Special Programs/Instructional Innovations
Special Classes in Filipino and Social Science
The Special classes in Filipino are designed for Non-Filipino or Filipino students who have difficulty in understanding and using the Filipino language. The Special Filipino Program provides the students with training on communication skills both oral and written through drills on correct grammatical construction, correct usage and conversational/experiential learning. Students will be exposed to Filipino culture, to the different practical situations either formal or informal, to interactions that involve people of different ages and a whole lot more.
On the other hand, the program in special Social Science class is offered to students who transferred from schools abroad or from international schools where they did not take these Social Sciences: Philippine History and Government and Asian History and Civilization in their course. The students are provided learning activities/strategies that facilitate their understanding, not only of the contents and standards of the subject areas, but with Filipino and Asian culture and heritage as well. The primary objective of this program is to inculcate values of good citizenship that will eventually lead to nationalism
Supervised Study and Reading Program (SSRP)
This program aims to inculcate good study and reading habits to students providing them with the opportunity every other week to work in an atmosphere that is conducive for learning and for which assignments can be done in a collaborative manner
Student Activities Program
The school offers an extensive program of co-curricular and extra-curricular activities through the different student organizations of clubs. The student organizations provide opportunities for the students to develop their leadership, management, and human relation skills and their sense of responsibility. The program further enhances the interests and talents of students.
Student Affairs Central Body (SACB)
The SACB is the coordinating arm between and among the students and the faculty, administration, and other sectors of the school community. It provides opportunities for students to become effective leaders who are responsive to the needs of the community. It also assists the administration and other sectors on matters related to student affairs.
Co-curricular clubs complement the academic program of the school. They are venues for students to reinforce their skills learned in the classroom.
Extra-curricular clubs provide the students opportunities to pursue their interests and develop their talents through non-academic activities.
Curriculum Integration is a process wherein different subject areas share plans where overlapping concepts or ideas emerge as organizing elements. A theme/s is webbed to curricular contents (i.e. Gospel values, ecology or social responsibility) and subject area teachers design lessons using the common theme.
Values Development Program (VDP)
The Values Development Period is designated to give a more purposeful way of teaching values to high school students. The homeroom adviser handles this in coordination with Guidance Counselor and the Assistant Principal. At the end of each semester, the student will receive the Lasallian Core Values Report Card as an evaluation of how well he has been doing in terms of values development as observed by his homeroom adviser. The student also makes a self-assessment.
The offering of the new course electives such as Business Math (Grade 7), Digital Animation (Grade 8), Outdoor Fundamentals and Basic Troubleshooting and Networking (Grade 9), Business Writing and Statistics (Grade 10), Accounting and Robotics (HS4) is a direct response to the needs of enhancing further the students’ oral and written communication skills, technological skills, mathematical competence and basic accounting. It has also led to the strengthening and enrichment of other
Remedial and Tutorial classes in Science, Math and Filipino are offered to students having difficulties with concepts to fully comprehend the basics of a subject. The small class size also helps students interact closely to their teacher. Remedial classes can also teach students better study and learning habits. Strategies employed in these classes allow students to work at a more suitable level and pacing. Also, these less formal teaching scenarios encourage students to ask as many appropriate questions necessary to understand a subject. A remedial class can hold a maximum of 15 students. Meetings are twice a week and one hour every meeting.
In other subject areas, consultations are being undertaken during the consultation period once a month since the students can easily cope with the demands of the subjects.
The HS Reading Program is a four-year developmental program that is integrated in the HS English Program. It aims to develop Filipino adolescents who are proficient and literate readers in different contexts, living up to the Lasallian core values of Faith, Service and Communion, is the main goal of the program and its success is the dream of all Lasallian educators.
Required reading skills have been identified per grade level based mostly on the College Readiness Standards and these reading skills go beyond what the Department of Education (DepEd) set for high school students. The spiraling of skills is planned by the English teachers in coordination with the other departments, the HS Principal’s Council and after thorough consultation with the HS Guidance Office and the CENTRO Office who have direct involvement in the assessment of our graduates’ performance in college admission tests and in the interpretation and analysis of our students’ Reading Skills Assessment Test Results. With the inclusion of the use of technology, the English department has also coordinated with the PEARL office to ensure the proper bridging of students’ reading experiences with the responsible and optimal use of technology.
The teaching of reading skills is done every week in each quarter and in all grade levels. Reinforcement of these reading skills is done by integrating these skills in the teaching of Literature. Each reading session includes activities aimed at developing the students’ reading skills. An interactive-technology driven reading session can also be scheduled and coordinated with the PEARL office.
Summer Advanced Program
This program is designed to provide students with challenging courses especially in the areas of Math and Science to better prepare them for the demands of the coming school year.
INTEGRATED LASALLIAN FORMATION PROGRAM (ILFP)
The Integrated Lasallian Formation Program (ILFP) underlines the spiritual formation of the students. By integrating the thrust of the Christian Living (CL) classes with the Social Action and Campus Ministry Programs, students undergo intensive experiential activities. These include exposure visits, group dynamics, prayers and reflection that emphasize the Lasallian Core Values and lessons taken up in their CL classes. All students are required to attend the ILFP activities.
Social Action Program
The Lasallian Guiding Principles of Social Development calls for the following:
As Lasallian institutions we understand that genuine social development and the fullness of life for everyone in God’s plan requires our institutions to fulfill our educational mission and subsequently: BRING FORTH AWARENESS AND A DEEPER UNDERSTANDING OF SOCIAL REALITIES. Lasallian institutions, must strive to develop among its members greater recognition of the realities of human suffering and the stewardship role that each shares in preserving the integrity of God’s creation7 and creating a humane and just society.
The LMO Social Action Program in support of this call facilitates exposure to various poor communities, dialogue and interaction where participating reach out partner communities and the Lasallian students discover their shared dignity as children of God in the light of justice, peace and integrity of creation. It is committed to involve the LSGH academic and non- academic community in reach out – related activities.
TASK: The Tulong Aral Sa Kabataan is an opportunity for students to volunteer. This has been the name of the TASK reach out activity for almost five years. The name has been used to be aligned with the nature of the activity where student volunteers conduct reinforcement classes in Mathematics and English to public school students of Barangay West Crame. The activity is done at least every other Saturday, from July to March.
Campus Ministry Program
The Campus Ministry serves the mission of La Salle Green Hills by making visible the religious identity of the institution, and by nurturing the spiritual development of students through class recollection from grade three all the way up to the fourth year high school.
As Rooted in the Gospel of Christ and in the spirit of St. John Baptist De la Salle, the Campus Ministry endeavors to nurture Christian student formation, and to support prayerful, prophetic, and pastoral action within the context of La Salle Green Hills education.
Through the Integrated Lasallian Formation Program (ILFP), the Campus Ministry provides opportunities for deep prayer and worship in close reference to both the Christian Living learnings in the classroom and the Social Action expressed in ILFP reach out experiences.
LSGH-ALS (ALTERNATIVE LEARNING SYSTEM)
The LSGH-ALS program is an enabling program where learners are able to recover, appreciate, value, celebrate and live their dignity as God’s children and be active and pro-active participants in nation building; where stakeholders recognize, appreciate, value, celebrate and live their being God’s witnesses, good shepherds, stewards and collaborators in the work of building His Kingdom here and now through their educational and formative presence and engagements.
The LSGH-ALS invites personnel to engage in volunteerism through direct engagement that is, within the LSGH structure, contextualized in the Learner’s availability and capacities. And via indirect engagement, as resource providers (production of learning materials, resource speakers, use of venues for engagement, e.g. laboratories, etc.), module providers (learning strand-based enrichment, human development and family, transition accompaniment) and as skills training and empowerment program providers (training and sponsorships).
Medical and Dental Missions
An apostolate endeavor of LSGH scheduled twice a year giving free health services to less fortunate members of our partner communities. Parents, alumni, teachers, students and staff collaborate in delivering this service to selected partner communities.
A direct action initiated by LSGH community offering immediate assistance to our brothers and sisters seriously affected by natural and man-made calamities. The basic needs such as food, clothes and medicines are provided to the affected families and individuals through the collaborative efforts of different sectors (alumni, parents, teachers, staff and students) of the school community;
One Million Trees and Beyond (OMTB)
A sector project under the Lasallian Institute for the Environment (LIFE) and implemented through the OMTB project committee. An OMTB council represented by all Lasallian schools has been organized as a coordinative forum to ensure a unified approach, sharing of resources and experiences.
International Coastal Cleanup (ICC)
An adopted project of LSGH managed by the International Marinelife Alliance-Philippines (local counterpart of Ocean Conservancy in the U.S) focusing on marine environment conservation. Volunteers from various sectors participate in beach cleanup held every third Saturday of September.
Awareness Raising and Issue Advocacy
The Adult Ministry also serves as the issue advocacy arm of the LMO. It has been given the responsibility of enjoining the bigger LSGH family especially in taking proactive and creative actions in responding to pressing issues. Exposure programs and immersions are undertaken as part of awareness raising activities to keep adults abreast with the signs of the times.
EDUCATION INTERVENTION PROGRAM (EIP)
The EDUCATION INTERVENTION PROGRAM UNIT caters to learners currently enrolled in La Salle Green Hills who are diagnosed with learning, behavioral, psychological and/or developmental concerns formally assessed by a developmental pediatrician, clinical psychologist and/or psychiatrist and are recommended for regular school.
The program focuses on monitoring the performance of learners with special needs by providing relevant academic accommodations and interventions in the classroom.
Primary Goals of EIP
- Provide all learners with special needs equitable opportunities to learn and be nurtured in a safe, caring environment.
- Enable learners with special needs to be successful learners, now and for the future.
- Create a web of support for learners with behavioral and learning concerns as well as their families.
- Create a learning environment that offers a legitimate challenge for each one of them.
The EIP collaborates with the learning community in the implementation of an education intervention plan for each learner. It organizes case conferences with school administrators, counselors, teachers and/or a multi-disciplinary team of professionals in order to plan necessary classroom accommodations and interventions for the learners under the program.
The Guidance and Counseling Department and/or CENTRO-EIP office take care of referring students for psycho-educational evaluation and/or developmental assessment to specialists that handle learners with special needs.
The EIP collaborates with other professionals outside school (clinical psychologist, developmental pediatrician, child psychiatrist, occupational therapist, etc.) to maintain a strong and consistent network with them so that learners under the program can be given optimal care and attention.
Education and Information
The EIP organizes training seminars and lecture for a counselors, teachers and/or parents to enhance skills in handling learners with special needs. Brochures, information sheets and other relevant materials are published to help the school community understand more about them. As the need arises, training programs on stress management, study skills training and social skills training are also conceptualized for the learners under the program.
With a strong home-school partnership in place, the needs and concerns of the differently-abled learners are supported, addressed, and monitored where equitable opportunities to learn are provided and students are nurtured in a safe and caring school environment.
Tutorial Program is designed to help students cope with the difficulties understanding concepts and skills in Science and Math. With the rising number of new students coming from different countries (Korea, China, US) it now includes programs in English, Filipino and Computer.
- Consultation Period is a once a month activity (last Wednesday of the month) where students confer with their teachers on concerns related to their performance in class. This is a venue for students to make-up tests and do requirements not met on a regular basis. Teachers are assigned their respective classrooms and students consult with them using a consultation slip.
- Enrichment Period is a time allotted for different students’ development forums, seminars, vocation talks and the like. This aims to enrich the concepts, ideas and issues being discussed inside the classroom. It also provides a venue for alternative learning experiences of students where they get to hear different views from expert of varying fields of interest.
- Outbound Education Program culminates in one day off-campus activity. This is organized and conceptualized by the year level team meant to enhance the students’ level of involvement in environmental and socio-cultural awareness. The school partners with an outside agency in securing and handling the utmost objective of the program which is the enhancement of classroom instruction through actual life experiences or realia. The program covers needs assessment through survey and ocular inspection of the outbound sites, values lesson, integrated module preparation, experiential learning through physical activities (hiking, caving, rappelling, spelunking, river wading and other outdoor physical activities), introspection through fun activities and evaluation.