Cabcaburao Es Esip Sy 2019 2021 Finalized

CABCABURAO ELEMENTARY SCHOOL
School ID: 100390

Cabcaburao, Burgos, Ilocos Sur
ENHANCED
SCHOOL
IMPROVEMENT
PLAN
School Year 2019-2021
ABRAHAM R. TOM-EN, JR.

School Principal
Barangay Cabcaburao, Burgos, 2724 Ilocos Sur Tel. No.: (+63) 9175585666 E-mail Address: abraham.tomen@deped.gov.ph www.facebook.com/Cabcaburao i
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“Inform, Instruct, Involve, Inspire, SIP SY 2019-2021
Innovate (5Is)”
MESSAGE
To the Cabcaburao Elementary School Family,
The three (3) previous SIP cycles had gracefully culminated, bringing the dream
of continuous improvement in the school and strengthening the school’s features as a
primary institution for public basic education. These cycles have provided the pupils with
better access of free education, highlighted by the conversion of its satellite and cluster
schools from primary schools to complete elementary schools, and the
institutionalization of Kindergarten program. These cycles have donned the learners
with quality education that bore fruits of sweet success in participation and completion
rates of school-age children in the community. These cycles have fortified
the institution’s administration with shared governance and accountability, teaching
force with relevant trainings and seminars, and have improved learner’s services
through functional facilities and conducive learning environment. More so, these
cycles have strengthened the bond between the school and the external stakeholders.
Much have been done and realized for the school through the SIP processes and with the
changing of times, much has still to be done.
And so here comes another Three-Year Cycle of the Enhanced School
Improvement Plan for the School Years 2019-2021 which hopefully and incessantly
carry the light of continuous improvement in the institution in accordance with the torch of
the Department of Education. After thorough analyses of the school situation and
need, guided by the DepEd Vision, Mission and Core Values, six major challenges are to
be faced by the school: Low Survival/Completion Rate, Low English, Filipino, Mother
Tongue Literacy Rates, Dilipadated Perimeter Fences, Poor School Buildings and
Structures, Poor Hygiene and Sanitary Practices, and Lack of Competence and
Negative Attitude of Personnel/Staff. Promptly, systematically and dedicatedly acting
upon these challenges in the best way possible would mean intensified and harmonized
SBM System, and better quality of accessible education for the Cabcaburao Elementary
School Learners.
To note, much is expected from Cabcaburao Elementary School being one of
the schools in Burgos-San Esteban District catering four (4) feeder barangay in terms of
its capability in handling huge challenges. But through my years of service in the school, I
can testify that the school’s internal and external stakeholders, the proud
Cabcaburanons, can and will work together for a common educative goal. And
once again, I humbly express my plea for your continued support and commitment
for the cause of education in Cabcaburao Elementary School to shape a future in a vision
of the DepEd upholds.
The second cycle of the School Improvement Plan now starts a new season with
these files serving as a guide. And as the cycle ends, let us ensure that we move
Cabcaburao Elementary school to higher grounds not for the school’s sake alone but
more so, for the sake of a brighter tomorrow for our nation.
ABRAHAM R. TOM-EN, JR.

School Principal
Barangay Cabcaburao, Burgos, 2724 Ilocos Sur Tel. No.: (+63) 9175585666 E-mail Address: abraham.tomen@deped.gov.ph www.facebook.com/Cabcaburao ii
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TABLE OF CONTENTS
Title Page i
Message ii
Table of Contents iii
List of Acronyms iv-v
CHAPTER 1. Department of Education’s Vision, 1-4

Mission, and Core Values Statement
CHAPTER 2. School’s Current Situation 5-11
CHAPTER 3. Plan 13-14
CHAPTER 4. Monitoring and Evaluation 15
Annexes
Planning Worksheet (Access/Quality/Governance) 1-5
Annual Implementation Plan CY 2019 1-18
School Monitoring and Evaluation Form

List of Priority Improvement Areas Matrix 1-8
Commitments of the School Community Planning Team 1-3
The Roles and Responsibilities of the School Community

1-4
Planning Team
School Report Card (SRC)
Barangay Cabcaburao, Burgos, 2724 Ilocos Sur Tel. No.: (+63) 9175585666 E-mail Address: abraham.tomen@deped.gov.ph www.facebook.com/Cabcaburao 3
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LIST OF ACRONYMS
ABE - Allukoy Balik Eskwela

ABE DOT - Accomplishing Best Results in Education by Doing it On Time
ACCENT - Awareness of Community Culture Enriches Teaching
AIP - Annual Implementation Plan
ALS - Alternative Learning System
ARISE - Action Research Innovation and Strategic Enhancement
BE - Brigada Eskwela
BOF - Bureau of Fire
BoSY - Beginning of School Year
CBMS - Community-Based Management System
CCA - Climate Change Adaptation
CPC - Child Protection Committee
CPP - Child Protection Policy
CY - Calendar Year
DARE-REACT – Developing Ability in Reading Everyday through Reading
Enhancement Accompanied by Comprehension Techniques
DepEd - Department of Education
DIOSday - Do It Orderly and Specifically
DRRM - Disaster Risk Reduction Management
DSWD - Department of Social Welfare and Development
DUTERTE - Develop Unity among Teachers & Educators in Reaching True
Excellence
EoSY - End of School Year
ESIP - Ensuring Students Involvement and Participation
FESO - Funds Enhancement for Sustainable Financial Operations
FGD - Focus Group Discussion
FOOD - Food Opportunity Offered Daily
HELPS - Help Encourage and Lengthen Participation of Stakeholders
4I’s - Inform, Instruct, Involve, Inspire, Innovate
4Ps - Pagpapahinusay at Pagtaas ng Marka sa Pagbasa nang may
Pang-unawa
5I’s - Inform, Instruct, Involve, Inspire, Innovate
IOs - Intermediate Outcomes
LACbay - Learning Action Cell
LEARN - Learning to Enhance Achievement Results in NAT
LGU - Local Government Unit
MPS - Mean Percentage Score
MONday - Mapping Operational School Processes Needed for the Week
MOOE - Maintenance and Other Operating Expenses
NAT - National Achievement Test
NGO - Non Government Organization
PNP - Philippine National Police
PPST - Philippine Professional Standards for Teachers
PRIEday - Program to Reduce Inefficiency, and Efficacy Enhancement
PT - Project Team
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PTA - Parent-Teachers Association
PUV - Public Utility Vehicle
READY - Readiness to Ensure Assistance to DRRM for Youth Awareness
REAL - Remediation Enhances Achievement in LAPG
REAP - Remediation Enhances Academic Performance
RPMS - Results-Based Performance Management System
SATURday - Strengthening Stakeholders’ Activities for Transformative
Utilization and Improvement of Resources
SBM - School-Based Management System
SCDT - School Community Data Template
SGC - School Governance Council
SCIENCE - SIM/SIP in Curriculum and Instruction Enhancement for National
Competency and Efficiency
SIKAT - Strong Interest and Knowledge on Achievement Tracking
SIP - School Improvement Program
SPT - School-Community Planning Team
SRC - School Report Card
SY - School Year
TIERSday - Technology-Aided Instruction in the Enhancement of Reading
Proficiency and Skills in Arithmetic
WiNSday - Water, Nutrition and Sanitary Education
ZEAL - Zealous Efforts for Attendance of Learners
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CHAPTER 1
Department of Education Mission, Vision, and Core Values C
Statement H
A
P
Vision T
We dream of Filipinos E
who passionately love their country R
and whose values and competencies
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.
Mission
To protect and promote the right of every Filipino to quality,

equitable, culture-based and completed 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
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SPT Vision Sharing
(School-Community Planning Team)
Cabcaburao Elementary School, Burgos-San Esteban District of the

Schools Division of Ilocos Sur started up with a consultative, participatory and
collaborative interaction among the School-Community Planning Team (SPT)
as an initial activity for the crafting of the School Improvement Plan (SIP) for CY
2019-2021. The meeting was meant to answer how the Vision, Mission and
core Values of the Department of Education (DepEd) matter for the whole school
community.
The initial conference meeting and vision sharing of the SPT boiled
down to an understanding that the cause of all the efforts and involvement of
stakeholders is the learner. Their engagement in setting focus and directions in
establishing priority areas that need to be addressed and improved is a way of
ensuring that access, quality and efficiency on management and
governance is gradually attained at the end of the Second Year Cycle of the
School Improvement Plan. The team synthesized their shared vision,
aspirations and commitments anchored from the DepEd Vision, Mission and
Core Values statement into a dream they want to achieve. That,
“Together, we joyfully and harmoniously lead out and build the best of
each child’s great tomorrow today to bring about the necessary change that our
locality and nation wishes to achieve through the foundations set by the school
administration and teaching forces with the active participation of the
community. Hence, learners must acquire the necessary knowledge, skills,
attitudes and values to create for themselves a future of personal and national
progress. From here will arise a better version of our school community - a
close-family-school-community relationship whose learners are:
a. holistically integrated child with a balance and aligned highly
sound spirit (spiritual quotient);
b. an excellent health (physical quotient/execution quotient); c.
an excellent academic performance (intellectual quotient); d.
an excellent reputation and character (emotional quotient);
e. high financial intelligence (wealth quotient) and can create financial
opportunities and;
f. an excellent environment in synergy and harmony with others
(relational quotient),
as we LEAD and DELIVER excellent services for all.”
These are the aspirations of Cabcaburao Elementary School aligned in

the DepEd Intermediate Outcomes (IOs) that the SPT wishes to focus with as
they commit their selves to support and attain in three years.
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Planning Schedule and Timetable
ACTIVITIES SCHEDULE DESIRED OUTPUT
I. PREPARATORY ACTIVITIES November 08, 2016 to November 16, 2018
A. Preparation for SIP Development
* Convening of the School Faculty and November 09, List of School Committees
Staff for Orientation on the SIP Process, and 2018 and List of Roles &
Forming/Organizing of Different Committees 1:00-5:00 PM Responsibilities
November 09 to Summary of Gathered
1. Gathering and Organizing Necessary
November16, Data in the Annexes
Data
2018
Copies of CBMS from the
November 9 to Municipal Planning Office,
1.1. Secure the CBMS from the November 10, Barangay Sub. Norte, Sub.
LGU/Barangay 2018 Sur, Cabcaburao,
Manaboc or Child
Mapping (Annex 1B)
November Annexes 1A, 1B, SRC, 2A,
1.2. Organize Data Using the School- 2B, 2C,DSWD cv-F2
12 -16, 2018
Community Data Template (SCDT) School Data Management
4:00-5:15PM
System
List of the School-
November
2. Forming of the School-Community Community Planning
13, 2018
Planning Team (SPT) Team and List of Roles &
8:00-5:15 PM
Responsibilities
3. Convening of the SPT for Orientation November Documentation of Vision
on the SIP Process and Vision Sharing 13, 2018 Sharing
4. Scheduling and Work Planning 8:00-12:00 PM SPT Timetable/Schedule
II. PHASE 1: ASSESS Novembe19, 2018 to 23 , 2018

A. Identify/Review Priority Improvement Areas (PIAs)
1. Presentation and Discussion of the Documentation of the
Information Gathered During the discussion and initial list of
November 19-23,
Preparatory Activities (Summary of 2018 improvement areas
Data in the School-Community Data Gap Analysis
Template) Template(Annex 3)
PIA Template (Annex 4)
2. Identifying and Review of the Priority November 19-23, st
1 Column of the Planning
Improvement Areas (PIAs) 2018
Worksheet (Annex 5)
B. Analyze the Priority Improvement Areas (PIAs)
Objectives & Year
November 26-30,
1. Setting of General Objectives Columns in the Planning
2018
Worksheet (Annex 5)
List of the School Project
Team/Team Charter +
November 26-30,
2. Organizing the Project Teams Roles & Responsibilities
2018
List of possible factors
affecting the assigned PIA
Documentation from
3. Listening to the Voice of the Learners November 26-30,
FGDs, Interviews, or home
and Other Stakeholders 2018
visits
Flowchart of the school
processes relevant to each
December 03-07,
4. Analyzing of the School Processes PIA with storm clouds
2018 Documentation of
interviews & observations
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Problem statement based
December 03-07, on the different area of
5. Selecting of Area of Focus
2018 focus
December 03-07, Diagram showing the root
6. Root Cause Analysis causes
2018
Powerpoint or hard copy of
7. Presentation of the Root Causes to the the root causes, with
December 03-07,
School-Community Planning Team supporting data, process
2018
(SPT) by the School Project Team flowchart, and area of
focus
III. PHASE 2: PLAN December 10, 2018 to December 14, 2018
Root Cause Column in the
A. Review of General Objectives and December 10-14,
Planning Worksheet
Targets 2018
(Annex 5)
December 10-14, List of possible solutions
B. Formulate and Brainstorm Solutions
2018
December 10-14, Project Work Plan and
C. Develop Project Designs
2018 Budget Matrix
3-Year School
D. Write the School Improvement Plan December 10-14, Improvement Plan (SIP)
for SY 2019-2021 2018 with signatures of the
School Planning Team
E. Prepare the Annual Implementation December 10-14, Annual Implementation
Plan (AIP) for Calendar Year 2019 2018 Plan (AIP) Template
IV. FINALIZATION OF THE SCHOOL
December 17-20, 2018
IMPROVEMENT PLAN SY 2019-2021
V. SUBMISSION (with complete annexes) December 21, 2018
VI. REVIEW BY DIVISION SIP TEAM December 26-28, 2018

Time frame for this phase will depend on the
VI. PHASE 3: ACT projects to be implemented and is spread out
within the School Year
Data from testing the
January-March solutions
A. Start Pilot Test (Test the Solutions) st
(1 Quarter) Communication plan to
concerned stakeholders
Training Plan and other
interventions to roll out
your solutions
B. Discuss Preparations for Roll Out January 03, 2019
Plan to gather feedback
from concerned
stakeholders
January 07, 2019 Project Monitoring Form
C. Check Progress of AIP Using the
December 13, Report (p. 28)
Project Monitoring Form
2019
VI. COMMUNICATING TO March 2019 Updated SRC based on
STAKEHOLDERS THROUGH THE October 2019 results and reports (Basic
SCHOOL REPORT CARD SRC)
VII. PROGRAM IMPLEMENTATION Project Monitoring Form
REVIEW (EXIT REVIEW AND Report and
EVALUATION FOR PROGRAM AND December 2019 Accomplishment Report
PLANS ADJUSTMENT) PPT/Video on SIP/AIP
Journey
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CHAPTER 2
Assess C
H
School’s Current Situation
A
CABCABURAO Elementary School is situated in Barangay P
Cabcaburao, Municipality of Burgos, Ilocos Sur. The school belongs to
the
schools jurisdiction of Burgos-San Esteban District of the Schools Division of T
Ilocos Sur with a School ID 100390. It has 2 cluster schools namely: Lubing E
Elementary School (School ID:100391) and Mambug Primary School (School R
ID: 100394).Established in early 1920’s, its first operation started as primary
school until 1946 and gradually converted into a complete elementary school
in 1960s. Since then up to present, CES is offering monograde classes to 2
school age children in Kinder to Grade 6 from Barangay Manaboc,
Cabcaburao, Subadi Norte, Subadi Sur, and some part of Pacang Sta. Maria,
Ilocos Sur. The school has a land area of five thousand five hundred sixty-
seven square meters (5,567 sq.m) located near a river along side a mountain.
It is approximately 53km south of Vigan City, and around 6km from the heart of
Burgos. It can be reached through a motorized vehicle such as jeepneys, PUVs
and tricycles.
The current features of the school are given overviews in the following
statements:
1. Enrolment
The school has recorded an average enrolment of 215 in the past three
years from the 3 feeder barangay. The school’s continuous efforts to give
access to education to the identified school-aged children to be in school
through child mapping and early registration activities, CES has
accommodated an enrolment of 214 (Male: 121; Female: 93) pupils in
Kindergarten to Grade 6 this SY 2018-2019 which accounted for 98.62%
participation rate. Forty-two (42) or utmost 20% of the school population are
recipients and beneficiaries of 4Ps program of the government.
2. Children Health and Safety

Poor performance and attendance of pupils in school is greatly
attributed to poverty and poor health and nutritional status of the identified 69
learners in Kinder to Grade 6 of Cabcaburao Elementary School in SY 2017-
2018. The demand to address and improve their nutritional condition, School-
Based Feeding Program is offered as intervention to lower the cases of
malnourish children in school. The program impact gradually trimmed down
the number into 35 pupils last SY 2017-2018 and only 15 this SY 2018-2019.
Found to be effective, the administration will continue to implement and
institutionalized this activity to decrease, if not zero-in the current number,
ensuring that every child are well-rounded, happy and smart while in and out of
the school. Cognizant to this, the school shall also continue to promote safe and
protective practices on the general welfare and well-being of every child in
school.
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3. Learning Environment (Infrastructure and Facilities)
Non-standard set up of infrastructure and facilities is very evident in the
school. It has only seven (7) classrooms with toilets/comfort rooms and
lavatories shared by the pupils. Each room from Kinder to Grade 6, including
the ALS Center, is provided with small lavatory for individual hand washing
purposes. The school multi-purpose covered court is incomplete, the
laboratory Room, Computer Room and Learning Resource Center are
merged together, the administrative office is within the conference area, and an
old hazardous dilapidated Marcos Type Building needs to be restored and
rehabilitated (major repair) to address classroom shortages of the school.
The school has deteriorating quality of furniture and fixtures but still
serviceable that reached a 1:1 ratio with the learners in terms of seats. Water
supplies, WiNS facilities for group handwashing activities, electric supplies
and internet connectivity are available for the school population, but still needs
improvement and enhancement to meet the desired ratio and standard for a
learner-friendly environment that every child may enjoy while in school. In
terms of pupil-textbook ratio, most of the subject is 1:1 but generally the
average percentage of availability is in 47.61 only.
4. Teachers (Administration, Faculty and Staff)

Over the years since school SY 2016-2017 to present, the school
is being managed by a full-fledged School Principal I with seven (7) proficient
teachers (6 Teacher III, 1 Teacher II for the regular classes in Kindergarten to
Grade 6, and 1 Mobile Teacher). The school also offers ancillary from one
Senior Bookkeeper clustered from Burgos Central School.
5. Fund Sources
The school programs, projects and activities are mostly financed by
the school MOOE funds released every 2 months (bimonthly). In case of deficits,
the school sources out finances from other auxiliary funds including: Canteen
Funds, Special Education Funds (Local School Board); PTA Funds; Gulayan sa
Paaralan Income; Donations (LGU/NGO/Civic-Spirited/Alumni); Fund
Raising Incomes (Raffle Ticket Draws); External Partnerships
Grants/Assistance. Poor documentation and accounting of donations for
transparency is seamlessly noted.
6. Stakeholder Support to Education (Community Involvement)
Stakeholders’ engagement and participation in school is minimal. Only
PTA members of the school participated during summer BE, and during
regular monthly PTA meetings and assemblies. Only few are actively
engaged, and are supportive in academic contests, Sports and scouting
activities. But other stakeholders like the alumni and numerous civic spirited
citizens generously contributed monetary assistance to finance school
infrastructure projects for improvement.
7. Achievement Rates
The achievement rate as measured by the latest National Achievement
Test (NAT) – Mean Percentage Scores for three consecutive school years
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(SY 2013-2014; SY 2014-2015; 2015-2016) fell to its lowest in SY (2015-2017
with 72.07%. It reached the highest overall rate in SY 2013-2014 with 86.26%.
Pupils do least in HEKASI/Araling Panlipunan and they were the best in
Mathematics for the three school years. On the other hand, HEKASI/AP and
Science NAT-MPS garnered the worst rate in SY 2015-2016. On the average,
the pupils had the lowest NAT MPS in HEKASI/AP with 74.87% for the past 3
years which is lower than the division and national targets and standard.
Post Test Results of the Silent and Oral Reading Tests of the current
school year revealed that there are identified non-readers in the 3 Core
Reading and Language Subjects. There are 4 (Grade 1 to 3) non-readers in
Mother Tongue (1 to 3), 10 (Grades 1 to 6) in Filipino and 14 (Grades 1 to 6) in
English. Most of the identified non-readers in English perform the same in
Mother Tongue and in Filipino, and are poor in reading comprehension.
Both the root causes of low NAT MPS and the low literacy level of the
pupils are poor study habit, limited learning resources and the lack of teaching
competence and attitude of the teachers.
Cabcaburao Elementary School also documented the following
indicators of its performances for the previous three years and its average. It
manifested the school’s success and achievements which positively
contributed to the targets of the Division for 2021 except for Cohort Survival
Rate, Transition Rate, Completion Rate and School NAT-MPS (refer to Annex
3). The table below highlights some details which show school’s overall
performance as a manifestation of several efforts and collaboration between
and among its stakeholders:
Table 1: School Performance Indicators (Access and Quality)
PERFORMANCE INDICATORS
School Year Baseline Division
Indicators 2015- 2016- 2017- (3-Year Target CDT
Gap
2016 2017 2018 Average) 2021 Y/N
ACCESS 217 215 213 217

Net Intake Rate NRF NRF NRF 100 89.80 10.2 Y
Net Enrolment Rate NRF NRF NRF 95.57 96.11 -0.54 N
Gross Enrolment Rate NRF NRF NRF 101.90 100 1.90 Y
Participation Rate 100 98.62 98.62 99.54 100
Drop-Out Rate 0 0 0 0 0 0 Y
QUALITY
Achievement Rate 88.26 82.50 72.07 80.94 72.36 8.58 Y
Promotion Rate 99 99.05
Graduation Rate 100 100 100 100 100 0 Y
EFFICIENCY
Cohort Survival Rate 96 100 98 98 99.24 -1.24 N
Completion Rate 94 99.05 96 96 98.89 -2.89 N
Repetition Rate 2.63 2.13 0.94 1.9 0 -1.9 N
Retention Rate 90 100 99.06 96.35 100 -3.65 N
Transition Rate 93 88 92 91 100 -9 N
Failure Rate 1.05 0.94 1.40 1.13 0 -1.13 N
School Leaver 0 0 0 0.47 0 -0.47 N
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GOVERNANCE
Teacher-Learner Ratio 1:27 1:28 1:31 1:29 1:45 16 Y
Class-Classroom Ratio 1:1 1:1 1:1 1:1 1:1 0 Y
Classroom-Pupil 1:27 1:28 1:31 1:29 1:45 16 Y
Toilet-Pupil Ratio 1:27 1:28 1:31 1;29 1:45 N
Chair-Pupil Ratio 1:1 1:1 1:1 1:1 1:1 0 Y
Textbook-Pupil Ratio 1:1 1:1 1:1 1:1 1:1 0 Y
8. Child-Friendly School Rating

From the team of pupils, teachers and stakeholders organized to rate the
school’s performance as being Child-Friendly, Cabcaburao Elementary School
attained 27 points or Outstanding (combined points on Action Items/Goals – 11 and
Progress Towards Targets – 14; refer to Annex 2A). To progress towards its target
for a Very outstanding Child-friendly school, the school needs harder efforts
on the indicators with scores of 0-Uncolored Heart (Mobilize community support
for education); 1-Blue Heart (Encourage children’s participation in school and
community, Enhance children’s health and well-being, Guarantee safe and
protective spaces for children; and 2-Purple Heart (Raise teacher’s morale and
motivation).
9. School-Based Management (SBM) Assessment Level

Cabcaburao Elementary School received a 2.71 rate or Maturing Rate in
terms of its SBM Assessment (refer to Annex 11-SRC). Attributed to its
improved SBM Level Rating from 0 to 3 is the 4I’s (Inform, Instruct, Involve,
Inspire) approach and strategy of SBM implementation which will be
enhanced and intensively implemented for continuous improvement in the
next three years.
10. Child Protection Policy Implementation Status

In 2018, only 32.43% of the requirements for the Child Protection Policy
(CPP) implementation in the school are present or in place while 67.57% is
absent or not in place (refer to Annex 2B). Generally, most of the indicators in the
monitoring checklist are not evident in the existing CPP of the school. To intensify
its implementation, the school’s CPP needs to be revised and modified, and
create a monitoring system and strategies as support mechanism for effective
implementation through the organized Child Protection Committee. Widest
dissemination and integration in all school forums or activities is also desired.
11. School Disaster Risk-Reduction and Management Status

Based on the Student-led School Watching and Hazard Mapping
(Annex 2C), the safety of the pupils may be endangered due to broken
windows, exposed electrical wires, broken door knobs, presence of electrical
post near or within the school perimeter, no system of release to parents
during emergencies, no posted warning signs around the school, broken
chairs/desk/tables, lack of medical and emergency kits in every classroom
and condemnable/unsafe school building. Things are also noticeable not
in their proper places (refer to Annex 2C).These might be attributed to poor skills
and limited knowledge of teachers, parents and pupils on DRRM principles
and concepts. Hence, intensive mass training of all concerned is
recommended.
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Priority Improvement Areas (PIAs)
The results of the GAP Analyses of data as identified and specifically

singled out by the School-Community Planning Team and Project Teams in
Annexes 1A to 2D are identified and clearly defined to be the school’s Priority
Improvement Areas (PIAs) or focus to improve gradually in three years.
These gaps that need to be prioritized for improvement shall affect to
increase school performances, higher learning outcomes, and improve pupils’
achievement that will contribute to the attainment of the Schools Division of
Ilocos Sur and Regional targets on: Ensuring Universal Access to Education
(fluctuating enrolment and limited access programs responsive to pupils
needs, interests and aptitude); 2. Providing Adequate Resources (limited and
non-standard school buildings and school structures); 3.Empowering
Teachers (lack of teaching competence/creativity and negative attitude of
teachers); 4. Building Transparency and Accountability Across System
(limited funding sources); 5.Promoting Academic Excellence (Poor
achievement rates and low literacy level); 6.Developing Community
Ownership and Deepening Stakeholders Engagement and Participation
(minimal participation and poor engagement of stakeholders for participative
and inclusive management processes); 7.Enhancing Basic Education
Curriculum and Programs (limited resources and poor school systems and
processes); 8. Supporting Private Education; 9. Maximize Alternative
Learning System and; 10. Promoting Higher Education (and learning
standards). All school efforts to address the PIAs shall be intensified in the
school’s initiative 5Is SBM Approach, and be highlighted in the Happy School
Movement (HSM) activities of the school as a transformative flagship program
introduced by the region for the attainment of the DepEd Intermediate
Outcomes.
General Objectives
With details concerning the programs/projects/activities, the resources, the
targets, and the timeliness, the following objectives to be attained by the
school in three (3) years are:
1. Enrolment (Low Survival and Completion Rates)

To increase the school survival rate from 98% to 100% in three
(3) years or by 2021 and to increase the completion rate from 96% to
99% in three years through the implementation of Project Oplan ABE (Allukoy
Balik Eskwela) and Project LAGIP (Learners’ Absenteeism Guidance
and Intervention Program).
2. Health & Nutrition (Poor Nutritional status and Low/0 WiNS Rating)
To increase the WiNS Stars rating of the school from 0 to 2 stars in
three (3) years or by 2021 and to reduce the number of 15 wasted pupils to 5,
as well as improve the health condition, nutritional status and hygiene
practices of all pupils in three years through the implementation of the
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WiNSday Program with Project WET (Wastong Edukasyon sa Tubig); Project
HAND ((Health Awareness and Nutrition Development); Project FOOD (Food
Opportunity Offered Daily); and AngKITS (Kits & Instruments for Total Safety)
3. Learners Materials
(Limited materials for the teaching and learning process)
To increase the number of teaching-learning aides and resource

materials from its limited status to sufficient state in three years though
the implementation of WOW ACCENT (Awareness of Community Culture
Enriches Teaching) and Touch Down projects.
4. Teachers Personal and Professional Development (Lack of

competence and Negative Attitude)
To improve/enhance competence, attitude and performance level of 7
teachers from proficient to highly proficient stage and be empowered in three
years through the implementation of the MONday (Mapping Operational
School Processes Needed for the Week) and LACbay Programs with Project
DUTERTE (Develop Unity among Teachers and Educators in Reaching True
Excellence); and Project ARISE (Action Research Innovation and Strategic
Enhancement)
5. Funding Sources (Limited Funds for School Operations)

To increase the number of funding sources from 2 major sources to 6
other sources in three years through the implementation of Project FESO
(Funds Enhancement for Sustainable Financial Operations) with activities
including partnership and linkages, fund raising, request and resolutions with
stakeholders.
6. School Awards and Recognition (Lack of Initiative for Higher

Performance and School Achievement)
To improve the level of competence and creativity among pupils,
teachers, parents and the whole school-community from passive to pro-active
and innovative in three years through the implementation of the DIOSday
Program with Project VOICE (Values Orientation and Integration in
Classroom Education) and Angat-SIKAT (Strong Interest and Knowledge on
Achievement Tracking)
7. NAT Achievement (Low MPS in NAT)

To increase the School NAT MPS from 70.40 % to 85% in three years
through the implementation of Project REAL (Remediation Enhances
Achievement in LAPG); Project LEARN (Learning to Enhance Achievement
Results in NAT); and Project REAP (Remediation Enhances Academic
Performance)
ES
Innovate (5Is)”
8. Literacy and Numeracy (Poor Literacy Level: Presence of Non-Readers)
To reduce/eradicate the 24 non-readers Grades 1 to 6 pupils to 0 and
improve their literacy and numeracy levels in three years through
the implementation of the TIERSday Program (Technology-Aided Instruction
in the Enhancement of Reading Proficiency and Skills in Arithmetic)
with projects DARE-REACT (Developing Ability in Reading Everyday through
Reading Enhancement Accompanied by Comprehension Techniques); and Project
4 Ps (Pagpapahinusay at Pagtaas ng Marka sa Pagbasa nang may Pang-
unawa).
9. School-Based Management System

To improve the SBM Level of Practice from Level 0 to Level 3
and attain official accreditation in three years through implementation of
the 5Is (Inform, Instruct, Involve, Inspire, Innovate) and Project
ABE DOT (Accomplishing Best Results in Education by Doing it On Time)
intertwined with the following school initiated School-Based Management
Umbrella Programs which harmonizes and synergizes all school projects
to be undertaken within a particular day of the week:
a. MONday (Mapping Operational School Processes Needed for the Week)
b. DIOSday (Do It Orderly and Specifically)
c. WiNSday (Water, Nutrition and Sanitary Education)
d. TIERSday (Technology-Aided Instruction in the Enhancement of
Reading Proficiency and Skills in Arithmetic)
e. PRIEday (Program to Reduce Inefficiency, and Efficacy Enhancement)
f. SATURday (Strengthening Stakeholders’ Activities for Transformative
Utilization and Improvement of Resources)
10. Child-Friendly School (Low score and rating on Child-Friendly School)

To improve the Child-Friendly School scores and rating from Child-
Friendly School Level to Most Outstanding Child-Friendly School Level in
three years through the implementation of the READY Program (Readiness to
Ensure Assistance to DRRM for Youth Awareness).
11. Stakeholders Participation (Minimal engagement and participation of

stakeholders and limited school partnership)
To improve/increase participation and engagement of stakeholders in
all activities (meetings, assemblies, school affairs and events extra and
co- curricular activities of the school children) from 75% to 95% and
deepen collaboration, strong partnership and participative and inclusive
management processes in three years through the implementation of
SATURday Program (Strengthening stakeholders’ Activities and Actions
for Transformative Utilization and Improvement of Resources) with
Project HELPS (Help Encourage and Lengthen Participation of
ES
Innovate (5Is)”
Stakeholders) and Project ESIP (Ensuring Students Involvement and
Participation)
ES
Innovate (5Is)”
12. Learner-Teacher Ratio/Learner-Classroom Ratio/Learner-Toilet Ratio/
Learner-Seat Ratio (Non-standard and poor quality of school
buildings and structures)
To improve 4 school buildings/8 classrooms and rehabilitate 4 other
school structures (including the school entrance, perimeter fence, covered
walks, school nursery, rain collector, school grounds and garden, toilets,
WASH and WiNS facilities) for standardization and safety-assurance in three
years or by 2021.
13. Annual Implementation/Continuous Improvement and Other
Stakeholders Accomplishments (Minimal stakeholders’ accomplishment
and lack/absence of CI projects)
To increase stakeholders’ accomplishments of at least 75% to 95%
completion through intensified and institutionalized school programs, projects
and activities of the Annual Implementation Plans, School Strategic Plan and
Continuous Improvement Projects Processes such as Happy School
Movement, OK DepEd, Brigada Eskwela and Adopt-A-School Program.
The Planning Worksheet

The details of the Priority Improvement Areas (PIAs) intertwined with
the ten point agenda of the region are summarized in the Planning
Worksheets for Access, Quality and Governance (see Annex 5). It contains
the general objectives, the root causes and the time frame to attain the
Intermediate Outcomes (IOs) of the DepEd enumerated below:
1. Access and Quality

IO1: Learners are in school and in learning centers.
IO2: Learners access programs responsive to their needs and
consistent with their interests and aptitudes.
IO3: Learners enjoy learner-friendly environment.
IO4: Learners actively participate in their learning environment
IO5: Learners attain learning standards
IO6: Learners are well-rounded, happy and smart
2. Governance
IO1: Education leaders and managers practice participative and
inclusive management processes
IO2: Internal systems and processes needed for continuous
improvement in place
IO3: Growing number of stakeholders actively participate and
collaborate in convergence mechanisms at all levels.
ES
Innovate (5Is)”
CHAPTER 3
Plan
C
Project Work Plan and Budget Matrix H
A
To arrive at the DepEd vision, Cabcaburao Elementary School P
identified focus areas of the DepEd aspirations for each intermediate T
outcomes/components (derived from the analytical and evaluative process as
root causes of the identified PIAs) the School-Community Planning Team
E
targets to attain and wishes to improve in three years. One Project Work Plan R
and Budget Matrix (see Annex 9) which contains problem statement, project
objective statement, activities and outputs per identified solutions were 3
prepared by the assigned Project Teams. These sought to address and
improve at least 95% of the identified root causes of the priority improvement
areas and other significant issues on access, quality and efficiency to
education at specific periods of time.
LIST OF SOLUTIONS
School-Based Umbrella Programs:
5Is (Inform, Instruct, Involve, Inspire, Innovate)

MONday (Mapping Operational School Processes Needed for the Week)
DIOSday (Do It Orderly and Specifically)
WiNSday (Water, Nutrition and Sanitary Education)
TIERSday (Technology-Aided Instruction in the Enhancement of Reading
Proficiency and Skills in Arithmetic)
PRIEday (Program to Reduce Inefficiency, and Efficacy Enhancement
SATURday (Strengthening Stakeholders’ Activities for transformative
Utilization and Improvement of Resources)
PIAs SOLUTIONS
1. Enrolment Project Oplan ABE
Low Survival and Completion Rate Project LAGIP and Project ZEAL
2. Health and Nutrition WiNSday Program
Poor Nutritional status and Low Project HAND/Project WET
(0) WiNS Rating AngKITS
3. Learners Materials Project WOW ACCENT
Limited Learning Materials Project Touch Down
4. Teachers Development Project DUTERTE, ABE DOT
Lack of teaching competence and LACbay Program
negative attitude of teachers Project ARISE and Project VOICE
ES
Innovate (5Is)”
5. Funding Sources Project FESO
Limited funding sources for school
operations and maintenance of school
facilities
6. School Awards and Recognition 5Is, Project ABE DOT, Project
Lack of initiative for higher VOICE, Angat-SIKAT
performance and school achievement
7. NAT Achievement Project REAL, Project LEARN
Low MPS in NAT Project REAP
8. Literacy and Numeracy Project DARE-REACT
Poor Literacy Level: Presence of Project 4Ps
Non-Readers MATHsanay/MATHinik
9. School-Based Management No 5Is, Project ABE DOT
official accreditation and Certification MONday Program, DIOSday Program
WiNSday Program, TIERSday Program
of SBM Level of practice (Level 0-3)
PRIEday Program, SATURday Program
10. Child-Friendly School
Low score and Rating on Child- WiNSday Program
Friendly School SATURday Program
11. Stakeholders Participation Project HELPS, READY Program
Minimal engagement and SATURday Program
participation of stakeholders and Project HELPS, Project ESIP
limited school partnership WiNSday Program
12. School Facilities and Structures
Non-standard and poor quality of SATURday Program, WiNSday
school buildings and structures Project HELPS
13. Annual Implementation/
CI and Other Stakeholders 5is and ABE DOT
Accomplishment MONday Program, DIOSday Program
WiNSday Program, TIERSday Program,
Minimal stakeholders’ accomplishment
PRIEday Program, SATURday Program
and lack/absence of CI projects.
The Annual Implementation Plan (AIP)
The Annual Implementation Plan (see Annex 10) is the SIP’s year by
year operational plan of the school. It contains specific projects that will be
undertaken by the school in a particular year, which include outputs, activities,
schedule, required resources, source of fund, and the individuals accountable
for the conduct of projects. It also includes operational cost such as but not
limited to utilities, supplies and materials that are considered eligible
expenditures in the existing MOOE and other sources of funds guidelines.
ES
Innovate (5Is)”
CHAPTER 4
Monitoring and Evaluation
C
In the Second Cycle of the School Improvement plan of Cabcaburao H
Elementary School, the following monitoring and evaluative measures are A
agreed upon by the School-Community Planning Team (SPT) and Project
P
Teams (PTs):
T
1. That the Project Monitoring Report Form (found in the School
Improvement Plan of SIP Guidebook, p. 29) will be accomplished and E
submitted by the assigned Project Team twice a year so the SPT at the R
end of each semester (last weeks of October and April) based on the
Annual Implementation Plan projects appropriated for a particular year;
4
2. That the SPT do monthly checks and supervision on the progress of each
project through observations checklists and interviews with Project Team
and other stakeholders;
3. That the projects will be evaluated based on the following report
mechanisms:
a. Beginning of School Year (BoSY) and End of School Year (EoSY)
Reports for the Low Survival/Completion Rate;
b. NAT-MPS and other standardized test results (in case LATE/NO
NAT Results come;
c. Pre-SY and Post-SY School Property Inventory for the PIA on
dilapidated and Non-Standard School Buildings, Facilities and
Structures, including SBM, DRRM/CCA, Child-Friendly and CPP.
4. That all the progress report of the school reflected in the Project
Monitoring Report Form must be submitted to the School and
District/Division Offices a week after SPT Evaluation;
5. That the SPT and the Project Teams practice open-mindedness in
critiques and recommendations;
6. That the SPT and the PT members indicate in their annual Results-Based
Performance Management System (RPMS) forms their tasks as a part of
their respective teams;
7. That the results of the progress report will be the basis for the next AIP;
8. That, in case of necessary adjustments for the next AIP based on
the Evaluation and Monitoring Report of the previous AIP, the
adjustment plan must still be aligned with the program at hand, agreed upon
by the Project Team and approved by the SPT.
9. All status of accomplishments shall be communicated and reported to the
stakeholders through the School Report Card for feed backing purposes.
ES
Innovate (5Is)”
The Cabcaburao Elementary School, Burgos, Ilocos Sur School
Improvement Plan (SIP) Cycle 2 (from School Year 2019-2020 to School Year
2021-2022) is duly prepared by the School-Community Planning Team (SPT)
composed of the following:
SCHOOL-COMMUNITY
NAME SIGNATURES
PLANNING TEAM MEMBERS
Team Leader ABRAHAM R. TOM-EN JR.

School Principal
Asst. Team Leader CRISANTO M. NORBERTE

Staff President
Teacher Representative CRISTINE G. PAJARILLO

School Secretary
MARRIANE FAITH VITALES
Pupil Representative SPG President
Parent Representative FELIZA DATO

PTA President
SGC Representative SANNY DAGDAG

Brgy. Chairman - Manaboc
CPC Representative TERESITA BOLANTE

Brgy. Chairman- Sub. Norte
Alumni Representative GRACE ROCERO

School Alumna
LGU/Barangay Representative JOVITO BOLANTE

Brgy. Chairman - Cabcaburao
PNP/BF Representative BERNADETTE DEFIESTA

PO2 – Burgos PNP
BDRMMC Representative WALDEMAR DANDOY

Brgy. Chairman- Sub. Sur
DSWD Representative ROSELILY ATENDIDO

MSWOO – Burgos
RHU Representative MARIE FE T. CABREROS

Municipal Health Worker
Business Organization SHIRLEY BASCONCILLO
Representative Store Owner
Religious Sector LAWRENCE CABRADILLA
Representative Iglesia Ni Cristo
APPROVED:
GEMMA Q. TACUYCUY, CESO V

Schools Division Superintendent
ES
Innovate (5Is)”
Republic of the Philippines
Department of Education
Region I
SCHOOLS DIVISION OF ILOCOS SUR
Bantay, Ilocos Sur
Awards this
CERTIFICATE OF ACCEPTANCE
to
CABCABURAO ELEMENTARY SCHOOL

School ID: 100398
Name of School
for having successfully completed and met the

requirements and standards of the Department of
education as mandated by DepEd Order 44, s. 2015.
Given this 21st day of February 2019.
GEMMA Q. TACUYCUY, CESO V

Schools Division Superintendent
ES
Innovate (5Is)”

Cabcaburao Es Esip Sy 2019 2021 Finalized

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CABCABURAO ELEMENTARY SCHOOL

School ID: 100390

ABRAHAM R. TOM-EN, JR.

To the Cabcaburao Elementary School Family,

ABRAHAM R. TOM-EN, JR.

Table of Contents iii

List of Acronyms iv-v

CHAPTER 1. Department of Education’s Vision, 1-4

CHAPTER 2. School’s Current Situation 5-11

CHAPTER 3. Plan 13-14

CHAPTER 4. Monitoring and Evaluation 15

Planning Worksheet (Access/Quality/Governance) 1-5

Annual Implementation Plan CY 2019 1-18

School Monitoring and Evaluation Form

The Roles and Responsibilities of the School Community

School Report Card (SRC)

ABE - Allukoy Balik Eskwela

As a learner-centered public institution,

To protect and promote the right of every Filipino to quality,

Cabcaburao Elementary School, Burgos-San Esteban District of the

These are the aspirations of Cabcaburao Elementary School aligned in

II. PHASE 1: ASSESS Novembe19, 2018 to 23 , 2018

VI. REVIEW BY DIVISION SIP TEAM December 26-28, 2018

2. Children Health and Safety

4. Teachers (Administration, Faculty and Staff)

ACCESS 217 215 213 217

8. Child-Friendly School Rating

9. School-Based Management (SBM) Assessment Level

10. Child Protection Policy Implementation Status

11. School Disaster Risk-Reduction and Management Status

The results of the GAP Analyses of data as identified and specifically

1. Enrolment (Low Survival and Completion Rates)

To increase the number of teaching-learning aides and resource

4. Teachers Personal and Professional Development (Lack of

5. Funding Sources (Limited Funds for School Operations)

6. School Awards and Recognition (Lack of Initiative for Higher

7. NAT Achievement (Low MPS in NAT)

9. School-Based Management System

10. Child-Friendly School (Low score and rating on Child-Friendly School)

11. Stakeholders Participation (Minimal engagement and participation of

The Planning Worksheet

1. Access and Quality

School-Based Umbrella Programs:

5Is (Inform, Instruct, Involve, Inspire, Innovate)

The Annual Implementation Plan (AIP)

Team Leader ABRAHAM R. TOM-EN JR.

Asst. Team Leader CRISANTO M. NORBERTE

Teacher Representative CRISTINE G. PAJARILLO

Parent Representative FELIZA DATO

SGC Representative SANNY DAGDAG

CPC Representative TERESITA BOLANTE

Alumni Representative GRACE ROCERO

LGU/Barangay Representative JOVITO BOLANTE

PNP/BF Representative BERNADETTE DEFIESTA

BDRMMC Representative WALDEMAR DANDOY

DSWD Representative ROSELILY ATENDIDO

RHU Representative MARIE FE T. CABREROS

GEMMA Q. TACUYCUY, CESO V

CABCABURAO ELEMENTARY SCHOOL

for having successfully completed and met the

Given this 21st day of February 2019.

GEMMA Q. TACUYCUY, CESO V