BEST PRACTICES

INTRODUCTION
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.
 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 STATUS OF SCHOOL
RESULTS OF THE
PROGRAMS / PERFORMANCE
IMPLEMENTATION OF THE
PROJECTS BEFORE THE
INTERVENTION
IMPLEMENTED INTERVENTION
LEADERSHIP AND - Limited community - Increased / build strong
GOVERNANCE linkages and community linkages
involvement of which resulted to more
stakeholders about stakeholders
the school participation for
improvement. continuous school
improvement.
 STATUS OF SCHOOL
INTERVENTION PROGRAMS / RESULTS OF THE IMPLEMENTATION OF
PERFORMANCE BEFORE THE
PROJECTS IMPLEMENTED THE INTERVENTION
INTERVENTION
A. LEADERSHIP AND - Low performance of pupils - Increased pupils performance in
GOVERNANCE in NAT terms of NAT
Project USE (Unmastered Skills - Inquiries on financial - Transparent financial system on
Enrichment) support system school projects
- Ineffective delivery of quality - Effective measures in the delivery of
school services school services
- Periodical assessment on the - Annual assessment on the projects
implemented programs / /programs implemented
projects - More training were attended on
- Limited attendance to different level.
trainings/conferences - SLAC sessions were conducted every
(selected personnel only) month.
- SLAC sessions are conducted
on semestral breaks only.
 STATUS OF SCHOOL
INTERVENTION PROGRAMS / RESULTS OF THE IMPLEMENTATION OF
PERFORMANCE BEFORE THE
PROJECTS IMPLEMENTED THE INTERVENTION
INTERVENTION
INTERNAL AND EXTERNAL - 250 pupils belongs to - 250 pupils are recipient of school
STAKEHOLDERS indigenous family needs supplies from Christ the King Parish
LGUs, NGOs, Rotary Club school supplies. Church
informed for any support - Limited reading Materials for - GCF (Genesis Christian Fellowship)
and assistance for the Reading Program a Christian Org. donated variety of
improvement of pupils Reading books for their Reading
clientele Program
- Parents Orientation on - Awareness on the prevention of
Feeding Program/Activities malnutrition and Sustainable Food
Production.

- Personnel involved in the - Results of NAT, was - Analysis of Results and parallel Test
implementation of the presented to all concern. / Enhancement Activities to
different programs / - MPS 67.65 improve (MPS) performance.
projects stated in the AIP
met and prioritized
accordingly.
 STATUS OF SCHOOL
INTERVENTION PROGRAMS RESULTS OF THE IMPLEMENTATION
PERFORMANCE BEFORE THE
/ PROJECTS IMPLEMENTED OF THE INTERVENTION
INTERVENTION
Project FEED
- Twenty-five (25) wasted - After the implementation,
pupils were catered by results showed that 100% of
the school through free pupils improved in their
feeding, 144 severely nutrition level.
wasted pupils were given
feeding by National govt
 INTERVENTION STATUS OF SCHOOL RESULTS OF THE
PROGRAMS / PROJECTS PERFORMANCE BEFORE IMPLEMENTATION OF THE
IMPLEMENTED THE INTERVENTION INTERVENTION

50 % of the Teachers are 85% of the teachers are now

Enhancing Teacher
Lack of Teaching equipped with the new Trends
Competencies (ETC) Strategies and Techniques and techniques

the key teachers and the

masters teachers impart
their knowledge and
PROJECT : MONT-
expertise to all neophytes
(MENTORING ON NEW Teachers were properly oriented.
using the teacher
TEACHERS)
induction program
module during their free
time
 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 childs 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 coachingare 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.
 SFES BEST PRACTICES IN MATHEMATICS

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.
 SFES BEST PRACTICES IN MATHEMATICS
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.
SFES BEST PRACTICES IN MATHEMATICS
 SFES BEST PRACTICES IN MATHEMATICS
2. Parental involvement
When parents are involved in their students education,
those students have higher grades and test scores, better
attendance, and complete homework more consistently. Parents
are advised to sign their childrens homework.
 SFES BEST PRACTICES IN MATHEMATICS
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 pupils academic ability grades, study
skills, and confidence.
 SFES BEST PRACTICES IN MATHEMATICS
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 schools 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 childrens attention to letters and words in popular
childrens 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 youve 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. Childrens 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 childs 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.
 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 students work,
students 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 planets 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.
 STATUS OF SCHOOL
INTERVENTION PROGRAMS RESULTS OF THE IMPLEMENTATION
PERFORMANCE BEFORE THE
/ PROJECTS IMPLEMENTED OF THE INTERVENTION
INTERVENTION
1. MOOE, HE Funds, SEF, - Proper Allocation of - Proper management and
PTA are allocated Funds allotment per area of operation
accordingly for each funds well done.
2. Fund Raising Activities
3. Personnel Involved
assigned
1. PROJECT PTB (Posted - Not fully aware of - 100 % of Transparency
Transparency Board) Transparency
 STATUS OF SCHOOL
INTERVENTION PROGRAMS / RESULTS OF THE IMPLEMENTATION OF
PERFORMANCE BEFORE THE
PROJECTS IMPLEMENTED THE INTERVENTION
INTERVENTION

1. Teachers plan for pupils

progress
- Analysis of Results - Accountability in Reporting the
Intensive MPS NAT Academic performance of the
Monitoring School and other areas of concern
- Fiscal Status

INTERVENTION PROGRAMS /
PROJECTS IMPLEMENTED
PROJECT RACE (Read and 170 or 38.03% out of 447 Grade Three
Comprehend Effectively)
STATUS OF SCHOOL
RESULTS OF THE IMPLEMENTATION OF
PERFORMANCE BEFORE THE
THE INTERVENTION
INTERVENTION
Frustration level was
pupils are analyzed as children at risk lessened to 110
in reading with comprehension during Instructional level was
the Pre-test administration of the Phil improved
IRI for SY 2014-2015.
 STATUS OF SCHOOL
INTERVENTION PROGRAMS / RESULTS OF THE IMPLEMENTATION OF
PERFORMANCE BEFORE THE
PROJECTS IMPLEMENTED THE INTERVENTION
INTERVENTION
Project PPS (Productive
School relationship with the
Partnership Stakeholders) Minimal participation of
stakeholders established with 75%
Proper networking domestically, stakeholders/community linkages
success
nationally and internationally