SIP 2016-2018 final

April 15, 2016
DR. EVANGELINE P. LADINES
Schools Division Superintendent
Division of City Schools
Pasay City
Madam:
Greetings!
The undersigned take pride and honor in endorsing to your office the completed School
Improvement Plan (SIP) of Kalayaan Elementary School, Kalayaan Village, Pasay City for
2016- 2018 for your review and acceptance.
This SIP is a product of the collaborative efforts of this academic institution’s
instructional managers, learners, parents and community leaders under the leadership of its
present school headmaster.
Thank you and regards.
Very truly yours,
RODULFO C. TIROL
Principal IV
ELEANOR C. CAPILITAN
Teacher Representative
School Planning Team
GRACE P. VALDEZ
Teacher Representative
School Planning Team

I. DepEd Vision, Mission, and Core Values Statement
II.
School’s Current Situation
III. Planning Worksheet
IV.
Monitoring and Evaluation
Prepared by the School-Community Planning Team composed of
the following:
SPT Member Name
Signature
Rodulfo C. Tirol
Eleanor C. Capilitan
Grace P. Valdez
Sherry Ann M. Alcoreza
Eufemia E. Corral
James C. Bontilao
Nora C. Relaniza
Evelyn V. Ulic
Christie Rica A. Gaid
Gerla L. Mateo
Neil A. Perlas
Darlene C. Caplitan

We dream of Filipinos who passionately love their country and
values and whose competencies enable them to realize their full
potential and contribute meaningfully to building the nation.
As a learner-centered public institution, the Department of Education
continuously improves itself to better serve its
stakeholders.
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 staff, 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.
MAKA-DIYOS
MAKAKALIKASAN
MAKATAO
MAKABANSA

Philippine Education facts and figures have talked and echoed, “Quality must catch up
with quantity!” This, in gist, is also the central challenge that this academia shall brave.
Satisfactory levels of access and participation has marked basic education at Kalayaan
Elementary School in Pasay City. However, this academic institution has also established a great
need for substantial improvements in quality, internal efficiency and learning outputs in all areas
of basic formal education and non-formal education. This institution must harness its development
assets and overcome its weaknesses in order to balance quality with quantity and figures with
substance.
The “balancing” of quality with quantity shall be the focus of the School Improvement
Plan (SIP) of Kalayaan Elementary School from 2016-2018. The policies and strategies for this
plan shall be consistent and supportive of the goals and objectives crafted from and brought about
by the observed needs in this school. Hence, there shall be target figures which are more of the
demands than supplies, target figures which are geared more towards elevating substance rather
than increasing the numbers.
Part of the framework that guided the formulation of this School Improvement Plan (SIP)
were the School Information System, School Report Card, and Basic Education Information
System.
The plan documents evolved through a series of consultations, workshops, meetings and
editing sessions for revisions and modifications participated in by the leaders of school’s academic
intelligentsia. The results of those activities were consolidated and final-edited by a technical
working group composed of the school headmaster and representatives from the teachers.
This SIP is composed of two correlative volumes of plan. Volume One is the school’s
Three-Year Work and Financial Plan (2016-2018) that gives clear concretization of this institution’s
education priorities and direction within three years. Volume Two is the Annual Implementation
Plan (AIP) for 2016 that keeps the tabs of what must be done for the year.
The crafting of the improvement plan followed the prescribed approaches in looking into
how the needs in each education area shall be addressed. The situational analysis conducted
became the springboard in presenting strategic direction that goes with the goals, targets and
prioritized programs and activities addressing the concerns in the areas of education.
The ultimate goal of this SIP is to enhance school outputs in both formal and non-formal
education. Providing “what the school needs” and “proper orientation on putting substance into
those given to the school,” this institution believes that it shall have improved quality of outputs
in formal basic education, as well as non-formal education, and in the end shall have developed to
the fullest the potentials of its human resources for increased productivity, equity and empowerment
in their respective communities.

A. School Profile
Name and History
Kalayaan Elementary Schools is
located at Teachers’ Bliss Compound, Kalayaan
Village, Pasay City. It has a total land area of
4,639 sq. m. The site was donated by the National
Housing Authority (NHA) through usufruct. The
contract of usufruct was signed between NHA
General Manager, Monico Jacob and the then Department
of Education Culture and Sports (DECS)
Secretary Lourdes Quisumbing. It was acquired on
September 25, 1989.
The humble beginning of Kalayaan Elementary School was seen in 1989, with only two
classrooms constructed by Philippine Amusement and Games Corporation (PAGCOR). It was
considered as an annex only of Villamor Elementary School with Mr. Amaro Escario, supervisor
of the South district and Mrs. Elena Jimenez as School Principal. Mrs. Suyo, Mrs. Del Barrio,
Miss Hernandez, Mrs. Castillo, Mrs. Florendo, and Mrs. Segundo were the first teachers of
Kalayaan (who were borrowed only from different schools in the city). Six classes with three
shifts were organized. Children were asked to bring their own chairs in schools for their use.
After sometime, the school had its own principal, Mrs. Milagros Ignacio who served for
one year and six months. The following year witnessed the boom in enrollment of the school as
its highest and biggest enrollment increased was recorded. With the permission of the chapel’s
priest in the school community, the chapel was used as classrooms. Four classrooms for Grades
V and VI were used with no barriers .

and walls. Additional teachers were borrowed from other schools.
Mrs. Angelita Balisi, the next principal, worked hard for the construction of two threestorey
buildings. and one four-storey building. After ten years of serving the school and the
children of the community where the school is, Mrs. Balisi retired and Mrs. Myrna Teves took over.
Although she stayed in the school for just one year, everyone felt a friendly environment because of
the school’s full implementation of Child Friendly School System (CFSS) under her term. Mrs.
Lilia Labaco replaced her and served as school principal of Kalayaan Elementary School for two
years.
With the retirement of Mrs. Labaco, Mrs. Avelita Mercado was assigned for the
principalship. During her term, the school population has continued to grow, reaching more than 4,100
children. The exerted efforts of the principal with the cooperation of the teachers, parents and the community
as a whole, the school has become the show window of the Division of Pasay City for its very
successful implementation of Child-Friendly School System and for serving as Pilot School for
Student Tracking System (STS) in the National Capital Region.
In the year 2011, twenty years after its lowly birth with Mr. Librado F. Torres as its school
headmaster, the Kalayaan Elementary School has renewed its mark as one of the city’s premier
academic institutions.
Throughout his term, the school was considered as one of the biggest in the city in term of
population in the sense that its enrolment reached more than 4,229 pupils. Furthermore, this institution
has become the exemplar of the entire division for its unique actualization of the School Based
Management (SBM) Program.
Prior to his reassignment to other academic institution the covered court of the school was
constructed.
Recently, Mr. Rodulfo C. Tirol is the school administrator who will continue to uphold its
journey for academic brilliancy, significance and efficacy.
Kalayaan Elementary School in Pasay City is a complete elementary school offering
prescribed curriculum for Preschool, Primary Grades and Intermediate Grades. All teachers handle
monograde classes which are divided into two shifts: Grades One, Three and Six recite in the morning
while Grades Two, Four and Five recite in the afternoon. Preschool classes are also divided, reciting in
both sessions or shifts.

This academic institution employs the 2002 Basic Education Curriculum (BEC) for Grades
Five to Six learners and the Enhanced Basic Education Act of 2013 known as the K to 12 Curriculum
for Kindergarten to Grade Four pupils in compliance to DepEd Order No. 43, s. 2002 and the
Republic Act No. 10533 respectively. With these educational programs, this institution focuses on the
tool learning areas for an adequate development of competencies for learning how-to-learn.
In the K to 12 Program, the Universal Kindergarten is included. Study shows that
children who involved in and completed a standard kindergarten program have better
completion rates and are better prepared for primary education than those who did not. In the phase of
learning, students learn in alphabet, numbers, shapes and colors through games, songs and dances, in
their Mother Tongue.
English as a subject is taught for 30 minutes in Grade One during Second Semester, for 50
minutes in Grades Two to Four and for 60 minutes for Grades Five to Six. This learning area is
concerned with developing competencies in listening, speaking, reading, writing and viewing among
learners under the K to 12 program, while listening, speaking, reading and writing among learners
under the BEC program. Science and Health concepts are used as content in this area (Content Integration)
but not to the extent of neglecting the content in the English books for the grade.
Mathematics is focused on providing learners with opportunities in the acquisition of skills
and competencies necessary to gain understanding and appreciation of the subject. Each grade level
has specific content of competencies to be developed among learners. This learning area is taught for
50 minutes in Grades One and Two, and 60 minutes in Grades Three to Six.
Science is introduced as a separate learning area in Grade Three. This area aims to
develop scientific literacy among students that will prepare them to be informed and participative citizens
who are able to make judgments and decisions regarding applications of scientific knowledge
that may have social, health or environmental impacts. The K to 12 Science curriculum is learnercentered
and inquiry-based, emphasizing the use of evidence in constructing explanations. The daily
time allotment for this area is 50 minutes for Grade Three and Four and 60 minutes for Grades Five to
Six.
Filipino as a learning area, like English, provides for development of competencies in listening,
speaking, reading, writing and viewing for Grades One to Four and listening, speaking, reading
and writing for Grades Four to Five. Sibika at Kultura concepts and materials are used as content for
this area. This is taught for 30 minutes in Grade One, for 50 minutes in Grades Two and Three, and
for 60 minutes in Grades Five to Six.
Mother Tongue is a new separate learning field in Grades One to Three. This is being used in
the classroom as a bridge in learning Filipino and English. The daily time allotment for this subject is
50 minutes for Grades One to Grades Two and Three.
Makabayan is the laboratory of life, an experiential learning area consisting of Araling Panlipunan/Heograpiya,
Kasaysayan at Sibika (AP/HEKASI) Edukasyong Pantahanan at
Pangkabuhayan (EPP), Music, Arts, Physical Education and Health/Musika, Sining at Edukasyon sa
Papalakas ng Katawan(MAPEH/MSEP) ; Edukasyon sa Pagpapakatao (EsP). It is taught for 150
minutes in Grades One to Four, 120 minutes for Grades V and 140 minutes for Grades Five and Six.
In as much as this institution deems that there is a need to enrich the curriculum in order to
make it more relevant and responsive to the present generation of learners, and at the same time respond
to fast changing demands of the present global community, the following department and
school-based curricular programs are being implemented:

I. SCHOOL PROFILE /DATA
IDENTIFYING INFORMATION
School ID: 136593 Name of School: Kalayaan Elementary School
Address : Kalayaan Vilage Pasay City Barangay: 201
District: South Municipality: Pasay City
Division: Pasay Region: National Capital Region
A. GEOGRAPHY
A.1 Location of the School. Check the appropriate description
Along the highway Near a river or waterway On top of a mountain
Near the coastline By the hillside
A. 2 Relative Distance of the School
Distance in km
A. 3 Incidence
of crimes and other human-induced hazards
A.3.1 Check if there have been incidences of the following in the last 3 years.
Armed conflict as a result of organized crime (terrorism, siege, etc)
Crime against school head/s (murder/homicide, physical injury, rape, sexual harassment , etc.)
Crime against school property (theft, robbery, arson)
Crime against student/s (murder/homicide, physical injury rape, sexual harassment , etc)
Crime against teacher/s (murder/homicide, physical injury rape, sexual harassment , etc)
Fire (electrical wiring failure, etc)
Health Threat (i.e. Dengue, Malaria, Measles, food poisoning, disease outbreak)
Oil Spill
Security threat as a result of civilian violence (bomb threats, hostage taking, shooting, etc,)
Structural collapse (as a result of engineering failures)
Others. Pls. Specify: ______________
A.3.2 What are the 3 most frequent crimes/human-induced hazards?
1st most frequent: NONE
2nd most frequent: NONE
3rd most frequent: NONE
A. 4 Incidence of natural hazards
A.4.1 Check if there have been incidences of the following in the last 3 years.
Mode of Transportation
a. From the Poblacion 3km Jeepney
b. From the nearest public elementary school 1km Jeepney
c. From the nearest private elementary school 500 meters Tricycle
d. From the nearest public secondary school 100 meters Walking
e. From the nearest private secondary school 500 meters Tricycle
f. From the District Office 1km Jeepney
g. From the Division Office 4km Jeepney
Drought
Earthquake
Fire
Flood
Landslide
Storm surge
Tropical Cyclones (Storm, Typhoon, Tropical Depression, etc.)
Oil Spill
Tsunami
Volcanic eruption
Others. Pls, specify: _______________

A.4.2 What are the 3 most frequent natural hazards
1st most frequent: NONE
2nd most frequent: NONE
3rd most frequent: NONE
A.5 Result of disaster incidents
School used as an evacuation center in the last 3 years
B. LEARNING ENVIRONMENT
B.1 Classrooms and seats
B.1.1 Classroom quantity [SRC.15]
Level
Total Enrollment
Current SY
In Good
Condition
No. of Classrooms
For Repair/
Rehabilitation
Total
Learner:
classroom
ratio 1
Kindergarten 478 10 0 10 25:1
Grade 1 512 15 0 15 40:1
Grade 2 565 15 0 15 40:1
Grade 3 587 15 0 15 45:1
Grade 4 627 15 0 15 45:1
Grade 5 597 13 0 13 50:1
Grade 6 587 13 0 13 50:1
Total 3953 53 0 53 3953:53
1
Learner: classroom ratio = Total enrollment divided by the total number of classroom
B.1.2 Classroom seat quantity [SRC.17 Indicate the total number of seats in all classrooms.
Number Learner: seat ratio 2
2
Learner: seat ratio = Total enrollment divided
by the total number of seats
53 1:1
B.2 Water, Sanitation and Hygiene (WASH) facilities
B.2.1 Water supply/source. Check as appropriate.
Local piped water Rainwater catchments Without available water supply
Wa- ter well/deep well Natural source
Is the main source of water functional at present?
Yes No Pls. cite reasons why: ________________________
B.2.2 Handwashing. Is there space for handwashing?
Male
Female
Number Ratio 3 Number Ratio 3
9 1.223 10 1:193
Male
Female
Number Ratio 3 Number Ratio 3
26 1:77 28 1:69
Yes If YES: with soap with soap No
B.2.3 Functional toilets [ SRC.16]
B.2.4 Toilets

B.3 Textbooks. Indicate number of textbooks per grade level and subject[ SRC 3]
Subject:
English
Subject:
Math
Subject:
Science
Subject:
Filipino
Subject:
Araling Panlipunan
Level Number Ratio Number Ratio Number Ratio Number Ratio Number Ratio
Kindergarten 0 0 0 0 0
Grade 1 0 0 0 0 0
Grade 2 0 0 0 0 0
Grade 3 598 1:1 585 1:1 598 1:1 610 1:1 610 1:1
Grade 4 672 1:1 660 1:1 648 1:1 648 1:1 672 1:1
Grade 5 1092 2:1 1109 2:1 450 1:1 0 0 900 2:1
Grade 6 1470 2:1 735 2:1 400 1:1 423 1:1 348 1:1
TOTAL 3,832 3,089 2,096 1,681 2,530
B.4 Library
No. of books: 1,253
No. of tables: 8
No. of Chairs:120
Give additional information and qualitative descriptions of the library ( on the lightning, space, other fixtures present, etc
We have enough space in our library that conducive for our pupils to send.
B.5 Other learning facilities/materials
B.6 Availability of electrical supply. What is the school’s source of electricity?
Facility/Materials Number Qualitative description/conditio
Overhead projector 13 Good condition
Computer Laboratory 3 Maintained continuously
Grid supply
Off-grid supply
Solar power
Generator
Others. Pls. specify: ________
No source of electricity
B.7 Internet connectivity
B.7.1 Are there Internet service providers in the area?
Yes No
If YES, check the appropriate Internet service provider/s servicing the area:
Bayantel Globe Smart WIT Global (Satellite)
DIG- ITEL PLDT SUN Oth- er. Pls. specify: ___________
Yes
B.7.2 Does the school sub- scribe to any service provider/s listed above?
No
No
Yes
B.7.3 Are the Internet café/shops/Wifi-enabled stations in the area?
Pls. specify_______________________________

C. TEACHERS
C.1 Number of teachers [SRC 14]
C.1.1 Number of nationally-funded teachers (current SY)
5
Male Female Total Learners: teacher ratio 5
9 103 112 1:45
enrollment divided by number of nationally –funded teachers
Learner:teacher ratio = Total
C.1.2 Number of locally-funded teachers and subsidized/volunteer teachers ( current SY):
C.2.1 Number of master teachers
Position Number Carries Full-Time
Class Teaching Load
(YES/NO)
Assigned
Grade
Levels
Assigned
Part-Time to
Class
Teaching
(YES/NO)
Assigned Full-Time
to Ancillary
Services
(YES/NO)
Master Teacher IV 0 0 0 0 0
Master Teacher III 0 0 0 0 0
Master Teacher II 2 Yes Four/Five No Yes
Master Teacher I 8 Yes Four Six No Yes
C.2.2 Number of teacher meeting the desired competencies based in NCBTS
SY Before Previous SY: Previous SY: Current SY
2013-2014
2014-2015
2015-2016
Total No. of Teachers 123 116 112
No. of Teachers meeting the
standards
123 116 112
% meeting the standards 100% 100% 100%
C.2.3 Projects/interventions implemented to improve basic competencies of teachers
A. Does the school have mechanisms
for sustained school-based training?
B. Does the school use the result of
the NCBTS Teacher’s Strength and
Needs Assessment as basis for
planning?
C. Are there other interventions implemented
to improve competencies
of teachers?
YES NO If YES, please describe
Conducting In-Service Training for
teachers
It is one of the bases in rating teachers’
performance.
Attending seminars, trainings, short
courses and TQC.
C.2.4 If the response to C.2.3 b if YES, list down the top3 training needed and indicate the number of
teachers trained on these [SRC 4.]
Training Needs
Trainings on the use of Microsoft
Office (eg. Power point, Publisher)
Seminar workshop on Preparing Instructional
Materials
SY Before Previous
SY: 2013-2014
_______________
No. of
Teachers
trained
% of
Teachers
trained
Previous SY:
2014-2015
No. of
Teachers
trained
% of
teacher
trained
Current SY:
2015-2016
No. of
Teachers
Trained
% to
teachers
trained
76 62% 87 75% 92 82%
58 47% 74 64% 96 86%

C.2.5
If teachers weren’t trained based on identified needs (as seen in C.2.4), cite reasons for the lack of
training. Some of the teachers could not attend training due to following reasons like Family
Commitment, Financial problem, not being endorsed by the principal and lack of interest.
D. CHILDREN HEALTH AND SAFETY
D.1 Nutritional status [5RC.2]
D.1.1 Number of malnourished children for current SY
Wasted
Level
Severely Wasted
Total Male Female Total Male Female
Kindergarten 44 19 25 16 8 8
Grade 1 48 30 18 38 17 21
Grade 2 63 38 25 29 19 10
Grade 3 42 29 13 12 8 4
Grade 4 69 27 29 19 12 17
Grade 5 56 27 29 19 12 17
Grade 6 31 16 15 24 16 8
TOTAL 353 201 152 173 92 81
Percent of Total 8% 9% 7% 4% 4% 4%
Project/
ventions imple-
D.1.2
intermented
in the previous SY addressing malnourished children (insert
new rows if necessary)
Project/Intervention
Number of Children Covered
Feeding Program 206
Adopt a School Program (PAGCOR, National,
Sunshine Kids, Gems Heart) 370
D.2 Health Status
D.2.1 Number of Children who have other health problem for the current SY. Indicate common ailments
and corresponding number of children per type of ailment based on result of physical and dental
examinations. Insert new columns if necessary.
Level
Wasted
Toothache Fever Headache Mumps Measles Stomachache Menstruation Diarrhea
Kindergarten 2 1 1 2 2 1 0 4
Grade 1 3 4 2 2 3 5 0 2
Grade 2 5 2 3 4 2 4 0 2
Grade 3 6 6 5 2 1 3 1 4
Grade 4 5 7 4 1 2 4 3 3
Grade 5 3 4 2 1 2 3 5 1
Grade 6 3 8 5 1 1 2 6 1
TOTAL 27 32 22 13 13 22 15 17

D.2.2
Projects/interventions implemented in the previous SY addressing needs of children with the other
health problems (insert new rows if necessary)
D.3 Children reported as victims of abuse and violence
D.3.1 Number of children who were recorded victims of abuse and violence verbal and sexual).
Should be supported by data from the guidance Office/teachers.
Level Previous SY Current SY
Total Male Female Total Male Female
Kindergarten 0 0 0 0 0 0
Grade 1 0 0 0 0 0 0
Grade 2 0 0 0 0 0 0
Grade 3 0 0 0 0 0 0
Grade 4 0 0 1 0 0 0
Grade 5 0 0 1 0 0 0
D.3.2 Projects/
ventions imple-
Grade 6 0 0 0 0 0 0
Total
0 0 2 0 0 0
Percent Total 0% 0% 0.10% 0% 0% 0%
intermented
for children that were victims or suspected victims of abuse
a. Does the school have
mechanisms to promote safe
and protective practices
based on DepED’s Policy on
Child Protection in School?
b. Other interventions implemented
for children that
were victims or suspected
victims of abuse (insert new
rows if necessary)
YES NO If YES, please describe the
mechanisms
Report to the DSWD
Home visitation child and parents counseling
Number of Children
Covered
2
E.
STATUS OF PRIORITY IMPROVEMENT PROJECT OR CI PROJECTS
These projects includes those implemented y the school and other stakeholders. Insert new rows if
necessary.
Implementer
Program/Project
Title
Start
Duration Target Status /Accomplishment
Indicate progress of the program/
End
project, and its effect/impact on children’s
acess to quality education.
School Remedial Reading Oct. 2015 April, 2016 Grade III pupils Number of non-readers
were lessen pupils became
more interested in reading

F. STAKEHOLDER SUPORT TO EDUCATION [SRC.13]
Indicate the amount of contributions made by parents/guardians and other stakeholders for cocurricular
activities, extra-curricular activities, and other major activities (such as meetings and assemblies), as
well as stakeholder attendance during these activities.
Contribution
Attendance
Activity Volunteer
hours
Cash In kind No. of
attendees
No. invited Attendance
rate
Co-curricular Activities
SCIENCE CAMP 24 hours 100 0 412 500 82.4%
SPORTS 470 hours 0 0 94 150 62.6%
JOURNALISM 20 hours 350 0 26 100 26%
MTAP 20 hours 200 0 356 400 89%
SPGO 200 hours 0 0 10 75 13.33%
Extra-curricular Activities
DRUM AND 40 hours 750 0 60 130 46.15%
LYRE
SCOUTING 100 hours 60 0 815 3944 20.66%
Other Major Activities
SUNSHINE 10 hours 0 Food/ 53 75 70.66%
COLGATE 10 hours 0 Toothpaste
and toothbursh
491 512
95.89%
GEMSHEART 50 hours 0 Computer/
school
53 85
62.35%
suplies
AIRFORCE 20 hours 0 Food/
headsets
65 75 86.66%
G. FUND SOURCES [ SRC.5.]
Fund Source
Amount
General Appropriations Act (School MOOE) 1,886,088
General Appropriations Act (Subsidy for Special Programs)
Local Government Unit Funds 215,000
Canteen Funds 110,635.3
Donations 420,000

II-SITUATION OF CHILDREN / LEARNERS: ACCESS – IN AND OUT OF SCHOOL
Introduction: Fill in only the age group/grade level that is applicable to your school.
1. CHILDREN NOT IN SCHOOL
1.2
Age Total Population No. of Children NOT in % of Children NOT in School
School
Boys Girls Total Boys Girls Total Boys Girls Total
4 128 121
5 132 142 274 9 3 12 6.82 2.13 4.38
6 115 131 246 5 2 7 4.35 1.53 2.85
7 98 116 214 2 4 6 2.04 3.45 2.80
8 105 124 229 5 3 8 4.76 2.42 3.49
9 133 141 274 6 1 7 4.51 0.71 2.55
10 123 136 259 3 2 5 2.44 1.47 1.93
11 118 154 272 8 5 13 6.78 3.25 4.78
12 124 137 261 12 7 19 9.68 5.11 7.28
13 112 129 241 9 13 22 8.04 10.08 9.13
14 88 77 165 4 5 9 4.55 6.49 5.45
15 94 113 206 7 11 18 7.45 9.73 8.74
16 110 124 234 15 10 25 13.64 8.06 10.68
17 146 81 227 18 6 24 16.44 7.40 10.57
TOTAL 4,495 1,605 3,100 103 72 175 6.89 4.49 5.65
Reason for not attending school in the current SY
Age
No. of school
-aged children
not in
school
Financial
Matters
Health
Nutrition
NO. of children NOT in school according to reasona
Child
Labor
Distance
of School
from
Home
Affected
by
Disaster
Affected
by
conflict
Disability
Other
Reasons
5 12 4 1 0 2 2 0 3 0
6 7 2 1 0 4 0 0 0 0
7 6 2 1 0 3 0 0 0 0
8 8 3 1 0 4 0 0 0 0
9 7 2 0 0 5 0 0 0 0
10 5 0 2 0 3 0 0 0 0
11 13 2 0 3 6 2 0 0 0
12 19 3 0 7 9 0 0 0 0
13 22 5 0 6 11 0 0 0 0
14 9 2 0 5 2 0 0 0 0
15 18 3 0 9 6 0 0 0 0
16 25 4 1 12 8 0 0 0 0
17 24 2 0 7 15 0 0 0 0
TOTAL 175 34 7 49 78 4 0 3 0
Percent of
Total 3.89% 0.76% 0.16% 1.09% 1.74% 0.09% 0% 0.07% 0%

1.3 Number of children in the barangay not in school the last two SY’s.
Age
SY Before Previous
SY 2013-2014
Previous
SY 2014-2015
No. of Out-of-school Children
Attending Other Forms of
Learning in Previous
SY 2014-2015
Total Male Female Total Male Female Total Male Female
5 14 5 9 11 6 5 0 0 0
6 6 4 2 8 3 5 0 0 0
7 10 7 3 16 10 6 0 0 0
8 13 9 4 9 5 4 0 0 0
9 8 3 5 12 8 4 0 0 0
10 15 8 7 17 10 7 0 0 0
11 11 6 5 8 3 5 0 0 0
12 9 5 4 14 9 5 0 0 0
13 21 13 8 23 16 7 8 3 5
14 18 16 2 16 10 6 5 1 4
15 12 8 4 9 4 5 4 2 2
16 15 11 4 19 1 8 2 0 2
17 9 6 3 13 9 4 3 0 3
TOTAL 616 101 60 175 104 71 22 6 16
1.4 Projects/interventions implemented to ensure that out-of-school children are reached or mainstreamed in school
YES
NO
If yes, please describe
the mechanism
2.
a. Does the school-community have s mechanism
to actively seek out children not in
school and give them access to education
(e.g., family mapping. Community-Based Management
System, etc.)
b. Did the school use interventions in the previous
Sys to ensured that out-of-school children
have acess to education
Through internet
Modules, Passages,
Pamphlets
Pre-test
Post-test
Achievement Test
CHILDREN ENROLLED IN SCHOOL (SRC A.1.)
2.1 Enrolment for the last 3 School Year, refer to Government Elementary/Secondary School Profile or EBEIS
Level
SY Before Previous
SY: 2013-2014
Previous SY: 2013-2014
Current SY: Current
SY:2015-2016
Total Male Female Total Male Female Total Male Female
Kindergarten 480 247 233 780 247 233 478 243 235
Grade 1 692 366 326 641 343 298 512 277 235
Grade 2 706 342 364 642 344 298 565 300 265
Grade 3 647 318 329 671 317 354 587 309 278
Grade 4 660 350 310 644 314 330 627 298 329
Grade 5 661 322 339 634 341 293 597 289 308
Grade 6 645 327 318 629 303 326 587 303 284
TOTAL 4491 2272 2219 4341 2209 2132 3953 2019 1934
Percent of
Total
100% 100% 100% 100% 100% 100% 100% 100% 100%

2.2 Number of children with disabilities by category
Level
Total
Number
of Children
with Disabilities
Kindergarten
0 0
Grade 1 0 0
Grade 2 1 1
Grade 3 1 1
Grade 4 1 1
Grade 5 0 0
Grade 6 0 0
TOTAL 3 3
C A T E G O R Y (2015-2016)
Cross–
eyed
X X X X X X X
Percent of
Total
0.07% 0.07%
2.3 Other Data
LEVEL
Number of Overaged
Learners
Number of IP
Learners
Number of Muslim
Learners
Number of 4Ps
Learner-recipients
Kindergarten 2 0 0 54
Grade 1 8 0 0 62
Grade 2 12 0 0 77
Grade 3 8 0 0 47
Grade 4 6 0 1 72
Grade 5 10 0 1 51
Grade 6 13 0 0 95
TOTAL 59 0 2 458

III- SITUATION OF CHILDREN / LEANERS: ACCESS-ATTENDANCE
AND RETENTION
Instruction: Fill in only the age group/grade level that is applicable to your school.
3. ATTENDANCE
3.1 Number of Children who are regularly attending classes (at least 90% attendance) for the last three
School Years
Level
SY Before Previous SY:
2013-2014
Previous SY: 2014-2015
Current SY: 2015-2016
Total Male Female Total Male Female Total Male Female
Kindergarten 480 2476 233 780 247 233 478 243 235
Grade 1 692 369 326 641 343 298 512 277 235
Grade 2 706 342 364 642 344 298 565 300 265
Grade 3 647 318 329 671 317 354 587 309 278
Grade 4 660 350 310 644 314 330 627 298 329
Grade 5 661 322 339 634 341 293 597 289 308
Grade 6 645 327 318 629 303 326 587 303 284
TOTAL 4491 2272 2219 4341 2209 2132 3953 2019 1934
Percent of Total 96% 95% 97% 97% 96% 98% 98% 98% 98%
3.2 Percentage of children regularly attending classes (at least 90% attendance) for the last three SYs
Level
SY Before Previous SY:
2013-2014
Previous SY: 2014-2015
Current SY: 2015-2016
Total Male Female Total Male Female Total Male Female
Kindergarten 10.21 4.80 5.41 10.73 5.53 5.21 12.09 6.15 5.94
Grade 1 15.85 7.66 8.20 15.94 7.70 8.23 12.95 7.01 5.94
Grade 2 14.82 7.26 7.56 14.26 6.97 7.29 14.29 7.59 6.70
Grade 3 14.43 7.68 6.74 14.65 7.25 7.41 14.85 7.82 7.03
Grade 4 14.94 7.33 7.61 14.93 7.91 7.02 15.86 7.54 8.32
Grade 5 15.39 7.68 7.70 14.95 7.27 7.68 15.10 7.31 7.79
Grade 6 14.36 7.19 7.17 14.54 7.36 7.18 14.84 7.67 7.18
TOTAL 100 49.6 50.39 100 49.99 50.02 99.98 50.79 48.9
Percent of Total 100% 50% 50% 100% 50% 50% 100% 51% 49%
No. of children regularly attending classes divided by the total enrollment x 100

3.3 In the previous SY. How many children were frequently absent (below 90%
attendance) and how many of them were recipients of the Conditional Cash Transfer
Program (Pantawid Pamilya) of DSWD?
PREVIOUS SY 2014-2015
Level
Total
Enrollment
Previous
SY
2014-2015
Number of Children who
are frequently absent
Number of children who are
frequently absent (recipienct
of Pantawid Pantawid)
Total Male Female Total Male Female
Kindergarten 468 8 5 3 3 2 1
Grade 1 695 25 16 9 5 4 1
Grade 2 622 16 11 5 4 2 2
Grade 3 639 12 7 5 6 4 2
Grade 4 651 15 8 7 8 5 3
Grade 5 652 10 7 3 7 4 3
Grade 6 634 7 5 2 5 3 2
Total 4361 93 59 34 38 24 14
Percent of
Total
100% 2.13% 1.35% 0.78% 0.87% 0.55% 0.32%

3.4 What were the reasons why children were frequently absent in previous SY 2014-2015? Please
indicate number of children who are frequently absent according to reasons.
Level
Total number
of children
who
are frequently
absent in
previous SY
2014-2015
Financial
Matters
Number of children who are frequently absent according to reasons 3 (Previous SY)
Health and
Nutrition
Child
Labor
Distance
of School
from
Home
Affected
by
Disaster
Affected by
conflict
Other
Reasons
Kindergarten 8 5 1 0 2 0 0 0
Grade 1 25 14 6 0 5 0 0 0
Grade 2 16 8 4 0 4 0 0 0
Grade 3 12 10 1 0 1 0 0 0
Grade 4 15 8 3 2 2 0 0 0
Grade 5 10 5 2 2 1 0 0 0
Grade 6 7 3 1 3 0 0 0 0
Total 93 53 18 7 15 0 0 0
3
School Planning Teams are encouraged to conduct interviews or focus group discussions with
parents/guardians/community members to probe deeper on reasons cited
3.5 Projects/interventions implemented to
address needs of children who are frequently
absent
Home visitation, Parent-teacher , conference,
counseling, adopt-a-child, adopt-a-school,
enrolling the child in the feeding program
Number of Children Covered
93

4 DROPOUT (SRC A.Z.)
4.1 Number of Dropouts for the last three School years, refers to Government Elementary
School Profile or EBEIS
Level
SY Before Previous SY:
2013-2014
Previous SY: 2014-2015
Current SY: Current
SY:2015-2016
Total Male Female Total Male Female Total Male Female
Kindergarten 0 0 0 0 0 0 0 0 0
Grade 1 0 0 0 17 12 5 4 3 1
Grade 2 0 0 0 1 0 1 3 3 0
Grade 3 0 0 0 7 4 3 11 5 6
Grade 4 0 0 0 3 2 1 6 4 2
Grade 5 0 0 0 6 4 2 3 1 2
Grade 6 0 0 0 5 2 3 4 3 1
TOTAL 0 0 0 39 24 15 31 19 12
4.2 Dropout Rated for the last three School Years
Level
SY Before Previous
SY: 2013-2014
Previous SY: 2014-2015
Current SY: Current
SY:2015-2016
Total Male Female Total Male Female Total Male Female
Kindergarten 0 0 0 0 0 0 0 0 0
Grade 1 0 0 0 3% 3% 2% 0.8% 1.08% 0.4%
Grade 2 0 0 0 0.2% 0% 0.3% 0.5% 1% 0%
Grade 3 0 0 0 1% 1.3% 0.8% 1.9% 1.6% 2.2%
Grade 4 0 0 0 0.5% 0.6% 0.3% 1% 1.3% 0.6%
Grade 5 0 0 0 0.5% 1.2% 0.7% 0.5% 0.3% 0.6%
Grade 6 0 0 0 0.8% 0.7% 0.9% 0.7% 1% 0.3%
TOTAL 0 0 0 0.9% 1.08% 0.7% 0.8% 0.9% 0.6%

4.3 Number and Rates of Dropouts by Cause
Level
Kindergarten
Total No. of
Dropouts
SY 2015-
2016
NUMBER OF DROPOUTS BY CAUSE SY 2015-
2016)
Family Lack of Transfer of sickness
problem Allowance Residence
0 0 0 0 0
Grade 1 4 1 0 3 0
Grade 2 3 0 0 4 0
Grade 3 11 7 1 3 0
Grade 4 6 2 0 2 1
Grade 5 3 0 1 3 0
Grade 6 4 1 0 2 0
Total 31 11 2 17 1
4.4 Projects/interventions implemented to children at risk of dropping out
4.4.a Does the school have a mechanism to:
-track attendance and identify children at risk of dropping-out and
falling and design remedies to keep them in school?
YES
NO
If yes, please describe the mechanism
pursued by the school
home visitation, feeding program,
parent-teachers conference
-anticipate and minimize disruptions of classes especially with
respect to emergencies (disaster and conflict)?
Assign other teachers
-track teachers attendance and ways of ensuring their regular
presence based on CSC policy?
Assign Master Teachers
4.4.b What are the interventions implemented to address
children at-risk of dropping out?
Number of Children Covered
Counseling , call the attention of the parents 31

IV. SITUATION OF CHILDREN / LEARNERS: QUALITY
5. PROMOTION/GRADUATION RATES (SRC Q.3)
5.1 Number of promoted learners by grade level, for the last three years
Level
SY Before Previous SY:
2013-2014
Previous SY: 2014-2015
Current SY: Current
SY:2015-2016
Total Male Female
Total Male Female
Total Male Female
Kindergarten 411 200 211 453 232 221 478 243 235
Grade 1 686 342 344 656 346 310 512 277 235
Grade 2 641 317 324 678 331 347 565 300 265
Grade 3 622 328 294 632 306 326 587 309 278
Grade 4 639 315 324 643 335 308 627 298 329
Grade 5 634 317 317 634 308 326 597 289 308
Grade 6 608 300 308 623 314 309 587 303 284
TOTAL 4242 2119 2122 4319 2172 2147 3953 2019 1934

5.2 Promotion (Grades 1 to 5) and Graduation Rates (Grade 6) for the last three years
Level
SY Before Previous SY:
2013-2014
Previous SY: 2014-2015
Current SY: Current
SY:2015-2016
Both Male Female Both Male Female Both Male Female
Kindergarten 100 100 100 100 100 100 100 100 100
Grade 1 100 100 100 99.7 99.71 99.68 100 100 100
Grade 2 99.53 99.37 99.69 99.27 98.30 99.71 99.68 99.40 100
Grade 3 100 100 100 100 100 100 100 100 100
Grade 4 100 100 100 100 100 100 100 100 100
Grade 5 100 100 100 100 100 100 100 100 100
Grade 6 100 100 100 100 100 100 100 100 100
Average
Promotion
Rate
99.93 99.91 99.95 99.84 99.77 99.91 99.95 99.91 100
6. MEAN PERCENTAGE SCORES (based on National Achievement Tests for Grades 3 and 6)
(SRCQ Q.4)
6.1 Mean percentage Scores of NAT Grade 3 and 6 per subject for the last 3 School Years
School Year 2012-2013
Level
English Filipino Math Science HEKASI
Grade 3 54.35 60.35 49.84 52.13
Grade 6 60.38 75.46 63.06 56.55 72.03
School Year 2013-2014
Level
English Filipino Math Science HEKASI
Grade 3 61.24 65.24 58.23 59.75
Grade 6 55.50 71.76 58.79 51.35 54.60
School Year 2014-2015
Level
English Filipino Math Science HEKASI
Grade 3 68.13 70.13 66.62 67.37
Grade 6 73.74 72.91 67.38 65.91 69.49

6.2 Projects/Interventions implemented to improve basic competencies of learners
Identfying the LMS Construction of Parallel Test Question based on LMS
Remedial Reading / Read a thon
Bantay Basa
MTAP Saturday Classes
Peer Teaching
7. LITERACY LEVEL (SRC Q.S)
7.1 Number of learners who are in the frustration, instructional, and independent levels for the current School
Year (ENGLISH)
Frustration Level Instructional Level Independent Level
Level
Total Male Female Total Male Female Total Male Female
Pre-Test Result
Grade 1
Grade 2 390 217 173 197 112 85 22 9 13
Grade 3 522 258 264 58 32 26 17 6 11
Grade 4 348 211 137 276 122 154 41 13 28
Grade 5 474 310 164 122 76 46 28 15 13
Grade 6 487 281 206 93 51 42 4 1 3
Level
Post-Test Result
Grade 1
Grade 2 288 121 167 173 76 97 104 48 56
Grade 3 271 139 132 239 125 114 77 35 42
Grade 4 235 113 122 268 127 141 124 71 53
Grade 5 286 162 124 163 89 74 148 83 65
Grade 6 277 125 152 184 98 86 126 55 71

7.2 Number of learners who are in the frustration, instructional, and independent levels for the current School
Year (FILIPINO)
Frustration Level Instructional Level Independent Level
Level
Total Male Female Total Male Female Total Male Female
Pre-Test Result
Grade 1
Grade 2 317 164 153 256 124 132 36 16 20
Grade 3 425 223 202 85 48 37 87 53 34
Grade 4 206 110 96 286 156 130 173 88 85
Grade 5 282 148 134 207 98 109 135 77 58
Grade 6 356 175 181 203 104 99 25 14 11
Level
Post-Test Result
Grade 1
Grade 2 238 124 114 86 197 111 130 75 55
Grade 3 264 123 141 96 2015 109 118 50 68
Grade 4 216 110 106 111 210 99 201 112 89
Grade 5 273 124 149 86 139 53 185 109 76
Grade 6 257 136 121 111 198 83 132 64 68
7.3 Projects/intervention implemented to improve reading skills of children
Remedial Reading
Reading Clinic (Grade I)
Oral Reading Assessment Test by Master Teachers
Read-a-Loud
Shared Reading
Summer Reading Camp Across All Learning Areas

Building on Excellence
Kalayaan Elementary School
2015-2016
SCHOOL PLANNING TEAM
COMMITTEE
RODULFO C. TIROL
Team Leader
GRACE P. VALDEZ
Teacher Representative
ELEANOR C. CAPILITAN
Teacher Representative
SHERRY ANN M.
ALCOREZA
Pupils Government
EUFEMIA E.
CORRAL
GPTA President
JAMES C.
BONTILAO
BRGY Captain
NORA C.
RELANIZA
DRRMC
EVELYN V.
ULIC
School Child Protection
Committee
CHRISTIE RICA A. GAID
GERLA E. MATEO
Documentation
NEIL A. PERLAS
DARLENE C. CAPILITAN
Encoder

In compliance with Education Code 11.251 (b) - (e), Education Code II.253 (b) and Policies
BQB Legal and Local, The campus level and decision-making committee shall
Assist the Principal on a regular basis in the planning operation, supervision, and evaluation of
the of the school educational program. Education Code II.253 (l)
Be involved in decisions in the areas of
1. Planning—School Improvement Plan and all its components
2. Budgeting—Planning priorities and strategies
3. Curriculum—Instructional methods ; alignment of curriculum ; early childhood
program ; instructional technology ; violence prevention
4. Staffing Patterns– Teams– to allow for effective flow of communications across teams for
planning purposes.
5. Staff Development—Predominantly school based related to achieving school performance
Objectives established by the principal with the assistance of the school-level committee
6. School Organization—Coordination among special programs and regular programs; physical
organization of the building Education Code 11.253 (e)
Assist the Principal of the school campus in developing reviewing and revising the school improvement
plan for the purpose of improving pupils performance for all pupils populations
with respect for the pupils achievement indicators and any other appropriate performance
measures for special needs populations. Education Code 11.25 (c)
Analyzes information related to dropout rates, retention rates and expulsions under chapter 37.
Education Code 11.255
Use the information reviewed in developing school I improvement plans. Goal I of COP. Education
Code 11.255
Hold meeting regularly of School Planning Team every 1st Tuesday of the month

Building on Excellence
Kalayaan Elementary School
2015-2016
SCHOOL PROJECT TEAM
COMMITTEE
RODULFO C. TIROL
Team Leader
ELEANOR C. CAPILITAN
Teacher Representative
GRACE P. VALDEZ
Teacher Representative
ANGELICA E. SERGIO
Teacher Representative
SHERRY ANN M. ALCOREZA
SPGO
EUFEMIA E. CORRAL
GPTA President
CHRISTIE RICA A. GAID
GERLA E. MATEO
Documentation
NEIL A. PERLAS
DARLENE C. CAPILITAN
Encoder

SCHOOL PROJECT TEAM ROLES AND
RESPONSIBILITY
Project Member Role Responsibility
RODULFO C. TIROL Team Leader Lead team through problem solving process.
Communicate the findings of the
team’as work to constituents.
GRACE P. VALDEZ
ELEANOR C. CAPILITAN
ANGELICA E. SERGIO
SHERRY ANN M. ALCOREZA
Teacher
Representative
SPGO
Participate in the pre crafting/
formulation of the school SIP’s.
EUFEMIA CORRAL
GPTA
President
Collaborate with parents to support SIP.
GERLA L. MATEO
CHRISTIE RICA A. GAID
NEIL A. PERLAS/
DARLENE C. CAPILITAN
Documentation
Encoder
Take pictures of significant events and
occasions. Lay out reports.
Type documents. Do transcription,
scanning with documents and maintaining
back ups of data entered.

SPT TIME TABLE
ACTIVITIES
PREPARATORY ACTIVITIES
Organize data using the School
Community Data Template
Phase 1 : Assess
Survey Form
Identify/Review Priority
Improvement Areas
Discuss the root cause
Phase 2: Plan
Review General Objective
and Targets
Write projects designs, SIP
and AIP
Phase 3: ACT
Test and review the proposed
solutions
Discuss preparations for
roll out solutions
SCHEDULE
TIME FRAME
January 18-22
February 15
March 8-9
March 10
April 4-5
April 11-15
June—August
September 5

School Planning Team Meeting

I. Attendance
School Planning Team Minutes
of the Meeting
Rodulfo C. Tirol
- School Principal
Eleanor C. Capilitan - Teacher Representative
Grace P. Valdez
- Teacher Representative
Sherry Ann M. Alcoreza - SPGO President
Eufemia E. Corral - GPTA President
Jaime C. Bontilao - Barangay Captain 201
Nora C. Relaniza
- DRRMC
Evelyn V. Ulic
- School Child Protection Committee
Christie Rica A. Gaid - Documentation
Gerla L. Mateo
- Documentation
Neil A. Perlas
- Encoder
Darlene C. Capilitan - Encoder
II. Agenda
1. Organization of the School Planning Committee
2. Orientation of the SIP Process
III.
Proceedings
The meeting was held in Kalayaan Elementary School on November 10, 2015 at exactly
1:00 pm. The school principal, Mr. Rodulfo C. Tirol discussed the importance and urgency of
the formation of the SIP Planning Committee. He reiterated the following points: (1) The
organization of the said committee; (2) The roles and responsibilities of each member in the
committee; (3) The roles of each represented stakeholders and the SIP process in the school. He
emphasized that each school can only make a lasting difference when it focuses on a specific
goal which is SMART (specific, measurable, attainable, result-oriented and time-bound) and
strategies for change. School improvement plan is a process through schools set goals for
impr0ovement, and make decisions about how and when these goals will be achieved.
According to him, a crucial one in developing an improvement plan which will involve
everyone.

BUILD-
D
BUILD-
C
B
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I
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D
I
N
G
COV-
ERED
COURT
B
B
U
I
L
D
I
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G
E
BUILD-
A
S TAGE

PROBLEM STATEMENT BASED ON
AREA OF FOCUS
During the first quarter. 23 pupils were
diagnosed as non– readers and 499 pupils were
on frustration level in the administration of
Phil– Iri ( Pre test).

Project Title:
The Effectiveness of Remediation Program on the Reading Comprehension of Grade
III pupils
Problem Statement:
During the first quarter, 23 pupils were non-readers and 499 pupils were frustration
level.
Project Objective Statement: To increase the reading level of pupils.
Root Cause: Lack of interest, abseentessem , poor comprehension , lack of commit-
Project Work Plan and Budget Matrix
Activity
Output
Date of
Implementation
Person
Responsible
Budget
Budget
Source
Conducting
Phil-iri
-Passages
-
Interpretation
of reading
level
June 2015 Adviser 3000 MOOE
Remedial
Reading
-Phonics
Reading
-Syllabicate
Words
-Spell CBC
words
July 2015
Remedial
Teacher
2000 Sponsor
Reading
Month
-Program
-Contests
-Story telling
-Reading
hour
Nov. 2015
Subject Coordinator
Teachers
pupils
3000 Donations
Summer
Reading
Camp
-Kick-off
Parade
-Camp Sites
-Activities
April 2016
Subject Coordinators
Teachers
pupils
10,,000 Donations

FISHBONE DIAGRAM
Procedure
Administers
Phil-
Conducted Remedial
Reading
Few teachers use it
in the classroom
Assessment
Projector
Interpret
results
People
Lack of interest/
motivation
Absenteeism
Computers
Pupils
Poor comprehen-
Insufficient copies
Insufficient No.
Outdated software
Books
People
Lack of commitment
Story
Teacher
Absenteeism
Lack of time
for remediation
Curricu-
Inappropriate
content
Few
supplies
The Effectiveness
of
Remediation
Program on
the Reading
Comprehension
of
Grade III
Pupils in
Kalayaan
Elementary
School SY
2015-2016
Procedure

THE EFFECTIVENESS OF REMEDIATION
PROGRAM ON THE READING COMPREHENSION
OF GRADE III PUPILS
There were lack of
12 sheets of
passages
Some pupils could
not read
499 pupils were
on frustration level
PREPARING
THE PASSAGES
DISTRIBUTING
THE PASSAGES
AND
QUESTIONNAIRES
CONDUCTING
THE Phil - IRI
EVALUATION/
ASSESSMENT
IDENTIFYING
NON - READ-
ERS
RECORDING
OF SCORES
INTERPRETA-
TION OF
SCORES
It was found out
that there are 23
pupils who are
non - readers
There were 597
pupils who took
the Phil—IRI test
17 pupils were on
independent. 58
are instructional
499 are frustration

DOCUMENTATION OF INTERVIEWS