Department of Education ao.r. Region III

Division of City of San Fernando San Fernando North District

SCHOOL F

INTEGRATED

ISIDRO

SAN

City of San Fernando (P)

RESULTS-BASED PERFORMANCE MANAGEMENT SYSTEM (RPMS) S.Y. 2016-2017

NARRATIVE REPORT

The Results-based Performance Management System (RPMS) of DepEd is anchored in

the Vision, Mission, and Values of the agency as it continuously endeavors to evolve as a

learner-centered public institution.

As school head, The DepEd VMV served as my guide to determine the general objectives

using the translated Key Result Areas. The KRAs are the translation of the DepEd vision,

mission and objectives of the school which are aligned with the IPCRF of the school head and

are supported with the means of verification.

The key result areas which school heads perform are listed as follows: instructional

leadership, learning environment, human resource management and development, parents'

involvement and community partnership, and school leadership, management, and operations.

And as new school head of San Isidro Integrated School, I prioritized on the following three (3)

key result areas for school year 2016-2017.

1. School Leadership, Management and Operations

All internal efficiency and performance indicators as well as the activities of school were

managed and monitored properly as indicated in the School Report Card. There was a gradual

increase in the enrollment for three consecutive years from 2014-2017 in the elementary. A total

of 1356 enrollees were catered at present. The participation rate increased. In secondary there

was a 3.38% increase for this year that indicates an increase in the participation rate as well.

Meanwhile, drop-out rate increased to 1.54%, retention increased by 3.87% and a 3.01% increase

in the promotion rate.

■ 12 Quarter), -est

■ 2.3 Student 0

a 3.1 Attendance to ntemat ona . NeonaL Perms' & Div,Sen Tranngs (Set "eac he rs & Non,eachng Personnel)

■ 32 Attendance to eternal tea.. Nat one Pegona' & D v son

Carpet tons (Students & Coaches]

■ 3.3 Schco, INSF/SLAC

■ 34 Student 'fa n ngs Act vt es

■ 3 5 Gende r & Deve opmentith d Protect on Seminar

■ 36 SO= 's P ann ng Conference & Gen Assembly

28,000 3 7 Parent ng Seer nar 'ran rYg

25,000

■ 3 8 Career Sympos.urn/Gu dance

20,000 ■ 4.1 Peproduct on of Supp er-entary 11/6

• 4.2 %vs & Mater as per Leaning Area

■ 4 3 SportsMeeer as

30,000 ■ 5.1Acten Research

34,000

20,000 5.2 free Snack NAT/LPAG

10,000

■ 6.1 Mee and CT Sup:6es

I 6.2 Med cal Supples

• 6,3 Subscription of Prof. Magazine/Newspeper

6.4 Tr tereing Traeportation

-. 6.5 f ide fey Bond Premiums

6.6 Common cat on A owance

6.7 Ut Uty Servces/Eco A de

6.8.1anitorial Supplies

7.2 Renal of Eou pment

3,500

1,500

7,000

5,400

10,000

20,000

STATUS OF CONTINUOUS IMPROVEMENT PLAN

FROM June-December 2016 (COMPLETED)

10,000 16,000

25,000 30,000 16,000 15,000

10,000 12,000

6,500

In the graph above, it shows that the allotted budget for June — December 2016 are liquidated properly and all projects/programs/activities intended for the said budget allotment in SOB were completed and accomplished.

The strategic planning was conducted and accomplished to design the School

Improvement Plan, Annual Investment Plan, School Operating Budget and the Annual

Implementation Plan was accomplished with the support and collaborative effort of the school

head, teachers, PTA Officers and other stakeholders such as the barangay officials and LGUs.

There was a 100% liquidation of cash advances. The financial resources was utilized and

allocated well at its maximum potentials following the SOB with its specific projects and

programs as indicated. Financial matters or the MOOE allotted for each projects was liquidated,

certified by the accountant, documented and reported in a monthly and regular basis.

35,000

5,4-00 5,352

a 1.2 Quarterly TeSt

MO 1.3 Preparation / Reproduction of Moth. NAT/I-PAC. -rest Materials

Fa 2.1 Attendance to International. N ational, Regional S. Division Training, (S1-1. Teachers Non-To aching

▪ PV-3e(InTtladance to International, N ational. Regional S. Division Competitions (Students S. Coaches)

▪ 2.3 School INSET/SI-AC

a 2.4 Student Training_s / Activities

10,000 EN 2.8 Career Symposium/Guidance

9,000 4.2 Free SnatItNAT/LPAG

,000 .000

61 5.1 Office and IT Supplies

8,000

1,500

10,000

10,000 18,000

1,500

3,000

=I 5.3 Electricity / Water

▪ 5.5 Subscription of Prof. 61 agazin e/N ..vspaper

14. 5.6 Travelling / Transportation

ha 5.a Communication AllowanCe

sa 5.9 1.JCilfty Services/Eto aide

ss 5.12 Repair of Equipment

6/1 5.13 Repair of School Buffeting

STATUS OF CONTINUOUS IMPROVEMENT PLAN

FROM April - December 2017 (On-Going) ▪ 1.1 Pre/Ooki Tn. Materiel.

• 1.2 Clikoter Teo

• 1.10.egoration / Illeprolueton d Mock 1441/lPAG Teo Mike man

• 2.1 Mierponve nal National. Ilegeleufl & DOW, Trefnings ISat !tethers L Non leadvng11.1...e1)

• 2.2 At./.(14111(4 to Inter...nal. National Regional L MDson Conortifices (Buren. IL C orelos)

• 1.3 School INSET/1111C

• 2 • Studern Dane. / 4riforen.nel efendebitrrent Peon am* Dr1nNtr5 0110GRANG)

• 2.5 Gender IL DenelopnenDe Protection Sernoar

• 2.6 SiNool k Rennes Conference L Gen. Assembly

• 2 7 ',were.. Sen.na. / Training

• 2.11 Career Sempouen/Goklenor

• 11 ReproductIon of Supplerorntalor 405

• 1.2 Tools L Mader oh per learning Area

• 4.1 ',Don Anew<

5.1 Offee and lT Solkiden

• 5.2 64eileal Suplek

• 5.30ectrk / Beier

• 5.5 Subscopeon of Prot lgegar or/Geoid.,

• 56 Troved.ro / GenseforGion

• 5.7 fideley Gred !nen-Ikn

o SLICornminutico Allowarne

• 19 libkly kernreld rod*

• 110 renting ,41,014n,

• 5.11 Repair/Repair ofe.hool tonlvore/gdnienroce

. 5.12 Iternro or triOlnneln

• 5.13 Lep., or School 50 .1255

114 f grleallon ol School I.S.O. Counter Desk and Book Shen, s

• 5.11Dolude of Ine Student Center

• 5.16 linforgon of tee Two Classnoon an 510104 tru.Idend

. 61 13/Forn1115.1n0

6.2 Car eduation L 1...noonnion on (Cerld....)

6.151odent

6.4 Graokrotam. Wel.e.4

TRAININGS ATTENDED BY TEACHERS IN

ELEMENTARY, SY 2016-2017

7

, I

3 5

, , I

3 3 3

oicloon u smog 1 so im 000/661 01166 1191116116 0611616 law

3S

31

30

25

20

15

10

0

TRAININGS ATTENDED BY TEACHERS IN

SECONDARY, SY 2016-2017

15

S

1 11•••••••1181

27

The graphs show the on-going projects to be implemented from April-December 2017. All repairs and maintenance projects will be implemented on April and May 2017.

The school EMIS and all other reports like EBEIS, LIS and all others were regularly and

accurately submitted to the Division Office on or before due dates. At the same time, programs

and activities were managed and monitored at 100% as reflected in the School Report card.

2. School Leadership, Management and Operations

The learning outcomes in School Achievement Test were increased by 3.44 in the Junior

High School and a -0.53 decrease in elementary as compared to last year's result.

The level of competencies of teachers was upgraded based on the instructional

supervision prepared, implemented and conducted monthly. For classroom observation, ATAD

or A Teacher a Day was implemented to monitor, assess and give technical assistance to teachers

who have difficulty in terms of pedagogy, strategies, classroom management and the like.

Observations were done in formal (announced), informal (unannounced), and walkthrough.

Teachers were observed quarterly and have shown improvement in every visit. Another way to

assist teachers in the delivery of lessons is through the checking of DLL/DLP which was done

daily per grade level.

Review and checking of the table of specification and test papers every quarter was also

accomplished to assess pupils' summative learning and to evaluate teacher's competence in

constructing a high standard test quality. (

To guarantee teacher's professional development, teachers were sent to various trainings.

Teachers in elementary and secondary attended similar trainings.

799

SY 2015-2016

SY 2014-2015

0 200 400 600 800 1000

826

431

395

SY 2016-2017

ENROLMENT BY GENDER IN ELEMENTARY

SY 2314-2015 SY 2015-2016 SY 20:6-2017

ENROLLMENT BY GENDER (Secondary Level)

o TOTAL

■ FEMALE

II MALE

II FEMALE

'MALE 1 I

160

1403

120 -

1003 1

800

600

400

200

The graph shows the trainings attended by the teacher in different level and learning areas in the S.Y. 2016 — 2017. Teachers attended various trainings within the school year for professional growth as shown in the graph. It presents that more teachers were attending LAC/INSET since it is a school-based training. Few teachers are participating on training related to the major learning areas in

Implementing programs for academic and non-academic curriculum, curriculum

development, evaluation of the mean proficiency scores in quarter examination, conducting

reviews for National Achievement Test and LAPG and many others were also monitored,

evaluated, and assessed.

The School Form 138, School Form 5, and Form 137 indicate the decrease in the number

of pupils who did not meet the expectations. There has been a 3.01 decrease in the number of

learners who did not meet expectations in the elementary and a 4.6 decrease in the secondary as

compared to the previous year.

Other performance indicators had improved. The net enrollment rate increases by 55. The

graph below shows the enrollment rate in both elementary and secondary department.

The graph on the left shows the distribution of scores of yearly enrolment in elementary. It can be gleaned from the graph that there was a gradual increase in enrollment for the three consecutive school years from 2014 to 2017. A total of 1356 enrollees were catered by the school at present not compared to the 1328 and 1280 in the past two years. This shows an increase in participation rate of the school towards achieving education available for all learners. However, only 28 pupils were added in the list of enrollees. The graph presents also that there are more male than female pupils enrolled in the three consecutive school years. The graph on the right shows that yearly enrolment in secondary was increased. In 2014 —2015 and 2015 - 2016, there were 10.97% increased while in 2015 — 2016 and 2016 - 2017, the enrolment increased by 3.38% only. This indicates that there is an improvement in the enrolment and participation rate of the secondary level.

PROMOTIONAL RATE IN SECONDARY,

SY 2016-2017

GRADE ID

GRADE 9

GRADES MIMI GS%

GRADE ]

93%

84•_ 96% 89% 02% 94% 96%

PROMOTIONAL RATE IN ELEMENTARY, SY 2016-2017

100% 100% 100% 100% 100% 100%

Fl

96.95%

KINDER GRADE 1 GRADE 2 GRADE 3 GRADE 4 GRADE 5 GRADE 6

93%

The promotion rate 6.18% and completion rate had an increase of 7.34%.

It can be gleaned from the graph on the left that the only grade who did not meet 100% promotional rate was the grade 5, in spite of the interventions of the teachers and programs of the school head. Comprehensive intervention and remediation is suggested next school year. Meanwhile, the graph on the right that all the grade level in secondary did not meet the 100% promotional rate due to the increasing number of drop outs as appeared in the graph for drop-out rate, in spite of the interventions of the teachers and programs of the school head. However, greatest percentage of Grade 9 was promoted and least percentage was promoted in Grade 8. Modifications

The survival rate decreases by 14.89% and dropout rate increase of 2.01%.

Number of Dropout by Cause

25

20

15

10 -

I COMMUNITY RELATED

I CHANGE OF RES DENCE

I D STANCE TC SCHOOL

I CHILD LABOR

UN3ETERM NE)

I H.T.A_TH RO3LEM

■ FAIVILV RELATED

5-

0

572334-20:5 572015-2316 SY 2016-Z017

Dropout Rate

0.90%

e 71-

SY 2014-2015 SY 2015.2016 SY 2016-2017

The graph shows that the dropout rate increased to 1.54% .Despite the school's effort to assist students dropping out from school, the dropout common cases were due to family and/ or community related problems and change of residence. The school continues to exert efforts and create intervention programs such as intensive home visitation program and counseling to both parents and students in order to continually decrease the drop out ratings until the school achieves a 0% drop out rating.

400

350

300

250

200

150

100

50

Grades 4-6

3

• Obese

• Overweight

• Normal

• Wasted

■ Severely Wasted

Kinder to Grade 3

0 7

°

• ASELIME BOUM BASIELVrt EIHAtlif

NUMBER OF LEARNERS BY HEALTH STATUS SY 2016-2017

o Obese

II Overweight

hi Normal

• Wasted

The status of the pupils at the end of the school year along with the various areas was also

improved. There were 95 pupils enhanced in reading from frustration to instructional level, 52

pupils in instructional level and 27 as independent pupils in reading level. Numerates increased

based on the Class Reading Profile by 27.29% based on the 161 out of 590 pupils in numeracy

level. The nutritional level improved from severely wasted to normal level through the feeding

program of the school conducted this year. The table below presents the health and nutritional

status of the pupils.

The graph presents the health and nutritional status of SIIS elementary pupils in the year 2016-2017. It shows a decrease of number of obese, overweight, wasted and severely wasted male and female Kinder to Grade 3 pupils after the feeding program was conducted. The increase number of pupils in the normal level was achieved and signifies an improvement of the pupils' health status of elementary level.

3. Parents' Involvement and Community Partnership

Community networks or a linkage is very essential duty of the school head to coordinate

the school to external stakeholders and partners for student learning. All projects and programs

in school were achieved through the proper allocation of MOOE funding. Parent and Teachers

association was established to support learning to happen. They have proposed and implemented

the projects to sustain the needs of the school like the retiling of the comfort rooms, financing of

the uniform of athletes during the CSDAAM, mural painting of walls and additional funds for

the upgrading of the student center. Also parents assisted in learning through constant

coordination and involvement in projects like feeding program, school events and others.

Local barangay and municipal officials in charge of education provided security; gave

donations especially during the Brigada Eskwela program and other projects. Their duty was not

e

•

restricted in monetary assistance but also in providing safe environment among teachers and

students. The local government gave support under the School Education Fund for construction

of building and provision of learning materials and equipment. All other agency in the

government like Department of Science and Technology, Department of Health, Bureau of Fire,

Department of Environment and Natural Resources, and Philippine National Police and others

provided additional projects and programs that support the school. They also provided trainings,

symposium and finance request of the school under their project. Through Adopt-a-School

Program, private individuals and companies also helped the school improvement through their

Corporate Social Responsibility (CSR) Department especially when it c s to projects and

programs which cannot be allocated in MOOE. \ipi

The school partnership with stakeholders and parents was strengthened by conducting

periodic consultation/assembly meeting within the given period of time based on the attendance

of the conferences. Stakeholders are motivated through the organized recognition of the school.

By strengthening the school network to stakeholders, funds were also generated to address

school problems and needs. Attendance of parents in quarterly conferences and general PTA

meetings were also documented. By practicing shared governance with the entire community,

everyone takes an active part in the responsibility of developing life-long learners and realization

of the school's programs and projects.

Though most of the objectives in the KRAs were achieved, it was a challenge to work-out

some of the performance indicator and make them improve for the next school year of operation.

The school head should develop a developmental plan to address some of these weaknesses like

drop-out rate, retention rate, learning outcomes in elementary, survival rate and drop-out rate.

Interventions are suggested to be enhanced in order to achieve 100% accomplished goals.

Prepared by:

MARY J E P. MALLARI OI School Head