Quezon NHS-Apyao Annex

(Senior High School)

341036
QUEMTRAS, Butong,
Quezon, Bukidnon

SCHOOL
IMPROVEMENT
PLAN

School Year 2019-2021

i
 MESSAGE

Whatever you do, work at it with all your heart, as working for the Lord,
not for human masters.
-Colossians 3:23-

I would humbly express my sincere appreciation to our brilliant Schools

Division Superintendent, Cherry Mae L. Limbaco, PhD, CESO V, and to the
equally smart Assistant Schools Division Superintendents, Edgardo V. Abanil,
PhD, and Shambaeh A. Usman, PhD, as well as to the brainy Chief of the
Curriculum Implementation Division (CID), Elbert R. Francisco, PhD, for
implementing this one-of-a-kind activity to ensure a quality, relevant, and
sensible School Improvement Plan (SIP) for 2019-2021, Annual Improvement
(AIP), Project Procurement Management Plan (PPMP), and M & E Tool to all
schools in the Division of Bukidnon.

As a neophyte to the job, I consider this formulation/writeshop timely

and essential especially that running a school-community is quite taxing if
one is not prepared to combat literacy, numeracy, and other institution-based
issues as well as if the person is not trained properly on the process of
identification, prioritization, and forecasting of gaps and solutions to the
problems. This three-day training, I suppose, is highly significant to all school
heads, ICT coordinators, and teaching and non-teaching personnel, students,
and stakeholders knowing that every school transaction should adhere to the
vision and mission of the Department of Education. From convening the
School-Community Planning Team (SPT), gathering of data, and up to the
exchange of thought and aspirations among teachers, stakeholders, students,
and local officials, I know all the concerted efforts I and other concerned
individuals would not be put in vain.

Heading toward a successful implementation of the programs and

thrust of the bureaucracy, I and my teammates, Karen Mae B. Segumpan,
Chelie T. Trangia, and John Paul B. Llentic, are optimistic enough that we can
be able to submit a comprehensive three-year report on School Improvement
Plan and the like which are deemed important in the context of our beloved
Quezon National High School-Apyao Annex. I and my workmates believe that
we are the stewards of God to his people on earth, so we need to perform our
tasks with all hearts to honor and to praise the Divine Providence. Doing all
the best things for His people is, therefore, a life worth living.

To more productive years of serving humanity through DepEd, all

praises be unto Him.

PHILIP R. FLORENOSOS
School Head

ii
TABLE OF CONTENTS

CHAPTER 1. Department of Education’s Vision, Page 1

Mission, and Core Values Statement

CHAPTER 2. School’s Current Situation Page 3

CHAPTER 3. Plan Page 21

CHAPTER 4. Monitoring and Evaluation Page

List of Acronyms Page iv

List of Tables and Illustrations Page v

iii
LIST OF ACRONYMS

DepEd – Department of Education

SIP – School Improvement Program
AIP – Annual Implementation Plan
APP- Annual Procurement Plan
PPMP-Project Procurement Management Plan
SOB- School Operating Budget
REP- Reading Enrichment Program
Tatak PH- Philosophy and Humanities
Extra MILe- Media and Information Literacy
NC II- National Certificate II
SSS- Save Social Science

iv
LIST OF TABLES AND ILLUSTRATIONS

Table 1. School Planning Team Roles and Responsibilities Page 3

Table 2. School Planning Team Timetable Page 4

Table 3. Priority Improvement Areas Page 11

Table 4. Root Cause Analysis Page 12

Table 5. Planning Worksheet Page 16

Illustration 1. Senior High School Enrolment for 3 years Page 6

Illustration 2. SHS Learning Environment Page 7

Illustration 3. Reading Levels of SHS Students Page 8

Illustration 4. Senior High School Drop-out Rate Page 9

Illustration 5. NC II Assessment Passing Rate Page 10

Illustration 6. Nutritional Status of SHS Learners Page 10

Illustration 7. SHS Students’ Profile Page 11

v
CHAPTER 1
Department of Education Mission, Vision, and Core Values C
Statement H
A
DepEd Vision
P
T
We dream of Filipinos E
who passionately love their country
and whose competencies and values R
enable them to realize their full potential
and contribute meaningfully to building the nation.
1
As a learner-centered public institution,
the Department of Education
continuously improves itself
to better serve its stakeholders.

DepEd Mission
To protect and promote the right of every Filipino to quality, equitable,
culture-based, and complete basic education where:

Students learn in a child-friendly, gender-sensitive, safe

and motivating environment

Teachers facilitate learning and continuously 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 to developing lifelong learners.

DepEd Core Values

Makadiyos Maka-tao Makakalikasan Makabansa

School Improvement Plan 1

 THE SCHOOL PLANNING TEAM

School Head • PHILIP R. FLORENOSOS

SSG President • HARVEY P. BALASA

Teacher
Representative • KAREN MAE B. SEGUMPAN

PTA President • JOCELYN DUBMON

IP
• HON. CARLITO ANGLAO
Representative
EDCOM
• HON. NEHRU P. TAN
Chairman
BDRRMC
• HON. DANTE LUCES JR.
Chairman
School Child
Protection • MICHEL E. MENDOZA
Committee Head

The Quezon National High School-Apyao Annex organized its School

Planning Team (SPT) which is comprised of seven focal persons who convened
to discuss their aspirations for the school, their understanding of DepEd VMV
and Core Values and most importantly confer their commitments to the
betterment of the school. Moreover, the team has discussed several concerns
in the Senior High School that need to be addressed in the years to come.
These include: significant number of Frustration Readers, increasing drop-
out rates, poor performance in the National Achievement Test (NAT) and the
performance of the SHS students in the NCII Assessment.

School Improvement Plan 2

 The team has also identified their roles during the brainstorming
session. Each of them participated in coming up with the desired roles and
responsibilities that they need to take into account. The said roles are as
follow:

Table 1. School Planning Team Roles and Responsibilities

Name Roles Responsibilities
Philip R. Florenosos Team The Team leader takes the role
Leader of the head of the planning
team. He makes sure that all
members have done their
specific roles. The team head
also spearheads the decision-
making of the team.
Harvey P. Balasa Member The Student representative
stands in behalf of the student
populace. He determines the
main concerns of the students
and guarantees that the team
is well informed of these. He is
the voice of the students.
Karen Mae B. Segumpan Member The Teacher representative
also acts as the voice of the
teachers in the team. She
listens to the concerns of the
teachers and airs it out to the
team. She also makes sure
that the teachers’ welfare is
also given attention.
Jocelyn Dubmon Member The parent representative
actively communicates with
the parents and helps in the
establishment of rapport
between the school and
parents.
Hon. Datu Carlito Anglao Member The IP representative focuses
on the IP-related issues that
the school needs to address.
He also shares cultural
practices that the school
should be aware of.
Hon. Nehru P. Tan Member The LGU representative is
concerned with community-
related issues that need to be
addressed. He ensures good
communication and
relationship between the
school and community.
Member The BDRRMC representative is
Hon. Dante Luces Jr. responsible in making sure

School Improvement Plan 3

 that the school is safe and
conducive for learning.
Michel E. Mendoza Member The School Child Protection
Committee representative sees
to it that the students’ welfare
are always given a priority.
She also monitors students’
attendance and participation
in school.

Furthermore, the SPT timetable in the preparation, implementation,

and monitoring of the SIP an AIP is presented below.

Table 2. School Planning Team Timetable

Activities Date Person Involved Mode of
Verification
PREPARATORY
ACTIVITIES

 Hold an Early January School Head and Pictorials and

Enrolment of 2019 Teachers Accomplished
Learners Forms

 Conduct February Teachers and Pictorials,

Community 2019 Barangay Health Accomplished
Mapping Workers Forms, Data

 Organize data June 2019 School Head and Pictorials and

using School- Teachers Accomplished
Community Data Forms
Template
PHASE 1: ASSESS
 Convene the SPT July 2019 School Planning Pictorials
Team
 Discuss and July 2019 School Planning Pictorials,
analyze the data Team Minutes of the
that were Meeting,
collected Narrative
Reports
 Discuss PIA with July 2019 School Planning Pictorials,
the root causes Team Minutes of the
Meeting,
Narrative
Reports
PHASE 2: PLAN
 Convene the SPT July 2019 School Planning Pictorials,
Team Minutes of the
Meeting,

School Improvement Plan 4

 Narrative
Reports
 Organize Project July 2019 School Planning Pictorials,
Teams Team Minutes of the
Meeting,
Narrative
Reports
 Formulation of July 2019 Project Teams Pictorials,
solutions Minutes of the
Meeting,
Narrative
Reports
 Writing of the SIP July 2019 School Planning Pictorials,
Team Minutes of the
Meeting,
Narrative
Reports
PHASE 3: ACT July 2019 Project Teams Pictorials,
 Implementation Minutes of the
of programs based Meeting,
from the SIP Narrative
Reports
 Discussion of the July 2019 Project Teams Pictorials,
process of Minutes of the
implementation Meeting,
Narrative
Reports
 Monitoring and January- School Planning Pictorials,
evaluation of the December Team Minutes of the
projects 2019 Meeting,
Monitoring and
Evaluation Tool

School Improvement Plan 5

CHAPTER 2
Assess C
H
Quezon National High School – Apyao Annex is a public school in an IP
community. As of School Year 2019-2020, the school has recorded a total of A
1,030 enrollees from the 899 last year, of which 842 are JHS students and P
188 are SHS learners. The figure tells its readers that there is an increase of
131 or 14.57 percent from the total population in the previous year. To T
educate further the QNHS-Apyao Annex’s followers about its status, the figure E
and other data below would be of great help to them who aspire to take a
closer glimpse at QNHS-Apyao Annex. R
School’s Current Situation
2
Quezon National High School- Apyao Annex is located at Butong,
Quezon, Bukidnon specifically in the ancestral domain of Anglao Clan, one of
the tribal clans of the Quezon Manobo Tribe Association (QUEMTRAS). The
school has a total land area of 2.2 hectares and is approximately 300 meters
away from the main road going to Poblacion, Quezon, Bukidnon.

The school started as an Alternative Learning System (ALS) school in

2010 with only 84 students and a small nipa hut as a classroom. Later on,
through the efforts of the Tribal Council and Local Government Unit of
Barangay Butong, the school was officially established as a public secondary
school under the Department of Education on June 2011.

SENIOR HS ENROLMENT
Male Female

120
99 103
100 95

80 70
58
60
43
40

20

0
2017-2018 2018-2019 2019-2020

Figure 1. Senior High School Enrolment for 3 years

At present the school offers both Junior High School and Senior High
School Education. The SHS enrolment continues to rise each year showing
the school’s progress. From 2017-2018 with only 113 students, a great leap
was observed in the current year with 198 students recorded.

School Improvement Plan 6

 Functional
Classrooms Textbooks
Toilets

Grade 11
English- 1.96:1
Grade 11 Science MALE
32.67:1 3.27:1
125.27:1
Filipino
2.45:1

Grade 12 FEMALE
Grade 12 English
30:1 131.75:1
2.73:1

Figure 2. SHS Learning Environment

The school has six buildings but only one building houses the six (6)
Senior High School sections. These rooms are all used for instructional
purposes with a student to classroom ratio of 32.67:1 in Grade 11 and 30:1
in Grade 12.

In addition, the number of textbooks in the SHS is found to be

insufficient. In Grade 11, almost all learning areas were provided with books;
however in Grade 12, only one learning area was provided with learning
materials.

Also, functional toilets are seen to be insufficient to SHS learners. Only

4 toilets are usable for Male students and another 4 for the Female students.

These problems should be addressed in order to give a much quality

learning to the students of the Senior High School Level.

School Improvement Plan 7

 INDEPENDENT INSTRUCTIONAL FRUSTRATION
READERS READERS READERS

•MALE: 4 •MALE:23 •MALE:47

•FEMALE:4 •FEMALE:41 •FEMALE:67

Figure 3. Reading Levels of SHS Students

A significant number of readers who are at the Frustration Level was

identified in SHS. Four (4) males and four (4) females showed difficulty in
comprehending the text. This is still an emerging concern to the school since
the competencies in SHS are much complex and require higher level of
comprehension from the students.

DROP-OUT RATE
2018-2019
6

1 1

0
GRADE 11 GRADE 12

MALE FEMALE

Figure 4. Senior High School Drop-out Rate

Drop-outs among Senior High School students is higher in the Grade

11 level with 6 students compared to only 1 student in the Grade 12 level.
Although it is quite a small number, this is still a priority improvement area
because SHS is the first ladder to higher education.

School Improvement Plan 8

 NC II Assessment
32 Passers

2 NC II Assessment
Non-passers

Figure 5. NC II Assessment Passing Rate

Furthermore, the school has also thrive for excellence most especially
in the NC II Assessment of the Grade 12 ICT students. Last year, only 2
students were not able to pass the exam. Hence, it is the aim of the school to
achieve a 100% passing rate in the years to come.

Wasted Severely
Learners Wasted

Figure 6. Nutritional Status of SHS Learners

Senior HS students are not exempted to malnutrition. There were 29

severely wasted students and only 1 wasted student recorded.

School Improvement Plan 9

 4Ps
Learners
Muslim
Learners G11-39
IP G12-33
Learners G11- 0
Over-aged G12-1
Learners G11- 17
G11- 69 G12-27
G12-73
Figure 7. SHS Students’ Profile

The school has diversified learners in which 23.40% are IP members.

Consequently, a large number of over-aged learners has been enrolled in the
school. This is overwhelming in the part of the school since this mean that
many returnees went back to study. However, the school needs to address this
by allowing the learners to move to a much higher level through programs
offered to them.

School Improvement Plan 10

Table 3. Priority Improvement Areas

Strategic
Improvement Areas Importance Urgency Magnitude Feasibility Average Interpretation
Significant number of learners
classified as Frustration Readers 5 5 5 5 5 Very High Priority
Unsubstantial allocation of funds
for school operations 5 5 5 5 5 Very High Priority
Below 75% NAT MPS 5 5 5 4 4.75 Very High Priority
Significant number of drop-outs 4 5 5 4 4.5 Very High Priority
Below 100% NC II Assessment
passing rate 3 5 5 4 4.25 High Priority
High percentage of over-aged
students 4 5 4 4 4.25 High Priority

School Improvement Plan 11

 Table 4. Root Cause Analysis

Do Root Cause Analysis Using Why - Why Diagram

Priority 2nd Why Follow -up 3rd Why Follow- up to 4th Why Follow-up to Main Root
Improvement Area 1st Why (PIA) to 1st Why 2nd Why 3rd Why Cause
Teachers were not
Significant number 14 out of 188 senior Teachers were not able to knowledgeable on The school does
of learners high school students develop the reading strategies to improve the not have a trained
classified as cannot understand Learners lack comprehension skills of reading comprehension reading
frustration readers their lessons comprehension students skills of the students coordinator.

The child protection

Learners experience policy of the school was No one is tapped
They do not have focus bullying not strengthened. to do so.

Learners are always They find work to earn a Lack support from Parents income is
absent living parents insufficient.

Learners cannot Students have

recognize some grade Problems in phonemic underdeveloped
Lack interest in reading level words and morphemic features reading skills.
Unsubstantial
allocation of Funds
for school
operations

School Improvement Plan 12

 Classrooms are
12% of the SHS used for
students shows no instructions due
comprehension in 80% of learners who to sudden
Below 75% NAT English, Filipino, can read have poor No functional school increase of
MPS Science and Math vocabulary skills library Classroom shortage enrolment
The Central
Office failed to
provide the
necessary
Incomplete learners' No books delivered to learner's
materials school materials.
Only 1 out of 8 SHS There is a limited
teachers has attended slot given to the
Insufficient contextualized training on IM teachers during
learning resources development trainings.
The teachers
were not able to
re-echo due to
numerous
paperwork.
Teachers
conducted very
Parents are unaware of few home
No follow up from parents students performance visitations.

30 out of 188 SHS

students are wasted Low family
learners Improper nutrition Lack of food resources income

School Improvement Plan 13

 The school lacks
No school feeding budget for
program feeding program.
8 out of 188 SHS
students lost their Educational
Significant number interest in going to 2 out of 8 students Parent's income is below attainment of
of dropouts school experience child labor minimum wage Parents do labor work parents

2 out of 8 SHS
students engaged in Learners are IP
early marriage Due to cultural practices members
"No show" of the
implementing
2 out of 8 SHS agency in the
students got pregnant lack of sex education Unfinished program succeeding
in an early age program in the school implementation schedule

2 out of 8 SHS
students experience
family problem
2 out of 34 grade 12 Learners did not learn
Below 100% NC II ICT students were not all the necessary Lack financial
Assessment able to pass NC II competencies to pass Learners are always Learners lack of interest support from
Passing rate assessment the assessment absent during classes to go to school parents
The school has
recorded a total of 142 Find difficulty in
High percentage of SHS over-aged Due to frequent comprehending
over age students learners Balik-aral Failure absences lesson
Leave school for to support one's and Family income is
employment family's needs not sufficient

School Improvement Plan 14


Children enrolled "late" in
school
Lack of interest in studies
Leave school due to
bullying
Less motivated to go to
school
School Improvement Plan
Parents are unaware of Failure on the
the 5 - years old dissemination of
kindergarten policy. information
School does not
offer programs
did not find educational other than regular
program interesting K-12 BEC
Guidance
No close monitoring of program is not
bullying issues. fully functional
No TA provided
Teachers cannot by the school
strategize their lesson head
15
 Table 5. Planning Worksheet

PLANNING WORKSHEET
DEPED PRIORITY TIME TIME TIME
LEARNING GENERAL
INTERMEDIATE IMPROVEMENT Project Title ROOT CAUSE/S FRAME FRAME FRAME
KEY STAGE OBJECTIVES
OUTCOMES AREA Yr1 Yr2 Yr3
(K to 3, G4 to (Based from the (To formulate general
G6, G7 to G10 (DepEd Bukidnon Highest to the Lowest objectives, follow this SY SY SY
( Align from PIA ) (Main Cause)
and G11 to KPI as the Basis) Result on PIA format: 2019- 2020- 2021-
G12) Analysis) To+Verb+Indicator+by) 2020 2021 2022

To help the 14 (7.45%)

Significant number of Reading frustration readers Students have
learners classified as Enrichment reach the independent underdeveloped
G11 to G12 7.50% Frustration Readers Program levels by 2021 reading skills.

Unsubstantial To sustain the

allocation of funds Soar High, Apyao Program/Activities of
for school operations High the School

The Central Office

To increase the failed to provide
32.60% MPS in the necessary
Below 75% NAT MATHinik Mag- Mathematics by 75% in learner's
38.87% MPS isip program 2021 materials.
The Central Office
To Increase the failed to provide
39.60% MPS in the necessary
SSS: Save Social science by 75% in learner's
Science 2021 materials.

School Improvement Plan 16

 The Central Office
To Increase the failed to provide
32.11% MPS in the necessary
Science is science by 75% in learner's
FUNtastic 2021 materials.

Enhancement To Increase the The Central Office

program on 40.84% MPS in failed to provide
Language and language and the necessary
communication communication by 75% learner's
skills in 2021 materials.

To increase the The Central Office

50.31% in MPS in failed to provide
Media Information the necessary
Literacy by 75% by learner's
Extra MILe 2021 materials.

To Increase the
38.79% MPS in The Central Office
Philosophy and failed to provide
38.65% MPS in the necessary
Humanities by 75% in learner's
Tatak PH 2021 materials.
There is a limited
slot given to the
To increase NAT MPS teachers during
LAC Session by 2021 trainings.

School Improvement Plan 17

 The teachers were
not able to re-
echo due to
To increase NAT MPS numerous
INSET by 2021 paperworks.
To eliminate the Lack financial
Significant number of Adopt -a- Student occurrence of students support from
G11 to G12 2.00% drop-outs Program dropouts by 2021 parents

To guide and support

Strengthened students with emotional Guidance program
Guidance concerns and keep is not fully
Program them in school. functional

Below 100% NC II Lack financial

Assessment Passing To increase Passing support from
G11 to G12 94.12% rate NC SURE NA rate of NC II by 100% parents

To lessen the number

of over-aged children Failure on the
High percentage of Tulay sa and help them move to dissemination of
76.60% over-aged students Pangarap higher levels information
School does not
To increase the offer programs
participation rate by other than regular
Sports Tayo 2021 K-12 BEC

School Improvement Plan 18

School Improvement Plan 19
CHAPTER 3 C
Plan H
A. Project Work Plan & Budget Matrix
A
P
In this Section, present the List of Solutions for the identified root causes.
These identified solutions are those that have satisfied the criteria provided in T
Step 5 of the ESIP Guidebook (page 23). Present a matrix containing root E
causes and corresponding solution.
R
Attached copies of the Project Work Plan and Budget Matrix (Annex9)
prepared for the identified solutions. One project work plan per solution,
which contains the following information: problem statement, project 3
2
objective statement, activities, and output.

The duration of projects vary depending on the timelines set for the
identified PIAs. It is important to make these projects manageable to
provide the team with immediate results that the school can celebrate (if
these are successful) or improve (if these do not meet the target). Thus, in
cases where there are major projects that would need a long time to
implement, the Project Team should subdivide this into smaller, more
manageable projects.

B. Annual Implementation Plan (AIP)

Another important document that will be attached is the Annual
Implementation Plan (Annex 10) for Year 1, the SIP’s operational plan. It
contains specific projects that will be undertaken by the school in a particular
year, which include the following: outputs, activities, schedule, required
resources, source of fund, and the individuals accountable for the conduct of
these projects. It also includes operational cost such as but not limited to
utilities, supplies and materials, etc. that are considered eligible expenditures
in the existing MOOE guidelines.

The preparation of AIP is by Fiscal Year (Quarters 1 to 4) plus additional

Quarter 1 of the following year to ensure that all activities from January to
March will be planned, which is based on the amount of monthly MOOE.

School Improvement Plan 19

Content Check:
 List of Solutions
 Project Work Plan and Budget Matrix (Annex)
 Annual Implementation Plan Year 1-3 (Annex)
Note:
 Additional references: ESIP Guidebook (pages 22-26) and
SIP Instructional Video 3 (Plan Phase)

School Improvement Plan 20

CHAPTER 4 C
Monitoring and Evaluation H
The SPT will monitor progress in the middle and end of project implementation
A
period depending on the timelines set by the Project Teams. In longer projects, P
the SPT will have to monitor more than twice. T
Schedules of monitoring must be indicated in the suggested Project E
Monitoring Report Form (ESIP Guidebook, page 29). To help inform the SPT
of the status of their projects, the Project Teams will submit their respective
R
progress reports using this template.

Attach the Project Monitoring Report Forms of all projects for Year 1 AIP, 4
which contains the following information: names of project, project objectives
and targets, and the proposed dates of monitoring.

Write 2-4 sentences describing the Project Monitoring Report Form to

enlighten the readers who were not involved in the preparation of SIP.
Content Check:
- Logistic Framework of all Programs/Projects/Activities
- School Operating Budget

School Improvement Plan 21

Content Check:
 Project Monitoring Report Forms

Note:
 Additional references: ESIP Guidebook (pages 27-30) and
SIP Instructional Video 4 (Act Phase)

School Improvement Plan 22

 Certificate of Acceptance TEMPLATE

Republic of the Philippines

Department of Education
Region X
DIVISION BUKIDNON

awards this

Certificate of Acceptance
to

Quezon National High School-Apyao Annex

(NAME OF SCHOOL)

for having successfully complied and met the requirements and

standards of the Department of Education as
mandated by DepEd Order 44, s. 2015.

Given on the 26 September 2019 at Hotel Koresco,

Cagayan de Oro City.

CHERRY MAE L. LIMBACO

Schools Division Superintendent

School Improvement Plan 23

School Improvement Plan 24
School Improvement Plan 25