case study on personnel management .pptx

case study on personnel management

1. CASE STUDY OF PROJECT BESTT LIGHTT: ITS IMPLICATIONS TO ATTAINING OUTSTANDING SCHOOL PERFORMANCE Don GABRIEL T GALLEPOSO, MAEd BESTT Principal A Paper Presented to DR REZYL R MALLORCA in Partial Fulfillment of the Course Essentials of Educational Management

2. INTRODUCTION Over the years, the Department of Education has evolved from a Department that focused only in providing free basic education into a Department that addresses the needs of the 21 st century learners by providing quality, equitable, culture-based, and complete basic education to all Filipino children. Hence, several programs were launched to achieve this vision from changing the core of the Department thru Basic Education Sector Reform Agenda to the gargantuan change in the curriculum from six years in elementary into seven; and from four years in high school into six with the end goal of making our learners globally competitive and reinforce Section 17 under Article II of the 1987 Constitution mandates the State to give priority to education, science and technology, arts, culture, and sports to foster patriotism and nationalism, accelerate social progress, human liberation, and development.

3. INTRODUCTION All schools in the country, in support to the current Curriculum Design of the Department, are tasked to create programs interventions and innovations that shall actuate the reality of the goal as stipulated in the DepEd Order No 36, s. 2013 that schools, just like our students, do not stop learning. Schools shall constantly seek to be better, both as an institution and as individual. In response to this challenge, Bulawan Elementary School of Today & Tomorrow has designed a project program as a consequence of orchestrated planning endeavour of the faculty and staff, the learners, the parents, the community people and the alumni. This program is called:

4. INTRODUCTION PROJECT BESTT L I G H T T earning nterventions for eneral exc ange of e chnology and ins ruction

5. INTRODUCTION Since its founding in 1954, based on the available data, the school performance in both academic and non-academic spheres is below satisfactory. Upon assumption of the researcher to the office in January 2014, addressing this alarming situation was the top priority in order to meet the desired outcomes of the Department of Education of all public schools in the country, hence the first milestone the researchers did was the creation of School Planning Teams (SPTs) which will hold responsible specific areas in school development, to visualize the school in the very near future and spread out plans which include projects, programs and activities to make the vision possible.

6. INTRODUCTION Team Scope Chair & Members SPT for Data Analysis and Management Analyze and recommend solutions to issues involving enrolment, drop-out, transfer of learners, achievement rate, NAT MPS, Quarterly Assessment MPS, GPA, retention and promotion rate. Chair: PRELYN B PALLON Members: JERRY H SARMIENTO MERILYN R SALADA   SPT for School Fiscal Governance Sourcing out of funds, budgeting, auditing, , appropriation of funds, financial reporting and liquidations Chair: MERILYN R SALADA Members: ESPERANZA R HERMOSO MARIE EL D FRANCO SPT for Facilities and Infrastructures Maintenance and repair of infrastructures, constructions, learning materials and equipment, assessment of facilities and recommendations for sustainability of existing resources. Chair: ROMEL S APDUHAN Members: MYRNA R SARMIENTO SHEERA JANE B PAMUGAS   SPT for Academic Programs and Projects Reading, language and numbers interventions, holistic development of learners, academic and non-academic competitions, curriculum indigenization, teaching strategies and innovation. Chair: VIVAN U ABRIGANA Members: HELEN M NAVARRO MARIE EL D FRANCO VIENNA R SALADA SPT for Human Resources Development Professional development of teachers, academic and social development of learners, parents and community representatives Chair: The School Principal Members: All chairs of other SPTs Table 1. Composition of the School Planning Team

7. INTRODUCTION A five-day In-Service Training was conducted early in April 2015 to equip each team elemental knowledge on their respective spheres and getting them ready for the second milestone, the launching of PROJECT BESTT LIGHTT at the start of School Year 2015 – 2016. The program seeks to make effect the following significant changes in the school: .

8. INTRODUCTION All Teachers in the Key Stage Area use explicit teaching approach in all learning areas; have at least 1 Self-Instructional Materials every month in all learning areas to address Children-At-Risk of Dropping-out; have digitized Daily Lesson Log; have provided themselves with TGs & CGs; have digital IMs in all competencies of all learning areas; integrate Scouting, GAD, CPP and DRRM in appropriate lessons; achieve at least 4.0 rating in the IPCRF; continuously improve themselves by attending post graduate studies, seminars and training; and employ various pedagogical approaches suitable for each and every learner.

9. INTRODUCTION All Learners in the Key Stage Area are readers and numerates suited in their respective grade level; are intact from the beginning of classes until the end of the school year; are protected against all kinds and forms of abuse, within and without the school, and from foreign & domestic individuals; are equipped with skills and knowledge expected of them; acquire fundamental ICT skills to keep abreast with the challenges of the 21 st century demands; identify and develop their potential in specific field of discipline which encompasses but not limited to: personality development public speaking communication skills performing arts skills visual arts skills graphic arts skills ramp & modelling skills entrepreneurial skills; and above all, embrace the virtue of a God-fearing & patriotic citizen of the Philippines.

10. INTRODUCTION All classrooms shall have transformed into a print-rich learning environment; are equipped with basic amenities to provide basic health care & nutrition; are equipped with technological apparatus such as printer, laptop, LCD projector or LED TV; are well ventilated and properly lighted; are child-friendly and gender sensitive; and have facilities to cater needs of special learners.

11. INTRODUCTION The School will evolve into a center of excellence in academic instruction in the District through continuous development based on research and scientific studies; a child-centered institution that provides holistic development of learners; has high regard of individual differences of learners; has ZERO drop-out rate and ZERO failure rate; has at least 99% participation rate; has at least 99% completion rate; promotes unbiased and gender sensitive instruction; and provides quality basic education.

12. INTRODUCTION The School Principal shall have the opportunities to exercise his skills in: School Leadership Data-based Strategic Planning Problem-Solving Building High Performance Teams Coordinating with Others Leading and Managing Change Instructional Leadership Assessment for Learning Instructional Supervision Creating a learner-centered Learning Climate Setting high social & academic expectations. Creating school environments focused on the needs of the learner .

13. INTRODUCTION The project embraces all possible avenues which will help the school perform at par with the other schools in urban areas, maximize its potential to generally reciprocate the resources poured by the government in terms of human and physical resources, and to specifically accomplish the mission of the department, that is, “to protect and promote the right of every Filipino to quality, equitable, culture-based, and complete basic education where: students learn in a child-friendly, gender-sensitive, safe, and motivating environment. Teachers facilitate learning and constantly nurture every learner. Administrators and staff, as stewards of the institution, ensure an enabling and supportive environment for effective learning to happen. Family, community, and other stakeholders are actively engaged and share responsibility for developing life-long learners

14. PROJECT BESTT LIGHTT This descriptive case study report was conducted to identify the meaningful characteristics and beneficial effects of PROJECT BESTT LIGHTT to teachers, learners, parents and the community. This case study project was conducted based on internal evaluation conducted by the School Governing Council and external evaluation by the Division Monitoring and Evaluation Committee in March 2017. The research methodology requires gathering relevant data from the specified documents and compiling databases in order to analyze the material and arrive at a more complete understanding of the present situation against the historical background of the school. METHODS

15. PROJECT BESTT LIGHTT STUDY QUESTIONS This study will utilize both quantitative and qualitative data collection tools. The overall study question examined is the following: How has PROJECT BESTT LIGHT functioned and why has the program been a value-added enterprise for the school? To address this overall study question, the specific research questions for the case study focused on the following : METHODS

16. PROJECT BESTT LIGHTT STUDY QUESTIONS METHODS What are the accomplishments of PROJECT BESTT LIGHTT to date ? What are the significant changes resulting from the project in achieving outstanding school performance ? What are the contributory factors that make the program successful and effective ? To what extent does the program reciprocate the resources poured by the Philippine Government to its basic education institutions?

17. PROJECT BESTT LIGHTT For the purpose of this case study, the unit of analysis of PROJECT BESTT LIGHTT is considering it as a network. It includes members from the District Monitoring and Evaluation Committee, internal stakeholders such as learners, teachers and staff, and external partners from various community organizations. Although PROJECT BESTT LIGHTT continues to develop new activities to keep abreast with the demands of the learners and the continuing evolution of technology and make progress on existing projects as part of its purpose. This case study reflects activity of PROJECT BESTT LIGHTT in the span of three school years, from School Year 2014-2015 through 2016-2017. METHODS

18. PROJECT BESTT LIGHTT To obtain basis for this case study, four databases were made reference – the Enhanced Basic Education Information System (EBEIS), the Learner Information System (LIS), the Curriculum Implementation Division-Division Integrated Monitoring and Evaluation System (CID-DIMES) and the School-Based Management Level of Practice (SBM- LoP ). METHODS

19. PROJECT BESTT LIGHTT For the document review, data were abstracted systematically from each document using a template (Appendix A) developed by the CID-DIMES Personnel with input from the District CID-DIMES evaluation committee. Comparative School Performance Indicators were obtained from the DepEd official website - EBEIS to ensure validity of data. For the review of documents in the level of practice, the SBM Tool developed by the Division SBM LoP Evaluation Team was used with the input from the District SBM- LoP Validators. METHODS

20. PROJECT BESTT LIGHTT The document review template provided by the CID-DIMES and by the SBM LoP recorded data on the purpose and description of the documents being reviewed, including major points and themes presented in the documents and specific accomplishments of PROJECT BESTT LIGHTT that were identified. The abstracted data were compiled and analyzed through the lens of the research question, “What has PROJECT BESTT LIGHTT accomplished to date ?” METHODS

21. PROJECT BESTT LIGHTT Once relevant data from the documents were identified and abstracted, they were compiled to form a list of projects, products, activities, and learning outcomes as representation of the project accomplishments and cross-checked to ensure the data were complete . METHODS

22. PROJECT BESTT LIGHTT The evaluation of PROJECT BESTT LIGHTT is done every end of school year March 31 and is categorized into three spherical components of school performance indicators: ACCESS gives focus on how the school invites learners and stakeholders, INTERNAL CONTROL gives concentration on how the school managed to keep the learners and stakeholders in school, and QUALITY measures the development of learners and stakeholders against the national standards of competence set by the Department of Education. METHODS

23. PROJECT BESTT LIGHTT ANALYSIS Table 2. Comparative School Accomplishment & Performance on DepEd-Initiated Programs

24. PROJECT BESTT LIGHTT ANALYSIS It is shown in the table that during the school year 2014-2015, the school performance fall under Red Category or Poor Performance, are those that involved parents and community representatives like school mapping, DORP, CPP, NGP and SBM Practices. This is due to a weak linkage between the school and the external stakeholders. The other programs that fall in the same category are those that involve man-power and equipment like ICT and ELLN. This is because only 2 out of 11 teachers have their personal laptop and printer and only 3 out of 11 teachers are literate in computer technology.

25. PROJECT BESTT LIGHTT ANALYSIS The table further shows two programs that were performed at Gold Category or Below Satisfactory Performance are the implementation of Early Registration and Child Find Activities. Both programs involved going out of the school premises and conducting survey to all Purok of Barangay Bulawan. During this school year, there were reports of sightings of unidentified and lawless elements which triggered fears among the teachers to conduct such activities. It is imperative to note that during this period, two teachers in adjacent town – Mabuhay, Zamboanga Sibugay – have been abducted by unknown group of kidnappers.

26. PROJECT BESTT LIGHTT ANALYSIS On the second year of PROJECT BESTT LIGHTT, the table above shows the speedy evolution of the school performance in all programs. An astounding increase of 66.43% from 32.14% of accomplishment, making an average of 98.57% of school performance, clearly manifests the orchestrated effort of both internal and external stakeholders. The lowest performance is 95% in activities involving going out to all Purok of the Barangay and the legal matters pertaining to child abuse and dropping of learners .

27. PROJECT BESTT LIGHTT ANALYSIS The recently concluded School Year marked an impressive performance of the school in all programs. Topping in the whole Division of Zamboanga Sibugay in just a matter of 2 years after implementation of PROJECT BESTT LIGHTT with an average performance of 112.86%.

28. PROJECT BESTT LIGHTT ANALYSIS The following table will show School-initiated Programs and their success and effectiveness in inviting the children and their parents to enroll in Bulawan Elementary School of Today & Tomorrow, the number of community members who were interested at finding out how the school is faring with regards to enrolment competition since there are two Elementary Schools in Barangay Bulawan due to its geographical area and population.

29. PROJECT BESTT LIGHTT ANALYSIS School-Initiated Programs ACHIEVEMENT Name Objective/s 2014-15 2015-16 2016-17 Reading Clinic To provide remedial reading instructions to Non-Readers and Slow Readers using pull-out system. 33 KSA learners 8 dropped out 3 failed 22 promoted 66.66% AR Discontinued due to unavailability of teacher Sige Study, Ulam Libre To provide free lunch to children under Nutritional Status of Wasted and Severely Wasted for 120 school days. 33 learners 20 days Php 10/pupil 16.66% AR 42 learners 120 days Php 15/pupil 100% AR 54 learners 120 days Php 17/pupil 100% AR School Supplies Mo, Sagot Ko To seek benefactors of less fortunate learners who are not beneficiaries of 4Ps whose parents cannot provide basic school supplies. To provide free basic school supplies to less fortunate learners.   28 learners 190 notebooks 70 pads of paper 30 pencils 30 pens 100% AR 35 learners 344 Backpacks containing notebooks, papers, crayons and pens from the YELLOW BOAT Foundation 982.86% AR Everyday is BESTT Christmas Day To seek benefactors/donors of used clothing, shoes, bags and toys. To provide less fortunate children clothing, shoes, bags and toys.   Benefactors: Local 32 Abroad: 3 Beneficiaries : 44 100% AR Benefactors: Local 41 Abroad: 5 Beneficiaries : 87 100% AR Table 3. Comparative School Accomplishment & Performance on School-Initiated Programs

30. PROJECT BESTT LIGHTT ANALYSIS The table above shows that there are only two school-initiated programs before the implementation of PROJECT BESTT LIGHTT. Failure of the reading clinic is contributed to irregular schedule of teachers handling the remedial instruction, which resulted to loss of interest on the part of the learners that resulted to dropping out and failing in the grade level hence only 22 out of 33 learners or 66.66% completed the program. It further shows that there is a minimal accomplishment of the Feeding Program resulting from inadequacy of funds. The data shows that the program covered only 16.66% or 20 days of the target 120 days .

31. PROJECT BESTT LIGHTT ANALYSIS School-initiated programs were integral part of PROJECTT BESTT LIGHTT as shown in table, two new programs were launched and become successful. The table shows an increase of beneficiaries in and benefactors. The most astonishing accomplishment of the program happened in School Year 2016-2017 when the school managed to tap the Yellow Boat Foundation of Ipil , Zamboanga Sibugay that donated 344 backpacks containing school supplies which allows the school to extend its beneficiaries to Calape Elementary School since there was a surplus of 93 packbags .

32. PROJECT BESTT LIGHTT ANALYSIS It also shows that there is an increasing number of benefactors in used clothing, shoes and toys both local and abroad. Benefactors are acknowledged in the Facebook account of the school and seen by hundreds of its followers .

33. PROJECT BESTT LIGHTT ANALYSIS ACCESS Access in School Performance Indicators is the ability of the school to invite children and their parents to enroll in Bulawan Elementary School of Today & Tomorrow. It is more like of an advertisement, the service provided to entice costumers to come in and experience what is BESTT, specially since there are two Elementary Schools in Barangay Bulawan due to its geographical area and population

34. PROJECT BESTT LIGHTT ANALYSIS ACCESS Table 4. Comparative School Accomplishment on access to education.

35. PROJECT BESTT LIGHTT The table above shows that in School Year 2014-2015, the school has very limited facilities in access to education category except for the school site which was generously donated by the Local Government. Textbook, seating, classroom and lighting are the only facilities that fall under the Gold Category, meaning satisfactorily provided. On the first year of PROJECT BESTT LIGHTT, a significant development of facilities is evident. One might question why the playground area decreased. ANALYSIS ACCESS

36. PROJECT BESTT LIGHTT This is due to the conversion of 5,095 square meters of playground into an income-generating project, the BESTT FARMA, which becomes the main source of funding programs, competitions, leadership training of learners, honoraria of facilitators for learners training in table skirting, flower arranging, DaMath , Drum corps, athletic and sports competition, literary competition and musical competitions. ANALYSIS ACCESS

37. PROJECT BESTT LIGHTT Meeting the standard are textbooks, seating facilities, additional teacher item, opening of canteen and its remarkable capital outlay, construction of toilet in every classroom, provision of potable water supply through drilling and purifying system, and ventilation and lighting facilities in every classroom; while exceeding the standard set for facilities are the construction of an outdoor stage named BESST Alumni Rotunda, providing air-conditioning units to the computer lab, conference room and the principal’s office ANALYSIS ACCESS

38. PROJECT BESTT LIGHTT In School Year 2016-2017, the second year of implementation of PROJECT BESTT LIGHTT, all facilities except for exclusive toilets for boys and girls meets (colored green) while some even exceeds (colored dark green) the national standard of physical facilities. The most notable change in the provision of basic facilities is the existence of laptops, printers and digital display in all eleven classrooms. Similarly notable is the change of color of the stage and the outdoor stage. It is noticeable that in School Year 2016-2017 their color changes from green to dark green. ANALYSIS ACCESS

39. PROJECT BESTT LIGHTT This means the standard of these facilities exceeded the national standard set by the Department of Education. The stage has been renovated to provide a ramp and center podium, the outdoor stage has been finished with granite which can stand sudden change of climate and temperature. The backup power supply is noticeably in dark green category since this is an add-on to the facilities of the school, not basically required by the DepEd. ANALYSIS ACCESS

40. PROJECT BESTT LIGHTT ANALYSIS ACCESS Figure 1. Comparative Enrolment

41. PROJECT BESTT LIGHTT The chart above shows enrolment trend from the School Year PROJECT BESTT LIGHTT begun its implementation until at present school year. The data shows a significant decline of enrolment. This is due to the threat of peace and order in the area caused the presence of unidentified lawless elements and the consequence of kidnapping incidents in adjacent municipalities. The most appalling decline happened after the kidnapping incident in 2015. A staggering 5.65% or 16 individuals from among the learners chose to continue their education in another place . ANALYSIS ACCESS

42. PROJECT BESTT LIGHTT The major cause of this decline is the transfer of residence due to armed conflict. In school year 2016-2017, a 6.37% decline is evident. This time it is due to the migration of learners from Grade6 to Grade7 wherein Grade6 learners during the previous school year constitutes the highest population in the school as proved in Gross Intake and Net Intake in succeeding tables. For the current school year, a significant increase of 2.39% or 6 learners is evident resulting from transferring-in of learners from neighboring schools ANALYSIS ACCESS

43. PROJECT BESTT LIGHTT Internal control refers to Performance Indicators that tends to keep the children in school, without them having to leave due to lack of interesting features in the school in both academic and physical facilities, it focus on drop-out rate, transfer-out rate, repetition rate and graduation rate. ANALYSIS INTERNAL CONTROL

44. PROJECT BESTT LIGHTT ANALYSIS INTERNAL CONTROL Figure 2. Comparative Drop-out Rate.

45. PROJECT BESTT LIGHTT The graph shows a comparison of drop-out rate for three school years. Before the implementation of PROJECT BESTT LIGHTT, there is a total of 5.69% of number of learners dropped-out or 6 individuals. It is but noticeable that upon implementation of the project in School Year 2015-2016, the National Standard of Zero Drop-out is met and sustained in the next school year. This is due to the endeavor of stakeholders at providing quality basic services to learners in terms of facilities and academic advancement which is at a constant rate of escalation. ANALYSIS INTERNAL CONTROL

46. PROJECT BESTT LIGHTT The data projected in the graph tallies with the School Accomplishment and Performance in DepEd-Initiated Projects particularly in addressing issues involving DORP and CPP. It is important to note that there are School-Initiated Programs launched alongside with the project as interventions to specific issues. These programs significantly contributed to the reduction of Drop-out Rate from 5.69% to 0%. ANALYSIS INTERNAL CONTROL

47. PROJECT BESTT LIGHTT ANALYSIS INTERNAL CONTROL Figure 3. Comparative Failure Rate.

48. PROJECT BESTT LIGHTT The table shows that during School Year 2014-2015, there is a noteworthy failure rate of 2.10% or a total of 3 learners, 2 males and 1 female. This is due to lack of intervention programs in the school inasmuch as remedial classes and home visit is concerned. Upon implementation of PROJECT BESTT LIGHTT, failure rate dropped from 2.10% to 0% and such figure is maintained during the succeeding school year. This is due to strengthened “ Sige Study, Ulam Libre ” program and the launching of School Supplies Mo, Sagot Ko , and Everyday is BESTT Christmas Day. ANALYSIS INTERNAL CONTROL

49. PROJECT BESTT LIGHTT ANALYSIS INTERNAL CONTROL Figure 4. Comparative Promotion Rate.

50. PROJECT BESTT LIGHTT This graphical representation shows a significant change of Promotion Rate. There is a total of 11 learners or 3.90% of the total school children failed to comply requirements to pass their respective grade levels. The basic requirement in the Key Stage Areas is reading. Hence, the data shown in Table 3 supplements the data reflected in the table above. A significant increase of Promotion Rate is noticeable in the succeeding school years as such PROJECT BESTT LIGHTT came into being. The data show that all learners in the past two school years successfully managed to comply with the prescribed competencies and were promoted to the next grade level. ANALYSIS INTERNAL CONTROL

51. PROJECT BESTT LIGHTT ANALYSIS INTERNAL CONTROL Figure 5. Comparative Repetition Rate.

52. PROJECT BESTT LIGHTT The graph shows that School Year 2014-2015 has the highest Repetition of 8.36% and decreasing to 2.79% in School Year 2015-2016 and diminished during the School Year 2016-2017. Repeaters are those who were not promoted during the previous school year and enrolled in the same grade in the current school year. Hence, 2014-15 were learners who failed during School Year 2013-2014. The data shown above is congruent with the date in Table 7 showing the percentage and number of learners who failed. It is evident that upon launching of PROJECT BESTT LIGHTT, Repetition Rate National Standard of 0% was achieved and is currently sustained. ANALYSIS INTERNAL CONTROL

53. PROJECT BESTT LIGHTT Quality in terms of School Performance Indicators refers to the product at which learners demonstrate in academic, social and personal skills. These are measured through standardized tests of learners and actual evaluation of the school’s facilities and teachers’ performance. This shows how good the school is in developing lifelong learners equipped with the expected 21 st Century Skills. Tables and graphs shown here reflect summarized results of academic and non-academic competitions participated by the learners and the performance of school and school personnel as measured by the CID-DIMES, SBM LoP and the –PCRF of RPMS for the past three School Years. ANALYSIS QUALITY

54. PROJECT BESTT LIGHTT ANALYSIS QUALITY Figure 6. NAT 6 School MPS.

55. PROJECT BESTT LIGHTT The graph above shows the School Mean Percentage Score obtained by Grade 6 Learners in the conduct of the National Achievement Test for Grade 6. The data show that in School Year 2014-2015, the School MPS is 55.11%, a figure that is considered below the National Standard which indicates that just a little half of the competencies in all learning areas were mastered and thus need reteaching . In School Year 2015-2016, a significant increase of 20.42% was obtained by the learners making the School MPS of 75.53, a figure that is considered at the National Standard. ANALYSIS QUALITY

56. PROJECT BESTT LIGHTT The school target of NAT MPS increase is set 10% of every preceding school year, meaning the school should have at least a School MPS of 60.62% for SY 2015-16 but the performance of test takes reached 204.22% of its target School MPS. The effect of cognitive development among learners is demonstrated in School Year 2016-2017 where the learners obtained 88.13% of the NAT. This data tells us that there is a significant increase of 12.60% from the preceding school year making its performance output to 125.98% of the expected 7.55% MPS increase or 83.08% School MPS. ANALYSIS QUALITY

57. PROJECT BESTT LIGHTT ANALYSIS QUALITY DISTRICT LEVEL ACADEMIC & NON-ACADEMIC COMPETITIONS LEARNING AREA COMPETITION RANK 2014-15 2015-16 2016-17 English Jazz Chant 1 1 Readers Theater 1 1 Creative Story Telling 2 1 Quiz Bee 6 13 3 1 Quiz Bee 5 8 1 2 Quiz Bee 4 4 2 1 Math DaMath 6 11 1 1 DaMath 5 10 1 1 DaMath 4 5 1 1 MetroBank-MTAP Challenge 6 23 3 2 MetroBank-MTAP Challenge 5 18 2 1 MetroBank-MTAP Challenge 4 13 1 1 MetroBank-MTAP Challenge 3 4 3 MetroBank-MTAP Challenge 2 5 6 MetroBank-MTAP Challenge 1 8 6 Science Quiz Bee 6 8 4 1 Quiz Bee 5 10 3 1 Quiz Bee 4 7 2 1 Quiz Bee 3 5 4 5 SciArt 5 3 1 Slogan 4 1 1 SciPainting 2 1 SciDama (Power Patrol) 2 2 SciDama (Water Patrol) 2 1 SciGown 1 1 Table 5. Comparative School Accomplishment on District Level Academic Competition.

58. PROJECT BESTT LIGHTT ANALYSIS QUALITY Table 5. Comparative School Accomplishment on District Level Academic Competition. DISTRICT LEVEL ACADEMIC & NON-ACADEMIC COMPETITIONS Filipino Quiz Bee 6 6 1 2 Quiz Bee 5 9 2 1 Quiz Bee 4 5 3 2 Quiz Bee 3 7 5 1 Quiz Bee 2 3 2 2 Dalawahang Awit 5 2 2 Isahang Awit 7 1 1 Tula 4 1 1 Balagtasan 2 1 Kwentuhan 3 1 1 Pagsasatao 5 1 1 HEKASI/ARPAN Quiz Bee 6 12 5 3 Quiz Bee 5 8 3 2 MAPEH/MSEP NAMCYA 1 1 Drum Corps 1 1 Entrepreneur and Skills Development Table Setting 1 1 Table Skirting 1 1 Flower Arrangement 1 1 Fruit Shake 1 1 Fruit Juice 1 1 SCHOOL AVERAGE RANK 5.45 2.275 1.65 Table 5. Comparative School Accomplishment on District Level Academic Competition. Table 5. Comparative School Accomplishment on District Level Academic Competition.

59. PROJECT BESTT LIGHTT The table in the preceding slide shows a remarkable performance of the school in school years where PROJECT BESTT LIGHTT is implemented. In School Year 2014-2015, there were only 27 participations out of 45 competitions. The launching of PROJECT BESTT LIGHTT significantly improved the school’s participation and performance. ANALYSIS QUALITY

60. PROJECT BESTT LIGHTT It is manifested in the table that in school years 2015-16 & 2016-17, the school has sent participants in all competitions and each have made their mark. Worth noting are the entries of Jazz Chant, Readers Theater, SciGown , the NAMCYA, Drum Corps and all categories in the ESD from zero participation to first place in succeeding two school years. It is also evident in the table above that all entries ranked at least 8 th in 26 participating schools ANALYSIS QUALITY

61. PROJECT BESTT LIGHTT ANALYSIS QUALITY Figure 7. Comparative Reading Level of learners.

62. PROJECT BESTT LIGHTT The graph above shows a remarkably increasing reading skills of learners. In School Year 2014-2015, there are 11 learners in the Key Stage who are Non-Readers (NR) and successfully addressed in succeeding school years where no indication of NR across Grades 1 to 6 learners. The data shows a significant decrease of Frustration Reading Level of learners in SY 2015-16, but slightly increased by 7 learners in SY 2016-17. An increase of 31 learners under the Independent Reading Level is achieved in SY 2016-17 with a corresponding decrease in the Instructional Reading Level of 35 pupils. ANALYSIS QUALITY

63. PROJECT BESTT LIGHTT This significant change of reading skills of learners is the result of unswerving efforts of teachers in providing remedial reading instructions to each learner by conducting remedial reading instructions and enhancement activities . ANALYSIS QUALITY In the light of teacher performance, the following table extracted from the summary of IPCRF for three consecutive school years will justify and validate the data from Access to Internal Control.

64. PROJECT BESTT LIGHTT ANALYSIS QUALITY SUMMARY OF PERFORMANCE RATING Name of Employees RATING 2015 (PAST) 2016 (IPCRF) 2017 (IPCRF) Abrigana, Vivian U 8.59 (VS) 4.92 (O) 464 (O) Apduhan, Romel S 8.50 (VS) 4.83 (O) 4.67 (O) Frigillano, Alicia R 8.47 (VS) 4.20 (VS) 4.46 (VS) Galleposo, Gabriel T 9.09 (O) 4.77 (O) 4.73 (O) Hermoso , Esperanza R 8.59 (VS) 4.97 (O) 4.71 (O) Labao, Jenevy T 8.59 (VS) 4.88 (O) 4.53 (O) Navarro, Helen M 8.59 (VS) 4.36 (VS) 4.43 (VS) Pallon, Prelyn B 8.59 (VS) 4.97(O) 4.62 (O) Salada, Merilyn R 8.59 (VS) 4.83 (O) 4.54 (O) Sarmiento, Myrna R 8.58 (VS) 4.77 (O) 4.56 (O) Sorteda, Anita P 8.58 (VS) 4.91 (O) 4.60 (O) INSTITUTIONAL RATING 8.61 (O) 4.76 (O) 4.58 (O) Table 6. Comparative Individual and Institutional Performance Rating.

65. PROJECT BESTT LIGHTT The table above indicates performance of every teacher in the school. There are two Performance-Based Assessment Tools used here as reference. In School Year 2014-15, the Performance Appraisal System for Teachers (PAST) was used because this is the prescribed tool to measure teachers performance. In the succeeding school years, the Individual Performance Commitment and Review Form (IPCRF) of the Results-Based Performance Monitoring System (RPMS) was used since the Deped shifted from PAST to Civil Service prescribed performance assessment tool. ANALYSIS QUALITY

66. PROJECT BESTT LIGHTT Although they vary in rating methods and scale of performance, the content and nature of both tools are similar in nature, concerned at assessing performance of teachers based on Key Result Areas set by the DepEd. In School Year 2014-2015, it is noticeable that all teachers are at the brink of outstanding performance at 8.59. The outstanding rating of the school principal (9.09) is the vital factor at achieving Outstanding School Performance. ANALYSIS QUALITY

67. PROJECT BESTT LIGHTT When PROJECT BESTT LIGHTT was launched in School Year 2015-2016, it can be discerned that all teachers except 2 who are in their 60s are performing at high level, sustaining the Outstanding Institutional Performance of the school at 4.76. In School Year 2016-2017, there is a significant 0.18 points downward fall of performance. This is due to the inclusion of Boy Scout and Girl Scout 100% Registration which the school does not support as reflected on its approved School Improvement Plan. This, however, did not affect the Institutional Performance since 4.58 points is at the Outstanding Performance bracket. ANALYSIS QUALITY

68. PROJECT BESTT LIGHTT ANALYSIS QUALITY The graph above represents the General Scholastic Average (GSA) of learners. It is a representation of the performance of learners in academic areas obtained by computing the general average of each learner in each grade level and obtaining the average of grades 1 to 6. It is manifested in the graph that the GSA significantly increased at the time PROJECT BESTT LIGHTT was implemented.

69. PROJECT BESTT LIGHTT This is supported by the Internal Control data presented earlier. In School Year 2015-16, an increase of 1.43% is obtained from 84.74% in School Year 2014-15 and such increase is sustained at 1.13% in School Year 2016-17. The data manifest development of learners in academic performance and their mastery of skills required in their respective grade levels. The graph also reflects the performance of teachers at nurturing earners to their maximum potential and as such, a continuing improvement of learning outcome is manifested. ANALYSIS QUALITY

70. PROJECT BESTT LIGHTT The Project is a triad of a program, a network that contributed to the increase of Performance Indicators in Access, Internal Control and Quality and as such, the following accomplishments are clearly manifested in the school : FINDINGS All Teachers in the Key Stage Area use explicit teaching approach in all learning areas, have made Self-Instructional Materials every month in all learning areas to address Children-At-Risk of Dropping-out and have digitized Daily Lesson Log for efficiency.

71. PROJECT BESTT LIGHTT They also have provided themselves with TGs & CGs and digital IMs in all competencies of all learning areas. Teachers in all grade levels integrate GAD, CPP and DRRM in appropriate lessons. In terms of professional development, the average performance rating in the IPCRF is 4.67, a figure within the outstanding bracket, continuously improve themselves by attending post graduate studies, seminars and training which resulted to employing various pedagogical approaches suitable for each and every learner. FINDINGS

72. PROJECT BESTT LIGHTT Learners in the Key Stage Area are readers and numerates suited in their respective grade level and are intact from the beginning of classes until the end of the school year. They are protected against all kinds and forms of abuse, within and without the school, and from foreign & domestic individuals and are equipped with skills and knowledge expected of them especially acquiring fundamental ICT skills to keep abreast with the challenges of the 21 st century demands. They are trained to identify and develop their potential in both academic and non-academic spheres and embrace the virtue of a God-fearing & patriotic citizen of the Philippines. FINDINGS

73. PROJECT BESTT LIGHTT Classrooms have transformed into a print-rich learning environment, equipped with basic amenities to provide basic health care & nutrition and technological apparatus and are well ventilated and properly lighted. All classrooms evolved into a child-friendly and gender sensitive learning environment and have facilities to cater needs of special learners. The School is continuously advancing into an institution of excellence in academic instruction and holistic development of learners in the District through continuous development based on research and scientific studies. FINDINGS

74. PROJECT BESTT LIGHTT The School Principal have exercised his skills in School Leadership which involves Data-based Strategic Planning, Problem-Solving, Building High Performance Teams, Leading and Managing Change and Coordinating with stakeholders Creating a learner-centered Learning Climate of high social and academic expectations. FINDINGS

75. PROJECT BESTT LIGHTT Significant changes resulting from PROJECT BESTT LIGHTT are evident in each of the following Performance Indicators : FINDINGS ACCESS - In providing programs and activities to inviting the learners to enroll in the school, stakeholders managed to tap local and foreign resources and benefactors for feeding and providing clothing and school supplies. They also turned half of the school site into an income generating project which will fund the learners in all activities and competition. Classrooms become child-friendly, gender sensitive, safe and technologically motivating.

76. PROJECT BESTT LIGHTT Inasmuch as Internal Control is concerned, dropping out of school is adversely reduced to zero accompanied by one hundred percent promotion and graduation rate. Reading difficulties were addressed by remedial instruction and enhancement activities. Teaching-learning innovations are constantly tried, and modified to suit their learning styles. FINDINGS In the sphere of Quality, the products of the school is as astounding as the teachers. They excel in academic and non-academic competitions. Average performance assessment of teachers is at outstanding level more so the General Scholastic Average of learners and the NAT 6 MPS.

77. PROJECT BESTT LIGHTT Significant changes resulting from FPROJECT BESTT LIGHTT in achieving outstanding school performance are manifested in all aspects of the school . FINDINGS Professional Growth and Development of teachers is placed at the top of priority list. They are sent to training in specialized field and areas of academic development to improve their Instructional Competence to make teaching-learning experience in the classroom superior.

78. PROJECT BESTT LIGHTT There is a strong linkage of School, Community and Parents. Partnership is the primary target of the project to realize its objectives. This relationship is evidenced in programs that involved fund raising activities and in looking for benefactors who will help the school providing less fortunate learners continue to be motivated in going to school and performing at high level . FINDINGS The Learning Environment is the area of concern that the school head, the parents and community put first. Transformation of all classrooms from satisfactory to a print-rich and technologically motivating, safe and gender sensitive environment is apparent as evidenced by the CID-DIMES Tool.

79. PROJECT BESTT LIGHTT Technical Assistance is provided by the Master Teacher and by the School Principal to ensure congruency of lesson delivery and that instructional materials are readily available. Instructional Supervision is done to all teachers to ensure that there is an engagement of learners and materials, connection is made with past experiences and that there exists a progression of knowledge and skills. This area of supervision is assessed through using the class observation tools which encompass all teaching-learning segment. FINDINGS

80. PROJECT BESTT LIGHTT The contributory factors that make the program successful and effective are the following: FINDINGS a. Strong partnership with parents and community – as evidenced in Table 3 which shows support of parents and community members in school-initiated programs. in Table 4 concerning provision of basic amenities and facilities and in Table 5 that shows parents involvement in academic and non-academic competition.

81. PROJECT BESTT LIGHTT b. Teacher Development is also the main concern of PROJECT BESTT LIGHTT. Professional development through advance studies, training and seminars. This focus to developing teacher competence led to the success of the project implementation via curriculum indigenization, research and innovation . FINDINGS c. Income generating project of BESTT which fund the travel expenses, attire, uniform, props and instruments needed to get the first place in every kind of competition has played a vital role in the success of project. Had it not been because of the 1.5 hectare of playground converted into rice field, success of the project would become limited due to financial constraint which the parents will shoulder.

82. PROJECT BESTT LIGHTT d. Commitment and dedication of teachers in their share of curriculum implementation, learner development programs and the search for continuous improvement contributed a gargantuan scale in the success and effectiveness of the project . FINDINGS e. Motivation of learners both in intrinsic and extrinsic nature significantly contribute effectiveness of the project. This behavior is rationally demonstrated in their progress in reading as reflected in Figure 7, their increasing general average as comparatively described in Figure 8, their performance in competitions as projected in Table 5. It has become a culture in the school to aim at least third in any kind of competition thereby upholding the school slogan – BULAWAN! Inspiring Triumph.

83. PROJECT BESTT LIGHTT The project reciprocates resources poured by the Philippine Government through its serving as a vessel in adhering to DepEd Order No. 2, series of 2015 entitled ”GUIDELINES ON THE ESTABLISHMENT AND IMPLEMENTATIO OF RESULTS-BASED PERFORMANCE MANAGEMENT SYSTEM (RPMS) IN THE DEPARTMENT OF EDUCATION” particularly in Section V paragraph 14 which states that the RPMS shall align the performance targets and accomplishments with the Department’s mandate, vision, mission and strategic goals. It shall ensure 100% results orientation vis-a vis the planned targets . FINDINGS

84. PROJECT BESTT LIGHTT Based on the findings of this study, the researcher recommends the following key concepts :   RECOMMENDATIONS PROJECT BESTT LIGHTT can be replicated for purposes of finding solutions in terms School Performance, human resource development, school site improvement, strengthening community linkages, academic development of learners and learning interventions.  

85. PROJECT BESTT LIGHTT   Practices performed to create, launch and sustain the project will be continued in the school even after the researcher shall have been transferred to another school. The nature of the project is school-based, thus it will not leave with the school head.   RECOMMENDATIONS   Further study on PROJECT BESTT LIGHTT is encouraged to explore other capacities of the program that might not currently being taken advantage of.  

86. PROJECT BESTT LIGHTT CID-DIMES – Curriculum Implementation Division-Division Integrated Monitoring and Evaluation System is a tool currently used by the Division Monitoring and Evaluation Personnel in Validating SBMLoP , IPCRF Rating and Program implementations. GLOSSARY   IPRCF – Individual Performance Commitment and Review Form. A tool part of the RPMS that shows how performance of employees are rated.

87. PROJECT BESTT LIGHTT PAST – Performance Appraisal System for Teachers is a tool used to measure the capacity, effectiveness and efficiency of teachers in teaching-learning process including reflections on their personal characteristics. This tool has been used for a couple of decades and is replaced since 2016 by the RPMS. GLOSSARY

88. PROJECT BESTT LIGHTT Phil-IRI - Philippine Informal Reading Inventory Oral Test is one variation of IRI. It is adapted in the context of IRI to help teachers determine the reading abilities and needs of their pupils in order to provide bases for planning their classroom instruction. GLOSSARY

89. PROJECT BESTT LIGHTT RPMS – Resuls -Based Performance Management System. It is an organization-wide process to ensure that employees focus work efforts towards achieving DepEd’s Vision, Mission and Values. It is a systematic approach for continuous and consistent work improvement and individual growth. GLOSSARY

90. PROJECT BESTT LIGHTT SBM LoF – School-Based Management Level of Practice is a tool designed to measure the capacity, effectiveness and efficiency of the school at performance, decision and policy making, linkages and involvement of community, curriculum implementation, instructional supervision, technical assistance and providing interventions to attain the DepEd Vision and Mission. GLOSSARY

91. INDICES AND REFERENCES ARE FOUND IN BOOK 2 PROJECT BESTT L I G H T T earning nterventions for eneral exc ange of e chnology and ins ruction