Enhanced SIP Bustrac

112815
BUSTRAC ELEMENTARY SCHOOL

112815
Zone 3 Bustrac, Nabua, Camarines Sur
DIVISION OF C
ENHANCED SCHOOL
IMPROVEMENT
PLAN (SIP)
SY 2019-2022
AMARINES SUR
Ba
District
ACCEPTANCE SHEET
i
BUSTRAC ELEMENTARY SCHOOL SY 2019-2022
Enhanced School Improvement Plan
SCHOOL COMMUNITY PLANNING TEAM
RAYMUND T. ALMAZAN DRANREB E. BERIA MARIA ELSA A. CASTAÑEDA

School Physical Facility School Guidance Coordinator School Disbursing Officer
RAYMUND T. ALMAZAN MARIA ELSA A. CASTAÑEDA DRANREB E. BERIA

School Risk Reduction School ICT Coordinator Faculty President
Management Coordinator
BELEN R. ATIAN GIAN ANTHONY A. BENEGAS TEOFILO P. BRAGA

Gen. PTA President SSG President Barangay Captain
MELANIE P. AGNAS
School Head
Endorsed by:
ANNABELLE I. MOTA, PhD
Public Schools District Supervisor
Reviewed by:
PEDRO J. PELONIO, PhD
SGOD Chief
Recommending Approval:
CECILE C. FERRO, CESO VI
Assistant Schools Division Superintendent
TABLE OF CONTENTS
ii
Preliminaries
Title Page
Acceptance Sheet
CHAPTER I. Department of Education’s Vision, Page 1

Mission, and Core Values Statement
A. School Planning Team Commitments 2
B. Vision Sharing 2-3
C. Roles and Responsibility of SPT 4
CHAPTER II. School’s Current Situation Page 5-6
CHAPTER III. Plan Page 7

K- 3 Planning Worksheet for Access and Quality 7
Gr. 4-6 Planning Worksheet for Access and 8
Quality
K- 3 Planning Worksheet for Governance 9
Gr. 4-6 Planning Worksheet for Governance 10
CHAPTER IV. Monitoring and Evaluation Page 11-16
List of Acronyms
List of Tables and Illustrations
Annex 2B Child Protection Policy

Annex 2C Student-Led School Watching and Hazard Mapping
Annex 3 Gap Analysis
Annex 4 Identifying the Priority Improvement Areas
Annex 5 Planning Worksheet
Annex 6 Listening to Voice of learners and Other Stakeholders
Annex 7 Walk the process
Annex 8 Root Cause Analysis
Annex 9 Project Work Plan and Budget Matrix
Annex 10 Annual Implementation Plan
Annex 12 School Report Card (SRC)
iii
LIST OF ACRONYMS
DepEd – Department of Education
ESIP – Enhanced School Improvement Program
AIP – Annual Implementation Plan
SPT – School Planning Team
SRC – School Report Card
ELSAS – Every Learner Seeking for Assistance Scheme
MPAD- Monitoring on Pupils Absenteeism and Drop-Out
UPROOT – Uplift Pupils Rights on Offensive and Ousted Team
CARES – Continuous Assistance and Remedial Enhancement Scheme
BUSTRAC- Build Unified Scheme Towards Recovery Assistance Committee
CHECK – Craft- High Evaluation for Children from Kinder
DEAR – Drop Everything and Read
SAFED – School Advancement for Future and Empowered Dreamers
iv
LIST OF TABLES AND ILLUSTRATIONS
Table Planning Worksheet Page 7

1. Access and Quality K-3
2. Access and Quality Gr. 4 – 6 Page 8
3. Governance Kinder – Grade 3 Page 9
4. Governance Gr. 4 -6 Page 10
Table 5. Annex 1 Page 11
Project Monitoring and Report Form
Table 6. Annex 2b Child Protection Policy Checklist Page 12
Table 7. Annex 3 Gap Analysis Page 20
Table 8. Annex 4 Identifying Priority Improvement Page 24

Areas
Table 9 Annex 6
Illustration 1. x x x x x x x x x Page x
v
CHAPTER 1
Department of Education Mission, Vision, and Core Values C
Statement H
Our Vision
A
We Dream of Filipinos P
Who passionately love their country T
And whose values and competencies E
Enable them to realize full potential R
And contribute meaningfully to building the nation.
1
As a learner centered public institution,
The Department of Education
Continuously improve itself
To better serve its stakeholders.
Our 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
Administration and staff, as steward of the institution, ensure an
Enabling and supportive environment for effective learning to happen
Family, Community, and other stakeholder are actively engaged and share
responsibility for developing life-long learners
Our Core Values
Maka-Diyos
Maka-Tao
Makabansa
Makakalikasan
Enhanced School Improvement Plan SY 2019-2022

1
A. SCHOOL PLANNING TEAM COMMITMENTS
The School Planning Team have notice the decrease of enrolment for the 3
consecutive years from school year 2017 – 2018 = 159, school year 2018 – 2019 = 156 ,
school year 2019 – 2020 = 150 that reflect of almost 4% decrease of enrolment rate. It was
very ideal teacher and pupil ratio.
The School Planning Team started to planned out last June 15, 2019 at the
Office. They started to identify the Priority Improvement Area by rating its Strategic
Performance, Urgency, Magnitude and Feasibility using the rating scale of 1 – 5 as to
low priority until very high priority. They considered the extents of its need and
relevance to the welfare of the learners as well as the welfare of the teachers and
school personnel, with this scheme the school planning team decided to investigate
the root of the problem and the contributing factor through the given data. To resolve
this, the Gap Analysis scheme was used. The Division Target is being compared with
the School Target and the problem identified provides an outward solution by
analyzing the issues and concerned for every item.
After listing of different Priority Improvement Areas, next step is to make a

Planning Worksheet to identify the duration of addressing the concern. It was
classified into 3 different areas such as Access, Quality and Governance as the basis of
Work Plan, Budget Matrix and Annual Implementation Plan. The School Planning Team
have come into agreement in supporting the Plan and Projects of the school as what
being mention in the DepEd Mission, Vision and Goal. With these, they come out to
the solution that all item found in the List of Priority Improvement Area must be
answered to improve quality education of Bustrac Elementary School, Nabua East
District, Nabua, Camarines Sur learners.
B. VISION SHARING
“Mission, Vision, and Core Values a torch that light the path for Quality School-Based
management and a directing factor for achieving Quality Performance of pupils in the
educational System.”
-BES Planning Team
Guided by the vision, mission, and Core Values of the DepEd, the realization of
achieving our dreams to give quality output particularly pupil’s performance. Its
indicators and stakeholder’s participation seems to be inspiring for all. United with
spirit of synergy, collaboration, and proper planning with our School Governing
Council and Planning Team, the school maintained the increase of annual enrolment,
zero drop-out rates and achieved MPS targets.
The road to success in the effective implementation of School Curriculum,
programs, projects, and objectives is not an easy task to do. Like what the African
writer said “It takes a village to educate a child.
Since 2016, Bustrac Elementary School started to create transformation and
being catalyst of remarkable change and trying to implement inclusive education.

2
The Bustrac Elementary School tried its best to become a school that focus on
the holistic development of the pupils with regards to inclusive education in lined with
the DepEd Vision and Mission. C
The Bustrac Elementary School with the partnership of the stakeholders tried
to develop a school that has well-maintained facilities, bright and affectionate
H
teachers, well-rounded pupils in terms of intellectual, emotional, and spiritual. A
P
C. ROLES AND RESPONSIBILITY T
RESPONSIBILITIES OF E
ALL SPT R
SPT DESIGNATION
RAYMUND T. ALMAZAN  Ensure the conducive facility for learning and will
School Physical Facility create plan of action for the improvement of school 1
facility.
DRANREB E. BERIA  Ensure the corrective measure for the discipline and
School Guidance behaviour of the learners to instil the fairness, trust
Coordinator and cooperation among others.
ROSIE G. ALMAZAN  Ensure the correctness of school learners’ record
Teacher III with regards to achievements and awards in their
academic or extra- curricular affiliation.
MARIA ELSA A. CASTAÑEDA  Check for the availability of funds for the school
School Disbursing Officer program and projects of the school.
MARIGIE B. VARGAS  Ensure the safeness and preparedness of learners
School Risk Reduction and any school personnel in case of artificial or
Management Coordinator natural calamity by inputting values towards resilient
or any chaos arises.
MARIA ELSA A. CASTAÑEDA  Ensure the reproduction and online reporting of
School ICT Coordinator Learners Information System, and profiling of
teachers’ data and learners data.
RAYMUND T. ALMAZAN  Ensure the cooperation and harmonious relationship
Faculty President among co-workers and adhere to promote ethical
and professional standard.
GIAN ANTHONY A.  Ensure to implement directive and school policy
BENEGAS among other learners and serve as steward of school
SPG President in promoting quality education.
BELEN R. ATIAN  Ensure to support the school program and activities
Gen. PTA President that will promote learner’s progress and
development.
TEOFILO P. BRAGA  Ensure that the school programs and activities have
Barangay CAPTAIN access to the Local Government Unit and Instilling
the role of voluntary services be given to the school.
MELANIE P. AGNAS  Ensure that all human and financial resources are
School Head properly keep and accounted and oversee all projects
and actions in a transparent manner.

3
2019 SCHOOL IMPROVEMENT PLAN TIME TABLE
ACTIVITIES SCHEDULE IN-CHARGE
Preparatory Activities May 2, 2019
 Division SIP Orientation ESHT-1
School SIP Orientation Process June 15, 2019 Melanie P. Agnas
PHASE I ASSESS
June 15-21,2019 School
Gathering / Organizing Data/ Community
Conduct Survey Planning Team
 FGD
 Identifying/ Review of PIAs
 Analyzing the PIAs June 21, 2019
 Submission of Gathered
Data
PHASE 2 PLAN
June School
Reviewing Gen. Objectives & 21-25 ,2019 Community
Targets Planning Team
Formulating Solutions
Developing Project Designs
Writing the SIP
Preparing AIP
PHASE 3 ACT `
 Testing the Solutions First Quarter School

 Rolling Out the Solutions SY 2019 Community
 Checking Progress of AIP Planning Team
Retrieval of Data July 26, 2019 School

Community
Planning Team
Checking of Submitted Data July 2-29, 2019
Finalization of Output Check July 2-29, 2019 School

Community
Planning Team
Encoding/ Printing August 9-18, 2019 School
Community
Planning Team
Seek for the approval and August 15-31, School Head
acceptance from District to SDO 2019
Printing of the Final Copy of SIP October 31, 2019 School Head
and Submission to the SDO

4
C
H
A
CHAPTER 2
P
Assess
T
E
CHAPTER 2 R
School’s Current Situation
Bustrac Elementary School is located at Barangay Bustrac , Nabua Camarines 2

Sur. It has a land area with 2, 879 square meters, 5.5 kilometres away from the District
office and the town proper and it is 18 kilometre away from the Schools Division
Office. There is now a concrete road, and school can be reached through padyak or
pedicab, motorcycle, trimobile and four wheeled vehicles for all the commuters.
The school situation shows significant improvements in the last three years.
Some changes are commendable but some need a lot of interventions to be improved.
Bustrac Elementary School has produced a number of professionals in the past
59 years of existence as elementary school. The school has 150 enrolments in the
school year 2019-2020, under the supervision of Elementary School Head Teacher 1.
The school is now implementing the K-12 curriculum offering from Kindergarten
classes to Grade six handled with the nationally funded teacher.
Bustrac Elementary School is a child friendly school which is more than just a
place for formal learning. Foremost, it is an institution that recognizes and respects
the range and rights of children, and not just their right to be educated. It is also a
school that encourage children’s participation in various school and community
activities. The pupils were actively joined in various competitions. But the main
problems existing are the presence of non-readers and non-numerates wherein there
were_____ Non-readers and _____ non-numerate but there are existing programs
made to answer those problems like Project ELSAS, Magic SPELL, Project CARES and
etc.
Based on the School Report Card and School Profile Date gathered by the
School Planning Team, on the last 3 years successive starting School Year 2016-2019,
Bustrac Elementary School’s enrolment data shows a decreasing of learners. This is
due to the transferring of learners from other nearby schools because of change of
residence of the family due to family problems and due to economic constraints. The
availability of the Learner’s Materials is very depressing because only a few classes
have available Learning Materials due to Typhoon Nina & Usman. It is also very
frustrating that most of the trainings of the teachers are on the school, district and
division levels only. The fund of the school is escalating from Php 163,000.00 in 2016
to Php 254,000.00 in 2019.
In ACCESS, the drop-out rate shows a significant improvement from a 0.61% in
School Year 2017-2018 due to transfer of residence and economic constraints to a
zero percent on the next school year.

5
For QUALITY, the promotion rate of pupils has shown a decrease of 1.8%
compare to the previous year. The Mean Rating of Pupils also shows an alarming
decrease from 85.88% to 83.55% last year. The Literacy level of the pupils based on
the PHIL-IRI result shown that 58.72% are in the frustration level, 27.85% are in the
Instructional level while only 13.42% are in the Independent Level. The Nutritional
Status of pupils has shown that 58.51% belonged to the wasted and severely wasted
levels which are alarming and so the school planning team has chosen to focus the
priority of the school along this line.
Along GOVERNANCE, the School Based Management Level of Bustrac

Elementary School needs for improvements to undergo Division Assessment. The
stakeholders’ participation has increased by almost 30% in 2018 which made it as one
of the most improved area achieved in the last three years and received an award as
3rd Place Best in 2018 Search for Brigada Eskwela Best Implementer –Division Level for
Medium School Category. The Learner and teacher Ratio has lessened to 28:1 from
34:1, The Learner-Classroom ratio and Learner-Toilet ratio are its peak with 80:1 due
to several typhoons. It is however, address through the three (3) Temporary Learning
Spaces (TLS). Classroom shortage is very much evident due to the unsafe classroom
because it was already recommended for placement after the inspection and
evaluation by the Municipal Engineer. The Learner and Seat ratio is at 3:1 which is also
alarming.
SCHOOL IMPROVEMENT PLANNING

IDENTIFY PRIORITY IMPROVEMENT AREAS

6
Instruction: Using the matrix on the next page, please rate each improvement area on five
criteria using a 5-point scale as described below.
Criteria Description Scale
Strategic The number of other areas that will benefit when

Importance the improvement area is addressed
5 – Very High
Urgency The urgency or need to improve the area as soon as
possible 4 – High
Magnitude The number of learners that will benefit when the 3 – Moderate
improvement area is addressed
2 – Low
Feasibility The degree to which the improvement area is within
1 – Very Low
the school’s mandate and control
Afterwards, compute the average rating of each improvement area and interpret the results
as follows:
Average Rating Interpretation
4.5 – 5.0 Very High Priority
3.5 – 4.49 High Priority
2.5 – 3.49 Moderate Priority
1.5 – 2.49 Low Priority
1.0 – 1.49 Very Low Priority
GAP ANALYSIS OUTPUT

DENTIFYING PRGG
IDENTIFYING PRIORITY IMPROVEMENT AREAS
GIO
Priority Improvement Area Strategic Urgency Magnitud Feasibility Average Interpretation
Importanc e
e Rating
A.ACCESS
Enrolment Rate 4 4 4 4 4 High Priority
B.QUALITY
Low Average Final Rating 4 4 4 4 4 High Priority
Low Literacy Level of Pupils 5 5 5 5 5 Very High Priority
Low Numeracy Level of 4 4 4 4 4 High Priority

Pupils
Presence of Wasted 5 5 5 5 5 Very High Priority
&severely wasted pupils
Enhancement of Personal 5 5 5 5 5 Very High Priority
and Professional Growth of

7
teachers/staff
C. GOVERNANCE
YEAR 1
Low Level of SBM Practice 5 5 5 5 5 Very High Priority
School Building Repair 5 5 5 5 5 Very High Priority
Program
 Repainting of
classroom
buildings/other
structures
 Doors/windows
 Roofs and roofing
accessories
 Perimeter fence
 Other structures
Construction of Perimeter 4 4 4 4 4 High Priority
Fence
Waste management system 4 4 4 4 4 High Priority
Parents’ Involvement in 5 5 5 5 5 Very High Priority
School Program and
Projects
Improvement of the 5 5 5 5 5 Very High Priority
implementation of Deped
programs and projects
 Brigada Eskwela
 WinS
 Sports/Cultural
 Scouting
 DRRM
 GPP
Provision of
 School Library 4 4 4 4 4 High Priority
E- classroom
 Reading
corners/centers
 Clinic
 Canteen
School site titling
4 4 4 4 4 High Priority
Convocation and awarding 4 4 4 4 4 High Priority
of honors
Purchase of musical 4 4 3 3 3.5 Moderately
instruments Priority
RITY IMPROVEMENT AREAS
GAP ANALYSIS OUTPUT

IDENTIFYING PRIORITY IMPROVEMENT AREAS

8
A. DIVISION B.1 DATA B.2 CURRENTLY B.3 INHIBITING B.4 PROJECT B.5 GROUPS
TARGET NEEDED CONTRIBUTING FACTOR IMPLEMENTED THAT REQUIRE
YES/N EXPLANATION ATTENTION
O

9
1. Enrolment LIS Data Yes Not all school- Economic Oplan Balik Community
Rate aged children status Eskwela stakeholders
are enrolled
2. Literacy Rate Yes Not all students Lack of interest Reading
of 100% Phil-IRI Results are readers in Poor nutrition Remediation
English and Poor remedial Program Identified Non-
Filipino instruction Project CARES Readers/in
(Continouos Frustration
Assistance and Level
Remedial
Enhancement
Scheme)
3. Nutritional Nutritional Yes 16.15 % of Economic Project FEEL
Status at 0 Status Report students under status (Food for
wasted wasted and Enhanced and Identified
students severely Refusal among Efficient Wasted and
wasted status the recipients Learning Severely
of feeding wasted pupils
program.
Preference to
junkfoods
4.Enhancement Participation to Only 2 teachers Lack of

of Personal and school, attend higher motivation
Professional district,division, level of trainings
Growth of regional , Low application Lack of budget Teacher
of learning
Teachers national and Yes gained in the
for trainings Enhancement Untrained
international trainings Program Teachers
trainings Lack on Overlapping of
Enrolment to technical activities Benchmarking
graduate and assistance and
post graduate supervision
studies
Strengthening
of SBMP
5. Stakeholders’ Search for
participation outstanding
is 100% Attendance of Yes Stakeholder’s Lack of interest parents of the
stakeholders, participation is at year
Minutes of low at 81.66% No established Parents/
meetings due to absence policy for non- Encourage stakeholders
of school policy who are not
for non-
attendance them to join
PTA and other attending
attendance to meetings/assem
meetings/ stakeholders’ blies/activities
activities activities
Celebrate
Family Day
6. School Presence of Yes 2 classrooms Lack of budget Report through School
Building Repair poor quality need eBEIS Planning Team
Program classrooms/buil minor/major Resource School Head
dings repair mobilization Physical
Facilities
Coordinator
Financial Staff
7. Improvement Lack of Stakeholders,
on the Low Yes Lack of high involvement Stakeholders Parents,
implementation implementation level of awards Lack of Campaign Teachers,

10
of Deped of Deped received awareness Program Pupils
programs and programs and Lack of budget
projects projects
11. Low level of Result of SBM Yes Poor delivery Low orientation on Project SBM School
SBM
SBM Practice Self of services Planning Team
Lack of
assessment involvement of Stakeholders
SPT
8. Provision of Project ALCs
learning Insufficient (Availability of
centers/laboratories
Inventory of Yes Poor delivery reports Learnings Project Teams
(i.e. library, ICT room,
Science laboratory, learning of services Lack of budget Centers)
EPP lab.,reading centers/laborato
center, clinic,canteen) ries
9. Convocation List of Yes Limited pupils Overlapping of Project Project Teams
and awarding of awardees awardees activities UGMMa on Awards and
pupils, teachers. (Ulirang Incentives
stakeholders Guro,Mag- Team
aaral,
Magulang)
10. Purchase Inventory of Yes Poor delivery of Project SEEP Project Team
musical equipment/prop services (Sufficient Stakeholders
instruments erties Poor Lack of budget Equipment for
participation in Effective
co-curricular
activities
Pupils)
11. School site The school site Lack of budget
titling Tax declaration Yes is not titled Lack of Project School Project Team
School Site knowledge Site Title
documents securing school
site title
Bustrac Elementary School Planning Team came up with the List of

Solutions for the identified root causes as the priority improvement areas for
the first year of implementation. These identified solutions are those that were
suggested by the School Planning Team and Project Teams. The project work
plans and budget matrix were also attached to the annexes. The rest of the
identified PIA’s will be implemented for the next two years.
SUMMARY of PIAs, Root Causes and Solutions

PIA’s Root Causes Solutions
Poor Reading skills of - poor teaching strategies Implement the Project
pupils - Poor reading skills of CARES (Continuous
pupils Assistance and

11
- Poor mastery level of Remedial Enhancement
pupils Scheme)
Poor Health - Poor lifestyle Implement the Project
Condition - Unequal access to ELSAS (Every Learner
healthy food Seeking for Assistance
- Poor health habit Scheme)
- poverty
Lack of Reading - lack of supply from To implement Project
Learners’ Materials the National Office
- unavailability
of contextualized LMs
- insufficient budget for
the reproduction
Lack of Security - insufficient fund for the
(unfinished fence) school fences
Poor Numeracy Skill - Poor Teaching Implementation of
of Pupils strategies Project LANIE
- Poor Reading skills of (Learning Achievement
the pupils on Numeracy
- Poor Mastery level of Instructional and
pupils Evaluation)
Low MPS in the Final - Poor teaching strategies Implementation of

Rating of Pupils - Low percentage of Project CHECK (Craft-
independent readers High Evaluation for
- Poor mastery level of Children from Kinder-VI)
pupils

Poor Stakeholders - Poor Attendance to Implementation of
Participation to school meetings and Project REX (Reaching
programs and assemblies for EXcellence)
projects - Lack of interest
- Poor Dissemination of
communications
ACCESS AND QUALITY

Instruction: For each priority improvement area, write the general objectives and root
causes using the root cause diagram as reference. Afterwards, identify the year when the
root cause will be addressed.

12
PRIORITY GENERAL OBJECTIVE/S ROOT CAUSE/S TIME FRAME
IMPROVEMEN
T AREAS SY1 SY2 SY2
9- 0- 1-
20 21 22
Kindergarten to Grade 3
Lack of To provide instructional -lack of supply from
Learners’ materials ( LM’s, the National Office □ □ □
Materials, Worksheets, -unavailability of 35% 35% 30%
Worksheets Test papers and other contextualized LMs
and other reference materials to -insufficient budget
reference Kindergarten and Grade for the reproduction
materials 1-3 classes up to 100%
by the third year.
Poor Reduce the wasted and - Poor lifestyle

Health severely wasted learners - Unequal access □ □ □
Condition Of school through the to healthy food 35% 35% 30%
School Feeding Program - Poor health
habit
- poverty
Poor Improve the reading poor teaching

Reading skills of the pupils by □ □ □
strategies 35% 35% 30%
skills of 10% per year for three
pupils consecutive years until it - Poor reading skills
reaches the 80 reading of pupils
Comprehension of pupils - Poor mastery
level of pupils
Above is the list of identified PIAs under quality and access. The Top identified based on the result with the
highest points earned is the Lack of Learner’s Materials, worksheets and other references materials with a perfect
general average score of 5 points based on the Strategic Importance. Urgency, magnitude, and feasibility. Next is the
poor numeracy skills and Reading Skills which tied at 4 points. These three PIAs are expected to be addressed with the
help of the teachers and stakeholders starting June of School Year 2019-2020.

PLANNING WORKSHEET

13
Grade 4 to Grade 6
ACCESS AND QUALITY
TIME FRAME
PRIORITY
GENERAL SY1 SY2 SY2
IMPROVEMENT ROOT CAUSE/S
OBJECTIVE/S 9- 0- 1-
AREAS
20 21 22
Grade 4 to Grade 6
Increase the General

MPS □ □ □
- Poor teaching 35% 30%
strategies 35%
of the Pupils’ Final
- Low percentage
Low MPS in the
rating to atleast of independent
Final Rating of
readers
Pupils 90% in all subject - Poor mastery
level of pupils
areas on the
third year
- Poor Teaching
Improve the strategies
Poor Numeracy - Poor Reading
numeracy skills of
Skill of Pupils
the pupils skills of the □ □ □
pupils 35% 35% 30%
- Poor Mastery
level of pupils
-
- poor teaching
Poor Reading strategies
Improve the
skills of reading skills of - Poor reading □ □ □
the pupils skills of pupils 35% 35% 30%
pupils
- Poor mastery
level of pupils
For grades 4 to 6, the PIA with the highest rank is the Low MPS in the final rating of
pupils. The PIA got a perfect score of 5 points. This is followed by poor numeracy skills and
reading skills which tied at 4.75 points. All the three PIAs will be addressed in three years
time. The Final rating of pupils is expected to have 5% increase on the first year of
implementation until exceeds the 90% on the third year.

14
PLANNING WORKSHEET
Kinder to Grade 3
GOVERNANCE
PRIORITY IMPROVEMENT GENERAL ROOT CAUSE/S TIME FRAME

AREAS OBJECTIVE/S SY1 SY SY2
9- 20- 1-
20 21 22
Kindergarten to Grade 3
Lack of Security To repair the - insufficient fund □ □ □
features of the school destroyed school for the repair of 35% 35 30%
fences fences the school
fences %
Unavailability of To Follow-up the - Classroom not

standard classrooms & proposed 3- conducive for □ □ □
storey school learning 35% 35 30%
building - Insufficient %
Delapidated budget
classrooms of Grade 2 - Not priority of
to Grade 3 the previous
administrators
Unavailability of To install - Insufficient

playing apparatuses in □ □ □
playground budget 35% 35 30%
the school playground
that are needed in the apparatuses in - Fear of accident %
child-friendly school
the school
implementation
playground
Under governance in Kinder to Grade 3, it is lack of security features at the back of

Grade2 to Grade 3 classrooms due to destroyed fences and Unavailability of standard
classrooms & Delapidated classrooms of Grade 2 to Grade 3 which tied at the top PIA with 4
points. It is followed followed last by the unavailability of playing apparatuses with a general
average score of 3.75 points.
These projects are planned to be addressed starting the fourth quarter of School
Year 2019-2020 using School MOOE and GPTA funds and planned to be completed before
the school year 2021-2022 ends.

15
PLANNING WORKSHEET
Grade 4 to Grade 6
GOVERNANCE
PRIORITY IMPROVEMENT GENERAL ROOT TIME

AREAS OBJECTIVE/S CAUSE/S FRAME
S SY SY
Y 20 21
19 - -
- 21 22
20
Grade 4 to Grade 6
Poor implementation To implement the Child- -Poor
of the Child-Friendly Friendly and Ligtas understanding □ □ □
and Ligtas Eskwela Eskwela Programs of the 35 35 30
program
Programs % % %
-lack of
resources
- to many
concerns of
teachers
Unavailability of To Follow-up the - Classroom
standard classrooms & proposed 3-storey school not □ □ □
building conducive 35 35 30
Delapidated for % % %
classrooms of Grade 5 learning
and 6 - Insufficient
budget
- Not priority
of the
previous
administrato
rs
Unfunctional comfort To repair 12% (5 Insufficient

rooms and □ □ □
classrooms) of the budget 35 35 30
handwashing facilities
unused classrooms in a % % %
period of 3 years or
Request for the
replacement of new
classroom with
comfort rooms
The poor implementation of the Child-Friendly School and Ligtas Eskwela Projects come into
the top priority list at 4.5 points under the PIA of Governance. This is followed by the
rehabilitation of unfunctional comfort rooms and handwashing facilities and repair of
dilapidated classrooms of grades 5 and 6 and unavailability of standard classrooms which
received 3.75 apiece.
Using MOOE, solicited fund and other funds raised by the school and the GPTA these
projects are expected to be started on the last quarter of school year 2019-2020 and will be
accomplished before the last quarter of the school year 2021-202

16
annaaANNUALIMPLEMENTATION PLAN
YEAR 2019-2020
Instruction: List down the activities that are required in each school year to implement the
school improvement projects.
Indicated for every activity are the schedule and venue, budget, and the person(s) responsible.
SCHOOL PROJECT OUTPUT ACTIVITIES PERSON(S) SCHEDULE/ BUDGET BUDGET

IMPROVEMENT OBJECTIVE FOR THE RESPONSIBLE VENUE PER SOURCE
PROJECT TITLE YEAR ACTIVITY
Project PREEF To increase Increased Conduct Pre- Phil-IRI Coord. 2019
jUNE,
(Pupils Reading Literacy rate No.of assessment Class Advisers August, 2019 10,000
Enhancement in both in Independen Intensice English and October, 2019
Fillipino. Coord
English and English and t Readers conduct of January, 2020 MOOE
Parents, Pupils.
Filipino) Filipino in English Remedia ( BWCS)
and Filipino Instruction
Peer tutoring
Coaching
Post
Assessmentl
Project INuLPLE To lessen the Improved Pre- School ELLNP
(Improved no. of Non- Literacy assessment Coordinator
Numeracy and numerates and Making/printin Teachers June 2019 to 10,000 MOOE
Parents
Literacy Print and Non- Numeracy g of March 2020
Pupils
Learning readers Skills of Voc/reading (BWCS)
Environment) pupils and numeracy
materials
Hanging in the
classroom/tree
s ,placed in
plastic garden
pot
Project 3M To improve Improved Conduct School Head
Maging Makusog the Nutritional baseline SBFP Coord. July –Dec. 621,000 SBFP
ag Madunong) Nutritional status of Survey Disbursing 2019 MOOE
Officer
status of pupils nutritional (BWCS)
Teachers
pupils status of Parents
pupils Pupils
Conduct
weighing,
height
measuring
Endline Survey
of NS
Project To give Recognized Administration School Head March-April 60,000

ROPPTOA recognition/a outstanding of the Grade Level 2019 For
(Recognition of ward for the accomplish Quarterly Chairperson (BWCS) Recognition MOOE
School and
Pupils, Parents, Outstanding ment/perfor assessment,wr
Committee on Graduation
Teachers Performance mance of itten works, Awards
Outstanding and Pupils, performance Teachers,
Accomplishment Accomplishm teachers Tasks of pupils Pupils, Parents 2,000 Donation
s ents and Parents Monthly Brgy officials
accomplishme

16 16
nt of
Teachers,
Request them
to submit the
Certificate of
Awards,
Attendance
etc.
Project MCPWS To maintain Conduct re- School Head
(Maintaining the Clean and orientation on School June, 2019
Cleanliness and cleanliness of Up Keep proper waste Cleanliness and To March 5,000 MOOE
Beautification
Proper the School School disposal 2020
in charge
Segregation of Campus Sorroundin Issue the Teachers
Waste) gs territorial Parents (BWCS) 5,000 PTA/LGU
assignment of Pupils
every grade Watchman
level Adm. Aide
Provide
garbage can in
conspicuous
area
Project 3 R To preserve
(Repainting, the School 35% of the Preparation of
Repair,,Replace Structures total needs POW School Head
PFC
ment ) and other addressed Preparation of Php17750.0 SEF
Coordinator
Facilities Bill of Teachers May, 2019 0 MOOE
Materials Parents (La Medalla PTA
Bidding Pupils ES)
Procurement
Repair/Replace Preparation of
ment of Final
principal’s office Inspection
and HE Building Prepare/submi
Ceiling, Glass t LR
Windows in
Gabaldon Bldg. Secure the School Head
Hired Prepare March 2019
and replace the safety of the disbursing Php60,000
Watchman letter of officer to December
door Knobs in School and
from Request to Watchman 2019 6,000 per MOOE
the classroom month
Property, March to hire and job (BWCS)
Equipment December order
and Facilities Submit Acc.
Report
Submit LR
Project 3 S
(School Security
and Safety)
Project Participate in Produced at School Sports School Head Sept, 2019
the sports least 2 Activity Sports October, 2019
program in winners in District Meet Coordinator November,
Teachers Php10,000.00
the school, district to Rinconada 2019 MOOE
Parents
district, Division Meet Pupils
division and Level Division Meet
National Level
Project CAMSUR Attendance To ensure Buy Bio- School Head January, 2019
and punctuality Metric/ finger
Punctuality and print Teachers (La Medalla Php6,000.00 MOOE
attendance Preparation of ES)
of 14 Project

17 17
teachers Proposal
Project GSP ensure proper ensure Preparation of School Head January, 2019 Php2850.00
(General and timely 100% school report December, per month MOOE
Services submission of proper and Submit report School Clerk 2019
Program) report timely to the Higher
Prepare and submission offices
submit of the Clerical
proposal school Activities
report
Equip 100% Enhanced
Project TEP of teachers teachers Prepare the
(Teacher with the competence Project School Head January, 2019 Php14,250.00
Teachers
Enhancement latest in all Proposal December, MOOE
Program) teaching learning Seek approval 2019
practices/ area of training
strategies designs

18 18
CHAPTER 4 C
Monitoring and Evaluation H
A
The SPT will monitor progress in the middle and end of project implementation
period depending on the timelines set by the Project Teams. In longer projects, the P
SPT will have to monitor more than twice. Schedule of monitoring of the SPT is
indicated in the Project Monitoring Report Form. The Status of the Projects will be
T
submitted by the Project Teams using appropriate forms. E
R
ANNEX I 4
PROJECT MONITORING AND REPORT FORM (PMRF)
FY 2019
NABUA CAMARINES SUR
School ID: 112815

Scheduled Dates of Monitoring:
Mid-Year: JUNE
Year –End: DECEMBER
Name of Project Project Objective Date of Accomplishments/ Issues/Problems/ Recommendations Signature of and
Monitoring Status to Date Challenges /Action Points Project Team
Leader
1. ACCESS
Goal 1 Reduced Drop- August 1 Possible dropout 1 dropout that Home Visitation
Project out and 30, 2019 for the month of cause Educate parents
MPAD (Monitoring absenteeism of December due to transferred to and other
on Pupils the learners for a pupil transferred abroad was members of the
absenteeism and at least 3 out of to abroad recorded this family
Drop-Out) 156 pupils from year
Kinder to Grade
VI
Enrolment Increase the August,20 Increase There is Orientation and IRISH JANE V.
enrolment by at 19 enrolment by 1% increase in parents meeting BISENIO
Project least 5% enrolment by coordination with
“Count Me In” January June to August. LGU
But transferring
out of pupils
can’t be avoided
due to socio-
economic
factors and
transfer of
residency
Failure Decrease the March, 2.57% of the total Need teacher- Apply modular
number of 2019 enrolment were parent technique and
PROJECT HELPS failing learners failed coordination Home Visitation
Promotion Increase the January, 96.70% of the Maintain Strengthen SARAH D. DE LIMA

19 19
promotion rate 2019 total enrolment increase Adapt-A-School
Project REACH were number of Program
(Reaping Each promoted/complet graduates and
Academic ers completers
Challenges with
Honors)
Graduation Increase March, 99.23% of the Maintain Conduct strong SARAH D. DE LIMA
(Project QuaROSA number of 2019 total enrolment of increase parental
– Quarterly graduates and Grade 6 were number of guidance
Recognition of completers graduates graduates meeting during
Student’s meetings or
Achievements) assemblies
II. QUALITY
Goal 3 Decrease the 3rd Grade II classes Lessen Intensity RACE
Improve quality number of Quarter have only 4 out number of Reading and MARIA JANICE
of instruction non-readers 4th of 11 slow and non-readers comprehension CORAZON B.
with emphasis Achieve zero Quarter non-readers and increased Enhancement GUINOO
on mathematical (0) non- Grade I classes number of Program
and scientific readers still monitored readers R5WAD MA. EUSEBIA
skills, Project 555 BABIERA
comprehension Project ISF-
and critical Images Sounds
GEMMA D.
thinking through Familiar
PROJECT REEF BRINAS
Reading
Goal 3 Decrease October Decreased non- Pupils need to Use of
Improve quality number of 2019 numerates from focus, need intervention EMERLINA P.
of instruction non- 44 or and more MLM- BARCELONA
with emphasis numerates increased the meaningful Mathematics
on mathematical End of number of and interesting Love Me
and scientific the year numerates from activities for GINA- Go
skills, 704 to 759 or 6. children Increase in
comprehension 57% Numeracy
and critical Always Each
thinking One Teach
One
Numeracy
Goal 4 Increase MPS Quarterly Increased MPS Increase MPS Apply intensive MA. EUSEBIA
Improve in 5 learning in 5 learning in 5 learning intervention BABIERA
learner’s areas with at areas areas every program in
performance in least 03% quarter must reading –
Increase MPS MARICELGABRER
all learning in English from
English from 31 be the focus 5WAD (Five A
areas through 31% to 35% % to 35% Words A Day-
Project Increase MPS Science from with
QuoROSA in Science from 37% to 40% Achievement
37% to 40% Mathematics Through
Increase MPS from 34% to Intervention
MPS in Mathematics 36% Activities – The
from 34% to Araling One O’clock
36% Panlipunan from Reading
44.34% to Comprehensio
58.40% n Habit)

20 20
III. GOVERNANCE
Goal 2 Strengthen Year Have strong Lack or Involvement of
Sustain and engage School Based Round partnership with miscommunic parents in ROMA B.
stakeholders in
Management stakeholders, ation among monitoring BAGAPORO
broadening
opportunities for LGU, NGO and parents and process
basic education and uphold other IRISH JANE V.
building of academic transparent and stakeholders
community through BISENIO
good
PROJECT Rx
(Reaching for governance
eXcellence)
SBM seminars
for all
stakeholders on
R.A 9155
Submit/Approve
Barangay
Development for
Education to
LGU
Create and January – Attend regular
nurture December sessions in
productive barangay involve
partnerships parents in
with all monitoring
stakeholders in process SBM
implementing seminars for all
various stakeholders on
education R. A 9155
programs, Submit/Approve
projects and Barangay
activities Development for
education to LGU
and Conduct of
Gift Giving
Open all October- GAD Seminar
channels of Novembe QATAME
communicatio r SLAC
ns to keep SBM Seminar
everybody CIP Training
updated on all
policies and
opportunities
for
professional
growth and to
gather
constructive
comments
and feedback
for enhanced
delivery of
services
Goal 9 Optimize the June- Conduct of ICT Conflict of Utilization of SARAH D. DE
Use technology utilization of Decembe Training schedule time project APPLE LIMA
in improving ICT in r Held film allotment

21 21
internal systems improving viewing activity Project MARVS ROMA
and processes access to and once a week BAGAPORO
Through quality of Utilization of ICT
PROJECT basic in teaching
MARVS education
services
Goal 10 Purchase/ June- Planning
Monitor and Procure Decembe Remedial MELCHIE I.
manage the supplies r Activities BORROMEO
provision of materials for Intervention
instructional Program
LT process Monitoring and
MARIA ELSA
materials and
equipment
office use Evaluation A.
reports Tracking of CASTAÑEDA
Procure Learning purpose Records Feed
Materials/Teachin backing DRANREB E.
g aids SBM seminars for BERIA
School Supplies, all stakeholders
Office Supplies, on R.A 9155 MARIGIE B.
bond papers, Submit/Approve VARGAS
folder Barangay
Materials for Development for
testing purposes Education to LGU
Filing Cabinet,
Suggestion box,
Create and January- Attend regular
nurture December sessions in
productive barangay involve
partnerships with parents in
all stakeholders monitoring process
in implementing SBM seminars for
various all stakeholders on
education R. A 9155
programs, Submit/ Approve
projects and Barangay
activities Development for
Education to LGU
and Conduct of Gift
Giving
Open all channels October- GAD Seminar
of November QATAME
communications SLAC
to keep SBM Seminar
everybody CIP Training
updated on all
policies and
opportunities for
professional
growth and to
gather
constructive
comments and
feedback for
enhanced
delivery of
services

22 22
Republic of the Philippines
Department of Education
Region V
DIVISION OF CAMARINES SUR
awards this
Certificate of Acceptance
to

NABUA EAST DISTRCT
for having successfully complied and met the requirements

and standards of the Department of Education as mandated
by DepEd Order 44, s. 2015.
Given on the __day of ______________ 2019.
SUSAN S. COLLANO, CESO VI

Assistant Schools Division Superintendent

23 23

Enhanced SIP Bustrac

Uploaded by

Copyright:

Available Formats

You might also like

Enhanced SIP Bustrac

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Enhanced SIP Bustrac

Uploaded by

Copyright:

Available Formats

112815

BUSTRAC ELEMENTARY SCHOOL

RAYMUND T. ALMAZAN DRANREB E. BERIA MARIA ELSA A. CASTAÑEDA

RAYMUND T. ALMAZAN MARIA ELSA A. CASTAÑEDA DRANREB E. BERIA

BELEN R. ATIAN GIAN ANTHONY A. BENEGAS TEOFILO P. BRAGA

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

CHAPTER III. Plan Page 7

CHAPTER IV. Monitoring and Evaluation Page 11-16

List of Tables and Illustrations

Annex 2B Child Protection Policy

DepEd – Department of Education

ESIP – Enhanced School Improvement Program

AIP – Annual Implementation Plan

SPT – School Planning Team

SRC – School Report Card

ELSAS – Every Learner Seeking for Assistance Scheme

MPAD- Monitoring on Pupils Absenteeism and Drop-Out

UPROOT – Uplift Pupils Rights on Offensive and Ousted Team

CARES – Continuous Assistance and Remedial Enhancement Scheme

BUSTRAC- Build Unified Scheme Towards Recovery Assistance Committee

CHECK – Craft- High Evaluation for Children from Kinder

DEAR – Drop Everything and Read

SAFED – School Advancement for Future and Empowered Dreamers

Table Planning Worksheet Page 7

Table 6. Annex 2b Child Protection Policy Checklist Page 12

Table 7. Annex 3 Gap Analysis Page 20

Table 8. Annex 4 Identifying Priority Improvement Page 24

Enhanced School Improvement Plan SY 2019-2022

After listing of different Priority Improvement Areas, next step is to make a

Enhanced School Improvement Plan SY 2019-2022

Enhanced School Improvement Plan SY 2019-2022

 Testing the Solutions First Quarter School

Retrieval of Data July 26, 2019 School

Finalization of Output Check July 2-29, 2019 School

Enhanced School Improvement Plan SY 2019-2022

Bustrac Elementary School is located at Barangay Bustrac , Nabua Camarines 2

Enhanced School Improvement Plan SY 2019-2022

Along GOVERNANCE, the School Based Management Level of Bustrac

SCHOOL IMPROVEMENT PLANNING

Enhanced School Improvement Plan SY 2019-2022

Criteria Description Scale

Strategic The number of other areas that will benefit when

Average Rating Interpretation

4.5 – 5.0 Very High Priority

3.5 – 4.49 High Priority

2.5 – 3.49 Moderate Priority

1.5 – 2.49 Low Priority

1.0 – 1.49 Very Low Priority

GAP ANALYSIS OUTPUT

Low Numeracy Level of 4 4 4 4 4 High Priority

Enhanced School Improvement Plan SY 2019-2022

RITY IMPROVEMENT AREAS

GAP ANALYSIS OUTPUT

Enhanced School Improvement Plan SY 2019-2022

Enhanced School Improvement Plan SY 2019-2022

4.Enhancement Participation to Only 2 teachers Lack of

Enhanced School Improvement Plan SY 2019-2022

Bustrac Elementary School Planning Team came up with the List of

Given on the day of ____________ 2019.