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JUNAR T. DATULElementary School Principal II
SCHOOL IMPROVEMENT PLAN
Region 02Division of Cagayan
Amulung West District
SCHOOL IMPROVEMENT PLANof CORDOVA CENTRAL SCHOOL
Bgy. Cordova, Amulung, CagayanSchool Year 2010 – 2014
Revised June, 2012
Cordova Central SchoolSchool Year 2010-2014
___________________________________________________
E N D O R S E M E N TThis is to signify our collective approval and support to the implementation of the School
Improvement Plan which contains our aspirations for our school. Signed on August 19, 2010 and
revised on June 24, 2012 at Cordova Central School, Amulung, Cagayan.
AECKZELBON MALADRIGOPresident
Supreme Pupils’ Government
SOLEDAD LAURENTE IMELDA ABELLAChairperson Chairperson
Kindergarten – Grade III Grade IV-VI
ANALIZA LIM GEORGE LIMPresident Barangay Captain
GPTA/School Governing Council Barangay Cordova
JUNAR T. DATULElementary School Principal II
Accepted: Accepted By:
MELITA R. CUARTEROS FELY C. LATTAODistrict Supervisor Schools Division Superintendent
SCHOOL IMPROVEMENT PLAN
Cordova Central SchoolSchool Year 2010-2014
___________________________________________________
I NTRODUCTION ________
The School Improvement Plan of Cordova Central School (CCS) of Amulung West District was c o n c e p t u a l i z e d a n d f r a m e d i n r e s p o n s e t o a n d i n a d h e r e n c e t o R A 9 1 5 5 a l s o k n o w n a s t h e Governance of Basic Education Act of 2001 which states that:
“Consistent with the national educational policies, plans and standards, the school heads shall have authority, accountability and responsibility for the following:
(1) Setting the mission, vision, goals and objectives of the school;(2) Creating an environment within the school that is conducive to teaching and learning;(3) Implementing the school curriculum and being accountable for higher learning outcomes;(4) Developing the school education program and school improvement plan;(5) Offering educational programs, projects and services which provide equitable opportunities for all learners in the community;
Good school governance entails great responsibility pursuing for greater possibilities
of improvement. The formulation of an SIP caters the total development
and improvement of the school through shared responsibilities of the school and the
community it serves. It is along this line that the school tapped all the stakeholders for a
collaborative endeavor to attain the standards set by the School Planning Team (SPT) among and
between the pupils, teachers, parents, school head and the community. This document was
realized through the collaborative efforts of the School Planning Team who
include: Mr. Junar T. Datul, school head; Mrs. Annaliza Lim, president of the General
Parents-Teachers Association and School Governing Council; Mrs. Imelda
Abella, chairperson of Grades IV to VI, Mrs. Soledad Laurent, chairperson
kindergarten to Grades III, Aeckzelbon Maladarigo, President of Supreme
Pupils’ Government and Mr. George Lim, barangay captain of Cordova . This was
prepared in a thorough consultation with the above-mentioned stakeholders. They
painstakinglyi d e n t i f i e d t h e s c h o o l ’ s s i t u a t i o n t h r o u g h S W O T a n a l y s i s
a n d o t h e r m e t h o d s , i d e n t i f i e d t h e school’s goals and objectives, and the schools’
priorities in the next two years.
The SIP shall serve as the guide for the school head in managing the
school taking into consideration the different goals and objectives in every area of the
educational system. This is also a good source of information for the stakeholders,
on which area, goal and objective they can extend assistance to the school head,
in particular, and the school in general. The school
head, using this document, may make representations and create linkages to would-be benefactor
s and other persons who would be extending assistance to the school in realizing the goals and
objectives stated herein.
SCHOOL IMPROVEMENT PLAN
Cordova Central SchoolSchool Year 2010-2014
___________________________________________________
G UIDING P RINCIPLES____
CORDOVA CENTRAL SCHOOL believes in the following core values:
COOPERATION -observing participatory governance, all stakeholders should work for the school
EXCELLENCE -working together armed with individual proficiencies stakeholders shall strive in sustaining the increasing school performance
ACCOUNTABILITY -acting based on individual missions stakeholders have collective responsibilities towards the holistic development of the child.
VISION STATEMENT
MISSION STATEMENT
SCHOOL IMPROVEMENT PLAN
By 2014, Cordova Central School is one of the best performing child-friendly schools, with adequate facilities and services, school performances that are with the standards; quality learners who are value-oriented and do actively participate and contribute towards the building of a decent and productive society.
Through resource generation and effective curriculum implementation by accountable and competent school personnel supported by the cross-section of the school community, Cordova Central School shall provide quality elementary education that is equitably accessible to all and lay foundation for life-long learning and service for common goals.
Cordova Central SchoolSchool Year 2010-2014
___________________________________________________
S CHOOL & C OMMUNITY P ROFILE
A. SCHOOL PROFILE
Cordova Central School has produced a number of professionals in the past
55 years of existence as an elementary school. CCS was one of the Center of Excellence in the
Division of Cagayan based on the National Achievement Test in Grade VI for school year 2010 –
2012. The school’s overall MPS was 84.64%. The pupils' performance was promising.
Considering the target of 75% by 2015 set by the department, the school's performance is above
standard except for Filipino. Once adjudged of having the Best Kabayani Park in the Year 2009.
The school has 270 pupils in school year 2011 – 2012, headed by an Elementary
School Principal II which is consistent with the mandate of the School Based Management. There
are 10 nationally funded teachers, which includes two Master Teachers, seven
Teachers III and one Teacher I. For 2012-2013, the school is also offering a kindergarten classes
handled by a permanent teacher. There are f ive buildings and one mini-gymnasium in the
school. Eight are used as instructional rooms, while the rest are used as
administrative offices and ancillary services. Most of these rooms were used as
community service homes when needed.
SCHOOL HISTORYCordova Central School is the second school located westward of Solana. It is Thirty-Six
kilometers away from the quaint city of Tuguegarao. The school started when the land owner
with his tenants and other barrio folks initiated to make a small chapel and at the same time a
school so as the children will not be going to Centro to attend Sunday Masses and schooling. With a big
number of children to be nurtured in the place, a teacher was assigned in the place to organize
classes in the year 1948, uti l izing the said chapel as school. There were only two teachers
permanently teaching the children In 1952 the PTA built a school building separated from
the chapel and it was formally named as Cordova Community School in the Division
of Cagayan. Unfortunately the school building made from local materials were
severely damaged by typhoon. Until after the government gave aid for the construction of new
concrete school building. The school with an area of 19, 620 sq. m. was a municipally
acquired area. After 30 years, the school was formally declared as a central school for having a
separated district in the west. Buildings were built, and the school progressed during the succeeding
years up to the present, having 5 buildings and 12 academic classrooms catering 238 pupils at present.
B. COMMUNITY PROFILE
Cordova is a small rural barangay on the western part of Amulung East, some
36 km from the city of Tuguegarao and lyingon hilly place. It is bounded on the North by
Casingsingan Sur on the South by Barangay Nangalasauan and on the West is Barangay Nabbialan. The
barangay can be reached by jeepney, tricycle and private vehicles. The land area is 300 hectares of
agricultural land devoted to sugarcane, rice, corn, root crops, fruit trees and vegetables. It is populated
by people mostly engaged in farming. Barangay Cordova has 6 polit ical subdivisions having
a total of 278 households. Its present leader is Punong Barangay George Lim. His
administration is assisted by 7 Kagawads, 1 SK Chairman, 1 Treasurer and a Secretary.The
Barangay owns 2,222 sq. m. lot where the Barangay Hall , Tanod Outpost,
HealthCenter, two Day Care Centers, Barangay
Talipapa,, public comfort rooms, Multi-purpose Hall, Basketball Court, Barangay Chapel and
small nursery are situated. To maintain peace and order, the Barangay Council is backed up
by Barangay Public Safety Officers (BPSO) equipped with communication gadgets, flashlights and
other surveillance paraphernalia On the economic aspect, the barangay proper has 11 sari-
sari stores offering different services such as consumer goods, school supplies,
medicines, fuels, foods and other related services. Cordova has a multi-function
cooperative with 3 members offering services such as trading, rice and corn milling, feed
formulating, warehousing, selling of consumer goods, postal box service, savings and loans operation,
solar drying facilities and having different branches at nearby barangays. On Education, Cordova has 3
schools DayCAre Preparatory School, an Elementary and Secondary Schoos. On Religious
Aspect, San Isidro has 1 Barangay Chapel wherein a regular mass on Sundays and Holidays is
celebrated. Church Leaders are active and back up by organization.
Family Income and Occupation
Farmers, laborers, and animal caring are the major occupation of the head of the
family earning in the range of Php 150 to Php 5,500 a month. Very few are government employees and
teachers as their means of living and occupation.
Education
Majority of the residents reached elementary level. The number and percentage obtained is
actually higher of 65%. Only 18% reached school level, almost 5.26%graduated from vocational
courses. Few were enrolled in Bachelor Courses.
Labor Segmentation .
The labor force of the Barangay is 214. From ages 15-64, 3.89% or 13 are
Professionals, 7.87 % or 26 are in Vocational and Technical field, 88.32 % or 295 focus on being a
Laborer or Worker.
HISTORY OF BARANGAY CORDOVA
Based on stories of some old folks of the Barangay, Cordova was the center of Amulung.
Ear l y inhabitants of the place were immigrants from nearby municipali t ies of Piat,
Solana and Alcala. These early settlers were mostly brought in the early 1920s by landowners to
cultivate their newly acquired vast track of lands while they as the landowners are living in the
town of Tuguegarao. In 1927, a native had constructed a big house on the western
portion of the barangay land and commonly called “ sim” by the sett lers, meaning G.I
sheets for i ts roof was made of such material , the only one of i ts kind during that time
since all dwellings existing throughout the locality were made of light materials and cogon roofing. The
native being the respected leader of his “ taoans” (sett lers of their land) and the
“sim” became their gathering place. Every 4 t h o f A p r i l , a N o v e n a o f S t . V i n c e n t
F e r r e r i s s u n g i n t h e c h a p e l constructed just beside the “sim” and on the day before the 5th
night a priest from Tuguegarao is invited by the elders to officiate mass at the Chapel. The
priest accompanied by a guide had to walk from Solana upward crossing a creek and
travel a distance of 10.5 km. before reaching the chapel. Then the serving of foods and drinks of
“tuba” (sap of coconut) and “lambanog” (coconut wine) follows. In the evening, just after
the singing of the prayer a local dance followed. The affair became a yearly gathering of
the settlers not just of the natives but other settlers from the nearby land of Solana. In the
1930s the sett lers had chosen a new leader. As the eastern part of the land was
cultivated by inflow of sett lers, there was clamor to m o v e t h e l o c a t i o n o f c h a p e l
a k i l o m e t e r e a s t w a r d i n o r d e r t o a c c o m m o d a t e m o r e p e o p l e t o participate to
the yearly affair, the chosen place being the place of the leader and site of a number of houses
constructed near each other. Since all of the inhabitants are engaged in farming, they have decided to
adopt San Vicente Ferrer as their Patron Saint and celebrate its yearly barrio fiesta every 4 th of April. At
that time inhabitants having their own chapel and Patron Saint to celebrate. During this period, the
center of Amulung was transferred to Centro. In 1948, the barangay became a chartered barangay of
being Barangay Cordova.
In the same year, a community school was constructed out of light materials enrolling
Grades I to VI pupils. The school building was constructed on a 2-hectare lot on the western part of the
barangay chapel.
SCHOOL IMPROVEMENT PLANCordova Central SchoolSchool Year 2010-2014
___________________________________________________
SITUATION A NALYSIS____
This is a presentation of the school data and accomplishments supported with the trends and factors that contributes to the under achievement of the school in different areas discussed hereunder.
PROVISION OF EQUITABLE ACCESSPERSONNEL
There are 10 nationally funded teachers that include two Master Teachers, 7 Teachers III and one
Teacher I. This also include the District ALS Coordinator and one Mobile Teacher. One teacher handles
one grade class, and has one relieving teacher. One teacher is a subject teacher who is also handling
ancillary services of being the District Property Custodian. All classes are mono-grade and have
departmental schedules. The teacher-pupil ratio is 1:27. The grade level ratios of Grade I, IV, V and VI
are all within the planning standard. Teacher-pupil ratio by grade level are: Grade 1 - 1:33;Grade 2 –
1:22; Grade 3 – 1:21; Grade 4 – 1:45 and Grade 5 – 1:35.
OUR NEEDS:
•The school has no guidance counselor only teacher designated to act as one.
•The school has no school librarian only teacher designated to act as one.
LEARNING MATERIALS & EQUIPMENT
The pupil-book ratio is far below the planning standards of 1:1. All subject areas across grade
levels have a ratio from 2:1 to as high as 12:1. MSEP 4 – 6, and EPP 4 – 6 have one textbooks each.
There are no multi-media equipments present in the school. Not a single computer
unit for the computer classes for intermediate classes can be used. At least 20 computer units are
needed for two batches of pupils per class.
•Pupil-book ratio in English 1 is 5:1 which is below the standard of 1:1.
•Pupil-book ratio in English 2 is 5:1 which is below the standard of 1:1.
•Pupil-book ratio in English 3 is 4:1 which is below the standard of 1:1.
•Pupil-book ratio in English 4 is 3:1 which is below the standard of 1:1.
•Pupil-book ratio in English 5 is 2:1 which is below the standard of 1:1.
•Pupil-book ratio in English 6 is 2:1 which is below the standard of 1:1.
•Pupil-book ratio in Science 3 is 3:1 which is below the standard of 1:1.
•Pupil-book ratio in Science 4 is 9:1 which is below the standard of 1:1.
•Pupil-book ratio in Science 5 is 10:1 which is below the standard of 1:1.
•Pupil-book ratio in Science 6 is 5:1 which is below the standard of 1:1.
•Pupil-book ratio in Math 1 is 4:1 which is below the standard of 1:1.
•Pupil-book ratio in Math 2 is 3:1 which is below the standard of 1:1.
•Pupil-book ratio in Math 3 is 4:1 which is below the standard of 1:
•Pupil-book ratio in Math 4 is 2:1 which is below the standard of 1:1.
•Pupil-book ratio in Math 5 is 2:1 which is below the standard of 1:1.
•Pupil-book ratio in Sibika at Kultura 2 is 5:1 which is below the standard of 1:1.
•Pupil-book ratio in Sibika at Kultura 3 is 2:1 which is below the standard of 1:1.
•Pupil-book ratio in Sibika at Kultura 4 is 8:1 which is below the standard of 1:1.
•Pupil-book ratio in Sibika at Kultura 5 is 4:1 which is below the standard of 1:1.
•Pupil-book ratio in Sibika at Kultura 6 is 4:1 which is below the standard of 1:1.
•There is one book in MSEP 4, which is below the standard of 1:1.
•There is one book in MSEP 5, which is below the standard of 1:1.
•There is one book in MSEP 6, which is below the standard of 1:1.
•There is one book in EPP 4, which is below the standard of 1:1.
•There are zero books in EPP 5, which is below the standard of 1:1.
•There are zero books in EPP 6, which is below the standard of 1:1.
Teachers in Science also lack Science equipments and instructional materials for use. Moreover,
other teachers need reading materials for both English and Filipino.
OUR NEEDS
•Acquired 1:1 book-pupil ratio in al subject areas in all grade levels.
•4 computer units for computer classes in the intermediate level.
•One each of hammer, saw and tape measure in every grade level in Industrial Arts classes.
•Three sewing machines and one LPG tank for Home Economics classes.
•Four rakes, 2 spades, 4 hoes, 5 sprinklers and 5 bolos for Gardening/Agricultural Arts classes
•One unit LCD projector, four tents and two water dispensers.
Need Science equipments and instructional materials.
Need reading materials foe English and Filipino.
PHYSICAL & ANCILLARY SERVICES
Classroom-student ratio is 1:26 which is within the planning standard of 1:45.There are 8
completed classrooms in the school, but all of them are below the standard dimension of 7 x 9
meters and need repair or new construction. All of which are used as instructional
rooms while the rest for other administrative and ancillary purposes, while the school has no
ancillary service rooms like, but not limited to, Home Economics room, Library and offices.
The school si te is half-surrounded with a part concrete and permanent and part
semi- permanent perimeter fence. Energized and supplied with electricity and utilize electric powered
deep well as water source. Total pupil seats available are 270 or a 1:1 chair pupil ratio. These seats are a
combination of desks, tablet armchairs and modular tables.
A DepEd project was constructed for use as comfort room for both boys and girls.
No computer or typewriter is available for preparing reports and correspondence.
Neither mimeographing machine nor photocopier for test reproductions is present in the
school. No telephone line for outside communication.
OUR NEEDS
Concrete parameter fence.
Repair classrooms.
OTHERS
The school wants to revive in participating in a number of co-curricular activities like, but not
l imited to BSP/GSP camps in various levels These activit ies contribute to the holistic
development of a child.
OUR NEEDS
•Four pieces tents and two water dispensers.
QUALITY AND RELEVANCE OF BASIC EDUCATION
PUPILS’ PERFORMANCE
The National Achievement Tests results in Grade 6 already have surpassed the 75% mark set by
the department in school year 2011 – 2012 with 84.64 MPS. This put the school in the top spot among
schools in the division. Subject areas in English, Mathematics, Science and Health and
Hekasi tested in the NAT 6 are above the standard.
•Pupils' NAT performance in Filipino is 68.45, is below the planning standard, needs to be
improved by 8%.
•Pupils' NAT performance in English is 83.19, is within the planning standard, needs to be
improved by 5%.
•Pupils' NAT performance in Science is 89.40, is within the planning standard, needs to be
improved by 5%.
•Pupils' NAT performance in HEKASI is 83.97, is within the planning standard, needs to be
improved by 5%.
•Pupils' NAT performance in Mathematics is 98.18, is within the planning standard, needs to be
maintained.
Hereunder is the presentation of the school’s performance in the National
Achievement Tests in Grade 6 for the past four (5) years.
NATIONAL ACHIEVEMENT TEST RESULTS FOR GRADE VISUBJECT 2007-2008 2008-2009 2009-2010 2010-2011 2011-2012
Mathematics 65.3 80 80.48 88.32 98.18Science and Health 60 70.16 78.41 76.20 89.40Filipino 74.2 82.41 80.18 81.59 68.45English 65.3 60 73.10 79.38 83.19Hekasi 70.7 78.08 79.32 81.15 83.97School Average 67.1 74.13 78.3 81.33 84.64
NATIONAL ACHIEVEMENT TESTGRADE VI
The pupils' performance as to the National Achievement Test (NAT) in Grade III is challenging.
Considering the target of 75% by 2015 set by the department, the school's performance of 64.10 is still
below the standard, yet so close to be realized
Hereunder is the presentation of the school’s performance in the National
Achievement Tests in Grade 3 for the past two (2) years.
NATIONAL ACHIEVEMENT TEST RESULTS FOR GRADE III
SUBJECT 2008-2009 2009-2010English Reading 58.09 68.59Filipino Reading 58.51 55.63English Grammar 71.95 69.38Filipino Grammar 58.57 58.13Science 61.5 60.83Mathematics 62.86 73.13MPS 61.91 64.10
The pupils’ reading abili t ies are fluctuating as indicted in the three-year results
of the Philippine Informal Reading Inventory (Phil-IRI). The increasing number
pupils with reading levels of independent and instructional shows improvement in
school year 2009-2010, thus, giving inverse impact to the frustration level. The table and
graph below shows the results of the Phil-IRI for the past two years:
ORAL READING (ENGLISH)
PhIl-IRI RESULTS.Y. 2009-2010
Grade Pupil Tested Reading Level Non ReadersPre Post Frustration Instructional Independent Pre Post
Pre Post Pre Post Pre PostI 46 46 30 10 9 26 6 10 1 0II 39 39 18 10 16 19 3 9 2 1III 39 39 15 10 15 14 9 15IV 29 29 10 6 10 13 9 10V 50 50 28 15 12 20 10 15VI 41 41 25 20 10 16 6 5
Total 244 244 126 71 72 108 43 64 3 1
PhIl-IRI RESULTS.Y. 2010-2011
Grade Pupil Tested Reading Level Non ReadersPre Post Frustration Instructional Independent Pre Post
Pre Post Pre Post Pre PostI 37 37 25 10 14 26 6 10 1 0II 46 46 18 10 16 15 3 13 2 1III 44 44 15 10 15 14 9 15IV 32 32 8 6 12 13 9 10V 28 28 28 15 12 20 10 15VI 53 53 20 20 15 16 6 5
Total 240 240 114 71 84 104 43 68 3 1
SIlENT READING (ENGLISH)
PhIl-IRI RESULTS.Y. 2009-2010
Grade Pupil Tested Reading Level Non ReadersPre Post Frustration Instructional Independent Pre Post
Pre Post Pre Post Pre PostI 46 46 28 10 11 26 6 10 1 0II 39 39 19 9 16 19 3 10 1 1III 39 39 13 10 18 14 9 15IV 29 29 10 6 10 13 9 10V 50 50 20 15 20 20 10 15VI 41 41 25 20 10 16 6 5
Total 244 244 115 70 85 108 43 65 2 1
PhIl-IRI RESULTS.Y. 2010-2011
Grade Pupil Tested Reading Level Non ReadersPre Post Frustration Instructional Independent Pre Post
Pre Post Pre Post Pre PostI 37 37 25 12 14 24 6 10 1 0II 46 46 18 10 16 19 3 10 1 1III 44 44 10 10 20 14 9 15IV 32 32 10 6 10 13 9 10V 28 28 28 15 12 20 10 15VI 53 53 25 20 10 16 6 5
Total 240 240 116 73 82 106 43 65
CURRICULUM INSTRUCTION and INSTRUCTIONAL DELIVERY
The school has observed 199 school days below the 206 days set by the Department last school
year. Several programs and projects are being implemented to augment
pupils’ learning and improve the pupils’ performances.
For 2012-2013, the school is continuously moving on in the implementation of the School Based
Management System (SBMS). Cordova Central School is headed by a Principal supported by 11
nationally-funded teachers. Among the 11 teachers, one is 62 years old, two of them are 40 – 49 years,
five of them are 30 – 39 years old while only 2 are aged 20 – 29 years old. Their average age is 36
years. As to the length of service, one teacher is already 21 – 30 years in the service,
six are 11 – 20 years, three are 5 – 10 years in the service. Among the 11, only three is a master’s
degree holder while eight has masters units.
Staff Development
The teachers as the main factor in the realization of the school vision were
given the chance to attend seminars and training to enhance competencies and improve their
effectiveness and efficiency in their tasks as teachers. Teachers were also encouraged by
the school head to uplift their economic status through promotions.
Only four teachers are computer literates which are below the planning standard.
All 11 teachers have undergone the orientation on the NCBTS-TSNA (NationalCompetency- Based
Teacher Standards - Teachers Strengths and Trainings Needs Assessment) last year. Also,
all 11 teachers are preparing their Individual Personal and Professional Development Plans based on the
results of the NCBTS-TSNA. Corollary to this, all teachers have attended in-service
trainings (INSETs) introduced by the national, regional and division offices, though
without closely considering their respective IPPDs and the results of the NCBTS-TSNA
All teachers attended graduate studies, while one of the 11 teachers is a graduate of Master or
Arts in Education. All of 11 teachers subscribe to professional magazines and some of them have
conducted action research.
Health Status of Pupils
The health status of the pupils is one of the key concerns of the school to make the teaching-
learning experience be effective. In the past years, a number of programs were implemented to ensure
that pupils are in good health while learning in school. These program include:
1.Deworming - This was given twice a year for Grade I pupils conducted by the
medical team of the Division, which started one month after the opening of classes.
2.Dental Check-up and extraction - The program’s emphasis is to maintain healthy and cavity-
free teeth by giving tips on oral health and correct tooth brushing.
3. Supplementary Feeding - The school was one of the recipients of the “BETHESDA”Feeding
program of the division in coordination with the BETHESDA Organization. The feeding was given
to all pupils who were found out to have a nutritional status of below normal. In school year
2012 – 2013, using the new World Health Organization – Child Growth Standards
(WHO-CGS), i t was found out that 25 out of 270 pupils or 9% have Body Mass Indexes
(BMIs) below or above the normal. While, 245 of 270 or 91% have normal BMIs. Likewise, the school
is a recipient of Coca-Cola juice given to all pupils.
Pupil Services
Programs in school on the different monthly celebrations are conducted on a regular basis to
make the pupils aware and familiarized about it .Basically, the Supreme Pupils’ Government
Organization (SPGO) has been helpful in the pupils’
development and training of their leadership potentials. Also, other clubs such as YES-O and WATCH
Club were organized.
A group of pupils were organized to form the editorial board of the school’s publication,
although zero school paper has been published in the past three years.
Teams in different sports events were also organized such as, but not limited to,volleyball and
chess participated in the district and division level contests. As a result, sportsmanship, camaraderie and
competitiveness were developed among pupils. Meanwhile, the Boy and Girl Scouting movement has
been actively participating in a number of encampments from district, division and regional levels, held
in the past years. Some pupils are registered members to the BSP and GSP.
Learning Environment
Being located in the hilly part of Amulung, the school’s ambiance is
generally conducive to learning despite some deficiency in facilities and equipments. All 7 classes
were mono-grade and observe departmental schedules. All 7 classes have l e s s t h a n 4 5 p u p i l s
p e r c l a s s , b u t o n e ( w i t h 4 6 ) , w h i c h i s a b o v e t h e s t a n d a r d s e t b y
t h e department. There are only two cases of pupil-pupil conflict . This may be
attr ibuted to the school head’s fatherly figure felt by the school community. There are zero
recorded theft and robbery incidents against school properties for the past three years
SCHOOL MANAGEMENTSchool Management & Administration
T h e a c h i e v e m e n t s e a r n e d b y C o r d o v a C e n t r a l S c h o o l m a y b e
a t t r i b u t e d t o t h e school personnel’s att i tude towards work. There is dynamism in
each of the teaching and non- teaching personnel as well as the parents and community as a whole.
All personnel come on time and are rarely late in reporting to school, or are going home early.
No personnel are absent at least 5 t imes a month. All personnel attend school
activit ies and submit reports regularly on time. Such culture of enthusiasm is displayed by the school
community despite the scarcity of the needed facil i t ies and equipment, l ike: zero computer
or typewriter to prepare reports; zero mimeographing or photo copying machine to
reproduce documents, and, zero telephone and internet facility for communication.
Parents’ Participation
Parents’ support is very much important to every pupil’s learning. Teachers are the
second parents; parents are the original teachers to children. Their participation to school activities
encourages the pupils to continue their quest for education. Parents participation were noted to 136
parents out of 180 participate in the Brigada Eskwela; All parents attend Homeroom PTA
Assemblies; and, only 234 parents out of 360 parents attended Homeroom PTA meetings. As of
today there is no need to organize since the HPTA is very active in the school.
Instructional Supervision
Supervisors assist the school head in developing teachers’ potentials and improve
their respective talents and ability. Education Program Supervisors have visited the school three times
last year. The Public School District Supervisor contributed visits. On the other hand, the school
principal made 23 instructional supervisions last year. There is a need to maximize the efforts of the
above named supervisors to take full advantage of their expertise. With these, the school has set that: 9
out of 11 teachers are supervised by the school head in a month.
Resource Mobilization/Public Expenditure/School Financial, Fiscal Management
The school could hardly procure what it needs to improve its performance and services. That is
because the school MOOE is not enough to augment basic educational needs. The Amulung School
Board has allocated funds from the Special Education Fund yet it is fully managed by the municipal
office. There is also .5% allocation directly for the school in the barangay budget. MOOE are
downloaded bi-monthly to the school on a monthly.
MOOE ALLOCATION
PERFORMANCE INDICATORS
Cased on school year 2011-2012, the performance of the school is indicated hereunder:
Graduation Rate is 100% which is within the planning standard.
Participation Rate is 94% which is below the planning standards of 100%
Survival Rate is 71%, which is below the planning standard of 100%.
Repetition Rate is 2% which is below the planning standard of 0%.
ANNUAL ENROLLMENT
YEAR Participation Rate
Survival Rate
Graduation Rate
Completion Rate
Repeaters Rate
2007-2008 105 84 100 84 32008-2009 92 52 54 52 02009-2010 93 91 95 87 22010-2011 97 92 100 93 12011-2012 94 71 100 71 2
DROP OUT RATE
FAILURE RATE
GRADUATION RATE
PROMOTION RATE
REPETITION RATE
SCHOOL IMPROVEMENT PLANCordova Central SchoolSchool Year 2010-2014
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SCHOOL GOALS & OBJECTIVES
The school’s goals and objectives for the next three years are stated in the table hereunder
NARRATIVE SUMMARY
OBJECTIVELY VERIFIABLE INDICATORS
MEANS OF VERIFICA
TION
IMPORTANT ASSUMPTIO
NS/RISKS
GOAL Improved school performance in the Division of Cagayan
PURPOSEImprove pupils and school performance
BY 2014, overall pupils achievement in NAT 6 increased from 84.64% to90%
NAT Result NETRC prepares& administers test Improved pupils and school performance
Baseline Yr 1 Yr. 284.64 87.32 90
By 2014 pupils achievement in NAT 6 increased in the following subjectsSubject Baseline Yr 1 Yr. 2Math 98.18 98.18 98.18
Science 89.40 89.7 90English 68.45 73.9 80Filipino 83.19 86.59 90Hekasi 83.97 86.98 90
CONTRIBUTORY OBJECTIVES
A. Provision of Equitable Accessa.1. hire competent and adequate teaching& non-teaching personnel
a.1.1. Two (2) Non-teaching & 1 teaching personnel hired Approved
AppointmentsDBM releases for the hired teaching and non-teaching personnel
Personnel Yr 1 Yr. 2Guidance counselor 1Librarian 1
a.2. Improve availability of Instructional and learning materials
a.2.1. Procure the following materials:Delivery Receipt
Inspection Report
Equipment Yr 1 Yr. 2 TotalComputer 2 2Hammer 5 5 10Saw 2 2 4Tape measure 10 10Oven 1LPG Tank 1 1Rake 3 3 6Spade 2 2 4Hoe 1 1 2
sprinkler 4 4Bolo 2 2 4Tents 1 1Water dispenser
1 1 2
a.2.2. Procure/accept the following textbooks to achieve 1:1 textbook pupil/student ratio
Delivery Receipt
Inspection Report
IMCS delivers booksTextbooks Yr. 0 Yr 1 Yr. 2
MATHKindergarten 2 10 20Grade 1 20 10 20Grade 2 20 10 20Grade 3 25 10 15Grade 4 25 10 15Grade 5 35 5 10Grade 6 35 5 10ENGLISHKindergarten 2 10 20Grade 1 20 10 20Grade 2 20 10 20Grade 3 25 15 20Grade 4 25 15 20Grade 5 30 10 10Grade 6 30 10 10FILIPINOKindergarten 1 11 20Grade 1 20 10 20Grade 2 20 10 20Grade 3 25 15 20Grade 4 30 10 10Grade 5 25 15 20Grade 6 20 10 20HEKASIKindergartenGrade 1 5 20 20Grade 2 2 10 20Grade 3 25 10 10Grade 4 20 10 20Grade 5 25 15 20Grade 6 25 15 20SCIENCEKindergartenGrade 1Grade 2Grade 3 10 10 20Grade 4 10 10 20Grade 5 15 15 15Grade 6 15 15 15EPPKindergartenGrade 1Grade 2Grade 3Grade 4 5 20 20Grade 5 10 10 20Grade 6 10 10 20MSEPKindergarten 0
Grade 1Grade 2Grade 3Grade 4 10 10 20Grade 5 10 10 20Grade 6 10 10 20Purchase Instructional Materials and equipments for teachers’usePurchase reading materials in Filipino and English.
a.3. Improved Physical environment for learning
a.3.1. Constructed, Accepted & Turned over the following facilities Actual facilities
Certificate of Acceptance
DepED Central Office allocates funds for the purpose(MOOE)
Facility Yr. 0 Yr 1 Yr. 2School Nursery 0 1 0Perimeter Fence 100 m
span100 m span
100 m span
Computer Lab. 0 0 0a.3.3. School perimeter fence completed
Actual facilities
Certificate of Acceptance
Yr. 0 Yr 1 Yr. 220 % 50% 100
%
B. Quality and Relevance of Basic Education
b.1. Improve READING skillsin English and Filipino subjects
b.1.1. All students read within their standard reading level (independent readers)
Post Phil-IRI Report
Yr. 0 Yr 1 Yr. 2 68 120 170
b.2. Improve skills of pupils in Science,Mathematics, HEKASI
b.2.1. Organize review classes in all subjects and grade levels starting October 2011 to February 2012 and the years thereafter
MonitoringReport
Class Record
b.3. Improvej Curriculum Implementation and Instructional Delivery
b.3.1. 100% of school days met or delivered per year
FORM 2
b. 3.2. 100% of pupils are promoted considering the "no read, no move" principle of the Every Child a Reader Program (ECARP)
Phil-IRI Results
b.3.3. 100% of the Grade I entrants have ECD experience
Form 3
b.3.4. 100% of the Grade I Entrants have been positively considered under School Readiness Assessment
SReA Result
b.4. Improved subject knowledge/ teaching skills of teachers
b.4.1. Number of teachers trained on results of NCBTS/TSNA
Attendance Sheet
TrainingYr. 0 Yr 1 Yr. 2
Completion Report
Baseline 0 10 0
b.4.2. Teachers trained on Computer Literacy Attendance Sheet
TrainingCompletion Report
Yr 1 Yr. 2
Computer literacy3 7
b.4.3. 11 out of 11 teachers subscribed to professional magazines
Subscription to professionalmagazines
b.4.4. 11 out of 11 teachers are masters degree holder
Diploma or special order
b.4.5. 11 out of 11 teachers and School Principal conducted one action research each a year
:Copy of approved research proposal and recommendation
b.5. Improve Nutritional status of pupils/students
b.5.1. 100% of students within normal status of nutrition
Report of Nutritional Status
Yr 1 Yr. 2 245 270
b.5.2. Feeding Program implemented in 6 sustained months
Monitoring Report
C. School Management c.1. InstructionalSupervisionStrengthened
c.1.1. Frequency of supervisionSupervisoryReportYr 1 Yr. 2
School Head10 out of 10 / month
10 out of 10 / month
PSDS 10 out of 10 /quarter
10 out of 10 /quarter
EPS10 out of 10 / sem
10 out of 10 / sem
c.1.2. Number of teacher supervised
SupervisoryReport
Yr 1 Yr. 2 Yr. 3
School Head10 out of 10 / month
10 out of 10 / month
PSDS 10 out of 10 /quarter
10 out of 10 /quarter
EPS10 out of 10 / sem
10 out of 10 / sem
c.2. Effective School Management and Administration Implemented
c.2.1 100% of teachers report to school on time
D a i l y t i m eRecord
c.2.2. 100% of teachers have no more than 1 day absence in a month
Daily timeRecord
c.2.3. 100% of the number of contact time observed by 2014
Monitoring
2.4. 10 out of 11 teachers making home visits MonitoringReport
c.2.5. PTA board conducts 10 meetings in a school year
AttendanceRecord
Recordof minutes
c.2.6. One School Governing Council organized and made functional Existence of SGC
c.2.7. Eight school INSET prepared and implemented
TrainingCompletionReport
c.3. StakeholdersParticipationIntensified
c.3.1. Parents attendance to PTA activities AttendanceSheet
c.3.2. One (1) Alumni Association organized and made functional by 2014
By – LawsDatabase is present
c.3.3. Percent of parents participation in Brigada Eskwela from 90% to 100% by 2014
AttendanceRecord
c.3.4. Private individuals and/or organizations/corporations donate to the school in a school year
Deed of Donation
c.4 Resource mobilization efforts intensified
c.4.1. Resource mobilization efforts conducted: 2012 King & Queen
MonitoringReport
Financial report
c.5. Improved School Environment
c.5.1. Number of conflicts reduced Logbook Conflict Basel
ineYr. 1 Yr. 2
Pupil-Pupil 0 0 0Pupil-Teacher 0 0 0Teacher-Teacher
1 1 0
Teacher-Parents
1 1 0
D. School Performance Indicators
d.1. ImprovedSchoolPerformanceIndicators
d.1.1. Decreased simple drop out rate from 2% to 0% by 2014
Form 18
d.1.2. Decreased failure rate from 2 to1 % by 2014d.1.3. Maintained graduation rate of 100% until 2014.d.1.4. Decreased repetition rate from 1% to 0% by 2014
SCHOOL IMPROVEMENT PLANCordova Central SchoolSchool Year 2010-2014
___________________________________________________
S CHOOL PRIORITY I MPROVEMENT A REAS
Area: PROVISION OF EQUITABLE ACCESS
STREAM SUGGESTED INTERVENTIONS1.Needs one library teachers for the school Request for a teachers for the school2 .Book-pup i l r a t i o s i n a l l s ub j e c t a r e a s and grade levels are below the standard of 1:1
Purchase textbooks in all subject areas and grade levels to make 1:1 book-pupil ratio
3 . N e e d s c o m p u t e r s e t s f o r instructional purposes
Purchase computer units for instructional purposes
4 .Ne eds t oo l s and equ i pmen t s i n EP P (home economics, industrial arts and agriculture/gardening)Purchase tools and equipments for EPP5and S c i e nce
Ne ed r ead i ng books i n F i l i p ino and Eng l i sh .
Purchase tools and equipments for EPP, Science
5 . Ne eds add i t i ona l f ac i l i t i e s ( i . e Computer laboratory, Home economics room, perimeter fence and school nursery)
Request for construction of new facilities to school
6 .S ix i n s t ruc t iona l c l a s s rooms and the existing perimeter fence need immediate repair
Request for funds and materials for the repair of 6instructional rooms and perimeter fence
Area: QUALITY AND RELEVANCE OF BASIC EDUCATIONSTREAM
SUGGESTED INTERVENTIONS
1.29.5% of pupils are independent readers which is below the standard of 100%
Implement
2.Performance level in NAT 3 is below the standard of 75%
Organize review classes in all subject areas and grade levels starting October to January.
3. 98% of Grade I entrants have ECD Encourage parents to enroll their school age children to pre-school before they can be accepted to Grade I
4.No one of the teachers are computer literate Stream Suggested InterventionsConduc t IN S ET i n compu t e r l i t e r ac y
5.Zero teachers conducted action research in a year Encourage teachers to conduct one action research in a year
6.91% of pupils have normal BMI Implements feeding program for 6 sustained months
Area: SCHOOL MANAGEMENT
STREAM SUGGESTED INTERVENTIONS1 .90% o f pa r en t s pa r t i c i pa t e i n B r iga da Eskwela, attend assemblies and meetings in a year
Implement food for work in Brigada Eskwela,supplemented by the private donors
2 . Ze ro a lumn i a s soc i a t i on has been organized 2 . Organize one functioning alumni association in the school
3 .Ba ranga y has no t a l l oca t ed funds fo r t he school
Lobby to the barangay council to allocate funds for the school projects
4 . Ze ro t eache r s c onduc ted a c t i on r e s ea r ch in a year
Conduc t IN S ET i n ac t i on r e s ea r ch
5. 91% of pupils have normal BMI Implements feeding program for 6 sustained months