strengthening school-based lac sessions in reading

These materials were produced with the generous support of the American people through the United States Agency for International Development (USAID) under the Basa Pilipinas Project and the Department of Education.

TRAINING KIT FOR LEAD INSTRUCTORS AND FACILITATORS

Instructor’s Guide

Presentation Slide Handouts LAC Facilitator’s Guide (flip chart)

STRENGTHENING SCHOOL-BASED

LAC SESSIONS IN READING GRADES 1-3

Trainer’s Guide: Strengthening School-based LAC Sessions in Reading – Day 1 1

INSTRUCTOR’S SESSION GUIDE FOR DAY 1 Strengthening School-based LAC Sessions in Reading Grades 1-3 DAY 1 7:00 – 8:00 AM Registration and Billeting of Participants 8:00 – 8:30 AM Opening Program ▪ National Anthem ▪ Opening Prayer ▪ Introduction of Participants and Guests ▪ Welcome Message Note to Instructor: (1) Group the participants, ideally by district, with 6 – 7 members seated at one table. (2) Ensure that participants with assigned roles, such as opening program and ice breaker,

have been notified and are prepared. Also ensure that equipment and other materials needed are ready.

(3) A documenter is required per cluster to capture the highlights and questions from the participants.

8:30-9:30 AM ! Slide 1: Title of Training ! Slide 2: Levelling of Participants' Expectations Explain that this part of the program will help generate the expectations of the participants for the training program. Use the following questions on Slide 2 to structure Expectation Setting:

§ What excites/interests you to be in this training? § What can you offer to ensure the success of this training? § What do you expect from the training management team so that you

can successfully complete the training? Note to the Lead Instructor/ Facilitator: Questions and clarifications raised by the participants need to be documented and the responses provided. Group Activity: Utilize the grouping of participants by table (to save on time). Participants discuss within the group their responses to the three questions. Use color coded meta cards per question. Blue for the first question, pink for the second question and yellow for the third question. Write one idea per card using one to seven words and write in big, bold letters using markers/ pentel pens.

Resources required Forms § Personal Information

sheets § Travel Reimbursement

Form Hand-outs § Training kits Presentations § PPT presentations for

Day 1 Materials § Assorted colors meta

cards (blue, pink, and yellow)

§ Markers/ Pentel pens § Masking tapes § White boards § LCD Projector and

Screen

Basa Pilipinas In support of DepEd’s National Reading Program


Sharing in Plenary: Each group will share their responses and post the meta cards on the board following the color codes. Acknowledge the participation of each group. Processing and Discussion: ▪ Combine similar ideas together. Write a quick summary on Manila paper. Validate with the participants if the summary was able to capture the highlights of each group. ▪ From the summary of expectations (Q1), tell participants which areas can be and/or cannot be covered by the program. For those which cannot be responded to by this training, tell them that the concerns will be put in the parking lot and shared with the appropriate individuals. ▪ For Questions 2 & 3, these will serve as program norms and they will be constantly reminded about these. The summary should be posted inside the training hall for easy reference of the participants and the training team. 9:30-10:30 AM ! Slides 3-5: Program Overview, Objectives and Mechanics The lead facilitator establishes connection of the program to the School Head (SH) orientation earlier conducted in August by saying: " "This program is part of the package of interventions for Basa SHs and other school leaders responsible for conducting LACs. The first program was an orientation and provided you with an overview about Basa Pilipinas, its objectives as well as the main features of the project and the learning materials developed by Basa. An initial discussion of LACs was also included in the orientation. This second program will enable you to find ways on how you can fully support the Basa-trained teachers as you perform your roles as instructional leaders and supervisors." Explain the rationale/objectives/mechanics and expected outputs from the program: ! Slide 3: Learning Outcome " State the learning outcome of this 3-day program: By the end of this 3-day training, the school heads will be able to develop a concrete action plan in strengthening school-based LAC sessions to continuously enhance Basa-trained teachers' competence and, consequently, improve the school’s reading program. ! Slide 4: Enabling Objectives Explain the objectives of the program that will support them in achieving the learning outcome: 1. Share and learn lessons from their experiences in implementing a reading program 2. Identify the core factors in implementing a successful reading program 3. Articulate with clarity the instructional leadership roles of school heads and supervisors in supporting the reading program 4. Demonstrate enhanced competencies in designing and facilitating LAC sessions through inputs and skill practice sessions ! Slide 5: Daily Schedule Show the daily activities and how the set objectives can be addressed. " Explain to the participants: ▪ The training program is based on the premise that school heads and other leaders, in one way or another, have been involved in implementing reading programs and that there were good lessons to learn from those experiences.


▪ The 3-day training is structured in such a way that it will highlight the experiences of the participants, learn from those experiences and enhance their competencies on how they can fully support the implementation /improvement of the Basa and the K-12 Curriculum. ▪ A feature of the K to 12 Curriculum is the Mother-Tongue Based/Multi-Lingual Education (MTB-MLE) initiative which has distinct features in its implementation especially at the early grade levels. The Basa Pilipinas program supports DepED’s K to 12 Curriculum by providing reading interventions in Grades 1, 2 and 3. Participants can look at how successful practices in implementing reading programs in the past can be transferred to support teachers trained by Basa Pilipinas. Additional notes for the Lead Instructor/ Facilitator: School heads need to be able to perform instructional leadership roles in implementing the Basa learning materials. The 3-day training program will provide the school heads with a better handle on how to support the Basa-trained teachers and/or when/who to call for help, if needed. ! Slide 6: Expected Outputs from the Participants Explain that by the third day individual participants should be able to develop a concrete action plan in strengthening school-based LAC sessions. Before ending the program overview, the lead instructor refers back to the participants' expectations as the program objectives and contents are being explained. Point out how their expectations will be addressed in the program. After the presentation, ask for questions/ clarifications from the participants. 10:30-12:00AM ! Slide 7: Session 1: Best Experiences in Implementing a Reading Program Introduce this session and state the session objectives as shown in Slide 7.

1. Recognize and appreciate the best experiences of the participants in managing and/or participating in any reading program

2. Share/learn lessons from those experiences that can be adopted as they implement/improve the current K to 12 reading program

Further explain that this session will be done through storytelling which will be guided by some process questions. Read the process questions that will guide this session. ! Slide 8: Process Questions for Session 1 (30 mins.) Read each of the following process questions:

1. Please recall a successful reading program that you have implemented or been part of in the past. What was that reading program and what made it successful? What roles were school head/DS performing at that time to support the reading program and ensure its success?

2. Share important lessons learned from those successful experiences that can be utilized to support the current K to 12 reading program.

3. Focus on what is happening now. What is/are working well as you implement the current K to 12 reading program? What can you claim as your small wins already? Why? What enabled your school to achieve these small wins?

Distribute the worksheet to individual participants. For 10 minutes, ask the participants

Handouts ▪ Individual Activity

Worksheets: Best Experiences in Implementing a Reading Program

Materials ▪ Markers/ Pentel pens ▪ Masking tapes ▪ Manila or chart papers


to complete the worksheet individually. For the next 20 minutes, ask them to share individual responses within the small group (by district). Make sure all participants participate and are part of the sharing session. ! Slide 9: Summary of the Individual Stories (15 mins.) Ask each group to make a summary of the small group sharing. Tell each group that they will share in the plenary the summary of their experiences highlighting these 3 areas:

1. The core success/facilitating factors from their successful reading program experiences

2. The roles the school heads/DS performed to support the reading programs 3. Things that are working well and things they can claim as small wins already in

implementing the current K to 12 Early Grade Reading Program Use Slide 9 during the Plenary Sharing and Processing (45 mins.) Highlight the following areas as shared by the different groups:

1. Core success/facilitating factors of a successful reading program 2. Roles of school heads/DS to support reading program & ensure its

success 3. Things that are working well and things they can claim as small wins in

implementing the K to 12 Early Grade Reading Program

The lead facilitator captures the above highlights during the plenary sharing as this will be the take off point for the succeeding discussions. Possible responses from the participants on the success factors: § strong support from the school heads § availability of TGs and instructional materials § trained teachers § regular conduct of LAC sessions to help teachers address problems encountered § there was strong monitoring and evaluation support § simple and easy to deliver reading lessons and others

Note to Lead Instructor/ Facilitator: Post the summary of highlights inside the hall to remind everyone. Document the proceedings of plenary sharing.

The idea is to bring all these identified success factors into the current Grades 1-3 reading program. Highlight the success factors as the elements that need to be present in a reading program to ensure its success, and that this has been proven through the experiences shared by the participants themselves. If they wish to experience success in implementing the current K to 12 early grades curriculum, the school heads and supervisors must ensure that all these factors (mentioned by the different groups) must be present, further expanded and enhanced. The lead facilitator lists down and emphasizes the roles and responsibilities that school heads and other leaders performed based on their best experiences in managing previous reading programs. Try to validate the lists with the participants as there maybe others not captured in the summary.


What's working well -can come in the form of strategies, activities, monitoring of student progress, ease in delivery of lesson, training of teachers, and sharing among the trained teachers, etc. Additional Notes for the Lead Instructor/Facilitator in processing Sharing of Session 1: About the participants’ experiences shared: There are important lessons from previous experiences in implementing a reading program that they can build on as they implement the new K to 12 early grades curriculum. It is important to recognize what has worked well in the past that can be carried on. About the process that they went through in this session: The collaborative process of sharing stories helps school heads and leaders understand what happens when they are working at their best. This information is used to conjure images of the slogan “The Best of What Can Be" as they implement Basa and the K-12 curriculum now, and in the future. This process also introduces them to the kind of collaborative discussions that need to happen as they engage each other/ and engage their teachers in appreciative conversations, talking about what's working well, and what these stories indicate about their strengths/competencies, issues encountered and how they were addressed and what lessons can be learned from their experiences that they can bring forward. By the end of the processing of this session, the lead instructor/ facilitator acknowledges the openness of the participants in sharing their stories. Tell them that this is the kind of atmosphere that they need to create as they engage their teachers in a conversation to talk about their experiences in implementing Basa and the K to 12 curriculum. 12:00 – 1:00 p.m. LUNCH

1:00-2:30 PM ! Slide 10: Session 2: Instructional Leadership Roles of School Heads and Leaders in support of Basa and the K to 12 Curriculum Introduce Session 2 and present the objectives of this session:

1. Articulate with clarity the instructional leadership roles of school heads and leaders in supporting Basa and the K to 12 Curriculum.

2. Review the instructional leadership practices of school heads and other school leaders to support the Basa-trained teachers

Return to the roles of school heads/school leaders identified during the morning session and highlight these important roles that they play in implementing and continuously improving the implementation of Basa and the K to 12 Curriculum. ! Slide 11-12: Roles and Functions of School Heads under RA 9155 " Chapter 1, Section 7 of the Basic Education Act of 2011 spells out the roles and functions of the School Head. Explain that the most important role of the school heads is that of an instructional leader/supervisor as stipulated in RA 9155 or the Governance of Basic Education Act of 2001. Specify one by one, the school heads of their roles and functions under RA 9155 of which instructional leadership/supervision has the most number of items in the list as

Handout ▪ Handout to explain

Figure 2 Materials ▪ Markers/ Pentel pen ▪ Manila or chart paper


written on Slides 10-11. ! Slide 13: Sphere of SBM under BESRA Figure 1 Figure 1: BESRA reinforces these roles and functions; the school operations serve as the core process of improving the learning outcomes " This important role was further highlighted under the Basic Education Sector Reform Agenda (BESRA), a package of policy reforms that would sustainably improve the basic education outcomes and create a basic education sector capable of attaining the country’s Education for All (EFA) objectives by the year 2015. Explain that Sphere of SBM Figure 1 clearly shows the centrality of the role of the school heads in improving the education outcomes at the school level. Further explain that this role was given further importance in the current K to12 education reform which involves a comprehensive curriculum reform. ! Slide 14: Lead Question: How do you perform instructional leadership and the supervision role? " Ask the participants: How do you perform your instructional leadership and supervision role? What do you do as instructional leader/supervisor? Call 3-5 participants to give their responses to this question. Write down their responses in PPT so everybody can see the list. If needed, ask for more responses from the participants. Possible answers to questions: The more common instructional tasks being performed by the instructional leader are the following:

1. Conducting classroom observation using the observation checklist 2. Meeting with concerned teachers, reviewing together the TGs/lesson plans 3. Collaboratively identifying strategies to address specific difficulties 4. Teacher’s meeting and sharing of experiences 5. One-on-one coaching with teacher 6. Connecting the teachers to reading experts and other resource experts 7. Modelling a lesson or a particular teaching strategy 8. Others as maybe identified by the participants

Recognize the responses of the participants and ask some clarifications to further elaborate what was/were shared, if needed. The lead facilitator asks another question: What is/are the value/benefits of doing all these? (instructional supervision tasks mentioned) Take note of all the responses and summarize them using Figure 2. ! Slide 15: Figure 2: Link between instructional supervision tasks with teacher’s professional development. Figure 2: Diagram showing link between instructional supervision tasks with teacher’s professional development " Explain Figure 2 by saying: There should be a unity of purpose why you are doing instructional supervision -- which is to continuously improve the competencies of your teachers and their overall professional development which would later result to improved student learning. Use the handout as reference to further explain the importance of Figure 2, taken from the instructional supervision handbook developed


by Teacher Education Council (TEC) through the BESRA TWG on Teacher Education and Development Program (TEDP). Run through again the list of instructional supervision tasks as identified by the participants themselves and ask them this question: ! Slide 16: How can these instructional supervisory tasks be applied in supporting the Basa-trained teachers and the K to 12 reform? For 10 to 15 minutes, let the participants talk in small groups and answer the question. Let the participants list down their responses in manila or chart paper. Ask for one representative to report to the whole group. As participants give their answers, ask for follow-up questions if needed to further specify/elaborate their responses. 2:30 – 4:30 PM ! Slide 17: Session 3: Video Watching Explain to the participants that one way to support Basa-trained teachers is to provide a venue for teachers to talk about their challenges and successes during classroom instruction. They are able to create a supportive learning environment that allows them to creatively find solutions to challenges and celebrate their successes in the classroom. ! Slide 18: Objectives of the Session " State the following: In this session, you will be watching short “trigger videos”. These trigger videos were designed to trigger or stimulate discussion about common issues teachers encounter in the new K to 12 curriculum using the Basa-developed materials. The objectives of this session are:

1. Discuss the trigger videos and identify discussion points to be discussed with the teachers

2. Generate potential responses to the issues or practices presented in the trigger videos

" We will be watching three videos in total. After watching the video, you will talk in groups about how you can facilitate discussion about the trigger videos and what kind of guidance you will provide to the teachers if they encounter a similar situation. Tell groups to assign one reporter for each group. ! Slide 19: Trigger Video 1: Problematic Behavior " State the following: In this clip, one pupil goes off task and begins to bring out his notebook, a pencil, and crayons instead of reading a Leveled Reader with his partner. As you watch the video, think of some possible reasons why the boy has lost interest in the task.

Show the trigger video to the participants. Group Discussion: After watching the trigger video, ask the participants to answer the questions below in their groups. Groups will answer all the questions, but assign only one question for each group to report. Divide the questions equally according to the number of groups. For instance, if there are six groups, 2 groups will report on each of the three questions. 1. If you are presenting this video to a group of teachers, what reminders or questions

Trigger Videos ▪ Video 1: Guided Reading

of Leveled Readers (Problematic Behavior)

▪ Video 2: Group Work (A bossy group member)

▪ Video 3: Reading-Writing Connection (Teacher Interview)

Materials ▪ Manila or chart paper ▪ Markers or pentel pens ▪ Meta cards ▪ 14 Domains Poster


will you give to the teachers when you present this video? 2. What are some possible reasons that might explain why the pupil lost engagement in

the reading task that was assigned? 3. As an instructional leader, what instructional advice, support, strategies and

techniques will you provide the teachers to ensure that students are engaged in reading?

While groups are discussing their responses to the video, Lead Instructor or Facilitator goes around and listens in to the discussion. Plenary Discussion: During plenary discussion, potential answers are given which Lead Instructor or Facilitator can give or lead the discussion towards. Question 1: Ask the group/s assigned to report Question 1 to share their answers to the whole group. After the assigned group/s has reported their answers, ask other reporters from the other groups if they have additional points or reactions to the answers given by the participants. Possible answers to Question 1: What reminders or questions will you give to the teachers when you present this video? 1. Remind teachers to take note of what the teacher does - before and during reading. 2. Take note of what the pupils in pairs are doing. Question 2: Ask the group/s assigned to report Question 2 to share their answers to the whole group. After the assigned group/s has reported their answers, ask other reporters from the other groups if they have additional points or reactions to the answers reported by the assigned group/s. Possible answers to Question 2: What are some possible reasons that might explain why the pupil lost engagement in the reading task that was assigned? 1. The pupil doesn’t understand what he is supposed to do. 2. The pupil’s partner is dominating the reading. 3. The pupil’s skills are much lower than the other children in the classroom. 4. The pupil hasn’t yet understood the relationship between the print and the picture. 5. The pupil needs more direct instruction in the repeated text of the story. Question 3: Ask the group/s assigned to report Question 3 to share their answers to the whole group. After the assigned group/s has reported their answers, ask other reporters from the other groups if they have additional points or reactions to the answers reported by the assigned group/s. Possible answers to Question 3: As an instructional leader, what instructional advice, support, strategies and techniques will you provide the teachers to ensure that students are engaged in reading? 1. The teacher can read with the pupil. 2. The teacher can provide additional instructions on how to use picture clues. 3. The teacher can provide additional practice/instruction in identifying the high

frequency words. 4. The teacher can observe the working relationship of the pairs and provide

appropriate interventions later. If one partner is domineering, assign which pupil reads first, and which one next.

▪ Principal/Master Teacher/Supervisor can also model how the lesson should be delivered to ensure that pupils are engaged. Input from the Lead Instructor or Facilitator Explain to the participants what a Leveled Reader is and how Guided Reading is conducted. This may only be brief if most participants were able to give good answers


to Question 3 during the plenary discussion. " Ask the participants: Do you remember any title of a Leveled Reader that your teachers in Grades 1 and 2 have used? What are Leveled Readers? What domains of literacy do Leveled Readers promote or develop? ! Slide 20: Leveled Readers Leveled Readers are books that students read. The lowest level of Leveled Readers is simple with familiar, predictable, repetitive and rhythmic language patterns and a close relationship between the words and the picture. As the books become more complex, readers are challenged with texts that are less predictable and have more complex language, less pictures, more print and more demanding content. Leveled Readers are used to build vocabulary, develop comprehension skills, learn the structure of narrative or expository text, and develop fluency skills. " Ask participants: How do your teachers usually conduct reading of the Leveled Readers? Why do you think these methods are used for beginning and early grade readers? ! Slide 21: Guided Reading " State the following: Guided reading is an essential component of a comprehensive reading program. It serves as the bridge between shared and independent reading by providing opportunities for explicit skill and strategy instruction differentiated by student needs. The teacher models, demonstrates, and provides guided practice. ! Slide 22: Guided Reading using Leveled Readers Explain the following features of Guided Reading: 1. Small-group instruction: The teacher works with a small group of students. Something to consider: the younger the students, the smaller the group should be. 2. Students grouped by instructional needs: Guided reading is an instructional approach that facilitates the teacher’s working with a small group of students who can read similar levels of texts and demonstrate similar reading behaviors. Instruction takes place at the text level at which students are able to read, with support, the instructional reading level (Tyner, 2004). ! Slide 23: Guided Reading Principles Explain the following underlying principles that anchor Guided Reading: 1. Explicit instruction: All students, regardless of skill level, need explicit instruction in reading skills and strategies. 2. Guided practice: Modelling, demonstrating, guiding student practice and providing feedback help readers develop a repertoire of strategies to read increasingly challenging text. 3. Independent readers and comprehenders: According to Fountas and Pinnell (1997), the purpose of guided reading is to help students develop problem-solving strategies for independent (silent) reading. Before continuing to the next trigger video, Lead Instructor or Facilitator asks for additional reaction or suggestions about how they will facilitate a LAC session using this trigger video. Lead Instructor wraps up the discussion by stating the highlights and introduces the next video.


! Slide 24: Trigger Video 2: Grouping with a Bossy Group Member " The next video that you are going to watch shows pupils doing group work. As you watch the video, observe the dynamics of the group.

Show the trigger video to the participants. " Ask the participants: What did you see in the video? " State the following: In this video, we noticed that one pupil has seized control and is doing most of the work during the group activity. Some group members have lost interest. Group Discussion: After watching the trigger video, ask the participants to answer the questions below in their groups. Groups will answer all the questions, but assign only one question for each group to report. Divide the questions equally according to the number of groups. Try to rotate the questions among groups so group are not reporting answers to a similar question as that in the first video. 1. If you are to present this video to teachers, what questions can you ask your

teachers after they watch the video? 2. As an instructional leader, what strategies can you suggest to your teachers to avoid

having a “bossy” pupil dominate when pupils are engaged in group work? While groups are discussing their responses to the video, Lead Instructor or Facilitator goes around and listens in to the discussion. Plenary Discussion: Question 1: Ask the group/s assigned to report Question 1 to share their answers to the whole group. After the assigned group/s has reported their answers, ask other reporters from the other groups if they have additional points or reactions to the answers reported by the assigned group/s. Generate answers to Question 1: What questions can you ask your teachers after they watch the video? Remind participants that as facilitators during school-based LAC sessions, one of their tasks is to give well-thought questions that will generate useful answers. Question 2: Ask the group/s assigned to report Question 2 to share their answers to the whole group. After the assigned group/s has reported their answers, ask other reporters from the other groups if they have additional points or reactions to the answers reported by the assigned group/s. Potential Answers to Question 2: What strategies can you suggest to your teachers to avoid having a “bossy” pupil dominate when pupils are engaged in group work? 1. Teachers must model and train pupils how to work in groups 2. Rules around group work should be developed by the teacher and students (e.g.,

GROUPS which stand for Give thoughtful feedback, Respect others, On task all the time, Use soft voices, Participate actively, Stay with your group)

3. Assign rotating roles (e.g., Group Leader, Materials Manager, Time Keeper, Recorder, Reporter)

4. Teacher circulates and monitors groups 5. Recognize the group/s who have shown good practices in working in groups Input from the Lead Instructor or Facilitator " Ask the participants: Why do we do grouping?


! Slide 25: Grouping Children benefit from working in groups: 1. Children learn from each other. 2. There is less fear of making a mistake. 3. Thinking out loud is better for young learners than thinking quietly to themselves. 4. Grouping allows the teacher to work with a small group while the other children are

learning. Explain to the participants that the Basa-trained teachers were introduced to the grouping and differentiation continuum which is made explicit in their revised Teacher’s Guides. ! Slide 26: From Grouping to Differentiation Explain Illustration 1 using the text below: " State the following: We can think of differentiation as a continuum. At a very basic level, grouping pupils either homogeneously or heterogeneously offers the teacher an opportunity to respond to individual pupils in ways that are often not possible in large, whole class instruction. When teachers circulate during Guided Reading and provide support to pupils based on their individual reading, that is a more sophisticated approach to differentiation. In Quarter 3, we are asking teachers to group pupils although they will all be reading the same Leveled Reader. In Quarter 4, pupils will be grouped and will use two Leveled Readers—one a bit more challenging than the other. This offers additional differentiation. Illustration 1:

Understandably, for early grade levels, classroom " management is challenging especially when pupils are left to work in groups. Added to that challenge is the relatively large number of students in the classroom. However, one strategy that has proven most effective in managing people, small and large, children and adult, are rules and behavioral norms that when consistently promoted become a habit. ! Slide 27: Rules are Our Friends " No group work or collaboration will be successful without clear, consistent rules. This poster shows a short set of important rules that a classroom teacher and the pupils made up.

Grouping Differentiation

Continuum

Extra Time

Quarter 3

▪ Pupil observation

▪ Personalized instruction

Materials

Quarter 4

Less difficult


Before continuing to the next trigger video, Lead Instructor or Facilitator asks for additional comments about how they will facilitate a LAC session using this trigger video. Lead Instructor wraps up the discussion by stating the highlights. Lead Instructor or Facilitator relates the session on Grouping to creating a community of learners during the LAC sessions. Leadership during these sessions can be rotating – where teachers can be seen as leaders, and school heads and district supervisors as learners. ! Slide 28: Trigger Video 3: Teacher Interview " The next video that you are going to watch is an interview by the teacher.

Show the trigger video to the participants. " Ask the participants: What was the teacher discussing about in the video? Call one or two participants to give their answers. Group Discussion: Ask the participants to answer the questions below in their groups. Groups will answer all the questions, but assign only one question for each group to report. Divide Questions 2 and 3 equally according to the number of groups. Try to rotate the questions among groups so group are not reporting answers to a similar question as that in the first and second videos. 1. From your own experience and based on your classroom observations, what are

some of the writing activities that can be done in the classroom? For Question 1, let all groups answer this question. Give them 10 minutes to write their answers in meta cards. There should be only one answer/writing activity written for each meta card. After 10 minutes, ask them to paste their answers on a designated area in the training room. Then, let them continue discussing Questions 2 and 3. 2. How can we support pupils who are still struggling with reading and writing so that

they can experience authentic writing? 3. If you are going to present this video to teachers, what questions can you ask your

teachers after they watch the video? While groups are discussing their responses to the video, Lead Instructor or Facilitator goes around and listens in to the discussion. Note to Facilitator: While participants are discussing, look at their answers to Question 1.

Higher level


Determine if the answers can be segregated between mechanical writing (e.g. copying) and authentic writing (e.g. writing a letter). Then, arrange the meta cards they have posted in these two categories. Plenary Discussion: Question 1: Highlight the answers from the participants. Point out the answers that they have which the Instructor or Facilitator has re-arranged. " Ask the participants: Do you notice anything about how I divided the answers? Explain that you notice two types of answers – those referring to mechanical writing and those that provide opportunities for authentic writing. Input from the Lead Instructor or Facilitator " Ask the participants: What do you think is authentic writing? ! Slide 29: Authentic Writing Composing or authentic writing is defined as the ability to formulate ideas into sentences or longer texts and represent them in the conventional spelling patterns of written language. Stress to the participants the importance of expressing ideas into print or written form. Authentic writing is an often-overlooked tool for improving students’ reading, as well as their learning from text. Ask participants for other examples of authentic writing activities. Plenary Discussion: Question 2: Ask the group/s assigned to report Question 2 to share their answers to the whole group. After the assigned group/s has reported their answers, ask other reporters from the other groups if they have additional points or reactions to the answers reported by the assigned group/s. Potential Answers to Question 2: How can we support pupils who are still struggling with reading and writing so that they can experience authentic writing? 1. Using sentence frames or rehearsing their responses orally before they write 2. Writing words on word walls or word cards they have at their desks 3. Partner writing 4. Using pictures as a starting point 5. Praising the thinking and the idea expressed in the writing rather than criticizing the

spelling or mechanics Question 3: Ask the group/s assigned to report Question 3 to share their answers to the whole group. After the assigned group/s has reported their answers, ask other reporters from the other groups if they have additional points or reactions to the answers reported by the assigned group/s. Potential Answers to Question 3: During a LAC session using this trigger video, what questions can you ask your teachers after they watch the video? 1. Ask teachers to talk about the writing activities they have already done as part of

their implementation of the Basa Revised Teachers’ Guides For example: simple brochures on a topic such as fruits; class books based on pupil’s writing in response to a Read Aloud; recipe; letters and invitations to family

2. Ask teachers if they had any “aha!” moments from giving an authentic writing activity to their pupils

3. Ask teachers what their challenges are in giving a writing activity to the class


Lead Instructor wraps up the discussion. 4:30 – 5:00 p.m. ! Bring back Slide 15 Summarize the session and link back to Figure 2. Remind the participants of the value of instructional supervision within the context of the K to 12 reading program -- continuously improve teacher performance + enhanced reading program = enhanced pupils' understanding and learning ! Slide 30: Insights, Meaningful Takeaways and Significant Learning To end Day 1, ask two to three volunteers to share their insights, some meaningful takeaways and significant learning they gained from the day’s session. Also ask them what they think about the process that they went through. Distribute the “Ticket to Leave” handouts and tell participants to write their thoughts and questions about Day 1. Let them drop these in a box outside the door as they leave. Thank the participants for their active participation for the day’s session!

Handout ▪ Ticket to Leave ▪ Empty box

Strengthening School-based LAC Sessions in Reading – Grades 1-3 Handout 1 for Day 1


STRENGTHENING SCHOOL-BASED LAC SESSIONS IN READING

GRADES 1-3

(SLIDES 11-12)

HANDOUT 1: ROLES AND FUNCTIONS OF SCHOOL HEADS

(CHAPTER 1 SECTION 7 OF RA 9155)

Consistent with the national educational policies, plans and standards, the school heads shall have authority,

accountability and responsibility for the following:

1. Setting the mission, vision, goals and objectives of the school;

2. Creating an environment within the school that is conducive to teaching and learning;

3. Implementing the school curriculum and being accountable for higher learning outcomes;

4. Developing the school education program and school improvement plan;

5. Offering educational programs, projects and services which provide equitable opportunities for all learners

in the community;

6. Introducing new and innovative modes of instruction to achieve higher learning outcomes;

7. Administering and managing all personnel, physical and fiscal resources of the school;

8. Recommending the staffing complement of the school based on its needs;

9. Encouraging staff development;

10. Establishing school and community networks and encouraging the active participation of teachers

organizations, non-academic personnel of public schools, and parents-teachers-community associations;

11. Accepting donations, gifts, bequests and grants for the purpose of upgrading teachers’/learning facilitators’

competencies, improving and expanding school facilities and providing instructional materials and equipment.

Such donations or grants must be reported to the appropriate district supervisors and division

superintendents; and

12. Performing such other functions as may be assigned by proper authorities.



GRADES 1-3

(SLIDE 15)

HANDOUT 2: INSTRUCTIONAL SUPERVISION PROFESSIONAL DEVELOPMENT AND TEACHER EVALUATION1

coupledwith Cyclesofsupervision

Cyclesofpeer andauxillaryprocessesfor

§ Pre-observation

extendedgrowth

directed/initiatedsupport

Conference

anddifferentiatedformsof

§ TeachingObservation

supervision(collaborative,

§ Post-observation

self-directed)

Conference

Mentoring, ProfessionalDevelopment Induction,Study Groups,LACSessions,

§TeacherActionResearch

LearningGroups

IndividualGoal §Self-directedlearning

Setting(IPPD) §Problem-basedlearning

§Job-embeddedlearning

and linkedto

TeacherEvaluation§ NCBTS-TSNA § CB-PAST

15

Perhaps, the most important work a supervisor does regardless of the title or position is to work with teachers in ways that promote lifelong learning skills, inquiry, reflection, collaboration and a dedication to professional growth and development. In a school culture built on a foundation of collaboration, collegiality and trust, the supervisor is in a better position to promote the processes that support professional development of every teacher in a professional learning community. 1Source:InstructionalSupervisionHandbook,DepartmentofEducation,BasicEducationSectorReformAgenda,TeacherEducationandDevelopment,TWG,2010 Strengthening School-based LAC Sessions in Reading – Grades 1-3 Handout 2 for Day 1


The unity of purpose links supervision, professional development and teacher evaluation. Woven together in a holistic way, learning opportunities follow their own course while contributing to the overall development of the faculty and the organization. To be truly valuable, an approach must be flexible, adaptable to a particular environment, and shaped by the people who apply it. School-based LAC session presents one approach to linking supervision, professional development, evaluation and other processes. The diagram is based on the premise that supervision, professional development, and teacher evaluation and other efforts form a seamless web that employ processes that promote growth, including reflection, inquiry and dialogue. The important processes are not lockstep, linear processes with a fixed beginning and end. It may begin with the Competency-Based Teacher Assessment through the use of the National Competency-Based Teacher Standards (NCBTS-TSNA) and may also end up with Teacher Evaluation with the Competency-Based Performance Appraisal System (CB-PAST). From where it may start, NCBTS-TSNA, a teacher sets an individual goal through the Individual Professional Plan for Development (IPPD), which would connect to the cycles of supervision through the different modalities appropriate to the particular teacher. Based on the cycle, there are continuous auxiliary processes for extended growth of teachers through Mentoring, Induction, Study Groups, Learning Clusters (where school-based LACs become part of this process). All these lead to Teacher Professional Development through Practitioners’ Action Research, Self-Directed Learning, Problem-based Learning and Job-Embedded Learning among others.

Strengthening School-based LAC Sessions in Reading – Grades 1-3 Handout 2 for Day 1

TICKET TO LEAVE

Name (optional): ____________________________

What are the most valuable ideas you are taking away from this session?

What questions do you have?

Strengthening School-based LAC Sessions in Reading – Grades 1-3 Day 1 Worksheet



GRADES 1-3

WORKSHEET 1

1. Please recall a successful reading program that you have implemented or been part of in the past, what

was that reading program and what made it successful? What roles were master teachers/school

head/DS performing at that time in supporting the reading program to ensure its success?

2. Share important lessons learned from those successful experiences that can be utilized in the current

Grades 1-3 reading program.

3. Focus on what is happening now, what is/are working well as you implement the current Grades 1-3

reading program? What can you claim as your small wins already? And why? What enabled your

school to achieve these small wins?

Trainer’s Guide: Strengthening School-based LAC Sessions in Reading Grades 1-3– Day 2 1

INSTRUCTOR’S SESSION GUIDE FOR DAY 2 Strengthening School-based LAC Sessions in Reading Grades 1-3 DAY 2 8:00-8:15 AM Opening Program ▪ Morning Prayer ▪ Preview of the schedule for Day 2 (Use Slide 4 Daily Schedule (from Day 1)

Materials ▪ Day 2 PPT presentation

8:15 – 9:00 AM ! Slide 1: Title ! Slide 2: Personal Reflections Tickets to Leave Spend 5 to 10 minutes to share with the whole group some significant questions from the Tickets to Leave that can and needs to be addressed. Also share some inspiring insights written on the Tickets to Leave. Personal Reflections " Ask participants: Based on our discussions in Day 1, what are your personal

reflections about your role as instructional leaders? Let participants talk in pairs. Then, call on three to five volunteers to share. Thank the participants for their sharing and tell them that if they have more reflections, they can write it down on the Tickets to Leave that they will drop in the box before the leaving the training venue at the end of the day. " State the following: A holistic approach to school head and school leader

professional development emphasizes the need for their own personal reflection so they “get in touch” with their role as instructional leaders.

! Slide 3: School Heads and District Supervisors’ Major Roles Show the figure below to wrap up the personal reflection. Explain that as school heads and leaders, they are also teachers of teachers. More importantly, they are lifelong learners and readers who are engaged in continuously improving themselves.

Materials ▪ Filled out Tickets to Leave

School Head/ District

Supervisor as a person

Lifelong Learner and

Reader

Teacher of teachers

Leader



9:00 – 9:30 AM ! Slide 4: LAC as a school-based teacher support program " We talked about the major role of school heads and school leaders as instructional

mentors for teachers. One of the school-based teacher support program identified by teachers is the Learning Action Cells or LACs.

" As an initial assessment (just a show of hands), ask the participants: Who has

conducted/ facilitated school-based a LAC session? Who has participated in any school-based LAC sessions?

Mention that Basa Pilipinas Project partnered with SEAMEO INNOTECH to conduct a desk research study on school-based teacher support program. Results of the research showed that the most common professional support strategy/approach being provided to teachers at the school level is through the Learning Action Cells or LAC session. However, the study also showed that there is a need to strengthen the practice of doing/facilitating LAC session to fully support teacher’s professional growth. ! Slides 5 - 6: Some General Findings about the School-Based Teacher Support Program Share some general findings and recommendations from the desk research study as written in Slides 5-6. § LAC sessions were identified as the common support mechanism provided to

teachers. § It is practiced at the school level, but it comes in different forms and is normally

conducted when the need arises. It varies in terms of structure and format. LAC sessions tend to be less structured and encourage more open dialogue and sharing among teachers.

§ Other support mechanisms for teacher development are: school-based coaching, mentoring and classroom observation, INSET, classroom monitoring, Job-Embedded Learning (JEL), technical assistance to teachers, provision of teachers’ guides and other learning materials.

§ LAC sessions have great potential to serve as support mechanism for the continuous learning of trained teachers. These sessions are avenues whereby teachers can share strategies and lessons that work in the classroom with other teachers, in the same way that they can share those which did not work so well and learn from these experiences.

Further explain that indeed conducting LAC session is one instructional supervision strategy to help teachers further enhance their competencies, the very essence of the design of this program. ! Slide 7: Session 3 Objectives Explain the objectives of this particular session: ▪ Enhance competencies in designing and conducting/facilitating LAC sessions (to

support your Basa-trained teachers) ▪ Provide additional guidelines to strengthen school-based LAC sessions Further explain (as what was mentioned in Day 1), that this training capitalizes on what they are already doing in conducting LAC sessions. The training also provided an opportunity to help each other in improving their current practices in designing and facilitating LAC sessions.

Requirement ▪ Three break-out rooms Handout ▪ Individual copies of

worksheet containing the 2 process questions

Materials ▪ Manila paper ▪ Masking tapes ▪ Flip boards


9:30 - 11:00 AM ! Slide 8: Appreciative Conversations on School-Based LAC Sessions Explain that this will be done using appreciative conversations and learning from your own experiences in designing/ facilitating LAC sessions, basically capitalizing on what you already know and re-learning and learning new ways of doing LAC sessions. Distribute the individual worksheet. Explain one by one the process question as written in Slide 7: 1. Recall a time when you have attended a very productive and fruitful LAC session.

Describe what was happening then. Who were there? What were you/others doing? What made you say that it was a productive and fruitful LAC session?

2. What did you learn from that experience that will help you design and facilitate the most productive and fruitful LAC aimed at enhancing competencies of your Basa-trained teachers and at the same time, improve the implementation of the Grades 1-3 reading program in your school?

! Slide 9: Instructions for this Activity Give the instructions for this activity as follows: § Organize the participants into smaller groups (at most 10 participants per

group--inter-district grouping). § Make sure everybody has a copy of the worksheet. § Give participants 10 minutes to answer their worksheets individually. Ask them

to write down their responses to the questions to guide them in the sharing. § In 20 minutes, the participants will share individual stories within their group;

summarize individual stories by capturing the 1) elements that will make LAC session productive and fruitful based on their experiences and 2) important lessons and considerations to take to make their LAC sessions on reading more productive and fruitful the next time around.

Plenary Sharing and Processing (45 mins.) The Lead Instructor assisted by the co-facilitator/s organizes the plenary sharing of the different groups. The co-facilitators assist the different groups and capture the highlights of each group sharing to feed to the Lead Instructor/ Facilitator. Manila poster paper can be used to summarize the following areas:

1) elements that will make LAC session productive and fruitful based on their experiences

2) important lessons and considerations to take to make their LAC sessions on reading more productive and fruitful the next time around

Highlight the success factors/important elements which should be present to make LAC session productive and fruitful, the same factors that will motivate teachers to attend every LAC session. Important lessons also in their previous experiences need to be given emphasis which they can carry on as they design and facilitate LAC sessions in their respective schools. Note to Lead Instructor/ Facilitator: It is recommended to have a documentation of this session.

11:00 -12:00 NN

! Slide 10: What is a school-based LAC Session and its objectives? The lead facilitator provides additional inputs to further substantiate what were shared by the participants.


Use the explanation below as reference on the areas that need further discussion: School-based LAC session is a professional learning activity being adopted to continuously improve teacher’s instructional and pedagogical skills. It is based on the premise that teachers learn best from their peers and they share their most effective strategies with their colleagues. A school-based LAC is composed of a group of teachers (from the same grade level or same learning areas or maybe a combination of both) depending on the objective of why the LAC is organized. The composition of teachers may vary from school to school. It operates on the philosophy of peer collaboration and mentoring to share lessons or teaching strategies and approaches that have worked well in the class or collaboratively think of strategies and solution to address major and common challenges being encountered by the teachers needing urgent attention. It is commonly used as a teacher development support program at the school level, normally, being facilitated by the school head, a master teacher, a subject coordinator or somebody who has the expertise about the topic to be discussed in a given LAC session. ! Slide 11: What is a BASA Literacy LAC Session and its objective? Is it different from what we are currently doing? The BASA Literacy LAC session is not different from your existing school-based LAC session. It as actually inspired by it. However, this particular LAC session will be focused on discussing the revised Teacher’s Guides and other Basa-developed learning materials provided to teachers. The objective is to discuss how these materials were utilized in their classes, their best practices, and some issues and concerns they have encountered in delivering the lessons. These Basa Literacy LACs are designed for all Grades 1-3 teachers and all of them are encouraged to participate in these sessions. The objective is to continuously improve the competencies of the Basa-trained teachers, thereby improving the reading abilities of the pupils. ! Slide 12-13: What is the more common structure in doing LAC session? What about the Basa Literacy LACs? Explain how the Basa Literacy LACs is different from the LAC sessions they have facilitated and attended. 1. Mechanics The mechanics of conducting LAC varies from school to school and division to division. The practice (including the format) of doing LAC evolves through the years, especially with School-Based Management (SBM) where schools are empowered to design or innovate school-based teacher development programs. Other schools call it by a different name now, but the objective of doing it remains. The BASA Literacy LACs will use the LAC Facilitator’s Guide designed especially for this purpose with detailed mechanics and processes. 2. Time allotment Some schools do the LAC once a month. Other schools do it twice a month; others every Friday. The time spent per session also varies depending on the topic, but normally it lasts for two hours only. The BASA Literacy LACs may meet as often as time permits, but it is strongly suggested that Grades 1-3 teachers meet once a month for two hours. One hour should be devoted to reading and the Basa program.


3. General atmosphere The atmosphere is rather informal compared to INSET, there is more open discussion among teachers and sharing is greatly encouraged in the group. The BASA Literacy LACs adheres to the creation of an atmosphere conducive to self-reflection and learning. 4. LAC topics/agenda Topics/ agenda covered per session vary depending on the pressing issue or problem encountered by teachers. There are cases when topics/ agenda are already defined in a given semester, but would also change based on more pressing concerns needing attention. A recommended agenda and set of topics is included in the Basa Facilitator’s Guide which will be examined in more detail a little later on today. The BASA Literacy LACs as per the Facilitator’s Guide will have some pre-determined topics based on the RTGs, but are also open to talk about some pressing issues and concerns that need to be attended to immediately. 5. LAC Schedule In some schools, by the end of each LAC session, teachers agree on when the next session will be and already decide what topic to cover. Other schools are doing it differently. Other schools even have a year-long schedule of their LAC sessions. The BASA Literacy LACs will have a definite schedule and time duration but can also be based on the school-based regular LAC. This will be defined later when you do your action plan. 6. LAC Facilitators and Documenters Some schools have assigned permanent facilitators and documenters. Others do it by rotation, so almost everybody is given the opportunity to play these roles which is also part of building teachers’ competencies. Assignment of facilitators under the Basa Literacy LACs will also be defined in the action planning. 7. LAC Monitoring and Evaluation Some schools/divisions have adopted a monitoring and evaluation tool which the participants must complete at the end of each session. This is done to improve the practice of doing LAC session. The BASA Literacy LACs will devise an M&E tool to be administered at the end of its session to ensure continuous improvement in its practice. 8. School/ District LAC Sessions LAC sessions can be organized within the school or across the schools through what they call as the District LAC Session. The BASA Literacy LACs is not limited at the school level, a district LAC can also be arranged. Before breaking for lunch, ask participants if they have any questions or clarifications. Discuss the points raised by the participants. 12:00 – 1:00 PM LUNCH

1:00-2:00 PM ! Slide 14: Session 4: Skill Practice on Designing/ Facilitating BASA Literacy LAC Session

Materials ▪ Facilitator’s Guide (Flip

Chart)


Objective of the Session: The lead facilitator explains that this part of the program will require them to design and facilitate BASA Literacy LAC session using their lessons learned, learning and insights gained in the earlier discussion and based on their own reflections of their current practice of doing LAC session. Further, the lead facilitator will say that this time they will be given the chance to improve their own practice of doing the LAC session from beginning to end within the context of the Grades 1-3 reading program. Note to Lead Instructor/ Facilitator: The actual skill practice on LAC facilitation will require more (at least 3 teams) facilitators and reading experts, so they can help in processing and providing additional inputs based on their actual skill practice. ! Slide 15: Basa Literacy LAC Facilitator’s Guide Distribute a copy of the LAC Facilitator’s Guide for all participants. The lead facilitator walks the participants through the LAC Facilitator's Guide. This will help them design their school-based LAC sessions with pointers on what to do before the LAC, during the LAC Session and after the LAC Session. ! Slide 16: How to Use the Basa Literacy Facilitator’s Guide This facilitator’s guide consists of instructions on what to do before and during every Learning Action Cell (LAC) session. Each session consists of four parts: 1) Sharing, 2) Discussion of theme and topic, 3) Activity, and 4) at We Will Do Next. ! Slide 17: Parts of the Guide The process followed in the first, third, and fourth parts in each session are the same. The variation is in the second part. The second part titled, Discussion of Theme and Topic, consists of themes used in the Revised Teacher’s Guideand topics under each theme. You are advised to take up one topic under each theme for each LAC session. However, remember that your discussions are not limited to the day’s topic. You may also talk about matters about previous topics that your teachers may bring up. Each topic comes with a trigger video that you have to play as a take-off for Part 2: Discussion of Theme and Topic. You will find the trigger video in the pocket at the back of this guide. If you remember, we looked at three trigger videos yesterday. ! Slide 18: What To Do Before the LAC Session? 1. Two to three days before the LAC session, send the following to the teachers:

§ A written reminder to bring the Revised Teacher’s Guides (RTGs) to the LAC session

§ The LAC session agenda 2. Ask the teachers to prepare to:

§ Share orally their experiences in implementing the RTGs in their classrooms and experiences related to the previous topic.

§ Bring student work or learning materials developed in the past month. 3. Preview the trigger video to be used for the LAC session to familiarize yourself

with it and to ensure that both the video and video player are working.

▪ Trigger videos in CDs/flashdrive

! Slide 19: Materials for the LAC Session The lead facilitator explains that the assigned LAC facilitator will prepare the following materials beforehand:

1. LAC session agenda 2. Trigger video


3. Video player 4. Whiteboard and marker for writing key points

! Slide 20: LAC Session Agenda The lead facilitator presents the following LAC Session Agenda as an overview of the LAC session: Further, the lead facilitator explains that LAC Session Agenda is typically composed of 4 parts:

1. Sharing Session 2. Discussion of Theme and Topic 3. Activity 4. Next Steps

These areas will be explained in detail one by one: ! Slide 21-23: What To Do in a Sharing Session? Explain what normally happens during the sharing session, which is basically the opening part of the LAC Session: § The School Head or whoever is the assigned LAC facilitator for the day will

welcome all the participants and thank them for coming to the LAC session. § Teachers will be asked to share in pairs, grade groups or subject groups their

experiences and reflection pertaining to the new materials, a new activity, and/or a new approach they have tried in their respective classes.

§ After the sharing in pairs or groups, ask them the following questions that will trigger the discussions:

1. Based on your experiences pertaining to the new materials/ new activity/new approach, what is working?

2. What is not working and what key issues need to be addressed in order for it to work?

§ Make sure that there is somebody assigned to take notes of the highlights of the discussion and the agreements.

§ When the sharing is done, congratulate the participants for their efforts and encourage them to share newly developed learning aids and or strategies with other teachers.

! Slide 24: What normally happens during the discussion of theme and topic? Explain the importance of the theme and topic for the day to be able to generate interest from the teachers. Explain the flow of how a theme or topic is discussed:

§ First, show the trigger video to the teachers pertaining to the topic. § After they have seen the video, ask them questions to trigger the discussion and

learning exchanges among the teachers; that is why it is important to inform the teachers of the topic/theme to be discussed so they can make the necessary preparations. This is also the part when the facilitator should be able to effectively ‘traffic’/ facilitate the discussions to maximize the learning exchanges among the teachers. During the discussion, the content expert/s around should also be ready to provide additional inputs to substantiate the discussion. The facilitator must give equal recognition to the inputs provided by the teachers themselves to further encourage them to share their ideas.

§ Ask teachers for specific insights they gained from the learning exchanges. This is the part when the facilitator should be able to capture the ‘Aha!’ moments or learning moments shared by the teachers from the discussion. There might be some insights already shared during the discussion part and the facilitator should be quick in highlighting these.


! Slide 25-26: What will the teachers do in the “Activity” part of the LAC Session? Explain to the participants what happens during the “Activity” part of the LAC session. This part of the session will require the teachers to: ▪ Look at their Revised Teacher’s Guides and select lessons and/or activities where

they will have an opportunity to apply what has been introduced and discussed in the LAC session. This can be done in pairs, in small groups, or individually

▪ Identify materials that they may want to make for the lessons and/or activities ▪ After the activity, teachers will be asked the following questions:

a. What will make the lessons/activities/materials you selected work well? b. What do you expect the pupils will learn and what evidence of achievement will

you collect? c. What ideas are you taking away from this LAC session? ▪ This will again require additional discussions and exchanges from the teachers

where they will collaboratively talk about concrete actions that they will do to apply what they have learned from this particular LAC session.

! Slide 27: What will we do next? The lead facilitator explains that this is basically the last part of the LAC session where: § The schedule of the next LAC session will be announced (and also the topic, if

ready by that time) including who will be the LAC facilitator § Remind the teachers that they will again share their experiences, collected,

data/evidence, and reflections on what they tried and how it went. § Thank everyone for their active participation. After the explanation of the different parts of a LAC session, Lead Instructor or Facilitator asks for some clarifications or questions from the participants. Ask them if this can help them enrich/improve the way they are doing the LAC session. Remind participants that as they use the LAC Facilitator’s Guide, to provide Basa with feedback and suggestions on how best the Guide can be enhanced and better support them as they conduct the school-based LAC sessions. 2:00 – 3:30 PM ! Slide 23: Actual Skill Practice: Designing/Conducting LAC Session The lead facilitator announces that this part of the session is the skill-building portion where participants will be given the opportunity to demonstrate their enhanced understanding about the LAC session and practice skills on how to actually conduct/ facilitate a LAC session. ! Slide 28-31: Instructions for the Skill Practice The lead facilitator explains the instructions as follows: ▪ Organize yourselves into three groups, preferably with 10-15 members each ▪ Choose who will play the following roles: 1 School Head who will be the LAC

facilitator; 1 LAC Documenter; 1-2 reading resource experts; the rest will act as Basa-trained teachers

▪ Each group will be assigned one LAC topic/theme ▪ Each group will be given 20 minutes each to plan their LAC session using the LAC

Facilitator’s Guide ▪ In the interest of time, each group will be asked to demonstrate the actual LAC

session facilitation in 30 minutes (covering the 4 parts of the LAC session). There will be 3 groups doing simultaneous run of skill practice.

▪ Trainers’ and Facilitators will be with you to assist you and at the same time

Requirement ▪ Lead Instructor or

Facilitator in each break out room ▪ Room layout: One cluster

of table which can accommodate 10-15 pax seated near each other in front; other participants waiting for their turn, should be seated outside the cluster and act as observers

Video ▪ Trigger videos assigned

to each break-out group

Materials ▪ Video player (one for

each break-out group)


observe how you facilitate the LAC session. Introduce who they are. ▪ After the demonstration/skill practice, trainers and facilitators will be invited to

share their observations, strong points in the way LAC session was delivered and areas for improvement. The participants will also be asked to give their own suggestions based on their own actual demonstration and what they saw/observed from the other groups

▪ Participants will convene again in plenary session for the overall assessment of the experience and sharing of additional tips/techniques and learning.

Note to Lead Instructor or Facilitator: Documentors to capture highlights of discussions in each break out room

▪ LCD projector (one for each break-out group; TV may also be used instead of projector)

3:30 – 4:30 PM ! Slide 32: Assignments of LAC Theme/Topic Per Group Notes for the Lead Facilitator: The following are the LAC topics/themes to be assigned to each group. Ensure that there is no duplication of topic. Better assign the topic per group or drawing of lots can be done. Each group must get a copy of the trigger video which they are assigned to. The skill practice will be triggered by the video and shall be guided by the processes in the Basa Literacy Facilitators’ Guide: 1) Sharing Session; 2) Discussion of Theme/Topic; 3) Activity; 4) What We Will Do Next

§ Bridging: Showing a Problem § Bridging: Demonstrating Good Practice § Bridging: Demonstrating a Strategy § Read Aloud: Room for Improvement § Leveled Readers: Demonstrating a Strategy for Decoding § Reading-Writing Connection: Use of Sentence Frames § Reading-Writing Connection: Invented Spelling § Grouping: Heterogeneous vs Homogenous Grouping § Grouping: Grouping for Competition

! Slide 33: Processing of the Skill Practice Experience After the skill practice, the lead facilitator with the help of the co-facilitators will convene all the participants in the big room. Ask them the following questions as reflected in Slide 38:

§ What came out as the strong points in the skill practice sessions? § What were the areas for improvement that were shared in the 3 breakout

rooms? § Back to your individual schools, how will you do LAC session differently given

this experience? The lead facilitator facilitates the process of sharing the learning, and should be ready also in providing additional inputs and instructional support needed and raised by the participants. Highlight the importance of facilitation skills in this process and ask for additional insights about the whole exercise.

Handout ▪ Ticket to Leave

4:30 – 5:00 PM ! Slide 34: Insights, Meaningful Takeaways, Significant Learning To end Day 2, the lead facilitator gives the worksheet, “Ticket to Leave”. Give participants 15 minutes to fill it out the worksheet. Then, ask 2-3 volunteers to share the insights, some meaningful takeaways and significant learning they gained from the day’s session. Also, ask them what they think about the process that they went through.


Thank the participants for their active participation in the day’s session! Additional Inputs: Some Basic LAC Facilitating Techniques and Strategies By the end of the processing activity (or this maybe given before the skill practice), the lead facilitator provides some basic facilitating techniques and strategies to guide them in the actual LAC facilitation. ! Slide 35-36: Roles of a LAC Facilitator Based on the structure of a LAC session, the following are the expected roles of a LAC Facilitator: § Announce the topic/theme, remind date/time of the LAC session ahead of time. § Ensure availability of the materials/equipment/facilities needed. § Conduct some informal discussion with teachers about the topic/theme to help

prepare for the session. § Know the resource experts who can be invited to the session, if needed. § During the LAC session, remind the teachers about some ground rules. § Listen well and ask the right questions. § Manage the process well, capture highlights, validate understanding with the

participants. § Ensure highlights and agreements are documented. § Keep track of the time. Start and end on time. § Always recognize the ideas and the participation of all.

Additional Notes to the Lead Facilitator based on the above roles: Announce the topic/theme, remind date/time of the LAC session It is important to remind the teachers expected to attend the LAC session about the topic to be discussed, the exact time/day/venue of the session. This will enable them to prepare for the discussion and make sure of their presence. Ensure availability of the materials/equipment/facilities needed The materials, equipment and facilities needed would depend on the topic/ theme to be covered in the LAC session. These should be prepared ahead of time so as not to waste time looking for these materials during the actual session. Having all the needed materials will also to create the impression among the teachers that the facilitator is well prepared for the session. The facilitator in effect is also serving as a role model in everything that he/she does from beginning to end of the LAC session. Conduct some information discussions with teachers about the topic/theme prior to the session Doing so will make the facilitator become more prepared with some issues and concerns encountered by the teachers, which might be raised during the LAC session. This will enable the facilitator to get additional resources if necessary. Know the who/where the resource experts are Be aware of the available resources who can be tapped to provide additional/ substantive/ technical inputs to the session, especially if these are areas beyond the expertise of the teaching staff and management of the school. Setting ground rules for the LAC session Setting ground rules or norms is important especially for the first few sessions. The norms to be set may vary from school to school but may range from the following: 1) individual commitment to attendance; 2) active engagement in the session; 3) faithful to the time set, arrive on time and complete the entire run; 4) adherence to the process agreed; 5) commitment to the individual action points to be agreed upon; 6) some confidentiality rules, if needed. This includes creating a ‘safe space’ for everyone to openly share ideas and learn from each other.


Listen well and ask the right questions Managing a group process like the LAC session requires a great deal of listening skills. There is a need to listen intently to the many issues being raised/ presented and being able to summarize accurately and make sense of all these. Asking the right questions that would trigger the teachers to think critically and lead the discussions to higher level of learning. Manage the process well, capture highlights, validate understanding with the participants It pays to always do a process check and keep track of the discussion threads. At the beginning, it would be best to have a co-facilitator who can assist the main facilitator in managing the process also in correctly capturing the main points and agreements of the discussion. Ensure that everyone is fully engaged in the session.

Ensure highlights and agreements are documented It is necessary to work in tandem with a documenter (or a co-facilitator) who can help ensure that main discussion areas/points are fully documented and captured. Keep track of the time. Start and end on time. The teachers are well aware of the duration of the LAC session. This should be made clear at the beginning. Hence, the facilitator should be faithful to the time set, starting and ending on time is one concrete manifestation of how well a group process is being managed. It might be best also to allocate time to the 4 parts of the LAC session to guide the facilitator. If, however there is really a need to extend the time given the discussion, get the consensus of the participants about the possible extension of the session. If time is running out, ask the teachers to help determine how to get through the entire discussion topic. Always recognize the ideas and the participation of all Keep track and recognize those who has shared ideas and employ strategies to encourage others to share. Acknowledge the value of the ideas/contributions shared by the individual teachers. Be very quick in giving feedback and acknowledging/ thanking them for the ideas shared.

1

Basa Pilipinas In Support of DepEd’s National Reading Program

1

STRENGTHENING SCHOOL-BASED LAC SESSIONS

IN READING

GRADES 1-3

DAY 2


•  What are the questions/issues from yesterday’s sessions? •  What are your personal reflections about your role as

instructional leaders?

2

Pause and Reflect


3

Master Teachers, School Heads and District Supervisors’ Major Roles

School Head / District

Supervisor as a person

Lifelong Learner

and reader

Teacher of

teachers

Leader

2


Who has conducted/ facilitated a school-based LAC session? Who has participated in any school-based LAC sessions?

4


5

General Findings about the School-based Teacher Support Program

•  LAC session was identified as the common support mechanism being provided to teachers.

•  It is being practiced at the school level, but it comes in different forms and is normally conducted when need arises. It varies in terms of structure and format.

•  LAC session is less structured and encourages more open dialogue and sharing among teachers.


6

General Findings about the School-based Teacher Support Program

•  Other support mechanisms for teacher development are: school-based coaching, mentoring and classroom observation, INSET, classroom monitoring, Job-embedded learning (JEL), technical assistance to teachers, provision of teachers’ guides and other learning materials

•  LAC sessions have great potential to serve as support mechanism for the continuous learning of trained teachers. During these sessions, teachers can share strategies and lessons that worked and did not work so well with other teachers.

3


Session Objectives: 1.  Enhance competencies in designing and conducting/

facilitating LAC sessions (to support your Basa-trained teachers)

2.  Provide additional guidelines to strengthen school-based LAC sessions

7

Session 3: Enhancing LAC as a School-based Teacher Support Program


Process Questions: 1.  Recall a time when you have attended a very productive and

fruitful LAC session, describe what was happening then. Who were there? What were you/others doing then? What made you say that it was a productive and fruitful LAC session?

2.  What did you learn from that experience that will help you design and facilitate the most productive and fruitful LAC aimed at enhancing competencies of your Basa trained teachers and at the same time, improve the Grades 1-3 reading program in your school?

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Best Practices in School-based LAC Sessions


1.  Organize the participants into small groups (with at most 15 members per group)

2.  Give each one a copy of the worksheet 3.  10 minutes to answer the worksheet individually, write their

responses to guide them in the sharing 4.  20 minutes to share individual stories in small group 5.  Summarize individual stories to capture the following areas in

plenary sessions: •  Elements that will make LAC session productive and fruitful •  Important lessons and considerations to take to make their Basa

Literacy LAC Sessions more productive and fruitful, worth coming back to

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Instructions for the Activity

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•  A professional learning activity among teachers which aims to continuously improve teacher’s instructional and pedagogical skills

•  It is based on the premise that teachers learn best from their peers and they share their most effective strategies with their colleagues

•  Operates on the philosophy of peer collaboration and mentoring to share lessons or teaching strategies and approaches and collaboratively address major challenges

•  Commonly utilized as a teacher development support program

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What is a school-based LAC session and what are its objectives?


•  The Basa Literacy LAC session is inspired by your current practice of doing LAC sessions.

•  It is focused on the discussion about the Revised Teacher’s Guides and how well these were utilized in class, best practices, issues and concerns in delivering the lesson guides.

•  It is designed for all Grades 1-3 teachers. •  Its objective is to continuously improve the competencies of

the Basa trained teachers, thereby improve the reading abilities of the pupils.

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What is Basa Literacy LAC session and what is its objective? Is it different from what we are doing?


1.  It will make use of the LAC Facilitator’s Guide with detailed mechanics and processes.

2.  Teachers may meet as often as time permits, but it is strongly suggested that Grades 1-3 teachers meet once a month for two dedicated hours.

3.  It adheres to the creation of a conducive atmosphere for learning exchanges to happen among the teachers.

4.  There will be some pre-determined topics per LAC session but are also open to talk about some pressing issues and concerns that need to be attended to immediately.

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What is the common structure to be adopted in Basa Literacy LAC session?

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5.  Assignment of LAC facilitators and documentors depend on the school arrangements.

6.  A monitoring and evaluation tool will be devised to help you improve the practice of doing LAC session.

7.  The conduct of BASA Literacy LAC session may not be limited at the school level, the District, in consultation with the schools concerned may opt to call for a District LAC.

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What is the common structure to be adopted in Basa Literacy LAC session?


Session Objectives: 1.  Design a Basa Literacy LAC session using their lessons

learned and insights gained in the earlier discussion 2.  Facilitate a Basa Literacy LAC based on their own

reflections of their current practice of doing LAC session

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Session 4: Skill Practice on Designing/ Facilitating Basa Literacy LAC Session


THE BASA LITERACY LAC FACILITATOR’S GUIDE

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The Guide consists of instructions on what to do before, during and after the LAC session. Each session consists of four parts: 1.  Sharing 2.  Discussion of Theme and Topic 3.  Activity 4.  Instructions about the next LAC session

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How to Use the Basa Literacy LAC Facilitator’s Guide?


•  The process followed in the first, second and fourth parts are the same. The variation is on the second part.

•  In Part 2,there are themes and topics. You are to take up one topic under each theme for each LAC session. However, your discussions are not limited to the day’s topics. You may discuss other areas that teachers may want to bring up during the session

•  Each topic comes with a trigger video that you have to play as a take off point for further discussion. The trigger video is attached on the pocket at the back of the Guide.

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Parts of the Guide


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What to Do Before the LAC Session

•  Two to three days before the LAC session, send the following to the teachers: –  A written reminder to bring the Revised Teacher’s Guide (RTG) to the LAC

session –  The LAC session agenda

•  Ask the teachers to prepare to – –  Share orally their experiences in implementing the RTG in their classroom

and experiences related to the previous topic. –  Bring student work or learning materials developed in the past month.

•  Preview the trigger video to be used for the LAC session to familiarize yourself with it and to ensure that both the video and video player are working.

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LAC session agenda Trigger video Video player/computer and TV/LCD Whiteboard and marker for writing key points

Materials to be Prepared Before the LAC


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LAC Session Agenda

•  The lead facilitator presents the following LAC Session Agenda as an overview of the LAC session.

•  Further, the lead facilitator explains that LAC Session

Agenda is typically composed of four parts: 1.  Sharing Session 2.  Discussion of Theme and Topic 3.  Activity 4.  What We Will Do Next


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What to Do in the Sharing Session Part

•  The School Head or whoever is the assigned LAC facilitator for the day will welcome all the participants and thank them for coming to the LAC session.

•  Teachers will be asked to share in pairs, grade groups or

subject groups their experiences and reflection pertaining to the new materials, a new activity, and/or a new approach they have tried in their respective classes.

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After the sharing in pairs or groups, ask them the following questions that will trigger the discussions:

•  “Based on your experiences pertaining to the new materials/ new activity/new approach, what is working?”

•  “What is not working and what key issues need to be addressed in order for it to work?”


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•  Make sure that there is somebody assigned to take notes of the highlights of the discussion and the agreements.

•  When the sharing is done, congratulate the participants

for their efforts and encourage them to share newly developed learning aids and or strategies with other teachers.


1.  The lead facilitator explains the importance of the theme and topic for the day to be able to generate interest from the teachers.

2.  Then, the Trigger Video pertaining to the topic is shown. 3.  After they have seen the video, ask them questions to

trigger the discussion and learning exchanges among the teachers.

4.  Ask teachers for specific insights they gained from the learning exchanges.

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What happens during the discussion of theme and topic?

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•  Review their Revised Teacher’s Guide and select lessons and/or activities where they will have an opportunity to apply what has been introduced and discussed in the LAC session. This can be done in pairs, in small groups, or individually.

•  Identify materials that they may want to make for the lessons and/or activities.

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What will teachers do in the ‘Activity’ part of the LAC session?


•  Then, after the activity, teachers will be asked the following questions:

a. “What will make the lessons/activities/materials you selected work well?”

b. “What do you expect the pupils will learn and what evidence of achievement will you collect?”

c. “What ideas are you taking away from this LAC session?”

•  Collaboratively talk about concrete actions that they will do to apply what they have learned from this particular LAC session.

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What will teachers do in the ‘Activity’ part of the LAC session?


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What will we do next?

•  Announce the schedule of the next LAC session (and also the topic, if ready by that time) including who will be the LAC facilitator

•  Remind the teachers that they will again share their experiences, collect data/evidence, and reflections on what they tried and how it went.

•  Thank everyone for their active participation!

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Instructions for the Skill Practice

1.  Organize yourselves into small groups with 10-15 members each.

2.  Choose who will play the following roles: 1 School Head – LAC Facilitator; 1 LAC Documentor; 1-2 reading resource experts, the rest will act as Basa trained teachers.


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3.  Each group will be assigned one LAC topic/theme. 4.  Each group will be given 20 minutes each to plan their

LAC session using the LAC facilitator’s guide. 5.  In the interest of time, each group will be asked to

demonstrate the actual LAC session facilitation in 30 minutes (covering the 4 parts of the LAC session). There will be 3 groups doing simultaneous run of skill practice.


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6.  Trainers and facilitators will assist you and at the same time observe how you facilitate the LAC session.

7.  After the demonstration/skill practice, trainers and facilitators will be invited to share their observations, strong points in the way LAC session was delivered and areas for improvement.

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8.  The participants will also be asked to give their own suggestions based on their own actual demonstration and what they saw/observed from the other groups.

9.  Participants will convene again in plenary session for the overall assessment of the experience and sharing of additional tips/techniques and learning.


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Assignment of LAC Theme/Topic Per Group

•  Bridging: Showing a Problem •  Bridging: Demonstrating Good Practice •  Bridging: Demonstrating a Strategy •  Read Aloud: Room for Improvement •  Leveled Readers: Demonstrating a Strategy for Decoding •  Leveled Readers: Problematic Behavior •  Reading-Writing Connection: Use of Sentence Frames •  Reading-Writing Connection: Invented Spelling •  Reading-Writing Connection: Teacher Interview •  Grouping: Heterogeneous vs Homogenous Grouping •  Grouping: Grouping with a Bossy Group Member •  Grouping: Grouping for Competition


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Processing of Skill Practice Experience

1.  What came out as the strong points in the skill practice sessions?

2.  What were the areas for improvement that were shared in the 3 breakout rooms?

3.  Back to your individual schools, how will you do LAC session differently given this experience?

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Insights, meaningful takeaways, significant learning for the day!

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Pause and Reflect


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Additional Input: Roles of a LAC Facilitator

•  Announce the topic/theme, remind date/time of the LAC session ahead of time.

•  Ensure availability of the materials/equipment/facilities needed.

•  Conduct some informal discussion with teachers about the topic/theme to help prepare for the session

•  Know the resource experts who can be invited to the session, if needed.

•  During the LAC session, remind the teachers about some ground rules.


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Roles of a LAC Facilitator

§  Listen well and ask the right questions. §  Manage the process well, capture highlights, validate

understanding with the participants. §  Ensure highlights and agreements are documented §  Keep track of the time. Start and end on time. §  Always recognize the ideas and the participation of all.

Strengthening School-based LAC Sessions in Reading – Grades 1-3 Day 2 Worksheet



GRADES 1-3

WORKSHEET 2

BEST PRACTICES IN SCHOOL-BASED LAC SESSIONS

1. Recall a time when you have attended a very productive and fruitful LAC session, describe what was

happening then? Who were there? What were you/others doing then? What made you say that it

was a productive and fruitful LAC session?

2. What did you learn from that experience that will help you design and facilitate the most productive and

fruitful LAC aimed at enhancing competencies of your Basa-trained teachers and at the same time,

improve the Grades 1-3 reading program in your school?

TICKET TO LEAVE

Name (optional): ____________________________

What are the most valuable ideas you are taking away from this session?

What questions do you have?


INSTRUCTOR’S SESSION GUIDE FOR DAY 3 Strengthening School-based LAC Sessions in Reading Grades 1-3 DAY 3 8:00 - 8:15 AM OPENING PROGRAM § Morning Prayer § Sharing of significant learning, insights and some reflections from the participants

about Day 2 § Preview of the schedule for Day 3 (bring back Slide 4 Daily Schedule)

8:15-9:00 AM ! Slide 1: Title ! Slide 2: Components of the Basa Literacy LAC Action Plan Explain that the whole day of Day 3 will be devoted to helping them craft their individual action plans. Explain the parts of the Action Plan as reflected in Slide 1.

§ Part 1: Some basic guidelines in Basa Literacy LAC Action Plan § Part 2: Scheduling of Basa Literacy LAC session/ setting topics/theme

! Slide 3-6: Part 1: Action Plan Explain the components of the action plan. Part 1 will enable them to think of and draft some basic guidelines on their BASA Literacy LAC session. The guidelines will define the following areas: § Basa Literacy LAC Session Objective–establish the specific objective of conducting this

session in your school § Generation of Topics/Focus for the Basa Literacy LAC Sessions–set basic procedure on

how they intend to generate the agenda /topics to be discussed in a given session § Assignment of LAC Facilitator–define whether Basa LAC facilitator is a permanent

designation or whether this can be by rotation to give others the opportunity to also develop their skills

§ Assignment of Documentor–define whether Basa LAC facilitator is a permanent designation or whether this can be by rotation to give others the opportunity to also develop their skills

§ Documentation Format–Basa Team may wish to provide a template on this, or they can leave this to the schools themselves

§ LAC Monitoring and Assessment Tool (for improvement of succeeding LAC sessions)– this is also something that Basa may want to provide some template, or a set of parameters on what to look for/assess in a given session

§ Who will participate?–Will there be separate sessions for every grade level or will they be together in one session? What about the other grade level teachers?

§ Basa Literacy LACs Regular Schedule (Time/ Day/ Month)–When exactly is the schedule and how will this be scheduled vis-à-vis school-wide LAC? If it’s done at the same

Materials ▪ PPT for Day 3 Handout ▪ Action Plan Template (Parts 1&2)



time, how will you ensure that you would allocate at most 2 hours for the Basa literacy focused session?

§ Venue–Where is it best to hold the session? Is this a permanent venue? 9:00-12:00 Action Planning Part ! Slide 7: Part 2: Action Plan The second component of the action plan is to set the schedule given the remaining months of the academic year and identify (initial) LAC topics in accordance with the timetable of the Basa Teacher's Guides. The District Supervisors should be with his/her school heads to provide additional guidance in doing their action plans. This will also ensure coordinated actions, if and when the DS will plan to conduct a district-wide BASA Literacy LAC. The DS, need to also schedule time when he/she will attend, observe and serve as a possible resource in the schools within the district. Note to Lead Instructor or Facilitator: A part of this time may be spent for Question and Answer. Assign a documenter to take note of discussion.

1:00 - 3:00 PM

! Slide 8: Presentation of Action Plans

The sharing of action plans will be done by district. The DS are expected to provide feedback and additional inputs as needed in the draft action plans of the school heads. They need to ask also from the school heads, the specific assistance they need as they mount their LAC sessions, so this can be the basis for the plan and support to be provided by the DS to the different schools.

3:00-4:00 Program Closure

§ Program Wrap-up/ Synthesis – The main facilitator provides a summary/ highlights of the program according to the program objectives, highlights the learning and insights as shared by the participants, recognize the outputs generated by the participants

! Slide 9

§ Program Evaluation – Administer the program evaluation § Brief Closing program – Ask 1-2 participants to share their overall impression/

take away from the program § New Important Steps from Basa Pilipinas Project § Distribution of certificates

! Slide 10: Thank you and we hope you will enjoy facilitating your LAC sessions!

Materials ▪ Training Evaluation

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1

STRENGTHENING SCHOOL-BASED LAC SESSIONS

IN READING

GRADES 1-3

DAY 3


The Plan has 2 Components: Part 1: Some basic guidelines in conducting BASA

Literacy LAC sessions Part 2: Scheduling of BASA Literacy LAC session/

setting topics/theme

BASA Literacy LAC Session Action Plan


1.  Basa Literacy LAC Session Objective –  Establish the specific objective of conducting this session in your

school

2.  Generation of Topics/Focus for the Basa Literacy LAC Sessions

–  Set basic procedures on how you intend to generate the agenda/topics to be discussed in a given session

3

Part 1: Basa Literacy LAC Session Guidelines

2


3.  Assignment of LAC Facilitator –  Define whether Basa LAC facilitator is a permanent designation or

whether this can be by rotation to give others the opportunity to also develop their skill

4.  Assignment of Documentor

–  Define whether Basa LAC facilitator is a permanent designation or whether this can be by rotation to give others the opportunity to also develop their skills

4



5.  Documentation Format 6.  LAC Monitoring and Assessment Tool (for

improvement of succeeding LAC sessions) 7.  Who will participate

–  Will there be separate sessions for every grade level or will they be together in one session; what about the other grade level teachers?

5



8.  Basa Literacy LACs Regular Schedule (Time/Day/Month) –  When exactly is the schedule and how will this be scheduled vis-à-vis

school-wide LAC; if it’s done at the same time, how will you ensure that you would allocate an hour for the Basa literacy focused session?

9.  Venue

–  Where best to hold the session, is this a permanent venue?

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3


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Part 2: Basa Literacy LAC Session Theme/Topic for the Remaining Months of the CY

1.  November 2.  December 3.  January 4.  February 5.  March


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Presentation of Action Plans (by district) Presentation of Action Plans (by district)


•  Program Synthesis •  Evaluation of the training •  Overall impressions •  Highlights of the training •  Takeaways

•  Next steps of BASA •  Distribution of certificates

Before we end this training…

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Thank you and we hope you will enjoy facilitating your LAC sessions!

Strengthening School-based LAC Sessions in Reading – Grades 1-3 Day 3 Action Plan Templates – Parts 1 and 2



GRADES 1-3

ACTION PLAN TEMPLATE

Part 1

Name of Master Teacher/School Principal: ________________________________

School: ______________________________

1. BASA Literacy LAC Session Objective

2. Process in Generating Topics/Focus for the BASA Literacy LAC Sessions

3. Process in Assigning LAC Facilitator and Documentor

4. What would be the documentation format?



Assignment of LAC Facilitator

5. What Monitoring and Assessment Tool will be used after the LAC Session to further

improve the practice; what are the parameters to be assessed?

6. Who will participate in the BASA Literacy LAC Session? How will this differ from/or

complement the school-based LAC covering the other grade level teachers?

7. What would be the schedule for the BASA Literacy LAC Session in my school? And where

would the venue be--- is this a permanent venue?



ACTION PLAN TEMPLATE

Part 2

Name of Master Teacher/ School Principal: ____________________________

School: ______________________________

Schedule /Proposed Topics/Focus of BASA Literacy LAC Session

Schedule/

Time Proposed Topics/Focus LAC

Facilitator

Documentor Venue

strengthening school-based lac sessions in reading

Documents