Sbm practices 2014 2015

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:

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
INTERVENTION
RESULTS 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.

STATUS OF SCHOOL
INTERVENTION
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
STATUS OF SCHOOL
INTERVENTION
RESULTS 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.

INTERVENTION
PROGRAMS / PROJECTS
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.

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.

SFESBESTPRACTICESINMATHEMATICS
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.

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.

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.

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.

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 ENGLISH
SY 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 Program
OBJECTIVES:
 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 PANLIPUNAN
Demonstration 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)
INTRODUCTION
Kindergarten 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 restlessness
A child who hears
· Words that rhyme
· Words that begin with the same sound or different sounds
A 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
things
A 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 own
A 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 needed
A 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 SCIENCE
SCHOOL YEAR 2015-2016
Introduction
The 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.

INTERVENTION PROGRAMS
/ PROJECTS IMPLEMENTED
STATUS OF SCHOOL
INTERVENTION
RESULTS OF THE IMPLEMENTATION
OF THE INTERVENTION
1. MOOE, HE Funds, SEF,
PTA are allocated
accordingly
2. Fund Raising Activities
3. 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

STATUS OF SCHOOL
INTERVENTION
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

STATUS OF SCHOOL
INTERVENTION
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

STATUS OF SCHOOL
INTERVENTION
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

Sbm practices 2014 2015

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Sbm practices 2014 2015