Republic of the Philippines

Department of Education
Region IV-A CALABARZON
Division of Rizal
BARAS-PINUGAY INTEGRATED HIGH SCHOOL
Sitio Habitat ,Barangay Pinugay,Baras,Rizal

ENHANCED SCHOOL
IMPROVEMENT PLAN ( E – SIP )
SY 2019-2020

Submitted by:

JOCELYN D. VALERIO
Principal I

Noted:

MELISSA C.GARROVILLAS
Public Schools District Supervisor
 Republic of the Philippines
Department of Education
Region IV-A CALABARZON
Division of Rizal
BARAS-PINUGAY INTEGRATED HIGH SCHOOL
Sitio Habitat ,Barangay Pinugay,Baras,Rizal

June 1 , 2019

MARITES A. IBANEZ,CESO V
Schools Division Superintendent
Division of Rizal
Kay Tikling,Taytay,Rizal

Dear Ma’am,

I have the honor to submit herewith the Enhanced School Improvement

Plan of the above named school.

Please acknowledge the received thereof.

Very truly yours,

JOCELYN D. VALERIO
School Head
 Republic of the Philippines
Department of Education
Region IV-A CALBARZON
DIVISION OF RIZAL

Awards this

CERTIFICATE OF ACCEPTANCE
of the

ENHANCED SCHOOL IMPROVEMENT PLAN

to

BARAS PINUGAY NATIONAL HIGH SCHOOL

for having successfully complied with the requirements and standards of the
Department of Education as mandated by R.A. 9155.

This certificate is given this _____ day of ___________, 2016

at ________________________.

MARITES A. IBANEZ, CESO V

Schools Division Superintendent
 TABLE OF CONTENTS

I. Executive Summary…………………………………………… 1

II. Introduction……..……………………………………………... 5

a. Vision, Mission and Core Values

b. School Situations

III. Planning Worksheets ………………………………………….. 26

IV. Monitoring and Evaluation…………………………………….. 35

 JOCELYN D. VALERIO
CHAIRMAN

HON.JOFRESECLOT MIZSHIEL F. REYES

Brgy.Rep.(Brgy.Captain) Chairman SPTTeacher Rep.

JHOLSIELYN SABANDAL EDGAR CONDE

Student Rep./SSG Pres. PTA Pres.Parent Rep.

DANILO TAMAYO GRACE A.URBANO

BDRRMC Member School Child Protection Comm.

FELMAN GUIMARY ROD JOSEPH QUIJANO

Member School Child Protection Committee IT HELP DESK

BARAS - PINUGAY NATIONAL HIGH SCHOOL PLANNING TEAM

Name Position Input/Responsibility

JOCELYN D. VALERIO Chairman Establishing School

Master Plan culture and
policies

MIZSHIEL F. REYES Co- Chairman - SPT implementing curriculum

design, revisions,
annotations and
improvements in line with
the SIP
implementation of
revision, improvement of
assessment procedures
and tasks
management of data
analysis for the SIP
coordination with the
Principal for the
development of the SIP
management of
attendance for outcomes
related to the SIP
ROD JOSEPH QUIJANO IT Help devise and implement
Desk PINES ‘s ICLT plan

HON. JOFRE SECLOT BGU –Rep. provide feedback and

initiatives

GPTA President GPTA Committee aligning staff

development to ensure
EDGAR CONDE that PINES ‘s SIP is being
fully and effectively
implemented
keeping open
communication to

DAHLIA I.LUNA Transcriber preparing and

monitoring data

SSG President SRC provide feedback and

JHOLSIELYN initiatives
SABANDAL
DANILO TAMAYO BGU Rep. provide feedback and
BDRRMC initiatives

provide feedback and

GRACE A. URBANO Member School Child initiatives
Protection Committee
FELMAN GUIMARY provide feedback and
initiatives
 I. EXECUTIVE SUMMARY

Baras-Pinugay National High School is a secondary school located at Sitio

Habitat Brgy. Pinugay , Baras, Rizal which is a part of Second Congressional District.
Department of Education assigned this unique number 308124 as School ID with email
address of baraspinugay308124@gmail.com that signifies recognition since its
founding year – 2008.

This school is generally classified as Public and DepEd Managed. Being a

complete Junior High School it caters learners from Grade 7 to Grade 10 nurture social
behavioral and academic skills.
Baras –Pinugay National High School
has 1,960 students from Grade 7 to
Grade 10 of Phase 1 and 2, One School
Head, 74 Teachers, and 2 Security
Guards funded by Municipality of
Baras. The context in which
teaching and learning takes place
influences the processes and
procedures by which the school
makes decisions around
curriculum, instruction, and
assessment. The context also
impacts the way a school stays
faithful to its vision. Many factors
contribute to the overall narrative such
as an identification of stakeholders, a
description of stakeholder engagement, the
trends and issues affecting the school, and the kinds of
programs and services that a school implements to support student learning. The
professional development efforts include the use of the Department Chairmen as
team , and in-house Instructional staff leaders to train and guide teachers in
differentiating and scaffolding instruction. Teachers will also be encouraged and
continue to attend training offered by the district, division, regional and national. The
parent and stakeholders involvement efforts continue to be a strong point at Baras-
Pinugay National High School.

Additionally, our goal is to offer ADM (Alternative Delivery Mode) which we

include DORP for SARDOS and Open High School and for targeted students..
Improvements are continually being made to increase the students’ academic
performance. use to differentiate instruction. Members of the school community will
have a more complete picture of how the school perceives itself and the process of
self-reflection for continuous improvement.
II. INTRODUCTION

Rationale:
An effective School Improvement Plan is one that is implemented and
leads to improvement in the achievement of the school community. No matter how
good the plan looks, if it is not acted upon it will have no impact on the school
community. The process of School Improvement Planning promoted here is
designed to foster a close relationship between the school and community through
the participation of all stakeholders.. It also carries the potential to raise awareness
of what it is possible to achieve when everyone works together towards a common
vision, and thus mobilize school communities into action beyond the original scope
of their plan.
Pursuant to Republic Act No. 9155 known as Governance of Basic
Education Act of 2001,where shared vision is one of the most important to consider.
This BPNHS School Improvement Plan is a participatory process involving as
many of the school community members as possible.
All schools want their students to succeed. But schools can only make a
lasting difference when they focus on specific goals and strategies for change.
School improvement planning is a process through which schools set goals for
improvement, and make decisions about how and when these goals will be
achieved. The ultimate objective of the process is to improve student achievement
levels by enhancing the way curriculum is delivered, by creating a positive
environment for learning, and by increasing the degree to which parents are
involved in their children’s learning at school and in the home.
However, despite its weaknesses, the school is still trying to support and
commit to the DepEd ‘s thrusts and programs as well as taking every opportunity
offered by different stakeholders, and has shown in the different contests that the
school garnered as 1st 2nd 3rd and 4th place respectively. The school won two
awards for School Paper Advisers in English and Filipino likewise for students.
The school got a number of rewards and recognition from competition in different
award-giving bodies, likely in the students’ categories as awardees on the Press
Conference which earned first division level, 3rd in Regional Level and 4th National
Level ( Pagsulat ng Lathalain ) and Editorial Cartooning 2nd place Division Level.
In addition, two teachers or the school paper adviser both in English and Filipino
got 3rd place in the teacher category .In Science Quiz Bee 1st in the Division Level,
3rd place Regional level. Tagis Talino in ESP 1st place in the Division Level. ASEAN
Quiz Bee 1st place in the Division and 2nd place in Regional Level. Division Local
History Quiz Bee 3rd place .Festival of Talents in Dramatic Choric Speaking
Competition we got 1st place and English Quiz Bee 2nd place.Our little success is
the result of dedicated teachers and staff, working collaboratively with parents for
the development of the students.
A. DEP-ED Vision, Mission, and Core Values :
 B. School Situation:

This is a presentation of the school data and accomplishments supported with

the trends and factors that contributes to the underachievement of the school
in different areas discussed hereunder.

A. Assessment of the Current Status of Children

The school at present has an increase of enrolment since it was located at
relocation area.Students come and go that’s why there is an increase in drop –out and
transferred out.The increasing number of enrollees was seen not much of an
advantage.
600

500

400
SY 2013-2014 From 2013-2014, the number of
300
SY 2014-2015 female and male enrollees in Grade 7
200 has significantly increased.
SY 2015-2016
100

0
Grade Grade Grade Grade
7 8 9 10

Nevertheless, the school cannot stop looking for ways and means to at least
lessen if not totally attain zero drop-out. For three consecutive years starting School
Year 2013-2014, data showed 1.85%, 5.05% SY 2014-2015 and 9.07 % rate for SY
2015-2016.
With the higher rate of drop-out for the past school year, there is a need to do
drop-out prevention programs. Projects / Interventions implemented to address
children at risk of dropping out was done to avoid the increasing number through
School Feeding, Remedial Classes, Regular monitoring of attendance with a school
mechanism of a. tract attendance and identify children at risk of dropping-out and
failing and design remedies to keep them in school.
ENROLMENT NAT RESULTS

10 56.28
60 49.27
8 50 44.75
6 40
4 9.07 30
20
2 5.05 Percen…
10
1.85
0 0 0

NUTRITIONAL STATUS

100%
19
80% 1600
273
56
60%
Post
40% 36
1770 Pre
20% 183
22
0%
Severey Wasted Normal Over weight
wasted
Assessment of the School System and Processes
Policies and practices with the greatest likelihood of ensuring that all students
achieve proficiency are those that affect the school's teaching and learning program,
both directly and indirectly. Policies and practices that have an impact on classrooms
include those that build school
infrastructures, such as regular data
analysis, the involvement of
teachers and parents in decision-
making, and the allocation of
resources to support core goals.
Other policies and practices that
have a more direct effect on student
achievement include the choice of
instructional programs and
materials, the use of instructional
time, and improved use of assessment results. Decisions about the specific policies
and practices to be implemented should be based on a thoughtful review and analysis
of the individual school's needs. Lastly, by establishing measurable goals, a school in
improvement clearly articulates the purposes and intended outcomes of its
improvement plan. In addition, the goals provide a means of tracking the school's
progress over the years. Since schools identified as in need of improvement already
have a history of not meeting the academic needs of all of their students, it is especially
important in this plan that their goals are clear and are tightly focused on the
fundamental teaching and learning issues that have prevented the school from making
adequate progress. The measurable goals must promote continuous and substantial
progress to ensure that students in each subgroup enrolled in the school meet the
country’s annual measurable objectives.
 Trainings Attended by
Teachers
80
S.Y. 2015-2016
70

60
No. of Teachers

50

40

30

20

10

0
K-12 Last year, majority of the training
LAC
ICT Seminar others attended by our teachers were about
Session
s
SLAC.
Teachers 37 74 37 10

III. PLANNING WORKSHEET

SCHOOL IMPROVEMENT PLANNING WORKSHEET

Instruction: For each priority Improvement area, write the general objectives and root
causes using the root cause diagram as reference. Afterwards, identify the year
when the root cause will be addressed.

PRIORITY
KRAs GENERAL OBJECTIVE/S ROOT CAUSE/S TIME FRAME
IMPROVEMENT AREAS

Project  Financial Problem SY SY SY.

GUIDE(Guiding & 1. Reduce the  Lack of Parents’ 2019-2020 2020-2021 2021-2022

ACCESS Understanding number of drop Supervision

Students outs by at least  Health
Grade
11-12
Individually
through
1.33 %. 

Child labor
Relocation Area   
Development &  Living Alone
Education
1. Based on the study
1. Strengthen open conduted by Javier
QUALITY Project PIPE and continuous & Jubay (2019)

 
Grade (Promoting communication parents expressed


11-12 Intensified with the parents positive feedback
as regards to the on parent-teacher
Partnership for
progress of the collaboration and
Education) learners. they found this
2. Get the parents helpful to the
involved in school students. It is
 activities that therefore proposed
develop the that parent-teacher
learners’ partnership shall be
academic the next priority of
performance. the school
3. Promote Continuous
consistent parent- Improvement
teacher Program (CIP).
collaboration. 2. Parent- teacher
4. Poster shared partnership towards
responsibility for the learners'
the learners’ academic
academic development is
success. rarely evident.
3. There is a need to
promote school
activities that will
establish parent-
teacher-learner
collaboration.
4. Poor study habit is
caused by the lack
of parent's
guidance.
5. The learner's needs
are not addressed
due to the absence
of parent-teacher
communication.

Governa GOVERNANCE 1.To enhance the  Due to the

nce structure/aesthetic implementation
appearance of the of K-12, SHS
Project : RESTORE- school facilities such needs must be
as science laboratory, addressed
Grade FACE
library, ICT room, HE particularly in the
11-12 rooms, Admin office, application and
(Repair and Enhance
Faculty room, utilization of their
School Facilities for
Guidance Office, innate and
Suitable Teacher
electrical installations acquired skills.
Oriented and
Resourceful
Establishment of a
and the likes..
  
Friendly Active
Child’s
Environment)
 VI. Monitoring and Evaluation

Project Monitoring Report Form

Check Progress of AIP
Scheduled Dates of Monitoring
Mid-year: October, 2019 Year-end: March, 2020

Name of Project Project Objectives and Date of Accomplishment Issues/Problems/ Recommend Signature of
Targets Monitoring s/Status to Date Challenges ations/ SPT and
Action Points Project
Team
Leader
Project GUIDE .. Reduce the number of September  Poverty
(Guiding & drop outs by at least 1.33%. 2019 –  Family
Understanding
Students
March 2020  Financial
Individually Problem
through  Lack of
Development & Parents’
Education) Supervision
 Health
 Conflict
QUALITY: 1. Strengthen open and  Inconsistent
Project ; PIPE continuous monitoring
communication with
 parents’
the parents as regards
to the progress of the willingness to
learners. participate
2. Get the parents  availability of
involved in school parents/time-
activities that develop constraint
the learners’ academic  Financial
performance.
3. Promote consistent
support
parent-teacher
collaboration.
4. Poster shared
responsibility for the
learners’ academic
success.
GOVERNANCE To enhance the August 2019  Funds
Project : structure/aesthetic –March 2020 availabili
RESTORE- appearance of the school
ty
FACE facilities such as science
laboratory, library, ICT  Manpow
(Repair and room, HE rooms, Admin er
Enhance office, Faculty room, availabili
School Guidance Office, electrical ty
Facilities for installations and the likes..
Suitable
Teacher
Oriented and
Resourceful
Establishment
of a Friendly
Active Child’s
Environment)