buayaelementaryschool.weebly.com · Web viewThe School Improvement has reached its height through the exerted efforts of the School Planning Committee (SPT) of Buaya Elementary School,

School Improvement PlanBuaya Elementary School

Republic of the PhilippinesDepartment of Education

Region VII, Central VisayasDIVISION OF LAPU-LAPU CITY

North DistrictBUAYA ELEMENTARY SCHOOL

Republic of the PhilippinesDepartment of Education

Region VII, Central VisayasDIVISION OF LAPU-LAPU CITY

Submitted by:CZARINA RITZKO J. SAGARINO

School Principal

SchoolImprovement

Plan


North DistrictBUAYA ELEMENTARY SCHOOL

E N D O R E S E M E N TJune 20, 2013

EDUARDO A. OMPADSchools Division SuperintendentDivision of Lapu-Lapu City

Sir:

We are happy to inform you that Buaya Elementary School has completed its School Improvement Plan for 2012-2015 which we are hereby endorsing for your review and acceptance.

We wish to inform your good office that this SIP is a product of the collaborative effort of parents, community leaders, teachers, alumni and pupils under the undersigned, CZARINA RITZKO J. SAGARINO, school principal.

Thank you and more power!

Very respectfully yours,

CZARINA RITZKO J. SAGARINO Principal II

GEMMA BOYONASGen. PTA Treasurer

HON. LAURO B. SOROÑOBarangay Captain

JASMIN A. CASIOSPG President

CATHLYN G. TRINIDADFaculty Representative

Accepted by:

EDUARDO A. OMPAD, DEV.ED.Schools Division Superintendent

E N D O R E S E M E N T


This is to signify our collective approval and support to the implementation of the School Improvement Plan which contains our aspirations for our school. Signed this 3rd day of July 2014 at Buaya Elementary School.

SCHOOL PLANNING TEAM

JOSEPH IGOT JASMIN A. CASIOPTA President/Member SPG President/Member

JAREN J. MATES HON. LAURO B. SORONOSch. Teachers Ass.

Sec./MemberBarangay Captain/Member

CATHLYN G. TRINIDAD ALEXANDER I. TULODEMIS-Teacher/Member Sch. Teachers Ass. Pres./Member

CZARINA RITZKO J. SAGARINOSchool Head/Chairperson

Approved by:

EDUARDO A. OMPAD, DEV. ED.Schools Division Superintendent

Division of Lapu-Lapu City

A P P R O V A L S H E E T


This School Improvement Plan of BUAYA ELEMENTARY SCHOOL, North District, Lapu-Lapu City Division, prepared and submitted by the School Planning Committee headed by the school head, has been examined and is recommended for acceptance and approval.

Signed this 20th day of June 2013 at Buaya, Lapu-Lapu City.

RICAN G. MONTEJONorth District Supervisor

Accepted and approved this ___ day of __________, 2012.

EDUARDO A. OMPAD, DEV.EDSchools Division Superintendent

I. INTRODUCTION

The School Improvement has reached its height through the exerted efforts of the School Planning Committee (SPT) of Buaya Elementary School, Buaya, Lapu-Lapu City, namely: Joseph Igot - PTA President, Alexander I. Tulod, Jaren J. Mates, Cathlyn G. Trinidad - selected teachers , Jasmin A. Casio – pupils’ representative, Hon. Lauro B. Sorono - LGU representative, and Mrs. Czarina Ritzko J. Sagarino - School Principal.


The School Improvement Plan was prepared after a thorough examination and analysis on the past school years’ data of the different test results, the current situation and the existing needs and projects of the entire school. This plan will also allow us to coordinate programs, activities, and budget and maximize resources, time, talents, skills and funds. Planners, stakeholders and benefactors may continually review the data for the subtlety of the SIP. The following are the steps involved in the preparation of this SIP:

Step 1. Collecting, Organizing and Analyzing School Data

Step 2. Identifying Core Values and Formulating the Vision and Mission

Step 3. Determining the School Goals and Objectives

Step 4. Formulating the 3-yr Work Financial Plan and Annual Implementation Plan

Step 5. Developing the School Improvement Plan (SIP)

Step 6. Writing the School Improvement Plan

Step 7. Communicating the School Improvement Plan

This SIP is intended to be used as a development plan for us to implement the strategies and activities that are embodied in this document and as a comprehensive overview of major priorities so that we can glean on this as a document which can guide us in attaining goals and the manner with which to achieve these.

This SIP also serve as an integrating document which would incorporate the benefactors and stakeholders’ requirement and their potential contribution in the realization of various projects and programs in the school.

II. GUIDING PRINCIPLES

Guided by the Principles embodied in BP. 232 known as Education act of 1982 and the principle of shared governance as stipulated in the Governance of Basic Education Act of 2001 otherwise known as RA 9155, the school as a unit in education bureaucracy and as the heart of education system in the community, recognizes its significant role, task and responsibility inherent to its existence.

CORE VALUES

God-loving - associated of true to oneself, self-disciplined, highlyrespected and morally upright individual.

Excellence - The school aims good performing individual.- Curricular and co-curricular programs address each pupil’s uniqueness and multifaceted learner.


Efficiency - is the most essential value in order to attain individual

goal.

Responsibility - is very essential in doing and fulfilling assigned tasks.

VISION STATEMENT

“Quality Education for every pupil.“

MISSION STATEMENT

“Create an environment conducive to learningin order to achieve quality education.”

MOTTO

“Move forward excellently.”

III. SCHOOL COMMUNITY PROFILE

A. SCHOOL

According to the old folks, the coastline of Barangay Buaya was covered with thick mangrove plants, even until now the plants are still there. These plants served as the breeding place of the fishes and the resting place of the “BUAYA”. Many people saw crocodiles or BUAYA in vernacular, crawling on the seashore and hid in the thick mangroves. People visited the place just to see and observe the behavior of the crocodiles or “BUAYA”. The place was known as “BUAYA” because of that most dangerous and very rare amphibian in the island.

Because of fear, people did not like crocodiles, the people hated them, and they were harmed by some. Many years passed, crocodiles were rarely seen in the place perhaps they transferred to other places for safety.

Even if crocodiles were seldom seen in the place, the people called the place “BUAYA” and later on, Barrio Buaya. That’s where Barangay Buaya got its name.

Barangay Buaya has a land area of 271.14 hectares with a population of 8,450 people. It has seven (7) zones and seven (7) sitios.

To cater to the intellectual needs of the children, Buaya Elementary School was founded and established. It was built at the heart of this place. The lot where the school site is located was donated by a very generous person Mr. Juan Pulvera. He donated the 2,422 square meters to the school. The school is located along M.L. Quezon Highway and at the back portion are mangroves lined along the seashore. It is bounded in the Southeast by the Mactan Export Processing Zone I and in the North by International Film Academy. It is seven (7) kilometers from the Lapu-Lapu City Hall. It has a school population of one thousand seven hundred forty seven (1,747) pupils.


SPECIAL FEATURES

Pre-Elementary Education Classes offer five (5) sections for Kindergarten to prepare the child for his/her primary education. Five (5) teachers are nationally funded and one (1) teacher is receiving an honorarium from the City Government. One unit one classroom building is constructed for the pre-elementary class funded by the National Government.

The school passed the Accreditation Program on Public Elementary Schools also known as APPES Level I last 2011.

A.1. PROVISION OF ACCESS

PERSONNEL

The school has 11 T-III, 17 T-I, 5 Prep-Teachers. All of them are nationally paid teachers. There are thirty-four females and two males. There are five (5) Preparatory teachers-in-Charge, six (6) Grade one Teachers, five (5) Grade two teachers, five (5) Grade three teachers, four (4) grade four teachers, five (5) grade five teachers, three (3) grade six teachers and four (4) special teachers with additional ancillary assignments. Each Grade level is headed by a grade leader. These mentors are generally young and thus, energetic and enthusiastic in their teaching endeavor. The school is headed by a School Principal.

PHYSICAL & ANCILLARY SERVICES

Buaya Elementary School is located beside ML Quezon Highway and is two kilometers away from the industrial zone of MEPZA. Most of the people here in Buaya are transient; they are not local residents of the place, they come from other places and provinces and eventually stayed in the place for good and so as for employment purposes for some.

The national road offers easy access to all pupils, stakeholders and benefactors. The school site has an area of 2,422 sq. meters and the school ground is mostly cemented. The school is secured with a complete perimeter fence that prevents outsiders and stray animals to enter the premises.

The school has twenty-three (23) classrooms, one (1) Computer Laboratory room, one (1) Library area, one (1) Home Economics building and one (1) covered court with a school stage donated by the Barangay intended for the school activities.

The water supply is taken from a deep well. It has a school canteen run by the Teachers’ Cooperative.

LEARNING MATERIALS & EQUIPMENT

The school is equipped with PROBE materials & equipments, and reinforced with different supplementary books and materials donated by a private school and PBSP.

Textbooks by subject areas and by year level as follows:


English Grade I - 170 copies -of different

titlesGrade II - 95 copies -of different

titlesGrade III - 64 copies -of different

titlesGrade IV - 130 copies -of different

titlesGrade V - 139 copies -of different

titlesGrade VI - 69 copies -of different

titlesScience

Grade III - 112 copies -of different titles

Grade IV - 26 copies -of different titles

Grade V - 86 copies -of different titles

Grade VI - 64 copies -of different titles

Math Grade I - 112 copies -of different






titles Filipino

Grade I - 114 copies -of different titles

Grade II - 78 copies -of different titles

Grade III - 154 copies -of different titles



Grade VI - 109 copies -of different titles

HEKASIGrade I - 113 copies -of different







titlesMSEP



Grade VI - 45copies -of different titles

HELEGrade IV -105 copies -of different



titles

A.2. QUALITY AND RELEVANCE BASIC EDUCATION

PUPILS’ PERFORMANCE

Pupil’s performance is measured by the MPS of the NAT results that were earned by the pupils in the different subject areas. The following are the data of the MPS per subject area with the corresponding data analysis and interpretation:

English 61.24%, Science 51.77%, Math 71.70%, Filipino 69.91%, MAKABAYAN 54.07% with the total MPS of 61.74 which English is below PS by 13.76%, Science is below PS by 23.23%, Math is below PS by 3.3%, Filipino is below PS by 5.09% from the 75% Planning Standard.

CURRICULUM IMPLEMENTATION & INSTRUCTIONAL DELIVERY

In line with the 2002 Basic Curriculum Reform, the school basically adopts and implements the learning competencies prescribed by the 2002 BEC for elementary school level with minor modification on few competencies to cater the varying needs of the pupils in the locality. The competencies are in cognitive, psychomotor and affective domain. It is a child-centered learning process. English is the medium of instruction for Science and Math, CBE and English. Filipino is the medium of instruction for HEKASI, Filipino and MSEP. The new K to 12 curriculum was followed three years ago. The agency sends teachers for workshop trainings every summer in order for them to be ready for the school year.

The time allotment for every learning area varies by grade level.

One special feature of the New Curriculum is the Revised Grading System which aims to rate pupils based on actual academic performance. For objectivity in grading; teachers are encouraged to use rubrics or scoring


schemes. The Kinder to grade three teachers are using letter grades with each numeric equivalent.

STAFF DEVELOPMENT

Teachers are required to attend memorandized seminars and workshops to upgrade, enhance their pedagogical skills and to update the new trends in teaching. Orientation and re-orientation from time to time is needed to give them numerous knowledge and expertise in delivering knowledge to the pupils. In- service trainings are given on the start and mid-year of the school year.

A.3. SCHOOL MANAGEMENT

SCHOOL MANAGEMENT & ADMINISTRATION

The school head has the task of observing at least 8 teachers per month for the whole school year but is still below PS by 40%. Checking of lesson plan done religiously daily and teachers’ attendance and punctually has been monitored daily. Punctuality of a teacher in holding classes is also monitored. The school has two shifts to accommodate classes from kinder to grades two.

PARENTS’ PARTICIPATION

Parent’s attendance in homeroom meetings is below standard by 30% and below standard by 50% on General PTA Assemblies. Parent participation during Brigada Eskwela is 10% less from the standard.

INSTRUCTIONAL SUPERVISION

The school head made class observations to classes having low MPS in the achievement test. Daily checking of lesson plans and log plans are checked against the PELC from time to time.

RESOURCE MOBILIZATION/PUBLIC EXPENDITURE

The school has limited funds to mobilize the operation of the school. The sources of the funds were from the DepEd MOOE, NGO’s and PTCA.

A.4. PERFORMANCE INDICATORS

On the measures that evaluate educational system’s performance, the performance indicators identified and categorized according to major indicators groupings based on the basic concerns present the school profile in terms of efficiency, effectiveness, equity and quality.

The Graduation Rate is 98.31% which increased by 0.25 against last year. The school maintained Zero Dropout rate for succeeding three years. Repetition Rate is 1.32% which decreased by 0.71 compared from the last school year. Failure Rate is .44% and it decreases every year.


The Nutritional status reached 85% normal because of the supplementary feeding program sponsored by PAGCOR, LGU and some non-government organizations.

B. COMMUNITY

The topographic feature of the barangay where the school is situated is plane and swampy that offers accessibility to all students, parents, stakeholder considering that the school is at the northern part of Lapu-Lapu City. The school is accessible to all types of vehicles.

Lapu-Lapu City is in Mactan island which is 12 kms. away from of Cebu City. The island is connected with two bridges to Mandaue City that bring access to the main province of Cebu.

Most of the people of the barangay are employed in the different companies situated at MEPZ and some are fishermen. Those living near the shoreline are engaged in fishing and those situated at the center of the barangay are engaged in gardening. Most of the teenagers; 18 and above are working in MEPZ. Approximately only 90 % of the graduates have pursued high school.

IV. SITUATION ANALYSIS

A.1. PROVISION OF ACCESS

PERSONNEL

The school is managed by a School Principal. The faculty members teach the subjects according to Grade levels and not by specialization or majors. The school needs for additional teachers will replace two (2) natural vacancies; the retired classroom teacher and the other one who passed away last May, respectively.

PHYSICAL & ANCILLARY SERVICES

The school needs additional 4 kindergarten classrooms, 6 elementary academic classrooms, library, clinic, and a guidance room. There are rooms that lack ventilation. Rooms need minor repairs like the windows and door jambs, fascia board and roofing. Most of the building needs repainting on its walls and roofs. The number of armchairs, tables, chairs and desks units are just enough to the number of pupils in the school.

LEARNING MATERIALS & EQUIPMENT

The ratio of the books is below PS among the seven subjects. There are four TV sets and a DVD player with limited video lessons and tapes for instruction. There are computer units available to aid instructions. There are no available garden tools and industrial arts facilities while the Sports/athletic facilities are very minimal.

A.2. QUALITY AND RELEVANCE BASIC EDUCATION

STUDENT PERFORMANCE


Achievement Rate falls below PS. There are some contributory factors on this data like the pupils’ Nutritional Status. Most of the children have no proper food intake at home; parents don’t even care to provide nutritious food for their children due to the scarcity of their finances. The way they nurture and bring up their children show their economic status where most of them are unemployed. Another factor is the class shifting schedule; some pupils are not being monitored by their parents after half day sessions.

CURRICULUM IMPLEMENTATION & INSTRUCTIONAL DELIVERY

The competencies in which the teachers are obliged to finish on a specified time are not realized due to loaded coverage of which affects low performance so as the large number of pupils inside the classrooms. Pupils’ mastery in the different competencies falls below PS. The delivery of instruction caters the teachers’ capacity, efficiency and effectiveness in teaching. The commitment and dedication of teachers to perform their duties and responsibilities and the attitude toward work also affect the low performance. Even lack of classrooms greatly affects pupils’ performance. Other factors; such as the presence of numerous computer stations in the barangay attracts the attention of the learners causing them to cut classes or even lead them to stop going to school. This further worsens with the less motivation of parents to their children.

STAFF DEVELOPMENT

The teachers possess the required academic qualifications and national standard. Most of the new teachers have at least 3 to 5 years of experience. The teachers need to update their teaching strategies, need innovation, personal and professional growth development. Teachers are sent to trainings to augment their teaching capacity and enhance their computer literacy.

A.3. SCHOOL MANAGEMENT

SCHOOL MANAGEMENT & ADMINISTRATION

The school head has more than five years of experience but still needs extensive trainings in management, administration and supervision.

PARENTS’ PARTICIPATION

Parents’ attendance in meetings is more than 30% from PS. There’s enough support in all the school programs and activities since most of them are unemployed. Parents prioritize the economic side for their daily basic needs. Some parents help in the management of the Gulayan sa Paaralan and in the school cleanliness especially the Pantawid Pamilya Pilipino Program also known as 4 Ps.

INSTRUCTIONAL SUPERVISION

The need of close supervision is more beneficial to teachers especially those who are new in the service. Low performing teachers are to be given clinical supervision to improve their manner of teaching for the benefit of the learners.

RESOURCE MOBILIZATION/PUBLIC EXPENDITURE


The school has limited resources. It is the duty of the school head to look for other resources as to instructional and physical facilities needed for both teachers and learners. Prioritization of needs is one action undertaken by the school head. Linkages to LGU, NGO and private organizations and individuals have been accessed to be able to procure the needs of the school.

The MOOE budget for the school has been utilized for the school maintenance like electric bill, telephone bill, teachers’ trainings and purchases of textbooks and school facilities for enhancement.

PERFORMANCE INDICATORS

SEE SEPARATE SHEET

V. SCHOOL GOALS & OBJECTIVES

BUAYA Elementary School is a public school that caters generally to the less privileged pupils of the community. The school encourages pupils to come to school despite the financial problem being faced every day. Most parents are working with minimal wages; some earn their living by fishing which is not enough for their daily needs. As reflected in the nutritional status, most of the pupils are normal. It indicates that most of them have nutritious food intake.

The school MPS based on Periodic results is 69.63% which is below the 75 % PS by 5.37% thus instructional needs of teachers must be properly addressed. Teacher must utilize strategies, adopt and appropriate methods of teaching to attain targets. Close supervision and a well defined system in monitoring and evaluation is needed to assess status of target implementation and must be undertaken.

1. CURRICULUM IMPROVEMENT AREAS

Objectives:1. 100% of the teachers will acquire the lesson guides.2. 90% of the pupils can make use of the library.3. 100% of the instructional materials will be available.

2. TEACHING IMPROVEMENT AREAS

Objectives:1. 95% of the teachers will be equipped with the trends of ed-

ucation.2. 95% of the teachers will be computer literate.3. 95% of the pupils can attain the desired outcomes.

3. ENVIRONMENT IMPROVEMENT AREAS

Objectives:1. 90% of the pupils can be given food supplementation.2. 100% of the pupils will be dewormed.


3. 75% of the pupils who were out of school will be given a chance to go back to school.

4. Conduct ALS classes.

4. MANAGEMENT IMPROVEMENT AREAS

Objectives:1. 90%of the pupils will complete the whole school year. 2. 90% of the pupils will be ready to read.3. Maintain zero dropout rate.

5. PHYSICAL FACILITIES AND RESOURCES IMPROVEMENT AREAS

Objectives:1. 90% of the pupils will learn or reach mastery level. 2. 90% of the pupils can be given proper ventilation.3. 90% of the pupils can use books and other supplementa-

tion. Objectively Verifiable

Indicators (OVIs)Means of

Verification (MOVs)

Important Assumptio

nsGoalImprove learners’ performance.

Increase MPS from 63% to 75% by the year 2015. NAT Results

PurposeTo improve students’ performance. Of BUAYA ES.

By 2014-2015 pupils’ performance in NAT target

By subjects

2012

2013

2014

2015

Sci 40.99

50.99

67.26 75

Eng 51.39

61.39

68.24 75

Math 57.04

62.04

65.74 75

Fil 65.26 67 69.1

2 75HEKAS

I48.1

358.1

363.8

5 75

NAT MPS Result Provided by the

NETRC

Administer theNAT

Contributory ObjectivesA.1. Provision of AccessPersonnelTo request additionalTeachers

A.2.1. Improve physicalenvironment

By 2015there will be an additional teacher

2013 2014 20152 3 4

By 2015 the ff. CRs will be constructed

PlantillaAppointmentAssignment

Order

Constructed CRsOcular

Inspection

Civil ServiceApproval

NGO fundsPTCA

assistance

2013 2014 201552.56

%65% 70% 75%


Objectively Verifiable Indicators (OVIs)

Means of Verification

(MOVs)

Important Assumptio

nsfor learningTo construct 2 CRs

A.2.2.To repair windows, door jamb and put-up classroom ceiling.

A.2.3. To rehabilitate school fence by Phase.

A.2.4. To acquire additionalChairs

A.3.1. Learning Materials & Equipment - to acquire PCs

A.3.2. ImproveAvailability of instructional and learning materials

2013 2014 20150 1 1

By 2015 classrooms, window and door jambs

Repaired and have ceilings

2013 2014 201565% 75% 100%

By 2015 the school fence will be constructed

2013 2014 2015Phase 1&2

Phase 3 Phase 4

By 2015 there will be the ff.no. of chairs

2013 2014 201550 75 125

By 2015 the school shall acquire 10 PCs.

2013 2014 20151 2 5

Reports.

Repaired windows, door jambs and the

presence of ceilings.Ocular

Inspection

Constructed school fence

Ocular Inspection

Report.

Delivery ReceiptAcknowledge-

mentReceipt

Deed of Donations

MOA Certificate

Certificate of Acceptance

LGU FundsPTCA

Assistance

LGU Fund /NGOsPTCA

Assistance

DepEdDonations

NGOs

Sponsorships

Benefactors

Funds are available

and Donations

B. Quality &Relevance

B.1.ImproveThe scientific skills of students.

Conduct Science activities, organize science club

Attendance sheet / certifi-cate of partici-

pation

Instructional &

Learning materials

Textbooks

2012

2:1

2013

2:1

2014

1:1

2015

1:1




(MOVs)

Important Assumptio

ns

B.2 Improve numerical skills of students

B.3 Improve linguistic skills of students

B.4. Improve technical skills of students.

B.5. Improve Nutritional Status of the Students.

B.6 Improve subject knowledge, teaching skills and attitude of the teachers.

C. School Management

C.1.Intensify instructional supervision

C.2. StrengthenedParents participation

Conduct Math Challenge2012

2013

2014

2015

Once a year

Once a year

Twice a year

Twice a year

Conduct English Festival, publish school paper

2012 2013 2014 2015Once a year

Once a year

Once a year

Once a year

Expose pupils to skills competition

2012 2013 2014 2015Once a year

Once a year

Twice a year

Twice a year

Conduct School Feeding

2012 2013 2014 2015All

year round

All year

round

All year

round

All year

round

Exposed teachers to

Trainings 2012

2013

2014

2015

Moral Values 1 1 1 1

INSET by Subject

Area 2 2 2 2

Conduct homeroom, board and general PTA meeting.

Certificate of participation



Record of nutri-tional status

Form 178, Ob-servation notes

Minutes and attendance

sheets

2012 2013 2014 20151

time2

times3

times3

times

2012

2013

2014

2015

2/day 2/day 3/day 3/day




(MOVs)

Important Assumptio

ns

VI. SCHOOL PRIORITY IMPROVEMENT AREAS

Areas:Priority Improvement Areas Suggested Interventions

1. Pupils’ Academic Achievement Enhancement, enrichment, remedial, tutorial, review of classes, peer teaching, mentoring, utilizing test materials, a word a day, a problem a day, usage of audio video aids.

2. Teaching Improvement Reduce number of drop-outs, non-readers, INSET, training, short course, post graduate studies.

Areas:Priority Improvement Areas Suggested Interventions

1. Construction of Classrooms Program of works, canvass, utilization of MOOE

2. Construction of CRs Program of works, canvass, utilization of MOOE

3. Improvement & beautification of the school

LGU, PTCA fund, donation, MOOE

4. Repainting of walls & roofs Program of works, canvass, utilization of MOOE

5. Repair of classroom‘s window & door jambs

Program of work , PTCA fund and MOOE

6. Rehabilitation of Perimeter fence by phase

LGU, PTCA fund, donation, MOOE

7. Rewiring of electrical connection LGU, PTCA fund, donation, MOOE8. Rehabilitation of classroom

flooringsProgram of works, canvass, donation, MOOE

9. Rehabilitation of classroom floor topping

Program of works, canvass, donation, MOOE, Homeroom

VII. PROGRAMS AND ACTION PLANS

Attached is the Copy of the Action Plan.

VIII. MONITORING AND EVALUATION PLAN

Attached is the Monitoring and Evaluation Plan.

IX. ANNEXES

2012 2013 2014 20152

times w/

60% atten-dance

4 times

w/ 75%

atten-dance

6 per year85%

atten-dance

1 per month95%

atten-dance


Attached are the Annexes.

OTHER ATTACHMENTS:

- Situational Analysis- Performance Indicators for past 5 years- Tracking System of MPS- Location/Lot Plan of the School- Photographs of School Facilities- Program/Project Profile

Documents

buayaelementaryschool.weebly.com · Web viewThe School Improvement has reached its height through the exerted efforts of the School Planning Committee (SPT) of Buaya Elementary School,