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Prepared by the School Committee Planning Team composed of the following:

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 TABLE OF CONTENTS

SECTION PAGE

Cover Page i

SPT Endorsement & Approval Sheet ii

Table of Contents iii

Title Page iv

Chapter 1 1

Vision Mission Core Values

Chapter 2 5

Current Situation

Chapter 3 9

Planning Worksheet

Chapter 4 13

Monitoring and Evaluation

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 BITLANG INTEGRATED SCHOOL

SCHOOL
IMPROVEMENT
PLAN

SCHOOL YEAR 2023-2025

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 CHAPTER I
DepEd VISION, MISSION and CORE VALUES

The Department of Education is a learner - centred institution developing

globally competitive and morally upright Filipinos who passionately love their
country and contribute meaningfully to building a nation.

The DepEd Vision

We dream of Filipinos who passionately love their country and whose
values and competencies enable them to realize their full potential and contribute
meaningfully to building the nation. As a learner – centred public institution the
Department of Education continuously improves itself to better serve its
stakeholders.

The DepEd Mission

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

Our Core Values

● Maka-Diyos
● Makatao
● Makakaliksan
● Makabansa
Bitlang Integrated School is a learner-centred educational institution that
aspires to produce well-rounded learners by implementing programs and projects
that inculcate patriotism and moral values to continuously address the needs of
the learners and provide better service to all stakeholders.

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 Teachers who are the key in realizing the vision of the Department of
Education, continually improve and better themselves by attending seminars,
training, and workshops. Some teachers have finished their graduate studies
while others are enrolled and majority of them are about to finish their post
graduate courses so that they can bring out the best of their learners and nurture
them with values that would enable them to meet the end goal of Department of
Education.
The school, worked closely with its internal and external stakeholders by
maximizing the Adopt-A-School Program to address its different needs. They have
been the school’s support system in realizing its projects and programs that will
help in the development of learners to become functionally literate and globally
competitive individuals. Despite the distance of the school to the city proper, the
school was able to send work immersion students to the different partner
industries which help them gain new skills, improve their capabilities, develop,
and enhance their work ethics and habits.
The school strengthens the improvement of the teaching and learning
process to increase learning outcomes of all learners by providing technical
assistance to teachers through intensified classroom observation.
To create and provide a happy, safe, and smart learning environment the
school continually improves its façade by working hand in hand with its
stakeholders.
To continuously improve the delivery of basic education services, the
School Planning Team focused and act upon the School Priority Improvements
Areas on Access, Equity, Quality, Resiliency and Well-Being, and Governance
that would address the needs of every learner and come up with the best interest
and the ideal standards of education. With all its capacity and capability in
collaboration and active participation of family, community and stakeholders, the
team is set to be contributory in gearing towards the realization of DepEd Vision,
Mission and Core Values.

To achieve the Department of Education’s Vision, Mission, and Goals, the

school focuses on the following:

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 DEPED INTERMEDIATE OUTCOMES

ACCESS

● IO1: All learners of school age must be in school and all learners who are at risk
of dropping out must be given interventions through guidance activities and
programs. To respond to the needs of these learners, the school should offer and
sustain programs like feeding, school-initiated activities, clubbing and student’s
organizations and sports with complete and functional facilities. In order for
learners to enjoy and actively participate in a learner-friendly environment with
the strict implementation of a child friendly school system and adherence to child
protection policy.

⮚ SIO1.1. All five-year-old children attend school

⮚ SIO1.2. All learners stay in school and finish key stages
⮚ SIO1.3. All learners transition to the next key stage
⮚ SIO1.4. All out-of-school children and youth participate and
complete in formal or non-formal basic education
learning opportunities

EQUITY

● IO2: School-age children and youth, and adults in situations of disadvantage

benefited from appropriate equity initiatives

⮚ SIO2.1. All school-age children, youth, and adults in situations of

disadvantage are participating in inclusive basic learning opportunities and
receiving appropriate quality education

QUALITY

● IO3: To attain learning standards, learners should have access to a quality

teaching-learning process by capacitating teachers through training and conduct
of LAC sessions as well as provision of teaching-learning materials. Learners gain
access to the programs responsive to their needs and consistent with their interest
and aptitudes through literacy and numeracy remedial instructions and
utilization of varied learning resources including learning tools and equipment.

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 ⮚ SIO3.1. Learners attain Stage 1 (K-Grade 3) learning standards of
fundamental reading & numeracy skills
⮚ SIO3.2. Learners attain Stage 2 (Grades 4-6) learning standards in required
literacy and numeracy skills and apply 21st century skills to various real-
life situations.
⮚ SIO3.3. Learners attain Stage 3 (Grades 7-10) learning standards of literacy
numeracy skills and apply 21st century skills to various real-life situations.
⮚ SIO3.4. Learners attain Stage 4 (Grades 11-12) learning standards
equipped with knowledge and 21st century skills developed in chosen core,
applied and specialized SHS tracks.

RESILIENCY & WELL-BEING

● IO4: Learners are resilient and know their rights, and have the life skills to
protect themselves and their rights.

⮚ SIO4.1. Learners are served by a department that adheres to a rights-based

education framework at all levels.

⮚ SIO4.2. Learners are safe and protected, and can protect themselves, from
risks and impacts from natural and human induced hazards

⮚ SIO4.3. Learners have the basic physical, mental, and emotional fortitude
to cope with various challenges in life and to manage risks

ENABLING MECHANISMS- GOVERNANCE

● EM1-Systems and processes should be enhanced for the continuous

improvements like systems on the monitoring of the attendance of teachers and
tracking of the implementation of the curriculum.
● EM2-In ensuring the access to safe and motivating environment and to create a
learner-friendly school, it provides a secured, complete, functional, convenient,
and hazard-free learning facilities.
● EM3-Engage growing number of stakeholders to actively participate and
collaborate in all the schools’ programs/projects and sustain their life-long
partnership.

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 CHAPTER II

SCHOOL’S CURRENT SITUATION

BACKGROUND
Bitlang is owned by Juan Abella or Lolo Medio, a rich agri-business man who
divided the area into grazing land and for planting crops. The local folks of the barangay
built a small school for young learners in 1970s with two mini-classrooms in a small
portion of lot in Sitio Bitlang which was donated by the landowner. The school was
named Bitlang Elementary School until 1988 when the school was transferred to sitio
Tabla due to the critical situation brought by war. In 2007, the Junior High School
department was opened, and the name was changed to Bitlang Integrated School. The
first high school students graduated in 2010 which paved their way to greater
opportunities.

GEOGRAPHY
Bitlang Integrated School is situated in Barangay Sudlon I, Cebu City with an
approximate distance of 35 km. away from the city. The distance from the other nearest
public elementary school is about 5km. The other nearest public secondary school is
about 3 km. The school is about 38 km away from the District office and about 50 km
away from the Division office. The nearest landmark of the school is the St. John the
Baptist Parish Church. The geographical location of the school is on the top of the
mountain. The mode of transportation is public utilized motorcycles that pass-through
mountain ranges, high cliffs and landslide prone areas. Despite its topographic and
economic conditions, the school’s enrolment is continuously increasing for the last 2
years.

LEARNING ENVIRONMENT
Over the years the school
has already made a lot of
improvements. Currently the
school lacks classrooms for
Grade 1 and Grade 8. However,
it does not have rooms for
Science and Math equipment,
HELE room or laboratory and a
school clinic. The school is
offering TVL but it lacks
facilities. It has 3 computer
laboratories, and only 1
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functional with computer units under DepEd Computerization Program. However, the
elementary department needs additional units to cater the number of learners. The
school has a spacious ground which can be utilized for the development of learners’
potential in different sports. However, the school has very limited sports equipment.

The school has an abundant water supply, and it is safe for drinking. The
school has a newly repaired library through the help of our stakeholder the NCR
Cebu.

TEACHER’S SITUATION

The school offers Kindergarten to Senior High School Level with twenty-one (21)
nationally funded teachers, three (3) males and (18) females. In order to continually
improve themselves, the teachers in school seek for professional development by
upgrading their educational attainment, thus, two (2) of the teachers have units in
Doctors Degree, six (6) of the teachers are Masters Degree holder, seven (7) of the
teachers have units in Masters of Education, and six (6) are Bachelors Degree holder.

HEALTH AND SAFETY

The school has functional school triage, 7 hand washing facilities and 17
functional toilets for learner’s personal needs and proper hygiene. Most of the learners
in the elementary level fall in the normal level. There were 84 learners who were identified
as wasted and severely wasted. The school conducts daily feeding funded by the School
Based Feeding Program of DepEd. Most of the students in the secondary department
were normal.

The School has hired two utilities to maintain the cleanliness of the Principal’s
Office and the entire school campus through proper garbage disposal and assisting in
school canteen operation. The school has hired two School Guards to maintain the peace
and order. One of the guards is assign in day shift and she is responsible in implementing
the school’s Gate Policy, guide the pupils and students during dismissal time to avoid
any untoward accident while the night shift guard is responsible for the security and
safety of the school buildings, equipment, and the entire school plant as well.

ACCESS TO BASIC EDUCATION

The school implements BESRA'S “Education for All”. Learners are required to
submit the necessary credentials such as NSO Birth Certificate for Kindergarten, Grade
7 and Grade 11. Report Card for other grade levels and Certificate of Good Moral
Character for transferees.
The school conducts career guidance for grade 10 students, and Information
Dissemination during Early registration. Teachers undergo home visitations during
Brigada Eskwela to invite school age children. They encourage potential and incoming
learners to enrol. The school is open for all who have dreams to acquire basic education
and reach their aspirations in life through the guidance of the parents and teaching
community.

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QUALITY OF EDUCATION

To improve the efficacy of our service to the society, and as part of our commitment

to provide quality education, the school has implemented DepEd programs and projects

such as In- Service Trainings, LAC, DORP, Child-Friendly School System, Brigada

Eskwela, Gulayan sa Paaralan, LRMDS and ICT services to assist teachers and ensure

that learners learn best the expected 21st century knowledge, skills, and attitudes.

SCHOOL PERFORMANCE

The following are the different school performance indicators for three years:

INDICATORS 2019-2020 2020-2021 2021-2022

Elem Junior Senior Elem Junior Senior Elem Junior Senior

ENROLMENT 305 173 54 329 178 66 323 205 69

COMPLETION 76 94.44 100 100 86.84 83 90.24 76.92 79.49

COHORT 78 106.25 88.89 100 97.37 90 92.68 78.85 84.62

SURVIVAL

PARTICIPATION 99.24 100 100 98.50 100 100 93.43 100 100

RATE

DROP-OUT RATE 2.61 9.83 0 1.52 0.56 0 0.73 0 0

RETENTION RATE 98.21 89.92 91 100.90 85.33 90 97.32 100.71 84.62

PROMOTION RATE 94.44 89.6 100 98.04 89.33 79.49 98.54 98.09 82.22

GRADUATION 97.44 100 100 89.2 97.37 93.94

RATE

REPETITION RATE 5.61 2.05 0 0.33 9.33 3.7 1.82 5.36 4.55

There is a significant increase of enrolment both in elementary and secondary

level due to our Senior High enrolees who wanted to avail for TVL. The dropout rate

decreases in both elementary and secondary departments. Most of the performance

indicators have had a significant increase in both elementary and secondary

departments for the last 3 years.

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 The school head and teachers are extending all possible resorts to increase the

academic performance of the learners by conducting review and remedial classes to

pupils and students who have learning difficulties.

Teachers are also trained as far as Early Literacy and Numeracy is concerned to

improve the learning performance of each subject in the early grades and eventually be

translated to a positive increase of NAT results in the coming years.

The major operations of the school were taken from the general appropriations of

the Maintenance and other Operating Expenses (MOOE). Other sources of funds are

school canteen and donations. All sources of funds are liquidated on time. Once it is

approved, it will be posted on the transparency board placed at the hallway near the

school canteen.

The school has continuously sought supportive internal and external stakeholders

to work hand- in -hand in achieving the Vision, Mission & Goals of DepEd.

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 CHAPTER III

PLANNING WORKSHEET

In crafting the School Improvement Plan, the School Planning Team and the rest of the
Teachers did a series of consultations and walk-throughs, all collecting quantitative and
qualitative data. The details of the Planning Worksheet are shown in the Table below.

Table 1. PLANNING WORKSHEET for ACCESS

LEARNING DEPED STRATEGY PRIORITY GENERAL ROOT TIME
STAGE INTER IMPROVE OBJECTIVES CAUSE/S FRAME
MEDIATE MENT SY SY SY
2022 2023 2024-
OUTCOMES AREA - - 2025
2023 2024
K-12 IO1: All Presence Decrease Lack of
learners of of the dropout interest
school age dropout rate at the
must be in in school end of the Lack of
school and quarter parental
all learners /guardia
who are at n
risk of support
dropping
out must be
given
intervention
s through
guidance
activities
and
programs.

Table 2. PLANNING WORKSHEET for EQUITY

LEARNING DEPED STRATEGY PRIORITY GENERAL ROOT TIME
STAGE INTER IMPROVE OBJECTIVES CAUSE/S FRAME
MEDIATE MENT SY SY SY
2022 2023 2024-
OUTCOMES AREA - - 2025
2023 2024
K-12 IO2. Invite OSY No ALS Provide ALS Unavaila
Disadvanta to enrol Center to Center to bility of
ge school- ALS cater increase ALS
age children enrolment enrolment Center
and youth, and
and adults Teacher
benefited Accommo Assess and Lack of
from date all properly professio
appropriate qualified placed nal
equity learners children personnel
for to screen
initiatives with special
Special & handle
Education needs CSN
and
Inclusive
Education

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Table 3. PLANNING WORKSHEET for Quality
LEARNING DEPED STRATEGY PRIORITY GENERAL ROOT TIME
STAGE INTER IMPROVE OBJECTIVES CAUSE/S FRAME
MEDIATE MENT SY SY SY
202 2023 2024-
OUTCOMES AREA 2- - 2025
202 2024
3

K-12 IO3: To Strengthen Large Develop the Sudden

attain competence number learners’ change
learning of teachers of love for of
standards, and non- reading learning
instruction
learners readers through modality
al leaders
should have on in varied
access to curriculum, Primary reading Lack of
quality instruction, Grades, activities appropri
teaching- and high that would ate
learning assessment percenta enhance reading
process by ge of learners’ materials
capacitating frustrati reading
teachers on rate skills and Learners
through in are
training intermed unmotiv
and iate level ated in
conduct of and reading
LAC poor
sessions as compreh Teachers
well as ension lack
provision of skills of training
teaching- learners in
learning in teaching
materials. Secondar beginnin
y level g reading
Low Increase Lack of
performa students’ mastery
nce in performanc of the
numerac e in four
y skills Mathematic fundame
s and ntal
decrease its operatio
failure rate ns and
through the lack of
art of interest
educational towards
games the
subject

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Table 4. PLANNING WORKSHEET for Resiliency and Well-Being
LEARNING DEPED STRATEGY PRIORITY GENERAL ROOT TIME
STAGE INTER IMPROVEME OBJECTIVES CAUSE/S FRAME
MEDIATE NT SY SY SY
202 2023 2024-
OUTCOMES AREA 2- - 2025
202 2024
3

K-12 IO4:
Ensure Unevolved Develop Economic
that Learners’ learners’ Status of
Learners
learners resiliency mitigating learners
are
are aware and well- skills in
resilient
and can being every
and know
assert challenge
their
their that
rights,
rights deprives
and have
and fully their
the life
understa rights
skills to
nd their
protect
responsib
themselve
ilities in
s and
relation
their
to this
rights
right.

Table 5: PLANNING WORKSHEET FOR GOVERNANCE

LEARNING DEPED STRATEGY PRIORITY GENERAL ROOT TIME FRAME
STAGE INTERMEDI IMPROVEME OBJECTIVES CAUSE/S
ATE NT SY SY SY
OUTCOMES AREA 2022 2023 2024
- - -
2023 2024 2025

K-12 EM2-In Maintainin learners’ Promoting bullying

ensuring g safe, Lack of Child
the access and self-esteem Friendly
motivatin atmosphere
to safe
g learning School in a school Economic
and
environm Bullying Status
motivating ent in
environme school
nt and to through Most of the
create a constant comput Most of the
monitorin er units in computer
learner-
the
friendly g and units are
computer
school, it supervisio Procure obsolete
laboratories
n are equipme
provides a
secured, unfunctional nts
complete, And
Lack of instrume
functional,
sports nts
convenien Ask equipme
t and technical Lack of
nts
hazard- assistance funds
,and
free from
division
musical
learning instrume
ICT team
facilities. nts

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 EM3- Strengthe Poor Look for School
Engage n active actual more Head has
growing collaborat
ion with performa partner limited
number of
key nce of the institutio time to
stakeholde
rs to
stakehold different ns for the look for
er housekee OJT of external
actively
participate ping Senior stakehold
and skills HS ers for
collaborat students the
e in all the partners
school’s hip
programs/ program
projects
and
sustain
their life-
long
partnership

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 CHAPTER 4

MONITORING AND EVALUATION

The Monitoring and Evaluation system provides the information needed to assess
the data collected and guide the project strategy, ensure effective operations, meet
internal and external reporting requirements, and inform future programming. M & E
should be an integral part of the design as well as project implementation and
completion.

At the end of SIP and AIP, the cycle goes back to assess where data collected in
checking of progress will be used as input in succeeding planning. The school’s
monitoring and evaluation system takes note of the performance indicators set for each
PIA to ensure that implementation is properly reviewed for continuous improvement.
The Table below shows the mechanisms for monitoring and evaluation to be conducted
by the SPT.

School Date of Accom Issues/Problem Recomm Signa

Improvement Monitoring plishm s/Challenges endation ture
Plan Project Title Project Objective ent/St s/Action
atus to Points
(Be Smart)
Date

To improve the Lack of

reading of the parent
pupils from support in
syllabic tutorial
ABC
reader/frustration Whole year reading and
BITLANGANON
to Instructional poor reading
and to comprehensi
independent on.
reader.
Poor Reading
Silent To be independent
comprehensi
Uninterrupted readers in the Phil-
August on, no
Reading IRI.
Enhancement 2022 interest in
(SURE) reading.

To increase pupil’s No mastery

MATH SPEED average in their Whole year of the four
TEST (MaST) numeracy test. round fundamental
operations.
Project LIGTaS To build a
Protocol functional triage COVID19
(Learning and strict Pandemic
Institution observance in the August threat on
Governed with implementation of 2022 students and
Triage and health protocols school
Safety) Protocol personnel.

Every learner in
Learners lack
Bitlang Integrated
BOOK reading
School develops a August
THOUGHT interest.
PROGRAM love for reading 2022
and spends more
time reading.

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 To build a
functional waste
Project SWaMP segregation facility Whole year
Improper
(School Waste and promote safe round
waste
Management learning
Project) disposal
environment

To produce IEC
materials made of
Reusable and
Recyclable papers
Project TRAP Alarming
and promote an
(Tarpapel: amount of
eco-friendly
Recycled Whole year wastepaper
learning
Advertising round sheets for
Paper) environment by
learning
lessening the use
modules.
of polyethylene
tarpaulins.

Lack of
appropriate
reading
materials at
home.
100% of Early
Grade Learners-
Learners are
READER KID Kinder to Grade 3
August unmotivated
can read CV, CVC,
2022 in reading.
phrases, simple
sentences, and
Teachers are
short stories.
lack of
training in
teaching
beginning
reading
Strengthen the
capability of
Due school
teachers through
geographical,
providing free
Wide no internet
internet access in May 2022
Connections provider from
any school and
known
teaching related
company
works

Slow ability
of learners to
picture out
Science what has
Learner’s To increase pupil’s been
Educational performance in the August discussed.
Enhancement Science Post-test 2022-June Lack of
Program by 2% 2023 focus/short
(SLEEP) attention
span, lack of
parents’
follow-up.

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 Students
spent more
Student’s poor time on
performance on social media
Batang Techy August
basic ICT skills. and mobile
2022
games rather
than learning
basic ICT
skills.
Delayed
To fully developed Whole year development
SKY GO
ones writing skills round of fine motor
skills.
to be able to
increase student’s Low
performance in performance
Mathematics and in math and
August
Math Tuwa decrease its failure the lack of
2022
rate by learning interest
Math through the towards the
art of educational subject
games
KIDDIE To provide early No formal
COMPUTER computer literacy Whole year computer
FOR TECHY to primary level of round classes in the
BULILIT pupils primary level.
Low
To increase
“AMUMA SA August participation
participation and
ALMA MATER” 2022 and support
accessibility of
every activity
stakeholders
conducted
Lack of
apparatus
To be able the
and
student to perform
equipment.
“SIYENSYANISTA experiment Whole year
MATEMATIKA through learning round
No room
by
available for
doing
the
laboratory.
Project SIDLAK Discover students’ Students’
(SPORTS: multiple multiple
Initiative for the intelligences and intelligences
Development of
skills essential for August are not
Learners Less-
Active in them to overcome 2022 discovered
Academics and life challenges and
Knowledge- through sports. developed
transfers
Trained students
on the skills and
competencies in
Poor actual
TLE Housekeeping,
performance
SENIOR HIGH Procured
August of the
GIGINHAWA Housekeeping
ANG BUHAY 2022 different
equipment and
housekeepin
looked for more
g skills
external
stakeholders and
immersion partner

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