Chapter 1

DEPARTMENT OF EDUCATION
VISION, MISSION, AND CORE VALUES

Following the procedures provided for in the guidelines of this enhanced school
improvement plan (ESIP), the School Principal called upon the necessary involvement of some
personalities in the school as well as in the community to convene for the purpose of forming or
organizing the school planning team (SPT). During the meeting, the composition of the School
Planning Team has been officially organized. Important concepts relative to this enhanced school
improvement plan were explained to the members of the newly organized SPT vis-à-vis their roles
and functions.
Table 1
COMPOSITION OF
SCHOOL PLANNING TEAM
SCHOOL PLANNING TEAM ROLES AND FUNCTION
School Head Team Leader
ELOISA V. ALVAREZ, Ed.D (School
Principal) In-charge of laying down school management policies, programs and
projects in accordance with the Department Orders and Division
Memoranda and Circulars .

School Member
Governance LUZVIMINDA G. ABALOS
Council In-charge of providing assistance to the school administrative
Representative personnel in formulating and carrying out school policies, programs and
projects for the school.

Student
Representatives THALIA S. DINGLE Members
(SSG President)
In-charge of representing the school student populace through their
JEDIDIAH ROEL V. ALVAREZ voice in proposing programs and projects that may lead to better
(SPG, President) education and student advancement services for the entire studentry

Teacher Members
Representative SHIELA H. BOADO (Elem)
VIOLETA A. MALAG (JHS) In-charge of extending assistance to the School Head in the
CHRISTOPHER A. CRUZ, JD, Ph.D (SHS) implementation of the laid down policies, programs and projects
Parent Member
Representative MARY ANN R. RAMOS
(FPTA, President) In-charge of channelling important information to all members of the
PTA and provide leadership assistance in pursuing programs and
projects
Barangay/LGU JOEY Q. ANTIMANO (Punong Barangay) Members
Representative
In-charge of maintaining linkages with the community people and in
providing necessary assistance whether physical or financial to the
school pursuant to its policies, programs and projects

Member of Member:
SDRRMC LEAMIA M. SEVIDAL (SDRRMC, Overall
Coordinator) In-charge of ensuring Risk Reduction Policies and Measures are
observed and initiate DRRM programs and activities
Member of Member
School Child BINA V. DE GUZMAN (CPP, Coordinator)
Protection In-charge of ensuring the strict observance of the School Child
Committee Protection Policy

1
 Image1: Photo taken during the organizing of the School Planning Team (SPT)

Members were oriented on how this ESIP works as a system model for everybody’s
guidance. The meeting highlighted in a summary the processes that should be observed affecting
this ESIP. The facilitator presented and discussed the SIP Process Flowchart and the SIP Cycle
(hereunder presented as Figures 1 and 2) to the members of the team.

Figure 1 The SIP Process Flowchart

2
 Figure 2 The SIP Cycle

In addition, discussions on some strategic points were held in which participants tried to
answer two important questions: (1) where are we now? Which determines the present position of
the school in the course of its business as an education service provider; and (2) where are we
heading in the next years to come? Which led us to determine some strategic goals for the school
to serve as targets in the next three years, all for the purpose of serving the best interests of our
student populace?

Image 2: Photo taken during the Vision Sharing

Moreover, during preparatory activities, we had undertaken Vision Sharing through which
aspirations of teachers, parents, student- leaders, and local officials were expressly enunciated
reflecting the DEPEd Vision, Mission, and Core Value Statements. From among the members of
the teaching force the following aspirations for their students were expressed: (1) to become
successful in their endeavours in the school; (2) to become productive members of the school and
the community;(3) to learn the value of respect above all other values; and (4) to excel in their

3
academic journey. While on the part of the student populace as represented by their student
leaders, it was mentioned that provision of other student development services shall be accorded
them in order to fully enable them to realize their dreams in life. Finally, on the part of the
Barangay Officials, they reiterated the importance of the continuing programs and services that
promote the general welfare of all students .

THE DEPED VISION

We dream of Filipinos who passionately love their country and those

values and competencies enable them to realize their full potential and
contribute meaningfully to building the nation.

As a learner-centered public institution, the Department of Education

continuously improves itself to better serve its stakeholders.

THE DEPED MISSION

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

CORE VALUES

Maka-Diyos Makakalikasan
Maka-tao Makabansa

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 Lastly, members of the SPT framed the herein presented SPT Timetable through
which the preparation, implementation, and monitoring of the SIP and AIP are plotted.

Table 2
SCHOOL PLANNING TEAM
TIME TABLE

Activities Persons Involved Time Frame

Preparatory Activities
School Head with Teams
 Gathering of Relevant January of 2019
Data like the School-
Community Profile
 Organizing the School
Planning Team
 Conduct Orientation,
Vision Sharing and
Scheduling with the SPT
ASSESSMENT ACTIVITES
(Assessing Stage) School Planning Teams and Project
 Identifying the Priority Teams February to March of 2019
Improvement Areas (PIAs)
 Analyzing the Priority
Improvement Areas
 Organizing Project Teams
 Selecting Area of Focus
 Doing root cause analysis
(Planning Stage)

PLANNING ACTIVITIES School Planning Teams and Project April to May of 2019
 Reviewing the general Teams
objectives and targets and
formulating solutions
 Developing project
Designs
 Writing the School
Improvement Plan (SIP)
 Preparing the Annual
Improvement Plan

(Acting Stage)

PROJECT IMPLEMENTATION June of 2019- onwards till the end

(Year 1-Year 3) of the three year period
 Testing the solutions
 Institutionalizing /Rolling
out of Solutions Note: Realigning, replanning,
 Checking Progress reimplementing of proposed
solutions may be had depending on
the results of progress monitoring .

5
 Chapter 2
ASSESSMENT

SCHOOL’S CURRENT SITUATION

Pursuant to the national development goals and objectives of the Department of Education
and in effectuating this Enhanced School Improvement Plan (ESIP), the following data are
presented through tables to provide an overview on the overall situation of the school at present
which were used as basis in identifying the Priority improvement Areas and leading to the drafting
of the School Improvement Plan and Annual Improvement Plan.

Brief History

Bantay Insik Integrated School is a remote school as it hails from near the river and by the
hillside. It is nine or ( 9.7 to be exact) kilometers away from the Poblacion and twenty-six (26)
kilometers away from the Schools Division Office. Although, the school is near some other schools
in the area which is just less than two (2) kilometres away from the neighbouring schools.
It was June in the year 2008 when Bantay Insik Integrated School was converted to such
status as it was originally an elementary school. Former Representative Mark O. Conjuangco
envisioned the barangay to house a learning site for children in order to meet their educational
needs without suffering long distance of walking to farther schools situated in the next barangays.
This noble vision was indomitably pursued by the good former Congressman with the help of
former Board Member of the 5 th District , now the Municipal Mayor Danilo C. Uy. The school
became operational in the month of June in 2008 with its first batch of enrollees from kindergarten
to grade VI, In the following month, the secondary school program has started to cater grades 7
and 8 students coming from the neighboring Bolaoen and Pinmilapil National High Schools. From
then on, Bantay Insik continued its operation and served as a vehicle for continuing growth and
development in the locality. Each year, the BIIS has grown bigger through the offering of additional
grade levels in the secondary to complete the Junior High School program. Just recently, with the
advent of the K to 12 Enhanced Basic Education Curriculum, additional programs were opened in
the school which composes Grades 11 and 12 with Technical-Vocational and Livelihood (TVL )
Track in the Senior High School focused on Agri-Fishery Arts. The school continues to grow even
better with time, as shown by commendable and exemplary performances of students in academic
or non-academic endeavors in various fields from the District, Division and Regional level.

6
 SCHOOL’S CURRENT SITUATION
SCHOOL PERFORMACE
The following presentations will introduce the school’s current situation on matters
pertaining to its performance as an institution of learning. The raw data were based on the School
Community Data (please see Appendix A: Annex 1A). Data gathered were presented through
tables with textual discussions in view of the analysis made for the purpose of identifying the
school’s priority improvement areas.
Table 3 shows the school’s performance in the last three years. This table is reflective of how
the school responded to its mandate in providing quality education and accessible opportunities to
all. The enumerated performance indicators remained to serve as constant reminders to the
school authorities and personnel to formulate and carry out policies, programs and projects
responsive to the growing demands of these modern societies. Such indicators were also used as
basis in re-aligning policies, programs and projects which were found necessary to tailor fit with
this advancing world.
Table 3
SCHOOL PERFORMANCE INDICATORS
(Percentage)
Indicators Elementary Junior High School Senior High School
2016- 2017- 2018- 2016- 2017- 2018- 2016- 2017- 2018-
2017 2018 2019 2017 2018 2019 2017 2018 2019

Simple Literacy Rate 20.09 20.29 21.93 23.76 22.89 22.14 n/a 24.79 25.00
Functional Literacy Rate 75.65 76.76 78.06 78.00 78.00 77.86 n/a 79.00 76.00
Net Enrolment 90.76 89.09 91.16 74.00 73.00 72.00 n/a 71.00 75.00
Cohort Survival Rate 97.00 92.00 109 98.00 91.73 91.43 n/a 92.00 95.00
Completion Rate 97.00 92.00 109 97.65 97.09 92.31 n/a 94.00 94.00
Participation Rate 95.00 85.05 94.00 98.00 98.00 72.26 n/a 87.00 88.00
B.
Drop – Out Rate 0.00 0.00 0.50 1.50 0.00 0.00 n/a 0.00 0.00
Repetition Rate 0.00 0.00 0.00 0.75 0.00 0.00 n/a 0.00 0.00

It can be gleaned that the elementary group has maintained a Cohort Survival Rate of 97, 92,
and 109 percentages respectively in the past three years, while the Junior High School has
obtained 98, 91.73, and 91.43 percentages. Moreover, the senior high school was able to maintain
92, and 95 percentages as cohort survival rate in the past two years.
Considering these data, it reveals that the Bantay Insik Integrated School elementary group
was not able to meet with the division target of 97% in the year 2018, however, has exceeded in
the following year of 2019 with 109% which is far beyond the division target of 97.5% for 2019.
Meanwhile, the Junior High School exceeded the division target for SYs 2018 and 2019 with only
84.00% and 84.50% in SYs 2018 and 2019, as it has maintained a cohort survival rate of 91.73
and 91.43 in the said years. Moreover, the SHS has also exceeded the division target of 84.00%
and 84.50% in the same SYs.
In terms of Net Enrolment, BIIS Elementary had a rate of 90.76, 89.09, and 91.16% which
is a little below than the division target in the past two years (2018 and 2019) which is 92.74 and
93.31% respectively. On the other hand, the JHS has 74, 73, and 72% net enrolment rate in the

7
past three years, which exceeded the division target of 71.27and 72.32% respectively. While in the
case of SHS, 71 and 75% were earned as its net enrolment which has also exceeded the division
target for secondary.
In terms of Completion Rate, the BIIS in general has realized a good standing as it has 97,
92, and 109 percent respectively in the elementary; while 97.65, 97.09, and 92.31% in the JHS,
and 94 % in both previous SYs 2018 and 2019 in the SHS. These numbers exceeded the division
target of 96 and 96.50% for SYs 2018 and 2019 for elementary and 80.50 and 81.00 for secondary
schools.
Finally, it is interesting to note that in terms of Drop-Out Rate , the elementary has
incurred only a 0.50% rate in 2019, while both the JHS and SHS has not incurred any drop out in
the past two years. These had exceeded the division target with 0.45 for 2018 and 0.40 for 2019 in
the elementary, while in the secondary; the division has targeted 1.85 for 2018 and 1.80 for 2019.
Based on the foregoing data, it can be said that the BIIS in general has shown a good
performance considering the performance indicators in these areas.
Another area of concern in the school which could be used as a tool in gauging school
performance is on the results of the National Achievement Test (NAT)

Table 4
National Achievement Test
Performance Results

SUBJECT AREA ELEMENTARY SECONDARY

MPS MPS
SY 2016-2017 SY 2017-2018 SY 2016-2017 SY 2017-2018
FILIPINO 51.87 53.11
MATHEMATICS 37.12 37.12
ENGLISH 45.66 45.67
SCIENCE 43.94 43.94
HEKASI/ARAL PANLIPUNAN 47.46 47.64

Overall 45.21 45.50

The table above shows that BIIS secondary group has earned an overall NAT-MPS
equivalent to 45.50% in the most recent 2017-2018 NAT. Thus, it can be said that the school failed
to get at least 75 % rate in all subject areas covered by the National Achievement Test. However,
it has been made clear as a policy that schools must have attained at least 2% increase in every
year during which the NAT is being administered. This means that the score obtained in the most
recent NAT must have been two (2) percent higher than the score obtained in the previous NAT. In
the case of BIIS, it can be gleaned that it was able to increase the NAT results from 45.21% in SY
2016-2017 to 45.50% in SY 2018- 2019. However, seemingly the increase obtained in the NAT
does not significantly show a remarkable achievement, in fact it remains to be lower than the
expected which is at least two (2%) increase.

8
 Table 5 below shows the Mean Percentile Score obtained by the students in the past three
years in all subject areas. The table summarizes the MPS obtained by Elementary, Junior High
School and Senior High School students.
Considering the overall performance of the students in the elementary, it appears that they
have obtained an MPS of 71.00, 76.08, and 79.18% respectively in the past three years, while the
JHS students have obtained 64.74, 76.09, 78.14; and lastly, the SHS students have obtained
70.34, 68.95, and 82.29% respectively. The computed MPS in all levels reveals that the score
plays a little below or higher with the baseline MPS requirement of at least 75% depending on the
periods. This shows a pattern that MPS results are not so consistent and that it actually fluctuates
for some unknown reasons.
Table 5
SCHOOL MEAN PERCENTILE SCORE
ELEMENTARY JUNIOR HIGH SCHOOL
S.Y. 2016 - S. Y. S.Y S.Y. S. Y. S.Y
SUBJECTS 2017 2017 - 2018 - SUBJECTS 2016 - 2017 - 2018 -
2018 2019 2017 2018 2019
Filipino 79.07 75.65 79.1 Filipino 61.52 75.65 82.3
English 67.28 64.98 77.24 English 58.78 64.98 75.68
Math 66.64 75.46 76.52 Math 64.96 75.46 80.14
Science 69.29 77.25 77.35 Science 65.52 77.25 75.88
Araling Panlipunan 71.21 76.16 78.23 Araling Panlipunan 74.1 76.16 69.69
EPP 69.28 79.26 81.38 TLE 67.69 79.26 85.95
EsP 74.8 82.99 84.01 EsP 62.73 82.99 79.36
MAPEH 72.41 77 81.22 MAPEH 62.62 77 76.12
MOTHER TONGUE 68.99 76.01 77.61
OVERALL MPS 71.00 76.08 79.18 OVERALL MPS 64.74 76.09 78.14
SENIOR HIGH SCHOOL (GRADE 11)
FIRST SEMESTER SECOND SEMESTER
S.Y. 2016 - S. Y. S.Y S.Y. S. Y. S.Y
SUBJECTS 2017 2017 - 2018 - SUBJECTS 2016 - 2017 - 2018 -
2018 2019 2017 2018 2019
Oral Communication 75.11 72.83 84.12 Reading and Writing Skills 67.74 69.96 83.58
Personal Development 74.49 69.4 83.81 Practical Research 1 67.62 67.68 83.27
Filipino sa Piling Larangan 77.96 68.58 77.8 Statistics and Probability 61.87 56.28 75.83
General Mathematics 58.63 55.81 78.7 Pagbasa aat Pagsusuri ng Iba't Ibang 63.62 62.68 63.62
Teksto tungo sa Pananaliksik
Komunikasyon at Pananaliksik 70.53 72.98 81.23 21st Century from the Philippines and 62.14 60.82 75.11
sa Wika at Kulturang Pilipino the World
English for academic and 75.73 64.7 81.77 Physical Education and Health 75.83 67.66 86.2
Professional Purposes
Physical Education and Health 78.09 78.44 88 Agricultural Crops Production 75.83 70.13 83.85
Agricultural Crop Production 72.31 73.58 85.86
OVERALL MPS 72.86 69.54 82.66 OVERALL MPS 67.81 65.03 78.78
SENIOR HIGH SCHOOL (GRADE 12)
FIRST SEMESTER SECOND SEMESTER
S.Y. 2016 - S. Y. S.Y S.Y. S. Y. S.Y
SUBJECTS 2017 2017 - 2018 - SUBJECTS 2016 - 2017 - 2018 -
2018 P 2019 2017 2018 2019
Earth and Life Science 63.62 83.54 Physical Science 61.76 83.11

Introduction to the Philosophy of 64.16 83.56 Empowerment Technologies 67.51 85.34

the Human Person
Media and Information Literacy 66.16 83.66 Entrepreneurship 61.76 78.36
Contemporary Philippine Arts 68.86 84.13 Agricultural Crop Production 12 71.35 82.15
from the Region
Practical Research 2 74.93 83.35 Physical Education and Health 83.24 87.47
Physical Education and Health 81.03 85.42 Understanding Culture, Society and 66.81 84.93
Politics
Agricultural Crop Production 12 75.43 83.13 Inquiries, Investigation and Work 81.92 85.88
Immersion
OVERALL MPS 70.60 83.83 OVERALL MPS 70.62 83.89
Overall SHS-MPS (1st SEM) 72.86 70.07 83.24 Overall SHS-MPS (2nd SEM) 67.81 67.83 81.34
SY 2016-2017 70.34
SY 2017-2018 68.95
SY 2018-2019 82.29

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 Specifically, the students in general have shown a good performance in the past two years
(SYs 2017 and 2018) as they were able to perform beyond the expected 75% baseline MPS. It
can also be noted that among the subjects of elementary pupils, a good performance is
remarkable in the area of Edukasyon sa Pagpapahalaga (EsP) as evidenced by 82.99% in 2018
and 84% in 2019.
Meanwhile in the JHS, students performed better in the area of EsP in 2018 with 82.99%,
while in 2019 they have shown a good performance in their TLE subject as they garnered 85.95%
MPS. While among the SHS grade 11 students, it can be noted that they performed well in their
subjects Agricultural Crop Production and Physical Education with 85.86 and 86.20% respectively.
The grade 12 students on the other hand, excelled in Inquiries, Investigation and Immersion
subject with 85.88% and Empowerment Technologies with 85.34%.

SCHOOL’S CURRENT SITUATION

PHYSICAL FACILITIES

The previous discussions presented the school’s performances in view of its academic
undertakings, while in the following presentations, relevant data or information on physical
facilities, equipment and materials were presented with corresponding discussions in view of the
analysis made for purposes of identifying the school’s priority improvement areas.

Table 6
PHYSICAL FACILITIES
(LEARNER: CLASSROOM RATIO)
Total No. of Classrooms
Level Enrollment,
For Repair/
Current SY In Good Condition Total Learner:classroom ratio 1
Rehabilitation
25 1 0 1 25:1
Kindergarten
33 1 0 1 33:1
Grade 1
27 1 0 1 27:1
Grade 2
21 1 0 1 21:1
Grade 3
33 1 0 1 33:1
Grade 4
25 1 0 1 25:1
Grade 5
28 1 0 1 28:1
Grade 6
45 1 0 1 45:1
Grade 7
30 1 0 1 30:1
Grade 8
36 1 0 1 36:1
Grade 9
35 1 0 1 35:1
Grade 10
18 1 0 1 18:1
Grade 11

10
 13 1 0 1 13:1
Grade 12
369 13 0 13 28.38:1
TOTAL
Number Learner: seat ratio    
369 1:1    

   
In terms of physical facilities particularly in the number of classroom available in the
school, it can be said that the BIIS has sufficient number of rooms. Thus it is not an issue at
present because it can accommodate all of its students. In fact, the data shows that all rooms from
kindergarten to grade 12 are readily available and are in good condition and do not require repair
or rehabilitation. It reveals that considering the total number of students of 369 from kinder to
grade 12, the 1:1 ratio is derived. On the average considering the entire populace of the school
28.38 : 1 ratio is evident.

In terms of library holdings, it can be seen from table 7 below that insufficient number of
books available for student is evident. However, in totality of all levels (Elem-JHS), it is shown that
2.2:1 ratio is available for English; 1.63: 1 in Filipino; 1.41: 1 in Mathematics; 1.67:1 in Science;
and 3.32:1 in Aralin Panlipunan.

Table 7
PHYSICAL FACILITIES
(LEARNER: BOOK RATIO)

Subject: Subject: Subject: Subject: Subject: ARAL.

Level ENGLISH FILIPINO MATHEMATICS SCIENCE PAN
No. Ratio No. Ratio No. Ratio No. Ratio No. Ratio
Kindergarten 0 0 0 0 0
Grade 1 0 20 1.65:1 20 1.65:1 0 0
Grade 2 0 17 1.59:1 26 1.04:1 0 0
Grade 3 51 0.41:1 54 0.39:1 59 0.36:1 69 0.3:1 0
Grade 4 9 3.67:1 7 4.71:1 22 1.5:1 22 1.5:1 0
Grade 5 34 0.74:1 29 0.86:1 30 0.83:1 32 0.78:1 31 0.81:1
Grade 6 0 0 25 1.12:1 0 0
Grade 7 40 1.13:1 23 1.96:1 0 28 1.61:1 20 2.25:1
Grade 8 0 22 1.36:1 35 0.86:1 31 0.97:1 20 1.5:1
Grade 9 21 1.71:1 36 1:1 25 1.44:1 19 1.89:1 23 1.57:1
Grade 10 13 2.69:1 19 1.84:1 20 1.75:1 20 1.75:1 17 2.06:1

TOTAL 168 2.2:1 227 1.63:1 262 1.41:1 221 1.67:1 111 3.32:1

Nevertheless, by keenly looking at the table it can be noted that books are lacking
especially in the elementary level. Kindergarten and Grades 1-2 do not have books in Science and
Aralin Panlipunan, while in grade six (6) except for a few number of books in mathematics, all

11
 subject areas have no available books for pupils’ use. Sufficient number of books is only evident in
grade three (3) and grade five (5) levels, while the rest seem so problematic in this area.

Table 7
PHYSICAL FACILITIES
(LEARNER: BOOK RATIO)
Continuation

Subject: Subject: Subject: Subject:

GENERAL ENGLISH FOR FILIPINO SA PILING ORAL COMMUNICATION IN
MATHEMATICS ACADEMICS AND LARANGAN CONTEXT
Level PROFESSIONAL
PURPOSES

No. Ratio No. Ratio No. Ratio No. Ratio

Grade 11 269 0.07:1 276 0.07:1 49 0.37:1 45 0.4:1

Grade 12                

TOTAL 269 0.12:1 276 0.11:1 49 0.63:1 45 0.69:1

Subject: Subject: Subject: Subject: Subject:

UNDERSTANDIN PERSONAL KOMUNIKASYON AT PAMBUNGAD STATISTICS
G CULTURE, DEVELOPMENT PANANALIKSIK SA WIKA SA PILOSOPIYA AND
SOCIETY AND AT KULTURANG NG TAO PROBABILITY
Level POLITICS PILIPINO

No. Ratio No. Ratio No. Ratio No. Ratio No. Ratio
277 0.06:1 31 0.58:1 13 1.38:1 279 0.06:1 30 0.6:1
Grade 11

                   
Grade 12

TOTAL 277 0.11:1 31 1:1 13 2.38:1 279 0.11:1 30 1.03:1

In the case of SHS, books are sufficient enough in almost all subjects for grade 11 and 12
students as reflected in the table on the next page. However, there are still no books available for
some other subject areas like Practical Research, Agricultural Crop Production, Empowerment
Technologies, 21st Century Literature, Contemporary Arts and others. The unavailability of books is
seen to be a reason somehow to affect the MPS obtained by the students in their classes. The
data relative to this are presented in the continuation of table 7 above.

12
 Moreover, other facilities provided for students are reflected in table 8 on the next page.
Considering these available facilities, it can be said that the school is equally equipped as those
with big schools as far as facilities are concerned. Although, there are some areas of concern
which need improvement, nevertheless the school can compete facility-wise.

Table 8
OTHER FACILITIES AVAILABE

FACILITIES QUANTITY STATUS

Principal Office 1 With complete office facilities and equipment
Faculty Lounge 2 With partially adequate facilities and equipment
Guidance Office 1 With Inadequate facilities
School Clinic 1 With Incomplete facilities and equipment
DRRM Office 1 With Incomplete facilities and equipment
Computer Laboratories 2 On- going construction
Science Laboratories 2 On- going construction
School Canteen 1 With Inadequate facilities
Comfort Rooms 8 Not fully functional
Hand Washing Facilities 3 Fully functional
Computers 55 In good condition
TV 15 In good condition
Science Laboratory Equipment Sufficient In good condition
number
Learner’s Kiosk 1 Partially constructed but insufficient
Water Sources (Deep Well) 3 Functional

SCHOOL’S CURRENT SITUATION

TEACHING AND NON-TEACHING
PERSONNEL PROFILE

Another important area to be considered in promoting quality education and in providing

quality services to students is the composition and availability of teaching and non-teaching force.
This area is equally important with the students and facilities as they are the key persons who shall
be operating the day to day activities in the school. Thus, the school quality will depend on the
quality of the teachers and students it has. Teachers’ quality on the other hand is attributable to
their educational attainment as well as seminars and trainings attended. The following data were
presented to provide a picture of the school’s organizational composition.

Table 9
PERSONNEL PROFILE
As of SY 2018-2019

Name of Personnel Position Educational Length License Assignment

Attainment of No.

13
 Service
(in year)
Eloisa V. Alvarez Principal II Ed.D. 18 0562520 Principal
Violeta A. Malag Head Teacher 1 MAED 10 0942837 Head Teacher
Judy M. Coloma Teacher 1 BSE 3 1112071 Kindergarten Adviser
Supatra D. Baterina Teacher 1 BSE 10 0920171 Grade 1 Adviser
Magnolia A. Mangaoang Teacher 1 BSE 6 0263279 Grade 2 Adviser
Kristine L. Domondon Teacher III MAED 7 1051623 Grade 3 Adviser
Shiela H. Boado Master Teacher 1 Finished 23 0350535 Grade 4 Adviser
Acad
Requiremen
t for MAED
Maricel C. Ronquillo Teacher III MAED 9 0841275 Grade 5 Adviser
Rosemelyn L. Asuncion Teacher III MAED 11 0877588 Grade 6 Adviser
Willy A. Ocumen Teacher III MAED 10 0052514 Grade 7 Adviser
Gladys A. Pangasinan Teacher I BSE 2 1407712 Grade 8 Adviser
Bina V. De Guzman Teacher III BS Biology 6 1064398 Grade 9 Adviser
Leamia M. Sevidal Teacher III 42 Units 11 0510895 Grade 10 Adviser
earned for
M.Ed
A-gel M. MAdriaga Teacher II BSE 2 1266973 Grade 11 Adviser
Maricris R. Ramos Teacher II M.Ed 3 1252181 Grade 12 Adviser
Rucelia Z. Austria Teacher III BSIE 7 0742435 TLE Teacher
Domingo C. Laguit Jr. Teacher III BSCE/BSE 14 0264963 Math Teacher
Unit Earner
Kareen Oineza C. Guillermo Teacher III BSE 4 1332285 English Teacher
Noemi E. De Guzman Teacher II BSAgri 1 TVL Teacher-SHS
Christopher A. Cruz Teacher III JD, Ph.D. 3 SHS Teacher
Ivy Marie F. Gabriel ADAS II BS Math 1 n/a Cluster ADAS
Eduardo P. Penera ADAS III BSAccounta 1 n/a Cluster ADAS
ncy
Stephanie Payumo ADAS II BSIT 1 n/a Cluster ADAS

SCHOOL’S CURRENT SITUATION

STUDENT SERVICES

The students are said to be at heart of every educational institution. They are the reason
why teachers and schools exist, for without them, our efforts will be useless. Guided by this
philosophy, Bantay Insik Integrated School is doing its best to make sure that what the students
deserve to get is accorded them. Various programs and projects were instituted in order to meet
this demand. The school never settles for less as it believes that it can still do far better for the
sake of students’ welfare.
The following presentation will give an overview on the various students services
conducted in the past which were geared to determine the status of the school performance in this
aspect.

The data on Nutritional Status of the students reveal that majority of the students are
within normal range. This is true in all levels (elementary, JHS and SHS). This nutritional status is
achieved through the programs implemented by the school such as feeding program, gulayan sa
paaralan, and with strict implementation and supervision of the school canteen. The school makes
sure that what is provided for under D.O. 13, s. 2017 on “Policies on Healthy and Beverage
Choices in Schools and in DEPED offices are strictly complied with.

14
 Table 10
NUTRITIONAL STATUS
OF STUDENTS IN ALL LEVELS

ENROLMENT NUTRITIONAL STATUS

2016 -2017
2017-2018
2018-2019

2016-2017 2017-2018 2018-2019

INITIAL ENDLINE INITIAL ENDLINE INITIAL ENDLINE

OW

OW

OW

OW

OW

OW
SW

SW

SW

SW

SW

SW
W

W
O

O
N

N
191
ELEM

194

195

180

144

181

151

185
11
62

23

17
13

15
7

7
0
0
0

4
7

6
5
1
4

7
1

9
0
0
1

9
0
JHS
132
131
127

132

103

117

110

130
60
62

12
13
8

2
0
0
0

0
0

3
0
0
3

2
0
4
6

5
2
0
0

0
1
SHS
52
82

44

52

60
60

74

81

60
0
8

0
0
0
0

0
0
2
6

0
0
0
1

0
0
2
0

0
0
0
0

0
0

Moreover, it is interesting to note that no incidence of crimes and other human-induced

hazards were recorded in the past years which show that the school is safe and secured for school
age children. Correlatively, the data from the Child-Friendly School Survey (please refer to
Appendix C: Annex 2A) shows that the school is a child friendly school in general as it is inclusive,
gender-sensitive, and non-discriminating. It also shows that the school is child-centered, promotes
quality learning, and encourages children to participate in school and community activities. It is
further revealed that the school is healthy for children as it promotes children’s health through
various programs like feeding and provision of hand washing facilities. It guarantees that the
school buildings, grounds, and facilities are safe, clean, healthy, although it was noted that comfort
rooms available for children are not truly comforting because it is already old and smells stinky.

15
Furthermore, the school integrates health education and life skills development in its curriculum.
On the contrary only a few number of health services for children are conducted and not in a
regular basis like medical and dental services, although it regularly conducts immunization
program.
In terms of security it can be claimed that the school is protective to children as it provides
rules and regulations concerning conducts and behaviour of students. The school also has hired
two security guards on duty day and night to secure the entire student populace and other
stakeholders as well as the property of the school. A regular conduct of Anti-Bullying Campaign
and orientation on Child Protection Policy is evident (please see Appendix D: Annex 2B).

On the other hand, it should be emphasized that the School Watching Team (SWT) was
able to discover some potential risks or hazards in the school such as broken windows, slippery
pathway, busted plugs/lights, flood area, heavy object mounted on top of cabinets amongst others
(please see Appendix E: Annex 2C)

PRIORITY IMPROVEMENT AREAS

Leading the SPT to the shortlisted priority improvement areas, gap analysis was made in
which the school targets where compared to the division targets to identify possible gaps. In doing
so, areas which are contributing and/or inhibiting to the attainment of division and school targets
were determined (please see Appendix F: Annex 3).

As an end result of the discussions made by the members of School Planning Team and
based on the critical analysis of the data gathered during the preparatory stage, the following
Summary List of Improvement Areas was framed.
Table 11
SUMMARY LIST OF PRIORITY IMPROVEMENT AREAS
FOR S.Y. 2019-2022
IMPROVEMENT AREAS AVERAGE WEIGHTED INTERPRETATION
PIAs that need to be Addressed MEAN
Low Performance in NAT 3.50 High Priority

Low Academic Performance of Students 3.75 High Priority

(MPS)
Slippery Corridors 4.75 Very High Priority
Inadequate number of Water Drinking 5.00 Very High Priority
Facility (e.g. Water Dispensers)
Inadequate number of Learners Kiosk 3.25 Moderate Priority
Absence of Waste Disposal Policies and 4.50 Very High Priority
Facility
Perimeter Fence 3.50 High Priority
Lack of Operating Manuals (e.g. Student 3.50 High Priority
Manuals, and others)
Unavailable School Main Access Road 4.25 High Priority
Unavailable Designated Parking Area 3.25 Moderate Priority
Misplaced Comfort Rooms in JHS 3.50 High Priority
Lack of Hand Washing Facility 3.25 Moderate Priority

16
 Based on the table above, it can be gleaned that among those areas that were rated to be
with Very High Priority are the following: (1) Slippery Corridors with 4.75 average weighted mean;
(2) Inadequate Number of Water Drinking Facility for students with 5.00 average weighted mean ;
and (3) Absence of Waste Disposal Policy and Facility with 4.50 average weighted mean.
On the other hand, the following are considered as High Priority: (1) Unavailable School
Main Access Road with 4.25 average weighted mean; (2) Low Academic Performance of Students
(MPS) with 3.75 average weighted mean; (3) Low Performance in NAT; (4) Perimeter Fence with;
(5) Lack of Operating Manuals ; and (6) Misplaced Comfort Rooms in JHS all with 3.50 average
weighted means.
Finally, the following are considered with Moderate Priority: (1) Inadequate number of
Learners Kiosk; (2) Unavailable Designated Parking Area; (3) Lack of Hand Washing Facility all
with 3.25 average weighted means.
The list of priority of improvement areas presented above was drafted after
accomplishing the matrix provided for as Annex 4 (please see appendix G) in the ESIP guidelines
which focused on Identifying Priority Improvement Areas.This was accomplished following a
focused-group discussion held with the SPT members. The rating system was explained to each
member based on the rubrics provided in the ESIP guidelines. Interview was also used as a tool in
hearing the voice of the students and other stakeholders which they find helpful in improving the
school in general.

GENERAL OBJECTIVES
Following the activity held during the identifying of the List of Priority Improvement Areas,
the SPT started formulating and writing the School Planning Worksheet (please see appendix H) ,
results of which are presented in the following table. However, prior to this, the SPT members had
accomplished the root- cause analysis for each of the identified priority areas (please see
appendix I)
The writing of general objectives was generally based on the result of the root-cause
analysis made. It appears that among the causes that were identified, the following were seen to
be at the crux or the root of the problems: (1) Rising Heat Index; (2) Cases of injuries suffered by
students; (3) Lack of Program Policy on waste disposal; (4) Lack of funds for some infrastructural
projects; (5) Poor study habits of students in terms of MPS and NAT performances
notwithstanding others factors; (6) No regular review classes conducted (7) Failed to see the
importance of such manuals; and (8) Improper use of CRs by the students;
Table 12
SCHOOL IMPROVEMENT
PLANNING WORKSHEET
TIME FRAME
PRIORITY SY SY SY
GENERAL OBJECTIVES ROOT CAUSE/S
IMPROVEMENT AREA 2019- 2020- 2021-
2020 2021 2022

17
 Inadequate number of To provide drinking water dispenser at
Water Drinking Facility least 1 per two classrooms by the end Rising Heat Index 3 3 2
(e.g. Water Dispensers) of March SY 2021-2022
Slippery Corridors To roughen/to tile the corridors of the
elementary and JHS building by the Cases of injuries
end of March SY 2021-2022 suffered by the 30% 60% 100%
students
Absence of Waste To formulate waste disposal policy and
Disposal Policy and provide necessary facilities by the end Lack of Program
Facilities of March SY 2021-2022 Policy 30% 60% 100%
Unavailable School To construct the main access road with
Main Access Road entrance/exit gate by the end of March Lack of funds
SY 2021-2022 30% 60% 100%
Low Academic To increase to at least 75% the school’s
Performance of MPS by the end of March SY 2021- Poor study habits of
Students (MPS) 2022 students 75 78 80
Low Performance in To increase the NAT results to at least
NAT 5% from previous results by the end of No regular review 5% 6% 7%
March SY 2021-2022 classes conducted
Perimeter Fence To complete the construction of
perimeter fence by the end of March SY Lack of Funds
2021-2022 30% 60% 100%
Lack of Operating To create school operating manuals for
Manuals (e.g. Student students and others by the end of Failed to see the
Manuals, and others) March SY 2021-2022 importance of such Stude PTA Other
manuals nt Manu Manu
Manu al als
al
Misplaced Comfort To relocate/renovate the comfort rooms
Rooms in JHS in JHS by the end of March SY 2021- Improper use by the
2022 students 30% 60% 100%
Inadequate number of To construct at least three more
Learners Kiosk learning kiosk by the end of March SY Lack of funds 1 1 1
2021-2022
Unavailable Designated To construct 1 central parking facility by
Parking Area the end of March SY 2021-2022 Lack of Funds 30% 60% 100%
Lack of Hand Washing To construct at least 1 additional HWF
Facility by the end of March SY 2021-2022 Lack of Funds
30% 60% 100%

PROJECT TEAMS

The school development programs are only achieved through multi-sectoral collaboration
of individuals in the society and the school. In this way, the value of bayanihan is continuously
demonstrated as a distinct culture among the Filipinos.
Considering this social value and in pursuit of the lined-up activities/ projects for the
school, the School Project Teams were purposely created in order to serve as an engine to
mobilize the stakeholders toward the realization of our general objectives.
In effect, the various project teams are tasked to initiate and spearhead the preparation of
the various Project Designs. The following tables present the organized project teams who are
responsible in the full implementation of said various projects.

Table 13
COMPOSITION OF PROJECT TEAMS

Priority Improvement Area Project Teams Roles and

Functions

18
 Inadequate number of Water
Drinking Facility (e.g. Water
Dispensers)
Slippery Corridors
Absence of Waste Disposal
Policies and Facility
Unavailable School Main Access
Road
Low Academic Performance of
Students (MPS)
Low Performance in NAT
Perimeter Fence
Lack of Operating Manuals (e.g.
Student Manuals, and others)
Misplaced Comfort Rooms in JHS
Mary Ann R. Ramos Team Leader
(FPTA, President)
Rosemelyn L. Asuncion Member
(Faculty Member)
Supatra D. Baterina Member
(Faculty Member)
Gemma L. Tayan Member
(FPTA, Treasurer)
Shiela H. Boado Team Leader
(Faculty Member)
Maricel C. Ronquillo Member
(Faculty Member)
Rosemelyn L. Asuncion Member
(Faculty Member)
Member
Kareen Oineza C. Guillermo Team Leader
(Faculty Member)
Gladys A. Pangasinan Member
(Faculty Member)
Bina V. De Guzman Member
(Faculty Member)
Magnolia A. Mangaoang Member
(Faculty member)
Joey Q. Antimano Team Leader
(Punong Barangay)
Marcelo L. Viduya Member
(SB Member-In-charge for Education)
Domingo C. Laguit Jr. Member
(Faculty Member)
Milagros E. Antimano Member
(FPTA, Vive-Pres.)
Violeta A. Malag Team Leader
(Head Teacher)
Willy A. Ocumen Member
(Faculty Member)
Rosemelyn L. Asuncion Member
(Faculty Member)
Shiela H. Boado Member
(Faculty Member)
Willy A. Ocumen Team Leader
(Faculty Member)
Rosemelyn L. Asuncion Member
(Faculty Member)
Violeta A. Malag Member
(Head Teacher)
Shiela H. Boado Member
(Faculty Member)
Eloisa V. Alvarez, Ed.D Team Leader
(School Principal)
Domingo C. Laguit Jr. Member
(Faculty Member)
Mary Ann R. Ramos Member
(FPTA, President)
Marcelo L. Viduya Member
(SB Member-In-charge for Education)
Christopher A. Cruz, JD,Ph.D Team Leader
(Faculty Member)
A-gel M. Madriaga Member
(Faculty Member)
Maricris R. Ramos Member
(Faculty Member)
Noemi E. De Guzman Member
(Faculty Member)
Violeta A. Malag Team Leader
(Head Teacher)
Leamia M. Sevidal Member
(Faculty Member)
19
 Gladys Pangasinan Member
(Faculty Member)
Bina V. De Guzman Member
(Faculty Member)
Inadequate number of Learners Rucelia Z.. Austria Team Leader
Kiosk (Faculty Member)
Gemma L. Tayan Member
(FTA, Treasurer)
Domigo C. Laguit Jr. Member
(Faculty Member)
Maricel C. Ronquillo Member
(Faculty Member)
Unavailable Designated Parking Domigo C. Laguit Jr. Team Leader
Area (Faculty Member)
Christopher A. Cruz, JD,Ph.D Member
(Faculty Member)
Willy A. Ocumen Member
(Faculty Member)
Kristine L. Domondon Member
(Faculty Member)
Lack of Hand Washing Facility Maricel C. Ronquillo Team Leader
(Faculty Member)
Judy L. Coloma Member
(Faculty Member)
Magnolia A. Mangaoang Member
(Faculty Member)
Bina V. Valencia Member
(Faculty Member)

20
 Chapter 3
PLAN

This portion contains the List of Solutions that were proposed for implementation with the
end in mind that it will help address the problems seen during the assessment stage. The list was
presented in the order following the degree of priority in line with the identified PIAs.

SUMMARY LIST OF PROPOSED SOLUTIONS

The following table shows in a summary all the Project Titles, General Objectives, and
Degree of Priority formulated in line with the identified Priority Improvement Areas.

Table 14
SUMMARY LIST OF PROPOSED SOLUTIONS

PRIORITY PROJECT TITLE PROJECT OBJECTIVES DEGREE OF PRIORITY

IMPROVEMENT AREA
Inadequate number of PROJECT H20 (Healthy To provide drinking water Very High Priority
Water Drinking Facility Hydration Operation) dispenser at least 1 per
(e.g. Water Dispensers) two classrooms for
student use
Slippery Corridors PROJECT LIGTAS-DULAS To roughen/tile the Very High Priority
corridors of the
elementary and JHS
building
Absence of Waste PROJECTCHRIS To formulate waste Very High Priority
Disposal Policies and (Clean and Healthy disposal policy and
Facility environment through provide necessary
Responsible Involvement of facilities by the end of
Stakeholders) March SY 2021-2022

Unavailable PROJECT
School Main
ENTRA-DA? To construct the main High Priority
Access Road access road with
entrance/exit gate by the
end of March SY 2021-
2022
Low Academic (PROJECT HUSAY) To increase to at least High Priority
Performance of Students (PagHubog sa kabataan 75% the school’s MPS by
(MPS) tungo sa pagUsbong ng the end of March SY
kaSanayan at kaAlamang 2021-2022
Yaman)
Low Performance in NAT (PROJECT HUSAY) To increase the NAT High Priority
(PagHubog sa kabataan results to at least 5% from
tungo sa pagUsbong ng previous results by the
kaSanayan at kaAlamang end of March SY 2021-
Yaman) 2022

21
Perimeter Fence PROJECT ALAD To complete the High Priority
(Alad mo…Legacy ko.. construction of perimeter
.Ambag mo… Donor fence by the end of March
pangalan ko…) SY 2021-2022

Lack of Operating
PROJECT
ManualsGABAY To create school High Priority
(e.g. Student Manuals, and operating manuals for
others) students and others by
the end of March SY
2021-2022
Misplaced Comfort Rooms (PROJECT KASILYAS: To relocate/renovate the High Priority
in JHS Version 2.0) comfort rooms in JHS by
the end of March SY
2021-2022
Inadequate number of PROJECT ARAL- To construct at least three Moderate Priority
Learners Kiosk SILUNGAN more learning kiosk by
the end of March SY
2021-2022
Unavailable Designated PROJECT OPLAN To construct 1 central Moderate Priority
Parking Area TERMINAL parking facility by the end
of March SY 2021-2022
Lack of Hand Washing PROJECT SAMPUNG To construct at least 1 Moderate Priority
Facility DALIRI PARA SA additional HWF by the
KALUSUGAN end of March SY 2021-
2022

PROJECT WORK PLAN AND

BUDGET MATRIX

Following the list of the solutions provided above, the Project Work Plan and Budget
Matrix were formulated ( please see Appendix J).The Project work Plan and Budgetary Matrix may
still be subject to change as the need for it arises depending on some other considerations or
issues that we may not be able to foresee during the planning. The duration of implementation
may also vary, but nevertheless all the proposed projects are targeted within three years.
The following project work plans will be presented by the SPT to the students and parents
in an assembly that will be called for that purpose. Project teams will be mobilized once this ESIP
has been approved and accepted by the Schools Division Superintendent of Pangasinan II
Division.

ANNUAL IMPLEMENTATION PLAN

YEAR ONE
S.Y. 2019-2020

Table 16 presents the Annual Implementation Plan of the school. The projects and
activities to be undertaken in each of the projects were considered since these three (3) projects
were regarded to be at a very high priority (please refer to table 15, Summary List of Solutions).

22
Thus, the first year of implementation of this Enhanced School Improvement Plan focuses on the
implementation of said projects.

Table 15
ANNUAL IMPLEMENTATION PLAN
SY2019-2020

SCHOOL PROJECT OUTPUT ACTIVITIES PERSON/S SCHEDULE BUDGET BUDGET

IMPROVEMENT OBJECTIVE FOR THE RESPONSIBLE /VENUE PER SOURCE
PROJECT TITLE YEAR ACTIVITY
Project H2O To provide Narrative Conduct School Clinic
drinking Report on Seminar on Teacher July-August 3,000 PTA Fund
water the conduct Health Designate and
dispenser at of Health Awareness Project Team
least 1 per Awareness focused on Members
two Seminar Heat
classrooms Related
for student Medical
use Conditions
School Head
Policy Drafting of and Head August - 500 MOOE
Statement Policy on Teacher and September
Fund Project Team
Allocation Members
for the
provision of
Safe
Drinking
Water for
students
Purchase of Purchase of FPTA President November- 15, 000 PTA
three (3) Water and Project March FUND
Water Dispensers Team Members And
Dispensers MOOE
Installation Installation
of three (3) dispenser in FPTA President n/a
water the and Project November- n/a
dispenser in classrooms Team Members March
the
classrooms
Project Ligtas- To Resolution, Sourcing School Head,
Dulas roughen/tile Solicitation out of funds FPTA August n/a n/a
the corridors Project Team 2019
of the Members
elementary
and JHS Project Creating the
building design blueprint Project Team September 1000 MOOE
and project Members 2019
model

Bidding October
Bidding Project Team 2020 1000
Report Members MOOE

Roughening
Completed /Tiling of the Project Team December 30,000 BRGY
at least 30% corridors Members 2019 tp IRA,
by the end March 2020 MUNICIP

23
 of year 1 AL IRA,
(SY 2019- DONATIO
2020) NS, and
Other
sources
Project CHRIS To Policy Drafting of School Head July-August, 500 MOOE
formulate
Statement Waste and Project 2019
waste
disposal Disposal Team Leader
policy and
Policy
provide
Narrative Student Project Team October 3000 MOOE
necessary
facilities by Report on Orientation Members 2019
the end of
the conduct on the
March SY
2021-2022 of Policy on
Orientation Waste
Disposal
Manageme
nt
Waste
Segregatio
n
Bring own
cups
No Plastic
Policy
Digging and Digging and Project Team November 5,000 MOOE,
construction constructio Members 2029 DONATIO
of one (1) n of NS
Compost Pit Compost
Pit
Nine (9) Big Purchase of Project Team 2,250 MOOE,
Trash Bins Trash Bins Members September DONATIO
SSG Officers 2019 NS
SPG Officers
Three (3) Fabrication Project Team MOOE,
Trash Bin of three(3) Members September 4,000 DONATIO
NS
Racks Trash Bins SSG Officers 2019
Racks SPG Officers
Project Team MOOE,
One (1) Fabrication Members December 5,000 DONATIO
NS
MRF of one (1) SSG Officers 2019
MRF SPG Officers

24
 Chapter 4
MONITORING AND EVALUATION

“What is not measured is not managed”, this is a guiding principle utilized by many of the
people who conduct organizational strategic planning. Thus, monitoring and evaluation of
identified and planned projects are very vital in determining the progress of such. It is a way to
determine whether or not the plans are working or requires re-planning. In this way, the school
community planning team (SPT) will be able to see possible adjustments or possible shifting to
other projects depending on the success rate of an on-going project.
Table 16 below presents the project evaluation and monitoring form which will be utilized
by the SPT in conducting project progress monitoring and evaluation. This will be done during the
mid-year and at the end of year evaluation. It should be noted however that the last four columns
will only be filled out during the monitoring and evaluation period.

Table 16
PROJECT MONITORING AND EVALUATION FORM

Scheduled dates of Monitoring

MID-YEAR: November 15, 2019 YEAREND: April 05, 2020

NAME OF PROJECT DATE OF ACCOMPLISHMEN ISSUES/PROBLEMS/ RECOMMENDATION SIGNATURE

PROJECT OBJECTIVES MONITORING T/STATUS TO CHALLENGES S/ ACTION POINTS OF SPT
AND DATE AND
TARGETS PROJECT
TEAM
LEADERS
Project H2O Narrative
Report on
the conduct
of Health
Awareness
Seminar

Policy Mid – Year

Statement Monitoring and
Evaluation
November 15,
Purchase of 2019
three (3)
Water
Dispensers
Installation
of three (3)
water
dispenser in
the
classrooms

25
Project Ligtas-
Dulas Resolution,
Solicitation
Project Mid – Year
Monitoring and
design Evaluation
November 15,
Bidding 2019
Report

Completed
at least 30%
by the end
of year 1
(SY 2019-
2020)
Project CHRIS
Policy
Statement

Narrative
Report on
the conduct Mid – Year
Monitoring and
of Evaluation
November 15,
Orientation 2019

Digging and
construction
of one (1)
Compost Pit
Nine (9) Big
Trash Bins
Three (3)
Trash Bin
Racks

One (1)
MRF

26
 Appendix A

Annex1a
School Community Data

27