BALNASAN

NATIONAL HIGH SCHOOL

School ID: 313618
Brgy. Balnasan, San Roque, Northern Samar

ENHANCEDSCHOOLIMPROV
EMENTPLAN

FY 2019 - 2021
Message

Welcome to BALNASAN NATIONAL HIGH SCHOOL “is a public secondary educational

institution learning’’ I am honored to be the school head in the place. All segments of the
school community have demonstrated their willingness to do whatever is necessary to give
and support our students a great education. We continually challenge our students to push
their limits and take risks. We want our students to be lifelong learners and pursue their
dreams. We are committed to providing a caring environment where each child is nurtured
and recognized for their individual abilities and traits.
 
            Our staff continually goes above and beyond to meet the needs of each student. They
are committed to making Balnasan NHS a positive place to be for each and every student. We
have a staff that strives to build powerful relationships with each and every family. The suc-
cess of our students is built on the partnership we have with our families. I am grateful that
we have such an amazing relationship with our community and we will continue to strive to
be the type of school that our families can be proud to send their children to. 

            I look forward to working with our staff and students, our parents and our community
in helping all children mature and achieve their maximum potential.
 
Please contact 09452881288 at any time if I can be of assistance to you or your child. As edu-
cational partners working together, we can continue to build on the reputation as a fine educa-
tional institution and a place where children prosper and achieve success.
 
Sincerely,
Maria Glenda P. Muncada

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 Table of Contents

Chapter 1 Department of Education’s Vision, Mission, Page 4 - 6

and Core Values Statement

Chapter 2 School’s Current Situation

Chapter 3 Plan

Chapter 4 Monitoring and Evaluation

List of Acronyms

List of Tables and Illustrations

Table 1
Table 2
Table 3

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 Glossary of Acronyms

DepEd Department of Education

SIP School Improvement Plan
AIP Annual Improvement Plan
PIA Priority Improvement Area
BC Barangay Council
CP Child Protection
SPT School-Community Planning Team
VMV Vision, Mission and Core Values
PI Performance Indicators
SY School Year
SBM School-Based Management
PPA Program, Project, Activity
SGC School Governing Council
PTA Parent-Teacher Association

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 List of Tables and Illustrations

Table 1 Page… 1

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 CHAPTER 1.
DepEd Vision, Mission and Core Values Statement

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;
ADMINISTRATOR and staff, as stewards of the institution,
ensure an enabling and supportive environment
for effective learning to happen; and
FAMILY, COMMUNITY and other STAKEHOLDERS
are actively engaged and share responsibility
for developing life-long learners.

CORE VALUES
Maka-Diyos
Maka-Tao
Maka-kalikasan
Maka-Bansa

GOAL

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 The school goal is to provide quality learning that is equitably accessible to all
and promote the holistic formation of the learners. Sustain curriculum and instruc-
tional practices that is competitive to meet the challenges and opportunities of teach -
ing and learning in a dynamic and evolving environment.
Through Parent-Teachers meeting and conferences the SPT solicited from
the group the potential barriers to improvement and thereby finding ways to move
the school leading in achieving the vision and mission of the department, after listen-
ing the voice of the stakeholders and gather the data as the basis in crafting and for-
mulating the SIP 2019-2021, FGD has been conducted, and the school community
planning team has been formed.
The School Planning Team concluded the aspirations of the stakeholders for
the school and the students and that is to be holistically develop the skills and poten-
tial of the student with a value laden environment. That the competences master by
the students would mean nothing and futile if not manifested by proper manners and
character.

SCHOOL GUIDING PRINCIPLES

Pursuant to the Republic Act No.9155 known as Governance of Basic Educa-
tion Act of 2001, this policy aims to strengthen School Based Management (SBM) by
further devolving the governance of education to schools, empowering school teams
and personnel, expanding community participation and involvement, and making the
delivery of education services to the learners more responsive, efficient and effective
through an enhanced school planning and communication process. It has mandates
the formulation of the school improvement plan that will help the interest and aspira-
tions of the community it serves in attaining quality education, as stated in the DECS
vision section 1, we are a people organization committed to a culture of excellence in
public service. Believing that the most important resource of our country is its people,
we make the task of educating the Filipino child as our singular mission thus school
heads are tasked to develop the SIP.
The School Improvement Plan (SIP) is a road map that lays down specific in -
terventions that a school, with the help of the community and other stakeholders will
undertake within a period of three consecutive years.

The implementation and the development of the SIP are guided by the follow-
ing principles:

1. School improvement plan is anchored on the aspiration of the stakeholders of the

community and the vision, mission and core values, strategies and on the central, re-
gional, division and school goals of the Department of Education as follows:
2. The SIP is the evidence and results-based, child and learner centered.
3. The development of the SIP requires innovative and systems thinking and a mind-
set of continuous improvement.
4. The formulation and the implementation of the SIP is involve the active participa-
tion of all education stakeholders in the school and community such as the school
heads, teachers, parents, community leaders and the learners themselves, among
others.

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 BALNASAN NATIONAL HIGH SCHOOL
BALNASAN NATIONAL HIGH SCHOOL is formally opened on July 15, 2013
and was approved by the regional office pursuant to its authority under section 5 (B/
13) of chapter 1 of RA no. 9155, the Governance of Basic Education Act of 2001 af-
ter the compliance of the required and prescribed guidelines and policies by the de -
partment of education and was legally published through the regional memorandum
no. 199 series of 2013.

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 The school improvement plan will bring us closer to our vision, mission and
core values and thus every child has been given the opportunity to acquire education
and develop his full potential, our learners has given the equal opportunity to educa -
tion which will provide them with the values and competencies needed for him to
competitive in this fast growing and technology driven environment.
This book revolved around three key results areas, the ACCESS, the QUAL-
ITY, the GOVERNANCE.
THE LOGO
The logo of the school symbolizes and speak the community and the people it
serves.

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 The school is in operation since 2011.

NAME
MARIA GLENDA P. MUNCADA
JOYCE MALESSA P. GUMATAY
ANGELYN P. LOBOS
VIRGINIA C. CISNEROS
JOY M. CALDO
MERLIE L. GORPIDO
MYLENE B. DELA CRUZ
HON. GILBERT L. MORA
MEL T. SALUIB
LOIZA AYNNE P. VALEN
ROLE
Team Leader, School Head
Member, Student Representative
Member, 4P’s/Parent Representative
Member, GPTA - President
Member, GPTA - P.I.O.
Member, CCP Coordinator
Member, TA Coordinator
Member, Barangay Captain/ LGU Rep-
resentative
Member, DRRM Coordinator
Member, ICT Coordinator

The Roles and Function of the School Planning Team

ROLE RESPONSIBILITIES
SGC Rep.  Actively participates in the development of the SIP by establishing
priorities and setting goals and strategies for school improvement
 Initiates the formation of the School Planning Team
Team Leader  Convenes the School Planning Team
(School Head)  Provides leadership and guidance in the development of the plan,
clearly explains the SIP planning process to the planning team,
and helps them understand their role in the process
 Facilitates actual planning workshop
 Informs the team on school programs
Student Rep.  Share insights about their learning experiences- what they enjoy
doing, what they feel uncomfortable with in school or school task
where they find difficulty in - and participate in setting goals,
strategies, and priorities of the school
Parent Rep.  Share their children’s experiences in school, their insights about
what their children nee to learn and the difficulties they face in
school, their aspirations for the school and their children; present
other areas of concerns; and participate in setting goals, strate-
gies, and priorities of the school
 Commit available resource in the implementation of the plan
Teacher Rep.  Provide needed information relative to teaching and learning
process and programs
 Actively participate during the development of the SIP-establishing
priorities, setting goals, and formulating implementation strategies
for the plan
LGU Rep.  Share valuable information on the interest and concerns of the
community in school improvement and participate in setting goals,
strategies and priorities of the school
 Commit available resources in the implementation of the plan

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 Sch. CPC Rep.  Provides insights and inputs ensure the learner’s rights are
considered and that their responsibilities are integrated in the
programs and projects to be identified

SPT TIMETABLE
DATE ACTIVITY PERSONS TARGET OUTPUTS
INVOLVED
JUNE 21, Data Gathering/FGD SIP TWG Annex 1A, 1B, SRC, 2A,
2019 (9:00- 2B, 2C, SAT
10:00)
10:00- 10:30 Identification of the SPT School Head Invitation Letter,
Members (SH), Letter Response
Head Teacher
(HT)-Designate
10:30 – 11:00 SPT Orientation & Vision SIP SPT, TWG School Memo on SPT with
Sharing Names, Roles and TORs,
CR on Vision sharing, SPT
Timetable
11:00 – 11:30 Project Management Team SH, HT, PMTs Process Flowcharts to each
Orientation PIA

1:00- 1:30 Listening to the Voice of the PMTs Document of Interviews and
Customers Observations

1:30 – 2:00 Root Cause Analysis Work- School Head, Root Cause Analysis
shop PMTs

2:00- 4:00 Write-shop on the crafting of the School Head, Project Work Plans and
Project Work Plan & Budget Ma- PMTs Budget Matrixes
trix

July 7 Presentation of the ESIP to the School Head, Enhanced

SGC and Finalization HT, SGC, Faulty School-Community
& Staff Improvement Plan
July 14 Submission of the ESIP to the School Head, ESIP recommended for
Division Appraisal Committee DAC approval to the SDS
July 21 Approval of the ESIP SDS Approved and accepted
ESIP

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Chapter 2. Assess

A. School’s Current Situation

The Balnasan National High School (BNHS), has a total area of 10, 802
square meter, with school ID 313618, is situated in Brgy. Balnasan, San Roque,
Northern Samar. Barangay Balnasan is among of the biggest barangay of the
Municipality of San Roque and has feeder barangays consisting Balud, Coro-
conog, Canjumadal, San Ramon, and Giparayan (a barangay in the municipality
of Pambujan). It is located in the western part of San Roque with Three Hundred
Eighty- Seven (387) households and a population of One thousand nine hundred
six (1,906). The distance of the barangay from the town proper is 15 kilometers
and it is accessible in land and water transportation.
It is composed of seven (7) Puroks and four (4)sitios namely: Ligiron, Nailo,
Ugkot and Dango.It has a land area of 957.9798 hectares. Majority of the family
heads work as farmers and laborers there are also few who engaged in business.
Majority of the residents have finished elementary and secondary levels. Only
few have vocational skills and 25% have finished college. Almost 90% of the chil-
dren are in school and 10% are out of school youth. Most of the resident
dwellings are made of light materials and some are concreted. 60% of the land
area of barangay Balnasan is used for agriculture such as rice field, coconut and
farming. 10% for commercial crops, and 20% is for residential and the 10% is for
business and barangay establishment. 99% of the community is energized by
NORSAMELCO.
The school has a total area of 10, 802 square meter donated by Mora and
the half area is purchased by the barangay. Now it has consist of 4 school
building 3 of which is occupied by the JHS and 1 building with 6 classrooms is
intended for the senior high school.

For the last three school years, the total enrolment shows an increasing
pattern: 442 (SY 16-17), 545 (SY 17-18), and 619 (SY 18-19). A more detailed
trend of enrolment for male and female students is shown in the table below:

SY 2016-2017 SY 2017-2018 SY 2018–2019 SY 2019–2020

Female 214 212 257
Male 183 205 229

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Total 396 417 486
Table 1: Enrolment, Male and Female, for the last three years for the
JHS only. As you can see in the graph below it has an increasing
trend.

ENROLMENT JHS DEPARTMENT

600

500

400

300

200

100

0
2016-17 2017-18 2018-19

MALE FEMALE TOTAL

SY 2016 - SY 2017 - 18 SY 2018 – 2019

Female 36
17222017201 58 71
Male 16 39 71
Total 52 97 142
Table 1: Enrolment, Male and Female, for the last three years for the
SHS only. The graph below shows an increasing trend of enrolment
in the SHS department.

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 ENROLMENT SHS DEPARTMENT
160

140

120

100

80

60

40

20

0
2016-17 2017-18 2018-19

MALE FEMALE TOTAL

The school’s Cohort Survival Rate from SY 2016-2017 thru SY 2017-

2018 has decreased from 97.98% to 96% and continue to decrease to 91%
for the SY 2018-2019.
There is, likewise, a fluctuating trend in the school’s Completion Rate
in SY 2016-2017 thru 2018-2019: from 98.22% to 92% and 96% respectively.
Although the school has reduced its dropout rate from 0.25% in SY
2016-2017 to 0 (zero) in SY 2017-2018 until the present, its promotion rate
has declined to 96.16% in SY 2016-2017 from 100% in SY 2015-2016. It has
caught up again to an decrease of 89.2% in SY 2017-2018.
From 2015 one major reason of the school that affects the perfor-
mance of the students is the lack of teachers. As to this date, the enrolment
has a total number of 699, 173 of which is from the SHS and 526 is from the
JHS, there are only 11 teachers handle the JHS which is supposedly 17
teachers is within the planning standard and 8 for the SHS however only 5
SHS teachers is deploy to the school, other projects and programs mandated
by the department is also distributed to the teachers adding more to their
loads and responsibilities with some of them has no vacant time to rest.
In addition, an absenteeism rate estimated at an average of 5.58% is
still alarming. Reasons for which is mostly economic and lack of interest in at -
tending classes, thus 5.09% of the students is retained with a total of 32 stu-
dents out of 628 to which 29 is from JHS and 3 from the SHS.
In the current year, at least 3.34% (or 21 out of 628) learners fall out-
side their normal health status. Of this figure, 21 are severely wasted, 14
male and 7 female.

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Despite efforts to curb the reading deficiencies through the school banner
project implemented addressing the non-readers there are still enrollees in
the grade 7 which fall to non-readers with an average percent of 3.4% or a to-
tal of 21 students out of 628, however 14 students identified before the imple-
mentation of the school banner project has been moved to instructional level
in the end of SY 2019. Furthermore, data reveals that an average of at least
11 learners who are non-readers and at frustration level is enroll at Bal-
nasan NHS each year.
Although the MPS has an increasing trend still the data shows a below
planning standard of the MPS to attain the 75%. The above data has a con-
tributory factor which mainly affect the attainment of planning standard MPS.
S.Y. Eng. Fil. Math Sci. AP TLE MAPEH EsP AVE.
2016 64.78 53.31 53.96 67.98 60.34 56.08 55.23 62.93 59.33
– 17
2017 67.44 62.86 58.78 59.89 67.45 77.88 65.43 67.10 65.85
– 18
2018 67.60 62.13 60.60 68.34 68.04 66.69 64.18 83.05 67.58
– 19
AVE 66.61 59.43 57.78 65.40 65.28 66.88 61.61 71.03 64.25
.
Table 2: Mean Percentage Score (S.Y. 2016-2017, 2017-2018, 2018-2019)
Among the 8 learning areas, Math MPS is lower compare to other areas
due to lack of teachers major in math deployed to the school. Other
Math subjects is handled by the Mapeh major teacher.
Other data-gathering mechanisms have revealed the needy state of the
school, as presented below particularly in the Senior High School where MPS
of every subjects have an average of 51.91 due to lack of teachers and facili-
ties.
At present, the dearth of Learner’s Materials (or textbooks) as shown in below
is evident:

GRADE LEVEL
SUB G7 No. No. G9 No. G10 No. SHS No.
J. G8
En- of of En- of En- of En- of
ARE En-
rol- Text- Text- rol- Text- rol- Text- rol- Text-
A rol-
men book book men book men book men book
ment
t s s t s t s t s
Fil- 137 14 128 17 117 1 104 7 142 1
Eng- 137 30 128 4 117 162 104 3 142 187
Math 137 32 128 42 117 152 104 21 142 2
Sci- 137 92 128 16 117 85 104 4 142 1
AP 137 1 128 10 117 159 104 2 142 187
TLE 137 109 128 109 117 109 104 1 142 0
M& A 137 92 128 14 117 119 104 21 142 0
P.E & 137 97 128 20 117 121 104 21 142 0

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 ESP 137 16 128 48 117 1 104 28 142 0
Table 3: Number of Textbooks per Learning Area against the Enrol-
ment Grade Level
As shown in Table 3, the national standard of 1:1 textbook to student ra-
tio is yet far from reality. In the meantime, a newly set-up School Learning
Resource Center (SLRC) aids in providing resource materials for both the
teachers and students but the lack of a School Library remains a press-
ing need.
Since the national standard for toilets to students and toilet bowls to stu-
dents is 1:155, the school therefore poses insufficiency on this area as re-
flected in the data below:

Male Female
Number Ratio Number Ratio
Functional Toi- 2 1:155 2 1:155
lets
Toilet Bowls 2 1:155 2 1:155
Table 4: Ratio of Toilets to students and ratio of toilet bowls to students
The School is also lack of classroom building to suffice the needs of the en-
rolment based on the required number of students per classes vis-a-vis
within the planning standard. The grade 8 classes occupied the makeshift
room partially constructed and repair.
Among other facilities, the school due to its novelty in operation has lack of
ancillary services provided to students such as Library, Health Clinic, Can-
teen, school stage for the activities conducted, laboratory room and others.

In the recent survey on Child Friendly School conducted by the SDRRMC,

the school scored 22, thereby placing the school below the Child-Friendly
School points of 25. An outstanding Child-Friendly School score require-
ment is 30.
2015-2016 SBM self-assessment, conducted by the school’s SBM-TWG,
has placed the Balnasan National High School at Level 1 with a Qualitative
Interpretation of Developing. Major areas of concern are: (1) absence of
manual that defines the processes, systems and terms of reference, (2)
School Governing Council is not in place, (3) absence of records and re-
sources management system that is compliant to SBM principles, (4) sus-
tainable partners are not established, and (5) low participation of parents
especially during the Parent-Teacher Conference. However, it has been in-
creased to level 2 upon meeting the required score and increasing the per-
formance of the students and the stakeholder’s participation as manifested
in the school performance indicators.

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 B. Priority Improvement Areas
The school’s current situation presented in Chapter 1 has allowed the SPT to
identify Priority Improvement Areas (PIAs). After determining the levels of strategic
importance, urgency, magnitude and feasibility of each PIA, their corresponding pri-
ority levels were likewise measured.
PRIORITY IMPROVEMENT AREA Strat. Ur- Magni- Feasi- AVE. INTERPRE-
Imp. gency tude bility RATING TATION
Lack of facilities (classrooms, library, 5 5 5 5 5 Very High
laboratories, hand-washing facilities) Priority
and other ancillary services.
Lack of Teachers deploy major in Math, 5 5 5 5 5 Very High
Filipino and Physics. Priority
Lack of instructional technological aid in 5 5 4 3 4.25 High Priority
teaching e.g. film showing, speech lab.
High absenteeism resulting to the de- 5 5 4 3 4.25 High Priority
crease of retention rate and an erratic
promotion rate.
Low MPS. 5 4 5 3 4.25 High Priority
Presence of non-readers and at frustra- 5 5 4 3 4.25 High Priority
tion level learners enroll each grade
level.
Dearth of Learner's Materials and 5 4 5 3 4.25 High Priority
books.
Relatively high number of students fall 5 5 4 3 4.25 High Priority
outside the normal health status
Training on Differentiated classroom 5 5 4 3 4.25 High Priority
teaching strategy employ by the teach-
ers
Table 5: Levels of Priority Improvement Areas

C. Planning Worksheets
The planning worksheet below is anchored on the Intermediate Outcomes
(IOs) of the Department of Education. The root causes were identified after the
Project Teams have conducted a thorough root-cause-analysis using appropriate
problem analysis tools. The root cause is the deepest underlying cause of the prob -
lems within any process.
Table 6: Planning Worksheet on Access & Quality
ACCESS & QUALITY
DEPED IN- PRIORITY IMPROVE- GENERAL ROOT TIME FRAME (SY)
TERMEDIATE MENT AREA OBJECTIVES CAUSES 19 – 20 20 – 21 21 – 22
OUTCOMES
IO1: Provision of Lack of classroom, To provide the facility needed absen-
school building, laboratory, handwash- for the total development of the teeism
laboratory, ing area and other an- students.
handwashing fa- cillary services.
cility and other
ancillary ser-
vices.

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IO2: Learners Lack of instructional To increase the MPS. Lack of in- ____ ____ ____
access pro- technological aid in terest in
grams respon- teaching. listening,
sive to their non-read-
ers, slow
needs and
learners.
consistent with
their interests
and aptitudes
IO3: Learners High absenteeism re- To reduce prevalence of ab- Family ____ ____ ____
X
are in school sulting to an erratic senteeism. Problem
and in learning promotion rate and a
centers declining MPS
IO4: Learners Lack of facilities To provide learners with the 3 Lack of fa- ____ ____ ____
enjoy learner- (classrooms, library, needed facilities cilities.
friendly environ- laboratories, hand-
ment washing facilities)
Dearth of Learner’s To attain the 1:1 standard ratio Lack of ____ ____ ____
Materials of Learner’s Materials learning
materials.
IO5: Learners School places below To attain at least 30 points Lack of fi- ____ ____ ____
actively partici- child-friendly school (Outstanding) in the Child- nancial
pate in their Friendly School Survey in the support in
learning envi- next 3 years implemen-
ronment tation
school
programs.
IO6: Learners Decreasing trend of To obtain at least a 5% annual Slow ____ ____ ____
attain learning MPS increase of MPS from the learners,
standards baseline non-read-
ers.
An average of 12 To zero-out non-readers and Non-read- ____ ____ ____
learners who are non- learners at frustration level ers.
readers and at frustra- each year
tion level enroll each
year
IO7: Learners Relatively high num- To zero-out wasted and se- Poverty ____ ____ ____
are happy learn- ber of students fall verely-wasted learners at the
ers. outside the normal end of each school year
health status
IO8. Provision of To cater the needs of Too many tasked and respon- Too many ____ ____ ____
teachers major teacher based on the sibilities of the teachers due to added
in Math, planning standard. lack of teachers. function.
Physics, Filipino
and A.P.

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 Table 7: Planning Worksheet on Governance
GOVERNANCE
DEPED IN- PRIORITY IMPROVE- GENERAL ROOT TIME FRAME (SY)
TERMEDIATE MENT AREA OBJECTIVES CAUSES 19 – 20 20 – 21 21 – 22
OUTCOMES
IO1: Education School Governing To establish and make SGC ____ ____ ____
leaders and Council is not in place functional during the first year
managers prac- and the years thereafter
tice participative
and inclusive
management
processes.
IO2: Internal Absence of School Or- To produce a School’s Organi- ____ ____ ____
systems and ganizations and Oper- zation & Operations Manual
processes ations Manual that define the school pro-
needed for con- cesses, mechanisms, Terms of
tinuous improve- Reference and other details
ment in place Records management To put in place a Records Man- ____ ____ ____
following SBM Princi- agement System, both hard
ples not in place and soft, that is compliant with
the SBM principles
IO3: Growing Absence of sustained To forge and sustain at least 3 ____ ____ ____
number of and documented part- productive partnerships
stakeholders ac- nerships
tively participate Low participation of To ensure at least 80% partici- ____ ____ ____
and collaborate parents during the pation rate of parents in the
in convergence Parent-Teacher Con- PTCs cum Portfolio Days
mechanisms at ferences cum Portfolio
all levels Day
IO4. Enhance ____ ____ ____
school house-
keeping.
IO5. Strengthen ____ ____ ____
the trans-
parency of all
school financial
reports and liq-
uidation.

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Chapter 3. Plan

A. List of Solutions
The identified school projects are meant to serve as solutions that will address
the root cause/s of each identified PIA. A Project Work Plan and Budget Matrix has
been developed by each Project Team and are attached herein. To ensure support
to the projects and their alignments to the yearly targets of the school, the projects
are likewise integrated in the Annual Implementation Plans.
Table 8: School Projects as Solutions
PROJECT OBJECTIVE/S COVERED PIAs
Project SARDO 1. To reduce prevalence 1. High absenteeism
(Save At-Risk of of absenteeism to- resulting to a declin-
Dropping Out) wards increased pro- ing promotion rate
motion rate
2. To zero-out wasted 2. Relatively high num-
and severely-wasted ber of students fall
learners at the end of outside the normal
each school year health status
3. To ensure at least 3. Low participation of
80% participation rate parents during the
of parents in the Parent-Teacher Con-
PTCs cum Portfolio ferences cum Portfo-
Days lio Day

Project E-PITAD 1. To zero-out non- 1. A learners who are

readers and learners non-readers and at
at frustration level frustration level en-
each year roll each year.
PROJECT 1. To promote clean 1. Health status of the
WSS(WATER SYS- and potable water in students is strength-
TEM IN A SCHOOL) the school. ened.

COMPLETION 1. To give an avenue 1. High absenteeism

OF SCHOOL to the students to in the school.
STAGE develop their tal-
ents and skills
through worthwhile
habits and activi-
ties.
2. Utilized during the
conduct of school
activities.
3. Develop creativity

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 and students full
potential through
differentiated
classroom strate-
gies employ by the
teachers focusing
the 8 multiple intel-
ligence.
PROJECT BIO- 1. Promote school 1. Awareness the
GARDENING gardening. importance of
Promote the Im- 2. Inculcate the ben- health through or-
portance and efits of backyard ganic gardening.
Benefits of Bio- gardening through
Gardening. organic method of
planting.
Project CARE 1. Enhancing the 1. Increased the
( Continuous performance of school MPS.
Academic rein- the slow learners
forcement and students through
enhancement. mentoring and
provision of the
needed tools and
materials to help
them acquire
needed skills and
knowledge.
PROJECT LONE 1. Nature and 1. Health status
(LOVE OF NA- Social learning is strength-
TURE AND ENVI- including ened.
RONMENT) health and
wellness.
PROJECT 2.

Table 9: Project Teams

PROJECT Project Coach Team Leader Member Scribe/Secre-
NAME tary
Project
SARDO
Project
REAP (READ-
ING ENHANCE-
MENT ACTIV-
ITY PROGRAM)
Project
EPITAD
Project
WSS
Project
STAGE
Project BIO-

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 GARDENING

PROJECT
CARE
PROJECT
LONE

Project Team Roles and Functions

Coach

1. Devises directions and facilitates crafting of work plans

2. Develops a strategy the team will use to reach its goal
3. Provides coaching and technical assistance to the Team Leader
4. Initiates appropriate training that team members need
5. Monitors and assesses the project implementation
6. Provides feedback to the team for appropriate adjustments

Team Leader

1. Works collaboratively with the Coach

2. Communicates clear instructions to team members
3. Listens to team members' feedback
4. Ensures team members' participation and provides technical assistance when
deemed necessary
5. Manages the day-to-day operations of the project implementation
6. Creates reports to update the School Planning Team on the Team’s progress
7. Distributes reports to the appropriate personnel

Member

1. Actively participates in the planning/designing, implementation and adjust-

ments of the project based on
2. Undertakes assigned roles within agreed timescales
3. Shares collective responsibility for the performance of the team
4. Demonstrates drive, determination, enthusiasm and an ability to work effec-
tively as member
5. Supports and promotes teamwork and maintain regular dialogue with all
members of the team
6. Supports fellow team members to achieve deadlines within and beyond own
area of responsibility
7. Attends and contributes to team meetings ensuring that experiences in the im-
plementation of the program/project are shared with the team
8. Seeks and provides regular constructive feedback

Scribe/Secretary

21 | P a g e
1. Ensures meetings are effectively organized and recorded in the minutes
2. Keeps a record of the team’s activities and progress of the program/project
3. Prepares and sends communications to all team members.
4. Performs other functions as member of the team

22 | P a g e
 Project Title: Free Complete Package School Supplies For Freshmen
Students“Soar High; Enrollment High”

Problem Statement: Current enrollment reduce from previous school year enroll-
ment.

Project Objective Statement: This project aim to double the enrollment by S.Y.
2020-2021 from this years current enrollment as its baseline. This project also aims
to cater the same quality of education with lesser expenses.

Root Cause: The enrollment of Balnasan National High School lower to nearly 50
% because of new installed high school, though it is located from other municipality
the distance of two high school is more than 500 meters but not more than 1000 me -
ters by estimate.

Project Work Plan & Budget Matrix

Activity Output Date of Responsi- Budget Budget
Implementa- ble Person Source
tion
1. Fund Raising
School P4,000 From
1.1. “Dance May 19, 2020 GPTA, SSG
Sup- Sound Sys- Stakehold-
For A Cause” Before Fiesta & Teachers
plies tem ers
1.2. Love School P5,000 From
February 14, GPTA, SSG
Booth And Sup- Initial Capi- Stakehold-
2020 & Teachers
Souvenir plies tal ers
School Dec 17, 2020 From
1.3. Ticket GPTA, SSG
Sup- Christmas P10,000 Stakehold-
Raffle Draw & Teachers
plies Party ers
School
Mobilization
2. Solicitation Sup- August 2019 0 0
Coordinator
plies
Table 10: Project Work Plan & Budget Matrix

23 | P a g e
Project Title: Seeds of Change: Seeds of Change : The Value of School Garden in Ed-
ucation and Community Health

Problem Statement: Students are not eating the recommended amount of fruits and
vegetables that may cause low grades in different subject areas, malnutrition, etc. Some stu-
dents spending 7 hours of their time on cellular phone, computer and watching television
than out doors activity.

Project Objective Statement: This Project Proposal aims to:

- provide skills for growing fresh and safe vegetables without use of any pesticide.
- create awareness about kitchen garden and other herbal medicine
- provide a place for the local community to grow food, meet, enjoy and learn new
skills.

Root Cause:
- Lack of knowledge in proper planting of plants.
- Poverty
- Laziness

Project Work Plan & Budget Matrix

Activity Output Date of Responsi- Budget Budget
Implementa- ble Person Source
tion
1. Meeting Atten- September - Parents Php 500.00 School
with parents dance, Pic- 2019 - Parents of (for snacks) MOOE
and a par- tures and 4ps recipi-
ents of 4P’s minutes of ent
beneficia- meeting
ries
2. Back filling Plots and October 2019 -Students Php School
and land area for -Parents and 1,500.00 MOOE,
escaping or planting - Barangay Funds from
soil cultivat- Officials stakeholder
ing
3. Planting - -Students
plants and School -Par-
vegetables Garden( he ents
rbal gar- and
den, veg- -
etables, Baran
and other gay
plants) Offi-
cials
4. Recycling Plastic Bot- - Students
Plastic Bot- tle Pots and teach-
tles ers
5. Making Organic -
pesticide fertilizer for
from animal plants
manure and
biodegrad-
able

24 | P a g e
 Project Title:
Problem Statement:

Project Objective Statement:

Root Cause:

Project Work Plan & Budget Matrix

Activity Output Date of Responsible Budget Budget
Implementation Person Source

Table 10: Project Work Plan & Budget Matrix

25 | P a g e
26 | P a g e
Chapter 4. Monitoring & Evaluation
The Project Teams in their project designs will monitor the progress at
the middle and end of the implementation period. For longer projects, the SPT
will have to monitor more than twice. The scheduled dates shall be indicated
on the Project Monitoring Form.
The SPT shall guide and help the Project Teams in resolving problems
especially during the early stage of the project implementation.
To keep the SPT adept of the project status, each Project Team will
submit a progress report using the Project Monitoring Report Form. Both the
SPT and the Project Team will discuss the Recommendations / Action Points
based on the results of the monitoring done by the SPT. This will provide
valid, reliable and accurate data in decision making to come up with possible
actions and interventions.
The following are the procedures or the process followed in the moni-
toring and evaluation.
1. Data gathering – It is done quarterly, each team has to
Prepared by:

27 | P a g e
 The Balnasan National High School
School-Community Planning Team
(BNHS-SPT)
NAME ROLE SIGNATURE
MARIA GLENDA P. MUNCADA Team Leader, School Head
MAXWILL PINCA Member, Student Representative
ELLEN ORO Member, Student Representative
PELOVILLO NOBLE Member, Parent Representative
EDNA GIRAY Community Leader
ROLANDO GIRAY SR.
MARILYN L. GALIT Member, Teacher Representa-
tive JHS
REINERIO E. MARTINEZ Member, Teacher Representa-
tive SHS
SATURNINA BOLOK Member, Brgy. Council Repre-
sentative
DANTE ONG Member, LGU Representative
ROMUALDO TAGABAN Member, Alumni Representative
JAYLOT SAGONOY Member, School CPC Represen-
tative
RUBY DESOACIDO Member, School Information Offi-
cer
NOEL M. CERBITO Member, BDRRMC

Reviewed:

REY F. BULAWAN
Chief, Curriculum Implementation Divi-
sion
Recommending Approval:

GAUDENCIO C. ALJIBE JR., Ph.D., CESE

Approved: Assistant Schools Division Superintendent

CARMELA R. TAMAYO Ed.D., CESO VI

Schools Division Superintendent

28 | P a g e
 Republic of the Philippines
Department of Education
Regional Office No. VIII
Division of Northern Samar

BALNASAN NATIONAL HIGH SCHOOL

Brgy. Balnasan, San Roque N. Samar

E-SIP FORMULATIONS
FGD STUDENTS
January 15, 2019

Students Name Grade Level Signature

Prepared By:

JOYCE MALESSA P. GUMATAY

SSG President

NOTED BY:

MARIA GLENDA P. MUNCADA

SCHOOL HEAD/ HT-1

29 | P a g e
 Republic of the Philippines
Department of Education
Regional Office No. VIII
Division of Northern Samar

Balnasan NATIONAL HIGH SCHOOL

Brgy. Balnasan, San Roque N. Samar

E-SIP FORMULATIONS
FGD STUDENTS
January 15, 2019

Parents Name Residence Signature

Prepared By:

VIRGINIA C. CISNEROS
GPTA President

NOTED BY:

MARIA GLENDA P. MUNCADA

SCHOOL HEAD/ HT-1

30 | P a g e
 Republic of the Philippines
Department of Education
Regional Office No. VIII
Division of Northern Samar

BALNASAN NATIONAL HIGH SCHOOL

Brgy.Balnasan, San Roque N. Samar

E-SIP FORMULATIONS
FGD Teachers
January 15, 2019

Teachers Name Position Signature

Prepared By:

MYLENE B. DELA CRUZ

Faculty President

NOTED BY:

MARIA GLENDA P. MUNCADA

SCHOOL HEAD/ HT-1

31 | P a g e
 Republic of the Philippines
Department of Education
Regional Office No. VIII
Division of Northern Samar

BALNASAN NATIONAL HIGH SCHOOL

Brgy. Balnasan, San Roque N. Samar

PROGRAM
Date: July 23, 2019
Time: 9:00-11:30 AM
Venue:Balnasan NHS, Grade 12 Room

PRAYER: JOYCE MALESSA GUMATAY

NATIONAL ANTHEM: MYLENE B. DELA CRUZ
WORDS OF WELCOME: MERLIE L. GORPIDO
STATEMENT PURPOSE: MARIA GLENDA P. MUNCADA, MAT-SS
RATIONALE OF THE FGD: MEL T. SALUIB

PART I: FOCUS GROUP DISCUSSION

GROUPING OF THE PARTICIPANTS ACCORDING TO THE FOLLOWING
GROUP:
1. STUDENTS
2. PARENTS
3. TEACHERS

PART II: DATA GATHERING

PART III: CLOSING REMARKS: MARIA GLENDA P. MUNCADA, MAT-SS

EMCEE: LOIZA AYNNE P. VALEN

32 | P a g e
33 | P a g e
 Republic of the Philippines
Department of Education
Regional Office No. VIII
Division of Northern Samar

BALNASAN NATIONAL HIGH SCHOOL

Brgy. Balnasan, San Roque N. Samar

PROGRAM
Date: July 23, 2019
Time: 1:00-3:30 PM
Venue:Balnasan NHS Grade 12 Room

PRAYER: JOYCE MALESSA GUMATAY

NATIONAL ANTHEM: MYLENE B. DELA CRUZ
WORDS OF WELCOME: MERLIE L. GORPIDO
STATEMENT PURPOSE: MARIA GLENDA P. MUNCADA, MAT-SS
RATIONALE OF THE FGD: MEL T. SALUIB

PART I: FOCUS GROUP DISCUSSION

GROUPING OF THE PARTICIPANTS ACCORDING TO THE FOLLOWING
GROUP/LISTENING TO THEIR VOICE.
4. STUDENTS
5. PARENTS
6. TEACHERS
7. BLGU REPRESENTATIVE

PART II: DATA GATHERING

IDENTIFICATION OF SPT TEAM
SPT ORIENTATION
IDENTIFYING PRIORITY IMPROVEMENT AREAS
ROOT CAUSE ANALYSIS
WRITE-SHOP

PART III: CLOSING REMARKS: MARIA GLENDA P. MUNCADA, MAT-SS

EMCEE: LOIZA AYNNE P. VALEN

34 | P a g e
THE GLOSSARY OF DIFFERENT INSTRUCTIONAL STRATEGIES
USING MULTIPLE INTELLIGENCES

BY:
MARIA GLENDA P. MUNCADA, MAT-SS

35 | P a g e
 Introduction
Before we begin, perhaps we should pause for a moment to consider the meaning
and importance of the expression “ a learning teaching situation” obviously there will
be no teaching learning situation without a teacher and a learner and while normally
we picture in our minds a classroom of youngster under the guidance of a teacher.
The point is that while we frequently refer to classroom work as a teaching situation,
we should remember that it is equally a learning situation. Strange to say, some
teachers become so absorbed in teaching subject matter that they lose sight of the
learner as a developing personality. As Dewey so pertinently pointed out, one may
as well say that he has sold if no one has bought, as to say he has taught if no one
has learned.
Every child is unique, everyone is endowed with hidden talents and skills that a
teacher must see and develop in order for them to play their part. They are very sen -
sitive stimuli that will need to nourish by love, care, understanding and support to de-
velop their full potential. Scientific research has shown we all have within us multiple
ways of knowing, learning, acquiring knowledge and of processing information. Ev -
ery child is smart, flourish with multiple strengths in a lot of different ways.
It is in the hand of a teacher that the child learns, grow and develop, and mold them
to be more responsive to their' needs and more concerned about how well they prepared to
assume future societal roles.

According to Eton Institute, the following are the 7 roles of a teacher in the 21 st cen-
tury.

1. The Controller: The teacher is in complete charge of the class, what students do,
what they say and how they say it. The teacher assumes this role when a new lan-
guage is being introduced and accurate reproduction and drilling techniques are
needed.
In this classroom, the teacher is mostly the center of focus, the teacher may have the
gift of instruction, and can inspire through their own knowledge and expertise, but,
does this role really allow for enough student talk time? Is it really enjoyable for the
learners? There is also a perception that this role could have a lack of variety in its
activities.

2. The Prompter: The teacher encourages students to participate and makes sug-

gestions about how students may proceed in an activity. The teacher should be help-
ing students only when necessary.
When learners are literally ‘lost for words’, the prompter can encourage by discreetly
nudging students. Students can sometimes lose the thread or become unsure how to
proceed; the prompter in this regard can prompt but always in a supportive way.

3. The Resource: The teacher is a kind of walking resource center ready to offer

help if needed, or provide learners with whatever language they lack when perform -
ing communicative activities. The teacher must make her/himself available so that
learners can consult her/him when (and only when) it is absolutely necessary.
As a resource the teacher can guide learners to use available resources such as the
internet, for themselves, it certainly isn’t necessary to spoon-feed learners, as this

36 | P a g e
might have the downside of making learners reliant on the teacher.

4. The Assessor: The teacher assumes this role to see how well students are per-
forming or how well they performed. Feedback and correction are organized and car -
ried out.
There are a variety of ways we can grade learners; the role of an assessor gives
teachers an opportunity to correct learners. However, if it is not communicated with
sensitivity and support it could prove counter-productive to a student’s self-esteem
and confidence in learning the target language.

5. The Organizer: Perhaps the most difficult and important role the teacher has to
play. The success of many activities depends on good organization and on the stu-
dents knowing exactly what they are to do next. Giving instructions is vital in this role
as well as setting up activities.
The organizer can also serve as a demonstrator, this role also allows a teacher to
get involved and engaged with learners. The teacher also serves to open and neatly
close activities and also give content feedback.

6. The Participant: This role improves the atmosphere in the class when the teacher
takes part in an activity. However, the teacher takes a risk of dominating the activity
when performing it.
Here the teacher can enliven a class; if a teacher is able to stand back and not be -
come the center of attention, it can be a great way to interact with learners without
being too overpowering.

7. The Tutor: The teacher acts as a coach when students are involved in project
work or self-study. The teacher provides advice and guidance and helps students
clarify ideas and limit tasks.
This role can be a great way to pay individual attention to a student. It can also allow
a teacher to tailor make a course to fit specific student needs. However, it can also
lead to a student becoming too dependent or even too comfortable with one teacher
and one method or style of teaching.

Many of the most successful teachers do not confine to a single method, but synthe-
size from a variety of methods and different strategies in teaching. If there is a single
unifying characteristic, then it is probably the ability of the teachers to establish rap-
port with their students.

The teaching method that you choose at any one time depends first and foremost on
the level of students that you are dealing with. Are they preschoolers, primary , sec-
ondary or  higher education learners? Secondly are they adults or not? Thirdly , and
perhaps more importantly , the choice of a teaching method will also depend on your
aim or goal or objective - Do you want to impart knowledge? Do you want to enable
your learners to acquire a skill or a competency of some kind? Do you  wish to
change an attitude in your learners? Finally , the choice of a teaching method will
also depend on the subject matter that you are handling. You see certain disciplines
are better taught using certain techniques and methods.

Multiple Intelligence theory suggest that no one set of teaching strategies will work

37 | P a g e
best for all students at all times. All children have different proclivities in the eight in-
telligence, so any particular strategy is likely to be successful with several students
and yet not for others. Because of these individual differences among students,
teachers are best advised to use a broad range of teaching strategies with their stu-
dents.

There are 8 kinds of multiple intelligence that we can develop in our learner.

1. Visual-spatial intelligence

Uses the sense of sight and being able to imagine and visualize an ob-
ject, including making mental images inside our head.

2. Logical mathematical intelligence

Uses numbers, logic, scientific reasoning, and calculating to help solve

problems and meet challenges.

3. Verbal linguistic intelligence

Occurs through written and spoken words such as essays, speeches,

books, informal conversation, debates and jokes.

4. Bodily kinesthetic intelligence

Uses physical movement and performance, learning by doing to under-

stand.

5. Musical rhythmic intelligence

Learns through sounds, rhythms, tones, beats, music produced by

other people or present in the environment.

6. Naturalistic intelligence

The knowing that occurs in encounters within animals, plants, physical

features and weather conditions of the natural world.

7. Interpersonal intelligence

Uses person-to-person relating, communication, teamwork, and collab-

oration with others.

8. Intrapersonal intelligences

The knowing which comes from introspection, self-reflection, and raising questions
about life’s meaning and purpose.

38 | P a g e
THE GLOSSARY OF THE TEACHING STRATEGY

1st TRIP – a reading strategy consisting of: TITLE, RELATIONSHIPS, INTENT OF

QUESTIONS, PUT IN PERSPECTIVE.

A-B-C SUMMARIZE

39 | P a g e