ANNEX 3 Gap Analysis Template

SCHOOL IMPROVEMENT PLANNING

GAP ANALYSIS TEMPLATE
REGION: ______VI_____________________________

DIVISION: _____NEGROS OCCIDENTAL_____________

DISTRICT: _____III____________________________

BARANGAY: ____VIII __________________________

SCHOOL: _______VICTORIAS NHS-GASTON EXTKENSION

Instruction: Use the matrix on the next page as a guide in assessing the gap between your Division Targets (A) and school performance (B). In particular,
you can fill out the matrix by answering the following questions for each Division Target:

B1. Data needed – What data do we need to assess our school performance against this Division Target?

B2. Currently contributing – Is our current school performance contributing to the attainment of this Division Target? How is it contributing or not
contributing? Explain.

B3. Inhibiting Factors – If contributing, what are the factors that prevent us from contributing further to this Division Target? If not contributing, what are the
factors that prevent us from contributing to this Division Target? Include the most pressing needs or problems from available data.

B4. Projects implemented – What school projects being implemented are geared towards the attainment of this Division Target? If no such projects are being
implemented, leave it blank.

B5. Groups that require attention – Are there groups in our school that require specific attention concerning the attainment of this Division Target? (e.g.,
considering gender, socio-economic status, ethnicity).

JAN. 13, 2016

________________________________

DATE ACCOMPLISHED
 ANNEX 3 Gap Analysis Template
B. SCHOOL PERFORMANCE
A. DIVISION TARGETS B2. CURRENTLY CONTRIBUTING B5. GROUPS
B1. DATA B3. INHIBITING B4. PROJECTS
THAT REQUIRE
NEEDED YES/NO EXPLANATION FACTORS IMPLEMENTED
ATTENTION
Parents lack of support Advocacy Campaign -OSY
Enrolment Data
to education/Children on: -Students
1. Enrolment and Child No
engagement to child -no collection policy engaged in Child
Mapping
labor Labor
No. of Severely
2. Health and Nutritional No budget Allocation for Severely Wasted
Wasted and No Feeding Program
Status sustainable feeding and Wasted
Wasted
English 7-10
Learners’
Lacks Learners’ Modules Reproduction of Fil -7
3. Learners Materials materials No
from national office learners’ module TLE 7-10
inventory report
Aral Pan 8-9
Of the 12 teachers,
10 of them attended
Number of Regular INSET and
the K-12 training, 6
teachers who Teachers were sent to
4. Teachers’ professional are enrolled in
attended Yes available trainings in All teachers
development graduate studies
training/further line with their
& 2 are already MA
studies specialization
holder. Teachers are
in their specialization.
School Perimeter
MOOE, PTA, The school has a
Fence All students and
5. Funding sources NGO Yes regular MOOE, availed
Water System Teachers
DONATIONS of SEF
Classroom repair
Records of
Student- Got 1- 3rd
Awards Received
6. School awards and place award in the Skills training for
by students, Yes TLE group
recognitions Division students
teachers, school
Technolympics
head, & School
7. Number and rate of Students dropped-out
dropouts by cause School Form 2 leave the area SAVE ADVOCACY All year level
No
Retrieval could hardly PROGRAM SARDO
attained
8. Percentage of learners ● School Year
who completed the School 2015-2016 SAVE ADVOCACY
Retrieval of problem
Year (Promotion Rate) School Form 5 PROGRAM
students was not 100 % All year level
No & LEARNING
’cause they were not in SARDO
ENHANCEMENT
the area.
PROGRAM
 ANNEX 3 Gap Analysis Template
B. SCHOOL PERFORMANCE
A. DIVISION TARGETS B2. CURRENTLY CONTRIBUTING B5. GROUPS
B1. DATA B3. INHIBITING B4. PROJECTS
THAT REQUIRE
NEEDED YES/NO EXPLANATION FACTORS IMPLEMENTED
ATTENTION
9. National Achievement ●2015 NAT Teachers assigned in
Test (NAT) – Results school are mostly newly
hired & students poor All subject areas
No Review classes
retention, lack of interest covered by NAT
for learning & most of
them are working
10. Literacy level Reading Students that fall
Poor attendance of
assessment No Reading Remediation under frustration
students due to work
results level
11. School-Based SBM Level -1.15 Encourage
Management Assessment empowerment of Continuous
Teachers and
Level Yes teachers and Empowerment of
PTA Officers
solicit/encourage teachers
community support
12. Child-Friendly School CFSS –Child Creating a child-
Survey result* Friendly friendly learning
environment thru:
-participation in
school and
community activities
Continuous
-implementation of
Yes improvement on All students
feeding program,
physical aspect
hand washing, tooth
brushing, and proper
use of toilet.
- provision of safe
environment

13. Stakeholders Attendance of

Participation parents to There is an increase
meeting co- in parents attendance Campaign/Information
to meetings and dissemination of All parents and
curricular and Yes
during co-curricular Activities/thru guardians
extra-curricular and extra-curricular invitation
activities activities

14. Learner-Teacher ratio No. of Learners

vis-à-vis The learner-teacher Campaign for
Yes OSY
teachers ratio is ideal enrolment among OSY
 ANNEX 3 Gap Analysis Template
B. SCHOOL PERFORMANCE
A. DIVISION TARGETS B2. CURRENTLY CONTRIBUTING B5. GROUPS
B1. DATA B3. INHIBITING B4. PROJECTS
THAT REQUIRE
NEEDED YES/NO EXPLANATION FACTORS IMPLEMENTED
ATTENTION
15. Learner-Classroom ratio No. of Learners
vis-à-vis The Learner- Repair and
instructional Yes classroom ratio is maintenance of Room 3,4, & 6
rooms ideal classroom

16. Learner-Toilet ratio No. of Learners Male & female

vis-à-vis Toilet The Leaner-toilet ratio Repair and students (toilet
Yes
is ideal maintenance of toilet No.2- Near
Office)
17. Learner-Seat ratio No. of Learners Most of the learners’
vis-à-vis Seats seats are damaged and Repair and Rm. 1,2,3,4,6 &
No
need immediate repair or maintenance of seats 11
replacements.
18. Status of Annual Availability of AIP SY 2016-2017 All student
Implementation Plan AIP implemented Roof repainting, (Eastside
(AIP)/Continuous Window repair, enclosure) to
Yes installation of water ensure their
Improvement (CI)
system for canteen safety --
Projects*
and WATSAN Acquisition of
School Site Title
19. Other stakeholders’ List of donations ERDA Foundation
accomplishments* donated 2 units
Yes Training on SMAW Male students
welding machine with
accessories