STA.

ELENA ELEMENTARY SCHOOL

School ID: 124259
School Address: Barangay 107, Sta. Elena Tac. City

ENHANCED SCHOOL IMPROVEMENT PLAN

School Year 2019-2021

ENDORSEMEN
School Improvement Plan i
 School’s Historical
Background
Sta. Elena is a small rural barangay on the northern part of
Tacloban City, 17 kilometers from the city proper of Tacloban City and
a kilometers away from the famous 2.5 kilometers San Juanico Bridge
of the province of Leyte and Samar. The land area is about 180 hectares

School Improvement Plan ii

of agricultural land and 100 hectares of forest lands. Most of the
agricultural lots was raised with sweet corn, eggplant, cucumbers,
string beans, squash, watermelons, ampalaya and other vegetables. The
forest lands are planted with fruit tress, coconut trees and other forest
trees. 90% of the residents of Sta. Elena are farmers tilling the land of
whose owners are not residing.
Barangay Sta. Elena abounds in a 180,000 sq. meters area, having
total population of 1,339 residents. Its present barangay Chairwoman is
Letecia C. Olino with 7 kagawads. The barangay owns a 10,000 sq.
meters lot were the Barangay Hall, Tanod Outpost, Brgy. Gymnasium,
Health Center, Day Care Center, Plaza with playground apparatus and
Barangay Chapel are found. The different classrooms of the old school
site are in use by the Alternative Learning System (ALS) classes as
well as the Day Care Center.
The school started in 1953 with only one Grade level in the old
site of Sta. Elena Community School. The school building was made of
wooden materials and the first teacher was Mr. Vicente Pejo, teaching
Grade I. The following year, Grade II was established then followed by
Grade III, Grade IV, Grade V, Grade VI during the succeeding year.
During the late 1950’s, all the grade levels were established with 6
classrooms erected for use in the school site owned by the barangay.
Meanwhile, Mr. Segundo Indic, the barangay chairman of Sta. Elena
during the middle of 1950’s donated one hectare lot for new school site.
But it took 20 years before DepEd could use the new school site,
providing it with new classrooms. Such that, in the middle of the
1980’s the Grade I and II building was constructed in the new site
while the other grade levels remained in the old site. By year 2008, the
Grade III and IV were erected followed by Grade V and Grad VI
building in the year 2009-2010.
During the school year 2009-2010, the Kindergarten class was
established and recited in one of the classroom at the old site. By the

School Improvement Plan iii

 year 2012-2013, a Kindergarten building was constructed at the
present school site; now together with all the other school building. A
new school stage was erected at the middle of the school plaza during
the 2012-2013 and finally finished during the school year 2013-2014
with its roofing and painting. This was financed by the LGU Financial
Assistance and meager amount from the GPTA funds of Sta. Elena
Elementary School, Tacloban City. Sad to say this was the only one
structure of the school which was ruined by the typhoon Yolanda.
Collaborative and shared governance runs in the school. Each one
is given equal opportunity to participate in the formulating plans,
decision-making and resourcing. The supportive community and
dynamic teaching personnel keep up a harmonious working
atmosphere.
For years, the school’s performance has been fluctuating,
specifically in the National Achievement Tests, PHIL-IRI assessment
and other academic ventures in the District and Division levels.
Furthermore, its performance indicators also show that there’s need for
the school to do more improve its performance.
Taking into account the aforementioned situation, the School
Planning Team convened again and evaluated the school’s performance
during the previous years. Along with this, top priorities were identified,
analyzed and brainstormed. Hence, this school Improvement Plan was
revisited. Hopefully, by the end of the target period and through the
collaboration of the school and its stakeholders, these plans would all be
realized guided by the school’s vision and mission anchored on its core
Approval Sheet
moral values.

Republic of the Philippines

Department of Education
Region VIII
DIVISION OF TACLOBAN CITY
District Learning Center I
Tacloban City

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 The Enhanced-School Improvement Plan of STA. ELENA
ELEMENTARY SCHOOL, DLC-I, after having been appraised and reviewed
is found to be complete and ready for implementation.
Monitoring and evaluation for plan adjustment must be done annually.

Division School Improvement Plan Review Team:

NAME POSITION SIGNATURE

DR. DELILAH M. DELO SANTOS
DR. MELANI D. ESCOBARTE
MR. MARK CHESTER ANTHONY
G. TAMAYO
ANNIE D. PAGATPAT
Division SBM Coordinator
Chief – School Governance
and Operation Division
OIC – Chief Curriculum and
Implementation Division
OIC - PSDS/ DLC 1

Recommending Approval: Approved by:

ROBERTO N. MANGALIMAN, Ph.D. CESE THELMA C. QUITALIG, Ph.D. CESO V

Assistant Schools Division Superintendent Schools Division Superintendent

Date:_______________________________ Date: _____________________________

INTRODUCTION
The institutionalization of the School-Based
Management (SBM) through R.A. 9155, otherwise
known as the Governance of Basic Education Act of 2001
leads to the formulation of the School Improvement Plan
(SIP) – a road map that lays down specific interventions

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that a school, with the help of the community and other
stakeholders should undertake within a period of three (3)
consecutive school years.
The SIP is anchored on the DepEd vision, mission,
core values, and strategies and on Central, Regional,
Division and School goals.
Recently, with the issuance of the so called DepEd
Order No. 44 s. 2015: Guidelines on the Enhanced
School Improvement Planning (SIP) Process and the
School Report Card (SRC), the SIP becomes now more
realistic and easier to accomplish through the members of
the School Planning Team of Sta. Elena Elementary
School. This Enhanced SIP will serve as a guide in
addressing the diverse needs of our clientele and in
capacitating our teachers and stakeholders in the entire
improvement process.
The above stated plan will take effect this Calendar
Year 2018 until 2020.

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School Improvement Plan vii
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TABLE OF CONTENTS

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

Mission, and Core Values Statement

CHAPTER 2. School’s Current Situation Page x

CHAPTER 3. Plan Page x

CHAPTER 4. Monitoring and Evaluation Page x

List of Acronyms Page x

List of Tables and Illustrations Page x

LIST OF ACRONYMS

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DepEd – Department of Education
SIP – School Improvement Program
AIP – Annual Implementation Plan

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LIST OF TABLES AND ILLUSTRATIONS

Table 1. x x x x x x x x x Page x

Table 2. x x x x x x x x x Page x

Table 3. x x x x x x x x x Page x

Table 4. x x x x x x x x x Page x

Illustration 1. x x x x x x x x x Page x

Illustration 2. x x x x x x x x x Page x

Illustration 3. x x x x x x x x x Page x

Illustration 4. x x x x x x x x x Page x

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 CHAPTER 1
Department of Education Mission, Vision, and Core Values C
Statement H
This chapter presents the documentation of matters that transpired during
A
the Vision Sharing1 activity. These include the list of the School Planning P
Team’s (SPT’s) aspirations for the school and learners, their
understanding of DepEd VMV and Core Values as well as their
T
commitments based on these understanding. E
Another important document that must be included here is the list of roles
R
and responsibilities of all SPT members, as discussed and agreed upon
during the brainstorming session.
1
Lastly, the SPT timetable in the preparation, implementation, and
monitoring of the SIP and AIP must be presented in this chapter to serve as
guide to all SPT members and the school-community at large.

DepEd Vision, Mission, and Core

Statement

1
The Vision Sharing is a reflective activity where the SPT internalizes the DepEd VMV and Core Values.
The School Head or other SPT member facilitates the activity to draw out the aspirations of all
members that will contribute to the attainment of school goals and objectives.

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School Improvement Plan
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 C
H
Content Check: A
 Documentation of the Vision Sharing activity, their aspirations for the school
and learners and their insights on DepEd VMV and Core Values P
 List of roles and responsibilities of all SPT members T
 SPT Timetable
E
Notes: R
 Suggested number of pages: 1 to 2
 Additional references: ESIP Guidebook (pages 4-10) and SIP
Instructional Video 1 (Preparatory Phase) 2

CHAPTER 2
Assess

This chapter presents a brief discussion on the school and community data
that were gathered, organized, and assessed using the templates provided in
the ESIP Guidebook. The school must ensure that these data are accurate
and updated to be able to capture the school’s current needs. In the
discussion, emphasize the connection of these data with the school’s current
situation.

It has five (5) sections, namely: school’s current situation, priority

improvement areas, general objectives, targets, and root causes.

School’s Current Situation

Building on the results of data assessment, seamlessly connect the initial

list of improvement areas to create a picture of the school’s current
situation. Use the following references in writing this Section:

 School-Community Data Templates (Annexes 1A to 2C): present the

alarming data that need to be prioritized for improvement, which
affect the performance of school and learners.
 Gap Analysis Template (Annex 3):identify the gaps that need to be
prioritized for improvement and how these affect the attainment of the
Division targets.

The school may also highlight their achievements in areas where they excel
or perform highly, whether at the district, division, region, or national level.
This should not exceed one (1) page.

Priority Improvement Areas

In this Section, present the List of Priority Improvement Areas (PIAs) as a

result of the 5-point scale ranking provided in the ESIP Guidebook (page 13).
A sample listing will suffice. Use Annex 4 or Identifying Priority Improvement
Areas matrix in presenting the list of PIAs.

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In the Planning Worksheet (Annex 5), align the PIAs in column 3with the
appropriate learning stages and intermediate outcomes in column 2, C
e.g. PIA is “low English literacy” (column 3) must be aligned with IO5
“learners attain learning standards” (column 2).
H
A
General Objectives
P
In the Planning Worksheet, write the corresponding General Objectives in T
column 4 for the identified PIAs. Ensure that these objectives are SMART
and responsive to the PIAs. E
R

There are processes involved prior to the conduct of the actual Root Cause
2
Analysis (RCA), like the conduct of FGDs and interviews with learners and
other stakeholders, and analysis of specific school process involved in the
assigned PIA to identify storm clouds and area of focus. These are not
required to be included in this Section, but shall be part of the Annexes of
the SIP.

A focused problem/area can have several root causes, write in this Section
the results of the Prioritization of Root Causes using the checklist
provided in Annex 8 (ESIP Guidebook, page 98). Write in column 5 of the
Planning Worksheet the identified root causes for the PIAs.

In the Planning Worksheet, write the target(s) for each objective statement,
and identify if this will happen in Year 1, Year 2, or Year 3 of the SIP cycle
(columns 6th to 8th).

The targets must be written in quantitative form.

Planning Worksheet

To enlighten the readers who were not involved in the SIP preparation, write
three to four sentences describing the contents of the fully accomplished
Planning Worksheet.

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 Content Check:
 School’s Current Situation (brief discussion) with Initial List of Improvement C
Areas (PIAs)
 List of PIAs (Annex 4) H
 Annex 5 or Planning Worksheet - completely filled out with the following A
information: priority improvement areas, general objectives, targets, and
root causes. P
T
Notes:
 Suggested number of pages: 3-5 E
 Additional references: ESIP Guidebook (pages 11-21) and SIP R
Instructional Video 2 (Assess Phase)

CHAPTER 3 3
Plan

A. Project Work Plan & Budget Matrix

In this Section, present the List of Solutions for the identified root causes.
These identified solutions are those that have satisfied the criteria provided
in Step 5 of the ESIP Guidebook (page 23). Present a matrix containing root
causes and corresponding solution.
Attached copies of the Project Work Plan and Budget Matrix (Annex9)
prepared for the identified solutions. One project work plan per solution,
which contains the following information: problem statement, project
objective statement, activities, and output.

The duration of projects vary depending on the timelines set for the
identified PIAs. It is important to make these projects manageable to
provide the team with immediate results that the school can celebrate (if
these are successful) or improve (if these do not meet the target). Thus, in
cases where there are major projects that would need a long time to
implement, the Project Team should subdivide this into smaller, more
manageable projects.

B. Annual Implementation Plan (AIP)

Another important document that will be attached is the Annual
Implementation Plan (Annex 10) for Year 1, the SIP’s operational plan. It
contains specific projects that will be undertaken by the school in a
particular year, which include the following: outputs, activities, schedule,
required resources, source of fund, and the individuals accountable for the
conduct of these projects. It also includes operational cost such as but not
limited to utilities, supplies and materials, etc. that are considered eligible
expenditures in the existing MOOE guidelines.

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The preparation of AIP is by Fiscal Year (Quarters 1 to 4) plus additional
Quarter 1 of the following year to ensure that all activities from January to
March will be planned, which is based on the amount of monthly MOOE.

Content Check:
 List of Solutions
 Project Work Plan and Budget Matrix (Annex)
 Annual Implementation Plan Year 1 (Annex)
Note:
 Additional references: ESIP Guidebook (pages 22-26) and SIP
Instructional Video 3 (Plan Phase)

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CHAPTER 4 C
Monitoring and Evaluation H
The SPT will monitor progress in the middle and end of project
A
implementation period depending on the timelines set by the Project Teams. P
In longer projects, the SPT will have to monitor more than twice. T
Schedules of monitoring must be indicated in the suggested Project E
Monitoring Report Form (ESIP Guidebook, page 29). To help inform the
SPT of the status of their projects, the Project Teams will submit their R
respective progress reports using this template.
Attach the Project Monitoring Report Forms of all projects for Year 1 AIP, 4
which contains the following information: names of project, project
objectives and targets, and the proposed dates of monitoring.

Write 2-4 sentences describing the Project Monitoring Report Form to

enlighten the readers who were not involved in the preparation of SIP.

Content Check:
 Project Monitoring Report Forms

Note:
 Additional references: ESIP Guidebook (pages 27-30) and SIP
Instructional Video 4 (Act Phase)

Sample Certificate of Acceptance

 Republic of the P
Department of
Region ____
DIVISION _________

awards th

Certificate of A
to

(NAME OF SCH
for having successfully complied and me
of the Department of Education as mand

Given on the ______ day of ____

Schools Division Sup