Republic of the Philippines

Department of Education
Region X – Northern Mindanao
DIVISION OF LANAO DEL NORTE
Gov. A. Quibranza Prov’l. Gov’t. Compound
Pigcarangan, Tubod, Lanao del Norte
(063)227 – 6633, (063)341 – 5109
CALUBE INTEGRATED SCHOOL
501240

SCHOOL-BASED MANAGEMENT (SBM) ACTION PLAN FOR S.Y. 2023-2024

TARGET
PROGRAM/
STRATEGIES/ PERSONS TIME EXPECTED
PROJECT THAT OBJECTIVES REMARKS
NEEDS ACTIVITIES INVOLVED FRAME OUTPUT
IMPROVEMENT
Show Up! Grow Up! To decrease and  Conduct pre- School Head, Year round 0 cases of
Program eventually eliminate assessment on the Teachers, absences record
absences on learners’ absences of the Parents, SGC, reflected on SF 2
Increasing learners’ attendance records that learners. CPC
absenteeism that will help them achieve  Conduct LAC
hinders their academic good academic Sessions
performances. performance (Solicitation of
throughout the school ideas on ways to
year. eliminate
absences.)
 Conduct visitation
both in-person and
virtual with parents
of the identified
learners. This may
be monitored once
in a month.
 Conduct post-
 assessment on the
absences of the
learners.
Partners Today & To establish strong and  Reporting of the School Head, Year round At least 3-4
Tomorrow harmonious current status of the Teachers, programs/projects
relationships, school and Parents, are implanted this
Poor partnership and partnership, and community Stakeholders, school year
linkages of school and linkage with linkages and Club Moderators,
stakeholders or community and other partnerships.
community members in stakeholders to better  Parent support
regard to both programs produce efficient and groups to discuss
and activities. effective learners. parenting
approaches and
school issues with
other families.
 “Good news”
postcards, phone
calls, and other
two-way
communications
(e.g., email, fb
messenger) to
connect teachers
and families about
learner progress
and success.
 Volunteers for safe
schools to greet,
assist, or deter
visitors.
 Quarterly
interactive
 homework
assignments to
learners to review
report card grades
with family
partners and to
discuss academic
and behavior goals
for the next grading
period.
 PTA-sponsored
“Showcase the
School Day” with
booths and displays
on school
programs, student
clubs, academic
departments, the
parent association,
and partnership
activities.
 Periodic
community forums
for educators,
students, parents,
and citizens to
discuss school
improvement
topics, family, and
community support
for education and
other important
 issues.
 Baseline data for
the reading
assessment
identification of
beginning,
developing, and
advanced readers.
At least 50%-
Increase the reading  Development of
60% of learners
ability of learners by Contextualized
should be able to
implementing school’s Reading Materials
Project ERICS School Head, improve the
reading program enable (Printed and digitalized)
Teachers, reading ability of
90%-100% developing  100% of the
Low literacy rate as Parents, SGC, both English and
readers and 50% identified non- Year Round
manifested by result of Reading Filipino from
advanced readers from readers and
reading assessment for Coordinator beginning to
the identified beginning struggling readers
SY. 2022-2023. developing and
and developing readers will participate the
30% from
in English and Filipino activity.
developing to
respectively.  Instructional advanced
materials (printed
or digitalized)
 100% of the
teachers adopt
emerging and best
practices in reading
in their classes.
U & ME for Inclusive To conduct training- • The required Teachers, School Midyear 1 seminar is
Education seminar on teachers to qualification of educational heads, Parents, conducted
gain more support teachers should Learners
Inclusive Education understanding on be clearly defined.
inclusive education to
meet all of learners` • Conduct a pre-
 assessment for teachers
• Concrete needs for
training in inclusive
education are mapped, a
training policy is
developed and a dedicated
budget is set up.
• Ensure
competences to provide
reasonable accommodation
for individual needs.
Support the teachers by
providing materials or
needs. guidance on raising
awareness on
inclusive education.
 Analyze concrete
barriers in the
curriculum for
pupils with special
educational
needs and prepare a
proposal.
 Monitoring of
the educational support
provision for teachers of
inclusive education
Lessons for All To produce learners  Becoming familiar Teachers, School Year round 85%
Seasons who attained all with essential Head, Learners competencies
learning standards that grade-level skills taught
Curriculum Alignment equip them with the  Identifying skill
necessary skills to areas that may need
 additional
instructional
 emphasis
 Planning
instruction and
noting how priority
skill areas will be
pursue their chosen emphasized.
paths.  Checking learner
progress in learning
the essential grade-
level skills
 Acknowledging
accomplishments
and planning next
steps
UPS: Upskilling To enhance, improve,  Assessing teachers’ School Head, Year round 1 seminar is
Pedagogical or develop teachers’ current capacity LRMDS conducted
Strategies skills on the teaching- and performance Coordinator, All
learning process, based on COT Teachers
Teacher Upskilling particularly on results.
pedagogical approaches  Emphasize the
and techniques to importance of
effectively promote effective
learning to the learners. teaching to the
learners’ academic
performance.
 Undertake
activities to
promote the
effectiveness and
efficiency of
 teaching.
 Develop
additional ways of
recognizing and
rewarding
excellent and
innovative
teaching
 Develop
resources via
submission of
creative teaching
outputs in the
LRMDS
and other
means to support
innovation.
 Monitor and
address equality
and diversity
issues in
teaching, learning
and
examinations
I Teach, I Trend Increase the ICT  Attend trainings, School Head, All Midyear ICT integration
integration level of seminars, Teachers, ICT level of 6 out of 11
ICT Integration Level of teachers from no workshops about Coordinator teachers will be
Teachers integration to ICT improved from
adaption to
transformation level in  Conduct a LAC infusion level, 1
three years. Session about teacher from
designing materials infusion to
with the use of ICT transformation
  Use of ICT in
making and
selecting teaching
devices
 Use these skills in
making
instructional
materials and some
other reports
 Attend trainings, level.
seminars, and
workshop about
photo and video
editing
 Use classroom
electronic record
 Use media
materials in
teaching
Project I-Care  To improve the  Conduct reading Year round
reading assessment (pre-test Class Adviser,
Learners’ Reading performance of and post-test) School Reading
Performance the learners  Conduct 80-min Coor. Principal NR - 0%
 To capacitate reading session FR - 42%
teachers on daily to all types of INS – 39 &
strategies in learners IND - 19%
teaching  Institutionalize
reading Project RAFI
 To provide (Readers' Ability
avenue for the First Initiative
learners to  Conduct regular
apply progress
 monitoring using
appropriate
monitoring tools
like the Reading
Progress
 Conduct InSeT,
LAC and trainings
to teachers on
teaching reading
 Conduct reading-
related activities
like Reading
Derby/Read-a-
Thon
Rise Above Bullies Multiple incidents of  Launching Program School Head, Year round O cases of
bullying on a learner’s  Posting of Tarpaulins on CPC Officers bullying issues
gender, personality Child Protection Policy Teachers
traits, family  Distribution of flyers on Parents
Anti-Bullying Policy Learners, SGC
socioeconomic status,
 Orientation on Child
and well-being using Protection Policy
foul and unacceptable - Pupils
words. - School Personnel
- Parents
Organization of Child
Protection Committee
 Teacher’s In- Service
Training on Classroom
Discipline &
Management
 Seminar on Responsible
Parenthood & Positive
Discipline
 Students Education
 Sessions on Positive Peer
Relationships and
Enhancement of Social
and Emotional
Competence

-To raise both teachers and

learners’ awareness of the
To invite health importance of mental
professionals for health health promotion and good School Head, All
YOU Matter and well-being personal hygiene and well- Teachers, Mental
symposiums and to being Health Beginning of At least 2
Mental Health and promote healthy Coordinators, SY 2023- symposiums
Basic Health and learners with fully Conduct lecture or Learners, 2024 conducted.
Well-being equipped knowledge on symposiums on mental Resource
proper care of health health awareness for Speakers
and well-being teachers and learners
through inviting health
professionals..
MARK: Maging -Advance dissemination of
Aktibo at communication through School Head,
Responsableng To establish a fully
written and two-way radio. Teachers, 80-90% of school
Kasapi functional school
-Promotes inclusivity and Stakeholders, Year round organizations are
councils and
mutual or harmonious Members of fully functional
Implementation of organizations
relationships between the organization
School Councils and
Organizations members of the council.
- Have a healthy and
open
communication
along with the
members
highlighting the
 importance of an
organization’s
functionality, and a
back-up plan (or
contingency plan)
for unforeseen
calamity-related
scenarios.
- Conduct a visit-on-
site for verification
of improvement
- Coordinate with
assigned person on
the implementation
of Gulayan sa
Paaralanan.
OMG! (Oh My To intensify the - To implement Gulayan Sa 80-90% of
Gulay) implementation of the Gulayan sa Paaralan Gulayan sa
Year round
school’s Gulayan sa Paaralan, Coordinators and Paaralan is
Paaralan program. coordinate and School Head implemented
prepare a letter
intent with the
Municipal
Agriculture Office
of Sultan Naga
Dimaporo to
provide free seed.
Prepared by: Noted by:

CHARITY ANNE CAMILLE P. LAMAMA FELICITAS L. BAWAS

SBM Coordinator ESP 1