Rural Institute for Community Education – Mathagondapalli Model School (CBSE)Mathagondapalli -635114

Annual Report 2013-2014Principal’s Report

It is with great pleasure that I present the Annual Report for the Academic year 2013-2014 to the members of the general body and other school community. The report provides valuable information and data on a range of key indicators within the school and meets statutory requirements of both State and the Central Government.

Our school was established in the year 2000 as a centre of excellence in, where models in quality education are researched and developed, and to provide quality education at affordable cost for children of all categories, and share the best practices followed in the school with other educational institutions. We have stepped into 15 th year of educational service to the school community. The school is identified and recognised by the community for the following significant reasons and more over the parents choose RICE-MMS since it has:

Significant reasons for parents to choose RICE-MMS

A conducive and child-centered learning environment A state of art facility and opportunity for holistic development Best Educational facilities at affordable cost Small class sizes for providing individual attention with qualified and trained teacher Focused parental education programme

Curriculum Approach strengthened:The heart of any successful academic programme is a curriculum foundation that not only effectively meets a full range of outcomes and objectives, but also supports teachers in a way that allows them to confidently provide new and exciting learning opportunities every day to their students. RICE-MMS’s learning curriculum supports and inspires educators, parents and other educational institutions from a variety of educational backgrounds by providing meaningful learning experiences and support materials that promote active, fun filled, authentic and sustainable learning. During this reporting period RICE-MMS approached the curriculum using heritage and culture and technology in education.

To develop 21st Century skills among students RICE-MMS is taken strenuous effort set up physical infrastructure by having 50 systems attached with thin-client technology which is again supported with 4 MBPS internet connection all over the campus. All the teachers were provided professional development to utilize the technology to enhance student learning. Using this technology lessons were

Integrated, and technology usage fostered the learning sustainability. Increased student engagement and student learning and achievement. Provided improved instructional differentiation for students. Used formative assessments on a regular (daily/weekly) basis to inform instruction. Increasing collaboration among teachers who are part of the pilot programme.

 Professional development of the teachers enhanced:

An exclusive training programme has been organised to all teachers on how to derive learning outcomes from the textbooks and to incorporate heritage, culture and technology in learning.

To make RICE-MMS as enabling environment for all students by empowering teachers to become energetic, reflective practitioners and life- long learners, a series of training programmes were conducted ( see the annexure- 1) 18 training programmes were conducted in the form of workshop, seminars, experience sharing, in-service training, on the job training and mentoring by senior teachers. The teacher’s capacity available for the school is being increased from 62% to 70% by the end of academic year.

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Capacity enhancement of “mentoring and monitoring”

Mentoring and monitoring is initiated to build the capacity within the schools to implement CCE effectively. It involves working very closely with the actual resource base that can make CCE a worthwhile initiative. We are happy to share with you that RICE-MMS is selected as one of the mentoring schools for four others school in Krishnagiri District. To do this mentoring and monitoring process our Vice- Principal Academic ( Chandrika) and two coordinators (Mrs.Meena and Mrs.Uthrimmal) were trained on the self-audit process. These teachers accompanied the Principal to all the mentee schools and supported her in assessing them. This also helped our school in successfully completing the Mentoring process.

Action research:

Action research in education is a process of systematic inquiry that seeks to improve educational issues affecting the lives of pupil. It provides researchers with new knowledge and understanding about how to improve educational practices or resolve significant problems in classrooms and schools.

Therefore, RICE-MMS provides teachers with the necessary skills, knowledge, and focus to engage in meaningful inquiry about their professional practice will enhance this practice, and effect positive changes concerning the educative goals of the learning community. In this regard an exclusive training programme was organised for the teachers on 17th Feb 2014 and the teachers selected and wrote the proposals for 14 classroom practices / problems to be researched.

Teaching and learning process enhanced

Developing child-centred teaching and learning skills is the key focus among the teachers. During this reporting period 83 teachers were trained to prepare Annual curriculum Plan, Scope and Sequence and Lesson Plans in the given format. 83 Teachers have undergone three in service trainings and minimum of nine on the job trainings. All of them have gained knowledge and skills to integrate implement CCE as an integral part of the curriculum. Seven teachers applied 10 new assessment strategies in their academic activities. Based on the input given 83 teachers have developed skills in maintaining eight professional documents of scholastic and co-scholastic domains.

The pedagogical methods followed by RICE-MMS, both inside and outside the classroom are interwoven to engage and challenge students use their multiple intelligence and the preferred learning styles. The learning experiences are staged at six different levels as given in Bloom’s Taxonomy.

RICE MMS has followed several strategies to make the learning fun-full and sustainable. During this year the academic committee reviewed the subject standards developed in the year 2012-13 and added the components of mentoring and monitoring, Action research and CCE into it. Cumulatively 68 annual curriculum plans were prepared with the 8 parameters given by CBSE.

Child friendly infrastructure increased:

RICE MMS has a unique child protection policy. All the new staff who enter the school has to sign this policy. The students were also given orientation on Dos and Don’ts inside and outside the classroom. Children also actively participated in evolving the class room rules and routines. 11 new modified classrooms were provided for the new academic session to meet the need of the number of new admissions. The new rooms developed with ramps and rails for easy accessibility.

Disaster management club with the strength of 138 students and Health and wellness club with the strength of 107 were inaugurated this year to enhance the safety and precaution among the children.

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Student assessment and performance:

Results of 10th std students - 2013 As the legacy continues, this year too, the performance of our students was very good. The number of students who appeared for the exam was 78 out of which 25 students secured distinction marks.29 students secured 7 to 7.8 grade points and 20 students with 6 to 6.8 grade points.4 students got 5.6 grade points.

School TopperMaster Shreyas got the school topper award having scored 10/10 as per the CBSE’s CCE in the board examinations for the class 10. He was honoured during the farewell function 2013 batch students of Class 10.Percentage of learning attainment of different units:Primary School: Middle School: High School Higher Secondary

553 children’s learning attainment increased from 80% to 90%

259 children learning attainment increased from 70% to 80%

342 children learning attainment increased from 85% to 95%

29 children learning attained with 70%

Teaching and learning process enhanced:Staff Strength In 2013, we had 83 teaching staff. All are qualified and trained. According to the new structure we have two Vice-Principals -academic and extension, and seven coordinators to manage the day to day affairs of the

school and hostel in a decentralised manner. All staff has undertaken professional development activities in a number of areas including mandatory training on Child rights and protection.

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The students’ strength and staff strength:

Principal; 1 Vice Principal; 2Coordinators; 7

Expressive arts; 3Librarian; 1

TGT; 20

PRT; 26

PGT; 12

Phy edu; 8

others; 3

Class X Board Exam Results - year wise comparison -2004-05 to 2012-13

S.No yearNo of

Students

Mother Tongue English Maths Science Social

scienceTotal

average/500

1 2004 -05 45 75% 54% 42% 58% 62% 2902 2005-06 44 77% 52% 48% 59% 69% 3053 2006-07 40 78% 62% 51% 55% 66% 3114 2007-08 53 73% 50% 43% 56% 60% 2795 2008-09 46 71% 62% 50% 59% 60% 3036 2009-10 53 78% 67% 63% 67% 78% 3557 2010-11 49 84% 73% 69% 73% 69% 3698 2011-12 50 90% 78% 70% 70% 72% 3809 2012-13 78 81% 77% 70% 73% 76% 377

The school’s enrolment in June 2013 was 1183 students {311-(26%) sponsored and 872 – (74%) fee paying} consisting of 691 (58%) boys and 492 (42%) girls. This was an increase of 263 students from last year (Mar 2013). The school has steadily increased its

student population over the last four years. The school has expanded two sections in U.K.G and one section each in class I, II, III and IX to accommodate the newly admitted children. But the classroom teacher student’s ratio is kept the same 1:30.

Student’s strength

Year 2009-10 2010-11 2011-12 2012-13 2013-14

Number 448 530 649 920 1183

We have got these students from neighbouring schools in and around Hosur and other Districts like Dharmapuri, Salem, Coimbatore, Madurai and Bangalore, etc. (The class wise students, refer annexure- 4)

Affiliation as a Higher Secondary School:

The school had applied for the affiliation for higher secondary in March 2012, after the commission’s inspection in the month of January-2013 we have got the affiliation in the month of April,2013. The school has been sanctioned with three major streams, Medical, Engineering and Commerce, with the approval of 19 subjects 1) English core, 2) English elective, 3) Hindi core, 4) Hindi Elective, 5) Functional English, 6)

Tamil, 7) Mathematics, 8) Computer Science, 9) Chemistry, 10) Biology, 11) Physics, 12) Business Studies, 13) Accountancy, 14) Economics, 15) Entrepreneurship, 16) Multimedia, 17) Web technology, 18) Physical Education and 19) Yoga. With the strength of 29 students we started the classes for the first batch on 20th June, 2013 with 12 Faculties appointed for this section.

The academic year began on 06 June 2013 and we completed the same on 30th March 2014. The school worked for 235 days. The academic year commenced with five Focus areas to work on for the whole school improvement with clearly spelt strategies and targets.

1. Enhancing learning achievement with measurable indicators 2. Strengthening technology in education 3. Integrating heritage and culture in curriculum4. Bringing innovation in education 5. Enhancing participation of child-centered parents

Staff retention

Compared to last academic year 2012-13, the staff retention has increased by 82%. Totally 13 teachers

left during this academic year. The reasons for leaving are: (refer annexure 5 for staff retention)

Personal Reasons Underperformance Better job opportunity Disciplinary action6 3 2 2

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Para-teachers: RICE-MMS used eight of the subject expertise as Para –teachers to teach the following concepts to students.Sl no Topic Name of the Para teacher

1 Ms.Sunitha Bansuri pranayama – Taught pranayama through flute 2 Mr.Meru Miller Entrepreneurship & Business studies3 Ms.Anne Priya Entrepreneurship4 Mr.Suresh e-commerce5 Mr.Radhakrishnan Accountancy6 Berlin Jose Bussiness Studies7 Mr.Yuva Kishore Basic mathematical operations on rational numbers8 Mr.Chendra Shekar Personality Development

Significant programmes and initiatives during this reporting periodThe school continued to execute a number of highly successful initiatives to provide students with extra educational support and opportunities throughout 2013-2014. These include:

Focus areas Para Teachers support Continuous and comprehensive evaluation

system with measurable indicators Club activities Technology in education Multiple intelligence award 10th std students feedback to enhance

individual academic performance

School’s news letter Career guidance and counselling Parental education programmes School mentoring ( CBSE Schools) Capacity enhancement programmes for the

teachers CBSE International Girls Football

Championship

Scroll of honour Food mela for the parents

Multiple intelligence awards:

RICE-MMS has always been keen in recognising every individual child’s uniqueness. The school believes that each child has more intelligences than one to learn and exhibit her/his learning. In the place of hardcore traditional examination system we at RICE-MMS are following Continuous and Comprehensive

Evaluation of the students’ learning. Based on the multiple intelligences we have created an award system and have rewarded the following eight children of Class 10 who have gained maximum proficiency in eight aspects of multiple intelligences during the last eight years from the day of their admission.

(i) Linguistic intelligent : Ms. Abirami.N(ii) Logical intelligent : Mr.Kalava Sumanth (iii) Spatial intelligent : Mr. Buchupathi Abhinai(iv) Musical intelligent : Ms. Chinnu. R(v) Kinaesthetic intelligent : Challa Divya(vi) Inter-personal intelligent : Sampreetha.S(vii) Intra-personal intelligent : Thrishmi Sirvi.D(viii) Natural Intelligence : Kalyan Kumar.S

Co Scholastic Process and outcomes:

We believe in not just taking care of the academic aspect of the students’ life, but also promoting the young minds in getting involved in the co-scholastic activities ,which involve almost every student of the school. Co Scholastic Activities are an integral part of the teaching and learning process at RICE-MMS. We encourage the students to be a part of variety of clubs, expressive arts and life skills. We have allotted a separate period for life skills and ensure that children inculcate these life skills in their day to day activities. All the teachers observe the attitudes and behaviour of the students and assess them by the end of the year. During this reporting period 14 events and celebrations were held under this co-scholastic programme.

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“Learning by Living” - Theme of the Year

Annual Theme installation function was chaired by guest Mr. David Prakash, Deputy Manager - Strategy Source, Mahindra & Mahindra, on

July 18, 2013. The school pupil leader Master: Sudarshan received the annual theme from the chief guest. It was an opportunity to get connected with the automobile company.

Child-to-Child Developmental Programme

Ensuring child safety is the need of the hour. Our vision and mission is to encourage and enable children and young people to promote holistic health, wellbeing and development of themselves and their family. We believe in children’s active participation in respecting their freedom of expression and communication. We believe that child protection is crucial to ensure that children under eighteen years of age have the rights, confidence and environment in which they can make choices, express their views and communicate effectively with other children and others.MMS ensures that the every child is aware of its right.

The purpose of the child to child programme in MMS is to enable the child with self-confidence and awareness of their rights and means and ways to protect themselves from various abuses. Twelve children from CWC met 1200 children from five government schools around Mathagondapalli and demonstrated child rights and strategies through drama.

Scroll of honour

RICE-MMS has developed a Scroll of Honour award to the students who have demonstrated desirable and acceptable behaviour in the school. It is a positive approach to develop constructive behaviour and pre-empt the negative behaviours.

The students are observed and monitored in the classroom, play area, dormitory, library, lab and other premises in the school and during field trip. Those who demonstrate such behaviours consistently are honoured in the assembly. During this reporting period there were 34 children who were awarded with scroll of honour.

Unit Primary School Middle School High School Senior Secondary School

Number of Students 16 6 6 6

6 Adult Education Programme:

The Adolescence Education Programme (AEP) is an important initiative that aims to empower young people with accurate, age appropriate and culturally relevant information, promote healthy attitudes and develop skills to enable them to respond to real life situations in positive and responsible ways. Dr. Heena from Narayana Hrudayalaya was invited to talk to all the girls if class IX to XI on the topic Puberty and Adolescence. The session was very interactive in which she spoke about puberty, teen pregnancy, hygiene, and healthy diet. Most important part of the day was when she cleared all the fears

and doubts of the girls relating to their physical and emotional changes. The students were very happy as all their fears were nullified by the open discussion held by Dr.Heena.

Book fair:

RICE-MMS organized a huge book fair in collaboration with Scholastic India Pvt Ltd. The fair was inaugurated by Our Correspondent MR. Meru Miller. The Fair was a grand success as the children had an opportunity to choose their choice from the exorbitant collection. Huge variety of books suitable for various age groups was available. This is one of the step taken by the school has enabled the students to improve their reading skill and enhance their knowledge. Totally 1830 books were sold and we earned an incentive of Rs. 21900/- for which we purchased 113 books for our library.

Mural camp

Art is a medium of expression and a powerful medium to learn. RICE-MMS believes that art can also be used as therapy to heal the disturbed mind. During this reporting period the art teacher Mr. Praveen has organised three major camps for children of class 8th to 10th on making wall mural, soap carving, and sculpture. Totally 342 students got the skills of composing, embossing, colouring, tracing and texturing the picture.

Club activities: Mastering a language gives self-confidence and courage to the students to expresses their views and receives information in more efficient way. The students were given common platform to exhibit their talents through the year. During this reporting period 8 club activity es were conducted. English club activity we held on 12th July Mrs. Rajani was the chief guest for the function. The children exhibited their talents through dance, Drama, Poem recitation, radio show etc. It was indeed a feast to our eyes and ears.

The Hindi Club activity was a grand show which highlighted the leanings of the students for class V to X. They also entertained and enlightened the audience with wide range of programmes. Interact Club:The members of Interact club visited the Narendhira Nambikai Natchathiram – Home for children and old age. This team helped the children in learning basic English, use of polite language and proper handwriting.

Rally-to protect wild life (24th Oct): As a Part of Interact Club activity, the students of class IX participated in the rally on Protection of wild animals. The enthusiastic students were also supported by the Police. The rally was inaugurated by Mr. Murugan Traffic police officer of Hosur.

Interact Club Installation (28th Oct): The installation programme of interact club was held on 28th Oct 2013 in the Indoor stadium, RICE- MMS. The chief guests were the rotary club president and Kernel Mr. Munisami and the treasurer of rotary club Mr.Gopala Krishnan. Ms. Thrishmi the former interact

7club president handed over the collar and the hammer to the new interact club president Ms. Akhshya. The new office bearers were also selected for the year 2013 -14.

Disaster management club: Children are the most vulnerable victims of any form of hazard-be it natural disasters like flood, earthquake, landslide or manmade disasters like fire, terror

attacks, and stampede. The young minds are most receptive to new ideas and need to be trained and made aware of certain basic principles that would not only save their lives but also being future citizens they play an important role towards nation building. Therefore, we in RICE MMS felt it is important to address disaster preparedness through fun activities in the school and promote the “culture of safety & preparedness” at a young age. Mr. Saheed Fire Safety Manager, Bangalore trained children to use fire extinguishers and other available materials to safe guard themselves from fire. Many practical skills of safety were also demonstrated.

Art, Science and Math Expo:One way the students are able to demonstrate what they have learnt in the class room and to promote scientific temper is by demonstrating their learning through exhibiting the working models prepared by them. They can work independently from beginning to end to complete the project .We inaugurated our Art, Science and Math Expo on 21st Feb. Mr. Sethuramam from PMC tech was the chief guest for the show. This event was a great exposure to our students as they came out with new innovations and techniques to learn Math and Science. The expo also exhibited the innate art talent hidden in our studetns.

Scouts and guides: Shouts and Guides is integral part of our co-curricular activities. This programme enhances the discipline and leadership among the students. This year 45 students chose to be a part of scouts and guides and these students rendered their support in the CBSE International girl’s football championship. These scouts and guides have also participated in all the camps conducted by Krishnagiri district scouts and guides. Eight students from class VIII were qualified to represent our school in the Rajya Puraskar award for scouts and guides.

CCE expo:Mathagondapalli Model School is a member of Hosur Sahodaya Schools Complex. During the academic year 2013-14, HSSC organised a CCE expo at Shemford School on 25 th Feb. Our School displayed the best CCE practices from each class. Our displays received lot of appreciation from the chief guest and the visitors. Our displays had the connectivity with the plan, objective, outcomes, assessment and the rubric.

Students Health and Physical Education activitiesPhysical Education is an integral part if child learning. At RICE MMS we take Physical education as a core subject and teach skill required for 20 games. These skills enable our children to be fit and well worse in the games. This year too our school witnessed many achievements in games.

8Achievement in Physical education

Achievements in Athletics

KDAA Meet CBSE-Cluster CBSE-National

First 45 First 37 First 0

Second 30 Second 22 Second 1

Third 17 Third 21 Third 12

Total 92 Total 80 Total 13

National Level Foot Ball : Empowering girl children in field sportsIt was an excellent opportunity for RICE-MMS to show case how sport and games can empower girl children in a society or community of continuous denial opportunity. A rigours coaching was given to 20

girls in the age of 14 to 18 and meticulously prepared to play the international football tournament hosted in the month of December from 11th to 15th.

Totally 432 girls participated representing 24 schools from 6 different zones (including gulf countries). Ms. Chitra Gangadharan, the Coach for Indian National Women Football Team inaugurated the match. The MEC team succeeded through league matches and pre-quarter final to quarter final. In the final match, Tagore International School, Delhi won the trophy against the Ahlcon Public School, Delhi. Mr. Pushkar Vora, the Joint Director (Sports), CBSE, New Delhi honoured as Chief Guest for valediction and gave a speech to praise the participation of girls in field sports. All our players except one are sponsored by Terre des Hommes from poor families. This is the rare and lifetime opportunity for these girls!

67th Independence Day Celebration towards QUALITY EDUCATION

RICE MMS approached the Independence Day as a day for ‘freedom through quality education’ rather than as a day only to pay homage to freedom fighters, flag hoisting ceremonies and cultural programmes. On the same day we also inaugurated the Rupee Kind club. Mr.Krishnan the Vice President Air works

India Private Ltd(TALL) presided over the function

and Mr.R.G.Srinivasan declared open the Rupee Kind Club. The children and management raised voice for quality education on 67th Independence Day Celebration.

Teachers’ Day celebrations: September 5th teachers’ was celebrated in a unique way. All the teachers were engaged in various activities and games planned by our students. This was a very emotional moment for all our teachers as they felt blissful and refreshed by the love shown by the students. 9

Children’s Day celebrations: MMS Teachers celebrated the childrens day with a difference. Children were served a special meal for the lunch. Special programmes were planned to entertain the liberators. All the teachers participated in cultural programmes.

Farewell:

The students of class X were bid farewell on 15 th March. This event will mark a day of great importance as the students parted with their school, teachers, house parents and friends. The message given by Dn Barnard and Father Becket D’Souza was very inspiring. Students received their multiple intelligence awards with several career options.

Resource Building improved:

Our school believes in continuous improvement of teaching, learning and assessment processes. This year we have worked on the variety of assessment techniques and tools in 13 core subjects and 5 co-scholastic subjects. These tools and techniques were also presented during the mentoring and monitoring process.

Sl.No Subject No. of assessment tools Methodology

and techniques developed1 Languages 6 1. Class participation

2. Creative work3. Pair / group work4. Peer assessment5. Self-assessment6. Students framing questions

2 Mathematics 4 1. Problems solving, 2. Data handling and analysis3. Investigative projects / group projects4. Self / peer assessment

3 Science 5 1. Class response2. Planning and designing experiments3. Research work - individual/pair/ group

work4. Self /peer assessment5. Open book test

4 Social Science 4 1. Class response2. Research work - individual / pair /group

work3. Self / peer assessment4. Using authentic sources

Stakeholder’s participation:

PTA meeting and activities: PTA at RICE MMS is an active and very involved body. It serves as a venue for discussion about variety of social and educational issues relating to children. Our PTA plays a power full mediating function, providing moral support to the school in all teaching and learning activities. This year two PTA meetings were held. It has been with school in the discussion regarding the safe transport of students, driver family get together, and fund raising for football event.

10 Parental Educational Programme: The parental education programme is a yearlong educational opportunities for the parents to expand their knowledge of RICE-MMS’s concept of educating children. The highlights of the parental education programme of the reporting period was engaging workshops led by professionals from the school and the guest speakers.

In addition to parent lectures, our own ERTD, faculty, taught a three –day session for the parents on developmental characteristics, concept clarity on CCE, child rights and managing adolescence was conducted. Besides this the coordinators organised four spirited term discussion between the parents and teachers to share the overall development of their wards. The analysis of the parental participation shows 90% parents participated in this programme

Date Class Topic No of Participants

8-11-2013 Pre Primary

Developmental Characteristics of children in age group 4-5Learning Styles

128

12-07-2013 VI Developmental Characteristics of children with age group 10-11Continues Comprehensive Evaluation

72

20-07-2013 VII Developmental Characteristics of children with age group 11-12Continues Comprehensive Evaluation

67

27-07-2013 VIII Developmental Characteristics of children with age group 12-13Continues Comprehensive Evaluation

58

03-08-2013 IX Developmental Characteristics of children with age group 13-14Continues Comprehensive Evaluation

51

17-08-2013 X and XI

Developmental Characteristics of children with age group 15-17Continues Comprehensive Evaluation

48+24

16-11-2013 VIII-X Child Rights 161

General Feed Back by Parents: (write the names of the parents) Well defined programme. It’s very useful for today’s scenario.-M. Rama Parent of Roopesh VII B Informative and brought awareness. I would like to join all other classes conducted in school. –M.R.Rajasekar

Parent of Toshinth VII A I was so excited. It is very important for me as parent whois having grown up children. Because now a day a

lot of things ruin the children such as internet, media, so the programme is useful. -A.Gowri Parent of Sashi Kumar VIII A

I feel great that this session is very important in this present situation. Life is very mechanical. In the long run, we miss some essential things. Really this session makes us think of the needs of the children. Danakakshmi Parent of Lingadharini of VI A

Good, informative and to some extent an eye opener.-A.Bharathi Parent of Deepa Priya Very useful and informative. I am feeling very happy that my child is taken so much care by school

management.Susheela Parent of Yashwanth Kumar VI D Very useful and informative. More sessions along with the child would help to bridge the gap between parents

and children. -Aishwarya Parent of Rohit LKG A Good and nice to understand the abuse happening to the child and this helps us to support and be aware of

such incidences. - Parent of Pandi Meena VIII B11

Contacts with educational institutions:

CBSE schools mentoring programme

CBSE has introduced Mentoring and Monitoring as a compulsory activity for all affiliated schools. This year our Principal is appointed as mentor to four different schools in Hosur and Krishnagiri. The mentoring programme went-on well, as our Principal guided the schools with right procedures and methodologies as per CBSE. The schools were also invites to our school for viewing our documentation.

List of Mentoring schools is annexed as Annexure 8

1. Sri Gurukulum School – Hosur2. Nalandha International School- Hosur3. Vijay Millennium School –Krishnagiri4. Nalandha International Public School -Krishnagiri

Networking with other schools:

MMS believes in sharing the models developed in various schools. WE are active in supporting the schools in implementing CCE, creative class environment, teacher training etc. Many schools are benefitting out of our networking.

Sl No Name of the school Place

1 Kingsly Garden Matriculation School Krishnagiri

2 Trinity School Krishnagiri

3 Rotary Public School Krishnagiri

4 St. Joseph’s School Mysore

5 St. Matthia’s School Mysore

6 Concerns Universe Foundation. Bangalore

7 CCFA Trichy

8 St.Joseph’s Matriculation School, Dharga Hosur

9 St.Joseph’s Matriculation School, Sipcot Hosur

ERTD:

MMS has an in-house training unit Education Research Training and Development (ERTD) which houses professional with many years of experience in the field of education and community development from where the students draw inspiration. We have a laboratory to carry out the educational fraternity to usher in innovations in education. Our student-cantered classrooms, library, play fields, living space and green environment add values to our work.

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This year ERTD has provided training for five educational institutions and shared the best practices with them. We have oriented them on Annual Curriculum Plan, Weekly plan and a Daily Lesson plan. These techniques were imparted to the teachers through 25 theory sessions,9 practical sessions ,6 on the job training and 15 school visits

Fund raising initiatives

The RupeeKind is a sponsorship programme, which addresses the positive changes that are needed in the lives of many children. It enables them to thrive, develop and ‘Ultimately alleviate poverty through quality education’.

Rupee Kind Club:The Rupee Kind Club has inaugurated by Rtn. RG Srinivasan during Independence Day celebration on August 15, 2013. Rupee Kind Club consists of the following:

1. Rupee Kind Member – Who contributes money Re.1 per second / minute / day / week / month / year

2. Rupee Kind Volunteer – Who involve to raise the awareness on quality education and in turn enrol the members

3. Rupee Kind Insurance – Insures their vehicles through Rupee Kind Insurance

4. Rupee Kind Fund raiser – Persons / Institutions involve in raising funds towards Rupee Kind

Inter Milan Academy: Inter Milan academy has chosen RICE MMS as its base for establishing their Foot Ball Academy. The academy at RICE MMS is equipped with two football pitches with a stand for spectators and changing rooms, indoor arena with three five-a-side courts (synthetic turf), athletic field, gym, changing rooms, residential

facility for up to 200 academy kids plus 250 guests/camps attendees. The primary objective of Inter'Milan presence in India is to develop grassroots level football in India.

Summer camp April 2014: The summer camp 2014 was inaugurated on April 21, 2014. Totally 20 children from different age groups were participated. The programme ended by May 10, 2014 with closing ceremony.

The primary purpose of SUMMER CAMP 2014 was educational and applicable in real life situation. A summer camp environment may allow children to take healthy risks in a safe and nurturing environment. The campers developed their mathematical and science knowledge, concepts and skills through practical activities, and positive learning strategies employed in a disciplined learning environment through Games, Arts and Craft.

Art and Craft: Learning art and craft promotes self-awareness, internal harmony and peace. This camp provides opportunity to the children to hone their skills. At the end of the camp, the participants will have four master pieces of art (wall mural, soap carving, still painting and photography) to decorate their living place. Through Summer Camp we mobilised Rs.1,53,500/-.

Support to Alumni

During this reporting period RICE-MMS formed a core group committee to strengthen the functions alumni association. The core committee members are Ms.Jancy Prabha, Mr.Jinu Antony, Mr.Sebin Joseph, and Mr.Kaviyarasan.These representatives met 3 times this year for the following reasons

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1. To process the financial requests send by the students2. To discuss about the means and ways of raising funds for Lei Brouns endowment fund.3. To organise the regional level meeting to share and collect information about the alumnus

Abstract of Alumnus Working after completion of studies Post-Graduation Under Graduation Higher Secondary

School Dropped and working

24 131 140 233 27

Contribution of Alumni / Alumnae to RICE MMS

Mr Sebin Joseph (student of batch I, 2004-05), Engineer, Victoria Ocean ways, Athens, Greece has contributed INR 10000/- to this fund.

Kaviyarasan, the boy from Vyasarbadi slums (IN 036) who studied in MMS during 2002-2007 (Bro Siga project, Chennai), presently per-suing I.A.S., has taken efforts to get contributions from the slum dwellers towards ‘Lei Brouns Endowment Fund for Education’ a sum of Rs.20,000. He handed over the amount to the Principal during the general assembly held on Dec 5, 2013.

Technical and financial support to Alumni

Ms Shobha from a poor agrarian family has got an interest free loan of Rs 20,000/- in order to continue her B.E. Electricals and Electronics at G. Mathegowda Institute of Technology, at K. M. Doddi, in Mandya district of Karnataka state. Mr.Jaimon from IN104 and Mr.Fanuel Samuel from IN99 has received technical guidance from MEC.

Mr. Fanuel Samuel has got technical and logistical guidance to get project at TAAL, Belagondapalli in order to complete his B.Tech. Aeronautical Engineering at Mount Zion College of Engineering, at Pathanamthitta, in Kerala.

Mr.Jaimon has got career guidance on the areas to be improved in book-keeping and accounting software packages.

Mr. Nataraj has received financial support of Rs.12,000 towards completing his final year B.Pharm., at Acharya Nagarjuna University, Gundur, Andra Pradesh.

Mr. Kemparaj one who is doing MBBS has received Rs 11,000/- to purchase his course books for the first year.

MMS are happy that eight of our graduated students from Class X, who are from the poorest of the poor community, secured their places at TVS under the sponsorship programme.

Mathagondapalli Model School Hostel

Here at the Hostel we pride ourselves on providing a high quality of care and support to children. With a mission to provide a holistic support to every individual child in the area of social, health care,

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life skill development and to offer independent living skills in a positive and caring environment. The hostel promotes and sustains good quality life with the participation of the parents and other

Those who oppose hostel stay say children will not bond with family.  They may resent being sent away.  They may look at the hostel life like punishment.  And those children who are introverted, shy and/or low in self-esteem, hostel stay will have harmful effects on them.  They will grow up into strangers, who come home during vacations just because hostel is closed then.   They will give importance to their peer groups in hostel, and not want to have anything to do with family.  Both these arguments have valid points. 

Here at the hostel we are pride ourselves on providing a high quality of care and support to children. We offer a wide range of social opportunities to interact with their peers in a relaxed environment and build on a variety of skills such as bed making, laundry and other domestic life skills. We support them to gain independence skills and self-confidence in a warm and inviting environment.   Pupils feel at ease and build strong bonds friendships with their peers.

Staffing ratios in the homes for looked after children: The overall ratio of staff to residents (including both care staff and managers) was 2.5:1, but this ranged from 1.4 staff per resident to 4.3. Obviously staff presence is required 24 hours a day

The hostel is separate from the school. Children are familiar with the buildings in the campus, making transitions easier. We also have use of the school facilities during the non-school hours so we can take advantage of the large spaces for more energetic activities. The Hostel also shares the use of the school buses so the hostellers can enjoy opportunities further afield. 

All children are encouraged to make choices in all aspects of their time with us.    They are given a voice to make decisions about what to do in their social time, what projects they would like to develop even what they would like to prepare for their supper. Children are asked to express opinions on planned outings in the community.

Learning in the Community, Staff have excellent links with the school staff, parents and outside agencies to promote partnership so they receive the highest possible care all round. We have a well-established team of qualified wardens

who are dedicated in providing an enriched programme to build on existing skills. There are 5 wardens are full-time.    We have a Head of Care along with five counsellors.

But the life in our hostel is the mid path of the two arguments about hostel life. At some point many parents debate whether they should send children to boarding schools or not. Some see admitting their children to boarding schools as an abrogation of their duties; others feel it gives the children good exposure and helps to build their confidence. However there is a demand form the parents for the admission into the hostel and pay their fee. We offer a wide range of social opportunities to interact with their peers in a relaxed environment and build on a variety of skills such as bed making, laundry and other domestic life skills. We support them to gain independence skills and self-confidence in a warm and inviting environment.   Pupils feel at ease and build strong bonds friendships with their peers.

There were 51 fee paying students and the rest are sponsored by TdH-NL and by our own source totalling 362; 154 girls and 208 boys. The major objective of the home care programme is to protect and rescue children from exploited situation and restore their childhood by protecting their rights. Living in the hostel, where the children are supported to learn to fend for them right from day one and where they meet people of different backgrounds and personalities, broadens their horizon, boost confidence, make them more independent and improve their interpersonal skills. They are helped to learn to be tactful and patient and make an attempt to look at things from another’s perspective. At the same time they have to take their own decisions, they learn by their mistakes. In short, life in our hostel teaches all the inmates all kinds of survival skills.

15The home care programme consists of three major support services to children.

1. Individual child development programme 2. Individual health development programme3. Individual life-skill development programme

Individual child development programme takes care of developing ‘age appropriate cognitive, social, emotional and personal skills’. Behaviour modification is systematically carried out. During this reporting period, 264 children had personal goal setting with the support of house parents. Out 264 of which 255 children achieved the set goals through the following techniques:

Circle time Token economy Behaviour modification exercise Scroll of honour and Goal setting

Individual health programme: Growth and development of the children are monitored in the hostel as per the national health standard set and the results are recorded in the individual health record file. Hostel health programme covers preventive, curative and promotive health care aspects.

The personal hygiene of children improved using the technique called token economy about 301 children’s personal hygiene has improved. 123 children learnt about first aid and 10 children do first aid for minor ailments under the supervision of nurse. Since the personal hygiene improved, the communicable diseases were comparatively reduced, due to this effort the medical expenses under the communicable disease reduced up to 26%.

Individual life skill development programme:

During this reporting period RICE-MMS home care programme prepared life skills curriculum and work education with clearly spelt out learning outcomes for work education and life skill programmes (Attitude and Personal values)

Doing minor electrical work, handwork, precooking and gardening etc… Children from 11 to 15 years were divided into 4 groups to learn tailoring, floriculture, Pre- cooking and electrical minor works and art & craft. Each life skill education area was monitored by the respective house parents.

Right to Express & Learn

As part of Psycho social care and support, Life skill programme, A training programmes were conducted on 14, 15 & 16th October 2013 for 155 children from classes of VIII, IX, X and XI.. Another training programme on Child Rights was conducted o n 1 7 t h J u l y 2 0 1 3 fo r 7 t h a n d 8 t h ST D ch i l d re n . A fter the training, the children shared, ‘they will stand against child abuse and protect themselves’. Children conducted two role plays and thoughtful games on child rights to government schools at Mathagondapalli and Thally under Child to Child Programme. It was an outstanding performance by the children. The awareness on child rights reached to 800 children.

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Participation and involvement of children:

A child has a right to participate in any decision that impacts their lives. We have MMS Hostel children welfare forum. Under this, we have formed 5 children's committees as follows to discuss their rights:

Food committee Discipline committee Health & Hygienic committee Cultural committee Water and Electricity committee

The main objective is “making children participation and involvement in protecting themselves”.

The children took respons ib i l i t ies and conducted the mee t ings regularly. The children themselves formulated the rules and regulations of the forum. They will work as a facilitator to improve the social living and save the natural energies.

Life skills training on ‘coping with emotions’ by the Counsellor

Development of life skill is essential for the children for the reason most of them are deprived of in many ways to think for themselves. The 11th class children participated in a programme on ‘coping with emotions’. This training was facilitated by Ms. Metilda, the students’ counsellor of MMS. At the end of the training, all the participated children demonstrated on how to cope up with emotions in a given situation. The children expressed that, the life skill training on ‘coping with emotions’ also enables to prevent child exploitation, protect them from exploitative environment and prosecute others from such situations.

Individual work education programme:

Children from Class 6 to 10 were divided into 4 groups for learning life skills namely art and craft, pre- cooking, hand-work, tailoring and minor repairing works in electrical. Each life skill has been educated and monitored by the respective house parents. The children learnt to make attractive decorative things from wealth out of waste and they applying their learnt knowledge in their daily life , they learnt to know

how to cut and feel the vegetables without wasting the nutrients and helping cooks in preparing food , They are using their gardening skills for maintain the garden in front of hostel .

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Areas Skill Attainment No of students

Electrical (Minor Repairing Works 10 108

Handwork 10 100

Gardening 10 125

Pre-Cooking 10 100

Participation of child centred parents

The impact of family involvement results in students learning achievement, the student’s behaviour and culture. By the end of As this study term Dec 20-2013, the parents of 327 children visited MMS and interacted with their respective teachers. It helps the parents to know the progress of their child and focus needed in forthcoming periods for application of learning.

Parents Participation in child development:

388 parents participated on the reopening day, 184 children parents contributed the Amount Rs .73,720 for uniform for their children. 261 parents participated on the reopen day, 246children’ parents participated on second Sunday for the participation of child development.150 parents have started saving for their children’s future education. Totally 85parents started to save the money for their children’s future education during this quarter. Children have also saved the money from Rs.100 to Rs.500 for their higher studies. Existing parents saved minimum of Rs.700 to a maximum of Rs.4000 by each of the 150 parents.

Careers guidance for protecting the children’s future

After successful passing out from MMS, some of the children are not in a position to continue higher education due to the financial problems and family burden. Either way, they fall back in social exploitation, especially the girl children. As part of the preventing child exploitation and protecting them from the exploitative environment, proactively, on Dec 4, 2013 MEC organized career guidance to the project students of Class X. We invited Mr. S.J. Vignesh, the HR Manager of TVS to guide the students to get through the fellowship professional education provided by TVS Management. Totally 25 children of Class X expressed their interest to participate in entrance test which will be conducted by TVS after the CBSE board exam.

Staff development programme:

Six full time house parents were given following on the job training: Management of student behaviour, pastoral care, goal setting, developing contracts for behavioural modification, case study presentation and documentation and reporting. All the house parents were assessed and appraised. The appraisal reveals that, there are 5 beginner level house parents and 1 experienced level-1 house parents available.

Presently all house parents are able to maintain the individual profile with all the parameters given and all the house parents are able to set goals for the inadequacies identified in the children.

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Parent’s participation in child development:

RICE-MMS is also working on improving the payability of the parents in a small way. During this reporting period Rs 66,000/- have been spent for medical expenses for 160 students, out of which 73 parents have paid the medical expenses incurred for their children which is 42%. Mobilization through residential students: 29 parent-sponsored children are in hostel.

Conclusion:

I thank the correspondent and all the teachers and other staff for their cooperation with me. I also thank the members of the board for their trust in me. I also thank the students and their parents,

Navis Jai ChitraPrincipal21 July 2014

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