Republic of the Philippines

Department of Education
Region XII
Division of Sultan Kudarat
West Isulan District
KAMANGA ELEMENTARY SCHOOL
Sitio Kamanga, Laguilayan, Isulan, Sultan Kudarat

SCHOOL IMPROVEMENT PLAN

SY 2011-2012
1.0 INTRODUCTION

A basic framework of a quality education system is one that succeeds in meeting its own goals; one
that is relevant to the needs of pupils, communities and society; and one that foster the ability of pupils to
acquire knowledge and critical learning skills. Poor quality is not the only factor keeping the pupils out of
school, and when effective learning is not taking place in school, parents are more likely to withdraw their
children from school early or not to send them all. Improving quality is therefore essential to achieving the
goal of universal access to and completion of basic education.
It is in this pursuit of educating the young minds that Kamanga Elementary School would like to
inculcate in which the pupils become better and productive citizen.

2.0 SCHOOL AND COMMNUNITY PROFILE

A. SCHOOL PROFILE

A1. Name: KAMANGA ELEMENTARY SCHOOL

Historical Background

Kamanga is a Muslim word which means “Hasaan or Sharpener”. A place of many big and
small rocks, this was the reason why the place being called “KAMANGA” by our Muslim elders. The
populace is engaged in farming, logging and kaingin as their source of income. The total population is
approximately One Thousand Five Hundred (1500) residents both Muslim and Manobo with a land area of
more or less Two Hundred (200) hectares. With growing population, one of the elders of our Muslim
brothers named Mamon Masdal through his deep concern of the children donated a parcel of his land to
put up a school named Kamanga Elementary School.
Kamanga Elementary School is located at Sitio Kamanga, Laguilayan, Isulan, Sultan Kudarat. It
is built on top of Daguma Mountain Range at the Western part of Barangay Laguilayan.
The school was established in the year 1986 through the initiative of former Barangay
Chairman of Laguilayan Mr Braulio P. Madriaga and the leader of Sitio Kamanga in the person of Datu
Sultan Abobakar Sinenggayan, Alhaj, with the help of former Congressman of Sultan Kudarat Estanislao
Valdez and former District Supervisor of West Isulan Mr. Arturo Garaygay.
It all started with a primary education from Grades I to III with only two (2) teachers, Mrs.
Elena M. Soriano and Mr. Bayan P. Camsa. After two years, the enrolment has dramatically increased and
the grade raised to grade IV. There was an additional of 2 teachers Mrs. Navarro and Mr. Usop under the
supervision of Mr. Antonio Garaygay and Mrs. Soriano was designated as Teacher-in-Charge from June-
1987 to June-2001. The school had been developed and improved through the effort of the TIC with the
help of the PTCA Officers coordinated with Local Government Unit. Later, more classrooms have been
built and eventually the school had catered a complete elementary in 1992 from Grades I to VI with the
total enrollees of 223 pupils with 6 teachers.
In the year 2001, when Mrs. Elena M. Soriano was promoted to a Principal and was transferred
to other school, she was then replaced by Mrs. Elena D. Madriaga designated as Teacher-in-Charge of
Kamanga Elementary School up to January 10, 2011. Mrs. Madriaga had contributed much to the
improvement of the school for 9 and one-half years.
Every year, the enrolment has reached not less than Five Hundred pupils. This school year
2010-2011, the enrolment has increased to Five Hundred Twenty one (521) pupils with 14 teachers. The
pupils are 99% Muslim and 1% Manobo with 3 Muslim teachers and 11 who are Christians. Just recently,
there was a movement of the 4 school heads and were assigned to different schools. A newly designated
as Teacher-in-Charge is presently a school head of Kamanga Elementary School in the person of Mrs.
Ofelia C. Beton, a Master Teacher-I from Esperanza National High School. She was installed last January
11,2011.

A2. Guiding Principles: SCHOOL VISION-MISSION STATEMENT

VISION:
Kamanga Elementary School envisions to be an agent for change and
transformation for holistic development of the human person.

MISSION:

Kamanga Elementary School commits to provide learning experiences through

relevant and responsive academic, co-curricular program to prepare the
young individuals for effective involvement in the changing milieu
and be enlightened, patriotic and useful Filipino citizen.

CORE VALUES
P Passion for Learning
E Excellence in every Work
A Advocates for Peace and Love
 C Care for the Mother Earth and
E Exhibits genuine Concern for Everyone

A3. CURRICULUM
The school provides comprehensive curriculum that caters to the individual needs and
abilities of all pupils, and

supports their academic and personal development.

GMRC is integrated in all learning areas in all grade levels. Appropriate core values for
each learning areas have

been indicated in the learning competencies.

Science and Health for Grades I & II is integrated in English. This is used as vehicle in
developing the skills in

English.

Filipino will use Sibika at Kultura/Heograpiya,Kasaysayan,Sibika (SK/HKS) as content.

Focus is on the

development of the communication skills. SK/HKS will be taught as a separate subject

because this has a separate
 time allotment.

For EPP, at the beginning of the school year, teachers are expected to prepare a schedule
of the learning

strands based on the PELC that will be taught each grading period. Although 40 minutes is
allotted to EPP as one

teaching block daily, the school may design alternative longer time schedule of 120
minutes/day to give time for

hands-on exploratory work once or twice a week. This can be done through careful planning
and coordination with the

other teachers of the MAKABAYAN components (HKS and MSEP).

MSEP are integrated in Sibika and Kultura for Grades I-III. These can be use as
springboard or outcome of the

lessons, but if there’s a need to formally teach the elements of Music, Arts and P.E. the
teacher may do so. Hence, the

teacher can get some of the time allotted for MAKABAYAN. For grade IV, MSEP is given 20
minute period and minute

period for Grades V and VI to be taught daily. However, the teacher/s may plan a three week
cycle in such a way that
 each component will receive equal time allotment. The child can also participate in various
interest groups such as

musical organization, intramurals, scouting and other recreational activities.

Varied activities may be done in learning areas with increased time allotment such
as:
* Remediation for Slow Learners
* Enrichment/Reinforcement for Fast Learners
* Co-curricular activities: e.g. Science Club, Math Club, Campus Journalism,
BSP/GSP Scouting

A4. TIME ALLOCATION

Learning Areas Daily Time Allotment-Minutes Per
Day
I II III IV V VI
English 90 90 90 60 60 60
Filipino/Sibika at Kultura(SK) 80 80 70
Heograpiya, Kasaysayan at Sibika(HKS) / 40 40 40
Musika,Sining,
at Edukasyong Pagpapalakas ng Katawan
 Mathematics 70 70 70 60 60 60
Science and Health 40 60 60 60
Filipino 40 40 40
Edukasyong Pantahanan at Pangkabuhayan (EPP) 40 40 40
Total No. of Minutes Daily 240 240 270 300 300 300

• For Grades I and II, Science and Health will be integrated in English.
• For Grades I, II, and III, Sibika at Kultura will be integrated in Filipino.
• For Grades IV, V, and VI, Musika, Sining at Edukasyong Pampalakas ng Katawan (MSEP)
will also be integrated in Heograpiya, Kasaysayan at Sibika
• Edukasyong Pagpapakatao will be integrated in all subject areas.

A5. PERSONNEL
Name Advisory Other Assignments
Class
1. Jovelinda S. Grade I-A Character Education & Physical Facilities
Aquino Coordinator
2. Ayrin P. Grade I- Math Coordinator
Manabeng B
 3. Maricel B. Grade I- Filipino Coordinator & School Paper
Fruto C Adviser(Filipino)
4. Sittie S. Grade II-A School ALS Coordinator
Bantilan
5. Faidza M. Grade II-B EPP Coordinator
Malang
6. Juniper J. Grade III-A Guidance Coordinator
Dillomes
7. Helen E. Sotelo Grade III-B GSP Coordinator
8. Cristina C. Grade IV- Library In-Charge & Property Custodian
Angeles A
9. Norhania G. Grade IV- Canteen In-Charge
Dasil B
10. Marilou F. Mejia Grade V-A Science & Health Coordinator
11. Claverlyn V. Grade V-B MSEP Coordinator
Ortiz
12. Laarni P. Grade VI-A School Paper Adviser(English)/SPGO
Agustin Adviser
13. Daisy R. Grade VI-B English Coordinator
Pagarigan
14. Arnel C. Relieving BSP Coordinator & Prefect of Discipline
Breguera
15. Ofelia C. Beton School Head School Supervisor & Manager
A6. PHYSICAL FACILITIES
Facilities Remarks
1. Classrooms There are enough classrooms for grades I to VI
but need repair. No classroom for the pre-school.
2. Clinic Not Functional
3. Library Not Functional
4. Laboratory Not functional
5. Canteen Not functional
6. Guidance Office No cubicle but the permanent records of the
pupils are kept in the Principal’s office
7. Toilet There is a common toilet for male and female
located outside the classroom.
 B. COMMUNITY PROFILE
B1. Geo-Political

a. Location

Kamanga is a sitio located in the barrio of Laguilayan, Municipality of Isulan, Province of

Sultan Kudarat. It is 4 km
away from barangay Laguilayan. It is away from Dukay, Esperanza, Sultan Kudarat.

b. Topography
The topography of Kamanga is hilly. It is located on top of Daguma Mountain Range
at the Western part of
Barangay Laguilayan. The soil type is loam which suitable for the production of agricultural
crops like rice, corn,
coconut and other high value crops or commercial crops like palm oil and banana.
c. Water Resources
The Kamanga Creek supplies water that irrigated the rice fields of the farmers.
Generally, the rain feeds the
 agricultural crops of the farmers. The household used Spring as the source of drinking
water.
d. Political
Sitio Kamanga belongs to Barangay Laguilayan, Municipality of Isulan under the
Province of Sultan Kudarat.
Presently, the Sitio leader is Sultan Abo Bakar Senenggayan, Alberto M. Argueza is the
Barangay Chairman of
Laguilayan, and Governor Suharto Mangundadatu is the governor of the Province of Sultan
Kudarat.
e. Population
Below is the table that shows the population of Sitio Kamanga in comparison with
other sitios or puroks
in Barangay Laguilayan.

Table 1. Population and Household Distribution in Laguilayan

Agrarian Reform Community (ARC)

Purok Populatio Percentag Head of Percentag Househol Percenta

n e Family e ds ge
Purok 1 863 8 234 11 207 10
Purok 2 660 6 177 8 162 7
 Purok 3 854 8 192 9 197 8
Purok 3-A 892 9 194 9 174 7
Purok 4 856 9 188 9 205 9
Purok 5 1,074 10 256 12 254 12
Purok 6 1,010 10 245 11 251 11
Purok 7 606 6 158 7 137 6
Calumpang 1,423 14 197 10 295 13
Housing 732 7 190 9 251 11
Project
Sitio 1,281 13 116 5 140 6
Kamanga
Total 10,251 100 2,147 100 2,273 100
Percentage 21% 22% 40%

f. Population by Age and Sex distribution

Table 2 (Population of Laguilayan by Age group and Sex distribution ) shows that Sitio
Kamanga & Calumpang
has a very young population. There are 413 children with the ages from 0-17. These
populace are considered as
ages that are expected to in school.

Table 2. The Population of Kamanga & Calumpang

By Age Group and Sex Distribution
 Kamanga Calumpang
SEX AGE SE AGE
X
0-5 6-13 14- 18- 26- 0-5 6-13 14- 18- 26-
17 25 30 17 25 30
M 134 84 37 56 24 M 202 130 59 76 35
F 49 69 40 42 25 F 58 128 39 40 50

C. ECONOMY

a. Existing Agricultural and Commercial Crops in Sitio Kamanga.

The main agricultural product of Sitio Kamanga is Corn.. Sitio Kamanga is also the cite
for oil palm and banana
plantation.

b. Livestock
Based on the latest survey Sitio Kamanga had 35 carabaos, 38 cows, 123 goats
and 10 sheeps. The
carabaos are used to plow the agricultural fields of the local farmers.

c. Existing Farm Machines and Equipment at Sitio Kamanga.

 Based on the Barangay Development Plan 2008, Sitio Kamanga has 4 threshers.These
machines are used to
thresh rice.

d. Existing Credit and Marketing Assistance in Sitio Kamanga

As shown in the Barangay Development Plan 2008, Sitio Kamanga has 22
cooperatives, 140 traders. The
populace avails the services of credit conduits with these identified groups of people.

D. SOCIO-CULTURAL
a. Dialects Spoken By Households
Maguindanao dialect dominates Sitio Kamanga households with 99% and 1% for
Manobo dialect.

b. Religious Affiliation of the Households.

Islam dominates the religious affiliation of the households with 99% and 1%for
other religious sects.

c. Cultural beliefs and traditions

Since Sitio Kamanga is predominantly dominated by Muslims, their cultural

beliefs and traditions are
influenced by Muslims beliefs and traditions.

3.0 SITUATIONAL ANALYSIS

 A. SCHOOL PERFORMANCE
I. Learners Achievement
* The pupils are given periodic examinations to assess their learning.
* The teachers use standardized and teacher-made tests to evaluate pupil performance in their classrooms.
* Achievement tests are conducted to gauge the pupils level of performance.
* The pupils should thoroughly be reviewed and be given review materials for better and excellent
performance particularly in the District,
Division and National Achievement Test.

The table shows the Mean Percentage Score (MPS) of the Pre-Test and Post-Test Results in
the District Level
Grade I Grade II Grade III Grade IV Grade V Grade VI

Subject Pre Post Pre Post Pre Post Pre Post Pre Post Pre Post
English 72.40 30.84 52.45 34.4 51.54 22.73 53.65 28.4 54.11 24.5 57.40
0 4 8
Math 64.28 21.15 51.38 32.9 51.42 22.94 51.88 25.1 70.80 32.2 45.37
5 8 3
Science 33.9 51.34 21.73 56.17 26.8 62.98 29.5 69.69
6 1 1
Filipino 62.90 18.82 55.21 37.1 52.62 31.70 69.10 27.7 65.58 32.6 76.46
8 1 9
Makabayan 78.00 22.03 60.31 32.2 51.85
1
Character 73.50 23.36 65.07 29.9 42.41 25.76 71.19 36.3 48.69 39.1 74.39
Education 9 4 2
EPP 24.90 66.23 27.3 64.51 43.6 65.58
9 0
 HEKASI 25.74 68.09 27.1 53.81 28.6 47.98
7 4
MSEP 26.45 51.44 27.9 54.83 25.2 62.80
0 9

II. Performance Indicators

*The school has a process to assess school-wide and individual student progress in achieving the academic
expectations of its mission,
goals and objectives.
* The school evidently engages in regular, self-reflective evaluation of its operations and or student
learning outcomes.
* Maintain the Zero drop out rate/reduce drop out rate
* Increase retention rate
* Increase completion rate
* Increase graduation rate
* Reduce the repetition rate
* Increase the promotion rate
* Increase the cohort survival rate
* Increase the transition rate
* Reduce the failure rate
* Raise achievement level of the Student-at- Risk of Dropping Out
* Retrieve learners who are out of school
* The school maintains projections that reveal trends and tendencies as shown by the following
performance indicators.
The table below shows the performance indicators for 5 consecutive school years.
Indicator 2006-2007 2007-2008 2008-2009 2009-2010 2010-2011
1. Participation Rate 98% 94% 96% 98% 97%
2. Completion Rate 46% 51% 32% 38% 50%
3. Graduation Rate 96% 90% 94% 99% 99%
 4. Drop-out Rate 0.58% 3.85% 2.28% 1.18% 0%
5. Repetition Rate 3.73% 2.53% 1.32% 0.90% 0.97%
6. Promotion Rate 95% 97% 95% 96% 95%
7. Retention Rate 87% 86% 98% 85% 88%
8. Cohort Survival Rate 53% 36% 52% 39% 52%
9. Transition Rate 89% 87% 96% 88% 97%
10. Failure Rate 4.29% 2.74% 2.60% 1.40% 3%

B. INSTRUCTIONAL MATERIALS
Introduction:
The quality of instruction in a school is the single most important factor affecting the quality of student
learning, the achievement of
expectations for student learning, the delivery of the curriculum, and the assessment of student progress.
Instructional materials,technology,
equipment, supplies, facilities and the resources of the library are sufficient to allow for the effective
implementation of the curriculum.
Instructional materials can be used as motivational devices as sources of information, and/or as supplementary
activities to make the
learning possible.

I. SCHOOL EQUIPMENT

* The school has purchased 1 karaoke unit used during programs and dance practices.
 * The school needs relevant instructional resources and equipment technologies for effective teaching-
learning process such as
worksheets, transparencies, slides, videotapes, computer, cassette, DVD & VCD players, television,
phonetic tapes and radio.

II. TEXTBOOKS

* Each subject or learning area has insufficient updated textbooks/references for pupils.

* The school aims to ensure the 1:1 book per pupil ratio and that uniform textbook titles
will be used by pupils in

each grade level.

The table below shows the number of books in each learning area per class.

BOOKS IA IB IC IIA IIB IIIA IIIB IVA IVB VA VB VIA VIB

Landas sa Wika at Pagbasa(Fil) 41 11 0 0 31
0 17
Power in Numbers (Math) 67 23 0 75
Fun in English (Reading) 47 18 0 15 72 16 0
Language 15 0
Sibika at Kultura 34 24 0
Matapat na Pilipino 0 6 0
Pagdiriwang ng Wikang Filipino 55 22
Mathematics for Everyday Use 128 0 20 0 0 65
Science &Health 85 34
Katangiang Pil (Makabayan) 37 0
Pagsibol ng Lahing Pilipino 0 9
 Bagong Filipino sa Salita at sa Gawa 57 28
Pagbasa (Wika) 57 0
Eng for all Times (Reading) 31 76
Language 60 19 0
Growing with Science & Health 24 36
Masipag na Pililipino (Sibika at Kultura) 20 16
Hiyas na Pagbasa 55 0 27 15
Hiyas na Wika 44 0 28 20
Pilipino Ako Pilipinas ang Bayan Ko 68 0
Grade School Mathematics 31 0 9 0
Marangal na Pilipino 37 24
Into the Future(Science & Health0 24 0
Yaman ng Pilipinas (HEKASI) 12 0

III. TEACHING AIDS

* A teacher’s teaching skill can be gauged by the quantity and quality of teaching aids he/she uses,
and by the methodology
with which he/she utilizes them.
* The teacher needs instructional materials as supplemental learning resources by making use
of throw-aways like empty
bottles, ice cream cups, and spoons, empty match boxes, old calendars, shells, stones,
cans and the likes and a maximum
use of available indigenous materials
* Teacher-made instructional materials and resources are appropriate to the level of pupils.
* Teacher requires to develop instructional materials meaningfully by observing the guidelines
in the development of an
effective teaching aid:
 a. Know the pupils’ needs in order to select the appropriate teaching aid to meet the objectives of
the concepts.
b. The objectives, the subject matter of the lesson, and the teaching aid should be aligned toward
one direction.
c. Identify or isolate the critically-needed teaching materials which teachers alone or the teachers
and pupils together can produce out of the available local resources.
d. A survey and an inventory of the local new raw materials and resources will help spark in the
teachers and pupils a windfall of ideas about the forms and types of teaching materials which
they can create to help solve their instructional problems.
e. A great deal of research, reading, observation, listening and purposeful exposures to new ideas,
information and types of teaching materials will generate much needed motivation for the
production of novel or new materials of instruction.
f. Start with simple and easy production techniques or procedures which all teachers need to
develop, such as learning to draw letters, doing simple sketching, designing simple layout of
posters, diagrams and graphs, and making effective use of the chalkboard, bulletin board, and
flannel board.

C. PERSONNEL PROFILE
Introduction:
The school shall maintain administrative, instructional, and support staff who are qualified, competent, and sufficient in number to
effectively enable the school and the specific
educational programs offered to accomplish their purposes. Teachers assignments shall be given such that the school personnel are able to carry out
their duties effectively. Teachers shall
have adequate time to prepare and provide effective instruction, advice and students, continue professional growth, and participate in service activities
expected by the school.
No Plantilla Name Civil SE Tribe Education Major Mino School Where CS Status of Length Positio Source Date of
Item No. Statu X al r Graduated Eligibilit Appointme of n of Appointme
s Qualificati y nt Service Title Fund nt
on s
1 TCH1- ANGELES, CRISTINA M F ILONGGO BEED GENER MINDANAO STATE LET PERMANEN 6 T-I NATIONA 03-22-05
793067- C. AL UNIVERSITY T L
1998
2 TCH1- AQUINO,JOVELINDA M F ILOCANO BEED GENER QUEZON COLLEGES LET PERMANEN 2 T-I NATIONA 09-28-09
793140- M. AL OF SOUTHERN T L
1998 PHILIPPINES
3 TCH2- BANTILAN, SITTIE M F MAGUINDAN BEED GENER QUEZON COLLEGES LET PERMANEN 6 T-II NATIONA 08-25-05
759574- S. AO AL OF SOUTHERN T L
1998 PHILIPPINES
4 TCH1- BREGUERA,ARNEL M M ILOCANO BEED GENER QUEZON COLLEGES LET PERMANEN 9 T-I NATIONA 01-14-02
793113- C. AL OF SOUTHERN T L
1998 PHILIPPINES
5 TCH1- DASIL, NORHANIA M F MAGUINDAN BEED GENER QUEZON COLLEGES RA PERMANEN 10 T-I NATIONA 11-05-01
793130- G. AO AL OF SOUTHERN 3678 T L
1998 PHILIPPINES
6 TCH1- DILLOMES, JUNIPER M F ILOCANO BEE/MA GENER NOTRE DAME OF LET PERMANEN 6 T-I NATIONA 08-23-05
793123- J. AL MARBEL T L
1998 UNIVERSITY
7 TCH1- FRUTO, MARICEL B. S F ILOCANO BEED/MA MATH NOTRE DAME OF LET PERMANEN 2 T-I NATIONA 09-08-09
840034- TACURONG T L
2009 COLLEGE
8 TCH1- MANABENG, AYRIN M F ILOCANO BEED GENER HOLY CROSS OF LET PERMANEN 6 T-I NATIONA 08-28-05
793112- P. AL DAVAO T L
1998 COLLEGE
9 TCH1- MALANG, FAIDZA M F MAGUINDAN BEED GENER PHILIPPINE PBET PERMANEN 14 T-I NATIONA 06-31-97
793131- M. AO AL HARVADIAN T L
1998 COLLEGE – COT.
CITY
10 TCH1- MEJIA, MARILOU F. S F ILOCANO BEED/MA GENER MINDANAO STATE LET PERMANEN 3 T-I NATIONA 08-04-08
791801- AL UNIVERSITY T L
1998
11 TCH1- ORTIZ, CLAVERLYN M F ILOCANO BEED GENER MAGSAYSAY LET PERMANEN 2 T-I NATIONA 09-08-09
840035- V. AL MEMORIAL T L
2009 COLLEGES-ISULAN
12 TCH1- PAGARIGAN,DAISY M F ILOCANO BEED/MA GENER MAGSAYSAY LET PERMANEN 6 T-I NATIONA 06-09-05
793097- M. AL MEMORIAL T L
1998 COLLEGES-ISULAN
13 TCH1- AGUSTIN, LAARNI P. M F ILOCANO BSE HISTOR UNIV. OF LET PERMANEN 5 T-I NATIONA 11-13-06
840162- Y IMMACULATE T L
2006 CONCEPTION
14 TCH1- SOTELO, HELEN E. M F ILOCANO BEED GENER NOTRE DAME OF LET PERMANEN 7 T-I NATIONA 09-01-04
840227- AL TACURONG T L
2004 COLLEGE
15 MTCRI- BETON, OFELIA C. M F CEBUANO CHEMISTR AB/MA NOTRE DAME OF PBET PERMANEN 13 P-I NATIONA 01-28-98
7252472- Y MARBEL T L
1998 UNIVERSITY

D. PHYSICAL FACILITIES
FACILIITIES Pre-School I II III IV V VI Office Total

Instructional 0 3 2 2 2 2 2 13
Classrooms
Non-Instructional
Building 0
Workshop 0 0 0 0 0 0 0 0
Toilet(outside)
Female 1
0 1
Male
Toilet (inside) 0 0 0 0 0 1(VA) 1(VIA) 0 2
Buildings 0 2 1 2 2 2 1 1 11
Library 0
Clinic 1
Laboratories 0
Guidance 1
Canteen/H.E. 1
School Furniture:
Tables & Chairs 0 55 0 0 0 0 0 0 55
Armchair(wood) 0 0 0 80 65 70 0 0 215
Armchair(steel) 0 0 0 0 0 0 60 0 60
Desk 0 0 58 0 0 0 0 0 58
Cabinet 0 2 1 2 0 0 1 1 7
Tables 0 1 1 1 1 1 1 0 6
Bookshelves 0 2 1 2 1 0 1 0 7
Sala Set 0 0 0 0 0 0 0 0 0
Mono block Chair(plastic) 0 0 0 0 0 0 0 0 49
 B. SCHOOL MANAGEMENT
1. Planning and Development

*The institution systematically evaluates and makes public know how well and in what ways it is
accomplishing its
purposes. The institution provides evidence of planning for improvement of institutional structures
and
processes; institutional improvement is a continuous process schools use to provide increased pupil
performance
and quality results. The institution assesses progress toward achieving its stated goals and makes
decisions regarding
improvement through an ongoing and systematic cycle of evaluation, integrated planning, resource
allocation, implementation, and re-evaluation.
*The school has conducted a self-study that successfully defines its philosophy, vision, mission,
goals/objectives.
 *The school head collaboratively develops and implements a school improvement plan that results in
improved pupil learning.

2. Organization Structure and Staffing

3. Systems and Procedures
* EMIS
*M&E
* Fiscal
An appropriate accounting system is utilized. The school head
implements systematic
procedures to ensure efficient fiscal management and accountability.
The proper procedure of spending the Monthly Operating and Other
Expenses.
No fees collected from the PTA.
 * Rewards
* Communication

4. LEADERSHIP ADMINISTRATIVE
* Academic (Instructional Leadership)
1. Conduct diagnostic test on reading to all pupils..
2. Improve/Intensify classroom instruction
3. Conduct school-based training for Science, Math, English & Toastmaster seminar for teachers.
4. Conduct announced and unannounced classroom observations, pop-in
visitations, clinical supervision, and coaching to all teachers.
5. Supervise the implementation of scheduled activities of the different subject areas.
6. Check test questionnaires for Periodical Examinations.
7. Conduct conferences for sharing of expertise, readings, insights on teaching strategies and updating.
8. Encourage teachers to enroll in MA.
9. Implement regular monthly activities:
a. Nutrition month
b. Buwan ng Wika
c. United Nation’s Day
d. Science Fair
 e. BSP/GSP Program
f. Valentine’s Popularity Contest by class
g. Family day
h. Periodic Convocations
i. Field Demonstration for Barangay Fiesta
10. Facilitate Leadership Seminar for pupil leaders.
11. Facilitate Gender and Development Seminar for the pupils.
12. Facilitate awareness and prevention seminar on the bad effects of smoking, alcohol and drugs for Grade VI
pupils.
13. Conduct Parenting Seminar
14. Conduct Medical/Dental Check up.
15. Conduct Fire and Earthquake Drills
16. Conduct Basic First Aid Seminar

* Establishing Linkages

1. The school is well informed about its own geographic, socio-cultural environment as well
as that of the
community it serves in its outreach program.
2. The school collaborates with families and other community members LGU & non-
government agencies, responds to diverse community interests and needs and mobilizes
community resources.
3. The school has a plan for partnership that collaboratively engages the school with
community members and organizations on behalf of student success.
 4. The school provides a program which encourages community involvement and support of
teachers, parents, and alumni.
5. The school will organize School Governing Council which consists of members or
representatives from Local Government Units, Non-government agencies, parents, alumni,
retirees, Supreme Pupil Government & School Coordinators.

* Management of Stakeholders

a. Internal Stakeholders Participation (teachers, parents,

students)
1. Students are made aware of their rights and responsibilities as primary
stakeholders.
2. Teachers are trained on curriculum content and pedagogy.
3. Parents assume responsibilities as partners in the learning process.
 4. Students, teachers and parents must be adequately oriented on SBM.

b. External Stakeholders Participation (Alumni, Local Leaders,

Retired,
Teachers, Youth Leaders/SK)
1. External stakeholders are organized and made aware of their rights and
responsibilities as education stakeholders.
2. Community leaders/People’s Organization (PO’s/NGO’s) are organized and mobilized to
support SBM (e.g. school community partnership with the classroom).
3. Community Leaders/PO’s/NGO’s are enabled (through capacity development interventions
on resource planning and management) for expanded and school-wide support (e.g. Every
Child a Reader Program, institutionalized remedial classes support health and nutrition)
4. Local government stakeholders are oriented into a functional LSB (e.g. school building and
facilities)
5. External stakeholders understand their respective roles and responsibilities on SBM; and are
organized for participation in SBM processes.
6. Organized external stakeholders support implementation of school-wide improvement
processes.
 6.Ancillary Services

Services Delivery Quality Scope/Types

1. Guidance 1. Keeps on file cumulative Practicing to a Grades I-VI
records of any currently/or greater extent
previously enrolled.
2. Assists in the formulation and
implementation of the
Homeroom program.
2. Library 1. Putting up classroom mini Practicing to a By classroom
library. limited extent
2. Serves as an information
center of the school and the
parents and alumni.

3.Canteen/ 1. Provides nutritious food Practicing to a

Supply service. limited extend
Store 2. The supply store provides
writing pens and papers and
other instruction-related
materials.

4.0 GOALS AND OBJECTIVES

GOALS OBJECTIVES
a. Instructional Develop and improve instructional materials To maximize the use of indigenous materials/
Materials appropriate in local raw materials.
making learning possible. To use the instructional materials as
Improve/intensify classroom instructions. supplemental learning resources.
b. Human Resources a. Convince and compel the young children To develop child’s social, motor and readiness
 starting age skills.
5 to go to school for preschool education. To provide the knowledge and develop the skills,
b. Demonstrate understanding and skills, attitudes to
attitudes to pupil’s personal development.
pupil’s personal development. To guide student learning and to communicate
c. Prepare and provide effective instruction, personal
advice and knowledge and experience effectively.
evaluate students, continue professional
growth, and
participate in service activities expected by
the school.
c. Physical Facilities Provide a safe, clean, and well maintained To repair and maintain for effective operation and
facilities. meet all applicable laws including health and
safety code requirements.
d. School Supervise the implementation of scheduled To conduct announced and unannounced
Management activities of the classroom
different subject areas, activities, academic, observations, pop-in visitations, clinical
socio-cultural, supervision, and
and sports competitions. coaching to all teachers.
To conduct conferences for sharing of expertise,
readings,
insights on teaching strategies and updating

e. Ancillary Deliver and maintain a balance of academic, To provide opportunities for student leadership
Services social,& extra-curricular and service activities. and social interaction and encourage development
of student interest.
To foster intellectual, cultural, and social growth
as well as physical health and wellness.

6.0 Programs and Actions for 3 Years

 A. A THREE-YEAR PLAN
PROGRAM OBJECTIVE ACTIVITIES TIME FRAME PERSONS BUDGET/ MEANS OF Remar
2011- 2012- 2013- INVOLVED RESOURCES VERIFICATION ks
12 13 14
READING CAMP To improve the reading abilities of
Conduct summer reading camp for / / / Pupils Papers & List of names of the
the pupils in English and Filipino.
all identified non-readers in every Teachers pens non-readers
class.
READING PROGRAM To develop reading comprehension Conduct diagnostic test on reading / / / Pupils Papers & Time table for
skills of the pupils. Conduct reading sessions. / / / Teachers pens reading sessions.
REMEDIATION FOR To provide remedial reading Conduct remedial classes/choral / / / Pupils Papers & Time table for
SLOW LEARNERS instruction for the non-readers. recitation during free time. Teachers pens remedial classes.
ENRICHMENT FOR To provide enrichment activities for Conduct enrichment activities / / / Pupils Papers & Time table for
FAST LEARNERS the fast learners. during free time Teachers pens enrichment activity
FEEDING PROGRAM To conduct monthly feeding activity Cooking done by every class. / / / Pupils, parents, Contributions Time table for
. Teachers &SH & donations feeding & picture
taken
ALIVE PROGRAM To conduct Alive classes every Alive classes for all the pupils / / / Pupils, Muslim Contributions List of names of
Friday. Teachers, Ustadz & donations pupils & Ustadz
CLEAN & GREEN To make the campus clean and Make flower & vegetable / / / Pupils, Teachers Seedlings Picture taken
PROGRAM green with gardens & plant more gardens . SH from DENR
trees. Tree planting
BRIGADA ESKWELA To prepare the classroom and the Clean-up, repair of the facilities / / / Pupils, Teachers Cleaning List of names of
campus for the opening of classes. Parents, SH materials parents; picture
taken
GENDER To conduct seminar on Gender Seminar on Gender Awareness / / / Pupils, Teachers MOOE Funds Schedule of the Sem-
AWARENESS & Aware-ness. and Development Resource Person, inar & Picture taken
DEV’T PROGRAM SH
PARENTING To conduct parenting seminar. Seminar on parenting / / / Parents& SH MOOE Funds List of names of
PROGRAM Resource person parents, picture
taken
LEADERSHIP To improve teaching performance Coaching for Excellent Teaching / Teachers MOOE Funds Certificates
PROGRAM and school practices School visitation for benchmarking / / / School Head Travel order, picture
To conduct Toastmaster Seminar Toastmaster Seminar / taken
Instructional To conduct comprehensive review Comprehensive review of the Pupils, Teachers , MOOE Funds Certificates
Development for the Division Contest in Math, pupils for the Division Contest in / / / School Head Solicitations Picture taken
Program Science, Sibika/Hekasi, & Math, Science, Sibika/Hekasi &
Journalism journalism
Health & Safety To conduct Medical/Dental Check Medical/Dental Checkup / / / Pupils, Teachers, Check up results &
Dev up Physical Fitness Test / / / SH Medical/Dental Test
Program To conduct Physical fitness Test Fire & Earthquake Drills / personnel Picture taken
To conduct Fire & Earthquake Drill
Quarterly To conduct quarterly convocation. Quarterly Convocation / / / Pupils, Teachers, MOOE Funds Picture taken
Convocation &SH
Pupils Development To conduct speech choir, Conduct speech choir, / / / Pupils, Teachers MOOE Funds Certificates
Program declamation & oratorical contests declamation & oratorical contests School Head Solicitations/ Travel order
once a year. Participate competition in the / / / Donations Picture taken
To participate in Sci-dama & district level
Damath competition & Sci Attend BSP/GSP Training Course / / /
Investigatory Project in Scounting
To attend District & Division
Jamboree
 B. ANNUAL PLAN SY 2011-2012
PROGRAM OBJECTIVE ACTIVITIES TIME FRAME BUDGET/
A M J J A S O N D J F M RESOURC
ES
READING CAMP To improve the reading abilities of Conduct summer reading camp for /
the pupils in English and Filipino. all identified non-readers in every
class.
READING PROGRAM To develop reading comprehension Conduct diagnostic test on reading. / / / / / / / /
skills of the pupils. Conduct reading sessions.
REMEDIATION FOR To provide remedial reading Conduct remedial classes/choral / / / / / /
SLOW LEARNERS instruction for the non-readers. recitation during free time.
ENRICHMENT FOR To provide enrichment activities for Conduct enrichment activities / / / / / /
FAST LEARNERS the fast learners. during free time
FEEDING PROGRAM To conduct quarterly feeding activity . Cooking done by every class. / / /
ALIVE PROGRAM To conduct Alive Classes every Alive classes for all the pupils / / / / / / / /
Friday.
CLEAN & GREEN To make the campus clean and Make flower & vegetable gardens . / / / / / / / / /
PROGRAM green with gardens & plant more Tree planting /
trees.
BRIGADA ESKWELA To prepare the classroom and the Clean-up, repair of the facilities / MOOE
campus for the opening of classes. Funds
GENDER To conduct seminar on Gender Seminar on Gender Awareness and / MOOE
AWARENESS & Awareness. Development Funds
DEV’T PROGRAM
PARENTING To conduct parenting seminar. Seminar on parenting /
PROGRAM
LEADERSHIP To improve teaching performance Conduct conferences on teaching / / /
PROGRAM and school strategies /
practices. School visitation for benchmarking
To conduct Toastmaster Seminar. Toastmaster Seminar /
To conduct training for Science Conduct district training for science
Teachers teachers
Instructional To conduct comprehensive review for Comprehensive review of the pupils / / / /
Development the Division Contest in Math, Science, for the Division Contest in Math,
Program Sibika/Hekasi, & Journalism Science, Sibika/Hekasi & journalism
Health & Safety Dev To conduct Medical/Dental Check up Medical/Dental Checkup /
Program To conduct Physical fitness Test Physical Fitness Test /
To conduct Fire & Earthquake Drill Fire & Earthquake Drills /
Quarterly To conduct quarterly convocation. Quarterly Convocation / / /
Convocation
Pupils Development To conduct speech choir, Conduct speech choir, declamation
Program declamation & oratorical contests & oratorical contests /
once a year. Participate competition in the
To participate in Sci-dama & Damath district level /
Contests & Sci Investigatory /
Project(Science Fair) Attend BSP/GSP Training course in
To attend District & Division Scouting
Jamboree
Physical/Facilities To improve the facilities and school Repaint of classrooms. MOOE
Development buildings. Repair gutters and ceilings. Funds
Program Put up school fences. Solicitatio
ns
Donations
 B.

7.0 ORGANIZING FOR IMPLEMENTATION

A. ORGANIZATIONAL STRUCTURE
 KAHAR H. MACASAYON, PhD, CEO
VI
Schools Div. Superintendent

EDITHA O. MANIAGO
ELVIRA A. BOLASA
District Supervisor
Asst. Schools Div. Superintendent

0FELIA C. BETON
Teacher-In-Charge

PLANNING & IMPLEMENTATION EVALUATION &

COMMITTEE MONITORING
COMMITTEE

FINANCE/BUDGET B. MONITORING AND EVALUATION

COMMITTEE
 ACTIVITIES TIMEFRAME PERSONS MONITORING &
INVOLVED EVALUATION
PHASE I
1.Planning & APRIL School Head, School Head
Making of Teachers
SIP
2.Submission of SIP APRIL School Head
3.Approval of SIP APRIL Schools Div
Supt
PHASE II
1. Implementation JUNE-MARCH School Head, Education &
of Teachers District
Program/Activitie Supervisors,
s School Heads

PREPARED BY: APPROVED BY:

OFELIA C. BETON KAHAR H.

MACASAYON, Ph.D., CEO VI
Teacher-In-Charge Schools
Division Superintendent