Elementary

Letang School

S E

H R
A

PROJECT SHARE
S - school’s stakeholders
H - harmoniously work together to
A - attain
R - relevant and quality
E - education
 INTERPRETATION OF THE PROJECT LOGO
School Children – Represents the central focus of Project SHARE in its
implementation.

Facial Expression of the School Children - Represents the accomplishments that

affirms the successful implementation of the school project.

Computer - Symbolizes the 21st Century Education. This signifies the technological
advancement to be adaptive and responsive to the needs of our digital native
learners in order to make education be relevant, meaningful and useful for our
learners. This project is trying to address.

Globe - Symbolizes the environment and surroundings of the children that has an
important influence on their well-being and development. This environment distinct
from the emotional, cultural, or learning environments in which children find and
adapt themselves to learn.

Green Color of the Globe – Represents the child friendly and healthy well – being
of diverse learners and teachers.

Blue Color of the Globe – Confirms the extent of opportunities of school children in
the school in terms of basic skills to be developed among learners.

Individuals in Circular Formation - Represents the different stakeholders of the

school. It symbolizes the willingness or affirmation and accessible participation of
stakeholders to collaborate together in the implementation of Project SHARE.

Holding Hands of Individuals - Signifies the stakeholders working together with

mutual understanding in the attainment of the objectives of the said project.

The color of the acronym SHARE – Yellow signifies the sun rays that shows the
burning desires of the stakeholders in the implementation of the project

The Color of Letang Elementary School – White color shows the financial matters
in the implementation of the project that is clear and fair.
Introduction:

Letang is one of the sitios of Barangay Tapapan that is one of the

barangays of the municipality of Bauko. The said sitio is situated at the eastern
part of the barangay. It is 1000 meters away from the provincial road that could
be reached through hiking or by vehicle passing a concrete barangay road. It has
a total population of 369 male and 354 female with a total enumeration of 723.
This is based from the conducted barangay survey by the Barangay Health
Workers of the Barangay last March 2019.

Within the Sitio is Letang Elementary School where among the populace of
the sitio enrolled. As of this time, the enrollees of the school from kinder to grade
VI are 57 male and 70 female which is 127 in all and are handled by 7 teachers
and a school head.

Theoretical Framework:

Project SHARE is anchored on SIPOC model . SIPOC is a method to

properly describe the transformation process within a company that offers
products and/or services. It’s a tool for process improvement that
summarizes the input and output of one or multiple processes in tables.
SIPOC is an acronym for Suppliers, Inputs, Process, Output and
Customers, also the names of the columns. The tool was born in the ’80s
and is a program within quality systems such as Six
Sigma, Kaizen and Lean manufacturing.

The SIPOC model method makes clear which factors influence the
transformation process and which parties are involved. By mapping this, a
company can find out everything that needs to be worked out to have
their processes run smoothly.

The supplier supplies input in the form of raw and other materials,
semi-finished products, knowledge and expertise tailored to a company’s
needs. This is an important step in the process towards the eventual
shape the final product or service will take for the customer. This output
has to comply with and perhaps even surpass the customer’s
requirements. The customer is not necessary an external party, they can
also be from within the organization. This means supplier/customer
relations can also exist within a company.

The SIPOC model helps prevent that parts of the transformation

process are overlooked. The SIPOC method clarifies the process to
employees who have little or no knowledge about the transformation to
the final product, and it also helps employees define a new process
clearly.
Conceptual Framework:

S I P O C
SUPPLIERS INPUTS PROCESS OUTPUT CUSTOMER
(Who (What inputs (What does the (What are (Who are
supply are required?) process do?) the the
process outputs?) customers
inputs) ?)
1.School 1.School 1.Evaluation of 1.Improved 1.School
Head Performance school school Head
2.Teachers Indicators/Result performance performance 2.Teachers
3. Parents 2. SBM Result indicators and indicators 3.Learners
3. SBM action SBM result 2.Improved
plan 2. Planning of SBM level of
4. Raw materials Interventions/ practice
in making Programs/
teaching- Activities
learning 3.
materials Implementation
5. School head of planned
supervisory Interventions/
plans Programs/
6. Teachers’ Activities
Daily lesson 4. Monitoring
plans or lesson and evaluation
logs of implemented
Interventions/
Programs/
Activities
5.
Implementation
of home
visitation
1.School 1.school-based 1.Intensify SBFP 1.Rehabilitate Kinder to
Head feeding program program d 100% of Gr. 6 who
2.Teachers report for school 2. Regular the are
year 2018-2019 monitoring of beneficiaries categorize
and beginning of SBFP d as
to normal
school year implementation severely
2. Food and
nutritional wasted
Supplies status.
2.Improved
health and
nutrition
values and
behavior of
school
children.
1.School 1.PHIL-IRI Tools 1.Preparation 1. Improved Grades I
Head and Forms 2.Remediation result of PHIL- to VI
2.Teachers 2.Reading 3.Distribution IRI pupils
Materials, 3.Test Proper
3.Charts,
 4.Videos 4.Retrieving
5. Reading 5.Checking
Action plans 6.Evaluation
of
Results of
7.Remediation
8.Identifying
Mastered/Leas
t
Mastered
Skills
9.Preparation
of
New Materials
or
Reinforcement
-Intensifying
school reading
programs
1.School Stakeholders’ -Search for Strengthen 1.School
Head Participation active PTA partnership Head
2.Teachers rate/result officer or between 2.Teachers
3. -Letters of member school 3.
Stakeholde personnel and Stakeholde
invitations to -Acknowledge
rs stakeholders rs
stakeholders stakeholders
on conferences efforts,
or school donations and
activities presence
-Attendance -PTA/SGC
Sheets Monthly/Weekl
-PTA Action y school visit
Plans
-PTA
Accomplishme
nt Reports

1.School 1. Summary of 1.Implementati 1.Enhanced 1.Teachers

Head teachers’ on of INSETS knowledge 2.Learners
2.Teachers developmental/ and LAC and improved
training needs. Sessions capabilities of
2.Monitoring of
2. LAC Session teachers.
INSETS and LAC
plans Sessions
2. Improved
3. INSETS classroom
Training teaching-
Designs and learning
Matrix knowledge
Project Rationale:

Guided by the goals of Deped Mountain Province Division Project

banner DEAL (Data-driven deliverables to Ensure the Advancement of
Learners, Leaders, and Localities) and in support to Deped CAR project
banner MAIDEN (Management Assistance to Identified Development and
Enhancement Needs of Schools). Letang Elementary School (LES) crafted
its school project banner SHARE (School and stakeholders Harmoniously
work together to Attain Relevant and Quality Education) in the effective
delivery of basic education services to ensure that every Filipino has
access to complete basic education (access), every graduate is prepared
for further education and the world of work (quality) and an effective,
transparent and collaborative governance of basic education (governance)
and the provisions of the Enhanced Basic Education Act 10533 which
states: “we shall create a functional basic education system that will develop
productive and responsible citizens equipped with the essential competencies, skills
and values for both life-long learning and employment”.

It is with ardent hope that project SHARE will serve as catalyst, to

improve the school academic and non-academic performance and some of
the school performance indicators and other school practices such as:

A. Literacy Level (General Average)

School Grade S.Y. S.Y. S.Y.

Level 2016-2017 2017-2018 2018-2019
I 90 89 88
II 87 88 84
III 86 86 83
IV 86 85 84
V 87 87 85
VI 82 88 86
Total 86.33 87.16 85

Analysis: The school literacy result is fluctuating from 86.33% to 86% from
school year 2016-2017 then went down in S.Y. 2018-2019.

With the implementation of the K to 12 curriculum, LES focuses on a

learner-centered curriculum where learners are developed and honed to become
culturally aware and competent individuals when it comes to literacy skill
development. In the attainment of these visions come new programs and
activities, however, due to overlapping activities and poor planning and
implementation of these new programs and activities the result of literacy
evaluation is not improving. Some pupils perform poorly in other subjects
because they cannot read and understand the materials. Often the reader
tends to “give-up”.
Although LES teachers are providing extra instructional time to help pupils
achieve levels of literacy that will enable them to be successful through
their school careers and beyond.
Thus, school project banner SHARE was developed to give additional
help to Letang Elementary School pupils who have fallen behind to learn
to the best of their ability and to bring back into the mainstream classes
as far as possible through a reading program implementation and
providing reading materials
On the other hand, this project will help to build Parent-Teacher
relationships and essential for establishing school-family partnership that
constitutes the foundation for all other forms of family involvement in
education.

B. Nutritional Status

Status S.Y. S.Y. S.Y.

2016-2017 2017-2018 2018-2019
131 141 134
Severely Wasted 0 0 0
Wasted 1 5 1
Normal 129 135 133
Overweight 1 1 0
Obese 0 0 0

Analysis: The data reveals that there are few pupils who are wasted and
overweight for the past two school years, while majority of them are normal in
their nutritional status.

Letang Elementary School recognizes the importance of good

nutrition for the improvement of academic performance of learners. It is
considered to be a sound investment in education as it is associated with
increased enrollment, improved attendance, better performance,
decreased repetition and drop-out rates. And the school want to eradicate
the wasted and overweight status through the continuation of the School-
Based Feeding Program (SBFP) which project SHARE is also anchored.

For this school year (2019-2020), SBFP program will prioritize 100%
of the kindergarten to Grade 6 pupils categorized under severely wasted
based on the nutritional status report. The 120-day feeding program is
expected to improve the nutritional status of the pupils which is expected
to result in 85-100% classroom attendance and improve the children’s
health and nutrition values and behavior.
 C. School Performance Indicators

Performance Indicators School Year School Year School Year

2016-2017 2017-2018 2018-2019
1.Participation Rate 100% 100% 100%
2. Retention Rate 100% 100% 100%
3. Completion Rate 92.86% 91.67% 91.26%
4. Cohort Survival Rate 100% 104.52% 72.73%
5. Drop-out Rate 0% 0% 0%
6.Repeater Rate 0% 0% 0%
7. Transfer in Rate 0% 0% 0%
8.Transfer out Rate 0% 0% 0%
9. Promotion Rate 100% 100% 100%
10. Graduation Rate 100% 100% 100%

Analysis: It is shown in the table that the school’s performance

indicators for the past three years are all 100% and 0% except for
Cohort Survival rate and Completion rate due to transfer of
residence.

There is inconsistency or fluctuation to some of the school’s

performance indicators due to transfer of residence but still Project SHARE
will be a channel for transformation in order that 100% and 0% standard
rate set by the government be achieved. Teachers will be empowered to
make decisions in order to solve their own problems without any authority
figure and put emphasis in addressing learners’ felt needs, through
providing multi-tasking activities with healthy collaboration among the
internal and external stakeholders to primary client – the learner through
teachers’ constructed teaching-learning materials.

D. Stakeholders’ Participation

School Activities S.Y. S.Y. S.Y.

2016-2017 2017-2018 2018-2019
84 parents 83 parents 87 parents
Brigada Eskwela 88% 90% 95%
School Program 90% 85% 92%
PTA Meeting 89% 93% 92%
Other Activities 50% 75% 80%

Analysis: The table shows that parents’ participation in the different school activities
did not meet the target participation rate of 100% due to economic status,
conflict of schedules and lack of information.

The stakeholders play an important role in managing schools. They

are the partners of the school leaders in making the schools conducive to
teaching and learning. It cannot be denied that the main focus of the
teaching-learning activities in schools is the child. The ultimate goal of the
vision and mission of the schools is to develop the child to acquire lifelong
learning and skills.

In crafting the School Improvement Plan, stakeholders are members

of the working committee who looks into their involvement in making the
school conducive to learning. They are also responsible for the
achievement of the learning outcomes through their active participation in
school activities, programs and projects.

School heads are empowered by virtue of RA 9155 also known as

the Basic Education Act of 2001, where school heads/ leaders can make
innovations on the strategies and techniques to raise the school
performance. Stakeholders are also empowered so that they can do
something in school for the benefit of the learners provided that it does
not involved gambling and other forms of it.

Project SHARE of Letang Elementary School aim to build harmonious

relationship (school-community) because the stakeholders are now in the
integral part of the school system. The school head and teachers have to
strengthen the development of linkages between the school and the
community to win the stakeholders’ support.

E. SBM Level of Practice

S.Y. S.Y. S.Y.

2016-2017 2017-2018 2018-2019
Developing Developing Developing

Analysis: The table shows that the school’s SBM level of practice for the past
three school years was developing.

Letang Elementary School’sa SBM is on level I and with a qualitative

interpretation of Developing. This means that the school is constantly
finding ways to improve its performance in terms of management.
Parents, LGUs and the Stakeholders can be certain that constant
monitoring and assessment shall be made so that the school will
constantly improve and align with the Department of Education thrust for
Continuous Improvement.
With project SHARE, Letang Elementary School will improve its level
of SBM by intensifying its practice and strategy by providing the school
head, teachers, pupils and parents greater control over the educational
process by giving them responsibility for decisions about the school
budget, personnel and the curriculum. Through project SHARE, SBM can
create more effective learning environments for children.
 Furthermore, Letang Elementary School will improve its SBM level of
practice by improving its filing of school records and accomplishments for
transparency and realistic monitoring and evaluation purposes.
F. Teachers’ Development

Teachers’ Training S.Y. S.Y. S.Y.

and Seminars 2016-2017 2017-2018 2018-2019
7 7 7
ICT 1 2 1
LAC 7 7 7
K to 12 7 7 7
SBM 0 0 0
Others 3 2 1

Analysis: The table shows that majority of the teachers attended LAC sessions
and K to 12 trainings and other teaching related trainings except for SBM and
ICT.

The guidelines for the effective implementation of elementary

curriculum in the Philippines clearly stated that the use of Information and
Communication Technology in instruction will help develop learners to be
empowered in a rapid changing world (DepEd, 2009). This directive of the
department mandated all the public elementary schools in the country to
use learning equipment and materials which includes computer programs
that are educational, interactive and experiential.

Studies showed that the use of computers and educational

softwares in teaching has a significant impact in pupils’ learning outcomes
(Fritz, 2009). Pupils were highly motivated and focused in any lesson
which involves manipulation of computers and teachers act as facilitators
of learning rather than talking all throughout the lesson.

Currently, 4 out of 7 teachers of Letang Elementary School have

background in basic data encoding and computer operation. Only 3 of the
7 teachers has an advance knowledge in computer in used in the
classroom teaching-learning process. And this is where project SHARE
comes in, it will be the gateway in transforming and fostering teachers to
become a highly competent teachers so as to the use of ICT through the
school’s regular SLA sessions and INSETS.
 PROJECT DEAL WRITE-UP
I. General Project Information
Project Title Stakeholders of the school Harmoniously work
together to
Attain Relevant and quality Education in the
Philippines

Proponent/s Letang Elementary School

Program Improving school performance indicators and SBM

Description level of practice with the indigenization of curriculum
and classroom resource materials through the
empowered teachers and stakeholders.

Duration June 2019 to April 2022

Management Public Schools District Supervisor, School Head,

Level of Program School Programs/Projects Coordinator, PTA officers
and members

Delivery Mode Formal Face To Face (F3) Training followed by Job-

Embedded Learning Components of the program,
SLAC sessions.

Target Clienteles Teachers, Leaners and stakeholders

Budget (see attached)

Requirements
Rationale Letang Elementary School is a performing school. In its
aim to perform higher, improve learners and be
productive, the school conceptualize project SHARE and in
support also with project DEAL of Deped Mountain
Province division.

With project SHARE- Stakeholders of the school

Harmoniously work together to Attain Relevant and
quality Education in the Philippines and aligned with
DepEd’s Mission, Vision and Goals. It will be a guide for
the school to implement and perform well all activities
and programs of the school banner project.

The result of the school performance indicators and SBM

monitoring affects the school that is why there is a need
for immediate intervention through the crafting of this
school banner project.
Program Generally, Project SHARE aims to increase the
Objectives school performance along access, quality,
governance and relevance as evidenced in the
development of learners, performing school teachers
and active stakeholders.
Specifically, it aims to:
 Improve literacy level of learners through
reading program implementation and
preparation of learning materials.
 Rehabilitated 100% of the learners to normal
nutritional status through the school-based
feeding program.
 Improve school performance indicators.
 Strengthen partnership between school
personnel and stakeholders through regular
communication, conference and the use of
social media.
 Increase the SBM performance rating.
Improve teachers’ professional and
developmental growth through INSETS and LAC
sessions, formal studies and etc.
 Update the teachers on new trends in teaching
using computer programs and soft wares in
response to the needs of digital learners.

End-of-Program Project SHARE aims to attain the following outputs

Outputs for the short-term but also outcomes for the long-
term:

Component A: Strategic Management

and Operations
Improved School Based Management Level of
Practice on School Leadership and Accountability
Improve Performance indicator
- Regular preparation of school transparency
board.
- Inclusion of PTA and other stakeholders during
SMEA, SIP and APP preparation, monitoring,
evaluation and other school conference.

Component B: Curriculum and

Instruction Management
Improved School Based Management Level of
Practice on the Curriculum and Instruction
Component through:
- Preparation of instructional materials.
- Implementation of reading programs.
- Update the teachers on new trends in teaching.
 using computer programs and soft wares
through SLAC sessions.
- Provision of Technical Assistance on curriculum
and instruction management.

Component C: Human Resource

Development
Improved School Based Management Level of
Practice on Human Resource Management and
Accountability and Continuous Improvement
- Intensified SLAC sessions and INSETS
- Teachers implemented their IPDP’s

Component D: Partnership and Linkages

Improved School Based Management on partnership
to improve access, quality and governance
- Strengthen partnership between school personnel
and stakeholders

Component E: Awards and Recognition

- Improved School Based Management Level of
Practice on Accountability and Continuous
Improvement;
- Improved Performance Indicators;
- Improved SBM level of practices;
II. Program Content Focus
Content Matrix
Objectives Content Activity
Durati Expected Output
on
Component A: Strategic Management and Operations
Prepare an School Based Workshop 1 Day School Based
annual Management Management
action plan Action Plan
to improve School
School Performance
Based Indicators
Manageme
nt level of
practice
and School
Performanc
e Indicators

Implemente Improving Implementatio 3 Accomplishment

d School School Based n of Action Years Report
Based Management Plan
Manageme level of
nt Action practice and Monitoring and
Plan with School Evaluation of
regular Performance Action Plan
monitoring Indicators
and
evaluation

Component B: Curriculum and Instruction Management

Prepared Instructional LAC Sessions Whole Developed
Instructiona Materials Workshops Year Instructional
l Materials Materials
Strengthen School Intensifying Whole Improved pupils’
ed school reading school reading Year reading skills
reading Programs program
programs
Updated New Trends in SLAC Sessions Whole Updated
the teaching Year teachers’ skills
teachers on on computer
new trends programs
in teaching
using
computer
programs
and soft
wares
Component C: Human Resource Development
Implemente Programs, Implementatio Whole Implemented
d, Projects and n of the Year Target
monitored Activities programs,
and projects and Reports on
evaluated activities Measurement
the and Evaluation
Individual Monitoring and
Performanc Evaluation
e
Developme
nt Plan of
Teachers to
enhance
their
competenc
e
Strengthen Performance Conduct of the Year RPMS reports
ed management 4 phases of Round and other
personnel following the the RPMS and documentations
performanc 4 phases for inclusion of
e continuous analysis of
manageme improvement reports in
nt for DMEA
continuous
improveme
nt
Component D: Partnership and Linkages
Sustained Sustaining -Engage Whole Report on
and and partners for school programs and
institutional institutionalizi funding/suppor year projects
ized ng t of identified supported by
partnership partnership programs and partners
and projects
linkages -Recognize
Report on
with partners thru
recognition of
stakeholder certificates
partners
s and feedbacks
-Organize and
mobilize the
PTA
-Conduct
stakeholders
forum
Component E: Awards and Recognition
Implemente Recognize Workshop/mee 2nd -List of division-
d employee worthy ting to: quarte initiated PRAISE
welfare deeds, -Identify r of programs with
thru actions, PRAISE 2019 guidelines/mech
rewards accomplishm programs anics
and ents of -Develop
personnel as
recognition guidelines/
motivations
( PRAISE mechanics for Report on awards
for
Program) identified and recognition
continuous
improvement PRAISE 3rd
programs and
-Conduct of 4th
searches and quarte
awarding rs of
programs 2019

III. Activity Matrix

1ST CALENDAR AND SCHOOL YEAR IMPLEMENTATION
A. Planning Phase
Date Activity Duratio Persons MOV
n Involved
 Problem School Head,
May Identification or Lead Teacher, School banner
1 day
2019 Assessment Teachers and project
approach ICT
coordinator
- Crafting of School
Banner Project
1. Design the school
project logo
2. Interpret the
meaning of the
school project logo
3. Complete the
general program
information
4. Write the program
rationale
5. Write the
objectives, end of
program outputs and
expected final
outcomes
5. Develop the
School Head,
program content
Lead Teacher,
June focus and activity School banner
1 month Teachers and
2019 schedule project
ICT
6. Identify the
coordinator
committees and
tasks, and assign key
persons under each
committee
7. Identify resources
required to
implement the
program
8. Develop the
monitoring and
evaluation process
9. Develop the line
item budget
10. Illustration or
Enhancement and
printing of school
project logo

Last Finalization of Project 2 days School Head, Final Project

Week of SHARE Lead Teacher, INATEP write-
June Teachers and up and logo
 ICT
2019
coordinator
Last Presentation of
Week of Project HSARE to All DO-based Report and
2 hours
June SDO personnel for personnel pictures
2019 critiquing

1st Finalization of School

SEPS and Finalized
week of Banner Project and
1 day EPS, school school banner
July Provision of TA if
heads or projects
2019 needed
representativ
es
1st Filed copy of
Filing of project
week of SBM project SHARE
SHARE write up in 1 minute
July Coordinator write up in the
the SBM Bank
2019 SBM Bank
B. Implementation Phase
Date Activity Duratio Persons MOV
n Involved
2nd
Presentation of School heads
Week of Documentation
School Banner to 1 day and
July s
school stakeholders personnel
2019
July Implementation of Whole School Documentation
2019 to School Banner school Stakeholders s
April Project year
2020
C. Monitoring and Evaluation
Date Activity Duratio Persons MOV
n Involved
July Monitoring and whole SDS, ASDS, Reports and
2019 to Implementation of school CID, SGOD, other
March the School Banner year OSDS, school Documentation
2020 with the following personnel s
Division-Initiated
Activities:
- Actual Visitation
and Monitoring of
Schools

- Provision of
needed TA

- Implementation of
teachers’ IPDP
plans
 - Contextualization
of the Curriculum
through
integration in the
daily lesson plan
or daily lesson log
and Preparation of
contextualized
Instructional
Materials

-Revitalize local
culture through
songs, dances,
compilation of
local stories.
- Sustaining and
institutionalizing
Partnerships

- Others as deemed
necessary

SDS, ASDS,
SGOD, CID,
July and
Quarterly Monitoring OSDS, school
October
and Evaluation quarterl stakeholders Documentation
2019;
through the SMEA, y s
January
DisMEA and DMEA
2020

D. Post-Implementation Phase
Date Activity Duratio Persons MOV
n Involved
Banner Project
Final evaluation of
Report Cards,
School Banner SDS, ASDS,
Accomplishme
April Project and SGOD, CID,
3 days nt Reports and
2020 Developing Next OSDS, school
other
Steps Plans for next stakeholders
Documentation
phase
s
May Recognition of Best 1 day SDS, ASDS, List of
2020 Initiatives and SGOD, CID, Awardees,
outputs in the OSDS, school Program Paper
implementation of stakeholders
School Project
Banners and Worthy
 Actions and
Observations in the
implementation of
the School Banner

2nd and 3rd SCHOOL YEAR IMPLEMENTATION

Date Activity Duratio Persons MOV
n Involved
June
2020
School Head, Banner Project
and
Whole Lead Teacher, Report Card, M
2021- Implementation of
school Teachers and & E Reports,
March Next Steps Plans
year ICT Accomplishme
2021
coordinator nt Reports
and
2022
July,
October
2020
and SDS, ASDS,
Monitoring and
2021 Quarterl SGOD, CID, Documentation
Evaluation of the
and y OSDS, school s
school project SHARE
January stakeholders
2021
and
2022
Banner Project
Final evaluation of
Report Cards,
April the School Banner SDS, ASDS,
Accomplishme
2021 Project and SGOD, CID,
3 days nt Reports and
and Developing Next OSDS, school
other
2022 Steps Plans for next stakeholders
Documentation
phase
s
Recognition of Best
Initiatives in the
implementation of
School Project
May Banners and Worthy SDS, ASDS,
List of
2021 Actions and SGOD, CID,
1 day Awardees,
and Observations in the OSDS, school
Program Paper
2022 implementation of stakeholders
both Project Deal
and the School
Banners

School
Project SHARE
May personnel Documentation
Celebration of 1 day
2022 and s
Successes
stakeholders
 School Head,
Preparation of Final Lead Teacher, Final
June One
Accomplishment Teachers and Accomplishme
2022 week
Write-up ICT nt Write-up
coordinator

Prepared:
LEONOR M. BAGNOS FREDA B. WADWADAN MARILOU A.
NGUSLAB
School Program/Project School Program/Project School
Program/Project
Coordinator Member Member

OLIVIA D. DOMANAS AMELIA G. SUDAYPAN VIRGINIA D.

SALICOB
Master Teacher II Teacher III Teacher III

ESTELLA C. WANDEN
Teacher III

Recommending Approval:
FAUSTO B. CALAPIAO
ESHT-III

Approved:

SALLY B. ULLALIM, CESO V

Schools Division Superintendent

Budgetary Requirement of PPAs

 Timeline Activity Budget Source
Problem Identification or 0 MOOE
May 2019 Assessment of school
needs/problems
- Crafting of School Banner P 2,000.00 MOOE
Project
1. Design the school project logo
2. Interpret the meaning of the
school project logo
3. Complete the general program
information
4. Write the program rationale
5. Write the objectives, end of
program outputs and expected final
outcomes
June 2019 5. Develop the program content
focus and activity schedule
6. Identify the committees and
tasks, and assign key persons under
each committee
7. Identify resources required to
implement the program
8. Develop the monitoring and
evaluation process
9. Develop the line item budget
10. Illustration or Enhancement
and printing of school project logo
Last Week P 2,000.00 MOOE
of June Finalization of Project INATEP
2019
Last Week 0
Presentation of Project INATEP to
of June
SDO personnel for critiquing
2019

1st week Finalization of School Banner SEPS and

of July Project and Provision of TA if 0 EPS, school
2019 needed heads or
representative
s
1st week of Filing of project INATEP write up 0 SBM
July 2019 in the SBM Bank Coordinator
2nd Week Presentation of School Banner to P 2,000.00 MOOE and /
of July or other local
school stakeholders
2019 sources
July 2019 Implementation of School Banner P 73,500.00 MOOE and /
to March Projects or other local
2020 sources
July 2019 Monitoring and Implementation of
to March the School Banner with the
2020
following Division-Initiated
Activities:
- Actual Visitation and P 1,500.00 MOOE & Other
funds
Monitoring
P2,000.00 MOOE & Other
- Provision of needed TA funds

P 15,000.00 MOOE & Other

- Implementation of teachers’
funds
IPDP plans

- Contextualization of the P20,000.00 MOOE & Other

funds
Curriculum through integration
in the daily lesson plan or daily
lesson log and Preparation of
contextualized Instructional
Materials
P15,000.00 MOOE & Other
-Revitalize local culture through funds
songs, dances, compilation of
local stories. P15,000.00 MOOE & Other
funds
- Sustaining and institutionalizing
Partnerships P5,000.00 MOOE & Other
funds
- Others as deemed necessary
April, July Quarterly Monitoring and Evaluation P 5,000.00 HRTD
and through the SMEA, DisMEA and
October DMEA
2019;
January
2020
April 2020 Annual evaluation of Project DEAL P 75,000.00 MOOE and other
and School Banners and Developing funds
Next Steps Plans for next phase
May 2020 Recognition of Best Initiatives and P 30, 000.00 HRTD
Support System in the
 implementation of School Project
Banners and Worthy Actions and
Observations in the implementation
of activities
June 2020 Implementation of Next Steps Plans P 10,000.00 MOOE and
and 2021- other funds
March
2021 and
2022
July, Monitoring and Evaluation of School P10,000.00 MOOE and
October Banner Project INATEP other funds
2020 and
2021 and
January
2021 and
2022
April 2021 Final evaluation of School Project P 10,000.00 MOOE and other
and 2022 INATEP and Developing Next Steps funds
Plans for next phase
May 2021 Recognition of Best Initiatives in the MOOE and other
and 2022 implementation of School Project funds
Banners and Worthy Actions and P30,000.00
Observations in the implementation
of activities
May 2022 Project INATEP Celebration of P 10,000.00 MOOE and other
Successes funds
June 2022 Preparation of Final Accomplishment P1,000.00 MOOE and other
Write-up funds
Total P 260,500.00