1) STEP aims to improve the quality of education in low-fee private and government schools through a multi-stage school improvement framework. 2) In stage 1, a needs assessment was conducted at 9 schools which identified gaps in areas like vision/mission, teaching methods, and parent engagement. 3) In stage 4 private schools, activities focused on developing school leadership and improving instruction, while government school activities centered on processes, tools, and community engagement.

1. To transform schools and empower a generation, one step at a time
[ our journey so far ]
The ‘SchoolTransformationand EmpowermentProject’(STEP) is an initiative of MANTRASocialServices – Bangalore

2. Our Belief

3. FOREWORD
MANTRA Social Services, Bangalore is a social enterprise registered under Section 25 of
Companies Act. Founded by a team of committed and passionate individuals in 2012 and
growing in strength, MANTRA believes in the need for an association of like-minded people
and organizations/movements to inspire action and sustain change efforts.
Through the School Transformation and Empowerment Project(STEP), we strive to promote
quality education in schools serving the socio-economically disadvantaged population of
the country. This report captures our work on the ground hitherto – highlighting the first
stage of STEP, our key learning and strategic intent going forward. The journey so far has
only strengthened our conviction in the cause and enabled us to evolve STEP into a
potentially scalable solution.
Hope you find the report insightful.
Regards
Team MANTRA

4. “STEP is what its name promises; it helps you take
step after step the long staircase to an excellent
school. It promises to listen to the needs of a school
community, to work tirelessly to develop each
person in the school ecosystem to work with
sincerity towards an excellent education for all
children.”
Shaheen Mistri
Founder & CEO, Teach For India
Founder,Akanksha Foundation
SocialActivist and Educator

5. • STEP – Vision, Mission and Goals
• STEP Project Details (June – September 2014)
• About MANTRA
IN THIS REPORT

6. “I gave Mantra4Change 3 schools for their study.
The Head Mistresses(HMs) and the Cluster
Resource Persons(CRPs) were very happy with their
vision and agreed wholeheartedly.
They came to me with a detailed report(of stage 1
of STEP) with pictorial representation of the
observed statistics. I am impressed with the work
they have done and hope that we can work
together to bring substantial changes into the
current education system in government schools.
They have all my support related to this effort and I
wish them all the very best.”
Mrs. Nagarathnamma D
BlockEducationOfficer(BEO),
BangaloreSouth Block -2,
Departmentof Public Education,Karnataka 03 October, 2014

8. The Opportunity
Government run schools and affordable-private schools make education accessible and affordable
to children from socio-economically disadvantaged localities, however these often fail to provide
quality education that can bring every child on par with his well to do peers across the country.
While there are many initiatives and efforts addressing the issue of quality learning outcomes, at
the school level there is a need to address challenges at varying degrees of cost, human capital,
capacity, political will and stakeholder efficacy. This calls for a fundamental change in approaches
to building school culture, developing and prioritizing solutions AND personalizing plan delivery
and evaluation.
STEP intends to do address this gap. The imperative for our team is to create conditions that aid
innovation and integration of tools/processes at each school site.

9. - ASER2012,
The 8th AnnualReport on the Status of Educationin India
Enrollment in
Primary schools
is at its highest
in India at
96% or more
Only
35%
go on to complete
Grade 12
Over
41%
enrollment is in
private
schools
Various reports
indicate consistently
poor Reading
Levels & Math
Skills
among students across
the country
The BIG Picture

10. To engage with underachieving schools(and it’s stakeholders) through a multi-stage
school improvement framework that enables successful outcomes and empowers
such schools to serve as pathway of opportunity for every child
Innovate and integrate system-wide processes and tools that equip
stakeholders(school leaders, parents, teachers and students), enhance existing
improvement activities and sustain change efforts to ensure successful outcomes
beyond the two-year intervention cycle
STEP VISION
Every school delivers what a child deserves - quality education
STEP MISSION

11. Snapshot of Schools in URBAN BANGALORE
*APS - Affordable Private Schools (also called low-fee private schools) provide education at a low cost of 200-800 INR tuition fee per month. There is no reliable data on
the exact number of such schools in Bangalore; however various studies estimate 2-3 lakh such schools across India., and they are particularly concentrated in urban areas.
The government run schools, with various
schemes, fairly good infrastructure, trained
teachers and adequate resources, provide
free education to serve the poorest of poor
A good proportion of Affordable Private
Schools*, often under-resourced, fill the gap
for children from middle and low-income
families settled in urban areas
- Data source: DISE Report 2013-14 data (http://www.schooleducation.kar.nic.in/)

12. What is STEP?
School Transformation and Empowerment Project (STEP) is an initiative of
MANTRA designed to improve and promote quality in existing schools
serving the socio-economically disadvantaged localities in the city. Through
a multi staged School Improvement Framework and holistic approach,
STEP intends to bring in coherence to school-wide activities aimed at re-
defining and improving the quality of outcomes expected at partner
schools.
In the current academic year (2014-2015), MANTRA engaged with 9
schools for the first stage of STEP with a need assessment and report for
clarifying and aligning to school’s purpose. Following this we entered into a
two year learning focused partnership with 4 low-fee private schools and
3 government run schools to plan and implement the next stage of STEP
over the next 18 months.

13. The framework* is flexible and first stage of STEP will determine if the partner school will go
through each stage and module or if it will pick particular tools that are relevant to their needs.
Each of the school profile presents varying degrees of advantages and challenges(of cost,
human capital, capacity, political will and efficacy), in turn aiding innovation and integration of
tools/processes that will enable cost-effective implementation of STEP into similar schools in
coming years.
* MANTRA currently refers to the ‘School ImprovementPlanning Framework’ (© TDA) which is the developed by the TDA - Training and DevelopmentAgency for Schools-UK
Project Framework
The project framework*
sets out STEP planning
process in three stages -
Prepare and engage,
Identify objectives and
Ensure successful
outcomes – with
modules in each stage
focusing on particular
aspects of school
transformation.

14. To impact 16 schools and 6400 children through STEP by 2017,
ensuring that each school
– delivers quality affordable education in the face of demanding environment and
constraints, through better processes, tools and school-wide systems
– guarantees improved learning outcome that rely less on curricular or
infrastructural change and more on teacher efficacy and methodology
To be engaged with a wide array of schools and sustain a passionate
core team in a school-site based work environment that leads to
– a conducive environment for innovation and radical augmentation of solutions at
school and systemic levels
– replicable and cost-effective implementation, enabling STEP expansion to impact
92 schools(and in turn 36800 children) by 2020
– creating proof points and raising the bar for quality of outcomes across similar
schools, in turn driving system level changes for affordable education
Project Goals: 3 years

16. The given flow chart is a representation
of interconnection between the data
points collected as part of Need Analysis
and also indicates where STEP
intervention comes into picture
* The Teaching As Leadership(TAL) Impact Model informs our understanding of the relationship between various observable actions and learning outcomes
Stage-1: Components
of Need Analysis
To ‘Prepare and Engage’, stage 1 involved
a need analysis focused on gathering
qualitative and quantitative information
across the following components in the
framework* shown

17. STEP Stage-1 Fact File

18. Stage 1 - Private Schools Data Highlights
* A sample size of 4-5 students from each class were administered the ASER test on random, which tests for basic reading level and Math skills
* Each classroom was observed two or three times over a period of two weeks. The data was compiled after 80 instances of observations across 30
classrooms in three schools. Each observation instance involved recording, on average 6 different observable actions inside the classroom. The
observation check-list was non-judgmental and objectively kept track of teacher and student actions independent of grade levels and subject taught.

19. Stage 1 - Government Schools Data Highlights
* A sample size of 4-5 students from each class were administered the ASER test on random, which tests for basic reading level and Math skills
* Each classroom was observed two or three times over a period of two weeks. The data was compiled after 80 instances of observations across 30
classrooms in three schools. Each observation instance involved recording, on average 6 different observable actions inside the classroom. The
observation check-list was non-judgmental and objectively kept track of teacher and student actions independent of grade levels and subject taught.

21. Fact File – Govt Schools

28. Stage 1: Key Learning at School Level (all schools)
1. VISION &
MISSION
2. TEACHING-
LEARNING
PROCESS
3. PARENT
ENGAGEMENT
Schoolsdo not have a
definedvision-missionthat
drives day-to-dayactivities
Teacherspre-dominantly
usetext-book basedand
rote methodsfor teaching
Schoolshave some form of
interfacewith the parent
community
However,the parent
communityis low on self-
esteem; they lack clarity
regardingstudent's
learningoutcomesand
quality in teaching
However,in reflection,
SchoolLeader is able to
sharein a compelling way
his/hervision for quality
educationand is self-
driven
However,Schoolleader
and teachers believe that
with adequatespace,
resourcesand additional
support,new methods
canbe implemented
Our interviews and observations highlight significant gaps that must be addressed to enable any
plan for improvement in the school system. There are six factors that have been identified and
prioritized.

29. Stage 1: Key Learning – Government Vs Private School
5. ONGOING TRAINING
& SUPPORT
Skilled teachers capable
of imparting quality
lessons are a part of the
school system. There is
still a gap in the
effectiveness of teaching-
learning experience
process for students
Government schools
have formal feedback
mechanism to analyze
need for improvement,
however there is no
process for setting goals
or tracking progress.
There is adequate
training and support in
government schools.
However there is a lack
of follow-up and follow
through mechanism for
successful
implementation
6. TEACHER
SKILL Vs. WILL
4. QUALITY &
IMPROVEMENT PLAN
The private schools
lacked any formal
feedback mechanism
to analyze school’s
current status and
need for
improvement.
Private school teachers
received minimal or no
training support. Apart
from candid feedback
from HMs there wasn’t
any additional support
relevant to their needs
Most schools place
untrained teachers on
roll, who lack strong
teaching skills. They
seemed willing to learn
but the pressure of
completing syllabus
overpowers their will

30. “Report(from stage 1 of STEP) was very clear. Got
the real fact about the schools' performance in
terms of teachers' skills, will factor and reasons for
the teachers' positive attitude and otherwise.
It helps the department to set up a
minimal(learning level) goal for schools and
teachers to be achieved in a fixed time span. Helps
in motivating teachers, executives of the
department to bring in the expected quality in
children's education and all round development.”
Mrs. Amudha
ClusterResourcePerson(CRP)
Binnypet,Bangalore South Block -2
Departmentof Public Education - Karnataka
01 October, 2014

31. Stage 2: Identify objectives & Ensure successful outcomes
The next stage of STEP
in each of the schools
started with ‘Identifying
Objectives’ and
‘Prioritizing Solutions’
Based on the first stage
of STEP and the key
factors identified,
MANTRA and school
team determine
activities in each
module or will pick
particular tools that are
relevant to their needs.

33. Stage 2: Key Activities in Private Schools
School Level Change
For School Leadership and School Team
Initiate conversations with school leader, coach and advice to ensure he/she has the will, skill and
authority to drive a positive school culture in demanding environment
Engage in a series of interactions and knowledge building sessions with school team to co-create
vision, goals and action plan for quality improvement and collective action
Instructional Change
For Teachers and Students
Training and workshops to equip teachers with strong classroom & teamwork skills focusing on
collaboration at planning level and teaching-learning practices within classrooms.
Facilitate meaningful professional development for teachers, building up on their current knowledge-
skill-mindset

35. Stage 2: Key Activities in Government Schools
Process and tools
For MANTRA and School Team
Provide additional support with personalised processes and tools to build accountability, track
progress and inform critical decisions at school and classroom level
Plan forums for innovation, research and knowledge sharing among school leaders and teachers,
across partner schools
Community engagement
For Parents & External Stakeholders
Interface with and involve parents and community/external stakeholders to drive accountability and
catalyse change efforts
Integrate best practices and processes that will create ‘conditions for effectiveness’ across key levers
to sustain long-term change efforts

36. “Mantra- NGO, is working with us since one month.
I was really surprised to see that within such a short
span of time they collected so much of information
and suggested us in a positive way what best can be
done for the school.
Usually we think that some external body entering
into school will result in interruption but in this case
it was not. I am really thankful to them for taking an
approach which not only suggests areas of
improvement but also shows where the system is
doing right. I welcome such organizations are willing
to be part of the system to improve education.”
Mrs. Veena Naik
Head Mistress(HM),
GovernmentModel PrimarySchool – Attiguppe
BangaloreSouth Block -2
29September,2014

37. Strategic intent: Year One
For Partner School For MANTRA
100% STEP school leaders should be able to invest
school team in crafting vision-mission and goals
for their school AND every school team should
display the will, skill and ownership to drive a
positive school culture in demanding environment
90% of all teaching staff at STEP partner schools
should participate in activities and sessions aimed
at building capacity and creating conditions of
effectiveness for implementing a school
improvement plan AND 70% of participants(at
the least) should find activities useful and follow
through with the action items
Design and contextualise an effective School
Improvement Framework* for underachieving
private/government schools, based on proof
points and ‘conditions for effectiveness’ of STEP
activities in partner schools
Develop personalised tools and processes that
enables similar schools to meet quality standards
and outcomes indicated by national or state level
quality accreditation frameworks**
Benchmark academic outcomes for students and
competencies for teacher effectiveness in similar
schools through ongoing evaluation and analysis
of teaching-learning process in partner schools
*MANTRA currently refers to the ‘School Improvement Planning Framework(‘© TDA) and suite of tools developed by the TDA - Training
and Development Agency for Schools,UK for designing various stages of intervention.
* * The SQAAF( School Quality Assessment and Accreditation Form) and KSQAAC (Karnataka School Quality Assessment and
Accreditation Council) list various indicators and sub-indicators for quality through measurement rubrics

38. Skill Vs. Will
Gap
Setting vision and quality improvement goals (at school
level and classroom level) to drive everyday actions
through collective of school team on ground
Process &
Tools
Support school leadership (and CRPs) with process and
tools required for tracking, analyzing and making tough
decisions that enables improvement
Parent/
Community
Create awareness of need for improvement in ‘learning
levels’ of students among parents and policy makers to
mobilize actions targeted towards bringing in
accountability at school level
Gaps Action Items
KEY GAPS & ACTION ITEMS

39. Quality &
Improvement
Goals
School
Leadership’s
Will
MANTRA’s
Tools and
Processes
KEY LEVERS IN IMPLEMENTATION

40. Develop Strategic Plan and begin STEP
intervention in 4 partner schools
Approach external stakeholders, including
NGOs, Universities and government bodies
for strategic partnership
Annual report and Team
MANTRA step-back to
review strategy
Pre-work for STEP partner
schools(2015-2016)
An overview of MANTRA’s timeline
for the current academic year
(May 2014 – April 2015)
Pilot STEP intervention in 3
Government schools
Ongoing intervention in 4
private schools
WE ARE HERE
CURRENT TIMELINE
Pre-work for STEP project
NEED ANALYSIS of
identified schools (Stage 1)
Partner with government schools
Raise funds for Stage 2 of STEP
Expand team and streamline
operations

41. Charag Krishnan
Rishi SinghalKhushboo Awasthi
Anoop Erakkil
Santosh More
Medha Krishnan
OUR TEAM

42. Sanjay Purohit,
CEO and ManagingDirectorat
EdgeVerve Systems Limited,
a wholly owned subsidiaryof
Infosys Limited
Sudhir K Joshi,
Ex-Director,Finance,
BharathPetroleumCorp. Limited
Swati and Ramesh Ramanathan,
Founders,JanaagrahaCentre
for Citizenshipand Democracy,
a non-profitfocusedon
transformingqualityof
life in Urban India
OUR SUPPORTERS

44. Adopt Two Schools
(for 2 years)
INR 20,00,000
Ways,
you can help
Connect us with
like-minded people
Create corpus Fund
> INR 50,00,000
Adopt One School
(for 2 years)
INR 10,00,000

45. Do you believe in the social impact of
quality education?
Do you think that an association of
like minded people can actually
change the course of history?
Do you feel that the time and
the opportunity is right here
and now?
Join our movement to ensure that every child in this country gets access to quality education.
Share our vision. Help us grow & function and help us keep our momentum.
Raised
INR 10,00,000
Goal
INR 32,00,000
HOW CAN YOU HELP?


46. santosh@mantra4change.com
khushboo@mantra4change.com
(91)-810 586 1047
(91)-9731 789 611
For feedback and further details
Lets talk about solutions..!
facebook.com/mantra4change