SAN ISIDRO NATIONAL
HIGH SCHOOL
308106
Sitio Tanag, San
Isidro, Rodriguez, Rizal
ENHANCED
SCHOOL
IMPROVEMENT
PLAN
School Year 2019-2022
MESSAGE
San Isidro National High School
(SINHS) is one of the schools in the Division of Rizal that embraces change to
continuously improve its service to the public. It is geared towards achieving
quality in its deliverables for the betterment of students and teachers. It is
composed of stakeholders who value teamwork and collaboration that is the main
ingredient of achieving its vision and mission; thereby, fulfilling its promise
for a productive learning environment that creates an atmosphere ready to face
the challenges of today’s world.
For the past three years, 2016-2019,
learner-centered School Management System has been tremendously worked out by
internal and external stakeholders focusing on the improvement of physical
facilities to sustain its mission of providing a child- friendly environment
which reflects increase of students’ performance aside from enhancing the competencies
of teachers in order to transfer learning- teaching process effectively.
Likewise, the additional 40 classrooms have been constructed separately which
served as annex of the mother school as a response to classroom shortage. Thus,
various programs and projects for students’ holistic development have been
strengthened and monitored such as the Open-High School and intensive Home
Visits for Drop- Out Reduction Program, ALIVE classes for Muslim learners,
Gender and Development, School Disaster Risk Management, Health and Wellness of
students and teachers, Brigada Eskwela, Early Registration and Updating
Students Records, Reading Remediation and interventions across subject areas
particularly in English, Science, Mathematics,
Filipino and Araling Panlipunan and other life-long learning activities.
Despite insistent efforts of the
School Planning Team, Project Team with the School Governing Council on
improving the academic needs of students and the physical aspect of the school
to provide the learners with optimum benefits of education, still, more
improvements should be done.
Nevertheless, in the vision sharing with teachers, parents through the
GPTA officers, students and external representatives of GOs and NGOs, it is
further realized that many opportunities are open to external stakeholders for
them to take part in sustaining quality service. That is why, the school shall
continue to strengthen and uphold its battlecry, “Strategic Implementation
of Networking
with Highly-
motivated Stakeholders,
Para sa Bata, Para sa Bayan (SINHS-PBB)”. God
bless us on our next three- year journey.
SUSANA J. SCATRAPOS
Principal II
TABLE OF CONTENTS
Cover Page
|
|
Message
|
Page ii
|
Table of Contents
|
Page iii
|
List of Acronyms
|
Page iv
|
List of Tables and Illustrations
|
Page v
|
CHAPTER 1.
Department of Education’s Vision,
Mission, and Core
Values Statement
|
Page 1
|
CHAPTER 2. School’s
Current Situation
|
Page 3
|
CHAPTER 3.
Plan
|
Page 6
|
CHAPTER 4.
Monitoring and Evaluation
|
Page 9
|
LIST OF ACRONYMS
AIP – Annual
Implementation Plan
APP – Annual
Procurement Plan
BUILDERS –
Building and Uniting Internal, Local Developers, External Resources and
other External
Stakeholders
CIP –
Continuous Improvement Program
DepEd –
Department of Education
ESPA –
Enrollees Strategic Planning and Assessment
FGD – Focus
Group Discussion
IP –
Indigenous People
GNPI – Good
Neighbors Philippines, Inc.
GPTA –
General Parents’-Teachers Association
LEARN –
Literacy Enhancement Activities to Raise NAT
MMS –
Monthly Monitoring and Supervision of SBM
NAT –
National Achievement Test
MOOE –
Maintenance and Other Operating Expenses
PIA-
Priority Improvement Area
PMRF-
Project Monitoring Report Form
RC- Root
Cause
RCA- Root
Cause Analysis
REAP –
Reading Enthusiastically Acquires Progress
RISE –
Revitalize the Interest of the Students in Education
SAFE -
Students’ Accessible and Friendly Environment
SEARCH –
School Enthusiasts and Advocates of Research
SEAT –
Strategic Enhancement Activities for Teachers
SHAPE –
Sustaining Healthy Activities and Proper Eating Habits
SIP – School
Improvement Program
SPT- School
Planning Team
SSG –
Supreme Student Government
VMV –
Vision, Mission, and Core Values
LIST OF TABLES AND ILLUSTRATIONS
Table 1. School Planning Team Roles and Responsibilities
|
Page 2
|
Table 2. Identifying Priority Improvement
Areas
|
Page 4
|
Table 3. Planning Worksheet for Access, Quality, and
Governance
|
Page 5
|
Table 4. List of Solutions for Identified Root Causes
|
Page 6
|
Table 5. Project Monitoring Report Form
|
Page 9
|
CHAPTER 1
Department of Education Mission, Vision, and Core
Values Statement
As provider of basic quality
education, San Isidro National High School has shown wholehearted dedication
and commitment in transforming the lives of its learners and stakeholders. It
is creating continuously remarkable, worthy, and unceasing achievements not
only in serving and addressing the needs of its community but in fulfilling its
mandate of providing free basic education.
Guided by the utmost interest to
serve the people with respect to their educational needs and inspired by the
aspirations for the school and learners and their commitments, the School
Planning Team with the supervision of the Chairperson, shared their efforts and
demonstrated creativity, ingenuity, and tenacity in understanding the
Department of Education’s Vision, Mission, and Core Values. Mr. Michael F.
Angeles, the faculty representative shared that teachers must commit to a
learner-centered classroom dealings and must be willing to contribute and
willing to go through a period of preparation to be able to accomplish their
Monday to Friday mission. According to Mr. Angeles, teachers must be effective
in implementing all educational programs and projects of the school practicing
DepEd Core Values in inspiring students. In an FGD, Ms. Georgina C. Taguba
added that teachers need to be equipped to address the changing needs and
demands of the learners and that continuous improvement is necessary among all
stakeholders in setting a perspective of alleviating the living of the Filipino
people through enhancing the values and competencies of every citizen which can
only be actualized through quality education services. More so, the GPTA
President- Mr. Roilan Cama with the help of the united parents, pledged the
assurance of all-out support will work on some requests with LGUs to help
actualize the DepEd’s VMV. Also, the Good Neighbors Philippines, Inc.
representative – Ms. Fe B. Ocmer stated that parents and teachers are partners
in the attainment of learners’ holistic development. As partner of the school,
“GNPI will continue its support to the school specifically for the students’
welfare” Ms. Ocmer added. The IP representative- Mrs. Ma. Louisa G. Azarcon
stressed that the institution must continue to be sensitive to the State
obligations in promoting and protecting the equal right to education of all its
learners. As a commitment to public service, Mrs. Susana J. Sacatrapos- the
principal, responded with strong encouragement to strengthen partnership
between internal and external stakeholders to fulfill DepEd’s VMV. This only proves that the SPT is truly
committed in serving and responding to the growing needs of its Filipino
learners.
To protect and promote the right of
every Filipino and despite the meager resources available, the SPT has agreed
upon to support the school’s learner-centered projects. And to accomplish
those, the following roles and responsibilities will serve as testaments of the
SPTs pursuit in yielding responsive and effective outcomes.
Table 1. School Planning Team Roles
and Responsibilities
Stakeholder
|
Responsibilities
|
SUSANA J.
SACATRAPOS
Principal/Team Leader
|
1. Convenes the
School Planning Team.
2. Provides
leadership of the plan, clearly explains the SIP planning process to the
planning team, and helps them
understand their role in the process.
3. Facilitates
actual planning workshop.
4. Informs the team
on school programs.
|
MICHAEL C. BORJA
President,
SSG
|
1. Actively participates in the development of the
SIP by establishing priorities and setting goals and strategies
for school
improvement.
2. Initiates the formation of the School Planning
Team.
3. Shares insights
about learning experiences in school what they enjoy doing, what they feel
uncomfortable
within school or school task where they
find difficulty in.
|
ROILAN CAMA
President,
GPTA
|
1. Shares the children’s experiences in school, the
insights about what the children need to learn and the
difficulties they face in school, the parents’ aspiration for the
school and their children; present other areas of
concerns;
and participate in setting goals, and priorities of the school.
2. Commits with other parents’ available resources
in the implementation of the plan.
|
FE B. OCMER
Field
Community Dev’t. Worker, Good Neighbors International, Phils.
|
1. Shares valuable information on the interest and concerns of the
community in school improvement and
participate in setting goals
and priorities of the school.
2. Commits available resources in the implementation of the plan.
|
HON. LIZA GUMARANG
Committee on
Education Chair,
Brgy. San
Isidro
|
1. Shares valuable information on the interest and concerns of the
community in school improvement and
participate in setting goals
and priorities of the school.
2. Commits available resources in the implementation of the plan.
|
GERALDINE IRAULA
School Child
Protection Committee
|
1. Shares valuable information on the interest and concerns of the
community in school improvement and
participate in setting goals
and priorities of the school.
2. Commits available resources in the implementation of the plan.
|
ROBERT HERNANDEZ
SINHS Alumni
Association President
|
1. Shares valuable information on the interest and concerns of the
community in school improvement and
participate in setting goals and
priorities of the school.
2. Commits available resources in the implementation of the plan.
|
MA. LOUISA G.
AZARCON
IP
Representative
|
1.Shares the IP children’s experiences in school,
the insights about what the IP children need to learn and the
difficulties they face in school, the IP parents’ aspiration for the
school and their children; present other areas
of
concerns; and participate in setting goals, and priorities of the school.
2.Commits available resources in the implementation of the plan.
|
MICHAEL F. ANGELES
President,
SINHSR Faculty Club
|
1. Shares valuable information on the interest and concerns of the
community in school improvement and
participate in setting goals
and priorities of the school.
2. Commits available resources in the implementation of the plan.
|
DENNIS MARK A. DELA CRUZ
ESIP
Coordinator
|
1. Provides needed information relative to teaching
and learning process and programs.
2. Prepares
and submit evidenced-based SIP for three years and come up with AIP/APP
that is aligned with
projects
and programs in the SIP.
3. Coordinates and work collaboratively with
department learning areas, SEARCH Team and CIP Team to address
issues and
problems.
4. Assists the principal in coming up with
comprehensive and evidenced-based data analysis.
5. Updates members and consult the principal for
issues, concerns, and major decisions.
|
ROSEMARIE R. TERRONES
SDRRMC
Coordinator,
|
1. Shares valuable information on the interest and concerns of the
community in school improvement and
participate in setting goals
and priorities of the school.
2. Commits available resources in the implementation of the plan.
|
With all things said, the SPT
Timetable (see attached) was
utilized in the preparation, and will still be used in the implementation, and
monitoring of the SIP framed projects as well the Annual Implementation Plan
(see attached Annex 10). The AIP contains the consummation of the activities in
each project to be implemented and actualized in the next three (3) years.
CHAPTER 2
Assess
School’s Current Situation
The unique identity
of the San Isidro National High School made it one of the big schools in the
District of Rodriguez II-B. It is strategically located in the heart of
Barangay San Isidro, thus, its populace is generally coming from the barangay
and nearby five (5) subdivisions, eight (8) settlements, and twelve (12)
sitios. Data shows that the multi-cultural students from this school used to
ride tricycle or simply walk in going to school and in going back to their
respective homes. Likewise, majority belongs to families whose income is at
poverty level. Moreover, 520 students are recipient of the Conditional Cash
Transfer or Pantawid Pamilyang Pinoy Program or 4Ps.
Currently, the school has its Annex with 40 classrooms
to be fully operational within the first quarter of the school year. This will
help reduce number of students in each classroom ranging from 1:45 to1:55 from
the previous of 1:83. With the continued efforts of its school head, teachers,
and continues partnership of both internal and external stakeholders, it will
reap then its enormous goal-offer the best education and develop the best
Filipino learner with moral values and adaptive to global changes.
Building on the results of data assessment, the school
at present has recorded the highest enrolment of 3, 465. Though this
contributes to the Division target, the increased enrolment was seen not much
of advantage. It has brought the observed challenges to the institution such as
classroom shortage, bigger class size, shortage of chair, and deteriorating
quality of education. On the other hand, the high number of enrolment created
jobs in the community. Seamlessly, despite the inadequate resources, students
performed best in the competitions bringing home championship awards. Thus, the
school needs to double its toils to address its improvement areas.
As shown in Annex 1A, the drop-out rate decreased to
3.72%. This fell short from the school’s target of 3% though efforts were
intensified. In addition, the classroom size is twice higher than the
prescribed by DepEd. This congestion in classroom leads also the learners not
to perform well in class. Moreover, as to the record there are only 3 wash area
units, 5 toilets, and 3 urinals. To add more, the school need to do better in
the next three school years to become a Very Outstanding Child-Friendly School.
In connection to these, gaps identified must be prioritized for improvement to
aid in the attainment of the Division targets. Based on the conducted gap
analysis, there is a -0.72 gap to the drop-out rate; a larger gap is recorded
on the learner-classroom-ratio of 1:83; and a deficit on the number of chairs.
Seemingly, the result of the child-friendly survey is unacceptable. Thus,
relevant efforts to prioritize such gaps will highlight achievements in these
areas.
Priority Improvement Areas
The table below is a result of the 5-point scale
ranking conducted and will be utilized to bring attention to the stakeholders
and eventually make improvement in school management, operations, and service
delivery to effect change and to improve key result areas in basic education:
access, quality, and governance.
Table 2.
Identifying Priority Improvement Areas
Improvement Areas
|
Strategic
Importance
|
Urgency
|
Magnitude
|
Feasibility
|
Average Rating
|
Interpretation
|
1. Enrolment
Rate
|
5
|
3
|
3
|
4
|
3.75
|
High Priority
|
2. Drop –Out
Rate
|
5
|
5
|
4
|
3
|
4.25
|
High Priority
|
3. Cohort
Survival
Rate
|
5
|
5
|
4
|
2
|
4.00
|
High Priority
|
4. Completion
Rate
|
5
|
5
|
4
|
2
|
4.00
|
High Priority
|
5. NAT
|
5
|
5
|
4
|
3
|
4.25
|
High Priority
|
6.Independent
Readers
|
4
|
3
|
3
|
4
|
3.50
|
High Priority
|
7. Classroom
Situation
|
5
|
5
|
5
|
3
|
4.50
|
Very High Priority
|
8. Teachers
Performance
|
4
|
4
|
5
|
4
|
4.00
|
High Priority
|
9. Child-
Friendly
School
|
5
|
4
|
5
|
4
|
4.50
|
Very High Priority
|
10. Health and
Nutrition
|
4
|
4
|
4
|
3
|
3.75
|
High Priority
|
11. SBM Level
|
4
|
3
|
3
|
4
|
3.50
|
High Priority
|
Planning
Worksheet
The fully
accomplished Planning Worksheet contains the learning stages, PIAs aligned with
the intermediate outcomes, general objectives, root causes, and the targets.
Utilization of this Planning Worksheet will ensure efficiency in the
implementation of the solutions to identified priority improvement areas.
Table 3. Planning
Worksheet for Access, Quality, and Governance
PLANNING WORKSHEET for ACCESS and QUALITY
|
|||||||
LEARNING STAGE
|
DEPED INTERMEDIATE OUTCOMES
|
PRIORITY IMPROVEMENT AREA
|
GENERAL OBJECTIVE/S
|
ROOT CAUSE/S
|
TIME FRAME
|
||
SY-2019-2020
|
SY-2020-2021
|
SY-2021-2022
|
|||||
7-10
|
IO1: Learners are in school and learning centers.
|
Enrolment Rate
|
To address
the 7.33% increasing enrolment rate raising the school’s academic profile
|
nearby housing communities and subdivisions
|
√
|
√
|
√
|
IO2: Learners access programs responsive to their needs and consistent
with their interests and aptitudes.
|
Drop-out Rate
|
To decrease
the drop-out rate by 0.87%
|
lack of interest
|
√
|
√
|
√
|
|
IO3: Learners enjoy learner-friendly environment.
|
Child-friendly school
|
To make the
school very outstanding child- friendly school
|
Low focus on the 7 areas of the Child-friendly
school
|
√
|
√
|
√
|
|
IO4: Learners actively participate in their learning environment.
|
Child-friendly school/ Health and sanitation
|
To make the
school very outstanding child- friendly school and to decrease the number of malnourished
students by 1%
|
Low focus on the 7 areas of the Child-friendly
school and lack of knowledge on importance of good nutrition
|
√
|
√
|
√
|
|
IO5: Learners attain learning standards.
|
Increase NAT result/Independent readers
|
To attain NAT
percentage results of 75% and to
increase percentage rate of independent readers by 5%
|
big class size and lack of parent’s support
|
√
|
√
|
√
|
|
IO6: Learners are well-rounded, happy and smart.
|
Increase NAT result
|
To attain NAT
percentage results of 75%
|
big class size
|
√
|
√
|
√
|
|
PLANNING WORKSHEET for
GOVERANANCE
|
|||||||
7-10
|
IO1: Education leaders and managers practice
participative and inclusive management processes.
|
Teachers’ performance
|
To increase
teachers’ attendance in trainings by 5% in any level.
|
attendance is not required
|
√
|
√
|
√
|
IO2: Internal systems and processes needed for
continuous improvement in place.
|
Raise SBM score
|
To increase the scores on each performance
indicators for access, quality, and DOD raising SBM score to Level 3.
|
low scores on performance indicators
|
√
|
√
|
√
|
|
IO3: Growing number of stakeholders actively
participate and collaborate in convergence mechanisms at all levels.
|
Classroom situation
|
To
provide classrooms conducive to learning by improving classroom-learners’
ratio from 1:83 to 1:45
|
no buildable space
|
√
|
√
|
√
|
|
CHAPTER 3
Plan
A. Project Work Plan & Budget Matrix
Presented in
this section is the List of Solutions for the identified root causes. These identified solutions are enumerated in
the attached copies of the Project Work Plan and Budget Matrix (see attached)
prepared for the identified solutions.
Each project work plan contains the solution, which encloses the
following information: problem
statement, project objective statement, activities, and output. Although the
duration of each projects were included in the work plan, it is best that the
team will make these projects manageable to provide the school immediate
results.
Table 4. List of
Solutions for Identified Root Causes
PRIORITY IMPROVEMENT AREA
|
ROOT CAUSE
(RC)
|
SOLUTION/S
|
1. Enrolment Rate
|
nearby housing communities and subdivisions
|
Announcement
and Information Dissemination, Early Registration, Early/ Late Enrolment,
Early Survey of Specialization for Incoming Grade 9, Child Mapping,
Assessment & Strategic Planning, Quarterly Recognition Program
|
2. Drop-out Rate
|
lack of interest
|
Parents
Orientation, Providing Alternative Delivery Modes /Modular Intervention, Open
High School Program, Sponsor A Child Launching, Home Visitation/ Counseling/
Case Conferences, Regular Checking of Attendance/ Tardiness, Monthly Meeting
of GLCs
|
3. Child-friendly school
|
low focus on the 7 areas of the Child-friendly
school
|
Leadership
Training, BSP/GSP Scouting, ALIVE Program, Anti-Bullying Bulletin Board and
Child-Protection Committee, Construction/Repair of Health and Sanitation
Facilities, Management and Waste Disposal, Disaster & Risk Reduction
Drills, Family Day, Improvement of Pathways, Signage Making and Posting,
Installation of Road- School Warning Signs
|
4. Health and sanitation
|
low focus on the 7 areas of the Child-friendly
school and lack of knowledge on importance of good nutrition
|
Parents Orientation on Health and Nutrition,
Intensive Campaign on Good Nutrition, Nutri-Food Eating, Wellness Dance Every
Monday, Teen Health Kiosk, WINs/WASH Programs
|
5. Independent readers
|
big class size and lack of parents’ support
|
Reading Drills, Reading Intervention Utilizing
Project ReCITEs, Teach a Family Member to Read at Home, Creating a Reading
Corner per Building, Creating a Social Media Group for Readers Club
|
6. Increase NAT result
|
big class size
|
Training Needs Analysis of Teachers Based on
SAT-RPMS Result and Teachers’ Development Plan, NAT Designed Periodical Tests
and Answer Sheets, Student’s Portfolio (Fil-En-Sci-Ma-AP), SLAC, Academic
Counseling, Periodic Classroom Checking of Attendance, Contextualization/
Localization of DLL/DLP, Implementation of Projects F.O.U.R., SCALeS, and
BBRIP, Enhanced Intervention and Remedial Programs
|
7. Teachers’ performance
|
attendance is not required
|
Continuous Professional Development, Acquire
Instructional Learning materials, Trainings and Seminars, Provision of
Technical Assistance to Teachers, TIP, Online Evaluation for Teachers, Sports
Development Program, Research Seminar, Gulayan sa Paaralan, INSET, School
MEA, Mid-Year and Year End Assessment of IPCR/RPMS, Provision of Internet
Connection, Award and Recognition/ Gawad Isidronian
|
8. Raise SBM score
|
low scores on performance indicators
|
Creating Internal Audit Team, MOVs/Artifacts Submission, Quarterly
Review of Performance Indicators, Performance Review Summit, Regular LIS
Updating, Regular Updating of Organizational Chart of Faculty & Staff,
Pre-SBM Level Assessment
|
9. Classroom situation
|
no buildable space
|
Two Shifts Classes, Adopt-a-School Proposal
Launching, Build Strong Community Partnership Through Collaboration,
Repainting/ Repair of Buildings and Classrooms, Repair of Classroom Chairs,
Tables, Electric Fans, Light Bulbs and
Electrical Wirings, Installation of LED TV in all Classrooms, Repair of
Trillanes Building, Making of Poles for Volleyball and Badminton
|
B. Annual Implementation Plan (AIP)
One of the
most important document in the ESIP is the Annual Implementation Plan (see attached). This contains specific
projects that will be undertaken by the school in a particular year, which
include the following: outputs, activities, schedule, required resources,
source of fund, and the individuals accountable for the conduct of these
projects. It also includes operational
cost such as but not limited to utilities, supplies and materials, etc. that
are considered eligible expenditures in the existing MOOE guidelines.
CHAPTER 4
Monitoring and Evaluation
To monitor
the progress in the middle and end of the project implementation period, the
Project Monitoring Report Form (see table below) is to be utilized by the SPT.
This PMRF of all projects for Year 1 AIP, contains the following information: names of project, project objectives and
targets, and the proposed dates of monitoring.
In longer projects, the SPT will have to monitor more than twice as such
the schedules of monitoring are indicated. The Project Teams will submit their
respective progress reports using the template herein to help inform the SPT of
the status of their projects.
Table 5. Project Monitoring Report Form
Scheduled Dates of Monitoring
Mid-Year: October 2019 Year- End: March 2020
(1) Name of Project
|
(2)
Project Objectives and Targets
|
(3)
Date of Monitoring
|
(4)
Accomplishments/ Status to date
|
(5)
Issues/
Problems/ Challenges
|
(6)
Recommendations
|
(7)
Signature
of SPT and Project Team Leader
|
ACCESS
RISE (Revitalize the Interest
of Students in Education)
|
To decrease the drop-out rate by
0.87%
|
October
4, 2019/ March 19, 2020
|
||||
ESPA (Enrollees Strategic Planning and
Assessment)
|
To address the 7.33% increasing enrolment
rate raising the school’s academic profile
|
October
4, 2019/ March 19, 2020
|
||||
QUALITY
LEARN (Literacy Enhancement Activities to Raise NAT)
|
To attain NAT percentage
results of 75%
|
October
12, 2019/ March 23, 2020
|
||||
REAP
(Reading Enthusiastically Acquires
Progress)
|
To increase percentage rate of independent readers
by 5%
|
October
10, 2019/ March 23, 2020
|
||||
GOVERNANCE
BUILDERS (Building and Uniting Internal, Local Developers, External Resources and
other Stakeholders)
|
To provide classrooms
conducive to learning by improving classroom-learners’ ratio from 1:83 to
1:45
|
October 20, 2019/ March 24, 2020
|
||||
SAFE
(Students’ Accessible
and Friendly Environment)
|
To make the school very
outstanding child- friendly school
|
October
6, 2019/ March 24, 2020
|
||||
SEAT (Strategic Enhancement Activities for Teachers)
|
To increase teachers’ attendance
in trainings by 5% in any level.
|
October
14, 2019/ March 25, 2020
|
||||
SHAPE (Sustaining Healthy Activities and Proper Eating Habits)
|
To decrease the number of malnourished students by 1%
|
October
14, 2019/ March 26, 2020
|
||||
MMS (Monthly Monitoring and Supervision of SBM)
|
To increase the scores
on each performance indicators for access, quality, and DOD raising SBM score
to Level 3.
|
October
18, 2019/ March 26, 2020
|
