MIT Solve

Organization & Team Lead Details

Project Details

Describe the product or program that is the focus of your proposed LEAP project.

The target beneficiary of this project are students. The students of grade 5 are not yet at grade 5 learning levels due to the lack of foundational literacy and numeracy skills.

To address the learning gaps of students of grade 5, a bridge course program focusing on Foundational Literacy and Numeracy(FLN) will be implemented through the teachers. For this program the capacity of the HMs and teachers will be built by Mantra along with the leadership/steering committee. Various structures and processes such as learning circles, feedback mechanisms, check-ins will be set up to follow up with the momentum of implementation and also for immediate course correction of the program. In English the approach will be to learn reading fluency by learning phonics, read aloud classes, activities and in Math the focus will be on activity based learning through CPA(Concrete, Pictorial, Abstract) Approach.

For all the training, the following will be the flow of various processes. Co-designing with the Department will be through the Leadership Committee.

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Select the key characteristics of your target population. Select all that apply.

Primary school children (ages 5-12)
Low-Income
Middle-Income
Minorities & Previously Excluded Populations

In which countries do you currently operate?

India

In which countries do you plan to be operating within the next year?

India

How have you worked with affected communities to design your solution?

No

What is your theory of change?

Problem/NeedInputsActivities/ProcessesOutputsOutcomesImpact1. Children in grade 5 lack basic foundational literacy and numeracy skills: English: Only around 30% of students were at para and story level w.r.t grade 2 level English text. Also, grade level english text comprehension is very poor. Maths: Though around 60-70% of students understand the concepts of simple addition and subtraction, they were not able to do simple multiplication and division. Word problems were attempted by only 3% of students. 2. School Leaders lack vision towards school improvement: School principals donot see their role as instructional leaders. School principals lack leadership capacities to improve schools. Supporting organisations/ People Resource persons/experts Finance Tech Facilities Materials and modules Projects Implementation of bridge courseSchool Principal: SLs support teachers with implementation of bridge course SLs contionusly interact with students (increased interactions or engagements) SLs recognise the need for teacher appreciation SLs increased awareness on FLN Teachers: Teachers increased knowledge on FLN and on teaching FLN (Engage in self learning and peer learning) Teachers increased capacity to effectively implement FLN teaching strategies in the classroom. Teachers able to assess students learning levels Teachers recognise the need to appreciate students Teachers recognise the value of peer learning/spaces Students: Students improved FLN competencies (in math and english) Students experience print rich environment Students experience peer learning Leadership team: LT realises the need for bridge course LT able to continously monitor and evaluate the bridge course program LT is invested in school improvement 80% of schools will focus on developing FLN competencies of grade 5 students by the end of 2022 Need assessment of residential schools#schools visited #meeting with principals/teachers #meeting with dept secretary Need assessment tool created for teachers and principals Need assessment report createdPreparing bridge course schedule/curriculumBridge course curriculum developed/ month-wise scheduleDesigning Monitoring and Evaluation tools: 1. Checkins 2. Teacher diary 3. Classroom observation 4. LC observation 5. Zone-wise dashboard#tools created for monitoring and evaluating bridge course monthly M&E report createdCapacity building sessions for leadership team#sessions conducted #feedback forms created #LCs conductedCapacity building sessions for teachers#sessions conducted #feedback forms created #LCs conductedCapacity building sessions for principals#sessions conducted #feedback forms created #LCs conductedCapacity building sessions for DEOs (data entry operators)#sessions conductedConducting student Baseline assessmentBaseline assessment designed Baseline report createdRolling self learning courses and Assignments#self learning courses curated #assignments designedConducting review meetings with Leadership committee and principals#review meetings conducted with Leadership committee &principalsConducting student endline assessmentEndline assessment designed Endline report createdData analysisTrackers created for data (attendence, assignments submission, course completion, project cpmpletion)Celebrating the acheivement: Publishing newsletter#newsletters published

How are you currently using evidence within your theory of change?

Evidence that ToC works from the primary research on ground

How are you currently tracking and measuring your solution’s impact?

There are various tools being used to track the progress of the project.

Student level: Baseline and endline assessment

Teacher level: Assignment submission tracker, baseline and endline scores for each module, micro teaching, print rich classrooms.

School Leader level: Check ins with teachers, classroom observations

Leadership level: monitoring tool absorption for schools assigned to them and addressing their challenges through monthly sessions.

One-line project summary:

70% of schools will focus on developing FLN competencies of grade 5 students by the end of 2022

What is your solution’s stage of development?

Growth

LEAP Project Pitch

CoLab, Mantra4Change