Project Share S H A R E
Project Share S H A R E
Project Share S H A R E
Letang School
S E
H R
A
PROJECT SHARE
S - school’s stakeholders
H - harmoniously work together to
A - attain
R - relevant and quality
E - education
INTERPRETATION OF THE PROJECT LOGO
School Children – Represents the central focus of Project SHARE in its
implementation.
Computer - Symbolizes the 21st Century Education. This signifies the technological
advancement to be adaptive and responsive to the needs of our digital native
learners in order to make education be relevant, meaningful and useful for our
learners. This project is trying to address.
Globe - Symbolizes the environment and surroundings of the children that has an
important influence on their well-being and development. This environment distinct
from the emotional, cultural, or learning environments in which children find and
adapt themselves to learn.
Green Color of the Globe – Represents the child friendly and healthy well – being
of diverse learners and teachers.
Blue Color of the Globe – Confirms the extent of opportunities of school children in
the school in terms of basic skills to be developed among learners.
The color of the acronym SHARE – Yellow signifies the sun rays that shows the
burning desires of the stakeholders in the implementation of the project
The Color of Letang Elementary School – White color shows the financial matters
in the implementation of the project that is clear and fair.
Introduction:
Within the Sitio is Letang Elementary School where among the populace of
the sitio enrolled. As of this time, the enrollees of the school from kinder to grade
VI are 57 male and 70 female which is 127 in all and are handled by 7 teachers
and a school head.
Theoretical Framework:
The SIPOC model method makes clear which factors influence the
transformation process and which parties are involved. By mapping this, a
company can find out everything that needs to be worked out to have
their processes run smoothly.
The supplier supplies input in the form of raw and other materials,
semi-finished products, knowledge and expertise tailored to a company’s
needs. This is an important step in the process towards the eventual
shape the final product or service will take for the customer. This output
has to comply with and perhaps even surpass the customer’s
requirements. The customer is not necessary an external party, they can
also be from within the organization. This means supplier/customer
relations can also exist within a company.
S I P O C
SUPPLIERS INPUTS PROCESS OUTPUT CUSTOMER
(Who (What inputs (What does the (What are (Who are
supply are required?) process do?) the the
process outputs?) customers
inputs) ?)
1.School 1.School 1.Evaluation of 1.Improved 1.School
Head Performance school school Head
2.Teachers Indicators/Result performance performance 2.Teachers
3. Parents 2. SBM Result indicators and indicators 3.Learners
3. SBM action SBM result 2.Improved
plan 2. Planning of SBM level of
4. Raw materials Interventions/ practice
in making Programs/
teaching- Activities
learning 3.
materials Implementation
5. School head of planned
supervisory Interventions/
plans Programs/
6. Teachers’ Activities
Daily lesson 4. Monitoring
plans or lesson and evaluation
logs of implemented
Interventions/
Programs/
Activities
5.
Implementation
of home
visitation
1.School 1.school-based 1.Intensify SBFP 1.Rehabilitate Kinder to
Head feeding program program d 100% of Gr. 6 who
2.Teachers report for school 2. Regular the are
year 2018-2019 monitoring of beneficiaries categorize
and beginning of SBFP d as
to normal
school year implementation severely
2. Food and
nutritional wasted
Supplies status.
2.Improved
health and
nutrition
values and
behavior of
school
children.
1.School 1.PHIL-IRI Tools 1.Preparation 1. Improved Grades I
Head and Forms 2.Remediation result of PHIL- to VI
2.Teachers 2.Reading 3.Distribution IRI pupils
Materials, 3.Test Proper
3.Charts,
4.Videos 4.Retrieving
5. Reading 5.Checking
Action plans 6.Evaluation
of
Results of
7.Remediation
8.Identifying
Mastered/Leas
t
Mastered
Skills
9.Preparation
of
New Materials
or
Reinforcement
-Intensifying
school reading
programs
1.School Stakeholders’ -Search for Strengthen 1.School
Head Participation active PTA partnership Head
2.Teachers rate/result officer or between 2.Teachers
3. -Letters of member school 3.
Stakeholde personnel and Stakeholde
invitations to -Acknowledge
rs stakeholders rs
stakeholders stakeholders
on conferences efforts,
or school donations and
activities presence
-Attendance -PTA/SGC
Sheets Monthly/Weekl
-PTA Action y school visit
Plans
-PTA
Accomplishme
nt Reports
Analysis: The school literacy result is fluctuating from 86.33% to 86% from
school year 2016-2017 then went down in S.Y. 2018-2019.
B. Nutritional Status
Analysis: The data reveals that there are few pupils who are wasted and
overweight for the past two school years, while majority of them are normal in
their nutritional status.
For this school year (2019-2020), SBFP program will prioritize 100%
of the kindergarten to Grade 6 pupils categorized under severely wasted
based on the nutritional status report. The 120-day feeding program is
expected to improve the nutritional status of the pupils which is expected
to result in 85-100% classroom attendance and improve the children’s
health and nutrition values and behavior.
C. School Performance Indicators
D. Stakeholders’ Participation
Analysis: The table shows that parents’ participation in the different school activities
did not meet the target participation rate of 100% due to economic status,
conflict of schedules and lack of information.
Analysis: The table shows that the school’s SBM level of practice for the past
three school years was developing.
Analysis: The table shows that majority of the teachers attended LAC sessions
and K to 12 trainings and other teaching related trainings except for SBM and
ICT.
- Provision of
needed TA
- Implementation of
teachers’ IPDP
plans
- Contextualization
of the Curriculum
through
integration in the
daily lesson plan
or daily lesson log
and Preparation of
contextualized
Instructional
Materials
-Revitalize local
culture through
songs, dances,
compilation of
local stories.
- Sustaining and
institutionalizing
Partnerships
- Others as deemed
necessary
SDS, ASDS,
SGOD, CID,
July and
Quarterly Monitoring OSDS, school
October
and Evaluation quarterl stakeholders Documentation
2019;
through the SMEA, y s
January
DisMEA and DMEA
2020
D. Post-Implementation Phase
Date Activity Duratio Persons MOV
n Involved
Banner Project
Final evaluation of
Report Cards,
School Banner SDS, ASDS,
Accomplishme
April Project and SGOD, CID,
3 days nt Reports and
2020 Developing Next OSDS, school
other
Steps Plans for next stakeholders
Documentation
phase
s
May Recognition of Best 1 day SDS, ASDS, List of
2020 Initiatives and SGOD, CID, Awardees,
outputs in the OSDS, school Program Paper
implementation of stakeholders
School Project
Banners and Worthy
Actions and
Observations in the
implementation of
the School Banner
School
Project SHARE
May personnel Documentation
Celebration of 1 day
2022 and s
Successes
stakeholders
School Head,
Preparation of Final Lead Teacher, Final
June One
Accomplishment Teachers and Accomplishme
2022 week
Write-up ICT nt Write-up
coordinator
Prepared:
LEONOR M. BAGNOS FREDA B. WADWADAN MARILOU A.
NGUSLAB
School Program/Project School Program/Project School
Program/Project
Coordinator Member Member
ESTELLA C. WANDEN
Teacher III
Recommending Approval:
FAUSTO B. CALAPIAO
ESHT-III
Approved: