Annie Mercolita Cirera

“SALBARA TA” is a waray-waray phrase which means “let us save”. This idea serves as the core of the Project “SALBARA TA” that primarily aims to save learners who are at risk of dropping out. Likewise, this covers programs and projects that will help the learners improve their academic performance thus save the school from the sweltering issue on below standard NAT MPS. Part of the main elements in the logo that supports the title are the . These represent of School-Based Management (SBM) namely that when conscientiously and appropriately put into practice, will definitely help the school in meeting the pressing demands of the learners thus save them from the threatening magnet of “dropping out” and “lagging behind”. Generally, the droplets signify a cure to the ailing performance of the learners. The human stature stands for the learners who need to be nurtured and be equipped with the essentials and needed skills so they can be fullydeveloped. The unreservedly extended left hand and raised head speak for the learners’ interests and desire to soar higher and reap success. It can be noted that the figure doesn’t clearly represent either a man or a woman but generally illustrates a person. This is to avoid gender bias. The right hand that clasps the key, which represents opportunities, depicts the empty state of human that yearns for chances, fortune and experiences that can only be realized through the aid of the school community. Moreover, the key projects the huge educational access that can be offered to the learners. The eight (8) rays speak for the 8 learning areas from where the learners shall obtain the significant inputs, knowledge, skills and values that will mold them into holistic individuals. These rays also connote the power of the skilled educators to shape lives. The human figures surrounding the other elements, with arms connected to one another, signify teamwork and shared governance among internal and external stakeholders who stand as one to respond to the significant concerns in school and fulfill their advocacies and dreams of producing citizens capable of soaring higher and surpassing all the complexities brought by the real world. Each key term represents significant ideas reflected by the colors. For , the color red signifies the readiness of the school body to take actions through social communications and with optimism as indicated by the orange color. The word indicates unconditional love and the nurturing tendency of the teachers typified by color pink while blue indicates sense of responsibility of all the stakeholders. In the word , the yellow and green colors are used to imply intelligence and balance (yellow) and growth (green) that will push the learners to the horizon of progress. The project title on the other hand has two colors, specifically white and blue. This bears the distinctive mark or identifying colors of the school. Blue bears that the school promotes idealistic and enhancing selfexpression and the ability to communicate needs and that it inspires higher ideals and wisdom that comes from higher level of intelligence and spiritual perspective. White reflects the desire of the school for peace, wholeness and unity. I. General Program Information Title: Project SALBARA TA Slogan: Stand to Reach, Save to Raise, Soar to Reap Program Description: Establish approaches to enhance teachers’ skills for an effective and learner-centered teaching-learning process and to intensify linkage with stakeholders to gain utmost support for the school’s pursuits to provide access to learning and adopt best practices to reduce dropout rate and increase academic achievement level specifically in National Achievement Test (NAT). Prerequisite Program: None Duration: S.Y- Management Level of Program: School Level Delivery Mode: Formal Face-to-Face (3Fs), Job-Embedded Learning (JEL), InService Training (InSet), Advocacy Target Personnel: Teachers and Staff, Internal and External Stakeholders Rationale The high regard for quality education has been the impetus for Filipino educators to continuously adopt practices that are perceived to elevate the performance level of every school. This is an endeavor to conform to Republic Act 9155 that emphasizes the right of every Filipino to quality basic education. The core of it will be evinced, basically, by favorable academic achievement level, which is deemed to be fulfilled through varied initiatives. However, despite the myriad programs, projects and schemes instigated, the National Achievement Test (NAT) rating particularly for the secondary level remained a problem. As reported, the NAT mean percentage score (MPS) for school year- is 54.03% (DepEdLeyte, 2016), an obvious indication that the standard MPS is not attained. Another concern that can be linked to the school achievement level is the dropout rate. Thus, every educational institution designs interventions to address the dropout issue. Yet, there is still a considerable record of it as DepEd noted a 2.90% dropout rate for secondary level in school year (SY-. This is equivalent to 3109 leavers. Apparently, this is a status that needs to be dealt with. The specified problems are also faced by Calingcaguing National High School. As per record, its NAT MPS for school year- is only 43%, which is 32% below the standard. Likewise, there is an upsetting 6.11% dropout rate which means out of 570 students, 35 left school. These can be attributed to various factors, such as poor reading comprehension, financial problem, teaching techniques, and lack of parents’ support. In line with the pursuit to reach the 75% NAT MPS and to reduce the dropout rate, the school has ventured to practices that are deemed essential in mitigating the problem such as remedial classes, intensive instructional supervision, home visitation, special reading program, feeding program, “sagot pamasahe” program, etc. These are all intended to respond to the diverse needs of the learners thereby attain the higher level of performance and realize the goal of providing quality education. But, this target is yet to be fulfilled. It is with the above premises that a certain project has to be conceptualized in order to provide apt solutions to the problems. Hence, the project “Soaring towards Advancement through Learner-centered, Behavior-oriented and Access-driven Approaches spiced with Teamwork and Advocacies” (SALBARA TA) is designed. This will serve as the scaffold towards greater heights or progress. Project SALBARA TA basically aims to intensify the school programs and projects by obtaining educational supports to keep the learners in school and offer them the opportunities for academic advancement, personal growth, and moral stability through strong collaboration with internal and external stakeholders. This will likewise include an action to enhance teachers’ skills in delivering classroom instruction. The program will cover the following specific sub-projects that will stand as modes in attaining the objectives with an in-depth and operative school based management (SBM). In response to the need for instructional strategies enhancement for the teachers to implement effective teaching-learning process, a sub program tagged as “Nurturing and Enhancing Teachers’ Skills in Instructional Delivery through Evaluation, Supervision and Capability Building (NET-SIDES-CaB )” will be implemented. This will be through in-service trainings to be carried out at least twice a month, classroom observations and post conferences and mentoring. In addition, to address the various factors that pull away the learners from school and to equip them with the complete academic competencies necessary for academic progress, the “I see, I share, I save Program (3Is)”, Project “Work to Alleviate Reading Difficulties of Students (WARDS)”, Remedial Instruction for Skills Enhancement (RISE), and Adopt-a-Child Treaty (ACT) schemes will be instigated and adopted. For a purpose of establishing continuous and strong connection and teamwork with the stakeholders, the “Project “Strengthening School and Stakeholders Linkage (3S&L)” will also be put into practice. The “I see, I share, I save Program (3Is)” includes the daily close monitoring of students’ attendance to identify the absentees; home visitation and counselling to find out the main reasons of students’ absences; and seeking for assistance from stakeholders so as to provide aids to students thereby prevent them from leaving school. Project “Work to Alleviate Reading Difficulties of Students (WARDS)” is for the identified non-readers and frustration readers. This will be carried out at 4:00-4:30 p.m. where the recipients are given special reading instruction. Likewise, Remedial Instruction for Skills Enhancement (RISE) will be implemented to respond to the needs of the learners who fail to meet the requirements in any subjects. Whereas, project “Adopt-a-Child Treaty (ACT)” is about seeking for and tapping benefactors who can adopt learners who need financial assistance so that they will not opt to quit school. Furthermore, Project “Strengthening School and Stakeholders Linkage (3S&L)” includes the intensification of connection with the stakeholders to obtain utmost support which can somehow be achieved through awards and recognition as sort of motivation, regular or scheduled meetings, especially with the parents and activities that will draw them near to school. With the different sub programs under Project SALBARA TA, the school will be saved from the saddening dilemma on low achievement level and high dropout rate. Likewise, the wider avenue for learners’ total development will be established as they will be served by skilled educators in partnership with stakeholders, thereby achieve excellence. Objectives  To enhance teachers’ know-how in implementing effective teachinglearning process;  To equip learners with complete academic competencies and hone them into globally competent individuals who imbibe proper values;  To intensify practices and approaches aimed at increasing NAT result and reducing dropout rate;  To strengthen linkage with stakeholders to magnify teamwork thereby attain the school goals Outputs  Enhanced teachers’ skills and know-how in instructional implementation  Equipped students with all the essentials and shaped them into globally competent wholesome individuals; Improved school performance through the application of practical and significant approaches; Strengthened and expanded partnership with stakeholders Outcome CNHS, the Bearer of Advancement, that excellently performs to produce well-rounded learners shaped by skilled teachers and competent school head through healthy partnership with stakeholders. Theoretical and Conceptual Framework The concept of this project is influenced by the ideas from “push-out theories” for dropping out, which suggest that certain school practices and policies discourage students from completing high school. These theories focus on aspects of school that make it an unwelcoming place and that diminish teenagers’ connection to school (Jordan & McPartland, 1996). With this notions, the school administration, through the different programs comprised in Project SALBARA TA, shall seek to establish avenues that will motivate and keep students in school. This endeavor will serve as a move to eradicate the unfriendly practices that the learners might have experienced in school so they will be aided to soar higher. Moreover, this project is also inspired by the ideas in the research of Alexander, Entwisle, & Dauber (2003) which pointed out that students leave school for any number of reasons, including academic failure, disciplinary problems, wanting or needing to start work, and having children. Because the process of withdrawing from school is complex, school administrators may not know the specific cause of a particular student’s departure. Students from lowsocioeconomic-status backgrounds are more likely to drop out of school than more affluent students are, and poor academic performance and grade retention are strong predictors of leaving school. Considering the different factors mentioned that push away the learners from school, it is apparent that appropriate recourse shall be taken to solve the problems. With the seven programs encompassed in project SALBARA TA, the school is hopeful that these causes will be addressed because the implementation of this scheme will provide opportunities to the students who opt to drop school due to financial or economic problems, thereby encourage them to be in school. Likewise, this school banner project is also flavored with inputs from the proponents of accountability systems who claim that accountability helps all students by providing incentives for teachers and students to perform well (Hanushek and Raymond, 2002). It was argued that “accountability systems should be viewed as an inherent source of incentives designed to push schools toward desired outcomes. According to this perspective, in accountability systems, all teachers and students should have a clear definition of academic success and an incentive to perform well. Thus, students will be more likely to perform at grade level. Clear definitions of success and incentives to perform may increase teacher efforts and improve the school’s academic environment. These improvements may lead to a subsequent decrease in dropout rates. Taking into account the significant perspectives, the school therefore shall ensure the formation of developmental activities that will motivate both the teachers and learners to perform better- may it be through incentives or other stimulating measures that will boost their enthusiasm to be engaged in effective teachinglearning process. On the other hand, cognizant to the fact that the stakeholders (especially the parents) really perform a great and vital role in achieving the goals of an educational institution, the ideas of Battin-Pearson et al. (2000) and Dalton et al. (2009) are therefore contemplated on in the crafting of this project. They assert that parent involvement in their child's education has consistently been shown to be associated with school dropout in the general adolescent population. Similarly, Chen & Gregory (2010) and Fan & Williams (2010) supported this with their claim that parent educational involvement which typically includes (a) parent's expectations of his/her child's educational achievement, (b) home-based supports such as helping with homework or discussing school-related issues with the child, and (c) schoolbased involvement such as volunteering at his/her child's school or attending parent–teacher conferences are also linked to the learners’ academic achievement and dropout cases in school. Thus, it is envisioned that with project SALBARA TA, the involvement of the stakeholders, especially that of the parents, will be maximized. Generally, the success of the school in terms of its goal to reduce dropout rate and increase the achievement level specifically in the National Achievement Test (NAT) will be determined and attained through the implementation of this project in a manner that strengthens and intensifies the linkage with stakeholders to gain varied forms of support for the realization of the sub-programs as responses or approaches to deal with the specified concerns. In the pursuit to achieve the goals embedded in the banner project, the Leyte Division’s Project SEEDLING mainly serves as the fundamental guide and basis. The framework of Project SALBARA TA is illustrated below: 1. “Nurturing and Enhancing Teachers’ Skills in Instructional Delivery through Evaluation, Supervision and Capability Building (NET-SIDES-CaB )” 2. “I see, I share, I save Program (3Is)” 3. Project “Piso Alay Sa SARDO” (PASS) 4. Project “Work to Alleviate Reading Difficulties of Students (WARDS)” 5. Remedial Instruction for Skills Enhancement (RISE) 6. Adopt-a-Child Treaty (ACT) 7. Project “Strengthening School and Stakeholders Linkage (3S&L)” Excellent school performance brought about by nurturing healthy partnership with stakeholders in producing full-rounded learners shaped by skilled teachers. ACTION PLAN Planning Phase Target Date Activities *Re-echoing of the Project SEEDLING December 2016 (after scope and details the orientation on *Presentation of output during the division Project SEEDLING with orientation the D.O. Personnel) Conference and Coming up with the Final Draft of School Project Banner Person’s Involved MOVs 2-3 hours School Head, Lead Teacher, ICT Coordinator, Teachers Attendance Sheet, Pictures, Notes None School Head, Head Teachers, Teachers Finalized Draft of School Banner Project Proposal, Attendance Sheet, Pictures, Notes 500.00 Final copy of the proposal None 1 day December 20, 2016 1st week of January 2017 January 10, 2017 Preparation of the Final Copy of Project Banner Proposal and/or Polishing 1 day Submission of the Project Banner Proposal to the Division Office for checking/ approval 1 day Re-checking and Finalization of corrected Banner Project Proposal 1 day School Head, Lead Teacher, ICT Coordinator School Head/ Lead Teacher Travel Order, Approved Proposal 300.00 (travel expenses) the January 11, 2017 Last week of January 2017 Budgetary Requirements Duration Organizing teams /committees of implementers per sub program 1 day School Head, Lead Teacher, ICT Coordinator School Head and Teachers Final and Corrected/Approved Copy of Banner Project Proposal List of team members, attendance sheets None None Implementation Phase Target Date Activities Coordinating with the Division Personnel and Other 2nd week of Stakeholders in preparation for January 2017 the launching of the school banner project January 2017 (dependent on the agreed schedule) School Project January 2017 Reorientation with the parents and other stakeholders regarding the sub-programs to be implemented Year Round launching of Banner Duration Person’s Involved MOVs 1 day School Head and Teachers Letter 1 day School Head, Teachers, Stakeholders Program of Activities, Pictures/Documentations, ACR, Attendance Sheet School Head, Teachers, Stakeholders Program of Activities, Pictures/Documentations, ACR, Attendance Sheet School Head, Teachers, Stakeholders Attendance Sheets, ACR, Minutes, Pictures, Learner’s Outputs, School Head, Teachers, Stakeholders Attendance Sheets, ACR, Minutes, Pictures, Learner’s Outputs, Financial and Progress Reports 1 day Implementation of Sub-Programs Year- round (2017of the School Banner Project 2018) Every last Monthly Progress Monitoring/ working day of Reporting the month Year-round Budgetary Requirements 300.00 8,000.00 2000.00 200,000.00 (estimated amount to be accumulated from different resources including donations) 2000.00 Post Implementation Phase Target Date Activities March 2018 Evaluation of the sub-programs under the school banner projects March 2018 Conference with stakeholders and information dissemination about the overall progress of the programs 2nd week of March 2018 Submission of Reports to LDO 3rd week of March 2018 Feedbacking and Adjustment of Plan Last week of March 2018 Awarding of Best Team Implementer/ giving of other recognitions to teachers, students and stakeholders Duration Person’s Involved MOVs 1st week of March 2018 School Head, Teachers, Project Evaluation Reports None 1 day School Head, Teacher, Stakeholders Minutes, ACR, Pictures, Attendance Sheets 2000.00 School Head, Evaluation Report 500.00 3 days School Head, Teachers, Stakeholders Attendance Sheets, ACR, Minutes, Pictures, 1 day School Head, Teachers, Stakeholders, students Attendance Sheets, ACR, Pictures, Certificates 1 day Budgetary Requirements 1000.00 5,000.00 BIBLIOGRAPHY Battin-Pearson et al. (2000). Addition by Subtraction: The Relation Between Dropout Rates and School-Level Academic Achievement. https://www.google.com.ph/search?q=NAT+and+drop+out+rate&oq=nat&aqs=chr me.1.69i57j69i59l3.3609j0j7&sourceid=chrome&ie=UTF-8 Department of Education. (2005). Basic Education Sector Reform http://www.fnf.org.ph/downloadables/Basic%20Education%20Sector%20Reform%20Agenda.pdf. Agenda -). DepEd Order #83, s. 2012. Implementing Guidelines on the Revised School-Based Management (SBM) Framework , Assessment Process and Tool (APAT). http://www.deped.gov.ph/sites/default/files/order/2012/DO_s2012_083.pdf. Glennie, E. et.al. (2010).10 Theories On The Relationship Between Socioeconomic Status & Academic Achievement http://www.teachthought.com/uncategorized/10-theories-on-the-relationship-between-socioeconomic-status-and-academicachievement/ Hanushek and Raymond.(2002). Predictors of Early High School Dropout: A Test of Five Theories. Journal of Educational Psychology 92_568-582 https://www.researchgate.net/publication/-_ Jesus, E. C. (2002). Governance of Basic http://www.web.psc.gov.ph/Legal%20%20Mandates_/IRR%20of%20RA%20No.%209155.pdf Education Act of McPartland and Jordan.(1996). Dropout Prevention in Theory and Practice. https://www.google.com.ph/search?q=ED366695.pdf 2001. Prepared by: ANNIE M. CIRERA Lead Teacher RODEL A. PEÑARANDA ICT Coordinator MICHAEL C. CIRERA HT-1 MACARIO B. MESIAS, Ph.D. School Head