School Improvement Plan

PULUPANDAN EAST ELEMENTARY SCHOOL

School Year 2019 - 2022

Department of Education
Region VI-Western Visayas
DIVISION OF NEGROS OCCIDENTAL

SCHOOL IMPROVEMENT PLAN

of
PULUPANDAN EAST ELEMENTARY SCHOOL
Riego Street Barangay Zone 4
Pulupandan, Negros Occidental
School Year 2019-2022

Date of Submission
December 6, 2018

Page 1 of 15
School Improvement Plan
PULUPANDAN EAST ELEMENTARY SCHOOL
School Year 2019 - 2022

E N D O R S E M E N T

PORTIA M. MALLORCA,Ph.D. CESO V

-Schools Division Superintendent

Sir:

This is to signify our collaborative approval and support to the implementation of

the School Improvement Plan for SY 2019-2022 which contains our aspirations for our
school. Signed on ______ at _________.

MITZIE ROSE Y. TORETO MARY GRACE G. ALEGIA

Pupil/Student Representative Parent Representative

JOEDEL L. GALLEGO DIDITH SERVANIA

Teacher Representative LGU Representative

ROMEO S. BARROS MERALYN G. MAGDALERA

Member of BDRRMC Member of School Child Protection Chairman
School Child Protection Committee

_ MA. ALNALYN S. BERNABE______

Principal I
Noted:

PHILMA O. JABUNGAN, Ph.D.

District Supervisor
Accepted by:

PORTIA M. MALLORCA, Ph.D. CESO V

Page 2 of 15
APPROVAL SHEET

Enhanced School Improvement Plan (SIP) for F.Y. 2019 -2022 of

PULUPANDAN EAST ELEMENTARY SCHOOL, District of Pulupandan,
Division of Negros Occidental. This is crafted by the School Planning Team
(SPT) headed by MA. ALNALYN S. BERNABE, Principal I. These has been
appraised and reviewed by the Division ESIP Appraisal Committee and is
intended for acceptance and approval by the Schools Division Superintendent.

Appraised and Reviewed by:

PHILMA O. JABUNGAN, Ph.D.

Public Schools District Supervisor

____________________________________________
Division Appraisal Committee Member

MA. TERESA P. GEROSO, CESE

Assistant Schools Division Superintendent

Approved:

PORTIA M. MALLORCA, Ph.D.,CESO V

Schools Division Superintendent

INTRODUCTION
The School Improvement Plan is a developmental plan that will serve as
a map to provide direction in the implementation of improvements for the
school. This contains the information that would paint the picture of the school
in the eyes and mind of the learners, teachers, community and stakeholders. It
also gives a clear knowledge to process what is supposed to be done to raise the
achievement level of learners, improve the status of the school in terms of the
different Key Result Area. This will also serve as guide in arriving at
interventions and solutions to the home, school and community problems
which contributed to the holdback in the progress of the institution. It contains
an absolute picture of the school’s real situation and the appropriate strategies
and approaches needed in the over-all aspect of the school operation. This
manifests the school’s strong area , laurels but also reveals the weaknesses in
some areas of operation. It is in these fragilities that the School Planning Team
gives possible assessment and intention as featured in our School Improvement
Plan. As we are about to face numerous SIP, the school and the communities
vision, mission and core values will truly be our compass to attain what we all
want for our school tomorrow and in the year to come always putting our
learners’ welfare at all times.

The School Planning Team (SPT) of Pulupandan East Elementary School

believe that the best preparation for tomorrow is today. We have convened to
come up with the main purpose of improving the quality of life of Filipino
children through commitment and valuable contribution from the stakeholders.
Crafting the SIP is a collaborative effort by the school and its various
stakeholders who will play an active role in the implementation of various
school programs and appropriate interventions to the problems. It is expected
that the result of this collaborative efforts towards the attainment of the priority
concern.

We passionately hope and pray for the success of our SIP

implementation.

Chapter One
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-centered public institution, the Department of Education
continuously improves itself to better serve its stakeholders
A learner- centered institution means a place where an organization
takes care of learners for a long time. Programs, projects and activities are
carefully planned and implemented to address the needs, socio economic
status, family background, learning preferences as well as their weaknesses.

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
Family, community and other stakeholders are actively engaged and share
responsibility for developing life-long learners.
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.
It takes a village to educate a child, stakeholders have realized their role
in molding productive, globally – competitive future citizenry imbibed with
positive values and fear of God.

CORE VALUES
MAKA - DIYOS MAKA-TAO MAKA-KALIKASAN MAKABANSA
These core values should be always in mind of the educators. Each
lessons most be carefully planned not just for mastery but over and above it is
that it should enable the learners to internalize and live these values
althroughout their life.

EXECUTIVE SUMMARY
This School Improvement Plan of PULUPANDAN EAST ELEMENTARY SCHOOL
is a framework which lay down the plans, aspirations and vision of the
institution for the next three years. This SIP will serve as the reference of the
school administrator, teachers, pupils and both internal and external
stakeholders of the school that will give them the right direction. This has
undergone a series of planning cycle until it has reached the communication
phase where the SIP through the effort of the SPT member who has invested
their time, effort as well as financial resources for the realization of the school’s
priorities, goals and objectives for the improvement of the school and the core of
education- the learners. The SPT has convened several times to make sure that
the data gathering phase is fully utilized, to verify the accuracy of the data
gathered, validate the processes and interpretation of result. When all these
plans of the SPT will be realized, we hope to become one of the effective and
highly performing schools of the District of Pulupandan. There are 6 identified
Priority Improvement Areas namely: Truancy, Literacy Level, Unified Test MPS,
School Facilities and Equipment, School Facilities Management and
Stakeholder’s Participation. These 6 identified priority improvement will lead to
the solutions that will reduces and eventually eliminate the problem of
absentees, reduce the number non-readers, increase the reading level of
frustration readers to independent level. Raise the MPS of Unified Test to meet
or better yet to achieve higher than the division standards. Provision of safe,
conducive and well- organized school facilities as well as more than enough
support instructional materials for each lesson in all subjects. In the next three
years, PULUPANDAN EAST ELEMENTARY SCHOOL is heading towards
the realization of these plans and as the dawn of these well- collaborated plans
slowly shines, surely the school is heading towards its glory and develop into a
safe, child-friendly, nurturing and bullying free one. An institution that will
contribute in the molding of productive, globally-competitive, values-oriented
and God- fearing citizenry for the future.

Chapter Two
CURRENT SITUATION
Pulupandan East Elementary School is non –central school which is one
of the nine elementary schools of the District of Pulupandan. It got its name
from the location of the school in the municipality. Settled at the heart of the
Municipality of Pulupandan, the school stands near the coastline which makes
it prone to several natural calamities such as storm surge, tsunami, flood and
typhoons. Enrolment is nearly a thousand with 106 School-Based Feeding
Program beneficiaries.. PEES, just like other complete public elementary
schools in the Division of Negros Occidental it has priority improvement areas of
basic education: Access, Quality and Governance.

Enrolment for the last three School Year 2019-2020, 2020-2021, 2021-
2022 is fluctuating but has remained to be a little less than a thousand. These
could be attributed to school fervent campaign on enrolment and to the support
of programs of the government such as Pantawid Pamilyang Pilipino Program
(4P’s). Parents were motivated to send their children of school age to school
because of the cash assistance granted to them greatly help them in providing
the school needs of their children.

Drop-out is not a problem in this learning institution for the past years.
Promotion is constantly at a hundred percent which could be attributed to the
School- based Feeding Program (SBFP) as well as other programs, projects and
activities which promote health and wellness of learners. Completion Rate and
Survival Rate continues to increase over the years. Graduation Rate is
proudly maintained to a hundred percent, while all learners remain to be
minimal with .2% when failure rate is assessed.

Quarterly Unified Test Results meet the 75% mastery level but needs
more effort for improving it a little bit higher than the expected level. English
and Mathematics in all grade levels need to be given much attention for both
subjects especially in grades three and four because there are times when the
mastery level fall below 75%.
Health and Nutrition of learners in school continues to improve towards
the end of the school year. For three years, the average percentage of severely
wasted to wasted nutritional status is reduced from 9% to 2%. This is achieved
after the various health programs given to learners throughout the year. Among
these interventions are the School-Based Feeding Program (SBFP), Deworming
and other additional health advocacy such as Immunization, Correct Hand
washing and Proper Hygiene.
Curriculum Guides, Teacher’s Manuals, Daily Lesson Logs Exemplars
Learners’ Materials are not much of a problem to teachers since the Dep.Ed.
Central Office as well as the Division Offices are collaborates in meeting the
needs of the teachers in the field. Seminars and Training on the content,
strategies, contextualization, localization, indigenization of lessons are
conducted to teachers to meet both their material and mental needs to teach
the subject. This would result to a boost in their confidence and emotional
fulfillment in teaching whatever subject assigned to them. Learner’s Materials
though may not be complete in all grade levels especially for the Grades 5 and 6
who were the most recent levels who adapted the K-12 Curriculum, is not
viewed as a hindrance in delivering the best teaching practice.
Disaster Preparedness is also given emphasis in this institution. The
School DRRM Committee. A quarterly Earthquake and Fire Drill in coordination
with the Municipal DRMM makes and prepares the learners for possible
occurrences. The school is equipped with a fire alarm system which has been
acquitted with all the learners and teachers. A Megaphone that is so useful in
times of calamities was donated by an alumnus. The school entrance was
transferred to conform to the recommendation of the Bureau of Fire Personnel
as to the ease in the entrance of fire trucks and other emergency and rescue
vehicles. However, a swing out door for each classroom as proposed to ensure
the safety of learners.

Problems such as poor Socio-Economic Status, Marital Problem of

parents, computer gaming and low regard to education of parents continue
to be seen as the reason for truancy among learners in school.

Priority Improvement Areas (PIA)

A. ACCESS and QUALITY
Truancy continues to be a problem for Pulupandan East Elementary School for
all grade levels the past three years with an average of 8 absences per month.
Learners who has incurred absences due to computer gaming and the
undesirable attitude of parents towards education.
Literacy Level for both English and Filipino as shown by the result of the
PHIL-IRI, continues to need ample time and extra effort for all of the teachers
and school head. Over the past three years, the presence of 48 non-readers,
although minimal in number with 2.44% average and alarming 467 pupils in
the last three years should be given the appropriate intervention.
Quarterly Unified Test MPS of the school may have reached or exceeded the
75% Mastery Level but falls short of the Division Planning Standard which is
85%. This has been seen as one of the priority improvement area of the school.
B. GOVERNANCE
School Facilities and Management
All classrooms needs repair, 30 out of 38 classrooms has cracks in the walls,
leaking roofs and worn out ceilings. It has no room faculty room for teachers
and storage room for school sports and agricultural tools.
The school’s entrance has been transferred in compliance to the Bureau of
Fire’s recommendation to ease the entrance of the fire truck and other
emergency units and vehicles in cases of fire and other emergencies.
Stakeholders Participation
During the yearly Brigada Eskwela, Releasing of Report Cards and Awarding of
Honor pupils, the school obtained only 85% of parents and stakeholders
attendance including the LGU and Private Sector.

Chapter Three
Based on the identified root causes the school came up with the list of solutions
for following Improvement Areas shown below.
PRIORITY IMPROVEMENT AREA LIST OF SOLUTIONS
TRUANCY a. Identify pupils that has incurred a
number of absences.
b. Create a Commitee which will look
deeper into the problem like digging up
the causes of absenteeism, keep a
record of the home visitation results,
parents socio- ecnomic
status,membership to 4 P’s.
c. Call for a meeting of all parents who
are PARDO’s.
Literacy Level a. Identify the non-readers and
frustration readers.
b. Call all English and Filipino
teachers, Master Teachers for possible
solutions.
c. Intensify the Remedial Reading
Period.
School Facilities and Equipments a. Make an inventory of school
equipments such as agriculture,
industrial arts, ICT, multi media
instructional materials.
b. Prepare Program of Works
c.Prepare Budgetary Requirements
d. Procure the needed equipments as
shown in the inventory.
School Facilities and Management- a. Conduct inspection of School
Repair of Classrooms, Principal’s Facilities.
Office and Beautification of School b. Prepare program of work
Grounds c. Prepare budgetary requirements
d.Prepare budgetary requirements
e. Beautification of School Grounds
Stakeholders’ Participation a. Creation of communication teams
for timely dissemination
b. Set regular meetings to keep
stakeholders updated on the latest
development and needs of the school.
c. Involve stakeholders on worthwhile
activities, if possible like:
team building,seminars and workshop.
Unified Test MPS a. Data – gathering of Unified Periodic
Test Results per grade per quarter
b. Analyzation of Test Result and MPS
3. Creation of a Project Team to work
on the improvement of the Unified Test
–MPS.
4. Design remedial and interventions
to be done to raise MPS
5. Monitor the progress of the
program.
6. Assess the result and outcome of
the program.
Teacher’s Improvement and Welfare 1. Assess teachers training needs
through E-Sat
2. Send teachers to training and
seminars.
3. Conduct INSET and LAC Sessions

Project Designs has been made to respond to the Priority Improvement

Areas(PIA)

Project Title: PAARALAN, SAGOT SA KINABUKASAN (TRUANCY)

Project Title: KINABUKASAN KO, BASA KO, TULONG NYO (LITERACY
LEVEL)
Project Title: SIM’S: TULONG PARA SA DUNONG
Project Title: SA PAARALANG MATATAG, BATA AY LIGTAS AT PANATAG
(SCHOOL FACILITIES AND MANAGEMENT)
Project Title: TAYO NA PARA SA EDUKASYON (STAKEHOLDER’S
PARTICIPATION)
Project Title: MPS SA PAGSUBOK: PATAASIN

Refer to Annual Implementation Plan and Annex 9 for Project Work Plan
designed by the School Planning Team for the detailed support of the list of
solutions of the above PIA’s.

Chapter Four
MONITORING AND EVALUATION
Monitoring and Evaluation is one of the phases of planning that requires
attention from the school management and the school planning team. School
improvement plan will not be fully realized in the absence of this activity. This
will ensure that the strategies and steps formulated will be properly
implemented and success as well as failure be realized. The school planning
and monitoring will monitor the progress at least once in every quarter to
ensure the implementation is on the track or the AIP has been implemented to
address the priority improvement area. It will follow the strict 3 year compliance
period. The monitoring form include the name of the project, project objectives
and targets, date of monitoring, accomplishments, status to date, issues
problems challenges, recommendations, signature of the SPT and project
leader. The gathered data and result will serve as guide in the continuing
implementation for the next three years. The following monitoring form will be
used.

MONITORING FORM
Schedule of Monitoring: July, November 2019 & February 2020
Name of Project Project Objectives Date of Accomplishment Issues/ Recom Signature
and Targets Monitoring Status to Date Problems/ menda of SPT &
Challenges tions Project
Leaders
Paaralan,
Sagot sa 1.To reduce July 2019
Kinabukasan if not
eliminate November
absentees 2019
from 6% to
Feb. 2020
0%

2. Coordinate
with external
stakeholders
and partners
such as
DSWD for 4
P’s Members
and
household.

Kinabukasan
ko, Basa Ko, 3. To increase
Tulong Nyo the reading July 2019
proficiency
from 46% to
62% by SY
2019-2020,
by 77% by
2020-2021 November
and 100% by 2019
2021-2022.
4. To
decrease the
number of
non-readers
Feb. 2020
from 48 or
2.44% in SY
2019-2020 to
0% in the
next school
year.

5. Organize
the Project
team keep
track of the
progress of
the program.

6. To group
the targeted
beneficiaries
according to
the different
reading level

7. Design
interventions
and measures
to address the
reading needs
of the pupils.

8. Monitor the
progress of
the program.

Sa Paaralang
Matatag, 9. To July
Bata ay rehabilitate the 2019
Ligtas at 30 out of 38
Panatag classrooms, November
transfer of 2019
Principal’s
Office and LRC
Feb.
10. Maintain 2020
the
beautification
of the School
Ground.

SIM’S:
Tulong para 11. To make an July 2019
sa Dunong inventory of
school November
equipment and 2019
facilities used
as Feb. 2020
instructional
materials

12. Identify the

needed
equipment for
SIM.

13. Procure the

needed
equipment.

14. To increase
TAYO NA stakeholder’s
PARA SA attendance,
EDUKASYON maximize
participation
during school
programs and
level of
awareness of
stakeholders’
role and
responsibilities.
MPS SA
PAGSUBOK 15. To July 2019
improve the
mastery level
of pupils in all November
subject areas, 2019
thereby
increasing the Feb. 2020
MPS by 3%
every year for
the next three
years.
Canjusa Elementary School ESIP Monitoring and Evaluation Team is
composed of different stakeholders who are committed to support the school’s
endeavor to implement the projects and programs of the school improvement
plan.
The team is chaired by a Master Teacher 1, Mrs. Novy Meguiso with a
parent representative Mr. Vic Labra, LGU representative Brgy. Captain Francisco
Dorepes, teacher Mrs. Nenita Beduya and Jun Ray Ytienza pupils representative.

The M & E Team meets every month to monitor and evaluate the projects
implemented by the ESIP implementation team. The group is task to rate the
accomplishment done and provide suggestions and comments for improvement.
The M & E team aside from the monthly monitoring and evaluation, they are to
check on and based their evaluation on the three year work and financial plan as
well as the annual implementation. The team will keep track on the extent of
implementation and evaluate the same based on documents presented.

ORGANIZING FOR IMPLEMENTATION

In the implementation of School Improvement Plan it is but necessary to

organize a group who will take charge of the monitoring and evaluation plan.
The purpose of this group is to monitor the extent of implementation based on
the plan and evaluate the outputs and activities contained in the program. The
chart below shows the ESIP General Committee of Canjusa Elementary School.

ESIP GENERAL COMMITTEE

DIANA M. SALGADO
Overall Chairman

NOVY MEGUISO MARILOU YURO

Chairman ESIP Team Chairman ESIP Monitoring and
Evaluation Team
The ESIP General Committee is composed of Mrs. Diana M. Salgado, Head
Teacher III as the overall chairman and two other chairman Novy Meguiso,
Chairman for ESIP Implementation Team, Marilou Yuro, Chairman for Monitoring
and Evaluation Team. Each group is task to do the monitoring and reporting of
accomplishment made by each committee, hence a regular meeting will be
conducted to present, update and report whatever each group have
accomplished.

ANNEXES

School-Community Data Profile

Child Mapping Tool

Child-friendly School Survey

Child Protection Policy Implementation Checklist

Student-Led School Watching

Gap Analysis

Priority Improvement Areas

Planning Worksheet

School Processes

Root Cause Analysis

Project Work Plans and Budget Matrices

School Report Card (SRC) Summary of Information

School Report Card (SRC)

Standard Packaging:

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Header and Footer

SCHOOL PRIORITY IMPROVEMENT AREAS

(PIAS)
For Elementary:

 K to Grade 3

Priority Improvement Areas (PIAs)

2014-2015 2015-2016 2016-2017
1. LAPG 3 Hiligaynon -
79.46
English – 83.90
Tagalog –
75.87
Over-all –
79.74

2. Nutritional 2014-2015 2015-2016 2016-2017

Status
Normal 154 134 102
Wasted 10 15 34
Severely 0 7 16
wasted
Overweight 2 2 1
Obese 2 2 2
Grade 4 to 6

Priority Improvement Areas (PIAs)

2013-2014 2014-2015 2015-2016
1. NAT 6 80.06 76.43
2.Completion Rate 88% 78% 88%
3.Survival Rate 80% 96% 93%

4.Nutritional Status 2014-2015 2015-2016 2016-2017

Normal 128 127 120
Wasted 9 15 14
Severely 1 3 5
wasted
Overweight 2 5 4
Obese 0 0 1

5. Phil-IRI (Grade 3-6)

Reading Level 2014-2015 2015-2016 2016-2017
Frustration 90 91 85
Instructional 76 78 101
Independent 18 22 15
Slow Reader 7 6 6

Priority Improvement Area

The school has pressing needs that surfaced in learners data contributing
the school’s intermediate outcomes for access and quality. To mention, in the
PIA under Access, Low NAT MPS in Science and Hekasi of the school has an
evident linkage to DepEd’s Vision as a learner-centered institution. There are
some factors contributing in our low MPS one is classroom management, second
attitude of pupils towards the subject. Furthermore, the indifference of parents
towards the study of their children has caused them to leave school or frequent
absenteeism. As these hindering process was lay down, it is the hope of the
school to successfully implement the project. It is believed that learners
themselves are the main foci of learning so there should be no pupils left behind
with the proposed project of Team regarding NAT MPS the school will prioritize
the said project next year and onwards.

The literacy level in English and Filipino 28% (88 pupils out of 310)
frustration levels at the beginning of school year. It was reduced into 19% (60
pupils out of 310) at the end of the school year. Pupils under instructional level
have decrease to 28% (89 pupils out of 310) at the end of the school year while
the independent level increased by 8% (39 pupils out of 310) at the end of
school year.

Based in our nutritional status last year, we have 34 wasted and severely
wasted as recipient of our school-based feeding. 11 % of pupils need help when
it comes to their nutritional status while this year we have increase in number.
23 % of our pupils are wasted and severely wasted (69 out of 299) are the
recipient to the School-Based Feeding Program. Some factors contribute for the
nutritional status problems of the pupils. (1) Low economic status of the family
(2) Unhealthy environment (3) Laziness of everyone to prepare nutritious foods.