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Transcript of SIP LPIS- School Improvement plan
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School Improvement Plan
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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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