Republic of the Philippines

Department of Education
REGION XII
SCHOOLS DIVISION OF SOUTH COTABATO

UPPER KLINAN NATIONAL HIGH SCHOOL

School ID: 304577
Polomolok 4 District
Brgy. Upper Klinan, Polomolok, South Cotabato

ENHANCED
SCHOOL IMPROVEMENT
PLAN
School Year 2022 - 2025

School Improvement Plan i

 Republic of the Philippines
Department of Education
REGION XII
SCHOOLS DIVISION OF SOUTH COTABATO

SCHOOL IMPROVEMENT PLAN

UPPER KLINAN NATIONAL SCHOOL

School ID: 304577
FY 2022 to FY 2025

I. Message

II. Vision, Mission, and Core Values Statement

III. Assess
IV. Plan
V. Monitoring and Evaluation

Prepared by the School-Community Planning Team composed of the

following, during the SIP Workshop held on February 7, 2022 at the SBM Room.

SPT Members Name Signature

1. Ma. Cecilia P. Muyco (School Head) _____________________

2. Roger A. Gomez (Punong Barangay) _____________________

3. Jenny H. Libo-on (Teacher Representative) _____________________

4. Quenie B. Diana (SIP Coordinator) _____________________

5. Teresa B. Salazar (BDRRMC) _____________________

6. Jonimae C. Debuque (Alumni) _____________________

7. Roberto A. Andrada (SGC President) _____________________

8. Ptr. Reynaldo F. Basarte (PTA President) _____________________

School Improvement Plan ii

9. Rose B. Jover (School Guidance) _____________________

10. Randy A. Labra (Barangay Kagawad

Chairman-Committee on Education) ______________________

11. Ryan Lloyd U. Cuevas (SSG Pres.) ______________________

Submitted by: Reviewed by:

MA.CECILIA P. MUYCO MARVIN R. VILLAHERMOSA

School Principal I P-II/Principal In-Charge

Recommending Approval: APPROVED:

CRISTOPHER T. FRUSA RUTH L. ESTACIO PhD, CESO VI

Chief Education Supervisor Assistant Schools Division Superintendent
SGOD Officer In-Charge
Office of the Schools Division Superintendent

MESSAGE

School Improvement Plan iii

 School Improvement Plan (SIP) is our “road map” for school improvement. The
Enhanced School Improvement Plan (ESIP) of Upper Klinan National High School was
conceptualized and framed in response to and in adhere to RA 9155 also known as the
Governance of Basic Education Act of 2001, which states that;

“Consistent with the national educational policies, plans and standards, the school
heads shall have the authority, accountability and responsibility for the following:

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

2. Creating an environment within 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. Implementing school programs and projects, which provide equitable
opportunities for all learners in the community.

Good school governance entails great responsibility pursuing for greater possibilities
of improvement. The formulation of an SIP caters the total development of the school
through shared responsibilities of the school and the community it serves. It is along this
line that the school tapped all the stakeholders for a collaborative endeavour to attain the
standards set by the School Planning Team (SPT) among and between the pupils, teachers,
parents, school head and the community.

This document was realized through the collaborative efforts of the School Planning
Team (SPT) comprised of Ms. Ma. Cecilia P. Muyco - School Principal I, Hon. Roger A.
Gomez - Punong Barangay, Hon. Roberto A. Andrada - SGC Chairman, Ptr. Reynaldo F.
Basarte- PTA President, Mr. Jenny H. Libo-on - Teachers’ Club President, Ryan Lloyd U.
Cuevas - SSG President and other members. It was based from the data supplied by the
different grade level chairpersons and enhanced by the School Head and the School
Planning Team. The SIP shall serve as the guide for the school head in managing the school
taking into consideration the different goals and objectives in every area of the educational
system. This is also a good source of information for the stakeholders, on which area, goal
and objectives they can extend assistance to the school head, In particular, and the school
in general. The school head, using this document, may make representations and create
linkages to would-be benefactors and other persons who would be extending assistance to
the school in realizing the goals and objectives stated herein.

We always welcome feedback on how we can further improve our school. Please feel
free to contact the school.

MA. CECILIA P. MUYCO

School Principal I

School Improvement Plan iv

TABLE OF CONTENTS

CHAPTER 1. Department of Education’s Vision, Page 7

Mission, and Core Values Statement

CHAPTER 2. School’s Current Situation Page 9

CHAPTER 3. Plan Page 25

CHAPTER 4. Monitoring and Evaluation Page 41

List of Acronyms Page v

List of Tables and Illustrations Page vi

School Improvement Plan v

LIST OF ACRONYMS

AIP – Annual Implementation Plan

SIP – School Improvement Program

WFP – Work and Financial Plan

School Improvement Plan vi

LIST OF TABLES AND ILLUSTRATIONS

Page
Table 1. School Planning Team Timetable 8
Table 2. Priority Improvement Area 18-19
Table 3. Planning Worksheets 20-24
Table 4. Project Work Plan and Budget Matrix 26-34
Table 5. Annual Implementation Plan (AIP) 35-40
Table 6. Monitoring and Evaluation 41-42

Illustration I: Total Enrolment of the School for 3 Years 11

Illustration II: Elementary School Enrolment for 3 Years 11
Illustration III: Junior High School Enrolment for 2 Years 11
Illustration IV: Nutritional Status of the School
for the last 3 years 12
Illustration V: Percentage of Source of Fund 13
Illustration VI: Drop-Out Rate 15
Illustration VII: Promotion Rate 15
Illustration VIII: Phil-IRI Pretest in English 15
Illustration IX: Phil-IRI Posttest in English 16
Illustration X: Stakeholders’ Attendance 16
Illustration XI: Stakeholders’ Contribution 17
Illustration XII: Number of Volunteer Hours 17

School Improvement Plan vii

CHAPTER 1
C
Department of Education Mission, Vision, and Core H
Values Statement
A
Vision P
We dream of Filipinos who passionately love their country and whose T
values and competencies enable them to realize their full potential and
contribute meaningfully to building the nation. E
R
As a learner - centered public institution, the Department of
Education continuously improves itself to better serve its stakeholders.

Mission
1
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.
 Administrators 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
shared responsibility for developing life-long learners.

Core Values
Maka-Diyos, Maka-tao, Makakalikasan, Makabansa

Vision Sharing

During the vision sharing, the role of the school, parents and the
community was given emphasis in molding the children to become
productive citizens of the nation. The youth are the hope of the fatherland,
therefore, the school community as well as its partners should work hand-
in-hand to give these children the best education to enable them to become
individuals with competence and good values.

As discussed, the school should continuously strive to improve its

facilities to fully develop the potentials of the learners as well as discover
their hidden talents. It was agreed that the partnership of the school and the
community must be strengthened, with the community supporting the PPA’s
of the school.

With regards to values formation, the traditional Filipino Values like

“pagmamano”, “po at opo” and being polite at all times must be constantly
practice in school and in home. Love of environment, respect to national
symbols, and religious practices should also be encourage to be practiced by
the learners.

School Improvement Plan 8

Roles of School Planning Team

The SPT shall have the following roles and responsibilities, to wit:
 Conduct orientation on SIP process
 Spearhead the profiling, gathering of data and information
 Conduct meetings and facilitate the analyzing and synthesizing of the
data gathered
 Identify the root causes of the problems concerning PIAs
 Create solutions and interventions of the identified PIAs
 Communicate the school progress in terms of PIAs
 Conduct assessment of SIP
 Conduct monitoring and supervision of the implementation of SIP/
AIP

Scheduling

Table 1: SPT Time Table

ACTIVITIES SCHEDULE
PREPARATORY ACTIVITIES
Get the CBMS from the LGU January 10, 2022
Organize data using the School- Community
January 17-19, 2022
Data Template
Phase 1: ASSESS
Conduct FGD, survey, and observation and
January 20-21, 2022
interview
Analyze the PIA January 24, 2022
Do the root cause analysis January 28, 2022
Phase 2: PLAN
Develop Project Designs February 2-4, 2022
Write the SIP
Prepare the AIP
Phase 3: ACT
Start Pilot Test
Roll out the Solutions

School Improvement Plan 9

CHAPTER 2
ASSESS C
H
SCHOOL CURRENT SITUATION
A
Identifying Information P
Upper Klinan National High School is located in Barangay Upper
T
Klinan, Polomolok, South Cotabato. The Barangay is one of the twenty-three E
(23) barangays of the Municipality of Polomolok. It is a 40-minute ride from
the heart of the municipality. Barangay Upper Klinan is accessible to all R
kinds of transportation. It is 7 kilometers away from the Poblacion, and 1.5
kilometers away from Upper Klinan Elementary School School. Moreover, it
is 4 kilometers away from the District Office and 43 kilometers away from 2
the Division of South Cotabato.

Almost 80% all the learners enrolled come from within the barangay
where Ilonggo is their common dialect use, 2% of the population belongs to
Indigenous People and the remaining 18% are Cebuano. It has Daycare
Center, Community Health Center, public playground, clean water supply
from Upper Klinan Deep well and NAWASA.
The community is a peaceful place; it has no incidence of crime and
hazard against children. The primary source of living is farming. Most
household has sufficient grid electrical supply provided by SOCOTECO II.
Internet providers have reached the area and internet cafes are accessible.

Learning Environment

Upper Klinan National High School has a total enrolment of 644 with
464 Junior High School and 180 Senior High School students for the
present School Year 2021-2022. The school has 33 rooms of which 19 are
used as classrooms, 2 ICT Room, 1 Principal’s Office, SBM Showroom, TLE
Room, DRR Office, Library, Guidance Office and Clinic. In Senior High
School the highest learner- classroom ratio is 48:1 and the lowest ratio is
40:1. The highest learner- classroom ratio in Senior High School is 33:1 and
the lowest is 31:1. Each learner has its own chair with 1:1 ratio, indeed the
school has enough chairs for the learners.

Sufficient water supply of the school is provided by Barangay Water

System Association (BAWASA) and each classroom has its own faucets.
Presence of functional hand washing, functional toilets with toilet bowl are
also evident in every classroom. Textbooks are available in both Junior and
Senior High School. The school has a functional Library, Science Laboratory,
and ICT Room with computers from DCP but with no internet connection.

Number of Teachers

The school is manned by thirty-eight (38) nationally funded teachers

including the School Head. Twelve (12) teachers are residents of the place;
three (3) teachers reside in Brgy. Cannery Site, three (3) teacher reside in

School Improvement Plan 10

Brgy. Magsaysay, one (1) teacher reside in Brgy. Sulit, eight (8) teachers
reside in Brgy. Klinan 6, eight (8) teachers reside in Brgy. Poblacion and
three (3) teachers reside in General Santos City.

Children’s Health and Safety

The school ensures healthy and safe environment thus provides clean
water source for drinking and cleaning. It supports the implementation of
Clean and Green Project of the government. Feeding Programs are provided
to address the Malnutrition in school. Parents were informed for follow up at
home to safeguard and track children’s record. The school is surrounded
with concrete Perimeter Fence to ensure safety and to be free from intruders
and space grabbing. The school has no record of victims of Bullying, child
abuse and violence.

Furthermore, to ensure safety and promote Child Protection, teachers

were sent to attend seminars. Learners were also informed about Anti-
bullying and Safety measures to prevent disaster risk in and out of school
premises.

The school DRR coordinator facilitates the school activities for the
orientation and safety of the pupils quarterly. It has a school watching team
aided by the Supreme Student Government (SSG). Each classroom has
hazard maps to make them well informed and ready in case of emergency.
Presence of signage is evident in areas which are hazardous to the learners.
The school see to it that all learners are safe and hazard free inside the
school premises.

Status Priority Improvement Projects or CI Projects

To improve academic performance, Upper Klinan National High School

intensifies classroom supervision and structuring. Teachers were sent to
trainings and seminars and equipped to teach and ready to give quality
education to our learners. The school is continuously achieving its goal to
better serve its stakeholders through Access in education, provide quality
service in Teaching-Learning process and ensure good governance in
implementing priority projects. Physical facilities, water supply, clean and
green project and classroom structuring were all gradually implemented for
quality education.

Stakeholders Support to Education

The school could not achieve improvement and change characteristic if

not with the help of different stakeholders. The parents are always there
every Brigada Eskwela, Bayanihan and any urgent needs and activities of
the school.
The support of the Barangay by responding to the requests of the
school and Municipal Local Government Unit supports the school by
providing projects and locally paid school staffs. The Province is also
supporting the physical, financial and other needs of the school thru the
Kabugwason scholarship program, Alumni Scholarship support, Teachers
scholars, other supplies from the NGO’s and other Private Business Sector

School Improvement Plan 11

and Individuals and the Teachers had contributed a lot to the continues
improvement for excellence of the learners.

Fund Sources
The school’s source of fund is from the School’s Maintenance and
Other Operating Expenses (MOOE), Local Government Units,), donations
and others.

Enrolment
The enrollment of Upper Klinan National High School in Junior and
Senior High School.

700 616 644

600 561
500
400 MALE
295 266 317 299 321 323
300 FEMALE
TOTAL
200
100
0
2019-2020 2020-2021 2021-2022

Illustration I: Total Enrolment of the School for 3 Years

500 476 464
436
400
300 244 232 MALE
224 212 232 232
200 FEMALE
TOTAL
100
0
2019-2020 2020-2021 2021-2022

Illustration II: Junior High School Enrolment for 3 Years

200 180
160 146
124
120 MALE
89 91
80 70 74 72 FEMALE
54 TOTAL
40
0
2019-2020 2020-2021 2021-2022
Illustration III: Senior High School Enrolment for 3 Years
The illustrations show enrolment rate of the school is increasing every
year. This is due to the collaboration of stakeholders, teachers and the
school administrator because every year during the opening of our Brigada
Eskwela, we incorporate enrolment campaign during the recorida or caravan

School Improvement Plan 12

activity aside from flyers and posters posted in every sitio or purok. Only this
school year decreased due to the opening if integrated schools of the nearby
elementary feeder schools like Klinan Integrated School and Polo Integrated
School.

Health and Nutritional Status

The nutritional status of the students is monitored yearly, identifying
of BMI from the beginning and the end of the school year.

700

600 0
0
500
OBESE
400 OVERWEIGHT
579 NORMAL
300 524 WASTED
SEVERELY WASTED
200

100
31
6 31
6
0 0
2019-2020 2020-2021 2021-2022
Illustration IV: Nutritional Status of the School for the Last 3 Years

The record shows that 7.94% (68 out of 856) of the learners in the
present School Year 2019-2020 fall outside the normal health status. On the
other hand, 5.92% (50 out of 845) of the learners in the School Year 2017-
2018 fall outside the normal status.

Learning Materials
The school has number of books in the following subjects; however, it
will not suffice the number of learners as to 1:1 book –learner ratio. The
tables below show the number of books per subject and grade level.

SUBJECTS 7 8 9 10

ENGLISH 49 0 207 49

FILIPINO 51 59 194 48

MATHEMATICS 0 99 200 87

SCIENCE 131 85 67 65

ARALING PANLIPUNAN 119 0 88 67

Music and Arts 99 59 209 71

MAPEH
PE and Health 105 59 213 83

TLE 2 0 0 0

School Improvement Plan 13

 ESP 0 99 152 61

Table I: Number of Books per subject and grade level

The table shows that the school has only limited number of books
and not all subject areas has available learning material. Generally, most
junior high school levels have the books and contrary to the higher levels.

The school has the ICT room and library that is functional. The
school has computers for literacy learning which is situated at the ICT room.
Also, the school has printers and projectors for learning. Moreover, all
classrooms has LED Television for instructional and learning use.

Learning Resources Number

140 sets DCP Package
Computers
5 Laptops
Printer 42 units
Library 1 room
Projector 4 units
LED TV 21 units
Table II: Number of functional Learning Materials

Teachers Professional Development

Teachers were sent to trainings for professional development as we

are now in the century where technology is highly needed for the quality
teaching and learning process.

Funding Sources

The school’s sources of fund are MOOE, BLGU, MLGU, PLGU and
Donors.

6% 1%

MOOE
25% BLGU
45%
MLGU
PLGU
DONORS
OTHERS

22% 2%

Illustration V: Percentage of Source of Fund

School Improvement Plan 14

 The graph shows that the highest source of fund which is 45% is
come from the school’s Monthly Office Operating Expenses. This show that
the MOOE is really a great help to the school. The second highest source of
fund is from the Provincial Local Government Unit(PLGU) which is 25% of
the total source of fund. Next is from the Municipal Local Government Unit
(LGU) (22%), Donors (6%), Barangay Local Government Unit (BLGU) (1%)
and others (1%).

Schools Awards and Recognition

Award
Level Category of Awardee
Title of Awards Giving
Body
SBM Awardee DepEd Regional School
Outstanding School DepEd Division School Principal/3rd
Principal place
Palarong Pambansa DepEd National Students/Bronze
(Softball Girls)
Brigada Eskwela DepEd Division School/5th place
Pgtatalumpati DepEd Municipal Student/ 3rd place
ESWM Best DepEd Municipal School/2nd place
Implementer
Pagsulat ng DepEd Division Student/7th place
Binalaybay
Best IEC Materials DepEd Division School/ 3rd place

Spoken Poetry Mahintana Municipal School/3rd place

Competition Foundation
, Inc.

Table III: Schools Awards and Achievements

The table shows that the school is participative in different activities,

academically and extra-curricular activities. Participants of different
activities are not just the learners but also the entire school.

Performance Indicators
Access
The data speculate that the school’s initiative of attaining zero drop –
out is operative. Undeniably, the drop-out rate is increasing for the last
three years because of unexpected consequences like the Transfer of
Residence outside the country and the student cannot be contacted
anymore. Different interventions conducted by the school like: intensified
home visitation conducted by the advisers, conferences and counseling of
both parents and students and giving of motivations and school supplies.

School Improvement Plan 15

 700
600 625 616
500 561
400
Enrolment
300 Drop-out Rate
200
100
0
2.88% 2.49% 0.00%
2018-2019 2019-2020 2020-2021
Illustration VI: Drop-Out Rate

Quality
It was shown in the graph that the trend of promotion rate for the last
three years is increasing. Moreover, it remarkably reached a 100%
promotion rate last School Year 2020-2021

102.00%
100.00%
98.00% 100.00
96.00% %
94.00% 95.84%
92.00%
90.00% 91.09%
88.00%
86.00%
2019-2020 2019-2020 2020-2021
Illustration VII: Promotion Rate

Literacy Level
The school employed different and innovative reading intervention
strategies to help improved the literacy level of the learners.

PHIL-IRI PRETEST IN ENGLISH

2019-2020
80
55 60 2020-2021
60
40 44 44 45 2021-2022
40
15 20
20 8 7 5 5
0
Non Reader Frustration Instructional Independent

Illustration VIII: Phil-IRI Pretest in English

School Improvement Plan 16

 PHIL-IRI POSTTEST IN ENGLISH
2019-2020
80 2020-2021
60 55 59 2021-2022
44
40 30
17
20 7 10
5
0
Non Reader Frustration Instructional Independent
Illustration IX: Phil-IRI Posttest in English

The bar graph presents the PHIL-IRI posttest result of Grade Seven
learners in English. Result shows that majority of the learners belongs to
instructional and independent level. The graph also revealed that there are 0
or no non-reader learner for the last 3 years.
This result implied that the school is very committed in the
implementation of the school’s reading enhancement program to help
increased the reading level of the students. However, learner’s reading
comprehension should be given emphasis. Teachers should use appropriate
and innovative techniques to fully attain the success in reading.

Child-Friendly School
A child-friendly school is more than just a place for formal learning. It
is an institution that instils in children the responsibilities that go with their
rights. With the provided checklist the school got 67 points which makes the
school a Very Outstanding Child-Friendly School.

Stakeholders’ Participation

100%
80% 90%
75%
60%
40% 50% 50%
20%
0%
CO-CURRICULAR EXTRA-CURRICULAR MEETINGS ASSEMBLIES
Illustration X: Stakeholders’ Attendance to School Activities

School Improvement Plan 17

 25000
20000
20000
15000
10000
5000
5000 2000 2500 3000
0
BRIGADA CONTEST SCOUTING CLOSING OTHERS
PROGRAMS
Illu
stration XII: Stakeholders’ Contribution (In Pesos) Cash/Kind

160 145 145 139

120
75
80

40 20
0
BRIGADA CONTEST SCOUTING CLOSING OTHERS
PROGRAMS
Illustration X: Number of Volunteer Hours

Data shows that donations, etc. falling under others was the highest
stake holders’ contributor, followed by contest, programs, scouting and
brigada. On attendance, stakeholders participate more on co-curricular
activities compared w/ attending meetings. But as we see on the number of
volunteer hours, data shows that stakeholders falling under others give the
highest number of volunteer hours followed by Brigada Eskwela and closing
programs.

Physical Facilities
Learner-Teacher Ratio

Grade Level Number of Number of Learner-Teacher

Learner Teacher Ratio
Grade 7 123 8 15:1
Grade 8 118 8 15:1
Grade 9 104 8 13:1
Grade 10 115 8 14:1
JHS 460 32 14:1
Grade 11 102 3 34:1
Grade 12 93 2 47:1
SHS 185 5 37:1

The learner-teacher ratio for SY 2021-2022 shows that there is

enough number of teachers per grade level. The lowest learner-teacher ratio
is the Grade Levels 9 with 13:1 and the highest is the Grade 12 with 47:1.
The learner-teacher ratio in the Junior High School is 14:1 while in Senior
High School is 37:1.

School Improvement Plan 18

Learner-Classroom Ratio
The highest learner-classroom ratio in Junior High School is 35:1 and
the lowest is 29:1. In Senior High School the highest student classroom ratio
is 31:1 and the lowest ratio is 26:1.

Learner-Toilet Ratio
The school has enough toilets to accommodate all students in junior
and senior high school while maintaining an acceptable cleanliness level of
the bathrooms. Majority of the classrooms has only one available toilet to be
used. However, there are already initiatives done to respond the GAD
advocacy to have a separate CR for boys and girls.

Learner-Seat Ratio
The learner-seat ratio is 1 is to 1, therefore there are currently
enough seats for all our learners.

Status of School Project

There are various projects that the school has, one of which is the
completion of the perimeter fence, repair of classrooms, beautification and
landscaping, classrooms restructuring, and repainting of school buildings.
These projects will be implemented to classrooms for conducive learning.

Other Stakeholders’ Accomplishments

One of the accomplishments of the stakeholders is the continuing
project of concrete perimeter fence where LGU and PTA contributed their
financial support to the said project.

Priority Improvement Areas

Table 2: The listings of the priority improvement areas of the school.
Importance

Magnitude

Feasibility
Strategic

Urgency

Average

Priority Improvement Interpretation

Areas

Enhancement of Learner’s
5 5 5 5 5 Very High Priority
Mastery of Competencies
Sustain Water System 5 5 5 5 5 Very High Priority

Maintain Zero Drop-Out Rate 5 5 5 5 5 Very High Priority

Increase Enrollment to 2% 5 5 5 5 5 Very High Priority
Improvement of School
5 5 5 3 4.5 Very High Priority
Gymnasium
Teacher’s Professional
5 5 5 5 5 Very High Priority
Development
Completion of Concrete
5 5 5 5 5 Very High Priority
Perimeter Fence
1:1 Learner to textbook Ratio 5 5 5 3 4.5 Very High Priority
Repair of Classrooms 5 5 5 4 4.75 Very High Priority

School Improvement Plan 19

BSP/GSP Camping ,and
3 3 3 3 3 Moderate Priority
trainings
Increase the Reading Level 5 5 5 5 5 Very High Priority
Construction of Additional
Comfort Rooms for Grade 7 5 5 5 3 4.5 Very High Priority
classrooms
Enhance Learner’s Health and
4 4 4 4 4 High Priority
Well being
Provision Sports Equipment 4 4 4 4 4 High Priority

Landscaping of school ground

and repainting of rooms, roofs, 5 5 5 5 5 Very High Priority
plant boxes and others

Conduct Family Day and

Parenting Seminar to
3 3 3 3 3 Moderate Priority
strengthen Family Bond and
Community Relationship

Students participation in
5 5 5 4 4.75 Very High Priority
contest and competitions
Sustainability of the School-
Based Radio Program utilize for 5 5 5 3 4.5 Very High Priority
RBI
Regular Clean-Up Drive 5 5 5 5 5 Very High Priority
SSG Election, Office
5 5 5 5 5 Very High Priority
enhancement and trainings
Pupil/student Teacher Ratio 5 5 5 5 5 Very High Priority
Construction of School
5 4 5 3 4.25 High Priority
Canteen
Improvement of TLE Building
5 5 5 4 4.75 Very High Priority
and Facilities
Classroom Restructuring 5 5 5 4 4.75 Very High Priority
Improve Reading Level of
5 5 5 5 5 Very High Priority
Learners
Gulayan sa Paaralan 5 5 5 5 5 Very High Priority
Celebrate GAD week that will
showcase the creativity and
4 4 4 3 3.75 High Priority
talent of the pupils as unique
individuals

Disaster Risk Reduction

5 5 5 5 5 Very High Priority
Program and Facilities

Repair the Electricity

Connection and Lights in every 5 5 5 4 4.75 Very High Priority
classroom
WINS (Construction of
Additional Handwashing 5 5 5 4 4.75 Very High Priority
Facilities)
Repair of School Learning
5 5 5 3 4.5 Very High Priority
Facilities
Increase the Stakeholder
5 5 5 5 5 Very High Priority
Support
High Tech IM’s 5 5 5 4 4.75 Very High Priority

Reproduction of SLM’s and IM’s 5 5 5 4 4.75 Very High Priority

Child Protection and Anti-
4 4 4 3 3.75 High Priority
bullying Policy

School Improvement Plan 20

 Construction of the exit gate 5 5 5 5 5 Very High Priority
Conduct of Per Subject Areas
Activities
SBM Room and Files
5 5 5 5 5 Very High Priority
Enhancement
Construction of additional 2 CL
5 5 5 5 5 Very High Priority
Building
Tiling of Office Floor 5 5 5 5 5 Very High Priority
Construction of Office Hand
5 5 5 5 5 Very High Priority
Washing area
Procurement of Dinning set for
5 5 5 5 5 Very High Priority
Office use

General Objectives

Table 3: The planning worksheet of Upper Klinan National High School

ESIP for 3 years.

PLANNING WORKSHEET FOR ACCESS AND QUALITY

TIME FRAME
LEARNIN DEPED PRIORITY
G INTERMEDIATE IMPROVEMENT GENERAL OBJECTIVES ROOT CAUSE/S SY SY SY
STAGE OUTCOMES AREA 2022- 2023- 2024-
2023 2024 2025
IO1: Learners *The school needs *To increase the *Poverty
are in school to develop access school KPI *Distance
and learning to education. *To increase from School
enrolment by 2% *Family
centers
Problems
*The school *To maintain 0%
should maintain Drop-Out Rate
the zero drop-out
rate.
IO2: Learners *Learner’s *To increase the *Lack of
access participation in number of students Fund
programs contest and participating in *Lack of
competition is contest and training/men
responsive to
very limited. competition toring to
their needs students.
and *Textbooks and *To attain I:1
consistent computers are student’s textbook
with their insufficient. ratio
interests and *To attain 1:1
aptitudes student computer
Ratio
IO3: Learners *Some To have a conducive *Some
classrooms need classroom classroom 50% 75% 100%
enjoy learner-
friendly repair. needs repairs
environment
* School *To improve the *Lack of
Gymnasium school gymnasium budget 50% 75% 100%
needs
7-10 enhancement

*Sports *To purchase/solicit *Lack of 50% 75% 100%

Equipment is very sports equipment for budget
limited in the enhancement of
number. learner’s sports
ability.

*School library *To decrease the no. *Not enough

50% 75% 100%
needs of non and slow numbers of
enhancement and readers and to have reference
reference books a reference books books and

School Improvement Plan 21

 and textbooks are textbooks
insufficient.

*School ground,
classrooms, roofs, *To landscape the *High cost of 50% 75% 100%
plant boxes and school ground and materials and
others need repaint classrooms, Labor wages
enhancement roofs, plant boxes
and others
*Classroom
Restructuring is
partially evident. *To do classroom *Classroom 0% 50% 75%
restructuring are less
restructured
*IM’s used in
teaching is not *To have a High Tech *Lack of High 50% 25% 0%
aligned to 21st IM’s Tech IM’s
century learners.

*DRRM and CPP is

not fully * To reduce hazard *Natural 1% 0% 0%
implemented. in school to 0% Disaster
*To decrease cases of *Lack of
bullying and violence parental
against children to attention
0%
* Comfort rooms
are insufficient to *To construct *Insufficient 50% 75% 100%
the number of additional comfort number of
learners. rooms for Grade 7 comfort
classrooms. rooms

*TLE
Room/Laboratory *Provision *Lack of TLE 25% 80% 100%
needs enhancement of TLE Room/Labora
enhancement is Room/Laboratory tory facilities
lack of facilities facilities and and
and equipment equipment. equipment

Need for the

construction of 2 Construction of 2 CL
CL Building Building Insufficient
classrooms
for learners
IO4: Learners *Student’s *To increase number *Lack of 75% 85% 100%
actively Participation in of students student’s
participate in the following participating in participation
School Activities school activities in school
their learning
is decreasing. activities.
environment
*GAD Week *To celebration of *Lack of Feb. Feb. Feb..
GAD week awareness of 2022 2023 2025
students to
*Family day *Conduct Family gender
Day awareness
*Clean-Up *Lack Once Twice Every
Drive *To conduct Clean- Parental a mo. a mo. week
*Tree Planting Up Drive Involvement
Activity in school
*Lack of
Per subject “Per subject area awareness in
area activities activities clean and
green
program
*SSG Election *To conduct SSG *Lack of Feb. Feb. Feb.
Election students of 2022 2023 2025
leadership
training
IO5: Learners *The number of *To increase *Overlapping 20% 80% 100%
attain learners who Independent Readers of activities
belong to to 80%

School Improvement Plan 22

learning Independent
standards readers is
moderate.

Proficiency Level *To train 100% of *Lot of 80% 100% 100%

of learners is the teachers in ancillary
going towards teaching strategies works that
mastery. and learning delivery hinder the
modalities teacher from
conducting
remedial
reading

*Teachers *Lack of Oct. Oct Oct

Professional training 2022 2023 2025
Development is teachers in
limited. HOTS, ICT,
(Trainings, Online and effective
course) implementati
on of different
learning
modalities
IO6: Learners *Student’s *To increase number *Lack of 80% 90% 100%
are well- participating in of students in interest of
rounded, athletic meet and participating athletic students to
scouting is meet and scouting. participate
happy and
decreasing in *Lack of
smart number. Sports
Facilities
*Lack of fund
80% 90% 100%
*WINS facilities is *To construct *Not
not sufficient to additional hand sufficient
the number of washing facilities handwashing
learners facilities to
the number
of learners.
*Unstable
water supply
Gulayan sa *To provide Gulayan *Unsustainab 50% 75% 100%
Paaralan is not sa Paaralan with the le Gulayan sa
sustained and additional gardening Paaralan
productive. tools and planting *Insufficient
materials tools and
plating
materials

IO1: Learners *The school needs *To increase the *Poverty

are in school to develop access school KPI *Distance
and learning to education. *To increase from School
enrolment by 2% *Family
centers
*The school Problems
should maintain *To maintain the 0%
the zero drop-out Drop-Out Rate
rate.
IO2: Learners *Learner’s *To increase the *Lack of
access participation in number of students Fund
programs contest and participating in *Lack of
competition is contest and training/men
responsive to
very limited. competition toring to
their needs students.
and *Textbooks and *To attain I:1
consistent computers are student’s textbook
with their insufficient. ratio
interests and *To attain 1:1
aptitudes student computer
Ratio
IO3: Learners *Some To have a conducive *Some
classrooms need classroom classroom 50% 75% 100%
enjoy learner-

School Improvement Plan 23

 friendly repair. needs repairs
11-12 environment
50% 75% 100%
* School *To improve the *Lack of
Gymnasium school gymnasium budget
needs
enhancement
.
50% 75% 100%
*Sports *To purchase/solicit *Lack of
Equipment is very sports equipment for budget
limited in the enhancement of
number. learner’s sports
ability.
50% 75% 100%
*School library *To decrease the no. *Not enough
needs of non and slow numbers of
enhancement and readers and to have reference
reference books a reference books books and
and textbooks are textbooks
insufficient.

*School ground, *To landscape the *High cost of 50% 75% 100%
classrooms, roofs, school ground and materials and
plant boxes and repaint classrooms, Labor wages
others need roofs, plant boxes
enhancement. and others

*Classroom *To do classroom *Classroom 0% 50% 75%

Restructuring is restructuring are less
partially evident. restructured
50% 25% 0%
*IM’s used in *To have a High Tech *Limited High
teaching is not IM’s Tech IM’s
aligned to 21st
century learners.
1% 0% 0%
*DRRM and CPP is * To reduce hazard *Natural
not fully in school to 0% Disaster
implemented. *To decrease cases of *Lack of
bullying and violence parental
against children to attention
0%
50% 75% 100%
* Comfort rooms *To construct *Insufficient
for insufficient to additional comfort number of
the number of rooms for Grade 7 comfort
learners. rooms

25% 80% 100%

*TLE *To enhance and *Lack of TLE
Room/Laboratory provide TLE Room/Labora
is lack of facilities Room/Laboratory tory facilities
and equipment and facilities and and
needs equipment equipment
enhancement
IO4: Learners *Student’s *To increase number *Lack of 75% 85% 100%
actively Participation in of students student’s
participate in the following participating in participation
their learning School Activities school activities in school
is decreasing. activities.
environment
*GAD Week *To celebration of *Lack of Feb. Feb. Feb..
GAD week awareness of 2019 2020 2021
students to
*Family day *Conduct Family gender
Day awareness
*Clean-Up *Lack Once Twice Every
Drive *To conduct Clean- Parental a mo. a mo. week
*Tree Planting Up Drive Involvement
Activity in school

School Improvement Plan 24

 “Per subject *Lack of
area activities” awareness in
clean and
green
program
*To conduct SSG *Lack of Feb. Feb. Feb.
Election students of 2022 2023 2025
*SSG Election leadership
training
IO5: Learners *The number of *To increase *Overlapping 20% 80% 100%
attain learners who Independent Readers of activities
learning belong to to 80% *Lot of
Independent ancillary
standards
readers is works that
moderate. hinder the
teacher from
Proficiency Level *To train 100% of conducting 80% 100% 100%
of learners is the teachers in remedial
going towards teaching strategies reading
mastery. and learning delivery
modalities

*Teachers *Lack of Oct. Oct Oct

Professional training 2022 2023 2025
Development is teachers in
limited. HOTS, ICT,
(Trainings, Online and effective
course) implementati
on of different
learning
modalities
IO6: Learners *Student’s *To increase number *Lack of 80% 90% 100%
are well- participating in of students in interest of
rounded, athletic meet and participating athletic students to
scouting is meet and scouting. participate
happy and
decreasing in *Lack of
smart number. Sports
Facilities
*WINS facilities is *To construct *Lack of fund
not sufficient to additional hand
the number of washing facilities
learners

* Gulayan sa *To sustain gulayan Not sufficient 50% 75% 100%

Paaralan is not sa paaralan. handwashing
sustained and facilities to
productive. the number
of learners.
*Unstable
water supply
*Unsustainab
le Gulayan sa
Paaralan
*Insufficient
water supply

School Improvement Plan 25