sip cordova final

JUNAR T. DATULElementary School Principal II

SCHOOL IMPROVEMENT PLAN

Region 02Division of Cagayan

Amulung West District

SCHOOL IMPROVEMENT PLANof CORDOVA CENTRAL SCHOOL

Bgy. Cordova, Amulung, CagayanSchool Year 2010 – 2014

Revised June, 2012

Cordova Central SchoolSchool Year 2010-2014

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E N D O R S E M E N TThis is to signify our collective approval and support to the implementation of the School

Improvement Plan which contains our aspirations for our school. Signed on August 19, 2010 and

revised on June 24, 2012 at Cordova Central School, Amulung, Cagayan.

AECKZELBON MALADRIGOPresident

Supreme Pupils’ Government

SOLEDAD LAURENTE IMELDA ABELLAChairperson Chairperson

Kindergarten – Grade III Grade IV-VI

ANALIZA LIM GEORGE LIMPresident Barangay Captain

GPTA/School Governing Council Barangay Cordova

JUNAR T. DATULElementary School Principal II

Accepted: Accepted By:

MELITA R. CUARTEROS FELY C. LATTAODistrict Supervisor Schools Division Superintendent



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I NTRODUCTION ________

The School Improvement Plan of Cordova Central School (CCS) of Amulung West District was c o n c e p t u a l i z e d a n d f r a m e d i n r e s p o n s e t o a n d i n a d h e r e n c e t o R A 9 1 5 5 a l s o k n o w n a s t h e Governance of Basic Education Act of 2001 which states that:

“Consistent with the national educational policies, plans and standards, the school heads shall have authority, accountability and responsibility for the following:

(1) Setting the mission, vision, goals and objectives of the school;(2) Creating an environment within the school that is conducive to teaching and learning;(3) Implementing the school curriculum and being accountable for higher learning outcomes;(4) Developing the school education program and school improvement plan;(5) Offering educational programs, projects and services which provide equitable opportunities for all learners in the community;

Good school governance entails great responsibility pursuing for greater possibilities

of improvement. The formulation of an SIP caters the total development

and improvement of the school through shared responsibilities of the school and the

community it serves. It is along this line that the school tapped all the stakeholders for a

collaborative endeavor to attain the standards set by the School Planning Team (SPT) among and

between the pupils, teachers, parents, school head and the community. This document was

realized through the collaborative efforts of the School Planning Team who

include: Mr. Junar T. Datul, school head; Mrs. Annaliza Lim, president of the General

Parents-Teachers Association and School Governing Council; Mrs. Imelda

Abella, chairperson of Grades IV to VI, Mrs. Soledad Laurent, chairperson

kindergarten to Grades III, Aeckzelbon Maladarigo, President of Supreme

Pupils’ Government and Mr. George Lim, barangay captain of Cordova . This was

prepared in a thorough consultation with the above-mentioned stakeholders. They

painstakinglyi d e n t i f i e d t h e s c h o o l ’ s s i t u a t i o n t h r o u g h S W O T a n a l y s i s

a n d o t h e r m e t h o d s , i d e n t i f i e d t h e school’s goals and objectives, and the schools’

priorities in the next two years.

The SIP shall serve as the guide for the school head in managing the

school taking into consideration the different goals and objectives in every area of the

educational system. This is also a good source of information for the stakeholders,

on which area, goal and objective they can extend assistance to the school head,

in particular, and the school in general. The school

head, using this document, may make representations and create linkages to would-be benefactor

s and other persons who would be extending assistance to the school in realizing the goals and

objectives stated herein.



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G UIDING P RINCIPLES____

CORDOVA CENTRAL SCHOOL believes in the following core values:

COOPERATION -observing participatory governance, all stakeholders should work for the school

EXCELLENCE -working together armed with individual proficiencies stakeholders shall strive in sustaining the increasing school performance

ACCOUNTABILITY -acting based on individual missions stakeholders have collective responsibilities towards the holistic development of the child.

VISION STATEMENT

MISSION STATEMENT


By 2014, Cordova Central School is one of the best performing child-friendly schools, with adequate facilities and services, school performances that are with the standards; quality learners who are value-oriented and do actively participate and contribute towards the building of a decent and productive society.

Through resource generation and effective curriculum implementation by accountable and competent school personnel supported by the cross-section of the school community, Cordova Central School shall provide quality elementary education that is equitably accessible to all and lay foundation for life-long learning and service for common goals.


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S CHOOL & C OMMUNITY P ROFILE

A. SCHOOL PROFILE

Cordova Central School has produced a number of professionals in the past

55 years of existence as an elementary school. CCS was one of the Center of Excellence in the

Division of Cagayan based on the National Achievement Test in Grade VI for school year 2010 –

2012. The school’s overall MPS was 84.64%. The pupils' performance was promising.

Considering the target of 75% by 2015 set by the department, the school's performance is above

standard except for Filipino. Once adjudged of having the Best Kabayani Park in the Year 2009.

The school has 270 pupils in school year 2011 – 2012, headed by an Elementary

School Principal II which is consistent with the mandate of the School Based Management. There

are 10 nationally funded teachers, which includes two Master Teachers, seven

Teachers III and one Teacher I. For 2012-2013, the school is also offering a kindergarten classes

handled by a permanent teacher. There are f ive buildings and one mini-gymnasium in the

school. Eight are used as instructional rooms, while the rest are used as

administrative offices and ancillary services. Most of these rooms were used as

community service homes when needed.

SCHOOL HISTORYCordova Central School is the second school located westward of Solana. It is Thirty-Six

kilometers away from the quaint city of Tuguegarao. The school started when the land owner

with his tenants and other barrio folks initiated to make a small chapel and at the same time a

school so as the children will not be going to Centro to attend Sunday Masses and schooling. With a big

number of children to be nurtured in the place, a teacher was assigned in the place to organize

classes in the year 1948, uti l izing the said chapel as school. There were only two teachers

permanently teaching the children In 1952 the PTA built a school building separated from

the chapel and it was formally named as Cordova Community School in the Division

of Cagayan. Unfortunately the school building made from local materials were

severely damaged by typhoon. Until after the government gave aid for the construction of new

concrete school building. The school with an area of 19, 620 sq. m. was a municipally

acquired area. After 30 years, the school was formally declared as a central school for having a

separated district in the west. Buildings were built, and the school progressed during the succeeding

years up to the present, having 5 buildings and 12 academic classrooms catering 238 pupils at present.

B. COMMUNITY PROFILE

Cordova is a small rural barangay on the western part of Amulung East, some

36 km from the city of Tuguegarao and lyingon hilly place. It is bounded on the North by

Casingsingan Sur on the South by Barangay Nangalasauan and on the West is Barangay Nabbialan. The

barangay can be reached by jeepney, tricycle and private vehicles. The land area is 300 hectares of

agricultural land devoted to sugarcane, rice, corn, root crops, fruit trees and vegetables. It is populated

by people mostly engaged in farming. Barangay Cordova has 6 polit ical subdivisions having

a total of 278 households. Its present leader is Punong Barangay George Lim. His

administration is assisted by 7 Kagawads, 1 SK Chairman, 1 Treasurer and a Secretary.The

Barangay owns 2,222 sq. m. lot where the Barangay Hall , Tanod Outpost,

HealthCenter, two Day Care Centers, Barangay

Talipapa,, public comfort rooms, Multi-purpose Hall, Basketball Court, Barangay Chapel and

small nursery are situated. To maintain peace and order, the Barangay Council is backed up

by Barangay Public Safety Officers (BPSO) equipped with communication gadgets, flashlights and

other surveillance paraphernalia On the economic aspect, the barangay proper has 11 sari-

sari stores offering different services such as consumer goods, school supplies,

medicines, fuels, foods and other related services. Cordova has a multi-function

cooperative with 3 members offering services such as trading, rice and corn milling, feed

formulating, warehousing, selling of consumer goods, postal box service, savings and loans operation,

solar drying facilities and having different branches at nearby barangays. On Education, Cordova has 3

schools DayCAre Preparatory School, an Elementary and Secondary Schoos. On Religious

Aspect, San Isidro has 1 Barangay Chapel wherein a regular mass on Sundays and Holidays is

celebrated. Church Leaders are active and back up by organization.

Family Income and Occupation

Farmers, laborers, and animal caring are the major occupation of the head of the

family earning in the range of Php 150 to Php 5,500 a month. Very few are government employees and

teachers as their means of living and occupation.

Education

Majority of the residents reached elementary level. The number and percentage obtained is

actually higher of 65%. Only 18% reached school level, almost 5.26%graduated from vocational

courses. Few were enrolled in Bachelor Courses.

Labor Segmentation .

The labor force of the Barangay is 214. From ages 15-64, 3.89% or 13 are

Professionals, 7.87 % or 26 are in Vocational and Technical field, 88.32 % or 295 focus on being a

Laborer or Worker.

HISTORY OF BARANGAY CORDOVA

Based on stories of some old folks of the Barangay, Cordova was the center of Amulung.

Ear l y inhabitants of the place were immigrants from nearby municipali t ies of Piat,

Solana and Alcala. These early settlers were mostly brought in the early 1920s by landowners to

cultivate their newly acquired vast track of lands while they as the landowners are living in the

town of Tuguegarao. In 1927, a native had constructed a big house on the western

portion of the barangay land and commonly called “ sim” by the sett lers, meaning G.I

sheets for i ts roof was made of such material , the only one of i ts kind during that time

since all dwellings existing throughout the locality were made of light materials and cogon roofing. The

native being the respected leader of his “ taoans” (sett lers of their land) and the

“sim” became their gathering place. Every 4 t h o f A p r i l , a N o v e n a o f S t . V i n c e n t

F e r r e r i s s u n g i n t h e c h a p e l constructed just beside the “sim” and on the day before the 5th

night a priest from Tuguegarao is invited by the elders to officiate mass at the Chapel. The

priest accompanied by a guide had to walk from Solana upward crossing a creek and

travel a distance of 10.5 km. before reaching the chapel. Then the serving of foods and drinks of

“tuba” (sap of coconut) and “lambanog” (coconut wine) follows. In the evening, just after

the singing of the prayer a local dance followed. The affair became a yearly gathering of

the settlers not just of the natives but other settlers from the nearby land of Solana. In the

1930s the sett lers had chosen a new leader. As the eastern part of the land was

cultivated by inflow of sett lers, there was clamor to m o v e t h e l o c a t i o n o f c h a p e l

a k i l o m e t e r e a s t w a r d i n o r d e r t o a c c o m m o d a t e m o r e p e o p l e t o participate to

the yearly affair, the chosen place being the place of the leader and site of a number of houses

constructed near each other. Since all of the inhabitants are engaged in farming, they have decided to

adopt San Vicente Ferrer as their Patron Saint and celebrate its yearly barrio fiesta every 4 th of April. At

that time inhabitants having their own chapel and Patron Saint to celebrate. During this period, the

center of Amulung was transferred to Centro. In 1948, the barangay became a chartered barangay of

being Barangay Cordova.

In the same year, a community school was constructed out of light materials enrolling

Grades I to VI pupils. The school building was constructed on a 2-hectare lot on the western part of the

barangay chapel.

SCHOOL IMPROVEMENT PLANCordova Central SchoolSchool Year 2010-2014

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SITUATION A NALYSIS____

This is a presentation of the school data and accomplishments supported with the trends and factors that contributes to the under achievement of the school in different areas discussed hereunder.

PROVISION OF EQUITABLE ACCESSPERSONNEL

There are 10 nationally funded teachers that include two Master Teachers, 7 Teachers III and one

Teacher I. This also include the District ALS Coordinator and one Mobile Teacher. One teacher handles

one grade class, and has one relieving teacher. One teacher is a subject teacher who is also handling

ancillary services of being the District Property Custodian. All classes are mono-grade and have

departmental schedules. The teacher-pupil ratio is 1:27. The grade level ratios of Grade I, IV, V and VI

are all within the planning standard. Teacher-pupil ratio by grade level are: Grade 1 - 1:33;Grade 2 –

1:22; Grade 3 – 1:21; Grade 4 – 1:45 and Grade 5 – 1:35.

OUR NEEDS:

•The school has no guidance counselor only teacher designated to act as one.

•The school has no school librarian only teacher designated to act as one.

LEARNING MATERIALS & EQUIPMENT

The pupil-book ratio is far below the planning standards of 1:1. All subject areas across grade

levels have a ratio from 2:1 to as high as 12:1. MSEP 4 – 6, and EPP 4 – 6 have one textbooks each.

There are no multi-media equipments present in the school. Not a single computer

unit for the computer classes for intermediate classes can be used. At least 20 computer units are

needed for two batches of pupils per class.

•Pupil-book ratio in English 1 is 5:1 which is below the standard of 1:1.






•Pupil-book ratio in Science 3 is 3:1 which is below the standard of 1:1.




•Pupil-book ratio in Math 1 is 4:1 which is below the standard of 1:1.


•Pupil-book ratio in Math 3 is 4:1 which is below the standard of 1:



•Pupil-book ratio in Sibika at Kultura 2 is 5:1 which is below the standard of 1:1.





•There is one book in MSEP 4, which is below the standard of 1:1.



•There is one book in EPP 4, which is below the standard of 1:1.

•There are zero books in EPP 5, which is below the standard of 1:1.

•There are zero books in EPP 6, which is below the standard of 1:1.

Teachers in Science also lack Science equipments and instructional materials for use. Moreover,

other teachers need reading materials for both English and Filipino.

OUR NEEDS

•Acquired 1:1 book-pupil ratio in al subject areas in all grade levels.

•4 computer units for computer classes in the intermediate level.

•One each of hammer, saw and tape measure in every grade level in Industrial Arts classes.

•Three sewing machines and one LPG tank for Home Economics classes.

•Four rakes, 2 spades, 4 hoes, 5 sprinklers and 5 bolos for Gardening/Agricultural Arts classes

•One unit LCD projector, four tents and two water dispensers.

Need Science equipments and instructional materials.

Need reading materials foe English and Filipino.

PHYSICAL & ANCILLARY SERVICES

Classroom-student ratio is 1:26 which is within the planning standard of 1:45.There are 8

completed classrooms in the school, but all of them are below the standard dimension of 7 x 9

meters and need repair or new construction. All of which are used as instructional

rooms while the rest for other administrative and ancillary purposes, while the school has no

ancillary service rooms like, but not limited to, Home Economics room, Library and offices.

The school si te is half-surrounded with a part concrete and permanent and part

semi- permanent perimeter fence. Energized and supplied with electricity and utilize electric powered

deep well as water source. Total pupil seats available are 270 or a 1:1 chair pupil ratio. These seats are a

combination of desks, tablet armchairs and modular tables.

A DepEd project was constructed for use as comfort room for both boys and girls.

No computer or typewriter is available for preparing reports and correspondence.

Neither mimeographing machine nor photocopier for test reproductions is present in the

school. No telephone line for outside communication.

OUR NEEDS

Concrete parameter fence.

Repair classrooms.

OTHERS

The school wants to revive in participating in a number of co-curricular activities like, but not

l imited to BSP/GSP camps in various levels These activit ies contribute to the holistic

development of a child.

OUR NEEDS

•Four pieces tents and two water dispensers.

QUALITY AND RELEVANCE OF BASIC EDUCATION

PUPILS’ PERFORMANCE

The National Achievement Tests results in Grade 6 already have surpassed the 75% mark set by

the department in school year 2011 – 2012 with 84.64 MPS. This put the school in the top spot among

schools in the division. Subject areas in English, Mathematics, Science and Health and

Hekasi tested in the NAT 6 are above the standard.

•Pupils' NAT performance in Filipino is 68.45, is below the planning standard, needs to be

improved by 8%.

•Pupils' NAT performance in English is 83.19, is within the planning standard, needs to be

improved by 5%.

•Pupils' NAT performance in Science is 89.40, is within the planning standard, needs to be

improved by 5%.

•Pupils' NAT performance in HEKASI is 83.97, is within the planning standard, needs to be

improved by 5%.

•Pupils' NAT performance in Mathematics is 98.18, is within the planning standard, needs to be

maintained.

Hereunder is the presentation of the school’s performance in the National

Achievement Tests in Grade 6 for the past four (5) years.

NATIONAL ACHIEVEMENT TEST RESULTS FOR GRADE VISUBJECT 2007-2008 2008-2009 2009-2010 2010-2011 2011-2012

Mathematics 65.3 80 80.48 88.32 98.18Science and Health 60 70.16 78.41 76.20 89.40Filipino 74.2 82.41 80.18 81.59 68.45English 65.3 60 73.10 79.38 83.19Hekasi 70.7 78.08 79.32 81.15 83.97School Average 67.1 74.13 78.3 81.33 84.64

NATIONAL ACHIEVEMENT TESTGRADE VI

The pupils' performance as to the National Achievement Test (NAT) in Grade III is challenging.

Considering the target of 75% by 2015 set by the department, the school's performance of 64.10 is still

below the standard, yet so close to be realized

Hereunder is the presentation of the school’s performance in the National

Achievement Tests in Grade 3 for the past two (2) years.

NATIONAL ACHIEVEMENT TEST RESULTS FOR GRADE III

SUBJECT 2008-2009 2009-2010English Reading 58.09 68.59Filipino Reading 58.51 55.63English Grammar 71.95 69.38Filipino Grammar 58.57 58.13Science 61.5 60.83Mathematics 62.86 73.13MPS 61.91 64.10

The pupils’ reading abili t ies are fluctuating as indicted in the three-year results

of the Philippine Informal Reading Inventory (Phil-IRI). The increasing number

pupils with reading levels of independent and instructional shows improvement in

school year 2009-2010, thus, giving inverse impact to the frustration level. The table and

graph below shows the results of the Phil-IRI for the past two years:

ORAL READING (ENGLISH)

PhIl-IRI RESULTS.Y. 2009-2010

Grade Pupil Tested Reading Level Non ReadersPre Post Frustration Instructional Independent Pre Post

Pre Post Pre Post Pre PostI 46 46 30 10 9 26 6 10 1 0II 39 39 18 10 16 19 3 9 2 1III 39 39 15 10 15 14 9 15IV 29 29 10 6 10 13 9 10V 50 50 28 15 12 20 10 15VI 41 41 25 20 10 16 6 5

Total 244 244 126 71 72 108 43 64 3 1




Total 240 240 114 71 84 104 43 68 3 1

SIlENT READING (ENGLISH)




Total 244 244 115 70 85 108 43 65 2 1




Total 240 240 116 73 82 106 43 65

CURRICULUM INSTRUCTION and INSTRUCTIONAL DELIVERY

The school has observed 199 school days below the 206 days set by the Department last school

year. Several programs and projects are being implemented to augment

pupils’ learning and improve the pupils’ performances.

For 2012-2013, the school is continuously moving on in the implementation of the School Based

Management System (SBMS). Cordova Central School is headed by a Principal supported by 11

nationally-funded teachers. Among the 11 teachers, one is 62 years old, two of them are 40 – 49 years,

five of them are 30 – 39 years old while only 2 are aged 20 – 29 years old. Their average age is 36

years. As to the length of service, one teacher is already 21 – 30 years in the service,

six are 11 – 20 years, three are 5 – 10 years in the service. Among the 11, only three is a master’s

degree holder while eight has masters units.

Staff Development

The teachers as the main factor in the realization of the school vision were

given the chance to attend seminars and training to enhance competencies and improve their

effectiveness and efficiency in their tasks as teachers. Teachers were also encouraged by

the school head to uplift their economic status through promotions.

Only four teachers are computer literates which are below the planning standard.

All 11 teachers have undergone the orientation on the NCBTS-TSNA (NationalCompetency- Based

Teacher Standards - Teachers Strengths and Trainings Needs Assessment) last year. Also,

all 11 teachers are preparing their Individual Personal and Professional Development Plans based on the

results of the NCBTS-TSNA. Corollary to this, all teachers have attended in-service

trainings (INSETs) introduced by the national, regional and division offices, though

without closely considering their respective IPPDs and the results of the NCBTS-TSNA

All teachers attended graduate studies, while one of the 11 teachers is a graduate of Master or

Arts in Education. All of 11 teachers subscribe to professional magazines and some of them have

conducted action research.

Health Status of Pupils

The health status of the pupils is one of the key concerns of the school to make the teaching-

learning experience be effective. In the past years, a number of programs were implemented to ensure

that pupils are in good health while learning in school. These program include:

1.Deworming - This was given twice a year for Grade I pupils conducted by the

medical team of the Division, which started one month after the opening of classes.

2.Dental Check-up and extraction - The program’s emphasis is to maintain healthy and cavity-

free teeth by giving tips on oral health and correct tooth brushing.

3. Supplementary Feeding - The school was one of the recipients of the “BETHESDA”Feeding

program of the division in coordination with the BETHESDA Organization. The feeding was given

to all pupils who were found out to have a nutritional status of below normal. In school year

2012 – 2013, using the new World Health Organization – Child Growth Standards

(WHO-CGS), i t was found out that 25 out of 270 pupils or 9% have Body Mass Indexes

(BMIs) below or above the normal. While, 245 of 270 or 91% have normal BMIs. Likewise, the school

is a recipient of Coca-Cola juice given to all pupils.

Pupil Services

Programs in school on the different monthly celebrations are conducted on a regular basis to

make the pupils aware and familiarized about it .Basically, the Supreme Pupils’ Government

Organization (SPGO) has been helpful in the pupils’

development and training of their leadership potentials. Also, other clubs such as YES-O and WATCH

Club were organized.

A group of pupils were organized to form the editorial board of the school’s publication,

although zero school paper has been published in the past three years.

Teams in different sports events were also organized such as, but not limited to,volleyball and

chess participated in the district and division level contests. As a result, sportsmanship, camaraderie and

competitiveness were developed among pupils. Meanwhile, the Boy and Girl Scouting movement has

been actively participating in a number of encampments from district, division and regional levels, held

in the past years. Some pupils are registered members to the BSP and GSP.

Learning Environment

Being located in the hilly part of Amulung, the school’s ambiance is

generally conducive to learning despite some deficiency in facilities and equipments. All 7 classes

were mono-grade and observe departmental schedules. All 7 classes have l e s s t h a n 4 5 p u p i l s

p e r c l a s s , b u t o n e ( w i t h 4 6 ) , w h i c h i s a b o v e t h e s t a n d a r d s e t b y

t h e department. There are only two cases of pupil-pupil conflict . This may be

attr ibuted to the school head’s fatherly figure felt by the school community. There are zero

recorded theft and robbery incidents against school properties for the past three years

SCHOOL MANAGEMENTSchool Management & Administration

T h e a c h i e v e m e n t s e a r n e d b y C o r d o v a C e n t r a l S c h o o l m a y b e

a t t r i b u t e d t o t h e school personnel’s att i tude towards work. There is dynamism in

each of the teaching and non- teaching personnel as well as the parents and community as a whole.

All personnel come on time and are rarely late in reporting to school, or are going home early.

No personnel are absent at least 5 t imes a month. All personnel attend school

activit ies and submit reports regularly on time. Such culture of enthusiasm is displayed by the school

community despite the scarcity of the needed facil i t ies and equipment, l ike: zero computer

or typewriter to prepare reports; zero mimeographing or photo copying machine to

reproduce documents, and, zero telephone and internet facility for communication.

Parents’ Participation

Parents’ support is very much important to every pupil’s learning. Teachers are the

second parents; parents are the original teachers to children. Their participation to school activities

encourages the pupils to continue their quest for education. Parents participation were noted to 136

parents out of 180 participate in the Brigada Eskwela; All parents attend Homeroom PTA

Assemblies; and, only 234 parents out of 360 parents attended Homeroom PTA meetings. As of

today there is no need to organize since the HPTA is very active in the school.

Instructional Supervision

Supervisors assist the school head in developing teachers’ potentials and improve

their respective talents and ability. Education Program Supervisors have visited the school three times

last year. The Public School District Supervisor contributed visits. On the other hand, the school

principal made 23 instructional supervisions last year. There is a need to maximize the efforts of the

above named supervisors to take full advantage of their expertise. With these, the school has set that: 9

out of 11 teachers are supervised by the school head in a month.

Resource Mobilization/Public Expenditure/School Financial, Fiscal Management

The school could hardly procure what it needs to improve its performance and services. That is

because the school MOOE is not enough to augment basic educational needs. The Amulung School

Board has allocated funds from the Special Education Fund yet it is fully managed by the municipal

office. There is also .5% allocation directly for the school in the barangay budget. MOOE are

downloaded bi-monthly to the school on a monthly.

MOOE ALLOCATION

PERFORMANCE INDICATORS

Cased on school year 2011-2012, the performance of the school is indicated hereunder:

Graduation Rate is 100% which is within the planning standard.

Participation Rate is 94% which is below the planning standards of 100%

Survival Rate is 71%, which is below the planning standard of 100%.

Repetition Rate is 2% which is below the planning standard of 0%.

ANNUAL ENROLLMENT

YEAR Participation Rate

Survival Rate

Graduation Rate

Completion Rate

Repeaters Rate

2007-2008 105 84 100 84 32008-2009 92 52 54 52 02009-2010 93 91 95 87 22010-2011 97 92 100 93 12011-2012 94 71 100 71 2

DROP OUT RATE

FAILURE RATE

GRADUATION RATE

PROMOTION RATE

REPETITION RATE


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SCHOOL GOALS & OBJECTIVES

The school’s goals and objectives for the next three years are stated in the table hereunder

NARRATIVE SUMMARY

OBJECTIVELY VERIFIABLE INDICATORS

MEANS OF VERIFICA

TION

IMPORTANT ASSUMPTIO

NS/RISKS

GOAL Improved school performance in the Division of Cagayan

PURPOSEImprove pupils and school performance

BY 2014, overall pupils achievement in NAT 6 increased from 84.64% to90%

NAT Result NETRC prepares& administers test Improved pupils and school performance

Baseline Yr 1 Yr. 284.64 87.32 90

By 2014 pupils achievement in NAT 6 increased in the following subjectsSubject Baseline Yr 1 Yr. 2Math 98.18 98.18 98.18

Science 89.40 89.7 90English 68.45 73.9 80Filipino 83.19 86.59 90Hekasi 83.97 86.98 90

CONTRIBUTORY OBJECTIVES

A. Provision of Equitable Accessa.1. hire competent and adequate teaching& non-teaching personnel

a.1.1. Two (2) Non-teaching & 1 teaching personnel hired Approved

AppointmentsDBM releases for the hired teaching and non-teaching personnel

Personnel Yr 1 Yr. 2Guidance counselor 1Librarian 1

a.2. Improve availability of Instructional and learning materials

a.2.1. Procure the following materials:Delivery Receipt

Inspection Report

Equipment Yr 1 Yr. 2 TotalComputer 2 2Hammer 5 5 10Saw 2 2 4Tape measure 10 10Oven 1LPG Tank 1 1Rake 3 3 6Spade 2 2 4Hoe 1 1 2

sprinkler 4 4Bolo 2 2 4Tents 1 1Water dispenser

1 1 2

a.2.2. Procure/accept the following textbooks to achieve 1:1 textbook pupil/student ratio

Delivery Receipt

Inspection Report

IMCS delivers booksTextbooks Yr. 0 Yr 1 Yr. 2

MATHKindergarten 2 10 20Grade 1 20 10 20Grade 2 20 10 20Grade 3 25 10 15Grade 4 25 10 15Grade 5 35 5 10Grade 6 35 5 10ENGLISHKindergarten 2 10 20Grade 1 20 10 20Grade 2 20 10 20Grade 3 25 15 20Grade 4 25 15 20Grade 5 30 10 10Grade 6 30 10 10FILIPINOKindergarten 1 11 20Grade 1 20 10 20Grade 2 20 10 20Grade 3 25 15 20Grade 4 30 10 10Grade 5 25 15 20Grade 6 20 10 20HEKASIKindergartenGrade 1 5 20 20Grade 2 2 10 20Grade 3 25 10 10Grade 4 20 10 20Grade 5 25 15 20Grade 6 25 15 20SCIENCEKindergartenGrade 1Grade 2Grade 3 10 10 20Grade 4 10 10 20Grade 5 15 15 15Grade 6 15 15 15EPPKindergartenGrade 1Grade 2Grade 3Grade 4 5 20 20Grade 5 10 10 20Grade 6 10 10 20MSEPKindergarten 0

Grade 1Grade 2Grade 3Grade 4 10 10 20Grade 5 10 10 20Grade 6 10 10 20Purchase Instructional Materials and equipments for teachers’usePurchase reading materials in Filipino and English.

a.3. Improved Physical environment for learning

a.3.1. Constructed, Accepted & Turned over the following facilities Actual facilities

Certificate of Acceptance

DepED Central Office allocates funds for the purpose(MOOE)

Facility Yr. 0 Yr 1 Yr. 2School Nursery 0 1 0Perimeter Fence 100 m

span100 m span

100 m span

Computer Lab. 0 0 0a.3.3. School perimeter fence completed

Actual facilities

Certificate of Acceptance

Yr. 0 Yr 1 Yr. 220 % 50% 100

%

B. Quality and Relevance of Basic Education

b.1. Improve READING skillsin English and Filipino subjects

b.1.1. All students read within their standard reading level (independent readers)

Post Phil-IRI Report

Yr. 0 Yr 1 Yr. 2 68 120 170

b.2. Improve skills of pupils in Science,Mathematics, HEKASI

b.2.1. Organize review classes in all subjects and grade levels starting October 2011 to February 2012 and the years thereafter

MonitoringReport

Class Record

b.3. Improvej Curriculum Implementation and Instructional Delivery

b.3.1. 100% of school days met or delivered per year

FORM 2

b. 3.2. 100% of pupils are promoted considering the "no read, no move" principle of the Every Child a Reader Program (ECARP)

Phil-IRI Results

b.3.3. 100% of the Grade I entrants have ECD experience

Form 3

b.3.4. 100% of the Grade I Entrants have been positively considered under School Readiness Assessment

SReA Result

b.4. Improved subject knowledge/ teaching skills of teachers

b.4.1. Number of teachers trained on results of NCBTS/TSNA

Attendance Sheet

TrainingYr. 0 Yr 1 Yr. 2

Completion Report

Baseline 0 10 0

b.4.2. Teachers trained on Computer Literacy Attendance Sheet

TrainingCompletion Report

Yr 1 Yr. 2

Computer literacy3 7

b.4.3. 11 out of 11 teachers subscribed to professional magazines

Subscription to professionalmagazines

b.4.4. 11 out of 11 teachers are masters degree holder

Diploma or special order

b.4.5. 11 out of 11 teachers and School Principal conducted one action research each a year

:Copy of approved research proposal and recommendation

b.5. Improve Nutritional status of pupils/students

b.5.1. 100% of students within normal status of nutrition

Report of Nutritional Status

Yr 1 Yr. 2 245 270

b.5.2. Feeding Program implemented in 6 sustained months

Monitoring Report

C. School Management c.1. InstructionalSupervisionStrengthened

c.1.1. Frequency of supervisionSupervisoryReportYr 1 Yr. 2

School Head10 out of 10 / month

10 out of 10 / month

PSDS 10 out of 10 /quarter

10 out of 10 /quarter

EPS10 out of 10 / sem

10 out of 10 / sem

c.1.2. Number of teacher supervised

SupervisoryReport

Yr 1 Yr. 2 Yr. 3

School Head10 out of 10 / month

10 out of 10 / month

PSDS 10 out of 10 /quarter

10 out of 10 /quarter

EPS10 out of 10 / sem

10 out of 10 / sem

c.2. Effective School Management and Administration Implemented

c.2.1 100% of teachers report to school on time

D a i l y t i m eRecord

c.2.2. 100% of teachers have no more than 1 day absence in a month

Daily timeRecord

c.2.3. 100% of the number of contact time observed by 2014

Monitoring

2.4. 10 out of 11 teachers making home visits MonitoringReport

c.2.5. PTA board conducts 10 meetings in a school year

AttendanceRecord

Recordof minutes

c.2.6. One School Governing Council organized and made functional Existence of SGC

c.2.7. Eight school INSET prepared and implemented

TrainingCompletionReport

c.3. StakeholdersParticipationIntensified

c.3.1. Parents attendance to PTA activities AttendanceSheet

c.3.2. One (1) Alumni Association organized and made functional by 2014

By – LawsDatabase is present

c.3.3. Percent of parents participation in Brigada Eskwela from 90% to 100% by 2014

AttendanceRecord

c.3.4. Private individuals and/or organizations/corporations donate to the school in a school year

Deed of Donation

c.4 Resource mobilization efforts intensified

c.4.1. Resource mobilization efforts conducted: 2012 King & Queen

MonitoringReport

Financial report

c.5. Improved School Environment

c.5.1. Number of conflicts reduced Logbook Conflict Basel

ineYr. 1 Yr. 2

Pupil-Pupil 0 0 0Pupil-Teacher 0 0 0Teacher-Teacher

1 1 0

Teacher-Parents

1 1 0

D. School Performance Indicators

d.1. ImprovedSchoolPerformanceIndicators

d.1.1. Decreased simple drop out rate from 2% to 0% by 2014

Form 18

d.1.2. Decreased failure rate from 2 to1 % by 2014d.1.3. Maintained graduation rate of 100% until 2014.d.1.4. Decreased repetition rate from 1% to 0% by 2014


___________________________________________________

S CHOOL PRIORITY I MPROVEMENT A REAS

Area: PROVISION OF EQUITABLE ACCESS

STREAM SUGGESTED INTERVENTIONS1.Needs one library teachers for the school Request for a teachers for the school2 .Book-pup i l r a t i o s i n a l l s ub j e c t a r e a s and grade levels are below the standard of 1:1

Purchase textbooks in all subject areas and grade levels to make 1:1 book-pupil ratio

3 . N e e d s c o m p u t e r s e t s f o r instructional purposes

Purchase computer units for instructional purposes

4 .Ne eds t oo l s and equ i pmen t s i n EP P (home economics, industrial arts and agriculture/gardening)Purchase tools and equipments for EPP5and S c i e nce

Ne ed r ead i ng books i n F i l i p ino and Eng l i sh .

Purchase tools and equipments for EPP, Science

5 . Ne eds add i t i ona l f ac i l i t i e s ( i . e Computer laboratory, Home economics room, perimeter fence and school nursery)

Request for construction of new facilities to school

6 .S ix i n s t ruc t iona l c l a s s rooms and the existing perimeter fence need immediate repair

Request for funds and materials for the repair of 6instructional rooms and perimeter fence

Area: QUALITY AND RELEVANCE OF BASIC EDUCATIONSTREAM

SUGGESTED INTERVENTIONS

1.29.5% of pupils are independent readers which is below the standard of 100%

Implement

2.Performance level in NAT 3 is below the standard of 75%

Organize review classes in all subject areas and grade levels starting October to January.

3. 98% of Grade I entrants have ECD Encourage parents to enroll their school age children to pre-school before they can be accepted to Grade I

4.No one of the teachers are computer literate Stream Suggested InterventionsConduc t IN S ET i n compu t e r l i t e r ac y

5.Zero teachers conducted action research in a year Encourage teachers to conduct one action research in a year

6.91% of pupils have normal BMI Implements feeding program for 6 sustained months

Area: SCHOOL MANAGEMENT

STREAM SUGGESTED INTERVENTIONS1 .90% o f pa r en t s pa r t i c i pa t e i n B r iga da Eskwela, attend assemblies and meetings in a year

Implement food for work in Brigada Eskwela,supplemented by the private donors

2 . Ze ro a lumn i a s soc i a t i on has been organized 2 . Organize one functioning alumni association in the school

3 .Ba ranga y has no t a l l oca t ed funds fo r t he school

Lobby to the barangay council to allocate funds for the school projects

4 . Ze ro t eache r s c onduc ted a c t i on r e s ea r ch in a year

Conduc t IN S ET i n ac t i on r e s ea r ch

5. 91% of pupils have normal BMI Implements feeding program for 6 sustained months

sip cordova final

Documents

masters degree

national achievement

ii iii iv

national achievement

home economics

school improvement

cordova central

school planning