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    Gap Analysis - Sip 2019

    Uploaded by

    Brenda Cogasi
    The document provides a gap analysis and identifies priority improvement areas for Ambagiw Elementary School in the Cordillera Administrative Region of the Philippines. It analyzes data on access, quality, and governance targets from 2016-2019 and identifies low attendance rate, presence of academically challenged learners, and low Brigada Eskwela participation as very high priority areas for improvement. Action plans are outlined to address root causes like heart ailments preventing attendance and lack of stakeholder representation inhibiting Brigada Eskwela participation. The school aims to increase attendance rates and attain unmet targets over the next three school years through programs like home visitation and reorganization of committees.

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    Gap Analysis - Sip 2019

    Uploaded by

    Brenda Cogasi
    1K views8 pages
    The document provides a gap analysis and identifies priority improvement areas for Ambagiw Elementary School in the Cordillera Administrative Region of the Philippines. It analyzes data on access, quality, and governance targets from 2016-2019 and identifies low attendance rate, presence of academically challenged learners, and low Brigada Eskwela participation as very high priority areas for improvement. Action plans are outlined to address root causes like heart ailments preventing attendance and lack of stakeholder representation inhibiting Brigada Eskwela participation. The school aims to increase attendance rates and attain unmet targets over the next three school years through programs like home visitation and reorganization of committees.

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    Gap analysis

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    Gap Analysis -sip 2019

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    The document provides a gap analysis and identifies priority improvement areas for Ambagiw Elementary School in the Cordillera Administrative Region of the Philippines. It analyzes data on access, quality, and governance targets from 2016-2019 and identifies low attendance rate, presence of academically challenged learners, and low Brigada Eskwela participation as very high priority areas for improvement. Action plans are outlined to address root causes like heart ailments preventing attendance and lack of stakeholder representation inhibiting Brigada Eskwela participation. The school aims to increase attendance rates and attain unmet targets over the next three school years through programs like home visitation and reorganization of committees.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    1K views8 pages

    Gap Analysis - Sip 2019

    Uploaded by

    Brenda Cogasi
    The document provides a gap analysis and identifies priority improvement areas for Ambagiw Elementary School in the Cordillera Administrative Region of the Philippines. It analyzes data on access, quality, and governance targets from 2016-2019 and identifies low attendance rate, presence of academically challenged learners, and low Brigada Eskwela participation as very high priority areas for improvement. Action plans are outlined to address root causes like heart ailments preventing attendance and lack of stakeholder representation inhibiting Brigada Eskwela participation. The school aims to increase attendance rates and attain unmet targets over the next three school years through programs like home visitation and reorganization of committees.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    of 8

    ANNEX 3 Gap Analysis Template

    SCHOOL IMPROVEMENT PLANNING

    GAP ANALYSIS TEMPLATE REGION: Cordillera Administrative Region


    DIVISION: Schools Division of Mountain Province
    DISTRICT: Besao
    BARANGAY: Ambaguio
    SCHOOL: Ambagiw Elementary School

    A.DIVISION A. ACCESS
    TARGETS/STAND B1.DATA B2. CURRENTLY INHIBITING B4. B5.GROUPS
    ARDS/POLICIES/ NEEDED CONTRIBUTING FACTORS PROJECTS/PRO THAT REQUIRE
    OPCR/IPCRF (SCHOOL DATA) YES/ EXPLANATION GRAMS/ACTIVITI ATTENTION
    Targets NO ES
    IMPLEMENTED
    1)0% Drop-Out 2016-2017-0% Yes The Drop-Out Presence of “SEMANA” Academically
    Rate 2017-2018-0% Rate for the last academically challenged
    2018-2019-0% three years is 0% challenged learners learners
    2)100% Percentage 2016-2017- 97.33 No 97.62% average 1 pupil cannot attain “SEMANA” and Pupils incurring
    of Attendance 2017-2018-96.04 of attendance for 100% attendance due Home Visitation absences
    2018-2019- 98.48 the last three to heart ailment
    years
    3)0% Failure Rate 2016-2017-0% Yes 0% last three Presence of pupils Remediation Pupils at risk of
    2017-2018-0% years with poor study habits Program failing
    2018-2019-0%

    B. QUALITY
    1)100% Promotion 2016-2017-100% Yes 100% Promotion Presence of learners Remediation Pupils at risk of
    Rate 2017-2018-100% Rate over the last with poor study habits Program failing and
    2018-2019-100% three years dropping
    2) 0% Frustration 2018-2019- 0% Yes 2/14 fall under Non-cooperative pupil Implementation of Pupils that fall
    Level Frustration Level Instructional Level during remedial the under Frustration
    while 12/14 fall program “ Iyon-a Umitdo Level
    under Ka Program”
    Independent level
    3)100% Graduation 100% graduation Yes Target attained Presence of learners Remedial Program Learners at risk
    Rate rate for the past at risk of Dropping of dropping
    three years Out
    4)Quality Assured 0 Quality No LMS used in Teachers do not SLAC on LMS School Head,
    Small Books Assured LMS school are not prepare the necessary preparation for Teachers,
    (LRMDC) (LRMDC) quality assured in documents for quality quality assurance Validators
    the LRMDS assured LMS at the LRMDC

    C. GOVERNANCE
    1)100% Brigada 2016-2017- 75% Planning was not well
    Low Brigada Brigada Eskwela
    Eskwela 2017-2018-78% represented by all SPT, resource
    Eskwela Information
    Participation 2018-2019-80% NO stakeholders/Poor mobilization
    Participation of Dissemination,
    Dissemination committee
    stakeholders Brigada Plus
    2)100% 2016-2017- Trainings were
    participation rate of 2017-2018- divided equally School Head
    YES unavailability of funds SLACS/INSET
    teachers to 2018-2019- among school Teachers
    trainings personnel
    3 )Zero bullying rate 2016-2017- CPP orientation,
    Ambagiw ES is a
    2017-2018- non – compliance to partnership with
    YES child friendly all learners
    2018-2019- CPP concerns Volunteers for
    school
    Values Program
    4)Advanced SBM SBM Level of No The SBM Level of Lack of Preparation of all School Head,
    Level of Practice: practice is the school is documentation pertinent Teachers and
    developing developing documents/ Means PTA Officers
    of Verification
    5)Recipient of 2016-2017- No No recipients of Inactive PRAISE Re-organization of School Head,
    Awards 2017-2018- PRAISE Committee PRAISE Teachers and
    2018-2019- Committee PTA Officers
    School: AMBAGIW ELEMENTARY SCHOOL District: BESAO

    ANNEX 4 Identifying Improvement Areas

    IDENTIFY PRIORITY IMPROVEMENT AREAS

    Improvement Areas Strategic Urgency Magnitude Feasibility Average Interpretation


    Importance
    ACCESS
    1) Low attendance rate 5 5 3 5 4.5 Very High Priority
    2)Presence of PARDOs 5 3 2 5 3.75 High Priority
    Affects promotion,
    graduation rate and
    SBM level and
    OPCR
    3)Presence of pupils at 5 3 2 5 3.75 High Priority
    risk of failing Affects promotion,
    graduation rate and
    SBM level and
    OPCR
    4)Low Enrolment Rate 5 5 5 3 4.5 Very High Priority
    QUALITY
    1)Presence of pupils at 5 5 5 5 5 Very High Priority
    risk of failing
    2)Low Performance in 5 5 5 5 5 Very High Priority
    Academic Contests
    3) High graduation rate 5 3 5 5 4.5 Very High Priority
    4) Presence of Small 5 5 5 5 5 Very High Priority
    Books that are not
    Quality Assured
    (LRMDC)
    GOVERNANCE
    1)Low Brigada Eskwela 5 5 5 3 4.5 Very High Priority
    Participation Rate

    2) 4 goals under CFSS 5 5 3 5 4.5 Very High Priority


    (Annex 2A) were not
    attained
    3)Low SBM level of 5 5 5 5 5 Very High Priority
    practice
    4)Minimal awards 5 5 5 5 5 Very High Priority
    received
    5)Presence of Inactive 5 5 5 5 5 Very High Priority
    Organized
    committees(PRAISE)
    School: AMBAGIW ELEMENTARY SCHOOL District: BESAO

    ANNEX 5 Planning Worksheet

    PLANNING WORKSHEET

    PLANNING WORKSHEET FOR ACCESS AND QUALITY


    LEARNING DEPED PRIORITY GENERAL ROOT CAUSE/S TIME FRAME
    STAGE INTERMEDIATE IMPROVEMENT OBJECTIVE/S SY SY20 SY20
    OUTCOMES AREA 2020- 21- 22-
    2021 2022 2023
    K-12 101: Learners are in Low attendance To increase
    school and learning rate attendance rate
    centers from 98.48% to
    99.5% in three
    years
    102: Learners access Low To receive one
    programs responsive to performance in award (District
    their needs and academic Level; 1st-3rd
    consistent with their contests rank)for each
    interests and attitudes School Year
    Presence of To submit Story
    Small Books that Books for Quality
    are not Quality Assurance at the
    Assured LRMDC
    (LRMDC)

    103: Learners enjoy 4 goals under To achieve 2 goals


    learner-friendly CFSS (Annex under CFSS in 3
    environment 2A) were not years
    attained
    104: Learners actively Minimal awards To receive 1 award
    participate in their received by (District Level) for
    learning environment learners each school year in
    three years
    105: Learners attain Presence of To decrease
    learning standards pupils at risk of presence of pupils
    failing at risk of failing
    from 12% to 6% in
    three years
    106: Learners are well – 75% To increase
    rounded, happy and implementation implementation
    smart of Child rate of Child
    Protection Policy Protection Policy
    from 75% to 100%
    in three years

    PLANNING WORKSHEET FOR GOVERNANCE


    LEARNING DEPED PRIORITY GENERAL ROOT CAUSE/S TIME FRAME
    STAGE INTERMEDIATE IMPROVEMENT OBJECTIVE/S SY SY SY
    OUTCOMES AREA 2020-
    2021
    101: Education leaders Low SBM level To increase SBM level
    and managers practice of practice of practice from 1.
    participative and 4896 to 1.90 in three
    inclusive management years
    processes
    102: Internal systems Presence of To increase
    and processes needed Inactive functionality of all
    for continuous Organized school Committees
    improvement in place committees from 75% to 85%
    103: Growing number Low Brigada To increase
    of stakeholders actively Eskwela participation rate of
    participate and Participation stakeholders to
    collaborate in Rate Brigada Eskwela from
    convergence 80 % to 86% in three
    mechanism at all levels years

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