The accomplishment report summarizes the activities of Oanari Anational High School from June to July 2015. It describes improvements in student development through testing, counseling, and extracurricular activities. It also outlines staff development such as workshops attended and training hosted. Initiatives are discussed relating to curriculum development, physical campus improvements, community engagement, and other school operations. The report was prepared by Master Teacher Emilyn Mapalo and approved by Head Teacher Marlyn Fernandez and Principal Cleofe Oliveros.
This document outlines policy guidelines for awards and recognition programs for students in the K-12 Basic Education Program. It discusses the rationale for having such programs, which is to create a positive learning environment, improve student morale, and motivate high performance. It then describes the different types of classroom and grade-level awards that should be given, such as performance awards, conduct awards, academic excellence awards, and leadership awards. It also provides details on how awardees are determined by an Awards Committee and how protests should be handled. The overall purpose is to acknowledge and promote student excellence in various areas of achievement.
The document defines 16 performance indicators used to measure education outcomes in the Philippines. The indicators include gross enrolment ratio, percentage of pupils with early childhood education, promotion and repetition rates, cohort survival rate, and dropout rates. Calculations for each indicator are provided using data sources like enrolment, population, graduates, and repeaters. The indicators assess participation, access, efficiency, and internal functioning of the education system at various levels.
The document outlines the annual implementation plan for school year 2021-2022 of a school in Zambales, Philippines. It details 21 school improvement projects, including retrofitting water pipes, repairing comfort rooms, and developing interactive learning materials. Each project lists activities, responsible persons, schedules, budgets, and funding sources. The plan aims to improve school facilities, health and safety, and adapt teaching to the new normal of distance and blended learning.
This document is a mid-year review form for teacher Jefferson B. Torres. It evaluates his performance over the rating period based on key result areas (KRAs) like content knowledge and pedagogy, learning environment and diversity of learners, and curriculum and planning. Each KRA has objectives with timelines, weights, means of verification, and ratings. The form contains the ratings and remarks from both the ratee (Mr. Torres) and rater (Principal Luisito de Guzman). It will be used to assess Mr. Torres' performance at the mid-year point and identify any areas for improvement in the second half of the rating period.
The Mangga Elementary School is requesting participation from the Commander of the Naval Forces Western Mindanao in their upcoming Brigada Eskwela Program from May 20-25, 2019. The school is asking for volunteers to help with minor and major repairs, cleaning, beautifying, and making the school ready for the new school year. Specifically, they are requesting cleaning materials, paints, cement, hollow blocks, plants, gardening tools, and trash cans to use during the program. The school coordinator, Lalane Canaveral, can be contacted at 0905-727-8565 for any inquiries about participating on May 22, 2019.
The accomplishment report summarizes the activities of Oanari Anational High School from June to July 2015. It describes improvements in student development through testing, counseling, and extracurricular activities. It also outlines staff development such as workshops attended and training hosted. Initiatives are discussed relating to curriculum development, physical campus improvements, community engagement, and other school operations. The report was prepared by Master Teacher Emilyn Mapalo and approved by Head Teacher Marlyn Fernandez and Principal Cleofe Oliveros.
This document outlines policy guidelines for awards and recognition programs for students in the K-12 Basic Education Program. It discusses the rationale for having such programs, which is to create a positive learning environment, improve student morale, and motivate high performance. It then describes the different types of classroom and grade-level awards that should be given, such as performance awards, conduct awards, academic excellence awards, and leadership awards. It also provides details on how awardees are determined by an Awards Committee and how protests should be handled. The overall purpose is to acknowledge and promote student excellence in various areas of achievement.
The document defines 16 performance indicators used to measure education outcomes in the Philippines. The indicators include gross enrolment ratio, percentage of pupils with early childhood education, promotion and repetition rates, cohort survival rate, and dropout rates. Calculations for each indicator are provided using data sources like enrolment, population, graduates, and repeaters. The indicators assess participation, access, efficiency, and internal functioning of the education system at various levels.
The document outlines the annual implementation plan for school year 2021-2022 of a school in Zambales, Philippines. It details 21 school improvement projects, including retrofitting water pipes, repairing comfort rooms, and developing interactive learning materials. Each project lists activities, responsible persons, schedules, budgets, and funding sources. The plan aims to improve school facilities, health and safety, and adapt teaching to the new normal of distance and blended learning.
This document is a mid-year review form for teacher Jefferson B. Torres. It evaluates his performance over the rating period based on key result areas (KRAs) like content knowledge and pedagogy, learning environment and diversity of learners, and curriculum and planning. Each KRA has objectives with timelines, weights, means of verification, and ratings. The form contains the ratings and remarks from both the ratee (Mr. Torres) and rater (Principal Luisito de Guzman). It will be used to assess Mr. Torres' performance at the mid-year point and identify any areas for improvement in the second half of the rating period.
The Mangga Elementary School is requesting participation from the Commander of the Naval Forces Western Mindanao in their upcoming Brigada Eskwela Program from May 20-25, 2019. The school is asking for volunteers to help with minor and major repairs, cleaning, beautifying, and making the school ready for the new school year. Specifically, they are requesting cleaning materials, paints, cement, hollow blocks, plants, gardening tools, and trash cans to use during the program. The school coordinator, Lalane Canaveral, can be contacted at 0905-727-8565 for any inquiries about participating on May 22, 2019.
This document outlines the School Monitoring, Evaluation and Adjustment (SMEA) Plan for the 2021-2022 school year for a school in Mabalacat City, Pampanga. It details the plan across four domains: 1) Leading Strategically, 2) Managing School Operations and Resources, 3) Focusing on Teaching and Learning, and 4) Developing Self and Others. For each domain, it lists the objectives, major outputs, suggested activities, performance indicators, and timeline. The plan aims to monitor progress, evaluate outcomes, and make adjustments to ensure the school's strategic plans and operations align with its vision and support improved teaching, learning, and performance.
The document contains monthly accomplishment reports for Grade 6 at Calapan Elementary School for the 2013-2014 school year. It describes pupil development activities, teacher development activities, curriculum development, facility maintenance, and networking each month. Key activities included administering tests, participating in competitions and celebrations, conducting reviews, facilitating extracurricular activities, attending trainings, updating records, and collaborating with parents.
The document contains class schedules for various sections of Grade 1 and Grade 2 students at San Francisco Elementary School for the 2013-2014 school year. Each section schedule outlines the time allotted, learning areas covered, and teachers. The schedules show that classes run for 6-7 hours daily and include subjects like English, Math, Filipino, Araling Panlipunan, MAPEH, and recess. Remedial instruction is also provided for 90 minutes each day. The schedules were submitted by teachers and approved by the school principal and district supervisor.
The Gulayan sa Paaralan Project (GPP) is a proposed project by the Department of Education to establish school gardens in Tagbina, Philippines. The objectives are to improve vegetable production and consumption, establish gardens as a food source for supplementary feeding, and showcase small-scale farming models. The project will target all elementary and secondary schools in Tagbina, benefiting over 24 elementary schools, 15 elementary schools, and 7 secondary schools. A budget of PHP 460,000 is requested, with PHP 391,000 from the national government and PHP 69,000 of local government counterpart funding. School administrators, teachers, parents, and officials will implement organic gardening with provided tools and seedlings.
This certificate of recognition was awarded to an individual for winning the coach position in the 3rd SMART Quiz Whiz competition held on September 21, 2010 at the Philippine Science High School - Central Mindanao Campus. The competition was part of the 11th SMT Festival celebrating the school's response to environmental challenges. The certificate was signed by the SMART president and adviser as well as the SMT department coordinator, CISD chief, and campus director.
Strategic Intervention Plan in CATCH UP FRIDAY READING.docxFredjalynPasol
This document outlines a strategic intervention action plan for a school to improve reading ability through catch up Friday reading sessions. The plan has two main objectives: 1) to identify reading levels of learners in English through a rapid literacy assessment test, and 2) to improve reading ability. Key activities include administering pre-and post-assessment tests, orienting parents and upgrading skills of home learning partners, providing reading materials tailored to students' levels, and conducting regular reading activities with monitoring of progress. The timeline is from [Month] to [Month] and involves teachers, parents, students and community partners. The expected outcomes are identified reading levels, improved teaching skills, and improved reading ability as measured by post-assessment results.
This document outlines the homeroom guidance action plan for Tandag Central Elementary School for SY 2021-2022. It details the objectives, activities, timeline and responsibilities for implementing the homeroom guidance program based on DepEd guidelines. Key aspects of the plan include formulating the guidance program, orienting teachers and parents, monitoring implementation, providing intervention for students, and evaluating and modifying the program. The goal is to fully implement the homeroom guidance curriculum and help develop students' personalities through various classroom and extra-curricular activities over the course of the school year.
Letter of intent final for teacher1 positionAngelito Pera
Angelito Timcang Pera is applying for a Teacher I position at SOM National High School. He graduated with a Bachelor of Science in Industrial Technology majoring in Computer Technology from SDSSU-Cagwait Campus and a Bachelor of Secondary Education majoring in English from SDSSU-Main Campus. He has teaching experience at two high schools and has held various leadership roles as a student. He is looking to contribute his teaching skills and experiences to the academic community.
This document contains the class programs for grades 1 through 6 of Layac Integrated School for the 2023-2024 school year. It includes the name and position of each teacher, their subjects taught, time allotments for each subject, and signatures of approval. The time allotments show that classes will be held Monday to Thursday following the original schedule and catching up on Fridays. Each grade level has between 360 to 280 minutes (6 to 4 hours and 40 minutes) of classes per week divided among various subjects like MTB-MLE, Filipino, English, Math, ESP, APAN, MAPEH, Science and EPP.
The document provides guidance on administering the electronic Self-Assessment Tool (e-SAT) for teachers. It explains that the e-SAT is an electronic version of the Self-Assessment Tool used in the RPMS. It then outlines the steps teachers, ICT personnel, and school heads should take to complete, export, collect, and generate summary results from the e-SAT data in order to assess teacher performance and development needs.
The document contains information about a classroom observation tool called the COT-RPMS, including rubrics, forms, and indicators for evaluating teachers. It provides detailed descriptions of practice at different levels for 9 indicators related to a teacher's content knowledge, lesson planning and delivery, learning environment, and other factors. Clarification is provided for some terms. The purpose is to support the objective assessment of teaching performance.
Dumantay Elementary School in Batangas City, Philippines held a virtual kick-off ceremony for Brigada Eskwela 2021. Brigada Eskwela is an annual program led by the Department of Education to prepare schools for the opening of the academic year. The virtual ceremony included messages from the school head, district supervisor, and barangay captain expressing support. It also featured presentations on the Brigada Eskwela theme and programs. The ceremony aimed to discuss preparations for the 2021-2022 school year and support parents in the enrollment process amidst the ongoing COVID-19 pandemic.
The document outlines a 3-phase reading intervention plan for students in the EOSY Class of 2021-2022 who have poor reading skills. Phase 1 involves individualized reading programs over the summer. Phase 2 during the school year includes identifying students with learning gaps, providing enrichment classes, assessments, and remedial "Project CNR" classes. Phase 3 after implementation includes continuing reading materials and establishing a learning clinic to sustain recovery efforts, culminating in a final evaluation. The plan was prepared by school officials and recommends approval by the Schools Division Superintendent.
This document contains the permanent records of three students - Junathan Sabandal, Matthew Atanoza, and Joy Catubig - from Concepcion National High School. It includes biographical information, academic performance across four years of high school including subject grades and attendance records, and certification of eligibility for college admission/employment upon graduation.
Program for investiture 2016 tagalog versionDaniel Bragais
Boy Scout of the Philippines Investiture ceremony is conducted in order to officially dedicates its new member in scouting organization all around the world. This Script or Spiel is in Tagalog or Filipino so that it can easily be understood by Pinoy or People of the Philippine Republic.
The document summarizes the minutes of a virtual Learning Action Cell session conducted by the English Department of Cabantian National High School. It discusses the following key points:
1. The session was held virtually on Google Meet on October 25, 2021 and focused on discussing the significance of the PHI-IRI reading assessment and how it can help identify struggling readers and inform teacher instruction.
2. The presenter, Jocel P. Algabre, emphasized how PHI-IRI can assess students' reading levels and comprehension. She also discussed the different components of PHI-IRI including the group screening test and individually administered reading passages.
3. The department head, Dr. Dahl
This document contains a student's report card spanning multiple grades and school years. It includes the student's personal information, academic performance in various subjects, attendance records, classification, and a certificate of transfer to another school. The report card tracks the student's periodic and final ratings in core subjects as well as their demonstration of core values and includes signatures from class advisers.
This document is a student's permanent record from the Philippine Department of Education. It contains sections summarizing the student's progress and ratings in various learning areas from Kindergarten through 6th grade. It also includes records of attendance, character building evaluations, and certification of eligibility for transfer to the next grade. The permanent record tracks a student's academic performance, social development, and attendance over several years of elementary education.
This document outlines the School Monitoring, Evaluation and Adjustment (SMEA) Plan for the 2021-2022 school year for a school in Mabalacat City, Pampanga. It details the plan across four domains: 1) Leading Strategically, 2) Managing School Operations and Resources, 3) Focusing on Teaching and Learning, and 4) Developing Self and Others. For each domain, it lists the objectives, major outputs, suggested activities, performance indicators, and timeline. The plan aims to monitor progress, evaluate outcomes, and make adjustments to ensure the school's strategic plans and operations align with its vision and support improved teaching, learning, and performance.
The document contains monthly accomplishment reports for Grade 6 at Calapan Elementary School for the 2013-2014 school year. It describes pupil development activities, teacher development activities, curriculum development, facility maintenance, and networking each month. Key activities included administering tests, participating in competitions and celebrations, conducting reviews, facilitating extracurricular activities, attending trainings, updating records, and collaborating with parents.
The document contains class schedules for various sections of Grade 1 and Grade 2 students at San Francisco Elementary School for the 2013-2014 school year. Each section schedule outlines the time allotted, learning areas covered, and teachers. The schedules show that classes run for 6-7 hours daily and include subjects like English, Math, Filipino, Araling Panlipunan, MAPEH, and recess. Remedial instruction is also provided for 90 minutes each day. The schedules were submitted by teachers and approved by the school principal and district supervisor.
The Gulayan sa Paaralan Project (GPP) is a proposed project by the Department of Education to establish school gardens in Tagbina, Philippines. The objectives are to improve vegetable production and consumption, establish gardens as a food source for supplementary feeding, and showcase small-scale farming models. The project will target all elementary and secondary schools in Tagbina, benefiting over 24 elementary schools, 15 elementary schools, and 7 secondary schools. A budget of PHP 460,000 is requested, with PHP 391,000 from the national government and PHP 69,000 of local government counterpart funding. School administrators, teachers, parents, and officials will implement organic gardening with provided tools and seedlings.
This certificate of recognition was awarded to an individual for winning the coach position in the 3rd SMART Quiz Whiz competition held on September 21, 2010 at the Philippine Science High School - Central Mindanao Campus. The competition was part of the 11th SMT Festival celebrating the school's response to environmental challenges. The certificate was signed by the SMART president and adviser as well as the SMT department coordinator, CISD chief, and campus director.
Strategic Intervention Plan in CATCH UP FRIDAY READING.docxFredjalynPasol
This document outlines a strategic intervention action plan for a school to improve reading ability through catch up Friday reading sessions. The plan has two main objectives: 1) to identify reading levels of learners in English through a rapid literacy assessment test, and 2) to improve reading ability. Key activities include administering pre-and post-assessment tests, orienting parents and upgrading skills of home learning partners, providing reading materials tailored to students' levels, and conducting regular reading activities with monitoring of progress. The timeline is from [Month] to [Month] and involves teachers, parents, students and community partners. The expected outcomes are identified reading levels, improved teaching skills, and improved reading ability as measured by post-assessment results.
This document outlines the homeroom guidance action plan for Tandag Central Elementary School for SY 2021-2022. It details the objectives, activities, timeline and responsibilities for implementing the homeroom guidance program based on DepEd guidelines. Key aspects of the plan include formulating the guidance program, orienting teachers and parents, monitoring implementation, providing intervention for students, and evaluating and modifying the program. The goal is to fully implement the homeroom guidance curriculum and help develop students' personalities through various classroom and extra-curricular activities over the course of the school year.
Letter of intent final for teacher1 positionAngelito Pera
Angelito Timcang Pera is applying for a Teacher I position at SOM National High School. He graduated with a Bachelor of Science in Industrial Technology majoring in Computer Technology from SDSSU-Cagwait Campus and a Bachelor of Secondary Education majoring in English from SDSSU-Main Campus. He has teaching experience at two high schools and has held various leadership roles as a student. He is looking to contribute his teaching skills and experiences to the academic community.
This document contains the class programs for grades 1 through 6 of Layac Integrated School for the 2023-2024 school year. It includes the name and position of each teacher, their subjects taught, time allotments for each subject, and signatures of approval. The time allotments show that classes will be held Monday to Thursday following the original schedule and catching up on Fridays. Each grade level has between 360 to 280 minutes (6 to 4 hours and 40 minutes) of classes per week divided among various subjects like MTB-MLE, Filipino, English, Math, ESP, APAN, MAPEH, Science and EPP.
The document provides guidance on administering the electronic Self-Assessment Tool (e-SAT) for teachers. It explains that the e-SAT is an electronic version of the Self-Assessment Tool used in the RPMS. It then outlines the steps teachers, ICT personnel, and school heads should take to complete, export, collect, and generate summary results from the e-SAT data in order to assess teacher performance and development needs.
The document contains information about a classroom observation tool called the COT-RPMS, including rubrics, forms, and indicators for evaluating teachers. It provides detailed descriptions of practice at different levels for 9 indicators related to a teacher's content knowledge, lesson planning and delivery, learning environment, and other factors. Clarification is provided for some terms. The purpose is to support the objective assessment of teaching performance.
Dumantay Elementary School in Batangas City, Philippines held a virtual kick-off ceremony for Brigada Eskwela 2021. Brigada Eskwela is an annual program led by the Department of Education to prepare schools for the opening of the academic year. The virtual ceremony included messages from the school head, district supervisor, and barangay captain expressing support. It also featured presentations on the Brigada Eskwela theme and programs. The ceremony aimed to discuss preparations for the 2021-2022 school year and support parents in the enrollment process amidst the ongoing COVID-19 pandemic.
The document outlines a 3-phase reading intervention plan for students in the EOSY Class of 2021-2022 who have poor reading skills. Phase 1 involves individualized reading programs over the summer. Phase 2 during the school year includes identifying students with learning gaps, providing enrichment classes, assessments, and remedial "Project CNR" classes. Phase 3 after implementation includes continuing reading materials and establishing a learning clinic to sustain recovery efforts, culminating in a final evaluation. The plan was prepared by school officials and recommends approval by the Schools Division Superintendent.
This document contains the permanent records of three students - Junathan Sabandal, Matthew Atanoza, and Joy Catubig - from Concepcion National High School. It includes biographical information, academic performance across four years of high school including subject grades and attendance records, and certification of eligibility for college admission/employment upon graduation.
Program for investiture 2016 tagalog versionDaniel Bragais
Boy Scout of the Philippines Investiture ceremony is conducted in order to officially dedicates its new member in scouting organization all around the world. This Script or Spiel is in Tagalog or Filipino so that it can easily be understood by Pinoy or People of the Philippine Republic.
The document summarizes the minutes of a virtual Learning Action Cell session conducted by the English Department of Cabantian National High School. It discusses the following key points:
1. The session was held virtually on Google Meet on October 25, 2021 and focused on discussing the significance of the PHI-IRI reading assessment and how it can help identify struggling readers and inform teacher instruction.
2. The presenter, Jocel P. Algabre, emphasized how PHI-IRI can assess students' reading levels and comprehension. She also discussed the different components of PHI-IRI including the group screening test and individually administered reading passages.
3. The department head, Dr. Dahl
This document contains a student's report card spanning multiple grades and school years. It includes the student's personal information, academic performance in various subjects, attendance records, classification, and a certificate of transfer to another school. The report card tracks the student's periodic and final ratings in core subjects as well as their demonstration of core values and includes signatures from class advisers.
This document is a student's permanent record from the Philippine Department of Education. It contains sections summarizing the student's progress and ratings in various learning areas from Kindergarten through 6th grade. It also includes records of attendance, character building evaluations, and certification of eligibility for transfer to the next grade. The permanent record tracks a student's academic performance, social development, and attendance over several years of elementary education.
The document discusses a student's field study experience focusing on community data and resources. It includes a community survey of Barangay Caridad detailing its location, demographics, facilities, agriculture, transportation and more. It also summarizes an interview with a teacher about school-community collaboration activities. The student reflects on gathering community data, utilizing resources in teaching, and applying lessons from the experience in their future career.
This document is a student's permanent record from the Laoy Olingan Elementary School in the Philippines. It contains information about the student's academic performance, character development, attendance, and certification of transfer between kindergarten and 6th grade. The record includes the student's personal details, periodic ratings in various learning areas and subjects, character ratings in traits like honesty and obedience, attendance records, and certification that the student is eligible to transfer to the next grade. It provides a comprehensive overview of the student's elementary school progress and qualifications to transfer between grades.
The documents provide forms and records used by Green Land Elementary School in the Philippines, including a home visit record, letter inviting parents to discuss a student's issues, anecdotal record of incidents, authorization for home visitations, case study form, and more. The records collect information on students' personal backgrounds, families, academic performance, behavioral issues, and communications with parents.
The document discusses different types of family resources including human resources like abilities, skills, attitudes, knowledge, and energy. Non-human resources include time, money, goods, properties, and community facilities. It provides tips for effectively managing resources such as proper use of time and energy, budgeting money, utilizing skills, maintaining a positive attitude, assigning responsibilities based on talents, and using community facilities. The post-test questions assess comprehension through true/false, examples, identification of key resources for activities, and explanations.
The document describes a field study activity where the student is tasked to observe and compare the characteristics and needs of learners from different developmental levels (preschool, elementary, high school). The student is provided with observation guides to document physical, social, emotional, and cognitive traits of the learners. The student then completes a development matrix to record their findings and analyze the salient characteristics of each level. In their reflections, the student considers their own experiences at that age and how understanding development can guide their future teaching.
Here is a sample scope and sequence chart that could be included in a teaching guide:
Scope and Sequence Chart
Grade 7 Social Studies
Quarter 1 Quarter 2 Quarter 3 Quarter 4
Unit 1: Unit 3: Unit 5: Unit 7:
Geography of Early Humans Ancient Rome Rise of Islam
the Philippines
Unit 2: Unit 4: Unit 6: Unit 8:
Ancient River Valley Medieval Europe Southeast Asian
Civilizations Civilizations Kingdoms
Key:
Unit 1: Location and physical features of the Philippines
Unit 2: Early river valley civilizations such as Mesopotamia, Egypt, Ind
This document is a student's permanent record from the Philippine Department of Education containing information about their education progress from Kindergarten through 6th grade. It includes their personal details, academic performance in various subjects for each grade, character evaluations, attendance records, and certification of transfer eligibility. The record tracks the student's development, grades, attendance, and character building over their elementary school years.
This document provides an introduction to a module on nutrition for third grade students in the Philippines. It includes 9 lessons covering topics like good and bad nutrition, under eating and overeating, vitamins, minerals, eating a balanced diet, and maintaining a healthy lifestyle. The document was collaboratively developed by educators in the Philippines and published by the Department of Education. It encourages teachers to provide feedback to help improve the materials.
The document discusses the components that make up a school curriculum. It includes a school's vision, mission, and goals, which are important in designing the curriculum. The curriculum components guide how the school will be run and help achieve its aims. Methods and strategies employed by the school community to realize these goals include orienting students to the vision and mission and adopting teaching approaches that engage and develop lifelong learners. The curriculum also considers the needs of diverse learners through its components and approaches.
The document provides information about family resources, including:
1. It classifies family resources into three categories: human resources, material/nonhuman resources, and non-material resources.
2. Human resources include qualities like education, skills, attitude, knowledge, energy, and time. Material resources include money, land, household goods. Non-material resources include time, health, and experience.
3. Good management of family resources means using human and nonhuman resources to attain family goals through cooperation and with the full participation of family members.
LAS ON LS5-ROLES of each member of the family.docxsharonaddulam
This document provides a learning activity sheet on the roles of each family member. It discusses that the family is the basic unit of society and each member has an important role to play. It describes the typical roles of parents as providing for basic needs, education, teaching values, and caring for each other. The roles of children include studying, helping with chores, and respecting parents. Recognizing these roles helps create a happy family where all members feel loved and supported. The activity sheet includes matching exercises and assessments to help students identify and understand the roles.
This document provides information on a soil fertility management course for Bachelor of Science in Agricultural Sciences students. It includes the course description, outcomes, schedule, materials, and grading system. The course aims to guide students on the importance of soil nutrients, their availability, measurement, soil erosion control, and soil fertility and productivity maintenance. It will be delivered through online modules and activities posted on Google Classroom covering topics like soil-plant relationships, fertility evaluation, erosion processes, and conservation strategies. Students will read modules, answer questions, and submit exercises by set deadlines.
This grant application from Brooklet Elementary School's media specialist requests $250 to purchase books promoting character education traits to support the school's initiative of becoming a Leader in Me School. The books will teach students how to control emotions, work with others, and make good choices. Approximately 723 students will have access to check out the books from the media center and classroom teachers will use them in collaborative lessons. Funds from Usborne Books will match the grant amount so a total of $500 worth of books can be purchased. Teachers will observe students applying the skills learned from the books to make positive behavior choices around the school.
This document outlines a civics curriculum for the fourth quarter, covering topics like distance and location, parts of a house, routes from home to school, maps of the classroom and school, and caring for the environment. It includes the weekly topics, learning competencies, resources, and evaluations. The curriculum aims to teach students understanding of concepts like distance, location, and maps, and skills like describing routes, identifying locations, and explaining environmental protection practices. Evaluation methods include quizzes, creating maps, and exams to assess student learning.
Children’s Response to Art Activities Describing how a childJinElias52
Children’s Response to Art Activities
Describing how a child does what helps us understand a child’s feelings. Observing art activities allows a unique insight into every child, for no two children work with materials in the same way. Observe a child during an art activity. In the following section, complete each of the applicable items you observed. Give a brief statement for each applicable item.
Age/Grade Level of Child: ___________________________________________________________ Place/Time of Observation: __________________________________________________________ Amount of Time Spent Observing: ____________________________________________________
Movement:
What is the child’s posture like? What is the rhythm of body movements? What is the tempo of the body movements? How much and what kind of effort does the child expend? What kind of freedom does the child show in his or her body movements?
Facial Expression:
Describe the eyes of the child during the activity. Describe the mouth.
Sounds and Language:
From the items observed above, what can be surmised about the child’s emotional response to the materials? About the child’s self-awareness and self-concept?
If the voice is used, what is it like? What does the child say? (Direct quotes, if possible) Does the child chant, sing, use nonsense syllables or phrases, or tell stories while working?
Summary of Observation:
Describe the child’s self-awareness and self-concept as reflected in the use of art materials.
Week 6 Part 3
Nicole Richardson
Student Demographics
Sally is an eight-year-old Caucasian female in third grade, she is an only child with a diagnosis of ASD. Sally lives at home with her mother and father, Sally parents both work and Sally spends a majority of her time with her babysitter Sara.
Sally is a sweet kid most of the time. She loves to color and likes everything Jojo Siwa!
When Sally becomes agitated her behaviors included eloping, self injury, biting, hitting and screaming.
Interfering Behavior
Sally behaviors can be presented in different ways, from avoidance, fleeing, outburst, to getting out of her seat talking out of turn, becoming aggressive, and not completing assignments. She lacks the ability to think through her actions. (inpulsive)
Preventative strategies
Providing Sally with strategies to meet her needs, and give her different ways to prevent behaviors. Give Sally positive praise, encouragement and model positive behavior. Check the often for overstimulation. Offer Sally choices in manipulative tools for the task and guidance and positive redirection. Use a token board to reward positive beahvior, getting tokens as frequenly as a minute apart at first and then in time waiting longer.
Functional assessment
According to Sally’s school record, behaviors happen for attention or to escape work that she is not interested in. Her behavior continues until she either gets the attention she desires or until she does not have to complet ...
The document contains a collection of math word problems and exercises for students. It includes problems involving factors, fractions, percentages, ratios, measurement conversions, geometry, and more. Each problem is numbered and has a blank for the student to write their answer. The document is intended for a weekly math assignment for elementary school students.
This document provides information and instructions for a field study course on becoming a teacher. It outlines activities for students to interview teachers about their beliefs and values regarding teaching. Students are asked to analyze the teachers' responses and reflect on their own values and philosophy of teaching. They must then write a mission statement articulating their personal philosophy. The goal is for students to clarify their own beliefs and attitudes about teaching in order to become effective teachers and role models for students.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
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বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
Thinking of getting a dog? Be aware that breeds like Pit Bulls, Rottweilers, and German Shepherds can be loyal and dangerous. Proper training and socialization are crucial to preventing aggressive behaviors. Ensure safety by understanding their needs and always supervising interactions. Stay safe, and enjoy your furry friends!
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
Physiology and chemistry of skin and pigmentation, hairs, scalp, lips and nail, Cleansing cream, Lotions, Face powders, Face packs, Lipsticks, Bath products, soaps and baby product,
Preparation and standardization of the following : Tonic, Bleaches, Dentifrices and Mouth washes & Tooth Pastes, Cosmetics for Nails.
1. FORM 137-E
Republika ng Pilipinas
(Republic of the Philippines)
Kagawaran ng Edukasyon
(Department of Education)
KAWANIHAN NG EDUKASYON ELEMENTARYA
(BUREAU OF ELEMENTARY EDUCATION)
Rehiyon: ________
(Region)
PALAGIANG TALAAN SA MABABANG PAARALAN
(Elementary School Permanent Record) LRN:_______________________
Pangalan ___________________________________________________________________ Sangay__________________Paaralan______________________________
(Name) Apelyido Unang Pangalan M.I. (Division) (School)
Kasarian__________Petsa ng Kapanganakan__________________Pook___________________________________Petsa ng Pagpasok__________________
(Sex) (Date of Birth) (Place) Bayan/lalawigan/Lunsod (Date of Entrance)
(Town/Province/City)
Magulang/Tagapag-alaga____________________________________________________________________________________________________________________
(Parent/Guardian) Pangalan Tirahan Hanapbuhay
(Name) (Address) (Occupation)
PAG-UNLAD SA MABABANG PAARALAN
(Elementary School Progress)
Eligible for Admission to Grade______________________________________________
Grade I-School_________________________________________________________________
SchoolYear__________________________________________________________________
LEARNING AREAS
Periodic Rating
Remarks
1 2 3 4
Mother Tongue
Filipino
English
Mathematics
AralingPanlipunan
MAPEH
Music
Art
Physical Education
Health
Edukasyon saPagpapakatao (EsP)
GeneralAverage
Eligible for Admission to Grade______________________________________________
Grade III-School______________________________________________________________
SchoolYear__________________________________________________________________
LEARNING AREAS
Periodic Rating
Remarks
1 2 3 4
Mother Tongue
Filipino
English
Mathematics
AralingPanlipunan
MAPEH
Music
Art
Physical Education
Health
Edukasyon saPagpapakatao (EsP)
GeneralAverage
Eligible for Admission to Grade______________________________________________
Grade V-School_______________________________________________________________
SchoolYear__________________________________________________________________
LEARNING AREAS
Periodic Rating
Remarks
1 2 3 4
Filipino
English
Mathematics
Science
AralingPanlipunan
Edukasyon saPagpapakatao (EsP)
Edukasyong Pantahanan at Pangkabuhayan
(EPP)
MAPEH
Music
Art
Physical Education
Health
GeneralAverage
Eligible for admission to Grade _________________________________
Grade II-School________________________________________________________________
School Year__________________________________________________________________
LEARNING AREAS
Periodic Rating
Remarks
1 2 3 4
Mother Tongue
Filipino
English
Mathematics
AralingPanlipunan
MAPEH
Music
Art
Physical Education
Health
Edukasyon saPagpapakatao (EsP)
GeneralAverage
Eligible for Admission to Grade______________________________________________
Grade IV-School_______________________________________________________________
SchoolYear__________________________________________________________________
LEARNING AREAS
Periodic Rating
Remarks
1 2 3 4
Filipino
English
Mathematics
Science
AralingPanlipunan
Edukasyon saPagpapakatao (EsP)
Edukasyong Pantahanan at Pangkabuhayan
(EPP)
MAPEH
Music
Art
Physical Education
Health
GeneralAverage
Eligible for Admission to Grade______________________________________________
Grade VI-School_______________________________________________________________
School Year__________________________________________________________________
LEARNING AREAS
Periodic Rating
Remarks
1 2 3 4
Filipino
English
Mathematics
Science
AralingPanlipunan
Edukasyon saPagpapakatao (EsP)
Edukasyong Pantahanan at Pangkabuhayan
(EPP)
MAPEH
Music
Art
Physical Education
Health
GeneralAverage
Eligible for admission to Grade _________________________________
2. III. REPORT ON LEARNER’S OBSERVED VALUES
Gr. 1 S.Y. ________________ Gr. 2 S.Y. ________________ Gr. 3 S.Y. ________________
Core Values
Behavior Statements
Quarter Quarter Quarter
1 2 3 4 1 2 3 4 1 2 3 4
1. Maka-
Diyos
Expresses one’s spiritual
beliefs while respecting the
spiritual beliefs of others
2. Makatao
Shows adherence to ethical
principles by upholding
truth
3. Maka-
kalikasan
Cares for the environment
and utilizes resources
wisely, judiciously, and
economically
4.Makabansa
Demonstrates pride in
being a Filipino; exercises
the rights and responsibi-
lities of a Filipino citizen.
Demonstrates appropriate
behavior in carrying out
activities in the school,
community, and country
Gr. 4 S.Y. _______________ Gr. 5 S.Y. ________________ Gr. 6 S.Y. ________________
Core Values
Behavior Statements
Quarter Quarter Quarter
1 2 3 4 1 2 3 4 1 2 3 4
1. Maka-
Diyos
Expresses one’s spiritual
beliefs while respecting the
spiritual beliefs of others
2. Makatao
Shows adherence to ethical
principles by upholding
truth
3. Maka-
kalikasan
Cares for the environment
and utilizes resources
wisely, judiciously, and
economically
4.Makabansa
Demonstrates pride in
being a Filipino; exercises
the rights and responsibi-
lities of a Filipino citizen.
Demonstrates appropriate
behavior in carrying out
activities in the school,
community, and country
AO – Always Observed SO – Sometimes Observed RO – Rarely Observed NO – Not Observed
IV. ATTENDANCE RECORD
Grade No. of
School
Days
No. of
School Days
Absent
Cause No. of
Times
Tardy
Cause No. of
School Days
Present
CERTIFICATE OF TRANSFER
TO WHOMIT MAY CONCERN:
This is to certify that this is a true record of the Elementary School Permanent Record of
_____________________________________________________. He/She is eligible for transfer and admission of Grade/Year_____________________.
_____________________________________________
Signature
___________________________________________ ____________________________________________
Date Designation