ENHANCED

SCHOOL IMPROVEMENT PLAN

S.Y. 2017- 2020
 SAN MARIANO II DISTRICT

ENHANCED
SCHOOL IMPROVEMENT PLAN
S.Y. 2017- 2020
Prepared by:

SCHOOL PLANNING TEAM (SPT)

ROBERT M. GELACIO
Principal II/Team Leader

MARK YUAN TAGUBA CARIDAD C. PAMITTAN

Student Representative
NORMA P. BULUSAN

FELIMON C. PAMITTAN JOSEPHINE B. MALANO

Punong Barangay Teacher Representatives

RONA I. CABAN DEBIE M. DIAZ

Parent Representative Brgy./LGU Representative

CARLOS C. TAGUBA LORVILIZA G. ANCHETA

Member of MDRRMC Member of School Guidance Counselor
 Republic of the Philippines
Department of Education
Region 02
Schools Division Office of Isabela
City of Ilagan, Isabela

awards this

CERTIFICATE OF
ACCEPTANCE
of the

ENHANCED SCHOOL IMPROVEMENT PLAN

to

SAN MARIANO II CENTRAL

INTEGRATED SCHOOL
San Mariano II District

for having successfully complied or met the requirements and standards of the
Department of Education as mandated by RA 9155.

This certificate is given this ______ day of __________, 2018

at Alibagu, City of Ilagan, Isabela.
 JESSIE L. AMIN, CESO V
Schools Division Superintendent

Republic of the Philippines

Department of Education
Region 02
Schools Division of Isabela
San Mariano II District
SAN MARIANO II CENTRAL INTEGRATED SCHOOL
School ID - 500095
Minanga, San Mariano, Isabela

ENHANCED SCHOOL IMPROVEMENT PLAN

S.Y. 2017- 2020

I. INTRODUCTION

San Mariano II Central Integrated School, San Mariano II District, conceptualized and
developed an Enhanced School Improvement Plan (SIP) for the period 2017-2020. It resulted
from the concerted efforts of the school planning team who diligently and cooperatively gave
their share and insights, notwithstanding the tedious task.

The plan involves the improvement of the totality of the school, quantitatively and
qualitatively and in terms of (a) access to quality of education; (b) Key indicators; (c)
Physical facilities; and (d) linkage to stakeholders.

This ESIP provides the listing of the school’s priority programs and projects for
implementation in line with its vision and mission and core values. The Vision- Mission-
Core Values of the Department of Education define the duties and responsibilities of every
school’s stakeholder. Primarily, the focus of it is the pupil who is the main clientele and the
reason why the school exists.

RA 9155, as well, makes a clear definition of the governance a child must experience.
This is the basis of all DepEd Personnel to stewardship of the VMC. Therefore, the school, as
a custodian of learning, plays a vital role in safe guarding his welfare through DepEd policies
pertaining to the protection of its clienteles. Child Protection and Anti- Bullying Policy spells
out what treatments should be done to observe peace and order among pupils and to
implement said policy.

Furthermore, K to 12 Curriculum is a means to embrace change. It is a way of coping

with global competitiveness. The Philippine Education is made at par with other countries
through the Curriculum.
 The operation and management of San Mariano II Central Integrated School, San
Mariano II District is anchored on the above legal bases. Through this Enhanced School
Improvement Plan (ESIP), the above school through the Planning Team will operate as one
for Continuous Improvement (CI).

I. OUR VISION

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

competencies enable them to realize their full potential and contribute meaningfully to

building the nation.

As learner centered public institution the department of Education continuously

improved itself to better serve its stakeholder.

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.

 Administrators and staff, as stewards of the institution, ensure an enabling supportive

environment for effective learning to happen.

 Family, community and others stakeholders are actively engaged and share

responsibility for developing lifelong learners.

CORE VALUES:

Maka-Diyos
 Makakalikasan

Maka-tao

Makabansa

The Vision and Mission of DepEd establishes its purpose of being today and aspiration of
tomorrow. It offers a pragmatic lens for every day decision-making to produce learners who
are responsible and productive citizen of our country.

II. SCHOOLS CURRENT SITUATION

NAME AND HISTORY

Barangay Minanga is located at the Eastern part of San Mariano, Isabela that is 1.5

kilometers away from the poblacion along Pinacanauan River. Kalinga and Aetas were the

original settlers of this place. Years passed Ilocanos from Region 01 came to sell “basi” a

native wine extracted from sugarcane. The two tribes had inter-marriage among themselves

and the population growth. They thought education would give them security in life. Through

this civic spirited citizen, a native Kalinga named Gavino I. Paual donated his parcel of land

containing 1.5 hectares for school lot. One building was constructed with three (3)

classrooms, in the year 1969-1970. The School started as Primary School with two (2) regular

teachers with combination classes of Grade I & II and Grade III &IV.

In the early 70’s, development was brought into this place. Farm to market road was

constructed and this pave the way for barangay people to transport their farm products in the

poblacion and standard of living improved. People realized the importance of education thus,

they provided the needed resources in order that quality education is provided to their

children by providing better school buildings, books, desks/chairs and other resources. After a

year, enrolment was increased and the school became a complete elementary school known as
Minanga Elementary School. There were six (6) classrooms with six (6) regular teachers

headed by a Head Teacher.

In the mid 80’s, population increased due to the influx of population brought about the

logging industry. School going-age children increased and additional classroom buildings

were constructed to accommodate a bigger number of enrolments and also the number of

classes increased. Through the help of the Municipal and Provincial government, and non-

government organization particularly the Plan Philippines-International, school buildings,

dug-well and latrine were also constructed.

In the year 2000, San Mariano District was divided into two districts. San Mariano-I

District and San Mariano-II District. Minanga Elementary School became the seat of the

Central School of San Mariano-II District, formerly known as Minanga Central School, now

San Mariano II Central Integrated School when it was converted as integrated school in the

year 2013. School Year 2013-2014, the school offers kindergarten to grade 10, under K to 12

curriculum. School Year 2017-2018 secondary department had given Fifteen (15) Junior

High School regular teachers. The school continued the implementation of the BEC K to 12

to meet the need of the learners. March 5, 2018 the incumbent School Principal Mr. Robert

M. Gelacio transferred to San Mariano I District as District In-Charge and Mrs. Josephine B.

Camba is designated as school principal of San Mariano II Central Integrated School at the

same date.
III. Planning Worksheet

SCHOOL IMPROVEMENT PLANNING

PLANNING WORKSHEET

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

PRIORITY GENERAL ROOT CAUSE/S TIME FRAME

IMPROVEMENT OBJECTIVES S.Y. S.Y. S.Y.
AREAS 2018 2019 2020
1. Low Academic  To improve -Poor study habits
Performance
6.35% - Lack of follow
increase in up
the MPS of - Absenteeism
NAT result - Poor
after 3 years comprehension
-Lack of interest
- Distance from
home to school
2. Absenteeism  To reduce - Illness
the - Lack of interest
absenteeism - Financial matters
rate by 5% in - Distance from
3 years home to school
3. Staff  To fully
Development
equip all - Lack of
teachers with enrichment
K to 12 skills
4. Facilities/  To - Limited
Equipment
strengthen Financial
the teaching- resources
learning and
process using benefactors
the acquired
facilities
IV. Monitoring and Evaluation

The success and effectiveness of any project/program to be implemented depends on

how it is monitored and evaluated.
Hence, San Mariano II Central Integrated School commits itself to monitor and
evaluate the Reading Intervention Program and other proposed projects or programs before
the implementation then every after two months to determine the progress of the effect/result
on the reading and comprehension level of each pupil/student and to the academic
performance as well.
Identifying the least mastered competencies will be on the first week of classes in
June and every after the quarterly examination.
Monitoring and evaluation for the projects that focus on physical facilities of the
school will be done first in April-May, monthly, quarterly or as the need arises. While for the
other school programs and activities, monitoring and evaluation will be done monthly for
improvements and effective implementation

ANNEX 2A Child‐Friendly School Survey

GOAL #1: Encourage children’s participation in school and community

What your school should have or should be doing:

􀂉Your school has a working pupil government.
􀂉Your school involves pupils in meetings and planning sessions that concern their well-
being.
􀂉Your school involves pupils in the organizing, planning, and execution of the disaster
preparedness and response plan.
􀂉Your school encourages its pupils to get involved in community work.

􀂉Your school has a mechanism or mechanisms – such as a school publication, pupils’

bulletin board, or opinion box – for pupils to express their opinions about school and
community issues.

5 Total number of action items checked for this goal

GOAL # 2: Enhance children’s health and well-being

What your school should have or should be doing:

􀂉Your school maintains and regularly updates a health record of each
pupil.
􀂉Your school holds annual weighing and health examination of your
pupils.
􀂉Your school holds annual dental examination of your pupils.

􀂉Your school treats or refers pupils with health problems.

􀂉Your school treats pupils with decayed teeth.
􀂉Your school has a feeding program for malnourished children.
􀂉Your school serves or sells healthy and nutritious food in your premises.

􀂉Your school practices proper waste disposal.

􀂉Your school has a steady supply of clean and safe drinking water.
􀂉Your school has separate toilet facilities for boys and girls consisting of
urinals and lavatories that are regularly maintained and kept clean.
􀂉Your school has a functional clinic.

7 Total number of action items checked for this goal.

ANNEX 2A Child‐Friendly School Survey

GOAL # 3: Guarantee safe and protective spaces for children

What your school should have or should be doing:

􀂉Your classrooms have proper ventilation and lighting and enough space for 40-50 pupils.

􀂉Your classroom desks and other furniture are sized to the age of the pupils. In the case of
shared desks, each pupil has enough space to do seatwork.
􀂉Your classrooms’ layout and furniture allow pupils to interact and do group work.
􀂉Your classrooms have a bulletin board or a corner that displays helpful learning materials
such as posters, illustrations, newspaper and magazine clippings, and your pupils’ own works.
􀂉Your classrooms, facilities, and premises are regularly maintained and kept clean.
􀂉Your school has safe facilities in place to address hazard threats (e.g. fire exits, fire
extinguishers, appropriate electrical wirings).
􀂉Your school has identified and prepared alternative learning spaces in cases of emergencies.
􀂉Your school has adequate emergency/first aid kits that are readily available.

􀂉Your school conducts regular evacuation drills for earthquake, fire, flooding, or tsunami.

􀂉Your school has a library for reading and for study.

􀂉Your school has facilities and equipment for recreation and sports.
􀂉Your school has sufficient lawn space and vegetation.

􀂉Your school has duly assigned personnel in charge of securing its premises, its properties,
and those of its pupils and teachers.

􀂉Your school coordinates with the barangay and local authorities to ensure the safety and
protection of your pupils.
􀂉Your school has a policy against discrimination with regard to gender, culturalorigin, social
status, religious belief, and others.
􀂉Your school has a program for children with special needs.

􀂉Your teachers use non-threatening styles of discipline.

15 Total number of action items checked for this goal.

ANNEX 2A Child Friendly School Survey

GOAL # 4: Encourage enrollment and competition

What your school should have or should be doing:

􀂉Your school has a master list of all school-age children in the community, whether enrolled
or not.
􀂉Your school regularly coordinates with the local barangay council to identify school age
children who are out of school, for the purpose of bringing them to school.
􀂉Your school conducts campaigns to encourage parents to enroll their children.

􀂉Your school has a system to regularly check on the attendance of its pupils and address
problems concerning non-attendance.

3 Total number of action items checked for this goal.

GOAL # 5: Ensure children’s high academic achievement and success

What your school should have or should be doing:

􀂉Your school has a clear vision/mission statement that is prominently displayed and
adequately explained to all school personnel.

􀂉The principal and teachers are familiar with child-centered and child-friendly principles.

􀂉Your school provides each student a complete set of textbooks.

􀂉Teachers regularly prepare their lesson plans.

􀂉Your school encourages and promotes cooperative and “hands-on”learning(“learning by

doing”).

􀂉The principal has data on the school’s past three years performance in the division, regional
or national tests for the purpose of improving its current year performance.

􀂉Teachers regularly monitor and assess their pupils’ academic performance, with the view of
improving their performance.

􀂉The school provides students access to ADM, ALS, and/or other learning Materials for their
use during emergencies.

6 Total number of action items checked for this goal.

ANNEX2A Child Friendly School Survey

GOAL # 6: Raise teachers’ morale and motivation

What your school should have or should be doing:

􀂉Teachers undergo continuing and advance professional training at least once a year.

􀂉Teachers are regularly trained in new and effective teaching-learning strategies.

􀂉Teachers have their own lounge and/or work area.

􀂉Teachers are given annual medical check-up.
􀂉The principal provides strong direction and leadership guided by a written supervisory plan.

􀂉The principal regularly monitors teachers’ performance and provides needed support.

􀂉Teachers support their co-teachers by sharing teaching techniques and experiences.

􀂉Your school provides annual medical examination to your teachers and other staff.

8 Total number of action items checked for this goal.

GOAL # 7: Mobilize community support for education

What your school should have or should be doing:

􀂉Your school has a Parent-Teacher Association (PTA) that has elected leaders, meets
regularly, and has a written plan of action.

􀂉Your school coordinates with barangay institutions to identify children who are physically
or sexually abused or are made to do hard physical labor, for the purpose of identifying their
special needs.

􀂉Your school coordinates with the barangay and local institutions to enroll illiterate parents
in literacy programs.

􀂉Your school takes the lead in conducting literacy programs for illiterate parents.

􀂉Your school enlists the support of community organizations to help raise funds and
resources for learning.

􀂉Your school invites parents to discuss with your teachers the learning experiences and
progress of their children.

􀂉Your school consults parents in the drafting of its policies, and in the planning and
implementation of school activities.

􀂉Your school has organized and capacitated the School Disaster Risk
Reduction and Management Committee (SDRRMC).

􀂉Your school has strong partnerships with external stakeholders in order to address disaster
risk reduction and the CCA-related needs of the school (i.e. data and statistics, capacity
building, resources, etc).

Total number of action items checked for this goal.

8
Rating your school for action items done

ANNEX 2A Child Friendly School Survey

Goal # 1: Encourage children’s participation in school and community

The Goal has 5 action items. If you scored 3 points, give yourself a blue heart; if you scored 4
points, give yourself a purple heart; if you scored 5 points, give yourself a red heart. If you
scored lower than 3 points, don’t color the heart. But take heart (pardon the expression), there
are still six goals to assess and you might just do better with the next ones.

(Note: If you do not have crayons or color pens or pencils, you can just mark the inside of the
heart with a B for Blue, P for Purple, or R for Red)

Color this heart

Goal # 2: Enhance children’s health and well-being

This Goal has 11 action items. If you scored 7 points, give yourself a blue heart; if you scored
8-9 points, give yourself a purple heart; if you scored 10-11 points, give yourself a red heart.
If you scored lower than 7 points, don’t color the heart, if your score is lower than desired, try
again with the other goals. You have five more to go!

Color this heart!

Goal # 3: Guarantee safe, protective spaces for children

This Goal has 17 action items. If you scored 10-11 points, give yourself a blue heart; if you
scored 12-14 points, give yourself a purple heart; if you scored 15-17 points, give yourself a
red heart. If you scored lower than 10 points, don’t color the heart. Did you do better this
time?
Color this heart!
Goal # 4: Encourage enrollment and completion
This Goal has 4 action items. If you scored 2 points, give yourself a blue heart; if you scored
3 points, give yourself a purple heart; if you scored 4 points, give yourself a red heart. If you
scored lower than 2 points, don’t color the heart. We’re midway through the test. Let’s see
how you score with the rest!

Color this heart!

Goal # 5: Ensure children’s high academic achievement and success

This Goal has 8 action items. If you scored 6 points, give yourself a blue heart; if you scored
7 points, give yourself a purple heart; if you scored 8 points, give yourself a red heart. If you
scored lower than 6 points, don’t color the heart. Hope you’re racking up those points!

Color this heart!

Goal # 6: Raise teachers’ morale and motivation

This Goal has 8 action items. If you scored 4-5 points, give yourself a blue heart; if you
scored 6-7 points, give yourself a purple heart; if you scored 8 points, give yourself a red
heart. If you scored lower than 4 points, don’t color the heart. Do you think you’ll be a Child-
friendly School by the end of this test?

Color this heart!

Goal # 7: Mobilize community support for education

This Goal has 9 action items. If you scored 7 points, give yourself a blue heart; if you scored
8 points, give yourself a purple heart; if you scored 9 points, give yourself a

red heart. If you sc

ored lower than 7 points, don’t color the heart. That’s it! Hope you did well!

Color this heart!

ANNEX 2A Child‐Friendly School Survey

Accomplishing Specific Targets

The preceding sections outlined the actions that we need to take towards establishing a Child-
friendly School. However, this is just the first step. We must also ensure that our actions are
effective enough to help us realize desired outcomes for children in the context of the Child-
friendly School System.

We may also call these desired outcomes ‘targets.’ The following are the targets set for itself
by the Department of Education (DepEd). The ideal, of course, is to aim for universal
coverage or 100% attainment of these targets.

 All school-age children in your community are served by the school (ages 5-
11 in ES, 12-15 in JHS, 16-17 in SHS).
 All children in your school who enrolled in Kinder six years ago finish Grade
6/ enrolled in Grade 7 three years ago finish Grade 10/ enrolled in Grade 11
finishGrade 12.
 All your Grade 6 pupils/Grade 10/Grade 12 students pass the division,
regional, national tests or assessments.

In addition are targets relating to the promotion of proper health and nutrition among
schoolchildren and school personnel. This follows the principle that a healthy and
wellnourished

The additional targets are as follows:

 All school children are well nourished
 All school children are healthy
 All school children have a good health

How much of these targets has your school accomplished?

The following are the standards by which you are asked to rate your school:
Enrollment and academic achievement targets for school year (SY) 2018-2019:

1. All school-age children in your community are served by the school

(ages 5-11 in ES, 12-15 in JHS, 16-17 in SHS).
(Please check)
􀂅Less than 95% Poor 0 point
􀂅95-96% Fair 1 point
􀂅97-98% Good 2 points
􀂅99-100% Outstanding 3 points
Your Score: ____2____point/s

ANNEX 2A Child Friendly School Survey

2. All children in your school who enrolled in Kinder six years ago
finish Grade 6/ enrolledin Grade 7 three years ago finish Grade 10/ enrolled in Grade
11 finish Grade 12.

(Please check)
􀂅Less than 77% Poor 0 point
􀂅77-79% Fair 1 point
􀂅80-90% Good 2 points
􀂅91-100% Outstanding 3 points

Your Score: ___3____point/s

3. All your Grade 6 pupils pass the division, regional, or national tests or assessments.
(Please check)

􀂅Less than 50% Poor 0 point

􀂅50-74% Fair 1 point
􀂅75-90% Good 2 points
􀂅91-100% Outstanding 3 points

Your Score: ___1____point/s

Health and nutrition targets:

4. All your pupils/students are well nourished.

(Please check)

􀂅Less than 70% Poor 0 point

􀂅70-80% Fair 1 point
􀂅81-90% Good 2 points
􀂅91-100% Outstanding 3 points

Your Score: ____3____point/s

5. All your pupils/students are healthy.

(Please check)
􀂅Less than 75% Poor 0 point
􀂅75-80% Fair 1 point
􀂅81-90% Good 2 points
􀂅91-100% Outstanding 3 points

Your Score: ____3_____point/s

ANNEX 2A Child Friendly School Survey

6. All your pupils/students have good dental health.

(Please check)
􀂅Less than 75% Poor 0 point
􀂅75-80% Fair 1 point
􀂅81-90% Good 2 points
􀂅91-100% Outstanding 3 points
Your Score: _____3_____point/s
How our school scored
On these pages, you will tally your scores in the two assessment categories.

To rate yourself for Action Items done (pages __), assign the following points to your colored
hearts:
Blue heart- one (1) point
Purple heart- two (2) points
Red heart - three (3) points
Uncolored heart- no (0) point
Now add up those points.

Action Items / Goals Colored Points

Hearts

1. Encourage children’s participation in 3

school and community
2. Enhance children’s health and well-being 1

3. Guarantee safe and protective spaces for 3

children

4. Encourage enrollment and completion 2

5. Ensure children’s high academic 1

achievement and success
 6. Raise teacher’s morale and motivation 3

7. Mobilize community support for 2

Education

SCORE 15

ANNEX 2A Child Friendly School Survey

Enter and add up your scores for Accomplishing Specific Targets (pages __) here.

Progress toward specific targets Points Points

1. All school-age children in your community are 2

served by the school (ages 5-11 in ES, 12-15 in
JHS, 16-17 in SHS).
2. All children in your school who enrolled in Kinder six years ago 3
finish Grade 6/ enrolled in Grade 7
three years ago finish Grade 10/ enrolled in
Grade 11 finish Grade 12.
3. All your Grade 6 pupils/Grade 10/Grade 12 1
students pass the division, regional, or national
tests or assessments.
4. All your pupils are well nourished. 3
5. All your pupils are healthy. 3
6. All your pupils have good dental health. 3
SCORE 15

Now, tally your scores in the two categories.

Action Items / Goals 15

Progress toward Targets 15
TOTAL SCORE 30

So, is your school Child-friendly?

If you got a total of at least 25 points but lower than 30 points, you are a CHILD FRIENDLY
SCHOOL!
If you got at least 30 points but lower that 35 points, you are an OUTSTANDING CHILD-
FRIENDLY SCHOOL!!
If you got 35 points or higher, you are indeed a VERY OUTSTANDING CHILD-FRIENDLY
SCHOOL!!!
To all of you who made it, CONGRATULATIONS!!! To those who didn’t, you can try to do
better next school year.
Now make sure that you do this every school year to see if you are keeping with or improving
your performance.

Thank you for answering this little test. Until next time when we include other action items

and targets in our list! Becoming a Child-friendly School is easy, don’t you agree? SAN
MARIANO II CENTRAL INTEGRATED SCHOOL is an OUTSTANDINGCHILD-
FRIENDLYSCHOOL!!!
Annex 2B Child Protection Policy
Implementation Checklist

CHILD PROTECTION POLICY- ANTI BULLYING IMPLEMENTATION SUMMARY RESULT

ITEM PTA BRGY. OFFICIAL TEACHERS PGO ASS PRESIDENT TOTAL
Absen Absen
No. Present t Present Absent Present Absent Present t Present Absent Present Absent
1 6   7 1 4   7   6   30 1
2 6   8   4   7   6   31 0
a 6   7 1 4   7   6   30 1
b 6   7 1 4   7   6   30 1
c 6   7 1 4   7   6   30 1
d 6   7 1 4   7   6   30 1
e 6   7 1 4   7   6   30 1
f 6   7 1 4   7   6   30 1
3 5 1 8   4   7   6   30 1
a 5 1 8   4   7   6   30 1
b 5 1 8   4   7   6   30 1
c 5 1 8   4   7   6   30 1
d 5 1 8   4   7   6   30 1
e 5 1 8   4   7   6   30 1
f 5 1 8   4   7   6   30 1
4 6   8 1 4   6 1 5 1 29 3
S 6   8   4   6 1 5 1 29 2
T 6   8   4   6 1 5 1 29 2
NTP 6   8   4   6 1 5 1 29 2
P 6   8   4   6 1 5 1 29 2
5 5 1 8   4   7   6   30 1
6 6   7 1 4   7   6   30 1
7 6   7 1 4   5 2 6   28 3
8 6   7 1 4   5 2 6   28 3
9 6   6 2 4   6 1 6   28 3
10 4 2 7 1 4   6 1 6   27 4
11 6   7 1 4   7   6   30 1
12 6   7 1 4   7   6   30 1
13 6   7 1 4   7   6   30 1
14 6   8   4   7   6   31 0
15 6   8   4   7   5 1 30 1
16 6   8   4   6 1 6   30 1
G 6   8   4   6 1 6   30 1
S 6   8   4   6 1 6   30 1
P 6   8   4   6 1 6   30 1
 B 6   8   4   6 1 6   30 1
T 6   8   4   6 1 5 1 29 2
17 6   8   4   7   6   31 0
18 6   7 1 4   7   6   30 1
19 6   6 2 4   7   6   29 2
20 5 1 7 1 4   7   6   29 2
  (Total number of P and A multiplied the total number of items divided by 100 1216 56
  1216+56 = 1272*20=25440/100 =254.7    
                         
LEGEND S-Student RS-Representative of the student
T-Teachers RP-Representative of the Parent
NTP-Non-teaching personnel RB-Representative of the Barangay
P-Parent RT-Representative of the teachers
G-Guidance Counselor/Designated Guidance Teacher

ANNEX 2C Student‐led School

Watching and Hazard Mapping

School Watching Checklist

√ Broken window √ Broken/dilapidated ceiling

Slippery pathway √ Open incomplete perimeter fence

√ Blocked corridor √ Presence of stray animals inside the

school campus
√ Heavy objects mounted on top √ Presence of electrical
of cabinets/shelves post/transformer near or within
Flooded area The school perimeter
√
√ Busted plugs/light bulbs/ No system of release to parents
Electrical facilities √ during emergencies
√
Exposed electrical wires No posted emergency hotlines around
√ √ the school
Protruding nails in chairs √ Garbage area (segregation of
√ and tables biodegradable and non- biodegradable)
Broken door knobs √ Detached or peeled off GI sheets
√ Warning sign: slippery Broken toilet bowl
√
pathways/ corridor
√ Plants mounted on the √ Broken chairs/desks/tables
building railing
Flooding √ Blocked/ no emergency exits
Exposed chemicals and liquids Unmounted cabinet
√
Lack/absence of storage √ Medical kits in every classrooms
√
for equipment
√ Dripping ceiling Bells alarms
√
√
 Open pit Condemnable
√ building (i.e. very old
Stagnant water structure, collapsing building and/or
Unpruned trees/bushes/Shrubs prominent cracks on classroom walls)
√
Open/ clogged canals Others (Please specify)
No ramps for elevated school
 ANNEX 3 Gap Analysis Templates
SCHOOL IMPROVEMENT PLANNING
GAP ANALYSIS TEMPLATE

REGION : II
DIVISION : ISABELA
DISTRICT : SAN MARIANO II
BARANGAY : MINANGA
SCHOOL : SAN MARIANO II CETRAL INTEGRATED SCHOOL

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

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

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

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

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

B5. Groups that require attention – Are there groups in our school that require specific attention concerning the attainment of this Division
Target? (e.g., considering gender, socio-economic status, and ethnicity).
 DATE ACCOMPLISHED
ANNEX 3 Gap Analysis Template
B. SCHOOL PERFORMANCE
A. DIVISION B1. DATA B2. CURRENTLY B3. INHIBITING B4. PROJECTS B5. GROUPS
TARGETS NEEDED CONTRIBUTING FACTORS IMPLEMENTED THAT REQUIRE
YES/ EXPLANATION YES/NO
NO EXPLANATION
ATTENTION
1. Full 100% teachers Yes From past 4 years, Instructional 1. Monitoring Parents and stakeholders.
implementatio attendance to K the K to 12 was materials, and
n of K to 12 t0 12 seminars implemented by facilities, supervisory
curriculum and trainings. Kinder –Grades textbooks, programs.
IV. By school year classrooms and 2. Peer group.
2016-2018, Grade chairs. 3. Assemblies.
V & VI in K to 12 Innovations.
will be realized Basic trainings.
and implemented.
2. Proficiency in NAT results and Yes NAT results over 3 Instructional ICL Low and slow
learning remedial years attained 75% materials and Remedial readings performing students.
performances. reading results. facilities.
Health problems.
3. Zero drop- Dropout rate for No Dropouts rates Dropout rates due 1. Giving of Disadvantage students.
outs the last three over the last three to the following certificate of
years is 2% years have been - Lack of recognition
greater than 2% interest to pupils/
- Lack of students with
financial perfect
matters attendance.
- Distance 2. Teacher
- Early counseling
marriage of students
 ANNEX 4 Identifying Priority Improvement Areas

Strategic Urgency Magnitude Feasibility

Importance Average Interpretation
Improvement Areas

1.Low Academic Performance 5 5 5 5 5 Very High Priority

2. Absenteeism 4 5 4 4 4.25 High Priority

3. Staff Development 4 4 5 5 4.5 Very High Priority

4.Facilities
a. Classroom Repair 3 3 4 3 3.25 Moderate Priority
b. Procurement of Sports 4 4 3 4 3.75 High Priority
Equipment
c. Speech Laboratory 3 3 3 3 3 Moderate Priority
d. Library Hub 5 5 5 5 5 Very High Priority

e. Clinic 5 5 5 5 5 Very High Priority

f. School Canteen 5 5 5 5 5 Very High Priority
g. Home Economics Room 5 5 5 5 5 Very High Priority
& Equipment

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
 ANNEX 5 Planning Worksheet

SCHOOL IMPROVEMENT PLANNING

PLANNING WORKSHEET

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

PRIORITY GENERAL ROOT CAUSE/S TIME FRAME

IMPROVEMENT OBJECTIVES S.Y. S.Y. S.Y.
AREAS 2016 2017 2018
1. Low Academic  To improve
Performance 6.35% -Poor study habits
increase in - Lack of follow up
the MPS of - Absenteeism
NAT result - Poor
after 3 years comprehension
-Lack of interest
- Distance from
home to school

2. Absenteeism  To reduce - Illness

the - Lack of interest
absenteeism - Financial matters
rate by 5% - Distance from
in 3 years home to school

3. Staff  To fully
Development equip all - Lack of
teachers enrichment
with K to 12
skills

4. Facilities/  To - Limited
Equipment strengthen Financial
the resources
teaching- and
learning benefactors
process
using the
acquired
facilities
 ANNEX 6 Guidelines in Listening to Voice of
Learners and Other Stakeholders

GUIDELINES IN LISTENING TO THE VOICE OF THE

LEARNERS AND OTHER STAKEHOLDERS
(based on the School Improvement Project Learning Guide)

Different types of stakeholders have different needs that they want to satisfy. It is important
to understand stakeholder differences in order to satisfy their different needs.

FACILITATING AND PROBING

It is critical to have the stakeholders themselves help in identifying their own needs. When
stakeholders tell us in their own words what their needs or issues are, we may be able to pick
up new ideas and acquire a deeper understanding of their situation.

Stakeholders have different ways of saying what they need. We have to learn how to
scrutinize and understand what they truly mean. The real needs of the stakeholders may have
to be inferred or extracted from what they actually say during interviews. While they may
identify the things they need, it is critical to determine why they need these things.

Oftentimes, stakeholders are unable to directly voice out what they need or want. As such, it
is important to ask follow-up questions to identify stakeholders’ needs that are important to
them. In terms of gathering qualitative data on your identified priority improvement area,
your learners and other stakeholders should also be asked about interventions done by
teachers or the school to address their existing problem.

NEEDS AND WANTS

When gathering the voice of our stakeholders, we must be careful in determining whether
something is a need or a want. Needs are what stakeholders expect to receive from a concept
or service. Wants are preferences of a stakeholder on how to receive a concept or service.
Needs are more likely common across our stakeholders. Wants may vary from stakeholder to
stakeholder even if they share the same needs. We have to make sure to address the needs
first before the wants. However, wants are important to create a balance on what we deliver
and how we deliver our service to our stakeholders.
DATA GATHERING TOOLS
There are different tools that can be used in gathering the voice of the learners and other
stakeholders. The most common way is by conducting interviews or Focus Group
Discussions (FGDs). It is critical to allow our stakeholders to elaborate on their responses in
order to infer the specific needs that are critical for them. After gathering data through
interviews, we can conduct surveys to quantify and verify the responses from the interviews.
In most cases, tools need to be used in combination.

Interview questions should be open-ended. When necessary, follow-up the questions to delve
further into the stakeholder issues. In such cases, we should allow the stakeholders to talk.
We must avoid biased, leading, or loaded questions. Our questions should be clear, and the
way we word the questions should not be ambiguous.

PROCESSING
How do we analyze the responses of the learners and other stakeholders? We have to
transcribe the learners’ and other stakeholders’ responses verbatim, or word for word. The
use of their own language is important. We have to read through these interview
transcriptions and highlight any statements that you think are relevant to our PIA. It might be
good to group their responses to help you classify their needs, issues, or suggestions.
 ANNEX 7 Walk the Process Guidelines

A. Parent-teacher Dialogue Flowchart

Start

Checking of
attendance Form 2
The advisers prepare the
Form 1 and form 2

Reflect observable
traits of students in the
anecdotal to identify
Parents did not comply the SARDOS
because they take it
negatively

Informed the parents

Limited supports of through letters.
parents.

No immediate action.

Parents
Complie
Yes d?

Discuss/
End conference about
t the students No
problem

End
Home visitation
t
 ANNEX 7 Walk the Process Guidelines

PROCESS: LOW ACADEMIC PERFORMANCE

START Administration of Pre-

Preparation of Pre-test. test

Recording of data.
Checking of test paper/
output

Teaching the different

Analyzing the result competencies of each
through test item analysis. learning area

Checking of test paper/ Assessment of learning

output outcomes through Post-
test.

Recording of data. Analyzing the result

through test item analysis.

END
 ANNEX 7 Walk the Process Guidelines

PROCESS: ABSENTEEISM

Complete the SF1 And

STAR SF2
Record names of pupils
T
who are officially enrolled.

Check the attendance before

Illness, distance and classes start.
transportation.

Identify pupils who

frequently absent
Lack of interest.
themselves.

Make an anecdotal record to

find the root cause of
absenteeism.

Home visitation
Lack of parental END
for follow-up.
support.
 ANNEX 7 Walk the Process Guidelines

PROCESS: STAFF DEVELOPMENT

Identify the teachers filled of

STAR specialization or interest.
T

Give teachers assignment/

teaching load.
Trained untrained newly hired
teacher.

Performed the assigned task/

teaching assignment.
Mismatch with the filled of
interest or specialization.

Assess the teachers performance

through Mid-Year and Year end
evaluation.

Re-alignment of lesson.

END Provide technical assistance.

 ANNEX 7 Walk the Process Guidelines

PROCESS: FACILITIES/ EQUIPMENT

Identify the needed / lacking

equipment
STAR Physical inventory /
T inspection of school
facilities.

Limited budget/ source of fund. Project procurement

management plan

Limited source of stakeholder. Acquisition of the needed

materials/ equipment.

END
Year-end inventory.
 ANNEX 8 Root Cause Analysis Overview

Root Cause Analysis Overview

 Low Academic Performance

WHAT YOU WILL TOOLS OUTPUT
NEED
POOR STUDY - Flow chart of Fishbone Diagram A diagram showing
HABIT- IC school the root causes for
processes each PIA during the
relevant to planning
each PIA
ILLNESS /HEALTH
- Anecdotal
PROBLEMS- DC
record
- School
Community
Data

Procedures People

Adjustment in lesson/ topics Absenteeism Lack of trainings

Curriculum

Students Teachers

Hard to cope up with the Mismatch of specialization

MTB curriculum
Low Academic
No maintenance Modules Performance

Computers Insufficient copies

Books

Limited in No. Tools/ equipment for

Home Economics

Equipment Materials
 ANNEX 8 Root Cause Analysis Overview

Root Cause Analysis Overview

Why is Why students Why limited Why lack of

Why students
Academic lack vocabulary instructional
lack
Performance comprehension building materials and
vocabulary?
Low? skill? activities? strategy?

Because of poor motivation,classroom Because of insufficient vocabulary knowledge

Because pupils have limited vocabulary
environment and the willingness to learn they cannot comprehend well.
and they are not applying or using the new
on part of the learner vocabulary learned.

Because of insufficient sources of

Because of limited time for activities materials and strategy are not
appropriate to the needs of the learner.
 ANNEX 9 Project Work Plan and Budget Matrix

Project Title: Reading Intervention Program

Problem Statement: How does reading intervention program increase the level of reading skills?
Project Objective Statement: To reduce non-reader and slow reader
Root Cause: Poor comprehension and absenteeism

Activity Output Date of Person/s Responsible Budget Budget

Implementation Source
1. Identify non-reader List of non-reader and June to July School head, Class Adviser, P 500 PTA or
and slow readers slow reader Language Coordinator & donation
Parents
2. Organize different List of 12:30 pm July to August School head, Class Adviser, P 500 PTA or
intervention based on intervention and reading Language Coordinator & donation
the Phil-iri results time. Parents
3. Identify the reading List of reading materials July to August School head, Class Adviser, P 1,000 PTA or
materials and other and other facilities needed Language Coordinator & donation
facilities needed in Parents
every intervention
4. Procure the needed List of available materials August to School head, Class Adviser, P 2,000 MOOE/PTA
materials and other for every intervention September Language or donation
facilities Coordinator ,financial staff and
GPTA
5. Implement the Intervention documents October 2016 Language Teachers, Class P 1,500 MOOE/PTA
organized Adviser & non-readers or donation
intervention
 TOTAL BUDGET P 5,500

ANNEX 10 Annual Implementation Plan Template

ANNUAL IMPLEMENTATION PLAN

SCHOOL YEAR 2017-2018

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.

PROBLEM OBJECT STATEGIES TIME RESOURCES NEEDED FUNDI EXPECT SUSTAINABI

IVES TABLE NG ED LITY
SOUR OUTCOM
CES ES
FINANCE HUMAN MATERI
ALS
SCHOOL To
LEARNING increase 1. Identification of the School Modules, MOOE, Increase Continuous
PERFORMANCE academic least mastered Head, Audio- PTA, MPS monitoring,
IMPROVEMENT performa competencies Teachers, Visual LGU & evaluation and
nce of 2.Implement school Parents, materials, Other utilization of
pupils. readiness assessment Pupils & Instruction Stakeh different
3, Administer PGO al olders modules,
PHILIRI(Pre/Post in materials, audio-visual
English and Filipino) flashcards and
 4. Conduct the following: instructional
a. School Pre-Post Test materials
b. Remedial Teaching
5. Participate in Academic
Contest
6. Conduct Feeding
Program
7. Enhance Sports/
Scouting Program
8. Reproduction of
Instructional Materials
9. Information
dissemination of school
policies
10. Conduct work-
conference on drop-out
reduction program
12. Staff Development School MOOE, Improve Continuous
Head PTA, and better feedback and
And LGU & Rapport Close Monitor
Faculty Other among on
Staff Stakeh teac hers Professional
olders and the Development
school Plan
head
LEARNING To 1. Repair and maintenance School Books, MOOE, Additional Continuous
ENVIRONMENT improve of physical facilities Head, Canteen PTA, facilities monitoring and
IMPROVEMENT the room/classroom Teachers, paraphernal LGU and supervision,
physical 2. Extension of school Parents, ia’s, first &Other improved proper
facilities covered court Students aid kit,TLE Stakeh equipment maintenance
 and 3. Construction of H.E & Pupils, equipment, olders and maximum
equipme building and other constructio utilization of
nt 4. Improvement of School Stakehol n materials the different
drainage ders for equipment
5. Acquire and install pathways
additional water system and school
facilities drainage,
6. Acquire equipment and audio-
facilities of the Audio- visual
visual room. materials
7. Repair of canteen, and
acquisition of canteen facilities
paraphernalia and
8. Procurement of computer
additional computer units. units.
8. Construction of 2 CL
for K to 12
9. Repair - Repaint Paint, more Continuous
Landscaped Areas along plants and friendly- monitoring and
the flagpole stones motivating supervision,
environme proper
nt maintenance of
the area

To 1. Acquire additional Television

acquire television set, computer set,
additiona sets Computer
l 2. Acquire Drum and lyre set, and
materials Materials drum and
lyre
materials
IMPLEMENTATION To 1. Consolidate and submit School Consolidat MOOE, Establishe Continuous
OF SCHOOL strengthe report to the division Head, ed reports, PTA, d strong campaign on
PROGRAMS AND PGO, office. Teachers, School LGU & relationshi good rapport
PROJECTS PTA,LG 3. Regular Parents, card and Other p among and
U and meeting/conference Students symposium Stakeh the school camaraderie.
other & Pupils, venues. olders and
education and other Stakehold
al Stakehol ers.
Stakehol ders
ders
To 1. Conduct quarterly
monitor evaluation with SPT
and Management Team.
evaluate 2. Make a school Card.
different
programs
and
projects.
 ANNEX
11 SRC Summary of Information

Period of
School Profile Description Remarks Data Presentation Data Source/Forms
Reporting
1. Enrolment ●  Total number of ●  Optional: Mid-year Stacked bar graph by gender per SF-1: School Register;
learners enrolled If the school has (BoSY data) year EBEIS
o By gender special programs, they Year-end  For types of learners, a pie
o Last 3 years can also present in a (EoSY data) graph can be used
separate graph the  
enrolment number of   Year-End data can be a
the different types of   comparison with the Mid-Year
learners by program data (line on bar graph)
(e.g. SPED, ADM, ALS,
IPEd, ALIVE) of the
current year – schools
can show the total for
each type of learner
2. Health and  Number of learners ● No. of severely Mid-year Stacked bar graph by gender per Nutritional Status Report
nutritional status who are severely wasted or wasted Year-end key stage
wasted/wasted  
 By gender  
 For every key stage
 (K-3, 4-6, JHS, SHS)
 Current year
3. Learners ●  The count of Year-end Table per grade level that shows SF-3: Books Issued and
materials* shortages/excess learners the number of shortage/excess Returned; Physical Count
materials per grade level learners materials (by subject) of Inventories
based on what the
students are using during
the School Year
●  Only subjects which
have shortage/excess
learners materials will be
listed per grade level
●  Current year
4. Teachers’ ●  Number of teachers   Mid-year Bar graph by kind/type of Accomplishment report
professional who attended Year-end professional development
development* training/further studies  
●  By kind/type of
professional development
(e.g. ICT, Further studies,
INSET, LAC, etc)
●  Current year
5. Funding sources* ●  Funding amount and   Mid-year Pie graph by funding source Financial reports; Monthly
sources (MOOE, LGU,   Year-end liquidation reports
canteen, donors, etc.)
●  Current year

6. School awards ●  Top 3 awards/   Mid-year Table Accomplishment report

and recognitions* recognition from award- Year-end
giving bodies duly
recognized by DepEd
●  Listing by title, award-
giving body, level (school,
division, regional, national,
international)
●  Categorized into
student, teacher, school
head, and school awards
●  Current year
*Data not found in the EBEIS

Performance Period of
Description Remarks Data Presentation Data Source/Forms
Indicators Reporting
ACCESS
7. Number and ● Count and percentage of learners who   Year-end Stacked bar graph by SF-4: Monthly Learner’s
rate of dropouts by do not finish a particular grade level. (It cause per year; Movement and
cause does not capture learners who finish a percentage can be Attendance; SF-2: Daily
grade level but do not enrol in the next shown through a line Attendance Report of
grade level the following school year) graph over the bar Learners; EBEIS
●  Look at the five (5) major causes of graph
dropout in the school
●  Last 3 years
QUALITY
8. Percentage of ●  Percentage of learners who   Year-end Bar graph EBEIS: Enrolment data;
learners who completed the school year SF-6: Summarized
completed the ●  Number of promoted learners over Report on Promotion
School Year number of total learners x 100 and Level of Proficiency
(Promotion Rate) ●  Per grade level
●  Current year

9. National ●  MPS per subject ●  In the absence of NAT Year-end Bar graph by MPS of Report from NETRC
Achievement Test ●  Grade 6/10 results for complete scores, school can use each subject
(NAT) – by Mean schools the School Readiness
Percentage Score ●  Grade 3/8 results for incomplete Year-End Assessment
(MPS) schools (SReYA) in Elementary
●  Current year OR the general average
of pupils in the highest
grade level offering

10. Literacy level ●  Total number of learners who are in ●  In the absence of a Mid-year Bar graphs showing Philippine Informal
the frustration, instructional, and tool to measure literacy, Year-end oral and silent reading Reading Inventory
independent levels for English and schools can use PHIL-IRI results (one for (PHIL-IRI); McCall-Crab
Filipino (oral and silent reading) results or any existing English and Filipino) Reading Comprehension
●  Should show pre and post test results tool to measure literacy Examination or its
●  If PHIL-IRI is used, will cover grades equivalent
2-6 only
●  Current year

GOVERNANCE
11. School-Based ●  School level based on SBM ●  Use SBM Assessment Year-end SBM Level and its SBM Assessment
Management Assessment corresponding
Assessment Level qualitative
interpretation
12. Child-Friendly ●  Survey to be accomplished by the ●  Use Child-Friendly Year-end Points and status Child-Friendly School
School Survey School Planning Team School Self-Assessment Self-Assessment
result* ●  Based on CFSS point system: Guide
o  25-29 points: Child-Friendly  
School  
o  30-34 points: Outstanding Child-  
Friendly School  
o  35 and above points: Very  
Outstanding Child-Friendly School
 ●  Current year
13. Stakeholders’ There will be two (2) data sets: Mid-year For percentage: Attendance sheets;
participation* 1. Percentage (number of Year-end stacked bar graph by DepEd order 18: School
attendees over those invited) of activity (co-curricular, Calendar
parents/guardians and other extra-curricular,
stakeholders who attend meetings/ assemblies)
during: per stakeholder
o Co-curricular activities  
(Science month, Reading For total contribution:
month, contests, etc.) stacked bar graph by
o Extra-curricular activities type of contribution
(Boy Scouts, Brigada per reporting period,
Eskwela, sports fests, etc.) with total
o Meetings and Assemblies
(SIP, CI, General PTA, etc.)
 Current year
2. Total contribution (in kind,
man-hours, etc.) of
stakeholders which are
accounted
 Current year
 By reporting period (Mid-
year and Year-end)

14. Learner-Teacher ●  Comparison of the actual ratio of   Year-end Ratio per grade level SF-7: School Personnel
ratio learners to teachers against the standard: shown as bar graph; Assignment List and
o  Kinder (25:1) Standard can be Basic Profile; SF-1:
o  Grades 1 & 2 (40:1) shown as line graph School Register; EBEIS
o  Grades 3 to 10 (45:1) over the bar graph  
o  SHS (40:1)  
●  Per grade level  
●  Current year
15. Learner- ●  Comparison of the actual ratio of   Year-end Ratio per grade level EBEIS: Facilities and
Classroom ratio learners to classrooms against the shown as bar graph; Structures
standard:
o  Kinder (25:1) Standard can be
o  Grades 1 & 2 (40:1) shown as line graph
o  Grades 3 to 10 (45:1) over the bar graph
o  SHS (40:1)  
●  Per grade level  
 ●  Current year
16. Learner-Toilet  Comparison of the actual ratio of Year-end Line graph EBEIS: Facilities and
ratio learners to functional toilets against Structures
standards (50:1)
 Total number
 By gender
 Current year
17. Learner-Seat ●  Comparison of the actual ratio of   Year-end Line graph Consolidated Report on
ratio learners to seats against the standard Desk/Armchairs for ES
(1:1) and SS; EBEIS
●  Total number
●  Current year
Note: CFS – Child-Friendly School (The Child-Friendly School Assessment was made by UNICEF. The concept for establishing a Child-Friendly School System (CFSS) in the
Philippines was introduced in 1999 and is currently being reviewed so it can be utilized/integrated in school planning, monitoring and evaluation).
SF – School Forms
*Data not found in the EBEIS

Status of School Period of

Description Remarks Data Presentation Data Source/Forms
Projects Reporting
18. Status of Annual ●  The progress of CI projects ●  The school will decide Mid-year Graphs may differ  
Implementation Plan ●  Data sets may differ depending which major projects to Year-end
(AIP)/Continuous on what the school wants to present put in the SRC but our
Improvement (CI) ●  Current year recommendation is to
Projects* report the top 3 priority
projects
●  Include the report on
baseline, and also the
endline when applicable
 19. Other stakeholders’
accomplishments*
*Data not found in the EBEIS
● Reports done by other ●  The school may Mid-year Graphs may differ  
stakeholders on their choose the top 3 Year-end
initiatives/activities independent stakeholder
from the PIA/CI projects (e.g. accomplishments/initiati
activities of the SGC, SPG/SSG, ves/activities
etc.)
●  Data sets may differ depending
on the initiatives/activities of the
stakeholders
●  Current year
ANNEX 12A SRC Template (Basic)