School Improvement Plan

MATANGAD NATIONAL HIGH SCHOOL

SCHOOL IMPROVEMENT PLAN

Calendar Year 2011 – 2015

COMMITMENT

School Improvement Plan (SIP) is a 5-Year Plan that specified the desired outcomes and outputs and required inputs and processes to improve. The preparation of the SIP involves the Matangad National High School Teaching internal stakeholders and community stakeholders through its teamwork and collaborated efforts have formulated a Five (5) Year School Improvement Plan.

This is a document that came out based on the formulated Vision and Mission that serves as a guiding principle in making the school adopt with different technologies that would cater to the needs of students and teachers towards quality education.

The intervention strategies and activities lined out in the plan to guide the school and community in addressing the alarming problems such as low academic performance, upgrading the capabilities and lack of commitment of teachers and administrator and lack of school-community partnership.

Thus, we enjoined hand in hand in making secondary education interesting, effective and functional and having happy experiences that serves as the venue for unity, peace and progress for global competitive world.

We, the member of the School Governing Council (SGC), the primary stakeholders of Matangad National High School acknowledged the efforts being made by the school to bring about improvement in student performance. With the aid of the Divine Providence, we hereby bind ourselves for the commitment and full support of the implementation of the Five-Year School Improvement Plan (SIP) of Matangad National High School, Matangad, Gitagum, Misamis Oriental. This detailed plan is the means through which these improvements are most likely to occur. Hence, we commit ourselves toward the implementation of the programs and activities underscored in this plan.

NAMI J. BATALLA Faculty President, SGC Member	ARIES MAE P. CALAM SSG President, SGC Member
PATERNO S. FABRICANTE Committee on Education, SGC Member	JOEL CALAM PTA Treasurer, SGC Member
REV. CESAR MIGUEL Religious Sector, SGC Member	JIMBOY JAMIS Business Sector, SGC Member
JEMILO FABRICANTE PTA President, SGC Member	MAMERTO C. ORQUILLAS Brgy. Captain, SCG Co-chairman
LUZVIMINDA Z. LABIS, CE, Ph.D. School Head, SGC Chairman

I. STATEMENT OF SCHOOL VISION – MISSION

Vision:

Matangad National High School aims to produce highly competent, disciplined, equipped with life learning skills and God-fearing graduates capable of responding to the ever changing demands of society.

Mission:

Matangad National High School earnestly endeavors to be a center of instruction that molds the youth to become academically and vocationally competent, God-fearing and Peace-oriented individuals living in a healthy environment.

School Logo

II. COMMUNITY AND SCHOOL PROFILE

A. Community Profile

Matangad is a barangay of Gitagum, Misamis Oriental. It is about five (5) kilometers away from Gitagum proper, located along the national highway to Iligan City. It has the biggest population from among the eleven barangay thereof, whose people’s main livelihood is farming and fishing. Bounded in the north is the shoreline and stretches to the south with a hilly or mountainous landscape, a place famous of seneguelas fruit trees.

B. History Matangad National High School

It was a big dream of the people of Matangad and its nearby barangays that a secondary school will be built in their place to give the youth of school age the opportunity to pursue higher education considering the family’s poor economic status which became a hindrance for them to send their children to school in other towns.

Years later, sometime in 1992, that dream became a reality through the joint efforts of Gitagum residents and officials headed by Hon. TIBURCIO P. AJONAN, who was then the municipal mayor. Worthy to mention also is the Barangay Captain of Matangad, Hon. GAUDENCIO S. FABRICANTE whose untiring effort had contributed in materializing the vision of having a National High School a reality in the barangay of Matangad.

A concerted effort of both barangay Matangad and the municipal Local Government Unit was prevalent in pushing several documentations and follow-ups to the different government agencies/offices. The former Congressman Victorico Chavez was channeled to facilitate the approval of the Matangad National High School budget in Congress.

Consequently, on December 16, 1994, the former President of the Republic of the Philippines, Hon. Fidel V. Ramos approved the application of constructing the Matangad NHS edifice, and released the P 1,000,000.00 to this effect. Special mention is given to Hon. Victorico Chavez who convinced the members of the Congress which led to the approval then by the Philippine President.

The Municipal Local Government Unit of Gitagum had spared P 200,000.00 aside from the allocation of Hon. Chavez of P 300,000.00 to purchase the lot worth P 500,000.00 aside from where the school building was constructed. The barangay Matangad shouldered the payment of the lot worth P 53, 000.00.

Sometime in May to July 1997, the enrolment for classes had begun and classes started on June 2, 1997. There were only three (3) teachers then, namely: mrs. Juvy Lagbas. Daligdig, Mrs. Joycelyn Ebdao Fabricante, and Ms. Brenda Magsayo Llamis, whose item was borrowed from Libertad National High School. Few months later, another two (2) teachers were employed in the person of Mr. Rogel Ignatius Cruz and Mr. Isidro Gervacio, as the school-in-charge.

C. School Profile

1. Student Development

Table 1. Key Performance Indicator

Indicators		2006 - 2007			2007 - 2008			2008 - 2009
Enrollment		Male	Female	Total	Male	Female	Total	Male	Female	Total
		243	241	484	275	236	511	280	235	515
Participation Rate		-			18.50%			19.37%
Cohort Survival Rate		65.60 %			65.69 %			73.68%
Drop-Out Rate		7.60 %			6. 80%			3.30 %
Completion Rate		59.70 %			64.96 %			77.00 %
Graduation Rate		92.00%			98.98 %			96.00 %
Retention Rate		96.80 %			86.19 %			87.00 %
Transition Rate:	1st Year	98.00 %			92.78 %			93.40 %
	2nd Year	106.12 %			98.80 %			95.05 %
	3rd Year	103.00 %			98.51 %			96.52 %
Failure Rate		9.29 %			13.30 %			12.03 %
National Achievement Test Result		28.97%			66.70			69.73 %

Table 1 shows the three (3) school year consolidated data of the key performance indicator of the school from school year 2006 – 2007 to 2007 – 2008. The data gathered will serve as the baseline and will be utilized in projecting future activities for the next school years to come. Each indicator was thoroughly scrutinized to minimize the level of significance in missing the target of improving the quality of education and increasing the satisfaction level of the clientele by maximizing the students’ potentials.

Table 2. Enrolment

School Year	Enrolment
	Male	Female	Total
2006 - 2007	243	241	484
2007 - 2008	275	236	511
2008 - 2009	280	235	515
2009 - 2010	270	260	530

Figure 1. The Graph of Enrolment for Four (4) Consecutive School Years

Table 1 clearly shows the consistently but minimally increasing population of the Matangad NHS since the school’s opening last school year 1997 – 1998 up to the present. The growth of school’s enrolment record goes hand in hand with the present trend of the population in the country today.

Table 3. Participation Rate

School Year	Participation Rate
2006-2007	-
2007-2008	18.50%
2008-2009	19.37%

Figure 2. The Graph of the Participation Rate among School Children

Table 3 shows the participation rate of school-age children whose age ranges from 12 – 16 in Matangad, Gitagum, Misamis Oriental. It can be noted that there was a slight increase in the participation rate from school year 2007 – 2008 to 2008 – 2009. Though the increase is very minimal but in a way it has made a difference by decreasing the number of out of school youth (OYS) in the place.

Studies showed that juvenile delinquency usually builds up among OSY, because they have no regular activities that will occupy their time prompting them to get involve with unsupervised activities. Most of the said activities are product of their creativeness, aggressiveness and false pride in collaboration with their cohorts sharing with them the same sentiments.

The decreasing number of OSY is contributing in a way to less petty crimes committed such as physical assault, robbery and the likes among youngsters and adults. Thus, a community of peace evolves within and outside the school premise – resulting to a safer place for the children to stay.

Table 4. Cohort Survival Rate

School Year	Cohort Survival Rate
2006-2007	65.60 %
2007-2008	65.69 %
2008-2009	73.68%

Figure 3. Graph of Cohort Survival Rate

It can be noted from table 4 that the survival rate for the past two (2) successive years are almost the same. Hence, the difference is insignificant but significantly different in school year 2008 – 2009 because it is increased by almost 8%.

The noted increase in the variable is very much influenced by their increased knowledge and awareness based from the teachers’ classroom input and discussions about the importance of high school education. This is the result of the combined efforts done by the parents as well as the teachers in addressing the realization of the school’s vision and mission.

Table 5. Dropout Rate

School Year	Dropout Rate
2006-2007	6.56 %
2007-2008	6.57 %
2008-2009	3.30 %

Figure 4. The graph of the Dropout Rate among students for three (3) consecutive years.

It can be gleaned from table 5 that more than half of the dropout rate for the past two (2) consecutive school years (2006 – 2007 to 2007 – 2008) was almost the same. On the following school year 2008 – 2009, a very significant difference occurred because the dropout rate of the previous years is reduced to almost one half.

The dramatic change occurred in the dropout rate of the school can be attributed to several factors. A very high dropout rate may have been caused by diminishing attention of parents/guardians with their children’s school concerns; vanishing interest of students in their studies; other students were influenced by the OSY to focus on other things than their studies; and also the distance of the school from their houses and the parents could not afford to give then money for fare not to forget that sometimes students would come to school with an empty stomach.

On the other hand, varied interventions were done in order to minimize the dropout rate such as frequent home visitation to students who were diagnosed as potential dropouts and a more personalized approach was made with the identified problematic students to motivate interest in their studies. These approaches were proven effective, hence, the dropout rate was dramatically decrease to 3.30%

Table 6. Completion Rate

School Year	Completion Rate
2006-2007	59.70 %
2007-2008	64.96 %
2008-2009	77.00 %

Figure 5. The Graph of Completion Rate.

The data in table 6 show that the increase of the completion rate from 2006 to 2009 is very significant since it reaches up to more than 10%. Such increase is attributed to the constant motivation of teachers to the students as well as the prohibition of bringing cell phones and other computer gadgets in the school that may hinder or retard the academic growth and advancement of the students

Table 7. Graduation Rate

School Year	Graduation Rate
2006-2007	92.00 %
2007-2008	98.98 %
2008-2009	96.00 %

Figure 6. Graph of the Graduation Rate

The graduation rate for three (3) consecutive school years is in general not ideal for small schools like Matangad NHS since an average of 4.33% of the graduating population do not graduate every school year. Scrutinizing the table closely, will tell us that more than 4 students, in every 100 graduating student will be left behind by their cohorts in high school.

The picture shown above can be attributed to lack of constant support from the parents resulting to non-endurance of the students to graduate. Another reason that aggravates the students’ chance to graduate is the preconceived thinking about the non-availability of job opportunity and the incapacity of parents to support college education.

Table 8. Retention Rate

School Year	Retention Rate
2006-2007	96.80 %
2007-2008	86.19 %
2008-2009	87.00 %

Figure 7. The graph of the retention rate for three (3) consecutive school years

The data in table 8 manifest that there is an insignificant difference of the retention rate for the last two (2) school years, not to mention though that in figures of the last school year, it seems to recover the data attained in school year 2006 – 2007. This finding may be caused regular and frequent follow-up of class advisers and the subject teachers; increased students’ motivation to finish high school education; seemingly lost and recovered students’ desire to graduate; and availability of computers and access to internet.

Table 9. Failure Rate

School Year	Failure Rate
2006-2007	9.29 %
2007-2008	13.30 %
2008-2009	12.03 %

Figure 8. The graph of the failure rate.

Table 9 shows that figures are fluctuating which means that the interest of the students to perform their school duties, obligations and functions are also dwindling. This pressing issue is believed to have been caused by the diminishing desire of the students to pass due to insufficient motivation. Another reason for the high failure rate is the students’ passivity to comply subjects’ requirements. The other factor that can be seen is the lack of interest to study lessons and perform assignments due to insufficient references in the library.

Table 10. National Achievement Test Result

School Year	NAT
2006-2007	28.97%
2007-2008	66.70%
2008-2009	69.73%

Figure 8. The Graph of the National Achievement Test

Figure 9. The graph of the National Achievement Test (NAT) result for three (3) consecutive years.

The data manifest that there is a significant increase of NAT results from the school year 2006 – 2007 to school year 2008 – 2009. The dramatic increase is attributed to the following reasons; frequent home visitation, availability of computers and access to internet, religious conduct of NAT enhancement program as well as the parents’ participation to assist their children especially moral support to ignite motivation.

2. Teacher and Administrator Development

Matangad National High School started to operate in 1997 with a school-in-charge and four (4) teachers. A little later, due to the increase of enrolment, additional teachers were hired. For the school year 2007 – 2008 MANHS has thirteen (13) teacher’s including two (2) deployed teachers from Libertad National High School. For the first time, last June 2005 a full pledge school principal was assigned. Since last January 2008, another school head was assigned in the school who had just retired last January 20, 2010 and a new one came up to the present in the person of Dr. Luzviminda Z. Labis.

Table 11. The Composition of Teachers in MNHS

Position	Male	Female	Total
Teacher III	1	1	2
Teacher II	0	1	1
Teacher I	2	8	10
Total	3	10	13

Most of the teachers are enrolled during summer/Saturday classes in graduate studies. Others were enrolled in short term courses sponsored by DOST to enhance their teaching competence in their major field of specialization. Aside from the graduate courses and other short term courses taken by the teachers during their free time they also availed of in-service trainings sponsored by DepEd.

Table 12. The Profile of Matangad National High School Teachers Educational Qualification

Name of Teachers		Present Position	Baccalaureate Degree Completed	Specialization	License	Highest Educational Attainment
1	Abejo, Girlie	SST I	BSIED	TLE	LET	27 units in MA
2	Bala, Margie S.	SST I	BSE	Biology	LET	None
3	Balacuit, Elizabeth P.	SST I	BSEID	TLE	LET	21 units in MA
4	Batalla, Nami J.	SST I	BSE	MATH	LET	30 units in MA
5	Cagubcob, Marifi L.	SST I	BSE	MATH	LET	CAR in MA
6	Daligdig, Juvy L.	SST I	AB	English	LET	24 units in MA
7	Fabricante, Joycelyn E.	SST I	BSE	English	LET	None
8	Fabricante, Laarni Joy A.	SST I	BSN/Cert. of Teaching	SCIENCE	LET	24 units
9	Labis, Luzviminda Z.	School Head	BSCE, BSE	MATH	CELE PBET	Ph.D.
10	Llamis, Brenda M.	SST III	BSEBio	Biology	LET	CAR in MA
	Migalbio, Frncis Y.	SST III	AB Philo	Philosophy	PBET	MA
	Uy, Alrey M.	SST I	BSE	MAPEH	LET	9 units in MA
	Yangyang, Marivic T.	SST I	BSE	MATH	LET	9 units

Figure 10. The very friendly and versatile teachers of Matangad National High School .

3. Physical Plant Development

Data as of 31 August 2009

SY 2008-2009

Table 13. SUMMARY REPORT ON UPDATED DATA ON INSTRUCTIONAL MEDIA AND EQUIPMENT

Computer Set

Computer Printer

TV Sets

Number of

Mimeo- graphing Machine

Fax Machine

Copier

Typewriter

Number

Source

Number

Source

Number

Source

Number

Source

Number

Source

Number

Source

Number

Source

22

A

3

1

A

0

0

0

1

A

1

B

1

Code for the Sources:

A - Nat’l Budget D - Civic Org./ NGO G - CDF

B - LGU/LSB E - ABS-CBN H - DOST/DTI

C - PTCA/ School Project F - PA-PROBE I – Others (personal, etc.)

Table 14. EXISTING NUMBER OF ROOMS IN THE SCHOOL

Instructional Rooms
Used as academic classrooms	Used as Science Laboratories	Used as HE rooms	Used as I.A./ Workshops	Used as computer rooms	Not currently used	Total instructional rooms
10	0	1	0	1		12
Non-instructional Rooms
Used as Libraries	Used as Clinic	Used as Canteen	Used as offices	Other uses	Not currently used	Total non- instructional rooms
1	0	0	1	1	0	3

Table 15. EXISTING CLASSROOM FURNITURE & NUMBER OF TOILETS

Classroom furniture for students	Desks	Sets of chairs and tables	Armchairs	Number of Toilets	Girls (toilet bowl)	Boys		Shared (girls and boys)
						(urinal)	(toilet bowl)
	0	0	539		0	0	0	10

4. School-Community Partnership

Matangad National High School has practically come to its productive existence, precisely because of the concerted efforts among the Local Government Unit of Gitagum Municipality and the Barangay Matangad. To date, that same collaborative efforts have been manifested through consistent School Board Budget support, aside from the allotment for trainings and seminars for teachers and students in various areas of concern. In return, the students of this school perform community service through market and shoreline cleanings, as well as tree planting activities within the barangay. The school has provided full support to the local government of Gitagum during LGU celebrations and other community related affairs. The school’s existence was strongly maintained by able members of the PTA who were very pro-active in addressing school related problems especially on the student academic problems.

5. A yearly budget for Maintenance and Operating Expenses (MOOE) of P 338, 000.00 is the present yearly budget of the school. Likewise the PTA has initiated the local collection in line with the mandate of the Department of Education in voluntary basis such as PTA membership fee and SSG membership fees. School publication among others is one of expenditures for the school as well as the student related activities for students’ trainings and contests. The school’s MOOE is not enough considering the number of yearly students’ activities that required financial support. Besides, the school does not have personnel services fund intended for school watchman. The PTA took the initiative in allocating little amount just to provide monthly honorarium for school watchman in the amount of five hundred pesos (P500.00) per month. This has partially solve the problems of losses/stealing of school properties inside the school campus.

Table 16. Sources of Funds for the School Expenditure

Source of Funds	Amount	Expenditures/Purpose
1. MOOE	P 338,000.00	School Maintenance
2. LGU School Board	P 5,000.00	Teachers/ Students Travel Teachers/ Students trainings
3. PTA Funds	P 5,000.00	School Publication, PTA Project, Watchman Honorarium.
4. Seneguelas Income	P 5,000.00	Labor expenses for minor repairs of school facilities.
5. Canteen Income	P 5,000.00	Feeding program below normal weight students/TLE utensils.
TOTAL	P 358,000.00

MOOE is under the financial management of the school head with the approval of schools Division Superintendent of the division of Misamis Oriental while the PTA financial collection is managed by the PTA board.

The following is a list of those who exerted much effort for the improvement of the school:

General PTCA Officers 2009 -2010

President - Mr. Jimelo C. Fabricante

Vice President - Mr. Christopher G. Maagad

Secretary - Mrs. Joycelyn E. Fabricante

Treasurer - Mr. Joel B. Calam

Auditor - Mr. Isolde B. Arbelira

Committee Chairmen for 2009-2010

Mr. Joel J. Rafal - Committee on Program and Projects

Mr. Exequil Taño - Committee on Finance

Mrs. Liza V. Geralde - Committee on Election

Mrs. Vivien F. Walo - Committee on Audit

Mrs. Jocelyn I. Daug - Committee on Ways and Means

Board of Directors 2009 – 2010

Mr. Francis Y. Migalbio

Mrs. Erlyn C. Juario

Mrs. Marifi L. Cagubcob

Mrs. Juvy L. Daligdig

Barangay. Matangad Officials 2007-2010

Hon. Mamerto C. Orquillas - Brgy. Captain

Hon. Amilio Orquillas - Brgy. Councilor

Hon. Rolando R. Talampas, Sr. - Brgy. Councilor

Hon. Sonny O. Catiil - Brgy. Councilor

Hon. Paterno Fabricante - Brgy. Councilor

Hon. Rolando T. Ucab, Jr. - Brgy. Councilor

Hon. Alex B. Clarabal - Brgy. Councilor

Hon. Generoso O. Clarabal - Brgy. Councilor

Hon. Rhonna Joy O. Reusora - SK Chairman

Elected GitagumMunicipal Officials

Hon. Rodolfo O. Buray - Municipal Mayor

Hon. Danilo Quilab - Municipal Vice Mayor

Hon. Edito S. Daumar - SB Member

Hon. Harold D. Dailo - SB Member

Hon. Cesar Banuag - SB Member

Hon. Rodrigo Mugot, Jr. - SB Member

Hon. Judy Salvador - SB Member

Hon. Toto Velasco - SB Member

Hon. Jose Gabutan - SB Member

Hon. Marina Salvan - SB Member

Hon. Mary Robert Buray - Mun. SK Federated Chairman

5. Resource Generation and Fund Management

The school has financial support from the LGU, SEF, PTCA, and MOOE from the DepEd Division. It is also sustained by donations from the private sector and other DepEd project funds. It also has its own Income Generating Project, like the amount taken from its agricultural products, for school maintenance.

TARGETS BY DEPARTMENT

A. Mathematics Department

1. Increase the students’ achievement by 5% per year.

2. Provide students activity to improve their attitude towards mathematics and study habits.

3. Integrate technology in classroom instruction

B. Science Department

1. Increase the MPS in Science in all year levels by at least 2% per year.

2. Reduce the number of repeaters in Science by 2%

3. Increase by 5% the number of teachers who advocate ICT integration

4. Increase by 5% accessibility to internet facilities

5. Increase by 5% the number of teachers who prepares good lesson with appropriate instructional materials

C. English Department

1. Reduce the number of non-readers in English

2. Increase the number of students who excel in English co-curricular activities

3. Increase the number of students who are proficient in English.

D. Filipino Department

1. Reduce the number of non-readers in Filipino

2. Increase the number of students who will participate in co-curricular activities

E. MAKABAYAN Department

1. Araling Panlipunan

a. Increase the academic performance of students by 5%

b. Improve comprehension skills of students

c. Identify readers and non-readers and separate the later for further instruction in reading

d. Minimize the number of students who are low achievers

2. T.L.E.

a. Refine acquired skills in different livelihood education program

b. Encourage being product-rather than time conscious

c. Inculcate the value of frugality as well as towards work

3. Values Education

a. Develop committed values education teachers who can stand as living witnesses of what they are teaching and can reflect moral values in their daily lives

b. Nourish the moral and spiritual life of the teachers especially those handling values education subjects.

F. Student Services

1. Educate students on the importance of health to their body especially the practice of proper personal hygiene.

2. 65% of the students should be free of common ailments

3. Increase the number of students who successfully passed the college entrance exam.

4. Increase the number of poor graduates who go to college

5. Increase the number of students who perform well in college

6. Decrease the number of reported cased of student’s misbehavior

7. Increase the number of parents who register satisfaction on the safety of their children while in school

G. Administrative Division

1. Achieve 0% reported cases of teacher’s misconduct

2. Increase by 2% per year the number of employees promoted to next higher position

3. Decrease cases of teachers’ tardiness and absences by 5% per year

4. Conduct/avail of INSET to at least 95% of all the teachers

5. Data management achieved by 75%

7. Increase linkages with stakeholders by 10% per year

III. PROBLEMS AND NEEDS ASSESSMENT

A. Existing Problems	B. Causes
1. Low Academic Achievement of students with an MPS of 69.73%.	Poor comprehension Inadequate textbooks and other IM’s Inadequate skills of teachers in the development of instructional materials Poor assessment tools and follow-up Poor economic status of students’ family Teachers lack of knowledge in addressing individual differences. Failure to acknowledge the multiple intelligences of the learners. Poor parents’ support Poor study habits Absenteeism Cutting classes Too tired to listen/participate during classes from work outside the classroom. Lack of interest to go to school.
2. Prevalence of slow readers and non- numerates.	Poor study habits Less monitoring of teachers and parents Drills are seldom conducted Lack of time to conduct remedial class. Students lack interest to attend remedial classes. Remedial instruction not given emphasis and seldom monitored Drill on basic mathematics facts/reading skills seldom conducted Negative attitude towards school works Mismatch of teachers’ teaching style and students’ learning style Unmindful teachers
3. Lacks mastery on the subject Taught	· Teaching subjects not a major. · Inadequate materials for textbooks as well as · reference materials especially in TLE, MAPEH, Filipino · and Araling Panlipunan.
4. Security of the School Properties.	· Incomplete perimeter fence. · Absence of security grills on some of the school buildings.
5. Delayed Assessment Reports	* Culture of the school * Ineffective instructional supervision
6. Poor technology integration	* Negative attitude towards instructional technology * Lack of training on ICT integration
7. Deteriorating moral values of students	· Exposure to unguided mass media and technology · Lack of parental guidance (absentee/working parents) · Exposure to different vices · Indifferent teachers
8. Students’ poor working habits	· Poverty (lack of resources) · Laziness · Lack of parental guidance · Lack of good models at home and in school · Poor teacher supervision · Lack of motivation /rewards for good deeds

III. GOALS/OBJECTIVES/TARGETS

GOALS	OBJECTIVES	TARGETS
1. To enhance the implementation of a comprehensive curriculum relevant to the learners’ need and abilities, providing a wide range of opportunities for the discovery of their hidden talents and empower them to become productive, self reliant, academically and morally developed and God-fearing elements of society.	a. To improve learning outcomes in all learning areas. b. To sustain and intensify the implementation of schools’ Reading Program and Remedial Classes in Mathematics.	* Establish a baseline data in all subject areas as a basis for planning and designing as effective remedial activity. * Students with reading deficiencies shall have been identified and categorized into different levels by the end of July.
2. To increase the Mean Percentage Scores in all subject areas in all year level by 5% per school year.		* To reduce the number of slow readers and non-numerates by 50% every school year.
3. To provide a comprehensive curriculum that caters for the individual needs and abilities of all students and supports their academic and personal development.	a. To develop program for children with reading difficulties in First and Second Curriculum levels.	* Students with reading difficulties will have been identified and classified and placed on reading enhancement program by the end of August.
4. To establish personnel/policies that will enhance collaborative effort in implementation of the school improvement plan.	a. To ensure professional development is available to all teachers. b. To maximize school-based INSET for school year 2009 – 2010.	* All teachers have undergone trainings and workshops according to their expertise and needs. * School-based INSET shall be conducted once a quarter.
5. To support the professional development and capacitate teachers competence to encourage their positive contribution in academic performance and decision making.	a. To encourage teachers teaching non-majors undergo certificate training courses.	* Train teachers teaching non-major subject.
6. To develop a positive stimulating environment, where mutual respect is demonstrated between students, teachers and parents.	a. To improve the social climate of the school where parents, teachers and stakeholders co-exist harmoniously and cooperatively. b. To provide parents with strategies to develop the social skills of their children.	* Responsible parenting program conducted at the end of October.
7. Maintain enough appropriations to sustain the school’s physical and financial resources giving more consideration to the immediate needs for learners’ development.	a. To create a school multi-media center for the information and communication technology program. b. To design a plan for an effective data management for references and reporting purposes.	* A workable plan for effective data management will be established before the end of the first semester.
8. To maintain and develop the school’s physical and financial resources to support students learning.	a. To improve efficiency of available equipment and instruments to enhance teaching-learning process. b. To optimize opportunities for students to use reading materials in the library.	* Appraised equipments every end of the year. * Functional facilities * 1:1 ratio of reading materials to students every year.
9. To establish a strong school community relation through cooperative integration for the success of the projects.	a. To improve parents involvement and support for academic and co-curricular development of the students. b. To gain support from LGU and NGOs for the realization school projects and programs. c. To increase library resources and maximize its utilization by students and teachers.	* Conference with the homeroom PTA will be conducted at least once a semester. * Parents will be informed about their children’s performance every grading period.
10.To provide safe, well-equipped, well-structured classroom and good relation toward students and co-teachers.	a. To improve students’ academic achievement level. b. To decrease the drop-out and retention rate. c. To develop teaching aids that will facilitate the learning of the students. d. To use the varied teaching strategies.	* Increase the Post test in all subject areas to 75%. * Make every student be in instruction level by end of the school year. * Construct two (2) sets of Instructional materials. * Adopt other teaching strategies.
11. To provide safe, well-equipped, well-structured classroom and good relation toward students and co-teachers.	a. To implement and enforce the school rules and regulations. b. To ensure that cleanliness inside and outside the classroom is maintained.	* Implement the rules and regulations of the school. * Maintain the cleanliness of the classroom and the garbage should be properly disposed.
12. To implement the mathematics curriculum relevant to the needs and abilities of the students to empower them and become self productive, self-reliant, academically and morally developed citizens of the society.	a. To improve students’ achievement level in mathematics. b. To establish sustainable activities/programs in mathematics that will help students at risk. c. To prepare teaching aids /materials that will facilitate the learning of the students in mathematics.	* Establish a baseline data in mathematics as a basis in designing an effective remedial activity/program. * Increase post test in mathematics to 75%. * Construct two (2) sets of instruction materials in mathematics every grading period.
13. To seek professional growth	a. To apply the knowledge acquired from the training/seminars attended to maximize students’ learning. b. To enroll on post graduate studies or any specialized training for professional advancement.	* Attend summer classes and all required seminars or training like INSET.
14. To increase the computer literacy rate among teachers and students.	a. To keep abreast with their contemporaries in the field of teaching-learning especially through the use of ICT. b. To encourage teachers to incorporate the use of technology in their everyday lessons.	* Attend basic computer literacy trainings. * Offer computer literacy to all secondary students.

IV. IMPLEMENTATION PLAN/INTERVENTIONS

(See Separate Sheets)

V. MONITORING AND EVALUATION PLAN

Table 17. Monitoring and Evaluation Plan

Tools	Frequency	Analysis of Findings
1. Periodic Examination	Once every Grading Period	· Report on the list of honor students. · Report on the list of students with failing marks.
2. NCAE, NAT, RAT & DAT	Once a year	· Rating report on the achievement rate
3. Pre-Post test	Once a year	· Achievement Rate
4. Co-curricular areas in the participation of contests (athletics, STEP, PRESSCON, MTAP, etc.)	Year round	· List of winners who qualified to higher competition.

VI. COMMUNICATION PLAN, DOCUMENTATION & REPORTING TO THE STAKEHOLDERS

A. Communication Plan to Stakeholders

1. General PTCA Assembly

2. Report Cards

3. Terminal Report

B. Documentation

In every PTCA Assembly, be it general or homeroom, agenda and parents’ attendance are recorded. Terminal Report is then submitted.

Records of the meetings and pictures will be kept to support the activities performed.

C. Schedule and Plan for End-of-Year Reporting to Stakeholders

A General PTCA Assembly is scheduled to take place somewhere every class opening for acquaintance with the school policies, rules and regulations, and school year-end for final evaluation of students’ performance during the curriculum year wherein report cards are shown.

Aside from the public assembly, report cards are also shown to parents after every grading period to determine the success of targeted area for improvement. Students’ activity notebooks are also shown.

VII. SIGNATORIES

To sustain Matangad National High School’s existence, the school has to innovate the plan to continuously uphold its mission and vision towards educational excellence. This improvement plan serves as a road map or the means of improvement and development which the school hopes to realize within a span of three years.

ARIES MAE P. CALAM President, SSG	NAMI J. BATALLA Faculty President
JEMILO FABRICANTE PTA President	MAMERTO C. ORQUILLAS Brgy. Captain, SCG Co-chairman
LUZVIMINDA Z. LABIS, CE, Ph.D. Secondary School Head SGC Chairman
Reviewed by:
FERMINIA M. LABIS, Ph.D. EPS – I, District Adviser
Recommending Approval:
MARIO A. BASALO, Ph.D. Assistant Schools Division Superintendent
APPROVED: SINFOROSA A. GUÑARES, CE, Ph.D., CESO IV Schools Division Superintendent