CAPALARAN WEST

ELEMENTARY SCHOOL
128223
CAPALARAN, TANGUB CITY

ENHANCED
SCHOOL
IMPROVEMENT
PLAN
School Year 2023-2026

School Improvement Plan i

 Republic of the Philippines
Department of Education
REGION X
SCHOOLS DIVISION OF TANGUB CITY
NORTH A DISTRICT
CAPALARAN WEST ELEMENTARY SCHOOL

October 9, 2023

SHAMBAEH A. ABANTAS-USMAN, PhD, CESO VI

Assistant Schools Division Superintendent
Office of the Schools Division Superintendent
Division of Tangub City

Ma’am:
We are proud and happy to inform you that Capalaran West Elementary
School has completed the enhanced School Improvement Plan (e-SIP) for School Years
2023-2026. We are endorsing this document for your perusal, review and acceptance.

SCHOOL PLANNING TEAM

REMILIO P. TANO
School Head

STEPHANIE C. LOQUIAS ALIYAH FAITH S. MAYORDO

President, Teachers’ Association President, SELG

MILAGROS T. OMANDAM VISMEN POTESTAS

President, PTA Brgy. Captain, Banglay

CRISTEL C. SUMINGUIT
Child Protection Committee Co- Chair

Reviewed by:

DOROTHY P. NERI
Division Planning Officer

Recommending Approval:

LORNA C. PENONAL ANGELINA B. BUARON

Chief, SGOD Chief Education Program Specialist

Approved:

SHAMBAEH A. ABANTAS-USMAN, PhD, CESO VI

Assistant Schools Division Superintendent
OIC- Office of the Schools Division Superintendent

School Improvement Plan ii

MESSAGE

The key to achieving success lies in education, preferably through

formal schooling. Along our journey towards our goals, we encounter various
needs and challenges. My fervent hope is for the school to enhance its
capabilities, leading to improved outcomes. This vision can become a reality
through the support of internal and external stakeholders, who can engage in
discussions and collaborate to bridge the gap between learners' target goals
and the actual situations and needs they face.

The School Improvement Plan (SIP) encompasses institutional

strategies aimed at bolstering school programs, projects, and activities. It
encourages stakeholders to initiate local efforts to enhance instructional
quality and ensure the fulfilment of the values, needs, and aspirations of the
school community. Undoubtedly, this will facilitate the seamless connection of
processes, particularly in gathering information and data about learners and
implementing actions and activities for their benefit.

I eagerly anticipate witnessing an upswing in school performance over

the next three years as the School Improvement Plan takes effect. May we all
be blessed by God in this endeavour!

REMILIO P. TANO
School Head

School Improvement Plan iii

TABLE OF CONTENTS

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

Mission, and Core Values Statement

CHAPTER 2. Assess Page 5

School’s Current Situation

CHAPTER 3. Plan Page 13

Improvement Plan

CHAPTER 4. Financial Plan Page 24

a. Six Year Indicative Financial Plan
b. Annual Implementation

CHPATER 5. School Monitoring and Evaluation and

Adjustments

CHAPTER 6. Risk Management Plan

List of Acronyms Page iv

List of Tables and Illustrations Page v

School Improvement Plan iv

LIST OF ACRONYMS

AIP – Annual Implementation Plan

COA – Certificate of Acceptance

DAC – Division Appraisal Committee

DepEd – Department of Education

DFTAT – Division Field and Technical Assistance Team

SIP – School Improvement Program

MOOE – Maintenance and Other Operating Expenses

PIAs – Priority Improvement Areas

PMR – Project Monitoring Report

RCA – Root Cause Analysis

SDS – Schools Division Superintendent

SGOD – School Governance and Operations Division

SMART – Specific, Measurable, Attainable, Relevant and Time-Bound

SMME – School Management Monitoring and Evaluation

SPT – School-Community Planning Team

QA – Quality Assurance

VMV – Vision, Mission and Values

School Improvement Plan v

LIST OF TABLES AND ILLUSTRATIONS

Table 1. The SPT and their Responsibilities Page 1

Table 2. SPT Timetable Page 2

Table 3. Priority Improvement Area Page 3

Table 4. Planning Worksheet Page 4

Table 5. List of Solutions Page 5

School Improvement Plan vi

CHAPTER 1: DepEd VMCV
Department of Education Mission, Vision, and Core Values
Statement
C
H
DepEd Vision A
We dream of Filipinos who passionately love their country and P
whose values and competencies enable them to realize their full T
potential and contribute meaningfully to building the nation. As a
learner-centered public institution, the Department of Education E
continuously improves itself to better serve its stakeholders. R
 The DepEd vision highlights the goal of Philippine education which is
to produce highly skilled, productive and nationalistic individuals.
The BES SPT shared the same vision with the DepEd. They think 1
that every educational endeavour is carried out to help students
develop holistically so they can become successful individuals who
realize their own aspirations and advance the country. Thus, all
children must be given equal opportunity to schooling and quality
education. The school must also be learner-centered and
continuously improve its educational services for its learners.

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.

 Moreover, the BES SPT also adheres to the DepEd mission

that states the roles of each member- students, teachers,
administrator, family and administrator- play in fulfilling the DepEd’s
goals. Each SPT member is aware of their responsibility to advance
the learners' high-quality learning environments and experiences.
They pledge to assist the school in putting its PAPs into practice and
achieving its objectives for its clientele, the students.

Core Values

Maka-Diyos, Makatao, Makakalikasan, at Makabansa

 The BES SPT internalizes the fundamental principles that need to be

ingrained in students. The guiding principles remind us of what a
Filipino child ought to be. God-fearing, nature-loving, humanistic,
and patriotic traits are essential for a Filipino child. The cultivation of
these ideals among students is the ultimate purpose of education.

1
 Table 1. The School-Community Planning Team and their
Responsibilities
ROLES AND RESPONSIBILITIES OF SPT MEMBERS

1. CHAIRMAN: SCHOOL HEAD

The School Head is the process owner which will ensure the
integrity and efficiency of the system. This means, providing accurate,
timely and relevant information to school stakeholders. The School
Head will also be the major beneficiary of the lessons and insights
generated by the system.

Specifically, the following outlines the functions, roles and

responsibilities of the School Head

 FUNCTIONS:
Manages the Quality Assurance & Assessment System (QAAS) in
the school
Ensures implementation of School Based Management (SBM)
practice
Makes decisions pertinent to improving quality outcomes in the
school

 RESPONSIBILITIES
 Orients school stakeholders on how to operationalize the
Quality Assurance Assessment and M & E system.
 Designates the members of the School Quality Management
(QMT) Team
 Designs monitoring and feedback system (e.g. flow of reports
and feedback, reporting schedules, monitoring and feedback
forms);
 Convenes School QMT regularly to discuss M & E concerns
together with implementation team
 Communicates the learners progress to intended stakeholders
 Submits quarterly accomplishment report through SMEA to
SDS and school stakeholders
 Interacts with SDS and school internal and external
stakeholders

2. SCHOOL M & E COORDINATOR

The M & E Coordinator is responsible for the overall strategy
and implementation with the school following the framework for the
school. The M & E Coordinator shall report directly to the School
Head and shall provide his/her with interpretation and analysis of the
M & E data. The following outlines the roles. Functions and
responsibilities of the M & E Coordinator:

 FUNCTION
Monitors and evaluates regularly the implementation of school
improvement plan

2
  RESPONSIBILITIES
 Conducts monitoring process during plan implementation
 Analyses and interprets M & E data for SH and Project Teams
 Evaluates results of SIP Implementation which will be made as
basis for planning interventions and other plan adjustments
 Prepares regular M & E reports and submit to SH
 Interacts with SH and other members of the QMT

3. SPT REPRESENTATIVES
 FUNCTION
Monitors the implementation of SIP

 RESPONSIBILITY
 Updates M & E plan during SIP revisit

4. ICT COORDINATOR/TEACHER CIRCLE PRESIDENT/

SCHOOL GUIDANCE COORDINATOR
 FUNCTION
Manage School Information System (SIS)

 RESPONSIBILITY
 Gathers, records, organizes, stores data, and ensures that
school records are complete and update.

For preparation, implementation and monitoring of the designed

activities, the SPT TIMETABLE was made. See Table 1 below.

TABLE 2: TIMETABLE on the preparation, implementation &

monitoring of the SIP

OBJECTIVE ACTION STEPS TIMELINE RESPONSIBLE EXPECTED

PERSON/ RESULTS
RESOURCES
NEEDED
PREPARATION
1. Assessment of Invite October School Head & Assessed
the SIP 2019- stakeholders for 2022 School school
2022 the Assessment Planning team programs
of the SIP 2019-
2022.
Conduct SWOT
analysis on the
different
programs and
school
interventions.

2. To make a Identify school January School Head & Crafted School

School programs for SY School

3
 Improvement 2022-2025 2023 Planning team Improvement
Plan for SY based from the Plan for SY
2023-2025 assessment 2023-
done

Join the
Barangay
Development
plan for
prioritization of
School projects
at the same
time alignment School Head/
of the LGU MAY 2023 Barangay
support to Officials Communicated
school SIP
programs.
3. To inform
stakeholders of Make a school School Head/
the SIP for SY improvement PTA
2023-2025 and plan for SY
their 2022-2025 with
participation in the proposed
attaining school
school goals. programs
Join barangay
sessions to
present the SIP
and encourage
their
commitment to
support the
school
programs and
projects
Present the SIP
for SY 2022-
2025 to the
parents during
the PTA
assembly
IMPLEMENTATION Implement the
program and June School Head, Conducted the
projects as 2019- Faculty & program &
reflected in the March Staff, projects of the
SIP for SY 2022 Stakeholders SIP
2023-2025 & School
Community
MONITORING Monitor the Immediat School Head, Monitor the
implementation e feed School conduct of the
of the program backing Planning Team different
& project of the after the programs
SIP for SY program
2023-2025. will be
conducted

4
  Interact/s with School M & E Coordinator and Department
Chairs.
C
CHAPTER 2: H
SCHOOL’S CURRENT SITUATION A
School ID : 128223 P
Email Address : 128223@deped.gov.ph
T
Name of School: Capalaran West Elementary School
E
R
Address : Capalaran, Tangub City
Division : Tangub City Division
2
Region : X

A. Introducing the School

Capalaran West Elementary School with School ID number 128223 is

a complete small elementary school located at Barangay Capalaran, Tangub
City, Misamis Occidental. The School is located by the hillside where 7
kilometers from the poblacion, 0.5 kilometers from the nearest public
elementary school, 4 kilometers from the nearest private secondary and
elementary school. It is 3 kilometers away from the nearest public secondary
school. It is also 3 kilometers from the District office and 8 kilometers from
the Division Office. Motorcycle is the main means of transportation to reach
CAPWEST.
As to the access in going to its location, all roads are paved and
accessible to any type of land transportation vehicles.

Capalaran West Elementary School offers Kindergarten, Grade 1 up to

Grade 6 classes implementing K-12 Curriculum. The total enrolment for the
current school year is 69, with 37 male and 32 female. The CAPWEST
Organizational structure is composed of five (5)) nationally funded personnel
including one School Head, four teacher I, who performs the delivery of
quality basic education in DepEd programs, projects and activities.
Barangay Capalaran is a rural barangay with a physical topography of
a large hilly portion and a plain area. The area is planted with bamboos,
corns, bananas, coconut, camote, root crops and vegetables. Most of the
adult’s population are working on farms to earn a living and some of them
are working in the government and private institutions.
The barangay is headed by a Barangay Captain, Hon. Vismen
Potestas together with his council.
As members of the school community, parents, through the Parent-
Teacher Association (PTA), and local barangay officials consistently offer

5
their assistance by organizing programs and services, particularly during
events such as Brigada Eskwela, Family Day, Monthly Pahina, and
Graduation Rites. They allocate a segment of the Barangay Fund to
provide educational assistance to the school in the form of both cash and in-
kind contributions. Simultaneously, the unwavering support from the Local
Government of Tangub City, led by the esteemed City Mayor, Honorable
Sabiniano Canama, has significantly contributed to the realization of the
school's programs and projects.

B. School Performance on Access

The figure below indicates the actual enrollment of elementary

learners from 2020 – 2023. It shows that the number of enrolment decreases
in school year 2023 to 2023 by 5%. This is due to pupils who transferred to
other school where their parents live before and do for a living
Thus, the school needs worthwhile undertaking of conducting early
enrolment and wide dissemination campaign to increase enrolment and
encourage more out of school-aged children to enroll.

Table 1. Enrolment Trend

80 73
70 69
70
60
50
40 36 34 37 35 37
32
30
20
10
0
2020-2021 2021-2022 2022-2023

MALE FEMALE TOTAL

6
 Table 2. Historical Data

Table 2.1. Community Intake Rate (5-year-old children located in

the catchment areas) for the elementary level

30

25

20
12
11
15
9
2 8
10
4 6 5
5 10 4
5 5 3
4 2
0
SY 2018- SY 2019- SY 2020- SY 2021- SY 2022-
2019 2020 MALE 2021FEMALE 2022TOTAL 2023

The Kindergarten enrolment for the past five years was unsteady. The
graph shows that in SY 2018-2019, there was a total enrolment of 12 and in
the succeeding school years, the enrolment was decreasing & nearly
constant numbers for SY 2020-2021 and SY 2021-2022. For the school year
2022-2023, the enrollment drops with only 5 learners. The contributing
factor was a less school-aged population during the years 2018-2022. It
should also be considered that the catchment have opened Kindergarten
classes and BHWs have strictly child-mapped their community.

Drop-Out Rate

From the academic year 2020-2021 up to the present, there is no

reported drop out from students in all the grade levels. This suggests that
the implemented intervention was highly successful and should be
maintained.
Having 0% dropout rate means that the school age children had
passed the difficulties in their studies, completed all the academic
requirements and had no untoward incidents happened along their studies.

7
 The table reveals the transition rate of pupils from Kinder to Grade 1
and from Grade 3 to 4. The comparison in the two school years varied as
shown in the percentage rate. This are caused by the following factors like,
transfer of residence, family problem, lack of interest of the learners and
support from the family, health problems and malnutrition. It shows that
there is a 100% transition rate except Grade 1 and Grade 5 whom 6 learners
reportedly transferred to another school due to transfer of residence.
The school continues its program and projects to address the problem
and increase its rate every year.

Table 2.2. Transition Rate per Grade Level

Transition Rate
100% 0
90%
80%
8 10 15 15 6 12
70%
60%
50% 11 12
40%
30%
8 10 15 15 6 12
20%
10%
0% 0
Kinder Grade 1 Grade 2 grade 3 Grade 4 Grade 5 Grade 6 Grade 7
garten

2021-2022 2022-2023

C. School Performance on Quality

Reading Proficiencies/Competencies

The graph below shows the number of pupils who belong in the
frustration level based on the PHIL-IRI pretest result in English and Filipino.
It is recorded that there is a total of 24 learners from Grade 3 to Grade 6
who are in frustration level in Filipino and 30 in English. Grade 5 has the
highest number of frustration readers possibly because of the 2-year
absence of face-face classes due to the pandemic. Moreover, it is the level
where transition of medium of instruction happens from MTB to English in
most subjects. Thus, the school intensifies the reading interventions to
address this challenge.
Table 3. PHIL-IRI Result

8
 PHIL-IRI Pre-Test Frustration Level 2022-2023
12
10
10 9 9
8 7 7 Filipino
The table below discloses the summary result of Comprehensive English
6 5
Literacy Assessment administered in Grade 1 to Grade 6. It shows
4 that there
are4 0 learners from Grade 1 to Grade 6 who belong 3 to advance level in
English,
2 0 in Filipino from Grade 2 to Grade 6 and 0 in MTB from Grades1
to 3.
0 Meanwhile, there are 131 learners from Grades 2 to 6 who belong to
Priority inGrade
English,
3 127 learners
Grade 4 in Filipino
Grade 5and 71 learners
Grade 6 in MTB from
Grade 1. The data reveal that Key stage 1 has the highest number of
learners in Priority Level in MTB subject. This is evident since these learners
are still in beginning reading skills especially the Grade 1 learners.

Table 4. Comprehensive Rapid Literacy Assessment

SUMMARY OF COMPREHENSIVE RAPID LITERACY ASSESSMENT

GRADE 1-6

SCHOOL: CAPALARAN WEST ELEMENTARY SCHOOL

SCHOOL HEAD: REMILIO P. TANO

ENGLISH FILIPINO MTB

Grade / Section P E A P E A P E A

Grade 1 -Dignity 6 4 0 10 0 0 10 0 0

Grade 2 -Dignity 5 2 0 7 0 0 5 2 0

Grade 3 - Purity 8 3 0 10 1 0 7 4 0

Grade 4 – Purity 11 3 0 10 4 0 0 0 0

Grade 5 – Loyalty 10 5 0 12 3 0 0 0 0

Grade 6 – Loyalty 5 2 0 7 0 0 0 0 0

TOTAL 45 19 0 56 8 0 22 6 0

The table below displays the summary result of the diagnostic test of
all learning areas conducted to all grade levels. The data reveals that
English, Filipino Araling Panlipunan, Math subjects have the highest
number of learners who belong to Priority Level, meanwhile the MTB subject
has the least number of learners who belong to Priority Level all coming from

9
 Grade1-3 since the diagnostic test was conducted to Grade1-3 at the
beginning of school year. To address these issues, all teachers are directed to
apply interventions and innovations to improve learner’s performance.

Table 5. Diagnostic Test (All Learning Areas)

The table below displays the list of awards and recognition the school
in general garnered specifically the learners and teachers’ awards in different
curricular and extra-curricular activities. The record suggest that the school
should focus more to achieve higher performance on whatever activities the
school will participate to obtain higher performance awards.

Table 6. Awards and Recognition

LEARNERS

Read-A- Thon 2022

District Level Contest

Rank Name Event Coach

st
1 Place Aliyah Faith S. Mayordo Best Team Readers Stephanie c. Loquias
Bea Dinopol (Grade 5 English)
Ara Venis C. Loquias
1st Place Natania Resh Valduheza Best Team Readers
Julia B. Mansing (Grade 3 Filipino) Cristel C. Suminguit
Dante B. Sagarino Jr
5th
Place Xyra Zhanne M. Delos Santo Best in Vocabulary Stephanie C. Loquias
th
6 Place Ella Fe T. Omandam Best in Oral Stephanie C. Loquias
Interpretation

10
 District Schools Press Conference 2022

Rank Name Event Coach

1st Place Ella Fe T. Omandam Pagsulat ng Editoryal Stephanie C. Loquias
1st Place Xyra M. Delos Santos Pagsulat ng Balita Stephanie C. Loquias
2nd Place Ara Venis C. Loquias Editorial Cartooning Stephanie C. Loquias
3rd Place Zairiel M. Villabito Pagsulat ng Lathalain Stephanie C. Loquias

Division Schools Press Conference 2022

Rank Name Event Coach

1stPlace Zairiel M. Villabito Pagsulat ng Lathalain Stephanie C. Loquias
2nd Place Ara Venis C. Loquias Editorial Cartooning Stephanie C. Loquias
6th Place Ella Fe T. Omandam Pagsulat ng Editoryal Stephanie C. Loquias

Regional Schools Press Conference 2023

Rank Name Event Coach

rd
3 Place Zairiel M. Villabito Pagsulat ng Lathalain Stephanie C. Loquias

District Athletic Meet 2022

Rank Name Event Coach

rd
3 place Ryjean S. Tagaan 200 meter girls Cristel C. Suminguit
3rd Place Tricia Myr Clemen 100 meter girls Cristel C. Suminguit
4th Place Jef Omandam 200 meter boys Cristel C. Suminguit
4th Place Jeric Colasing 100 meter boys Cristel C. Suminguit
4thPlace Merin Angel Bagares 100 meter girls Cristel C. Suminguit
3rdPlace Merin Angel Bagares Javelin Throw Edith M. Macahilo
3rd Place Jef Omandam Shot Put Queenie Jane C. Mirafuentes
3rd Place Jeric Colasing Javelin Throw Edith M. Macahilo

District Athletic Meet 2023

Rank Name Event Coach

nd
2 place Jetsy Mae Clemen Shot put girls Queenie Jane C. Mirafuentes

11
2nd Place Bea Dinopol Javelin Throw Edith M. Macahilo
5th Place Bea Dinopol Shot Put Queenie Jane C. Mirafuentes
5th Place Ryjean S. Tagaan 100 meter girls Cristel C. Suminguit
2nd Place Tricia Myr Clemen Long jump Queenie Jane C. Mirafuentes
3rdPlace JM Mansing 100 meter boys Cristel C. Suminguit
3rd Place JM Mansing Shot Put Queenie Jane C. Mirafuentes
3rd Place Mark John Regidor 200 meter boys Cristel C. Suminguit
4th Place Mark John Regidor Shot Put Queenie Jane C. Mirafuentes
District Festival of Talents 2023

Rank Name Event Coach

2nd Place Jef Omandam Himig Bulilit Queenie Jane C. Mirafuentes
Trica Myr Clemen Crisrel C. Suminguit
Lyjeme Pueblas
Kent Daniel M. Delos
Santos
4th Place Xyra M. Delos Santos Philippine Folk
Aliyah Faith Mayordo Dance
Bea Dinopol Stephanie c. Loquias
Arjeniel S. Docog
JM Mansing’
Mark John Regidor

District Schools Press Conference 2023

Rank Name Event Coach

st
1 Place Ara Venis C. Loquias Editorial Cartooning Queenie Jane C.
Mirafuentes
1st Place Aliyah Faith S. Mayordo Pagsulat ng Lathalain Stephanie C. Loquias
1st Place Ella Fe T. Omandam Pagsulat ng Editoryal Stephanie C. Loquias
1st Place Sophia Colasing Pagsulat ng Kolum Stephanie C. Loquias
2nd Place Arjelyn S. Docog Pagsulat ng Balitang Stephanie C. Loquias
Agham
7th Place Bea Dinopol Pagsulat ng Balita Stephanie C. Loquias

Division Schools Press Conference 2023

Rank Name Event Coach

2nd Place Ella Fe T. Omandam Pagsulat ng ditoryal Stephanie C. Loquias
1st Place Ara Venis C. Loquias Editorial Cartooning Queenie Jane C.
Mirafuentes

District Festival of Talents 2024

12
 Rank Name Event Coach
nd
2 Place Ara Venis C. Loquias Interpretative Stephanie C. Loquias
Reading
2nd Place Ella Fe T. Omandam Interpretatibong Stephanie C. Loquias
Pagbaas

4th Place Aliyah Faith S. Mayordo Philippine Folk Stephanie C. Loquias

Bea Dinopol Dance
Jetsy Mae Clemen
Kent Daniel Delos Santos
JM Mansing
Mark John Regidor

2nd Place Chloe Mirafuentes Draw and Tell Edith M. Macahilo

Guhit Bulilit
3rd Place PJ Mayordo Story retelling Queenie Jane C. Mirafuentes
7th Place LJ Omandam Muling Psgbasa Cristel C. Suminguit

TEACHERS

Stellar Awards 2022

Name of Teacher Awards Level

Stephanie C. Loquias Outstanding SPED Teacher District Level
Stephanie C. Loquias Nominee Outstanding SPED Teacher District Level
Edith M. Macahilo Place Star Classroom District Level
(KIndergarten) – Outstanding Accomplishment
Queenie Jane C. Place Star Classroom District Level
Mirafuentes (Grade 1) – Outstanding Accomplishment
Cristel Sumingut Place Star Classroom District Level
(Grade 3) – Outstanding Accomplishment

D. School Concerns on Equity and Inclusion

The table below displays the recorded learners with special needs who
are mainstreamed in their respective class level. There are 15 learners from
Grade 2, 3, 4, 5 and Grade 6 whom all of them manifest special needs.

Table 7. Sped Mainstreamed Learners (SY.2022-2023)

13
 SPED LEARNERS
5
4
3
2
1
0
Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6

SPED LEARNERS

The table below indicates the number of IP learners in different grade

levels. These learners who actively participate in school programs, projects
and activities. This further reveals that Capalran West Elementary School
caters to all types of learners and its programs and projects are varied,
universal and suitable to all types of learners

Table 8. IP Learners

IP Learners

3.5

2.5

1.5

0.5

0
Kinder Grade 1 Grade2 Grade3 Grade4 Grade5 Grade6

# of Ips

The table below indicates the number of 4ps recipients/learners who are
admitted in different grade level. This further reveal that learners who are
under privileged have equal opportunities to acquire quality basic education.
Thus, the school continues to thrive for equity and inclusion to all types of
learners in the community.

Table 8. 4Ps Learners

14
 4Ps Learners

1
E. School Concerns on Resilience and Well-Being
0
Kinder Grade 1 Grade2 Grade3 Grade4 Grade5 Grade6
The table below shows a total of 32 learners who fall outside the
# of 4ps
normal status. This is 46.37% of the total population of the school children.
Learners who belong to wasted comprises the 19 male or 27.53% and 13 or
18.84% female. It has 0 recorded severely wasted learners.

This reveals that the school has a problem in the nutritional status of
the learners. The normal level shows that the majority of the school children
are in good health condition. This means that the school will create
programs and projects to address the problem because the school believed
that health is important in the studies of the learners

Table 9. Nutritional Status

Level Wasted Severely Wasted

Total Male Female Total Male Female
Kinder 5 3 2 0 0 0
Grade 1 2 1 1 0 0 0
Grade 2 4 3 1 0 0 0
Grade 3 3 2 1 0 0 0
Grade 4 5 2 3 0 0 0
Grade 5 6 3 3 0 0 0
Grade 6 7 5 2 0 0 0
Total 32 19 13 0 0 0
Percentage: 46.37% 27.53% 18.84% 0% 0% 0%

The data below indicates the bullying incidents in school. It shows no

incidents reported as to type of bullying. It greatly suggests that the
programs implemented against bullying in school is really effective and
should be sustained. The school also has a clear policy on the use of positive
and non-violent discipline for children. That’s why there is no recorded cases
of child abuse and bullying. Improve and capacitate the Child Protection
Committee, the implementation of the Child Protection and Anti-Bullying
Policies, we strongly recommend for annual capacity building activities for

15
the members of the CPC and have an active coordination with WCPD,
DSWD, and other NGO’s to solicit funding and material support

Table 10. Bullying Report (2021-2022)

Types of Incidents Recorded Total

Bullying Against Male Learners Against Female Learners
Physical 0 0 0
Cyber 0 0 0
Gender-Based 0 0 0
Social 0 0 0

Table 11 below displays the number of learners from all grade levels
who fully participated in different activities related to mental health. Result
presented that all learners are able to participate in extra-curricular
activities to boost learners’ mental health especially during the resumption
of in-person classes from a remote learning modality due to the pandemic.

Table 11. Mental Health Activities

Ment al H ealt h A ct ivit ies

10
5 9
10 6 10 13 16
5 9
10 6 13 16
10 5 9 10 13
6 16
K i n d er Grad e 1 Grad e 2 Grad e 3 Grad e 4 Grad e 5 Grad e 6
gar t en
Mental Health and Psychosocial Issues Self-Care Psychological First Aid

F. School Concerns on Governance

The table below shows the SBM Level of practice of Capalaran West
Elementary School. It is the most recent assessment made of the school and
obtained a qualitative interpretation as Beginning. This is due to lack of
documents from the previous school years definitely because of the transfers
of school heads and some teachers.

SBM Qualitative Date Awarded Validator

Level Interpretation
Level I Beginning October 11, 2016 DepEd, Tangub
Table 12. School – Based Management Assessment Level

The table below reveals the individual performance rating of teachers

for four consecutive years. It shows a very satisfactory performance shown
by the 4 teachers during the first and the fourth year. Only one teacher got

16
an outstanding rate on 2020-2021 and another outstanding on 2022-2023.
This is due to the heavy adjustments during the implementation of remote
learning due to the pandemic.

Table 13. Teachers’ IPCRF Rating

School Year Satisfactory Very Satisfactory Outstanding Total

2019-2020 0 4 0 4
2020-2021 0 3 1 4
2021-2022 0 4 0 4
2022-2023 0 3 1 4

The table below reflects the activities of teachers in relation to professional

development. The data suggests that while all teachers have attended
seminars on all learning areas, Learning Action Cells, and INSET sessions,
and attended seminars on different subject areas. Additionally, some
teachers have started post-graduate studies but have not completed them,
indicating a commitment to ongoing professional development and
education.

The data provides an overview of the participation of teachers in various

professional development activities.

The school continues to thrive for a lasting and long term programs
and projects for teachers’ professional endeavor providing support to them.

Table 14. Teachers’ Professional Development Need

25
2
2 1 FILIPINO
1 1
20 2 2 ICT
2 AP
4
2 ENGLISH
15 1 1
0
4 4 4 SCIENCE
10 MATH
4 4 4 INSET
0 0 1 LAC
5 3 3 2 DOCTORATE
MASTERS
0
2020-2021 2021-2022 2022-2023

PLANS AND INNOVATION:

G- GIVE SUPPORT TO TEACHERS TO TEACH BETTER

1. Continue on monitoring classes.

17
 2. Regular class monitoring
3. Purchase television, printing materials and other school supplies
needed in class instruction.
4. Regular conduct of SLAC
5. Check DLL regularly
6. Send teachers to training

Refer to table. Annex A1

Priority Improvement Areas

Avera
Strategic
Improvemen Urgen Magnit Feasibil ge Interpretat
Importa
t Areas cy ude ity Ratin ion
nce
g

(DepEd IO1.)
High
NLS / Drop 4 4 5 5 4.5
Priority
Out

(DepEd IO2.)
DCP and High
Internet 4 4 4 4 4
Priority
Connectivit
y

Campus
Journalism/ High
5 4 4 4 4
School Priority
Paper Writer

Research
High
and 4 4 4 4 4
priority
Innovation

(DepEd IO3.)
School High
5 4 4 4 4.25
sports Priority
facilities

(DepEd 103.) 5 5 5 5 5 High

18
Perimeter
Priority
Fence C
(DepEd IO3.) H
Solid Waste 4 4 4 5 4.25
High A
Priority
Managemen P
t
T
(DepEd IO5.)
Very High E
5 5 5 5 5
Low NAT Priority R
Results

(DepEd IO6.)
3
High
incidence of Very High
5 5 5 5 5
tardiness Priority
and
absences.

CHAPTER 3: Plan
IMPROVEMENT PLAN

Goal All Filipino are able to realize their full potential and contribute
meaningfully to building a cohesive nation
Sector Basic education Filipino learners have the physical, cognitive, socio –
Outcomes emotional, and moral preparation for civic participation and engagement in
post – secondary opportunities in their local, national, and global
communities.
KRA 1: ACCESS
I0#1: All school – age children, out -of-school youth, and adults accessed relevant basic
learning opportunities.

“ Take good care of learners by promoting learners’ well – being, inclusive education, and a
positive learning environment.”

Intermediat SIO1.1: All 5-year old children attend school

e Outcomes
1. Improve access to universal Kindergarten education.
Strategy
Output/s Pers Time Frame
Key Interventions Programs/ ons 2023- 2024- 2025
Projects/ Resp 2024 2025 -
Activities onsi 2026
ble
Implement approved Review the MOA ✔ ✔ ✔
memorandum based
Strategy for
on the MOA signed Identification of
mapping
between DepEd School-Aged
whereabouts
Tangub City and Children
of 5 year old

19
children CSWD stating the
developed delineation Mapping of School-
and strengthening the Aged Children
implemented mapping and
enrolment of school – Resource Allocation
aged children to be
catered in Day Care Communication and
Centers and Public Awareness:
recognized
Kindergarten schools Enrolment
particularly in Campaign
Banglay Elementary
School. Monitoring and
Follow-up

Data Reporting

Tripartite Strengthen Establish strong ✔ ✔ ✔

partnership partnership with partnership with
with Barangay LGUs pre- external
Barangay school centers, and stakeholders in the
LGUs pre- public schools continuing
school education of
centers, and preschool to
public kindergarten.
schools
strengthened;

SIO 1.2 : All learners stay in school and finish key stages
Strategy 2. Improve learners’ access to quality and rights-upholding learning
environment
Digital Institutionalization on Capacitate teachers ✔ ✔ ✔
materials for the use of digitized on converting
all learning learning resources learning resources
areas to digitized
developed materials.
and made
accessible to Convert existing
target storybooks to e-
learners. book.

Provide e copy of
quality-assured
LRs.

Schools Strengthen the project ✔ ✔ ✔

Implemented FOOD and Gulayan
feeding sa Paaralan
program for
targeted
learners

Strategy 3.Improve capacity to retain learners in schools

Teachers and Implementation of Monitor the ✔ ✔ ✔
learning monthly SLAC on implementation of
facilitators effective remediation SLAC on effective
capacitated strategies and remediation
to implement techniques including strategies and
remediation methods for techniques
programs identifying learning including methods

20
and gaps and tailoring for tailoring
management instruction to meet instruction to meet
of learners at learners’ needs learners’ needs.
risk of
dropping out.

Schools Conduct a Gather Academic ✔ ✔ ✔

implementing comprehensive needs Data
remediation assessment to identify
programs/LR struggling learners Teacher
P for and their specific Observations and
struggling challenges. Input
learners
Parent and
Guardian Surveys

Student Self-
Assessment and
Interview

Socio-Emotional
Assessments

SIO 1.3 : All learners transition to the next key stage

Strategy 4. Strengthen schools’ capacity to ensure learners’ continuity to next stage
Outputs Key Interventions Programs/projects/
Activities
Tool for Observe and give ✔ ✔ ✔
tracing Develop and technical assistance
learners’ operationalize tools to ALS
completing for tracing learners implementers
basic completing basic
education, education, including
including ALS Gather data and
ALS learners, reports
is developed Submit
and Accomplishment
operational Report
Monitor tracking
Participate and activities using the
involve in the DMEA tool to trace
Reports learners’ completing
basic education,
Creation of tracking including ALS
tools to trace learners’ learners.
completing basic
education, including
ALS learners.

Teachers Training of teachers Monitor and provide ✔ ✔ ✔

trained on on identifying learning technical assistance
identifying gaps and remediation on the conduct of
learning gaps strategies school activities that
and address the learning
remediation gaps of K to Grade 6
strategies learners
(NLC, Remediation
activity, and one-
hour non-graded
reading activities)

*Monitor and

21
 Provide Technical
Assistance on the
conduct of SLAC on
effective remediation
strategies and
techniques
including methods
for tailoring
instruction to meet
learners’ needs.

KRA 2: EQUITY

IO#2: School -age children and youth, and adults in situation of disadvantage
benefited from appropriate equity initiatives.

“Take good care of learners by promoting learners’ well – being, inclusive

education, and a positive learning environment.”

SIO 2.1. All school – age children and youth and adults in situations of disadvantage are
participating in inclusive basic learning opportunities and receiving appropriate quality
education.
Strategy: 1.Improve program management and service delivery
Output/s Key Interventions Programs/Projects/
activities

On Provide SNEd ✔ ✔ ✔
improving Heighten partnership learners the
the and linkages between appropriate quality
situation schools and LGUs on education through
analysis of the full curriculum
school- age implementation of modification and
children Inclusive Education accommodation
and youth (IE) of learners with along with Project
and adults Special Needs in PECULIAR Star
in Education (SNEd) in (Powerful,
situations schools Enhanced, Creative
of and Unique
disadvantag Learning
e, including Intervention for the
barriers to Ageless and
education: Radiant) Tangub
learners
*Coordinatio
n with LGUs
and barangay
officials on
data
gathering
and analysis
towards
explicit
solutions to
identified
barriers to
education
implemented;
Mechanism Implementation of the Enroll in school the ✔ ✔ ✔
for the mechanism for the pre-identified SNEd
enrollment of enrollment of pre- learners in the
pre-identified identified SNEd community, validate
children with learners utilizing the observed or

22
disabilities in available data from manifested
Kindergarten DSWDs, NGOs, ECCD difficulty/ies and
between and and Deped place the learners in
among the proper
ECCD, placement based on
DSWD, NGOs educational needs,
and DepEd and provide
implemented; appropriate early
intervention
Tag SNEd learners
in LIS with parent
consent/approval

On Implement formulated Adopt Project ✔ ✔ ✔

formulating policies and SUNRISE (Subanen
policies and standards specially Upliftment through
standards learning development Nurturing
to promote of personnel involved Resilience,
responsiven in IPED Innovation, and
ess of Self-Empowerment)
DepEd
systems Prepare Learning
processes to and Development
learners in Plan anchored on
situations the SDO
of
disadvantag Attend retooling of
e: teachers and school
Learning heads assigned in
Development IPEd implementing
Plan for the schools
capacity
development Conduct/Attend
of personnel District/school-
involved in based sessions on
IpEd IPEd Program
implemented. implementation

Attend training
programs on
curriculum
contextualization,
and development of
contextualized
resources
On Capacitated teaching, Attend continuous ✔ ✔ ✔
training non-teaching and training programs to
school stakeholders on teachers, non-
personnel inclusive education teaching personnel,
and school leaders and
community stakeholders on
learning inclusive education
facilitator for SNEd learners
s on
inclusive
practices
adapted to
learners in
situations
of
disadvant

23
age:
Teaching,
non-
teaching
and
stakeholder
s trained on
inclusive
education;

KRA 3: QUALITY

I0#3: Learners complete K – 12 basic education having attained all learning

standards that equip them with the necessary skills and attributes to pursue their
chosen paths

“Make the curriculum relevant to produce competent and job – ready, active, and
responsible citizens.”

SIO3.1: Learners attained Stage 1 learning standards of fundamental reading and

numeracy skills
STRATEGY 1: Ensure alignment of the curriculum, instruction and classroom
assessment methods in all learning areas
OUTPUT/S Key Interventions Programs/Projects/
activities
Curriculum Adopt and implement Adopt Project ✔ ✔ ✔
guides Curriculum guides CUBE: Conceptual
reflecting the reflecting the socio- Understanding of
socio- emotional and 21st Basic Expressions
emotional century skills and focus on 21st
and 21st including the century skills;
century skills appropriate learning Critical Thinking
including the approaches and and Problem Solving
appropriate assessment.
learning
approaches
and Provide teachers
assessment Enhance students’ with contextualize
are mathematical skills, lesson exemplars
developed, knowledge, and integrating the 21st
disseminated overall performance in century skills with
and Mathematics. coherence to the
implemented assessment.

Conduct
instructional
supervision of
teachers teaching
mathematics with
the integration of
the 21st century
skills and provide
technical assistance
using the
appropriate tools.

Send teachers to
attend capability
Building for K to 3
Elementary
Teachers on

24
 Integrating
Mathematical
Concepts in
Reading.

Implement Project
T-CUP Teamwork
and Collaboration to
Upgrade
Performance
utilizing
mathematics
experts in the
school

conduct or attend
the following
District
Level/School-Based
Activities
1.Early Registration
2.BE Implementation
3.Oplan Balik Eskwela
4.Opening of Classes
5. Nutrition Month
Celebration
6. Buwan ng Wikang
Pambansa
7. District Schools
Press Conference
8. District Meet
9. Science Month
Celebration
10. United Nations’
Day
11. Read-A-Thon
12. Festival of Talents
13. Search for
Outstanding Teachers
and Non-Teaching
Personnel
14. DMEA/SOSA
15. Revisit and
Implement SIP
16. LIS, CMSS, EBEIS
17. MOOE Liquidation
Reports
18. EOSY Reports
19.City Activities and
Other PAPs
Implementation and Conduct of SLAC, ✔ ✔ ✔
integration of contextualization of
Comprehensive CSE lesson
Sexuality Education exemplars, and
(CSE) in the production of
curriculum. learning materials.
(DO31 s. 2018)

Conduct
instructional
supervision of
teachers teaching
with CSE
integration and
provide technical

25
 assistance.

Sustainable Integration of human Conduct advocacy ✔ ✔ ✔

Development rights in relevant activities in schools
Goals and subjects as early as on child’s rights.
human rights Stage 1 until Stage 4
including but Attend workshop on
not limited to Curriculum
children’s mapping in
rights, Children’s right in
integrated in education.
relevant
subjects as Attend training-
clearly as workshop in the
Stage 1 and production of
until Stage 4; learning materials
for integration of
children’s right in
education

Collaborate with
youth formation
program holder on
the activities relative
to children’s rights.

Keep updated the

guidelines and laws
issued by DepEd
and Learners Rights
Protection Office
(LRPO).
Policies and Adopt and implement Follow and conduct ✔ ✔ ✔
standards on the division initiated program
Good project in ESP management Plan
Manners and on the conduct of
Right KAPLAG curricular and co-
Conduct curricular activities
(GMRC) and for implementation
Values in ESP
Education
issued and Print, post, and
implemented; disseminate
and Information
Education and
communication
(IEC) materials for
all celebrations
under ESP in school
and community
Policies, Implement developed Conduct school ✔ ✔ ✔
standards, policies, standards, based activities
and program and program
management management on Participate in the
on curricular, curricular, co- division initiated
co-curricular, curricular, and extra- projects and
and curricular activities such as
extracurricul but not limited to
ar developed journalism, festival
and of talents, sports
implemented etc.

26
SIO 3.2: Learners attain Stage 2 (Grade 6) learning standards of literacy & numeracy skills
and apply 21st century skills to various situations
Strategy 2: Align resource provision with key stage learning standards
Output/s
Learning Development of Provide teachers ✔ ✔ ✔
resources for learning resources with learning
learning aligned with the LR resources from the
standards standards. SDO reflecting
reflecting the socio-emotional and
socio- Partnership with the 21st century skills.
emotional LGU and other
and 21st stakeholders in Prepare budget
century skills providing ICT proposal and tap
provided; equipment LGU and
stakeholders to
support schools in
the procurement of
ICT equipment.
Guidelines on safe Follow formulated ✔ ✔ ✔
use of technology in and implemented
the teaching and policy on the use of
learning process learning resources
formulated and from the DepED LR
implemented. portal
Strategy 3: Assess learning outcomes at each key stage transition and for learners in
situations of disadvantage.
Output/s: Key Interventions Programs/Projects/
activities
Revised Implementation of Utilize CRLA in all ✔ ✔ ✔
assessment revised assessment, grade levels.
programs design, tools,
with design, administration, Quarterly
tools, procedures and Diagnostic
administratio guidelines. Assessment
n procedure
and Division Unified
guidelines Quarterly
developed Assessment
and
implemented;
Mechanism Implement Administer/monitor ✔ ✔ ✔
for mechanisms for the conduct of tests
aggregation aggregation of at the school level.
of classroom classroom assessment
assessment for division-wide Analyze and
for division- learning assessments characterize test
wide learning results.
assessments
in place and Plan and implement
operational intervention to
bridge gaps based
from the results.
Strategy 4 : Strengthen competence of teachers and instructional leaders in areas such
as content knowledge and pedagogy/instruction, curriculum and planning,
responding to learner diversity, and assessment and reporting
Output/s: Key Interventions Programs/Projects/
activities
✔ ✔ ✔

27
Professional Identification priority Submission of
development areas for teacher’s Individual
programs for professional Development Plan
teachers development, such as
developed socio-emotional and Monitor and gather
and 21st-century skills, data analysis to
implemented learning approaches understand the
in identified and learning specific needs and
priority areas modalities, through a challenges of
such as, but comprehensive needs teachers
not limited assessment.
to: Assess teachers’
current skill levels
*Socio- ‘ in socio-emotional
emotional and 21st-century
and 21st skills, learning
century skills approaches and
learning modalities
*Learning to determine areas
approaches that need
and learning Conduct of improvement.
modalities workshops, seminars,
online courses, Participate or join
*Assessment coaching and peer seminars and
learning networks to workshops online
effectively support courses, coaching
Professional teachers in various and peer learning
development priority areas. networks to
programs for effectively support
instructional teachers in various
leaders (MTs, priority areas
SHs, PSDS,
EPS) to
support
teacher PD in
various
priority areas
KRA 4: RESILIENCY AND WELL – BEING

Learners are resilient and know their rights and responsibilities, have the life skills
to protect themselves and perform their duties and responsibilities as productive
Filipino citizen

“Make the curriculum relevant to produce competent and job ready, active, and
responsible citizens.”
SIO 4.1: Learners are served by a Department that adheres to a rights-based education
framework at all levels
Strategy 1: Integrate children’s and learners’ rights in the design of all Deped policies,
plans programs, projects, processes, and systems
Output/s Key Interventions Programs/Projects/
Activities
Positive Implement learner’s Conduct school- ✔ ✔ ✔
discipline leadership based activities for
measures development program SELG, YES-O &
implemented like SELG and YES- O other clubs
in schools and other clubs of
and learning areas.
community
Child Establish Child Quarterly Meeting ✔ ✔ ✔
protection Protection Committee for Child Protection
Unit and Committee
child

28
protection
committee
structures
are
established
Child Implement Child Monitor ✔ ✔ ✔
protection Protection Policy implementation of
policy the child protection
implemented policy

Strategy 2: Ensure that learners know their rights and have the life skills to claim
their education - related rights from DepEd and other duty-bearers to
promote learners’ well-being, while also being aware of their
responsibilities as individuals and as members of society
Output/s Key Interventions Programs/Projects/
Activities
Child rights Integration of Child’s Integrate necessary ✔ ✔ ✔
education Rights Education topics in CRE in all
(CRE) (CRE) in the enhanced learning areas
integrated in K-12 Curriculum, applicable
the enhanced extra-curricular
K-12 programs, learning
Curriculum, environment and
extra- culture of the school,
curricular learning center and
programs, other modalities.
learning
environment
and culture
of the school,
learning
center and
other
modalities.
Learning Utilization of learning Update the available ✔ ✔ ✔
resources on resources on learning resources
children’s children’s learners on children’s and
and learners rights in education. learners rights n
rights in school
education
utilized; Monitor the
utilization of the
learning resources
in school
Strategy 3: Protect learners and personnel from death, injury and harm brought by
natural and human – induced hazards
Output/s Key Interventions Programs/Projects/
Activities
Deped Integrate children’s Integrate Mental ✔ ✔ ✔
personnel and learners’ right in Health and
and learners the design of school Psychosocial
capacitated programs and Support Activity
on providing projects. Pack in grade level
MHPSS based on issued
policy.

Integrate Mental
Health and
Psychosocial
Support Activity
Pack in every grade

29
 level based on
issued policy.
ENABLING MECHANISMS: GOVERNANCE AND MANAGEMENT
IO: Efficient , Nimble , and resilient governance and management process
EM 3: Ideal learning environment and adequate learning resources for learners
ensured
Output/s Key Interventions Programs/Projects/
Activities
Standards for implement a Reorientation of ✔ ✔ ✔
quality and comprehensive accessibility
inclusive accessibility framework framework
learning
environment
for different Implementation and
learner groups Continuous
for the new Improvement
normal post
Covid-19 Incorporate
adopted and Accessibility into
formulated Curriculum Design

Regular Audits and

Monitoring

Promote Accessibility
Awareness

EM 5: Strengthen active collaboration with key stakeholders

Output/s Key Interventions Programs/Projects/
Activities
Guidelines on Adopt the guidelines Orientation ✔ ✔ ✔
the use of SEF crafted from the SDO
revised and Stakeholder
implemented Consultation and
Revision:

a. Review Current
Guidelines

b. Stakeholder
Consultation:

c. Revised Guideline
Development

Training and Capacity

Building:

Monitoring and
Accountability:

Regular Audits and

Reporting:

5.3 Ideal learning environment and adequate learning resources for learners
ensured.
Development and
Sustain
EPS ✔ ✔ ✔
implementation of LR,
the
Standards standards for the EPS
implement
for the integration of s,
ation of
integration educational PSD
Media-
of technology in ICs
Assisted
educational teaching and
Instructio
technology learning.
n (MAI).
in teaching

30
 Update
the MAI
and resources C
as to its
learning
alignment H
developed
and to A
implemente competenc
d; ies P
Monitor the
utilization of the
T
learning resource. E
R
CHAPTER IV: Financial Plan
4
IV. a. Six Year Indicative Financial Plan
ACCESS

STRATEGIES ACTIVITIE OUTPUTS 2023 2024 2025 2026 2027 2028

S
School Supplies * Conduct *Conducted 3,000 3,000 3,000 3,000 3,000 3,000
Mo, Sagot Ko community community
(School Caravan mapping mapping
and Community * Conduct * data
Mapping early gathered
registration *Conducted
Increase the early
enrolment at least Giving free registration
1% from the school
previous S.Y. supplies for
children.

Giving of
brochures
and flyers
for
awareness

PROJECT TARE Monthly Complete 1,000 1,000 1,000 1,000 1,000 1,000
(TAGAAN UG recognition attendance
REGALO) during flag reward
BASKUG assembly system.
PROJECT
Motivate
learners to
attend class
daily.

EQUITY AND INCLUSION

STRATEGIES ACTIVITIES OUTPUTS 2023 2024 2025 2026 2027 2028

Project AGAK-AK , Strengthen Feeding 2,000 2,000 2,000 2,000 2,000 2,000
(Aksyon sa the bond Program
Ginikanan Alang between Livelihood
sa Kabataan ug parents and Activities
Ang Kalamboan) teachers for for parents
the support Counseling
of their
children in Parent and
school Family
Support
Program

31
 SPED UP PATROL Bring the Addressed 1,500 1,500 1,500 1,500 1,500 1,500
learners to the needs
specialist of SPED
with medical learners
needs.
(lip clip and Take care
visual of the
impairment) children
with
Writing special
letters to needs
benefactors
who can
sponsor the
medical
treatment

Project Integration of Embracing 1,000 1,000 1,000 1,000 1,000 1,000

KANASURAN Subanen Subanen
Kapatid na dialect and identity
Subanen Para sa culture in with pride
Kaunlaran ESP, AP and
IPED Inclusive MTB-MLE. Recognize
Education Subanen
identity
and culture
with love.

QUALITY

STRATEGIE ACTIVITIE OUTPUTS 2023 2024 2025 2026 2027 2028

S S
Project STEP design 15,000 10,000 5,000 5,000 5,000 5,000
UP instructiona
l materials,
Produce Purchase
quantity and printer, Purchased
quality laminator, printers,
instructional bond laminator
materials for papers, ink, and other
teachers to print and materials
teach better laminate
reading
materials
etc.
Purchase *Procure * Purchased 5,000 2,500 2,500 2,500 2,500 2,500
printing inks Inks
materials for *Printing * Printed
reading and sorting Reading
resources of reading Materials,
production materials and printers
Project Answering Decrease 1,500 1,500 1,500 1,500 1,500 1,500
Surprise daily number of
(Step activities frustration
Up from readers.
Reading teacher-
Practice, made Pupils are
Remediation, booklet. able to
Intervention answer
& Strategy to Reading comprehensi
make selection on questions
Reading from books, after reading
Effective) Phil-Iri selection.
materials
Increase
reading level

32
RESILIENCY AND WELL-BEING

STRATEGIES ACTIVITIES OUTPUTS 2023 2024 2025 2026 2027 2028

Project: GULAYAN Gardening Provide adequate 2,500
SA PAARALAN NI healthy
HONESTO Weekly vegetables fresh
Schedule of from the garden
pahina by
purok Provide Income
Well- generating
maintained project for extra
school financial
garden by assistance
the school
clubs. Instill the values
and act as a role
model in their
own families

Project Safety continue Complete

construction concrete 50,000
Construction of of the perimeter fence
concrete perimeter perimeter
fence to secure fence of the
learners and school,
school properties ,
maintain existing payment of
security measure watchman
Repair and Repair Repaired
prepare classrooms, classrooms/well 10,000
classrooms for fence & painted walls
learners to be safe landscapes. and fence/flower
and provide a boxes
conducive learning
environment
Project Purchase School DRRM
ABTIK” Ang materials Plan Book, 4,000
Batang Taas ug and Purchased
kahibalo andam equipment materials and
Inig abot sa for DRRM, equipment for
Kalamidad Gather data, DRRM
print
Intensify school materials for
Disaster Risk DRRM Plan
Reduction and
Mitigation to avoid
hazard
Purchase items for Purchase Complete 2,000
medical and materials materials and
dental care for and items to items for
learners be used for medical and
medical and dental care
dental needs
Provide avenue to Purchase Purchased
enhance skills and sports sports 3,000
passion in sports equipment equipment and

33
 material
Project INILOG Conduct Values 1,000
(In Love With God) learners Formation
Recollection

GOVERNANCE

STRATEGIES ACTIVITIES OUTPUTS 2023 2024 2025 2026 2027 2028

Project Training on Enhanced/
PALANGGA KO SI Gender and trained staff 15,500
TEACHER Development
(GAD)/semin
Provide school-
based trainings for ars
Teachers for
continuous
professional
development
Purchase Purchase Purchased
supplies for supplies for supplies for 3,000
struggling struggling struggling
readers readers readers
Purchase Procure Procured
supplies for supplies for supplies for 3,000
graduation rites graduation graduation
rites rites
Provide Payment of Provision of
electricity to the electricity proper 12,000
entire school bills lighting
premises
Pay cheque Payment of Provision of
books cheque books school's fund 1,200
Provide internet Internet Easy access
access to subscription to LIS and 10,000
teachers and EBEIS,
learners for LRMDS
educational
purposes
Ensure that the Secure Requirement
principal is fidelity bond for 3,500
fidelity bonded premium downloading
of
government
funds
Project DARP Monthly Provide 5,000
DALAN Pahina standard
RECOVERY Working on (4meter)
PROGRAM acquiring Tax pathway
Declaration from national
from the highway
private owner going to
school.

34
35
IV. b. Annual Implementation Plan (AIP)
SCHOOL PROJECT OUTPUT FOR THE ACTIVITIES PERSON(S) SCHEDULE/ BUDGET BUDGET
IMPROVEMENT OBJECTIVE YEAR RESPONSIBLE VENUE PER SOURCE
PROJECT TITLE ACTIVITY
ACCESS

School Supplies Mo, Sagot To increase the * Conducted * Conduct School Principal, Beginning of 2,0 MOOE
Ko enrollment at community community Teachers, the school year 00.00 Donations
(School Caravan and least 1% from mapping mapping Learners
Community Mapping
the previous S.Y. * Conducted early * Conduct early Stakeholders
registration registration
* giving of school
supplies to
learners
PROJECT TARE To motivate Complete Monthly School Principal, Monthly 2,000 MOOE
(TAGAAN UG REGALO) learners to attendance Reward Recognition Teachers,
attend class System During Flag Learners
daily. Assembly Stakeholders

Quarterly
Recognitio
EQUITY AND INCLUSION

Project AGAK-AK Strengthen the Parent and Family Feeding Program teacher, school 1st-4TH 2,0 MOOE
(Aksyon sa Ginikanan bond between Support Program Livelihood head, learners, Quarter 00.00
Alang sa Kabataan ug parents and Activities for parents,
Ang Kalamboan) teachers for the parents stakeholders
support of their Counseling
children in
school

SPED UP PATROL Take care of the Addressed the Bring the School Head Whole year 1,500 MOOE
learners with needs of SPED learners to Learners’
special needs learners speacialist with Parents
medical needs
lip clip and visual

1
 impairment)
Writing letters to
benefactors who
can sponsor the
medical
treatment

Project KANASURAN To recognize Embracing Integration of Teachers Whole year 1,000 MOOE
Kapatid na Subanen Subanen identity Subanen identity Subanen dialect School Head
Para sa Kaunlaran and culture with with pride and culture in
IPED Inclusive love. ESP, AP and
Education MTB-MLE.

QUALITY

Project STEP UP To produce Purchased design 15,0

quantiy and printers, laminator instructional School Head, 1st-4th Quarter 00.00 MOOE
quality and other materials, Teachers,
instructional materials Purchase printer, Learners
materials for laminator, bond
teachers to teach papers, ink, print
better and laminate
reading materials
etc.
To purchase * Purchased Inks *Procure inks School Principal, 2nd Quarter 5,00 MOOE
printing * Printed Reading *Printing and Teachers, 0.00
materials for Materials, and sorting of reading Learners
reading printers materials
resources
production

Surprise Project To increase Decrease number Answering daily All Teachers Whole Year 1,500.00 MOOE
(Step reading ability of of frustration activities from
Up learners from K- readers. teacher-made
Reading Practice, 1-6. Pupils are able to booklet.
Remediation, answer Reading selection

2
Intervention & To increase comprehension from books, Phil-
Strategy to make reading questions after Iri materials
Reading comprehension reading as
Effective) from grade 3 to 6 selection.
Increase Phil-Iri
result

RESILIENCY AND WELL-BEING

GULAYAN SA To cater the Provide adequate Weekly Schedule School Principal, Whole year 2,500 MOOE
PAARALAN NI needs of school healthy vegetables of pahina by Teachers,
HONESTO feeding program fresh from the purok Learners,
To acquire good garden Well- maintained parents,
values as they school garden by stakeholders
portray plants Provide Income the school clubs.
bearing names generating project
for extra financial
assistance

Instill the values

and act as a role
model in their own
families

Project SAFETY To complete Complete concrete continue School Principal, 1st-4TH 50,00
construction of perimeter fence construction of Teachers, Quarter 0.00 LGU
concrete the perimeter Learners
perimeter fence fence of the
to secure school, payment
learners and of watchman
school properties
, maintain
existing security
measure
To repair and Repaired Repair School Principal, 3rd Quarter 10,0 MOOE
prepare classrooms/well classrooms, fence Teachers, 00.00
classrooms for painted walls and & landscapes. Learners

3
 learners to be fence/flower boxes
safe and provide
a conducive
learning
environment
School DRRM Plan Purchase School Head, 2nd Quarter 4,0 MOOE
ABTIK” Ang Book, Purchased materials and Teachers, 00.00
Batang Taas ug materials and equipment for DRRMC,
kahibalo andam equipment for DRRM, Gather Learners
Inig abot sa DRRM data, print
Kalamidad materials for
DRRM Plan
To intensify
school Disaster
Risk Reduction
and Mitigation to
avoid hazard
To purchase Complete materials Purchase Clinic teacher, 3rd quarter 2,000.00 MOOE
items for medical and items for materials and school head
and dental care medical and dental items to be used
for learners care for medical and
dental needs
To provide purchased sports purchase sports sport 2nd Quarter 3,0 MOOE
avenue to equipment and equipment coordinator, 00.00
enhance skills material school head,
and passion in MAPEH Teacher
sports
Values formation 100% participation 100%
INILOG for teachers and of teachers and participation of School Head, Whole year 1,000 MOOE
(In Love With God) learners pupils teachers and Teachers,
pupils Religious groups
Learners
Learners
Recollection
GOVERNANCE

Project PALANGGA KO To provide Enhanced/trained Training on School Principal, 2nd-4TH 15,0 MOOE

4
 SI TEACHER school-based staff Gender and Teachers, Quarter 00.00
trainings for Development Learners
Teachers for (GAD)/seminars
continuous
professional
development
To purchase Purchased supplies Purchase School Principal, 3rd Quarter 3,0 MOOE
supplies for for struggling supplies for Teachers, 00.00
struggling readers struggling Learners
readers readers

To purchase Procured supplies Procure supplies School Principal, 3rd quarter 3,0 MOOE
supplies for for graduation rites for graduation Teachers, 00.00
graduation rites rites Learners

to Navigate Effectively To provide Provision of proper Payment of School Principal, 1st - 4th 12,0 MOOE
and electricity to the lighting electricity bills Teachers, Quarter 00.00
entire school Learners
premises

Complete Tasks in To pay check Provision of Payment of check School Principal 1st Quarter 12 MOOE
School) books school's fund books 00.00

To provide Easy access to LIS Internet School Principal, 1st - 4th 10,0 MOOE
internet access and EBEIS, subscription Teachers, Quarter 00.00
to teachers and LRMDS Learners
learners for
educational
purposes
To ensure that Requirement for Secure fidelity School Principal 1st Quarter 3,5 MOOE
the principal is downloading of bond premium 00.00
fidelity bonded government funds

5
Project DARP (Dalan To provide Provide standard Monthly Pahina School Head, 1st Quarter 5,000 LGU Fund
Recovery Program) accessible road (4meter) pathway Working on Parents, stake
for school from national acquiring Tax holders, teachers
children highway going to Declaration from
school. the private owner

GRAND TOTAL
155,200

Prepared by: Funds Availability: Noted by: Approved by:

REMILIO P.TANO MARITES C.SUMINGUIT ANNA DAPHNE C. MUGAR, CPA SHAMBAEH A. ABANTAS-USMAN PhD, CESO VI
School Head Accountant III
Budget Officer III
Schools Division Superintendent

6
 CHAPTER V: School Monitoring and
Evaluation and Adjustments C
H
PROGRESS MONITORING REPORT FORM A
P
Scheduled Dates of Monitoring
Mid-Year:____________________________ T
Year-End:_____________________________________________
E
(1) (2) (3) (4) (5) (6) (7) R
Name of Project Project Objectives and Date of Accompli Issues/ Recommen Signature of
Targets Monitorin shments/ Problems/Ch dations/ SPT and
g Status to allenges Action Project Team
Date Point Leader 5
ACCESS
Project To increase the
School enrollment at least
Supplies Mo 1% from the previous
Sagot Ko S.Y

Project: TARE To motivate learners

Tagaan ug to attend class daily.
Regalo
EQUITY AND INCLUSION
Project AGAK- Strengthen the bond
AK between parents and
(Aksyon sa teachers for the
Ginikanan support of their
Alang sa children in school
Kabataan ug
Ang
Kalamboan)

SPED UP To take care of

PATROL learners with special
needs

Project To recognize
KANASURAN Subanen identity and
Kapatid na culture with love.
Subanen Para
sa Kaunlaran
IPED Inclusive
Education

QUALITY
To produce quantity
and quality
instructional
materials for
teachers to teach
STEP UP better

To purchase printing
materials for reading
resources production

School Improvement Plan 7

 RESILIENCY AND WELL-BEING
To complete
construction of
concrete perimeter
fence to secure
learners and school
properties , maintain
existing security
measure
To repair and
prepare classrooms
for learners to be safe
and provide a
conducive learning
environment
To purchase
Project materials and
SAFETY equipment to
produce stable and
safe water supply
To intensify school
Disaster Risk
Reduction and
Mitigation to avoid
hazard
To purchase items
for medical and
dental care for
learners
To provide avenue to
enhance skills and
passion in sports
GOVERNANCE
To provide school-
based trainings for
Teachers for
continuous
professional
development
To purchase supplies
for struggling readers

To purchase supplies
Project for graduation rites
PALANGGA
To provide electricity
KO SI
to the entire school
TEACHER
premises

To pay check books

To provide internet
access to teachers
and learners for
educational purposes
To ensure that the
principal is fidelity
bonded

School Improvement Plan 8

 CHAPTER VI: Risk Management Plan
C
Identified Risk/ Likelihood To Severity Of Preventive Mitigating Action H
Description Happen Risk Action
(Very Likely, Likely, (High, A
Insufficient Budget
Unlikely)
Very Likely
Medium, Low)
High Seek additional Implement cost-
P
funding sources cutting measures T
or grants. if needed.
Develop a Prioritize E
contingency essential R
budget plan. expenses and
projects.
Resistance from Likely Medium Engage Provide clear
stakeholders to fully stakeholders in communication 6
support programs, projects the planning about the benefits
and activities in school process. of the plan.
Address concerns Establish regular
and provide feedback channels
training if needed. and address issues
promptly.
Natural Disaster *Flooding Unlikely High Implement flood- Evacuate and
resistant ensure safety of
infrastructure. students and staff.
Regularly monitor Maintain
weather forecasts. emergency supplies
and communication
systems.
Establish a flood Collaborate with
response and local authorities for
recovery plan. assistance.
Natural Disaster Likely High Retrofit and Conduct regular
*Earthquake earthquake-proof earthquake drills
buildings. and safety training.
Develop an Establish
earthquake evacuation routes
preparedness and safe gathering
plan. areas.
Changes in education Likely Medium Stay updated Advocate for policy
policy with policy alignment and
changes and flexibility.
adapt.
Assessment inaccuracies Likely High Use multiple Review and re-
assessment evaluate
methods for assessment
validation. practices.
Data quality issues Likely High Implement data Conduct regular
validation and data audits and
verification corrections.
processes.
Inadequate teacher Likely Medium Provide ongoing Implement peer
training professional mentoring or
development. coaching.
Delays in implementation Likely High Establish a Identify bottlenecks
realistic timeline and expedite
and milestones. critical tasks.
Inadequate materials Likely Medium Procure necessary Prioritize and
resources and allocate resources
materials. efficiently.

School Improvement Plan 9

 Republic of the Philippines
Department of Education
Region ___X___
DIVISION OF TANGUB CITY

awards this

Certificate of Acceptance to

CAPALARAN WEST ELEMENTARY 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 25th day of March 2024.

SHAMBAEH A. ABANTAS USMAN, PhD, CESO VI

Schools Division Superintendent

School Improvement Plan 10