My School Action Plan

8/3/2019 My School Action Plan

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DSLPII MARISSA O. PEREZ

My School Action Plan

Desired State of My School after one year (September 2012)

Increase, if not maintain the mean percentage scores in the NationalAchievement Test Grade 6 NAT 6), from 82.21% to 85.00%

Increase the mean percentage scores in the National Achievement TestGrade 3 (NAT 3), from __________ to __________

Increase the mean percentage scores in the Expanded NationalAchievement Test (NAT-E), from 40.34% to 75.00%

Develop the higher-order thinking skills of pupils from simple cognitiveskills to metacognitive skills

Develop the mastery of the Basic Facts in Mathematics Improve the reading level of pupils from letter-naming to fluent

independent reading

Increase, if not maintain the performance indicators

Performance Indicators From To

Participation Rate 98.87% 100%

Cohort Survival Rate 97.65% 100%

Completion Rate 96.53% 100%

Retention Rate 5.35% 0%

Maintain the zero (0%) dropout rate 100% of the 12 identified teachers with basic knowledge in information


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g


Priority Competency Requirements of Teachers based on NCBTS:

1. Provide varied enrichment activities to nurture the desire for further learning2. Use a variety of teaching approaches and techniques appropriate to the subject

matter and the learners

3. Provide activities and use materials which involves students in meaningfullearning

4. Demonstrate skills in the use of ICT in teaching and learning5. Employ non-traditional assessment techniques (portfolio, journals, rubric, etc.)

2011 School Performance Indicators

Participation Rate 98.87%

Cohort Survival Rate 97.65%

Dropout Rate 0%

Completion Rate 96.53%

Retention Rate 5.35%

Teacher-Pupil Ratio 1:33

Graduation Rate 100%

NAT 6 82.21%

No. of Primary/Elementary/Secondary Schools (Public) 1No. of ALS Learners (OSY in ALS) 13

No. of children above school age not in ALS 8

/ f S S ll


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School organized strategies and activities to achieve its desired state along the following areas:

Table 1. Instructional Leadership, Mentoring and Supervision

Major Activities Timeline Support neededfrom

whom/whichorganization/unit

Kind/Nature/Amountof Support to be

required

PerformanceIndicators

Outcome /Results

A. Increase/maintain themean percentage scoresin the National

Achievement Test (NAT

6, NAT 3 and NAT-E)Assessment andDiagnosis

1.Assess the pupilscompetencies

2. Diagnose thestrengths andweaknesses ofthe pupils

May-June2011

School Head,Teachers

Assessment andDiagnosisMonitoringMentoringFeedbacking

100% of thepupils shallhave beenassessed usingthe diagnostictests, SREA,PHIL-IRI andother teacher-made

diagnostic tools

Thecompetencies,strengths andweaknesses ofall pupils havebeenidentified

Specific Activities1.Administer the

School ReadinessAssessment toincoming Grade Ipupils


Assessment andDiagnosisMonitoringMentoringFeedbacking

100% of allincoming GradeI pupils shallhave beenassessed usingthe SchoolReadiness

The readinessof all incominggrade I pupilshave beenidentified


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2.Administer theDiagnostic Testsin all subjectareas

3.Administer thePhil-IRI for Oral

and SilentReading

4.Administer theDiagnostic Testfor the Basic

Facts

Assessment

100% of thepupils from

Grades I to VIhave taken theDiagnosticTests in allsubject areas

100% of thepupils readinglevels havebeen assessed

using the PHIL-IRI

100% of thepupils masteryof the basicfacts have beenassessed

The strengthsand

weaknesses ofthe pupilshave beenidentified

The readinglevels of allpupils havebeen

identified

The masteryof the basicfacts of allpupils havebeenidentified

Curriculum Design1. Re-align the

curriculum withcurrentinstructionalpractices

May 2011August2011October2011January2011

EPS, PSDS, SchoolHead, Teachers

CurriculumDevelopmentSupervisionMonitoringMentoringFeedbacking

100% of theteachers haveparticipated inre-aligning thecurriculum withtheirinstructional

Thecurriculum forthe RegularClass and theSpecialScience Classhave been re-


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practices aligned withthe teachersinstructionalpractices

Specific Activities1. Review the PELC

for the RegularClass and SpecialScience Class

2. Identifyinstructionalpractices,approaches,strategies andtechniques thatbest suit thecompetencies

EPS, PDS, SchoolHead, Teachers

CurriculumDevelopmentSupervisionMonitoringMentoringFeedbacking

100% of thecompetenciescontained in thePELC forRegular Classand SpecialScience Classhave beenreviewed

100% of thecompetencieshave been re-aligned withinstructionalpractices,approaches,strategies and

techniques

The PELC forRegular Classand SpecialScience Classhave beenreviewed

The PELC forRegular Classand SpecialScience Classhave been re-aligned withthe teachersinstructional

practices

Instructional Planningand Delivery ofInstruction

1. Design lessonsthat will furtherdevelop thestrengths and

June 2011to April2012


Lesson PlanningInstructionSupervisionMonitoring

100% of thelessons in allsubject areashave been

Instructionhas beendirected todevelop


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address theweaknesses ofthe pupils

2.Apply suitableinstructionalpractices,approaches,strategies andtechniques inspecific subject

matter

3. Develop activitiesthat will enrichthe lessons

MentoringFeedbacking

designed todevelop thestrengths andaddress the

weakness ofthe pupils

100% of theteachers haveapplied suitableinstructionalpractice,approaches,strategies and

techniques inspecific subjectmatter

100% of theteachers havedevelopedactivities thatenrich the

lessons (e.g.self-instructionalmodules,engagementactivities, etc.)

strengths andaddress theweaknesses ofall pupils

Suitableinstructionalpractices havebeen appliedby theteachers

Enrichmentactivities havebeendeveloped

and used bythe teachers

Specific Activities:1. Design lessons June 2011to April School HeadTeachers Lesson PlanningInstruction 100% of the Instruction


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where theteachers canapply variousapproaches,

strategies andtechniques

2. Incorporateenrichmentactivities in thelessons

3. Observe classesperiodically toestablish theeffectiveness ofthe approaches,strategies,techniques andenrichmentactivities appliedin the lessons

2012 SupervisionMonitoringMentoringFeedbacking

lessons in allsubject areashave beendesigned to

develop thestrengths andaddress theweakness ofthe pupils

100% of theteachers havedeveloped andused activities

that enrich thelessons (e.g.self-instructionalmodules,engagementactivities, etc.)

6 teachers have

been observedin differentsubject areasevery week

has beendirected todevelopstrengths and

address theweaknesses ofall pupils

Enrichmentactivities havebeendeveloped

and used bythe teachers

Classes have

beenobserved

Instructionhas beenmonitored

Constructivefeedback has


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been providedto everyteacherobserved

B. Develop the higher-order thinking skills ofpupils from simplecognitive skills tometacognitive skills

June 2011to March2012

Specific Activities1.Apply the

Practical WorkApproach inteachingMathematics andScience

2. Use the Four-Pronged

Approach to

TeachingBeginningReading


Lesson PlanningInstructionSupervisionMonitoringMentoringFeedbacking

100% of theteachers inMathematicsand Sciencehave appliedthe PracticalWork Approach

100% of theteachers frompreschool toGrade II haveused the Four-

ProngedApproach toTeachingBeginningReading

6 teachers inMathematicsand Science

PWA has beenused inteachingMathematicsand Science

Four-ProngedApproach hasbeen used inteaching

beginningreading

Classes havebeen


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3. Observe classesperiodically toestablish the

effectiveness ofthe approaches,strategies,techniques andenrichmentactivities appliedin the lessons

have beenobserved everyweek

observed

Instructionhas been

monitored

Constructivefeedback hasbeen providedto everyteacherobserved

C. Develop the masteryof the Basic Facts in the

four fundamentaloperations

June 2011to March

2012


Specific Activities1. Conduct remedial

instruction todevelop masteryof the basic facts

2. Conduct periodictesting of masteryof the basic facts



100% of thepupils withdifficulties inthe basic factshaveundergone

remedialinstruction

100% of thepupils havebeen assessedon theirmastery of thebasic facts

Remedialclasses onbasic factshave beenorganized

Mastery of thebasic factshas beenassessed


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D. Improve the readinglevel of pupils fromletter-naming to fluentindependent reading

June 2011to March2012


Specific Activities1. Design a

beginning readingprogram and adevelopmentalreading programto address theneeds of allGrades I to VIpupils

2. Conduct remedialinstruction todevelop readingskills of non-readers/slowreaders

3. Conduct periodictesting of readingskills


CurriculumDevelopmentLesson PlanningInstructionSupervisionMonitoringMentoringFeedbacking

100% of thepupils in GradesI-VI havereceivedappropriatereadinginstruction

100% of thepupils identifiedwith difficultiesin reading haveundergoneremedial

instruction

100% of thepupils fromGrades I to VIhave beenassessed usingthe PHIL-IRI toidentify their

A beginningreadingprogram andadevelopmentalreadingprogram havebeen designedto address the

needs of allpupils

Remedialreadingclasses havebeenorganized

Reading levelsof pupils havebeenidentified


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reading levelsperiodically

G. ICT Trainings October2011

April 2012

Trainors,School Head,

Teachers


In-service TrainingDepED-sponsored and

private organization-/institution-sponsoredtrainings


100% of the 12identified

teachers withbasicknowledge ininformation andcommunicationstechnology(ICT) shouldundergo furthertraining

100% of the 12teachers whohaveundergonetraining in ICThave appliedtheir newknowledge inenhancing

instruction

Teachers haveattended ICT

trainings

Instructionhas beenenhanced bythe teachersknowledge inICT


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Table 2. Resource Mobilization based on Priority Needs

Support neededfrom whom/which

organization/unit

Major Activities Timeline PerformanceIndicators

Outcome / Results


A. Increase/maintainthe mean percentagescores in the National

Achievement Test(NAT 6, NAT 3 andNAT-E)

Assessment andDiagnosis

1.Assess thepupilscompetencies

2. Diagnose thestrengths andweaknesses ofthe pupils

May-June 2011 100% of the pupilsshall have beenassessed using the

diagnostic tests,SREA, PHIL-IRI andother teacher-madediagnostic tools

The competencies,strengths andweaknesses of all

pupils have beenidentified


Specific Activities1.Administer the

School

ReadinessAssessment toincoming GradeI pupils

2.Administer theDiagnosticTests in allsubject areas

100% of all incomingGrade I pupils shallhave been assessed

using the SchoolReadiness Assessment

100% of the pupilsfrom Grades I to VIhave taken theDiagnostic Tests in all

The readiness of allincoming grade Ipupils have been

identified

The strengths andweaknesses of thepupils have beenidentified


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3.Administer thePhil-IRI for Oral

and SilentReading

4.Administer theDiagnostic Testfor the BasicFacts

subject areas

100% of the pupilsreading levels have

been assessed usingthe PHIL-IRI

100% of the pupilsmastery of the basicfacts have beenassessed

The reading levels ofall pupils have been

identified

The mastery of thebasic facts of all pupilshave been identified


Curriculum Design1. Re-align the

curriculum withcurrentinstructionalpractices

May 2011

August 2011October 2011January 2011

100% of the teachers

have participated inre-aligning thecurriculum with theirinstructional practices

The curriculum for the

Regular Class and theSpecial Science Classhave been re-alignedwith the teachersinstructional practices


Specific Activities1. Review the

PELC for theRegular Class

and SpecialScience Class

2. Identifyinstructionalpractices,approaches,strategies and

100% of thecompetenciescontained in the PELC

for Regular Class andSpecial Science Classhave been reviewed

100% of thecompetencies havebeen re-aligned withinstructional practices,approaches, strategies

The PELC for RegularClass and SpecialScience Class have

been reviewed

The PELC for RegularClass and SpecialScience Class havebeen re-aligned withthe teachers


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techniques thatbest suit thecompetencies

and techniques instructional practices


Instructional Planning

and Delivery ofInstruction

1. Design lessonsthat will furtherdevelop thestrengths andaddress theweaknesses ofthe pupils

2.Apply suitableinstructionalpractices,approaches,strategies andtechniques inspecific subjectmatter

3.

Developactivities thatwill enrich thelessons

June 2011 to April2012

100% of the lessonsin all subject areashave been designedto develop thestrengths and addressthe weakness of thepupils

100% of the teachershave applied suitableinstructional practice,approaches, strategiesand techniques inspecific subject matter

100% of the teachershave developedactivities that enrichthe lessons (e.g. self-instructional modules,engagement activities,etc.)

Instruction has beendirected to developstrengths and addressthe weaknesses of allpupils

Suitable instructionalpractices have beenapplied by theteachers

Enrichment activitieshave been developedand used by theteachers


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School HeadTeachers

Specific Activities:1. Design lessons

where theteachers can

apply variousapproaches,strategies andtechniques

4. Incorporateenrichmentactivities in thelessons

5. Observe classesperiodically toestablish theeffectiveness oftheapproaches,

strategies,techniques andenrichmentactivitiesapplied in thelessons


100% of the lessonsin all subject areashave been designed

to develop thestrengths and addressthe weakness of thepupils

100% of the teachershave developed andused activities thatenrich the lessons(e.g. self-instructional

modules, engagementactivities, etc.)

6 teachers have beenobserved in differentsubject areas everyweek

Instruction has beendirected to developstrengths and address

the weaknesses of allpupils

Enrichment activitieshave been developedand used by theteachers

Classes have beenobserved

Instruction has beenmonitored

Constructive feedbackhas been provided toevery teacherobserved


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B. Develop the higher-order thinking skills ofpupils from simplecognitive skills to

metacognitive skills

June 2011 to March2012


Specific Activities1.Apply the

Practical WorkApproach inteachingMathematicsand Science

4. Use the Four-Pronged

Approach toTeachingBeginningReading

5. Observe classesperiodically toestablish the

effectiveness oftheapproaches,strategies,techniques andenrichmentactivitiesapplied in thelessons

100% of the teachersin Mathematics andScience have appliedthe Practical Work

Approach

100% of the teachersfrom preschool to

Grade II have usedthe Four-Pronged

Approach to TeachingBeginning Reading

6 teachers inMathematics andScience have been

observed every week

PWA has been used inteaching Mathematicsand Science

Four-ProngedApproach has been

used in teachingbeginning reading


Instruction has beenmonitored

Constructive feedbackhas been provided toevery teacherobserved


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C. Develop themastery of the BasicFacts in the fourfundamental

operations



Specific Activities1. Conduct

remedialinstruction todevelopmastery of thebasic facts

3. Conductperiodic testingof mastery ofthe basic facts

100% of the pupilswith difficulties in thebasic facts haveundergone remedialinstruction

100% of the pupils

have been assessedon their mastery ofthe basic facts

Remedial classes onbasic facts have beenorganized

Mastery of the basic

facts has beenassessed


D. Improve thereading level of pupilsfrom letter-naming tofluent independentreading



Specific Activities

1.

Design abeginningreadingprogram and adevelopmentalreadingprogram toaddress theneeds of all

100% of the pupils inGrades I-VI havereceived appropriatereading instruction

A beginning readingprogram and adevelopmentalreading program havebeen designed toaddress the needs ofall pupils


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Grades I to VIpupils

2. Conductremedialinstruction todevelopreading skills ofnon-readers/slowreaders

3. Conductperiodic testing

of reading skills

100% of the pupils

identified withdifficulties in readinghave undergoneremedial instruction

100% of the pupilsfrom Grades I to VI

have been assessedusing the PHIL-IRI toidentify their readinglevels periodically

Remedial reading

classes have beenorganized

Reading levels ofpupils have been

identified

Trainors,School Head,Teachers


G. ICT Trainings October 2011April 2012

100% of the 12identified teacherswith basic knowledgein information and

communicationstechnology (ICT)should undergofurther training

100% of the 12teachers have appliedtheir knowledge inenhancing instruction

Teachers haveattended ICT trainings

Instruction has beenenhanced by theteachers knowledgein ICT


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Table 3. School Education Partnership Development

Current /

PotentialPartners

Existing Level of

Partnership

Plans ofinitiating/

strengthening/expansion ofpartnership

Timeline

Performance

Indicators

Outcome /

Results

EPS, School Head,Teachers, PTA,PGO

Active Informationdissemination

Consultation

Networking

May-June 2011 100% of the pupilsshall have beenassessed using thediagnostic tests,SREA, PHIL-IRIand other teacher-made diagnostic

tools

Thecompetencies,strengths andweaknesses of allpupils have beenidentified

EPS, School Head,Teachers, PTA,PGO


Consultation

Networking

100% of allincoming Grade Ipupils shall havebeen assessedusing the SchoolReadiness

Assessment

100% of the pupilsfrom Grades I to

VI have taken theDiagnostic Tests inall subject areas

100% of thepupils readinglevels have been

The readiness ofall incoming gradeI pupils have beenidentified

The strengths andweaknesses of thepupils have beenidentified

The reading levelsof all pupils havebeen identified


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assessed using thePHIL-IRI

100% of the

pupils mastery ofthe basic factshave beenassessed

The mastery of

the basic facts ofall pupils havebeen identified

EPS, PSDS, SchoolHead, Teachers,Consultants inEducation


Consultation

CurriculumPlanning andDevelopment

Networking

May 2011August 2011October 2011January 2011

100% of theteachers haveparticipated in re-aligning the

curriculum withtheir instructionalpractices

The curriculum forthe Regular Classand the SpecialScience Class

have been re-aligned with theteachersinstructionalpractices


Active In-serviceTrainings

Consultation


Supervision

Mentoring

100% of thecompetenciescontained in the

PELC for RegularClass and SpecialScience Class havebeen reviewed

100% of thecompetencies havebeen re-alignedwith instructional

The PELC forRegular Class andSpecial Science

Class have beenreviewed

The PELC forRegular Class andSpecial ScienceClass have been


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Feedbacking practices,approaches,strategies andtechniques

re-aligned withthe teachersinstructionalpractices



Consultation


Supervision

Mentoring

Feedbacking


100% of thelessons in allsubject areas havebeen designed todevelop thestrengths andaddress theweakness of the

pupils

100% of theteachers haveapplied suitableinstructionalpractice,approaches,strategies and

techniques inspecific subjectmatter

100% of theteachers havedevelopedactivities thatenrich the lessons

Instruction hasbeen directed todevelop strengthsand address theweaknesses of allpupils

Suitableinstructionalpractices havebeen applied bythe teachers

Enrichmentactivities havebeen developedand used by theteachers


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(e.g. self-instructionalmodules,engagement

activities, etc.)



Consultation

CurriculumPlanning and

Development

Supervision

Mentoring

Feedbacking


100% of thelessons in allsubject areas havebeen designed todevelop thestrengths and

address theweakness of thepupils

100% of theteachers havedeveloped andused activities thatenrich the lessons(e.g. self-instructionalmodules,engagementactivities, etc.)

6 teachers havebeen observed indifferent subject

Instruction hasbeen directed todevelop strengthsand address theweaknesses of allpupils

Enrichmentactivities havebeen developedand used by theteachers



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areas every week Instruction hasbeen monitored

Constructive

feedback hasbeen provided toevery teacherobserved


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Consultation


Supervision

Mentoring

Feedbacking

June 2011 toMarch 2012

100% of theteachers inMathematics and

Science haveapplied thePractical Work

Approach

100% of theteachers frompreschool to GradeII have used theFour-Pronged

Approach toTeachingBeginning Reading

6 teachers inMathematics andScience have beenobserved everyweek

PWA has beenused in teachingMathematics and

Science

Four-ProngedApproach hasbeen used inteachingbeginning reading


Instruction hasbeen monitored

Constructivefeedback hasbeen provided toevery teacherobserved


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Consultation


Supervision

Mentoring

Feedbacking


100% of the pupilswith difficulties inthe basic facts

have undergoneremedialinstruction

100% of the pupilshave beenassessed on theirmastery of thebasic facts

Remedial classeson basic factshave been

organized

Mastery of thebasic facts hasbeen assessed


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Consultation


Supervision

Mentoring

Feedbacking


100% of the pupilsin Grades I-VIhave received

appropriatereading instruction

100% of the pupilsidentified withdifficulties inreading haveundergoneremedialinstruction

100% of thepupils fromGrades I to VIhave beenassessed using thePHIL-IRI toidentify theirreading levelsperiodically

A beginningreading programand a

developmentalreading programhave beendesigned toaddress the needsof all pupils

Remedial readingclasses have beenorganized

Reading levels ofpupils have beenidentified


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Consultation


Supervision

Mentoring

Feedbacking

October 2011April 2012

100% of the 12identified teacherswith basicknowledge in

information andcommunicationstechnology (ICT)should undergofurther training

100% of the 12teachers haveapplied theirknowledge in

enhancinginstruction

Teachers haveattended ICTtrainings

Instruction hasbeen enhanced bythe teachersknowledge in ICT

My School Action Plan

Documents