Professional Documents
Culture Documents
Basak Es Sip
Basak Es Sip
195529
Basak, Domogok Siayan, Zamboanga del Norte
ENHANCED
SCHOOL
IMPROVEMENT
PLAN
School Year 2022-2024
1|Page
CHAPTER 1 C
H
A
Department of Education Mission, Vision and Core Values Statement P
T
Vision E
R
1
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
improved itself to better serve its stakeholders.
School’s Reflection:
In attaining quality education, school will continue to surmount the hurdles and
challenges encountered along the way to the betterment of institution especially to its end user,
the LEARNER.
Mission
To promote and protect 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.
Administrator and staff, as stewards of the institution ensure and enabling and supportive
environment for effective learning to happen. Family, community, and other stakeholders are
actively engaged and share responsibility for developing life-long learners.
School’s Reflection:
The school, teachers, administrators and staff, family, community and all stakeholders are those
varieties which were bound to extract all efforts to collectively do their competency to transform
the school to become more effective.
Core Values
School Reflection:
Every successful of the school id anchored on best practices that promote good working
environment, healthy living, and awareness of everything. These practices were used as the basic
rule in our school to make our learner more responsible and more useful person in thoughts and
in action.
2
SPT MEMBERS AND ROLES RESPONSIBILITY
ACTIVITIES SCHEDULE
Preparatory Activities
Forming a school planning team
Gather data or information from BLGU December-January
and LGU
PHASE 1: ASSESS
Conduct survey
Collecting and Analyzing school data December
Determining school goals and objectives
PHASE 2: PLAN
PHASE 3: ACT
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CHAPTER 2 C
ACCESS H
SCHOOL’S CURRENT SITUATION A
I. School Profile P
T
a. Geography E
R
Basak Elementary School is one of the schools of Siayan District which is 8km 2
away from the proper Barangay of Domogok and is 10km away from the district
office. The school placed is in hilly mountainous area. It is accessible by
motorcycle(habal-habal) transportation within 1hour. The school at first existed
with one PTA classroom building and through the help of Cong. Rosendo Labad-
labad approved one unit school building and 2 classrooms. The total land area of
the school is 10,000 sq. meters acquired through donation by a prominent family
and declared under the department of Education, Siayan District.
At present, the school is transferred to the new school site which is located at
slope area due to hazardous situation of the old school site and the area of the new
school site is donated by Martin Antoque which has 15,000 sq meters (1.5
hectare). Furthermore, the school has 7 makeshift classroom buildings (but are
now totally damage due to strong wind) through the effort of the PTA and Brgy
officials headed by the Brgy. Captain.
b. Learning Environment
For the current School Year, our school has a total enrolment of 173 school
children broken down as follows: Kindergarten-43, Grade I – 31, Grade II – 28,
Grade III – 15, and Grade IV – 19, Grade V-20, and Grade VI-17.
At present, our school has functional water systems. Before, it doesn’t have water,
supplied from the spring; however, it did not prosper because the water source is
extremely affected by the dry season. Besides, pipelines of water were
deliberately cut off by the residents where it passed through their area for water
supply of their drying rice fields and for envy reason. There is no hand washing
facilities. There are no Science equipment in our school. The School is not a
recipient of the DepEd Internet Connectivity Program (DICP), it is because we
don’t have proper room for the computer and we don’t have an electricity source
of the school.
c. Teachers
The school has 6 teachers, 1 in kinder to grade 3 including the School
Officer IN –Charge (SOIC) which is assigned in grade 2, excluding grade 1 level
since we are in need of teacher for grade 1. As of now, the grades 4 & 5 are
handled by 1 teacher only. The learner-teacher ratio is 30 to 1. The school has
4
sent teachers to different trainings, seminars and has conducted INSET and
SLAC.
5
The total population of children in the barangay is 422. 0.25% of them did
not go to school because of the distance from the school to home and financial
matters and 15% of them has reasons of modular learning difficulties, Health
Nutrition, and Child Labor. The school mainstreamed child mapping tool, CBMS
from BNS to locate them for appropriate interventions. Some interventions helped
such as PTA meetings, Home Visitations and Provision of School supplies from
MOOE.
a. Attendance
The number of children regularly attending classes is quite good because
of the programs and interventions made by the school. Efficient teaching
techniques is also useful because it attracts learners. The school reached above
90% attendance for the consecutive three long years. One factor that contribute to
its success is the fact that almost all pupils are recipient of CCT. Out of 173 only
10% of pupils are frequently absent with the majority reason: Financial Matters.
b. Drop-Out
Drop-out for the last three years is 0.5%. Pupils-at-Risk of Dropping out
was not immediately saved from dropping out due to the distance from the school
and financial support to buy foods.
a. Promotion/Graduation Rates
Despite the hurdles and challenges met by the school, its workaholic
teachers still delivers the goods. All of its pupils were promoted or graduated or
100% promotion/graduation rates.
c. Literacy level
School’s Result on Phil-IRI suggests that school’s effort to minimize
illiteracy has a long way to go. It may produce readers but less on
comprehension. Programs that help reading improved has been adapted such as
the reading program such as Brigada Pagbasa , conduct reading enhancement to
parents and pupils utilizing the supplied “ Learning Playbook and Covid-19
Comics” due to the situation we are facing today, from Synergeia and the ‘I love
to Read” program from the DepEd. It shows developments on pupils as seen on
the post test results.
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d. Awards and Recognition
Basak Elementary School continues to improves itself in terms of producing
learners who can compete academically and learners who can showcase their
talents and skills worldwide.
Fortunately, 2 learners made names outside the school when they won 1st Place
during Araling Panlipunan Contest district level S.Y. 2018 – 2019 and 1st place in
athlete during District Meet level and 4th place during cluster level.
Scale
Criteria Description
Strategic The number of other areas that will benefit when the improvement 5 – Very
Importance area is addressed High
4 – High
3–
Urgency The urgency or need to improve the area as soon as possible Moderate
2 – Low
1 – Very
Magnitude The number of learners that will benefit when the improvement
Low
area is addressed
Feasibility The degree to which the improvement area is within the school’s
mandate and control
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PRIORITY Strategic Feasibilit
Urgency Magnitude Average Description
IMPROVEMENT AREAS Importance y
8
A. ACCESS High
5 4 3 3 3.75
1.15.25% children not in Priority
school
2.Sustainability of increasing High
5 5 5 4 4.75
enrolment rate Priority
Very High
3.Sustainability of attendance 5 5 5 4 4.75
rate. Priority
Very High
4.Sustainability of dropout 5 5 5 4 4.75
rate. Priority
Very High
5. Child-Find/ 4 4 4 4 4.00
OplanBalikEskwela(OBE) Priority
B. QUALITY
High
5 4 3 4 4.00
6.Sustainability of promotion Priority
graduation rate
7. Sustainability of NAT N/A N/A N/A N/A N/A N/A
MPS.
8. Only 60.53% of learners
Very High
under independent level in 5 5 5 5 5.00
English and 68.47% in Priority
Filipino.
9. Poor Performance in
Very High
Academic and Non 5 5 5 5 5.00
Academic activities as to Priority
awards and recognition
3 3 3 3 3.00 Moderate
11. Feeding Program
Priority
12. Equipping Teachers with 4 4 4 4 4.00 High
ICT Skills Priority
C. GOVERNANCE
4 4 4 4 High
4.00
13. Untitled school site Priority
titling
Very
14. Construction of 8 5 5 5 5 5.00 High
classroom building
Priority
4 4 4 4 High
15. School Gate 4.00
Priority
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16. Concrete Handwashing 4 4 4 4 High
4:00
Facility Priority
Very
17. Ground Levelling 5 5 5 5 5.00 High
Priority
3 3 3 3 Moderate
18. School IGP 3.00
Priority
4 4 4 4 High
19. Perimeter Fence 4.00
Priority
4 4 4 4 High
20. Outdoor Stage 4.00
Priority
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PLANNING WORKSHEET for ACCESS
TIME FRAME
LEAR PRIORITY
DEPED GENERAL
NING IMPROVE ROOT SY SY
INTERMEDIATE OBJECTIVE/ SY
STAG MENT CAUSE/S
OUTCOMES S 202 202
E AREA 2024
2 3
IO4: Learners actively
Feeding
participate in their .Sustainabilit
To lessen program,
learning environment y of dropout
dropout rate 4Ps & IPs
rate.
recipient
11
PLANNING WORKSHEET for QUALITY
TIME FRAME
GENERA
LEARNI DEPED PRIORITY ROOT
L SY SY
NG INTERMEDIATE IMPROVEM CAUSE/ SY
OBJECTI
STAGE OUTCOMES ENT AREA S 20 202
VE/S 2024
22 3
IO4: Learners actively Develop
participate in their not just
learning environment higher-
Stage play,
level
singing
thinking Lectures
contest,
skills but and
slogan and
boost their activities
poster making
confidence
contest.
and self-
esteem as
well
IO5: Learners attain Engaged
learning standards students to
the
The interactive
difficulties of methodolo
some lesson gies and
are hard to techniques Home
cope up and and visitation
understand/ha develop / follow-
ssle modular their ups
learning due abilities to
to pandemic this new
situation normal to
meet the
quality of
education
IO6: Learners are well- To achieve
rounded, happy and smart 75% of
almost ¼ of
learners
total
under
enrollment of Remedial
independen
grade 2-6 class
t both
belongs to
English
frustration
and
Filipino
12
PLANNING WORKSHEET FOR GOVERNANCE
TIME
FRAME
DEPED S S S
PRIORITY
INTERM ROOT Y Y Y
IMPROVEMEN GENERAL OBJECTIVE/S
EDIATE CAUSE/S
T AREA 2 2 2
OUTCO 0 0 0
MES 2 2 2
2 3 4
Construction of 8
Concrete To construct the 8 classroom Farm to market
Classroom building as soon as possible. road,
building
1O1:
Education To ensure the safety of our pupils
leaders School Gate and avoid property damages in Lack of funds
and school
managers
practice
participati
ve and
inclusive To provide a physical structure Lack of funds/
managem Ground Levelling that is safe, secure and accessible support of
ent for the learning environment stakeholders
process
13
PLANNING WORKSHEET FOR GOVERNANCE
TIME
FRAME
DEPED S S S
PRIORITY
INTERM ROOT Y Y Y
IMPROVEMEN GENERAL OBJECTIVE/S
EDIATE CAUSE/S
T AREA 2 2 2
OUTCO 0 0 0
MES 2 2 2
2 3 4
support
IO3:
Growing
number of To provide learning experiences in Lack of
stakeholde skills and generate income to funds/support
School IGP
rs actively finance a certain program/project from
participate of school. stakeholders
and
collaborat
e in
convergen
ce
mechanis
ms at all
levels
Concrete hand To provide hand washing for Lack of
washing facility children funds/support
IO4 Insufficient
Construction of To construct concrete perimeter
donors and
Perimeter Fence fence for safety and security needs.
finance
CHAPTER 3 C
H
14 A
P
T
E
PLAN
A. LIST OF SOLUTIONS
Financial Matters
Recommend foundation or resources/distance from home to school
No source of funds, parents lack of education
Insufficient of document
Road for repair
Teacher’s utilization of varied teaching strategies is minimal
Provide trainings on pedagogy
Insufficient of accessibility
Lack of information
Use social media and other means of communication to disseminate information.
15
Wilbert L. Taunes JANUARY DECEMBER
School IGP 2022 2024 5,000 ON PROCESS
Jay- Ann A. Guile ARAL PA MORE JUNE 2022 JUNE 2024 5,000 ON GOING
16
School Project Output Activities Person’s Schedule Budget/ Budget
Improveme Objective for the Responsi /Venue Activit Source
nt Project Year ble y
Tittle
17
both English both instructional
and Filipino English level.
and
Filipino
To process Approve Conduct School JANUAR 20,000 MOOE
the certificate d assessment Head Y 2022-
School Site of Land Title certificat on the status JUNE
titling e of of school site. 2024
Land
title
Child To encourage Increasin Campaign School JANUAR 5,000 MOOE
Find/Oplan them to go g of on Balik head, Y 2022-
Balik back to enrollme Eskwela teachers, JUNE
Eskweala school nt rate and 2024
(OBE) stakehol
der
Lunch- To give a Provide Conduct School MAY 10,000 MOOE,
Shade shelter where outdoor meeting with head, 2022- LGU &
they can feel opportun the teachers, AUGUST BLGU
calmness ity(run, stakeholders , and 2024 FUND
most sit, eat parents and stakehol S,
especially and play) teachers der PTA
upon taking DONA
their TIO
lunch/food
Ground To provide a Allowing Conduct School JANUAR 50,000 MOOE,
Levelling physical our meeting with head, Y 2022- LGU &
structure that pupils to the teachers, MAY BLGU
is safe , feel a stakeholders , parents 2024 FUND
secure and place of parents and and S,
accessible for experien teachers stakehol PTA
the learning ce for a ders DONA
environment physical TIO
activities
School IGP To provide Teach Conduct School MAY 5,000 MOOE,
learning our meeting with Head, 2022- PTA
experiences pupils I pupils and teachers DECEMB
in skills and livelihoo teachers. and ER 2024
generate d that pupils
income to acquire
finance a knowled
certain ge
program/proj particula
ect of school. rly in the
field of
entrepren
uership.
C
H
A
P
CHAPTER 4 T
E
R
20
4
MONITORING ABD EVALUATION AND REPORT FORM
ISSUES/
PROJECT RECOMM
NAME DATE PROBLEMS
OBJECTI ACCOMPLIS ENDATIO SPT
OF OF /
VES HMENTS / NS/ SIGNA
PROJE MONITO CHALLENG
TARGET STATISTICS ACTION TURE
CT RING ES
S POINTS
21
both English
and Filipino
22
our pupils AUGUST during activities donors the
and increase 2024 which lead them to and stakeholders,
self improved posture support BLGU,
confidence in and greater MGLU,
performing creativity. parents and
activities teachers
Learners To sustain JANUAR 85% enrolled for Lack of Conduct
Enhance increasing Y 2022- the past 2 years interest home
Program enrollment JUNE in going visitation
rate for 3 2024 to school
years
Feeding To sustain AUGUST Lesser absences of Lack of Sustainability
Program increasing 2022- pupils funds of IGP
enrollment JUNE
rate for 3 2024
years
ARAL PA To sustain JUNE Subject MPS Focus on Remedial
MORE high rate of 2022- increases 2% academe classes
competent JUNE percent in every with the
readers with 2024 quarter level of
comprehensi compreh
on in all ension
subject area
Construction To construct JUNE Construction of Lack of Conduct
of pathways concrete 2022- pathways funds, meeting with
pathway JUNE donors the
2024 and stakeholders ,
support parents and
teachers
IPEd To respect AUGUST Attend seminars Insuffici Orientation
Program their 2022- and lectures about ent about IP
identities, JUNE IP culture budget cultures
values and 2024 for the
importance of impleme
their culture ntation
and heritage of
program
Equipping To train AUGUST Attend seminars/ Attend
Teachers teachers on 2022- trainings seminars/
with ICT computer JUNE trainings
skills literacy 2024
EFA To sustain AUGUST Dropout rate were Poverty Encourage
dropout rate 2022- lesser in 2 years and child them to
JUNE labor/dist continue
2024 ance going to
school
Upholding To foster JANUAR Engaged students Lack of Encourage
Basic Quality diversified Y 2022- to the interactive funds, them to
Education learning JANUAR methodologies and pandemi continue
for the sake needs of our Y 2023 techniques and c going to
of our young needs develop their situation, school amidst
learners and amid on this abilities to thus problem pandemic
this Covid-19 status quo of new normal to of
Pandemic education meet the quality of distance
through education from
various home to
initiatives school,
23
and strugglin
innovations( g of
BASAK ES- pupils
BE LCP) from
modular
learning
Kapakanan Poor AUGUST Selected pupils Accessib A day before
mo, itutuloy performance 2022- were join different ility of the contest
ko Program in Academic JUNE competitions motor the coach and
and Non 2024 (district level) vehicle the pupils
Academic from stayed in the
activities as station to place where
to awards and the the
recognition station competition
the held
destinati
on
Construction To provide AUGUST Develops safety Lack of Conduct
of sanitation 2022- and privacy support meeting with
Communal facility that JUNE especially to girls & funds the
Comfort promotes 2024 and preventing stakeholders ,
Room gender gender -based parents and
sensitivity violence teachers
LIST OF ACRONYMS:
1. SIP – School Improvement Plan
2. DEPED - Department of Education
24
3.LGU - Local Government Unit
4. BLGU - Barangay Local Government Unit
5. MOOE –Maintenance and Other Operating Expenses
6. NAT – National Achievement Test
7. SOIC – School Officer In-Charge
8. IP – Indigenous People
9. READ – Read, Enjoy And Learn
10. INSET – In Service Training
11. SLAC – School Learning Action Cell
12. PIAs - Priority Improvement Areas
13. SPT – School Planning Team
14. BFP – Bureau of Fire Protection
15. PNP – Philippine National Police
16. PMRF – Project Monitoring Report Form
17. DENR- Department of Environment and Natural Resources
18. IGP – Income Generating Project
19. MPS – Mean Percentage Score
LIST OF TABLES:
1. SPT MEMBERS
2. SPT TIMETABLE
3. LIST OF PIAs (SCHOOL IMPROVEMENT PLANNING)
4. PLANNING WORKSHEET FOR ACCESS AND QUALITY
5. PLANNING WORKSHEET FOR GOVRENANCE
6. PROJECT WORK PLAN AND BUDGET
25
SCHOOLS DIVISION OF ZAMBOANGA DEL NORTE
Award this
Certificate of Acceptance
To
BREEZYL S. MARFIL
T-III/SOIC
For having successfully complied and met the requirements and standards the Department of
Members:
1. Welven L. Taunes
WINS Coordinator
2.Arlyn M. Calid
Property Custodian
3. Mae B. Asentista
ICT
27
Republic of the Philippines
Department of Education
Region IX, Zamboanga Peninsula
SCHOOLS DIVISION OF ZAMBOANGA DEL NORTE
SIP Quality Assessment (QA) Tool
CHARACTERISTICS CLASSIFICATION
BELOW MEETS EXCEEDS
EXPECTATION EXPECTATION EXPECTATION
revise the whole Proficient but must (Excellent /Standard)
chapter/section continue to strive for
(Needs revision) excellence
(Applied/Implemented)
I: DepEd VMW
Chapter1: Clarity and The chapter The chapter clearly The chapter clearly
completeness of “simply” states the articulates the SPT stipulates the SPT
discussion on DepEd DepEd VMV understands of the VMV understands of the
VMV and their aspirations for VMV and their
the school and learners; aspirations for the
and states their roles and school and the learners,
responsibilities that will and commits to
contribute to the perform their roles and
attainment of the school responsibilities for the
goals where all members attainment of the
collaborate. school goals where all
members collaborate.
II: Assess
Chapter 2: Clarity and The chapter The chapter presents The chapter presents
completeness of presents accurate accurate and updated accurate and updated
discussion on School’s and updated school school and community school and community
CURRENT community data but data with clear data with clear
SITUATION the discussion on its discussion on its discussion on its
connection to the connection to the connection to the
school’s current school’s current school’s current
situation is not clear situation situation, highlighting
alarming data that need
to be prioritized for
improvement
II. Assess
Chapter 2: Alignment of The chapter The chapter presents The chapter presents
Relevance of presents PIAs based PIAs that are aligned to PIAs that are aligned to
PRIORITY on the situational IOs based on situational IOs based on
IMPROVEMENT analysis, but are not analysis; and uses the situational analysis;
AREAS (PIAs) to aligned to IOs prescribed rubric. and uses the prescribed
Intermediate Outcomes rubric; with concise
(IOs) discussion on why such
28
PIAs were selected
II. Assess
Chapter 2: The chapter The chapter presents The chapter present’s
Responsiveness of the presents objectives “SMART” objectives “SMART” objectives
GENERAL that are not that are responsive to that are responsive to
OBJECTIVES to PIAs responsive to PIAs PIAs PIAs; and those
applicable are aligned
with the Division
targets.
CHARACTERISTIC CLASSIFICATION
BELOW MEETS EXCEEDS
EXPECTATIO EXPECTATION EXPECTATION
N Proficient but must Influence other schools
Revise the whole continue to strive for (Excellent/Standard)
chapter/section excellence
(Needs revision) (Applied/Implemented)
II. Assess
Chapter 2: Feasibility of The chapter The chapter presents The chapter presents
the TARGETS presents general general objectives that general objectives that
objectives but are broken down into are broken down into
does not have annual targets and realistic annual targets
annual targets aligned with the and aligned with the
proposed solutions. proposed solutions
II. Assess
Chapter 2: Utilization of The chapter The chapter presents the The chapter presents the
ROOT CAUSE presents the root root causes with evidence root causes with evidence
ANALYSIS (RCA) causes but there of the RCA process of the RCA process,
is no evidence which were thoroughly
deliberated by the SPT,
and with concise
discussion on why such
root causes were
identified.
III. Plan
Chapter 3: The chapter The chapter presents the The chapter represents
Appropriateness of the presents the major activities for each the major activities for
major activities in the major activities project that address the each project that address
identified for each project root cause/s; which are several root cause/s
SOLUTION(s) but do not within the school’s which are within the
address the root control, economical, school’s control,
cause/s. sustainable, and with economical, sustainable,
support and the and with support and
commitment from the commitment from the
process owners. process owners.
III. Plan
Chapter 3: The AIP has The AIP has complete The AIP has complete
Comprehensiveness of incomplete data data and information data and information
the ANNUAL and information with activities supporting with activities supporting
IMPLEMENTATION the attainment of the the attainment of the
PLAN (AIP) school objectives school objectives and is
aligned with the OPCRF
IV. Act
Chapter 4: The chapter The chapter presents a The chapter presents a
Completeness of the presents monitoring plan using the monitoring plan using the
MONITORING PLAN incomplete Project Monitoring report Project Monitoring
monitoring plan Form (PMRF) with the Report Form (PMRF)
following information: with the following
29
project name, objectives information: project
and targets, and schedule name, objectives and
of monitoring for the targets, and schedule, and
year of implementation schedule of monitoring
for the year of
implementation, with
reporting and feedback
mechanism to
stakeholders.
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