Project VILMA

Republic of the Philippines
Department of Education
Region VIII (Eastern Visayas)
Division of Leyte
Inopacan District
-o0o-
TINAGO NATIONAL HIGH SCHOOL
Tinago, Inopacan, Leyte
Capture the interest of every learner,

Care for their lives,
Cultivate for their future.
Project _ VILMA2017-2019 Page |1

Division of Leyte
Inopacan District
-o0o-
LOGO MEANING
signifies the strong bonds of the Internal Stakeholders
(administrator, teachers, parents), External Stakeholders (LGUs, NGOs, etc.) and the Learners (the
main client) Learners play an important role in the success of the project for they are the main receptor
of knowledge, skills, values, and attitudes gained by the teachers through capability building. If learners
are not well facilitated, then the project will not prosper.
the palm where the learner sit, symbolizes the school (Tinago NHS)
inclusive five fingers representing the five catchment barangays (Tinago, Poblacion, Linao, Taotaon,
and Maljo-Jubasan)
signifies the unending
functions (capture, care and cultivate) of the stakeholders bind with love and compassion.
characterizes the devotion and
dedication of teachers in attending SLAC/School-based INSET as well as their commitment to transmit
their knowledge and skills to every learner.
symbolizes the teachers equip with knowledge,
skills and expertise who sowed it to the fertile minds of the learner.
signifies the togetherness of all stakeholders both
the internal and external to cultivate the primary client the learner.
symbolizes the continuous flow of knowledge and skills
given to the learner.
The center of Project VILMA are the at the middle of the circle. Who will be
captured, cared and cultivated to become a competent individual.

Division of Leyte
Inopacan District
-o0o-
The of the logo, symbolizes fairness and transparency in the implementation of
the project especially in financial matters.
The green color of the words green is the official color of the school which
symbolizes balance, harmony, growth and success of the project. The of the
words Project VILMA - the glow signifies Divine intervention and yellow color relate to the
knowledge acquired by the teachers.
I. General Program Information
Project VILMA
Title: (Value Individual Learner through Multi-tasking
Approach)
Capture, Care, and Cultivate
Slogan: Capture the interest of every learner, Care for their lives,
Cultivate for their future.
Capacitate teachers the skills in providing multi-tasking
activities to learners so as to capture the interest of every
Program Description:
learner, skills, and attitudes towards caring and cultivating their
lives for their future.
Prerequisite Program: None
Duration: SY 2016-2017 to SY 2018-2019
School Head, Lead Teacher, and ICT Coordinator (School

Management Level of Program
Level)
Formal Face-to-Face (F3) Training followed by

Delivery Mode:
Job-Embedded learning (JEL) Components of the Program
Target Clienteles: Teachers and learners (SARDOs)
Training materials and food

Budget Requirements:
Venue, accommodation and sound system
II. Rationale

Division of Leyte
Inopacan District
-o0o-
The Department of Education has been concerned with the challenge of
continuous improvement and sustainability of quality education throughout the country. There
is an insistent necessity for in-service training of teachers to develop the needed competencies
and contextualize in the teaching learning process and to sustain the dedication and
commitment to teaching. So, there is a need to create a facilitating environment which provides
a viable tools for teachers in creating a team of proficient change-agent for real transformation
to happen at the school level. In fact, the school have dropouts and still far from the standard
which is zero dropout.
In response to these needs, Tinago National High School is continuing the
School Learning Action Cells (SLAC) and/or School Based INSET as a vital part of the School
Based Management Program and the School Improvement Plan. It shall be one of the
opportunities for continuous and worthwhile in-service training and teacher professional
development. The SLAC capacitates teachers to increase their level of knowledge in content,
competency, and skills in instructional decision making as well as foster to continuous
development.
In harmony with the project SEEDLING (Strategic Empowerment of
Educators in the Delivery of Learning Instruction and Need-Based Governance) of the Division
of Leyte with the continuing program SLAC (School Learning Action Cell), Tinago National
High School created and designed a unique culture-based approach to practice the as Project
VILMA, an acronym of VALUE INDIVIDUAL LEARNER THROUGH MULTI-TASKING
APPROACH which was coined from the first name of DORP (Dropout Reduction Program)
coordinator Vilma M. Apostol. VILMA anchored the DORP because the school still have 10
learners who dropout last SY: 2015-2016. Though this is not alarming, but the school want to
achieve the standard set by the government which is the zero dropout. Project VILMA will be

Division of Leyte
Inopacan District
-o0o-
the gateway in transforming and fostering teachers to become a highly competent teachers so
as to capture, care and cultivate every Student at Risk of Dropping Out (SARDO) thus
transforming them into globally competitive individual. With VILMA, teachers are empowered
to make decisions in order to solve their own problems without an authority figure and put
emphasis in addressing learners felt need, through providing multi-tasking activities with
healthy collaboration among the internal and external stakeholders to the primary client the
learner.
III. OBJECTIVES, OUTPUTS, AND OUTCOMES
Objectives:
a. To improve teachers teaching-learning process that leads the progress learning among
the SARDOs;
b. To enable teachers to support each other to incessantly improve their pedagogical
knowledge, skills, values and attitudes towards saving SARDOs;
c. To support school management through school Continuous Improvement by providing
teachers INSET (In-service Training); and
d. To foster a professional growth in collaborative spirit among school heads, teachers
and the community as a whole.

Division of Leyte
Inopacan District
-o0o-
Outputs:
Enhanced knowledge, skills, attitudes and values in teachers catering SARDOs
Intensified collaboration among teachers, supportive on one another as a community
Empowered teachers ready to address the immediate needs of their learners
Provided teacher-made modules for SARDOs
Outcomes:
High performing students managed by teachers with enhanced Knowledge, Skills, Attitudes
and Values. Increasing results in NAT and achieving zero dropout.
IV. THEORETICAL AND CONCEPTUAL FRAMEWORK
Theoretical Framework
Project VILMA is a project responsive to the Project LEAD (Lead, Empower, Achieve
through Data-Driven Decisions) that gears towards the project SEEDLING of the Division that
empowers the school in capacitating the master teachers to deliver instructions depending on
the felt-need of the students, teachers and the school as a whole. Based from the recent data
presented by the Planning Section of the Division, it shows two variables that are inversely
proportional that is dropout rate and the mean percentage score in National Achievement Test.
As the MPS of the NAT decreases the dropout rate also increases and vice versa. Dropout
Reduction Program (DORP) is a continuous program of the government which lays on the very
level of the school as front liners of the implementation. So, LEAD gives the rise of the
SEEDLING project of the Division in consonant to the national program the DORP. Project

Division of Leyte
Inopacan District
-o0o-
VILMA of Tinago National High School is born. This capacitates teachers with knowledge,
skills, values and attitudes to capture the interest of every learner, continue caring approach and
cultivating them in transforming into a better and competent individual. Dropout rate of the
country shows critical concern of the Department of Education. The countrys dropout rates in
elementary and high school under President Aquinos administration is rising slowly but steadily.
This was disclosed by Senator Francis Chiz Escudero as he said that although the rising trend
does not indicate drastic movements, the dropout rate in both levels had remained unchanged since
2007.1 Thus, Tinago National High School, with the collaborative effort of the stakeholders
whose vision, mission and goals is to achieve the national standard - to comply the zero dropout
per se. This may leads the transformation of the current trend of dropout in the Philippines.
To comply the national standard and to solve the current issues of Philippine education,
there is a need for School Based Management (SBM). SBM needs strategic leadership skills
whose ability in influencing others in the organization is to accept a day-to-day decisions that
lead to the organizations long-term growth and survival, and at the same time, maintain its
short-term financial health. It also emphasizes the shared values and a clear vision, of which
enable and allow employees to make decisions with minimal formal monitoring or control
mechanisms gearing towards the DepEd vision, mission and core values.
Many researches and studies nowadays gives emphasis and focus on dropout rate issues of
the country. It seeks solution of the main problem of Philippine education. The government spent
and allocated budget for the purpose of creating programs and project to eradicate dropout and reach
the maximum national standard of zero dropout. Achieving zero dropout entails collaborative effort
from all stakeholders. It helps realize that education is fundamental and essential to every
person and every nation. It provides a venue to know the countrys situation, and the school
that brings out the need for teachers to make a difference not only in the classroom, nor in
his or her own country but makes a difference in the world.2

Division of Leyte
Inopacan District
-o0o-
The dropout crisis in the Philippines can be stopped. The vast majority of dropouts do
not want to leave high school without diploma, and those who think they do quickly regret it.
The challenge is not so much to convince students to stay in school, but to provide the
continuous support they need to succeed in school and give those who leave, a way to return to
school. This can be accomplished first by developing a deep understanding of the nature of
dropout crisis in the community. The next step is to focus community efforts in building a
comprehensive dropout prevention, intervention and recovery program system targeted at the
key points when students fall off the path to graduation. Finally, the community must commit
itself in sustaining the campaign to end its dropout crisis and gather the financial and human
resources to maximally enhance for the optimum production of both resources.

Division of Leyte
Inopacan District
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Conceptual Framework
Stakeholders Support

Division of Leyte
Inopacan District
-o0o-
V. ACTION PLAN
A. Planning Phase
Specific Objective Target Activities Persons Involved Duration Expected Budgetary
Date Output MOV Requirement
a. Identify the felt Dec. 5, - Problem Identification or School Head, Lead 1 day School banner 500.00
need of the 2016 Assessment CI approach Teacher and ICT project
school coordinator
b. Craft of the Dec. 6-16, - School banner crafting School Head, Lead 2 weeks School banner 500.00
school banner 2016 1. Complete the general Teacher and ICT project
project program information coordinator
2. Write the program rationale
3. Write the objectives, end of
program outputs and expected
final outcomes
4. Develop the program
content focus and activity
schedule
5. Identify the committees and
tasks, and assign key persons
under each committee
6. Identify resources required
to implement the program
7. Develop the monitoring and
evaluation process
8. Develop the line item budget
c. Submit the Jan. 6, Submit the project design to School Head 2 weeks Approved school 500.00
project design 2017 the division office for approval SDS banner project
to the division
office for SDS
approval
d. Keep the Jan. 15, Keep the document in the SBM SBM Coordinator SBM doc NC
approved 2017 Bank
document in the
SBM file/Banks
Total 1,500.00
Project _ VILMA2017-2019 P a g e | 10
Division of Leyte
Inopacan District
-o0o-
B. Implementation Phase
Specific Objective Target Activities Persons Duration Expected Budgetary
Date Involved Output MOV Requirement
a. Advocacy and January 1. School Head send School Head 1 day School memo 1000.00
information drive 16, 2017 memo to all teachers and Lead
to all regarding a Teacher Pictures,
stakeholders conference for and ICT attendance
about the Project advocacy of the coordinator sheets and
VILMA school banner project 3 hours minutes
of the school All teachers
2. Conference and
orientation
a. Identify teachers Jan. 19, 1. Gathering and SH, 3 days SHPD, 500.00
needs using the 2017 analyzing the Lead Teacher, training design
submitted IPPD results of the IPPD. CoP leader of and training
and CIP. 2. Identify the every subject matrix
teachers needs areas,
through the results and MT
of their IPPD.
3. Plan for possible
training to be
catered congruent
to the teachers
need.
b. Identify teachers Jan. 19, 1. Gathering and School Head, 3 days Training design 500.00
performance 2017 identifying the least CoP leaders, and training
through data on learned skills of the Master matrix
dropouts, NAT NAT result Teachers,
MPS, and school 2. Create a technical
based MPS assistance plan for
teachers who
needs assistance.
3. Create training
design.
c. Implement and Jan. 22, 1. Master Teachers Master 3 years Technical 5,000.00
conduct series of 2017 provide technical Teachers Assistance
technical assistance to Form and
assistance to all teachers based on Technical
teachers needs their needs Assistance
guidance, help and 2. Develop a training Accomplishment
support design that will Report
specifically on the capacitate teachers
construction of to improve their
modules for least performance.
learned skills 3. Develop modules
competency for for LLS competency
SARDOs for learners and
SARDOs
Division of Leyte
Inopacan District
-o0o-
d. Implement the Jan 22- 1. Call the teachers in All teachers 3 years Modules, 5,000.00
prepared modules onwards a conference. SH Strategic
materials for least 2. Let the teachers Intervention
learned skills for identify the LLS Materials
learners and thru their
SARDOs submitted test item
analysis
3. Create and design
a Strategic
Intervention
Materials (SIM)
4. Submit to the SH
for approval
5. Reproduce for the
learners
6. Use the modules
for the identified
students and
SARDOs
e. Construct Jan. 22, 1. Construct SH 1 day Monitoring tool NC
monitoring tool to 2017 monitoring tool
assess the
identified project
learners of VILMA
f. Keep the modules Jan 22, Keep the modules and SBM 3 years Modules and NC
and monitoring 2017 monitoring tool in the Coordinator monitoring tool
tool in the SBM onwards SBM Bank/File in SBM
Bank/File
g. Implement and Jun. 12, Master Teachers Master 3 years Technical 600,000.00
conduct series of 2017 to initiate the conduct of Teachers and Assistance
SLAC and/or March the school-based teachers Form and
school-based 2019 training-workshop. Technical
training-workshop Mentors and Assistance
to capacitate them mentees Accomplishment
with knowledge, Report
skills, values, and
attitudes to be
used in improving
performance.
Total 612, 000.00
Division of Leyte
Inopacan District
-o0o-
C. Post Implementation Phase
Specific Objective Target Activities Persons Duration Expected Budgetary

Date Involved Output MOV Requirement
a. Document and SY: 2017- Preparing activity School Head, All Accomplishment 1,000.00
prepare the 2018 to completion report Lead Teacher throughout Report
Activity 2019-2020 every end of the and ICT the
Completion conduct of school- completion Pictures
Report (ACR) based INSET. of the
and submit to project
the division
office
b. Monitor and SY: 2017- Monitor the report School Head All Monitoring 500.00
track the 2018 to with the using throughout Checklist
significant 2019-2020 tracking and the
progress of the monitoring completion
project checklist of the
project
c. Evaluate the SY: 2017- Evaluate the School Head, Every School NC
results of 2018 to results. SPT quarter Monitoring,
teachers 2019-2020 . during the Evaluation and
through SMEA Adjustment
performance of Template
NAT and number
of dropout.
d. Gather feedback, SY: 2017- Analyze and School Head, Every School NC
analyze and 2018 to interpret the SPT quarter Monitoring,
interpret results 2019-2020 findings during the Evaluation and
SMEA Adjustment
Template
Total 1, 500.00
Plan Budget Cost of Project VILMA (A+B+C) 615, 000.00
Division of Leyte
Inopacan District
-o0o-
VI. COMMITTEES and RESOURCES
Co-chair/
Committee Chairperson Task Resources
Members
Program Elezar Matinao Marlou Baguio Prepares the following: Papers,

Program Flow computer,
Games and activities printer and
Sound System ink
Accommodation Michael Bulawan Julie L. Perandos Prepares the following: Tarpaulin,
Gaudenita P. Physical arrangement of the chairs curtains,
Abayhon and seating of guests table cloth,
Gaudencio P. Welcome Streamers and signage display and
Abayhon, Jr. Backdrop decorations
Annaliza M. Cerilla Other Decorative Elements to Ensures
Ferdinand M. that the venue is taken care of before
Torrion and after the activity
Registration Rinamae P. Laurinna M. Nopal Records attendance of participants Bond papers,
Ramos Editha C. Dacera Provide complete list of teachers by pen,
school
Reception Rowena G. Dedal Sheena Marie C. Ushers the participants to the venue
Salva Prepare rules in the conduct of
sessions
Food Letecia L. Cavite Michelle G. Prepares timely snacks for the Snacks
Abanggan participants and organizers
Norvi J. Secretaria Ensures proper hygiene procedures
Alejandro A. Dacera are followed in the preparation and
distribution of the food
Plan the systematic approach in the
distribution of food
Logistics Vilma M. Apostol Elena F. Degracia Gathers things needed for the Checklist of
Vanesa B. Creo activity from the different the
committees Training
Facilitates the procurement of the Program and
materials needed Development
Delivers the materials needed before Plan
the day of the event
Documentation Anna Mae L. Mario B. Pelicano Documents all activities Bond papers,
Carpio Diross Bert B. Links with media to cover and photo papers,
Batohinog promote the event camera, etc
Speaker Alejandro P. Jaime G. Dianon Initiate the INSET
Renomeron Perla P. Corpez Design a training program
Milagros B. Design matrix
Batayola
Division of Leyte
Inopacan District
-o0o-
VII. MONITORING AND EVALUATION
The School Head and the M & E team monitor the project every quarter to track the status and
performance of the on-going project. The M & E team uses the following monitoring and
evaluation form:
MONITORING AND EVALUATION FORM

Name of School: _________________________________________________
Name of School Head: ___________________________________________
Name of Project VILMA Lead Teacher: _______________________________
Instructions: Put a check mark under a column to indicate compliance of the teacher in the conduct of the School
Learning Action Cell or School-based INSET. Legend: O Observed, NO Not Observed
O NO Remarks
PLANNING
1. The school conducted a self-assessment thru TSNA-
NCBTS, data gathered and etc.
2. The school analyzed and validated the result.
3. The school prioritized the intervention needs of the teachers.
4. The school identified intervention strategies appropriate to
the teachers need.
5. The school developed the Project VILMA as stipulated in the
SIP/AIP.
IMPLEMENTATION (Management)
1. The Project VILMA has terms of Reference to all concerned
personnel.
2. The school has enough resource materials to support the
Project VILMA.
3. The school has chosen a venue that is conducive to the
activity.
IMPLEMENTATION (Facilitation)
1. The facilitator uses appropriate pedagogy in designing the
activity.
2. The flow of the activity is logical and leads to the
development of the target skills.
3. The Project VILMA facilitator has good communication skills
4. The participants show collaboration and cooperation during
the VILMA session.
IMPLEMENTATION (Documentation)
1. The documentation include narrative of the VILMA session.
2. The documentation include photos during the conduct of the
VILMA session.
3. The documentation include attendance sheets of the
participants during the session VILMA.
EVALUATION
1. There was a smooth and productive conduct of VILMA
school session.
2. The participants manifested positive and proactive attitudes.
OVERALL REMARKS
Noted:
JAIME G. DIANON ALEJANDRO P. RENOMERON
HT III P - II
Division of Leyte
Inopacan District
-o0o-
The teacher also must have a journal for the SLAC and INSET attended with the following
Teachers SLAC/INSET Journal

format:
Journal Entry Number: _____ Date: ___________________
Title: _____________________________________________________________
VIII. BIBLIOGRAPHY
1
Mateo, Janvic. (June 14, 2016). Up to .4 M dropouts due to senior high December 9, 2016 from the
website: http://www.philstar.com
2
Florido, Alethea M. 2006. Educational Profile of the Philippines and Best Practices in Filipino
Schools and Classrooms December 9, 2016 from the website: http://www.unc.edu

Project VILMA

Uploaded by

Project VILMA

Uploaded by

Republic of the Philippines

Capture the interest of every learner,

Project _ VILMA2017-2019 Page |1

signifies the strong bonds of the Internal Stakeholders

signifies the unending

characterizes the devotion and

dedication of teachers in attending SLAC/School-based INSET as well as their commitment to transmit

their knowledge and skills to every learner.

symbolizes the teachers equip with knowledge,

signifies the togetherness of all stakeholders both

symbolizes the continuous flow of knowledge and skills

given to the learner.

captured, cared and cultivated to become a competent individual.

Project _ VILMA2017-2019 Page |2

The of the logo, symbolizes fairness and transparency in the implementation of

the project especially in financial matters.

knowledge acquired by the teachers.

I. General Program Information

Prerequisite Program: None

Duration: SY 2016-2017 to SY 2018-2019

School Head, Lead Teacher, and ICT Coordinator (School

Formal Face-to-Face (F3) Training followed by

Target Clienteles: Teachers and learners (SARDOs)

Training materials and food

Project _ VILMA2017-2019 Page |3

The Department of Education has been concerned with the challenge of

which is zero dropout.

In response to these needs, Tinago National High School is continuing the

competency, and skills in instructional decision making as well as foster to continuous

In harmony with the project SEEDLING (Strategic Empowerment of

VILMA, an acronym of VALUE INDIVIDUAL LEARNER THROUGH MULTI-TASKING

Project _ VILMA2017-2019 Page |4

III. OBJECTIVES, OUTPUTS, AND OUTCOMES

b. To enable teachers to support each other to incessantly improve their pedagogical

knowledge, skills, values and attitudes towards saving SARDOs;

c. To support school management through school Continuous Improvement by providing

teachers INSET (In-service Training); and

d. To foster a professional growth in collaborative spirit among school heads, teachers

and the community as a whole.

Project _ VILMA2017-2019 Page |5

Enhanced knowledge, skills, attitudes and values in teachers catering SARDOs

Intensified collaboration among teachers, supportive on one another as a community

Empowered teachers ready to address the immediate needs of their learners

Provided teacher-made modules for SARDOs

and Values. Increasing results in NAT and achieving zero dropout.

IV. THEORETICAL AND CONCEPTUAL FRAMEWORK

Project _ VILMA2017-2019 Page |6

his or her own country but makes a difference in the world.2

Project _ VILMA2017-2019 Page |7

resources to maximally enhance for the optimum production of both resources.

Project _ VILMA2017-2019 Page |8

Project _ VILMA2017-2019 Page |9

C. Post Implementation Phase

Specific Objective Target Activities Persons Duration Expected Budgetary

VI. COMMITTEES and RESOURCES

Program Elezar Matinao Marlou Baguio Prepares the following: Papers,

VII. MONITORING AND EVALUATION

MONITORING AND EVALUATION FORM

Teachers SLAC/INSET Journal

Schools and Classrooms December 9, 2016 from the website: http://www.unc.edu

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