Department of Education

Region X – Northern Mindanao

Division of Iligan City
East II District
HINAPLANON ELEMENTARY SCHOOL
128100
Upper Hinaplanon, Iligan City

ENHANCED
SCHOOL
IMPROVEMENT
PLAN
School Year 2019-2022

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TABLE OF CONTENTS

CHAPTER 1. Department of Education’s Vision, Page 5

Mission, and Core Values Statement

Page 7
CHAPTER 2. School’s Current Situation

Page 12
CHAPTER 3. Plan

Page 14
CHAPTER 4. Monitoring and Evaluation

List of Acronyms Page 3

List of Tables and Illustrations Page 4

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LIST OF ACRONYMS
AIP – Annual Implementation Plan
DepEd – Department of Education
HES – Hinaplanon Elementary School
PIA – Priority Improvement Area
SIP – School Improvement Program
SPT – School Planning Team

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LIST OF TABLES AND ILLUSTRATIONS
Table 1. List of SPT members and their Roles and Functions Page 6

Table 2. SPT Timetable of Activities Page 6

Table 3. Priority Improvement Areas Page 7

Table 4. General Objectives Page 8

Table 5. Targets Page 8

Table 6. Solutions Page 12

Table 7. Monitoring Plan Page 14

Illustration 1. Root Cause Analysis of the School Learners’ Low Page 9

Academic and Non-Academic Performance

Illustration 2. Root Cause Analysis of the School’s Insufficiency Page 10

of Books and Other Reading Materials

Illustration 3: Root Cause Analysis of the School’s Less

Page 10
Functional Facilities and Equipment

Illustration 4: Root Cause Analysis of the Teachers’ Low

Engagement on Learning and Development Page 10

Illustration 5: Root Cause Analysis of the Learners’ Poor Health Page 11

and Nutrition

Illustration 6: Root Cause Analysis of the School Learners’

Page 11
Absenteeism

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CHAPTER 1
Department of Education Vision, Mission, and Core Values Statement

Hinaplanon Elementary School is an educational institution nurturing

local and global competitiveness of the youth. It aspires to become more
conducive for learning with competent and dedicated teachers to produce
pupils with quality performance in academic and extra – curricular
activities.Above all, enable the child to be values – oriented and God –
fearing individual.
.

The school aims the transformation development of every child that

covers child’s physical, moral, social spiritual and intellectual aspects. The
school is committed to provide quality basic education to the young
generation to become functionally literate, responsible and the contributors
to positive global influences.
.

In regards to the mission, the SPT has trust and confidence that the
school is being implemented and followed by as mandated by the law. It
composed of English, Mathematics, Science, Filipino and Makabayan. This
Makabayan is comprised of three (3) components such as HKS, MSEP, EPP,
and Character Education. Each subject has time allotment everyday and it
is reflected or found in the individual class program of teachers.
.
The teachers from Grade I – IV straightly handle all subjects in their
respective class while in the intermediate it is departmentalized the subjects
are divided by the adviser and the subject teachers according to their field of
specialization and expertise.
.

Aside from BEC Arabic Language and Islamic Values are also
implemented from Grade I – IV since more or less 80% of the enrollment is
Muslim. The schedule is also included in the class program but it is in the
last period in the morning and in the afternoon in order not to destruct the
academic subjects.

Furthermore, the SPT ensures efficient and effective planning and

action of the projects, priorities, and activities mentioned in the School
Improvement Plan (SIP). There should have regular monitoring and
evaluation of the progress and accomplishment within the year to determine
the outputs of the plan. If there is a need to improve the plan, the SPT
members shall convene and make some adjustments. All actions taken shall
also be presented to the school community for transparency.

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Table 1. List of SPT members and their Roles and Functions

Name Role Functions

Hon. Edison Burbano SGC Chair/Brgy Captain Attend meetings
Aratoc A. Maruhom School Head Plan activities
SarahMae E. Jariol Kinder Teacher Suggest PIA
Edwin C. Cabibil ALS Coordinator Conduct M&E
Yusop Macud ALIVE Teacher List solutions
Rosemarie Dalupang Guidance designate Find potential partners
Cairoden Cabaro President, PTA Engage with teams
Jurenda Vicente Habib Hadji Unos Brainstorm solutions
Edres Cali Alumni Representative Approve projects
Rashida Maomin President, SPG Adjust improvement
areas
Accomplish the SIP
Process (forms, tools,
template and
attachments)

Table 2. SPT Timetable of Activities

ACTIVITIES SCHEDULE
Preparatory Activities
 Purok Mapping from the January 30, 2019
Barangay
 Organize data using the SCDT January 31– February 22, 2019
Phase 1: ASSESS
 Discuss the Root Cause March 20 – 22, 2019
Phase 2: PLAN
 Write the SIP April 15 – 19, 2019
 Brainstorm solutions May 3, 2019
Phase 3: ACT
 Start Pilot Test June – August 2019 (First Quarter)
 Discuss Preparation for roll out September 6, 2019

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CHAPTER 2
Assess

2.A. School’s Current Situation

The school is located un Upper Hinaplanon, Iligan City approximately

7 kilometers away from the city proper. The total school site is about 10,
042 sq. meters donated by the Cabaro Family. There are 2 buildings, usable
but some needs major and minor repair. The site is a little bit hilly from the
entrance. The total population for this school year is 504pupils and 60% are
Muslims.

Brgy. Upper Hinaplanon is composed of 11 puroks with corresponding

Purok officials who are officialy and legally elected by the residents. All
purok leaders are governing under the leadership of the barangay chairman.
The barangay councilors were assigned to different committee to facilitate
the needs of the constituents. There are barangay Tanods peace maker
volunteers to monitor the place especially during nighttime to avoid any bad
elements that may disturb the peace and order of the barangay.

The total personnel of Hinaplanon Elementary School are twenty-four

(24). It is composed of twenty-one (21) teachers, one (1) utility worker, two
(2) watchman locally paid and one (1) school head whose item is Head
Teacher III. Three (3) of them are occupying Teacher III item, one (1) is
Teacher II and the rest are Teacher I. Out of twenty-one (21) teachers only
six (6) are Christians. There are two (2) ALIVE teachers who are locally paid
and teaching the Arabic Language.

The different stakeholders are considering as the great contributions

for the progress and improvement of the school. Good relationship towards
stakeholder should be maintained and established to gain more support to
any school programs and projects. Including safety and security.

After a series and through brainstorming and analysis of the School

Planning Team members, we have come-up to prioritized school
improvement areas of concern.

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2.B. Priority Improvement Areas

Table 3. Priority Improvement Areas

Strategic
Improvement Areas Importance Urgency Magnitude Feasibility Average Interpretation
Very High
Enrollment 5 5 5 5 5 Priority
Literacy and Very High
numeracy skills 5 5 5 5 5 Priority
Learning & Very High
Development 5 5 5 5 5 Priority
Very High
Health & nutrition 5 5 5 5 5 Priority
Very High
Safety and Security 5 5 5 5 5 Priority
Absenteeism &
attendance of Very High
learners 5 5 4 4 4.5 Priority

2.C. General Objectives

Table 4. General Objectives

Priority General Objectives Year 1 Year 2 Year 3
Improvement Area
To increase enrolment rate from 10% to
Enrollment 20% additional enrollees
Enhance literacy and numeracy level of
school learners per grade level from 50%
Literacy and up to at least 75% independent and
numeracy skills numerates.
Increase the number of teachers
attending learning and development
Learning & from 5 to 20 and from school level to
Development Division, Regional, and National level.
Health & nutrition Zero-out severely wasted and wasted.
Cercumference fence Safety of learners, School Personnel,
completion Teachers and Government properties.
Absenteeism & To increase attendance of learners from
Attendance of 70% to 100%
Learners

2.D. Targets

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Table 5. Targets
Priority General Objectives Root Causes Time Frame
Improvement Areas
Y1 Y2 Y3

To increase enrolment  Migration

rate from 10% to 20%  Lack of schooling
additional enrollees interests
 Overage
 Dropouts
 Peace and Order
situation *RIDO*
Enrollment
Lack of reading interests
Lack of teachers’ technique in
teaching beginning reading
No home follow-ups of parents
due to illiteracy and disinterest
caused by work overload and
Enhance literacy and others
numeracy level of school Poor reading habits
learners per grade level Teachers’ competencies are not
from 50% up to at least well taught
Literacy and 75% independent and Review sessions are limited
numeracy skills numerates. Poor study habits
Increase the number of Lack of teachers’ interest to
teachers attending enhance professional growth
learning and through schooling
development from 5 to 20 Limited number of participants
and from school level to in division & regional trainings
Learning & Division, Regional, and
Development National level.
Zero-out severely wasted Less nutritious food prepared
and wasted. by families
No breakfast meal before
attending school
Health & nutrition Lack of health services
Safety of learners, School
Personnel, Teachers and
Government properties.
Cercumference And Minimize cutting of
fence completion classes of learners Lack of fund
To increase attendance of Child labor, unsupportive
learners from 70% to parents, lack of facilities,
bullying, sickness, and
100%
malnutrition
Lack of coping mechanism to
school tasks
House chores overload
Poor health condition
Absenteeism & Lack of schooling interest
Attendance of Weather interruptions
Learners Community celebration

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2.E. Root Causes
Learners’ poor academic and non-academic performance can be attributed to
various root causes that come from the learners, the parents, the teachers, and the
school in general. If there is a common goal for everyone, then this improvement
area can be addressed.

Lack parental support Poor reading habit

Low attendance during meetings No study habit

Lack of interest
Parents are working Limited reading materials at home
Enrollment
Less engagement
No plan of activities Poor M & E
Lack of specialization Training sessions are not rigid

Reading hubs not functional Overlapping of activities

Illustration 1: Root Cause Analysis of the School Learners’ Low Academic and Non-
Academic Performance

The problem with books and reading materials originated from the poor
reading habits of the learners due to their lack of interest and the absence of
parental support at home. In the school, the presence of the reading hubs does not
serve the purpose because the reading program is not properly implemented.
Teachers do not necessarily use these reading clinics due to overlapping of
activities. Learners also do not engage in these reading hubs because the reading
materials are not diverse and do not capture their interests.

Because they have poor reading and study habits Because the learners are not using the reading hubs

Why do Why are learners Why does the Why are learners Insufficient books
poor in reading program not not using the and other reading
leaners
and study habits? functional? reading hubs? materials
perform low?

Because the reading program is not functional Because the books and other reading materials are limited

Illustration 2: Root Cause Analysis of the School’s Insufficiency of Books and Other
Reading Materials

There are ancillary service rooms that are not maximized due to the
conditions and status. There are some that require replacement and major repair.
There is also a dire need to monitor the usage in a form of school policies.

Less functional facilities & equipment

No strong school policy No regular maintenance No regular usage

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 Teachers do not use ancillary Old and dilapidated Learners are not oriented
services regularly about the services

Outdated version
Poor monitoring Take time to visit
Budget deficit
No guidelines on how to Equipment and facilities
use just place at the corner

Illustration 3: Root Cause Analysis of the School’s Less Functional Facilities and
Equipment

In terms of Learning and Development, positive attitude of teachers is

needed in order to extend extra mile for their professional growth and development.
The school needs to prioritize this area because it can greatly affect the quality of
teachers’ performance in the teaching and learning processes.

Because they lack the interest? Because not all learning areas provide L&D?

Why don’t majority Why are L&D Why don’t all LAs Limited budget and
Why do they lack training priorities
of the teachers opportunities provide L&D
the interest? opportunities?
attend L&D? limited?

Because the learning & development opportunities are limited. Because of the limited budget and training priorities

Illustration 4: Root Cause Analysis of the Teachers’ Low Engagement on Learning

and Development

Every year, the school is faced with the health and nutrition issues because
of the growing enrolment, insufficiency of water supply, poor nutrition, poor health
habits among others.

Less nutritious food

SBFP
Eating practices Skipping meals

Health and Improper handwashing

Health Habits WASH
Nutrition
Uncleaned foods

Malnutrition Not balanced diet

GulayansaPaaralan
Program (GPP)
Unhealthy foods intake

Illustration 5: Root Cause Analysis of the Learners’ Poor Health and Nutrition
There are several factors that contribute to tardiness and absenteeism. This
includes the health condition of the learners, the lack of support from the parents,

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the lack of coping mechanism, and the lack of interest. With these available, the
school needs to strengthen partnership with the parents and other stakeholders.

Unsupportive parents Poor health condition

Malnutrition sickness
Household tasks

Absenteeism
Lack of facilities
Community celebrations
Weather interruptions Bullying

Lack of coping mechanism Lack of interest

Illustration 6: Root Cause Analysis of the School Learners’ Absenteeism

CHAPTER 3
Plan

3.A. Solutions

Table 6. Solutions
PIA Project Name Solutions
Enrollment HES Enrolment, Advocacy/Information
Increase! Dissemination
Posting of Posters/Tarpaulin
Making leaflets/Brochures
Early enrollment campaign
Adopt-a-Child Program
Intensive Guidance Program
-Tracking system
Literacy and
numeracy skills
Learning &
Development
Health & nutrition Healthy and Health Check-up/Health Stats
Bounty food Inventory

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 Project Nutritional Status Inventory
Classroom hand washing/First-Aid
Corner
Conduct of Deworming
Herbal Gardening
Sangkap Pinoy Foonds in the canteen
Sustainable School Gardening/GPP
Intensive SBFP
Monitoring and Evaluation
Cercumference
fence completion
Absenteeism & Absentism, No Advocacy/Information Dissemination
Attendance of way! Posting of Posters/Tarpaulin
Learners Making leaflets/Brochures
Listing of beneficiaries
Adopt-a-Child Program
Sponsoring Stakeholders/Group
Home Visitation Check-up
Recognition and Awards System for Best
in Attendances
Monitoring and Evaluation (Tool
Provided)
Stakeholders’ Alumni Tracking System through Social
Come and Media such as Facebook
Support!!! Election Alumni Officers
Forum/Project Proposal Making/ FB
Posting
Maximize the advantage of social media
to encourage stakeholders’ support
Raffle Draw for Acause/ Benefits Dance
Adopt-A-School Program

Table 7. General Objectives

Priority General Objectives Year 1 Year 2 Year 3
Improvement Area
To increase enrollment rate from 1-%
Enrollment to 20% additional learners
Literacy and
numeracy skills
Learning &
Development
To zero-out severely wasted and
Health & nutrition wasted pupils from 144 to 0
Cercumference
fence completion
To zero-out dropouts from 4% to 0%
especially those learners who are at
risk with effective and efficient
school interventions

To zero-out dropouts from 4% to 0%

Absenteeism & especially those learners who are at
Attendance of risk with effective and efficient
Learners school interventions

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3.B. Annual Implementation Plan

~see attachment

CHAPTER 4
Monitoring and Evaluation

Monitoring Plan
Table 8. Monitoring Plan
Project Name Objectives and Targets Schedule Reporting & Feedback
Mechanism to Stakeholders
HES Enrolment, To increase enrollment
Increase! rate from 1-% to 20%
additional learners
Healthy and To zero-out severely wasted
Bounty food and wasted pupils from
Project 144 to 0
Absentism, No To zero-out dropouts from
way! 4% to 0% especially those
learners who are at risk
with effective and efficient
school interventions
Stakeholders’ To strengthen stakeholders’
Come and support to the programs
Support!!! and projects of school from
75% to 100%

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