• Capacity building of teachers: information dissemination through trainings and workshops was conducted to heighten the teachers’ awareness of the MTBMLE policy. Provisions of sufficient in-service trainings for all teachers employing the MTBMLE plays crucial role. A sufficient number of teachers were trained and were constantly monitored for the effectiveness of this program. The teachers attended a considerable number of trainings and had more opportunities on becoming better informed about the innovation, and they had more chances of modelling it in action and finally, practiced using MTBMLE approach.
  • Case studies: Under MTBMLE, Case studies are developed on the very day one of getting admission into hostel of the children to track the language background of the children at the time of entry to KISS premises. The children are categorised based on language status, smartness, talents and interests to be focused on in course of time. Moreover, case studies are also drawn from the parents to keep record the socio-economic, political, geographical context of the community and their level of awareness about MTBMLE.
  • Baseline survey: Baseline survey is one of the most decisive and crucial stages of such a MTBMLE programme; it provides all the necessary information and data for a practically achievable plan for an MTB-MLE programme. Baseline survey helps in understanding the existing status of the community in terms of their population, educational status, economy and many other factors which can potentially influence the objective and nature of the programme. Therefore, baseline is conducted at the very beginning of the education year in the KISS premises at the beginning of every year. Some general information / data mainly related to the demography, economy, education, health and transportation of the 22 linguistic communities enrolled in KISS. On the other hand, the baseline focuses specifically on language usage among the children and the attitude towards their language.
  • Language mapping: In order to support the effective implementation of the curriculum and adherence to the standards and principles the MTBMLE pursuing classroom level language mapping among the peer educators (Class-6-9) in KISS premises. The goal is to develop a culturally responsive MTBMLE implementation strategy for all learners including those from indigenous communities. In anticipation of the expansion of the 22 tribal languages in MTBMLE programme, there is a need to build an inventory of the languages used as first language of the learners and teachers.  The data gathered from language mapping is used for the production of new TLM including support materials such as dictionaries, word book, etc. using the said language as communication and education tool. The language mapping data is being used as a support for capacity building of teachers and non-teaching personnel who are involved in implementing MTBMLE.
  • Classroom transaction & monitoring: Monitoring of the classroom transaction is periodically carried out to streamline the MTBMLE in KISS. The teachers acknowledge the importance of providing opportunities to the pupils to speak and use their mother tongue. It is perceived that the teachers do exhibit strong support and practice of MTBMLE approach of encouraging the pupils to read in their first language, allowing them to present, explain ideas and concepts using the first language and encouraging pupils to write in the first language. Since the implementation the teachers agreed that the use of mother tongue in teaching increases pupils’ participation. This is evident on how teachers embrace the MTBMLE implementation. Whatever is recommended, approved, and prescribed through monitoring, the teachers always reminded to strictly adhere and comply. To put the policy in action and to achieve its goal, constant updating with knowledge and pedagogy are also taken seriously by teachers as the prime implementers.
  • Peer group interaction: Peer groups’ interaction proves well and effectively in a ways similar to the community among the very young children of 5 years enrolled in KISS. They develop a sense of self from their perceptions of peer group members in KISS surroundings. Their attachments and friendships emerge through their play. These relationships influence children’s behaviour. The socio-cultural thought, ethnic identity, and knowledge on occupations of the peer groups plays intimate influential role in the process by which they socialize their fellow children. Moreover, their self-perception and socializing skills gradually become influenced by how their peers view them.
  • Student & teachers evaluation: Separate student teachers assessment tools are developed to evaluate and get confirmed that the teachers are aware that the implementation of MTBMLE can improve pupils’ performance in Listening, Speaking, Reading and Writing.  The result implies that teachers are highly knowledgeable on the effects of the program to students’ performance. Specifically, teachers are highly aware that MTBMLE increases pupils’ participation, develops awareness of pupils’ own culture, enhances reading and writing skills and facilitates the learning of the 2nd and 3rd languages. Teachers expressed strong support in the policy and confirmed that pupils learn better if they use a more familiar language because it is easier for pupils to learn a second language after gaining proficiency in their first language.
  • Parents Plus+: The parents become an important part to the MTBMLE program since it is largely institution-based. Parents–children relationship is an important contributing factor to the immense success of the program. It is felt worth that involvement of parents and uses their experiences and knowledge resources in designing MTBMLE activities. The parents are invited to interact with their children without being ashamed of using their native language. They are invited frequently to participate in the parent’s/stakeholders meetings. Obviously parents are more concerned with the end product, but not the process that leads to it. Although most of them do appreciate the fact that the children do show greater interest in learning in mother-tongue.
  • Stakeholders’ participation: MTBMLE facilitates real opportunity to participate in speaking to teachers, administration, and MTBMLE personnel on the progress, strength, weakness and opportunities to grow of their children in KISS. MTBMLE collaborates with parents and other stakeholders in designing relevant activities. Teachers realized that parents, along with the other stakeholders, play significant role in the implementation of the program. The parents’ participation is widely-cited as one of the important contributing factors in successful multilingual education programs.
  • Developing, producing, and designing of localized materials: MTBMLE created a great deal of teaching & learning materials to facilitate lessons in MTB. Materials for both teachers and students are made available in the almost 10 specific language contexts. Teaching reported as effective as adequate and relevant instructional materials are being used. The materials and activities prepared and designed by the teachers according to the learners’ interests and needs, their own culture, in giving interest, stimulating, and challenging tasks related to MTBMLE, employing innovative methods for MLE programs and in initiating school-wide activities related to MTBMLE.
  • Promotion and regeneration of tribal language: It is certainly the case that linguistic diversity is a fact of life in Odisha. MTBMLE programme believes that both individuals and societies are multilingual by default. The sincere efforts of the state to promote dominant languages like Odia at the cost of indigenous languages can be seen as a problem rather than the solution for universalization of quality school education and reduction of poverty. MTBMLE believes that with multilingualism and education as its central theme. Teaching using the mother tongue as a medium of instruction based on experience has created a positive impact on the performance and attitude of the students towards learning.