Executive Summary

The School Improvement Plan is a three-year comprehensive development plan of

Santa Barbara National Comprehensive High School developed through a collective
efforts involving students, teachers, principal and all other stakeholders like PTA and
LGU who strongly devote their commitment to its implementation. It is the driving
force for a positive change that will truly empower all stakeholders to work for the
schools achievable goals.
The mission and vision of the school are the points of reference of the School
Improvement Plan. The three-year work and financial plan includes the aims, targets
and priority projects which will possibly pave the way for the realization and
implementation which our school will give attention to and at the same time use its
resources the actualize the image we envision for the school.
In line with these schemes and realizations, a number and seminars to the
mechanisms and implementation strategies strengthened School Improvement
Plan. This School Improvement Plan will possibly be realized with the help of some
teachers who also attended trainings, workshops and seminars related to the School
Improvement Plan ideas last December, 2015 , A division Roll-Out for the Enhanced
SIP was attended by the Principal. Thus giving the Principal and teachers salient
points on where to start, when to start and absorbed knowledge and skills in the
preparation of writing the strengthened SIP.
One of the important topics taken up was the formulation of the Priority
Improvement Areas (PIA). This topic will cater the ministerial, supervisory and
services for the welfare of the students, teachers and stakeholders that will change
and improve the three key result areas in the basic education namely access,
quality and governance. These priorities are paralleled to the Divisions goals
covering the same strategic importance, the magnitude and the urgency of these
priorities to be realized, and the manner by which it must be feasible.
From then on, the School Planning Committee (SPC) was created. SPC is composed
of the Principal as the Chairperson and the members are: two teacher
representatives, president of the Supreme student Government, PTA President,
Barangay
Captain
representing
LGU,
Students
Protection
Committee
Representative, and member of MDRRC. The initial move was the meeting of all
members of the SPC and they discussed and drafted the contents of the SIP and
some related documents. With the help of the SPC the School has made inputs
coming from all stakeholders that started early covering the month of April, May
and June of 2016. The information gathered became the significant contents of the
SIP. Another data-gathering tool conducted was the survey method that become
also a part in formulating the SIP.
Because of the changing times, the SBNCHS necessitates herself to affect changes
in her educational endeavors. The ultimate purpose is to improve the quality of

instructional and learning outcomes for all students. The SIP shall be the reference
point of all the stakeholders and school administration to work collectively in
achieving and realizing the mission, vision, goals and objectives of SBNCHS.
II. Introduction
A School Improvement Plan (SIP) is a guiding provisions that will compel the school
to work and act for the betterment. With the collaboration of all the personalities
involved through interventions, the school shall possibly realize these ideals within a
period of three (3) consecutive school years. The main objective is to uplift the
standards of the school in basic education: Access, Quality and Governance. It is
centered on the welfare of the students, it is attainable, result oriented and
evidence based scheme.
DepEd Mission Vision
We dream of Filipinos who passionately love their country and whose values and
competencies enable them to realize their full potential and contribute meaningfully
to building the nation. As a learner-centered public institution, The Department of
Education continuously improves itself to better serve its stakeholders.
DepEd Mission
To protect and promote the right of every Filipino for quality, equitable, culturedbased, complete basic education where:
Students learn in a child-friendly, gender sensitive, safe and motivating
environment.
Teachers facilitate learning and constantly nurtured every learner.
Administrators and staff, as stewards of the institution, ensure and enabling and
supportive environment for effective learning to happen.
Family, community and other stakeholders actively engage and share responsibility
for developing life-long learners.
DepEd Core Values
MAKA-DIYOS
MAKATAO
MAKAKALIKASAN
MAKABANSA

III. Schools Current Situation

Santa Barbara National Comprehensive High School is along Roosevelt Street
in the Municipality of Santa Barbara, Iloilo. It is one of the fewer high schools
organized immediately after the close of World War II. This post war institution

started as a junior high school and was established in 1945 through the joint efforts
of Atty. Rufo Sucaldito, then member of the provincial board, Mr. Mr. Sucaldito, then
municipal mayor and Mr. Wenceslao Sison who became its head teacher and later
its first principal.
The need for a high school in this town was envisioned by its founders
because of the devastation of war and the clamor of a great number of overage
students who had the resurging desire and thirst for education Santa Barbara high
School was one of the regional high schools created in 1945 by a resolution of the
Iloilo provincial board. This institution attained status of a full-fledged high school in
1948. Since then, it has undergone changes in name and in curricular offerings. In
1960, by an Act of congress; this school was converted into a vocational high school
and as funded from the national budget. Ten year later, in 1970 it was converted to
a national Comprehensive High School by the subsequent act of congress. It has
retained its name and status as a National comprehensive High School.
At this time, is one of the biggest schools in the Division of Iloilo. It stands in
a 4.2 hectares land with prominent structures surrounding it. It has an enrolment of
3181 for Junior High School and 695 students enrolled for Senior High School. The
usual class size of Junior High School is 50-55 students per class while Senior High
School is 30-45 students in a class. The Grade 7 consist of 15 sections, Grade 8 has
17 sections, Grade 9 compose of 12 sections and Grade 10 is compose 11 sections
with Special Program for the Arts and Science, Technology and Engineering and
Technical Vocational Education (TVE) program being offered.
For this school year, the school implemented the Senior High School program
that offered Accountancy, Business and Management (ABM), General Academic
Subjects (GAS), Humanities and Social Sciences (HUMSS), and Science, Technology ,
engineering and Mathematics Strands under the Academic Track, In addition, the
Technical-vocational Livelihood (TVL) Track covers the automotive Servicing (AS),
Carpentry, Food and Beverage Services (BPP), Shielded Metal Arc Welding (SMAW),
Tailong and Hairdressing Strand.
. There are 17 sections for SHS program and compose of 22 full time and
strong teachers with 2 probationary teachers. For this year the school is also
preparing for the upcoming Grade 12 students. At this point, the Program occupying
the old Math and Araling Panlipunan building while waiting for the building of Senior
High School.
On the other hand, the school have a total of 154 regular full time teachers, 2
nationally funded janitors, 2 LGU funded watchmen; 2 PTA funded security guards
and some in ancillary services as their additional load.

The school is under the supervision of Lourdes A. Montefrio, D. S. Ed. as the

Principal III. There are nine (9) Master Teacher I, seven (7) Master Teacher II, twentyfour (24) Teacher I, nine (9) Teacher II and eighteen (18) Teacher III.
The school enrolment from 2013, the numbers of male enrollees have
significantly increased, while the numbers of female enrollees have decreased. The
overall enrolments for three years have no significant increase.
The health and nutritional status of the school, in the Junior High School, 8%
(232 out of 1272) of the learners fall outside the normal health status. On the other
hand, 4% of Grade 11 students fall outside the normal health status.
The learners material like the ratio of book to student ratio in Grades 7 to 10
is 1:3; in Grade 11 no available book yet but the teachers got a copy of teachers
manual from buying in Rex Bookstore and CES bookstore.
Majority of the teachers attended trainings in K to 12 Basic Education
Curriculum and about ICT. For this year the number of teachers who are enrolled in
Graduate School is increasing.
The biggest funding source of school activity comes from MOOE both for the
Junior high School (JHS) and Senior High School (SHS). Other sources are canteen
share, SEF and fund raising activity and income Generating Project.
The school had received numerous awards in international, national, regional,
division and district levels of both pupils and teachers.
School-Based Management Assessment Level is better.
In Child-Friendly School Survey Result, school got a score of 33 points in
Child-Friendly school survey, making us outstanding Child-Friendly School.
The stakeholder participation has the average of 50 to 75% actively
participate in PTA assemblies and in Brigada Eskwela.
In Learners Teacher Ratio generally all levels have a class sizes greater than
the recommended student-teacher ratio.
It is the mission of Santa Barbara National Comprehensive High School to
produce a holistic students who value life and God fearing individuals.
In providing basic quality education, the school implements the K-12 Basic
Education Curriculum as prescribed by the Department of Education. The school is
implementing three basic curricula program; the Special Science Class (SSC),

Technical Vocational Education (TVE) and the Special Program in the Arts (SPA) the
Regular Classes and other intervention programs as prescribed by the Division of
Iloilo such as Remedial Reading Program, Child Friendly School Program, Brigada
Eskwela, Early Childhood Care, and Development and Adopt-A-School Program.
A comprehensive data of the school baseline assessment is used to set
standards, targets and priorities under the tree principal (Governance, Access and
Quality) area of concern. Pupils achievement and development are given the
highest priority. This is to achieve targets on achievement set by the Division Office.
The school has accepted young and dynamic teachers. They are working hard
in the delivery of basic K to 12 education to achieve the desired learning outcomes
and competencies set by the school and the Department of Education. In the past
three years, the school has a reputation getting a low mark among performing
school. It has consistently performed below the planning standard of 75%
proficiency level. In line with this, the school is targeting intervention program on
low performing students and making teachers knowledge and skills stronger by
implementing the SBTP approaches in the teaching of Science and Mathematics that
will result in higher performance of the pupils.
The 154 dynamic teaching staffs of the school headway towards
improvement of the students learning goals. Among the 154 teachers 120 have
masters credits and every summer and semestral break they attend in-service
trainings and seminars to keep them up-to-date with the latest trends in teaching.
The School has dynamics, novel and vibrant administrative personnel. With
the assistance of the community, PTCA and Local Government Unit, the school will
continue to advance and see to it that the upgrading initiatives will make a
difference.
The School Action Plan and the Supervisory and Administrative Plans of the
principal are guides in the accomplishments or disappointments in the
implementation of the programs and projects of the DepEd toward the achievement
of quality education.
In the organizational staffing, teachers are assigned in accordance to their
academic expertise and are encourage pursuing graduate studies. There are subject
areas coordinators designated to monitor and evaluate the implementation o\f
school programs and projects. They plan out and organize intervention programs
with the support of the Grade Leaders on how to improve low performances in
certain areas. In line with goal of achieving higher performance the teaching-staff
commits to have maximum use of instructional time, procurement of relevant
instructional materials and encourage dynamic participation of all communities
stakeholders.

Financial supports are provided by the local school board with allocation
budget of seven hundred ninety thousands pesos (Php 791,000.00) for school repair
and maintenance, electricity, communication, office supplies and in support of
school programs and projects. The PTCA supports Grade levels projects and
beautification programs.