SCHOOL TECHNICAL ASSISTANCE PLAN 2020 -2021

Bigaan National High School

Variance
Concerns/Issues/ against Proposed Time Frame
Performance Target Persons Issues to be
Targets Gaps/ Problems Reasons for the CIGPs the Set Intervention/
Indicators Objectives Involved addressed
(CIGPs) Target (SY Activities
2019) Q1 Q2 Q3 Q4
Access
 Strengthen the
 Family Problems Alternative
 Illness- Delivery Mode
Decreased
 Poor Academic  Revitalize
the
Performance Adopt-A-Child School
percentage of
 Lack of Interest Program Head
Drop Out Drop Out rate in Drop out from Whole Whole Whole Whole
0%  Distance between  Conduct Action Advisers
Rate 2019 -2020 is 1% 1% in SY Quarter Quarter Quarter Quarter
school and home Research on Subject
2019-2020 to
 Early poor academic Teachers
0% in SY
Marriage/Pregnancy performance
2020-2021
 Labor/Employment  Constant M &
E and
Feedback
Quality
Literacy 75% School Early  There are 14 16 % Increased the  Revitalized Whole Whole Whole Whole School
Level for Literacy learners are who percentage of Reading Quarter Quarter Quarter Quarter Head
Grade 7 Assessment for struggling readers School’s Programs in Advisers
Grade is 64.1% and 18 learners Literacy classrooms Subject
belong to Assessment and schools Teachers
English- 63.86 dependent level from 64% to  Create a
Filipino- 64.34 during PABASA-a 80% in SY Special
school-initiated 2021-2020 Reading Class
reading assessment  Conduct/refine
for Grade 7 Action
 Reading is not Research
properly  Constant M &
implemented and E and
monitored. Feedback.
 Strong
adherence to
DO-09 s. 2005
re: Instituting
 measures to
Increase
engage time on
task and
ensuring
compliance
therewith
 Remedial
classes on
Increased the
Four
School Numeracy percentage of
 Poor skills in Four Fundamental School
Assessment for School
Numeracy Fundamental Operations in Head
Grade 7 is 55% Numeracy Whole Whole Whole Whole
Level for 75% Operations in 20% Math Advisers
Assessment Quarter Quarter Quarter Quarter
Grade 7 Mathematics  Conduct Action Subject
from 55% to
Research Teachers
75% in SY
2020-2021  Constant M &
E and
Feedback.
 Poor instructional  Intensive
supervision due to Instructional
presence of equally Supervision
important activities.  Close
 Ineffective conduct monitoring on
National of remedial teaching the conduct of
on least learned Increased the
Achievement Test Remedial
National competency percentage of
for Grade 10 – is Classes
Achievement  Inappropriate National School
41%  Close
Test for teaching strategy Achievement Head
monitoring on Whole Whole Whole Whole
Grade 10 70%  TGs and LMs ratio 29% Test for Advisers
Filipino- 49.38 LAC/INSET on Quarter Quarter Quarter Quarter
(If allowed by is/are 1:3, not Grade 10 Subject
Aral. Pan. - 44.72 Content and
National standard. from 41.39 to Teachers
Mathematics- 36.00 Pedagogy
Government) Science- 33.52 70% in SY
 Sustain School
English- 43.31 2019-2020
Based Feeding
 Conduct Action
Research
 Constant M &
E and
Feedback.
National 75% National  Poor instructional Increased the  Intensive School
Achievement Achievement Test supervision due to percentage of Instructional Head
 presence of equally
important activities.
 Ineffective conduct Supervision
of remedial teaching  Close
on least learned monitoring on
competency the conduct of
for Grade 12-
 Inappropriate Remedial
____
teaching strategy Classes
 Presence of wasted
Science- 36.21 National  Conduct Action
Philosophy- 37.07 and severely
Test for Achievement Research
Humanities- 38.29 wasted pupils
Grade 12 Test for  Close Advisers
Media & Info.  SSIs in increasing
(If allowed by Grade 12 monitoring on Subject
Literacy- 48.27 the NAT are not
the National from 37.95 to LAC/INSET on Teachers
Mathematics- 31.29 properly
Government) Language and 75% in SY Content and Whole Whole Whole Whole
implemented and
Communication- 2020 - 2021 Pedagogy Quarter Quarter Quarter Quarter
monitored by the
39.82 SCPT and SPT.  Constant M &
Social Studies-  TGs and LMs ratio E and
39.33 Feedback.
is 1:4, not standard.
 Presence of SHS  Use of PPST
teachers who are Resource
non-education Package
degree holder

Nutritional
Not a Problem
Status
100% of
Teachers will
Instructional undergo
 
Supervision Monitoring
and
Evaluation
 Orientation on
 Overlapping of
Organize a Learning
schedules involving
Quality separate QA Resource School
the subject teachers
Assurance of 100% Quality 70% only of the Committee Quality Head
who are the QA Whole Whole Whole Whole
Learning Assured LDMs/LAS are Capacitate Assurance Advisers
members Quarter Quarter Quarter Quarter
Resource LDMs/LAS Quality Assured Teachers as Mechanism Subject
 QA members are
(LDMs/LAS) authorized and Monitoring Teachers
not much
QA member of QA
capacitated
Implementation
 Governance
 Indicators are
difficult to achieve
specifically the 4 Achieved 3-
categorized comfort star rating in  Re-orientation
rooms and faucets. Wash in of Project WinS
3 – star School
Wash in Achieved 5-  Insufficient funds to Schools from  Mentoring and Whole June, Whole Whole
achievement in Head
Schools star rating implement the 0 to 20 Coaching for Quarter 2019 Quarter Quarter
WinS
prescribed schools for newly installed
indicators SY 2019- school heads
 SHs are not 2020
capacitated on
WinS
 All funds are spent Achieved
100% of 100% attainment on intended 100% of School
MOOE No Whole Whole Whole Whole
funds will be of funds purpose stated in liquidation in Head
Liquidation variance Quarter Quarter Quarter Quarter
liquidated liquidation MDP-APP-PPMP SY 2020
-2021
Resolved LIS
Issues like
100% no LIS
Merging of
issues like
 No internet LRN,
Merging of LIS issues like
connection Unenrollment Constant
LRN, Merging of LRN,
 Late approval from , follow-up
Unenrollment Unenrollment, Whole Whole Whole Whole School LIS
LIS Issues the CO Deactivation, with the
, Deactivation, Quarter quarter Quarter Quarter Coordinator
 No follow-up from Enrolment SDO LIS
Deactivation, Enrolment GAP,
the RO to CO GAP, ALS Coordinator
Enrolment ALS Enrollment
Enrollment
GAP, ALS
from 175 to 0
Enrollment
in SY 2019-
2020
 SBM concept was Request
Encourage to
SBM Level of To become a not fully understood Accredit to  Capacity Whole Whole Whole FTAD to
apply from level 2
Practice level 3  Teachers were not Level 3 building on SBM Quarter Quarter Quarter conduct TA
to Level 3
capacitated on SBM
Classroom 
Repair and
Construction
Prepared by: Approved by:

REX B. MARTINEZ MARILYN B. BANDOLA, PhD

School Head Schools District-in-Charge