Ginopolan SIP Cycle 4

Enhanced School Improvement Plan
Ginopolan Elementary School

School Year 2016 – 2018
Department of Education
DIVISION OF BOHOL
SCHOOL IMPROVEMENT PLAN

of La Victoria ES – La Victoria, Valencia, Bohol
School Year 2016-2018
Date of Submission
_______________
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La Victoria Elementary School
ENDORSEMENT
In line with the DepEd Program, Republic Act 9155 of 2001, the
Basic Education Curriculum, provides standards of excellence that
help the administration of all educational institution to improve their
performance and other initiated education reforms program of the
Department of Education policies and guidelines. Political leadership
has affected the education systems of many countries in the 21st
century which sought to balance control of the educational systems
between government and private organization. Aiming the same
direction for a greater access to quality education, The School
Project Team (SPT) of La Victoria Elementary School respectfully
submit to Schools Division Superintendent of Bohol, this Community
Involvement Implementation Plan as the basis of school
development and approval.
This is to signify our collective approval and support to the

implementation of this Plan which contains our aspirations for a
successful school. Attached herewith are the signatures of SPT to
signify our deep commitment to the contents of this plan.
The School Planning Team
MERCEDITA C. VISTO
HT-1
ZENY MARIE C. CAGULADA ANA I. MADRIA

Teacher Representative Parent Representative
DEBBY JEAN REYES VICTOR B. CAGULADA

Pupil Representative LGU Representative
Accepted by: Accepted by:
_______________________ WILFREDA D. BONGALOS, Ph.D.

Division Appraisal Committee Schools Division Superintendent
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INTRODUCTION
Republic Act 9155 otherwise known as the Governance of Basic Education Act of 2991
mandates among other the development of a School Improvement Plan (Function No. 4
of School Heads).
This is further articulated in the principle of School First Initiative (SFI) in 2004, now
the School-Based Management which puts premium on shared governance,
responsibility and accountability. Thus, this SIP is prepared in a participatory manner
by the representatives of the various governance structures in the school such as: SGC
Chairman, PTA President, SPG President, Chairman on the Committee of Education,
President of the Teacher’s Organization and the School Head.
The Ginopolan-Banderahan Elementary School Planning Team with the following

members; Frances Danica P. Delantar-Pupil Representative, Ana Madria-Parent
Representative, Tito Caipang-LGU Representative, Zeny Marie Cagulada-Teacher
Representative and Fe P. Delantar-School Head outline the SIP which embodied the
school and the community’s vision of the future as well as the strategies and activities
to be undertaken to attain a higher academic performance of the pupils in the school.
All the SPT members participated actively in the workshops which were signified by the
roadmap and pit stops. The SIP coach was on hand that gave technical assistance and
validated the outputs ensuring proper direction.
Enhanced School Improvement Plan as known is a guidepost that lays down the
school’s specific solutions to corresponding identified Priority Improvement Areas
(PIAs) covering the period of three years, it aims to improve the three key results in
basic education: access, quality and governance. It is evidence-based, results-based, and
child or learner-centered. The ESIP is the basis for the school’s Annual Implementation
Plan (AIP) and other specific plans such as the Child Protection Plan, Disaster Reduction
Management (DRRM) Plan, and Learning Action Cell (LAC) action plan, among
others.This plan serves as the blueprint for the development of the school and the road
to achieving the vision and the specific targets for more improved education outcomes.
All stakeholders are encouraged and urged to use this plan in everything that they
would propose and do so that all efforts, resources and practices are aligned and used
in the implementation of our plans and a living legacy to our followers.
Series of task followed as specified in the School Report Card and as shown in
the school and community profile presentation. Two of the SPT members had attended
the Training on Enhanced School Improvement Plan on April 28-30, 2016 at Reyna’s
Haven under the sponsorship of the Division of Bohol.
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I. DEPED VISION, MISION AND CORE VALUES

Ginopolan-Banderahan Elem. School SPT members strongly believed that the
school must possess values as guide in order to attain its dreams of producing
competent graduates in the future.
The DepEd 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 institution
The Department of Education
Continuously improves itself
To better serve its stakeholders.
The DepEd Mission
To protect and promote the right of every Filipino to quality, equitable, culture-based,
and complete basic education where:
-Students learn in a child-friendly, gender-sensitive, safe and motivating

environment.
- Teachers facilitate learning and constantly nurture every learner.
- Administrators and staff, as stewards of the institution, ensure an enabling and
supportive environment for effective learning to happen.
- Family, community, and other stakeholders are actively engaged and share
responsibility for developing life-long learners.
Core Values
Maka-Diyos
Maka-Tao
Maka-kalikasan
Makabansa
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II. SCHOOL’S CURRENT SITUATION
SCHOOL PROFILE
Nine kilometers from the town of Valencia raise a high mountain which is called
Banderahan because there flew the Philippine Flag that marked the end of 2nd World
War. Adjacent to it is another mountain which hides the school from being seen when
you’re passing on the Barangay road to Banderahan Hill.
This hill that covers the school gives a dramatic entrance to anyone who wants
to visit the school. That is how the school got its name, Ginopolan-Banderahan
Elementary School because Banderahan Hills are located in Ginopolan, Valencia, Bohol.
A. CURRICULUM
The school organization and curricula are anchored on the main programs of K to 12 Basic
Education and the policy-directions of Education for All (EFA) 2020.
1. Revised 2012 K to 12 Basic Education Curriculum (Elementary)
Effective School Year (SY) 2012-2013, the K to 12 Basic Education Curriculum

(BEC) shall be implemented starting with the roll-out of Grade 1 and 7 in all public
elementary and secondary schools. The schools are challenged to implement the
guidelines in a creative and innovative ways in the curriculum without compromising
the philosophy of teaching and desired outcomes. The overall design of the K to 12
Curriculum follows the spiral approach across the subject by building on the same
concepts developed in increasing complexity and sophistication starting from Grade
school. Teachers are expected to use the spiral progression approach in teaching
competencies.
The desired outcomes of K to 12 Program are defined in terms of expectancies as

articulated in the learning standard in every subject. Students are expected at the end of
Grade 6 to demonstrate communicative competence; think intelligently, critically and
creatively in life situations, make informed and values-based decisions, perform their
civic duties, use resources sustainably, and participate actively in artistic and cultural
activities and in the promotion of wellness and lifelong fitness.
A 30-minute Homeroom/Guidance Program is provided for meetings between

the teacher-adviser and the class. A sample prototype class program, which is
designed for one day period of independent/cooperative learning is presented below.
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SAMPLE K-12 CLASS PROGRAM FOR KINDERGARTEN

Table. 1. Sample K-12 Class Program

PERIOD MINUTES SUBJECTS
7:45-8:00 15 FLAG RAISING CEREMONY
8:00-8:15 15 MEETING TIME 1
8:15-9:05 50 WORK PERIOD 1 ( Literacy)
9:05-9:25 20 MEETING TIME 2
9:25-9:40 15 SUPERVISED RECESS
9:40-9:50 10 STORY TIME
9:50-10:35 45 WORK PERIOD 2 (Numeracy)
10:35-10:50 15 Indoor/Outdoor Activities
10:50-11:00 10 DISMISSAL TIME
Main Areas of Learning is the literacy and the numeracy working periods. Meeting periods
are for singing and other group activities.
SAMPLE K-12 CLASS PROGRAM FOR GRADES ONE & TWO


8:00-8:10 10 HOMEROOM
8:10-8:40 30 EDUKASYON SA PAGPAPAKATAO
8:40-9:30 50 MOTHER TONGUE
9:30-10:00 30 FILIPINO
10:20-11:00 40 ARALING PANLIPUNAN
11:00-11:30 30 ENGLISH
N O O N I N T E R M I S S I O N
1:00-1:30 30 RELGION/REMEDIATION
1:30-2:20 50 MATHEMATICS
2:20-3:00 40 MAPEH
3:00-4:45 45 IM’s MAKING
4:45-5:00 15 FLAG RETREAT
There are seven learning areas of the curriculum; ESP, Mother tongue, Filipino, AP,
Mathematics, English, and MAPEH for grades one and two.
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SAMPLE K-12 CLASS PROGRAM FOR GRADES THREE

8:00-8:30 30 EDUKASYON SA PAGPAPAKATAO
8:30-9:20 50 MTB
9:20-10:10 50 ENGLSH
10:10-10:25 15 RECESS
10:25-11:25 50 MATH
11:25-11:45 30 HOMEROOM
1:00-1:30 30 RELIGION
1:30-2:20 50 FILIPINO
2:20-3:10 50 SCIENCE
3:10-3:50 40 ARALING PANLIPUNAN
3:50-4:30 40 MAPEH
4:30-4:50 20 SCHOOL GROUND IMPROVEMENT
There are eight learning areas of the curriculum; ESP, Mother tongue, Filipino,
AP, Mathematics, English, Science, and MAPEH for grade three
SAMPLE K-12 CLASS PROGRAM FOR GRADE FIVE


8:00-8:30 30 ESP
8:30-9:20 50 SCIENCE
9:20-9:35 15 RECESS
9:35-10:25 50 ENGLISH
10:25-11:15 50 MATHEMATICS
11:15-11:45 30 REMEDIAL TEACHING
1:00-1:10 50 SUSTAINED SILENT READING PROGRAM
1:10-2:00 50 FILIPINO
2:00-2:50 50 A.P.
2:50-3:40 40 E.P.P.
340-4:20 40 MAPEH
4:20-4:50 30 HOMEROOM/RELIGION
There are nine learning areas of the curriculum: ESP, Science, English, Mathematics,
Filipino, AP, ESP, and MAPEH (Music, Arts, PE and Health).
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The activities and undertaking of Ginopolan-Banderahan Elementary School are

all governed by guidelines based from the orders of DepEd Head down to the
Undersecretaries and to the Division level run by Dr. Wilfreda Bongalos, the Division
Supervisors and Coordinators in every subject area headed by ESA Consultants or
Executive Officers. The District Level is headed by Schools District Supervisor.
2. PERSONNEL
The school is headed, managed and supervised by a School Head Teacher with
seven competent teaching staff to handle the learning areas of all grade levels.
A.1. ORGANIZATIONAL STRUCTURE

SY: 2015-2016
LOLITA M. KIBIR, Ed.D.

Schools District Supervisor
MERCEDITA C. VISTO
Head Teacher

Teaching Staff
RANDIE C. LEA B.
SALIOT DALAPO IGNACIA C. ALMA I.
Grade One BALISTOY MADRIA
Kindergarten Grade Two Grade Three
ZENY MARIE C. EDNA D. FE P.

CAGULADA CAIBIGAN DELANTAR
Grade Four Grade Five Grade Six
A total of seven (7) nationally funded teaching personnel and one (1) head teacher
complement its organizational set-up.
Stakeholders’ participation in school governance is assured with the creation of

the School Governing Council engaging linkages with the local community and partners
of education. A very active and functional PTA is also in place.
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Enumerated hereunder are the plantilla-based positions as contained in the FY

2015 Personal Services Itemization and Plantilla of Personnel (PSIPOP):
In the world of teaching, one must keep himself abreast of the latest trends in
education. All the nine teachers in school meet the specified qualification standards set
by the Department of Education. Eight of them are in-charge classes while one is a Head
Teacher.
Table 2: Teacher’s Profile

Date of
Date of M.A.
Name of Teachers Course Position Original
Birth Units
Appointment
Randie C. Saliot BEED EST – 1
Zeny Marie C. Cagulada 02-07-81 BBED 9 EST - III 07-01-04
Lea B. Dalapo 01-07-83 BEED 0 EST - III 06-01-09
Ignacia C. Balistoy 02-01-68 BEED 27 EST - III 03-02-01
Alma I. Madria 11-30-76 BEED 0 EST - III 06-22-03
Edna D. Caibigan BEED 0 EST - I
Fe P. Delantar 02-21-79 BSHE CAR EST - III 01-07-03
Mercedita C. Visto BEED HT - I
Data as per School Report Card and Streams Diagnostic Chart:
Existing:
School Level Number
School Administrator
▪ Principal III 0
▪ Assistant Principal I 0
▪ Head Teachers III 0
▪ No. of HT with Admin load 1
▪ No. of HT with teaching load 0
Teachers
▪ Master Teacher I 0
▪ Master Teacher II 0
▪ Teacher I 2
▪ Teacher II 0
▪ Teacher III 5
▪ Total # of Teachers 7
▪ Funding Source
▪ Nationally Funded
ALS
School ALS Coordinator
▪ Male 0
▪ Female 0
Funding Source: Nationally Funded
Teacher Information
Age
▪ 64 yrs old 0
▪ 63 yrs old 0
▪ 62 yrs old 0
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▪ 61 yrs old 0
▪ 60 yrs old 0
▪ 59 yrs old 0
▪ 50-58 yrs old 0
▪ 40-49 yrs old 3
▪ 30-39 yrs old 4
▪ 20-29 yrs old 0
▪ Average Age 40
▪
Years in Service
▪ Below 5 years 0
▪ 5-10 years 3
▪ 11-20 years 4
▪ 21-30 years 0
▪ Above 30 years 0
Qualifications
▪ # of teachers having required 7
academic qualifications
▪ # of teachers who are certified to
teach according to national standards 7
▪ Graduate Studies
▪ # of Teachers with MA credits 3
▪ # of Teachers with MA degree 0
▪ # of Teachers with doctoral credits 0
▪ # of Teachers with doctoral degree 0
Specialization
▪ No. of Teachers teaching area of
specialization
▪ English 0
▪ Science 0
▪ Math 0
▪ Filipino 0
▪ TLE/HELE 0
▪ MAPEH 0
▪ Values Education 0
▪ Araling Panlipunan 0
▪ No. of teachers teaching non-major 0
The school is managed by a designated school administrator, Mrs. Mercedita C.

Visto, HT-1.
Currently, Ginopolan Elementary School has two teachers who acquired units
MA, one teacher who have Complete Academic Requirement (CAR) in MA.
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B. SPECIAL FEATURES
Existing Conditions – Site Development Plan
The school was founded in the year 1921 with its building constructed behind a
high towering mountain.
The Pupils in this school participates and won in different contest like singing,
dancing, tula, editorial writing, editorial cartooning, drawing and even in athletic
competitions in the district and division level.
It has a Drum and Lyre Corps that amazed the folks of Valencia due to its cute
twirlers ranging from ages 6 – 8. Despite of their very young minds, they were able to
perform gracefully in front of the audience during Valencia Foundation Day
Celebrations. The terrain of the school is like an inverted cone. It has enough space for
food production and gardening. It has a small ground for the pupils to play.
Ginopolan Elementary School is situated in a rolling topography of Barangay

Ginopolan, Valencia, Bohol where it caters school children not only from the barangay
but also the neighbouring barrios of Banderahan and Ticum.
Ginopolan Elementary School with its competent teachers and beautiful

landscape invites enrollees to be part of the system. Its environment is totally
conducive to learning more than the fact of its being a child-friendly school. With its
newly furnished computer room/laboratory to enhance their capability from the use of
computer gadgets and information technology which is handled by computer-literate
teachers, learners will be equip with the necessary skills.
The Computer Laboratory Room we have now was is portion of the Grade Vi
classroomconverted into a computer laboratory or E-room because we are one of the
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recipients of DepEd Computerization Program or DCP. There are seven (7) computer
set found in the computer laboratory room with 2 projectors and LCD screens.
It maintains the implementation of the national programs by DepEd such as:
 AGAK Program
 Food Production
 Remedial Instruction Programs
 Mentoring of Teachers
 Information and Communication Technology (ICT)
Education
 Enhanced Basic Education Information System (EBEIS)
 Leaner’s Information System (LIS)
 Parental/Students Guidance
The school further features the following on-going programs/projects:
 Supplementary Feeding – helps promote government’s

nutrition program aimed at strengthening students’
awareness on the importance of proper nutrition
C. PHYSICAL FACILITIES
The physical facilities of the school as to instructional, ancillary services

and non-instructional may be shown in the following presentation:
1. Instructional
Number of classrooms - 7
Science laboratory Apparatus - 15
Science Laboratory Room - 0
Computer rooms - 1
No. of complete classrooms - 6
No. of makeshift classrooms - 0
2. Ancillary Services
No. of Comfort Rooms – Male - 0
No. of Comfort Rooms – Female - 0
No. of shared Comfort Rooms - 9
Library/Learning Resource Center- 0
Guidance Office - 0
3. Non-instructional
Principal’s Office/SIC - 1
Faculty Room - 0
School Clinic - 0
School Canteen - 0
Stock/Property Room - 0
Water Facilities (Waterline) - 1
4. Classroom Furniture
Number of armchairs -
No. of Teachers’ Tables & Chairs -
Number of Blackboards - 19(9needs replacement)
Number of Laboratory Tables - 2
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Number of Lab Chairs/Stools - 30

Number of Desks - 14 (7 needs replacement)
Ginopolan Elementary School has no water facility of its own. Pupils fetch water to
the nearest barangay reservoir.
The school has 7 computers for instruction; 3 television sets; 2 photocopiers; 2

projectors; 2 LCD screens, 1 sound system.
Existing problems identified in this regard are as follows:
 School perimeter fence

 Needs 12 blackboards
 Needs 125 arm chairs for Grades IV-VI who still uses
defective desks
 Students eat lunch under the trees and outdoor
benches
 None functional H.E. and canteen
 No library room
 No clinic room
 No Science Laboratory Room
The main reason for the above situation is due to lack of funding.
COMMUNITY PROFILE
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During the Spanish regime, our Barangay has plenty of the so called Hanopol
plant. Since the Barangay folks have difficulty in word pronunciation, they pronounced
“plant” as “lan” so instead of saying Hanopol plant it turns “Hanopolan”. As years went
on Hanopol plant disappeared and replaced with other kinds of trees. To reminisce the
uniqueness of that plant, out Barangay is named Hinopolan up to the present.
B. 1. Social-cultural
Our barangay celebrates Fiesta, 50 days after the Ressurectionin honor of the
Holy Spirit which is famous that even during ordinary days there were many devotees
coming asking or pleading for help and for offering/thanksgiving of prayers granted
like passing board exam, cured health problems, recovery of stolen things and others.
Bayanihan is still practiced specially when there is wedding and death of a
community member. Bringing contributions like money, rice, wine, or labor.
B. 2. Political
The barangay council is headed by an active and approachable Barangay Captain

Victor B. Cagulada with eight supportive kagawad.
The barangay is divided into eight puroks for easy facilitation and dissemination
of goods and information.
Eight ever watchful Barangay Tanods helped in the implementation and
maintenance of the barangay’s peace and order condition.
During emegencies, a multicab financed by the barangay, transports patients to
the hospital to town and to Tagbilaran City.
Minor health problems of the barangay people are dealt with industrious
Barangay Health Workers.
2015 BARANGAY OFFICIALS

Ginopolan, Valencia, Bohol
Barangay Captain :Victor B. Cagulada

Barangay Councilors: 1. Crispulo B. Cagulada
2. Tito Caipang
3. Ana I. Madria
4. Estrella D. Taganahan
5. Sahlee S. Namoc
6. Francisco G. Ubuta
7. Rufino C. Palaca
Barangay Secretary : Mary Ann M. Teng
Barangay Treasurer : Mabel G. Layar
The Barangay officials strictly govern the residents through government laws
and ordinances.
B.3 Geo-political
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Ginopolan – Banderahan Elementary School was established in the year 1921,

with the primary grades. It is located in Ginopolan, Valencia, Bohol. It is bounded by
barangay road in the north, Ignacio Gamayot in the south, barrio road in the east and
Rita Palaca in the west. Its distance from the central school is 9 kilometers. It is
accessible by all kinds of land transportation.
The barangay has two sitios; Ka-Vaintin at the eastern side and Sitio Riverside.
Its neighboring barangay are Ticum, La-Victoria, Anoyon, Balingasao and Loctob.
B.4 Demography
Barangay Ginopolan is located 9 kilometers away from Poblacion, Valencia,

Bohol. Its barangay hall and barangay office is just a stones throw from the school. It
has the total population of 903. 49.33% are male and 50.67% are female.
It is evident as shown in the table below that out of the total population there are
may teenagers. Out of 451 people who belong to ages 18-60, only 209 were on the job.
The remaining 452 were jobless.
Table 3. Age Profile (Census 2015)

Age Male Female Total
0-5 42 38 80
6-10 61 67 128
11-15 57 51 108
16-20 49 53 102
21-25 40 43 83
26-30 38 30 68
31-35 31 27 58
36-40 23 18 41
41-45 18 22 40
46-50 16 27 43
51-55 17 23 40
56-60 14 11 25
61-65 16 18 34
66-70 5 9 14
71-75 7 11 18
76-80 6 6 12
81-85 3 6 9
86-90 0 0 0
91-95 0 0 0
96-100 0 0 0
Grand Total 443 460 903
B.5 Economy
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There were more economically active people compared to dependent ones.

Agricultural products are the main source of living. Most populace earns their living
through farming because there is enough space for farming. It is allowed by Tailors and
other related occupations,
It is also evident in the table that there is less professional among the barangay
people.
Table 4: Occupations
Age Male Female Total
Farmer 81 3 84
Carpenter 10 0 10
Mason 10 0 10
Driver 15 3 18
Tailor 10 20 30
Teacher 0 10 10
Businessman 3 5 8
OFW’s 8 14 22
Technicians 3 0 3
Electrician 2 0 2
Engineer 1 0 1
Nurse 0 4 4
Grand Total 210
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2.2 SCHOOL REPORT CARD
Name of School : Ginopolan Elementary School

Address : Ginopolan, Valencia, Bohol
School Head : Mercedita C. Visto
Contact Number : 09215151623
Email Address : ginopolanbanderahanes@yahoo.com
LEARNERS DOING SCHOOL ACTIVITIES
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2.2.1 SCHOOL PROFILE
ENROLMENT
The data shows under Situational Analysis are based from the School Report Card,
which is consolidated report of the School EMIS from SY: 2013-2016. During the five
day seminar the School Project Team analyzes and studies every factor that affects the
performance of the students of having low achievement results. The SPT used varied
approaches in interpreting the data such as looking for the trend, comparing against
standard and cross-references.
1. A.1 ENROLLMENT BY GENDER (SY: 2013-2015)
Enrolment
250
200
94
99 103
150
100
117 119 134
50
0
2013-2014 2014-2015 2015-2016
Male Female
The graph reveals that the enrolment from school year 2013 to 2016 is
increasing. The reason is because some of the pupils transferred in to our school due to
change of residence.
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2.2.2 HEALTH AND NUTRITIONAL STATUS
Number of Learners by Health

Status S.y. 2014-2015
180
160
140 60
120
100
80
60 101
40 19
20 15
23
10 0
0
Severly Wasted Wasted Normal Overweight
Male Female
The data shows 67 pupils belong to severely wasted and wasted which is
29.38% of the total enrolment, while there are 161 pupils belong to normal status
which is 70.62% of the total enrolment.
Pupils under severely wasted and wasted were supplementary feeding and
luckily it is funded by DepEd. Pupils were given hot meal feeding for 120 days.
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2.2.3 INSTRUCTIONAL MATERIALS
1. Learners Materials
Excess Shortage
Subject
English 3 0 0
Mathematics 5 0 0
Textbook Science 6 0 20
English 6 0 25
Hekasi 6 0 25
English 5 0 15
Number
Books 109
Library Tables 2
Chairs 30
Computer Computers 7
Science Equipment*
Human Torso 2
1 Weighing scale 1
1 microscope 1
Magnifying lens 6
Air Thermometer 3
The table reveals no excess of books but a number of shortage of books in

English, Science Mathematics, Hekasi Grades 5 and 6. Library books are old books
donated by stakeholders, hope to have new books for children to read and used as
additional references. The school do not have a library room, this time, we utilize the
School Office as library. For the computers and Science equipment were from DepEd.
2.2.4 Teacher’s Professional Development
The graph shows that all the 7 teaching staff of the school attended trainings in
ICT, LAC and mid-year In-service Training. Six teachers were trained in K-12, three
teachers had attended SBM and two teachers attended the Enhanced SIP.
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2.2.5 Funding Source
FUNDS
DONORS,
10000
DEPED, 74880 MOOE,
135600
SBM, 75000
LGU, 20000
PTA, 75000
The graph displays the six sources of school funding that plays an important role
in making Ginopolan Elementary School conducive to learning.
2.2.6 School Awards and Recognition
Title of Award Award Giving Level Category of

Body (International, Awardee
National, Region, (Student,
Division or School Teacher,
level) School Head,
School)
2nd Nutri Quiz DepEd District Student(Gr. 6)
2nd in Classroom DepEd District Teacher (Gr.6)

Essentials
3rd in classroom DepEd District Teacher (Gr.2)

Essentials
3rd in classroom DepEd District Teacher (Gr.5)

Essentials
Cooking ABS-CBN Region Teacher (Gr.6)

(Sponsored by
ABS-CBN)
The table shows the school awards and recognitions received that will vouch the
schools active performance in the district and regional levels.
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PERFORMANCE INDICATOR
ACCESS
2.2.7 Number and Rate of Dropouts by cause
As the Streams Diagnostic Chart indicates, the following data on Performance

Indicators are presented indicating variance from the planning standard, to wit:
Number of Drop Outs by Cause

3.5
3
2.5
2 2
1.5 1
1 0 0
0.5 1 1
0 0 0
Sickness Distance from Family Problem Armed Conflict
School
2013-2014 2014-2015 2015-2016
Drop Out Rate

2015-2016,
1.49
2013-2014,
1.01
2014-2015, 0
2013-2014 2014-2015 2015-2016
The graphs above disclose that from 1 pupil drop out, it goes down to zero drop-
out rate for the 2nd year and goes up in the 3rd year for there were three pupils
dropped.
Page 22 of 39
QUALITY
2.2.8 Percentage of Learners who completed the School Year
Percentage of learners who completed the School Year

(Promotion Rate by Grade)
Promotion Rate by Grade S.Y. 2015-

2016
88% 90% 96% 95% 100% 100% 100%
KINDER GRADE I GRADE II GRADE III GRADE IV GRADE V GRADE VI
The graph tells that Grades IV-VI have 100% promotion rate for the S.Y. 2015.
School Performance Indicator:
PERFORMANCE PLANNING
INDICATORS DATA STANDARD VARIANCE
Simple Dropout Rate 1.49% 0% -1.49% Below PS
Repetition Rate 0% 0% 0% Within PS
Failure Rate 3.98% 0% -3.98% below PS
Graduation Rate 100% 100% 0% Within PS
Promotion Rate 95.18% 95% 0.18% Above PS
Completion Rate 92% 80% 12% Above PS
Simple Drop Out Rate did not met the planning standard because problems may
arise that is beyond the control of teachers. Home visitation and implementation of the
AGAK program have contributed a lot to this problem.
Other indicators are above the planning standard.
Page 23 of 39
2.2. 9 National Achievement Test (NAT) – by Mean Percentage Score (MPS)
NAT Results by Subject S.Y. 2014-2015

Grade - Six
96.00%
94.33%
94.00%
92.00% 91.38%
90.00% 89.10%
88.00% 87.20%
86.00% 84.48%
84.00%
82.00%
80.00%
78.00%
Filipino Math English Science HEKASI
The graph shows that English atop the result of 94.33%, Science 91.38%, Math
89.10%, HEKASI 87.20% and Filipino 84.48% which is the lowest rate. However, all the
subject areas have surpassed the standard passing level of 75%.
Student Achievements
SY: 2014-2015
PLANNING STANDARD
SUBJECT in NAT MPS VARIANCE
Filipino 84.48% 75% 9.48% Above
Mathematics 89.10% 75% 14.10% Above
English 94.33% 75% 19.33% Above
Science 91.38% 75% 16.38% Above
HEKASI 87.20% 75% 12.20% Above
Overall MPS in NAT 89.28% 75% 14.28% Above
The very good academic performance in all subject areas is due to the
comprehensive coverage of the lessons and skills found in the PELC and frequent NAT
review during vacant times within school days and few scheduled Saturdays. Pupils
were exposed to different printouts. Teacher uses recognition and rewards for the
pupils during reviews.
Page 24 of 39
NAT RESULTS SY: 2013-2014 and 2014-2015

2013- 2014- Plannin
Subject 2014 2015 Variance GAP g Remarks
MPS (%)
Areas MPS (%) Standard
Filipino 9.48 75% Above PS

88.70 84.48 -4.22
Mathematic 14.10 75%

s 94.50 89.10 -5.40 Above PS
English 19.33 75%

93.50 94.33 0.83 Above PS
Science 16.38 75%

85.40 91.38 5.98 Above PS
HEKASI 12.20 75%

77.00 87.20 10.20 Above PS
Overall MPS 14.28 75%
87.82 89.28 1.46 Above PS
The table above shows the NAT Results for the last two consecutive years. It
reveals that the academic achievement and performance is noticeably accelerating
except for Filipino and Math. The rising performance outcomes maybe because of the
teachers’ efforts in imposing strict pupil discipline to no absenteeism, punctuality, and
reading habits. Maximizing remedial teaching, home visitation and parents’ follow-up
are also contributing factors toward this end.
Page 25 of 39
2.2.10 Literacy Level
NUMBER LEARNERS BY
LITERACY S.Y. 2015-2016
Frustration Instructional Independent
180
160
140 50 55
120 98
113
100
65
80 70
60
45
40 40
48
20 35
20 10
0
Pre Test Post Test Pre Test Post Test
English English Filipino Filipino
The graph reveals that the number of frustrations and instructional decreases as
independent literacy level increases. Therefore, level of literacy is leveling up.
After a close investigation of the results of the reading comprehension of the
pupils, the SPT members came up with the following findings:
1. Laxity of parents
2. No follow-up on assignments
3. Low nutrition
4. Nonfunctional remedial instruction program on the part of the teacher.
5. Lack of supervision of the school head.
6. Insufficient learning activities and materials of teacher’s daily lesson.
Page 26 of 39
GOVERNANCE
2.2.11 School-Based Management Assessment Level
SBM LEVEL QUALITATIVE

INTERPRETATION
1 DEVELOPING
2.2.12 Child-Friendly School Result Survey
CFSS POINTS QUALITATIVE

INTERPRETATION
31 CHILD-FRIENDLY
SCHOOL
The school got a score of 31 points in the Child-friendly school survey, making us
outstanding Child Friendly School. The school is a significant personal and social
environment in the lives of children. A child-friendly school ensures every child an
environment that is physically safe, emotionally secure and psychologically
enabling.Teachers are the single most important factor in creating an effective and
inclusive classroom.Children are natural learners, but this capacity to learn can be
undermined and sometimes destroyed. The school recognizes, encourages and supports
children's growing capacities as learners by providing a school culture, teaching
behaviors and curriculum content that are focused on learning and the learner.
Page 27 of 39
The school has ability to be and to call itself child-friendly is directly linked to the
support, participation and collaboration it received from families. Child-friendly schools
aim to develop a learning environment in which children are motivated and able to
learn. Staff members are friendly and welcoming to children and attend to all their
health and safety needs. Children must feel that the school is not only a learning
institution but also a place for fun that is taking joy and happiness in every learning task
they undertakes.
2.2.13 Stakeholders’ Participation
STAKEHOLDERS PARTICIPATION
90% 85%
80%
80% 75%
70%
60%
50%
50%
40%
30%
20%
10%
0%
BRIGADA MEETINGS PROGRAMS CIVAC
ESKWELA
Stakeholder’s participation in PTA meetings and other gatherings in school are

not 100% and surely below to the planning standard because of so many reasons. Most
parents will go to the farm and prefer to have fines than attend meetings. Parent’s
attendance in Brigada Eskwela is not impressible because many parents believe that
their responsibilities in the school and to their children ended during the closing
exercises. There are parents also who just contribute an amount and prefer to hire
somebody to do the work in school.
Page 28 of 39
2.2.14 Learners’-Teacher Ratio
Teacher-Learner Ratio (30)

45
40
40 38 38
35 32
29
30
25 26
25
20
15
10
0
Kinder Grade I Grade II Grade III Grade IV Grade V Grade VI
All grade levels met the minimum number of learner-teacher ratio of 30.
2.2.15 Student-Classroom Ratio
Learner Classroom Ratio

45 40
40 38 38
35 32
29
30 25 26
25
20
15
10
5
0
Kinder Grade I Grade II Grade III Grade IV Grade V Grade VI
All grade levels met the minimum number of learner-Classroom ratio.
Page 29 of 39
2.2.16 ProjectStatus of Continuous Improvement (CI) Projects
Page 30 of 39
Continuous Improvement Project is on roll out.
Page 31 of 39
2.2.17 Other stakeholders’ Accomplishments
OTHER STAKEHOLDERS
ACCOMPLISHMENTS
120% 100% 100% 100% 100%
100%
80%
60%
40%
20%
0%
Construction of 4 Classroom roofing Repainting of Classroom re-
concrete repair school perimeter wiring
perimeter fence and mini fences
All stakeholders’ targets were 100% accomplished through the undying

leadership of the two Barangay Captains of Ginopolan and Banderahan and all barangay
officials.
Certified Accurate:
MERCEDITA C. VISTO FE P. DELANTAR

School Head Teacher Representative
ZENY MARIE C. CAGULADA HON.VICTOR B. CAGULADA

Teacher Representative LGU Representative
ANA I. MADRIA DEBBY JEAN REYES

PTCA President Pupil Representative
Page 32 of 39
III.PLANNING WORKSHEET
SCHOOL IMPROVEMENT PLANNING

PLANNING WORKSHEET
Instruction: For each priority improvement area, write the general objectives and root causes
using the root cause diagram as reference. Afterwards, identify the year when the root cause will
be addressed.
PRIORITY TIME FRAME

IMPROVEMENT GENERAL OBJECTIVE/S ROOT CAUSE/S
2017 2018 2019
AREAS
□√ □ □
50% of the pupils can
□ □ □
get at least 75%
reading □ □ □
Parents lack of
Reading comprehension passing □ □ □
Education
Comprehension rate performance
□ □ □
□√ □ □
LAPG is very low
□ □ □
due to poor
To improve LAPG comprehension and □ □ □
LAPG result
result lack of retention □ □ □
□ □ □
□√ □ □
□ □ □
Pupils are used to □ □ □
eat ready to eat
□ □ □
To have all pupils in and processed
Malnutrition normal nutritional foods
status
□ □ □
Page 33 of 39
IV. MONITORING AND EVALUATION

Steps to follow:
 School Head and SPT should present the SIP to the School
Governing Council for detailed information and subsequent
acceptance.
 School level information dissemination of the plan to all school
personnel for a clear understanding of their individual roles in the
implementation.
 School Head and SPT to communicate the plan to the PTA.
 Display the Vision, Mission and Core Values in a prominent
location in the school.
 Set a meeting with LGU to present the plan and inform about the
needs of the school. Conduct orientation session with LGU
together with other stakeholders in the community.
 Constant monitoring and periodic evaluation on the progress of
the implementation.
1. PLANNING AND DEVELOPMENT
The School Head performs administrative functions and is also responsible and
accountable in school management. The democratic type of leader behavior is practice
in school in achieving the school goals and objective to create a child-friendly school
environment in spite of the problems that hinder in implementing Dep-Ed program
specially a newly established secondary school.
The school head use a consultative way in handling students and teachers for
attaining the school goals and objective that will augment the general performance and
achievement with the support of internal and external stakeholder of the school. The
school head divides school management into administrative personnel and ancillary
services in academic and non-academics areas.
Page 34 of 39
2. ORGANIZATIONAL STRUCTURES
SCHOOL ORGANIZATIONAL SRUCTURE
Administrative and Ancillary Services
LGU School Head PTCA
ACADEMIC ANCILLARY
NON-ACADEMIC SERVICES
PUPIL GOVT Kindergarten FINANCE SERVICES
GRADE 1
SPORTS PROPERTY CUSTUDIAN
GRADE 2
CULTURE AND ARTS
RECORDS
SERVICES
GRADE 3
GRADE 4 CLINIC/HEALTH
SERVICES
GRADE 5
PEACE and ORDER
GRADE 6
SCHOOL DISASTER
BRIGADA ESKWELA
The School Organizational Structure as shown above illustrates school

management process in implementing school goals and objectives.
Page 35 of 39
3. SYSTEM AND PROCEDURES
3.1 EMIS
The Educational Management Information System (EMIS) provides information

to the school head in the planning and delivery of educational services.
For systematic and safe-keeping of all updated data information and record in
school of each fiscal year, the school used the Enhanced Basic Education Information
System (EBEIS), the newest DepEd program implemented in which all government
agencies have the access to view the updated data in every public school through the
internet when it is needed. It is also a pilot school for the implementation of School
Information System (SIS).
The school head controls all the incoming and outgoing pertinent data needed in
updating the school records using EBEIS and SIS
3.2 MONITORING and EVALUATION (M & E)
The teacher’s performance and competence are closely monitored through class
supervision with the use of TLOC, form 78 and other tools evaluated at the end of the
school year. The teacher tasked to submit an accomplishment report as the basis in
assessing the Performance Appraisal for Teacher (PAST).
3.3 FISCAL
The school adheres to the Dep-Ed policies and procedures that collection shall
be done as voluntary basis through the PTCA and School Treasurer. The School Head
and Teachers motivate the parents in the collection of Legal Fees mandated by the
department. All expenses are in accordance with the approved budget and supported
by Division Memo, Resolution and Receipts. The liquidation must be done after the
implementation of projects and programs with all the transparency.
3.4 REWARDS
The best performing students, teachers and deserving stakeholder are

recognized in their exemplary performance both academic and non-academic activities.
As token of appreciation, deserving individuals are given certificates and medals during
commencement exercises.
The internal and external stakeholder especially the Local Government Unit of
Valencia headed by the Honorable Mayor, Barangay Officials of Ginopolan and
Banderahan and the PTCA were given special recognition for their unrelenting support
and exemplary work.
Page 36 of 39
3.5 COMMUNICATION
The school use a consultative way in implementing desired programs for

students and teachers. They were informed with DepEd policies and order by issuing
memoranda and conduct faculty meeting often times to responds the urgent report
required by the Division Office.
The first General PTCA meeting is done on the last Saturday of June for
the Election of Officers and dissemination of DepEd and School Policies for every school
year. Two weeks after the periodic tests, homeroom PTCA meeting are scheduled for
the distribution of card. This is done so that the parents can make follow up with their
children. Dialogue with parents with erring students is usually done at the school
authorities to discuss possible solutions to help students at risk in dropping out
(SARDO’s).
Likewise, the school head attends the weekly district meeting to keep
abreast on new programs to be implemented by department.
4. LEADERSHIP
A good leadership creates a school climate characterized by staff and student

productivity and effective school environment. The school head performs his task in
democratic manner which create a harmonious relationship with teachers. However,
there are few conflict arise among teachers which need special attention by the school
head to resolve.
Transparency has been observed in all areas of concern as manifested in the

delegation of work and active participation in goal setting and strategic development.
The school has good and effective leader who possessed the following leadership
quality worthy to be emulated like assertive, ability to assume the initiative, openness
to new ideas, tolerance for ambiguity, sense of humor, analytical ability, and practical
stance toward life. The schools also have duly licensed professional teachers who
possess dignity and reputation with high moral values as well as technical and
professional competence.
4.1 ESTABLISHING LINKAGE
Schools and community network is established to encourage active participation

among teachers and non-teaching personnel and the community as well. Stakeholders
are tapped for their active participation in financing school projects and activities.
5. ANCILLARY
Under no circumstances that commitment and devotion of duties is not always

maintained/manifested by teachers in transforming the lives of people in the
community and actively be involved in the matters affecting the welfare of the people.
The personnel shall uphold the highest possible standard to support an honest effort to
understand the legitimate policies of school and the administration regardless of
professional feeling.
Page 37 of 39
Enhance School Improvement Plan
ORGANIZATIONAL STRUCTURE FOR ESIP IMPLEMENTATION
FE P. DELANTAR
Chair
SIP Implementation Team:

ALMA I. MADRIA SIP Monitoring & Evaluation Team:
Chair (Implementer Officer) ZENY MARIE C. CAGULADA
Chair (Planning Officer)
ARNEL C. GAMBA LEA B. DALAPO

ANA I. MADRIA Member (Teacher) DEBBY JEAN
Member (Alumna) Member (PTA) REYES
Member (Student)
READING SHARPENS MIND LEARN AND PRAY for HEALTHY CHILD SHINES:
PROJECT: GUIDANCE:
 GINOPOLAN TEACHING STAFF
 TEACHERS  GINOPOLAN AND
 GINOPOLAN TEACHING STAFF
 PARENTS BANDERAHAN BARANGAY
 PARENTS OFFICIALS
Page 38 of 39
E
Page 39 of 39

Ginopolan SIP Cycle 4

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Ginopolan SIP Cycle 4

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Enhanced School Improvement Plan

Ginopolan Elementary School

SCHOOL IMPROVEMENT PLAN

This is to signify our collective approval and support to the

The School Planning Team

ZENY MARIE C. CAGULADA ANA I. MADRIA

DEBBY JEAN REYES VICTOR B. CAGULADA

Accepted by: Accepted by:

_______________________ WILFREDA D. BONGALOS, Ph.D.

The Ginopolan-Banderahan Elementary School Planning Team with the following

I. DEPED VISION, MISION AND CORE VALUES

The DepEd Vision

The DepEd Mission

-Students learn in a child-friendly, gender-sensitive, safe and motivating

II. SCHOOL’S CURRENT SITUATION

1. Revised 2012 K to 12 Basic Education Curriculum (Elementary)

Effective School Year (SY) 2012-2013, the K to 12 Basic Education Curriculum

The desired outcomes of K to 12 Program are defined in terms of expectancies as

A 30-minute Homeroom/Guidance Program is provided for meetings between

SAMPLE K-12 CLASS PROGRAM FOR KINDERGARTEN

Table. 1. Sample K-12 Class Program

SAMPLE K-12 CLASS PROGRAM FOR GRADES ONE & TWO

PERIOD MINUTES SUBJECTS

SAMPLE K-12 CLASS PROGRAM FOR GRADES THREE

SAMPLE K-12 CLASS PROGRAM FOR GRADE FIVE

PERIOD MINUTES SUBJECTS

The activities and undertaking of Ginopolan-Banderahan Elementary School are

A.1. ORGANIZATIONAL STRUCTURE

LOLITA M. KIBIR, Ed.D.

Ginopolan Elementary School

ZENY MARIE C. EDNA D. FE P.

Stakeholders’ participation in school governance is assured with the creation of

Enumerated hereunder are the plantilla-based positions as contained in the FY

Table 2: Teacher’s Profile

Data as per School Report Card and Streams Diagnostic Chart:

The school is managed by a designated school administrator, Mrs. Mercedita C.

Existing Conditions – Site Development Plan

Ginopolan Elementary School is situated in a rolling topography of Barangay

Ginopolan Elementary School with its competent teachers and beautiful

It maintains the implementation of the national programs by DepEd such as:

The school further features the following on-going programs/projects:

 Supplementary Feeding – helps promote government’s

The physical facilities of the school as to instructional, ancillary services

Number of Lab Chairs/Stools - 30

The school has 7 computers for instruction; 3 television sets; 2 photocopiers; 2

Existing problems identified in this regard are as follows:

 School perimeter fence

The barangay council is headed by an active and approachable Barangay Captain

2015 BARANGAY OFFICIALS

Barangay Captain :Victor B. Cagulada

Ginopolan – Banderahan Elementary School was established in the year 1921,

Barangay Ginopolan is located 9 kilometers away from Poblacion, Valencia,

The remaining 452 were jobless.

Table 3. Age Profile (Census 2015)

There were more economically active people compared to dependent ones.

2.2 SCHOOL REPORT CARD

Name of School : Ginopolan Elementary School

LEARNERS DOING SCHOOL ACTIVITIES

2.2.1 SCHOOL PROFILE

1. A.1 ENROLLMENT BY GENDER (SY: 2013-2015)

2.2.2 HEALTH AND NUTRITIONAL STATUS

Number of Learners by Health

2.2.3 INSTRUCTIONAL MATERIALS

The table reveals no excess of books but a number of shortage of books in