ESIP 2019 2022 Single Space Final

STO.
NIŇO NATIONAL HIGH SCHOOL

301480
Sto. Niňo, Batangas City
ENHANCED
SCHOOL
IMPROVEMENT
PLAN
School Year 2019-2022
ENHANCED SCHOOL IMPROVEMENT PLAN
SCHOOL YEAR 2019-2022
ENDORSEMENT
September 18, 2019
DR. DONATO G. BUENO

OIC-Asst. Schools Division Superintendent
Division of Batangas City
Batangas City
Sir:
This is to formally submit in your good office the Enhanced School

Improvement Plan of Sto. Nińo National High School.
Further, this is to signify our collaborative approval and support in the

implementation of the Enhanced School Improvement Plan which
contains our aspirations in giving quality education to our learners.
Signed this 18th day of September, 2019.
SCHOOL PLANNING TEAM
TEAM LEADER BLESSIE D. ARABE

Officer-In-charge
SCHOOL ICT ESTER E. PANALIGAN

ICT Coordinator
PTA REPRESENTATIVE JOSE LUIS C. PAGCALIWAGAN

PTA President
SSG REPRESENTATIVE KIM LAWRENCE D. DELEN

SSG President
TEACHER REPRESENTATIVE LORENZO E. HERNANDEZ

Faculty President
COMMITTEE ON EDUCATION GLORIA RUFINA C. AGTAY

Barangay Councilor
MEMBER OF BUREAU OF DISASTER

RISK REDUCTION MANAGEMENT MA.MAGDALENA C. PALMERO
COMMITTEE Teacher – registrar
MEMBER OF CHILD PROTECTION FREDESVENIA E. BISCOCHO

POLICY Guidance Coordinator
APPROVAL
Reviewed by:
CARMELITA D. ABAG, Ed. D.

PSDS
Accepted by: Recommending Approval:
SACORO A. COMIA, Ed. D. RHINA O. ILAGAN

CID Chief Asst. Schools Division Superintendent
APPROVED:
DONATO G. BUENO, Ed. D.

Asst. Schools Division Superintendent
Officer-In-charge
Office of the Schools Division Superintendent
I. EXECUTIVE SUMMARY
The planning team has identified the perennial problem affecting the
academic performance of our students as reflected on the quarterly
examination results. In order to increase the mentioned result the team has to
devise measures or tools to address this concern. The positive outcome of
this endeavor is expected not only the sole effort from the student and
teachers, but with the cooperative participation of the parents.
Likewise, there is a need to improve the quality of instructions among

our teachers to be more effective and efficient in their craft. Therefore, it is
imperative that teacher should enhance their competencies through attending
training and seminars. Furthermore, it is advised that the mentors will
continue to hone their skills by taking up further studies in the Masters and
Doctorate degree.
The physical aspect of improvement of the school is also an urgent

need to maintain its functionality. Identified facilities such as laboratory,
canteen, library, clinic etc.. will be continuously monitored and repaired as
need arises. The stability of these facilities will depend on the proper
utilization of the allocated budget of the different projects and programs
needed to be implemented.
The planning team, stakeholders and all persons involved are

committed to render their time and capabilities to create the ESIP. This is to
make it more comprehensive and attainable in line with the DepEd’s vision
and mission in general.
II. INTRODUCTION
The mission of an academic institution is to provide an environment

that promotes students’ holistic learning. It aims to achieve intended learning
goals, develop and enhance individual skills necessary for them to become
functional members of the society and hone appropriate behavior throughout
the students.
As an educational institution. Sto. Niño National High School creates a

society committed to learning throughout life. Teachers, administrator &
stakeholders compromise an institution dedicated to the creation of globally
competitive students and the pursuit of excellence in their diverse mission.
They also encourage and enable all students – whether they demonstrate the
highest intellectual competence or whether they have struggled to reach the
threshold of secondary education – to achieve skills beyond their
expectations.
This plan helps to direct the school on its ultimate objective of providing
quality education for every Filipino student. It serves as a guide to achieve
higher performance in the next years. It also includes the formulated
objectives, strategies and processes not only to identify the proper
interventions that will lead to higher academic performance of the learners but
also to improve the physical facilities of the institution to cater quality
education and be conducive place for learning. Whatever marked
improvement that is manifested in the school is the result of the
implementation of the SIP which serves as a vehicle towards school
effectiveness.
The stakeholders of Sto. Niňo National High School strongly believe

that “If life is a journey towards perfection, we must provide our learners with
the better path, if not the best… because for us it is always Quality Above All .
A. Vision, Mission, and Core Values
The DepEd Vision
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.
The DepEd Mission
To protect and promote the right of every Filipino to quality, equitable,

culture-based, and complete basic education where:
Students learn in a child-friendly, gender-sensitive, safe, and

motivating environment.
Teachers facilitate learning and constantly nurture every learner.

Administrators and staff, as stewards of the institution, ensure an
enabling and supportive Family, community, and other stakeholders are
actively engaged and share responsibility for developing life-long learners.
Our Core Values

Maka-Diyos
Maka-tao
Makakalikasan
As a school, we see to it, that the learners develop their love for country
by exposing them to activities that highlight our traditions and folkways so
that they are inculcated with Filipino culture. To instill to the mind of our
students the spirit of patriotism, holistically developed nationalism, productive
and values oriented. With the innate passion for the country, they are
motivated and encouraged to be involved In nation-building by developing
good values and honing their skills in order to become competent in the field
they choose.
All the activities being done in school are geared to make sure that
learners are the number one recipient of the result of each activity. The school
makes sure that it gains the trust of the parents, the community and other
stakeholders.
The teachers maximize all the resources available, making sure that
classrooms are conducive to learning while offering a lot of possibilities to
develop and enhance learners abilities. Teachers are given fair opportunities
to undergo trainings, attend seminars, and do coaching in light of nurturing the
students and create a learner-centered classroom.
Our Mandate
The Department of Education was established through the Education

Decree of 1863 as the Superior Commission of Primary Instruction under a
Chairman. The Education agency underwent many reorganization efforts in
the 20th century in order to better define its purpose vis a vis the changing
administrations and charters. The present day Department of Education
was eventually mandated through Republic Act 9155, otherwise known as
the Governance of Basic Education act of 2001 which establishes the
mandate of this agency.
The Department of Education (DepEd) formulates, implements, and

coordinates policies, plans, programs and projects in the areas of formal
and non- formal basic education. It supervises all elementary and
secondary education institutions, including alternative learning systems,
both public and private; and provides for the establishment and
maintenance of a complete, adequate, and integrated system of basic
education relevant to the goals of national development.
LIST OF SPT ROLES AND RESPONSIBILITIES
SPT ROLE RESPONSIBILITIES

Blessie D. Arabe Team Leader  Conduct and preside
meetings
 Arrange schedule of
planning
 Form committees
 Develop and coach
project teams
 Monitor and evaluate
progress of each
project
 Consolidate child
mappers
Fredesvenia E. Biscocho Member of the  Lead the child-Friendly
Child Protection School Survey
Committee  Answer the Child
Protection Policy
implementation checklist
Ester E. Panaligan School ICT  Encode necessary data
Coordinator
Lorenzo E. Hernandez Teacher  Provide necessary data
Representative
Jose Luis C. Pagcaliwagan Parent  Coordinate with other
Representative parents about the school
programs and projects
Rufina Gloria Agtay Barangay  Coordinate with the Brgy.
Representative officials about the school
activities
Ma. Magdalena C. Palmero Teacher-Registrar  Provide necessary data
Kim Lawrence A. Cortez Student-  SSG President
Representative
SCHOOL PLANNING TEAM TIME TABLE
ACTIVITIES SCHEDULE
PREPARATORY ACTIVITIES TIME FRAME : I MONTH
Secure the CBMS from the LGU February 2-15, 2019
Form School Planning Team February 19, 2019
Organize data using the School- February 26 - 28, 2019
Community Data Template
Convene the SPT for Orientation, Vision February 29, 2019
sharing and scheduling
PHASE 1 : ASSESS TIME FRAME : 1 MONTH
Conduct dyad, triad, FGD or survey March 4, 2019
Discuss the root cause March 28 -31, 2019
PHASE 2 :PLAN TIME FRAME : I MONTH
Writing SIP
Brainstorm Solutions May 19, 2019
Submission of SIP
PHASE 3 : ACT
Test the Solutions June - August (1st Quarter)
Discuss preparation for roll-out Discuss preparation for roll-out

School Improvement Plan (SIP) General Objectives and Targets
1.) ACCESS
1.1. To reduce dropout rate from 18 or 2.11% of the total

enrolment to 0.25% in the next three school years from
2019-2020.
1.2. To hire additional competent teachers to fill in the lack of

teachers for this school year 2019-2020.
1.3. To increase promotion rate from 95.18% to 100% within the

next 3 (three) years.
2) QUALITY
2.1. To increase Quarterly MPS of the following learning areas :

 English : from 69.60% to 75%
 Filipino : from 76.83 to 85%
 Mathematics : from 63.76 to 75%
 Science : from 66.10 to 75%
 Araling Panlipunan : 72.91 to 75%
2.2. To improve the ability to convey and interpret information

and ideas of what was read.
3) GOVERNANCE
3.1. To acquire school extension site and buildings for Junior

High School by 2020.
3.2. To acquire school extension site and buildings for Junior

3.3. To secure students and school property by constructing a

perimeter fence within the next 3 (three) years
3.4. To improve and maintain school physical facilities
School Current
Situation
SCHOOL PROFILE
Sto. Nińo National High School was established in the year 1971- 1972
with the initiative of the barangay council and civic –spirited people of
barangay Sto. Nińo. It started with 24 students and two teachers as school
personnel. As years go by enrolment increases and by this time the school
enrolment is 852.The school is located at the foot of the mountain in sitio
central of barangay Sto. Nińo, Batangas City which is approximately 12
kilometers away from the city proper. The means of transportation are tricycle
and jeepneys .
The school is serving mainly children of the six (8) barangays namely:
Mahabang Dahilig, Malalim, San Isidro, Haligue Silangan, Haligue Kanluran,
Maruclap, Malibayo and Pinamucan East. Other nearby barangays also send
their children to this school for some reason. Its School ID is 301480.
The Department of Education observes the mandate of UNESCO’s

EFA (Education for All) in making certain that Basic Education is available
to all learners by reaching out in every nooks and corners of the country
encompassing diversity of learners in an inclusive setting. Sto. Nińo
National School further reinforced and strengthens this mandate through
the strict adherence of the Department of Education’s “No Collection Policy”
during enrolment and all throughout the school year enticing the learners to
a free basic education program of the government.
Further, the school is geared towards a holistic development of the

learners tapping their intelligence not just in the academic areas but also in
arts, music and sports. It is also aims to upgrade the skills of the learners in
information & technology and in media and communication with the help of
the computers. It is installed through a local area network having 50
monitors and 4 server CPUs placed in the E-Learning Center. It also has a
24/7 internet connectivity for easy online research and access to
downloadable learning materials and updated credible internet references
propelling the teachers and learners for the 21st Century Learning.
Curriculum
The school implemented the K to 12 Basic Education Curriculum, from

Grade 7 up to Grade 10 classes. Teachers are trained and use the
spiral/progression approach in teaching competencies following the
Curriculum Guide, Teacher’s Guide/Learner’s Manual and Activity Sheets that
will lead the learners to answer the questions what the learners want to know,
be able to do and understand. Most of the teachers are using the “Daily
Lesson Log”, while others are still using 4’s Lesson Plan.
STO. NIÑO NATIONAL HIGH SCHOOL
TEACHERS PROFILE
SY 2019-2020
Educational Years in
Name of Teachers: Sex Position Eligibility
Attainment Service
1 Arabe, Blessie De Castro F MT-II BSE English 24 PBET
2 Almario, Menjie Mendoza F SST III BSE- Science 10 LET
3 Alon, Anacorita De Castro F SST III AB-Economics 31 PBET
4 Alon Emerson Claus M SST I BSED- AP 3 LET
5 Barcebal, Fel Mark Poche M. SST I BSED-English 2 LET
6 Bicol, Mercedes De los Reyes F SST I BSE- Filipino 31 PBET
7 Biscocho, Fredesvenia Escarez F SST III BSE- Gen. Science 24 PBET
8 Buquid, Maricris Paglicawan F SST III BSED Math 12 LET
9 Castillo, Ella Candor F SST III BSED- English 11 LET
10 Cleofe, Cornelia Ani F SST I BSE-Filipino 36 PBET
11 Clerigo, Amelia Untalan F SST II BSE-English 36 PBET
BSED-Biological
12 Clerigo, Elsa Landicho F SST I Science 3 LET
13 Dalisay, Dyna Patron F SST I BSED-Math 1 LET
14 De Castro Lita Hernandez F SST III BSED- Science 23 PBET
15 Dela Vega, Natalia Ebora F SST I BSIE-GVC 31 PBET
BS Psychology Major in
16 De los Reyes, Emelyn Buenafe F SST I Social Studies
5mos. LET
17 Dotong, Gerlie De Guzman F SST I BSIT-TLE 3 LET
18 Escarez, Precious Escarez F SST I BSED-TLE 1mo LET
19 Espiritu, Geraldine Agtay F SST I BSE- History 10 LET
20 Fabrero, Rodelo Faminial M SST III BSED -English 7 LET
21 Gutierrez, Maricel Mosca F SST III BSED-Filipino 4 LET
22 Hernandez, Lorenzo Espiritu M SST III BSED-Math 5 LET
23 Leron, Marie Jane Blaos F SST I BSED-Math 1 LET
24 Macalindol, Juvelyn Cueto F SST III BSED- Ind. Arts 7 LET
25 Mantuano, Nica Diane Luneta F SST I BSED-MAPEH 1 LET
Mendoza, Dayna Meca
26 Anonuevo F SST I BSED-Science 1 LET
Magna
27 Malibiran Ester Lastrilla F SST I BSE -Math 35 Carta
28 Miranda, Lucena Castillo F SST III BSED -AP 5 LET
Palmero, Maria Magdalena
29 Cueto F SST II BSE - English 24 PBET
30 Panaligan, Ester Ebora F SST II BSIE-GVC 37 PBET
31 Sarmiento, Lorna Evangelista F SST III BSED-Science 13 LET
32 Talania, Charmaine Bolaños F SST I BSCOM ED /BIT 4 LET
33 Tangonan, Rachel Luneta F SST III BSED -MAPEH 5 LET
34 Troyo, Ruby Christine Almario F SST I BSED -English 4 LET
35 Untalan, Gorgonia Bisco F SST I BSE-English 35 PBET
36 Valdez, Edna De Guzman F SST I BSE-Filipino 34 PBET
Senior
Delen, Paul Miland Andoy Bookkeepe BS Accounting 5 CSC Prof
M r Management
Disbursing 1yr &
Pagsinohin, Mercedita Luneta F Officer
Accountancy
8mos
CSC Prof
BS Industrial
Laureta Joyce Ann B. F ADAS II Engineering 14 days CSC Prof
Sto. Nińo National High School has a strong workforce of 35

teachingstaff and 3 non-teaching personnel that works hand in hand for
the attainment of school goals and objectives.
With the leadership of the school principal who worked

collaboratively with the teachers in order to obtain the DepEd’s goal
through strict observance of “Time on Task Policy”, teachers make sure
that every minute in school is spent in worthwhile activity that is beneficial
to the school learner.. The principal closely supervises the teaching-
learning process through classroom observations and gives technical
assistance to improve learning outcomes.
STUDENT’S PROFILE
Enrolment Status for the three (3) Consecutive School Year
900
800
409
385
396
700
600
500
Number of
Enrolment Female
400
Male
300
449 442
200 389
100
0
2016-2017 2017-2018 2018- 2019
School Year
The graph shows the enrolment for three (3) consecutive years. It shows
consistent higher enrolment of males than females with a total yearly average
enrolment of 851 students.
HEALTH AND NUTRITIONAL STATUS OF STUDENTS
120 112
94
Baseline
100 86
93 91
80 66
60 Grade 7
Grade 8
40
Grade 9
20 9 13
10 13
3 5 7
2 Grade 10
0 0
1 1 0
1 0
1
0 1 1 4 2 2 2 2 0
Female
Female
Female
Female
Female
Male
Male
Male
Male
Male
Severly Wasted Normal Overwieght Obese
Wasted
The graph shows that Grade 9 level has the highest total number of 31
wasted and severely wasted students among all grade levels. Grade 9 and 10
has the lowest total number of 14 wasted and severely wasted students.
Endline as of December 2018

Grade 7 Grade 8 Grade 9 Grade 10
5 34 379 374 8 9 2
3 11
0
1 0
1
3 0
1 91 2
90
1 12 1
3 117 98 7 2
6
1 4
1 10 102 90
0 0 0
Male Female Male Female Male Female Male Female Male Female
Severly Wasted Wasted Normal Overwieght Obese
The graph shows that there is an improvement on the nutritional status

of learners. This is due to the intensified feeding program implemented by the
school and the continuous monitoring of the weight of every student.
Community Profile
Barangay Sto. Niňo is located in the Southern part of Batangas. It is

approximately 12 kilometers away from the city proper and dubbed as one of
the far flung barangay of the city. As per record from the office of the city
assessor, barangay Sto. NIňo has a total land area of 545 hectaces having
634 parcels of lot with a total of 2,625 populations of which are female and
51% are male.
There are seven (7) sitios in the barangay, heade by a Barangay

Kagawad, namely : Sitio Ibaba, Sitio Central, Sitio Kanluran, Sitio Papayahan,
Sentro, Sitio Papayahan baba, Sitio Papayahan Ilaya and Sitio Papayahan
Silangan.
At present barangay, Sto. Niňo is headed by a duly elected barangay

captain and seven (7) councilmen. The barangay council has also oone (1)
appointed barangay secretary and one (1) barangay treasurer and (17)
barangay.
Geographical Location
North: Barangay San Miguel , Malalim
South: Barangay Maruclap, Haligue Kanluran, Haligue

Silangan, Malibayo
East: Barangay Cumba
West: Mahabang Dahilig
Classification: Rural
Demographical Profile
Age Male Female Total

0-5 145 148 293
6-21 525 433 958
22-65 538 533 1,071
66 and above 53 79 132
Single 606 498 1.104
Married 425 393 818
12 56 68
Widow
Separated 9 16 25
Seminars and Trainings Attended by Teachers
K to 12
15
30
Critical Content and
Pedagogy
34 Primals
10
5 SBM
1
2
5 Journalism
1
2
1 DRRM
34
34
BSP
The graph shows that most teachers are trained thru In-Service
Trainings (INSET). This continuous improvement aims to develop and
sustain efficient and effective teaching strategies and pedagogy among
teachers. It is done yearly by the school and SDO Batangas City where the
school heads, teachers were tapped as resource persons.
School Annual Funding Sources
1,098,00
0
Personal
Services
MOOE
14,265,00
0
Personnel services (PS) was used for the salaries of all teaching and
non – teaching personnel/staff. Disbursed and liquidated by the School
Bookkeeper and Disbursing Officers.
Maintenance and Other Operating Expenses (MOOE) was used for the
electric compensation, newspaper and magazines subscription, printing
reproduction of test materials and learning materials, communication services,
minor repair, payment for school supplies, office supplies and other incidental
expenses of sports and cultural activities of the school based on APP (Annual
Procurement Plan), training, hauling of supplies liquidated by Fiscal
Committee and accounting personnel. Details of these expenditures are
posted in the School Transparency Board as mandated in accordance with
RA 9485 (Anti-Red Tape Act of 2007)
School awards and recognition
Sto. Nino National High School has always provided its teachers and
students with a healthy and fairly competitive environment to help them grow
in every sphere of activity, be it academics, sports or any other extra-
curricular role. Equal opportunities are given to all students so they can
realize their true potential and get ready to face the outer world once they
complete their school studies.
With this, Stonians participated and excelled in different academics,

sports and social events competition this School Year 2018-2019 and
exhibited their wit, talent and skills, and exemplified the school’s morals and
values like discipline, compassion and zeal for learning.
The school receives various awards and recognition in academic,

sports and various competitions over the past years. However the most
recent awards received are the following:
1st Place Himig Kalikasasan

1st Place Solo Singing Category
2nd Runner-Up Single Making Contest for Brigada Eskwela
3rd Place 15th National Science Quest
3rd Place Choric Speaking in English
1st Place Copy Reading and Headline Writing (Filipino
7th Place News Writing (Filipino)-Editorial Writing
7th Place Science Writing (Filipino)-
1st Place Science Writing (Filipino)
3rd Place Copy Reading and Headline Writing (Filipino)-
2nd Place Editorial Writing (English)-
9th Place Editorial Writing (Filipino)-
5th Place Science Writing (English)-
1st Place Copy Reading and Headline Writing-
1st Place News Writing (English)- Sports Writing (Filipino)-
2n Place News Writing (English)- News Writing (Filipino)-
1st Place Editorial Cartooning (English)-
1st Place Feature Writing (English)-
1st Place Feature Writing (Filipino)-
2nd Place Science Writing (Filipino)-
10th Place Feature Writing (English)-
5th Place News writing (Filipino)- Cartooning-
9th Place Cartooning (English)- Sports Writing (English)-
8th Place Editorial Writing (English)-
Performance Indicator
ACCESS
Number and Cause of Students At Risk of Dropping Out as Reported
from the Beginning of School Year (BOSY) 2019-2020
25
20
15 10
10
3
1
5
3
5
5 2
2
5 5
0
1 3
2 0
1 1 1
0 0
2016-2017 2017-2018 2018-2019
The graph shows that the school is struggling enough to decrease the
dropout rate. This is due to diverse unavoidable reasons such as sickness,
child labor, lack of interest and migration. However, the school is optimistic
that by the year 2022, we will be having zero dropout.
To address this problem, teachers conducted home visitation to verify

the cause of frequent absenteeism and to discuss with parents the impact
of absenteeism to the learner and to the community in general. During the
meeting, parents and teachers should agree on a viable solution which will
produce positive results in enticing the learners in coming back to school
and attend classes regularly.
Drop -Out Rate
2.15
2.1
2.11
2.09
2.05
Percentage
1.95
1.9 1.92
1.85
1.8
2016-2017 2017-2018 2018-2019
School Year
The graph evidently shows that some causes why students left the
school were due to various family problems they encountered. Such
contributed a lot to the drop-out rate of the school for the last three years.
Several factors have trigger and affect the performance of the school.
However, these factors indicated and needed to resolve for the sustainability
and accessible to all stakeholders. On the other hand, the number of drop-
outs is significantly very low compared to the number of enrollees. This is due
to the home visitations done by the classroom advisers.
96.2
96
Retention Rate
95.8
Percentage
95.6
95.4
96.03
95.2 95.89
95
95.18
94.8
94.6
2016-2017 2017-2018 2018-2019
School Year
The graph evidently shows that the number of students enrolled is

fluctuating in the last three years due to migration, drop out and other
reasons.
QUALITY
Percentage of learners who completed the School Year
Promotion Rate
96
95.5
95
94.5 95.82
94 95.18
93.5 94.12
93
2016-2017 2017-2018 2018-2019
As reflected on the data above, school year 2016 – 2017 got the
highest rate, but slightly decreases on the following year, however on the year
2018 – 2019, promotion rate increases again after having enough
intervention. It shows that the school really works hard to attain a hundred
percent despite numerous barriers. At least 1 percent increase percent per
year is our goal until we reach the peak.
Over – All Quarterly Examination (MPS)
75.47
73.16
71.64
2016 -2017 2017-2018 2018-2019

The data show fluctuating results of quarterly examination for 3
consecutive years. This means we need to sustain some of the best practices
and improve those competencies with very low performance.
Based on the actual result of the test, each subject has the projection to
achieve its target in three to four years based in the school improvement plan
and projects.
Literacy level
PHIL-IRI ORAL READING TEST IN

ENGLISH
600
500
271
400
194
300 139 Post Test
Pre Test
200
100 210 200 209
0
Frustration Instructional Independent
PHIL -IRI ORAL READING TEST IN

FILIPINO
700
600
500 202
400
Post Test
300 250 Pre Test
200
150
100
387 155 77
0
Frustration Instructional Independent
The graph shows the improvement in the Literacy Level of

students. A great increase in the number of independent readers was
recorded in the post reading assessment, thus the number of frustration
and instructional readers lessened. This is due to the support of all
teachers in the reading program of the school.
Numeracy Level
Pre- Test Result

300
250
200 59
18
127 10 Numerates
150
107 Nearly Numerates
130 108
100 Non-Numerates
94
50
42 19 74 61
0
The graph visualizes the fact that 59 of the 67 students are

numerates, 130 are nearly numerates and 42 are non- numerates, 94 are
nearly numerates while 19 are non-numerates. For 69, 18 are numerates,
107 are nearly numerates and 74 are non-numerates. As for grade 10, only
10 are numerates, 108 are nearly numerates and 61 are non – numerates.
Post Test Result

300
250
200
108 134 Numerates
150 91 89 Nearly Numerates
100 Non-Numerates
50 114 96 83
92
0
The numeracy level of learners likewise noticeably increased based

on the pre test result and posttest. for SY 2018-2019. This is remarkably
sustained the practices of all mathematics teachers to maintain its best
outcome. Furthermore, the recent practices of the teaching-personnel
regarding this discipline serves as one of the best practices of the school,
such as giving intervention and enhancement classes. .
Governance
School-Based Management Assessment Level
SBM-LEVEL Qualitative
Interpretation:
II Maturing
School SBM is on level II and with a qualitative interpretation of

Maturing. This means that the school is constantly finding ways to improve
its performance in terms of management. Parents, LGUs and the
Stakeholders can be certain that constant monitoring and assessment shall
be made so that the school will constantly improve and align with the
Department of Education thrust for Continuous Improvement.
Child-Friendly School Survey result
The survey resulted a score of 34 which indicated that school is a

“Child Friendly School”. This means that the school has still a room for
improvement. The facilities shall be improved as well as the school
environment. With constant and strong drive for improvement it aims to
develop into an excellent child friendly school with the help of PTA, LGU
and Individual Stakeholders in the years to come. This improvement
includes:
 Acquisition of school extension site and buildings for Junior

 Construction of drainage to avoid flooding in low areas
 Construction of perimeter fence to secure students and school
property.
 Construction of additional comfort rooms to decrease the ratio
of number of students to the number of comfort rooms.
 Improvement of school canteen
Stakeholders’ participation
100%
90%
80%
70%
60%
50% 100 100 100

40%
30%
20%
10%
0%
General PTA PTSI Brigada Meeting
Meeting
Stakeholders involvement means working with people and using the

resources as they are and helping them to work together to realize agreed
ends and goals (Bartle, 2007). A school head looks for ways in which the
interests and ability of each individual can contribute to the good of the whole.
The teachers try to create in the school an environment in which this can
happen. Given that the government has provided compulsory and free basic
education for all, it is imperative that the school management involves all
stakeholders in the decision making process.
Fortunately, in Sto. Nino National High School, it is undeniable that

stakeholders have shown their eagerness and involvement to different school
programs such as the Brigada Eskwela, Gulayan sa Paaralan, Wins Program,
PTA Based Projects, School –Based Feeding Program and many more.
These contributions keep the school in the peak of academic excellence and
decent student behaviour. Having full participation of stakeholders on different
projects makes the innovative style of learning possible.
Learner –Teacher Ratio
100%
90%
80% 104 104 97
70% 104
60%
50%
40%
30% 130 134 101
20% 77
10%
0%
Male Female
It can be gleaned from the graph that the learner-teacher ratio is

26:1 based on the number of teachers which is 33.
Learner- Toilet Ratio
Learner - Toilet bowl Ratio
Enrolment Toilet Bowl

Female 409 7
Male 442 6
The graph shows that there is 1:65 learner – toilet bowl ratio for male
learners and 1:66 for female learners in the school. Based on the data given
above, the school needs to add additional comfort room.
Learner-Seat Ratio
851
819
E NRO LME NT ARMCH AI RS
The graph shows the insufficient number of armchairs in the school

year 2018-2019 due to increase of enrolment.
Learners’ Materials

0
197 197 197 197
197 197 197
245 186
250 340 348 245

245 245 276
268
210
268 268
268 268
0 268
252 268
216
216 214 120 214 214
0 23
Filipino English Math Science AP TLE EsP Music PE and
and Health
Arts
The graph shows the number of books by subject and year level. It
visualizes that most subject have books for the students but there are still
insufficient number of books like Mathematics 7, English 8, TLE 8 and AP 10.
A. PLANNING WORKSHEET
After a series and thorough brainstorming and analysis of the School
Planning Team members, we have come-up with a school planning worksheet
derived from the results generated from the prioritized school improvement
areas of concern.
The plan is devised according to the three key outcomes that we need
to address in order to recognize these pressing prioritizations as stated in our
vision. These three concerns are ACCESS, QUALITY, and GOVERNANCE.
The plan discloses the various programs, projects, and activities of the
school to be implemented to finally reach each general objective according to
the three outcomes towards the realization of our desired vision of improving
every act driven to address priority improvement areas (PIA).
Table 1: Planning Worksheet on Access

Priority TIME FRAME
Improvement General Objectives Root Cause/s 2019 2020 20212
Areas (PIAs) 2020 2021 022
Dropout To reduce drop out  Lack of schooling interests 0% 0% 0%
rate  Overage
 Poor Academic Performance
 House chores overload
 Absenteeism
 Family – related problems
Absenteeism To increase  Lack of coping mechanism to 95% 98% 100%
attendance of school tasks
learners from 95% to  House chores overload
100%  Poor health condition
 Lack of schooling interests
 Child labor
 Weather interruptions
 Community celebration
To increase  Migration 851 865 875
Enrollment enrolment rate from  Lack of schooling interest
2% to 5% additional  Overage
enrollees  Dropouts
 Presence of private schools
and nearby public schools
Table 2: Planning Worksheet on Quality

Priority TIME FRAME
Improvement General Root Cause/s 2019202 20202021 2021
Areas (PIAs) Objectives 0 2022
To increase  Low literacy
Promotion Rate promotion rate level 96% 97% 100%
from 95.18 % to  Low
100% numeracy
level
 Lack of
parental
guidancee
Poor  Poor reading 75% 77% 80%
Achievement Increase comprehension
Test Quarterly  Teachers’
Results/Low Examination competency/
Periodic Tests MPS from competencies
MPS are not well
taught
 Review sessions
are limited
 Poor study
habitsv.
Learner’s Increase  Lack or reading 0 0 0
Reading independent and interest
Progress Level instructional  No home follow
readers ups of parents
 Zero - due to illiteracy
non and disinterest
readers caused by work
overload and
others
 Poor study
habits
Table 3: Planning Worksheet on Governance

Priority TIME FRAME
Improvement General Root Cause/s 2016- 2017- 2018-
Areas (PIAs) Objectives 2017 2018 2019
Stakeholders’ To strengthen  Lack of parents 85% 95% 100%
Support & school & participation
Partnership community  Lack of
partnership from mechanisms to
85% to 100% encourage
stakeholders’
support
SBM Level To increase  Lack of data 2 3 3
SBM level from management
level 2 to level 3 mechanisms
Parents’ To increase  Works overload 85% 95% 100%
Involvement in parents’  Financial
Co-curricular & participation Problem
extra-curricular from 85% to
activities 100%
VII. School Priority Improvement Areas (use Annexes 3 & 4)
GAP Analysis
A. SCHOOL PERFORMANCE
A. B2. CURRENTLY B5.Groups

DIVISION B1. DATA CONTRIBUTING B3.Inhibiting B4. that
TARGETS NEEDED EXPLANA Factors Projects require
YES/ Impleme Attention
NO TION nted
1. School Overall High drop –

drop-out dropout out rate due  School – Wasted
rates over rates in to the Based and
the school over following Feeding severely
Dropout previous the last factors : Program
wasted
Rate (0%) three three years  Financial  Say No
years. No have been Matters to Drop-
around  Child out Slow
2.Reasons 2.11% labor learners
for  Health
dropping Problems
out  Prevalent
absenteei
sm
School Records  Low  Readi
promotion show that literacy ng
Promotion rate over No promotion level Progra All Grade
rate the rate in all  Low m Level
(100%) previous grade level numeracy  Reme
three ranges from level dial
years 94.12% to  Lack of Class
95.18%. parental es
guidance  Projec
t
READ
There 202 Nonreaders  Readi

of total reached ng All
enrolment higher level Progra nonreader
Zero non- Phil-IRI for No that falls on because of m s and
reader the past 3 the improper  Projec those who
years frustration assessment t fall on the
level based and mass READ frustration
on the Phil- promotion.  Projec level
IRI post test t
conducted. Pagba
sa,
Pag-
asa ng
MASA
Completio Completio Records
n Rate n rate for No show that Drop out
(96%) the past 3 completion Change of Home All grade
years rate ranges Residence Visitation level
from
88.31% to
89.16%.
Repetition Repetition There was  Say
Rate (100) rate for the No a No to Slow
past 3 decreased Drop learner
years. in a number -out s
of repeaters  Rem
from 32 to edial
16. Clas
ses
 Hom
e
Visita
tion
Cohort Survival Records Change of

/Survival rate for No shows that residence
(96) past 3 there is a Poverty
years decreased Drop out
from
89.22%to
89. 16%
Attain 75% Quarterly Records  Rem
of examinatio show that edial
Quarterly n MPS for Yes not all  Poor Clas
MPS in all the past 3 quarterly study s
learning years examinatio habits  Hom All Grade
areas n MPS falls  Child e Level
below 75% labor Visita
: tion
 Say
English no
from 67.70 Drop
to 69.80 out
Filipino  Proje
from 75.78 ct
to 76.83 REA
Math from D
63.83 to
63.76
Science
from 78.41
to 66.10
AP from
78.40 to
72.91
TLE from
80.25 to
78.66
MAPEH
from 83.88
to 78.59
Esp from
75.51 to
68.80
SCHOOL IMPROVEMENT PLANNING
IDENTIFY PRIORITY IMPROVEMENT AREAS
Instruction: Using the matrix on the next page, please rate each improvement
area on five criteria using a 5-point scale as described below.
Criteria Description Scale

Strategic The number of other areas that will benefit when the
Importance improvement area is addressed 5 – Very High
Urgency The urgency or need to improve the area as soon as 4 – High
possible 3 – Moderate
Magnitude The number of learners that will benefit when the 2 – Low
improvement area is addressed 1 – Very Low
Feasibility The degree to which the improvement area is within the
school’s mandate and control
Afterwards, compute the average rating of each improvement area and

interpret the results as follows:
Average Rating Interpretation

4.5 – 5.0 Very High Priority
3.5 – 4.49 High Priority
2.5 – 3.49 Moderate Priority
1.5 – 2.49 Low Priority
1.0 – 1.49 Very Low Priority
ANNEX 4 Identifying Priority Improvement
Areas
Strategic
Improveme Magnitud
Importanc Urgency Feasibility Average Interpretatio
nt Areas e
e n
MPS in 5 5 5 5 5.00
Quarterly Very High
Examinatio
n in all
Learning
Areas
Readers 5 4 5 5
Comprehe 4.75 Very High
nsion
Dropout
Rate 4 4 5 5 4.25 High Priority
Numeracy
Skills 4 4 5 4 4.25 High Priority
Junior
High 5 5 5 1 4.00 High Priority
Extension
Site and
Facilities
Fencing
5 5 5 1 4.00 High Priority
MONITORING
AND
EVALUATION
MONITORING AND EVALUATION PROCEDURE
The School Quality Management Team (SQMT) is responsible in the
monitoring and evaluation of the programs and projects implemented by the
school based on the School Improvement Plan and Annual Implementation
Plan. M & E will be done every quarter in order to keep track on the
implementation and to provide objective information that can inform decision-
making in order to continuously improve the delivery of school services for
basic and the school’s performance or health to achieve the desired
educational outcomes. This will even provide valid, reliable and accurate data
in decision-making to come-up with possible actions and interventions to
achieve the said desired outcomes.
Hereunder are the procedures/processes followed in the School

Monitoring Evaluation and Adjustment (SMEA) Processes?
1. Data Gathering
Data gathering is done quarterly by internal M & E to Teachers, SH, &
project Implementers during the pre-work prior to SMEA. Physical Outputs
(PO) accomplished are identified from their work plans together with the
standards if followed. School Internal Monitoring and Evaluation Team (IMET)
consolidate their accomplishments using PO template and prepares the
MOVs to support the report which includes identification of issues, facilitating
and hindering factors, lessons learned and good practices encountered by
schools which are identified before the SMEA proper, collecting both
quantitative and qualitative information.
2. Data Validation
Determining if reported data are based on standards and MOVs
3. Data Processing and Analysis
Summary of accomplishments, issues for resolution and lessons learn
presented to management. The quantitative data can be transformed into
percentages, ratios, ranks or measures of central tendency. These are also
presented in tables and graphs to show relationship between variables. The
analysis can correlate physical outputs with funds utilized. Analyzing
information required to answer M & E questions on efficiency, effectiveness &
relevance. Agree on a set of Planning Standards. Review data and make
initial conclusions. Write conclusions.
4. Management Response
Reporting of M & E results by the school IMET is used to validate
information during the actual MEA
5. Adjustment of Plan
This can be in terms of modifying the earlier strategies used, rescheduling
of activities, aligning available resources, making decisions, on discontinuing
the projects, etc.
TERMS AND REFERENCE FOR M & E TEAM
1. CHAIRMAN: SCHOOL HEAD

The School Head is the process owner of the M & E system. As process
owner the school head must ensure the integrity and efficiency of the system.
This means, providing accurate, timely and relevant information to school
stakeholders. The School Head will also be the major beneficiary of the
lessons and insights generated by the M & E system.
Specifically, the following outlines the functions, roles and responsibilities

of the School Head
 FUNCTIONS:
Manages the QAAS in the school
Ensures implementation of SBM practice
Makes decisions pertinent to improving quality outcomes in the
school
 RESPONSIBILITIES
 Orients school stakeholders on how to operationalize the
QAA and M & E system
 Designates the members of the School QMT
 Designs monitoring and feedback system (e.g. flow of
reports and feedback, reporting schedules, monitoring and
feedback forms);
 Convenes School QMT regularly to discuss M & E concerns
together with implementation team
 Communicates the learners progress to intended
stakeholders
 Submits quarterly accomplishment report to SDS and school
stakeholders
 Interacts with SDS and school internal and external
stakeholders
2. SCHOOL M & E COORDINATOR

The M & E Coordinator is responsible for the overall M & E strategy and
implementation with the school following the M & E framework for the school
.The M & E Coordinator shall report directly to the School Head and shall
provide his/her with interpretation and analysis of the M & E data. The
following outlines the roles. Functions and responsibilities of the M & E
Coordinator:
 FUNCTION
Monitors and evaluates regularly the implementation of school
improvement plan
 RESPONSIBILITIES
 Conducts monitoring process during plan implementation
 Analyses and interprets M & E data for SH and Project
Teams
 Evaluates results of SIP Implementation which will be made
as basis for planning interventions and other plan
adjustments
 Prepares regular M & E reports and submit to SH
 Interacts with SH and other members of the SQMT
3. SPT REPRESENTATIVE
 FUNCTION
Monitors the implementation of SIP
 RESPONSIBILITY
 Updates M & E plan during SIP revisit
4. ICT COORDINATOR/TEACHER CIRCLE PRESIDENT/ SCHOOL

GUIDANCE COORDINATOR
 FUNCTION
Manage School Information System (SIS)
 RESPONSIBILITY
 Gathers, records, organizes, stores data, and ensures that
school records are complete and update.
 Interact \s with School M & E Coordinator and Department
Chairs.
MONITORING REPORT FORM FOR CY: 2019
(1) (2) (3) (4) (5)
PROJECT ACCOMPLISHMENT ISSUES/ RECOMMENDATIONS/ CHECK
OBJECTIVES S/ PROBLEMS/ ACTION POINTS IF
OUTPUTS/ REASONS DONE*
STATUS TO DATE FOR
UNDER
ACHIVEMENT
To reduce dropout
rate from 8 0r 2.11%
to
To increase
promotion rate from
95.18% to 100%.
To increase
Quarterly
Examination MPS in
all learning areas.
To lessen the
number of severely
wasted and wasted
learners.
To increase the
number of
independent and
instructional
readers.
To increase the
level of performance
of the students.
To reduce/ diminish
non numerates
students from Grade
7 to 10
To increase
students’ linguistic
competence
reflected on over-all
MPS of achievement
Test in English.
To encourage
/Increase the
number of teachers
attending
professional.
To increase the ratio
of toilet to pupils
from 1:65 to 1:40
To strengthen
school & community
partnership from
85% to 100%
To increase parents’
participation from
85% to 100%
To improve school’s
SBM level from level
2 to level 3 with
proper date
management
To acquire school
extension site and
buildings for Junior
High School by
2020.
To secure students
property by
constructing a
perimeter fence
within the next three
years.
To improve and
maintain school
physical facilities.
through WINS
program.
Analysis of the School
Priority Improvement
Areas
1. Root Cause Analysis Overview on High Drop Out Rate
PROBLEM ANALYSIS: High Drop Out reaching 18 or 2.11% of the total enrolment.
Drop out learners are 18 or 2.11 % of the total student population
Learners perform task Learners are absent due Learners are absent Learners are
in their neighborhood to health problems due to lack of frequently absent
to earn money parental guidance due to lack of
interest
Learners are frequently Lessons Disruption/

Learners need to earn money sick Learners are not shortened
to help parents come Parents engaging period
from are busy or exciting due to
broken teachers
family
working meeting
Learners have low /activities
There’s only one provider in resistance to sickness
the family due to lack of proper Learners are Only one Teachers
nutrition under the provider are using
care of a for the the
traditional They
guardian or family
method of lose
relative
One parent has no work or has teaching track
left home due to
disrupti
on
No reliable
person to More on
attend to board
meetings work
and make ,copying
on
follow up
manila
paper as
visual
aids
Few
engaging
activities
Root Cause Analysis Overview on Poor Reading Comprehension
PROBLEM ANALYSIS: POOR READING COMPREHENSION AND LACK OF

NATIONALISM
POOR READING COMPREHENSION AND LACK OF NATIONALISM
Lack of nationalism and Lack of

Poor reading
law for Filipino Batangueño
comprehension
language appreciation
and
localization
Students are poor in There are no
Students Lack of
comprehension specific law for
are slow activities
language (Batas
readers promoting
Pangwika)
localization
Lack of practice
There are working students,
and read in
they are tired and mentally Students don’t have
syllable
occupied interest in Filipino
Some students didn’t take

there meal before reading
Root Cause Analysis Overview on PROJECT SPELL
(Specialized Programs Enhancing Language Learning)
Problem Analysis: Low linguistic competence reflected on over-all MPS of

Achievement Test in English
Low linguistic ability due to diverse language learning barriers
Social Emotional Biological
– peer group - affective factors – psycho motor skills

–socio-economic (anxiety, social
– development /
status bias)
childhood
– education and – self belief
developmental factors
literacy – motivation (low
– physical impairments
– parental/family intrinsic and
(deaf, blind etc…)
support extrinsic forces)
– age and health
– access and support – attitude towards
Low
Linguistic
competence
– cultural reflected on
– type and method of – psychological
instruction values MPS in
fitness
English
– improper materials and regarding risk – cognitive
curriculum taking, functioning
– little access to input openness
(native English speakers) – government
– school and classroom policy and
culture investment
– lack of learning skills, – dislocation,
strategies movement,
– teacher/student war
relationship
– planning and use of time
Pedagogical Cultural Psychological

Root Cause Analysis Overview on the competency level of students in
TLE
PROBLEM ANALYSIS: SKILLS AND COMPETENCY LEVEL OF STUDENTS IN

TLE
LOW COMPETENCY LEVEL IN SOME AREAS IN TLE
Poor interest in Low competency level in Students with

crafts and crops industrial arts. low skills in
computer
programming
Occupied by games and web.
and gadgets
Different field of
interest but few Some students has no
offer of courses internet connection at
home even units.
Low interest
in agriculture. There’s no chance for them to Students don’t have
plant and cultivate land at interest in some areas
home
Lack of interest t
in reading about Some students are interested in
agriculture computer related crafts
Root Cause Analysis Overview on the Low Performance in
Science
PROBLEM ANALYSIS: INCREASE PERFORMANCE IN SCIENCE AT LEAST 75%

WITHIN THE NEXT THREE SCHOOL YEAR
LOW PERFORMANCE IN SCIENCE
Poor interest in Poor reading Students with low skills

some topics in comprehension that leads in solving problems
Science to lack interest in Science related topics in physics
Low interest in Occupied by

Non -
physics games and Some students
Reader
problems gadgets don’t know the
basic steps on
solving problem
Lack of
interest t in
reading about There’s no chance for
Absenteeism
some of the them to browse the
topics topics because of
particularly online gaming
genetics
Some students are interested in

chatting than to study their lesson
Root Cause Analysis Overview on Poor Comprehension in Araling
Panlipunan
PROBLEM ANALYSIS: To increase the level of performance of the learners in

Araling Panlipunan
Students have poor comprehension in Araling

Panlipunan
Poor Study Habits

Student have
short span of
Peer group Students dont attention
influence want to learn
Social Media Loss of

Influence Interest
Stress / Fatigue
Lack of
Difficult Home Sleep
Situations
Students are tired

Separation of because of distance
Parents in school from their
home
Financial
Problem
Root Cause Analysis Overview on poor reading comprehension in MAPEH
PROBLEM ANALYSIS: POOR PERFORMANCE IN MAPEH
POOR PERFORMANCE IN MAPEH
SIKLAS (Sining at Kultura Students are poor in MAPEH-LISTIC

ng Lahing Stonians ) performance
Pride(show casing different

dances of different places
around the word
Lack of time They focused academically and
and practice lack of interest in
extracurricular ACTIVITIES
Lack of activities
enhancing their
skills and
Students are poor Students don’t have socialization.
in performance interest in MAPEH
Some students are lack of

opportunities
Project Title: Save the Future: Act Now
Problem Statement: Number of drop out students is 18 or 2.11% of the total
population
Project Objective Statement: Reduce absenteeism and drop-out rate from

the current data 2.11% to 0.25% by the school
year 2021-2022.
Root Causes:
High drop out rate due to the following:
 Financial matters/child labor

 Health problems
 Truant behaviour/lack of interest
 Prevalent absenteeism
PROJECT WORK PLAN AND BUDGET MATRIX
Activity Output Date of Person’s Budget/ Budget

Implementation Responsible Activity Source
Information Student’s July - August 2019 School Head Php.
Dissemination Profile Guidance 1000.00
(General Information Designate Class MOOE
Assembly) Survey Advisers
Meet the parents,
discuss the causes October 2019
of absenteeism Written School Head N/A
and come up with Agreement Guidance 0.00
an agreement on Designate Class
how to address the Advisers
problem
Identify learners Monitoring
who are 4P,s members Every Quarter Guidance
recipient and with of 4P’s and Designate Class 0.00 N/A
benefactors EBD Advisers
scholars of
their
attendance
Monitor and track Record of Nutrition and
attendance of Daily Every Quarter Health
student at risk (3-4 Attendance Coordinator 0.00 N/A
of successive and Class Advisers
absences) Nutrition &
Health
Status
Project Work Plan and Budget Matrix English
Project Title: Project SPELL (Specialized Programs Enhancing

Language Learning)
Problem Statement: Low linguistic competence reflected on over-all

MPS of Achievement Test in English
Project Objective Statement: Increase students’ linguistic competence

necessary for holistic development
Root Cause: Low linguistic ability due to diverse language learning

barriers such as;
a. negative attitude towards language and learning

b. socio-economic status
c. cognitive functioning
d. mismatched teaching materials and curriculum
e. little access to input (native English speakers)
Phase Activity Output Timeline Person Budget Budget

Responsible Source
Planning Determine List of August 2019 English Teachers N/A N/A
learners with students
poor with poor
academic academic
performance performanc
specifically in e
English
Identify poor Phil-IRI July -August English Teachers N/A N/A

readers Result 2019
through Phil-
IRI
Identify Multiple September English Teachers N/A N/A

learners’ Intelligence 2019
interest in Test Result
using the
multiple
intelligence
test
Create Appropriate September School Head, All N/A N/A

diverse teaching 2019 teachers
strategies in strategies
language for English
learning subject
Implementation Conduct Set of October All teachers N/A N/A
intervention intervention 2019
programs for program
learners with and its
academic outcome
difficulty
Implement Enhanced July - March English N/A N/A
reading students 2019 Teachers,
program reading English Club
specially to ability Officers
poor readers
Use Lesson September - English Teachers N/A N/A
appropriate Plans March 2019
learning congruent
activities to students’
specially interest
designed on
students’
multiple
intelligence
Integrate Enhanced Year Round All Teachers N/A N/A
speaking students
activities in oral
everyday communicat
lesson ion skills
Conduct In-set October School Head, All N/A N/A
school based outcome 2019 teachers
in-service and
training with accomplish
special focus ment
on English Report
teaching.
Conduct Developed January School Head, P3000 English

Annual students 2019 English Teachers Fund
English Fest and English Club
highlighting Officers
Language
learning
activities
Monitoring and Over-all Project March 2019 School Head, N/A N/A
Evaluation evaluation of Impact to English Teachers
Project students
SPELL and
implementatio teachers as
n a whole
Developing Improved March 2019 School Head,
suggestions Project English Teachers
for project SPELL for
improvement next school
year
PROJECT WORK PLAN AND BUDGET MATRIX IN FILIPINO
Project Title: Project FILSAP ( Filipinong Stonians Aangat sa Pagbasa)
Problem Statement: Students are slow readers with poor comprehension
Project Objective Statement: To increase reading comprehension of the students.
Root Cause: Students lack of interest in reading
Activity Output Date of Person Budget Budget

Implementation Responsible Source
FILSAP Improving the June2019-January Principal,
(Filipinong learners reading 2020 Filipino Php MOOE
Stonians Aangat comprehension Teachers, 1000
sa Pagbasa)
through Pagbasa Kapariz Officer
Pag-asa ng Masa and students
Results of reading February, 2020 Filipino N/A N/A
performance of Teachers
students
LWF Cultivate July 2020-January Filipino
(Linangin Wikang nationalism 2021 Teachers, Php 200 KAPARIZ
Filipino) among students Kapariz Officer Fund
and students
Code of Law in August 2020-March Filipino Php 500 KAPARIZ
Filipino (Batas 2021 Teachers Fund
Pangwika)
Batangueñong Increase level of July –March 2022 Filipino Php 500 KAPARIZ
Stonians MPS and provide Teachers, Fund
(Pagbuo ng a glossary of Kapariz Officer
glosaryong Tagalog and students
batangueñong) Batangueño
PROJECT WORK PLAN AND BUDGET MATRIX IN READING
Project Title: Project READ (Read and Comprehend for Effective Learning
and Development)
Problem Statement: Students have poor reading comprehension skill
Project Objective Statement: To increase the number of Independent and

Instructional readers.
Root Cause: Declining number of instructional and independent readers

Phil-IRI Pre-test Classification of the July, 2019 English Php 200 MOOE
reading skills of Teachers
students Students
Reproduction of Supplementary July, 2019- English Php 2000 MOOE
Supplementary reading materials January, 2020 Teachers
Reading for grade 7-10 non-
Materials suited readers, frustration
to students’ and instructional
needs readers
Tracking Progress Chart of August, 2019- English Php 500 MOOE
reading students in reading December, 2019 teachers by
comprehension grade level
Skill
Midyear Individual student October, 2019 English Php 200 MOOE
reading reading teachers by
assessment assessment record grade level
Phil-IRI Post- Determining the January, 2020 English Php 200
test students teachers
improvement on Students
reading
comprehension
PROJECT WORK PLAN AND BUDGET MATRIX (SCIENCE)
Project Title: FORCE ( Fostering Competence in Science Education)

Problem Statement: Lack of Interest to Science Rooted on Poor Comprehension
and Low Performance
Project Objective Statement: To increase Performance in Science at least 60%
Root Cause: Poor Reading Comprehension that leads to lack of interest in Science
Date of Person Budget

Activity Output Budget
Provide fun-filled
Inject fun-filled
learning activities at
learning activities Once a week Science Canteen
least once a week to P1000.00
in collaborative SY 2019-2020 Teachers fund
tickle mind and
learning time
awaken interest
Provide learning
Simulation of
materials and Twice a week Science Canteen
Science concept P1000.00
technology based (SY 2019-2020) Teachers Fund
and activity
lesson
Meet the people

At least 75% of the
concerned and list
total number of
down some teaching
students per grade
learning resources,
level have June 2020-March Science
activities and P1000.00 Canteen
improvement in 2021 Teachers
equipment that fund
their
improve the
comprehension
comprehension skills
skills in Science
of students in Science
Assess and Record the
level of comprehension
Canteen
of students at the SY 2021-2022 P1000.00
Fund
beginning and end of
the school year.
Reproduction of copies
of Teaching-Learning
Resources like Canteen
SY 2021-2022 P2000.00
textbooks and Fund
worksheet and other
IMs.
Project Work Plan and Budget Matrix in Mathematics
Project Title : Project NUMBERS (Non-Numerates Uplifting Mental and Building

Exercises Through Readiness in Solving Life
Problems)
Project Statement : Reduce/Diminish Non-numerates
Project Objective Statement : To reduce/diminish non numerates students from

grade 7 to 10
Root Causes : Poor Comprehension and computational skills
Enhancement Giving of Year round Math teachers P100 for MOOE

Program Compilation
and students Xerox/
Project exercises
NUMBERS monitored by tutor and monthly
math
teachers tutee/non
numerates
PROJECT WORK PLAN AND BUDGET MATRIX IN ARALING
PANLIPUNAN
Project Title: Project ASEAN((Aralin Sumusuporta sa Estratehiyang

Naayon sa Pagkatuto.)
Problem Statement: Students have poor comprehension in Araling Panlipunan
Project Objective Statement: To increase the level of performance of the learners
Root Cause: Poor study habits of the learners

Rated K At least 75%
(kasaysayan) improvement in
Handa na ba attitudes and Principal, AP
kayo? behavior of Year Round Teachers, N/A N/A
Differentiated study habits of Students
Activities the students
Operation Development of AP Teachers,

Project SIM skills, Students,
among grade 7 comprehension Year Round Principal 1,000 MOOE
AP Students and increase
MPS in AP
students
Lakbay-Aral At least 50% of
the students
Through must have been
individual/ able to put up Year Round
group projects, individual/group Principal, AP 5,000 MOOE
fieldtrip. projects in teachers and
school or at students
home and 50%
of the students
to participate in
the fieldtrip.
GRAND 6,000
TOTAL
Annual Implementation Plan in Project SPELL
School Project Output Activities Persons Timeline Budget Budget
Improvement Objective for the Responsible per Source
Year Activity
Project SPELL Increase Increase Determine August 2019 English N/A N/A
students’ the learners Teacher
linguistic Achieve with poor s
competence ment academic
reflected on Test performan
the result of MPS by ce
Achievemen 5% specificall
t Test in y in
English English
Identify July -August English N/A N/A

poor 2019 Teacher
readers s
through
Phil-IRI
Create September School N/A N/A

diverse 2019 Head, All
strategies teachers
in
language
learning
Conduct October 2019 All N/A N/A
interventio teachers
n
programs
for
learners
with
academic
difficulty
Implement July - March English N/A N/A
reading 2020 Teacher
program s,
specially English
to poor Club
readers Officers
Conduct January 2020 School P1000 English
Annual Head, Fund
English English
Fest Teacher
highlightin s and
g English
Language Club
learning Officers
activities
Over-all March 2020 School N/A N/A
evaluation Head,
of Project English
SPELL Teacher
implement s
ation
Developin March 2020 School
g Head,
suggestio English
ns for Teacher
project s
improvem
ent
Annual Implementation Plan in Project SAVE THE FUTURE : ACT NOW
SCHOOL PROJECT OUTPUT ACTIVITIES PERSON SCHEDU BUDGET/ BUDGET
IMPROVEMENT OBJECTIVE FOR THE ’S LE ACTIVITY SOURC
YEAR RESPON /VENUE E
SIBLE
Save the Future: To reduce Number of Information Shool July - Php.
Act Now abseenteism drop out Dessiminati Head August 1000.00
and drop out students is on (General Guidanc 2019 MOOE
rate from the 18 or 2.11% Assembly) e
current data of the total Designat
2.11% to population e Class
0.25% by the Advisers
school year
2022
Meet the
parents, School
discuss the Head 0.00 N/A
causes of Guidanc October
abseenteism e 2019
and come Designat
up with an e Class
agreement Advisers
on how to
addres the
problem
Identify
learners Guidanc Every
who are e Quarter 0.00 N/A
4P,s Designat
recipient e Class
and with Adviser
benefactor
Monitor and Nutrition
track and Every
attendance Health Quarter 0.00 N/A
of student at Coordina
risk (3-4 of tor Class
successive Advisers
absences)
Update
monitoring Class Every
and tracking Advisers Quarter 0.00 N/A
records of
LARDO’s
Meet with School Php. Canteen
parents and Head Every 1000.00 Fund
craft an Guidanc Quarter
interventions e
on how to Designat
resolve the e Class
problems Advisers
Parents
Meet with
Teachers School
and present Head October 0.00 N/A
them the Guidanc 2020
number of e
LARDO’s Designat
and their e Class
situation Advisers
Guidance Guidanc
Training e October Php. MOOE
Designat 2021 3000.00
e Class
Advisers
Psycholo
gists
Creation of
fun-filled co- Guidanc October Php.
curricular e 2021 1000.00 Canteen
activities/org Designat Fund
anization of e Class
clubs for Advisers
LARDO’
Family Day School February
Head 2022 Php.
Guidanc 2000.00 Canteen
e Fund
Designat
e Class
Advisers
Parents
&
LARDO’s
SCHOOL PROJECT OUTPUT ACTIVITIES PERSON(S) SCHED BUDGET BUDGET
IMPROVEMENT OBJECTIVE FOR THE RESPONSIB ULE/ /YEAR SOURCE
YEAR LE VENUE
Save the Future: Reduce Student’s Information School July - Php.
Act Now absenteeism Profile Disseminati Head August 1000.00
and drop- Information on Guidance 2019 MOOE
out rate from Survey (General Designate
the current Assembly) Class
data 2.11% Advisers
to 0.25% by
the school
year 2021-
2022.
Written Meet the School Octobe 0.00

Agreement parents, Head r 2019 N/A
discuss the Guidance
causes of Designate
absenteeis Class
m and Advisers
come up
with an
agreement
on how to
address
the
problem
Monitoring Identify School Every 0.00
members learners Head Quarter N/A
of 4P’s and who are Guidance
EBD 4P,s Designate
scholars of recipient Class
their and with Advisers
attendance benefactor
s
Record of Monitor Guidance
Daily and track Designate Every
Attendanc attendance Nutrition Quarter 0.00 N/A
e and of student and Health
Nutrition & at risk (3-4 Coordinator
Health of Class
Status successive Advisers
absences)
Annual Implementation Plan in Project English
School Project Output Activities Persons Timeline Budget Budget
Improvemen Objective for the Responsible per Source
t Year Activity
Project Increase Increas Determine August 2020 English N/A N/A
SPELL students’ e the learners Teachers
linguistic Achieve with poor
competenc ment academic
e reflected Test performanc
on the MPS by e
result of 10% specifically
Achieveme in English
nt Test in
English
poor 2020 Teachers
readers
through
Phil-IRI
Identify September English N/A N/A

learners’ 2020 Teachers
interest in
using the
multiple
intelligence
test

strategies teachers
in
language
learning
n programs
for learners
with
academic
difficulty
reading 2021 Teachers,
program English
specially to Club
poor Officers
readers
Use September - English N/A N/A
appropriate March 2021 Teachers
learning
activities
specially
designed
on
students’
multiple
intelligence

Annual Head, Fund
English English
Fest Teachers
highlighting and
Language English
learning Club
activities Officers
evaluation Head,
of Project English
SPELL Teachers
implement
ation
Developing March 2021 School
suggestion Head,
s for English
project Teachers
improveme
nt
Annual Implementation Plan in English
School Project Output Activitie Persons Timeline Budget Budget
Improvement Objective for the s Responsibl per Source
Year e Activity
Project Increase Increase Determine August 2021 English N/A N/A
students’ the learners Teachers
SPELL linguistic Achieve with poor
competence ment academic
reflected on Test MPS performanc
the result of by 15% e
Achievement specifically
Test in in English
English
poor 2021 Teachers
readers
through
Phil-IRI
Identify September English N/A N/A

learners’ 2021 Teachers
interest in
using the
multiple
intelligence
test

strategies teachers
in language
learning
n programs
for learners
with
academic
difficulty
reading 2022 Teachers,
program English
specially to Club
poor Officers
readers
Use September - English N/A N/A
appropriat March 2022 Teachers
e learning
activities
specially
designed
on
students’
multiple
intelligence
Integrate Year Round All N/A N/A

speaking Teachers
activities in
everyday
lesson
Conduct October 2021 School N/A N/A
school Head, All
based in- teachers
service
training
with
special
focus on
English
teaching.

Annual Head, Fund
English Fest English
highlighting Teachers
Language and
learning English
activities Club
Officers
evaluation Head,
of Project English
SPELL Teachers
implement
ation
Developing March 2022 School
suggestions Head,
for project English
improveme Teachers
nt
Annual Implementation Plan in English
School Project Output for Activities Persons Timeline Budget Budget
Improvement Objective the Year Responsible per Source
Activity
Project Increase Increase the Phil-IRI English July, 2019 Php 200 MOOE
READ(Read the number independent Pretest Teachers
and of readers by 10 Students
Comprehend Independen % and
for Effective t and Instructional
Learning and Instructiona Readers by
Development) l Readers 40%
Supplementary Reproduction English July 2019, Php MOOE

Reading Of Teachers January, 1000
Materials for Supplementar 2020
grade 7-10 y
non-readers, Reading
frustration and Materials
instructional suited to
readers students’
needs
Progress Chart Tracking English August, Php 500 MOOE
of Students in students’ Teachers by 2019-
Reading comprehensio grade level December,
n skill 2019
Individual Midyear English October, Php 200 MOOE
student Reading Teachers by 2019
reading Assessment grade level
assessment
record
Determining Phil-IRI English January, Php 200 MOOE
the students Posttest Teachers 2020
improvement Students
on reading
comprehension
Annual Implementation Plan in Project READ
School Project Output for the Activities Persons Timeline Budget Budg
Improvement Objective Year Responsible per Sourc
Activity
Project Increase the Increase the Phil-IRI English July, 2020 Php 200 MOO
READ (Read number of independent Pretest Teachers
and Independent readers by 15 Students
Comprehend and % and
for Effective
Learning and
Instructional Instructional
Development) Readers Readers by
45%
Supplementary Reproduction English July 2020, Php MOO
Materials for Supplementary 2021
Reading
grade 7-10
Materials
non-readers, suited to
frustration and students’
instructional needs
readers
Progress Chart Tracking English August, Php 500 MOO
of Students in students’ Teachers by 2020-
Reading comprehension grade level December,
skill
2020
Individual Midyear English October, Php 200 MOO
student Reading Teachers by 2020
assessment
record
Determining Phil-IRI English January, Php 200 MOO
the students Posttest Teachers 2021
on reading
comprehension
Annual Implementation Plan in Reading Program
School Project Output for the Activities Persons Timeline Budget Bu

Improvement Objective Year Responsible per So
Activity
Project Increase the Increase the Phil-IRI Pretest English July, 2021 Php MO
READ number of independent Teachers 200
Independent readers by 20 Students
and % and
Instructional Instructional
Readers Readers by
50%
Supplementary Reproduction English July 2021, Php MO
Materials for Supplementary 2022
grade 7-10 Reading
non-readers, Materials
frustration and suited to
instructional students’
readers needs
Progress Chart Tracking English August, Php MO
of Students in students’ Teachers by 2021- 500
Reading comprehension grade level December,
skill 2021
Individual Midyear English October, Php MO
student Reading Teachers by 2021 200
assessment
record
Determining Phil-IRI English January, Php MO
the students Posttest Teachers 2022 200
on reading
comprehension
Annual Implementation Plan in Filipino
School Project Output Activity Person Date of Budget Budget

Improvement Objective Responsible Implementation Source
Project FILSAP Improving the Wide Orientation to Principal, June, 2019

( Filipinong learners reading dissemination the teachers Filipino Php 100 KAPARIZ
Stonians comprehension of and students Teachers, Fund
AAngat sa through Pagbasa information Kapariz Officer
Pagbasa ) Pag-asa ng Masa of reading and students
programs
Classification Phil-Iri Pre-test Filipino June, 2019 Php 400 MOOE

of the Teachers
reading skills
of students
Results of Implementation Filipino July 2019-January

reading of reading Teachers, 2020 Php 200 MOOE
performance activities Kapariz Officer
of students and students
Record of Reading Filipino February-March Php 200

individual Assessment Teachers 2020 MOOE
assessment
Annual Implementation Plan in Project in Filipino

Project FILSAP Cultivate Wide Orientation Filipino

( Filipinong nationalism disseminatio to the Teachers, Php 50 KAPARIZ
Stonians AAngat among n of teachers and Kapariz June, 2020 Fund
sa Pagbasa ) students information students Officer and
about Filipino students
LWF Officers Election of Filipino N/A N/A

officers Teachers June, 2020
Students
Code of Law Writing and Filipino

in Filipino discussion of Teachers, July 2020- Php KAPARIZ
(Batas law regarding Kapariz January 2021 200 Fund
Pangwika) Filipino as a Officer and
medium and students
as a discipline
Annual Implementation Plan in Filipino

Project FILSAP Increase level Wide Orientation Filipino June, 2021

( Filipinong of MPS and dissemination to the Teachers, Php 50 MOOE
Stonians provide a of teachers Kapariz Officer
AAngat sa glossary of information and and students
Pagbasa ) Tagalog about students
Batangueño Tagalog
Batangueño
Peer Filipino June, 2021 N/A N/A

List of Word searching of Teachers
in words Students
Batangueño
through
reading text
in Filipino
subject
Batangueño Revising the Filipino July 2021-January
Glosary list of words Teachers, 2022 Php 500 KAPARIZ
and Kapariz Officer Fund
meaning of and students
the glosary
ANNUAL IMPEMENTATION PLAN IN SCIENCE
Output
School Project for the Activities Person(s) Schedule Budget Budget
Improvement Objective Year Responsible Venue activity source
Project To increase 70 % 1.Get total Science June N/A
FORCES “ Performance MPS in number of Teachers 2019
in Science SCIENCE learners per
at least 70% for the grade level
SY 2019- 4th (g7-g10)
2020 quarter 2. Conduct June N/A
initial review 2019
and identify
the least
learned
skills per
grade level.
3. July 2019 P1000.00 Canteen
Reproduce Fund
Review
materials SY 2019-
and 2020 N/A
Worksheet
4. Re-teach
the topic
identified
from the
least
mastered
skills by SY 2019-
answering 2020
the N/A
worksheet
given by the
teachers.
5. Remedial
classes for SY 2019-
those 2020
students
who got N/A
lower than
70% of the
total scores
during
examination.
6. Monitor
learners
progress.
ANNUAL IMPEMENTATION PLAN IN SCIENCE
Output
School Project for the Year Activities Person(s) Schedule Budget Budget
Improvement Objective Responsible Venue activity source
Push Mo To increase A.73 % MPS A.1.Get total June 2020 N/A
“FORCES” Performance in SCIENCE number of
in Science at for the 4th learners per
least 73% quarter grade level
(g7-g10) June 2020
2. Conduct N/A
initial review
and identify
the least Science
learned skills Teachers
per grade July 2020
level.
3. Reproduce P1000.00 Canteen
Review SY 2020- Fund
materials and 2021
Worksheet
4. Re-teach N/A
the topic
identified
from the least
mastered
skills by
answering the SY 20120-
worksheet 2021
given by the
teachers.
5. Remedial
classes for N/A
those
students who
got lower SY 2020-
than 70% of 2021
the total
scores during
examination SY 2020-
6. Monitor 2021 N/A
learners
progress.
B. To improve B.1. List

the down some Science N/A
comprehension teaching Teachers
skills of the learning
students in resources,
Science activities and
through varied equipment
teaching that improve
learning the
activities and comprehensio
equipment n skills of
students in
Science
2. Assess and
Record the
level of N/A
comprehensio
n of students
at the
beginning
and end of
the school
year
3.
Reproduction P4,000.00 MOOE
of copies of
Teaching-
Learning
Resources
like
textbooks and
worksheet
and other
IMs. N/A
4. Monitor
learners
progress
ANNUAL IMPEMENTATION PLAN IN PROJECT SCIENCE
Output
School Project for the Activities Person(s) Schedule Budget Budget
Improvement Objective Year Responsible Venue activity source
Project To increase 75 % 1. Identify Science June 2021 N/A
“FORCES” ( Performance MPS in the grade Teachers
in Science at SCIENCE level (g7-
least 75% for the 4th g10) got
quarter the lower
MPS last
school June 2021
year 2021- N/A
2022
2. Conduct
initial
review and
identify
the least
learned SY 2021-
skills as 2022
well as the P2000.00 Canteen
learners Fund
who got
below the SY 2021-
target 2022
MPS.
3. SY 2019- N/A
Reproduce 2020
Review
materials
and N/A
Worksheet
for those
learners
4.
Remedial
classes
during
vacant
period
5. Monitor
learners
progress.
ANNUAL IMPEMENTATION PLAN IN PROJECT MATHEMATICS

Enhancemen Giving of Year round Math teachers P100 for MOOE
t Program Compilatio
n and students Xerox/
Project exercises
NUMBERS monitored tutor and monthly
by math
teachers tutee/non
numerates
Annual Implementation Plan IN Araling Panlipunan
School Year: 2019-2020

Project EASES To improve the In the process Orientation to AP Teachers, June 2019 N/A N/A
(Estratehiy sa comprehension they may the teachers and students
Araling of the learners learn valuable and students
Panlipunan through the use social studies
Susi sa of differentiated skills such as
Pagkatuto ) activities that suit developing
with the learning empathy and
style of the seeing
learners situations
from multiple
perspectives
Using Peer AP Teachers June 2019- N/A N/A
Differentiated Collaboration Students January 2022
activities like and
role playing, Cooperation
news casting,
song, talk
show and
making a
poem as the
strategies to
make the
lesson more
meaningful.
Annual Implementation Plan IN TLE
School Year: 2019-2020

Project ML ( To develop Ornamenta Planting of TLE students June 2019 250 Class
Millennial the l ornamental to Fund
Links competencie Plants plants TLE October 2019
s of students during TLE teachers
in agricultural class
crops and
handicrafts
Edible Plant edible TLE students June 2019 NA NA

Plants and vegetables to
Vegetables and TLE October 2019
participate s Teachers
in the crop
production Gulayan Sa
of the Paaralan
Gulayan sa Coordinator
Paaralan
Class Adviser
Related Recycled TLE students June 2019 NA NA

projects in boxes to
handicrafts showing the TLE October 2019
principles of teachers
design
Name of Projects and
their Description
Name of Program : BLESSIE (Better Learning Enhances Success in
School Improvement and Excellence
Different Projects and Description
 Project FILSAP (Filipinong Stoñians Aangat sa Pagbasa), is a

project that aims to enhance reading skills of stoñians with the
cooperation of KAPARIZ (Kabataang Pangarap ni Rizal), teachers and
students that can promote nationalism and appreciate our unifying
language, Filipino.
 Project READ READ (Read and Comprehend for Effective

Learning and Development) serves as a tool for better learning
through reading with comprehension. As part of this project, teachers
are paired to non-readers and slow readers (clienteles). These
teachers will teach their clienteles on how to read with
comprehension. Moreover, some students (good readers) are also
assigned to teach some of the slow readers. Different strategies are
used to make project READ interesting and effective.
The project is implemented on Monday- Thursday at 12:20- 12:50 in

the afternoon. The teachers and students keep a record of each
individual reader’s improvement over time
 Project Numbers ((Non-Numerates Uplifting Mental and Building

Exercises Through Readiness in Solving Life Problems) aims at
providing students better learning specially the non-numerates to
explore Mathematics, to enable them to do well in mathematics and to
motivate and help achieve raising their awareness of the importance of
Mathematics in Real life situations.
 Project FORCE(Fostering Competence in Science Education)

aims to encourage and enable students to develop inquisitiveness
and curiosity about Science and nature .To acquire knowledge,
conceptual understanding, and skills to solve problems, it is
necessary to select a proper and suitable kind of teaching and
technique or method to translate objectives into appropriate teaching
and learning situations. Teachers become able to clarify the ideas
about objectives through evaluation process. In this regard, the
target competencies of the different areas in Science will be
achieved.
 Project ML (Millennial Links) The Millennial Links Project is intended

to achieve the target competencies of the different areas in TLE. To
ensure the acquirement of skills and learning that suits their interest.
Teaching of TLE plays a very important role in the realization of the
overall goal of the curriculum. Ether or not the K to 12 graduate is
skilled and ready to face Senior High School. The Millennial Links
Project is geared towards the development of technological proficiency
by achieving the skills and competency in different areas. The project is
focused on the mastery of skills, concepts and values of work
 Project SIKLAS(Sining at Kultura ng Lahing Stonians) Siklas project

is intended to all students to participates in extracurricular activities
such as sports, music, arts competition extended at the school level to
enhance and improve students skill and talents that shows lack of
interest in joining this activities.
 CIP-Project I CARE Plus .Our school canteen is perhaps one of the

busiest places in the school. Its primary aim is to cater nutritious yet
affordable food to our students and teachers as well. As part of the
school environment, a canteen is in a unique position to make a
positive contribution to students’ health and welfare. However, in some
instance, due to overlapping tasks, food managers fail to meet the
stipulated national hygiene and safety standards. Nutrient-rich foods
sometimes become unfocused due to its unaffordable amount. In
addition, health and sanitation permits were not completely availed
since it is quite expensive compared to our canteen’s annual income.
These became the basis for us CIP team to conduct this Project I
CARE Plus which aims to provide assessment, plan of action and
intervention in the functionality of the canteen to guarantee students’
health. This project aims to improve essential factors such as but not
limited to; sanitation, environment and ventilation, service and the food
we serve.
 Project ASEAN-P (Aralin Sumusuporta sa Estratehiyang Naayon

sa Pagkatuto.)
This project entails in using differentiated activities in teaching

Araling Panlipunan among the learners, based on their learning styles,
interests and abilities. Teaching Araling Panlipunan is difficult it is a
challenge for me to think the best instructions to arouse the interest
and encourage the learners to focus during instruction. It is also my
responsibility to make teaching – learning process a meaningful one.
Learners learn best when they work without assistance. Thus, using
differentiated instruction will be a great help with the following factors:
1. Provide several learning options which help the learner in take in
information, concepts and skills in the lesson.
2. Provide appropriate challenges for all the learners including those

who lag behind, those who are in the middle and those who are
advanced.
Such activities that can be used in teaching are using role

playing, news casting, talk show and making a poem as the strategies
to make the lesson more meaningful. We also included the
implementation of project SIM among AP students particularly in Grade
7, which can help with the development of their skills and
comprehension. Lakbay Aral also is of great help with the learners,
they are learning authentically.
 Project TIWALA enables students to understand, care about and act

on core ethical values such as respect , justice, citizenship and
responsibility for self and others. Upon such core values, we form the
attitudes and actions that are the hallmark of safe, healthy and
informed individuals.
School Report Card
(SRC)
Summary of
Information
Picture of Activities
ANNEXES

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STO.

NIŇO NATIONAL HIGH SCHOOL

September 18, 2019

DR. DONATO G. BUENO

This is to formally submit in your good office the Enhanced School

Further, this is to signify our collaborative approval and support in the

Signed this 18th day of September, 2019.

SCHOOL PLANNING TEAM

TEAM LEADER BLESSIE D. ARABE

SCHOOL ICT ESTER E. PANALIGAN

PTA REPRESENTATIVE JOSE LUIS C. PAGCALIWAGAN

SSG REPRESENTATIVE KIM LAWRENCE D. DELEN

TEACHER REPRESENTATIVE LORENZO E. HERNANDEZ

COMMITTEE ON EDUCATION GLORIA RUFINA C. AGTAY

MEMBER OF BUREAU OF DISASTER

MEMBER OF CHILD PROTECTION FREDESVENIA E. BISCOCHO

CARMELITA D. ABAG, Ed. D.

Accepted by: Recommending Approval:

SACORO A. COMIA, Ed. D. RHINA O. ILAGAN

DONATO G. BUENO, Ed. D.

Likewise, there is a need to improve the quality of instructions among

The physical aspect of improvement of the school is also an urgent

The planning team, stakeholders and all persons involved are

The mission of an academic institution is to provide an environment

As an educational institution. Sto. Niño National High School creates a

The stakeholders of Sto. Niňo National High School strongly believe

We dream of Filipinos who passionately love their country and

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

To protect and promote the right of every Filipino to quality, equitable,

Students learn in a child-friendly, gender-sensitive, safe, and

Teachers facilitate learning and constantly nurture every learner.

Our Core Values

The Department of Education was established through the Education

The Department of Education (DepEd) formulates, implements, and

SPT ROLE RESPONSIBILITIES

Child Protection School Survey

Committee  Answer the Child

Ester E. Panaligan School ICT  Encode necessary data

Lorenzo E. Hernandez Teacher  Provide necessary data

Jose Luis C. Pagcaliwagan Parent  Coordinate with other

Representative parents about the school

programs and projects

Rufina Gloria Agtay Barangay  Coordinate with the Brgy.

Representative officials about the school

Ma. Magdalena C. Palmero Teacher-Registrar  Provide necessary data

Kim Lawrence A. Cortez Student-  SSG President

Form School Planning Team February 19, 2019

Organize data using the School- February 26 - 28, 2019

Community Data Template

Convene the SPT for Orientation, Vision February 29, 2019

sharing and scheduling

PHASE 1 : ASSESS TIME FRAME : 1 MONTH

Conduct dyad, triad, FGD or survey March 4, 2019

Discuss the root cause March 28 -31, 2019

PHASE 2 :PLAN TIME FRAME : I MONTH

Brainstorm Solutions May 19, 2019

Test the Solutions June - August (1st Quarter)

Discuss preparation for roll-out Discuss preparation for roll-out

1.1. To reduce dropout rate from 18 or 2.11% of the total

1.2. To hire additional competent teachers to fill in the lack of

1.3. To increase promotion rate from 95.18% to 100% within the

2.1. To increase Quarterly MPS of the following learning areas :

2.2. To improve the ability to convey and interpret information