July 25 SIP

Sadanga Central School
136340
Poblacion, Sadanga, Mountain
Province
ENHANCED
SCHOOL
IMPROVEMENT
PLAN
School Year 2020 – 2023

Republic of the Philippines
Department of Education
Cordillera Administrative Region
Schools Division of Mountain Province
Awards this
Certificate of
Acceptance
to

(Name of School)
for having successfully complied and met the requirements and standards of
the Department of Education Mandated by DepEd Order 44. S. 2015
Given on the __________ day of ______ 2019
FEDERICO P. MARTIN, Ed. D., CEd.D., CESO V

Schools Division Superintendent
i
TABLE OF CONTENTS
Page
Certificate of Acceptance ......................................................................... i
Table of Content ...................................................................................... ii
List of Acronyms.......................................................................................iii
List of Tables and Illustrations..................................................................iv
Chapter 1.
Department of Education’s Vision, Mission,
and Core Values Statement ........................................................ 1-2
Result of VMV Sharing ............................................................................ 3
Roles and Function of SPT.......................................................................4-5
SPT Time Table .......................................................................................6
Chapter 2. Assess
School’s Current Situation ....................................................................... 7-9
Gap Analysis………………………………………………………………….. 10-15
List of PIAs ............................................................................................... 16-19
Planning Work sheet ............................................................................... 20-34
Chapter 3. Plan
Project Work Plan and Budget Matrix ..................................................... 35-52
Annual Implementation Plan .................................................................... 53-70
Chapter 4. Monitoring and Evaluation ..................................................... 71-81
AIP Evaluation Form…………………………………………………………. 82-83
Process Map……………………………………………………………………84-90
Annexes …………………………………………………………………….. 91-137
Glossary ...................................................................................................
ii
LIST OF ACRONYMS
ADM - Alternative Delivery Mode

AIP - Annual Implementation Plan
ALS - Alternative Learning System
BDRRMC – Barangay Disaster Risk Reduction and Management Council
CFSS - Child-friendly School Survey
CI - Continuous Improvement
DepEd - Department of Education
DRRM - Disaster Risk Reduction and Management
EBEIS - Enhanced Basic Education Information System
FGD - Focus Group Discussion
IP - Indigenous People
LGU - Local Government Unit
MOOE - Maintenance and Other Operating Expenses
NCBTS - National Competency-Based Teacher Standards
OSC - Out-of-School Children
PAP - Programs, Activities, Projects
PHIL-IRI - Philippine Informal Reading Inventory
PI - Performance Indicator
PIA - Priority Improvement Area
PTA - Parents-Teachers Association
RPMS - Results-based Performance Management System
SBM - School-Based Management
SGC - School Governing Council
SIP - School Improvement Plan
SPT - School-Community Planning Team
SRA - Student-Led Risk Assessment
SRC – School Report Card
WASH - Water, Sanitation, and Hygiene
iii
LIST OF TABLES AND ILLUSTRATIONS
Tables
Table 1. Gap Analysis

Table 2. PIAs
Table 3. Planning Worksheet for Access and Quality
Table 4. Project Work Plan and Budget Matrix
Table 5. Annual Implementation Plan (AIP)
Table 6. Monitoring and Evaluation (M and E)
Illustrations
Illustration 1. Process Map with Storm Clouds

Illustration 2. Why-why diagram
Illustration 3. Root cause analysis
iv
CHAPTER 1
Department of Education’s Vision, Mission, and Core Values Statement
This chapter present the documentation of matters that transpired
during the Vision sharing activity. These include the list of the School Planning
Team’s (SPT’s) aspirations for the school and learners, their commitments
based on these understanding
Another important document included here is the list of roles and
responsibilities of all SPT members, as discussed and agreed upon during the
brainstorming session.
Lastly, the SPT timetable in the preparation, implementation, and
monitoring of the SIP and AIP to serve as guide to all SPT members and the
school community at large.
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 a learner-centered public institution the school continuously
improves itself to better serve its stakeholders.
OUR MISSION
To protect and promote the right of every Filipino to quality, equitable,
Cultured-based and complete basic education where:
Pupils learn Administrators Family,

Teachers
in a child- and staff as community and
friendly, facilitate stewards of the other
gender learning and institution, ensure stakeholders are
sensitive, constantly an enabling and actively engaged
safe and nurture supportive a Share
motivating every environment for responsibility for
environment. learner. effective learning developing life-
to happen. long learners.
GUIDING PRINCIPLES
We are guided by the following Core Values Statement
Maka-Diyos, Maka-Tao, Makabayan, Makakalikasan
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Result of VMV sharing
The DepEd vision is not just a vision of the department; rather, it is also
the vision of every parents for their children. Each parent wants their child to
be an asset in nation building, thus as stakeholders of the school, it is but right
to envision the learners as leaders of the community/ country. And for this to
be achieved there is a need to invest in them; investing for the welfare of the
children means investing for the welfare of the nation as a whole. One of the
best investment the stakeholders can do is to give a concrete and need based
plans for the learners
To achieve this the following should be carried out:
Culture Based Education – as indigenous people with unique

knowledge and culture, there is a need to anchor and root the curriculum to
various IKSP, through this it is not simply educating the mind but also putting
the cultural values in every knowledge children learn in school.
School is Home (child friendly, gender sensitive)- for children to

love coming to school, there is a need to make them feel that the school is
their home. A place where in they are free, comfortable, included, nurtured,
loved and safe.
Continues Improvement and learning – Teachers should be
accountable with the teaching learning output, they should take continuous
learning as their responsibility in order for them to become effective and
efficient facilitators and educators. They should accept within themselves that
learning is unending, and take every opportunity to learn and improve
especially in handling learners. An improving teacher will have improving
learners.
Effective and Lifelong Learning – make the teaching learning
process relevant to each pupil’s needs and experiences so that coming to
school will be relevant to them.
Shared responsibility – teachers, parents and other stakeholders be
able to have sense of responsibility for the welfare of the school and the
learners. All stakeholders should see and appreciate their roles in the
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development of the school, each stakeholder plays a vital role in growing as a
school.
Children are integral part of the community, this was the gist of the
discussion during the vision and mission sharing held at Sadanga Central
School. The school together with the different stakeholders dream of learners
who will be passionate, globally competitive, productive and responsible
citizens.
To help in the attainment of the Vision and Mission, the School
Planning Team came up with:
A - active involvement of all stakeholders in promoting life long learning

C - core Values are manifested by stakeholders
T - transparent in all activities
I - integrate Indigenous Knowledge Systems and Practices (IKSPs) and
Learning Systems (ILS)
O - open to change that the time demands yet culturally rooted
N - nurturing relationship among stakeholders
S - steward to a child-friendly school
In support of this Vision, Mission and Values of the Department of
Education, the stakeholders of Sadanga Central School have wholeheartedly
embraced the Vision, Mission and Values of the DepEd to help the school in
providing quality basic education in an impressive, effective, conducive and
child-friendly learning environment with complete facilities supported by
parents and community.
3
SADANGA CENTRAL SCHOOL
Roles & Functions of SPT
Stakeholder Roles and Responsibilities

1.School Governing  Actively participates in the development of the
Council (SGC) SIP by establishing priorities and setting goals
(Chairman- Daniel and strategies for school improvement
Dawadeo)  Initiates the formation of the School Planning
Team
2.School Head  Convenes the School Planning Team
(Arthur S. Taya-an)  Provides leadership and guidance in the
development of the plan, clearly explains the SIP
planning process to the planning team, and helps
them understand their role in the process.
 Facilitates actual planning workshop
 Informs the team on school programs such as
Every Child A Reader Program
 School Feeding Program
 Use of Mother Tongue as Medium of instruction in
K to 3.
3.Teachers Provide needed information relative to teaching and
Representative learning process and programs
(Valentina D. Actively participate during the development of the
Morareng) SIP-establishing priorities, setting goals, and
formulating implementation strategies for the plan.
4.SDRRM- Provide capacity building activities for teachers,
Representative non-teaching staff and learners on DRRM;
(Cresilda L. Maintain, dissemination, and post relevant and
Chulosen) updated emergency hotlines in strategic locations
throughout the school;
Post safety and preparedness measures and
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evacuation plans;
Commit available resource in the implementation of
the plan
5.Student Share insights about their learning experiences-
Representative what they enjoy doing, what the feel uncomfortable
(Je Anne A. Keya) with in school or school task where they find difficult
in and participate in setting goals, strategies, and
priorities of the school
6.BLGU Share valuable information on the interest and
representative concerns of the community in school improvement
(Fannayo Ampak) and participate in setting goals, strategies and
priorities of the school
Commit available resources in the implementation
of the plan
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SPT Timetable
This Table presented the schedule in the preparation, implementation
and monitoring of the activities, programs and project to serve as guide to all
SPT members and the school community at large.
Scheduling
Activities Schedule
Preparatory Activities Suggested Time frame for this phase
is 1 month
Data Gathering June 2019 (1st week)
Organizing Data using the community June 2019 (3rd week)
Data Template June 2019 (4th week)
Conduct meeting for VMC sharing
PHASE 1 ASSESS Suggested Time frame for this phase
is 1 month
Conduct FGD or Meeting July 2019 (2nd week)
PHASE 2 PLAN Suggested Time frame for this phase
is 1 ½ month
Develop Project Work Plan and July 18 to September 3, 2019
Prioritized solution
Write the AIP
Write the SIP
PHASE 3 ACT Suggested Time frame for this phase
is will depend on the projects to be
implemented and is spread out
within the SY
Implement the activities January 2020 to March 2021
Monitor the progress of implementation 1st Quarter (2nd week of April 2020)
of the activities 2nd Quarter (2nd week of July 2020)
3rd Quarter ( 2nd Week of October
2020)
4th Quarter (2nd week of January
2021)
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CHAPTER 2. School’s Current Situation
Assess
This chapter presents a brief discussion on the school and community
data that were gathered, organized, and assessed using the templates
provided in the ESIP Guidebook. The school must ensure that these data are
accurate and updated to be able to capture the school’s current needs. In the
discussion, emphasize the connection of these data with the school’s current
situation.
It has five (5) sections, namely: school’s current situation, priority
improvement areas, general objectives, targets, and root causes
School’s Current Situation
During the assessment of the School Planning Team, they studied the
situation of the school in terms of;
Access
The overall enrolment for the past three years is in a downward trend.
This due mainly to the opening of the intermediate grades in an adjacent
barangay to complete Demang Elementary School which had been the long
clamor of parents of Barangay Demang to bring the school nearer to their
children. There were also some children who enrolled in other places due to
the change of the occupation and residence of their parents. Another factor
also is the decrease of the Kindergarten enrolment due to birth control
especially the young couples. With regards to the dropout rate the school did
not maintain the zero-dropout rate. Two pupils drop due to transfer of
residence for SY- 2018-2019.
Quality
Just like other schools, Sadanga Central School is also faced with
challenges that need a unified action of all stakeholders to be able to address
these problems. One of the priority improvement areas is the poor reading
comprehension and non-numerates of most pupils. This is attributed to poor
vocabulary skills and insufficient language ability of pupils both in English and
Filipino. Related hereto is the low contextualized learning materials in all
learning areas in all grade level coupled with lack of advance ICT skills of
some teachers. It also surfaced that some teachers have poor facilitating skills
in the delivery of the lessons which greatly affects the strategy of the teacher.
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Another concern is the poor involvement of clubs/organizations in school
activities, projects, and programs of the school. Less participation of pupils in
various competition is another need to be addressed. One area also is the
incomplete SBM documentation of School programs, activities, projects and
policies due to time constraint of teachers and school heads to produce hard
copies for filing.
The GWA gradually increased for the past three years from 78.68 to
82.43% and 86.52% last school year 2018-2019. This still challenged the
school head & the teachers to double their efforts in giving interventions
during weekends. The concerted effort in the 3rd year was evident resulting to
a leap increase from 82.43% to 86.52%. The result continues to be our
challenged and inspiration to still do better. For the reading literacy and
numeracy, the school has to strengthen the Reading and Numeracy Program
to improve the reading and numeracy level and comprehension of the pupils.
Governance
Though there is a strong support of the Municipal and Barangay
government to the school. Parents support still need to be strengthened
especially in the involvement of their children in higher level competitions
where more financial counterpart is expected from them. The Homeroom PTA
meetings attendance is also fairly poor in some grades because some parents
could hardly spare time for their children’s concern. As to the Physical
facilities of the school there are two old buildings that need replacement and
because the school is situated in a sloppy area, its surroundings need
riprapping in some portion to prevent further erosion that may lead to
destruction of school buildings.
School governance entails great responsibility pursuing greater
responsibilities of improvement. Due to the collaborative efforts of the different
stakeholders, the school’s SBM assessment level increased from 2.0 to 2.08
with a qualitative interpretation of maturing. The school was adjudged as
the1st in child friendly school competition within the municipality for the 2 nd
time but the school has not yet met the needed documents and facilities to
become a child-friendly and conducive learning environment.
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GAP ANALYSIS TEMPLATE
GAP ANALYSIS TEMPLATE
REGION: Cordillera Administrative Region

DIVISION: Schools Division of Mountain Province
DISTRICT: Sadanga District
BARANGAY: Poblacion
SCHOOL: Sadanga Central School
Instruction: Use the matrix on the next page as a guide in assessing the gap between your Division Targets (A) and school
performance (B). In particular, you can fill out the matrix by answering the following questions for each Division Target:
B1. Data needed – What data do we need to assess our school performance against this Division Target?
B2. Currently contributing – Is our current school performance contributing to the attainment of this Division Target? How is it
contributing or not contributing? Explain.
B3. Inhibiting Factors – If contributing, what are the factors that prevent us from contributing further to this Division Target? If not
contributing, what are the factors that prevent us from contributing to this Division Target? Include the most pressing needs or
problems from available data.
B4. Projects implemented – What school projects being implemented are geared towards the attainment of this Division Target? If
no such projects are being implemented, leave it blank.
B5. Groups that require attention – Are there groups in our school that require specific attention concerning the attainment of this
Division Target? (e.g., considering gender, socio-economic status, ethnicity).
Region: CAR
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Division: Schools Division of Mountain Province
Municipality: Sadanga _____
Barangay: Poblacion
School: Sadanga Central School___________
This table identify the gaps that need to be prioritized for improvement and how these affect the performance of school
and learners.
B. SCHOOL PERFORMANCE
B2. CURRENTLY B5.
A. DIVISION CONTRIBUTING GROUPS
B3. INHIBITING B4. PROJECTS
TARGETS DATA NEEDED THAT
YES FACTORS IMPLEMENTED
EXPLANATION REQUIRE
/NO
ATTENTION
Barangay
population of
school age Campaigned/
The movement of
children convinced learner Disadvantag
learners due to
Maintain 100% 2019-2020- All school age -conduct early ed/
Yes transfer of residence
enrolment rate 193/193 children enrolled registration Neglected
to seek greener
2018-2019- -Oplan Balik pupils
pasture
192/192 eskwela
2017-2018-
202/202
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-Strategized
monitoring tool in
SY-2016-2017 – 2 dropout rates due
0% dropout rate tracking pupil’s
0% to the following:
over the last two performance Learners at
SY-2017-2018 – - learning needs and
Zero Dropout years was - Teacher risk of
0% No styles of children are
rate maintained except on counseling of dropping out
SY- 2018-2019– not met
the third year pupils and home (PARDOS)
1.04% -poor monitoring
with 1.04% visitation
Average = 0.35% system to PARDOs
- Regular Home
visits
Possible factors of
failure would be the
-Remedial
following:
instruction
Zero pupils failed at - Learning needs and
-implementation of
Maintain the the end of the school styles of children are 5 Slow
School Programs
Zero Failure 100% promotion Yes year as reflected in not met learners in
such as:
rate rate for 3 years SF 5 & 6. - lax implementation grade II to IV
* Aragak
of reading programs
*invivinnadang
and remedial classes
*Home visitation
Improve PHIL-IRI No The improvement Presence of 23 - School Reading Poor/Slow

reading Results from frustration level frustration reading Program Readers
comprehension Frustration- to instructional and level of 23 pupils - Project ARAGAK
of pupils in 23 pupils in grade independent is very
English and IV to V minimal as shown by
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percentage gain in
Low results in the pretest and Reading levels of
Filipino
performance task posttest scores with some pupils are
in reading skills only 37% behind their expected
level
-193/193 normal
Health &
Nutritional Profile,
Height & Weight
Records
Malnourishment
data for the
Sustain the Presence of 2 Taknang Feeding
following year: No improvement of
health & undernourished and Program
Year 1- 1 severely school’s children’s Misguided
Nutritional No stunted pupils
wasted health status children
Status of school Regular wellness
Year 2- 4 wasted
children dance
20-
stunted
5 - obese
Year 3 – 2 obese
5 OW
5 wasted
26-
stunted
12
Develop
contextualized Only 5 out of 12
List of IMs Minimal submission
learning teachers submitted
Submitted as of of IMs for Quality
materials in the IMs for school
last year: Assurance
different No evaluation SLAC and INSET Teachers &
*School Level -5 Low motivation and
learning areas School Head
IMs confidence of
and grade
*Division Level teachers in IM
levels
-1 IMs development
Quarterly
- The School was a
Search for Child
consistent awardee
Friendly Class &
CFSC survey of the Most Child
Not all the child Teacher School
results reflects that Friendly School
Sustain Child friendly factors in the personnel,
CFSS Goal # 2 Yes during the annual
Friendly school CFSC goal 2 and 3 learners and
and 3 indicators municipal search but
are met. Participation to stakeholders
are not met have not yet met
Annual Search for
indictors in CFSC
Most Child
goal 2 and 3
Friendly School
Improve Division- 3 pupils No a) lack of functional Assigned focal All teachers
participation to participated in the -Limited awards and clubs to develop person/coordinator and pupils
curricular and Academic Festival recognition received potential learners s/coaches
co-curricular Division- 14 pupils -Some activities were
activities in the participated in the not attended
different levels co-curricular
13
activities
District- 68%
participation of
pupils in curricular
and non-curricular
activities
- no established
Strengthen Stakeholders
The school has not partnership with all -HPTA/PTA
partnership to participation 2016- Parents,
yet attained 100% the possible assembly/meeting
increase 2017-86% No teachers &
participation of stakeholders within s
stakeholders’ 2017-2018-85% stakeholders
stakeholders and outside the
participation 2018-2019-87%
community
SBM level
assessment result:
SY 2016-2017- -Designation of
1.86 The school SBM SBM Coordinator
Teachers,
Improve SBM SY 2017-2018- level is maturing - quarterly review
No Undocumented PAPs school head,
level rating 2.02 (level 2) of SBM
Stakeholders
SY 2018-2019- implementation
2.08
Meet the 2016-2017- No The school did not 81% GWA in Math, -supervision and Slow learners
division target 78.65% meet the 85% GWA Science and English technical
of 85% General 2017-2018- target in Math, in Grade 5 which is assistance by the
14
Weighted Science and English master teacher
79.50%
Average (GWA) in grade V and school head
2018-2019-
in Math, below division target -Remedial
81.25%
Science and instruction
Ave. 79.8%
English
Promote
-Training needs
teachers’ Of the 12 teachers,
analysis - List of observed All school
instructional only 1 met
&Individual - Low IPCRF strengths/weaknes personnel
competence Outstanding;
Professional No average of ses of personnel
and
Development Plan teacher -SLAC Sessions
effectiveness in average of IPCRF
(IPDP) -School-Based
curriculum ratings for SY 2018-
-IPCRF/OPRF INSET
delivery 2019 was 3.872
ratings
Fund-raising
Source
Fiscal through search for
out/Generate The school has Possible fund
Management Mr. and Ms. PTA,
other funds for Yes undertaken fund- sources not
School operating Sadanga Central learners
school projects/ raising activities maximized
budget School ( A parent-
programs
led project)
15
List of Priority Improvement Areas (PIAS)
1. High dropout rate

2. Low percentage of LM development
3. Poor reading comprehension of pupils in grade IV to VI
4. Low participation of pupils in curricular and non-curricular activities and
competitions
5. Low CFSS score in goal #2 and 3 due to the following factors:
a) no steady supply of clean and safe drinking water
b) absence of common CR and urinals for boys and girls
c) presence of uncovered and defective electrical wires
d) In need of rehab & construction of additional dental troughs
e) incomplete school fencing, presence of eroding areas and
uncemented canals
f) absence of material recovery facility
g) absence of learning parks
h) absence of watchman/utility worker
6. Low participation of stakeholders in school programs, activities and
projects.
7. Low SBM rating
a) failure to document activities, programs and projects conducted due
to limited knowledge on preparing resolutions, proposals and others;
b) Some school clubs are not organized; some are not functional
c) absence of IPEd learning center and procurement of IPEd LRs/IMs
d) Poor documentation of activities, programs, and projects
8. Low GWA in Math, Science and English
9. Poor instructional competence and effectiveness in curriculum delivery
SCHOOL IMPROVEMENT PLANNING
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IDENTIFY PRIORITY IMPROVEMENT AREAS
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
Importance when the improvement area is addressed 5 – Very
Urgency The urgency or need to improve the area as High
soon as possible 4 – High
Magnitude The number of learners that will benefit when 3 – Moderate
the improvement area is addressed 2 – Low
Feasibility The degree to which the improvement area 1 – Very Low
is within 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
17
PRIORITY IMPROVEMENT AREAS
Based from the sharing and analysis of the data gathered, it surfaced that
the following are the Priority Improvement areas of the school. In this section,
present the list of Priority Areas (PIAs) as a result of the 5-point scale ranking
provided in the ESIP Guidebook. Attached the listing of priority improvement areas
as a result of prioritization using the rubric.
Priority Strategic
Urgenc Magnitud Feasibilit Averag Interpretati
Improvement Importanc
y e y e on
Areas e
Rating
1.High dropout 5 5 5 5 5 Very high
rate Priority
2. Low 5 5 5 5 5 Very
percentage of High
LM Priority
development
3. Poor reading 5 5 5 5 5 Very high
comprehension Priority
of pupils in
grade IV to VI
4. Low 5 5 5 5 5 Very high
participation of Priority
pupils in
curricular and
non-curricular
activities and
competitions
5. Low CFSS 5 5 5 5 5 Very high
score in goal #2 priority
and 3
6. Low 5 5 5 4 4.75 Very high
participation of priority
stakeholders in
school
18
programs,
activities and
projects
7.Low SBM 5 4 5 3 4.25 High
rating priority
8.Low GWA in 5 5 5 4 4.75 Very high

Math, Science priority
& English
9. Poor 5 4 4 3 4 High
instructional Priority
competence
and
effectiveness in
curriculum
delivery
19
PLANNING WORKSHEET for K to 6
This planning worksheet is the outgrowth of the endeavor and will serve as a starting point, channel, and anchor for the realization
of all the programs of the school from this year onwards. Hopefully, this will serve its purpose as a guide in achieving a dream – the total
improvement of the school in general and enhanced and higher academic performance of the pupils as well as the teachers in particular.
This section also presents the priority improvement areas with the general objective and the time frame to address the PIAs.
PLANNING WORKSHEET for ACCESS AND QUALITY

DEPED PRIORITY TIME FRAME
LEARNING
INTERMEDIATE IMPROVEMENT GENERAL OBJECTIVE/S ROOT CAUSE/S Year Year
STAGE Year 2
OUTCOMES AREA 1 3
K-6 IO1: Learners are To reduce dropout rate Lack of varied
in school and High drop-out rate from 1.04% to 0% in year classroom activities
0% 0% 0%
learning centers 1 and learning
resources
Zero failure rate To maintain zero failure Strong harmonious 0% 0% 0%
rate in the next 3 years partnership with the
parents
20
IO2: Learners
access programs Low participation of To increase participation
responsive to their pupils in curricular of pupils in academic and Skills and talents of
needs and and non-curricular non-academic competition pupils are not fully 90% 95% 100%
consistent with their activities and from 65% to 100% in three developed/maximized
interests and competitions years
aptitudes
IO3: Learners enjoy Low CFSS score in
learner-friendly goal #2 and 3 due to
environment the following factors:
To provide a venue where

pupils learn while they
Absence of school play by Concreting
Lack of manpower
Learning Park in Damath and Sci - Dama 80% 90% 100%
skills and resources
Math and Science tables with concrete
benches by the end of
school year 2020-2021
Eroded area within To make an initial riprap to No permanent 70% 85% 90%
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prevent major erosion by
the school parameter the end of school year drainage canal
2020 to 2021
To construct at least 50%
Incomplete school permanent concrete
No funds available 30% 40% 50%
perimeter fence perimeter school fence
within 3 years
Absence of common
To provide at least 2 Built-in comfort rooms
separate CR for boys 0
separate CR for boys and are commonly used (Fund 1 1
and girls consisting
girls 2 years by boys and girls sourcing)
urinals and lavatories
To replace old/defective
water pipes Defective water
To separate school pipelines, unsteady
No steady supply of
pipeline from the supply of water due to
clean and safe 85% 95% 100%
secondary to ensure common pipeline with
drinking water
steady supply of clean and the secondary &
safe drinking water facility community
in year 1
Presence of To repair electrical Defective electrical 80% 90% 100%
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uncovered outlets facilities by replacing
and defective unserviceable outlets and wires and outlets
electrical wires electrical wires
2 dental troughs To rehab 2 dental troughs Old faucet and crack

1 1
needed repair during year 1 and 2 tiles
Absence of IPED To construct permanent

learning Center in the IPED learning center in 3 Lack of resources 60% 80% 100%
school years
Incomplete cemented
To establish 3 permanent
permanent drainage Lack of funds 75% 85% 100%
drainage canals in 3 years
canal
Incomplete/Poor To designate and train Lack of knowledge & 90% 95% 100%
documentation of teachers in the skills in proper
school programs, preparation of reports & documenting and
projects & activities proper documentation preparing/making of
such as proposals, reports
resolutions and other
documents.
23
No watchman to
Rehab of window
To replace broken watch the school
panes of some
windows in the 8 during Saturdays, 8
classrooms including
classrooms Sundays and holidays
the office
and vacation
Lack of working
To procure 6 tables at the Not included in the
tables and chairs at
end of school year 2020- APP/Priority last 3 3
the ICT rooms and
2022 school year
library
Establish a functional
School functional Material Poor implementation
Material Recovery 1
Recovery Facility of waste management
Facility
Available space for

To construct additional
Lack of sport facilities sports activities were
sports pavement 1
and equipment not improved/
(Badminton court)
cemented
No watchman/utility To work/request School 1
assistance for school properties/facilities
watchman are prone to
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vandalism.
IO4: Learners To organize 7 functional/
Inactive/Not
actively participate active student No regular meetings
Functional pupils’ 4 6 7
in their learning clubs/organizations in 2 conducted
clubs/organization
environment years
IO5: Learners attain - Poor
To improve the reading
learning standards Poor reading vocabulary and
comprehension of 23
comprehension of 23 comprehension
pupils from frustration to 23
pupils in grade IV to skills
instructional/independent
VI - poor reading
in year 1
habits
Low GWA in Math, To increase the GWA in -Lack of instructional 85% 86% 87%
Science and English Math, Science and materials
English, from 79.8% to -Teaching strategy of
85% in year 1 teachers
-Non-mastery of the
competencies
25
Planning Worksheet for Governance
K t0 6 101: Education
leaders and
managers practice
participative and
inclusive
management
processes
a. Leadership To increase the SBM -limited knowledge on
and score from 2.08 to 2.25 in documentation/record 2.25 2.40 2.50
management,
governance Low SBM score year 1 and 2.40 for the preparing resolutions,
2nd year and 2.50 for the proposals and others;
3rd year
Insufficient trainings To conduct 2 INSET Lack of trainings of 2 2 2
INSET INSET INSET
and technical trainings a year on newly hired teachers
8-14 8-14 8-14
assistance to teaching strategies and Poor exposure and
SLACs SLACs SLACs
teachers conduct 8-14 of SLACs initiatives of teachers
26
every year to seek TA/mentoring
Limited funds to To source out funds and
finance school maintain a school Poor linkages with
activities, programs, operating budget to other agencies / / /
projects, and school implement programs,
banner activities and projects
School site To process the titling of Private individuals are
ownership is only a the school site at the end trying to encroach the /
tax declaration of school year 2020-2021 school site
b. Curriculum To develop at least 2
8 out of 12 teachers
and Low % of IMs contextualize IMs in the
have limited
instruction development core learning areas per
knowledge on
teacher in all grade levels 26 26 26
contextualization and
at the end of each school
basic illustration
year and submit for quality
(manual and digital)
assurance
102. Internal
systems and
processes needed
for continuous
27
improvement place
103. Growing Low participation of To increase stakeholders’
number for stakeholders in participation from 87% to Lack of IEC on
stakeholders school programs, at least 95% to 100% in 2 parental roles and 95% 100% 100%
accountability
actively participate activities and years and maintained
and collaborate in projects. through the next years
convergence at all
levels Poor implementation Lack of funds 85% 95% 100%
To fully implement other
of other stakeholders’
stakeholders’ plans,
plans, projects, Nature of work of
projects and activities
projects and activities stakeholders
28
1. Why-why Diagram
PIA: High Dropout rate ( 2 out of 4 PARDOS complied in remedial but not consistent )
2/4 PARDOS The teacher has the

2 out of 4 PARDOS same activities and 2
learning needs and
low interest in remedial teaching
learning styles are
remedial activities strategies only
not addressed
why only 2 out of retooling on

why do they have why is their needs
4 PARDOS
attended 10/32
low interest in and styles not teachers'
remedial activities adressed? pedagogy
remedial classes ?
2. Why-why Diagram
PIA: Low percentage of LM development
8/12 teachers have no Because only pre-

8/12 teachers limited trainings and knowledge identified participants
knowledge in on guidelines in attend the training and
developing LMs developing LMs limited fund
Why 8 out 12
teachers have low
Why no trainings & Training on
Why is there limited knowledge on
motivation and
knowledge guidelines in LMs
confidence to prepare
IMs
developing IMs development
29
3. PIA: Poor reading comprehension of pupils in grade IV to V
60 – 71 % of pupils got passing

score in Post Assessment Reading
and only 47% of the pupils could
respond correctly to the questions
Teaching and Learning materials Teaching

Learning experience do not suit the Difficult text pedagogies and
is not engaging and interest and level of challenges strategies not
facilitative learners effective
Teachers Lack of
Student
contact time contextualized Teaching
interaction
with students supplemental methods
with teacher is
is limited and reading not varied
limited
not interactive materials
Student No developed Assessment

Teacher
interaction contextualized or feedback
absenteeism
with teacher reading not
is high
is limited materials analyzed
Review
Teachers are
sessions
unprepared
are limited
Students
have a lot of
household
chores
30
4. Why-why Diagram
PIA: Low participation of pupils in curricular and non-curricular

activities and competitions
22% of the pupils were not involved in any of the activities
No regular
7/9 organized monitoring and
clubs have no evaluation of plan
7/9 clubs end in the concrete plans are implementation
organizing stage established /plan visitation
why 22% of the why do clubs

Establish
pupils were not end in organizing why no concrete planning and
involved in any and planning plan? evaluation
of the activities stage system
5. Why-why Diagram
PIA: Low participation of stakeholders in school PAPs; Low score in

CFSS and SBM
3/8 project Lack of knowledge
proposal/resolution and skills to prepare
60% of the PAPs lack of funds/ submitted to partnership proposal CSW,
resources to construct physical for funding were resolutions, and
facilities approved present for funding
CapB on
Proposal,
why Only 60 % of the resolution
why only 3/8
PAPs were why lack of funds?
implemented
proposal.resolution writing and
strengthening
linkages
6. Why-why Diagram
9/12 teachers have no
Only selected
9/12 teachers no skills and knowledge in trainings on documentation
participants to
documentation & records management & record management
attend the training
why no training
why no skills and
on Training on
Why only 78% of the PAPs knowledge in
documentation record
documented record
& record management
manangement
management
31
7. Problem Tree
PIA: Low GWA in Math, Science, and English in grade V
20 % of the learning competencies

not mastered
Instructional Home/family
Subject Matter Teacher Factor
Materials factors factor
factor
Lack of
limited Poor guidance
Activities are reference
So many teaching at home/
not varied / books and
assignments strategies follow up at
differentiated contextualized
materials home
Teachers does
Learning Lack of Unregulated
not use varied
competencies contextualize used of TV and
and interesting
not mastered d materials gadgets
devices
Contextualization
of learning Intensive SLAC
materials and on pedagogies
retooling on and intensives
pedagogies classroom
observation
32
8. Why-why Diagram
PIA: Unsatisfactory teachers’ instructional competence and effectiveness in

curriculum delivery
School and division plans

6 Intervening activities and activities are
hinders the prioritized over the IPDP
only 12/20 SLACs conducted implementation of plan
plans
school to come
Why 6 intervening up with
Why 8/12 teachers
Why only 12/20 activities hinder the
did not meet their
SLACs conducted? implementation of comprehensive
development needs and flexible HRD
plans
plan
33
Chapter 3. Plan
Project Work Plan and Budget Matrix
This Chapter lays down specific interventions or solutions for the
identified root causes that Sadanga Central School with the help of its
stakeholders, undertakes within a period of three consecutive school years
(SY 2020 – 2021, SY 2021 – 2022 and SY 2022 - 2023. It aims to improve the
three Key Result Areas (KRAs) in Basic education: access, quality and
governance. It is evidenced – based, results – based and child or learner
centered. The SIP is central in School – based Management (SBM) and is
prepared by the School Planning Team (SPT). It is the basis for the school’s
Annual Implementation Plan.
Attached copies of the Project Work Plan and Budget Matrix prepared
for the identified solutions. One project work plan per solution, which contains
the following information: problem statement, project objective statement,
activities and output.
34
Strategy: Implementing of the school Drop-out Reduction Program
Problem Statement: The school has two cases of drop-out during school
year 2018-2019
Project Objective Statement: To have 0% drop out rate
Root Cause: Lack of varied classroom activities and learning resources
Solution: Retooling of teacher’s pedagogy

Date of
Person Budget
Activity Output Implemen Budget
Responsible Source
tation
August
Identify PARDOS PARDOS identified onwards Teachers None
2020
Orientation of
teachers on
assessment on Learning styles and Aug
Teachers None
the learning styles needs identified Onwards
and needs of the
PARDOs
Revisiting and re
School
planning on Drafted a School
October Head, MTs
school Drop-out Drop-out Reduction None MOOE
2020 and
Reduction Program
teachers
Program
Teachers acquired
CapB on teaching new teaching
pedagogies which pedagogies which October Master
10,000.00 MOOE
are best suited for are suited for 2020 teachers
remedial teaching different learning
styles
SLACs on activity Varied activities October Master None None
based remedial used in conducting onwards teachers
teaching remedial teaching and
35
strategies and
activity based and established
manipulative IMs remedial IMs teachers
for remedial portfolio
teaching
Conduct of
Remedial Classes
 Remedial log
and counseling Teachers
 Progress report Whole
 Scheduling of and None
 Counseling Log year
remedial learners
classes
 Tasking
Classroom Master
Technical
observation and Whole teachers /
assistance given
monitoring of year School None None
and improved
remedial teaching round head /
learning output
activities Supervisor
Conduct sitio Competencies
Whole
visitation and taught despite the Teachers None None
year
module tutorials pandemic
 Accomplishmen
t Report
Evaluation of  Evaluation
School
Activities result reflecting Quarterly None
head
conducted the result of the
activities
conducted
36
Strategy: Capability-building for teachers on LMs Development
Problem Statement: Only 8 out of 12 teachers have low motivation and
confidence to prepare LM
Project Objective Statement: To develop 2 contextualized LMs per grade
level per learning areas at the end of school year
2020-2021 and reproduce quality assured LMs
Root Cause: Low motivation and confidence in developing LMs

Solution: Conduct capability-building on LM development
Develop contextualized LMs and reproduce quality assured LMS
Date of
Person Budget
Activity Output Implementatio Budget
Responsible Source
n
All teachers
Attend School
have attended June – August
Webinars on LM Head and None None
CapB on LM 2020
Development Teachers
development
Quality assured
Draft Modules June to July
modules in the Teachers 15,000 MOOE
per grade level 2020
division
Use quality
LMs utilized by August
assured LMs in Teachers None None
the learners onwards
teaching
Monitoring and
evaluation on Evaluation and Teachers
August
the use of the monitoring and school none none
onwards
modules report head
37
Strategy: Improving/Enhancing Reading comprehension of pupils in grade
IV to VI
Problem Statement: 60 – 70% of pupils got passing score in Post
Assessment Reading and only 47% of the pupils could response correctly to
questions
Project Objective Statement: To increase the percentage of pupils’
passing rate in Reading assessment test from 60-70% to 80% in year 1, 85%
in year 2 and 90% in year 3
Root Cause: No developed contextualized reading materials and
assessment feedback not analyzed

Date of
Person Budget
Responsible Source
n
1. Reproduction 100% of grade 3
& administration to VI pupils took July 2020 and Teachers and
5,000 MOOE
of PHIL-IRI pre PHIL-IRI pre-test March 2021 school head
and post test and post test
2. Analyze
23 pupils in grade
results and
3 to 6 given July 2020 to Teachers and
develop None
appropriate March 2021 school head
appropriate
intervention
intervention
3. SLAC on Teachers and
Contextualized July to August
contextualizing master None
reading materials 2020
reading materials teachers
4. School quality
July to Master
assurance of Quality assured
September teachers & LR None
contextualized reading materials
2020 evaluators
reading materials
38
9 Speed and
5. Conduct comprehension
monthly speed test using
July 2020 to
and contextualized Teachers None
March 2021
comprehension reading materials
test conducted with
progress report
10 organized
6. Continue classes
July 2020 to Teachers and
implement implemented None
March 2021 school head
reading program School Reading
program
7. Digitization of One story per
contextualized grade level Nov. 2020 Teachers 5000 MOOE
reading materials digitized
39
Strategy: Improving/Enhancing participation of pupils in Curricular and non-
curricular activities
Problem Statement: 12% of the pupils were not involved in any of the
curricular and non-curricular activities
Project Objective Statement: To increase participation rate of pupils in
curricular and non-curricular activities and competitions from 88% to 100%
Root Cause: No regular monitoring and evaluation of plan implementation
Solution: Establish planning and evaluation system to monitor plan
implementation
Date of
Person Budget
Activity Output Implemen Budget
Responsible Source
tation
Assigning of faculty club
Teachers School
advisers to handle
tasked as club Sept. 2020 head and None
curricular and co-
advisors teachers
curricular clubs
Pupils signed School
IEC on club membership
membership Sept. 2020 head and None
and activities
forms teachers
Integration of online Organizational
challenges on on line Nov. 2020- Advisers
None
organizational plans and challenges March 2021 and pupils
activities conducted
Teachers
Implemented
Plan implementation Whole year and school
PAPs
heads
Plan Regular plan Timely Bi-monthly Teachers
visitation for monitoring implementatio and club
40
and evaluation
implementation and n of plans advisers
evaluation
Strategy: Establishing a child-friendly school, safe and conducive learning
environment, document all PAPs implemented
Problem Statement: The school has a low score in SBM and did not yet met
the needed requirements for Outstanding child-friendly School, safe and
conducive learning environment under (CFSF Goal # 2 and 3),
Project Objective Statement: To increase the SBM rating to second level
and to provide the needed documents and facilities to become outstanding
child-friendly school safe and conducive learning environment at the end of
school year 2020-2021
Root Cause: Poor linkages and partnership for fund sourcing and lack of
knowledge/skills on documentation and record management
Solution: Conduct training on documentation (resolution & proposal),
records management; establish and strengthen partnership and linkages
Date of Person Budget

Activity Output Budget
Implementation Responsible Source
CapB on
Proposal
writing, Teachers are
Teacher and
resolution equip with December 2020 10000 MOOE
school head
drafting, and writing skills
records
management
Drafting and Project proposal Timeline of the Teachers
submission of and resolutions project and school
proposals for drafters and heads
the following submitted
projects for
41
funding
Follow-up and
Proponent
presentation of
and school None None
project proposal
head
for funding
Construction of 1 learning park
Teachers
Learning park in in Math and MOOE
August 2020 and school 12,000
Math and Science LGU
head
Science constructed
Installed partial LGU,
2 initial riprap to School head,
riprap of the May 2020 to School
prevent major teachers and 200,00
eroded portion April 2021 fund, and
erosion installed stakeholders
of the school donation
Installation of 10m concrete
School head,
concrete permanent May 2020 to BLGU
teachers and 25,000
permanent fence of the December 2020 MOOE
PTA
fence school installed
Construct 1 1 constructed
common common PTA and 100,00 LGU
August 2020
separate CR for separate CR for Stakeholders 0 PTA
boys and girls boys and girls
10 defective
water pipes and
5 faucet
Repair water replaced and 12 School head, LGU,
June 2020 to
and electrical uncovered teachers and 30,000 MOOE,
May 2021
facilities outlets and stakeholders PTA
defective
electrical wires
replaced
Purchase 2 functional May 2020 to PTA, 15,000 PTA
needed brushing June 2020 stakeholders funds,
materials for the through , teachers MOOE
42
rehab of the
toothbrush
through
School
Head, PTA,
Construction of
Construct IPED May 2020 to Teachers, 450,00 School
IPED learning
learning center December 2020 PTA officers, 0 funds,
center started
and donations
stakeholders
Construct 15m drainage LGU,
May 2020 to PTA, 350,00
cemented permanent BLGU
July 2020 stakeholders 0
drainage canal canal cemented donations
Produce 100% of the
documents documents for a School head,
June 2020 to
needed for a child friendly teachers and 5,000 MOOE
March 2021
child-friendly school system stakeholders
school system produced
BLGU,
Implement 18 PAPs stated School head,
LGU,
school banner in the project June 2020 to Teachers 250,00
school
(Project ARAGAK May 2021 and 0
fund and
ARAGAK) implemented stakeholders
donation
Rehab of
windows panes 15 broken
PTA and
of some window glass May 2020 4,000 MOOE
teachers
classrooms and replaced
office
6 tables
Purchased/
purchased/ Teachers,
procured tables September MOOE
procured for the and school 15,000
for ICT and 2020 donations
ICT and library head
library rooms
rooms
Establishment 1 functional July 2020 to School head, 10,000 MOOE,
43
of a functional Material
Material Recovery teachers and School
December 2020
Recovery Facility stakeholders fund, PTA
Facility established
Teachers, LGU,
School BLGU,
Construct sports 1 sports facility May 2020 to 250,00
Head, PTA, AND
facilities constructed December 2020 0
and DONATIO
stakeholders NS
School Head
Have 1 May 2020-
Hire watchman and 20,000 LGU
watchman August 2020
Teachers
Strategy: Strengthening Partnership and linkages with stakeholders
44
Problem Statement: 0nly 78% of the stakeholders participated regularly in
school programs, activities and projects
Project Objective Statement: To increase stakeholders’ participation from
78% to at least 95%
Root Cause: Lack of IEC on parental roles and accountability
Solution: Empowerment of parents through parenting sessions
Project Work Plan and Budget Matrix (2)

Date of
Person Budget
Responsible Source
n
Conduct meeting
PTA officers,
with the
Minutes of the School
stakeholders to
meetings and 1st week of head,
assess the None
attendance June 2020 teachers
activities,
sheet and
programs project
stakeholders
implemented
Organizing of Alumni and PTA Officers
Alumni and Stakeholders SGC officers
January 20221
Stakeholders association Faculty and
Association organized school head
Monitor
Attendance of
attendance of
stakeholders in
stakeholders in all June 2020 to SH, None
all activities
activities, May 2021 teachers
regularly
programs, and
monitored
projects
Provide due Stakeholders June 2020 to School 5,000 PTA
recognition and/or given due May 2021 head, fund
incentives to recognition teachers
stakeholders with
active and
exemplary
45
participation and
contribution
SH,
Assign certain Stakeholders
June 2020 to Teachers
tasks to given certain None
May 2021 and PTA
stakeholders tasks
officers
Conduct
monitoring and
evaluation on the Accomplishment October 2020 Monitoring
None
stakeholders report To March 2020 Team
plans
implementation
Strategy: Improving School Based Management (SBM) Score/level
46
Problem Statement: Only 78% of the activities, programs, projects
documented
Project Objective Statement: To increase SBM score from 2.08 to 2.25 at
the end of SY-2020-2021
Root Cause: - Limited knowledge on documentation especially in
preparing resolutions, proposals and others
Solution: Training on preparation of resolutions, proposal, documentation
and record management
Project Work Plan and Budget Matrix (2)

Date of Person Budget
Activity Output Budget
Implementation Responsible Source
Action plan
Meeting with the School head,
and MOA for June 2020-
teachers and teachers, and None
school year March 2021
stakeholders stakeholders
2020-2021
Assigned/ Designation
designate focal of different June 2020 School Head None
person committees
100% of the
activities,
Monitoring and projects, and
Sept. 2020
evaluation on the programs Monitoring
Dec. 2020 None
implementation of implemented Team
March 2021
Plans and
monitored on
time
15 Certificate During
Awards and School head, PTA
of graduation 500
recognition teachers fund
Recognition ceremony
47
Strategy: Improving GWA of grade V pupils in Math, Science and English.
Problem Statement: The GWA in Math, Science, and English is 79.8%
which is below 85% target
Project Objective Statement: To improve GWA in Math, Science, and
English from 79.8% to 85% at the end of school 2020- 2021
Root Cause: Lack of contextualized IMs; Limited use of varied
teaching strategies
Solution: Contextualization of learning materials and retooling on
pedagogies; Intensive classroom observation

Date of
Person Budget
Responsible Source
n
Conduct listing of All least
least learned skills learned skills in
Every after-
in Math, Science Math, Science Teachers None
quarterly test
and English every and English
after examination listed
Conduct SLAC Improved
and observation learners’ Teachers,
on the application performance Year round MTs, School None
of teaching and teachers’ Head
pedagogies skills
Development &
Reproduction of Utilized
contextualized IMs contextualized
Every after
for the least IMs in Math, Teachers 4,000 MOOE
quarterly test
learned skills in Science and
Math, Science and English
English
Conduct remedial 100% of the Every last Teachers None
classes for competencies Friday of the
48
mastery of
mastered month
competencies
Parents of
pupils at risk of
Capacity Building failing are
November PTA
of parents on oriented on PTA 20,000.00
2020 funds
home schooling home
schooling and
remedial
All learners are
Every last
Conduct monthly assessed
Friday of the Teachers None
assessment showing
month
improvement
Analyze
All learning Teachers
assessment result Every after
competencies and school None
and feedback assessment
mastered head
giving
49
Strategy: Improving teachers’ instructional competence and effectiveness
in curriculum delivery
Problem Statement: 8 out of 12 teachers poorly implemented their IPDP and
development plan
Project Objective Statement: To train and strengthen the facilitating skills of
the 8 teachers.
Root Cause: No synchronized calendar of activities
Solution: School to come up with comprehensive and flexible HRD plan
embracing the IPDP of teachers

Date of
Person Budget
Responsible Source
n
12 IPDP of
Assessment
teachers
and
training needs School head
consolidation June 2020 None
aligned to and teachers
of training
school HRD
needs
plan
Planning and Prepared
School head,
scheduling of INSET/SLAC June 2020 None
teachers
activities designs
Conduct
2 INSETs and
INSET and July 2020 to School head
12 SLACS 7,500 MOOE
SLACs on October 2020 and teachers
conducted
teachers
Teachers,
Provide
TA plans July to March school head,
TA/Coaching None
prepared 2021 master
to teachers
teachers
Monitoring 7 teachers January 2021 School head, None
and improved their to March 2021 Master
evaluation on teaching teachers
50
the
application of learning
the activities delivery
conducted
51
Annual Implementation Plan (AIP)
Another important document is the Annual Implementation Plan (AIP). It contains specific projects that will be undertaken by
the school in a particular year, which include the following: outputs, activities, schedule, required resources, source of fund and
individuals accountable for the conduct of these projects. It also includes operational cost such as but not limited to utilities,
supplies, materials, etc. that are considered eligible in the existing MOOE guidelines. The member of the SIP/AIP School Planning
Team, other members of the parent organization, and the staff, hand – in – hand prepared this plan after a thorough examination of
the necessities of the school with regards to pupils, academic performance, teachers, competence, school’s physical outlook, and
fiscal management on the part of the school head.
ANNUAL IMPLEMENTATION PLAN – FY- 2020
Budget
Persons Schedule/ Budget
Strategy Objective Output for the Year Activities per
Responsible Venue Source
Activity
1. Implementing To have 0% drop PARDOS identified Identify PARDOS Teachers August None None
School drop-out out rate onwards
reduction 2020
52
Orientation of
teachers on
August
Learning styles and assessment on the
Teachers Onwards None None
needs identified learning styles and
2020
needs of the
PARDOs
Revisiting and re
Drafted a School planning on school
School Head, October
Drop-out Reduction Drop-out None MOOE
MTs and teachers 2020
program Program Reduction
Program
Teachers acquired
new teaching CapB on teaching
pedagogies which pedagogies which October
Master teachers 10,000 MOOE
are suited for are best suited for 2020
different learning remedial teaching
styles
Varied activities used SLACs on activity Master teachers October None None
in conducting based remedial and teachers onwards
53
teaching strategies
remedial teaching and activity based
and established manipulative IMs
remedial IMs portfolio for remedial
teaching
Conduct of
Remedial Classes
 Remedial log
and counseling
 Progress report Teachers and
 Scheduling of Whole year None
 Counseling Log learners
remedial
classes
 Tasking
Classroom
Technical assistance observation and Master teachers /
Whole year
given and improved monitoring of School head / None None
round
learning output remedial teaching Supervisor
activities
54
Conduct sitio
Competencies taught
visitation and Teachers Whole year None None
despite the pandemic
module tutorials
All teachers have Attend Webinars June –

School Head and
attended CapB on on LM August None None
Teachers
LM development Development 2020
To develop 2
contextualized
Quality assured
LMs per grade Draft Modules per June to
modules in the Teachers 15,000 MOOE
2. Capability- level per learning grade level July 2020
division
building for areas at the end
teachers on LMs of school year
Development 2020-2021 and Use quality
LMs utilized by the August
reproduce quality assured LMs in Teachers None None
learners onwards
assured LMs teaching
Monitoring and
Evaluation and Teachers and August
evaluation on the none none
monitoring report school head onwards
use of the modules
To increase 100% of grade 3 to 1. Reproduction & Teachers and July 2020 5,000 MOOE
55
3.Improving/ participation rate VI pupils took PHIL- administration of
and March
enhancing of pupils in IRI pre-test and post PHIL-IRI pre and pupils
2021
participation of curricular and test post test
pupils in non-curricular
2. Analyze results
curricular and activities and 23 pupils in grade 3 July 2020
and develop School head and
non- curricular competitions to 6 given appropriate to March None
appropriate teachers
activities from 65% to intervention 2021
intervention
100%
3. SLAC on July to
Contextualized Teachers and
contextualizing August None
reading materials school head
reading materials 2020
4. School quality
July to
Quality assured assurance of School head and
September None
reading materials contextualized teachers
2020
reading materials
9 Speed and 5. Conduct Teachers and July 2020 None

comprehension test monthly speed and school head to March
using contextualized comprehension 2021
reading materials test
56
conducted with
progress report
10 organized classes 6. Continue July 2020

School head and
implemented School implement reading to March None
teachers
Reading program program 2021
7. Digitization of
One story per grade Teachers and
contextualized Nov. 2020 5000 MOOE
level digitized school head
reading materials
To increase the Assigning of

percentage of faculty club
Teachers tasked as School head and
4.Improving/ pupils’ passing advisers to handle Sept. 2020
club advisors teachers
enhancing rate in Reading curricular and co-
Reading assessment test curricular clubs
comprehension from 60-70% to
IEC on club
of 23 pupils in 80% and only Pupils signed School head and Sept.
membership and
grade IV to VI 47% of the pupils membership forms teachers 2020
activities
could response
correctly to Organizational on line Integration of Advisers and Nov. 2020-
questions challenges conducted online challenges pupils March
57
on organizational
2021
plans and activities
Plan Teachers and

Implemented PAPs Whole year
implementation school heads
Plan Regular plan

visitation for
Timely
monitoring and Teachers and
implementation of Bi-monthly
evaluation club advisers
plans
implementation
and evaluation
5. Establishing a To increase the CapB on Proposal

child-friendly SBM rating to writing, resolution
Teachers are equip Teacher and December
school, safe and second level and drafting, and 10000 MOOE
with writing skills school head 2020
conducive to provide the records
learning needed management
environment, documents and
Project proposal and Drafting and Teachers and Timeline of
document all facilities to
resolutions drafters submission of school heads the project
PAPs become
and submitted proposals for the
outstanding child-
58
implemented friendly school following projects
safe and for funding
conducive
Follow-up and
learning
presentation of Proponent and
environment at None None
project proposal school head
the end of school
for funding
year 2020-2021
1 learning park in Construction of
Teachers and August MOOE
Math and Science Learning park in 12,000
school head 2020 LGU
constructed Math and Science
Installed partial LGU,

2 initial riprap to School head, May 2020
riprap of the School
prevent major erosion teachers and to 200,00
eroded portion of fund, and
installed stakeholders April 2021
the school donation
May 2020
10m concrete Installation of
School head, to BLGU
permanent fence of concrete 25,000
teachers and PTA December MOOE
the school installed permanent fence
2020
1 constructed Construct 1 PTA and August 100,000 LGU
59
common separate
common separate
CR for boys and Stakeholders 2020 PTA
CR for boys and girls
girls
10 defective water
pipes and 5 faucet
replaced and 12 School head, June 2020 LGU,
Repair water and
uncovered outlets teachers and to May 30,000 MOOE,
electrical facilities
and defective stakeholders 2021 PTA
electrical wires
replaced
Purchase needed
PTA, May 2020 PTA
2 functional brushing materials for the
stakeholders, to June 15,000 funds,
through rehab of the
teachers 2020 MOOE
toothbrush through
Construction of IPED Construct IPED School Head, May 2020 450,000 PTA,
learning center learning center Teachers, PTA to School
started officers, and December funds,
stakeholders 2020 donations
60
15m drainage Construct May 2020 LGU,
PTA,
permanent canal cemented to July 350,000 BLGU
stakeholders
cemented drainage canal 2020 donations
Produce
100% of the June 2020
documents School head,
documents for a child to
needed for a child- teachers and 5,000 MOOE
friendly school March
friendly school stakeholders
system produced 2021
system
BLGU,
18 PAPs stated in the Implement school School head, June 2020 LGU,
project ARAGAK banner (Project Teachers and to 250,000 school
implemented ARAGAK) stakeholders May 2021 fund and
donation
Rehab of windows
15 broken window panes of some
PTA and teachers May 2020 4,000 MOOE
glass replaced classrooms and
office
6 tables purchased/ Purchased/ Teachers, and September 15,000 MOOE
61
procured tables for
procured for the ICT
ICT and library school head 2020 donations
and library rooms
rooms
July 2020
1 functional Material Establishment of a School head, MOOE,
to
Recovery Facility functional Material teachers and 10,000 School
December
established Recovery Facility stakeholders fund, PTA
2020
LGU,
May 2020
Teachers, School BLGU,
1 sports facility Construct sports to
Head, PTA, and 250,000 AND
constructed facilities December
stakeholders DONATIO
2020
NS
May 2020-
School Head and
Have 1 watchman Hire watchman August 20,000 LGU
Teachers
2020
6. Strengthening Minutes of the Conduct meeting PTA officers, 1st week of None
Partnership and meetings and with the School head, June 2020
linkages with attendance sheet stakeholders to teachers and
62
stakeholders assess the
activities,
stakeholders
programs project
implemented
PTA Officers
Organizing of
Alumni and
Alumni and SGC officers January
Stakeholders
Stakeholders 20221
association organized Faculty and
Association
school head
Monitor
Attendance of attendance of
June 2020
stakeholders in all stakeholders in all None
SH, teachers to May
activities regularly activities,
2021
monitored programs, and
projects
Stakeholders given Provide due School head, June 2020 5,000 PTA fund
due recognition recognition and/or teachers to May
incentives to 2021
stakeholders with
63
active and
exemplary
participation and
contribution
Assign certain June 2020

Stakeholders given SH, Teachers and
tasks to to May None
certain tasks PTA officers
stakeholders 2021
Conduct
October
monitoring and
Accomplishment 2020
evaluation on the Monitoring Team None
report To March
stakeholders plans
2020
implementation
7. Improving To increase Action plan and MOA Meeting with the School head, June 2020-
School Based SBM score from for school year 2020- teachers and teachers, and March None
Management 2.08 to 2.25 at 2021 stakeholders stakeholders 2021
(SBM) the end of SY-
Designation of Assigned/ School Head June 2020 None
Score/level 2020-2021
different committees designate focal
person
64
100% of the Sept. 2020
Monitoring and
activities, projects,
evaluation on the Dec. 2020
and programs Monitoring Team None
implementation of
implemented and March
Plans
monitored on time 2021
During
15 Certificate of Awards and School head,
graduation 500 PTA fund
Recognition recognition teachers
ceremony
8. Improving To improve GWA Conduct listing of

Every
academic in Math, Science, All least learned skills least learned skills
after-
performance of and in Math, Science and in Math, Science Teachers None
quarterly
grade V pupils in English from English listed and English every
test
Math, Science 79.8% to 85% at after examination
and English the end of school
Improved learners’ Conduct SLAC Teachers, MTs, Year round None
2020- 2021
performance and and observation School Head
teachers’ skills on the application
of teaching
pedagogies
65
Development &
Reproduction of
Utilized
contextualized IMs Every after
contextualized IMs in
for the least Teachers quarterly 4,000 MOOE
Math, Science and
learned skills in test
English
Math, Science and
English
Conduct remedial
100% of the Every last
classes for
competencies Teachers Friday of None
mastery of
mastered the month
competencies
Parents of pupils at
risk of failing are Capacity Building
November
oriented on home of parents on PTA 20,000 PTA funds
2020
schooling and home schooling
remedial
All learners are Every last

Conduct monthly
assessed showing Teachers Friday of None
assessment
improvement the month
66
Analyze
All learning Every after
assessment result Teachers and
competencies assessmen None
and feedback school head
mastered t
giving
9. Improving To train and 12 IPDP of teachers

Assessment and
teachers’ strengthen the training needs School head and
consolidation of June 2020 None
instructional facilitating skills aligned to school teachers
training needs
competence and of the 8 teachers HRD plan
effectiveness in
Planning and
curriculum Prepared School head,
scheduling of June 2020 None
delivery INSET/SLAC designs teachers
activities
Conduct INSET July 2020

2 INSETs and 12 School head and
and SLACs on to October 7,500 MOOE
SLACS conducted teachers
teachers 2020
TA plans prepared Provide Teachers, school July to None

TA/Coaching to head, master March
teachers teachers 2021
67
Monitoring and
January
7 teachers improved evaluation on the
School head, 2021 to
their teaching application of the None
Master teachers March
learning delivery activities
2021
conducted
68
CHAPTER 4.
Monitoring and Evaluation
This chapter ensure that all school projects, activities, and programs outlined in the School Improvement Plan (SIP) and
annual Implementation Plan (AIP) are carried out, regular monitoring and evaluation sessions are held, so that gaps and problems
can be identified and given corresponding solutions.
Monitoring and evaluation shall be conducted by the school head, teachers and stakeholders quarterly to documents all
implemented school activities, programs, and projects implemented and not implemented for the Project Team to implement for the
next quarter until all activities, programs, and projects implemented within the school year.
Strategy Objectives & Targets Activity Status of Date of Proposed Dates
Accomplishment monitoring of Monitoring
1.Implementing School To reduce the drop-out Identify PARDOS
drop-out reduction rate from 1.04% to 0% Orientation of teachers on
program assessment on the learning
styles and needs of the
PARDOs
Revisiting and re planning
on school Drop-out
Reduction Program
CapB on teaching
pedagogies which are best
69
suited for remedial teaching
SLACs on activity based
remedial teaching strategies
and activity based
manipulative IMs for
remedial teaching
Conduct of Remedial
Classes and counseling
 Scheduling of remedial
classes
 Tasking
Classroom observation and
monitoring of remedial
teaching activities
Conduct sitio visitation and
module tutorials
2. Capability-building To develop 2
for teachers on LMs contextualized IMs per Attend Webinars on LM
Development grade level per learning Development
Draft Modules per grade
70
level
Use quality assured LMs in
teaching
areas at the end of
Monitoring and evaluation
school year
on the use of the modules
2020-2021 and
3.Improving/enhancing To decrease the number 1. Reproduction &
Reading of pupils under poor administration of PHIL-IRI
comprehension of 23 reading pre and post test
pupils in grade IV to VI comprehension from 23 2. Analyze results and
to 5 in one year develop appropriate
intervention
3. SLAC on contextualizing
reading materials
4. School quality assurance
of contextualized reading
materials
5. Conduct monthly speed
and comprehension test
71
6. Continue implement
reading program
7. Digitization of
contextualized reading
materials
Assigning of faculty club
advisers to handle curricular
and co-curricular clubs
IEC on club membership
To increase participation and activities
4.Improving/enhancing rate of pupils in curricular Integration of online
participation of pupils and non-curricular challenges on
in curricular and non- activities and organizational plans and
curricular competitions from 65% to activities
activities 100% Plan implementation
Plan Regular plan visitation
for monitoring and
evaluation implementation
and evaluation
72
To provide the needed CapB on Proposal writing,
5. Establishing a child- documents and facilities resolution drafting, and
friendly school, safe to become outstanding records management
and conducive learning child-friendly school safe Drafting and submission of
environment and proposals for the following
conducive learning projects for funding
environment at the end of Follow-up and presentation
school of project proposal for
year 2020-2021 funding
Construction of Learning
park in Math and Science
Installed partial riprap of the
eroded portion of the school
Installation of concrete
permanent fence
Construct 1 common
separate CR for boys and
girls
73
Repair water and electrical
facilities
Purchase needed materials
for the rehab of the
toothbrush through
Construct IPED learning
center
Construct cemented
drainage canal
Produce documents needed
for a child-friendly school
system
Implement school banner
(Project ARAGAK)
Rehab of windows panes of
some classrooms and office
Purchased/procured tables
for ICT and library rooms
Establishment of a
functional Material
74
Recovery Facility
Construct sports facilities
Hire watchman
To increase stakeholders’ Conduct meeting with the
6. Strengthening participation from 87% to stakeholders to assess the
Partnership and at least 95% activities, programs project
linkages with implemented
stakeholders Organizing of Alumni and
Stakeholders Association
Monitor attendance of
stakeholders in all activities,
programs, and projects
Provide due recognition
and/or incentives to
stakeholders with active and
exemplary participation and
contribution
Assign certain tasks to
stakeholders
75
Conduct monitoring and
evaluation on the
stakeholders plans
implementation
Meeting with the teachers
and stakeholders
To increase SBM score Assigned/designate focal
7. Improving School
from 2.08 to 2.25 at the person
Based Management
end of SY Monitoring and evaluation
(SBM) Score/level
2020-2021 on the implementation of
Plans
Awards and recognition
8. Improving academic To improve GWA in Conduct listing of least

performance of grade Math, Science, and learned skills in Math,
V pupils in Math, English from 79.8% to Science and English every
Science and 85% at the end of school after examination
English 2020- 2021 Reproduction of activity
sheet for least learned skills
in Math, Science and
76
English
Conduct remedial classes
for mastery of competencies
Conduct monthly
assessment
Analyze assessment result
for feedback
Assessment and
consolidation of training
needs
9. Improving teachers’ Planning and scheduling of
instructional To train and strengthen activities
competence and the facilitating skills of the Conduct INSET and SLACs
effectiveness in 8 teachers on teachers
curriculum delivery Provide TA/Coaching to
teachers
Monitoring and evaluation
on the application of the
activities conducted
77
Scheduled Dates of Monitoring
Strategy Objectives & Activity Status of Date of Issues/ Recommendati Signature of
Targets Accomplishment monitoring problems/ ons/action SPT &
challenge points Project
Team Leader
78
AIP Evaluation Form
Date of Submission: ________________________
Strategy Activities Target Physical Financial
output of Actual % of Target Actual Reason for
the accomplishment the
79
activities difference
1.Implementing
School drop-out
reduction program
2. Capability-building
for teachers on LMs
Development
3.Improving/enhancing
Reading
comprehension of 23
pupils in grade IV to VI
4.Improving/enhancing
participation of pupils
in curricular and non-
curricular
activities
5. Establishing a child-
friendly school, safe
and conducive
80
learning environment
7. Improving School
Based Management
(SBM) Score/level
8. Improving academic
performance of grade
V pupils in Math,
Science and
English
9.Capability building
for teachers on
teaching strategies
Dropout Management Process
PIA: High dropout rate
4 parents of PARDOS do
4 out of 192 pupils are at 4 parents of PARDOS
not attend the HPTA
risk of dropping out did not respond to the
meeting
invitation
81
Sending out Letter of Invitation Home visitation by Class
Identifying PARDOs Advisers
to Parents
Remediation & Make-up Counseling of the Pupils by

Parent- teacher
Activities Guidance Designate
Conference
Only 1 out of 4 parents

attended the conference
2 out of 4 pupils complied but
not consistent
Process Map on LM Development

PIA : Low Percentage of LM Development
8 out of 12 teachers
Item analysis and frequency of have low motivation and
errors on written works / confidence to prepare
examination not conducted LMs 5 out of 12 teachers submitted
their LMs for school validation
82
Identification of Least Draft Learning material like
Learned Competencies Submit to school for quality
SIM, modules, activity sheets
and noting of Most assurance
and manipulatives
Essential Competencies
Use in classroom
Submit for Division Quality
instruction Returned for revision
assurance
2 out of 5 teachers complied

1 out of 12 teachers submitted with the suggestions
Process Map on Reading Comprehension
LMs for assurance
PIA: Poor reading comprehension of pupils in English & Filipino 4/26 pupils
Improper pausing
and stopping 6/26 Pupils stay long
2/26 did not participate 5/26 pupils in grade IV
while reading. on unfamiliar words.
during reading lesson could hardly attack the
words
83
Reading Proper
Presentation of
Reading Lesson (Silent and Oral Reading)
Discussion and Comprehension
Check-up
Setting of purpose
wasn’t established
Post Reading Only 47% of the

pupils could respond
(Assessment of Reading) correctly to the
questions
60 -71% of the pupils got

passing scores
Management of curricular and co-curricular activities process
PIA: Low Participation of pupils in curricular and non-curricular activities
8% only of pupils in
10% only of the pupils in each class are present
Most pupils are tapped
each class are interested during traing
in 2 or more events
Information and
dissemination of
communications 84
Identification of Participants Training/ Coaching of Pupils
5% of pupils did not

Participation to participate due to home
Activities/Competitions chores.
22% of the pupils were not

involved in any of the
activties
85
Process Map on Stakeholders’ Participation, CFSS & SBM Implementation
PIA: Low Participation of stakeholders in school PAPs; Low Scores in CFSS & SBM
6 Teacher coordinators find

87% attendance of the difficulty in preparing resolutions,
stakeholders attained proposals, MOA, etc.
Inviting the Stakeholders

Meeting/Information Planning, Coordinating &
thru: Memos, Letter,
Dissemination Resource Generation
Text, Verbal
Only 60% of the

activities, projects Implementation/Conducting
and programs were Monitoring and
of PPAs
implemented Evaluation
only 78% of the PAPs 58% PPAs not 4 out of 7 big projects
documented No mechanism in
done within the lack of funds
place to empower
target time frame
parents
86
Process Map on Pupils’ Performance
PIA: Low GWA in Math, Science and English in grade V
Only 10 passed the test

6 out of 8 subject has no 16 out of 25 did not answer
Table of specification the difficult questions
Test Preparation
Test proper Checking of test result
Analysis of test
results Recording of test result
20% of the learning

competencies not 2 pupils have the same
mastered answer
87
Professional Development Process
PIA: Unsatisfactory teachers’ instructional competence and effectiveness in curriculum delivery
Only 2 teachers were sent to

2 teachers used other IPDP
4/12 teachers did not submit attend trainings
format.
their IPDP on time.
IPDP preparation by Consolidation of IPDP Teachers’ training

teachers
Evaluation
Review of IPDP SLAC
8/12 teachers did not

Only 4/12 teachers met
meet their development Only 12 SLACs conducted
their
needs due to Overlapping of
trainings/development
needs activities.
88
Student-led School Watching and Hazard Mapping
(Lifted from DO. No. 23 s. 2015)
PROCEDURES
Organizing and Preparing the School Watching Team

The school head shall designate a moderator to facilitate a student-led school
watching and hazard mapping activity. The moderator is preferably a DRRM-trained
school personnel who is familiar with the hazards and risks in the school or anyone
who has previous/current involvement in any DRRM activity.
The School Watching Team (SWT) should compromise of at least 10
members. For medium and big schools, organizing various students’ organizations
and/or student leaders for a school watching activity is preferred to maximize
engagement. For very small schools (i.e. with less than five classes), teachers could
integrate school watching in their respective lessons as an outdoor activity. For very
big schools, more than one team could be organized to ensure that all grade levels,
sections, and groups are represented.
The Supreme Student/Pupil Government (SSG/SPG) shall aid in the
identification of SWT members. The team members could be student leaders of
youth clubs, academic and/or non-academic clubs such as boy/girl scouts, Red
Cross, or representatives from various grade levels and/or sections.
The moderator is encouraged to redesign the process, if necessary, to ensure
appropriateness to the composition of the SWT. Preferably SSG/SPG shall also
participate in this activity.
It is important that the moderator presents the guidelines in the language that
the SWT is most familiar and comfortable with.
The moderator could prepare a timeline on the conduct of this activity to
ensure that this will not disrupt regular school activities and/or classes of SWT
members.
The moderator will prepare the route for the school watching, designate stops
and provide a School Watching Checklist (see attached) to Team members for
guidance in the observation of hazards.
Designate a start and end point for the school watching activity.
The moderator shall orient the SSG/SPG on school watching and hazard
mapping before convening the SWT.
89
School Watching and Hazard Mapping
The moderator should ensure that all SWT members have a pen and
notebook for note taking during the school watch.
The moderator shall orient the SWT on the background and purpose of this
activity, and level-off with the Team on the conduct of this activity.
Walk through each building, classroom, office, laboratory, workshop, play
area, garden, and any open area of the school.
At each point, give a 3-5-minute stop for the Team to observe and take down
notes in every building, classroom, office, laboratory, workshop, play area, garden,
and any open area.
Use the School Watching Checklist as a basic guide in identifying hazard
factors and/or at risk areas in the school. The Team members are encouraged to
add other risk factors based on their observation, experience, and appreciation of the
condition of the school environment/facilities.
After walking around the school premises, the moderator will facilitate the
processing of the information noted by the SWT.
Then, materials such as cartolina, pens, crayons, coloured papers or any
drawing material will be distributed to the SWT to map and plot the identified hazards
and/or risk areas in the school.
Allow the SWT to discuss the plotted hazard areas in the map to enhance the
initially placed markings.
Finalize the hazard map based on the SWT discussion and prepare for a
presentation to the School-Community Planning Team (SPT).
90
School Watching Checklist
 Broken window
 Slippery pathway
 Blocked corridor
 Heavy objects mounted on top of cabinets/shelves
 Flooded area
 Busted plugs/light bulbs/electrical facilities
 Exposed electrical wires
 Protruding nails in chairs and tables
 Broken door knobs
 Warning sign: Slippery pathways/corridors
 Plants mounted on the building railings
 Flooding
 Exposed chemicals and liquids
 Lack/absence of storage for equipment
 Unlabeled chemicals
 Dripping ceiling
 Open pit
 Stagnant water
 Unpruned trees/bushes/shrubs
 Open/clogged canals
 No ramps for elevated school buildings or other facilities
 Swing-in doors
 Broken/dilapidated ceiling
 Open/incomplete perimeter fence
 Presence of stray animals inside the school campus
 Presence of electrical post/transformer near or within the school perimeter
 No system of release to parents during emergencies
 No posted emergency hotlines around the school
 Garbage area (segregation of biodegradable and non-biodegradable)
 Detached or peeled off GI sheet
 Broken toilet bowl and/or sinks
 Broken chairs/desks/tables
91
 Blocked/no emergency exits
 Unmounted cabinets/shelves
 Medical kits in every classroom
 Bells/alarms
 Condemnable building (i.e. very old structure, collapsing building and/or
prominent cracks on classroom walls)
 Others (List as many as possible)
92
School-Based Child Protection/Anti-Bullying Policy Implementation
Checklist
Name of School: _Sadanga Central School

Address: Poblacion, Sadanga, Mountain Province
District/Division/Region: Cordillera Administrative Region
This checklist is designed to monitor and evaluate the compliance of
the school/s in the implementation of DepEd Order No. 40, s. 2012
and DepEd Order No. 55, s. 2013.
Tick the appropriate box that corresponds to your observation.
P – Present or In Place
Instruction A – Absent or Not In Place
: Findings will be based simply on the presence or absence of the
requirement as stated in each item and shall be the basis for a plan of
action by the school and the Division Office.
P A
1. The school has a written school-based child protection and/or /
anti-bullying policy.
2. There is a code of conduct incorporated in the school-based child
protection or anti-bullying policy for the following:
a. Students /
b. School Administrators /
c. Non-Teaching Personnel (guards, maintenance, etc.) /
d. Teachers /
e. Visitors (Parents, alumni etc.) /
f. Off-Campus activities such as field trip, camping etc. /
3. The code of conduct has specific provisions to address potential
risks to students such as:
a. Disregarding abusive situation or behavior against /
children;
b. Employing children as house helper or asking students to /
93
care for teacher’s children while in school;
c. Relating with children in private for personal matters like /
student-teacher as “text mates” or face book friends;
d. Going out with students after school such as watching /
movies;
e. Using green jokes or jokes with double meaning in the /
class;
f. Cultural Beliefs (marrying children because it is acceptable /
based on one’s culture/religion, amicable settlement on
child abuse cases).
4. Promotion or information dissemination of the school-based child
protection and/or anti-bullying policies is done during school
opening for:
Students /
Teachers /
Non-Teaching personnel /
Parents /
5. There are written procedures to guide in conducting disciplinary /
proceedings in cases of offenses committed by pupils, students,
or learners.
6. The school has adopted a conflict resolution mechanism that /
respects the rights of indigenous peoples, provided that they
conform to child’s rights and the Department issuances on child
protection.
7. There is an established system for identifying students who may /
be suffering from significant harm based on physical, emotional,
or behavioral signs.
8. Has developed and implemented a school-based referral and /
monitoring system to address child abuse and bullying cases.
9. There is an existing record of all proceedings related to bullying /
and child abuse cases using the Intake Sheet (Annex B of DO 40,
s. 2012 or Appendix B or DO 18, s. 2015) as appropriate.
10. Records related to complex cases of child abuse and bullying /
94
using the Intake Sheets (Annex A of DO 40, s. 2012 or Appendix
B of DO 18, s. 2015) are well-kept and separate from simple
cases.
11. The school has submitted its consolidated reports on bullying and /
child abuse cases to the Division Office a week after the opening
of each school year.
12. Has mapped out available resources in their community for /
possible linkages or networking for cases needing referrals etc.
13. Has an active coordination with WCPD, DSWD, and other /
government and Non-Government Organizations (NGO).
14. Has a clear policy on the use of positive and non-violent discipline /
for children.
15. There is an organized Child Protection Committee (CPC) in the /
school.
16. There is an annual capacity building activity for the members of /
the CPC: Guidance Counselor/Designated Guidance Teacher
Representative of the Students /
Representative of the Parents /
Representative of the Barangay /
Representative of the Teachers /
17. The CPC is meeting regularly to discuss appropriate interventions /
and/or responses to school problems on bullying and child abuse
cases and other concerns.
18. The school with its CPC has initiated information dissemination /
programs and organized activities for the protection of children
from abuse, exploitation, violence, harm, and bullying.
19. There is a strong student participation in the promotion of child /
protection and anti-bullying policies of the school.
20. There is a feedback mechanism in the school to monitor the /
implementation of the Child Protection and/or Anti-Bullying
policies.
(Total Number of P and A multiplied the total number of items divided 27 10
by 100)
95
Overall Scores 72.97 37.03
General Description:
Recommendation:
Prepared by:
ARTHUR S. TAYA-AN
Signature over Printed Name
School Principal
Designation
Date
Received by:
_____________________________
Signature over Printed Name
_____________________________
Designation
__________________
Date
CONTENTS
INTRODUCTION
96
How did you like school?
What is a school?
What makes up a school?
Who provides the learning environment?
When can a school be called a ‘Child-friendly School’?
What exactly is a Child-friendly School and how can our school become one?
What should a Child-friendly School aim to achieve?
SELF-ASSESSMENT TOOL
How should our school go about achieving the goals of the Child-friendly
school?
Accomplishing specific targets
How our school scored
So, is our school Child-friendly?
How did you like school?
Many of us look at school as a place for serious learning but rarely as a place
for one to enjoy learning activities and have a say in what one needs and
wants to learn.
When you were in school, were you ever consulted as to what you wanted to
learn and how you wanted to learn them? If you were lucky enough to have
been asked, were you able to freely suggest ways and activities by which you
could learn more effectively?
Rights and enjoyment are perhaps words often left out of any student
handbook or school circular. Now that you are a teacher, principal or parent,
are you the type who believes that being ‘soft’ on children will only make them
learn or study less? Or that giving them ‘choices’ and allowing them to
express themselves freely will only diminish discipline – discipline to make
them sit up and listen to their lessons?
Each of us probably has his or her own idea or approach to education and
how we can make children ‘learn’. Regardless of the differences in our
opinions, many of us would probably agree that SCHOOL IS FOR
CHILDREN. Perhaps, we could further firm up this agreement by coming up
with some common definitions...
97
What is a school?
Let us consult our dictionaries. Do you have one in your school? All
dictionaries would probably contain any or some of the following definitions: 1)
an institution devoted primarily to imparting knowledge or developing certain
skills; 2) the building or buildings in which instruction is given; 3) any sphere
or means of instruction.
What makes up a school?

Since it is safe to agree that ‘school’ is for those needing or seeking
knowledge or instruction, it should be primarily composed of learners or
pupils.
Where there are pupils, there should also be teachers who care for children,
provide for their learning needs, and nurture their interests.
Then, there is the physical school – the school building and its facilities –
classrooms, gymnasium or activity area, grounds for young children to romp
and play, toilet facilities, drinking fountains, and the like.
Did we miss anything? Well, yes there’s still one more and probably the most
important one of all. It’s all people and things that we’ve mentioned
combined...and more. It is called the learning environment. The learning
environment is more than just the sum total of all these – people (pupils and
teachers) and things around them – parents, brothers, sisters, other relatives,
and other people and things in the community where the school is located.
When all these INTERACT, and interact FAVORABLY with each other, a lot of
wonderful things can happen to the child’s learning. Remember that learning
does not only occur within the four walls of a classroom. Learning continues
when the pupil returns from school to his or her family, mingles with the
neighbors and playmates, runs an errand to the sari-sari store, attends with
his or her family a religious service at their place of worship, and does tens of
other things. A healthy learning environment not only enhances the child’s
academic achievement but also ensures his or her physical, psychological,
social, and emotional growth.
Who provides the ‘learning environment’?
School principals, teachers, parents and families, community institutions such
as your local barangay council, other community members and the children
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themselves support each other in creating and enhancing the ‘learning
environment’.
When can a school be called a ‘Child-friendly School’?
A Child-friendly School is more than just a place for formal learning.
Foremost, it is an institution that recognizes and respects the range of rights
of children, and not just their right to be educated. These rights also include
their rights to be healthy, to be given opportunities for play and leisure, to be
protected from harm and abuse, to express their views freely, and to
participate in decision-making according to their evolving capacities.
While upholding children’s rights, a Child-friendly School also instills in
children the responsibilities that go with their rights. Among these are to
respect the rights of others, respect diversity, practice equality, and resolve
differences without resorting to violence.
Just as important, a Child-friendly School takes the lead in shaping a learning
environment that enables children to learn as much as their intellectual
faculties could take. It is a kind of environment that allows them to grow
healthy, equips them with knowledge and skills that they can use throughout
life, and enables them to become responsible and productive members of
their community and society.
What exactly is a ‘Child-friendly School’ and how can our school
become one?
A ‘Child-friendly School’ has the following five traits:
A Child-friendly School is inclusive, gender-sensitive, and non-
discriminating.
It is said to be inclusive, gender-sensitive, and non-discriminating when it...
does not turn away any child from enrolling and attending classes for
whatever reason
gives boys and girls equal learning opportunities
treats all children equally, regardless of gender, social status, cultural origin or
religious belief.
A Child-friendly School is effective with children.

It is said to be effective with children when it...
is child-centered
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has the best interest of the child in mind in all its learning activities?
has a curriculum that addresses the child’s learning needs as well as those of
the community and society
employs teaching methods that are suited to the child’s age, abilities, and
ways of learning
encourages children to think and decide for themselves, ask questions, and
express their opinions promotes quality learning
makes sure that children master the basic skills of writing, reading, speaking
(and listening), mathematics, and the necessary skills that they can use
through life
encourages children to learn by doing and by doing things with others
makes sure that teachers are qualified to teach and continue to become better
teachers
makes sure that teachers and other staff are physically fit, adequately paid,
and highly motivated.
encourages children to participate in school and community activities

encourages children to work together to solve problems and achieve what
they aim to do
encourages children to express their feelings through the arts – music,
drawing, drama, and other forms
A Child-friendly School is healthy for children.

It is said to be healthy for children when it...
promotes children’s health
guarantees that school buildings, grounds, and facilities are safe, clean,
healthy, and with adequate water and sanitary facilities
has written policies and regular practices that promote good health
integrates health education and life skill development in its curriculum
hosts regular health services for children, such as immunization
A Child-friendly School is caring and protective of all children

It is said to be caring and protective of all children when it...
safeguards and provides security for children
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helps defend and protect children from harm and abuse
encourages children to care for each other
does not tolerate physical punishment on children
has clear guidelines for conduct between students and does not allow bullying
A Child-friendly School involves children’s families and the community

It is said to involve families and the community when it...
works closely with children’s families
consults parents and invites their opinions regarding school policies and
activities
holds regular dialogues with parents regarding their children’s learning
progress
collaborates with parents to encourage their children to practice at home what
they are learning in school
cares as much as parents that children get enough nutrition and are in good
health
cares about the children’s safety not only within the school premises but also
on their way to and from school
engages the support and interaction of community institutions and other
individuals
enlists the support of community institutions and individuals for its projects
and activities for children
acts on behalf of and upholds the interests of children in community
assemblies
WHAT SHOULD A CHILD-FRIENDLY SCHOOL AIM TO ACHIEVE?

A Child-friendly School should aspire for these seven (7) goals:
Encourage children’s participation in school and community
Enhance children’s health and well-being
Guarantee safe and protective spaces for children
Encourage enrolment and completion
Ensure children’s high academic achievement and success
Raise teacher’s morale and motivation
Mobilize community support for education
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How should our school go about achieving these goals?
The following checklist contains action items that will guide you through what
you need to have or need to do towards accomplishing the seven goals of the
Child-friendly School.
See how many of the action items listed under each goal you have
accomplished or are doing on a regular basis. Tick the box before each
action item if you have accomplished this. Add up and write your total in the
box after each goal. By checking what your school already has and what it is
doing regularly, you will be able to track your progress towards becoming a
Child-friendly School.
You may already be well along the way to becoming a Child-friendly School!
Remember though that you have to be honest with your answers!
Here’s one other advice... Please accomplish this checklist first before moving
on to the next section.
GOAL #1: Encourage children’s participation in school and community
What your school should have or should be doing:
 Your school has a working student government.
 Your school involves students in meetings and planning sessions that
concern their well-being.
 Your school involves students in the organizing, planning, and
execution of the disaster preparedness and response plan.
 Your school encourages its students to get involved in community
work.
 Your school has a mechanism or mechanisms – such as a school
publication, students’ bulletin board, or opinion box – for pupils to
express their opinions about school and community issues.
4
Total number of action items checked for this goal
GOAL # 2: Enhance children’s health and well-being

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 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.
Total 6 number of action items checked for this goal.
GOAL # 3: Guarantee safe and protective spaces for children

 Your classrooms have proper ventilation and lighting and enough
space for 45-50 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).
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 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,
cultural origin, social status, religious belief, and others.’
 Your school has a program for children with special needs.
 Your teachers use non-threatening styles of discipline.
GOAL # 4: Encourage enrollment and competition

 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.
4
Total number of action items checked for this goal.
GOAL # 5: Ensure children’s high academic achievement and success
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 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.
GOAL # 6: Raise teachers’ morale and motivation

 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.
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 Your school provides annual medical examination to your teachers and
other staff.
6 Total number of action items checked for this goal.
GOAL # 7: Mobilize community support for education

 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).
6 Total number of action items checked for this goal.

Rating your school for action items done
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.
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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

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!
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Color this heart!
Goal # 5: Ensure children’s high academic achievement and success

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
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

the heart. That’s it! Hope you did well!
Color this heart!
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
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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
finish Grade 12.
All your Grade 6 pupils/Grade 10/Grade 12 students pass the division,
regional, or 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 well-nourished child is more ready for learning than a sickly one.
The additional targets are as follows:
All schoolchildren are well nourished.
All schoolchildren are healthy.
All schoolchildren have good dental 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)
_______:
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: ______3____point/s
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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
finish Grade 12.
(Please check)
77-79% Fair 1 point
Your Score: ____2______point/s
All your Grade 6 pupils/Grade 10/Grade 12 students pass the division,
regional, or national tests or assessments.
(Please check)
50-74% Fair 1 point
Health and nutrition targets:
All your pupils/students are well nourished.
(Please check)
70-80% Fair 1 point
All your pupils/students are healthy.
(Please check)
75-80% Fair 1 point
All your pupils/students have good dental health.
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(Please check)
75-80% Fair 1 point
Your Score: _____2_____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
Encourage children’s participation in school red 3
and community
Enhance children’s health and well-being blue 1
Guarantee safe and protective spaces for 1
children blue
Encourage enrollment and completion purple 2
Ensure children’s high academic achievement 2
and success blue
Raise teacher’s morale and motivation blue 2
Mobilize community support for education 2
blue
SCORE 13
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Enter and add up your scores for Accomplishing Specific Targets (pages __)
here.
Progress toward specific targets Points
All school-age children in your community are served by 3
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 2
years ago finish Grade 6/ enrolled in Grade 7 three years
ago finish Grade 10/ enrolled in Grade 11 finish Grade 12.
All your Grade 6 pupils/Grade 10/Grade 12 students pass 1
the division, regional, or national tests or assessments.
All your pupils are well nourished. 2
All your pupils are healthy. 2
All your pupils have good dental health. 2
SCORE 12`
Now, tally your scores in the two categories.

Action Items / Goals 13
Progress toward Targets 15
TOTAL SCORE 25
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.
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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?
(name of your school) is a
CHILD-FRIENDLY SCHOOL!!!
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Annexes
1A, 2A, 2B, and 2C
Picture of documentations during VMV
Glossary
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Voice of the Customer
Pupils at Risk of Dropping
PT: Kumusta ang pag-aaral mo?

L: Maputi po.
PT: Hindi ka ba nahihirapan sap ag-aaral?
L: Nahihirapan po.
PT: Hindi ka ba tinutulungan sap ag-aaral mo?
L. Tinutulungan po, May mga Gawain ako sa school kasama mga kamag-aral
ko.
PT: Bakit ka lumiban sa klase mo?
L: Kung minsan dahil sa sama ng panahon, kung minsan din masama ang
pakiramdam at kung minsan ayaw ko lang pumasok.
PT: Bakit ayaw mong pumasok?
L: Wala akong gana.
Low % of Instructional Materials

School Head: How many IMs/LRs did you construct last school year?
Teacher Janet: I constructed 6 IMs sir. There are 2 in Math, 2 in Science, and
2 in AP.
School Head: Did you submit those constructed IMs to the division for QUA?
Teacher Janet: No sir, for classroom used only.
School Head: What about in the school, were they validated/evaluated by the
evaluators?
Teacher: Yes sir that is why we used already in our class.
School Head: Why did you not submit for division QUA?
Teacher: I did not yet finalize due to lack of knowledge on contextualization
of IMs.
School Head: Ok, are you interested to submit your IMs/LRs for QUA?
Teacher: Yes, sir, if we have a training on the contextualization of IMs/LRs.
School Head: when will you submit your contextualized IMs/LRs for QUA?
Teacher: One week after our training sir on contextualization of IMs/LRs.
School Head: make sure to finalize and pass your output for division QUA.
Teacher: Yes sir. Thank you.
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Stakeholders’ Participation
Teacher : What are the reasons why some parents do not attend
conferences/meetings?
Parent : Lack of time.
Teacher : Meetings/conferences are sometimes scheduled at night but some
still do not attend.
Parent : Sometimes my child does not tell the exact time of the meeting.
Teacher: Meetings are scheduled to meet the convenience of the parents but
we rarely have 100% attendance. What could be some reasons?
Parent: Sometimes parents do not attend because they do not fell the
importance of attending such meeting. I myself sometimes prefer to
pay for my absences.
Participation of Pupils in Academic and Non-academic activities
PT: Kumusta ang paghahanda ninyo sa paligsahan?

L. Mabuti po.
PT: Lahat ba kayo nabibigyan ng pagkakataon na sumali sa mga paligsahan?
L: Opo.
PT: Ilang paligsahan sa district/division ang nasalihan mo?
L: Sumali po ako sa Science, Filipino at EsP sa Division, sa district naman 4
na palagsahan ang nasalihan ko.
PT: Ilan kayo sa klase ninyo?
L. 32 po sa grade VI.
PT: Paano ba pinili ang sumasali sa paligsahan?
L. Nagkakaroon kami ng paligsahan sa aming klase at ang mananalo ang
sasali sa mas mataas na antas ng paligsahan, pero kung may kamag-aral
akong ayaw sumali pinapalitan.
PT: Bakit ayaw sumali ang ilan sa mga kamag-aral mo?
L. Ma’am sabi ng ilang kamag-aral ko wala silang gagamiting pera.
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Reading Comprehension
PT: Kumusta ang mga grades mo?

L: Maayos naman po, kaya lang may mga subjects na mababa po ang
grades.
PT: Sa anong subject ka nahihirapan?
L: Sa English po.
PT: Bakit ka nahihirapan?
L: M’am may mga salitang mahirap maintindihan. Hindi ko naiintindihan ang
mga binabasa ko.
PT: Tinutulungan ka b ani teacher upang maintindihan mo ang binabasa mo?
L: Opo. May mga remedial lesson po kami.
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Republic of the Philippines
Cordillera Administrative Region
DIVISION OF MOUNTAIN PROVINCE
SADANGA DISTRICT
MINUTES OF FIRST SCHOOL GOVERNING COUNCIL AND SCHOOL

PLANNING TEAM, HELD ON JULY 24, 2019 AT THE PRINCIPAL’S
OFFICE, SADANGA CENTRAL SCHOOL, POBLACION, SADANGA,
MOUNTAIN PROVINCE
Attendance: Please refer to attached attendance sheet
BUSINESS PROPER:
The meeting started at 3:00 in the afternoon. It was opened through a

prayer led by Hon Daniel G. Dawadeo. Mr. Arthur Taya-an, the school
principal officers presented the following agenda of the meeting:
o Organization of the School Planning
o Pre-planning for the ESIP
Mr. Arthur Taya-an, started the first agenda by presenting the roles and
function of the School Planning team and the composition of the School
Planning Team.
 Hon. Daniel Dawadeo – SGC Chairperson
 Hon. Ruben Atiwen- SB member in charge of Education
 Mr. Arthur Taya-an – School Principal
 Mrs. Agnes Wanawan – Elders Representative
 Je Anne A. Keya – SPGO President
 Mrs. Criselda L. Chulosen – DRRM Coordinator
 Mrs. Janet G. Coria-en – CPC Chairperson
 Fannayo Ampac – Barangay Kagawad – DRRM
 Nida N. Orowan- Faculty Representative
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After the presentation of the roles, functions and members of the
School Planning Team, Hon. Daniel G. Dawadeo, the presiding officer, asked
Je Anne Keya, the SPGO president to start the discussion of the Second
agenda through reading the vision.
Highlights of sharing on the vision

o Sir Arthur: Who are the “we”? We meaning we are all included, the
parents, the elders, the teachers, the LGUs and all the other
stakeholders are included.
o Mrs. Criselda Chulosen: Previously, what we usually discuss is our
school vision, and if we try to relate it with the DepEd national Vision it
has the same vision, developing our learners holistically that they may
become better citizens in the future.
o Mr. Daniel Dawadeo: Yes, and we should envision them as leaders of
our country, and so we need to invest in them, because investing in
them is investing for the future of our country.
o Mrs. Agnes Wanawan: If we try to see our vision, we can say that it is
not just the vision of the DepEd. This is also the vision of every parent
for their children. In our vision we could immediately solicit sense of
ownership among parents and stakeholders because it is grounded on
the same idea. To give our children a better future wherein our school
accomplished lifelong learning, so we produce a productive and asset
citizen.
After the sharing on vision, Ms. Je Anne Keya continued reading the
Mission before it was opened for sharing and discussion. Highlights on the
sharing about the Mission.
o To protect and promote the right of every Filipino to quality,

equitable, cultured based and complete basic education.
 Ma’am Janet Coria-en: To protect and promote meaning for the
school to become an institution who respects the right of every child
to quality education, to promote is for the school to implement
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religiously the curriculum and be sincere in integrating it to the
culture.
 Sir Arthur Taya-an: The school really wanted to attain culture based
education that is why we have elected Mrs. Agnes Wanawan, as a
member of the SPT and SGC because the parents acknowledges
that she can help especially in evaluating the instructional materials
of the teachers being submitted for quality assurance.
 Mrs. Agnes Wanawan: Yes and I thank the parents for selecting
me. And I do believe that for us to achieve quality and equitable
education we have to make it culture based in a way that the
teacher materials should undergo culture content quality assurance
to ensure the correctness and genuine culture-based knowledge
being injected to the curriculum.
o Students learn in a child friendly, gender sensitive, safe and

motivating environment.
 Sir Arthur: As a start let us try to evaluate our school in terms of
safety of the school children, is it a child friendly school, does it
motivate the learners to learn.
 Mrs. Agnes Wanawan: If we really try to assess our school is in a
location where in it is exposed to danger because of the terrain
where is children can fall and meet accident but after years of effort
we can see improvement to address this, example the school has
gate which help minimize the entry of unknown individuals. A gate
is placed in between the grade 1 rooms and the adjacent building
so that it can be closed to minimize children going at the back and
play for there is no fence, they can fall. Even on their way going
home at least the stairs are repaired and fenced except for some
portions with no railing. So in my opinion in school they are safe,
but may I recommend that we safeguard and remind them not to
pass and follow the road as their way going home because they are
exposed to vehicular accident.
 Mrs. Coria-en: May we request our SGC president and SB member
to follow up or support our proposal for school fencing.
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 Mrs. Criselda Chulosen: Generally our school is child friendly, we
even won the municipal search for the most child friendly school
last year, and during the search they school is being assessed if it
is gender sensitive, safe and a motivating environment to learn.
 Mrs Janet Coria-en: As a result of the hazard mapping conducted
by the SPGO the following were assessed by the pupils as hazard
areas or areas which threaten their safety. First is the unfenced cliff
upstairs in the are the grade 5 and 6 side, second is the live wire
going to the Kinder room crossing the tampoy tree which the pupils
usually climb, third is the un riprapped and unfenced ground of the
of the kinder.
 Mrs. Agnes Wanawan: May is suggest that you prune the trees for it
not to be in contact with the trees, and request the MOPRECO to
check if they can reline it.
 Je Anne Keya: The other hazards which can be remedied or solved
immediately like the waste in school are included in our plan as
SPGO.
 Mr. Arthur Taya-an: Since we are in the planning stage of our SIP,
plan for three year, this issues are being encouraged to be included
in the plan, the safety of the children are considered to have higher
urgency. And within our discussion may I then propose, that we put
priority to the safety of the children and realign the intended fund of
the IPED house to be use to fund the ground extension in front of
the principal’s office. Through this we could provide more safe
space for our children to play, eat and learn. Then, we could
transfer out the IPED house and be landscaped so we can still have
an IPED house.
 Mr. Daniel Dawadeo: I agree with the proposal because looking at
the first plan which is erecting a bigger IPED house, the fund is not
enough and the project cannot be divided into 2 phases like phase
one post and initial structure phase 2 equipping. At least for the
ground extension we can propose to have 2 phases.
132
 The proposal to realign the Child friendly school price from IPED
house to ground extension is unanimously approved.
o Teachers Facilitate Learning and Constantly nurture learning

 Sir Arthur Taya-an: This is our mandate as teachers so we do our
best to nurture learning.
 Mrs. Criselda Chulosen: This is the reason why even though we are
getting old we still try our best to improve in our teaching strategies
to better nurture our learners. We still attend to trainings and
seminar so that we can give better service to our pupils.
 Mrs. Janet Coria-en: And this is also included in our SIP, to help the
teachers grow professionally. So, INSET and training funds are
made available to nurture the teachers so that they can nurture the
learners.
o Administration and staff as stewards of the institution, ensure and

enabling and supportive for effective learning to happen
 Sir Arthur Taya-an: This is very much accepted on my part as a
school head. Especially on having effective learning, I and the
Master Teachers will make to give the technical assistance needed
by our teacher for effective learning to happen.
o The family, community and other stakeholders are actively

engaged and share responsibility to develop lifelong learners.
 Sir Arthur Taya-an: So again, the WE in the vision are specified in
the mission. Because gone are the days where in educating the
child is the sole function of the school. The participation of the
community and stakeholders to develop the children are very much
solicited and appreciated. This is in our context as an IP, where in
every member of the community is allowed and encouraged to
discipline the children.
 Mrs. Janet Cori-en: The school appreciate and is very grateful with
the support of our different stakeholders especially our SGC
133
chairman, PTA President for how many years and now our SB
member Sir Daniel, and Mam Agnes, even she retired she still visits
us and ask how are the children going, the BLGU and MLGU also
are very supportive, however, we have low participation among
parents. This is evident during general PTA meeting and
Homeroom meeting. I think we need to include this in our plan. How
to increase our parents’ participation and even our alumni.
Prepared by: Attested by:
NIDA N. OROWAN DANIEL G.

DAWADEO
HPTA Secretary SGC Chairperson
Noted by:
ARTHUR S. TAYA-AN
School Head
134
From left to right (Je Anne Keya (SPGO President), Criselda Chulosen
(DRRM Coordinator), Mrs. Janet G. Coria-en ( SPGO adviser, CPC) Sir
Arthur Taya-an, School Head), Mrs. Agnes Wanawan (council of elders)
Hon. Daniel Dawadeo ( SGC Chair) Photo taken by Nida N. Orowan, SGC
Secretary
135
The Student Pupils Organization President Jean Keya present the result of
student mapping to the SPT president
136
137
138

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Sadanga Central School

School Year 2020 – 2023

Sadanga Central School

Given on the __________ day of ______ 2019

FEDERICO P. MARTIN, Ed. D., CEd.D., CESO V

ADM - Alternative Delivery Mode

Table 1. Gap Analysis

Illustration 1. Process Map with Storm Clouds

Pupils learn Administrators Family,

Culture Based Education – as indigenous people with unique

School is Home (child friendly, gender sensitive)- for children to

A - active involvement of all stakeholders in promoting life long learning

Roles & Functions of SPT

Stakeholder Roles and Responsibilities

GAP ANALYSIS TEMPLATE

REGION: Cordillera Administrative Region

Improve PHIL-IRI No The improvement Presence of 23 - School Reading Poor/Slow

1. High dropout rate

SCHOOL IMPROVEMENT PLANNING

Criteria Description Scale

Afterwards, compute the average rating of each improvement area and

Average Rating Interpretation

8.Low GWA in 5 5 5 4 4.75 Very high

PLANNING WORKSHEET for ACCESS AND QUALITY

To provide a venue where

2 dental troughs To rehab 2 dental troughs Old faucet and crack

Absence of IPED To construct permanent

Available space for

2/4 PARDOS The teacher has the

why only 2 out of retooling on

8/12 teachers have no Because only pre-

60 – 71 % of pupils got passing

Teaching and Learning materials Teaching

Student No developed Assessment

PIA: Low participation of pupils in curricular and non-curricular

why 22% of the why do clubs

PIA: Low participation of stakeholders in school PAPs; Low score in

PIA: Low GWA in Math, Science, and English in grade V

20 % of the learning competencies

PIA: Unsatisfactory teachers’ instructional competence and effectiveness in

School and division plans

Project Work Plan and Budget Matrix

Root Cause: Low motivation and confidence in developing LMs

Project Work Plan and Budget Matrix

Project Work Plan and Budget Matrix

Project Work Plan and Budget Matrix

Date of Person Budget

Strategy: Strengthening Partnership and linkages with stakeholders

Project Work Plan and Budget Matrix (2)

Strategy: Improving School Based Management (SBM) Score/level

Project Work Plan and Budget Matrix (2)

Project Work Plan and Budget Matrix

Project Work Plan and Budget Matrix

All teachers have Attend Webinars June –

9 Speed and 5. Conduct Teachers and July 2020 None

10 organized classes 6. Continue July 2020

To increase the Assigning of

Given on the ____ day of 2019