BIA-O ELEMENTARY

SCHOOL
210008
Purok Bia-o, San Jose
General Santos City

ENHANCED
SCHOOL
IMPROVEMENT
PLAN
School Year 2019-2021

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2
 TABLE OF CONTENTS
Title Page
Table of Contents

I. EXECUTIVE SUMMARY…………………………….................... 3
II. INTRODUCTION…………………………………………………... 4
III. VISION, MISSION, CORE VALUES……………………...……... 5
IV. SCHOOL SITUATION……………………………………………. 7
V. PLANNING WORKSHEETS
- For Access………………………………………………. 14
- For Quality………………………………………………. 16
- For Governance………………………………………… 19

VI. MONITORING AND EVALUATION

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I. Executive Summary

Every school has its own story to tell. This Enhanced School
Improvement Plan of Bia-o Elementary provides an opportunity to describe
the strengths and challenges it encounters. It is designed to address
student achievement and system needs identified through the school’s
comprehensive needs assessment.

Bia-o Elementary School envisions to produce quality graduates of

varying beliefs and practices God-fearing, family oriented, environmentally
conscious and productive teachers in a conducive learning environment
with responsible and supportive stakeholders. The Enhanced School
Improvement Plan of the school presents lay out plans and targets for the
next three years.

In an effort to facilitate and enhance student achievement at Bia-o

Elementary School, parents, teachers, pupils and stakeholders have
joined to form School Panning Team (SPT) to share ideas on how they
envisioned to make the school more productive and more conducive for
learning. The team findings are found on this document, which is a tool
that will enable stakeholders to sustain the school improvement focus at
Bia-o Elementary School. This plan should drive subsequent decision-
making, interactions, activities, and planning processes to promote the
goal of student achievement and to ensure that no child will be left behind.

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II. Introduction

The School Improvement Plan of Bia-o Elementary School was

conceptualized and framed in response to and in adhere to Deped Order No.
44 s. 2015 “Guidelines on the Enhanced School Improvement Planning (SIP)
Process and the School Report Card (SRC).

The School Improvement Plan (SIP) and the School Report Card
(SRC) are important elements of the Department of Education’s (DepEd)
School- Based Management (SBM) thrust. In the spirit of shared governance,
the school with its stakeholders collaboratively prepares the SIP after
thorough analysis of their school and learner situation. Likewise, the SRC is
vital in SBM for it serves as a communications and advocacy and inspire them
to take an active role in planning, managing, and improving the school.

The formulation of SIP caters the total development and improvement

of the school through the shared responsibilities of the school and the
community it serves. It is along this line that the school tapped all the
stakeholders for a collaborative endeavor to attain the standards set by the
School Planning Team (SPT) among and between the pupils, teachers,
parents, stakeholders, school head and the community.

This document was realized through the collaborative efforts of the

School Planning Team namely: Arnel L. Antiporda, Principal I; Catherine L.
Lanojan, teacher representative; Ailyn F. Catubig, BDRMMC representative;
Christopher B. Sulanting, Brgy. LGU representative; Jessica M. Cavelino,
parent representative; Clarise P. Lechugas, student representative; Macay
Col, IP representative.

This SIP of the school provides an opportunity to describe the

strengths and weaknesses it encounters. By doing so, SPT will have a more
complete picture of how the school perceives itself and the process of self-
reflection for continuous improvement. This is structured for the school to
reflect on how it provides teaching and learning a day to day basis.

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III. VISION, MISSION, CORE VALUES

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

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 staffs, 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.

CORE VALUES

MakaTao, MakaDiyos, MakaBayan, MakaKalikasan

ASPIRATIONS

The dominant Schools Division Office in the country that produces

quality graduates of Agri-Fishery, Sports and Cultural Education trough
relevant and technology-driven innovations.

CORE VALUES

Integrity Demonstrates sound moral and ethical principles

in performing required tasks.

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 Excellence Exhibits high quality standard of procedure and
performance.

Commitment Shows willingness to perform tasks, even beyond

expected duties and responsibilities, to achieve
desired organizational goals.

Teamwork Works harmoniously together to achieve common

goals.

Professionalism Manifests good manners and right conduct through

discipline and expertise.

Balance ensures quality time for self, family, and work.

QUALITY POLICY

We, the responsive stewards of the General Santos City Schools

Division Office, are committed to delight our learners and other stakeholders
by providing:

 Competent teachers and school heads;

 Relevant learning resources and facilities; and

 Equitable basic education support and services

These are delivered by passionate, service-oriented, and efficient

personnel who maintain an environment of continuous improvement through
technology-driven systems and services.

We are committed to comply with the laws, rules and regulations

prescribed by all governing agencies and live by the governance framework:
“Serbisyong Heneral, Dekalidad at Marangal.”

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 IV. SCHOOL CURRENT SITUATION

1. Assessment of Current Status of Learner

Bia-o Elementary School is located in Purok Bia-o, Brgy. San Jose,

General Santos City. The school is 18 kms away from the poblacion and it is
located on top of a mountain. It is accessible only to a single motorcycle
(habal-habal) as means of transportation. Safety is a top priority at Aspang
Elementary School however there are certain incidences that cannot be
predicted like forest fires and health threats such as food poisoning and
disease outbreak. Bia-o Elementary School has 96 pupils coming from
different puroks of Brgy. San Jose. There are seven (7) classrooms with a
learner: seat ratio of 1:23. There are no library in the school but there is mini
library in every classroom. Water supply of the said school came from the
natural source.

 Enrolment

From 2017, the number of enrollees for both male and female have
decreased. This is due to the opening of IP schools nearby.

 Learner-Teacher Ratio

Total No. of Learner-Teacher

No. of Teachers
Pupils Ratio

186 9 21:1

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 Based on the table above, learner to teacher ratio is 21:1. Each
teacher will cater 21 pupils.

 Learner-Classroom Ratio

Learner-
Total No. of No. of
Classroom
Pupils Classrooms
Ratio
186 7 27:1

Based on the data above, it shows that there’s enough classroom for
every grade level. The learner to classroom ratio is 27:1

There are seven (9) nationally funded teachers assigned in the school.
Teachers have individual plan for professional development to assess their
needs. In the past years, there are objectives that was not met by some
teachers. The school made interventions/projects to improve basic
competencies of teachers. School based trainings were conducted.

When talking about health and safety of the school, school based
feeding program was conducted to those malnourished children. Child
Protection Policy and Anti Bullying is implemented in the school.

 Health and Nutritional Status

Based on the data, there were only few pupils in the school who were
healthy, 36.41% were Severely Wasted and 19.57% Wasted. Two of the few

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reasons were poverty. We need to eat three meals per day but in our case in
school almost all pupils eat only once or twice a day. Regular Feeding
programs will be initiated to meet the normal Body Mass Index (BMI) of the
learners.

Bia-o Elem School MOOE is not enough for the school that’s why our
principal and teachers tapped stakeholders to help the school and the pupils.

 Funding Sources

The biggest source of school funding comes from the MOOE. Other
sources are from the stakeholders.

The school do home visitations, conducts parenting seminars with

invited guest from the government sector like DSWD. We have no attendance
issues for the last three years because of the school based feeding program
which is a great help to the school. Fortunately, the school have zero dropout
rates for the last three years.

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 In the recent school performance rating SY 2018-2019. Results were
generated from PenPen.

The school already created Action Plans in order to increase its result
next school year.

Intensive reading program is administered in every grade to help the

student improve their reading ability.

 Number of Learners by Literacy Level, SY 2016-2019

PHIL-IRI results show an average improvement in the student’s

literacy. At the start of the school year, high result of Frustration was
recorded. Projects and Interventions were implemented to minimize the
number and fortunately at the end of school year, it was minimized. But we
are still doing our best to meet 0 Frustration level in every test minimized. But
we are still doing our best to meet 0 Frustration level in every test.

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 Finally, Bia-o Elementary School envisions to produce quality
graduates of varying belief and practices God-fearing, family oriented,
environmentally conscious and productive in teachers in a conducive learning
environment with responsible and supportive stakeholders. It promotes an
effective curriculum based on learner’s belief and practices through the
guidance of committed, caring and competent teachers. Adopt a program that
will enhance their skills and talents to the fullest.

School’s progress can be assessed through the school report card

(SRC), it reflects how much of the School Improvement Plan (SIP) have ben
materialized and on its way to polish.

When it comes to teaching-learning process it is evident that there are

enough tables and chairs however textbooks and reference materials for all
grade levels are insufficient. The school don’t have a library but every
classroom has reading corner, wherein, there are lot of books to choose from
to enrich their studies. Also, we have science equipment available for
experimentations. It also shows that the school is lacking of computers and
other electronic devices that will aid teaching-learning process for the 21 st
century learners.

 Learner’s Materials

There is insufficient supply of learning materials to all grade

levels.

Subject Quantity

English 112

Filipino 76

Mathematics 165
TEXTBOOK
Science 117

MTB/ Araling
153
Panlipunan

We can also see that much of the funding sources of the school come
from MOOE, but, it can’t compensate the needs of the school and the
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learners. Due to this situation, the school looks for other sources from LGU’s
and other private individuals to provide learning materials for the children.

It is also evident that when it comes to governance the school-based

management (SBM) assessment level is still developing and is looking
forward to be evaluated this coming school year for upgrading.

 School- Based Management Assessment Level

SBM LEVEL QUALITATIVE INTERPRETATION:

1 DEVELOPING

The school is still in SBM Level 1, which has a qualitative interpretation of

Developing.

In this connection, the school improved its facilities and construction to

provide a conducive and safe place for learning. There are enough seats,
toilets, and classrooms while maintaining the level of cleanliness. It also
shows that the schools’ perimeter fence has been started and are still ongoing
its construction through the help of PTA and LGU who provide financial
support and looking forward that it will be finished this school year.

2. Assessment of status and trends in the realization of the

school’s contribution to the achievement of the Division
Goals and Objectives.
For 30 years of existence, Bia-o Elementary school continuously
seek to grow and learn from its downfalls and mistakes. With the very
strong support from the parents and stakeholders, the school made a
lot of remarkable transformations.
Each one gave each share in creating a child-friendly, gender-
sensitive, safe and motivating environment.

3. Assessment of School’s system and processes

During the course of our SIP roll out, particularly in accomplishing the
School Community Data Template (SCDT) and School Report Card (SRC) we

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were able to realize the significance of child keeping and child finding
activities.

We found out that there are a lot of school-aged children who are not in
school. These motivated us to strengthen our attendance monitoring as well
as the 100% participation of parents during homeroom meeting and other
school activities.

It will be a challenge for the school head to ensure the smooth flow of
the school processes and systems as an independent institution. There is a
need to tap more stakeholders to support the feeding program, provide
multimedia equipment for each classrooms, completion of school perimeter
fence, construction of feeding center and a showroom for the different Blaan
materials to preserve their values, customs and traditions. Thus, it is true that
every family, community, and stakeholders should actively have engaged and
share responsibility to develop life-long learners.

This SIP is a timely chance to install new and adaptable systems and
processes using given effective tools. This is also a chance to include
innovations and initiatives to further harness multiple intelligences of every
learners, as well as maximizing the potentials of teachers and tapping other
sources as thereby creating a child-friendly school in the community.

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 ACCESS
DepEd Time Frame
Learnin Priority Baseline SY SY SY
g Stage Immediate General Objectives Root Cause
Improvement Area Data 2019- 2020- 2021-
Outcomes 2020 2021 2022
IO1: Learners are in Low enrolment rate To increase the enrolment of kindergarten pupils by
K to 3 school and learning 2% every year


Lack of parental support
Financial problem
centers  Health problem
To increase the enrolment of grades 1 to 3 pupils by  Lack of parental support
2% every year  Financial problem
 Health problem
Maintain high promotion To achieve 80% to 100% promotion rate of Kinder to  Change of residence
rate Grade 6 every year  Family problem
Zero drop-out rate To maintain zero drop-out rate of Kinder to Grade 6  Home visitation
pupils  Intervention done by school and by
the teachers
 poverty
IO2: Learners access High number of IP pupils To strengthen the implementation of IPEd Curriculum  School’s location is in an IP
programs responsive through participation in orientations and seminars community
to their needs and To adopt/ develop indigenize instructional materials  Lack of indigenized instructional
consistent with their materials
interest and aptitudes Program for IP learner To capacitate IP learners and teachers for their  No program for IP learners
development and preservation of culture
High number of child labor To decrease number of pupils absent during planting  Pupils are utilized in field during
practices and harvest season planting and harvest season
To conduct orientation on child labor to parents and  Custom practices and traditions
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 community  Illiteracy of parents on children’s
rights
Open SPED Program To address the special needs of children with  Hereditary
difficulties  Health problem
IO1: Learners are in Low enrolment rate To increase the enrolment of Grade 4 to Grade 6  Lack of parental support
school and learning pupils by 2% every year  Financial problem
centers  Health problem
Low promotion rate To achieve 80% to 100% promotion rate of Grades 4  Change of residence
4 TO 6 to 6 every year  Family problem
Zero drop-out rate To maintain zero drop-out rate of Grades 4 to 6  Home visitation
 Intervention done by school and by
the teachers

IO2: Learners access High number of IP pupils To strengthen the implementation of IPEd Curriculum  School’s location is in an IP
programs responsive through participation in orientations and seminars community
to their needs and
consistent with their
interest and aptitudes
To adopt/ develop indigenize instructional materials  Lack of indigenized instructional
materials
High number of child labor To decrease number of pupils absent during planting  Pupils are utilized in field during
practices and harvest season planting and harvest season
To conduct orientation on child labor to parents and  Custom practices and traditions
community  Illiteracy of parents on children’s
rights


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 

QUALITY
Time Frame
DepEd
Learning Priority Baseline
Stage
Immediate General Objectives Root Cause SY SY SY
Improvement Area Data
2019- 2020- 2021-
Outcomes
2020 2021 2022
IO1: Learners enjoy Unavailability of Gender To request for additional room from National
K TO 3 learner-friendly Sensitive Comfort Room Government, LGU, NGOs and others
 Unavailability of Male and Female
Comfort room/Genderdized CR
environment

IO2: Learners actively Unavailability of electricity To install electrical wirings to classrooms through  Classroom needs proper wirings
participate in their for 2 classrooms. donations from LGU, NGOs and other stakeholders  Lack of funds for wirings and
learning environment installation

Lack of supplies for To allocate funds for supplies and other instructional  No allocated fund for instructional
worksheets and other materials to improve teacher learning process materials
instructional materials

Lack of computers for To request for additional computers from National  Lack of computer units
computer literacy Government, LGU, NGOs and others  Teachers needs to teach computer
classes

Unavailability of sports
equipments and facilities
IO3: Learners attain Low literacy rate
learning standards
To allocate funds for the procurement of sports  No available sports equipment and
equipments and construction of facilities. facilities
To capacitate teachers/trainers of the rules of their  Teachers were not trained of their
sports sports events
To achieve 100% of Kinder pupils with at least  Lack of readiness
Average Over-All Development in ECCD  Lack of self confidence
 Home
factor/community/stakeholders
 Parents participation

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 To achieve 75% of Kinder pupils with mastery level in  Lack of readiness
every domain in SReYA  Lack of self confidence
 Home factor

Poor reading skills To increase the number of readers in English and  Lack of interest in reading
Filipino from Grades I-III with target of 5% increase  Lack of follow-up at home
every year  Poor implementation of Reading
program in classroom
To increase the number of independent readers of  Lack of readiness
Grades I to III in English and Filipino with target of 5%  Poor reading habit
increase every year  Insufficient reading activities by the
teachers
To increase the reading comprehension skills of  Insufficient reading materials
Grades I to III pupils in English and Filipino with target  Poor reading habit
of 5% increase every year  Insufficient reading activities by the
teachers
Poor writing skills To develop writing skills of the Grades 1 to 3 pupils in  Lack of pupil’s interest to participate
paragraph dictation in English and Filipino with  Poor teacher’s initiative/ strategies
correct use of capital letters and punctuation mark  Lack of follow-up at home
with a target of 5% increase yearly
To achieve a 5% increase every year on the number  Lack of pupil’s interest to participate
of Grades 2 to 3 pupils to write in cursive legibly  Poor teacher’s initiative/ strategies
 Lack of follow-up at home

K TO 3 Poor oral communication To develop the oral fluency skills of the Kinder pupils  Confusion on dialect spoken
skills in producing sounds of the Alphabet with a target of  Limited exposure in other language
5% every year  Different orientation at home

To develop the oral fluency skills of the Grades 1 to 3  Confusion on dialect spoken
pupils in reciting poems, riddles, verses, rhymes,  Limited exposure in other language
oration and declamation with a target of 5% increase  Different orientation at home
every year

Low numeracy skills To reduce the number of Grade 1 pupils who cannot  Lack of readiness
count and do the 2 basic fundamental operations by  Poor learning foundation at home
5% yearly  Lack of follow-up from parents

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 To reduce the number of Grades 2 to 3 pupils who  Lack of readiness
cannot do the 4 basic fundamental operations by 5%  Lack of follow-up from parents
yearly  Poor teaching strategy in math

Low LAPG MPS To achieve 75% MPS in the LAPG result with increase  Poor preparation of Grade 3 pupils
in yearly target by 2%.

IO1: Learners enjoy High Pupil-Classroom ratio To request for additional classroom from National  Unavailability of standard-sized
learner-friendly Government, LGU, NGOs and others concrete classroom for Kinder
4to6 environment

IO2: Learners attain Poor reading skills To increase the number of readers in English and  Lack of interest in reading
learning standards Filipino from Grades IV-VI with target of 5% increase  Lack of follow-up at home
every year  Poor implementation of Reading
program in classroom
To increase the number of independent readers of  Lack of readiness
Grades 4 to 6 in English and Filipino with target of  Poor reading habit
5% increase every year  Insufficient reading activities by the
teachers
To increase the reading comprehension skills of  Insufficient reading materials
Grades 4 to 6 pupils in English and Filipino with target  Poor reading habit
of 5% increase every year  Insufficient reading activities by the
teachers
4to6 Poor writing skills To develop writing skills of the Grades 4 to 6 pupils in 

Lack of pupil’s interest to participate
Poor teacher’s initiative/ strategies
paragraph dictation in English and Filipino with
correct use of capital letters and punctuation mark  Lack of follow-up at home
with a target of 5% increase yearly  No reward system
Poor oral communication To develop the oral fluency skills of the Grades 4 to 6  Confusion on dialect spoken
skills pupils in reciting poems, riddles, verses, rhymes,  Limited exposure in other language
oration and declamation with a target of 5% increase  Different orientation at home
every year  School policy on English spoken
communication
Low numeracy skills To reduce the number of Grades 4 to 6pupils who  Lack of readiness
cannot do the 4 basic fundamental operations by 5%  Lack of follow-up from parents
yearly  Poor teaching strategy in math
 No school math contest or activity

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 Set standard NAT MPS
IO3: Learners are High percentage of severely
well-rounded, happy wasted and wasted pupils
and smart
Learnin DepEd Immediate Priority Improvement
g Stage Outcomes Area
IO1: education leaders Developing the SBM (School
and managers practice Based Management) D.O.
participative and 83, s.2012
inclusive management
process Institutionalized Learning
Partnership Program (LPP)
cum mentoring
Address NCBTS result
IO2: Internal system Low status of the
and processes needed Continuous Improvement
for continuous (CI) implementation
improvement in place
Cleanliness and Sanitation
Security
Titling of School
Procurement of SMART TV
To achieve 75% MPS in the NAT result with increase  Poor preparation of Grade 3 pupils
in yearly target by 2%.
To decrease the number of severely wasted and  Pupils are from poor family
wasted pupils by 75% at the end of the school year  Lack of nutritious food at home
through SBFP and Gulayan sa Paaralan
GOVERNANCE
Time Frame
Baseline SY SY SY
General Objectives Root Cause
Data 2019- 2020- 2021-
2020 2021 2022
To strengthen SBM implementation and acquire  Lack of Participation among
Level 2 status stakeholders
 Lack of BLGU participation
 Newly created school
100% implementation of Learning Partnership  Lack of pedagogy
Program (LPP) to improve the professional  Lack of teachers commitment for self
development of all teachers improvement
To address teachers’ deficiency through seminars  Lack of seminars/ trainings of
conducted by District/ Division level and SLAC teachers
sessions
To achieve 100% implementation of IC  Newly opened school
 No approved AIP/ APP as guide for
the procurement
To allocate budget for the janitorial services .  Lack of budget for the Janitorial
Services

To provide School Land Title for the
Lack of Financial budget
School
To promote the teaching learning Lack of Funds
process, make the learning more
interesting and to make the teaching
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 easier for the teachers
DRRM Program To strengthen DRRM implementation
Provide signage inside the school
Lack of information
campus for the different areas of
dissemination & signage’s
evacuation.
and safety equipments
Procurement of Fire extinguisher and
other equipment’s for safety purposes
Safety assistance To allocate budget for the security Lack of Funds
personnel for the safety of the children
and school properties
Rennovation of Lack of Funds
To allocate budget for the renovation of
Feeding Area feeding area
Monthly Payment of
School
To pay the monthly bills of the school
(Electricity, PenPen
and others)

Provide internet in the school for the use

Internet Connectivity No internet connection in
of teachers and learners to make the
the school
learning more effective
Continuous
contruction of
To allocate funds for the continuing Not fully enclosed
Perimeter fence and construction of perimeter fence perimeter fence
gate

Development of
To allocate funds for the development of Uneven and non-cemented
School Ground school ground school grounds
Water connection Tap to regular source water pipelines for No regular water supply
and maintenance school and its maintenance

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 Insatallation of solar
To install solar energy that would
panel and Electric bill is to high for
generate electricity for over night lights
accessories overnight lights
for school perimeter
Construction of Agri
best practices such
as Manokan, To develop sustainable IGP for the
Kambingan and school
school garden

Promote ECO
To capacitate Teachers of best No MRF
friendly Best practices. Allot budget for proper waste Not enough waste trash
practices segregation and MRF cans
IO3: Growing Low participation of To strengthen the relationship/  School is far from city
number of stakeholders in involvement of the stakeholders for the proper
stakeholders school activities school improvement with increased  Lack of parents/
parents’ attendance and partnership stakeholders interest
actively
with other stakeholders  Lack of information
participate and dissemination
collaborate in To have an approved MOA with at least  School is far from city
convergence 2 stakeholders proper
mechanism at all  Lack of information
levels dissemination

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V. MONITORING AND EVALUATION
Preparatory Activities
Step 1: Prepare for SIP Development
1.1 Gather and organize the necessary
data
1.2 Form the SPT
THE E-SIP Process Monitoring Tool
(Crafting Stage)
Verifiable Indicators MOVs Remarks
o School Community Data Template (Annex 1A)
o Child Mapping Tool (Annex 1B)
o School Report Card (SRC)
o Child-Friendly School Survey (Annex 2A)
o Child Protection Policy Implementation Checklist (Annex
2B)
o School Watching Checklist and Hazard Map (Annex 2C)
List of Members for the SPT with their representations, viz:
o School Head as the Team Leader
o Student Representative
o Teacher Representative
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1.3 Convene the SPT for the
orientation, vision sharing and
scheduling.
PHASE 1: ASSESS
Step 2. Identify/Review Priority
Improvement Area
2.1 Present and Discuss the information
gathered during the preparatory
activities
2.2 Identify/ Review the Priority
Improvement Areas (PIAs)
STEP 3. Analyse the Priority
Improvement Areas
3.1 Set General Objectives
3.2 Organize the Project Teams
3.3 Listen to the voice of the learners
and other stakeholders
3.4 Analyse the school processes
3.5 Select Area Focus
3.6 Do Root Cause Analysis
o Parent Representative
o Barangay LGU Representative
o Member of BDRRMC
o Member of the Child Protection Committee
o Documentation of vision sharing
o List of SPT Roles and Responsibilities
o SIP Timetable
o Documentation of the Discussion (i.e. minutes)
o List of Improvement Areas (i.e. access, quality, quality,
governance)
o Gap Analysis Template (Annex 3)
o PIA Template (Annex 4)
o First Column of the Planning Worksheet (Annex 5)
o Objective of the Year Column in the Planning Worksheet
(Annex 5)
o Project Team member list with roles and responsibilities
of Team Charter
o List of the factors affecting the school’s assigned PIA
o Documentation of FGDs, interviews, or home visits
o Flowchart of the school processes relevant to each PIS
o Documentation of interviews or observations
o Problem statement based on the area of focus
o Diagrams showing the root cause
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3.7 Present Root Cause Analysis
PHASE 2: PLAN
Step 4. Review General Objectives
and Targets
Step 5: Formulate Solutions
Step 6: Develop Project Designs
Step 7. Write the School
Improvement Plan
Step 8: Prepare the Annual
Implemented Plan
Prepared by:
TRIXIE C. GAWAN
Student Representative
CHRISTOPHER B. SULANTING
o Presentation (in PowerPoint or hard copy) of the root
cause, with the supporting data, process flowchart and
area of focus
o Root cause Colum in the Planning Worksheet (Annex 5)
o List of Possible Solutions
o Project Work Plan and Budget Matrix
o SIP with signatures of SPT members
o Project Plans with signature of PT members
o AIP Template filed out
School Planning Team
ARM SHEILA S. GARCIANO JESSICA M. CAVELINO
Teacher Representative Parent Representative
AILYN F. CATUBIG CLARISE P. LECHUGAS
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 Purok Chairman School BDRRMC Coordinator Member of School Child
Brgy. LGU Representative

MACAY COL
Indigenous Peoples (IPs) Representative

ARNEL L. ANTIPORDA
Team Leader

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