Tuesday, July 15, 2014


Instructions / Action Plan for implementation of  ‘LEP-PRERANA’ Programme from 3rd & 4th Week of July to                        31st October, 2014.
v  LEP - PRERANA programme is targeted for classes III to VIII as a focused programme in all elementary Schools from 3rd & 4th week of July to end of the October, 2014.
v  The sole objective of the programme is to make every child of classes III to VIII to atleast read, write and do simple arithmetic at reasonable level by end of October, 2014. No child should be left without acquiring these ‘3-R’ within the stipulated time frame.
v  During the operation of the programme ‘LEP - PRERANA’ care will be taken to see that this programme is supplement of ‘Regular  Teaching’. The focus is on the children who are lagging behind in acquiring basic skills. The teachers have to identify such children who are lagging in the basic skills, and exclusive attention shall be given to these children by undertaking remedial teaching through individualized teaching and also group teaching within the normal school hours or extended hours.
v  Based on the base line and end line test conducted for the Class Readiness programme,  which is just concluded, the teachers shall identify the children from classes III to VIII who are still lacking in basic skills, i.e., Reading, Writing and simple arithmetic.
As per the RTE Act, it is mandatory for a teachers to ensure the children should attain prescribed learning levels.
v Under Section 24 (i) (d) Duties of Teachers: Assess the learning ability of each child and accordingly supplement additional instructions, if any as required.
v  Under Section of 9(h) Duties of Local authority: Ensure good quality elementary educate confirming to the standards and norms specified in the schedule.
v  Special attention shall be given to such children focusing on the basic skills they are lacking through remedial teaching, tutoring, individualized teaching, group learning, practice books,  summer camp workbooks, and other customized material  or available materials in the school such as Sneha Bala, Easy English cards.
v  Care shall be taken that the students covered under “LEP-PRERANA” programme shall not be isolated from regular teaching programme. In the regular time table, the periods of Telugu, Mathematics per week shall be allocated in the ratio of 60 : 40.
v  For example, if there are 10 periods allotted weekly for Mathematics, then six periods for regular teaching and four periods for remedial teaching for those children who are weak in basics may be allocated. For other children, these four periods shall be utilized for self study, or group work, practice work, project work, activities related to the subject.
v  The teachers shall note that this programme shall not derail the regular teaching. LEP – PRERANA programme is the programme targeting the low achievers who do not know basics.
v  If situation demands, the help of the good students may be taken for academic assistance to help these students, but not at the cost of their academic progress.
v  Every fortnight, the teacher shall record the progress of each child, specifying the learning tasks.
v  The HMs shall monitor the remedial instruction without any laxity and academic progress shall be reviewed every fortnight.
v  The parents of the children who are lagging behind shall be invited to the parents meeting conducted once in a month and inform the progress of their wards made at the end of the month.
v  In single teacher schools, the CRPs shall be deputed to assist the teachers during this programme.
v  The HMs of each school shall notify the No. of children who are lacking ‘3-R’s in their respective schools.  The list should be available when asked for.

v  Ensure the conduct of staff meetings at least once in a month on 3rd Saturday shall be conducted at school level, and minutes of the meeting shall be recorded.
:0in;maB � - e �x� h�� margin-bottom:.0001pt;mso-add-space:auto; text-align:justify;text-indent:-.25in;line-height:150%;mso-list:l2 level1 lfo2'>9.    Inclusion in Education: Implementation of inclusive practices (Social inclusion, academic inclusion, gender inclusion, inclusion of CWSN) in schools and in classroom process to address the issues of  equity  & equality. Three elementary model schools in each mandal across the State are adopted and the philosophy of ‘Inclusion  in Education’ is fully implemented. From 2014 – 15, this programme is scaled up to 6 schools per mandal.

10. Development of School Leadership is the thrust area for transforming the schools as effective learning organization.  Developing visionary leadership among school Heads and teachers as effective Instructional leaders shall be the prime concern.