Sip Aip 2014 I.introduction To Strategies, II. Obj.&Targets, Situational Analysis (Repaired)

SCHOOL IMPROVEMENT PLAN (SIP)
CY: 2014-2016
INTRODUCTION
The School Improvement Plan of Inopacan Central Central School was

conceptualized and framed in response to and in adherence to RA 9155 also known
as the Governance of Basic Education Act of 2001
Good school governance entails great responsibility pursuing for greater
possibilities of improvement. The formulation of an SIP caters the total development
and improvement of the school through shared responsibilities of the school and the
community it serves. It is along this line that the school tapped all the stakeholders
for a collaborative endeavor to attain the standards set by the School Planning Team
(SPT) comprised by teachers, pupil representative, PTA, SGC, Barangay Officials,
Alumni Association, NGOs, Religious, Retirees, and Youth Organizations. With the
leadership of the School Head, this three-year plan was collectively crafted with all
the leaders representing each sector.
The SIP shall serve as the guide for the school head in managing the school
taking into consideration the different goals and objectives in every area of the
educational system. This is also a good source of information for the stake holders,
on which area, goal and objective they can extend assistance to the school head, in
particular, and the school in general. The school head, using this document, may
make representations and create linkages to would-be benefactors and other
persons who would be extending assistance to the school in realizing the goals and
objectives stated herein.
The preparation of quality, relevant and achievable School Improvement Plan
for every school is a fundamental building element in the progression towards
effective devolution of responsibility and decision- making within the school system.
It is the main vehicle through which schools will proceed down the path to
improvement. It is carefully structured to focus on key goals and strategies which will
lead to greater student learning and a more effective school organization. With the
institutionalization of the SBM thru RA 9155, the governance of Basic Education Act
in 2001, led to the Formulation of the SIP which serves as the mechanism to support
SBM implementation at the school level.
1
Inopacan Central School is a central elementary school located at the heartmost part of Poblacion, Municipality of Inopacan, Leyte, to be exact along Sto.
Rosario Street, which was founded on the historical year of 1920. It occupies a total
land area of 11,814 square meters with an average population ranging from 650-700
pupils coming from the barangay itself and its neighboring barangays like Linao,
Tinago, Maljo, Guinsangaan & Taotaon. Its level of performance is high, based on the
results of National Achievement Test, District and School-Based Assessments.
This school is manned by a Principal-II female administrator, directly
supervising twenty four (24) teachers, eighteen (18) of whom are class advisers of
the six (6) monograde classes with three (3) sections each grade from Grades I to VI,
and four (4) are Special Subject Teachers (SST) designated as Food Service Canteen
Teacher, Property Custodian, SPED Teacher, & Industrial Arts Teacher. Currently, the
school has no H.E teacher due to the promotion of two teachers as Teacher-InCharge. It has also two(2) Kindergarten Teachers holding two (2) classes each, one in
the morning & one afternoon session.
These twenty four (24) teachers were assigned to grade levels and areas
where they are believed to be effective based on their qualifications, experiences,
performances and personal abilities to assure teaching effectiveness.
I.
VISION, MISSION, CORE VALUES
OUR VISION
We dream of Filipinos who passionately love their country and whose values and
competencies enable them to realize their full potential and contribute meaningfully
to building the nation.
As a learner-centered public institution, the Department of Education continuously
improves itself to better serve its stakeholders.
OUR MISSION
To protect and promote the right of every Filipino to quality, equitable, culturebased, and complete basic education where:
Students learn in a child-friendly, gender-sensitive, safe, and motivating environment
Teachers facilitate learning and constantly nurture every learner
Administrators and staff, as stewards of the institution, ensure an enabling and
supportive environment for effective learning to happen
Family, community, and other stakeholders are actively engaged and share
responsibility for developing life-long learners
CORE VALUES
Maka-Diyos
Maka-tao
Makakalikasan
Makabansa
II. Objectives and Targets Setting
(OKRAPIs)
A. ACCESS to Education
General Objective:
1. To maintain or sustain high level of access to education
SPECIFIC OBJECTIVES
A.1.1 Increased the number of children /pupils enrolled from 705 to 711 end of 2016
A.1.2 Decreased the number of 5 year old children not enrolled from
2 to 0 end of 2016
A.1.3 Decreased the number of 6-11 year old children not enrolled from
4 to 0 end of 2016
A.1.4 Increased enrolment of SPED class from 16 to 20 end of 2016
Key Result
Areas
(KRA)
Baseline
CY 2014
CY 2015
CY 2016
Gross Enrolment
102
102
104
106
Enrolment
Enrolment
SPED Enrolment
16
18
19
20
ALS Enrolment
18
22
24
26
OBE
75%
85%
95%
100%
Pupils
Attendance
Pupils
Attendance
Drop out
684
690
695
700
12
PERFORMANCE INDICATOR (PI)
(From)
(To) Target
A.1.5. Maintain the number of pupils with disabilities to be assess yearly:

H. I. - Ear screening
V. I. - Eye Screening
I. D. - Psychological Test
Autism- Psychological Test
A.1.6 Increased ALS enrolment from 18 to 26 enrollees by 2016

A.1.7 Increased awareness level of pupils & community on Oplan Balik
Eskwela Program
A.1.8 Increased the number of children/ pupils regularly attending
classes from 685 to 700 by 2016
A.1.9 Decreased the number of children with irregular attendance
from 12 to 0 by 2016
A.1.10 Maintained Zero Dropout Rate every year
SPED
Disabilities
SPECIFIC OBJECTIVES
Key Result
Areas
(From)
(KRA)
Baseline
Severely Wasted
Performance Indicator (PI)

(To) Target
CY 2014
CY 2015
CY2016
13
10
8
7
5
3
0
0
30
20
10
10
A.1.11 Decreased the number of severely wasted children from
Male from 13 to 0
Female from 10 to 0
A.1.12 Decreased the number of children with other health problems

A.1.13 Decreased the number of children who are victims of child labor
A.1.14 Decreased the number of bullied pupils from 1 to 0
Health Problems
Child Labor
Bullying Incidence
B. QUALITY in Education
General Objectives:
1. To strengthen the quality of education.
2. To instill the core values in children
(To) Target
(KRA)
(From)
Baseline
B.1.1 Decreased number of non-readers in Grade 1 pupils from 4 to 0
Non-reader
B.1.2 Maintained zero non-readers in Grade 3 yearly
Non-reader
B.1.3 Maintained zero non-readers in Grade 6 yearly

B.1.4 Sustained 90.38 MPS in NAT 6 by 2016
Non-reader
NAT 6
0
90.38
0
90.38
0
90.38
0
0
90.38
NAT 3
83.66
83.66
83.66
83.66
A & E passer
SPECIFIC OBJECTIVES
B.1.5 Maintained 83.66 MPS in NAT 3 by 2016

B.1.6 Increased the number of ALS passers from 3 to 6 by 2016
B.1.7 Decrease the number of non-numerates from ___ to ___
B.1.8 Decreased the number of Grade 3 pupils who belong to frustration
level from 10 to 0 by 2016
B.1.9 Decreased the number of Grade 6 pupils who belong to frustration
Key Result Area
CY 2014
CY 2015
CY2016
Non-numerates
Reading Level
10
Reading Level
12
B.1.10 Increased the number of Grade 3 pupils with mastery level in the
NAT from 75 to 98 by 2016
NAT 3
75
80
90
98
B.1.11 Increased the number of Grade 6 pupils with mastery level in the
NAT 6
102
103
104
105
B.1.12 Increased the number of Grade 3 pupils who scored upper average
in the NAT from 32 to 50 by 2016
NAT 3
32
38
46
50
SPECIFIC OBJECTIVES
B.1.13 Sustained/improved 3 Grade 6 pupils who scored upper

average in the NAT
B.1.14 Decreased the number of Grade 3 pupils who scored below average
B.1.15 Sustained none Grade 6 pupil who scored below average in the NAT
B.1.16 Increased District Achievement Test by 2% every year for 3 years
from 78.25 to 84.25
B.1.17 Increased School-Based Test from by 2% every year for 3 years from
80.38 to 86.38
B.1.18 Increased the number of passers who took the VSULHS
entrance test from 1 to 4
B.1.19 Increased the number of contestants who participated in
the Press Conference
District level from 7 to 10
Division level from 4 to 7
Regional level from 1 to 4
the Math Challenge / Math Quiz
Area level from 5 to 8
Cum YES-O Camp
Area Level from 4 to 8
(KRA)
(From)
Baseline
NAT 6
Key Result Area

(To) Target
CY 2014
CY 2015
CY2016
NAT 3
NAT 6
0
78.25
0
80.25
0
82.25
0
84.25
District Test
School-Based
Test
80.38
82.38
84.38
86.38
VSU Entrance Test
Press Conference
7
4
1
8
5
2
9
6
3
10
7
4
10
5
0
12
6
1
14
7
2
16
8
3
10
4
1
14
5
2
18
7
3
20
8
4
Math Challenge
Cum YES-O Camp
SPECIFIC OBJECTIVES
Key Result Area
(KRA)
B.1.22 Improved teachers teaching competence through trainings
(From)
Baseline

(To) Target
CY 2014
CY 2015
CY2016
B.1.23 Improved the proper usage of E-Classroom
INSET
E-Classroom
usage
50%
50%
75%
75%
90%
100%
100%
-
B.1.24 Provided due recognitions to teachers, & pupils with

exemplary performance
Recognition
50%
75%
100%
100%
B.1.25 Sustained 100% Transition Rate by 2016
TR
100%
100%
100%
100%
B.1.26 Increased 96.29% Cohort Survival Rate to 100% by 2016

B.1.27 Sustained 95.68% Completion Rate to 100% by 2016
CSR
96.29
100
100
100
CR
RR
95.68
0.44
96.68
0.22
98.68
0
100
0
GR
100
100
100
100
B.1.28 Reduced 0.44% Repetition to 0 by 2015

B.1.29 Sustained 100% Graduation Rate by 2016
B.1.30 Sustained 98.81% Literacy Rate by 2016
LR
B.2.1 Increased the number of pupils who have imbibed the core
values from 705 to 711 by 2016.
Maka-Diyos
Makatao
Makakalikasan
Makabansa
Core values
98.81
98.81
705
705
705
705
707
707
707
707
98.81
98.81
709
709
709
709
711
711
711
711
C. GOVERNANCE in Education
General Objectives:
1. To strengthen the collaboration between the school, parents, LGU, community,
and other stakeholders.
2. To ensure adequate supply of school resources and facilities
Key Result Area
(KRA)
FROM
(Baseline)
Classroom-Pupil ratio
2. Increased seat-pupil ratio from 1:2 to 1:1

3. Improved the toilet-pupil ratio from 1:33 to 1:30 by 2016
4. Hand washing pupil-facility ratio
SPECIFIC OBJECTIVES

TO (Target)
CY 2014
CY 2015
CY 2016
1:33
1:33
1:33
1:33
Seat-Pupil ratio
1:2
1:1
1:1
1:1
Toilet-Pupil ratio
1:33
7:707
1:32
7:707
1:31
10:708
1:30
13:710
100%
50%
75%
100%
25%
25%
25%
0
1
25%
50%
25%
-
50%
100%
50%
4
7
100%
100%
-
Monobloc chairs
50
25
25
Equipment
Physical Infrastructure/ Ancillary Facilities & Equipment

1. Maintained classroom-pupil ratio
5. Enhanced playground apparatus by 2016 ( Slides, Swing,

Seesaw, Monkey Bar)
6. Repainted H.E building & repaired window jalousies
7. Repaired damaged CR adjacent to the Old Conference Hall
8. Repainted Industrial Arts building
9. Constructed 4 computer tables for computer room DCP Batch 26
10. Acquired additional 7 computer units by 2015 through DCP
11. Procured 50 additional mono block chairs for the E-Classroom
by 2015
12. Procured 1 Grass Cutter by 2014
Hand washing-pupil
ratio
Playground
Apparatus
H.E building
CR
I.A building
Computer Table
E-Classroom
Equipment (DCP)

SPECIFIC OBJECTIVES
TO (Target)
Key Result Area
(KRA)
FROM
(Baseline)
CY 2014
CY 2015
CY 2016
Sci.Lab. room
50%
75%
90%
100%
Clinic room
EMIS room
50%
50%
75%
100%
Library Furniture
Deep-Wells
Financial
Transparency Board
50%
100%
19. Replaced sub-standards electrical wirings in 18 classrooms
Electrical Wirings
20. Reinstalled school intercom by 2015
School intercom
25%
50%
75%
100%
21. Repaired Roofing & ceiling of Principals Office comfort room

22. Repaired the roofing and ceiling of old conference hall by 2016
23. Constructed school twin-guard house by 2014
Office
Building repair
Guard House
25%
25%
0
50%
50%
2
100%
75%
-
100%
-
24. Renovated forward-facing concrete fence by 2016
School Fence
100%
50%
75%
100%
25. Improved the landscaping of the school site by 2016
25%
50%
100%
26. Constructed School Signage at Campus B
50%
100%
13. Revived Science Laboratory room

14. Provided Clinic room
Procured 10 various medicines every year (Biogesic, medicol,
diatabs,betadine,loperamide, mefenamic, multivitamins,
penicillin, lagundi syrup, vicks vaporub)
15. Enhanced EMIS room with furniture for record to be kept
16. Constructed 3 library furniture yearly (table, cabinet, chair)
17. Installed 2 deep-wells for Campus A & B by 2015
18. Constructed roofing for Financial Transparency Board by 2015
10

SPECIFIC OBJECTIVES
TO (Target)
Key Result Area
(KRA)
FROM
(Baseline)
CY 2014
CY 2015
CY 2016
27. Procured one (1) School Bell by 2014
School Bell
28. Procured five (5) Fire Extinguishers
Fire Extinguisher
Covered walk
25 m
50m
100m
Minor repair
25%
50%
75%
100%
29. Constructed Covered Walk from school main entrance

passing through the District Office.
30. Made minor repair to all classrooms
Repairing & repainting doors, windows & window jambs/
jalousies
Replacing dilapidated chalkboards
SPED- tables & chairs
11
SPECIFIC OBJECTIVES
Key Result Area

(KRA)
FROM
(Baseline)
Teacher-Pupil ratio

TO (Target)
CY 2014
CY 2015
CY 2016
1:33
1:33
1:33
1:33
Values
24
24
24
24
Teachers Welfare
24
24
24
24
INSET
1
1
1
1
1
1
1
1
1
1
1
1
Step Increment
Reclassification
Promotion
Teaching Personnel / Teachers

1. Maintained teacher-pupil ratio
2. Encouraged 24 teachers to observe WATCH at all times
3. Improved the teaching competencies of 24 teachers thru attending
school, district, division, regional, and national trainings, workshops

and conferences
4. Sent 24 teachers to trainings/seminars yearly in all levels
5. Conducted at least one INSET to teachers every year
On Action Research
Beginning Reading
Construction of LMs & TGs to K to 12 Curriculum
As Needed
6. Recommended 1 T-3 for promotion to MT-I

7.
Submitted pertinent documents of the following teachers for step

Increments
1 T-2 step 4 to 5
3 T-3 step 2 to 3
1 T-3 step 3 to 4
1 T-3 step 1 to 2
8. Recommended 2 teachers for reclassification to T-3 with
approved ERF
9. Recommended 2 T-2 for promotion to T-3
12
SPECIFIC OBJECTIVES
Key Result
Area
FROM
(Baseline)

TO (Target)
CY 2014
CY 2015
CY 2016
16
8
1
0
18
9
1
0
20
10
2
1
22
11
3
2
Culture & Arts
12
5
2
14
6
3
16
7
4
18
8
5
SPED Sports Fest
10
SPED
Mainstreaming
5. Organized ICS Ukelele Ensemble
Musical Ensemble
15
20
30
50
6. Organized Rhondalia
Musical Rhondalia
10
20
30
SGC
50%
75%
100%
100%
Stakeholders
Roles & Functions
50%
75%
100%
100%
Recognition
50%
75%
100%
(KRA)
Child/Learner Centered
1. Increased the number of potential athletes who participated in Sports Competition
District Level
Area Level
Provincial Level
EVRAA
2. Increased the number of contestants who participated in
Culture & Arts (Folk Dance & Pop Dance Categories)

Area Level from 5 to 8
3. Increased the number of SPED pupils to participate in Sports Fest from 0 to

10 yearly
4. Mainstreamed 1 SPED pupil every year for 3 years
Sports
Parents/ Other Stakeholders

1. Reorganized functional School Governing Council (SGC)
2. Maintained functional PTA yearly
3. Reoriented PTA, SGC,& other stakeholders in their
roles and functions.
4. Provided due recognitions to parents, &
other stakeholders with exemplary performance
13
SPECIFIC OBJECTIVES
Key Result
Area
FROM
(Baseline)
B.E Participation
TO (Target)
CY
2014
CY 2015
CY 2016
300
350
400
450
(KRA)
5. Intensified stakeholders attendance during Brigada Eskwela

from 300 to 450 by May 2016
Non-Teaching Personnel
1. Maintained the hiring of 2 school guards through MOOE fund
Textbooks and other Learning Materials
1. Improved K to 12 Textbooks pupil ratio from 1:5 to 1:1
K-12 T-P ratio
1:5
1:5
1:3
1:1
2. Improved BEC Textbooks-pupil ratio from 1:3 to 1:1
BEC T-P ratio
1:3
1:3
1:2
1:1
3. Constructed 5 big books and 5 small books in

grades 1,2,and 3 every year
Big Books & Small 15 Big books 20 Big

15
small 20 Small
Books
4. Acquired complete K to 12 curriculum guides for SPED Classes
SPED Curr. Guides
Instructional
Materials
10
10
10
5. Procured 10 various materials for IMs construction yearly in all

subject areas and in all grade levels : (Manila paper, pad paper,
pentel pens, glue, felt paper, folders, ink, cartolina, pastel color,
bond paper)
6. Requested for the reproduction of K to 12 Teachers Guide (TGs)
for Grade 3, Learners Materials for Kinder, Grade 1, 2, & 3
books
K to 12 TGs &
LMs
25%
50%
25 Big
25 Small
75%
30 big
30 small
100%
14
SPECIFIC OBJECTIVES
Key Result Area
(KRA)
FROM
(Baseline)

(To)Target
CY 2014 CY 2015 CY 2016
7. Procured TV sets & CD/DVD Players in every classroom
15
SPECIFIC OBJECTIVES

(To)Target
CY 2014 CY 2015 CY 2016
Key Result Area
FROM
(Baseline)
Class Observation/
Technical Assistance
AIP/SIP Review
10/mo
10/mo
10/mo
10/mo
QMS
75%
80%
90%
100%
SMET
75%
80%
90%
100%
12
16
22
0%
25%
100%
100%
(KRA)
Management System
1. Conducted at least 10 observation of classes
monthly for 3 years
2. Conducted a regular quarterly AIP/SIP review and
adjustment
3. Improved Quality Management System (QMS)
4. Organized functional School Monitoring Evaluation
& Assessment (SMEA) Team
5. Monitored the implementation of K-12 Curriculum from
Kindergarten to Grade 5 by 22 teachers
6. Monitored full implementation of the SPED Transition Model
by 2015
K to 12 Curriculum
SPED Modified
Curriculum
16
Key Result Area
SPECIFIC OBJECTIVES
7. Secured school site ownership

Tax Declaration
Deed of Donations
Titling
8. Improved management of school canteen monthly for 3 years
(KRA)
TO (Target)
FROM
(Baseline)
CY 2014
CY 2015
CY 2016
School Canteen
50%
50%
0%
0%
75%
75%
25%
50%
100%
100%
50%
75%
100%
100%
Fund Raising
Liquidation
75%
100%
100%
100%
APP
75%
90%
100%
100%
Financial Reports
75%
100%
100%
100%
School site document

Financial Resources
1. Organized & facilitated at least 3 in any of the fund raising activities
every year (Valentine King & Queen, Nutrition King & Queen,
G.at Bb. Iskaut, Christmas King & Queen)
2. Liquidated fully & Submitted MOOE liquidation reports
before deadline
3. Implemented the Annual Procurement Plan (APP)
4. Observed Functional Financial Transparency Board
Posted MOOE Financial Report by Disbursing

Officer & School Treasurer
Posted PTA Financial Report by PTA Treasurer
Posted Canteen Financial Report by Canteen
Teacher
Posted SPG Financial Report by SPG Treasurer
17
Key Result Area
SPECIFIC OBJECTIVES
(KRA)
TO (Target)
FROM
(Baseline)
CY 2014
CY 2015
CY 2016
Existing Education Programs and Projects

1. Implemented School-Based Reading Program
One page a day, drives ignorance away
One Mom adopts one
Word Revo
What I Read, I Write
2. Sustained implementation of Drop Out Reduction
Program (DORP)
Baon mo, sagot ko
Peso mo, Kaalaman ko
Barya mo, Kinabukasan ko
3. Implemented Solid Waste Management
No Segregation, No Collection
SBRP
50%
75%
DORP
75%
100%
100%
100%
50%
75%
90%
100%
SWM
90%
100%
4.
Implemented Child-Friendly School
CFS
50%
75%
90%
100%
5.
Implemented Eco-Friendly School
EFS
50%
75%
90%
100%
IEP
0%
25%
75%
100%
Child Protection
Policy
100%
50%
75%
100%
Anti-Bullying
100%
50%
75%
100%
6. Implemented SPED Individualized Education Program (IEP)

7.
8.
Strengthened the implementation of School-based

Child protection policy
Strengthened the implementation of
Anti-Bullying Policy
18
SPECIFIC OBJECTIVES
9.
10.
Key Result Area

(KRA)
(Baseline)
Increased the SBM Level of practice

from Level 2 to Level 3 Maturing
SBM
Level 2 Maturing
Implemented Gulayan sa Paaralan Program (GPP)
GPP
50%
11. Improved the implementation of Gender &
GAD
TO (Target)
FROM
CY 2014
Level 2
Advance
75%
75%
80%
CY 2015
CY 2016
Level 3
Level 3
Developing
Maturing
90%
100%
90%
100%
Development (GAD) Program
12. Increased the awareness level on DRRM to pupils

& the community
Had existing school preparedness plan
Increase the conduct of evacuation drills
(earthquakes, floods, typhoon)
13. Revitalized the Campus Journalism through publication of 1
School Paper every year
DRRM
75%
80%
90%
100%
School Publication
19
III. Situational Analysis

A. Situation of Children/Learners
Inopacan Central School is a complete monograde school with three (3) sections in every grade from Kindergarten up to Grade
Six.Out of 710 children with age 5-12 years old in Poblacion Inopacan, only 707 children are in school. There are 334 males and 373
females who are schooling. Based on the schools Performance Indicators, the school has 0 % Dropout Rate, 0% Failure Rate and 100%
Promotion Rate. Problem with child labor is mostly present in the school but minimal. Attendance of pupils is not so much a problem
with 95% of pupils having good attendance. Only 5% of the learners are identified as severely wasted and 1% has health related
problems.
The achievement level of the pupils based on the school achievement test reached 84.78%(grading test) and 90.38 in
the National Achievement Test (NAT). Achiever pupils participated in the district and division contests garnered an awards. They excel
up to division level. Although they never won the contest in the region but they were listed in the top 10 particularly during the
Regional Press Conference.
In Culture& Arts, twenty (20) pupils ( 7M and 12F) won first place during the Area Level Pop & Folk Dance Competitions
and in the Provincial. In sports, some pupils have reached provincial level and even reached higher.
EXTERNAL ASSESSMENT
20
FACTOR
1. Population/
Sociological/
Cultural Factor
2. Political Factor
DATA
-Poblacion Inopacan Survey based on
Family Mapping, there are more than
4000 population. Out of these, there are 710
children aged 5 to 12 years old.
-Conduct of Annual Founding Anniversary
every 6th day of December & Fiesta
Celebration
-The President of the Country has signed
the K to 12 as a law on May 15, 2013.
Legal Basis of K to 12 Curriculum
-Imposing policy prohibiting school canteen to
sell junk food and soft drinks
-Presence of Municipal ordinance on Solid
Waste Management, No segregation, No
Collection Policy
-Presence of Municipal Ordinance Prohibiting
pupils from going to internet cafes

during school days.
OPPORTUNITY
1.a ICS enrolment constantly
increasing every year
1.b Exposure of the children to

different socio-cultural activities
and receipt of incentives/
rewards from different contest
2.aAll children aged 5 must be

attending the kindergarten
classes.
2.a Safety of childrens health
Supportive Stakeholders
2.b Prevents children from littering
garbage anywhere.
2.c Prevents children from cutting
classes or being absent
THREAT
1.a Poverty may prevent some of
school age children to enrolment
resulting to child labor.
1.b Classes tend to be interrupted
2.aAttendance of 5-year old

children very dependent on
mothers/older siblings time
Pupils find ways to go outside the
school to buy junk foods during
recess time.
Limited time to pupils doing

research work
21
FACTOR
DATA
-Organized Local School Board and available
SEF to support the education sector that
follows a set of rules and regulations set by
the local School Board
3.Economical Factor
- The poor economic status of the area of

Inopacan, Leyte particularly the pest that
caused the gradual death of the abaca plants
in which the people in hinterland barangays
depend upon their means of livelihood, &
unstable job of most parents. (DA Records)
- Less privilege families are recipients of 4Ps
(Programang Pantawid ng Pamilyang Pilipino)
through the DSWD helping the Filipino
children in their school needs through
monetary assistance and their performance
in school by monitoring their attendance.
4.Ecological Factor
-Municipal Map
-The school is located at the heart of the town
near the seashore
5. Technological Factor
-Presence of modern technology & internet caf

in the Locality
-Existence of cell sites
OPPORTUNITY
THREAT
2.d Stable and strong network

with the LGU.
3.a Presence of 4Ps recipients
3.b Minimize absenteeism and help

solve drop-out problems
3.c 4Ps recipient children are
encourage to go to school
4.It provides alternative food
sources and income
There is enough source of food
from the sea
5.a The school is a recipient of
DepEd Computerization Program
(DCP)
5.b Access to communication
technologies and computer
literacy
3.aSome parents tend to

depend on the monetary
support of government.
3.bSome parents are indolent to
Have backyard gardening
3.b Some parents become
dependent on the monetary
support of government
3.c Tendency for a child to stop
schooling if not supported by 4Ps
3.d Misuse of funds
4.Natural Calamities
5.a Children may become addicted

to computer and online games
which can contribute to poor
study habits and poor academic
performance.
22
Demographic/Sociological/Cultural Factor
Inopacan Poblacion has a total population of 4,525 people with 1,200 households. It has three (3) elementary schools (Inopacan Central
School, Inopacan Christian School, & the Inopacan Parish Academy)and two (2) secondary public schools (INHS, & IPA), one (1) Day Care Center funded
by LGU. Based from the last barangay census with 95% are of school age, 99% literates and 1% illiterates.
The children is expose to different socio-cultural activities hence the school is located at the heart-most part of the Municipality of
Inopacan. This is the reason why barangay ordinance on going to internet cafes was strongly implemented to minimize the absenteeism & cutting
classes incidence of school children.
Political Factor
The Barangay Officials of Poblacion Inopacan made an ordinance prohibiting the pupils from going to internet cafes during school days
thus, preventing the children from cutting classes or being absent. But, there are still internet cafes who allow the children to get inside and play
computer games.
The local government unit of Inopacan allocated SEF solely for education sector to support its program however in limited amount as
allocation set by the Local School Board
thus schools has projects /programs set for the particular amount allocated. The DSWD through its 4Ps
(Pantawid Pampamilyang
Pilipino Program) allows less fortunate pupils to be in school and help minimize absenteeism.
23
Economic Factor
The economic status of most families in Poblacion Inopacan is in average level. More than half of the residents are having permanent
work. Majority of them are engage in fishing, farming, carpentry works, laborers and driving, &some government employees as their livelihood and
source of income. With this economic situation, only minimal incidence of school children are to child labor.
The DSWD through its 4Ps (Pantawid Pampamilyang Pilipino Program) allows less fortunate pupils to be in school and help minimize
absenteeism especially those migrant families.
Ecological and Environmental Factor

Poblacion Inopacan located near coastal areas and along the roads and so the source of livelihood is fishing, Driving, & some
government employees. This situation is considered as a threat to the school specially when there is typhoon because there is a big possibility that the
school will be damaged .
Since the school is located near the sea, thus the school`s physical facilities like roofs, ceiling , iron gate can be destroyed easily because
of the sea breeze.
Technological Factor
Classified as rural community, Inopacan Poblacion has an access on the state of the art facilities and goes with the technological world.
Internet shops are existing, wireless and portable internet modems are used as source of internet connectivity. Cellular phones are the main source of
communication. This paves the way of easy access of up to date information and current trend of education.
But, children can become addicted to computer & online games which can contribute to absenteeism, poor study habits,& poor
academic performance.
24
INTERNAL ANALYSIS
FACTOR
STRENGTH
WEAKNESS
A. School Infrastructure
*Old conference hall need major repair
Classrooms
Presence of 26 classrooms
*PTA building needs roofing and ceiling repair
Seats/Armchairs/Tables
Presence of 250 seats &35 Desks
* Some seats were made in poor quality
Library
-Presence of books donated

-Presence of available PTA building for
library use
*Lack of library furniture ( bookshelves,

Tables, &chairs)
*building needs repair
Science Lab
-Presence of Science apparatus
* No available room for Science Lab
Toilets
-Each classroom has a Toilet

-The school is a recipient ofDepEd 3-room
toilet with hand washing/water& sanitation
*1 comfort room is no longer

Serviceable
Canteen
-Available canteen
Computer Lab
-Presence of 7 computer units,2

printers, & 1 LCD in the E-Classroom
*Food service teacher needs training on

canteen management
* Teachers needs more training on utilization
* Inadequate equipment
* No permanent ICT teacher
25
FACTOR
STRENGTH
WEAKNESS
Transparency Board
-Presence of glass Transparency board

with the prescribed size & measurement
-Prone to breakage
Deep Wells
-Has 2 functional deep wells
-Not potable for drinking
Playground apparatuses
-Has playground apparatus
-Apparatus need restoration
-Has an area 11,814 sq. meters
-No Land Title yet
-Partially prevent intruders from getting

inside the school grounds
-Some children jump off the fence
-Adequate number of teachers with 7

Master Teachers to teach regular
Classes& who will assist in mentoring
&coaching with other teachers
-Presence of 1 SPED Teacher
-Presence of Food Service Teacher
-2 teachers having poor health condition

-Lack SPED teacher, & ICT trained teacher
- Food service Teacher needs training on
Canteen management
-75% of the total number of teachers

have mastery of all the subjects being
taught.
-24 teachers observe WATCH
-1 teacher needs training on the

K to 12 BEP
School Site
School Premise fence

B. Teachers
Number
Quality
-2 teachers do not observe WATCH

26
FACTOR
Child/Learner
Centeredness
Textbooks and other

Learning Materials
Management Systems
and Processes
STRENGTH
-Giving of awards/incentives during
contests/competitions
-Hundred percent promotion rate
-Zero percent drop-out rate
-Zero percent failure rate
-Increase of NAT 3 & 6 with an average
MPS of 90.38%
-Presence of IMs made by the teachers
WEAKNESS
*Pressure to maintain/ sustain NAT MPS

*Poor study habits
*Insufficient IMs
-Presence of textbooks
-Complete Teacher`s guides and
manuals in Grades 1 & 2.
-Presence of materials for IM`s
construction
*Lack of TGs & LMs in grade 3

*Need of more materials for IM`s construction
-Conduct of observation of classes and

provision of technical assistance to
teachers once a month
-Presence of Master Teachers to assist in
Class observations particularly on
mentoring & coaching
-26 teachers are on time in submitting
school reports
-LAC sessions
-Crafting Performance Target
*Principal has often conflict of schedules due to

some extra mile functions.
*Insufficient big books & small books
*Overlapping of trainings
*Some activities in the SIP/AIP could

not be followed as stipulated due to some
unpredicted instances.
27
FACTOR
Financial Resources
STRENGTH
-.Conduct 4 fund raising activities/PTA funds
- Regular release of MOOE funds helped in
paying school bills, purchased of IMs and
send teachers to trainings.
-Received foreign donation for
E-Classroom repair
*School-Based Reading Program
-one page a day, drives ignorance away
- One Mom adopts one
-Word Revo
*Synchronize Reading Time (SRT)
Existing programs and projects
WEAKNESS
*Insufficient funds to sustain
projects,
activities and other expenses
school
*Lack sustainability due to deficiency in

funds
and disinterest of some stakeholders
*Adopt-A-School Program
-Baonmo, sagotko
-Peso mo, Kaalamanko
-Baryamo,Kinabukasanko
*Solid Waste Management
-No Segregation, No Collection
*GulayansaPaaralan Program
*Child-Friendly School
*Eco-Friendly School
28
Physical Infrastructure
Inopacan Central School has inadequate facilities when it comes to the ratio on classroom, seats, library, science
room, computer room, clinic, &playground apparatus . At present there are buildings which need major repair such as PTA
building, and old conference hall which need major repair.
Fortunately, ICS is a recipient of DCP Batch 24 and the coming Bath 26. Seven (7) computers, one (1)printer, one (1) LCD,
one (1) document camera were given to our school in Batch 24 which will enhance the pupils skills through the use of computers
but unfortunately LCD, & document camera were damaged due to typhoon Yolanda.
Recently, ICS is a recipient of DepEd 1-unit 3-toilet with dental trough for children & teachers.
The perimeter area of the school needs to be secured especially front-facing perimeter fence to control the coming in and
out of pupils and teachers and above all to safeguard the whole campus from nearby distractors.
Type of Building
Number of Classrooms
Marcos Type (1973) (Old Conference Hall)
DPWH 1U1CL(1980) (H.E)
DPWH 1U1CL (1995) (Office)
DPWH 2-door U1CL (2010) (kinder)
TEEP 1U3CL Repaired (2004) (Grade 3)
TEEP 1U3CL Repaired (2002) (Grade 4)
TEEP 1U11CL Repaired (2002) (Grade 5 & 6 up to Kinder)
TEEP 1U3CL New Con (Grade 1) (2001)
USAid 1U3CL (Grade 2)
PTA ( Dist. Office) Repaired SEF) (1976)
PTA (Clinic)(1967)
PTA (Library)
PTA (Canteen)
An-Waray (E-Classroom) (2007)
Industrial Arts Building (1936)
1
1
1
2
3
3
11
3
3
1
1
1
1
1
1
29
Teachers
The number of teachers in Inopacan Central School is sufficient enough to cater the needs for instructions. Most of the
teachers have more than 10 years of service in the DepEd. Others are ranging from 5 to 10 years in the service which needs
retooling on the prescribed DepEds mandates and procedures. INSET is very much needed to enhance their skills specially in the
implementation of K to 12 Curriculum.
NAME OF TEACHER
GRADE/Sec
POSITION/
TITLE
EDUCATIONAL QUALIFICATION
TEACHING EXPERIENCE
Meriam M. Lopez
Jonalyn N.Cabia
Kinder
Kinder
Kinder Volunteer
Kinder Volunteer
BSEED
BEED
6 yrs
2 yrs.
Rolinda N. Montjes
Joyce Faith C. Degorio
I-Pearl
I-Sapphire
MT-I
MT-I
BSEED
BEED/MAED
27 yrs.
9 yrs.
Luuela M. Cabrito
Evangeline D. Teves
Rosa B. Jaguines
Norma B. Montajes
Marie Vic S. Pulinday
Shiela K. Abayhon
Helenita R. Inocente
Laura B. Besagas
Silvestra B. Bagares
Rosemary D. Peteros
I-Amber
II-Basalt
II-Crystal
II-Diamond
III-Emerald
III-Fuchsia
III-Opal
IV-Gold
IV-Hazel
IV-Ivory
MT-I
EGT-III
BEED/MAED (SPED)
BSEED
9 yrs.
14 yrs.
EGT-II
EGT-II
BEED
BSAB/ Inv.
9 yrs.
26 yrs.
MT-II
EGT-III
BSEED
BEED
31 yrs.
21 yrs.
EGT-II
MT-I
BSEED
BSED/CAR-MAED
24 yrs.
28 yrs.
EGT-II
EGT-III
BSEED
BEED/CAR-MAED
25 yrs.
9 yrs.
30
POSITION/
TITLE
EDUCATIONAL QUALIFICATION
TEACHING EXPERIENCE
SST/Dist. Prop.Custodian
MT-I
EGT-III
EGT-III
MT-II
EGT-III
EGTEGT-III
EGT-III
EGT-I
EGT-I
BSEED-H.E
BSAg.Ed + CAR MA
BEED/MAED/12units Ed.D
BSEED/ CAR MAED
BSHE/MAED/12units Ed.D
BSED + CAR MA
MAED-CAR + 24units MASPED
BSA Inv. + CAR MA
BSE SE
BSIE-I.A + 24 units MA
28 yrs.
20 yrs.
7 yrs.
31 yrs
20 YRS.
4 yrs.
9 yrs
32 yrs.
27 yrs.
23 yrs.
Sch.Head
ESP-II
MAED + 33 units Ed.D
23 years
NAME OF TEACHER
GRADE/SEC.
Cleofe L. Caracuel
Teresa C. Lusares
Jackelyn M. Bongato
Arlene N. Apostol
Victoria D. Brehonio
Gil M. Teves
Marichu M.Yamson
Ernesto B. Mercado
Mercedita C. Cabi-oc
Benjamin M. Bisnar
V-Mint
V-Lavender
V-Jade
VI-Scarlet
VI-Turquoise
VI-Peach
SPED
SST
SST
Violeta B. Boldios
Textbooks and other Learning Materials

Textbooks are inadequate with a ratio of 1:15 for the old curriculum and 1: 5 ratio of Learners Material for the Kto12
curriculum .
The school was able to receive Book Donations from alumni abroad, 1 unit of LCD used for instructions and other school
activities.
Our Grades 1 and 2 teachers have already their Teacher`s Guide and Teacher`s Manual in K to 12 Curriculum. However,
grade 3 teachers had still problems on Teachers Guides & Learners Materials.
Financial Resources
The school has MOOE amounting to 29,334.00 every month. However, this is not enough to finance teachers training
and sustain the school`s programs and projectsbeing implemented by the school. The School may seek assistance from internal and
external stakeholders through solicitation andfund raising activities.
31
SWOT ANALYSIS
INTERNAL
EXTERNAL
STRENGHTS
Infrastructure:
1.Presence of 26 classrooms
2.Presence of 250 seats & 35 Desks
3. Presence of books donated
4. Presence of available PTA building
for library use
5 .Presence of Science apparatus
6. Each classroom has a Toilet
7. The school is a recipient ofDepEd
3-room toilet with hand washing/
water& sanitation
8. Available canteen
9. Presence of 7 computer units,2
printers, & 1 LCD in the
E-Classroom
10. Presence of glass Transparency
board with the prescribed size &
measurement
11. Has 2 functional deep wells
12. Has playground apparatus
13. Has an area 11,814 sq. meters
14. School fence partially prevent
intruders from getting inside the
school grounds
WEAKNESSES
1.Old conference hall need major repair
2.PTA building needs roofing and
ceiling repair
3.Lack of library furniture ( bookshelves,
Tables, &chairs)
4.Building needs repair
5.No available room for Science Lab
6.1 comfort room is no longer
Serviceable
7. Canteen needs security grills
8. Teachers needs more training on utilization
9. Inadequate equipment
10. No permanent ICT teacher
11.Prone to breakage
12.Not potable for drinking

13.Apparatus need restoration
14.No Land Title yet
15.Some children jump off the fence
32
STRENGHTS
INTERNAL
EXTERNAL
WEAKNESSES
Teachers:
15. Giving of awards/incentives during
contests/competitions
16. Hundred percent promotion rate
17. Zero percent drop-out rate
18.Zero percent failure rate
19.Increase of NAT 3 & 6 with an
average MPS of 90.38%
20.Presence of IMs made by the teachers
21. Presence of textbooks
22. Complete Teacher`s guides and
manuals in Grades 1 & 2.
23. Presence of materials for IM`s
Construction
24. Conduct of observation of classes
and provision of technical
assistance to teachers once a month
25. Presence of Master Teachers to
assist in Class observations
particularly on mentoring & coaching
26. 26 teachers are on time in
submitting school reports
27.LAC sessions
28.Crafting Performance Target
16.Pressure to maintain/ sustain NAT MPS

17.Poor study habits
18.Insufficient IMs
19.Lack of TGs & LMs in grade 3

20.Need more materials for IM`s construction
21.Insufficient big books & small books
22.Principal has often conflict of schedules due to
added extra mile functions.
23.Could hardly set schedules for mentoring &
coaching due to full loaded teaching
24. Tendency of classes handled by MTs will be
left behind in time of mentoring other teachers
26.Some activities in the SIP/AIP could
not be followed as stipulated due to some
unpredicted instances.
33
STRENGHTS
INTERNAL
EXTERNAL
29. Conduct at least4 fund raising activities/PTA funds

30. Regular release of MOOE funds helped
in paying school bills, purchased of
IMs and send teachers to trainings.
31. Received foreign donation for
E-Classroom repair
32.Implementation of Feeding Program,
33. School-Based Reading Program
-one page a day, drives ignorance away
- One Mom, adopts one
-Word Revo
34. Synchronize Reading Time (SRT)
35. Adopt-A-School Program
-Baonmo, sagotko
-Peso mo, Kaalamanko
-Baryamo,Kinabukasanko
36.Gulayan saPaaralan Program
37. Eco-Friendly School
38. Child-Friendly School
WEAKNESSES
27.Insufficient funds to sustain school

projects, activities and other expenses
28.Lack sustainability due to deficiency in

funds and disinterest of some
stakeholders
OPPORTUNITIES
a.. ICS enrolment constantly

increasing every year
b.. Exposure of the children to
different socio-cultural activities
and receipt of incentives/
rewards from different contest
1.2.3.a.c Strengthen BrigadaEskwela ,OBE program

and monitor & strengthen early registration.
4.6.7.8.12.a.e.Make project proposals and solicit

financial assistance to address the needs
of school facilities
5.9.10.11.b.Giving of awards/incentives in
any contests/competitions
1.2.3.4.5.6.7.a.Establish Strong Network with LGU

and other stakeholder to ensure support for
the school projects
e.3.Giving of awards/incentives to learners

like school supplies
34
STRENGHTS
WEAKNESSES
OPPORTUNITY
c..All children aged 5

attending the kindergarten classes.
1.2.3.a.c Strengthen BrigadaEskwela&

Early Registration
15.21.c.Establish Functional Quality Management

System/M&E System
d. Prevents children from littering

garbage anywhere.
38.d. Strengthen No Segregation,

No Collection Policy
26.d. Implement firmly the Solid Waste

Management program as stipulated in the AIP/SIP
e.Prevents children from cutting

classes or being absent
5.9.10.11.b.j.k. Conduct orientation on the

educational use of the modern
gadgets not only for games
26.e. Implement firmly the Municipal ordinance

prohibiting students to go to internet cafes during
class hours as specified in the AIP/SIP
f.Stable and strong network with the LGU.
1.4.8.10.14.f.Prioritize projects that can

be funded by LGU
1.2.4.27.f.Establish Strong Network with LGU and

other stakeholder to ensure support for the
school projects
15.16.17.28.g.h. Encourage parents not to depend
on financial assistance instead inspire them to
engage to other means of livelihood.
Sustain School-Based Feeding Program
g. Presence of 4Ps recipients

h.Minimize absenteeism and help solve
drop-out problems
i.It provides alternative food sources and income
There is enough source of food from the sea
16.17.18.36.g. Inspire parents to strive

harder to uplift the economic stability of
their respective families engaging
toothier manual work.
17.h. Enhance Drop-out reduction
program
35
STRENGHTS
WEAKNESSES
OPPORTUNITY
j. The school is a recipient of DepEd

Computerization Program (DCP)
k. Access to communication
technologies and computer

literacy
THREAT
a. Poverty may prevent some of

school age children to enrolment
resulting to child labor.
b. Classes tend to be interrupted
c.Low academic performance of
pupils who are fond of absenteeism
d. Attendance of 5-year old

children very dependent on
mothers/older siblings time
f. Affects the studies of the

children e.g. poverty, financially
hardup.
g. Presence of severely wasted pupils
5.9.10.11.b.j.kTap computer specialists

to conduct ICT Training for teachers.
Conduct orientation on the educational
use of the modern gadgets not only for
games
STRENGHTS
9.10.20.21.j.k. Require pupils to research

reading materials and mathematical
exercises
-Hold skills enhancement training/seminar
to all computer literate teachers
WEAKNESSES
17.a. Advocacy on Child Protection Policy

9.12.35.36.37.38.a.b.c.Conduct information dissemination on the Family
Code/VAWC& Child Protection Policy
15.16.17.d. Give incentives/rewards to

Kindergarten pupils who could get
100% attendance at the end of the
month
-Institutionalize DORP
32.36.38.f.g Sustain School-Based
Feeding Program
-Monitor and Strengthen the
implementation of school programs
on GulayansaPaaralan, Gulayansa
Tahanan& Child-Friendly School
22.23.24.c Rigorously follow targeted activities

as scheduled in the monthly supervisory plan
23.24.b.c Assist and monitor closely how MTs
assiduously utilize fully the scheduled time
in mentoring and coaching co-teachers.
15. Make concrete school fence secured to prevent
childreninto jumping off the fence.
-Make use of the parents/mother to implement
One Mom, adopts one Reading program
while waiting their children until off classes.
17.27.f.g. Identify severely wasted children to
be the beneficiaries of SBFP.
36
THREAT
STRENGHTS
WEAKNESSES
h.Some parents are indolent to have

backyard gardening.
i.. Tendency for a child to stop
schooling if not supported by 4Ps
3.5.9.16-23.33.34.35.g.h.i Encourage
pupils to excel in academic
performance .
17.h.i. Coordinate with DSWD
J.Natural Calamities
13.14.29.31.37.j. Intensify DRRM particularly

on the conduct earthquake,fire, typhoon
and storm surge drills
1.2.4.11.15.j. Coordinate with MDRRMC to hold

assemblies for further knowledge
and information especially in times
of calamities
k.Children may become addicted

to computer and online games
which can contribute to poor
study habits and poor academic
Performance.
5.9.10.11.c.a.k. Conduct orientation to

children on the educational use of the
modern gadgets not only for games.
-Enforce parents during GPTA assembly
to build up/toughen parental guidance
to school age children on the use of
modern technology.
8.17.k. Send pupils & teachers to E-Classroom to

experience pupils having classes online
making them interested in their lessons
and encourage them to study more
37
INTERVENTIONS
ACCESS
1.
1.1.
1. 1
2.
3.
4.
5.
QUALITY
1.
1.
2.
3.
4.
5.
GOVERNANCE
1.
1.
2.
3.
4.
5.
38
OLD FILE
from VMOKRAPIs
INTERNAL ASSESSMENT
Factor
Performance Outputs and outcomes
Teacher-Pupil ratio is 1:34
- Classroom to Pupil Ratio is 1:34
-Increased in Nat 3 and 6
Results
- Zero Dropout Rate
- Increase in enrolment by 2
- Implemented K to 12 Curriculum
for Kinder, Grade 1, II, & III
Strengths
-.INOPACAN CS is a complete monograde
school with three sections each grade
from kinder to grade six.
-The school has 24 instructional
classrooms and 1 DPWH Initiated
classroom.
-Intensive review conducted by teachers.
Full support from parents in the
preparation of NAT.
-Massive campaign conducted by DedEplike
early Registration, &OplanBalikEskwela
-All children of school age enroll
in school.
-Teachers are trained to
implement the Kinder, Grades 1, 2, & 3
Curriculum
Weaknesses
-
PTA Initiated building used by SPED

class needs repair.
Absenteeism of pupils.
Overlapping of community activities.
Transfer of residence of some families
because of family problems.
Lack of instructional materials on K to 12
Curriculum
39
Competencies and Capabilities

-Organized School Governing /
Council SGC
-Organized Supreme Pupil Government (SPG)
-Organized School Grievance Committee
-Organized SIP Structure
-Stakeholders actively involved in any

organization.
-Majority of teaching staff had undergone
Post Graduate/earned units in Master
Degree
-Absenteeism in any meetings by some

members of the organization due to family
problems, health and occupation
-Financial constraints of some teachers to
pursue post graduate studies
-Ineffective teachers due to health problem
-Presence of Seven (7) Master Teachers
-Effectiveness of teachers in teaching
Factor
Strengths
Weaknesses
Utilization of Resources
-INOPACAN CS received a monthly MOOE.
-Organizations in the school raised
funds for the school
- Regular release of MOOE funds helped in

paying
schoolbills,purchased of IMs and send
teachers to trainings.
-Solicitation from donors and

benefactors for school projects.
-Organizations in the school helped in school

improvement.
Management processes
-All stakeholders were involved in
formulating school implementation plan..

-Instructional monitoring on teachers
through classroom observations
-. School organizational Structure and

Staffing helped in drafting SIP and AIP.
-Effective and efficient teachers
-Funds not enough for school expenses.

-Other needs of the school cannot be
procured because of limited funds.
-Some stakeholders need training in the making

of school plans.
-Negative attitude of some parents.
-Overlapping of activities in community and school
40
Management Functions
-(Marketing, Operations, Human
Resource and Finance)Some school
age children out of School.
-Inopacan CS is composed
of 1- T1, 2 T2, 13- T3, 5-MT-I,
2-MT-II,
-CCT/4Ps program of the government
-Parents lack of follow-up/support to education
The school is a complete elementary school

with SPED class.
-Lack of SPED teacher
-Teachers can go home to their families

every day.
-Some teachers cant report to school all

the time due health condition.
-Organized Monitoring and Evaluation

team/sector.
-M & E Team helped in feedbacking of

school performance and projects.
- Lack of know-how in evaluating a

performance.
-Monitor/evaluate teachers if they are

effective in the grade level they handle.
-Well-trained teachers on the K-12

implementation program
-Ineffective teachers to implement K-12

Basic Education Curriculum Program
-Repairs through SBRMS
-Not enough funds for such repair
3 DepEd subsidized Kinder teachers and

aPrincipal-II School Head.
-The school is in the heart of the
poblacion and itis accessible to any
means of land transportation.
Teams and Individuals
Physical Assets, Setup,

Facilities,Working conditions
and EnvironmentSurroundings
PTA SPED classroom needs
major repair
41
Linkages
-Strong partnership between teachers &
the community stakeholders
-Supportive parents
-Develop good & harmonious relationship
w/ the community
-Strengthen linkages between the internal
& external stakeholders
- Sustainability of the organization through

funding
Leadership
-Leads his/her teacher to achieve the
common goal of the school
VMC Consistency
-SIP for revision
Active and innovative school

head
Authoritative leader to his/her

subordinates
Align SIP w/ the vision and

mission
Production and Revision of SIP

takes enough time.
IV. Strategies
A. Access
In order to strengthen childrens access to elementary education the following strategies will be employed:
Establish rapport with the stakeholders
42
Communication and advocacy

Establish mechanism to sustain childrens 100% attendance.
Implement mechanisms to address childrens health problems.
Reaching out and educating parents on the importance of education
B. Quality
The school aims to strengthen the quality of education in Inopacan Central School through the following strategies:
Organize mechanisms to achieve quality test results, maintain high academic performance and increase the number
of independent readers
INSETS and enhancement activities for teacher`s development
Provision of Effective Learning Support materials
Re-orientation of the internal and external stakeholders` roles and functions.
Advocate the four core values
C. Governance
To strengthen governance and to insure adequate supply of school resources these are the strategies that the school will
undertake:
Organize/Hold of activities that would strengthen network w/ parents and Stakeholders.

Conduct activities to improve/ enhance school`s physical set-up.
Organize committees and activities to strengthen instructions.
Strategize actions for school improvement.
Organize actions for fund resourcing.
INSETS and enhancement activities for teacher development
Regular classroom observation

GENERAL
OBJECTIVES
SPECIFIC OBJECTIVES
STRATEGIES
PROGRAMS/ ACTIVITIES/PROJECTS
43
ACCESS
To expand childrens
access to basic
education
Decrease the number of 5 year old

children not enrolled from 10 to 2
by 2016
Decrease the number of 6-11 year

old children not enrolled from 5 to
1 by 2016
Increase the num-ber of children/
pupils enrolled from 279 to 288
by 2016
Increase the number of children
/pupils regularly attending classes
from 253 to 268 by 2016

Decrease the number of children
with below 90% attendance from
26 to 11 by 2016
Maintain Zero Dropout Rate

every year
SPECIFIC
OBJECTIVES
GENERAL
OBJECTIVES
Decrease
the
number
of
malnourished children from 26 to
11 by 2016
with other health problems from 3
to 0 by 2016
who are victims of child labor
*Communication and
advocacy
* Establish
rapport with
the stakeholders
*Establish
means to
sustain
childrens
100%
attendance
*Implement
mechanisms
that will
address
childrens
health problems
STRATEGIES
Conduct intensive advocacy thru:

home visitation
towns crying (bandillo)
church announcement
hanging of streamers
Conduct orientation
Rights of Children
home visitations
hanging of streamers
on
the
Provide free school bags and

supplies solicited from LGU and
other private donors
Early
implementation
and
sustenance of School Feeding
Program on a thrice-a-week
basis
Early
implementation
and
sustenance of School Feeding
Program
Implement DORP
School Feeding Program
PROGRAMS/ACTIVITIES/PROJECTS
Implementation
of
School
Feeding Program
Distribution of vitamins
Conduct regular health and
dental check-ups to pupils
Implement
Program
Adopt-a-child
44
from14 to 5 by 2016
Conduct home visitations
*Reaching out
and educating
parents on the
importance of
education
GENERAL
OBJECTIVES
QUALITY
SPECIFIC OBJECTIVES
Maintain
zero
Grade 3 yearly
non-readers in
mechanisms
to
non-readers in *Organize
achieve quality test results,
maintain
high
academic
performance and increase the
number
of
independent
Decrease the number of Grade 3
readers
pupils who belong to frustra-tion
To instill the core level from 10 to 1 by 2016
values in children
*INSETS and enhancements
pupils who belong to frustra-tion
activities
for
teacher
development
Increase the number of Grade 3
pupils with mastery level in the
zero
To
increase
the Maintain
Grade
6
yearly
academic
performance of the
pupils

pupils with
GENERAL
OBJECTIVES
SPECIFIC
OBJECTIVES
mastery level in the NAT from 16
STRATEGIES
Conduct
remedial
reading
program
Intensify SRT
Conduct
remedial
reading
program
Intensify SRT
peer teaching
Conduct remedial lesson
Peer teaching
Conduct remedial lesson
Peer teaching
Intensify NAT review

Provide additional review materials
Focus on the least learned skills
Regular Test Visit

Provide additional
STRATEGIES
review materials,
45
to 25 by 2016

pupils who scored superior in the
pupils who scored superior in the
* Provision of
Effective
Learn-ing Support ma-terials

pupils who scored upper average
pupils who scored upper average
GENERAL

pupils who scored lower average in
the NAT from 1 to 0 yearly
* Re-orientation of the
internal and
external
stakeholders` roles
and functions
Decrease the no. of Grade 3 pupils

who scored poor in the NAT from 3
to 0 by 2016
*Advocate the
four core
values

pupils who scored lower average in
the NAT from 18 to 9 by 2016
SPECIFIC
OBJECTIVES
STRATEGIES

Regular test visit
Provide
additional
review
materials
Provide
additional
review
materials
Provide
additional
review
materials
Provide
additional
review
materials
Provide
additional
review
materials
Provide
additional
review
materials
Provide
additional
review
materials
46
OBJECTIVES
Provide
additional
review
materials
Integrate the necessary values
in the daily lessons specifically
during GMRC time,
modeling
Teach
GMRC/ESP
skills
religiously.
Maintain 0 Grade 6 pupils who

scored poor in the NAT yearly
Increase the number of pupils who
imbibe the core values from 260 to
279 by 2016.
GENERAL
OBJECTIVES
SPECIFIC OBJECTIVES
STRATEGIES
Repair roofing and ceiling of 4

classrooms
by
2016(H.E,
GOVERNANCE
Grades 4,5 & Ind. Arts)
*Organize/Hold of activities
that
would
strengthen
network w/ parents and
To
strengthen Install complete electrical
stakeholders.
governance
wirings in the E-classroom by
2014
activities
to
Request
for
20
additional *Conduct
To ensure adeimprove/
enhance
schools
armchairs for Gr.4 pupils by
quate supply of
physical set-up.
2016
school re-sources
Purchase 30 monobloc chairs
and facilities
for the E-classroom by 2014
Construct 4 computer tables by
2014
SPECIFIC
Submit letter request to the
LGU/DepEd.
Fund raising activities

PTA
MOOE
Division Supply Officer
PTA
fund raising acti-vities
Fund raising acti-vities
PROGRAMS/ACTIVI47
GENERAL
OBJECTIVES
OBJECTIVES
STRATEGIES
TIES/PROJECTS
Construct 3
library furnitures yearly (table,
cabinet, chair)
*Organize committees and
to
strengthen
Improve the pupil-toilet ratio activities
instructions.
from 1:47 to 1:40 by 2016
Improve 1 school canteen
yearly
Acquire addi-tional 7 computer units by 2014
*Strategize
actions
school im-provement.
for
PTA
fund raising activi-ties/MOOE
Send solicitation
letters
PTA
Send solicitation letters to
different NGO`s/individuals
Purchase 2 speakers by 2016
Fund raising
activities
Purchase 2 microphones by
2016
Install glass casing of the
bulletin board by 2014
Improve the 1 Watsan facilities
yearly
Construct 3play-ground apparatuses by 2016 (a.slidesb.swing& *Organize actions for fund
resourcing.
see-saw c. monkey bar)
Request for the construction of
1 clinic building by 2014
Request Titling of school site

yearly

Send letter request from the
LGU
Send letter request from the
LGU
Send solicitation letters
DENR
48
*
INSETS
and
enhancement activities for
teacher development
GENERAL
OBJECTIVES
SPECIFIC
OBJECTIVES
STRATEGIES
Construct addi-tional 15 meter

fence by 2016
Purchase
of
10
various
materials for IMs construction
yearly in all subject areas and
in all grade levels (manila
paper,envelope, pentel pens,
felt paper, glue, fol-ders,ink,
carto-lina,pastel color, bond
papers
Produce 5 big books and 5
small books in Grade 1,2,3
every year
*Regular
for observa-tion
Procure 5 garden tools

child-rens use every year
Procure 10 various medi-cines
every year
(Biogesic,medicol,
diatabs,betadine,
loperamide,mefenamic,
multivitamins,penicillin,lagundisyrup,vicks
PROGRAMS/ACTIVITIES AND PROJECTS

Fund raising act.
Submit letter re-quest to the
LGU
Make solicitation letter
Submit letter request
Fund raising
class-room
Fund raising act.

Require the Grades 1 to 3
teachers to make big and
small books
Make solicitations
Fund raising acti-vities
Make solici-tations
49
vaporub)
Request for new supply of 30
textbooks every year in all
subject
areas in all grade
levels
Send letter request to the

Div.Supply Officer
SPECIFIC
OBJECTIVES
GENERAL
OBJECTIVES
PROGRAMS/ACTIVITIES AND PROJECTS
STRATEGIES
Purchase 1 pc dictionary by
2014
Conduct
15
class-room
observations everymonth
Fund Raising activities
Require 8 teachers to ob-serve

watch at all times
Send 8 teachers
to trainings/seminars yearly in
all levels
Checking of attendance
Task on time
Send 8 teachers
to trainings/
seminars
Give TA
Require the school head to

conduct
15
class-room
observa-tions every month
50
Conduct a regular quarterly SIP

review and adjustment
Organize
2
fund
raising
activities
every
year
(Mr.&Ms.Nutrition,Little Mr. &
Ms.
Christmas
Implement
3
programs
yearly:Remedial
Reading Prog-ram,Feeding
Program, AdoptA-School Prog-ram
Regular quarterly
SIP review and
adjustment
Organize/conduct
2 fund raising activities every year
(Mr.&Ms.Nutrition,
Little Mr. & Ms.
Christmas
Implement 3 programs yearly:
Remedial Reading
Program,Feeding
Program, Adopt-ASchool Program
51
52
53
54
55
56

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Sip Aip 2014 I.introduction To Strategies, II. Obj.&Targets, Situational Analysis (Repaired)

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SCHOOL IMPROVEMENT PLAN (SIP)

The School Improvement Plan of Inopacan Central Central School was

VISION, MISSION, CORE VALUES

II. Objectives and Targets Setting

PERFORMANCE INDICATOR (PI)

A.1.5. Maintain the number of pupils with disabilities to be assess yearly:

A.1.6 Increased ALS enrolment from 18 to 26 enrollees by 2016

Performance Indicator (PI)

A.1.11 Decreased the number of severely wasted children from

A.1.12 Decreased the number of children with other health problems

B.1.1 Decreased number of non-readers in Grade 1 pupils from 4 to 0

B.1.2 Maintained zero non-readers in Grade 3 yearly

B.1.3 Maintained zero non-readers in Grade 6 yearly

B.1.5 Maintained 83.66 MPS in NAT 3 by 2016

Key Result Area

B.1.13 Sustained/improved 3 Grade 6 pupils who scored upper

Key Result Area

Performance Indicator (PI)

VSU Entrance Test

Cum YES-O Camp

Key Result Area

B.1.22 Improved teachers teaching competence through trainings

Performance Indicator (PI)

B.1.23 Improved the proper usage of E-Classroom

B.1.24 Provided due recognitions to teachers, & pupils with

B.1.25 Sustained 100% Transition Rate by 2016

B.1.26 Increased 96.29% Cohort Survival Rate to 100% by 2016

B.1.28 Reduced 0.44% Repetition to 0 by 2015

2. Increased seat-pupil ratio from 1:2 to 1:1

Performance Indicator (PI)

Physical Infrastructure/ Ancillary Facilities & Equipment

5. Enhanced playground apparatus by 2016 ( Slides, Swing,

Performance Indicator (PI)

Key Result Area

19. Replaced sub-standards electrical wirings in 18 classrooms

20. Reinstalled school intercom by 2015

21. Repaired Roofing & ceiling of Principals Office comfort room

24. Renovated forward-facing concrete fence by 2016

25. Improved the landscaping of the school site by 2016

26. Constructed School Signage at Campus B

13. Revived Science Laboratory room

Performance Indicator (PI)

Key Result Area

27. Procured one (1) School Bell by 2014

28. Procured five (5) Fire Extinguishers

29. Constructed Covered Walk from school main entrance

Key Result Area

Performance Indicator (PI)

Teaching Personnel / Teachers

school, district, division, regional, and national trainings, workshops

6. Recommended 1 T-3 for promotion to MT-I

Submitted pertinent documents of the following teachers for step

Performance Indicator (PI)

Culture & Arts

SPED Sports Fest

5. Organized ICS Ukelele Ensemble

Culture & Arts (Folk Dance & Pop Dance Categories)

District level from 12 to 18

3. Increased the number of SPED pupils to participate in Sports Fest from 0 to

Parents/ Other Stakeholders

5. Intensified stakeholders attendance during Brigada Eskwela

Performance Indicator (PI)