MALVAR NATIONAL HIGH SCHOOL

306365
Malvar, Naujan, Oriental Mindoro

ENHANCED
SCHOOL
IMPROVEMENT
PLAN
School Year 2025-2027

School Improvement Plan i

MESSAGE

A School Improvement Plan (SIP) is a roadmap that lays down specific

interventions that a school, with the help of the community and other
stakeholders, undertakes within a period of three (3) consecutive school years. It
aims to improve the five BEDP intermediate outcomes: access and efficiency,
equity, quality, resilience and well-being, and governance. It is evidence-based,
results-based, and learner-centered. The SIP is central in School-Based
Management (SBM) and is prepared by the School-Community Planning Team
(SPT). It is the basis for the school’s Annual Implementation Plan.

With this, I am proud to present the School Improvement Plan of Malvar

National High School for School Years 2025-2027. This SIP is more than a
document—it is a shared vision, a roadmap crafted with the dedication and hard
work of each member of the School- Community Planning Team. Together, we have
designed a plan that truly puts our learners at the heart of every decision, ensuring
their access to quality education, stronger support systems, and a nurturing
learning environment.

This achievement reflects the collective commitment of every member of

our school community. Through this plan, we are paving the way for continued
growth, progress, and excellence at Malvar National High School. I am proud to
share this SIP with all of you, confident that it will lead us toward brighter futures
for our students and our school.

Thank you for your unwavering support. Let’s continue to work together to
turn these goals into realities for the success of every learner.

DR. ROWENA M. CARANDANG

School Head

School Improvement Plan ii

TABLE OF CONTENTS

CHAPTER 1. Department of Education’s Vision, Page 1

Mission, and Core Values
Statement

CHAPTER 2. School’s Current Situation Page 6

CHAPTER 3. I m p r o v e m e n t Plan Page 17

CHAPTER 4. Financial Plan Page 19

CHAPTER 5. School Monitoring and Evaluation and

Page 21
Adjustments

CHAPTER 5. Risk Management Page 23

List of Tables and Illustrations Page v

School Improvement Plan iii

School Improvement Plan iv
LIST OF ACRONYMS

AIP – Annual Implementation Plan

CBMS – Community-Based Monitoring System

CFSS- Child Friendly School Survey

CI- Continuous Improvement

DepEd – Department of Education

EBEIS- Enhanced Basic Education Information
System LGU- Local Government Unit
MaBanCa- Malvar, Banuton, Caburo
MOOE- Maintenance and Other Operating Expenses
NAT- National Achievement Test
PAP- Program, Activities and Projects
PHIL-IRI- Philippine Informal Reading Inventory
PI- Performance Indicator
PIA- Priority Improvement Area
SPTA- School Parents- Teachers Association
SARDO- Students-At-Risk of Dropping Out
SBM- School-based Management
SGC- School Governing Council
SH- School Head
SIP – School Improvement Plan
SPT- School-Community Planning Team
SRC- School Report Card
SY- School Year
VMV- Vision, Mission and Core Values
WASH- Water, Sanitation and Hygiene

School Improvement Plan v

LIST OF TABLES AND ILLUSTRATIONS

Table 1. SPT Roles and Responsibilities Page 4

Table 2. SPT Timetable Page 5

Table 3. Priority Improvement Areas Page 15

Table 4. List of Solutions Page 17

Table 5. Project Work Plan and Budget Matrix

Page 18
Project SHIELD

Table 6. Project Work Plan and Budget Matrix

Page 19
Project ACADEMIC BOOST

Table 7. Project Work Plan and Budget Matrix

Page 20
Project CARE

Table 8. Annual Implementation Plan Page 21

Table 9. Project Monitoring Form Page 22

Table 10. Risk Registry Page 23

School Improvement Plan vi

CHAPTER 1
Department of Education Mission, Vision, and Core Values
Statement C
H
On October 29, 2024, the School-Community Planning Team
A
(SPT) of Malvar National High School gathered for a one-day planning
P
session to initiate the preparation of our School Improvement Plan T
(SIP). This meeting was essential to align our goals and efforts with E
the vision of providing quality education to all learners. R

Before the meeting, several preparatory activities were 1

conducted. First, data was collected on the learners' access to quality
basic education and the school’s situation in terms of governance,
which highlighted both strengths and areas for improvement.
Additionally, the School Report Card was created by the school head
and faculty members. The report presented key metrics, including
teacher-learner ratios, promotion rates, dropout rates, nutritional
status, and national achievement test results. Presented in a
graphical format, the report provided a comprehensive view of the
school’s current standing and ensured that stakeholders could easily
understand and assess our needs. These preparatory activities set a
solid foundation for the SPT to make informed decisions during the
meeting.

The meeting commenced with the orientation of the SIP process,

led by the school head, who introduced the DepEd mandate on SIP
and highlighted its key features and guiding principles. The SIP’s
development and implementation cycle and its various phases were
also explained. This orientation emphasized the importance of the SIP
in driving school improvement and provided the team with a clear
understanding of its framework. SPT members showed enthusiasm
and readiness to contribute. Dr. Rowena M. Carandang noted, ―This
SIP is not just a requirement but a road map to make a real
difference for our students.‖ Mr. Limuel Caringal expressed,
―Understanding these principles inspires us to think about our
school’s future in a structured, impactful way.‖

School Improvement Plan 1

 Dr. Rowena M. Carandang convened the SPT Members to discuss the SIP process .

Following the orientation, the team engaged in vision sharing.

Here, members internalized DepEd’s Vision, Mission, and Core
Values, aligning them with the division and school’s strategic goals.
The school head encouraged everyone to reflect on how these
principles could guide their contributions to the SIP. Mr. Pepito C.
Gitasan shared, ―DepEd’s vision and mission remind us why we are
here—to support the school in any way we can.‖ Mrs. Vanessa Gloria
C. Balasbas added, ―We want to ensure that our school goals truly
reflect our students’ needs and aspirations.‖

For them, a perfect school is a school that is child-friendly,

safe and accessible for the learners. The school is fully equipped
with materials the learners need in order to learn. Moreover, the
teachers in the perfect school are also competent in their craft of
delivering quality education for the learners.

Malvar NHS dreams that all learners should have access to free
and quality education regardless of one’s socio- economic
background. We dream to provide all learners a quality education
through various learning opportunities that the school can provide.
With this, all learners
will be developed their full potential holistically and become a
productive
member of their community.

On DepEd Vision. For the Malvar NHS SPT, the DepEd vision
highlights the goal of Philippine education which is to produce
highly skilled, productive and nationalistic individuals. The Malvar
NHS SPT shared the same vision with the DepEd. They believe
School Improvement Plan 2
that all educational undertakings are done to support the holistic
development of the learners for them to become an individual who
realizes one’s dream for him/herself and contributes to the
progress of the nation. In doing so, all children must be given
equal opportunity to schooling and quality education. The school
must also be learner-centered and continuously improve its
educational services for its clientele.

On DepEd Mission. Moreover, the Malvar NHS SPT also

adheres to the DepEd mission that states the roles each member-
students, teachers, administrator, family and administrator- play in
fulfilling the DepEd’s goals. Each member of the SPT recognizes his
or her duty to promote quality learning environment and experiences
of the learners. They commit themselves to helping the school to
implement its PAPs and therefore, achieve its goals for its
clientele, the learners.

On DepEd Core Values. The Malvar NHS SPT internalizes the

core values that must be instilled to the students. The core values
serve as a reminder of what must a Filipino child must be. A Filipino
child must be God-fearing, nature-lover, humanistic and patriotic. The
ultimate goal of education is to cultivate these values among the
learners.

The last agenda was to establish the SIP Timetable, listing tasks
and setting deadlines for each. Tasks included securing a Community-
Based Monitoring System (CBMS) from the Local Government Unit and
organizing the school-community data using a School-Community Data
Template. The team worked collaboratively to set realistic timelines,
ensuring that all tasks were assigned to relevant members for efficient
follow-up. Hon. Preciosa L. Carpio commented, ―We’re ready to step in
wherever needed to see this SIP succeed.‖

The meeting concluded with a strong sense of commitment among

all SPT members. Throughout the session, their feedback and
suggestions showcased their willingness to actively participate in the SIP
process, demonstrating their dedication to supporting school
improvements for the benefit of the learners. The involvement and
shared responsibility among SPT members assured everyone that the
SIP would reflect the collective vision of our school community.

School Improvement Plan 3

 Listed below is the composition of Malvar NHS SPT and their
respective roles and responsibilities in attaining the school’s goals for its
members especially the learners.
Table 1
SPT ROLES AND RESPONSIBILITIES
SPT Member Roles and Responsibilities
 Convenes the School Community Planning Team
Dr. Rowena M. Carandang  Manages the school’s programs, activities
School Head and projects.
 Ensures the smooth implementation of PAPs.
 Assists the SH in preparing the SIP and
implementing the AIP.
Mr. Limuel C. Caringal
 Coordinates with the different stakeholders
Teacher Representative
the school’s SIP and AIP.
 Gathers school’s data and prepares SRC.
 Relays the status of school to the students.
Jeremy D. Perez  Shares insights about the difficulties in the
Student Representative school and participates in setting goals,
strategies, and priorities of the school.
 Relays the status of the school to the
Hon. Preciosa L. Carpio parents.
Parent Representative  Contributes to the achievement of the
school’s goals and objectives.
Mrs. Vanessa Gloria C.  Relays the status of the school to the
Balasbas teachers. Contributes to the achievement of
Faculty President the school’s goals and objectives.

 Commits available resources on the

Hon. Jose R. Delos Reyes
implementation of the plan.
Barangay Captain
 Shares insights about what students need to
learn, their aspairations for the school.
Hon. Jesus D. Pediego
 Present other areas of concerns.
Barangay Councilor
 Share IP community resources, like cultural
Hon. Pepito C. Gitasan
practices, and potential community support,
IP Representative
which can enrich the SIP.

School Improvement Plan 4

 Below is the SPT Timetable presenting the schedule of the preparation,
implementation, and monitoring of the SIP and AIP.

Table 2
SPT TIMETABLE

ACTIVITIES SCHEDULE
PREPARATORY ACTIVITIES
Gather and organize data using the School – October 18-28, 2024
Community Data Template

Convene the SPT for the VMV Sharing October 29, 2024
PHASE 1: ASSESS
Identify the school’s Priority Improvement November 4, 2024
Areas (PIAs)

Conduct Dyad, Triad, FGD or Survey November 5, 2024

Discuss and present the root cause November 6, 2024

PHASE 2: PLAN
Write the SIP November 10-12, 2024

Brainstorm Solutions November 13, 2024

Prepare the Annual Implementation Plan November 14, 2024

PHASE 3: ACT
Pilot Testing of the Solution
February – May 2025

Roll out the Solution

October, 2025

Monitor and Evaluate

Year round

School Improvement Plan 5

CHAPTER 2
School’s Current Situation
C
I. Introduction of the School H
Filipinos highly value education, considering it a central aspect A
of Philippine political, economic, social, and cultural life. It is P
perceived as a crucial element in national development and a key T
avenue for social and economic advancement. In fact, it is provided E
in the 1987 Philippine Constitution that, ―The State shall protect and R
promote the right of all citizens to quality education at all levels and
shall take appropriate steps to make education accessible to all.‖ 2

The right to quality basic education for every Filipino is further

underscored by Republic Act 9155, also known as the Governance of
Basic Education Act of 2001. Together with Republic Act 6655, the
Free Secondary Education Act, these laws reaffirm the state's
commitment to provide free and compulsory education in elementary
and high school.

With these values and legal bases, Malvar National High School
has been planned to establish as aligned with the goal of Department
of Education in ensuring that all children of difficult circumstances,
and those belonging to ethnic minorities, have access to and
complete, free and compulsory education of good quality. It also
corresponds to the goal of Provincial and Municipal Government of
aiming 100% enrolment rate among its children of the province.

In the heart of the mountainous landscapes of Naujan, Oriental

Mindoro, stands a testament to the unwavering commitment to
education – Malvar National High School. For the past nine years,
this institution has served as an extension of Aurora National High
School, reaching out to the three vibrant barangays of Malvar,
Banuton and Caburo – collectively known as MABANCA. Situated in
the far-flung area of Sitio Cabeza I, Barangay Malvar, Malvar NHS
has become an educational beacon for the local community.

Situated on a generous one-hectare land donated by the late

Ruferta Infantado to the Department of Education, Culture, and
Sports (presently DepEd) on July 20, 1964, Malvar NHS has been a

School Improvement Plan 6

vital part of the educational landscape. Nestled amidst the challenges
of its mountainous terrain and surrounded by the Bagto and
Bucayao Rivers, this school emerged to bridge the educational gap
reducing the number of the out-of-school youth of the feeder
barangays, and sparing students the daunting journey across rivers
where water current is too strong particularly in times of rainy
seasons and inclement weather conditions to neighboring schools of
Inarawan National High School and Aurora National High School
which are 5.50 and 12.0 kilometers away respectively.

The journey of Malvar NHS began with the collective efforts of 44

parents, whose petition to the Schools Division Superintendent, Dr.
Ma. Luisa D. Servando, led to the deployment of junior high school
teacher to cater to the educational needs of the burgeoning grade 7
students from MABANCA. The unity among parents, unaffected by
cultural diversity, and the concerted efforts of barangay captains and
PTA officials played a pivotal role in the operation of this public
secondary school.

The dream turned into reality in June 2015 when Malvar NHS
commenced operations with a single national-funded teacher and 44
students. Despite facing challenges such as typhoon damage in its
inaugural year, the school's pioneer teacher, persisted in delivering
quality education.

Over the years, Malvar NHS has evolved, expanding its teaching
staff from one permanent teacher to twelve dedicated educators.
Driven by a commitment to quality education, the school's
leadership, under the guidance of Teacher-In-Charge, Dr. Rowena M.
Carandang, has navigated challenges and demonstrated resilience.
The school's current population of 334 students, including 164 from
the Indigenous People (IP) Community, marks a remarkable
milestone in its journey. Graduates from the five feeder schools
namely Mabini Elementary School, Leticia M. Cacha Memorial
Elementary School, Bucayao Grande Mangyan School- Annex,
Banuton Mangyan School- Main and Caburo Mangyan School can
provide potential increase in the enrolment of the school.

As Malvar NHS charts its path forward, the aspiration for

independence echoes through the school community. With the
support of its committed teaching staff, parents, and learners, Last

School Improvement Plan 7

July 10, 2024, Malvar NHS celebrated transitioning from an
extension to an independent institution – a symbol of progress and a
source of pride for the community.

II. Goals and Objectives

Goals

The establishment of a Malvar NHS involves meeting specific standards to

ensure its effectiveness in addressing students' educational needs. This
encompasses providing adequate learning facilities, materials, and equipment,
along with qualified teaching personnel to facilitate the learning process.

The primary goal is to create an inclusive learning environment accessible

to all, irrespective of their socio-economic status. This approach aims to break
the cycle of poverty by offering quality education, empowering individuals to
make positive contributions to society. Additionally, Malvar NHS aims to
promote social and cultural cohesion by bringing together students from diverse
backgrounds. This fosters opportunities for mutual learning and appreciation of
differences, contributing to the development of stronger communities and a
sense of belonging among students.

Objectives:

a. Foster literacy and create educational opportunities for students

residing in remote barangays of MABANCA, particularly the Alangan Mangyan
population.

b. Address the rising rates of out-of-school youths and dropouts in

MABANCA by promoting the significance of education.

c. Alleviate the financial strain associated with sending children to distant

schools within their locality.

d. Cultivate the full potential of the young generation in MABANCA to

contribute to the establishment of a peaceful and advancing community.

e. Ensure the children of MABANCA have fair access to quality education,

aiming to develop the knowledge, skills, attitudes, and values essential for a
productive life.

School Improvement Plan 8

III. School Environment

The school environment refers to the relationships within a school

community, shaped by structural, personal, and functional elements, adding
uniqueness to each institution. It plays a crucial role in assessing the well-
being of students, teachers, and other stakeholders. The type of school attended
and its environment significantly impact student outcomes and academic
success. Factors like school structure, composition, and climate are identified
as influential on school performance. The environment can either facilitate or
hinder school performance and overall academic achievements of students.

Malvar National High School spans an area of ten thousand square meters
(10, 000 sq. m.), a generous donation from the late Ruferta Infantado to the
Department of Education Culture and Sports (presently DepEd) in July 20,
1964. Originally an elementary school for seven years, the school was relocated
due to safety concerns raised by Sitio Sawmill residents, as the proximity to a
nearby river posed risks. The site remained vacant, then transformed into a
fruit-bearing tree plantation by nearby residents. In 2017, the site transitioned
into a secondary school following approval from the Schools Division
Superintendent, Dr. Ma. Luisa D. Servando, addressing the educational needs
of upcoming grade 7 students from three feeder barangays of MABANCA.

The exact location of the school is at Sitio Cabeza I, Barangay Malvar,

Oriental Mindoro and certified not within the 2-km radius of any private or
public secondary school based on the assessment of the municipal planning
and development coordinator, Engr. Precy H. Olmos.

According to the DENR MIMAROPA Mines and Geosciences Bureau, the

school site is located outside any of the identified flooded zones in the
municipality. The nearest stream to the site is an upstream tributary of the
Bucayao River located at an aerial distance of 300 meters west of the site. The
segment of the Bucayao River is characterized by a relatively narrow floodplain
bounded by ridges on its western and eastern sides making it highly prone to
flashfloods caused by the accumulation of mountain runoff. The relatively high
elevation and far distance of the site from streams make its susceptibility to
riverine flooding nil. To address this issue, the school head, alongside with the
PTA officials and Sangguniang Barangay members, requested to Local
Government Unit of Naujan thru the office of the Municipal Mayor,
Sangguniang Bayan, and Municipal Engineering Office to take immediate action
in possible flooding in the proposed school site. They implemented clearing and
embankment operation to raise the ground and to ensure that the area won’t be

School Improvement Plan 9

 immediately affected by the flood. For more permanent solution, they created an
irrigation canal that diverts water from the mountain away from the site.
Presently, the irrigation canal continues to function as an effective preventive
measure.

IV. Social and Economic Aspect

Public schools are an integral part of a community. They provide the

foundations of skills and knowledge. They educate, as well as socialize children,
giving them the resources they need to grow, thrive, and become productive
adults. This means schools are impacted by social and economic factors.

Approximately half of MABANCA's population comprises indigenous

people, mainly Alangan Mangyan, while the other 50% consists of Tagalogs or
Damuong, a Mangyan term for lowlanders. The majority of families in
MABANCA, identified through barangay census and evaluation, fall into the
poverty level, primarily due to the prevalence of indigenous people in this
category. MABANCA, characterized by mountains and agriculture, relies on
farming as the primary source of income. Residents cultivate crops like rice,
corn, salay, sweet potatoes (kamote), and some fruit-bearing trees such as
lanzones, rambutan, and coconut. Harvesting twice a year provides income for
basic needs over six months.

Malvar NHS serves as a gateway to education for the highlands of

MABANCA, encompassing three barangays and multiple sitios. The school
benefits not only the Alangans in Barangay Banuton and Caburo but also
Tagalogs in Barangay Malvar, fostering business development and job
opportunities through education. The chosen school site, surrounded by Bagto
and Bucayao River, eliminates the need for children to cross rivers to attend
Inarawan or Aurora National High School.

Malvar NHS alleviates the financial burden on parents who struggle with
transportation costs, sparing them from sending their children to other schools.
With an estimated daily cost of 80 pesos for transportation, the 334 enrollees
would spend a total of Php. 5,344,000 for 200 school days if the secondary
school is not established. This financial relief could significantly improve the
daily living conditions of families, highlighting the importance of government
support for the school's establishment at Sitio Cabeza I.

School Improvement Plan 10

V. Performance on Key Result Areas in Basic Education

ACCESS- According to EBEIS, as of October 29, 2024, Malvar

NHS is now attracting enrollees from the nearby schools compared to
the date it started its operation. As a result, the school has recorded
the highest enrolment of 334 this school year. Though it is a good
indication of an improving school, the increased of enrolment was
seen not advantage. It has brought the observed challenges of the
institution such as classroom shortage, bigger class size, and
shortage of chairs. Based on collected data, the enrolment is
increasing every year, from 306 on the S.Y. 2022-2023, it reached
323 on the S.Y. 2023-2024. The increased continues up to the
current enrolment of 334, much higher by 11 students than the
enrolment of 323 in the previous SY 2023-2024.

The figure shows that the enrolment of Malvar NHS is increasing every year from
S.Y. 2022-2023 to S.Y 2024-2025.

155 of the total enrolment at present is male while 179 is

female. The number of female students is greater than the number
of male students. Grade 12 has the highest number of enrolment of 72.
However, Grade 9 and Grade 10 has the least number of enrollees of 43.

On attendance, the total number of students who were frequently

absent during SY 2023-2024 is 44 or 13.62% of 323. 21 of these
students are male while 23 are female. It is reported that 26 of these
frequently absent students are 4Ps recipients.

School Improvement Plan 11

 In connection, the dropout rate in 2023-2024 is 2.48%. It does
not meet the Division target, which is 0.65%. The common reasons of
dropouts are child labor and financial matters.

QUALITY- The promotion rate of the school during SY 2023-

2024 is 97.52%. This promotion rate does not meet the Division
target which is 98.72% as well as the promotion rate during SY
2022-2023, which is 98.37%. As far as NAT result is concerned, in
the current SY 2024-2025, Grade 10 Malvar NHS students got a
score of 44.00% in English, 40.50% in Filipino, 40.75% in Math,
39.25% in Science and 44.50 in HeKaSi. The scores are way lower
than the Division targets.

Mean Percentage Score of Grade 10 NAT per Subject Area on

the Last Three SYs
46.00

44.00

42.00

SY 2022-2023
40.00
SY 2023-2024
SY 2024-2025
38.00

36.00

34.00
English Filipino Math Science HeKaSi
The figure shows the varying results of Grade 10 NAT per subject area for the last three SYs.

In addition, the Phil-IRI result in English (Pretest) for SY 2024-

2025 shows that 5 Grade 7 –Grade 10 students are in non- reader
level, 41 are in frustration level, 70 are in instructional and 82 are in
independent level.

SPT believed that one of the problems that contributed to these

results is that the populations in some classrooms are much higher
than what is prescribed by DepEd. This congestion in classroom
leads learners not to perform well in class. In fact, to accommodate
six grade levels from grade 7-12, there are classrooms occupied by
two sections since there are only 6 classrooms in this school. Another
possible cause of this result is the absence of library, and computer
laboratory in school. To add more, the school needs to do better in

School Improvement Plan 12

the next three school years to become a Very Outstanding Child-
Friendly School and to have sufficient number of classroom and
other facilities.

On the other hand, when it comes to sports meets, some

Malvar NHS students received awards following their winnings in
different sports events such as baseball- 2nd place, sepak takraw
2nd place and softball 3rd place at the Provincial Meet. In addition,
Malvar NHS Outfit 063 was commended for their active participation
on scouting activities.

EQUITY AND INCLUSION - Malvar NHS is committed to

promoting equity and inclusion, ensuring that all students,
regardless of their background, have equal opportunities to learn
and succeed. With a diverse student population, including a
significant number of Indigenous Peoples (IPs), the school fosters an
environment of respect and cultural sensitivity. Through programs
such as the Indigenous People's Day Celebration and activities that
highlight cultural heritage, the school emphasizes the importance of
protecting the rights and traditions of IP students. The school’s
Supreme Secondary Learners Government (SSLG) works to advocate
for student welfare, addressing concerns related to inclusivity and
equitable treatment. Additionally, efforts are made to involve parents
and community members in decision-making processes, reflecting a
holistic approach to inclusive education. Through continuous
monitoring and feedback, the school aims to improve its strategies,
creating a supportive and inclusive learning environment for every
student.

RESILIENCE AND WELL-BEING - Malvar NHS has demonstrated

strong performance in promoting resiliency and well-being among its
students and staff through various strategic initiatives and
programs. The school has implemented a comprehensive disaster
risk reduction and management plan that includes regular safety
drills and emergency preparedness training, ensuring everyone is
equipped to respond effectively to crises. By actively engaging
students in awareness campaigns, such as drug prevention
symposiums and health education, the school fosters a sense of
responsibility and awareness. The well-being of students,
particularly those from indigenous communities, is prioritized

School Improvement Plan 13

through inclusive programs that respect cultural heritage while
promoting their rights and welfare. Additionally, the school
strengthens the implementation of wellness activities, like sports
festivals and IP celebrations, to cultivate a supportive and inclusive
environment. Teachers are also provided with professional
development sessions through LACs that emphasize mental health
and effective coping strategies, enabling them to support their
students better. With the integration of community partnerships, the
school has enhanced access to resources through its key
stakeholders, such as Catuiran Hydro Power Plant. The school
continues to advocate for improved infrastructure to address needs
like water facilities and free Wi-Fi for educational purposes. Overall,
Malvar NHS remains committed to creating a resilient, safe, and
nurturing environment that prioritizes the well-being of its
community.

GOVERNANCE – Malvar NHS stakeholders continuously

supports the PAPs of the school by giving donation in the form of
money, in kind, time and effort. The school activities/projects to
which the stakeholders show full support are as follows: Buwan ng
Wika, Nutrition Month, Indigenous People’s Day, Scouting Activities,
Sports Meets, School’s Foundation Day, Graduation Ceremonies,
Monthly Brigada Eskwela, Project WATER (Water Accessible in
Teaching- learning Environmental Resources), Construction of
Covered Pathwalk , Construction of School Fence, Installation of
LED TVs in Every Classrooms.

OTHER CONCERNS - One unique concern at our school is the financial

burden faced by students, especially athletes and participants in co-curricular
activities, which impacts their ability to fully engage in school events. This issue
is compounded by our need for additional resources, such as sports equipment
and classroom facilities, which are critical to support student development.

As needed, gaps must be prioritized for the improvement to eliminate the

identified challenges. By designing an Enhanced School Improvement Plan,
school administrators and teachers became aware on the root cause of the
problems contributory to students’ poor performance. Since the plan does not
only aim to improve performance but also to raise over-all school standards,
SPT has brainstormed on the possible project designs and applicable
interventions to succeed in the implementation. They also listed the Priority

School Improvement Plan 14

 Improvement Areas (PIAs) which need to be addressed for the next three years.
The identified PIAs include insufficient classroom and facilities, low academic
performance, and high drop out rate. Malvar NHS plans to develop best
practices among classrooms and organizations that will initially help address
the identified problems.

At present, Malvar NHS continuously doing its best to improve access to

quality education. However, there are three areas that still need to be given
proper attention since they greatly affect the key result areas in basic
education.

Table 3
Priority Improvement Areas

Improvement Strategic
Urgency Magnitude Feasibility Average Interpretation
Areas Importance

1. High Drop Out

4 3 2 4 4 High Priority
Rate

2. Low
Academic 3 5 3 5 4 High Priority
Performance

3. Insufficient
Very High
Classroom and 5 5 5 3 4.5
Priority
Facilities

It can be observed on the table that insufficient classroom and facilities was
interpreted as Very High Priority to accommodate increasing number of
enrollees. The school believes that having sufficient classrooms and facilities is
crucial for providing a conducive learning environment, where students can
focus and engage in their lessons effectively. Adequate classroom space ensures
that students are not overcrowded, which can improve their concentration and
overall academic performance. Well-maintained facilities, such as comfort
rooms, libraries, and laboratories, promote safety, comfort, and accessibility,
enhancing the overall school experience. These resources also support a variety
of learning activities, allowing teachers to implement diverse teaching strategies
and hands-on learning experiences. Ultimately, sufficient classrooms and
facilities contribute to the holistic development of students by fostering a
positive and supportive educational atmosphere.

School Improvement Plan 15

 Moreover, low academic performance was interpreted as High Priority.
Different aspects such as strategic location of the school (its distance to the
community of the learners), socio-economic profile of the families and the
educational attainment of the parents or guardian are seen to be the
contributory factors to this problem. Considering this point, many areas are
really affecting the performance of the students. Moreover, if will not be
addressed, it could lead to long-term consequences such as a decrease in
overall school achievement and reputation. This might negatively impact
students' future opportunities, including their ability to succeed in higher
education or secure meaningful employment.

Lastly, high drop out rate was also interpreted as High Priority. It should be
prioritized because this issue directly impacts the overall educational
attainment and future prospects of students. Addressing this challenge is
crucial to ensuring that all students have equitable access to quality education
and opportunities for success. When students drop out, it reflects systemic
issues that may include poor engagement, or inadequate support systems.
These problems can lead to a cycle of underachievement and limit the
socioeconomic development of the community. Prioritizing solutions to this
concern can foster a more supportive, inclusive, and effective learning
environment.

To address the discussed PIAs, the SPT conducted a root cause and SWOT
analysis. Root cause analysis helps identify the underlying issues affecting
school performance, ensuring solutions target the actual problems rather than
just symptoms. Meanwhile, a SWOT analysis (Strengths, Weaknesses,
Opportunities, Threats) provides a comprehensive understanding of the school's
internal and external factors, aiding in strategic planning and resource
allocation. Together, these analyses inform well-rounded, data-driven decisions
that lead to sustainable improvements.

See the attached root cause and SWOT analysis.

School Improvement Plan 16

 CHAPTER 3
Improvement Plan

Planning Worksheet C
H
The Planning worksheet of Malvar NHS contains the PIAs of the school A
that need to be addressed. The PIAs are aligned with the Learning Stage and P
DepEd Intermediate Outcomes. The Planning Worksheet also lays out the T
objectives on how to address the PIAs, the root causes of the PIAs and the E
time frame when the objectives will be accomplished. R
( See the attached Planning Worksheet)
3
This chapter also presents the project plan and budget matrix with list of
solutions and identified root causes.
…......................................................................................................................
.................. Table 4
LIST OF SOLUTIONS

Priority
Root
Improvement Solution(s)
Cause(s)
Area
 Strengthen the Implementation of Career
Guidance Activities
 Conduct Comprehensive Sex Education
Teenage  Strengthen Awareness Campaigns on
Pregnancy Negative Effects of Teenage Pregnancy
 Monitor and Support SARDOs Through Home
Visitation
High Drop
out Rate  Strengthen Awareness Campaigns on
Negative Effects of Child Labor
 Link with Government and Non- Government
Child Labor Programs
 Offer Alternative Delivery Mode
 Engage the Community in Child Protection
 School-Based Counseling Services
 Utilize Technology and Multimedia
Low Academic Lack of Interest  Use Differentiated Instructions
Performance  Use Positive Reinforcement
 Teach the Learners Good Study Habits

 Engage Parents and Guardians

 Conduct Home Visitation
Absenteeism  Refer the Learners to
the Guidance Office for Counseling
 Address Health-Related Absences
Insufficient  Request Assistance from the Division Office
Classroom and  Tap Non- Government Organizations
Facilities Lack of Fund  Establish Fund Raising Events

School Improvement Plan 17

 Table 5

PROJECT WORK PLAN & BUDGET MATRIX

Project Title: Project SHIELD (Support, Help, Empower Learners to Defend

Against Dropping Out)

Problem Statement:

High drop out rates among students at Malvar National High School are
primarily caused by teenage pregnancy and child labor, which hinder students
from continuing their education and achieving academic success.

Project Objective Statement:

To reduce the drop out rate at Malvar National High School by addressing
teenage pregnancy and child labor through targeted interventions, including career
guidance, comprehensive sex education, awareness campaigns, and home
visitation support.

Root Causes:
 Teenage Pregnancy
 Child Labor

Date of Person Budget

Activity Output Budget
Implementation Responsible Source

Strengthening Students
Every first School
the received
Saturday of Head,
Implementation career
every quarter Teachers, NONE N/A
of Career orientation
from S.Y. and SPTA
Guidance and
2025-2027 Officers
Activities mentoring.
Students are
educated
about School
Conducting Every third
reproductive Head,
Comprehensive Saturday of
health and Teachers, NONE N/A
Sex Education October from
the and SPTA
Sessions S.Y. 2025-2027
consequences Officers
of teenage
pregnancy.
SARDOs were
Monitoring
monitored School
and
and Head,
Supporting
supported Year Round Teachers, NONE N/A
SARDOs
through and SPTA
Through Home
home Officers
Visitation
visitation.
Community School
Engaging the
were Head,
Community in
engaged in Teachers,
Child
Child Parents,
Protection Year Round NONE N/A
Protection Community
Against Child
Against Leaders,
Labor
Child Labor and SPTA
Officers

School Improvement Plan 18

 Table 6
PROJECT WORK PLAN & BUDGET MATRIX
Project Title: Project ACADEMIC BOOST (Absenteeism Causes Addressed
through Differentiated, Engaging and Motivational Instruction and
Community-based Boost Strategies)

Problem Statement:
The academic performance of students at Malvar National High School is
hindered by absenteeism percentage and lack of interest in studies. These issues
are caused by various factors, including poor study habits, limited engagement,
insufficient use of technology, and health-related concerns.

Project Objective Statement:

To enhance the academic performance of students by addressing
absenteeism and lack of interest through engaging instructional strategies, the
integration of technology, and active collaboration with parents and guardians.

Root Causes:
 Absenteeism
 Lack of interest

Date of Person Budget

Activity Output Budget
Implementation Responsible Source

Students’
Integrating School Head,
engagement and
Technology and Teachers,
understanding of Year Round 50, 000 MOOE
Multimedia in ICT
the lessons were
Lessons Coordinator
improved.
Teachers,
Applying Students’ diverse
and
Differentiated learning needs Year Round NONE N/A
Parents/
Instructions were addressed.
Guardians

Teachers,
Implementing Students’
and
Positive participation Year Round NONE N/A
Parents/
Reinforcement was improved.
Guardians
Organizing
Parents or
meetings and School Head,
guardians were
workshops to Teachers,
engaged in the
strengthen Parents,
learning
the role of Year Round Community NONE N/A
process of the
parents in Leaders, and
students at
student SPTA
home.
education. Officers

Students who
Every second
are frequently School Head,
Conducting Saturday of
absent were Teachers,
Home every quarter NONE N/A
visited to and SPTA
Visitation from S.Y.
address their Officers
2025-2027
challenges.

School Improvement Plan 19

 Table 7
PROJECT WORK PLAN & BUDGET MATRIX
Project Title: Project CARE (Classroom Acquisition and Resource Enhancement)

Problem Statement:

Malvar National High School faces a severe shortage of classrooms and

facilities due to lack of funding. Currently, there are eight sections from Grade 7-
12, but only six are available classrooms, forcing students to learn in overcrowded
or temporary learning shelter. This problem hampers effective teaching and
learning, and the school must address this through innovative and strategic
initiatives.

Project Objective Statement:

To increase the number of classrooms and learning facilities at Malvar

National High School by securing funds resources from the division office, non-
government organizations, and community-based fund raising events.

Root Causes:
 Lack of fund

Date of Person Budget

Activity Output Budget
Implementation Responsible Source

Assistance
Requesting
from the
Assistance from
division office
the Division
for the
Office for the School
construction January, 2025 NONE N/A
Construction of Head
of two-storey
Two-Storey Six
six classroom
Classroom
building was
Buiding.
requested.
Support for
infrastructure School
Tapping Non- projects were Head,
Government sought from February, 2025 Teachers, NONE N/A
Organization the non- and SPTA
government Officers.
organizations.
Funds raised
Teachers,
Establishing and allocated
and
Fund Raising classroom/ May, 2025 5, 000 Donation
Parents/
Events facility
Guardians
construction.

School Improvement Plan 20

 CHAPTER 4
Financial Plan
C
Annual Implementation Plan (AIP)
H
The Annual Implementation Plan for Year 1 is the SIP’s A
operational plan. It contains specific projects that will be P
undertaken by the school in a particular year, which include the T
following: outputs, activities, schedule, required resources, source of E
fund, and the individuals accountable for the conduct of these R
projects. It also includes operational cost such as but not limited to
utilities, supplies and materials, etc. that are considered eligible 4
expenditures in the existing MOOE guidelines.
Table 8
ANNUAL IMPLEMENTATION PLAN
SCHOOL YEAR 2025-2026
Instruction: List down the activities that are required in each school year to implement the school improvement
projects. Indicated for every activity are the schedule and venue, budget, and the person(s) responsible.

SCHOOL
IMPROVE BUDGET
PROJECT OUTPUT FOR PERSONS BUDGET
MENT ACTIVITIES RESPONSIBLE
SCHEDULE PER
OBJECTIVES THE YEAR SOURCE
PROJECT ACTIVITY
TITLE
To reduce the Students Strengthening School Every first 50, 000 MOOE
drop out rate at received the Head, Saturday of
Malvar National career Implementati Teachers, every
High School by orientation on of Career and SPTA quarter
addressing and Guidance Officers from S.Y.
teenage mentoring. Activities 2025-2027
pregnancy and Students are Conducting School Every third NONE N/A
child labor educated Comprehensiv Head, Saturday of
through targeted about e Sex Teachers, October
interventions, reproductive Education and SPTA from S.Y.
including career health and the Sessions Officers 2025-2027
guidance, consequences
comprehensive of teenage
sex education, pregnancy.
Project awareness SARDOs were Monitoring School Year Round NONE N/A
SHIELD campaigns, and monitored and and Head,
home visitation supported Supporting Teachers,
support. through home SARDOs and SPTA
visitation. Through Officers
Home
Visitation
Community Engaging the School Year Round NONE N/A
were engaged Community in Head,
in Child Child Teachers,
Protection Protection Parents,
Against Child Against Child Community
Labor Labor Leaders,
and SPTA
Officers

School Improvement Plan 21

 Students’ Integrating School Year Round 50, 000 MOOE
engagement Technology Head,
and and Teachers,
understanding Multimedia in ICT
of the lessons Lessons Coordinator
were
improved.
To enhance the Students’ Applying Teachers, Year Round NONE N/A
academic diverse Differentiated and
performance of learning needs Instructions Parents/
students by were Guardians
addressing addressed.
absenteeism and Students’ Implementing Teachers, Year Round NONE N/A
lack of interest participation Positive and
through was improved. Reinforcemen Parents/
Project t
engaging Guardians
Academic
instructional Parents or Organizing School Year Round NONE N/A
BOOST
strategies, the guardians meetings and Head,
integration of were engaged workshops to Teachers,
technology, and in the learning strengthen the Parents,
active process of the role of parents Community
collaboration students at in student Leaders,
with parents and home. education. and SPTA
guardians. Officers
Students who Conducting School Every NONE N/A
are frequently Home Head, second
absent were Visitation Teachers, Saturday of
visited to and SPTA every
address their Officers quarter
challenges. from S.Y.
2025-2027
To increase the Assistance Requesting School January, NONE N/A
number of from the Assistance Head 2025
classrooms and division office from the
learning for the Division Office
facilities at construction for the
Malvar National of two-storey Construction
High School by six classroom of Two-Storey
securing funds building was Six Classroom
resources from requested. Buiding.
the division Support for Tapping Non- School February, NONE N/A
Project office, non- infrastructure Government Head, 2025
CARE government projects were Organization Teachers,
organizations, sought from and SPTA
and community- the non-
Officers.
based fund government
raising events. organizations.
Funds raised
Teachers,
and allocated Establishing
and
classroom/ Fund Raising May, 2025 5, 000 Donation
Parents/
facility Events
Guardians
construction.

School Improvement Plan 22

 CHAPTER 5
School Monitoring and Evaluation and Adjustments
C
Prior to the monitoring and evaluation, SPT will test it first to the H
small population to reduce the risks of failure and be able to make
necessary adjustments in the implementation. They may opt to test
A
all the identified solutions and then choose the most effective one to P
roll out. T
E
In addition, SPT will compare their data before and after testing
the solution. If the solution is not effective, they need to revisit the R
implementation process to see where improvements should be done.
5
If successful, SPT will communicate the initial implementation
results to the concerned stakeholders. For solutions that address
problems or issues in the teaching and learning process, the project
team may communicate the improved process through the school’s
Learning Action Cells (LACs). SPT can skip the pilot testing if their
project deals with facility and infrastructure.

The Project Monitoring Form lists down the names of the

projects that the SPT have come up with to address the root cause of
the PIAs. It is used to monitor the progress of each project. In the
form, the SPT will fill up the corresponding column that asks for
the date, accomplishments and status,
issues and challenges and the recommendation and action points
that SPT comes across as they monitor and evaluate the
implementation of the projects. The SPT will monitor the progress at the
middle and end of the implementation period.

Table 9
PROJECT MONITORING FORM

Recommend
Issues/
Name of the Project Objectives Accomp ation/
Date Problems/
Project and Targets lishments Action
Challenges
Points
To reduce the drop out
rate at Malvar National
High School by
addressing teenage Last Friday
pregnancy and child of June
labor through targeted 2025
Project interventions, including
SHIELD career guidance,
comprehensive sex
education, awareness
campaigns, and home
visitation support.

School Improvement Plan 23

 To reduce drop out rate
from 2.48% to 0% by
2027

To enhance the
academic performance
of students by
addressing absenteeism
and lack of interest
through engaging
instructional strategies,
Project
the integration of
ACADEMIC November
technology, and active
BOOST 2025
collaboration with
parents and guardians.

To increase the
promotion rate from
98.72% to 100% by
2027

To increase the number

of classrooms and
learning facilities at
Malvar National High
Project School by securing
CARE funds resources from November
the division office, non- 2025
government
organizations, and
community-based fund
raising events.

To increase number of
classrooms and
facilities by 2027

Project
PARTNER
(Promoting
Active and
Responsive To sustain 100%
Ties for participation of
Notable stakeholders in school December
Engagement projects and activities 2025
and
Responsibility)

School Improvement Plan 24

 CHAPTER 6
Risk Management
C
Risk management is a crucial component of our School Improvement
H
Plan, aimed at identifying, assessing, and addressing potential risks that could
A
disrupt or negatively impact our school's operations and the safety of our
P
students, staff, and community. This chapter outlines a proactive approach to
T
mitigate risks associated with natural disasters, health crises, security threats,
E
and other unforeseen circumstances. By establishing effective prevention and
R
response strategies, our school aims to minimize potential hazards and ensure
the continuous delivery of quality education.
6
We recognize that a safe and secure learning environment is
fundamental to student success, and we are committed to fostering a culture of
preparedness and resilience. Collaboration with local authorities, stakeholders,
and the school community will be emphasized to enhance our risk management
capabilities.
This chapter also presents the registry of identified risks, its description
and the strategic solutions to mitigate the impact of each identified risk.
Table 10
RISK REGISTRY
Target Risk
Risk Analysis Assessment
Risk Identification Risk Treatment
and Evaluation (After
Treatment)
No.
Declared
Risk Causes and Current Person/s Target
Process & Risk L I RR Action L I RR
Consequences Controls Responsible Date
Description

• Strengthen the Implementation of

Career Guidance Activities
Preventive
Learners • Conduct Comprehensive Sex School Head,
Measures
dropped out Education and School-Based Teachers,
through Adviser
Improving due to poverty Counseling Services Parents,
and Parent August,
1 Access - High leading them to 1 3 3 • Strengthen Awareness Campaigns on Community
Communication 2025
Drop Out Rate early labor and Negative Effects of Teenage Pregnancy Leaders, and
and
teenage and Child Labor SPTA Officers
Intervention
pregnancy. • Monitor and Support SARDOs
Strategies
Through Home Visitation

High repetition
rate due to low Monitoring and School Head,
academic Early • Engage Parents and Guardians Teachers,
Improving
performance Intervention • Conduct Home Visitation Parents, October
2 Quality - High 1 3 3
brought by Programs, • Refer the Learners to Community 2025
Repetition Rate
lacking in Differentiated the Guidance Office for Counseling Leaders, and
interest and Instructions • Address Health-Related Absences SPTA Officers
absenteeism
School Head,
Improving Insufficient
Support from •Request Assistance from the Division Teachers,
Governance - classroom and Parents, Septem
the Division Office
3 Insufficient facilities due to 1 3 3 ber
Office, NGOs • Tap Non- Government Organizations Community
Classroom and unavailability of Leaders, and 2025
and LGUs • Establish Fund Raising Events
Facilities funds SPTA Officers

School Improvement Plan 25

ANNEXES
List of Acronyms

Planning Worksheet

Checklist for Appraising the School Improvement Plan

Root Cause Analysis (Problem-Solution Tree)

SWOT Analysis

School Improvement Plan 26

 ROOT CAUSE ANALYSIS

Problem Tree

Solution Tree

School Improvement Plan 27

 SWOT ANALYSIS

THREAT
STRENGTH WEAKNESS OPPORTUNITY

ACCESS

 Well-located  Limited  Potential for  Increasing

school that is classroom space partnerships with local population and
accessible to relative to government and student
students in the student organizations to enrolment
community. population. improve infrastructure. pressure on
 Sufficient  Lack of  Opportunities to apply facilities.
enrollment of computers for for grants to enhance  Geographic
students across digital learning learning spaces. challenges that
all grade levels. access.  Community support for might prevent
 Strong expanding school students from
community facilities. attending school
engagement and regularly.
participation  Risk of natural
disasters
affecting school
accessibility.

EQUITY

 Inclusive  Achievement  Collaboration with  Socioeconomic

education gaps between NGOs to support disparities in the
practices, different programs for community
especially for socioeconomic disadvantaged learners. impacting
Indigenous groups.  Professional student
People (IP)  Limited resources development outcomes.
students. to support opportunities such as  Prejudice or
 School culture diverse learners. LAC and InSet on social tensions
promoting equal equity and inclusion for affecting student
opportunities for teachers. participation.
all.  Increased community  Limited funding
engagement to support to sustain equity
equity initiatives. initiatives.

QUALITY

 Dedicated and  Large class sizes  Training and capacity-  Competition from
highly qualified affecting building programs for nearby schools
teaching staff. individualized teachers. with better
 Strong instruction.  Innovations in facilities.
curriculum  Inconsistent pedagogy and  Changes in
implementation student curriculum curriculum
and engaging engagement in enhancement. standards posing
learning learning adaptation
activities. activities. challenges.
 Teachers’ request
for transfer
affecting
consistency in
education quality.

School Improvement Plan 28

 RESILIENCE AND WELL- BEING

 Comprehensive  Limited funding  Potential to collaborate  Natural disasters

disaster risk for well-being with health and or emergencies
reduction programs and wellness organizations. disrupting school
programs in emergency  Community support for operations.
place. preparedness. well-being and disaster  Limited
 Supportive  Insufficient preparedness efforts. government
school counseling support for well-
environment for services for being and safety
students' students and programs.
physical and staff.
mental health.
 Strong sense of
community and
teamwork among
school
stakeholders.

GOVERNANCE

 Transparent and  Delays in  Potential to strengthen  Political changes

effective decision-making school governance affecting school
leadership team. and resource through stakeholder governance and
 Active allocation. engagement. funding.
involvement of  Limited capacity  Collaboration with local  Risk of conflict
parents and of school government for policy among
stakeholders in governance support. stakeholders
school structures to  Training programs for impacting
governance. handle emerging leadership and decision-making.
 Strong policies challenges. management skills.
and procedures
in place for
school
management.

School Improvement Plan 29