SCHOOL

IMPROVEMENT
PLAN
School Year 2016-2019
 MESSAGE
May 23, 2016

To the XXX family,

As the seasons come and go, so do the School Improvement Plan (SIP)
cycles of XXX, XXX, Bohol.

The three previous SIP cycles had gracefully culminated, bringing the
dream of continuous improvement in the school and strengthening the
school’s features as a premium institution for public secondary education.
These cycles have provided the students with better access to free education,
highlighted by the creation of school annexes in adjacent barangays and the
institutionalization of the Open High School Program. These cycles have
donned the learners with quality education that bore fruits of sweet success
in National Achievement Tests and national competitions. These cycles have
fortified the institution’s teaching force through relevant seminars and
trainings, and have improved student services through functional facilities.
More so, these cycles have strengthened the bond between the school and
the external stakeholders. Much has been done for the school through the
SIP processes and with the changing of times, much has still to be done.

And so here comes the Enhanced School Improvement Plan for the
school years 2016-2019 which will hopefully and incessantly carry the light
of continuous improvement in the institution in concordance with the torch of
the Department of Education. After thorough analyses of the school
situation and need, guided by the DepEd Vision, Mission, and Core Values,
four major challenges are to be faced by the school: Low Survival/
Completion Rate, Low English Literacy Rate, Low Filipino Literacy Rate, and
Dilapidated School Buidlings and Structures. Promptly, systematically and
dedicatedly acting upon these challenges in the best way possible would
mean better quality of accessible education for the xxx learners.

To note, much is expected from XXX being the biggest public

secondary institution in the Division of Bohol in terms of its capability in
handling huge challenges. But through my years of service in the school, I
can testify that the schools’ internal and external stakeholders, the proud
Talibongnons, can and will work together for a common educative goal. And
once again, I humbly express my plea for your continued support and
commitment for the cause of education in XXX to shape a future in a vision
that DepEd upholds.

The fourth cycle of the School Improvement Plan now starts a new
season with these files serving as a guide. And as this cycle ends, let us
ensure that we move XXX to higher grounds not for the school’s sake alone
but more so, for the sake of a brighter tomorrow for our nation.

Principal IV

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 TABLE OF CONTENTS

Title Page i
Message ii
Table of Contents iii
List of Acronymns v
List of Tables vi

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

and Core Values Statement
• DepEd Vision, Mission
and Core Values 1
• SPT Vision Sharing 2
• School Intermediate
Outcomes 2

CHAPTER 2. School’s Current Situation

• Administration,
Faculty and Staff 3
• Infrastructures and
Facilities 3
• School Programs 3
• Fund Sources 3
• Communiity
Involvement 4
• Performance Indicators 4
• Achievement Rate 5
• Child-Friendly School
Rating 5
• Child Protection Policy
Implementation Status 5
• School Disaster Risk-
Reduction and
Management Status 5
• School-Based
Management Status 6
• Priority Improvement
Areas and Root Causes 6

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CHAPTER 3. Planning Worksheet
• School Projects to
Address PIAs 8

CHAPTER 4. Monitoring and Evaluation

• Report Mechanisms
and SPT Monitoring
and Evaluation
Agreements 11

SPT Team Signatures 12

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 LIST OF ACRONYMS

AGAK – Amuma, Giya, Alayon sa Kaugmaon

AIP – Annual Improvement Plan
CPP – Child Protection Policy
DepEd – Department of Education
IO – Intermediate Outcome
LGU – Local Governement Unit
NAT-MPS – National Achievement Test – Mean Percentge Score
NGO – Non-Government Organization
MOOE – Maintenance and Other Operating Expenses
PIA – Priority Improvement Area
PT – Project Team
PTA – Parents-Teachers Association
RPMS – Results-based Performance Management System
SBM – School-Based Management
SEF – Special Education Fund
SIP – School Improvement Program
XXX – School Name (withheld)
SPP – School Paper Publication
SPT – School Planning Team
SSG – Supreme Student Government
STEP – Student Technologists and Entreprenuers of the Philippines
SY – School Year

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 LIST OF TABLES

Table Page

1. School Performance Indicators (Access and Quality) ............. 4

2. School Achievement Rates ................................................... 5

3. Gap Analysis Highlights ....................................................... 6

4. Planning Worksheets .......................................................... 10

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CHAPTER 1
Department of Education Mission, Vision,
and Core Values Statement

• DepEd Vision, Mission, and Core Values

Vision
We dream of Filipinos
who passionately love their country
and whose values and competencies
enable them to realize their full potential
and contribute meaningfully to building the nation.

As a learner-centered public institution,

the Department of Education
continuously improves itself
to better serve its stakeholders.

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.

Core Values
Maka-Diyos
Maka-tao
Makakalikasan
Makabansa

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• SPT Vision Sharing

XXX (XXX) of the Division of Bohol started up with an interaction
among the SIP School Planning Team (SPT). The meeting was meant to
answer how the Vision, Mission and Core Values of the Department of
Education (DepEd) matter for the whole school.

The initial conference and vision sharing of the SPT boiled down to an
understanding that the cause of all the efforts of the school stakeholders is
the learner. As the team synthesized,

“Learners bring about the necessary change that the

nation and the world wishes to achieve. They must
therefore acquire the necessary knowledge, skills,
attitudes and values to create for themselves a future of
personal and national progress. The foundation for
these dreams must be set by the school administrative,
teaching and ancillary forces with the active
cooperation of the community. From here will arise a
better version of our nation.”

• School Intermediate Outcomes

To arrive at the DepEd vision, the school identified three DepEd
Intermediate Outcomes (IO) derived from analytical and evaluative processes
(refer to Annex 5) that it targets to attain at specified periods of time. The
intermediate outcomes identified by the school include the following:

• IO1: Learners are in school and in learning centers.

• IO3: Learners enjoy learner-friendly environment.

• IO5: Learners attain learning standards.

The three IOs state the aspiration of DepEd that the SPT wishes the
school to focus with.

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CHAPTER 2
School’s Current Situation

XXX is located in Barangay XXX, Municipality of XXX, Bohol. It

belongs to the schools jurisdiction of Talibon II District of the Division of
Bohol. The features of the school are given overviews in the following
statements.

• Administration, Faculty and Staff

In SY 2015-2016, the school has one Principal IV, three Head Teacher
III, ten Master Teachers and 65 Secondary School Teachers. The school also
offers ancillary services from one guidance counselor, one bookkeeper, one
disbursing officer, one school clerk and five school guards.

• Infrastructure and Facilities

The school provides the learners with 38 classrooms, 14 Technology
and Livelihood Education laboratories, one science laboratory, one school
library, one school chapel, one multi-purpose covered court, three student
services rooms, nine administrative offices and 46 comfort rooms.

The school also has seats that reached a 1:1 ratio with the students
and in most school subjects, student-textbook ratio is 1:1 as well. Water
supplies, electric supplies and internet connectivity are available for the
school population.

• School Programs
XXX offers the programs below to the students to ensure quality and
access to education.
Ø Open High School Program
Ø Quarterly Feeding Program of the STRIVE-Supported School
Cafeteria Project
Ø AGAK (Amuma, Giya, Alayon sa Kaugmaon) Program
Ø PTA Scholarship Program
Ø Guidance Counseling Services
Ø Home Visitations
Ø Remedial Class Sessions

• Fund Sources
The school programs, projects and activities are mostly financed by
the school MOOE funds released every month. In case of deficits, the school
sources out finances from other school auxiliary funds including:
Ø STRIVE-Cafeteria Funds
Ø Canteen Funds
Ø Special Education Funds
Ø SSG Funds

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Ø SPP Funds
Ø STEP Funds
Ø PTA Funds
Ø Fund Raising Incomes
Ø XXX Alumni Association funds
Ø Gulayan sa Paaralan income
Ø LGU and NGO donations

• Community Involvement
The Parents-Teachers Association (PTA) members of the school
participates during the Summer Brigada Eskwela, and during the four PTA
General and Homeroom Meetings evry year. Other school stakeholders,
especially the XXX Alumni Association has contributed monetarily to finance
school infrastructural projects such as the XXX Multi-Purpose Covered
Court.

• Performance Indicators
XXX documented the following indicators of its performance for the
previous three school years shown here in a table..

Table 1. School Performance Indicators (Access and Quality)

SY 2013- SY 2014- SY 2015-
Indicators
2014 2015 2016
Enrolment 1, 762 1, 739 1, 859
Cohort Survival Rate 80.15% 96.80% 91.28%
Completion Rate 80.15% 96.80% 91.28%
School Leaver Rate 1.65% 2.16% -6.56%
Drop-Out Rate 0% 0.29% 0%
Repetition Rate 0.28% 0% 0.32%
Failure Rate 0.004% 0% 0%

The enrolment of the school observably decreased in SY 2014-2015

but has reached an increase of more than a hundred students in SY 2015-
2016 (1, 859 students). Students in XXX mostly come from Barangay
Poblacion, Barangay XXX, and Barangay YYY.

The cohort survival and completion rates both fluctuates with the
highest recorded percentages in SY 2014-2015 (96.80%) and the lowest
being SY 2013-2014 (80.15%).

A negative percentage of school leavers was recorded in SY 2015-2016

(-6.56%). School leaver rate is 1.65% in SY 2013-2014 and 2.16% in SY
2013-2014.

As to drop-out rates, the school attained a zero drop-out in SY 2013-

2014 and in SY 2015-2016. In SY 2014-2015, there was a 0.29% drop-out
due to illness.

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In SY 2014-2015, a 0% repetition rate was attained by the school.

However, the school repetition rate reached 0.28% in SY 2013-2014 and
0.32% in SY 2015-2016.

Although there was a failure rate of 0.004% in the first of the three
school years, the following school years recorded zero failures.

• Achievement Rates
The table below shows the achievement rates of the school as
measured by the National Achievement Test (NAT) – Mean Percentage Scores
(MPS) for three school years.

Table 2. School Achievement Rates

SY 2012- SY 2013- SY 2014-
Achievement Rates
2013* 2014 2015
Over-all NAT-MPS 65.68% 73.40% 64.13%
English 58.42% 72.33% 50.99%
Math 70.29% 86.83% 81.33%
Science 70.30% 71.79% 64.22%
Filipino 66.23% 67.15% 71.02%
AP 72.68% 77.61% 58.82%
*To provide a three-year trend tracing for Achievement Rate, the school year 2012-2013 is
included. SY 2015-2016 results are still unavailable.

Based on the three consecutive NAT results of XXX, the over-all NAT-
MPS of the school fell to its lowest in SY 2014-2015 with 64.13%. It reached
the highest over-all rate in SY 2013-2014 with 73.40%. Students do best in
Araling Panlipunan in SY 2012-2013 and they were the best in Mathematics
for the other two school years. On the other hand, English NAT-MPS
garnered the worst rate in SY 2012-2013 and SY 2014-2015. In SY 2013-
2014, the students had the lowest NAT-MPS in Filipino.

• Child-Friendly School Rating

From the team of teachers and students organized to rate the school’s
performance as being child-friendly, XXX attained 69 points or Very
Outstanding (refer to Annex 2A).

• Child Protection Policy Implementation Status

In XXX, 72.97% of the requirements for the CPP (Child Protection Policy)
Implementation in the school are present or in place while 27.03% is absent
or not in place (refer to Annex 2B).

• School Disaster Risk-Reduction and Management

Status
Based on the Student-led School Watching and Hazard Mapping (Annex
2C), the safety of the students may be endangered due to broken windows,

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exposed electrical wires, broken door knobs, presence of electrical post/

transformer near or within the school perimeter, no system of release to
parents during emergencies, no posted emergency hotlines around the
school, broken chairs/ desks/ tables, lack of medical kits in every classroom
and condemnable buildings (refer to Annex 2C).

• School-Based Management (SBM) Assessment Level

XXX received a 2.4 rate or Maturing Rate in terms of its SBM Assessment
(refer to Annex 11-SRC).

• Priority Improvement Areas and Root Causes

Currently, the school’s performance indicators positively contribute to the
targets of the Division of Bohol for 2019 except for enrolment, cohort
survival rate, completion rate, English NAT-MPS rate and Filipino NAT-MPS
rate (refer to Annex 3). The table below highlights some details.

Table 3. Gap Analysis Highlights

Baseline
Contributes
Performance (Three- Target
Gap to Division
Indicators year (2019)
Target?
Average)
Enrolment 1, 787 2, 437 -650 No
Cohort Survival Rate 89.43% 92.67% -3.24% No
Completion Rate 89.43% 94.00% -4.57% No
School Leaver Rate -6.05% 2.00% -8.05% Yes
Drop-Out Rate 0.097% 0.50% -0.403% Yes
Repetition Rate 0.20% 0.50% -0.30% Yes
Failure Rate 0.0013% 0.50% -0.049% Yes
Over-all NAT-MPS 69.45% 66.55% 2.90% Yes
English 60.58% 61.00% -0.42% No
Math 79.48% 68.33% 11.15% Yes
Science 68.77% 63.00% 5.77% Yes
Filipino 68.13% 73.67% -5.54% No
AP 69.70% 65.00% 4.70% Yes

Positively contributory to the division target are the school leaver rate,
drop-out rate, repetition rate and failure rate with baseline data showing
significantly lower rates than the division targets. The Over-all NAT-MPS
together with Math, Science and Araling Panlipunan also contributes
positively to the division targets.

The school’s enrolment is significantly lower than the division target

by 650 students. However, since the target includes enrolment in Senior
High School, the school will attain the target enrolment by 2019 (with a
forecast of more or less 800 students in Grade 11 and Grade 12 by 2019).

On the other hand, the school’s cohort survival rate and completion
rate came short when compared with the target, making it a Priority
Improvement Area (PIA). Basing on the voice of the learners (Annex 6), the

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storm clouds analyses for walking the process (Annex 7), and root cause
analysis (Annex 8), the learners’ family problems and the lack of proper
guidance from landlords in boarding houses are the root causes of the said
PIAs.

The English and Filipino NAT-MPS also rates lower than the division
target. This makes the two problems school PIAs as well. Referring to the
same annexes (Annexes 6, 7 and 8), both the root causes of low English
literacy and low Filipino literacy of the students are low reading
comprehension and the lack of teaching competence and attitude of the
teachers.

The school also identified other school improvement areas based on

other annexes (Annex 1A, 1B, 2A, 2B and 2C) which has been prioritized
through a PIA rubric (refer to Annex 4). The School Planning Team came up
with the dilapidated and non-standard school buildings and school structures
as an additional PIA. The Student-Led School Watching and Hazard Mapping
Checklist (Annex 2C) and the School Community Data Template (Annex 1A)
show that the 20 buildings of XXX and other 5 school structures require
immediate rehabilitation (especially in terms of ceilings, roofings, tilings, and
repaintings).

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CHAPTER 3
Planning Worksheet

With details concerning the projects/programs/activities, the

resources, the targets, and the timelines, the following objectives to be
attained by the school:

1. To increase the school survival rate from 89.43% to 92.67% in

three (3) years or by 2019 and to increase the completion rate
from 89.43% to 94.00% in three (3) years or by 2019 through
the implementation of the following:

a. ONE (Obligation-Focused, Need-Responsive, Economically-stable)

Family Project (with activities including seminars for parents
on good parenting, child protection policy, and financial
management; family day; student and parent recollections;
counseling sessions; and home visitations). The project is
estimated to cost P 50, 000.00 for its three year
implementation. Fund sources include MOOE and PTA funds.
It would involve the cooperation of the parents, NGOs, LGU,
teachers and the project team.

b. A Guiding Home Away From Home Project (with activities

including seminars and orientation for landlords/ landladies,
boarding house visitation, Department of Social Welfare and
Development coordination, and formulation of Memorandum of
Agreement between school and boarding house owners). With
fund sources including the school MOOE and the PTA funds,
the project would cost P30, 000.00. It would involve the
parents, the landlords/landladies, the teacher-advisers and the
project team.

2. To increase the English MAT-MPS from 60.58% to 61.00% in

three (3) years or by 2019 through the adoption of the following:

a. Read and Lead Project (with activities including remedial

classes on comprehension skills with focus on students
belonging to frustration and instructional level, book fairs,
English Camps, vocabulary drills, home visitations, and
procurement of reading materials and word walls). The Read
and Lead Project would cost P70, 000.00 from fund sources
including the school MOOE, SPP Funds, and canteen funds.
The English teachers, the students, and the project teams will
participate in this project.

b. Success through Strategies Project (with activities including

seminars for teachers on teaching competence and attitude
enhancement, group sharing, and technical assistance). This is
estimated to cost P30, 000.00. Sources of funds are school
MOOE and SEF funds. The English teachers and the project
team will be involved.

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3. To increase the Filipino NAT-MPS from 68.17% to 73.67% in

three (3) years or by 2019 through the implementation of the
following:

a. Basa Ko, Basa Mo, Tulungan Tayo Project (with activities

including intensified differentiated instructions and
contextualization integration in lessons, remedial classes,
procurement of reading materials, home visitations, and
Fiestang Filipino). The project is estimated to cost P 50, 000.00
for its three year implementation. Fund sources include MOOE
and canteen funds. It would involve the cooperation of the
Filipino teachers, students and project team.

b. Guro, Galingan Mo Tungo sa Pagababago Project (which

would include seminars for teachers on teaching competence
and attitude enhancement, group sharing, and procurement of
ICT-related instructional materials). The P30, 000.00 estimated
expenses for this project would come from school MOOE and
SEF funds. It would involve the Filipino teachers and the
project team.

4. To rehabilitate 12 school buildings and five school structures

(including the school gate and frontage, covered walks,
covered court, rain collector, and SDRRMG Office) for
standardization and safety-assurance in three (3) years or by
2019. The project would in total cost P 2, 500, 000.00 to be
funded by the school MOOE, XXX Alumni Association Funds, PTA
funds and SEF funds.

The table on the next page summarizes the details of the school
Priority Improvement Areas.

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Table 4. School Planning Worksheet

PLANNING WORKSHEET for ACCESS AND QUALITY

DEPED PRIORITY TIME FRAME
LEARNING
INTERMEDIATE IMPROVEMENT GENERAL OBJECTIVE/S ROOT CAUSE/S 2016 2017 2018
STAGE
OUTCOMES AREAS -17 -18 -19
To increase the school
Low Survival survival rate from 89.43% to
• Family Problem
IO1: Learners are Rate 92.67% in three (3) years or
• Lack of Proper
in school and by 2019
Guidance in
learning centers To increase the completion
Low Completion Boarding Houses
rate from 89.43% to 94.00%
Rate
in three (3) years or by 2019
To rehabilitate 12 school
Dilapidated and
IO3: Learners buildings and 5 school
Non-Standard • Not enough time
enjoy learner- structures for
School for
friendly standardization and safety-
Buildings and implementation
environment assurance from in three (3)
7-10 Structures
years or by 2019
• Low reading
comprehension
To increase the English NAT-
Low English • Lack of teaching
MPS from 60.58% to 61.00%
Literacy competence and
in three (3) years or by 2019
IO5: Learners attitude of
attain learning teachers
standards • Low Reading
To increase the Filipino NAT- Comprehension
Low Filipino
MPS from 68.17% to 73.67% • Lack of teaching
Literacy
in three (3) years or by 2019 competence and
attitude

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CHAPTER 4
Monitoring and Evaluation

In the Cycle 4 of the School Improvement Plan of XXX School, the

following monitoring and evaluative measures are agreed upon by the School
Planning Team and the Projects Teams:
1. That the Project Monitoring Report Form (found in The School
Improvement Plan or SIP Guidebook) will be accomplished and
submitted by the assigned Project Team tso the SPT at the end of
each semester (first weeks of Novemeber and April) based on the
Annual Improvement Plan projects appropriated for a particular year;

2. That the projects will be evaluated based on the following report

mechanisms:
a. Beginning of School Year (BOSY) and End of School Year
(EOSY) Reports for the PIA on Low Survival/ Completion Rate;
b. English NAT-MPS and other standardized test results (in case
NAT results come late) for the PIA on Low English Literacy
Rate;
c. Filipino NAT-MPS and other standardized test results (in case
NAT results come late) for the PIA on Low Filipino Literacy
Rate;
d. Pre-SY and Post-SY School Property Inventory for the PIA on
Dilapidated and Non-Standard School Buildings and
Structures

3. That the SPT do monthly checks and supervision on the progress of

the project through observations and interviews with Project Team
and other stakeholders;

4. That all the progress report of the school reflected in the Project
Monitoring Report Form must be submitted to the Schools District
Office of Talibon II a week after SPT Evaluation;

5. That the SPT and the Project Teams practice open-mindedness in

critiques and recommendations;

6. That the SPT and the PT members indicate in their annual Results-
based Performance Management System (RPMS) forms their tasks as
a part of their respective teams;

7. That the results of the progress report will be the basis for the next
AIP; and

8. That, in case of necessary adjustments for the next AIP based on the
Evaluation and Monitoring Report of the previous AIP, the adjustment
plans must still be aligned with the program at hand, agreed upon by
the Project Team and approved by the SPT.

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The XXX, YYY, Bohol, School Improvement Plan Cycle 4 (from SY

2016-2017 to SY 2018-2019) is duly prepared by the School Community
Planning Team composed of the following:

SCHOOL PLANNING TEAM MEMBERS SIGNATURES

_______________________
Team Leader

_______________________
Teacher Representative

_______________________
Student Representative

_______________________
Parent Representative

_______________________
LGU Representative

_______________________
Child Protection Committee Representative

________________________
BDRRMC Representative

________________________
XXX Alumni Association Representative

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