E Sip 2019 2022
E Sip 2019 2022
E Sip 2019 2022
OF
SY 2019-2022
TABLE OF CONTENTS
I.INTRODUCTION
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 the nation.
As a learner-centered public institution,
the Department of Education
continuously improves itself
to better serve its stakeholders.
To protect and promote the right of every Filipino to quality, equitable, culture-based, and
complete basic education where:
CORE VALUES
Maka-Diyos
Maka-tao
Makakalikasan
Makabansa
QUALITY MANAGEMENT POLICY
s
SCHOOL- COMMUNITY PLANNING TEAM (SPT)
In terms of the physical facilities and other ancillary services , the school has
improved every year through the active participation of different stakeholders like the
parents, barangay officials , LGUs, NGOs, private individuals, civic organizations, national
government and others with the leadership of the school head and the support of the teachers
and students.
Even the academic achievement of the school is not left behind. The awards and
recognition received by the school can consistently vouch for its achievement. The programs,
projects and activities are always align with what the Department of Education asks for
particularly the Division of Cavite.
The administration sees to it that the competencies taught are aligned to the
curriculum set by the Department of education through close supervision of the School
Head , Master Teachers and Head Teachers. Technical assistance , coaching and mentoring ,
INSET , SLAC are also well provided to cater to the needs of the teachers and to likewise
suffice the needs of the learners.
Since Munting Ilog National High School has a growing population , the whole
school-community will not stop from taking steps to provide quality education to its learners.
Annex 1A-Schhol Community Data
I.SCHOOL PROFILE
INDENTIFYING INFORMATION
School ID: 301205 Name of School: Munting Ilog National High School
Address: Munting Ilog, Silang,Cavite Barangay: Munting Ilog, Silang, Cavite
District: Silang Municipality: Silang
Division: Cavite Region: IV-A (CALABARZON)
A. GEOGRAPHY
A.1 Location of the School. Check the appropriate description.
Along the highway Near a river or waterway On top of the mountain
Near the coastline By the hillside
A.2 Relative Distance of the School
Distance in km Mode of Transportation
a. From the poblacion 2km Tricycle, PUJ
b. From the nearest public elementary school 500m By foot
c. From the nearest private elementary school 1km Tricycle, PUJ
d. From the nearest public secondary school 2km Tricycle, PUJ
e. From the nearest private secondary school 1km Tricycle, PUJ
f. From the District Office 4km Tricycle, PUJ
g. From the Division Ofice 20km Bus, PUJ
B.1.2 Classrooms seat quantity (SRC17) Indicate the total number of seats in all classrooms.
Number Learner: seat ratio2
1534 1:1
2
Learner: seat ratio = Total enrollment divided by the total number of seats
3
Learner: toilet ratio=Total enrollment divided by number of toilets
4
Learner: toilet bowl ratio=Total enrollment divided by number of toilet bowls
B.3 Textbooks. Indicate number of textbooks per grade level and subjects (SRC3)
Subject: Filipino Subject: English Subject: Subject: Science Subject: Araling
Level Mathematics Panlipunan
Number Ratio Number Ratio Number Ratio Number Ratio Number Ratio
Grade 7 257 1:2 0 ----- 135 1:3 217 1:2 76 1:4
Grade 8 110 1:3 0 ----- 155 4:1 120 4:1 99 1:3
Grade 9 52 1:5 303 1:1 216 1:2 125 1:2 264 1:1
Grade 10 97 1:3 119 1:2 128 1:2 139 1:2 0 -
Total 516 422 634 601 439
B.4 Library
No. of books1788
No. of tables:6
No. of chairs:62
The library is well-ventilated. There are ceiling fans. There are tables that serve as shelves. There are
bookshelves.
B.5 Other learning facilities/materials. (Example: computers, science equipment. Insert new rows if necessary.)
C. TEACHERS
C.1 Number of teachers (SRC14)
C.1.1 Number of nationally-funded teachers (current SY)
Male Female Total Learner: teacher ratio5
11 56 67 1:23
5 Learner :teacher ratio= Total enrollment divided by number of nationally-funded teachers.
C.1.2 Number of locally-funded teachers and subsidized / volunteer teachers (current SY):
No. of Locally-funded Teachers : 0
No. of Subsidized / Volunteer Teachers: 0
C.2.4 If the response to C.2.3.b is Yes, list down the top 3 training needs mentioned and indicate the number of
teachers
C.2.5 If teachers weren’t trained based on identified needs (as seen in C.2.4), cite reasons for the lack of
training.
None
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
_________
D.2.2 Projects / Interventions implemented in the previous SY addressing needs of children with other health
problems
D.3.2 Projects / Interventions implemented for children that were victims or suspected victims of abuse.
Number of
YES NO If YES, please describe the mechanisms Children
Covered
a. Does the school have
mechanisms to promote safe
and protective practices based / Strong awareness on Child Protection Policy
on DepEd’s Policy on Child
Protection in school?
b. Other interventions
implemented for children that
were victims of abuse
E. Status of Priority Improvement Projects or CI Projects (SRC18 & SRC19)
These projects include those implemented by the school and other stakeholders.
Program / Duration Status/
Implementer Target
Project Title Start End Accomplishments
Marites M. PROJECT January 2019 Present To Increase the On-going
Aguilar DREAMS comprehension
Noel D.anciado level of JHS and
SHS learners
through the
integration of
reading across
the content
areas
Contributions Attendance
Activity Volunteer No. of Attendance
Cash In Kind No. Invited
hours Attendees Rate
Co-curricular Activities
Brigada 40hrs. Shelves, 588 680 86%
Eskwela cabinet,
Tornado
Mop,
Speaker,
School
Supplies,
Food for the
105,310.00
students,
Roses for
Teachers,
Agri tools,
Electric Fan,
Arm Chairs,
LCD
Projector
Extra-Curricular Activities
Suring 36,040.00 N/A 901 1438 62.66
Pelikula
Suring 20,940.00 N/A 698 1438 48.54
Tanghallan
Field Trip Ph 86,650 N/A 571 1438 39.71sssss
No. of Children
Level
with Disabilities Blurred Vision Hearing Cleft Palete Hunch Back
Grade 7 2 2 0 0 0
Grade 8 4 3 0 1 0
Grade 9 3 1 1 1
Grade 10 12 11 1 0 0
Grade 11 10 10 0 0 0
Grade 12 9 9 0 0 0
TOTAL 40 35 2 2 1
Percent of Total 2.54 2.22 0.13 0.13 0.06
4.4.b What are the interventions implemented for children at risk of Number of Children
dropping out? Insert new rows if necessary. Covered
Open High school Program 95
Feeding Program 50
Project I-Care 50
4Ps 100
Instruction: Please input required data/information in unshaded cells. Fill-in only the grade levels that are
applicable to your school.
SY Before Previous
Previous SY:2017-2018 Current SY:2018-2019
Level SY 2016-2017
Total Male Female Total Male Female Total Male Female
Grade-7 84.76 76.19 95.23 84.05 81.19 87.5 88.25 85.39 92.26
Grade-8 89.65 85.32 93.49 89.66 80.39 98.19 94.08 87.36 98.00
Grade-9 91.74 91.74 94.69 90.72 92.93 89.13 87.59 100 94.59
Grade-10 94.37 92.86 95.80 95.13 97.22 88.43 98.59 100 97.64
Grade-11 93.80 92.93 94.49 90.96 97.53 84.71 88.94 85.29 92.78
Grade-12 N/A N/A N/A 97.03 98.84 94.17 84.76 87.80 95.52
9 Promotion rate: no. of promoted learners divided by the total enrollment x 100;
Graduation rate: no. of graduates divided by the total enrollment x 100
6.2 Projects/interventions implemented to improve basic competencies of learners (insert new rows if
necessary)
7.3 Projects/interventions implemented to improve reading skills of children (insert new rows if necessary)
1.PROJECT NEAR- Reading Interventions every Friday.
2. Integration of Reading in Different Learning Areas
3.Mathambayan
8. AWARDS/RECOGNITIONS (TOP 3) [SRC.6.]
List down the awards/recognitions received by the school, the school head, teachers, and students. Insert new
rows if necessary.
Best SBM
Implementer
High School DepEd/
Category Cavite
Outstanding
DRRM
DepEd/
Implementer
cavite
High School
Category
Outstanding waste
Segregation LGU-
Division II Silang
Third Place
Recycled Art LGU-
Materials Art Silang
Contest
I. INTRODUCTION
How did you like school? What is a school?
What makes up a school?
Who provides the learning environment?
When can a school be called a ‘Child-friendly School’?
What exactly is a Child-friendly School and how can our school become one?
What should a Child-friendly School aim to achieve?
Many of us look at school as a place for serious learning but rarely as a place for one to enjoy learning activities and have a
say in what one needs and wants to learn.
When you were in school, were you ever consulted as to what you wanted to learn and how you wanted to learn them? If
you were lucky enough to have been asked, were you able to freely suggest ways and activities by which you could learn
more effectively?
Rights and enjoyment are perhaps words often left out of any student handbook or school circular. Now that you are a
teacher, principal or parent, are you the type who believes that being ‘soft’ on children will only make them learn or study
less? Or that giving them ‘choices’ and allowing them to express themselves freely will only diminish discipline – discipline
to make them sit up and listen to their lessons?
Each of us probably has his or her own idea or approach to education and how we can make children ‘learn’. Regardless of
the differences in our opinions, many of us would probably agree that SCHOOL IS FOR CHILDREN. Perhaps, we could
further firm up this agreement by coming up with some common definitions...
What is a school?
Let us consult our dictionaries. Do you have one in your school? All dictionaries would probably contain any or some of
the following definitions: 1) an institution devoted primarily to imparting knowledge or developing certain skills; 2) the
building or buildings in which instruction is given; 3) any sphere or means of instruction.
Since it is safe to agree that ‘school’ is for those needing or seeking knowledge or instruction, it should be primarily
composed of learners or pupils.
Where there are pupils, there should also be teachers who care for children, provide for their learning needs, and nurture
their interests.
Then, there is the physical school – the school building and its facilities – classrooms, gymnasium or activity area, grounds
for young children to romp and play, toilet facilities, drinking fountains, and the like.
Did we miss anything? Well, yes there’s still one more and probably the most important one of all. It’s all people and
things that we’ve mentioned combined...and more. It is called the learning environment. The learning environment is
more than just the sum total of all these – people (pupils and teachers) and things around them – parents, brothers, sisters,
other relatives, and other people and things in the community where the school is located.
When all these INTERACT, and interact FAVORABLY with each other, a lot of wonderful things can happen to the child’s
learning. Remember that learning does not only occur within the four walls of a classroom. Learning continues when the
pupil returns from school to his or her family, mingles with the neighbors and playmates, runs an errand to the sari-sari store,
attends with his or her family a religious service at their place of worship, and does tens of other things. A healthy learning
environment not only enhances the child’s academic achievement but also ensures his or her physical, psychological, social,
and emotional growth.
School principals, teachers, parents and families, community institutions such as your local barangay council, other
community members and the children themselves support each other in creating and enhancing the ‘learning environment’.
A Child-friendly School is more than just a place for formal learning. Foremost, it is an institution that recognizes and
respects
the range of rights of children, and not just their right to be educated. These rights also include their rights to be healthy, to
be given opportunities for play and leisure, to be protected from harm and abuse, to express their views freely, and to
participate in decision-making according to their evolving capacities.
While upholding children’s rights, a Child-friendly School also instills in children the responsibilities that go with their
rights. Among these are to respect the rights of others, respect diversity, practice equality, and resolve differences without
resorting to violence.
Just as important, a Child-friendly School takes the lead in shaping a learning environment that enables children to learn as
much as their intellectual faculties could take. It is a kind of environment that allows them to grow healthy, equips them
with knowledge and skills that they can use throughout life, and enables them to become responsible and productive
members of their community and society.
What exactly is a ‘Child-friendly School’ and how can our school become one?
‐ encourages children to think and decide for themselves, ask questions, and express their opinions
promotes quality learning
‐ makes sure that children master the basic skills of writing, reading, speaking (and listening), mathematics, and the
necessary skills that they can use through life
‐ encourages children to learn by doing and by doing things with others
‐ makes sure that teachers are qualified to teach and continue to become better teachers
‐ makes sure that teachers and other staff are physically fit, adequately paid, and highly motivated.
encourages children to participate in school and community activities
‐ encourages children to work together to solve problems and achieve what they aim to do
‐ encourages children to express their feelings through the arts – music, drawing, drama, and other forms
The following checklist contains action items that will guide you through what you need to have or need to do towards
accomplishing the seven goals of the Child-friendly School.
See how many of the action items listed under each goal you have accomplished or are doing on a regular basis. Tick the
box before each action item if you have accomplished this. Add up and write your total in the box after each goal. By
checking what your school already has and what it is doing regularly, you will be able to track your progress towards
becoming a Child-friendly School.
You may already be well along the way to becoming a Child-friendly School! Remember though that you have to be honest
with your answers!
Here’s one other advice... Please accomplish this checklist first before moving on to the next section.
/ Your school maintains and regularly updates a health record of each pupil.
/ Your school holds annual weighing and health examination of your pupils.
/ Your school holds annual dental examination of your pupils.
/ Your school treats or refers pupils with health problems.
/ Your school treats pupils with decayed teeth.
/ / Your school has a feeding program for malnourished children.
/ Your school serves or sells healthy and nutritious food in your premises.
/Your school practices proper waste disposal.
/ Your school has a steady supply of clean and safe drinking water.
/ Your school has separate toilet facilities for boys and girls consisting of urinals and lavatories that are regularly
maintained and kept clean.
/ Your school has a functional clinic.
/-Your classrooms have proper ventilation and lighting and enough space for 45-50 pupils.
/- Your classroom desks and other furniture are sized to the age of the pupils. In the case of shared desks, each
pupil
has enough space to do seatwork.
/- Your classrooms’ layout and furniture allow pupils to interact and do group work.
/- Your classrooms have a bulletin board or a corner that displays helpful learning materials such as posters,
illustrations, newspaper and magazine clippings, and your pupils’ own works.
/- Your classrooms, facilities, and premises are regularly maintained and kept clean.
/- Your school has safe facilities in place to address hazard threats (e.g. fire exits, fire extinguishers, appropriate
electrical wirings).
/- Your school has identified and prepared alternative learning spaces in cases of emergencies.
/- Your school has adequate emergency/first aid kits that are readily available.
/-Your school conducts regular evacuation drills for earthquake, fire, flooding, or tsunami.
/- Your school has a library for reading and for study.
/- Your school has facilities and equipment for recreation and sports.
/- Your school has sufficient lawn space and vegetation.
/-/-Your school has duly assigned personnel in charge of securing its premises, its properties, and those of its
pupils and
teachers.
/- Your school coordinates with the barangay and local authorities to ensure the safety and protection of your
pupils.
/- Your school has a policy against discrimination with regard to gender, cultural origin, social status, religious
belief,
and others.
/-Your school has a program for children with special needs. ‰ Your teachers use non-threatening styles of
discipline.
17 Total number of action items checked for this goal.
X--Your school has a master list of all school-age children in the community, whether enrolled or not.
/- Your school regularly coordinates with the local barangay council to identify school age children who are out of
school, for the purpose of bringing them to school.
/- Your school conducts campaigns to encourage parents to enroll their children.
/- Your school has a system to regularly check on the attendance of its pupils and address problems concerning
non-
attendance.
/- Your school has a clear vision/mission statement that is prominently displayed and adequately explained to all
school personnel.
/- The principal and teachers are familiar with child-centered and child-friendly principles.
/- Your school provides each student a complete set of textbooks.
/- Teachers regularly prepare their lesson plans.
/- Your school encourages and promotes cooperative and “hands-on” learning (“learning by doing”).
/- The principal has data on the school’s past three years performance in the division, regional or national tests for
the
purpose of improving its current year performance.
/- Teachers regularly monitor and assess their pupils’ academic performance, with the view of improving their
performance.
/- The school provides students access to ADM, ALS, and/or other learning materials for their use during
emergencies.
7
Total number of action items checked for this goal.
/- Teachers undergo continuing and advance professional training at least once a year.
/- Teachers are regularly trained in new and effective teaching-learning strategies.
/- Teachers have their own lounge and/or work area.
/- Teachers are given annual medical check-up.
/- The principal provides strong direction and leadership guided by a written supervisory plan.
/-The principal regularly monitors teachers’ performance and provides needed support.
/- Teachers support their co-teachers by sharing teaching techniques and experiences.
/- Your school provides annual medical examination to your teachers and other staff.
7
Total number of action items checked for this goal.
/- Your school has a Parent-Teacher Association (PTA) that has elected leaders, meets regularly, and has a written
plan
of action.
X- Your school coordinates with barangay institutions to identify children who are physically or sexually abused
or are
made to do hard physical labor, for the purpose of identifying their special needs.
/ Your school coordinates with the barangay and local institutions to enroll illiterate parents in literacy programs.
X Your school takes the lead in conducting literacy programs for illiterate parents.
/ Your school enlists the support of community organizations to help raise funds and resources for learning.
//-Your school invites parents to discuss with your teachers the learning experiences and progress of their children.
/- Your school consults parents in the drafting of its policies, and in the planning and implementation of school
activities.
/-Your school has organized and capacitated the School Disaster Risk Reduction and Management Committee
(SDRRMC).
/- Your school has strong partnerships with external stakeholders in order to address disaster risk reduction and the
CCA-related needs of the school (i.e. data and statistics, capacity building, resources, etc).
The Goal has 5 action items. If you scored 3 points, give yourself a blue heart; if you scored 4 points, give yourself
a
purple heart; if you scored 5 points, give yourself a red heart. If you scored lower than 3 points, don’t color the
heart.
But take heart (pardon the expression), there are still six goals to assess and you might just do better with the next
ones.
(Note: If you do not have crayons or color pens or pencils, you can just mark the inside of the heart with a B for
Blue, P for Purple, or R for Red)
This Goal has 11 action items. If you scored 7 points, give yourself a blue heart; if you scored 8-9 points, give
yourself
a purple heart; if you scored 10-11 points, give yourself a red heart. If you scored lower than 7 points, don’t color
the
heart, if your score is lower than desired, try again with the other goals. You have five more to go!
Color this heart!
This Goal has 17 action items. If you scored 10-11 points, give yourself a blue heart; if you scored 12-14 points,
give
yourself a purple heart; if you scored 15-17 points, give yourself a red heart. If you scored lower than 10 points,
don’t
color the heart. Did you do better this time?
This Goal has 4 action items. If you scored 2 points, give yourself a blue heart; if you scored 3 points, give
yourself a
purple heart; if you scored 4 points, give yourself a red heart. If you scored lower than 2 points, don’t color the
heart.
We’re midway through the test. Let’s see how you score with the rest!
This Goal has 8 action items. If you scored 6 points, give yourself a blue heart; if you scored 7 points, give
yourself a
purple heart; if you scored 8 points, give yourself a red heart. If you scored lower than 6 points, don’t color the
heart.
Hope you’re racking up those points!
This Goal has 8 action items. If you scored 4-5 points, give yourself a blue heart; if you scored 6-7 points, give
yourself
a purple heart; if you scored 8 points, give yourself a red heart. If you scored lower than 4 points, don’t color the
heart. Do you think you’ll be a Child-friendly School by the end of this test?
This Goal has 9 action items. If you scored 7 points, give yourself a blue heart; if you scored 8 points, give
yourself a
purple heart; if you scored 9 points, give yourself a red heart. If you scored lower than 7 points, don’t color the
heart.
That’s it! Hope you did well!
The preceding sections outlined the actions that we need to take towards establishing a Child-friendly School. However, this
is just the first step. We must also ensure that our actions are effective enough to help us realize desired outcomes for
children in the context of the Child-friendly School System.
We may also call these desired outcomes ‘targets.’ The following are the targets set for itself by the Department of
Education (DepEd). The ideal, of course, is to aim for universal coverage or 100% attainment of these targets.
• All school-age children in your community are served by the school (ages 5-11 in ES, 12-15 in JHS, 16-17 in
SHS).
• All children in your school who enrolled in Kinder six years ago finish Grade 6/ enrolled in Grade 7 three years
ago
finish Grade 10/ enrolled in Grade 11 finish Grade 12.
• All your Grade 6 pupils/Grade 10/Grade 12 students pass the division, regional, or national tests or assessments.
In addition are targets relating to the promotion of proper health and nutrition among schoolchildren and school personnel.
This follows the principle that a healthy and well nourished child is more ready for learning than a sickly one.
(Please check)
… Less than 75% Poor 0 point … 75-80% Fair 1 point … 81-90% Good 2 points … 91-100% Outstanding 3 points
Your Score: __________point/s
6. All your pupils/students have good dental health.
(Please check)
… Less than 75% Poor 0 point … 75-80% Fair 1 point … 81-90% Good 2 points … 91-100% Outstanding 3 points
Your Score: __________point/s
Enter and add up your scores for Accomplishing Specific Targets here.
Action Items/Goals 16
Progress Towards Targets 10
TOTAL SCORE 26
If you get a total of at least 25 points but loer than 30 points , you are a CHILD_FRIENDLY SCHOOL!
If you got at least 30 points but lower than 30 points, you are an OUTSTANDING CHILD_FRIENDLY SCHOOL!
If you got 35 points or higher , you are indeed a VERY OUTSTANDING CHILD_FRIENDLY SCHOOL!
Recommendations:
Almost all activities and necessary
documents were done. Needs improvement on other
areas specifically on IP 's and regular meetings with
stakeholders and CP Committee
Prepared by:
SHELLA B. JAVIER
Guidance Teacher
Received by:
ANNEX 2C Student‐led School
Watching and Hazard Mapping
PROCEDURES
X- Broken window
X-Slippery pathway
X-Blocked corridor
X- Heavy objects mounted on top of cabinets/shelves
X - Flooded area
X- Busted plugs/light bulbs/electrical facilities
X- Exposed electrical wires
X- Protruding nails in chairs and tables
/ - Broken door knobs
X-Warning sign: slippery pathways/corridors
X- Plants mounted on the building railings
X- Flooding
X- Exposed chemicals and liquids
X- Lack/absence of storage for equipment
X- Unlabeled chemicals
/- Dripping ceiling
X- Open pit
X- Stagnant water
X- Unpruned trees/bushes/shrubs
X-Open/clogged canals
X- No ramps for elevated school
X- Swing-in doors
X-Broken/dilapidated ceiling
X-Open/incomplete perimeter fence
X- Presence of stray animals inside the school campus
/- Presence of electrical post/transformer near or within the school perimeter
X-No system of release to parents during emergencies
X- No posted emergency hotlines around the school
/- Garbage area (segregation of biodegradable and biodegradable)
X-Detached or peeled off GI sheet
X- Broken toilet bowl and/or sinks
X- Broken chairs/desks/tables
/- Blocked/no emergency exits
X- Unmounted cabinets/shelves
/- Medical kits in every classrooms
/-Bells/alarms
X-_ Condemnable building (i.e. very old structure, collapsing building and/or prominent
cracks on classroom walls)
___ Others (List as many as possible)
Annex3-Gap analysis
Attain zero non- Literacy Results Yes Literacy results of Students lack of Project NEAR Students under the
reader the post-test over interest in reading PROJECT Frustration Level.
the Pre-test has DREAMS
improved through
reading
interventions
100% Promotion Promotion rate for No Records show that Literacy and Reading and All Graders
Rate the past three years promotion rate over numeracy skills Numeracy
the past three years could be factors. Interventions
do not have a single
100% rate.
Annex 4-Identifying Priority Improvement Areas
4 4 5 4 4.25
High Priority
4 4 4 4 4
High Priority
C. Zero non-reader
4 4 5 5 4.5
Very High
Priority
D. 100% promotion rate
4 4 4 4 4
High Priority
E. Rehabilitation of
SEDP Building
4 4 5 5
G.Construction of new
Building
4 4 5 5
Annex5-Planning Woksheet
A. RESULTS OF TEACHER’S IPD 1.To enhance teachers’ competencies in the 1.As a result of the IPD, there is a need to
1.Assessment and Reporting implementation of K to 12 to be the best 21st enhance teacher competencies to increase
Communicate promptly and clearly the century teachers for the 21st century learners the learner’s proficiency level.
learners’needs, progress, and achievement .
to key stakeholders, including parents/
guardians
2.Learning Environment and Diversity of
Learners
Use differentiated , developmentally
appropriate learning experiences to address
learners’ gender, needs, strengths ,interest
and experiences.
3.Content Knowledge and Pedagogy
Apply knowledge of content within and
across curriculum teaching areas.
B. Zero drop-out rate To reduce drop-out rate by 2% based from Drop -out rate tends to increase due to lack
the previous years of interest , change of residence , financial
difficulties, poor study habit, influence of
media, etc.
C. Zero non-reader To attain zero non-reader The students can recognize the symbols but
there is low comprehension level due to lack
of interest in reading.
D. 100% promotion rate To promote 100% of the students Record shows that promotion rate by grade
level decreases due to some factors such as
dropping out from school and low
proficiency level.
E. Rehabilitation of SEDP Building To rehabilitate the ceiling and electrical
wiring of SEDP building.
2.Monitoring of Classes Teachers’ June 3, 2019- March School Head N/A N/A
2020 Master Teachers
Haed Teachers
ANALYSIS OF THE SCHOOL IMPROVEMENT AREA
PROJECT WORKPLAN AND BUDGET MATRIX
Project Title : PROJECT NEAR
Problem Statement : Reading comprehension plays a vital part in increasing the proficiency level of the students.
Root Cause : There arestill students who belong to the Frustration Level in all Grade level using the Pre-test as the basis.
Project Objective Statement : To reach parents and other local officials in the barangay to address the needs of the students and to help them cope in their
schooling.
Root Cause : There arestill students who belong to the Frustration Level in all Grade level using the Pre-test as the basis.
Grade 7 English
teachers (Ms.
Maritess Navarro &
Ms. Hayley
Gaylan) for the test
implementation
Conduct of Teacher DLL/DLP that October 1-2, 8-10, Proponents (Ms. N/A N/A
Training on reflects the 2018 Marites Aguilar &
Reading Strategies integration of Mr. Noel Anciado)
reading in the as speakers/trainers
teachers’ respective
subject areas Grade 7 teachers
( English, Filipino, for the lesson
Math, Science, implementation
MAPEH, TLE, &
Araling
Panlipunan)
Republic of the Philippines
Department of Education
Division of Cavite
Trece Martirez City
Munting Ilog National High School
Munting Ilog, Silang, Cavite
Project Work Plan and Budget Matrix
Project Title: 555/LOA
Objective: To provide an intervention program for Grade 10 and Grade 12 students to achieve the standard MPS of 75% in NAT results of five
academic areas such as English, Science, Mathematics, Filipino and Araling Panlipunan
Problem Statement: Although Grade 10 and Grade 12 students performed better than those in other schools, they have not yet achieved an
MPS of 75% in NAT
Root Cause: Mastery of some competencies have poorly achieved by Grade 10 and Grade 12 students
II. POWER IT UP 1.To provide a Failed students Conduct of Selected Year round/
venue for lessen Intervention, teachers and School 15,000.00 MOOE
students to Enhancement learners
remediate and
enhance, Reinforcement
strengthen, Activities.
2.Improve the 1.Enhanced KSA of Selected Year round/
academic learners in various Characterization teachers/ School
performance of field of choice. of baseline data coaches and
learners through (Mastered to learners 15,000.00 MOOE
intervention Least Mastered
activities by Learning
learning areas. Competencies)
Implementation
of Power it Up
Program across
all learning
areas
3.Provide career 3. Career Guidance/ Orientation to Key Orientation
guidance & Youth Project Power It Implementers – June
youth Development Up and
development Activities Continuous Selected Follow up – 15,000.00 MOOE
activities. follow up teachers and Year round/
through the learners School
guidance and
counselling Guidance
office. Counselors/
Class Advisers
4.To strengthen 5. Winners of the Coaching and Selected Year round/ 15,000.00 MOOE
the School’s different Mentoring teachers and School
delegation to competitions learners
different
curricular and
co-curricular
competitions.
III. SPARK 1.T o increase 1. Results of Reading Head Teacher 10,000.00 MOOE
the Reading Program Assessment Master June
performance a.Pre-Test Teacher July-January
level of the b.Reading Teachers
learners at least Interventions Learners February
75% proficiency c. Post-test
level through
reading
intervention,
reinforcement
activities in all
learning areas
IV. I - LIKHA 1. To provide Developed/Localiz Inventory of Subject Year round /
teachers and ed Instructional Contextualized Teacher/ School 25,000.00 MOOE
learners with Materials materials Key Teachers/
sufficient set of available and Master
learning being utilized in Teachers
materials. the school per
subject area.
3.To provide Supplies Provideds Provision of School Head Year round 250,000.0 MOOE
teachers and supplies Purchasing (As 0
school with Officer schedule )
office supplies Accounting
and other
needed report
materials .
Enhanced Teachers SLAC, FGD,In- School Head
3.To provide service,Seminar Master May 2019 30,,000.00 MOOE
teachers the Upgraded IPD of s, Trainings Teachers October
necessary Teachers Head Teachers 2019
trainings,progra Teachers As needed
m for the
enhancement of
competencies
based from the
IPD results
II.PHYSICAL 1.To maintain Repainted / BRIGADA School Head April 2019 300,000.0 MOOE
IMPROVEMENT school facilities repaired ESKWELA Teachers May 2020 0 LGU
conducive to classrooms and PLUS Parents NGO
learning. other ancillary Students Private
services. LGUs Sectors/Individua
NGOs ls
Private Sectors Parents
Private Other
Individuals Stakeholders
Stakeholders
LGU
2.To improve April-June LGU
the Improved drainage. Drainage 2019 No
canls/waterways improvement School Head amount
of the school for Physical yet
good drainage. facilities MOOE
3. To improve Coordinator
the concreting Provincial 25,000.00
of Maliksi Concreted of the Engineer October
façade building façade of Maliksi Pathways School Head 2019
building improvement Provincial
Government
Repaired ceilings No
4. To follow-up and electrical Classroom amount
request to the wirings of SEDP Rehabilitation yet
repair of building’s (SEDP
classrooms and BUILDING)
ancillary
services
which need
rehabilitation.
I. HEALTH 1.To provide an Clinic materials Purchasing of School Head June 2019 30,000.00 Canteen Fund
SERVICES improved clinic and equipment clinic materials Clinic MOOE
services and equipments Teachers LGU
II. OTHER 1.To replace Functional CCTV Replacement of Accounting October 30,000.00 MOOE
ANCILLARY unserviceable unserviceable Officer 2019
SERVICES CCTV units CCTV Units
III. EXTRA- 1.To enhance Enhanced viewing Suring School Head As N/A N/A
CURRICULA students’ and stage play Tanghalan Teachers scheduled
R competencies skills Suring Pelikula Students PTA
ACTIVITIES through viewing Officers
and stage play.
II. POWER IT UP 1.To provide a Failed students Conduct of Selected Year round/
venue for lessen Intervention, teachers and School 15,000.00 MOOE
students to Enhancement learners
remediate and
enhance, Reinforcement
strengthen, Activities.
2.Improve the 1.Enhanced KSA of Selected Year round/
academic learners in various Characterizatio teachers/ School
performance of field of choice. n of baseline coaches and
learners through data (Mastered learners 15,000.00 MOOE
intervention to Least
activities by Mastered
learning areas. Learning
Competencies)
Implementatio
n of Power it
Up Program
across all
learning areas
3.Provide career 3. Career Guidance/ Orientation to Key Orientation
guidance & Youth Project Power Implementers – June
youth Development It Up and
development Activities Continuous Selected Follow up – 15,000.00 MOOE
activities. follow up teachers and Year round/
through the learners School
guidance and
counselling Guidance
office. Counselors/
Class Advisers
4.To strengthen 5. Winners of the Coaching and Selected Year round/ 15,000.00 MOOE
the School’s different Mentoring teachers and School
delegation to competitions learners
different
curricular and
co-curricular
competitions.
III. SPARK 1.T o increase 1. Results of Reading Head Teacher 10,000.00 MOOE
the Reading Program Assessment Master Teacher June 2020
performance a.Pre-Test Teachers July-January
level of the b.Reading Learners 2021
learners at least Interventions
75% proficiency c. Post-test February
level through 2021
reading
intervention,
reinforcement
activities in all
learning areas
IV. I - LIKHA 1. To provide Developed/Localize Inventory of Subject Year round /
teachers and d Instructional Contextualized Teacher/ School 25,000.00 MOOE
learners with Materials materials Key Teachers/
sufficient set of available and Master
learning being utilized Teachers
materials. in the school
per subject
area.
I.SCHOOL LEADERSHIP 1.To re class Reclassed and Reclassificatio School Head As N/A N/A
and promote Promoted Teachers n and Teachers scheduled
qualified promotion
teachers
II.PHYSICAL 1.To maintain Repainted / BRIGADA School Head April 2020 MOOE
IMPROVEMENT school facilities repaired ESKWELA Teachers May 2021 LGU
conducive to classrooms and PLUS Parents NGO
learning. other ancillary Students Private
services. LGUs Sectors/Individua
NGOs ls
Private Sectors Parents
Private Other
Individuals Stakeholders
Stakeholders
III. HEALTH SERVICES 1.To provide an Purchase of clinic Purchasing of School Head June 2020 10,000.00
improved clinic materials and clinic materials Clinic Canteen Fund
services equipment and Teachers
equipments Purchasing
Officer
IV.OTHER ANCILLARY 1.To provide CCTV for Agri site Installation of School Head
SERVICES CCTV CCTC in Agri Purchasing 20,000.00 MOOE
installation in Site Officer
Agri Site
V.EXTRA CURRICULAR 1.To enhance Enhanced viewing Suring School Head As N/A N/A
ACTIVITIES students’ and stage play Tanghalan Teachers scheduled
competencies skills Suring Students PTA
through Pelikula Officers
viewing and
stage play.
School Head
2. To engage The students will Teachers September
students in have a deep Students PTA 2020 N/A N/A
learning appreciation on AGHAM Officers
science Science. LAKBAY-
through The students will ARAL
witnessing and have a deeper
experiencing understanding on
the application Science concepts.
of science
Encourage to
raise
awareness on
the value of
Science and
realize great
things it has
V. ALTERNATI To provide Open High School Open High School Head June 2020
VE alternative finishers/ School Teachers March 2021 296,000.0 LGU
DELIVERY delivery mode completers Progrmam 0
MODE through distance
/modular
learning.
II. POWER IT UP 1.To provide a Failed students Conduct of Selected Year round/
venue for lessen Intervention, teachers and School 15,000.00 MOOE
students to Enhancement learners
remediate and
enhance, Reinforcement
strengthen, Activities.
2.Improve the 1.Enhanced KSA of Selected Year round/
academic learners in various Characterizatio teachers/ School
performance of field of choice. n of baseline coaches and
learners through data (Mastered learners 15,000.00 MOOE
intervention to Least
activities by Mastered
learning areas. Learning
Competencies)
Implementatio
n of Power it
Up Program
across all
learning areas
3.Provide career 3. Career Guidance/ Orientation to Key Orientation
guidance & Youth Project Power Implementers – June
youth Development It Up and
development Activities Continuous Selected Follow up – 15,000.00 MOOE
activities. follow up teachers and Year round/
through the learners School
guidance and
counselling Guidance
office. Counselors/
Class Advisers
4.To strengthen 5. Winners of the Coaching and Selected Year round/ 15,000.00 MOOE
the School’s different Mentoring teachers and School
delegation to competitions learners
different
curricular and
co-curricular
competitions.
III. SPARK 1.T o increase 1. Results of Reading Head Teacher 10,000.00 MOOE
the Reading Program Assessment Master Teacher June
performance a.Pre-Test Teachers July-January
level of the b.Reading Learners
learners at least Interventions February
75% proficiency c. Post-test
level through
reading
intervention,
reinforcement
activities in all
learning areas
IV. I - LIKHA 1. To provide Developed/Localize Inventory of Subject Year round /
teachers and d Instructional Contextualized Teacher/ School 25,000.00 MOOE
learners with Materials materials Key Teachers/
sufficient set of available and Master
learning being utilized Teachers
materials. in the school
per subject
area.
OTHERS
I.SCHOOL LEADERSHIP 1.To re class Reclassed and Reclassificatio School Head As N/A N/A
and promote Promoted Teachers n and Teachers scheduled
qualified promotion
teachers
II.PHYSICAL 1.To maintain Repainted / BRIGADA School Head April 2021 300,000.0 MOOE
IMPROVEMENT school facilities repaired ESKWELA Teachers May 2022 0 LGU
conducive to classrooms and PLUS Parents NGO
learning. other ancillary Students Private
services. LGUs Sectors/Individua
NGOs ls
Private Sector Parents
Other
Stakeholders
III. HEALTH SERVICES 1.To provide an Purchase of clinic Purchasing of School Head June 2022 Canteen Fund
improved clinic materials and clinic materials Clinic MOOE
services equipment and Teachers LGU
equipments
VI. EXTRA- 1.To enhance Enhanced viewing Suring School Head As N/A N/A
CURRICULA students’ and stage play skills Tanghalan Teachers scheduled
R competencies Suring Pelikula Students PTA
ACTIVITIES through viewing Officers
and stage play.
for the past three years except for school years 2017-2018, 2018-2019 wherein there was the
22
Severely Wasted 6
16
0 20 40 60 80 100 120
Learner’s Material
The table shows that most of the learners’ books do not have a ratio of 1 book to
1 learner . There are still learning areas which do not have books yet.
100 100
100
4. Teacher’s Professional Development
80
67 67
60 57 57 57 57
40
22.39
20 15
0
SY 2016-2017 SY 2017-2108 SY 2018-2019 % of Teachers
Trained
Pedagocial Approaches
Results-BASED Performance Management (RPMS)
IM's/Test Construction/Code of Ethics
5. Funding Sources
Source of Funding
105,310.0
0
626,000.0
0
406,586.50 2,113,000.0
0
605,000.00
The graph shows that MOOE provides a big share of the school’s source of
funding, both for Junior and Senior High School. However, the former has still a greater share. LGU and canteen
on the other hand, are likewise another sources of school fund for school operations.
6. School Awards and Recognition
Best SBM
Implementer
High School DepEd/
Category Cavite
Outstanding
DRRM
DepEd/
Implementer
cavite
High School
Category
Outstanding waste
Segregation LGU-
Division II Silang
Third Place
Recycled Art LGU-
Materials Art Silang
Contest
The table shows that there are many school awards that the school, the school head the teachers
0
Male Female Total
25 23
20 18
15
11
10 9
5
5
The graph shows that the high percentage cause of dropout is lack of interest
Promotion Rate
100 98.98
92.21 94.48
88.07
83.33 84.21
80.36
73.23
72.1
67.16
54.24
2018
2019
4.94
3.89 e 2.563.28
te
te
te
te
te
te
t
Ou
at
Ra
Ra
Ra
Ra
Ra
Ra
tr
d
al
on
on
on
n
on
en
pe
tio
iv
nti
ati
titi
eti
em
op
rv
ua
pl
cip
te
pe
Su
Dr
ev
ad
m
Re
Re
rti
hi
Gr
Co
Ac
Pa
The graph shows that there is an increase in the following: Retention Rate – 16.67 %, Participation Rate – 1.13%, Repetition Rate
- 0.17% and decrease in Dropped Out Rate 1.05%, Survival Rate 4.14 %, Achievement Rate – 3.85%, Completion Rate – 12.92% and
Graduation Rate – 4.5 %.
9. Literacy Level
LITERACY LEVEL ( FILIPINO) - PRE-TEST
250 229
195
200 180
164
150 130
110
100 86
50
10 8 7 14
0
0
Grade 7 Grade 8 Grade 9 Garde 10
The graph shows that there is a big difference in all three levels , Frustration,
Factor.
LITERACY LEVEL (ENGLISH) - PRE-TEST
180 167
160
140
120
100 92
79 81
80
60
40
20
0
Grade 7 Grade 8 Grade 9 Garde 10
The graph shows that the literacy level of the learners in English has improved
QUALITATIVE
SBM LEVEL II INTERPRETATION
MATURING
QUALITATIVE
TOTAL SCORE:
INTERPRETATION
26
CHILD – FRIENDLY SCHOOL
Survey states that the school is a Very Outstanding Child – Friendly School.
Stakeholder’s Participation
Contributions Attendance
projector
The table shows that there is an active participation of stakeholders in providing support to the school. The cash donation and the
donation in kind can vouch for that. Support keeps coming even beyond the Brigada Eskwela Period.
There are other stakeholders who did not provide material or financial support , however , their assistance to the
70 67
60 56
50
40
30
20
11
10
1:23
0
Grade 7 55:1
Grade 8 59:1
Grade 9 53:1
Grade10 67:1
Grade 11 29:1
Grade12 27:1
The table shows that there is an average of 1:52 learner and classroom ratio.
15. Learner-Toilet Ratio
Male Female
The table shows that when it comes to the toilet used in the school, the female learners uses
1 toilet for every 26 learners. However, for males , 1 toilet for every 23 learners.
16. Learner- Seat Ratio
Grade 7 1:1
Grade 8 1:1
Grade 9 1:1
Grade10 1:1
Grade 11 1:1
Grade12 1:1
The table shows that the student’s chair is sufficient to the learners.
17. Status of Continuous Improvement Project
Guidance Counselor, Child Protection Policy Coordinator SDRRMC Coordinator, DRRMC Representative
Certified Correct :