TUGBO INTEGRATED SCHOOL

501528
Mobo North District
Tugbo, Mobo, Masbate

ENHANCED
SCHOOL
IMPROVEMENT
PLAN
School Year 2019-2022

School Improvement Plan 19-22

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TABLE OF CONTENTS

CHAPTER 1. Department of Education’s Vision,

Mission and Core Values Statement Pages 1-2

Roles and Responsibilities of SPT

Members Pages 2-3

SPT Timetable Pages 3-4

CHAPTER 2. Assess

School’s Current Situation Pages 5-6

Planning Worksheet (Annex 5) Pages 7-12

CHAPTER 3. Plan

List of Solutions Pages 13-

14

CHAPTER 4. Monitoring and Evaluation Page 15

List of Acronyms Page iii

List of Tables Page iv

LIST OF ACRONYMS
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AIP – Annual Implementation Plan
BDRRM – Barangay Disaster Risk Reduction Management
Committee
BSP – Boy Scout of the Philippines
CNR – Care for Non-Readers
COT – Classroom Observation Tool
CPC – Child Protection Committee
DepEd – Department of Education
FGD – Focus Group Discussion
GSP – Girl Scout of the Philippines
LAC – Learning Action Cell
LGU – Local Government Unit
LM – Learner Material
LS – Learning Stage
ML – Mastery Level
MOOE – Monthly Operating & Other Expenses
PIA – Priority Improvement Area
PMR – Project and Monitoring Report
PT – Project Team
PTA – Parents Teachers Association
SBM – School-Based Management
SIP – School Improvement Program
SPG – Supreme Pupil Government
SPT – School Planning Team
VMV – Vision, Mission & Core Values

LIST OF TABLES AND ILLUSTRATIONS

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Table 1. SPT Timetable Pages 3-4

Table 2.a Planning Worksheet for Access and Quality Pages 7-10

Table 2.b Planning Worksheet for Governance Pages 11-

12
Table 3. List of Solutions Pages 13-
14
Table 1. SPT Timetable Pages 3-4

Table 2.a Planning Worksheet for Access and Quality Pages 7-10

Table 2.b Planning Worksheet for Governance Pages 11-

12
Table 3. List of Solutions Pages 13-
14
Table 1. SPT Timetable Pages 3-4

Table 2.a Planning Worksheet for Access and Quality Pages 7-10

Table 2.b Planning Worksheet for Governance Pages 11-

12
Table 3. List of Solutions Pages 13-
14

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CHAPTER 1 C
Department of Education Mission, Vision, and Core Values H
Statement A
OUR VISION
P
T
Our vision at Tugbo Integrated School is to empower learners to acquire,
demonstrate, articulate and value knowledge and skills that will support E
them, as life-long learners, to participate in and contribute to the global R
world and practice the core values of the school: respect, tolerance &
inclusion, patriotism and excellence.
1
Our Mission

Is to enable all learners' access to learning through the provision of:-

 Differentiated, in-depth and cohesive learning programs aligned to

year level content and achievement standards informed by the K+12
curriculum

 Highly effective teachers, focused on improving learner outcomes,

through their commitment to ongoing professional development,
quality teaching, evidence based practices, coaching and mentoring
and collaboration

 A quality inclusive learning environment that is responsive to

learner’s voice enriching, engaging resources

 Opportunities for community and parents to participate in learning

and decision making partnerships.

School Improvement Plan 19-22

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 Member Roles Responsibilities

Angela C. Wong SPT Chairman SIP / AIP / APP Team Leader

Fund Manager
Project Implementor
Monitors Projects Implementation
SRC Reporting
Dan E. Domalaon Teacher Rep Test Solutions
Leads Project Team
Gringo B. Oliva School CPC Test Solutions
Co – Leads the Project Team
Joan O. Lupango PTA President Gathers Data / Helps the teacher to identify
the needs of the learners
Dominguito A. Apaya Brgy. Capt Implements enacted ordinances to protect
the children’s welfare
Frencel Z. Laurio SGC President Monitors the interest and problems of the
learners
Sandra T. Antiqueno Alumnus Chairman Gathers fund and data for the school to use
Organize projects that be used by the
children

Timetable
ACTIVITIES SCHEDULE
PREPARATORY ACTIVITIES
Gather Data January 6 – 10
sAnalyzing the Data January 13 – 17
Form the SPT June 20
Orientation / Dissemination of Data, Vision, Mission, June 21
Core Values
PHASE 1 : ASSESS
Review the SRC July 16
Setting the General Objectives July 17
Organize and Divide the Project Teams July 18
Data gathering from the stakeholders July 19
Analyze the school process July 19
Select the Area of focus July 20
Root – Cause Analysis / Present the Root – Cause July 20
Phase 2: PLAN
Review of the Targets July 24
Formulation of Solutions July 24
Develop Project design July 25
Preparation of AIP / APP July 25 – 26
Phase 3: ACT
Experimentation of the Solution August – September
Roll out Solutions September
Check the progress of the AIP September – October
SRC Reporting October

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 C
H
CHAPTER 2
A
Assess
P
School’s Current Situation T
 The Tugbo Integrated School is composed of 25 teachers with 394 E
learners. It is the second biggest school in terms of teaching force in R
Mobo North District. The school has 2 campuses the main campus
located in the interior of tugbo which has been existed since 1965
while te Annex campus was established on 2007 and still growing on 2
regards to performance, stakeholders and facilities.

 The school is accessible to both land and motorcycle transportation. It

is the only school in the district that has two campuses: the main
interior campus can be accessed by walking and horseback riding.
While the annex campus can be accessed by any land vehicles due to
the reason that it is just only 300m away from the main high way.

 As per record the enrolment is decreasing due to some factors that

made the residence leave the place. The physical facilities are of great
help that enhance the learning of the learners. The learning
environment is conducive, clean, safe and has a whole, the school is
child friendly.

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 C
Priority Improvement Areas
H
1. Presence of SW and W Learners A
2. Presence of Non – Readers
3. Presence of Non – Numerates
P
4. Decreasing Number of Pupils attending school T
5. Low quarterly result E
6. Low mastery of the subject matter
7. Need of professional growth of teachers R

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 Time Frame
Priority
Learning DepEd Intermediate
Improvement General Objective/s Root Cause/s SY: SY: SY:
Stage Outcomes
Area 2019- 2020- 2021-
2020 2021 2022
K to 3 IO1: Learners are in
To sustain the zero drop-out rate
school and learning     0 0 0
in three years
centers
IO2: Learners access
programs responsive
To sustain the provision of test
to their needs and
  papers to every learner per   1:01 1:01 1:01
consistent with their
subject area in three years
interests and
aptitudes.
    50% ceiling was rotten,
Four out of five 90% flooring was
IO3: Learners enjoy classrooms need cracked, four door knobs
To repair the four classrooms 25% 25% 50%
learner-friendly 100% minor and jams were
from zero to 100% in three years.
environment repair. destroyed, three toilet
bowl were broken
IO4: Learners
To sustain the participation of
actively participate in
  learners to curricular and extra-   100% 100% 100%
their learning
curricular activities in three years
environment
IO5: Learners attain 72.89% Mastery To increase the Mastery Level of Out of 25 competencies, 3% 3% 2%
 15 were identified by the
Level of learners in teachers, 7 pupils were
English is below Learners in English from 72.89% below independent level,
the planning to 75% in three years out of 46 pupils, 10 had
standard not mastered the
competencies
learning standards
School Improvement Plan 19-22
Out of 25 competencies,
17 were identified by the
72% Mastery Level
To increase the Mastery Level of teachers, 7 pupils were
of learners in
Learners in Math from 72% to below independent level, 3% 3% 3%
Math is below the
75% in three years out of 52 pupils, 10 had
planning standard
not mastered the
competencies
Out of 25 competencies,
72.87% Mastery 10 were identified by the
level of MTB-MLE teachers, 7 pupils were
  is below the below independent level, 2% 2% 2%
planning To increase the Mastery Level of out of 46 pupils, 10 had
standards Learners in MTB-MLE from not mastered the
72.87% to 75% in three years competencies
Out of 25 competencies,
71.33% Mastery
10 were identified by the
level of Araling To increase the Mastery Level of
teachers, 7 pupils were
Panlipunan is Learners in Araling Panlipunan
  below independent level, 4% 4% 4%
below the from 71.33% to 75% in three
out of 35 pupils, 10 had
planning years
not mastered the
standards
competencies
  70% Mastery level Out of 25 competencies, 5% 5% 5%
of Science is below   14 were identified by the
the planning teachers, 5 pupils were
standards To increase the Mastery Level of below independent level,
 Learners in Science from 70% to
75% in three years out of 10 pupils, 5 had
not mastered the
Out of 46 pupils, 4 have
20 Out of 35 To decrease the number of pupils
short memory retention,
pupils, belong to belong to Frustration Level in
  5 have no interest in 10 5 5
Frustration Level English Literacy from 20 to zero
in English Literacy in three years School Improvement Plan 19-22
Reading, 11 have
insufficient food intake
14 Out of 35 28 pupils have
IO6: Learners are To decrease the number of pupils
pupils, are below insufficient food on their
well-rounded, happy below Normal Level in Nutrition 5 5 4
Normal Level in tables, low appetite and
and smart from 28 to zero in three years
Nutrition unbalanced diet
6-Apr IO1: Learners are in
To maintain the zero drop-out
school and learning     0 0 0
rate in three years
centers
To sustain the provision of test
    papers to every learner per   1:01 1:01 1:01
subject area in three years
 
50% ceiling was rotten,
90% flooring was
IO3: Learners enjoy Four Out of five
cracked, four door knobs
learner-friendly classrooms need To repair four classrooms from 25% 25% 50%
and jams were
environment 100% minor repair zero to 100% in three years
destroyed, three toilet
bowl were broken

IO4: Learners   To sustain the participation of   100% 100% 100%

actively participate in learners to curricular and extra-
their learning curricular activities in three years
environment
IO5: Learners attain Out of 25 competencies,
learning standards 73.33% Mastery 15 were identified by the
Level of learners in To increase the Mastery Level of teachers, 18 pupils were
English is below Learners in English from 73.33% below independent level, 3% 3% 3%
the planning to 75% in three years out of 30 pupils, 18 had
standard not mastered the
competencies
School Improvement Plan 19-22
Out of 25 competencies,
15 were identified by the
75.33% Mastery
To increase the Mastery Level of teachers, 18 pupils were
Level of learners in
Learners in Math from 75.33% to below independent level, 2% 2% 2%
Math is below the
77% in three years out of 30 pupils, 18 had
planning standard
not mastered the
competencies

Out of 25 competencies,
72.83% Mastery
15 were identified by the
level of Araling To increase the Mastery Level of
teachers, 10 pupils were
Panlipunan is Learners in Araling Panlipunan
below independent level, 3% 3% 3%
below the from 72.83% to 75% in three
out of 30 pupils, 10 had
planning years
not mastered the
standards
competencies

71.33% Mastery To increase the Mastery Level of Out of 40 competencies, 4% 4% 4%

level of Science is Learners in Science from 71.33% 15 were identified by the
below the to 75% in three years teachers, 15 pupils were
planning below independent level,
standards out of 30 pupils, 5 had
not mastered the
 competencies
Out of 20 pupils, 5 have
20 Out of 30 To decrease the number of pupils short memory retention,
pupils, belong to who belong to Frustration Level 3 have no interest in 10 10 15
Frustration Level from 20 to zero in three years Reading, 12 have
insufficient food intake
IO6: Learners are
14 Out of 153
pupils, are below
School Improvement Plan 19-22
To decrease the number of pupils
14 pupils have
insufficient food on their
well-rounded, happy below Normal Status in Nutrition 5 5 14
Normal Level in tables, low appetite and
and smart from 14 to zero in three years
Nutrition unbalanced diet
 C
H
CHAPTER 3 School AImp
P
Plan T
E
A. Project Work Plan & Budget Matrix R
Table 3. List of Solutions

Root Cause Solution/s 3

a. Intellectual Challenge on Technology-
Feeding Brain Challenge Project-
conduct of workshops on ICT for
2 teachers out of four has zero teachers with zero knowledge on ICT
knowledge on delivery of b. Panday Gabay Project – Provision of
lessons using computer materials to teachers for IMs making
technology to simplify difficult competencies
c. Alay Opisina Project- Provision of
teachers and office supplies

28 pupils have insufficient food a. Alay Kabataan Project – Provision of

on their tables, low appetite and school supplies for use in Reading &
unbalanced diet Math Activities and materials that will
aid pupils in understanding difficult
competencies
b. Busog-Lusog Project – Conduct
Feeding to mental alertness and good
health
c. May Pera at Pagkain sa Gulayan-
creation of Gulayan sa Paaralan for
IGP and feeding purposes
d. Tubig ay Buhay Project- Provision of
water connection materials
a. Sene-Silid Project – Provision of
Television to English & Math Classes
Out of 20 pupils, 4 have short to gain much interest in learning
memory retention, 5 have no b. Parke ng Karunungan Project–
interest in Reading, 11 have Creation of learning parks that
insufficient food intake showcase lessons of all learning areas
c. Ay D! Project- provision of
identification cards for pupils clear
identity in school
d. Oh My GAD!- creation of learning
materials with GAD integration.
Out of 25 competencies, 15 a. Project Subok Talino – Provision of
were identified by the teachers test papers to every learner per
School Improvement Plan 19-22
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 subject area
b. reLACs Ka Guro – Conduct of LAC
had not mastered,
Sessions on Revisiting and Mastering
English & Math Competencies
12 jalousie holders were b. Project BAHAY-BATA – Creation of
destroyed, 30 jalousies were H.E Classroom
broken, two door knobs were c. Paganda sa Kalahi Project- Kalahi
destroyed, CR floor needs 50% building is to be repainted
repair, 40% of the wall was c. Project Bookstore – Creation of school
eaten by termites canteen with an educational purpose

a. Colour Our world Project – All

classroom walls are to be repainted
50% ceiling was rotten, 90% b. You Are Connect Project – Construct
flooring was cracked, four door connected roof from stage to the
knobs and jams were destroyed, multi-purpose hall.
three toilet bowl were broken c. My RePair Project- Repair of
classrooms
a. Project Bill Moko – Payment of
electricity and communication bill
b. Lakbay Iwas Baklay- providing travel
allowance in procuring school supplies

Planning Worksheet

In the above Planning Worksheets for Access, Quality and Governance, the
school’s Priority Improvement Areas (PIAs) were specifically presented.
Aligned to the DepEd Intermediate Outcomes, each PIA had with it its
objective and root causes. The Objective that would tell what to do with the
PIA and Root Causes that showed why the PIA has existed. Finally, the
Timeframe that revealed the target for every year in three years.

Monitoring and Evaluation

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The School Planning Team (SPT) will monitor the progress of the project in
the middle and end of its implementation period depending on the timelines
set by the Project Teams.
The Project Monitoring Report (PMR) form contains the following data:
Project Title, Project Objective, Date of Monitoring, Activities undertaken as
to Pre, Actual and Post, Persons Responsible, Schedule and Venue, Item or
Services, the Physical and Financial Budget with the target, actual and
percentage of accomplishment, Status of the Project to Date, Issues,
Problems and Challenges Encountered, Recommendations and Actions
Taken, and finally the Signatures of the Monitoring Personnel and the
Project Team Leader.
Hence, this PMR helps inform the SPT of the status of the projects as the
Project Teams (PT) submits their respective progress reports using this form.

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 CHAPTER 4
_________________________________________________________________________________________________________________________
_

Monitoring and Evaluation

(1) (2) (3) (4) (5) (6) (7)
Name of Project Date of Accomplishments / Issues / Recommendations / Signature of
Project Objectives and Monitoring Status to Date Problems / Action Point SPT and
Targets Challenges Project Team
Leader
Panday Gabay To provide December
Project materials to 2019
teachers for IMs
making to
simplify
difficult
competencies
Alay Kabataan To provide January 2020
Project school supplies
for use in
Reading &
Math Activities
and materials
that will aid
pupils in
understanding
difficult
competencies
Busog-Lusog To conduct December
Project Feeding to 2019
 mental
alertness and
good health
May Pera at To create of December
Pagkain sa Gulayan sa 2019
Gulayan Paaralan for
IGP and feeding
purposes School Improvement Plan 19-22
Tubig ay To provide of January 2020
Buhay Project water
connection
materials
Project Subok To provide of March 2020
Talino test papers to
every learner
per subject area
reLACs Ka To conduct of March 2020
Guro LAC Sessions
on Revisiting
and Mastering
English & Math
Competencies
Project To create of H.E March 2020
BAHAY-BATA Classroom
Paganda sa To repaint March 2020
Kalahi Project classrooms
which needs
colors
Project To construct February 2020
Bookstore makeshift
school canteen
 with an
educational
purpose
Colour Our To repaint all March 2020
world Project classroom walls
You Are Construct January 2020
Connect connected roof
Project from stage to
School Improvement Plan 19-22
the multi-
purpose hall.
My RePair Repair of March 2020
Project classrooms
Lakbay Iwas To provide January 2020
Baklay travel allowance
in procuring
school supplies
the project monitoring form will determine if the plan program / projects
were accomplished during the given dates of evaluation and this will be used
in the monitoring and evaluation on the month of July, August, December,
January and March accomplishment of programs, projects and its
functionality and also utilized as tool to gather solutions on issues &
challenges which will be encountered during the implementation of the School Imp
different programs & projects. The date of monitoring will be on October
2019 for the mid-year and for the year end will be on March 2020.

Prepared by : THE SCHOOL PLANNING TEAM

JOENA T. LUPANGO
SPTA Representative

ALJOHN D. ESPLANA
Teacher Representative

FRENCEL ROSE Z. LAURIO

Student Representative

GILBERT A. CALAMPIANO
SDRRMC

HON. DOMINGUITO A. APAYA

Barangay Chairman

DAN E. DOMALAON JR.

Member of the Child Protection Committee

ANGELA C. WONG
SPT Chairperson

Reviewed and Checked by:

VICENTE L. MAYOR, Ph.D.

ESP-II / OIC – Mobo North District

ROSITA C. NUÑEZ
PSDS – Division ELLN/DAP Coor. / Area Supervisor

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