List of School Planning Team

Department of Education

Region V

Division of Camarines Sur

Ragay District

Baya Elementary School

LIST OF SPT MEMBERS

SPT MEMBERS	TASK
School Head:   Helen J. De Lima	·         Convenes the planning team ·         Provides leadership and guidance in the development of the school improvement plan ·         Facilitates actual planning workshop
Teacher Representative:   Noel R. Dauran	·         Provide needed information relative to teaching and learning process ·         Actively participate during the development of the SIP
LGU Representative:   Lilia M. Marcaida	·         Share valuable information on the interest of the community in school improvement
PTA Representative:   Luisito E. Almoro	·         Commit available resource in the implementation of the plan
Pupil Representative:   Jacqueline L. Almoro	·         Share unique insights about their difficulties in the school

                                             Prepared by:

                                                                               NOEL R. DAURAN

                                                                                 SPT TEACHER REPRESENTATIVE

Noted:

                HELEN J. DE LIMA

                       ESHT - III

School Council Code of Conduct

Department of Education

Region V

Division of Camarines Sur

Ragay District

Baya Elementary School

 

School Council Code of Conduct

The following code of conduct is intended as a guide only. Our school Baya Elementary School may wish to develop our own school council code of conduct or school council protocols:

School Council member agrees to observe the following principles;

1.     The primary considerations in making decision are the schools’ values and what is in the best         interest of the pupils.

2.   School Council is accountable to and must report to, both its local school community and the Department of Education.

3.      School Councillors well abide by all legal requirements, regulations, policies and guidelines.

4.      School Council will at all times behave in civil and respectful manner.

5.      The underlying principles of the school council Code of Conduct included the promotion of;

Respectful partnership

Clear and Honest two-way communication

Transparent processes

Democratic informed decision making

Personal and professional integrity

6.      Conflict between school council members needs to be dealt with respectfully and fairly and in a manner that, both reflects this and seen to reflect this. That is, in accordance with the principles of natural justice.

7.      All councillors are expected to represent all members of the school community. Members are not there to represent just one viewpoint, or view of individual. School Councillors will therefore regularly seek the views and opinions of the whole school community, especially when major policies are being developed.

8.   School Council not an appropriate forum for the discussion of individual school staff, pupils, parents or other individual members of the school community.

9.      A Council member who is approached by a parent with a concern, relating to an individual is in a privileged position and must treat such discussion with discretion, protecting the confidentiality and privacy of the people involved. If the issue relates to an operational matter of the school, the parent should be encouraged to speak with the principal or the classroom teacher. However, if the issue relates to a school policy or procedure, it should be put in the agenda for discussion at the next school council meeting, where it will be dealt with in a generic sense to protect the privacy of individuals involved.

10.Councillors should respect the need for confidentiality and privacy with regard to sensitive  matters that might arise at School Council meetings especially where there are matters of a personal nature relating to staff, pupils or parents.

11.  Councillors should observe the need for orderly council meetings and that council needs to “Speak as one voice” in the public arena, once a decision has been made.

12.  Councillors must declare any conflict of interest when it arises.

 

             

      

       

     

  

                                   

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Question for Metrobank-DepEd Math Challenge

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2010 District MTAP – DepEd Math Challenge

Grade – 3

Name: _____________________________________________________Score: _____________

Solve each item and write the answer on the blank before the number

_________  1. What is the place value of 7 in 89 725?

___________ 2. Write “fifty-eight thousand thirty-four in figures.

___________ 3. What is the value of 9 in 89 725?

___________ 4. If you have P 6 300, how many P 100-bills will that be equal to?

___________ 5. If N + 384 = 726, What is N?

___________ 6. If N -  217 = 218,What is N?

___________ 7. 50 000 + 4 000 + 700 + 8 = _____________.

___________ 8. If you have three P 1000 bills and five P 500-bills, how much money do you   

                              have?                                                

___________ 9. What is the difference between the smallest and largest number that can be

                              formed using 0, 2, 3, and 7?

___________10. How many ninths are equal to six wholes?

___________11. What fraction of the figure is shaded?

___________12. Ara cut a cake into 36 pieces. She and her friends ate 24 pieces. What fraction 

                                in lowest terms of the cake remained?

___________13. What is the remainder in 3 578 divided by 17?

___________14. Cynthia bought 7 pens at P 11.25 each. How much did she pay?

___________15. If Cynthia gave the cashier P 100 bills , how much change did she get?

___________16. One side of a square is 31 cm. What its perimeter?

___________17. What is the area of the square  in # 16?

___________18. Mother bought  3 ½  dozen apples. She served 29 apples for Noche Buena.

                                How many apples remained?

___________19. Dina received 8 boxes of chocolates. If each box contains 16 chocolates,

                                How many chocolates did she receive in all?

___________20. If you subtract 15 to my number then add 18, the result is 60. What is my

                                number?

___________21. Mark started studying at 8:15 pm. He finished at 10:05 pm. How many

                                minutes did he study?

___________22. A rectangular garden is 21 m long and its area is 252 sq. meters. How wide is it

                                Is?                         -20                   : 9                        +8

___________23. What is N if  [N ] ----à [         ]   -----à  [           ]-----à [ 15  ] ?

___________24. What two numbers have a product of 112 and a quotient of 7?

___________25. What is the smallest number which when divided by 23 gives a quotient of 19

                                and a remainder of 3?

___________26. There are 5 dozen guavas in a basket. Four more than ¼ of the guavas are

                                ripe. How many are not ripe?

___________27. Three Grade 6 sections collected newspapers. Each section collected an

                                average of 215 kilos a week. If the drive lasted for 4 weeks, how many

                                kilos of newspapers did they gather?

___________28. Joseph arrives in school at 7:15 am and leaves at 4:45 pm. How long does he

                                stay in school every day?

___________29. Angelo has 32 blue marbles . He has 5 less than twice as many red marbles

                                than blue marbles. How many marbles has he?

___________30. 5/8  kilogram = ___________grams

2009 District MTAP – DepEd Math Challenge

Grade – 3

Name: _____________________________________________________Score: _____________

Solve each item and write the answer on the blank before the number

___________ 1. Write “ fifty-four thousand seven hundred nine” in figures?

___________ 2. What is the place value of 2 in 92 453?

___________ 3. What is the value of 5 in 59 308?

___________ 4. What number is 398 more than 4 563?

___________ 5. What number is midway between 56 and 62?

___________ 6. Find the remainder when 5 563 is divided by 19?

___________ 7. What number added to 17 equals 45?

___________ 8. The product of two numbers is 105. If one number is 5, what is the other?

___________ 9. What is the difference between the smaller and largest number that can be

                              formed using 0, 2, 3, and 7?

__________10.  How many ninths are equal to 5 wholes?

__________11.  The figure is made up of 5 equal squares of side 2 cm.

                                    What is the perimeter of the figure?

__________12.  What is the area of the square whose perimeter is 36 cm?

__________13.  Minda cut a cake into 32 pieces. She and her friends  ate 14 pieces. What

                                    fraction in the lowest terms, of the cake remained?

__________14.  If 6/N of 56 = 48, what is N?

__________15.  Round 58 964 to the nearest hundred.

__________16.  Analyn bought 6 pens at P 9.25 each. How much did she pay ?

__________17.  If she gave the cashier P 100-bill, how much change did she get?

__________18.  Mother bought 3 ½ dozen apples. She served 29 apples for Noche Buena.

                                    How many apples remained?

__________19.  Marie received 7 boxes of chocolates. If each box contains 13 chocolates, how

                                    many chocolates did she receive in all?

__________20.  If you subtract 15 to my number then add 18, the result is 60. What is my

                                    number?

__________21.  If 3 apples cost P 25, How much will a dozen cost?

__________22.  A rope 35 meters long is cut into 2 pieces. One piece is 7 meters longer than

                                    the other. How long is the shorter piece?

__________23. There are 650 pupils in school. If 2/5 are boys, how many are girls?

__________24.  P 550 is how many times as big as P 50?

                                                           -20          :9           +8

__________25. What is N if [N]--à [    ]--à[    ] --à  [ 15  ]

__________26. There are 5 dozen pineapples. Five more than ½ of the pineapples are ripe

                              How many pineapples are ripe?

__________27.  Nine times Nina’s age plus 3 is 84. How old is Nina?

__________28.  Rachel has 2 P 100-bills, 3 P 50-bills and 7 P 20 bills.How much money has she?

__________29.  Angelo has 32 blue marbles . He has 5 more than twice as many green marbles

                                    than blue marbles. How many marbles has he?

__________30.  Estimate the product of 16 x 74 by rounding both numbers to the nearest ten.     

2009 District MTAP – DepEd Math Challenge

Grade – 3

Name: _____________________________________________________Score: _____________

Solve each item and write the answer on the blank before the number

^{_________________} 1.  Write “seventy – four  thousand seven hundred twelve” in figures.

___________ 2.   What is the place value of 2 in 28 306?

___________ 3.   What is the value of 5 in 25 674?

___________ 4.   How much greater is 4 563 than 398?

___________ 5.   Round 64 722 to the nearest thousand?

___________ 6.   What number is midway between 56 and 62?

___________ 7.   Write twenty – fifth in symbols?

___________ 8.   Find the remainder when  5 563 is divided by 17?

___________ 9.   What number is added to 47 equals 63?

___________10.  Multiply the sum of 12 and 23 by 10 and add the result to 1000.

___________ 11. The product of two number is 207. If one number is 9, what is the other?

___________ 12.  How many sixths is equal to 4 wholes?

___________ 13.  What is the largest prime number between 40 and 50?

___________ 14.  What is the perimeter of the figure?                 18 dm

___________ 15.  What is the area of the figure?                                          16 dm.

___________ 16.  If 5/N of 49 is 35, what is N?

___________ 17.  Marian received 12 boxes of chocolates. If each box contains 15 chocolates,

                                  How many chocolates did she receive in all?

___________ 18.   Grace has 27 foreign stamps. She has 8 more than twice as many Philippines

                                  stamps. How many stamps has she?

___________ 19.   April bought 4 ½ dozen roses. If there are 29 red roses, how many roses are

                                  not red?

___________ 20.   Eleven times Ana’s age minus 8 is 36. How old is Ana?

___________ 21.   Change 3 2/5 to improper fraction?

___________ 22.   If 3 mangoes cost 21, how much will a dozen cost?

___________ 23.   Write CCCIII in Hindu – Arabic.

___________ 24.   Estimated the product of 23 x 67 by rounding both numbers to the nearest

                                  ten.

___________ 25.   Aling Mila bought 2 ¼ meters of red lace and 2/3 meter of green lace. How

                                  many meters of lace did she buy in all?

___________ 26.   If you add 7 to my number, multiply by 3 and subtract 10, the result is 41.

                                  What is my number?

___________27.   Grace has 2 P 500 bills, 3 P 50 bills and 8 P 20 bills. How much money has

                                  she?

___________29.   Mang Ador sold 29 kg of lanzones on the first day and twice as many on the

                                 second day. How many kilograms of lanzones did he sell in all?

___________30.   Efren has a square garden measuring 5 meters each side. How much will he

                                 spend to fence it if a meter of fencing material cost P 14?  

                                                                                              

Action Research Proposal

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Department of Education

Region V

Division of Camarines Sur

Ragay District

Baya Elementary School

ACTION RESEARCH PROPOSAL

IMPROVING READING COMPREHENSION

THROUGH THE USE OF HIGHER ORDER THINKING ACTIVITIES

I – Proponent:

                                      MR. NOEL R. DAURAN

                                      Master Teacher – I

                                      Baya Elementary School

                                      Ragay, Camarines Sur

II – Background of the study:

            The area of focus for my research is improving Reading Comprehension Through the Use of Higher-Order Thinking Skills. Without the solid foundation of reading skills the researcher feels that children will be struggle hard throughout their schooling and adult life. By learning the best comprehension strategies and how to best teach these strategies to the pupils, the researcher hopes to provide the solid foundation needed to succeed. Although the school’s NAT result has meet or exceed its expectation, still the researcher has thought of a way to improve it.

            In reading class, the grade III pupils scored 84%, but the scores dropped in the 4^th grade. So, the researcher concludes that the pupils scores decrease because of the pupils have a very poor higher-order thinking skills. In this study, the researcher hopes to incorporate higher-order thinking activities to increase reading test scores and develop meaningful reading experience to the pupils.

III – Statement of the problem:

            As the teacher researcher of this research, I have found out that many of my pupils in grade III are able to read fluently, but still have difficulty in answering the how and why questions. I am hoping that by incorporating higher order thinking skills my pupils would be able to transfer and make connections to reading. This is important in order for a child to be successful. I feel that incorporating reading strategies and showing pupils how to reflect about what they have read, would improve their reading comprehension and to become lifelong learners. I am looking forward to working on this area of concern and sharing my findings with my co – teachers.

IV – Significance of the study:

            This study will be deemed important for the proper recognition of the Improving Reading Comprehension Through the use of Higher – Order Thinking Skills on the academic performance of grade III pupils. Likewise, the findings of this study may prove useful to the following, to wit;

      Pupils. Having a clearer view and firsthand experience of the teacher’s performance, this will further enhance pupil’s knowledge of the importance of mastering the basic skills of their competencies so they will make an effort to do best. This may lead to better enthusiasm and develop good study habit.

            Teachers. This study may heighten their awareness in identifying the learning  tasks that are well developed as well as the least. This may further be a motivating factor to adapt measures and new strategies for the improvement of instructions in reading.

            Parents. The result of this study will serve as bird’s eye view of the parent to know the needs of their children with regards to improving their reading comprehension.

         School Administrators and Supervisors. Result of this investigation may encourage administrator and supervisors help their teachers upgrade their teaching performance in improving reading comprehension through closer supervision  and faculty development and training programs.

           Department of Education Camarines Sur Specially in Ragay District. With the use of the results of the study, any educational improvement will benefit the municipality of Ragay as it may improve the quality of working force of the municipality or the quality of life of their respective constituents.

            Curriculum Planners. The findings of this study may assists the planners in the proper selection of methods, techniques, and strategies that need to be reinforced.

            Community. The results of this study may benefit the community in as much as they know that the teachers of their children are equipped with the necessary tools and competencies in teaching them.

            Researcher Himself. This may serve as inspiration in teaching his pupils above and beyond his capacity.

            Future researcher. The information and insights that will be gained from this study may serve as guide for other researcher in framing their conceptual framework and design and at the same time encourage them to conduct lateral studies within their area of preferences.

V – Scope of the study

            The general focus of the present study was on the Improving Reading Comprehension Through the Use of Higher – Order Thinking Skills activities of the grade III pupils in Baya Elementary School, District of Ragay, Division of Camarines Sur. The study covered the Phil-Iri Assessment results of the school year 2010- 2011 utilizing the posttest.The aspects in Improving Reading comprehension that the present study will look into the different reading strategies. Predicting, Making connections, visualizing, Inferring, Questioning, and Summarizing are shown on this research to improve reading comprehension.

VI – Research Design

A.Methodology

This study employ the pre – experimental one-shot case study.

According to De Jesus the pre-Experimental ne shot case study is a design in which a single group is only studied once, subsequent to a treatment is the instruction of reading strategies. It is important to teach the strategies by naming the strategy and how it should be used, modeling through think aloud process, group practice, partner practice, and independent use of the strategy.

            Parental consent was obtained for this research project during the last week of August. To show evidence of a problem in reading comprehension the teacher researcher orally surveyed his grade III pupils using the Metacomprehension Strategy Index(MSI). During the first week of September, the researcher administered this oral survey to his pupils. The survey measured each students’ awareness of the strategies used in the reading process, the teacher researcher reads one part of the survey per day for three consecutive days. This tool was used to measure the pupil’s awareness of their strategic reading process before the strategies were introduced.

            The second tool used was the PHIL – IRI Test administered to the pupils in the third grade classroom in the first week of July, 2011. This tool is used to determine student growth in reading comprehension.

            The teacher observation checklist was used by the researcher to gather data throughout the intervention. This tool provides information of changes on how well his pupils understand and use reading comprehension strategies over time.

B. Sampling Design   

            Purposive sampling was employed in selecting pupils-respondent of the study. The pupils who were selected were enrolled in the third class for the school year 2011 – 2012.

c. Description of Instrument Data and Gathering Form.

            The Metacomprehension Strategy Index (MSI) had a total of 25 questions divided into three parts that asked about the strategies pupils used to help them better understand the story. Part I of MSI is consist of statement about the strategies used prior to reading a story, Part II of the MSI is consist

POST – IMPLEMENTATION

Dates	Activities
March 21, 2012	Writing the presentation and analysis of result
March 25, 2012	Makes revisions and complete the Action Research Project
April, 2012	Submit Final Action Research project

PROPOSED BUDGET

Expected Expenses	Proposed Budget
Bond paper	P 108.00
Computer’s Ink	P1,606.00
Fare (from Ragay to Div. Office)	P 600.00
Total	P 2, 300

                                                                                   Prepared By;

                                                           

                                                                           MR. NOEL R. DAURAN

                                                                         Researcher

Noted:

                     HELEN J. DE LIMA

                           School head

Recommending Approval:

                           OPHELIA A. PLATON, Ph.D.                 FE C. BACLIG

                                         PSDS                                               ES – I

                                   Approved:

                                                   NORMA B. SAMANTELA

                                                                   ASDS