REMEDIOS C.

ORTIZ NHS
SCHOOL IMPROVEMENT
PLAN (SIP)
PRESENTER:
MICHAEL JAY A. LLOVERAS
SUMMARY

The school Improvement Plan of Remedios C. Ortiz National High School is a six – year
plan that is parallel with the trajectory of the Division Educational Development plan. Both are
contently aligned with the MATATAG Agenda of the Department of Education and its intents in
Philippine Educational Development, especially in bridging the learning gaps brought by the
COVID – 19 pandemic. This is

The school improvement plan starts with the identification of Gaps between the actual and
the ideal situations on the pillars: Access, Quality, Equity, Resiliency and Governance. Reliable
data were gathered and became the basis on the selection of projects and programs with
specific strategies, objectives and outcomes for each of these pillars.
 SUMMARY

Data gathering procedure had been done through the wide diversity of the planning team
which includes the faculty, PTA, SGC, Barangay officials and health workers, and most
especially the guidance of the division planning officer. Through cooperation, enough data were
achieved.

Programs and projects in each of the pillars are selected through prioritization due to the
limited resources. Collective ideas and viewpoints were considered in the selection of these
programs and projects. These were evenly set in the mile stone for six consecutive years from
Calendar Year 2023 – 2028.
RATIONALE
Planning is an essential step to pursue development in any institution. As such
Remedios C. Ortiz National High School teachers and stakeholders exerted enough effort in
the creation of a well-directed plan for the development of the school which are divided into
five different pillars. All programs, projects, strategies, objectives and outcomes are carefully
selected due to the disparity of financial resources, human capital and the wide range of
improvement areas of the school naturally demanded due to its young year of existence after
being detached from the Mother school, Anonang National High School. The main direction
of this plan is to address all the gaps identified in the five pillars namely access, quality,
equity, governance, and resiliency and well – being without detaching from the targets of the
division and national development plans. Being a small and newly established school, these
pillars in school planning has to have a solid foundation in terms of programs and projects for
a sustainable development towards quality and effectiveness in all of its operations and
services.
RATIONALE
The appropriateness of these programs and projects were based on the available data
from the Learners’ Information System (LIS) and qualitative data from stakeholders through
website review and focus group discussion. As the school aims for continuous improvement
for the upcoming six years, teachers and stakeholders are all directed towards same
direction through this School Improvement Plan. Unless external factors demand necessary
adjustment, everything written in the plan shall be the focus of the operation of the school.
The benefits embedded in this plan are all directed towards the learners both in
school(regular) and in the community (ALS and ADM).
STATUS IN ACCESS PILLAR

Geographically, Remedios C. Ortiz National High School is the only Junior High School in
Barangay Tagbaobo. Being located in Sitio Buhangin, this makes it the nearest High School from
Buhangin Elementary school. In addition, two nearby elementary school namely Tagbaobo and Aumbay
Elementary school can easily access the school as it is only near the city circumferential road. Despite
this favorable geographic location, only a little portion of the population from these elementary schools
enroll in Remedios C. Ortiz National High School. Haven’t been able to gather reliable qualitative data
on this pressing problem, the school hopefully relied on designing programs to cater out of school youth
present in the community to increase the school population in the next school years. In addition, the
school plans to establish Senior High School to hold junior high school completers. Conducting research
had been one of the options of the current school administration. If the results suggest adjustments in the
strategies offered for this specific pillar, future programs and activities may be added to the existing plan.
EQUITY

Remedios C. Ortiz National High School had been committed to provide quality education regardless of
personal or social diversity such as gender, ethnicity, and the like so that all students reach at least the minimum
requirements set by the Department of Education. All learners are given equal opportunities to develop
themselves and participate to school programs and projects. In addition, teachers also designed their lessons
considering the diversed learning styles of the learners. This is to ensure that learners’ individual differences do
not hinder them from attaining the learning outcomes expected from them in every level.
Learners with special needs are given priority to address their specific needs. For example, learners who are
near sighted and with hearing impairment are placed in front of the class to cater their needs. Classrooms are
also designed to accommodate persons with disability. Lastly, the school respects and welcomes learners
coming from indigenous communities. Although the school is not yet an IP implementing school, IP learners
are equally respected and nurtured in the school.
QUALITY

Remedios C. Ortiz National High School had been taking quality as a first priority and the heart of its operational
responsibilities. It begins by implanting the department’s Mission Vision and Core Values into the minds of the
learners. This is placed in action through providing quality services to students, parents and other school
stakeholders.
Teachers delivered lessons integrating quality into the process. The school had also been participating to district
and division competition. This is to expose learners to different level of assessment and screening test to heighten
the quality of learning within themselves.
The school had been committed to keeping her completion and promotion rate high and lowering her failing rate
and dropout rate to zero (0) percent. Amidst the challenges which constantly affects the quantitative status of
these indicators, Remedios C. Ortiz National High School takes her profoundest efforts to create a plan of
development in terms of quality.
RESILIENCY AND WELL – BEING

Providing safe and conducive learning environment is one of the responsibilities of the school.
Since the establishment of the school, only two personnel were trained in terms of Disaster Risk
Reduction and Management. However, these personnels were already transferred to other station. The
unavailability of trained human resource is one of the challenges of the school in terms of resiliency.
Due to this, annual hazard assessment was not conducted. The presence of hazards is evident in the
school surroundings. Present in the school ground were huge rocks, unpruned trees and unsafe
pathways. One classroom is also currently unsafe for the students to stay. This had been utilized as the
school’s temporary stock room and is reported for repair.
The physical situation of the school also hinders learners to perform physical activities as part
of their health – related activities like sports and other physical fitness activities.
GOVERNANCE

As an enabling mechanism, governance had been one of the problems of Remedios C. Ortiz
National High School. The school was not able to create a school improvement plan which
leaves the school undirected for three years. The implementation of School Monitoring,
Evaluation and Adjustment was not also practically institutionalized. As such, the school
had been struggling in most of the aspects of its operations. Nevertheless, the school passed
the Level 1 School Based Management evaluation.
THE SCHOOL’S KEY PERFORMANCE INDICATOR:

2020- 2021- 2022-

Performance Indicators Standards
2021 2022 2023

Enrolment 99 138 140 N/A

Completion N/A N/A N/A 100%

Retention Rate N/A 108.08% 96.04% 100%

Transition Rate 103.12% 106.25% 103.22% 100%

Dropout Rate 0% 0.72% 0.71% 0%

Promotion Rate 100% 97.82 97.86 100%

 PHIL – IRI RESULT:

PHIL-IRI Result

Level 2020-2021 2021-2022 2022-2023

Grades 7-10 Pre-test Post-test Pre-test Pre-test

Non-Reader
No Phil-IRI Data Available due to Non- F2F 1 0
Assessment during pandemic
Frustration
81 99

Instructional
17 31

Independent

28 0
FRAMEWORK
PILLAR 1: ACCESS

PROJECT REACH OUT

Strategy No. 1: Offer a SHS Academic Track (HUMSS Strand)

Output
• Senior High School Academic Track (HUMSS) implemented.
ACCESS
PROJECT REACH OUT
Strategy No. 2: Strengthen the Alternative Delivery Mode (ADM) and offers
Alternative Learning System (ALS) Program
Output:

• ALS Senior High School established.

• ADM JHS from School established.
EQUITY

PROJECT IE
Strategy #1: Implementation of inclusive education programs (IPEd).

Outputs:
• IPEd program implemented.
• Lesson plan with IPEd integration created/submitted.
EQUITY

PROJECT IE
Strategy 2: Establish strong partnerships to benefit education for learners in situation
of disadvantage.
Outputs:
• External providers of inclusive education partnership established.
• Advocacy plans for inclusive education communicated and
implemented.
 QUALITY

PROJECT QP
Strategy #1: Strengthen contextualization of curriculum across all subject areas and learning
resources for learning standards reflecting 21 st century skill
Outputs

• ICT in the classroom instruction integrated.

• Instructions materials contextualized.
• Functional Television installed.
• Internet connections secured.
• Whiteboard installed.
QUALITY

PROJECT QP
Strategy #2: Maximize Implementations of Remedial Instructions

1. At least a 75% level of learning outcome in each

competency attained.
2. Remedial instructions conducted.
Action researches created
QUALITY

PROJECT QP
Strategy #3: Develop competence in teaching content, skills, and pedagogy

Outputs
1. LAC Session, and other form of training attended.
2. Trainings transferred.
3. Outstanding IPCRF rating achieved.
QUALITY

PROJECT QP
Strategy#4: Improve Literacy
Outputs:

1. National Reading Program (NRP) implementation

intensified.
2. Zero (0) non-reader both in English and Filipino
achieved.
3. Percentages of Frustration and Instructional readers
reduced.
4. Number of Independent readers increased.
5. Dear program conducted.
RESILIENCY AND WELL – BEING

PROJECT CARE
Strategy #1: Intensify learners’ rights, protection, and life skills related program
implementation
Outputs:
1. Students knowledge about their rights and
responsibilities oriented.
2. Students' mental and emotional well-being
enhanced.
3. Safe and inclusive learning environment created.
4. Students’ essential life skills equipped.
RESILIENCY AND WELL – BEING

PROJECT PHYSISKILL
Strategy #2: Promote learners’ physical skills development

Outputs:
1. Learners’ essential physical skills that promote
overall well-being developed.
RESILIENCY AND WELL – BEING

PROJECT SAFE
Strategy #3: Impose Advanced Disaster Preparedness for Natural Disasters

Outputs:
1. Disaster preparedness program established and
maintained.
2. Physical and emotional impact of disaster
reduced.
3. Community resilience enhanced.
RESILIENCY AND WELL – BEING

PROJECT NUTRI – PAG - ASA

Intensify the Implementation of Health and Nutrition Services

Outputs:
1. Health and well-being of learners improved.
2. Sustainable and local food production
established.
3. Sense of community and shared responsibility
fostered.
GOVERNANCE

PROJECT REWARD
Enabling Mechanism #1: Giving of awards and recognitions that are due to learners,
teachers, and stakeholders.

Outputs:
1. School Form 9, Certificate of Recognition given.
2. List of teachers, students, and stakeholders awarded.
3. Teachers’ and learners’ logbook for monitoring of
attendance accomplished.
GOVERNANCE

PROJECT STAKEHOLDERS’ INVOLVEMENT

Enabling Mechanism #2: Ensure the trust of the parents and stakeholders of the
institution.

Outputs:
1. Parents’ school activities and programs participated.
2. Meetings/ Conferences/ Culminating Performance
attended.
3. BRIGADA ESKWELA fully participated.
4. PTA Projects completed.
GOVERNANCE

SCHOOL DEVELOPMENT PROJECTS

Enabling Mechanism #3: Provide a safe and conducive, secure, and fascinating
learning environment
Outputs:
1. School Fencing, Pathways, WINS Washing Area, Flag Pole, School
Gate, School Canteen, Building Classroom, Ground Leveling,
Drainage, Learning Resource Center and Gym constructed.
2. Solar Light, CCTV, and School Campus Electrification installed.
3. School Name and ID (Roof) painted.
GOVERNANCE

MONITORING AND EVALUATION

Enabling Mechanism #4: Strengthen the implementation of School Monitoring,
Evaluation, and Adjustment (SMEA)

Output
1. Quarterly School Monitoring, Evaluation,
Adjustment (SMEA) conducted.
GOVERNANCE

MONITORING AND EVALUATION

Enabling Mechanism #5: Strengthen the School-Based Management

Output:
1. SBM level increased.
GOVERNANCE

MAINTENANCE
Enabling Mechanism #6: Allocate sustainable budget to mandatory expenses
Output:
1. Monthly Electrical Bill paid.
2. Monthly water expenses paid.
3. Monthly travel expenses paid.
4. Monthly training expenses paid.
5. Monthly general services paid.
6. Monthly mobile load paid.
MILESTONE
Thank you..