SINIPIAN ELEMENTARY SCHOOL

108368
BRGY. SINIPIAN, NAGCARLAN, LAGUNA

ENHANCED
SCHOOL
IMPROVEMENT
PLAN
School Year 2019-2022

ELIZABETH M. PIÑERO
School Head
 Republic of the Philippines
Department of Education
Region IV-A CALABARZON
Division of Laguna
District of Nagcarlan-Rizal
SINIPIAN ELEMENTARY SCHOOL
Nagcarlan

ENDORSEMENT
This is to signify our collective and support to the implementation of the Enhanced School
Improvement Plan which contains our aspirations for Sinipian Elementary School on May 30,
2019 at Barangay Sinipian, Nagcarlan, Laguna.

SCHOOL PLANNING TEAM

ELIZABETH M. PIŇERO
School Head/Team Leader

BENZ JOSEPH D. SAN ESTEBAN WILMA S. MONTEGRANDE

Student Representative Teacher Representative

Hon. BRIGIDO D. CORONADO RACHELLE CORONADO

Barangay / LGU Representative Parent Representative

ROSARIO A. TULAGAN Hon. JOELAS B. DORADO

Child Protection Committee Chairman Barangay DRRMC

CLARITA C. CALABIA Hon. RENARD P. ORTEGA

School DRRMC SGC Representative

REVIEWED BY:

GREGORIA B. GUTIERREZ, Ed. D.

Public Schools District Supervisor

RECOMMENDING APPROVAL:

LOURDES T. BERMUDEZ, Ph. D.

Assistant Schools Division Superintendent

APPROVED:

JOSILYN S. SOLANA, CESO V

Schools Division Superintendent

MESSAGE
 Our school is an educational institution designed to
provide learning spaces and learning environments for the
teaching of our students or pupils under the direction of
teachers; teachers who help students grow and to transform their
thinking and their knowledge; school not only helps students
learn necessary concepts and skills, but it also allows students to
interact with other students socially, academically and
emotionally.

Anchored to Department of Education Vision, Mission and Core Values, the school shall
be sustained the provision of a rich learning environment for our pupils, which promotes
individual growth, creative and independence through active participation, risk-taking
opportunities and real-life problem solving experiences to meet academic excellence.

Today’s school leader must possesses skills in visionary leadership, which describes a
leader who knows exactly the current status of the school, has a clear and compelling sense of
where the school should be, and possesses the right understanding of the actions and behaviors
needed in order to bring the school to where it should be.

This School Improvement Plan is a comprehensive presentation which will serve as the
basis of priority through which our school the Sinipian Elementary School will focus and utilize
all possible resources to achieve Transparency, Ethical and Accountability. Furthermore, this plan
is developed based on the school needs and priorities, appropriate action to be undertaken and
evaluation of the outcomes so as to further improve the school and for the continuum of students’
achievements.

I would like to thank teachers of Sinipian ES, the parents especially the PTA officers, the
Barangay officials, pupils and other individuals to make this plan to be possibly done.

CHAPTER I
Department of Education
Vision, Mission and Core Values
VISION
We dream of Filipinos
who passionately love their country
and whose competencies enable them to realize their
 full potential and contribute meaningfully to building the nation.
As learner-centered public institution,
the Department of Education
continuously improves itself
to better serve its
stakeholders.

MISSION
To protect and promote the right of every Filipino to quality, equitable, culture-based and
complete basic education where:
 Students learner in a child-friendly, gender-sensitive, safe and motivating environment;
 Teachers facilitate learning and constantly nurture every learner;
 Administrators and staff, as steward of the institution, ensure an enabling and supportive
environment for effective learning to happen;
 Family, community and other stakeholders are actively engaged and sharing
responsibility for developing life-long learners.

CORE VALUES
Maka-Diyos

Maka-tao

Makakalikasan

Makabansa
VISION SHARING
The School Planning Team held the first meeting on Feb 11, 2019 for the orientation of
the School Improvement Plan process and vision sharing relative to the Department of Education
Vision, Mission and Core Values. For the availability of some members of the team, a follow-up
meeting was done. To understand fully the SIP crafting and process, the SIP videos were
presented so that SPT would be aware for the processes to be followed. School Planning Team
realized that each of us has a role in crafting SIP; that everyone is important, that SIP could be
done successfully if everybody will participate or cooperative. The vision, mission and core
values were also presented. A vision-mission-core values is the key concept in management; that
every planning effort should begin with a clear statement of a vision and a mission. The following
affirmations were noted:
 The reality we would like to see in our school.
 The clear picture of a desired end result, realistic, credible and attractive future.
 For both teachers and students must be constantly reminded of the importance of the school
vision-mission-core values in teaching and learning process.
 For the students; school life is the best life, gives better education, good grades, safety, being
organized, respectful, responsible, friendly, polite, good manners, joyful experience, an
essential part of human life.
 Strengthen the school program on Child Protection Policy.
 They stated that school as second home of the pupils needs to provide better learning
environment that will hone their skills and ability for the improved performance in all
learning areas.
 Internal and external stakeholders must be encouraged to share their insights and ideas that
can be possibly sources of innovations and creativity for school related programs and
activities.
At the end of the vision sharing, the SPT committed to participate and support in every
endeavor of the school toward the realization of the School Improvement Plan. The activities will
be focused on resolving problems of instructions and improving pupils’ achievement with the
support of parents, LGU’s and community

LIST OF ROLES AND RESPONSIBILITIES OF

SCHOOL PLANNING TEAM MEMBERS
Stakeholder Roles and Responsibilities

School Head  Demonstrates skills in working as a team leader

 Convenes School Planning Team
 Provide leadership and guidance in the development of the
plan, clearly explain the SIP planning process to the planning
team and their roles.
 Facilitate actual planning workshop
 Form a core team composed of Master Teachers who will
assist throughout the 3 year implementation of SIP.
 Form Project Team that will initiate and implement the
projects based on the Priority Improvement Areas.
 Demonstrates the ability to use group process skills in the
interaction both with internal and external stakeholders.

Students/Pupils  Share insights about their difficulties in the school and

SGC participate in setting goals, strategies and priorities of the
school.
 Take part in initiating and implementing school’s programs
and projects.

Teacher  Provide needed information relative to teaching and

learning process.
 Actively participate during the development of the SIP
establishing priorities, setting goals and formulating
 implementation strategies for the plan.

Parent  Share insights about what their children need to learn and the
difficulties they face in the school, their aspiration for the
school and their children, present other areas of concerns and
participate in setting goals, strategies and priorities of the
school.
 Commit available resources in the implementation of the plan.

Barangay / LGU  Share valuable information on the interest of the community in

school improvement and participate in setting goals, strategies
and priorities of the school.

 Commit available resources in the implementation of the plan.

Member of  Help the school in providing a safe and secured learning

DRRMC environment and participate in hazard mapping inside school
premises.

Member of School  Ensure that Child Protection Policy in the school is practiced in
Governing Council accordance with the existing policy guidelines of the DepEd.
 Initiate projects that will improve school to be a Child Friendly
School
 SCHOOL PLANNING TEAM TIMETABLE
Activities Schedule

PREPARATORY ACTIVITIES
 Announcement for a general assembly February 11, 2019
 Organizing a School Planning Team (SPT)
 Vision Sharing activity of the newly organized School
February 12-16, 2019
Planning Teams
 Setting directions for the team of the DepEd Vision,
Mission and Core Values
 Discussion of the SPT members on their roles and
responsibilities

ASSESS
 Gathering data in School-Community using survey
 Analysing and Stating school’s current situation based
on the results of data gathering and assessment
 Identifying the gaps that need to be prioritized for
improvement
 Presenting the list of Priority Improvement Areas and Third week of
use the 5-point scale for ranking each PIAs February 2019
 Determining the root causes of the problems
prioritized
 Formulating general objectives for the identified PIAs
using the planning worksheet
 Brief the team regularly for general information
 Consult the team on some issues and encourage them
to contribute ideas through the consultative
mechanism

PLAN
 Presenting the list of solutions for the identified root Fourth Week of February to
causes Third Week of March 2019
 Preparing Project Work Plan and Budget Matrix for
First week of
every solutions
 Preparing Annual Implementation Plan Year 1 May 2019
 Writing the School Improvement Plan
 Submission of the SIP with signatures of the SPT
members During BRIGADA
 Launching of the new ESIP with already Certificate of ESKWELA
Acceptance of the SDO
ACT
 Starting of pilot testing June to August 2019
 Discuss preparations for roll out September 2019

MONITORING AND EVALUATION

 Conducting monitoring and evaluation of the progress
using Project Monitoring Report Form Middle and End of project
 Informing the SPT on the status of every projects implementation
 Submission of progress reports by each Project Teams
During the SY 2019-2020
 CHAPTER 2
SCHOOL’S CURRENT SITUATION
Sinipian Elementary School has one hundred eighty-eight (188) learners from
Kindergarten to Grade Six, with one (1) Master Teacher II, four (4) Teacher III, 2 (2) Teacher II,
one (1) Teacher I, an Administrative Aide I and with Head Teacher III position. The school has
an area of of 5,728 sq. m., with own title. Sinipian ES is located at Barangay Sinipian, Nagcarlan
which is 3 km. away from the town proper and from the District Office. We have four (4)
catchment areas; Barangay Sinipian, Barangay Balimbing, Barangay Balinacon and Barangay
Oples

Though our school is one of the smallest schools in the District of Nagcarlan-Rizal and
having few number of enrolment compare to other schools, but great opportunities are with us.
There is an on-going construction of a three-storey building, one more building for the coming
years, and the restoration of the oldest building of DepEd, the Gabaldon. There were also two
covered walk donated by the GPTA and Alumni, three newly constructed gates from the
stakeholders and most of all from the LSB for the annual repair; not every school could receive
great blessings that we have.

For this school year 2018-2019, Sinipian ES received a lot of achievements. For the
school; being three years zero drop-out and got 2nd place as one of the three Most Punctual
Schools in submitting reports; from the teachers who joined contests for teachers and received
some awards. Our Grades Five and Six pupils got the third place in Bigsaywit and also 3 rd place
in “Iispel Mo” Filipino Contest for the District level. One of our pupils, a young campus
journalist got the first place in the Regional School Press Conference level, Photojournalism,
English category and in the national level or the NSPC which was held in Pangasinan, out of 57
participants, she got the 4th place in the Top 7. Not only the school, the district, the division are so
proud of her, but the whole region too. And most of all, the school is so thankful for the untiring
support of internal and external stakeholders who are always around us through these years and
always with us when we needed them.

Sometimes we encountered some problems in school, but with the cooperation and
support of everyone, everything will be solved and done.

To God be the glory!

Annex 3 Gap Analysis Template

SCHOOL IMPROVEMENT PLANNING

GAP ANALYSIS TEMPLATE
REGION: IV-A CALABARZON BARANGAY: SINIPIAN
DIVISION: LAGUNA SCHOOL ID: 108368
DISTRICT: NAGCARLAN-RIZAL SCHOOL: SINIPIAN ELEMENTARY SCHOOL

B. SCHOOL PERFORMANCE
A. B.2.CURRENTLY GROUPS
B.3
DIVISION B.1. CONTRIBUTING B.4 PROJECTS THAT
INHIBITIN
TARGETS DATA YES/ IMPLEMENTE REQUIRE
NO EXPLANATIO G
NEEDED D ATTENTI
N FACTORS
ON
ACCESS Enrolment NO Enrolment rates Minimal Project BEEP Transferred-
Increase Rates over over the increase of (Believing in out students
enrolment by the previous three enrolment for Elevating
at least 2% previous years has previous three Enrolment of Pupils
three years minimal increase years is due to
the change of
residence

QUALITY Results of NO Results of Mean Project DARNA Low MPs

Improve Quarterly Quarterly Test in Percentage (Developing
Quarterly Test Test in English, Science Score (MPS) Assessment in
Results English, and Mathematics in English, Reading and
Science are below 75% Science and Nurturing for
and Mathematics Achievement)
Mathemati fall below
cs 75% target. Project SIKAP
Number of (Simultaneous
learners have Implementation of
difficulties in K to 12 Affecting
EnSciMa Proficiency
having no
follow up Project ULAM
parents at (Upgrading
home. Learning in
Mathematics)

Reading Results of NO Inefficient A number of Project DARNA Slow/

Program Phil-IRI in Reading learners were (Developing struggling
English Program identified as Assessment in readers
and slow/strugglin Reading and
Filipino for g readers Nurturing for
the past Achievement)
three years
Project LIFT (Lift
the Intervention in
Filipino Today)

Reading Brother
and sister Team

A. B. SCHOOL PERFORMANCE
DIVISION
B.1. B.2.CURRENTLY B.3 B.4 PROJECTS GROUPS
TARGETS
DATA CONTRIBUTING INHIBITIN IMPLEMENTE THAT
NEEDED YES/ EXPLANATIO G D REQUIRE
NO N FACTORS ATTENTI
 ON
GOVERNAN Height and NO Severely Wasted Mal-nourished School-Based Mal-
CE weight of and Wasted children Feeding Program nourished
School pupils Children in children
Feeding school increase
Program
Waste Waste NO There is Segregated Waste Disposal Waste
Segregation/D Manageme improper waste waste Appropriate and Management
isposal nt management materials were Segregation of the school
Practice disposed every
last Tuesday
of the month
only

Annex 4 Identifying Priority Improvemnt Areas

PRIORITY IMPROVEMENT AREAS

Strategic Averag
Improvement Urgenc Feasibilit Interpretat
Importanc Magnitude e
Areas y y ion
e Rating

Minimal
Very
Increase in
5 5 5 5 5.0 High
Enrolment
Priority
 Low
Proficiency
Very
Level of
5 5 5 5 5.0 High
Performance in
Priority
EnSciMa

Inefficient Very
Reading 5 5 5 5 5.0 High
Program Priority

Increase
Wasted and Very
Severely 5 5 5 4 4.75 High
Wasted Priority
Children

Improper Very
Waste 5 5 4 4 4.5 High
Management Priority

ANALYSIS:
The table shows that the above Priority Improvement Areas of the school such as
Minimal Increase in Enrolment, Increasing Drop-out, Low Proficiency Level of Performance in
EnSciMa, Inefficient Reading Program, Increase Wasted and Severely Wasted Children and
Improper Waste Management are all considered as very high priority.

Annex 5 Planning Worksheet

SCHOOL IMPROVING PLANNING

PLANNING WORKSHEET
PLANNING WORKSHEET for ACCESS and QUALITY
DEPED PRIORITY TIME FRAME
LEAR
NING
INTERMEDIA IMPROVE GENERAL ROOT SY SY SY
TE MENT OBJECTIVE/S CAUSE/S 2019- 2020- 2021-
STAGE
OUTCOME AREA 2020 2021 2022
K–3 101: Learners Minimal To increase the Inefficient
4-6 are in school Increase in number of enrolment
(and learning Enrolment enrolment rate of campaign.
centers 2% or from 188 Some 2% 2% 2%
to 192 pupils by students
SY 2019-2020 from the 188 to 192 to 196 to
catchment 192 196 200
To increase the areas pupils pupils pupils
 number of enrolled in
enrolment rate of other
2% or from 192 schools.
to 196 pupils by Change of
SY 2020-2021 residence.

To increase the
number of
enrolment rate of
2% or from 196
to 200 pupils by
SY 2021-2022

104. Learners Low To increase the Some pupils

complete Proficiency MPS of the have no
education and Level EnSciMa from follow up
learning Performanc 70% to 75% by from parents 75% 76% 77%
standards e in English, the end of SY at home,
Science and 2019-2020 lack of
Mathematic study habit,
s To increase the inappropriat
MPS of the e teaching
EnSciMa from approaches
75% to 76% by for remedial
the end of SY program.
2020-2021

To increase the
MPS of the
EnSciMa from
76% to 77% by
the end of SY
2021-2022

PLANNING WORKSHEET for QUALITY

DEPED PRIORITY TIME FRAME
LEAR
NING
INTERMEDIA IMPROVE GENERAL ROOT SY SY SY
TE MENT OBJECTIVE/S CAUSE/S 2019- 2020- 2021-
STAGE
OUTCOME AREA 2020 2021 2022
K–3 104. Learners Inefficient To reduce Slow/
4-6 complete Reading slow/struggling Struggling
education and Program readers from pupils have
learning Grades One to Six no follow 10% 20% 30%
standards pupils of 10% by up from
the end of SY parents at
2019-2020 home, lack
of study
To reduce habit and
slow/struggling limited time
readers from for remedial
Grades One to Six instructions.
pupils of 20% by
the end of SY
2020-2021

To reduce
slow/struggling
readers from
Grades One to Six
pupils of 30% by
the end of SY
2021-2022
 PLANNING WORKSHEET for GOVERNANCE
DEPED PRIORITY TIME FRAME
LEAR
NING
INTERMEDIA IMPROVE GENERAL ROOT SY SY SY
TE MENT OBJECTIVE/S CAUSE/S 2019- 2020- 2021-
STAGE
OUTCOME AREA 2020 2021 2022
K–3 EE2. Increasing To reduce wasted Less meal at
4-6 Investments in number of and severly home, it
Basic Education wasted and wasted children also affects
provides severly from 26 to 18 childrens in 18 10 5
learners with wasted pupils by the end their Wasted/ Wasted/ Wasted/
ideal learning children of SY 2019-2020 studies. No severly severly severly
environment budget to wasted wasted wasted
To reduce wasted buy snacks children children children
and severly in the
wasted children school
from 18 to 10
pupils by the end
of SY 2020-2021

To reduce wasted
and severly
wasted children
from 10 to 5
pupils by the end
of SY 2021-202

PLANNING WORKSHEET for GOVERNANCE

DEPED PRIORITY TIME FRAME
LEAR
NING
INTERMEDIA IMPROVE GENERAL ROOT SY SY SY
TE MENT OBJECTIVE/S CAUSE/S 2019- 2020- 2021-
STAGE
OUTCOME AREA 2020 2021 2022
K–3 EE3. People, Improper To dispose Segregated
4-6 Internal systems Waste segregated waste waste
and processe Managemen materials two materials
serve learners t times a month by were taken Two Three Every
better through the end of SY every last times a times a week
continuous 2019-2020 Tuesday of month month
improvement the month,
effors To dispose lack of
segregated waste discipline
materials three among
times a month by school
the end of SY children and
2020-2021 it affects
one’s health
To dispose
segregated waste
materials every
week by the end
of SY 2021-2022
 CHAPTER 3
A.LIST OF SOLUTIONS
ROOT CAUSES OF THE PROBLEMS
Minimal Increase in Enrolment
 Inefficient enrolment campaign
 Some students from the catchment
areas enrolled in other schools
 Change of residence
Low Proficiency Level of Performance in English, Mathematics and Science
 No follow up from parents at home
 Lack of study habit
 Inappropriate teaching approaches for
Remedial Program
Inefficient Reading Program
 No follow up from parents at home
 Lack of study habit
 Limited time for remedial instructions
Increasing Number of Wasted and Severely Wasted Children
SOLUTIONS
 Project BEEP (Believing in Elevating
Enrolment of Pupils)
 Child mapping
 Project DARNA (Developing
Assessment in Reading and
Nurturing for Achievement)
 Project SIKAP
(Simultaneous Implementation of K
to 12 Affecting Proficiency)
 Project ULAM (Upgrading Learning
in Mathematics)
 Project DARNA (Developing
Assessment in Readidng and
Nurturing for Achievement)
 Project LIFT (Lift the Intervention in
Filipino Today)
 Provide necessary reading materials
 Close supervision and monitoring
during reading hours
 Reading Brother and Sister Team
 Implementation of different
intervention program
  Less meal at home that also affects  School-Based Feeding Program for
children’s studies mal-nourished children
 No budget to buy snacks in the school
 Affects children’s studies

Improper Waste Management

 Segregated waste materials were  Waste Disposal Appropriate and
taken every last Tuesday of the month Segregation
 Lack of discipline among school  Proper discipline
children
 Affects one’s health
 Annex 9 Project Work Plan and Budget Matrix

B. PROJECT WORK PLAN & BUDGET

MATRIX
PROJECT TITLE:
Project BEEP (Believing in Elevating Enrolment of Pupils)
PROBLEM STATEMENT:
There is a minimal increase of enrolment for the previous three years in Sinipian
Elementary School.
PROJECT OBJECTIVE STATEMENT
To increase the number of enrolment rate of 2% or from 188 to 192 pupils by SY 2019-
2020
ROOT CAUSE:
Inefficient enrolment campaign.
Some students from the catchment areas were enrolled in other schools.
Change of residence.

Project Work Plan and Budget Matrix

Date of
Person Budget
Activity Output Implemen- Budget
Responsible Source
tation
Conduct Increase the January School Head 500.00 MOOE
advocacy number of 2019/2020 Teachers
campaign/ enrolment by at
planning least 2% every
year
Conduct of Increase the January School Head 500.00 MOOE
early number of 2019/2020 Teachers
registration enrolment Parents
Posting Increase the January School Head 500.00 School
campaign number of 2019/2020 Teachers Fund
tarpaulins enrolment
Child mapping Children who January School Head 500.00 MOOE
were not in 2019/2020 Teachers
school were Parents
located Barangay
Officials

PROJECT TITLE:
Project DARNA (Developing Assessment in Reading and Nurturing for Achievement)
 PROBLEM STATEMENT:
Pupils have low proficiency level of performance in English
PROJECT OBJECTIVE STATEMENT
To increase achievement rate in English from 70% to 75% by the end of SY 2019-2020
ROOT CAUSE:
Some pupils have no follow up teaching from parents at home
There is lack of study habit
Inappropriate teaching approaches for remedial program

Project Work Plan and Budget Matrix

Date of
Person Budget
Activity Output Implemen- Budget
Responsible Source
tation
Providing Pupils from June 2019- School Head 3,000.00 MOOE
necessary Grades I to VI March 2020 Teachers
reading were provided by
materials reading materials

Conducting Pupils from June 2019- Teachers 900.00 MOOE

remedial Grades III to VI March 2020
classes/readier pupils
program participated in
remedial
classes/reading
programs

Close Pupils from June 2019- School Head 900.00 MOOE

supervision Grades I to VI March 2020 Teachers
and pupils were
monitoring monitored
during reading
hours

Date of
Person Budget
Activity Output Implemen- Budget
Responsible Source
tation
Reading Peer teaching June 2019- Teachers 900.00 MOOE
Brother and were done From March 2020
Sister Team Grades III to VI
Follow up Struggling pupils June 2019- Parents None None
reading were supervised March 2020
exercises at by their parents
home at home

PROJECT TITLE:
Reading Brother and Sister Team
PROBLEM STATEMENT:
There are number of slow/struggling readers from Grade One to Grade Six
PROJECT OBJECTIVE STATEMENT
To reduce slow/struggling readers from Grade One to Grade Six of 10% by the end of SY
2019-2020
ROOT CAUSE:
Limited time for remedial instructions
Some pupils have no follow up teaching from parents at home
There is lack of study habit
 Project Work Plan and Budget Matrix

Date of
Person Budget
Activity Output Implemen- Budget
Responsible Source
tation
Providing Pupils from June 2019- School Head 900.00 MOOE
necessary Grades I to VI March 2020 Teachers
reading were provided by
materials reading materials

Conducting Pupils from June 2019- Teachers 900.00 MOOE

remedial Grades III to VI March 2020
classes/readier pupils
program participated in
remedial
classes/reading
programs

Close Pupils from June 2019- School Head 900.00 MOOE

supervision Grades I to VI March 2020 Teachers
and pupils were
monitoring monitored
during reading
hours

Date of
Person Budget
Activity Output Implemen- Budget
Responsible Source
tation
Reading Peer teaching June 2019- Teachers 900.00 MOOE
Brother and were done From March 2020
Sister Team Grades III to VI

Follow up Slow/Struggling June 2019- Parents

reading pupils were March 2020
exercises at supervised by
home their parents at
home
 PROJECT TITLE:
School-Based Feeding Program for Wasted and severely Wasted Children
PROBLEM STATEMENT:
There is increase of wasted and severely wasted children in school
PROJECT OBJECTIVE STATEMENT
To reduce the wasted and severely wasted children from 26 to 18 pupils by the end of SY
2019-2020
ROOT CAUSE:
Less meal at home that also affects the studies of children
No budget to buy snacks in school
Affects children’s studies.
Project Work Plan and Budget Matrix
Date of
Person Budget
Activity Output Implemen- Budget
Responsible Source
tation
Weighing of Pupils from June 2019 Teachers 500.00 MOOE
pupils Kindergarten to Nutrition
Grade VI pupils Coordinator
were weighed
Finding the Wasted and June 2019 Teachers 900.00500. MOOE
wasted and severely wasted Nutrition 00
severely pupils were Coordinator
wasted pupils noted
Conduct a Conference were June 2019 Teachers 500.00 MOOE
conference conducted with Nutrition
with the parents for those Coordinator
parents of the children involved
mal-nourished
children
Conduct Feeding program July 2019 to School Head 150,000.00 MOOE
feeding for the wasted December Teachers
program for and severely 2019 Nutrition
the wasted and wasted children Coordinator
severely were conducted
wasted
children

Date of
Person Budget
Activity Output Implemen- Budget
Responsible Source
tation
Monitoring of Mal-nourished July 2019 to Teachers 500.00 MOOE
weight of mal- Children were December Nutrition
nourished monitored 2019 Coordinator
children
during
Feeding
Program
 PROJECT TITLE:
Waste Disposal Appropriate and Segregation
PROBLEM STATEMENT:
There is improper waste management
PROJECT OBJECTIVE STATEMENT
To dispose segregated waste materials two times a month by the end of SY 2019-2020
ROOT CAUSE:
Segregated waste materials were taken every last Tuesday of the month
Lack of discipline among school children
Affects one’s health
Project Work Plan and Budget Matrix
Date of
Person Budget
Activity Output Implemen- Budget
Responsible Source
tation
Coordinate Coordination May 2019 School Head 500.00 School
with Barangay with barangay Teachers Fund
officials about officials were Administrativ
disposal of done e Aide
waste Barangay
materials Offcials
especially
plastics

Orienting Grades I to June 2019 Teachers 500.00 School

pupils the Grade VI pupils Administra- Fund
proper ways of were oriented the tive Aide
segregating proper ways in
and disposal of segregating and
waste disposal of waste
materials materials

Conduct Parent awareness June 2019 School Head 500.00 School

parent about the project Teachers Fund
conference Parents

Date of
Person Budget
Activity Output Implemen- Budget
Responsible Source
tation
Orient pupils Kindergarten to June 2019 Teachers 1,200.00 MOOE
the importance Grade VI pupils
of cleanliness were oriented the
in one’s health importance of
cleanliness in
one’s health
 CHAPTER 4

MONITORING AND EVALUATION

Monitoring and Evaluation is a process that helps improve performance and achieve
results. Its goal is to improve current and future management of outputs, outcomes and impact.
We are using this process to assess our own development.

Project Monitoring Report Form

Scheduled Dates of Monitoring

Mid-year: October 2019 Year-end: March 2020

(1) (2) (3) (4) (5) (6) (7)

Name of Project Date of Accom- Issues/ Recom Signature
Project Objectives Monito plishment Problem menda Of
and Target ring s/ s/ tions/ SPT and Project
Status to Challeng Action Team
Date es points
 Project To increase Quarterly
BEEP the number
(Believing of enrolment
in Elevating rate of 2% or ELIZABETH M.
Enrolment from 188 to PINERO
of Pupils 192 pupils
by SY 2019-
BENZ JOSEPH D.
2020
SAN SEBASTIAN

WILMA S.
MONTEGRANDE

Project To increase Quarterly

DARNA achievement
(Developin rate in
g EnSciMa HON. BRIGIDO
Assessment from 70% to D. CORONADO
in Reading 75% by the
and end of SY
Nurturing 2019-2020
for RACHELLE P.
Achieveme CORONADO
nt

(1) (2) (3) (4) (5) (6) (7)

Name of Project Date of Accom- Issues/ Recom Signa-
Project Objectives Monito plishme Proble menda Ture
and Target ring nts/ ms/ tions/ Of
Status to Challe Action SPT and Project
Date nges points Team

Reading To reduce Quarterly

Brother and slow/strugglin
sister Team g readers from
Grade One to
Grade Six of ROSARIO A.
10% by the TULAGAN
end of SY
2019-2020

HON. JOELAS
B. DORADO

School- To reduce the Quarterly

Based wasted and
Feeding severely
Program for wasted
Mal- children from CLARITA C.
nourished 26 to 18 pupils CALABIA
Children by the end of
 SY 2019-2020

Waste To dispose Quarterly

Disposal segregated
Appropriate waste
and materials two
Segregation times a month HON. RENARD
by the end of P. ORTEGA
SY 2019-2020