CALABOON ELEMENTARY SCHOOL

119373
Calaboon, Dumanjug, Cebu
Dumanjug District 1

ENHANCED
SCHOOL
IMPROVEMENT
PLAN
School Year 2019-2022

School Improvement Plan i

MESSAGE

Calaboon Elementary School is located near the coastline and by the hillside. It
has a distance of 2 kilometers from the town,74.5 kilometers to the Division Office and is near to
the central school and secondary schools. The mode of transportation can be motorcycle, tricycle
and four wheel drive.
Continuous improvement is the primary objective of the school and this can only be
attained if there is a road map to follow.
The School Improvement Plan is a roadmap that lays down specific interventions that
a school with the help of the community and other stakeholders, undertakes within a period of 3
years. It aims to improve the three key result areas in basic education: access, quality, and
governance.
The targets and objectives are aligned with the division targets anchored in realizing
the DepEd Vision, Mission and Goals.

The 3-Year School Improvement Plan (SIP) of Calaboon Elementary School for school year
2019 to 2022 is a resource for continuing growth of the school as an educational institution. This
is one of the attempts of the school to lay the school’s foundation in print, which will serve best
to carry its mission towards the realization of its vision.
The School Planning Team has identified the problem affecting the performance of the
pupils and hopes to address the following:
Low Academic Achievements (NAT MPS)
Low Numeracy Rates
Low Literacy Rates
The SPT had come up with programs or tools to address this concern. The
positive outcome to this endeavor is expected not only to sole effort of the learners and teachers,
but with the cooperative participation of the parents.

School Improvement Plan ii

TABLE OF CONTENTS

CHAPTER 1. Department of Education’s Vision,

Mission, and Core Values Statement Page 2

1.1. List of SPT and their Roles and Responsibilities Page 3

1.2. SPT Time Table Page 5

CHAPTER 2. Assess

2.1. School’s Current Situation Page 7

2.2 Priority Improvement Areas Page 8
2.3 General Objectives Page 8
2.4 Targets Page 9
2.5 Why-Why Diagram of Low NAT MPS Page 10
2.6 Fishbone Diagram of Low NAT MPS Page 10
2.7 Tree Diagram of Low NAT MPS Page 11
2.8 Why-Why Diagram of Low Literacy Rate Page 11
2.9 Fishbone Diagram of Literacy Rate Page 12
2.10. Tree Diagram of Literacy Rate Page 12
2.11 Why-Why Diagram of Low Numeracy Rate Page 13
2.12 Fishbone Diagram of Low Numeracy Rate Page 14
2.13 Tree Diagram of Low Numeracy Rate Page 14

CHAPTER 3. Plan Page 16

3.1 Solutions Page 16

3.2 Project Work Plan and Budget Matrix Page 18
3.3 Annual Implementation Plan Page 21

CHAPTER 4. Monitoring and Evaluation Page 24

4.1. Monitoring Plan Page 25

ATTESTATION Page 26

List of Acronyms Page iv

List of Tables and Illustrations Page v

School Improvement Plan iii

LIST OF ACRONYMS

DepEd - Department of Education

ESIP - Enhanced School Improvement Plan

AIP - Annual Implementation Plan

SPT - School Planning Team

PIA - Priority Improvement Area

MOOE - Maintenance and Other Operating Expenses

SRC - School Report Card

PTA - Parents Teachers Association

SPG - Supreme Pupils Government

LGU - Local Government Units

ACT - Away from Chalk-Talk

School Improvement Plan iv

LIST OF TABLES AND ILLUSTRATIONS

Table 1. List of SPT members and their roles and functions. Page 3

Table 2. SPT Timetable of Activities Page 5

Table 3. Priority Improvement Areas Page 8

Table 4. General Objectives Page 8

Table 5. Targets Page 9

Table 6. Solutions Page 16

Table 7 . Annual Implementation Plan Page 21

Illustration 1.a Why-Why Diagram of Low NAT MPS Page 10

Illustration 1.b. Fishbone Diagram of Low NAT MPS Page 10

Illustration 1.c. Tree Diagram of Low NAT MPS Page 11

Illustration 2.a . Why-Why Diagram of Low Literacy Rate Page 11

Illustration 2.b. Fishbone Diagram of Low Literacy Rate Page 12

Illustration 2.c Tree Diagram of Low Literacy Rate Page 12

Illustration 3.a. Why - Why Diagram of Low Numeracy Rate Page 13

Illustration 3.b Fishbone Diagram of Low Numeracy Rate Page 14

Illustration3.c Tree Diagram of Low Numeracy Rate Page 14

School Improvement Plan v

CHAPTER 1

School Improvement Plan 1

CHAPTER 1
Department of Education Mission, Vision, and Core Values Statement
C
School Planning Team deliberated the department vision on how to align them with the H
processes to achieve the said vision. Presented were the learner achievements from previous
and present. Assessment were generated and compiled, identifying the low performing academic
A
areas and the high performing areas in order where to start and what to focus in the current year P
and in the coming years. Factors were identified on the results gathered in order to mitigate or T
prevent them if not favorable, and improved if favorable.
E
Suggestions and ideas were asked from each member on how to achieve their dreams R
for their children and analyze if such will be feasible or doable or even achievable in the process.
These solutions were tabulated and grouped according to their application on areas that needs
to be improved. 1
With regards to the mission of the department, the School Planning Team, presented
the mission. The team identified their current contributions on the achievement of the mission
and solicited ideas on how to maintain the present and act on the future. Extracted ideas were
assessed in terms of their feasibility and effects on the learners. Physical and financial attributes
were included hence the supports extended were based on such.

Based on the above presentations, the School Planning Team concluded that the
Numeracy and Literacy Status of the school was their primary objective is to meet the NAT MPS
Division Planning Standards. Factors were also considered and enumerated in order to achieve
such which include but not limited to, learning materials, learning environment, teacher
motivations, parents and other stakeholders participation or assistance on how to achieve them.

Guiding principles in implementing the said solutions would be based on the

department’s core values as Maka-Diyos, Maka-Tao, Makakalikasan and Makabansa.

With these, the School Planning Team resolved that efficient and effective planning and
implementation of the plan is a collaborative work of each and everyone involved. The laid plans
of the team will be presented in the school community and the other concerns as a sign of
renewed commitment of the team in adherence to the department’s mission, vision and core
values. The team hopes that through cooperation among parents and other stakeholders
together with the teachers, the department’s vision and mission is possible.

Table 1 below show the composition of the School Planning Team together with their roles and
functions.

School Improvement Plan 2

Table 1. SCHOOL PLANNING TEAM (SPT) ROLES and RESPONSIBILITIES

Name Role Planning Responsibilities

The School-Community Planning Team is composed of the internal and external stakeholders
organized for the purpose of identifying school concerns and issues, and strategically coming up
with appropriate interventions through collaborative process. The SPT is a collegial body
mandated to formulate the School Improvement Plan which will serve as the roadmap that lays
down the specific interventions that the school undertakes within the period of three (3)
consecutive years. Collectively and singularly the members of the SPT are expected to contribute
meaningfully to the successful formulation of the School Improvement Plan (SIP) and the eventual
necessary adjustment and reformulation every after the three (3) year life cycle. Individually, the
members of the SPT are expected to perform the following specific functions, to wit:
YOLANDO B. Team  Convenes the School Planning Team
EUMAGUE Leader/Presiding every beginning of the SIP cycle and all
Officer other activities of the SPT.
 Provides leadership and guidance in
the development of the plan, clearly
explain the SIP planning process to the
planning team and helps them
understand their role in the process.
 Leads the overall planning,
implementing, monitoring and
evaluating activities of the school.
 Facilitates workshop e.g. project Work
Plan and Budget Matrix, AIP and
others.
 And performs such other roles and
functions deemed necessary, incidental
to the effective functioning of his
mandate under RA No. 9155 and as
delegated to him by the SPT.
GEMMA P. PONCE Teacher  Represents and articulates the voice
Representative and concerns of the teachers in the
planning of the SIP.
 Provides the needed information and
guidance relative to teaching and
learning activities and processes
undertaken by the teachers everyday.
 Actively participate during the
development of the SIP in establishing
priorities, setting of goals and
formulating implementation strategies
for the plan.

School Improvement Plan 3

  Actively advocates for the successful
implementation of the different
interventions identified and prioritized
in the SIP.
 Performs such other duties which is
necessary, incidental and delegated to
her by the SPT.
DANILO CANUMAY PTA Representative  Represents the voice and articulates
the concerns of the parents in the
preparation of the SIP.
 Shares insights about what their
children need to learn and the
difficulties they face in the school, their
aspirations for the school and their
children and present other areas of
concern.
 Participates actively in setting up the
goals, strategies and priorities of
school.
 Actively supports all the interventions
laid down in the SIP and persistently
advocate to his/her sector to achieve
maximum participation in the
achievement of the school goals and
priorities.
 Performs such other duties which is
necessary, incidental and delegated to
her by the SPT.
MARLITA A. PERALES LGU Representative  Represents and articulates the voice
and concerns of the community and the
local government unit relative to
education.
 Shares valuable information and
guidance on relevant issues and
concerns of the community that might
have significance in the formulation of
the school improvement plan.
 Participates actively in the formulation of
school interventions, strategies and
priorities to address the pressing needs
and issues of the school.
 Actively supports all the interventions
laid down in the SIP and persistently
advocate to his/her sector to achieve
maximum participation in the
achievement of the school goals and
priorities.

School Improvement Plan 4

  Performs such other duties which is
necessary, incidental and delegated to
him by the SPT.
AZUMI I. DABON Student /Pupil  Represents and articulates the voice
Representative and concerns of the community and the
local government unit relative to
education.
 Shares valuable information and
guidance on relevant issues and
concerns of the community that might
have significance in the formulation of
the school improvement plan.
 Participates actively in the formulation
of school interventions, strategies and
priorities to address the pressing needs
and issues of the school.
 Actively supports all the interventions
laid down in the SIP and persistently
advocate to his/her sector to achieve
maximum participation in the
achievement of the school goals and
priorities.
 Perform such other duties which is
necessary, incidental and delegated to
her by the SPT.

Table 2. SPT Timetable of Activities

ACTIVITIES SCHEDULE
Preparatory Activity :
Gathering and organization of data May 16, 2019
Organize School Planning Team June 16, 2019
SPT orientation and vision sharing September 17, 2019
Phase 1 – Assess
Identify Priority Improvement Area September 17, 2019
Discussion on PIA’s and Identify Root Causes September 18-19, 2019
Phase 2 – Plan
Setting General Objectives and Targets September 20-21, 2019
Develop Solutions and Projects Designs September 21, 2019
Writing of the SIP September 23, 2019
Phase 3 – Act
Apply the solutions October 2019
Monitor the Progress of the Project November 2019

School Improvement Plan 5

CHAPTER 2

School Improvement Plan 6

CHAPTER 2

Assess C
H
2. A. School’s Current Situation A
P
School Year 2018-2019, the school has a total population of 226 pupils. The total ratio
of learner -classroom is 32:1 with 1:1 learner seat ratio. T
E
Our School Drum and Lyre Corps placed 4th Place during the Corps Palabas Contest in R
the District Sports Meet 2019, First Place in Athletics 100M, 2 nd Place in 400M and 3rd Place in
Long Jump, 3rd Place in Dance Sports District Level, 2nd Place in Bayani Look-a-like District
Level, 1st Place in I-ispel Mo in Filipino District Level, and 4th Place in area level. 2

On the academic performance of the pupils, school year 2017-2018 NAT result is
35.54% MPS, categorized by subject MPS is, 33.21% in English, 48.51 in Filipino, 27.64 in
Science, 35.40 in Math, 32.93 in Aralin Panlipunan.

The school year 2019-2020 Early Grade Mathematics Assessment Tool (EGMAT) result
showed that only 4 out of 94 pupils from Grades 1 to 3 are numerates which is barely 4%. This
dilemma on numeracy skills were identified as the No.1 priority as shown in the PIA Table No. 3,
considering its strategic importance, urgency, feasibility and magnitude. Per deliberation it was
found out that this was attributed to the mismanagement of time and lack of audio-visual
resources. The team identified Math Lovers Project as a solution to the problem which will target
from 4% numeracy rates of Grades 1-3 pupils to 75% in three years.

Secondly, literacy rates showed that 56% of the pupils belong to Frustration Level as per
Phil-IRI results revealed. Identified factors were the inconsistency of pupils reading practice and
learning abilities. Possible solution was the creation of English Club. This will foster reading
habits of the pupils by their parents. Objective is to increase the literacy rate from 56% to 75% in
three years to meet 75% NAT MPS Division Planning Standards.

Community and stakeholders initiated project like the perimeter fence which provides
safety for the learners and school properties was 50% completed. The school is in continuous
endeavor to finish the perimeter fence in terms of assistance from stakeholders through
donations, fund raising activities and LGU grants.

School Improvement Plan 7

2.B. Priority Improvement Areas

Table 3. Priority Improvement Areas

IMPROVEMENT AREAS STRATEGIC URGENCY MAGNITU FEASIBILIT AVE. INTERPRETATI

IMPORTANCE DE Y ON

Low NAT MPS 5 5 5 4 4.75 Very High

Priority

Low Numeracy skills 5 5 5 4 4.75 Very High

Priority
Low Literacy Skills
5 5 5 4 4.75 Very High
Priority

2.C. General Objectives

Table 4. General Objectives

Priority Improvement Area General Objectives

Low School MPS of 35.54%
which is below Planning Standard
of 75%
To increase MPS from 35.54% to 75% in 3 years.
English = 33.21% to 75%
Filipino = 48.51% to 75%
Science =27.64% to 75%
Math = 35.40% to 75%
AP = 32.93% to 75%

Low literacy rate in English To decrease the average frustration level of Grade 3 to 6
pupils from 15.70 % to 0% in English by SY 2021-2022

Low Numeracy Rate To increase numeracy level from 16.30% to 100% in year
3 for Grades 1,to 6 learners.

General objectives created by the SPT is geared toward the principle of S.M.A.R.T.. The
SPT believes that the said objectives is the guiding foundation that will paved the way in creating
effective activities that will mean to resolve the above-mentioned PIA’s.

School Improvement Plan 8

2. D. Targets

Table 5.Targets

Priority Time Frame

Improvement General Objectives Root Causes
Areas Y1 Y2 Y3
2019- 2020- 2021-
2020 2021 2022

Low MPS of To increase School MPS 75% 75% 75%

35.54% which is from 35.54% to 75% in 3
below Planning years :
Standard of 75% English = 33.21% to 75%
Filipino = 48.51% to 75%
Science =27.64% to 75%
Math = 35.40% to 75%
AP = 32.93% to 75%
To decrease the average Lack of reading
frustration level of Grade 3 to
interests;
Low literacy rate 6 pupils from 15.70 % to 0%
Poor reading 10.47% 5.24% 0%
in English in English habits;
No home follow
ups of parents
To increase numeracy level Lack of teachers’
from 16.30% to 100% in year technique in
Low Numeracy 3 for Grades 1 to 6 learners. teaching 44.2% 72.1% 100%
Rate numeracy skills;
Poor study habits

School Improvement Plan 9

 Illustration 1.a. Why Why of Low NAT MPS

This diagram show the main reason why the school has low NAT MPS. This was
attributed to the teacher - learners factor. Teachers are afraid to go out from their comfort zones
and still doing the traditional way of teaching. In effect learners have less interest in the class
leading to poor study habits and absenteeism.
Illustration 1.b FISH BONE DIAGRAM of LOW NAT MPS

The above diagram portrays the different factors affecting the

performance of the learners in the National Achievement Test which is below
Division Planning Standards.

School Improvement Plan 10

Illustration 1.c. Tree Diagram of Low NAT MPS

Low NAT MPS

Delays in lesson Insufficient instructional Learners poor study

delivery materials habits

Playing
Unprepared iPlan of Lack of teachers initiatives
gadgets/watching TV’s
Teachers in producing IMS

Learners less interest in

Mismanagement of Financial constraints class
time

Teachers inability to
Burdened by extra
adapt new learning
curricular activities
strategies

This tree diagram shows the different factors affecting the school MPS in the National
Achievement Test. The downline manifests the main root cause of the problem.
Illustration 2.a. Why- Why Diagram of Low Literacy Rate

The illustration shows the reasons why the school have low literacy rate. It was
notable more on the teacher’s factor that contributed the most.

School Improvement Plan 11

 Illustration 2.b. Fish Bone Diagram of Low Literacy Rate

The diagram shows the different factors affecting the literacy rate of the school. This
was attributed to the teacher’s ability to adapt to new changes in teaching methods and
strategies.

Illustration 2.c Tree Dagram of Low Literacy Rate in English

The diagram shows the factors affecting the low literacy rate of the school. The SPT will to
decrease the frustration level of the learners from 15.70% to 0% in the 3rd year.

School Improvement Plan 12

 Illustration 3.a Why Why Diagram on Low Numeracy Rates

Low Numeracy Rates

Why do our school got

low numeracy rates

Because majority of the learners have

less interest in Mathematics

Why do majority of the

learners have less
interest in Mathematics

Because learners are too busy in

playing gadgets rather than mastering
skills in Mathematics

Why do learners are too

busy in playing gadgets
rather than mastering
skills in Mathematics

Because learners have multiple

intelligence and they keep abreast with
the millennial generation

The diagram show the reasons why the school has low numeracy rates. The SPT will try to
increase the same from 16.30% to 44.2 % in 1st year, 72.1% in 2nd year and 100% by the 3rd
year.

School Improvement Plan 13

 Illustration 3.b. Fish Bone Diagram of Low Numeracy Rate

CHARACTER
INTEREST

Learners have multiple

intelligence and keep
Learners have less abreast with the millenial
interest in Mathematics generation

Low Numeracy
Rate

Learners too busy playing Lack of school

gadgets rather than intervention
mastering skills in process for low
Matematics numerates
learners

MOTIVATION INTERVENTIONS

This diagram show the factors contributing to the low numeracy rate of the school. The SPT
dreamed of increasing the rate of 16.30% to gradually increase to 100% in 3 years

Illustration 3.c. Tree Diagram of Low Numeracy Rate

This diagram show the factors contributing to the low numeracy rate of the school. The SPT
dreamed of increasing the rate of 16.30% to 100% in 3 years.

School Improvement Plan 14

CHAPTER 3

School Improvement Plan 15

CHAPTER 3
Plan
C
3.A.Solutions
H
Table 6.Solutions A
P
Priority Root Causes SOLUTIONS Major Activities T
Improvement Plan Project Name E
R
1. .Low MPS in NAT -Failure to meet the “ NAT RAISER “ -Identifying the least
competency learned skills. 3
- Lack of equipment - Formulating Major
and apparatus Improvement
- Mismanagement of Strategies like
time Parent-Teacher
Conference,Pupils
Training on Positive
Attitude towards
Learning,hands on
activity,authentic
learning,etc.
-. Making of
contextualized and
localized learning
materials in every
Subject areas
- Procurement of
learning materials
to be used for
conducting the
remedial
instructions
- Conduct of extra
tutorials
remedials,multiple
practice
examinations and
teacher
improvisation in
teaching Science
and Math.
- Conduct of
assessment
through Mock Test

School Improvement Plan 16

 - Conduct of
Monitoring ,
Evaluation and
feedbacking
- Engagement and
partnership with
local community
through conducting
a forum

- Lack of quality -Profiling of

assurance assurance “READERS DIGEST” Learners
process in the iPlan reading ability
preparation -Conduct of
Planning for the
- Absence of follow-up
reading Program
2. Low literacy rate in of trainng workshop or -Making of
English preparation of contextualized
instructional materials reading materials
-Lack of school -Implementation of
intervention process Readers Digest
for pupils with Program
frustration level in -Monitoring and
Evaluation of the
reading
Program

-Learners have less -Profiling of

interest in “THE FINAL Learners
Mathematics COUNTDOWN “ Mathematical
-Learners are more ability
interested in gadgets -Conduct of
-Learners have Planning for the
multiple intelligence Math Intervention
3. Low numeracy and keep abreast with Program
Skills the millennial -Making of
generation contextualized Math
materials
-Implementation of
Final Countdown
Program
-Monitoring and
Evaluation of the
Program
The SPT come up with the above solutions with the belief that the above mentioned are
the best and most effective ways to solve the problems at hand. In the best of team capability
and sound judgement, the aforementioned solutions will mitigate if not eradicate the main
problem of the school based on its priority improvement areas.

School Improvement Plan 17

 3.B. Project Work Plan and Budget Matrix

Project Title No. 1. “ NAT RAISER “ :

Problem Statement : NAT MPS is 35.54% is below planning standard

Project Objective Statement: Increase NAT MPS to 75% in 3 years

Root Cause : Failure to meet the competency, lack of equipment and apparatus and
mismanagement of time

PROJECT WORKPLAN AND BUDGET MATRIX

DATE OF PERSONS BUDGET BUDGET

ACTIVITY OUTPUT IMPLEMEN RESPONSI SOURCE
TATION BLE

Conduct Form 14 June 2019 Teachers 100.00 MOOE

diagnostic test Form 15
to all subjects Test Item
Analysis

Implementation Documentation July-March Subject 1,000 MOOE

of the on Intervention 2020 Coordinator
Intervention Program Teachers
Program Pupils

June 2019 Pupils

Peer Teaching Copy of schedule March 2020 Teachers
School Head
Intervention Pupils
Program Intervention Plan June-March School head 10,000.00 MOOE
2020 Teachers

Learners NAT MPS can be attributed to many root causes but the SPT discussed on the
different causes they found out that the highest frequency among the causes is the lack of
mastery of subject matter. As discussed during the convention of SPT they come up to the
decision that the teacher should implement the intervention to address the gap.

School Improvement Plan 18

 Project Title No. 2 : “READERS DIGEST “

Problem Statement : Literacy Rate of Grade 3-6 is 15.70%

Project Objective Statement: Increase literacy rate of Grade 3-6 from

15.70 % to 75% in a year
Root Cause : Absence of follow-up of trainng workshop or preparation of instructional
materials and lack of school intervention process for
pupils with frustration level in reading

PROJECT WORKPLAN AND BUDGET MATRIX

DATE OF PERSONS BUDGET BUDGET

ACTIVITY OUTPUT IMPLEMEN RESPONSI SOURCE
TATION BLE
July 2019 Teachers 100.00 MOOE
Conduct List of Pupils with
assessment in reading difficulty
reading and
analyze results

July-March Reading 1,000 MOOE

Implementation Documentation 2020 Coordinator
of the Reading on Program Teachers
program Implementation Pupils

October School Head 500.00 MOOE

Partnership with 2019 Teacher
parents on Parents
fostering the
habit of reading
among learners

June 2019 Pupils

Peer Teaching Copy of schedule March 2020 Teachers
School Head
Reading Reading June-March Pupils 5000.00 MOOE
Intervention Intervention Plan 2020 School head
Teachers

Learners low literacy rate can be attributed to many root causes but the SPT discussed
on the different causes they found out that the highest frequency among the causes is the poor
reading abilities of the pupils. As discussed during the convention of SPT they come up to the
decision that the teacher should implement the intervention to address the gap.

School Improvement Plan 19

 Project Title No. 3 : THE FINAL COUNTDOWN
Problem Statement: Numeracy level is 16.30% which is below planning standard
Project Objective Statement: Increase numeracy level from 16.30% to 75% in a year
Root Cause : Learners are more interested in gadgets and learners have multiple
intelligence and keep abreast with the millennial generation

DATE OF PERSONS BUDGET

ACTIVITY OUTPUT IMPLEM RESPONSIBL BUDGET SOURCE
ENTATIO E
N
June
Conduct List of Pupils 2019 Pupils 500.00 MOOE
assessment test with low March Teachers
and analyze results numeracy skills 2020 School Head

June- Pupils
Noon Time Numeracy Skills March Teachers 500.00 MOOE
Utilization improved 2020 School Head

June
LAC Sessions Result of Spot 2019 Pupils 500.00 MOOE
Test March Teachers
2020 School Head

Make Intervention Intervention June Pupils

Materials Materials 2019 Teachers 5,000 MOOE
March School Head
2020

Low Numeracy rate can be attributed to many root causes but the SPT discussed on the
different causes they found out that the highest frequency among the causes is the Teachers
failure to develop the mathematical concepts. .As discussed during the convention of SPT the
come up to the decision that the teacher should implement interventions to fill up the gap.

School Improvement Plan 20

 3.C Annual Implementation Plan
S.Y.2019-2020

Table 7. Annual Implementation Plan

School Project Output Persons Schedul Budget Source
Improvement Objective for the Activities Responsi e per of Fund
project Title Year ble Activity

To increase NAT -Identifying the Teachers June-

NAT MPS Results least learned skills. School March
from 35.54 - Formulating Head 2020
to 75% in 3 Major Pupils
years Improvement
Strategies like
Parent-Teacher
NAT RAISER Conference,Pupils
Training on 100.00
Positive Attitude
towards
Learning,hands on
activity,authentic
learning,etc.

-. Making of 1,000.00
contextualized and MOOE
localized learning
materials in every
Subject areas
- Procurement of
learning materials 10,000.00
to be used for
conducting the
remedial
instructions
- Conduct of extra
tutorials
remedials,multiple
practice
examinations and
teacher
improvisation in
teaching Science
and Math.
- Conduct of
assessment
through Mock
Test

School Improvement Plan 21

 - Conduct of
Monitoring ,
Evaluation and
feedbacking
- Engagement and
partnership with
local community
through
conducting a
forum
To increase Phil-IRI -Profiling of
literacy rate result Learners
of Grade 3 (Pre- reading ability
to 6 pupils Test) -Conduct of Teachers June – 100.00
(Post- Planning for the Pupils March
READERS Test) reading Program School 2020
DIGEST -Making of Head
contextualized 1,000.00 MOOE
reading materials
-Implementation of
Readers Digest 500.00
Program
-Monitoring and 5,000.00
Evaluation of the
Program

To increase Result -Profiling of Teachers June –

numeracy of Learners , Pupils, March
level from Post- Mathematical School 2020
16.30% to test of ability Head
75% in a EGMA -Conduct of 500.00
THE FINAL year Planning for the
COUNTDOWN Math Intervention
Program MOOE
-Making of 500.00
contextualized
Math materials
-Implementation of 5,000.00
Final Countdown
Program
-Monitoring and 500.000
Evaluation of the
Program

School Improvement Plan 22

CHAPTER 4

School Improvement Plan 23

CHAPTER 4
Monitoring and Evaluation
C
The School Monitoring and Evaluation (M & E)System is a mechanism for gathering, H
processing, analyzing, interpreting and storing data and information about the learner’s progress, A
school’s programs and projects and the stakeholders performance in school. It provides insights
to support and oversee the effectiveness of the educational policies, programs, and standards of
P
the Department of Education. T
E
Likewise, it provides the school head with a holistic picture of the status of the school
accomplishment report with regards to the implementation of the programs and projects listed in
R
the ESIP. It sets into motion a series of managerial actions for the purpose of ascertaining the
realization of the School’s objectives as outlined in the ESIP. 4
Monitoring and Evaluation Plan is an indispensable one. Right decisions and judgements
are made based on the reports and documents, information’s and insights provided, thus,
integrity must be upheld. It should not be compromised so that it will served its purpose which is
doing good rather than harm.

The school uses Monitoring and Evaluation Form to keep track on the progress of each
identified Priority Improvement Area (PIA). Weekly, monthly and yearly monitoring and evaluation
shall be done regularly on the different activities to come up with the expected improvement
which will benefit the learners and the school as a whole.

The school created a Monitoring and Evaluation team to check the progress of the
school’s priority improvement areas and conduct a summative evaluation at the end of every
cycle.

School Improvement Plan 24

Monitoring Plan

Project Monitoring Report Form

Scheduled Dates of Monitoring
Mid-Year __October 14-18, 2019________ Year End _December 11, 2019___

Issues Issues Signature

Date of Accompl Problems Action of SPT
Name of Project Objective Monitoring ishment/ Challeng Points and
Project Status es Project
to Date Team
Leader

NAT RAISER To increase October

NAT MPS from 14-18,
35.54 to 75% in 3 2019
years
To decrease the October
Readers average frustration 14-18,
Digest level of Grade 3 to 6 2019
pupils from 15.70 %
to 0% in English by
SY 2021-2022
The Final Increase numeracy October
Countdown level from 16.30% to 14-18,
100% in a year 2019

During the initial stage of monitoring, the team would be able to assess the projects in terms of
its preparedness which includes but not limited to data gatherings, organization of working committees
and calendar of activities. Second stage would be the application stage, where the team would be able
determine the flaws in ongoing system or operation. And lastly the end-result stage where assessment
based on the outcome of the projects will determine if the solutions serves its purpose.

School Improvement Plan 25

 ATTESTATION
WE, the Members of the School-Community Planning Team of BANCASAN
ELEMENTARY SCHOOL, San Remigio, Cebu, Philippines, hereby attest, affirm and certify that
the foregoing School Improvement Plan (SIP) underwent thorough considerations, discussions
and deliberation of the Team.

WE further attest that all of the priorities, programs and interventions identified,
incorporated and planned in the SIP are true, correct, and responsive to the needs of the school
based on the evidences gathered and analyzed by the Team.

IN WITNESS HEREOF, the members of the School-Community Planning Team (SPT)

affixed their signatures below this ________ day of ____________________ 2019, at Bancasan
Elementary School, San Remigio, Cebu, Philippines.

DHARLYN A. CABATAÑA LOUELA L. DEMORAL

SPG Respresentative PTA Respresentative

JORGE P. LUNA JOSIE S. MIRALLES

Community/LGU Representation Faculty Club Representative

MANSUETO V. CORTUNA, Ed.D.

School Head/ Presiding Officer

========================================================================
Republic of the Philippines
City/Municipality of ___________________ x x x

SUBSCRIBED AND SWORN to before Me this _______ day of

_______________________, in the City/Municipality of ___________________________,
affiants exhibiting to me proof of their identities, to wit:

Name Proof of Identity Issued On

Mansueto V. Cortuna _______________________ ________________

Louela L. Demoral _______________________ ________________
Jorge P. Luna _______________________ ________________
Josie S. Miralles _______________________ ________________
Dharlyn A. Cabataña _______________________ ________________

School Improvement Plan 26