Division of

Pasig City
School District II (Pasig II)
DR. SIXTO ANTONIO ELEMENTARY SCHOOL
R. Jabson St., Bambang, Pasig City
ENHANCED-SCHOOL IMPROVEMENT PLAN
FY _2016_ to FY _2019_
By: Samson C. Quanico, M.A.Ed/Teacher-II/School Planning Officer

Introduction

This three–year School Improvement Plan (SIP) of Dr. Sixto Antonio Elementary

School for school year 2016 to 2019 is a means for the continuing growth of the school as an

educational institution. This is one of the challenges to place Dr. Sixto Antonio Elementary

School’s foundation in print, which will serve best to carry its mission towards the

realization of its vision.

This plan contains the positive and constructive facts to better off its present status,

consequently acknowledging those who have profound interest in upholding the primary

end goal of the school.

Furthermore, this is an endeavor of DSAES teaching staff headed by the present

administrator, barangay officials, and PTA officials, Supreme Pupil Government Officers and

other Pupil’s Organization and Club Officers.

This School Improvement Plan is a product of the collaborative effort of the teachers
and the different stakeholders of the school, and the pupils, under the guidance of Dr.
CEAZAR S. GONZALES.
This plan will serve to all teachers and incoming principal to render services in this
institution as leaders to implement profoundly gained opportunities for leadership and
experienced to apply leadership skills. Likewise by achieving this goal, pupils and other
stakeholders will increase their involvement and support for teacher leadership in this
school.

DSAES School Improvement Plan, By: Samson C. Quanico Page 1

 VISION
We dream of Filipinos
who passionately love their country
and whose competencies and values
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.

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 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.

DSAES School Improvement Plan, By: Samson C. Quanico Page 2

 School Profile
The school has 34 instructional rooms and 20 non-instructional rooms, which are all

powered by a power grid. With 1,412 pupils enrolled (As of October 2016 enrollment), class

size is around 43 pupils per class. However, the classes data based on Learners Information

System (LIS) for Beginning of the School Year 2016-2017 (BOSY) reached to 1,395 pupils

enrolled, 685 male and 710 female pupils. In school year 2014-2015, out of 1,375 pupils

enrolled, 665 or 48.36% were male and 710 or 51.64% were female. Added to this, in school

year 2015-2016, out of 1,398 pupils enrolled 672 or 48.07% were male and 726 or 51.93%

were female pupils. Shifting of classes, enrolment and number of classes were applied in

Kindergarten indicated in the Government Elementary School Profile (GESP) report. The

health and nutritional status of pupils reach to 155 beneficiaries both wasted and severely

wasted. The result indicates that the male pupils are dominant compare to female pupils,

thus most of them are wasted. The school has enough learner materials for the pupils to

use, based on the school report card books were almost one is to one for the learners. In

addition, the school utilizes its funding resources thru MOOE, canteen funds, donors, and

local government units as noticeable. School awards and recognition have been an evident;

in fact the school received various awards in district, division and regional level

competitions. The school has 38 teaching personnel under the nationally-funded as of June

17, 2016 having the plantilla positions. Teacher assignments for nationally-funded teachers

working in this school were given ancillary services rendered as a guidance teacher,

librarian, property custodian, office clerk, canteen manager and coordinators. Dr. Ceazar S.

Gonzales is in charge of the school, acting as the school's Principal (OIC).

DSAES School Improvement Plan, By: Samson C. Quanico Page 3

 Community Profile

The school serves four adjacent barangays: Bagong Katipunan, Sta.

Rosa, Sumilang and the western part of Bambang.

 Bagong Katipunan has a land area of 7 hectares. It is not as populous

as its bordering barangays. It is a quiet residential place with a few
apartments for rent. It houses some of the old families of Pasig.
 Sta. Rosa has a total land area of 8 hectares. It is bounded on the north
by barangay San Jose, on the south by Pasig River, on the east by
barangay Sumilang and on the west by Marikina River and barangay
Bagong Ilog. It has a population of 6,050 and a household of 1,020. Its
total annual income is P 4,542.00. It counted the old Provincial Capitol,
built in 1930 and situated along Marikina River, the old Bilibid Prisons –
built in 1928 and situated near the old Capitol Building and the
Puericulture Center; the oldest Puericulture Center in Pasig built in 1960
as the barangay’s historical background.
Barangay Sta. Rosa is a historical and memorable place located
between the Marikina and Pasig River. It is an old barrio but there’s not
much written about it. For so long a time, it was a sitio of Sumilang.

 Sumilang has a land area of 35 hectares, with a population of 8,325. Its

estimated income is about 7, 007, 636, 45. It is a residential place with
small enterprises and eateries. It is classified as an urbanized barangay
(class C)

 Bambang is a small area (45 hectares) with a populous number of

inhabitants. The common occupation is working in factories which
abound in the nearby areas. However, the barangay prides itself in
producing a line of lingerie that’s known locally and internationally and
men and women who were noted in their own field.

DSAES School Improvement Plan, By: Samson C. Quanico Page 4

 Performance Indicator Target
A. ACCESS
Dropout Rate
The school has a target of zero dropout rates by the year
2019 as indicates in this plan. Based on the school report card, the
highest number of dropout rate comes from grade six (SY 2015-2016)
and the main cause is the family problem and most of them male pupils.
Several factors have trigger and affect the performance of the school.
However, these factors indicated and needed to resolve for the
sustainability and accessible to all stakeholders.

B. QUALITY
Achievement Test

Figure 1. Grade Six NAT TARGET for 3-4 Years

Table 1 The National Achievement Test Target. It shows the

forecasting of every subject indicates the increment of each year:

English 2.34%, Filipino 2.49%, Math 4.56%, Science 4.83%, and

HEKASI 3. 81%. In the overall target, total increment in the five

DSAES School Improvement Plan, By: Samson C. Quanico Page 5
 subjects in each year reaches to 3.61%. This means that the quality of

education thru achievements, thus will achieve at least 3.61% per year

to reach its goal in the optimum actual result with the total mean

percentage score from 49.76% to 60.58% by three years or 64.18% by

four years.

NATIONAL ACHIEVEMENT TEST TARGET

School Year
English Filipino Math Science HEKASI TOTAL
NAT Grade Six
SY 2014-2015 (ACTUAL) 58.63 57.58 43.08 41.21 48.31 49.76
Year 1 SY 2015-2016 60.97 60.07 47.64 46.04 52.12 53.37
Year 2 SY 2016-2017 63.31 62.56 52.2 50.86 55.94 56.97
Year 3 SY 2017-2018 65.65 65.05 56.76 55.69 59.75 60.58
Year 4 SY 2018-2019 67.98 67.53 61.32 60.52 63.56 64.18
Figure 2. Projection of NAT in 3-4 Years

The school indicative target in the different subject areas as indicated

in the bar graph and table. The school likewise focuses on the quality of

education thru achievements like the National Achievement Test (NAT).

Based on the actual result of the test, each subject has the projection to

achieve its target in three to four years based in the school improvement

plan and projects.

Promotion Rate

The promotion rate of the school unfortunately reached to 97.09%

completed the school year (SY 2015-2016). The school indicative targets

by three years to achieve 100% promotion rate all in the school level.

The increment of each year is nearly to 1.99% based on the actual

percentage of learners who completed in the previous school year.

DSAES School Improvement Plan, By: Samson C. Quanico Page 6

 Literacy Level

The literacy level of pupils in both English and Filipino likewise

noticeably increased based on the Phil-IRI result in pre-test and post-

test for SY 205-2016. This is remarkably sustained the practices of all

teachers to maintain its best outcome. Furthermore, the recent practices

of the teaching-personnel regarding this discipline serves as one of the

best practices of the school, such as reading intervention and

enhancement classes.

C. Governance

School-Based Management

The School Based Management (SBM) level of the school still in

the level of I. However, changes have occurred from the past three
years as the school changes its leadership of the principal. The target of
the school is to alleviate into Level II by the year 2019. However, as it
changes the administrator; the school likewise maintains the good
practices as a child-friendly school based on the CFSS survey result in
the first quarter of this school year. The school has an effective with
children that show the best interest of the child in mind and in all
learning activities. It is therefore, the school has a curriculum that
addresses the child’s learning needs as well as those of the community
and society; promotes quality of learning; encourages children to
participate in school and community activities. It is also promotes
children’s health through feeding program and regular practices that
promote good health; guarantee safe and protective spaces for children;
encourage enrolment, achievement and success that raise teachers
morale and motivation.

DSAES School Improvement Plan, By: Samson C. Quanico Page 7

 Stakeholders’ Participation and Contribution

The stakeholders’ participation and contribution still in adaptable

with the rate of 92% of the total attendance including co-curricular,

extra-curricular, meetings and assemblies. The target of the school is to

achieve 100% participation by the year of 2019, to get this target, an

increment of 2.71% each year would apply. In contrary, in terms of

financial contribution the school has remarkably got the financial

assistance from the city government (LGU) during the closing program.

However, in the number of volunteer hours during scouting, contests

other activities have limited financial assistance from the stakeholders.

In response to this, the school still has manageably to create funding

resources for the sustainability of the school projects. But during the

Brigada Eskwela the school remarkably got the highest number of

volunteer hours.

Learner-Teacher Ratio, Learner-Classroom Ratio,

Learner-Toilet Ratio, Learner-seat Ratio

The learner-teacher ratio in each grade level has a very good

indicator to maintain the standards of the department with an average
ratio of 1 is to 29 for kinder and 1 is to 43 for grade one to grade six
pupils. Likewise, learner-classroom ratio has enough number of

classrooms, comfort rooms and toilets; learner-seat ratio has enough

chairs to use by the pupils and thus relatively met the standard.

** * **

DSAES School Improvement Plan, By: Samson C. Quanico Page 8

DSAES School Improvement Plan, By: Samson C. Quanico Page 9
 SCHOOL IMPROVEMENT PLANNING
PLANNING WORKSHEET

PLANNING WORKSHEET for ACCESS and QUALITY

PRIORITY TIME FRAME
LEARNING DEPED INTERMEDIATE
STAGE OUTCOMES IMPROVEMENT GENERAL OBJECTIVE/S ROOT CAUSE/S SY SY SY
AREA 1 2 3
IO1: Learners are in -To promote No
school and learning developmentally computer/project
centers appropriate learning or, story books,
Model Kinder House experiences for 
manipulative 
SMART KIDS ROOM kindergarten pupils □ 
2R’s Room -To create an materials, kid
effective learning size furniture’s
instructional materials -crowded
-To lessen Non-Readers classroom
IO2: Learners access to increase by 1.50%   
programs responsive to their Upgrade different promotion rate each year
needs and consistent with Centers: lMR, LEAP, based on the actual   
their interests and aptitudes percentage of learners Change of residence
4C’s, 2R’s Zone,
who completed in the
Kid Smart
previous school year.
K-3 IO3: Learners enjoy learner- To improve the NAT low literacy  
friendly environment Reading 
result by 3.61% rate/comprehensio
Intervention increment every year n
IO4: Learners actively Upgrade learning To increase 100% Lack of  
participate in their learning
centers and pupils participation in upgraded/advance
environment □
maximize the use of the different school d learning
ICT activities environment
IO5: Learners attain learning Achievement test did not To achieve at least 75%  
standards Poor reading
increase the division mastery level in different
comprehension
□
target by at least 3% subject areas
IO6: Learners are well- Motivational practices of  
Increase percentage of pupils
rounded, happy and smart To become a school (pupil) of
receiving a school-based,
DSAES School Improvement Plan, By: Samson C. Quanico the pupils’   Page 1
District, Division and National
distinction that receives □
support and encouragement family/absenteeism/fina
positive recognition ncial problem
 IO1: Learners are in school Improvement in To utilize multi-media Improvement in  
and learning centers Science laboratory, facilities in remedial Science  
e-classroom and and intervention laboratory, e-
□  
library classes for struggling classroom and
pupils library

IO2: Learners access programs Dropout rates over the   

responsive to their needs and To decrease dropout
last three years have Family/financial
consistent with their interests and rate from 0.79% to   
been greater than problems
aptitudes
1.92%. 0%
  
IO3: Learners enjoy learner- To enhance/develop Lack of time and
friendly environment   
Advanced class or the top ten pupils to practice/training
gifted class their optimum for the contest
capability in academic
4-6 areas
Upgrade learning To increase 100% Lack of   
IO4: Learners actively
centers and pupils participation in upgraded/advanc
participate in their learning   
environment maximize the use the different school ed learning
of ICT activities environment
Family   
Achievement test in To increase
IO5: Learners attain problem/poor
grade 3 and 6 did not achievement test in   
learning standards reading
increase the division Grade 3 by 2% and
comprehension/
target by at least 2% Grade 6 by at least
teaching-learning
3.61% per year
process
Increase percentage of   
Motivational
pupils receiving a To become a school
practices of the
IO6: Learners are well- school-based, District, (pupil) of distinction   
rounded, happy and smart Division and National pupils’
that receives support
positive recognition family/absenteeism
and encouragement
/financial problem

DSAES School Improvement Plan, By: Samson C. Quanico Page 2

 SCHOOL IMPROVEMENT PLANNING
GAP ANALYSIS TEMPLATE
REGION: NATIONAL CAPITAL REGION
DIVISION: PASIG CITY
DISTRICT: DISTRICT II (PASIG II)
BARANGAY: BAMBANG
SCHOOL: DR. SIXTO ANTONIO ELEMENTARY SCHOOL

Instruction: Use the matrix on the next page as a guide in assessing the gap between your Division Targets (A) and school performance (B). In
particular, you can fill out the matrix by answering the following questions for each Division Target:

B1. Data needed – What data do we need to assess our school performance against this Division Target?

B2. Currently contributing – Is our current school performance contributing to the attainment of this Division Target? How is it contributing or not
contributing? Explain.

B3. Inhibiting Factors – If contributing, what are the factors that prevent us from contributing further to this Division Target? If not contributing, what
are the factors that prevent us from contributing to this Division Target? Include the most pressing needs or problems from available data.

B4. Projects implemented – What school projects being implemented are geared towards the attainment of this Division Target? If no such projects are
being implemented, leave it blank.

B5. Groups that require attention – Are there groups in our school that require specific attention concerning the attainment of this Division Target? (e.g.,
considering gender, socio-economic status, ethnicity).

______ 1-10-17__________

DATE ACCOMPLISHED

DSAES School Improvement Plan, By: Samson C. Quanico Page 3

 B. SCHOOL PERFORMANCE
A. DIVISION TARGETS B2. CURRENTLY CONTRIBUTING B5. GROUPS
B1. DATA B3. INHIBITING B4. PROJECTS
THAT REQUIRE
NEEDED YES/NO EXPLANATION FACTORS IMPLEMENTED
ATTENTION
 New strategy on
High dropout rates due
SY 2015-2016 attendance Diverse and
Dropout rates over to the following:
drop outs monitoring disadvantage
the last three years - family problems
Zero Dropout (11 pupils) No  Teacher pupils
have been greater - financial matters
counseling of Low Socio-
than 1.92%. - health problems
pupils economic status
-distance of school
 home visitation
 “TARA, HALINAT
MAGBASA”-
Organize one hour
reading
focusing on the male
intervention after
and female pupils in
the class daily.
Grades 3 and 4 that falls Primary pupils
 Using the 2R’s
frustration level
Zone to improve
reading literacy
Basic literacy
pupils over the past level of grade two
Attain literacy rate of rates by grade
three years have low pupils
pupils by Grade 2,3, 4 & 5 level over the No
basic literacy in the  DEAR program
pupils past three years
pre-test result  Utilize the IMR-
(low)
Instructional
Materials Resources
Low learning/reading (-to develop the
Intermediate
comprehension in the learning abilities of
grades (Grade 5
Phil-IRI pre-test result the learners,
& 6 pupils)
enhancement for
the love of reading
-acquire new
learning materials)
 Enhancement in
utilizing
Low NAT Achievement test in multimedia
performance in No grade 3 and 6 did not -Teaching and Learning facilities (E-
the past 2 years increase the division styles process classroom ,
Increase NAT performance target by at least 2% Science Grade 3 and 6
by at least 2% -absenteeism of pupils Laboratory, pupils

DSAES School Improvement Plan, By: Samson C. Quanico Page 4

 -stakeholders Speech Laboratory
participation & other Service
Centers)
-  Remedial/Enhance
ment
classes/interventio
n for advanced
and slow learners
 DEAR

 LEAP- learn new

things, Grade 3 and 6
engagement in pupils
Increase NAT performance different activities,
by at least 2% Achievement test in acquire new
grade 3 and 6 did not -Low comprehension knowledge and to
increase the division level produce
target by at least 2% productive pupils
-lack of engagement  Assessing the
activities performance of
the pupils
 AWAD – a word a
day for grade six
pupils

 “OPLAN BALIK
ARAL” Advocacy
Pupils from the
and mobilization
low socio-
Pupils tend to  School mapping
Promotion rate economic status
100% of learners who transfer of residence  Conduct seminar
(95.51%) in Family orientation
completed the School Year No in the four
previous school Less motivated Low nutritional
(Promotion Rate) Financial and family catchment
year status (wasted
problems barangays
and severely
 Feeding program
wasted)
 DORRP seminar

DSAES School Improvement Plan, By: Samson C. Quanico Page 5

 Monitoring and Evaluation

Schedule Dates of Monitoring

Mid-year: Second Quarter_SY 2016-2017 Year-end:__________________________________

(1) (2) (3) (4) (5) (6) (7)

Signature of
Name of Project Objectives Date of Accomplishments/ Issues/Problems/ Recommendation SPT and
Project and Targets Monitoring Status to Date Challenges s/ Project Team
Action Points Leader

Model Kinder To promote Manipulative

Room developmentally December materials
appropriate 12, 2016 Printer Lack of children’s Purchase children
learning Laptop chairs and tables, chair and tables,
experiences for Projector storybooks, need story books and
kindergarten in a Reading Materials: additional manipulative
conducive model Basic sight words manipulative materials
MIRIAM V. CENCIL
room materials

Smart Kids To create effective December Lack of books and Provide reading
Room learning materials 12, 2016 Newly-painted other materials to and manipulative
MIRIAM V. CENCIL
to pupils be used in remedial materials
teaching

DSAES School Improvement Plan, By: Samson C. Quanico Page 6

 To improve
(Grade Two) reading literacy of Functional/50%
grade two pupils December accomplished Lack of time Planning of time
2R’s Zone and lessen the 12, 2016 remediating the schedule and
non-reader clientele due to program of
To provide an conflict schedules of activities to avoid
interactive, activities overlapping
informative and MIRIAM V. CENCIL
state of the art
2R’s zone.

(Grade Three) To increase December

LEAP comprehension 12, 2016
level of pupils
leading to achieve Newly-painted Budget and Purchase
highest room manpower instructional
performance in materials
LAPG
To learn new
things, engage in
different activities, MIRIAM V. CENCIL
and acquire new
knowledge, and
produce
productive pupils

DSAES School Improvement Plan, By: Samson C. Quanico Page 7

(Grade Four) To provide access
4 C’s in technology and October It is functional as a Lack of reading Purchase 1
effectively harness 2016 multi-media materials and printer for multi-
its power to classroom for the worksheets purpose
MIRIAM V. CENCIL
prepare the pupils lessons handling Additional printer
remedial classes devices for the
for slow and non- printing of reading
readers materials

(Grade Five) To develop the 75% of the pupils Learning materials

learning ability of December from grade five are not fully Functional but
MIRIAM V. CENCIL
the learners in all 2016 visited the service materialized needed
IMR aspects center for the love additional
To enhance of reading instructional
children’s love of materials for fully
reading materialized
To acquire new
learning materials

(Grade Six) In progress, Overlapping of

MPS High: To increase the December materials are activities Planning of time
Academic, MPS of academic 2016 gradually Lack of time due to schedule and
Extra- and non-academic materialized and some school activities program of MIRIAM V. CENCIL
Curricular upgraded: projector, and most of the grade
rate of pupils activities to avoid
Excellent observation of six teachers are
overlapping
Pupils classes are coordinators and in-
noticeable charge of district and
division activities

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DSAES School Improvement Plan, By: Samson C. Quanico Page 9
DSAES School Improvement Plan, By: Samson C. Quanico Page 1