Republic of the Philippines
Department of Education
Region IV-A CALABARZON
DIVISION OF QUEZON
SHDP Foundation Course Concept Paper
Name of Participant
ELIZABETH D. DIMAYACYAC
Current Position
Name of School
Kinatihan 1 Elementary School
District
Division
Quezon
Region
Being instructional leader, we must be equipped with a
Head Teacher III
2nd Congressional
IV-A CALABARZON
better understanding of
VMC statements, we are responsible for what goes on inside the classroom and how
INTRODUCTION
the instructional time is utilized in making the teaching-learning process meaningful.
This rather important responsibility needs a wide understanding and know-how of the
basics of supervision so that a higher quality of learning is achieved.
Based on the results of 1st and 2nd periodic test, the MPS
of our pupils in Mathematics and English are low
PROBLEM
Problem 1
DESCRIPTION
compared with other learning areas.
I found out when I got the results of the1st and 2 nd
periodic test. I found out also the least learned
competencies in the two learning areas.
38 out of 154 pupils from grades one to three are
considered as Non-readers and slow readers.
Problem 2
I found out this problem when 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 problem is the abrupt increase of our electric bill
double the consumption that the school find it hard to
address due to its limited resources.
Problem 3
The problem started one (1) month ago, the amount
consumption goes higher.
The problem started when the water tank and lines had their
leak but cannot be detected.
The budget that is supposedly been consumed in other areas
were significantly affected.
Problem 1
The results that I wanted to see after solving the problem is
the high MPS in both areas.
The teachers can make an Intervention/Enrichment
Curriculum to address the needs of our pupils.
Problem 2
STATEMENT
The results that I wanted to see after solving the problem is
a Program that can address the needs of our pupils in
OF
reading. No more non-readers, slow readers.
PROJECT
Involvement of all school movers both internal and external
OBJECTIVE
Problem 3
is present in sustaining the program.
The result that I wanted to see after solving the problem is
low electric bill consumption monthly and sustain it. Water
conservation must be inculcated among the members of the
school. Everyone must have their parts in observing water
conservation.
Problem 1
My co- teachers will be benefitted in solving the problem
because they can make an Intervention/ Enrichment
curriculum based on their pupils needs.
And on the side of the pupils, they can cope up all the
competencies gradually. Learning would be effectively
done since activities provided to them are suited to their
needs and abilities.
Solving the problem would contribute in achieving the
DepEd VMC
BENEFITS
SOLVING
PROBLEM
OF
THE
Problem 2
We are all benefitted in solving this problem because it
would be easy for us to teach our learners, because they can
understand the lesson, they know how to comprehend what
they are reading.
On the side of the learners, they can be active and
participative because they can easily have grasped the
lesson.
Solving the problem would contribute in achieving the
DepEd VMC as stated Whose values and competencies
enable them to realize their full potentials to contribute
Problem 3
meaningfully in building the nation.
All school movers would be benefitted from solving the
problem because the budget allotted for electric bill could
be consumed to other programs and projects.
Solving this problem would contribute to the DepEd VMC
by prioritizing the needs and goals of the school for the
betterment of the pupils.
SCHOOL HEADS APPLICATION PROJECT IMPLEMENTATION PAPER
NEAP Program
Name of School Head
Region, Division, District
School Heads Development Program- Foundation Course
ELIZABETH D. DIMAYACYAC
IV- A CALABARZON, Division of Quezon, Candelaria East District
Name of School
Key changes in our school
as a result of this project.
What key changes do you
want to see in your school as
a result of having attended
the
SHDP
Foundation
Course? What are your
specific/ variable indicators
of these changes?
Target
competency
Improvement
KINATIHAN 1 ELEMENTARY SCHOOL
Our school would be able to eliminate the Non- Reader from Grades One
What
school
head
competency/ies will you
apply through your project.
Communication Skills- to articulate the benefits of the programs among pupils,
teachers. I need to communicate essential beliefs regarding learning, such as the
conviction that all children can learn
Identify maximum of three
that are directly related to
your project.
Describe current situation
(problem or opportunity) in
your school that you need
to address through your
project.
Give specific, quantifiable,
observable details.
Three pupils through the birth of PROJECT ALDUB (Ako ang Learner na DiUmaayaw sa mga Babasahin). It is a great help not only for the pupils but also
for the teachers because they can now easily detect the weaknesses and strengths
of the pupils and on how to improve their reading abilities and performance.
With the help of all school movers, this project can lessen or totally
eliminate the Non-Readers and meet the Division Target Zero Non-Reader.
Leadership skills- to be able to lead the persons involved in the implementation
of the program properly as they go along the process.
Social skills- to be able to encourage all the school movers to participate in the
programs to become successful.
CURRENT SITUATION:
60 out of 158 pupils (Grades I-III) were identified
non-readers based on the results of PHIL-IRI last July, 2016.
GOAL: To lessen / eliminate the non-readers from 38% to 0 non-reader.
CURRENT STATEMENT: Conduct Pretest
Level
Used Reading Materials
Determine pupils Reading
Post Test
ROOT CAUSE:
Difficulties in recognizing Letters and Sounds.
Title of Application Project
Project
Objective/s
SMARTSpecific,
Measurable,
Attainable,
Result-oriented, and with
Time frame
Start Date
Length of Project
Expected Output
PROJECT ALDUB (Ako ang Learner na Di- Umaayaw sa mga Babasahin)
1. To lessen/ eliminate the Non-readers from Grades One- Three pupils
2. Develop reading habits through worthwhile activities.
3. Equip pupils with the necessary skills and knowledge to improve their
reading performance.
4. Make a child a total reader
November 2016
4 MONTHS
1. Eliminated the Non-readers from Grades One-Three pupils
2. Developed reading habits among our pupils
3. Equipped with the necessary skills and knowledge to improve their
reading performance
4. Made a child a total reader.
Sixty (60) pupils who are Non- readers and slow readers
Beneficiary/ies
Identify Success Indicators
or Measures of Success
93% or 56 pupils who are non- readers became readers in 4 months.
B. ACTION STEPS
Identify significant Milestone targets that could be achieved by the end of 30 days and every 30
days thereafter. Milestones are a) significant changes achieved: and /or b) major steps taken towards
achieving the desired improvement in your school.
Target Milestone
Actions
MILESTONE 1
ACTION STEP 1
Responsible Person
Support Needed
Target Date(When
( Who will do this
from
will this step be
step)
Planning
accomplished?)
and
Preparation
Well-
defined
Project
Action/ Work plan.
The grades I,II,III
School
Head,
teachers and School
Grades
I,II,III
head conduct reading
Teachers,
School
Head,
November 14, 2016
SPT
test.
Well-equipped duties
2. They will identify the
and
responsibilities
pupils who are Non-
of
the
readers and Slow
involved
project
persons
in
the
readers.
3. All pupils identified as
NR, SR will undergo in
Project ALDUB
ACTION STEP 2
School
Head,
Teachers,
Crafting
Work
of
plan
Action/
of
the
Project
ACTION 3
Teacher,
Project
Team
SPT,
ALDUB
Coordinator
School
Orientation seminar of
all teacher about the
Master
School Planning
Teachers
Head,
School Planning
Team
November 16, 2016
MILESTONE 2
project
Information
Dissemination
School head, SPT, All
Fully
Process
equipped
movers
parents as well as
Owner,Teachers,
other members in the
Parents, Pupils and
community
with
knowledge
and
information
the project
ACTION STEP 1
school
Barangay Officials
about
Launching of Project
ALDUB
ACTION STEP 2
Posting of Tarpaulin
School
Advocacy Board of the
Teachers,
Project
ACTION STEP 3
SPT,
Head.
PTA,
School
head,
Send letters to Barangay
Captain, Brgy Councilors, Teachers, Barangay
Stakeholders,
PTA Officials, Alumni,
Officers and Alumni
PTA Officers
asking
financial
assistance to support the
project.
All
movers
school
November 18, 2016
MILESTONE 3
Implementation
the Project
ACTION STEP 1
of
Release of implementing
guidelines
1. The grades I,II,III
teachers and School head
conduct reading test.
2. They will identify the
pupils who are Nonreaders
and
Slow
readers.
3. All pupils identified as
NR, SR will undergo in
Project ALDUB
4. The teachers will
monitor
the
reading
development of the pupils
monthly.
5. The CIP TEAM will
evaluate the project.
ACTION STEP 2
MONITORING
OF
THE PROCESS
The
CIP
team
together with the process
School
owner and school head
Teachers,
work hand in hand to
monitor the progress of
the project
head,
ACTION STEP 3
Evaluating
of
program/project
the
The
CIP
TEAM
conducted the following
steps for evaluation:
> Administration of
reading test
> Assess through Guided
and oral reading
> Monitoring the pupils
through
Monthly
Reading Tracking Sheet
> Reading evaluation
School
head,
Teachers, CIP Team
School
Teachers,
head,
March, 2017
CIP
Team
C. REQUIRED RESOURCES
Provide Specific Details of the Physical and Human Resources required to successfully
implement your Application Project.
Milestone
MILESTONE 1
Planning
and
Resources Need
Preparation
Budget
Approvals Needed
None
Approval from Division CI
Action/ Work plan
Well-defined Project Action/
Copy
of
duties
and
Work plan.
responsibilities of the person
Supervisor
involved in the project
Well-equipped
duties
and
responsibilities of the persons
involved in the project
School Head
MILESTONE 2
Information Dissemination
Advocacy Video
Fully equipped parents as
Tarpaulin
600.00
Approval from School
Head
well as other members in the
community with knowledge
and information about the
project
MILESTONE 3
Implementation
of
the
Project
Reading Materials
Clear Book
10, 500.00
Approval from School
Head
CI Project Team
D. RISK MANAGEMENT PLAN
Milestone
Likely Risk
Impact of Project
Specific Action to
If Risk Happens, Specific
if Risk Happens
Prevent Risk
Action to Soften Impact of
Risk
Planning
and
Preparation
defined
Well-
There is no
Project
specific plan for
The project will
Organize a well-
become failure
represented School
Action/ Work plan.
the project
Planning Team
Well-equipped duties
No orientation
Orient the CI Team
and
responsibilities
of
the
involved
persons
in
project
MILESTONE 2
Information
the
Commitment signing
Dissemination
Busy schedules
Minimum
Sending letters to all
Utilization of social media
Fully
of the parents to
involvement of the
concerned people
technology in information
parents as well as
attend
parents/External
other members in the
assembly/
community
with
meeting
knowledge
and
equipped
information
the
Stakeholders (SPT)
dissemination
Posting of Tarpaulin
or Advocacy Board
about
the project
MILESTONE 3
Implementation
of
the Project
Unavailability
The program will
Seek the help from
Get the budget from PTA
of
be failed
stakeholders through
voluntary contribution for
signature
reproduction of Reading
campaignSa
Materials
Reading
Materials
Limampung-pisong
Pirma Mo Sagot sa
Pagkatoto KO to be
used for reproduction
of Reading Materials.
E. APPROVAL
Prepared by:
Approved by:
Printed Name
ELIZABETH D. DIMAYACYAC
ELIZABETH D. DIMAYACYAC
Head Teacher III
Division of Quezon
Candelaria East District
Signature
Date
Kinatihan 1 Elementary School
LEADERSHIP JOURNAL
November 28- Dec. 2 , 2016
SITUATION
After a week of Module 1, I learned a lot and I feel inspired to my co- leaders and to our learning
resource providers. I also gained more knowledge about the Curriculum, Assessment and on how to
address the needs of our learners. With this knowledge, I shared it to my co- teachers, we assessed the
results our Second Periodic Test on how we can address the least learned competencies.
TASK
As a learning leader, I called our SPT, STC to assess our 2 nd Periodic Test Results and the least
learned competencies in English and Mathematics. Based on the assessment we determined the needs of
the pupils in terms of competencies to be developed. We need to be focused on the development of
Reading Comprehension Skills and develop vocabulary words and Multiplication Table must memorize
by our pupils.
ACT
Through this assessment, we noticed that the MPS of our pupils in Mathematics and English are
low compared with other learning areas. Because of this assessment we prepared new enrichment
curricula to develop the reading comprehension skills of pupils in English and Mathematics. We decided
to do a reading intervention to be implemented in our school and also remediation activities in
Mathematics. And to become successful PROJECT ALDUB birth in our school, (Ako Learner na DiUmaayaw sa mga Babasahin)
RESULTS
All teachers prepared and submitted their Work Plan, Reading Intervention Materials in English
and Mathematics.
RESOLUTION
After this process, we made to conclude that regular assessment can help us to make different
programs and projects to address the needs of our pupils. We made an agreement to assess the pupils
learning regularly to create more programs and projects for our pupils success.
ELIZABETH D. DIMAYACYAC
Head Teacher III
Division of Quezon
Candelaria East District
Kinatihan 1 Elementary School
LEADERSHIP JOURNAL
November 28- Dec. 2, 2016
SITUATION
After a week of Module 2, I learned a lot and I feel inspired to my co- leaders and to our learning
resource providers. I also gained more knowledge about the E-SIP and CIP. I realized that we are on the
right tracks BUT I need to have SPT from our stakeholders. And we need regular meeting for the
Monitoring and Evaluation of all the programs and projects.
TASK
As a learning leader, I called our School SBM Coordinator, our Master Teacher. We discussed
about the learnings that I gained in Module 2. We sent a letter for all possible stakeholders that can help
us to plan for the betterment of our pupils. We add SPT for our Organizational Structure. We tackled all
the duties and responsibilities being a member of SPT.
ACT
Through this meeting, we noticed that Continuous Improvement is an essential principle in school
improvement. SPT has a vital role to achieve the mantra of our school which is The school appears to be
already be GOOD, can still become BETTER and will never stop to strive to be BEST. Before end, all
stakeholders signed Memorandum of Agreement.
RESULTS
All school movers, the SGC, SPT signed Memorandum of Agreement. They promise that they
will give their 105% support for the betterment of the learners and community.
RESOLUTION
After this process, we made to conclude that regular meeting with the External stakeholders
can help us to make a concrete plans to create different programs and projects to address the needs of our
pupils. We made an agreement to monitor and evaluate regularly the different programs and projects for
our pupils success.
