SDO Abra Learning Resource Management Portal

 SDO Abra Learning Resource Management Portal

Gryan Lyle C. Navarro

The SDO Abra Learning Resources Management Portal objectives are to promote online collaboration for a faster and more efficient evaluation process, reduce printing costs, minimize travel time for teacher-developers and evaluators, improve accuracy and language checks using Microsoft AI tools, enhance communication and dissemination of guidelines, highlight the most functional SLRC in Abra to inspire other schools, and provide a one-stop site for LR coordinators, teachers, and evaluators.

 The SDO Abra Learning Resource Management Portal is a dynamic and comprehensive platform designed to support the curriculum for public schools in Abra. It serves as a centralized repository for a wide range of learning materials, aligning with the Department of Education's advocacy for the adoption and implementation of the Learning Resources Management and Development System (LRMDS) and in line with DepEd Digital Rise and Computerization Program. The site caters for the teachers and LR teams’ needs and guidelines in developing contextualized learning materials and is structured to facilitate easy access to quality educational resources, ensuring that teachers and students can find relevant materials efficiently. It includes an integrated system for assessment, development, storage, and delivery of resources, tailored to meet the specific needs of the local educational community. With its user-friendly interface, the LRMS site stands as a testament to the commitment to enhancing the quality of education through technology and innovation.  

 The SDO Abra Learning Resource Management Portal promotes online collaboration between the users using online tracking tool embedded into the system, and using the online evaluation in the system, the evaluator will then be redirected to open the documents in Microsoft 365 application that improves the accuracy, grammar, and vocabulary check in evaluation. Thus, the system lessens the time travel of the users and reduces the printing cost of learning materials to be evaluated. There is also a feature on the system for real time commenting, adding forum threads, and announcements that enhance communication and information dissemination. It was also integrated into separate page sections where they can download or copy templates, guidelines, and quality forms.  The SDO Abra Learning Resource Management Portal serves as a one stop site for the users.

 The innovation has a significant impact on the Schools Division of Abra by streamlining the evaluation process, reducing costs, and enhancing the quality of education. It will facilitate efficient online collaboration, minimize travel time, and cut down on printing expenses. The use of Microsoft AI tools will improve the accuracy and quality of evaluations, while the integrated communication features will ensure effective dissemination of information. By providing a centralized, user-friendly platform, the portal will support teachers and LR teams in developing high-quality, contextualized learning materials, ultimately inspiring and benefiting the entire educational community in Abra. The system is sustainable with the use of the internet through content updates and maintenance.

MARIS

 MARIS

Jacinto S. Bose

Aligned with the Department of Education's Inclusive Education program, focusing on providing diverse opportunities to nurture learners' skills and talents beyond academics. Introduced at La Paz Integrated School in 2017 under the name SIRIB (Sustained Inclusive Education to Raise Performance and Increase Accomplishment of Learners), it commenced with the RONDALLA strand, specifically targeting learners interested in string instruments.

The project gained enthusiastic participation, offering separate classes within the MAPEH subjects to enhance instrumental skills. As it progressed, objectives were gradually achieved, with enrollees advancing in their respective abilities. The project's success extended to the Division Office of Abra, becoming an integral part of division programs and attracting support from prominent leaders. 

Buoyed by this success, the project expanded to include two additional branches: SPA Dance and SPA Vocals. However, just as these new strands gained momentum, the pandemic struck. Despite the challenges posed to the Philippines' educational system, Project SIRIB adapted, employing various learning modalities to mitigate the impact on skills-based education. While facing the difficulties of pandemic-era education, Project SIRIB, now renamed Project MARIS, maintained its commitment to enhancing school participation rates, reducing dropouts, and fostering skills development. 

Aligned with DepEd Order No. 72 s.2009 on Inclusive Education, the project not only focuses on academic achievements but also aims to involve internal and external stakeholders for effective implementation. Originally launched at La Paz Integrated School, it evolved into MYBBMNHS with additional strands, including music and dance using brass instruments. 

Project MARIS, a training ground for music and dance enthusiasts, contributed significantly to the school's cultural identity and global competitiveness. The project's objectives, as outlined during its launch, emphasized improving participation and promotion rates, enhancing academic performance, fostering creativity, sustaining inclusive education, and strengthening parent-teacher relationships.

To realize these objectives, a systematic strategy was implemented. Learners dedicated time to mastering musical notes and instrument skills, accompanied by dance training for aesthetic performances. Teachers and trainers consistently supported students, enabling them to showcase their progress during school events. Recognizing students' efforts, certificates and prizes were awarded, fostering a sense of achievement.

The collaboration among the proponent, teachers, students, parents, and the local government facilitated the project's expansion. This involved incorporating more instruments and providing additional platforms for learners to showcase their talents, further enriching the school's cultural and artistic landscape.

Peer Teaching Strategy

 Peer Teaching Strategy

Noe B. Magayam

Teaching ALS learners is not easy as teaching school age learners, it might be because of the span of years, and they stopped in a formal school in which learners are hardly difficult to recall what they have learned. Another is, learners, however, can’t focus on the topics due to work/activities at home, because most of the learners are married and they have their responsibilities in their own family.

Peer Teaching is one effective way of teaching adults and out –of-school youth in an informal setting or classroom setting, it boasted the confidence of the learners because the one who teaches is not his/her teacher rather his/her classmates or another teacher who has an expertise in that particular topic or lesson.

The Peer Teaching strategy was applied sometimes in the year 2014 and has continued until today. There are significant implications for this strategy because when this strategy is not being practiced, the results of the Accreditation and Equivalency Test (A&E) are low. However, for the seven consecutive years, the performance of Schools Division of Abra in terms of Presentation Portfolio Assessment (PPA) and Accreditation and Equivalency Test (A&E) passers has been increased.

In order to sustain this best practice, there is continuous monitoring and evaluation by the SBM School Heads, Public Schools District Supervisors and Education Program Supervisors.

PARABOR

 PARABOR

Priceless collaborative efforts of stakeholders Aiming to improve the Reading comprehension skills and reading Ability of the LNHS students under frustration reading level By offering and spending 30-minute a week Of their time in assisting these identified students in actual Reading

Deborah B. Anselmo

The PARABOR project, anchored in the Project “GANAP” of the school, (Gearing-up learners and Accelerating programs of the school in Nurturing the Academic and life skills Performances of students to become holistically and globally competitive individual) is a reading comprehension tutorial program project being proposed by Deborah B. Anselmo intended to provide tutorial lessons to the students under frustration reading level in English. This program aimed to help students to: a) improve the reading ability and comprehension skills of 20 students among 27 who are under frustration reading level, b) respond correctly to different types of questions, including literal and inferential questions about the text they have read and c) raise the MPS to 15% from pretest to post test of the program. 

The “PARABOR” is originally an Ilocano word but is also being used by the Tingguian communities. It means “biyaya” in tagalog and in some contexts in English it means blessing and in other usage it emphasizes grace. In this device, “PARABOR” is Priceless collaborative efforts of stakeholders, aiming to improve the Reading comprehension skills and reading Ability of the LNHS students under frustration level by offering and spending 30-minute a week of their time in assisting these identified students in actual Reading. 

Among 27 students who underwent tutorial lessons 21 of them improved in reading and comprehension. They can now respond correctly to questions including inferential and literal questions and the MPS of the pretest of the program raised not only to 15% but 32.963% in the posttest. This implies that the program has a positive impact to the participants. 

In as much as the proponent felt and perceived the support of the stakeholders to the program it is highly recommended that the project should be sustained. Low performer students in school especially those who are under frustration reading level will be guided and assisted in school in reading and comprehension. The proponent with the help of the other teachers who will be willing to volunteer for the continuation of the activities go hand in hand for the sustainability of the program. The assistance of the proficient students in school as well as the able parents who would like to extend a help will be motivated and be solicited again. 

Seeing the appreciation and complacency manifested by the school head and the teachers to the effect of the program the innovation can also be transformed into best practice. 

Project CAKE (Care, Appreciation, Keep Engagement productive)

 Project CAKE 
(Care, Appreciation, Keep Engagement productive)

PRESCILA B. TESORO

Project CAKE is defined as Care, Appreciation, Keep Engagement productive which means that this innovation would help the school faculty of Dolores Central School and Cardona Elementary School motivated and encouraged to generate a productive workplace. It was intended to make the staffs feel the love, thoughtfulness and sense of belongingness they truly deserve in their chosen profession. This innovation served as a commemoration of the school’s staffs and perseverance and hard work in doing their job in school.

Project CAKE that aimed to lessen stress, motivate and create a harmonious relationship among the school community, served as commemoration of the school staffs’ perseverance and hard work in fulfilling their job. This were attained through various activities such as Zumba, tribute program with cake and simple message with gift giving. As a result, the staffs develop care and appreciation among each other which builds a harmonious relationship among workers for a productive and collaborative engagement.

The impact of this innovation was measured through the schools’ performance in the mean percentage scores of each subjects because it reflected the teachers’ motivation in fulfilling their job which is to teach and hone young minds. There was a rise in the mean percentage score of each school up to 2.47% and 5.47% in Dolores Central and Cardona Elementary School respectively.

It is important to ensure that Project CAKE provision matches the ethos of the Dolores Central School and Cardona Elementary School, its staffs and learners and its way of working. Motivating teachers must be given top priority in order to enhance the teachers’ performance and radiate into fulfilling their job. The activities specified should be carry on since it has been proven that it can boost the teachers as well as the learners’ confidence in teaching and learning process.

PaTANOR LPIS

 PaTANOR LPIS

Production Towards Achieving a Nurtured Oyster Mushroom for a Resilient 

La Paz Integrated School

Alfredo T. Tolentino

Project Production Towards Achieving a Nurtured Oyster Mushroom for a Resilient La Paz Integrated School was a year-round project of the students who are enrolled in TVL-AFA. This is properly coordinated with the school principal and other concerned personnel and properly disseminated to the parents of the students. The project PaTANOR is a unique product of the LPIZ that aimed to alleviate hunger and boost the economic empowerment of the students.

This project addressed issues on the financial aspects of the students in buying their school supplies their snacks for break time and an established classroom pantry for the students who don’t have enough money to buy their snacks. The activity echoes as income generating project of the grade 12 TVL-AFA students, they look also in the overall implementation of the project with the supervision of their adviser.

The students are highly encouraged to participate in this project because they will immerse their full potential for this agri-venture activity. This is a livelihood program for the students to sustain their financial needs in the school and enhance their skills as well. The support and contribution of the parents in the said project are remain constant from the beginning and it was closely monitored by the school principal, adviser, and the district supervisor.

The result of the project has a 100% impact in the lives of the learners and therefore need to be enhanced a sustained which lies in the hand of the enrolled students to have more income which will be a great help to continue for its continuation because they have the starting capital to put-up this project. A constant supervision is needed from their adviser to sustain this project and the presence of sustainability plan.

eGammeng

 e-GAMENG

Enhanced- Gearing for Action to Make Education Nurturing and Guiding

Jeselle T. Balandin

e-Gameng is an Ilokano word that means object or a material used for a certain purpose. e-GAMENG also pertains to the instructional materials developed for teaching and learning.  True to its term, Education is like a GAMENG, a very useful and prevailing tool that needs to be developed and enhanced. e-GAMENG aims to improve the Literacy Skill and Reading Habits of the learners, capacitate teachers to become developers of Quality Assured Learning Resources (SLM, LAS, TVI, RBI), record locally developed learning materials for harvesting and utilization in the District, Division and Regional Level and motivate learners with the use of supplementary materials

Project e-GAMENG insinuated the need to act and conduct sustainable activities to promote awareness in the utilization of the SLRC and use it as a venue to improve the literacy skill and reading habits of the learners. Aside from the development of different print and non-print learning resource materials used for remediation and learning activities, this innovation also includes the following activities: Oplan MARE (Manabo LGU Assistance on Reading Enhancement). This is a school reading remediation program with three (3) LGU-paid teachers who will focus on conducting after-class reading enhancement for slow learners in the different grade levels. And, Ok sa KSA (Klase sa Silid Aklatan), a program wherein teachers take turns in bringing their pupils in the school resource center to conduct story readings and story-telling.

The concerted effort of this innovation reflected the following impacts; provided a wide range of learning resources used in the teaching-learning process, increased performance of the pupils as shown in the school’s MPS for every quarter for the SY 2020-2021 from 78.18 in the First Quarter, 80.88 in the Second Quarter, 82.68 in the Third Quarter and 84.78 in the Fourth Quarter. Finally, produced certified teacher-developers (SLM) with 11 developed SLM’s, 15 LAS, 7 TVI’s and 1 RBI.

e-GAMENG is set to evolve and adapt to the changing needs of the learners. To ensure the sustainability of this innovation, the following actions were considered: maintain the functionality of the SLRC, refurbish the contents of the SLRC with new and updated learning materials, provide constant technical assistance to teachers through SLACs and INSET, continuous implementation of Oplan MARE and OK sa KSA and Craft other strategies to improve learning.

Kaagapay sa Pag - aaral

Kaagapay sa Pag - aaral
ESPERANZA T. REYES

    This innovative project is intended to raise funds for the school supplies of indigent families whose child/children is an incoming Grade 7 student of the school. This innovative project aims to decrease the number of Students-At-Risk of Dropping-Out (SARDO). One of the primary reasons of having SARDO of the school is financial constraint. Indigent families does not have enough financial stability to be able to support the needs of their children in school.  With this project, the school can help augment the burden of the parents in buying school supplies for their children and to encourage the students to perform well in their academic performance. The school will look for a donor for the beneficiaries and will enter into a Memorandum of Agreement that they will sponsor the school supplies of the selected beneficiaries until they reached Grade 10. This project aims to cater 20 Grade 7 students and 20 Grade 10 students.
    To ensure the delivery of basic, quality, accessible, liberating and gender-sensitive education to the learners, this innovative project aims the following:
a.    To decrease the number of Students-at-risk of Dropping-out;
b.   To improve the academic performance of learners
c.    To strengthen and sustain partnership between the school and its internal and external stakeholders
     The beneficiaries were given school supplies such as, one (1)  bag pack, ten (10) 100 leaves notebooks, three (3) ballpen (red, blue, and black), one (1) ruler, one (1) scissors, one (1) pencil and two (2) 1 whole pad of paper.
    The sponsors of the said project signed a Memorandum of Agreement wherein they will continue supporting the beneficiaries of the program until they reach Grade 10. On the other hand, the beneficiaries entered into a Memorandum of Understanding wherein, in return with the good deeds of the benefactors, they will have to maintain a good academic performance. They must not have a grade lower than 75 in all subjects across each grading period and they must not incur more than 10 absences in a school year. If they fail to do so, they will be terminated as a beneficiary of the said program.
    To monitor the success of the project, the academic performance of the beneficiaries will be evaluated as to their MPS and their attendance.
    With the implementation of the innovation, the academic performance of beneficiaries improved and increased. It has been found out that the learners/beneficiaries have eagerness in coming to school and attending their classes. They do not have absences and have completed a perfect attendance for the school year. Thus, the objectives of the said innovation were able to achieved.

    The innovation is recommended to be continued and sustained. For the School Year 2022-2023, it is the year 4 for Batch 1 and Batch 2 -  year 1 will also be implemented for Grade 7.

Automated Liquidation Forms and Reports

Automated Liquidation Forms and Reports

NORVHEE JOY B. GALLARDO

Information technology has progressively upgraded all aspects of human endeavor, including the workplace. ICT becomes indispensable and the main resource identified by every organization as an instrument to accomplish every task to attain productivity. Innovative computer software likewise adds convenience to completing time-wasting tasks. Software commonly used in any workplace is Microsoft Excel.

Microsoft Excel is a spreadsheet developed by Microsoft for Windows, macOS, Android, and iOS. It features calculation or computation capabilities, graphing tools, pivot tables, and a macro programming language called Visual Basic for Applications (VBA). Excel forms part of the Microsoft Office suite of software. (Wikipedia)

The Automated Liquidation Forms and Reports were offline systems that work with the different features accessible in Microsoft Excel. The offline system work with Microsoft Excel’s computation capabilities and its macro programming language, Visual Basic for Applications. The computation capabilities of Microsoft Excel play a significant role in any transactions concerning simple or complex calculation of large numbers, such as financial and accounting transactions. The offline systems work with the following Microsoft Excel Functions: Financial; Date & Time; Math & Trig; Lookup & References; Logical; Information; and Data Validation. These functions offer the users the effortlessness of calculating and preparing various forms in just one go. In Microsoft Excel, Visual Basic for Applications (VBA) allows manipulation that is difficult with the standard spreadsheet techniques. Both offline systems similarly operate with simple macro programming for commands that automatically hide and unhide rows and columns, and the conversion of amounts in figures to words.

Each offline system contains a HOME page, a sheet comprising fund sources and Unified Accounts Code Structure (UACS), and multiple sheets relating to the different liquidation forms essential in the preparation of Liquidation Reports (LR), as provided in the General Accounting Manual (GAM) Volume II – Accounting Books, Registries, Records, Forms, and Reports issued by the Commission on Audit (COA). These forms comprise of the following: Disbursement Voucher (Appendix 32); Journal Entry Voucher (Appendix 36); Cash Disbursement Register (Appendix 43); Liquidation Report (Appendix 44); Status of Fund; Itinerary of Travel (Appendix 45); Reimbursement Expense Receipt (Appendix 46); Certificate of Travel Completed (Appendix 47); Inventory Custodian Slip (Appendix 59); Purchase Request (Appendix 60); Purchase Order (Appendix 61) or Job Order; Inspection and Acceptance Report (Appendix 62); Requisition and Issuance Slip (Appendix 63); Property Acknowledgement Receipt (Appendix 71);  Certification of Expenses Not Requiring Receipt (Annex A); Contract of Service; Pre-Repair Inspection; Post-Repair Inspection; Program of Work; and Canvass Form.

With a basic familiarity with Microsoft Excel, users can effortlessly become accustomed to the functionality of these offline systems. Each cell on the HOME page and on some of the liquidation forms of each system has instructions provided and by following these instructions correctly, the offline systems will get the rest of the work done. From simple to complex computations to the identification of suppliers and/or payees with the lowest bids, the systems will get it done for users. Every form was configured, from the paper size, margins, etc., all users need to do is just hit the print button and you’re Liquidation Reports will be complete.