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 Head Teacher III
Name of School Kinatihan 1 Elementary School District 2nd Congressional
Division Quezon Region IV-A CALABARZON
Being instructional leader, we must be equipped with a 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 compared
PROBLEM Problem 1 with other learning areas.
DESCRIPTION  I found out when I got the results of the1st and 2nd 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  The results that I wanted to see after solving the problem is
STATEMENT OF a Program that can address the needs of our pupils in reading.
PROJECT No more non-readers, slow readers.
OBJECTIVE
 Involvement of all school movers both internal and external
is present in sustaining the program.

Problem 3  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 OF Problem 2  We are all benefitted in solving this problem because it
SOLVING THE would be easy for us to teach our learners, because they can
PROBLEM 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
meaningfully in building the nation”.
Problem 3  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 HEAD’S APPLICATION PROJECT IMPLEMENTATION PAPER

NEAP Program School Heads Development Program- Foundation Course

Name of School Head ELIZABETH D. DIMAYACYAC
Region, Division, District IV- A CALABARZON, Division of Quezon, Candelaria East District
Name of School KINATIHAN 1 ELEMENTARY SCHOOL
Key changes in our school Our school would be able to eliminate the Non- Reader from Grades One –
as a result of this project. Three pupils through the birth of PROJECT ALDUB (Ako ang Learner na Di-
What key changes do you
Umaayaw sa mga Babasahin). It is a great help not only for the pupils but also
want to see in your school as
a result of having attended the for the teachers because they can now easily detect the weaknesses and strengths of
SHDP Foundation Course? the pupils and on how to improve their reading abilities and performance.
What are your specific/
With the help of all school movers, this project can lessen or totally
variable indicators of these
changes? eliminate the Non-Readers and meet the Division Target Zero Non-Reader.
Target competency Leadership skills- to be able to lead the persons involved in the implementation
Improvement of the program properly as they go along the process.

Communication Skills- to articulate the benefits of the programs among pupils,

What school head
teachers. I need to communicate essential beliefs regarding learning, such as the
competency/ies will you conviction that all children can learn
apply through your project.
Social skills- to be able to encourage all the school movers to participate in the
Identify maximum of three programs to become successful.
that are directly related to
your project.

Describe current situation CURRENT SITUATION: 60 out of 158 pupils (Grades I-III) were identified
(problem or opportunity) in non-readers based on the results of PHIL-IRI last July, 2016.
your school that you need to
GOAL: To lessen / eliminate the non-readers from 38% to 0 non-reader.
address through your
project. CURRENT STATEMENT: Conduct Pretest Determine pupils’ Reading
Level Used Reading Materials Post Test
Give specific, quantifiable,
ROOT CAUSE:
observable details.
 Difficulties in recognizing Letters and Sounds.

Title of Application Project PROJECT ALDUB (Ako ang Learner na Di- Umaayaw sa mga Babasahin)
Project Objective/s 1. To lessen/ eliminate the Non-readers from Grades One- Three pupils
SMART- Specific, 2. Develop reading habits through worthwhile activities.
Measurable, Attainable,
 Result-oriented, and with 3. Equip pupils with the necessary skills and knowledge to improve their
Time frame reading performance.
4. Make a child a total reader
Start Date November 2016
Length of Project 4 MONTHS
Expected Output 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.
Beneficiary/ies Sixty (60) pupils who are Non- readers and slow readers
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.

Responsible Person Support Needed Target Date(When

Target Milestone Actions ( Who will do this from will this step be
step) accomplished?)
MILESTONE 1 ACTION STEP 1
Planning and
Preparation Well- The grades I,II,III School Head, School Head, November 14, 2016
defined Project teachers and School Grades I,II,III SPT
Action/ Work plan. head conduct reading Teachers,
test.
Well-equipped duties 2. They will identify the
and responsibilities of pupils who are Non-
the persons involved readers and Slow
in the project readers.
 3. All pupils identified as
NR, SR will undergo in
Project ALDUB
ACTION STEP 2 School Head, School Planning
Teachers, Master Team November 16, 2016
Crafting of Action/ Teacher, SPT,
Work plan of the Project Project ALDUB
Coordinator
ACTION 3
Orientation seminar of School Head, School Planning
all teacher about the
Teachers Team
project

MILESTONE 2
Information ACTION STEP 1
Dissemination School head, SPT, All school November 18, 2016
Launching of Project
Fully equipped ALDUB Process movers
parents as well as Owner,Teachers,
other members in the Parents, Pupils and
community with Barangay Officials
knowledge and
information about the
project
ACTION STEP 2
Posting of Tarpaulin School Head.
Advocacy Board of the Teachers, PTA,
Project SPT,
ACTION STEP 3
School head, All school
Send letters to Barangay
Captain, Brgy Councilors, Teachers, Barangay movers
Stakeholders, PTA Officials, Alumni,
Officers and Alumni PTA Officers
asking financial assistance
to support the project.
MILESTONE 3 ACTION STEP 1
Implementation of
Release of implementing
the Project guidelines

1. The grades I,II,III

teachers and School head
conduct reading test.
2. They will identify the
pupils who are Non-
readers 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
owner and school head
work hand in hand to School head,
monitor the progress of the Teachers,
project
 ACTION STEP 3

Evaluating of the
program/project

The CIP TEAM

conducted the following
School head, School head, March, 2017
steps for evaluation:
> Administration of Teachers, CIP Team Teachers, CIP
reading test Team
> Assess through Guided
and oral reading
> Monitoring the pupils
through Monthly
Reading Tracking Sheet
> Reading evaluation

C. REQUIRED RESOURCES
Provide Specific Details of the Physical and Human Resources required to successfully implement
your Application Project.
Milestone Resources Need Budget Approvals Needed
MILESTONE 1
Planning and Preparation Action/ Work plan
Well-defined Project Action/ Copy of duties and None Approval from Division CI
Work plan. responsibilities of the person Supervisor
involved in the project
Well-equipped duties and School Head
responsibilities of the persons
involved in the project
MILESTONE 2
Information Dissemination Advocacy Video 600.00 Approval from School
Fully equipped parents as well Tarpaulin Head
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 Well- There is no The project will Organize a well-
defined Project specific plan for become failure represented School
Action/ Work plan. the project Planning Team

Well-equipped duties No orientation Orient the CI Team

and responsibilities of
the persons involved Commitment signing
in the project

MILESTONE 2
Information
Dissemination Busy schedules Minimum Sending letters to all Utilization of social media
Fully equipped of the parents to involvement of the concerned people technology in information
parents as well as attend the parents/External dissemination
other members in the assembly/ Stakeholders (SPT) Posting of Tarpaulin or
community with meeting Advocacy Board
knowledge and
information about the
project
MILESTONE 3
Implementation of Unavailability of The program will Seek the help from Get the budget from PTA
the Project Reading be failed stakeholders through voluntary contribution for
Materials signature reproduction of Reading
campaign”Sa Materials
Limampung-pisong
Pirma Mo Sagot sa
Pagkatoto KO” to be
used for reproduction
of Reading Materials.

E. APPROVAL
Printed Name Signature Date
Prepared by: ELIZABETH D. DIMAYACYAC
Approved by:
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 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 2nd 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 Di- Umaayaw 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.