Republic of the Philippines Department of Education Region IV-A CALABARZ! DIVI"I! # $%EZ! SHDP Foundation Course Concept Paper Name of Participant ELIZABETH ELIZABE TH D. DIMAYACY DIMAYACYAC AC
Name of School Diision
Curre urren nt Po Posit sition ion
Head ead Te Teach acher III III
Kinatihan 1 Elementary Elementary School District 2 nd Congressional !ue"on #egion I$%& C&'&(&#)*N (eing instructional leader+ ,e must -e e.uipped ,ith a -etter understanding of $/C statements+ ,e are responsi-le for ,hat goes on inside the classroom and ho,
INTRD!CTIN
the instructional time is utili"ed in ma0ing the teaching%learning process meaningful This rather important responsi-ility needs a ,ide understanding and 0no,%ho, of the -asics of superision superision so that a higher .uality .uality of learning is achieed achieed
(ased on the results results of 1 st and 2nd periodic test+ the /PS
of our our pupi pupils ls in /ath /athem emat atic icss and and Engl Englis ish h are are lo, lo, PRBLEM
Pro-lem 1
DESCRIPTIN
compared ,ith other learning areas I foun found d out out ,hen ,hen I got got the the resu result ltss of the1 the1st st and and 2 nd
periodic test I found out also the least learned competencies in the t,o learning areas
3 out out of 145 145 pupi pupils ls from from grad grades es one one to thre threee are are considered as Non%readers and slo, readers
Pro-lem 2
I found out this pro-lem ,hen I had monthly oral reading test for grades one% three pupils
The pupils are definitely affected as the results of the first
and second grading periodic test The The pro-l pro-lem em is the a-rupt a-rupt increa increase se of our electric electric -ill dou-le dou-le the consum consumpti ption on that that the school school find find it hard hard to address due to its limited resources
Pro-lem
The The propro-le lem m star starte ted d one one 617 617 mont month h ago+ ago+ the the amou amount nt consumption goes higher
The pro-lem started ,hen the ,ater tan0 and lines had their
lea0 -ut cannot -e detected
The -udget that is supposedly -een consumed in other areas ,ere significantly affected
Pro-lem 1
The results that I ,anted to see after soling the pro-lem is the high /PS in -oth areas
The
teachers
can
ma0e
an
Interention8Enrichment
Curriculum to address the needs of our pupils Pro-lem 2 STATEMENT
The results that I ,anted to see after soling the pro-lem is a Program that can address the needs of our pupils in
F
reading No more non%readers+ slo, readers
PR"ECT B"ECTI#E
Pro-lem
Inolement of all school moers -oth internal and e9ternal
is present in sustaining the program The result that I ,anted to see after soling the pro-lem is lo, electric -ill consumption monthly and sustain it :ater conseration must -e inculcated among the mem-ers of the school Eeryone must hae their parts in o-sering ,ater conseration
Pro-lem 1
/y co% teachers ,ill -e -enefitted in soling the pro-lem -ecause they can ma0e an Interention8 Enrichment curriculum -ased on their pupils needs
&nd on the side of the pupils+ they can cope up all the competencies gradually 'earning ,ould -e effectiely done since actiities proided to them are suited to their needs and a-ilities
Soling the pro-lem ,ould contri-ute in achieing the DepEd $/C
BENEFITS SL#IN$
F THE
Pro-lem 2
:e are all -enefitted in soling this pro-lem -ecause it ,ould -e easy for us to teach our learners+ -ecause they can
PRBLEM
understand the lesson+ they 0no, ho, to comprehend ,hat they are reading
*n the side of the learners+ they can -e actie and
participatie -ecause they can easily hae grasped the lesson
Soling the pro-lem ,ould contri-ute in achieing the DepEd $/C as stated ;:hose alues and competencies ena-le them to reali"e their full potentials to contri-ute
Pro-lem
meaningfully in -uilding the nation< &ll school moers ,ould -e -enefitted from soling the pro-lem -ecause the -udget allotted for electric -ill could -e consumed to other programs and pro=ects
Soling this pro-lem ,ould contri-ute to the DepEd $/C -y prioriti"ing the needs and goals of the school for the -etterment of the pupils
SCH**' HE&D>S &PP'IC&TI*N P#*?ECT I/P'E/ENT&TI*N P&PE#
NE&P Program Name of School Head #egion+ Diision+ District
School Heads Deelopment Program% @oundation Course E'I)&(ETH D DI/&A&CA&C I$% & C&'&(&#)*N+ Diision of !ue"on+ Candelaria East District
Name of School %e& c'an(es in our sc'oo) as a resu)t o* t'is pro+ect :hat 0ey changes do you ,ant to see in your school as a result of haing attended the SHDP @oundation CourseB :hat are your specific8 aria-le indicators of these changesB Tar(et co/petenc& I/pro3e/ent
KIN&TIH&N 1 E'E/ENT&#A SCH**' *ur school ,ould -e a-le to eliminate the Non% #eader from rades *ne
:hat school head competency8ies ,ill you apply through your pro=ect
Co//unication S-i))s to articulate the -enefits of the programs among pupils+ teachers I need to communicate essential -eliefs regarding learning+ such as the coniction that all children can learn
Three pupils through the -irth of P#*?ECT ALD!B ,A-o an( Learner na Di !/aa&a0 sa /(a Ba1asa'in2. It is a great help not only for the pupils -ut also
for the teachers -ecause they can no, easily detect the ,ea0nesses and strengths of the pupils and on ho, to improe their reading a-ilities and performance :ith the help of all school moers+ this pro=ect can lessen or totally eliminate the Non%#eaders and meet the Diision Target )ero Non%#eader Leaders'ip s-i))s to -e a-le to lead the persons inoled in the implementation of the program properly as they go along the process
Socia) s-i))s to -e a-le to encourage all the school moers to participate in the Identify ma9imum of three programs to -ecome successful that are directly related to your pro=ect Descri1e current situation ,pro1)e/ or opportunit&2 in &our sc'oo) t'at &ou need to address t'rou(' &our pro+ect.
C!RRENT SIT!ATIN4
non%readers -ased on the results of PHI'%I#I last ?uly+ 2F1 $ALG To lessen 8 eliminate the non%readers from 3 to F non%reader C!RRENT STATEMENTG Conduct Pretest
'eel ie specific+ .uantifia-le+ o-sera-le details
Start Date Len(t' o* Pro+ect E7pected utput
sed #eading /aterials
Determine pupils> #eading
Post Test
#**T C&SEG
Tit)e o* App)ication Pro+ect Pro+ect 1+ecti3e5s SMART Speci*ic6 Measura1)e6 Attaina1)e6 Resu)toriented6 and 0it' Ti/e *ra/e
F out of 143 pupils 6rades I%III7 ,ere identified
Difficulties in recogni"ing Letters and Sounds
P#*?ECT ALD!B 6&0o ang 'earner na Di% maaya, sa mga (a-asahin7 1 To lessen8 eliminate the Non%readers from rades *ne% Three pupils 2 Deelop reading ha-its through ,orth,hile actiities E.uip pupils ,ith the necessary s0ills and 0no,ledge to improe their reading performance 5 /a0e a child a total reader Noem-er 2F1 5 /*NTHS 1 Eliminated the Non%readers from rades *ne%Three pupils 2 Deeloped reading ha-its among our pupils E.uipped ,ith the necessary s0ills and 0no,ledge to improe their reading performance
5 /ade a child a total reader Si9ty 6F7 pupils ,ho are Non% readers and slo, readers
Bene*iciar&5ies Identi*& Success Indicators or Measures o* Success
J or 4 pupils ,ho are non% readers -ecame readers in 5 months
B. ACTIN STEPS
Identify significant /ilestone targets that could -e achieed -y the end of F days and eery F days thereafter /ilestones are a7 significant changes achieedG and 8or -7 ma=or steps ta0en to,ards achieing the desired improement in your school
Tar(et Mi)estone
Actions
Responsi1)e Person
Support Needed
Tar(et
, 8'o 0i)) do t'is
*ro/
0i))
step2 MILESTNE : P)annin(
Date,8'en
t'is
step
1e
acco/p)is'ed92
ACTIN STEP : and
Preparation
8e))
de*ined
Pro+ect
Action5 8or- p)an.
T'e (rades I6II6III
Sc'oo)
Head6
teac'ers and Sc'oo)
$rades
I6II6III
'ead conduct readin(
Teac'ers6
Sc'oo)
Head6
No3e/1er :>6
SPT
test. 8e))e;uipped duties
<. T'e& 0i)) identi*& t'e
and
responsi1i)ities
pupi)s 0'o are Non
o*
t'e
readers and S)o0
in3o)3ed pro+ect
persons in
t'e
readers. =. A)) pupi)s identi*ied as NR6 SR 0i)) under(o in Pro+ect ALD!B ACTIN STEP <
Sc'oo)
Head6
Teac'ers6 Cra*tin( 8or-
o* p)an
Action5 o*
t'e
Pro+ect ACTIN =
Teac'er6 Pro+ect
Tea/
SPT6 ALD!B
Coordinator Sc'oo)
rientation se/inar o* a)) teac'er a1out t'e
Master
Sc'oo) P)annin(
Teac'ers
Head6
Sc'oo) P)annin( Tea/
No3e/1er :@6
MILESTNE < pro+ect
In*or/ation Disse/ination
Sc'oo) 'ead6 SPT6
A))
Fu))&
Process
/o3ers
e;uipped
parents as 0e)) as
0ner6Teac'ers6
ot'er /e/1ers in t'e
Parents6 Pupi)s and
co//unit&
0it'
Baran(a& **icia)s
-no0)ed(e
and
in*or/ation
sc'oo)
ACTIN STEP :
a1out
t'e pro+ect
Launching of Project ALDUB
ACTIN STEP < Postin( o* Tarpau)in
Sc'oo)
Ad3ocac& Board o* t'e
Teac'ers6
Pro+ect ACTIN STEP =
SPT6
Send letters to (arangay Captain+ (rgy Councilors+ Sta0eholders+ PT& *fficers and &lumni as0ing financial assistance to support the pro=ect
Head. PTA6
Sc'oo)
'ead6
Teac'ers6 Baran(a& **icia)s6
A)u/ni6
PTA **icers
A)) /o3ers
sc'oo)
No3e/1er :6
MILESTNE = I/p)e/entation t'e Pro+ect
ACTIN STEP : o*
#elease of implementing guidelines
: The grades I+II+III teachers and School head conduct reading test 2 They ,ill identify the pupils ,ho are Non% readers and Slo, readers
&ll pupils identified as N#+ S# ,ill undergo in Pro=ect &'D( 5 The teachers ,ill monitor the reading deelopment of the pupils monthly 4 The CIP TE&/ ,ill ealuate the pro=ect
ACTIN STEP < MNITRIN$
F
THE PRCESS
The
CIP
team
together ,ith the process
Sc'oo)
o,ner and school head
Teac'ers6
,or0 hand in hand to monitor the progress of the pro=ect
'ead6
ACTIN STEP = E3a)uatin( o* pro(ra/5pro+ect
t'e
T'e CIP TEAM conducted t'e *o))o0in( steps *or e3a)uation4 School head+ Ad/inistration o* Teachers+ CIP Team readin( test Assess t'rou(' $uided and ora) readin( Monitorin( t'e pupi)s t'rou(' Mont')& Readin( Trac-in( S'eet Readin( e3a)uation
School Teachers+
head+
/arch+ 2F1
CIP
Team
C #E!I#ED #ES*#CES Proide Specific Details of the Physical and Human #esources re.uired to successfully implement your &pplication Pro=ect Mi)estone MILESTNE : P)annin(
and
Resources Need
Preparation
Bud(et
Appro3a)s Needed
None
&pproal from Diision CI
&ction8 :or0 plan
8e))de*ined Pro+ect Action5
Copy
of
duties
and
8or- p)an.
responsi-ilities of the person
Superisor
inoled in the pro=ect 8e))e;uipped
duties
and
responsi1i)ities o* t'e persons in3o)3ed in t'e pro+ect
School Head
MILESTNE < In*or/ation Disse/ination
Ad3ocac& #ideo
Fu))& e;uipped parents as
Tarpau)in
FFFF
&pproal from School Head
0e)) as ot'er /e/1ers in t'e co//unit& 0it' -no0)ed(e and in*or/ation a1out t'e pro+ect
MILESTNE = I/p)e/entation
o*
#eading /aterials
t'e
Clear (oo0
Pro+ect
1F+ 4FFFF
&pproal from School Head CI Pro=ect Team
D. RIS% MANA$EMENT PLAN
Mi)estone
Li-e)& Ris-
I/pact o* Pro+ect
Speci*ic Action to
I* Ris- Happens6 Speci*ic
i* Ris- Happens
Pre3ent Ris-
Action to So*ten I/pact o* Ris-
P)annin(
and
Preparation
8e))
de*ined
Pro+ect
Action5 8or- p)an.
There
is no
responsi1i)ities
o*
t'e
in3o)3ed
persons in
pro+ect MILESTNE < In*or/ation
t'e
*rgani"e a ,ell%
specific plan for -ecome failure
represented School
the pro=ect
Planning Team
8e))e;uipped duties No orientation and
The pro=ect ,ill
*rient the CI Team
Commitment signing
Disse/ination
(usy schedules
/inimum
Sending letters to all
tili"ation of social media
Fu))&
of the parents to
inolement of the
concerned people
technology in information
e;uipped
parents as 0e)) as
attend
ot'er /e/1ers in t'e
assem-ly8
co//unit&
0it'
meeting
-no0)ed(e
and
in*or/ation
the parents8E9ternal Sta0eholders 6SPT7
dissemination Posting of Tarpaulin or &docacy (oard
a1out
t'e pro+ect MILESTNE = I/p)e/entation
o* naaila-ility
t'e Pro+ect
of
The program ,ill
#eading -e failed
/aterials
See0 the help from
et the -udget from PT&
sta0eholders through
oluntary contri-ution for
signature
reproduction of #eading
campaign
/aterials
'imampung%pisong Pirma /o Sagot sa Pag0atoto K*< to -e used for reproduction of #eading /aterials E. APPR#AL Prepared 1&4 Appro3ed 1&4
Printed Na/e ELIZABETH D. DIMAYACYAC
ELIZABETH D. DIMAYACYAC Head Teacher III Diision of !ue"on Candelaria East District
Si(nature
Date
Kinatihan 1 Elementary School LEADERSHIP "!RNAL November 28- Dec. 2 , 2016
SIT!ATIN
&fter a ,ee0 of /odule 1+ I learned a lot and I feel inspired to my co% leaders and to our learning resource proiders I also gained more 0no,ledge a-out the Curriculum+ &ssessment and on ho, to address the needs of our learners :ith this 0no,ledge+ I shared it to my co% teachers+ ,e assessed the results our Second Periodic Test on ho, ,e can address the least learned competencies TAS%
&s a learning leader+ I called our SPT+ STC to assess our 2 nd Periodic Test #esults and the least learned competencies in English and /athematics (ased on the assessment ,e determined the needs of the pupils in terms of competencies to -e deeloped :e need to -e focused on the deelopment of #eading Comprehension S0ills and deelop oca-ulary ,ords and /ultiplication Ta-le must memori"e -y our pupils
ACT
Through this assessment+ ,e noticed that the /PS of our pupils in /athematics and English are lo, compared ,ith other learning areas (ecause of this assessment ,e prepared ne, enrichment curricula to deelop the reading comprehension s0ills of pupils in English and /athematics :e decided to do a readin( inter3ention to -e implemented in our school and also re/ediation acti3ities in /athematics &nd to -ecome successful P#*?ECT &'D( -irth in our school+ 6&0o 'earner na Di% maaya, sa mga (a-asahin7 RES!LTS
&ll teachers prepared and su-mitted their :or0 Plan+ #eading Interention /aterials in English and /athematics RESL!TIN
&fter this process+ ,e made to conclude that re(u)ar assessment can help us to ma0e different programs and pro=ects to address the needs of our pupils :e made an agreement to assess the pupils learning regularly to create more programs and pro=ects for our pupils> success ELIZABETH D. DIMAYACYAC Head Teacher III Diision of !ue"on Candelaria East District
Kinatihan 1 Elementary School LEADERSHIP "!RNAL November 28- Dec. 2, 2016
SIT!ATIN
&fter a ,ee0 of /odule 2+ I learned a lot and I feel inspired to my co% leaders and to our learning resource proiders I also gained more 0no,ledge a-out the E%SIP and CIP I reali"ed that ,e are on the right trac0s (T I need to hae SPT from our sta0eholders &nd ,e need regular meeting for the /onitoring and Ealuation of all the programs and pro=ects TAS%
&s a learning leader+ I called our School S(/ Coordinator+ our /aster Teacher :e discussed a-out the learnings that I gained in /odule 2 :e sent a letter for all possi-le sta0eholders that can help us to plan for the -etterment of our pupils :e add SPT for our *rgani"ational Structure :e tac0led all the duties and responsi-ilities -eing a mem-er of SPT ACT
Through this meeting+ ,e noticed that Continuous Improement is an essential principle in school improement SPT has a ital role to achiee the mantra of our school ,hich is ;The school appears to -e already -e $D+ can still -ecome BETTER and ,ill neer stop to strie to -e BEST< (efore end+ all sta0eholders signed /emorandum of &greement RES!LTS
&ll school moers+ the SC+ SPT signed /emorandum of &greement They promise that they ,ill gie their 1F4 support for the -etterment of the learners and community RESL!TIN
&fter this process+ ,e made to conclude that re(u)ar /eetin( 0it' t'e E7terna) sta-e'o)ders can help us to ma0e a concrete plans to create different programs and pro=ects to address the needs of our pupils :e made an agreement to monitor and ealuate regularly the different programs and pro=ects for our pupils> success
