A.

INTRODUCTION

School-based Management (SBM) is a management framework

which is school-based, student centered and quality-focused. Its
purpose is to devolve the decisions on student learning and resource
deployment to the school to enable it to make school-based policies
which better meet the needs of students and enhance their learning
outcomes. It operates within a centrally determined authorities and
responsibilities.

State Background

The school is currently facing different hazards based on the

school watching cheklist (student-led school watching and hazard
mapping) such as broken windows, slippery pathway, flooded area,
busted plugs, broken door knobs, flooding, open/incomplete
perimeter fence and others. Hence, these different hazards were
prioritize to provide quality education to the students

Message from the Principal

Educating everyone takes everyone, San Esteban High School is

committed to pursuing issues and facilitating changes that enhance the
quality of education for all learners. With the passage of RA 9155, SEHS
support the School-Based Management (SBM) as a governance
framework of Dep-Ed, as an effective mechanism to improve the quality
of education in the basic level. Thus, it is truly viable structural reform
intervention used to improve the quality of education in the public
school so as to produce functionally literate Filipinos.

JOJOKYLE L. CARENCIA
Principal-I
 SBM PROFILE

Levels of Practice
SAN ESTEBAN HIGH
SCHOOL 1- 2- 3-
Developing Maturing Advanced

1.07

Project TAMBAK
(TALATURU AMPONG MAGARAL BABAGTAS ANGGANG KABIASNAN)

Project TAMBAK aims to elevate the school grounds and secure

school premises where every year the school experiencing high tides.
Through the initiatives of the Parent-Teacher Association (PTA) and
School Governance Council (SGC) were able to elevate the school
ground for three years now.
 PROJECT PLUS 4FS

(PREPARING LEARNERS IN UNDERSTANDING AND SIMULATING THE 4

FUNDAMENTAL OPERATIONS)

It aims to uplift the quality of Mathematics through helping

learners to better understand and simulate the 4 Fundamental
Operations from transforming learners into numerates

Leadership and Governance

A network of leadership and governance guides the education system

to achieve its shared vision, mission and goals making them responsive
and relevant to the context of diverse environments.

Curriculum and Instruction

MAPEH EXHIBIT
“ESTEBANIANS: COMMITTED TO BE THE STEWARDS OF GOD’S CREATION”

MAPEH subject is not only about dancing and sports. It also

involves also the health specifically Environmental Health. Since March
is an Art Month we came up with an exhibit that was held last March 8,
2019 with the theme “Estebanians: Committed to be the stewards of
God’s Creation”. It is actually a yearly activity for MAPEH department
to conduct an exhibit specially about environment, yet the Grade 9
students felt really excited about this year’s MAPEH Exhibit. They came
up with a simple but nice presentation of their artworks. The exhibit
started 10:00 am and ended 12:00 noon.

The Grade 9 students and Grade 10 students art work

were the focus of the exhibit. Their poster about environment,
brochures and bottles that were designed were placed on the
designed Grade 9’s room. The different year level were able to see the
exhibit and they were given an orientation upon entering the room.
The Grade 9 students serenaded each grade level while they are
inside the room so that they will realize the importance of our mother
Earth.
 The students really enjoyed the said exhibit and they are
really proud of their presentation. Being the I am so happy because we
are able to hit our objective that the students will be able to realize
and appreciate again our nature and to be committed to be the
Stewards of God’s Creation.
 PROJECT ALL NUMERATES (AN)

Numeracy is the ability to reason and to apply simple numerical

concepts in real life situations. Basic numeracy skills consist of
comprehending the four fundamental operations namely addition,
subtraction, multiplication, and division. To have numeracy skills doesn’t
mean to be a great mathematician. It means to have some basic math
skills plus some analytical thinking. A numerically literate person can
manage and respond to the mathematical demands of life.

Unfortunately, many students have spent their junior high school

level with poor concepts and skills in Mathematics. One of the basic
foundational knowledge and skills is the competence in the four
fundamental operations, a vital criterion skill to solve equations, real life
word problems that extend not only to the world of Algebra as well as
with the other field in Mathematics. Hence, the Project All Numerates
(Project AN) of the Department of Education was being implemented
every year throughout the Philippines, to solve the deteriorating
numbers of numerates in the country.

Project AN aim to make all Filipino learners numerates through

different fun and engaging ways. Also, this program helps teacher to
utilize different strategic intervention in order to help learners be
numerates and to aim to have zero non-numerates. Moreover, it wants
to eradicate the mandate that Mathematics is an arduous subject that
produces Math anxiety to the students.
 San Esteban High School believes that “experience is the best
teacher”. Thus, Mathematics teachers try to create Mathematical task
that will help students learn the importance of 4F’s. Mathematical tasks
are used to help students to experience the “true” Mathematics. Most
students’ hated mathematics because Mathematics is not properly
represented in school. It is because the task given at the schools are
focused on computations and solving word problems. Hersh (2008)
stated that students don’t like Mathematics because of the way how
teachers taught it at school and the kind of task they are provided.
Furthermore, he added that the Math the student encountered at
school is an indigent version of the Math of life. Thus, when you asked
student about the definition of Math, most of them will answer it is about
numbers and complex things that is not even applicable in real life.
Through Mathematical task students will be able to understand the
importance of 4F’s in real life.

School Year 2017 -2018

Grade 7 No. of Students Percentage

Numerates 38 43%

Nearly Numerates 22 25%

Non - Numerates 28 32%

Total 88 100%
The following intervention will be applied in order to achieve the desired
objectives in the numeracy intervention work plan:

1. “Adopt a Child Program”

In order to provide maximum assistance and individualized
instruction to non-numerates and nearly numerates, teachers
will adopt two students to teach during their vacant period, lunch
break and dismissal period. They are going to assist and guide
the non and nearly numerates during remedial discussion,
activities, exercises and home works.

2. Tutor – Tutee Approach

In accordance with the Peer Learning, Tutor – Tutee Approach
was developed by the Math Club to help the nearly numerates
and non – numerates students. Math Club officers and volunteer
students will teach the said students every Friday after class
sessions.

3. Window card and Flash card Drills / Math apps and computer
games
Math drills have long been part of a teacher’s arsenal in building
Math speed accuracy. Math window cards, worksheets, flash
cards and oral recitations of math facts are the most common
effective drill and practice tools in the classroom. To make these
drills even more effective and engaging, we will also make
use of math apps and computer games which involves practice
on the 4 fundamental operations.
4. Video lessons (Math magic)
Videos can help us deepen inquiry into teaching and learning
math. There are a lot of videos on YouTube which provides
techniques and strategies in performing basic operations involving 2
or more-digit numbers. These techniques are sometimes not
introduced by math teachers in the previous years such as
the Japanese method, boxed/table strategy and the like. There
are actually a lot of hidden techniques and strategies that could
help students acquire the necessary skills in performing basic
operations. After presenting video lesson, students will
demonstrate the technique using pencil and paper worksheets.

5. Play – based Learning

A play-based approach involves both child-initiated and
teacher-supported learning. The teacher encourages
children’s learning and inquiry through interactions that aim to
stretch their thinking to higher levels. Research shows play-
based learning enhances children’s academic and developmental
learning outcomes. It can also set your child up for success in the
21st century by teaching them relevant skills. SEHS adapted the
Clash of Clans game developed by Quezon National High School in
teaching the students on the 4Fs.

6. Make Non-routine problems a classroom routine

Non-routine problems are complex problems that requires some
degree of creativity or originality to solve. Non-routine problems
typically do not have an immediate or apparent strategy for solving
them.
 Often times, these problems can be solved in multiple ways. By
consistently allowing students to grapple with these
challenging problems, they can be able to acquire essential critical
thinking and problem- solving skills and the confidence needed
to execute them (Melissa Tallman, 2015). This non-routine problem
will be incorporated in our daily math class that they can solve
collaboratively where each group consists of numerates,
nearly-numerates and non-numerates who will work together to solve
the problem in their own unique way.

7. I am a business man Approach

Students were tasked to be a vendor and make sure they will earn
money instead of having a deficit.
 SAN ESTEBAN HIGH SCHOOL
Macabebe, Pampanga
March 27-28, 2017

1st School-Based GSP Encampment

 Accountability and Continuous Improvement
Management and Resources

Resources are collectively and judiciously mobilized and managed

with transparency, effectiveness, and efficiency.

COMPARATIVE ANALYSIS ON THE INCREMENT OF RESOURCES AND

VOLUNTEERS FOR THE YEAR 2016 AND 2017

SCHOOL TOTAL AMOUNT OF TOTAL NUMBER OF VOLUNTEERS

YEAR RESOURCES GENERATED

2017 Php 37, 300.00 448

2018 Php 65, 075.00 516

Based on the data presented on the table, there is an increase

of Php 27,775.00 on the Total Amount of Resources Generated for the
year 2018. It only shows that a great percentage of improvement on
the school’s physical facilities is attained.
 SUSTAINABILITY AND FUTURE DIRECTIONS

SEHS attempts and endeavor toward producing a better and

improve school facilities and teachers who are responsive and active to
institutional changes, creative, and innovative; relevant classroom
instruction that produces learners equipped with the 21st century
competencies and skills; child-friendly school environment that
promotes and fosters learning and character-building; and a school
system that is governed with responsibility, accountability, and
continuous improvement.

Our schools have paced up all efforts in the delegation of school

management. Essential aspects of operations, processes, and directions
collaboratively developed may, likewise, be introduced in some schools
to improve support systems. LGUs, NGOs and other stakeholders have
vital role in a better result of School-based Management.

Given the significant programs, projects, activities, interventions,

and practices of school, it is only proper that support and assistance be
continuously provided to help elevate performance and achieve
intended results and outcomes. Best practices and successful projects
yielding positive results are meant to be sustained and shared.
It is our sincere effort to come up with our own SBM Congress to
showcase our best practices in the division.

CONCLUSIONS

In our effort to strive for continuous improvement, certain

projects are vital and necessary to enhance school performance and
student achievement.

1. School improvement can be achieved through coordinated

strategy that responds to the unique needs of schools.

2. It is particularly important to tap the support of stakeholder’s /

resource persons; Programs and projects require collaboration
and engagement of stakeholders.

3. Partnership is vital to the success of any organization.

4. Improvements and changes that result from interventions and

strategies can be measured through evaluation

5. It is necessary to determine the effects of programs and

projects conducted and implemented

RECOMMENDATIONS

Sharing of best practices help school to reflect and improve on

their practices and performance by learning about the successes of
other schools and replicating them. New and better ideas,
innovations, researches, and practices proven to aid in continuous
improvement of schools need to be communicated to help others
achieve and succeed as well.