CHAPTER 2

School’s Current Situation

Lataban Elementary School is one of the small schools in the District of Liloan situated
at the hilly portion. It is at the heart of Lataban, Liloan, Cebu at the back of the vicinity of
Lataban National High School. It is seven kilometers away from the National Highway. The
school is just a walking distance to Lataban National High School, a public secondary school.
Its location is a distance away from neighboring elementary which takes two kilometers by
motorcycle, San Roque Elementary School is the nearest public school It is seven kilometers
away from the nearest private elementary school (Divine Life Institute of Cebu).Lataban
Elementary School has a lot area of 5686 sq. meters and was established in the year 1952.

Until recently, the learners faced daily challenges reaching the school because of the
unsafe and poor state of the access road leading to school and does not adequately cater to
the needs of learners with disabilities. As to the safety of the learners and school security,
school security fences needs to be well installed not only for boosting surveillance and
improving security but, perhaps unexpectedly, for the morale and well-being of the students.

In the current school year, the school has only 11 classrooms to cater 14 classes.
Relating to it, 2 classrooms unfit for occupancy are declared by the building officials to be
demolished. Likewise, it has no laboratory room for computers and no room exclusive for
library use. All in all, the school lacks five rooms for these purposes and there were insufficient
number of chairs for our pupils to be more comfortable in doing their work. Insufficient number
of books is another problem of the school especially for the K-12 Curriculum in all subject
areas.

On school enrolment for the last three (3) years, data showed an increasing record
from 375 learners to 435 occurring this school year which can be attributed to the fact the
transfer of private school learners to public school due to the economic downturn caused by the
COVID-19 pandemic.

Moreover, factual promotion rate across the past 3 school years reveals a uniform
pattern result of 100%.

Based on the latest Phil-IRI GST results, a record showing 35.61% or 73 out of 205
takers from Grades 3 to 6 learners is indicated to have performed fairly along literacy in
Filipino, and about 25 individuals or roughly 50% out of a total of 50 takers from grades 4-6
learners along English subject. Moreover, from the most recent ORV conducted along English
and Filipino subjects and even along MTB, results also demonstrated that among pupils in
Grades 1 to 6, challenge in literacy is likewise substantially notable.

On the other hand, Early-Grade Mathematics Assessment (EGMA) results from

Grades 1 to 3 learners disclosed that some 62.20% or an equivalent of 102 from a total of 164
learners is considered poor performers in numeracy. Further, on the basis of Form 14 record of
the immediately preceding school quarterly assessment, it was found that among learners in

School Improvement Plan

1
grades 4-6 some 66 pupils or an equivalent of 33.85% failed the test relating to questions
requiring application of acquired knowledge and skill involving fundamental mathematical
operations. In addition, the overall school Math MPS is only 72.03% which is way below the
planning standard of 100%. Non-numerate learners dramatically increased which causes lower
MPS rate in the periodical exams.

All things considered, the SPT challenged themselves and find out which among the
mentioned concerns need immediate action and/or priority attention using the matrix below:

Table 3: Identifying Priority Improvement Areas

Criteria Scale
The number of other areas that will benefit when the 5 – Very High
Strategic Importance improvement area is addressed 4 – High
3 – Moderate
The urgency or need to improve the area as soon as 2 – Low
Urgency possible 1 – Very Low
The number of learners that will benefit when the
Magnitude improvement area is addressed
The degree to which the improvement area is within
Feasibility the school’s mandate and control

Above table is interpreted on the basis of the following rubrics:

Average Rating Interpretation

4.5 – 5.0 Very High Priority (VHP)
3.5 – 4.49 High Priority (HP)
2.5 – 3.49 Moderate Priority (MP)
1.5 – 2.49 Low Priority (LP)
1.0 – 1.49 Very Low Priority (VLP)

TABLE 4. Priority Improvement Areas (PIAs)

Strategic Urgen Magni Feasi Ave Interpre

Improvement Areas
Importance cy tude bility rage tation
Access Road 5 5 4 3 4.25 HP
School Security
4 3 5 2 3.5 HP
Fencing
Acute lack of
5 5 4 3 4.25 HP
Classrooms
Poor Literacy Skills in
5 5 5 5 5 VHP
English and Filipino
Poor Numeracy Skills 5 5 5 5 5 VHP

School Improvement Plan

2
 After thorough deliberation, the SPT decided to focus on areas listed as Very High
Priority (VHP) to be of utmost importance because these directly affect the learners’
performance in academics. Besides, the rest of the improvement areas are now under
consideration for funding and project implementation by the local government unit of the
Municipality of Liloan. Moreover, since poor literacy and numeracy impacts heavily on Low
MPS, it was further agreed to focus on adopting programs, projects and activities believed to
have direct effect on Poor Literacy and Numeracy.

Table 5. General Objectives

The proceeding table below shows the focused areas of improvement and their
corresponding general objectives through which the team envisions to work its way to achieve
the desired goal.

PRIORITY IMPROVE
MENT AREAS GENERAL OBJECTIVES
(PIAs)
Poor Literacy Skills in To achieve 100% literacy along English and Filipino subjects
English and Filipino subjects among learners in grades 1 to 6 each year in 3 years.
To achieve 100% numeracy among learners in grades 1 to 6
Poor Numeracy Skills
each year in 3 years.

Table 5. Planning Worksheet

TIME FRAME
School Year
GENERAL 2022 2023 2024
PIAs ROOT CAUSES
OBJECTIVES to to to
2023 2024 2025
- Lack of application of appropriate
teaching strategy and intervention
-Supplied Books in School are not
distributed to learners to bring
To achieve 100%
Poor Home
literacy along English
literacy in -Lack of Parental Support or
and Filipino subjects
English commitment to provide tutorial 100% 100% 100%
among learners in
and Filipino sessions at home
grades 1 to 6 each
subjects -Parents are non-readers
year in 3 years.
-Reading Materials or activity
sheets developed and used do not
conform to individual reading level
of learners.
Poor To achieve 100% - Lack of application of appropriate 100% 100% 100%
Numeracy numeracy among teaching strategy and intervention
Skills learners in grades 1 - Lacked mastery in the use of
to 6 each year in 3 fundamental operation in math

School Improvement Plan

3
 - Lack of practice at home and in
school
- Parents have no time spent to
years.
assist their learners
- Teachers give more focus on
literacy

Root Cause Analysis

Learners’ poor academic performance can be attributed to various root causes that
come from the learners, the parents, the teachers, and the school in general. If there is a
common goal for everyone, then this improvement area can be addressed.
Root Cause Analysis is a structured means or process of finding the deepest
underlying cause of the problem. It is the means through which specific, appropriate, relevant
and timely solutions may be developed, designed and adopted to address the presenting need.
To analyze the school’s concerns, the team make use of the Why-why model.

A. Low NAT MPS

School Improvement Plan

4