Urros works to impact learning in children, irrespective of location, language, urban-rural populations, varied income segments, across genders, tech aligned or non-tech aligned populations.
Urros did a school transformation project for a rural village school called Bodhi School, Narayankhed, Telangana, at the request of the School Board.
School improvement is a time-bound programme done on the behest of the school Board. The approach is to do a quick diagnostic, evaluate alternative solutions and implement the recommendations. The end goal is to improve the learning levels and the learning environment at school.
Bodhi School – Bodhi is a rural school for low-income parents in Narayankhed, Telangana. It has 300-400 children from pre k to grade 7. The children come from marginalised social and income groups. The school also has location challenges as it is located a few km away from the nearest village/town. This aggravates the scope of finding teachers and school leader.
The need areas and urgent problems of the school were identified together with the Board. Alternative solutions were discussed, evaluated and decided. Next, Urros implemented multiple strategies over 4-6 month for all around improvement in school environment. Based on the needs, more than 100 recommendations were implemented within this period. The program resulted in drastic improvement in the learning environment of the school, 25% financial efficiency based on year on year budget, better monitoring, increased parent communication and engagement and 10% jump in learning scores between the 1st and the third exams.
The project was completed by hiring a school leader for the school to take the school forward.
Examples of school improvement strategies:
The school improvement strategies were grouped under pre-k (max no of children in school), primary to grade 7, teacher trainings, financials.
Hiring of Assistant teachers to support in pre-primary, to improve teacher-student ratio and to enable teachers give more time to all children.
Most parents were disconnected with the happenings in the school. A monthly newsletter was started to improve communication.
Teacher were a weak link in the school as the school is in a remote location. A lot of effort and approaches were tried to improve teacher skills and knowledge, improve the team work in school and peer learning.
Introduction of preparatory period for teachers to prepare for next days lesson as most of the teachers would come unprepared to school.
Every alternate saturday for teacher training was introduced to help teachers upgrade their skills.
Introduction of newspapers for middle school children.
Children in Grade 1 and 2 were weak in reading. Lower level reading books were made available to help them bridge the gap quickly.
Hiring of School Leader:
Bodhi is a remote schools. After many permutations and combinations of managing the school from Hyderabad were tried, and the results continued to be sub-optimal, it was decided to hire a School leader who would live on campus. More than 100 school principals were shortlisted and then based on skills, language and budget requirements, the hiring was completed. The person was inducted, was appraised of challenges and areas to work on, and transition was completed.