SUBA ELEMENTARY SCHOOL

School ID: 119615

Suba, Samboan, Cebu

ENHANCED
SCHOOL
IMPROVEMENT
PLAN
School Year 2022-2025

MESSAGE

School Improvement Plan

1
 DepEd Cebu Province envisioned the schools under its stewardship as seats of
exemplary of not only academic performance but also culture, arts and sports made possible
by the school head, teachers, parents to meet the other stakeholders who are sensitive,
focused and empowered to produce a God-loving, humane and nationalistic individuals.

It is our constant desire to meet the needs of our clientele, to provide the best
education and in order to do this the school is constantly equipping itself the necessary
knowledge and skills to be effective and efficient in the methodologies of teaching and
acquiring the values and attitudes towards promoting the holistic development of the learner.
By religiously following this, the school is doing its best to be an effective and efficient courier in
the delivery of quality basic education

With this in mind and heart, to promote the vision and mission of the department, the
school has undertaken measures and implementations to address the various needs of the
school. These comprise the implementation of various projects which addressed the priority
needs of the school through the assistance of the PTA, the LGU and other stakeholders;
careful and strategic analysis; the identification of contingency plans and capacity building for
the teaching staff. Moreover, careful study and preparation of the SIP, AIP, SRC and SOB
played a significant role.

Finally, committees of equally skillful and capable human resources were created from
the PTA officials, teachers and other stakeholders with the unwavering assistance from the
LGUs and other individuals. This congregation of unselfish and committed people made sure of
the successful delivery of educational services and the implementation of diverse projects and
programs with one goal in mind, that is to meet the standards and targets by the Division. The
principles of pro-active participation, consultative decision making and the effective utilization of
data based research and evaluation ensure for its successful implementation.

To God be the glory!

JEANETTE F. BANTAYA DevEdD
Head Teacher III

TABLE OF CONTENTS

School Improvement Plan

2
List of Acronyms 4

List of Tables and Illustrations 5

CHAPTER 1. Department of Education’s Vision,

Mission, and Core Values Statement 6-9

A. Clarify and Completeness of Discussion on DepEd VMV 6

B. List of Roles and Responsibilities of all SPT Members 7-8
C. SPT Timetable 9

CHAPTER 2. School’s Current Situation 10

A. School’s Current Situation 11

B. Priority Improvement Areas 11
C. General Objectives 12
D. Targets 12
E. Root Cause Analysis 13-18

CHAPTER 3. Plan 19 - 23

A. List Solutions 19
B. Project Work Plan and Budget Matrix 20-22
C. Annual Implementation Plan 23

CHAPTER 4. ACT 24
A. Project Monitoring Report Plan 25

Attestation 26

Appendix

LIST OF ACRONYMS

AIP ANNUAL IMPLEMENTATION PLAN

AURA AUTHORITY,RESPONSIBILTY, AND ACCOUNTABILITY
BARANGAY DISASTER RISK REDUCTION AND MANAGEMENT
BDRRMC
COUNCIL
BC BARANGAY COUNCIL
School Improvement Plan
3
 DRRMC DISASTER RISK REDUCTION AND MANAGEMENT COUNCIL
CFSS CHILD-FRIENDLY SCHOOL SURVEY
CI CONTINUOUS IMPROVEMENT
DEPED DEPARTMENT OF EDUCATION
EBEIS ENHANCED BASIC EDUCATION INFORMATION SYSTEM
FGD FOCUS GROUP DISCUSSION
GO GOVERNMENT ORGANIZATION
LGU LOCAL GOVERNMENT UNIT
LAPG LANGUAGE ASSESSMENT FOR PRIMARY GRADES
MPS MEAN PERCENTAGE SCORE
MOOE MAINTENANCE AND OTHER OPEARATING EXPENSES
NGO NON-GOVERNMENT ORGANIZATION
OSC OUT-OF-SCHOOL-YOUTH
PAP PROGRAMS,ACTIVITIES,PROJECT
PHIL-IRI PHILIPPNE INFORMAL READING INVENTORY
PI PERFORMANCE INDICATOR
PIA PRIORITY IMPROVEMENT ARAES
PTA PARENTS TEACHERS ASSOCIATION
RPMS RESULTS-BASED PERFORMANCE SYSTEM
SBM SCHOOL-BASED MANAGEMENT
SCPC SCHOOL CHILD PROTECTION POLICY
SES SUBA ELEMENTARY SCHOOL
SIP SCHOOL IMPROVEMENT PLAN
SRAP STUDENT-LED RISKS ASSESSMENT PLAN
SRC SCHOOL REPORT CARD
SPT SCHOOL PLNNING TEAM
SPG SUPREME PUPIL GOVERNMENT.
SY SCHOOL YEAR

LIST OF TABLES AND ILLUSTRATIONS

Table 1. List of SPT Members and their Roles & Function 7

Table 2. SPT Time Table of Activities 8

Table 3. Grade Six NAT MPS 10

School Improvement Plan

4
Table 4. Priority Improvement Areas 10

Table 5. General Objectives 11

Table 6. Targets 11
C
H
Illustration 2.E.1. Analysis on the LOW MPS in NAT 6 (5 Why’s) 12 A
Illustration 2.E.2 Analysis on the LOW MPS in NAT 6 (Tree Diagram) 12 P
T
Illustration 2.E.3 Analysis on the LOW MPS in NAT 6 (Fish Bone) 13
E
Illustration 2.E.4. Process Map with Storm Clouds (Low NAT MPS Grade Six) 14 R
Illustration 2.E.5. Analysis on the Low Literacy Level Grades I-III (5 Why’s) 15
1
Illustration 2.E.6. Analysis on the Low Literacy Level Grades I-III (Tree Diagram) 15

Illustration 2.E.7. Analysis on the Low Literacy Level Grades I-III (Fish Bone) 16

Illustration 2.E.8. Process Map with Storm Clouds (Low Literacy Level in Grades I-III) e 17

Illustration 2. E.9. Analysis on Low Literacy Numeracy Level in Grades I-III (5 Why’s) 18

Illustration 2.E.10. Analysis on Low Numeracy Level in Grades I-III (Tree Diagram) 18

Illustration 2.E.11. Analysis on Low Numeracy Level in Grades I-III (Fish Bone) 19

Table 3.A List of Solutions 20

Table 3.B1 Project Work Plan and Budget Matrix - Ituro Mo,Intindihin Ko at
Tandaan Ko Program 21
Table 3.B.2 Project Work Plan and Budget Matrix – Today A Reader,
Tomorrow A Speaker 22
Table 3.B.3 Project Work Plan and Budget Matrix - Ituro Mo, Magkwenta
at Galingan Ko 23
Table 7. Monitoring and Evaluation 24

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

Suba Elementary School aimed to mold and to produce learners who love their country
and imbued with knowledge and skills that will help them become productive individuals in their
community. The Department of Education’s Vision, Mission, and Core Values (VMV)
statements serve as guiding principles in its unwavering thrust to provide quality education that
cultivates passion for the country that is anchored on a set of core values.
It is the mission of Suba Elementary School to fulfill the DepEd’s mission by
implementing the agency’s rules and policies, programs and projects, establish school rules

School Improvement Plan

5
and guidelines that cater their needs. It is also our mission to help our younger generation
achieve their dreams and aspirations by making them realize the importance of education,
thus, it is our duty to promote a quality basic education for all Filipino children. The school, as
an institution of learning, has seen its significant role in the young generation’s lives especially
in their holistic development into responsible and productive citizens.
To be able to devote quality education, the school, with the cooperation and support of
families, community, and other stakeholders should nurture the young minds of our children
with values of being Maka-Diyos, Maka-tao, Makakalisan at Makabansa. These will guide them
to become better and successful countrymen.
Within this context, Suba Elementary School, with the help of the SPT and the Project
Teams, dutifully prepares a three-year School Improvement Plan (SIP) to continuously assess
its governance, access, and quality and to work collaboratively to further achieve performance
sustainability for every individual learner.
Each member of the SPT Team set to work collaboratively. As Parent Representative
Mrs. Genevieve Roda expressed her commitment by saying, “ Isip PTA President ug myembro
sa SPT sa Suba Elementary School, ako ug ang akong kaubanang opisyales, mosupurta ug
mutabang sa bisan unsang paagi sa tanang ginbuhaton para sa kaayuhan sa atong
eskwelahan ug mga kabataan sa Suba ES”.
The Barangay Representative Councilor Gracelyn D. Sy said,”Kami mga barangay
opisyales padayon sa pagsuporta sa mga proyekto sa eskwelahan ug mualagad alang sa mga
kabataan arun ang mga tinun-an mahimong propisyonal ugma damlag”.
As learner representative, Charles S. Lamb said,” I will do my responsibility to lead my
co-learners to support our school policies to adhere the DepEd’s VMC”.
With all the minds and ideas gathered and consolidated, we commit ourselves to the
effectiveness of the plan mentioned in the School Improvement Plan.
Furthermore, Suba ES believes that the SIP is a vital tool in the process of conducting
monitoring and evaluation geared towards the desired goal and accomplishments of targets
integral in DepEd’s VMC.
With the accomplished SIP, the school can properly and clearly uphold the
implementation of school programs and projects deemed suited to the needs and demands of
this 21st century learners, which provides and ensures the holistic development of school
children promulgating all their rights and privileges, encouraging active support, and
involvement of school personnel, family, community institutions and other individuals.

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

Name Role Functions

The School-Community Planning Team is composed of the internal and external

stakeholders organized for the purpose of identifying school concerns and issues and
strategically coming up with appropriate interventions through collaborative process. The
SPT is a collegial body mandated to formulate the School Improvement Plan which will
serve as the roadmap that lays down the specific interventions that the school undertakes
within the period of three (3) consecutive years. Collectively an singularly the members of
the SPT are expected to contribute meaningfully to the successful formulation of the
School Improvement Plan (SIP) and the eventual necessary adjustment and reformulation
every after the three (3) year life cycle. Individually, the members of the SPT are expected
to perform the following specific functions to wit:

School Improvement Plan

6
  Meet with the School Planning Team every beginning
of the SIP cycle and all other activities of the SPT
 Establishes a project schedule and determine each
phase
 Assigns tasks to project team members
 Responsible for the completion of the project
Jeanette F.  Provides regular updates of the project to the SPT
Team Leader
Bantaya  Facilitates workshop e.g. project Work Plan and
Budget Matrix, AIP and others.
 And perform such other roles and functions deemed
necessary, incidental to the effective functioning of
his/her mandate RA No.9155 and as delegated to
him/her by the SPT.

 Represents and articulates the voice and concerns of

the teachers in the planning of the SIP.
 Give the needed information and guidance relative to
teaching and learning activities and processes
undertaken by the teachers everyday.
Sarah B. Teacher  Actively participate during the development of the SIP
Dela Cerna Representative in establishing priorities, setting goals and formulating
implementation strategies for the plan.
 Effectively advocates for the successful implementation
of the different interventions identified and prioritized in
the SIP.
 Perform such other duties which is necessary,
incidental and delegated to him/her by the SPT.

 Represents the voice and articulates the concerns of

the parents in the preparation of the SIP.
 Share insights about what their children need to learn
and the difficulties they face in the school, their
aspirations for the school and their children and
Genevieve PTA present other areas of concern.
Roda Representative  Actively supports all the interventions laid down in the
SIP and persistently advocate to his/her sector to
achieve maximum participation in the achievements of
school goals and priorities.
 Perform such other duties which is necessary,
incidental and delegated to him/her by the SPT.

Grace D. LGU
Sy Representative  Represents and articulates the voice and concerns of

School Improvement Plan

7
 the community and the local government unit relative to
education.
 Share valuable information and guidance on relevant
issues and concerns of the community that might have
significance in the formulation of SIP
 Participate actively in the formulation of school
interventions, strategies and priorities to address the
pressing needs and issues of the school.
 Perform such other duties which is necessary,
incidental and delegated to him/her by the SPT.

7.Charles  Represent and articulates the voice and concerns of

S. Lamb the community and the local government unit relative

SPG to education

Representative  Participate actively in the formulation of school

interventions, strategies and priorities to address the
pressing needs and issues of the school.

Table 2. SPT Timetable of Activities

Activities SCHEDULE

Preparatory Activities

Data gathering. Organization, and Validation June 2022

Form SPT June 2022
Convene and Orient the SPT/DepEd July 20-22, 2022
VMV-Sharing

Phase I: ASSES

Analysis of Gaps
August 2022

Identifying and Prioritizing Improvement Areas. Augugst 2022

School Improvement Plan

8
 Root Causes Analysis August 2022

Phase II: PLAN

C
Planning and Project Designing H
SIP Writing September, 2022
A
SIP Assessment and QA Tool
Making and Submission of AIP,WFP,SOB, and
P
October – December, 2019 T
APP
E
Phase III: ACT R
Solution Try-Out October – December, 2019
2
Solution Roll – out October – December, 2019

Progress Monitoring January,2020 – January,2021

M and E Assessment and Adjustment October,2020-October,2021

CHAPTER 2
Assess

2.A. School’s Current Situation

Suba Elementary School is a barangay school located along the coastline of

Samboan and established in the year 1925. It is 2.4 kilometers away from the heart of the town
and the first school that can be located upon entering the town of Samboan if you travel via
Barili way.The school site as per document is owned by the Department of Education with a
total land area of 6.465 square meters through a written Contract of USUFRACT.
The school is accessible for the school children of the barangay because it can be
reached by bus, jeepney, motorcycle, or even a bicycle from the Municipality of Samboan and
by the neighboring town of Ginatilan, Cebu. Most of the school children will just walk from their
houses to school.
The nearest public schools are the Manuel L. Quezon Elementary School, Samboan
Central School and the Samboan National High School going southward.The nearest private
schools are the Holy Trinity College of Ginatilan, Cebu and St. Pius X. School INC located at
the town proper.
Going to the District Office, Suba Elementary School is just 2 kilometers away and can
be reached by tricycle,motorcycle,bicycle and all types of vehicles. The Division Office can be
reached by bus which takes 4 to 5 hours’ travel going to the South Bus Terminal with 303.00
pesos fare and 45 minutes to the Division Offices with 140 taxi fare.
In three years’ time, minor health threat like a case of dengue fever have been
recorded. At present Suba Elementary School is catering 161 school children whose family is
reliant on the blessings of the sea while others are working in the city and nearby towns. Most

School Improvement Plan

9
of the pupils were residents of the barangay, some from neighboring barangays like Palanas,
Ginatilan and Cambigong, Samboan.
Of these 157 pupils, 82 of them are males and 75 are females. There are 14 wasted
and severely wasted pupils in the Nutritional Status for this School Year and these learners are
beneficiary of the School-Based Feeding Program funded by DepED.
With regards to the instructional materials, all the grade levels have already their books
which are aligned to the new curriculum except grade 6 level in which only Math and ESP
books were available and the teachers did their best to have their references. With the
collaborative efforts of all the grade 6 teachers of Samboan District they were able to secure
which really helped them to teach the competencies of the New Curriculum. As of this time, the
Grade 6 teachers still hoping that books from DepED will be delivered to our school the
soonest time possible.
There are 11 female teachers who dedicatedly and passionately perform their duties
and responsibilities as stewards in attaining the DepEds VMV. Two of them are Teacher 3, four
are Teacher 2, five are Teacher 1 and one Head Teacher 3 the pillar in our school.
With regards to our school facilities, we are equipped with pupils’ tables and chairs for
grade 1, desks for grades 2 to 3, wooden armchairs for grade 4 and white plastic monobloc
armed chairs for grades 5 and 6 pupils. We have 4 buildings, 3 of these were used as
classrooms for kinder to grade 6, 1 for E- Room, Library and Home Economics room. Each
room has lavatory and shared toilet for male and female learners. Our School’s Operating
Budget is from our monthly MOOE in the amount of Php 23,670.00. We participated any
activities in our districts and sad to say that we we’re not so lucky enough to receive awards,
we only got the last place, it is only last year that we reach to the area level in English but was
not able to reach to the highest level. But the school will always be struggling to reach up to the
highest level of competitions and pupils will gain learnings effectively.
We don’t have drop out last year and the school will see to it that there will be no more
drop outs as the school year goes on.
Our promotion rate is 100% because of the differentiated instructions used by the
teachers in teaching. But, still even if our promotion rate is 100%, there are still problems to
ponder on, the Low Reading Comprehension which lead to low literacy and numeracy skills of
our learners. There are areas that really challenge the school in terms of the reading
comprehensions of the learners.
In the recent Endline result of EGRA and PHIL IRI and the over all result of the
quarterly assessment of learners, the school did not meet the Division standard level which is
100%. Analysis conducted that the Low Performance level in Reading Comprehension was due
to the lack of program that gives opportunities for teachers to master the competencies in
different teaching – learning strategies of the lesson which they can use in their everyday
lesson.
Aside from that, the literacy level of the Grades 1 to 3 learners which is 45 out of 63
pupils belong to frustration level in English ORV, and there are 39 out of 63 Grades 1 to 3
learners belong to non-numerates.
The school is targeting to increase the MPS within three years’ time, to zero-out non-
readers in Grades 1 to 3 and to reduce non-numerates in Grades 1 to 3. All of these are
achievable within three years.
Due to the problem, Low Reading Comprehension the 25% literacy rate and 54%
numeracy rate of the school which is below the 75% of DEPED planning standard. The school
aims to address the problem to achieve higher level academic performance.

2. B. Priority Improvement Areas

School Improvement Plan

10
Table 4. Priority Improvement Areas

Improvement
Strategic
Area Urgency Magnitude Feasibility Average Interpretation
Importance
Very
Low Reading
5 5 5 5 5 High Priority
Comprehension

Low Literacy Very

Level 5 5 5 5 5 High Priority

Low
Numeracy 5 5 5 5 5 Very
Level High Priority

2. C. GENERAL OBJECTIVES
Table 5. General Objectives

Priority Improvement Area General Objectives

To increase the reading comprehension level
Low Reading Comprehension from 70% to 100% in 3 years

To increase the literacy rate from 25% to 100%

Low Literacy Rate
within 3 years
To increase the numeracy rate from 54% to
Low Numeracy Rate 100% within 3 years

Table 5. Targets

Priority General Objectives Root Cause/s Time Frame

Improvement Areas Y1 Y2 Y3

Low Reading To increase the * Lack of abilities in

Comprehension reading using HOTS question
comprehension * Low Literacy rate &
level from 70% to Comprehension
100% in 3 years skills. 100% 100% 100%
*Less in engaging for
exploration and
experimentation

School Improvement Plan

11
 Low Literacy Rate To increase the *Failure to use
literacy rate from appropriate strategy
25% to 100% and approaches to
within 3 years teach sounds &
phonetics
50% 75% 100%
*Lack interest in
reading
*Reading materials
are obsolete

Low Numeracy Rate To increase the Lack of opportunities

numeracy rate from to identify learner’s
54% to 100% within needs
3 years * Lack mastery of the
60% 75% 100%
lessons
*Teacher use
outmoded methods

2. E. Root Cause Analysis

The school as steward institution, takes the lead in shaping a learning environment that

enables every child to grow healthy, well-rounded, happy, physically safe and emotionally

secure. It provides opportunities that allow its learners to be equipped with knowledge and

skills that they can treasure throughout their life and enables them to become responsible and

productive members of their community and society.

The school aims to increase the Reading Comprehension level of learners from 70%

to 100% in 3 years. That all learners can read and understand what they have read by

answering HOTS questions correctly.

The school aims to give quality education to the learners so the issues and concerns

pertaining to the Low Comprehension Level needs to be resolved by providing a support

program to teachers for the enhancement of their competencies in teaching and learning

process.

Illustration 1. Root Cause Analysis of Low NAT MPS using Why Why Method

School Improvement Plan

12
Because learners’ failed to Because questions asked during
answer the NAT questions classroom instructions are in lower
correctly. order thinking skills.

Why was the Why learner’s Why do Why questions Lack of abilities
NAT MPS got failed to learners have asked are in using HOTS
low (35.54) answer the poor lower order questions.
which is below NAT questions? comprehension thinking skills?
the planning ?
standard of
75?

Because of the poor comprehension Because of lack of skills in using

of learners of the different questions HOTs questions

Illustration 2. Root Cause Analysis of Low Reading Comprehension using Fishbone method

RESOURCES FACILITIES PERSONNEL

*Limited and less engaging for *Pupils lack of mastery of

*Lack of resources exploration and experimentation. learning competencies Problem
Statement
* The school learning hubs are not *Failed to answer the questions
functional correctly. Reading
Comprehen
sion is 70%
which is
below the
planning
*Poor study habits *Teachers competencies in standard of
strategies need to be 100%
*Unavailability of Instructional * Lack interest enhanced.
Materials
* Poor comprehension skills

METHOD

LEARNERS
EQUIPMENT

Illustration 3. Root Cause Analysis of Low Reading Comprehension using Problem Tree
method

Problem Statement:

Reading Comprehension of learners 70 % below

100% standards of DEPED.

School Improvement Plan

13
 Low academic Poor comprehension Poor strategies in the
performance teaching and learning
process

Learning difficulties Questions usually asked by Lack of teacher’s training in

the teachers are LOTS different learning and
teaching strategies

Teacher will provide intensive Provide LAC session to Conduct LAC Sessions, Trainings and
remediation and fun filled teachers to enhance skills Seminars for teachers
activities to stimulates interest of in asking questions using
the learners HOTS
Illustration 4: Shows the Root Cause Analysis of the Low Literacy Rate using WHY WHY
Method

Because pupils cannot read. Because lack of varied learning

activities that learners should
experience to master sounds in
reading.

Why is the Why pupils Why do sounds Why do pupils Failure to use
literacy level cannot read? and phonetics have difficulty appropriate
low? are not in producing strategies and
mastered? sounds? approaches to
teach sound and
phonetics.

Because failure to master the sound Because failure to use appropriate

and phonetics. strategies and approaches to teach
sound and phonetics.

Illustration 5: Root Cause Analysis of the Low Literacy Rate using Fish Bone

RESOURCES PERSONNEL

*Unavailability of instructional *Lack of trainings for teachers

materials
* Lack of strategies in teaching
Problem
reading
Statement

Literacy rate
of
frustration
level is 25%
below the
Division
School Improvement Plan of
Target
100% 14
 *Unavailability of instructional *Strategies of teachers not
materials suited for the learners

MATERIALS
METHOD

Illustration 6: Root Cause Analysis of the Low Literacy Rate using Problem Tree

Literacy rate of frustration

level is 25%.

Limited and Obsolete Poor reading skills

Poor Study Habit
reading materials

Reading tutorials and

Lack of teacher’s training on
Lack of interest in remediation are not
the art of questioning using
reading and parental implemented
critical and inferential
support appropriately
questions

Intensify provision
of social support Conduct TA for teachers
system in school by in reinforcing reading
providing guidance tutorials and
and counseling remediation
services and Conduct trainings, LAC
tutorial session. Sessions to enhance
teacher’s skills in HOTS

School Improvement Plan

15
 Illustration 7: Root Cause Analysis of the Low Numeracy Rate using WHY method

Because failure to master the four Because learning instruction are not
fundamental operations. align to learner’s needs.

Why were the Why Why do Why learner’s Lack of

learners have fundamental learning needs are not opportunities
low numeracy? operations not activities does meet? to identify
mastered? not meet
learner’s
learning
difficulties of
needs.
the learners?

Because learning activities provided Because of lack of opportunities to

does not meet pupils learning identify learner’s needs
activities

Illustration 8: Root Cause Analysis of the Low Literacy Rate using Fish Bone

RESOURCES PERSONNEL

* Pupils lack mastery on four

*Unavailability of esources
fundamental operation
Problem
* Lack of training for teachers. Statement

Numeracy
rate is 54%
below the
Division
Target of
100%
School Improvement Plan
16
 *Unavailability of instructional *Strategies of teachers not
materials suited for the learners

MATERIALS
METHOD

Illustration 9: Root Cause Analysis of the Low Numeracy Rate using Problem Tree

Problem Statement:

Numeracy rate is 54% below Division Target of 100%.

Non-numerates Poor Study Habit Health Problems

Not mastered the 4

Lack of interest Malnourish / sickness
fundamental operation.

Provide opportunities for

the pupils to intensify Intensify Gulayan Sa
classroom activities and Provide strategic intervention Paaralan and School
interventions in order to materials Feeding Program
enhance learned skills in
numeracy.

School Improvement Plan

17
 C
H
A
P
T
CHAPTER 3 E
Plan R

3. A. Solutions 3
PIA ROOT CAUSES Project Name Major Activities
Low Reading The school has no Construction of review materials
Comprehens program that gives based on HOTS principles
ion opportunities to (Literal, Inferential, Critical).
teachers that will help Brainstorming on the least learned
them to develop and skills every after quarter exams
Ituro Mo,Intindihin Ko
practice the concepts Conduct Remedial Teaching
at Tandaan Ko
on differentiated Intensive review sessions
Program
teachings that can Close Monitoring of teachers
give opportunities to Mentoring and coaching
the low learners to
attained learnings.
Poor Comprehension.
Low Literacy Call teachers’ attention to this
Rate matter.
The school has no
Produce intervention materials in
program that gives
reading
opportunities to
Conduct remediation in reading.
teachers that will
Call PTA meeting and introduce
help them to Today A Reader,
inputs on reading techniques
develop and Tomorrow A
Update Instructional materials in
practice the Speaker
Reading
concepts/skills in
Conduct PHIL-IRI/ORV Quarterly
teaching beginning
Implement Reading Policy During
reading to the
Lunch Time
learners
Provide Reading Activities to
Pupils
Low The school has no  Conduct Numeracy
Numeracy program that gives Verification Test every after
Rate opportunities to Quarterly Exams
teachers that will help  Provide Mathematical drill
them to develop and every vacant period of the
practicethe
Pupils
concepts/skills in
Mathematics to the Ituro Mo, Bilangin at
 Post some mathematical
learners Galingan Ko posters/ equation of the four
mathematical operations
 Used of differentiated
activities
 Produce intervention
materials

School Improvement Plan

18
 3.B. Project Work Plan and Budget Matrix
Project Title: Ituro Mo,Intindihin Ko at Tandaan Ko Program

Project Statement: Reading Comprehension is 70% below the DEPED planning standard of 100%.

Project Objective Statement: To increase the Reading Comprehension in 3 years.

Root Cause : The school has no program that gives opportunities to teachers that will help them to
develop and practice the concepts on differentiated teachings that can give opportunities to the low
learners to attained learnings.

Date of Budget
Activity Output Person Responsible Budget
Implementation Source

Conduct
Increase
EGRA, Pre  Teachers
Reading August, 2020 500 School MOOE
Reading  Pupils
Comprehension
Evaluation
Teachers  Teaches
Conduct August 2022 – SCHOOL
remedial  Pupils 4,000
remediation July 2023 MOOE
Instruction Plan
Implementing
Arouse the  Teachers
interventions in August 2022 – SCHOOL
pupils interest to  Pupils 15,00
five academic July 2023 MOOE
study and learn  Parents
areas
Class
Observation
Conduct
notes,/Teachers August 2022 –  Teachers SCHOOL
Classroom 6,000
competencies July 2023  School Head MOOE
observations
will be attained
successfully
Use Low learners will
August 2022 –  Teachers SCHOOL
Differentiated not be left 30,000
July 2023  Learners MOOE
Instructions behind
Learners will be
Provide more interested to
 Teachers
Interesting listen and August 2022 – SCHOOL
 Learners 20,000
Instructional engage in July 2023 MOOE
Materials teaching –  Parents
learning process
SCHOOL
Post  Teachers MOOE
Meet the 100%
Implementatio July 2023  Pupils 500
Division Target
n

School Improvement Plan

19
 Project Title: Today A Reader, Tomorrow A Speaker

Problem Statement: LITERACY RATE IS 25% BELOW THE PLANNING STANDARD OF

100%

Project Objective Statement: Increase the literacy rate from 25% to 100% in 3 years

Root Cause: The school has no program that gives opportunities to teachers that will help them
to develop and practice the concepts/skills in teaching beginning reading to the learners
Pupils cannot identify sounds.
Project Work Plan and Budget Matrix

Date of Budget
Activity Output Person Responsible Budget
Implementation Source

Conduct Pre- Decrease August 22 – 24,  Teachers School

500
test Frustration level 2022  Pupils MOOE
Augment the
Conduct Learner’s  Teaches
August 2022 – SCHOOL
Reading Reading and  Pupils 3,000
July 2023 MOOE
Remediation Comprehension
Level
Implementing Arouse the pupils  Teachers
August 2022 – SCHOOL
interventions in interest to read  Pupils 15,000
July 2023 MOOE
reading and comprehend  Parents
Learners will be
Include aware of the
Spelling before spelling and August 2022 –  Teachers SCHOOL
6,000
every lesson in sound of each July 2023  School Head MOOE
English starts letter in the word
Learners will be
Provide more
interested to  Teachers
Interesting August 2022 – SCHOOL
listen and engage  Learners 15,000
Instructional July 2023 MOOE
in teaching –  Parents
Materials
learning process
Learners
Implement
attention will be  Teachers
reading policy August 2022 – SCHOOL
on reading not  Pupils 6,000
during lunch July 2023 MOOE
playing after  Parents
time
lunchtime

Post  Teachers SCHOOL

Implementatio 0 Frustration level July 2023  Pupils 500
MOOE
n

Project Title: Ituro Mo, Bilangin at Galingan Ko

School Improvement Plan

20
 Problem Statement: Numeracy rate is 54% below the DEPED planning standard of 100%

Project Objective Statement: Increase the numeracy rate from 54% to 100% in 3 years

Root Cause: No mastery on the four fundamental operations C

H
Date of Budget
Activity Output
Implementation
Person Responsible Budget
Source
A
P
School MOOE T
Conduct Pre- Decrease Non -  Teachers
November, 2022 500
test numerates  Pupils
E
Conduct
Numeracy
Teachers can R
identify the January –  Teaches
Verification Test SCHOOL
progress of the December  Pupils 1,000
every after MOOE 4
learners’ 2023
Quarterly
numeracy skills
Exams
Provide Arouse the
Mathematical learners interest January –  Teachers
SCHOOL
drill every to learn solving December  Pupils 6,000
MOOE
vacant period of mathematical 2023  Parents
the Pupils equation
Post some
mathematical Learners will be
posters/ aware to answer
and this will August 2022 –  Teachers SCHOOL
equation of the 6,000
become a part of July 2023  School Head MOOE
four
mathematical their games
operations
Learners will be
Teachers must interested to
 Teachers
used listen and November 2022 SCHOOL
 Learners 15,000
differentiated engage in – July 2023 MOOE
instructions teaching –  Parents
learning process
Leaning
Produce
mathematics for October 2022 –  Teachers SCHOOL
intervention 20,000
the learners will July 2023  Pupls MOOE
materials
be fun.
 Teachers SCHOOL
Post 0 Non- MOOE
July 2023  Pupils 500
Implementation numerates

CHAPTER 4
Monitoring and Evaluation

School Improvement Plan

21
 All projects being implemented by Suba Elementary School will be monitored by the
SPT, Project Team Leader and School Head. This is to ensure the progress of the activities
and projects that will be done effectively and efficiently. All projects will be measured through
certain indicators. These indicators will determine the status of the project, if the solutions were
effective or not. There will be target schedules to be followed to help the SPT in the
implementation process, and in the reporting of progress of the project. Frequency of the
monitoring will depend on the project being implemented. Below is the Monitoring form for all
the Projects of Suba Elementary School.

Table 11: Monitoring Plan

Reporting and Feedback

Project Name Objectives and Targets Schedule
Mechanism to Stakeholders

-Achievement Test Results in

“ITURO MO To increase the school January every quarter
INTINDIHIN KO AT Reading 2023- - MPS of Quarterly Exams
TANDAAN KO” Comprehension from December -Endline Results of EGRA and
(Low NAT MPS)
70% to 100% in 3 years. 2025 PHIL IRI

“TODAY A
READER, To increase numeracy January
TOMORROW A rate from a range of 2023- -Phil-IRI results
SPEAKER” 25% to 100% in 3 years December - ORV Results
(Low Numeracy Rate)
2025

“ITURO MO,
BILANGIN AT To decrease the January
-EGMA Results
GALINGAN KO” percentage of 2023-
- Math MPS in quarterly Exams
frustration level from December
(Low Literacy Rate) 54% to 0% in 3 years 2022

This project monitoring tool aims to check and evaluate the progress of the
interventions and solutions which targets the reduction of malnutrition in school. It will help the
SPT and the PT to decide and to craft for additional solutions if needed.

Table 12: Project Report Monitoring Form

Reporting Issues/ Recomme Signature
and Problems/ ndations/ of SPT
Objecti
Sche Feedback Challenges Action and
Project Name ves &
dule Mechanism Points Project
Targets
to Team
Stakeholders Leader

To

School Improvement Plan

22
”ITURO MO increase
INTINDIHIN the
KO AT school
TANDAAN NAT
KO” MPS
from
35.54 to
(Low NAT MPS)
75 in 3
years

To
“TODAY A increase
READER, the
TOMORROW literacy
A SPEAKER” rate
from
26% to
(Low Numeracy Rate) 100%
within 3
years

“ITURO MO, To
BILANGIN AT increase
GALINGAN the
numerac
KO”
y rate
from
54% to
(Low Literacy Rate)
100%
within 3
years

School Improvement Plan

23
School Improvement Plan
24