CHAPTER 2
Assess C
A plan no matter how rigorous, comprehensive or may be effective will be useless if
H
not implemented well according to what is planned. What is one of the most important A
parts is the people who will implement it.
P
The teachers headed by the school head are the primary agents to understand the T
objectives with the help of the external stakeholders namely – parents, barangay
officials and others.
E
R
Focusing on the Priority Improvement Area with the Project Work Plan and matrix
will achieve the goal of desiring on developing the literacy of the learners.
2
This phase has five (5) sections namely: Schools Current Situation, Priority
Improvement Areas, General Objectives and Root Causes which capture the needs of
the school.
School’s Current Situation
Tiyani Elementary School is geographically located near Laguna De Bay at Brgy.
Sucol, Calamba City. It is a public institution in Schools Division of Calamba City and
categorized as large school headed by a principal with 51 teaching personnel from
kindergarten to Grade Six and 5 non-teaching personnel. The school has been existing
for 71 years. It offers complete elementary program and cater all the learners by giving
them quality education that is accessible to all. It can be reached by tricycle or
motorcycle.
Moreover, the school is a complete monograde school. The current fifty – one (51)
teaching and five (5) non – teaching personnel is composed of one school head, 3
Master Teachers, 14 Teacher III, 12 Teacher II, and 22 Teacher I. Eight teachers are
M.A. graduates, 16 are M.A. (CAR) and 2 teachers have doctoral units. Some of the
teachers are trained in ICT and other trainings related to teaching. LAC system is also
in place for teachers to gain insights on the methods from the best practice of fellow
teachers that will enhance their teaching process.
Currently, we have 37 instructional classrooms being used and 20 insufficient
classrooms and 5 classrooms for condemnation. We have functional library, clinic,
canteen, and ICT room. Some of the physical developments are construction of wash
area with 10 faucets, replacement of roofing in Grade V Bldg., repair of door jamb and
window glass, replacement of gutter, pavement of pathway, cleanliness is maintained
inside the school premises, putting of signages for safety health protocols and
construction of storage facility (pigeonholes) for the distribution and retrieval operation
of weekly home learning plans, modules and learning outputs.
ACCESS - According to EBEIS, the total enrolment of Tiyani Elementary School as of
August 2022 is 1473 leaners with 783 male and 690 female. 1845 with 978 male and
867 female with a total of 1845 learners were enrolled last school year 2021 – 2022
while 971 male and 873 female with a total of 1844 learners during the school year
2020 – 2021 and 872 male and 805 female with a total of 1677 learning in school year
2019 – 2020.
The dropout rate during the school year 2021 – 2022 is 0.27% with 5 learners. It
is obviously seen that it is lower than the dropout rate for the last two school years
which are 0.33% and 1.61% respectively. The common reasons of dropouts are health
and nutrition and other personal reasons of the learners.
QUALITY- The promotion rate of the school during SY 2021-2022 is 97.3%. It is lower
than the promotion rate during SY 2020-2021, which is 99.8% and 100% during the
school year 2019 – 2020. On graduation rate during the past two school years are
both 100% while 98.6% during the school year 2019 – 2020.
On the other hand, the Phil-Iri result in English (posttest, the number of non-
readers in English during Pre-Assessment and Post Assessment for the past 3 school
years, 2019-2020, 2020-2021 and 2021-2022 show that a total of 318 pupils were
reported non-readers after conducting the Pre-Assessment. Reading intervention and
remediation were done resulting to a decrease in number of non-readers. It can be
noted that 19, 30 and 0 non-readers were reported at the end of school years 2019-
2020, 2020-2021 and 2021-2022, respectively. The high number of non-readers in the
school years 2020-2021 and 2021-2022 may be caused by the sudden shift of
education set up from formal schooling to homeschooling due to pandemic. The
number of non-readers in Filipino during Pre-Assessment and Post Assessment for the
past 3 school years, 2019-2020, 2020-2021 and 2021-2022 are 36, 54 and 137 non-
readers at the beginning of the school years 2019-2020, 2020-2021 and 2021-2022,
respectively. After conducting reading intervention and remediation, the number of
non-readers were decreased. The highest number of non-readers was reported in the
school year 2021-2022.
When it comes to contests, some Tiyanian pupils and teachers received awards
following their winnings in different contests such as 2021 1 st and 2nd International
Vedic Math Olympiad bronze medal awardees with the supervision of their coaches.
GOVERNANCE - The Tiyani ES stakeholders continuously support the PAPs of the
school by giving donation in the form of money, in kind, time and effort. The school
activities to which the stakeholders show full support are as follows: MATHSAYANG
PAGBASA, KASAMA KA. (Kapatid, Kapamilya, Kapitbahay, Kabarangay),
#TiyanianDelivery, PROJECT READER-VITA (Reading Enhancement to Achieve
Diversity and Efficiency in Reading Through Virtual Telephone Access)
and G-TEK (Guro ko Tulay sa Edukasyon Ko).
Priority Improvement Areas
Below are the school’s PIAs.
This table shows the results of the identified priority improvement areas which
need utmost attention on the total performance of the school. It can be gleaned from
the data that the areas of increasing the performance in numeracy (Math) and literacy
(English) and low parents’ involvement in school’s programs and activities got the
highest average of 4.75 which consider very high priority. Intensifying child mapping
and strengthen monitoring to identified learning with disabilities/learners at risk got
an average of 4.25 which considers as high priority while zero dropped – out rates got
an average of 3.75 and considered also as high priority. Lastly, trainings for
psychosocial for school faculty and learners got an average of 3.25 and interpreted as
moderate priority and ranked last among all the improvement areas.
SCHOOL IMPROVEMENT PLANNING
PLANNING WORKSHEET
Instruction: For each priority improvement area, write the general objectives and root causes using the root
cause diagram as reference. Afterwards, identify the year when the root cause will be addressed.
TIME FRAME
GENERAL SY SY SY
ROOT 202 202 202
PRIORITY IMPROVEMENT AREAS OBJECTIV
CAUSE/S 2- 3- 4-
E/S
202 202 202
3 4 5
1. Health
To maintain problem
1. Zero Drop Out Rates zero 2. Child / / /
labor
dropout rate 3. Family
Proble
m
4. Lack of
interest
1.Lack of
parents’
support and
guidance
2.Poor study
habits
3.Ineffective
To improve
teaching
the
strategies used
performance
2. Increase the performance of Literacy by the teachers
of the pupils
/ / /
(English) and Numeracy (Math) in English 4.
and Inappropriate
Mathematics teaching
materials used
To 1. Lack of
3. Low parents’ involvement in school strengthen parent
education to / / /
programs and activities parents’
involvement help with
schoolwork,
TIME FRAME
GENERAL SY SY SY
ROOT 202 202 202
PRIORITY IMPROVEMENT AREAS OBJECTIV
CAUSE/S 2- 3- 4-
E/S
202 202 202
3 4 5
2. Cultural or
socioeconomic / / /
differences,
3. Lack of
consistent
communicatio
n between / / /
parents and
school
4. Parents’
attitudes about / / /
the school
5. Concerns
about health
/ / /
and safety of
the learners
1.Limited
access due to / / /
To pandemic
identify
learners 2.Parents’
with support and / / /
disabilities cooperation
4. Intensify child mapping and strengthen monitoring and
to identified learning with disabilities/learners at learners at
risk 3.Partnership
risk with the / / /
barangay
4.Insufficient
data about
/ / /
learners in this
situation
To create a 1. There is no
5. Trainings for Psychosocial for school faculty and conducive consistent / / /
learners environment health and well
for effective – being
TIME FRAME
GENERAL SY SY SY
ROOT 202 202 202
PRIORITY IMPROVEMENT AREAS OBJECTIV
CAUSE/S 2- 3- 4-
E/S
202 202 202
3 4 5
teaching and program
learning
through
managing 2. Lack of
stress, awareness on
anxiety and how to manage
develop / / /
mental and
positive psychological
attitude well – being
