Department of Education

Region III
Division of City of San Fernando
LARA INTEGRATED SCHOOL
Brgy. Lara, City of San Fernando (P)

ACCOMPLISHMENT REPORT
ON THE SCHOOL’S BEST PRACTICES
S.Y. 2018-2019

Urban gardening doesn’t have to stop in our neighborhoods or in our backyards.

Schools nationwide have shown a steady interest in building urban gardens as
well. Schools in urban settings can be an ideal place to start gardening projects for
teachers and students. Urban gardens in schools across the country have contributed
significantly in improving students’ lives and academics.

Gardening in Lara Integrated School (LIS) provides students access to healthy

fresh foods in otherwise inaccessible neighborhoods. In certain communities where food
deserts are prevalent, these community gardens provide a nutritional avenue for
students and their families. Students learn how to grow fresh fruits and
vegetables, some of which are new to their palate, while teachers provide information
about healthy eating. Children who benefit from having a school garden also have a
better relationship with food thanks to the increase in fruit and vegetable consumption.

Educational studies have long acknowledged the connection of healthy, well-fed

children and education. Dietitians, for example, emphasize the importance of breakfast
for growing children. Eating a balanced breakfast gives students the energy they need
for good school performance. Skipping meals, however, results in lower IQ scores and
shortened attention spans. But students also show improved academic success just
from the experience of learning about the process of growing the food they eat.

In LIS, teachers incorporate math and science standards by teaching students

how plants grow and how to properly measure plant beds. Teachers argue that
students, particularly at the elementary school level, are more engaged with real-world
hands on learning that these gardens provide. Partnering schools have reported
increased student participation and better standardized test scores as just some of the
benefits from using school gardens as a teaching tool.

Prepared by:

KIMBERLY ANN M. PARAS

Faculty Secretary

Noted:

JENNIFER S. LUMANUG
Principal I
 Department of Education
Region III
Division of City of San Fernando
LARA INTEGRATED SCHOOL
Brgy. Lara, City of San Fernando (P)

ACCOMPLISHMENT REPORT
ON THE SCHOOL’S BEST PRACTICES
S.Y. 2017-2018

Family-school-community partnerships are a shared responsibility and reciprocal

process whereby schools and other community agencies and organizations engage
families in meaningful and culturally appropriate ways, and families take initiative to
actively supporting their children’s development and learning. Schools and community
organizations also make efforts to listen to parents, support them, and ensure that they
have the tools to be active partners in their children’s school experience.

Partnerships are essential for helping students achieve at their maximum

potential and, while parent and community involvement has always been a cornerstone
of public schools, greater recognition and support of the importance of these
collaborative efforts is needed.

Superl, Fashion Interior, and the external stakeholders have been supporting the
school to achieve its vision. School-family-community partnerships help to improve
academic outcomes.

Research shows that – at both the elementary and secondary level – when
schools, parents, families, and communities work together, students earn higher grades,
attend school more regularly, stay in school, and are more motivated. This is true for
students of all ages, all backgrounds, and across race and ethnicity. Furthermore, a
variety of supports cutting across the spectrum of social, health, and academic needs
may be necessary for school success. High quality schools have demonstrated track
records connecting with community resources and families to improve student
outcomes in all domains of development.

Implementing family and community engagement priorities and strategies early

on provides a foundation for future engagement. Foundations for academic success
begin in early childhood and are further developed during elementary school years.
Conversely, patterns of failure and disengagement also begin early. For example,
struggling readers are likely to continue to experience ongoing difficulties in secondary
school. Continuity with family engagement strategies and partnerships with community
programs from Pre-K/Elementary School to middle and high school can help support
academic achievement throughout students’ school tenure.

Prepared by: Noted:

DEBBIE D. URBANO JENNIFER S. LUMANUG

Faculty Secretary Principal I