Enhanced School Improvement Plan

Abstract

INTRODUCTION

As Enhanced School Improvement Plan (ESIP) advocates, Cale Elementary School is expected to promote child friendly and gender equality study centers as tools to provide classrooms that are conducive for learning. Indicators driven from the performance review that were subject for improvement were included in the priority improvement areas. For Access and Quality for Kinder to Grade 6, focus on the improvement of numeracy and literacy include the following indicators: reading and comprehension of the learners, enrollment rate, nutritional status and awareness on child protection policy. Meanwhile for governance, the following were used as indicators: development of school facilities, enhancement of Gulayan sa Paaralan and strengthening partnership with stakeholders.

METHODS

Through the intensive implementation of transparent accountable and ethical (TEA) governance, the objectives stated for each PIAs became possible. For access and quality, the following activities were undertaken: child mapping, implementation of school-based feeding program, enactment of Child Protection Policy, execution of reading program for English and Filipino, crafting of intervention materials, conducting research and SLAC/INSET and localization of the curriculum. For Governance, two (2) projects were launched and executed. These projects focused on the improvement of physical facilities. Funds and resources such as MOOE, stakeholders' donation and PTA funds were allocated and liquidated properly.

RESULTS

The three (3) years of the implementation of the ESIP increased the SBM level of practice from level 1 to level 2. The best practices were continuously implemented and the programs and projects were accomplished to improve the school performance. For two (2) consecutive school years (2017-2018 and 2018-2019), the school was awarded as the top 1 Best SBM Implementer in the City Schools Division of Tanauan. It was also recognized as the Best School to School Partnership (SSP) implementer. The school also recognized as one of the best schools in the ranking for Performance Based Bonus (PBB).

DISCUSSIONS

The results of the implementation of the ESIP does not guarantee the continued implementation of the best practices of the school. Instead, these are challenges to teachers and administrators to work harder for the betterment of the learners and to sustain the good performance of the school. It is also a call to the administration and the staff to continuously work for improving the SBM level of practice, from level 2 to level 3.