CABIANGON ELEMENTARY

SCHOOL
187012
Cabiangon, Pinamungajan, Cebu

ENHANCED
SCHOOL
IMPROVEMENT
PLAN
School Year 2019-2022
TABLE OF CONTENTS

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

Mission, and Core Values Statement

CHAPTER 2. School’s Current Situation Page 5

CHAPTER 3. Plan Page 9

CHAPTER 4. Monitoring and Evaluation Page 11

Table of Contents Page i

List of Acronyms Page ii

List of Tables and Illustrations Page iii

LIST OF ACRONYMS

DepEd – Department of Education

SIP – School Improvement Program
AIP – Annual Implementation Plan
INSET - In Service Training for Teachers
LGU - Local Government Unit
PTA - Parent Teachers Organization
MPS - Mean Percentage Score
eSIP - Enhance School Improvement Plan
AIP - Annual Implementation Plan
PIA - Priority Improvement Areas
LAC - Learning Action Cells
SPT - School Planning Team
LIST OF TABLES AND ILLUSTRATIONS

Table 1. List of SPT Members and their Roles and Functions Page 2

Table 2. SPT Timetable of Activities Page 3

Table 3. Priority Improvement Areas Page 4

Table 4. General Objectives Page 4

Table 5. Targets Page 5

Table 6. Solutions Page 9

Table 7. Monitoring Plan Page 11

Illustration 1. Root Cause Analysis of the School Learner’s Low Literacy Rate in Page 5
English 4 - 6

Illustration 2. Root Cause Analysis of the Schools Low in Numeracy Rate in Page 6
Grades 4 - 6

Illustration 3. Root Cause Analysis of the Schools Low MPS in AP Grades 4 - 6 Page 6

Illustration 4. Root Cause Analysis of the Schools Low MPS in Science Grades Page 6
3-4

Illustration 5. Root Cause Analysis of the Schools Insufficient Partners due to Page 7
the less effort in making information drives
CHAPTER 1
Department of Education Mission, Vision, and Core Values Statement C
The SPT (School Planning Team) shared their ideas and insights about the DepEd H
Vision. There were discussions on the understanding of the SPT members of the vision. A
Each member stressed out the importance of ticking to the plan that has taken so much
time, careful planning and effort to create. They keep adjusting, too, in order to find ways P
and means to make their teaching interesting, effective and suited to the learners’ needs. T
Create and guide a leadership team helps to successfully distribute leadership
tasks and responsibilities. Such teams can provide leadership in the areas of problem-
E
solving, communication with co members, motivation, professional development, and R
coaching.
The team is responsible of carrying out the school vision and mission. Provide
leadership in the development and implementation of all educational programs and projects 1
in the school. Thus, it plays a vital role in achieving the government's aim to provide quality
basic education.
We have different interests, hobbies and religious beliefs, but we share one
ultimate goal, which is to make each learner achieve the most desired level of personal
development. And able to transform the dream of every parent of bringing out the best in
their children, nurturing them with a sense of righteousness and all other virtues that would
enable them to meet the end goal of education, which is for each of them to become a
worthy member of society, productive to sustain his needs and globally competitive as they
continue living in a changing world.
The SPT (School Planning Team) committed to a culture of excellence in public
service that is equitably accessible to all and lay the foundation for life-long learning and
service for the common good.

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

Name Role Functions

MARITES S. ROMBLON School Head Convene the SPT.
Provide Leadership & Guidance in
Planning the E-SIP.
MA. ETHEL A. FABROA Barangay/ LGU Share valuable information on the
interest of the community in school
improvement.
MARY ANN I. CANTERE PTA President Share insights what their children
need to learn and the difficulties
they face in the school, their
aspirations for the school.
JENNIFER B. FLORES Teacher Provide needed information
Representative relative to teaching and learning
process.
MARK C. BAYETA DRRE Coordinator Actively participate during the
development of the E-SIP
establishing priorities, setting goals
and formulating implementation
strategies for the plan.
ROBELYN C. MORENO Child Protection Actively participate during the
Committee Member development of the E-SIP
establishing priorities, setting goals
and formulating implementation
strategies for the plan.
CHAEN VENICE S. SUMILHIG Learner Share insights about their
Representative difficulties in the school.

Table 2. SPT Timetable of Activities

Activities Schedule
Preparatory Activities
Secure the CBMS from the Barangay January 18, 2019
Organize data using the SCDT Template January 25, 2019 –
February 26, 2019
Phase 1: ASSESS
Conduct Dyad, Triad, FGD or Survey February 22, 2019
Map GAP Analysis March 20-22, 2019
Identify PIA’s
Discuss the Root Cause
Phase 2: PLAN
Write the SIP April 15 – 19, 2019
Brainstorm Solutions May 3, 2019
Phase 3: ACT
Start Pilot Testing of the Solutions January 2020
Monitoring and Evaluation January 2020 – May 2022

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CHAPTER 2 C
Assess
H
2.A. School’s Current Situation A
P
Cabiangon Elementary School has significant effects in the performance of the
learners as well as the school performance as a whole. The school is able to achieve its goals T
and objectives fully. E
The school receives different recognitions and awards in the District Level. To
mention, the pupils rank as 3rd Placer for AP 6 Tagisan ng Talino and 3rd Placer during District R
Science Fair for the Science Quiz 5.
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2.B. Priority Improvement Areas
Table 3. Priority Improvement Areas
The SPT ) School Planning Team determined the different Priority Improvement Areas
(PIAs).

Improvement Strategic
Urgency Magnitude Feasibility Average Interpretation
Areas Importance
1. Low Literacy Very High
5 5 3 5 4.5
Rate in English Priority
2.Low
Very High
Performance in 5 5 5 5 5
Priority
Numeracy Skills
3.Low MPS in Very High
5 5 5 5 5
AP Priority
4. Low MPS in
Very High
Science for 5 4 4 5 4.5
Priority
Grades 3 - 4
5. Insufficient
Partners for Very High
5 5 5 5 5
Linkages and Priority
Networking

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2.C. General Objective

Table 4. General Objectives

One of the top and major priorities of our school is our learners. Hence, we consider this
General Objectives of the different Priority Improvement Areas.
TIME FRAME
PRIORITY
School Year
IMPROVEMENT GENERAL OBJECTIVE/S
2019- 2020- 2021-
AREAS
2020 2021 2022
1.Low Literacy Rate in To improve the literacy rate in
English in Grades 4 - 6 English by 35 % to 85% 43% 72% 85%

2.Low Performance in To attain the performance skills in

Numeracy Skills in numeracy by 38% to 75% 45% 75% 85%
Grades 4 - 6
3.Low MPS in AP To attain the high MPS in AP by
Grades 4 - 6 42% to 85% 45% 77% 85%

4.Low MPS in Science To improve the MPS in Science 3

for Grades 3 - 4 – 4 by 46% to 85% 55% 75% 85%

5.Insufficient Partners for Improve stakeholder participation

Linkages and in any school activities by 23% to 45% 80% 90%
Networking 90%

2.D. Targets
Table 5. Targets
TIME FRAME
PRIORITY School Year
GENERAL
IMPROVEMENT ROOT CAUSE/S 2019 2020 2021
OBJECTIVE/S
AREAS - - -
2020 2021 2022
1. Low Literacy To improve the Teaching strategies
Rate in English 4 selection of teaching utilized by teachers
-6 strategies in literacy don’t facilitate
rate in English by 5% reading
comprehension / / /
development.

Dominance of Mother
Tongue
2. Low To improve instruction Lack of TA from the
Performance in in conceptualization of School Head / /
/
Numeracy Skills the four fundamental
operations among

4
 in Grade 4 - 6 pupils by 75%

3. Low MPS in To increase AP MPS Lack of TA from the

AP 4 - 6 by 42% by 85% School Head / /
/
4. Low MPS in To increase the MPS Lack TA on teaching
Science for in Science 3 – 4 by techniques & / / /
Grades 3 - 4 85% strategies

5. Insufficient To improve Negligence of Faculty

Partners for stakeholder and Staff
Linkages and participation in any / / /
Networking school activities by
28% to 90%

2.E. Root Causes

Learners encounter difficulties in English Literacy attributed to various root causes that
come from the learners, parents, teachers and school head, and the school in general.

WHY-WHY DIAGRAM
Because teaching strategies utilized by Because learners’
teachers don’t facilitate reading
comprehension development.
poor in vocabulary

Why teaching strategies

utilized by teachers don’t
Why low literacy rate facilitate reading Why learners cannot Why learners poor
in English? comprehension comprehend? in vocabulary?
development.

Because learners’ Because learners

cannot dominance of mother
comprehend tongue

5
WHY-WHY DIAGRAM

Because learners Because learners lack in Because School Head

mastery and foundation of the lacks knowledge in
cannot solve simple
four Fundamental Operations giving TA
problems

Why Low Why learners cannot

Why learners lack in Why learners lack in Why teachers teaching
Numeracy Rate solve simple problems?
Math Vocabulary? mastery? style is outdated?
in Gardes 4 - 6

Because teachers
Because learners teaching style is
lack in Math outdated
Vocabulary

Illustration 2: Root Cause Analysis of the Schools Low in Numeracy Rate in Grades 4 - 6.

Low MPS in AP for Grades 4 – 6, thus, School Head and Teachers contributed to not achieving
the target to the division standard which is 75%

WHY-WHY DIAGRAM

Because learners’ Because teachers lack of Lack of TA from the

lack of retention teaching strategies is School Head
ineffective

Why low MPS in AP for Why learners lack of Why learners poorly Why teachers teaching
Grades 4 - 6? retention? motivated? strategies ineffective?

Because poorly
motivated learners

Illustration 3: Root Cause Analysis of the Schools Low MPS in AP Grades 4 - 6

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 Low MPS in Science for Grades 3 – 4, thus, School Head and Teachers contributed to not
achieving the target to the division standard which is 75%

WHY-WHY DIAGRAM

Because lack of Because teachers

teaching learning lack of training on
materials delivering HOTS

Why learners
Why low MPS in Why lack of learning
Science 3 - 4? materials? encounter situational
problems in science ?

Because of learners
problem in situational
influences in science
lessons

Illustration 4: Root Cause Analysis of the Schools Low MPS in Science Grades 3 - 4

Insufficient partners due to less effort in making information drives is one of the very high
priority based on the data gathered.

Insufficient Partners for Linkages and Networking

Less effort on the School Personnels’ less priority on the

part of the teachers lack of Information part of the school
Campaign

Limited time On the Spot Delivery Focused on academic

of performance
Information/Invitation

Bombarded with Lots of paper

Conflict of works/reports
paper works/reports
Schedules

Negligence of
Faculty and Staff

Illustration 5: Root Cause Analysis of the Schools Insufficient Partners due to the
less effort in making information drives.

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CHAPTER 3
Plan C
A. Project Work Plan & Budget Matrix
H
A
3.A. Solutions
P
Table 6. Solutions T
PIA Project Name Solutions
1. Low Literacy Rate in Assigned Grades 4 to 3 E
English 4 – 6 “Basahunon Mo, Kinabuhi teachers to identify their R
Ko” learners who have low
reading comprehension
It is a program Provision of reading 3
designed to improve materials
reading comprehension Let the pupils read and
skills of the learners. understand the given
reading materials
Prepare a set of questions
based on the reading
materials given
Conduct a contest among
the target learners using the
given sets of questions
Close supervision among
teachers & School Heads
Monitoring and Evaluation
2. Low Performance in Quarterly MPS Analysis of
Numeracy Skills in Grade “Usa, Duha, Tulo, Tudluan Teacher-Made Test
4–6 Mo Ako” Brainstorming on the Least
Mastered Competencies
- - This program is Peer teaching
designed to enrich the Conduct INSET and LAC
mathematical skills of the
Sessions
learners
Conduct reading interventions
Extended review sessions
Construction of review
materials based on HOTS
principle
Close supervision among
teachers
3. Low MPS in AP 4 – 6 Quarterly MPS Analysis of
“Kinaadman Mo, Teacher-Made Test
Gikinahanglan Ko!” Brainstorming on the Least
Mastered Competencies
This program is Peer teaching
designed to enrich the Conduct INSET and LAC

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 AP Skills Sessions
Extended review sessions
Construction of review
materials based on HOTS
principle
Close supervision among
teachers

4. Low MPS in Science for Quarterly MPS Analysis of

Grades 3 – 4 “Pinoy Henyo” Teacher-Made Test
Brainstorming on the Least
- It is a program Mastered Competencies
designed to improve Peer teaching
science skills of the Conduct INSET and LAC
learners. Sessions
Extended review sessions
Construction of review
materials based on HOTS
principle
Close supervision among
teachers

5. Insufficient Partners for Conduct planning-

Linkages and Networking conference among
“Hinaing Ko, Isapuso MO!” teachers
Create a committee to
Ignite teachers to construct a school
- convince brochure
stakeholder for school Assign teachers to
support distribute the brochures
during PTA and
Community Assembly
Visit and convince LGU
and private companies to
link with CES
MOA signing

3.B. Annual Implementation Plan

- see attachment (page 11)

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CHAPTER 4
Monitoring and Evaluation
C
Table 7. Monitoring Plan H
A
Reporting and Feedback P
Project Name Objectives and Targets Schedule
Mechanism to Stakeholders
“Basahunon Mo, To increase June 2019 to Project Proposal T
Kinabuhi Ko” independent reader to March 2020 Home Visitation Records E
25% and instructional Parent-Teacher
readers to 45% Conferences
R

4
“Usa, Duha, To attain and enrich June 2019 to Intervention projects
Tulo, Tudluan 80% of mathematical March 2020 Accomplishment reports
Mo Ako”” skills of the learners.
To improve June 2019 to Brainstorming reports from
stakeholders March 2020 teachers
participation by 80% in School & Stakeholders
all schools activities agreement
Accomplishment reports

“Little Q & A” To attain more than June 2019 to Intervention projects

75% performance in March 2020 Accomplishment reports
reading comprehension
skills

“Study Math for To attain more than June 2019 to Intervention projects
a Better Path” 75% performance in March 2020 Accomplishment reports
numeracy skills

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 SIP ANNEX 10

ANNUAL IMPLEMENTATION PLAN

SCHOOL YEAR 2019 – 2020

Instruction: List down the activities that are required in each school year to implement the
school improvement projects. Indicated for every activity are the schedule and venue, budget,
and the person(s) responsible.

SCHOOL IMPROVEMENT OUTPUT FOR PERSON(S) BUDGET PER BUDGET

PROJECT OBJECTIVE ACTIVITIES SCHEDULE/ VENUE
PROJECT TITLE THE YEAR RESPONSIBLE ACTIVITY SOURCE

“Basahunon Mo, It is a program designed to Increase MPS in Teachers June 2019–March 2020 1,000.00 MOOE
Kinabuhi Ko” improve reading English by 5 % SH
comprehension skills of the Reading Campaign Parents
learners.

“Usa, Duha, Tulo, This program is designed Increase MPS in SH April 2019 – May 2019 1,000.00 MOOE
Tudluan Mo Ako” to enrich the mathematical Math by 5 % Teachers
skills of the learners Matinik

“Kinaadman Mo, This program is designed Increase MPS in SH June 2019 – March 2020 5,000.00 MOOE
Gikinahanglan Ko!” to enrich the AP Skills AP by 85% Teachers
Exhibit Stakeholders

“Pinoy Henyo” - It is a To increase SH Whole ear round 2,000.00 MOOE

program designed to 75% MPS in Teachers
improve science skills of Science Experiments Stakeholders
the learners.

“Hinaing Ko, Isapuso Ignite teachers to convince 75% MPS in SH Whole year round 3,000.00 MOOE
MO!” stakeholder for school Numeracy Skills Teachers
support d Making of Brochure Stakeholders

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 Certificate of Acceptance

Republic of the Philippines

Department of Education
RegionVII______
DIVISION ____________________
of CEBU PROVINCE

awards this

Certificate of Acceptance
to

CABIANGON ELEMENTARY SCHOOL

(NAME OF SCHOOL)
for having successfully complied and met the requirements and
standards
of the Department of Education as mandated by DepEd Order
44, s. 2015.

Given on the ________ of ______________ 201____.

RHEA MAR A. ANGTUD, Ed. D., CESO VI

Schools Division Superintendent

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School Improvement Plan 15