3-YEAR SCHOOL IMPROVEMENT PLAN OF DIBUL ELEM.

SCHOOL
2011-2014

OUTLINE/PARTS OF SCHOOL IMPROVEMENT PLAN

I.

School & Community Profile

II.

Situation Analysis

III.

Goals & Objectives

IV.

Priority Improvement Areas

V.

VI.

Programs & Actions for 3 years

3-yr WFP

Annual Implementation Plan

Organizing for Implementation

M&E Plan

How to write the introduction of the SIP?

Write 2 to 3 paragraphs indicating who made the plan, why you did it (rationale), how it
was developed, and how you intend to use the plan.

Introduction
The Plan was crafted through the joint effort of the School head, teachers,
PTA, Barangay Officials, President of SGC School Governing Council, and
Non Government Organizations in the Community. This will serve as the
milestone for the next three (3) years to achieve quality education through
the collaborative efforts of partners stockholders and friends.

PROFILE
A. School Profile
Describe the current school profile per sub area: Name & History, Type of school,
Curriculum (Organization of curriculum such as BEC, Special Program, SPED,
Tech-Voc, Culture-Responsive Curriculum for IPs, Use of Mother Tongue, CFSS,
DORP, ADM,ALS), Personne, Pupils Profile, Physical facilities, others.
B. Community Profile: Socio-cultural, Political, Geographical Location,
Demography, Economy.

School Profile
Dibul Elementary School which was established in 1936 is the only seat of
learning in Dibul. It is situated in Purok 5, Dibul, Saguday, Quirino. The site was
acquired through reservation during creation of Saguday municipality. It occupies
a total area of 40,000 sq. m. or an area of four (4) hectares.
The school has been a complete mono-grade school since 1991. DES enrolment
for the SY: 2011 2012 had a total of 188 pupils in which 104 are males and 84
females: one (1) organized Kindergarten class with fifteen (15) males and ten (10)
females enrolment. There are six (6) permanent teachers, only two (2) is T I,
four (4) are T-III, a Head Teacher, and two (2) LSB teachers funded by
Congressional and Provincial Fund. The school teacher pupil ratio is 1:27. The
Head teacher handles one (1) cluster school: Gamis Elementary School with a
population of 135 pupils with three (3) regular teachers and three (3) LSB
teachers.
There are three (3) academic buildings having a total of eleven (11) rooms. Seven
(7) rooms are used as classrooms, a one-room building which is used for clinic. A
3-room building that houses the Library, principals office and school canteen.
DES ranked 2 in the District out of ten (10) schools in the District of Saguday
tested during the National Achievement Test for the school year 2010-2011 with
Mean Percentage Score (MPS) of 76.2% which is above the standard of 75%
MPS.

HISTORY OF DIBUL ELEMENTARY SCHOOL

In 1936, DES was established as complete elementary school through a resolution

passed to the lawmakers of Santiago, Isabela. Dibul was then a part of Santiago,
Isabela.
Dibul became a part of Nueva Viscaya. DES had three teachers headed by Mrs.
Tomasa Ramel until 1954.
In 1955, the late Miss Patrocinio A. Olivar became the school head of DES with
four teachers headed by Miss Charito Zaparilla until 1959 , But in 1960,
enrolment increased so one teacher was added again to the teaching force.
In 1975, one extension position was given. DES had four teachers with Mrs.
Emilie B. Pagaduan as Teacher In-Charge.
In 1990, through the leadership of Mr. Artemio C. Santiago, then Saguday District
Principal In Charge and with the cooperation of DES teachers, parents were
convinced to enroll their children in Grade V.
From primary school DES rose again to become complete non- central elementary
school in 1991. Mrs. Emilie B. Pagaduan was designated as DES Teacher In
Charge until 2004.
On January 2005 to July3, 2008, Mrs. Melissa A. Melissa Vicmudo was
designated as principal I of DES with seven regular teachers and one ( LSB ) PreSchool teacher.
On July 3, 2008 Mr. Renato M. Vicmudo was installed a new Head Teacher of
DES with eight (8) teachers six (6) permanent and two (2) LSB Teachers.
At present, DES is facing 2011 with eyes filled with optimism and hope.

B. Community Profile

Brief History of Dibul

Dibul was first a barrio of Santiago and Jones, Isabela, and then of Aglipay,
Quirino. In 1959, by virtue of Republic Act 2519, it became one of the nine (9)
registered barangays of Saguday, Quirino.

Dibul was once a forest land with Dumagats and Ilongots as its first inhabitants.

As early as 1920, different groups of settlers came and decided to stay in this
place. They were guided by a Dumagat named Gumabon.

Gumabon had a descendant named Dibul. This place was named after him.

Dibul is located in the Southeastern part of Saguday. It is bounded on the North

by Tres Reyes, Saguday, south by Ligaya, Aglipay, Aglipay, east by Dagupan,
Aglipay: west by Magsaysay, Saguday and southwest by Gamis , Saguday. The
total land area of the Barangay is 1 077 708 530 hectares. It has seven puroks with
a total population of 1 175 as of 2006, dominated by Ilocano and Ifugao. Farming
is the major source of livelihood.

It is 3 kilometers away from the poblacion, 9 kilometers away from the provincial
capitol and 2.5 kilometers away from the national highway. It is accessible by
land transportation.

It has complete elementary school, barangay hall, Day Care Center, gymnasium
and multipurpose pavement.

The narrative shall be supported by tabular or graphical data

Use any of the tools used in problem identification to come up with accurate analysis

It shall contain problems and potentials, opportunities, bets or promising practices of the
school and shall be discussed thoroughly

Include data gathered from school survey with parents, pupils and other stakeholders

II. SITUATIONAL ANALYSIS

Dibul Elementary School just like other schools in the Division has its own share
of problems which affects the delivery of achievement of quality education.
1. On Pupil Achievement
NAT MPS for SY 2008 2009 revealed on Achievement of English 60.98 % ,
Science 64.09 %, Math 78.13 %, Filipino 83.93 % and Hekasi 78.25 %.
2. In terms of the Performance indicator

For SY 2010 2011 the school has 100% participation rate. 16.98 % Survival
rate, 96.29 % Graduation Rate, 92.8 % Completion rate and 0.6 % Drop- out rate.
Textbook ratio is 1:1, Classroom teachers ratio is 1:1 and Teacher pupil ratio is 1:26.
3. On Physical Facilities/ Equipment
Most of the instructional al rooms are in used of minor repair.
The school also needs the playground apparatuses for the socio m- psychomotor
and physical development of the pupils including sports equipment for EPP. We look
back the garden and carpentry tools, sewing machine and instructional computers unit.
4. On Community Extension
The school needs to maintain its present partners and seek more partners to be
able to sustain the present status of the physical and the cognitive.
Partners should be active participants in all school activity from planning
implementation, monitoring and evaluation. Parents should be our constant partners in
T.L process especially in teaching new and slow readers.
Transparency in all projects should be a must.

Enrollment
Table 1 below shows the projected enrolment per grade level for the next five years based
from the enrolment for School Year 2011-2012.

Based from the latest enrolment there was an increase of enrolment based from the Early
Registration last January 28, 2012, and it is expected that the same number of pupils will
be promoted till SY: 2015- 2016.

Table 2 Teacher-Pupil Ratio

The teacher-pupil ratio of 1:27 in the latest year as shown in the table has a blue color
scheme which means that the school is not a priority for a teacher-item position. But
because of the existence of Kindergarten the school is in need of teacher considering that
the qualification of a Kindergarten Teacher is different from a regular teacher.

Pupils Achievement
The following table presents performance along the National Achievement Tests.
Table 3 National Achievement Test in Grade VI

The table reveals the good performance of the school in the NAT VI as gleaned from the
results from SY 2007-2008 to SY 2010-2011. There was an increased in SY 2008-2009
but it decreased in SY 2009 2010, and it increased where the 2011 NAT result
exceeded the 75% target of proficiency level. This means that the pupils master the
competencies tested.

Table 4 below shows the National Achievement Test Result in Grade III for School Year
2009-2010. Previous NAT Result in Grade III could not be presented due to its
unavailability.

The 2010 NAT III Result of 52.02% MPS is extremely different if compared to the NAT
VI result of 76.2% MPS. This shows the low performance of the Grade III pupils in tool
subjects.
The National Achievement Test Results in Grade III and VI are the only available data for
pupils achievement. The Division did not conduct yet a Division Achievement Test in the
school for the last three years.

Performance Indicators
The School Performance for the last five years is presented in Table 5 hereunder:
Table 5 Performance indicators for the Last Five Years

Data from Table one indicates a yearly increase in enrolment. The participation rates
through the three years were constantly high. This could be indicative of the desire of the
parents to provide their children with basic education

Reading Proficiency Level of Pupils

Reading Proficiency Level of pupils is also important to assess because it affects their
performance especially along academic aspect. Dibul Elementary School is using the
Philippine Informal Reading Inventory (Phil IRI) in assessing the reading performance of
pupils. Table 6 presents the reading performance of pupils in English and Filipino for
two years
Table 6 Reading Assessment Results (Post Test) Based from Phil IRI ENGLISH &
FILIPINO

Legend: FR-Frustration INS Instructional

IND Independent NR- Not Ready

The table shows that Frustration was the predominant reading level of pupils for the last
three years, though the number of instructional and independent levels increased in the

latest year. There is a need of more reading interventions to improve the reading
proficiency level of pupils.

2. Instructional Materials (textbooks, references, school equipments, teaching aids)

Teaching and Learning process is more effective if the instructional materials like
textbooks, references, equipments and teaching aids are provided.
Textbooks
Table 7 below presents the available textbooks in all subject areas per grade level for the
current year in the school.

Table 7 Number of Available Textbooks

The actual number of textbooks as gleaned from the table is very limited from grades I to
VI. There are no textbooks in MSEP and GMRC. This reveals that DepEds target to
provide a ratio of one pupil to one textbook is not met. Lack of textbooks can be
considered as one of the factors that affect the low performance of the pupils. Textbooks
shall be provided through a request from the Division Office and sourcing through the
help of the stakeholders.
Learning Equipment and Teaching Aid
Table 8 shows the available learning equipment and teaching aid for the last three years.
Table 8 Learning Equipment & Teaching Aid

Data from the table presents the inadequate availability of learning equipment, teaching
aids, and reference materials for the last three years. The inadequacy of these learning
equipment and teaching devices could mean that governments responsibility in providing
free basic education.

3. Personnel (School head, teaching and non-teaching)

The personnel of Dibul Elementary School is presented in Table 9.
Table 9 The School Head and Teaching Staff

Table 9 indicates school personnel of Dibul Elementary School to be 6 permanent

teachers, one Head Teacher, and two Local School Board teachers. There are no other
personnel like non-teaching personnel as janitor, security guard, nor clerks.

Table 10 hereunder presents the teacher position and their educational qualification by
gender.
Table 10 Teacher Position & Educational Qualification

The table discloses the educational qualification of the teachers by gender including the
Local School Board Teachers. Six of the permanent female teachers are with MA units,
one female and one male LSB Teachers.
4. Physical Facilities (buildings, classrooms, toilets, library, clinic, laboratories,
guidance centre, canteen, school furniture)
The physical facilities of Dibul Elementary School are presented in the following tables
based from the data gathered from the MIS and SRC.
School Buildings
Table 11 Data on School Building

The table reveals that there is no shortage of academic classrooms. Other rooms are also
used as office, School clinic, Library, School canteen, HE, and Industrial Arts room.
Instructional Facilities
Table 12 below shows the physical and ancillary facilities of the school for the last three
years.
Table 12 Instructional Facilities

One building with two classrooms was added for this Year 2012 as Multi Purpose
Building used as HE and Industrial room.
Table 13Needs of the School on Instructional Room

The table presents the actual number of classes which is 7 including the Kindergarten
class. There are 13 classrooms available.

Classroom Furniture
A classroom equipped with complete furniture can contribute a lot to make a school a
conducive place for learning.
Table 14 presents the classroom furniture of DES (tablet and armchairs, desks, teachers
tables and chairs, blackboards, laboratory tables and chairs/stools) for the last three years.

Table 14 Classroom Furniture

The table shows the number of serviceable armchairs and desks. For this year, there are
only 139 armchairs and desks, 20 long tables, 71 Monoblock chairs, while there are 188

Kindergarten to grades 6 pupils enrolled. Teachers table and chairs are only for the 6
permanent teachers. There are no laboratory and library tables and chairs. The school
needs 49 more number of armchairs for pupils, and one Teachers table and chair for
Kindergarten teacher.

Learning Facilities
Multimedia learning facilities are needed to facilitate the teaching-learning process
especially now a days.
The table below presents the multimedia learning facilities.
Table 15 Multimedia Learning Facilities

The table shows the multimedia learning facilities. The number of TV sets and DVD
player is sufficient, but there is no computer to be used for instruction.
Office Equipment/Facilities
To facilitate the operation and services of the school, office equipment and facilities must
be complete and available.
Table 16 presents the office equipment and facilities of the school for the last three years.
Table 16 Office Equipment/Facilities

The school office has one type writer ,one computer and printer, one sound system, one
karaoke, one DVD player use for operations of the school. This shows the scarcity of
office equipments and facilities.

Health Services
Medical and dental services are also needed in the school. This is presented in Table 17.
Table 17 Medical/Dental Services

`Finances of the School

Table 18 also presents the status of Finances of the school through its MOOE.

Table 18 Status of Finances of the School

The MOOE of the school only increased in the latest year. It is spent on Instructional
Materials, Office supplies, Electric Bill, trainings, maintenance of computers and minor
repairs of building and school facilities.

5. School Management
School Management of Education Services focuses on the participation of all the
stakeholders of Dibul Elementary School, the provision of instructional support by the
Area Supervisors, and the working group of the school.
Linkages
Table 19 presents the participation of the stakeholders on school activities.
Table 19 Parents Participation in School Activities

The table presents the increasing parents participation in school activities for the last
three years, an indication of their full support to the school.

Instructional Supervision
Instructional Supervision is also very important in improving the pupils performance.
Table 20 shows who supervised the teachers of this school.

Table 20 Percentage of Teachers Supervised

The table shows that the teachers were never supervised by the Education Program
Supervisors and District Supervisor for the last three years. Only the school head
conducts supervision to all the teachers.

Teacher Needs
The National Competency-Based Teacher Standards (NCBTS) provides the teachers and
school heads with a framework for desired competencies for effective teaching. The
Teacher Strengths and Needs Assessment (TSNA) is a tool that will guide the teachers in
determining personal and professional strengths, as well as in identifying professional
development needs. The information derived from this assessment is essential in crafting
of the teachers Individual Plan for Professional Development (IPPD).
Dibul Elementary School conducted the NCBTS-TSNA using the electronic version
where result is automatically computed and illustrated in graph and table form.
NCBTS-TSNA was conducted not only for the preparation of the IPPD but for the
consolidation of the needs of teachers.
Table 21 disclosed the interpretation of the result of the NCBTS-TSNA by domain and
strand.

The table reveals the lowest competency level of teachers under Domain 4-Curricculum
and Strand 4.7-Demonstrates skills in the use of ICT in teaching and learning. This means
that the teachers need to enhance their skills on ICT. Strand 4.2-Communicates clear
goals for the lessons that are appropriate for learners is the second lowest competency
level which they also need to develop through trainings and seminars.

School Surveys
In addition to the documentary analysis to determine the situational analysis, a school
survey was also conducted to gather information which could be used in the preparation
of the 5-year School Improvement Plan.
The survey gathered information on: 1) school climate, 2) Parent Opinion, and 3) Teacher
and Teaching Survey.
The instruments used in the surveys and the scale of measuring the description of the
respondents are issued by the DepEd.

School Climate Survey. There were 50 grade VI pupil-respondents to gather information

on their perception on school climate. Table 10 presents the 50 grade VI pupils
perception.
Table 22 Grade VI Pupils Perception on School Climate

The table shows that the grade VI pupils believe that La Paz Elementary School is a very
highly conducive school for them. This perception could be due to their active
participation in school activities where they become the leaders, and their participation to
the district, division and regional competition where they also bagged awards.
Parent Opinion. Table 23 hereunder presents the parents perception on the different key
indicators.
Table 23 Parents Perception on the Different Key Indicators

The foregoing table 23 indicates a very high regard of the 70 sampled parents of La Paz
Elementary School toward the services of the school. The only indicator that fell short of
outstanding is quality of teaching that is described as very satisfactory. The possible
reason for this perception could be due to the NAT Performance of the grade III which
was on the whole below average.

Teacher and Teaching Survey. Table 24 presents pupil perception on teachers and their
teaching process. There were 60 pupil respondents from grades IV to VI.
Table 24 Grade IV to VI Pupils Perception on their Teachers and Teaching Process

Legend: WM Weighted Mean

The foregoing table 24 indicates an over-all description of the pupils of their teachers and
teaching process to be only fair. The teachers and teaching process were described fair
along the key indicators: helpfulness and responsiveness, quality of instruction, and
difficulty of work.

PROBLEM IDENTIFICATION (List of Problems)

1. Write a brief description of core values representing people, processes and performance
and how stakeholders will behave in carrying out the schools vision and mission.
2. Vision Statement contains simple or complex statements
3. Mission statement contains one or more statement

GOALS AND OBJECTIVES/TARGETS

Goals
1. Increase achievement level/ Improve pupils performance
2. Improve/ Maintain / Decrease performance indicators from the baseline
3. Enhance teachers/ Administrator competence in teaching the different subject areas.
4. Acquire adequate physical facilities
5. Strengthen school-community partnership
6. To improve funding source/ management of fund.
Objectives
1. To improve/maitain pupils performance to achieve 75% by year 2015.
2. To improve teacher / administrator competence
3. To improve/ costruct adequate physical facilities
4. To strengthen school community partnership
5. To initiate funding generation/ improve management of fund.
Targets
1. Increase achievement level to 75%.
2. Improvement teachers performance
3. Provision / Acquisition of adequate physical faclities
4. Encourage parents/stakeholders maximum participation
5. Implementation workable resource generation projects and improve management of
funds.

PRIORITY IMPROVEMENT AREAS

Three-Year Work & Financial Plan

3-Year WFP contains objectives, programs/projects/interventions to be attained within 3

years using the 3-year WFP template

ANNUAL IMPLEMENTATION PLAN

AIP contains major activities of programs/projects/interventions to be attained within one

year using the AIP template.

Monitoring & Evaluation Plan & Structure

Write a brief description on the organization of the M & E structure and the corresponding roles
and responsibilities

IMPLEMENTATION PLAN AND STRUCTURE

Write a brief description on the organization of the SIP Implementation Structure and the
corresponding roles and responsibilities

To track the progress of this Five-Year School Improvement Plan and to determine its
effectiveness, the Monitoring and Evaluation Plan and Structure was designed. It aims to
manage the implementation of the programs and activities contained in the AIP and the
SIP.
Monitoring as the purposive gathering of pertinent information relative to how well
targets are achieved and the manner with which these targets are achieved; and
Evaluation as the analysis of information gathered during the monitoring phase with
which one can make judgment on the effectiveness of the school shall be done by the
newly created SIP Implementation Team and School Quality Management Team.
Below are the compositions of the teams:

ORGANIZATIONAL STRUCTURE

The SIP IMPLEMENTATION TEAM undertakes the following functions:

1. Organize program teams approved by the School Head which will manage different programs
and activities as reflected in the 3 -Year WFP and the AIP;
2. Make regular reports (monthly, quarterly, semi-annual or annual) to the School Head as
regards the status of SIP implementation;
3. Make recommendations to the program teams regarding actions that are considered necessary
in successful plan implementation;
4. Assist School Planning Team in enhancing the SIP every year during the SIP revisit; and
5. Convene regularly to discuss implementation issues together with School Heads and SQMT.

The SIP SCHOOL QUALITY MANAGEMENT TEAM monitors and evaluates the plan
implementation.
Specifically, it shall:
1. conduct monitoring during plan implementation like gathering, recording,
organizing, storing data, and ensuring that school records are complete and up to
date;
2. evaluate results of SIP implementation which will be made as basis for decision
making by the SH for interventions;
3. make regular reports and submit to SH;
4. update M & E plan during SIP revisit
5. design monitoring and feedback system (e.g. flow of reports and feedback,
reporting schedules, monitoring and feedback forms);
6. analyze and interpret data and provide copy to the School Head and program
teams;
7. convene regularly to discuss M & E concerns together with implementation team
and SH;
8. monitor school and learner performance and recommend to the SH, actions to
improve learner achievement.
Roles/Functions of Program Teams
1. Physical Facilities & Instructional Materials & Equipment Team
a) Prepares master plan on physical facilities and ,in coordination with the
team on Curriculum and Instructional Programs , prepares instructional
materials anD equipment
b) Makes annual inventory of facilities, materials and equipment

c) Identifies physical, materials and equipment needs

d) Assists in the preparation of project proposal to source out funds for
physical facilities, materials and equipment projects
e) Takes the lead role in the implementation of physical facilities project
f) Takes charge of the procurement of materials and equipment
g) Conducts regular inspection of physical facilities, informs the School
Head on the status and make recommendations
h) . Prepares list of measures on the care and use of physical facilities,
materials and equipment
2. Curriculum and Instructional Programs Team
a)
b)
c)
d)

Organizes program teams per subject area

Lists roles and functions of each subject area program team
Convenes regularly with SH, Implementation Team and SQMT
Records best practices, facilitating and hindering factors in relation to the
implementation of subject area programs

Roles/Functions of Program Teams

3. Student/Pupil Co-Curricular Activities Team
a) Prepares plan for student/pupil co-curricular activities
b) Supervises co-curricular activities like sports, cultural shows, talent
shows, student/pupi government activities, etc.
c) Mobilizes stakeholders to support student/pupil activities
d) Convenes regularly with implementation team, SH and SQMT to discuss
issues about the program
e) Initiates Health and Nutrition-related Program for students/ pupils
4. Staff Development Team
a) Conducts TSNA to determine strengths and training needs of teachers and
non-teaching personnel; utilizes LET ratings of beginning teachers to
determine teacher training needs
b) Prepares an INSET Plan and submits to SH for comments and approval
c) Conducts resource mobilization activities in order to get funds to support
plan
d) Manages INSET program to improve professional competence of teachers
in order to improve the delivery of instruction
e) Organizes pool of trainers in the school who can be tapped as speakers
during INSET
f) Evaluates and makes Training Completion Report after the completion of
every training

g) Convenes regularly with the School Head, Implementation Team and

SQMT and discusses implementation issues

Roles/Functions of Program Teams

5. School Finance Team
a) Makes recommendations to SH regarding School Financial Plan in relation to
the budget requirements of the SIP/AIP
b) Prepares resource generation plan which will involve the stakeholders
c) Manages allocation of resources for operational and developmental activities
which are reflected in the SIP
d) Prepares annual procurement plan approved by the school head
e) Prepares financial reports
a. Tracks the utilization of funds and reports to SH
6. Advocacy/Communication Team
a) Prepares communication/advocacy plan to disseminate information regarding
the SIP
b) Links with the media (print/TV/radio/internet) to raise consciousness of
stakeholders about the SIP and entices them to support SIP
c) Writes press releases on the progress of the SIP implementation

SIGNATORIES:

MR. RENATO M. VICMUDO

Head Teacher III
Chairperson-SPT

RONNIE G. DAILEG
Brgy. Capt.., ABC President
SGC Chairperson
Vice- Chairperson SPT

HON. DENNIS P. FELICIANO

Sangguniang Bayan Member
Member SPT

HON. DIONICIO M.VICMUDO

Municipal Mayor
Member SPT

MR. REYNALDO D. OLAO

Brgy. Kgd. Chairman on Education
Member SPT

MR. DANILO B. DAILEG

PTA President
Member SPT

BRGY KGD. MEDEES M. MARTIN

PTA Vice President
Member SPT

MRS. MERLITA I. TABILISMA

Teacher 3
Member SPT

MRS. JULIETA G. ROMERO

Teacher III
Member SPT

MS. KEITH G. BELMONTE

SGC President

MRS. MELISSA A. VICMUDO

Principal II, In-charge of the District
Consultant

Republic of the Philippines

Department of Education
Region 02
Division of Quirino
District of Saguday
DIBUL ELEMENTARY SCHOOL
March 20, 2012
DR. BENJAMIN D. PARAGAS Ph. D.
Schools Division Superintendent
Division Office, Cabarroguis, Quirino
Sir:
We are happy to inform you that Dibul Elementary School has completed its School
Improvement Plan for 2011-2014 which we are hereby endorsing for your review and
acceptance.
We wish to inform your office that this SIP is a product of collaborative effort of parents,
community leaders, teachers, alumni,, pupils, under the leadership of Mr. Renato M. Vicmudo .
Thank you and regards.

Sincerely yours,

RENATO M. VICMUDO
School Head

RONNIE G. DAILEG
SGC Chairman

ELMER D. LEAL
Head, Planning Committee