Republic of the Philippines

Department of Education
Region VIII (Eastern Visayas)
Division of Leyte
District of Tanauan II
GUINGAUAN PRIMARY SCHOOL

June 22, 2016

RONELO AL K. FIRMO Ph.D., CESO V

Schools Division Superintendent
Division of Leyte
Government Center Candahug, Palo, Leyte

We are happy to inform you that Guingauan Primary School has completed its
Enhanced School Improvement Plan (E-SIP) for School Year 2016-2019 which we are
hereby endorsing for your review/acceptance.

We wish to inform your good office that this E-SIP is a collaborative effort of
parents, community leaders, teachers and pupils under the leadership of Arnulfo M. Octa
the school head.

Thank you and more power!

Very truly yours,

LHAIZA MAE AGOSTO HON. LEODIGARIO GERILLA ARNULFO M.

OCTA
Pupil Representative SGC Representative School Head

Reviewed:

RAUL A. SALAO
Div. SBM Task Force

ACCEPTED:

RONELO AL K. FIRMO Ph.D., CESO V

Schools Division Superintendent
 SY 2016-2017 to SY 2018-2019

VISION
We dream of Filipinos who passionately love 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.

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 environment for effective learning to happen.
Family, community, and other stakeholders are actively engaged and
share responsibility for developing life-long learners.

CORE VALUES
Makadiyos
Makatao
Makakalikasan
Makabansa

Page 1
 A. ACCESS

Enrolment

In year 2008, Guingauan Primary School had been closed due to less
enrolment. The chart shows that in year 2014, it was re-opened again and it
infused into a multi-grade class because the enrolment is too low.
However, in the succeeding year, the number of enrolment increased
through the participation of the stakeholders.

Page 2

Population of Children
The line graph shows that one (1) child is not enrolled in school during the last
school year. This child was known to be a person with disability and needs to be
enrolled in a special education class.

Page 3

Number and Rate of Drop-Out by Cause

 Zero (0) drop-out was maintained during the last two years. This was the
results of the Drop-out Reduction Program (DORP) with the identified Pupils
at Risk of dropping out (PARDO).

Page 4

Attendance of Pupils

The graph shows how pupils fare in their attendance during the school year
computed as 90% of the number of school days. The data shows that Grades 1, 2
and 3 meet the 90% attendance. Since attendance is very much needed in school
for the learners.
 Page 5

B. QUALITY

Percentage of Learners who completed the School Year

The chart shows that 100% promotion in every grade level was noted during the
current school year. In other words there was no failed/retained learners in every
grade level.

Page 6

School-Based Achievement Test

 The chart tells that the major learning areas meet the division target which is
75%. From among the learning areas, Filipino is the easiest subject reaching
nearing mastery level.

Page 7

Literacy Level

Frustration Level

The graph showed that there are more number of pupils under Frustration level
during the Pre-test compared to the Post-test but yet more pupils belong to
Frustration Level. Evidently an increase in the Instructional and Independent levels
during the Post-test both in English and Filipino. This is the result of teachers
interventions to elevate the reading ability of learners from one reading level to the
next higher level.

Page 8
Non-Readers

The graph shows that there are still non-readers in the lower grades particularly in
grade one and two which has more in number .While in grade three are no non-
reader at all.

Page 9

Numeracy Level

As shown in the graph, non-numerates are still noticeable in grades 1 and 2 For
sure this will affect the performance of the pupils during tests in Mathematics.
 Page 10
Health Nutrition Status

The graph shows that there was no problem on the Nutritional Status of the
learners or almost 90% of the children are in normal condition which is a result of
School proper nutrition orientation of parents through the advocacy of the school.

Page 11

School Awards and Recognition

Level Category of
(International, Awardee
Award
Title of Award National, Region, (Student,
Giving Body
Division or School Teacher, School
level) Head, School)

Recognition none

Extemporaneous
none
Speaking Champion

Sports Competition
none
(Athletics)

Nutrition Jingle
competition District none
Level

The school has just recently started its academic career for two years. The chart shows
that even if it does not have an award of winning recognition yet, it is on the part of
the teacher to keep on competing the learners from some contest to achieve the
winning goal.
 Page
12

C. GOVERNANCE

School-Based Management Level of Practice

Level I is the School-Based Management Level of Practice of the school due to

the unavailability of documents as the means of verification or artifacts which the
school has to prepare.

Child-friendly School System Survey

 The school is a Child-Friendly School however it lacks safe facilities in place to
address hazard threats, has no adequate emergency/first aid kits that are readily
available and the school has no program yet for children with special needs. Also,
in its community support for education mobilization, the school has not
coordinated with the local institution to enroll and has not taken the lead in
conducting literacy program for illiterate parents.

Page 13
Child Protection Policy

The school is a Child-Friendly School but still has cases of bullying among pupils
particularly in grades 2 and 3.
 Page 14

Teacher-Pupil Ratio

The graph shows that the number of pupils did not met the class standard size in
grades 1, 2, and 3.Therefore the class is infused into a multigrade class which has 1:15
pupil teacher ratio.

Page 15
Pupil-Classroom Ratio
 Page
16
 The school met the standard of 1:50 as shown in the graph since every pupil has a
toilet to use in times of their personal necessities and as application of their personal
hygiene.

Page 17

Pupil-Seat Ratio

As shown in the chart, one pupil is comfortably seated in an individual armchair or

pair of table and chair. The school has 1:1 ratio in terms of pupil-seat ratio.

Page
18
Learners Materials

Grade/ Year
Subject Area Excess LMS Shortage LMS
Level

Grade 1
English 0 6

Grade 2
0 0

Grade 3
0 0

Grade 2
Mathematics 0 0

Grade 3
0 3
 Grade 3
Science 0 3

Grade 2
Filipino 0 0

Grade 3
0 0

Grade 1
MTB 0 0

Grade 2
0 0

Grade 3
0 0

The table shows that there are shortage of Learners materials in some of the five
major learning areas. This is due to the insufficient supply of this learners
materials.

Page
19

Professional Development
 The data shows that the teacher need to attend the other trainings like SBM and
others that will help her equipped with different knowledge needed in the
teaching learning process.

Page
20

Funding Source
The pie graph shows that last year 2015 Guingauan Primary School doesnt have an
MOOE fund. So 50% of the funds taken from the personal money of the teacher and
31% taken from LGU Barangay while 19% came from some donors.
Page
21
Stakeholders Participation
The graph shows that there is a strong participation of stakeholders in school activities
particularly on assemblies. This is due to the harmonious relationship of the
stakeholders and the school.

Page 22
School Monitoring, Evaluation and Adjustment (SMEA)

The graph shows that the progress of the quarterly report of SMEA for the four
quarters is only up to 75%, this is due to lack of technical-knowhow in the
preparation of reports.
 Page
23
SBM WinS Facility: Group Handwashing Facility

The chart tells that among the criteria in its functionality, only access to drinking
water got its three (3) star ,sanitation wastes. This is attributed to the
unavailability, insufficiency and establishment of the other facility.

Page
24
 Pupils Efficiency

The graph shows that there are no result of cohort survival rate, completion rate
and retention rate since the said school is only up to grade 3 level only.

Page
25
First Aid Kit
 The line graph tells us that there was no first aid kit from Grades 1, 2, and 3 pupils
due to the unavailability of funds for disbursement of materials.

Page
26

Programs and Projects Implementation

 The graph shows that among the programs and projects implementation PTA, DORP
and Eco friendly were the most implemented. This is the result of the many
assignments and concerns teachers to attend to aside from their main job which is to
teach the pupils.

Page
27

Instructional Supervision

The graph shows the observations made to the teachers to extend technical
assistance. From the fifteen required number of classroom observations per month,
none was accomplished due to the conflict of school activities and some trainings.
 Page
28
ACCESS
Priority
General Root
Improvemen Time Frame
Objective/s Causes/s
t Area

2016- 2017- 2018-

2017 2018 2019

Increased enrolment Indifferent parents to send

from 13 to 23. their children to school.
Enrolment Rate 23 25 40
Child labor. Transfer of
residence.
Increased the Attitudes of parents
percentage of towards education.
Attendance of Pupils attendance of pupils Attitudes of teachers.
23 25 40
from 80% to 95% Pupils attitudes towards
coming to school.
Maintained and Close monitoring of
sustained the zero attendance and continued
Drop-out 0 0 0
drop-out rate. implementation of
interventions (DORP)
Provided 1:1 first aid No budget for the purchase
kit in times of of first aid kits. No
First Aid Kits calamity. sponsor/donors to shoulder 23: 25:
40:1
the purchase of first aid 1 1
kits.

QUALITY
Priority
General Root
Improvemen Time Frame
Objective/s Causes/s
t Area

2016- 2017- 2018-

2017 2018 2019

Reduced the number No reading habit. No

Reading Ability of of slow readers from available time for reading
Pupils grades 2 to 3. program. No follow-up of 23 25 40
parents in reading at home.
Zero-out non- No follow-up of parents in
Non-Readers readers in grades 2 reading at home 8 4 0
to 3 from 10-0.
 Reduced the number Poor study habits of pupils.
of non-numerates by Drill not given attention by
Numeracy Ability
85% or from 67 teachers during
of Pupils 47 23 10
pupils to 10 in development of lessons &
grades 2 to 3. no follow-up of parents.
Increased the Poor
Achievement comprehension/reading
Low Test Results
level/Test Results skills of pupils. Poor 72 74 75
from 71 to 75. numeracy skills of pupils.
Increased the Pupils absenteeism that
following leads to dropping out.
Performance
Pupils Efficiency Indicators: Cohort 85
95% 100%
Survival Rate, %
Completion Rate
and Retention Rate.
Increase the number No pupils qualify for the
of pupils who will competition. Lack
participate in the preparations of contestants.
following: district, Financial problems.
Pupils participation
area, division and
in academic, non-
regional level 5 10 15
academic and sports
competition in
competitions.
1.journalism
2.math
3.araling panlipunan
4.sports
Produced pupils Lack of review materials.
passers in the Limited time in the
Number of Phil-Sci Philippine Science conduct of review.
1 2 3
passers. High School
Entrance
Examinations.
Conduct observation Poor scheduling of
Instructional of classes to at least activities,
4 4 5
Supervision 4-5 teachers a day. Lack of time in the
conduct of observation
Improved the Low performance of pupils
teaching in five major subjects.
Teaching
competency of
competency of 75
teachers in teaching 80% 85%
teachers %
strategies.

GOVERNANCE
 Priority
General Root
Improvemen Time Frame
Objective/s Causes/s
t Area
 2016- 2017- 2018-
2017 2018 2019

Improved SBM level Lack of technical know-

SBM level of of practice from how on the preparation of II III III
practice level I-II MOVs

Provided pupils with Insufficient number of

Shortage of Learners learners materials LMs distributed during the
5:1 3:1 1:1
Materials/Books with 1:1 ratio. delivery from the central
office.
Monitored and Transparency, accuracy
evaluated the and adjustment of result
progress of the not established
SMEA- School school programs and
Monitoring, projects quarterly
85
Evaluation and and make some 90% 95%
%
Adjustment adjustments
regarding its status
and
accomplishments.
Improved the Poor attendance and
Partnership and stakeholders support support of stakeholders to
85
Linkaging to school programs school programs and 90% 95%
%
and projects projects.
WASH in School Improved cleanliness Poor functionality of
(WinS) and functionality of WASH facility due to the 85
implementation the WASH facility problem of cleanliness. 90% 95%
%
Improved Disaster Less parents/stakeholders
Risk Reduction support in the
DRRM 85
Management implementation of the 90% 95%
%
implementation. program.
Produced crops for Less manpower to attend
the school-based/ to in the garden. Less
Gulayan sa Paaralan 85
supplementary funds for the inputs. 90% 95%
%
feeding
Intensified child Lack technical knowledge
protection policy in child protection policy
Child Protection program. Eradicated program.
85
Policy child bullying cases 90% 95%
%
from kindergarten to
grade 6.
Intensified the Less awareness in gender
implementation of and development.
GAD 85
gender-bias and 90% 95%
%
gender sensitivity.
 Conducted Overlapping of activities.
orientation on
Climate Change different activities to
1 2 3
Adaptation (CCA) enhance awareness
on preventing
disasters.
Increased awareness Less awareness on
and pupils environmental issues and
involvement in conservation. Lack of
YES-O environmental issues financial support from 85
90% 95%
and conservation of LGU to support the %
energy and activities.
resources.
Provided safe and Lack of parents support on
clean school the program. Lack of
Brigada Eskwela environment during funds. 85
90% 95%
the opening of %
classes.
Implemented and Less awareness and lack of
eradicate incidence knowledge of teachers on
Child-Friendly
of bullying on pupils the principles governing 25 35 40
School Survey
and ensure the over- the CFSS. pts pts pts
(CFSS)
all safety of the
pupils in school.
Allocated amount for Insufficient number of
School Performance the various school assessment materials due 90
95% 100%
Assessment (SPA) performance to unavailability of funds. %
assessment.
Allocated amount forInsufficient funds for the
the participation ofprocurement of sports
90
Sports Events Sports Activities inequipment and in the 95% 100%
%
all levels. participation of sports
activities.
Allocated amount in No funds allocation for the
School Club different school club 90
School Clubs 95% 100%
activities. activities. %

To access the portal No internet connectivity

to generate resources and difficulty in accessing
for the teachers the portal. Insufficient
90
LRMDS professional funds for internet 95% 100%
%
development and accessibility.
teaching-learning
process.
Allocated amount for Insufficient funds for the
the activities production of materials. 90
ECARP 95% 100%
pertaining to reading. %
 Allocated amount for Unavailable modules and
the modules. unawareness of teachers in 90
ADM 95% 100%
the implementation of the %
program.
Participated in the
BSP/GSP Activities different BSP and
GSP activities.

Allocated amount for School is prune/vulnerable

the following: to burglars/thief, pupils are
safety no longer allowed to
orderliness maintain the cleanliness of
School Security, maintenance the school and insufficient
Janitorial Services, repairs funds for school
90
Utilities & School trainings operation/s. 95% 100%
%
Operations printing
fidelity
and other
operating
expenses

PROJECT DESIGN (PROJECT WORKPLAN AND BUDGET)

A. ACCESS

PROJECT TITLE: TANA NA, PANGISKWELA NA KITA

PROBLEM STATEMENT:
Per family mapping results conducted by the teachers during the school
year 2015-2016, six (6) children ages 10-12 years old and fifteen (15) ages 13-16
years old were not enrolled in school.

OBJECTIVE STATEMENT:
Increase enrolment from 260 to 275.

ROOT CAUSE:
Parents with financial problem/s let their children work for the family
and/or take care of younger brothers and sisters resulting to lack of pupils interest
towards education.

PROJECT WORKPLAN AND BUDGET

PERSON BUDGET
ACTIVITY OUTPUT DATE RESPONSIBL BUDGET SOURCE
E

Coordinate Communication June 2016 Arnulfo Octa, P300.00 MOOE

kagawad letter. Maria Loida
committee Inting &
on Leodigario
Education
about OSY. Gerilla

Conduct Minutes of
Arnulfo Octa,
symposium meeting.
June to Maria Loida PTA/
on Child Memorandum P500.00
July 2016 Inting and MOOE
Protection of agreement.
Marrieta Cabioc
Policy
Memorandum Maria Loida
Initiates August
of Agreement. Inting, Marina
focused 2016 PTA/
School initiated Tolibas, Hon. P1,000.00
group to MOOE
intervention. Leodigario
discussion December
Gerilla
Monitor the Monitoring
condition of checklist.
Focused M & E tool. January Arnulfo Octa,
Group 2017 to Marietta PTA/
P1,000.00
Discussion March Cabioc, Maria MOOE
for the 2017 Loida A. Inting
upcoming
school year.

PROJECT TITLE: SAVING ALL THE LIFE TO SCHOOL

PROBLEM STATEMENT:
During the previous school year, thirty-nine (39) out of 260 or 15% pupils
had a low percentage in school attendance.

OBJECTIVE STATEMENT:
To increase the number of pupils with 90% attendance.

ROOT CAUSE:
Child Labor & poverty. Attitudes of parents towards pupils education.
Attitudes of teachers. Pupils negative attitudes towards coming to school.

PROJECT WORK PLAN AND BUDGET MATRIX

PERSON BUDGET
ACTIVITY OUTPUT DATE RESPONSIBL BUDGET SOURCE
E

Identify List of pupils

pupils with identified with June
Marietta Cabioc P300.00 MOOE
less than 90% less than 90% 2016
attendance. attendance
Information
dissemination
and
Well-
orientation of June Maria Loida
informed/oriented P500.00 MOOE
parents 2016 Inting
parents
through
special
meeting.
Ask
assistance Marietta
from Brgy. Cabioc, Hon. School
June
Council, Solicitation/s Leodigario P200.00 Fund/
2016
NGOs/INGO Gerilla & Maria MOOE
s to support Loida Inting
the program
Provide
incentives to July
100% pupils Marietta Cabioc PTA
pupils, to
concerned & Maria Loida P10,000.00 Fund/
school-based March
participation Inting Donors
feeding 2017
program
Strict
July Maria Loida
monitoring of
SF 2 to Inting & P100.00 MOOE
pupils
March Marietta Cabioc
attendance.

B. QUALITY

PROJECT TITLE: TABA-NA PROGRAM (TANAN NGA BATA

NAKAKABASA)

PROBLEM STATEMENT:
Based on the district post reading test conducted last school year, there
were three (3) pupils in grade 2 are identified non-readers..

OBJECTIVE STATEMENT:
Zero-Out non-readers for grades 2 to 3.

ROOT CAUSE:
No reading habit of pupils. No available time for reading program and no
follow-up of parents in reading at home.

PROJECT WORK PLAN AND BUDGET MATRIX

PERSON BUDGET
ACTIVITY OUTPUT DATE RESPONSIBL BUDGET SOURCE
E
 List of club
Organize a officers with June Maria Loida
P100.00 MOOE
Readers Club their duties and 2016 Inting
responsibilities
Intensify the Reading
June
SRT, RRE & materials
2016 to Maria Loida
Remedial Class P200.00 MOOE
March Inting
Reading Observation
2017
(POC results)
Reading Test August,
results October,
Quarterly Maria Loida
January P500.00 MOOE
assessment Inting
&
March
Certificates, Every
Initiate Marietta Cabioc MOOE/
Tokens, Friday
Rewards to & Maria Loida P2,000.00 School
ribbons & every
achievers Inting Funds
quarter

PROJECT TITLE: UNHAN KITA PAGBASA

PROBLEM STATEMENT:
During the district post reading test results conducted at the end of the
school year, 6 out of 15 pupils from grades 2 to 3falls under frustration level.

OBJECTIVE STATEMENT:
To convert frustration level pupils reading ability to Instructional or
Independent.

ROOT CAUSE:
Poor reading skills of pupils. More percentage of pupils belong to
frustration level.

PROJECT WORK PLAN AND BUDGET MATRIX

PERSON BUDGET
ACTIVITY OUTPUT DATE RESPONSIBL BUDGET SOURCE
E
Conduct List of
reading test identified
to identify pupils under
Maria Loida
the reading Frustration June 2016 P300.00 MOOE
Inting
levels of Level.
pupils. Assessment
result
Special
Communication
meeting of Arnulfo Octa,
letters.
parents to July 2016 Maria Loida P500.00 MOOE
Minutes of
identified Inting
meeting.
pupils.
LAC
Session of Training
Teachers on Design, Demo Maria Loida
July 2016 P2,000.00 MOOE
reading Teaching, Inting
(review of Attendance
ELLN)
Reading Lesson Plan
intervention Reading August to Maria Loida
P100.00 MOOE
of teachers. conducted December Inting
POC results
Instruction of
Follow-up teachers to January Maria Loida
P200.00 MOOE
of Parents parents 2017 Inting
Agreements
Reading
First Material & February Maria Loida
P500.00 MOOE
assessment Assessment 2017 Inting
results
Observation
Final February
checklist of Arnulfo Octa P300.00 MOOE
Intervention 2017
teachers

Final Reading Test March Maria Loida

P500.00 MOOE
assessment Results 2017 Inting
 PROJECT TITLE: MATH-TINIK SI GUINGAUAN

PROBLEM STATEMENT:
During the district posttest on numeracy last school year 2015-2016, 3
pupils from grade 2, 1 pupil from grade 3 were found out to be still non-
numerates.

OBJECTIVE STATEMENT:
Reduce the number of non-numerates by 90% or from 15 pupils to 2 pupils
in grades 2 to 3.

ROOT CAUSE:
Poor study habits of pupils. Drill not given attention by teachers during
development of lessons & no follow-up of parents.

PROJECT WORKPLAN AND BUDGET MATRIX

 PERSON BUDGET
ACTIVITY OUTPUT DATE RESPONSIBL BUDGET SOURCE
E

Pre-test
Conduct Pre- June Maria Loida
materials P500.00 MOOE
test 2016 Inting
Pre-test results
Numeracy Test
materials
Identify the
List of June Maria Loida
non-numerates P100.00 MOOE
identified non- 2016 Inting
pupils
numerates
pupils

Analyze test June Maria Loida

Analysis of test P100.00 MOOE
results 2016 Inting

Profiling of
learners to
Profile of June Maria Loida
identify P100.00 MOOE
learners 2016 Inting
learning needs
and abilities
Formulation of
Individualized Arnulfo Octa, MOOE/
Individualized July
Instructional Maria Loida P1,000.00 School
Instructional 2016
Plan Inting Fund
Plan
Formulate
Schedule of
Matrix July Maria Loida
Remedial P100.00 MOOE
Remedial 2016 Inting
Activities
Program
Conduct of Attendance and Arnulfo Octa,
Aug to
Remedial output of Maria Loida - -
March
Program pupils Inting

Intensified Observation
Aug to
Drill on Math checklist, POC Arnulfo Octa P100.00 MOOE
March
Classes results

Assessment & Assessment March Maria Loida

P200.00 MOOE
Recording results 2017 Inting
 PROJECT TITLE: PANMASAR KITA

PROBLEM STATEMENT:
Test results is below 75% passing percentage.

OBJECTIVE STATEMENT:
Increase the Mean Percentage Score in Tests from 71.11 to 75%.

ROOT CAUSE:
Poor numeracy and comprehension skills of pupils.

PROJECT WORKPLAN AND BUDGET MATRIX

 PERSON BUDGET
ACTIVITY OUTPUT DATE RESPONSIBL BUDGET SOURCE
E

Pre-test
Conduct Pre- June Maria Loida
materials P500.00 MOOE
test 2016 Inting
Pre-test results
Identify the
least learned List of Least June Maria Loida
P300.00 MOOE
skills learned skills 2016 Inting

Construct Constructed
July Maria Loida
parallel test parallel test P500.00 MOOE
2016 Inting
questions questions
Implement
teaching
Classroom
strategies:
Observation, July to
Explicit
Form 3B-1, August Arnulfo Octa P200.00 MOOE
teaching RRE,
POC results 2016
SRT,
Remedial
Instruction
August,
Conduct Contact Test October,
Maria Loida
Quarterly Questions & January P1,000.00 MOOE
Inting
assessment Results &
March

Conduct of March School

NAT Tolosa Teachers P2,000.00
NAT 2017 Fund

C. GOVERNANCE

PROJECT TITLE: SBM LEVEL-UP, LETS DO IT!

PROBLEM STATEMENT:
The school is still in its level 1 in the School-Based Management per
assessment.
 OBJECTIVE STATEMENT:
Improve School-Based Management Level of Practice from Level I to
Level II.

ROOT CAUSE:
Lack of technical knowhow in the preparation of MOVs and
unaccomplished documentation every after school activity conducted.

PROJECT WORKPLAN AND BUDGET MATRIX

PERSON BUDGET
ACTIVITY OUTPUT DATE RESPONSIBL BUDGET SOURCE
E

Self-
SBM self- Maria Loida
assessment on
assessment June 2016 Inting & P100.00 MOOE
SBM level of
results Marietta Cabioc
practice
Analyze SBM
Analyzed Maria Loida
self-
assessment June 2016 Inting & P100.00 MOOE
assessment
results Marietta Cabioc
results
Revisit SBM SBM Maria Loida
Assessment Assessment June 2016 Inting & P100.00 MOOE
checklist checklist Marietta Cabioc
Assign
Assignment Maria Loida
persons
of teachers June 2016 Inting & - -
responsible
per principle Marietta Cabioc
per principle
Technical
Benchmark
knowhow in
Level III July 2016 Arnulfo Octa P1,000.00 MOOE
MOVs
schools
preparation
Monitor the
SBM Maria Loida
progress of Monthly
Monitoring Inting & P100.00 MOOE
every Monitoring
checklist Marietta Cabioc
indicator.
Gathering of
MOVs per ACR,
Principle Pictorials, July 2016 Maria Loida
from the Attendance, to March Inting & P500.00 MOOE
accomplished Programs, 2017 Marietta Cabioc
activity/s of etc.
the school
Re- SBM Level
assessment of of Practice Maria Loida
April 2017 P500.00 MOOE
SBM level of Validation Inting
practice Form
 PROJECT TITLE: LIBRO KO, TAG-IYA KO

PROBLEM STATEMENT:
With the K to 12 curriculum, only very few delivery in terms of learners
materials issued to the schools. It resulted to 1:2 ratio in most of the learning
areas.

OBJECTIVE STATEMENT:
Provide pupils with the learners materials in 1:1 textbook-pupil ratio.

ROOT CAUSE:
Insufficient number of LMs distributed during the delivery from the central
office.

PROJECT WORKPLAN AND BUDGET MATRIX

PERSON BUD
RESPONSIBL GET
ACTIVITY OUTPUT DATE E BUDGET SOU
RCE
Conduct
inventory
of learners
Maria Loida
materials Inventory of June MOO
Inting & P100.00
per grade LMs/Books 2016 E
Marietta Cabioc
and per
subject
area.
Request the
district
property
custodian Maria Loida
June MOO
for Letter request Inting & P200.00
2016 E
allocation Marietta Cabioc
of books in
the next
shipment.

Verify the Maria Loida

July MOO
status of the Verification letter Inting & P200.00
2016 E
request Marietta Cabioc

Contingency plan, Aug MOO

Makes Maria Loida
Production/Xeroxin 2016 to E/
contingenc Inting & P1,000.00
g of copies in pages February PTA
y plan Marietta Cabioc
needed by the pupils 2017 Fund

M & E Procedures

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 the 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 education and the schools performance or health to
achieve the desired education 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 education outcomes.
The following are the procedures/processes followed in the School
Monitoring Evaluation and Adjustment (SMEA) Process:
1. Data Gathering
 Data gathering is done quarterly by internal M & E Team to Teachers, SHs, &
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.
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 set 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 also correlate physical outputs with funds utilized.

Analyzing information required to answer the 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

M & E STRUCTURE

Terms and Reference for M & E Team

1. Chair: School Head

 The School Head is the process owner of the school 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 the 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 within the school following the M&E framework for the school. The M
& E Coordinator shall report directly to the School Head and shall provide him/her with
interpretation and analysis of 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 (Parent/LGU Rep)
Function:
Monitors the implementation of SIP
Responsibility
Updates M & E plan during SIP revisit
4. Department Heads/Department Chairs (For Secondary Schools)
 Function:
Manages M&E of learning outcomes
Responsibilities:
Tracks/Monitors school and learner performance
Recommends to the SH actions to improve learner achievement
Submits quarterly consolidated learners performance report to School Head and
School M&E Team
Interacts with School M&E Coordinator and teachers and department chairs.
5. ICT coordinator /Computer teacher
Function:
Manages School Information System (SIS)
Responsibility:
Gathers, records, organizes, stores data, and ensures that school records are
complete and up to date
Interacts with School M&E coordinator and Department Chairs
 Calendar Year: 2016

Instruction: List down the activities that are required for every school year to implement the school improvement projects. Indicated for every
activity is the schedule and venue, budget, and the person(s) responsible.

SCHOOL OUTPUT PERSONS BUDGET

PROJECT SCHEDULE/ BUDGET
IMPROVEMENT FOR THE ACTIVITIES RESPONSIBL PER
OBJECTIVE VENUE SOURCE
PROJECT TITLE YEAR E ACTIVITY

Tana na, To increase Increased Coordinate kagawad Arnulfo M. June 2016 P 300.00 MOOE
Pangiskwela na enrolment enrolment to committee on Octa, Maria
Kita. from 260 to 265 education about OSY. Loida Inting &
265. Caravan or Bandillo Marietta
Conduct symposium Cabioc
on Child Protection
Policy. July 2016 P 500.00 MOOE/PTA
Initiates focused
group
discussion(FGD)
Monitor the condition MOOE/PTA
of focused group July 2016 P 1000.00
discussion for the
upcoming school year. P 1000.00 MOOE/PTA
SAVING ALL To increase Increased Identify pupils with Marietta June 2016 P300.00 MOOE
THE LIFE TO the number of number of less than 90% Cabioc
SCHOOL pupils with pupils with attendance.
90% 90% Inform parents of the
attendance. attendance. identified pupils.
June 2016 MOOE
Orient parents P500.00
through a special Maria Loida
meeting. Inting
Ask assistance from June 2016
barangay P200.00 School Fund/
council/NGOs/INGOs. MOOE
Provide incentives to Hon.
pupils and initiate Leodegario June to July P10,000.00 PTA fund/
school-based feeding Gerilla 2016 Donors
program.
Monitor pupils Lhaiza Mae E. July 2016 to P100.00 MOOE
attendance. Agosto March 2017

Maria Loida A.
Inting
Drop-out Rate To maintain Zero drop- Organize HRPTA Maria Loida A. June to July P -
(Drop-out zero drop-out out rate. Conduct regular Inting 2016 -
Reduction rate. parents meeting to
Program DORP) update pupils
performance.
Tap assistance to
barangay council to
reach pupils at risk of
dropping out
(PARDO).
Conduct home
 visitation.

TABA-NA To zero-out Zero non- Organize a Readers

Program twelve (12) readers. Club
non-readers Intensify the SRT,
in grades 2 to RRE & Remedial
5. Reading
Conduct a quarterly
assessment
Analyze test results
Provide interventions
based on test analysis
Initiate and give
rewards/awards to
achievers