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I. ENDORSEMENT

MERCELITA L. PORMENTILLAAssistant Schools Division SuperintendentOfficer-In-ChargeDivision 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 OSCAR GUEVARRA RENATO GUEVARRA AMABELLE AQUINO Principal 1 Brgy. Chairman Brgy. Representative Parent Representative

JASON S. DIMAISIP KAREN K. GUEVARRA Teacher Representative Pupil 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 multi-grade 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 TypeComplete Elementary School

2. Personnel Profile

NAME OF TEACHER POSITION Grade SUBJECT HANDLED ASSIGNMENT NO. OF YEARS IN SERVICE

Segunda K. Obaña Teacher I II All Subjects Adviser 23Liza D. Katigbak Teacher III III All Subjects Adviser 14

Minerva K. Guevarra Teacher I IV HEKASI IV-VIAdviser

Canteen TeacherHEKASI Coordinator 20

Ma. Jerica K. Ibarrola Teacher I V English IV-VIFilipino IV-VI

AdviserEnglish & Filipino

Coordinator 3

Jason S. Dimaisip Teacher I VI Science IV-VIMathematics IV-VI

AdviserProperty Custodian

Math & PESS Coordinator 2

Potenciano G. Cuello Teacher II Subject Teacher EP IV-VIEPP IV-VI

MSEP IV-VIEP&EPP Coordinator 23

Melvin A. Almario Principal I 11

3. Physical Facilities

No. Of Academic rooms No. Of Non-Academic rooms No. Of CRs No. canteen Library Science Lab Computer rooms

6 4 10 1 1 0 0

4. Others

Enrolment as of July 31, 2009GRADE ENROLMENT NO. OF CLASSES

123456

373023292319

111111

TOTAL 161 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 2007-2008 (%) 2008-2009 (%) REMARKS(Increase or Decrease, Why? What does it mean?)

1. DROP-OUT RATE 0 0Drop-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

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.). Teacher-pupil contact time must be maximized.

3. PROMOTION RATE 98.17 96

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.). Teacher-pupil contact time must be maximized.

4. GRADUATION RATE 100 100Maintained 100% graduation rate due to

interventions applied. Such interventions must be sustained

5. COMPLETION RATE 61 64

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 REMARKS

FILIPINO 62.77 82.76

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.

MATHEMATICS 36.96 72.00

There is a 35.05% increase in MPS in Mathematics due to the "AFTER 3 REMEDIAL CLASS PROGRAM FOR GRADE III AND GRADE VI"


ENGLISH 35.54 74.74

There is a 39.20% increase in MPS in English due to the "AFTER 3 REMEDIAL CLASS PROGRAM FOR GRADE III AND GRADE VI"


SCIENCE 31.16 65.13 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

There is a 26.28% increase in MPS in HEKASI due to the "AFTER 3 REMEDIAL CLASS PROGRAM FOR GRADE III AND GRADE VI"


AVERAGE 42.66 73.55

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

Gr.

PRETEST

REMARKS2007-2008 2008-2009ENGLISH FILIPINO ENGLISH FILIPINO

NR F INS IND NR F INS IND NR F INS IND NR F INS IND

I 13 9 13 3 13 9 13 3 14 11 6 0 7 14 4 6

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

II 1 18 12 0 1 20 9 1 2 21 4 1 1 7 12 8

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.

III 0 17 10 0 1 12 6 8 0 17 7 6 0 13 5 12

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

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.

V 0 16 2 1 0 3 6 10 0 14 5 1 0 0 12 8

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

VI 0 5 21 3 0 1 23 15 0 15 1 4 0 4 7 9

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.

Gr.

POSTTEST

REMARKS2007-2008 2008-2009ENGLISH FILIPINO ENGLISH FILIPINO

NR F INS IND NR F INS IND NR F INS IND NR F INS IND

I 2 22 8 6 2 22 8 6 3 17 3 8 3 9 4 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

II 1 16 7 6 0 4 9 17 0 9 9 8 0 1 10 15

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

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

IV 0 2 11 9 0 1 5 16 0 9 12 2 0 1 8 14

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.

V 0 13 3 3 0 0 2 17 0 0 10 10 0 0 8 12

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

VI 0 0 24 4 0 0 10 18 0 4 4 11 0 1 6 11

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

2007-2008 2008-2009 RemarksBelow Normal Normal Above Normal Below Normal Normal Above Normal

53 102 1 51 107 1

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 REMARKS

I 1:1 2:1 N/A 4:3 1:1 N/A N/A 37:1

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.

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

C. School Management1. Leadership

1.1 Administrative Functions1 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 development8 Make all transparent reports to the appropriate offices

1.2 Instructional Functions1 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 community1 Reconstruction of the stage (PTA Project).2 School Feeding Program (Sponsored by PTA)

3 Feeding, Gift Giving and Gutter Construction of Marcos Type Bldg. (Sponsored by KIWANIS Club of San Pableños and PICE)4 Book Giving (Sponsored by Emerald Lions Club)5 Gift Giving (Sponsored by Emerald Lions Club)6 Mobile Learning Project (Sponsored by CongW. IVY Arago)

2. Planning and Development

2.1 Projects/Programs

PROJECTS/PROGRAMSCLASSIFICATION

(National/Regional/Division/School-Instructional/Physical/Health/Sports)

OUTCOME (Specify and quantify)

INTENSIFIED SCHOOL FEEDING PROGRAM (ISFP) School/Health Improved nutritional status of pupils identified with

below normal status from 53 to 51BRIGADA ESKWELA School/Physical Improved school facilities and physical appearance

2.2

INTERVENTIONS EFFECT/OUTCOMEAfter 3 Remedial Class Program for Grade III and Grade VI

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 IDENTIFICATION1. Provision of Equitable Access

a. Availability of Learning Materials

GRADE ENGLISH MATH SCIENCE FILIPINO HKS/SK EPP MSEP EP

I 1:1 1 book for 2 pupils N/A 3 books for 4

pupils 1:1 N/A N/A 1 book for 37 pupils

II 1 book for 2 pupils 1:1 N/A 1 book for 3

pupils 1:1 N/A N/A 1 book for 30 pupils

III 1:1 1 book for 2 pupils 1:1 1:1 1:1 N/A N/A 1 book for 23

pupils

IV 2 books for 3 pupils

2 books for 3 pupils 1 book for 3 pupils 1 book for 2

pupils 2 books for

3 pupils 2 books for 29 pupils

0 book for 29 pupils


V 1:1 1:1 1:1 1:1 1:1 3 books for 23 pupils



VI 1:1 1:1 1:1 1:1 1:1 2 books for 19 pupils



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 Educationa. Learner Performance (SY 2009-2010)

1 Achievement Rate (NAT result) 73.55% Average MPS, NAT 6 2009

2 Reading Comprehension

64 struggling readers out of 161 pupils in English 36 struggling readers out of 161 pupils in Filipino

3 Nutritional Status 68 Below Normal Nutritional Status out of 161 pupils

b. 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 Servicesa. Stakeholder Participation

30 stakeholders participated in brigada eskwelab. Instructional Supervision

6 out of 14 required observation were done by school head in a monthc. Resource mobilization and management

MOOE is used for electric bills

V. GUIDING PRINCIPLES

ATISAN ELEMENTARY SCHOOL CORE VALUESEXCELLENCECONNECTIONACCOUNTABILITY

VISIONA'S FOR EXCELLENCE...A-CCOUNTABLE SCHOOL HEAD AND TEACHERSA-CTIVE PARNERSHIP OF THE SCHOOL AND THE STAKEHOLDERSA-CADEMICALLY PERFORMING AND VALUE-LADEN LEARNERS...GEARED TOWARDS 75% MPS

MISSION

Atisan Elementary School is committed to TEACHT-ie up with the stakeholders (Parents, Community and LGUs)E-nhance teacher's competencies A-ssess pupil's performanceC-ommunicate, andH-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 2011-20125. Improve promotion rate from 96% to 99% by SY 2011-20126. Raise completion rate from 64% to 75% by SY 2011-20127. 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 2011-201212. Maximize financial resources on school, teachers and pupils needs.

VI. THREE YEAR WORK PLAN

PRIORITY IMPROVEMENT

AREASOBJECTIVES

PROGRAMS, PROJECTS, ACTIVITIES

RESOURCE REQUIREMENT TIMELINE AMOUNT AND TARGET SOURCES OF FUNDS (PHP)

MATERIAL S HUMAN FUNDS 2009-2010 2010-2011 2011-2012 MOOE PTCA LGU OTHERS

PROVISION OF EQUITABLE ACCESSLEARNING 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 GradeGRADE IEnglish -10 (R)Math -38EP -40GRADE IIMath -30Filipino -30 (W/P)Sibika at Kultura -30EP -30GRADE IIIMath -15Science -25Filipino -25 (W/P)EP -30GRADE IVEnglish -13(R),10(L)Math -15Science -20Filipino -17(P), 7(W)HEKASI -30EPP -30MSEP -30EP -30GRADE VEnglish -6(R), 6(L)Math -15Science -20Filipino -6(P), 6(W)HEKASI -30EPP -30MSEP -30EP -30GRADE VIMath -15Science -20HEKASI -30EPP -30

1. DepEd-SPC, Supply Division2. School Head

8800.00

12000.00

9500.00

19500.00

7900.00

15500.00

National Fund

8800.00

12000.00

9500.00

19500.00

7900.00

15500.00

MULTIMEDIA/ LEARNING EQUIPMENTS

MSEP -30EP -30

2. Make the following learning kits and tools available to pupils by 2011-2012A. Science EquipmentsB. SRA KitsC. ComputersD. TV setsE. DVD F. Home Economics KitsG. Practical Arts KitsH. Sports EquipmentsI. Gardening ToolsJ. 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.)

A. Science Equipments 5 setsB. SRA Kits 2 setsC. Computers 10 setsD. TV sets 6 setsE. DVD 4 setsF. Home Econo- mics Kits 5 setsG. Practical Arts Kits 5 setsH. Sports Equip- ments 1 setI. Gardening Tools 2 setsJ. First Aid Kits 5 sets

1. School Head2. Teachers3. PTA4. LGUs5. NGOs

50000.0020000.0050000.00

42000.00

5000.005000.00

5000.00

5000.00

3000.00

5000.00

50000.0020000.00

5000.00

42,000.00

5000.00

5000.00

5000.00

3000.00

5000.00

Donations50,000.00

QUALITY AND RELEVANCE OF BASIC EDUCATIONPUPILS 1. Improve pupils AFTER 3 1. Reviewers Subject Teachers NONE

PERFORMANCE

PUPILS PERFORMANCE

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.

REMEDIAL CLASS PROGRAM FOR GRADE VI PUPILSa. Planning and orientationb. Program implementationc. Assessment/Evaluation

30 sets

of: a. English b. Mathematics c. Science d. Filipino e. HEKASI

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.

1. MENTOREAD a. INSET: Assessment of Teachers Competencies in Teaching Reading.a. Planningb. INSETc. Application d. Monitoring and Evaluation

2. D.E.A.R. (Drop Everything and Read Program)a. Identification of slow and non-readers.b. allocation of time for the program.c. full implementationd. monitoring and evaluation

Manual on standards of

teaching reading

Reading Materials Available

1. School head2. Teachers

Advisers

1000.00

NONE

1000.00

PUPILS PERFORMANCE

PUPILS PERFORMANCE

PUPILS PERFORMANCE

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. Identification of pupils with below normal nutritional status

2. mobilization of major stakeholders for the full implementation od the program

1. Food supplies /ingredients (vegetables, rice, msg, etc)

1. PTCA officers and members2. School Head3. NGOs4. LGUs

20,000.00 5000.00 5000.00 5000.00 Donations5000.00

4. Minimize repeaters from 1.39% to 0 by SY 2011-2012

Close Monitoring and Supervision of Teacher-Pupil contact time

1. School Head2. Teachers

NONE

5. Improve promotion rate from 96% to 99% by SY 2011-2012



NONE

6. Raise completion rate from 64% to 75% by SY 2011-2012



NONE

MANAGEMENT OF EDUCATIONAL SERVICESINSTRUCTIONAL SUPERVISION

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:

A. Basic Computer Literacy a. Planning b. INSET c. Application d. Monitoring and Evaluation

A. Manual on Basic Computer Literacy

1. School Head2. Teachers3. Stakeholders

10,000.00 10,000.00

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; andJ. 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

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

E. Assessment a. Planning b. INSET c. Application d. Monitoring and Evaluation

F. Disaster Preparedness a. Planning b. INSET c. Application d. Monitoring and Evaluation

B. Handouts on new trends in teaching strategies, methods and techniques

C. Manual on School-Based Management Implementation

D. Handouts on Making Test Questions

E. Handouts on Assessment

F. Handouts on Disaster Preparedness

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

G. Handouts on Remedial Class Implementation

H. Handouts on Mentoring Techniques

I. Handouts on Learning Styles

J. Manual on How to organize EMIS

PARENTS PARTICIPATION

INSTRUCTIONAL SUPERVISION

1. Increase stakeholders’ participation on Brigada Eskwela from 30 participants to 200 participants by SY 2011-2012

INFODRIVE on BRIGADA ESKWELA and BRIGADA ESKWELA PLUS

Manual on BRIGADA ESKWELA and BRIGADA ESKWELA PLUS

1. School Head2. Teachers3. Stakeholders

NONE

2. Raise school head’s observation from 6 to 24 observations a month by 2011-2012

Implementation of 26 OBSERVATION TOOL

26 Observation Tool


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


1000.00

1000.00

TOTAL 296200.00SUB-TOTALS 92,000.00 70,000.00 5000.00 129200

TOTAL 296200.00

ATISAN ELEMENTARY SCHOOLSan Pablo City

ANNUAL IMPLEMENTATION PLANSCHOOL YEAR 2009-2010

PRIORITY IMPROVE-

MENT AREAS

OBJECTIVESPROGRAMS, PROJECTS, ACTIVITIES

RESOURCES REQUIREMENTS TIME FRAME SOURCES AND AMOUNT OF FUNDSQ1 Q2 Q3 Q4Q1 Q2 Q3 Q4 J F M A M J J A S O N D MOOE/CANTEEN PTA LGU OTHERS

PROVISION ON EQUITABLE ACCESSLEARNING

MATERIALS

MULTIMEDIA/

LEARNING EQUIPMENTS

1. Provide 1:1 Pupil-Text book ratio across all subjects in Grade I by Jan. 2010

Procurement of additional books for the following subjects by grade:GRADE IEnglishMathEP

Number of books needed by subject by grade:

GRADE IEnglish-10(R) Math-38EP-40

National Fund8800.00

2. Make the following learning equipments available to pupils by Jan. 2010A. Science Equipments

Procurement of the following learning equipments:A. Science Equipments

A. Science Equipments 5 sets

5000.00

QUALITY AND RELEVANCE OF BASIC EDUCA-TIONPUPILS

PERFOR-MANCE

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 2009-2010

AFTER 3 REMEDIAL CLASS PROGRAM FOR

GRADE VI PUPILS

a. Planning and orientationb. Program implementation

Subject Teachers of:

a. English b. Math c. Science d. Filipino e. HEKASI

2. Reduce number of struggling

1. MENTOREADa. INSET: Assessment of

A.1. School head2. Teachers

1000.00

readers including non-readers 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 2009-2010.

Teachers Competencies inTeaching Reading.1. Planning2. INSET

2. D.E.A.R. (Drop Everything and Read Program)

3. Manual on Standards of teaching readingB. 1. Reading Materials Available2. Advisers

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.

INTENSIFIED SCHOOL FEEDING

PROGRAM (ISFD)

1. Food supplies (vegetables,rice, msg, etc)2. PTCA officers and members3. School Head4. NGOs5. LGUs

5000.00 1000.00 1000.00 Donations5000.00

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



MANAGEMENT OF EDUCATIONAL SERVICES 1. Improve teachers’ competencies by SY 2009-2010 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

In-Service Trainings on the following:

A. Basic Computer Literacya. Planningb. INSETc. Applicationd. Monitoring and Evaluation

B. New trends in teaching strategies, methods and techniques in Mathematics, Science and Health, a. Planningb. INSETc. Applicationd. Monitoring and Evaluation

A.1. School Head2. Teachers3. Stake holders4. Manual on Basic Computer LiteracyB. 1. School Head 2. Teachers 3. Handouts on new trends in teaching strategies, methods and techniques

1000.00

1000.00

Increase stakeholders’ participation on Brigada Eskwela from 30 participants to 100 participants by SY 2009-2010

INFODRIVE on BRIGADA ESKWELA and BRIGADA ESKWELA PLUS

1. School Head2. Teachers3. Stakeholders4. Manual on BRIGADAESKWELA and BRIGADAESKWELA PLUS

Raise school head’s observation from 6 to 17 observations a month by 2009-2010

Implementation of 26 OBSERVATION TOOL

1. School Head2. Teachers3. 26 Obser- vation Tool

Maximize financial resources on school, teachers and

INSET: Simple Accounting in aSmall School a. Planninga. Planning

1. School Head2. Teachers3. Manual on Simple

pupils needs. b. INSETc. Applicationd. Monitoring and Evaluation

Accounting 1000.00

SUB-TOTALS SUB-TOTALS 14000.00 1000.00 1000.00 13800.00TOTAL TOTAL PHP29800.00

DEPARTMENT OF EDUCATIONREGION IV-A CALABARZON

DIVISION OF SAN PABLO CITYSAN FRANCISCO DISTRICT

PREPARED BY: REVIEWED BY; APPROVED BY

MELVIN A. ALMARIO NORY O. ALCANTARA MERCELITA L. PORMENTILLA, Ed.D. PRINCIPAL I DISTRICT SUPERVISOR Assistant Division Superintendent,

Officer In-Charge of the Division

i - atisan elementary school | keeping ahead!!! · web viewmake all transparent reports to the...

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