Num-Up Aip (Complete)

Malabanias Integrated School
SCHOOL IMPROVEMENT PLAN (S.Y. 2019-2022) SCHOOL ID: 500132
ANNUAL IMPLEMENTATION PLAN

SCHOOL YEAR 2019-2020
SCHOOL PROJECT
OUTPUT FOR PERSON(S) SCHEDULE / BUDGET PER
IMPROVEMENT OBJECTIVES ACTIVITIES BUDGET SOURCE
THE YEAR RESPONSIBLE VENUE ACTIVITY
PROJECT TITLE
PROJECT TITLE: >Decreased the number >Decreased the number >SLAC/SAM/FGD with >School Principal >June 2019-March 2020 >Php 2 000.00 >MOOE
Numeracy Update of non-numerates by of non-numerates by Mathematics teachers Numeracy Test for each
25% in the elementary 25% in the elementary  Sharing of >Math Coordinators  Pre-Test pre-mid-post >Voluntary donations
Numeracy Upgrade Intermediate Level Intermediate Level effective Elem/JHS/SHS – Team Numeracy July from
(NumUP) <Grades 4,5&6> and in <Grades 4,5&6> from technique Leader/Co-leader 2019 >Availability of parents/stakeholders in
the Junior High School ____ to ____ and in the  Activities for  Mid-Test supplies/materials acquiring/making
(Grade 7) based from Junior High School Special >Math Teachers Numeracy from MOE funds instructional materials
the Pre-Numeracy Test (Grade 7) from ____ to Instruction November in making instructional such as drill sheets and
in July 2019 to Mid ____ based from the  Sharing of drill >Grade Level 2019 materials. work sheets
Numeracy test in Pre-Numeracy test sheets , work Chairperson  Post-Test
November 2019 S.Y. results in July 2019 to sheets, Numeracy >Ask assistance from
2019-2020. Mid Numeracy test modules and >Parents February 2020 DAP Team in making
results in November other instructional materials
2019 S.Y. 2019-2020. instructional >Learners for numeracy.
materials that
could be of
>Increased the number help to >School Principal
of numerates by 30% in enhance 4 Fs
>Increased the number the elementary mastery. >Math Coordinator
of numerates by 30% in Intermediate Level
the elementary <Grades 4,5&6> from
Page 1 of 17
SCHOOL IMPROVEMENT PLAN (S.Y. 2019-2022)
Intermediate Level ____ to ____ and in the >Classroom-based >Math Teachers/

<Grades 4,5&6> and in Junior High School activities Advisers
the Junior High School (Grade 7) from ____ to  BFAD
(Grade 7) based from ____ based from the  Daily drills >Grade Level
the Pre-Numeracy Test Pre-Numeracy Test using flash Chairperson
in July 2019 to Mid resuslts in July 2019 to cards
Numeracy Test in Mid-Numeracy test  Speed drills on >Parents
November 2019 S.Y. results in November 4 Fs using
2019-2020. 2019 S.Y. 2019-2020. window cards >Learners
 Peer coaching/
Tutoring
>Decreased the number  Special
of non-numerates by Instruction
25% in the elementary  Identifying non-
Intermediate Level numerates
> Decreased the number <Grades 4,5&6> from learners
of non-numerates by ____ to ____ and in the  Hold PTC with
25% in the elementary Junior High School the parents/
Intermediate Level (Grade 7) from ____ to guardians of
<Grades 4,5&6> and in ____ based from the non-numerates
the Junior High School Pre-Numeracy test learners.
(Grade 7) based from results in July 2019 to
the Pre-Numeracy Test Post Numeracy test >Submission of printed
in July 2019 to Post results in March 2020 reports of classroom-
Numeracy test in March S.Y. 2019-2020. based activities
2020 S.Y. 2019-2020. quarterly by Grade Level
Chairperson for
monitoring.
>Administration of Pre-
Mid Numeracy Test
Page 2 of 17
Administration of Post
Numeracy Test by
Mathematics EPS
>Submission of
Consolidated Pre-Mid-
Post Numeracy Test
results by Grade Level
Chairperson.
>Giving rewards to
classroom teachers with
zero-non-numerates.
>Increased the number >Increased the number >Classroom-based >Math Coordinator- >June 2018-March 2019 >Php 2 000.00 >MOOE
of numerates by 30% in of numerates by 30% in activities Team Leader Numeracy Test for each
the elementary the elementary  BFAD >Administration of the pre-mid-post >Voluntary donations
Intermediate Level Intermediate Level  Daily drills >Math Teachers/ Numeracy Test from
<Grades 4,5&6> and in <Grades 4,5&6> from using flash Advisers  Pre-Test >Availability of parents/stakeholders in
the Junior High School ____ to ____ or ____% cards Numeracy July supplies/materials acquiring/making
(Grade 7) based from increased in MPS and in  Speed drills on >Grade Level 2017 from MOE funds instructional materials
the Pre-Numeracy Test the Junior High School 4 Fs using Chairperson  Mid-Test in making instructional such as drill sheets and
results in July 2019 to (Grade 7) from ____ to window cards Numeracy materials. work sheets
Post Numeracy Test ____ or ____%  Peer coaching/ >Learners November
results in March 2020 increased in MPS based Tutoring 2018
S.Y. 2019-2020. from the Pre-Numeracy  Special  Post-Test
Test resuslts in July 2019 Instruction Numeracy
to Post Numeracy test February 2019
results in March 2020 >Submission of printed
S.Y. 2019-2020. reports of classroom-
based activities
Page 3 of 17
quarterly by Grade Level

Chairperson for
monitoring.
>Administration of Pre-
Mid Numeracy Test
Administration of Post
Numeracy Test by
Mathematics EPS
>Submission of
Consolidated Pre-Mid-
Post Numeracy Test
results by Grade Level
Chairperson.
>Giving rewards to
classroom teachers with
zero-non-numerates.
Prepared:
NATIVIDAD M. GOMEZ MARIKO M. PAMINTUAN ARDY D. PATAWARAN KAREN T. TAYAG CARLO JUSTINO J. LUNA MIKAELA P. EUPERIO
Project Team Leader Project Team Member Project Team Member Project Team Member Project Team Member Project Team Member
Page 4 of 17
SCHOOL IMPROVEMENT PLAN (S.Y. 2019-2022) ANNEX 3
SCHOOL IMPROVEMENT PLANNING

GAP ANALYSIS TEMPLATE
REGION: 3
DIVISION: ANGELES CITY
DISTRICT: WEST
BARANGAY: MALABANIAS
SCHOOL: MALABANIAS INTEGRATED SCHOOL
Instruction: Use the matrix on the next page as a guide in assessing the gap between your Division Targets (A) and school performance (B). In particular, you can fill out the matrix by answering the following
questions for each Division Target:
B1. Data needed – What data do we need to assess our school performance against this Division Target?
B2. Currently contributing – Is our current school performance contributing to the attainment of this Division Target? How is it contributing or not contributing? Explain.
B3. Inhibiting Factors – If contributing, what are the factors that prevent us from contributing further to this Division Target? If not contributing, what are the factors that prevent us from contributing to this
Division Target? Include the most pressing needs or problems from available data.
B4. Projects implemented – What school projects being implemented are geared towards the attainment of this Division Target? If no such projects are being implemented, leave it blank.
B5. Groups that require attention – Are there groups in our school that require specific attention concerning the attainment of this Division Target? (e.g., considering gender, socio-economic status, ethnicity).
Page 5 of 17
B. SCHOOL PERFORMANCE
A. DIVISION TARGETS B2. CURRENTLY CONTRIBUTING B5. GROUPS THAT
B4. PROJECTS
B1. DATA NEEDED B3. INHIBITING FACTORS REQUIRE
YES/NO EXPLANATION IMPLEMENTED
ATTENTION
Although the non-
numerates had decreased
-the tool itself
more than 50% for both
Numeracy test -lack of time
Increase the number of intermediate and JHS Non-numerates
results No -reading comprehension Project NUM-UP
numerates by 50% learners from pre- test to learners
Pre and post test -laziness/tardiness
post test, still the 50%
-poor in performing the 4F’s
division target was not
met.
Page 6 of 17
Improvement Areas Strategic Importance Urgency Magnitude Feasibility
PROJECT NUM-UP
Decrease the number of non-numerates in 3 5 5 4

intermediate and grade 7 learners
Increase 10% numeracy MPS from the previous

3 5 5 5
school year
Attain mastery of 4Fs with speed and accuracy

3 5 5 4
for intermediate and grade 7 learners
Produce high performing learners fitted for math

4 4 2 4
contests
Enhance the problem-solving skills by 5%. 5 5 5 4
Page 7 of 17
TIME FRAME
PRIORITY IMPROVEMENT AREAS GENERAL OBJECTIVE/S ROOT CAUSE/S
SY___ SY___ SY___
Inability of teachers to
To achieve best Cover competencies/ topic

□ □ □
learning outcomes in the
Curriculum.
Implications for the instruction process
□ □ □
□ □ □
□ □ □
□ □ □
To produce IM’s and Lack of instructional

□ □ □
localized IM’s materials
□ □ □
Insufficiency of teaching tools and learning
resources □ □ □
□ □ □
□ □ □
□ □ □
Absences of equipment to meet the standard
curriculum To produce a Math
Lack of funds □ □ □
Laboratory
Page 8 of 17
TIME FRAME
PRIORITY IMPROVEMENT AREAS GENERAL OBJECTIVE/S ROOT CAUSE/S
SY___ SY___ SY___
□ □ □
□ □ □
□ □ □
□ □ □
Teaching- learning
To have an adaptive
process/experience is not □ □ □
instruction suited
stimulating
Effective teaching pedagogies and strategies
to the needs of □ □ □
Diverse learners □ □ □
□ □ □
Page 9 of 17
VOICE OF THE LEARNERS
PROJECT M.A.T.H.
Minimizing Mathematics Difficulty And Improve Skills Through Holistic Activities
The following questions are intended for the non-numerate learners from grades 4, 5, and 6.
A B C D
1. Which of the following fundamental operations in Math do you find easy?
A. Multiplication
B. Division
C. Addition
D. Subtraction
2. Which of the following fundamental operations in Math do you find difficult?

A. Multiplication
B. Division
C. Addition
D. Subtraction
3. Which step in problem solving do you find difficult?

A. Analyzing the problem
B. Identifying the operation to be used
C. Telling the word clue
D. Solving the problem
4. How do you do your assignment in Math?
A. Doing it alone
B. Assisted by parents
C. Copying from classmates
D. Not doing the assignment
5. What is the reason behind finding difficulty in Math?
A. Lessons are not well explained by the teacher.
B. Teacher is boring.
C. Topics are difficult to understand.
D. Not really interested in the subject.
Page 10 of 17
PROJECT M.A.T.H.
The following questions are intended for the parents of non-numerate learners from grades 4, 5, and 6.
A B C D
1. Which of the following fundamental operations in Math do your child find easy?
A. Multiplication
B. Division
C. Addition
D. Subtraction
2. Which of the following fundamental operations in Math do your child find difficult?
A. Multiplication
B. Division
C. Addition
D. Subtraction
3. Which step in problem solving do your child find difficult?
4. How do your child do their assignment in Math?
A. Your child do it alone.
B. You assist your child.
C. Your child copy from his/her classmates.
D. Your child don’t do his/her assignment.
A. Lessons are not well explained by the teacher.
B. Teacher is boring.
D. Your child is not really interested in the subject.
Page 11 of 17
PROJECT M.A.T.H.
The following questions are intended for the teachers of non-numerate learners from grades 4, 5, and 6.
A B C D
1. Which of the following fundamental operations in Math do your students find easy?
A. Multiplication
B. Division
C. Addition
D. Subtraction
2. Which of the following fundamental operations in Math do your students find difficult?
A. Multiplication
B. Division
C. Addition
D. Subtraction
3. Which step in problem solving do your students find difficult?
4. How do your students do their assignment in Math?
A. Your students do it alone.
B. They are assist by their parents.
C. Your students copy from their classmates.
D. Your students don’t do their assignment.
A. Lessons are not well explained.
B. Low understanding of the language.
D. Students are not really interested in the subject.
Page 12 of 17
FLOWCHART
Page 13 of 17
Page 14 of 17
Project Title: NUM-UP
Problem Statement: Low mathematical skills of 372 pupils out of 698 intermediate (grades 4, 5 and 6) and 73 students out of 204 grade 7
students for school year 2019-2020
Project Objective Statement: To increase the number of numerates in elementary, intermediate and junior high school for school year 2019-
2020
Root Cause: Poor foundation in basic mathematical skills
Project Work Plan and Budget Matrix
Activity Output Date of Implementation Person Responsible Budget Budget Source
• FGD/SLAC of Sharing of effective teaching First Friday after administering  Math coordinators
none none
Mathematics teachers techniques of pre and mid numeracy test Math teachers
Classroom based activities

 BFAD
 Math teachers  MOOE
 Daily drills Increase speed/accuracy in 4 2000
Throughout the school year  Advisers  Buying window cards
 Speed drills on 4Fs F’s
Learners Making IMs
 Peer-coaching
Special instructions
Page 15 of 17
Pre-test – July (2nd week)

2019  Math coordinators
Pre-mid-post test Number of numerates Mid-test – November (2nd  Math teachers 6000 MOOE
week) 2019 learners
Post-test
Page 16 of 17
SCHOOL IMPROVEMENT PLAN (S.Y. 2019-2022) SCHOOL ID: 500132

 an expert in team dynamics and in the
improvement process thus acts as an advisor.
 responsible for leading or coordinating the
work of the group, one who leads a group
discussion
NATIVIDAD M.GOMEZ
CI TEAM LEADER,
FACILITATOR
 take note of things that are handled well and
those when the process did not work as well
 note strengths and areas for improvement.
MARIKO PAMINTUAN
CI ASSISTANT TEAM LEADER,
PROCESS OBSERVER
ARDY KAREN T. TAYAG CARLOS JUSTIN LUNA MIKAELA EUPERIO

PATAWARAN COMMUNICATION DOCUMENTATION DOCUMENTATION
OFFICER
 take note of things that are  communicate with the customers  keep accurate documentation of the  keep accurate documentation of the
handled well and those when the  prepare, supervise and organize the teams activity/project and budget teams activity/project and budget
process did not work as well project of the team  monitor and evaluates the process  monitor and evaluates the process
 note strengths and areas for  takes lead in strategy ,planning and through assessment, input and through assessment, input and
improvement. implementation of the teams project. output. output.
Page 17 of 17

Num-Up Aip (Complete)

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Malabanias Integrated School

SCHOOL IMPROVEMENT PLAN (S.Y. 2019-2022) SCHOOL ID: 500132

ANNUAL IMPLEMENTATION PLAN

SCHOOL IMPROVEMENT PLAN (S.Y. 2019-2022)

Intermediate Level ____ to ____ and in the >Classroom-based >Math Teachers/

SCHOOL IMPROVEMENT PLAN (S.Y. 2019-2022)

SCHOOL IMPROVEMENT PLAN (S.Y. 2019-2022)

quarterly by Grade Level

SCHOOL IMPROVEMENT PLAN (S.Y. 2019-2022) ANNEX 3

SCHOOL IMPROVEMENT PLANNING

DIVISION: ANGELES CITY

SCHOOL: MALABANIAS INTEGRATED SCHOOL

SCHOOL IMPROVEMENT PLAN (S.Y. 2019-2022)

SCHOOL IMPROVEMENT PLAN (S.Y. 2019-2022) ANNEX 4

Improvement Areas Strategic Importance Urgency Magnitude Feasibility

Decrease the number of non-numerates in 3 5 5 4

Increase 10% numeracy MPS from the previous

Attain mastery of 4Fs with speed and accuracy

Produce high performing learners fitted for math

Enhance the problem-solving skills by 5%. 5 5 5 4

SCHOOL IMPROVEMENT PLAN (S.Y. 2019-2022) ANNEX 5

To achieve best Cover competencies/ topic

To produce IM’s and Lack of instructional

SCHOOL IMPROVEMENT PLAN (S.Y. 2019-2022)

SCHOOL IMPROVEMENT PLAN (S.Y. 2019-2022) ANNEX 6

VOICE OF THE LEARNERS

2. Which of the following fundamental operations in Math do you find difficult?

3. Which step in problem solving do you find difficult?

SCHOOL IMPROVEMENT PLAN (S.Y. 2019-2022)

SCHOOL IMPROVEMENT PLAN (S.Y. 2019-2022)

SCHOOL IMPROVEMENT PLAN (S.Y. 2019-2022) ANNEX 7

SCHOOL IMPROVEMENT PLAN (S.Y. 2019-2022) ANNEX 8

SCHOOL IMPROVEMENT PLAN (S.Y. 2019-2022) ANNEX 9

Project Title: NUM-UP

Root Cause: Poor foundation in basic mathematical skills

Project Work Plan and Budget Matrix

Activity Output Date of Implementation Person Responsible Budget Budget Source

Classroom based activities

SCHOOL IMPROVEMENT PLAN (S.Y. 2019-2022)

Pre-test – July (2nd week)

SCHOOL IMPROVEMENT PLAN (S.Y. 2019-2022) SCHOOL ID: 500132

ARDY KAREN T. TAYAG CARLOS JUSTIN LUNA MIKAELA EUPERIO

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Intermediate Level to and in the >Classroom-based >Math Teachers/