John Dewey School for Children - Policies 2013

1. John Dewey School for Children’sJohn Dewey School for Children’s

2. Behavior ManagementBehavior Management
• The John Dewey School for Children
school-wide policy on behavior
management is based on its aims, goals
and core values.

3. JDSC’sJDSC’s
MissionMission

4. JDSC’s MissionJDSC’s Mission
• To provide a nurturing environment for our
children to be socially and academically
competent, happy life-long learners who
are committed to serve the Filipino and
global community

5. GoalsGoals

6. GoalsGoals
• To provide a child-friendly and happy
learning environment
• To implement child-centered and
experience-based curriculum with
emphasis on Reading, Writing and Math
• To enhance communication, problem
solving and higher-order thinking skills

7. GoalsGoals
• To use information communication
as a learning tool
• To offer opportunities for children to
practice pro-social skills with respect for
individual differences and cultural diversity
• To develop in children a strong sense of
country by exposing them to Filipino
culture

8. GoalsGoals
• To provide students with opportunities to
enhance community life by engaging in
voluntary work
• To foster a strong home-school
partnership
• To promote a healthy lifestyle among
children and their families

9. Core ValuesCore Values
• Care
• Hope
• Innovation
• Leadership
• Determination
• Responsibility
• Excellence
• Nationalism

10. Aims of the JDSC School-WideAims of the JDSC School-Wide
Policy on Behavior ManagementPolicy on Behavior Management
• Behavior Ownership
• Respecting Mutual Rights
• Building Workable Relationships

11. Preferred PracticesPreferred Practices
• Establishment of common rights,
responsibilities, rules with children
• Least-to-most intrusive
discipline/management
• Keeping fundamental respect and dignity
intact in management/discipline contexts

12. Consistency in PracticeConsistency in Practice
• Classroom (Student Behavior Agreement)
• Outside of Class Setting
• Individual Behavior Plans

13. School-wide ConsequencesSchool-wide Consequences
• Negotiable Consequences
(common framework)
• Non-negotiable Consequences

14. Behavior RecoveryBehavior Recovery
• Mediation
• Counselling
• Restitution
• Behavior Plans

15. Key Facets of Behavior ManagementKey Facets of Behavior Management
• Prevent and minimize
• Encourage and correct
• Apply appropriate consequences
• Repairing and rebuilding

16. A Rights-ResponsibilityA Rights-Responsibility
FrameworkFramework
• We all have a right to feel safe here.
• We all have a right to learn here.
• We all have a right to basic respect and
fair treatment.

17. Expectations of StudentsExpectations of Students
•Students should be regular in attendance
and should report to school on time.

18. Expectations of StudentsExpectations of Students
• Students should exhibit an acceptable
attitude toward fellow students, teachers,
staff, visitors, and other individuals at all
times.

19. Expectations of StudentsExpectations of Students
• Students should abide by all school rules
and regulations.
• Students should show respect for the
property of other people and the school.

20. Expectations of StudentsExpectations of Students
• Students should assume responsibility for
having necessary tools and materials in
class.

21. Expectations of StudentsExpectations of Students
• Students are expected to apply
themselves actively in achieving academic
goals.

22. A written and more detailed Policy
on Behavior Management will be
provided to each family next week.
The school will seek the students’
input in finalizing the specific rules
in behavior management.

23. JDSC AssessmentJDSC Assessment
and Grading Systemand Grading System

24. AssessmentAssessment
• Holistic
• Formative
• Standards-based in terms of content and
performance of skills

25. Four Levels of AssessmentFour Levels of Assessment
• Knowledge – 15%
• Process or Skills – 25%
• Understanding(s) – 30%
• Products and Performances – 30%
**As per DepEd guidelines as of April 2012

26. KnowledgeKnowledge
• Substantive content of the curriculum, the
facts and the information that the student
acquires

27. ProcessProcess
• Refers to cognitive operations that the
student performs on facts and information
for the purpose of constructing meanings
and understandings

28. UnderstandingsUnderstandings
• Refers to enduring big ideas, principles
and generalizations inherent to the
discipline, which may be assessed using
the facets of understanding

29. Products/PerformancesProducts/Performances
• Refers to real-life application of
understanding as evidenced by the
student’s performance of authentic tasks

30. Levels of ProficiencyLevels of Proficiency
• At the end of the quarter, the performance
of students shall be described in the report
card, based on the following levels of
proficiency: Beginning, Developing,
Approaching Proficiency, Proficient and
Advanced

31. Levels of ProficiencyLevels of Proficiency
• Based on a numerical value which is
arrived at after summing up the results of
the student’s performance on the various
levels of assessment.

32. Levels of Proficiency Equivalent Numerical Value
Beginning 74% and below
Developing 75-79%
Approaching Proficiency 80-84%
Proficient 85-89%
Advanced 90% and above

33. What will appear in the reportWhat will appear in the report
card?card?
• NOT the numerical value but the
equivalent level of proficiency as follows:
B – Beginning P – Proficient
D – Developing A – Advanced
AP – Approaching Proficiency

34. Averaging of GradesAveraging of Grades
• The general average is the average of the
final grades of the different learning areas,
expressed in terms of the levels of
proficiency.

35. Calendar of ActivitiesCalendar of Activities
June
01 General Orientation for New Parents
13 Start of Classes (Grade School)
Meet and Greet (Preschool)
15 Parent Orientation
17 Start of Regular Classes (GS)
Staggered Schedule (PS)

36. July
3-4 ID Picture Taking
8-12 Council of Student Leaders
(Campaign Period)
13 or 20 Parenting Seminar on SingMath
15-19 GS Student-Teacher Conference
16 Elections (Student Leaders)
25 Initial Parent-Teacher Conference
(Preschool) – NO CLASSES PS

37. August
13-15 Grade School 1Q Assessment
24 Filipino Food Fair & Grade School
Parent-Teacher Conference
27 Rest Day

38. September
2-30 Fire, Earthquake and
Emergency Drills
2-30 Book- Making and
Storytelling by Parents & Students
6 Caregiver/Yaya Seminar

39. September
19 Mooncake Festival
20 & 27 Pajama Party (PS)
23-27 Student-Teacher Conference
(GS)

40. October
1-18 The A-W-E-S-O-M-E Literary
Festival
5 Community Health Check-up,
Healthful Food Policy Seminar
and Art Exhibit
7 Rest Day

41. October
14, 16 & 17 1st
Preschool Assessment
16-18 GS 2Q Assessment
18 Character Parade for PS
and Grades 1-2
21 Start of Sem-Break for Preschool
24 Grade School Project Exhibit
28 Start of Sem-Break for GS

42. November
5 Resumption of Classes
8 PS Parent-Teacher Conference
9 GS Parent-Teacher Conference
and Language / Reading Seminar
25-29 Student-Teacher Conference
(GS)

43. December
7 Music and Dance Night
9 Rest Day
11 Gift Giving
12 PS Christmas Party

44. December
13 Start of Christmas Break (PS)
and GS Christmas Party
16 Start of Christmas Break (GS)
18 Staff / Teacher Christmas Party

45. January
7 Resumption of Classes
8-10 GS 3Q Assessment
10 Class Picture Taking
31 Chinese New Year

46. February
2 FUN RUN & FAMILY DAY
GS Parent-Teacher Conference
3 Rest Day
4-6 Student-Teacher Conference

47. March
5-6 Quiz Bee
11-13 GS 4Q Assessment
14 School Year-End Report (PS)
16 School Play
17 Rest Day

48. March
18-20 2nd
Preschool Assessment
19-20 Standardized Assessment (GS)
21 School Year-End Report (GS)
25-28 GS Intramurals – HALF DAY

49. March
26 Start of Clearance
29 Moving-Up Day and Piano Recital
31 Preschool and Grade School PTC

50. April
1-7 Singapore Trip

51. Q & AQ & A