MATIAO NATIONAL HIGH SCHOOL

304727
Archie Heights, Matiao, City of Mati

ENHANCED
SCHOOL
IMPROVEMENT
PLAN
School Year 2019-2022

i
MESSAGE

It is said that the success of an institution lies in its human resource.

And as we went through the process of the School Improvement Plan (SIP),
not only did we realize the benefit of capacitating both the internal and
external stakeholders, we also found the dire need for optimizing
productivity, pursuing innovation, and adding value to the school services.

That there is so much that remains to be done is a responsibility and

a challenge that can only be accomplished with collaboration, efficiency,
high morale, and a healthy regard to the DepEd vision and mission that we
willingly took oath to uphold.

Improvement is not an end. It is a process – on-going, unending,

always volitional, and better planned. As we navigate these transitions to
improvement, may we all be blessed with the patience, good health, joy,
pride in our work, and unwavering dedication to not falter.

LOLITA R. YARA
School Principal I

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BACKGROUND OF THE SCHOOL

Like any other beginnings, our school’s history was humble, slow, but
steady. As a barangay high school with 59 students and no facilities in
1973, it has evolved into the biggest and only implementing school in the
Mati North District today.

But that growth that span 46 years was long and hard. For 18 years,
it rented space at Matiao Central Elementary School and did not have its
own permanent teaching force until the then Schools Division
Superintendent, Dr. Teofilo E. Gomez appointed 15 permanent teachers, 2
contractual office staff, and Mr. Rufino M. Adlaon, as Officer-in-Charge.

Through the initiative of Congresswoman Thelma Z. Almario, the

school was provided with a 10, 000 square meter school site located at the
hilltop of Barangay Matiao, Purok Archie.

For 2 years after it was awarded its own school site, it made use of
makeshift classrooms made up of nipa roofs and walls through the initiative
of the then PTA president Mr. Antonio Gonzales while the Secondary
Education Development (SEDP) Package buildings and the two-room school
building worth Php 2.7 million, an initiative of the parents led by Mrs.
Audencia Archie and Mrs. Norma Gumagay, were being constructed
simultaneously.

By January 1993, the school started managing its own accounting

operations and by 1995, the school population had increased to merit a
school principal in the person of Mrs. Erlinda C. Manluyang.

In the years that followed, the school took the challenge of piloting
programs such as the National Culture of Excellence (NCE) in 1997, the
Special Program in the Arts (SPA) in 2007, and the Arts and Design track in
2016. These programs became the crowning glory of the school, with the
NCE starting to produce multi-awarded teachers and students and the SPA
winning 3 festivals in Mindanao through the coordinatorship of Mrs. Leah A.
dela Rosa.

Today, the SPA, like a child of age, has been renamed City of Mati
National High School, while its parent, MNHS, continues to stand proud
atop a plateau and withstands the limitations of space and resources
because it was never alone in its mission.

MNHS is proof that with resilience, anyone can thrive.

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TABLE OF CONTENTS

Cover Page i

Message ii

Background of the School iii

Table of Contents iv

List of Acronyms v

List of Tables and Illustrations vi

CHAPTER 1. Department of Education’s Vision, Page 1-2

Mission, and Core Values Statement

CHAPTER 2. School’s Current Situation Page 3-5

CHAPTER 3. Plan Page 6-7

CHAPTER 4. Monitoring and Evaluation Page 8-9

Annexes

LIST OF ACRONYMS
iv
AIP – Annual Implementation Plan
CPC – Child-Friendly Policy
DepEd – Department of Education
GER – Gross Enrollment Rate
GPP – Gulayan sa Paaralan
MOOE – Monthly Operations and Other Expenses
NDEP – National Drug Education Program
NER – Net Enrollment Rate
PIA – Priority Improvement Areas
SBM – School-Based Management
SPT – School Planning Team
SIP – School Improvement Program
SWT – School Watching Team
WATCH – We Advocate Time Consciousness and Honesty

v
LIST OF TABLES AND ILLUSTRATIONS

Table 1. Roles and Responsibilities of all SPT Members Page 2

Table 2. SIP Writing Timetable Page 2

Table 3. PIA and General Objectives Page 5

Table 4. Project Workplan and Budget Matrix Page 6-7

Table 5. Roles and Responsibilities of the Project Team Page 8

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CHAPTER 1
Department of Education Mission, Vision, and Core Values C
Statement H
THE DEPED VISION A
We dream of Filipinos who passionately love their country and whose P
values and competencies enable them to realize their full potential and
contribute meaningfully to building the nation. As a learner-centered public T
institution, the Department of Education continuously improves itself to better E
serve its stakeholders.
R
The SPT heavily emphasized the importance of the school’s role in
cultivating BOTH the values and competencies. However, it was noted that
when the DepEd vision said “by Filipinos”, it did not only mean learners, but 1
also teachers and external stakeholders. It was also noticed that the DepEd
Vision speaks in the present tense, contribute meaningfully to building the
nation, not future, which connotes the need to do it now, not soon, not next
time, or not when they grow older. But now, as students, as teachers, as
parents, as leaders --- NOW.

The SPT also understands that the learners are our clientele and as a
“public” institution, we must abide by its policies and do our part in
optimizing its resources.

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.

The SPT understands that though it is easy to focus on the adjectives

“quality, equitable, …”, the statement actually emphasizes the action “to
protect and promote” and therefore, it is our duty to demand for better
services because it is not a privilege but a right of every student in our care.

DEPED CORE VALUES

Maka-Diyos
Maka-Tao
Makakalikasan
Maka-Bansa

This prompted a discussion on the need to improve partnerships with

the community, prioritize values integration in instruction, and optimize
school services to be more responsive to the clientele because the core
values cannot be taught in isolation. They must be observed, integrated, and
practiced as a collective conscience.

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 Roles and Responsibilities of All SPT Members

MEMBER ROLE RESPONSIBILITY

Lolita R. Yara School Principal Lead meetings, tasking, and
rolling out of solutions
Chairman of the Key person in the Barangay
Randy Morales Education Council, coordinate with school
Committee in on problems needing
Barangay Matiao community coordination
Nilo Gausi PTA President Help prepare data for the eSRC
Key person in the community,
Carmelita Dan-ag SGC Chairman coordinate with the school
principal and the PTA president
Jemai Solomon SSG President Coordinate with students, lead
the School Watch Team
Baldomera Panopio Head Teacher/ HR Help prepare data for the eSRC
Merlyn Lubiano Head Teacher/ Help prepare data for the eSRC
Property Custodian
Rex Minoza Guidance Help prepare data for the eSRC,
Counselor lead the meetings on Annex B
Gerson Lasmarias Faculty Club Help prepare data for the eSRC
President/
BDRRMC
Coordinator

SIP Writing Timetable

ACTIVITIES PERSONS- SCHEDULE
CONCERNED
Preparatory Activities eSRC Team, Guidance July 29 – August 23
Team, School Nurse,
School Watching Team,
School Planning Team
Phase 1: Assess

(FGD, PIA SPT August 26-27

Identification, Root
Cause Analysis)

Phase 2: Plan

(FGD, Flowchart, Project Team

Brainstorm Solutions) August 30

(Project Work Plan) SPT

Phase 3: Act

(Test solutions) Project Team September to March

(Check Progress) SPT October and March

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CHAPTER 2
Assess C
H
A major drawback in starting the School Improvement Plan was the
fact that the School Governance Committee, Child-Friendly Committee, and A
the Child Protection Policy Committee in Matiao National High School have P
been unorganized in the last five years, and that most of the crucial data
needed in the eSRC/Annex 1A still need to be consolidated if not searched. T
E
And so, it became imperative to first and foremost, re-implement the
crucial committees, re-examine the school designations and school R
partnerships, and organize school records. With that done, phases 1 and 2
of the SIP became much more manageable.
2
School’s Current Situation

1. Enrolment, Promotion, and Dropout rates

The annual increase in enrollment is always a given, with current
enrollment at 2094 students. But it became apparent that the promotion
and dropout rates are a cause for alarm. The school recorded a 4.2%
dropout or 68 out of 1620 students in 2017-2018, and the zero dropout
recorded in 2018-2019 is only due to students being indicated as retained
instead of dropped. As a result, the promotion rate of 92.42% needs to be
studied, especially because the lowest promotion rate is recorded in the
Grade 7, which is the crucial transition period.

2. Health and Safety

The school recorded 21.96% of male students and 12.53% of female
students fall outside the normal health status. It became apparent that the
school needs to institute a sustainable feeding program and medical
checkups for the students, and come up with a monitoring committee to
focus and evaluate the students’ academic performance and attendance vis-
à-vis their health and medical interventions.

3. Learning Environment
The school lacks 7 classrooms by planning standards, 15 toilets, 674
seats and a handwashing facility. But it is currently restructuring and has
started to rehabilitate the library, re-assigned the computer laboratories, and
put up a teen center.

4. Faculty and Staff

Led by the newly assigned school principal, Mrs. Lolita R. Yara, the
school currently has 55 teachers in the campus, excluding the faculty in the
already separated City of Mati National High School, with 6 completing a
master’s degree and 28 earning units. The school has one Master Teacher II,
and seven MT-1 positions, 3 of whom are assigned at CMNHS campus.

However, the lack of trainings by the teachers was highlighted with

the HR noting that the same teachers are usually sent for trainings.

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5. Fund Sources
The school programs, projects, and activities are mostly funded by the
school MOOE with the Canteen Funds, PTA Funds, and external
partnerships providing assistance. Lack of transparency of the fund sources
and liquidations was noted in the previous years.

6. Stakeholder Support/ Community Involvement

The PTA is only present during regular PTA assemblies, except for the
PTA Treasurer who is visible all year. The alumni organization is organized
but not functional, and the participation of external stakeholders during
Brigada and co-curricular activities is notably minimal.

However, the SHS Arts and Design track recorded 10 partner

institutions for their Apprenticeships while the General Academic Strand has
4. These partnerships are bound legally by MOAs prescribed by the DepEd.

7. School-Based Management Assessment Level

The school is yet to organize its data for SBM evaluation and
validation.

8. Child-Friendly School/ Child Protection Policy Implementation

Status
Due to the absence of committees to oversee these two key programs,
they have been non-functional the last 5 years and therefore, the school
principal and the Guidance office made it imperative to re-implement them
by re-forming the committees and reviewing the policies.

Still, due to the mandates of the policies being largely based on logic
and human virtue, the school remains an Outstanding Child-Friendly School
with a total score of 32. It is also found to be compliant with the Child
Protection Policy with a score of 83.78.

9. School Disaster Risk-Reduction and Management Status

The school has problematic drainage system and incomplete fencing.
Twenty classrooms need wiring fixtures, including 2 offices. Fourteen
classrooms have dripping ceilings and 17 have broken windows, among
many other problems such as broken doorknobs, protruding nails, and
broken tables and chairs. Most of the pathways are also slippery.

10. Literacy Rate

Phil-IRI testing is non-existent with remedial instruction limited to
one teacher’s initiative and in no way sustainable. There are also no records
of standardized tests, item-analyzed tests, graphical consolidation of test
scores, or a school test bank for teacher’s use. The school also has no
records of the NAT results.

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 Priority Improvement Areas (PIAs)

The result of the SPT’s Gap Analysis helped identify the 11 PIAs,
which will be addressed gradually the next 3 years.

General Objectives

These were derived by triangulating the division targets and the

school’s current performance.

PRIORITY IMPROVEMENT AREA GENERAL OBJECTIVES

ACCESS
1. Promotion and Dropout Rates
QUALITY
2. Learner’s Materials
GOVERNANCE
3. Learning Environment
4. Health and Nutrition
5. SBM System
6. Stakeholder’s Participation
Increase promotion rate from 92.42%
to 100%
Increase resource materials by
putting up multimedia aides in the
classroom, re-establishing the
library, maximizing the computer
and science laboratories, and coming
up with modules for Grade 7
students
Improve key features of the school
with the library, toilet, fencing,
drainage system, and the water
supply needing immediate solutions
Reduce the number of students
outside the normal health status
Improve level of practice from 0 to 3
and attain accreditation in 3 years
Increase community involvement

Planning Worksheet
Annex 5 is made up of the Priority Improvement Areas, General
Objectives, Root Causes, and Timeframe.

The PIAs were identified by the SPT from scrutinizing Annexes 1A, 1B,
2A, 2C, 3, and 4. Then the General Objectives and Root Causes were
identified by the Project Team through interviews, focus group discussions,
and project analysis. The timeframe was then identified by the SPT, led by
the school principal Mrs. Lolita R. Yara vis-à-vis the approved AIP of the
current SY.

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CHAPTER 3
Plan C
H
A. Project Work Plan & Budget Matrix
A
To facilitate a more efficient writing of the project work plan, the SPT P
and the Project Team conducted a joint meeting last August 30, 2019 in
order to discuss the List of Solutions. T
Priority Project Problems Solutions Budget Schedule
E
Improvement Title R
Area

a. Learner- a. Teacher NONE 3

Student Ratio loading must
does not be open and
coincide with transparent.
the average
number of
students per
class

1. Promotion Project b. Classrooms b. Classrooms c/o PTA 2020-2021

and Dropout Kalidad are not must be
Rates conducive to restructured
learning and repaired.

c. c-d. Capacitate
Insufficiency MTs and HTs
of teaching to lead the
materials making of IMs

d. Majority of
teachers still
use lecture
and writing-
on-the-board
strategies
a. Low a. Make the c/o
academic feeding Canteen
performance program Funds
and sustainable
attendance of through
wasted and backyard
2. Health and Project severely gardening
wasted
Nutrition Vita students

b. b. Semestral c/o LGU

Unaddressed medical and
health dental
problems of checkups
students

6
 Lack of:

a. a. 5,000/
handwashing SY
facility Categorized as 2019-2022
high priorities,
b. toilet the following b. 150,000
will be / SY
gradually
3. Learning Project c. drainage provided in the c. c/o LGU
Environment Atlas system next three
years.
d. water c. 50,000 2019-2020
supply

e. wiring d. 250,000
fixtures

f. fencing e. c/o PTA

g. seats g. c/o
DepEd

h. library h. c/o
LGU &
PTA
Unestablished Optimize
4. Stakeholder’s linkages linkages thru a
between school 2019-2022
Participation Project school committee for
Uno committees external
and JHS stakeholders
partner
institutions
Lack of Orient and
Project knowledge on train
the SBM committee for 50,000 2019-2022
5. SBM System Sugod system and its SBM records
functions
DepEd Come up with
Project distributed modules and
books are materials
6. Learner’s Kalidad lacking if not through an 10,000/SY 2019-22
Materials dilapidated. instructional
planning
activity

B. Annual Implementation Plan (AIP)

Annex 10 for Year 1 of the SIP’s operational plan will be attached.

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CHAPTER 4
Monitoring and Evaluation C
H
To evaluate progress of the SIP implementation, the SPT headed by
the school principal will monitor the projects every end of the semester the
A
next three school years while the Project Team ensures the timeframe and P
progress reports. T
Roles and Responsibilities of All Project Team Members E
MEMBER ROLE RESPONSIBILITY R
Jovelyn Barba Team Leader Lead meetings, tasking, and
rolling out of solutions
Ramon Abayhon Assistant Leader Head the stakeholder’s 4
committee
Landelino Rufin Scribe Help in data retrieval and ICT
issues
Gerson Lasmarias BDRRMC Head, Key person in the repair and
Faculty Club maintenance of facilities
President, Physical
Development Chair
Elvira Tampos Grade 7 Head Head the instructional planning
Teacher and monitoring in Grade 7
Baldomera Panopio Head Teacher/ HR Monitor instruction in all grade
levels
Emerald Ocon School Nurse Head the projects on medical
and dental checkups, and
feeding program
Rex Minoza Head Teacher in Assist in the sustainability of
TLE the school feeding program

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 PROJECT MONITORING REPORT FORM
Schedule Dates of Monitoring

Mid-year : _____________________ Year-end : _____________________

* * * * * ** *
Name of Project Objectives and Date of Accomplishments/ Issues/ Recommendations Signature
Project Targets Monitoring Status to Date Problems/ / Action Points of SPT
Challenges and
Project
Team
Leader
Increase promotion
rate from 92.42% to
100%

Increase resource
materials by putting
up multimedia
aides in the
Kalidad
classroom, re-
establishing the
library, maximizing
the computer and
science laboratories,
and coming up with
modules for Grade
7 students
Reduce the number
of students outside
Vita the normal health
status

Improve key
features of the
school with the
library, toilet,
Atlas
fencing, drainage
system, and the
water supply
needing immediate
solutions
Increase community
Uno
involvement
Improve level of
practice from 0 to 3
Sugod
and attain
accreditation in 3
years

* To be filled by School Project Team

** To be discusses by School Planning Team and School Project Team

9
 Republic of the Philippines
Department of Education
Region XI
CITY DIVISION OF MATI

awards this

Certificate ofto Acceptance

Matiao National High School
(NAME OF SCHOOL)
for having successfully complied and met the requirements and standards
of the Department of Education as mandated by DepEd Order 44, s. 2015.

Given on the ______ day of __________________ 201____.

Schools Division Superintendent

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