ST.

THERESE NATIONAL HIGH SCHOOL

School ID: 232411
Pagadian, City

ENHANCED
SCHOOL
IMPROVEMENT
PLAN
School Year 2019-2022

School Improvement Plan

i
MESSAGE

St. Therese High School teaching force together with the students
were pleased to present this enhance School Improvement Plan (SIP) for the
year 2019 to 2022 that made possible because of the effort of School-
Community Planning Team (SPT).

The School-Community Planning Team (SPT) who is the focal group in

crafting the School Improvement Plan (SIP) is composed of Teacher
Representative, PTA Representative, Barangay Representative, Student
representative and School Principal as the team leader, whose dedication is
for the betterment of the school in terms of Access, Quality and Governance.

This SIP contains the school’s current situation and the list of Priority
Improvement Areas (PIAs) that requires immediate intervention. It also
contains a systematic process and procedures in finding a solution of the
different problems being identified by the SPT.

The school take pride in sharing this SIP that will serve as guide in
delivering Quality Education. With proper implementation and monitoring of
the school programs and project everything is possible

It is hope that this SIP will finally lead for a continuous improvement
in the school and create a learner- centered secondary school that can cater
the needs of the students. A school that will create a healthy and
harmonious working environment. All these things will be made possible if
all the sector in the community will participate and help each other.

In the implementation of SIP, everyone is IMPORTANT.

School Improvement Plan

ii
TABLE OF CONTENTS

CHAPTER 1. Department of Education’s Vision, Page 1-3

Mission, and Core Values Statement

CHAPTER 2. School’s Current Situation Page 4-15

CHAPTER 3. Plan Page 16-18

CHAPTER 4. Monitoring and Evaluation Page 19

List of Acronyms Page iv

List of Tables Page v

School Improvement Plan

iii
LIST OF ACRONYMS

ADM - Alternative Delivery Mode

AIP - Annual Implementation Plan
ALS - Alternative Learning System
CFSS - Child-Friendly School Survey
CI - Continuous Improvement
CNR- Care for Non- Readers
DepEd - Department of Education
DRRM - Disaster Risk Reduction and Management
EBEIS - Enhanced Basic Education Information System
FGD - Focus Group Discussion
LGU - Local Government Unit
MOOE - Maintenance and Other Operating Expenses
NAT - National Achievement Test
NGO - Non-Government Organization
OSY - Out-of-School Youth
PHIL-IRI - Philippine Informal Reading Inventory
PI - Performance Indicator
PIA - Priority Improvement Area
PTA - Parents-Teachers Association
QuaLCi – Quality Learning Circle
SBM - School-Based Management
SCDT – School-Community Data Template
SGC - School Governing Council
SIP - School Improvement Plan
SPT - School-Community Planning Team
SRC - School Report Card
SY - School Year

School Improvement Plan

iv
LIST OF TABLES

Table 1. SPT Timetable Page 3

Table 2.a Planning Worksheet on Access and Quality Page 6-14

Table 2.b Planning Worksheet on Governance Page 14-15

Table 3. List of Solutions Page 16-18

School Improvement Plan

v
CHAPTER 1
Department of Education Mission, Vision, and Core Values
Statement

Vision

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.

Mission

To protect and promote the right of every Filipino to quality, equitable,

culture-based and complete basic education where:
Students learn in a child friendly, gender-sensitive, safe and
motivating environment.
Teachers facilitate learning and constantly nurture every learner.
Administrators and staff, as stewards of the institution, ensure an
enabling and supportive environment for effective learning’s to happen.
Family, community and other stakeholders are active engaged and
share responsibility for developing life-long learners.

Core Values

Maka –Diyos
Maka-Tao
Makakalikasan
Makabansa

Ang SIP isip usa sa mga mandato sa Deped nga pagahimoon sa matag
eskwelahan mapa elementarya o sekondarya man sa Pagadian City.
Gipasabot niini ang kabahin sa DepEd Vision, Mission, and Core Values ug
ingon man ang pag-awhag sa matag miyembro sa ilahang tagsa-tagsa ka
kaakuhan sa paggama ug pagkab-ot para sa kalampusan sa SIP. Ang
dakong tumong nga magkahiusa ang nagkalaenlaeng sektor alang sa
paggama sa SIP ilabina ang pag-identify ug pagpangetag kasulbaran sa mga
problema sa eskwelahan. Busa giawhag ang mainiton nga suporta sa matag
stakeholders nga maoy tulay para sa kalambuan sa tibuok eskwelahan. Dili
makaya sa eskwelahan ang pagkab-ot sa maong mga tumong ug walay mga
tabang na gikan sa mga stakeholders.

Sigon pa sa School Principal na ang matag usa sa komunidad adunay

pweding mahimo para makab-ot niini nag mga tumong nga naka latid sa
Deped Vision, Mission and Core Values. Ang pulong “passion” mao ang
paghimo sa usa ka butang na kaya nimu himuon kay ikaw ganahan gayod
nga mobuhat niini bisan pa man sa imong kahago. Ug unta mamahimong
passion sa mga estudyante ang paghigugma sa atong nasod. Ingon man ang
mga estudyante maoy focus o sentro sa eskwelahan; pangandoy sa DepEd
ang kalambuan sa matag estudyante aron makatabang sila sa pagserbisyo
sa katawhan. Importante nga masabtan gayod ug unsa ang vision sa DepEd
kay pinaage niini makita ang mga panginahanglanon sa mga estudyante.

Matod pa ni Leny Y. Macra na damgo sa atong ahensiya nga ang mga

estudyante mamahimong garbo sa atong nasod. Matudpa pa “the Youth are
the future leaders of our country”. Ug tungod niini kinahanglan nga ang mga
estudyante mao gayod ang hatagan og “focus” o dakung bili para sila
mahulma ug mamahimong maayong ehemplo dili lang sa balay kondili sa
tibouk kalibutan.
Mipadayag usab si Jeric B. Maribao na ang DepEd VMV para gayod sa mga
estudyante, mga guinikanan, ingon man sa mga administrators ug
komunidad. Daku kaayo kini og ikatabang sama na lang sa eskwelahan nga
karon gihimo na nga “child-friendly, gender sensitive, and a motivating
environment”. Ang mga magtutudlo mao gayud ang dapat mag-umol kon
“constantly nurture” sa mga estudyante. Ingon man nga ang matag pamilya
mohatag pud sa ilang pagtagad sa ilang responsibilidad para sa kalambuan
sa matag estudyante.

Ang DepEd VMV kay naglangkob kini sa mga kaakuhan sa pamilya, sa

komunidad, og uban pang mga stakeholders para sa kalambuan sa matag
estudyante. Tungod niini ang PTA President na si Mr. William Vincent
Suria ug ang Barangay Kagawad na si Hon Vince Luzon mipasali nga
andam sila sa matag higayon ug mosuporta sa unsa man nga mga programa
nga ipahigayon sa eskwelahan. Ug angay lamang nga pasalamatan ang
matag usa sa mga positibong tampo niini. Kay ang kalambuan sa usa ka
komunidad nagsumikad sa kalambuan sa matag lumulupyo niini. Ug ang
tanang mga panghinaot ug pangandoy mahatagan ug posibilidad.

Roles and responsibilities of all SPT members

School Head (Glenn C. Ondiano)
 Manage and supervise different programs and activities in school
 Conduct monitoring
 Evaluate results of implementation
 Determine strength s and training needs of teachers.
 Manage INSET programs
 Manage the allocation of school financial and human resources.
 Execute instructional leadership
 Engage support of stakeholders
 Motivate subordinates to perform their best

Teacher Representative (Leny Y. Macra)

 Prepare and submit authentic reports.
 Keep important records of school
 Document of activities, programs and projects
 Track records of implementation and achievements
 Records best practices, facilitating and hindering factors in relation to
implementations.
PTA Representative (William Vincent Suria)
 Support the different programs and activities in school
 Participate actively in all school activities
 Help monitor learners achievements

Barangay Representative (Hon. Vince Luzon)

 Provide fiscal intervention to augment the scarcity of funds for school
improvement.
 Support in the implementation of school projects and programs
 Help monitor school needs, progress and plan actions for further
development.

Student Representative (Jeric B. Maribao)

 Prepares plan for student co-curricular activities
 Supervises co-curricular activities like sports, cultural shows, talent
shows, student government activities.
 Mobilizes stakeholders to support student activities.
 Convene regularly with implementation team to discuss issues about
the program.

Table 1: SPT timetable

Activities Timeframe Expected Output

Preparatory Activities
 Conduct Child January 14 - 23 Child Mapping Tool
Mapping Template
 Condunct Child- January 24 - 25 CFSS Result
Friendly School
Survey
 Child Protection Policy January 24 - 25 Child Protection Policy
Survey Implementation
Checklist
 Conduct Hazard January 24 - 25 School Watching
Mapping Checklist and Hazard
Map
 Organizing data using January 28 - 31 SCDT
the SCDT
PHASE 1 (ASSESS)
 Meeting with the SPT February 1 Minutes of Meeting
 Identify PIAs February 4 - 6 GAP Analysis Template
PHASE 2 (PLAN)
 Write the SIP February 7 - 22 SIP
 Prepare the AIP February 25 - 28 AIP
PHASE 3 (ACT)
 Test the solution
Project Monitoring
 Roll out the solution March 25 onwards
Report
 Check progress of AIP
CHAPTER 2
Assess

School’s Current Situation

St. Therese National High School has a total enrolment of 198 for SY
2018-2019. Enrolment for three (3) years is increasing. As a result of child
mapping, there are 201 school age children aged 12 to 17 years old in the
community and 198 of them are enrolled in current school year.
Meanwhile, four out of 198 students are severely wasted, 14 are
wasted and zero overweight or obese.

For sports and games skills development, out of 10 items there is zero
item present

Of six identified division/district trainings attended by teachers, LAC

was most participated with 13 teachers in attendance.

The school operations were funded by the MOOE (Php354, 000.00),

PTA (Php22, 500.00) and donation from other external stakeholders (Php69,
400.00)

Of 17 identified competition attended by students, one Municipal level

award, 14 District level awards, two QualCi level awards, and zero in
Division/Region/National Level.

The dropout rate of the school is maintain to 0 % for consecutive to 2

school years from S.Y 2016-2017 to S.Y 2017-2018.

The promotion rate for Grades 7, 8 and 10 decreases from S.Y 2016-
2017 to S.Y 2017-2018 due to several factors like child labor, early marriage,
family problems and etc. However, the promotion rate for Grade 9 is
increasing from S.Y 2016-2017 to S.Y 2017-2018.

The MPS for the Quarter Exams from 1st Quarter to 3rd Quarter in all
subject areas are below 75% which is below the planning standard.
The CNR is program initiative by the school to cater the Literacy
needs of the 48 students in Grade 7 who belongs in frustration level for
English and 20 students belongs in frustration level in Filipino.
In governance, the school got a score of 1 in School- Based
Management Assessment, making us developing School- Based
Management. The school got a score of 1 in School- Based Management
Assessment, tagging our school as developing.
The school got 30 points in Child-Friendly School Survey Result
 The presence of parents in all activities in school is vital since they are
one of the pillars and it posted that 88% out of 100% parents are faithfully
attending meetings.

The learner- classroom ratio and Grades 7, 9 & 10 classrooms are

lower than the recommended learner- classroom ratio while Grade 8 is above
the planning standard.
Only 1 toilet is common to 88 female and 1 male toilet is common to
116 male students.
Seats are enough for all the learners though some needs repair.
Currently, GPTA extended their support for the concreting of the
pathway to secure the safety of the learners and teachers especially during
rainy days. They are still targeting its completion by the next school year.

In addition, other stakeholders also take their part in rehabilitating

the wooden bench and table into concrete for the learners.
Table 2.a Planning Worksheet on Access and Quality

Time Frame
Learning DepEd Intermediate Priority SY: SY: SY:
General Objective/s Root Cause/s
Stage Outcomes Improvement Area 2019- 2020- 2021-
2020 2021 2022
7 to 9 IO1: Learners are in Zero dropout rate in To sustain the 0%
school and learning school year 2017- dropout rate in three 0% 0% 0%
centers 2018 years
Promotion Rate in SY: To increase  15 students
2017-2018 is 86.87% promotion rate from were absent
86.87% to 100% in more than 20
three years days during the
delivery of the
competencies
 Three students
engaged in child 90% 95% 100%
labor
 Two students
were engaged in
early marriage
 One transferred
out student

IO2: Learners access School got 30 points To increase CFSS  1x6x20m 32 34 35

programs responsive out of 35 points in points from 30 to 35 pathway was
to their needs and the CFSS which is points in three years not concreted
consistent with their only Child-Friendly  33 blocks at
interests and School 2x3 meters of
aptitudes perimeter fence
were not
 concretized
used as get-
away of
students to
escape from
classes
 Two fire
extinguisher
units were
expired
 Zero water tank
storage
 Zero student
handbook
 One dozen
drinking glass,
bowl and plates
were broken
 Zero computer
set for anecdotal
record in
Guidance Office
 Zero standard
basketball court
 Zero functional
WATSAN
 One male toilet
for 116 male
learners
 One female
toilet for 82
 female learners
 Zero standard
Science
Laboratory
Room
 Zero available
classroom
IO3: Learners enjoy 31 students enrolled To increase  Seven students
learner-friendly in Grade 7 Rose enrollment from 31 enrolled in
environment which is below the to 45 in three years neighboring
planning standard public and
5 5 4
Learner-Classroom private schools
Ratio 45:1  Seven student
engaged in child
labor
31 students enrolled To increase  Seven students
in Grade 7 enrollment from 31 enrolled in
Sampaguita which is to 45 in three years neighboring
below planning public and
5 5 4
standard Learner- private schools
Classroom Ratio 45:1  Seven student
engage in child
labor
54 students enrolled To add one section  Zero available
in Grade 8 which is from one to two in classroom
above planning three years
1 0 0
standard Learner-
Classroom Ratio 45:1

40 students enrolled To increase  Three students 2 2 1

in Grade 9 which is enrollment from 40 enrolled in
 below planning to 45 in three years neighboring
standard Classroom- public and
Learner Ratio 1:45 private schools
 Two student
engage in child
labor
IO4: Learners actively To sustain students
participate in their participation in
learning environment school, district and
10 15 20
division level
activities and
competition
IO5: Learners attain 34 out of 68 To decrease the  Teacher used
learning standards grade 7 students number of only three
belongs to frustration frustration level in strategies in
17 17 0
level in English Grade 7 students doing reading
from 34 to zero in activities
three years
20 out of 68 To decrease the  10 Students are
Grade 7 students are number of at risk of
in frustration level frustration level in dropping out
Grade 7 students  Five Students
from 20 to zero in lack of follow-up
three years 10 10 0
of parents
 Five students
were absent two
to three times
every week
English MPS is 52.21 To increase the  Teachers used 65% 73% 75%
% which 22.79 % English MPS from only three
below to the division 52.21% to 75% in strategies in
planning standard three years teaching
 10 students
were absent
more than 20
days during the
delivery of the
competencies
Math MPS is 40.85 % To increase the Math  15 students
which 34.15 % below MPS from 40.85 % to engage in
to the division 75% in three years cutting classes
planning standard  Zero online
55% 65% 75%
reference due to
slow
mobile/internet
connectivity
Science MPS is 56.59 To increase the  46 laboratory
% which 18.41 % Science MPS from apparatus out of
64% 70% 75%
below to the division 56.59 % to 75% in 65 are present
planning standard three years
Filipino MPS is 54.99 To increase the  10 students
% which 20.01 % Filipino MPS from were absent
below to the division 54.99 % to 75% in more than 20
63% 73% 75%
planning standard three years days during the
delivery of the
competencies
MAPEH MPS is 50.27 To increase the  Teachers used 61% 71% 75%
% which 24.73 % MAPEH MPS from two to three
below to the division 50.27 % to 75% in strategies in
planning standard three years teaching
 Zero sports
facilities
 TLE MPS is 52.36 % To increase the TLE  Zero TLE
which 19.66 % below MPS from 55.34 % to laboratory
to the division 75% in three years equipment and
65% 70% 75%
planning standard materials for
hands-on
activities
Aral. Pan. MPS is To increase the Aral.  15 students
51.38 % which 23.62 Pan. MPS from have poor
% below to the 51.38 % to 75% in listening skills 62% 70% 75%
division planning three years
standard
ESP MPS is 58.45 % To increase the ESP  Classes are
which 16.55 % below MPS from 56.21 % disturbed by
to the division to 75% in three years school activities
66% 70% 75%
planning standard  Two hours per
week classes
only
IO6: Learners are 11 Grade 7-9 To decrease 11  11 Grade 7-9
well-rounded, happy students were wasted wasted Grade 7-9 wasted students
and smart students from 11to belong to family 8 3 0
zero of very low
income earner
Four severely wasted To decrease Four  Four Grade 7-9
Grade 7-9 students severely wasted wasted student
based in BMI index Grade 7-9 students have no 3 1 0
from four to zero backyard
gardens
10-12 IO1: Learners are in Promotion Rate in SY: To increase  One student 100% 100% 100%
school and learning 2017-2018 is 96.97% promotion rate from was absent
centers 96.97% to 100% more than 20
days during the
 delivery of the
competencies
Zero dropout rate in To sustain the 0%
school year 2017- dropout rate 0% 0% 0%
2018
IO2: Learners access
programs responsive
to their needs and
consistent with their
interests and
aptitudes
IO3: Learners enjoy
learner-friendly
environment
IO4: Learners actively
participate in their
learning environment
IO5: Learners attain English MPS is 54.6 To increase the  16 students
learning standards % which 20.4 % English MPS from have poor study
below to the division 54.6% to 75% in habits
planning standard three years  Teachers have
60% 70% 75%
one to two IM’s
each
competency

Math MPS is 58.11 % To increase the Math  10 students 68% 72% 75%
which 16.89 % below MPS from 58.11 % to have low
to the division 75% in three years foundation in
planning standard basic arithmetic
 12 students
engage in
 cutting classes
 Zero online
reference due to
slow
mobile/internet
connectivity
Science MPS is 46.95 To increase the  46 laboratory
% which 28.05 % Science MPS from apparatus out of
55% 70% 75%
below to the division 46.95 % to 75% in 65 are present
planning standard three years
To increase the  13 students
Filipino MPS is 50.29 Filipino MPS from were absent
% which 24.71 % 50.29 % to 75% in more than 15
60% 70% 75%
below to the division three years days during the
planning standard delivery of the
competencies
MAPEH MPS is 54.17 To increase the  Zero sports
% which 20.83 % MAPEH MPS from facilities
below to the division 54.17 % to 75% in  Teachers used
64% 70% 75%
planning standard three years two to three
strategies in
teaching
TLE MPS is 64.28 % To increase the TLE  Zero availability
which 10.72 % below MPS from 64.25 % to of some kitchen
to the division 75% in three years utensils 64% 70% 75%
planning standard  9 students have
health problems
Aral.Pan. MPS is To increase the  11 students 65% 70% 75%
55.27 % which 19.73 Aral.Pan. MPS from have poor
% below to the 55.27 % to 75% in listening skills
division planning three years
 standard
ESP MPS is 49.49 % To increase the ESP  Classes are
which 25.51 % below MPS from 49.49 % disturbed by
to the division to 75% in three years school activities
65% 70% 75%
planning standard  Two hours per
week classes
only
IO6: Learners are Three Grade 10 To decrease three  Three Grade10
well-rounded, happy students were wasted wasted Grade 10 wasted students
and smart students from three belong to family 2 1 0
to zero of very low
income earner

Table 2.b Planning Worksheet on Governance

Time Frame
DepEd Intermediate Priority Improvement General SY: SY: SY:
Root Cause/s
Outcomes Area Objective/s 2019- 2020- 2021-
2020 2021 2022
IO1: Education leaders and SBM Level of practice is To increase SBM Curriculum and
managers practice one Level from one to Instruction 0.50
1 2 3
participative and inclusive three in three years rating
management processes
IO2: Internal systems and To sustain internal
processes needed for system and
100% 100% 1100%
continuous improvement in processes in school
place operation
IO3: Growing number of 73.08 % participation To increase Prioritization of 88% 98% 100%
stakeholders actively rate during the school participation rate livelihood
participate and collaborate in extra-curricular activities during the school
convergence mechanisms at extra-curricular
all levels activities from
73.08% to 100%
CHAPTER 3
Plan

A. Project Work Plan & Budget Matrix

See Annex IX

Table 3. List of Solutions

Root Cause Solution/s

 15 students were absent

more than 20 days during
the delivery of the a. Project ADM
competencies - development modules and IMs for
modular activities
 Three students engaged in
child labor
b. Project SS (School Supplies)
 Two students were engaged
- Provision of school supplies for
in early marriage
learners
 One transferred out student
 15 students engage in cutting
classes
 1x6x20m pathway was not c. Concrete Pathway Makes Everybody
concreted Safety
- concreting of pathway
 33 blocks at 2x3 meters of
perimeter fence were not
concretized used as get-away d. Oplan Safe Na Safe Pag Perimeter
of students to escape from Fence ay Complete
classes - completion of perimeter fence
 12 of students engage in
cutting classes
 Two fire extinguisher units e. Save Lives… Save Properties…
were expired - Procuring fire extinguisher and
fire alarm installation

 Zero water tank storage f. Water is Life

- procuring and installation of
water tank
 Zero student handbook g. MANHS Handbook: Strengthening
Literacy, Conduct and Discipline
- Crafting of student handbook
 Zero TLE laboratory
h. Project Livelihood
equipment and materials for
- Purchasing of TLE materials
hands-on activities
 Zero computer set for i. Project Organize
anecdotal record in Guidance - Systematize recording of
Office students anecdotes
 46 laboratory apparatus out of j. Project Lab
65 are present - Provision of science laboratory
apparatus
 Zero basketball court k. Court for Sport
- construction of basketball court
 Seven students enrolled in l. Project Beautification
neighboring public and private - school ground landscaping and
schools repainting of school buildings

 Teacher used only three

strategies in doing reading
activities
 16 students have poor study
habits
 15 students have poor
listening skills
 Three not mastered
competencies
 10 students were absent more m. Project 21st Teacher
than 20 days during the - provision of office and teachers
delivery of the competencies supplies for IMs and LMs
 10 students have low
foundation in basic arithmetic
 13 students were absent more
than 15 days during the
delivery of the competencies
 Classes are disturbed by
school activities
 Two hours per week classes
only
n. Project InterCon- (Internet
 Zero online reference due to
Connection
slow mobile/internet
- subscription of monthly internet
connectivity
connection to offer wide range of
references
 11 Grade 7-9 wasted o. Gulayan sa Paaralan
students belong to family of - development of functional
very low income earner gulayan sa paaralan
 Four Grade 7-9 wasted
student have no backyard
gardens
 Three Grade 10 wasted
student have no backyard
gardens
 73.08 % participation rate p. Hatag-Uli
during the school extra- - provide giveaways to parents
curricular activities
 Zero functional WATSAN q. Health is Wealth
- obtaining functional WATSAN
 One male toilet for 116 male r. Project M-Hygiene
 learners - constructing additional comfort
rooms for male learners
 One female toilet for 82 female s. Project F-Hygiene
learners - constructing additional comfort
rooms for female learners
 Zero standard Science t. Knowledge Power
Laboratory Room - constructing of standard
Science Laboratory Room
u. Project Guard
- Payment of hired watchman
services
v. Current and Water Bills
- Payment for electricity and
water bills
w. Travel for learning
- Allowances and travel expenses
of teachers attending training and
seminars
x. Learners Development Program
- learners capacity and
capability in Scouting and in
different Academic Contest

B. Annual Implementation Plan (AIP)

See Annex X
CHAPTER 4
Monitoring and Evaluation

This chapter presents the process that helps the school improve its
performance and achievements. The goals is to improve current and future
school situations. The school is using this process to assess its own
development and cooperation of its internal and external stakeholders.
Schedule of monitoring might be in the middle and end of the projects
implementation, to be clear about the ongoing activities and want to do on
the benefits that it can offer.

The School Improvement Plan Projects will be monitored by the

School Project Team together with the School Planning Team (SPT) and to be
evaluated by the Division Personnel who are tasked to evaluate the SIP
implementation. Any problems or issues arises during the project
implementation, the SPT and the Division Personnel can make a
recommendations for proper intervention.

Prepared by the School Planning Team

DESIGNATION NAME SIGNATURE

School Head GLENN C. ONDIANO _____________________

Teacher Representative LENY Y. MACRA _____________________

PTA Representative WILLIAM VINCENT SORIA _____________________

Barangay Representative HON. VINCE LUZON _____________________

Student Representative JERIC B. MARIBAO _____________________