Republic of the Philippines

Department of Education
Region IV-MIMAROPA
Division of Oriental Mindoro
Calapan City

Award this
CERTIFICATE OF ACCEPTANCE

of the

ENHANCED-SCHOOL IMPROVEMENT PLAN

to

MANINGCOL ELEMENTARY SCHOOL

For having successfully complied and met the
requirements and standards of the Department of Education as
mandated by RA9155.

This certificate is given this ___day of ____, 2016 at Calapan

City , Oriental Mindoro.

MARIA LUISA D. SERVANDO, Ph.D., CESO VI

O.I.C.-Schools Division Superintendent
 Republic of the Philippines
Department of Education
Region IV-MIMAROPA
Division of Oriental Mindoro
Pinamalayan West District
Pinamalayan

ENHANCED SCHOOL
IMPROVEMENT PLAN (ESIP)

Of

MANINGCOL ELEMENTARY
SCHOOL
May 2016
 ENDORSEMENT
May 6, 2016

MARIA LUISA D. SERVANDO, Ph.D.,CESO VI

O.I.C. Schools Division Superintendent
Division of Oriental Mindoro

Madam:

Greetings!

Attached is a copy of the Enhanced-School Improvement Plan (ESIP) of Maningcol Elementary

School which are hereby endorsing for your approval.

We wish to inform your office that this SIP is a product of the collaborative efforts of the School
Planning Team (SPT) under the leadership of Mr. Amador M. Magalang, Head Teacher III.

We look forward to a favorable response. Thank you and regards.

Sincerely yours,

AMADOR M. MAGALANG
Principal

OLDARICO M. DE BELEN REAGAN R. ZOLETA

Barangay Captain P.T.A. President

TRECIA MAE R. MALUNGAY AMOR Z. ROBILLOS

Student Pupils Government Pres. School Club Pres./SDRRM

MAJORIE J. HIZOLE COLOMBIA C. RODEROS

Child Protection Chairman Feeding Coordinator
I. INTRODUCTION

“It takes an entire village to

educate a single child.” With this as the
guiding principle, Maningcol Elementary
School has tried its best to improve the
quality of education it is offering to its
clientele. It involves all the communities it
is serving in achieving its goals. These
communities are its lifeline to help make
each individual child a total person.

This Enhanced- School Improvement Plan is made to establish the needs

and targets/plans of the school for three years towards progress and development of
the pupils, teachers, curriculum physical facilities, communities and parents. With the
full support and cooperation among the school’s administrative staff including the
stakeholders and the School Governing council, this Enhanced School Improvement
Plan (ESIP) could be the basis in sustaining positive outlook in upbringing the
success and development of the school system. The Enhanced School Improvement
Plan will serve as the guidelines of the tasks to be done in order to achieve access
and equity, completion
and quality in public
educational system. This
plan could also be used
as an instrument to
measure how far the
school has gone in
achieving its goals and
objectives and eventually
will serve as the basis for
making adjustments and modification in transforming into reality what is intended and
what was actually achieved after a year or two. The plan illustrates the targeted
programs and projects together with the plan of action, time frame, resources
involved human and non –human.
 I.SCHOOL PROFILE

A.1. Location of the School

The school is located at the foot of the mountain; it is somewhat hilly but it’s nice
and attractive as to physical features most especially when it is well-maintained.
Financial assistance from the local government and from the people of the community
makes the school more progressive.

A.2. Relative Distance to the School

MANINGCOL ELEMENTARY SCHOOL is one of the 16 schools in Pinamalayan
West District which is more or less 7 kms. away from the poblacion. It’s in the interior part of
Pinamalayan and adjacent to the barangays: Sta Rita in the East, Panggulayan in the
Southeast, Papandayan in the South, Rosario in the Southwest, Calingag in the
Northwest and Nabuslot in the North.JIL is the nearest private elementary school.

A.3. Incidence of crimes and other human-induced hazards

Crime against school property has the highest record of incidence. It is followed by
health threats such as dengue cases then by improper waste disposal.

A.4. Incidence of natural hazards

For the past three years, the school experience much threats and damages from
tropical typhoon.
 A.5. Result of disaster incidents

School classrooms have been an evacuation center for the past three years.

B. LEARNING ENVIRONMENT

B.1 Classrooms and seats

a) Classrooms

There are eight (8) classrooms at present used for instructional purposes while three
(3) rooms are utilized as special area: e -classroom, office and mini-library .

Bldg. Type of Building No. of Utilization

No. Rooms
Grade –III & IV-B Rooms / Mini -
1 DPWH-BOD BUILDING 3
Library
Bagong Lipunan School Bldg Grade V & IV-A Rooms
2 2
(BSLB) Type
FFCCCII
3 2 Grade I & II Rooms
CANTEEN
4 1 Feeding/Clinic Room
BagongLipunan School Bldg
5 (BSLB) Type II 1 Kindergarten Room

FFCCCII
6 2 Grade VI Room & Office
 b) Seats and tables

The pupils uses arm chairs, table, chair and

table and chair are supplies from the Division Office.
Chairs and tables of kindergarten differ in
structure as they serve small learners. Some classes
use arm chairs while some use mixed type of chairs.
Each classroom has its own teacher’s table
and chair from personal provision.
Item Quantity Remarks
Chairs 200 70% Replacement of
Arm chairs 30 some items is highly
Desks 50 suggested by the
Table 10 teachers

B.2. Water, Sanitation and Hygiene Facilities

Water supply of the school is from a deep well

distributed by a pressurized water motor through
pipelines connected to each classroom. The
pressurized water motor and pipelines needs
maintenance as it often breaks due to wear and
tear of use.

The school has common comfort room for the pupils and teachers.
There are eight (8) shared comfort rooms in eight classrooms, one
common CR at the principal’s office, one genderized CR and two CR at
the canteen and the mini-library.

Wash area is available in each classroom. Common wash stand is located in

between the grade two and three building , infront of canteen building and between office
and canteen.

B.3. Textbooks

With the implementation of modular distance learning, Kindergarten up to grade IV

now uses SLMs..
 B.4. Library
The school has established a SLRC. There is a room made for books storage and
disposal of library hub reading materials to the readers.

B.5. Other Learning Facilities

a) E-Classroom

The school has E-classroom is ready for the delivery of DCP set of computers.

b) School Clinic

The school clinic served as health

station and depository of science
equipment/apparatuses. The clinic has a
consultation area, treatment area and recovery
area. Medicines and other medical equipment are
found in this facility.

c)Playing Area

The school has a wide-enough open ground where pupils can play freely.

B.6. Availlability of electrical Supply

The school’s electricity is from grid supply of MERALCO. Electric

consumptions are shouldered by the school MOOE .
 B.7. Internet connectivity

The school site subscribed to PLDT for internet connectivity

C. TEACHERS

C.1. Number of Teachers

The school is under the leadership of the Teacher-In-Charge which is a Master

Teacher I, too. The teaching force is composed of eight (8) Teachers; Seven (7) Teacher
III and one (1) Teacher II.

Name Sex Designation Grade

Assignment
1 Reynalda M. Solis F. MT 1/TIC
2 Majorie J. Hizole F. Teacher III Grade V
3 Marilyn M. Laurente F Teacher III Grade IV
4 Ann Marijoh M. Laurente F Teacher III Grade VI
5 Armee Grace M. Zamora F Teacher III Grade III
6 Amor Z. Robillos F Teacher III Subject Teacher
7 Leonora M. Atian F Teacher III Grade II
8 Rose Ann N. Nitural F Teacher II Grade I
9 Mayla F. Cordero F Teacher III KINDER
 C.2. Professional Development

Personnel Highest Educational Years in Teaching

Attainment Service Position
Amador M. Magalang BSED – CARMA MAED 20 HT 3
Reynalda M. Solis BSED- CARMA MAED 20 MT1
Majorie J. Hizole BSED - CARMA MAED 9 T3
Marilyn M. Laurente BSED- MAED GRAD. 17 T3
Colombia C. Roderos BSED- CARMA MAED 15 T3
Armee Grace M. Zamora BSED- MAED GRAD. 7 T3
Amor Z. Robillos BSED- MAED CARMA 7 T3
Leonora M. Atian BEED 17 T1
Mayla F. Cordero BEED- MAED CARMA 3 T1

Table above shows that there are two (2) teachers having Teacher 1 position. Two of
which have rendered five to seven years. Preparation and submission of pertinent papers is
always the issue. Proper planning, implementation and documentation of different
accomplishments of the teachers are the needed to be address here.
Moreover, most of the teachers have gone on continuing professional education. It is
said that professional development of teachers and school head help them in building their
capacity as a professional. These make them able to provide instructional leadership and
support the quality teaching in the educational system. Thus, most must be encouraged to
get an update on education.
Furthermore, various activities like seminars and workshops improve teacher’s and
principal’s competence. However, looking at the trainings attended by Maningcol
Elementary School teachers, it shows least number of trainings, seminars and scholarship
attended on academic subject areas. Most focuses on co- curricular activities.
D. CHILDREN HEALTH AND SAFETY

D.1. Nutrition

Pupils of Maningcol Elementary School are monitored on their nutritional status. The
School Feeding Coordinator assess pupils’ nutritional status by weighing at the beginning of
the School-based Feeding Program and at the end. There are 21 spotted clientele served in
this program.

D.2. Health

Heath of children are monitored through the “Young

Nurses” program. ‘Bright smiles’ advocacy promotes children good
dental health. ‘Deworming program’ is also supported by the
school.

D.3 Child Protection

The school has the “Child protection policy” to safe guard children. It is read to
parents and pupils before the school year during the HPTA assembly. In the Child
Protection Policy Implementation Checklist, the school earned 70 points out of 100. It
showed that the school has established and implemented a school-based child protection
policy.

A ‘Child protection campaign board’ was placed in the school social hall that
disseminates information on children’s safety.

School-Led Watch Team assesses and monitors school safety through the SDRRM
coordinator. Evacuation plan is posted on the hall to aware pupils, teachers and parents of
the safety exits in case of disaster and calamities.

The school has earned 26 total score in the Child-Friendly school survey. This
makes Maningcol Elementary School a Child-Friendly School.
E. SYSTEMS AND PROCEDURES

a) Planning and Development Processes

The school head teacher ‘exercise a measurable, though indirect, effect on school
effectiveness and student achievement. His leadership appears to particularly impact the
quality of teaching in schools. His focus and direct curriculum as well as teaching and
manage the organization efficiently to support student and adult learning. He also evaluate
teachers and make decisions about their classroom assignment.
Moreover, in Maningcol Elementary School, a specific learning area is being
assigned to a key teacher who is responsible in developing an action plan/work plan for the
school year as well as being in-charge of all the activities pertaining to the subject area.
These are the following:
English : Amor Z. Robillos
Mathematics : Leonora M. Atian
Science : Reynalda M. Solis
Filipino : Colombia C. Roderos
AP/HKS :Majorie J. Hizole
HE : Marilyn M. Laurente
MAPEH/MSEP : Reynalda M. Solis
MTB : Armee Grace M. Zamora

Sports Coordinator : Reynalda M. Solis

BSP Coordinator : Majorie J. Hizole/
Marilyn M. Laurente
Kawan Coordinator/Clinic teacher : Mayla F. Cordero/
Colombia C. Cordero

GSP Coordinator : Reynalda M. Solis

Amor Z. Robillos
Twinkler/StarCoordinator :Armee Grace M. Zamora/
Leonora Atian
ICT Coordinator : Reynalda M. Solis
Adopt- A-School Chairman : Armee Grace M. Zamora
SPG : Majorie J. Hizole
 Feeding Program : Marilyn M. Laurente

Committees are also established for the smooth undertaking of the activities
and affairs of the school. They are responsible for assigning personnel to the
following committee: a) Program Committee, b) Decoration Committee, c)
Accommodation and retrieval committee, d) Documentation Committee , e)
Awards and Certificates, f) Foods and Refreshment, f) Cleanliness and orderliness ,
g) Sounds and light Committee.

Month Chairman
JUNE Amador M. Magalang
JULY Reynalda M. Solis
AUGUST Majorie J. Hizole
SEPTEMBER Marilyn M. Laurente
OCTOBER Colombia C. Roderos
NOVEMBER Armee Grace M. Zamora
DECEMBER Amor Z. Robillos
JANUARY Leonora M. Atian
FEBRUARY Mayla F. Cordero
MARCH Reynalda M. Solis
APRIL Majorie J. Hizole
MAY Marilyn M. Laurente

The school also has the following special committees:

1. Grievance Committee
2. Child Protection Committee
3. Bids and Awards Committee (BAC)
These committees facilitate in details the implementation of every activity and
programs pertaining to pupil, staff, physical facilities, curriculum, special programs and
projects of the school.

b) Monitoring and Evaluation

Monitoring and evaluation process in the school system is done by the school head,
master teacher, coordinators, chairman with the PTA concerned.
 Monthly supervisory plan must be develop and properly documented to monitor the
teachers. Performance inside the classroom and how well they delivered their crafts in
carrying out the objectives of the specific subject they teach must be documented for the
professional development of teachers as well as for their instructional guidance.

Sustained updated records must be upkeep. Monitoring and evaluation often depend
on EMIS records. These records are also the basis for school facilities planning ,
development and management of other resources.

In evaluating teacher’s instructional performance are the (1) enhancing teacher’s

competency and (2) STAR observation tool.

Pupil’s authentic performances are not properly given rubrics.

d) Fiscals/Rewards

Performing pupils are recognized by posting the rolls of honors in the classroom
every grading period. Honor pupils are awarded and recognized at the end of the school
year.

Teacher’s performance is appraised once in a school year using the Individual

Performance Commitment Review Form (IPCRF). This measures the extent of their
accomplishment in their selected Key Reform Areas and targeted specific objectives. The
rating given to teachers served as basis for productivity pay, awards and promotion.

School Heads’s performance on the other hand is appraised using IPCRF too. Key
reform areas cover Instructional Supervision, School Leadership and School Operations,
Human Resource development and Stake holder’s engagement. The rating served as basis
for different remunerations.

Enhancing professional practice tool is also utilized to measure competency of

teachers and school heads in the different domains.

Another important tool is the TSNA-IPPD. This tool is very useful in identifying weak
areas of the teachers that is subject to training/seminar/coaching.
 e) Communication

Cellphone number of the principal, email address and face book account of the
school is open to the public for easy access on communication.
Bulletin boards in situated in a conspicuous area that offers area
for monthly activities, announcements and other important
communications. Transparency board is also available for the
monitoring of school and PTA funds and expenses. Citizen’s
charter board is also available to guide stakeholders on the
different school procedures.

A staff meeting is held at the school head’s office to discuss important school
matters, Dep.Ed, Regional, and Division Memoranda every last Friday of the month and
when deem necessary. Issues and concerns of teachers regarding pupils, curriculum,
parents, etc are also discussed and settled during the meeting.

School memorandum, is also issued and served whenever there is a need of doing
so, to convey important concerns and for documentation purposes.

Submitted reports carry transmittal record to serve proof of compliance with

timeliness.

f) Leadership

The leader is a person who is in a position to influence others to act and who has ,as
well, the moral and intellectual and special skills required to the advantage of that position.

RA 9155 explained the kind of leadership a school principal of today has to perform,
both administrative and instructional:

1. Setting the mission, vision, goals and objectives of the school

* 2. Creating an environment within the school and the school that
is conducive to teaching and learning.
3. Implementing the school curriculum and being accountable for
higher learning outcomes.
*4. Developing the school education program and school
improvement plan.
*5. Offering educational programs, projects and services which
 provide equitable opportunities for all learners in the community.
*6. Introducing new and innovative modes of instruction to achieve
higher learning outcomes.
*7. Administering and managing all personnel, physical and fiscal
resources of the school.
*8. Encourage staff development
*9. Establishing school and community network
*10. Accepting donations, gifts, bequest and grants for the purpose of upgrading
teachers/learning facilitators’ competencies, improving and expanding school
facilities and providing instructional materials and equipments.
11. Performing such other functions as may be assigned by proper authorities.
Based on the aforementioned activities, the school head of Maningcol Elementary
School sees that there are lot of things to establish and improve in the school in terms of
instructional, physical and community leadership. The tasks with asterisks are needing more
emphasis to ponder, plan and do activities of action.

F. STAKEHOLDERS SUPPORT TO EDUCATION

a) School –Community Partnership

Cooperation efforts were being made by the

school and community in carrying out and pursuing
several plans that provided the answer to the needs of
the school clientele throughout the years.

The school has organized Parent-Teacher

Association. The organization helped in the
assessment, planning and implementation of programs,
projects and activities that will help the school in
improving learning outcomes.

School Planning Team (SPT) was also organized to help in the planning, decision
making and implementing possible solutions to the issues and concerns arising from the
analysis of school situational status.

b) MajorSupport/Donations to the School

 The following are the major donations made by the stakeholders to the school this year.

Donation Amount Donor

Roofing of Out-door 35,000.00 Mel Go
stage
LGU BUB project 50,000.00 LGU
School Based-Feeding 35,000.00
Program
Three span concrete 20,000.00 PTA
fence
10 bags cement TetCaballes

Situational analysis
1. Enrollment
Enrolment by Gender
350

300

250 128 128

200

150

100 180 175

50

0
2014-2015 2015-2016

MALE FEMALE
2. Health and nutritional status
 3. Learners’ materials
English
Level Filipino Math Science HKS Textbooks
LM
Kindergarten 0 0 0 0 0 0
0 all
Grade 1 1.63:1 0 4:1 1.58:1
subjects
Grade 2 0.68:1 1.04:1 0.37:1 0.49:1

Grade 3 3.67:1 0.68:1 7.33:1 0.85:1 1.26:1

Grade 4 0.51:1 0.35:1 0.31:1 0.83:1 0.76:1

Grade 5 0.58:1 0.75:1 0.51:1 0.96:1

Grade 6 0.50:1 1.1:1 0.62:1 0.89:1 1.25:1

Number
E- Room Computers 7
LCD 2
Science Equipment* Microscope  1
Test tube
 Beaker

4. Teachers’ professional development

5. Funding Sources

Sources of Schoo

34560 10000
6. School awards and recognition
Level Category of
(International, Awardee
Award Giving
Title of Award National, Region, (Student,
Body
Division or School Teacher, School
level) Head, School)
 District Athletics  District-  District Pupils
Meet MASMES
 Trisectoral Meet
 DEPED
 Unit Meet
 Provincial Athletics  Division
Meet
Science Fair (Group) District Science District Pupils
Group
HEKASI- Poster Making District HEKASI District & Division Pupils
Group
English & Filipino District District Pupils
Festival English/Filipino
Group
GSP TROOP LEADER GSP DIVISION TEACHER
AWARD
Performance Indicators: Access

7. Number and rate of drop out by cause

 Performance Indicators: quality
8. Percentage of learners who completed
the School Year (Promotion Rate)
PROMOTION RATE SY 2015-2016
101%
100% 100% 100% 100% 100%
100%
99%
98%
97%
PROMOTION RATE SY 2015-
96% 2016
95% 94% 95%
94%
93%
92%
91%
KINDER GRADE GRADE GRADE GRADE GRADE GRADE
1 2 3 4 5 6
 Performance Indicators: quality
9. National Achievement Test– by Mean
Percentage Score (MPS)

NAT 6 RESULTS 2014- 2015

88
86
84 85.57
82 83.41
80
78 79.828
78.47
76 76.69
74 75
72
70
68
LIS
H NO AT
H CE N PS
PI EN YA M
EN
G IF LI M
SC
I A LL
AB -A
AK VE
R
M O

NAT 6 RESULTS 2014- 2015

102

100

98

Listening Comprehension
Book & Print Knowledge
Vocabulary
96 Spelling
Grammar
Reading Comprehension
Study Skills
Overall
94

92

90
ENGLISH FILIPINO
10. Literacy level
Performance Indicators: governance
11. School-Based Management Assessment
Level
SBM Level
Qualitative Interpretation:

1  
 
Developing
 

12. Child-Friendly School Survey result

CFSS Points:

26
Qualitative Interpretation:

Child – friendly School

 
 
13. Stakeholders’ participation
15. Learner—Classroom ratio

There is sufficient number of

classroom for the pupils to
actively move in their learning
activities. Kindergarten may
seem big in number but they
are served in two classes a day,
giving a minimum of 21 pupils
per class.
16. Learner—Toilet ratio

Eight (8) classrooms have functional toilet to

serve the learners health and sanitation needs.
Some of the toilets need repair due to tear
and wear of time.
17. Learner—Seat ratio

There is inadequacy in the

number of seats for the
pupils. Shared seats were
made by some classes to
serve seats for all.
 18. Status of Continuous Improvement (CI)
projects
Program/Project Title Status
A. TEACHERS & SCHOOL HEADS
PROFFESIONAL MANAGEMENT
1. Project ROSES (Regular Observation of
75% instructional support to teachers towards
Sessions of Elementary Subjects)
quality output

2. Project CreaSe 50&- 75% instructional materials were created

Project Kate (Knowledge Acquisition Through out of school needed purchased materials and
Exploration) 100% of CG were reproduced

3. Documentation & Evidence Tracking 100% of the year school activities

B. PUPIL DEVELOPMENT
4. Library Hub Mania/DEAR/RRE 100% of pupils were able to borrow books from
the Library Hub

5. NAT VI & LAPG Review

76% hours rendered, to be continued after
BrigadaEskwela

6. School Paper Writing project

7. School Health, Nutrition & Sports Program
SBFP in 75% completion
Health in 93.26% healthy status

8. Graduation Assistance
100% given to pupils

 C. CURRICULUM DEVELOPMENT

9. Purchase of instructional materials 100% purchased and liquidated
10. DepEd’s advocacy campaign printing

D. PHYSICAL DEVELOPMENT On going

11. Repair & maintenance of school classrooms On going
12. Repair of drainage,pathwalk & gate On going
13. Rehabilitation of school washing areas For launching
14. Rehabilitation of water pipelines For launching
15. Electrification maintenance & bill On going
16. Maintenance of school ground On going
19. Other stakeholders’ accomplishments
Target of Accomplishments
Task May June July Aug. Sept Oct. Nov. Dec. Jan. Feb. Mar

Maintenance of landscaping areas

Concrete fencing ( 3 span per year)
Replacement of metal gate
Roofing of outdoor stage
 A. DIVISION TARGETS B. SCHOOL PERFORMANCE
GAP ANALYSIS
B1. DATA B2. CURRENTLY B3. INHIBITING B4. PROJECTS B5. GROUPS
NEEDED CONTRIBUTING FACTORS IMPLEMENTED THAT REQUIRE
YES/NO EXPLANATION ATTENTION
Net Enrolment rate 1. Child mapping Yes  3.85%  Short distance  Find a child  PARDOS
a. Kindergarten (pop. 6-11) increase between the public  Child Mapping  In-coming
106.28% 2. Form 1 (pop.  High school in the west Kindergrte
6-11)
b. Elementary enrolment (Sta. Rita ES) & in n
96.14% in the East
Kindergarte (Papandayan E/S)
n and grade As well the private
1 to 6 school (JIL ES)
Attain Cohort Survival 1. Grade VI No  No increase  Retention  Home visit  PARDOS
rate enrolment  Transfer of school  Graduation  Parents
current Year assistance
99.87% 2. Grade I
enrolment 5
years ago
Decrease Retention 1. Grade II-VI No  4.78%  Failure in  Review,  Low
Rate 6.15% enrolment Retention academic subjects Remediation performing
(current Yr) rate  Absenteeism and pupils
2. Grade I-V Enhancement  Frustration
Enrolment activities level pupils
(previous yr)  DEAR
Zero Dropout No drop out in Yes Maintained
the past three Zero Drop out
(3) years rate

Attain achievement LAPG and NAT Yes With 2%  Low retention  Review classes  Grade III
Rate of 6 result increase  Un mastered skill  Instructional pupils
LAPG English supervision and  Grade VI
98.51% assistance pupils
Tagalog  Teachers
98.51%
NAT 6
79.89%
Attain basic literacy Phil IRI result No 18.82%  Low mastery of  DEAR  Slow
frustration level literacy at the  Reading Mania readers
early grade level

Well- nourished and Health and No 1.68% severely  Unsustain regular  School-Based  Malnourish
healthy school Nutritional wasted and feeding of healthy Feeding ed children
children status 5.90% wasted food at home Program

Instructionally 1. Teacher’s No  3.42 overall  Developing  LAC Teachers

Competent Teachers Enhancing rating in mastery in K to  Trainings/ needing
Tool Enhancing 12 curriculum Seminars technical
2. Principal’s Professional  Transfer of assistance
Observation Practice Tool teacher to other
3. Trainings/ (Accomplish grade level
Seminars ed)
attended  69.23%
were given
K to 12
training
Safe and conducive 1. Student-led No  8  Misbehavior  Rehab of  Misbehavi
Learning Environment School classroom towards school classrooms & ng pupils
Watching and s need property ancillary rooms
Hazard minor  Low level  Values
Mapping repair discipline and orientation
 No visible values integration
signage
for safety
 Seat ratio
to pupil
(2.14:1)
 Leaking
pipes
 Busted
electric
lamps
 PRIORITY IMPROVEMENT AREAS

Strategic
Improvement Areas Urgency Magnitude Feasibility
Importance
AVERAGE

TEACHERS’ AND SCHOOL

HEAD’S LEADERSHIP &
PROFESSIONAL 5.0 5.0 5.0 4.5 4.875
DEVELOPMENT

Instructional management of
teachers leading towards
competent and effect
teaching-learning process.

PUPIL DEVELOPMENT

(Literacy and Assessment) 5.0 5.0 5.0 5.0 5.000

Literacy among pupils

and pupil’s outcome that

will

contribute to the
attainment of

the division target of

quality

education.
CURRICULUM
DEVELOPMENT
5.0 4.5 5.0 4.6 4.775
Provision of suited and
effective

Instructional materials for

each

grade level responds to the

call of K to 12 curriculum.

PHYSICAL DEVELOPMENT

Structured school/ classrooms 4.5 5.0 5.0 4.3 4.700

making it safe and conducive

to

teaching and learning that will

also motivate stakeholders to
uphold the school
 PLANNING WORKSHEET for ACCESS and QUALITY
PLANS FOR ACCESS AND QUALITY
DEPED PRIORITY TIME FRAME
LEARNIN GENERAL
INTERMEDIATE IMPROVEMENT ROOT CAUSE/S SY_ SY SY
G STAGE OBJECTIVE/S
OUTCOMES AREA _ __ __

IO1: Learners are in Ensure learners age 5-8

Pupil Development Decreasing
school and learning are in school and □ □ □
(access) participation rate
centers learning centers

IO2: Learners access

programs responsive to Insufficient
Create additional
Curriculum Instructional
their needs and Instructional materials □ □ □
Development Materials created and
consistent with their to support National LM
purchased
interests and aptitudes

IO3: Learners enjoy  Create a safe and Leaking pipes, busted

learner-friendly School Facilities conducive learning electric lamps, □ □ □
environment environment dripping ceilings
K-3
IO4: Learners actively Improve teaching- 69.23% of the
Teaching-Learning
participate in their learning competence of teachers were □ □ □
Competence
learning environment teachers updated on K to 12

IO5: Learners attain No regular review

 Attain SREYA, LAPG, and analysis on the
learning standards
Assessment and diagnostic test different programs □ □ □
within National standard and activities
implemented

IO6: Learners are well- No regular review

Improve literacy and analysis on the
rounded, happy and Pupil Development
towards better learning different programs □ □ □
smart (quality)
performance and activities
implemented

IO1: Learners are in Ensure learners age 5-8

Pupil Development Decreasing
school and learning are in school and □ □ □
(access) participation rate
centers learning centers

IO2: Learners access

programs responsive to Insufficient
Create additional
Curriculum Instructional
their needs and Instructional materials □ □ □
Development Materials created and
consistent with their to support National LM
purchased
DEPED PRIORITY GENERAL OBJECTIVE/S ROOT CAUSE/S TIME FRAME
INTERMEDIATE IMPROVEMENT SY2 SY_ SY_
OUTCOMES AREA 013- _ _
201
4
IO1: Education  Strategic planning   To ensure that adequate  No regular documentation □ □ □
leaders and and relevant data are of programs and activities
managers available to influence school to support claims of
practice staff to improve practice achievements
participative
and inclusive
management
processes
Leadership & To foster among  No regular use of □ □ □
IO2: Internal management stakeholders the willingness evidence to support
systems and to act against the things monitor, evaluate, and
processes have traditionally been done improve strategic plan
when tradition impedes
needed for
change and innovation for
continuous performance improvement
improvement
in place
IO3: Growing Informed decision To synthesize complex and  No consistent practice of □ □ □
number of making diverse data and create systems regular review of the
for engaging stakeholders in plan/program
stakeholders data discussion implementation and
actively utilization of results in
participate and addressing
collaborate in implementation concerns
and issues.
convergence
mechanisms at
all levels
 Problem Tree

LOW LEARNING
PERFORMANCE in LITERACY
In Science, Reading, Grammar

LOW TEACHER’S High retention rate due to poor POOR SCHOOL /

INSTRUCTIONAL CLASSROOM
COMPETENCE Pupils performance
ENVIRONMENT
CONDITION

Low Professional/ High Unmastered Low Poor Classroom Climate

Teaching Update Skills Metacogntion Situation

Lack of INSET/ Poor Teaching – Poor

Poor integration
Seminars/ Learning implementation of
of activities
Workshop Strategies school/class
/programs
policies
addressing
Pupils’ diversity Poor-Teacher
Lack of Teaching & Individual Pupil Relationship Poor lighting, No
Resources differences water supply and
(Text References, not well ventilated
E-net access, LM) High motivational
Poor classroom
Problems
Implementation
Minimal of Reading Poor classroom
Instructional Program Malnutrition
Supervision physical mgt.

No Peer Poor integration &

Support/Coaching implementation of Poor community
Scaffolding
relation and
programs (RRE)
resourcing
Less
exposure/bench
markings of best
practices
 OBJECTIVETREE IMPROVED PUPILS’
LITERACY

IMPROVED TEACHER’S IMPROVED PUPIL’S BETTER SCHOOL /

INSTRUCTIONAL READING & GRAMMAR CLASSROOM
COMPETENCE COMPETENCE ENVIRONMENT
CONDITION

Improved Professional/ Mastered Skills in Improved Healthier Classroom

Teaching Update Science, Reading and Metacognition Climate
Grammar
Sustained school
SLAC, coaching, High integration Sustained utilization policy (School
Proj. RISE, Proj. of activities of Teaching – handbook, SPG policy,
CREASE /programs Learning Strategies classroom policy)
addressing
Pupils’ diversity
Well lighted, with
“Proj TOME” (Text, & Individual Improved-Teacher
On-line, Magazine, water source ,
differences Pupil Relationship
Exhibit) well ventilated
classroom
Improved Roll of honors
Sustained Instructional Implementation Recognition day
Supervision of Reading Well managed
“Proj. ROSE” Program classroom furniture
 Bigkasansa Sustained SBFP,
& equipment
Paaalan GulayanSaPaaral
Presence of Peer  DEAR an, Little Nurses,
Support/Coaching  Lib Hub
“Proj: Kapamilya at Proj. BRUSH, No
KapusosaPagtuturo” candy policy Sustained
community relation
High integration & and resourcing,
implementation “OplanKatoksaBaran
High exposure on
of Scaffolding ggay”
bench markings
programs
 “BaongKaalam
 “Guroko,
an”
Klasmeytko”
 Internet
 Proj. SPACE
utilization
 Project Title:TEACHER AND HEAD TEACHER PROFFESSIONAL DEVELOPMENT

Problem Statement: 3.42% over- all rating in Enhancing Professional Practice Tool

Project Objective Statement: To improve instructional management

Root Cause: Only 87.5% of the teachers were updated on K to 12

Project Work Plan and Budget Matrix

Date of Person Budget

Activity Output Budget
Implementation Responsible Source

1. Project ROSES
School Head Teacher
(Regular Observation
Head’s’ III
On Sessions of
instructional
Elementary Subjects) January to Dec.
supervision 4,000.00 MOOE
 Purchase of Office 2016
and technical
Supplies for
assistance
Instructional
given
Supervision
2. Project CreaSE
(Creating Synergy of
Energy)
Hard copy of
 Printing and January to Dec. Head Teacher
office/school 5,000.00 MOOE
Reproduction of 2016 III, teachers
documents
School programs
and activities
documentation
3. Project KATE
(Knowledge Acquisition
Through Exploration) Certificate of
 Registration to attendance
seminars and the Accumulated
April, May and Head Teacher
like gathered 8,000.00 MOOE
October 2016 III, teachers
 Subscription of information
professional Educational
magazines references
 Internet
connectivity

4. School INSET April, May, Head Teacher

Meal
 Purchase of meals October and July III, 15,000.00 MOOE
Attendance
and snacks 2016 teachers,BAC

Note: Please record also the date of monitoring per project

Please attach this form to the AIP template

 Project Title:PUPIL DEVELOPMENT

Problem Statement: Low in literacy, high unmastered skill

Project Objective Statement:To improve literacy towards better pupil performance

Root Cause: No regular review and analysis on the status of the different programs
implemented and its effect on the pupils’ outcome.

Project Work Plan and Budget Matrix

Date of Person
Activity Output Budget Budget Source
Implementation Responsible

1. Project:
Record of Books January to Dec.
Library Hub School Librarian 5,000.00 MOOE
barrowed 2016
Mania

2. Intervention  NAT6/LAPG
Program intervention
 Upgrading matrix
 Analysis of January to Dec. Grade III- VI
least 5,000.00 MOOE
pre and post 2016 teachers
mastered
skills (LAPG test
and NAT VI)
3. School Paper
Writing Program
January to Dec. Young journalist
 Printing of School paper 5,000.00 MOOE
2016 adviser
school
paper
4. Project: MML
(Mag-
aaralnaMalusog, SBFP
Matlino at Listo) Nutritional and January to Coordinator,
10,000.00 MOOE
 Purchase of Health Status Dec.2016 School Clinic
Medical and Nurse
Dental
Supplies
5. Grade Six
Graduation
List of
Assistance Grade VI
Graduates given March 2016 16,750.00 MOOE
 Purchase of advisers
assistance
Graduation
materials
6. Kindergarten
Assistance
 Printing of Kindergarten
SREYA result March 2016 2,800.00 MOOE
ECCD and teacher
SREYA
materials
Project Title:CURRICULUM DEVELOPMENT

Problem Statement: Insufficient materials for the implementation of K to 12

Project Objective Statement:To provide instructional materials suited for each grade level
that will enhance pupils’ motivation and engagement on the
different activities.

Root Cause: Insufficient Instructional materials created and purchased.

Project Work Plan and Budget Matrix

Date of Person
Activity Output Budget Budget Source
Implementation Responsible

1. Oplan IM Plus
(Instructional
Materials Plus)
Instructional
 Purchase of
materials May to October BAC
apparatuses 20,000.00 MOOE
(created and 2016 Teachers
, school
purchased)
supplies,
storage
cabinets
2. ICT
Integration in
Printing
Lessons
equipment, ICT
 Purchase of ICT coordinator
materials, January to Dec.
printer with Teachers 10,400.00 MOOE
Printed DLL/LP 2016
continuous Principal
& activity
ink,
sheets
DVDRW,
flash drive
3. Intensifying
DepEd’s Printed
ICT coordinator
Advocacy Tarpaulin
SDRRM
Campaign bearing the
January to Dec. SPG
 Printing of different 2,000.00 MOOE
2016 Health &
DepEd’s DepEd’s
Nutrition
advocacy Advocacy
BAC
campaign in Campaign
tarpaulin
 Project Title:PHYSICAL DEVELOPMENT

Problem Statement: Learning environment not conducive to learning

Project Objective Statement:To repair, rehabilitate and maintain the classroom and school

Root Cause: Leaking roof and water pipes, busted electric bulbs

Project Work Plan and Budget Matrix

Date of Person Budget

Activity Output Budget
Implementation Responsible Source

1. Rehabilitation of
Classrooms
Repaired
 Repair of roofs,
roofs & 40,000.00 MOOE
ceilings, painting
ceilings,
of classroom
Newly painted May 2016 BE team
outer wall
walls
 Repair of 25,000.00 MSB
Repaired
partition wall of
partition wall
grade-4 & 5
classrooms
2. Rehabilitation of
Ancillary Rooms and
Principal
Hall Repaired
January to Dec. Teachers
 Roofing and ceiling and 20,000.00 MOOE
2016 PTA
ceiling repair of roof
BAC
E- Classroom and
Library
4. Piping of School’s
Water System
 Purchase and
Principal
Change of holed,
New water Teachers
rusty water pipes May 2016 30,000.00 MOOE
pipes PTA
and faucets
BAC
 Purchase of
water pressurized
motorized
5. School
Electrification Safety
 Change of
damaged wires Principal
Safe electrical
and electrical Teachers
lines in each May 2016 10,000.00 MOOE
devices PTA
room
 Purchase of BAC
materials for
safety
electrification
6. Maintenance of Clean and in January to Dec. Principal 10,000.00 MOOE
School Ground order school 2016 Teachers
 Purchase of ground PTA
gasoline for BAC
lawn mower
 Purchase of
construction
 materials
7. Electricity Bill
Assistance
 Cash January to Dec.
Electric bill BAC 12,000.00 MOOE
assistance on 2016
school’s
electric bill
 ANNUAL IMPLEMENTATION PLAN

SCHOOL YEAR 2016

Instruction: List down the activities that are required in each school year to implement the school improvement projects. Indicated for every
activity are the schedule and venue, budget, and the person(s) responsible.

SCHOOL BUDGET
PROJECT OUTPUT FOR PERSON(S) SCHEDULE/ BUDGET
IMPROVEMENT ACTIVITIES PER
OBJECTIVE THE YEAR RESPONSIBLE VENUE SOURCE
PROJECT TITLE ACTIVITY

Head Teachers’
instructional
supervision
and technical
1. Project ROSES
assistance
given (Regular HT3
Observation On
TEACHER AND Sessions of January to
To improve
SCHOOL HEADS Elementary Dec. 2016
instructional 4,000.00 MOOE
PROFFESSIONAL Subjects)
management
DEVELOPMENT
Purchase of Office
Supplies for
Instructional
Supervision

Hard copy of 2. Project CreaSE Principal, teachers January to 5,000.00 MOOE

office/school
SCHOOL BUDGET
PROJECT OUTPUT FOR PERSON(S) SCHEDULE/ BUDGET
IMPROVEMENT ACTIVITIES PER
OBJECTIVE THE YEAR RESPONSIBLE VENUE SOURCE
PROJECT TITLE ACTIVITY

(Creating Synergy of
Energy)

 Printing and
documents Reproduction of Dec. 2016
School programs
and activities
documentation

3. Project KATE

(Knowledge
Certificate of Acquisition Through
attendance Exploration) HT3,
April, May and
8,000.00 MOOE
October 2016
Accumulated  Registration to Teachers
gathered seminars and
information the like
 Subscription of
Educational professional
references magazines
 Internet
connectivity
4. School INSET HT3, teacher April, May, 15,000.00 MOOE
October and
 Purchase of BAC July 2016
meals and
snacks

Meal
Attendance
SCHOOL BUDGET
PROJECT OUTPUT FOR PERSON(S) SCHEDULE/ BUDGET
IMPROVEMENT ACTIVITIES PER
OBJECTIVE THE YEAR RESPONSIBLE VENUE SOURCE
PROJECT TITLE ACTIVITY

To improve Record of
PUPIL 1. Project: Library January to
literacy Books School Librarian 5,000.00 MOOE
DEVELOPMENT Hub Mania Dec. 2016
towards better barrowed
pupil
performance

 intervention
2. Intervention Program
matrix
 Analysis of Grade III- VI January to
 Upgrading least 5,000.00 MOOE
pre and teachers Dec. 2016
mastered skills
post test
(LAPG and NAT
VI)
3. Project: MML
(Mag-
aaralnaMalusog, SBFP Coordinator,
Nutritional and January to
Matlino at Listo) 10,000.00 MOOE
Health Status Dec.2016
School Clinic Nurse
 Purchase of
Medical and
Dental Supplies
5. 4.Grade Six
List of Graduation
Grade VI advisers
Graduates Assistance March 2016 16,750.00 MOOE
given
assistance  Purchase of
Graduation
materials
SREYA result 5. Kindergarten Kindergarten March 2016 2,800.00 MOOE
Assistance teacher
SCHOOL BUDGET
PROJECT OUTPUT FOR PERSON(S) SCHEDULE/ BUDGET
IMPROVEMENT ACTIVITIES PER
OBJECTIVE THE YEAR RESPONSIBLE VENUE SOURCE
PROJECT TITLE ACTIVITY

 Printing of ECCD
and SREYA
materials
To provide
instructional
materials
suited for each
grade level 1. Oplan IM Plus
that will Instructional BAC
(Instructional
enhance materials
CURRICULUM Materials Plus) May to
pupils’ Teachers 20,000.00 MOOE
DEVELOPMENT October 2016
motivation and (created and
 Purchase of
engagement purchased)
apparatuses,
on the school supplies,
different storage cabinets
activities.

Printing 2. ICT Integration in ICT coordinator

equipment, ICT Lessons
materials, Teachers
January to
 Purchase of 10,400.00 MOOE
Dec. 2016
Printed DLL/LP printer with HT3
& activity continuous ink,
sheets DVDRW, flash
drive
Printed 3. Intensifying ICT coordinator January to 2,000.00 MOOE
Tarpaulin DepEd’s Advocacy Dec. 2016
bearing the Campaign SDRRM
different
 Printing of SPG
DepEd’s
Advocacy DepEd’s
SCHOOL BUDGET
PROJECT OUTPUT FOR PERSON(S) SCHEDULE/ BUDGET
IMPROVEMENT ACTIVITIES PER
OBJECTIVE THE YEAR RESPONSIBLE VENUE SOURCE
PROJECT TITLE ACTIVITY

Health & Nutrition

advocacy
Campaign BAC
campaign in
tarpaulin

To repair,
rehabilitate
1. Rehabilitation of
and maintain Repaired roofs Classrooms
SCHOOL the classroom & ceilings,
and school BE team 40,000.00 MOOE
FACILITIES Newly painted  Repair of roofs, May 2016
walls ceilings, painting
of classroom
outer wall

2. Rehabilitation of H3
Ancillary Rooms and
Hall Teachers
Repaired January to
20,000.00 MOOE
ceiling and roof Dec. 2016
 Roofing and PTA
ceiling repair of
E- Classroom BAC
and Library
New water 4. Pipping of HT3 May 2016 30,000.00 MOOE
pipes School’s Water
System Teachers

 Purchase and PTA

Change of
holed, rusty BAC
water pipes and
faucets
 Purchase of
SCHOOL BUDGET
PROJECT OUTPUT FOR PERSON(S) SCHEDULE/ BUDGET
IMPROVEMENT ACTIVITIES PER
OBJECTIVE THE YEAR RESPONSIBLE VENUE SOURCE
PROJECT TITLE ACTIVITY

water
pressurized
motorized
5. School
Electrification Safety HT3

Safe electrical  Change of Teachers

lines in each damaged wires May 2016 10,000.00 MOOE
and electrical PTA
room
devices
 Purchase of
BAC
materials for
safety
electrification
6. Maintenance of
HT3
School Ground
Clean and in Teachers
 Purchase of January to
order school 10,000.00 MOOE
gasoline for Dec. 2016
ground PTA
lawn mower
 Purchase of
BAC
construction
materials
HT3
7. Electricity Bill
Assistance Teachers
Paid Electric January to
12,000.00 MOOE
Bill  Cash Dec. 2016
PTA
assistance
on school’s
BAC
electric bill
 ESIP IMPLEMENTATION, MONITORING AND EVALUATION STRUCTURE

AMADOR M. MAGALANG
HEAD TEACHER III

SCHOOL M& E TEAM

Hon. Oldarico M. De Belen
(Brgy. Captain)
Hon. Ruby L. Aquino (Brgy. Coun.)
Hon. Reagan R. Zoleta
IMPLEMENTATION TEAM (PTA Chairman)
Reynalda M. Solis
(Master Teacher I)

PHYSICAL FACILITIES AND SCHOOL FINANCE TEAM CURRICULUM &

INSTRUCTIONAL MATERIALS AND INSTRUCTIONAL PROGRAM
EQUIPMENT TEAM Leonora M. Atian (Teacher) TEAM
Maricel R. Malungay Hon. Rosalie sosa
Hon. Danny S. Sales ( Brgy.Coun. ) (PTA Treas) ( Brgy.Coun.)
Hon. Romeo delos Martirez Osita Largo (PTA BOD) Victor Mahaguay (PTA BOD)
( Brgy. Coun.) Reynalda M. Solis (Teacher) Armee Grace M. Zamora
Hon.Mario Sosa ( Brgy. Coun.) (Teacher)
Amor Z. Robillos (Teacher) Colombia C. Roderos

Pupil Co-Corricular Activities Team Staff Development Team

Renalyn Manoos (PTA VP) Epifanio Real (PTA BOD)

Trecia Mhay Malungay (SPG Pres.) Raul Robillos (PTA BOD)
Majorie J. Hizole (Teacher) Mayla F. Cordero(Teacher)
Marilyn M. Laurente (Teacher) Majorie J. Hizole (Teacher)
Marilyn M. Laurente (Teacher)
MONITORING AND EVALUATION PLAN

ESIP Implementation Team

The ESIP Implementation team will be composed of internal and external
stakeholders. The team is tasks to undertake the following roles and responsibilities as
follows:
1. Organize program team approved by the school head who will manage different
programs and activities reflected in the 3-year Work Plan and AIP.
2. Make regular reports to the school head as regards the status of ESIP
implementation.
3. Make recommendation to the school program team regarding actions that are
considered necessary in successful plan implementation.
4. Assist school planning team in enhancing the SIP every year during the ESIP
revisit.
5. Convene regularly to discuss implementation issues together with school head
and the Monitoring and Evaluation Team.

Roles and Functions of Program Coordinator

1. Physical Facilities Development Coordinator
a. Prepares master plan on physical facilities and instructional materials and
equipment.
b. Make annual inventory of facilities, materials and equipments.
c. Identifies physical facilities, materials and equipment needs.
d. Assist the preparation of project proposal to source out funds for physical
facilities, materials and equipment projects.
e. Takes the lead role in the implementation of physical facilities, informs the
school head in the status and make recommendations.
f. Takes charge of the procurement of materials and equipments.
g. Conducts regular inspection of physical facilities, informs the school head
in the status and make recommendations.
h. Prepared list of measures on the care and use of physical facilities,
materials and equipment.

2. Curriculum Development Coordinator

a. Organizes program team per subject area.
b. List roles and functions of each subject area program team.
c. Convenes regularly with ESIP implementation Team and M&E Team.
d. Records best practices, facilitating and hindering factors in relation to the
implementation of subject area programs.

3. Student/ Pupil Development Coordinator

a. Prepares plan for the student/pupil development activities.
b. Mobilizes stakeholders to support pupil activities.
c. Convenes regularly with implementation team, school head, and M &E
Team to discuss issues about the programs.

4. Staff Development Coordinator

a. Conducts TSNA to determine strengths and training needs of teachers.
b. Prepares INSET plan and submits to school head for comments and
approval.
C. Conducts resource mobilization activities in order to get funds to support
plan.
d. Manages INSET program to improve professional competence of teacher
in order to improve the delivery of instruction.
e. Organizes pool trainers in the school who can be tapped as speakers
during INSET.
f. Evaluates and make training completion report after the completion of every
training.

Monitoring and Evaluation Team

The Monitoring and Evaluation Team (M&E) is composed of School Head, classroom
teachers, parent representatives and LGU representative. Team is task to undertake the
following roles and responsibilities.

1. Conduct monitoring during the implementation like gathering, recording,

organizing,
storing data and ensuring school records are complete and up to date.
2. Evaluate results of SIP implementation which will be made as basis for decision
making by the school head for interventions.
3. Make regular reports and submit to the school head.
4. Update M&E Plan during ESIP revisit.
5. Design monitoring and feedback system.
6. Analyze and interpret data and discuss M&E concerns together with
implementationTeam and school head.
7. Monitor school and learner performance and recommend to the school head
action to improve learner achievement.
 Abstract
This Enhanced School Improvement plan was collaboratively developed by the
School Planning Team (SPT). It aimed to chart strategic direction of the school, address
implementation concerns and issues, sustained creativity and innovation in school programs
and manage school resources and systems to achieve higher learning outcomes.

This ESIP showed the basic profile of the school as to its location, distance,
incidence of crimes and other human-induced hazards, incidence of natural hazards and
results of disaster incidence. Learning environment showed the available classrooms and
seats, the water, sanitation and hygiene facilities, the textbooks available for K-12 use,
library and other learning facilities as well as the electrical supply and internet connectivity.

Number of teachers teaching in the school was itemized. Their professional

engagements and developments were also presented.

Children health and safety focused on nutrition, health and child protection. Different
programs and policies on maintaining child friendly school were discussed in this part.

Systems and procedures showed the school governance. It tackles planning and
development process of the school with regards to DepEds’ programs and advocacy. It also
showed how teachers were being monitored, evaluated and rewarded. Ways of
communication and leadership style of the principal were also discussed.

Stakeholders support to education were shown in the school-community partnership.

Fiscal and other form of donations to show support to the school were also reflected in this
paper.

Situational analysis showed that the school has low cohort survival rate, low literacy,
and unconducive learning environment. Factors affecting these problems were noted as to
1) (4.78%)high retention rate due to high unmastered skills, 2) 18.82% frustration level
pupils in PHILIRI, 3) 3.42 rating in enhancing professional practice and only 69.23% of the
teachers were given K to 12 training, 4) School Led watching and hazard mapping showed
unconducive learning environment.

Four priority improvement areas were 1) Pupil development, 2) Teachers’ and

principal’s leadership and professional development, 3) Curriculum Development and 4)
Physical development. Pupil development focused on literacy among pupils and their
outcome that will contribute to the attainment of the division target of quality education.
Teachers’ and Principal’s leadership and professional development focused on instructional
management leading towards competent and effective teaching-learning process.
Curriculum development on the other hand targets the provision of suited and effective
instructional materials for each grade level that responds to the call of K to 12 curriculum.
Lastly, the physical development area aimed a structured school/classrooms making it safe
and conducive to teaching and learning that will also motivate stakeholders to uphold the
school.

Project work plan and budget matrix were distributed to the areas needing fiscal
resources. Annual implementation plan is congruent with the project work plan in this ESIP.

Implementation, monitoring and evaluation structure were also organized. They will
facilitate the monitoring and evaluation of the ESIP implemented plans.