FE DEL MUNDO

NATIONAL HIGH SCHOOL

School ID 301631
B. Del Mundo, Mansalay, Oriental Mindoro

ENHANCED
SCHOOL
IMPROVEMENT
PLAN
SY 2019-2020 to SY 2021-2022
MESSAGE
_____________________________________________________________________________________________________________________

The Enhanced School Improvement Plan (ESIP) of Fe Del Mundo National High School
is a product of creative minds and collaborative efforts of internal and external stakeholders of its
community from different sectors whose primary aim is to bring the school to its maximum
development in all aspects of its being as a learning institution.
It is a roadmap that lays down its specific interventions and solutions with the help of
school planning team and school project teams in order to improve the three key result areas in
basic education: access, quality, and governance. This was determined through planning, data
gathering, and analyzing of data. This is the reason why the team reviewed and discussed the
present school situation and other contributory factors that affect the school’s performance.
TABLE OF CONTENTS
_____________________________________________________________________________________________________________________

CHAPTER 1 Department of Education’s Vision, Page 4

Mission and Core Values Statement

CHAPTER 2 School’s Current Situation Page 7

CHAPTER 3 Plan Page 16

CHAPTER 4 Monitoring and Evaluation Page 19

List of Acronyms Page 20

CHAPTER 1
_____________________________________________________________________________________________________________________

Department of Education’s Mission, Vision and Core Values

Statement
This chapter presents the documentation of matters that transpired during the Vision
sharing activity. These include the list of the School Planning Team’s (SPT’s) aspirations for the
school and learners, their understanding of DepEd VMV and Core Values as well as their
commitments based on these understanding.

Another important document included here is the list of roles and responsibilities of all
SPT members, as discussed and agreed upon during the brainstorming session.

Lastly, the SPT timetable in the preparation, implementation and monitoring of the SIP and
AIP is presented in this chapter to serve as guide to all SPT members and the school community
at large.

FE DEL MUNDO NATIONAL HIGH SCHOOL - a center of excellence at the southern

part of Oriental Mindoro is guided by the principles anchored in the Department of Education’s
vision, mission and core values.

Our 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.

Our Mission:
To protect and promote the right of every Filipino to quality, equitable, culture-based and
complete basic education where:
 Students learn in a child-friendly, gender-sensitive, safe and motivating environment
 Teachers facilitate learning and constantly nurture every learner
 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 share responsibility
for developing life-long learner
Our Core Values:
 Maka-Diyos
 Makatao
 Makakalikasan
 Makabansa

The school planning team, together with the active participation of other internal and
external stakeholders of Fe Del Mundo National High School, shared and drawn insights from the
department’s vision and mission. They are also guided by the principles that set directions to
where learners should be after they have completed the basic education and fulfilled their dreams.
With regard to this, as partners and part of the system, and in response to DepEd thrusts,
everyone affirmed and showed commitment to:
• Provide quality, relevant and free basic education to our clienteles.
• Provide quality and life-long learning essential to the full/total development of the
students.
• Improve students’ efficiency and productivity by having competent and effective,
empowered and professional teachers.
• Equip students with knowledge, skills and competencies through programs and
activities that are sensitive to the changing needs of the community/society and is
responsive to the challenges of the competitive world.
• Develop and produce academically competent and globally competitive graduates
through effective and quality teaching-learning process.
• Enhance/develop a good sense of values and morality among students.
• Instill in the minds and hearts of school leaders, teachers and students the value of
having pertinent and accurate information needed for decision-making.
• Establish harmonious and stronger relationship with stakeholders.
• Practice honesty and transparency with regard to school transactions with parents
and stakeholders’ involvement.
• Provide learning environment which is goal-oriented, innovative, inspiring,
democratic and conducive which will empower the learners to develop their
potentials in facing life’s challenges and complexities.
• Develop and inculcate among the school children the values of being Maka-Diyos,
Makatao, Makakalikasan at Makabansa and encourages them to live these values
every day.
 • Inspire others to become responsive in times of disaster and with high regard for
integrity
• Serve and contribute to the development of the community where they live.

SPT Timetable

Activities Date Remarks

Preparatory Activities
Gathering and Organization of Data January 12, 2019
Organization of the School Planning Team January 12, 2019
SPT Orientation and Vision Sharing January 28-30, 2019
Phase 1 - Assess
Identify/Review/Analyze PIAs February - March 2019
Phase 2 - Plan
Review Objectives April - May 2019
Writing the SIP
Preparation of the AIP
Formulation of Solutions
Development of Project Designs
Phase 3 - Act June 2019 - March 2020
Testing of the Solutions with the Project Team
Roll out of the Solutions with the Project Team
Checking the progress of the AIP
SRC Reporting
CHAPTER 2
_____________________________________________________________________________________________________________________

Assess
This chapter presents a brief discussion on the school and community data that were
gathered, organized and assessed using the templates provided in the ESIP Guidebook. The school
ensures that these data are accurate and updated to be able to capture the school’s current needs.
In the discussion, the connection of these data with the school’s current situation is emphasized.

It has five (5) sections, namely: school’s current situation, priority improvement areas,
general objectives, targets and root causes.

School’s Current Situation

Fe Del Mundo National High School – Junior High School Department operates smoothly
under the management, supervision and leadership of a School Principal IV with sixty-one (61)
teaching and non-teaching personnel and additional four (4) non-teaching personnel in the Job
Order status. Its teaching personnel consists of one (1) Head Teacher VI, one (1) Master Teacher
II, twelve (12) Teacher III, two (2) Teacher II and forty-five (45) Teacher I while non-teaching
personnel includes one (1) Disbursing Officer, one (1) Senior Bookkeeper, one (1) Guidance
Counselor (vacant), two (2) Security Guards and one (1) Administrative Aide.
FDMNHS Senior High School Department is administered by an Assistant Principal II
with twenty-three teaching and non-teaching personnel and an additional non-teaching personnel
in the Job Order status. Its teaching personnel consists of four (4) Teacher III, fifteen (15) Teacher
II, and one (1) Teacher I while non-teaching personnel includes one (1) Registrar, one (1)
Administrative Officer II, one (1) Administrative Assistant II, and one (1) Security Guard.
The school is tasked to offer the best educational services which will properly equip the
students with quality education in order to deal or cope up with the present and the future demands
of society. It is doing its best to promote the welfare of the youth and to implement DepEd’s varied
programs and projects to attain qualitative and quantitative results. Its educational activities are
aimed at upgrading professional competencies among teachers, improving physical facilities and
classroom management, developing infrastructures and instructional materials and delivering
effective instructional supervision in order to ensure quality educational outputs with well-
developed life-long skills, desirable attitudes and habits and proper sense of values among its
students.
It offers K to 12 Curriculum that will produce holistically developed learners with 21st
century skills and Special Science Curriculum for the students who have shown exemplary
performance. The K to 12 Curriculum is designed to develop a learner who possesses a healthy
mind and body; has a solid moral and spiritual grounding; self-actualization; engages in critical
thinking and creative problem-solving; contributes to the development of a progressive, just and
humane society and cares for the environment for a sustainable future.
The school is also tasked to offer Senior High School that will focus on the core subjects,
namely English, Mathematics, and Science with electives that are sensitive and responsive to the
learners’ interest and needs of the local industries.

Education is one of the cornerstones of development, particularly in a country where

majority of the population is of school age. Luckily, the Department of Education has released
tons of data that allow us to shed light on the state of the Philippine education system.

Fe Del Mundo NHS’s population continuously increase. For SY 2016-2017 the total
population is 1,985. In the next school year, 2017-2018, its population slightly decreased to 1,930
because of the separation of its extension classes in Don Pedro, Mansalay. Its population increased
by 6.49% in SY 2018-2019 with registered enrollees of 2,064. Aside from the completion of the
Senior High School, the increase is due to the increasing number of the population in the
community and the exemplary performance exhibited by students and teachers in different learning
areas.

Every school year, the school conducts surveys and studies on the nutritional status of the
students in different grade levels. This is spearheaded by the MAPEH Department in coordination
with the TLE teachers.
Results showed that two hundred twenty-six (226) students fell under wasted category and
sixty-one (61) were considered severely wasted, observed mostly from Grade 7 and Grade 9.
To address this nutritional problem, the school conducted the annual school feeding
program where the identified sixty-one (61) students were fed during recess or lunch time. The
budget was taken from the appropriation of the school canteen and donations from private
individuals or non-government organizations.
At the end of the program, the body mass index of the beneficiary students was measured
again and compared to the previous records. Based on the results, eighteen (18) students or almost
28% still fell under the severely wasted while those under the wasted category were reduced by
almost 57% or 98 students remained in the said category.
Based on the survey conducted some common ailments of Fe Del Mundo NHS students
that affect their nutritional status are headache, fever, colds and toothache.

Meanwhile, a number of students found to be suffering from varied learning disabilities.

The data revealed that the greater number of students who have difficulties in learning belongs to
Grades 7 and 8. Students who have mental handicap or poor in understanding and dyscalculia or
difficulty in mathematical calculations are the most common and they affect their performance and
the school in general.
 Educational resources are used to improve students’ educational knowledge, abilities and
skills to monitor assimilation of information and to contribute to their overall development and
upbringing. The availability of learner’s materials influences the student's learning and the
instructor's teaching.
Based on the latest inventory, the number of Grades 9 and 10 learner’s materials in all
learning areas is sufficient except TLE. Delivery of learner’s materials for Math, TLE and EsP of
Grade 7 together with Grade 8 English, AP and TLE is insufficient based on the last year’s
population.

As per inventory conducted by the librarian in the Senior High School, all leaning materials
(textbooks and references) needed by each track and specialization by subject area are available
but not sufficient to the number of enrollees except to some like Personal Development, Disaster
Readiness and Risk Reduction, and Understanding Culture, Society and Politics.

The primary cause of insufficiency in the number of LM’s is the continuous increase of
student’s population. Other reasons include termites’ infestation and student’s negligence. This
insufficiency is resolved by the appropriation of the Local Government Unit (LGU), donations
from private individuals and by reproduction.

Trainings are conducted not only to upgrade teachers’ efficiency and competence but also
to ensure the smooth transmission of knowledge, skills and values to the learners. In trainings,
teachers acquire new insights, learn relevant and responsive strategies, discover effective
instructional materials and develop in them skills to be possessed in order to produce quality
learners.

All newly-hired and untrained teachers underwent trainings to prepare and equip them in
doing their jobs to the fullest. They were sent to trainings about K to 12 Curriculum pedagogies,
preparation of instructional materials, assessment, 21st century teaching and others. In-Service
Trainings during semestral break and summer vacation were also conducted focusing on programs
and projects prescribed by the Department of Education.

School enrolment, number of teachers, classrooms and graduates are considered in the
allocation of budget or Maintenance and Other Operating Expenses (MOOE) of a school which is
the primary source of a public secondary school like Fe Del Mundo NHS.

Aside from the regular school budget allocation from the national government, Fe Del
Mundo NHS acquired other funds through financial support from the different stakeholders which
include LGU’s Special Education Fund (SEF) and supplementary budget, school canteen proceeds,
PTA voluntary aids, authorized collections, donations and others.

These resources were allocated to finance priority projects of schools such as major and
minor repairs of classrooms, computer laboratory room, administrative office and school canteen.
Sufficient amount was also allocated for the construction and rehabilitation of the school’s
perimeter fence, improvement of electrical connections and water installation, acquisition of tools
and equipment for TLE/TVL classes, purchase of supplies and instructional materials,
reproduction of test materials and others. Some amount were also used to finance school activities,
trainings and seminars that promote students and staff development.

Awards and recognition have been designed to formally recognize the outstanding
performance and achievement of learners in academics, leadership, and social responsibility,
among other aspects of student progress and development. These awards are given to encourage
learners to strive for excellence and to become proactive members of the school and community.

The school is joining all activities of the Department enumerated in the School Calendar
of Activities. Division initiated programs, projects and contests are participated to qualify in the
higher level competitions.

Fortunately, Fe Del Mundo NHS was awarded as a Runner-up in the Division Search for
Best Brigada Eskwela School Implementer (Mega School Category/Secondary Level).

The school also garnered recognitions during the conduct of the Division Pantas Agham:
1st Runner-up Bb. Kalikasan 2018, 7th Place Quiz Bee and 8th Place SIP (Physical Science). In the
Division Math Camp, our Grades 7 and 8 students won 2nd and 3r Place in Quiz Bee, respectively.

Our students also emerged Champion in Dagli in Filipino relative to the conduct of the
District Tagis Talino. In the Division Technolympics, 3rd Place in Computer System Servicing,
2nd Best in TLE Bazar and judged as Most Enterprising Award.

In the field of Campus Journalism, the school emerged as Overall Champion in the Cluster
Schools Press Conference where fifty student-journalists qualified in the Division Schools Press
Conference. The school was recognized in the DSPC On-line Publishing for capturing the taste
of the judges and emerged Champion and qualified to the Regional Schools Press Conference.

Even in the field of sports, the skills of the students were manifested not only by the
number of medals they received but also the number of athletes who qualified to join the provincial
and regional meets.

Access

Dropout rate is the proportion of students who leave from school during the year as well
as those who failed to complete the grade level.

Based on the latest data, the school’s dropout rate in the last 3 school years has an average
of 3.38%. SY 2016-2017 posted a percentage of 4.34, SY 2017-2018 marked the lowest
percentage with 2.47% but an increase of 0.87% occurred during the current school year registering
3.34%. Also, in the current school year, Grade 12 marked the lowest dropout percentage with
only 2.34. On the other hand, Grade 8 marked the highest with 4.89%.

Findings also revealed that more male students are prone or at risk of dropping out than
female students with 5.02% and 1.66%, respectively, in the current school year.
 Among the reasons or causes of dropouts that surfaced during the interview, the first three
are the following: lack of student’s interest, 46.67%; distance of school from home, 32%; and
financial matters, 14.67%. Other reasons include child labor, affected by conflict and early
marriage.

Dropping out from school usually occurs in the months of August, September, December
and January. During these months when students join their parents in finding ways and means
how to earn a little for them to survive.

Various intervention activities were conducted to at least lessen the problem if not totally
resolve such as encouraging parents’ involvement in school activities, conducting values formation
and financial stewardship seminar, strengthening school guidance and counseling program, home
visitation and others.

The school also offered the Open High School Program (OHSP) for students at risk of
dropping out from school (SARDOS) especially those whose reasons include financial matters,
child labor, health and nutrition and distance of school from home.

Quality

Two of the indicators used to measure the quality of learners are the promotion and the
graduation rates.

The school’s promotion rates in the last three school years are fluctuating from 96% to
98%. Grade 10 showed the most impressive results because for two consecutive years it registered
100% promotion, meaning, nobody failed in this grade level.

In the current school year, slight decreases are recorded in the promotion/graduation rates
of Grades 9, 11 and 12 with 2.0%, 0.89% and 2.05% respectively. Grades 7 and 8 retained their
promotion rates of 98%.

The school programs and activities in reading, science and mathematics as well as sports
and cultural activities undeniably contributed a lot to enhance students’ interest, motivated and
encouraged them to improve their academic performance and finally have enthusiasm and utmost
desire to finish their studies.

National Achievement Rate refers to the degree of performance in different subject areas
in various levels of education and serves as the indicator in determining the performance of the
students and teachers where the basis are the results of the Mean Percentage Score (MPS) of
correctly answered items in a test.

The school utilized different strategies and interventions to ensure an increase in the NAT
results. The employment of collaborative learning activities during regular classes and the review
and remedial classes done during the independent cooperative learning (ICL) hours contributed a
lot in achieving satisfactory results not to mention the special tutorial sessions for struggling
students.

The success of the school’s intervention program was very evident on the NAT results of
SY 2014-15. Based on the comparative results of the mean percentage score (MPS) of the National
Achievement Test (NAT) for Grade 10 students in the last two consecutive school years, there is
an average increase of 5.45% in the five learning areas measured.

Although Science got the greatest gain of 15.88%, its MPS is only 67.51% against
Mathematics that posted an MPS of 84.11%, registering an increase of 14.61%. It is followed by
Filipino and English with an MPS of 69.09% and 67.60%, and gains of 2.74% and 12.30%,
respectively. The 53.43% MPS of Araling Panlipunan in the latest results decreased by 18.27%.

After that school year NAT was administered in random sampling and Fe Del Mundo NHS
was not included in the list during the last three school years.

PHIL-IRI is anchored on the flagship program which is to enable every Filipino child to
communicate proficiently both in English and Filipino through effective reading instruction. The
program is done by English and Filipino teachers during their vacant hours or ICL where students
are measured their reading abilities and difficulties.

The results show significant improvement in the students’ literacy based on their pre and
post tests. Most students improved their reading ability both in English and in Filipino as shown
by their movements from the frustration and instructional levels to independent level. Still, some
remained in the instructional level.

Governance
School-Based Management (SBM) was created to decentralize the accountability,
authority, and responsibility of the school heads. Internal and external stakeholders work together
to improve school performance, but based on the criteria of the different stages and observation
and assessment of the team, the school cannot cope up with its needs because of the increasing
number of enrolment and the depreciation of facilities.

Besides, there are still unavailable facilities and equipment that cannot be supplemented
by the school budget and resources, that’s why the SBM level of the school still can be categorized
as developing due to some insufficient number of items in level 1 that gave rise to the major
concerns of the team.
 School assessment and evaluation results revealed that the school, although can be
considered as a child-friendly institution, still, it cannot be denied that that there is an absence or
insufficiency of some facilities and services required to be categorized as such.

Based on the survey, the school got a total of 30 points from the listed action items under
the 7 goals of the child friendly school system. The school planning team needs to work hand in
hand to address the pressing needs of the school and gain not just points but concrete evidences
for actions done towards significant school improvements.

Teamwork plays a very vital role in realizing a dream. Through collaboration,

achievement of programs is ensured. Linkage with various stakeholders guarantees a smooth
implementation of school plans and continuous improvement projects.

Parents have shown full support in varied activities conducted by the school through its
association. They have shared not only their time and attendance but also shared a lot in financial
matters needed by the school especially in the conduct of extracurricular activities usually
participated by students.

The Parents and Teachers Association (PTA) played a very vital role and showed the
strongest support in the realization of the school’s programs and projects particularly in the
physical development. The completion of the school’s perimeter fence was done to secure students
welfare and safety.

Meanwhile, The Local Government Unit, headed by the Municipal Mayor provided
financial assistance through the Special Education Fund (SEF). The school has acquired materials
for the repair of a makeshift classroom.

Through the efforts of the Mentors Club, Alumni Association, Supreme Student
Organization and other non-government organizations, other school projects were gradually
realized. The school has obtained some amount for the initial construction of its covered court to
ensure smooth and successful conduct of activities that require a bigger venue like moving up
ceremonies, commencement exercises, meetings or conferences, trainings, symposiums, sports
and other related activities.

Teachers play a very significant role in the entire learning process. They are the ones who
facilitate all students’ activities to maintain and sustain higher or better academic performance.
But due to the continuous increase in the number of students, it affects the school’s performance
in general. Also, other problems occur like the insufficient number of teachers, classrooms and
comfort rooms.
 Based on the data, the school’s number of teachers in the Junior High School Department
is enough against the number of our learners. With a ratio of 1:26, thirty-seven (37) sections were
created last school year and is expected to have a bigger population this coming school year, two
or more sections will probably be added based on the results of the early registration. This worsen
the problem of the school in the number of available classrooms not to mention the condition of
other classrooms that need major and minor repairs.

Meanwhile, the Senior High School Department posed a bigger problem due to lack of
classrooms. Its twenty (20) faculty members are handling seventeen (17) sections under the
Academic and TVL tracks with five hundred twenty-two (522) learners. The population is
expected to increase this coming school year by 7% with three (3) or more additional sections.
With its six (6) classrooms and two (2) unique workshops, shifting of classes and construction of
makeshift classrooms will help ease the problem.

All classrooms have common comfort rooms except some of those in the makeshift
buildings. Separate comfort rooms for male and female students are not enough and no provision
for physically handicapped. The learner-toilet ratio is 62:1 which is still below the standard of
50:1. The insufficient supply of water caused some minor problems in sanitation.

Another concern of the school is the provision of armchairs. Due to the continuous increase
in its enrolment, insufficiency in the number of seats remains a major problem. Out of two
thousand sixty-four (2,064) students, only one thousand eight hundred twelve (1,812) or 87.79%
have chairs in good condition. Others are using chairs repaired or reconstructed, monoblock chairs
and wooden benches. The insufficiency is in the Senior High School Department because only
two hundred seventy armchairs out of five hundred twenty-two students are delivered based on the
latest inventory.

Priority Improvement Areas

This section presents the List of Priority Improvement Areas (PIAs) as a result of the 5-
point scale ranking provided in ESIP Guidebook. PIAs include issues within the school and
community affecting the school and learners, which need to be addressed and brought to the
attention of stakeholders.

1. Dropout rate is 3.34% in all grade levels

2. Insufficient number of multi-media devices for classroom instruction
3. No separate comfort rooms for male and female students
4. Lack of instructional materials/LMs/TMs for Grade 7 Math, Grade 8 English and Grade
10 AP
5. NAT MPS results in English, Science, Filipino and Araling Panlipunan are below 75.
6. 21 from Grade 7 and 3 from Grade 8 students are struggling readers in English.
 7. 25 (18 and 7) students are classified as wasted and severely wasted.
8. 47 IPs out of 162 are frequently absent for the last two years.
9. Fifteen among the experienced teachers (rendering services for more than 10 years) in
school are handling Teacher I and II positions.
10. Professional development of teachers.
11. School Committees such as SGC, SDRRMC and CPC are not functional
12. The school has no permanent supply of clean and safe drinking water.
13. Six classrooms are makeshifts; eight others need minor and major repairs
14. The perimeter fence of the school is old and unsafe; needs repair or rehabilitation
15. Proper Waste Management
16. Maintenance of well-lighted, well-ventilated, with internet access and conducive to
learning classrooms.
17. The school has no spacious room for administrative works and student records
section.
18. The school has no science laboratory room
19. The school has no faculty room.
20. Only about 70% of parents attend/participate in school activities

General Objectives

From the identified PIAs, general objectives are formulated for a three-year plan to
verbalize or spell out what the school wants to achieve in a certain period of time. They are written
in the second column of the Planning Worksheet in Annex 5.

Planning Worksheet

Planning Worksheet is accomplished to show the results of the brief discussion of the
members of the School Planning Team as regards school’s prioritization of the most pressing needs
or problems that surfaced in the school and learners data, expressed as Priority Improvement Areas.

This worksheet consists six (6) columns: Learning Stage, DepEd Intermediate Outcomes,
Priority Improvement Areas, General Objectives, Root Causes and Time Frame.

The planning worksheet for access and quality is separated from the planning worksheet
for governance. For each intermediate outcome, one or more priority improvement areas are
indicated together with the general objectives and their respective root causes.
CHAPTER 3
_____________________________________________________________________________________________________________________

Plan

A. Project Work Plan and Budget Matrix

In this section, the List of Solutions for the Identified Root Causes is presented.
These identified solutions are those that have satisfied the criteria provided. The matrix
containing root causes and corresponding solutions is presented below.

Root Causes Solutions

1. Family socio-economic status a. Massive school campaign
b. Child finding activities
c. Oplan Balik-Eskwela Program
d. Remedial classes and individual
coaching activities for struggling
students
e. Provision of modular lessons for
working students
f. Open High School program for
students at risk of dropping out
from school
g. School Feeding Program for
severely wasted students
2. Poor reading habits a. Reading assessment
b. Reading Buddies (learners with
special reading needs are assisted
by good readers)
c. Tell-A-Tale (story-telling time)
d. Fun with Words (vocabulary
building)
e. Homereading Report in English
and Suring Basa in Filipino
f. Adopt-a-Classmate
g. Speak English Only Campaign
(using the English language in
speaking in specific zones)
3. Low interest in numbers
4. Poor comprehension and study
habits in Science
5. Lack of arts activities and proper
training in sports
6. Poor guidance program
a. Math remediation
b. Review/enhancement of learning
competencies not mastered by
students
c. Peer teaching activities
d. Math Festival
a. Development of scientific skills
and abilities in manipulating
science apparatuses, tools and
equipment
b. Hands on Minds on activities
c. Conduct of simple science
investigatory project
d. Monitoring and reporting of
students performance through
home visitation
e. Biodiversity Camp
f. Pantas Agham (Science) Festival
a. Physical fitness test administration
b. Improvement of school sports
ground and facilities
c. Provision of sports equipment
d. Conduct/initiate sports trainings
and workshops for students
e. Conduct of arts activities and
competitions
f. Regular conduct of health and
physical activities
g. Monitor body weight and height
index of the students
h. Conduct/participate in school,
district, unit and provincial sports
meet
a. Career Guidance Festival / Fair /
Exhibits
b. Career preference Survey
c. Homeroom/Classroom
Counselling (program to address
bullying and other related cases)

7. Lack of training and instructional
materials
8. Insufficient and poor condition of
school buildings and facilities
d. Symposium on teen pregnancy,
parenting information, financial
literacy, anti-drug abuse campaign,
insurgency problem,
environmental issues, etc.
a. Teacher Induction Program
b. Assessment of teachers’ needs
c. Enhancement training
d. Provision of instructional materials
e. Promotion of computer-aided
instruction
a. Repair and maintenance of
classrooms
b. Construction of separate comfort
rooms for male and female students
c. Construction and improvement of
the school’s concrete perimeter
fence
d. Construction and major repairs of
administrative and faculty rooms
e. Installation/Repair of the school’s
electricity and water facilities and
sources

B. Annual Implementation Plan (AIP)

Another important document attached is the Annual Implementation Plan. This

contains specific projects that will be undertaken by the school in a particular year, which
include outputs, activities, schedule, required resources, source of fund and the individuals
accountable for the conduct of these projects.
This also includes operational cost such as but not limited to utilities, supplies and
materials and others that are considered eligible expenditures in the existing MOOE
guidelines.
CHAPTER 4
_____________________________________________________________________________________________________________________

Monitoring and Evaluation

The school’s monitoring and evaluation takes note of the performance indicators set for
each priority improvement area (PIA) to ensure that implementation is properly reviewed for
continuous improvement.
The School Planning Team (SPT) is tasked to monitor the progress of the projects. The
timeline is dependent on the Project Team’s designs, for longer projects, the SPT will have to
monitor more than twice. The scheduled dates are indicated on the Project Monitoring Form.
Aside from this, the SPT is also tasked to guide and assist the Project Teams in resolving
problems especially during the early stage of the project implementation.
LIST OF ACRONYMS
_____________________________________________________________________________________________________________________

ADM Alternative Delivery Mode

AIP Annual Implementation Plan
ALS Alternative Learning System
BC Barangay Council
BDP Barangay Development Plan
BDRRMC Barangay Disaster Risk Reduction and Management Council
CBMS Community-Based Monitoring System
CFSS Child-friendly School Survey
CI Continuous Improvement
DEDP Division Educational Development Plan
DepEd Department of Education
DRRM Disaster Risk Reduction and Management
EBEIS Enhanced Basic Education Information System
FGD Focus Group Discussion
IP Indigenous People
LGU Local Government
MOOE Maintenance and Other Operating Services
NAT National Achievement Test
NCBTS National Competency-Based Teacher Standards
NGO Non-government Organization
OSC Out-of-School Children
PAP Programs, Activities, Projects
PHIL-IRI Philippine Informal Reading Inventory
PI Performance Indicator
PIA Priority Improvement Area
PTA Parents-Teacher Association
RPMS Results-based Performance Management System
SBM School-Based Management
SGC School Governing Council
SIP School Improvement Plan
SPT School-Community Planning Team
SRA Student-Led Risk Assessment
SRC School Report Card
SWM Solid Waste Management
SY School Year
WASH Water, Sanitation and Hygiene
 School-Community Planning Team
_____________________________________________________________________________________________________________________

RICKY A. APOSTOL
Principal IV, Team Leader

NELSON D. GATDULA
Asst. Principal II, Asst. Team Leader

IMELDA G. PALACIO
JOSEPH ANTHONY A. AQUINO
CHERRIE LYNNE G. ALBIS
Teacher Representatives

JESSA E. CABANTOG
JOHN VER M. DE ROXAS
Student Representatives

DOMINGO M. MENDOZA
LORIE ANN P. DAGUNO .
Parent Representatives

RAMON M. GALICIA
JOHNNY D. CAYAT JR.
Barangay LGU Representatives

RICHARD F. MUTYA
BDRRMC Member

ANNIE P. CAYAT
REX M. MAGRACIA
School CPC Members