School

Improvem
ent Plan
2016-2019
Consolacion Elementary
Consolacion,
SchoolPanabo City

Republic of the Philippines

Department of Education
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Region XI
Panabo City Division
Panabo South District
Consolacion Elementary School
2016-2017

We, the Parent-Teachers Association (PTA) hereby approved the School Improvement Plan
(SIP) 2016-2019 of CONSOLACION ELEMENTARY SCHOOL.

MA. RUTH T. MOLOBOCO

PTA President

RUEL B. RAMOS
Head Teacher III

Approved:
CRISTY C. EPE, CESE
Schools Division Superintendent

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Table of Contents

School Planning Team

Executive Summary

Introduction

6-7

Guiding Principles

Planning Worksheet

9-10

Monitoring and Evaluation

11

School Project Team (Access & Quality)

School Project Team (Governance)

12-13
14-15

School Planning Team

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RUEL B. RAMOS
Team Leader
GWYNETH PENELOPE T. MOLOBOCO

Student Representative
ELIZABETH P. BACALSO
Teacher Representative
HON. ANTONIO T. ATON
Brgy. Captain
PABLITO L. TOCMO
EdCom
HERNANIE M. VELASCO
BDRRMC
SHARYL LOU F. MADJOS
Member School Child Protection Committee

I.

Executive Summary

The School Improvement Plan (SIP) of Consolacion Elementary School is an

end-result of the collaborative efforts of parents, community leaders, teachers
and pupils. It is serve as a roadmap that lays down specific interventions that the
school, with the help of the community and other stakeholders, undertakes within
a period of three (3) consecutive years. It aims to improve the three key result
areas in basic education: access, quality and governance. The SIP development
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and implementation process are in accordance with the Governance of Basic

Education Act of 2001 (Republic Act 9155) which empowers the school to make
decisions for the best interest of the learners. This Act entrusts the school heads
with authority, responsibility and accountability to effectively lead school to
achieve higher learning outcomes and upgrade educational quality.
The SIP making process commenced with gathering and organizing the
necessary data using the School-Community Data Template, School Report Card,
among others. The School Planning Team (SPT) was formed and convened for
orientation, vision sharing, and scheduling. The information gathered during the
preparatory activities were presented and discussed to identify the PriorityImprovement Areas (PIAs).
After setting the general objectives, the School-Community Project Team
(SCPT) were organized, oriented and briefed on how to do the process. They
gathered and listened to the voice of the learners and other stakeholders,
composed of parents and learners, president and officers of Supreme Pupil
Government, PTA President, and two PTA-Board of Directors, Kindergarten and
Grade 6 parents, religious sector representative, and selected pupils from Grade
3, 5 and 6. The SCPT had several sessions on the analysis of school process,
selection of area of focus and doing root cause analysis, with the assistance of
the school head. Their outputs were presented to the School Planning Team for
review of general objectives, targets and formulation of solutions. Then, the
School Project Team was organized to develop project designs. Despite the time
constraints and other personal pressing concerns, the team performed their
duties and functioned with commitment and dedication.
The SIP was written and the Annual Implementation Plan(AIP) was prepared
with the mindset that these must be evidence-based, learner-centered,
systematic and innovative. Purposely, the SIP and AIP are crafted to improve
school performance and help school reach the goal of providing access to quality
education. The Consolacion E/S which is serving its clienteles for 29 fruitful years,
is strongly committed to making the delivery of education services to the
learners more responsive, efficient and effective through an enhanced school
planning and communication process. It is with shared vision and mission that
shared commitment is fortified which propels the school towards continuous
improvement.

II Introduction

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HISTORICALBACKGROUND
BACKGROUND
HISTORICAL
OFTHE
THESCHOOL
SCHOOL
OF

Consolacion Elementary School

was established n 1953. Bonifacio
Tocmo, the Barangay chairman during the time, was the brainchild of the
creation of the school. The first lone teacher was Rosario Peralta. It started
offering primary education to a few pupils for the last 33 years and in 1987 its
services were extended to complete elementary grades. The school owned a
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total land area of 20,000 square meters more or less. the site was donated by a
widow named
Mrs. Magdalena T. Delena. She then executed a Deed of
Donation last March 29, 1994 with Hon.Panfilo Imperial Sr.,the barangay
captain at that time. The school population started with a very minimal number
of pupils but now it flourished to almost 300 pupils including the Kindergarten
which was organized and formally operated last S.Y. 2009-2010. Despite the
lack of physical facilities, it caters all children in the locality and even children in
the neighboring areas. The school is 17 kilometers away from the heart of the
city of Panabo, can be reached within 30-minute ride via any type of vehicle
because its location is very accessible. The schoolchildren are mostly sons and
daughters of farmers and laborers. Three schools compete for enrolment to wit:
T. Gerona Elementary School in the east, Kasilak Elementary School in the
North and Malativas Elementary School in the west.

Pastand
andPresent
Present
Past
Administrators
Administrators
Dolores Racho
1953
Leandra P. Crepo
1965
Joylyn B. Martinez
2009

Consolacion Alicaway Atuel

1958
Herminia C. Cener
1990
Marissa Y. Manginsay
2010

Corea D. Gepigon
1960

Lociano Parado
1962

Aris B. Juanillo
2006

Julius I. Suelto
2008

Mylene S. Castillo
2014

Ruel B. Ramos
Present

GUIDING PRINCIPLES
PRINCIPLES
GUIDING

VISION:
We dream of Filipinos who passionately love their country and whose
values and competencies enable them to realize their full potential and
contribute meaningfully to building the nation. As a learner-centered
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public institution, the Department of Education continuously improves

itself to better serve its stakeholders.

MISSION:
To protect and promote the right of every Filipino to quality, equitable,
culture-based, and complete basic education where:
Students learn in a child-friendly, gender-sensitive, safe, and
motivating environment.
Teachers facilitate learning and constantly nurture every
learner.
Administrators and staf, as stewards of the institution,
ensure an enabling and supportive environment for effective
learning to happen.
Family, community, and other stakeholders are actively
engaged and share responsibility for developing life-long
learners.

CORE VALUES:
Maka-Diyos
Maka-tao
Makakalikasan
Makabansa

III Planning Worksheet

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PLANNING WORKSHEET FOR ACCESS AND QUALITY

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Learning
Stage

DEPED IMMEDIATE
OUTCOMES

PRIORITY
IMPROVEMENT
AREA

IO1: Learners are in school

and learning centers

IO3: Learners enjoy

learner-friendly
environment

IO5: Learners attain

learning standards

ROOT CAUSE/S

Time Frame
SY
16-17

SY
17-18

SY
18-19

Increase in repetition rate was

observed. Lack of interest,
financial/family problems are
the common reasons for failing
in their studies

Survival Rate

To increase survival
rate by at least 2%
every year

Low survival rate is due

financial constraints brought by
unstable jobs of parents as
contractual laborer in nearby
banana farms

Guidance Program

To strengthen the
functional Guidance
Program with 90%
level of satisfaction

Guidance services must be

provided to pupils

Health &
Nutrition

To decrease the
number of wasted and
severely wasted pupils

There are ___ severely wasted

and ____ wasted children in
the current year due to
improper diet & poverty

Spiritual and
Ethical Values of
Pupils

To promote the
spiritual and ethical
values of the pupils by
at least 95%

Due to passive attitude and

poor spiritual awareness

Conducive
learning
environment

To maintain conducive
learning environment

Children learn best when

rooms are conducive

NAT & LAPG

To improve academic
performance in NAT
and LAPG

Best practices must be

sustained for continuous school
improvement

Class Proficiency

To improve class
proficiency level in all
subject areas

Pupils have only fairly

satisfactory proficiency due to
poor study habits

Literacy Level

To increase the
reading
comprehension level
of Grades 1-6 pupils

32% of pupils are under the

frustration level in the current
year. Passive attitude,
inadequate skills & lack of
interest in reading

Numeracy level

To increase numeracy
proficiency to
satisfactory level from
80% to 90%

Pupils have low mathematical

performance/ skills due to lack
of retention and poor study
habit

Computer
Literacy

To integrate basic
computer skills to
Grades 4-6 pupils

Most of the pupils are not

computer literate

Repetition Rate

IO2: Learners access

programs responsive to
their needs and consistent
with their interests and
aptitudes

GENERAL
OBJECTIVE/S

To reduce repetition
rate from .92% to 0%
in the 1st year

Some teachers still cling to

traditional teaching methods
Teachers
Professional
Development

To improve teachers
competence for
effective instruction
purposes

PLANNING WORKSHEET FOR GOVERNANCE

Learning
Stage

DEPED IMMEDIATE
OUTCOMES
IO1: Education leaders and
managers practice
participative and inclusive
management processes

PRIORITY
IMPROVEMENT
AREA
Health and
Wellness of
Teachers

GENERAL
OBJECTIVE/S

To promote teachers
health and wellness

ROOT CAUSE/S

Time Frame
SY
16-17

Health must always be valued

SY
17-18

SY
18-19

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SBM

To improve the school

SBM Level of Practice

SBM Level of practice is still

in level developing

Resource
generation and
mobilization

To generate and
mobilize funds for
the construction of scimath garden concrete
fence and feeding
center, rehabilitation of
values and heroes
parks, enhancement of
science-math garden,
improvement of Eclassroom. Guidance
office partition,
construction of
guardhouse, roof
repainting.

Funds are needed to be sourced

out and mobilized due to
meager resources of school

Updated inventory
of school property

To properly document
all school properties

Strengthened
Partnership with
parents and
stakeholders

To strengthen
partnership with
parents and
stakeholders

Brigada Eskwela

To improve BE
participation and
involvement

IO2: Internal systems and

processes needed for
continuous improvement in
place

IO3: Growing number of

stakeholders actively
participate and collaborate
in convergence
mechanisms at all levels

For sustainability and

maintenance /upgrading of
available resources

Planning and communication

must be more efficient

Low participation. Planning

and communication must be
systematic ; due to lack of
school initiative

IV. MONITORING AND EVALUATION

Assessment of progress is an important part of the SIP/AIP development and
implementation process. Knowing how plans are impacting to learners performance is
part of being accountable and ensures continuous improvement of the school. The
organization of School Planning Team and School Project Teams are of big help to the
school head in monitoring and evaluating the progress on outputs, achievements of
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outcomes and significance of the series of activities conducted. There are five project
teams established by the school. They are tasked to keep track of the implementation of
every priority improvement area (PIA) of the Annual Improvement Plan (AIP). Monitoring
of the programs, projects and activities (PPAs) is imperative to determine and analyze
data, to assist timely decision making and to assure accountability by providing the basis
for evaluation. Monitoring forms and checklist will be utilized to identify details and
achievements of PPAs. These will be assessed and evaluated by the teams either to
improve the design during its implementation or to apply its lessons learned to future
PPAs.
The communication lines between the project team and school planning team must
be active and open to see to it that regular meetings are held. Generally, feedback
sessions are done twice a year, one in MPRE time and the other is at year-end. In cases
that there are either unfinished or unimplemented PPAs in the first year of AIP, these will
be included in the second year of AIP after a thorough evaluation to determine insights
and to learn lessons from the said failure.
The School Division of Panabo City through its Education Program Supervisors
(EPS) and Public Schools District Supervisors (PSDS) from the Curriculum Implementation
Division (CID) and concerned personnel from the School Governance and Operations
Division (SGOD) are mandated to conduct M and E of the implementation of the SIP/AIP.
They will check and assess the progress of SIP and AIP. Their expertise as mentors and
coaches are of tremendous help to the implementation process.
The accomplishments, achievements and status of the school will be incorporated
in the School Report Card (SRC). The SRC measures the performance of the school in
terms of learners achievement and well-being. At the end of every school year, during
public assemblies, the school head presents the SRC. This is a tool to communicate
school improvement and development to the internal and external stakeholders for
information dissemination, advocacy, creating linkages, generating additional support for
celebrating success that the school has attained. Also, the SRC becomes basis of the
annual review and adjustments in the SIP and the development of the AIP for the next
school year.

SCHOOL PROJECT TEAM

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I.

ACCESS AND QUALITY

PIA
NAT & LAPG

Class
Proficiency

Literacy Level

Numeracy
Level

Computer

Project Member

Role

Responsibility

Chairman: Grade 6
teachers/Grade 3 teachers

Focal Persons

Chair and
consultant of the
NAT/LAPG Review
and Remediation
Program

Subject Coordinators

Planner and designer

Design and plan

for review
materials

Teachers

implementers

Conduct daily
review and
remediation
classes

Chairman; Principal

Supervisor and
manager

Supervises,
monitor s and
manages
implementation

Subject Coordinators

Evaluators

Evaluate and
analyze results

Teachers

Implementers

Disseminate
information and
lead
implementation

Chairman; Principal

Supervisor and
manager

Supervises,
monitor s and
manages
implementation

Subject Coordinators

Evaluators

Evaluate and
analyze results

Teachers

Implementers

Disseminate
information and
lead
implementation

Chairman; Principal

Supervisor and
manager

Supervises,
monitor s and
manages
implementation

Subject Coordinators

Evaluators

Evaluate and
analyze results

Teachers

Implementers

Disseminate
information and
lead
implementation

ICT coordinator

Manager

Manages the Eroom and

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Literacy

Failure Rate

Survival Rate

Teachers
Professional
Development

Health &
Nutrition

Computer
Literacy
Computer literate
teachers

Computer trainers

Assist and help in

the program

Chairman: Guidance
Coordinator

Leader

Chairs meetings
and planning for
campaign

Teachers

Implementers

Lead the
campaign and
home visitation

Education Committee
Chair/PTA president

Coordinators

Coordinate the
campaign and
home visitation

Chairman: Guidance
Coordinator

Leader

Chairs meetings
and planning for
campaign

Teachers

Implementers

Lead the
campaign and
home visitation

Education Committee
Chair/PTA President

Coordinators

Coordinate the
campaign and
home visitation

Principal

Overseer

Oversee the
INSET training

Subject
Coordinators/Trainers

Facilitator/lecturer

Facilitate and
conduct INSET
training

Teachers

Assistants

Assist the
teachers and
facilitator during
training

Chairman: Health &

Nutrition Coordinator

Manager

Manage the
school program
and project

BNS/ BHW

Coordinators

Coordinate with
the barangay &
other
stakeholders in
conducting
services to the
children

Teachers

Implementers

Support PPAs

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SCHOOL PROJECT TEAM

II.

GOVERNANCE

PIA
Health and
Wellness of
teachers

Updated
Inventory

Resource
Generation and
Mobilization

Brigada Eskwela

Project Member

Responsibility

Subject
Coordinator/Trainers

Facilitators/leaders

Facilitate and
conduct health and
wellness activities

Teachers

Assistants

Assist the teachers

and facilitator

Principal

Over-all chairperson

Set criteria and note

implementation

Chairman: Property
Custodian

Leader

Leads in the proper

inventory and
accounting of all
school properties

Teachers

Assistants

Assist the property

cutodian

Advisers

Chairpersons

Tap different
stakeholders and
parent in the
conduct of various
services in the
school

PTA President

Assistant

Assist in the
organization of
activities and
programs

Homeroom Presidents

Coordinators

Inform parents and

ensure participation

PTA President

Chairperson

Leads the advocacy

and solicitations

Facilitator

Organizes programs
and activities

Brigada Eskwela
Coordinator

Strengthened
partnership with

Role

Homeroom PTA Officials

Partners

Cooperate and help

the class advisers on
their class
assignments

Principal

Chairperson

Tap different
stakeholders and
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parents and
stakeholders

SBM

parent in the
conduct of various
services in the
school
PTA President

Assistant

Assist in the
organization of
activities and
programs

Homeroom
Presidents/Advisers

Coordinators

Inform parents and

ensure participation

Principal

Over all chairperson

Spearheads the SBM

PTA President/Brgy
Education Committee
Chair

Co- chairpersons

Coordinate the SBM

implementation

School Physical
Facilities Coordinator

Assistant

Assist in the
implementation,
establishment of
additional school
facilities

Teachers

Record incharge

Organize and update

records for
evaluation

Prepared by:

RUEL B. RAMOS
Head Teacher III

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