Best Practices

𝐂𝐄𝐋𝐄𝐁𝐑𝐀𝐓𝐈𝐍𝐆 𝐁𝐄𝐒𝐓 𝐏𝐑𝐀𝐂𝐓𝐈𝐂𝐄𝐒 𝐈𝐍 𝐃𝐞𝐩𝐄𝐝 𝐁𝐚𝐠𝐮𝐢𝐨 (2022)

To continuously sustain the provision of quality, accessible, relevant, and liberating education for learners in our schools division, DepEd Baguio conducted the Awarding Ceremony for 'Improving School Performance Through Best Practices".

The awarding ceremony recognized the initiatives of schools that greatly improved the teaching-learning process in schools as well as provided an avenue to share best practices for benchmarking purposes.

During the activity, top awardees manifested their best practices in schools through a skillful demonstration of their innovations that cover a variety of initiatives that would enhance the teaching-learning process.

ASDS Christopher Benigno, one of the reactors who also gave a challenge commended the 'extra-mile' efforts of schools and their teachers for their creative efforts as well as providing phronetic insights on their innovations.

The awardees are as follows:

𝗘𝗫𝗘𝗠𝗣𝗟𝗔𝗥𝗬 𝗖𝗔𝗧𝗘𝗚𝗢𝗥𝗬

SECONDARY LEVEL

First Place Project ANIDO

Second Place Project PAG-ASAM

Third Place Oplan Bawas Basura Para sa  Pondo ng Bawat Seksyon

Fourth Place KASANGGARAL Program

ELEMENTARY LEVEL

First Place Project SIRIB

Second Place “AMBOT-AMBIT Program”

Third Place SIGLAT Salun-at Program

Fourth Place “Panagbigbig iti Kultura”

Fifth Place Project “LINKS”

𝗩𝗔𝗟𝗜𝗗𝗔𝗧𝗜𝗡𝗚 𝗖𝗔𝗧𝗘𝗚𝗢𝗥𝗬

SECONDARY LEVEL

First Place BCNHS SHS Team Portal

Second Place Oplan PROP

Third Place Mathematics Class

Fourth Place PCNHS Rangtay ti Adal: Establishing Care and  Connection to the Learners

Fifth Place Project SALAKNIB

ELEMENTARY LEVEL

First Place Project AYAT

Second Place Lucban Eskwelahan

Third Place Project ARASAAS

Fourth Place Project SAVE

Fifth Place Project I- CARE

𝗣𝗥𝗢𝗠𝗜𝗦𝗜𝗡𝗚  𝗖𝗔𝗧𝗘𝗚𝗢𝗥𝗬

SECONDARY LEVEL

First Place Mumbidbid Tako  Project

Second Place Project SALAKNIB (Saving Learners at Risk of Failing and Dropping Through Knowledge,Information, and Bayanihan

Third Place REALIA Program

Fourth Place Alluyon: A Culture of People-Centricity

Fifth Place Project SEEDLINGS

ELEMENTARY LEVEL

First Place Project SITE-I

Second Place Num-A Di Namnama Project

Third Place RTLT Enrichment

Fourth Place Project KABAGIS

Fifth Place Project GUNDAWAY

+70

By: Christopher David Oliva

      Armi Victoria Fiangaan

Title of Best Practice:  Project AYAT (Accommodation Yields to

Acceptance and Transformation) for Learners with Special Educational Needs

Area of Best Practice:          Curriculum and Instruction

Category: Validating:           Validating

No of Implementing Years:  2

Proponent:                 Cherry Ann C. Malecdan

School:                                 Baguio Central School

Schools Division Office: SDO Baguio City

Best Practice Executive Summary

“It takes a village to raise a child”, a famous quote says. Its meaning differs from one person’s point of view to another. In BCS, it means acceptance.  It also means love.  Special Education has been part of Baguio Central School for decades as it is the oldest public school in the Philippines, existing for 123 years and currently catering to more than three thousand learners.  Being one of the biggest schools encounters challenges, one is the increase of enrollees of learners with special education needs.

Project AYAT is one of the Best Practices of Baguio Central School. AYAT means love in the local language. It aims to show love towards the learners with special needs (LSENs), such as learners with Autism Spectrum Disorder, Intellectual Disability, Attention Deficit Hyperactivity Disorder, and Speech disability while some exhibit manifestations of learning/academic difficulties. AYAT is also an acronym that stands for Accommodation Yields to Acceptance and Transformation. The special education coordinator together with the teachers believe that love knows no boundaries and No Child Left Behind.  These are the guiding principles of this program. Project AYAT would like to make a difference in the lives of learners with special educational needs. This program aims to empower learners with special needs (LSENS) as well as their families. Project AYAT advocates that inclusive education is a quality education available to ALL, regardless of their special educational needs, regardless of their gender, and regardless of their economic status.  Some of our learners with special needs are indigent or belong to the marginalized group. 

The innovation project AYAT in its 2nd  year of continues to adhere to the mandate of “No Child Left Behind”, especially so that the effect of Covid 19 had continued for this school year 2021-2022.  The lives of learners and their families continued to be affected by the school closures caused by the COVID-19 outbreak, especially the learners with disabilities who are negatively affected by the classroom shutdown.  Project AYAT continued to make a difference, by accommodating the needs of these learners with special educational needs and monitoring them quarterly until they graduate or are promoted to the next level.

Project AYAT would like to continue to make a difference. This project has aided in the improvement of the academic participation and performance of learners with special needs. Thus, this project is planned to be carried out and be part of the learning system of the school. To do this, the program is continuously being enhanced, monitored, and evaluated by the teachers, master teachers, and school head. Furthermore, the receiving teachers and the other teachers will be mentored to improve their skills in handling LSENs. Project AYAT will continue its campaign and will continue to share its advocacy to other schools in the community, eventually to other regions and to the whole country. The school will continue to forge a stronger partnership with stakeholders to achieve the mission and vision of DEPED which is to provide basic quality education to all learners. 

BEST PRACTICE EXECUTIVE SUMMARY

Title of Best Practice:

PROJECT SITE-I

Area of Best Practice:

MANAGEMENT OF RESOURCES

Category:

ELEMENTARY

No. of Implementing Years:  

1 SCHOOL YEAR

Proponent:

CHARMAINE W. SORIANO

School:

BONIFACIO ELEMENTARY SCHOOL

Schools Division Office:

SDO BAGUIO CITY

Having no backup copies or unified database of scholastic files, forms, data, and reports prepared and accomplished by different teachers in school, oftentimes leads to problems, misunderstandings, and blaming causing teachers to complain, get disappointed and utter words of irritation to and among faculty and staff on who has the copy, where is the copy, misplaced copy or lost copy especially when these documents are needed for reports and monitoring, serve as evidence/means of verifications for the School-Based Management or other purposes. In addition, over the past years, the PSDS needs to follow up on reports and give reminders for having 75% compliance as to the completion and submission of reports.

Hence, Project School-Based Shared, Interactive, Technologically Enhanced Interface (SITE-I) was created to improve the data-gathering mechanism of the school for readily available reference, access, and utilization; strengthen the interface of faculty and staff as an avenue of collaboration, communication, and information dissemination; and facilitate the speedy and efficient submission of reports needed by the school, district, Division Office, and Regional Office.

From the approval and implementation of the project, there were series of technical assistance extended to teachers. Quarterly monitoring and evaluation were conducted to ensure the usefulness and impact of SITE-I and that plan of activities are carried out accordingly.  Google generated evaluation links were answered by the faculty and staff where comments, suggestions, and feedback were gathered and positively taken, incorporated, and addressed for the improvement of the program. Issues, concerns, and gaps collected from the responses and remarks from School head and Public District Supervisor were reported in the quarterly School Monitoring, Evaluation, and Adjustment (SMEA), SLACs and INSETs. Also, to  check and quantify the usage of the SITE-I, the Site’s Analytic Data is analyzed and included in the quarterly monitoring and evaluation.

In its first year of implementation, Project SITE-I brought positive results and improvements in the School-Based Management (SBM) under Management of Resources specifically in the school’s data management. As of August 2022, it has a record of 9,097 site visits from 34 viewers and 1,894 document contents. It is greatly and actively utilized as a repository for organizing, storing, and protecting data under Leadership and Governance, Curriculum and Instruction, Management of Resources and Accountability, and Continuous Improvement. Through SITE-I, the two (2) objectives of the school Annual Improvement Plan for SY 2020-2021 under Modernize Education Management and Governance under Automate Core Systems and Processes (e-Governance) were realized. It has improved the data-gathering mechanism of the school for readily available reference, access, and utilization. It has strengthened the interface of faculty and staff as an avenue of collaboration, communication, and information dissemination and facilitated the speedy and efficient submission of reports to almost 100% punctuality and completeness.

Title: Panagbigbig Iti Kultura

Area: Curriculum and Instruction

No. of Implementing years: Three Years (Exemplary)

Proponent: Marites D. Napudo

School: Lucban Elementary School

Schools Division Office: Baguio City

Panagbigbig Iti Kultura is a project that aims to enhance the knowledge and awareness of the Baguio indigenous people learners on the Indigenous Knowledge Skills, and Practices (IKSPs) and culture in response to the K to 12 Curriculum, strengthen the linkage with the community for a continuous enrichment of the IKSPs, and to facilitate the provision of contextualized learning resources and opportunities for teaching and learning purposes.

The project was successfully implemented and strengthened through the collaboration and partnership of the school and other stakeholders. Annual planning, monitoring and evaluation of the activities aided to the increase of learners who are knowledgeable and aware of their own culture. Improved parents’ attendance during school activities was noted.

Through this project, more meaningful learning opportunities and contextualized learning materials were developed and were utilized by the school and were also shared to other schools of Baguio City.