Module for the preparation of School Development Plan

A module preparedunder

SSA-RTE

Module for the Training of SchoolManagement Committee on

Planning Process and Preparation ofSchool Development Plan

_____________________________

STATE PROJECT OFFICE (SSA)Human Resource Development Department

Government of Sikkim

Right to E

ducation

Module for the Training of SchoolManagement Committee on Planning

Process and Preparation of SchoolDevelopment Plan

Module written by:Dhan B.Subba, (MA, B.Ed., DEPA)Assistant Director, State Project Office (SSA),Sikkim

STATE PROJECT OFFICEHuman Resource Development Department

Government of Sikkim

Prepared for 2-day ResidentialTraining of School Management

Committee

Publisher : State Project Office SSA, SikkimCopy Right : State Project Office SSA, Sikkim

© All rights reserved.Reproduction of the book in any form requires theprior written permission of the State Project OfficeSSA, Sikkim

First Edition : October 2011Cover Design : AuthorPrinter :

Module for the Training of School Management Committee onPlanning Process and Preparation of School Development Plan

PREFACE

The quality of life depends on the quality of schooling one has had. Therefore ithas become our duty that we not only to provide our children free andcompulsory education but also ensure that they receive the best possibleeducation that we can provide. This would enable these children to be useful,contributing members of their society and their country.

Over the past several decades, both the public and education professionals havebeen vocal in their demands for new programs and practices in education.Simultaneously, these advocates have acknowledged that educators must cometo an intimate understanding of the process of change in order forimplementation to be successful and for the promises of new practices to berealized. During this period, an abundance of improvement processes wereintroduced to school practitioners in the hope that change would produce resultsin desired direction.

The School Development Plan is a plan, which provides continuousimprovement strategy that will empower the stakeholders to take ownership oftheir own development.

It is a guideline and not a set of rules to be followed slavishly. This planencourages creativity, collaboration and continuity. The plan is to be soorganized that it will promote an effective progressive and focused schoolcommunity.

It is the hope that the plan will cater to the needs of everyone within the schoolcommunity. The approach taken was holistic in that it embraced activities thatwill not only prioritize the academics but also the general areas in theschool. These areas are: a) attendance b) staff development c) infrastructure, d)parent education e) school community relations f) students’ self-esteem g)technology and work and h) health and nutrition.

The aim is to bring positive change not only to the school but also that of thecommunity to enhance students' performance in all domains for building abetter nation.

Mrs. Mamta ThapaAddl. Director-cum-SPD (SSA),

Human Resource Dev. Deptt, Sikkim

AUTHOR’S NOTE

While writing on School Development Plan for the appraisal of QualityRelated Interventions in AWP&B 2009-10, the following types of parameterswere identified for goal setting:

Students’ achievement level Learning difficulties in each subject Teaching learning methods Development and Use of TLMs Active student participation Continuous and comprehensive Assessment Community involvement in quality aspects School environment Teacher and student attendance, & regularity and punctuality Teachers’ performance against ADEPTS1 indicators

This was the beginning that the state began to think about School DevelopmentPlan and identified core parameters for the planning at school level though ithas missed the parameter like Minimum Enabling Conditions at school level.

As such, this booklet is the accomplishment of my four years’ dream to writesomething on school-community relationships. The main credit for it goes toRTE Act and its’ Section 22 which actually provided me the platform to writethis module in right time. Though I know this module may not cover many ofthe areas envisioned by the Act. On the other hand, there was limited scope ofexposure to literatures/programmes related to School Development Plan toreinforce my idea. Thus, this booklet is simply the result of my perceived ideaon School Development Plan and my experiences as a planner for the SarvaShiksha Abhiyan in the State for the last 9 years. Additionally, my interactionswith students, parents, PRIs, School Management Committees, teachers, schoolheads, CRC coordinators, etc. during my postings at Block and District leveloffices also contributed a lot in writing this module.

I should say that I intentionally made this module more like manual so thateveryone who reads this booklet would get basic idea of School DevelopmentPlan and planning at school level. Further, to train more than twelve thousandmembers of School Management Committee in one go is really difficult task in

1 ADEPTS is a Nation-wide programme. In 2007 & 2008, MHRD, Govt. of India and UNICEF conductedvarious consultation workshops in different parts of the country inviting educational administrators,educationists, college lecturers, teacher trainers and devised indicators for teachers’ and trainers’ performancestandards. The full form of ADEPTS is Advancement of Educational performance through Teachers’ Support.

the state like ours where there is shortage of good trainers on the subject ofeducational planning. Further, I have not included any training plan/session planin this book. It is the liberty of trainer to prepare above as per theirrequirements.

However, for me this has become an important juncture where I am recollectingmy memories and revisiting the moments where I encountered with the peoplewho prompted me to think about school-community relationships in managing aschool and increase its efficiency. My gratitude remains due to those greatpeople of my life.

I would like to express my heartfelt gratitude to my SPD Smt. Mamta Thapawho allocated me the interventions dealing with school-communityrelationships which eventually insisted me to write this module.

This book would not have been written if I was not been posted to BlockAdministrative Centres or District Offices where I got the exposures to realschool situations. So I would like to express my gratitude to my senior officialsfor providing me the avenues to interact with School heads, teachers, PRImembers, parents, SMC members and students which urged me to contemplateon school-community relationships.

I would like to thank my officers and staff of all levels of offices of SarvaShiksha Abhiyan, for their supports and helps.

My gratitude also goes to friends who are my source of inspirations always andI know their inspirations will remain with me always.

The support of my family is equally important as this module has been writtenduring government holidays or non-office time.

Lastly, I would be grateful, rather enriched to all the sensible readers who willpoint out my mistakes in this booklet and give suggestions for its furtherimprovement.

Dhan B. Subba10th October 2011, Chanmari, Gangtok.

OBJECTIVES

It is already been mentioned in the Author’s Note that this booklet is morelike manual than training module. While writing this booklet, the followingobjectives were kept in mind:

1. To make School Management Committee familiar with the SchoolDevelopment Plan and different steps to prepare it.

2. To aware School Management Committee about different categoriesof information essential for the preparation of school specific SchoolDevelopment Plan.

3. To educate School Management Committee about the process ofcollection of information from various sources and its consolidation.

4. To educate School Management Committee to analyse consolidatedinformation, identification of problems and its prioritization.

5. To make School Management Committee capable of convertingproblems into goals/desired outcomes.

6. To make School Management Committee capable of devisingactions/steps in consonance with the goals.

7. To make School Management Committee capable of conductingfollow-up activities to achieve the set goals/desired outcomes.

8. To educate School Management Committee about the composition andtenure of School Management Committee as per RTE Act.

9. To aware School Managing Committee about the grants beingprovided by the government to school.

10. To educate School Management Committee about the maintenance ofaccounts and process of utilization of grants.

11. To educate School Management Committee about the entitlement ofschool facilities, teachers, classrooms and part time instructorss as perRTE Act.

12. To sensitise School Management Committee about the process ofmaking school building barrier-free and pedagogically helpful.

****************

CONTENT

Preface i

Author’s Note ii

Objectives iv

Content v

1. Chapter – I: Eleven Questions to Author about SCHOOL

DEVELOPMENT PLAN

:

Question - 1 : What is School Development Plan and who prepares this? :

Question - 2 : Who are the members of School Management Committeeand what is its tenure?

Question - 3 : Why is it necessary to prepare School Development Plan? :

Question - 4 : What should be the objectives of School DevelopmentPlan?

:

Question - 5 : What is School Neighbourhood? :

Question - 6 : How do we know the area/boundary of schoolneighbourhood?

:

Question - 7 : How to prepare School Development Plan? :

Question - 8 : How many Chapters supposed to be there in SchoolDevelopment Plan?

:

Question - 9 : What are these chapters? :

Questions - 10 : Could you give an example of making budget citingexamples actions/Steps as above?

:

Questions - 11 : Do we need to fill the formats? :

2. Chapter – II: Long Term Planning

3. Chapter – III: Planning, Implementation and Monitoring :

4. Chapter – IV: Various grants to Schools and Accounts keeping :

5. Chapter – V: Entitlement under RTE Act :A : Access :

B : Teachers :

C : Part Time Instructors :

D : Classrooms :

6. Chapter – VI: Planning Tables :

Some Explanations :

*************

Chapter I

Eleven Questions to Author about SCHOOL DEVELOPMENT PLAN

Question – 1: What is School Development Plan and who prepares this?

Answer: The concept of School Development Plan is not new in the State asemergence of school education in Sikkim in 19th Century followed the samepattern of planning for individual school by the then School Committee. Firstthe numbers of children in the school neighbourhood were counted and masterwas appointed. Estimation of requirement of straws for thatch, woods for polesand pillars and bamboos for partition was done by the school committee andaccordingly the materials and man power were collected from the communitiesto erect school building in the centrally located areas of the village. So theschools which were established in earlier days in Sikkim (if not shifted later on)are found properly mapped. The present concept of School Development Plancan be said as the reformed form of School Development Plan which ourforefathers had started in Sikkim. Therefore, in short, we can say that SchoolDevelopment Plan is a document with a list of activities prepared by a schoolon the basis of its ‘at hand status’ which are to be conducted in future toachieve the targeted objectives in targeted timeframe (short term or long term)with appropriate strategies and plan of actions.

School Management Committee prepares this plan every year.

Question – 2: Who are the members of School Management Committeeand what is its tenure?

Answer: As per RTE Act, the School Management Committee at elementarylevel consists of the elected representative of the local authority, parents orguardians of the children admitted in the school and teachers. The sharing of thecomposition will be as under:

In Sikkim, we have two levels of school – (a) Primary Level wherein weteach Class I to Class VIII and (b) Secondary Level wherein Class IX toClass XII are taught. Primary Level is also known as Elementary Level. Wewill discuss the process of preparation of plan for Primary Level only inthis booklet.

a) 75% parents or guardians of the children admitted in the school (parentsor guardians of children belonging to disadvantaged group or weakersection of the society are to be given proportionate representation in theCommittee)

b) 25% representatives of teachers, panchayat and senior citizen of thesociety

c) 50% members of the Committee should be women

This means that there should be minimum 12 (twelve) members in SchoolManagement Committee which will at least accommodates school head,teacher and local authority/community leader as mentioned in column (3) of thetable below. The compositions and proportions of School ManagementCommittees as per the mandate of RTE Act is given below for an example –

No. of Membersin SMC

Proportion Womenmembersin SMCParent/guardian

membersMembers fromteachers, headteachers/ panchayat/senior citizen/academician, etc.

(1) (2) (3) (4)

12 members 09 03 06

16 members 12 04 08

20 members 15 05 10

24 members 18 06 12

28 members 21 07 14

.. .. .. ..

The patterns of compositions of School Management Committee go like this.However, the size of the School Management Committee should be such that tosupport the development of the school on its fullest possible ways and means.

Furthermore, RTE Act recognizes the School Management Committee consistof the members selected by the elected representative of the local authority,parents or guardians of the children admitted in the school and teachers in aboveproportion. The School Management Committee constituted by school head andteachers without consulting the stakeholders prescribed under the Act may notconsider recognized.

The Chairman of the Committee should be a parent or guardian and the schoolHead acts as Ex-officio Convenor of the Committee.

The committee reshuffles once in two years (bi-annual reshuffling) inconsultation with the local authority, parents or guardians of the childrenadmitted in the school and teachers of that school.

Question – 3: Why is it necessary to prepare School Development Plan?

Answer: Sub-section 1 & 2 of Section 22 of RTE Act, 2009 which came intoforce on 1st April 2010, has mandated that every School Managing Committeemust prepare School Development Plan.

The Model Rules under the Right of Children to Free and CompulsoryEducation Act, 2009 specify following purpose of preparing SchoolDevelopment Plan:

1. The School Management Committee shall prepare a School DevelopmentPlan at least three months before the end of the financial year in which itis first constituted under the Act.

2. The School Development Plan shall be a three year plan comprisingthree annual sub-plans

3. The School Development Plan, shall contains the following details –(a)Estimates of class-wise enrolment for each year;(b)Requirement, over the three year period, of the number of

additional teachers, including Head Teachers, subject teachers andpart time teachers, separately for Classes I to V and Classes VI toVIII, calculated, with reference to the norms specified in theSchedule;

(c) Physical requirement of additional infrastructure and equipmentsover the three year period, calculated, with reference to the normsand standards specified in the Schedule.

(d)Additional financial requirement over the three year period, year-wise, in respect of (b) and (c) above, including additionalrequirement for providing special training facility specified insection 4, entitlements of children such as free text books anduniforms, and any other additional financial requirement forfulfilling the responsibilities of the school under the Act.

4. The School Development Plan should be signed by the Chairperson/ViceChairperson and Convenor of the School Management Committee andsubmitted to the local authority before the end of the financial year inwhich it is to be prepared.

The Model Rules has been formulated to help operationalize the Act. Thereason of specifying the preparation of School Development Plan taking 3 yearperspectives is to enable the States to fulfill all the provisions guaranteed byRTE Act within three years.

Moreover the preparation of School Development Plan facilitates the SchoolManagement Committee to be specific about their requirements and targets towork for the school. Planning also helps them to identify the problems beingfaced by the schools.

Question – 4: What should be the Objectives of School Development Plan?

Answer: Broadly, the objectives of preparing School Development Plan are asunder:

1. To ensure universal enrolment, retention, Quality and completion ofelementary cycle at appropriate age.

2. To ensure child-friendly, barrier free, safe and attractive schoolenvironment for pedagogical processes

3. To ensure Special Training to Out of School Children of schoolneighbourhood to put them in the age appropriate class

4. To ensure physical infrastructure along with all weather school buildings5. To ensure higher order learning in children with holistic development6. To ensure community and civil society partnership in all developmental

activities of the school

Question – 5: What is School Neighbourhood?

Answer: School Neighbourhood is nothing but the service area of a schoolwhich is to be in the distance of comfortable and safe walking distance for achild from his house to school considering all natural barriers. This is not theimaginary aerial walking distance. The ‘comfortable and safe walking distance’for the children attending primary school is 1 kilometer and for upper primary 3kilometer. The following sketch is school neighbourhood of ‘X’ Primary school.

Question – 6: How do we know the area/boundary of schoolneighbourhood?

Answer: Earmarking of school neighbourhood is very important and falls underthe mandates of RTE Act. It should be done by the BRC Coordinators and BACLevel Assistant Directors in the supervision of the Joint Director, DistrictHRRDD Office. Since we don’t have problem of boundary of jurisdiction ofBRCs, we have to go for earmarking the boundary of jurisdiction of ClusterResource Centre taking landmark like river, land ridges, trees, boulder, road,etc. After that the boundaries of the schools falling under that cluster are to beearmarked on the basis of accessibility of individual school for the children (i.e.1 km walking distance from household to school in case of primary and 3 km in

case of Upper primary). The diagram below shows an example of schoolneighbourhood area:

The dotted line shows school neighbourhood area of Dugalakha JHS.

Sometimes it happens that some households may remain outside schoolneighbourhood on 1 km or 3 km walking distance norms as mentioned aboveand there is no other school in surrounding of those households which is nearerthan this school. The children of 6 to 14 year age group of such householdsshould be recorded separately and if the number of such children is 10 or morethan that, an alternative school (an EGS Centre) can be opened in such place.

Question – 7: How to prepare School Development Plan?

Answer: Preparation of School Development Plan involves following threemajor steps (A, B & C):

A. Status Assessment – Diagnostic Activities and listing of ProblemsFirstly, the School Managing Committee conducts household survey ofthe school neighbourhood to record the status of age-wise childrenpopulation in the age group of 5 to 14 years, listing of Out of schoolChildren within the population of 6 to 14 years in age-wise and academiclevel-wise basis (updation of Village Education Register if available in

the school). Prepare VER if not available in the school. (Every have tomaintain Village Education Register wherein record of children of everyhousehold is recorded)

Secondly, School Managing Committee conducts institutional survey ofthe school and record all the information related to infrastructure andinfrastructure requiring repairs, Teaching learning Equipment, childrenachievements, students’ enrolment, teacher availability, attendance statusof children and teachers.

Thirdly, assessment of the available status of school in respect of allaspects collected as above and identification of problems related to allassessed aspects. Suppose while doing assessment, it is found that theschool has 100 students in primary classes and 2 teachers. This showsthat there is the issue of teacher shortage. In the same way, 50% childrenacquired ‘E’ grade in last examination. This shows that the classroomteaching or skill development activities in school are poor. It has twoproblems (i) Shortage of teachers and (ii) Teachers are not skilled withbetter pedagogical practices. Accordingly, the list of problems identifiedmay be like this:

a. School has common toilet but there is no separate toilet for girls.b. 20% children remain absent in the school per day.c. Shortage of two teachersd. 50% children scored ‘E’ gradee. 10 children out of 120 children in the age group of 6 to 14 years are

out of school, etc.

B. Prioritization of ProblemsFirstly, the problems identified during diagnostic activities are to beprioritized on the basis of its gravity. For example (as per aboveexample):

a. Shortage of two teachersb. In average 20% children remain absent in the school per dayc. 10 (ten) children in the age group of 6 to 14 years are out of schoold. 50% children scored ‘E’ gradee. School has common toilet but there is no separate toilet for girls, etc.

Secondly, segregation of problems in terms of its solution level like SMCcannot afford to construct new classroom so its proposal should beforwarded to Cluster Resource Centre and improvement students’attendance can be solved at school level.

Now, we have to convert the problems/problems into desiredoutcomes/goals which are to be achieved at the end of the year as in thefollowing table:

Sl.

No.

Problems/Problems Desired Outcomes/Goals Solutionlevel

1 Shortage of two teachers To make full set ofteachers in the school

Placedemand inhigher level

2 In average 20% childrenremain absent in school perday

To ensure 100%attendance of the childrenin the school

SMC level

3 10 (ten) children in the agegroup of 6 to 14 years are outof school

Enrolment of 10 out ofschool children in theschool

SMC level

4 25% children scored ‘E’ gradein last assessment

To reduce the percentagechildren scoring ‘E’ from25% to ‘0’%

SMC level

5 School has common toilet butthere is no separate toilet forgirls

To provide separate girlstoilet to girl children

Placedemand inhigher level

C. Devising Actions/Steps to achieve Desired outcomes/Goals and Cost.The detailing of the problems and converting it into goals, automaticallyindicates the general idea of achieving the set goals. But every goal hasseries of relevant action points which lead to its achievement. Many ofthe bigger plans fail because of ignoring this step. So this step has beenconsidered significant while preparing a plan.

Example:

To solve the issue of shortage of teachers in the school, the SMC mayrepresent Cluster Office/Block Office/District Office. As such the Actionscan be –

First step: Representation by School Management Committee toCluster Resource Coordinator to demand teachers, if not solved

Second Step: School Management Committee conducts a meeting andengage volunteer teacher from among the educated unemployed youthsof the village till the teachers join school,

Third Step: They make representation to Block Resource Coordinatorto demand teachers, if not solved,

Fourth Step: They make representation to District Office to demandteachers and so on.

But it is important to decide by the School Management Committee thathow long SMC waits in one step for fulfilment of its demands. The fixingduration/timeline should be on the basis of the seriousness of demands.School management Committee have to follow the timeline strictly. Itmay also add more steps above, upto Fourth, fifth steps.

Some more examples of devising steps

Sl.

No

DesiredOutcomes/Goals

Actions/Steps to achievethe targeted goals

Remarks

1 To make full set ofteachers in theschool

Step-1. Representation toCluster Office/BlockOffice/District Office todemand Teachers

Step-2. Mobilizepanchayats, community,NGO and local youths tocontribute for theplacement of temporaryvolunteer teachers till

Add more steps tomobilize community towork for schools and talkfor school. Monitorcontinuously andcontinue the follow-upsas per the demand of thesituation but never forgetthe goal that has to beachieved at the end of the

Sl.

No



Remarks

regular teachers joinschool.

(and so on)

year.

2 To ensure 100%attendance of thechildren in theschool

Step-1: Reconsider thereasons of absence ofchildren as per thefindings of the surveyconducted

Step-2: (for example, ifyour finding is ‘childrenthink school is notinteresting’) Conduct ameeting of SchoolManagement Committeeand invite an expert ofschool environmentmanagement and apedagogue. Place yourproblem and ask them toreact, then make furtherplan to ahead or you mayinvite an educationalplanner along with themwho will suggest furtherplanning.

Step-3: Constitute anEminent Mother Groupto monitor children’sattendance

(and so on)

Mobilize mothers of thechildren, panchayats andlocal NGOs to work onit.

The SMC members whooften wander village dueto his occupation mayalso be of great use totrack children’sabsenteeism.

Discuss the points like

a. How to make schoolenvironmentwelcoming tochildren?

b. What type ofteaching learningprocesses can attractchildren to school?Etc.

(Blindly forcing them tocome to school may leadto any mishaps – besensitive towardschildren. Explore whatthey want.)

Sl.

No



Remarks

3 Enrolment of 10out of schoolchildren in theschool

Step-1: Visit the house ofthe out of the schoolchildren and convince/motivate parents to enrollthem in the school.(Conduct motivationcamps)

Step-2: Bring them toschool and enroll in ageappropriate class;

Step-3: Then admit themin the nearest SpecialTraining Centre.

Step-4: Track them in theSpecial Training Centrealso and bring them toschool after above centreprovides desiredcertificate.

(and so on)

Most of the out of schoolchildren are the Childrenwith Special Needs(special children) andtheir parents do not wantto expose their childrenin the society and manyof them feel ashamed tolet other know his/herchild is special.

If the problem is severe,approach Clusterresource Coordinator/Block ResourceCoordinator or SSAoffice and request for theconduct of mobilization/motivation camps. SSAcan conduct suchprogramme in yourvillage if you havegenuine problem.

(If not, explore more)

4 To reduce thepercentage ofchildren scoring‘E’ from 25% to‘0’%

Step-1: Reconsider thereasons of poorperformance of childrenas per the findings of thesurvey conducted

Step-2: (Reasons may bemore. If reason is thechildren do not get timeto study at home, then).

Suggest parents thesimple way to supportchildren at home like

- let them go throughtheir school bagbefore brunch in themorning and at night,

- let them be free offamily stress and

Sl.

No



Remarks

Make “Children’s StudyTime at Home” the mainagenda for every parent-teacher meeting.

Step-3: Start trackingchildren and reasons ofpoor performance

Step-4: Compile thetracking report and planfurther

(and so on)

sound sleep at night,- let them feel

secure/safe- express love and

encourage to belearned

(Don’t be negative butsometimes tuition goingchildren only do better,if so, conduct authenticsurvey on it and reporthigher authority of theHRD Department)

5 To provideseparate girls toiletto girl children

Step-1: Place demand toCluster ResourceCoordinators, BlockResource Coordinators,District Office, Stateoffice, BlockDevelopment Officer,Gram Panchayat, etc.

Step-2: Report ClusterResource Coordinator ifschool got said toilet fromBDO office and in thesame way report BDOoffice if school got toiletfrom SSA. Don’t takefacility from both sides.

(and so on)

Grown up girl childrenface problem due to lackof girls’ toilet in theschool. Because of this,many girl childrenremain absent duringtheir monthly periods.School may keep sanitarypads in girls’ toilet fortheir emergency use anda lady teacher may bemade in-charge of that.

The schools are beingprovided Toilets anddrinking water underTotal SanitationCampaign (TSC) fromBDO office. SSA alsoprovides toilet facilitiesfor schools. School

Sl.

No



Remarks

Management Committeemay request both thesources.

Lastly, all the actions and steps are to be converted into estimated cost.However, it is to note here that every action should be cost effective.

Question – 8: How many Chapters supposed to be there in SchoolDevelopment Plan?

Answer: Broadly there would be Five Chapters in School Development Plan:

1. Chapter – One : General Information about School e.g. name of school,year of establishment, location of the school, distance from cluster, blockoffice, District office, area of school neighbourhood, number ofhouseholds, total population, children population in schoolneighbourhood, literacy of the people residing in school neighbourhood,etc.

2. Chapter – Two : Present Status of the school and school neighbourhoode.g. number of teachers available in the school, student enrolment,number of building blocks, toilets, separate girls’ toilet, drinking waterconnection, electricity connection, playground, number of classroomsavailable, condition of classrooms and other rooms, how much parentsare involved in school activities by school, regularity and punctuality ofteachers’ and students’, availability of teaching learningmaterials/equipment, games materials, number of out of school children,students’ performance, etc.

3. Chapter – Three : Analysis of Progress achieved in last year’s plantargets OR progress achieved as per the fund invested in the school,(grants received and utilized). This chapter also includes the list ofactivities conducted last year and the activity-wise expenditure incurredin conducting activities. List of assets created also need to be includedhere.

4. Chapter – Four : Identification of problems according to the presentstatus of school given in “Chapter – Two”, listing of these problemsidentified, its prioritization and Devising action/steps for solution duringthis plan period. Chapter – Three may also indicates the problems whileanalyzing the progress achieved.

5. Chapter – Five : Estimation of cost of the Plan. The estimation andlisting of activity-wise cost should be done on the basis of the list ofactivities prepared in Chapter – Four. Some of the activities can be donewithout investing money like improvement of teacher attendance,bringing out of school children in the school, etc. and the activities likehousehold survey, construction of toilets, additional rooms, etc. requirefund. The cost estimation should be done accordingly.

Question – 9: What are these Chapters?

Answer: The Chapters would be:

1. School Neighbourhood profile2. Present Status of School3. Achievements in Last Year’s Plan4. Problems Identified and devised actions for solution5. Budget

Question – 10: Could you give an example of making budget citingexamples actions/Steps as above?

Answer: Preparing budget is very simple if the chapters included containgenuine information. The sample budget is prepared on the basis of theexamples cited above. The financial is given in rupees.

Sample Budget for a Primary School (in Rs.)

Sl.No.

Activities UnitCost

Approvedlast year

Proposal thisyear

Phy Fin Phy Fin1 School Grant 5000 1 50002 Teacher Grant (for two

teachers)500 2 1000

Sl.No.

Activities UnitCost

Approvedlast year

Proposal thisyear

Phy Fin Phy Fin3 Maintenance Grant 7500 1 75004 Ancillary Grant (for 100

children)37 100 3700

5 Stationary Grant 1000 1 10006 Separate toilet for girls 20000 1 200007 Management Cost

a. Household Survey (Supposethere are 100 Households)

05 100 500

b. School Survey 100 01 100c. To go cluster centre to demand

teachers00 0 00

d. To go Block Office to demandteachers (one time)

50 15 750

e. To go District Office todemand teachers (one time)

100 15 1500

f. To engage Volunteer teachers 2000 02 48000g. To conduct meeting to make

100% attendance invitingexpert of school environment,educational planner &pedagogue (one time)

1500 1 1500

h. Monthly SMC meetings (for15 members)10 times in a year

1000 15 15000

Total 105550Note: “Phy” means physical unit that indicates the physical number like 15number of SMC members and “Fin” means Financial unit i.e. Rs. 15000/-

Sample Budget for a Junior High School (primary attached toU.Pry/SS/SSS)

Sl.No.

Activities UnitCost

Approvedlast year

Proposal thisyear

Phy Fin Phy Fin1 School Grant 7000 1 70002 Teacher Grant (for two

teachers)500 10 5000

3 Maintenance Grant 10000 1 100004 Ancillary Grant (for 100

children)65 200 13000

5 Stationary Grant 2500 1 25006 Separate toilet for girls 20000 1 200007 Management Cost

a. Household Survey (Supposethere are 100 Households)

05 150 750

b. School Survey 100 01 100c. To go cluster centre to

demand teachers00 0 00

d. To go Block Office todemand teachers (one time)

50 15 750

e. To go District Office todemand teachers (one time)

100 15 1500

f. To engage Volunteerteachers

2000 02 48000

g. To conduct meeting to make100% attendance invitingexpert of schoolenvironment, educationalplanner & pedagogue (onetime)

1500 1 1500

h. Monthly SMC meetings (for15 members)

i. 10 times in a year

1000 15 15000

Total 125100The fund shown against the serial number 1 to 5 in the table is allocated yearly.

Question – 11: Do we need to fill the formats?

Answer: Definitely. Formats are planner’s food-godown, keeping it emptymeans you die with hunger.

**************

Chapter II

Long Term Planning

The discussion we did in the above section is for the annual plan only. Let usdiscuss about Long Term Planning as well. The planning on long termperspectives includes the planning of such areas which require more than oneyear for its achievements. The following areas may be taken as the areas forlong term planning:

Future expansion of the school in case of increase in the enrolment or up-gradation of school to higher level.

Provision of barrier free environment in the school Enhancement of achievement level of children, etc.

As an example of ‘Future expansion of the school’, the school has to prepareschool layout map of the school as under:

The above sketch shows the School Campus Layout Map of a primary school ofhilly terrain wherein a site for future expansion is exclusively set aside. In thesame way, the school may also plan for the wasteland lying in the schoolcampus like construction open amphitheater, children friendly structures, flowergarden, campus plantation, etc.

The sketch prepare above is not the actual School Campus Layout Map. In fact,this type of map is to be prepared by the engineers. The School Campus Layout

Map of Assangthang Junior High School, South District, is given in the next assample.

School Campus Layout Plan of Assangthang Junior High School, South Sikkim

For the construction of new school building in the hilly terrain, the design of thebuilding has to be prepared on the basis of the landscape and nature of soil inthe construction site. The provisions of barrier-free elements like ramps,handrails, grab rails, etc. and the BaLA (Building as Learning Aid) elements areto be included in the design itself. The sketch below shows the ramps withhandrail which is one of the main components of Barrier-free environment of aschool.

The school building should focus the following four areas:

1. A warm and encouraging atmosphere in the schoolThe dull looking school buildings and classrooms infrastructure cannotprovide a warm and encouraging atmosphere for the children in the school.It is seen in many of the schools of Sikkim that the structures were maderandomly without considering the future requirements of land and scope ofexpansion. This has resulted in the unorganized dispersal of structures in theschool campus giving dull and boring looks. As such, a warm andencouraging atmosphere in the school may be ensured by doing following:

a. The plan of the school building should be as per the construction sitewhich can tune with the landscape and gives beauty

b. Designing school building in such a way to make it well ventilated,lighted (natural light) and having thermal comfort so that the childrenmay not feel annoyed of coming to school.

c. Architectural design of the school should be such that the paintingscan be done with various colours (not dull and monotonous colours)

d. Classroom mural/ceiling painting should be painted in differentcolours in such a way to make them attractive for children and usefulfor pedagogical purpose

e. The height of the chalkboards is to be accessible to childrenf. School Layout Plan should provide appropriate site for campus

plantation (trees, shrubs, herbs) which can serve both as sheds andbeautification of the school. The layout plan should also provideappropriate site for horticulture/agriculture (like weak/landslide proneside in hilly terrain if any; which cannot be used for constructingbuildings) in case the school has such land.

2. Learning through activity, discovery, dialogue and exploration [Increasedvisibility of active learning]Learning through activity, discovery, dialogue and exploration may beensured in a school by introducing BaLA2 components. The availability ofABL3 friendly furniture in the classroom, standard classroom space for 40children in primary classes and 35 children in upper primary classes that canfacilitate to conduct activities making at least five groups (8X5 for primaryand 7X5 for upper primary), design on the floor, if possible room shapesmay be made pentagonal and hexagonal rather than monotonouslyrectangular, etc. will definitely provide scope for active learning in theclasses. If the school area permits and providing multi-purpose hall for theschool is impossible, an open amphitheater should be made in the schoolcampus.

3. More inclusive classroom participation (visible and continuous reductionin discriminatory classroom practices classroom – identify these, and thenwork on them)Providing barrier-free environment in the school is one of the main optionsto make inclusive classroom participation and enhance inclusive activities in

2 Building as Learning Aid – School Building has to be made in such a way that the building acts as learningresource for children. Various designs of BaLA are available in the State and District HRDD offices.3 Activity Based Learning – learning through activities, not merely sitting on the bench idly and listeningteacher’s lecture.

teaching learning process. Here the inclusion also includes the socialinclusion which does not have relevance under Civil Works. As such thebarrier-free in this case will be only the physical barrier. Inclusive classroomparticipation would be possible by following way:

a. Taking steps with low heights in the stairs – colour contrasting/slip-resistant

b. Grab rails on both sides of the stairsc. Colour contrasting/slip-resistant ramps with handrails with standard

length-height ratiod. Be free of sharp or abrasive elementse. Be colour-contrasted from the adjacent wall surfacef. Barrier-free facilities in toilets, urinals and drinking water hydrant

with grab bars and standard interior and front area,g. The plan of the school building incorporates all the barrier-free

components, etc.

4. Focus on higher order learning with objectives and construction of childknowledge, potential & talent.Including the barrier-free components as mentioned above, the plan andestimate should also incorporate the provision of various designs related tocontents of the textbooks which are to be drawn on the walls, floors, doors,windows and columns etc. that encourage or prompt knowledgeconstruction among children.

It would be better if the Whole School Development Plan is prepared forindividual school considering its measured layout area and projectedchildren’s participation rates in that school.

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Chapter III

Planning, Implementation and Monitoring

Planning

School Managing Committee convenes a planning meeting of parents, teachersand panchayats and local people in the month of September and deliberates forthe updation of the available school neighbourhood data. If it is the first timethat the school is preparing School Development Plan and all the data are to becollected, then this meeting has to form the sub-committees for followingtwelve purposes:

1. Household Surveya. To conduct Household Surveyb. To consolidate Household Survey data in Children Population

Format, School Going Children Format, Out of School ChildrenFormat

c. To maintain children population records of School Going Children,Special Children and Out of School Children in different registers

2. School Surveyi. To conduct School Survey

ii. To consolidate School Survey data in School Format, EnrolmentFormat and Teacher Format

After consolidating the data of both the survey, School Management Committeeconvenes another meeting and lists the problems in twelve areas as follows:

i. Listing of problems related to enrolment of Out of School Children,a. Age-wise not enrolled children – Normal and Specialb. Age-wise and grade-wise dropout children – Normal and Specialc. Age-wise educable Special childrend. Age-wise non-educable Special Children

ii. Listing of problems related to teachera. Shortage of teachersb. Untrained teachers

c. Under oriented teachersd. In-effectiveness of teacherse. In-effectiveness of HMf. Low attendance of teachers and HM

iii. Listing of problems related to Studentsa. Low/average attendance of studentsb. Low/average achievement of students

iv. Listing of problems related to availability of infrastructure/basic facilitiesa. Shortage of Classroomsb. Shortage of Blackboardsc. Shortage of desk/bench/classroom chair &tabled. Lack of barrier free environment for special childrene. Lack of Boundary wall (child safety)f. Lack of ground level blackboard in primary classesg. Lack of learning friendly designs in schoolh. Lack of teacher toileti. Lack of Boys’ Toiletj. Lack of Separate Girls’ Toiletk. Lack of drinking water connectionl. Lack of drinking water hydrant/ platformm. Lack of Children’s library almirahn. Lack/in-sufficient electricity connectiono. Shortage of Notice Boards/Display Boards for Common purpose, HM,

Teachers, Students, etc.p. MDM Kitchen and storeq. Shortage of room to make staff roomr. Shortage of room to make HM’s rooms. Shortage of staff room furniture – chair, table, almirah, etc.t. Shortage of HM’s room furniture – chair, table, almirah, etc.u. Shortage of room for Laboratory (for upper primary only)v. Shortage of room Storew. Tiffin Hall, etc.

v. Listing of problems related to conditions of available infrastructurea. Major/minor repair of roof, walls, columns, floor, etc. of existing

school buildingsb. Major/minor repair of protective/supporting walls for existing school

buildingsc. Major/minor repair of classrooms and its blackboardsd. Major/minor repair of other roomse. Major/minor repair of school furniture including Notice Boardsf. Major/minor repair of toilets available in the schoolg. Major/minor repair of drinking water connectivity and water hydranth. Major/minor repair of electricity connectioni. Major/minor repair of MDM kitchen/Store/tiffin hall,j. Major/minor repair of ground level blackboard, etc.

vi. Listing of Problems related to teaching materials/equipmenta. Lack/shortage of age relevant library books for childrenb. Lack/shortage of globe, maps, charts, etc.c. Lack/shortage of fixed, embossed, folding models, etc.d. Lack/shortage of play cards, flash cards, etc.e. Lack/shortage of Mathematics kits, Science kits, etc.f. Lack/shortage of instruments like computer, printer, tape recorder,

microscope, hand lens, mirrors, etc.g. Lack/shortage of ICT instruments like radio, TV, internet, etc.

vii. Listing of problems related to Physical Health Education (games, sports,physical training and health education)a. Lack/shortage of football kits, volleyball kits, cricket kits, badminton

kits, hockey kits, etc.b. Lack/shortage of table tennis kitsc. Lack/shortage of chess, ludo, etc.d. Lack/shortage of javelin and discuss kits.[Problems depend on the availability of playing spaces and smallplayground may be extended if community can provide land]

viii. Listing of problems related to Art Education [Music, dance, theatre,drawing, painting and craft/work]a. Lack of art education materials like design books, source books, tool

guides, etc.b. Lack/shortage of musical instruments like madal, damphu, chyabrung,

tungna, harmonium, guitar, dukki-tabela, etc.

c. Lack of craft labs, craft materials and tools [tools for carving,moulding, chiseling, cutting, chopping, etc.]

ix. Listing of problems related to use of various grants received by theschoolsa. Improper use of School grant – not as per prioritized activitiesb. Improper use of Teacher grant – not as per prioritized activitiesc. Improper use of Maintenance grant – not as per prioritized activitiesd. Improper use of Stationary grant – not as per prioritized activitiese. Improper use of Ancillary grant – not as per prioritized activitiesf. Improper use of other fund received as personal donations/ prizes –

not as per prioritized activities, etc.

x. Listing of problems related to community and civil society participationsa. People grazes their cattle in school campusb. People defecates in school areac. People destroys water linkage to schoold. People destroys school properties during off school timee. People do not visits and inquire classes/school during school daysf. People do not sit in the class to see how teacher teachesg. People do not contribute to make school more effective in attracting

children, etc.

xi. Listing of school inspection related problemsa. School Management Committee do not visit school once in 15 daysb. Cluster Coordinator do not visit school even once in a monthc. Block Coordinator do not visit school even once in 3 monthsd. Sub-Divisional Deputy Director do not visit school even once in 1

year

e. District/DIET officials do not visit school even once in 2 yearf. State/SCERT officials do not visit school even once in 3 year

xii. Listing of problems related to exigenciesa. Sanitary problems for girlsb. Uncertain injuriesc. Landslided. Earthquakee. Fire hazardsf. Late arrival of textbooksg. Uncertain transfer of the teachers or closing of school, etc.

School Management Committee segregates the problems which are to be solvedin the plan period and prioritizes them as per the importance of the problem inthe same meeting. Accordingly the meeting converts the problems into desiredoutcomes/goals and devises the actions/steps to achieve the same (See theanswer of Question 5 above). After finalization of the plan for the year, thecommittee submits it to their respective Cluster Resource Centre.

Implementation

This step includes all the planned activities conducted to achieve the desiredoutcomes/goals. As such, School Management Committee actually startsworking as per the devised actions/steps to solve the prioritized problemsincluded in the plan. School Management Committee during its meetingconstitutes sub-committees to implement various planned activities with clearinstructions.

Monitoring and Review Meetings

School Management Committee convenes periodical meetings sub-committeesto review the progress of the implemented activities. Sometimes the committeeneeds to devise alternative actions/steps if they feel that the previous strategiesmay not suffice to achieve the targeted goals. The committee also needs toanalyze the planned areas which are lagging behind and reconsider thestrategies to speed up the process.

School Management Committee should meet once in a month and there shouldbe quarterly review meeting with sub-committees wherein the sub-committeeswill submit their quarterly progress report. School Management Committee alsohas to conduct parent-teacher meeting two times every year to apprise them theprogress achieved against the plan targets for both physical and financialachievements. This meeting should be after Summative Assessment – I and IIso that the meetings can also discuss about the achievements of the children inthe school. In every meeting, School Management Committee has to maintainrecords the progress in every meeting in the minutes register.

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Chapter IV

Various Grants and Accounts keeping

The government provides various annual grants to schools on the basis of thelevels and categories. These grants are school grant, maintenance grant, teachergrant Stationary and ancillary grants. The rates of different grants are as under:

Sl.

No.

Types ofGrants

Particular Amount

1. School Grant - For Primary Level : Rs. 5000/- per school

- For Upper Primary Level : Rs.7000/- per school

2. MaintenanceGrant

- For schools with up to 3 rooms : Rs. 7500/- per school

- For schools with more than 3rooms

: Rs. 10000/- perschool

3. Teacher Grant - For all govt./aided schools : Rs. 500/- per teacher

4. StationaryGrant

- For Primary schools : Rs. 1000/- per school

- For Jr. High Schools : Rs. 2500/- per school

- For Secondary Schools : Rs. 5000/- per school

- For Sr. Sec. Schools : Rs. 7500/- per school

5. AncillaryGrant

- For the children of Classes I to

V

: Rs. 37/- per child

- For the children of Classes VI : Rs. 65/- per child

Sl.

No.

Types ofGrants

Particular Amount

to VIII

6. Donations/

Cash prizes- This is the money received by the school from Ministers,

MLAs, MPs, PRIs, govt. officials, community as personaldonations and the cash prizes for school’s/students’performances

Note: The rate given above under Serial number 1 to 5 is the present rate of the department.

School Grant: This grant is given on the basis of the level i.e. Primary Leveland Upper Primary Level. As given above `5000/- Primary Level and `7000/-for upper primary level. So the school having both the levels will get `12000/-.The School Grant is meant for the replacement of timeworn materials like file-board cover, registers, etc. Since the above materials may not be replace everyyear and Stationary Grant is also there to supplement the requirements, the grantmay be used for the construction of almirah for children’s library, purchasingpetty laboratory consumables for teaching science up to upper primary levels.

Maintenance Grant: Maintenance Grant is given on the basis of the roomsavailable in the school. It is anticipated that the schools having more roomsneed more fund for repair. This grant is meant for minor repairs like repairing ofwindow panes, desk, benches, chairs, tables, blackboards, almirah, etc. Sincethis grant also an annual grant for the school, the fund allocated under this maybe used for the development of child-friendly or learning-friendly environmentin the school campus if repair works is less in the school.

Teacher Grant: Teacher Grant is given on per teacher basis and the number ofteachers available in the school on the basis of the entitlement as per RTE Act.This grant is meant for the preparation of low cost Teaching Learning Materialsfrom the locally available materials. This grant can also be used for buying chartpapers, sketch pen, markers, etc. to conduct stimulating teaching learning in theclassroom.

Stationary Grant: Stationary Grant is given on the basis of the category ofschools, not on the basis of the levels available in the schools like school grant.School category means the primary school, junior high school, secondary school

and senior secondary school. As mention in the table above, it is given a lump-sum amount on the basis of school category. This grant is especially meant forthe purchase of office stationaries and other consumables.

Ancillary Grant: Ancillary Grant is given to school on the basis of the level-wise number of children available in the school in previous year. This grant isfor the purchase of various materials for the assessment of students’achievements like papers, pencils, pen, ink, or the materials required forconducting such assessment activities.

Donations/ Cash Prizes: This is the money received by the school fromMinisters, MLAs, MPs, PRIs, govt. officials, community as personal donationsand the cash prizes for school’s/students’ performances [School cannot imposeany fees to children]. Mostly it is found that the schools hardly keep theaccounts of the money received by the schools as donations and prizes.However, the money received by the school, whatever may be the source, ispublic money. Therefore, the school has to maintain the accounts of the moneyreceived by the school as donations and cash prizes. The money received fromthese sources may be used for educational excursions of students; excursions ofteachers to the schools which have excelled innovatively in school managementor pedagogical processes, for the procurement of musical instruments/costumes, tape recorder, radio, etc.

Accounts keeping: Sarva Shiksha Abhiyan emphasizes transparent accountskeeping at every management level. The accounts of every grant is bemaintained in separate register and keep in a file along with respective vouchersand cash memos. Therefore, there should be six registers and six board coversfor accounts keeping of above mentioned grants.

The School Management Committee has to maintain transparency in keepingthe accounts. The details of receipt and expenditure are to be placed in quarterlymeetings of School Management Committee and in the parent meetings. ADisplay Board showing monthly receipt and expenditure is to be fixed in thewall of the school verandah in such place where it can be easily visible tocommon public. The sample DISPLAY BOARD is given below.

MONTHLY FUND UTILIZATION

Month: October

Sl.

No.

Fund received as Amount Expenditurethis month

Expenditure tilllast month

Total tillthis month

Balance

1. School Grant `5000/- `750/- `2300/- `3050/- `1950/-

2. MaintenanceGrant

`7500/- 0 `4500/- `4500/- `3000/-

3. Teacher Grant `2500/- `1500/- `200/- `1700/- `800/-

4. Stationary Grant `1000/- 0 `500 `500 `500/-

5. Ancillary Grant `3700/- `500/- `2000 `2500/- `1200/-

6. Fund receivedfrom other source

- - - - -

Total `19700/- `2750 `9500/- `12250/- `7450

Note: The item indicated under serial number 6 is donations and cash prizes received by the schools

As mentioned above the accounts keeping in different registers for differentgrants is mandatory. These registers are to be placed when concerned officialsor Audit party visit the schools along with the cash memos and vouchers. Asample entry of the accounts register pertaining to School Grant is given nenext page:

ENTRY REGISTER FOR SCHOOL GRANT

RECEIPT EXPENDITURE

Date Particulars Amount Total Date Particulars Amount Total

Brought forward `200/- - - - - -

12/4/2011 Received SchoolGrant vide chequenumber …… or cash

`5000/- `5200/- 3/5/2011 Purchased 5 registers and 5 fileboard covers (Cash memoenclosed in c.p. no. 3)

`350/- -

7/7/2011 Purchased ply wood to makealmirah to set children’s library(Cash memo enclosed in c.p. no.4)

`1500/- `1850/

10/7/2011 Purchased nail, latches, etc.(Cash memo enclosed in c.p. no.5)

`225/- `2075/-

21/7/2011 Paid to carpenter (Receiptenclosed in c.p. no. 3)

`900/- `2975/-

So on….

Note: School Management Committee meets every time when it receives any fund/grant to discuss the activities to be taken up from

among the prioritized list using that money. It also reviews the progress of the works which are already taken up by it.

Planning Format 44 | P a g e

In the same way, School Management Committee has to prepare registers forMaintenance Grant, Teacher Grant, Stationary and Ancillary Grants. Anotherimportant thing that School Managing Committee must not forget is thesubmission of Utilization Certificate at the end of every Financial Year i.e. endMarch every year. The format for the submission of Utilization Certificate is asunder:

Note: The SMC Secretary is the Ex-officio Member Convenor i.e. School Head

Very often, it is heard that the School Management Committee is asked tosubmit the cash memos and vouchers along with the utilization certificates byCRCs, BRCs and DPOs. This will creates problem for School ManagementCommittees when School Audit visits their schools. Therefore, the committeesubmit simple certificate as above, however, they have to show accounts andsatisfy the school audit and inspecting officers from various levels during theirvisits to the schools.

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SCHOOL MANAGEMENT COMMITTEEGOVERNMENT PRIMARY SCHOOL

AMALAYRef. No. _______________ Date: ________

UTILIZATION CERTIFICATE OF SCHOOL GRANT

This is certify that the amount to the tune of ` 5000.00 (Five Thousand) received bythis School on account of School Grant for the financial year 2011 is fullyutilized.

Sign of Secretary (SMC) Sign of Chairman (SMC)

Seal Seal


Chapter – V

Entitlements under RTE Act

RTE Act has specified entitlements related to access, number of teachers, parttime instructors and classrooms. The discussions on these entitlements are givenin the bullets below for the information to the School Management Committee.The main intend of including this chapter in this module is to make SchoolManagement Committee aware about the norms of entitlements of basic needsof opening a school or providing basic facilities in a school.

A. Entitlement related to access to school for all children of 6 to 14 agegroupAny habitation which falls beyond the school neighbourhood areas as perthe neighbourhood norms laid down by the state government, the childrenof that habitation, if they are out of school, are entitle for access toschooling. The state has the provision of opening of Lower PrimarySchool which is the school with three classes (I to III) in the habitationshaving 20 to 30 children and primary school with classes I to V above 30children. The strategies for providing access to schooling for the childrenof such habitations having less than 20 children are yet not devised ornotified in the state. However, we may take following norms forproviding access to schooling in this module for the children of suchhabitation of the state:

No. ofchildren

Adoptable Strategies Remarks

01 to 09 Enrolment of children providingresidential facility in the schoolsalready having hostels

We may request MHRDfor providing per childhostel fee instead ofresidential school

10 to 19 Opening of EGS Centres if thehabitation may be eligible for lowerprimary school after two years (afterprojecting children population of 6 to11 years considering birth rate andpopulation inflow)

If the habitation does notfulfill the criteria ofopening of lower primaryschool within 2 years wemay go for residentialfacility


B. Entitlement related to teachersThe tables given below give the entitlement of teachers in primary andupper primary levels of government schools as per RTE Act 2009. Sinceentitlement of teachers on enrolment basis as per last Notification[Notification No. 1022/Dir/HRDD/SE, dated 2nd February 2010.] of theHuman Resource Development Department, Government of Sikkim, ishigher than the RTE Entitlement, the School Management Committeemay confuse of total number of teachers to be there in a school. However,the School Management Committee has to follow the RTE entitlementwhile demanding teachers for the school.

For Primary Level (Classes I to V)

Sl.No.

Students’Enrolmentnumber

Entitlement offull timeTeachers

Entitlement ofHead Teacher

Entitlement ofPart TimeTeacher

1 01 to 60 02 Not Entitled Not Entitled




5 150 to 200 05 01 Not Entitled

6 200 and above PTR @ 40:1 01 Not Entitled

Note: As per the formats supplied by Ed.CIL for the preparation Supplementary Plan 2010-11

The serial number ‘1’ shows student enrolment number as 01 to 60. Thisdoes not mean that a school can be opened or two teachers can be appointed fora child where that child only is the students for a complete session of that

school. The indication of 01 to 60 is ‘Up to 60 children’. The PTR given inthe 6th row in the table above is the rate of students per teacher. Thismeans that if there is more than 200 students in a primary school orprimary level in Junior High School, Secondary or Senior SecondarySchools then one each teacher will be added for every 40 students. Theprimary schools opened under SSA, has been given two primary teachersas the schools have less than 60 students. If the students’ enrolment is


more than 60 in this session, the schools may demand teachers as per theteacher entitlement of RTE Act.

For Upper Primary Level (Classes VI to VIII)

Sl.No.

Enrolmentnumber

Entitlement offull timeTeachers

Entitlement ofHead Teacher

Entitlementof Part TimeTeacher

1 2 3 4 5


2 100 to 150 03 01 03

3 150 and above PTR @ 35:1 01 03

Note: As per the formats supplied by Ed.CIL for the preparation Supplementary Plan 2010-11

The descriptions for Row number 1 for number of students and Rownumber 3 for PTR are same as in primary level. However, regarding thenumber of teachers in the table above may need explanations. Theentitlement of 03 teachers mentioned under column 3 are the teachers forthree subjects i.e. one Social Studies Teacher, one Science Teacher andone Language Teacher. In this case as well, the state has the provision ofproviding three Social Studies Teachers, one Mathematics Teacher andone Science Teacher (including Head Teacher) for upper primary level.The language classes in upper primary level are normally dealt byprimary teachers. However, the primary schools upgraded under SSA arefollowing the norms of RTE Act for the placement teachers.

C. Entitlement of part Time InstructorsThe upper primary schools having enrolment (enrolment in Classes VI toVIII) more than one hundred are entitle for three Part Time Instructorsviz. one work education instructor, one art education instructor and onephysical education instructor. The art education instructor normallyworks on both performing and visual arts. The performing arts like vocaland instrumental music, folk and classical dances, rhythmic movements,drama, stage puppetry, street plays, mime, mask play, etc. and visual artslike painting, drawing, paper cutting and pasting, clay and papermodeling, puppetry, sculpturing, various indigenous crafts etc. The workeducation instructor instructs the children on work education like cutting


vegetables, cooking, cleaning classrooms, decorating rooms, cleaningutensils, gardening, organizing class quiz, washing clothes, etc. Thisinstructor inculcates the ethics of dignity of labour. The physicaleducation instructor is not like PT Teacher. This instructor has to lookafter all the areas of children’s physical development (sports, PT, etc.)and health education (diseases, HIV Aids, adolescence counseling,population education, etc.).

D. Entitlement related to ClassroomsThe entitlement of classrooms for the school is on the basis of number ofclasses or number of teachers (as per RTE entitlement) in the schoolwhichever may be the less. This means that if in a primary school thereare five classes and the enrolment is 100. The entitlement of teachers for100 students is 03 which is less than the number of classes. Hence, theschool is entitled for 3 classrooms only.

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Chapter – VI

Planning Tables

Household Survey Format and tables for consolidation are main tools for thepreparation of School Development Plan. There are altogether 47 (forty seven)formats of seven categories which given in the table below:

It is expected that the detailing of the formats mentioned above will help thereaders to be acquainted with them. As such, the detailing is done as under:

1. Children Population Format: There are seven tables under thiscategory. The tables are related to the data of school neighbourhood area.The table numbers and captions of the tables are given below:

i. TABLE – I(a): Household Surveyii. TABLE – I(b): Age-wise and Community-wise Consolidation of total

Children Populationiii. TABLE – I(c): Age-wise and Community-wise Consolidation of BPL

Children Populationiv. TABLE – I(d): Age-wise and Community-wise Consolidation of APL

Children Population

Sl.

No.

Particulars Tables Totalnumberof tables

Page

No.

1 Children PopulationFormat

I(a), I(b), I(c), I(d), I(e), I(f), I(g) 07

2 School Going ChildrenFormat

II(a), II(b), II(c), II(d), II(e), II(f), II(g) 07

3 Out of School ChildrenFormat

III(a), III(b), III(c), III(d), III(e),III(f), III(g)

07

4 Student InformationFormat

IV(a), IV(b), IV(c), IV(d), IV(e),IV(f), IV(g), IV(h), IV(i), IV(j), IV(k)

11

5 Teacher Format V(a), V(b), V(c), V(d), V(e), V(f) 06

6 School Format VI(a), VI(b), VI(c), VI(d), VI(e),VI(f), VI(g), VI(h), VI(i)

09

TOTAL 47


v. TABLE – I(e): Age-wise and Community-wise Consolidation ofChildren Population with BPL/APL Card

vi. TABLE – I(f): Disability-wise and Age-wise Consolidation of DisableChildren

vii. TABLE – I(g): Record of Disable Children Population

2. School Going Children Format: The tables under this category are alsothe consolidation of the data collected by using FORMAT – I(a):Household Survey Format. There are seven tables in this category also and

pertains the data of school neighbourhood. The table numbers and captionsof the tables are given below:

i. TABLE – II(a): Age-wise and Community-wise School going childrenii. TABLE – II(b): Age-wise and Grade-wise School going children in

Primaryiii. TABLE – II(c): Age-wise and Grade-wise School going children in

Upper Primaryiv. TABLE – II(d): Age-wise and Community-wise School going Disable

childrenv. TABLE – II(e): Age-wise and Grade-wise School going Disable

children in Primaryvi. TABLE – II(f): Age-wise and Grade-wise School going Disable

children in Upper Primaryvii. TABLE – II(g): Record of School going children

3. Out of School Children Format: This category of format also containsseven different tables. As in serial number (2), the tables of this categoryare also for the consolidation of data collected from schoolneighbourhood through FORMAT – I(a): Household Survey Format. Thetable numbers and captions of the tables are given below:

i. TABLE – III(a): Age-wise and Community-wise not enrolled childrenii. TABLE – III(b): Age-wise and Community-wise not enrolled disable

childreniii. TABLE – III(c): Age-wise and Community-wise dropout childreniv. TABLE – III(d): Age-wise and Grade-wise dropout children in

Primary


v. TABLE – III(e): Age-wise and Grade-wise Dropout Children in UpperPrimary

vi. TABLE – III(f): Record of Not enrolled Childrenvii. TABLE – III(g): Record of Dropout Children

4. Student Information Format: This category has the largest numbers oftables i.e. eleven tables. The tables are related to the children enrolled inthe particular school for which the plan is being prepared. These tables donot cover the data of school neighbourhood. The table numbers andcaptions of the tables are given below:

i. TABLE – IV(a): Grade-wise and Community-wise Gross Enrolmentof this School

ii. TABLE – IV(b): Enrolment of BPL Childreniii. TABLE – IV(c): Enrolment of APL Childreniv. TABLE – IV(d): Enrolment of Children without any Card (APL/BPL)v. TABLE – IV(e): Disable Children attending this school

vi. TABLE – IV(f): Age-wise, Grade-wise and Community-wise NetEnrolment of this school

vii. TABLE – IV(g): Grade-wise and Community-wise average attendanceof the students in previous session

viii. TABLE – IV(h): Consolidated Performance of Students at the end ofthe previous session

ix. TABLE – IV(i): Grade-wise and Gender-wise number of childrensecuring ‘E’ Grade in last academic session

x. TABLE – IV(j): Incentives given to the children of primary classes inlast session

xi. TABLE – IV(k): Incentives given to the children of upper primaryclasses in last session

5. Teacher Format: There are six tables under this format and the formatrelates to the teachers and head teachers of the school for which the planis being prepared. The table numbers and captions of the tables are givenbelow:

i. TABLE – V(a): General Information about Teachersii. TABLE – V(b): Record of different trainings attended by teachers

iii. TABLE –V(c): Assessment of Teachers’ Effectiveness for last session


iv. TABLE – V(d): General Perceptions on Teachers’ Effectivenessv. TABLE – V(e): Effectiveness of Head Teacher

vi. TABLE – V(f): Individual average attendance of Teachers includingHead Teacher

6. School Format: This format contains nine tables and all the tables are forthe collection of various information of the school for which the plan isbeing prepared. The table numbers and captions of the tables are givenbelow:

i. TABLE – VI(a): General Information about Schoolii. TABLE – VI(b): Conditions of available infrastructure in the School-I

iii. TABLE – VI(c): Conditions of available infrastructure in the School-II

iv. TABLE – VI(d): Conditions of available infrastructure in the School-III

v. TABLE – VI(e): Teaching Learning Materials/Equipmentvi. TABLE – VI(f): Games and Sports Materials

vii. TABLE – VI(g): Status of Children’s Libraryviii. TABLE – VI(h): Status of Art and Musical Instruments

ix. TABLE – VI(i): Status of number of School Inspections conductedlast year

The sample formats of all categories are given in the next pages.


I. CHILDREN POPULATION FORMATTABLE – I(a)

HOUSEHOLD SURVEY FORMAT

Name of Head of Household: ______________________________________________ Community: Schedule Caste/ Schedule Tribe/

MBC/OBC/ Muslim/ Others (Please Tick)

Occupation of family head: Daily wage worker/ Farmer/ Businessman/ Govt. employee*(Please Tick)

Education of Head of Household: __________________ Total family member in Household:- Male: ______Female: _____Total: _________

Gram Panchayat Unit: ________________________Panchayat Ward: ________________Economic Status: APL/BPL/Without Card (put tick)

DETAILS OF CHILDREN IN THE AGE GROUP 05 – 14 YEARS IN SCHOOL NEIGHBOURHOOD

Sl.No

Name of the Child Age SexM/F

Attendingschool?

(PutYes/No)

If yes,readingin whichclass?

If not attending,mention(Put Yes/No)

If dropout Reason fordropout:** 1, 2, 3,4, 5, 6, 7, 8,9.

If notenrolledreasons:** 1, 2, 3,4, 5, 6, 7, 8,9.

If Disable,typeofDisability:* A, B, C, D,E, F, G, H, I,J, K.

Drop out NotEnrolled

Highestclasscompleted

Year ofdroppingout

12*Disability Type: A= Visually Impaired, B= Low Vision, C= Cerebral Palsy, D= Mentally retarded, E=Orthopedically Impaired, F=Speech Impaired, G= Hearing Impaired,H= Multiple Disability, I= Learning Disability, J= Autism, K= Others

**Reason for Dropout: 1=Lack of Interest, 2= Lack of Access, 3= Household Work, 4= Migration, 5= Earning compulsion, 6= Socio-Cultural Reasons, 7= NonFlexibility in school Timing and School System, 8= Disability, 9= others

Date of Survey Conducted:………………………………

Signature of Surveyor


TABLE – I(b)

AGE-WISE CONSOLIDATION OF TOTAL CHILDREN POPULATION OF SCHOOL NEIGHBOURHOOD

Age group SC ST MBC OBC Muslim Others TotalBoy Girl Total Boy Girl Total Boy Girl Total Boy Girl Total Boy Girl Total Boy Girl Total Boy Girl Total

5 years6 years7 years8 years9 years10 years11 years12 years13 years14 yearsTotal

Signature of SMC Secretary Signature of SMC Chairman


TABLE – I(c)

AGE-WISE CONSOLIDATION OF BPL CHILDREN POPULATION OF SCHOOL NEIGHBOURHOOD





TABLE – I(d)

AGE-WISE CONSOLIDATION OF APL CHILDREN POPULATION OF SCHOOL NEIGHBOURHOOD





TABLE – I(e)

AGE-WISE CONSOLIDATION OF CHILDREN POPULATION OF SCHOOL NEIGHBOURHOOD WITHOUT APL/BPL CARD





TABLE – I(f)

DISABILITY-WISE & AGE-WISE CONSOLIDATION OF DISABLE CHILDREN POPULATION IN THE SCHOOL NEIGHBOURHOOD

Type of disability 6 years 7 years 8 years 9 years 10 years 11 years 12 years 13 years 14 years TotalBoy Girl Boy Girl Boy Girl Boy Girl Boy Girl Boy Girl Boy Girl Boy Girl Boy Girl Boy Girl Total

Visually ImpairedLow VisionCerebral PalsyMentally RetardedOrthopedically ImpairedSpeech ImpairedHearing ImpairedMultiple DisabilityLearning DisabilityAutismOthersTotal



TABLE – I(g)

RECORD OF DISABLE CHILDREN POPULATION IN THE SCHOOL NEIGHBOURHOOD[6 to 14 years]

Types of Disability Sl.No.

Name of disable children Age SexM/F

Mentionclass ifenrolledin theschool.

Mentionhighest classcompletedin case ofdropout

Remarks

Visually Impaired 1234

Low Vision 1234

Cerebral Palsy 1234

Mentally Retarded 1234

Orthopedically Impaired 1234

Speech Impaired 12


Types of Disability Sl.No.

Name of disable children Age SexM/F

Mentionclass ifenrolledin theschool.

Mentionhighest classcompletedin case ofdropout

Remarks

34

Hearing Impaired 1234

Multiple Disability 1234

Learning Disability 1234

Autism 1234

Others 1234



II. SCHOOL GOING CHILDREN FORMATTABLE – II(a)

AGE-WISE & COMMUNITY-WISE SCHOOL GOING CHILDREN OF SCHOOL NEIGHBOURHOOD

(Reading Class I onwards only)


5 years6 years7 years8 years9 years10 years11 years12 years13 years14 yearsTotalNote: This table includes all the school going children (not ICDS/Nursery children) of the school neighbourhood whether the children is there in the school orsomewhere in private schools



TABLE – II(b)

AGE-WISE & GRADE-WISE SCHOOL GOING CHILDREN OF SCHOOL NEIGHBOURHOOD [Primary]

Age group Class I Class II Class III Class IV Class V TotalBoy Girl Total Boy Girl Total Boy Girl Total Boy Girl Total Boy Girl Total Boy Girl Total




TABLE – II(c)

AGE-WISE & GRADE-WISE SCHOOL GOING CHILDREN OF SCHOOL NEIGHBOURHOOD [Upper Primary]

Age group Class VI Class VII Class VIII Class IX TotalBoy Girl Total Boy Girl Total Boy Girl Total Boy Girl Total Boy Girl Total

5 years6 years7 years8 years9 years10 years11 years12 years13 years14 yearsTotalNote: This table includes all the school going children (not ICDS/Nursery children) of the school neighbourhood whether the children is there in the school orsomewhere in private schools



TABLE – II(d)

AGE-WISE AND COMMUNITY-WISE SCHOOL GOING DISABLE CHILDREN OF SCHOOL NEIGHBOURHOOD





TABLE – II(e)

AGE-WISE & GRADE-WISE SCHOOL GOING DISABLE CHILDREN IN SCHOOL NEIGHBOURHOOD [Primary]

Age group Class I Class II Class III Class IV Class V TotalBoy Girl Total Boy Girl Total Boy Girl Total Boy Girl Total Boy Girl Total Boy Girl Total




TABLE – II(f)

AGE-WISE & GRADE-WISE SCHOOL GOING DISABLE CHILDREN IN SCHOOL NEIGHBOURHOOD [Upper Primary]

Age group Class VI Class VII Class VIII Class IX TotalBoy Girl Total Boy Girl Total Boy Girl Total Boy Girl Total Boy Girl Total




TABLE – II(g)

RECORD OF SCHOOL GOING CHILDREN IN SCHOOL NEIGHBOURHOOD

(6 to 14 years Children)

Sl.No.

Name of school going childrenwith surname

Gender Date ofbirth

Readingin theClass

Is thechildreadingthisschool?(Putyes/No)

If reading inthis school,what is thedistancefrom Schoolto child’shouse

If not in thisschool,mentiontype ofschool(govt/ Pvt.)

Parents’occupation

Householdsize

APL or BPLor withoutcard

12345678910

TotalNote: This table includes all the school going children of the school neighbourhood whether the children is there in the school or somewhere in privateschools



III. OUT OF SCHOOL CHILDREN FORMATTABLE – III(a)

AGE-WISE & COMMUNITY-WISE NOT ENROLLED CHILDREN OF SCHOOL NEIGHBOURHOOD





TABLE – III(b)

AGE-WISE & COMMUNITY-WISE NOT ENROLLED DISABLE CHILDREN OF SCHOOL NEIGHBOURHOOD





TABLE – III(c)

AGE-WISE & COMMUNITY-WISE DROP OUT CHILDREN OF SCHOOL NEIGHBOURHOOD





TABLE – III(d)

AGE-WISE & GRADE-WISE CONSOLIDATION OF DROP OUT CHILDREN OF SCHOOL NEIGHBOURHOOD [Primary]

[Put tick mark in highest class completed]

Age group CompletedClass I

CompletedClass II

CompletedClass III

CompletedClass IV

CompletedClass V

Total

Boy Girl Total Boy Girl Total Boy Girl Total Boy Girl Total Boy Girl Total Boy Girl Total5 years6 years7 years8 years9 years10 years11 years12 years13 years14 yearsTotal



TABLE – III(e)

AGE-WISE & GRADE-WISE CONSOLIDATION OF DROP OUT CHILDREN OF SCHOOL NEIGHBOURHOOD [U/Primary]

[Put tick mark in highest class completed]

Age group CompletedClass VI

CompletedClass VII

CompletedClass VIII

Total

Boy Girl Total Boy Girl Total Boy Girl Total Boy Girl Total5 years6 years7 years8 years9 years10 years11 years12 years13 years14 yearsTotal



TABLE – III (f)

RECORD OF NOT ENROLLED CHILDREN IN SCHOOL NEIGHBOURHOOD


Sl.No.

Name of not enrolled childrenwith surname

Gender Date ofbirth

Reasons of non-enrolment Parents’occupation

Householdsize

APL or BPL orwithout card

123456789101112

Total



TABLE – III (g)

RECORD OF DROPOUT CHILDREN IN SCHOOL NEIGHBOURHOOD


Sl.No.

Name of dropout children withsurname

Gender Date ofbirth

Reasons of dropout Parents’occupation

Householdsize

APL or BPL orwithout card

123456789101112

Total



IV. STUDENT INFORMATION FORMATTABLE – IV(a)

GRADE-WISE AND COMMUNITY-WISE GROSS ENROLMENT OF THE SCHOOL IN THIS YEAR: …………. (Mention year)

Classes SC ST MBC OBC Muslim Others TotalBoy Girl Total Boy Girl Total Boy Girl Total Boy Girl Total Boy Girl Total Boy Girl Total Boy Girl Total

IIIIIIIVVTotal I to VVIVIIVIITotal VI to VIIIGrand Total



TABLE – IV(b)

BPL ENROLMENT OF THE CHILDREN ATTENDING THIS SCHOOL IN THIS YEAR: ……….. (Mention Year)





TABLE – IV(c)

APL ENROLMENT OF THE CHILDREN ATTENDING THIS SCHOOL IN THIS YEAR: ……….. (Mention Year)





TABLE – IV(d)

GRADE-WISE AND COMMUNITY-WISE ENROLMENT WITHOUT APL/BPL CARD IN THE SCHOOL IN THIS YEAR: …………. (Mention year)





TABLE – IV(e)

DISABLE CHILDREN ATTENDING THIS SCHOOL IN THIS YEAR: ……….. (Mention Year)

CLASSES SC ST MBC OBC Muslim Others TotalBoy Girl Total Boy Girl Total Boy Girl Total Boy Girl Total Boy Girl Total Boy Girl Total Boy Girl Total

IIIIIIIVVTotal (I to V)VIVIIVIIITotal (VI to VIII)Total (I to VIII)Note: See BPL card of parents before counting a child as BPL in this format



TABLE – IV(f)

AGE-WISE, GRADE-WISE AND COMMUNITY-WISE NET ENROLMENT OF THE SCHOOL IN THIS YEAR: ………. (Mention year)

Age & Classes SC ST MBC OBC Muslim Others TotalBoy Girl Total Boy Girl Total Boy Girl Total Boy Girl Total Boy Girl Total Boy Girl Total Boy Girl Total

6-7 yr. child in I7-8 yr. child in II8-9 yr. child in III9-10 yr. child in IV10-11 yr. child in VTotal I to V11-12 yr. child in VI12-13 yr. child in VII13-14 yr. child in VIIITotal VI to VIIIGrand Total



TABLE – IV(g)

GRADE-WISE AND COMMUNITY-WISE AVERAGE ATTENDANCE OF THE STUDENTS IN PREVIOUS SESSION: ………….(Year)



Total working days previous year as per Academic Claendar: ………………..



TABLE – IV(h)

CONSOLIDATED STUDENTS’ PERFORMANCE AT THE END OF LAST ACADEMIC SESSION: ………… (Mention Year)

Classes Number of Children scoring following ‘GRADE’ in following areasCurricular Areas Areas of Art, Work and Health

EducationAreas of Life skills, Social skills andpersonality development

A B C D E A B C A B CIIIIIIIVVVIVIIVIII



TABLE – IV(i)

GRADE-WISE AND GENDER-WISE NUMBER OF THE STUDENTS SECURING ‘E’ GRADE IN PREVIOUS SESSION

……….. (Mention Year)

Classes Language(Both Pry & U/Pry)

Maths(Both Pry & U/Pry)

English(Both Pry & U/Pry)

EVS(Primary)

S.StdsU/Primary

ScienceU/Primary

Boy Girl Total Boy Girl Total Boy Girl Total Boy Girl Total Boy Girl Total Boy Girl TotalIIIIIIIVVTotal I to VVIVIIVIITotal VI to VIIIGrand Total



TABLE – IV(j)

INCENTIVES GIVEN TO STUDENTS OF PRIMARY CLASSES IN PREVIOUS SESSION: ……….. (Mention Year)

Types of Incentives SC ST MBC OBC Muslim Others TotalBoy Girl Total Boy Girl Total Boy Girl Total Boy Girl Total Boy Girl Total Boy Girl Total Boy Girl Total

Free text booksFree stationariesFree UniformFree RaincoatFree SweaterFree School BagFree Shoes & socksScholarshipStipendAny otherTotal (I to V)



TABLE – IV(k)

INCENTIVES GIVEN TO STUDENTS OF UPPER PRIMARY CLASSES IN PREVIOUS SESSION: ……….. (Mention Year)

Types of Incentives SC ST MBC OBC Muslim Others TotalBoy Girl Total Boy Girl Total Boy Girl Total Boy Girl Total Boy Girl Total Boy Girl Total Boy Girl Total

Free text booksFree stationariesFree UniformFree RaincoatFree SweaterFree School BagFree Shoes & socksScholarshipStipendAny otherTotal (VI to VIII)



V. TEACHER FORMATTABLE – V(a)

GENERAL INFORMATION ABOUT TEACHERS IN THE SCHOOL

Sl.No.

Name of Teachers Gender(Male/Female)

Designation Date ofBirth

EducationalQualification

ProfessionalQualification

Year ofjoining inthis school

Distance inKilometerfromteacher’sresidence toSchool

Mode ofService

Designation: General Primary Teacher, Arts Graduate Teacher, Maths Graduate Teacher, Bio Graduate Teacher, Limboo Language Primary Teacher, BhutiaLanguage Graduate Teacher, Music Teacher, Art Education instructor, Health Education Teacher, etc.

Educational Qualification: Under Matric, Class X passed, Class XII passed, BA/B.Sc/B.Com passed, MA/M.Sc/M.Com passed, M.Phil/PhD.

Professional Qualification: D.Ed./D.El.Ed/ B.Ed/M.Ed passed

Mode of Service: Regular/ Ad-hoc/ Substitute/ Part Time/other

Date of record maintained:………………………………



TABLE – V(b)

RECORD OF DIFFERENT TRAININGS ATTENDED BY TEACHERS

Sl.No.

Name of Teacher No. of days in last Academic Session No. of days in during this Academic SessionCRC Levelmeetings

10-daytraining atBRC level

InductionTraining

Undergoinguntrainedteachertraining

CRC Levelmeetings

10-daytraining atBRC level

InductionTraining

Undergoinguntrainedteachertraining




TABLE – V(c)

ASSESSMENT OF TEACHER EFFECTIVENESS FOR LAST ACADEMIC SESSION: …………. (Mention Year)

(Put tick mark √)

Sl.No.

Name of Teacher Best inattendance

Best incurricularteaching

Best inSports

Best inMusic

Best inArt

Best inQuiz

Best inorganizingprograms

Best inmotivatingchildren

Note: Leave blank if SMC don’t think the teacher is best in any field and put tick if a teacher is best in more than one field.



TABLE – V(d)

GENERAL PERCEPTION ON TEACHER EFFECTIVENESS

(Put tick mark √)

Sl.No.

Name of Teacher Appreciatedby students

Appreciatedby parents

Appreciatedby non-parents

Appreciatedbyheadmaster

Appreciatedbypanchayat

Appreciatedby MLA/MP/Minister

Appreciatedbydepartment

Any awardreceived byteacher sofar




TABLE – V(e)

EFFECTIVENESS OF HEAD TEACHER

Name of School Head: ……………………………………… Date of Birth: ………………… Educational Qualification: …………………… Professional Qualification:

………………………….. Distance in kilometer from HM’s residence to school: …………………………..

Area of Effectiveness BEST GRADED BY Any awardreceived byHM so far

Students Teachers Parents Panchayats MLA/MP

CRCcoordinators

BRCcoordinators

Otherofficials ofdepartment

Infrastructure ManagementTime ManagementTeacher ManagementInformation ManagementSanitation & HygieneManagementSafety ManagementPedagogical ExpertiseRelation with parentsRelation with panchayatsRelation with CRC coordinatorRelation with BRC coordinatorRelation with MLAs/MPsRelation with Students

Date of record maintained: ………………………………



TABLE – V(f)

INDIVIDUAL AVERAGE ATTENDANCE OF THE TEACHERS INCLUDING HEAD TEACHER IN PREVIOUS SESSION

Sl.No.

Name of Teachers including HM Feb Mar Apr May Jun Jul Aug Sep Oct Nov Dec Total

Total



VI. SCHOOL FORMATTABLE – VI(a)

GENERAL INFORMATION ABOUT SCHOOL

SL.

NO.

PARTICULARS INFORMATION

1 Name of the School with code

2 Name of School Neighbourhood

3 Name of Ward with ward number

4 Name of Gram Panchayat Unit

5 Name of Village name

6 Name of Cluster

7 Name of Block

8 Name of Sub-Division

9 Name of District

10 Name of School Head

11 Year of establishment

12 No. of households in school neighbourhood

13 No. of children (6-14 years) in school neighbourhood

14 Year of Up-gradation to Jr. High School


SL.

NO.

PARTICULARS INFORMATION

15 Year of Up-gradation to Secondary School

16 Year of Up-gradation to Sr. Sec. School

17 Distance from District Headquarter

18 Distance from Block Resource Centre

19 Distance from Cluster Resource Centre

20 Management (Govt., Govt. Aided, Private)

21 Type of School (Boys/Girls/Co-Education)

22 Residential/Non-residential

23 Lowest Class in the School

24 Highest Class in the School

25 Single Shift/Double Shift School

Date of record maintained:……………………….



TABLE – VI(b)

CONDITIONS OF AVAILABLE INFRASTRUCTURE IN THE SCHOOL - I

Total Building Block: ………………… = RCC ……… + Ikra ……… + Low cost ………



Sl.No.

Particulars In goodcondition

Needminorrepair

Need majorrepair

Remarks

RCC

Bloc

k

RoofVarandahWallCeilingFloorProtective wallColumnOthers

Ikra

Blo

ck


Low

Cos

t Blo

ck



TABLE – VI(c)

CONDITIONS OF AVAILABLE INFRASTRUCTURE IN THE SCHOOL - II



Sl.No.

Particulars Totalnumberavailable

In goodcondition(givenumber)

Needminorrepair(givenumber)

Need majorrepair(givenumber)

1 Building2 Classroom3 HM’s room4 Other room5 Black board6 Bench7 Desk8 Teacher’s chair in classroom9 Teacher’s table in classroom10 Almirah in classroom11 Almirah in other room12 Chair in other room13 Table in other room14 HM’s notice board15 Teachers’ notice board16 Students’ notice board17 Common notice board18 Chair in HM’s room19 Table in HM’s room20 Almirah in HM’s21 Chair in staff room22 Table in staff room23 Almirah in staff room24 Others


TABLE – VI(d)

CONDITIONS OF AVAILABLE INFRASTRUCTURE IN THE SCHOOL - III



Sl.No.

Particulars Total unit In goodcondition(givenumber)

Needminorrepair(givenumber)

Need majorrepair(givenumber)

1 Common toilet2 Girls toilet3 Staff toilet4 Electricity5 Drinking water6 Ramps with handrails7 Only ramps8 Kitchen shed with store9 Only kitchen shed10 tiffin hall11 Playground12 Boundary wall/ fencing13 Ground level black board

Others


TABLE – VI(e)

TEACHING LEARNING MATERIALS/EQUIPMENT

Sl.No.

Item Total numberavailable

Workingcondition

Needs toreplace

Needs todemand new

1 Globe2 Political map of Sikkim3 Physical map of Sikkim4 Political map of India

5 Physical map of India6 Political map of World7 Physical map of World8 Food chain Chart9 Food web Chart10 Water cycle Chart11 Chemical element Chart12 Digestive System Chart13 Excretory System Chart14 Circulatory System Chart15 Respiratory System Chart16 Fixed models17 Folding models18 Science Kits19 Maths kits20 Flash cards21 Abacus22 Simple microscope23 Compound microscope24 Hand lenses25 Concave Mirror26 Convex mirror27 Radio28 Tape Recorder29 TV30 Computer31 Printer32 Others




TABLE – VI(f)

GAMES AND SPORTS MATERIALS

Sl.No.


Goodcondition

Needs toreplace

Needs todemand new

1 Foot ball2 Volley ball3 Foot ball goal net4 Volley ball

5 Badminton rackets6 Badminton net7 Table tennis table8 Table tennis net9 Hockey sticks & ball10 Hockey kits11 Cricket bat & ball12 Cricket kits13 Javelin & kits14 Discus & kits15 Any other




TABLE – VI(g)

STATUS OF CHILDREN’S LIBRARY

Sl.No.

Item Totalnumberavailable

Goodcondition

Needstoreplace

Needs todemandnew

For Primary1 Almirah for children’s library2 Library books for primary classes on local

Language learning3 Library books for primary classes on

English language learning4 Library books for primary classes on

learning of EVS5 Library books for primary classes on

learning of Mathematics6 Library books for primary classes which

expose children India’s heritage andculture

7 Other booksFor Upper Primary8 Almirah for children’s library9 Library books for upper primary classes

on local Language learning10 Library books for upper primary classes

on English language learning11 Library books for upper primary classes

on learning of Science and its miracles12 Library books for upper primary classes

on learning of Mathematics13 Library books for upper primary classes

which expose children India’s heritageand culture

14 Other booksTotal




TABLE – VI(h)

STATUS OF ART AND MUSICAL INSTRUMENTS

Sl.No.


Goodcondition

Needs toreplace

Needs todemand new

1 Painting brush2 Painting board3 Design books4 Tool guide5 Broom6 Normal hammer7 Claw hammer8 Chisel9 Chopper10 Saw11 Plainer12 Madal13 Damphu14 Tungna15 Harmonium16 Guitar17 Dukki-tabela18 Dholak19 Dance costume20 Theatre costume21 others

Total




TABLE – VI(i)

STATUS OF NUMBERS OF SCHOOL INSPECTIONS CONDUCTED LAST YEAR

(Give numbers as per the records of Inspection Register)

Sl.No.

Month By SchoolManagementCommittee

By CRCCoordinator

By BRCCoordinator orBlock ADs

By Sub-DivisionalHRDD Officials

By DistrictAdministrativeOfficials

By DIETpersonnel

By SCERTpersonnel

By StateAdministrativeOfficials

1 February2 March3 April4 May5 June6 July7 August8 September9 October10 November11 December

Total




SOME EXPLANATIONS

Plan: Plan can be of two types – (a) short term and (b) long term plans. AnnualPlan may be called as short term plan and Perspective Plan may be called aslong term plan

Student Learning Assessment: Student Learning Assessment in school is donethrough two ways – (a) Formative Assessment and (b) Summative Assessment.

Formative assessment: It is a range of formal and informal assessmentprocedures employed by teachers during the learning process in order to modifyteaching and learning activities to improve student attainment. It typicallyinvolves qualitative feedback (rather than scores) for both student and teacherthat focuses on the details of content and performance. We use to conduct fourFormative Assessments dividing the Academic Session into four equal parts.

Summative assessment: It refers to the assessment of the learning andsummarizes the development of learners at a particular time. After a period ofwork, e.g. a unit for two weeks, the learner sits for a test and then the teachermarks the test and assigns a score. The test aims to summarize learning up tothat point. The test may also be used for diagnostic assessment to identify anyweaknesses and then build on that using formative assessment.

Out of School Children: Out of school children can be of two types – (a) non-enrolled or never enrolled children and (b) dropout children

Non-enrolled or Never Enrolled Children: Children in the age group of 6 to14 years who have not taken admission in the school (Not pre-primary school)because of one or other reason.

Dropout Children: Children in the age group of 6 to 14 years who were onceadmitted in school and dropped the school without completing 8-yearelementary cycle. The children leaves classes for a whole academic session orleaves classes after first summative assessment till the end of second summativeassessment may be called as dropout children.


Management Committee: This is the committee constituted for themanagement of school. Schools up to Junior high School can have singlecommittee i.e. School Management Committee and schools above Junior HighSchool can have two committees i.e. School Management Committee forelementary level and School Management and Development Committee forSecondary level.

Head of Household: Head of household is main earning person of the familywith whom the other family members depend.

Safe walking distance: Distance between child’s house to school wherein thereare no barriers like rivers or streams without permanent bridge, landslides, reef,national highway without flyover, forest, etc.

Retention: Retention is holding a child in the school by providing warm andwelcoming environment.

Special Training: Special Training is the training of out of school children tomake them compatible to successfully integrate with the rest of the class,academically and emotionally. There are two types of Special Training - (a)Residential Special Training and (b) Non-residential Special Training.

Academic Session: In our State for schools, the Academic Session is the time ina year during which a school holds classes.

************

Module for the preparation of School Development Plan

Documents

school practitioners

state project officessa

process of change

spd ssa

students performance

positive change

students achievement

promises of new practices