CHAPTER 1 C

Department of Education Mission, Vision, and Core Values Statement H

A
The DepEd Vision
P
We dream of Filipinos who passionately love their country and whose values and
competencies enable them to realize their full potential and contribute meaningfully to building T

the nation. E
As a learner-centered public institution, the Department of Education continuously R
improves itself to better serve its stakeholders.
The DepEd Mission 1
To protect and promote the right of every Filipino to quality, equitable, culture-based
and complete basic education where;
- Students learn in a child-friendly, gender-sensitive, safe, and motivating-
environment.
- Teachers facilitate learning and constantly nurture every learner.
- Administrators and staff, as stewards of the institution, ensure an enabling and
supportive environment for effective learning to happen.
- Family, community, and other stakeholders are actively engaged and share
responsibility for developing life-long learners.

The DepEd Core Values

Maka-Dios, Maka-Tao, Makakalikasan, at Makabansa

Guided by the DepEd vision, mission, and core values, Butansapa National High School
committed itself to formulate, implement and coordinate policies, plans, programs, and projects
in the area of formal education and will support the non-formal education to reach out all types
of learners.
Butansapa NHS will develop meaningful learning experiences that will inspire students
as they evolve as lifelong learners and contributing citizens prepare them to become responsible
citizens who love their country and proud to be a Filipino. The school is also committed to
provide a system wherein school head and teachers are responsible, competent and effective.
Moreover, BNHS is partnership with the students, parents and community, is dedicated
in providing a positive atmosphere for motivating and challenging students to become
contributing citizens and lifelong learners. It secured itself in the future for sustainability and
improvement for the benefits of its stakeholder anchored on DepEd’s Vision of continuously
improving itself to better serve its stakeholders. Similarly, the list of targets made and planned
course of actions are all in line with the department’s mission of promoting quality and
complete basic education where stakeholders are actively engaged to carry out the mission
pursuant to the vision set by Department of Education.
The school believed that education is lifelong process that people need to view
themselves as life-long learners, welcome diversity in its people and ideas. Students have a
shared responsibility for their own learning. Creating a safe, organized and nurturing
environment committed to continuous improvement in order to achieve the mission of DepEd.
Collaboration between the home, the school district, and the community has a direct correlation
to the quality of the educational system and the experience of each student.
As a Filipino citizen we must show things that manifest love and faith to God, show
respect of others, love and take care the environment, and love the country by patronizing our
own. Our minds and hearts are united as one in realizing and working together to ensure the
students are the center of learning and they are not left behind rather prepared to face the life
challenges of the society, so we may rather stop blaming and pointing fingers, but make the
most of every soul entrusted unto us, bringing out the best in them and share of instilling
brilliance, values, and virtues to the learners in our best way.

In line with the vision of DepEd, the School Project Team had an interview with the
stakeholders on their understanding of the DepEd Vision, Mission and Core Values. According
to them the DepEd VMC are very relevant since it focused on the holistic development of their
children, making them productive and citizens of our country. They also expressed their
support as the school continuously provide programs and policies that will help the students to
develop their full potentials and competitive learners. They committed themselves as partners
of the school and the Department of Education as whole towards the achievement and
realization of the DepEd Vision, Mission, and Core Values.

Given below is the composition of BNHS SPT and their respective roles and
responsibilities in attaining the school’s goals for its members especially the learners.
Name Roles/ Responsibilities
 Convenes the planning team
 Leads, manages, and guide the project team towards the
Rowena Mayo Loto development of the Enhanced School Improvement Plan
School Head (ESIP)
 Supervises and assigns task to protect team member
 Sets the project schedule and determine each phase
 Evaluates the results of the project

Josenia P. Constantino
Teacher Representative
 Contributes to the achievement of the school’s projects,
goals and objectives.
 Actively participates in the development of the
Enhanced School Improvement Plan (ESIP)
 Implements the project

 Relays the status of school to the students.

Carl Marwin C. Lecaroz
Student’s Representative
 Contributes to the achievement of school’s goals and
objectives.
 Actively participates in the development of the Enhanced
School Improvement Plan (ESIP)
 Implements the project

 Commits available resource in the implementation of the

Kerima Laguiab projects and programs of the school
Parent’s Representative  Actively participates in the development of the Enhanced
School Improvement Plan (ESIP)
 Implements the project

 Shares valuable information on the interest of the

Hon. Lino Buñag community in school improvement
LGU Representative  Actively participates in the development of the Enhanced
School Improvement Plan (ESIP)
 Implements the project

 Commits available resource in the implementation of the

Nilo Narvaez projects and programs of the school
Alumni Representative  Actively participates in the development of the Enhanced
School Improvement Plan (ESIP)
 Implements the project

Below is the SPT timetable presenting the schedule of the preparation, implementation,
and monitoring of the SIP and AIP.

ACTIVITIES SCHEDULE

PREPARATORY ACTIVITIES

Revisit School Improvement Plan to Assess August 2019

Programs and Projects

Gather and organize data using the School –

Community Data Template Sept.12-26, 2019

Form the new SPT Oct. 18, 2019

Oct. 22, 2019

 Convene the SPT for Orientation, vision
sharing and scheduling

PHASE 1: ASSESS

Identify and analyze the school’s Priority Oct. 22, 2019

Improvement Areas (PIAs)
Nov. 4-14, 2019
Conduct Dyad, Triad, FGD or survey
Nov. 15, 2019
Discuss and present the root cause

PHASE 2: PLAN

Review the general Objectives, Formulate Dec. 27-28, 2019

Solutions and develop project designs
Jan. 3, 2020

Write the Enhanced School Improvement

Plan Dec.7, 2019-Jan. 22, 2020

PHASE 3: ACT

Testing of solution to small group January 2020

Discuss preparation for roll out January 2020

Start of Project February 2020

Check Progress of AIP March 2020

CHAPTER 2 C
Assess H
A
Butansapa NHS is one the secondary schools in Mogpog District founded on September
P
27, 1972. It is geographically located along the national highway in Barangay Butansapa,
Mogpog, Marinduque. Since its establishment, the school is on its 47 years of serving the youth T

of Barangay Butansapa and other nearby barangays as its catchment areas namely: Banto, E
Malayak, Mangyan-Mababad, Lamesa, Tarug, Bocbog, and Sumangga. It is accessible to all R
means of land transportation and its proximity to the town proper of Mogpog and District
Office of Mogpog is 7.1 km while 11.7km away from the Schools Division Office (SDO) of 2
Marinduque.
The Department of Education observes the mandate of UNESCO’s Education for All
(EFA) in making certain that basic quality education is provided to all types of learners’ needs
and it reaches in every nook and corner of the barangay encompassing diversity of learners in
an inclusive setting. Furthermore, it reinforced and strengthen the strict compliance and
adherence to the Department of Education’s “No Collection Policy” during enrolment and all
throughout the school year enticing every child of a free education offered through K to 12
Curriculum.
In addition, the school is a Child-Friendly School and adheres to the Department of
Education Child Protection Policy, thus, the school is not only providing free education but
also a friendly, conducive, and safe learning environment for every child of the barangay.
Currently, the school is serving 281 students from different catchment areas. Based on
the previous data, the school enrollment is continuously improving for it had 247 enrollment
for SY 2017-2017 and 265 for SY 2018-2019. The increase of enrollment is attributed to the
transferred in of students from the nearby public and private schools, while others came from
provinces outside Metro Manila whose parents are native of Barangay Butansapa and other
adjacent barangays.

Apparently, despite the growing number of enrollment each year, there is still a
prevalence of dropout for the last 3 years. In SY 2016-2017, the dropout rate was 2.81%
equivalent to 7 students, it increased to 4.94% equal to 13 students during SY 2017-2018, and
decreased to 3.75% equivalent to 10 students in SY 2018-2019. Causes of dropout rates were
attributed to family problem, poverty, and lack of interest of the learners. Similarly, the number
6
of graduates at the end of the school year is higher than the number of the incoming Grade 7
which also affect the trends of enrolment.
On the other hand, records of children in and out of school, showed that from a total of
47 children ages 11 to 17 in Barangay Butansapa, there is only 1 male who is not in school due
to financial matter. Meanwhile, there is no other record of children in the barangay who are not
in school.
The school situation is also reflected in its physical plants and facilities. Data on
learning environment revealed 1 shortage of classroom for Grade 7 class, while the rest of the
classrooms need minor repair due to dilapidated and dripping ceilings, damaged door knobs,
doors, broken jealousies, arms chairs, chairs, tables, blackboards, and busted plugs. In addition,
there is a need for electrical installation rewiring of two instructional classrooms. Moreover,
because of the growing population of the school, there is a need for additional gender sensitive
comfort room and other facilities such as conducive library room, hence the library is
occupying a small part of the office and the school social hall. Nonetheless, the school never
stop improving its physical facilities to provide the students a safe and conducive learning
atmosphere, thus, this one of the priority area for improvement of the school.
The K to 12 curriculum of the Department of Education provides the holistic
development of the learners as well the development of competencies to become globally
competitive individuals equipped with the 21st century skills. Thus, it is mandatory to assess
the learning progress of each student through different measures and assessment tools. For
language literacy, the students are assessed using the Phil IRI tool for oral and silent reading.
Results revealed 33 out of 281 or 11.74 students belong to frustration based on pretest in
English and 19 out of 277 or 6.85 remained frustration based on the posttest. Meanwhile,
subjects namely: Science and Mathematics need enhancement of skills as well as Technology
and Livelihood Economics and MAPEH (Sports) whose students’ skills have to be enhanced.

Meanwhile, comparative analysis of the committed targets of the Schools Division of

Office (SDO) proved that performance indicators of the Butansapa NHS with respect to Net
Enrolment rate was higher than the division target which is contributing to the SDO targets.
Conversely, the dropout rates were higher than the SDO targets which are hindering to the
achievement of universal participation.
Based on the current situation of the school, its priority improvement areas for SY 2020-
2023 are in line with the reading literacy rate, improvement of learning outcome, and
improvement of school’s physical plants and facilities. Some measures to arrest the alarming
situations formed by the School Planning Committees include: Project BAR (Better Reading
in English), Project PRIMS (Provision of Instructional Materials to Students), Project RECOM
(Repair, Construction, and Maintenance) of school facilities, and Project SEAL (Sustain
Educational Assistance for Students.

Priority Areas for Improvement

On language literacy, it received the highest strategic importance hence all the students
will benefit once this area has been improvement. As indicated in the Phil IRI results, there are
33 frustrations based on the pretest and 19 frustrations in the posttest. The reading skill of these
pupils are at stake, and this is important to address because reading is the mother of all skills,
that means, when reading gap is address, students will have better chances to improve academic
performance. There is also an urgency of this, hence, this is important for the achievement of
100% promotion of the learners and passing if not high general scholastic average ratings.
Meanwhile, the magnitude is moderate, hence, there are only specific number of students who
need this immediate measures. On the other hand, the feasibility is high because this is within
the mandate and control of the school, particularly the teachers, on how they will engage the
students into learning and sustain interest in reading. Similarly problem was noted in the areas
of Mathematics and Science, where students showed low process skill and manifest low
numeracy skill. There are also skill gaps in Technology and Livelihood Economics (TLE) and
Sports.
As to Improvement of Physical Plants and Facilities, its strategic importance is high
because all the Grade 7 students will benefit from the program, also, all the students
accommodated in the classrooms that need minor repair that somehow affect and distract them
due to unconducive learning environment. Meanwhile, the urgency is moderate, because the
school is making some measures to accommodate the students and provide a better learning
environment, yet still need to address in the school years ahead once allocated with funds and
budget. Its magnitude is high because all the students of BNHS will benefit once the school
physical plants and facilities have been improved. On the other hand, its feasibility is moderate,
because the school has limited MOOE fund and there is only a certain percentage allotted for
the improvement of such.
In terms of dropout rate, the strategic importance is high because all students must be
in school and must learn in school (EFA GOAL). Also, zero drop is contributing to the school
performance and division targets. The urgency is also high because it need immediate attention
to prevent such from worsening. Meanwhile, its feasibility is low, hence common causes of
dropout are family problems, lack of interest which could be considered beyond the control of
the school.
 8

School Improvement Plan

 9

School Improvement Plan

School Improvement Plan
School Improvement Plan
 ANNEX 5 Planning Worksheet
PLANNING WORKSHEET for ACCESS and QUALITY
TIME FRAME
DEPED PRIORITY
INTERMEDIATE IMPROVEMENT GENERAL OBJECTIVE/S ROOT CAUSE/S SY SY SY
OUTCOMES AREA 2020- 2021- 2022-
2021 2022 2023
IO1: Learning are in Dropout To lessen if not eliminate number Frequent absenteeism
school and learning of dropout
centers
IO2: Learners access
programs responsive to
their needs and
LEARNING consistent with their
STAGE interest and aptitudes

IO3: Learners enjoy Improvement of To improve the classroom facilities Old type of classroom
learner-friendly Physical Plants and and provide the shortage of and damaged facilities
environment Facilities classroom in school -dilapidated and
dripping ceilings
-damaged door knobs,
doors, chairs, arms
chairs, tables, jealousies
and busted plugs
-electrical installation
rewiring

School Improvement Plan

 PLANNING WORKSHEET for ACCESS and QUALITY
IO4: Learners actively
participate in their
learning environment

TIME FRAME
DEPED PRIORITY
INTERMEDIATE IMPROVEMENT GENERAL OBJECTIVE/S ROOT CAUSE/S SY SY SY
OUTCOMES AREA 2020- 2021- 2022-
2021 2022 2023
IO5: Learners attain -Low Language Rate -To lessen the number of -Limited vocabulary
learning standards frustration from 19 to 14 for each - Short span of interest
year. in reading
- Poor learning habits
LEARNING and lack of follow-up at
STAGE home
-Some competencies are
not mastered within the
target dates
Low Learning To improve the learning outcome -Insufficient
Outcomes and Skills in Science and Mathematics and Instructional Materials
in Science, Math, skills in TLE and MAPEH (Sports) -Insufficient TLE and
TLE, and MAPEH MAPEH sports
(Sports) equipment and materials

School Improvement Plan

 Annex 6. Voice of the Learners

Voice of the Learners

INTERVIEW REPORT ON FRUSTRATION LEVEL AMONG STUDENTS

Grade: Grade 7 to 10
No. of Students Interviewed: 33

During the English Week Celebration, the English teachers and advisers selected 40 students from Grade 7 to 10 and interviewed them
on the reason fall in the frustration level. Each was given questions to come up with the causes.

SUMMARY OF INTERVIEW
 Students do could not read some difficult words (thus, they commit miscues in reading)
 Students are not familiar with the meaning of difficult words (they had limited vocabulary knowledge)
 Limited exposure to vocabulary building activity
 Students are felt nervous during oral reading (thus, refused and hesitant to read)
 Some pupils cannot read with fluency
 Basic reading skills are not fully master

School Improvement Plan

 Annex 7 Walk through the Process

LOW LITERACY RATE
2 out of 66 Grade 7 students
All the needed reading refused to read; 8 out them
materials are sorted and committed lots of reading
prepared 19 out of 277 students miscues such as
could not answer mispronunciation, repetition,
interpretative level and insertion, and omission
HOTS level of questions
during oral reading
6 of 62 Grade 8
Preparation of the students out of
reading material Conduct the reading cannot read with
fluency
assessment by grade
level
11 out of277
showed no
19 out of 277 Assessment of interest in
reading
students fall under reading result
frustration level

19 out of 277 students

19 out of 277 had limited vocabulary
19 out of 277 students had knowledge
pupils are not fully slow reading
mastered the basic pace
reading skills

School Improvement Plan

 Annex 8 –Root Cause Analysis
Why – Why Analysis
(LITERACY LEVEL IN PHIL- IRI)

Because the students had reading miscues,

slow pace of reading and poor reading
comprehension

Why do 19 Why do students had not

Why do students had developed good reading Short Span of
out of 277 reading miscues slow
students fluency, could not decipher Interest in Reading
pace of reading, and what they read, and could
were in Limited Vocabulary
Frustration poor reading not answers interpretative
Level? comprehension and HOTS levels of knowledge
questions

Because the students had not

developed good reading fluency,
could not decipher what they read,
and could not answers interpretative
and HOTS levels of questions

School Improvement Plan

 Project BAR (Better Reading in English)
Project Member
Project Team Leader:
 Rowena M. Loto
Assistant Team Leader:
 Josenia P. Constantino
Members
 Cynthia M. Layag
 Ma. Therese M. Devaras
 Adoracion N. Mallorca
 Maryjune J. Quindoza
Project Scribe:
 Mrs. Mariel E. Logatoc
Role
 Project Supervisor
 Project Lead Implementer
 Project Co-Implementers
 Project Secretary
School Improvement Plan
Responsibilities
 Creates the School Inspection Team
 Orient SIT Duties and Responsibilities
 Assess Phil-IRI result for 2015-2016
 Plan activities to be done for intervention
in every grade level
 Monitor the implementation and
accomplishment of the project
 Taps stakeholder to support the program
 Assist the team leader/project supervisor
in the planning and implementation of the
program
 Assist in the proper implementation of the
program
 Coordinate with the project team leader
and assistant team leader
 Support and assist in the implementation
of the project
 Do assign tasks
 Keeps record and accurate data of the
project
 Submits resolution/solicitation letter to the
possible stakeholders
 Analyzes data on the implementation of
the project
 Annex 6. Voice of the Learners and the Stakeholders
INTERVIEW REPORT ON PHYSICAL FACILITIES
Grade: Grade 7 to 10
No. of Students Interviewed: 40

During SIP revisit, physical facilities coordinators, student led watching team, SSG officers, and the project implementer interviewed the 40
Grades 7 to 10 students regarding the school’s physical facilities.

SUMMARY OF INTERVIEW
 Students felt uncomfortable in class due to damaged and broken facilities such as chairs, arms chairs, doors, door knobs, tables, jealousies and
busted plugs.
 Students were disturbed and distracted due to dilapidated and dripping ceilings especially during rainy season.
 Parents felt unsecured due to detached or peeled off GI sheets that need to be rewired.
 Parents felt anxious for their children because of the presence of electrical post/transformer near/within the school perimeter

School Improvement Plan

CH APTER 3 C
H
Plan
A
PRIORITY ROOT CAUSE(S) SOLUTIONS P
IMPROVEMENT
AREA T
Low Language .Limited Vocabulary Project BAR E
Literacy Short Span of Interest in
Reading due R

Low Learning Insufficient Instructional Project PRIMS

Outcome in Science Materials 3
and Mathematics and
Low Skills in TLE and
MAPEH (Sports)
Improvement of Insufficient Fund Project RECOM
Physical Facilities

Dilapidated and
Dripping Ceilings
damaged door
knobs, doors,
broken jealousies,
arms chairs, chairs,
tables, blackboards,
and busted plugs

Unsafe Electrical
Rewiring

School Improvement Plan 9

School Improvement Plan
CHAPTER 4 C
Monitoring and Evaluation H
PROJECT MONITORING REPORT FORM A

SCHEDULED DATES OF MONITORING P

Mid-year:____________________________ Year-end:_____________________ T
E
Name of Project Project Date of Accomplishments/ Issues/Problems/ Recommendations Signature of
Objectives and Monitoring Status to date Challenges /Action Points SPT and PT R
Targets Leaders
Project BAR To improve the
January to
(Better Activities reading 4
March SY
in English) comprehension of
2020-2021
the students
Project PRISM To provide
(Provide teachers and
Instructional students with January to
Materials for instructional December
Teachers and materials and
Students supplies
Project RECOM To repair, repaint,
(Repair, Repaint, and damaged January to
Construction and school facilities December
Maintenance)

School Improvement Plan

School Improvement Plan
School Improvement Plan
School Improvement Plan
School Improvement Plan