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INDORSEMENT LETTER Department of Education National Capital Region Division of City Schools Pasay City South District Don Carlos Village Elementary School Telefax (02) 8340262/8510622
September 13, 2016
DR. EVANGELINE P. LADINES School Division Superintendent Division of City Schools P. Zamora St., Pasay City Madam: The undersigned humbly endorse to your Good Office the completed School Improvement Plan ( SIP ) / Annual Implementation Plan ( AIP ) with Continuous Improvement Plan ( CIP ) of Don Carlos Village Elementary School, Constellation St., Barangay 187, Pasay City for the School Year 2016 – 2019 for your review and acceptance. We wish to inform your office that this SIP/ AIP with CIP is a product of the collaborative effort of the community leaders, teachers, alumni and learners under the leadership of the School Head. Thank you very much and God bless! Very truly yours, EMILIA M. OBLIANDA School Principal GELANE T. DAGDAG Master Teacher II SARDONICA V. BAJADO Master Teacher I JANETA T. GALVANTE Guidance Teacher NANELYN T. BONTOYAN Teacher Representative IRENE GAYETA GPTA – President ALLANAH TENDENILLA SPGO - President
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TABLE OF CONTENTS Part I
Page Endorsement Letter …………..………………………………. 2 Executive Summary …………..………………………………. 7 Introduction …………..…………..…………………………….. 8 DepEd Vision, Mission and Core Values……………………. 9 School Profile…………..………………………………………. 10 School Current Situation…………..………………………….. 14 Performance Indicators: Access……………………………... 27 1. Attendance …………………………………………… 27 2. Drop Outs …………………………………………….. 29
Performance Indicators: Quality……………………………... 32 1. Promotion/Graduation Rates ……………………….. 32 2. Mean Percentage Scores (NAT and LAPG).. ……. 33 3. Literacy Level ………………………………………... 35 Performance Indicators: Governance………………………… 41 1. SBM Assessment Level …………………………….. 41
2. Child-Friendly School Survey Result………………. 41 3. Teacher-Learners Ratio …………………………….. 42 4.Classroom-Learners Ratio …………………………... 42 5. Learners-Toilet Ratio ………………………………... 43 6. Learners-Seat Ratio………………………………….. 43 Indicative Targets……………………………………………………… 44 Priority Improvement Areas ………………………………………….. 45 Planning Worksheet…………………………………………………... 46 Monitoring, Evaluation Plan and Structure ………………………… 47
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TABLE OF CONTENTS Part II Table No.
Title
Page
1
Stakeholders'’ Participation in School Activities …………………… 11
2
Physical Infrastructures of the School………………………………. 15
3
Functional Toilet ………………………………………………………. 15
4
Pupil: Bowl Ratio ……………………………………………………… 15
5
Number of Textbooks ………………………………………………… 16
6
Number of Manipulative Materials for Kindergarten ………………. 16
7
Number of Teachers in DCVES …………………………………….. 17
8
Number of Master Teachers in DCVES ……………………………. 17
9
Number of Teachers Meeting the Desired Competencies Based 18 on NCBTS………………………………………………………………
10
Projects/Interventions Implemented to Improve Basic 19 Competencies of Teachers …………………………………………..
11
Status of Priority Improvement Projects or CI Projects …………… 20
12
Fund Sources …………………………………………………………. 22
13
Enrolment ……………………………………………………………… 23
14
ALS Enrolment ………………………………………………………... 24
15
ALIVE Enrolment ……………………………………………………... 24
16
Number of Children not in School
17
Reasons for not Attending School in the Current SY …………….. 25
18
Number of Children in the Barangay not in School ……………….. 26
19
Number of Children who are Regularly Attending Classes ……… 27
20
Percentage of Children who re regularly attending Classes …….. 27
21
Number of Recipients of the CCTP …………………………………. 28
22
Number of Children who are Frequently Absent according to 28 Reasons ………………………………………………………………. Page 4
25
TABLE OF CONTENTS Part II Table No.
Title
Page
23
Projects/Interventions Implemented to Address Needs of
24
Number of Dropout Rates for the Last Three SY …………………
25
Percentage of Dropout Rates for the Last Three SY …………….. 29
26
Number of Dropouts by Cause ……………………………………… 30
27
Projects/Interventions Implemented for Children at Risk of
28
Number of Children Covered in Projects/Interventions
29
Percentage of Dropouts by Cause ………………………………….. 31
30
Number of Promoted Learners/Graduates by Grade Level ……… 32
31
Promotion/Graduation Rates for the Past Three SY ……………… 32
32
Mean Percentage Scores of NAT Grade 3 and 6 …………………. 33
33
Projects/Interventions Implemented to Improve Basic
34
NAT Results by Subjects, 2015 …………………………………….. 33
35
LAPG Results by Subjects, 2015 …………………………………… 34
36
Number of Children who are in Frustration, Instructional and
37
Number of Children who are in Frustration, Instructional and
38
Projects/Interventions Implemented to Improve Reading Skills of
39
School Awards Recognition …………………………………………. 37
40
School Awards Recognition in District Level ………………………. 38
41
School Awards Recognition in Division Level ……………………... 39
42
School Awards Recognition in Regional Level ……………………. 40
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29
29
30 31
33
35 35 36
TABLE OF CONTENTS Table No.
Title
Page
43
Teacher –Learners Ratio …………………………………………….. 42
44
Classroom—Learners Ratio …………………………………………. 42
Part III List of Figures 1
Bowl: Pupils Ratio …………………………………………………….. 11
2
Enrolment Graph ……………………………………………………… 23
3
Classroom Graph …………………………………………………….. 42
4
Learners: Toilet Ratio ………………………………………………… 43
5
Learner: Seat Ratio …………………………………………………… 43
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EXECUTIVE SUMMARY It is mandated in the Philippine Constitution that the DepEd is the principal government agency responsible for education and manpower development. The department continually pursues to ensure peoples’ right to education, to wit: “The State shall protect and promote the right of all citizens to quality education at all levels and shall take appropriate steps to make such education accessible to all.”(Art. XIV, Sec. I) Education is recognized as a valuable repository of HOPE – a foundation for national growth and progress. Responding to the mandate of the State, all pre and school aged children are welcomed and accepted in the school, thereby an increasing level of access and participation has marked basic education in Don Carlos Village Elementary School, Pasay City in the last three consecutive years. Having the unified DepEd vision and mission in mind, this academic institution has employed mechanisms to improve education quality to be brought by efficiency and effectiveness to balance with quantity. On the other hand, this school unceasingly harnesses the knowledge, skills and talent of each educator to improve the delivery of educational services and to attain the desired quality basic education. Several trainings and seminars were attended by DCVES teachers to enhance their teaching competence. In addition, this institution has also worked for establishing equity in education. The implementation of Arabic Language and Islamic Values Education (ALIVE) was organized not only for our Muslim learners but for the Christian learners as well in cognizant to Inclusive Education. Classes in the Alternative Learning System (ALS) were also intensified so that it brought a number of A & E passers. Stakeholders’ participation in the school programs, projects and activities were strengthened like; Early Registration, Brigada Eskwela, Integrated Health & Nutrition, BSP, GSP movement and RC Membership, Feeding Programs, Green School and many more. The basis in formulating this plan is the Enhanced Basic Education Information System (EBEIS), School Information System (SIS) ,School Report Card (SRC) and the data gathered from the City Planning Office. Several consultations and listening to the voice of the stakeholders were conducted before and during the preparation of this plan. The suggested approaches in looking into how the needs will be addressed were also taken into consideration. The utmost goal of this SIP/AIP with CIP is to enhance school inputs and outputs in both formal and non -formal delivery of educational services to our clientele.
Nevertheless the accomplishments, the school community still has to exert its effort to improve the gains in some phases. The stakeholders must continue to strap up its potentials towards more improved delivery of education services and higher quality.
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INTRODUCTION With the introduction of the K to 12 style of delivering educational services, researchers and educators have been attempting to solve the problems of meeting the individual academic needs of the pupils. aimed at meeting these needs.
Teachers have employed various techniques
However, due to the demands, it
become more
challenging than ever because of the diversity in the individual needs and readiness of the
learners despite the launching and implementation of many programs to attain to and address the needs of the learners. To uphold the vision and mission of the department, Don Carlos Village Elementary School supported and implemented the plans, policies, guidelines and standards in order to level up the educational system in our country with the global standard. This learning institution is categorized as one of the medium-sized schools among the 19 schools in Pasay with a population of almost 2000 learners. The learners’ accomplishments are also commendable as they play the vital role in measuring the success of this institution. Their achievements are comparable to that of their counterparts in the school community of Pasay in competitions like Campus Journalism, Sports, Quiz Bee in Science and Math and other learning areas. Meanwhile most of the educators in this institution are ICT literate and guaranteed to be abreast of the latest trends and practices in education ensuring to uphold their commitment in producing life -long learners to be globally competitive in the future. Teachers and administrators are sent to relevant trainings and seminars for assurance of quality delivery of educational services to the learners. Indeed, as an implementing arm of the DepEd, specifically SDO Pasay City, DCVES will carry out the flagship programs initiated and mandated by that office considering the gains and gaps for interventions and continuous improvement.
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DEPARTMENT OF EDUCATION
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.
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.
MAKA-DIYOS
MAKATAO
MAKAKALIKASAN
MAKABANSA
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School –Community Profile Community Profile: Don Carlos Village belongs to Congressional District I of Pasay City. There are four barangays in the school’s catchment area (Bgy. 187, 188, 189 and Barangay 190). The village is surrounded by high-rise houses due to the limited space given to the settlers. So, they maximize the space by building their houses upwards. Apartel buildings, improved schools, developed streets and establishments are now in this community Barangay Councils in the community delegate tanods to ensure peace and order in the place, where street fraternity fighting is rampant. Moreover, police patrol cars roam around busy streets. Don Carlos Village Elementary School, the smallest school in the South District with a land area of 800 sq. m., is located in Bgy. 187, Constellation St., Don Carlos Village, Pasay City. The school was named after President Carlos P. Garcia who approved Proclamation No. 621, the law that provided the housing project for CAA employees.
The school is located in the Friendship plaza which is intended as recreation park of the village. The land where the school is situated, is a reservation area which was acquired on January 11, 1973 and had an estimated value of Php 40,000.00 at that time. At present , the school is at the tip of the village if you are coming from the North beside the Church of Our Lady of Fatima
.
A. SOCIAL, DEMOGRAPHIC AND CULTURAL PROFILE A.1 Population of Children Don Carlos Village Elementary School is the haven for 1,817 pupils and 48 permanent regular teachers that implement the Enhanced Basic Education curriculum under the supervision of a school head. The school offers complete curriculum in Kindergarten up to Grade 6 level for school-aged children and Alternative Learning System for Out– of-SchoolYouth and Adults. It also offers Arabic Language and Islamic Values Education (ALIVE) to our Muslin and Christian learners. There are 80 boys and 60 girls who are not in school with the total of 140 children or 24.14% with the total population.
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School –Community Profile B. Political/Peace and Security/Peace and Order Catchment Community Barangay Councils in the community delegate tanods to ensure peace and order in the place, where street fraternity fighting is rampant. Moreover, police station located at the entrance of the village less than 800m away from school and patrol cars roam around busy streets.
B. 1 Stakeholders’ Support to Education Stakeholders have shown notable participation in the numerous undertakings of the school.
Contributions Activity
Co-Curricular Activities TQC / PLC Linggong Wika Nutrition Month Reading Month Summer Camp SAFE Guard Activities Dengue Vaccine
Volunteer Cash hours
Attendance In No. of Attendance No. invited Kind attendees rate 52 82 250 100 105 32 75
Pantawid Pamilyang Pilipino Program
63
Extra-curricular Activities Girl Scout Boy Scout Red Cross
399 190 220
Other Major Activities Brigada Eskwela Festival Talent Christmas Celebration Recognition (medals) K-12 Supporters Dengue Clean Up Drive
346 100 150 350 346 65
Table 1: Stakeholders’ Participation in School Activities
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School –Community Profile C. Physical Environment/Ecological Profile Don Carlos Village is located at latitude 14° 31' 54” N (DMS) and longitude 121° 0' 1” E (DMS). Bounded in the north by the city of Manila, in the northeast by the city of Makati and in the south by the city of Paranaque, and in the west by the Manila Bay. Approximately located at latitude 14º32' and longitude 121º01 E’. Part of Bgy. 187, on Constellation Street Don Carlos Village, Pasay City. The smallest school in the South District in terms of lot size. The MMDA Flood Control Pumping Station is located in the estero. The surrounding areas near the pumping station, have been congested with informal settlers who ply their trade in the nearby Baclaran area. The village is about 258 m. from LRT Baclaran Station, and 466 m. from EDSA in the North. From the south, about 934 m. from old Manila Domestic Airport . The village is adjacent to Barangay Baclaran, Paranaque in the West and the LRT depot in the South East of 11.7 hectares. The total area includes what is presently known as Sto. Niño, the LRT area now called Barrio Pilipino starting from Taft Ave. to Sargento Mariano and the area side by side with the cemetery and San Gregorio Subdivision towards the pumping Station near BAC I From the LRT at Taft Ave., the boundary of Don Carlos is the water way that runs towards the Don Carlos Bridge near the pumping station. The village has a population of 12,153 based on the recently conducted 2010 Census on Population and Housing. Enterprising migrants continue to flock the village because of its proximity to Baclaran area.
D. Economic Profile The village is a bustling community. It has its own talipapa, stores, shops, beauty parlors, school, church and a number of high-rise houses. On the threshold of the village is the road named BAC III that crosses the Estero De Tripa de Galina. A number of eateries, mini wet market and stores under the LRT rail can be seen on the threshold of Don Carlos Village in the North. The village is adjacent to Barangay Baclaran in the West. Since most of the residents in the village are employees of Civil Aviation Authority, or descendants of former employees, they belong to middle to low income family. The proximity of the village to Baclaran area has attracted migrants mostly coming from the South, to engage in business of retailing. Page 12
School – Community Profile Most of the residents are wage-earners working in domestic and international airports. On the other hand some of the residents are employed in different stalls in Baclaran area or working in different government agencies and private companies.
E. Technological The local government supports the school in its water, electricity and telephone for its monthly maintenance. The internet service providers for the areas are Globe telecom and Smart which used both in school. The monthly bill for the services is also shouldered by the LGU. There's a lot of internet cafĂŠ in the areas which provides more access in internet to the children and other stakeholders in the school.
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School Profile School Profile/ Data Don Carlos Village Elementary School, with school ID 136592 belongs to the Cluster 10 in Division of Pasay with a land area of 800 sq. m., is located on Bgy. 187, Constellation St., Don Carlos Village, Pasay City. The school was named after President Carlos P. Garcia who approved Proclamation No. 621, the law that provided the housing project for CAA employees. The school is located in the Friendship plaza which is intended as recreation park of the village. The land where the school is situated, is a reservation area which was acquired on January 11, 1973 and had an estimated value of Php 40,000.00 at that time. The school is about 258 m. from LRT Baclaran Station, and 466 meters from EDSA in the North. From the south, about 934 meters from old Manila Domestic Airport . The village is adjacent to Barangay Baclaran, Paranaque in the West and the LRT depot in the South East. The catchment area of the school is composed of 4 barangays namely: Barangay 187, 188, 189 and 190. The total areas is 11.7 hectares that is presently known as Sto. NiĂąo, the LRT area now called Barrio Pilipino starting from Taft Ave. to Sargento Mariano and the area side by side with the cemetery and San Gregorio Subdivision towards the pumping Station near BAC I From the LRT at Taft Ave., the boundary of Don Carlos is the water way that runs towards the Don Carlos Bridge near the pumping station.
At present , the school is at the tip of the village if you are coming from the North beside the Church of Our Lady of Fatima . The school surrounded by 4 Day Care centers from its catchment barangay and five private schools that can be found less than 250m in San Gregorio Village and Pasay Preschoolers along Sgt. Mariano.
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School Profile B. LEARNING ENVIRONMENT B. 1 Physical Infrastructures NO. OF CLASSROOMS
Level
For ReTOTAL pair/ ENROL- In Good CondiReMENT tion habilatio n
Total
No. of seats Pupil: Classroom Ratio
For ReIn Good pair/ CondiTotal Rehabilation tion
Pupil: Seat Ratio
K
255
5
0
5
25:1
83
0
83
3:1
I
291
7
0
7
42:1
321
0
321
1:1
II
285
7
0
7
40:1
321
0
321
1:1
III
258
6
0
6
43:1
308
0
308
1:1
IV
250
6
0
6
42:1
255
0
255
1:1
V
232
6
0
5
46:1
308
0
308
1:1
VI
176
4
0
5
44:1
176
0
176
1:1
Table 2: Physical Infrastructures of the School
B.1.2 Water, Sanitation and Hygiene (WASH) Facilities The main source of the water at present for the school comes from local piped water. There is hand washing area with five (5) functional faucet with a soap to ensure the proper hygiene of each pupils. B.1.2.a Functional Toilets Male
Female
Number
Ratio
Number
Ratio
6
153:1
6
146:1
Table 3: Functional Toilets
B.1.2.b Toilet Bowls Male
Female
Number
Ratio
Number
Ratio
15
61:1
13
67:1
Table 4: Pupil: Bowl Ratio Page 15
I bowl : 50 Pupils—Standard Figure1: Bowl: Pupil Standard
There are enough toilet bowls and urinal to accommodate all learners while maintaining an acceptable cleanliness level of the bathrooms.
School Profile B.1.3 Textbooks Level
Math
English
Filipino
Science
Number
Ratio
Number
Ratio
Number
Ratio
I
488
1:1
372
1:1
252
II
350
1:1
120
3:1
III
416
1:1
IV
255
1:1
252
V
400
1:1
VI
540
1:3
Number
Ratio
HEKASI Number
Ratio
1:1
270
1:1
324
1:1
200
2:1
400
1:1
252
1:1
200
1:1
1:1
255
1:1
288
1:1
264
1:1
226
1:1
360
1:1
200
1:1
200
1:1
226
1:3
424
2:1
134
2:1
200
1:3
K
Table 5: Number of Textbooks
There are enough textbooks for Grade 1 to VI, however, there is a shortage in Grade II Math and Hekasi. The table 6 shows a number of manipulative materials that were provided by the LSB through the SEF for the kindergarten learners. This year, each kindergarten teacher received a projector with a wide screen for ready use in their daily delivery of instruction. The school library provides an access to all learners were they can find other information or sources for their references. It provides well ventilated and well lightning to give comfort to all learners who want to stay inside the library. The school library has a collection of books, periodicals, newspapers, manuscripts, films, maps, prints, and other documents. It has eight bookshelves with three long tables and six long chairs enough to cater more than 60 learners at a time. Materials Quantity In the implementation of the Deped Computerization Program and E-Learning Program of the Projector 5 Division of City Schools, Pasay City, the Don Carlos Widesreen 5 Village Elem School was one of the schools who have been given DCP Multi-media Equipment to conduct KLP Package 20 formal teaching of ICT once a week during off session/ remedial time in Grade One and Two, in Makabayan Lacing Geo Buttons 40 subject for Grade Three and during EPP subject for Grade Four to Six. Handling the ICT subject is Miss Michille Lacing Numbers 255 Bongat who teaches basic Computer knowledge such as Lacing Alphabet 255 History of Computer, Parts of Computer and Proper Handling of Computer; and Computer Application such as Learning Tools for Kids 255 Word, Excel and PowerPoint. Table 6: Number of Manipulative Materials for Kindergarten
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School Profile C. Teachers C. 1 Number of Teachers
Level
TOTAL ENROLMENT
No. of Nationally Funded Teachers Male
Female
Total
No. of LoPupil: teacher cally No. of Subsidized/ Ratio Funded Volunteer teachers Teachers
K
255
0
5
5
25:1
0
0
I
291
0
7
7
42:1
0
0
II
285
0
7
7
40:1
0
0
III
258
0
6
6
43:1
0
0
IV
250
1
5
6
42:1
0
0
V
232
2
6
8
46:1
0
0
VI
176
3
6
9
44:1
0
0
ALS
45
45:1
1
0
ALIVE
65
30:1
2
1
2
1
TOTAL
6
42
48
Table 7: Number of Teachers in DCVES
This SY 2016-2017, there are six (6) male teachers and 42 female teachers employed in this learning institution. Many of this number obtained their permanent position just last year. C. 2 Quality of Teachers C.2.1 Number of Master Teachers Number
Carries Full Time Teaching Load
Assigned Grade Level
Master Teacher II
1
Yes
6
Master Teacher I
1
Yes
5
Assigned PartTime to Class Teaching
Assigned Full Time to Ancillary Services
Master Teacher IV Master Teacher III
Table 8: Number of Master Teachers in DCVES
There are only two Master Teachers assigned in this academic institution. If we follow the 10:1 ratio, there must be four to five MTs to provide assistance to 48 teachers in this school. Page 17
School Profile C. 2.2 Number of Teachers Meeting the Desired Competencies Based on NCBTS. SY 2013-2014 Level
No. of Total Num- Teachers ber of meeting Teachers the Standards
SY 2014-2015
% Meeting Total Numthe Standber of ards Teachers
No. of Teachers meeting the Standards
SY 2015-2016
No. of Total % Meet% Meeting Teachers Number ing the the Standmeeting of TeachStandards the Standers ards ards
K
4
2
50%
5
3
60%
5
4
80%
I
6
4
66%
6
4
66%
7
5
71%
II
5
3
60%
6
4
57%
7
5
71%
III
6
3
50%
6
4
66%
6
5
83%
IV
4
2
50%
6
4
66%
6
5
83%
V
4
3
75%
6
4
57%
9
6
75%
VI
5
3
60%
6
5
83%
7
5
71%
ALS
1
1
100%
1
1
100%
1
1
100%
ALIVE
0
0
0
0
0
0
2
1
50%
TOTAL
29
21
72%
41
28
68%
47
39
82%
Table 9: Number of Teachers Meeting the Desired Competencies Based on NCBTS
Based on the NCBTS results, one can readily tell that there is a decrease of 4% in the number of teachers meeting the standards in the second year but on the latest year, it registered an increase of 14% of the teachers over that of the second year. This indicates that teachers have acquired the required qualification standards in terms of the delivery of basic education services. Some teachers have improved their performance.
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School Profile C.2.3 Projects/Interventions implemented to improve basic competencies of teachers Training attended
No. of Teachers Who Attended
% of Teachers Who Have Attended
TIP
23
49%
Kto12
41
87%
INSET and ICT, Teaching Strategies and Pedagogies, Teaching Contents, RPMS-IPCRF
47
100%
Division Training and TQC on As-
47
100%
Division RPMS-Coaching and Monitoring, Instructional Supervision
2
4%
Research
5
11%
Test Writeshop
5
11%
Inclusive Ed/Magna Carta
3
8.5%
Teachers Enrolled in Graduate/
19 Masteral 1 Doctoral
43%
Total No. of Teachers : 47 Table 10: Projects/Interventions implemented to improve basic competencies of teachers
It can be viewed from the table 10 that 49% of the total population of teachers took TIP. This means that many teachers have less than five years of teaching experience. Only few or 13% have not attended the Kto12 training. All teachers have attended TQCs, semestral and summer INSETs. Limited number of teachers have attended. RPMS Coaching and Mentoring, Instructional Supervision, Research and Test Writeshop. There are only 19 teachers who enrolled in Masteral Studies while only one enrolled in Doctoral Program. This comprises 43% of the total teaching force.
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School Profile D. Status of Priority Improvement Projects or CI Projects Duration Implementer
Program/Project Title
Kinder
Target
Status/ Accomplishm ent
Start
End
Survival Rate of Kindergarten Pupils in relation to their Demographic Profile: Input for a development of an interactive DLL program.
June 2016
March 2017
Zero drop out rate among Kindergarten Pupils.
Roll-Out/Ongoing
Grade 1
Read to Succeed
June 2016
March 2017
Zero Non-reader among Grade One pupils
Roll-Out/ On-going
Grade II
Intensification of the Remedial Reading Program(IRRP)
June 2016
March 2017
Enhance learners ability in reading with comprehension
Roll-Out/ On-going
Grade III
DCVES Interventions and Best Practices in the 21st Century Skills to Increase the LAPG Results
June 2016
March 2017
Increase and uplift the performance and results of LAPG.
Roll-Out/ On-going
Grade IV
Project B.M.W ( Basura Man Wag Maliitin, Ito’y Kayamanan Din)
June 2016
March 2017
To enhance the knowledge and good practices of waste management in school and community.
Roll-Out/ On-going
Grade V
Reducing Absenteeism and Drop Out Rate
June 2016
March 2017
To reduce the number of absentees
Roll-Out/ On-going
June 2016
March 2017
To increase the Status of the severely wasted and wasted pupils of DCVES
Roll-Out/ On-going
Project NETOY Grade VI
Improve the Nutritional Status of the Severely Wasted and Wasted pupils of DCVES
Table 11: Status of Priority Improvement Projects or CI Projects
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School Profile level
Root Cause
K
-Not yet ready to go to school -Attitude of the parents towards the child (binibaby ang bata)
I
-lot of non-readers
II
-absenteeism -lack of interest
III
-low LAPG Results
IV
-Improper Waste disposal
V
-Pampamilyang Dahilan :
-Helping parents to attend to their other siblings while they are at work. - fever (illness) - No baon VI
-financial problem of the family/standard of living - less nutritional content of their food.
It should answer the following questions: 1. The school has a brief description of their plan to address there respective PIAs 2. The SPT has selected an AREA of Focus. The narrative answered the ff: -What is the magnitude of the problem? -How often is it happening? -Where is it happening? - When does it happen?
3. The SPT has identified the root cause of the problem. 4. The SPT has formulated possible solution by coming up with a project plan title 5. The project/s is/are reflected on the Annual Implementation Plan
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School Profile E. FUND SOURCES Fund Sources
Amount
Canteen Fund
342,413.72
Special MOOE Fund (SBFP)
149, 760.00
Pagcor Fund
495, 000.00
MOOE
519, 458.50
LGU (SEF, COLA, Utilities, Security Services) Parents (BSP, GSP, RC) Other Stake Holders Table 12: Fund Sources
The table above discloses that the biggest funding source of the school is the MOOE. The MOOE and the canteen Funds were used to finance almost all the programs, projects and activities that the school had undertaken like the Early Registration, Recognition, Graduation, Summer Camp Across All Learning Areas, Semestral and Summer Insets, Brigada Eskwela, Oplan Balik Eskwela, Observance of Linggo ng Wika, Reading Month Celebration, DRRMC Project, Feeding Program for 50 Severely Wasted and Wasted Learners, minor repairs and other related basic needs of the school. The DepEd allotted a special MOOE to sponsor a School-Based Feeding Program for 78 learner-beneficiaries. One hundred fifty of the two hundred seventy eight malnourished children were catered by the PAGCOR. Other sources of fund came from stakeholders that are in a form of in cash for the BSP, GSP and Red Cross Membership or in kind during the Brigada Eskwela and other training needs of learners. The Local Government Unit of Pasay play a very essential role in the provision of COLA to our Regular Permanent and Contractual employees. The salaries and wages of our Security Personnel, ALIVE teachers as well as the utilities are shouldered by the same office. Expenses for programs like Sports, LEAPS, Pasay City Synergia and many more are similarly taken from the local funds.
Page 22
SCHOOL CURRENT SITUATION DCVES Enrollment 1000
900 800
700 600
500 400
300 200
100 0
2013
2014 MALE
FEMALE
2015 Total
Figure 2: Enrollment Graph
SCHOOL YEAR 2013 2014 2015 2016
MALE
FEMALE
Total
773 876 894 931
674 758 815 886
1447 1634 1709 1817
Increment/ Decrement 187 75 108
% 12.92 4.39 6.32
Table 13: Enrolment
It can be gleaned from the table that there was an increase of about 12.92% in the enrolment of 2014 over that of 2013. An increment of 4.39% can be seen in the following year. The latest year recorded a 6.33% of increase in the number of learners enrolled. The increase in the enrolment can be attributed to the new school building, announcement & campaign during graduation, parade around the community for early registration and strong partnership with the barangay / community.
Page 23
SCHOOL CURRENT SITUATION ALS Enrollment SCHOOL YEAR 2013 2014 2015 2016
MALE
FEMALE
Total
17 18 18 16
13 12 12 14
33 40 30 30
Table 14: ALS Enrolment
The table shows that the ALS enrollment was fixed at 30 as its total from the first year up to the latest year. There was no increment nor decrement in the number of ALS registrants.
SCHOOL YEAR 2015
ALIVE Enrollment MALE FEMALE 27 37
Total 64
Table 15: ALIVE Enrolment
It was only last August, 2015 when ALIVE class was organized in this academic institution. Then an additional Ustadza was hired by October, 2015 because the number of Muslim pupils totaled to 64.
Page 24
SCHOOL CURRENT SITUATION 1. CHILDREN NOT IN SCHOOL Age
Total Population Boys Girls Total
4 5 6 7 8 9 10 11 12 13 14 15 16 17 GRAND TOTAL
68 23 23 23 24 23 23 24 21 21 21 21 25 340
59 14 14 14 14 14 14 15 16 16 16 16 18 240
127 37 37 37 38 37 37 39 37 37 37 37 43 580
No. of children NOT in School Boys Girls Total 43 2 2 2 2 2 2 3 2 4 4 4 8 80
33 1 1 2 2 1 1 1 4 2 2 2 8 60
76 3 3 4 4 3 3 4 6 6 6 6 16 140
% of children NOT in School Boys Girls Total 63.24% 8.70% 8.70% 8.70% 8.33% 8.70% 8.70% 12.50% 9.52% 19.05% 19.05% 19.05% 32.00% 23.53%
55.93% 7.14% 7.14% 14.29% 14.29% 7.14% 7.14% 6.67% 25.00% 12.50% 12.50% 12.50% 44.44% 25.00%
59.84% 8.11% 8.11% 10.81% 10.53% 8.11% 8.11% 10.26% 16.22% 16.22% 16.22% 16.22% 37.21% 24.14%
Table 16: Number of children not in school
1.1 Reasons for not attending school in the current SY
Age
4 5 6 7 8 9 10 11 12 13 14 15 16 17 TOTAL Percent of Total
No. of children NOT in school according to reasons No. of schoolDistance Health Affected Affected aged chil- Financial Child La- of School Other and Nuby Disas- by Con- Disability dren Matters bor from Reasons trition ter flict not in Home
76 3 3 4 4 3 3 4 6 6 6 6 16 140
56 3
20
3 4 4 3 3 4 6 4 5 2 10 2 107 22 76.43% 15.71%
2 1 4 4 11 7.86%
0 0.00%
0 0.00%
0 0.00%
Table 17: Reasons for not attending school in the current SY Page 25
SCHOOL CURRENT SITUATION 1.2 Number of children in the barangay NOT in school the last two SYs SY 2013-2014
Age 4 5 6 7 8 9 10 11 12 13 14 15 16 17 TOTAL
SY 2014-2015
Total
Male
Female
16
9
7
15
9
6
36 14 17
26 10 10
10 4 7
30 24 21 23 35 231
17 14 9 10 17 131
13 10 12 13 18 100
Total
Male
Female
No. of Out-of-school Children Attending Other Forms of Learning in Previous SY
Total Male
2 5 0 22 29
2 3 0 12 17
Female
0 2 0 10 12
Table 18: Number of children in the barangay NOT in school the last two SYs
Family Mapping is the mechanism/intervention used by the school to bring back the enthusiasm on the part of the learners and encouraged them to attend classes. It can be seen in the above data that the population of the out-of-school learners have decreased during the current school year. With this intervention, the learners who were deprived to have an access in education are now enjoying the opportunity to be in school.
Page 26
PERFORMANCE INDICATORS: ACCESS 1. ATTENDANCE 1.1 Number of Children who are regularly attending classes (at least 90% attendance) for the last three School Years
Level Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 TOTAL Percent of Total
SY Before Previous SY 20132014 Total Male Female
Previous SY 2014- 2015
Current SY 2015-2016
Total
Male
Female
Total
Male
Female
227
125
102
231
118
113
255
116
139
299 254 246 179 213 168 1586
164 120 133 100 113 86 841
135 134 113 79 100 82 745
288 274 344 235 176 198 1746
154 155 114 122 102 99 864
134 119 230 113 74 99 882
291 285 258 250 232 175 1746
149 147 142 122 119 93 888
142 138 116 128 113 82 858
100%
53.03%
46.97%
100%
49.48%
50.52%
100%
50.86%
49.14%
Table 19: Number of Children who are regularly attending classes (at least 90% attendance) for the last three School Years
Level Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6
Total 90.44% 96.14% 99.61% 71.50% 97.28% 98.61% 94.92%
SY: 2013-2014 Male Female 91.24% 89.47% 92.66% 100.75% 96.77% 102.29% 54.07% 103.67% 98.04% 96.34% 98.26% 99.01% 95.56% 94.25%
SY: 2014-2015 Total Male Female 94.67% 95.93% 93.39% 99.65% 97.47% 102.29% 96.48% 97.48% 95.20% 140.98% 100.88% 175.57% 99.58% 100.83% 98.26% 95.14% 95.33% 94.87% 99.00% 97.06% 101.02%
SY: _____2015-2016 Total Male Female 92.06% 87.22% 96.53% 97.98% 100.00% 95.95% 94.68% 95.45% 93.88% 92.81% 94.04% 91.34% 98.81% 98.39% 99.22% 98.72% 96.75% 100.89% 99.43% 95.88% 103.80%
103.80%
96.09%
99.08%
97.06%
96.00%
98.28%
97.85%
110.39%
95.38%
96.84%
OVERALL Table 20: Percentage of children regularly attending classes (at least 90% attendance) for the last three SYs
It can be seen in the table 20 that the average percentage of children regularly attending classes for the last three years is 99.08. this means that only a number of pupils are irregular in class attendance.
Page 27
PERFORMANCE INDICATORS: ACCESS 1.3 In the previous SY, how many children were frequently absent (below 90% attendance) and how many of them were recipients of the Conditional Cash Transfer Program
Level
Total Enrollment in Previous SY
Number of children who Number of frequently absent students that were frequently absent were recipients of Pantawid Pamilya
Kindergarten
244
Total 20
Male 9
Female 11
Total 0
Male 0
Female 0
Grade 1
289
25
15
10
0
0
0
Grade 2
284
14
6
8
0
0
0
Grade 3
244
6
3
3
0
0
0
Grade 4
236
5
3
2
0
0
0
Grade 5
185
8
5
3
0
0
0
Grade 6
200
3
1
2
0
0
0
TOTAL % of Total
1682
81
42
39
0
0
0
4.82%
2.50%
2.32%
0.00%
0.00%
0.00%
Table 21: Number of recipients of the Conditional Cash Transfer Program
1.4 What were the reasons why children were frequently absent in the previous SY? Please indicate number of children who are frequently absent according to reasons. Total No. of Chil- Number of children who are frequently absent according to reasons 8 (Previous SY) dren who were Level Frequently AbFamily Health and Affected by Affected sent in Previous Overage Death Other Reasons Problem Nutrition Disaster by Conflict SY Kindergarten 20 19 1 Grade 1 25 25 Grade 2 14 13 1 Grade 3 5 5 Grade 4 5 5 Grade 5 8 8 Grade 6 3 1 2 Grade 7 Grade 8 Grade 9 Grade 10 Grade 11 Grade 12 TOTAL 80 76 1 2 1 Table 22: Number of children who are frequently absent according to reasons
Page 28
PERFORMANCE INDICATORS: ACCESS 1.5 School Project Teams are encouraged to conduct interviews or focus group discussions with parents/guardians/community members to probe deeper on reasons cited Projects/interventions implemented to address needs of Number of Children children who are frequently absent (insert new rows if necessary) Covered Pupils Survey 27 Parents Survey 7 Records of Home Visit 2 Signature of Parents in the Home Visit Form 2 Attendance of Parents to Meetings called by Teachers 3 Table 23: Projects/interventions implemented to address needs of children who are frequently absent
Generally, the percentage of attendance of the learners is fairly well as shown in the data above. Although a certain number of pupils are irregular in class attendance.
2. DROPOUT 2.1 Number of dropouts for the last three SYs Level Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 TOTAL
Total 0 0 0 0 0 0 0 0
SY: 2013-2014 Male Female 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
SY: 2014-2015 SY: 2015-2016 Total Male Female Total Male Female 20 9 11 14 6 8 25 15 10 8 3 5 14 6 8 10 6 4 6 3 3 16 9 7 5 3 2 2 1 1 8 5 3 8 5 3 3 1 2 5 4 1 81 42 39 63 34 29
Table 24: Number of dropouts for the last three SYs
2.2 Dropout rates for the last three SYs Level Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 OVERALL
SY: 2013-2014 Total Male Female 0.00% 0.00% 0.00% 0.00% 0.00% 0.00% 0.00% 0.00% 0.00% 0.00% 0.00% 0.00% 0.00% 0.00% 0.00% 0.00% 0.00% 0.00% 0.00% 0.00% 0.00% 0.00% 0.00% 0.00%
SY: 2014-2015 Total Male Female 8.20% 7.32% 9.09% 8.65% 9.49% 7.63% 4.93% 3.77% 6.40% 2.46% 2.65% 2.29% 2.12% 2.48% 1.74% 4.32% 4.67% 3.85% 1.50% 0.98% 2.04% 4.82% 4.76% 4.88%
SY: 2015-2016 Total Male Female 5.05% 4.51% 5.56% 2.69% 2.01% 3.38% 3.32% 3.90% 2.72% 5.76% 5.96% 5.51% 0.79% 0.81% 0.78% 3.40% 4.07% 2.68% 2.84% 4.12% 1.27% 3.47% 3.65% 3.27%
Table 25: Percentage of dropout rates for the last three SYs
Page 29
PERFORMANCE INDICATORS: ACCESS 2.3 Number of dropouts by cause
Level
Number of DropTotal No. of outs by Cause (Current SY) Dropouts (Current SY) Cause: Family Problem
Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 TOTAL Percent of Total
14 8 10 16 2 8 5 63
14 8 10 16 2 8 5 63 100.00%
Table 26: Number of dropouts by cause
2.4 Projects/interventions implemented for children at risk of dropping out 2.4.a Does the school have YES mechanisms to: - track attendance and identify children at risk of dropping out and / failing and design remedies to keep them in school? - anticipate and minimize disruptions of classes especially with respect to emergencies (disaster and conflict)?
/
- track teachers' attendance and ways of ensuring their regular presence based on CSC policy?
/
NO
If YES, please describe the mechanisms used by the school Checking Daily Attendance of pupils , conduct home visitation to learners who are irregular in class attendance. Off-session activities to avoid disruption of classes. Alternate coordinators when meetings are Daily Monitoring of Teacher's attendance.
Table 27: Projects/interventions implemented for children at risk of dropping out
Page 30
PERFORMANCE INDICATORS: ACCESS 2.4.b What are the interventions implemented for children at Number of Children Covered 1. Conducted pupils survey - to find out the reason of
77
2. Parents survey - if the pupils and parents have the same
7
3. Parents Meeting
50
4. Home visitation
2
5. Let them sign the "Kasunduan". An agreement between the school and parents.
20
Table 28: Number of children covered in projects/interventions implemented for at risk of dropping out
The drop out rate of the school has decreased from 4.88% last year to 3.47 this year. Through LIS the children were properly monitored if they continue schooling or not. The main cause of dropping out from the school was family problem. It greatly affects the education of the children. Currently, the school has employed SAGIP NETOY Program to lessen drop out rates. CI interventions must be employed to attain 0% drop-out rate in the succeeding years.
Cause
2013
2014
2015
2016
Armed
0
0
0
0
Family
12
0
56
63
Lack of
0
0
0
0
Distance to
0
0
0
0
Sickness Overage Death
0 0 0
0 0 0
1 2 2
0 0 0
Drop Out
1.03%
0
4.94%
3.47%
Table 29: Percentage of dropouts by cause
Page 31
PERFORMANCE INDICATORS: QUALITY 1. PROMOTION/GRADUATION RATES 1.1 Number of promoted learners/graduates by grade level Level
Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 TOTAL
SY Before Previous SY: 2013-2014 Previous SY: 2014-2015 Current SY: 2014-2015 Total Male Female Total Male Female Total Male Female 299 164 135 288 154 134 291 149 142 254 120 134 265 147 118 285 147 138 246 133 113 240 114 126 258 142 116 179 100 79 228 114 114 250 122 128 212 112 100 176 102 74 232 119 113 168 86 82 198 99 99 175 93 82 1358 715 643 1395 730 665 1491 772 719 Table 30: Number of promoted learners/graduates by grade level
1.2 Promotion/graduation rates Level Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6
SY:2013-2014 Total Male Female 96.14% 92.66% 100.75% 99.61% 96.77% 102.29% 102.50% 101.53% 103.67% 97.28% 98.04% 96.34% 98.15% 97.39% 99.01% 94.92% 95.56% 94.25%
SY: 2014-2015 Total Male Female 99.65% 97.47% 102.29% 93.31% 92.45% 94.40% 98.36% 100.88% 96.18% 96.61% 94.21% 99.13% 95.14% 95.33% 94.87% 99.00% 97.06% 101.02%
SY: 2015-2016 Total Male Female 97.98% 100.00% 95.95% 94.68% 95.45% 93.88% 92.81% 94.04% 91.34% 98.81% 98.39% 99.22% 98.72% 96.75% 100.89% 99.43% 95.88% 103.80%
OVERALL 98.19% 96.75% 99.84% 97.01% 96.05% 98.08% 96.82% 96.74% 96.90% Table 31: Promotion/graduation rates for the past three school years
As shown in the table above, the average promotion rate is 97.34%. This means that all learners have complied with all the necessary requirements as prescribed by the DepEd in every grade level. Promotion rate was successfully maintained at almost 100%.
Page 32
PERFORMANCE INDICATORS: QUALITY 2. MEAN PERCENTAGE SCORES (based on National Achievement Tests) 2.1 Mean Percentage Scores of NAT Grade 3 and 6 SY Before Previous SY:2013-2014_ English Filipino Math Science 38.1 50.11 35.58 31.97 63.83 75.23 75.26 68.03 Previous SY: 2014-2015 English Filipino Math Science 55.76 65.97 65.71 62.63 63.41 59.78
Level Grade 3 Grade 6 Level Grade 3 Grade 6
HEKASI 53.53 HEKASI 56.3
Table 32: Mean percentage scores of NAT Grade 3 and 6
2.2 Projects/interventions implemented to improve basic competencies of learners Off - session remedial classes Inclusion of children in the Feeding Programs Table 33: Projects/interventions implemented to improve basic competencies of learners
NAT RESULTS BY SUBJECT, 2015 MPS Result Subject Area
2014
2015
Increment/ Decrement
English
63.83
65.71
1.88%
Science
68.03
59.78
-8.25
Mathematics
75.26
63.41
-11.85
Filipino
75.23
62.63
-12.6
Makabayan
53.53
56.30
2.77
Average
67.18
61.57
-5.61
Table 34: NAT results by subjects, 2015
The table 34 manifests that there is a decrease in the overall MPS of NAT Grade 6 in the last two years which is 5.61%. Only the MPS in English and Makabayan has a minimum increase. MPS in Science, Math and Filipino has significantly decreased. This scenario must be the focus of intervention by both the internal and external stakeholders.
Page 33
PERFORMANCE INDICATORS: QUALITY Language Assessment for Primary Grades (LAPG) -by Mean Percentage Score (MPS) LAPG RESULTS BY SUBJECT, 2015 Filipino Filipino Math English Reading Grammar Reading
English Grammar
Science Mean
2012-2013
46.39
48.91
42.34
48.25
57.01
47.01
47.69
2013-2014
54.48
45.73
35.58
44.24
44.22
31.97
43.19
Listening Compre
Book Print & Vocabulary Knowledge
Spelling
Reading Study Grammar Com- Skills pre
Mean
English
64.17
47.43
64.63
61.43
45.79
38.91 63.25 55.76
Filipino
76.35
76.38
66.26
60.71
60.63
53.13 58.25 65.97
Table 35: LAPG results by subject, 2015
Language Assessment for Primary Grades was done last March 2015. The examinees were the grade three pupils. The aim of this assessment is to measure their mastery of their skills both in English and Filipino.
Page 34
PERFORMANCE INDICATORS: QUALITY 3. LITERACY LEVEL 3.1 Number of learners who are in the frustration, instructional, and independent levels for the current SY (ENGLISH)
Level
Frustration Level Total Male Female
Instructional Level Total Male Female Pre-Test Results 0 0 0
Grade 1
0
0
0
Grade 2
0
0
0
0
0
Grade 3
227
143
84
14
Grade 4
238
122
116
Grade 5
237
125
Grade 6
124
79
Independent Level Total Male Female 0
0
0
0
0
0
0
7
7
7
0
7
15
10
5
0
0
0
112
0
0
0
0
0
0
45
46
20
26
8
0
8
Table 36: Number of learners who are in the frustration, instructional, and independent levels in English
3.2 Number of learners who are in the frustration, instructional, and independent levels for the current SY (FILIPINO)
Level Grade 1
Frustration Level Instructional Level Independent Level Total Male Female Total Male Female Total Male Female Pre-Test Results 0 0 0 0 0 0 0 0 0
Grade 2
178
87
Grade 3
69
59
Grade 4
180
100
Grade 5
21
Grade 6 Level Grade 1
91
30
10
20
7
1
6
63
33
30
51
30
21
80
37
17
20
36
20
16
11
10
154
84
70
61
31
30
90
60
30
68
40
28
0
0
0
20 10 10 Post-Test Results 0 0 0
0
0
0
Grade 2
296
149
147
296
149
147
286
139
147
Grade 3
248
121
127
248
121
127
248
121
127
Grade 4
253
124
129
213
84
129
253
124
129
Grade 5
250
125
125
237
125
112
237
125
112
Grade 6
178
102
76
182
91
91
178
104
74
Table 37: Number of learners who are in the frustration, instructional, and independent levels in Filipino
Page 35
PERFORMANCE INDICATORS: QUALITY 3.3 Projects/interventions implemented to improve reading skills of children (insert new rows if necessary) Intensification of the Remedial Reading Program Every Teacher in Grade I and II is a Remedial Teacher. Children lagging behind in reading were made beneficiaries of the Feeding Programs. Tutor Me Program , Big Ate / Kuya Table 38: Projects/interventions implemented to improve reading skills of children
PHIL-IRI results show an improvement in the pupils’ literacy. More pupils have moved from frustration level to instructional level in both English and Filipino. The Grade I and II teachers, being Remedial Teachers as well as the Intensified Remedial Reading Program have a positive impact on the learners’ literacy.
Page 36
PERFORMANCE INDICATORS: QUALITY Awards and Recognition School Awards and Recognition Title of Awards
Award Giving Body
Level
Host School
DepEd –NCR
Regional Level
Most Efficient School
DepEd-Pasay
Division Level
DepEd-Pasay
Division Level
DepEd-Pasay
Division Level
DepEd-Pasay
Division Level
DepEd –NCR
Regional Level
Active Participation in PHILHARMONIC ORCHESTRA - Music coverage 7th Council Wide Kid/ KAB Holiday Certificate of Appreciation for their invaluable support for the implementation of PROJECT ECOKIDS Facilitator K-Teacher on Spot Light Leading the School’s exemplary performance in the 2015 NAT in the Elem.Level having obtained the highest increment of 14.77% Regional Demonstration Teacher K-Teacher on Spot Light Outstanding Kindergarten Teacher 2014-Finalist Outstanding Kindergarten Teacher 2014 3rd Place SIM
DepEd-Pasay
Division Level
DepEd –NCR
Regional Level
DepEd –NCR
Regional Level
Category of Awardee
School
Emilia M. Oblianda School Head
Nanelyn T. Bontoyan Teacher II
DepEd-Pasay
DepEd-Pasay
Division Level
Division Level
Table 39: School awards recognition Page 37
Ermethies Zen Hellenic Ganaden
PERFORMANCE INDICATORS: QUALITY District Level Placer
Event
Name of Pupil
Trainer
1st
KFT– Singing
Chrissa Mae Janina Baldo
Ms. Nanelyn T. Bontoyan
4th 3rd
KFT– Drawing KFT– Dancing
Alwin Khurt Bautista Xedrick Thrid L. Bangit Joerell Juss R. Picorro Aaron D. Apolinario Aljur San Juan Shanaia Nicole T. Punzalan Zhyreene F. Bangit Kate Argelyn M. Licda Chrizalene J. Escalona Blessie Lorreigne M. Santiago Zhyra Nadera
Ms. Nanelyn T. Bontoyan
Ms. Vanessa S. Bagania/ Mrs. Maricel Espinoza
5th
KFT - Story Telling
Riza Jean Asajar
Mrs. Marites D. Opena
2nd
KFT-Story Reading
Juakin A. Barredo
Ms. Nanelyn T. Bontoyan
3rd
200 M Run
Justine Lanang
2nd
Discuss Throw
Gerlyn Esik
3rd
Shot Put
Gerlyn Esik
2nd
200 M Run
Lady Carl Gabilo
1st
Volleyball Boys
Jericho Tubice Chedrick John Magat Jim Billy Navarro Lander Joshua Cura Darwin O. Gawat Jay-R Alinsunod Alfred Limpin Dhion Jazzerreich Pigao Rommel Espanola
Ms. Maria Rosita P. Rivero Ms. Maria Rosita P. Rivero Ms. Maria Rosita P. Rivero Ms. Maria Rosita P. Rivero Ms. Michille B. Bongat
Table 40: School awards recognition in district level
Page 38
PERFORMANCE INDICATORS: QUALITY Division Level Placer
Event
Name of Pupil
Trainer
9th
Pagwawasto at Pag-uulo
Stephen John B. Estonilo
Mrs. Gelane T. Dagdag
1st
KFT-Singing
Chrissa Mae Janina Baldo
Ms. Nanelyn T. Bontoyan
10th
Paglalarawang Tudling/ Kartuning Copy Reading and Headline Writing
Rommel A. Espanola
Mrs. Gelane T. Dagdag
Stanley John B. Estonilo
Mrs. Gelane T. Dagdag
5th 7th
Sports Writing
Khenz Adrian M. Nadera
Mrs. Gelane T. Dagdag
3rd
Pagsulat ng Lathalain
Miyuki Sandra C. Takada
Mr. Aldrin N. Ragay
5th
Pagsulat ng Editoryal
Princess Glori
Mr. Aldrin N. Ragay
9th
Feature Writing
Isaac Gabriel B. Amor
Mr. Aldrin N. Ragay
8th
News Writing
LJ Carongoy
Mr. Aldrin N. Ragay
Best in Editorial page
Collaborative Pub
Judielle D. Pio
Mr. Aldrin N. Ragay
Best in Sports Page
Collaborative Pub
Julzen Phoemela R. Ventura
Mr. Aldrin N. Ragay
9th
Airlane G. Laodenio
Mr.Jonas B. Luciano
5th
Science and Health Writing Photo Journalism
Angela Rellon
Ms. Mylene C. Florendo
3rd
SIM
3rd 1st 2nd 3rd
100 MD Long Jump 400 MD Long Jump
1st
4 x 1 relay
1st
4 x 4 relay
3rd
Sipa
3rd
Volleyball—Men
Mrs. Ermethies Zen Hellenic M. Ganaden Lady Carl Ann G. Gabilo
Ms. Maria Rosita Rivero
Justine Romar Stafford S. Lamang
Ms. Maria Rosita Rivero
Vincent A. Burao Jericho Tubice Chedrick John Magat Alfred M. Limpin Rommel A. Espanola Dhion Jazzerreich C. Pigao
Table 41: School awards recognition in division level
Page 39
Ms. Maria Rosita Rivero Ms. Michelle Bongat
PERFORMANCE INDICATORS: QUALITY Regional Level Placer
Event
Name of Pupil
Trainer
3rd
Sardinas Making
Julzen Pomela Ventura
Mrs. Erna B. Valleja
9th
Pagwawasto at Pag-uulo
Stephen John B. Estonilo
Mrs. Gelane T. Dagdag
Table 42: School awards recognition in regional level
Page 40
PERFORMANCE INDICATORS: GOVERNANCE 1. School-Based Management Assessment Level Qualitative Interpretation:
SBM Level 1
DEVELOPING
2. Child-Friendly School Survey Result
CFSS Points: 49
Qualitative Interpretation: OUTSTANDING CHILDFRIENDLY SCHOOL
DCVES got a score of 35 points in the Child Friendly School survey, making us a n Outstanding Child Friendly School. This indicator shows that school is doing some activities to boost the morale of the stakeholders both internal and external.
Page 41
PERFORMANCE INDICATORS: GOVERNANCE 3. Teacher-Learners Ratio K I II III IV
1:25 1:42 1:43 1:46 1:45
V VI
1:47 1:44
The class sizes from Kindergarten to Grade Six are manageable, they are of standard size.
Table 43: Teacher-learners ratio
4. Classroom-Learners Ratio K
1:25
I
1:42
II
1:43
III
1:46
IV
1:45
V
1:47
VI
1:44
Table 44: Classroom-learners ratio Learner-Classroom Ratio SY 2015-2016 50 45
On Standard
40
35 30 25 20 15
10 5
Figure 3: Classroom Graph
0
K
I
II
III
IV
V
VI
Six classrooms were divided into two. These rooms were occupied by Kinder, Grades one and two. This means that Grade one and two classrooms are overcrowded. Grades Three to six have standard classroom size.
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PERFORMANCE INDICATORS: GOVERNANCE 5. Learner-Toilet Ratio There are enough toilet bowls and urinal to accommodate all learners while maintaining an acceptable cleanliness level of the bathrooms.
I bowl : 50 Pupils
Standard Figure 4: Learner-toilet ratio
6. Learner-Seat Ratio
There are currently enough seats for all our students 1:1
Standard
Figure 5: Learner-seat ratio
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Page 44
65.77 62.63 60.49 63.41 65.41 65.71 61.51 59.78 60.77 56.30
Filipino
Mathematics
English
Science
HEKASI (AP)
62.79 61.57
66.12 65.97
Tagalog
Achievement Rate (NAT-6)
56.87 55.76
English
Achievement Rate (LAPG-3)
2.58
School Leaver Rate 3.61
64.78 81.48
Completion Rate 2.15
63.14 63.14
63.76 63.76
67.01 67.01
62.91 62.91
67.31 67.31
64.83 64.83
67.60 67.60
59.89 59.89
2.15
70.65 81.48
65.51
66.01
68.61
65.33
68.85
66.87
69.08
62.91
1.72
76.52
77.93
DCVES SDO
2016
72.41 72.43
DCVES SDO
66.89 72.43
SDO
2015
Cohort-Survival Rate
Performance Indicators
Baseline
65.51
66.01
68.61
65.33
68.85
66.87
69.08
62.91
1.72
81.48
77.43
DCVES
2017
67.88
68.26
70.21
67.75
70.39
68.91
70.56
65.93
1.29
82.39
83.45
SDO
67.88
68.26
70.21
67.75
70.39
68.91
70.56
65.93
1.29
82.39
83.45
DCVES
2018
TARGETS
70.25
70.51
71.81
70.17
70.93
70.95
72.04
68.95
0.86
88.26
88.97
SDO
70.25
70.51
71.81
70.17
70.93
70.95
72.04
68.95
0.86
88.26
88.97
DCVES
2019
INDICATIVE TARGETS
5
Intensification of the Reading Program
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Zero Drop Out Rate
Proper Waste Disposal Improved NAT & LAPG Performance 5
5
5
5
4
5
5
4
Magnitude
4
5
5
Absenteeism
Feeding Program
Relevance
Improvement Area
5
5
3
5
5
3
Importance
5
5
2
5
5
5
Urgency
5.0
5.0
3.25
5.0
4.75
4.25
Average
Very High Priority
Very High Priority
Moderate
Very High Priority
Very High Priority
High Priority
Interpretation
PRIORITY IMPROVEMENT AREAS
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Inadequate review materials Absenteeism
To increase the NAT and LAPG results.
To increase survival rate
Improved NAT & LAPG Performance
Zero Drop Out Rate
Insufficient knowledge on proper waste disposal
Family Problem
Proper Waste Disposal
SY 2017-2018
SY 2016-2017
Time Frame
Financial Problem
To maintain Safe and clean environment
Absenteeism
Intensification of the Reading Program absenteeism
Root Cause/s
Feeding Program
General Objective/s
To reduce the number of nonreaders/slow readers by 50% To lessen/ uplift the health status of learners by at least 75% To reduce the number of absentees among learners by 25%
Priority Improvement Area
SY 2018-2019
PLANNING WORKSHEET
MONITORING, EVALUATION PLAN AND STRUCTURE This academic institution has designed the monitoring and evaluation plan to evaluate the outputs and effects of the activities contained in the school plans. It is a simple way of tracking actual outputs shall be assessed against target set in the plan, and this shall be used in identifying the percentage of accomplishments per program or project. An SIP School Quality Management Team (SQMT) has likewise been organized to moni-
tor and evaluate accomplishment of SIP implementation. The composition of SIP SQMT includes: 1. Two Master Teachers 2. Two teachers who have the capacity to conduct SIP M & E as determined by the school. 3. One parent representative for every grade level 4. One LGU Representative 5. One school Council Representative Specifically, the SIP SQMT is tasked to: 1. Conduct monitoring during plan implementation like gathering, recording, organizing, storing data, and ensuring that school records are complete and up to date; 2. Evaluate results of SIP implementation which will be made as basis for decision making by the SH for interventions; 3. Make regular reports and submit to School Headmaster; 4. Update M & E plan during SIP revisit; 5. Design monitoring and feedback system (e.g. flow of reports and feedback, reporting schedules, monitoring and feedback forms); 6. Analyze and interpret data and provide copy to the School Headmaster and program teams; 7. Convene regularly to discuss M & E concerns together with implementation team and School Headmaster; 8. Monitoring school and learner performance and recommend to the School Headmaster, actions to improve learner’s achievement.
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MONITORING, EVALUATION PLAN AND STRUCTURE
GELANE T. DAGDAG Master Teacher II
SARDONICA V. BAJADO Master Teacher I
HEALTH
PLANNING
FINANCE
ADMINISTRATIVE
JESSAN D. DE GUZMAN
RIZALYN L. DELACRUZ
SCHOOL CLINIC
DISBURSING OFFICER
JANETAGALVANTE
VANESSALUBONG
SCHOOL GUIDANCE
ADMIN CLERK
ALEX DELACRUZ
ADMIN AIDE
FRONT RUNNER
ALL GRADE CHAIRMEN
SUBJECT AREA COORDINATOR
ALS
DON CARLOS VILLAGE Elementary School Organizational structure schemes the line of administration and supervision observe in this academic institution in the performance of its functions. The Headmaster is responsible for overall direction, supervision, coordination and monitoring and evaluation of the operations and activities of the Department of Education 'DepEd) in this community. She also takes charge of the implementation of the existing laws, policies, programs and projects of the department in the school level. The Headmaster has designated teacher-chairmen who will assist her in the performance of the functions of the office.
SecurityGuard
Rose, April, Joseph and Marlo
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ALIVE
MONITORING, EVALUATION PLAN AND STRUCTURE School Improvement Plan (SIP) Implementation Plan
ALS ALIVE Page 49
MONITORING, EVALUATION PLAN AND STRUCTURE Organized Program Teams have the following functions and responsibilities: Physical Facilities , Instructional Materials and Equipment
Anticipates master plan on physical facilities and in coordination with the team on Curriculum and Instructional Programs, prepares instructional materials and equipment. Constructs annual inventory of facilities , materials and equipment Classifies physical , materials and equipment needs Facilitates in the preparation of project proposal to source out funds for physical facilities, materials and equipment projects. Attains the lead role in the implementation of physical facilities project.
Take charge of the procurement of materials and equipment Handles regular inspection of physical facilities, informs the School Head on the status and make recommendations. Make list of measures on the care and use of physical facilities, materials and equipment. Curriculum and Instructional Programs Team Systematizes program teams per subject area
Records roles and functions of each subject area program team Convenes regularly with School Head, Implementation Team and SQMT. Records best practices, facilitating and hindering factors in relation to the implementation of the subject area programs. Pupil Co-Curricular Activities Team
Prepares plan for student / pupil co-curricular activities
Supervises co-curricular activities like sports , cultural shows , talent shows , student / pupil government activities and etc.
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MONITORING, EVALUATION PLAN AND STRUCTURE Mobilizes stakeholders to support student / pupil activities Convenes regularly with implementation team, School Head , SQMT to discuss issues about the program. Initiates Health and Nutrition – related programs for pupils.
Staff Development Team
Conducts TSNA to determine strengths and training needs of teachers and non-teaching personnel; utilizes LET ratings of beginning teachers to determine teacher training needs. Prepares an INSET Plan and submits to School Head for comments and approval. Conducts resource mobilization activities in order to get funds to support the plan.
Manage INSET program to improve professional competence of teachers in order to improve the delivery of instruction. Organizes pool trainers in school who can be tapped as speakers during INSET Evaluates and makes Training Completion Report after the completion of every training. Convenes regularly with the School Head, Implementation Team and SQMT and discusses implementation issues.
School Finance Team
Makes recommendations to School Head regarding School Financial Plan in relation to the budget requirements of the SIP / AIP Prepares resource generation plan which will involve the stakeholders Manages allocation of resources for operational and developmental activities which are reflected in the SIP. Prepares annual procurement plan approved by the School Head Prepares financial reports Tracks the utilization of funds and reports to School Head Page 51
MONITORING, EVALUATION PLAN AND STRUCTURE Advocacy / Communication Team
Prepares communication / advocacy plan to disseminate information regarding the SIP
Links with the media ( print / TV / radio / internet ) to raise conscious of stakeholders about the SIP and entices them to support SIP Writes press release on the progress of the SIP implementation
Program Teams shall submit report using the SIP Implementation Progress Report Matrix
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