Department of Education: Republic of The Philippines

Republic of the Philippines
Department of Education
REGION VI – WESTERN VISAYAS
SCHOOLS DIVISION OF HIMAMAYLAN CITY
DISTRICT OF HIMAMAYLAN I
CUSTODIO CASTRO ELEMENTARY SCHOOL
ACTION PLAN ON SCHOOL – BASED LEARNING ACTION CELL (SLAC) SESSIONS

SY 2020 - 2021
I – RATIONALE:
School – based Learning Action Cell (SLAC) of Custodio Castro 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’ development.
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
enhance 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 REQUIREMEN REMARKS
CONCERN INVOLVED
T
A. PLANNING Organize the School  Call the teachers for a May 30, 2016 School Head, ₱ 1,000.00
Learning Action Cell team meeting/planning. K to 3
and its members.

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.
B. IMPLEMENTATION  Conduct weekly LAC Conduct the weekly June 8, 2016 School Head, ₱ 1,000.00
Sessions based on the schedule of LAC sessions to K to 3
attached matrix of the following the matrix of Aug. 5, 2016 Teachers
INSET. “Mentoring Schedule per (every Friday
Topic”. afternoon from
Regular checking of
attendance and outputs of
the team and its members.
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:
SLAC MEMBERS
Noted by:
RODNEL A. MONCERA
School Head District Head Schools Division Superintendent

Department fo Education
Region VIII
SCHOOL – BASED LEARNING ACTION CELL SESSION/INSET

MENTORING SCHEDULE PER TOPIC
SY 2020 -2021
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, Kinder -Laptop June 8, 2016 (Wed.
the K to 3 Language Art Teacher, Grade I-III -LCD Projector @ 1:00 - 5:00 P.M.)
Curriculum (Contents Standards 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
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
9  Understand effective Teacher, Grade I-III
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. -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 Schood Head, Kinder -Laptop June 17, 24 & July
15 Post Reading Strategies: The Art of during “During Reading” stage. Teacher, Grade I-III -LCD Projector 1, 2016 (Friday @
Questioning.  Identify different strategies Teachers -Speaker 3:00 - 5:00 P.M.)
16 Post Reading Strategies: Engagement and during the “Post-Reading” -Manila Paper
Writing Activities. stage. -Marker
17 Classroom-Based Assessment Tools:  Present discussion question for -Meta Cards
- Attitudes a selection.
- Books and Print  Plan and present post-reading
comprehension study skills and
- Vocabulary writing.
- Writing  Understand Classroom-Based
18 - LC and RC Assessment of language and
 Explicit Teaching Framework: Oral literacy skills.
19 Language 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 -
- 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 Schood Head, Kinder -Laptop July 20 & 22, 2016
strategies for differentiated Teacher, Grade I-III -LCD Projector (Wed. & Friday @
23 Formulating Objectives for a Math Lesson instruction.

Plan.  Identify different
strategies and processes on
-Speaker
24 Developing Math Skills. how children learn Math.
-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,
28 Best Practices. activities, and materials, as well
-Laptop
as other considerations when
-LCD Projector July 27 & 29, 2016
29  Play and Developmentally Appropriate creating an integrated lesson. Schood Head, Kinder
-Speaker (Wed. & Friday @
Practices.  Listen to and reflect on best Teacher, Grade I-III
-Manila Paper 3:00 - 5:00 P.M.)
practices in MTB-MLE. Teachers
-Marker
30  Classroom Management 1.  Distinguish developmentally
-Meta Cards
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
-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.

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Republic of the Philippines

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

and its members.

 Identify teaching – learning Assign LAC facilitator or

D. FOLLOW – UP Corrective measures. Policy

Republic of the Philippines

SCHOOL – BASED LEARNING ACTION CELL SESSION/INSET

PERSON MATERIALS MENTORING

the domain of literacy in a

7 Bridging.  Gain a deeper understanding of

20 Explicit Teaching:  Create lesson plans following

23 Formulating Objectives for a Math Lesson instruction.

32 Micro - Teaching:  Apply all theory and methods

33 Learning Action Cell  Formulate individual Plan for:

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