STA.

INES EAST
ELEMENTARY SCHOOL
106683
BRGY. STA INES EAST,
SANTA IGNACIA, TARLAC

ENHANCED
SCHOOL
IMPROVEMENT
PLAN
School Year 2022-2028

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EXECUTIVE SUMMARY

Planning allows organization to know where to go and how to get

there. It is a road map to keep you on course and gives you direction.
Without planning, there will be no direction and focus and run the risk of
spending time doing things that may not succeed.

The empowerment of stakeholders in planning stage greatly enhances

the success and viability of the School Improvement Plan. The School
planning team representing the teachers, pupils, municipal and barangay
officials pooled in their initiatives and laid out their suggestions adopted for
the common good of Sta. Ines East Elementary School.
With SIP as a guide, teachers, learners, the School Governing council,
municipal and barangay officials and other stakeholders can work,
coordinate and jointly execute the herein stipulated strategies in order to
realize the Mission, Vision, Goals and Objective of the Department of
Education specifically of Sta. Ines East Elementary School. By using this six
(6) year Improvement plan as basis of all programs, projects and activities
that are to be undertaken within the prescribed time like thereby enhancing
the realization of the noble the school can maximize available resources and
establish linkages among internal and external stakeholders and mobilize
them into active participation towards common goals thereby enhancing the
realization of the noble objective of the school.
Different data and information were gathered and served facts to
analyze the present situation of the school. Data gathering and its reliability
and accuracy is considered because wrong data may impede the programs,
projects and activities of the school. The School Planning Team used these
data in crafting the school Annual Improvement Plan.
This SIP was patterned from the Schools Division of Tarlac Provice
DEDP with its flagship program FORWARD: Fortified and Optimized:
Recovery through Workable, Achievable, and Resilient Delivery of Education
puts forwards its goals:
1. Ensure that all learners develop grade level competencies at least at
the minimum learning standards of 60%;

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 2. Provide access to enabling means and educational resources;
3. Develop adaptive skills of learners for them to be functional and
productive citizens;
4. Increase educational access and opportunities for all learners
regardless of age;
5. Ensure accessible and equitable education programs to dis
advantaged school age children;
6. Support safe and healthy environment to all types of learners
through provision on programs to strengthen students’ resiliency
and well
Being and
7. Promote partnership, upskilling and reskilling of teachers and
strengthen policy based and digital governance for an efficient and
effective school.

It is fervently hoped that this School Improvement Plan will provide

specific direction and will touch every aspect of development of Sta. Ines
East Elementary School.

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BACKGROUND

The pandemic caused by COVID 19 affected peoples’ normal lives and

forced educational systems to use alternative modalities to continue
teaching-learning process. As the COVID-19 pandemic poses health risk, the
abrupt shift to remote teaching and work at home activities have created
stressful and demanding environment not only for teachers and pupils but
also for parents. Sta. Ines East Elementary School is committed to a resilient
and responsible public education system that is ready to respond and care
for the best interest of our school children even in times of crises.
The Philippine imposed a lockdown during the, the school were closed.
Business, industry and shops because of COVID-19. The suspension of face
to face instruction prompted children the to accept the distance learning
despite of limited infrastructure and limited access to internet.
However, at Barangay Sta. Ines East where are 2,668 populations
there were only 25 reported cases of COVID 19 and 1 death caused by
CORONA Virus. The challenge is real for the barangay people but through
cooperation, collaboration and by fallowing protocols set by IATF, Barangay
Sta. Ines East survived and the Barangay council believes that Barangay
Sta. Ines east at the moment is a COVID Free community.
During the pandemic period, pupils used Modular learning via
printed module was the primary source of distant learning. This has been
supplemented with Online Kumustahan through internet and Radio based
Instruction. Not until April, 2021 when, we are allowed to start limited face
to face classes and now having full face to face instruction, resiliently
standing the test of time as we start to mold the future leaders of the
country.

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 OPERATIONAL FRAMEWORK

Education 4.0 Framework

BEDP Results Framework

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The Filipino Learner Framework

KITE Framework

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The RAPID Learning Recovery Framework

DepEd-DOH Shared Responsibility Framework

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National Learning Recovery Framework

BEDP 2030 Framework

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Region III REDP Framework

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TABLE OF CONTENTS

CHAPTER 1. Department of Education’s Vision, Page

Mission, and Core Values Statement

CHAPTER 2. School’s Current Situation Page

CHAPTER 3. Improvement Plan Page

CHAPTER 4. Financial Plan Page

CHAPTER 5. School Monitoring Evaluation Adjustment Page

CHAPTER 6. Risk Management Plan Page

CHAPTER 7. Communication Plan

Page
List of Acronyms

List of Tables and Illustrations Page

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LIST OF ACRONYMS

ADM - Alternative Delivery Mode

AIP - Annual Implementation Plan
ALIVE - Arabic Language and Islamic Values Education
ALS - Alternative Learning System
BC - Barangay Council
BDP - Barangay Development Plan
BDRRMC - Barangay Disaster Risk Reduction and Management Council
CBMS - Community-Based Monitoring System
CCA - Climate Change Adaptation
CFSS - Child-Friendly School Survey
CI - Continuous Improvement
DEDP - -Division Educational Development Plan
DepEd - Department of Education
DRRM - Disaster Risk Reduction and Management
EBEIS - Enhanced Basic Education Information System
EGRA - Early Grades Reading Assessment
FGD - Focus Group Discussion
IP - Indigenous People
LES - Laoang Elementary School
LGU - Local Government Unit
MOOE - Maintenance and Other Operating Expenses
NCBTS - National Competency-Based Teacher Standards
NGO - Non-Government Organization
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
RDA - Regional Diagnostic Assessment
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
SWM - Solid Waste Management
SY - School Year
WASH - Water, Sanitation, and Hygiene

LIST OF TABLES AND ILLUSTRATIONS

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CHAPTER 1
Department of Education Mission, Vision, and Core C
Values Statement H
Use one font type only
A
THE DEPED VISION
P
We dream of Filipinos T
who passionately love their country
and whose values and competencies
E
enable them to realize their full potential R
and contribute meaningfully to building the nation.

As a learner-centered public institution, 1

the Department of Education
continuously improves itself
to better serve its stakeholders.

The DepEd Vision inspires the stakeholders of Sta. Ines East

Elementary School to work together to realize a dream of developing learners
to be self-actualized individual who will be the asset of the community in
building a great nation. The stakeholders must work together to realize this
dream not only to fulfill the Vision of the Department of education but to
develop a 21st century learner, resilient and equipped with skills and
knowledge to face the challenges that life may bring because we want to
develop learners who will realize their full potential not for selfish gain, but
to contribute to building a nation that every Filipino deserves.

THE DEPED MISSION

To protect and promote the right of every Filipino to quality, equitable, culture-
based, and complete basic education where:

Students learn in a child-friendly, gender-sensitive, safe, and motivating

environment.
Teachers facilitate learning and constantly nurture every learner.
Administrators and staff, as stewards of the institution, ensure an enabling
and supportive environment for effective learning to happen.
Family, community, and other stakeholders are actively engaged and share
responsibility for developing life-long learners.

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The Department of Education’s main responsibility is to develop pupils to
be better citizens of the country with every with every rights , to have
complete basic education, that is the government is trying its best to give
every Filipino child a chance to go to school with free education, with this
mission, the members of the School Planning team believes that the school
therefore must do its’ best to provide the learner wholesome child friendly
environment to be better citizens of the country. As one member of the team
stressed out, that it takes a village to educate a child, that is why everyone
has to do its’ role to develop the learners entrusted to us. Teachers’ as
facilitators of learnings, parents to guide and assist their children, the
community leaders and the government to work together to see to it that the
school has all the facilities it needs to help the youth to be future leaders of
tomorrow.
CORE VALUES

Maka-Diyos
Maka-tao
Makakalikasan
Makabansa

Values Inculcation is not easy, but the members of the team agree that
if everyone in the community will develop a culture based learning and help
one another to develop a value laden children, then values caught and
learned. The SPT agreed that that the above all, the Filipino child must have
faith in God. Being Makatao means love for fellowmen, service for people
and care for everyone, with this in mind, every child will be living for the
sake of others. Let us also love our nation, with recent calamities that the
country has gone through, the Filipinos have learner to be resilient equipped
with lifelong skills to survive and help the world by greening the nation.
Patriotism is not only loving the country but it is serving the country for a
common goal.

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CHAPTER 2
A. Introducing the School C
H
a. Size of the School A
Sta. Ines East Elementary School (SIEES) is one of the medium P
schools in Sta. Ignacia South District with an average school population of T
300 in the past six years. At present, it caters 304 pupils with 11 teachers E
and 1 School Principal. R

b. Curriculum and Offering 2

The school uses K 12 Curriculum as prescribed by the Department of
Education. At present, due to pandemic we are obliged to use the K 12 Most
essential Learning competencies in all subject level.

c. Location and Catchment Areas

The school is situated along Camiling -Tarlac road of Romulo National
Highway which is the second barangay of Santa Ignacia from the city proper
of Tarlac wherein you have to enter the cemented barangay road 500 meter
from the national highway. It is one of the schools belonging to Santa Ignacia
South District. The school is primarily surrounded by residential houses.
More or less it is 25-minute drive from the city proper and 20-minute from
the town proper. It caters learners from Barangay Sta Ines East but some
learners are from adjacent Barangay like Mabini, Gerona, Tarlac, and Sta.
Ines Centro.

d. Environment and Socio-Economic Condition

TABLE I : Economic Activity of the Barangay
Agriculture 380 32.01 %
Fishing 63 5.31 %
Manufacturing 27 2.27 %
Construction 154 12.97 %
Wholesale/retail of Goods 31 2.61%
Canteen 2 .16%
Transport 5 .42 %

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 Education 41 3.45 %
Health/Social Work 17 1.43%
OFW 90 7.58 %
Personal Services/Others 377 31.76 %
TOTAL 1187 100%
Source: Barangay Survey 2022

Table 1 tells us that 380 out of 1187 workers or 32.01 % working

force of the barangay are farmers, it only reveals that farming is the primary
source of income in the barangay, this is also a manifestation that the
barangay is predominantly is an agricultural community. Some 377 workers
or 31.76 % are working for some personal services like helpers, guards,
drivers, sellers and other related usually working outside the barangay, it
may be in the city or in some other town or neighboring barangay. 154 or
12.97 % were into Construction. There are 90 or 7.58 % Overseas workers.
And because it an agricultural community some 63 or 5.31 % workers are
into rural fishing. In the field of education, we have 41 or 3.45 %
teachers/tutors. Some 31 workers or 2.61 % are into retail/wholesale
business. For manufacturing, we have 27 or 2.27%, then we have 17 or
1.43% or are into Medical field. Seven (7) or .42 are in transport service and
lastly, we have 2 or .16 % canteen owners.

e. Physical Environment
The topography of the Sta. Ines east is characterized by farmlands by
level to moderate steep and some area are also forested. The moderately
steep and forested area is located in Purok 7 along the boundaries of
barangay Padapada and Sta. Ines Centro. A creek is located on the western
part of the barangay which serves as a boundary Sta. Ines East and Sta.
Ines Centro. It serves as watershed during rainy season. Most of the land
area is used for agricultural purposes and livestock raising.
The community is peaceful managed by a Barangay Officials and
some peace keeping force. Some stores are open to cater the needs of the
barangay people.

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 f. Immediate Community
Sta. Ines East Elementary school is located at the heart of barangay
Sta. Ines East alongside with Sta. Ines High School near the barangay plaza
and barangay Hall. Some of the barangays surrounding the school are Purok
Maligaya of Padapada, Calayaan and Mabini of Gerona Tarlac. On the south
is Sta. Ines Centro. It is noted that some of the learners in the nearby
barangay are enrolled at Sta. Ines east Elementary school.

g. Linkages
Since the school was established, it has been in partner with different
organizations, individuals and offices with its Program Projects and
Activities. Many projects, programs and activities of the school are the result
of strong partnership and collaboration among stakeholders. They are the
Local Government Units (LGU), Alumni Association, Religious Groups, NGO
like CIASUI, Riders clubs and other private

B. School’s Performance on ACCESS

TABLE 2 - Six Years Historical Enrolment

SY K G-1 G-2 G-3 G-4 G-5 G-6 TOTAL

2017-2018 43 44 54 49 55 55 45 345

2018-2019 40 41 42 54 47 54 53 331

2019-2020 46 48 41 40 52 47 55 329

2020-2021 40 44 48 42 41 55 44 314

2021-2022 53 35 43 52 43 41 55 322

2022-2023 40 53 35 40 51 43 42 304

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 SIX YEARS HISTORICAL ENROLMENT
100
90
80
70
60
50
40
30
20
10
0
2017 - 2018 2018 - 2019 2019 - 2020 2020 - 2021 2021 - 2022 2022 - 2023

KINDERGARTEN GRADE1 GRADE 2 GRADE 3

GRADE 4 GRADE 5 GRADE 6

Source: School File

The six-year enrollment has no trend, but by merely gleaming at the
data, the enrollment goes down slowly, if you try to see the transition from
one grade to another, it somehow follows a good trend but still dramatically
the school enrolment decreased. It somehow increased during the year 2021-
2022 but again decreased this present School year (2022-2023).

Five-year school Age Population

Fiscal year 5-12 Population
2019 348
2020 344
2021 351
2022 344
2023 348
Source: Barangay Data
Five-year School Age population of barangay Sta. Ines East also
shows no trend. In 2019, it is recorded that there are 348, In 2020, it
somehow increased to 344 followed by a total 346 in 2021, but it somewhat
lower at 2022 by 344 but on 2022, it increased a bit by 356. If we get the
Average of the School age population of the barangay, we should be catering
to at least 347 pupils if all school age population will attend school

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 Performance 2016- 2017- 2018- 2019- 2020- 2021-
Indicator 2017 2018 2019 2020 2021 2022

Participation 94.12% 94.27 % 94.32 % 92.5% 92% 90%

Rate

Repetition Rate 0% 0% 95 % 0% 0% 0%

Survival Rate 100% 100% 102 % 102 % 100 % 102 %

Retention Rate 91 % 92 % 100% 95 % 100 % 100 %

Completion Rate 100% 100 % 100 % 100 % 96 % 102 %

Drop-out Rate 0% 0% 0% 0% 0% 0%

Graduation Rate 100% 100% 100% 100 % 100 % 100%

Achievement 85.47 85.48 85.56 86.27 85.86 86.46

Rate

Table 3 KEY PERFORMANCE INDICATORS

KEY PERFORMANCE INDICATORS

120
100

80
60
Percentage

40
20
0
e

e
te

te

te

te
e

e
at

at
at

at
Ra

Ra

Ra

Ra
lR

R
R

tR
on

on

ut

on
on

iva

en
tio

-o
titi

nti

ti
ati

rv

em
e

op

ua
te
cip

Su

pl
pe

ad
Dr

ev
m
Re
Re
rti

Gr
Co

hi
Pa

Ac

Performance Indicators

2016 - 2017 2017 - 2018 2018 - 2019 2019 - 2020 2020 - 2021 2021 - 2022
Past PPAs Strengths Weaknesses Potential Problems if
related to not addressed (if

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 ACCESS necessary)
RESAC (Reach Parents and the Some school age Some parents think that
Every School Barangay Officials children are not public schools as
Age Children) are cooperative and enrolled and others common and Private
supportive are enrolled at private schools seem to have
school prestige
Oplan Balik Presence of ALS Out of School youth Dissemination of ALS
eskwela program and TESDA seem to ignore the programs and
courses program opportunities.
Drop Out Maintained zero drop Presence of School at Parents cooperation to
Reduction out for 6 consecutive Risk of Dropping Out solve some problems
Program (DORP) years

The Performance Indicator for 5 years reveal unstable Participation rate, it

follows that there was low enrolment rate, But the school maintained 0
repetition rate for the last three years and consistently no drop out.
Retention rate reveals that that most enrollees finish their studies,
Graduation rate and Completion rate also give positive outlook that most
pupils finish their elementary education. Achievement rate is somewhat low
but it is increasing.

C. School’s Performance on Quality

1. Project READI - Kindergarten

Basic Literacy Competencies of the Kindergarten Learners Based

on the Results of the Project Read, Evaluate and Assess the
Readiness and Development of Individual Learners (READI)

School Year 2021-2022

81.13
Naming/Identifying/ Reading Letters 43

77.35
Naming/ Identifying/ Reading Numbers 41
Areas of readi tool

66.05
Letter Sound Competency 35

92.45
Writing Competency (Letters) 49

92.45
Writing Competency (Numbers) 49
0 10 20 30 40 50 60 70 80 90 100
Percentage of learners

% No of Learners

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 BASIC LITERACY COMPETENCIES OF THE KINDERGARTEN
LEARNERS BASED ON THE RESULTS OF THE PROJECT
READ, EVALUATE AND ASSESS THE READINESS AND DE-
VELOPMENT OF INDIVIDUAL LEARNERS (READI)
AREAS OF READI TOOL

87.62
Writing Competency (Numbers) 92.45

Writing Competency (letters) 88.75

92.45
76.92
Letter Sound Competency 66.05

Naming/Idenifying/Reading Numbers 77.26

77.35

Naming/Identifying/Reading Letters 79.44

81.13
0 10 20 30 40 50 60 70 80 90 100

PERCENTAGE OF LEARNERS

2022 - 2023 2021 -2022

Percentage of Learners
Naming/
Naming/ Identifying Writing Writing
School Identifying/ /Reading Letter Sound Competency Competency
Year Reading Letters Numbers Competency (Letters) (Numbers)
2021 -2022 81.13 77.35 66.05 92.45 92.45
2022 - 2023 79.44 77.26 76.92 88.75 87.62

Project READI is to test the readiness of kindergarten learners the result of

the two (2) years assessment reveals that pupils last year (2021-2022) has
higher scores that pupils this year (2022-2023). Further interview with the
teacher reveals that the data from the previous years were conducted on the
later part of the school year when the School year open for face to face
classes., meaning pupils have already mastered some of the competencies.
The Assessment for Project READI this year was assessed just as the school
year begins where learners have not yet mastered the competencies. So it is
not surprising to note that the result last year is higher that the result this
School year. It is noteworthy that Competency on Naming, Identifying,
reading Numbers and Leaders got higher score and Writing competency got the lowest
score.

2. Reading Proficiencies/Competencies
EARLY GRADES READING ASSESSMENT - EGRA
KEY STAGE 1 IN ENGLISH

TOTAL NUMBER OF
ACTUAL Enrolment C1 C2 C3-a
LEARNERS (FACE TO
Grade based from LIS Orientation to Print Letter Name Knowledge Letter Sound Knowledge
FACE)
M F Total M F Total M F Total M F Total M F Total
1 18 17 35 17 16 33 9 11 20 14 12 26 5 4 9
2 19 24 43 19 24 43 12 18 30 14 20 34 12 18 30
3 25 27 52 22 27 49 22 25 47 23 26 49 15 20 35
Total 62 68 130 58 67 125 43 54 97 51 58 109 32 42 74

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 Early Grades Reading Assessment (EGRA)
S.Y. 2021-2022
Grade 1- Grade 3

The early Grade reading Assessment or EGRA reveals that competency on

Letter Name knowledge got the highest percentage, followed by orientation to
print , then beginning of first letter sound comes next , then letter sound
knowledge , followed by Invented word decoding, Oral passage reading
comes next followed by listening comprehension. Familiar word reading
comes next then comprehension and the lowest so far is dictation which I
believe is really hard for grade 1-3 learners.

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 PHILIPPINE INFORMAL READING INVENTORY FOR KEY STAGE 2
ENGLISH
SY Reading Proficiency Level
Non- Frustration Instructional Independent TOTAL
Reader
Grade 4
2022-2023 0 12 10 29 51
2021-2022 0 6 11 26 43
2020-2021 0 6 10 25 41
2019-2020 0 18 3 31 52
2018-2019 0 10 3 34 47
GRADE 5
2022-2023 0 16 12 15 43
2021-2022 0 0 7 34 41
2020-2021 0 5 7 43 55
2019-2020 0 0 24 24 48
2018-2019 0 3 10 41 54
GRADE 6
2022-2023 0 18 6 18 42
2021-2022 0 2 9 44 55
2020-2021 0 10 8 26 44
2019-2020 0 20 12 19 51
2018-2019 0 2 6 45 53
TOTAL

P HIL IP PINE INFOR M AL R E AD ING INV E NT OR Y FO R

KE Y ST AG E 2 (E NG L IS H)
120
120 104
100
74
80 62 64
60 46
38 39
28 27
40 21 25
15 19
8
20 0 0 0 0 0
0
2022 - 2023 2021 - 2022 2020 - 2021 2019 - 2020 2018 - 2019

Non - Reader Frustration Instructional Independent

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 PHILIPPINE INFORMAL READING INVENTORY FOR KEY STAGE 2
FILIPINO
SY Reading Proficiency Level
Non- Frustration Instructional Independent TOTAL
Reader
Grade 3
2022-2023 0 7 5 28 40
2021-2022 0 1 3 51 55
2020-2021 0 15 12 15 42
2019-2020 0 0 5 35 40
2018-2019 0 4 0 51 55
Grade 4
2022-2023 0 7 9 35 51
2021-2022 0 6 0 37 43
2020-2021 0 10 10 21 41
2019-2020 0 18 2 32 52
2018-2019 0 5 8 34 47
GRADE 5
2022-2023 0 10 15 18 43
2021-2022 0 0 4 37 41
2020-2021 0 3 8 44 55
2019-2020 0 0 3 45 48
2018-2019 0 4 4 46 54
GRADE 6
2022-2023 0 9 8 25 42
2021-2022 0 2 10 43 55
2020-2021 0 0 9 35 44
2019-2020 0 20 13 18 51
2018-2019 0 6 8 39 53
TOTAL

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 P HIL IP PI NE I NFO R M A L R E A D IN G IN V E N T O R Y FO R
K E Y S T A G E 2 ( FIL IP I NO )

180 168

160
130
140
115
120 106

100
80 60
60
39 38
33 37 28
40 23
17 19 19
20 9
0 0 0 0 0
0
2022 - 2023 2021 - 2022 2020 - 2021 2019 - 2020 2018 - 2019

Non - Reader Frustration Instructional Independent

Five year Phil IRI Result in Filipino and English gives us a trend, that
there are more independent reader that Instructional reader, so far presence
of Frustration readers which we usually tag as “slow readers” is noted. With
proper instruction and remediation zero (0 non - reader in grade 3 is
achieved
Data on Numeracy for Key Stage 1
SY NUMERACY
Numerates Nearly Non- TOTAL
Numerates numerates
Grade 1
2022 - 2023 13 22 18 53
2021-2022 11 15 9 35
2020-2021 34 10 0 44
2019-2020 33 15 0 48
2018-2019 34 2 5 41
Grade 2
2022 - 2023 11 12 12 35
2021-2022 9 25 9 43
2020-2021 39 9 0 48
2019-2020 30 11 0 41
2018-2019 36 1 5 42
Grade 3
2022 - 2023 15 21 4 40
2021-2022 16 25 11 52
2020-2021 33 9 0 42
2019-2020 30 10 0 40
2018-2019 45 5 5 55
TOTAL

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 Data gathered for

DATA ON NUMERACY FOR KEY STAGE 1

GRADE 1 - 3
140

120

100

80

60

40

20

0
2018 - 2019 2019 - 2020 2020 - 2021 2021 - 2022 2022 -2023

NUMERATES NEARLY NUMERATES NON - NUMERATES

Data on Numeracy for Key Stage 2

SY NUMERACY
Numerates Nearly Non- TOTAL
Numerates numerates
Grade 4
2022-2023 5 26 20 51
2021-2022 8 16 19 43
2020-2021 34 7 0 41
2019-2020 42 10 0 52
2018-2019 38 5 4 47
Grade 5
2022-2023 11 21 11 43
2021-2022 13 18 10 41
2020-2021 50 5 0 55
2019-2020 42 5 0 47
2018-2019 47 3 4 54
Grade 6
2022-2023 3 15 24 42
2021-2022 15 22 17 54
2020-2021 40 4 0 44
2019-2020 50 5 0 55
2018-2019 46 5 2 53
TOTAL

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 DATA ON NUMERACY FOR KEY STAGE 2
GRADE 4 - 6
160

140

120

100

80

60

40

20

0
2018 - 2019 2019 - 2020 2020 - 2021 2021 - 2022 2022 -2023

NUMERATES NEARLY NUMERATES NON - NUMERATES

2. Learning Standards or Performance

RESULTS OF THE REGIONAL DIAGNOSTIC ASSESSMENT
Number of Number of
Learners who Took Learners who Percentage
Grade Level
the Diagnostic Achieved or (%)
Assessment Exceeded the MPL
SUBJECT:
ENGLISH
2 35 22 62.85
3 40 25 62.5
4 51 33 64.70
5 43 26 60.47
6 42 10 23.81
SUBJECT:
FILIPINO
1 52 38 73.08
2 35 18 51.42
3 40 25 65.0
4 51 14 27.45
5 43 27 62.79
6 42 38 90.48
SUBJECT:
MATHEMATICS
1 52 40 76.92
2 35 15 42.86
3 40 25 62.50
4 51 23 45.10
5 43 1 2.33
6 42 0 0
SUBJECT:

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 SCIENCE
1
2
3
4 51 23 45.10
5 43 18 41.86
6 42 11 26.19

SUBJECT:
ARALING
PANLIPUNAN
1 52 43 82.69
2 35 13 37.14
3 40 13 32.5
4 51 15 28.85
5 43 20 46.51
6 42 32 76.19
SUBJECT:
ESP
1 52 31 59.62
2 35 27 77.14
3 40 31 77.5
4 51 43 84.31
5 43 28 65.12
6 42 30 71.43
SUBJECT:
MAPEH
1 52 31 59.62
2 35 27 77.14
3 40 31 77.5
4 51 43 84.31
5 43 28 65.11
6 42 30 71.43

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 RESULTS OF THE REGIONAL DIAGNOSTIC ASSESSMENT
S.Y. 2022 - 2023

MAPEH 263 145 55.13

EPP/TLE 85 4148.24
EDUKASYON SA PAGPAPAKATAO 263 190 72.24
ARALING PANLIPUNAN 263 136 51.71
SCIENCE 136 5238.24
MATHEMATICS 263 104 39.54
FILIPINO 263 160 60.84
ENGLISH 263 132 50.19
0 100 200 300 400 500 600

NUMBER OF LEARNERS WHO TOOK THE DIAGNOSTIC TEST

NUMBER OF LEARNERS WHO ACHIEVED OR EXCEEDED THE MPL
PERCENTAGE
By merely gleaning at the graphical presentation Edulasyon sa
Pagpapakatao com first with 72.24 % and that 190 out of 263 pupils
exceeded the MPL. MAPEH comes next with 55.18 % and that 154 out of 263
pupils exceeded the MPL. Filipino comes next with 60.84% with 160 out of
263 pupils exceeded the MPL. Araling Panlipunan comes next with 51.71%
with 136 pupils exceeded the MPL. English follows with 50.11 % and 132
pupils exceeded the MPL followed by Mathematics with 39.54 % and only
104 pupils out of 263 pupils exceeded the MPL. Science is also low at
38.24% because only 52 out of 136 pupils got scores that exceed the MPL.
The lowest so fa is EPP/TLE with only 18.24 % and only 42 pupils got scores
exceeded the MPL.
The scores are low because we all know that learning gaps are
identified so as to help pupils attain competencies. Learning gaps is caused
by the pandemic where pupils attended Modular studies. We are hopeful
that face to face classes can help fill in the learning gaps focusing on basic
Reading, Writing and Numeracy.

Past PPAs related to Strengths Weaknesses Potential

School Improvement Plan

29
 QUALITY Problems if
(in literacy and not
numeracy
addressed (if
specifically)
necessary)
READ (Reading READI, EGRA Presence of Time for
Enhancement to and PHIL IRI potential non- Remedial
Achieved Decreased results are Readers and reading
Non-Readers) improving Slow Readers
Learning gaps
are identified
caused by
Pandemic
PaPaKU (Pagbasa Ko, PHIL IRI and Presence of Slow Time for
Pag Unlad Ko) EGRA are Readers in Remedial
improving Filipino caused Reading
by Pandemic
AN (Mastery of Teachers Lack of Time for
Numbers through willingness for awareness of remedial
Functional Math) Remedial parents on teaching
Teaching things related to
Numeracy
MTAQ (Morphing Susceptibility of Teachers lack of Some
Teachers to Achieve Teachers to awareness to teachers are
Quality education) Professional Career on their
growth and Progression Comfort
advancement scheme Zone

d. School concerns on Equity and Inclusion

- 4P’s Recepient
Year 2018 2019 2020 2021 2022
Month
Feb.-March 57 46 48 40 36
April-May 42 42 36
June-July 49 39 43 37
Aug.-Sept 46 36 36 30
Oct.-Nov. 40 41 33
Dec.-Jan. 45 48 40 31
AVERAGE 49 42 41 38 35
Source –Mr. Roberto Punay (DSWD 4 P’s Coordinator)

School Improvement Plan

30
 AVERAGE 4Ps RECIPIENT
60

50 49

42 41
40 38
35

30

20

10

0
2018 2019 2020 2021 2022

Educational Attainment of Barangay

EDUCATION Elementary High School Vocational College OSY
Under Gra Under Grad Under Gra
d d
Male 153 203 296 342 49 174 98 15
Female 177 323 313 242 33 172 100 11
TOTAL 330 426 609 684 82 346 198 26
Source – Barangay Survey 2021

E D UCAT IONA L A T T A INMENT OF BA R ANG A Y

1400

1200
684
1000

800

600 426
198
400 609
330 346
200
82 26
0
Children with Disability
ELEMENTARY HIGH SCHOOL VOCATIONAL COLLEGE OSY

UNDERGRAD GRADUATED Series 3

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31
 It is clearly noted from the data above that most of the adults in
barangay are High school graduate with a total of 684, then followed by High
School undergraduate, then there were 426 Elementary graduate, then 346
were college undergraduate then 330 Elementary Undergraduate, 82 have
finished Vocational Education but still, there are twenty-six (26) Out of
School Youth that can be referred to ALS Education.

Past PPAs Strengths Weaknesses Potential

related to Problems
(Equity and
Inclusions)
GAD Program Equal rights and Parents outlook Lacks budget
opportunities of that male is in providing
Boys and girls are dominant is still facilities for
observed observed at disabled
Trainings are home.
provided
Project Kalinga There are potential Limited Lack of
beneficiaries assistance were perennial
(Deprived, given Donors
Disadvantaged and
underserved
families)

e. School’s concern on Resilience and Well-being

- Incidence of Bullying
2019-2022 2020-2021 2021-2022 2022-2023
0 0 0 0

Nutritional Status
Mental and Psychological Support
Number of Pupils who attended Mental Health and Psycho Social Support
Kinder Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6
36 48 32 38 47 39 40

School Improvement Plan

32
 The school conducted Mental Health and Psycho Social Support
(MHPSS) at the beginning of the school year and pupils actively participated
in the activities and few facts on family life situation were discovered.
Teachers pointed that from their activities the following data were noted
Pupils with separated Parents -12
Pupils with OFW – 15
Pupils with Depressed family – 55 (most of them are members of
4Ps)
These are the pupils that need more psycho social Support
through Guidance and Counseling Sessions (Group Dynamics). The
depressed family are those that suffer from Poverty because parents has low
paying Job or No job at all, most members of this families are parents who
are not stable financially and socially. which sometimes referred to as
Depressed, disadvantaged and underserved.
Peace & Order Report
There were no incidents or actions that may impede Peace and order
in the school. Minor accidents happen but were resolve immediately.
DRRM Report
School Disaster Risk Reduction Management
SY SY SY SY SY
Program/ Project/ Activities 2018 2019 2020- 2021- 2022-
- - 2021 2022 2023
2019 2020
Quarterly conduct of Simultaneous     
Earthquake Drill
On time RaDar Reporting     
Disaster Mitigation and Preparation     

Disaster Preparedness     
Disaster Response preparation     
Disaster Recovery and     
Rehabilitation
Mental Health and Psychosocial     
Support Services
Climate Change Adaptation     
Learners and School as Zones of     
Peace
Disaster Resilience     

School Improvement Plan

33
 School Disaster Risk Reduction Management’s Programs, Projects
and Activities

Quarterly conduct of simultaneous Earthquake Drill

On time RaDar Reporting

Disaster Mitigation and Preparation

D isa ster P rep ared n ess

D isa ster R esp on se p rep a ra tion

D isa ster R ec overy a n d reh a b ilita tion

M en ta l H ea lth a n d P sy ch oso cia l S u p p ort S ervices

C lim a te ch a n ge a d a p ta tion

L ea rn ers a n d sch ool a s zon es of p ea ce

D isa ster resilien ce

OK ka sa DepEd

SY 2019-2020 SY 2020-2021 SY 2021-2022 SY 2022-2023

0 Star 0 Star 0 Star 0 Star

The school consistently aiming even just for 1star rating for the last
four years, but with deficient facilities like separate comfort rooms for male
and females and handwashing facilities. Feeding Program is being done to
help the severely wasted pupils. Anti-Drug Education and Reproductive
health is somewhat integrated in some lessons for awareness. The district
school nurse and dentist visit the school to check on health status of
children, Deworming and anti COVID Vaccination is being encouraged.

School Improvement Plan

34
 NUTRITIONAL STATUS OF LEARNERS FOR FIVE YEARS
SCHOOL YEAR SEVERELY WASTED NORMAL OVERWEIGHT OBESE TOTAL
WASTED
2018 - 2019 8 31 286 11 1 336
2019 - 2020 7 30 290 12 0 339
2020-2021 - - - - - -
2021 - 2022 - - - - - -
2022 - 2023 4 21 257 18 2 303

NUTRITIONAL STATUS OF LEARNERS

2018 - 2019 2019 - 2020 2022 - 2023

257
290

281

21 18
4 2
2022 -
20 12 2023
7 0
31
8 11 1
2018 -
2019
SEVERELY WASTED NORMAL OVERWEIGHT OBESE
WASTED

VACCINATION STATUS
As of October, 2022
Grade Level Enrolment No. of Vaccinated No. of Vaccinated Teachers
Pupils
1 /2
st nd
% Booster 1st /2nd % 1st % 2nd %
Dose Dose Booster Booster

Kindergarten 40 1 2.5 0 1 100 1 100 1 100

1 53 8 15 0 2 100 0 0 0 0

2 35 24 68.57 0 1 100 1 100 0 0

3 40 13 32.5 0 2 100 2 50 1 50

4 51 23 41.17 0 2 100 2 100 0 0

5 43 15 34.88 0 2 100 2 100 1 50

6 42 16 38 2 1 100 1 100 0 0

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35
 Non - 1 100 1 100 1 100
Teaching
Total 304 100 32.89 12 100 10 83.3 4 33.33
3% %

REPORT ON COVID VACCINATION

90 Percentage2
60 Percentage
30 Percentage
0 ENROLMENT
1

E2

E6
EN

G
E
E

IN
AD

AD
AD

AD

AD

AD
RT

CH
GA

GR

GR
GR

GR

GR

GR

EA
ER

-T
ND

N
NO
KI

D
AN
G
IN
CH
A
TE

ENROLMENT 1ST AND SECOND DOSE Percentage

Percentage 2ND BOOSTER Percentage2

REPORT ON DEWORMING
SCHOOL TOTAL ENROLMENT TOTAL NUMBER OF DEWORMED
YEAR Male Female Total Male Female Total %
2022 - 2023 128 175 303 92 134 226 74.24
2021-2022 322 - - -
2020-2021 314 - - -
2019-2020 156 173 329 137 142 279 84.80
2018 - 2019 144 190 334 125 165 290 84.82

School Improvement Plan

36
 TOTAL NUMBER OF DEWORMED PUPILS

400

350

300

250

200

150

100

50

0
2018 - 2019 2019 - 2020 2022 - 2023

TOTAL ENROLMENT TOTAL NUMBER OF DEWORMED

%

Past PPAs reted Strengths Weaknesses Potential Problems

to (Resilience
and Well Being)
Go Green with Active SPG Officers
Implementation of Continuity of the
SPG Projects are initiated projects.
sometimes deferred
Project KaSaMa Active GPTA officers Time for meetings and Donor fatigue
(Kaakibat sa Pag and presence active conferences
Unlad ng Paarlan stakeholders.
and Mamayan
Oplan Kalusgan Presence of Programs Time constraints in Lack of budget for
sa Paaralan for Health and the implementation of some facilities
sanitation some program

f. School Concern on Governance

CONCERN ON GOVERNANCE
ANALYSIS
School Year
Human Resources Action Taken
2018-2019 13 1:25 pupil teachers ratio
2019-2020 13 1:25 pupil teachers ratio
2020-2021 13 1:24 pupil teachers ratio
2021-2022 13 1:25 pupil teachers ratio
2022-2023 11 1:23 pupil teachers ratio

School Improvement Plan

37
 ANALYSIS
School Resources Action Taken
School Year
INSTRUCTIONAL
ROOMS
2018-2019 13 1:25 classroom pupil ratio
2019-2020 13 1:25 classroom pupil ratio
2020-2021 13 1:25 classroom pupil ratio
2021-2022 13 1:25 classroom pupil ratio
2022-2023 13 1:23 classroom pupil ratio
CHAIRS and TABLES

2018-2019 220 1:66 (1:1) pupil chair ratio

2019-2020 235 1:72 (1:1) pupil chair ratio
2020-2021 230 1:73 (1:1) pupil chair ratio
2021-2022 230 1:71 (1:1) pupil chair ratio
2022-2023 225 1:74 (1:1) pupil chair ratio
TEXTBOOKS
2018-2019 1630 1:4 pupil textbook ratio
2019-2020 1630 1:4 pupil textbook ratio
2020-2021 1530 1:3 pupil textbook ratio
2021-2022 1505 1:3 pupil textbook ratio
2022-2023 1470 1:3 pupil textbook ratio
TELEVISION SET
2018-2019 10 33:1 TV pupil ratio
2019-2020 10 33:1 TV pupil ratio
2020-2021 9 35:1 TV pupil ratio
2021-2022 8 40:1 TV pupil ratio
2022-2023 9 34:1 TV pupil ratio

Teachers by Position

SY 2020- SY 2021- Number of teachers byPosition

Position
2021 2022
9

Teacher 1 4 2 8
7
6
Teacher 2 0 0 5
4
3
Teacher 3 9 9 2
1

TOTAL 13 11 0
SY 2020-2021 SY 2021-2022 SY 2022-2023

Teacher 1 Teacher 2 Teacher 3

Consistently, 4 years we have a total of 13 teachers that includes 9

with Teacher 3 position and 4 teacher position. But because of low

School Improvement Plan

38
 Enrolment rate two teachers were transferred to other school. For this school
year, we have 11 teachers, that is 9 for teacher 3 position and 2 teachers in
teacher 1 position.
Classroom Inventory

4.5
4

3.5
3
2.5
2
1.5
1
0.5
0
Classroom

PTA 1 PTA 2 JICA

FFCCCII Building Bagong Lipunan I Building

Classroom is not a problem at Sta. Ines east Elementary School.

Each class has its’ own Homeroom. Though some classrooms like the PTA 1
and PTA 2 building, where classroom is smaller than a regular classroom,
the JICA building has the greatest number of rooms, aside from Marcos Type
building classroom holds the Principal Office, ICT room and the reading
center. PTA 1 hold the Industrial Arts room FFCCCII holds the School Home
Economics room and Homeroom for IV Mabini. The JICA building is for
Grade 1 Nagaget, grade 1 Nasirib, Grade 2 Sampaguita and Grade 3 Monggo,
PTA 2 building has 2 homeroom, IV Rizal and Grade 5 Aquino. The Bagong
lipunan building hold the Grade 3 Malunggay class, the kindergarten and
the Grade VI Jupiter class. The school has

TEXTBOOKS
S.Y. 2019-2020 S.Y. 2020-2021 S.Y. 2021-2022
Grade Level Inventory Needs Inventory Needs Inventory Needs

Kindergarten 0 42 0 35 0 51

Grade1 200 75 180 90 175 100

Grade 2 280 21 270 31 250 51

Grade 3 270 138 270 140 270 138

Grade 4 300 87 280 100 280 107

Grade 5 280 107 250 160 250 50
Grade 6 300 0 280 178 280 215

School Improvement Plan

39
Table for books clearly gives us idea on the number of books per grade level,
and based on recent enrollment, the needs are reflected. It is evident that
there are textbook for kindergarten, they are using worksheets. For grade 1,
it can be gleamed that there are at least 100 books needs for different
subject Area, For Grade 2, there is only at least 50 books needed, for Grade
3, they need 138 books for different subject Area, for grade 4, there is a need
for 107 books for different subject area, for grade 5 there is a need only 50
book for different subject area and for Grade 6, there are only few textbook
available, that is why there is a need of 215 books for different subject area.

IDENTIFIED NEEDS OF CHAIR BASED ON THE INVENTORY

25

21

13
11
10

6
3
Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6

The above graphical presentation reveals the need for Seat/Chairs, for
kindergarten, we need 21 small seats, but this is solved because the
Kindergarten are having 2 sessions. For Grade 1, 6 seats are needed, for
Grade 2, only 3 seats are needed. For grade 4, 13 seats are needed, for grade
5, there is a need for 10 seats/chairs. For Grade 6, 25 chair a needed. The
inadequacy was filled up by repairing some seats and some parents are
willing to donate chair to be used by their children.

School Based Management

Building Type Number of Classroom Status

PTA Building 1 1 Instructional Needs minor repair
JICA Building 4 Instructional Needs minor repair
PTA Building 2 1 Instructional Needs major repair
FFCCCII Building 2 instructional Needs major repair
Bagong Lipunan I 3 Instructional Needs major repair
Marcos-Type 2 Instructional For Condemnation

SBM VALIDATION FOR S.Y. 2019 -2020

PRINCIPLE 1 Leadership and Governance 0.50

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40
PRINCIPLE 2 Curriculum and Learning 0.61

Accountability and Continuous

PRINCIPLE 3 0.45
Improvement

PRINCIPLE 4 Management of Resources 0.27

TOTAL LEVEL II 1.83

SBM VALIDATION FOR S.Y. 2020 -2021

PRINCIPLE 1 Leadership and Governance 0.66

PRINCIPLE 2 Curriculum and Learning 0.60

Accountability and Continuous

PRINCIPLE 3 0.55
Improvement

PRINCIPLE 4 Management of Resources 0.33

TOTAL LEVEL II 2.14

SBM VALIDATION FOR S.Y. 2021-2022

PRINCIPLE 1 Leadership and Governance 0.78

PRINCIPLE 2 Curriculum and Learning 0.73

Accountability and Continuous

PRINCIPLE 3 0.65
Improvement

PRINCIPLE 4 Management of Resources 0.42

SBM Rating

2.5

2
2.58 School Improvement Plan
1.5
1.83
2.14 41
1

0.5
0
 SY 2019-2020 SY 2020-2021 SY 2021-2022
School Year SBM Rating

It is clearly seen in the graph for SBM Validation that the score is
improving. From 1.83 in 2019-2020 to 2.14 in in 2020-2021 both for SBM
Practice Level II. Finally, in School Year 2021-2022 the school the School
reached Level III SBM Level of Practice. The SBM Committee are trying its
best to attain higher level of practice next Evaluation.

EXISTING PARTNERSHIPS AND COLLABORATION

2019-2020 2020-2021 2021-2022

New Stakeholders 3 4 5

Sustained 10 15 16
Stakeholders

TOTAL 13 19 21

Sustained Stakeholders
New Stakeholders 18

16
6
14
5
NUMBER OF STAKEHOLDERS

12

4 10
NUMBER OF STAKEHOLDERS

8
3
6
2 4

1 2

0
0 2019-2020 2020-2021 2021-2022
2019-2020 2020-2021 2021-2022

Total Number of Stakeholders

25
21
er of stakeholders

20 19

15 School Improvement Plan

13 42

10
 N
0
2019-2020 2020-2021 2021-2022

2019- 2020- 2021-

SCHOOL YEAR 2020 2021 2022

TOTAL 13 19 21

As the saying goes, it takes a village to Educate a Child. Luckily, Sta.

Ines East elementary School is not alone in educating learners, most of our
stakeholders are Local Government Units (LGU’s)both from the barangay,
Municipal and even Provincial Government Unit. We also have Non-
Government Units (NGO’s) like riders’ Clubs, Sororities and other Groups
that are willing to help the School like the Helena Wenstrate Foundation and
other Clubs like the PGCA Tarlac. The GPTA and Alumni association has
been a great help in attaining the PPA’s of the School. The summary above
tells us how many Clubs, Organizations, families or Individual donors has
been helping the school and they are considered perennial donors. Donor
fatigue is observed, but we have to sustain the partnership so as to
attainment by planning some activities for them.

Past PPAs Strengths Weaknesses Potential

related to Problems
GOVERNANCE)
STAR – Seal of MOOE Lack of Budget for Donor Fatigue
Transparency, Liquidation are some Programs
accountability up dated and Projects for
and Donations in Physical
Responsibility Cash and In Kind Improvement
are all accounted
for.
Level Up on SBM SBM level III level Lack of Training Updating of
of Practice on Bookkeeping data
and Systematic
data Collection
Good Availability of Time Management Time for

School Improvement Plan

43
Governance on Results/ PPA’s to (Late in Monitoring
Monitoring be evaluated. monitoring) and
through SMEA Assessment

School Improvement Plan

44
 CHAPTER 3 C
Improvement Plan H
A
- States the school strategic plans
P
A. ACCESS T
PRIORITY INTERMEDIATE STRATEGIES OUTPUT BY Key
E
IMPROVEMEN OUTCOME STRATEGY Interventions/ R
T AREA PPAs
(Project,
Programs, 3
Activities)
Decreasing the Increase *Mapping of *List of OSY/ Project RESAC
number of Number of School Age pupils enrolled Reach Every
enrollees. Enrolment Children in other school School Age
*Conduct *Parents will Children
information be informed of
Dissemination Schools’ noble
through vision/mission.
leaflets/posters
*Join Barangay *Promote
Assembly school by
before stating its
Enrolment achievements
and purpose

Decreased No. Bring back Out *Mapping OSY *List of OSY Oplan Balik
of Out of School of School Youth *Coordinate *Referral For Eskwela
youth (OSY) to School with ALS A&E of Tech.
Coordinator Voc. Short
*Motivate Courses
Learners to *OSY to be
take A&E back to School
Validation

B. QUALITY

PRIORITY INTERMEDIATE STRATEGIES OUTPUT BY Key

IMPROVEMENT OUTCOME STRATEGY Interventions/
AREA PPAs
(Project,
Programs,
Activities)
Presence of Increase the *Assess learners *List of Project READ
Non-Reader/Slo Number of Reading ability learners (Reading
w Readers Independent who need Enhancement
(English and Readers remediation to reduced

School Improvement Plan

45
Filipino * Conduct remedial *Conduct Non-readers)
Reading/coaching Reading Project PaPaKu
remediation (Pagbasa Ko,
*Set up Pag Unlad Ko)
Reading Along with
Corner in project DEAR,
every MAYOR, MOST
Classroom READ

Presence on Increase the *Assess learners 4 *List of Non Project AN (All

Non-Numerates Number of F’s Ability Numerates Numerates)
Numerates *Conduct 4 F’s *Conduct of Mastery of
Remediation and Math Numbers
to Problem solving remediation through
strategies Functional
Math
Low Increase *Identify learning *List of gaps Project GAPS –
Achievement Achievement gaps per subject and Giving
rate of the Rate remediation Academic
School *Conduct strategies Priorities in
remediation *Conduct School
strategy to fill in supervision/
learning gaps remediation
to fill in
learning
gaps
Teachers are set Teachers a *Increase Professional Project MTAQ
on the comfort motivated to awareness of Plan of (Morphing
zones and grow teachers to career teachers Teachers to
contented on professionally Progression Achieve Quality
their career and achieve Scheme education)
status more *Encourage
teachers to attend *Teachers
seminars/trainings
and attend formal
Education

C. EQUITY AND INCLUSIONS

PRIORITY INTERMEDI STRATEGIES OUTPUT BY Key

IMPROVEME ATE STRATEGY Interventions
NT AREA OUTCOME /
PPAs
(Project,
Programs,
Activities)
Some Pupils Pupils *Identify List of Project
belong to dis finished their learners who learners Kalinga
advantaged schooling needed help, who needs
and Financially, help.

School Improvement Plan

46
 Underserved Emotionally
Families
Identified gap Foster closer Conduct Closer Gift giving to
between relationship annual family relationship needy family
families of of parents day between and
social status and teachers better
Conduct working
Group relationship
dynamics of

PRIORITY INTERMEDIATE STRATEGIES OUTPUT BY Key

IMPROVEMENT OUTCOME STRATEGY Interventions/
AREA PPAs
(Project,
Programs,
Activities)
Susceptibility to Readiness to any *Conduct of Teachers, Project HAMA
calamities calamities Earthquake/Fir Learners (Handa Ang
especially to e drill quarterly and May Alam)
Earthquake/Fire stakeholders
are ready to
any disaster
Climate Change Maintenance of *Waste *Clean and Go Green with
Adaptability School Clean Segregation Green SGP
and Green *Tree Planting School
program Tree growing Environment
Activities
*Promote RE Ukay Ganda
Use, Reduce and *Make ng Paaralan
recycle Funds out of
Used
Clothes and
things
Health and Well Improve health *Conduct *list of Plans Health and
Being of condition and orientation on and Wellness for
Learners, wellbeing of health and Well Strategies Everybody
teachers and pupils, teachers Being for a healthy
Stakeholders and *Zumba mind Body
stakeholders Sessions for and Soul
teachers and *Improved
interested health and
Stakeholders active mind

D.RESILIENCY AND WELL-BEING

School Improvement Plan

47
 E.GOVERNANCE

PRIORITY INTERMEDIATE STRATEGIES OUTPUT BY Key

IMPROVEMENT OUTCOME STRATEGY Interventions/
AREA PPAs
(Project,
Programs,
Activities)
Intensification of Transparency on *Transparency and on * Posting of Project STAR
Accounting and Financial Matters time submission of Liquidation Seal of
Good Governance to Stakeholders Monthly liquidation reports on the Transparency,
(MOOE) and accounting transparency Accountability
of Board and
Donations/Solicitations Responsibility
SBM Level of Maintain/ *Proper Documentation *Complete and Level Up with
Practice Increase SBM and Bookkeeping arranged SBM
Level of Practice reports and
Documents
Involvement of Conduct GPTA/ *Assembly every *Conduct of at Project KaSaMa
External Stakeholders Semester least 2 (Kaakibat sa pag
Stakeholders into Assembly and *Conduct Stakeholders assemblies Unlad ng
School Activities involve them into convergence/ Recognition Annually Paaralan ang
different School to avoid Donor Fatigue *Sense of Mamayan)
Programs, Belongingness
Projects and of External
Activities Stakeholders

School Improvement Plan

48
 C
CHAPTER 4
Financial Plan
H
A
a. Six-Year Indicative Plan P
- Outlines school priorities in a 6-year cycle.
T
Key Project Objective/ Expected Strategies Activities Time Frame Budg Bud E
Perform Title Goal Output et get
ance per Sou R
Indicato Activ rce
r ity
(Target)
4
Y1 Y2 Y3 Y4 Y5 Y6 Annu
aly

Increase Project Expand Increased *Mapping of *Purok Survey / / / / / / 1 Don

Particip RESAC Access to Participat school and mapping 500 atio
ation Basic ion Rate Children for ns /
Distribution of
Rate Oplan education by *Conduct Fare Soli
leaflets/posters
Balik Increasing information / / / / / / /Gas citat
/ signages and
eskela by 1% yearly dissemination ion
infographics.
in six (6) *Joining
years Barangay Conduct/
Assembly for Attend
Enrolment Barangay / / / / / /
Campaign Assembly for
Enrolment
campaign
 Refer OSY to
ALS Program
/ / / / / /

School Improvement Plan

Increase Project Pivot Access Increased Identify *Conduct Pre- / / / / / / 20,0 MO

Achieve READ to quality Achievem Non/Slow test on Phil IRI 00.0 OE
ment Education ent Level Readers and to identify 0 Don
Level by provide None//Slow / atio
conducting Remedial reader ns
remediation Instruction / / / / /
PaPaKu program in Increased *Provide
English from Number Remedial /
0-1 in 6 of measures to
years Independ improve
Pivot Access ent reading ability
to quality Reader of Non/Slow / / / / /
AN Education reader /
by
conducting Identify Non- *Track in their
remediation Increased Numerates Progress
GAPS program in number and Provide /
English from of Remedial / / / /
0-1 in 6 Numerat Instruction *Identify Non -
years es Numerates
Pivot Access *Provide
to quality Identify Remedial
Education Increase learning gaps measures to
by MPS in and conduct Non -Numerate
conducting every remediation *Track in their
remediation Subject Activities progress
program in Area * Identify
English from learning gaps, School Improvement Plan
0-16 years *Conduct
remediation
Pivot Access Activities
to quality *Conduct
Education Monitoring and
by Assessment
Identifying
Learning
gaps and
conducting
Remediation
Activity in
All Subject
Area from 0-
1 6 years
Improve MTAQ Upgrade Increased Seminars/ *Review PPST / / / / / / 40,0 MO
the competencie number WorkshopsTra Standards and 00.0 OE
Career s of teachers of trained inings answer SSAT 0 Don
progress and school teachers SLAC Regular atio
*Provide
ion plan head by / / / / School
/ Improvement
/ Plan ns
technical
of conducting Promoted
assistance
teachers Coaching teachers
and from TIII * Make
Mentoring – MT 1 proposals and / / / / / /
from 2 to 3 conduct
to 6 trainings,
activities to seminars
6 years / / / / / /
*Encourage
teachers to do
innovations ,
IGP and
researches

Gender GAD Instill Conducte Installation of

*Repair/ / / / 20,0 Don
Sensitivi Program Equality d Separate CR construct 00.0 atio
ty awareness Programs for Male,
Separate 0 ns
Awaren between and Female and
Comfort Room
ess of Men and Activities PWD. for Male,
Stakeho Women by for GAD Female and
lders having GAD Program Conduct GAD disabled
projects for awareness
from 1 to 4 Teachers, trainings/
Programs in pupils Seminars for *Make
6 years. and Proposals and
 Stakehol Stakeholders conduct GAD / / / / / /
ders related 20,0 MO
Seminars/activ 00.0 OE
ities with 0 (GA
Stakeholders School Improvement Plan D
*Integration of / / / / / / Bud
GAD activities get)
to lessons.

Some Project Pivot access Teachers Group *Identify / / / / / / None

learners Kalinga to Quality and Dynamics learners with
and Education school activities to problems and
families by officials learners/famil conduct group
need Conducting have ies in need dynamics
support Enrichment Extended activities
financia Program in help to Gift Giving
lly, Guidance pupils/fa activity Giving / / / / / / 3,00 Don
morally from 1 milies in financial 0.00 atio
and activity to 4 need assistance to ns
spiritual in 6 years depressed
ly families.

Involve Project Good Involvem *Conduct *Schedule / / / / / None

ment of KaSaMa Governance ent of Stakeholders regular
Stakeho on Stakehol Assembly meeting of
lders Involvement ders into Stakeholders
into of School *Involve at least twice a
Program Stakeholder PPA’s Stakeholders year. / / / / / None
s s from3 to 8 to School Invite
Projects activities in Activities. Stakeholders
and 6 years to School
activitie *Conduct programs,
s of the Stakeholders celebrations
School Convergence / / / / School
/ Improvement Plan
2,50 PTA
Give 0 Fun
recognition to d
deserving
stakeholders

Deficien Oplan To be able to Improved Look for *Present the / / / 30,0 Don
cy in Kalusug build Health potential Project to 00.0 atio
handwa an sa additional and donor for the Federated PTA 0 ns
shing Dep Ed hand Sanitatio Handwashing *Construct and
Area washing n facility facility repair
Area additional
Hand washing
facility

Proper STAR Good Transpar *On time * Submit / / / / / / None

Account governance ency and submission of Liquidations
ing, on proper MOOE on time
Monitori information accounti Liquidation
ng and disseminatio ng of
transpa n and School *Updated *Assign Person / / / / / / None
rency of transparenc financial Bulletin Board In Charge on
MOOE y by proper Matters Quarterly Updating the
Cash bookkeeping Bulletin Board
Advance and *Raise Funds
and upgrading for School *Conduct
Donatio transparenc Improvement regular / / / / / / None
ns y board meeting with
quarterly PTCA and
from 0 to 3 other School Improvement Plan
with 6 years Stakeholders
*Conduct
noteworthy
projects for
school
improvement
((Backyard / / / / / / 100, Fun
Fence) 000, d
00 raisi
Maintain *Reward ng
SBM Level of Proper Stakeholders proj
Practice Documentatio to avoid Donor ect
from Level 3 n and Fatigue
Level Up Level up Bookkeeping / / / / / /
with on the *Reorientation none
SBM score of on SBM.
SBM *Make Updated -
Improve data and
SBM Documentation
Level of *Conduct Pre
Practice evaluation.
School Improvement Plan
 b. Annual Improvement Plan SY 2022-2023

Target ResourcesSchool Improvement Plan Source

Performance PPA
Pillar Objective Strategy Task Output/ Non-
Indicators s Human Financial
Outcome Human
1-Access Expand access 90 % *Mapping of Proj Mobilize 91% Brgy. Leaflets , 1,500 For Donations
to basic possible ect teams to do Enrolme Officials Posters, gasoline/
education by school age RES Information nt Rate Teachers infographic
increasing the children. AC Disseminati by SY GPTA materials,
enrollment rate *Conduct on and 2024- and Campaign
by at least 1% . information Campaign 2025 HRPTA Power point
disseminati Presentatio
on using n
leaflets,
posters
infographic
s.
*Join
meetings
Barangay
Assemblies
and do
campaign
2 Equity Instill Equality 1 Activity Installation GAD Mobilize Started GAD Constructio 18,000.00 (GAD
awareness conducted /Repair of Prog GAD Construc Focal n Materials Budget
between Men by year Separate ram Planning ting/ Persons from
and Women by CR for team Repair Donors MOOE)
having GAD Male, CR for Teachers
projects Female and Male, School
 PWD. Female Head
and Speakers
PWD.
Conducte
Conduct d
GAD/CPP School Improvement Plan
Seminars
awareness worksho
trainings/ ps on
Seminars GAD
for /CPP.
Stakeholder
s
Pivot access to 30 children *Conduct Proj Mobilize *All CCP Gifts/List of 3,000.00 Donors
Quality are 4 P’s gif giving ect Child depresse Committe Beneficiarie
Education by recipients activities Kali Protection d e s
Conducting nga Committee families Donors
Enrichment will Advisers
Program in receive Principal
gifts
Guidance
*Group during
dynamic family
/Case day
conferences *Conduct
Group
dynamics
to
families
in need
of
support
and Case
conferen
 ces when
needed
Good SPG and * Waste Go Mobilize the * Help in Teachers. Sacks for none -
Governance on YES O Segregation Gree SPG and Waste SH, waste
the Officers an n YES O Segregati Parents Seedlings
School Improvement Plan
maintenance of Members Tree With Officers on Pupils,
School Green Planting SPG activities SPG and Used
and Clean ang Tree *Tree YES O Clothings
Growing Planting officers
Program
and Tree
Promote Uka Growing
Reuse, y Activities
reduce and Gan *Make
Recycle da funds
ng out of
Paar used
alan Clothes
and
things
3 Quality Pivot Access to Achievement Increased Proj Teach Conduct School Books 2,000.00 Donations
quality Level Achievemen ect Reading Pre- Head Assessment
Education by t Level REA Enhanceme test on Teachers Materials
conducting Phil IRI D nt Lesson Phil IRI Supervis
remediation to ors
program in identify Parents
Support
English None//Sl
System
ow
Pivot Access to reader
quality Increased
Education by Number of PaP *Provide
conducting Independen aKu Remedial
remediation t Reader measure
program in s to
Filipino improve
reading Window
Pivot Access to ability of Cards
School Improvement Plan
quality Non/Slo Activity
Conduct Sheets
Education by w reader
Remedial
conducting
Proj teaching on
remediation ect Numeracy *Track in
program in AN their
Mathematics Increased (Ma Progress
number of ster
Numerates y of Identify List Teachers Activity
Achievement Nu of learning /Advisers Sheets, 5,000.00 MOOE/
Level mbe Gaps and *Identify School Monitoring Solicitatio
Pivot Access to rs Conduct Non - Head Tool, n,
quality thro Remediatio Numerat Parents Donations
Education by ugh n Activity es Pupis
Identifying Fun *Provide
ctio
learning gaps Identify Remedial
nal
and Learning measure
Mat
conducting gaps h) s to Non
remediation -
Activities in all Numerat
Learning Area Conduct e
by increasing remediation Proj *Track in
MPS to 85% Activities to ect their
fill in GAP progress
learning S
(Givi
 gaps ng
Aca *List
dem learning
ic gaps per
Prio learning School Improvement Plan
ritie area
s in
Sch
*Conduct
ool)
remediati
on
activities
per
learning
area
grade
level to
fill in the
gaps

*
Conduct
Supervisi
on and
monitori
ng of
remediati
on
outputs.

Upgrade Increased MTA Review *Review School PPST none -

 competencies number of Q PPST PPST Head Handbook
of teachers and trained Standard Standard Teachers Training
school head by teachers Encourage s and Speakers Proposals
conducting 0 Master teachers to answer Evaluator
Coaching and Teacher attend SSAT s
Promoted School Improvement Plan
Mentoring from Seminars/
teachers Workshops *Provide
2 to 3 to 6
from TIII – / enroll in technical
activities to 6 MT 1 Post assistanc
years graduate e
studies
* Make
proposal
s and
conduct
trainings,
seminars
*Encoura
ge
teachers
to do
innovatio
ns , IGP
and
research
es

4 To be able to 20:1 ratio Start Opla Start Present HRPTA Constructio 20,000.00 PTA
Resilienc build Handwashin Constructin n Constructio the Officers. n Materials Fund/Do
y and additional g Area g Kalu n Project to GPTA nations
Well hand washing Handwashi sug handwashi Federate Donors
Being Area ng Area an ng Area d PTA Teachers
sa School
Dep *Constru Head
Ed ct and
repair School Improvement Plan
additiona
l Hand
washing
facility
Good Total Involvement Proj *Conduct *Schedul LGU/ MOA none -
Governance on Number of of ect Stakeholder e regular NGO MOU
Involvement of Stakeholders Stakeholder KaS s Assembly meeting GPTA Deed of
Stakeholders s into aMa of HRPTA Donations
from3 to 4 School *Involve Stakehol Other Certificates
activities PPA’s Stakeholder ders at External Project
Stakehol Proposals
s to School least
ders
Activities. twice a
Teachers
year. School
Invite Head
*Conduct
Stakehol SGC
Stakeholder
ders to
s
Convergenc School
e programs
,
celebrati
ons

Give
recogniti
 on to
deserving
stakehol
ders

5 Good Proper STA *On time * Submit Bookeepe Updated School Improvement Plan -
None
Governan governance on Updated Accounting, R submission Liquidatir MOOE
ce information Liquidation Monitoring of MOOE ons onShool Liquidation
dissemination of MOOE and Liquidation time Head and regular
and Cash transparenc Property Posting of
transparency Advance y of MOOE *Updated Costudia Accounts
n
by proper Cash Bulletin *Assign
School
bookkeeping Advance Board Person In
treasures
and upgrading and Quarterly Charge Faculty
transparency Donations on president
board *Raise Updating GPTA Projects are
quarterly from Funds for the Officials properly 50,000,00 PTA fund
0 to 3 with 6 School Bulletin SGC accounted (depends on
years Improveme Board and Project)
nt liquidated
*Conduct
regular
meeting
with
PTCA
and
other
Stakehol Stakeholder none
ders s
*Conduct convergenc -
 notewort e at the end
hy of School
projects Year
for
school School Improvement Plan
improve
ment
((Backyar
d Fence)

*Reward
Stakehol
ders to
avoid
Donor
Fatigue

Maintain SBM SBM level 3 Improve Lev Proper *Reorient SBM Updated
Level 3 of of practice SBM Level el Documenta ation on Secretari and
Practice Level of Practice Up tion and SBM. at/Comm Complete
3 in Six years with Bookkeepin *Make ittee Report
SB g Updated
M data and
Documen
tation
*Conduct
Pre-
evaluatio
n
annually

School Improvement Plan

CHAPTER 5
School Monitoring and Evaluation Adjustments (SMEA)

- A systematic process for collection, collation, and analysis of

key education data and information that will allow the SGC to
determine the progress of SIP implementation based on
targets. The main objective of SMEA is to facilitate decision-
making for a more relevant and responsive delivery of basic
education services at the school level.
- M&E (Monitoring and Evaluation) Strategies: May include
tools, info systems and templates identified in DO 44 and
other new templates may be useful. The main reference will
be will be the School Report Card (SRC).
- M&E Activities: May include culmination, regular Program
Implementation Review (PIR)/ Could be monthly, quarterly,
semi-annual, and annual.

School Improvement Plan

67
 CHAPTER 6
Risk Management Plan C
H
Analysis and Management of Risk A
Identified
Severity P
Risk
T
Probability Impact Over
Institutional Risk
High/ High/ all
Mitigation E
Risk Categories Strategies
Medium/Low Medium/Low Rate R
Continue
School implementing
closures due other
6
Operational 3 5 4
to covid-19 distance
surge learning
modalities
Shortage of
teachers and
classroom
due to
limited
Proper
number of
Operational 3 2 2 Scheduling of
class size in
Classes
the
implementat
ion of
limited face-
to-face
Teachers
cannot focus Unloading of
on teaching administrativ
due to too Strategic 3 4 4 e and
many ancillary
administrati tasks
ve tasks
Learning
losses due to
Develop
limited
remediation
number of
Strategic 3 5 4 and
students
intervention
attending
materials
face-to-face
classes
Continuous Strategic 3 5 4 Additional
learning loss number of

School Improvement Plan

68
in four non- teaching
core areas hours
Lack of
capability
and Conduct
materials of trainings on
Operational 2 3 3
teachers to digital
implement instruction
digital
instruction
Increasing
number of
learners Reinforcemen
with low t of
literacy and interventions
Operational 4 5 5
numerical being
skills due to implemented
prolonged in the field
school
closure
Change of Realign plans
education with the
priorities by priorities of
Strategic Medium (3) High (5) 4
the new the new
administrati administratio
on in 2022 n
Conduct
Unstable
Information
Enrolment
Operational Medium (3) High (5) 4 dissemination
rate of the
to the
School
community
Lack of
Determine
funds and
actual needs
resources to Financial Medium (3) High (4) 4
of school and
support
prioritize
School PPA’s
Lack of
Formulate
policies/issu
school
ances to Legislative/
Medium (3) High (4) 4 guidelines to
support the Legal
address the
PPA”s of the
issue
school
Failure of Reputation Low (3) Medium (3) 3 Continuously
schools to al monitor the
sustain safe safe
operations operations of

School Improvement Plan

69
 schools in all
sectors
Persevering
job of School
LIS Continuously
Coordinators monitor and
to follow up the
Reputation
encode/upd Medium (4) Medium (3) 3.5 encoding of
al
ate their enrolment/le
enrolment arner’s data
data/learner in the LIS.
’s data in the
LIS System.
Lack of
Strengthen
allocation of
partnership
funds for
with our
health
stakeholders
facilities Operational Medium (4) High (5) 5
to sponsors
(wash areas,
our medical
clinics) and
supplies and
medical
facility
supplies
There are
times that Follow up
there are orders from
delayed Strategic Medium (2) Medium (2) 3 supplier and
Liquidation Cash
of Cash Advance from
advances
Continuous
Variability of capacity
SBM Level of building of
Practice of school heads
schools due Operational Medium (3) Medium (3) 4.5 and
to change of monitoring of
administrati SBM level of
on practice in
school
Continued Operational 5 5 5 Enhance
need for partnership
enabling engagement
resources to and
support networking
learning per Adopt-a-
recovery in School
the Basic program
Education

School Improvement Plan

70
 programs:
Kindergarten
to Grade 6
(K to 6),
Slowed
physical
mobility of
resources
from time to
time, due to
the Information
limitations and
brought coordination
Operational 3 4 3.5
about by with the
community latest IATF
health Guidelines
protocols on
areas with
rising
number of
COVID-19
cases
Potential
“donor
Conduct of
fatigue” for
regular
some
convergence
external
Reputation and
partners 3 5 4
al feedbacking
frequently
activities with
extending
the
aid to the
stakeholders
Division and
its programs

School Improvement Plan

71
 Communication Plan
Enhanced SIP Dissemination from Sta. Ines East Elementary School
and Stakeholders
In order to implement the School Learning Recovery Plan (LRP)
effectively and efficiently, it must be disseminated properly from Sta. Ines
East Elementary School to Internal and external stakeholders. The LRP and
all communications related to it will be disseminated thru the following
channels.

School Official Radio Station Facebook

Website 87.6 FM (Radyo ng Sta. Ines East Face to
https:// Silangang Elementary Face
www.sieesdeped.com.ph Sta. Ines) School Meetings

School Improvement Plan

72