SCHOOL IMPROVEMENT PLANJuneFINAL
SCHOOL IMPROVEMENT PLANJuneFINAL
SCHOOL IMPROVEMENT PLANJuneFINAL
2016-2019
Introduction
Babag National High School is aiming to attain the mandate of the government in
the provision of quality education among learners. It believes that strong linkage and
partnership among stakeholders will pave the way to educational success.
The School Improvement Plan (SIP) provides a clear view of what the school is at
present and what it hopes to become in the next years. It serves as a road map which
will guide the school and stakeholders to bring forth the desired vision and to fulfill its
mission.
Through the efforts of every stakeholder (both internal and external), this SIP
intends to be functional in realizing the school’s dream of producing highly competitive
and morally-upright graduates - the good foundation of the future.
Profile
A. School
Babag National High School is situated at Babag I, Lapu-Lapu City along the
national road on the way to Cordova, Cebu. It is about 3 kilometers from the heart of
Lapu-Lapu City. Initially, it was located at the back site of Babag Elementary School. It
has acquired a 2,317 square meters site in 1988 with an additional site of 2,085 square
meters in 2004. Currently, it has total land area of 4,402 square meters.
Formerly known as Babag Barangay High School, Babag National High School
began in 1971 under the administration of Mr. Santiago Villamor and then later handled
by Mrs. Juanita M. Ortiz. During that time, Mrs. Ortiz was the school manager of both
Babag I Elementary School and Babag Barangay High School. The school received a
30% funding from the local government and 70% from the national government. The
students at that time paid a monthly tuition fee to increase the school operating
expenses. In 1988, Babag National High School acquired its present name and the
national government took over the funding of the school operating expenses. Therein,
the students enjoyed a free secondary education.
With 3 teachers around during the institution of the school, presently the number of
teachers has risen to 130 faculty with a total enrollment of 4,195 students. The school is
offering several programs such as Special Science Class, Special Education, Open High
School Program and Basic Education Program. It has 55 instructional rooms (on-going
construction of 36 classroom ), 2 administrative room and 5 non-instructional rooms.
The School Administrators who had greatly contributed to the present status of
Babag National High School include the following:
Curriculum
The school implements the learning competencies and guidelines set forth by the K
to 12 curriculum. English is the medium of instruction for Science, Math, MAPEH, TLE
and English while Filipino is used for Araling Panlipunan, Filipino at Edukasyon sa
Pagpapahalaga.
K to 12 Curriculum
Learning Area Mode of Instruction No. of Minutes/day Total No. of Hours/wk
English Five times/week 48 4 hrs
Filipino Five times/week 48 4 hrs
Mathematics Five times/week 48 4 hrs
Science Five times/week 48 4 hrs
Aral. Pan. Five times/week 36 3 hrs
TLE Five times/week 48 4 hrs
MAPEH Five times/week 48 4 hrs
EsP Five times/week 24 2 hrs
A. Geography
Personnel Profile
The school is composed of 130 Secondary School Teachers broken down as: 89
Secondary School Teacher I, 20 Secondary School Teacher III, 10 Master Teacher I, 5
Master Teacher II, 7 Head Teacher III, 1 Assistant Principal, 1 Principal IV, 1
Administrative Officer III, 1 Disbursing Officer, 4 Security Guards, and 1 Utility Worker.
Position/
Teacher's Name Employment Status Remarks
Designation
1 Agnes , Letecia E TI Regular/Permanent National
2 Aguas , Florame A TI Regular/Permanent National
3 Akol , Leah B TI Regular/Permanent National
4 Almeda , Dinda T HT III Regular/Permanent National
5 Almerino , Porferio M T III Regular/Permanent National
6 Almonicar , Mari Ruby T TI Regular/Permanent National
7 Altubar , Karl R TI Regular/Permanent National
8 Amarillo , Louella A TI Regular/Permanent National
9 Amoin , Kristine Joy T TI Regular/Permanent National
10 Ando , Sarah Mae D TI Regular/Permanent National
11 Anoba , Sinfa I TI Regular/Permanent National
12 Ariola , Iluminado B T III Regular/Permanent National
13 Arioste , Michael R TI Regular/Permanent National
14 Arriba , Bretzel P T III Regular/Permanent National
15 Augusto , Adoracion B MT I Regular/Permanent National
16 Augusto , Kathleen B TI Regular/Permanent National
17 Baay , Rosalyn B TI Regular/Permanent National
18 Babatuon , Nickjon C T III Regular/Permanent National
19 Baguio , Elmare M TI Regular/Permanent National
20 Baguio , Justine O TI Regular/Permanent National
21 Baguio , Karl Joseph B TI Regular/Permanent National
22 Baguio , Pablito V TI Regular/Permanent National
23 Basan , Rizza W TI Regular/Permanent National
24 Baring , Cheryl D TI Regular/Permanent National
25 Barrios , Ruth R HT III Regular/Permanent National
26 Baynosa , Elymor L TI Regular/Permanent National
27 Benitez , Anna Liza A T III Regular/Permanent National
28 Benolirao , Evarisa C TI Regular/Permanent National
29 Berame , Abegail D TI Regular/Permanent National
30 Berdin , James Michael Y TI Regular/Permanent National
31 Berdon , Ernesto P MT I Regular/Permanent National
32 Bering , Dolegen B TI Regular/Permanent National
33 Bering , Magdalena A MT I Regular/Permanent National
34 Bering , Antonio B MT II Regular/Permanent National
35 Bering , Olivia B TI Regular/Permanent National
36 Booc , Myra B TI Regular/Permanent National
37 Brigoli , Melita D T III Regular/Permanent National
38 Briones , Benjamin, Jr. M HT III Regular/Permanent National
39 Butalid , Benigno S TI Regular/Permanent National
40 Cabahug , Janice P TI Regular/Permanent National
41 Calumpag , Elvira T T III Regular/Permanent National
42 Candido , Debbie B TI Regular/Permanent National
43 Cañadilla , Rufa B TI Regular/Permanent National
44 Casipong , Guada A TI Regular/Permanent National
45 Cayacap , Virginia D TI Regular/Permanent National
46 Caratao , Jerlindo C TI Regular/Permanent National
47 Cervantes , Ma. Luisa M MT I Regular/Permanent National
48 Consad , Teresita D T III Regular/Permanent National
49 Cutas , Lolita W MT I Regular/Permanent National
50 Dagami , Rimbee F TI Regular/Permanent National
Student Profile
Babag National High School students are diverse in origin. The feeder schools are
mostly located in the sitios of Babag, namely: Babag I Elementary School, Tiangue
Elementary School, Babag II Elementary School and Timpolok Elementary School.
However, the neighboring barangays also contribute to the school population, so we
have students from Kalawisan Elementary School, Canjulao Elementary School, Gun-ob
Elementary School, Lo-ok Elementary School, and Lapu-Lapu City Central Elementary
School, Pilipog Elementary School (Cordova), Ibabao Elementary School (Cordova) and
even as far as Basak Elementary School and the private institutions due to the Special
Science Classes which accept student-qualifiers coming from the different schools of
Lapu-Lapu City.
Most of these students belong to the middle class group while a few belong to
families who can afford to private schools but opted to study at Babag NHS because of
the Special Science Classes.
The students under the Open High School Program (OHSP) are composed of
different types; there are those who are already workers but who wish to secure a high
school diploma, there are those who cannot go to the regular classes due to illness,
there are even those who come from different places but avail of the internet access of
the OHSP just so they can graduate from high school.
The Special Education Program offers classes that cater to various exceptionalities
which include Hearing and Visual Impairment, Learning Disabilities, Emotional and
Behavioral Disorder, Attention Deficit and Hyperactive Disorder, Orthopedically Ill and
Other Health Related Disorders.
Many of our students have good functional families who guide and take care of their
needs but there are also those who come from dysfunctional families. The latter are
usually those who need help and guidance in order to cope with life. They are also the
clientele catered to by our Guidance Center because they usually fall prey to bad
barkada influences, absenteeism, tardiness and failing marks. They are also the usual
clientele of the Dropout Reduction Program (DORP).
For every grade level, 1 class of Gifted and Talented learners who serve as role
model to their year level group.
1.2 Reasons for not attending school in the current school year
No.
of No. of children NOT in school according to reasons
scho
ol
Age aged
childr Distan
Financ Health Chil Affecte Affecte
en ce of
ial and d d by d by Disabili Other
not in School
Matter Nutritio Lab Disast Conflic ty Reaso
scho from
s n or er t ns
ol Home
10
11
12
13
14
15
16
17
GRAN
D
TOTAL
Note: Data revealed where taken from the Barangay’s report
1.3 Number of children in the barangay NOT in school the last two school years,
depending on data availability.
Grade 8 1038 469 569 1029 550 479 1104 556 548
Grade 9 923 459 464 979 439 540 993 521 472
Grade 10 773 369 404 857 406 451 975 421 554
Grade 11
Grade 12
TOTAL 3778 1860 1918 3985 1967 2018 4194 2065 2129
Grade
7 1 0 1 0 2 2 1 0
7
Grade
13 3 1 2 1 3 0 3 0
8
Grade
3 0 0 0 0 0 0 0 3
9
Grade
6 0 0 0 0 0 0 4 2
10
Grade
11
Grade
12
TOTAL 29 4 1 3 1 5 2 8 5
10.
Percent 13.79 3.45 6.90 27.59 17.24
3.45% 34 17.24%
of Total % % % % %
%
Number of Drop-Outs
2014-2015
2013-2014 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
2012-2013 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
Number of Promotions
2015-2016 554 536 1090 517 471 988 427 536 963 423 462 885 1921 2005 3926
2014-2015
2013-2014 513 468 981 443 552 995 425 452 877 374 401 775 1755 1873 3628
2012-2013
Number of Failures
YEAR I/ YEAR II/ YEAR III/ YEAR IV/
GRADE 7 GRADE 8 GRADE 9 GRADE 10 TOTAL
School Year M F Total M F Total M F Total M F Total M F Total
2015-2016 6 3 9 13 4 17 8 4 12 0 0 0 27 11 38
2014-2015
2013-2014
2012-2013 0 0 0 10 3 0 0 0 0 0 0 0 10 3 13
Babag National High School has 55 instructional rooms, 1 administrative room, and
5 non-instructional rooms. Classrooms have functional comfort rooms for both males and
females and 2 detached toilet facilities. Water and electrical facilities are available.
(Please refer to the table that follows for the Summary of Facilities and Resources)
As can be gleaned from the data, the school still needs a number of much-needed
facilities in order to provide for a truly holistic development for students. Foremost of
these needed facilities is the much-anticipated school library where students can really
spend time browsing and reading books. This can greatly encourage the students to love
reading and hopefully improve their comprehension of the printed areas found in
reference books and magazines. In this way, learning will be much facilitated and
enhanced. For a student population as numerous as ours, our clinic facilities are very
much in need of upgrading so that when health emergencies arise, we can respond
appropriately. For the same reason as stated above, we are also in dire need of a
functional guidance center where students can be helped through truly functional
guidance and counseling services. As for the other needed facilities, the internal and
external stakeholders are trying their best to provide whatever they can in order to cater
to the needs of our school clientele.
Learning Materials
Providing quality education is not only the sole responsibility of the teachers. The
students themselves must take an active part in their own quest for good education. This
is greatly facilitated by the availability of learning materials, such as textbooks,
workbooks, and other references.
Subject: Subject:
Subject: English Subject: Math Subject:
Filipino and Araling
and ESP and TLE Science
Level MAPEH Panlipunan
Numbe Rati Numbe
Number Ratio Number Ratio Number Ratio r o r Ratio
Grade
1122 1:1 1122 1:1 1122 1:1 1122 1:1 1122 1:1
7
Grade
1104 1:1 1104 1:1 1104 1:1 1104 1:1 1104 1:1
8
Grade
993 1:1 993 1:1 993 1:1 993 1:1 993 1:1
9
Grade
975 1:1 975 1:1 975 1:1 975 1:1 975 1:1
10
Babag National High School is known for its fresh and natural ambiance because it
is surrounded with tall trees and variety of plants. Because of such environment, the
school provides the students an opportunity to interact with nature which is essential for
their holistic development. Babag National High School does not only serve as
educational institution but also an avenue where students can share their interests in
creating responsible and productive citizens in the future.
Babag National High School is the home of the Open High School program in the
whole division. This initiative was implemented to cater students who are at risk of
dropping out because of family-related issues, financial challenges and health problems.
This is in consonance with the government’s aim to achieve the EFA policy. The program
helps the school in reducing the Drop out and School Leaver Rate.
The SPED Program caters to the Hearing-Impaired, students with learning
difficulty, the gifted students and other exceptionalities.
The school is also the home of the Special Science Classes with the curriculum
specially designed for the Science High Schools. It had produced its first batch of
graduates in School Year 2014-2015.
B. COMMUNITY PROFILE
Physical
Area of the City : 6,422.6081 square kilometers
Area of the Barangay : 307.1242 hectares
Socio-Economic Conditions
Total Population : 17,695 (2010 Census)
Language Spoken : Sinugbuanong Binisaya, Filipino, English
Major Economic Activities : Pyrotechnics Industry, Lato Culture, Bangus Culture
Sources of Employment
Private Companies/ Factory Workers
OFWs
Government Agencies
Construction Workers
Drivers
Laborers
Pyrotechnics Industry Workers
Fishpond Caretakers
AP NA 49.48 63.77
SITAUTIONAL ANALYSIS
I. SCHOOL PERFORMANCE
Based on the National Achievement Test (NAT) Results, the Science and
Mathematics teachers need to extend much effort to narrow the gap between the results
and the planned standards. It is safe to say that the use of higher order thinking skills
(HOTS) in test construction can greatly help in narrowing the gap as well as constant drill
and remedial exercises on least learned concepts and skills. Even though the gap is not
so wide in English, Filipino and Araling Panlipunan; the planned standard still has to be
achieved. With constant dedicated efforts from the teachers and even from the parents,
the learners can be greatly helped.
All teachers are therefore challenged to raise the performance standards of the
learners by focused-teaching on the least mastered skills and aiming for mastery on all
the required concepts and competencies
PERFORMANCE INDICATORS
School Year
Planned
Indicator Standard
Gap
2015-2016 2014-2015 2013-2014 2012-2013
Enrolment 4194 3985 3655 3433
Promotion
93.56 99.34 98.11 100 % 6.44
Rate
Dropout Rate
0 2.89 0 0 0% 0
Repetition
Rate 2.00 0% 2.00
Retention Rate 100.69 102.87 % 96.55% 100%
Completion
Rate 16.81
Cohort
Survival Rate 87.54 92.76 95.33 100%
Participation
Rate 126.43 64.39 139.50 100%
Teacher-
Student Ratio 1:45 1:45 1:50 1:60
Textbook-
100 % 0
Student Ratio 1:1 1:1 1:1 1:1
Classroom-
Student 100% 0
1:45 1:45 1:50 1:60
Ratio
Remarks
The use of the Alternative Delivery Mode (ADM) in reaching out to the students has
helped in reducing the Dropout Rate to zero. The school is the implementer of the Open
High School Program (OHSP) and the ADM modes of SII (School Initiated Interventions)
such as home visitations and remedial classes also helped a lot. Graduation Rate,
Failure Rate and Repetition Rate are also not far from the Planned Standards. Retention
Rate, Completion Rate and Cohort Survival Rate need to be addressed in order to truly
reach the goals of Education for All. The Participation rate exceeds the Planned
Standards maybe because the school does not only cater to Babag and its surrounding
barangays but even those who have decided to study here because of the School’s
special programs such as the Special Science Classes and the Special Education
Program.
SCHOOL MANAGEMENT
In order to be both efficient and effective in the role to facilitate the holistic
development of the learners, the stakeholders (both internal and external) of the learning
institution must work with coordination. Equally important to the stakeholders’
participation is the proper handling of instructional supervision and fiscal management.
In carrying out its various services to the clientele, the school
often needs the help of both its internal and external
stakeholders. They are the active partners of the school who
complement the role of educators in providing for the overall
STAKEHOLDERS’
needs of the learners. To facilitate coordination and collaboration
PARTICIPATION
of efforts in order that cooperation can truly exist, these
stakeholders should be informed of the needs of the school as
well as provided with a good feedback mechanism so that they
can be encouraged to give their all-out support.
Instructional supervision must be given emphasis in every
learning institution because the teaching-learning process is the
most important focus of the school. In Babag National High
INSTRUCTIONAL
School, instructional supervision is greatly facilitated through the
SUPERVISION
coordinated efforts of the School Administrators, Head Teachers
(HTs), Master Teachers (MTs), Year Level Leaders, as well as the
teachers themselves with the active involvement of the parents.
FISCAL Babag National High School is one of the schools in the Division
of Lapu-Lapu City which are called the implementing units
(IUs ) with fiscal autonomy. As such, it has its own Bookkeeper
and a Disbursing Officer who facilitate the use of the Maintenance
and Other Operating Expenses (MOOE) funding of the school on
MANAGEMENT
a monthly basis. For the other expenses not covered in the
MOOE funds, the General Parents’- Teachers’ Association (PTA)
helps to finance these other school needs. It is an active partner
in the provision of school needs in various school activities.
Babag National High School is an active community partner in the carrying out of the
different programs and activities of the barangay and the city government such as the
Ecotourism Activities, the Solid Waste Management Program, the Alay Lakad, the
Coastal Clean-Up, the Annual Fiesta Activities and other undertakings. Our students and
teachers are trained in the Red Cross Summer Institute so they can be called upon
during the times of calamities.
In turn, the school is also helped in its needs and undertakings such as during the
Brigada Eskwela, school programs, sports facilities and activities, press conferences,
field trips and other related events. In fact, a two-storey,4-classroom building was funded
by the Special Education Fund ( SEF ) in 2012 and a similar unit is being planned to be
funded by the Hon. Cong. Arturo Radaza Fund while the Ramon Aboitiz Foundation,Inc.
(RAFI) is also giving a two-storey, 6- classroom building. In 2015, another 4-storey
building, consisting of 16 classrooms, was given to the school. These are additional
structures given to the already existing ones.
The Parents’- Teachers’ Organization and the Alumni Association are also active
school partners in addition to individual and group partners who help in any way they
can.
OBJECTIVELY MEANS OF
NARRATIVE SUMMARY RISK AND
VERIFIABLE VERIFICATION
( NS) ASSUMPTION
INDICATOR ( OVI) (MOV)
Goal: Results of Unified NETRC Data Increase of the
Increase the academic Tests and other Form XIV academic
performance of students until Standardized Tests performance of
it shall have achieved the Results students until it
2016 PDP target of 75%. shall have
reached the
75%target of
the 2016 PDP
Purpose/ Objectives:
1. Support and strengthen the Increased student Progress report All teachers are
implementation of programs performance of student competent,
and projects related to student Teamwork and performance as efficient,
development. collaboration made reflected in committed and
2. Instill and strengthen the manifest among Form 138 dedicated
skills of leadership and teachers in a ( report card) workers.
teamwork, as well as the department Results of All teachers are
analytical and scientific Competence in ICT summative competent,
thinking of students. shown in teacher tests, unified efficient,
3. Encourage and develop the outputs and tests, periodic committed and
high sense of collaboration paperwork exams, dedicated
and collegiality among Increased number achievement workers.
teachers. of teachers tests, and other All teachers
4. Provide equal opportunities enrolled in major tests implement a
for quality professional graduate studies Records that child-centered
development Increased show the child-friendly
5. Ensure that all staff participation of increased curriculum.
members are competent in parents/ guardians number of All subject area
the latest ICT development in Conference and teachers departments
6. Provide and support meetings and other enrolled in work as a team,
school-wide programs that school-related graduate as a
emphasize the importance of activities programs collaborative
quality learning. Records of whole.
7. Set and encourage the attendance of Teachers have
attainment of high standards parents and competence in
of expectations for quality guardians ICT
instruction. during PTA Teachers
8. Promote and encourage a meetings and recognize the
culture of continuous learning other school- need for
and improvement. related updating stock
9. Provide and improve activities knowledge and
support services. are life-long
10. Strengthen relationship learners.
between and among teachers, All parents and
students, families and the guardians are
community so they can work cooperative and
together in bringing about a supportive to
better and improved school school
performance. activities.
11. Intensify home-school
partnership
GUIDING PRINCIPLES
The School Planning team based its guiding principles on the Governance of Basic
Education Act of 2001(R.A. 9155).
CORE VALUES
Babag National High School upholds the values of public service, accountability,
and achievement:
PUBLIC SERVICE is extending service to the clientele and the community without
counting the costs and not expecting any returns through:
1. Molding the students to be the future servant – leaders in the community;
2. Disseminating information to the community and stakeholders regarding school
instructional programs, projects and achievements, roles and responsibilities of PTA
members and other matters;
3. Participating in community – based activities that would enhance the skills and
abilities of students and would foster close partnership between the school and
community; and
4. Conducting remedial instruction and interventions to improve the academic
performance of the students.
ACCOUNTABILITY is being responsible in every task/ action in the quest for quality
basic education such as:
1. Doing one’s work and duties according to standards set;
2. Conducting instructional supervision;
3. Being transparent in financial management and utilization;
4. Keeping systematic data filing
ACHIEVEMENT is the ultimate end of the school - to have a high rate of achievement ,
not only in terms of academic performance in all learning areas but also in extra-
curricular and skill-based activities.
VISION
Babag National High School, Division of Lapu-Lapu City, envisions technically
and academically-prepared graduates; equipped with the right formation of spiritual,
intellectual, moral and social values which will enable them to live productively and to
lead in a modern and highly-urbanized society.
MISSION
To achieve its vision, Babag National High School in collaboration with the
Parents’-Teachers Association and other stakeholders, shall strive to deliver quality basic
education which will uplift the learning capacity of the students by employing effective
teaching methods and strategies to equip the students to be productive, sensible and
morally-responsible to cope with the dynamic world of science and technology, and most
of all, to be God-fearing and peace-loving citizens.
OBJECTIVES
1. To equip learners with the right formation of spiritual, intellectual, moral, and social
values for them to cope and lead in a modern and highly-urbanized society;
To tap both internal and external stakeholders for total community commitment and
involvement in providing basic education to the youth;
To provide quality secondary education to all learners enrolled in Babag National High
School in order to produce technically and academically-prepared graduates who are
God-fearing and peace-loving citizens.
PROBLEM IDENTIFICATION
Babag National High School faces challenges in the areas of Provision of Access,
Quality and Relevance, Management and Supervision and Performance Indicators.
A. PROVISION OF ACCESS
Priority Objectives Program/Activities to Estimated Persons Time
Improvemen be taken Budget Involved Frame
t Area: Allocation
ACCESS
Augmentation of Encourage the
teachers’ skills and teachers to pursue
competence in post-graduate studies. Whole
Area I: Teachers
various strategies Attend training and 250,000.00 Year
Personnel Administrators
and methodologies seminars relevant to Room
of teaching. their area of
specialization.
Utilization of Acquisition of LED
advanced teaching monitors and other
tools such as electronic supplies for
School
multimedia in the easy and effective
Area II: Administrators
delivery of lessons. delivery of lessons.
Learning Master Whole
Acquisition of Purchase of
Materials 1,200,000.00 Teachers Year
reinforcement and supplemental learning
and Teachers Round
testing materials for kits and testing
Equipment Procurement
various learning materials to be used
Officer
areas. for remedial classes
and student
assessment.
Area III: Building more Source out funds from
Physical and instructional rooms different partners and
Ancillary for junior high donors such as LGUs
Services school. and NGOs.
Rehabilitation of
existing comfort
Conduct science
rooms.
experiments and
Utilization of
involve students in School
laboratory
hands-on activities in Administrators
instruments and
Science. Master Whole
other science
1,000,000.00 Teachers Year
equipment.
Teachers Round
Maximization of Making the library
Procurement
library for students’ functional and
Officer
research purposes. accessible to students
through the
administration of
library periods.
Purchase of CCTV
and construction of Whole
police outpost to 100,000.00 PTA Year
Monitoring of ensure students’ Round
students’ safety safety in the school.
within school Provision of Barangay
premises. Public Safety Officers Whole
to assist in the peace LGU Year
and order of the Round
school.
D. PERFORMANCE INDICATORS
Social Problems Affecting Manifestations/ Signs for Early Recommended Solutions and
Low Student Performance detection Interventions Made
4. Displacement/ Non- Changes residence almost every Meetings and conferences with
permanence of Abode month, habitual absences and parents, guardians and employers
tardiness
5. Lack of Parental Guidance Poor study habits and values, cheating Parents’ Recollections, Students’
during examinations, violation of school recollections, attendance in
rules and regulations symposia
6. Alcohol and Drug Sleepiness and restlessness in class, Counseling, attendance in PNP/
Addiction no respect for authority, violence, less City Health symposia, conduct of
physical endurance drug awareness campaigns
7. Low Motivation in School Likely to drop school in the middle of Provide fun and interesting
the year. lessons to motivate the students.
The SIP School Management Team monitors and evaluates the plan
implementation. Their functions include:
1. Conduct monitoring during plan implementation like gathering, recording, organizing,
storing data and ensuring that school records are complete;
2. Evaluate results of SIP implementation which will be made as basis for decision
making by the SH for interventions;
3. Make regular reports and submits to the SH;
4. Update M and E plan during SIP revisit;
5. Design monitoring and feedback system;
6. Analyze and interpret data and provide copy to the SH and program teams; convene
regularly to discuss M and E concerns together with implementation team and SH;
7. Monitor school and learner performance and recommend to the SH, actions to
improve learner achievement.
ACCESS INTERVENTION
QUALITY INTERVENTION
GOVERNANCE INTERVENTION
OUTPUT 2
Improved performance indicator in terms of Nutritional Status of Students
Conduct advocacy campaign for parents
Do Year-round feeding program
Intensify school vegetable production
Conduct regular monitoring of students nutritional status
OUTPUT 3
Improved subject knowledge teaching skills and attitudes of teachers
Have School-Based Training Program on Content / PSSLC by department c/o
department heads
Conduct School-Based Training on Development of Instructional Materials c/o
department heads
Encourage / facilitate attendance to Values-Enhancement Seminars
Facilitate Mentoring and peer coaching among teachers
OUTPUT 4
Implemented learning management programs
Organize computer class for teachers
Conduct of computer tutorial classes
Strengthen consultancy between department heads and peers
OUTPUT 5
Strengthened Stakeholders’ participation
Conduct regular PTA meetings ( both Homeroom and General Organizations)
Parents’ orientation on Brigada Eskwela
Do Linkages with PTA, LGU, SSG, NGO, etc
Mobilize Parents’ Brigade
OUTPUT 6
Intensified instructional supervision
Customary daily checking of lesson plans/ log plans
Regular classroom observations
Peer tutoring / coaching
Utilization of the expertise of MTs and HTS
OUTPU 7
Effective school management and implementation
Acquaint and tap teachers in the organization of school EMIS
Establish well organized and systematic school EMIS
Regular assessment and feed backing of school performance
OUTPUT 8
Improved availability of instructional and learning materials
Request textbooks and Science equipments from DepEd
Present needs program to prospective generous donors of learning materials
Acquire of quality IMs through projects and donations
OUTPUT 9
Improved physical environment for learning
Repaired windows of classrooms
Updated classroom bulletin boards
Enhanced classroom environment
Repaired chairs and tables
OUTPUT 10
Hired competent teaching and non-teaching personnel
Request item for additional Teachers-I position from the Division Office
Upgrade teacher items to encourage teachers to do their best
Tap LGU (city/ barangay) for utility workers to maintain a conducive school
management
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