Final adjusted-REVISED-RATIFIED ROES ESIP 2020

ROSARIO OCAMPO
ELEMENTARY SCHOOL
109541
Rizal Ave. Brgy San Juan, Taytay Rizal
ENHANCED
SCHOOL
IMPROVEMENT
PLAN
School Year 2019-2022
MESSAGE
“Good school governance entails great responsibility pursuing for greater

responsibility of improvement….
In adherence to Republic Act 9155 or the Governance on Basic Education and
its pursuit in providing safe, caring and quality education to school children, Rosario
Ocampo Elementary School has come up with the Enhanced School Improvement Plan
for SY 2019 – 2022.
This document was realized through the collaborative efforts of the School
Planning Team together with other stakeholders. Thorough consultation with the above
mentioned stakeholders was done. The team painstakingly identified the school’s
situation, identified the school goals and objectives and its priorities in the next three
years.
The ESIP shall serve as guide for the school head in managing the school taking
into consideration the different goals and objectives in every area of the educational
system. This also is a good source of information for stakeholders on which area they
can extend their assistance.
Indeed, the school very much appreciate the support of the parents and other
stakeholders they provide on our school children. ROES family shall continue to strive to
reach its academic and social learning goal.
MRS. MARICEL A. LATINA

School Head
Enhanced School Improvement Plan 2019-2022

TABLE OF CONTENTS
CHAPTER 1. Department of Education’s Vision, Page 1

Mission, and Core Values Statement
CHAPTER 2. School’s Current Situation Page 3
CHAPTER 3. Plan Page 6
CHAPTER 4. Monitoring and Evaluation Page 25
List of Acronyms Page iv
List of Tables Page v

LIST OF ACRONYMS
AIP – Annual Implementation Plan

ALS- Alternative Learning System
BRB4- Blue Rizal Barangayan para sa Bawat Bata Bumabasa
MOOE- Maintenance and Other Operating Expenses
MPS- Mean Percentage Score
PARTS- Productive Alliance of ROES Trusted Stakeholders
PIA- Priority Improvement Area
Remediation Strategies
ROES- Rosario Ocampo Elementary School
SAGIP- Strengthening Advocacy for Gaining Indispensable Pupils
SEF- Special Education Fund
SIP – School Improvement Plan
SPA- School Program for the Arts
SPED- Special Education
SPT- School Planning Team
TEACHER- Teacher Enhancement in Attaining Comprehensive, High and
Effective Result

LIST OF TABLES
TABLE 1 SCHOOL PLANNING TEAM AND ROLES AND RESPONSIBILITIES ….. 1-2
TABLE 2 SCHOOL PLANNING TEAM TIME TABLE ….. 2
TABLE 3 PRIORITY IMPROVEMENT AREAS ….. 4
TABLE 4 PLANNING WORKSHEET FOR ACCESS, QUALITY AND GOVERNANCE….. 4 - 5
TABLE 5 ROOT CAUSE AND SOLUTIONS ….. 6-7
TABLE 6 PROJECT WORKPLAN AND BUDGET MATRIX (SAGIP) ….. 8-9
TABLE 7 PROJECT WORKPLAN AND BUDGET MATRIX (TEACHER) ….. 10-12
TABLE 8 PROJECT WORKPLAN AND BUDGET MATRIX (BRB4) ….. 13-15
TABLE 9 ANNUAL IMPLEMENTATION PLAN ….. 16-22
TABLE 13 PROJECT MONITORING AND EVALUATION …..

23-24

CHAPTER 1
DEPARTMENT OF EDUCATION MISSION, VISION, AND CORE VALUES
STATEMENT
C
Rosario Ocampo Elementary School conforms to DepEd’s global H
education goal which is accessible, inclusive and equitable to all. A
The school together with its stakeholder share the common vision of the
P
T
department in securing a brighter future for the school for the school children by
E
equipping them the necessary skills to become productive members of the
R
society.
Parents desire teachers who do not only teach for financial gain but ones 1
who show concerns for learners. They also want a motivating and caring
environment for their children. Meanwhile, learners conveyed their eagerness to
learn their lessons. They want to have a quality learning time with their teachers
coupled with more engaging activities inside the classroom.
Moreover, HON. BRGY. CAPTAIN RASEL Z. VALERA, the Brgy.

Captain together with other officials committed their continuous and full support
to the different programs of the school.
Amidst the pandemic that the whole world is facing right now. The school
is still finding ways to the betterment of the school,especially its learners.
For an effective implementation of the E-SIP, ROES SPT are composed of:
TABLE 1 SCHOOL PLANNING TEAM ROLES AND RESPONSIBILITIES

SCHOOL PLANNING TEAM ROLES AND RESPONSIBILITIES
MARICEL A. LATINA Provide academic and administrative
School Head
leadership to the School, and to engage with
external organizations on behalf of the
School.
Share valuable support and effort towards
HON. ROSELLER Z. VALERA
school progress and commit available
resources in the implementation of the plan
Brgy Captain
NOEL CONCEPCION Partake insights and aspirations for the
GPTA President
school and their children.
LADY SHINE DELA PAZ Share insights about their needs and
SPG President
difficulties in the school.
1
CARMELITA L. LACOSTALES Provide needed information relative to
teaching and learning process of the SIP
School LAC Coordinator
establishing priorities.
JERWIN C. AMBULAN Identify, assess and manage the hazards and
risks that may occur in the school.
SDRRM
MA. PAZ DELA ROSA Monitor School Disaster Risk Management
Plans and regularly review and test the plan
BDRRM
GIL C. MONTES Responsible for accurate and reliable
necessary data in the development and
EBEIS Coordinator
implementation process.
TABLE 2 SCHOOL PLANNING TEAM TIME TABLE

SPT TIME TABLE
SIP Activities Purpose Time Persons
Frame Involved
ASSESS Phase
Collecting, organizing
and analyzing school
To gather data from January- School
data
the school and March Head,
community Teachers,
SIP CORE
Team
PLANNING Phase
Review General To determine the gap,
Objectives and Targets goals and objectives
School
Formulate Solutions, To formulate Work and Head,
March-
thru Work/Project Design Budget Matrix and AIP Teachers,
April
and Budget Matrix, and stakeholders,
Annual Implementation Parents and
Plan Learners
Orientation on the To orient the learners,
implementation of ESIP faculty and stakeholder
May
in the implementation
of ESIP
ACT Phase
Test the solutions Implementation of Team,
different projects School
Roll out the Solutions June-
Project Team
March
2
Stakeholders
Check the progress or To properly monitor Quarterly

conduct of project and evaluate the C
(March School
Monitoring and projects
Head, SPT, H
Evaluation June
SBMEA A
September Coordinators
Report or P
December
communicating to the ) T
stakeholders
E
R
2
CHAPTER 2
SCHOOL’S CURRENT SITUATION
2
The diversity of the learner’s demographic profiles, makes the school’s

culture unique in terms of the locality of its clientele. Being the central school,
ROES is very fortunate to have been chosen to offer special programs such as
Alternative Learning System (ALS), Special Education for Children with
Special Needs (SPED), Special Program for the Arts (SPA), a division initiative
aims to hone the artistic inclination of the pupils, Arabic Language and Islamic
Values (ALIVE) or MADRASAH, a special program intended for our Muslim
learners.
In all components of performance indicator drop-out rate has a

significant effect in the overall performance of the school, in which 1.79% in
school year 2016-2017, .84% in 2017-2018 and 1.87% last school year that is
evidently fluctuating. This may be attributed due to family problems, poor health
and nutritional status, teacher’s factor and distance from the school.
As of the current SY 2019-2020 98 accumulated learners from grade 3-6
failed because they lack reading skills and disabilities.
The overall findings of existing issues and problems of pupils’ low
academic performance is due to teacher’s inadequate innovation in teaching
and learning process. It is also reflected on the Part II of the PPST wherein
most of the teachers are lacking in Innovation under Behavioral Skills.
From the recent report of the ADOPT-A-SCHOOL Program Coordinator
there were only seven (7) active stakeholders including private sectors, local
government units and PTA. Hence the school together with the objective of the
3
schools division also set up a project to involve the stakeholders in its programs
and projects.
ROES also participated in various competitions and recognition were
given by winning in different awards in Division, Regional and National.
TABLE 3 IDENTIFYING PRIORITY IMPROVEMENT AREAS

IMPROVEMENT AREAS STRATEGIC Urgency Magnitude Feasibility Ave Interpretation
Importance
ACCESS
High Drop out Rate 5 5 5 5 5 Very High Priority
QUALITY
Improvement in 5 5 5 5 5 Very High Priority

Professional Growth and
Teaching-Learning Process
and MPS Result
GOVERNANCE
Consistent stakeholders 5 5 5 5 5 Very High Priority

participation
TABLE 4 PLANNING WORKSHEET FOR ACCESS, QUALITY AND GOVERNANCE

PLANNING WORKSHEET FOR ACCESS,QUALITY AND GOVERNANCE
LEARN DEPED PRIORITY GENERAL
ING
ROOT TIME FRAME
INTERMEDIAT IMPROVE OBJECTIVE/S
STAGE CAUSE/S SY SY SY
E OUTCOMES MENT 2020- 2021-
AREA 2021 2022 2022-
2023
To decrease the drop-

out from
K-6 IO1: Learners are High Absenteeism,
in school and Percentag 72-45 (Y1) Family feud, Poor
learning centers e of health nutritional
45-25 (Y2)
Dropouts status,
25-10 (Y3)
IO5: Learners Low Mean Increase the mean Teachers lack of
4
attain learning Percentag percentage scores of all Innovation
standards e Score in subjects from 79.87% to Toward teaching-
Five (5) 82% learning process
major
80 (Y1)
Subjects
81 (Y2) Low MPS Result
82 (Y3)
To decrease the number Untapped
of non-readers in K to 3 stakeholders,
IO3: Growing Low
by 20% to 80 % in three less involvement
number of percentag
years of stakeholders in
stakeholders e of active
school activities
actively and
and no defined
participate and consistent
programs yet
collaborate in stakehold 20 (Y1)
meant to
convergence ers
49(Y2) recognize the
mechanisms at all
support of active
levels 78 (Y3) stakeholders
Increase the number of

parents trained as
trainers on teaching
reading from 100-500 in
three years
100 (Y1)
300(Y2)
500Y3)
5
CHAPTER 3
Plan
C
In this Phase, PTs review the general objectives and formulate solutions for
H
their project. Also presented here are the list of solutions, project work plan, budget
A
matrix, and the AIP.
Table 5 ROOT CAUSES AND SOLUTIONS
P
Root Causes Solutions
T
Drop Out Rate
E
⮚ Absenteeism ● Monthly recognition of Pupils with
R
Perfect Attendance
3
● Counselling
⮚ Family Problems
● Feeding Program
⮚ Poor Health Nutritional
Status ● Training of Teachers
⮚ Teachers Factor ● Adaptation of Allowance probation
⮚ Distance from the School ● Administering PHIL-IRI
⮚ Poor vocabulary skills ● Development or Standardized/Validation
of reading materials Administering
⮚ Limited knowledge base
reading class
⮚ Carelessness and
● Monthly recognition of Pupils with
negligence by the pupils
Perfect Attendance
⮚ Poor attendance in class
● Monitoring of the Reading Program
and Intervention
● Assessment of least mastered skills
based from the Test results
⮚ Low Mean Percentage Score
Lack of Teachers Innovation
⮚ Lack of Teachers ● Identifying the development needs of

Innovation towards teachers based on consolidated
6
teaching Development Plan of the IPCRF
⮚ Low Mean Percentage Score ● Identifying the list of least mastered

in Science skills based on the test result of 5
major subject
● Planning the trainings that will be done

in accordance with the developmental
needs of teachers and identified
approaches, techniques and strategies
● Monitoring of Academic Performance

of Pupils through Periodical Test
( Quarterly)
● Teachers and Pupils Recognition

Non-readers in K-3 ● Reading Intervention/
Remedial reading involving teachers,
parents and other volunteers
Few Number of Active ● Stakeholders Summit

Stakeholders
● Alumni Homecoming
⮚ Untapped stakeholders
● Appreciation Day
⮚ Less involvement of
stakeholders in school
activities
7
Project Title: PROJECT SAGIP
(Strengthening Advocacy for Gaining Indispensable Pupils)
Problem Statement: High Percentage of Drop-out
Project Objective Statement: To lessen/ reduce drop-outs
Root Cause:
*Absenteeism
● Family Problems
● Financial Problems
● Poor Health Nutritional Status
● Teachers’ Factor
● Distance from the School
TABLE 6 PROJECT WORK PLAN AND BUDGET MATRIX
DATE OF PERSON BUDGET

IMPLEMENTATI RESPON SOURCE
ACTIVITY OUTPUT BUDGET
ON SIBLE
PRE- IMPLEMENTATION
Virtual Parents All

Orientation were Teachers,
regarding informed Parents, Local Fund /
School Policies about the Team MOOE
June 2020 2,0000
and Projects/ school SAGIP
Launching of policies
the Project and
projects/Pr
oject
SAGIP
was
launched
Virtual Training Teachers June-July 2020 All 10,000 Local Fund /

of Teachers for Training Teachers, MOOE
ADM Parents,
Team
SAGIP
Identifying Pupils At July 2020 All 1,000 Local Fund /
Pupil’s At Risk Risk were Teachers, MOOE
of Dropping Out identified Parents,
Team
8
SAGIP
DURING IMPLEMENTATION
Parents Virtual Parents July 2020 Teachers Php 5,000 Local Fund
Conference/ were Team
informed/n SAGIP
Counselling
otified
counselled
Strengthening
School-
Rewards Quarterly for SY Teachers Php MOOE
Community
were 2020-2023 Team 2,000.00 x
Collaboration
given SAGIP
through
Community
Learning
Centers
Quarterly
Giving of
Php MOOE/Local
Awards for
13,000.00 x Fund
Punctual
Submission of
Modules/ Online
Activities
Implementation Adopt-A- August 2020-
of Adopt-A-Pupil Pupil March 2021
Teachers
Program Program
Team
was
SAGIP
implement
ed
Adaptation of Less August 2020- Pupils

Allowance number of March 2021
Probation dropouts
due to
financial
problems
Monitoring Monitored July 2020- March Pupils Php 2,000
Activities 2021
MOOE
Virtual Less Pupils, Php. Local Fund
Counselling/ Number of Teachers 1,000.00
July 2020- March
Home Drop outs
2021 Principal
Visitations
9
POST- IMPLEMENTATION
Pupils and 3,000.00 MOOE
Parents,
Virtual Teacher- Attendanc March 2020
Teachers
Parent Post e/
Conference Certificate
s
Commitm
ent Form
TOTAL Php. MOOE

41,000.00
41,000.00
Project Title: PROJECT TEACHER
(Teacher Enhancement in Attaining Comprehensive, High and Effective

Result)
Problem Statement: Lack of Teacher’s Innovation towards Teaching and Learning Process
Project Objective Statement:
Improve teachers’ performance
Increase the mean percentage scores of all subjects from 79.87% to 82%
Root Cause: Low MPS Result
DATE OF PERSON BUDGET

IMPLEMEN RESPONSIBL SOURCE
ACTIVITY OUTPUT BUDGET
TATION E
PRE- IMPLEMENTATION
Identifying the Upgraded June 2020 *Proponents of
developmental the Project
1000 MOOE
needs of instructional TEACHER
teachers based competenci
10
on consolidated es of *School Head
Development teachers in
*Master Teachers
Plan of the teaching
IPCRF the different *Teachers
learning
areas that
will result
the
increase of
the MPS
Identifying the Least June 2020 *Proponents of
list of least Mastered Project
mastered skills Skills TEACHER
based on the
*School Head
test result of 5
major subject *Master Teachers
*Teachers
Identifying Innovations June 2020 *Proponents of 1,000 MOOE
suitable on Project
approaches, approaches TEACHER
techniques and , techniques
*School Head
strategies for and
online and strategies *Master Teachers
modular for online
teaching and *Teachers
process modular
teaching
process
Planning the Scheduled June 2020 *Proponents of 1,000 MOOE

training that Webinars Project
will be done in and TEACHER
accordance trainings
*School Head
with the
identified *Master Teachers
approaches,
*Teachers
technique,
strategies and
deliverables.
Formulating Modules July 2020 *Proponents of
pupils modules and Project
and lesson Exemplar TEACHER
exemplars *School Head
*Master Teachers
11
*Teachers
Developing Developed July 2020 *Proponents of

materials for materials Project
online for online TEACHER
modalities of modalities
*School Head
teaching of teaching
*Master Teachers
*Teachers
DURING-IMPLEMENTATION
Conducting Training July 2020 *Proponents of 4,000 MOOE

teachers Materials Project
trainings, TEACHER
* Bond
seminars or Paper *School Head
webinars for
*Master Teachers
approaches,
techniques, *Teachers
and strategies
for modular
and online
modalities of
teaching
learning
(Quarterly)
Conducting Learners August *Proponents of 1000 MOOE
learners webinars 2020 Project
webinars on TEACHER
the *School Head
procedures,
*Master Teachers
needs, do’s
and don’ts for *Teachers
the online
modalities of
learning
Printing and Modules August, *Proponents of 205,000 MOOE
distribution of 2020 Project
pupils modules TEACHER
(Quarterly)
*School Head
*Master Teachers
*Teachers
12
Monitoring of Test October *Proponents of
Academic Materials 2020 Project
Performance of TEACHER
pupils through
*School Head
periodical test
*Master Teachers
(Quarterly)
*Teachers
POST IMPLEMENTATION
Virtual Awards/Cer March, *Proponents of 1,000 MOOE
Recognition tificates 2020 Project
Program TEACHER
Narrative
Reports *School Head
Evaluation *Master Teachers

Form
*Teachers
Assessmen
t Test
214,000
Project Title: BR-B4 (Blue Rizal Barangayan Para sa Bawat Bata Bumabasa)
Problem Statement: A number pupils from K-3 are having difficulty in reading
Few numbers of active stakeholders with more active
participation and collaboration to the school in all its
programs and activities
Problem Objective Statement: To decrease the number of non-readers in K to 3 by 20% to

80 % in three years
Increase the number of parents trained as trainers on teaching reading from 100-500 in
three years
Root Cause: Poor vocabulary skills, Unable to use the words correctly, No
attention/focus or attention deficit, Limited knowledge base, Carelessness and
negligence by the pupils, Poor attendance in class, lack of strategic art of
questioning Lack of follow up at home, Some parents are illiterate, Economic Status,
Health Condition of the pupils.
DATE
ACTIVITY OUTPUT OF PERSON BUDGET BUDGET
13
IMPLEMENT RESPON SOURCE
ATION SIBLE
PRE IMPLEMENTATION
Virtual Principal
Kick off
Minutes, Attendance Team MOOE/Local
Program
(Possible BRB4/ Fund
And Planned 4,000
Stakeholde Master
Acitivities
rs) cum Teacher I
fora, and II,
June
informatio
n
disseminat
ion,
meeting
and
general
assembly
Assessme List of Non Readers July Principal 2,000 MOOE/Local

nt of Fund
Team
Pupils’
BRB4/
Reading
Master
Level
Teacher I
and II,
Capacitate Trained July-Aug Principal 10,000 MOOE
selected Stakeholders for
Team
stakeholde BRB4
BRB4/
r and Master
parents in Teacher I
teaching and II,
reading Parents
(virtual) and other
stakehold
ers
Repair Reading Corners in July-Aug Principal
Reading the Community
Team
Corner in
BRB4/
the Master
community Teacher I
and II,
Parents
and other
stakehold
ers
14
Developme Standardized/validat July-Aug Principal 2,000 MOOE
nt or ed reading Materials
Team
Standardiz Ready for printing
BRB4/
ed/Validati Master
on of Teacher I
reading and II,
materials Parents
and other
stakehold
ers
Reproducti Printed Modules for July-Aug Principal 50,000 MOOE
on of BRB4 BRB4
Team
modules.
BRB4/
Master
Teacher I
and II,
Parents
and other
stakehold
ers
DURING IMPLEMENTATION
Teaching Teaching reading Sept-April Principal 10,000 MOOE
Reading Schedule and
Team
(Stakehold Learners Progress
BRB4/
er to Report Master
Pupils) Teacher I
(Teachers- and II,
Pupils) Parents
and other
stakehold
ers
Selected
Stakehold
ers and
Teachers
Selection List of Learners Best Every Principal 1,000 MOOE
of Best in Areas Quarter
Team
Readers,
BRB4/
( with Master
comprehen Teacher I
sion),Best and II,
in Parents
Dictation. and other
Spelling stakehold
15
Test, ers
Storyteller,
etc
Selected
Stakehold
ers and
Teachers
POST IMPLEMENTATION
Conduct Every Principal 2,000 MOOE
Progress Quarter
Team
Monitoring
BRB4/
Master
Teacher I
and II,
Parents
and other
stakehold
ers
Selected
Stakehold
ers and
Teachers
81,000
16
TABLE 9 ANNUAL IMPLEMENTATION PLAN
AMOUNT (in
THOUSAND
SCHEDULE PESOS)
ACTIVITIES
PROJECT OF LOCAL
PROJECT/ OBJECTIVES PERSON IMPLEMEN FUNDING FUND
PROGRAM AND TARGETS INVOLVED TATION SOURCE MOOE EXPECTED OUTPUT
ACCESS
Virtual Orientation
To decrease the regarding School
drop-out number Policies and June 1,000.
1,000.00
from Projects/ Launching 00
of the Project Local Fund
Project
SAGIP 72-45 (Y1) Virtual Training of School head, June 1,000. Less/
(Strengthe SPT, 1,000.00 Decreased
Teachers for ADM Local Fund 00
ning Identifying Pupil’s At teachers, Pupil's At
Advocacy Parents and Every risk of
45-25 (Y3) Risk of Dropping
for Gaining Pupil's At Quarter 1,000.00 Dropping
Out Local Fund
Indispensa risk out.
ble Pupils ) Every
25-10 (Y3) Virtual Training of 10,000
Quarter
Teachers for ADM MOOE .00
Parents Virtual
Conference/ Monthly 5,000.
Counselling MOOE 00
17
Strengthening
School-Community
Collaboration Monthly 2,000.
through Community 00
Learning Centers MOOE
Quarterly Giving of
Awards for Punctual
Submission of Year-Round 11,000
2,000.00
Modules/ Online MOOE/Loc .00
Activities al Fund
Implementation of
Adopt-A-Pupil Year-Round
Program MOOE
March 1,000.
1,000.00
Monitoring MOOE 00
Virtual Counselling/ if needs

Home Visitations arises Local Fund 1,000.00
Virtual Teacher-
Every
Parent Post 3,000.
Quarter
Conference MOOE 00
34,000
41,000.00 7,000.00
.00
34000
18
QUALITY
Project Increase the mean Identifying the School Innovation
TEACHER percentage scores developmental Head, SPT, Teachers
(Teacher of all subjects from needs of the Teachers, and High
Enhancem 79.87% to 82% teachers based on Source MPS Result
ent in the consolidated Speaker 1,000.
Attaining Development Plan 00
Comprehen of the IPCRF
sive, High
and June MOOE
Effective Identifying the least
Result) mastered skills
based from the Test

Results
Every
Quarter
Identifying suitable
approaches,
techniques and
1,000.
strategies for online
00
and modular Every
teaching process Quarter MOOE
Planning the Every MOOE
trainings that will be Quarter 1,000.
done in accordance 00
with the identified
approaches,
technique,strategies
and deliverables.
19
Formulating pupils
modules and lesson
exemplars July
Developing
materials for online

modalities of
teaching
Conducting
teachers trainings,
seminars or
webinars for
approaches,
techniques, and MOOE 4,000.
strategies for 00
modular and online
modalities of
teaching learning
(Quarterly)
Conducting learners
webinars on the
procedures, needs,
do’s and don’ts for MOOE 1,000.
the online modalities 00
of learning
Printing and
distribution of pupils
modules (Quarterly)
MOOE 205,00
0.00
20
Monitoring of
Academic
Performance of
pupils through
periodical test
(Quarterly)
Virtual Recognition
Day March MOOE 1,000.
00
214,00
214,000.00 -
0.00 214000
GOVERNANCE
BR-B4 Virtual Kick off School Active and
(Blue Rizal Program (Possible Head, SPT, consistent
Barangaya Stakeholders) cum Teachers, all stakeholders
To decrease the
n Para sa fora,information learners and
number of non-
Bawat dessimination, Stake
readers in K to 3 2,000.
Bata meeting and general Holders 2,000.00
by 20% to 80 % in 00
Bumabasa) assembly
three years
June Local Fund

Assessment of
20 Y1 Pupils’ Reading 1,000.
1,000.00
Level July MOOE 00
20 Y2 Capacitate selected July MOOE
stakeholder and 10,000
parents in teaching .00
reading (virtual)
21
Repair Reading
20 Y3 Corner in the
community July-Aug
Increase the Development or
number of parents Standardized/Valida
trained as trainers tion of reading
materials 2,000.
on teaching
00
reading from 100-
500 in three years July-Aug MOOE
Reproduction of of
100 Y1 BRB4 modules. 50,000
July-Aug MOOE .00
Teaching Reading
(Stakeholder to
300 Y2 10,000
Pupils)
.00
(Teachers-Pupils) Aug-april MOOE
Selection of Best
Readers,( with
comprehension),Be
500 Y3 1,000.
st in Dictation.
00
Spelling Test,
Storyteller, etc Quarterly MOOE
Conduct progress
monitoring
2,000.
00
Quarterly MOOE
78,000
81,000.00 3,000.00
.00 78000
22
326,00 326000
336,000.00 10,000.00
0.00
TOTAL Local FUND MOOE

23
CHAPTER 4
PROJECT MONITORING REPORT FORM
This chapter shows the monitoring and evaluation of the programs and projects implemented to track the implementation and output
systematically, and so to measure the effectiveness of the programs and projects, thus to determine if changes and enhancement is
needed.
TABLE 10 PROJECT AND MONITORING FORM
NAME OF PROJECT PROJECT DATE OF ACCOMPLISHME ISSUES/ RECOMMENDATI SIGNATURE OF SPT

MONITO- NTS/ ONS AND PROJECT TEAM
OBJECTIVES AND PROBLEMS/ LEADER
TARGETS RING STATUS TO /ACTION POINTS
DATE CHALLENGE
S
ACCESS
Project SAGIP To decrease the drop- 0.51out of .05
(Strengthening out number from of the division
March All Continue and
Advocacy for Gaining 72-45 (Y1) target
2020 programs innovate
Indispensable Pupils ) 45-25 (Y2) were
strategies and
implemente
25-10 (Y3)
d activities
according to
current situation
QUALITY
Project TEACHER
24
(Teacher Increase the mean March 79.96% Non Need more
Enhancement in percentage scores of all 2020 readers , improvement in
SY 2019-2020
Attaining subjects from 79.87% project
Decreased by Teachers
Comprehensive, High to 82% implementation
and Effective Result) 1.4% Innovation and innovate
80% Y1
toward strategies and
81% Y2 activities
teaching-
according to
82% Y3 learning current situation
process
GOVERNANCE
BR-B4 To decrease the
number of non-readers
(Blue Rizal On going
in K to 3 by 20% to 80
Barangayan Para sa
% in three years project
Bawat
Bata Bumabasa)
Adjusted
20 Y1
objectives
49 Y2
79 Y3
Increase the number of

parents trained as
trainers on teaching
25
reading from 100-500 in
three years
100 Y1
300 Y2
500 Y3
26

Final adjusted-REVISED-RATIFIED ROES ESIP 2020

Cargado por

Información del documento

Descripción original:

Título original

Derechos de autor

Formatos disponibles

Compartir este documento

Compartir o incrustar documentos

Opciones para compartir

¿Le pareció útil este documento?

¿Este contenido es inapropiado?

Copyright:

Formatos disponibles

Final adjusted-REVISED-RATIFIED ROES ESIP 2020

Cargado por

Copyright:

Formatos disponibles

ROSARIO OCAMPO

“Good school governance entails great responsibility pursuing for greater

MRS. MARICEL A. LATINA

Enhanced School Improvement Plan 2019-2022

CHAPTER 1. Department of Education’s Vision, Page 1

CHAPTER 2. School’s Current Situation Page 3

CHAPTER 3. Plan Page 6

CHAPTER 4. Monitoring and Evaluation Page 25

List of Acronyms Page iv

List of Tables Page v

Enhanced School Improvement Plan 2019-2022

AIP – Annual Implementation Plan

Enhanced School Improvement Plan 2019-2022

TABLE 2 SCHOOL PLANNING TEAM TIME TABLE ….. 2

TABLE 3 PRIORITY IMPROVEMENT AREAS ….. 4

TABLE 4 PLANNING WORKSHEET FOR ACCESS, QUALITY AND GOVERNANCE….. 4 - 5

TABLE 5 ROOT CAUSE AND SOLUTIONS ….. 6-7

TABLE 6 PROJECT WORKPLAN AND BUDGET MATRIX (SAGIP) ….. 8-9

TABLE 7 PROJECT WORKPLAN AND BUDGET MATRIX (TEACHER) ….. 10-12

TABLE 8 PROJECT WORKPLAN AND BUDGET MATRIX (BRB4) ….. 13-15

TABLE 9 ANNUAL IMPLEMENTATION PLAN ….. 16-22

TABLE 13 PROJECT MONITORING AND EVALUATION …..

Enhanced School Improvement Plan 2019-2022

Moreover, HON. BRGY. CAPTAIN RASEL Z. VALERA, the Brgy.

TABLE 1 SCHOOL PLANNING TEAM ROLES AND RESPONSIBILITIES

TABLE 2 SCHOOL PLANNING TEAM TIME TABLE

Check the progress or To properly monitor Quarterly

The diversity of the learner’s demographic profiles, makes the school’s

In all components of performance indicator drop-out rate has a

TABLE 3 IDENTIFYING PRIORITY IMPROVEMENT AREAS

High Drop out Rate 5 5 5 5 5 Very High Priority

Improvement in 5 5 5 5 5 Very High Priority

and MPS Result

Consistent stakeholders 5 5 5 5 5 Very High Priority

TABLE 4 PLANNING WORKSHEET FOR ACCESS, QUALITY AND GOVERNANCE

To decrease the drop-

IO5: Learners Low Mean Increase the mean Teachers lack of

Increase the number of

⮚ Low Mean Percentage Score

Lack of Teachers Innovation

⮚ Lack of Teachers ● Identifying the development needs of

⮚ Low Mean Percentage Score ● Identifying the list of least mastered

● Planning the trainings that will be done

● Monitoring of Academic Performance

● Teachers and Pupils Recognition

Few Number of Active ● Stakeholders Summit

(Strengthening Advocacy for Gaining Indispensable Pupils)

Problem Statement: High Percentage of Drop-out

Project Objective Statement: To lessen/ reduce drop-outs

TABLE 6 PROJECT WORK PLAN AND BUDGET MATRIX

DATE OF PERSON BUDGET

Virtual Parents All

Virtual Training Teachers June-July 2020 All 10,000 Local Fund /

Adaptation of Less August 2020- Pupils

TOTAL Php. MOOE

Project Title: PROJECT TEACHER

(Teacher Enhancement in Attaining Comprehensive, High and Effective

Project Objective Statement:

Improve teachers’ performance

Root Cause: Low MPS Result

TABLE 7 PROJECT WORK PLAN AND BUDGET MATRIX

DATE OF PERSON BUDGET