School Improvement Plan i

ENDORSEMENT

This is to certify our collective approval and support the

implementation of the Enhanced School Improvement Plan (ESIP)
which contains our aspirations for our school. Signed on
________________ at ___________________________________________.
Date School/Address

SCHOOL PLANNING TEAM

____________________________ _________________________
SGC President SPTA President

____________________________ _________________________
Faculty President School Child Protection Coordinator

____________________________ _________________________
Chairman, BDRRMC Chairman, Committee on Education

____________________________ _________________________
Planning Coordinator/Officer SSG/SPG President

____________________________
School Head

Endorsed by:
____________________________
Public School District Supervisor

Reviewed by:

_________________________ ________________________
Chief, CID Chief, SGOD

Recommending Approval:

________________________________________
Assistant Schools Division Superintendent

Approved by:
__________________________________
Schools Division Superintendent

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 Republic of the Philippines
Department of Education
Region ______
DIVISION ____________________

awards this

Certificate of Acceptance
to

___________________________________________________________________
(NAME OF SCHOOL)

for having successfully complied and met the

requirements and standards
of the Department of Education as mandated by
DepEd Order 44, s. 2015.
Given on the ______ day of __________________ 20____.

_________________________________
Schools Division Superintendent

School Improvement Plan iii

SPT MESSAGE

The Rodriguez National High School, as a learner-centered institution

is actively cultivating a culture of access, quality, equity, and resiliency and

well being by crafting innovative actions that will support the KEY Initiatives

of MATATAG curriculum and instructional practices that lead to high- quality

learning and performance for every learner.

The school’s practices are grounded on the aim of providing

curriculum and instruction that inspires and engages students. Accordingly,

Governance is anchored on the goals of fostering a cycle of continuous

instructional improvement using data, collaboration, and instructional

support.

The School Improvement Plan of Rodriguez National High School is

a road map that lays down specific interventions to be conducted through

the collaboration of teachers, parents, community, and other stakeholders

for the next 6 academic school years.

In context, this document is an outline of the school’s accomplishments for the

past school years and the future initiatives and programs to be implemented for

intensified school improvement which is rooted on the goal of providing quality and life-

long learning for every individual learner.

We aspire that RodHigh produce a globally competitive and holistic learners

and high standard under competent and efficient teachers, visionary leaders,

School Improvement Plan iv

complete, accessible, and e- learning facilities, and high- tech amenities and to

create a harmonious relationship with parents, stakeholders, and government

officials. Be PRIMED & develop successful learners.

OUR COMMITMENTS

➢ Be an efficient and supportive teacher to facilitate learning to produce globally

competitive and holistic learners.

➢ Extend help in realizing the dream and aspirations for RodHigh and its learners in

the future.

➢ Give and share the best to support the school administration and colleagues for

the best of the learners.

➢ Perform given tasks honestly and diligently with a heart

➢ As parent representative, I will share my 100% commitment to the best of my

ability for the benefit of our children especially in their spirituality.

➢ Lead you all with a good heart and behavior.

➢ Commit myself in the fulfillment of all the aspirations for RodHigh’s triumph in the

next years to come- benefiting the total development of the learners and school

community.

➢ Be active participants on school activities and programs as well as more effort on

action research.

➢ Share time and passion of inspiring the students in achieving their aspirations and

dreams regardless of their social status.

➢ Serve efficiently and impart dedication for RNHS excellence.

➢ Share knowledge, time and efforts to the students, schools and community for the

holistic development of the school and learners.

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School Improvement Plan vi
TABLE OF Contents

CHAPTER 1. DepEd’s Vision, Mission, and Core Page x

Values

CHAPTER 2. School’s Current Situation Page x

a. Introducing the school
b. School Performance on Access
c. School Performance on Quality
d. School concerns on Equity and
Inclusion
e. School concerns on Resilience and
Well-being
f. School concerns on Governance
g. Other Unique Concerns

CHAPTER 3. Improvement Plan Page x

a. Key Performance Indicators
(targets)
b. Strategies/School Strategic
Directions
c. Key Interventions

CHAPTER 4. Financial Plan Page x

a. Six-year Indicative Financial plan
b. Year 1 Annual Improvement Plan

CHAPTER 5. School Monitoring and Evaluation

and Adjustments (MEA)

CHAPTER 6. Risk Management

List of Acronyms Page x

List of Tables and Illustrations Page x

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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 C
DepEd’s Vision, Mission, and Core Values H
A
P
T
THE DEPED VISION
E
We dream of Filipinos,who passionately love their country, and whose values R
and competencies enable them to realize their full potential and contribute
meaningfully to building the nation.
1
As a learner-centered public institution,the Department of Education
continuously improves itself to better serve its stakeholders.

THE DEPED MISSION

To protect and promote the right of every Filipino to quality, equitable, culture-
based, and complete basic education where:

Students learn in a child-friendly, gender-sensitive, safe, and motivating

environment.
Teachers facilitate learning and constantly nurture every learner.
Administrators and 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.

OUR CORE VALUES

Maka-Diyos
Maka-tao
Makakalikasan
Makabansa

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RODHIGH CURRENT SITUATION

Rodhigh is directed to achieve universal participation of all school ages

from 12 years old and above learners, improve learning outcomes
through a clear and specific instructional objectives, as well as
strengthen governance and school operation for School Year 2023-24
up to School Year 2027-2028.School needs to provide interventions that
will respond to the current situations of the school community in
accordance with DepEd mandates, Division policies, plans, programs
and projects in Junior and Senior High School including ALS learners.
C
This SIP implementation plan will start upon the presentation and approval of H
the stakeholders and acceptance of the Schools Division Superintendent. This will be
implemented starting SY 2023-24 up to School Year 2027-2028. SIP Worksheet on
A
Identifying Priority Improvement Areas shows that the basic identified problem in P
school which does not meet the Division Planning Standard. Based from Root Cause
analysis there are five(5) identified problems that school community need to attend to
T
are 1.) Rooms need repair/ re-electric wiring 2. Lack of TLE equipment both SHS and E
JHS 3. Chair ratio is not 1:1 3.) Presence of 63 Non-Readers and 99 Non-numerates, R
4.) High Drop-out rate 5.) Students behaviors that manifest not interested to study and
high numbers of late comers and absences.
School is accessible to all means of land transportation however, students and
2
teachers are prune to meet road accident.
School has 1 hactare site donated by barangay to DepEd but then, in absence
of all original documents of donation, school site partition, school can not registered
it, in the name of school. Rodhigh is adjacent to Elementary schools in Cadlan, and
2.5 kilometers from Palestina and Hacienda Salamat.1.5 kilometers in Maycatmon and
Eastern part of Milaor.

Priority Improvement Areas

Based on the Identified Priority Improvement Areas (PIAs’), there are 3

identified problems that need immediate attention. For Quality Education, the rate of
non-readers(63 ) and Non-numerates(99) are the most common problems that affects
the Performance Indicators, such as low performance of students and student at risk
of dropping out(27 dropped). Thus, the school need for Student-reformation and
remediation. Under Governance, lack of classroom facilities are evident. There is also
a need to improve the classroom environment, seat ratio, facilities in TLE especially
the SHS TVL Offerings. This can be addressed by enhancing stakeholders’
participation to address the pressing problems in the school. And the other concerns
is decreasing enrollment in SHS, especially in the 2 nd semester. This issue can be
address by intensive classroom monitoring, advisers home visit and constant dialog
with students with learning difficulties.

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Table below is the recent status of school in terms of ACCESS
Enrollment SY 2022- School Year School Year Number of
per Grade 2023 2023-2024 2024-2025 Increase/
Level Baseline Decrease
Data
Grade 7
Grade 8
Grade 9

CHAPTER 2
School’s Current Situation

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a. Introducing the School
Description of the school which may include but not limited to i. size of school,
ii. curriculum offering iii. location and catchment areas, iv. environment and
socio-economic condition, v. physical environment, vi. immediate community,
and vii. Linkages

b. School Performance on Access

Shows the following:
I. enrolment trends (minimum of 4 years’ historical data) including its
analysis,
ii. historical data on: a) community intake rate (5-year-old children located in
the catchment areas) for the elementary level, b) simple drop-out rate, c)
school leaver rate, and d. transition rates, 21
iii. good performing and problematic KPIs (identified per grade or key stage)
and corresponding causes (best practices and bottlenecks -internal or
external factors),
iv. analysis of the strengths or weaknesses of past interventions or
programs/projects/activities in relation to access and
v. Foreseeable problems if problematic KPIs are not acted upon

c. School Performance on Quality

i. Reading Proficiencies/Competencies – a) present and describe the level of
reading competencies of all learners, b) show the group of high and low
performers, c) provide explanation of causes (internal or external factors), iv.
explain the strength or weaknesses of past interventions or
programs/projects/activities in relation to reading v. discuss potential
problems if performance issues are not addressed (if necessary).
ii. Learning Standards/Performance – a) present and describe latest
performance in the National Achievement Test by Subject by group/grade, b)
show the group/grade level in high and low performance, c) provide
explanation of causes (internal or external factors), iv. explain the strength or
weaknesses of past interventions or programs/projects/activities or practice
in relation to reading v. discuss potential problems if performance issues are
not addressed (if necessary). The school may also discuss the performance
regional and division tests (if available), awards and recognition, performance
in ILSAs (International Large-Scale Assessments) (if the school has
participated)

d. School concerns on Equity and Inclusion

Analysis of issues on inclusion programs or initiatives. Specifically, this
section will cover learners in disadvantaged sectors like learners with
disabilities, working children and youth, street children, children in conflict,
indigenous people’s etc.
This section will:
i. identifies and describe these learners in disadvantaged sector.

ii. describe the challenges they are face in accessing basic

education
iii. explain the strength or weaknesses of past interventions or
programs/projects/activities or practice in relation to reading

School Improvement Plan 12

 iv. discuss potential problems if performance issues are not
addressed (if necessary).
e. School Concerns on Resilience and Well-being C
Analysis of nutritional status of learners, incidence of bullying, school H
hazards, mental and psychosocial condition including security and peace and
order situation. A
P
f. School Concerns on Governance
May include school resources analysis on human resources, school resources,
T
and development prospects. Basic ratios may be presented and teacher E
performance, SBM practice, and partnerships, among others. Discuss in this
section the governance issues encountered by the school for the last 3 years.
R

g. Other Unique concerns 3

It may include unique issues that are not captured in the 4 pillars.

CHAPTER 3

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Improvement Plan
School Strategic Plan

a. Key Performance Indicators (Targets)

6-year realistic targets on access, equity, quality, resilience, well-being, and governance per
item F.

b. Strategies/ School Strategic Directions

Priorities that the schools shall focus to address key and immediate challenges and
harnessing opportunities in the next six years.

c. Key Interventions

These are specific actions that school will undertake to accomplish identified strategies.
These may be in a form of nationally driven programs and projects, locally initiated
interventions to address unique conditions, and specific activities designed to address short-
term issues. This shall be converted into output statement.

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 CHAPTER 4
Financial Plan C
The financial plan provides resources to the key interventions.
H
A
a. Six Year Indicative Financial Plan P
School Strategic Plan which outlines school priorities in 6- year cycle. Should include goals,
outcomes, strategies, and outputs for the next 6 years. Please refer to Annex 3 for the suggested
T
format. E
R
b. Year 1 Annual Improvement Plan
Plan execution document using the standard template for Work and Financial Plan. This outline the
one (1) year plan of the school from January to December. Please refer to Annex 4 for the suggested 4
5
format.

CHAPTER 5

School Improvement Plan 15

 School Monitoring and Evaluation and Adjustments

A systematic process for collection, collation, and analysis of key education data and
information that will allow the SGC to determine the progress of SIP implementation based on
targets. The main objective of the SMEA is to facilitate decision-making for a more relevant and
responsive delivery of basic education services at the school level. Pending the issuance of a
monitoring and evaluation manual, schools may still use the SRC as a platform/way of
communicating the results of school M&E to school stakeholders, provided that the minimum KPIs
required in this policy are covered. In monitoring and evaluating the SIP, Mid-year and end-term
assessment shall be conducted. May include SMEA culmination and regular Program
Implementation Review (PIR as a platform for communicating/reporting of monitoring results. Could
be done monthly, quarterly, semi-annually, and annually. M&E strategies and activities shall be
aligned with DO 29, s. 2022 or the BEMEF Policy.

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 CHAPTER 6 C
Risk Management Plan H
A
These shall include the registry of identified Risks, its description, and the strategic solutions to
mitigate the impact of each identified risk.
P
T
E
R

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School Improvement Plan 18