Region 02 Division of Cagayan

Amulung West District

SCHOOL IMPROVEMENT PLAN

of CORDOVA CENTRAL SCHOOL Bgy. Cordova, Amulung, Cagayan School Year 2010 2014
Revised June, 2012

JUNAR T. DATUL
Elementary School Principal II

SCHOOL IMPROVEMENT PLAN Cordova Central School School Year 2010-2014 ___________________________________________________

ENDORSEMENT
This is to signify our collective approval and support to the implementation of the School Improvement Plan which contains our aspirations for our school. Signed on August 19, 2010 and revised on June 24, 2012 at Cordova Central School, Amulung, Cagayan.

AECKZELBON MALADRIGO President Supreme Pupils Government

SOLEDAD LAURENTE
Chairperson Kindergarten Grade III

IMELDA ABELLA
Chairperson Grade IV-VI

ANALIZA LIM
President GPTA/School Governing Council

GEORGE LIM
Barangay Captain Barangay Cordova

JUNAR T. DATUL
Elementary School Principal II

Accepted:

Accepted By:

MELITA R. CUARTEROS
District Supervisor

FELY C. LATTAO
Schools Division Superintendent

SCHOOL IMPROVEMENT PLAN Cordova Central School School Year 2010-2014 ___________________________________________________

INTRODUCTION________
The School Improvement Plan of Cordova Central School (CCS) of Amulung West District was c o n c e p t u a l i z e d a n d f r a m e d i n r e s p o n s e t o a n d i n a d h e r e n c e t o R A 9 1 5 5 a l s o k n o w n a s t h e Governance of Basic Education Act of 2001 which states that: Consistent with the national educational policies, plans and standards, the school heads shall have authority, accountability and responsibility for the following: (1) Setting the mission, vision, goals and objectives of the school; (2) Creating an environment within the school that is conducive to teaching and learning; (3) Implementing the school curriculum and being accountable for higher learning outcomes; (4) Developing the school education program and school improvement plan; (5) Offering educational programs, projects and services which provide equitable opportunities for all learners in the community; Good school governance entails great responsibility pursuing for greater possibilities of improvement. The formulation of an SIP caters the total development

and improvement of the school through shared responsibilities of the school and the community it serves. It is along this line that the school tapped all the stakeholders for a collaborative endeavor to attain the standards set by the School Planning Team (SPT) among and between the pupils, teachers, parents, school head and the community. This document was realized through the collaborative ef forts of the School Planning Team who include: Mr. Junar T. Datul, school head; Mrs. Annaliza Lim, president of the General Parents-Teachers Association and School Governing Council ; Mrs. Imelda Abella, chairperson of Grades IV to VI, Mrs. Soledad Laurent, chairperson kindergarten to Grades III, Aeckzelbon Maladarigo , President of Supreme Pupils Government and Mr. George Lim , barangay captain of Cordova . This was prepared in a thorough consultation with the above-mentioned stakeholders. They painstakingl yi d e n t i f i e d t h e s c h o o l s s i t u a t i o n t h r o u g h S W O T a n a l y s i s a n d o t h e r m e t h o d s , i d e n t i f i e d t h e schools goals and objectives, and the schools priorities in the next two years. The S IP shall serve as the guide for t he school head in managing the school taking i nto consideration the different goals and objectives in every area of the educational system. This is also a good source of information for the stakeholders, on which area, goal and objective the y can extend assistance to the school head, in particular, an d the school in general. The school

head, using this document, may make representations and create linkages to wouldbe benefactors and other persons who would be extending assistance to the school in realizing the goals and objectives stated herein.

SCHOOL IMPROVEMENT PLAN Cordova Central School School Year 2010-2014 ___________________________________________________

GUIDING PRINCIPLES____
CORDOVA CENTRAL SCHOOL believes in the following core values: COOPERATION -observing participatory governance, all stakeholders should work for the school EXCELLENCE -working together armed with individual stakeholders shall strive in sustaining the increasing school performance proficiencies

ACCOUNTABILITY -acting based on individual missions stakeholders have collective responsibilities towards the holistic development of the child.

VISION STATEMENT

By 2014, Cordova Central School is one of the best performing childfriendly schools, with adequate facilities and services, school performances that are with the standards; quality learners who are value-oriented and do actively participate and contribute towards the building of a decent and productive society.

MISSION STATEMENT

Through curriculum

resource

generation by

and

effective and

implementation

accountable

competent school personnel supported by the cross section of the school community, Cordova Central School shall provide quality elementary education that is equitably accessible to all and lay foundation for life-long learning and service for common goals.

SCHOOL IMPROVEMENT PLAN Cordova Central School School Year 2010-2014 ___________________________________________________

SCHOOL & COMMUNITY PROFILE

A. SCHOOL PROFILE Cordova Central School has produced a number of professionals in the past 55 years of existence as an elementary school. CCS was one of the Center of Excellence in the Division of Cagayan based on the National Achievement Test in Grade VI for school year 2010 2012. The schools overall MPS was 84.64%. The pupils' performance was promising. is above

Considering the target of 75% by 2015 set by the department, the school's performance

standard except for Filipino. Once adjudged of having the Best Kabayani Park in the Year 2009. The school has 270 pupils in school year 201 1 2012, headed by an Elementary School Principal II which is consistent with the mandate of the School Based Management. There are 10 nationall y funded teache rs, which includes two Master Teachers, seven Teachers III and one Teacher I. For 2012-2013, the school is also offering a kindergarten classes handled by a permanent teacher. There are five buildings and one mini-gymnasium in the school. Eight are used as instructional rooms, while the rest are used as administrative offices and ancillary services. Most of these rooms were used as community service homes when needed.

SCHOOL HISTORY
Cordova Central School is the second school located westward of Solana. It is Thirty-Six kilometers away from the quaint city of Tuguegarao. The school started when the land owner with his tenants and other barrio folks initiated to make a small chapel and at the same time a school so as the children will not be going to Centro to attend Sunday Masses and schooling. With a big number of children to be nurtured in the place, a teacher was assigned in the place to organize classes in the year 194 8, utilizing the said chapel as school. There were only two teachers permanently teaching the children In 1952 the PTA built a school building separated from the chapel and it was formally named as Cordova Community S chool in the Division of Cagayan. Unfort unatel y the school building made from local materials were severel y damaged by t yphoon. Until after the government gave aid for the construction of new concrete school building. The school with an area of 19, 620 sq. m. was a municipall y acquired area. A fter 30 years, the school was formally declared as a central school for having a

separated district in the west. Buildings were built, and the school progressed during the succeeding years up to the present, having 5 buildings and 12 academic classrooms catering 238 pupils at present.

B. COMMUNITY PROFILE Cordova is a small rural barangay on the western part of Amulung East, some 36 km from the city of Tuguegarao and lyingon hilly place. It is bounded on the North by Casingsingan Sur on the South by Barangay Nangalasauan and on the West is Barangay Nabbialan. The barangay can be reached by jeepney, tricycle and private vehicles. The land area is 300 hectares of agricultural land devoted to sugarcane, rice, corn, root crops, fruit trees and vegetables. It is populated by people mostly engaged in farming. Barangay Cordova has 6 political subdivisions having a total of 278 households. Its present leader is Punong Baranga y George Lim . His administration is assisted by 7 Kagawads, 1 SK Chairman, 1 Treasurer and a Secretary.The Baranga y owns 2,222 sq. m. lot HealthCenter, two Day where the Barangay Hall, Tanod Outpost, Care Centers, Baranga y

Talipapa,, public comfort rooms, Multi-purpose Hall, Basketball Court, Barangay Chapel and small nursery are situated. To maintain peace and order, the Barangay Council is back ed up by Barangay Public Safety Officers (BPSO) equipped with communication gadgets, flashlights and other surveillance paraphernalia On the economic aspect, the barangay proper has 11 sari-sari stores offering different services such as consumer goods, school supplies, medicines, fuels, foods and other related services. Cordova has a multi-function cooperative with 3 members offering services such astrading, rice and corn milling, feed formulating, warehousing, selling of consumer goods, postal box service, savings and loans operation, solar drying facilities and having different branches at nearby barangays. On Education, Cordova has 3 schools DayCAre Preparatory School, an Elementary and Secondary Schoos. On Religious Aspect, San Isidro has 1 Barangay Chapel wherein a regular mass on Sundays and Holidays is celebrated. Church Leaders are active and back up by organization. Family Income and Occupation Farmers, laborers, and animal caring are the major occupation of the head of the family earning in the range of Php 150 to Php 5,500 a month. Very few are government employees and teachers as their means of living and occupation.

Education Majority of the residents reached elementary level. The number and percentage obtained is

actually higher of 65%. Only 18% reached school level, almost 5.26%graduated from vocational courses. Few were enrolled in Bachelor Courses.

Labor Segmentation. The labor force of the Baranga y is 214. From ages 15 -64, 3.89%or 13 are Professionals, 7.87 % or 26 are in Vocational and Technical field, 88.32 % or 295 focus on being a Laborer or Worker.

HISTORY OF BARANGAY CORDOVA

Based on stories of some old folks of the Barangay, Cordova was the center of Amulung. Ear l y inhabitants of the place were immigrants from nearby municipalities of Piat, Solana and Alcala. These early settlers were mostly brought in the early 1920s by landowners to cultivate their newl y acquired vast track of lands while they as the landowners are living in the town of Tuguegarao. In 1927, a native had constructed a big house on the western portion of the baranga y land and commonl y called sim by the settlers, meaning G.I sheets for its roof was made of such material, the only one of its kind during that time since all dwellings existing throughout the locality were made of light materials and cogon roofing. The native being the respected leader of his taoans (settlers of their land) and the sim became their gathering place. Every 4 t h o f A p r i l , a N o v e n a o f S t . V i n c e n t F e r r e r i s s u n g i n t h e c h a p e l constructed just beside the sim and on the day before the 5th night a priest from Tuguegarao is invited by the elders to officiate mass at the Chapel. The priest accompanied by a guide had to walk from Solana upward crossing a creek and travel a distance of 10.5 km. before reaching the chapel. Then the serving of foods and drinks of tuba (sap of coconut) and lambanog (coconut wine) follows. In the evening, just after the singing of the prayer a local dance followed. The affair became a yearl y gath ering of the settlers not just of the natives but other settlers from the nearby land of Solana. In the 1930s the settlers had chosen a new leader. As the eastern part of the land was cultivated by inflow of settlers, there was clamor to m o v e t h e l o c a t i o n o f c h a p e l a k i l o m e t e r e a s t w a r d i n o r d e r t o a c c o m m o d a t e m o r e p e o p l e t o participate to

the yearly affair, the chosen place being the place of the leader and site of a number of houses constructed near each other. Since all of the inhabitants are engaged in farming, they have decided to adopt San Vicente Ferrer as their Patron Saint and celebrate its yearly barrio fiesta every 4 th of April. At that time inhabitants having their own chapel and Patron Saint to celebrate. During this period, the center of Amulung was transferred to Centro. In 1948, the barangay became a chartered barangay of being Barangay Cordova. In the same year, a community school was constructed out of light materials enrolling Grades I to VI pupils. The school building was constructed on a 2-hectare lot on the western part of the barangay chapel.

SCHOOL IMPROVEMENT PLAN Cordova Central School School Year 2010-2014 ___________________________________________________

SITUATION ANALYSIS____
This is a presentation of the school data and accomplishments supported with the trends and factors that contributes to the under achievement of the school in different areas discussed hereunder. C L B A T U Q E F N S I V O R P

PERSONNEL
There are 10 nationally funded teachers that include two Master Teachers, 7 Teachers III and one Teacher I. This also include the District ALS Coordinator and one Mobile Teacher. One teacher handles one grade class, and has one relieving teacher. One teacher is a subject teacher who is also handling ancillary services of being the District Property Custodian. All classes are mono-grade and have departmental schedules. The teacher-pupil ratio is 1:27. The grade level ratios of Grade I, IV, V and VI are all within the planning standard. Teacher-pupil ratio by grade level are: Grade 1 - 1:33;Grade 2 1:22; Grade 3 1:21; Grade 4 1:45 and Grade 5 1:35.

OUR NEEDS:
The school has no guidance counselor only teacher designated to act as one. The school has no school librarian only teacher designated to act as one.

LEARNING MATERIALS & EQUIPMENT

The pupil-book ratio is far below the planning standards of 1:1. All subject areas across grade levels have a ratio from 2:1 to as high as 12:1. MSEP 4 6, and EPP 4 6 have one textbooks each. There are no multi -media equipments present in the school. Not a single computer unit for the computer classes for intermediate classes can be used. At least 20 computer units are needed for two batches of pupils per class.

Pupil-book ratio in English 1 is 5:1 which is below the standard of 1:1. Pupil-book ratio in English 2 is 5:1 which is below the standard of 1:1.

Pupil-book ratio in English 3 is 4:1 which is below the standard of 1:1. Pupil-book ratio in English 4 is 3:1 which is below the standard of 1:1. Pupil-book ratio in English 5 is 2:1 which is below the standard of 1:1. Pupil-book ratio in English 6 is 2:1 which is below the standard of 1:1. Pupil-book ratio in Science 3 is 3:1 which is below the standard of 1:1. Pupil-book ratio in Science 4 is 9:1 which is below the standard of 1:1. Pupil-book ratio in Science 5 is 10:1 which is below the standard of 1:1. Pupil-book ratio in Science 6 is 5:1 which is below the standard of 1:1. Pupil-book ratio in Math 1 is 4:1 which is below the standard of 1:1. Pupil-book ratio in Math 2 is 3:1 which is below the standard of 1:1. Pupil-book ratio in Math 3 is 4:1 which is below the standard of 1: Pupil-book ratio in Math 4 is 2:1 which is below the standard of 1:1. Pupil-book ratio in Math 5 is 2:1 which is below the standard of 1:1. Pupil-book ratio in Sibika at Kultura 2 is 5:1 which is below the standard of 1:1. Pupil-book ratio in Sibika at Kultura 3 is 2:1 which is below the standard of 1:1. Pupil-book ratio in Sibika at Kultura 4 is 8:1 which is below the standard of 1:1. Pupil-book ratio in Sibika at Kultura 5 is 4:1 which is below the standard of 1:1. Pupil-book ratio in Sibika at Kultura 6 is 4:1 which is below the standard of 1:1. There is one book in MSEP 4, which is below the standard of 1:1. There is one book in MSEP 5, which is below the standard of 1:1. There is one book in MSEP 6, which is below the standard of 1:1. There is one book in EPP 4, which is below the standard of 1:1. There are zero books in EPP 5, which is below the standard of 1:1. There are zero books in EPP 6, which is below the standard of 1:1.

Teachers in Science also lack Science equipments and instructional materials for use. Moreover, other teachers need reading materials for both English and Filipino.

OUR NEEDS
Acquired 1:1 book-pupil ratio in al subject areas in all grade levels.

4 computer units for computer classes in the intermediate level.

One each of hammer, saw and tape measure in every grade level in Industrial Arts classes. Three sewing machines and one LPG tank for Home Economics classes. Four rakes, 2 spades, 4 hoes, 5 sprinklers and 5 bolos for Gardening/Agricultural Arts classes One unit LCD projector, four tents and two water dispensers. Need Science equipments and instructional materials. Need reading materials foe English and Filipino.

PHYSICAL & ANCILLARY SERVICES

Classroom-student ratio is 1:26 which is within the planning standard of 1:45.There are 8 completed classrooms in the school, but all of them are below the standard dimension of 7 x 9 meters and need repair or new construction . All of which are used as instructional rooms while the rest for other administrative and ancillary purposes, while the school has no ancillary service rooms like, but not limited to, Home Economics room, Library and offices. The school site is half -surrounded with a part concrete and permanent and part semi- permanent perimeter fence. Energized and supplied with electricity and utilize electric powered deep well as water source. Total pupil seats available are 270 or a 1:1 chair pupil ratio. These seats are a
combination of desks, tablet armchairs and modular tables.

A DepEd project was constructed for use as comfort room for both boys and girls. No computer or typewriter is available for preparing reports and correspondence. Neither mimeographing machine nor photocopier for test reproductions is present in the school. No telephone line for outside communication.

OUR NEEDS
Concrete parameter fence. Repair classrooms.

OTHERS
The school wants to revive in participating in a number of co-curricular activities like, but not limited to BSP/GSP camps in various levels These activities contribute to the holistic development of a child.

OUR NEEDS
Four pieces tents and two water dispensers.

QUALITY AND RELEVANCE OF BASIC EDUCATION

PUPILS PERFORMANCE The National Achievement Tests results in Grade 6 already have surpassed the 75% mark set by the department in school year 2011 2012 with 84.64 MPS. This put the school in the top spot among schools in the division. Subject areas in English, Mathematics, Science and Health and Hekasi tested in the NAT 6 are above the standard . Pupils' NAT performance in Filipino is 68.45, is below the planning standard, needs to be improved by 8%. Pupils' NAT performance in English is 83.19, is within the planning standard, needs to be improved by 5%. Pupils' NAT performance in Science is 89.40, is within the planning standard, needs to be improved by 5%. Pupils' NAT performance in HEKASI is 83.97, is within the planning standard, needs to be improved by 5%. Pupils' NAT performance in Mathematics is 98.18, is within the planning standard, needs to be maintained.

Hereunder is the presentation of the schools performance in the National Achievement Tests in Grade 6 for the past four (5) years. NATIONAL ACHIEVEMENT TEST RESULTS FOR GRADE VI 2007-2008 2008-2009 2009-2010 2010-2011 2011-2012 80.48 88.32 98.18 65.3 80 76.20 89.40 60 70.16 78.41 80.18 81.59 68.45 74.2 82.41 73.10 79.38 83.19 65.3 60 79.32 70.7 78.08 81.15 83.97 67.1 74.13 78.3 81.33 84.64

SUBJECT Mathematics Science and Health Filipino English Hekasi School Average

NATIONAL ACHIEVEMENT TEST GRADE VI

The pupils' performance as to the National Achievement Test (NAT) in Grade III is challenging. Considering the target of 75% by 2015 set by the department, the school's performance of 64.10 is still below the standard, yet so close to be realized

Hereunder is the presentation of the schools performance in the National Achievement Tests in Grade 3 for the past two (2) years. NATIONAL ACHIEVEMENT TEST RESULTS FOR GRADE III 2008-2009 2009-2010
58.09 68.59

SUBJECT English Reading Filipino Reading English Grammar Filipino Grammar Science Mathematics MPS

58.51
71.95 58.57 61.5

55.63
69.38 58.13 60.83

62.86 61.91

73.13 64.10

The pupils reading abilities are fluctuating as indicted in the three -year results of the Philippine Informal Reading Inventory (Phil -IR I). The increasing number pupils with reading levels of independent and instructional shows improvement in school year 2009 -2010, thus, giving inverse impact to the frustration level. The table and graph below shows the results of the Phil-IRI for the past two years:

ORAL READING (ENGLISH) PhIl-IRI RESULT S.Y. 2009-2010 Grade Pupil Tested Pre Post 46 39 39 29 50 41 244 46 39 39 29 50 41 244 Reading Level Instructional Pre Post 9 26 16 19 15 14 10 13 12 20 10 16 72 108 Non Readers Pre Post 1 2 0 1

I II III IV V VI Total

Frustration Pre Post 30 10 18 10 15 10 10 6 28 15 25 20 126 71

Independent Pre Post 6 10 3 9 9 15 9 10 10 15 6 5 43 64

PhIl-IRI RESULT S.Y. 2010-2011 Grade Pupil Tested Pre Post 37 46 44 32 28 53 240 37 46 44 32 28 53 240 Reading Level Instructional Pre Post 14 26 16 15 15 14 12 13 12 20 15 16 84 104 Non Readers Pre Post 1 2 0 1

I II III IV V VI Total

Frustration Pre Post 25 10 18 10 15 10 8 6 28 15 20 20 114 71

Independent Pre Post 6 10 3 13 9 15 9 10 10 15 6 5 43 68

SIlENT READING (ENGLISH)

PhIl-IRI RESULT S.Y. 2009-2010 Grade Pupil Tested Pre Post 46 39 39 29 50 41 244 46 39 39 29 50 41 244 Reading Level Instructional Pre Post 11 26 16 19 18 14 10 13 20 20 10 16 85 108 Non Readers Pre Post 1 1 0 1

I II III IV V VI Total

Frustration Pre Post 28 10 19 9 13 10 10 6 20 15 25 20 115 70

Independent Pre Post 6 10 3 10 9 15 9 10 10 15 6 5 43 65

PhIl-IRI RESULT S.Y. 2010-2011 Grade Pupil Tested Pre Post 37 46 44 32 28 53 240 37 46 44 32 28 53 240 Reading Level Instructional Pre Post 14 24 16 19 20 14 10 13 12 20 10 16 82 106 Non Readers Pre Post 1 1 0 1

I II III IV V VI Total

Frustration Pre Post 25 12 18 10 10 10 10 6 28 15 25 20 116 73

Independent Pre Post 6 10 3 10 9 15 9 10 10 15 6 5 43 65

CURRICULUM INSTRUCTION and INSTRUCTIONAL DELIVERY

The school has observed 199 school days below the 206 days set by the Department last school year. Several programs and projects are being implemented to augment

pupils learning and improve the pupils performances.

For 2012-2013, the school is continuously moving on in the implementation of the School Based Management System (SBMS). Cordova Central School is headed by a Principal supported by 11 nationally-funded teachers. Among the 11 teachers, one is 62 years old, two of them are 40 49 years, five of them are 30 39 years old while only 2 are aged 20 29 years old. Their average age is 36 years. As to the length of service, one teacher is already 21 30 years in the service, six are 11 20 years, three are 5 10 years in the service. Among the 11, only three is a masters degree holder while eight has masters units.

Staff Development
The teachers as the main factor in the realization of the school vision were given the chance to attend seminars and training to enhance competencies and improve their effectiveness and efficiency in their tasks as teachers. Teachers were also encouraged b y the school head to uplift their economic status through promotions. Only four teachers are computer literates which are below the planning standard. Based Also,

All 11 teachers have undergone the orientation on the NCBTS-TSNA (NationalCompetencyTeacher Standards - Teachers Strengths and Trainings Needs Assessment) last year.

all 11 teachers are preparing their Individual Personal and Professional Development Plans based on the results of the NCBTS-TSNA. Corollary to this, all teachers have attended in -service trainings (INSETs) introduced by the nati onal, regional and division offices, though without closely considering their respective IPPDs and the results of the NCBTS-TSNA

All teachers attended graduate studies, while one of the 11 teachers is a graduate of Master or Arts in Education. All of 11 teachers subscribe to professional magazines and some of them have conducted action research.

Health Status of Pupils

The health status of the pupils is one of the key concerns of the school to make the teachinglearning experience be effective. In the past years, a number of programs were implemented to ensure that pupils are in good health while learning in school. These program include:

1.Deworming - This was given twice a year for Grade I pupils conducted by the
medical team of the Division, which started one month after the opening of classes.

2.Dental Check-up and extraction - The programs emphasis is to maintain healthy and cavityfree teeth by giving tips on oral health and correct tooth brushing. 3. Supplementary Feeding - The school was one of the recipients of the BETHESDAFeeding program of the division in coordination with the BETHESDA Organization. The feeding was given to all pupils who were found out to have a nutritional status of below normal. In school year 2012 2013, using the new World Health Organization Child Growth Standards (WHO-CGS), it was found out that 25 out of 270 pupils or 9% have Body Mass Indexes (BMIs) below or above the normal. While, 245 of 270 or 91% have normal BMIs. Likewise, the school is a recipient of Coca-Cola juice given to all pupils.

Pupil Services
Programs in school on the different monthly celebrations are conducted on a regular basis to make the pupils aware and familiarized about it .Basically, the Supreme Pupils Government Organization (SPGO) has been helpful in the pupils

development and training of their leadership potentials. Also, other clubs such as YES-O and WATCH Club were organized. A group of pupils were organized to form the editorial board of the schools publication, although zero school paper has been published in the past three years. Teams in different sports events were also organized such as, but not limited to,volleyball and

chess participated in the district and division level contests. As a result, sportsmanship, camaraderie and competitiveness were developed among pupils. Meanwhile, the Boy and Girl Scouting movement has been actively participating in a number of encampments from district, division and regional levels, held in the past years. Some pupils are registered members to the BSP and GSP.

Learning Environment
Being located in the hill y part of Amulung, the schools ambiance is

generall y conducive to learning despite some deficiency in facilities and equipments. All 7 classes were mono-grade and observe departmental schedules. All 7 classes have l e s s pupils per class, but one (with 46), which is than 45 the

above

s t a n d a r d s e t b y t h e department. There are onl y two cases of pupil -pupil conflict.

This may be attributed to the school heads fatherly figure felt by the school community. There are zero recorded theft and robbery incidents against school properties for the past three years

SCHOOL MANAGEMENT
School Management & Administration
The achievements earned by Cordova Central School may be

a t t r i b u t e d t o t h e school personnels attitude towards work. There is dynamism in each of the teaching and non -teaching personnel as well as the parents and community as a whole. All personnel come on time and are rarely late in reporting to school, or are going home earl y. No personnel are absent at least 5 times a month. All personnel attend school activities and submit reports regularly on time. Such culture of enthusiasm is displayed by the school community despite the scarcity of the needed facilities and equipment, like: zero computer or t ypewriter to prepare reports; zero mimeographing or photo copying machine to reproduce documents, and, zero telephone and internet facility for communication.

Parents Participation
Parents support is very much important to every pupils learning. Teachers are the second parents; parents are the original teachers to children. Their participation to school activities

encourages the pupils to continue their quest for education. Parents participation were noted to 136 parents out of 180 participate in the Brigada Eskwela; All parents attend Homeroom PTA Assemblies; and, onl y 234 parents out of 360 parents attended Homeroom PTA meetings. As of today there is no need to organize since the HPTA is very active in the school.

Instructional Supervision
Supervisors assist the school head in developing teachers potentials and improve their respective talents and ability. Education Program Supervisors have visited the school three times last year. The Public School District Supervisor contributed visits. On the other hand, the school principal made 23 instructional supervisions last year. There is a need to maximize the efforts of the above named supervisors to take full advantage of their expertise. With these, the school has set that: 9 out of 11 teachers are supervised by the school head in a month.

Resource Mobilization/Public Expenditure/School Financial, Fiscal Management

The school could hardly procure what it needs to improve its performance and services. That is because the school MOOE is not enough to augment basic educational needs. The Amulung School Board has allocated funds from the Special Education Fund yet it is fully managed by the municipal office. There is also .5% allocation directly for the school in the barangay budget. downloaded bi-monthly to the school on a monthly. MOOE are

MOOE ALLOCATION

PERFORMANCE INDICATORS
Cased on school year 2011-2012, the performance of the school is indicated hereunder:

Graduation Rate is 100% which is within the planning standard. Participation Rate is 94% which is below the planning standards of 100%

Survival Rate is 71%, which is below the planning standard of 100%. Repetition Rate is 2% which is below the planning standard of 0%.
YEAR 2007-2008 2008-2009 2009-2010 2010-2011 2011-2012 Participation Rate 105 92 93 97 94 Survival Rate 84 52 91 92 71 Graduation Rate 100 54 95 100 100 Completion Rate 84 52 87 93 71 Repeaters Rate 3 0 2 1 2

ANNUAL ENROLLMENT

DROP OUT RATE

FAILURE RATE

GRADUATION RATE

PROMOTION RATE

REPETITION RATE

SCHOOL IMPROVEMENT PLAN Cordova Central School School Year 2010-2014 ___________________________________________________

SCHOOL GOALS & OBJECTIVES

The schools goals and objectives for the next three years are stated in the table hereunder NARRATIVE SUMMARY OBJECTIVELY VERIFIABLE INDICATORS MEANS IMPORTANT OF VERIFICA ASSUMPTIO TION NS/RISKS

GOAL
Improved school performance in the Division of Cagayan

PURPOSE
Improve pupils and school performance

BY 2014, overall pupils achievement in NAT 6 increased from 84.64% to90% Baseline Yr 1 Yr. 2 84.64 87.32 90 By 2014 pupils achievement in NAT 6 increased in the following subjects Subject Baseline Yr 1 Yr. 2 98.18 Math 98.18 98.18 89.40 Science 89.7 90 68.45 English 73.9 80 83.19 Filipino 86.59 90 Hekasi 83.97 86.98 90

NAT Result

NETRC prepares& administers test Improved pupils and school perform ance

CONTRIBUTORY OBJECTIVES A. Provision of Equitable Access a.1. hire competent a.1.1. Two (2) Non-teaching & 1 and adequate teaching personnel hired teaching& nonPersonnel Yr 1 Yr. 2 teaching personnel Guidance counselor 1 Librarian 1

Approved Appointments

DBM releases for the hired teaching and non-teaching personnel

a.2. Improve availability of Instructional and learning materials

a.2.1. Procure the following materials: Equipment Computer Hammer Saw Tape measure Oven LPG Tank Rake Spade Hoe Yr 1 5 2 10 1 3 2 1 Yr. 2 2 5 2 Delivery Total Receipt 2 10 4 10 1 1 6 4 2 Inspection Report

3 2 1

sprinkler Bolo Tents Water dispenser

2 1

4 2 1 1

4 4 1 2

a.2.2. Procure/accept the following textbooks to achieve 1:1 textbook pupil/student ratio Textbooks MATH Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 ENGLISH Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 FILIPINO Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 HEKASI Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 SCIENCE Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 EPP Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 MSEP Kindergarten Yr. 0 2 20 20 25 25 35 35 2 20 20 25 25 30 30 1 20 20 25 30 25 20 Yr 1 10 10 10 10 10 5 5 10 10 10 15 15 10 10 11 10 10 15 10 15 10 Yr. 2 20 20 20 15 15 10 10 20 20 20 20 20 10 10 20 20 20 20 10 20 20 Delivery Receipt Inspection Report IMCS delivers books

5 2 25 20 25 25

20 10 10 10 15 15

20 20 10 20 20 20

10 10 15 15

10 10 15 15

20 20 15 15

5 10 10 0

20 10 10

20 20 20

a.3. Improved Physical environment for learning

Grade 1 Grade 2 Grade 3 Grade 4 10 10 20 Grade 5 10 10 20 Grade 6 10 10 20 Purchase Instructional Materials and equipments for teachersuse Purchase reading materials in Filipino and English. a.3.1. Constructed, Accepted & Turned over the following facilities Facility
School Nursery
Perimeter Fence

Actual facilities

Yr. 0 0
100 m span

Yr 1 1
100 m span

Yr. 2 0
100 m span

DepED Central Office allocates funds for the purpose (MOOE)

Certificate of Acceptance

Computer Lab.

0 0 0 a.3.3. School perimeter fence completed Yr. 0 Yr 1 Yr. 2 20 % 50% 100 %

Actual facilities Certificate of Acceptance

B. Quality and Relevance of Basic Education b.1. Improve READING skills in English and Filipino subjects b.2. Improve skills of pupils in Science, Mathematics, HEKASI b.3. Improvej Curriculum Implementation and Instructional Delivery b.1.1. All students read within their standard reading level (independent readers) Yr. 0 Yr 1 Yr. 2 68 120 170 b.2.1. Organize review classes in all subjects and grade levels starting October 2011 to February 2012 and the years thereafter Post Phil-IRI Report

Monitoring Report Class Record

b.3.1. 100% of school days met or delivered per year b. 3.2. 100% of pupils are promoted considering the "no read, no move" principle of the Every Child a Reader Program (ECARP) b.3.3. 100% of the Grade I entrants have ECD experience b.3.4. 100% of the Grade I Entrants have been positively considered under School Readiness Assessment

FORM 2 Phil-IRI Results

Form 3 SReA Result

b.4. Improved b.4.1. Number of teachers trained on results subject knowledge/ of NCBTS/TSNA teaching skills Yr. 0 Yr 1 Yr. 2 of teachers

Attendance Sheet Training

Baseline

10

Completion Report Attendance Sheet Training Completion Report Subscription to professional magazines

b.4.2. Teachers trained on Computer Literacy Yr 1

Yr. 2

3 Computer literacy

b.4.3. 11 out of 11 teachers subscribed to professional magazines

b.4.4. 11 out of 11 teachers are masters degree holder

Diploma or special order : Copy of approved research proposal and recommendatio n

b.4.5. 11 out of 11 teachers and School Principal conducted one action research each a year

b.5. Improve Nutritional status of pupils/students

b.5.1. 100% of students within normal status of nutrition Yr 1 245

Yr. 2

Report of Nutritional Status

270 Monitoring Report

b.5.2. Feeding Program implemented in 6 sustained months

C. School Management c.1. Instructional c.1.1. Frequency of supervision Supervision Strengthened Yr 1 Yr. 2 School Head PSDS
10 out of 10 / month 10 out of 10 /quarter 10 out of 10 / sem 10 out of 10 / month 10 out of 10 /quarte r 10 out of 10 / sem

Supervisory Report

EPS

c.1.2. Number of teacher supervised Yr 1 Yr. 2 School Head PSDS

10 out of 10 / month 10 out of 10 /quarter 10 out of 10 / month 10 out of 10 /quarte r

Supervisory Report Yr. 3

EPS c.2. Effective School Management and Administration Implemented

10 out of 10 / sem

10 out of 10 / sem

c.2.1 100% of teachers report to school on time c.2.2. 100% of teachers have no more than 1 day absence in a month

Daily time Record Daily time Record Monitoring

c.2.3. 100% of the number of contact time obs erved by 2014 2.4. 10 out of 11 teachers making home visits Monitoring Report

c.2.5. PTA board conducts 10 meetings in a school year

Attendance Record Record of minutes

c.2.6. One School Governing Council organized and made functional Existence of SGC

c.2.7. Eight school INSET prepared and implemented

Training Completion Report

c.3. Stakeholders Participation Intensified

c.3.1. Parents attendance to PTA activities

Attendance Sheet By Laws Database is present Attendance Record

c.3.2. One (1) Alumni Association organized and made functional by 2014

c.3.3. Percent of parents participation in Brigada Eskwela from 90% to 100% by 2014 c.3.4. Private individuals and/or organizations/corporations donate to the school in a school year

Deed of Donation

c.4 Resource mobilization efforts intensified

c.4.1. Resource mobilization efforts conducted: 2012 King & Queen

Monitoring Report Financial report

c.5. Improved School Environment

c.5.1. Number of conflicts reduced Conflict Basel ine Yr. 1 Yr. 2 Logbook

Pupil-Pupil Pupil-Teacher TeacherTeacher TeacherParents D. School Performance Indicators d.1. Improved School Performance Indicators

0 0 1 1

0 0 1 1

0 0 0 0

d.1.1. Decreased simple drop out rate from 2% to 0% by 2014 d.1.2. Decreased failure rate from 2 to1 % by 2014 d.1.3. Maintained graduation rate of 100% until 2014 .d.1.4. Decreased repetition rate from 1% to 0% by 2014

Form 18

SCHOOL IMPROVEMENT PLAN Cordova Central School School Year 2010-2014 ___________________________________________________

SCHOOL PRIORITY IMPROVEMENT AREAS

Area: PROVISION OF EQUITABLE ACCESS STREAM 1.Needs one library teachers for the school 2.Book-pupil ratios in all subject areas and grade levels are below the standard of 1:1 3.Needs computer sets f o r instructional purposes 4.Needs tools and equipments in E P P (home economics, industrial arts and agriculture/gardening)Purchase tools and equipments for EPP5 a n d S c i e n c e Need reading books in Filipino and English. 5. Needs additional f a c i l i t i e s ( i . e Computer laboratory, Home economics room, perimeter fence and school nursery) 6.Six instructional classrooms and the existing perimeter fence need immediate repair Area: QUALITY AND RELEVANCE OF BASIC EDUCATIONSTREAM 1.29.5% of pupils are independent readers which is below the standard of 100% 2.Performance level in NAT 3 is below the standard of 75% 3. 98% of Grade I entrants have ECD SUGGESTED INTERVENTIONS Request for a teachers for the school Purchase textbooks in all subject areas and grade levels to make 1:1 book-pupil ratio Purchase computer units for instructional purposes Purchase tools and equipments for EPP, Science

Request for construction of new facilities to school

Request for funds and materials for the repair of 6instructional rooms and perimeter fence SUGGESTED INTERVENTIONS Implement Organize review classes in all subject areas and grade levels starting October to January. Encourage parents to enroll their school age children to pre-school before they can be accepted to Grade I Stream Suggested Interventions Conduct INSET in computer literacy Encourage teachers to conduct one action research in a year Implements feeding program for 6 sustained months SUGGESTED INTERVENTIONS Implement food for work in Brigada Eskwela, supplemented by the private donors 2 . Organize one functioning alumni association in the school Lobby to the barangay council to allocate funds for the school projects Conduct INSET in action research Implements feeding program for 6 sustained months

4.No one of the teachers are computer literate 5.Zero teachers conducted action research in a year 6.91% of pupils have normal BMI Area: SCHOOL MANAGEMENT

STREAM 1 . 9 0 % o f p a r e n t s p a r t i c i p a t e i n B r i g a d a Eskwela, attend assemblies and meetings in a year 2 . Z e r o a l u m n i a s s o c i a t i o n h a s b e e n organized 3.Barangay has not allocated funds for the school 4 . Z e r o t e a c h e r s c o n d u c t e d a c t i o n r e s e a r c h in a year 5. 91% of pupils have normal BMI