STA.

ELENA ELEMENTARY SCHOOL

School ID: 124259
School Address: Barangay 107, Sta. Elena Tac. City

ENHANCED SCHOOL IMPROVEMENT PLAN

School Year 2019-2021

School Improvement Plan i

 ENDORSEMENT
We have the honor to submit the Enhanced School
Improvement Plan of Sta. Elena Elementary School to the School
Division Superintendent for approval as we signify our collective
commitment and support for the future and welfare of our school.

ANDRO T. CALUPAS REIZEL C. SANDERSON VERNA R. VERDIJO-DAA

GPTA President SPGO President Faculty Club President

ANDRO T. CALUPAS IMELDA S. MARAYA BERNADETTE C. AMPUAN

Brgy. Councilor/ Comm. On Education School Property Custodian School Coordinator, SDRRM

LETECIA C. OLINO RIZALEO A. PAMOR

Barangay Chairwoman School Principal

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 School’s Historical Background
Sta. Elena is a small rural barangay on the northern part of
Tacloban City, 17 kilometers from the city proper of Tacloban City and a
kilometers away from the famous 2.5 kilometers San Juanico Bridge of
the province of Leyte and Samar. The land area is about 180 hectares of
agricultural land and 100 hectares of forest lands. Most of the
agricultural lots was raised with sweet corn, eggplant, cucumbers, string
beans, squash, watermelons, ampalaya and other vegetables. The forest
lands are planted with fruit tress, coconut trees and other forest trees. 90%
of the residents of Sta. Elena are farmers tilling the land of whose owners
are not residing.
Barangay Sta. Elena abounds in a 180,000 sq. meters area, having
total population of 1,339 residents. Its present barangay Chairwoman is
Letecia C. Olino with 7 kagawads. The barangay owns a 10,000 sq. meters
lot were the Barangay Hall, Tanod Outpost, Brgy. Gymnasium, Health
Center, Day Care Center, Plaza with playground apparatus and
Barangay Chapel are found. The different classrooms of the old school
site are in use by the Alternative Learning System (ALS) classes as well
as the Day Care Center.
The school started in 1953 with only one Grade level in the old site
of Sta. Elena Community School. The school building was made of
wooden materials and the first teacher was Mr. Vicente Pejo, teaching
Grade I. The following year, Grade II was established then followed
by Grade III, Grade IV, Grade V, Grade VI during the succeeding
year. During the late 1950’s, all the grade levels were established with 6
classrooms erected for use in the school site owned by the barangay.
Meanwhile, Mr. Segundo Indic, the barangay chairman of Sta. Elena
during the middle of 1950’s donated one hectare lot for new school site.
But it took 20 years before DepEd could use the new school site,
providing it with new classrooms. Such that, in the middle of the 1980’s

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 the Grade I and II building was constructed in the new site while the
other grade levels remained in the old site. By year 2008, the Grade
III and IV were erected followed by Grade V and Grad VI building in
the year 2009-2010.
During the school year 2009-2010, the Kindergarten class was
established and recited in one of the classroom at the old site. By the year
2012-2013, a Kindergarten building was constructed at the present school
site; now together with all the other school building. A new school stage
was erected at the middle of the school plaza during the 2012-2013 and
finally finished during the school year 2013-2014 with its roofing and
painting. This was financed by the LGU Financial Assistance and meager
amount from the GPTA funds of Sta. Elena Elementary School, Tacloban
City. Sad to say this was the only one structure of the school which was
ruined by the typhoon Yolanda.
Collaborative and shared governance runs in the school. Each one is
given equal opportunity to participate in the formulating plans, decision-
making and resourcing. The supportive community and dynamic teaching
personnel keep up a harmonious working atmosphere.
For years, the school’s performance has been fluctuating, specifically
in the National Achievement Tests, PHIL-IRI assessment and other
academic ventures in the District and Division levels. Furthermore, its
performance indicators also show that there’s need for the school to do more
improve its performance.
Taking into account the aforementioned situation, the School Planning
Team convened again and evaluated the school’s performance during the
previous years. Along with this, top priorities were identified, analyzed and
brainstormed. Hence, this school Improvement Plan was revisited.
Hopefully, by the end of the target period and through the collaboration of
the school and its stakeholders, these plans would all be realized guided by
the school’s vision and mission anchored on its core moral values.

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 Approval Sheet
Republic of the Philippines
Department of Education
Region VIII
DIVISION OF TACLOBAN CITY
District Learning Center I
Tacloban City

The Enhanced-School Improvement Plan of STA. ELENA

ELEMENTARY SCHOOL, DLC-I, after having been appraised and reviewed
is found to be complete and ready for implementation.
Monitoring and evaluation for plan adjustment must be done annually.

Division School Improvement Plan Review Team:

NAME POSITION SIGNATURE

DR. DELILAH M. DELO SANTOS Division SBM Coordinator

DR. MELANI D. ESCOBARTE Chief – School Governance

and Operation Division
MR. MARK CHESTER ANTHONY
OIC – Chief Curriculum and
G. TAMAYO
Implementation Division
ANNIE D. PAGATPAT OIC - PSDS/ DLC 1

Recommending Approval: Approved by:

ROBERTO N. MANGALIMAN, Ph.D. CESE THELMA C. QUITALIG, Ph.D. CESO V

Assistant Schools Division Superintendent Schools Division Superintendent

Date:_______________________________ Date: _____________________________

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 INTRODUCTION
The institutionalization of the School-Based
Management (SBM) through R.A. 9155, otherwise known
as the Governance of Basic Education Act of 2001 leads to
the formulation of the School Improvement Plan (SIP) – a
road map that lays down specific interventions that a
school, with the help of the community and other
stakeholders should undertake within a period of three (3)
consecutive school years.
The SIP is anchored on the DepEd vision, mission, core
values, and strategies and on Central, Regional, Division
and School goals.
Recently, with the issuance of the so called DepEd
Order No. 44 s. 2015: Guidelines on the Enhanced School
Improvement Planning (SIP) Process and the School
Report Card (SRC), the SIP becomes now more realistic
and easier to accomplish through the members of the
School Planning Team of Sta. Elena Elementary School.
This Enhanced SIP will serve as a guide in addressing the
diverse needs of our clientele and in capacitating our
teachers and stakeholders in the entire improvement
process.
The above stated plan will take effect this Calendar
Year 2018 until 2020.

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School Improvement Plan vii
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TABLE OF CONTENTS

CHAPTER 1. Department of Education’s Vision, Page x

Mission, and Core Values Statement

CHAPTER 2. School’s Current Situation Page x

CHAPTER 3. Plan Page x

CHAPTER 4. Monitoring and Evaluation Page x

List of Acronyms Page x

List of Tables and Illustrations Page x

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LIST OF ACRONYMS

DepEd – Department of Education

SIP – School Improvement Program
AIP – Annual Implementation Plan

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LIST OF TABLES AND ILLUSTRATIONS

Table 1. x x x x x x x x x Page x

Table 2. x x x x x x x x x Page x

Table 3. x x x x x x x x x Page x

Table 4. x x x x x x x x x Page x

Illustration 1. x x x x x x x x x Page x

Illustration 2. x x x x x x x x x Page x

Illustration 3. x x x x x x x x x Page x

Illustration 4. x x x x x x x x x Page x

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 CHAPTER 1
Department of Education Mission, Vision, and Core Values C
Statement H
This chapter presents the documentation of matters that transpired during
A
the Vision Sharing1 activity. These include the list of the School Planning P
Team’s (SPT’s) aspirations for the school and learners, their understanding T
of DepEd VMV and Core Values as well as their commitments based on
these understanding. E
Another important document that must be included here is the list of roles
R
and responsibilities of all SPT members, as discussed and agreed upon
during the brainstorming session.
1
Lastly, the SPT timetable in the preparation, implementation, and
monitoring of the SIP and AIP must be presented in this chapter to serve as
guide to all SPT members and the school-community at large.

DepEd Vision, Mission, and Core Statement

1
The Vision Sharing is a reflective activity where the SPT internalizes the DepEd VMV and Core Values.
The School Head or other SPT member facilitates the activity to draw out the aspirations of all members
that will contribute to the attainment of school goals and objectives.

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 C
H
Content Check: A
 Documentation of the Vision Sharing activity, their aspirations for the school P
and learners and their insights on DepEd VMV and Core Values
 List of roles and responsibilities of all SPT members T
 SPT Timetable E
Notes: R
 Suggested number of pages: 1 to 2
 Additional references: ESIP Guidebook (pages 4-10) and
SIP Instructional Video 1 (Preparatory Phase) 2

CHAPTER 2
Assess

This chapter presents a brief discussion on the school and community data
that were gathered, organized, and assessed using the templates provided in
the ESIP Guidebook. The school must ensure that these data are accurate
and updated to be able to capture the school’s current needs. In the
discussion, emphasize the connection of these data with the school’s current
situation.

It has five (5) sections, namely: school’s current situation, priority

improvement areas, general objectives, targets, and root causes.

School’s Current Situation

Building on the results of data assessment, seamlessly connect the initial list
of improvement areas to create a picture of the school’s current situation.
Use the following references in writing this Section:

 School-Community Data Templates (Annexes 1A to 2C): present the

alarming data that need to be prioritized for improvement, which affect
the performance of school and learners.
 Gap Analysis Template (Annex 3):identify the gaps that need to be
prioritized for improvement and how these affect the attainment of the
Division targets.

The school may also highlight their achievements in areas where they excel
or perform highly, whether at the district, division, region, or national level.
This should not exceed one (1) page.

Priority Improvement Areas

In this Section, present the List of Priority Improvement Areas (PIAs) as a

result of the 5-point scale ranking provided in the ESIP Guidebook (page 13).
A sample listing will suffice. Use Annex 4 or Identifying Priority Improvement
Areas matrix in presenting the list of PIAs.

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In the Planning Worksheet (Annex 5), align the PIAs in column 3with the
appropriate learning stages and intermediate outcomes in column 2, e.g. C
PIA is “low English literacy” (column 3) must be aligned with IO5 “learners
attain learning standards” (column 2).
H
A
General Objectives
P
In the Planning Worksheet, write the corresponding General Objectives in T
column 4 for the identified PIAs. Ensure that these objectives are SMART and
responsive to the PIAs. E
R

2
There are processes involved prior to the conduct of the actual Root Cause
Analysis (RCA), like the conduct of FGDs and interviews with learners and
other stakeholders, and analysis of specific school process involved in the
assigned PIA to identify storm clouds and area of focus. These are not required
to be included in this Section, but shall be part of the Annexes of the SIP.

A focused problem/area can have several root causes, write in this Section the
results of the Prioritization of Root Causes using the checklist provided in
Annex 8 (ESIP Guidebook, page 98). Write in column 5 of the Planning
Worksheet the identified root causes for the PIAs.

In the Planning Worksheet, write the target(s) for each objective statement,
and identify if this will happen in Year 1, Year 2, or Year 3 of the SIP cycle
(columns 6th to 8th).

The targets must be written in quantitative form.

Planning Worksheet

To enlighten the readers who were not involved in the SIP preparation, write
three to four sentences describing the contents of the fully accomplished
Planning Worksheet.

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 Content Check:
 School’s Current Situation (brief discussion) with Initial List of Improvement C
Areas (PIAs) H
 List of PIAs (Annex 4)
 Annex 5 or Planning Worksheet - completely filled out with the following A
information: priority improvement areas, general objectives, targets, and P
root causes.
T
Notes: E
 Suggested number of pages: 3-5
 Additional references: ESIP Guidebook (pages 11-21) and R
SIP Instructional Video 2 (Assess Phase)

3
CHAPTER 3
Plan

A. Project Work Plan & Budget Matrix

In this Section, present the List of Solutions for the identified root causes.
These identified solutions are those that have satisfied the criteria provided in
Step 5 of the ESIP Guidebook (page 23). Present a matrix containing root
causes and corresponding solution.
Attached copies of the Project Work Plan and Budget Matrix (Annex9)
prepared for the identified solutions. One project work plan per solution,
which contains the following information: problem statement, project
objective statement, activities, and output.

The duration of projects vary depending on the timelines set for the
identified PIAs. It is important to make these projects manageable to
provide the team with immediate results that the school can celebrate (if
these are successful) or improve (if these do not meet the target). Thus, in
cases where there are major projects that would need a long time to
implement, the Project Team should subdivide this into smaller, more
manageable projects.

B. Annual Implementation Plan (AIP)

Another important document that will be attached is the Annual

Implementation Plan (Annex 10) for Year 1, the SIP’s operational plan. It
contains specific projects that will be undertaken by the school in a particular
year, which include the following: outputs, activities, schedule, required
resources, source of fund, and the individuals accountable for the conduct of
these projects. It also includes operational cost such as but not limited to
utilities, supplies and materials, etc. that are considered eligible expenditures
in the existing MOOE guidelines.

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The preparation of AIP is by Fiscal Year (Quarters 1 to 4) plus additional
Quarter 1 of the following year to ensure that all activities from January to
March will be planned, which is based on the amount of monthly MOOE.

Content Check:
 List of Solutions
 Project Work Plan and Budget Matrix (Annex)
 Annual Implementation Plan Year 1 (Annex)
Note:
 Additional references: ESIP Guidebook (pages 22-26) and
SIP Instructional Video 3 (Plan Phase)

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CHAPTER 4 C
Monitoring and Evaluation H
The SPT will monitor progress in the middle and end of project implementation
A
period depending on the timelines set by the Project Teams. In longer projects, P
the SPT will have to monitor more than twice. T
Schedules of monitoring must be indicated in the suggested Project E
Monitoring Report Form (ESIP Guidebook, page 29). To help inform the SPT
of the status of their projects, the Project Teams will submit their respective
R
progress reports using this template.

Attach the Project Monitoring Report Forms of all projects for Year 1 AIP, 4
which contains the following information: names of project, project objectives
and targets, and the proposed dates of monitoring.

Write 2-4 sentences describing the Project Monitoring Report Form to

enlighten the readers who were not involved in the preparation of SIP.

Content Check:
 Project Monitoring Report Forms

Note:
 Additional references: ESIP Guidebook (pages 27-30) and
SIP Instructional Video 4 (Act Phase)

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Sample Certificate of Acceptance

Republic of the P
Department of
Region ____
DIVISION _________

awards th

Certificate of A
to

(NAME OF SCH
for having successfully complied and me
of the Department of Education as mand

Given on the ______ day of ____

Schools Division Sup

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