Republic of the Philippines

Department fo Education
Region VIII
Eastern Samar Division
Jipapad District
JIPAPAD CENTRAL ELEMENTARY SCHOOL
Jipapad Eastern Samar

ACTION PLAN ON SCHOOL – BASED LEARNING ACTION CELL (SLAC) SESSIONS

SY 2016 – 2017

I – RATIONALE:

School – based Learning Action Cell (SLAC) of Jipapad Central Elementary School is consistent with the procedures of the School Based Management
(SBM), and the School improvement Plan (SIP), but this is more focus on the teaching – learning process. It is a venue for a continues and const – effective in
service training and teachers’ developement.

This School – based Learning Action Cell (SLAC) will provide an opportunity for teachers to sit together, review on some specific instructional concerns
and discuss on topics that can solve everyday problems in the classroom. This will also serve to support the teachers for some innovative practices that would
inhance their skills and competencies. Teachers will be equipped with the necessary teaching strategies and techniques in developing the children literacy and
numeracy skills and attitude.

II – OBJECTIVE:

 To enhance the teachers’ pedagogical knowledge, skills and attitudes in early grades literacy and numeracy.
 To improve teachers’ ability in assessing the learners in early grades and literacy and numeracy skills.
 To improve the teaching – learning process that will lead to improved learning among the pupils.

III – PROCEDURES:

BUDGET
AREAS OF PERSONS
OBJECTIVES STRATEGIES/ACTIVITIES TIME FRAME REQUIREME REMARKS
CONCERN INVOLVED
N
T
 Organize the School Learning  Call the teachers for a
Action Cell team and its meeting/planning.
School Head,
members. ₱ 1,000.00
A. PLANNING May 30, 2016 K to 3
 Set the desired schedule for  Orient the teachers on the
Teachers
SLAC goals and objectives of
SLAC.
  Identify teaching – learning  Assign LAC facilitator or
problems, its causes and leader and the LAC
solutions. documenter for every
 Design programs and activities session.
for the INSET.  Let the teachers list down
 Determine the budgetary their teaching – learning
requirement. problems.
Setting – up of the schedule
most preffered by the
teachers.
Preparation of materials and
other resources needed for
the LAC/INSET.
Determined the required
budget for every LAC
session.
 Conduct weekly LAC Sessions Conduct the weekly schedule
based on the attached matrix of LAC sessions following
of the INSET. the matrix of “Mentoring
Schedule per Topic”. June 8, 2016
Regular checking of to
School Head,
attendance and outputs of Aug. 5, 2016
B. IMPLEMENTATION K to 3 ₱ 1,000.00
the team and its members. (every Friday
Teachers
Proper utilization of resources afternoon from
and materials. 3:00 – 5:00)
Full implementation of the
proposed LAC/INSET
strategy per session.
C. MONITORING  Determine the performance  Monitor the weekly LAC June 8, 2016 Regional ₱ 3,000.00
AND EVALUATION efficacy (e.g. impact to sessions-its schedule, to Supervisors,
the pupils). attendance, process and Aug. 5, 2016 SDS District
 Assessment of training outputs. (every Friday Head, School
strategies.  Asess the LAC strategies, afternoon from Head
 Application ofskills learnied inputs and outputs. 3:00-5:00)
in  Provide technical assistance
the training. to LAC strategy and process
when needed.
 Evaluate how learned skills
 from the training are
applied.

D. FOLLOW – UP  Corrective measures. Policy

decisions. Re – assignments
Retraining.
TOTAL ₱ 5,000.00

Prepared by:

THELMA L. FABULA
MA. MAY BIEN E. MATO
CHARITA M. PAJARES
SHYRELL N. LAMPA
ERNA BAYOTAS
MARIA ETHEL P. MERCADER
LIZA C. GO
MARJORIE P. PAJANUSTAN
NERIO P. PORTON
SLAC MEMBERS

Noted by:

ZALDY M. GELINA ZITA P. ENGO BERNARDO A. ADINA, CSEE

School Head District Head Schools Division Superintendent
 Republic of the Philippines
Department fo Education
Region VIII
Eastern Samar Division
Jipapad District
JIPAPAD CENTRAL ELEMENTARY SCHOOL
Jipapad Eastern Samar

SCHOOL – BASED LEARNING ACTION CELL SESSION/INSET

MENTORING SCHEDULE PER TOPIC
SY 2016 – 2017

PERSON MATERIALS MENTORING

NO. SESSIONS SESSION OBJECTIVES
INVOLVED NEEDED DATE
1  Usec-Status Report on Early Grades  Understand the bases of -Laptop
Education DEPED policies on Early -LCD Projector June 8, 2016 (Wed.
School Head, Kinder
Grades Education (Key Stages) -Speaker @ 9:00 - 12:00
Teacher, Grade I-III
 Reflect on current status of -Manila Paper P.M.)
Teachers.
learners and of policy -Marker
implementation. -Meta Cards
2  K to 3 Learners.  Gain a deeper understanding of Schood Head, -Laptop June 8, 2016 (Wed.
the K to 3 Language Art Kinder Teacher, -LCD Projector @ 1:00 - 5:00 P.M.)
Curriculum (Contents Standards Grade I-III Teachers -Speaker
Competencies) -Manila Paper
3  14 Domain: Emergent Literacy.  Identify the development -Marker
characteristics of 4-7 years old -Meta Cards
of children.
4  14 Domain: Beginning and Early Reading.  Understand how children learn
language and literacy through
their developmental levels.
5
  Lesson Plan Walk Through Kinder and  Classify domains of literacy
Grade 1. which needed to develop in
each stage of child’s
6 development.
 Lesson Plan Walk through Grade 2 and 3.  Identify appropriate strategies
and activities and developing
the domain of literacy in a
lessson.

7  Bridging.  Gain a deeper understanding of

bridging.
8  Evidence-Based Teaching.  Identify the strategies that -Laptop
can be used evidenced-based -LCD Projector June 9, 2016
teaching in the classroom. School Head, Kinder
-Speaker (Thursday @ 8:00
9  Phil-IRI: What and How Miscue Analysis.  Understand effective Teacher, Grade I-III
-Manila Paper A.M. - 5:00 P.M.)
Teachers.
instructional materials for -Marker
Language Literacy instruction. -Meta Cards
10 Phil-IRI:Scoring and Using Result.  Gain deeper understanding of
thr Phil- IRI.

11 Introduction of Children’s Literature. . -Laptop
 -LCD Projector June 9, 2016
Schood Head,
Formulating Objectives. -Speaker (Thursday @ 8:00
Kinder Teacher,
12 -Manila Paper A.M. - 5:00 P.M.)
Grade I-III Teachers
 Pre-Reading Strategies. -Marker
-Meta Cards
13

14 During Reading Strategies.  Identify different strategies Schood Head, -Laptop June 17, 24 & July
 Post Reading Strategies: The Art of during “During Reading” stage. Kinder Teacher, -LCD Projector 1, 2016 (Friday @
15 Questioning.  Identify different Grade I-III Teachers -Speaker 3:00 - 5:00 P.M.)
Post Reading Strategies: Engagement and strategies during the “Post- -Manila Paper

Writing Activities. Reading” stage. -Marker
16 Classroom-Based Assessment Tools:  Present discussion question for -Meta Cards
 - Attitudes a selection.
- Books and Print  Plan and present post-reading
17 - Vocabulary comprehension study skills
- Writing and writing.

 - LC and RC  Understand Classroom-Based
Explicit Teaching Framework: Oral Language Assessment of language and
literacy skills.
18

19 and Grammar.
 Classroom-Based Assessment Tools:
- Oral Language
- Grammar

20  Explicit Teaching:  Create lesson plans following

- Phonological Awareness the explicit teaching instruction.
- Alphabet Knowledge  Gain an understanding of the
- PWR and Vocabulary use of explicit instruction to -Laptop
- Spelling decodeing, grammar and oral -LCD Projector July 8 & 15, 2016
School Head, Kinder
- Fluency language development. -Speaker (Friday @ 3:00 -
Teacher, Grade I-III
- Synthetic Phonics  Identify principles of decoding -Manila Paper 5:00 P.M.)
21  Bridging Decoding Instruction Differentiated Teachers.
and the use of explicit -Marker
Instruction. insruction in the reading -Meta Cards
process.
 Identify strategies for
differentiated instruction.
22  K to 3 Curriculum.  Identify different
strategies for differentiated
23 Formulating Objectives for a Math Lesson instruction.
-Laptop
 Plan.  Identify different
-LCD Projector July 20 & 22, 2016
strategies and processes on Schood Head,
-Speaker (Wed. & Friday @
Developing Math Skills. how children learn Math. Kinder Teacher,
-Manila Paper 3:00 - 5:00 P.M.)
24  Plan teaching and Grade I-III Teachers
-Marker
 Developing and Assessing Math Skills. assessment activities for -Meta Cards
Math based on the
25 standard topics in the early
grades.

26 Curriculum connections.  Identify ways of how to Schood Head, -Laptop July 27 & 29, 2016
 integrate subject matters or Kinder Teacher, -LCD Projector (Wed. & Friday @
Putting it All Together. content areas meaningful. Grade I-III Teachers -Speaker 3:00 - 5:00 P.M.)
27  Identify the correct strategies, -Manila Paper
 Best Practices. activities, and materials, as well -Marker
as other considerations when -Meta Cards
28 creating an integrated lesson.

29
 Play and Developmentally Appropriate
 Practices.
30  Classroom Management 1.
31  Classroom Management 2.
 Listen to and reflect on best
practices in MTB-MLE.
 Distinguish developmentally
appropriate practices for the
classroom and for the school.
 Understand components of the
learning environment conducive
for early childhood.

32 Micro - Teaching:  Apply all theory and methods

 Bridging Decoding Instruction Differentiated into a micro – teaching session. -Laptop
 Instruction.  Create a lesson plan for a 50 -LCD Projector August 3, 2016
School Head, Kinder
- minute class. -Speaker (Wednesday @ 3:00
Teacher, Grade I-III
-Manila Paper - 5:00 P.M.)
Teachers.
-Marker
-Meta Cards

33  Learning Action Cell  Formulate individual Plan for:

- Teachers on how they
34  Formulating Individual Action Plan. will apply the -Laptop
proposed strategies -LCD Projector
into their teaching – -Speaker August 5, 2016
learning processes. Schood Head,
-Manila Paper (Friday @ 3:00 -
- School Head on how Kinder Teacher,
-Marker 5:00 P.M.)
she will monitor the Grade I-III Teachers
-Meta Cards
effects of the -Action Plan
proposed strategies. Template
 Participate in a training
simulation.