Republic of the Philippines

Department of Education
Region VIII
Division of Samar
OESTE NATIONAL HIGH SCHOOL

TRAINING/ WORKSHOP ON THE

FINALIZATION AND
ENHANCEMENT OF
SCHOOL BANNER PROJECT

November 3, 2017
 BANNER PROJECT
Edukasyon,
Lead, Empower and Kultura ngan
Achieve through Turismo para ha
Data driven pag-uswag han
Decisions Samar
PARTS OF THE BANNER PROJECT
i.COVER PAGE
I. LOGO and its INTERPRETATION
II. GENERAL PROJECT INFORMATION (GPI)
III.RATIONALE
IV. OBJECTIVES
V. OUTPUTS
VI. OUTCOME
VII.THEORETICAL BACKGROUND AND
CONCEPTUAL FRAMEWORK
VIII.ACTION PLAN
IX. ORGANIZATIONAL STRUCTURE
X. DOCUMENTATION
XI. BIBLIOGRAPHY
ii. APPROVAL SHEET
A Banner Project logo must
contain the STAR either:

Situation
Task
Action
Result
or vice versa
The LOGO
The logo must have an icon that depicts
about the project title.

Project RICE

Reengineering
Instructions towards 21 st

Century
Education
INTERPRETATION

There must be free-interpretation. Meaning,

the project proponents have the freedom to
interpret whatever they wanted it to be.

RICE, well-
cultivated
grows aplenty,
flourishes and
nourishes, gives
life and
prosperity.
 The rice stalks
pose as an ancient
symbol of
prosperity,
success , and
hope.
The leaves
represent the 13
teachers of San
Isidro Elementary
School nurturing
every learner .
 The four (4)
roots
represent
DepEd’s Core
Values that
will develop
teachers and
learners to
acquire 21st
 The grains
represent the
learners
nurtured by
internal and
external
stakeholders.
The brown soil
represents the
school
environment
which provides
sufficient
nutrients
needed for
growth and
development of
teachers and
 The sun
represents
DepEd , the
ultimate
source and
inspiration of
the project in
attaining 21st
century
The four (4) rays
of the sun
represent the 4
SBM principles
(Leadership &
Governance ,
Curriculum &
Instruction,
Accountability &
Continuous
Improvement,
Management of
Resources)
that will realize
The light blue
background
represents the
sky. It
symbolizes
tranquility and
understanding
among
stakeholders in
the
 The red orange
circle represents
unity, positivity and
strength from
empowered
internal and
external
stakeholders.
Unite (white) -
oneness
Cultivate (green) –
growth
Flourish (yellow) –
optimism

Cultivate is in the
middle because the
heart of the project is
 RICE
represents the
official name of
the project . Blue
symbolizes
sincerity and
strength. This
makes the
foundation of the
project which
aims to be a
school of
champions.
 Slogan

Unite to share,
Cultivate to care,
Flourish to excel.
GENERAL PROJECT INFORMATION

Project description must contain one single

statement that would speak about the
whole banner project. Therefore, its point
of reference is the project objectives.
Title: Project RICE:

Reengineering Instructions towards 21 Century Education

st

Slogan: Unite to share, Cultivate to care, Flourish to excel

Project Capacitate teachers to fill-in the gap of low academic
Description: performance, drop-out rate and SBM level of practice by
reengineering Knowledge, Skills and Attitude (KSA) in achieving
academic champions with the intensified engagement of the
community and other stakeholders.
Prerequisite NONE
Project:
Duration: S.Y. 2017-2019
Management School Level
Level of Project
Delivery Mode: Formal Face-to-Face (F3) Training followed by
Job-Embedded learning (JEL)
SLAC Session
Advocacy
Target All teachers, pupils and stakeholders of San Isidro Elementary
Personnel: School
Budget Food, Venue, and Training materials
Requirements:
RATIONALE
The rationale must contain these following
elements:
1.) Legal Bases ( DepEd Orders, DepEd
Memos, UNICEF, EFA goals, Constitution,
etc.)
2.) Should state a paragraph that
answers the question :
WHERE WE ARE NOW?
3.) Should state a paragraph that
answers the question:
WHERE WE WANT TO BE?
4.) Should state a paragraph that
answers the question:
HOW TO GET THERE?
 5.) Should present a paragraph the
answers the question:
WHAT ASSURANCE CAN YOU GIVE FOR
THE SUCCESSFUL IMPLEMENTATION OF
PROJECT?

6.) Finally, it should present a paragraph

that answers the question:
WHAT HAPPENED TO YOUR SCHOOL
AFTER THE BANNER PROJECT
IMPLEMENTATION?
RATIONALE (LEGAL BASES)

Education has become one of the clearest indicators of life

outcomes such as employment, income and social status, and is a
strong predictor of attitudes and well-being. Right since the ancient
times, quality of life, values at social and individual levels, spiritual and
material progress have been direct products of education.
Thus, education became a part of the basic necessities. To
quench this thirst for knowledge and to shape a better future,
institutions were built in every community. These are done to address
the educational needs of its people. School’s performance then will
serve as an indicator that will show how far it had catered the needs
of its clientele, the learners and how big the support the stakeholders
in the community had given.
 (WHERE WE ARE NOW?)
For the last three years, the school’s data show that San Isidro
Elementary School has fluctuated its performance. As shown in the
NETRC, the school’s average National Achievement Test result is
67.11%. This academic performance is far below from the national
standard which is 75%.
The drop out rate began to increase from 0.33% to 0.68% because
of health and nutrition problems due to poverty. This increase is also
imputed to inability to read and poor comprehension skills.
School PHIL-IRI results revealed that out of 294 learners from
Grade 1 to Grade 6, 27 are non- readers, 189 are under frustration level,
38 are under instructional level and 42 under independent level.
 The presence of non- readers and the big number of learners under
frustration level show that learners have not mastered the reading skills.
This is also attributed to parents’ attitude and educational background.
Though teachers do their best to teach their learners, if they are not
fully equipped with the technical know- how in teaching beginning
reading and reading, it would always lead to low reading levels. The
incapability of teachers in teaching is imputed to non-formal training in
teaching reading and non- reading specialists. The attitude of teachers
towards teaching reading can also be a contributing factor to the low
performance in reading.
 (WHERE WE WANT TO BE?)

It is in this identified challenges where the internal and

external stakeholders join hands together to ascertain
interventions in this clamant issues, hence the different
interventions and stakeholders’ involvement, full support and
cooperation, the school will be able to achieve the highest
SBM level. Hence, Project RICE or Reengineering
Instructions towards 21st Century Education was created.
 (HOW TO GET THERE?)

Project RICE will implement different innovations with

seven (7) focus areas to address the pressing issues.

1. Diagnosing, Analyzing and Reengineering Educators

(DARE) which aims to capacitate 13 teachers KSAs
along content-based instruction and pedagogy in
teaching reading. The capacity building will be
conducted during summer of 2017, SLAC and other
professional development programs.
 2. Revitalizing And Maximizing Instructions in Language
Literacy (RAMILL) which aims to zero out non- readers in Mother
Tongue for Grade 1, Filipino for Grade 2 and English for Grades 3 to 6
and improve reading level from frustration to instructional to
independent from Grades 1 to 6. Results from SY 2016-2017 Post Phil-
IRI will be utilized to identify the level of students. Special reading class
will be conducted to non readers everyday from 4:00-5:00 pm handled
by a reading coordinator. For improvement of reading level from
frustration to independent, SRT will be intensified by maximizing leveled
text materials and making contextualized reading materials. Monthly
monitoring and evaluation will be conducted by the principal
 3. Strengthening Technical Assistance and Results (STAR) which
aims to give technical assistance by the principal and 2 master
teachers to improve teaching learning process specifically on the
employment of innovative techniques in teaching reading.
Demonstration teaching during SLAC will be conducted by the Master
Teachers.

4. Drop-out Eradication to Advocate Literacy (DEAL) which aims

to zero- out drop out.
5. Strengthened Attendance as Key in Achieving and
Yielding success (SAKAY) which aims to eradicate
absenteeism, tardiness and pupils at risks in dropping- out.
Students from Sitio Pulak, Kinautdan and Mangabanga will
be fetched from the waiting point to school in the morning
and school to waiting point in the afternoon. This free school
service is in cooperation with the Brgy. Officials and LGU
Sta. Fe thru Committee on Education.
 6. TAke a Meal and Be OK (TAMBOK) which aims
to achieve a 90% Normal Nutritional Status of all
learners. Post Nutritional Status for SY 2016-2017 will
be used as baseline to identify the learners who will be
the beneficiaries for this project. The school is a
recipient of SBFP for 60 days and product from
Gulayan sa Paaralan will be a big help to sustain the
project.
 7. INvolvement of Stakeholders & Pupils
through Innovativeness & Resourcefulness for
quality Education (INSPIRE) which aims to
encourage stakeholders’ support towards Level
III Regional Accredited school. Stakeholders
will be involved and empowered thus making
them as co-owner of the school programs and
projects.
 (ASSURANCE FOR THE
SUCCESSFUL IMPLEMENTATION)

The school is optimistic on the full implementation of Project

RICE because the Brgy. Officials of San Isidro and LGU Sta. Fe
made their statement of commitment and support to the school.
 (AFTER THE PROJECT IMPLEMENTATION)

With the full implementation of this project, the

teachers will be highly competent in teaching reading,
learners will be proficient readers resulting to high
academic performance in quarterly assessments, more
wins in contests and an huge rate in the NAT and
stakeholders will be empowered with a sense of co-
ownership.
 OBJECTIVES
Must contain the S.M.A.R.T (Specific,
Measurable, Attainable, Realistic and Time-
bounded) elements.

OBJECTIVES
1. To strategically capacitate 13 teachers’ KSAs along content-based
instruction and pedagogy in teaching reading.
2. To zero-out number of non readers
3. To improve the reading performance level of learners to 90%
independent readers in Mother Tongue for Grade 1, Filipino for Grade
2 and English for Grades 3-6
4. To increase NAT performance from 67.11 to 75%
5. To zero-out number of drop outs.
6. To achieve LEVEL III Regional Accredited school
OUTPUTS
Are specific results based on the
objectives.

OUTPUTS

1. Highly competent teachers

2. Zeroed out non- readers
3. 90% independent reading proficiency level
4. Increased NAT Performance
5. Zeroed out drop- out
6. Level III Regional Accredited School
OUTCOME
The generic and anticipated results as
projected based on project implementation.
It should bear the “BRAND” you want your
school to be popularly known of

OUTCOME
SIES, popularly known as a “BUILDER OF
ACADEMIC CHAMPIONS”, where learners are
high academic performers and proficient readers;
mentored by highly competent teachers; inspired
by highly accomplished and dignified principal,
supported by active and empowered stakeholders
OUTCOME
The generic and anticipated results as
projected based on project implementation.
It should bear the “BRAND” you want your
school to be popularly known of

OUTCOME
SIES, produces learners who are high
academic performers and proficient readers;
mentored by highly competent teachers; inspired
by highly accomplished and dignified principal,
supported by active and empowered stakeholders
THEORETICAL BACKGROUND
1.Must present a paragraph with short
introduction as to what inspired /
motivated the proponent in crafting the
banner project.

2.Search for theories where your banner

project can be anchored with based on
the objectives. Relate each theory found
with the project intervention identified.

3.Present a concluding statement that

gives an assurance for the successful
implementation viz-a-viz the chosen
theories.
CONCEPTUAL FRAMEWORK
It should speak about the flow as
stated in the Theoretical Background.

Theoretical & Conceptual Framework

Project RICE is anchored on the “Knowles's Theory
of Andragogy”. This theory attempts to develop adults to
be self-directed and take responsibility for decision.
Andragogy makes the following assumptions about
adult learners: (1) Adults need to know why they need to
learn something. (2) Adults need to learn experientially
(3) Adults approach learning as problem solving.
(4) Adults learn best when the topic is of immediate
value.
Training intervention in human resources
development is a very crucial issue in an organization. To
an organization, it is regarded as a means to achieve
effective human resources development objectives.
The effectiveness of HRD program depends on the
degree of participation of employees. Further,
professional development — formal in-service training to
upgrade the content knowledge and pedagogical skills of
teachers — is widely viewed as an important means of
improving teaching and learning (Quint, Janet 2011;
Professional Development for Teachers).
 Thus, preparing quality teachers is a global concern as
all nations look to education to ameliorate social ills and
advance nation building (Buchberger et al. 2000;
International Alliance of Leading Education Institutes 2008;
US Department of Education2011).
Indeed, a multitude of opinions about how teacher
quality should be defined or achieved – dominate
educational discourse, and educators in many countries
immersed in debates regarding what teachers should know
and be able to do in order to perform effectively.
Project Diagnosing, Analyzing and Reengineering
Educators (DARE) which aims to capacitate 13 teachers’
KSAs along content-based instruction and pedagogy in
teaching reading is an intervention which is believed to help
teachers to perform well in their task as teachers.
 Ernest Boyer (1995), former president of the Carnegie
Foundation for the Advancement of Teaching, once asserted
that the success of every elementary school is judged by its
students’ achievement in reading and writing.
He continued by emphasizing that “Learning to read is
without question the top priority in elementary
education”.
The substantial task in teaching reading is learning what
it means. The term reading has been used for many years
in a narrow sense to refer to a set of print-based decoding
and thinking skills necessary to understand text (Harris &
Hodges, 1981).
A child's reading ability can be affected by many factors
including background knowledge, ability, home environment,
school experiences and interest level.
 Several authors (Elley, 1994; Lehmann,1996; Lietz,
1996; OECD, 2001, 2002; Fredriksson, 2002)
emphasize that parents’ level of education, socio-
economic position of the family and cultural heritage play
an important role in the learning achievements of
children.
In fact, aside from reading disability, one of the many
causes of dropping out is lack of family support,
emotional and behavioral problems which emanates
from home. (Finn, 1991; Garnier et al., 1997; Jozefowicz
et al., 1994; Rumberger, 1995; U.S. Dept. of Education,
1992).
 Revitalizing and Maximizing Instructions
in Language Literacy (RAMILL) which aims
to zero out non- readers in Mother Tongue
for Grade 1, Filipino for Grade 2 and
English for Grades 3 to 6 and improve
reading level from frustration to instructional
to independent from Grades 1 to 6. This
intervention believed that learning to read is
the fundamental requisite for acquiring more
knowledge, skills and attitudes or higher
learning .
 This conforms on the theory above that the economic
status and attitude of parents have bearing on learners
ability to learn how to read and definitely leave school.
Strengthened Attendance as Key in Achieving and
Yielding success Project (SAKAY) intervention which aims
to eradicate absenteeism, tardiness and pupils at risks in
dropping- out answers this problem in school.
 According to human capital theory, parents make
choices about how much time and other resources to
invest in their children based on their objectives,
resources, and constraints which, in turn, affects their
children’s tastes for education (preferences) and cognitive
skills (Haveman & Wolfe, 1994). Parental income, for
example, allows parents to provide more resources to
support their children’s education, including access to
better quality schools, after school and summer school
programs, and more support for learning within the home.
This is why, school’s are encouraged to involve parents
and stakeholders in their project implementation.
World Bank clearly emphasized that effective school-
based management requires parents and local community
members to play a strong supporting role in school
decision- making and oversight.
 The School Governing Council (SGC) for each school
is a forum for parents, pupils, teachers and community
stakeholders to participate in making school improvement
decisions (World Bank, Philippine Education Note, 2016,
Volume No. 5, ).
Involvement of Stakeholders & Pupils through
Innovativeness & Resourcefulness for quality Education
(INSPIRE) which aims to encourage stakeholders’
support towards Level III Regional Accredited school.
Stakeholders will be involved and empowered thus
making them as co-owner of the school programs and
projects
 Project RICE embodies the salient features needed to
address pressing issues the school face. This project will
be futile if not well and fully implemented, but when
realized, would produce great impact in the community it
serves.
ACTION PLAN
Must include the Pre -Implementation
(Planning) ,Implementation (Acting and
Reporting / Monitoring) and Post-
Implementation (Evaluation) following the
SPATRES elements.
 ACTION PLAN
PLANNING PHASE
TARGET DURATIO PERSON’S BUDGETARY
ACTIVITIES MOV
DATE N INVOLVED REQUIREMENTS
2-Day Training School Head Certificate of
Workshop on the ICT Participation
Dec. 12-13, Implementation of Coordinator &
2 DAYS 1,500
2016 Project SEEDLING LEAD Teacher Appearance

Meeting/Orientati School Head Attendance

on SIES Teachers Pictorials
Dec. 18, with SIES Master
3hrs 500
2016 Teachers Teachers

Finalization of the School Head Attendance,

proposed school SIES Teachers Pictorial,
Mar. 15, banner- Project Master ACR
RICE 2hrs Teachers Final Project 500
2017
Proposal

Finalization and School Head Attendance

submission of SIES Teachers Pictorial,
School Project Master ACR
Mar. 28, Banner (based on Teachers Final Project
3hrs 500
2017 the root cause Proposal
analysis of the
identified needs)

3,000
SUBTOTAL
 IMPLEMENTATION PHASE
PERSON’S BUDGETARY
TARGET DATE ACTIVITIES DURATION MOV
INVOLVED REQUIREMENTS
School Level launching School Head  
of Project RICE ICT Coordinator School Memo
Lead Teacher Invitation
April 3, 2017 3hrs SIES Teachers Letters 3,000
Master Teachers Attendance
& Pictorial, ACR
Stakeholders Project RICE
District Launching of School Head District Memo
Project RICE ICT Coordinator Invitation
Lead Teacher Letters
April 14,2017 1 day 3,000
Master Teachers Attendance,
SIES Teachers Pictorial, ACR
Project RICE
School DS, School Head Attendance,
Implementation Year round SIES Teachers Pictorial, ACR
Year round 5,000
Project RICE (2017-2018) Master Teachers  
& Stakeholders
Last Working Monthly SDS, ASDS, Attendance
Year round
day of the Progress/Monitoring Chief CIG, Pictorial, ACR 3,000
 
month and Evaluation SGOD, EPS & DS M & E Reports
Quarterly Reporting   DS, School Head, SMEA Report
Every First
During SMEA and SMEA
Friday of the 1,000
DMEA (using M & E Coordinator
month
tools)
SUBTOTAL 15,000
POST IMPLEMENTATION PHASE
PERSON’S BUDGETARY
TARGET DATE ACTIVITIES DURATION MOV
INVOLVED REQUIREMENTS
School Project Banner School Head, Project Project
Evaluation April, 2019 Team Evaluation
April, 2019 Report 1,000
(First week)
Pictures
Feedback and District M&E Team, Attendance
adjustment of plan School Head, Project Sheet
April, 2019 2days Team Notes, Adjusted 1,500
Plans
M&E Result
Giving of award District M&E Team, Attendance
through Harvest of School Head, Project Sheet
March, 2019 Excellence 1 days Team Notes, Adjusted 2,000
for best project Plans
implementer M&E Result
Giving of award DS, District M&E List of awardees
through Pasidungog Team, School Head, exhibit-archives
December, for best project of
1 day 1,500
2019 implementer accomplishment
report, pictorials

Evaluation of Project DS, District M&E Project

April-May, RICE Team, School Head, Evaluation
2 months Stakeholders Report 4,000
2019
Pictures
Showcase of School Head, SIES Project Exhibit
May, 2019 successful project 1 day Teachers & 2,000
Stakeholders
SUBTOTAL 10,00
GRAND TOTAL 28,000
 STRATEGIES PROJECT ACTIVITIES TASK RESOURCES
HUMAN PHYSICAL FINANCIAL Source o
RESOURCES fund
1. 2-Day None Making of Identifi School Bond 10,000
5,000
MOOE
Training training Head Paper, Donation
Workshop on matrix
cation
ICT Laptop,
the of Coordinator Projecto
Implementatio speake LEAD r,
n of Project rs Teacher Certifica
SEEDLING
te of
Participa
tion &
Appeara
nce
ORGANIZATIONAL STRUCTURE
Must bear the clear structure from
the Project Proponents down to its
members. Likewise, it includes specific
project / committee, focal persons and
members assigned and the roles and
responsibilities they play.
 WORKING COMMITTEES
Over-all Project Director : RAMIL BINGCO, PhD
School Head
Asst. Project Directors : VERVINA T. VILLONES
Lead
Teacher
JONEL H. BINGCO
ICT Coordinator

Committee Chairperson Co- Tasks

chair/Members
Program and Lee Siegfred E. Angelica B. Manage the opening
Documentation Burgos Engrato program, prepare the
tarpaulin and document the
proceedings

Venue Ma. Theresa M. Belinda L. Parado Arrange the venue, chairs,

Espanta speakers and microphone

Secretariat and Elenita C. Evalo Lanie F. Albero Prepare the registration,

Logistics attendance and
documentation
 Committee Chairperson Co-Chair/Member Tasks

Registration Medelina B. Belinda L. Parado Ensure that all

Besario participants are
register

Reception Maria Leah C. Epil Angelica B. Engrato Ensure that the

venue is prepared
most specially the
technical aspects

Food Ma. Cecilia L. Maria Leah C. Epil Snacks are serve on

Guinoo time

Logistics Lanie F. Albero Josalie S. Caseres Document all the

happening in the
activities

Officers of the Irene E. Daban Elenita C. Evalo Oversee the Day’s

Day Activities

Over-all Project Director
Asst. Project Directors
Teacher
WORKING COMMITTEES
: RAMIL BINGCO, PhD
School Head
: VERVINA T. VILLONES
Lead
JONEL H. BINGCO
ICT Coordinator

Intervention Chairperson Co-chair/Members Tasks

Project DARE Ramil P. Bingco Medelina B. Besario 1. Conduct meeting to

( Diagnosing Elenita V. Evalo teachers on the problem
Analyzing & and issues regarding
Reengineering teaching strategies
Educators 2. Identify strengths and
weaknesses through
NCBTS TSNA

3. Prepare Training Design for

the conduct of INSET based
on NCBTS-TSNA result
4. Provide Technical
assistance to teachers
5. Conduct Mentoring for
Teachers
6. Benchmarking of best
practices
7. Prepare ACR
 Intervention Chairperson Co-chair/Members Tasks

Project RAMIL Medelina B. Besario Vervina T. Villones 1. Conduct meeting to teachers

Irene E. Daban on the problem and issues
(Revitalizing Belinda L. Parado regarding the non-readers in
and Maximizing school.
Instructions in 2. Meet and orient parents
Language about possible causes of reading
difficulties
Literacy)
3. Identify strengths and
weaknesses of teachers on the
conduct of reading classes.
• Principal’s Observation
4. Conduct Pre-test (Phil IRI) on
reading using suitable
instruments.
5. Classify students on their
reading level based on the pre-
test results conducted.
6. Prepare Training Design for
the conduct of INSET/SLAC
session
7. Craft a Reading Program/Clinic
8. Conduct Reading Sessions to
identified students who are non-
readers
9. At the end of the school year,
conduct post-test on reading
Mother Tongue, Filipino, &
English
10. Prepare ACR
 Intervention Chairperson Co-chair/Members Tasks

Project STAR Ramil P. Bingco Medelina B. Besario 1. Preparing the TA Plan

Elenita V. Evalo  Assess the needs of the
(Strengthening
teachers
Technical  Prioritize all needs
Assistance &  Identify the needs that
Results) require TA
 Agree with the client
performance targets (incl.
Roles, Responsibilities, &
Timetable)
 Prepare the TA Plan
2. Implementing the TA Plan
 Conduct Progress Monitoring
 Analyse progress monitoring
results
 Plan for giving feedback
 Provide feedback and
discuss quarter results
 Adjust performance targets
 Discuss with TA Team
Feedback Results and Adjust
TA Plan
 Intervention Chairperson Co-chair/Members Tasks

Project STAR Ramil P. Bingco Medelina B. Besario 3. Reporting TA Results

Elenita V. Evalo  Consolidate and analyse
(Strengthening
PROGRESS results per
Technical teacher
Assistance &  Prepare Quarter Report
Results) (Progress)
 Discuss with Target Group
Accomplishments vs.
Performance Targets
 Discuss with TA Team
overall results vs. TA Plan
 Consolidate and analyse
SUMMATIVE results per and
across schools divisions
 Prepare annual report on TA
Provision
 Intervention Chairperson Co-chair/Members Tasks

Project DEAL Elenita V. Evalo Jonel H. Bingco 1. Conduct focus group

Josalie S. Caseres discussion (FGD) to teachers
(Drop out Angelica B. Engrato and stakeholders on the
Eradication to Hon. Allan Sevilla problem and issues regarding
Advocate Hon. Evelyn L. drop out
Moron
Literacy) Benilda T. Villones
2. Organize the School DORP
Committee/Council
3. Meet and orient parents
about possible causes of drop
out
4. Plan the appropriate
interventions in order to save
pupils for dropping out.
5. Conduct Advocacy Campaign
to help save PARDO
6. Checking of students
attendance religiously
7. Home visitation for students
having 3 consecutive absences
8. Save PARDOS by giving
teacher-made worksheets and
with the help of parents
9. Prepare and submit reports
on the result of the program
 
 Intervention Chairperson Co-chair/Members Tasks

Project SAKAY Lanie F. Albero Lee Siegfred E. 1. Identify students who are
Burgos very far from school.
(Strengthened Ma. Theresa M.
Attendance as Espanta 2. Conduct home visit to
a Key in Hon. Allan M. Sevilla students who are below 90%
Hon Liza Llamera
Achieving and Benilda T. Villones
attendance.
Yielding 3. Conduct a meeting with the
success) barangay officials on the
proposal of the Project
“SAKAY”.

4. Fetching of students from

the pick-up points to school by
the identified school service in
the morning & in the afternoon
by the barangay

5. Assign teachers as daily in-

charge of the program

6. Prepare monthly ACR.

 Intervention Chairperson Co-chair/Members Tasks

Project Maria Cecilia L. Vervina T. Villones  1. Orientation Workshop on

Guinoo Belinda L. Parado SBFP Implementation
TAMBOK Maria Leah C. Epil * Formulation of cycle menu
(Take a Meal Parents’ for 120 feeding days.
and Be OK) beneficiaries * Preparation and
submission of all
necessary SBFP forms
* Stress and promote
importance of parents’
involvement
 
2. Propose involvement of
Grade 5-6 pupils especially in
the setting up and cleaning of
feeding utensils
 
3. Orientation of Technical
Working Group
4. Meet and orient parents
about possible causes of
malnutrition
5. Presentation of SBFP SY17-
18 guidelines and target
beneficiaries
6.Identify the recipients of the
School Feeding Program.
 Intervention Chairperson Co-chair/Members Tasks

Project Maria Cecilia L. Vervina T. Villones  7. Deworming

Guinoo Belinda L. Parado Health Teachings:
TAMBOK Maria Leah C. Epil * proper hand washing
(Take a Meal Parents’ * proper tooth brushing
and Be OK) beneficiaries * Personal hygiene among
feeding recipients.
8. . Implement the School-
Based Feeding Program for SY:
2017-2018
9. Monthly monitoring of NS,
physical and academic
performance of feeding
recipients.
10. At the end of the school
year, conduct post Nutritional
Status Report
11. Prepare ACR.
 Intervention Chairperson Co-chair/Members Tasks

Project Vervina T. Villones Medelina B. Besario  1. Conduct an orientation of

Hon. Evelyn L. students, parents, teachers
INSPIRE Moron and other stakeholders in the
(Involvement Hon. Allan M. Sevilla community about school-based
of Benilda T. Villones management.
Ma. Cecilia L.
Stakeholders Guinoo
2. Discuss with them the
& Pupils
significance of becoming SBM
through Level 3 and its big impact to
Innovativeness the school
&
Resourcefulnes 3. Organize
committees/coordinators for
s for quality each project
Education) 4. Make and submit project
proposal

5. Advocacy campaign for the

program implemented

6. Prepare and submit needed

report

7. . Prepare ACR.
DOCUMENTATION
Must include the following:
a.) MAP where the School is situated,
b.) GRAPHICAL PRESENTATION based on
the gathered data and
c.) PICTORIALS highlighting all activities
undertaken
 Total Number of Learners per Nutritional Status Category
100%

90%

80%

70%

60%

50%

40%

30%

20%

10%

0%
Kindergraten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6

Total Obese Female Obese Male Total

Overweight Female Overweight Male Total Normal Female

Normal Male Total Wasted Female Wasted Male

Total Severely Wasted Female Severely Wasted Male

BIBLIOGRAPHY
Must include authors and titles of the
books, magazines, etc. used arranged in
alphabetical order.
Bibliography

• Boyer, Ernest (1995). Carnegie Foundation for the Advancement of

Teaching
• Buchberger et al. (2000) International Alliance of Leading Education
Institutes (2008). US Department of Education (2011)
• Department of Education. (2016). Briones on dropouts: No
one will be left behind.
• Education-2020 – Connectivism
• Emerald Group Publishing Limited 2015. Social innovation
education: towards a framework for learning design.
• Groff, Jennifer. (2013 ). Technology-rich Innovative Learning
Environments.
• Harris & Hodges (1981). Effective Reading Instruction
• Instructional Science 43(2), 173-179.
• Kali, Y., McKenney, S. & Sagy, O. Teachers as designers of
technology enhanced learning.
• Millwood, Richard. (2014). Theoretical & Conceptual Framework.
• Quint, Janet (2011). Professional Development for Teachers
• Siemens, George. (2005). Connectivism: A learning theory for the
digital age.
• World Bank, Philippine Education Note, (2016). Volume No. 5
• http://www.itdl.org/journal/jan_05/article01.htm. 
• http://phd.richardmillwood.net/en/theoretical-and-conceptual-
framework.
• www.philstar.com/headlines/2016/06/.../briones-dropouts-no-one-will-
be-left-behind.
• http://www.oecd.org/edu/ceri/Technology-Rich%20Innovative
%20Learning%20Environments%20by%20Jennifer%20Groff.pdf.
• http://dspace.learningnetworks.org/bitstream/1820/6621/1/KaliMcKenn
eySagy-PrePrint.pdf.