Department of Education Region VIWestern Visayas Division of Aklan District of Kalibo II LINABUAN NORTE ELEMENTARY SCHOOL Kalibo, Aklan

School Strategic Plan (SY 20 ! " 20 # to SY 20 $ " 20 %& attlecry! "#ay Kata$%ayan ag Kalipayan sa Among mga Escuela%an& '(%ere is peace and %appiness in our sc%ools)
Pre'are( )* the School Strategic Planning Tea+ #ar*orie + ,onstantino - .rincipal III/0I, #r+ Rodulfo ,+ Resico - (eac%er III, 0I, Designate, 1(E., .%ysical 2acilities and 1. ,oordinator #iss 3essie 4+ Andrade - (eac%er III, 1c%ool .lanning 0fficer, .roperty ,ustodian 5 1c%ool Administrative Assistant #rs+ ,onse*o D+ Resico, (eac%er III, District 6ealt% ,oordinator, ,anteen #anager #rs+ Villa Rose 7+ Delfin - (eac%er I, #at%ematics and Englis% ,oordinator #rs+ 6anna 7ay R+ #aribo*o - (eac%er I, 1cience ,oordinator 5 7irl 1cout ,oordinator #rs+ 3ecilyn I+ Ricarto, (eac%er II, 6K1 ,oordinator and 1.70 Adviser #rs+ 4ucia R+ Villaruel - (eac%er III, 1c%ool 6ealt% ,oordinator #rs+ 3ida 4+ 1arabia - (eac%er III, 1tar 1cout ,oordinator #rs+ 4olibet% R+ Reteo - (eac%er III, 1c%ool A41 ,oordinator #iss 4ucia #+ David - (eac%er III, 1c%ool 7uidance ,oordinator #rs+ #et%elyn 4+ ,atunao - (eac%er III #rs+ Analyn R+ #ene8 - (eac%er I, Ka$an ,oordinator #rs+ #arilyn I+ 2ilomeno - (eac%er III #rs+ 3ina D+ Valencia - (eac%er I, and 5 #a*orette ,oordinator, ,%oir #anager #rs+ Arlene R+ 9got - (eac%er I, Asst+ Ka$an ,oordinator #rs+ 3ina 4+ Ricarto - (eac%er I, ($inkler:s ,oordinator #r+ Errol R+ 1oldarios - (eac%er I, 2ilipino ,oordinator #iss ,andy I+ Arevalo - .1 (eac%er #rs+ Ed$ina #+ #ontuya - KV( (eac%er

,e'E( -i.ion We dream of 2ilipinos $%o passionately love t%eir country and $%ose values and competencies enable t%em to reali8e t%eir full potential and contribute meaningfully to building t%e nation+ As a learner<centered public institution, t%e Department of Education continuously improves itself to better serve its stake%olders+ Core -al/e. #akaDiyos, #akatao, #akakalikasan, #akabansa ,e'E( Mi..ion (o protect and promote t%e rig%t of every 2ilipino to =uality, e=uitable, culture<based, and complete basic education $%ere! 1tudents learn in a c%ild<friendly, gender<sensitive, safe, and motivating environment> (eac%ers facilitate learning and constantly nurture every learner> Administrators and staff, as ste$ards of t%e institution, ensure an enabling and supportive environment for effective learning to %appen> 2amily, community, and ot%er stake%olders are actively engaged and s%are responsibility for developing life<long learners+ O)0ecti1e. (%e ob*ectives of DepEd<Aklan are categori8ed into five '?) areasaccess, relevance, =uality, efficiency and governance+ Acce.. ;+ (o reac% all types of learners, including t%e unreac%able learners especially t%e deprived, depressed and underserved+ @+ (o %old t%ose $%o $ere reac%ed+ Rele1ance ;+ (o produce sc%ool personnel and learners $%o are morally straig%t and 7od<centered+ @+ (o e=uip t%e sc%ool personnel and learners $it% @;st century skills+ A+ (o promote %ealt%y bodies and minds among t%e learners and t%e sc%ool personnel+

2/alit* ;+ (o ac%ieve a yearly improvement on learners: ac%ievement+ @+ (o maintain competent, committed and empo$ered teac%ers, sc%ool officials and staff+ A+ (o decrease number of non<numerates/non<readers+ B+ (o distribute e=uitably t%e learners among t%e sc%ools+ ?+ (o inculcate t%e culture of eCcellence+ D+ (o place %eads in every complete elementary/secondary/integrated sc%ool in far flung areas $%ile to put cluster %ead in group of sc%ools in very accessible and manageable areas+ E33icienc* ;+ (o properly utili8e #00E/1pecial Education 2und '1E2)/ot%er funds+ @+ (o reduce t%e number of sc%ool leavers A+ (o make t%e graduates employable+ 4o1ernance ;+ (o furt%er promote decentrali8ation t%roug% capability<building and empo$erment of teac%ers and sc%ool %eads+ @+ (o s%are governance $it% stake%olders+ A+ (o maintain sc%ools conducive to learning+

ACCESS
A

O)0ecti1e. ;+ (o reac% all types of learners, including t%e unreac%able learners especially t%e deprived, depressed and underserved+

5RA. ;+ .articipation in formal classes @+ ,ompletion of t%e asic 4iteracy .rogram A+ Attendance to A41 remedial classes and assessment for balik<esk$ela taking acceleration test B+ Drop<out Reduction .rogram ;+ Reduction in dropouts @+ Adoption of c%ild<centered learning/ c%ild<friendly sc%ool concept A+ Ad%erence to t%e "3o ,ollection& .olicy B+ Integration of #ultiple Intelligences and 4earning 1tyles '#Is 5 41s) in t%e K to ;@/ asic Education ,urriculum ' E,) ?+ Development of engaging classrooms D+ Ise of multi<media in sc%ool

PI. - ;EEF participation rate - 2rom GAF to H?F completers of asic 4iteracy .rogram - ;? pupils taking A41 Acceleration (est - ;EEF .upils/1tudents -At<Risk<of<Dropping 0ut '.ARD0s and 1ARD0s) saved - Jero 'E) dropout rate - (%e sc%ool %as adopted ;EEF c%ild<oriented learning - (%e sc%ool %as implemented ;EEF t%e "3o ,ollection& .olicy - Integration of #Is and 41s in t%e curricula in t%e sc%ools - (%e sc%ool %as engaging classrooms 'i+e+, interactive, collaborative, integrative, provocative, fun<filled, varied activities) < (%e sc%ool %as been using multi<media PI. - Jero 'E) complaints/cases about c%ildren - (%e sc%ool implements courteous practices/3o incidence of bullying in sc%ools - Jero 'E) complaints on teac%ers/3o incidence of conflicts in sc%ools < (%e sc%ool %as religious instruction - 3o incidence of early marriage/teenage pregnancy

@+ (o %old t%ose $%o $ere reac%ed+

RELE-ANCE
O)0ecti1e. ;+ (o produce sc%ool personnel and learners $%o are morally straig%t and 7od<centered+ 5RA. ;+ 1trengt%ening Values Education @+ Implementation of courteous practices in sc%ools A+ Ad%erence to ,ode of Et%ics for .rofessional (eac%ers, and t%e et%ical standards B+ Institutionali8e religious instruction ?+ Inclusion of responsible parent%ood in t%e curriculum

@+ (o e=uip t%e sc%ool personnel and learners $it% @;st century skills+

;+ (raining of teac%ers on content, teac%ing met%ods/strategies, and facilitation skills @+ .roper curriculum implementation, including ad%erence to and mastery of t%e learning competencies ;+ 6ealt% Education .rogram @+ 1ports .rogram

< <

All teac%ers trained about @;st ,entury skills+

(%e sc%ool %ead monitors and evaluates teac%ers at least once a mont%+ < 2inis%ed all re=uired competencies $it% at least K?F mastery level - All pupils/teac%ers are p%ysically, mentally and emotionally %ealt%y - (%e sc%ool conducts lo$er level sports competitions - (%e sc%ool participate in t%e provincial/regional/ national - (%e sc%ool conducts p%ysical fitness tests - (%e sc%ool conducts p%ysical fitness festival in December PI. - Increase by @F in mean percentage scores - .ositive F gro$t% 't%is year versus last year) on ac%ievement tests - Increasing trend lines - All teac%ers appointed %ave appropriate =ualification, and speciali8ation '7rade V and above) - All teac%ers %ave been trained and are ad%ering to 3, (1 - All teac%ers $%o are non<specialist %ave undergone t%e mentoring and coac%ing process - All teac%ers %ave been updated t%roug% any means or a combination of t%e means I31E( 1ubscription to professional maga8ines and reading materials enrollment in post<graduate studies ?

A+ (o promote %ealt%y bodies and minds among t%e learners and t%e sc%ool personnel+

2UALITY
O)0ecti1e. ;+ (o attain a yearly improvement on learners ac%ievement+ 5RA. ;+ Ac%ievement test scores

@+ 1election and recruitment of teac%ers based on need, merit and fitness A+ (eac%ers: ad%erence to 3ational ,ompetency< ased (eac%er 1tandard '3, (1) B+ (eac%ers teac%ing speciali8ed sub*ects ?+ Ipdate of teac%ers: competence

D+ .erformance rating

K+ 4evel of readers in t%e .%il<IRI G+ 4evel in t%e numeracy test H+ eautiful/safe/delig%tful sc%ools attract parents and c%ildren+ ;E+ Indigeni8ation/locali8ation of instructional materials/curriculum by sc%ools ;;+ ,ontrol of enrolment ;@+ Activities/competitions *oined ;A+ ,ream of t%e ,rop .rogram

All teac%ers %ave at least V1 performance rating ! 6 readers in t%e independent level 7$6 mat% learners can do basic mat% operations ;EEF of pupils enroll in sc%ools in t%eir barangay to attain e=uitable distribution of learners (%e sc%ool %as indigeni8ed/locali8ed instructional materials/curriculum #anifestation of uniform class si8e K?F of all activities/competitions %ave been participated by t%e learners/teac%ers 2ast learner section in sc%ools

E88ICIENCY
O)0ecti1e. ;+ (o properly utili8e #00E/1E2/ot%er funds 5RA. ;+ Itili8ation of funds from all sources are aligned $it% t%e 1c%ool Improvement .lan '1I.) and Annual Implementation .lan 'AI.) @+ Itili8ation of #00E/1E2 according to ,0A rules and regulations ;+ ,ompletion Rate PI. - All priority needs of t%e sc%ool in t%e 1I. and AI. are addressed - 3o suspensions and disallo$ances issued by t%e ,0A - GA F completion Rate

@+ (o reduce t%e numbers of sc%ool leavers+

4O-ERNANCE
O)0ecti1e. ;+ (o furt%er promote decentrali8ation t%roug% capability<building and empo$erment of teac%ers and sc%ool %eads+ 5RA. ;+ ,apacity<building trainings @+ 1 # 4evel of .ractice - (%e 1c%ool %as at least in 4evel ; A+ 1c%ool Initiatives/Innovation $it%in DepEd parameters as results of action researc%es B+ 1olve 9our 0$n .roblem At 0nce '190.A0)/ 1olve 9our 0$n .roblem In 1c%ool '190.I1) ?+ .artners%ip $it% stake%olders @+ (o s%are governance $it% ;+ Involvement of 47Is, 370s, 70s, .0s, ,17s, industry, foundations, etc+ stake%olders+ in appropriate sc%ool activities/affairs A+ (o maintain sc%ool conducive to learning ;+ eautiful, safe, peaceful and delig%tful sc%ools - (%e sc%ool %as at least A o$n Initiatives/Innovations implemented - 3o problems/cases elevated to t%e Div+ 0ffice/.roblems solved at sc%ool/district level - (%e sc%ool is partnering $it% stake%olders - (%e sc%ool is involving 47I, 370s, 70s, .0s, ,17s, industry, foundations, etc+ in appropriate sc%ool activities/affairs (%e sc%ool is beautiful (%e sc%ool is safe and %as fence (%e sc%ool is peaceful (%e sc%ool is delig%tful (%e sc%ool %as courteous practices (%e sc%ool %as teac%ers observing proper grooming and decorum PI. - (%e sc%ool personnel $%o need training are trained

INTRO,UCTION School Pro3ile

(%e 4inabuan 3orte Elementary 1c%ool is situated in a K,?AB s=+m+ lot donated by t%e civic<minded citi8ens of t%e community+ Among t%em $ere t%e late #ario 2lores, 1alvador ,ipriano and 2ederico ,+ Villanueva+ (%is sc%ool started as a primary sc%ool *ust after t%e 1econd World War+ (%ose $%o finis%ed t%eir primary grades in t%e sc%ool %ad to %ike to t%e .oblacion of Kalibo to finis% t%eir elementary education at t%e Kalibo ,entral Elementary 1c%ool+ ecause of t%e increase in sc%ool<aged population, t%e sc%ool $as converted to a complete elementary sc%ool and %ad its first elementary graduates in ;H?; $it% t%e late #r+ Emiliano 9+ 2ernande8 ';H?;<;HDH) as principal+ Inder t%e leaders%ip of #r+ 2ernande8, t%e sc%ool produced graduates $%o eCcelled in t%e different fields+ W%en #r+ 2ernande8 retired, %e $as succeeded by t%e follo$ing sc%ool %eads, t%e late #r+ Enrico 1an #iguel as 0I,, t%en #rs+ Estelita L+ 2ernande8 ';HDH<;HK@), #r+Waldetrudes 4+ 7arcia ';HK@<;HKG), #r+ Andres R+ #acavinta ';HKG<;HGB), late #r+ 7audencio R+ 2ilomeno ';HGB<;HGK), 4ate #rs+ 1onia 7+ Idala ';HGK<;HH?), #rs+ Evelyn ,+ Aranas ';HH?<@EEB), #rs+ #elba I+ 9eban '@EEB<@EEG), #rs+ (essie I+ Repiedad '0I,<#arc% @EEG<Mune @E, @EEG), #rs+ #a+ 2e A+ #arasigan 'Mune @EEG<December D, @EEH), #r+ Ariel J+ Jubiaga 'December K, @EEH<August @@, @E;;), #r+ Allan (+ Relloto '1eptember ?,@E;; - 2ebruary, @E;@ ), and #rs+ #ar*orie + ,onstantino, 0I, 2ebruary @E;@ to present+

4/i(ing Princi'le.

Value Statements

We elieve in ECcellence All members of t%e 4inabuan 3orte Elementary 1c%ool $ill take full responsibility and $ill take appropriate steps in striving for eCcellence+ ,%ildren $ill be encouraged, assisted, motivated, inspired and to e=uipped t%ose $it% life skills ready to become globally competitive, t%us making t%em useful and productive individuals of our community and country+ We elieve in 4eaders%ip All members of t%e 4inabuan 3orte Elementary 1c%ool $ill take initiative in creating activities 5 programs $%erein every pupil is involved+ ,%ildren s%ould %ave a maCimum participation in all programs to develop self confidence and to en%ance t%eir capabilities and self $ort% to become good leaders+ (%ey must be appreciated and ackno$ledged to develop furt%er t%eir skills 5 kno$ledge+ #aking t%em reali8e t%at difficulties met along t%e $ay is part of responsibility for t%em to become caring, self<reliant, productive and patriotic citi8ens of our country+
G

We elieve in Involvement All members of t%e 4inabuan 3orte Elementary 1c%ool $ill take appropriate steps in engaging and %arnessing t%e c%ildren:s: participation in making t%e desired goals and ob*ectives attainable, to encourage t%em to take part and to move to an upper level of motivation and ent%usiasm e=uipped $it% life skills and values, t%us making t%em useful and productive individuals+
Vision Statement

4inabuan 3orte Elementary 1c%ool is an educational institution t%at is committed to develop and produce globally competitive, $ell rounded and 7od<loving individuals $it% desirable values 5 responsive to t%e needs of t%e %ome, community and country+
Mission Statement

(o provide =uality and %ig%ly innovative education t%roug% a relevant and effective curriculum for t%e pupils: spiritual, moral, psyc%ological, emotional, environmental a$areness and concern t%roug% a %ig%ly committed, competent and result<oriented teac%ers and administrator $it% t%e strong partners%ip of t%e ot%er stake%olders+ C/rric/l/+9 Organi:ation o3 the C/rric/l/+

(%e curriculum of t%e sc%ool follo$s $%at t%e la$, rules and policies of t%e asic Education ,urriculum ' E,) as mandated by t%e Department of Education $%ic% started sc%ool year @EE@ to present+ Per.onnel

(%e 1c%ool is %eaded by t%e principal, assigned to supervise and take responsible of eig%teen ';G) competent and nationally funded teac%ers, one ';) .1 (eac%er and one ';) Kindergarten Volunteer (eac%er + (eac%ers %ave earned #+A+ units $it% some $%o %ave already earned t%e re=uired units, only t%ey lack t%esis $riting+ At present t%e sc%ool %as t%ree sections in 7rade < I up to 7rade < III, and t$o sections from 7rade < IV to 7rade < VI+ (%e teac%ing personnel are composed of, ten ';E) (eac%er A, one ';) (eac%er @, seven 'K) (eac%er ;, one ';) .1 and one ';) Kindergarten Volunteer (eac%er+ S'ecial 8eat/re. (eac%er,

(%e sc%ool %as produced graduates $%o eCcel academically+ 0t%ers passed t%eir 4icensure ECamination, some of t%em are our teac%ers rig%t no$+ Ph*.ical 8acilitie.
H

At present t%e sc%ool is composed of t$enty t$o '@@) eCisting rooms $%erein eig%teen ';G) rooms are used as instructional classrooms including t%e Kindergarten room, one ';) room used as 6+E+ room $it% canteen in t%e ad*oining room, one ';) room used as I+A+ room, one ';) as store room and ot%er one ';) room is utili8ed as .rincipal:s 0ffice and e<,lassroom at t%e same time + (%roug% t%e initiative of eac% teac%er $it% t%e support of t%e 6omeroom .+(+A+, every classroom is provided $it% comfort room, lig%ting and ot%er facilities+ Alt%oug% t%e sc%ool ground is some$%at limited because of t%e additional rooms constructed, it is landscaped in suc% a $ay t%at t%ere is a space for every activity of t%e sc%ool especially t%ose $%ic% concern t%e c%ildren:s $elfare+ A; Co++/nit* Pro3ile

Socio<c/lt/ral

4inabuan 3orte is said t%at during t%e time $%en t%e .%ilippines $as under t%e rule of t%e 1paniards, places %as no names+ About t%e year ;GDE, it $as said t%at t%e King of 1pain ordered t%e 1panis% Aut%orities to give names to places+ W%en t%e proper aut%orities $ere implementing t%e order, in t%e to$n of Kalibo, some of t%e 1panis% officials $ent around t%e different barangay for t%e purpose of giving t%em names and at t%e same time be recorded in t%e record of books+ It $as said t%at t%e team reac%ed t%e place at noon time and of course, native foods $ere served at lunc%+ 0ne of t%e 1panis% officials asks t%e %ead of t%e family about t%e name of t%e place, $%ile t%e family $as sitting at t%e floor eating t%eir meals+ (%e 2ilipinos could not understand t%e 1panis% language, simply t%oug%t t%at %e $as asked about t%e kind of food t%ey $ere eating+ (%e family %ead immediately ans$ered Linap-uhan. Linap-uhan in Englis% means boiled foods+ (%e 1panis% officials %ad difficulty in spelling out t%e $ord Linap-uhan, t%ey *ust recorded it in t%e record book as LINABUAN + 1o from t%en on to t%e present, t%e barangay $as called LINABUAN=LINAB>AN + .art of t%e barangay is in t%e nort%ern portion of anga, $%ic% $as named 4inabuan 1ur and t%e remaining portion in Kalibo, became 4inabuan 3orte+

Political
;E

arrio fiesta celebrated every year+ (%e .atron 1aint of t%e barangay is 1an 4oren8o+ (%e sc%ool as its contribution is responsible for providing *oyful activities like coronation ceremonies to give color to t%e occasion+ 4ocal and barangay officials commit to sc%ool t%eir usual support and cooperation+ 4eo<'olitical

4inabuan 3orte is a lo$land area eCcept $it% t%at portion along t%e Aklan River bank, $%ere elevation of said portion is %ig%er t%an t%e rest of t%e area+ It %as a total land area of @B;+B? %ectares+ 4inabuan 3orte is located in t%e 1out%ern part of t%e #unicipality of Kalibo, Western part of t%e municipality of 3e$ Was%ington> 3ort%ern part of anga, and Eastern part of t%e Aklan River+ ApproCimately five and a %alf '?+?E) kilometers from t%e to$n proper of Kalibo passing t%roug% t%e 3ational Road+ It is bounded on t%e 3ort% by barangay (igayon> on t%e 1out% by barangay 4inabuan 1ur, anga> on t%e East by barangay .uis, 3e$ Was%ington> and on t%e West by t%e Aklan River+ Water facilities of $ells and s%allo$ $ells+ arangay 4inabuan 3orte are serving by t%e Kalibo Water District+ 0t%er sources of $ater supply are deep

(%e barangay is energi8ed by Aklan Electric ,ooperative Inc+ 'AKE4,0) $%ic% is t%e only source of electricity in t%e province+ It %as G barangay roads, t%e L+ Romero Road $%ic% people pass by going to t%e rice field, ,+ 7on8ales Road 5 1+ ,ipriano Road $%ic% is going to Aklan River> L+ Romero Road connecting to (igayon oundary Road> t%e (+ Ricarto Road and 2+ ,arrillo Road, in t%e rig%t side of t%e 3ational Road going to anga and ot%er barangay road in t%e left side is t%e D+ #abulay and R+ 4iberato Road, $%ic% is connected to t%e farm to market connecting to #atap%ao, .uis and Malas+ (%e barangay is provided $it% ';) #ulti<purpose pavement, ';) barangay stage for social gat%ering and ';) asketball ,ourt located along t%e 3ational Road+ ';) Day ,are ,enter building located inside t%e 4inabuan 3orte Elementary 1c%ool, ';) arangay 6ealt% ,enter situated at t%e ground floor of t%e arangay 6all #ulti<purpose building located beside t%e sc%ool compound+ (%e barangay %as one ';) Elementary 1c%ool and a 3ational 6ig% 1c%ool+ (%e barangay %as D arangay (anods $%o are in<c%arge of t%e peace and order situation+ ,e+ogra'h* (%e number of population is A, G;E and t%e total number of %ouse%old are D?K families+ Econo+*
;;

A larger portion of t%e barangay is planted $it% root crops, fruit and leafy vegetables, $%ic% are abundant near t%e bank of t%e river, because of its fertile soil+ 1ome areas $ere planted to fruit trees like mango, lan8ones and rambutan+ 0t%er portion of t%e land area is residential and commercial establis%ments+ (%ere are A food processors in t%e barangay commercially operating business $it%in and outside t%e barangay+ (%ey are t%e Rosa 2oods ,orporation, Ruby:s 2ood .roducts, and ,arol 2oods+ Aside from t%at, some of t%e people in t%e community are engaged in farming+ 0t%ers %ave bakery, milling and ot%er activities t%at can augment t%eir income+ 7asoline station is also no$ available in t%e barangay+

ACCESS
;@

Strateg* 9 Inten.i3* ca+'aign 3or .chool<age learner. to )e in .chool=Co++/nit* Learning Center (CLC&? an( increa.e .chool@.=CLC@. hol(ing 'oAer
STREN4THS ;+ @E elementary personnel are kno$ledgeable about %o$ to attain t%e ob*ectives, mission and vision of t%e sc%ool/division+ 'E EI1, @E;A) @+ HEF internal stake%olders 'sc%ool %ead, teac%ers, parents, pupils) is very cooperative in terms of sc%ool improvement and learners: ac%ievement 'Attendance to sc%ool meetings) A+ Innovative, dynamic, 16, teac%ing 5 non<teac%ing personnel B+ (%e sc%ool is beautiful+ 'Result of t%e Division 1earc% for t%e #ost eautiful 1c%ool '1eason I) ?+ All teac%ers and an administrator are cooperative in all programs and activities by t%e division+ '(A and #5E Reports, @E;@) D+ ? out of @E teac%ers and 16s %ave attended seminars and trainings+ '2ile @E;) K+ Administrative support to sc%ools implementation of DepED programs, pro*ects and activities+ 'RA H;??! (%e 7overnance of asic Education Act of @EE;) G+ 1c%ool:s p%ysical facilities improved+ 'Educational >EA5NESSES ;+ (%e sc%ool %as drop<out rate of 'E+DDF) @+ ;? substandard classrooms+ '1c%ool uilding Inventory/E EI1 @E;A) A+ ; kindergarten teac%er %as no Item+ '3, (1/I..D Reports) B+ (%e sc%ool %as no titled sc%ool site+ OPPORTUNITIES ;+ 1trong financial support of t%e 47I t%roug% 1E2+ '1E2 udget) @+ G?F of eCternal stake%olders '47I, 370, alumni, business 5 industry sectors) are $illing to %elp+ '1c%ool 6ead:s Accomplis%ment Reports/ A41, 1c%ool .rogress Reports) A+ HEF 4ocal officials is interested in t%e A41 orientation+ 'A41 .rogress Reports) B+ 4earning materials donations from 370s+ ?+ (%e community residents are kno$ledgeable of t%e sc%ool programs, activities and pro*ects+ 'A41 .rogress Report and (ri<media) D+ Advocacy materials %ave been visible in conspicuous places in t%e locality+ '#adyaas .en 3e$spaper) K+ HGF of parents support to beautify t%e sc%ools+ '1c%ools .rogress Report) G+ Availability of business establis%ments, industrial and agricultural ventures in t%e locality+ 'A41 Luarterly .rogress Reports) THREATS ;+ ad $eat%er conditions and ot%er calamities+ '.A7 A1A 2orecast/4ocal (ri<media) @+ .revalence of ,%ild labor cases+ 'D1WD/A41 Luarterly .rogress Report) A+ .resence of amusement centers near t%e sc%ool+ '.rovincial D1WD Report, @E;@) B+ .oor economic condition of t%e family+ 'D1WD, @E;@)

;A

2acilities #anual of @EEK> Integrating Disaster Risk Reduction) H+ 2ilipinos %ave deep regard for education+ '.%ilippine Education for All! Implementation and ,%allenges, DepED) ;E+ @AK learners<beneficiaries of .anta$id, .amilyang .ilipino .rogram+ 'D1WD<.anta$id 1tatistics, @E;A)

RELE-ANCE
Strateg* 9 In.till 1al/e. a+ong .chool 'er.onnel an( learner.
STREN4THS ;+ (%e sc%ool %as 7uidance and ,ounseling ,ommittee to %andle 7uidance and ,ounseling .rogram @+ (%e elementary sc%ool organi8ed pupil government t%at fosters leaders%ip and values formation of t%e learners '17, yearly reports to t%e E.1, Araling .anlipunan) A+ 9early leaders%ip and Values 2orum/1ymposium conducted among pupil leaders+ '1.7 9early Activity Report) B+ Religious Instructions conducted in t%e sc%ool+ ?+ ,ode of Et%ics among sc%ool personnel is part of strands in 3ational ,ompetency< ased (eac%er 1tandard '3, (1)+ '3, (1<1ocial Regard for 4earning) >EA5NESSES ;+ (eac%ing Values Education %andled by non<ma*or teac%ers+ '(eac%ers 4oad vis<N<vis t%eir speciali8ation ma*or) @+ Kno$ledge of Anti Red (ape Act RA HBG?, 7AD and ,%ildren:s code $as not cascaded in t%e sc%ool+ OPPORTUNITIES ;+ Workable Values Education 2rame$ork of DepEd in t%e sc%ool+ '$$$+valueseducation+net/vep+ %tm) @+ 7a$ad .amana ng 4a%i, an a$ard for eCemplary performance in local government units+ '7a$ad .amana ng 4a%i .rogram) A+ 1trong advocacy on .rinciples of .erformance, Accountability and (ransparency among 7overnment Employees+ 'Anti< Red (ape Act, RA HBG?) B+ 1trong advocacy on ,%ild .rotection+ 'Aklan ,%ildren:s ,ode, 3ov+ ;H, @EEH) ?+ .resence of .ositive 4ife 1tyle .romotion t%roug% 9out% 0rgani8ation of D1WD+ 'D1WD, Aklan ,%apter) THREATS ;+ In t%e .%ilippines, t%e incidence of teenage pregnancies almost doubled from ;@? @KE in @EEE to @ED ?KB in @E;E+ '310, .0. ytes) @+ AR(A, 7AD and Aklan c%ildren:s ,ode implementation is not a priority in some community $%ere sc%ools are located+

;B

D+ ,ode of Et%ics for .rofessional (eac%ers is discussed $it% teac%ers+ 'I31E()

D+ 6uman person:s p%ysical intellectual, moral, and spiritual $ell<being is recogni8ed by t%e state+ 'Art+ II 1ec+ ;A .%il+ ,onst+ of ;HGK) K+ Intensive implementation of 7ender and Development ,ode of Aklan up%olding $omen and uplifting t%eir dignity as %uman beings+ '.rovincial 0rdinance 3o+ EA<E@K)

Strateg* 29 ,e1elo' a+ong .chool 'er.onnel an( learner. the 2 .t cent/r* .Bill.
STREN4THS ;+ @; teac%ers attended t%e In< 1ervice (rainings and conferences on @;st ,entury skills conducted at t%e District 4evel 'Accomplis%ment Report) @+ Ac=uisition of kno$ledge t%roug% multi and social media easily and accessibly+ ',olinaris, @;st ,entury (rends, Issues and ,%allenges in .%ilippine Education, @E;E+) A+ .resence of t%e t$o '@) 4ibrary 6ubs t%at provide supplementary reading materials to pupils and personnel 'E EI1, @EEH) B+ Akeanon as one of t%e ;KK languages is used as a sub*ect and as a medium of instruction as an educational reform '1ummer Institute of 4inguistics, @E;A) ?+ 1ustained I31E( for bot% >EA5NESSES ;+ 0nly ? out of @; personnel can attend seminars and conferences conducted at t%e Regional, 3ational and International 4evels+ '@E;@ 6uman Resource #anagement 0fficer:s Report) @+ 0nly AF of t%e personnel are $illing to attend seminars and conferences at t%e %ig%er level on t%eir o$n eCpense+ '@E;@ 6uman Resource #anagement 0fficer:s Report) A+ AB6 pupils belong to frustrated reading level+ B+ 4imited number of computers in sc%ool+ 'E EI1 0utputs) ?+ Absence of multi<media referenced libraries+ 'E EI1 0utputs) OPPORTUNITIES ;+ Availability of t%e sc%olars%ip grant offered by prestigious sc%ools+ @+ (ec%nical assistance eCtended by one ';) commissioner from t%e Komisyon sa Wikang 2ilipino and one ';) linguist from t%e 1ummer Institute of 4inguistics for t%e conceptuali8ation of t%e Akeanon 0rt%ograp%y and ot%er language development activities+ 'Validation of Akeanon 0rt%ograp%y, 2eb+ @E;A) A+ (%e increasing ease of tec%nology< based teac%ing in all sub*ects and learning strands suc% as World Wide Web '$$$) $ere resulting to ne$ approac%es in designing and developing teac%ing and learning+ THREATS ;+ 0ut of t%e ;G; .%ilippine languages, ;?A are considered! %ealt%y,! ;B are "in trouble,& ;E are "dying& and B are already "eCtinct& '1ummer Institute of 4inguistics, @E;A) @+ 0ccurrence of natural calamities t%at deter t%e continuity of instruction+

;?

teac%ing and non<teac%ing personnel '#aster .lan for (raining and Development, @E;E) D+ .resence of ; e<classroom in sc%ool STREN4THS ;+ All teac%ing and non<teac%ing personnel are advocating Essential 6ealt% ,are .rogram 'E6,.)+ '1c%ool 6ealt% and 3utrition 1ection, DepED< Aklan) @+ Various programs and pro*ects of t%e 1c%ool 6ealt% and 3utrition 1ection '1631) for public elementary sc%ool pupils are $ell implemented by t%e 1631 personnel and by t%e coordinators of eac% program+ '1c%ool 6ealt% and 3utrition 1ection, DepED<Aklan) - Iniversal #edical/Dental ,%eck<up - De$orming .rogram - Essential 6ealt% ,are .rogram reakfast feeding - ( .revention and ,ontrol .rogram - AID1 A$areness program - 7ulayan sa .aaralan - Dental ,aravan .ro*ect - 3utrition .rogram - Anti<Rabies .rogram A+ 6ealt% Education is implemented by t%e 1631 >EA5NESSES ;+ (%e 1631 personnel are in t%e co<terminus status t%ereby resulting to eCtreme disparity indeC bet$een %ealt% personnel and pupils t%us causing poor delivery of medical/ dental services+ < #edical 0fficer!4earner ratio ';!;KE DDB) < 3urse! 4earner ratio ';!B@ DDD) < Dentist! 4earner ratio ';!@G BBE) '@E;@ DepED .rofile) @+ @E+EDF of pupils $ere not de$ormed because of lack of a$areness and $rong myt%s/beliefs+ '@E;@ DepED .rofile) A+ (%e sc%ool personnel eCperienced different disasters/calamities+ '.DRR#,<Aklan Report) B+ .syc%o<social intervention is not a priority for t%e victims: family+ ?+ ;EF of t%e teac%ing and non< teac%ing personnel are vulnerable to psyc%o<social problems due to stress in t%e

',arague, ,%allenges of (ec%nology in Education, @E;E+)

Strateg* ! < ,e1elo' .chool 'er.onnel an( learner. 'h*.icall* an( +entall*
OPPORTUNITIES ;+ (%e provincial government %as a strong financial support t%roug% t%e local sc%ool board fund on t%e purc%ase of medical and dental supplies and e=uipment annually in t%e sum of .; EEE EEE+EE+ '.rovincial 1E2 udget) @+ .rivate companies like Mollibee, ,olgate .%ilippines, E#,0R, 4amoyan Industries and .%armaceuticals like I3I4A offer free laboratory test for t%e support of medical and dental services for learners and teac%ers+ '1c%ool and 3utrition 1ection/D06) A+ (raining modules on psyc%o< social interventions and %ealt% emergency management are on %and for reproduction+ '.DRR#,/D06<DepED) B+ D06/.60/.1WD/.DRR#,/4 7I %ave institutionali8ed intervention program on disaster preparedness+ '.DRR#,) ?+ .rivate p%armaceuticals are $illing to provide free diagnostic tests to t%e teac%ers THREATS ;+ 1treamlining of %ealt% personnel because of t%e proposed RA( .lan+ @+ #yt%s and $rong beliefs of parents on #ass De$orming .rogram+ '1631 Report) A+ D06 and DepED sc%edule of de$orming varies resulting to overlapping of programs t%us lo$er t%e percentage of accomplis%ment+ '1631 Report) B+ Increasing number of fast food c%ains $%ere pupils can easily %ave t%eir meals+ '1631 Report) ?+ (ime constraints of parents to prepare balance diet for t%eir c%ildren+ D+ 3o disruption of class policy for teac%ers making medical services unavailable for t%em on $eekdays+ 'DepED 0rder) K+ Absence of government facilities t%at %andle psyc%o< social intervention+ '1631 Report)

;D

personnel during sc%ool visits, .(A meetings and symposia+ '1c%ool 6ealt% and 3utrition 1ection, DepED<Aklan) B+ .rovision of medicines and vitamins to sc%ool c%ildren $it% ailment during t%e consultation and treatment of t%e #edical 0fficer III in t%e sc%ool visited+ '1c%ool 6ealt% and 3utrition 1ection, DepED<Aklan) ?+ (%e sc%ool %as %and$as%ing and toot%brus%ing facilities+ '.21ED Report/1c%ool 6ealt% and 3utrition 1ection, DepED< Aklan) D+ GEF of internal stake%olders are supportive in t%e construction of %and$as%ing facilities+ '1c%ool 6ealt% and 3utrition 1ection, DepED< Aklan/.21ED Report) K+ GE+HBF of t%e sc%ool pupils $ere de$ormed+ '1c%ool 6ealt% and 3utrition 1ection, DepED<Aklan) G+ H?+;KF of t%e sc%ool populace %ave normal nutritional status+ '1c%ool 6ealt% and 3utrition 1ection, DepED<Aklan) H+ (%e .ublic 1c%ools District 1upervisor '.1D1) and .rincipal In<,%arge '.ID) are supportive to t%e programs and pro*ects+ ;E+ Designated 7uidance ,ounsellor %andles cases t%at need profiling, testing, guidance and counselling of c%ildren, adolescence and personnel+

$orkplace and at %ome as $ell as coping $it% financial and %ealt% issues+ D+ .eer pressure and bullying among pupils+ ',%ild .rotection .olicy Report)

and non<teac%ing personnel as follo$! < 2 1 < one screening to osteoporosis < ,%olesterol determination < E,7 test < Direct Rectal eCam for .rostatic 6ypertrop%y screening < Annual teac%ers %ealt% profiling D+ .rovision of agricultural inputs by t%e Department of Agriculture to sc%ools t%roug% t%e Agri.inoy 7ulayan sa .aaralan+ 'Administrative 0rder O ;?, s+ @E;@)

;K

'E EI1 0utputs/ Lualification 1tandards 'L1)) +

2UALITY
Strateg* < I+'le+ent the c/rric/l/+ 'ro'erl*
STREN4THS ;+ Innovative, dynamic, 1c%ool 6ead, teac%ing and non< teac%ing personnel+ @+ (eac%ers attend trainings and seminars in line $it% t%eir speciali8ation+ A+ ($o '@) teac%ers attended International Educators ,onference on 1uccessfully Implementing #ultiple Intelligences and 4earning 1tyles in t%e K to ;@ Instructional .rogram B+ Institutionali8ation of battery of tests for teac%ers teac%ing not t%eir ma*ors/minors+ 'Division #emo O B, s+ @E;A) ?+ Regular monitoring and evaluation in sc%ool+ '#5E Report) D+ Implementation of #( <#4E 'Akeanon<based)+ 'Division 0rder O D, s+ @E;@) K+ .resence of District A41 ,oordinators, regular mobile teac%ers and volunteers for t%e district of Kalibo II+ G+ 1ufficient number of modules for t%e A41 implementation of programs, pro*ects and activities+ >EA5NESSES ;+ Division 3A( #.1 is lo$er t%an t%e national standard of K?F < 3A( A - AD+?E6 < 3A( D - ?A+@B6 'Division #emo O ED?, s+ @E;A) @+ AKF pupils %ave poor reading ability 'frustration level)+ A+ Insufficient supplementary reading materials and teCtbooks+ '(eCtbook Inventory Reports of Division 1upply Init) B+ ;E congested classrooms+ 'E EI1 0utputs) ?+ ;E teac%ers in elementary teac%ing t%eir non< ma*ors/minors+ Division 0rder O B, s+ @E;A) D+ 3egative attitudes and perception of pupils to$ards 1cience and #at%ematics sub*ect+ K+ Inade=uacy of teac%er:s guide, learner:s modules and curriculum guide+ '4earning #aterials Inventory by Division 1upply Init) G+ Insufficient laboratory/$orks%op, tools and e=uipment+ OPPORTUNITIES ;+ 1trong support of t%e government to t%e K to ;@ ,urriculum+ 'RA ;E?AA) @+ 1trong financial support of 47I t%roug% 1E2+ '1E2 udget) A+ G?F of eCternal stake%olders is $illing to %elp t%e sc%ool+ B+ .assers of t%e 4icensure ECamination for (eac%ers '4E() in t%e community are $illing to be %ired as volunteer teac%er+ THREATS ;+ .resence of recruiters of sc%ool< age c%ildren for c%ild labor+ 'D1WD Report @E;@) @+ .resence of amusement centers near t%e sc%ool+ A+ Reluctance of parents to send t%eir ?<year old/D<year old c%ildren to formal sc%ools+ 'E EI1 0utputs and 1c%ool Report ,ard)

;G

Strateg* 29 En./re .chool o33icial.@ an( teacher.@ co+'etence thro/gh 'ro'er .election? a''oint+ent? 'ro+otion? training? .el3 an( a(1ance .t/(ie.;
STREN4THS ;+ .resence of sc%ool %ead and @E teac%ers+ '6R#0 Report) @+ ;EEF $illingness of sc%ool %eads and teac%ers for professional gro$t%+ A+ (ransparency in t%e selection, appointment and promotion of sc%ool %eads and teac%ers+ 'DepED 0rder O A, s+ @E;A> DepED #emo O ;A@, s+ @E;A> O ;@, s+ @E;@> O AK, s+ @E;@> DepED 0rder O HK, s+ @E;;) B+ @E teac%ers and sc%ool %ead %ave intensified trainings and seminars attended+ 'DepED 0rder O HG, s+ @E;A> Regional #emo O BD, s+ @E;A> O GB, s+ @E;A) ?+ (eac%ers subscribe to professional maga8ines+ STREN4THS ;+ (%e sc%ool %ead $as trained on curriculum indigeni8ation+ 'Regional .rogram 2rame$ork for ,urriculum 4ocali8ation and Implementation .lan, @E;@) @+ All pre<sc%ool, 7r+ ; 5 7r+ @ teac%ers $ere trained in #( < #4E+ 'Division #emo O BD, s+ >EA5NESSES ;+ @E teac%ers teac%ing non< ma*or/ minor sub*ects in elementary level+ 'Division 0rder O B, s+ @E;A) @+ Insufficient fund for professional gro$t%+ A+ .aroc%ial attitude of sc%ool officials+ B+ ;EF of sc%ool officials are indifferent to$ards responsibilities and accountabilities+ ?+ 4imited sc%olars%ip grants to sc%ool personnel+ 'Innumbered #emo from t%e 0ffice of I1E, Ri8alino Rivera dated 1eptember @, @E;A) OPPORTUNITIES ;+ ;EEF supportive local government and barangay officials, parents and ot%er stake%olders in trainings and ot%er activities of sc%ools+ @+ 1E2 allocation for locally< funded teac%ers+ THREATS ;+ #andatory consultation $it% elected leaders in terms of selection and appointment of sc%ool personnel+ '4ocal 7overnment ,ode) @+ 4inkaging and net$orking $it% eCternal stake%olders need to be en%anced+

Strateg* !9 En./re a1aila)ilit* o3 In(igeni:e(=locali:e( c/rric/l/+=learning +aterial. to i+'ro1e learning o/tco+e.

>EA5NESSES ;+ Kno$ledge gained from curriculum indigeni8ation training $as not cascaded to all teac%ers+ @+ 4ate delivery/lack of teac%er:s guide and lesson guide in #( < #4E++ A+ 4ack of learning materials for OPPORTUNITIES ;+ Inclusion of Akeanon dialect in t%e list of recogni8ed ma*or local languages used as medium of instruction from Kindergarten up to 7r+ A in #( <#4E '1ummer institute of 4inguistics, @E;A) @+ Well maintained local scenic THREATS ;+ Reproduction of Indigeni8ed/ locali8ed learning materials not included in t%e allocation of 1E2+ '1E2 udget) @+ ,urriculum indigeni8ation is not a priority of t%e social sector of t%e province+ A+ Restoration/preservation/mai ;H

@E;A> O B?, s+ @E;@) A+ ,onduct of 4ocal 6istory Lui8 competition+ 'Division #emo O G;, s+ @E;A) B+ Involvement of DepEd to local celebrations ';H #artyrs Day, ,andido Iban Day, .ag aea$< aea$ ',rossing anga #assacre), atan Mue8 de ,uc%illo, Aklan Day)'@E;A Division 5 District ,alendar of Activities)

culture responsive basic education curriculum for Indigenous .eople 'I.)+ '4earning #aterials Inventory of Division 1upply 0fficer+ @E;A)

spots and %istorical places+ 'Department of (ourism) A+ ,elebrations of %istorical events by all local government units in t%e province+'#atriC of Indigeni8ation/ 4ocali8ation of ,urriculum, DepED @E;@) B+ 1%o$casing Akeanon %eritage in t%e #useo of Akean and in ot%er appropriate places and events suc% as W0W .%ilippines, etc+

ntenance of ot%er %istorical places is not among t%e priority in t%e budget allocation+

Strateg* #9 Era(icate non<rea(er. an( non<n/+erate.

STREN4THS ;+ All teac%ers are directed to$ards t%e attainment of t%eir sc%ool goals, vision and mission+ 'E2A @E;?) @+ Well trained reading and #at% teac%ers t%roug% 1 # capability building+ '1 # #anual) A+ .resence of grade ; teac%ers $%o are teac%ing beginning reading+ B+ Implementation of remedial reading program for all pupils $%o are in t%e frustration level+ '(eac%ers: ,lass .rogram) ?+ .resence of t$o '@) 4ibrary 6ubs in t%e Division+ 'DepED 0rder) >EA5NESSES ;+ 3o compre%ensive/formal Reading .rogram in t%e sc%ool+ @+ Absence of reading competency in t%e K to ;@ curriculum of 7r+ ; A+ " rain drain& among teac%ers in finding greener pastures abroad+ '#anila ulletin+ #ay @E;@+) OPPORTUNITIES ;+ ;? private sc%ools/institutions offering tutorial classes in reading and basic #at%+ 'E.1 in<c%arge of t%e private sc%ools) @+ 1upport of 370 'Asia 2oundation, Inc+) in terms of providing ot%er reference materials/ teac%ing guides/reading materials for all grade level+ '#unicipal Accomplis%ment Report, @E;@) A+ 1upport of 370 'Ronald #c Donalds 6ouse of ,%arities< R#6,) to reading program by conducting rig%t #inds Read training to grade ; teac%ers and providing t%ose reading materials+ '(raining of recipient sc%ools, @E;E) B+ Allocation for 4ocal 1c%ool oard (eac%ers in 1pecial THREATS ;+ 3o advocacy on Inclusive Education+ '? year development plan of #unicipality of Kalibo) @+ 4ack of a$areness among t%e community as to t%e significance of reading ability of t%eir c%ildren in molding t%eir future+

@E

Education 2und '1E2 udget)

Strateg* C9 Ca'acitate? retool the teacher.? .chool a(+ini.trator.@ +anagerial? 3inancial? an( in.tr/ctional lea(er.hi' an( co+'etence
STREN4THS ;+ 1tringent process for %iring 'DepED 0rder, ,1, issuances) @+ (%e teac%ers and sc%ool %ead is competent for t%e *ob+ '6R#0 report) A+ Intensive implementation of mentoring t%e #entors: .rogram+ 'DepEd #emo) B+ #andatory (eac%ers: Induction .rogram '(I.) among t%e ne$ly %ired teac%ers+ 'DepED 0rder) ?+ ,apacity building of teac%ers and sc%ool %ead t%roug% 1 # 7rants+ '1 # #anual) STREN4THS ;+ 1tar section of t%e elementary catered learners $%o are gifted/talented+ 'E EI1 0utputs) >EA5NESSES ;+ 1ome teac%ers %ave not implemented t%eir I..D+ 'D0 3, (1<(W7) @+ 1c%ool %ead %as not reac% level @ of 1 # '1 # (W7) A+ (%e sc%ool %ead %as to comply $it% ,0A regulations 'Accounting Init) B+ ulk of $ork assigned to teac%ers and sc%ool %ead+ ?+ (ime management of teac%ers+ OPPORTUNITIES ;+ Availability of a$ards/incentives given to teac%ers and sc%ool %ead for eCemplary performance like 10(, ,1, a$ards, etc+ @+ AusAID, 1I,s, De 4a 1alle, MI,A, local colleges, etc+ offer sc%olars%ip grants for teac%ers and sc%ool %eads taking post< graduate studies+ '#etrobank 2oundation, Inc+) THREATS ;+ (oo %ig% =ualification standards of (eac%er Education Institutions '(EIs) for t%e acceptance of sc%olars%ip grants+ @+ G?F of (EIs need to strengt%en t%eir admission standard+ '.R,) A+ Ancillary services of teac%ers and sc%ool %eads outside t%e DepED+

Strateg* D9 A((re.. the gi3te(=talente( learner.

>EA5NESSES ;+ BEF of teac%ers need to be trained to %andle learners in t%e star section+ '(eac%ers: .rofile) @+ Insufficient teac%ing materials for t%e star section+ 'Inventory report of Division 1upply 0fficer) A+ ,urriculum not in placed+ B+ 4o$ passing percentage of Department of 1cience and (ec%nology 'D01() sc%olars%ip+ < @E;;<@E;@ - @D out of ;K? OPPORTUNITIES ;+ 1trong 47I support to 1tar section class activities+ @+ 1c%olars%ip grants to graduates sponsored by private sc%ools, universities/colleges, 1I,s, etc+ 'Anecdotal Record) A+ 0pportunities to get involve in inter< agencies activities '1oroptimist of t%e .%il+, Rotary ,lubs etc+) B+ D01(<1EI 1c%olars%ip THREATS ;+ Absence of advocacy on t%e grant of sc%olars%ip for t%e gifted/talented learners+ @+ 4imited slots and resources of t%e sponsoring agencies/sectors for t%e gifted/talented graduates+

@;

@E;@<@E;A - AK out of AE? 'D01(<Kalibo) ?+ 4o$ passing percentage of .%ilippine 1cience 6ig% 1c%ool '.161) Visayas < @E;; - @E;@ - D out of ;?G < @E;@ - @E;A - K out ;?K 'D01(<Kalibo)

<

Strateg* 79 Balance enrol+ent in o1ercroA(e( an( /n(er/tili:e( '/)lic='ri1ate .chool. )* controlling enrol+ent an( +aBing e1er* .chool attracti1e to 'arent.? '/'il. an( .t/(ent.
STREN4THS ;+ 6ouse to %ouse campaign of enrolment by sc%ool personnel+ '160, .rogram, Division Initiative) @+ Enrolment in public sc%ool %as organi8ed timeline+ 'DepED 0rder 3o+ PPP, s+ @E;A> DepED 0rder 3o+ @, s+ @E;;) A+ Involvement of DepEd 0fficials from t%e ,entral 0ffice to t%e 1c%ool level in t%e intensive enrolment activities+ 'DepED 0rder 3o+ @, s+ @E;;) B+ .resence of En%anced asic Education Information 1ystem 'E EI1)+ 'DepEd 0rder 3o+ AH, s+ @E;;) ?+ .resence of 4earner:s Information 1ystem '4I1)+ DepEd 0rder 3o+ EAH, s+ @E;@) D+ Implementation of t%e Division 1earc% for #ost eautiful 1c%ool .rogram+ 'Division #emo 3o+ ?H, s+ @E;@, 1eason >EA5NESSES ;+ Inade=uacy of resources suc% as teac%ers, classrooms, teCtbooks and sc%ool furniture 'E EI1 outputs) @+ Distance of %ome to sc%ool in far flung areas '(ravel Details in E EI1) A+ Disparity in pupil! teac%er ratio of primary sc%ool+ 'E EI1 0utputs) B+ 3egative attitude of t%e ma*ority of eCcess teac%ers on t%eir redeployment to sc%ools $it% priority teac%er needs+ 'Report submitted by districts on t%e 1tatus of ECcess (eac%ers @E;A) OPPORTUNITIES ;+ 1trong support of 47I t%roug% 1E2 and ot%er stake%olders intended for sc%ool activities+ @+ Intensified support of t%e 47I in terms of resource allocation of ne$ly establis%ed sc%ools+ '#0A bet$een 47I 5 DepED in t%e establis%ment of sc%ools+) A+ Allocation of 1E2 budget for t%e %onorarium of #1 /.1 teac%er items '.1 /#1 Reports of personnel) B+ 1upport of stake%olders in terms of sc%ool site ac=uisition+ ?+ Allocation of 1E2 budget for repair and maintenance of sc%ool buildings and ot%er structures+ '1E2 udget) D+ 2ull support of t%e 47I to 1ports and ,ultural .rograms+ '1E2 udget) K+ .resence of sc%olars%ip, adopt< a<classroom, adopt<a<c%ild programs offered by .rovincial THREATS ;+ ECternal 1take%older:s belief t%at teac%ing in central/center sc%ools is better t%an t%at in t%eir o$n locality+ @+ Absence of access roads to some sc%ools in far flung barangays+ 'E EI1 (ravel details) A+ .olitical interventions in t%e allocation of resources+ B+ read $inners $orking in urbani8ed/ central areas send t%eir sc%ool<age c%ildren to sc%ool near t%eir place of $ork instead to t%e sc%ools $%ere t%ey reside+ '#asterlist of 4earners in t%e 4earners: Information 1ystem) ?+ .resence of amusement centers and modern tec%nologies t%at attracts enrolment in urbani8ed/central areas+

@@

; 5 Division #emo 3o+ EK? s+ @E;A, 1eason @) K+ Institutionali8ation of 1 # level of practice+ '1 # 4evel of .ractice Assessment Results) G+ Implementation of courteous practices in t%e sc%ool+ 'Div+ #emo 3o+ EDG, s+ @E;@) H+ " alik 1a 1ariling .aaralan .rogram& 'Division #emo O E?, s+ @E;A) ;E+ Intensification of (eac%er Deportment+ '3, (1 1trand on 1ocial Regards for 4earning)

7overnment to deserving teac%ers and learners+ '.rovincial Report on Assistance to 1c%ool) G+ B.:s .rogram implementation in all t%e localities of t%e province+ 'D1WD Reports) H+ 1trong partners%ip $it% t%e 47I 'barangay and municipal levels) in t%e campaign for " alik sa 1ariling .aaralan .rogram+& '1c%ool Report on Advocacy on ,ampaign for Enrolment) ;E+ 1upport of (ri<media on Enrolment campaign+

E88ICIENCY
Strateg* 9 Train concerne( 'er.onnel a)o/t ,e'E,=COA=CSC=,BM 'olicie.
STREN4THS ;+ .resence of DepED/D #/,1,/ ,0A $ebsites $%ere t%e sc%ool %eads can access updated rules and regulations+ 'eCisting $ebsites of government agencies ) @+ ECistence of District 2inancial ,oordinator to eCtend tec%nical assistance to sc%ool %ead in t%eir proper li=uidation of sc%ool #00E+ 'Division .ersonnel 0rgani8ation .rofile) A+ Regular attendance of t%e division and sc%ools: financial staff to 3ational/Regional trainings conducted by DepED, D # and ,0A+ ' ,ertificate of attendance ) >EA5NESSES ;+ 3on<availability of e=uipment outlay fund to purc%ase computers and avail of internet to update sc%ool personnel of t%e eCisting rules and regulations+ OPPORTUNITIES THREATS

;+ 1trong support of Australian ;+ Issues of graft and corruption 7overnment t%roug% t%e at t%e national level $%ic% conduct of AusAID financed may result to demorali8ation training/ $orks%op for DepED:s of government personnel in 2inancial 1taff en%ancement+ t%e lo$er level+ '(ri<media 'Innumbered #emo) report, 2acebook) @+ Availability of 1pecial @+ (oo muc% involvement/ Education 2und '1E2) for participation of eCternal attendance of financial staff to stake%olders in t%e trainings and seminars+ management of t%e sc%ools: '#unicipal 1E2 budget of B resources+ Districts) A+ 3on<cooperative stake%olders A+ 1upport of 47I in t%e due to t%e absence of proper provision of computers sc%ool+ communication+ 'Inventory of eCisting resources - E EI1) B+ 1trong net$orking $it% stake%olders $%ic% results to @A

B+ (%e sc%ool %ead $as already trained on 1implified Accounting .rocedures+ 'Attendance on t%e training conducted )

donations and financial assistance to sc%ools+ ?+ 1trong support of ,0A in t%e conduct of orientation/conference to sc%ool %eads and financial staff on eCisting ,0A rules and regulations to make t%em updated+ 'Attendance on t%e orientation/ conference conducted)

4O-ERNANCE
Strateg* 9 I+'le+ent PS,S@. 1i.i)ilit* in the (i.trict an( hea(. in the .chool.
STREN4THS ;+ Kalibo II District %as provided tec%nical assistance to sc%ool+ 'En%anced functions of .1D1s) @+ (%e .1D1 coordinates DepED:s programs, pro*ects and activities to eCternal stake%olders+ A+ (%el sc%ool %ead is observing classes+ 'RA H;??) >EA5NESSES ;+ 4ack of en%ancement $it% regard to professional gro$t% of t%e .1D1s and 1c%ool 6ead+ '(D3A16) @+ Distance of residence to sc%ool assignment+ 'E EI1 0utputs/ #.D0) A+ 1c%ool %ead assigned in clustered sc%ools $%ere sc%ools are located far from eac% ot%er+ '6R#0 Report) OPPORTUNITIES ;+ 1trong financial support from 47I in terms of constructing of concrete roads and bridges to sc%ools, providing ve%icle, allocating of transportation allo$ance, repair and re%abilitation of district office, etc+ @+ 4ocal eCecutives are concerned on t%e presence of t%e .1D1s in t%e district office+ A+ OPPORTUNITIES ;+ .arents and community are actively involved in t%e education of t%eir c%ildren+ @+ #aCimum participation of local sc%ool board and .(A is emp%asi8ed in 1ec+;+@ .rinciples, R+A+ H;??+ A+ 1upportive eCternal THREATS ;+ 1trict observance of local consultation regarding deployment matters+ @+ ,ontrol of resources from t%e 47I+

Strateg* 29 In.tit/tionali:e( .hare( go1ernance a. e+)o(ie( in RA % CC

STREN4THS ;+ Recogni8e t%at every unit in t%e education bureaucracy %as a particular role, task and responsibility '1ec+ ;+?, 1%ared 7overnance, R+A+ H;??) @+ .rovide a sc%ool system $%ere teac%ers and principals ac%ieved desired learning >EA5NESSES ;+ 4ack of cooperation and problem on $ork attitude among personnel and staff ' utc% Abad, 3E, @EEB) @+ .resence of personnel $%o do not $ant to take responsibility and accountability+ A+ Disparity of teac%ing load of THREATS ;+ 4ack of information of eCternal stake%olders on DepED:s programs, pro*ects and activities+ @+ 3egative attitude of ot%er sectors on t%e implementation of t%e DepED:s programs like t%e K @B

outcomes not only because t%ey are empo$ered, competent and accountable, but because t%ey care+'DE,1 Vision, 3EA. @EED) A+ Recognition is given to good performing eCternal stake%olders+ 'Recognition .rograms) B+ Establis%ment of t%e sc%ool governing council+ '17, #anual) STREN4THS ;+ HEF participation among sc%ool communities in volunteerism+ '@EEK 3ational rigada Esk$ela Report, #odern (eac%er, Mune @E;A) @+ 7eneration of support in kind and %ours volunteered+ '@EEK 3ational rigada Esk$ela Report, #odern (eac%er, Mune @E;A) A+ Revival of spirit of volunteerism and ayani%an during disasters/ calamities+ B+ 0rgani8ation of 1c%ool .lanning (eam+ STREN4THS ;+ (%e sc%ool *oined t%e Division 1earc% for t%e #ost eautiful 1c%ool '1eason I and 1eason II) 'Division #emo 3o+ EK?, s+ @E;A> Division #emo 3o+ ?H,

teac%ers+ B+ 4ack of capacity building on t%e members of t%e 1c%ool 7overning ,ouncil+ ?+ ,onflict bet$een sc%ool %ead and teac%ers+ D+ 3on<ad%erence of t%e sc%ool %ead to (ransparency principle+ K+ 4ack of advocacy to ot%er government agencies for effective governance+ >EA5NESSES ;+ Institutionali8ation of cooperation and support among personnel+ @+ Difficulty in resource mobili8ation+ 'DepED 0rder O B;, s+ @E;@> DepED 0rder O DD, s+ @E;@ "3o ,ontribution .olicy&>

stake%olders to sc%ool:s programs, pro*ects and activities+

to ;@ ,urriculum+ A+ 4ack of democratic consultation and feedback mec%anism+ 'as stipulated in 1ec+ ;+? 1%ared 7overnance R+A+ H;??) B+ .ersonal interest of eCternal stake%olders as %indrance to reform+ '1c%ools 2irst .rogram)

Strateg* !9 In1ol1e+ent o3 .taBehol(er.

OPPORTUNITIES ;+ ;?EF taC incentives availed by donors 'RA G?@?, Adopt<A< 1c%ool .rogram) @+ Involvement of community to$ards cooperative endeavor $ill open more opportunities for sc%ool gro$t% and development and boost t%e sc%ool et%ics+ THREATS ;+ .resence of indifferent and unsupportive eCternal stake%olders+ @+ Different priority programs of eCternal stake%olders+ A+ Indesirable attitude of strangers in t%e community+

Strateg* #9 MaBe the .chool )ea/ti3/l? .a3e an( 'eace3/l

>EA5NESSES ;+ Difficulty on Resource mobili8ation of t%e internal stake%olders+ @+ ;EF of t%e sc%ool personnel %as indifferent attitude to$ards OPPORTUNITIES ;+ ECecutive and 4egislative Agenda of t%e .rovince of Aklan includes beautiful, safe and peaceful sc%ool environment+ 'E4A ,9 @EEG THREATS ;+ AEF of t%e eCternal stake%olders %ave negative attitude to$ards t%e implementation of t%e programs+ @?

@E;@) @+ (%e sc%ool %as signages, flaglets, carabao grass, sc%ool fence, etc+ t%at improves t%e image of t%e sc%ool+ 'Division #emo 3o+ EK?, s+ @E;A> Division #emo 3o+ ?H, @E;@) A+ H?F of t%e teac%ers %ave en%anced t%eir personality t%roug% proper deportment, %ealt%, $ellness and grooming+ B+ (%e sc%ool c%ildren %ave adopted t%e system of courteous practices+ 'Division #emo 3o+ EDG, s+ @E;@) ?+ #aCimum involvement of internal stake%olders in making sc%ool beautiful, safe and peaceful 'Attendance during clean<up activities) D+ .resence of t%e varied plants, trees and vegetable garden in every sc%ool collaboratively made by t%e sc%ool and .(A+ '@E;A Advocacy! "1ave #ot%er Eart% efore It:s (oo 4ate&) K+ Integration of Disaster Risk Reduction ',limate ,%ange) Advocacy in all sub*ects< 4esson .lan+ 'Disaster Risk Reduction, @EEH Revised Edition, Ro$ena 4omerio<0ndi8 and enigno #+ Redito) G+ 2unctional 9out% for t%e Environment In<1c%ools 0rgani8ations '9E1<0)+ 'DepED 0rder O HA, s+ @E;; entitled #andated .rograms, .ro*ects and Activities, Various 2orms and (argets .ertinent to

t%e implementation of t%e program+ A+ D congested classrooms+ 'E EI1 0utputs) B+ D classrooms in sc%ool need repair+ 'E EI1 0utputs)

@+

A+

B+ ?+

@E;A on 1ocial 1ervices 1ector) 1trong advocacy on ,%ild .rotection .olicy+ 'DepED 0rder O B;, s+ @E;@> .DEA (raining and Information Division) 1upport of t%e .3. to t%e safe and en*oyable sc%ool! "#essage to a ,%ild! 1afe and peaceful %ome and sc%ool environments protects t%e c%ild from all forms of abuses+& 'ECcerpts from t%e #essage of .3. Director Ricardo Rivera during t%e launc%ing of ".ulis Ko, (itser Ko&, 1eptember @E;E) arangay tanod and police visibility '1c%ool 4ogbook) 0perational .rovincial Disaster Risk Reduction #anagement ,ouncil '.DRR#) primer of Aklan+ '.DRR#, 1trategic .lan of Aklan)

@+ 3on<priority of t%e program in #unicipal 1c%ool oard 2und Allocation '#1 udget, @E;A) A+ 4imited resources of eCternal stake%olders to support t%e program+

@D

t%e 9out% for Environment in 1c%ools .rogram) H+ Luarterly conduct of Eart%=uake and 2ire Drill 'Accomplis%ment Report of 1c%ool 6ead+)

Strateg* C9 In.tit/tionali:e c/lt/re o3 eEcellence;

STREN4THS ;+ #rs+ 4eilanie R+ 2rancisco 'no$ 6ead (eac%er of 4alab atan, Aklan) is t%e composer of sc%ool song '43E1 1c%ool 6ymn) @+ 1trict observance of t%e ;GE< day non<negotiable contact time+ A+ (%e sc%ool *oined t%e Division 1earc% for t%e #ost eautiful 1c%ool 1eason I and II+ B+ (%e sc%ool observes courteous practices+ ?+ Regional level < 1even 'K) pupils ,%ampion in Radio roadcasting/ est in Radio .roduction! Q#aCi Via% 1+ Delgado Q#ary Erlyn I+ Ricarto QKate 4y8ell ,+ #otus QMeryl Mane D+ (amboon Q#ary #ers%e 7+ Dela ,ru8 QEricka 0+ .amatian Q#a+ 1%eena 9vette I+ Ricarto ;st .lace, (ec%nical Application> Bt% place, 1cript Writing> ?t% .lace, Infomercial 'Meryl Mane D+ (amboon and #a+ 1%eena 9vette I+ Ricarto)> and @K >EA5NESSES ;+ 4imited resources of t%e sc%ool+ @+ 4imited time of preparation during t%e contest+ A+ 4imited potential coac%es and trainers+ OPPORTUNITIES THREATS

;+ 1trong support of 47I+ ;+ .irating of outstanding @+ .resence of national agencies, learners, at%letes, and private agencies, foundations, teac%ers of private institutions+ etc+ granting t%e a$ards, @+ ,rab mentality of eCternal sc%olars%ips, incentives, etc+ to stake%olders+ learners and teac%ers+ A+ ,ost of training from eCternal A+ .resence of eCcellent trainers trainers/coac%es+ outside DepED+

?t% .lace, est Anc%or '#aCi Via% 1+ Delgado)

STRATE4IES an( PAP.

ACCESS
Strateg* PAP.

;+ Intensify campaign for sc%ool<age learners to be in sc%ool/,ommunity 4earning ,enter ',4,), and increase sc%ool:s/,4,:s %olding po$er

;+; #ulti<grade education t%roug% provision of lesson plans and learning modules ;+@ Adopt<a<1c%ool .rogram/ rigada Esk$ela ;+A Adopt<a< arangay .rogram ;+B .ro*ect 1trengt%ening .rimary Education '1.RED) ;+? DepED ,omputeri8ation .rogram ;+D #ulti<grade education t%roug% provision of lesson plans and learning modules

@G

@H

RELE-ANCE
Strateg* ;+ Instill values among sc%ool personnel and learners PAP. ;+; Values Education .rogram ;+;+; Integration of Values Education in all sub*ects ;+;+@ ,ourteous practices ;+;+A ,ode of Et%ics for .rofessional (eac%ers ;+;+B Et%ical standards ;+;+? Religious instructions ;+;+D Responsible parent%ood @+; (raining/update of t%e teac%ers on t%e @;st century skills @+@ 4earning $it% mastery t%e follo$ing @;st century skills! < critical t%inking skills < communication skills < creative t%inking skills < problem solving skills < tec%nological skills < learning skills < life skills < career skills < social skills < environmental a$areness skills @+A #onitoring and Assessment of, and (ec%nical Assistance for (eac%ers at least once a mont% or as needed A+; 6ata$ during flag ceremonies A+@ 9ear<round sports activities A+A 2ora on $ellness and fitness A+B Water and 1anitation 2acilities A+? 3utrition .rogram A+D Essential 6ealt% ,are .rogram A+K Emp%asis on t%e 6ealt% component of #A.E6

@+ Develop among sc%ool personnel and learners t%e @;st century skills

A+ Develop sc%ool personnel and learners p%ysically, mentally and %ealt%y+

2UALITY
Strateg* ;+ Implement t%e curriculum properly PAP. ;+; #onitoring and evaluation of t%e implementation of E,/K to ;@ curricula 'i+e+, ad%erence to t%e re=uired learning competencies) ;+@ Ad%erence to t%e ;GE<day contact time policy ;+@+; 1eminars/(rainings to be sc%eduled on 1aturdays and 1undays ;+@+@ 4essened number of sc%ool celebrations ;+@+A .rograms/meetings to start from ;;A# $%en done in t%e morning or B.# $%en done in t%e afternoon

AE

E88ICIENCY
Strateg* ;+ (rain concerned personnel about DepED/,0A/,1,/D # policies PAP. ;+; (raining/Works%op/,oac%ing about rules and regulations ;+@ Revisiting 1 # ;+A Austerity .rogram ;+B .ro*ect ,A16 ' ,anteen as source of %elp) ;+? 1ync%roni8ation of oy 1couts of t%e .%ilippines/7irl 1couts of t%e .%ilippines activities

A;

4O-ERNANCE
Strateg* ;+ Implement sc%ool %ead:s visibility in t%e sc%ool @+ Institutionali8e s%ared governance as embodied in RA H;?? PAP. ;+;+ .resence of t%e .rincipal in as muc% as possible @+;+ ,apability<building related to RA H;??/1 # @+@+ Implementation of R+A+ H;??/1 # @+A+ 1%ared vision, s%ared commitment, s%ared accountability @+B+ (ransparent processes 'ranking, appointment, transfer, financial reports) and transparency $all @+?+ 1olve 9our 0$n .roblem In 1c%ool '190.I1)/1olve 9our 0$n .roblem At 0nce '190.A0) .rogram @+D+ 0bservance of communication protocol @+K+ 1c%ool 1trategic .lans A+; Involvement of stake%olders in! < policy/guidelines setting < resource mobili8ation < sc%ool activities like rigada Esk$ela and 1earc% for t%e #ost eautiful 1c%ool

A+ Involve stake%olders < 1c%ool officials/staff < (eac%ers < .arents < 4earners < .(A

< < < < <

47I ,ommunity 370s/2oundation Industry 0t%er 1take%olders

B+ #ake t%e sc%ool beautiful, safe and peaceful

?+ Institutionali8e culture of eCcellence

B+; 1earc% for t%e #ost ,lean .art B+@ Repair and re%abilitation of p%ysical facilities B+A Advocacy! "#ay kata$%ayan ag kalipayan sa among mga escuela%an& B+B Advocacy!&1ave #ot%er Eart% efore It Is (oo 4ate& B+? Disaster and Risk #anagement /Drills 'including evacuation and contingency planning) ?+; 1eal of ECcellence ?+@ 6arvest of ECcellence ?+A Winning a$ards in co< and eCtra<curricular activities

A@

ID7E(AR9 A440,A(I03 20R .A.s

RESOURCES STRATE4Y PAP. PERSONS IN-OL-E, PERIO,= TIMELINE

(CY 20 #<20 %&

TOTAL

ACCESS
;+ Intensify campaign for sc%ool<age learners to be in sc%ool/,ommunit y 4earning ,enter ',4,), and increase sc%oolRs/,4,Rs %olding po$er ;+; Early registration ;+@ 6ouse to %ouse campaign ;+A #edia campaign ;+B 1earc% for t%e #ost eautiful, 1afe 1c%ool Q .%ysical beauty Q 1afety and peace Q ,ourteous practices Q (eac%ers grooming, deportment and conduct Q Dress ,ode ;+? asic 4iteracy .rogram ' 4.) ;+D A 5 E .rogram/Revie$ ,lasses ;+K Alternative Delivery #odes 'AD#s) ;+G 1c%ool uilding .rogram ;+H Ac=uisition, Improvement, (itling and 1urvey of 1c%ool 1ites ;+;E 1c%ool 6ealt% and 3utrition .rogram ;+;E+; 7ulayan sa .aaralan ;+;E+@ 2eeding .rogram/,anteen 0peration 16, (eac%ers 16, (eac%ers E.1 < ,ommunication Arts All 1take%olders Manuary 9ear Round 9ear Round 9ear Round .%p .%p .%p ;,EEE+EE D,EEE+EE @E,EEE+EE

Remedial (eac%er All 1take%olders E.1 - A41 1c%ool 6ead 1c%ool 6ead 6ealt% ,oordinator E.. - ,oordinator E.1 - (4E, (eac%ers

9ear Round 9ear Round 9ear Round 9ear Round

.%p .%p .%p .%p ?,EEE,EEE+EE

;,EEE+EE ?,EEE+EE ?,EEE+EE

9ear Round 9ear Round 9ear Round .%p AE,EEE+EE .%p ;EE,EEE+EE AA

;+;E+A De$orming ;+;; ,%ild .rotection .olicy ;+;@ 7ender and Development '7AD) ;+;A ,%ild<,entered 4earning .rogram ;+;B B.s .rogram ;+;? Drop<out Reduction .rogram 'D0R.)

6ealt% ,oordinator 1.70 Adviser/6K1 6K1 ,oordinator 16, All (eac%ers 6K1 ,oordinator E.1 < A41 1c%ool ,oordinator 7uidance ,oordinator ( eac%ers All 1take%olders I,( ,oordinator

9ear Round 9ear Round 9ear Round 9ear Round 9ear Round 9ear Round .%p .%p .%p ;E,EEE+EE ?,EEE+EE ?,EEE+EE

;+;D "3o collection& .olicy ;+;K Adopt<a<1c%ool .rogram/ rigada Esk$ela ;+;G DepED ,omputeri8ation .rogram 9ear Round 9ear Round .%p ?E,EEE+EE .%p @EE,EEE+EE

RELE-ANCE
;+ Instill values among sc%ool personnel and learners ;+; Values Education .rogram ;+;+; Integration of Values Education in all sub*ects ;+;+@ Courteous practices VE7 ,oordinator 7uidance ,oordinator Designate 7uidance ,oordinator Designate, 16, (eac%ers summer before opening summer before opening .%p ;?,EEE+EE .%p D,EEE+EE

;+;+A ,ode of Et%ics for .rofessional (eac%ers ;+;+B Et%ical standards

7uidance ,oordinator Designate, 16

summer

.%p ;?,EEE+EE

AB

;+;+? Religious Instructions ;+;+D Responsible parent%ood

7uidance ,oordinator Designate, ,at%ec%ist 7uidance ,oordinator Designate, (eac%ers

summer semestral break

.%p ;E,EEE+EE .%p @E,EEE+EE

@+ Develop among sc%ool personnel and learners t%e @;st century skills

@+; (raining/update of t%e teac%ers on t%e @;st century skills ;+; 4earning $it% mastery t%e follo$ing @;st century skills! < critical t%inking skills < communication skills < creative t%inking skills < problem solving skills < tec%nological skills < learning skills < life skills < career skills < social skills < environmental a$areness skills @+A #onitoring and Assessment of, and (ec%nical Assistance for (eac%ers at least once a mont% or as needed B+; 6ata$ during flag ceremonies B+@ 9ear<round sports activities B+A 2ora on $ellness and fitness B+B Water and 1anitation 2acilities B+? 3utrition .rogram

.1D1, 16 .1D1, 16

9ear Round 9ear Round

.%p ?E,EEE+EE .%p ?E,EEE+EE

.1D1, 16

9ear Round

.%p @E,EEE+EE

A+ Develop sc%ool personnel and learners p%ysically and mentally and %ealt%y+

E.1 < #1E./#A.E6 E.1 < #1E./#A.E6 .%p ?E,EEE+EE .%p ;?E,EEE+EE

.%ysical 2acilities ,oordinator 6ealt% ,oordinator

A?

B+D Essential 6ealt% ,are .rogram B+K Emp%asis on t%e 6ealt% component of #A.E6

6ealt% ,oordinator E.1 < #1E./#A.E6

Muly

.%p AE,EEE+EE

2UALITY
;+ Implement t%e curriculum properly ;+; #onitoring and evaluation of t%e implementation of E,/K to ;@ curricula 'i+e+, ad%erence to t%e re=uired learning competencies) .1D1, 16 9ear Round .%p ;?,EEE+EE

;+@ Ad%erence to t%e ;GE<day contact time policy ;+@+; 1eminars/(rainings to be sc%eduled on 1aturdays and 1undays ;+@+@ 4essened number of sc%ool celebrations ;+@+A .rograms/meetings to start from ;;A# $%en done in t%e morning or B.# $%en done in t%e afternoon @+; Ad%erence to t%e merit/fitness policy during selection, appointment and promotion 'D0 3o+ ;@, s+ @E;@, D0 3o+ AK, s+ @E;@, D0 3o+ A, s+ @E;A

.1D1, 16 .1D1, 16 .1D1, 16 .1D1, 16 A1D1, .1D1, 16

9ear Round 9ear Round 9ear Round 9ear Round 9ear Round

@+ Ensure sc%ool officials: and teac%ers: competence t%roug% proper selection, appointment, promotion, training, self and advanced studies A+ Ensure availability of indigeni8ed and locali8ed curriculum/

A+; Itili8ation of 1pecial Education 2und '1E2) A+@ Reproduction of culture<based learning materials

.1 and #1 E.1s

Manuary to Muly April to #ay .%p @?,EEE+EE AD

learning materials to improve B+ Eradicate non< numerates and non<readers

A+A Itili8ation of 4earning Resource #anagement and Development 1ystem '4R#D1) portal to avail of learning resources B+; 3umeracy Remediation B+@ Reading Remediation B+A Every ,%ild A Reader .rogram 'E,AR.) B+B "3o Read 3o ,ompute 3o #ove& .olicy/(eac%ing eginning Reading to pre< and in<service teac%ers

I,( ,oordinator

9ear Round

.%p

;?,EEE+EE

#at%ematics ,oordinator Remedial (eac%er ,ommunication Arts < ,oordinator ,ommunication Arts< ,oor #at%ematics ,oordinator ,ommunication Arts

9ear Round 9ear Round 9ear Round 2ebruary to #arc%

.%p .%p .%p .%p

?,EEE+EE ?,EEE+EE ?,EEE+EE ;?,EEE+EE

B+? 1trengt%ening #( <#4E from K< A/production of storybooks ?+ ,apacitate, retool t%e teac%ers and sc%ool administrators on managerial, financial, and instructional leaders%ip and competence ?+; 6uman Resource (raining 5 Development ?+;+; ?+;+@ #entoring/,oac%ing .rogram 1ubscription to educational maga8ines

#ay to Mune

.%p

;E,EEE+EE

.1D1, 16, (eac%ing and 3on<teac%ing 16, #( (eac%ers .1D1, 16, (eac%ers

As 3eeded

.%p

K?,EEE+EE

Luarterly 1emestral

.%p .%p

@E,EEE+EE @?,EEE+EE

?+;+A Revisiting 3ational ,ompetency< ased (eac%ers 1tandard '3, (1)/ (eac%er:s 1trengt%s and 3eeds Assessment '(13A)/Individual .lan for .rofessional Development 'I..D) ?+;+B Revisiting (raining and Development 3eeds Assessment for 1c%ool 6eads '(D3A16) ?+;+? Revisiting 1implified Accounting .rocedures

.1D1, 16

1emestral

2inancial 1taff Designate

0nce a 9ear

.%p

;EEE+EE AK

?+@ Institutionali8ation of t%e ,ulture of ECcellence D+ Address t%e gifted/talented learners D+; 7ifted/talented 1ection D+@ ,ream of t%e ,rop .rogram 7uidance ,oordinator Designate, .1D1, 16 7uidance ,oordinator Designate, .1D1, 16 9ear Round 9ear Round

D+A 0bservance of ECcellence in co< and eCtra< curricular activities D+A+; 1cilympics D+A+;+; #ega Lui8 D+A+;+@ ,reate 1%o$ and (ell 1cience ,oordinator 1cience ,oordinator .%p A,EEE+EE

D+A+;+A Investigatory .ro*ect D+A+@ 9out% for t%e Environment in 1c%ool 0rgani8ation '9E1<0) D+A+A Lui8 ee

1cience ,oordinator E../(4E ,oordinator .%p @?,EEE+EE Muly to 2ebruary .%p ?,EEE+EE

#at%ematics ,oordinator 1ocial 1tudies ,oordinator #at%ematics ,oordinator Englis% ,oordinator

D+A+B (agisan ng (alino D+A+? #(A.<DepED #at% ,%allenge D+A+D Mournalism

.%p Muly to 2ebruary .%p .%p AE,EEE+EE

A,EEE+EE ?,EEE+EE

AG

D+A+K Read<A<(%on

Englis% ,oordinator

.%p

?,EEE+EE

D+A+G At%letic #eets D+A+H 1agisag Kultura ,ompetition D+A+;E 2estival of (alents

#1E./#A.E6 ,oordinator #1E./#A.E6 ,oordinator #1E./#A.E6 ,oordinator 16, (eac%ers 7uindance ,oordinator Manuary Manuary

.%p ?E,EEE+EE .%p .%p ?,EEE+EE ;?,EEE+EE

K+

alance enrolment in overcro$ded and in underutili8ed public/private sc%ools by controlling enrolment, and t%roug% making every sc%ool attractive to parents, students/ pupils+

K+; Institutionali8e Early Registration ,ampaign K+@ Advocacy! #ay kata$%ayan ag kalipayan sa among escuela%an K+A #ost beautiful sc%ool contest K+B Implementation of courteous practices K+? (eac%er deportment and conduct

.%p ;?,EEE+EE .%p ;?,EEE+EE .%p ?E,EEE+EE .%p .%p

16+ All 1take%olders 7uidance ,oordinator Designate+ (eac%ers E.1 - VE7, 16

9ear Round 9ear Round 9ear Round

A,EEE+EE A,EEE+EE

E88ICIENCY
;+ (rain concerned personnel about DepED/,0A/,1 ,/ D # policies ;+; (raining/Works%op/,oac%ing about rules and regulations ;+@ Revisiting 1 # 1D1, A0, ,0A, Accountant, 16, 2inancial 1taff 1 # ,oordinator, 16 Annually Luarterly 9early .%p ;?,EEE+EE .%p AH

;EE,EEE+EE ;+A Austerity .rogram ;+B .ro*ect ,A16 ',anteen as source of %elp) ;+? 1ync%roni8ation of oy 1couts of t%e .%ilippines/7irl 1couts of t%e .%ilippines activities @+ .rovide career guidance in all secondary sc%ools @+; ,areer 7uidance .rogram E../(4E ,oordinator #1E./#A.E6 ,oordinator 7uidance ,oordinator Designate 9ear Round

4O-ERNANCE
;+ Implement .1D1:s visibility in t%e district and %ead in t%e sc%ool @+ Institutionali8e s%ared governance as embodied in RA ;+;+ .resence of t%e officials in t%eir areas as muc% as possible 1D1, A1D1s, E.1s, .1D1

@+;+ ,apability<building related to RA H;??/1 # @+@+ Implementation of R+A+ H;??/1 # @+A+ 1%ared vision, s%ared commitment, s%ared accountability @+B+ (rans parent processes 'ranking, appointment, transfer, financial reports) and transparency $all @+?+ 1olve 9our 0$n .roblem In 1c%ool '190.I1)/1olve 9our 0$n .roblem At 0nce '190.A0) @+D+ 0bservance of communication protocol @+K+ 1c%ool 1trategic .lans

1D1, A1D1, 16 1D1, E.1 < 1 # ,oordinator .1D1, 16 .1D1, 16 .1D1, 16 .1D1, 16

Mune<Muly 9ear Round

.%p ?E,EEE+EE .%p ;EE,EEE+EE

A+

Involve

A+; Involvement of stake%olders in!

.%p BE

stake%olders < 1c%ool officials/ teac%ers/staff < (eac%ers < .arents < 4earners

?E,EEE+EE < policy/guidelines setting 1D1, 16

< resource mobili8ation

< .(A < 47I < ,ommunity < 370s/ 2oundation < Industry < 0t%er 1take%olders

< sc%ool activities like rigada Esk$ela and 1earc% for t%e #ost eautiful 1c%ool

B+ #ake t%e sc%ool beautiful, safe and peaceful

B+; 1earc% for t%e #ost eautiful 1c%ool B+@ Repair and re%abilitation of p%ysical facilities B+A Advocacy! "#ay kata$%ayan ag kalipayan sa among mga escuela%an& B+B Advocacy!&1ave #ot%er Eart% efore It Is (oo 4ate& B+? Disaster and Risk #anagement / Drills 'including evacuation and contingency planning)

7uidance ,oordinator, 16, (eac%ers 1c%ool .%ysical 2acilities ,oordinator, 16 7uidance ,oordinator, 16, 7uidance ,oordinator A1D1 1ec+, E.1< 1cience, 16, (s

9ear Round .%p ;EE,EEE+EE

?+ Institutionali8e

?+; 1eal of ECcellence

E.1<1ocial 1tudies B;

culture of eCcellence

?+@ 6arvest of ECcellence ?+A Winning a$ards in co< and eCtra<curricular activities

E.1<1ocial 1tudies

Total D?7 7?000;00

Ph'

1ubmitted by!

MARFORIE B; CONSTANTINO .rincipal III/0I,

B@