BEST PRACTICES

2. 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. INTRODUCTION

3. 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.

4. 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.

5. 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:

6. INTERVENTION PROGRAMS / PROJECTS IMPLEMENTED STATUS OF SCHOOL PERFORMANCE BEFORE

THE INTERVENTION RESULTS OF THE IMPLEMENTATION OF THE INTERVENTION LEADERSHIP AND
GOVERNANCE - Limited community linkages and involvement of stakeholders about the school
improvement. - Increased / build strong community linkages which resulted to more stakeholders
participation for continuous school improvement.

7. INTERVENTION PROGRAMS / PROJECTS IMPLEMENTED STATUS OF SCHOOL PERFORMANCE BEFORE

THE INTERVENTION RESULTS OF THE IMPLEMENTATION OF THE INTERVENTION A. LEADERSHIP AND
GOVERNANCE Project USE (Unmastered Skills Enrichment) - Low performance of pupils in NAT -
Inquiries on financial support system - Ineffective delivery of quality school services - Periodical
assessment on the implemented programs / projects - Limited attendance to trainings/conferences
(selected personnel only) - SLAC sessions are conducted on semestral breaks only. - Increased pupils
performance in terms of NAT - Transparent financial system on school projects - Effective measures in
the delivery of school services - Annual assessment on the projects /programs implemented - More
training were attended on different level. - SLAC sessions were conducted every month.

8. INTERVENTION PROGRAMS / PROJECTS IMPLEMENTED STATUS OF SCHOOL PERFORMANCE BEFORE

THE INTERVENTION RESULTS OF THE IMPLEMENTATION OF THE INTERVENTION INTERNAL AND
EXTERNAL STAKEHOLDERS LGU’s, NGO’s, Rotary Club informed for any support and assistance for the
improvement of pupil’s clientele - 250 pupils belongs to indigenous family needs school supplies. -
Limited reading Materials for Reading Program - Parents Orientation on Feeding Program/Activities -
250 pupils are recipient of school supplies from Christ the King Parish Church - GCF (Genesis Christian
Fellowship) a Christian Org. donated variety of Reading books for their Reading Program - Awareness on
the prevention of malnutrition and Sustainable Food Production. - Personnel involved in the
implementation of the different programs / projects stated in the AIP met and prioritized accordingly. -
Results of NAT, was presented to all concern. - MPS – 67.65 - Analysis of Results and parallel Test /
Enhancement Activities to improve (MPS) performance.

9. INTERVENTION PROGRAMS / PROJECTS IMPLEMENTED STATUS OF SCHOOL PERFORMANCE BEFORE

THE INTERVENTION RESULTS OF THE IMPLEMENTATION OF THE INTERVENTION Project FEED - Twenty-
five (25) wasted pupils were catered by the school through free feeding, 144 severely wasted pupils
were given feeding by National gov’t - After the implementation, results showed that 100% of pupils
improved in their nutrition level.

10. INTERVENTION PROGRAMS / PROJECTS IMPLEMENTED STATUS OF SCHOOL PERFORMANCE BEFORE

THE INTERVENTION RESULTS OF THE IMPLEMENTATION OF THE INTERVENTION Enhancing Teacher
Competencies (ETC) 50 % of the Teachers are Lack of Teaching Strategies and Techniques 85% of the
teachers are now equipped with the new Trends and techniques PROJECT : MONT- (MENTORING ON
NEW TEACHERS) the key teachers and the masters’ teachers impart their knowledge and expertise to all
neophytes using the teacher induction program module during their free time Teachers were properly
oriented.

11. 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 child’s 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).

12. 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
coaching—are 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.
13. 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.

14. 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.

15. 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.

16. SFESBESTPRACTICESINMATHEMATICS 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.

17. SFESBESTPRACTICESINMATHEMATICS 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.

18. SFESBESTPRACTICESINMATHEMATICS

19. SFESBESTPRACTICESINMATHEMATICS 2. Parental involvement When parents are involved in their

student’s education, those students have higher grades and test scores, better attendance, and
complete homework more consistently. Parents are advised to sign their children’s homework.

20. SFESBESTPRACTICESINMATHEMATICS 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 pupil’s academic ability – grades, study skills, and confidence.
21. SFESBESTPRACTICESINMATHEMATICS 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.

22. 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 school’s project proposal

23. 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

24. 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.

25. 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 children’s attention to letters and words
in popular children’s 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
26. 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.

27. 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 you’ve 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.

28. 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.

29. 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

30. 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

31. 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

32. 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”. Children’s 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.

33. • 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 child’s 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).

34. 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.

35. 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.

36. 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 student’s work, student’s participation in
different activities, lesson plans, assignments.

37. 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.
38. 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.

39. 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 planet’s exterior features, composition,
and satellites. Students can also engage in interactive activities to learn more about various planetary
features

40. 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.

41. INTERVENTION PROGRAMS / PROJECTS IMPLEMENTED STATUS OF SCHOOL PERFORMANCE BEFORE

THE INTERVENTION RESULTS OF THE IMPLEMENTATION OF THE INTERVENTION 1. MOOE, HE Funds,
SEF, PTA are allocated accordingly 2. Fund Raising Activities 3. Personnel Involved assigned - Proper
Allocation of Funds - Proper management and allotment per area of operation for each funds well done.
1. PROJECT PTB (Posted Transparency Board) - Not fully aware of Transparency - 100 % of Transparency

42. INTERVENTION PROGRAMS / PROJECTS IMPLEMENTED STATUS OF SCHOOL PERFORMANCE BEFORE

THE INTERVENTION RESULTS OF THE IMPLEMENTATION OF THE INTERVENTION 1. Teachers plan for
pupils progress • Intensive Monitoring - Analysis of Results MPS – NAT - Fiscal Status - Accountability in
Reporting the Academic performance of the School and other areas of concern

43. INTERVENTION PROGRAMS / PROJECTS IMPLEMENTED STATUS OF SCHOOL PERFORMANCE BEFORE

THE INTERVENTION RESULTS OF THE IMPLEMENTATION OF THE INTERVENTION PROJECT RACE (Read
and Comprehend Effectively) 170 or 38.03% out of 447 Grade Three pupils are analyzed as children at
risk in reading with comprehension during the Pre-test administration of the Phil IRI for SY 2014-2015.
Frustration level was lessened to 110 Instructional level was improved

44. INTERVENTION PROGRAMS / PROJECTS IMPLEMENTED STATUS OF SCHOOL PERFORMANCE BEFORE

THE INTERVENTION RESULTS OF THE IMPLEMENTATION OF THE INTERVENTION Project PPS (Productive
Partnership Stakeholders) Proper networking domestically, nationally and internationally Minimal
participation of stakeholders/community linkages School relationship with the stakeholders established
with 75% success