GUITNANGBAYAN ELEMENTARY SCHOOL

109487

460 GSIS Road, Guitnangbayan I,

San Mateo, Rizal, 1850

ENHANCED

SCHOOL

IMPROVEMENT

PLAN

School Year 2019-2022

School Improvement Plan i

MESSAGE (OPTIONAL)

The quick brown fox jumps over the lazy dog. The quick brown fox jumps

over the lazy dog. The quick brown fox jumps over the lazy dog. The quick

brown fox jumps over the lazy dog. The quick brown fox jumps over the lazy

dog. The quick brown fox jumps over the lazy dog. The quick brown fox jumps

over the lazy dog. The quick brown fox jumps over the lazy dog. The quick

brown fox jumps over the lazy dog. The quick brown fox jumps over the lazy

dog. The quick brown fox jumps over the lazy dog. The quick brown fox jumps

over the lazy dog. The quick brown fox jumps over the lazy dog. The quick

brown fox jumps over the lazy dog.

School Improvement Plan ii

TABLE OF CONTENTS

CHAPTER 1. Department of Education’s Vision, Page x

Mission, and Core Values Statement

CHAPTER 2. School’s Current Situation Page x

CHAPTER 3. Plan Page x

CHAPTER 4. Monitoring and Evaluation Page x

List of Acronyms Page x

List of Tables and Illustrations Page x

School Improvement Plan iii

LIST OF ACRONYMS

DepEd – Department of Education

SIP – School Improvement Program

AIP – Annual Implementation Plan

SARDO – Students-at-Risk of Dropping Out

SPT – School Planning Team

School Improvement Plan iv

LIST OF TABLES AND ILLUSTRATIONS

Table 1. x x x x x x x x x Page x

Table 2. x x x x x x x x x Page x

Table 3. x x x x x x x x x Page x

Table 4. x x x x x x x x x Page x

Illustration 1. x x x x x x x x x Page x

Illustration 2. x x x x x x x x x Page x

Illustration 3. x x x x x x x x x Page x

Illustration 4. x x x x x x x x x Page x

School Improvement Plan v

CHAPTER 1
Department of Education Mission, Vision, and Core Values Statement
C
H
In accordance to the Governance of Basic Education Act of 2001 (Republic Act A
P
91557), the Department of Education (DepEd) promotes shared governance
T
through School-Based Management (SBM). Under this mandate, E
R
Guitnangbayan Elementary School is tasked to develop the School

Improvement Plan (SIP). 1

The School Improvement Plan is a blueprint that sets out specific mediations

that a school, with the help of the community and other stakeholders,

undertakes within a period of three (3) consecutive school years. It intends to

advance the three key result areas in basic education: access, quality, and

governance. It is evidence-based, results-based, and child or learner-centered.

The SIP is central in School-Based Management (SBM) and is prepared by the

School-Community Planning Team (SPT). It is the basis for the school’s Annual

Implementation Plan.

I. VMV Sharing

In any planning activity, it is necessary to first identify the rationale, the

motivation or the driving force behind any project or program. Therefore, GBES

gathered its School-Community Planning Team (SPT) for a Vision, Mission,

Core Values (VMV) sharing activity which aims to anchor the SIP towards

DepEd’s VMV and the division and school’s goals. The VMV Sharing ensures

that the SIP is not only aligned with DepEd’s VMV, but is also responsive to the

school’s various needs.

School Improvement Plan 6

In line with DepEd’s vision of promoting patriotism among the Filipino youth,

GBES pledges to strengthen the ESP integration at school. This move aims to

inculcate desirable Filipino values, culture and tradition into their beings to help

build their identities as citizens of the country. Moreover, the learners are

encouraged to take part in the School Pupil Government (SPG) to hone their

leadership skills as future leaders and nation-builders. To realize these goals,

GBES commits to continuously improve itself through its SIP and consultation

with its stakeholders.

Equally important is the school’s mission of protecting and promoting the right

of every Filipino to quality, equitable, culture-based, and complete education,

which is also DepEd’s mission. First, the pupils must learn in a child-friendly,

gender-sensitive, safe, and motivating environment. For this to be possible, the

school head, teachers, staff, pupils and parents all have to be oriented about

the Child Protection Policy and Gender and Development. This empowers the

pupils to know about their rights within the school. Second, teachers are to

facilitate learning and constantly nurture every learner. To ensure that teachers

are well-equipped and effective teachers, they are to conduct and participate

in regular School Learning Action Cell (SLAC) Sessions, apart from trainings

and seminars outside school. Third, administrators and staff are expected to

ensure an enabling and supportive environment. To do so, the school head

pledges to oversee the school grounds and class homes to assess and check

for safety and conduciveness. Last but not the least, family, community and

other stakeholders must share responsibility for developing life-long learners.

This entails supporting the projects and programs of the school, such as

School Improvement Plan 7

following up on reading and literacy skills of the pupils at home, attending the

Brigada Eskwela, ensuring a safe and well-coordinated disaster response

within the community.

Furthermore, to serve as overarching guideposts are the four core values,

namely, Maka-Diyos, Maka-tao, Makakalikasan, Makabansa. In doing all the

projects and programs stipulated in the SIP, the stakeholders are to uphold the

aforementioned values.

I. Roles and Responsibilities of the SPT

The School-Community Planning Team (SPT) is a team composed of internal

and external stakeholders organized for the purpose of identifying school

concerns and issues, and strategically coming up with appropriate

interventions through a collaborative process.

Team Leader School Head

Teacher Student Parent

Internal Stakeholders Representative Representative Representative

Member of the
LGU Member of the
External Stakeholders Representative BDRRMC
School Child
Protection Policy

School Improvement Plan 8

The School Head is the acting team leader of the SPT. He or she is required

to oversee the entire process of the SIP – from Preparatory Activities to the

three Phases – Assess, Plan and Act.

The teachers are in charge of gathering data to be used for the SIP. Upon

completion, they are also assigned to assess the Priority Improvement Areas

of the school based on the collected data. The teachers are also tasked to

form School Project Teams for each project / program to be implemented

under the SIP.

The other stakeholders are to voice out the concerns of whom they represent

and participate in the processes entailed in the SIP.

I. SIP Timetable

School Improvement Plan 9

CHAPTER 2
Assess
C
This is a presentation of the school data and accomplishments supported with H
the trends and factors that contributes to the underachievement of the school A
P
in different areas discussed hereunder. T
E
1. School’s Current Situation
R
1. Enrolment by Grade Level
2
Based on the data of enrolment gathered for the past three years, enrolment

has increased yearly. It gained an average increase of 7% a year. Furthermore,

as stated in the above graph, the continuous increase in the school population

indicates that Guitnangbayan Elementary School has maintained its

competence in providing better education as evident in the community’s

continuous patronage.

2. Nutritional Status

In the primary grades, 24% (469 out of 1932) of the learners fall outside the

normal health status. On the other hand, only 10% (160 out of 1566) of the

Grades 4 – 6 students fall outside the normal health status.

3. Learner’s Materials

At the 7th year of the K to 12 implementation, there is still a shortage of

textbooks, especially in the fifth and sixth grade levels. Furthermore, there are

still no K to 12 textbooks in Grade Six English, Filipino, MAPEH, AP and

Science.

School Improvement Plan 10

4. Teachers’ Professional Development.

With GBES’ goal of promoting teacher quality, the school conducts LACs and

INSETs per subject area. There a several LACs conducted within the school

year to accommodate the training needs of the teachers. The teachers are also

encouraged to attend externally sponsored seminars for personal and

professional development.

5. Sources of School Funding

The biggest source of school funding comes from donations given by the

stakeholders, thanks to the successful partnership with the community. This is

followed by the MOOE with between PhP 70,000 - 171,000 monthly and the

canteen funds which provides more or less PhP 50,000 monthly. Other sources

are LGUs and Subsidy for Special Programs.

6. School Awards and Recognition

GBES won the 2018 Division Search for Brigada Eskwela Best Implementer,

rewarding the collaborative effort of the school head, teachers and the

stakeholders within the community. In addition to this, the GBES learners also

brought home awards from several district and division level academic

competitions, proving the excellent caliber of the pupils and their coaches. The

achievements earned by Guitnangbayan Elementary School is attributed to the

school personnel’s attitude toward work which is marked by dedication and

passion.

7. Dropout Rates

School Improvement Plan 11

The dropout rate of the school has remained one of the biggest improvement

area to be prioritized by the SPT. Although the number had decreased by 16%

from the previous school year with 65 down to 58, the constant two-digit figures

could not be ignored. The main causes of dropping out are financial matters

and the distance of the school from their homes, especially in the Kindergarten

and Grade Five Levels. Similarly, the learners who are being taken away by

one of their parents resulting from family dispute has also become a major

trigger in the dropout rate. Refer to Annex 1a, p.

8. Promotion Rate

At the end of the school year, the promotional rate at the primary levels was

maintained at 100%. There were only 4 out of 3009 pupils who were not

promoted to the next level. This table also shows that in the past three years,

the grade six level has the lowest percentage rate of promotion in all of the

intermediate years.

9. NAT Results

In the last NAT Result in 2015, the pupils performed well in Filipino, HEKASI

and English. Interventions were proposed and conducted to remedy the

alarming 29.95 MPS in the Mathematics and 37.51 in Science.

10. Literacy Level in English and Filipino

PHIL-IRI results show a worrying high number of nonreaders in the intermediate

levels with 734 Frustration Level Readers in English and 776 in Filipino, leaving

only 603 independent readers in English and 621 in Filipino. This means that

the Reading Team must purposely focus on administering immediate

School Improvement Plan 12

 interventions to decrease if not arrest the numbers of frustration readers.

Please refer to annex 1a, part 10, page

2. Priority Improvement Area

The set of priority areas recommended by the committee involves alarming

numbers of dropouts, nonreaders, non-numerates and absenteeism. Improving

quality of learning and instruction for nonreaders and frustration readers

provides an opportunity to focus on the effectiveness of the school objectives

and targets. To close the gaps between best practice and usual care for the full

set of proposed priority areas will require the collective expertise of a vast array

of teachers, professionals, stakeholders and vested laypersons. Virtually every

conventional educational specialty will need to develop strategies for one or

more of these priority areas.

Table 1. Priority Improvement Areas (Annex 4)

Improvement Areas Strategic Urgency Magnitude Feasibilit Averag

Importanc y e Interpret
e Rating ation
Increasing number Very
of dropouts 5 5 5 3 4.5 High
Priority
Alarming result of High
5 4 3 4 4
PHIL-IRI Priority
Absenteeism High
4 5 5 3 4.25
Priority
Increasing number High
4 4 4 3 3.75
of non-numerates Priority
Unsafe Moderate
3 4 3 3 3.25
environment Priority
lack of self-
awareness and High
3 4 3 4 3.5
emergency Priority
preparedness

School Improvement Plan 13

 With the arising problems and decline in the performance indicators, the SPT

made a concerted effort to ensure that the priority areas will be under a

continuously healing relationship within the three-year plan.

The following is the effective school improvement planning model which

emphasizes the comprehensive needs, assessments, strategic prioritization of

needs, and data‐driven decision‐making for the PIAs focusing on the access,

quality and governance projects. These projects will be launched in order to

improve the performance indicators for the next three years.

Table 2. Planning Worksheet (Annex 5)

PLANNING WORKSHEET for ACCESS and QUALITY

TIME FRAME
LEARNI DEPED PRIORITY
GENERAL ROOT SY SY SY
NG INTERMEDIATE IMPROVEMENT
OBJECTIVE/S CAUSE/S ‘19- ‘20- ‘21-
STAGE OUTCOMES AREA
‘20 ‘21 ‘22
K-3
Increasing To decrease the Pupils are
Project IO1: Learners are in number of number of mentally and
□ □
K3 school and learning dropouts in dropouts by 75% emotionally
centers Kindergarten or 15 out of 20 in unprepared for
Kindergarten. learning.
IO2: Learners access Startling number Decrease the Lack of follow
programs responsive of nonreaders in number of non- up and
Project to their needs and Filipino readers by 75% or guidance at
PAG- consistent with their 29out of 39 home. □ □
ASA interests and Filipino non-
aptitudes readers in Grade
Three.
IO5: Learners attain Alarming increase Decrease the Most Grade
learning standards of English number of non- Two pupils
Alarming increase readers 90% or 88 were □
Project □ □
of English out of 90 in Grade frustration
SHARE Three. readers in
Filipino.
IO6: Learners are Increasing Control and Poverty
well-rounded, happy number of minimize the
and smart severely wasted number of
Project pupils severely wasted □ □ □
pupils by 80% or
LINGAP 80 out of 99 for
SY 2016 - 2017.

4-6 □ □ □

School Improvement Plan 14

Project IO1: Learners are in Increasing Decrease the Lack of proper
SHINE school and learning number of absenteeism rate WASH
centers uncertified by 75% or 38 out facilities for
absences due to of the 50 females and
menstruation absences of poor
stigma and female grade 6 sanitation/hygi
discrimination pupils. ene
knowledge.
Project
STRENG IO3: Learners enjoy Slow/ long To increase the Learners and
TH learner-friendly evacuation time level of resilience teachers are
environment record during and preparedness not
earthquake and by 75%. emotionally
fire drills and mentally □ □ □
prepared for
evacuation
during
disaster/calami
ties.
IO5: Learners attain Increasing Reduce the Learners have
Project learning standards number of non- number of grade 6 limited time
MATH numerates in learners at risk in allotted for
Grade 6 multiplication and remedial in □ □ □
division facts from mathematics.
193 to utmost 39
or 80% by March
2020
IO6: Learners are Alarming number Provide security Learners have
Project well-rounded, happy of harassment and safety to no IDs to □ □ □
SSS and smart incidents off- GBES pupils. prove their
campus identities.

PLANNING WORKSHEET for GOVERNANCE

IO1: Education Poor performance Increase MPS/ Pupils have
Project leaders and of pupils during performance level hard time
TEST managers practice exams. of pupils thru the copying and
participative and provision of answering
□ □
inclusive individualized test exams.
management papers.
processes

IO2: Internal systems Low number of Increase the Lack of proper

Project and processes computer-literate number of training
SPICE needed for teachers computer-literate
□ □
continuous teachers by 77%
improvement in or 47 out of 61.
place.
IO3: Growing Poor stakeholder Increase Unsustained
Project number of attendance and stakeholder and
INSIST stakeholders actively participation to attendance and maintained
participate and school programs participation by relationship
collaborate in and projects. 75%. □ □
convergence
mechanisms at all
levels

School Improvement Plan 15

The SPT, a model learning community for the rest of faculty, chose to use data

systematically. An initial look at the data confirmed the urgent need to improve

the school's reading and math scores and absenteeism.

The project teams decided to start by focusing on students' oral language skills

and reading comprehension. Examining baseline data collected by observing

reading instruction throughout the school, the team noticed that discussions

during guided reading instruction consisted of 65 percent teacher talk and only

35 percent student talk. After considering demographic data showing that many

students did not practice speaking English at home, along with low oral-

language scores from reading assessments, the team polished its focus to

select a manageable goal: increase the amount of teacher-facilitated,

purposeful student talk during guided reading lessons from 35 to 75 percent.

Using Continuous Improvement (CI) as methodology, the project team

identified the processes and prevailing issues in the teaching-learning process

in reading, developed solutions to address the issues, and determine the impact

of the developed solutions the reading skills of the costumers.

Based on the interviews and FGDs, Voice of the Customers (VOCs) shows that

the pupils enjoy big books, prefer different colors, encounter challenges such

as laziness in reading, love to learn new words and admittedly lack confidence

to read well. These factors will soon be focused on by the reading teachers at

the implementation of the program.

Using deployment flowchart, the Situating Storm Clouds show the flow and the

Teachers and the pupils. Storm clouds represent the gap on what should be

School Improvement Plan 16

met based on the standard of both the suppliers and the costumers. Using the

Why-Why Diagram as a tool, the Root Cause Analysis (RCA) shows the

underlying causes behind the gap between the standard and the actual

performance of the teaching learning process. The RCA identifies the deeper

cause of the problem in which can be effectively addressed when accurately

identified. Based on the RCA the teaching learning process is characterized by

insufficiency on various teaching strategies.

The comparison of the baseline and end line results shows the significant

impact of the developed solution in the improvement of the teaching-learning

process in reading.

With regards to absenteeism, the SPT conducted interviews and came up with

an FGD solution of distributing hygiene kits to the female pupils in the

intermediate level. The Project Team leader also proposed orientations and

seminars about menstrual health and personal hygiene education for these

young ladies. Please refer to Annex 8,

School Improvement Plan 17

CHAPTER 3

Plan C
H
A
A. Project Work Plan & Budget Matrix
P
This part explains the work plan and budget matrix schedule for implementing
T
E
each project. The plans include the activities, the people responsible for each R
task, the timeframe in which tasks must be undertaken, and the amounts of
3
human and other resources required to complete each task. An accompanying

budget, ideally organized both by objectives and activities and against standard

accountancy budget lines, ensures all costs have been accounted for, and

supports future financial management of the project. The project’s action plan

explains how the team and the program will achieve its goals and why the

project launches certain activities. See Annex 9, Project Workplan and Budget

Matrix, page

Priority Improvement Solution Project

Areas
Increasing number of Home visitation and Project K3
dropouts Remedial Sessions
Alarming result of Remedial Reading Project SHARE
PHIL-IRI Project PAG-ASA
Absenteeism Home visitation and Project SHINE
Remedial Sessions
Increasing number of Remedial Math tutorial Project MATH
non-numerates
Unsafe environment Trainings Project STRENGTH

School Improvement Plan 18

B. Annual Implementation Plan (AIP)

Guitnangbayan Elementary School’s Annual Implementation Plan (AIP)

describes how the key improvement strategies in the school strategic plan, and

other significant projects, will be put into operation during the year and how they

will be monitored. Please refer to Annex 10, page

The AIP aims to:

1. plan and communicate their work for the coming year and how this will lead

to achieving their identified goals and targets

2. ensure efficient and effective allocation of resources to complete the work

and

3. monitor improvement and success.

School Improvement Plan 19

CHAPTER 4

Monitoring and Evaluation C

H
A
Guitnangbayan Elementary School’s M&E System is set up for the school head
P
and teachers. It is an “internal scheme” intended primarily to respond to the T
decision making requirements of the school head, teachers and the school's
E
R
non-teaching staff. The M&E should support them with up to date and accurate

information they need in making day to day decisions to assure the best 4
courses of actions are undertaken that will improve performance.

The System offers the school head, teachers and learners’ information and

insights that will allow them to examine and analyze their efficiency and

effectiveness. It is a means to support the continuous learning processes of the

school during the SIP implementation. In this regard, the School M&E System

is mainly concerned with the school's internal affairs. It is designed, first and

foremost, to meet the decision-making requirements of the school head,

teachers and even the learners.

And lastly, the System is designed to provide stakeholders with accurate and

timely information about the quality and progress of education services in the

school. It provides insights to support and oversee units on the effectiveness of

the educational policies, programs and standards of the Department of

Education. The School M&E System is an integral part of the Quality Assurance

and Accountability System.

School Improvement Plan 20

Sample Certificate of Acceptance

School Improvement Plan 21

 Republic of the Philippines
Department of Education
Region ______
DIVISION ____________________
awards this

Certificate of Acceptance
to

(NAME OF SCHOOL)
for having successfully complied and met the requirements
and standards
of the Department of Education as mandated by DepEd Order
44, s. 2015.

Given on the ______ day of __________________ 201____.

Schools Division Superintendent

School Improvement Plan 22