Sip

Republic of the Philippines
DEPARTMENT OF EDUCATION
Region IV-CALABARZON
Division of Laguna
_BALUBAD ELEMENTARY SCHOOL
District of Lumban-Kalayaan
ENHANCED
SCHOOL
IMPROVEMEN
T
PLAN
SY 2016-2017 to 20182019
PREPARED BY:
SCHOOL PLANNING TEAM

_MARIBETH M. CABISCUELAS
School Head-Chairman
ELFRED B. DE RAMOS
Co-Chairman
_RAYA T. MITRA_
Member
NIO RAGA
Member
_SONNY GADAZA__
Member
_CHARLIE PANGILINAN_
Member
_EMYLOU A. YAPANA_
Member
Republic of the Philippines
DEPARTMENT OF EDUCATION
Region IV-CALABARZON
Division of Laguna
DISTRICT OF LUMBAN-KALAYAAN
_BALUBAD ELEMENTARY SCHOOL

Lumban
ENDORSEMENT
This is to signify our collective and support to the implementation of the Enhanced School
Improvement Plan which contains our aspirations for Balubad Elementary School on April ________ 2016
at Balubad Elementary School, Lumban Laguna, Laguna
SCHOOL PLANNING TEAM

MARIBETH M. CABISCUELAS
School Head
RAYA T. MITRA
SONNY GADAZA
SSG- President
Barangay-Chairman
Recommending Approval:
_________MELBA R. REAL, Ed. D.__
District Supervisor
NEIL G. ANGELES, Ed. D.

OIC- asst. Schools Division Superintendent
Approved:
JOSILYN S. SOLANA, CESO V

Schools Division Superintendent
NIO RAGA
PTA-President
TABLE OF CONTENTS
I.
EXECUTIVE SUMMARY
Balubad Elementary School from the district of Lumban-Kalayaan has one
hundred ninety three (193) learners from Kindergarten to Grade 6, with 6 teachers, and
one (1) LSB utility and with Head Teacher position.
The foremost mission of the school is to enable learners to reach the highest level
of learning within a safe and positive environment. Etc
II.
INTRODUCTION
A. VISION, MISSION AND VALUES
Anchored to Dep. Ed Vision , Mission and Values, the school shall be sustained the
provision of a rich learning environment for pupils, which promotes individual growth,
creative thinking and independence through active participation, risk-taking opportunities
and real-life problem solving experiences to meet academic excellence.
This School Improvement Plan is a comprehensive presentation which will serve as
the basis of priority through which the school will focus and utilize all possible resources to
achieve Transparency, Ethical and Accountability.
Furthermore, this plan is developed based on the school needs and priorities,
appropriate action to be undertaken, and evaluation of the outcomes so as to further
improve the school and for the continuum of students achievement.
B. SITUATION
IDENTIFYING INFORMATION
School ID: 108323
ELEMENTARY
Address: Brgy. Balubad Lumban, Laguna
District:
Lumban-Kalayaan
Division:
Laguna
Name of School: BALUBAD

Barangay: Balubad
Municipality: Lumban
Region: IV- A CALABARZON
A.GEOGRAPHY
A.1 Location of the School. Check the appropriate description.
/
Along the highway
Near a river or waterway
Near the coastline
By the hillside
On top of a mountain
A.2. Relative Distance of the School
Distance in Km
a. From the poblacion
b. From the nearest public
elementary school
c. From the nearest private
elementary school
d. From the nearest public secondary
school
e. From the nearest private
secondary school
.5
1
Mode of
Transportation
Tricycle
Tricycle
.5
Tricycle
2.5
Tricycle
1.2
Tricycle
f. From the District Office

g. From the Division Ofice
1.1
7
Tricycle
Tricycle
B.LEARNING ENVIRONMENT
B.1. Classroom and Seats
Level
Kindergarten
Grade 1
Grade 2
Grade 3
Grade 4
Grade 5
Grade 6
Total
Total
Enrolment
Current SY
22
26
34
33
28
32
18
193
In Good
Condition
0
0
0
0
0
1
1
2
No. of Classrooms
For
Total Learner : Classroom Ratio
Repair/Rehab.
0
0
1
1
26:1
1
1
34:1
1
1
33:1
1
1
28:1
0
2
32:1
0
1
18:1
5
7
32:1
B.2. Classroom Seat

Number
193
Learner : Seat Ratio

1:1
B.3. Functional Toilets

Male
Female
Number
Ratio
Number
Ratio
34:1
34:1
B.4. Textbooks per Grade Level and Subject
B.5. LIBRARY
Number of Books
0
Number of Tables
0
Number of Chairs
0
Give additional information and qualitative descriptions of the library ( on the lightning, space, other
fixtures present, etc)
_______________________________________________________________________________________________
__There is no separate functional library due to inadequate room, instead we put up minilibrary in every classroom.
B.6. OTHER LEARNING FACILITIES B.5 other learning facilities/materials (example:

computers, science equipment. (Insert rows if necessary)
Facility/Material
Computer DCP
Magnifying lens
Educational Toys
LCD Projector
Number
7
3
2
Qualitative description/condition
Brand new/ in good condition/ACCER
In good condition
In good condition
Brand New
C. TEACHERS
C.1 Number of Teachers (SRC.14)
C.1.1 Number of Nationally- funded teachers (current SY)
Male
Female
TOTAL
Learner: Teacher
Ratio
32:1
Learner: Teacher ratio = total enrolment divided by number of nationally-funded

teacher
C.1.2 Number of locally-funded teachers and subsidized/volunteer
teachers/ current SY
No. of locally-funded teachers: _0___
No. of subsidized/ Volunteer Teachers: ___0___
C.2 Quality of Teachers
C.2.1 Number of Master Teachers
Position
Master
Teacher
Master
Teacher
Master
Teacher
Master
Teacher
Number
Carries FullTime Class

Teaching Load
(YES/NO)
Assigned
Grade Level
Assigned PartTime to class

Teaching
(YES/NO)
Assigned FullTime to
Ancillary
Services
(YES/NO)
0
IV
0
III
0
II
0
I
C.2.2 Number of teachers meeting the desired competencies based on NCBTS:
Total No. of Teachers

No. of teachers
meeting the standars
% meeting the
standards
SY Before Previous SY:

2013-2014
7
Previous SY
2014-2015
7
Current SY
2015-2016
6
7
100%
7
100%
6
100%
C.2.3 Projects/Interventions implemented to improve basic competencies of teachers

a. Does the school have
mechanisms for sustained
school-based training?
b. Does the school use the
result of the NCBTS
YES
/
NO
If YES, please describe

With the budget coming from MOOE fund
To attained the desired goal for teachers
improvement
Teachers Strength and

Needs Assessment as basis
for planning?
c. Are there other
interventions implemented
to improve competencies of
teachers?
Attending INSET,SLAC sessions and training

workshops
C.2.4 If the response to C.2.3.b is YES, list down the top 3 training needs mentioned and
indicate the number of teachers
trained on these (SRC 4.)
SY Before
Previous
Current
Previous
SY: 2015S.Y. 2016-2017
TRAINING NEEDS
SY:2014-2015
2016
No. of
Teachers
trained
Top 1: Classroom Management
Top 2: Curriculum Enhancement K to 12

Top 3: Communicating with Stakeholders
2
3
% of
teachers
trained
No. of
Teachers
trained
% of
teachers
trained
100
%
33%
50%
100
%
17%
50%
1
5
No. of
Teachers
trained
% of
teachers
trained
C.2.5 if teachers werent trained based on identified needs (as seen in C.2.4), cite
reasons for the lack of training.
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
D. CHILDREN HEALTH AND SAFETY

D.1 Nutritional Status (SRC 2.)
D.1.1 Number of malnourished children for the current SY

Level
Total
0
2
0
2
4
6
2
16
Kindergarten
Grade 1
Grade 2
Grade 3
Grade 4
Grade 5
Grade 6
Total
Percent of Total
Wasted
Male
0
0
0
0
1
3
1
5
5%
Female
0
2
0
2
3
3
1
11
11%
Total
0
2
0
0
0
4
0
4
Severely Wasted
Male
Female
0
0
1
1
0
0
0
0
0
0
1
3
0
0
2
4
2%
4%
D.1.2. Projects/interventions implemented in the previous SY addressing

malnourished children (insert rows if necessary)
Project/Intervention
Number of Children Covered
DAILY SCHOOL FEEDING PROGRAM
20
CHRISTMAS FEEDING PROGRAM
193
SBFP
20
D.2 Health Status (SRC.2.)

D.2.1 Number of children who have other health problems for the current SY. Indicate
common ailments and corresponding number of children per type of ailment based on results
of physical and dental examinations. Insert new columns if necessary.
Level
Types of Ailments (Current SY)

Ailment
Cough/C
old
Ailment
Fever
4
3
1
4
4
2
4
3
1
4
4
2
Kinderga
rten
Grade 1
Grade 2
Grade 3
Grade 4
Grade 5
Grade 6
TOTAL
Ailment
Dengue
Ailment
Malaria
Ailment
Hi-Blood
Pressur
e
Ailment
Tubercul
osis
Ailment
Otitis
Media
Ailment
LowBlood
Anemia
Ailment
Headac
he
1
1
D.2.2. Projects/ Interventions implemented in the previous SY addressing needs of children with
other health problems.
Project/ Intervention
Daily School Feeding Program
22
School Based-Feeding Program (SBFP)
20
D.3. Children reported as victims of abuse and violence

D.3.1 Number of children who were recorded victims of abuse and violence
(physical, verbal, and sexual). Should be supported by data from Guidance Office/
teachers.
Level
Kindergarten
Grade 1
Grade 2
Grade 3
Grade4
Grade 5
Grdae 6
Total
Percent of
Total
Total
0
0
0
0
0
0
0
0
Previous SY. 2014-2015

Male
Female
Total
0
0
0
0
0
0
0
0
Current SY 2015-2016
Male
Female
D.3.2. Projects/interventions implemented for children that were victims or

suspected victims of abuse
YES
a. Does the school have mechanisms to

promote safe and protective practices
based on Dep Eds Policy and Child
Protection program?
NO
If YES, please describe the

mechanisms
Number of
Children
covered
Proper coordination with

parents and community
b. Other interventions implemented for

children that were victims or suspected
victims of abuse
E. STATUS OF PRIORITY IMPROVEMENT PROJECTS OR CI PROJECTS (SRC.18. & SRC

19)
These projects include those implemented by the school and other stakeholders.
Duration
Implementer
Program/Proje
ct Title
DepED
Mr. Scott
Ames
Status/accomplis
hments
Target
Indicate progress of
the program/project,
and its effect/impact
on childrens access
to quality education.
March
20 pupils
February
22 pupils
100% nourished
children
100% nourished
children
Start
End
SBFP
October
Daily Feeding
Program
(Lunch Mo,
Sagot Ko)
July
F. STAKEHOLDER SUPPORT TO EDUCATION (SRC. 13)

Indicate the amount of contributions made by parents /guardians and other stakeholders
for co-curricular activities, extra-curricular activities, and other major activities (such as
meetings and assemblies) as well as stakeholder attendance during these activities.
Activity
Co-Curricular Activities
BSP
Contributions
Voluntee
r hours
Cash
48
Extra-Curricular activities
Sabayang Bigkas
Contest
24 hrs
Other Major Activities
Feeding Program
240 hrs
School Supplies
8 hrs
Christmas Party
Celebration
Brigada Eskwela
8 hrs
Attendance
In Kind
No. of
Attende
es
No.
Invited
Attendance
Rate
500.00
100%
2,000.0
0
28
30
93%
54,000.
00
10,000.
00
10,000.
00
10
20
50%
193
193
100%
193
193
100%
40 hrs
G. FUND SOURCES (SRC.5)

Fund Source
General Appropriation Act (School MOOE)
Amount
178,000.00
General Appropriation Act ( Subsidy for Special Programs)

Local Government Unit Funds
4,000.00
Canteen Funds
2,000.00
Donations
III.
74,000.00
SCHOOLS CURRENT SITUATION OF K TO GRADE 3

SITUATION OF CHILDREN/ LEARNERS: ACCESS IN AND OUT OF
SCHOOL
Instruction: Please input required data/information in unshaded cells. Fill-in only the age
groups/grade levels that are applicable to your school.
1.
CHILDREN NOT IN SCHOOL

1.1.
Population of children in the barangay where school is located SY 2015-2016

Total Population
Age
4
5
6
7
8
9
10
11
12
13
14
15
16
17
GRAND
TOTAL
Male
Femal
e
Tot
al
3
6
19
10
14
18
8
10
3
0
0
1
0
92
9
12
14
16
13
13
9
5
4
5
0
1
0
101
12
18
33
26
27
31
17
15
7
5
0
2
0
193
No. of Children NOT in

School
Male
Femal
Total
e
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
1
1
0
0
0
0
0
0
0
0
0
0
0
0
2
0
0
2
0
0
3
1
0
7
2
9
% of Children Not in School

Male
Femal
e
Total
1.2 Reasons for not attending school in the current SY. 2015-2016
Age
4
No. of
school
aged
children
not in
school
Finan
cial
Matt
ers
Healt
h and
Nutrit
ion
2
2
4
9
2
2
4
8
5
6
7
8
9
10
11
12
13
14
15
16
17
GRAND
TOTAL
No. of children NOT in school according to reasons

Chil
d
Lab
or
Dista
nce
of
Scho
ol
from
Hom
e
Affec
ted
by
Disas
ter
Affec
ted
by
Conf
ict
Disab
ilty
Other
Reas
ons
1.3 Number of children in the barangay NOT in school the last two Sys
Age
4
5
6
7
8
9
10
SY Before Previous SY
2013-2014
Total
Male
Femal
e
Previous SY 2014-2015
Total
Male
Femal
e
No. of Out-of-School
Children Attending Other
Forms of Learning in
Previous SY
Total
Male
Female
11
12
13
14
15
16
17
TOTAL
2
2
4
2
2
4
2
2
4
2
2
4
1.4 Projects/Interventions Implemented to ensure that out-of-school children are
reached or mainstreamed in school

YES
a. Does the school-community have a

mechanism to actively seek out children
not in school and give them access to
education ( e.g. family mapping,
Community-Based Management
System, etc)
b. Did the school use interventions in the
previous SYs to ensure that out-ofschool children have access to
education?
NO

mechanism/intervention used bt
the school-community
Family mapping
House to house campaign

DORP
2. CHILDREN ENROLLED IN SCHOOL (SRC.1)

2.1.
Enrolment for the last 3 SYs
Level
Kindergarten
SY Before Previous
SY 2013-2014
Total
Mal
Femal
e
e
40
19
21
Total
Previous SY
2014-2015
Male
Female
Total
Current SY
2015-2016
Male
Female
41
20
21
22
17
Grade 1
35
17
18
37
21
16
26
13
13
Grade 2
31
16
15
38
19
19
34
20
14
Grade 3
31
13
18
28
14
14
33
15
18
Grade 4
21
11
10
35
13
22
28
15
13
Grade 5
30
16
14
18
10
32
15
17
Grade 6
21
14
28
15
13
18
10
TOTAL
209
99
110
226
110
115
193
91
102
Percent of Total
2.2. Number of Children with disabilities by type of disability.
Level
Kindergarten
Grade 1
Grade 2
Grade 3
Grade 4
Number
of
Children
with
Disabilit
ies
0
0
0
2
0
Type of Disability SY 2015-2016

Disabilit
y
Disabi
lity
Cleft
_________
______
Specia
l
_______
_____
0
0
0
1
0
0
0
0
1
0
Disabi
lity
Disabili
ty
Disabili
ty
Disabili
ty
Disabili
ty
Disabil
ity
________
____
________
____
________
___
________
_
_______
__
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
_______
____
Grade 5
Grade 6
TOTAL
Percent of
Total
0
0
2
0
0
1
.5%
0
0
1
.5%
2.3 Other Data

Level
No. of Over-aged
Learners
Kindergarten
0
0
0
0
0
0
0
No. of IP learners
0
0
0
0
0
0
0
0
0
0
0
0
No. of Muslim
Learners
0
No. of 4Ps Learner

Recipients
3
Grade 1
Grade 2
10
Grade 3
12
Grade 4
10
Grade 5
12
Grade 6
TOTAL
61
III. SITUATION OF CHILDREN / LEARNERS: ACCESS- ATTENDANCE

AND RETENTION
Instruction: Please input required data/information in unshaded cells.
1. ATTENDANCE
3.1
Number of children regularly attending classes (at least 90%

attendance) for the last 3 SYs.
Level
SY Before Previous SY 20132014
Total
Male
Female
Total
Male
Female
Total
Male
Female
Kindergar
ten
Grade 1
40
19
21
41
20
21
22
35
17
18
38
23
15
26
13
13
Grade 2
31
16
15
38
19
19
34
20
14
Grade 3
31
13
18
28
14
14
33
15
18
Grade 4
21
11
10
35
13
22
28
15
13
Grade 5
30
16
14
18
10
32
15
17
Grade 6
21
14
28
15
13
18
10
TOTAL
209
99
110
226
112
114
193
91
102
Percent of
Total
100%
100%
100%
100%
100%
100%
100%
100%
100%
III.2 Percentage of children regularly attending classes (at least 90%

attendance) for the last3 SYs.
Level

Total
Male
Female
Total
Male
Female
Total
Male
Female
Kindergar
ten
100%
100%
100%
100%
100%
100%
100%
100%
100%
Grade 1
100%
100%
100%
100%
100%
100%
100%
100%
100%
Grade 2
100%
100%
100%
100%
100%
100%
100%
100%
100%
Grade 3
100%
100%
100%
100%
100%
100%
100%
100%
100%
Grade 4
100%
100%
100%
100%
100%
100%
100%
100%
100%
Grade 5
100%
100%
100%
100%
100%
100%
100%
100%
100%
Grade 6
100%
100%
100%
100%
100%
100%
100%
100%
100%
TOTAL
100%
100%
100%
100%
100%
100%
100%
100%
100%
OVERALL
No. of children regularly attending classes divided by the total enrolment x 100
3.3
In the previous SY, how many children were frequently absent (below 90%
attendance) and how many of them were recipients of the
Conditional Cash Transfer Program (Pantawid Pamilya) of DSWD
Level
Total
Enrolmen
t in
Previous
SY
20142015
Number of children who were

frequently absent
Total
Male
Female
Number of frequently absent

students that were recipients of
Pantawid Pamilya
Total
Male
Female
Kindergart
en
Grade 1
41
37
Grade 2
38
Grade 3
28
Grade 4
35
Grade 5
18
Grade 6
28
Total
225
Percent of
Total
3.4
What were the reasons why children were frequently absent in the previous SY? Please
indicate number of children who are frequently absent according to reasons.
Level
Total No. of
Children who
were
Frequently
Absent in
previous SY
Number of Children who are frequently absent

according to reasons
( Previous SY)
Financi Health Child Distanc Affecte Affecte
Other
al
and
Labo
e of
d by
d by
Reaso
Matter Nutritio
r
School Disaste Conflict
ns
s
n
from
r
Home
Kindergart
en
Grade 1
Grade 2
Grade 3
Grade 4
Grade 5
Grade 6
TOTAL
25
23
School Project Teams are encouraged to conduct interviews or focus group discussions with
parents/guardians/community members to probe deeper reasons cited.
3.5 Project/interventions implemented to address needs of children who are
frequently absent
No. of Children
Covered
Learners who are frequently absent due to to lack of food for the
afternoon are included in our daily feeding program to address
the problem regarding food and nutrition.
35
Encouraging parents to plant vegetables and explained that the

school is implementing zero collection policy.
3. DROPOUT (SRC.7)
3.1.
Level
Number of dropouts for the last 3 SYs

Total
Male
Female
Total
Male
Female
Total
Male
Female
Kindergart
en
Grade 1
Grade 2
Grade 3
Grade 4
Grade 5
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
Grade 6
TOTAL
4.2 Dropout rates for the last 3 SYs

Level

Total
Male
Female
Total
Male
Female
Total
Male
Female
Kindergar
ten
Grade 1
3%
3%
Grade 2
Grade 3
Grade 4
Grade 5
Grade 6
4%
4%
TOTAL
7%
7%
4.3 Number of Dropouts by cause

Total No.
of
Dropout
s
(Current
SY)
Cause:
Cause:
FinancialMat
ters
Change
of
Resident
s
Kindergart
en
Grade 1
Grade 2
Level
Number of Dropouts by Cause ( Current SY 2015-2016)

Cause:
_____________
Cause:
________
Cause:
_______
Cause:
________
Cause:
________
Grade 3
Grade 4
Grade 5
Grade 6
TOTAL
4.4 Projects/interventions implemented for children at risk of dropping out

4.4. Does the school have
mechanisms to:
-
Track attendance and identify

children at risk of dropping
out and failing and design
remedies to keep them in
school
YE
S
/
N
O

mechanisms used by the school
Teachers uconducted home visitation
program and those pupils diagnosed
to be at risk are included in our
school feeding program and SBFP to
ensure that they will attend classes
everyday.
Anticipate and minimize

disruptions of classes
especially with respect to
emergencies (disaster and
confict)
Track teachers attendance
and ways of ensuring their
regular presence based on
CSC policy?
Announced as earlier the activities

to be conducted.
As of now the school havent
experience classes disruption due to
disasters and conflicts.
Regular checking of logbook and
form 48 of teachers.
Ensure that it is clear to them their
duties and responsibilities as a
teacher.
4.4.b What are the interventions implemented for

children at risk of dropping out?
School Based Feeding Program and School

Daily Feeding Program
22
Home Visititation
20
ANNEX 1A School-Community Data Template
IV. SITUATION OF CHILDREN / LEARNERS: QUALITY

Instructions: Please input required data/information in unshaded cells.
1. PROMOTION/ GRADUATION RATES (SRC .8)
5.1 Number of promoted learners/graduates by grade level, for the last 3
SYs.
Level
Kindergart
en
Grade 1
2013-2014
Total
Male Femal
e
41
19
21
Total
Male
41
Total
Male
20
Femal
e
21
22
Femal
e
7
35
17
18
37
21
16
26
13
13
Grade 2
31
16
15
38
19
19
34
20
14
Grade 3
31
13
18
28
14
14
33
15
18
Grade 4
21
11
10
35
13
22
28
15
13
Grade 5
30
16
14
18
10
32
15
17
Grade 6
21
14
27
14
13
18
10
TOTAL
209
99
110
225
109
115
193
91
102
100%
100%
100%
99%
98%
100%
100%
100%
100%
5.2 Promotion/graduation rates for the last 3 SYs.

Level
Kindergart
en
Grade 1
2013-2014
Total
Male Femal
e
100% 100% 100%
Total
Male
100%
Total
Male
100%
Femal
e
100%
100%
100%
Femal
e
100%
100%
100%
100%
96%
91%
100%
100%
100%
100%
Grade 2
100%
100%
100%
100%
100%
100%
100%
100%
100%
Grade 3
100%
100%
100%
100%
100%
100%
100%
100%
100%
Grade 4
100%
100%
100%
100%
100%
100%
100%
100%
100%
Grade 5
100%
100%
100%
100%
100%
100%
100%
100%
100%
Grade 6
100%
100%
100%
97%
93%
100%
100%
100%
100%
TOTAL
100%
100%
100%
99%
98%
100%
100%
100%
100%
OVERALL
100%
100%
100%
99%
98%
100%
100%
100%
100%
Promotion rate: no. of promoted learners divided by the total enrolment x 100;
Graduation rate: no. of graduates divided by the total enrolment x 100
2. MEAN PERCENTAGE SCORES ( based on National Achievement Tests) (SRC.9)

6.1 Mean Percentage Scores of NAT Grade 3 and 6 per subject for the last
three SYs.
SY. Before Previous SY 2012-2013
Level
English
Filipino
Math
Science
HEKASI
73.50
82.59
66.30
72.00
81.20
Grade 3
Grade 6
Level
English
Filipino
Math
Science
Grade 3
58.67
49.33
59.33
69.11
Grade 6
61.31
74.52
60.48
54.52
HEKASI
59.88
Level
English
Filipino
Grade 3
46.43
58.89
Grade 6
60.36
63.3
Math
Science
HEKASI
67.5
64.64
64.73
6.2 Projects/interventions implemented to improve basic competencies of

learners
Massive observations in Grade 3 and Grade 6.
Focusing on the least learned competencies in every grading period.

Conducting remediation and intervention programs during free time.
Involving parents for follow up study habits of pupils.
3. LITERACY LEVEL (SRC 10)

7.1 Number of learners who are in the frustration, instructional, and
independent levels for the current SY (ENGLISH)
Frustration Level
Instructional Level
Indepenedent Level
Total
Male
Femal
Total
Male
Femal
Total
Male
Femal
Level
e
e
e
Pre-Test Results
Grade
1
Grade
14
8
6
10
4
6
2
0
2
2
Grade
5
4
1
21
8
13
5
2
3
3
Grade
5
5
0
22
8
14
0
0
0
4
Grade
2
1
1
20
8
12
10
5
5
5
Grade
3
1
2
10
4
6
5
1
4
6
Level
Post-Test Results
Grade
1
Grade
2
Grade
3
Grade
4
Grade
5
Grade
6
13
10
15
22
15
22
14
22
13
10
10
Basedon Phil-IRI pre-test results
7.2 Number of learners who are in the frustration, instructional, and

independent levels for the current SY (FILIPINO)
Frustration Level
Instructional Level
Indepenedent Level
Total
Male
Femal
Total
Male
Femal
Total
Male
Femal
Level
e
e
e
Pre-Test Results
Grade
5
2
3
11
5
6
2
0
2
1
Grade
7
4
3
18
9
9
5
2
3
2
Grade
4
2
2
22
8
14
6
2
4
3
Grade
4
2
2
20
10
10
3
1
2
4
Grade
2
1
1
24
12
12
6
3
3
5
Grade
1
0
1
1
0
1
16
2
14
6
Level
Post-Test Results
Grade
1
Grade
2
Grade
3
Grade
4
Grade
5
Grade
6
15
16
11
11
18
10
25
16
7.3 Projects/intervention implemented to improve reading skills of children

30 minutes reading before the classes starts.
Remediation program, involve parents indeveloping reading ability of their children
Utilize minilibrary inside every classroom.
4. AWARDS/RECOGNITIONS (TOP 3) (SRC 6)

List down the awards/recognitions received by the school, the school head, teachers, and
students.
Categor
y of
Awarde
es
Award giving Body (Please identify)

Title
Year
District
Divisio
n
Regiona
l
Nation
al
Internatio
nal
Student
Teacher
School
Head
School
IV.
GOVERNANCE
Situation of SBM, CFSS, Stakeholders participation
Learner-Teacher Ratio, Learner-Classroom ratio, Learner-Toilet ratio,
Learner-Seat Ratio
(Insert School Improvement Planning Worksheet) pls. use template on page 88 of
the guidebook
STATUS OF PRIORITY IMPROVEMENT PROJECTS OR CI PROJECTS ( SRC.18.&

SRC 19)
These projects include those implemented by the school and other
stakeholders.
Duration
Implementer
DepED
Mr. Scott
Ames
Dra.
Rhodora
Anonuevo
Status/accomplis
hments
Program/Proje
ct Title
Start
End
Target
SBFP
October
March
20 pupils
Daily
Feeding
Program
(Lunch Mo,
Sagot Ko)
Christmas
Party
July
February
22 pupils
December
December
193 pupils,
Parents,
Teachers
Indicate progress of
the program/project,
and its effect/impact
on childrens access
to quality education.
100%
nourished
children
100%
nourished
children
100%
participation
of parents
STAKEHOLDER SUPPORT TO EDUCATION (SRC. 13)

Indicate the amount of contributions made by parents /guardians and other
stakeholders for co-curricular activities, extra-curricular activities, and other major
activities (such as meetings and assemblies) as well as stakeholder attendance
during these activities.
Activity
Contributions
Voluntee
r hours
Cash
Attendance
In Kind
No. of
Attende
es
No.
Invited
Attendance
Rate
2,000.0
0
28
30
93%
54,000.
00
10,000.
00
10,000.
00
10
20
50%
193
193
100%
193
193
100%
Co-Curricular Activities
BSP
Extra-Curricular activities
Sabayang Bigkas
Contest
24 hrs
Other Major Activities
Feeding Program
240 hrs
School Supplies
8 hrs
Christmas Party
Celebration
Brigada Eskwela
8 hrs
40 hrs
FUND SOURCES (SRC.5)

Fund Source
General Appropriation Act (School MOOE)
Amount
178,000.00
General Appropriation Act ( Subsidy for Special Programs)

Local Government Unit Funds
4,000.00
Canteen Funds
2,000.00
Donations
74,000.00
TEACHERS
Number of Teachers (SRC.14)
C.1.1 Number of Nationally- funded teachers (current SY)
Male
Female
TOTAL
Learner: Teacher Ratio
32:1
Learner: Teacher ratio = total enrolment divided by number of nationally-funded teacher
Classrooms and Seats

Classroom quantity (SRC.15.)
Learner: Classroom ratio: Total enrolment divided by the total number of classrooms
Classroom Seat Quantity (SRC.17.) Indicate the total seats in all

classrooms.
Number
Learner: Seat ratio
193
1:1
Learner: seat ratio = Total enrolment divided by the total number of seats
Functional Toilets (SRC 16) B.2.4 Toilet Bowls
Male
Number
3
Female
Ratio
Number
Ratio
30:1
Male
34
34:1
Number
Ratio
Learner: Toilet
3
30:1
divided by
Learner: toilet
divided by number of toilet bowls
Female
Numbe
r
34
Ratio
34:1
ratio= Total enrolment

number of toilets
bowl Ratio = total enrolment
SCHOOL IMPROVEMENTPLANNING
PLANNING WORKSHEET
Instruction: Align your input into the appropriate learning stage and immediate outcomes
PLANNING WORKSHEET for ACCESS and QUALITY
TIME FRAME
LEARN
ING
STAGE
K-3
4-6
DEPED INTERMEDIATE
OUTCOMES
IO1: Learners are in

school and learning
centers
IO2: Learners access
programs responsive to
their needs and
consistent with their
interests and aptitudes
IO3: learners enjoy
learner-friendly
environment
IO4: Learners actively
participate in their
learning environment
IO5: Learners attain
learning standards
IO6: Learners are wellrounded, happy and
smart
school and learning
centers
their needs and
IO3: learners enjoy
learner-friendly
environment
learning standards
PRIORITY
IMPROVEMENT
AREA
GENERAL
OBJECTIVES
ROOT
CAUSES
SY_
__
SY_
__
SY
__
smart
PLANNING WORKSHEET for ACCESS and QUALITY
TIME FRAME
LEARN
ING
STAGE
K-3
4-6
V.
DEPED INTERMEDIATE
OUTCOMES
PRIORITY
IMPROVEMENT
AREA
GENERAL
OBJECTIVES

school and learning
centers
their neds and consistent
with their interests and
aptitudes
IO3: learners enjoy
learner-friendly
environment
learning standards
smart
school and learning
centers
their needs and
IO3: learners enjoy
learner-friendly
environment
learning standards
smart
ROOT
CAUSES
SY_
__
SY_
__
SY
__
MONITORING AND EVALUATION

(Discuss briefly how monitoring and evaluation shall be done
using the following information)
( When and how regular should you conduct monitoring for each
project?
Remember that each project can have their own monitoring
timeline. If, for example, you are working on a project to increase
enrolment, you may begin your project even before June and you
will monitor it at the end of June so you can see if enrolment did
increase. )
( Whereas, if your project is on reading, the beginning of the project
can be after the first 5 weeks of the first quarter, for example,
because thats when you are able to assess the students who need
help in reading.
Monitoring for this should be every quarter so you can check if the
students are making progress.
- This means that when and how regular you conduct your M&E
depends on the kind of projects you will implement.
How to document issues and lessons learned Schools should
also include their strategies to document issues and lessons
learned. Issues and lessons learned usually are discussed during
team meetings. Take note of these issues and lessons learned
and integrate the learnings in your new project design or AIP.
What are the indicators to watch out for in each project?
- This is important for you to say that the project is indeed meeting its
target and where it needs improvement.
Please note that what the SPT will write here should be
considered by the Project Teams when they fill out their Project
Monitoring Forms.
The SDOs will conduct a summative evaluation at the end of the
SIP cycle.
Note: Project Monitoring Report Form
the Guidebook
please refer to page 29 of

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Republic of the Philippines

_BALUBAD ELEMENTARY SCHOOL

SCHOOL PLANNING TEAM

Republic of the Philippines

_BALUBAD ELEMENTARY SCHOOL

SCHOOL PLANNING TEAM

NEIL G. ANGELES, Ed. D.

JOSILYN S. SOLANA, CESO V

Name of School: BALUBAD

A.2. Relative Distance of the School

f. From the District Office

B.2. Classroom Seat

Learner : Seat Ratio

B.3. Functional Toilets

B.4. Textbooks per Grade Level and Subject

B.6. OTHER LEARNING FACILITIES B.5 other learning facilities/materials (example:

Learner: Teacher ratio = total enrolment divided by number of nationally-funded

Carries FullTime Class

Assigned PartTime to class

C.2.2 Number of teachers meeting the desired competencies based on NCBTS:

Total No. of Teachers

SY Before Previous SY:

C.2.3 Projects/Interventions implemented to improve basic competencies of teachers

If YES, please describe

Teachers Strength and

Attending INSET,SLAC sessions and training

Top 1: Classroom Management

Top 2: Curriculum Enhancement K to 12

D. CHILDREN HEALTH AND SAFETY

D.1.1 Number of malnourished children for the current SY

D.1.2. Projects/interventions implemented in the previous SY addressing

CHRISTMAS FEEDING PROGRAM

D.2 Health Status (SRC.2.)

Types of Ailments (Current SY)

Number of Children Covered

Daily School Feeding Program

School Based-Feeding Program (SBFP)

D.3. Children reported as victims of abuse and violence

Previous SY. 2014-2015

D.3.2. Projects/interventions implemented for children that were victims or

a. Does the school have mechanisms to

If YES, please describe the

Proper coordination with

b. Other interventions implemented for

E. STATUS OF PRIORITY IMPROVEMENT PROJECTS OR CI PROJECTS (SRC.18. & SRC

F. STAKEHOLDER SUPPORT TO EDUCATION (SRC. 13)

G. FUND SOURCES (SRC.5)

General Appropriation Act ( Subsidy for Special Programs)

SCHOOLS CURRENT SITUATION OF K TO GRADE 3

CHILDREN NOT IN SCHOOL

Population of children in the barangay where school is located SY 2015-2016

No. of Children NOT in

% of Children Not in School

No. of children NOT in school according to reasons

1.4 Projects/Interventions Implemented to ensure that out-of-school children are

reached or mainstreamed in school

a. Does the school-community have a

If YES, please describe the

House to house campaign

2. CHILDREN ENROLLED IN SCHOOL (SRC.1)

Enrolment for the last 3 SYs

2.2. Number of Children with disabilities by type of disability.

Type of Disability SY 2015-2016

2.3 Other Data