National Governors Association West Midlands regional conferenceOfsted
Lorna Fitzjohn HMI, Regional Director, West Midlands, delivered the keynote address at the conference in Birmingham on 19 March 2016.
She covers West Midlands aspects; and governance, mythbusting and the common inspection framework from a nationwide point of view.
A whole staff briefing on some of the new SEND code of practice reforms/changes. June 2014.
Many thanks to Paramjeet Singh Bhogal- EP for his original PP which I adapted.
The Drop-out Reduction Program [DRP] is a project proposal of the DepEd - Tagbina I and II Districts as a way of resolving the problems encountered during the Municipal Transition Planning - Part I based on the Social Welfare Indicators [SWI] prepared by the LSWD.
National Governors Association West Midlands regional conferenceOfsted
Lorna Fitzjohn HMI, Regional Director, West Midlands, delivered the keynote address at the conference in Birmingham on 19 March 2016.
She covers West Midlands aspects; and governance, mythbusting and the common inspection framework from a nationwide point of view.
A whole staff briefing on some of the new SEND code of practice reforms/changes. June 2014.
Many thanks to Paramjeet Singh Bhogal- EP for his original PP which I adapted.
The Drop-out Reduction Program [DRP] is a project proposal of the DepEd - Tagbina I and II Districts as a way of resolving the problems encountered during the Municipal Transition Planning - Part I based on the Social Welfare Indicators [SWI] prepared by the LSWD.
Design and Technology Association’s 3rd Annual Consultant ConferenceOfsted
Diana Choulerton's, National Lead for Design and Technology, presentation at the Design and Technology Association’s third Annual Consultant Conference.
InSchool - Early School Leaving - Contributions from PortugalAnabela Mesquita
Communication presented at the International Conference on Education and New Developments – END 2015 - that took place between 27 - 29 June, Porto, Portugal (http://end-educationconference.org/).
Lakeside Middle School ESSA Presentation February 2018Spike Cook
Preview the information prior to the meeting on February 26, 2016. With the new ESSA under the New Jersey Department of Education, Lakeside Middle School will host a night to review the progress made over the past few years, and plan for next year.
For School management teams:
Are we ready for the new year?
This presentation will assist school managers to evaluate if they are ready for the new academic year.
THE QUALITY OF EDUACTION IS BEING WORSE THAN PREVIOUS YEARS THE MERELY FOCUS OF GOVERNMENT IS TO REDUCE THE SALLYBUS RATHER THAN REDUCING STRESS OF EXAM ON CHILDREN.......
Abstract
This Indigenist study is the first to enter the contested space that is the unique educational site of traumatized Urban Indigenous children in Canadian child protection systems. It identifies the historic, political, socio-legal, legislative, financial and jurisdictional wrangling and impediments to their academic and traditional Indigenous educational success. Specifically, this study explores the intersectionality of educational and child protection issues identified in the literature and personal experiences of twenty-nine Urban Indigenous former children in Canada‟s child protection system and representatives of two Urban Indigenous delegated child protection agencies. The research participants claim Indigenous membership or ancestry in fifty-two First Nations and Métis communities and either grew up on, or are currently living on, traditional Coast Salish territories in the Urban communities of Victoria and Vancouver, BC.
Saulteaux star blanket theoretical and methodological approaches inform the development of a holistic Saulteaux Star Blanket Urban Indigenous Educational Organizational Model (SBEOM). This SBEOM requires Indigenous advocacy and legislation; governance and staff; cultures, languages, traditions and ceremonies; mentoring by former Indigenous children in care; child in care education and support; specific targeted funding; assessment, planning, implementation and review; service delivery protocols, political collaboration and coordination. The twenty-nine Urban Indigenous “voices of experience” offer audible, and strategically critical guidance to Indigenous and non-Indigenous politicians, policy-makers, social workers, educators and advocates about one model that may help to address the educational abyss between Urban Indigenous children in provincial child protection systems and every other Canadian student population.
The results of this study link the educational outcomes of traumatized Urban Indigenous children to a strategic intersectional approach that accounts for social determinants such as a violent gendered and racist child protection, educational and colonial history. The enforced relocation of many Urban Indigenous peoples, and enforced constructions of Urban Indigenous children‟s socio-cultural and political identities must also be considered. Recommendations asserted by the Urban Indigenous participants, who are rights-based representatives of larger Indigenous nations, are synthesized from the data as necessary components of culturally competent social work and educational legislation, policies and services for the burgeoning Urban Indigenous population in Canada.
Design and Technology Association’s 3rd Annual Consultant ConferenceOfsted
Diana Choulerton's, National Lead for Design and Technology, presentation at the Design and Technology Association’s third Annual Consultant Conference.
InSchool - Early School Leaving - Contributions from PortugalAnabela Mesquita
Communication presented at the International Conference on Education and New Developments – END 2015 - that took place between 27 - 29 June, Porto, Portugal (http://end-educationconference.org/).
Lakeside Middle School ESSA Presentation February 2018Spike Cook
Preview the information prior to the meeting on February 26, 2016. With the new ESSA under the New Jersey Department of Education, Lakeside Middle School will host a night to review the progress made over the past few years, and plan for next year.
For School management teams:
Are we ready for the new year?
This presentation will assist school managers to evaluate if they are ready for the new academic year.
THE QUALITY OF EDUACTION IS BEING WORSE THAN PREVIOUS YEARS THE MERELY FOCUS OF GOVERNMENT IS TO REDUCE THE SALLYBUS RATHER THAN REDUCING STRESS OF EXAM ON CHILDREN.......
Abstract
This Indigenist study is the first to enter the contested space that is the unique educational site of traumatized Urban Indigenous children in Canadian child protection systems. It identifies the historic, political, socio-legal, legislative, financial and jurisdictional wrangling and impediments to their academic and traditional Indigenous educational success. Specifically, this study explores the intersectionality of educational and child protection issues identified in the literature and personal experiences of twenty-nine Urban Indigenous former children in Canada‟s child protection system and representatives of two Urban Indigenous delegated child protection agencies. The research participants claim Indigenous membership or ancestry in fifty-two First Nations and Métis communities and either grew up on, or are currently living on, traditional Coast Salish territories in the Urban communities of Victoria and Vancouver, BC.
Saulteaux star blanket theoretical and methodological approaches inform the development of a holistic Saulteaux Star Blanket Urban Indigenous Educational Organizational Model (SBEOM). This SBEOM requires Indigenous advocacy and legislation; governance and staff; cultures, languages, traditions and ceremonies; mentoring by former Indigenous children in care; child in care education and support; specific targeted funding; assessment, planning, implementation and review; service delivery protocols, political collaboration and coordination. The twenty-nine Urban Indigenous “voices of experience” offer audible, and strategically critical guidance to Indigenous and non-Indigenous politicians, policy-makers, social workers, educators and advocates about one model that may help to address the educational abyss between Urban Indigenous children in provincial child protection systems and every other Canadian student population.
The results of this study link the educational outcomes of traumatized Urban Indigenous children to a strategic intersectional approach that accounts for social determinants such as a violent gendered and racist child protection, educational and colonial history. The enforced relocation of many Urban Indigenous peoples, and enforced constructions of Urban Indigenous children‟s socio-cultural and political identities must also be considered. Recommendations asserted by the Urban Indigenous participants, who are rights-based representatives of larger Indigenous nations, are synthesized from the data as necessary components of culturally competent social work and educational legislation, policies and services for the burgeoning Urban Indigenous population in Canada.
Litt 516 - Translating Children's Literature as a Class Activity: Implicati...Bernard Paderes
This is a research primer/proposal for Litt516 (Children and Adolescent Literature). In the paper, I argue that translation could be a good activity for children that will increase their appreciation not only for literary pieces but also the languages that they are using or learning.
Hi Friends
This is supa bouy
I am a mentor, Friend for all Management Aspirants, Any query related to anything in Management, Do write me @ supabuoy@gmail.com.
I will try to assist the best way I can.
Cheers to lyf…!!!
Supa Bouy
A report card provides a snapshot of the school’s current condition and performance. It is a tool for advocating and communicating the school situation, context, and performance to internal and external stakeholders to involve them in making the school a better learning place for the learners.
Its purpose is to provide necessary information pertaining to the accomplishments, projects, and programs of the LSCES that involves internal and external stakeholders. This is also a reflection of how far the school has been implementing DepEd PPAs which will cater to the needs of the learners as its clienteles.
In 2013, youth development nonprofit Our Piece of the Pie released its school-=based Dashboard that measured student performance. The system, unique to Connecticut, took multiple inputs from a variety of data sources and combined them into an integrated data warehouse.
Now, in 2014, OPP has produced Dashboard 2.0 that integrates the original dashboard with a Holistic Performance Index that measures student academic progress, student attendance, student behavior, career- and workforce-readiness, social emotional growth, and credit accumulation.
Closing the gap: Shared Learnings and Shared ResponsibilitySFI-slides
Mary Jean Gallagher, Chief Student Achievement Officer of Ontario, præsentation fra SFI-konferencen "Skolen og det inkluderende samfund" den 18. november 2013.
A report card provides a snapshot of the school’s current condition and performance. It is a tool for advocating and communicating the school situation, context, and performance to internal and external stakeholders to involve them in making the school a better learning place for the learners.
Its purpose is to provide necessary information pertaining to the accomplishments, projects, and programs of the LSCES that involves internal and external stakeholders. This is also a reflection of how far the school has been implementing DepEd PPAs which will cater to the needs of the learners as its clienteles.
Aspire to Achieve for Children in Care Conference: January 2016Ofsted
Andrew Cook HMI, Regional Director East of England was guest speaker at the second Aspire to Achieve for Children in Care conference, held in Colchester on 19 January 2016.
About 200 Essex schools were represented at the conference organised by the Essex Virtual School.
This is the slide Presentation shown to parents on September 22, 2015.
The video clip in slide 45 can be found at: https://www.youtube.com/watch?v=89frRi8GgGA
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
1. Republic of the Philippines
Department of Education
Region XII
Division of South Cotabato
Polomolok East District
Polomolok, South Cotabto
KALYONG ELEMENTARY SCHOOL
YEAR END REPORT IN SCHOOL BASE MANAGEMENT
l. INTRODUCTION
School-Based Management (SBM) places significant decision-
making power from the State and district offices to schools. An alternative
approach to improve the education system, it lets principals, teachers, students,
and parents decide on education-related issues like concerns on budget,
personnel, and the curriculum.
With this program, it provides opportunity to competent school
leaders in the schools to make decisions. Boosts the morale of teachers and
encourages leadership at all levels, allows participation of the entire school
community in making key decisions , has a wider pool of ideas in designing
education programs
focuses resources to the goals and needs of each school.
In line with the DepEd School Base Management Program (SBM) uplift the
standard of education and its services to the most important clients (children),
theschool is guided with different activities, projects and program.
To attain the success of all these activities, programs and projects, the
school initiates with the help of different stakeholders ;The School Head,
Teachers, PTA.,SGC,LGU, SPG, and Alumni.
ll. ACTIVITIES/ PROGRAMS/PROJECTS
Activities/Programs/Projects When Conducted Funds
Source of
Funds
1. GAD Orientation Sept. 25, 2014 Php300.00 PTA
2.VAWC Campaign
Nov. 25-Dec 12,
2014 Php1000.00 PTA
3.Child Rights Forum October 31, 2014
2. 4.Pamaskong Totoo Dec.19,2014 Php1000.00 PTA
5.School IP Day October 30, 2014
6.Classroom/ Fence
Repainting
October- March
2014 Php15,000.00
PGU,MOOE,
PTA
7.Gulayan s aPaaralan October 20, 2014 Php300.00 PTA
8.Early Enrollment Mapping Jan. 24,2015 Php500.00 Teachers
9.Adopt- a- Pupil
October 2014 -
March 2015 Teachers
10. School Feeding Program July – Dec. 2014 Php 10000.00 LGU, Gulayan
11. Career Guidance Jan. 7,2015
11.School Roll-out in MEPA Jan.30-31,2015 Php2460.00 MOOE
11. Thanksgiving Mass March 24, 2015 Php1000.00 Parents
12. Recognition Day March 25, 2015 Php1000.00 MOOE
13. Closing Exercises March 26, 2015 Php 1000.00
MOOE,
Parents
14.Cleanliness/Beautification
of School June-March 2015 Php 5000.00 MOOE, PTA
15. Academic Related
Activities in English, Science,
Filipino, MAKABAYAN and
other co-curricular activities
(BSP,GSP, Sports etc). June-March 2015 Php 15000.00 MOOE,PTA
lll. IMPACT OF THREE THEMATIC AREAS:
ACCESS:
ENROLMENT
252 249
198
0
50
100
150
200
250
300
2012-2013 2013-2014 2014-2015
3. Segmentation:
Presently, the enrolment of school year 2014-2015 has a great
decline compared to the data three years back. Here is the present data based
on the enrolment for two years.
Grade Level 2013-2014 2014-2015
Kinder 28 23
Grade One 24 29
Grade Two 33 25
Grade Three 30 30
Grade Four 33 27
Grade Five 47 30
Grade Six 48 32
Analysis:
Based on the present enrolment 2014-2015, there is a great
difference on the number of enrollees in the year 2013-2014. We can see a great
decline of enrolment from each grade level.
EFFICIENCY:
Promotion Rate
243 245
191
0
50
100
150
200
250
2012-2013 2013-2014 2014-2015
4. Segmentation:
21
23
27
29
23
25
3030
2727
3130
3232
0
5
10
15
20
25
30
35
Kinder Gr. OneGr. Two Gr.
Three
Gr.Four Gr.Five Gr. Six
Promotion Rate
Enrolment rate
In this school year 2014-2015, when we based the promotion rate to
the enrolment we can say that the promotion rate is high because we only have 1
retained and zero drop out.
Analysis:
Based on the graph presented the Promotion rate of Kalyong
Elementary School is inconsistent. Some school year has a high promotion rate
like school year 2011-2012 and 2012-2013 it just decline in the year 2013-2014.
But presently (2014-2015) the promotion rate is high compared to the enrolment.
Drop-Out Rate
9
0 00
1
2
3
4
5
6
7
8
9
2012-
2013
2013-
2014
2014-
2015
Number of DROP-
OUT
5. Segmentation:
Based on the graph presented. The Drop-Out rate were lowered
down from school year 2012-2013 from 9 drop-outs it lowered down to zero from,
2013-2014 up to present school year.
Analysis:
With the intervention and the strengthening of the DORP the drop-
out rate was maintained into zero.
GRADUATION RATE
48
46
32 32
0
10
20
30
40
50
2012-2013 2013-2014 2014-2015
Enrolless
Graduated
Segmentation:
Based on the data presented there is an erratic data on the number
of pupils graduated compared to the number of pupils enrolled. But on the
present school year 2014-2015, the number of enrollees is the same with the
number of graduates which means that there are no drop-outs, retained and
transferred-out pupils.
Analysis:
The graduation rate of Kalyong ES was not maintained based on the
number of enrollees who were enrolled. There are some factors why the
graduation rate is low based on the enrolment like pupils were retained and
transferred out.
6. QUALITY:
NAT GR. III & VI
68.23
51.46
42.93
39.56
55.56
0
10
20
30
40
50
60
70
2011-2012 2012-2013 2013-2014
NAT Gr. III
NAT Gr. VI
Segmentation:
Based on the data presented, the National Achievement Test of Gr.
III and Gr. VI really declined.
Analysis:
Since the school did not reach the National standard which is 75%,
the teachers made some actions to increased the NAT result. During school year
2012-2013 KES got the lowest NAT result in Gr. VI for the past three years. On
school year 2013-2014 it increased up to 16% but still it did not reach the
National Standard.
IV.ACCESS ( ENROLMENT)
A. HINDERING FACTORS
• Opening of complete Elementary School from nearby school
specifically the Bukayeel ES.
B. FACILITATING FACTORS
• Identify the reasons of the decreased number of enrollees
7. • Facilitate preventive measures to sustain or even increase the
number of enrolment.
EFFICIENCY ( PROMOTION RATE)
A. HINDERING FACTORS
• Low income status of parents.
• Transfer of residence before the Fourth Grading Period.
B. FACILITATING FACTORS
• Home visitation of the PARDOs.
• Remedial classes extended by the teachers.
• Extend preventive measures of dropping or failing pupils.
DROP-OUT
A. HINDERING FACTORS
• Absenteeism
• Transfer of residence
• Early Marriage
• No permanent employment of parents
• Child labor
B. FACILITATING FACTORS
• Home Visitation of the PARDOs
• Teacher-parent conference
• Communication to the parents
• Tap Linkages
8. GRADUATION RATE
A. HINDERING FACTORS
• Early Marriage
• No permanent employment of parents
• Child labor
• Absenteeism
B. FACILITATING FACTORS
• Home Visitation
• Teacher-Parent Conference
QUALITY (NAT)
A. HINDERING FACTORS
• Teachers overloaded activities that they tend not to focus on the
academic performance of pupils.
• Lack of Review materials
• Lack of interest of pupils
• Absenteeism of pupils
B. FACILITATING FACTORS
• Identify the reasons of the decreased rate of NAT
• Facilitate preventive measures to increase the rate of NAT
• Conducted diagnostic test to the pupils to identify the skills to be
reviewed and focus to
V. INTERVENTIONS
ACCESS ( ENROLMENT)
• Conducted an early registration and community mapping to all the nearby
in the community.
9. • Went to the Day Care centers and got the list of incoming Kinder pupils.
• Tap LGUs and Purok officers to map the out-of school youth and drop-out
pupils.
EFFICIENCY (PROMOTION RATE, DROP-OUT RATE, GRADUATION RATE)
• Conducted Home Visitation
• Strengthen the DORP program
• Had a monthly Teachers-parents conference
• Wrote communication letters to parents with children who has problem in
school like absenteeism, tardiness and failure to pass school
requirements.
• Tap stakeholders to strengthen the school-community relationship
QUALITY (NATIONAL ACHIEVEMENT TEST)
• Conducted a diagnostic test to measures and know the skills that need to
be enhanced and reviewed by the teachers.
• Identify pupils to different limits.
• Made an action plan to let teachers know on what are the thing that needs
to be reviewed by them.
• Teachers adapt the “Adopt a Pupil Program”. Since there are only 32
grade six pupils each teacher had 3 pupils to be adopt and focused in their
NAT reviews.
• Scheduled NAT reviews are conducted.
VI. FUTURE DIRECTIONS
To achieve DepEd mission and vision with the help of the School
Based-Management. The school aims to attain successfully the different
programs implemented by the DepEd to improve the academic performance of
the pupils and of course to serve better our community. Here are the plans of the
school to improve our SBM programs:
• Increase our performance through the help of the school and our
stakeholders. (ACCESS, EFFICIENCY & QUALITY).
10. • To improve our SBM we will have a bench-marking in different schools
who have gone high level in their SBM.
• To accumulate funds, we will have an income-generating program to help
sustain our needs in school.
• Tap linkages like NGOs, LGUs to sponsor different programs to be
conducted in our school.
VII. TARGETS/FUTURE PLANS
All children and young people of the world, with their individual
strengths and weaknesses, with their hopes and expectations, have the right to
education. It is not our education systems that have a right to certain types of
children. Therefore, it is the school system of a country that must be adjusted to
meet the needs of all children (UNESCO, 2003)
With this SBM program. The school will be able to develop a deep
relationship to its stakeholders. The following are the targets of the school in the
next school years:
• Bench-Marking on the schools with exemplary SBM practices.
• Strengthen the SBM practices of the school by putting committees on the
different events.
• Implement SMEPA for proper conduction and evaluation on each program
implemented in the school.
• Tap the LGUs and NGOs and all possible stakeholders in the community
for the improvement of the school facilities.