School

improvement
plan
2022-2028

ARANGUREN INTEGRATED SCHOOL

(ELEMENTARY DEPARTMENT)
EXECUTIVE
The globe is becoming more interconnected than ever as a result of the

SUMMARY
rapid pace of technical advancement, digitization, and globalization.
Education, as always, will have a long-term impact to the lives of every
individual. Therefore, K–12 educators' most important job will be to give
students the curiosity and drive to be lifelong learners who take pride in
their education.

Everyone still requires solid foundational skills in reading, writing, and

math, but in a society where people change jobs and professions
frequently, the ability to motivate oneself to learn new things all the time
will be crucial. Aranguren Integrated School (Elementary Department)
with the support of the Department of Education fully commits to its
mission to protect and promote the right of every Filipino to quality,
equitable, culture-based, and complete basic education.
EXECUTIVE
SUMMARY
The School Improvement Plan (SIP) of Aranguren Integrated School
(Elementary Department), a 6-year strategy for basic education, aligned
with the Division Education Development Plan (DEDP) of the Schools
Division of Tarlac Province and Basic Education Development Plan focuses
on attaining the 2030 Sustainable Development Goals specifically on Goal
4: Quality Education in ensuring inclusive and equitable quality education
and promoting lifelong learning opportunities for all. Dedicated to provide
education for all, the SIP is also associated with the collective long-term
vision and aspirations for the Filipino people as represented in the
Ambisyon Natin 2040 of having a Matatag, Maginhawa at Panatag na
Buhay.
EXECUTIVE
After a thorough analysis of the school and learners’ situation, the School

SUMMARY
Improvement Plan was constructed to collaboratively address the learning
gaps experienced by the learners due to the pandemic. Knowledge and
skills embodied with values are strengthened through well-planned
programs, projects and activities to meet the needs of the learners. These
will also mitigate any risk caused by the uncertain circumstances in the
education sector that hindered the continuous progress of the learners.
Reskilling and upskilling of teachers is also included for personal and
professional development thus affecting its quality of instruction.

The SIP of Aranguren Integrated School (Elementary Department) aims to

improve the areas of access, quality and governance with the help of the
community and stakeholders for the Filipino children to be future leaders
and better citizens of the country.
Deped’s vision,
mission and
core values
Deped’s vision, mission and core
values
vision We dream of Filipinos
who passionately love their country
and whose values and competencies
enable them to realize their full potential
and contribute meaningfully to building the
nation.

As a learner-centered public institution,

the Department of Education
continuously improves itself
to better serve its stakeholders.
Deped’s vision, mission and core
values
missio
n To protect and promote the right of every Filipino to quality,
equitable, culture-based, and complete basic education where:

Students learn in a child-friendly, gender-sensitive, safe, and

motivating environment.
Teachers facilitate learning and constantly nurture every learner.
Administrators and staff, as stewards of the institution, ensure
an enabling and supportive environment for effective learning to
happen.
Family, community, and other stakeholders are actively
engaged and share responsibility for developing life-long
learners.
Deped’s vision, mission and core
values
Our core
values
Maka-Diyos
Maka-tao
Makakalikasan
Makabansa
Acr on vision
sharing
School
current
situation
Introduc
ing the
school
Introducing the The inspiration for Aranguren Integrated School, formerly Aranguren
Elementary School, came in 1935 when a group of people envisioned a
school where the local children could go, as during that time the local
school-going children had to travel 3 kilometers by foot or land vehicles to
school attend a school in Poblacion, Capas, Tarlac.

By January 1935, a school was established at Purok 3, Aranguren, Capas,

Tarlac. The school is located at the Southern portion of Tarlac province
near the town of Bamban. The school has a total lot area of ten thousand-
one hundred fifteen square meters (10,115 sqm.) The school opened
offering 1st Grade, 2nd Grade and 3rd Grade with one section per grade level.
Aranguren Integrated School caters children with low socio-economic
status mainly from 3 barangays: Brgy. Sto Rosario, Brgy. Manlapig, Brgy.
Cristo Rey, and other nearby barangays.
Introducing the
Today, the Aranguren Integrated School (Elementary Department) is a
complete medium public elementary school in the Capas Central District
school under Schools Division of Tarlac Province. Aranguren Integrated School
have its own School ID of 500124 and has a population of 827 pupils
currently enrolled in the Elementary Department where 461 of pupils are
male and 366 are female. It has 25 teachers, 2 Master Teachers and 1
Administrative Officer. The school has water, internet and electrical supply
with provision for handwashing and toothbrushing activities. It has
functional toilets for boys and girls with a ratio of 1 is to 20. It has 9
buildings and 23 functioning classrooms.
Introducing the
The Department of Education observes the mandates of UNESCO’s EFA
(Education For All) making the Basic Education available to all learners by
reaching out in every nooks and corners of the country encompassing
diversity of learners in an inclusive setting. AIS further reinforced and
strengthened this mandate through the strict adherence of the DepEd’s No
school Collection Policy during enrollment and throughout the school year
enticing the learners to a free basic education program of the government.

Currently, the school is accomplishing well with its target on the learner
achievements. The promotion rates for all the grade levels through the
past years has been 100%. Although the school is in need of stakeholders
to support its program on feeding, reading abilities of the pupils,
improvement of the classroom and the improvement of the level of the
SBM practices. There is still much to be done but taking step one at time
would also yield better results as the school accomplished its goals and
targets one at a time.
Introducing the
Furthermore, the Aranguren Integrated is geared towards learner’s
school holistic development by tapping their intelligence and not just in the
academic areas but also in other crafts liker arts and sports. It also aims to
enhance the skill of learners in information and technology and in media
and communication with the help of the newly delivered netbooks that are
placed in the E-Classroom. These notebooks have 24/7 internet
connectivity for easy online research and access to downloadable learning
materials and updated credible internet references propelling the teachers
and learners for the 21st century learning.
 School
performan
ce on
access
enrolment trends minimum
Historical and actual ENROLMENT DATA
120

of 4 years 100

80

60

40

20

0
SY 2018-2019 SY 2019-2020 SY 2020-2021 SY 2021-2022 SY 2022-2023
Historical trends of the key
performance indicators

COMMUNITY INTAKE RATES

Historical trends of the key
performance indicators

SIMPLE DROPOUT RATE

Historical trends of the key
performance indicators

SCHOOL LEAVER RATE

Historical trends of the key
performance indicators

TRANSITION RATE
GROUP OF HIGH AND
LOW PERFORMANCE
(INTERNAL AND
EXTERNAL FACTORS)
 STRENGTHS AND
WEAKNESSES OF PAST
INTERVENTIONS OR PPAs
in relation to access
 Potential problems if
performance issues were not
addressed
 School
performan
ce on
quality
READING PROFICIENCIES/COMPETENCIES
 Description of reading
competencies for all Reading fluency is fundamental for the academic development of every
Filipino learner. It is a key that opens all the doors. If a child cannot read
and comprehend clearly, they are unlikely unable to access content on
READING PROFICIENCIES/COMPETENCIES

learners their learning areas. The COVID-19 pandemic greatly affected the
learning loss of most learning skills and making it impossible to develop
their oral reading fluency. Studies shows that the pandemic impact on
learning among students in the earliest grades show distinct changes in
the growth of basic reading skills. Kindergarten and Grade One pupils are
the ones greatly affected. Recognizing the letters and sounding of the
letters makes it harder for them to understand and comprehend. Lack of
guidance from parents as well from the teachers makes it impossible for
them to cope up with their lesson. The modular set up of learning during
the pandemic, at some point, did not help pupils acquire new knowledge.
 Description of reading
competencies for all
After the abrupt schools’ closure, the reading abilities of higher grades
level remain stagnant and in general, did not develop any reading skills
during the two years gap. The changes in the pattern of learning make it
difficult for the teachers to measure the reading abilities of every learner.
READING PROFICIENCIES/COMPETENCIES

learners Different strategies and activities were formulated to address the

learning gaps, in the midst of continued uncertainties and disruptions,
teachers were able to find solutions and achieve gains during the
unlimited face to face classes. The school’s Project ARSEN (Always Read
and Spell Every Noon) and Project WOW (Write One Word) were launch
to help struggling kindergartens to grade three pupils. With the reading
project of the school, the number of non-readers were lessened. Parents
and other stakeholders take their parts in helping these struggling
readers. Students were able to achieved goals in their classes like pre-
pandemic times.
 It was found out that the high performer students were the group of students
who attended the limited face to face classes last school year. The low
performers were the students who continued Modular Distance learning.
High and low
performers The result of reading and academic proficiency tests showed a significant
difference between the effectiveness of traditional face to face mode of
READING PROFICIENCIES/COMPETENCIES

learning and modular distance learning.

Face to face learning is a really effective method to learn knowledge and skills
because it often combines different ways of learning including writing,
reading, discussion, presentations, projects, group work, film clips,
demonstration and practice. Students can gain greater understanding, stories
and real-world examples from teachers and other students. Students have a
greater chance of completing their course successfully by doing it in a
classroom situation. (Completion rate of teacher-led classes is almost 5x
higher than that of modular distance learning). Students can access more
information and richer understanding through teacher and other students’
body language and voice.
 Pre-Test Results
PHIL IRI - FILIPINO
ANALYSIS
GRADE LEVEL MALE FEMALE TOTAL EXTERNAL INTERNAL INTERVENTION/INNOVATION
FACTORS FACTORS
GRADE 1
LOW - - - - -
High and low PERFORMERS Create an intervention or innovation on
HIGH - - - - - the grade level that is where it is

performers PERFORMERS
GRADE 2
needed or create one intervention or
innovation for all the grade level.
READING PROFICIENCIES/COMPETENCIES

LOW - - - - -
PERFORMERS
HIGH - - - - -
PERFORMERS
GRADE 3
LOW Lack of Parental Students are less
23 18 41
PERFORMERS support interest in learning
HIGH Students are Students are
31 26 57
PERFORMERS motivated to learn interested to learn
GRADE 4
LOW Lack of Parental Students are less
18 15 33
PERFORMERS support interest in learning
HIGH Presence of quality Students are
57 39 96
PERFORMERS reading materials interested to learn
GRADE 5
LOW Lack of Parental Students are less
30 13 43
PERFORMERS support interest in learning
HIGH Students are Students are
52 46 98
PERFORMERS motivated to learn interested to learn
GRADE 6
LOW Lack of Parental Students are less
19 14 33
PERFORMERS support interest in learning
HIGH Presence of quality Students are
34 27 61
PERFORMERS reading materials interested to learn
TOTAL 264 198 462
 Pre-Test Results
PHIL IRI - ENGLISH
ANALYSIS
GRADE LEVEL MALE FEMALE TOTAL EXTERNAL INTERNAL INTERVENTION/INNOVATION
FACTORS FACTORS
GRADE 1
LOW - - - - -
High and low PERFORMERS Opportunities to speak and listen.
HIGH - - - - -

performers PERFORMERS
GRADE 2
Vocabulary knowledge
READING PROFICIENCIES/COMPETENCIES

Phonemic awareness
LOW - - - - -
PERFORMERS Decoding and word attack
HIGH - - - - -
PERFORMERS Guided and independent learning
GRADE 3
LOW - - - - -
PERFORMERS
HIGH - - - - -
PERFORMERS
GRADE 4
LOW 8 4 12 Poor in reading Competence and
PERFORMERS aptitude
HIGH 48 70 118 Guidance from
PERFORMERS parents
GRADE 5
LOW Lack of knowledge Textbooks and exam
51 24 75
PERFORMERS and comprehension system
HIGH Support from
30 35 65
PERFORMERS parents
GRADE 6
LOW Difficulty in Learning facilities
27 15 42
PERFORMERS understanding and technology
HIGH Presence of
23 28 51
PERFORMERS Reading materials
TOTAL 101 133 244
 PROJECT ALL NUMERATES

700

600

500

400

300

200

100

0
Non-Numerates Nearly-Numerates Numerates
 Explanation of the causes The COVID-19 pandemic has caused unprecedented disruption to schooling. The

(external or internal
substantial concern about learning loss becomes a problem of every school.
Students showed no growths in reading fluency. The reading skills of some learners
dropped down lower than pre pandemic thus pupils are having confusion about
the meaning of words and sentences. During reading activities, pupils cannot
comprehend simple questions thus their critical thinking does not develop. The
READING PROFICIENCIES/COMPETENCIES

factors) following factors are the reasons why the reading fluency of pupils are greatly
affected at the height of pandemic.
 Pupils are not being assessed for reading fluency
 Pupils are unable to get back on track thus they experience delays in the
development of reading-related skills
 Pupils cannot read in phrases
 Pupils cannot recognize the alphabets and sounds and cannot link sound to
letters
 Teachers are not able to overcome the obstacle because of lack of internet
connection
 Parents are struggling on how to teach their children to read thus they rely on
the modules distributed to them.
 Strengths and weaknesses of
past intervention of ppas in
Different innovations and strategies to frame the new normal education
was executed to every learner to provide quality education. Establishing
routines that involve reading help learners to cope up with the learning

relation to reading
gaps during the pandemic. Different strategies were design for each
reading level of learner. The Project ARSEN and Project WOW utilize
READING PROFICIENCIES/COMPETENCIES

every pupil’s memory skills and reading skills. Apart from the PPAs and
DepEd Reading programs it helps the pupils to read frequently and
increase their vocabulary skills as well as their spelling and deeper
understanding of the world around them. The recent closure of schools
due to COVID-19 Pandemic, pupils are not proficient in reading
particularly the grade one and grade two pupils, the many reasons for
their poor comprehension is that they don’t have a stronger foundation
during the implementation of modular distance learning. The poor
comprehension when reading materials either aloud or silent, omission
of words while reading, difficulty decoding syllables or single words and
limited sight words vocabulary are some of the problems encountered by
the pupils during the opening of classes.
 Strengths and weaknesses of
past intervention of ppas in
With the reading project of the school, little by little the reading level of

relation to reading
every pupil were recovered. The implementation of Project ARSEN,
Project WOW, Project ROWD and Project DEAR increase the reading level
of every pupil. Vocabulary enrichment, remedial classes, reading
READING PROFICIENCIES/COMPETENCIES

workshop and guided learning were executed to help struggling non-

readers and slow readers. The conduct of Phil-IRI both in English and
Filipino and EGRA for lower grades were used to gauge the reading level
of the pupils. The results of these tools help teachers assess the pupil’s
strengths and weakness of their reading abilities. To grasp pupils’
weaknesses, the project team decided that pupils with poor
comprehension skills must be helped with the different reading
strategies. With regular appraisal and continued support from parents
and teachers, pupils with reading difficulties will be able to comprehend
and reach their potential as a fluent reader.
 Potential problems Students' performance in school is usually monitored by various forms of
evaluation. Teachers need to identify the learning gaps to aid the poor
READING PROFICIENCIES/COMPETENCIES

performance among students and help them acquire improvement in

their learning. If learning gaps were not properly addressed, potential
problems could arise.
Children with reading or poor performance in school may face academic,
emotional and social issues. Children who are behind their peers in
reading struggle with low self-esteem and feeling of inadequacy. Low
achievement in reading and academic is also the common denominator
in school discipline, attendance and dropout problems.
 School
performan
ce on
quality
LEARNING STANDARDS/PERFORMANCE
 LATEST PERFORMANCE IN

AREAS BY GROUP/GRADE
THE NAT IN ALL SUBJECT
DESCRIPTION OF THE
Based on the National Achievement Test result in Aranguren
Integrated School Elementary Department which is said to be
the standardized set of examinations taken by Grade Three and
Six, the average of the Nat Result decreased compared to the
LEARNING STANDARDS/PERFORMANCE

previous NAT result. The main cause of this is the no Face to Face
classes due to Covid 19 virus. The COVID-19 pandemic
lockdown affected the academic performance of most pupils. It
really shows that Face to face classes is more effective than
online classes or the distance learning modality.
In the recent NAT Result, pupils did not perform well in the
different subject areas. So, in this result, Intervention program is
a great help to increase the NAT result.
 High and low
performers
LEARNING STANDARDS/PERFORMANCE

Based on the recent result of the National Achievement Test of

the students of Aranguren Integrated School, the result shows no
improvement in the students compared with the previous years.
It shows that more students have lowered scores in the different
subject areas.
 Explanation of the causes Technology has a pivotal role in students’ research. There is a dominant usage

(external or internal
of cell phones and internet among students. Most of the students are not involved
in extracurricular activities. There is a massive consumption of TV among
students. Radio and newspapers are not preferred media. The media provides
minimal help in their studies. Students allot a small portion of their free time in
LEARNING STANDARDS/PERFORMANCE

factors) doing their assignments and other school works. Internet and textbooks are of
equal footing when it comes to information sources. Students receive support and
encouragement from their family members as regard with striving harder to
achieve better grades. Nevertheless, the lack of the tools on the part of the parents
and siblings makes it impossible to maximize the level of support that the
students receive. Technology, media, and study habits are said to have a direct
causal relationship to the performance of the students in the National
Achievement Test. It means that the more a value of the independent variable
increase, the more it is likely to cause favorable results. On the other hand, there is
an inverse causal relationship between the existing motivational practices of
the students’ family.
 Strengths and weaknesses of
past intervention of ppas in
relation to reading
In relation to the strengths and weaknesses of the past intervention to
the National Achievement Test result in Aranguren Integrated School
Elementary Department which is said to be the standardized set of
LEARNING STANDARDS/PERFORMANCE

examinations taken by Grade Three and Six. The test is designed to

determine their academic levels, strengths and weaknesses, as well as
their knowledge learned in major subjects throughout the year.
What truly drives results? An ABOVE AVERAGE gained in the School Year
2018-2019. It is through the pupils’ engagement and passionate teachers,
a right technology. With the permission of the school head, giving
assignments, a well-browsed reading with vocabulary enhancement. Our
pupils was able to develop their critical thinking
 Strengths and weaknesses of
past intervention of ppas in
relation to reading In times of pandemic, National Achievement Test is postponed due to
LEARNING STANDARDS/PERFORMANCE

Covid-19 concerns. Too many pupils are receiving their education

through distance learning. The change in operation and lack of access to
learners to be addressed will not be able to produce estimates of what
learners know and can do that would be comparable to either the past or
the future.
 Strengths and weaknesses of
past intervention of ppas in
As face to face classes fully implemented which started in August, this

relation to reading
School Year 2022-2023. Aranguren Integrated School, truly boost
academic performance, improve mental and well-being, and help develop
social engagement skills. Furthermore, many of our teachers find difficult
LEARNING STANDARDS/PERFORMANCE

to spend on devices, especially on how to focus more in 3R’s. Reading,

Writing and Arithmetic. Our School Head, Mr. Arsenio S. Castro, set a
program aiming to improve the literacy and numeracy foundation of the
learners in our school. In connection with these, Aranguren Integrated
School, Elementary Department, really works hand in hand in
preparation for the National Achievement Test aiming HIGH AVERAGE
score. An organized school materials, through the initiative support of
our stakeholders, parents and teachers. Encourage the weak learners and
attend classes in attentive manner. A well-planned ahead for the test and
projects for the success and greatness of Aranguren Integrated School.
 Potential problems To properly addressed performance issues, we first need to
understand what causes them. Only then, can you create an
LEARNING STANDARDS/PERFORMANCE

effective performance improvement plan that will help to go

back on track.
Aranguren Integrated School performance issues arise for a
variety of reasons. Teachers with a positive work ethic can still
struggle if they don’t have the skills or understanding which they
need to fulfill. Computer Literacy and various training is needed
to perform their role better in the education sector.
 Potential problems They have unclear or unrealistic expectations. School personnel
may think they’re doing just fine, but they misunderstand their
roles requirements or responsibilities. Naturally, when you don’t
LEARNING STANDARDS/PERFORMANCE

know what’s expected of you.

Aranguren Integrated School, headed by our School Principal, Mr.
Arsenio S. Castro filed a solution and programmed a
performance improvement plan, which is the pro-active way of
helping to overcome obstacles to the performance and get back
on track. A genuine desire to improve and provide frequent
feedback through regular performance appraisals to help and
reach their potential.
 School
concerns on
equity and
inclusion
 Analysis of issues on
inclusion programs or
initiatives
 School
concerns on
resiliency and
well-being
nutritional status of Proper nutrition is important for every Filipino learner. Adequate
nutrition during early stages of schooling is essential to promote the
physical growth of Filipino school children ages 6-12 years.
Undernourished school-aged children have high protein inadequacy thus
learners
the government is grappling with severe malnutrition. With high
prevalence of severely wasted, stunted and overweight children, the
DepEd School –Based Feeding Program was implemented in all public
schools to improve the nutrition every Filipino learner.

The School-Based Feeding Program is implemented for 120 days to

lessen the under nourished school children. By providing healthy
balanced meals, the micronutrient status can be improved in primary
school-aged children and can also reduce vulnerability and boost their
status nutritionally.
nutritional status of To assess the nutritional status of every learner in Aranguren Integrated
School (Elementary Department), the conduct of the Pre and Post
Nutritional Status were used as a tool to provide intervention for the
learners
wasted, severely wasted and stunted school-aged children. The current
height and weight of the learners were the basis in assessing their
nutritional status.

The result of the Pre-Nutritional Status shows that the number of wasted
and severely wasted massively increased last January 2022. 301 wasted
and severely wasted pupils increased to 307.

36.85% of the total enrolment were wasted and severely wasted for this
school year 2022-2023.
Incidence of bullying
Aranguren Integrated School is committed to promoting children rights, keeping
them safe from harm and abuse. The school has the duty to implement effective
policies and procedures for safeguarding the welfare of children, creating a safe
and learning environment. In order to attain this, the school will actively endeavor
to keep up with national development relating for safeguarding the welfare of
children.

As we face modern technology, there are problems concerning children involved in

wrong acts in our society. Typical developmental characteristics of children are
often the sources of conflict and are misinterpreted as bad behavior. Teachers have
the clear and respectful communication for the pupils and guidance that can
motivate them and have the opportunity to establish good relationships and habits
that can lead to the long-term goals for their pupils. Allowing teachers to
understand the child’s situation can help provide the appropriate structure to
respond to the child’s needs at the moment.
Incidence of bullying
Nurturing and loving care build a strong foundation, helping the child to develop
the social and emotional skills they need to lead a happy, healthy and fulfilled life.
It is the goal of this school to ensure that all concerns about the care and protection
of children are effectively managed. Ensure that all children shall be protected from
all forms of abuse and bullying to develop self-esteem and self-confidence. Teach
children in a way that will help them develop variously as moral, good-mannered,
non-bullying, behaved and socially acceptable beings.

Anti-bullying act aims to protect children from being bullied. School-based

seminars were conducted to raise awareness with the learners, teachers and
stakeholders. It is the goal of school to provide activities to prevent misconducts
and bullying to promote significant improvement in the school climate to all pupils.
Fortunately upon monitoring, there are no incidents of bullying that needs
disciplinary actions. This is an evidence that the school is conducive to learning
and children have the right to education free from fear and have a safe learning
environment. Proper guidance and discipline are of utmost importance to the
Aranguren Integrated School. Being the focal agency for children’s concern in the
community is consistently intensifying its efforts to pursue the child friendly
school and instill good values among our pupils.
School hazards
condition including peace
Mental and psychosocial Mental and psychosocial condition affect the mood, thinking and behavior of

and order situation

an individual. It can cause problems in daily living such as school or work.
We all know the effects of the pandemic, without a doubt. The pandemic has
caused difficulties for everyone, affecting their lifestyles, work, school, and
how they interact with others.

Education is a major factor in the mental and physical protection of children

and can be a key psychosocial intervention. If properly delivered, education
can offer learners a safe, stable environment in the midst of crisis, and help
restore a sense of normality, dignity, and hope by providing both routine
and structured. Supportive activities are needed that help build children’s
cognitive, social, and emotional skills. It’s a good thing, then, that AIS can
have a positive impact on children by providing them mental health and
psychosocial support.
condition including peace
Mental and psychosocial Teachers can model to parents how to interact with their children at home. Effective
discipline is positive and constructive. It involves setting goals for learning and finding

and order situation

constructive solutions to challenging situations. Help parents organize a daily routine for
their children, with time for daily chores, school work, play and leisure, and time with the
family. There are plenty of ways to provide psychosocial support such as recreational and
educational activities, puppet performances, storytelling, sports, playing games, singing,
musical instruments, and dance classes. Share key actions to help parents support their
children’s learning and behavior. The AIS play a huge role in supporting child's mental
well-being.

In the modern technological world, young people now spend much more time indoors
online rather than outside. Encourage students to set themselves goals so they get a great
self-esteem boost when they achieve it. Give students the opportunity to take their mind off
things at lunch by any activity – arts and crafts, drawings etc. Communication is an open
way to the learners so they know you’re always there to listen. To really put wellbeing at
the heart of AIS, arranging a wellness week in the class should be considered. This will
benefit both teachers and students alike. For wellness week, a sports/activities they like, or
anything that is relevant to it, must be exercised.
condition including peace
Mental and psychosocial

and order situation

The teachers of Aranguren Integrated School have a responsibility to promote mental
health in school. Often, even small changes can go a long way in helping somebody feel
better. Mental health issues could affect anyone at any time, so it’s important we get it
right and help our pupils as much as possible physical, emotional, social, and cognitive
health. It includes what is good for a person feeling happy and hopeful; living
according to good values, having positive social relations and a supportive
environment; coping with challenges through positive life skills. The AIS, parents,
families, and communities together can help create a supportive environment that
promotes improved psychosocial wellbeing. Nurturing and loving care build a strong
foundation, helping the child to develop the social and emotional skills they need to
lead a happy, healthy and fulfilled life. The AIS and community settings that surround
each child work together to ensure that they receive the best possible care and follow
up and this includes communication between teachers and parents.
 School
concerns on
governance
 To improve the quality of teacher's performance in instruction, the school head conduct school-
based training programs for teacher through School LAC (Learning Action Cell) to enhance
Analysis on human teachers’ skills which they can use in classroom instruction and evaluation of learning outcomes
through seminars.
These are the developmental needs of teachers based on Philippine Professional
Standards for Teachers:
resources
 Utilized assessment data to inform the modification of teaching and learning practices and
programs
 Adapted and implemented learning programs that ensure relevance and responsiveness to the
needs of all learners
 Maintained learning environments that are responsive to community contexts
 Used effective verbal and non-verbal classroom communication strategies to support learner
understanding, participation, engagement and achievement
 Applied a range of successful strategies that maintain learning environments to motivate
learners to work productively by assuming responsibility for their own learning.
 Used research-based knowledge and principles of teaching and learning to enhance
professional practice
 Complied with and implemented school policies and procedures consistently to foster
harmonious relationships with learners, parents, and other stakeholders.
 Apply a personal philosophy of teaching that is learner centered
Analysis on human
resources

LEARNING ACTION CELL

SCHOOL PHYSICAL The school physical resources of the school are essential in imparting
education to the community. The physical resources of the school are
effectively managed by the school head – Mr. Arsenio S. Castro. The school
RESOURCES accomplished greatest satisfaction among the pupils, teachers, stakeholders
and its community. The school head plan, anticipate, consult, supervise and
act in a timely manner to ensure that all the required physical resources are
identified, developed and fully used in a responsible manner. The shortage of
classroom and lacking other ancillary rooms like science laboratory, ICT
laboratory and school library are one of the problems faced by the school. The
school head and its school staff are seeking the help of LGU’s and other
stakeholders to address the school needs and concerns.
The constructions of washing areas, faculty and the newly renovated
principal’s office, school quadrangle, pathways and newly constructed gate at
the back of the school was attained through the joint effort of the LGU and
other stakeholders. Ten (10) classroom still needs to be turned over to the
school thus the shifting classes was implemented despite the school lack of
classrooms.
 In attaining/ accomplishing physical plan, the mission of the administrators and
DEVELOPMENT staff as bureau of the institutions guarantee an enabling and supportive
environment for effective learning to happen. And its vision is to improve the
PROSPECTS school to better serve the stakeholders. The physical facilities will be capable and
flexible enough to support the teaching and learning process. It will follow standard
for educational facilities.
Funds for the development of school facilities will be downloaded to the school
thru the Maintenance and other Operating Expenses (Repair and Maintenance).
Other funds will be sourced out from external stakeholders relative to the physical
improvement of the school and will be reported accordingly. For reporting
purposes, conferences will be held so that all stakeholders will have information on
the development of the school. Photo report will be posted also on the school page.
The school physical inspection of the facilities will provide significant data on
the functionality and safety of the facilities. In order to achieve/attain broad
acceptance, the plan is just a technical document. Validation on the needs of school
building will be done by the Division Engineer.
 A development plan was carefully crafted to address the priority improvement
areas in the school with the help of the stakeholders and community members.

SBM PRACTICES The school organized a clear structure of work arrangements that promote shared
leadership and governance by defining the roles and responsibilities of the
stakeholders.

Completion of the PPAs based on the Basic Education-Learning Continuity Plan.

Teachers attended webinars and trainings for professional growth and

development offered by NEAP and other authorized institutions to improve their
skills and widen their knowledge on current trends in education.

Launching of the first school website aside from the various mode of
communication it uses to reach the school’s clientele.

Construction of a communication plan fitted for the new normal to disseminate

important messages to learners, parents and stakeholders while face-to-face
communication is prohibited.

Strengthening the school policies in protecting children against abuse, bullying,

violence and harassment.
 ● Preparation of school on the delivery of learning amidst COVID 19 Crisis

SBM PRACTICES ●
●
●
Learning Delivery Mode
VIRTUAL KUMUSTAHAN
Project ARSEN (Always Read and Spell Every Noon)
● Webinar for Teacher’s (Developmental Needs)
● Accountable persons and collective bodies are well-oriented with their roles as
agreed upon by community stakeholders.
● Accountable committees and organizations ensure the goals are achieved through
performance accountability system.
● The school ensure responsiveness through accountability such as System
Processed, Updated
● Transparency Board, Project Implementation Review, Quality Assurance Team.
● The importance of getting the ”pulse” of the clients and stakeholders.
● Performance Assessment is done regularly with the assistance of the
stakeholders
● Giving awards and recognitions to supportive GPTA Officers, Barangay Officials,
Municipal Mayor and other private individuals.
  Stakeholders are engaged and aware in making decisions on allocation and

PARTNERSHIPS 
mobilization
Stakeholders participates in the development and implementation of
monitoring and reporting process on resource management.
 Strict implementation of “NO COLLECTION POLICY” is being practiced.
 Reaching out to different public and private stakeholders and different agencies
in allocating material and financial resources for better realization of the
school’s PPAs.
 Giving awards and recognitions to supportive GPTA Officers, Barangay Captain,
Municipal Mayor and other private individuals.
 Making use of transparency board for regular posting, reporting and evaluation
processes.
 Human, material and financial resources are managed appropriately, where;
 Teachers are designated according to specializations.
 School and classroom inventory of materials are evident.
 Financial resources are properly liquidated, and there is no adverse COA
findings on liquidation of MOOE.
IMPROVE
MENT
PLAN
PERFORMA
NCE
INDICATOR
S (KPIS)
TARGETS
 school
strategic
directions
 Key challenges on pillar 1:
access
1. A minimal increase in drop-out rates during the pandemic
2. Shortage of classrooms due to the increase in enrollment
3. Unable to use the newly-constructed building due to turnover matters that still needs approval
4. Limited access to online resources due to lack of gadgets or unavailable internet connection
 Key challenges on pillar 2:
equity
1. A minimal increase in drop-out rates during the pandemic
2. Shortage of classrooms due to the increase in enrollment
3. Unable to use the newly-constructed building due to turnover matters that still needs approval
4. Limited access to online resources due to lack of gadgets or unavailable internet connection
 Key challenges on pillar 3:
quality
1. A minimal increase in drop-out rates during the pandemic
2. Shortage of classrooms due to the increase in enrollment
3. Unable to use the newly-constructed building due to turnover matters that still needs approval
4. Limited access to online resources due to lack of gadgets or unavailable internet connection
 Key challenges on pillar 4: resilience and
well-being
1. A minimal increase in drop-out rates during the pandemic
2. Shortage of classrooms due to the increase in enrollment
3. Unable to use the newly-constructed building due to turnover matters that still needs approval
4. Limited access to online resources due to lack of gadgets or unavailable internet connection
 Key challenges on
governance
1. A minimal increase in drop-out rates during the pandemic
2. Shortage of classrooms due to the increase in enrollment
3. Unable to use the newly-constructed building due to turnover matters that still needs approval
4. Limited access to online resources due to lack of gadgets or unavailable internet connection
 Key
interventions
Financial
plan
 Six-year
indicative
financial plan
Year 1 annual
improvement
plan
School
monitoring,
evaluation and
adjustments
 M&E
strategies
 M&E
activities
Risk
management
plan
Analysis and Risk
Management
ARANGUREN INTEGRATED SCHOOL | Aranguren, Capas, Tarlac | Elementary Department | 500124@deped.gov.ph |
 Analysis and Risk Management

Identified Risk Severity

Probability Impact
Risk Overall
Institutional Risk Mitigation Strategies
Categories High/ High/Medium/ Rate
Medium/Low Low
Negative consequences among learners due to learning Strengthen the full
loss during the 2-year closure of school implementation of F2F classes by
updating parents and stakeholders
Strategic 3 5 4 on the safety and continuous
adaptation of the new normal set
up in every class.

Shortage of classroom due to limited number of class Prioritizing learners

size in the implementation of limited face-to-face
by tapping generous stakeholders
that would help and support the
Operational 3 5 4 implementation of the school
basic education-learning
continuity plan.

Increasing number of learners with low literacy, Improved implementation of

numerical and scientific skills due to prolonged school different interventions.
closure and academic dishonesty as one of the negative Strategic 3 5 4
effects of modular distance learning

ARANGUREN INTEGRATED SCHOOL | Aranguren, Capas, Tarlac | Elementary Department | 500124@deped.gov.ph |

 Dashboard: Pillar 1

Identified Risk Severity

Probability Impact
Risk Overall
Institutional Risk Mitigation Strategies
Categories High/ High/Medium/ Rate
Medium/Low Low
High risk of covid transmission due to high percentage of - orientation and proper
unvaccinated learners and parents in the community. dissemination of right information
about vaccines.

Operational 3 5 4 -continuous monitoring and

follow-up to the learners and
parents on status of their
vaccination.

Rapid increasing number of SBFP beneficiaries Regular follow up on health and

nutrition of learners
Strategic 4 4 4

Shortage of classrooms and lack of laboratories and -seek the help of LGUs and other
other ancillary rooms like science laboratory, ICT stakeholders
laboratory, TVL laboratory. Operational 3 5 4
-file a request to the division
office.

ARANGUREN INTEGRATED SCHOOL | Aranguren, Capas, Tarlac | Elementary Department | 500124@deped.gov.ph |

 Dashboard: Pillar 1

Identified Risk Severity

Probability Impact
Risk Overall
Institutional Risk Mitigation Strategies
Categories High/ High/Medium/ Rate
Medium/Low Low

Additional paper works and other tasks affect the

Lessen paper works and other
teachers’ time in providing instruction to the Operational 4 4 4
administrative tasks
learners

Limited technological knowledge and skills among Conduct trainings about

Operational 3 3 3
teachers applying technological skills

Communicate regularly to
Reduced teacher-pupil engagement Strategic 4 4 4 learners who are not attending
limited face-to-face classes

ARANGUREN INTEGRATED SCHOOL | Aranguren, Capas, Tarlac | Elementary Department | 500124@deped.gov.ph |

 Dashboard: Pillar 1

Identified Risk Severity

Probability Impact
Risk Overall
Institutional Risk Mitigation Strategies
Categories High/ High/Medium/ Rate
Medium/Low Low

Communicate regularly to
Donor fatigue among the stakeholders of the stakeholders
Reputational 3 5 4
school Give recognition for their
efforts to help the school

Strengthen partnership with our

Lack or limited allocation of funds for health stakeholders to sponsors our
Operational 4 4 4
facilities (wash areas, clinics) and medical supplies medical supplies and facility

Information and coordination

Physical mobility of resources to the school Operational 3 3 3
with the latest IATF Guidelines

ARANGUREN INTEGRATED SCHOOL | Aranguren, Capas, Tarlac | Elementary Department | 500124@deped.gov.ph |

EXPLAINING PRINCIPAL CONCEPTS

CONCEPT 1 CONCEPT 2
Mercury is the closest planet to the Sun and Venus has a beautiful name and is the
the smallest one in the Solar System—it’s second planet from the Sun. It’s terribly hot,
only a bit larger than our Moon. It’s even hotter than Mercury—and its
amazing. poisonous.
A PICTURE IS
WORTH A
THOUSAND
WORDS
WHAT IS THIS TOPIC ABOUT?

VENUS
Venus is beautiful, and it’s
the second planet from the
Sun.

MERCURY JUPITER
Mercury is the closest Mars is a cold place, not
planet to the Sun and the hot. It’s full of iron oxide
smallest one dust.
Features of the topic

MERCURY MARS
Mercury is the closest planet to the Mars is a cold place, not hot. It’s
Sun and the smallest full of iron oxide dust

VENUS JUPITER
Venus is beautiful, and it’s the Jupiter is a gas giant and the biggest
second planet from the Sun planet in our System
EXAMPLES

100% 75% 50% 25%

Mercury is the Jupiter is the Neptune is the
Venus is the second
closest planet to the biggest planet in our farthest planet in
planet from the Sun.
Sun System our System.
demo

Despite being red, Mars is a

cold place, not hot. It’s full of
iron oxide dust, which gives the
planet its reddish cast.

Insert your multimedia content here

THIS IS A GRAPH

TERM 1

TERM 2
LOCATIONS

MORE THAN 50
SCHOOLS
Mercury is the closest planet to the
Sun and the smallest one in the Solar
System
INFOGRAPHICS MAKES YOUR IDEA
UNDERSTANDABLE

Mercury is the closest planet to the Sun

Venus is the second planet from the Sun.
Jupiter is the biggest planet in our System
Neptune is the farthest planet in our System.
38,000,000
YOU COULD ENTER A SUBTITLE HERE
 333,000.00
earths is the Sun’s mass

24h 37m 23s

is Jupiter’s rotation period

386,000 km
is the distance between the Earth and the Moon
Practical exercise

Mercury is the closest planet to MASS DIAMETER SURFACE

the Sun and the smallest one in (earths) (earths) GRAVITY
the Solar System—it’s only a bit (earths)
larger than our Moon.
MERCUR 0,06 0,38 0,38
Y

MARS 0,11 0,53 0,38

SATURN 95,2 9,4 1,16

WORK TIMELINE

WEEK 1 WEEK 2 WEEK 3 WEEK 4

Neptune is the
Mercury is the Venus is the Jupiter is the
farthest
closest planet second planet biggest planet
planet.
 RECOMMENDATIONS
01 02 03
MERCUR
JUPITER SATURN
Y
It’s the closest It’s the biggest It’s the ringed one
planet in system planet in system and a giant

04 05 06

MARS NEPTUNE VENUS

Mars is a cold It’s the farthest It’s beautiful, but
place, not hot planet in system terribly hot
 THANKS!
Does anyone have any
questions?
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+91 620 421 838
yourcompany.com

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RESOURCES
Vectors:
● Online world
● Conversation
● Interview
● Presentation
● In progress
● Mobile marketing
● Social Estrategy
● Ethnic friendship

Photos:
● Happy man sitting on sofa talking
● Happy couple walking and talking
ALTERNATIVE RESOURCES
 School
improvem
ent plan
2022-2028
ARANGUREN INTEGRATED SCHOOL
(ELEMENTARY DEPARTMENT)
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