Republic of the Philippines

Department of Education
Region IVA- CALABARZON
Division of Cavite

SCHOOL IMPROVEMENT PLAN

of

MENDEZ NUÑEZ MONTESSORI

Alfonso Rd., Brgy. 8-2, Mendez, Cavite
School Year 2015-2017

April 15, 2015

 Table of Contents

I. Introduction

II. Profile
A. School
1. Guiding Principles
A. Core Values
B. Vision
C. Mission
D. Goals and Objectives

2. Name and History

3. Type of School

4. Curriculum
5. Physical Facilities
a. Buildings
b. Classrooms
c. Classroom Furniture
c. Library
d. Toilets and/or Urinals
e. Sports/Recreational Facilities

6. Personnel
a. School Head
b. Teaching Personnel
c. Administrative/ Non-teaching Personnel

7. Instructional Materials
a. Teaching Aids
b. Audio-Visual Equipment
c. Library Holdings

8. School Climate
 B. Community
1. Socio-cultural
2. Political
3. Geographical Location
4. Demography
5. Economy

III. Situational Analysis and Identification of Improvement Goals

A.

I. Introduction
 This school improvement plan was formulated by the School Planning Team under the
leadership and guidance of the school head. Its purpose is to:
o Assess the school
o Improve instruction and increase student achievement
o Craft goals, objectives and action steps.

Members of the School Planning Team underwent intensive self-study of the school that
involves data gathering in the following areas: Vision and Purpose, Governance and Leadership,
Resources and Support Systems and Teaching and Learning. Other data were collected from the
records of the municipality. The Parent-Teacher Association and Student Council members were
likewise asked for vital inputs and feedback on ongoing school projects.

The data collected was organized and compiled and then analyzed using a “SWOT
instrument” that identifies strengths and weaknesses and determines opportunities and threats.

Based on the results of the SWOT analysis, members of the school improvement
planning committee established goals (realistic and broad), objectives (specific and measurable),
and action steps (the who, when and how of the objective).

II. Profile
A. School Profile
1. School Guiding Principles

VISION

Mendez Nunez Montessori envisions itself as a creator of

successful, progressive and future oriented citizens equipped for the demands and opportunities
of the 21st century by offering a differentiated, effective, rigorous and responsive curriculum
delivered in a favorable, safe and supportive environment.

MISSION

The graduate of Mendez Nunez Montessori is thus expected to be a well-rounded, values-

laden and confident individual equipped with knowledge, skills and capabilities that would
prepare him for constructive, and effective involvement in our society.

Course Objectives:
Pre-School:
o To provide students a prepared environment that supports his intellectual, social
and emotional development.
o Develop lifelong interest in learning and positive attitude towards school work.

Elementary:
o Serve as an avenue for continuing intellectual, social and emotional development.
o Provide the necessary competencies, skills knowledge, creativity and
understanding.
o Develop positive work attitude and value for constructive individual/group work

High School
o Serve as an avenue for continuing intellectual, social and emotional development.
o Focus on quality work and project output
o Explore career paths and career orientation
 2. Name and History

Mendez Nuñez Montessori was established in the year 2000 with the purpose of
providing quality private education in the municipality of Mendez, Cavite. Initially, it had only
five teachers and two non-teaching administrative staff.
Increasing patronage encouraged the board of trustees of the school to extend its services
from the preschool level up to the sixth grade. Eventually, complete basic education was offered
when in the year 2004 it opened the high school program.

The school was duly recognized by the Department of Education in the Pre-School,
elementary and High School levels on the following years:
N-K-P - January 27, 2003
Grade 1-6 - January 27, 2003
Complete Secondary - December 1, 2005

3. Type of School

Mendez Nuñez Montessori is classified as a Non-Sectarian private school duly

recognized by the Department of Education with the following Recognition Nos.:

N-K-P: 060 s 2002

Elementary: E-053 s. 2002
Secondary: 011 s. 2005

4. Curriculum

Mendez Nuñez Montessori offers basic education in the Pre-School, Elementary and
Sedcondary Level. It follows the DepEd prescribed Curriculum for each grade level.

For School Year 2015-2016, Grade 1 to Grade 4 will implement the K to 12 Curriculum
which the Understanding by Design (UbD) Framework. Grade 7 to Grade 10 will implement the
K to 12 Curriculum as well. Grade 5 and Grade 6 will implement the Basic Education
Curriculum (BEC) 2010.
The prescribed curriculum is complemented by elective subjects that focus on research
writing, journalism, and mathematics.
 5. Personnel

The school is currently manned by 24 teachers and 7 administrative and support staff. The
following table shows data on school personnel and administrative/support staff for the past three
consecutive years:

Position SY 2012-2013 SY 2013-2014 SY 2014-2015

Principal I 1 1 1
Teacher (By Subject)
Science 4 4 4
Mathematics 4 4 4
English 4 5 5
Filipino 3 3 3
Araling Panlipunan 3 3 3
MAPEH 3 3 3
ICT 2 3 2
Administrative/
Non-Teaching/Support
Registrar 1 1 1
Cashier 1 1 1
Security Officer 1 1 1
Property Custodian 1 1 1
Utility/Maintenance 2 2 2
Nurse 1 1 1

6. Student Profile
a. Enrollment for the Last Three Years

Enrollment Data 2012- 2014

Grade 10/4th Year

Grade 9/3rd Year

Grade 8/2nd Year

Grade 7/1st Year

Grade 6

Grade 5

Grade 4

Grade 3

Grade 2

Grade 1

Kindergarten

0 10 20 30 40 50 60

SY 2014-2015 SY 2013-2014 SY 2012-2013

 7. Physical Facilities
a. Instructional Facilities
Facilities SY 2011-2012 SY 2012-2013 SY 2013-2014
Classrooms 20
Computer Room 1 1 1
Library 1 1 1
Administrative Offices 1 1 1
Home Economics 1 1 1
Canteen 1 1 1
Social Hall 1 1 1
Basketball/Volleyball Court 1 1 1
Table Tennis Table 1 1
Clinic 1 1 1
AVR 1 1 1
Toilets (M/F) 5/5 6/6 6/6

b. Furniture and Equipment

Facilities SY 2011-2012 SY 2012-2013 SY 2013-2014

Computers 12 15 18
Printers/Copiers 2/1 3/1 5/2
CCTV Monitoring 0 0 1
Armchairs 350 400 450
Teacher’s Tables 18
LCD 1 1 1
TV’s 2 2 2
Whiteboard 18

8. School Climate and Culture

The Faculty, Staff, students, parents and other stakeholders find that our school has a
positive school climate. The schools norms and values are sustained through informal and formal
routes.
Before the start of each school year, an orientation program is conducted to inform the
students and parents of the school policies with regards to proper conduct, disciplinary
procedures, and the grading system.
Teachers clearly communicate their expectations and provide a roadmap on what students
will be doing throughout the year. The grading system is thoroughly discussed and the rubrics for
grading performance outputs and projects are likewise made clear. Student’s demonstrate
acceptance of responsibilities and show high regard for learning.
Students are likewise expected to participate in a myriad of school activities. Through our
House System, a vertical organization format instituted by the principal which replaces the
student body organization, students from the lowest level to the highest level become involved in
school activities. This system provides the necessary scaffold for student socialization and
prepares him for leadership as well.
Teachers receive training with regards to new education programs and projects before the
school year starts so that they can adopt and transfer the Department of Education’s new K to 12
curriculum. They attend seminars to equip them of new teaching methodologies so that they
become more effective facilitators. During the summer, teachers are expected to finish their
learning plans ahead of the year. Moreover, teachers are encouraged to take up TESDA
accredited courses in preparation for the new school curriculum.
Furthermore, teachers are expected to treat with their students with respect and value
their individual differences.
B. Community

a. Creation of the Town of Mendez

Mendez is generally known to have started as a mere sitio of Indang called Gahitan,
derived from the Tagalog word “gahit”, referring to the cutting of cogon grass which abounded
in this place during the early Spanish times. Settlers like the Seven Aure Brothers from Bario
Kayquit immigrated to this place. Other settlers were the Esguerras, Romeras, Auditors, Pereys,
Novicios, Bacoses, Vidamos, Viados and Sarmientos. As the population and houses increased
the sitio eventually became |Barrio Gahitan in 1875.
After many petitions of the residents of Gahitan, Anuling and Palocpoc, Governador
General Malcampo signed the executive order separating the barrios of Gahitan, Anuling and
Palocpoc from Indang and proclaimed that these barrios be an independent municipality on
September 6, 1875. This decree was acquiesced by the King of spain in his Royal Order of
December 12 1878. The new municipality was given the name Mendez Nuñez in honor of Casto
Mendez Nuñez, a decorated Spanish naval officer.

b. Location
The municipality of Mendez is located 66 kilometres (41 mi) from Metro Manila and is
accessible via Aguinaldo Highway. It is one of the smallest and upland towns of Cavite province.
It is bounded to the north and east by Indang, to the south by Tagaytay, and to the west by
Alfonso. Its geographical coordinates are 14° 7' 43" North, 120° 54' 21" East

c. Demographic Data
The population census of the town:

Population Census of Mendez

Year Pop. ±% p.a.

1990 17,652 —    
1995 20,321 +2.67%
2000 22,937 +2.63%
2007 26,757 +2.15%
2010 28,570 +2.41%
Source: National Statistics Office
 The population census shows a steady increase in population year on year by about 2.5 %
p.a. The projected population by 2016 will be about 32, 594.
Student enrollment data for S.Y 2014-2015 shows that there were a total of 4866 students
in the elementary level and 2305 student in the secondary level (public and private combined).

d. Economy

Agriculture is the main form of economic activity in the municipality. Farmers who own
or tend to land engage in diversified farming, a small-scale production, raising five or six crops
such as coffee, banana, pineapples, ube, ginger and a variety of vegetables. It ensures steady
utilization of farm labor throughout the year. There is regular flow of income as well. Most of
the produced is sold in the local market or taken up by middlemen who sell the produce
elsewhere

Enterprise formation is especially high in the retailing sector. The major trade centers
include the town market and the row of small scale businesses that line the main road that cut
across the town. Recently however, there has been an upsurge of interest by larger business
entities to invest in the town.

Mendez is ideally located to serve the growing labor market in upland Cavite. Tagaytay
City which is but a few minutes away is in constant demand for workers in many fields like food
service, tourism and commerce. Many Mendezenio graduates of the related fields find
employment and are highly regarded as competent workers.

The Mayor encourages the development of Small and Medium Enterprises in the
municipality. Eco-tourism has been one of the many possible areas for development.

e. Summary of enrollment data for high schools in the town of Mendez

The table below show the number of enrollment of profile of high schools in the town of
Mendez, Cavite for S.Y. 2014-2015:

School Male Female Total

Public:
1. Constancio E. Aure Sr. Natl. High School 498 448 946
2. Anuling Natl. High School 155 146 301
3. Palocpoc Natl. High School 124 108 232
Private:
1. Tagaytay-Mendez Academy 163 137 300
2. St. Augustine School 90 116 206
3. Mendez Nunez Montessori 103 81 184
4. Mendez Christian Academy 43 51 94
5. Young Kwang Gukje School 23 19 42
Grand Total: 1199 106 2305
The table shows that Mendez Nunez Montessori has about 22.27% market share of
students who are enrolled in private schools and about 8% of the combined student population in
private and public schools.
 III. Situational Analysis and School Improvement Goals

A. School Performance Indicators for Three Consecutive Years (2012 – 2015)

Key Indicator SY 2012-2013 SY 2013-2014 SY 2014-2015

Participation Rate
Survival Rate 100%
Retention Rate 100%
Drop Out 0%
Graduation 100%
Achievement Indicators:
A. NAT Y4 (MPS)
Filipino 68.96
Mathematics 52.49
English 65.99
Science 56.62
A.P. 72.66
Critical Thinking 54.32

Overall 63.11
SY 2011- 2012

B. NCAE Y3 (Mean)
Gen. Scholastic Aptitude
107.97
Technical-Vocational Aptitude
31.42
Entrepreneurial Skills
14.29

B. Problem/Goal Identification
Based on the available information, the following have been identified as areas for school
improvement:

1. Analyse and utilize student data to plan instruction to meet the learning needs
and increase student achievement for all students;
2. Improve student achievement by strengthening the effectiveness of educators
and leaders; and
3. Improve school facilities: classrooms, science laboratories, library,
THE/Industrial Arts which will help students achieve desired standards for
learning.

SMART Goals for School Improvement

The three areas for improvement as identified above will be addressed through the
creation of specific and strategic goals using a SMART planning process which is
commonly used in school improvement planning. Articulation of each goal will be held
during regular faculty meetings.

A. Student Achievement
Areas earmarked for improvement:
 1. Alignment of standards to the curriculum and identify the essential learning
outcomes at each grade level;
2. Collaborate to create common assessment rubric(s) in every subject or that
fosters grading consistency across a grade level, identifies grading criteria for
each assessment and strengthens student performance.
3. Remediation - Use all teachers to help in remediation for students in the
following areas:
a. Literacy
b. Mathematics
c. Science

B. Teacher Effectiveness
1. Use data results to identify strengths and weaknesses in individual teaching
practice, to collaboratively address areas of concern, and improve effectiveness in
helping all students learn
2. Provide quality, consistent professional development to all staff on Common
Assessments: the terminology; how they are developed/given/scored/reported in efforts to
design and implement common formative assessments and grading rubrics that are
aligned to national standards

C. Improvement of Existing Facilities

The school will strive to provide quality school facilities that enable all staff to
work well and all children to learn.

Conceptual Framework for Student Improvement:

Unified
Standards and
Grading System

STUDENT
ACHIEVEMENT
 Effective Improved
Instruction Facilities