PRINCIPLE I

Leadership
and
Governance
 STANDARD

A network of leadership and

governance guides the education
system to achieve its shared vision,
mission and goals making them
responsive and relevant to the
context of diverse environments.
 Indicator No. 1
1. In place is a development plan
developed collaboratively by the
stakeholders of the school and
community.

ARTIFACTS:

a. Original Enhanced School Improvement

Plan (ESIP) guided by D.O. 36 s.2013

b. Organizational chart of School Planning

Team (SPT) with and School Governing
Council (SGC) with roles/functions.

c. Annual Implementation Plan (AIP)

d. School Operational Budget (SOB)

e. Minutes of the meeting and photos

showing the involvement of stakeholders
in the Annual Implementation Plan (AIP)
a. Original Enhanced School Improvement Plan (ESIP)
guided by D.O. 36 s.2013

ALDEA ELEMENTARY
SCHOOL
165516
Southville 10, Sitio Daong, Brgy. Plaza Aldea
Tanay, Rizal

ENHANCED
SCHOOL
IMPROVEMENT
PLAN
School Year 2019-2022
TABLE OF CONTENTS

CHAPTER 1. Department of Education’s Vision,

Mission and Core Values Statement Page 1

Roles and Responsibilities of SPT Page 1-2

Members

SPT Timetable Page 2

CHAPTER 2. School’s Current Situation Page 3

Annex 4 List of Priority Improvement Page 4

Plan Areas (PIAs)

Planning Worksheet (Annex 5) Page 4-5

CHAPTER 3. Plan

List of Solutions Page 6

Project Work Plan and Budget Matrix Page 7-12

Annual Implementation Plan Page 12-13

CHAPTER 4. Monitoring and Evaluation Page 14-15

List of Acronyms Page 6

List of Tables Page 7

SCHOOL IMPROVEMENT PLAN i

LIST OF ACRONYMS

AIP – Annual Implementation Plan

CCTV – Closed Circuit Television
CI – Continuous Improvement
CPC – Child Protection Committee
DepEd – Department of Education
DPWH – Department of Public Works and Highways
DRR – Dropout Reduction Rate
FGD – Focus Group Discussion
GAD – Gender and Development
ICT – Information & Technology
IGP – Income Generating Project
INSET – In Service Training
CPC – Child Protection Committee
LAC – Learning Action Cell
LGU – Local Government Unit
NHA – National Housing Authority
PIA – Priority Improvement Area
PMR – Project and Monitoring Report
PT – Project Team
PTA – Parents Teachers Association
RED – Reading Empowerment and Development
ROWD – Read One Word a Day
SDRRMC – School Disaster Risk Reduction and Management Council
SBM – School-Based Management
SF – School Forms
SIP – School Improvement Program
SLAC – Scholl Learning Action Cell
SPG – Supreme Pupil Government
SPT – School Planning Team
TIP – Teachers Induction Program
VOC – Voice of the Costumer

ii
LIST OF TABLES

Table 1. SPT Timetable Page 2

Table 2.. Annex 4 List of Priority Improvement Plan Page 4

Areas (PIAs)

Table 3.a Planning Worksheet on Access and Quality Page 4-5

Table 3.b Planning Worksheet on Governance Page 5

Table 4. List of Solutions Page 6

Table 5 Project Work Plan and Budget Matrix Page 7-12

Table 6. Annual Implementation Plan Page 12-14

Table 7 Project Monitoring Report Page 15-16

iii
CHAPTER 1

Department of Education’s Vision, Mission and Core Values Statement

Aldea Elementary School adheres to the highest quality educational and operational standards,
and it holds the school accountable for achieving the department’s mission, vision and core values.

Mission. The school ensures that each learner has the right to quality education by promoting
harmonious relationship among the school community.

Vision. The school provides various opportunities to improve the knowledge and skills of its
learners who are passionate and competent enough to bring pride and honor in all of events.

Core Values. The school ensures that each learner acquires the Filipino core values which are
enough to produce responsible and good citizens of the country.

Indeed, Aldea Elementary School is an archive of learning where each learner deserves the department’s

mission, vision and core values.

Roles and Responsibilities of SPT

Team Leader (FROILAN M. FRANCISCO, School Principal 1) The School
Planning Team Chairperson

• To prepare and implement the SIP.

School SIP Coordinator (JANICE G. FELIPE, Teacher 1)

• To assist in the formulation and implementation of the SIP Team Secretariat (QUEENIE MAY V.
IBANEZ, Teacher 1)

• To document the process

• To provide technical support for report preparation
Teacher Representative (CHARIEDEL SJ. ANTEROLA, Teacher 1) SPG Adviser

• To assist in the implementation of the projects and programs

SDRRM Member (GERMAN B. INARDA JR., Teacher 1)

• To assist in the implementation of the projects and programs Barangay Council Representative
(RONNEL DA. ULIP)
• Chairman, Committee on Education
• To monitor on the progress of the projects and program implementation.
Parent Representative (TITING LIPAOPAO JR)

1
 • President, Parent-Teacher Association (PTA)
• To assist and ensure the acknowledgement of existence and equal rights of the Indigenous
People in the community in the implementation of the projects and programs.
Member, Committee on School Child Protection Policy (RIZALINO LAYCO)

• To assist and ensure the protection of every learner in the implementation of the projects and
programs
SPG Pupil Representative (SHERWIN A. AVILA)

• SPG Mayor
• To assists and ensure pupils’ awareness on their roles and responsibilities and be the voice of the
learners in the implementation of the projects and programs.

Table 1. SPT Timetable

ACTIVITIES TIMEFRAME EXPECTED OUTPUT

Preparatory Activities
Gathering and Organizing of Data January -1st week of Completed Data
February, 2019 Gathering Tools
st
SPT Orientation and VMV Sharing 1 week of Minutes
February, 2019

PHASE 1: Assess
Conduct of FGD and Interviews 2nd week of Listening to the Voice of the
Discuss the Root Cause February, 2019 Learners &
Stakeholders
Root-Cause Analysis

PHASE 2: Plan
Brainstorm Solutions 3rd week of List of Solutions
Develop Project Designs February, 2019
Project Work Plans &
Write the SIP 4th week of Budget Matrix
Prepare the AIP February, 2019 SIP
AIP

PHASE 3: Access
Testing of Solutions Once in every quarter Testing Report
thereafter
Monitoring PMR

SCHOOL IMPROVEMENT PLAN 2

CHAPTER 2

School’s Current Situation

Aldea Elementary School caters One Thousand Five Hundred Eighty-Four (1,584) school learners
for the School Year 2018-2019 whom enrolment is constantly increasing as years went by. However, there
is an increase in drop-out rate. Reasons which evidently seen are its nature of living their family have that
lead some of the family of our school learners has to transfer of residence. Their financial stability that
lead pupils malnourished and give poor performance academically were also noticed.

Some of the learners are less motivated in coming to school due to their situation at home. They
received less guidance from their parents due to the latter’s nature of work. They are forced to work for
their financial needs. Some of the learners are assigned to take care of their younger siblings instead of
going to school.

Such things resulted to a poor academic performance and less participation of learners in any
academic activities, though there are learners who are capable but of the factors stated above, they were
less interested and have no courage of coming out from their shell.

Despite of the disadvantage outlook of the school, teachers, parents, barangay officials were
trying to resolve it by giving their support towards the community to give financial and human resource to
the school to achieve its goal and be recognized in some other aspects. Such endeavour resulted to have
the school recognized.

Academically as well, chosen learners of the school represented to the District and even in the
Division level that they excelled as well. This only shows that despite of those hindering factors that were
being mentioned, learners, teachers, parents and local barangay officials were there hand on hand in
making difference to the school children.

SCHOOL IMPROVEMENT PLAN 3

Table 2. ANNEX 4 LIST OF PRIORITY IMPROVEMENT PLAN AREAS (PIAs)

Improvement Areas Strategic Urgency Magnitude Feasibility Averag Interpretati

Importance e on

Rating

PUPILS DEVEL OPMENT

Drop-out rate 5 4 4 5 4.5 High Priority

Health and Nutritional status of Moderate
3 3 2 2 2.5
Learners Priority
Reading 5 4 4 4 4.25 High Priority
Performance in National Moderate
3 3 3 4 3.25
Achievement Test (MPS) Priority
STAFF DEVELOPMENT
Attendance in Seminars and
2 2 2 2 2.0 Low Priority
Trainings
CURRICULUM DEVELOPMENT
Reproduction of Learning Moderate
3 3 3 3 3.0
Materials Priority
PHYSICAL DEVELOPMENT
Physical facilities Moderate
3 3 3 2 2.75
improvement Priority
SPECIAL PROGRAMS AND PROJECTS
Strong Partnership among
High Priority
Stakeholders
ANNEX 5 PLANNING WORKSHEET

Stated below Planning Worksheets for Access, Quality and Governance, the school’s Priority
Improvement Areas (PIAs) were specifically presented. Aligned to the DepEd Intermediate Outcomes, each PIA
had with it its objective and root causes.

Table 3.a Planning Worksheet on Access and Quality

TIME FRAME
DEPED PRIORITY SY.
LEARNI NG GENERAL ROOT
INTERMEDIATE IMPROVEMENT 2019
STAGE OBJECTIVE/S CAUSE/S
OUTCOMES AREA -
2020
IO1: Learners are in To decrease -Family / / /
school and learning .87% or 60 out of Issues
centers 69 drop-out pupils -Child labor
in three years -Financial
High level of
Matter
Dropping out
-Health
Issues
-Teacher
Factors
SCHOOL IMPROVEMENT PLAN 4
 IO2: Learners access To achieve 50% -Lack of /
programs responsive to of identified follow-up at
their needs and pupils at risk in home
consistent with their reading from -Lack of
interests and aptitudes grades 1 to 6 to interest in
Reading become readers by reading -
March 2020 Study habit of
pupils -
Poverty
-Health
Problem
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

Table 3.b Planning Worksheet on Governance

LEARNING DEPED PRIORITY GENERAL ROOT CAUSE/S TIME FRAME

STAGE INTERMEDIATE IMPROVEMENT OBJECTIVE/S
SY.
OUTCOMES AREA SY. SY.
2019
2020- 2021-
-
2021 2022
2020

IO1: Education
leaders and
managers
practice - - -
participative and
inclusive
management
processes

IO2: Internal
systems and
processes needed - - -
for continuous
improvement in
place

IO3: Growing Strong To -Disinterest -

number of Partnership strengthen Unaware of
stakeholders among the school activities
actively Stakeholders community -
participate and partnership Poverty/Financial
collaborate in from 50% to Problem
convergence 75% by -Family Problem
mechanisms at March 2020 Perception of
all levels Money
 SCHOOL IMPROVEMENT PLAN 5
CHAPTER 3

Plan
Table 4. List of Solutions
Stated below is the list of solution for Access, Quality and Governance. The school’s
Priority Improvement Areas (PIAs) were specifically presented. Aligned to the DepEd
Intermediate Outcomes, each PIA had with it its objective and root causes. The Objective that would tell
what to do with the PIA and Root Causes that showed why the PIA has existed.
STATEMENT OF ROOT CAUSES POSSIBLE SOLUTION/S
THE PROBLEM

ACCESS

PROJECT DRR -Family Issues Close monitoring of pupils attendance,

Project Drop-out -Child labor constant counseling, regular home visitation
with the parents agreement, giving
Reduction Rate -Financial Matter incentive/certification as reward to the
-Health Issues perfect attendance and Conduct feeding to
mental alertness and good health.
-Teacher Factors

QUALITY

PROJECT RED -Lack of follow-up at home Provision and development in reading literacy
Reading -Lack of interest in reading Conduct reading remediation
Empowerment and
-Study habit of pupils
Development
-Poverty
-Health Problem
PROJECT
ROWD
Read One Word a
Day

GOVERNANCE

PROJECT Disinterest Plan and Implement Engagement

PAARALAN KO -Unaware of school activities - Conduct Conference/Orientation with
MAHAL KO -Poverty/Financial Problem the identified stakeholders
-Family Problem - Sending Communication Letters.
Perception of Money
 SCHOOL IMPROVEMENT PLAN 6
Table 5.a PROJECT WORKPLAN AND PROJECT MATRIX

Title : PROJECT DROP OUT REDUCTION (DRR)

Problem Statement: Dropout rates over the last 3 years have been increased from
4.03% to 4.18%
Project Objective Statement: To decreased .87% or out of 69 drop-out pupils in three years.

Root Cause: Parents Factor

ACTIVITY OUTPUT DATE OF PERSON BUDGET BUDGET
IMPLEMENTATION RESPONSIBLE SOURCE
PRE-IMPLEMENTATION

Identify the *List of pupils at risk June 2019 School Head

in dropping out Project DRR
pupils at Members
risk in Needed Material
-Folders
dropping
-Bond Papers
out -Printer Inks

Identify *Home Visitation July 2019 School Head All

1000 MOOE
Form Teachers
the cause of * Anecdotal Records
dropping out
Needed Material
( Interview
-Folders
and home -Bond Papers
-Printer Inks
visitation)

DURING IMPLEMENTATION

• Conduct • List of perfect July 2019

Feeding attendance School Head 1000 MOOE
Program • Certificates All Teachers
• Giving • Recorded
incentives/ agreement between
certificates parents and
for the teachers about

SCHOOL IMPROVEMENT PLAN 7

 perfect attending to August 2019 2000 MOOE
attendance school regularly
Home
Visitation School Head All
Teachers

POST-IMPLEMENTATION

Monitoring Monitoring Tool

and updates *SF2 and SF4 with
complete attendance
Needed Material -
-Bond Papers March 2020 School Head All
Teachers 1,000 MOOE
Printer Inks
-Folders
-

Table 5.b

Title : PROJECT ROWD Read One Word A Day

Problem Statement: 232 or 31% (Grade 1-3 pupils) were identified as pupils at risk in reading

Project Objective Statement: To achieve 50% or 116 out of 232 pupils to become word, phrase and
sentence reader by March of 2020.

Root Cause: Parents Factor

ACTIVITY OUTPUT DATE OF PERSON BUDGET BUDGET
IMPLEMENTATION RESPONSIBLE SOURCE
PRE-IMPLEMENTATION

Planning Creative June 2019 School Head 3000 MOOE

/Preparation Reading Activities Project ROWD
Members
Needed Material
-Colored Papers
-Bond Papers
-Printer Inks
 SCHOOL IMPROVEMENT PLAN

DURING IMPLEMENTATION

Administer Pre- Result of Pre-Test July 2019

Test (Oral and (Oral and Written) 1000 MOOE
Written) Needed Material
-Colored Papers

School Head
Conduct Pupils August 2019 Grade 1-3 teachers 2000 MOOE
Remedial Attendance
(attending
Intervention remedial
Program classes)
Using DOLCH
Bond Papers
Basic Sight Printer Inks
Words -Folders
-Charts
-Pictures
-Big Books
-Manila Papers

POST-IMPLEMENTATION

Administer Post- Post-Test Result

Test assessment Needed Material
and assess result -Colored Papers -Bond
Papers Printer Inks December 2019- Grade 1-3 teachers
-Folders March 2020 School Head
1,000
-Reading Charts
MOOE
-Pictures
-Flash Cards

Follow up Progress Report

activities of
Teacher and
parents
Monitoring and
Evaluation
Monitoring Tool March 2020 Grade 1-3 teachers
School Head 1,000 MOOE
 SCHOOL IMPROVEMENT PLAN 9
Table 5.c

Title : PROJECT RED Reading Empowerment and Development

Problem Statement: 201 or 30 % out of 773 (grade 4-6 pupils) were identified as pupils at risk in
reading.

Project Objective Statement: To achieve 50% or 100 out of 201 pupils to become word, phrase and
sentence reader by March of 2020.

Root Cause: Parent factor

ACTIVITY OUTPUT DATE OF PERSON BUDGET BUDGET
IMPLEMENTATION RESPONSIBLE SOURCE
PRE-IMPLEMENTATION

Planning Creative June 2019 School Head 3000 MOOE

/Preparation Reading Activities Project RED
Members
Needed Material
-Colored Papers
-Bond Papers
-Printer Inks

DURING IMPLEMENTATION

Administer Pre- Result of Pre-Test July 2019 School Head

Test (Oral and (Oral and Written) Grade 4-6 teachers 1000 MOOE
Written) Needed Material
-Colored Papers

Conduct Pupils August 2019 School Head 2000 MOOE

Remedial Attendance Grade 4-6 teachers
(attending
Intervention remedial
Program classes)
Using DOLCH
Bond Papers
Basic Sight Printer Inks
Words -Folders
-Charts
-Pictures
-Big Books
-Manila Papers

POST-IMPLEMENTATION
Administer PostTest Post-Test Result
assessment Needed Material
and assess result -Colored Papers -Bond
Papers Printer Inks
-Folders Grade 4-6 teachers
-Charts School Head 1,000
December 2019- MOOE
SCHOOL IMPROVEMENT PLAN
-Pictures March 2020
-Big Books
Follow up Progress Report
activities of
Teacher and
parents
Monitoring and
Evaluation
Monitoring Tool March 2020 Grade 1-3 teachers MOOE
School Head 1,000

Table 5.d

Title : PROJECT PAARALAN KO MAHAL KO

Problem Statement: The number of stakeholders did not increased.

Project Objective Statement: To strengthen the community partnership from 50% to 75% by March
2020.

Root Cause: Parents Factor

PROJECT WORKPLAN AND PROJECT MATRIX

ACTIVITY OUTPUT DATE OF PERSON BUDGET BUDGET

IMPLEMENTA RESPONSIBLE SOURCE
TION
PRE- IMPLIMENATION
 *List of Stake Holders
School Head
Identifying
Needed Material Project
stake holders -Folders June 2019 Paaralan Ko
-Bond Papers Mahal Ko
-Printer Inks Members

Document
stake holders

*Registered
Stake holders 1000 MOOE

Needed Material
-Folders School Head All
July 2019
-Bond Papers Teachers
-Printer Inks

SCHOOL IMPROVEMENT PLAN 11

DURING IMPLEMENTATION

• Conduct
conference/
orientation with • Attendance of 1000 MOOE
the stake Stake holders July 2019 School Head All
holders
• Letter of Teachers
• Sending
communication
communication
letters

POST IMPLEMENTATION

Monitoring and * Certificates for stake

updates *Giving holders
of certificates to * monitoring Tool
stake holders - March 2020 School Head All
1,000
Teachers MOOE

Table 6. ANNUAL IMPLEMENTATION PLAN (AIP)

SCHOOL PROJE OUTPU ACTIVITIES PERSON(S) SCHEDULE BUDGE BUDGE

IMPROVEMEN CT T FOR RESPONSI /VENUE T PER T
T OBJEC THE BILITY ACTIVIT Y SOURC
TIVE YEAR E
A. PreEnrolment To 2% Information Kinder to January to 3,000.0 MOOE
Campaign identify increas e Dissemination Grade VI February 0
Child the the *Fliers teacher 2020/
mappin school enrolm *Community parade Aldea
g age To ent *Conduct Elementary
increas assessment/ School
e the verification
numbe test to pupil’s with
r of daycare experience
enrolm whose
ents birthday is from July
to August
*Documentatio
n of
Community mapping
and Assessment

Teacher To Increa *Conduct School Quarterly/ 3,000.0 Local

-Parent encour se the regular Head Aldea 0 Funds
Assemb age attend meetings * Teachers Elementary
ly maxim ance ParentsTeachers Parents School
um particip Consultation
particip ation
SCHOOL IMPROVEMENT PLAN
 ation of * Funds
of parent s Raising
parent
s in
every
school
activiti
es,
meetin
gs, State
of the
School
Addres
s

*Planning 3,000.0 MOOE

Project RED *Conducting *Principal *CI 0 Local
VOC Team July 2019 to Fund
(Reading Skilled
To *Training *Reading March 2020/
Empowermen and
develo p Workshop Team Aldea
t and compe
a holistic *Actual *Grade Elementary
Development) titive
Implementatio n Leaders School
Grades 4 to 6
of the
*Planning 3,000.0 MOOE
*Conducting *Principal *CI 0 Local
Project: VOC Fund
Skilled Team
ROWD (Read To *Training *Reading
and July 2019 to
One Word a develo p Workshop Team
compe March 2020/
Day) Grades a holistic *Actual *Grade
titive Aldea
1-3 Implementatio n Leaders Elementary
of the School
To Plan & Plan & 5,000.0 MOOE
strengt implement implement 0 Local
hen engagement engageme Fund
75% Conference nt
the
increas /Orientation Confere June 2019 to
PROJECT comm
ed the with the nce/Orie March 2020/
PAARALAN unity
numbe r stakeholder s ntation with Aldea
KO MAHAL partner
of Sending the stakehol Elementary
KO ship
Stakeh communicatio n ders Sending School
older Letters communic
ation Letters

To Decrea • Identifying Project

decrea ses the pupils at risk Team June 2019 to
PROJECT numbe in
se the School March 2020/ MOOE
DRR r of dropout
numbe r Head Aldea 1,500 Local
(Dropout Rate
of dropou t • Identifying Teachers Elementary Fund
reduction) by
Dropo the causes of Guidance School
ut 30% in a dropping out Teacher
year.
SCHOOL IMPROVEMENT PLAN
13
 CHAPTER 4

Monitoring and Evaluation

The School Planning Team (SPT) will monitor the progress of the project in the middle and
end of its implementation period depending on the timelines set by the Project Teams.

The Project Monitoring Report (PMR) form contains the following data: Project Title, Project
Objective, Date of Monitoring, Activities undertaken as to Pre, Actual and Post, Persons
Responsible, Schedule and Venue, Item or Services, the Physical and Financial Budget with the
target, actual and percentage of accomplishment, Status of the Project to Date, Issues, Problems
and Challenges Encountered, Recommendations and Actions Taken, and finally the Signatures of the
Monitoring Personnel and the Project Team Leader.

Hence, this PMR helps inform the SPT of the status of the projects as the Project Teams (PT)
submits their respective progress reports using this form.

Table 7. PROJECT MONITORING REPORT

Schedule Dates of Monitoring
Mid- Year: June 2019 to October 2019 Year-End: November 2019-March 2020

Name of Project Date of Accom Issues/ Recommendati Signature of

Project Objectives and Monito plishm Problems/ ons/Action SPT and
Targets ring
ents/St Challenges Points Project
atus of Team
Date Leader

PROJEC To decreased June March Family Issues Close monitoring of

T Dropout .87% or out of 2019- -Child labor pupils attendance,
2020
69 dropout constant counseling,
Rate pupils in three March -Financial regular home
Reductio n years. 2020 Matter visitation with the

(Project -Health Issues

DRR) -Teacher
Factors
 SCHOOL IMPROVEMENT PLAN 14

parents agreement,
giving
incentive/certifica
tion as reward to the
perfect attendance
and Conduct feeding
to mental alertness
and good health.

PROJEC To achieve 50% June March -Lack of Provision and

T ROWD or 116 out of 2019- 2020 follow-up at development in
Read One 232 pupils to March home reading literacy
Word a become word, 2020 -Lack of interest Conduct reading
Day remediation
phrase and in reading
sentence -Study habit of
reader by pupils -Poverty -
March of 2020. Health
Problem

PROJEC To achieve 50% June March -Lack of Provision and

T RED or 100 out of 2019- 2020 follow-up at development in
Reading 201 pupils to March home reading literacy
Empower become word, 2020 -Lack of interest Conduct reading
ment and remediation
phrase and in reading
Develop
ment sentence -Study habit of
reader by pupils -Poverty -
March of 2020. Health
Problem

SCHOOL IMPROVEMENT PLAN 15

b. Organizational chart of School Planning Team (SPT)
and School Governing Council (SGC) with
roles/functions.
Republic of the Philippines
DEPARTMENT OF EDUCATION
Region IV-A CALABARZON
Division of Rizal
District of Tanay I-B

ALDEA ELEMENTARY SCHOOL

SCHOOL PLANNING TEAM/SCHOOL GOVERNING COUNCIL

FROILAN M. FRANCISCO
Team Leader

TITING LIPAOPAO, JR
GPTA President

JERICO B. GABANA
SPG President

HON. RUEL P. ESTRELLA ADELA MARBELLA

LGU Rep. Brgy Plaza Aldea HOA Representative

JONATHAN CASTALONI CHARGIE P. SAN JUAN

DRRM Coordinator Guidance Counselor

ANIRIZA V. LAGARDE GERALD DON B. GALUPO

Teacher’s Club President Teacher Representative
 Republic of the Philippines

DEPARTMENT OF EDUCATION
Region IV-A CALABARZON
Division of Rizal
District of Tanay I -B
ALDEA ELEMENTARY SCHOOL

Stakeholder Planning Responsibilities

School Governing Council (SGC)  Actively participated in the development of the SIP by
Representative establishing priorities and setting goals and strategies
for school improvement.
 Initiates the information of the School Planning Team.

School Head  Convenes the School Planning Team.

 Provides Leadership and guidance in the
development of the plan, clearly explain the SIP
planning process to the planning team and helps
them understand their role in the process.
 Facilitates actual planning workshop.

Teachers  Provide needed information relative to teaching and

learning process.
 Actively participates during the development of the
SIP establishing priorities, setting goals, and
formulating implementation strategies for the plan.
Parents  Share insights about what their children need to learn
and the difficulties they face in school, their
aspirations for the school and their children, present
other areas of concerns,; and participate in setting
goals, strategies, and priorities of the school.
Students  Share insights about their difficulties in the school
and participate in setting goals, strategies and
priorities of the school.
Barangay and LGU Representative  Share valuable information on the interest of the
community in school improvement and participate in
setting goals, strategies and priorities of the school.
 Commit available resources in the implementation of
the plan.
SPT and SGC’s Roles/Functions
c. Annual Implementation Plan (AIP)
d. School Operational Budget (SOB)
 One Module per
MELC
Computation:
Grade Level Total Enrolment Total MELC by number of modules
Grade Level x 32 pages/module
/ 500 pcs of bond
paper x enrolment
per grade level
Kinder 197 66 833
Grade 1 225 529 7 618
Grade 2 251 295 4 739
Grade 3 238 352 5 362
Grade 4 164 347 3 643
Grade 5 219 315 4 416
Grade 6 220 274 3 858
TOTAL 1514 2,178 30,469 reams

Kinder Computation: 197 (enrolment) x 66 (no. of melc for kinder) = 13 002

13 002 x 32 (no. of pages per melc/ constant po cya) = 416 064

416 064 / 500 pcs (bond paper per page of melc) = 823.68 Per ream of bond
paper

PER .50 OF XEROX/COPY

One Module per

MELC
Computation:
Grade Level Total Enrolment Total MELC by number of modules
Grade Level x 32 pages/module
x .50 per xerox x
enrolment per
grade level
Kinder 197 66 208 032.00
Grade 1 225 529 1,904,400.00
Grade 2 251 295 1,184,720.00
Grade 3 238 352 1,340,416.00
Grade 4 164 347 910,528
Grade 5 219 315 1,103,760
Grade 6 220 274 964,480.00
TOTAL 1514 2,178 7,616,336.00

Kinder Computation: 197 (enrolment) x 66 (no. of melc for kinder) = 13 002

13 002 x 32 (no. of pages per melc/ constant po cya) = 416 064

416 064 x .50 per page per Xerox = 208,032.00 pesos

 e. Minutes
JANICE of the meeting and photos showing
G. FELIPE
Board Member
the
MOENI E. ABENIR
GPTA Treasurer
involvement of stakeholders in the Annual
Implementation Plan (AIP)