Sbm practices 2014 2015

Department of EducationDistrict of Taytay II

SAN FRANCISCO ELEMENTARY SCHOOL

School Based Management

BEST PRACTICES

School Based Management (SBM) aims to decentralized education management to improve the Department s’ operating efficiency and upgrade education quality. Making all the stakeholders engaged and work together to improve school performance determines the best practice that will lead to the attainment of SBM Vision and Mission.

INTRODUCTION

SAN FRANCISCO ELEMENTARY SCHOOL is fully covered and well guided to its guiding principle which is the Vision and Mission of the Department of Education. As it is mandated by the government of Basic Education Act of 2001, San Francisco Elem. school prepare a School Improvement Plan which was being prepared by the School Planning Team.

This plan of San Francisco Elem. School aimed to attain the objectives which to increase achievement rate on the NAT results and reduce Drop-Out rate through the full implementation of (DORP) Drop Out Reduction Program with its corresponding specified intervention such as the Project USE (Unmastered Skills Enrichment), Home Visitation and other more ways of retrieving the students who are already outside from the school activities respectively.

With the full implementation of SBM, the school employed to have the sets of

principle which will inform us regarding on school performance status and other

related school duties and functions which are important points of information.Among the best practices that were utilized by San Francisco Elementary

School were the following:

I. Leadership and

Governance




Leadership and Governance



INTERVENTION PROGRAMS /

PROJECTS IMPLEMENTED

STATUS OF SCHOOL PERFORMANCE

BEFORE THE INTERVENTION

RESULTS OF THE IMPLEMENTATION OF THE

INTERVENTION

LEADERSHIP AND GOVERNANCE

- Limited community linkages and involvement of stakeholders about the school improvement.

- Increased / build strong community linkages which resulted to more stakeholders participation for continuous school improvement.




INTERVENTION PROGRAMS / PROJECTS IMPLEMENTED

STATUS OF SCHOOL PERFORMANCE BEFORE THE

INTERVENTIONRESULTS OF THE IMPLEMENTATION OF

THE INTERVENTION

A. LEADERSHIP AND GOVERNANCE

Project USE (Unmastered Skills Enrichment)

- Low performance of pupils in NAT

- Inquiries on financial support system

- Ineffective delivery of quality school services

- Periodical assessment on the implemented programs / projects

- Limited attendance to trainings/conferences (selected personnel only)

- SLAC sessions are conducted on semestral breaks only.

- Increased pupils performance in terms of NAT

- Transparent financial system on school projects

- Effective measures in the delivery of school services

- Annual assessment on the projects /programs implemented

- More training were attended on different level.

- SLAC sessions were conducted every month.







THE INTERVENTION

INTERNAL AND EXTERNAL STAKEHOLDERS

LGU’s, NGO’s, Rotary Club informed for any support and assistance for the improvement of pupil’s clientele

- 250 pupils belongs to indigenous family needs school supplies.

- Limited reading Materials for Reading Program

- Parents Orientation on Feeding Program/Activities

- 250 pupils are recipient of school supplies from Christ the King Parish Church

- GCF (Genesis Christian Fellowship) a Christian Org. donated variety of Reading books for their Reading Program

- Awareness on the prevention of malnutrition and Sustainable Food Production.

- Personnel involved in the implementation of the different programs / projects stated in the AIP met and prioritized accordingly.

- Results of NAT, was presented to all concern.

- MPS – 67.65

- Analysis of Results and parallel Test / Enhancement Activities to improve (MPS) performance.




INTERVENTION PROGRAMS / PROJECTS

IMPLEMENTED


INTERVENTIONRESULTS OF THE IMPLEMENTATION

OF THE INTERVENTION

Project FEED

- Twenty-five (25) wasted

pupils were catered by the school through free feeding, 144 severely wasted pupils were given feeding by National gov’t

- After the implementation,

results showed that 100% of pupils improved in their nutrition level.





IMPLEMENTED

STATUS OF SCHOOL PERFORMANCE BEFORE

THE INTERVENTION

RESULTS OF THE IMPLEMENTATION OF THE

INTERVENTION

Enhancing Teacher Competencies (ETC)

50 % of the Teachers are Lack of Teaching

Strategies and Techniques

85% of the teachers are now equipped with the new Trends

and techniques

PROJECT : MONT- (MENTORING ON NEW

TEACHERS)

the key teachers and the masters’ teachers impart

their knowledge and expertise to all neophytes

using the teacher induction program

module during their free time

Teachers were properly oriented.

II. Curriculum and Learning




Curriculum and Learning



Every school is unique in terms of its strengths such as experiences in curriculum development, pedagogy, teachers, leadership, community context, and the changes it proposes to make each year. San Francisco Elementary School is one of these unique schools which continuously practices systematic whole-school curriculum planning to ensure that every member of the school works towards achieving the priority learning goals set by the school through planning short-term targets and strategic steps of school curriculum instruction.

It is every child’s right to go as far as possible along every dimension of the school curriculum in order to reach their considerable potential. The basic learning needs needed by him to be able to survive and develop his full capacities, live and work in dignity, participate fully in national development, improve the quality of their lives, make informed decisions and continue learning comprise both:• Essential learning tools ( literacy, numeracy, oral and written expression and problem solving)• The basic learning content ( knowledge, skills, values and attitudes).




To provide the total learning experiences through which pupils learn and to enable the learners to remove the gap between what he is supposed to learn and what he has actually learned, SFES considers the following as its BEST PRACTICES : 1. Learning and teaching resources are prepared to support the teachers. Teachers

collaborate to support one another in the preparation of instructional materials and other teaching resources. Learning resources--such as professional collections, mentoring, and coaching—are made available in the workplace, and teachers have access to guidance for planning and implementing personal professional development agendas.

2. To create space for enhancing teachers’ professionalism, there is a specified time slot for teachers’ professional development, including collaborative lesson, teachers’ LAC Session every quarter. Teachers were equipped through trainings on the different approaches for effective teaching.




To update and refresh teachers’ knowledge in the usage of English so as to be competitive in the world of academe, the Principal collaborated with University of the East College Department of English, College of Arts and Sciences for “free “ Basic Refresher Course in English for teachers.

To nurture a reading culture in school, there is a specified reading session for all pupils. The schools continuously support the celebration of National Reading Month. During the celebration, all teachers and pupils portray a book character. Reading corners were installed to promote the love for reading and the use of effective reading strategies and activity.




San Francisco Elementary School in collaboration with Yeungnam University of Korea hosted the Korean Student Immersion Program held on July 8-18, 2014.

The main objective of the program is to experience cultural exchanges by exposing Korean students to the local elementary school environment. They provided lessons in the form of music, arts, practical arts and other subjects. As part of their service initiatives, they rehabilitated the Grade Three classroom through minimal repairs and painting works. They also contributed school supplies, some lighting fixtures and electric fans.

The school fosters trust among parents, teachers, and other stakeholders through continuous improvement programs, financial transparency and recognition of outstanding stakeholders.




Teachers were also given recognition and awards for their outstanding performances.

Immediate intervention was given to pupils who need them. Pupils were grouped according to their needs. Peer tutoring was also used to assist learners at risk.

It is a commitment of the school to provide a favorable and conducive environment for learning. With this principle, awards were given to teachers who maintained the most conducive and child –friendly classroom.




SFES BEST PRACTICES IN MATHEMATICS

Intervention has become an important way for teachers to ensure that all students succeed in today's high stakes testing environment. Helping students who are struggling with mathematics requires teachers to choose an appropriate time and strategy for the intervention. Without a systematic approach, this can be a challenge for teachers who have multiple students in need of help.




SFES BEST PRACTICES IN MATHEMATICS 1. Peer tutoring It is an intervention in which pupils work in pairs to master academic skills or content. We paired more skilled pupils to less skilled pupils.

Here in San Francisco Elem. School, grade 5 and 6 pupils implemented this scheme during Mathematics time every Friday, skilled pupils combined with the less skilled to improve their learning ability in Mathematics and attained 75% mastery level in each class.




SFES BEST PRACTICES IN MATHEMATICS




SFES BEST PRACTICES IN MATHEMATICS 2. Parental involvement When parents are involved in their student’s education, those students have higher grades and test scores, better attendance, and complete homework more consistently. Parents are advised to sign their children’s homework.




SFES BEST PRACTICES IN MATHEMATICS 3. One - on - one Tutoring It provides individual tutoring. We used this for the pupils who lack of mastery of the lesson. One-on-one tutoring is highly successful in improving a pupil’s academic ability – grades, study skills, and confidence.




SFES BEST PRACTICES IN MATHEMATICS 4. Mastery of the Four Fundamental Operations Mathematics is an exact learning area. We compute and solve for what is being asked. How can we give the proper value with the right solution if we do not have a thorough understanding and skills on the four fundamental operations in Mathematics? It is important to have the proper knowledge and comprehension on the given situation. Analyzed and interpret properly on what properties or operations to be used to arrive on proper solution. The four fundamental operations in Mathematics are as follow; Addition, subtraction, Multiplication and Division.




BEST PRACTICES IN ENGLISHSY 2015-2016

I. INTRODUCTION As DepEd Rizal division envisioned the schools as a seat of culture and excellence, made possible by the principal, teachers ,stake holders and pupils as well. In our desire to address the needs of all the clienteles, serve and provide basic services of education, the school has done its best to provide quality basic education in English subject as a whole. In line with the action plan made this school year, several programs, projects, and activities have been implemented to give due considerations and address the needs of our clienteles through the assistance of our principal. These were composed of best practices done by the school in the district. Likewise, it includes preparation of the school’s project proposal




II. OBJECTIVES In the modern days of technology, English is a fundamental subject and survival skill to face the 21st century. Here are our aims to surpass these fast changing world in English: Institutionalize mentoring program as an approach in raising English

fluency and communicative proficiency with focus on the learning processes and implementation of classroom teaching skills.

Determine the skills mastered, not mastered and least mastered by the pupils which serve as baseline data creating interventions for English.

Upgrade and improve teaching competency and proficiency in the use of English instructions in the areas of Science, Math and English in order to attain the increase of student fluency and production in English.

Produce competitive teachers and pupils in English equipped with personal and professional values




Excel in different completion that involves English proficiency skills of pupils with in different levels.

Raise the Performance reading level of pupils. Implement reading intervention scheme by grade level. Provide in service training to teachers that will enhance their

competence and instructional leadership skills. Strengthen the sharing of Best Practices and Reading

Interventions among teachers and school heads.




III. BEST PRACTICES To boost the development of reading and literacy skills of Nonreaders, Beginning readers and children at risk the following practices were implemented: 1. INSPIRE” Program (Intensive, Systematic, Phonics Instruction and Reading Recovery ProgramOBJECTIVES: Identify the strengths and weaknesses of pupils in reading through the administration

of diagnostic instruments. Employ direct phonemic awareness training Emphasize teaching by drawing children’s attention to letters and words in popular

children’s stories. Establish accuracy and fluency in beginning reading skills Improve comprehension skills of pupils Develop their love for reading Strengthen the teachers’ skill in communication so that the quality of English

teaching will be improved




2. SSD “ Share a Story a Day “ Project Actual conduct of oral reading by the assigned reader was emphasized in this practice. In which one pupil will share a story a day then he/ she will ask 3- 5 questions based on the story, conducted in their own classrooms with the help of their teachers.




SFES BEST PRACTICES IN ARALING PANLIPUNANDemonstration Teaching is a critical component of any

teaching degree program. This in-classroom experience is invaluable in helping to integrate the academic knowledge and teaching skills you’ve developed to this point into a practical application that will prepare you to tackle the challenges of your own classroom effectively and with confidence.

The demonstration method of teaching shows learners how to do a task using sequential instructions with the end goal of having learners perform the tasks independently.




Teachers not only demonstrate specific learning concepts within the classroom, they can also participate in demonstration classrooms to help improve their own teaching strategies, which may or may not be demonstrative in nature thus, our school conducted demonstration teaching in Araling Panlipunan from Grades 1 to 6 every grading period.




KINDERGARTEN CURRICULUM(BEST PRACTICES)

INTRODUCTIONKindergarten is a school or class for young children, usually four to six years

old, that prepare them for first grade and that develops basic skills and social behavior by games, exercises, music, simple handicrafts, etc. Kindergarten Readiness Is…*A child who listens· To directions without interrupting· To stories and poems for five or ten minutes without restlessnessA child who hears· Words that rhyme· Words that begin with the same sound or different soundsA child who sees· Likenesses and differences in pictures and designs· Letters and words that match




A child who understands· The relationship inherent in such words as up and down, top and bottom, little and big. The classifications of words that represent people, places, and thingsA child who speaks and can· Stay on the topic in class discussions· Retell a story or poem in correct sequence· Tell a story or relate an experience of her ownA child who thinks and can· Give the main idea of a story· Give unique ideas and important details· Give reasons for his opinions




A child who adjusts· To changes in routine and to new situations without becoming fearful· To opposition or defeat without crying or sulking· To necessity of asking for help when neededA child who plays· Cooperatively with other children· And shares, takes turns and assumes his share of group responsibility· And can run, jump, skip, and bounce a ball with comparative dexterity




Children go through many transitions throughout their lives, but one of the most important transitions is the one from a preschool program to kindergarten. “During this period behavior is shaped and attitudes are formed that will influence children throughout their education”. Children’s transitions are most strongly influenced by their home environment, the preschool program they attend, and the continuity between preschool and kindergarten. Thus, San Francisco Elementary School enhanced the Kindergarten Curriculum through best practices like:• Project EEL (Explore, Experiment and Learn) which applicable in Science and Math subjects, the teacher will bring the pupils outside the room to look for real objects related to their topic for that day. Aside from that, the teacher will bring or present real objects as basis during the discussion. Project EEL is very effective in Math and Science subjects; students will learn through exploring new things and experimenting. There is a belief in sensory learning; children learn more by touching, seeing, smelling, tasting, and exploring than by just listening. This scheme is implemented during TTH (Tuesday and Thursday). “Lively intellectual curiosities turn the world into an exciting laboratory and keeps one ever a learner.




• The KAVS (Kinesthetic, Auditory, Visual, and Sensory) Approach. When learning, it helps for these students to move around, this increase the students’ understanding, with learners generally getting better marks. In kindergarten classroom setting, these students may stand out because of their need to move; their high energy levels may cause them to be agitated, restless or impatient. The child’s work as a purposeful, ordered activity toward a determined end is highly valued. This applies both to exercises for practical life and language. The main materials in the classroom are “didactic.” These are materials that involve sensory experiences and are self-correcting. The KVAS Approach is implemented during MWF (Monday, Wednesday and Friday).







BEST PRACTICES IN SCIENCESCHOOL YEAR 2015-2016

IntroductionThe school as a whole is committed to continuous improvement and forms learning partnerships within and beyond the school. It develops plans and targets that address its goals, seeks feedback on its performance, uses data to reflect on its outcomes, reports openly and honestly and celebrates its achievements. It is known

that an individual's quality of life and the well-being of the society depend on the quality of education. Pupils' performance

in primary leaving examinations will greatly depend on the quality of education that pupils have gained in school.




BEST PRACTICES IN SCIENCESCHOOL YEAR 2015-2016

IntroductionThe school as a whole is committed to continuous improvement and forms learning partnerships within and beyond the school. It develops plans and targets that address its goals, seeks feedback on its performance, uses data to reflect on its outcomes, reports openly and honestly and celebrates its achievements. It is known that an individual's quality of life and the well-being of the society depend on the quality of education. Pupils' performance in primary leaving examinations will greatly depend on the quality of education that pupils have gained in school.




Objectives Visualize academic success for all students. Strengthen safe and cooperative climate for learning. Promote support and training to continual professional learning. Track data to promote collaborative inquiry and practices that improve

student learning. Cultivate leadership in staff, parents, and community partners. Promote administrative, community and parental involvement in

experiences and outcomes. Perform assessments that integrate evidence of teaching practices and

student learning measured in a variety of ways (such as student’s work, student’s participation in different activities, lesson plans, assignments.




Peer Learning Groups Peer learning groups encouraged and help students to develop as they find that other have similar problems and get a chance to discuss their academic problems and other issues. They also agree that they like to study in groups and it is effective. An organized approach to this involves forming groups of 8-10 pupils- good and weak mixed, Good student s can help the weaker ones- the act of tutoring also helps good students. Peer groups can also help each other.




Buddy System It is an intervention where good and weak students are paired and work together to master the academic skills or content in Science.In San Francisco Elementary School, the grade 5 and 6 pupils undergone this scheme during Science time every Friday to improve their learning outcomes in Science and complied with

75% mastery level in each class.




A Virtual Journey into the Universe This are downloaded activities and videos that puts students in the cockpit of a space shuttle as they explore the solar system. Students land on each planet where they find information about previous explorations of the planet, the planet’s exterior features, composition, and satellites. Students can also engage in interactive activities to learn more about various planetary features




Use of Web Based For Science Education A remarkable opportunity for global science education is provided by the Internet, one of the most important sources of information worldwide, for learners and educators alike. Many excellent educational resources are now available on line.




III. Accountability and Continuous Improvement




Accountability & Continuous Improvement




IMPLEMENTED


INTERVENTIONRESULTS OF THE IMPLEMENTATION

OF THE INTERVENTION

1. MOOE, HE Funds, SEF, PTA are allocated accordingly

2. Fund Raising Activities3. Personnel Involved

assigned

- Proper Allocation of Funds

- Proper management and allotment per area of operation for each funds well done.

1. PROJECT PTB (Posted Transparency Board)

- Not fully aware of Transparency

- 100 % of Transparency







THE INTERVENTION

1. Teachers plan for pupils

progress • Intensive

Monitoring

- Analysis of Results

MPS – NAT

- Fiscal Status

- Accountability in Reporting the Academic performance of the School and other areas of concern







THE INTERVENTION

PROJECT RACE (Read and Comprehend Effectively) 170 or 38.03% out of

447 Grade Three pupils are analyzed as children at risk in reading with comprehension during the Pre-test administration of the Phil IRI for SY 2014-2015.

Frustration level was lessened to 110

Instructional level was improved

IV. Management

and Resources




Management and Resources






THE INTERVENTION

Project PPS (Productive Partnership Stakeholders)

Proper networking domestically, nationally and internationally

Minimal participation of stakeholders/community linkages

School relationship with the stakeholders established with 75%

success

Date post:	18-Feb-2017
Category:	Education
Upload:	migz-fajardo
View:	577 times
Download:	1 times