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:

AREAS OF PERSONS BUDGET

OBJECTIVES STRATEGIES/ACTIVITIES TIME FRAME REMARKS
CONCERN INVOLVED REQUIREMENT
 Organize the School  Call the teachers for a
Learning Action Cell team meeting/planning.
School Head,
and its 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 session.
activities 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 Conduct the weekly
Sessions based on the schedule of LAC sessions
attached matrix of the following the matrix of
INSET. “Mentoring Schedule per
June 8, 2016
Topic”.
to
Regular checking of School Head,
Aug. 5, 2016
B. IMPLEMENTATION attendance and outputs of K to 3 ₱ 1,000.00
(every Friday
the team and its members. Teachers
afternoon from
Proper utilization of
3:00 – 5:00)
resources and materials.
Full implementation of the
proposed LAC/INSET
strategy per session.
 Determine the performance Monitor the weekly LAC
efficacy (e.g. impact to the sessions-its schedule,
pupils). attendance, process and
 Assessment of training outputs. June 8, 2016
Regional
strategies. Asess the LAC strategies, to
Supervisors,
C. MONITORING  Application ofskills learnied inputs and outputs. Aug. 5, 2016 ₱ 3,000.00
SDS District
AND EVALUATION in the training. Provide technical assistance (every Friday
Head, School
to LAC strategy and process afternoon from
Head
when needed. 3:00-5:00)
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
the K to 3 Language Art
Curriculum (Contents Standards
Competencies)
3  14 Domain: Emergent Literacy.  Identify the development -Laptop
characteristics of 4-7 years old -LCD Projector
of children. Schood Head, Kinder June 8, 2016 (Wed.
-Speaker
 Understand how children learn Teacher, Grade I-III @ 1:00 - 5:00 P.M.)
4  14 Domain: Beginning and Early Reading. Teachers
-Manila Paper
language and literacy through -Marker
their developmental levels. -Meta Cards
5  Lesson Plan Walk Through Kinder and  Classify domains of literacy
Grade 1. which needed to develop in
each stage of child’s
development.
 6  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 can -Laptop
be used evidenced-based -LCD Projector June 9, 2016
teaching in the classroom. School Head, Kinder
-Speaker (Thursday @ 8:00
 Understand effective Teacher, Grade I-III
9  Phil-IRI: What and How Miscue Analysis. -Manila Paper A.M. - 5:00 P.M.)
instructional materials for Teachers.
-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, Kinder
12  Formulating Objectives. Teacher, Grade I-III
-Speaker (Thursday @ 8:00
-Manila Paper A.M. - 5:00 P.M.)
Teachers
13  Pre-Reading Strategies. -Marker
-Meta Cards
14  During Reading Strategies.  Identify different strategies
15  Post Reading Strategies: The Art of during “During Reading” stage.
Questioning.  Identify different strategies
16  Post Reading Strategies: Engagement and during the “Post-Reading”
Writing Activities. stage.
17  Classroom-Based Assessment Tools:  Present discussion question for
a selection. -Laptop
- Attitudes -LCD Projector June 17, 24 & July
- Books and Print  Plan and present post-reading Schood Head, Kinder
comprehension study skills and -Speaker 1, 2016 (Friday @
- Vocabulary Teacher, Grade I-III
writing. -Manila Paper 3:00 - 5:00 P.M.)
- Writing Teachers
 Understand Classroom-Based -Marker
- LC and RC
18 Assessment of language and -Meta Cards
 Explicit Teaching Framework: Oral
Language and Grammar. literacy skills.
19  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.)
Teachers.
21  Bridging Decoding Instruction Differentiated 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, Kinder
-Speaker (Wed. & Friday @
24  Developing Math Skills. how children learn Math. Teacher, Grade I-III
-Manila Paper 3:00 - 5:00 P.M.)
 Plan teaching and Teachers
-Marker
25  Developing and Assessing Math Skills. assessment activities for
-Meta Cards
Math based on the
standard topics in the early
grades.
26  Curriculum connections.  Identify ways of how to
integrate subject matters or
27  Putting it All Together. content areas meaningful.
 Identify the correct strategies,
-Laptop
28  Best Practices. activities, and materials, as well
as other considerations when -LCD Projector July 27 & 29, 2016
Schood Head, Kinder
-Speaker (Wed. & Friday @
29  Play and Developmentally Appropriate creating an integrated lesson. Teacher, Grade I-III
-Manila Paper 3:00 - 5:00 P.M.)
Practices.  Listen to and reflect on best Teachers
practices in MTB-MLE. -Marker
30  Distinguish developmentally -Meta Cards
 Classroom Management 1.
appropriate practices for the
31  Classroom Management 2. 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, Kinder
-Manila Paper (Friday @ 3:00 -
- School Head on how Teacher, Grade I-III
-Marker 5:00 P.M.)
she will monitor the Teachers
-Meta Cards
effects of the proposed
-Action Plan
strategies.
Template
 Participate in a training
simulation.