BACAO ELEMENTARY SCHOOL

107957
Bacao 2, Brgy. Bacao
General Trias Cavite

ENHANCED
SCHOOL
IMPROVEMENT
PLAN
School Year 2020-2022

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MESSAGE

The School Improvement Plan (SIP) is a critical process essential to develop projects
and activities that will address the problems of the school that hinder the attainment of the
DepEd Mission, Vision and Core Values. The SIP serves as the motherboard that will initiate
and implement programs to further improve the school’s status in terms of access, quality and
governance.

Bacao Elementary School (BES) supports the Department of Education in its

Mission, Vision and Core Values. The school’s mission is to provide all children with
accessible and quality education where pupils are protected and nurtured, teachers facilitate
learning, administrator and staffs collaborate towards effective curriculum implementation,
and family, community and stakeholders actively take part in developing successful learners.
The school’s vision is to be the best school not only in the Division of General Trias but in
the whole region in the coming years. The school promotes the core values Maka-tao, Maka-
Diyos, Makakalikasan, and Makabansa. The school assures that programs and activities of the
school are aligned with the Regional Flagship Program of DepEd: CALABARZON: PIVOT
to Quality Basic Education.

The School-Community Planning Team believes that with careful program

preparation, collective effort, enthusiastic project implementation, and optimism --- Bacao
Elementary will certainly achieve its mission and vision.

MARYLOU J. ECHANO
Teacher-In-Charge

INTRODUCTION

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 School Improvement Plan is a road map that lays down specific interventions that a
school, with the help of the community and other stakeholders, will undertake within a period
of three- consecutive school years. The Enhanced School Improvement Plan is adjusted and
aligned with the PIVOT 4A QuBE. The project’s strategic goals and thrust guide the school
planning team in the identification of projects and activities per Key Results Area of the
school head and focus on the improvement of learning outcomes.

The format and layout in different chapters are aligned with DO no. 44 s. 2015
entitled Guidelines on the Enhanced School Improvement Planning (SIP) Process and the
School Report Card. This is in pursuant also to Republic Act 9155 known as Governance of
Basic Education Act of 2001 which aims to strengthen the School- Based Management
(SBM) to empower school teams and personnel and expand community participation and
involvement.

The plan was developed through a collaborative effort the School Governing Council,
School Planning Team and Project Team leaders. Annual implementation plan, and work
financial plan are also prepared based on the approved ESIP. The allocated budget per activity
was presented to Division Planning Team for approval.

The enhanced SIP for 2020-2022 targets to achieve better learning outcomes and
support the mantra of DepEd Secretary on Sulong Edukalidad with four key reform areas
(KITE) : K -K to 12 Curriculum Review and Update, I-Improvement of Learning
Environment, T- Teachers’ Upskilling and Reskilling and E- Engagement of Stakeholders for
support and collaboration.

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TABLE OF CONTENTS

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

Mission, and Core Values Statement

CHAPTER 2. School’s Current Situation Page 7

CHAPTER 3. Plan Page 16

CHAPTER 4. Monitoring and Evaluation Page 47

List of Acronyms Page v

List of Tables and Annexes Page vi

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LIST OF ACRONYMS

B
BOSY – Beginning of School Year
D
DRRMC – Disaster Risk and Reduction Management Committee
G
GARMS – General Artemio Ricarte Memorial School
L
LAPG - Language Assessment for Primary Grades
LARDO – Learners At Risk for Drop-Out
LGU- Local Government Unit
M
MOOE – Maintenance and Other Operating Expenses
MPS – Mean Per Score
N
NAT – National Achievement Test
P
PIA – Priority Improvement Area
PT- Project Team
PTA – Parent-Teacher Association
S
SIP – School Improvement Plan
SLAC - School Learning Action Cell
SPT – School-Community Planning Team
SY – School Year

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LIST OF TABLES AND ANNEXES

Table 1. SPT Timetable Page 6

Table 2.1 Identification of Priority Improvement Area Page 14

Table 2.2 Planning Worksheet Page 15

Table 3.1 Project Work Plan and Budget Matrix Page 16

Table 3.2 Annual Implementation Plan Page 41

Table 4. Project Monitoring Report Form Page 47

ANNEXES

Chapter 1

School Improvement Plan Review Documentation

Chapter 2

School Community Data Template (1a-2c)

School Report Card
GAP Analysis Template
Listening to the Voice of the Learners
Root Cause Analysis

ATTACHMENTS

Work and Financial Plan

Annual Procurement Plan
Project Procurement Management Plan

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CHAPTER 1
Department of Education Mission, Vision, and Core Values C
Statement H
A. DepEd Vision A
P
We dream of Filipinos who passionately love their country and whose
values and competencies enable them to realize their full potential and T
contribute meaningfully to building the nation. E
What does this means for us?
Article XIV section 2 paragraph 1 of our 1987 constitution states that
R
education shall be relevant to the needs of the people and society. With this, it
is timely that we are going to offer a curriculum, the K-12 curriculum which 1
caters the needs of our learners and the society being empowered individual
who has learned, through a program that is rooted on sound educational
principles and geared towards excellence, the foundations for learning
throughout life, the competence to engage in work and be productive, the
ability to coexist in fruitful harmony with local and global communities, the
capability to engage in autonomous critical thinking, and the capacity to
transform others and one’s self. Thereby we are contributing meaningfully to
building our nation.

As a learners-centered public institution, the Department of Education continuously

improves itself to better serve its stakeholders.

Our school is a learner- centered institution wherein we recognize and respect the range
of rights of the students, and not just their right to be educated but their rights to be healthy, to be
given them opportunities to play and leisure, to be protected from harm and abuse, to express their
views freely, and participate in decision- making according to their evolving capacities as well. It is
a child friendly- school that enables children to learn as much as their intellectual faculties could
take and equips them with knowledge and skills that they can use throughout life thereby becoming
responsible and productive members of the community and society.

B. DepEd Mission

To protect and promote the right of every Filipino to quality,

equitable, culture-based, and complete basic education where:
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Students learn in a child friendly, gender sensitive, safe, and motivating 1
environment.
Teachers facilitate learning and constantly nurture every learner.
Administrators and staff, as stewards of the institution, ensure an enabling
 We can help to protect the rights of every Filipino by making sure that they
could master the basic skills of writing, reading, speaking, mathematics, and all other
necessary skills that they can use through life. Learners are also given equal opportunities
for learning by treating them equally, regardless of gender, social status, cultural views or
religious belief.

We believe that it takes a village to build a school or to educate a child

because teachers cannot do it alone. The active participation of all its stakeholders is a
must and the biggest factor that we could develop life-long learners. RA 9155 speaks
about school-based management with a principle in mind that the people in the community
are the best person to address the concerns of the school because they are the one who
directly involved in the process as a source of strategic thrusts, crucial resources for
learning, curriculum development and as “rights-bearer” of rights to education.

C. DepEd Core Values:

Maka-Tao
Maka-Diyos
Maka-Kalikasan
Maka-Bansa
Republic Act No. 8491 states that our national motto shall be Maka-Diyos,
Maka-tao, Makakalikasan at Makabansa. We believe that these core values is the sum total
of what a 21st century learner would be and as one of the Department’s intermediate
outcomes. “It is the passion of our country” once said by Secretary Armin Luistro which is
meant to permeate and to affect the way we behave and how we find solutions to complex
issues.
Furthermore, the preamble of our constitution states that in order to build a just
and humane society we need the aid of our almighty God. We recognize that through Him

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 all things are possible. Therefore, one of our values is “God-fearing” because we believe
that the beginning of our students’ wisdom is the fear to the Lord. Another values that we
need to possess in order to support the core values is for our students to be “law- abiding”
citizens. We need to teach our children with their rights, duties and responsibilities so that
when they are old they will not depart from it. We also advocate “Eco-friendly” school to
a balanced and healthful ecology in accord with the rhythm and harmony of the nature.
And finally, in order to passionately love their country as one of our vision we need to
foster “Nationalism and Patriotism” to our students, we need to inculcate in their minds
and hearts that our national heroes fought for our independence so we will not forever be
slaves from colonialism and the heirs of this land will only be for Filipinos.
Finally, the focus of our attention is to ensure that the center of learning, our
students, is not left behind but rather prepared to squarely face the challenges of the
society they live. We try to do our best of instilling brilliance in education in our own
little way.

SCHOOL-COMMUNITY PROJECT TEAM (SPT)

TEAM LEADER:
Marylou J. Echano

The SPT Leader is the School Head. He plays an important role in ensuring that the
school improvement projects proceed within the specified time frame and under the
established budget while achieving its objectives. The team leader establishes a coherent
sense of purpose, direction and goals essential to improve the school. The team leader
manages the SPT and leads the development of school improvement plans. He assigns the
specific duties of each SPT member and leads the monitoring of the school projects. He is the
ultimate decision maker and the one who carries the ultimate responsibility of the school
improvement projects.

STUDENT REPRESENTATIVE
Mariane P. Lastimoso

The student representative is the Supreme Pupil Government President. The student
representative serves as the voice of the pupils. She helps the Project Team in determining the
needs of the pupils and suggest activities that will help the SPT to develop learner-centered
projects. She share insights about their difficulties in the school and participate in setting

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goals, strategies and priorities of the school. The student representative also helps in the
implementation of the projects together with the SPG.

TEACHER REPRESENTATIVES
Mary Alanie P. Lastimoso & Jingky P. Arenga

The teacher representatives assists the Team Leader in the planning, operation,
supervision and evaluation of the school improvement projects. He analyzes the school
performance indicators and presents it to the SPT in order to determine the priority
improvement area that needs to be address.

PARENT REPRESENTATIVE
Gigi Bergado

The parent representative aside from serving as an important stakeholder in carrying

out the school’s mission and vision plays an important role in sharing valuable information on
the interest of the parents in school improvement. The parent representative bridges
communication between the school and the parents in ensuring a collaborative effort in the
implementation of the school improvement programs.

LGU REPRESENTATIVES
Hon. Ernesto Parani & Hon. Edwin Rodriguez

The LGU representative shares valuable information on the interest of the community
in school improvement and participate in setting goals, strategies and priorities of the school.
The LGU representative also commit available resources in the implementation of the plan.

SDRRMC HEAD
Nelissa D. Iruguin

The DRRMC head accomplishes the School-Watch Checklist and provides

information on possible physical improvements that can be done to the school.

CHILD PROTECTION POLICY COMMITTEE HEAD

Elisa A. Detuyatu

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 The CPC Head, also the Guidance Counsellor, accomplishes the Child Friendly
School Survey and Anti-Bullying Checklist that will provide information in the status of the
school in adherence of the DepEd policies. The CPC Head ensures that school improvement
projects are for the utmost benefit of the pupils. The CPC head participates in setting goals,
strategies and priorities of the school.

Table 1: School Planning Team Time Table of Activities

SPT TIMETABLE
ACTIVITIES SCHEDULE
Preparatory Activities
Organize the data using the School-Community Data Template February 06,2020
Phase 1 :Assess
Identify/Review Priority Improvement Areas February 07,2020
Analyze the Priority Improvement Area
Phase 2 :Plan
Review General Objectives and Targets February 10 ,2020
Formulate Solutions February 11 ,2020
Develop Project Designs February 12 ,2020
Write the School Improvement Plan February 13 ,2020
Prepare the Annual Improvement Plan February 14 ,2020
Phase 3 :ACT
Test the Solutions June 2020
Roll out the Solutions July 2020
Check Progress of AIP December 2020
Communicating to Stakeholders December 2020

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CHAPTER 2 C
School’s Current Situation H
A. Geography
A
Bacao Elementary School presently has 1:45 teacher/pupil ratio and has a positive P
trend with regards to completion and cohort-survival rate except on the high evident result of T
the frustration level of Phil-IRI results and the continuous number of dropout rate which has E
been the subject of School Continuous Improvement Program launched.
R
National Achievement Test (NAT) results, on the other hand show decreasing
Mean Possible Score (MPS) for all learning areas for each of basic competency skills among 2
learners; also, no mastery of the prerequisite skills needed for higher skills learning.

Most of the pupils have normal nutritional status except for the 7.15 % who
either overweight, obese, wasted or severely wasted pupils.

Furthermore, Bacao Elementary School as a flood prone area because it is

situated along river creek, facing this difficult situation during rainy days, the school has to
perform an act to be able to comply with the Division standard of the Performance Indicators
aligned to DepEd goals and objectives.

The development of the School Improvement Plan (SIP), therefore becomes

indispensable for the successful school operation, whereas support from all stakeholders will
be designed for the well-being of all the learners of Bacao Elementary School.

Every school has its own story to tell. The context in which teaching and
learning takes place influence the process and procedure which the school makes
decisions around curriculum instruction and assessment. The context also impacts the
way a school stays faithful to its vision and mission.
Many factors contribute to the overall narrative such as an identification of
internal and external stakeholders, the trends and issues affecting the school and the
community, and the kinds of programs and services that a school implements to support
students learning. These are all contained in the School-Community Data Template
(SCDT) and the school report card (SRC)
This is to provide a school with an opportunity to describe the strengths and
challenges it encounters. By doing so, the SPT and members of the school community will
have a more complete picture of how the school perceives itself and the process of self-

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reflection for continuous improvement, and to strategically coming up with appropriate
interventions through a collaborative process.
The following are the graphs based from our SCDT and our SRC with
accompanying interpretation on the hindering factors if there is any, and the facilitating
factors to address the gaps from the division targets.

B. Learning Environment

1. Classrooms and seats/armchairs

The pupils ratio in desk is 1:1, pupils ratio in armchair is 1:1. which means that
there is a sufficient number of desk and armchair since the national standard ratio of 1:1 is
attained. But some desk and armchairs are no longer serviceable because pupils did not use
them decently.
This leads to the deficiency in the number of useable desk and armchairs to be used
in classes. Thus, the pupils become awkward in the learning environment and they become
inactive learners. This causes poor academic performance among pupils.

PUPILS
Number of Enrolment
PROFILE
600
500
400
300
200
100
0
SY 2017-2019 SY 2018-2019 SY 2019-2020

Male Female #REF!

2. Water, Sanitation and Hygiene (WASH) Facilities

The source of water supply is private; we compensate it monthly every first
week of the month. The main source of water functional at present. Our school have
adequate space for hand washing.
Our classroom from kindergarten to Grade 6 and ancillary room has a toilet.
The toilet ratio is 1:45 it can reach the planning standards. All toilets are functional because
PTA ensures the cleanliness and functionality of it. No foul odor produced. Pupils discharge
body waste wherever they feel comfortable. School sanitation in not in risk.

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 3. Learning Materials/Teachers Guide
There is no Learning Materials for Kinder in all subject areas. In G-1 there are
enough books in Grade 1 the ratio of the books is 1:58 in all learning area. In G-2, the ratio of
the books is 1:30 all subject area. In G-3 they are learning materials in all subject area but it is
not sufficient in the number of pupils. In G-4, they are learning materials in all subject area,
except for AP, in Grade 5 all subjects don’t have learning materials. This means that there
subject areas that needs to be addressed with textbooks. To address the problem, we
downloaded the CGs and refer to the available reference books at our library.

This is caused by the delay of the distribution of the learners/materials from the
governing body (Department of Education). But despite of these problem teachers are
resourceful, they are downloading the materials in the LRMDS and other groups to have a
copy of materials to be used in teaching.

Subject: ENGLISH Subject: MATHEMATICS Subject: SCIENCE Subject: FILIPINO Subject:Mother Tongue Subject:Araling Panlipunan
Level
Num Ratio Num Ratio Num Ratio Num Ratio Num Ratio Num Ratio
Kindergart ber
- - ber
- - ber
- - ber
- - ber
- - - -
en
Grade1 65 1:58 53 1:47 - - 0 0 55 1:49 60 1:54
Grade2 45 1:30 60 1:41 - - 41 1:28 66 1:45 54 1:36
Grade3 135 1:1 120 1:1 120 1:1 120 1:1 0 0 0 0
Grade4 99 1:57 0 0 0 0 99 1:57 - - 93 1:54
Grade5 131 1:1 0 0 0 0 134 1:1 - - 136 1:1
Grade6 0 0 134 1:1 0 0 0 0 - - 0 0
Grade7
TOTAL 475 367 120 394 121 343

4. Library

Library is an important part of our school. It is a place where a learner read and
research for their assignments. This is a place where the pupils develop their vocabulary
skills, and reading habits. But how we develop pupils if we don’t have a library. That is one
of the problem in our school.

5. Availability of Electrical Supply

There is an available electrical supply in school which is the grid supply. The
consumption of the electrical bill was shouldered by the school MOOE.
6. Internet Connectivity
We have internet service provider, we used PLDT Negosyo Boost so that we
can access everytime and pass the report on time

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C. TEACHERS
There are 27 nationally-funded in Bacao Elementary School. 3 of them have units
in Doctorate, 8 of them have units in master degree. Some teachers attended in national
trainings/seminars, some attended in Regional and others in Division. The school used the
result of the IPCRF as basis for planning through observation among teachers. Continuous
seminars and trainings are attended by teachers for their professional growth.
Despite the fact that teachers attend and participate in training and seminars, they
still need to keep themselves abreast with the changes and development in the teaching
profession in this fast changing world so that they may become more competent 21 st century
facilitators of learning.

D. CHILDREN HEALTH AND SAFETY

1. Nutritional Status
In Kindergarten, there are twenty seven (1) wasted nutritional status.We have
eight (8)severely wasted and seven (7) wasted from the Grade one, three (3) severely wasted
and twelve (12) wasted from the Grade two, we only have three (3) wasted in Grade three,
one (1) wasted from Grade four pupils, In Grade five, there are three (3) severely wasted
and three (3) wasted and in Grade six we have three (3) severely wasted and nine (9)
wasted. To sum up , threre are seventeen (17) severely wasted and thirty-seven (37) wasted
learners.
Learners’ improper eating habits is the leading cause. Financial problem is
encountered by most of the families and it leads to their inability to provide foods with
proper nutrition content for their children.

Pupils’ poor energy which leads them to have low interest toward studies is cause
by inability to eat healthy and nutritious foods at home and in school. Their immune
system is weak to common ailments. Sickly learners tend to lack esteem in socializing
with classmates and friends. Absenteeism is evident to some learners due to insufficient
food and sickness. They tend to be passive in class activities. Their active participation in
class activities and in discussion decreases. Academic performance becomes poor. But we
have school canteen to help guarantee the nutritional status of our pupils by serving them
nutritious foods.

2. Health Status

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 There are some learners who have other health problem; like pediculosis,
defective teeth, sore throat impetigo, common colds, laceration and tinea flava.
,

E. STAKEHOLDER SUPPORT TO EDUCATION

Some of the stakeholders that provide support to our school were the LGU who
gives pupils school supplies and teachers’ supplies. In Brigada Eskwela there was a total
contribution amounting of 24,000.00. In the conducted activities for the SY 2019-2020,
there were 25 alumni, 20 Brgy. Officials and 15 parents who join in the activities.

F. FUND SOURCES
MOOE, Canteen and donations are the sources of our school.

SITUATION OF CHILDREN/LEARNERS; ACCESS-IN AND OUT OF SCHOOL

A. Children Not in School

As shown in the table 1.1, there were 4 out-of-school children (ages 4-15). This
shows that the school did not totally meet DepEd’s target that every school-aged child must
be enrolled in school. There are identified reasons for not attending school. Health and
nutrition was traced as the main reason. Illness impedes pupils from going to school. Another
reason is child labor

which implies that one of the children works to earn money to help parents provide the needs
of the family or to take care of siblings while their parents are working.

There are possible effects of these traced reasons. Juvenile delinquency rate among
children may also increase if the number of out-of-school youth increases.

The school head, teachers, learners, parents and other stakeholders must work
together to address this problem. Every grading period we conduct open forum about the
school problem to enlighten parents and pupils with the importance of education. Home
visitation is also seen to be an effective way of encouraging and reaching out to school-aged
children who belong to OSY through child mapping can also be a solution.

B. Children Enrolled in School

1. Enrollment for the last three school year

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 In SY 2017-2018, there were 533 enrolled males and 466 enrolled females
with the total population of 999. During the SY 2018-2019, there were minimal increase in
the number of male and female so the total population were increase, because there were 567
males and 492 females with the total of 1059. The SY 2019-2020 has 516 male learners and
461 females. This means that there is a decrease in the number of enrollments as compared to
the previous school year.

2. Number of Children with Disabilities

There were 3 pupils has physical disability, However, he is able to do what
other learners can. Still, the school needs to provide utmost care and concern to such learner.
Parents and the school must work hand in hand to provide his needs.
3. Other Data
We cater an over-aged learners.The presence of over-aged learners in school is
caused by late enrollment and transfer of school.

The possible effect of having over-aged learners in school include bullying

cases, disqualifications from participating in academic and co-curricular activities due to age
limit and loss of self-esteem. These may tend learners to lose their interest in their studies.
Thus, they make frequent absenteeism and opt to transfer to another school.

To address this problem, teachers should maintain fairness or impartiality in

treating their learners. They should be given equal opportunities to participate in academic
and co-curricular activities that may develop their holistic attributes. They should also
conduct child mapping and home visitations to motivate pupils to avoid frequent absenteeism.
Over-aged pupils must be given the opportunity to be enrolled in ALS (Alternative Learning
System). Parents should be encouraged and be properly oriented by the school with regards to
the enrollment of their children.

Presently, the school is continuously implementing several programs to improve the

quality of the teaching-learning process as well as the status of learners themselves. Among
these programs are the Project Harnessing and Empowering the Arts of Reading and Thinking
Skills (HEARTS), Reading Enhancement for Pupil’s Comprehension, Understanding and
Expertise (RESCUE), Methodology in Numeracy Development (MIND), Adaptation of 3Bs
(Bawat Bata Bumabasa), and Batang Artemians Modelo Ka.

Currently, the school faces problems of low achievement level, drop-out rate,
decrease in enrolment and lack of physical facilities. Through the School Improvement Plan
(SIP), the school together with the community aims to address the said priority improvement
areas for the betterment of the school thus producing 21st century and globally competitive
learners. Moreover, the school programs and projects are aligned with the Flagship Program
of DepEd which is CALABARZON: PIVOT to Quality Basic Education.

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Table 2.1. Identification of Priority Improvement Areas
Priority Improvement Areas

Improvement Areas Strategic Urgency Magnitude Feasibility Average Interpretation

Importance

Drop-Out Rate be reduced to 3 3 4 3 3.25 Moderate Priority

1.64% and below.

Low achievement results in 5 5 5 5 5 Very High Priority

NAT and LAPG (below the
Division Target)
Lack of physical facilities 4 4 4 1 3.25 Moderate Priority

Decrease in enrolment rate. 4 3 3 4 3.5 High Priority

(Target Net Enrolment Rate

is 90.01%)

The identified Priority Improvement Areas are drop-out rate, low achievement
results, lack of physical facilities and decrease in enrolment rate. Using the matrix, we rated
the strategic importance, urgency, magnitude and feasibility of the improvement areas with 5
as very high, 4 as high, 3 as moderate, 2 as low , and 1 as very low. The matrix shows that the
low achievement results has an average of 5 which is interpreted as very high priority,
decrease in enrolment rate has an average of 3.5 which in interpreted as high priority, drop-
out rate and lack of physical facilities with an average of 3.25 which is interpreted as
moderate priority.

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Table 2.2. Planning Worksheet

General Objectives & Planning Worksheet

PRIORITY GENERAL TIME FRAME

ROOT CAUSE/S
IMPROVEMENT OBJECTIVE/ SY 19-20 SY 20-21 SY 21-22
AREAS S
Drop-Out Rate be Chronic absenteeism
□ □ □
reduced to 1.64% and
below in accordance Family problem
with the Division To decrease the drop-out
Financial problem
Target. rate by at least 1.64%.
Health problem

Migration

Low achievement To attain 75% MPS in Poor comprehension

□ □ □
results in NAT and the achievement results.
LAPG (below the Poor numeracy skills
Division Target)
Absenteeism

No follow-up at home

Health problem

Lack of physical To provide needed Insufficient funds

□ □ □
facilities learning facilities,
equipment and materials Small lot area
to improve the learning
performance of the
pupils.

Decrease in enrolment To increase the Migration

□ □ □
rate. enrolment rate by 5% of
the previous enrolment Family problem
(Target Net Enrolment rate.
Rate is 90.01%) Health problem

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 C
CHAPTER 3 H
Plan A
P
A. Project Work Plan & Budget Matrix
T
KRA 1: LEADING STRATEGICALLY E
Project Title: Strategic Leadership Towards Holistic Learning Outcomes R
Problem Statement: Seventy percent of the tasks performed by the school head
was devoted to administrative functions while only thirty percent was rendered in the 3
conduct instructional supervision.
Problem Objective Statement: To improve instructional supervision and
administrative functions for optimum teaching learning experience
Root Cause: Multitasking roles of SH and teachers
Table 3.1 Project Workplan and Budget Matrix

Date of Person Budget

Activity Output Budget
Implementation Responsible Source

STRATEGIC THRUST 1: ALIGNING FOCUS AND INTERVENTIONS

Activity A.1 Review the

implemented school policies
for shared understanding and
alignment of PPAs

 Conduct school 100% participation January - School Head 3,500 School

Performance review of SPT in the February 2020 Fund
based on KPIs review process School
Planning
 Revisit the school 100% of PPAs Team
initiated PPAs and its implemented in Members
effect in improving school was
learning outcomes revisited

 Set target of school  KPIs Target

performance
indicators

 Modify school PPAs  Harmonized PPAs

 
 Monitor and evaluate

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 the implemented SMEA Reports
policies  

Activity A-2. Align and adjust

ESIP in PIVOT 4A QuBE
 
 Orient 100% of SPT February 2020 5 000
School Planning members were School
Team on their roles oriented School Head Fund
and responsibilities in   School
adjusting the school   Planning
plan Team
members,
 Present the school Identified Priority
situationers and the Needs
set target

 Harmonize strategies Realigned

and activities with strategies and
Pivot 4A QuBE in the activities
SIP  

 Present the timeline Filled out Gantt

of the implementation Chart
of PPAs  
 
 Finalize the adjusted
ESIP/AIP to be Adjusted E-SIP
included in the
WFP/APP/PPMP  
 
Activity A-3. Utilize learner’s   
voice, feelings, views and
opinions to inform school
policy development and
decision making
 Develop learner’s Developed Quarterly 2,000
survey form Learner’s Survey School
  Form Fund
 
 Orient the guidance Persons involved SH
counselor/key were oriented Guidance
teacher in the   Counselor
conduct of survey to   All Teachers
ensure data privacy Learners
 
 Randomly select Sample learners
learners to give their were randomly
feelings and opinions selected
 
 Communicate results School policy
of survey for teacher Notes/ Info

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 self-reflection in graphics
improving teaching
practices

Activity A-4. Adapt Division

Monitoring Evaluation and
Adjustment Tools Aligned with
PIVOT 4A QuBE.

 Organize SMEA team Organized SMEA

2,000
. Team School
School Head Fund
 Define the roles and SMEA Team have SMEA Team
responsibilities of SMEA given designation Members
Team order June 2020 to
March 2022
 Orient on the utilization 100% of SMEA
of M & E processes and team was oriented
tools to promote learner
achievement

 Utilize the adopted tool 100% of M & E

during the monitoring tools was adapted
and eavlution and utilized

STRATEGIC THRUST 2: ADVANCING HAND HOLDING INITIATIVES

 
Activity A-5. Promote research
and innovations in the school

 Idenitfy relevant
research findings as 100% of Master June 2020 to School Head 150,000 MOOE /
a source of Teachers/ key March 2022 Master School
knowledge in teachers conduct Teachers Fund
selecting school action research Key Teachers
innovations

 Collaborate with
Master tecahers in 100% of the
the conduct of teachers
research and participated in the
utilization of findings SLAC sessions

 Adaption and utilize

research studies for 100% of teachers
school and conducted
reccomend to other research received

School Improvement Plan

16
 school for certificate of
benchmarking recognition

 Provide financial
support to school No, of teachers
head and teachers for and school head
research presentation participated in
in regional, national different research
and international level conferences,
colloquium

Activity A-6. Benchmark of

SBM practices

 Create TWG per

SBM Principle
Created a January- School Head, 16,000 MOOE/
Technical Working December 2020 SBM School
Group per SBM Coordinator Fund
 Orient the team on Principle and
the coded SBM Chairperson,
MOVs 100% of the SBM All Teachers,
Team was Stakeholders
oriented with the
coded SBM MOVs
 Visit one school for
benchmarking of their Visited one school
SBM Best Practices for benchmarking
for SBM Best
Practices

 Procure materials to
be used for MOVs 100% of the
materials were
procured to be
used for MOVs
 Prepare the SBM
Corner and the MOVs Constructed a
per principle SBM corner
containing all
MOVs per
Principle

School Improvement Plan

17
KRA 2: MANAGING SCHOOL OPERATIONS AND RESOURCES
Project Title: School Management towards Governance and Operation
Problem Statement: The school head needs to strengthen the competency in
managing school operations and resources.
Problem Objective Statement: To ensure efficiency, effectiveness and fairness in
managing school data, financial resources, school facilities and equipment, school
safety and emerging challenges.
Root Cause: Inadequate knowledge in managing school operations and resources

Date of Person Budget

Activity Output Budget
Implementation Responsible Source

STRATEGIC THRUST 1: ALIGNING FOCUS AND INTERVENTION

Activity A-1 Manage Created school June to March SH 10,000 MOOE /

School Data and TWG 2020 LIS Coordinator School fund
Information ICT Coordinator
Tasks: Grade level
 Create No. of team Chairperson
technical members
working group capacitated
to manage
school data Created
and dashboard
information

 Capacitate the Video Clip

team to Consolidated
ensure Responses
updated and
real time data Consolidated
responses
 Create school
dashboard

 Publish school
data
information
through video
clip

 Prepare

School Improvement Plan

18
 suggestion
box to solicit
feedback

STRATEGIC THRUST 2: ADVANCING HANDHOLDING INITIATIVES

Activity A-2. Manage

financial resources

Tasks:

 Create Bids School Bids and June to March

and Awards Awards 2020 School Head 3,500 School fund
Committee Committee BAC members
created

 Define the Designation

roles and order given to
functions of BAC members
BAC members

 Capacitate No. of BAC

BAC on members
procurement capacitated
guidelines and
activities

 Allocate Budget June 2020 to SH 50,000 MOOE /

budget for Allocated March 2022 MOOE Coor School Fund
utilities (water, BAC Members
electricity, All Teachers
telephone bill,
internet),
reproduction
of IDs,
testpaper and
kits (first aid
kits -thermal
scanner),
emergency
kits and
personal
hygiene kits,
materials,
supplies for
teachers and
learners,
Graduation
and
Recognition
expenses,
sports

School Improvement Plan

19
 equipments,
cleaning
materials,
supplies &
equipments –
biometric,print
er, TV)

 Dissiminate Monthly
financial report financial report
monthly for
check and
balance

Activity A-3 Manage

school emerging
challenges to ensure
school safety and
security

Tasks:

 Mobilize fully No. of TWG June 2020 to SH 50,000 MOOE /

the different mobilized March 2022 TWG Members School Fund
technical Guidance
working Teacher
groups to DRRM Coor
handle the Physical
emerging Facilities
challenges Coor
All Teachers
 Define the Designation
roles and order given to
functions of TWG
the TWG such
as conducting
earthquake/fir
e drill and
other health
awareness
campaign

 Allocate No. of activities

resources to given budget
support the allocation
implementatio
n of planned
activities
related drug
abuse, child
bullying,
DRRM

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20
 activities,
displaced
learners,
children at risk
with the law,
child labor,
physically and
sexually
abused

 Conduct
monitoring and
evaluation of
the SMEA report
activities/soluti
ons
undertaken

STRATEGIC THRUST 2: ADVANCING HANDHOLDING INITIATIVES

Activity A-4 Manage

School Facilities and
Equipment

Tasks:

 Assign school Designation June 2020 to School head 100,000 MOOE

personnel to order issued to March 2022 School property
be the property custodian
physical custodian and Physical
facilities physical facilities facilities
coordinator coordinator coordinator
and property
custodian
Notice of
 Orient the meeting
assigned Minutes of
personnel on meeting
guidelines and
issuances in
managing
school
facilities and
equipment
School
 Conduct Inventory Report
inventory of
school
facilities and
equipment
Inspection
 Identify Report

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21
 facilities and
equipment for
repair based
on urgency
Budget
 Allocate Allocation
budget for
repair and
maintance
Financial
 Prepare statement
financial report
for the
expenses
utilized

School Improvement Plan

22
KRA 3: Focusing on Teaching and Learning
Project Title: Teaching and Learning Focused Towards High Performance
Problem Statement: Teachers need to be capacitated based on their needs, be
knowledgeable on different interventions to address the LOA results and ensure
supportive learning environment.
Problem Objective Statement: To upskill and reskill teacher’s instructional
competence and improve learning outcomes
Root Causes: Inconsistent medium of instruction, decreased contact time, teacher
attitudes towards work and study habits of learners

Date of Person Budget

Activity Output Budget
Implementation Responsible Source

STRATEGIC THRUST 1: ALIGNING FOCUS AND INTERVENTIONS

Activity A.1 Improve

learning assessment
outcome
 
 Identify least Consolidated June 2020 to School Head 50 ,000 MOOE /
mastered LOA results with March 2022 LOA coordinator School Fund
competencies analysis Project Team
based on LOA Consolidated Leader and
results LOA Members
    Key Teachers
 Develop Teacher’s All Teachers
intervention Intervention
activities to Plan
address the
least-mastered  
skills

 Implement No. of Activity

school- Proposals
initiated
activities

* Harnessing and * Reading

Empowering the Arts of corners in every
Reading and Thinking room with
Skills available
reading
materials.

*Reading Enhancement *Provision of

for Pupil’s Project HEARTS

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23
Comprehension, Resource
Understanding and Reading Hub
Expertise

*Methodology in * Lesson Plans,

Numeracy Instructional
Development) Materials for
Instruction,
Monitoring
Report

* Adaption of 3Bs *Project

(Bawat Bata Monitoring
Bumabasa) Grades 1 – Report Form of
6 pupils Activities
Quarterly
Results in LOA
(English)

* Batang Bacaoenians Monitoring

the Best Ka Report
Documentation
Report

 Monitor and SMEA Report

evaluate the
conduct of
intervention
activities

Activity A.2 Adapt and

implement modified
3Rs approach and
validated IMs
 
 Conduct No. of teachers August 2020 to School Head 5 000 MOOE
school participated in March 2022 All Teachers / School
orientation on the orientation Fund
Modified 3Rs  
approach and
IMS

 Reproduce No. of
instructional reproduced
materials for instructional
modified 3Rs material for
approach modified 3Rs
implementatio approach
n  
 

School Improvement Plan

24
  Capacitate No. of teachers
teachers on capacitated
the utilization  
of modified
3Rs and IMs
 
 Integrate the
modified 3Rs No. of teachers
approach in integrating 3Rs
the teaching approach in the
learning daily lesson
process

 Monitor and
evaluate the COT results
integration of
modified 3Rs
and utilization
of validated
IMs
 
 Provide
technical Performance
inputs based Mentoring and
on data Coaching Form
gathered

Activity A-3. Adaption of

PIVOT 4A QuBE BOW
Tasks:
 Orient
teachers on
the utilization No. of teachers August 2020 to School Head 30,000 MOOE /
of PIVOT 4A oriented March 2022 Teachers School fund
QuBE BOW in
all learning
areas

 Allocate
resources
needed in the Budget
reproduction Allocation
of BOW per
learning areas
 Identify issues
and concerns
in the
utilization of
BOW

 Address the
gaps and

School Improvement Plan

25
 provide Identified Issues
feedback and Concerns

 Monitor and
supervise the
utilization of No. of solutions
BOW given

Activity A-4 Participate SMEA report

in the division various
curricular and co-
curricular activities for
learner’s holistic
development

Tasks:
 Conduct
cliniquing
sessions for No. of coaches June 2020 to School head 150,000 MOOE /
coaches and and March 2022 Teachers, School Fund
participants contestants/play Coaches
ers participated
 Provide
financial
support to Budget
coaches for allocation
their
attendance in
various
seminar and
allowance to
chosen
players/contes
tants

 Procure
materials
needed in the Procured
training Materials
session

 Document the
results of
participation in School Report
the SRC Card

 Publish
winnings in
different Documentation
modalities Report
(tarp, video
clip,

School Improvement Plan

26
 newsletter,
posting in
school FB
account)

Activity A-5. Support in

the intensification of
Inclusive Education

Tasks:
 Conduct
orientation to
teachers on No. of teachers June 2020 to School Head 30,000 MOOE /
inclusive oriented on IE March 2022 Teachers School Fund
education
awarness

 Implement the
approved
action plan Accomplishment
related to Report
inclusive
education

 Provide
technical
inputs to TA Report
address
bariers

 Monitor and
supervise the
implementatio SMEA Report
n of IE

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27
STRATEGIC THRUST 2: ADVANCING HANDHOLDING INITIATIVES

Activity A-6. Upskill and IPPD report June 2020 to 150,000 MOOE /
reskill teachers’ March 2022 School Head School fund
competence Teachers
 
 Determine the
developmental Reflective
needs of Assessment
teachers Results
   
 Identify the  
appropriate
modalities to
address the
developmental No. of teachers
needs of participated in
teachers (TA, the INSET
Mentoring and
Coaching,
FGD, round
table Mentoring and
discussion) Coaching Plan

 Conduct
INSET training
based on Financial Report
teacher needs
assessment

 Schedule
mentoring and
coaching
session

 Provide
financial
support in the
attendance of
teachers and
learners in the
division,
regional and
national
training

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28
STRATEGIC THRUST 3: AMPLIFYING DESIGNED TECHNICAL ASSISTANCE TO TARGET DELIVERY UNITS

Activity A.7 Adapt the

prescribed TA Manual
 
 Formulate TA TA Plan
Plan based on
June 2020 to
teacher
March 2022 School Head 2,000
developmental
Teachers School Fund
needs
 
 Implement the TA Report
TA plan 

 Record the Accomplished

technical PMCF
assistance
provided in the
PMCF
 
 Monitor and SMEA Report
supervise the
adaption of TA
on teacher’s
work and
practices

School Improvement Plan

29
 KRA 4: Developing Self and Others
Project Title: Enhance collaboration and interpersonal skill of school personnel.
Problem Statement: School personnel shows poor interpersonal and social skills
Project Objective Statement: Strengthen the interpersonal skills and social responsibility to
others
Root Cause: Lack of opportunity to interact and socialize with colleagues

JuneDate
2020of Person
School Head
Budget
Activity Output Budget
Implementation
to March Responsible Source
Master Teacher 36 000
Teachers MOOE/School
Fund
STRATEGIC THRUST 1: ALIGNING FOCUS AND INTERVENTIONS

Activity A-1. Adopt the 4-

stage Performance
System Cycle as
Prescribed by the CSC

 Conduct No. of teachers

reorientation on oriented
RPMS/PPST

 Prepare IPCRF IPCRF/OPCRF

aligned with ISP/ISR
OPCRF

 Conduct
instructional Mentoring and
supervision Coaching
aligned with the Report
supervisory plan

 Conduct
mentoring and PMCF
coaching

 Conduct
performance
review
and evaluation
based on the
strenght and
improvement
need

School Improvement Plan

30
STRATEGIC THRUST 2: ADVANCING HANDHOLDING INTIATIVES

Activity A-2: Adopt

Teaching and Non-
Teaching Personnel
Development Information
System (TNPDIS)

 Orient teachers No. of teachers June 2020 to School head 3 500 MOOE /
on the adopted oriented March 2022 ICT Coordinator School
TNPDIS with Teachers Fund
ICT coordinator

 Utilize the No. of teachers

system to profile used the system
teachers

 Address issues Feedback Form

and concerns in
the utilization of
the system

 Monitor the Tracking Form

profiling
updates in the
use of the
system

Activity A-3: Implement

Learning and
Development System
Tasks:
 Conduct L and L and D results June 2020 to SH 150,000 MOOE /
D needs March 2022 Teachers School
assessment Fund

 Identify Identified
developmental Developmental
needs of Needs
teachers from
ESAT, IPPD
and survey

 Conduct training No. of Activity

to capacitate Proposals
teachers

 Collaborate with TA Report

masters to
enhance
strenght and

School Improvement Plan

31
 address
performance
gap among
personnel

 Conduct
quarterly school Documentation
learning leaders Report
forum to model
exemplary
practices of L
and D

STRATEGIC THRUST 4: APPRAISING STAKEHOLDERS ON PROGRESS OF INTERVENTIONS

Activity A-4 Implement

“Gawad Galing
Artemians” aligned to
SDO Gawad Galing
GenTri

 Collaborate with Notice of June 2020 to SH 36,000 MOOE /

PRAISE Meeting/ March 2020 Master School
committee for Minutes of Teachers Fund
planning Meeting Teachers

 Develop
localized School
guidelines for Memorandum
teacher welfare
including the
criteria and
technical
working group
SMEA Report
 Monitor and
evaluate the
conduct of
search for
outstanding
teachers and
school other
category aligned
with Gawad
Galing entries Pledge of
Support
 Work with
stakeholders to
support the
implementation
of the school
reward system

School Improvement Plan

32
 and recognizing
and motivating
learners and
teachers

KRA 5: Building Connections

School Improvement Plan

33
PROJECT TITLE: Build Strong Connections with Stakeholders Initiatives Towards Improvement of the
School
PROBLEM STATEMENT: Out of 5 organizations (e. g. SPG, GPTA, SGC, Teachers Association,
Alumni Association etc.), only GPTA supports the school activities
PROJECT OBJECTIVE STATEMENT: Strengthen partnership in forging relationship with stakeholders
ROOT CAUSE: Stakeholders including parents and teachers are unaware on their roles and functions
toward uplifting pupil’s welfare

Date of Person Budget

Activity Output Budget
Implementation Responsible Source

STRATEGIC THRUST 2: ADVANCING HANDHOLDING INITIATIVES

Activity A-1 Activity

A-1: Manage
School
Organizations

 Conduct No. of participants June 2020 to SGC, SPT, 3 500 MOOE

orientation oriented March 2022 Teachers
on policies Association, SPG,
related to   GPTA and LGUs
roles and  
responsibil
ities of
school
organizati
on (SPG,
Faculty,
GPTA and
SGC)

 Adapt No. of adapted M &

M&E Tool E Tool
in  
monitoring  
the
performan
ce of
each
organizati
on

 Utilize Documentation
M&E Tool Report
in the
evaluation
of the
accomplis
hment of
school

School Improvement Plan

34
 organizati
on

 Publish Newsletter, SRC,

the Accomplishment
significant Report
accomplis
hment of
school
organizati
on in
various
modalities
(eg.
Transpare
ncy Board,
School FB
Account)

Activity A-2:
Manage Teacher
Welfare Program


Implement No. of teacher’s June 2020- SH 100,000 MOOE /
teacher’s welfare program March 2022 Teachers School
welfare implemented Partners fund
program Deed of
such as Donations
GAD,
Wellness,
Annual
Physical
Exam
(APE) and
Medical
Aid

 Engage Teacher’s
the Incentives
support of
stakeholde
rs in
promoting
teacher’s
welfare
program

 Monitor SMEA Report

and
evaluate

School Improvement Plan

35
 the
activities
for
teacher’s
welfare

STRATEGIC THRUST 4: APPRAISING STAKEHOLDERS ON PROGRESS OF INTERVENTIONS

Activity A-4:
Engage
Stakeholders for
Sustainable
Support

 Conduct No. of Stakeholders June 2020- School head 76 000 MOOE /

orientation participated March 2022 Internal and School
/assembly External Fund
on the Stakeholders Deed of
functions Donations
among
stakeholde
rs to
enable
supportive
learning
environme
nt

 Prepare Project Proposals

project
proposal
for the
PPAs to
be
presented
to
stakeholde
rs

 Present Activity Completion

the project Report
proposal Accomplished
of MOU/MOA and
programs, signed pledge of
projects commitment
and
activities
to solicit
support in

School Improvement Plan

36
 the
implement
ation

 Identify Identified TWGs

key
players of
each
PPA’S and
partner
teachers
with
stakeholde
rs

 Engage No. of
stakeholde MOA/MOU/DOD
rs for and pledge of
MOA/MO commitment signed
U and
pledge of
commitme
nt for
signing

Activity A-5:
Manage
Community
Engagement
Deed of
 Present SRC, Attendance June 2020 to SGC, SPT, 25,000 Donations
school Sheet March 2022 Teacher’s , School
report card Association, SPG, fund,
(SRC) GPTA and LGUs MOOE
during
quarterly
PTA
meetings

 Identify School
the school Improvement Plan
priority
and initiate
partnershi
p based
on
urgency,
priority

 Involve Pledge of
GPTA, Commitment
Alumni,

School Improvement Plan

37
 LGU and
other
stakeholde
rs to
address
concern
on
learners
developm
ent and
school
community
involveme
nt

 Conduct Accomplishment
stakeholde Report
rs summit
and give
rewards
and
recognitio
n for their
contributio
ns

School Improvement Plan

38
 B. Annual Implementation Plan (AIP)
S.Y. 2020-2021

Table 3.2. Annual Implementation Plan

PERSON TAR
INDICAT S AMO GET
KRA THRUST PROGRAM PROJECT ACTIVITIES SOURCE
ORS INVOLV UNT DAT
ED E

1. Review the Implemente

School
implemented d school Januar
Head
school policies policies y-
School School
for shared were 3 500 Febru
Planning Fund
understanding reviewed ary
Team
and alignment and aligned 2020
Members
of PPAs with PPAs.

School
ESIP was
2. Align and Head
realigned Febru
Strategic adjust ESIP in School School
and adjusted 5 000 ary
KRA 1: Aligning PIVOT 4A Leadership PIVOT 4A Planning Fund
with PIVOT 2020
LEADING focus and QuBE DEDP Towards QuBE Team
4A QuBE
STRATEGI interventi 2020-2022 Holistic Members
CALLY on Adjustments Learning
Outcomes Learner’s
voice,
feelings,
3. Utilize
views and
learner’s voice, School
opinions
feelings, views Head,
were
and opinions to Guidance
utilized to School Quarte
inform school Counselor 2 000
inform Fund rly
policy , All
school
development Teachers,
policy
and decision Learners
developmen
making
t and
decision
making.

School Improvement Plan

39
 Adapted the
Division
4. Adapt
Monitoring
Division
Evaluation School
Monitoring June -
and Head,
Evaluation and MOOE/Sc Dece
Adjustment SMEA 2 000
Adjustment hool Fund mber
Tools that Team and
Tools Aligned 2020
were members
with PIVOT 4A
aligned with
QuBE
PIVOT 4A
QuBE.

Research
School
and
Advancin 5. Promote Head, June -
innovations
g hand research and Master MOOE/Sc 150 Dece
were
holding innovations in Teachers, hool Fund 000 mber
conducted
initiatives the school Key 2020
by 100% of
Teachers
the teachers

School
School data
Head, LIS
and
Coordinat
Aligning information June -
1. Manage or, ICT
focus and were MOOE/Sc 10 Dece
School Data Coordinat
interventi managed hool Fund 000 mber
and Information or, Grade
on and updated 2020
Level
by the
Chairpers
TWG.
on
KRA 2:
School
MANAGING PIVOT 4A
Managemen
SCHOOL QuBE School
t towards
OPERATIO Management
Maximum Financial School
NS AND 2020-2022
Organizatio resources Head,
RESOURCE Adjustments
nal Health were MOOE June -
S 2. Manage
managed Coordinat MOOE/Sc Dece
financial 3 500
thorugh or, BAC hool Fund mber
resources
organized Members, 2020
Advancin bugetting All
g hand allocation. teachers
holding
initiatives School School
3. Manage
safety and Head,
school emerging June -
security TWG,
challenges to MOOE/Sc 50 Dece
were Guidance
ensure school hool Fund 000 mber
ensured and Teachers,
safety and 2020
managed at DRRM
security
all times. Coordinat

School Improvement Plan

40
 or,
Physical
Facilities
Coordinat
or, All
Teachers

School School
facilities Head,
and Property June -
4. Manage
equipment Custodian, 100 Dece
school facilities MOOE
were Physical 000 mber
and equipment
properly Faciities 2020
managed Coordinat
and utilized. or

KRA 3: Aligning PIVOT 4A Teaching School

Focusing on focus and QuBE and Head,
Teaching and interventi Curriculum Learning Learning
LOA
Learning on Mapping and Focused outcomes
1. Improve Coordinat June -
Competency Towards increased
learning or, Project MOOE/Sc 50 Dece
Analysis High and
assessment Team, hool Fund 000 mber
2020-2022 Performanc monitored
outcome Key 2020
Adjustments e in a regular
Teachers,
basis.
All
Teachers
Adapted and
implemente
Augus
2. Adapt and d modified
t 2020
implement 3Rs School
MOOE/Sc -
modified 3Rs approach Head, All 5 000
hool Fund Dece
approach and and teachers
mber
validated IMs validated
2020
instructional
materials.

All learning
3. Adaption of
areas June -
PIVOT 4A School
adapted and MOOE/Sc 30 Dece
QuBE BOW in Head, All
utilized hool Fund 000 mber
all learning teachers
PIVOT 4A 2020
areas
QuBE BOW

The school
participated
4. Participate in in all
the various division
division curricular June -
School
curricular and and co- MOOE/Sc 100 Dece
Head,
co-curricular curricular hool Fund 000 mber
Teachers
activities for activities for 2020
learner's holistic learner's
development holistic
developmen
t.
5. Support in the The school School MOOE/Sc 30 June -
intensification supported Head, hool Fund 000 Dece
of Inclusive intensificati Teachers, mber
Education on of Coaches 2020
inclusive
education
thru various
school

School Improvement Plan

41
 programs
and
activities.
Conducted
variour
training
Advancin programs June -
6. Upskill and School
g hand and MOOE/Sc 150 Dece
reskill teacher's Head,
holding activities hool Fund 000 mber
competence Teachers
initiatives that reskill 2020
and upskill
teacher's
competence.

Amplifyin
g designed
June -
technical 7. Adapt the Adapted the School
MOOE/Sc Dece
assistance prescribed TA prescribed Head, 2 000
hool Fund mber
to target Manual TA manual Teachers
2020
delivery
units.

KRA 4: PIVOT 4A Enhance The 4-stage

Developing QuBE Collaboratio 1. Adopt the 4- Performanc
Self and Proffesional n and School
Aligning stage e System June -
Others Learning Interpersona Head,
focus and Performance Cycle as MOOE/Sc 36 Dece
Development l skill of Master
interventi System Cycle as prescribed hool Fund 000 mber
Initiative School Teachers,
on Prescribed by by the CSC 2020
2020-2022 Personnel Teachers
the CSC was
Adjustments adopted.
Advancin The
g hand Teaching
holding 2. Adopt and Non-
initiatives Teaching and teaching
School
Non-teaching personnel June -
Head, ICT
Personnel Developme MOOE/Sc Dece
Coordinat 3 500
Development nt hool Fund mber
or,
Information Information 2020
Teachers
System System
(TNPDIS) (TNPDIS)
was adopted
and utilized.
3: Implement Learning School MOOE/Sc 150 June -
Learning and and Head, hool Fund 000 Dece
Development Developme Teachers mber
System nt System 2020
was
implemente
d by the
school to
identify
developmen
tal needs of
teachers,

School Improvement Plan

42
 Conducted
Appraisin
"Gawad
g 4. Implement
Galing School
stakeholde "Gawad Galing June -
Artemias" Head,
rs on Artemians" MOOE/Sc Dece
aligned to Master 7 000
progress aligned to SDO hool Fund mber
SDO's Teachers,
of Gawad Galing 2020
Gawad Teachers
interventi GenTri
Galing
ons
GenTri.

School
Organizatio SGC,
ns such as SPT,
June -
1. Manage SGC, Teachers'
Dece
School Teacher's Associatio MOOE 3 500
mber
Organizations Association, n, SPG,
2020
SPG, and GPTA and
GPTA were LGUs.
Advancin managed.
g hand Conducted
holding activitites
initiatives and
programs School MOOE/
2. Manage June -
that manage Head, School
Teacher 76 Dece
teacher's Teachers, Fund,
Welfare 000 mber
: Build welfare Stakehold Deed of
Program 2020
Strong through the ers Donations
PIVOT 4A Connections support of
QuBE with stakeholders
KRA 5: .
Building Stakeholder
Building
Champions s Initiatives
Connections
among Towards Stakeholder School
Stakeholders Improveme s engaged in Head, MOOE/Sc
nt of the 3. Engage June -
proposed Internal hool
School stakeholders for 85 Dece
programs, and Fund/Dee
Sustainable 000 mber
projects and External d of
Support 2020
activities of Stakehold Donations
Appraisin
the school. ers
g
stakeholde
The
rs on
community/
progress
stakeholders
of SGC,
were
interventi SPT, MOOE/Sc
involved on June -
ons 4. Manage Teachers' hool
school 25 Dece
Community Associatio Fund/Dee
developmen 000 mber
Engagement n, SPG, d of
t projects 2020
GPTA and Donations
and were
LGUs.
given
rewards and
recognition.

School Improvement Plan

43
CHAPTER 4 C
Monitoring and Evaluation H
The SPT will monitor progress in the middle and end of project implementation period
A
depending on the timelines set by the Project Teams. In longer projects, the SPT will have to P
monitor more than twice.
T
Project Monitoring Report Form E
Scheduled Dates of Monitoring R
Mid Year: October 2020 Year-End: March 2021
4

PROJECT TEAM
SIGNATURE OF
RECOMMENDATI
ACCOMPLISHME
NTS/ STATUS TO

CHALLENGES

ONS/ ACTION
PROJECT

OF MONITORING
PROPOSED DATE

PROBLEMS/

SPT AND
NAME OF
PROJECT

POINTS
ISSUES/

LEADER
DATE
OBJECTIVE/TAR

Implemented
GET

school policies
were reviewed and
aligned with PPAs.

ESIP was
realigned and
adjusted with
PIVOT 4A QuBE

Learner’s voice,
feelings, views and
Strategic Leadership opinions were
Towards Holistic utilized to inform
Learning Outcomes school policy
development and
decision making.

Adapted the
Division
Monitoring
Evaluation and
Adjustment Tools
that were aligned
with PIVOT 4A
QuBE.

Research and
innovations were
conducted by
100% of the
teachers

Visited one school

to benchmark their
 SBM Best
Practices

School data and

School Management information were
towards Maximum managed and
Organizational Health updated by the
TWG.

Financial resources
were managed
thorugh organized
bugetting
allocation.

School safety and

security were
ensured and
managed at all
times.

School facilities
and equipment
were properly
managed and
utilized.

Learning outcomes
Teaching and Learning
increased and
Focused Towards High
monitored in a
Performance
regular basis.

Adapted and
implemented
modified 3Rs
approach and
validated
instructional
materials.

All learning areas

adapted and
utilized PIVOT 4A
QuBE BOW

The school
participated in all
division curricular
and co-curricular
activities for
learner's holistic
development.

The school
supported
intensification of
inclusive education
thru various school
programs and
activities.

Conducted variour
training programs
 and activities that
reskill and upskill
teacher's
competence.

Adapted the
prescribed TA
manual

The 4-stage
Enhance Collaboration Performance
and Interpersonal skill System Cycle as
of School Personnel prescribed by the
CSC was adopted.

The Teaching and

Non-teaching
personnel
Development
Information
System (TNPDIS)
was adopted and
utilized.

Learning and
Development
System was
implemented by
the school to
identify
developmental
needs of teachers,

Conducted
"Gawad Galing
Artemias" aligned
to SDO's Gawad
Galing GenTri.

School
Build Strong
Organizations such
Connections with
as SGC, Teacher's
Stakeholders Initiatives
Association, SPG,
Towards Improvement
and GPTA were
of the School
managed.

Conducted
activitites and
programs that
manage teacher's
welfare through
the support of
stakeholders.

Stakeholders
engaged in
proposed
programs, projects
and activities of
the school.

The
 community/stakeh
olders were
involved on school
development
projects and were
given rewards and
recognition.

Table 4. Project Monitoring Report Form