Department of Education

Region III

Division of City of San Fernando

San Fernando North District

NORTHVILLE ELEMENTARY SCHOOL

Calulut, City of San Fernando, Pampanga

ACCOMPLISHMENT REPORT (School Head) SY 2016-2017

KEY RESULT AREAS Accomplishment Report Introduction Northville Elementary School is an advocate of the DepEd's vision, mission and core values

and works towards their realization. The school administration, teaching and other non-teaching

personnel work together towards the delivery of a quality globalized education to the learners.

They make it a point to refer to the KEY RESULT AREAS stated in their IPCRFs/OPCRFs and

focused their efforts, programs, projects and activities towards the 100 % achievement of the

objectives written on the RPMS forms.

The school's stakeholders, under the leadership of the school head, crafted a feasible AIP

based on the school's SIP and worked towards its implementation and realization of its ultimate

goal of providing the best quality, contextualized, relevant 21' Century Education to all its

learners. Thus, all the Key Result Areas Stated below were given importance and focus.

1. SCHOOL The school had strategized to be able to encourage in-coming Kinder and Grade One Pupils LEADERSHIP, and other out of school children to enroll at Northville Elementary school through MANAGEMENT AND advertisement/announcement, home visitation, barangay mapping and conduct of early OPERATION registration. The school had also followed the AIP for SY 2016-2017 to improve the academic

performance of the pupils, to decrease the drop out and retention rates and to increase the

promotion rates, the school worked towards delivering quality instruction to every student. I he

DLLs of the teachers were regularly written and checked by the school administrators as

scheduled. Comments, commendations and feedbacks were noted to ensure quality and appropriate instruction and assessment. Class instructions were contextualized based on the

nature and needs of the learners and the situation of the community. The use of all learning

resources and physiral facilities of the school were maximized. The teachers were rrientored,

coached and provided technical assistance on different teaching strategies, pedagogies and classroom management techniques. Likewise, a refresher on the Implementation of K to 12

Curriculum and Assessment was given to further equip the teachers with the necessary

knowledge as they facilitate discussions. With all these strategies employed, the statistics on the

school drop-out rate, retention rate and promotion rate had improved this SY 2016-2017. The

data below indicates the improvement rates.

SY 2015-2016 SY 2016-2017 Difference Promotion Rate

2724 2591

Promotees Gr X SY N X 100 X 100 + 3.4

X 100 2859 2626

Enrolment Gr. X, SY N

9c.77 % QRA7

56 Dropout Rate X 100 46 Dropout Gr X SY N ." or et

LO...) 7 X 10 0 X 100

Enrolment Gr. X, SY N 2672 - .24 = 1.96

= 1.72

R,.tentien Ratc

2413 2301 Enrolment 2-6 SY N

X no X 100 X 100 -2.21

2380 2320

E'r. e C V r

L.1111 I 1..-.111. . JI I k

= 99.18

ack of Parental /Social Responsibility/ S upport L

At the end of Quarter 1, pupils who did not meet expectations in every learning area were

identified, together with those pupils who still lacks proficiency in literacy and numeracy.

prr,gnrns in !-Qi-fing, rnirnnrnry =nri nthor !..nrning, arc, s %A, ro rlocinnorl trs

address these emerging needs. Remediation was done by teachers concerned and teaching

instructions were modified to fit the needs of the learners. Extra attention was given to the

identified pupils during class instruction without sacrificing the other learners. With these

interventions and strategies, the academic performance of the school has improved. As a result,

the pupils sent. to coropete in district, division and regional levels were able to bag different

places/ranks. The school obtained winnings for academic and non-academic contests in English,

Filipino, HEKASI and PE., as what the data below indicates.

WINNINGS

..% Name of Pupil c

cri ix

Pnco Marrolino F. Sam pang cnn 4 st

Title of the Contest Teacher Coach

RSPC(SY 1 1 2316- 2017)

I

Pagkuha rig Larawan Mary Grace M. Asis 1st DSPC(SY2016-2017)

Pagkuha ng Larawan Patricia Anne S. Bulan 1st Division Level Readathon Mary Grace M. Asis

Tony Rose D. Pujante 1st Hurdles (200 meter) CSDAAM

Elcel L. Deang

Khyritanah B. Dc Gwarian 4th Pgkuha no Larswso Mary Grace M. Asia

JM C. Rebuyas 9th Pagsulat ng Balitang Pamapalakasan Mary Grace M. Asis

Arvie P. Esguerra 10th KASALO (Division Contest) Veneranda C Dimsatulac

Elizabeth Mendoza 1st

,Ird ..)

1500 M Track & Field Jeffrey M . Navarro

Mark Cachuela Munar 2nd 100 M Track & Field Catherine B. Nucup

Albrix Jelvin D. Munar 2nd 800 M track & Field Jeffrey M . Navarro

Sean Rylie De Mesa 3rd 200 M track & Field Catherine B. Nucup Joshua Nunag 3rd 200 M track & Field Jeffrey M . Navarro (-Th i

Tony Rose Pujante 3rd 200 M track & Field I Jeffrey M Navarro_ . s .

Furthermore, teachers were given relevant INSETs DLL/DLP writing, Utilization o ALP BASA

Kit, Development of IMs, Preparation of Intervention/Innovation for Pupils who did not Meet

Expectations, TOS Preparation and Test Construction, Effective Classroom Management, It II 1,:...-. I stAr Pd.,

I 011JOHCI ka.)1118 IVI.J VV LJCIJI-U \11 UCI \-.1111U I I Lrl.CI-L1%./11 F y h

Building for Teachers, RPMS Updating, DepEd Orders No. 8, s. 2015 and No. 36, s. 2016 and

Proper Accomplishment of School Forms. Teaching and Non-teaching personnel were also

encouraged and sent to attend regional, national and international trainings. All of which

contributed to the improved performance of the pupils and the school.

The school conducts SWOT analysis quarterly to identify which of the activities/programs

went well and which needs are to be addressed. The results from the SWOT analysis are also

used as bases for projects, interventions and innovations. Under the leadership and guidance of

the school head, the following results/ projects were also identified and projects were

conceptualized and implemented to address the emerging needs of the learners and to further

develop their potentials based on the SWOT analysis, feedbacks and consultative meetings.

Identified Problems and Probable Causes

School/Community Teachers Pupils

Low performance in NAT

Low commitment/ Incompetent

Lack of Parental /Social Responsibility /support

Non-Readers, slow readers, poor comprehension level

Low commitment/ Incompetent

Non-Nnerates In"equate LMs 9- TGs tack of Paren" ISoei^' Responsibility

Absenteeism Health Problems Personal and Family Problems Tardiness

Lack of Parental /Social Responsibility/Support

High drop-out rate & failure rate

Health Problems Personal and Family Problems Tardiness

Lack of Parental /Social Responsibility/Support

Under riourished children (400 wasted & severely wasted)

Hcalth Problcrns Personal and Family Problems Tardiness

I.,ack of Parental ISOCial Responsibility/Support

Presence of bullies Inappropriate classroom rriRnngernPrit

Lack of Parental /Social ID - ;1..:1'4../C. .....4- ....sponsiuilityl JCIPPV1 L I

Reading and numeracy problems

Poor or inappropriate delivery of content/ competency/instruction

Uneducated parents

Lack of parent support/ guidance

.1

silnrt spar of attention

Inappropriate strategies Lack of variety in the use of strategies

Health condition Lack of Parental /Social Responsibility/Support Poverty Ilnesses

No follow up at home of parents

Low regard for education which reslut to lack of support guidance

Activities/Strategies/Programs& Projects

NAT Remedial focus on NAT results per learning area G 6

Target Least learned competeriLies -Project Back to Basic Approach Math -Project LRMDS (Lead to Read, and Motivate to Develop

Skillls) -Project BLES (Basic Language Enhancement Session) G5. 5 -Project TREATS Teaching Reading and Exerting Ample Time for our

Students) Gr. 4 Teacher Jac -Project MILES Mode of Instruction in Learning Effective Math 4Fs -Project CONScience Concern for Students in Science -Project FRIEND Fun of Reading In Filipino and Encouragement to -NO did not meet expectation Teacher Jen -Project CLAWS Catch up Learning and Winning Skills -Project GRACE Guiding Readers to Achieve Comprehension

Excellence -Project NES Nurturing and Enhancing Skills in reading -Project ERF Enjoying Reading with Friends

Teacher .F. Delivery of Instruction and Classroom management

- Intensify Teaching Instruction - Trainings/INSET and SLACs for teachers - RnR system (Recognition and reward system)

- TOT (Time on Task Everyday)

Absenteeism

- Project HIV Home Intensive Visitation

- Project PAC Perfect Attendance Corner

- Kaklase Ko, Mahal Ko

= Project Guardian Angel

- TLC Project Tender Loving Care for pupils

- Project DU30 DUties

Drop out Rate

- Project SAGIP

- Project Adopt-a-Child - Project CSCA

- Project SSS Student Support System L. ,

Health and Nutrition

Problems

- Feeding program

- Involve and educate parents regarding proper nutrition

Incidences of Bullying

- Trainings/Seminar/Film Viewing

- Establishment of Student In-action Center

- PBB Project Bantay Bullies - Project BATO

Waste Management - Project TUTOK

- SPOT the NOT

- Project WOW (WAR on WASTE)

-Project CLEAN (Capaligiran Linisan, Egana-gana Ayusan Ngan) - Classroom for the Week Search for the Model Classroom

2. Professional Growth and Development

Acknowledging and believing in the importance of having continuous development,

heads (principal and head teacher) had attended trainings and workshops

positions and responsibilities. The principai had also served as resource speaker/facilitator

the INSETs. To further hone/improved her leadership and management skills, she

professional publications and acquired some books which she had read. As an

submitted reflection papers to the ASDS office based on the topics/books she

articles were also written and published by the principal under Sunstar Pampanga hpippri readers gain a wirier nercnertive in termc of leadership and management

head was also a key person in terms of school based action research. She

managed an action research for the Grade Three pupils which focused on the

the grade level in terms of numeracy and literacy through a contextualized progra needs of the identified 3rd grade pupils. Alongside with this, the school head had the conduct of the head teacher which focused on improving the reading

select grade 6 pupils found to be under frustration and instructional levels in the

result and were also categorized as pupils who did not meet expectations.

As part of the professional development and outstanding accomplishment administrators, the principal was promoted from Principal 2 to Principal 3 position.

support also, the Head Teacher of the School was able to finish her program in Education, Major in English. All these relevant and significant accomplishment administrators served as encouragement for the teachers to attend seminars

attend post graduate studies and published their own articles in a wide

knowledge/information gained and skills gained by the school head weretha teacnprc through i Ar ceccinnc and di!ring rdAching anti rnPntnring ceccinnc

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3. Instructional Leadership

The school head, as the instructional leader of the school strategized to be able to guide the

teaching force in delivering the best contextualized quality instruction to all the learners. Through the concerted effort and partnership of the school and the home, quality instruction

was provided the whole year as evident with the comparison of SAT results for Quarter 1 and

Quarter 4. The school has also surpassed its target of obtaining two academic winnings since

based from the data presented above, there were four first places acquired in the division and regional contest on Campus Journalism and Division Level Readathon. Furthermore, other ranks were also achieved in the other learning areas, both academic and non-academic which only shows the pupils at Northville Es are developed holistically.

Still as part of the plan of the school, mentoring/coaching and even counseling sessions were provided to the teachers regularly and as the need arises to ensure delivery of quality instruction and better acquisition of learning. INSETs were also conducted based on the emerging needs and AIP. Annual and monthly supervisory plans were crafted and followed through formal and informal classroom observations. Through the use of the STAR method, the strengths and needs improvement practices and strategies of the teachers were identified. Thus post conferences were also conducted for pro .vision of feedbacks' and technical assistance. I'vlonthly accomplishment reports are also made to evaluate the success of the supervisory plan. The school heads had also made themselves available all the time for consultation and queries. In addition, teachers are encouraged and supported to use different school facilities and learning materials in their delivery of instruction regularly. The use of contextualized IMs are encouraged and monitored to ensure meaningful and relevant learning. Schedules on the use of the 2 e- classrooms, library and projectors were followed and monitored by focal persons in-charge to ensure maximum use of these resources and facilities. The sc of head also uses the noted observations in planning INSETs and LAC sessions. Quarterly n rfl feedbacks are given as to how effective the delivery of instruction was based on the TAIL servation results and list of pupils who performed below proficiency levels, U .

4. Learning Environment The school head, together with all the teaching and non-teaching personnel, provides a safe

and conducive environment to all its learners by making the school hazard free, clean and safe for daily studying. This is done through the support of all the personnel. The cleanliness of the school is Iliaintaiired through the iiiipleinelitation of the school "solid waste ihailagehieht program. Trash is segregated. Non-biodegradable trash is collected regularly by the baranga collectors. Recyclables and papers are collected and sold to finance the activities of the YES-O n with its programs. The eco-aides of the school do their jobs efficiently and effectively. D I monitoring in accomplishing their works are done by the teachers and school administrators.

To ensure discipline, the school implements the policies/ guidelines stated in the school handbook. Behavioral incidences that requires attention are handled by the teacher in charge of discipline, teachers concerned and school administrators. The incidence is then, investigated - deliberated and reported to the parents concerned. In giving decisions and recommendat . the school always refers or take into consideration to Deped No. 40 (Child Protection Policy).

As part of the school's strategy in providing a safe and conducive learning environment to the pupils, it always seeks the cooperation of the parents and the community. Parents are only given certain time to enter the school gates (only when they bring their Kinder and Primary pupils to school and during dismissal their dismissal). No firearms, hazardous and deadly weapons are allowed to be li -iought ihside the school. Inc school gate is being managed by a persoiihel in- charge of security. Thus, the school gate is always closed. Visitors igi nftly asked for their purpose of visit before being allowed to enter the school premises. - -

..../ ' To ensure a conducive and effective learning environment, all th- chool plans, programs,

projects and activities are conducted towards the realization of the DepEd visions mission and core values. The school works as one towards providing the best and effective quality 21st Century instruction to the learners. All the personnel undergo trainings, workshops and short courses to accomplish this objective.

5. HRD and DP Under the guidance and leadership of the school head and the assistance of the head teacher, a development plan/program was developed for the teaching and non-teaching personnel. Updated TSNA, IPPD and SPPD are submitted to the office and serve as bases for the activities and trainings to be conducted for the school year. Likewise, the NCBTS for teachers and school heads and the accomplished IPCRF and OPCRF of the school personnel also serve as bases for the program. The development program for SY 2016-2017 was accomplished. Teachers were encouraged and supported to attend post graduate studies, attend seminars/trainings/short courses. They were also given opportunities to chair/initiate/organize/manage school projects, programs and activities. They are also given the responsibilities as members of TWG and to serve as facilitators and resource speakers during INSETs and LAC sessions to hone their presentation

skills, build their confidence and leadership and share their best practices and

are then asked to submit project proposals, matrices and narrative reports

of the strategy/plan, the R n R or Rewards and Recognition project is pie

encourage both the teachers and students to give their best during cnrts

and to inspire teachers to attend post-graduate studies and trainings.

ideas. Teachers

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eked . This is to

and competitions \

In addition, teachers are encouraged, supported and assisted to conduct school based action researches to help improve the academic performances of the pupils and school performance in

general. As part of the development program for the personnel, teaching and nonteaching

personnel are oriented and enlightened on the policy guidelines on ranking and promotion.

Furthermore, concerned teachers are supported with the pertinent documents for ranking and

step increment. The school then monitors the submission and evaluation progress of the

documents. The table below indicates the number of teachers promoted to Teacher 3 position

from Teacher 1 and 2, Teacher 3 to 01C-Head Teacher Position and Step Increments.

Number of Teaching and Non-teaching Personnel Promoted s - 1

Previous Position Promotion Number

Teacher 1i Teacher 2 Teacher 3 i 8

Teacher 3 01C-Head Teacher - 1

Head Teacher 3 01C-School Head 1

Principal 2 Principal 3 1

Number of Teachers with Approved Step Increments

Position Number

! Teachers 1 and 2 10

6. Parents' The school acknowledged the significant role of the parents and community in realization of Involvement and the school objectives and in delivering quAlity instruction. HAncA, thA crhddl, involves the Community different stakeholders in the discussion, deliberation and decision making during the school Relationship planning process. The assistance of the parents and the community are also sought in the

different activities of the schools, most especially during Early registration campaign, Brigada

Eskwela and Balik-Eskwela, HPTCs and MPTA sessions. Government and non-government organizations are also welcome to support the programs of the school. Donations and in various

ror IT IS are also wituiei 'ear Ledly accepted by scnooi and uiiiiced lot the learners' welfare. Proper

documentation is accomplished for every donation. To express appreciation and recognition for

the assistance extended to the learners and to encourage further assistance, the school joined in

the Division Stakeholders' Day at SM Pampanga and awarded certificates during the rec.: ' ion

day held in school. All the accomplishments of the school, through the help r all t p stakeholders, were also reported riprinp State of the School Address of the principal.

The performance of every pupil on the other hand is reported to the parents durin - Cs lo The keep parents/guardians up-to-date with the current standing of their child and solicit assistance

from the parent with regard their child's education.

Conclusion In general, the recorded milestones in terms of the pupils and teachers' performances and the school in general, with all concerted efforts of all the internal and external stakeholders, 215t Century, contextualized quality instruction

conducive environment.

was delivered to all the learners in a safe, secured and

Prepared by:

CORAZO10. PAMINTUAN Pncipal Ill

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