices after that only if required.

• Provide internet and PC access for mentors to submit the online mentoring tracker



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3A. Fill the tracker for each school you've visited and submit online on monthly basis

The monitoring tracker has the following sections:

1. School / inspecting officer information

2. Overall assessment (of LEP in the school)

3. Attendance

4. Assessment of the LEP process

5. Student assessment

The tracker is objective and easy to fill

• Should take only 10-15 minutes to fill

Tracker to be submitted once a month for every school that you visit

• Submit by the end of the first week for previous month

The department will do in-depth analysis on this data to drive

future planning / actions!



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3A. Report on LEP implementation and learning levels School / inspecting officer information

MONITORING TRACKER - LEP DEEOs / BEEOs need to submit this tracker

for every school every month on the online

reporting tool <link>

Block: __________________________ District: ______________________________

School: __________________________ DISE code: ____________________________

Total students: __________________________ Total teachers: _________________________

No. of teachers trained on LEP

in Round 1 (Sep-Oct): _______________________

No. of teachers trained on LEP in Round 2

(Nov-Dec): ____________________________

Observation Month: ________________________ Date of Visit: __________________________

Name of inspecting officer: __________________ LEP subject being taught during visit:

________________



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3A. Report on LEP implementation and learning levels School / inspecting officer information – Sample

MONITORING TRACKER - LEP DEEOs / BEEOs need to submit this tracker

for every school every month on the online

reporting tool <link>

Block: Nuh District: Mewat

School: GPS Jamalpur DISE code: 8130897649

Total students: 150 Total teachers: 5

No. of teachers trained on LEP

in Round 1 (Sep-Oct): 3

No. of teachers trained on LEP in Round 2

(Nov-Dec): 4

Observation Month: October Date of Visit: October 15, 2015

Name of inspecting officer: Deepa Rani LEP subject being taught during visit: Math



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3A. Report on LEP implementation and learning levels Section 1 of the tracker: Attendance

Attendance

Was the HT/ in-charge present on the day of your visit?

Students present on the day of visit (total across Class 1-5)

Teachers present on the day of visit (total across Class 1-5)

Attendance

Was the HT/ in-charge present on the day of your visit? Yes

Students present on the day of visit (total across Class 1-5) 100

Teachers present on the day of visit (total across Class 1-5) 3

A sample has been done for you:



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3A. Report on LEP implementation and learning levels Section 2 of tracker: Overall assessment

2 Overall assessment

Is the school implementing the Learning

Enhancement Program (LEP) in the first 1 hour of

the day? (No. of classes implementing the program -

5/ 4/ 3/ 2/ 1/ 0)

Are the Head teacher (HT) and teachers enthused

about the program?

(Yes/ Somewhat/ No)

2 Overall assessment

Is the school implementing the Learning

Enhancement Program (LEP) in the first 1 hour of

the day? (No. of classes implementing the program -

5/ 4/ 3/ 2/ 1/ 0)

4 classes

Are the Head teacher (HT) and teachers enthused

about the program?

(Yes/ Somewhat/ No)

Somewhat

A sample has been done for you:



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3A. Report on LEP implementation and learning levels Section 3 of the tracker: Assessment of the LEP process

Assessment of the LEP process (through

classroom observation, discussion with teachers)

Class 3 Class 4 Class 5

Is the teacher assessing students at the start of a

chapter to identify 2 groups based on learning

levels - one which largely knows the LEP

competency (Level 2) and one which does not

(Level 1)? (Tick all applicable)

In all or most

classes (4-5)

In some classes (2-

3)

In almost no or no

classes (0-1)

Is the teacher following the detailed lesson plan

and activities as given in the LEP book to teach

students (Note that for classes 3 to 5, some

activities are different for the 2 levels of students

described above)?

Is the teacher recording whether students have

acquired the LEP competencies or not in the

competency tracker ("mulyankan suchi") given in

the books?

Other comments / remarks (optional)



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3A. Report on LEP implementation and learning levels Section 3 of tracker: Assessment of the LEP process – Sample

Assessment of the LEP process (through

classroom observation, discussion with teachers)

Class 3 Class 4 Class 5

Is the teacher assessing students at the start of a

chapter to identify 2 groups based on learning

levels - one which largely knows the LEP

competency (Level 2) and one which does not

(Level 1)? (Tick all applicable)

In all or most

classes (4-5)

In some classes (2-

3)

In almost no or no

classes (0-1)

Is the teacher following the detailed lesson plan

and activities as given in the LEP book to teach

students (Note that for classes 3 to 5, some

activities are different for the 2 levels of students

described above)?

Is the teacher recording whether students have

acquired the LEP competencies or not in the

competency tracker ("mulyankan suchi") given in

the books?

Other comments / remarks (optional)



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3A. Report on LEP implementation and learning levels Section 4 of tracker: Student assessment

4

Student assessment

(You are required to assess students on 1 competency that was recently completed by the

teacher. Minimum 2 classes to be covered in a visit, 5 students per class)

Class

Put a tick

against the

classes

assessed

Competency

assessed

Students that

have

acquired the

competency /

Students

assessed

Competency

assessed

Students that

have

acquired the

competency /

Students

assessed

Competency

assessed

Students that

have

acquired the

competency /

Students

assessed

Hindi Hindi English English Math Math

1

2

3

4

5

Not applicable

for Phase 1



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3A. Report on LEP implementation and learning levels Section 4 of tracker: Student assessment – sample

4

Student assessment

(You are required to assess students on 1 competency that was recently completed by the

teacher. Minimum 2 classes to be covered in a visit, 5 students per class)

Class

Put a tick

against the

classes

assessed

Competency

assessed

Students that

have

acquired the

competency /

Students

assessed

Competency

assessed

Students that

have

acquired the

competency /

Students

assessed

Competency

assessed

Students that

have

acquired the

competency /

Students

assessed

Hindi Hindi English English Math Math

1

2

3 Writing

simple words 3 / 5

2-digit

addition 2 / 5

4

5 Writing

paras 2 / 5

2-digit

multiplicatio

n

4 / 5



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Meet DEE once a month

• Part of broader academic agenda incl.

academic monitoring, monthly

assessment results, etc.

• LEP-specific discussion around:

– Status of implementation and

progress of the program

– Feedback from schools and field

officers on the program

– Issues that need to be tackled at the

Dept. level

– Resources / support required from

the Dept.

Meet DEEO once a month

• Part of broader academic agenda incl.

academic monitoring, monthly

assessment results, etc.

• LEP-specific discussion around:

– Status of implementation and

progress of the program

– Feedback from schools and field

officers on the program

– Issues that need to be tackled at the

District level



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Academic monitoring system – filled up LEP inspection form

(illustrative) http://www.dsehry.in/AMSWeb/SchoolInspection/LEPInspection

http://www.dsehry.in/AMSWeb/SchoolInspection/LEPInspection



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The Dept. has put in place channels for communicating

updates and discussing issues and suggestions w.r.t. LEP

Dedicated program email ID – [email protected]

• Please check your mail regularly as a lot of the communication will happen through email

SMS

• We will be providing regular reminders and updates via SMS

LEP section on SCERT website (http://scertharyana.in/?page_id=2285)

• Training material

• List of schools, MTs, mentors, etc.

• Mentoring and monitoring trackers

• Important notifications and announcements

Whatsapp

• Group created for all BEEOs / block in-charges – are you on it?

• One group to be created for for every 'peer circle' (cluster of 5-10 schools) to discuss academic

issues, best practices and updates (moderated by mentor, BEEO as member)

mailto:[email protected]

http://scertharyana.in/?page_id=2285

Thank you

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