School Improvement Plan 2023-

2028
ABC Elementary School
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TABLE OF CONTENTS
CONTENT PAGE NO.

List of Tables and Figures -

List of Acronyms and Abbreviations -
Foreword -

I. Introduction -
A. Profile of School -
B. Background -
C. Operational Frameworks -
D. Our Current State -
Pillar I: Access -
Pillar 2: Equity -
Pillar 3: Quality of Basic Education -
Pillar 4: Resilience and Well-being -
Governance -
II. SWOT Analysis -
III. Key Challenges -
IV. Our Strategic Directions -
A. School SIP Framework -
B. School Flagship Program -
C. Strategies, Interventions -
and Major Outputs -
V. Performance Targets SY 2023-2028
VI. Financial Plan, Implementation -
Arrangements, and Organizational Capacity
VII. Implementation Plan -
VIII. Monitoring, Evaluation and Adjustments -
IX. Analysis and Management of Risk -
X. Indicative Timelines -
XI. Communication Plan -
XII. Research Support -
XIII. Appendices
XIV. SIP QA Tool and Approval Sheet
LIST OF TABLES AND FIGURES
LIST OF ACRONYMS AND ABBREVIATIONS
FOREWORD
I. INTRODUCTION
A. Profile
B. Background
C. Operational Framework
D. THE SCHOOL CURRENT STATE
Pillar 1: Access

Pillar 2: Equity
Disadvantaged school-age
children and youth, and adults
benefited from appropriate equity initiatives. Learners complete K to 12 basic
education, having successfully attained all learning standards that equip them
with the necessary skills and attributes to pursue their chosen paths.

Based on the given data , enrollment spiked significantly in SY 2021-2022.

Additional 31 males and 33 females have enrolled on the said school year and
decreased the enrollment in SY 2022-2023, from 510 it becomes 499 ,because
some family back to their provinces after the pandemic.
The graph shows that the number of 4P’S Benificiaries from SY 2018-2019
to SY 2021-2022 are decreased, from SY. 2018-2019, 12% of the pupils of
Sta. Rosa Elementary School are 4P’s Benificiaries and lessen the numbers
of 4P’s Benificiaries pupils on the SY. 2021-2022 to 5.66%.

There is one student recorded as

with disabilities based on the graph
from SY 2018-2019 to SY 2021-2022
. The said student has Kyphosis or
hunchback.

Based on the data result there

are increased number of students
who are overaged in the SY.
2018-2029 and lessen in the
following year specifically in SY
2021-2022 because of Philippine
Educational Placement Test
(PEPT).
Pillar 3: Quality
One of the goals of education from kindergarten through high school is to
produce students who can compete successfully in a variety of settings.
Improving access to educational opportunities and ensuring that kids and
teenagers living in disadvantaged conditions participate will be complementing
steps toward accomplishing this aim. By bolstering and addressing issues
associated with achieving great elementary education, this will be achieved.
 Completion Rate
The percentage of
pupils who began first
grade and finished
elementary school is
shown by the
numbers. According to
the data, the
percentage of
elementary school
students who successfully completed the sixth grade and earned their diplomas
dropped from 88% to 86.84% from S.Y. 2018-2019 to S.Y. 2019-2020, it is
because of the .40% and .90% of Drop-Out Rate due to family problem, failure
rate of 19.40% in the S.Y. 2019-2020 are likely to have contributed also to the
decline in population. Meanwhile, the completion rate in the school year 2020-
2022 has been a success for the teachers and administration of Sta. Rosa
Elementary School since it gains 100% completers, it is evident that the
resiliency and enthusiasm of Sta. Rosa Elementary School to continue the
learning process prevails even in the midst of pandemic.
  PHIL-IRI Reading level performance result in English
The Philippine Informal
Reading Inventory (Phil-IRI)
Assessment Tool is designed to
be used in the classroom as a
means of assessing pupils'
reading abilities. The table
displays the results, showing
that there are 13.24, 27.80,
23.53, and 12.10 percent of
students who are at the Frustration level. Likewise, 47.06, 46.53, 42.78, and
23.68 percent of students who are at the Instructional level, and 39.70, 25.67,
33.69, and 64.22 of percent of students are at the Independent level. The results
suggested that all students in the Frustration level and Instructional level should
get an intensive reading intervention, while students in the Independent level
should receive enrichment reading activities. Thus, the Project SIKAP (Sama-
sama sa Iisang layunin tungo sa Kahusayan sa Abilidad ng mga mag-aaral sa
Pagbasa) of Sta. Rosa Elementary School will serve as a vessel to enhance their
level of proficiency in reading.

 PHIL-IRI Reading level performance result in Filipino

Phil-IRI reading
comprehension scores
for students of Sta.
Rosa Elementary
School. In this graphic,
literacy skills from four
(4) successive years of
English
accomplishment data
are compared. The
graph shows that 41.53, 15.79, 11.18, and 13.01 percent of respondents fall below the
frustration level, whereas 30.65, 38.06, 40.60, and 23.42 percent fall below the
instructional level. In contrast, the Independent level scores are 27.82, 46.15, 48.22,
and 63.57 percent respectively. SY 2019–2020 experienced the most frustration.
Nonetheless, SY 2022–2023 saw the highest independent level. In a similar vein, it
revealed that during the health-outbreak, more students were showing signs of
independency and accuracy in reading. Nonetheless, student annoyance levels have
been declining since classes resumed on a normal schedule. It displays how pupils'
reading skills significantly improved as a result of the school's self-designed
reading project. It also suggests that the efforts made by the teachers to assist
their students with reading and the corrections they offered were successful. The
"Project SIKAP (Sama-sama sa Iisang layunin tungo sa Kahusayan sa Abilidad ng
mga mag-aaral sa Pagbasa)" at Sta. Rosa Elementary School seeks to address
pupils' reading issues. This organization offers reading materials and instruction
to students with literacy issues whose parents didn't offer enough support.
Additionally targeted are first-year students who have reading challenges. Also,
they can unwind, pass the time, and further their education by using the reading
materials provided by their teachers.
 Early Grade Reading Assessment (EGRA)
Early Grade Reading Assessment
percentage scores for students of Sta.
Rosa Elementary School. This graph
compares Filipino attainment data
from four (2) consecutive years on
literacy skills. The graph shows that
the percentage score of early grade
reading assessment in the school year 2021-2022 rolls between 75.64% to
83.33%, it is because of the shifting of classes from modular to face-to-face
scenario, this shows that the learners are still adjusting and coping with the new
normal and striving for filling up the learning gaps due to health crisis.
Meanwhile, there are most successive development in the school year 2022-
2023, it is evident that hard-work and perseverance towards learning prevails
during this time. Nonetheless, Initial Sound Knowledge in the school year 2022-
2023 has the highest percentage score while Inverted Word Reading drops from
80.34% to 77.83% in two consecutive years. In a similar vein, it revealed that
after the health-outbreak, more students were showing signs of independency
and accuracy in reading. Nonetheless, student annoyance levels have been
declining since classes resumed on a normal schedule and with the help of their
respective teachers.

 Percentage of Learners Who Achieved/Exceeded the Minimum

Proficiency Level
The data shows the
achievement of learners in
English subject. It is
observed for Grade 1, that
the average percentage for
English subject from the
school year 2018 to 2022 is
78.32%, 79.03%, 80%, and
81.20%, for Grade 2 it has
80.50%, 80.05%, 81%, and 80.50%, while in Grade 3 it has 80.33%, 84.30%,
85%, and 86%, for Grade 4 learners, 81%, 82.20%, 83%, and 85%, while in
Grade 5 it has 79.45%, 80.45%, 82%, and 82.95%, and lastly for Grade 6,
80.32%, 81.76%, 83%, and 83.32%. On the other hand, there is an increase in
all grade level in the school year 2021-2022 except in grade 2. It can be gleaned
from the data when compared vertically and horizontally that all grade levels in
English area falls to average proficiency level. Grade 3 took the lead as it reached
a percentage of 86%.

The data shows the achievement of

learners in Mathematics subject. It is
observed for Grade 1, that the average
percentage for Mathematics subject from
the school year 2018 to 2022 is 81.87%,
81.21%, 83.38%, and 87.75%, for Grade
2 it has 86.15%, 82.85%, 82.26%, and
86.77%, while in Grade 3 it has 87.21%, 82.04%, 82.12%, and 85.11%, for
Grade 4 learners, 87.21%, 82.36%, 83.38%, and 84.32%, while in Grade 5 it has
86.21%, 82.36, 81.54%, and 85.19%, and lastly for Grade 6, 86.40%, 80.89%,
84.87%, and 82.36%.On the other hand, there is an increase in grade level 1 and
2 in the school year 2021-2022, while grade 3 to 6 falls under average level.It can
be gleaned from the data when compared vertically and horizontally that all grade
levels in Mathematics area increased in average when compared to the school
year 2020-2021.

The data shows the

achievement of learners in
Filipino subject. It is
observed for Grade 1, that
the average percentage for
Filipino subject from the
school year 2018 to 2022 is
81.21%, 83.38%, 87.75%,
and 88.35%, for Grade 2 it
has 82.85%, 82.26%,
86.77%, and 87.24%, while
in Grade 3 it has 82.04%, 82.12%, 85.11%, and 86%, for Grade 4 learners,
82.36%, 83.38%, 84.32%, and 85.23%, while in Grade 5 it has 82.36%, 81.54,
85.10%, and 86.10%, and lastly for Grade 6, 80.89%, 84.87%, 82.36%, and
83.24%.On the other hand, there is an increase in all grade level in the school
year 2021-2022 except in grade 6. It can be gleaned from the data when
compared vertically and horizontally that all grade levels in Filipino area increased
in average when compared to the school year 2020-2021.

The data shows the achievement of

learners in Science subject. It is observed
for Grade 3, that the average percentage
for Science subject from the school year
2018 to 2022 is 83.80%, 84.36%,
85.11%, and 86.10%, for Grade 4 it has
82.56%, 83.38%, 84.32%, and 85%,
while in Grade 5 it has 81.04%, 81.54%,
82.30%, and 83.45% and lastly for
Grade 6, 82.46%, 84.87%, 85%, and
85.46%.On the other hand, there is an increase in all grade level in the school
year 2021-2022. It can be gleaned from the data when compared vertically and
horizontally that all grade levels in Science area falls to average proficiency level.
Grade 3 took the lead as it reached a percentage of 86%.
 Division Achievement Test
The table shows the result
of the 2022 Division
Achievement Test of Grade
3 students. As observed in
the Mathematics
subject,43% of students
belong to the passing rate
and 57% belong to the
failure rate,39.33% of the students passed while 60.67% of students failed in
English. In Filipino, 58% belongs to the passing rate while 42% failed,54%
passed in Science while the remaining 46% failed and lastly, in Araling
Panlipunan, 54.50% of the students belong to the passing rate while 45.50%
belongs to the failure rate. There is a big difference between the passing and
failure rates for some reasons like the difficulty in answering due to the new
mode of testing using the Zzish app.

The table shows the result of the 2022

Division Achievement Test of Grade 6
students. As observed in the Mathematics
subject,41.25% of students belong to the passing rate and 58.75% belong to the
failure rate,56.66% of the students passed while 43.34% of students failed in
English. In Filipino, 67.50% belongs to the passing rate while 32.50%
failed,49.40% passed in Science while the remaining 50.60% failed and lastly, in
Araling Panlipunan, 55.65% of the students belong to the passing rate while
44.34% belongs to the failure rate. There is a slight difference between the
passing and failure rates for some reasons like the difficulty in answering due to
the new mode of testing using the Zzish app.

 Regional Diagnostic Test 2022

Based on the result of the Regional
Diagnostic Assessment in English,
Grade 2 learners got the lowest
percentage of 34%, who achieved
or exceeded the MPL while the
Grade 3 learners got the highest
percentage of 61%.

The graph shows the result of the

Regional Diagnostic Assessment in
Filipino, Grade 5 learners got the lowest
percentage of 38%, who achieved or
exceeded the MPL while the Grade 3
learners got the highest percentage of
74%.

Based on the result of the

Regional Diagnostic
Assessment in Science,
Grade 5 learners got the
lowest percentage of 53%,
who achieved or exceeded
the MPL while the Grade 3
learners got the highest percentage of 72%.

The graph shows the result of the

Regional Diagnostic Assessment in
English, Grade 5 learners got the lowest
percentage of 23%, who achieved or exceeded the MPL while the Grade 4
learners got the highest percentage of 58%.

Based on the result of the

Regional Diagnostic
Assessment in Araling
Panlipunan, Grade 1 learners
got the lowest percentage of
45%, who achieved or
exceeded the MPL while the
Grade 3 learners got the
highest percentage of 83%.

Pillar 4: Resilience and Wellbeing

Governance
II. SWOT ANALYSIS
III. KEY CHALLENGES
Access
Equity
Quality of Basic Education
Resilience and Wellbeing
Governance
IV. STRATEGIC DIRECTIONS
A. SCHOOL SIP FRAMEWORK
B. SCHOOL FLAGSHIP PROGRAM
 C. STRATEGIES, INTERVENTIONS, AND MAJOR OUTPUTS
ACCESS

GOAL

Strategies Interventions Major Outputs

EQUITY

GOAL

Strategies Interventions Major Outputs

Improve Program Encourage children in Increase number of

management and service disadvantage situations to disadvantage pupils who
delivery. enroll in the school. enroll.

Promote Partnerships to Establish partnership with Accurate placement of

Benefit Education for professionals on the learners with special
Learners in Situations of provision of assessment for needs.
Disadvantages. learners with special
needs.

Improve gender-sensitive Curriculum, for MTB-MLE

contextualized curriculum of local languages
No barriers in terms of
and learning delivery. developed and
communications
implemented.

QUALITY OF BASIC EDUCATION

GOAL:

Strategies Interventions Major Outputs

-Continuous - Project “ -Increased the

implementation of SIKAP” number of
national, regional, (Sama-sama readers both in
division and school sa Iisang Filipino and
literacy program like layunin tungo English
PHILIRI, read a sa Kahusayan -Decreased
thon, reading camp sa Abilidad ng the number of
and others. mga mag-aaral non-readers
-Literature-based sa Pagbasa) -Improve the
instruction comprehensio
-Music-based n skills of
instruction students
-Explicit instruction
-Multiple exposure
-Differentiated
teaching
RESILIENCE AND WELLBEING

GOAL

Strategies Interventions Major Outputs

GOVERNANCE

GOAL

Strategies Interventions Major Outputs

V.PERFORMANCE TARGETS SY 2023-2028

ACCESS AND EQUITY
QUALITY
The following data represents the goals across each key stage and
learning area at Sta. Rosa Elementary School. Although the pandemic had
such a profound effect on the academic performance of the students, it is
clear that the school's objectives and goals are based on its success before
the outbreak. Sta. Rosa Elementary School made sure that the subjects
taught were aligned with that of the SDO Bataan. Careful evaluation and
assessment are key in ensuring that you are on the right track to achieving
your goals.
 Targets: Literacy and Numeracy
 Targets: Learning Areas
RESILIENCE AND WELLBEING
GOVERNANCE
VI. FINANCIAL PLAN, IMPLEMENTATION ARRANGEMENT, AND
ORGANIZATIONAL CAPACITY
VII. IMPLEMENTATION PLAN
VIII. MONITORING, EVALUATION AND ADJUSTMENTS
IX. ANALYSIS AND MANAGEMENT OF RISK
X.INDICATIVE TIMELINES
XI. COMMUNICATION PLAN
XII. RESEARCH SUPPORT
XIII. APPENDICES
XIV. SIP QA TOOL AND APPROVAL SHEET
SIP Quality Assessment (QA) Tool
2023-2028

Name of School District

Name of School Head

Exceeds Meets
Below Expectation
Indicators Expectation Expectation
(1)
(3) (2)

Clarity and completeness of

discussion on DepEd VMV

Clarity and completeness of

discussion on School’s CURRENT
SITUATION

(Access, Quality, Equity,

Resilience and Wellbeing,
Governance)

Alignment and Relevance of

Targets based on school’s
current situation

Feasibility of the TARGETS

Responsiveness of the GOALS to

targets

Appropriateness of the major

activities in the identified
STRATEGIES(s)

Comprehensiveness of the
ANNUAL IMPLEMENTATION
PLAN (AIP)

Completeness of the
MONITORING PLAN

Reviewed by:

PERLIE ANN T. SAMONTE HERMIE G. DURAN MYLENE G. SANTOS

Planning Officer III SEPS-SMME Budget Officer

MAR-ELEN FE G. RENOSA MILAGROS M. PENAFLOR RAMON C. PEREZ

EPS-SGOD CES – CID CES – SGOD

WILLIAM RODERICK R. FALLORIN

Assistant Schools Division Superintendent

ROLAND M. FRONDA, EdD, CESO VI

OIC-Schools Division Superintendent