Republic of the Philippines

Department of Education
Region IV-A CALABARON
DIVISION OF RIZAL
STO.NINO INTEGRATED SCHOOL
District of Tanay II

Best Practices Shared on the Regular Review of the ESIP/AIP

A. Home visitations (at least four learners per teacher per week) under Project AKAP is being continuously

implemented by the school since February 2020, that specifically targets to strengthen and institutionalize the

home visitation program on the basis that keeping in touch with the learners and their parents contributes to the

enhancement of educational outcomes to which the learners are at the receiving end. The school’s activities

focused on the kindergarten to Grade 12 learners residing in far-flung, hard-to-reach areas, and those needing

interventions in terms of learning outputs. Since the implementation of the Project, 68 elementary pupils, 47 junior

high school, and 21 senior high school learners or 100 percent of the target learners from the seven remote

barangays have benefitted from close monitoring, leading to significant improvements in their learning outputs, zero

failed, and zero dropout.

B. Monitoring (involving parents and kiosk partners) under Project WE CARE which aims to flatten the drop-out rate of

0.44 percent (1 of 223) for elementary and 5.78 percent (13 of 225) and improve 93.1 percent for elementary and

92.84 percent for junior high. Lack of parental involvement was the identified root cause of the problem. Activities

under this project were organization of project team, utilization of SI2R (student individual inventory record) with AR

(anecdotal record) and behavior log, review of handbook, orientation on responsible parenthood and handbook,

profiling of students, open communication and intensification of home-visitation, and observation, monitoring and

evaluation.
C. Providing different options for performance tasks under Project ComBaT which is s a school-based initiative that

emerged from the need to provide intensive assistance to learners through the voluntary services of the Gabay-

Aral tutors and volunteer teachers. The project kicked off in October 2020 and was initially developed for junior high

school learners but integrated to all levels considering the success of the first phase of its implementation. In

particular, learners under the ComBaT projects were prioritized based on the number and quality of their submitted

outputs. As per anecdotal records, kindergarten and grade 1 pupils, grade 7 and grade 8 learners, and grade 12

TVL learners had the greatest number of tutees who benefitted from the project. The project helped learners gain

high honors and reach a 100 percent passing rate in all levels. Reading, basic numeracy, science, and specialized

subjects (Cookery, AgriCrop) are the learning areas that remain to be the focus of the ComBaT to this day.
D. Constant communication through letters and chats (letters and responses inserted in the learning kit) and learning

delivery suggestions/performance feedback under Project iBox

E. Partnership with schools and teachers near learner’s residence (for delivery and retrieval of BRB4 and SLKs in the

absence of LR movers) under Project PACK and Project BRB4

F. Strong collaboration among teachers and coaching/mentoring by the School Head