I. ENDORSEMENT
MERCELITA L. PORMENTILLA
Assistant Schools Division Superintendent
Officer-In-Charge
Division of San Pablo City
October 19, 2009
Madam,
Greetings!
Attached is a copy of the School Improvement Plan (SIP) of Atisan Elementary School which are hereby endorsing for your approval.
We wish to inform your office that this SIP is a product of the collaborative effort of parents, community leaders, teachers, alumni and students under the
leadership of Mr. Melvin A. Almario
We look forward to a favorable response.
Thank you and regards.
Sincerely yours,
MELVIN A. ALMARIO
Principal 1
OSCAR GUEVARRA
Brgy. Chairman
RENATO GUEVARRA
Brgy. Representative
JASON S. DIMAISIP
Teacher Representative
KAREN K. GUEVARRA
Pupil Representative
AMABELLE AQUINO
Parent Representative
1
II. INTRODUCTION
A. SCHOOL HISTORY
Atisan Elementary School was established in 1959 through the collaborative efforts of Mr. Ben Robledo, Mr. Dominador Katigbak, Mr. Teodoro
Dalisay, Mr. Emeterio Aguila and Mr. Quirino Cuello. The lot was donated by Mr. Delfin Flores and Mr. Emeterio Aguila. The school started with an informal multigrade system of instruction under the shade of a tree or inside a concerned citizen's house during rainy season. Fifteen pupils including Mr. Potenciano Cuello, a
permanent teacher of this school, were the first batch of graduates on this newly established school.
After the school has acquired a two-room classroom building, learning started to bloom like flowers in May in the minds of the Atiseños. From being
a multi-grade public school with only two classrooms to accommodate all the school children of Atisan, it now offers a complete basic education curriculum from
grades one to six, with facilities for curricular and co-curricular activities. Its future plan is to put up mini-learning centers such as Math Lab, Science Learning
Center and Mini-Speech Lab.
B. SCHOOL PROFILE
1. School Type
Complete Elementary School
2. Personnel Profile
NAME OF TEACHER
POSITION
Grade
SUBJECT HANDLED
ASSIGNMENT
Segunda K. Obaña
Liza D. Katigbak
Teacher I
Teacher III
II
III
All Subjects
All Subjects
Minerva K. Guevarra
Teacher I
IV
HEKASI IV-VI
Ma. Jerica K. Ibarrola
Teacher I
V
English IV-VI
Filipino IV-VI
Jason S. Dimaisip
Teacher I
VI
Science IV-VI
Mathematics IV-VI
Adviser
Adviser
Adviser
Canteen Teacher
HEKASI Coordinator
Adviser
English & Filipino
Coordinator
Adviser
Property Custodian
Math & PESS Coordinator
Potenciano G. Cuello
Teacher II
Subject Teacher
Melvin A. Almario
Principal I
EP IV-VI
EPP IV-VI
MSEP IV-VI
EP&EPP Coordinator
NO. OF YEARS IN
SERVICE
23
14
20
3
2
23
11
3. Physical Facilities
No. Of Academic rooms
6
No. Of Non-Academic
rooms
4
No. Of CRs
No. canteen
Library
Science Lab
Computer rooms
10
1
1
0
0
4. Others
Enrolment as of July 31, 2009
GRADE
1
2
3
4
5
6
TOTAL
ENROLMENT
37
30
23
29
23
19
161
NO. OF CLASSES
1
1
1
1
1
1
6
C. COMMUNITY PROFILE
Barangay Atisan is a rural community located at 13km southwest of San Pablo City which comprises of 750 hectares of mountainous land with
mostly forest, farmlands and rivers.
Situated along the boundaries of Tiaong, Quezon to the south, and Lipa Batangas to the west, farming is the source of livelihood of the 244 families
1170 total population of the community.
III. SITUATIONAL ANALYSIS
A. Collecting, Organizing and Analyzing Data
1. Performance Indictor
PERFORMANCE INDICATOR
1. DROP-OUT RATE
2007-2008 (%)
2008-2009 (%)
0
0
REMARKS
(Increase or Decrease, Why? What does it mean?)
Drop-out rate remained 0. Pupils at risk of dropping
out were identified. Intervention such as school
feeding program need to be sustained.
2. REPETITION RATE
.61
2
3. PROMOTION RATE
98.17
96
4. GRADUATION RATE
100
100
5. COMPLETION RATE
61
64
Repetition rate increased by 1.39%. Repeaters were
not ready to move to another level due to lack of
understanding of prerequisite skills (i.e. reading,
comprehension, computation abilities, etc.). Teacherpupil contact time must be maximized.
Promotion rate decreased by 2.17% Retained pupils
were not ready to move to another level due to lack
of understanding of prerequisite skills (i.e. reading,
comprehension, computation abilities, etc.). Teacherpupil contact time must be maximized.
Maintained 100% graduation rate due to
interventions applied. Such interventions must be
sustained
Completion rate was raised by .03% due to teachers'
and school head's close monitoring and supervision.
However, the increase was insignificantly low
therefore application of other interventions is
required.
2. Achievement Rate
SUBJECT
2007-2008
2008-2009
FILIPINO
62.77
82.76
MATHEMATICS
36.96
72.00
ENGLISH
35.54
74.74
SCIENCE
31.16
65.13
REMARKS
There is a 19.99% increase in MPS in Filipino due to the "AFTER 3
REMEDIAL CLASS PROGRAM FOR GRADE III AND GRADE VI"
implemented from June to March. Other interventions to achieve 75%MPS
or higher is needed.
There is a 35.05% increase in MPS in Mathematics due to the "AFTER 3
REMEDIAL CLASS PROGRAM FOR GRADE III AND GRADE VI"
implemented from June to March. Other interventions to achieve 75%MPS
or higher is needed.
There is a 39.20% increase in MPS in English due to the "AFTER 3
REMEDIAL CLASS PROGRAM FOR GRADE III AND GRADE VI"
implemented from June to March. Other interventions to achieve 75%MPS
or higher is needed.
There is a 33.97% increase in MPS in Science due to the "AFTER 3
REMEDIAL CLASS PROGRAM FOR GRADE III AND GRADE VI"
HEKASI
46.88
73.16
AVERAGE
42.66
73.55
implemented from June to March. Other interventions to achieve 75%MPS
or higher is needed.
There is a 26.28% increase in MPS in HEKASI due to the "AFTER 3
REMEDIAL CLASS PROGRAM FOR GRADE III AND GRADE VI"
implemented from June to March. Other interventions to achieve 75%MPS
or higher is needed.
There is a 30.89% increase in the average MPS across all subjects due to
the "AFTER 3 REMEDIAL CLASS PROGRAM FOR GRADE III AND
GRADE VI" implemented from June to March. Other interventions to
achieve 75%MPS or higher is needed.
3. Phil-IRI Results
PRETEST
2007-2008
Gr.
NR
ENGLISH
F
INS
IND
NR
2008-2009
FILIPINO
F
INS
IND
NR
ENGLISH
F
INS
IND
NR
FILIPINO
F
INS
REMARKS
IND
I
13
9
13
3
13
9
13
3
14
11
6
0
7
14
4
6
II
1
18
12
0
1
20
9
1
2
21
4
1
1
7
12
8
III
0
17
10
0
1
12
6
8
0
17
7
6
0
13
5
12
The number of non-readers and frustration readers
for both years is relatively high. The number of
ECE enrollees is much smaller than actual number
of grade 1 entrants the following year. Pre-Elem
must be free tuition fee
The number of frustration readers were still high
and some instructional readers became frustration
after a year. Non-readers were given much
emphasis. No enrichments were given to other
struggling readers. An intervention program in
reading is needed for all the different types of
learners.
There was a significant increase in reading level
across all the learners for both years although the
number of frustration readers is still high. There
must be follow-up on the intervention used.
IV
0
3
11
8
0
2
5
15
0
13
7
4
0
1
16
7
V
0
16
2
1
0
3
6
10
0
14
5
1
0
0
12
8
VI
0
5
21
3
0
1
23
15
0
15
1
4
0
4
7
9
Oral reading in Filipino show high significant
increase than English. Learners were much
familiar with the mother tongue than the second
language. Intervention is required to enhance
pupils reading comprehension in using the second
language.
Reading levels on both languages decreased
significantly on this level. An obvious neglect can
be seen on the results. Close monitoring and
supervision of the principal is required to the
teacher of this grade level
There was a slight increase in reading level on
both languages. Other school activities divert the
attention of learners in learning to read. Equal time
distribution on learning prerequisite skills must be
given emphasis by the teacher.
POSTTEST
2007-2008
Gr.
NR
ENGLISH
F
INS
IND
NR
2008-2009
FILIPINO
F
INS
IND
NR
ENGLISH
F
INS
IND
NR
FILIPINO
F
INS
REMARKS
IND
I
2
22
8
6
2
22
8
6
3
17
3
8
3
9
4
15
II
1
16
7
6
0
4
9
17
0
9
9
8
0
1
10
15
There was a slight increase in reading levels
between the school year tested. The reading
program used by the teacher is not quite effective
relative to the number of frustrations on both
years. The intervention must be closely monitored
by the principal
The increase in instructional and independent
levels respectively signified that the intervention
used by the teacher is effective. However, other
intervention program in reading is required to
increase the number of independent readers.
III
0
10
15
0
0
9
10
6
0
6
9
15
0
6
12
12
IV
0
2
11
9
0
1
5
16
0
9
12
2
0
1
8
14
V
0
13
3
3
0
0
2
17
0
0
10
10
0
0
8
12
VI
0
0
24
4
0
0
10
18
0
4
4
11
0
1
6
11
There was a significant increase in the number of
independent readers in this level. Enrichments
have been made by the teacher to make it sure
that readers will have a follow-up. Other
intervention must be made to maximize this
number
There was an insignificant increase of reading
levels of pupils. There in no evidence of
interventions made. There is need for close
monitoring and supervision on the interventions
used by the teacher.
There are 0 non-readers and frustration readers in
this level. The teacher gave ample attention
needed by the learners to comprehend what they
are reading. Interventions to sustain the strategies
used must be applied
There was a slight increase in reading level on
both languages. Other school activities divert the
attention of learners in learning to read. Equal time
distribution on learning prerequisite skills must be
given emphasis by the teacher.
4. Nutritional Status
Below Normal
53
2007-2008
Normal
102
Above Normal
1
Below Normal
51
2008-2009
Normal
107
Above Normal
1
Remarks
The number of below normal nutritional status is
relatively high. Half of the population is either
malnourished or undernourished. The
intervention applied in the school feeding is
quite ineffective. There must be some
modification on the feeding program
implemented.
B. Instructional Materials (Pupil-Textbook Ratio)
GRADE
ENGLISH
MATH
SCIENCE
FILIPINO
HKS/SK
EPP
MSEP
EP
I
1:1
2:1
N/A
4:3
1:1
N/A
N/A
37:1
II
2:1
1:1
N/A
3:1
1:1
N/A
N/A
30:1
III
1:1
2:1
1:1
1:1
1:1
N/A
N/A
23:1
IV
3:2
3:2
3:1
2:1
3:2
29:2
0
29:1
V
1:1
1:1
1:1
1:1
1:1
23:3
0
23:1
VI
1:1
1:1
1:1
1:1
1:1
19:2
19:1
19:1
REMARKS
Mostly, there is a 1:1 pupil-textbook ratio across the entire grade
levels except for the Math 1and 3, English 2, Filipino 1 and 2 and
all the Grade IV books. While there are no books on EPP, MSEP
and EP subjects. Supplied books last only for 3-4 years. Books
must be updated at least every 4-5 years.
C. School Management
1. Leadership
1.1 Administrative Functions
1 Leads in Setting the vision, mission and objectives of the school.
2 Links school, community and LGU networks.
3 Leads the SGC in developing, implementing, monitoring and evaluating the SIP.
4 Leads in updating School MIS.
5 Administer and manage all personnel, physical and fiscal resources of the school.
6 Encourage and accepts donations for educational purposes.
7 Assess teachers needs, welfare and development
8 Make all transparent reports to the appropriate offices
1.2 Instructional Functions
1 Localizes and implements school curriculum.
2 Encourages teachers to innovate and use indigent instructional materials focus on improving learning outcomes.
3 Observes what transpires in a classroom.
4 Gives feedbacks and suggestions on teaching strategies and methods used by the teachers.
1.3 Linkages with community
1 Reconstruction of the stage (PTA Project).
2 School Feeding Program (Sponsored by PTA)
3
4
5
6
Feeding, Gift Giving and Gutter Construction of Marcos Type Bldg. (Sponsored by KIWANIS Club of San Pableños and PICE)
Book Giving (Sponsored by Emerald Lions Club)
Gift Giving (Sponsored by Emerald Lions Club)
Mobile Learning Project (Sponsored by CongW. IVY Arago)
2. Planning and Development
2.1 Projects/Programs
PROJECTS/PROGRAMS
INTENSIFIED SCHOOL FEEDING PROGRAM
(ISFP)
BRIGADA ESKWELA
CLASSIFICATION
(National/Regional/Division/SchoolInstructional/Physical/Health/Sports)
School/Health
School/Physical
OUTCOME (Specify and quantify)
Improved nutritional status of pupils identified with
below normal status from 53 to 51
Improved school facilities and physical appearance
2.2
INTERVENTIONS
After 3 Remedial Class Program for Grade III and
Grade VI
EFFECT/OUTCOME
There is a 30.89% increase in MPS across all the 5 tool subjects in National Achievement Test for Grade 6
(NAT 6)
5. Organizational Structure and Staffing
Atisan Elementary School is a complete mono-grade elementary school with six classes from Grade I to Grade VI and a PTA funded Pre-Elementary
School. It is by the school head and supported by six permanent teachers, one locally funded teacher and a PTA funded Pre-Elem. teacher. It is also linked
with the stakeholders through School Governance Council headed by the school head, supported by the PTA and the Barangay Council.
IV. PROBLEM IDENTIFICATION
1. Provision of Equitable Access
a. Availability of Learning Materials
GRADE
ENGLISH
MATH
1 book for 2
pupils
SCIENCE
FILIPINO
3 books for 4
pupils
1 book for 3
pupils
HKS/SK
EPP
MSEP
I
1:1
1:1
N/A
N/A
II
1 book for 2
pupils
1:1
N/A
1:1
N/A
N/A
III
1:1
IV
2 books for
3 pupils
1 book for 2
pupils
2 books for 3
pupils
1:1
1:1
1:1
N/A
N/A
1 book for 3 pupils
1 book for 2
pupils
2 books for
3 pupils
1:1
1:1
1:1
1:1
1:1
1:1
1:1
1:1
2 books for
29 pupils
3 books for
23 pupils
2 books for
19 pupils
0 book for 29
pupils
0 book for 23
pupils
1 book for 19
pupils
V
1:1
VI
1:1
N/A
b. Physical and Ancillary Services
 0 Home Economics Kits for Grades IV-VI pupils
 0 Practical Arts Kits for Grades IV-VI pupils
 0 Sports Equipments for Grades IV-VI pupils
 1 set of gardening tools for Grades IV-VI pupils
 1 set of First Aid Kit for 161 pupils
 0 Science Equipments for Grade III-VI pupils
 0 SRA kits for Grade I pupils
c. Multimedia
 0 computers for 161 pupils
 1 tv set for 161 pupils
 2 dvd for 161 pupils
2. Quality and Relevance of Basic Education
a. Learner Performance (SY 2009-2010)
1 Achievement Rate (NAT result)
 73.55% Average MPS, NAT 6 2009
EP
1 book for 37
pupils
1 book for 30
pupils
1 book for 23
pupils
1 book for 29
pupils
1 book for 23
pupils
1 book for 19
pupils
2
3
b.
Reading Comprehension
 64 struggling readers out of 161 pupils in English
 36 struggling readers out of 161 pupils in Filipino
Nutritional Status
 68 Below Normal Nutritional Status out of 161 pupils
Staff Development
 1 out of 6 teachers is pursuing masters degree
 0 out of 6 teachers is computer literate
 0 out of 6 teachers is updated with new trends in teaching strategies, methods and techniques in 5 tool subjects
 0 out of 6 teachers is updated with the School-Based Management process
 0 out of 6 teachers is updated with Test Question Making
 0 out of 6 teachers is updated with Assessment
 0 out of 6 teachers is updated with Disaster Preparedness
 0 out of 6 teachers is updated with Remedial Class Implementation
 0 out of 6 teachers is updated with Mentoring Techniques
 0 out of 6 teachers is updated with Learning Styles of learners
 0 out of 6 teachers is updated with Educational Management Information System (EMIS)
c. Internal efficiency (performance indicators)
 1.39% increase in repetition rate
 2.17% decrease in promotion rate
 3% increase in completion rate
3. Management Of Educational Services
a. Stakeholder Participation
 30 stakeholders participated in brigada eskwela
b. Instructional Supervision
 6 out of 14 required observation were done by school head in a month
c. Resource mobilization and management
 MOOE is used for electric bills
V. GUIDING PRINCIPLES
ATISAN ELEMENTARY SCHOOL CORE VALUES
EXCELLENCE
CONNECTION
ACCOUNTABILITY
VISION
A'S FOR EXCELLENCE...
A-CCOUNTABLE SCHOOL HEAD AND TEACHERS
A-CTIVE PARNERSHIP OF THE SCHOOL AND THE STAKEHOLDERS
A-CADEMICALLY PERFORMING AND VALUE-LADEN LEARNERS
...GEARED TOWARDS 75% MPS
MISSION
Atisan Elementary School is committed to TEACH
T-ie up with the stakeholders (Parents, Community and LGUs)
E-nhance teacher's competencies
A-ssess pupil's performance
C-ommunicate, and
H-elp the pupils reach 75% MPS
GOALS:
A. The pupils of Atisan Elementary School will show improvements across all tool subjects through increases in achievements in National, Regional and Division
assessments.
B. The teachers will have the required competencies to teach any lesson across the tool subjects with mastery through INSETs, LAC sessions and professional
developments (i.e. graduate studies).
C. The school will have a strong and active partnership with the stakeholders (parents, community and LGUs) through the full implementation, monitoring and
evaluation of the School-Based Management (SBM) program.
OBJECTIVES:
1. Improve pupils performance as measured by National Achievement Test for Grade VI (NAT 6) from 73.55% Average MPS to 75% MPS across all tool subjects
by SY 2011-2012.
2. Reduce number of struggling readers including non-readers and frustration readers as measured by Philippine Informal Reading Inventory (Phil-IRI) from 64
pupils to 20 pupils in English and from 36 pupils to 15 pupils by SY 2011-2012.
3. Improve nutritional status as measured by Nutritional Status Report of School Children from 51 pupils to 20 pupils with Below Normal Nutritional Status by
SY 2011-2012.
4. Minimize repeaters from 1.39% to 0 by SY 2011-2012
5. Improve promotion rate from 96% to 99% by SY 2011-2012
6. Raise completion rate from 64% to 75% by SY 2011-2012
7. Improve teachers’ competencies by SY 2011-2012 through Monthly INSETs and LAC Sessions focusing on the following:
 Basic Computer Literacy;
 New trends in teaching strategies, methods and techniques in English, Mathematics, Science and Health, Filipino and HEKASI;
 School-Based Management;
 Test Question Making;
 Assessment;
 Disaster Preparedness;
 Remedial Class Implementation;
 Mentoring Techniques;
 Learning Styles; and
 Educational Management Information System (EMIS)
8. Provide 1:1 Pupil-Textbook ratio across all subjects in the entire Grade Levels by SY 2011-2012
9. Make the following learning facilities and tools available to pupils by 2011-2012
 Science Equipments
 SRA Kits
 Computers
 TV sets
 DVD
 Home Economics Kits
 Practical Arts Kits
 Sports Equipments
 Gardening Tools
 First Aid Kits
10. Increase stakeholders’ participation on Brigada Eskwela from 30 participants to 200 participants by SY 2011-2012
11. Raise school head’s observation from 6 to 24 observations a month by 2011-2012
12. Maximize financial resources on school, teachers and pupils needs.
VI. THREE YEAR WORK PLAN
PRIORITY
IMPROVEMENT
AREAS
OBJECTIVES
PROGRAMS,
PROJECTS,
ACTIVITIES
RESOURCE REQUIREMENT
MATERIAL S
HUMAN
TIMELINE
FUNDS
2009-2010
2010-2011
2011-2012
AMOUNT AND TARGET SOURCES OF
FUNDS (PHP)
OTHERS
MOOE
PTCA
LGU
PROVISION OF EQUITABLE ACCESS
LEARNING
MATERIALS
1. Provide 1:1
Pupil-Textbook
ratio across all
subjects in all
Grade Levels by
SY 2011-2012
Procurement of
additional books
across all subjects
by grade level
1. Identification of
grade levels with
less than 1:1 pupil
textbook ratio.
2. Requisition of
additional books
from the division
office through
available funds
(i.e. MOOE, local
funds etc.)
Number of Books
Needed By Subject
By Grade
GRADE I
English -10 (R)
Math
-38
EP
-40
GRADE II
Math
-30
Filipino -30 (W/P)
Sibika at Kultura
-30
EP
-30
GRADE III
Math
-15
Science -25
Filipino -25 (W/P)
EP
-30
GRADE IV
English
-13(R),10(L)
Math
-15
Science -20
Filipino
-17(P), 7(W)
HEKASI -30
EPP
-30
MSEP -30
EP
-30
GRADE V
English -6(R), 6(L)
Math
-15
Science -20
Filipino -6(P), 6(W)
HEKASI -30
EPP
-30
MSEP
-30
EP
-30
GRADE VI
Math
-15
Science -20
1. DepEd-SPC,
Supply Division
2. School Head
National
Fund
8800.00
8800.00
12000.00
12000.00
9500.00
9500.00
19500.00
19500.00
7900.00
7900.00
15500.00
15500.00
HEKASI
EPP
MSEP
EP
MULTIMEDIA/
LEARNING
EQUIPMENTS
2. Make the
following learning
kits and tools
available to pupils
by 2011-2012
A. Science
Equipments
B. SRA Kits
C. Computers
D. TV sets
E. DVD
F. Home
Economics Kits
G. Practical Arts
Kits
H. Sports
Equipments
I. Gardening
Tools
J. First Aid Kits
Procurement of the
following learning
kits, tools and
equipments:
A. Science
Equipments
B. SRA Kits
C. Computers
D. TV sets
E. DVD
F. Home
Economics Kits
G. Practical Arts
Kits
H. Sports
Equipments
I. Gardening Tools
J. First Aid Kits
1. Identification of
priority learning
kits and
equipments
needed.
2. Organization of
different fund
raising campaign
3. Procurement of
learning kits and
equipments
through local funds
(MOOE, canteen
funds, donations
etc.)
-30
-30
-30
-30
A. Science
Equipments 5 sets
B. SRA Kits 2 sets
C. Computers
10 sets
D. TV sets
6 sets
E. DVD
4 sets
F. Home Economics Kits
5 sets
G. Practical Arts
Kits
5 sets
H. Sports Equipments 1 set
I. Gardening Tools
2 sets
J. First Aid Kits
5 sets
1. School Head
2. Teachers
3. PTA
4. LGUs
5. NGOs
50000.00
20000.00
50000.00
50000.00
20000.00
42,000.00
42000.00
5000.00
5000.00
Donations
50,000.00
5000.00
5000.00
5000.00
5000.00
5000.00
5000.00
3000.00
3000.00
5000.00
5000.00
QUALITY AND RELEVANCE OF BASIC EDUCATION
PUPILS
PERFORMANCE
PUPILS
PERFORMANCE
1. Improve pupils
performance as
measured by
National
Achievement Test
for Grade VI (NAT
6) from 73.55%
Average MPS to
75% MPS across
all tool subjects by
SY 2011-2012.
2. Reduce
number of
struggling readers
including nonreaders and
frustration readers
as measured by
Philippine
Informal Reading
Inventory (PhilIRI) from 64 pupils
to 20 pupils in
English and from
36 pupils to 15
pupils by SY
2011-2012.
AFTER 3
REMEDIAL
CLASS
PROGRAM FOR
GRADE VI
PUPILS
a. Planning and
orientation
b. Program
implementation
c. Assessment/
Evaluation
1. MENTOREAD
a. INSET:
Assessment of
Teachers
Competencies in
Teaching Reading.
a. Planning
b. INSET
c. Application
d. Monitoring and
Evaluation
2. D.E.A.R. (Drop
Everything and
Read Program)
a. Identification of
slow and nonreaders.
b. allocation of
time for the
program.
c. full
implementation
d. monitoring and
evaluation
1. Reviewers
30 sets
Manual on
standards of
teaching reading
Reading Materials
Available
Subject Teachers
of:
a. English
b. Mathematics
c. Science
d. Filipino
e. HEKASI
1. School head
2. Teachers
Advisers
NONE
1000.00
NONE
1000.00
PUPILS
PERFORMANCE
3. Improve
nutritional status
as measured by
Nutritional Status
Report of School
Children from 68
pupils to 20 pupils
with Below
Normal Nutritional
Status by SY
2011-2012.
INTENSIFIED
SCHOOL
FEEDING
PROGRAM (ISFD)
1. Food supplies
/ingredients
(vegetables,
rice, msg, etc)
1. PTCA officers
and members
2. School Head
3. NGOs
4. LGUs
20,000.00
5000.00
1. Identification of
pupils with below
normal nutritional
status
2. mobilization of
major stakeholders
for the full
implementation od
the program
PUPILS
PERFORMANCE
PUPILS
PERFORMANCE
PUPILS
PERFORMANCE
4. Minimize
repeaters from
1.39% to 0 by SY
2011-2012
Close Monitoring
and Supervision of
Teacher-Pupil
contact time
1. School Head
2. Teachers
NONE
5. Improve
promotion rate
from 96% to 99%
by SY 2011-2012
Close Monitoring
and Supervision of
Teacher-Pupil
contact time
1. School Head
2. Teachers
NONE
6. Raise
completion rate
from 64% to 75%
by SY 2011-2012
Close Monitoring
and Supervision of
Teacher-Pupil
contact time
1. School Head
2. Teachers
NONE
1. Improve
teachers’
competencies by
SY 2011-2012
through Monthly
INSETs and LAC
Sessions focusing
on the following:
A. Basic
Computer
Literacy;
In-Service
Trainings on the
following:
MANAGEMENT OF EDUCATIONAL SERVICES
INSTRUCTIONAL
SUPERVISION
A. Basic Computer
Literacy
a. Planning
b. INSET
c. Application
d. Monitoring
and Evaluation
1. School Head
2. Teachers
3. Stakeholders
A. Manual on
Basic Computer
Literacy
10,000.00
10,000.00
5000.00
5000.00
Donations
5000.00
MANAGEMENT
B. New trends in
teaching
strategies,
methods and
techniques in
English,
Mathematics,
Science and
Health, Filipino
and HEKASI;
C. School-Based
Management;
D. Test Question
Making;
E. Assessment;
F. Disaster
Preparedness;
G. Remedial
Class
Implementation;
H. Mentoring
Techniques;
I. Learning Styles;
and
J. Educational
Management
Information
System (EMIS)
B. New trends in
teaching
strategies,
methods and
techniques in
English,
Mathematics,
Science and
Health, Filipino and
HEKASI
a. Planning
b. INSET
c. Application
d. Monitoring
and Evaluation
B. Handouts on
new trends in
teaching
strategies,
methods and
techniques
C. School-Based
Management
a. Planning
b. INSET
c. Application
d. Monitoring
and Evaluation
D. Test Question
Making
a. Planning
b. INSET
c. Application
d. Monitoring
and Evaluation
C. Manual on
School-Based
Management
Implementation
E. Assessment
a. Planning
b. INSET
c. Application
d. Monitoring
and Evaluation
E. Handouts on
Assessment
F. Disaster
Preparedness
a. Planning
b. INSET
c. Application
d. Monitoring
and Evaluation
F. Handouts on
Disaster
Preparedness
D. Handouts on
Making Test
Questions
G. Remedial Class
Implementation
a. Planning
b. INSET
c. Application
d. Monitoring
and Evaluation
H. Mentoring
Techniques
a. Planning
b. INSET
c. Application
d. Monitoring
and Evaluation
I. Learning Styles
a. Planning
b. INSET
c. Application
d. Monitoring
and Evaluation
J. Educational
Management
Information
System (EMIS)
a. Planning
b. INSET
c. Application
d. Monitoring
and Evaluation
PARENTS
PARTICIPATION
INSTRUCTIONAL
SUPERVISION
1. Increase
stakeholders’
participation on
Brigada Eskwela
from 30
participants to 200
participants by SY
2011-2012
2. Raise school
head’s
observation from
6 to 24
observations a
month by 20112012
G. Handouts on
Remedial Class
Implementation
H. Handouts on
Mentoring
Techniques
I. Handouts on
Learning Styles
J. Manual on How
to organize EMIS
INFODRIVE on
BRIGADA
ESKWELA and
BRIGADA
ESKWELA PLUS
Manual on
BRIGADA
ESKWELA and
BRIGADA
ESKWELA PLUS
1. School Head
2. Teachers
3. Stakeholders
NONE
Implementation of 26
OBSERVATION
TOOL
26 Observation
Tool
1. School Head
2. Teachers
NONE
LEADERSHIP
3. Maximize
financial
resources on
school, teachers
and pupils needs.
INSET: Simple
Accounting in a
Small School
a. Planning
b. INSET
c. Application
d. Monitoring
and Evaluation
Manual on Simple
Accounting
1. School Head
2. Teachers
1000.00
1000.00
TOTAL
296200.00
SUB-TOTALS
92,000.00
TOTAL
70,000.00
296200.00
5000.00
129200
ATISAN ELEMENTARY SCHOOL
San Pablo City
ANNUAL IMPLEMENTATION PLAN
SCHOOL YEAR 2009-2010
PRIORITY
IMPROVEMENT
AREAS
OBJECTIVES
PROGRAMS,
PROJECTS,
ACTIVITIES
RESOURCES REQUIREMENTS
Q1
Q2
Q3
TIME FRAME
Q2
Q3
Q1
Q4
J
F
M A
M J
J
A
SOURCES AND AMOUNT OF FUNDS
Q4
S
O N D
MOOE/CANTEEN
PTA
LGU
OTHERS
PROVISION ON EQUITABLE ACCESS
LEARNING
MATERIALS
MULTI
MEDIA/
LEARNING
EQUIPMENTS
1. Provide 1:1
Pupil-Text
book ratio
across all
subjects in
Grade I by
Jan. 2010
2. Make the
following
learning
equipments
available to
pupils by Jan.
2010
A. Science
Equipments
Procurement of
additional books for
the following
subjects by grade:
GRADE I
English
Math
EP
Procurement of the
following learning
equipments:
A. Science
Equipments
National Fund
Number of
books needed
by subject by
grade:
8800.00
GRADE I
English-10(R)
Math-38
EP-40
A. Science
Equipments
5 sets
5000.00
QUALITY AND RELEVANCE OF BASIC EDUCA-TION
PUPILS
PERFORMANCE
1. Improve
pupils
performance
as measured
by National
Achievement
Test for
Grade VI
(NAT 6) from
73.55%
Average MPS
to 75% MPS
across all tool
subjects by
AFTER 3
REMEDIAL CLASS
PROGRAM FOR
GRADE VI PUPILS
a. Planning and
orientation
b. Program
implementation
Subject
Teachers of:
a. English
b. Math
c. Science
d. Filipino
e. HEKASI
SY 2009-2010
2. Reduce
number of
struggling
1. MENTOREAD
a. INSET:
Assessment of
A.
1. School
head
2. Teachers
1000.00
readers
including nonreaders and
frustration
readers as
measured by
Philippine
Informal
Reading
Inventory
(Phil-IRI) from
64 pupils to
40 pupils in
English and
from 36 pupils
to 20 pupils
by SY 20092010.
3. Improve
nutritional
status as
measured by
Nutritional
Status Report
of School
Children from
68 pupils to
40 pupils with
Below Normal
Nutritional
Status by SY
2009-2010.
4. Minimize
repeaters
from 1.39% to
0.05% by SY
2009-2010
5. Improve
promotion
rate from 96%
to 98% by SY
2009-2010
6. Raise
completion
rate from 64%
to 70% by SY
2009-2010
3. Manual on
Standards
of
teaching
reading
Teachers
Competencies in
Teaching Reading.
1. Planning
2. INSET
B.
1. Reading
Materials
Available
2. Advisers
2. D.E.A.R. (Drop
Everything and
Read Program)
INTENSIFIED
SCHOOL
FEEDING
PROGRAM (ISFD)
1. Food
supplies
(vegetables,
rice, msg,
etc)
2. PTCA
officers and
members
3. School
Head
4. NGOs
5. LGUs
Close Monitoring
and Supervision of
Teacher-Pupil
contact time
1. School
Head
2. Teachers
Close Monitoring
and Supervision of
Teacher-Pupil
contact time
1. School
Head
2. Teachers
Close Monitoring
and Supervision of
Teacher-Pupil
contact time
1. School
Head
2. Teachers
5000.00
1000.00
1000.00
Donations
5000.00
MANAGEMENT OF EDUCATIONAL SERVICES
1. Improve
teachers’
competencies
by SY 20092010 through
Monthly
INSETs and
LAC Sessions
focusing on
the following:
A. Basic
Computer
Literacy;
B. New trends
in teaching
strategies,
methods and
techniques in
Mathematics,
Science and
Health
Increase
stakeholders’
participation
on Brigada
Eskwela from
30
participants to
100
participants
by SY 20092010
Raise school
head’s
observation
from 6 to 17
observations
a month by
2009-2010
Maximize
financial
resources on
school,
teachers and
pupils needs.
In-Service Trainings
on the following:
A. Basic Computer
Literacy
a. Planning
b. INSET
c. Application
d. Monitoring and
Evaluation
B. New trends in
teaching strategies,
methods and
techniques in
Mathematics,
Science and
Health,
a. Planning
b. INSET
c. Application
d. Monitoring and
Evaluation
INFODRIVE on
BRIGADA
ESKWELA and
BRIGADA
ESKWELA PLUS
Implementation of
26 OBSERVATION
TOOL
INSET: Simple
Accounting in a
Small School a.
Planning
a. Planning
b. INSET
c. Application
A.1. School
Head
2. Teachers
3. Stake
holders
4. Manual on
Basic
Computer
Literacy
B. 1. School
Head
2. Teachers
3. Handouts
on new
trends in
teaching
strategies,
methods and
techniques
1000.00
1000.00
1. School
Head
2. Teachers
3.
Stakeholders
4. Manual on
BRIGADA
ESKWELA
and
BRIGADA
ESKWELA
PLUS
1. School
Head
2. Teachers
3. 26 Observation Tool
1. School
Head
2. Teachers
3. Manual on
Simple
Accounting
1000.00
d. Monitoring and
Evaluation
SUB-TOTALS
TOTAL
SUB-TOTALS
TOTAL
14000.00
1000.00
1000.00
PHP29800.00
13800.00
DEPARTMENT OF EDUCATION
REGION IV-A CALABARZON
DIVISION OF SAN PABLO CITY
SAN FRANCISCO DISTRICT
PREPARED BY:
MELVIN A. ALMARIO
PRINCIPAL I
REVIEWED BY;
NORY O. ALCANTARA
DISTRICT SUPERVISOR
APPROVED BY
MERCELITA L. PORMENTILLA, Ed.D.
Assistant Division Superintendent,
Officer In-Charge of the Division