SIP LPIS- School Improvement plan

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    School Improvement Plan

    Lala Proper Integrated School 2013-2016

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    I. INTRODUCTION

    Providing quality education is the ultimate goal of every educator. Thus, it is for this

    reason why Lala Proper Integrated School (LPIS) has been implementing the various programs

    and projects for the attainment of the said goal.

    Every teacher shall keep abreast with current trends in order to create a climate of

    learning which aids our clientele in their pursuit of excellence. Through the principals leadership

    and in collaboration with the major stakeholders in the school; the goal of providing quality

    education would ultimately be achieved.

    The major indicator of internal effectiveness and efficiency of the school is the academic

    achievement of the students, which reflects among others the effectiveness of instruction. Thus,

    this school improvement plan of LALA PROPER INTEGRATED SCHOOL, Lala Proper, Lala,

    Lanao del Norte has been made to serve as a guide in implementing the plan of the school in

    realization of the ultimate goal.

    This school improvement plan is a concerted effort of the internal and external

    stakeholders which serves as an avenue for future development. This provides strategy for

    achieving the vision of the school. This working document further serves as a compass in every

    activity of the school. This SIP is anchored on EFA (Education for All) for 2015, a holistic

    program of reforms, which aims to improve the quality of basic education for every Filipino. EFA

    envisions that by 2015, the Philippines is an educated nation where citizens are functionally

    literate, that is, every Filipino knows how to communicate, to solve problem, to sustainably use

    resources, to develop oneself and to see the world through a broad perspective.

    School Based Management (SBM) is one of the EFA reforms, a response to Basic

    Education Sector Reform AgendaKey Reform Thrust (BESRA-KRT-1) which enables and

    empowers school stakeholders to manage its own affairs for improved delivery of educational

    services in a sustainable manner. SBM decentralizes decision making authority of internal and

    external stakeholders at the school level to improve school performance.

    This SIP includes the profile of LPIS; the community profile of the municipality of Lala,

    Lanao del Norte where the school belongs; the situational analysis which considers the school

    performance, instructional materials, personnel profile and physical facilities, school

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    management, goals and objectives, priority improvement areas, programs and actions for three

    years from 2013 to 2015; the Technical Working Group (TWG) of SBM and the monitoring and

    evaluation scheme.

    II. SCHOOL AND COMMUNITY PROFILE

    a. The School Profile

    LPIS is an institution where:

    Historical Background of Lala Proper Integrated School

    school head is equipped

    with leadership and

    supervisory skills.

    teachers have the passion

    to make a difference in the

    lives of the learners.

    Parents and external

    stakeholders are engagedin school activities to help

    the school achieve its

    goals.

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    Lala Proper Elementary School (LPES) is headed by a Principal I in the person of

    Josephine Caedo Ignacio. Within the schools site is where Lala Proper Integrated School

    headed by Dr. Bienvenida M. Nisnisan effective July 5, 2013 as school in-charge, with only

    three sections of Grade 7 and it was approved under the administration of Mrs. Vivian J. Baroy,

    based on the Deped Order No. 71, s. 2003 through the support of the Local Government Unit

    (LGU) of Lala headed by Mayor Allan G. Lim. It was only in March 2014 that the name Lala

    Proper Elementary School was formally changed its name into Lala Proper Integrated School

    with the leadership of Mrs. Josephine C. Ignacio.

    The school is situated at the heart of Lala Proper, Lala, Lanao del Norte. In front of it is

    the church of Saint Francis de Assisi where the faculty and staff as well as the students and

    pupils can readily visit. It has a total land area of 35, 310 square meters. It is composed of 21

    classes with 21 regular teachers 1 principal one (1) head teacher, and 3 locally funded teachers.

    The total enrolment is eight hundred thirty nine (839) where four hundred eighteen (418) are

    males and four hundred thirty one (431) are females. Among these 21 regular teachers one (1)

    is a Master Teacher, six (6) teachers with Teacher II position, four (4) teachers with Teacher III

    position, ten (10) teachers with Teacher I position and two (2) watchmen.

    As far as the research was done by the team to dig into the history of the chronological

    order of the school administrators who handled Lala Proper Central School then Lala Proper

    Elementary School then Lala Proper Integrated School; the following are the school

    administrators who managed the school:

    1. Mr. Mamaraglo

    2. Mrs. Juanita F. Cuanang

    3. Miss Cresencia S. De los Santos

    4. Mrs. Leonora Arcillas

    5. Mr. Benedicto Fortin

    6. Mr. Ubaldo Cuevas

    7. Mr. Andres Laroya

    8. Mr. Julian Paiso

    9. Mr. Felix F. Albores

    10. Mr. Leo H. Jotea

    11. Mr. Fermin Villalon

    12. Mr. Armando L. Dayo

    13. Mrs. Perlita G. Balesteros

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    14. Mrs. Vivian J. Baroy

    15. Mrs. Josephine C. Ignacio

    16. Bienvenida M. Nisnisan, Ed.D.

    b. Community Profile

    Historical Background of Lala Proper

    The historical timeline of this barangay can be traced back in 1927, wherein this place

    was a thick forest predominantly inhabited by Maranao Muslim brothers and sisters. It was the

    later part of the said year that the said people came to the place and practiced forest clearings

    for their homestead. With the arrival and intrusions of the Christians in the forest, they

    discovered that it was a haven and sanctuary of various poisonous snakes from which the local

    dialect called lala, the name of the barangay emanates.

    As the years passed by, a certain person named Kelog, of no details in his origin came

    into the place and built a bodega-typed shelter. Upon completion of its construction, people in

    the area started to gather in the place talking and sharing experiences while establishing

    friendly relationships and family alliances between and among them. Unfortunately, Kelog did

    not live long for he was assassinated by unknown killer of no established motive.

    The Escao, a family from Cebu came later and brought the properties of the Christians

    of which later called as Compana la Urbana. By then, the bodega which Kelog once built was

    used to as first seat of informal education center as they taught the Doctrina Christiana and

    simple handwriting technique. A little capellawas also built wherein a Eucharistic celebration be

    officiated by the priests coming from Kolambugan.

    Another significant person arrived in the area named Mr. Cabog who introduced himself

    as a representative from Manila commissioned to study the place and its people. He built a rest

    house similar to that of Kelogs abode, a mere bodega that served a resting place by travellers

    and strangers and also being utilized as classroom. As the demand for classrooms increased,

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    classrooms were built in the neighbouring locations. Unfortunately, these buildings were burned

    as the war broke out. After the war these buildings were rebuilt by the people in the place in

    order to pursue classes which were stopped during the war.

    After the war, displaced people started to group themselves and learned the bayanihan

    way of life. By then, political system started to evolve with the appointment of local leaders

    called Teniente del barrio. By that time, Mr Cosmeiano Muasque was appointed as the first

    local leader. He was succeeded by Mr. Ade Datuin assisted by Mr. Teofilo Basmayor who were

    both expert carpenters and did a very good job by establishing the first barangay hall in the area

    without any compensation at all. He was succeeded by Mr. Sergio Bayot which was the last

    Teniente del Barrio in the place.

    In 1949, Antonio Lim Sr. was appointed as Municipal Mayor of the Municipality of Lala.

    His Vice - Mayor was Mr. Villanueva. Mayor Lim failed to finish his term due to untimely death,

    while Mr. Villanueva assumed office as mayor for the rest of the terms.

    Election came by then and Mr. Manuel Mendiola won the mayoralty race. The seat of

    government was then set up in Lala. The seat of government being in Lala did not make the

    people of Lanipao happy as they influenced the newly elected Mayor to transfer the seat of

    governance to their place. As they successfully influenced him, he then took the municipal

    billboard to Lanipao which eventually caused anger among the residents of Lala who went to

    Lanipao and forcibly got the bill board back to Lala. The conflict ended up until such time that

    the seat of government was transferred to Lanipao. Lala which turned into a simple quite barrio.

    This began the birth of barrion Lala PCroper. Series of appointments of Barangay Captains took

    place. It started from Mr. Edencio Paglinawan who was succeeded by Mr. Eugenio Tabaquero

    Sr. who was not able to finish his term for he opted to work abroad. Mr. Gaudencio Escorial

    succeeded. It was during his term that the portion of the existing barangay site was donated to

    MSU-Iligan Institute of Technology. The next appointed official was a retired elementary school

    teacher principal in the person of Mr. Victoriano Heyrana and was succeeded by Mr. Claudio

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    Oraola. He completed his term who was defeated by Mrs. Felma L. Omandam who also

    served for one term.

    As of this time, the incumbent Barangay Captain of Lala Proper is Engr. Raul E.

    Mendoza.

    Socio Cultural

    It is in Lala Proper where Lala Proper Integrated School is located and it is one of the

    biggest barangays in Lala. Most of the residents primary source of livelihood is agriculture and

    fishing. But still, many are engaged in white collar jobs. The barangay has its own Barangay

    Health Station, Police Station, Day Care Center and the Churches of different denominations

    like the St. Francis Church, the UCCP and the Seventh Day Adventist.

    Another prominent establishment in the said place, is the MSU-IIT Integrated School

    which catered the secondary education of the local students who qualified and passed their

    qualifying examinations.

    Geo Political

    Barangay Lala Proper has a land area of 526 hectares, it is 3, 75% to the total land area

    of its Municipality. It is bounded by San Isidro Lower in the, Matampay Ilaya and Pacita in the

    West, Barangay Tunaan in the North and Simpak in the South.

    Curriculum

    The school is using the K-12 Basic Education Curriculum for the Grades 1, 2 & 7, and

    the Revised Basic Education Curriculum (RBEC) prescribed by the Department of Education

    which is the working guide of the school with its special program and time allocation.

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    Table 1: Learning A rea and Daily Time Allotm ent Minutes for Elementary

    Learning AreasDaily Time

    Allotment toMinutes/k-12

    Daily TimeAllotment

    toMinutes/k-

    12

    Daily TimeAllotment to

    Minutes/RBEC

    Daily TimeAllotment to

    Minutes/RBEC

    Daily TimeAllotment to

    Minutes/RBEC

    Daily TimeAllotment to

    Minutes/RBEC

    I II III IV V VI

    Mother Tongue 50 50 None None None None

    English30 50 90 60 60 60

    Filipino30 50 70 60 60 60

    Mathematics50 50 70 60 60 60

    Science &Health

    None None 40 60 60 60

    Makabayan

    Ar.Pan40 40 None 40 40 40

    MAPEH/MSEP40 40 None 40 40 40

    HKS/SIBIKANone None 60 40 40 40

    EPP None None None 40 40 40

    ESP30 30 None None None None

    CHAR.EDNone None 30 20 20 20

    Lala Proper Integrated School follows the K-12 Basic Education Curriculum for

    Kindergarten, Grades I, 2, 7, and the Restructures Basic Education Curriculum for Grades 3 to

    6.

    Mother (MT) is used as the medium of instruction and as a subject for Grades I and 2.

    Other subjects offered in this curriculum include Science, Mathematics, Araling Panlipunan

    EPP/TLE, MAPEH and Edukasyon sa Pagpapakatao (EsP).

    Table 2: Learning A rea and Daily Time AllotmentMinutes for Secondary

    GRADE 7

    LEARNING AREAS

    Filipino English Science Math Ar.Pan. EPP/TLE MAPEH ESP

    4hours/weekly

    4hours/weekly 4hours/weekly 4hours/weekly 3hours/weekly 4hours/weekly 4hours/weekly 2

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    The Grade 7 subjects are Filipino, English, Science, Mathematics, MAPEH and TLE with

    4 hours per week allotted to each subject. Other subjects offered are Araling Panlipunan

    (AR.PAN) and EsP with 3 hours and 2 hours allotted per week. For the next year, the same

    subjects will be offered to Grade 7 and 8.

    Independent/cooperative learning is encouraged in this curriculum hence, learners are

    given 4 hours of independent learning every week to develop their skills in learning by

    themselves.

    After four years, the school will produce graduates in Junior High School who will finish

    Grade 10 by then. These graduates would be eligible to Senior High School level (Grades 11-

    12). They will practice the skills they have chosen and where they have developed much will be

    enhanced in their Senior High School in preparation for their studies in college. At this level they

    can choose different tracks like Academic, Arts and Sports, Tech-Voc.

    Personnel

    LPIS is being ran and maintained by highly competent and qualified personnel consisting

    of the positions as shown in Tables 3 and 4 and Chart 1.

    Table 3: TOTAL NUMBER OF Nationally Funded NON-TEACHING AND TEACHING PERSONNEL

    POSITION MALE FEMALE TOTAL

    Teacher I 4 5 9

    Teacher II 0 6 6Teacher III 1 3 4

    Master Teacher I 0 1 1

    Head Teacher I 0 1 1

    Principal I 0 1 1Total 4 19 22

    Table 4: TOTAL NUMBER OF Locally Funded NON-TEACHING AND TEACHING PERSONNEL

    POSITION MALE FEMALE TOTAL

    Teacher I 1 1 2

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    Table 4: School Organizational Structure

    JOSEPHINE C. IGNACIO

    Principal

    TEACHERS

    JANICE R. UBONGEN

    K1 & K2 Teacher

    KINDER GRADE I GRADE II GRADE III GRADEIV GRADE V GRADE VI

    MARICEL R. CABAN

    Grade I-Vanda

    IRIS S. NERI

    Grade I-Daisy

    MARGIE P. JAKOSALEM

    Grade I-Rose

    RUTH HELEN J. FACUNLA

    Grade II-Adelfa

    LETICIA R. DUHAYLUNGSOD

    Grade II-Lily

    RICHEL A. BELMONTE

    Grade III-Tulip

    ROLLY F. BALAYON

    Grade III-Lotus

    MERILOU M. TAHADLANGIT

    Grade IV-Santan

    HELEN O. MANGUBAT

    Grade IV-Hyacinth

    JOHNSEN P. TABANO

    Grade IV-Orchid

    FE M. SOLIDUM

    Grade V-Sunflower

    CHYBIEN S. RAZONADO

    Grade V-Sampaguita

    JONESEN C. OBIAL

    Grade V-Waling-waling

    ROSALIND B. ORANOLA

    Grade VI-Rosal

    RHEA MARIE L. LAPUZ

    Grade VI-Camia

    JUDITH Q. RABACA

    Grade VI-Dhalia

    MERY JEAN L. VILLASTIQUE

    K1 &K2 Teacher

    Alumni Association Parents, Teachers Association

    GRADE VII

    REY A. FERNANDEZ

    Grade VII-A

    SHIRLY G. BONGCAYAO

    GRADE VII-B

    DENNIS M. BAHIAN

    Grade VII-C

    Local Government Unit Barangay Council

    ALUSTE E. ABOBO

    Subject techer

    Jane C. Jimeno

    Subject Teacher

    BIENVENIDA M. NISNISAN

    Head Teacher

    JOCELYN D. CORPUZ

    Subject Teacher

    PUPILS/STUDENTS

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    Table 5: Teachers Profile as of June 2013

    Name of Teacher Birthdate Year ofTeaching

    Highest

    Educational

    Attainment

    Eligibility Specialization

    1. Maricel R. Caban 7/24/65 25 BSEED PBET General

    2. Iris D. Sanchez 5/17/83 7 BSEED LET English

    3. Margie P. Jakosalem 9/19/82 6 BSEED LET English

    4. Ruth Helen J.

    Facunla

    10/02/52 34 BSEED PBET General

    5. Leticia R.

    Duhaylungsod

    9/6/63 24 BSEED PBET General

    6. Aluste E. Abobo 10/07/67 14 BEED LET General

    7. Richel A. Belmonte 10/30/75 14 BEED LET General8. Rolly F. Balayon 6/9/72 19 BSIED PBET Industrial

    Arts

    9. Merilou M.

    Tahadlangit

    1/10/68 20 BEED PBET General

    10.Helen O. Mangubat 11/23/65 19 BEED PBET General

    11.Johnsen P. Tabano 07/19/84 6 MAED LET General

    12.Fe M. Solidum 11/3/65 19 BEED PBET General

    13.Chybien S. Razonado 10/07/75 14 BEED LET English

    14.Jonesen C. Obial 9/28/72 19 BEED PBET General

    15.Rosalind B. Oranola 7/19/62 27 BSEED PBET HomeEconomics

    16.Rhea Marie S.

    Labarda

    3/13/85 7 BEED LET English

    17.Judith C. Rabaca 1/5/71 19 BEED PBET General

    18.Jane C. Jimeno 5/17/52 35 BSEED PBET Home

    Economics

    19.Rey A. Fernandez* 1/19/88 BSED LET Math

    20.Shirly G. Bongcayao* 12/9/77 BSED LET Biology

    21.Dennis M. Bahian** 1/18/83 4 BSED LET Biology

    22.Jocelyn C. Corpuz** 9/29/64 18 BSED PBET English23.Beinvinida M.

    Nisnisan**

    03/1/70 18 EDD PBET Math

    24.Josephine C. Ignacio 5/17/71 18 MAED PBET English* Locally funded Teachers

    ** Temporarily detailed in the school

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    The population of Barangay Lala Proper is composed of mixed tribes with different ways

    and cultures.

    All of these tribes are all exercising their different ways and cultures, but different as they

    are, they live in harmony towards one another because everyone is respected their own culture and

    beliefs.

    Political

    Serving the Barangay Lala Proper are elective and appointed officials in the rank and file

    employees distributed among its department. In performing designated duties/tasks, the staffing

    pattern and administration were subjected to the minimum standard set by the Civil Service Commission

    in consistence with the provisions of the Local Government Code of 1991 or Republic Act 7160 which

    devolves governance functions at the barangay level.

    The name Lala Proper connotes political significance in the entire municipality as it was

    once the seat of local governance. Being once the capital barangay of the entire municipality, its

    contricution to the political development of the entire municipality as it nowadays is already inevitable.

    BRGY.LALA PROPER OFFICIALS

    Brgy. Chairman: Hon. Raul Mendoza

    Brgy. Kagawad : Melfer Dumaog

    Eugenio Tabaquero

    Alex Mangubat

    Gaspar Plariza

    Roger Laojan

    Rogelio Solidum II

    Winnie Ricaborda

    Secretary:

    Treasurer:

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    III. SITUATIONAL ANALYSIS

    School Performance

    Pupil Achievement (National Achievement Test)

    Table 8: Comparative Data of Grade VI NAT

    Learning Areas S. Y. 2011-2012 S.Y.2012-2013 S.Y. 2013-2014 S.Y. 2014-2015 S. Y. 2015-2016

    Filipino 60.19 70.02 61.23 75 75

    Mathematics 75.68 88.66 67.39 75 75

    English 90.75 78.9 72.34 75 75

    Science 90.57 68.8 74.64 75 75

    HEKASI 74.38 78.66 74.58 75 75

    Total 78.32 77.01 70.036 75 75

    The National Achievement Test performance of Lala Proper Integrated School for the past three

    years decreased 8 points of the total average but still moving towards mastery(MTM) level. TheNational Achievement Test Result in each learning area fluctuated in three consecutive years. Only

    Science and Hekasi have met closely to the minimum NAT standard of 75% by the school year 2013-2014

    on which recorded to have 70.04% MPS moving towards mastery. There is a need to exert much effort

    in remedial teaching technique and the review classes scheduled for the next two years to surpass the

    national standard of 75% MPS in the National Achievement Test by the school year 2014-2015 to 2015-

    2016.

    Table 9: National Achievement Test Result by Learning Areas

    60.19

    75.68

    90.75 90.57

    74.3878.32

    70.02

    88.66

    78.9

    68.8

    78.66 77.01

    61.23

    67.3972.34 74.64 74.58 70.036

    75 75 75 75 75 7575 75 75 75 75 75

    0

    20

    40

    60

    80

    100

    Filipino Mathematics English Science HEKASI Total Ave. NAT

    S. Y. 2011-2012 S.Y.2012-2013 S.Y. 2013-2014 S.Y 2014-2015 S.Y. 2015-2016

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    The National Achievement Test result fluctuated in three consecutive years S.Y 2011-2012 to

    S.Y. 2013-2014 in Filipino. In the school year 2012-2013 marked the highest MPS of 70.02 but have not

    surpassed the 75% minimum NAT standard set by the Department of Education. There is a need to

    exert much effort in determining the factors affected by the fluctuation of the NAT results in Filipino. By

    the next two years it is projected to target 75%MPS with the help of the local stakeholders of the

    institution.

    The National Achievement Test in Filipino have surpassed the 75% minimum score by the

    department for the School Year 2011-2012 and School Year 2012- 2013 but dramatically decreased in

    school year 2013-2014 recorded of 67.39% below the minimum standard. There is a need to determined

    the least learned skills in Mathematics for the basis of remediation and review. And, with the help of the

    stakeholders of the school in the 2 years onwards shall met the 75% MPS in NAT in Mathematics by

    providing support during the Saturday NAT review.

    The National Achievement Test Result in English gradually decreased for three consecutive

    years. There was long gap of decrease from 90.75% for the school year 2011-2012 as to compare the

    78.9MPS in the school year 2012-2013 which recorded 13.06% gap. There is a closer gap of 8.31% as to

    compare the NAT result in English from the school year 2012-2013 and school year 2013-2014. It is

    mean that the teacher exerted effort to uplift the achievement result in English in the National

    60.1970.02

    61.2375 75

    0

    20

    40

    60

    80

    S. Y. 2011-2012 S.Y.2012-2013 S.Y. 2013-2014 S.Y 2014-2015 S.Y. 2015-2016

    Filipino

    75.68

    88.66

    67.3975 75

    0

    20

    40

    60

    80

    100

    S. Y. 2011-2012 S.Y.2012-2013 S.Y. 2013-2014 S.Y 2014- S.Y.2015 S.Y. 2015-2016

    Mathematics

    90.7578.9

    72.34 75 75

    0

    20

    40

    60

    80

    100

    S. Y. 2011-2012 S.Y.2012-2013 S.Y. 2013-2014 S.Y 2014- S.Y.2015 S.Y. 2015-2016

    English

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    Achievement Test. It is projected that by the next two years the NAT result in English will increase to the

    minimum standard of 75% or above through the help of the local stakeholders facilitating the needs of

    the children during the duration of the NAT review in English.

    The graph above tells us the fluctuation of the NAT result in Science for three consecutive years.

    The baseline of this result was in the school year 2011-2012 recorded 90.57 which is the highest among

    the learning areas NAT result. By the school year 2012-2013 the NAT result in science declined below

    the passing level and with the exerted effort by the stakeholders and parents of the school it gradually

    increased to 74.64%MPS so close to the minimum passing rate of 75%. The next two school years will be

    the great challenge of the teachers concern, parent, stakeholders of the school to uplift the academic

    performance of the pupils in science by supporting the National Achievement Test Review Program and

    varied activities in science.

    The National Achievement Test result in HEKASI marked a significance difference being thelowest in school year 2011-2012 recorded of 74.38MPS but increased during the school year school

    year 2012-2013 of 78.66%MPS above the 75% minimum requirement by the department. But, the NAT

    result in HEKASI in the school year 2013-2014 declined for almost 4 points. The interventions applied in

    the school year 2012-2013 did not make to sustain its performance as shown in the graph above. There

    is a need of the teacher to determine the particular least mastered skills in Makabayan HEKASI. After

    considering all of those, setting of NAT review will not be difficult to assess. With the help of the concern

    90.57

    68.874.64 75 75

    0

    1020

    30

    40

    50

    60

    70

    80

    90

    100

    S. Y. 2011-2012 S.Y.2012-2013 S.Y. 2013-2014 S.Y 2014- S.Y.2015 S.Y. 2015-2016

    Science

    74.38

    78.66

    74.5875 75

    72

    73

    74

    75

    76

    77

    78

    79

    S. Y. 2011-2012 S.Y.2012-2013 S.Y. 2013-2014 S.Y 2014- S.Y.2015 S.Y. 2015-2016

    HEKASI

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    individuals, the stakeholders of the institution that will provide materials for review, is an easy way to

    surpass the minimum requirement of 75% MPS for the two school years.

    Table 9: Comparative Data of Grade III NAT

    NAT RESULT FOR GRADE III

    Total Average

    2010-2011 2012-2013 2013-2014 2014-2015 2015-2016

    55.53 57 56.43 75 75

    In as far as the comparative of total average is concern for the past three years of the Grade 3

    NAT result it showed that the school year 2012-2013 got the highest average. The average Grade three

    NAT result fluctuated for three consecutive years which below the 75%MPS below the planning

    standard. Based on the analysis least learned skills falls on reading comprehension and on the numericskills of pupils. There is a need of the teachers to review and focus on the least learned skills of pupils

    and maximized the usage of designed teaching strategies and provision of adequate teaching aid to

    achieve higher learning performance. It is projected by the next two years Grade three NAT

    performances will meet the 75%mps planning standard.

    10

    20

    30

    40

    50

    60

    70

    80

    2010-2011 2012-2013 2013-2014 2014-2015 2015-2016

    NAT RESULT FOR GRADE III

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    Table 10: COMPARATIVE ENROLMENT

    For the school year 2012-2013 a total enrolees of 606 which shows a decline of 15%

    from the previous year enrolees. A decline was attributed to the development and opening of new

    classes in the elementary schools in the neighboring barangays. A significant increase of enrollees in the

    school year 2013-2014 which tallied 839 pupils or 38%. The increase was due to the existence of Grade 7

    changing this elementary school to integrated school.

    Table 11: Over all Forecasted School Enrolment

    School Year

    Actual

    Enrolment

    Average

    Increase

    Projected

    Enrolment

    2009-2010 717

    2010-2011 719 2

    2011-2012 712 -7

    2012-2013 606 -106

    2013-2014 839 233

    122=Ave.

    2014-2015 961

    2015-2016 1083

    2016-2017 1205

    2017-2018 1327

    Data shows based on the last four years of actual data of enrolment, the enrolment of Lala

    Proper Elementary School is decreasing. No other options/alternatives could solve the declining flow for

    the reason that: nearby schools have completed and are serving fully their grade levels within their

    institution, the barangay charmen retrieving their age school population, and the conscious effort of the

    administration faculty and staff to improve the quality of education and services. In the school year

    717 719 712

    606

    839

    0

    100

    200

    300

    400

    500

    600

    700

    800

    900

    2009-2010 2010-2011 2011-2012 2012-2013 2013-2014

    ENROLMENT PROFILE OF LPIS

    ENROLMENT PROFILE OF LPIS2009-2010 2010-2011 2011-2012 2012-2013 2013-2014

    717 719 712 606 839

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    2013-2014 Lala Proper Integrated established it adds students populace of 38.35%. The reason was the

    opening of the Grade 7 wherein pupils of the nearby elementary schools after they graduated opted Lala

    Proper Integrated School for their secondary education. By the coming years the Grade 8 to 12 classeswill be opened and projected the 50% more increase of pupilspopulation. This will realize through the

    continuous support of the LGU, baranggay officials and stakeholders of the institution.

    Table 12: Secondary Education Five-Year Projected Enrolment

    Year Level 2013-2014 2014-2015 2015-2016 2016-2017 2017-2018

    Y1-Grade 7 95 148 151 155 160

    Y2-Grade 8 115 146 149 152

    Y3-Grade 9 138 144 146

    Y4-Grade 10 134 140

    Y5-Grade 11 134Y6-Grade 12 144

    Total 95 263 435 582 876Source: Feasibility Study in the Opening of Integrated School 2013, Vivan J. Baroy et.al

    The data above shows the forecasted enrolment of Grade 7 to 12. It is projected that population

    of Lala Proper Integrated School will increase an average of 195 enrolees every school year from 2014 to

    2018 respectively.

    Table 13: Elementary Education Five-Year Projected Enrolment

    Year Level 2013-2014 2014-2015 2015-2016 2016-2017 2017-2018

    Kinder 71 73 74 77 79

    Grade 1 142 144 146 148 150

    Grade 2 142 144 146 148 150

    Grade 3 95 97 99 101 103

    Grade 4 118 120 122 124 126Grade 5 130 132 134 136 138

    Grade 6 140 142 144 146 148

    Total 838 852 865 880 894

    95148 151 155 160

    115146 149 152138 144 146134 140134144

    95

    263

    435

    582

    876

    10

    110

    210

    310410

    510

    610

    710

    810

    910

    1010

    2013-2014 2014-2015 2015-2016 2016-2017 2017-2018

    Y1-Grade 7 Y2-Grade 8 Y3-Grade 9 Y4-Grade 10 Y5-Grade 11 Y6-Grade 12 Total

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    The graph tells us the projected enrolment of elementary education in Lala Proper Integrated

    School where there is an average increase of 14 pupils every school year from 2014 to 2018.

    Table 14: Forecasted Teachers Need for the Secondary Education

    Year Level 2013-2014 2014-2015 2015-2016 2016-2017 2017-2018

    Y1-Grade 7 3 3 4 4 4

    Y2-Grade 8 3 4 4 4

    Y3-Grade 9 4 4 4Y4-Grade 10 4 4

    Y5-Grade 11 4

    Y6-Grade 12

    Total 3 6 12 16 20

    The table shows the number of teachers in the secondary at the opening of classes SY 2013-

    2014 and the projected number of teachers for the next four years. This projects that there is a constant

    additional number of three sections per year level every year by the SY 2014 to 2017. There is an

    average need of three additional teachers per school years by then.

    Table 15: Forecasted Teachers Need for the Elementary Education

    Classes Teachers at

    present

    2012-2013

    2013-2014 2014-2015 2015-2016 2016-2017

    Kinder 2 2 2 2 2

    Grade 1 3 3 3 3 3

    Grade 2 2 3 3 3 3

    Grade 3 2 3 3 3 3

    Grade 4 3 3 3 3 3

    Grade 5 3 3 3 3 3Grade 6 3 3 3 3 3

    Total 20 23 23 23 23

    The table above shows that there are 20 existing teachers in the elementary. By the year 2013-

    2014 and five years after, the Integrated school needs 23 teachers to handle elementary classes. This

    71

    142 142

    95118 130

    140

    838

    73

    144 144

    97120 132

    142

    852

    74

    146 146

    99122 134

    144

    865

    77

    148 148

    101124 136

    146

    880

    79

    150 150

    103126 138

    148

    894

    10

    110

    210

    310

    410

    510

    610

    710

    810

    910

    1010

    Kinder Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 Total

    2013-2014 2014-2015 2015-2016 2016-2017 2017-2018

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    means that there is a need of three additional teachers to handle the additional sections in Grade 2 and

    3 and additional of one subject teacher.

    Table 16: Data on Non-Numerates Table

    Grade Level English Math Filipino Science MAKABAYAN

    I 0 0 0 0 0

    II 0 0 0 0 0

    III 0 0 0 0 0

    IV 0 0 0 0 0

    V 0 0 0 0 0

    VI 0 0 0 0 0

    VII 0 0 0 0 0

    The data on non-numerates of Lala Proper Integrated School showed that all enrolees were all

    literates and able to pass the diagnostic tests conducted by the school . The numerate tests shall qualify

    the ability of the enrolees to read and write prior to their formal enrolment. This was due to presence of

    various preparatory schools that are serving in various barangays.

    Performance Indicators

    The Lala Proper Elementary School academic and institutional performances are summarized as follows.

    Table 17: Beginning School Year Indicators

    INDICATORS 2011-2012 2012-2013 2013-2014 2014-2015 2015-2016

    Cohort Survival Rate92 96 98 101 104

    Transition Rate92 100 100 100 100

    Retention Rate98 99.04 98.96 99.44 100.9

    Participation Rate84 91.03 96 102 108

    Repetition Rate3.52 0.13 0.2 0 0

    It is the practice of LPIS to monitor performance indicators of every school year in order to track

    the trends of its enrollees performances. As to cohort survival rate of pupils there is an increase in

    survival from 2011 to 2013 from 92%% to 98%. By the next two years it is projected that 100% of the

    pupils will be able to survive and finish their elementary education. This will realize through the

    collaborative support of the school stakeholders and monitoring pupils attendance through home

    visitation.

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    Table 18: Cohort Survival Rate

    The cohort survival rate is heavily dependent on the output of every grade levels in terms of its

    promotion rates and repetition rates. The data in limited for the elementary level only in five years back

    computation.

    Thus, it is very important to consider and treat the information and data of LPIS in terms of

    participation rate, repetitions and promotions. After thorough review and consolidation of the data

    herein available the result of the cohort survival rate for LPIS resulted as indicated in the presentations

    above.

    As it presented the graphical presentation above the Cohort Survival rate is increasing. The

    baseline was in the school 2011-2012 of 92% ploddingly increased to 98% in the school year 2013-2014.

    It is projected that by the coming years, cohort survival rate of pupils will continue to increase

    and this will succeed by giving of loyalty award and other rewards/recognition and to intensify linkages

    among stakeholders.

    Table 19: Transition Rate

    This indicator assesses the extent by which pupils are able to move to the next higher level of

    education.

    9296 98 101 104

    10

    20

    30

    40

    50

    60

    70

    80

    90

    100110

    2011-2012 2012-2013 2013-2014 2014-2015 2015-2016

    Cohort Survival Rate

    92100 100 100 100

    10

    30

    50

    70

    90

    110

    2011-2012 2012-2013 2013-2014 2014-2015 2015-2016

    Transition Rate

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    As per calculations, LPIS transition rate consistently increase to its highest momentum of 100%.

    This means that 100% of the pupils able to move to the highest level. This is a result of the continuous

    tracking of pupils absenteeism and continuous feeding program of the school.

    The significant increase meets the school targets and will be able to sustain for the next coming

    years through deepening linkages among stakeholders and home visitations.

    Table 20: Retention Rate

    The retention rate determines the degree of pupils in a particular school year who continue to

    be in school in the succeeding year. The retention rate of Lala Proper Integrated School steady increase

    from school year 2011-2012 to 2012-2013 but dramatically decreased in a matter of .08 points in 2013-

    2014 recorded 98.96%.

    The school targets of .44 % a year in the next three years as shown in the forecasted data,

    through Balik Aral campaign and parents forum.

    Table 21: Participation Rate

    This indicator is used to show the general of participation in primary education. It is used in

    place of the Net enrolment Ratio when data on enrolment by single age is not available. It can also be

    98 99.04 98.96 99.44100.9

    10

    20

    30

    40

    50

    60

    70

    80

    90

    100

    110

    2011-2012 2012-2013 2013-2014 2014-2015 2015-2016

    Retention Rate

    8491.03

    96102

    108

    0

    20

    40

    60

    80

    100

    120

    2011-2012 2012-2013 2013-2014 2014-2015 2015-2016

    Participation Rate

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    used together with the Net Enrolment ratio to measure the extent of over aged and under aged

    enrolment. The detailed participation rate from the school year 2011 to 2013 was graphically detailed

    above.

    The school intends to increase Participation Rate by 6 points in the next school years through

    campaigning for enrolment, survey on school age pupils, Balik Aral campaign and parents forum to avoid

    decrease of its percentage.

    Table 22: Repetition Rate

    This is an EFA indicator which determines the magnitude of pupils who repeat a grade level.

    From the school year 2011-2012 to 2013-2014 exhibited as follows:

    The actual data in repetition rate show a fluctuating rate. In school year 2011-2012 it is recorded

    of 3.52% but decreased 3.39 points in 2012-2013 marked 0.13%. An increased of repetition rate by 0.07

    points a very close gap from the previous year. The school intends to eliminate the schools repetition

    rate by the coming years through a parentsdialogues and forums.

    Table 23: Year End Indicators

    INDICATORS 2011-2012 2012-2013 2013-2014 2014-2015 2015-2016

    Drop Out Rate 1.83 0.12 0 0 0

    Completion Rate 91.82 93.2 96 98.09 100.18

    Failure Rate 0 0.12 0.72 0.36 0

    Graduation Rate 98.65 100 100 100 100

    Promotion Rate 99.3 99.8 99.27 99.24 99.2

    Table 24: Drop Out Rate

    3.52

    0.13 0.2 0 00

    0.5

    1

    1.5

    2

    2.5

    33.5

    4

    2011-2012 2012-2013 2013-2014 2014-2015 2015-2016

    Repetition Rate

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    Drop Out rate showed that the highest was during the school year 2011-2012 which accounted

    1.83% this was due to some economic reasons but gradually decrease to 0% in the school year 2013-

    2014. It is projected that by the coming years dropout rate in Lala Proper Integrated School will be

    eliminated. The school intends to continue its good relationship towards stakeholders and keep in

    assessing pupils need through home visitations. The school also strengthening the support of 4Ps

    Pantawid Pampamilyang Pilipino Program in providing pupils basic needs in education.

    Table 25: Completion Rate

    The table above shows the consistent increased of completion rate from 2012 to 2014. This was

    due to the conscious effort of the usual stakeholders of the institution and continuous advocacy of balik-

    aral program. Inspite of this increase, the Lala Proper Integrated School needs to sustain the rate of this

    indicator with the help of PTA, Barangay LGU by creating activities and programs that could motivate

    pupils, attendance in school.

    Table 26: Failure Rate

    1.83

    0.120 0 0

    0

    0.5

    1

    1.5

    2

    2011-2012 2012-2013 2013-2014 2014-2015 2015-2016

    Drop Out Rate

    91.82 93.296 98.09

    100.18

    10

    20

    30

    40

    50

    60

    7080

    90

    100

    110

    2011-2012 2012-2013 2013-2014 2014-2015 2015-2016

    Completion Rate

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    The table above shows the failure rate. School year 2013-2014 makes up the highest percentage

    for three consecutive years. As to compare the above data, school year 2011-2012 registering 0% and

    dramatically increase in the next school years. There was a laxity of stakeholders efforts unable to

    sustain this indicator. Henceforth, the positive solution to decrease the failure rate still dependent on

    teachers concern and the strong support of the usual stakeholders.

    Table 27: Graduation Rate

    The above data illustrate the consistent increase of graduation rate for the three

    consecutive years, 2012 to 2014. The Lala Proper Integrated School still on its highest momentum and

    will keep sustaining this indicator through the accustomed interventions made. This will keep in its

    balanced by the help of the usual stakeholders and hand in hand cooperations with the community.

    Table 28: Promotion Rate

    0

    0.12

    0.72

    0.36

    00

    0.1

    0.2

    0.3

    0.4

    0.5

    0.6

    0.7

    0.8

    2011-2012 2012-2013 2013-2014 2014-2015 2015-2016

    Failure Rate

    98.65 100 100 100 100

    10

    20

    30

    40

    50

    60

    70

    80

    90

    100

    110

    2011-2012 2012-2013 2013-2014 2014-2015 2015-2016

    Graduation Rate

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    The chart above shows as the proportion of the number of pupils who graduated from

    one level of education and move to the next higher level. There is a consistent flow of increase in this

    indicator. Upgrading the teachers accountability measures, commitment and most of all their

    performance standards due to INSETS, seminars/workshops that upgraded their skills, have contributed

    much to the consistence increase. Significantly, there is a need to sustain this increase in the coming

    years.

    The performance of Lala Proper Integrated School is either affected but not limited to the resources

    available for utilization in aid of teaching curriculum development.

    99.3 99.8 99.27 99.24 99.2

    10

    20

    30

    40

    50

    60

    70

    80

    90

    100

    110

    2011-2012 2012-2013 2013-2014 2014-2015 2015-2016

    Promotion Rate

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    Table No 29: School Equipment Table

    Instructional

    Equipment

    2011-2012 2012-2013 2013-2014 Forecasted Data

    2014-

    2015

    2015-

    2016

    2016-

    2017

    Existi

    ng

    Need Existi

    ng

    Need Existi

    ng

    Need

    TV 2 16 5 13 10 11 24 27 30

    DVD 2 16 5 13 10 11 24 27 30

    Computer Set 1 5 1 5 1 8 10 11 12

    LCD Projector 0 2 1 1 1 1 2 2 2

    Weighing Scale 1 5 1 5 1 6 7 8 9

    Amplifier/Speake

    r

    1 0 1 0 1 0 1 1 1

    Sewing Machine 0 1 0 1 0 1 2 2 2

    Garden Tools &

    Equipment

    0 Various

    tools &

    Equipm

    ent

    0 Various

    tools &

    Equipm

    ent

    0 Various

    tools &

    Equipm

    ent

    Various

    tools &

    Equipm

    ent

    Various

    tools &

    Equipm

    ent

    Various

    tools &

    Equipm

    ent

    Equipment

    Connections/Bro

    adband Stick

    0 1 0 1 1 1 3 3 3

    Printer 1 3 1 3 1 3 6 7 6

    Photo copier 0 1 0 1 0 1 1 1 1

    Oven 0 1 0 1 0 1 1 2 2

    The herein cited equipment was considered very much instrumental and of significant

    use in the teaching methods and techniques as it enhances the absorptive and learning atmosphere of

    the school facility. These facilities and or equipment are all identified and deemed necessary in order to

    augment the audiovisual facility in aid of learning process. The school IGP, LGU, SEF, donations from

    concerned alumni are possible sources of financial assistance to fund this projected equipment.

    Table 30: List of Textbooks Distribution by Grade and by Subject Area

    Grade

    Learning Area

    Name of Books

    No. of

    Books

    Yearly

    Enrolment Need

    Yearly

    Enrolment

    Need

    2014-2015 2015-2016

    I

    English English Expressway I 204

    144

    -60

    146

    -58

    Filipino Landas sa Wika at

    Pagbasa I

    44

    100 102

    Filipino Other Titles 38 106 108

    Math Elementary

    Mathematics I

    15

    129 131

    Sibika at Kulura I Makabayang Pilipino I:

    Matapat na Pilipino I

    82

    62 64

    II

    English II English for You andMe 2

    158

    144

    0

    146

    0

    Filipino Pardiriwang ng

    Wikang Pilipino 2

    84

    60 62

    Mathematics Mathematics for

    Everyday Use 2

    27

    117 119

    Sibika at Kultura

    2

    Makabayang Pilipino

    2: Matapat na Pilipino

    0

    144 146

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    Marangal na Pilipino

    VI

    English 6 English for You and

    Me - Language

    70

    142

    72

    144

    74

    English 6 English for You and

    Me - Reading

    18

    124 126

    Filipino 6 Landas sa Wika at

    Pagbasa - Wika

    112

    30 32

    Filipino 6 Landas sa Wika at

    Pagbasa - Pagbasa

    52

    90 92

    Mathematics 6 Mathematics for

    Everyday Use 6

    23

    119 121

    Science 6 Into the Future:

    Science and Health

    0

    142 144

    HEKASI 6 Yaman ng Pilipinas 50 92 94

    VII

    No textbooks

    available for

    students use

    VIII

    IX

    X

    XI

    XII

    Data above shows the great need of the number of books by learning area and by grade level.

    No books issued to the secondary level and precisely the eminent needs of books by subject area to

    cater its population by 1:1 ratio. These could be addressed and sourced out from the National budget

    and from the MOOE downloading only.

    Teaching Aids Table

    Table shows the necessary equipment and materials basically in need by each learning area.

    Learning is reinforced and well-facilitated with the right choice of materials and equipment prepared by

    the teacher assigned to teach the subject. These are sourced out from MOOE downloading, available

    deped supplies, from teachers initiative and resourcefulness, from available local materials and recycled

    materials.

    English Science Mathematics Filipino

    Encyclopedias

    Dictionaries

    Charts

    Pictures

    Diagrams

    Flashcards

    Test Tubes

    Beakers

    Charts

    Microscope

    Planetary Model

    Body System and

    Different Organ

    Diagrams

    Window Cards of 4fs

    Flashcards of 4fs

    Graphing Paper

    Blocks of Different

    Figures

    Charts

    Drill Cards

    Pictures

    Charts

    Flashcards

    Diorama

    S/K - HEKASI EPP MSEPK CHRISTIAN V & CHAR.ED.

    Encyclopedias

    Almanac

    Pictures

    Maps/Globe

    Video Tapes

    Cooking Tools

    Garden Tools

    Drawing Tools

    Charts

    Pictures

    Art Papers

    Crayons/Water Color

    Cassette/VCD Tapes

    Balls/Nets

    Javelin

    Pictures

    Charts

    VCD/DVD

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    Bats

    Gloves

    Physical and Ancillary Facilities

    Instructional Rooms

    Facilities

    No. of Rooms

    Used at Present

    Projected Number of Rooms

    2013-2014 2014-2015 2015-2016 2016-2017

    1. Academic

    Classrooms

    21 24 27 30

    2. ScienceLaboratories

    0 1 1 1

    3. Home Economics

    Building

    0 1 1 1

    4. Use as Workshop 0 1 1 1

    5. Computer Rooms 2 2 2 2

    6. Kinder Classes 2 2 2 2

    Total 25 31 34 37

    The data above shows that there is a need of classroom buildings to house three classes every

    school year to for the secondary education of Grades 7 to 12 respectively. The ideal school needsScience laboratories with complete amenities, home economic building and rooms to be used for hands

    on activities, workshop, seminars or symposium. With the help of the Local Government, other

    agencies concern and non-government organizations, these buildings will be constructed to fill in the

    needs of classroom building of Lala Proper Integrated School.

    Non Instructional Room

    Facilities

    No. of Rooms

    Used at Present

    Projected Number of Rooms

    2013-2014 2014-2015 2015-2016 2016-2017

    1. Principals Office 1 1 1 12. Guidance

    Office/Conference

    Room

    1 1 1 1

    3. Clinic 0 1 1 1

    4. Canteen 1 1 1 1

    5. Stock Rooms 1 1 1 1

    6. Library 1 1 1 1

    Total 5 6 6 6

    The data above shows the need of a clinic building with examination bed, medicine kits that willtreat temporarily pupils/students medication during school days. It is projectedthat in the coming

    years with the increasing students population this one-room clinic building will realize through the usual

    cooperation of the stakeholders in this institution.

    FORECASTED NEEDS OF CLASSROOM FURNITURE

    Furniture Existing Needs Needs Needs Needs Implications

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    Number of

    Classroom

    Furniture

    2013-2014 2014-2015 2015-2016 2016-2017

    Desk 40 There is a

    serious need for

    pupils used.

    Desks used by

    pupils are

    beyond repair.

    Armchairs 407

    531 713 898 1060

    There is a

    serious need for

    pupils and

    students use.

    Armchairs used

    by pupils arebeyond repair.

    One Set: 1 table

    and 2 chairs

    3 sets 3 sets 3sets 32 sets There is a

    serious need for

    pupils use. Sets

    of tables used by

    Grade 1 pupils

    are beyond

    repair.

    Blackboards 18 3 3 3 3 There is a need

    for the

    secondarystudents use.

    Blackboards

    used beyond

    repair.

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    SCHOOL GOAL CHART

    Narrative

    Summary

    Objectively Verifiable Indicators Means of

    Verification

    Important

    Assumptions/

    Risks

    Goal

    Provide

    Complete

    Basic

    Education K-

    12 and

    developed

    functionallyliterate

    functionally

    literate

    Filipinos

    Purpose

    Increased

    pupils

    academic

    achievement

    s of Lala

    Proper

    Integrated

    School

    By 2017 overall achievement of pupils/students

    increased from 70.03% to 80%.

    Baseline Year 1 Year 2 Year 3

    70.03 75% 77% 80%

    By 2016 overall achievement of grade 3 pupils

    Increased from 56.43% to 75%.

    Baseline Year 1 Year 2 Year 3

    56.43% 75% 75% 75%

    NAT

    RESULT

    NAT RESULT

    NETRC

    prepares &

    administers

    test

    NETRC

    prepares &

    administers

    test

    Contributory ObjectivesA. Provision of Equitable Access

    a.1 Hired

    Competent

    and

    adequate

    teaching and

    Non

    Teaching

    Personnel

    a.1.1 Additional 16 teachers of the secondary level and

    2 in the elementary level.

    Year Level 2013-

    2014

    2014-

    2015

    2015-

    2016

    2016-

    2017

    2017-

    2018

    Y1-Grade 7 3 3 4 4 4

    Y2-Grade 8 3 4 4 4

    Y3-Grade 9 4 4 4

    Y4-Grade

    10

    4 4

    Y5-Grade

    11

    4

    Y6-Grade 12

    Total 3 6 12 16 20

    Elementary 0 2 0 0 0

    PSIPOP Allocation is

    subject to the

    annual budget

    prepared by

    the congress.

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    a.2. Attained

    1:1

    pupil/student

    ratio in all

    subject in all

    learning

    areas.

    a.2.1 Procured elementary and secondary textbooks

    (Grade 7-12)

    Grade

    Learning Area

    Name of BooksYear

    1

    Year

    2

    I

    English English

    Expressway I

    Filipino Landas sa Wika at

    Pagbasa I 100 102

    Filipino Other Titles 106 108

    Math Elementary

    Mathematics I 129 131

    Sibika at Kulura

    I

    Makabayang

    Pilipino I:

    Matapat na

    Pilipino I 62 64

    II

    English II English for You

    and Me 20 0

    Filipino Pardiriwang ng

    Wikang Pilipino 2 60 62

    Mathematics Mathematics for

    Everyday Use 2 117 119

    Sibika at

    Kultura 2

    Makabayang

    Pilipino 2:

    Matapat na

    Pilipino 2 144 146

    Sibika at

    Kultura 2

    Sibika at Kultura

    Serye 2

    Makabayan:

    Katangiang

    Pilipino 2 144 146

    III

    English 3 English for You

    and Me 3

    Language 0 0

    English 3 English for You

    and Me 3

    Reading 0 0

    Filipino 3 Bagong Filipino sa

    Salita at Gawa 3 61 63

    Filipino 3 Bagong Filipino sa

    Salita at Gawa 3 61 63

    Math 3 Discovering

    Mathematics 3 97 99

    Science 3 Growing with

    Science & Health

    3 97 99

    Sibika at

    Kultura 3

    Makabayang

    Pilipino 3:

    Masipag na

    Pilipino 3 67 69

    IV

    English 4 English for You

    and Me 4

    Language 38 40

    English 4 Other Titles 90 92

    English 4 English for You

    and Me 4Reading 15 17

    English 4 Other

    Titles(Reading) 75 77

    Filipino 4 Hiyas sa Wika at

    Pagbasa 4Wika 73 75

    Filipino 4 Hiyas sa Wika at

    Pagbasa 4

    Pagbasa 120 122

    Memorandu

    m, Receipt,

    Property

    Inventory.

    Textbooks

    akllocation is

    determined by

    IMCS team

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    Math 4 Mathematics for

    Better Life 4 120 122

    Science 4 Science for Daily

    Life 4 120 122Hekasi 4 Heograpiya,

    Kasaysayan at

    Sibika 4

    Makabayang

    Kapaligiran Pil. 4 120 122

    V

    English 5 English

    Expressways 5-

    Langauge 80 82

    English 5 Other Titles-

    Language 107 109

    English 5 English

    Expressways 5

    Reading 42 44

    English 5 Other Titles

    Reading 107 109

    Filipino 5 Hiyas sa Wika at

    PagbasaWika 105 107

    Filipino 5 Hiyas sa Wika at

    Pagbasa

    Pagbasa 120 122

    Math 5 Mathematics for

    Everyday Lives 107 109

    Science 5 Science for Daily

    Used 132 134

    HEKASI 5 Heograpiya,

    Kasaysayan, at

    Sibika

    Makabayang

    Kasaysayang

    Pilipino 132 134

    HEKASI 5 Makabayan:

    Kapaligirang

    Pilipino

    Marangal na

    Pilipino 132 134

    English 6 English for You

    and Me

    Language 72 74

    English 6 English for You

    and MeReading 124 126

    Filipino 6 Landas sa Wika atPagbasaWika 30 32

    Filipino 6 Landas sa Wika at

    Pagbasa

    Pagbasa 90 92

    Mathematics 6 Mathematics for

    Everyday Use 6 119 121

    Science 6 Into the Future:

    Science and

    Health 142 144

    HEKASI 6 Yaman ng

    Pilipinas 92 94

    a.2.2

    Should have

    procured

    teaching aids

    of different

    learning

    ares.

    English Science Mathematics Filipino

    Encyclopedia

    s

    Dictionaries

    Charts

    Pictures

    Diagrams

    Test Tubes

    Beakers

    Charts

    Microscop

    e

    Planetary

    Window

    Cards of 4fs

    Flashcards

    of 4fs

    Graphing

    Paper

    Pictures

    Charts

    Flashcard

    s

    Diorama

    Memorandu

    m Receipt,

    Property

    Inventory

    From the

    MOOE Funds

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    Flashcards Model

    Body

    System

    and

    Different

    Organ

    Diagrams

    Blocks of

    Different

    Figures

    Charts

    Drill Cards

    S/KHEKASI EPP MSEPK CHRISTIAN V &

    CHAR.ED.

    Encyclopedia

    s

    Almanac

    PicturesMaps/Globe

    Video Tapes

    Cooking

    Tools

    Garden

    ToolsDrawin

    g Tools

    Charts

    Pictures

    Art Papers

    Crayons/Wate

    r Color

    Cassette/VCDTapes

    Balls/Nets

    Javelin

    Bats

    Gloves

    Pictures

    Charts

    VCD/DV

    D

    a.2.3 Should

    procured

    school

    equipment

    Additional Instructional equipment are procured:

    Instructional

    Equipment

    Forecasted Data

    2014-

    2015

    2015-

    2016

    2016-

    2017

    TV 24 27 30

    DVD 24 27 30

    Computer Set 10 11 12

    LCD Projector 2 2 2

    Weighing Scale 7 8 9

    Amplifier/Speaker 1 1 1

    Sewing Machine 2 2 2

    Garden Tools &

    Equipment

    Various

    tools &

    Equipme

    nt

    Various

    tools &

    Equipme

    nt

    Various

    tools &

    Equipme

    ntEquipment

    Connections/Broad

    band Stick

    3 3 3

    Printer 6 7 6

    Photo copier 1 1 1

    Oven 1 2 2

    Memorandu

    m Receipt,

    Property

    Inventory

    From the

    MOOE

    Funds/School

    IGP

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    a.3.1

    Should

    constructed

    additional

    classrooms

    a. 3.2 Should

    constructed

    1 clinic

    building

    Baseline Y1 Y2 Y3 Y4 Total

    21 3 3 3 3 12

    Additional classrooms are constructed

    Constructed Clinic Building

    Baseline Y1 Y2 Y3 Total

    0 0 1 0 1

    School

    Building

    Card

    School

    Building

    Program

    a.4.1

    Procured

    Classroom

    Furniture

    Procured Classroom Furniture

    Furniture Baseline Y1 Y2 Y3 Y4

    Armchairs 407 531 713 898 1060

    One Set: 1

    table and 2

    chairs

    3 3 3 3

    Blackboards 18 3 3 3 3

    Memorandu

    m receipt,

    property

    inventory

    Releases from

    the Deped

    a.4.2 Should

    have

    procured

    basic sports

    equipment

    Sets of sports equipment are acquired in basketball,

    volleyball, table tennis, badminton, archery.

    Equipment Y1 Y2 Y3

    Basketball 1 set 1 set 1 set

    Volleyball 1 set 1 set 1 set

    Table

    Tennis

    1 set 1 set 1 set

    Badminton 1 set 1 set 1 set

    Archery 1 set 1 set 1 set

    Memorandu

    m Receipt,

    School

    Property

    Inventory

    School

    IGP/Stakehold

    ers support

    B. Quality and Relevance of Basic Education

    b.1.1 Over

    all NAT

    Rating should

    have been

    increase to

    75%

    Increased NAT rating to 75%

    Increase NAT result by subject to 75%

    NAT Result NETRC

    Prepares &

    administers

    test

    b.1.2 Should

    have 0% drop

    out rate

    Drop-rate is 0%

    Baseline Y1 Y2 Y3

    0 0 0 0

    (SF1) School

    Form 1

    Complimentar

    y Support

    Needed

    B 1.3

    All teachers

    should have

    been

    computer

    literate

    b.1.4 NineINSETS

    should have

    been

    conducted.

    b.1.5

    75% of

    All teachers are computer literate

    Baseline Y1 Y2 Y3

    50% 65% 75% 100%

    Baseline Y1 Y2 Y3

    3 5 7 9

    NCBTS-TSNA

    Report onStaff

    Developmen

    t

    Annual

    Report

    Supported by

    granting

    agencies

    School MOOE

    Funds

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    teachers

    should have

    been

    promoted

    upgraded/re-

    classed to

    the next

    higher

    position.

    Y1 Y2 Y3

    30% 20% 15%

    b. 2.1

    All students

    b. 2.2

    All identified

    above-normal and

    below-

    normal

    pupils/stude

    nts on the

    nutritional

    status should

    have

    undergone

    feeding/nutri

    tion andintervention.

    Baseline Y1 Y2 Y3

    86% 90% 95% 100%

    All students are within the normal nutritional status.

    All identified above-normal and below normal status on

    the nutritional satuis have undergone

    feeding/nutritional intervention.

    Baseline Y1 Y2 Y3

    86% 90% 95% 100%

    Nutritional

    Status

    Report

    Supported by

    SBFPSchool

    Based Feeding

    Program of

    the National

    Government

    b.2.3

    Two action

    Research

    should have

    been

    conducted

    per year

    Actions researched are conducted per year.

    Baseline Y1 Y2 Y3

    1 2 2 2

    File copies

    of action

    research

    C. School Management

    c.1.1

    Should haveobtained

    100%

    parent/com

    mun ity

    participation

    c.1.2

    PTA/Commu

    nity should

    have

    procured 1

    set of

    workbook

    (55 copies

    per subject)

    per year

    Obtained 100% parent/community participation.

    Baseline Y1 Y2 Y3GPTA

    70%

    80% 90% 100%

    Homeroom

    PTA

    75%

    85% 90% 100%

    Brigada

    Eskwela

    90%

    95% 97% 100%

    Advisers

    Report PTAFiles

    Procured 1 set of workbook (55per subject) per year.

    Baseline Y1 Y2 Y3 TOTAL

    English

    0 55 55 55 165

    Mathematics

    055 55 55 165

    Filipino

    055 55 55 165

    HEKASI

    055 55 55 165

    Memorandu

    m Receipt,

    School

    Property

    Inventory

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    Science

    055 55 55 165

    C.1.3Sustained

    school

    attrition

    program for

    drop-outs.

    Drop rate is reduced to 0%

    Baseline Y1 Y2 Y3

    0 0 0 0

    Report ofProgram

    Implementa

    tion

    C. 1.4 All

    teachers

    should have

    reported on

    or before

    official time.

    All teachers reported on or before official time.

    Baseline Y1 Y2 Y3

    90% 95% 100% 100%

    Form 7, DTR

    c. 1.4 All

    teachers

    should have

    submitted

    reports on or

    before

    deadline

    All teacher have submitted reports on or before

    deadline.

    Baseline Y1 Y2 Y3

    90% 95% 100% 100%

    Records of

    Teachers

    Monthly

    Report.

    c. 1.5

    All teacher

    participated

    /enrolledlearners in

    the LIS

    Learner

    Information

    System.

    All teachers have enrolled learners in the LIS

    Information System.

    Baseline Y1 Y2 Y3100% 100% 100% 100%

    EBEIS-BOSY

    EBEIS-EOSY

    Data base

    System

    Verification

    and Validation

    by the Division

    Planning Team

    c.1.6 All

    teachers

    accurately

    uploaded

    pupils data

    (birth date,etc) in the

    LIS.

    All teachers accurately uploaded pupils data in the LIS.

    Baseline Y1 Y2 Y3

    90% 100% 100% 100%

    Learner

    Information

    System

    Website

    Verification

    and Validation

    by the Division

    Planning Team

    c. 1.7

    Classroom

    Observation

    should have

    been

    conducted by

    the school

    head per

    month.

    Baseline Y1 Y2 Y3

    5 8 12 15

    Classroom observations are conducted by the school

    head per month.

    Intructional

    Supervisory

    Plan (ISP)

    C 1.8

    100% of

    School

    MOOE

    allocation

    should have

    been

    downloaded

    100% of school MOOE allocations are downloaded

    directly to the school.

    Baseline Y1 Y2 Y3

    100% 100% 100% 100%

    Liquidation

    Report. Gen

    Appropriatio

    n Act.

    Subject to

    Standards

    Accounting

    and Auditing

    Rules

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    ORGANIZING FOR IMPLEMENTATION

    directly to

    the school.

    c.1.9 SEF

    allocation

    should have

    been

    determined

    and

    downloaded

    to the school.

    SEF allocation is determined and downloaded to the

    school.

    Baseline Y1 Y2 Y3

    50% 100% 100% 100%

    School

    Board

    Budget,

    liquidation

    Report

    Subject to

    Standards

    Accounting

    and Auditing

    Rules

    D. School Performance Indicators

    d.1 Improved

    School

    Performance

    Indicators

    Improved beginning year indicators.

    INDICATORS Y1 Y2 Y3

    Cohort Survival Rate98 101 104

    Transition Rate100 100 100

    Retention Rate98.96 99.44 100.9

    Participation Rate96 102 108

    Repetition Rate0.2 0 0

    SF5School

    Form 5

    Improved year end indicators.

    INDICATORS Y1 Y2 Y3

    Drop Out Rate 0 0 0

    Completion Rate 96 98.09 100.18

    Failure Rate 0.72 0.36 0

    Graduation Rate 100 100 100

    Promotion Rate 99.27 99.24 99.2

    SF5School

    Form 5

    Persons Involve Duties and Responsibilities

    1. School Head Convinces the school planning team.

    Provide leadership and guidance in the

    development of the plan

    Facilitate actual planning workshop.

    2. Teachers Provide information relative to teaching

    and learning process.

    Actively participate during the

    development of the School Improvement

    Plan.

    3. Parents Share their insights on what their children

    need to learn and the difficulties they face

    in school, their aspiration for the school

    and their children.

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    Commit available resources in the

    implementation of the plan.

    4. Pupils Share unique and valuable insights abouttheir difficulties in school.

    5. Baranggay and LGU Representation Share valuable information on the interest

    of the community for school improvement.

    Commit available resources in the

    implementation of the plan.

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