Action Plan in School

Republic of the Philippines Department fo Education Region VIII Eastern Samar Division Jipapad District JIPAPAD CENTRAL ELEMENTARY SCHOOL Jipapad Eastern Samar

ACTION PLAN ON SCHOOL – BASED LEARNING ACTION CELL (SLAC) SESSIONS SY 2016 – 2017 I – RATIONALE: School – based Learning Action Cell (SLAC) of Jipapad Central Elementary School is consistent with the procedures of the School Based Management (SBM), and the School improvement Plan (SIP), but this is more focus on the teaching – learning process. It is a venue for a continues and const – effective in service training and teachers’ developement. This School – based Learning Action Cell (SLAC) will provide an opportunity for teachers to sit together, review on some specific instructional concerns and discuss on topics that can solve everyday problems in the classroom. This will also serve to support the teachers for some innovative practices that would inhance their skills and competencies. Teachers will be equipped with the necessary teaching strategies and techniques in developing the children literacy and numeracy skills and attitude. II – OBJECTIVE:  To enhance the teachers’ pedagogical knowledge, skills and attitudes in early grades literacy and numeracy.  To improve teachers’ ability in assessing the learners in early grades and literacy and numeracy skills.  To improve the teaching – learning process that will lead to improved learning among the pupils. III – PROCEDURES: AREAS OF CONCERN

A. PLANNING

OBJECTIVES

STRATEGIES/ACTIVITIES

 Organize the School Learning  Call the teachers for a meeting/planning. Action Cell team and its members.  Orient the teachers on the  Set the desired schedule for goals and objectives of SLAC SLAC.

TIME FRAME

PERSONS INVOLVED

May 30, 2016

School Head, K to 3 Teachers

BUDGET REQUIREMEN T ₱ 1,000.00

REMARKS

 Assign LAC facilitator or  Identify teaching – learning leader and the LAC problems, its causes and documenter for every solutions. session.  Design programs and activities  Let the teachers list down for the INSET. their teaching – learning  Determine the budgetary problems. requirement. Setting – up of the schedule most preffered by the teachers. Preparation of materials and other resources needed for the LAC/INSET. Determined the required budget for every LAC session.  Conduct weekly LAC Sessions Conduct the weekly schedule of LAC sessions following based on the attached matrix the matrix of “Mentoring of the INSET. Schedule per Topic”. Regular checking of attendance and outputs of B. IMPLEMENTATION the team and its members. Proper utilization of resources and materials. Full implementation of the proposed LAC/INSET strategy per session. C. MONITORING  Monitor the weekly LAC  Determine the performance AND EVALUATION sessions-its schedule, efficacy (e.g. impact to the attendance, process and pupils). outputs.  Assessment of training  Asess the LAC strategies, strategies. inputs and outputs.  Application ofskills learnied in  Provide technical assistance the training. to LAC strategy and process when needed.  Evaluate how learned skills

June 8, 2016 to Aug. 5, 2016 (every Friday afternoon from 3:00 – 5:00)

June 8, 2016 to Aug. 5, 2016 (every Friday afternoon from 3:00-5:00)

School Head, K to 3 Teachers

Regional Supervisors, SDS District Head, School Head

₱ 1,000.00

₱ 3,000.00

from the training are applied. D. FOLLOW – UP

 Corrective measures. Policy decisions. Re – assignments Retraining.

TOTAL

₱ 5,000.00

Prepared by:

THELMA L. FABULA MA. MAY BIEN E. MATO CHARITA M. PAJARES SHYRELL N. LAMPA ERNA BAYOTAS MARIA ETHEL P. MERCADER LIZA C. GO MARJORIE P. PAJANUSTAN NERIO P. PORTON SLAC MEMBERS

Noted by:

ZALDY M. GELINA School Head

ZITA P. ENGO District Head

BERNARDO A. ADINA, CSEE Schools Division Superintendent

Republic of the Philippines Department fo Education Region VIII Eastern Samar Division Jipapad District JIPAPAD CENTRAL ELEMENTARY SCHOOL Jipapad Eastern Samar

SCHOOL – BASED LEARNING ACTION CELL SESSION/INSET MENTORING SCHEDULE PER TOPIC SY 2016 – 2017

NO.

SESSIONS

1  Usec-Status Report on Early Grades Education

2  K to 3 Learners.

3  14 Domain: Emergent Literacy. 4  14 Domain: Beginning and Early Reading. 5

SESSION OBJECTIVES  Understand the bases of DEPED policies on Early Grades Education (Key Stages)  Reflect on current status of learners and of policy implementation.  Gain a deeper understanding of the K to 3 Language Art Curriculum (Contents Standards Competencies)  Identify the development characteristics of 4-7 years old of children.  Understand how children learn language and literacy through their developmental levels.

PERSON INVOLVED School Head, Kinder Teacher, Grade I-III Teachers. Schood Head, Kinder Teacher, Grade I-III Teachers

MATERIALS NEEDED -Laptop -LCD Projector -Speaker -Manila Paper -Marker -Meta Cards -Laptop -LCD Projector -Speaker -Manila Paper -Marker -Meta Cards

MENTORING DATE June 8, 2016 (Wed. @ 9:00 - 12:00 P.M.) June 8, 2016 (Wed. @ 1:00 - 5:00 P.M.)

 Lesson Plan Walk Through Kinder and Grade 1. 6  Lesson Plan Walk through Grade 2 and 3.

7  Bridging. 8  Evidence-Based Teaching. 9  Phil-IRI: What and How Miscue Analysis. 10

 Phil-IRI:Scoring and Using Result.

11  Introduction of Children’s Literature.

 Classify domains of literacy which needed to develop in each stage of child’s development.  Identify appropriate strategies and activities and developing the domain of literacy in a lessson.

 Gain a deeper understanding of bridging.  Identify the strategies that can be used evidenced-based teaching in the classroom.  Understand effective instructional materials for Language Literacy instruction.  Gain deeper understanding of thr Phil- IRI. .

Schood Head, Kinder Teacher, Grade I-III Teachers

12  Formulating Objectives. 13  Pre-Reading Strategies. 14  During Reading Strategies. 15  Post Reading Strategies: The Art of Questioning. 16  Post Reading Strategies: Engagement and Writing Activities. 17  Classroom-Based Assessment Tools: - Attitudes - Books and Print - Vocabulary - Writing - LC and RC 18  Explicit Teaching Framework: Oral Language

School Head, Kinder Teacher, Grade I-III Teachers.

 Identify different strategies during “During Reading” stage.  Identify different strategies during the “Post-Reading” stage.  Present discussion question for a selection.  Plan and present post-reading comprehension study skills and writing.  Understand Classroom-Based Assessment of language and literacy skills.

Schood Head, Kinder Teacher, Grade I-III Teachers

-Laptop -LCD Projector -Speaker -Manila Paper -Marker -Meta Cards

-Laptop -LCD Projector -Speaker -Manila Paper -Marker -Meta Cards -Laptop -LCD Projector -Speaker -Manila Paper -Marker -Meta Cards

June 9, 2016 (Thursday @ 8:00 A.M. - 5:00 P.M.)

June 9, 2016 (Thursday @ 8:00 A.M. - 5:00 P.M.) June 17, 24 & July 1, 2016 (Friday @ 3:00 - 5:00 P.M.)

19

and Grammar.  Classroom-Based Assessment Tools: - Oral Language - Grammar

20  Explicit Teaching: - Phonological Awareness - Alphabet Knowledge - PWR and Vocabulary - Spelling - Fluency - Synthetic Phonics 21  Bridging Decoding Instruction Differentiated Instruction.

22  K to 3 Curriculum. 23  Formulating Objectives for a Math Lesson Plan. 24  Developing Math Skills. 25

 Developing and Assessing Math Skills.

26  Curriculum connections. 27  Putting it All Together. 28  Best Practices. 29

 Play and Developmentally Appropriate

 Create lesson plans following the explicit teaching instruction.  Gain an understanding of the use of explicit instruction to decodeing, grammar and oral language development.  Identify principles of decoding and the use of explicit insruction in the reading process.  Identify strategies for differentiated instruction.  Identify different strategies for differentiated instruction.  Identify different strategies and processes on how children learn Math.  Plan teaching and assessment activities for Math based on the standard topics in the early grades.  Identify ways of how to integrate subject matters or content areas meaningful.  Identify the correct strategies, activities, and materials, as well as other considerations when creating an integrated lesson.

School Head, Kinder Teacher, Grade I-III Teachers.

-Laptop -LCD Projector -Speaker -Manila Paper -Marker -Meta Cards

Schood Head, Kinder Teacher, Grade I-III Teachers

-Laptop -LCD Projector -Speaker -Manila Paper -Marker -Meta Cards

Schood Head, Kinder Teacher, Grade I-III Teachers

-Laptop -LCD Projector -Speaker -Manila Paper -Marker -Meta Cards

July 8 & 15, 2016 (Friday @ 3:00 5:00 P.M.)

July 20 & 22, 2016 (Wed. & Friday @ 3:00 - 5:00 P.M.)

July 27 & 29, 2016 (Wed. & Friday @ 3:00 - 5:00 P.M.)

Practices. 30  Classroom Management 1. 31  Classroom Management 2.

 Listen to and reflect on best practices in MTB-MLE.  Distinguish developmentally appropriate practices for the classroom and for the school.  Understand components of the learning environment conducive for early childhood.

32  Micro - Teaching:  Bridging Decoding Instruction Differentiated Instruction.

 Apply all theory and methods into a micro – teaching session.  Create a lesson plan for a 50 minute class.

33  Learning Action Cell

 Formulate individual Plan for: - Teachers on how they will apply the proposed strategies into their teaching – learning processes. - School Head on how she will monitor the effects of the proposed strategies.  Participate in a training simulation.

34  Formulating Individual Action Plan.

School Head, Kinder Teacher, Grade I-III Teachers.

-Laptop -LCD Projector -Speaker -Manila Paper -Marker -Meta Cards

Schood Head, Kinder Teacher, Grade I-III Teachers

-Laptop -LCD Projector -Speaker -Manila Paper -Marker -Meta Cards -Action Plan Template

August 3, 2016 (Wednesday @ 3:00 - 5:00 P.M.)

August 5, 2016 (Friday @ 3:00 5:00 P.M.)