E Sip 2019 2022

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ENHANCED

SCHOOL IMPROVEMENT PLAN

OF

MUNTING ILOG NATIONAL


HIGH SCHOOL
Munting Ilog , Silang , Cavite

SY 2019-2022
TABLE OF CONTENTS

I.INTRODUCTION

II. DEP ED VISION, MISSION, CORE VALUES

III.QUALITY MANAGEMENT POLICY

IV. SCHOOL ORGANIZATIONAL STRUCTURE

V. THE SCHOOL- COMMUNITY PLANNING TEAM

VI.SIP GENERAL OBJECTIVES AND TARGETS

VII.SCHOOL’S CURRENT SITUATION

VIII. SCHOOL’S PRIORITY IMPROVEMENT AREAS

IX.ANALYSIS OF THE SCHOOL PRIORITY IMPROVEMENT AREAS

X.SOLUTIONS AND INTERVENTIONS –

PROJECT WORK PLAN AND BUDGET MATRIX

XI. THE ANNUAL IMPROVEMENT PLAN

THE ANNUAL IMPLEMENTATION PLAN

XII.THE SCHOOL REPORT CARDS

XIII.PICTURES OF SCHOOL ACTIVITIES


INTRODUCTION

Munting Ilog National High School as an advocate of quality


education promotes and adheres to the call of the Department of
Education , that is , to provide basic education to all.
In doing such action , the relaunched of Enhanced School
Improvement Plan (E-SIP) provides a more systematic ,
comprehensive , transparent and student-focused plan wherein the
entire school community takes its active involvement. School
personnel , parents, learners and other stakeholders as the prime
movers commit themselves to achieve a common goal.
It aims to improve key result areas : ACCESS , QUALITY and
GOVERNANCE which is result- based , evidenced-based and
learner-centered.
Its thrusts govern the entire implementation of the program : To
deliver quality education which focuses on knowledge, skills and
positive attitude. To promote a community of shared responsibilities
and commitment towards a common goal. To adhere on child-
friendly , risk-free and learners-centered institution and to establish
harmonious relationship with stakeholders who provide continuous
support to the development of school’s educational goals.
DEP Ed VISION, MISSION,CORE VALUES

THE DEPED 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.

THE DEPED MISSION

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.

CORE VALUES

Maka-Diyos
Maka-tao
Makakalikasan
Makabansa
QUALITY MANAGEMENT POLICY

Munting Ilog National High School, one of the leading academic


institutions, commits to:
 establish an environment of integrity and high ethical standards,
 develop skilled and productive learners by providing quality
education,
 enhance personnel competence through continuous training,
 comply on existing statutory and regulatory requirements,
 continuously improve our Quality Management System, and
 achieve maximum school community’s satisfaction in
developing Batang Muntinians.
SCHOOL ORGANIZATIONAL STRUCTURE

s
SCHOOL- COMMUNITY PLANNING TEAM (SPT)

DR. CRISTINA M. AUSTRIA


PRINCIPAL IV (TEAM LEADER)

CHRISTIAN DETRUZ ERMELINA P. ASUNCION


BARANGAY COUNCILOR, EDUC. HEAD TEACHER III
(BRGY. REPRESENTATIVE) (TEACHER REPRESENTATIVE)

CRISPIN C. BELEN EFREN B. REYES


PTA PRSEIDENT SDDRMC COORDINATOR
(PARENT REPRESENTATIVE) (DRRMC REPRESENTATIVE)

SHELLA B. JAVIER ANGELO CASTRO


GUIDANCE COUNSELR SSG PRESIDENT
(CHILD PROTECTION POLICY REP.) (STUDENT REPRESENTATIVE)
V.SCHOOL IMPROVEMENT PLAN (SIP) GENERAL OBJECTIVES
AND TARGETS
1. ACCESS
1.1. To continuously reduce drop-out rate by 1% based from the previous
School year.
1.2. To increase promotion rate by 2% based from the previous school year.
2. QUALITY
2.1 To enhance teachers’ competencies through various programs and
activities based from the results of Individual Professional development
( IPD).
2.2 To improve the students’ literacy skills to increase
their proficiency level.
3. GOVERNANCE
3.1 To rehabilitate the ceiling and electrical wiring of SEDP building.
3.2 To construct additional buildings for classrooms and laboratories in both
Junior and Senior High School respectively.
3.3 To continuously improve school facilities through active stakeholders’
participation.
.
VI.SCHOOL’S CURRENT SITUATION
MUNTING ILOG NATIONAL HIGH SCHOOL with a school ID no 301205 was
established in 1972 and is located in Munting Ilog , Silang , Cavite . Its location as the
center of all the other barangays which do not have secondary high school is a major factor
why there are so many feeders coming from these barangays namely : Tibig , Hukay ,
Malaking Tatiao, Iba Balite I, Pooc , Pulong Saging and others. The accessibility of land
transportation is likewise a consideration why the population keeps on increasing every year
aside from the fact that the school strictly follows the “No Collection Policy .”

In terms of the physical facilities and other ancillary services , the school has
improved every year through the active participation of different stakeholders like the
parents, barangay officials , LGUs, NGOs, private individuals, civic organizations, national
government and others with the leadership of the school head and the support of the teachers
and students.

Even the academic achievement of the school is not left behind. The awards and
recognition received by the school can consistently vouch for its achievement. The programs,
projects and activities are always align with what the Department of Education asks for
particularly the Division of Cavite.

The administration sees to it that the competencies taught are aligned to the
curriculum set by the Department of education through close supervision of the School
Head , Master Teachers and Head Teachers. Technical assistance , coaching and mentoring ,
INSET , SLAC are also well provided to cater to the needs of the teachers and to likewise
suffice the needs of the learners.

Since Munting Ilog National High School has a growing population , the whole
school-community will not stop from taking steps to provide quality education to its learners.
Annex 1A-Schhol Community Data
I.SCHOOL PROFILE
INDENTIFYING INFORMATION
School ID: 301205 Name of School: Munting Ilog National High School
Address: Munting Ilog, Silang,Cavite Barangay: Munting Ilog, Silang, Cavite
District: Silang Municipality: Silang
Division: Cavite Region: IV-A (CALABARZON)

A. GEOGRAPHY
A.1 Location of the School. Check the appropriate description.
Along the highway Near a river or waterway On top of the mountain
Near the coastline By the hillside
A.2 Relative Distance of the School
Distance in km Mode of Transportation
a. From the poblacion 2km Tricycle, PUJ
b. From the nearest public elementary school 500m By foot
c. From the nearest private elementary school 1km Tricycle, PUJ
d. From the nearest public secondary school 2km Tricycle, PUJ
e. From the nearest private secondary school 1km Tricycle, PUJ
f. From the District Office 4km Tricycle, PUJ
g. From the Division Ofice 20km Bus, PUJ

A.3 Incidence of crimes and other human induced hazards.


A.3.1. Check if there have been incidences of the following in the last 3 years.
Armed conflict as a result of organized crime (terrorism, siege, etc.)
Crime against school head/s (murder/homicide, physical injury, rape, sexual harassment, etc.)
Crime against school property (theft, robbery, arson)
Crime against student/s (murder/homicide, physical injury, rape, sexual harassment, etc.)
Crime against teacher/s (murder/homicide, physical injury, rape, sexual harassment, etc.)
Fire (electrical wiring failure, etc.)
Health Threat (i.e. Dengue, Malaria, Measles, food poisoning, disease outbreak)
Oil Spill
Security threat as a result of civilian violence (bomb threats, kidnapping threats, hostage taking, shooting, etc.)
Structural collapse (as a result of engineering failure)
Others. Pls. Specify. _________

A.3.2 What are the 3 most frequent crimes/human-human induced hazards?


1st most frequent N/A
2nd most frequent N/A
3rd most frequent N/A
A.4 Incidence of natural hazards
A.4.1 Check if there have been incidences of the following in the last 3 years.
Drought Tropical Cyclones (Storm, Typhoon, Tropical Depression,
etc.)
Earthquake Oil Spill
Fire (includes forest fires and fires due to natural disasters) Tsunami
Flood Volcanic Eruption
Landslide Others, Pls. Specify
Storm Surge
A.4.2 What are the 3 most frequent natural hazards?
1st most frequent: Tropical Cyclones
2nd most frequent : Earthquake
3rd most frequent :
A.5 Result of disaster incidents
School used as an evacuation center in the last 3 years
B. LEARNING ENVIRONMENT
B.1 Classrooms and seats
B.1.1 Classroom quantity (SRC15)
No. of Classrooms
Total Enrolment,
Level In Good For Repair / Learner: classroom
SY 2018-2019 Total
Condition Rehabilitation ratio1
Grade 7 329 6 0 6 1:55
Grade 8 332 5 1 6 1:59
Grade 9 280 5 5 10 1:53
Grade 10 269 4 4 8 1:67
Grade 11 190 6 0 6 1:29
Grade 12 177 6 0 6 1:27
Total 1577 32 10 42
1
Learner: classroom ratio= Total enrollment divided by the total number of classrooms

B.1.2 Classrooms seat quantity (SRC17) Indicate the total number of seats in all classrooms.
Number Learner: seat ratio2
1534 1:1
2
Learner: seat ratio = Total enrollment divided by the total number of seats

B.2 Water, Sanitation and Hygiene (WASH) facilities.


B.2.1 Water supply/source. Check as appropriate.
Local piped water Rainwater catchments Without available supply
Water well/ deep well Natural source
Is the main source of water functional at present?
Yes No Pls. cite reasons why: __________________________________
B.2.2 Handwashing. Is there space for handwashing?
Yes If YES: with soap without soap
No
B.2.3 Functional toilets (SRC 16)
B.2.4 Toilet bowls Male Female
Male Female Number Ratio4 Number Ratio4
Number Ratio3 Number Ratio3 781 1:23 796 1:26
781 1:46 796 1:52

3
Learner: toilet ratio=Total enrollment divided by number of toilets
4
Learner: toilet bowl ratio=Total enrollment divided by number of toilet bowls

B.3 Textbooks. Indicate number of textbooks per grade level and subjects (SRC3)
Subject: Filipino Subject: English Subject: Subject: Science Subject: Araling
Level Mathematics Panlipunan
Number Ratio Number Ratio Number Ratio Number Ratio Number Ratio
Grade 7 257 1:2 0 ----- 135 1:3 217 1:2 76 1:4
Grade 8 110 1:3 0 ----- 155 4:1 120 4:1 99 1:3
Grade 9 52 1:5 303 1:1 216 1:2 125 1:2 264 1:1
Grade 10 97 1:3 119 1:2 128 1:2 139 1:2 0 -
Total 516 422 634 601 439
B.4 Library
No. of books1788
No. of tables:6
No. of chairs:62
The library is well-ventilated. There are ceiling fans. There are tables that serve as shelves. There are
bookshelves.

B.5 Other learning facilities/materials. (Example: computers, science equipment. Insert new rows if necessary.)

Facility Number Qualitative description


Computer Laboratory 3 Functional
Computers 150 Functional
Projectors 3 Functional
LED TV 35 Functional

B.6 Availability of electrical supply. What is the school’s source of electricity?


Grid Supply
Off-grid supply
Solar power
Generator
Others, Pls. specify: ____________
No source of electricity

B.7 Internet Connectivity


B.7.1 Are there internet service providers in the area?
Yes No
If Yes, check the appropriate Internet Service provider/s listed below.
BAYANTEL GLOBE SMART WIT Global (Satellite)
DIGITEL PLDT SUN Others. Pls. Specify
/
_________
B.7.2 Does the school subscribe to any of the Internet service provider/s listed above?
Yes No
B.7.3 Are there Internet café/ shops/ wifi-enabled stations in the area?
Yes Pls. specify : Computer Shops
No

C. TEACHERS
C.1 Number of teachers (SRC14)
C.1.1 Number of nationally-funded teachers (current SY)
Male Female Total Learner: teacher ratio5
11 56 67 1:23
5 Learner :teacher ratio= Total enrollment divided by number of nationally-funded teachers.

C.1.2 Number of locally-funded teachers and subsidized / volunteer teachers (current SY):
No. of Locally-funded Teachers : 0
No. of Subsidized / Volunteer Teachers: 0

C.2 Quality Teachers


C.2.1 Number of Master Teachers
Assigned Full-
Carriers Full- Assigned Part-
Time to
Time Class Assigned Grade Time to Class
Position Number Ancillary
Teaching Load Levels Teaching
Services
(Yes/No) (Yes/No)
(Yes/No)
Master Teacher IV 0
Master Teacher III 0
Master Teacher II 3 Yes Grade 11/12 No No
Master Teacher I 5 Yes Grade 9/10 No No

C.2.2 Number of teachers meeting the desired competencies based on NCBTS


SY 2016-2017 SY 2017-2018 SY 2018-2019
Total No. of Teachers 57 67 67
No. of Teachers meeting the standards 57 67 67
% meeting the standards 100% 100% 100%

C.2.3 Projects / interventions implemented to improve basic competencies of teachers


Yes No If Yes, please describe
a. Does the school have mechanisms for / Assessment is made based from
sustained school-based training classroom observation, social behavior/
attitude etc.
b. Does the school use the result of the The results of NCBTS serves as the basis
NCBTS –Teacher’s Strength and in the conduct of SLAC, FGD, etc.
/
Needs Assessment as basis for
planning?
c. Are there other interventions 1. Coaching and mentoring
implemented to improve competencies 2. FGD
/
of teachers? 3. Buddy System
4. Oplan Silip-Aralan

C.2.4 If the response to C.2.3.b is Yes, list down the top 3 training needs mentioned and indicate the number of
teachers

SY 2016-2017 SY 2017-2018 SY 2018-2019

Training Needs No. of No. of No. of


% of teachers % of teachers % of teachers
Teachers Teachers Teachers
trained trained trained
trained trained trained
Top 1: Pedagogical 57 100 57 100 67 100
Approaches
Top 2 : Results- 57 100 57 100 67 100
Based Performance
Management
System (RPMS)
Top 3: IM’s / Test 15 22.39
Construction/ Code
of Ethics

C.2.5 If teachers weren’t trained based on identified needs (as seen in C.2.4), cite reasons for the lack of
training.
None
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
_________

D. hildren Health and Safety


D.1 Nutritional Status (SRC2)
D.1.1 Number of malnourished children for the current SY
Wasted Severely Wasted
Level
Total Male Female Total Male Female
Grade 7 32 25 7 7 6 1
Grade 8 22 12 10 10 9 1
Grade 9 1 1 0 2 1 1
Grade 10 12 7 5 0 0 0
Grade 11 13 7 6 2 0 2
Grade 12 17 7 10 1 0 1
Total 97 59 38 22 16 6
Percent of Total 60.82% 39.18% 72.73% 27.27%

D.1.2 Projects / interventions implemented in the previous SY addressing malnourished children


Project / Intervention Number of Children Covered
Feeding Program 45
Personal Hygiene Campaign 67
D.2. Health Status
D.2.1 Number of children who have other health problems for the current SY. Indicate common ailments
and corresponding number of children per type of ailment based on results of physical and dental examinations.
Types of Ailments (Current SY)
Level Enlarge Pale Major
Colds Pediculosis Cough Acne Asthma Conjuctiva
Glands Conjuctiva Injury
Grade 7 25 20 5 5
Grade 8 10 15 10 5 2 7 0 14 2
Grade 9 10 10 0 0 13 20 15 0 2
Grade 13 0 0 10 0 0 0 0 0
10
Grade 10 3 5 7 5 0 0 0 0
11
Grade 15 0 2 0 5 0 0 0 0
12
Total 83 48 22 27 25 27 15 14 4

D.2.2 Projects / Interventions implemented in the previous SY addressing needs of children with other health
problems

Project / Intervention Number of Children Covered


Feeding Program 30

D.3 Children reported as victims of abuse and violence


D.3.1 Number of children who were recorded victims of abuse and violence (physical, verbal, and
sexual)Should be supported by data from the Guidance Office / teachers.

Previous SY- 2017-2018 Current SY- 2018-2019


Level
Total Male Female Total Male Female
Grade 7 0 0 0 0 0 0
Grade 8 0 0 0 0 0 0
Grade 9 0 0 0 0 0 0
Grade 10 0 0 0 0 0 0
Grade 11 0 0 0 0 0 0
Grade 12 0 0 0 0 0 0
Total 0 0 0 0 0 0
Percent of Total 0 0 0 0 0 0

D.3.2 Projects / Interventions implemented for children that were victims or suspected victims of abuse.
Number of
YES NO If YES, please describe the mechanisms Children
Covered
a. Does the school have
mechanisms to promote safe
and protective practices based / Strong awareness on Child Protection Policy
on DepEd’s Policy on Child
Protection in school?
b. Other interventions
implemented for children that
were victims of abuse
E. Status of Priority Improvement Projects or CI Projects (SRC18 & SRC19)
These projects include those implemented by the school and other stakeholders.
Program / Duration Status/
Implementer Target
Project Title Start End Accomplishments
Marites M. PROJECT January 2019 Present To Increase the On-going
Aguilar DREAMS comprehension
Noel D.anciado level of JHS and
SHS learners
through the
integration of
reading across
the content
areas

F.Stakeholder Support to Education (SRC13)


Indicate the amount of contribution made by parents/ guardians and other stakeholders for co-curricular
activities, extra-curricular activities, and other major activities (such as meetings and assemblies), as well as
stakeholder attendance during the activities.

Contributions Attendance
Activity Volunteer No. of Attendance
Cash In Kind No. Invited
hours Attendees Rate
Co-curricular Activities
Brigada 40hrs. Shelves, 588 680 86%
Eskwela cabinet,
Tornado
Mop,
Speaker,
School
Supplies,
Food for the
105,310.00
students,
Roses for
Teachers,
Agri tools,
Electric Fan,
Arm Chairs,
LCD
Projector
Extra-Curricular Activities
Suring 36,040.00 N/A 901 1438 62.66
Pelikula
Suring 20,940.00 N/A 698 1438 48.54
Tanghallan
Field Trip Ph 86,650 N/A 571 1438 39.71sssss

F. Fund Sources (SRC15)

Fund Source Amount


General Appropriations Acts (school MOOE)- JHS Php 2,113,000.00
Genera Appropriation Acts (school MOOE)-SHS Php 605,000.00

General Appropriations Act (Subsidy for Special


Programs)
Local Government Unit Funds Php 605,000.00
Canteen Funds Php 406, 586.50
Donations Php 105,310.00

II.SITUATION OF CHILDREN / LEARNERS: ACCESS- IN AND OUT OF


SCHOOL
Instruction: Please input required data/ information in shaded cells. Fill only the age groups / grade levels
that are applicable to your school.
1. CHILDREN NOT IN SCHOOL
1.1 Population of children in the barangay where school is located (current SY)
Age Total Population No. of children NOT in % of children NOT in
School school
Boys Girls Total Boys Girls Total Boys Girls Total
11 40 55 95
12 33 23 56 2 0 2 6.06 0 6.06
13 40 27 67 4 0 4 10 0 10
14 32 29 61 1 0 1 3.12 0 3.12
15 37 36 72 2 0 2 5.4 0 5.4
16 27 37 64 1 1 2 3.7 2.7 6.4
17 28 31 59 1 3 4 3.57 9.68 13.25
18 34 35 69 2 1 3 5.88 2.85 8.73
19 34 25 59 1 3 4 2.94 12 14.94
20 26 34 60 1 4 5 3.84 11.76 15.6
GRAN 331 332 663 15 12 27 4.53 3.61 8.14
D
TOTAL

1.2 Reasons for not attending school in current SY6

Age No. of No. of children NOT in school according to reasons


school Financial Health Workin Distance Lack of Affected Disabilit Got
aged Matters and g of interest by y Married
children Nutrition School Conflict
not in from
school Home
11 0 0 0 0 0 0 0 0
12 2 0 0 0 0 1 0 1 0
13 4 0 0 0 0 3 0 1 0
14 1 0 0 0 0 1 0 0 0
15 2 0 0 0 0 2 0 0 0
16 2 2 0 0 0 0 0 0 0
17 4 0 0 1 0 0 0 0 3
18 3 0 0 2 0 0 0 0 1
19 4 0 0 1 0 0 0 0 3
20 5 1 0 0 0 0 0 3
TOTAL 27 3 0 4 0 7 0 2 10
Percent 4.07 0.45 0.60 1.06 0.30 1.51
of Total
6
School Project Teams are encouraged to conduct interviews or focus group discussions with
parent/guardians/ community members to probe deeper on reasons cited.
If YES, Please describe the
YE
NO mechanism / intervention used by the
S
school-community
a. Does the school community have mechanisms to /
actively seek out children not in school and give them
to access to education (e.g., family mapping,
Community-Based Management System,etc)?
b. Did the school use interventions in the previous / 1. Child Mapping
Sys to ensure that ou-of-school children have access 2. Open High School – Reaching the
to education? Unschooled Whenever,Wherever

2. CHILDREN ENROLLED IN SCHOOL (SRC1)


2.1 Enrollment for the last 3 Sys

SY 2016-2017 SY 2017-2018 SY 2018-2019


Level
Total Male Female Total Male Female Total Male Female
Grade 7 319 151 168 370 202 168 370 202 168
Grade 8 232 109 123 319 153 166 319 153 166
Grade 9 222 109 113 237 99 138 237 99 138
Grade 10 231 112 119 226 105 121 226 105 121
Grade 11 226 99 127 153 81 72 166 81 85
Grade 12 ----- ---- ------ 170 85 85 202 85 117
GRAND 1230 580 650 1475 725 750 1520 725 795
TOTAL

2.2 Number of children with disabilities by type of disability

No. of Children
Level
with Disabilities Blurred Vision Hearing Cleft Palete Hunch Back

Grade 7 2 2 0 0 0
Grade 8 4 3 0 1 0
Grade 9 3 1 1 1
Grade 10 12 11 1 0 0
Grade 11 10 10 0 0 0
Grade 12 9 9 0 0 0
TOTAL 40 35 2 2 1
Percent of Total 2.54 2.22 0.13 0.13 0.06

2.3 Other Data


Level No. of Over-aged No. of IP Learners No. of Muslim No. of 4Ps Learner-
Learners Learners recipient
Grade 7 19 6 0 22
Grade 8 60 38
Grade 9 33 1 26
Grade 10 26 19
Grade 11 21 0 1 13
Grade 12 34 0 0 5
TOTAL 193 6 2 123
Percent of Total 12.24 0.38 0.13 7.80

4.2 Dropout rates for the last three SYs


SY 2016-2017 SY 2017-2018 SY 2018-2019
Level
Total Male Female Total Male Female Total Male Female
Grade 7 1.11 1.18 1.05 1.19 1.23 1.14 1.13 1.17 1.08
Grade 8 1.11 1.17 1.07 1.12 1.24 1.02 1.06 1.14 1.02
Grade 9 1.07 1.05 1.06 1.10 1.08 1.12 1.06 1.14 0
Grade 10 1.06 1.08 1.04 1.05 0 1.13 1.01 0 1.02
Grade 11 1.07 1.08 1.06 1.09 1.02 1.18 1.24 1.07 1.17
Grade 12 1.03
N/A N/A N/A 1.01 1.06 1.05 1.14 0

4.3 Number of dropouts by cause


Number of Dropouts by Cause SY 2018-2019

Total No. of Transf


Dropouts Poor Early
Level erred
SY 2018- Lack of
Family Study Marr Others
Proble Habit
of
2019 Interest iage
m Reside
nce

Grade 7  31  12  7 6  6  0 0    


Grade 8  19  8  3  8  0 0  0    
Grade 9  16  6  3  4  2 0  1    
Grade 10  3  1  0  1 1  0  0    
Grade 11  22 3   5 4  2  3  5    
Grade 12  7  2 0   0 0   2 3    
TOTAL  98  32  18  23 11   5  9    
Percent 6.44 2.11   1.18 1.15 0.72  0.33 0.59     

4.4 Projects/interventions implemented for children at risk of dropping out

If YES, please describe the


4.4.a Does the school have mechanisms to: YES NO
mechanisms used by the school
 
Home Visitation,Open High School
- track attendance and identify children at
risk of dropping out and failing and design YES   Program
remedies to keep them in school?
 
 
 
- anticipate and minimize disruptions of Extra Curricular activities are done
classes especially with respect to YES   after class hours & Saturday
emergencies (disaster and conflict)?  
 
- track teachers' attendance and ways of YES    
ensuring their regular presence based on Reward & Recognition,
Close monitoring
CSC policy?
 

4.4.b What are the interventions implemented for children at risk of Number of Children
dropping out? Insert new rows if necessary. Covered
Open High school Program           95    
Feeding Program             50    
Project I-Care             50    
4Ps             100    
                   
                   

IV. SITUATION OF CHILDREN / LEARNERS: QUALITY

Instruction: Please input required data/information in unshaded cells. Fill-in only the grade levels that are
applicable to your school.

5. PROMOTION/GRADUATION RATES [SRC.8.]


5.1 Number of promoted learners/graduates by grade level, for the last three SYs

SY 2016-2017 SY 2017-2018 SY 2018-2019


Level
Total Male Female Total Male Female Total Male Female
Grade-7 288 128 160 311 164 147 330 187 143
Grade 8 208 93 115 286 123 163 302 152 150
Grade 9 207 100 107 215 92 123 280 113 167
Grade 10 218 104 114 215 108 107 210 86 124
Grade 11 212 92 120 151 79 72 177 87 90
Grade 12 N/A N/A N/A 196 86 110 139 72 67
TOTAL 1,133 517 616 1374 652 722 1438 697 741

5.2 Promotion/graduation rates for the last three SYs

SY Before Previous
Previous SY:2017-2018 Current SY:2018-2019
Level SY 2016-2017
Total Male Female Total Male Female Total Male Female
Grade-7 84.76 76.19 95.23 84.05 81.19 87.5 88.25 85.39 92.26
Grade-8 89.65 85.32 93.49 89.66 80.39 98.19 94.08 87.36 98.00
Grade-9 91.74 91.74 94.69 90.72 92.93 89.13 87.59 100 94.59
Grade-10 94.37 92.86 95.80 95.13 97.22 88.43 98.59 100 97.64
Grade-11 93.80 92.93 94.49 90.96 97.53 84.71 88.94 85.29 92.78
Grade-12 N/A N/A N/A 97.03 98.84 94.17 84.76 87.80 95.52
9 Promotion rate: no. of promoted learners divided by the total enrollment x 100;
Graduation rate: no. of graduates divided by the total enrollment x 100

6. MEAN PERCENTAGE SCORES (based on National Achievement Tests) [SRC.9.]


6.1 Mean Percentage Scores of NAT Grade 3 and 6 (or Grade 8 and Grade 10 for the Secondary Level), per
subject for the last three SYs
SY Before Previous SY: 2016-2017
Level
English Filipino Math Science HEKASI
Grade 8 N/A         
Grade 10  N/A        

Previous SY: 2017-2018


Level
English Filipino Math Science HEKASI
Grade 8 N/A         
Grade 10  N/A        

Current SY: 2018-2019


Level
English Filipino Math Science HEKASI
Grade 8          
Grade 10          

6.2 Projects/interventions implemented to improve basic competencies of learners (insert new rows if
necessary)

Power-it-up in all subject areas- Intervention, Remediation and Enrichment


Project NEAR- Reading Interventions in Language
Mathinick , MTAP

7. LITERACY LEVEL [SRC.10.]


7.1 Number of learners who are in the frustration, instructional, and independent levels for the current SY
(ENGLISH) 10

Frustration Level Instructional Level Independent Level


Level Total Male Female Total Male Female Total Male Female
Pre-Test Results
Grade 7 76 42 34 167 74 93 113 47 66
Grade 8 44 26 18 92 55 37 166 76 90
Grade 9 60 31 29 79 34 45 129 53 76
Grade 10 30 19 11 81 24 57 83 37 46
Level Post-Test Results
Grade 7 23 16 7 133 57 76 138 52 86
Grade 8 6 4 2 12 8 4 284 145 139
Grade 9 21 15 6 96 39 57 142 56 86
Grade 10 3 3 0 45 26 25 143 57 86
7.2 Number of learners who are in the frustration, instructional, and independent levels for the current SY
(FILIPINO) 10

Frustration Level Instructional Level Independent Level


Level Total Male Female Total Male Female Total Male Female
Pre-Test Results
Grade 7 10 6 4 195 109 86 130 80 50
Grade 8 8 3 5 229 129 100 86 48 38

Grade 9 7 4 3 164 77 87 110 42 68

Grade 10 0 0 0 14 7 7 180 73 107

Level Post-Test Results


Grade 7 0 0 0 98 60 38 225 132 93

Grade 8 0 0 0 113 78 35 205 98 107

Grade 9 0 0 0 145 62 83 110 42 68

Grade 10 0 0 0 8 3 5 181 71 110

7.3 Projects/interventions implemented to improve reading skills of children (insert new rows if necessary)
1.PROJECT NEAR- Reading Interventions every Friday.
2. Integration of Reading in Different Learning Areas
3.Mathambayan                  
                   
8. AWARDS/RECOGNITIONS (TOP 3) [SRC.6.]
List down the awards/recognitions received by the school, the school head, teachers, and students. Insert new
rows if necessary.

Category Award-giving Body (Please identify)


of Title Year
Distric
Awardees
t Division Regional National International
Student   1st Place Final 2018-  DepEd/
           
Math Challenge 2019  Cavite
 1st Place Pagguhit
2018-  DepEd/
ng Kartung          sssssssss  
2019  Cavite
Editoryal
 2nd Place PopEd  DepEd/
             
Quiz Bee Cavite
Silang
2nd Place Pagsulat
School
ng Editoryal
Paper
Silang
3rd Pagguhit ng
School
Kartung Editoryal
Paper
Silang
1st Place Pagsulat
School
ng Lathalain
Paper
Silang
3rd Place Pagsulat
School
ng Balita
Paper
Silang
2nd Place Copy
School
Reading
Paper
Silang
2nd Place Health &
School
Science Writing
Paper
Silang
2nd Place Feature
School
Writing
Paper
1st Place Regional
Organic
Agricultural Quiz
Bee
2nd Runner-up DTI-
Spoken Word Provincia
Poetry l
1st Place-Most
DepEd/
Outstanding SSG-
Cavite
Drug Prevention
Teacher  SEAMEAO          Dept of    SEAMEO  
Course Completer Agricultur
e–
Provincial
Office
                 
                 
School  RACE/CBERSEA                
Head                  
                 
School  Best Managed   International
             
School- Schools-Dubai
2018-
SEAMEO
 1 of top 11
          Japan    
shortlisted schools
ESD
Awards 
 Certificate of
Learning Site ATI-
             
(Integrated Farm) Regional

Best SBM
Implementer
High School DepEd/
Category Cavite

Outstanding
DRRM
DepEd/
Implementer
cavite
High School
Category

Outstanding waste
Segregation LGU-
Division II Silang

Third Place
Recycled Art LGU-
Materials Art Silang
Contest

2nd Place Sumilang LGU-


festival Silang
Annex 1B –Child Mapping

DEMOGRAPHIC DISABILI ECCD (FOR 4YO FUTURE


NAME RESIDENCE EDUCATIONAL STATUS
INFORMATION TY CHILDREN) ENROLLMENT
If No,
With Numb Has Curr Planni
Is Provide If state
Birth er of a ently ng to
residen If Yes, d with studying If Yes, reason
Certi years disa Educat Stud If No, state study
ce specify ECCD through specify the for not
Ag Date of ficat in bilit If Yes, specify ional ying If Yes, specify reason for next
Last First Middle Gender Present Address perman type of Services ADM, name of planning
e Birth e? prese y? ECCD facility Attain ? name of school not school
ent disabilit ? specify prospective to study
(YE nt (YE ment (YE studying year?
(YES/ y (YES/N type of school next
S/N Addre S/N S/N (YES/
NO) O) ADM school
O) ss O) O) NO)
year
Child-Friendly school Survey
CONTENTS

I. INTRODUCTION
How did you like school? What is a school?
What makes up a school?
Who provides the learning environment?
When can a school be called a ‘Child-friendly School’?
What exactly is a Child-friendly School and how can our school become one?
What should a Child-friendly School aim to achieve?

II. SELF-ASSESSMENT TOOL


How should our school go about achieving the goals of the Child-friendly school?
Accomplishing specific targets
How our school scored
So, is our school Child-friendly?

How did you like school?

Many of us look at school as a place for serious learning but rarely as a place for one to enjoy learning activities and have a
say in what one needs and wants to learn.

When you were in school, were you ever consulted as to what you wanted to learn and how you wanted to learn them? If
you were lucky enough to have been asked, were you able to freely suggest ways and activities by which you could learn
more effectively?

Rights and enjoyment are perhaps words often left out of any student handbook or school circular. Now that you are a
teacher, principal or parent, are you the type who believes that being ‘soft’ on children will only make them learn or study
less? Or that giving them ‘choices’ and allowing them to express themselves freely will only diminish discipline – discipline
to make them sit up and listen to their lessons?

Each of us probably has his or her own idea or approach to education and how we can make children ‘learn’. Regardless of
the differences in our opinions, many of us would probably agree that SCHOOL IS FOR CHILDREN. Perhaps, we could
further firm up this agreement by coming up with some common definitions...

What is a school?

Let us consult our dictionaries. Do you have one in your school? All dictionaries would probably contain any or some of
the following definitions: 1) an institution devoted primarily to imparting knowledge or developing certain skills; 2) the
building or buildings in which instruction is given; 3) any sphere or means of instruction.

What makes up a school?

Since it is safe to agree that ‘school’ is for those needing or seeking knowledge or instruction, it should be primarily
composed of learners or pupils.
Where there are pupils, there should also be teachers who care for children, provide for their learning needs, and nurture
their interests.
Then, there is the physical school – the school building and its facilities – classrooms, gymnasium or activity area, grounds
for young children to romp and play, toilet facilities, drinking fountains, and the like.
 
Did we miss anything? Well, yes there’s still one more and probably the most important one of all. It’s all people and
things that we’ve mentioned combined...and more. It is called the learning environment. The learning environment is
more than just the sum total of all these – people (pupils and teachers) and things around them – parents, brothers, sisters,
other relatives, and other people and things in the community where the school is located.
When all these INTERACT, and interact FAVORABLY with each other, a lot of wonderful things can happen to the child’s
learning. Remember that learning does not only occur within the four walls of a classroom. Learning continues when the
pupil returns from school to his or her family, mingles with the neighbors and playmates, runs an errand to the sari-sari store,
attends with his or her family a religious service at their place of worship, and does tens of other things. A healthy learning
environment not only enhances the child’s academic achievement but also ensures his or her physical, psychological, social,
and emotional growth.

Who provides the ‘learning environment’?

School principals, teachers, parents and families, community institutions such as your local barangay council, other
community members and the children themselves support each other in creating and enhancing the ‘learning environment’.

When can a school be called a ‘Child-friendly School’?

A Child-friendly School is more than just a place for formal learning. Foremost, it is an institution that recognizes and
respects
the range of rights of children, and not just their right to be educated. These rights also include their rights to be healthy, to
be given opportunities for play and leisure, to be protected from harm and abuse, to express their views freely, and to
participate in decision-making according to their evolving capacities.

While upholding children’s rights, a Child-friendly School also instills in children the responsibilities that go with their
rights. Among these are to respect the rights of others, respect diversity, practice equality, and resolve differences without
resorting to violence.

Just as important, a Child-friendly School takes the lead in shaping a learning environment that enables children to learn as
much as their intellectual faculties could take. It is a kind of environment that allows them to grow healthy, equips them
with knowledge and skills that they can use throughout life, and enables them to become responsible and productive
members of their community and society.

What exactly is a ‘Child-friendly School’ and how can our school become one?

A ‘Child-friendly School’ has the following five traits:

1. A Child-friendly School is inclusive, gender-sensitive, and non-discriminating.


It is said to be inclusive, gender-sensitive, and non-discriminating when it...
‐ does not turn away any child from enrolling and attending classes for whatever reason
‐ gives boys and girls equal learning opportunities
‐ treats all children equally, regardless of gender, social status, cultural origin or religious belief.
2. A Child-friendly School is effective with children.
It is said to be effective with children when it...
is child-centered
‐ has the best interest of the child in mind in all its learning activities
‐ has a curriculum that addresses the child’s learning needs as well as those of the community and society ‐
employs teaching methods that are suited to the child’s age, abilities, and ways of learning
                                                                         

‐ encourages children to think and decide for themselves, ask questions, and express their opinions
promotes quality learning
‐ makes sure that children master the basic skills of writing, reading, speaking (and listening), mathematics, and the
necessary skills that they can use through life
‐ encourages children to learn by doing and by doing things with others
‐ makes sure that teachers are qualified to teach and continue to become better teachers
‐ makes sure that teachers and other staff are physically fit, adequately paid, and highly motivated.
encourages children to participate in school and community activities
‐ encourages children to work together to solve problems and achieve what they aim to do
‐ encourages children to express their feelings through the arts – music, drawing, drama, and other forms

3. A Child-friendly School is healthy for children.


It is said to be healthy for children when it...
‐ promotes children’s health ‐ guarantees that school buildings, grounds, and facilities are safe, clean, healthy, and
with adequate water and sanitary facilities
‐ has written policies and regular practices that promote good health
‐ integrates health education and life skill development in its curriculum
‐ hosts regular health services for children, such as immunization

4. A Child-friendly School is caring and protective of all children


It is said to be caring and protective of all children when it...
‐ safeguards and provides security for children
‐ helps defend and protect children from harm and abuse
‐ encourages children to care for each other ‐ does not tolerate physical punishment on children
‐ has clear guidelines for conduct between students and does not allow bullying

5. A Child-friendly School involves children’s families and the community


It is said to involve families and the community when it...
works closely with children’s families
‐ consults parents and invites their opinions regarding school policies and activities
‐ holds regular dialogues with parents regarding their children’s learning progress
‐ collaborates with parents to encourage their children to practice at home what they are learning in
school
‐ cares as much as parents that children get enough nutrition and are in good health
‐ cares about the children’s safety not only within the school premises but also on their way to and from
school
engages the support and interaction of community institutions and other individuals
‐ enlists the support of community institutions and individuals for its projects and activities for children
‐ acts on behalf of and upholds the interests of children in community assemblies

WHAT SHOULD A CHILD-FRIENDLY SCHOOL AIM TO ACHIEVE?


A Child-friendly School should aspire for these seven (7) goals:
(1) Encourage children’s participation in school and community
(2) Enhance children’s health and well-being
(3) Guarantee safe and protective spaces for children
(4) Encourage enrolment and completion
(5) Ensure children’s high academic achievement and success
(6) Raise teacher’s morale and motivation
(7) Mobilize community support for education

How should our school go about achieving these goals?

The following checklist contains action items that will guide you through what you need to have or need to do towards
accomplishing the seven goals of the Child-friendly School.
See how many of the action items listed under each goal you have accomplished or are doing on a regular basis. Tick the
box before each action item if you have accomplished this. Add up and write your total in the box after each goal. By
checking what your school already has and what it is doing regularly, you will be able to track your progress towards
becoming a Child-friendly School.

You may already be well along the way to becoming a Child-friendly School! Remember though that you have to be honest
with your answers!

Here’s one other advice... Please accomplish this checklist first before moving on to the next section.

GOAL #1: Encourage children’s participation in school and community

What your school should have or should be doing:

/- Your school has a working student government.


/- Your school involves students in meetings and planning sessions that concern their well-being.
/= Your school involves students in the organizing, planning, and execution of the disaster preparedness and
response
plan.
/- Your school encourages its students to get involved in community work.
/- Your school has a mechanism or mechanisms – such as a school publication, students’ bulletin board, or opinion
box
– for pupils to express their opinions about school and community issues.

5 Total number of action items checked for this goal

GOAL # 2: Enhance children’s health and well-being

What your school should have or should be doing:

/ Your school maintains and regularly updates a health record of each pupil.
/ Your school holds annual weighing and health examination of your pupils.
/ Your school holds annual dental examination of your pupils.
/ Your school treats or refers pupils with health problems.
/ Your school treats pupils with decayed teeth.
/ / Your school has a feeding program for malnourished children.
/ Your school serves or sells healthy and nutritious food in your premises.
/Your school practices proper waste disposal.
/ Your school has a steady supply of clean and safe drinking water.
/ Your school has separate toilet facilities for boys and girls consisting of urinals and lavatories that are regularly
maintained and kept clean.
/ Your school has a functional clinic.

10 Total number of action items checked for this goal.

GOAL # 3: Guarantee safe and protective spaces for children

What your school should have or should be doing:

/-Your classrooms have proper ventilation and lighting and enough space for 45-50 pupils.
/- Your classroom desks and other furniture are sized to the age of the pupils. In the case of shared desks, each
pupil
has enough space to do seatwork.
/- Your classrooms’ layout and furniture allow pupils to interact and do group work.
/- Your classrooms have a bulletin board or a corner that displays helpful learning materials such as posters,
illustrations, newspaper and magazine clippings, and your pupils’ own works.
/- Your classrooms, facilities, and premises are regularly maintained and kept clean.
/- Your school has safe facilities in place to address hazard threats (e.g. fire exits, fire extinguishers, appropriate
electrical wirings).
/- Your school has identified and prepared alternative learning spaces in cases of emergencies.
/- Your school has adequate emergency/first aid kits that are readily available.
/-Your school conducts regular evacuation drills for earthquake, fire, flooding, or tsunami.
/- Your school has a library for reading and for study.
/- Your school has facilities and equipment for recreation and sports.
/- Your school has sufficient lawn space and vegetation.
/-/-Your school has duly assigned personnel in charge of securing its premises, its properties, and those of its
pupils and
teachers.
/- Your school coordinates with the barangay and local authorities to ensure the safety and protection of your
pupils.
/- Your school has a policy against discrimination with regard to gender, cultural origin, social status, religious
belief,
and others.
/-Your school has a program for children with special needs. ‰ Your teachers use non-threatening styles of
discipline.
17 Total number of action items checked for this goal.

GOAL # 4: Encourage enrollment and competition

What your school should have or should be doing:

X--Your school has a master list of all school-age children in the community, whether enrolled or not.
/- Your school regularly coordinates with the local barangay council to identify school age children who are out of
school, for the purpose of bringing them to school.
/- Your school conducts campaigns to encourage parents to enroll their children.
/- Your school has a system to regularly check on the attendance of its pupils and address problems concerning
non-
attendance.

3 Total number of action items checked for this goal.

GOAL # 5: Ensure children’s high academic achievement and success

What your school should have or should be doing:

/- Your school has a clear vision/mission statement that is prominently displayed and adequately explained to all
school personnel.
/- The principal and teachers are familiar with child-centered and child-friendly principles.
/- Your school provides each student a complete set of textbooks.
/- Teachers regularly prepare their lesson plans.
/- Your school encourages and promotes cooperative and “hands-on” learning (“learning by doing”).
/- The principal has data on the school’s past three years performance in the division, regional or national tests for
the
purpose of improving its current year performance.
/- Teachers regularly monitor and assess their pupils’ academic performance, with the view of improving their
performance.
/- The school provides students access to ADM, ALS, and/or other learning materials for their use during
emergencies.

7
Total number of action items checked for this goal.

GOAL # 6: Raise teachers’ morale and motivation

What your school should have or should be doing:

/- Teachers undergo continuing and advance professional training at least once a year.
/- Teachers are regularly trained in new and effective teaching-learning strategies.
/- Teachers have their own lounge and/or work area.
/- Teachers are given annual medical check-up.
/- The principal provides strong direction and leadership guided by a written supervisory plan.
/-The principal regularly monitors teachers’ performance and provides needed support.
/- Teachers support their co-teachers by sharing teaching techniques and experiences.
/- Your school provides annual medical examination to your teachers and other staff.

7
Total number of action items checked for this goal.

GOAL # 7: Mobilize community support for education

What your school should have or should be doing:

/- Your school has a Parent-Teacher Association (PTA) that has elected leaders, meets regularly, and has a written
plan
of action.
X- Your school coordinates with barangay institutions to identify children who are physically or sexually abused
or are
made to do hard physical labor, for the purpose of identifying their special needs.
/ Your school coordinates with the barangay and local institutions to enroll illiterate parents in literacy programs.
X Your school takes the lead in conducting literacy programs for illiterate parents.
/ Your school enlists the support of community organizations to help raise funds and resources for learning.
//-Your school invites parents to discuss with your teachers the learning experiences and progress of their children.
/- Your school consults parents in the drafting of its policies, and in the planning and implementation of school
activities.
/-Your school has organized and capacitated the School Disaster Risk Reduction and Management Committee
(SDRRMC).
/- Your school has strong partnerships with external stakeholders in order to address disaster risk reduction and the
CCA-related needs of the school (i.e. data and statistics, capacity building, resources, etc).

7 Total number of action items checked for this goal.

Rating your school for action items done

Goal # 1: Encourage children’s participation in school and community

The Goal has 5 action items. If you scored 3 points, give yourself a blue heart; if you scored 4 points, give yourself
a
purple heart; if you scored 5 points, give yourself a red heart. If you scored lower than 3 points, don’t color the
heart.
But take heart (pardon the expression), there are still six goals to assess and you might just do better with the next
ones.
(Note: If you do not have crayons or color pens or pencils, you can just mark the inside of the heart with a B for
Blue, P for Purple, or R for Red)

Color this heart!


Goal # 2: Enhance children’s health and well-being

This Goal has 11 action items. If you scored 7 points, give yourself a blue heart; if you scored 8-9 points, give
yourself
a purple heart; if you scored 10-11 points, give yourself a red heart. If you scored lower than 7 points, don’t color
the
heart, if your score is lower than desired, try again with the other goals. You have five more to go!
Color this heart!

Goal # 3: Guarantee safe, protective spaces for children

This Goal has 17 action items. If you scored 10-11 points, give yourself a blue heart; if you scored 12-14 points,
give
yourself a purple heart; if you scored 15-17 points, give yourself a red heart. If you scored lower than 10 points,
don’t
color the heart. Did you do better this time?

Color this heart!

Goal # 4: Encourage enrollment and completion

This Goal has 4 action items. If you scored 2 points, give yourself a blue heart; if you scored 3 points, give
yourself a
purple heart; if you scored 4 points, give yourself a red heart. If you scored lower than 2 points, don’t color the
heart.
We’re midway through the test. Let’s see how you score with the rest!

Color this heart!

Goal # 5: Ensure children’s high academic achievement and success

This Goal has 8 action items. If you scored 6 points, give yourself a blue heart; if you scored 7 points, give
yourself a
purple heart; if you scored 8 points, give yourself a red heart. If you scored lower than 6 points, don’t color the
heart.
Hope you’re racking up those points!

Color this heart!

Goal # 6: Raise teachers’ morale and motivation

This Goal has 8 action items. If you scored 4-5 points, give yourself a blue heart; if you scored 6-7 points, give
yourself
a purple heart; if you scored 8 points, give yourself a red heart. If you scored lower than 4 points, don’t color the
heart. Do you think you’ll be a Child-friendly School by the end of this test?

Color this heart!


Goal # 7: Mobilize community support for education

This Goal has 9 action items. If you scored 7 points, give yourself a blue heart; if you scored 8 points, give
yourself a
purple heart; if you scored 9 points, give yourself a red heart. If you scored lower than 7 points, don’t color the
heart.
That’s it! Hope you did well!

Color this heart!

Accomplishing Specific Targets

The preceding sections outlined the actions that we need to take towards establishing a Child-friendly School. However, this
is just the first step. We must also ensure that our actions are effective enough to help us realize desired outcomes for
children in the context of the Child-friendly School System.

We may also call these desired outcomes ‘targets.’ The following are the targets set for itself by the Department of
Education (DepEd). The ideal, of course, is to aim for universal coverage or 100% attainment of these targets.
• All school-age children in your community are served by the school (ages 5-11 in ES, 12-15 in JHS, 16-17 in
SHS).
• All children in your school who enrolled in Kinder six years ago finish Grade 6/ enrolled in Grade 7 three years
ago
finish Grade 10/ enrolled in Grade 11 finish Grade 12.
• All your Grade 6 pupils/Grade 10/Grade 12 students pass the division, regional, or national tests or assessments.

In addition are targets relating to the promotion of proper health and nutrition among schoolchildren and school personnel.
This follows the principle that a healthy and well nourished child is more ready for learning than a sickly one.

The additional targets are as follows:

• All schoolchildren are well nourished.


• All schoolchildren are healthy.
• All schoolchildren have good dental health.

How much of these targets has your school accomplished?


The following are the standards by which you are asked to rate your school:
Enrollment and academic achievement targets for school year (SY) _______:
1. All school-age children in your community are served by the school (ages 5-11 in ES, 12-15 in JHS, 16-17 in SHS).
(Please check)
… Less than 95% Poor 0 point … 95-96% Fair 1 point … 97-98% Good 2 points … 99-100% Outstanding 3 points
Your Score: __________point/s
2. All children in your school who enrolled in Kinder six years ago finish Grade 6/ enrolled in Grade 7 three years ago finish
Grade 10/ enrolled in Grade 11 finish Grade 12.
(Please check)
… Less than 77% Poor 0 point … 77-79% Fair 1 point … 80-90% Good 2 points … 91-100% Outstanding 3 points
Your Score: __________point/s
3. All your Grade 6 pupils/Grade 10/Grade 12 students pass the division, regional, or national tests or assessments.
(Please check)
… Less than 50% Poor 0 point … 50-74% Fair 1 point … 75-90% Good 2 points … 91-100% Outstanding 3 points
Your Score: __________point/s
Health and nutrition targets:
4. All your pupils/students are well nourished.
(Please check)
… Less than 70% Poor 0 point … 70-80% Fair 1 point … 81-90% Good 2 points … 91-100% Outstanding 3 points
Your Score: __________point/s

(Please check)
… Less than 75% Poor 0 point … 75-80% Fair 1 point … 81-90% Good 2 points … 91-100% Outstanding 3 points
Your Score: __________point/s
6. All your pupils/students have good dental health.
(Please check)
… Less than 75% Poor 0 point … 75-80% Fair 1 point … 81-90% Good 2 points … 91-100% Outstanding 3 points
Your Score: __________point/s

How our school scored


On these pages, you will tally your scores in the two assessment categories.
To rate yourself for Action Items done (pages __), assign the following points to your colored hearts:
Blue heart- one (1) point Purple heart- two (2) points Red heart - three (3) points Uncolored heart- no (0) point

Now add up those points.

Action Items/ Goals Colored Hearts Points


1. Encourage
children’sparticipation in Red 3
school and community
2. Enhance children’s health Red
and well-being. 3
3. Guarantee safe and protective Red
spaces for children. 3
4. Encourage enrollment and Purple
completion. 2
5. Ensure children’s high Purple
academic 2
6. Raise teacher’s morale and Purple
motivation. 2
7. Mobilize community support Blue
for education. 1
SCORE 16

Enter and add up your scores for Accomplishing Specific Targets here.

Progress toward specific targets points


1. All school age children in your community are
served by the school( ages 12-15 in JHS,16-17 in 1
SHS)
2. All children in your school who enrolled in
Kinder six years ago finish Grade 6/ enrolled in 3
Grade7 three years ago finish grade 10/enrolled
in Grade 11finish Grade 12
3. All your Grade 6 pupils / Grade 10/Grade12
students pass the division, regional , or national N/A
tests or assessments.
4. All your learners are well-nourished. 2
5. All your learners are healthy. 2
6. All your learners have good dental health. 2
SCORE 6

Now, tally your scores in the two categories.

Action Items/Goals 16
Progress Towards Targets 10
TOTAL SCORE 26

So is your school Child-Friendly?

If you get a total of at least 25 points but loer than 30 points , you are a CHILD_FRIENDLY SCHOOL!
If you got at least 30 points but lower than 30 points, you are an OUTSTANDING CHILD_FRIENDLY SCHOOL!
If you got 35 points or higher , you are indeed a VERY OUTSTANDING CHILD_FRIENDLY SCHOOL!

MUNTING ILOG NATIONAL HIGH SCHOOL


is a
CHILD-FRIENDLY SCHOOL
Annex 2B Child Protection Policy
Implementation Checklist
School-based Child Protection/anti-Bullying Policy Implementation Checklist
Name of School : MUNTING ILOG NATIONAL HIGH SCHOOL
Adress : Munting Ilog, Silang, Cavite
District/Division/Region: Silang/Cavite/Region IV-A CALABARZON
This checklist is designed to
monitor and evaluate the
compliance of the schools in
the implementation of DepEd
Order No.40, s.2012 and
DepEd order no.55, s.2013.
Tick the appropriate box that
corresponds to your
Instructions observation.
P-Present or In Place
A-absent or Not In Place
Findings will be based on the
presence or absence or the
requirement as stated in each
item and shall be the basis for a
plan by the school and the
Division Office.

1. The scool has a written schoo-based child protection P


and/or bullying policies.
2. There is a code of conduct incorporated in the P
school-based child protection or anti-bullying policy
for the following :
a. Students
b. School administtrators
c. Non-Teaching Personnel9guards,
maintenance,etc.)
d. Teachers
e. Visitors(parents, alumni,etc)
f. Off-campus activities such as field trip camping,
etc.
3. The code of conduct has specific provisions to P
address potential risks to students such as :
a. Disregarding abusive situation or behavior
against children.
b. Employing children as house helper or asking
students to care for teacher’s children while in
school
c. Relating with children in private or personal
mateers like student-teacher as” text mates” or
face book friends
d. Going out with the students after school such as
watching movies.
e. Using green jokes or jokes with double
meaanings in the class ; and
f. Cultural Beliefs ( marrying children because it is
acceptable based on one culture /religion,
amicable settlement on child abuse cases.
4. Promotion or information dissemination of the P
school-based child protection and/or anti-bullying
policies is done during school opening for :
a. Students
b. Teachers
c. Non-Teaching Personnel
d. Parents
5. There are witten procedures to guide in conducting P
disciplinary proceedings in cases of offenses
committed by pupils, students, or learners.
6. Th school has adopted a conflict resolution A
mechanism that respects the rights of indigenous
people, provided that they conform to child’s rights
and the Department issuances on child protection.
7. There is an established system for identifying P
students who may be suffering from significant harm
based on , emotional, or behavioral signs.
8. Has developed and implemented a school-based P
referral and monitoring system to address child abuse
and bullying case.
9. There is an existing record of all proceedings related P
to bullying and child abuse cases using the Intake
Sheets ( Annex A of D.O.40s.2012 or Appendix B of
DO 18 s.2015 ) as appropriate.
10. Records related to complex cases of child abuse and P
bullying using the Intake Sheets Sheets ( Annex A of
D.O.40s.2012 or Appendix B of DO 18 s.2015 ) as
appropriate.
11. The school has submitted its consolidated reports on P
bullying and child abuse cases to the Division Office
a week after the opening of each school year.
12. Has mapped out available resources in their P
community to possible linkages or networking for
cases needing referral.
13. Has an active coordination with WCPD,DSWD and P
other government and Non-government
Organizations (NGO)
14. Has a clear policy on the use of positive and non- P
positive discipline for children.
15. There is an organized Child Protection Committee P
(CPC) in the school.
16. There is an annual capacity building activities for the P
members of CPC :
a. Guidance Counselor/ Designated Guidance
Teacher
b. Representative of the Students
c. Representative of the Parents
d. Representative of the Barangay
e. Representative of the Teachers
17. The CPC gas meeting regularly to discuss A
appropriate interventions and/or resposes to school
problems on bullying and child abuse cases and other
concerns.
18. The school with its CPC has initiated information P
dissemination programs and organized activities for
the protection of children from abuse , exploitation,
violence , harm, and bullying.
19. There is a strong student participation in the P
promotion of child protection policy and anti-
bullying policies in the school.
20. There is afeedback mechanism in the school to A
monitor the implementation of the Child Protection
and /or Anti-Bullying policies.
Total Number of P and A multiplied the number of 17 3
items divided by 100
OVERALL SCORES 85 15
General Descriptions :
Almost all activities and necessary documents were
done. Needs improvement on other areas specifically
on IP 's and regular meetings with stakeholders and
CP Committee

Recommendations:
Almost all activities and necessary
documents were done. Needs improvement on other
areas specifically on IP 's and regular meetings with
stakeholders and CP Committee

Prepared by:
SHELLA B. JAVIER
Guidance Teacher

Received by:

CRISTINA M.AUSTRIA ,Ed.D.


Principal IV

ANNEX 2C Student‐led School  
Watching and Hazard Mapping 
 

Student-led School Watching and Hazard Mapping

(Lifted from DO. No. 23 s. 2015)

PROCEDURES

A. Organizing and Preparing the School Watching Team


• The school head shall designate a moderator to facilitate a student-led school watching and
hazard mapping activity. The moderator is preferably a DRRM-trained school personnel who
is familiar with the hazards and risks in the school or anyone who has previous/current
involvement in any DRRM activity.
• The School Watching Team (SWT) should compromise of at least 10 members. For medium
and big schools, organizing various students’ organizations and/or student leaders for a school
watching activity is preferred to maximize engagement. For very small schools (i.e. with less
than five classes), teachers could integrate school watching in their respective lessons as an
outdoor activity. For very big schools, more than one team could be organized to ensure that
all grade levels, sections, and groups are represented.
• The Supreme Student/Pupil Government (SSG/SPG) shall aid in the identification of SWT
members. The team members could be student leaders of youth clubs, academic and/or non-
academic clubs such as boy/girl scouts, Red Cross, or representatives from various grade
levels and/or sections.
• The moderator is encouraged to redesign the process, if necessary, to ensure appropriateness
to the composition of the SWT. Preferably SSG/SPG shall also participate in this activity.
• It is important that the moderator presents the guidelines in the language that the SWT is
most familiar and comfortable with.
• The moderator could prepare a timeline on the conduct of this activity to ensure that this
will not disrupt regular school activities and/or classes of SWT members.
• The moderator will prepare the route for the school watching, designate stops and provide a
School Watching Checklist (see attached) to Team members for guidance in the observation
of hazards.
• Designate a start and end point for the school watching activity.
• The moderator shall orient the SSG/SPG on school watching and hazard mapping before
convening the SWT.
B. School Watching and Hazard Mapping
• The moderator should ensure that all SWT members have a pen and notebook for note
taking during the school watch.
• The moderator shall orient the SWT on the background and purpose of this activity, and
level-off with the Team on the conduct of this activity.
• Walk through each building, classroom, office, laboratory, workshop, play area, garden, and
any open area of the school.
• At each point, give a 3-5-minute stop for the Team to observe and take down notes in every
building, classroom, office, laboratory, workshop, play area, garden, and any open area.
• Use the School Watching Checklist as a basic guide in identifying hazard factors and/or at
risk areas in the school. The Team members are encouraged to add other risk factors based on
their observation, experience, and appreciation of the condition of the school
environment/facilities. • After walking around the school premises, the moderator will
facilitate the processing of the information noted by the SWT.
• Then, materials such as cartolina, pens, crayons, coloured papers or any drawing material
will be distributed to the SWT to map and plot the identified hazards and/or risk areas in the
school. • Allow the SWT to discuss the plotted hazard areas in the map to enhance the
initially placed markings.
• Finalize the hazard map based on the SWT discussion and prepare for a presentation to the
School-Community Planning Team (SPT).

X- Broken window
X-Slippery pathway
X-Blocked corridor
X- Heavy objects mounted on top of cabinets/shelves
X - Flooded area
X- Busted plugs/light bulbs/electrical facilities
X- Exposed electrical wires
X- Protruding nails in chairs and tables
/ - Broken door knobs
X-Warning sign: slippery pathways/corridors
X- Plants mounted on the building railings
X- Flooding
X- Exposed chemicals and liquids
X- Lack/absence of storage for equipment
X- Unlabeled chemicals
/- Dripping ceiling
X- Open pit
X- Stagnant water
X- Unpruned trees/bushes/shrubs
X-Open/clogged canals
X- No ramps for elevated school
X- Swing-in doors
X-Broken/dilapidated ceiling
X-Open/incomplete perimeter fence
X- Presence of stray animals inside the school campus
/- Presence of electrical post/transformer near or within the school perimeter
X-No system of release to parents during emergencies
X- No posted emergency hotlines around the school
/- Garbage area (segregation of biodegradable and biodegradable)
X-Detached or peeled off GI sheet
X- Broken toilet bowl and/or sinks
X- Broken chairs/desks/tables
/- Blocked/no emergency exits
X- Unmounted cabinets/shelves
/- Medical kits in every classrooms
/-Bells/alarms
X-_ Condemnable building (i.e. very old structure, collapsing building and/or prominent
cracks on classroom walls)
___ Others (List as many as possible)
Annex3-Gap analysis

DIVISION SCHOOL PERFORMANCE


TARGETS
DATA NEEDED CONTRIBUTING FACTORS INHIBITING PROJECTS GROUPS THAT
YES/NO EXPLANATION FACTORS IMPLEMENTED REQUIRE
ATTENTION
Zero drop-out rate Drop-out rates over No Drop-out rates for Drop-out rates due 1.Panayam sa Disadvantaged
the previous years the last three years to : lack of interest , Barangay Students
have been greater change of residence 2.Home Visitation
than 2%. , financial 3.Parenting
difficulties, poor Seminar
study habit, 4.
influence of media,
etc.

Attain zero non- Literacy Results Yes Literacy results of Students lack of Project NEAR Students under the
reader the post-test over interest in reading PROJECT Frustration Level.
the Pre-test has DREAMS
improved through
reading
interventions

100% Promotion Promotion rate for No Records show that Literacy and Reading and All Graders
Rate the past three years promotion rate over numeracy skills Numeracy
the past three years could be factors. Interventions
do not have a single
100% rate.
Annex 4-Identifying Priority Improvement Areas

SCHOOL’S PRIORITY IMPROVEMENT AREA


RESULTS OF Teacher’s IPD

Improvement Areas Strategic Importance Urgency Magnitude Feasibility


( The number of other (The urgency or the (The number of ( the degree to which Interpretation
areas that will benefit need to improve the learners that will the improvement area
when the area as soon as benefit when the is within the school’s
improvement area is possible) improvement area is mandate and control)
addressed. addressed)
Results of Teachers’
IPD

4 4 5 4 4.25
High Priority

B. Zero drop-out rate

4 4 4 4 4
High Priority
C. Zero non-reader

4 4 5 5 4.5
Very High
Priority
D. 100% promotion rate

4 4 4 4 4
High Priority
E. Rehabilitation of
SEDP Building

4 4 5 5
G.Construction of new
Building

4 4 5 5
Annex5-Planning Woksheet

PLANNING WORK SHEET FOR ACCESS AND QUALITY

PRIORITY IMPROVEMENT AREAS GENERAL OBJECTIVES ROOT CAUSE

A. RESULTS OF TEACHER’S IPD 1.To enhance teachers’ competencies in the 1.As a result of the IPD, there is a need to
1.Assessment and Reporting implementation of K to 12 to be the best 21st enhance teacher competencies to increase
Communicate promptly and clearly the century teachers for the 21st century learners the learner’s proficiency level.
learners’needs, progress, and achievement .
to key stakeholders, including parents/
guardians
2.Learning Environment and Diversity of
Learners
Use differentiated , developmentally
appropriate learning experiences to address
learners’ gender, needs, strengths ,interest
and experiences.
3.Content Knowledge and Pedagogy
Apply knowledge of content within and
across curriculum teaching areas.

B. Zero drop-out rate To reduce drop-out rate by 2% based from Drop -out rate tends to increase due to lack
the previous years of interest , change of residence , financial
difficulties, poor study habit, influence of
media, etc.
C. Zero non-reader To attain zero non-reader The students can recognize the symbols but
there is low comprehension level due to lack
of interest in reading.
D. 100% promotion rate To promote 100% of the students Record shows that promotion rate by grade
level decreases due to some factors such as
dropping out from school and low
proficiency level.
E. Rehabilitation of SEDP Building To rehabilitate the ceiling and electrical
wiring of SEDP building.

G.Construction of new Building To construct additional buildings for Lack of classrooms.


classrooms and laboratories in both Junior Ancillary services are used as classrooms
and Senior High School respectively. Over crowding of learners especially Grade-7
and Grade-8.
No laboratory and ancillary services for senior
high school.
Annex 9-Project WorkPlan and Budget Matrix

ANALYSIS OF THE SCHOOL IMPROVEMENT AREA


PROJECT WORKPLAN AND BUDGET MATRIX
Project Title : Oplan Silip-Aralan
Problem Statement : Based from the classroom observations and after studying the needs-assessment results , some teachers need to observe classes
from colleagues who show expertise on some areas.
Project Objective Statement : To develop among teachers coaching and mentoring through classroom visitations.
Root Cause : Based from the classroom observations and after studying the needs-assessment results , some teachers need to observe classes from
colleagues who shows expertise on some areas.
Activity Output Date of Person Responsible Budget Budget Source
Implementation
1.Classroom Visitation Teachers’ enhance June 3, 2019 – Model Teacher N/A N/A
teaching March 31, 2020 Teacher who needs
competencies
- Applied
knowledge
on how to
deliver
lessons

2.Monitoring of Classes Teachers’ June 3, 2019- March School Head N/A N/A
2020 Master Teachers
Haed Teachers
ANALYSIS OF THE SCHOOL IMPROVEMENT AREA
PROJECT WORKPLAN AND BUDGET MATRIX
Project Title : PROJECT NEAR

Problem Statement : Reading comprehension plays a vital part in increasing the proficiency level of the students.

Project Objective Statement :

Root Cause : There arestill students who belong to the Frustration Level in all Grade level using the Pre-test as the basis.

Activity Output Date of Person Responsible Budget Budget Source


Implementation
1.Pre-Assessment Results of Pre- First week of June Language Teachers 5,000.00 MOOE
assessment
2.Reading Intervention 1.List of students
undergoing
intervention June 2019 Language Teachers
2. Intervention February 2020 N/A N/A
materials
3.Students profile

3.Post-Assessment 1. Post-Reading Last week of February Language Teachers N/A N/A


Results
2.Updated Reading
Profile of the Students.
ANALYSIS OF THE SCHOOL IMPROVEMENT AREA
PROJECT WORKPLAN AND BUDGET MATRIX
Project Title : PANAYAM SA BARANGAY / HOME VISITATION

Problem Statement: Some parents do not attend meetings conducted in school.

Project Objective Statement : To reach parents and other local officials in the barangay to address the needs of the students and to help them cope in their
schooling.

Root Cause : There arestill students who belong to the Frustration Level in all Grade level using the Pre-test as the basis.

Activity Output Date of Person Responsible Budget Budget Source


Implementation
1.Visiting different Met parents/guardians As sheduled School Head 2,000.00 MOOE
barangays after class hours Guidance Counselor
Advisers
Teachers
2.Presentations of Review of the school As sheduled Guidance Counselor
Problems encountered by rules.
the teachers in school Discussion of the
problem N/A N/A
3.Arriving at an agreement Agreement As sheduled Adviser/Teacher N/A N/A
to help the learners.
4. Making follow-ups. Assessment Week after the Adviser N/A N/A
panayam
ANALYSIS OF THE SCHOOL IMPROVEMENT AREA
PROJECT WORKPLAN AND BUDGET MATRIX
PROJECT TITLE: PROJECT DREAMS
PROBLEM STATEMENT: Addressing the alarming low level of comprehension among JHS and SHS learners
PROJECT OBJECTIVE/S: To Increase the comprehension level of JHS and SHS learners through the integration of reading across the content
areas
To empower content area teachers with reading strategies that they could employ inside the classroom
To increase the performance level of students in the National Achievement Test (NAT) in English, Math, & Science
ROOT CAUSE: Low interest in reading and poor inferential skill among learners in the secondary level

Activity Output Date of Person Budget Budget Source


Implementation Responsible
Conduct of Reading Diagnostic Test September 14, 2018 Proponents (Ms. N/A N/A
Ability diagnostic Result Marites Aguilar &
test among Grade 7 Mr. Noel Anciado)
students for the test tool
preparation

Grade 7 English
teachers (Ms.
Maritess Navarro &
Ms. Hayley
Gaylan) for the test
implementation
Conduct of Teacher DLL/DLP that October 1-2, 8-10, Proponents (Ms. N/A N/A
Training on reflects the 2018 Marites Aguilar &
Reading Strategies integration of Mr. Noel Anciado)
reading in the as speakers/trainers
teachers’ respective
subject areas Grade 7 teachers
( English, Filipino, for the lesson
Math, Science, implementation
MAPEH, TLE, &
Araling
Panlipunan)
Republic of the Philippines
Department of Education
Division of Cavite
Trece Martirez City
Munting Ilog National High School
Munting Ilog, Silang, Cavite
Project Work Plan and Budget Matrix
Project Title: 555/LOA

Objective: To provide an intervention program for Grade 10 and Grade 12 students to achieve the standard MPS of 75% in NAT results of five
academic areas such as English, Science, Mathematics, Filipino and Araling Panlipunan

Problem Statement: Although Grade 10 and Grade 12 students performed better than those in other schools, they have not yet achieved an
MPS of 75% in NAT

Root Cause: Mastery of some competencies have poorly achieved by Grade 10 and Grade 12 students

DATE OF PERSON BUDGET


ACTIVITY OUTPUT BUDGET
IMPLEMENTATION RESPONSIBLE SOURCE
Capacity building Attendance June 2019 Trainors Php 1,500 MOOE
seminar workshop Seminar – Workshop Teachers of the five
for teachers who Evaluation academic areas
handle English,
Science,
Mathematics,
Filipino and Araling
Panlipunan
Conduct diagnostic Test scores June 2019 for Grade 10 Teachers Php 1,250 MOOE
test Every quarter/semester
SY 2019 - 2020 for
Grade 12
Conduct quarterly Test Scores Every quarter SY 2019 Teachers Php 1,250 MOOE
exam - 2020
Identify the least LOA results Every quarter of SY Grade 10 and Grade N/A
mastered 2019 – 2020 12 of the five
competencies academic areas
Consolidation of LOA results Every end of the quarter Teachers Php 500 MOOE
LOA in 5 learning SY 2019 - 2020 LOA Coordinator
areas
Close monitoring of COT Year round Teachers Php 500 MOOE
teachers’ Observation Notes Head Teachers
performance Principal
Republic of the Philippines
Department of Education
REGION IV-A CALABARZON
Division of Cavite
MUNTING ILOG NATIONAL HIGH SCHOOL
Munting Ilog, Silang Cavite

Project Title: School Based Feeding Program


Problem Statement:Some students are underweight and absent from their classes due to illnesses.
Project Objective: Enhance the nutritional status of identified wasted/malnourished students & increase academic performance by providing nutritious food .
Root Cause: Some Absenteeism and poor academic performance.

Activity Output Date of Person Budget Budget Source


Implementation Responsible
1. Getting of body Determined January 2019 School Head N/A N/A
mass index(all wasted/ severely MAPEH teachers
levels) wasted students.
2.Free Provided January 2019 Clinic teacher Ph 12,500.00 Canteen
lunch/snacks nutritious food MAPEH teachers
Canteen personnel
List of students:
1. Amular, Hance
2. Balbuena, Mark Aljhon
3. Bayacal, Jillian
4. Bayona, Jeruz
5. Cabonilas, John Mark
6. Cervantes, Nathaniel
7. Crispo, Xyllah
8. De Vera, Dave Allen
9. Domdom Justine
10. Estifanio, Jerome
11. Inofinada, Faith
12. Malate, Renier
13. Moreno, Leonardo
14. Nidea, Jayson
15. Oriel, Philip
16. Paloma, Jhon
17. Pilit, LIan
18. Reyes, Khents Steven
19. Sabilao,Renz
20. Sagayan, Maxine
21. Santiago, John Paul
22. Santiago, Rafael
23. Sarmiento, Jerome
24. Solayo, Mariano
25. Umandap, Lester
Republic of the Philippines
Department of Education
Division of Cavite
Trece Martirez City
Munting Ilog National High School
Munting Ilog, Silang, Cavite
Project Work Plan and Budget Matrix

Project Title: Gulayan sa Paaralan Project


Problem Objective: To produce crops that will be used in school based feeding program.
To sustain the needs of learners that will support their nutritional status.
Problem Statement: Malnutrition and lack of food greatly affect the academic performances of the students
Root Cause: Lack of interest, Child Labor, Unemployment of Parents

ACTIVITY OUTPUT DATE OF RESPONSIBLE BUDGET BUDGET SOURCE


IMPLEMENTATION PERSON
100% of the school School Head
HEALTH AND population informed in Head Teachers
NUTRITION health and nutrition June 3 - Health and Clinic Teacher
CAMPAIGN benefits in eating March 31, 2019 Canteen Teacher
vegetables through: Subject Teacher
 Poster Advisers Canteen
 Signage Students School Fund
 Leaflets Parents Stakeholder
 Commercial P 10,000.00

 Plant and harvest Year Round Agriculture Teachers


crops that will help Parents and other
Gulay sa Garden to sustain the stakeholder
school based Local Government Unit
feeding program. Non-Government
 School garden that Organization
will serve as their
learning avenue
that will boost
interest in planting
and eating
vegetable crops.
Republic of the Philippines
Department of Education
REGION IV-A CALABARZON
Division of Cavite
MUNTING ILOG NATIONAL HIGH SCHOOL
Munting Ilog, Silang Cavite
Project Title : School to School Partnership Partner School: General Vito Belarmino NHS
Problem Objective : To be able to show to partner school best practices for Technical assistance provision.
Problem Statement : Schools have their own and strengths and weaknesses. As part of unified goal of providing quality education for all,
the leader school and the partner school must work hand in hand for the betterment of the learners.
Root Cause: The partner school has to identify one area which needs a collaboration with the leader school,the leader school has to provide
interventions. Both schools have to work hand in hand for a year.
Activity Output Date of Person Budget Budget Source
Implementation Responsible
1.Meeting with the Attendance June 2019 School Heads From the partner From the partner
partner school Minutes of the Team Leaders school school
meeting ( of partner
schools)
2.Creating a SSP July 2019 Team Leaders From the partner From the partner
workplan Work Plan Project Members school school
( of partner
schools)
3.Working the Possible Team Leaders From the partner From the partner
process with Interventions Quarter 1- Quarter Project Member school school
possible solutions 2 ( of partner
with other schools)
stakeholders from
partner school
4. Assessing and Assessment and At the end of the School Heads From the partner From the partner
evaluating the evaluation results first semester Team Leaders school school
process (October 2019) Project Memebers
5.Continuous Monitoring Tool February-March School Heads From the partner From the partner
monitoring to Results of the 2020 Team Leaders school school
know the success Project Project Members
of the project
Annex 10 Annual Implemenattion Plan

ANNUAL IMPLEMENTATION PLAN


SY 2019-2020

SCHOOL PROJECT OUTPUT FOR ACTIVITIES PERSON(S) SCHEDUL BUDGET BUDGET


IMPROVEMENT TITLE OBJECTIVE THE YEAR RESPONSIBL E/ PER SOURCE
E VENUE ACTIVIT
Y
sI. HI-TEACH 1.To enhance 1.Supervisory Classroom School head As
supervisory Reports by learning Observation Head Teachers scheduled/
skills and area Master School 15,000.00 MOOE
competence o 2. Classroom Teachers
school heads, Observation Tool
department
heads and
master teachers.
2.To enhance 2.Competent School head Year round
the competency teachers in terms of Needs Head Teachers
level of 64 content , pedagogy Assessment Master As schedule
teachers in and assessment Results Teachers 25,000.00 MOOE
terms of content through demo- Oplan Silip
, pedagogy and teaching. Aralan
assessment at Demo-Teaching
least 5-10%
annually.
3.To strengthen 3.Technical Technical School head Year round
the curriculum assistance record assistance Head Teachers
support system provision Master As needed
in delivering SLAC Teachers 15,000.00 MOOE
relevant FGD
technical Coaching
assistance, Mentoring
monitoring and
evaluation.

II. POWER IT UP 1.To provide a Failed students Conduct of Selected Year round/
venue for lessen Intervention, teachers and School 15,000.00 MOOE
students to Enhancement learners
remediate and
enhance, Reinforcement
strengthen, Activities.
2.Improve the 1.Enhanced KSA of Selected Year round/
academic learners in various Characterization teachers/ School
performance of field of choice. of baseline data coaches and
learners through (Mastered to learners 15,000.00 MOOE
intervention Least Mastered
activities by Learning
learning areas. Competencies)
Implementation
of Power it Up
Program across
all learning
areas
3.Provide career 3. Career Guidance/ Orientation to Key Orientation
guidance & Youth Project Power It Implementers – June
youth Development Up and
development Activities Continuous Selected Follow up – 15,000.00 MOOE
activities. follow up teachers and Year round/
through the learners School
guidance and
counselling Guidance
office. Counselors/
Class Advisers
4.To strengthen 5. Winners of the Coaching and Selected Year round/ 15,000.00 MOOE
the School’s different Mentoring teachers and School
delegation to competitions learners
different
curricular and
co-curricular
competitions.
III. SPARK 1.T o increase 1. Results of Reading Head Teacher 10,000.00 MOOE
the Reading Program Assessment Master June
performance a.Pre-Test Teacher July-January
level of the b.Reading Teachers
learners at least Interventions Learners February
75% proficiency c. Post-test
level through
reading
intervention,
reinforcement
activities in all
learning areas
IV. I - LIKHA 1. To provide Developed/Localiz Inventory of Subject Year round /
teachers and ed Instructional Contextualized Teacher/ School 25,000.00 MOOE
learners with Materials materials Key Teachers/
sufficient set of available and Master
learning being utilized in Teachers
materials. the school per
subject area.

2.To Dll Lesson School head


incorporate Integration Head Teachers
culturally Master
relevant Teachers N/A
teaching skills
that are
important to be
a globally
competitive
learner.
3.To Contextualized dll Lesson School head Year round
contextualize Lesson exemplars Integration Head Teachers
learning Master N/A
materials in all Teachers
learning areas
based on needs
initiated by
teachers and
other learning
leaders.
5.To quip FGD / SLAC on Coducting School head
teachers with contextualization SLAC/FGD Head Teachers May/Octobe
necessary skills Document Master r 15,000.00 MOOE
in teaching 21st Teachers 2019
Century learners
through
contextualizatio
n.
V.AGAP 1.T o capacitate SLAC and/or FGD Coducting School head May/
teachers on the SLAC/FGD Head Teachers October
preparations, Master 2019
utilization and Teachers 15,000.00 MOOE
analysis of
assessment
tools/ results.
2.To tract Item Analysis per Conducting School head Quarterly
students’ quarters Interventions Head Teachers
progress in Master
terms of Teachers N/A
learning
competencies
level.
3.To g ather LOA per quarter Gathering, School head Quarterly
data which will Interpreting Head Teachers
serve basis of LOA results for Master
intervention intervention Teachers N/A
plans, provision
adjustment plan
and researches
and policy
formulations.
VI. SALIK - SURI 1. To provide a In-service School head May/
model on how Head Teachers October
educators can Master 2019
use the best Teachers
available proofs N/A
to take
evidence-based
approaches and
researches in
their teaching-
learning
practices.
2.To develop Action Research Developing School head Year round
action action research Head Teachers
researches Master 10,000.00 MOOE
which will Teachers
guide teachers
to address
various issues
inside the
school.
3. To conduct Action Research Coducting School head October
research Colloquia action research Head Teachers 10,000.00 MOOE
colloquia as colloquia Master
venue of the Teachers
teachers’
research
initiatives.
4. To present Action research Presenting School head As
action research presented action research Head Teachers scheduled
in school, in school, Master 75,000.00 MOOE
division , division Teachers
regional, regional,
national or national or
international international
plenary. plenary
VII. PROJECT KALINGA To provide More SARDOs Feeding Guidance Year round 60,000.00 Canteen Funds
wprograms saved/ stayed in Program Counselor LGU
catering the school. Home Advisers
welfare of Visitation teachers
students in need. Panayam sa
barangay
To provide Students qualified 4Ps LGU Year round LGU
special in the programs I-Care
programs for
students in need
OTHERS
I.SCHOOL LEADERSHIP 1.To re class Reclassed and N/A
and promote Promoted Teachers
qualified
teachers
ISO seminars and
2.To conduct trainings conducted 500,000.0 MOOE
ISO seminars 0
and trainings for
ISO
Certification
- with
consultant and
certifying body

3.To provide Supplies Provideds Provision of School Head Year round 250,000.0 MOOE
teachers and supplies Purchasing (As 0
school with Officer schedule )
office supplies Accounting
and other
needed report
materials .
Enhanced Teachers SLAC, FGD,In- School Head
3.To provide service,Seminar Master May 2019 30,,000.00 MOOE
teachers the Upgraded IPD of s, Trainings Teachers October
necessary Teachers Head Teachers 2019
trainings,progra Teachers As needed
m for the
enhancement of
competencies
based from the
IPD results

II.PHYSICAL 1.To maintain Repainted / BRIGADA School Head April 2019 300,000.0 MOOE
IMPROVEMENT school facilities repaired ESKWELA Teachers May 2020 0 LGU
conducive to classrooms and PLUS Parents NGO
learning. other ancillary Students Private
services. LGUs Sectors/Individua
NGOs ls
Private Sectors Parents
Private Other
Individuals Stakeholders
Stakeholders
LGU
2.To improve April-June LGU
the Improved drainage. Drainage 2019 No
canls/waterways improvement School Head amount
of the school for Physical yet
good drainage. facilities MOOE
3. To improve Coordinator
the concreting Provincial 25,000.00
of Maliksi Concreted of the Engineer October
façade building façade of Maliksi Pathways School Head 2019
building improvement Provincial
Government
Repaired ceilings No
4. To follow-up and electrical Classroom amount
request to the wirings of SEDP Rehabilitation yet
repair of building’s (SEDP
classrooms and BUILDING)
ancillary
services
which need
rehabilitation.

I. HEALTH 1.To provide an Clinic materials Purchasing of School Head June 2019 30,000.00 Canteen Fund
SERVICES improved clinic and equipment clinic materials Clinic MOOE
services and equipments Teachers LGU

II. OTHER 1.To replace Functional CCTV Replacement of Accounting October 30,000.00 MOOE
ANCILLARY unserviceable unserviceable Officer 2019
SERVICES CCTV units CCTV Units
III. EXTRA- 1.To enhance Enhanced viewing Suring School Head As N/A N/A
CURRICULA students’ and stage play Tanghalan Teachers scheduled
R competencies skills Suring Pelikula Students PTA
ACTIVITIES through viewing Officers
and stage play.

2.To provide the Developed social


students develop skills and enhanced School Head
their social proper decorum. J S Prom Teachers N/A N/A
skills and Students PTA February
enhance proper Officers 2020
decorum.
IV. ALTERNATI To provide Open High School Open High School Head June 2019-
VE alternative finishers/ School Teachers March 2020 296,000.0 LGU
DELIVERY delivery mode completers Progrmam 0
MODE through distance
/modular
learning.

ANNUAL IMPLEMENTATION PLAN


SY 2020-2021

SCHOOL PROJECT OUTPUT FOR ACTIVITIES PERSON(S) SCHEDUL BUDGET BUDGET


IMPROVEMENT TITLE OBJECTIVE THE YEAR RESPONSIBL E/ PER SOURCE
E VENUE ACTIVIT
Y
I. HI-TEACH 1.To enhance 1.Supervisory Classroom School head As
supervisory Reports by learning Observation Head Teachers scheduled/
skills and area Master School 15,000.00 MOOE
competence o 2. Classroom Teachers
school heads, Observation Tool
department
heads and
master teachers.
2.To enhance 2.Competent School head Year round
the competency teachers in terms of Needs Head Teachers
level of 64 content , pedagogy Assessment Master As schedule
teachers in and assessment Results Teachers 25,000.00 MOOE
terms of through demo- Oplan Silip
content , teaching. Aralan
pedagogy and Demo-
assessment at Teaching
least 5-10%
annually.
3.To strengthen 3.Technical Technical School head Year round
the curriculum assistance record assistance Head Teachers
support system provision Master As needed
in delivering SLAC Teachers 15,000.00 MOOE
relevant FGD
technical Coaching
assistance, Mentoring
monitoring and
evaluation.

II. POWER IT UP 1.To provide a Failed students Conduct of Selected Year round/
venue for lessen Intervention, teachers and School 15,000.00 MOOE
students to Enhancement learners
remediate and
enhance, Reinforcement
strengthen, Activities.
2.Improve the 1.Enhanced KSA of Selected Year round/
academic learners in various Characterizatio teachers/ School
performance of field of choice. n of baseline coaches and
learners through data (Mastered learners 15,000.00 MOOE
intervention to Least
activities by Mastered
learning areas. Learning
Competencies)
Implementatio
n of Power it
Up Program
across all
learning areas
3.Provide career 3. Career Guidance/ Orientation to Key Orientation
guidance & Youth Project Power Implementers – June
youth Development It Up and
development Activities Continuous Selected Follow up – 15,000.00 MOOE
activities. follow up teachers and Year round/
through the learners School
guidance and
counselling Guidance
office. Counselors/
Class Advisers
4.To strengthen 5. Winners of the Coaching and Selected Year round/ 15,000.00 MOOE
the School’s different Mentoring teachers and School
delegation to competitions learners
different
curricular and
co-curricular
competitions.
III. SPARK 1.T o increase 1. Results of Reading Head Teacher 10,000.00 MOOE
the Reading Program Assessment Master Teacher June 2020
performance a.Pre-Test Teachers July-January
level of the b.Reading Learners 2021
learners at least Interventions
75% proficiency c. Post-test February
level through 2021
reading
intervention,
reinforcement
activities in all
learning areas
IV. I - LIKHA 1. To provide Developed/Localize Inventory of Subject Year round /
teachers and d Instructional Contextualized Teacher/ School 25,000.00 MOOE
learners with Materials materials Key Teachers/
sufficient set of available and Master
learning being utilized Teachers
materials. in the school
per subject
area.

2.To Dll Lesson School head


incorporate Integration Head Teachers
culturally Master
relevant Teachers N/A
teaching skills N/A
that are
important to be
a globally
competitive
learner.
3.To Contextualized dll Lesson School head Year round
contextualize Lesson exemplars Integration Head Teachers
learning Master N/A
materials in all Teachers
learning areas
based on needs
initiated by
teachers and
other learning
leaders.
5.To quip FGD / SLAC on Coducting School head
teachers with contextualization SLAC/FGD Head Teachers May/Octobe
necessary skills Document Master r 15,000.00 MOOE
in teaching 21st Teachers 2020
Century learners
through
contextualizatio
n.
V.AGAP 1.T o capacitate SLAC and/or FGD Coducting School head May/
teachers on the SLAC/FGD Head Teachers October
preparations, Master 2020
utilization and Teachers 10,000.00 MOOE
analysis of
assessment
tools/ results.
2.To tract Item Analysis per Conducting School head Quarterly
students’ quarters Interventions Head Teachers
progress in Master
terms of Teachers N/A
learning N/A
competencies
level.
3.To g ather LOA per quarter Gathering, School head Quarterly
data which will Interpreting Head Teachers
serve basis of LOA results Master
intervention for intervention Teachers N/A N/A
plans, provision
adjustment plan
and researches
and policy
formulations.
VI. SALIK - SURI 1. To provide a In-service School head May/
model on how Head Teachers October
educators can Master 2020
use the best Teachers
available proofs N/A N/A
to take
evidence-based
approaches and
researches in
their teaching-
learning
practices.
2.To develop Action Research Developing School head Year round
action action research Head Teachers
researches Master 10,000.00 MOOE
which will guide Teachers
teachers to
address various
issues inside the
school.
3. To conduct Action Research Coducting School head October
research Colloquia action research Head Teachers 2020 10,000.00 MOOE
colloquia as colloquia Master
venue of the Teachers
teachers’
research
initiatives.
4. To present Action research Presenting School head As
action research presented action research Head Teachers scheduled
in school, in school, Master 75,000.00 MOOE
division , division Teachers
regional, regional,
national or national or
international international
plenary. plenary
VII. PROJECT KALINGA To provide More SARDOs Feeding Guidance Year round 50,000.00 MOOE
wprograms saved/ stayed in Program Counselor LGU
catering the school. Home Advisers CANTEEN
welfare of Visitation teachers FUNDS
students in need. Panayam sa
barangay
To provide Students qualified 4Ps LGU Year round Amount LGU
special in the programs I-Care not
programs for specified
students in need
OTHERS

I.SCHOOL LEADERSHIP 1.To re class Reclassed and Reclassificatio School Head As N/A N/A
and promote Promoted Teachers n and Teachers scheduled
qualified promotion
teachers

2.To provide Supplies Provided School Head 250,000.0 MOOE


teachers with Supply Supply Officer Yearround( 0
office supplies Provisions Accounting as schedule )
and other Teachers
needed report
materials .
School Head
Enhanced Teachers Master Teacher
3.To provide SLAC, FGD Head Teacgers May 2020 30,000.00 MOOE
teachers the Upgraded IPD Trainings, Teachers October
necessary results Seminars 2020
trainings,progra As needed
m for the
enhancement of
competencies
based from the
IPD results

II.PHYSICAL 1.To maintain Repainted / BRIGADA School Head April 2020 MOOE
IMPROVEMENT school facilities repaired ESKWELA Teachers May 2021 LGU
conducive to classrooms and PLUS Parents NGO
learning. other ancillary Students Private
services. LGUs Sectors/Individua
NGOs ls
Private Sectors Parents
Private Other
Individuals Stakeholders
Stakeholders

III. HEALTH SERVICES 1.To provide an Purchase of clinic Purchasing of School Head June 2020 10,000.00
improved clinic materials and clinic materials Clinic Canteen Fund
services equipment and Teachers
equipments Purchasing
Officer

IV.OTHER ANCILLARY 1.To provide CCTV for Agri site Installation of School Head
SERVICES CCTV CCTC in Agri Purchasing 20,000.00 MOOE
installation in Site Officer
Agri Site
V.EXTRA CURRICULAR 1.To enhance Enhanced viewing Suring School Head As N/A N/A
ACTIVITIES students’ and stage play Tanghalan Teachers scheduled
competencies skills Suring Students PTA
through Pelikula Officers
viewing and
stage play.
School Head
2. To engage The students will Teachers September
students in have a deep Students PTA 2020 N/A N/A
learning appreciation on AGHAM Officers
science Science. LAKBAY-
through The students will ARAL
witnessing and have a deeper
experiencing understanding on
the application Science concepts.
of science
Encourage to
raise
awareness on
the value of
Science and
realize great
things it has
V. ALTERNATI To provide Open High School Open High School Head June 2020
VE alternative finishers/ School Teachers March 2021 296,000.0 LGU
DELIVERY delivery mode completers Progrmam 0
MODE through distance
/modular
learning.

ANNUAL IMPLEMENTATION PLAN


SY 2021-2022

SCHOOL PROJECT OUTPUT FOR ACTIVITIES PERSON(S) SCHEDUL BUDGET BUDGET


IMPROVEMENT TITLE OBJECTIVE THE YEAR RESPONSIBL E/ PER SOURCE
E VENUE ACTIVIT
Y
I. HI-TEACH 1.To enhance 1.Supervisory Classroom School head As
supervisory Reports by learning Observation Head Teachers scheduled/
skills and area Master School 15,000.00 MOOE
competence o 2. Classroom Teachers
school heads, Observation Tool
department
heads and
master teachers.
2.To enhance 2.Competent School head Year round
the competency teachers in terms of Needs Head Teachers
level of 64 content , pedagogy Assessment Master As schedule
teachers in and assessment Results Teachers 25,000.00 MOOE
terms of through demo- Oplan Silip
content , teaching. Aralan
pedagogy and Demo-
assessment at Teaching
least 5-10%
annually.
3.To strengthen 3.Technical Technical School head Year round
the curriculum assistance record assistance Head Teachers
support system provision Master As needed
in delivering SLAC Teachers 15,000.00 MOOE
relevant FGD
technical Coaching
assistance, Mentoring
monitoring and
evaluation.

II. POWER IT UP 1.To provide a Failed students Conduct of Selected Year round/
venue for lessen Intervention, teachers and School 15,000.00 MOOE
students to Enhancement learners
remediate and
enhance, Reinforcement
strengthen, Activities.
2.Improve the 1.Enhanced KSA of Selected Year round/
academic learners in various Characterizatio teachers/ School
performance of field of choice. n of baseline coaches and
learners through data (Mastered learners 15,000.00 MOOE
intervention to Least
activities by Mastered
learning areas. Learning
Competencies)
Implementatio
n of Power it
Up Program
across all
learning areas
3.Provide career 3. Career Guidance/ Orientation to Key Orientation
guidance & Youth Project Power Implementers – June
youth Development It Up and
development Activities Continuous Selected Follow up – 15,000.00 MOOE
activities. follow up teachers and Year round/
through the learners School
guidance and
counselling Guidance
office. Counselors/
Class Advisers
4.To strengthen 5. Winners of the Coaching and Selected Year round/ 15,000.00 MOOE
the School’s different Mentoring teachers and School
delegation to competitions learners
different
curricular and
co-curricular
competitions.
III. SPARK 1.T o increase 1. Results of Reading Head Teacher 10,000.00 MOOE
the Reading Program Assessment Master Teacher June
performance a.Pre-Test Teachers July-January
level of the b.Reading Learners
learners at least Interventions February
75% proficiency c. Post-test
level through
reading
intervention,
reinforcement
activities in all
learning areas
IV. I - LIKHA 1. To provide Developed/Localize Inventory of Subject Year round /
teachers and d Instructional Contextualized Teacher/ School 25,000.00 MOOE
learners with Materials materials Key Teachers/
sufficient set of available and Master
learning being utilized Teachers
materials. in the school
per subject
area.

2.To Dll Lesson School head


incorporate Integration Head Teachers
culturally Master
relevant Teachers N/A N/A
teaching skills
that are
important to be
a globally
competitive
learner.
3.To Contextualized dll Lesson School head Year round
contextualize Lesson exemplars Integration Head Teachers
learning Master N/A N/A
materials in all Teachers
learning areas
based on needs
initiated by
teachers and
other learning
leaders.
5.To quip FGD / SLAC on Coducting School head
teachers with contextualization SLAC/FGD Head Teachers May/Octobe
necessary skills Document Master r 30,000.00 MOOE
in teaching 21st Teachers
Century learners
through
contextualizatio
n.
V.AGAP 1.T o capacitate SLAC and/or FGD Coducting School head May/
teachers on the SLAC/FGD Head Teachers October
preparations, Master
utilization and Teachers 10,000.00 MOOE
analysis of
assessment
tools/ results.
2.To tract Item Analysis per Conducting School head Quarterly
students’ quarters Interventions Head Teachers
progress in Master
terms of Teachers N/A N/A
learning
competencies
level.
3.To g ather LOA per quarter Gathering, School head Quarterly
data which will Interpreting Head Teachers
serve basis of LOA results Master
intervention for intervention Teachers N/A N/A
plans, provision
adjustment plan
and researches
and policy
formulations.
VI. SALIK - SURI 1. To provide a In-service School head May/
model on how Head Teachers October
educators can Master
use the best Teachers
available proofs N/A N/A
to take
evidence-based
approaches and
researches in
their teaching-
learning
practices.
2.To develop Action Research Developing School head Year round
action action research Head Teachers
researches Master 10,000.00 MOOE
which will guide Teachers
teachers to
address various
issues inside the
school.
3. To conduct Action Research Coducting School head October
research Colloquia action research Head Teachers 10,000.00 MOOE
colloquia as colloquia Master
venue of the Teachers
teachers’
research
initiatives.
4. To present Action research Presenting School head As
action research presented action research Head Teachers scheduled
in school, in school, Master 75,000.00 MOOE
division , division Teachers
regional, regional,
national or national or
international international
plenary. plenary
VII. PROJECT KALINGA To provide More SARDOs Feeding Guidance Year round 60,000.00 MOOE
wprograms saved/ stayed in Program Counselor LGU
catering the school. Home Advisers CANTEEN
welfare of Visitation teachers FUNDS
students in need. Panayam sa
barangay
To provide Students qualified 4Ps LGU Year round Amount LGU
special in the programs I-Care not
programs for specified
students in need

OTHERS
I.SCHOOL LEADERSHIP 1.To re class Reclassed and Reclassificatio School Head As N/A N/A
and promote Promoted Teachers n and Teachers scheduled
qualified promotion
teachers

2.To provide Supplies Provided School Head 250,000.0 N/A


teachers with Supply Supply Officer Yearround( 0
office supplies Provisions Accounting as schedule )
and other Teachers
needed report
materials .
School Head
3.To provide Enhanced Teachers Master Teacher
teachers the SLAC, FGD Head Teacgers May 2021 20,000.00 MOOE
necessary Upgraded IPD Trainings, Teachers October
trainings,progra results Seminars 2021
m for the As needed
enhancement of
competencies
based from the
IPD results

II.PHYSICAL 1.To maintain Repainted / BRIGADA School Head April 2021 300,000.0 MOOE
IMPROVEMENT school facilities repaired ESKWELA Teachers May 2022 0 LGU
conducive to classrooms and PLUS Parents NGO
learning. other ancillary Students Private
services. LGUs Sectors/Individua
NGOs ls
Private Sector Parents
Other
Stakeholders

III. HEALTH SERVICES 1.To provide an Purchase of clinic Purchasing of School Head June 2022 Canteen Fund
improved clinic materials and clinic materials Clinic MOOE
services equipment and Teachers LGU
equipments

VI. EXTRA- 1.To enhance Enhanced viewing Suring School Head As N/A N/A
CURRICULA students’ and stage play skills Tanghalan Teachers scheduled
R competencies Suring Pelikula Students PTA
ACTIVITIES through viewing Officers
and stage play.

2. Provide Students were able Educational School Head N/A N/A


students an to apply skills, Field Tripsss Teachers September
opportunity to values and general Students 2021
collaborate with knowledge in new PTA Officers
colleagues and settings.
integrate new
perspectives
with informal
environments to
enhance
learning
initiatives.
VII. ALTERNATI To provide Open High School Open High School Head June 2021
VE alternative finishers/ School Teachers March 2022 296,000.0 LGU
DELIVERY delivery mode completers Progrmam 0
MODE through distance
/modular
learning.

Annex 12A-SRC Basic

Name of School : Munting Ilog National High School


Address : Munting Ilog , Silang , Cavite School ID:301205
School Head : DR. Cristina M. Austria
Contact Number:09062329273
Email Address : [email protected]
Pictures of School Activities

THE SCHOOL REPORT CARD

2000 1. Enrolment by Gender


Enrolment (by Gender) 1475 1520
1500 1230
1000
580 725 725 650 750 795
500
0
Male Female Total

SY 2016-2017 SY 2017-2108 SY 2018-2019


The graph shows that there is an increase in enrollment both for male and female

for the past three years except for school years 2017-2018, 2018-2019 wherein there was the

same number of male learners.

Health and Nutritional Status


2. Health and Nutritional Status
97
Wasted 38
59

22
Severely Wasted 6
16

0 20 40 60 80 100 120

Male Female Total


The graph indicates that majority of wasted and severely wasted are male

learners compared to female learners.

Learner’s Material

Subject: Subject: Subject: Araling


Subject: English Subject: Science
Filipino Mathematics Panlipunan
LEVEL

Ratio Ratio Ratio Ratio Ratio


Grade 7 2:1 3:1 2:1 5:1
Grade 8
4:1 4:1 4:1 4:1
Grade 9
3:1 1:1 1:1 1:1 3:1
Grade 10
2:1 2:1 2:1 2:1

The table shows that most of the learners’ books do not have a ratio of 1 book to

1 learner . There are still learning areas which do not have books yet.

Teacher’s Professional Development


120

100 100
100
4. Teacher’s Professional Development
80
67 67
60 57 57 57 57

40
22.39
20 15

0
SY 2016-2017 SY 2017-2108 SY 2018-2019 % of Teachers
Trained
Pedagocial Approaches
Results-BASED Performance Management (RPMS)
IM's/Test Construction/Code of Ethics
5. Funding Sources

Source of Funding
105,310.0
0
626,000.0
0

406,586.50 2,113,000.0
0

605,000.00

School MOOE (JHS) School MOOE (SHS) Canteen Funds


LGU Donation

The graph shows that MOOE provides a big share of the school’s source of

funding, both for Junior and Senior High School. However, the former has still a greater share. LGU and canteen
on the other hand, are likewise another sources of school fund for school operations.
6. School Awards and Recognition

Category of Award-giving Body (Please identify)


Title Year
Awardees District Division Regional National International
Student   1st Place Final 2018-  DepEd/
           
Math Challenge 2019  Cavite
 1st Place Pagguhit
2018-  DepEd/
ng Kartung            
2019  Cavite
Editoryal
 2nd Place PopEd  DepEd/
             
Quiz Bee Cavite
2nd Place Pagsulat
MSPC
ng Editoryal
3rd Pagguhit ng
MSPC
Kartung Editoryal
1st Place Pagsulat
MSPC
ng Lathalain
3rd Place Pagsulat
MSPC
ng Balita
2nd Place Copy
MSPC
Reading
2nd Place Health &
MSPC
Science Writing
2nd Place Feature
MSPC
Writing
1st Place Regional
Organic
Agricultural Quiz
Bee
2nd Runner-up
DTI-
Spoken Word
Provincial
Poetry
1st Place-Most
DepEd/
Outstanding SSG-
Cavite
Drug Prevention
Teacher  Dept of
 SEAMEAO Agriculture –
           SEAMEO  
Course Completer Provincial
Office
                 
                 
School  RACE/CBERSEA                
Head                  
                 
School  Best Managed   International
             
School- Schools-Dubai
2018-
SEAMEO
 1 of top 11
          Japan    
shortlisted schools
ESD
Awards 
 Certificate of
Learning Site ATI-
             
(Integrated Farm) Regional

Best SBM
Implementer
High School DepEd/
Category Cavite

Outstanding
DRRM
DepEd/
Implementer
cavite
High School
Category
Outstanding waste
Segregation LGU-
Division II Silang

Third Place
Recycled Art LGU-
Materials Art Silang
Contest

2nd Place Sumilang LGU-


festival Silang

The table shows that there are many school awards that the school, the school head the teachers

And the students received from the municipal to international level.


7. Number and Rate of Dropouts by Cause

Drop Out Rate


2.5
2.17
2.07
2
1.66
1.5
1.11 1.06 1.11
0.96 0.94
1
0.72
0.5

0
Male Female Total

SY 2016-2017 SY 2017-2018 SY 2018-2019


Drop Out Rate by Cause
35
32 SY 2018-2019
30

25 23
20 18
15
11
10 9
5
5

Lack of Interest Family Problem Poor Study Habit


Transferred of Residence Early marriage Others

The graph shows that the high percentage cause of dropout is lack of interest

Followed by family problem


8. Percentage of Learners Who Completed the School Year (Promotion Rate)

Promotion Rate
100 98.98
92.21 94.48
88.07
83.33 84.21
80.36
73.23
72.1
67.16
54.24

2018
2019

4.94
3.89 e 2.563.28

te
te

te

te

te

te
t
Ou

at
Ra

Ra

Ra
Ra

Ra

Ra
tr
d

al
on

on

on

n
on
en
pe

tio
iv
nti

ati

titi
eti
em
op

rv

ua
pl
cip
te

pe
Su
Dr

ev

ad
m
Re

Re
rti

hi

Gr
Co
Ac
Pa

The graph shows that there is an increase in the following: Retention Rate – 16.67 %, Participation Rate – 1.13%, Repetition Rate
- 0.17% and decrease in Dropped Out Rate 1.05%, Survival Rate 4.14 %, Achievement Rate – 3.85%, Completion Rate – 12.92% and
Graduation Rate – 4.5 %.
9. Literacy Level
LITERACY LEVEL ( FILIPINO) - PRE-TEST
250 229
195
200 180
164
150 130
110
100 86

50
10 8 7 14
0
0
Grade 7 Grade 8 Grade 9 Garde 10

Frustration Level Instructional Level Independent Level

LITERACY LEVEL ( FILIPINO) - POST-TEST


250 225
205
200 181
145
150 113 110
98
100
50 8
0 0 0 0
0
Grade 7 Grade 8 Grade 9 Garde 10

Frustration Level Instructional Level Independent Level

The graph shows that there is a big difference in all three levels , Frustration,

Instructional, Independent in the Pre-Test and Post-Test. Interventions play an important

Factor.
LITERACY LEVEL (ENGLISH) - PRE-TEST
180 167
160
140
120
100 92
79 81
80
60
40
20
0
Grade 7 Grade 8 Grade 9 Garde 10

Frustration Level Instructional Level Independent Level

LITERACY LEVEL (ENGLISH) - POST-TEST


300 284
250
200 138 142 143
150 133
96
100 45
50 23 6 12 21 3
0
Grade 7 Grade 8 Grade 9 Garde 10

Frustration Level Instructional Level Independent Level

The graph shows that the literacy level of the learners in English has improved

From Frustration, Instructional and Independent levels.


10. School-Based Management Assessment

QUALITATIVE
SBM LEVEL II INTERPRETATION
MATURING

The School Based- Management is on Level II, Maturing.


11. Child Friendly School Survey

QUALITATIVE
TOTAL SCORE:
INTERPRETATION
26
CHILD – FRIENDLY SCHOOL

Survey states that the school is a Very Outstanding Child – Friendly School.
Stakeholder’s Participation

Contributions Attendance

Activity Volunteer No. of No.


Cash In Kind Attendance Rate
hours Attended Invited

Co- Curricular Activities


Brigada 40 hrs 105,310.00 588 680 86%
Eskwela shelves
cabinet
Tornado mop
speaker
School
supplies
food
Roses for
teachers
Electric fan
Agri tool
Arm chairs
LCD

projector
The table shows that there is an active participation of stakeholders in providing support to the school. The cash donation and the
donation in kind can vouch for that. Support keeps coming even beyond the Brigada Eskwela Period.

There are other stakeholders who did not provide material or financial support , however , their assistance to the

School is considered immeasurable .


13. Learner-Teacher Ratio

Learner-Teacher Ratio ( 23:1)


80

70 67

60 56

50

40

30

20
11
10

1:23
0

Male Female Total Column2


14. Learner-Classroom Ratio

Grade Level Ratio

Grade 7 55:1

Grade 8 59:1

Grade 9 53:1

Grade10 67:1

Grade 11 29:1

Grade12 27:1

The table shows that there is an average of 1:52 learner and classroom ratio.
15. Learner-Toilet Ratio

Male Female

Number Ratio Number Ratio

715 23:1 771 26:1

The table shows that when it comes to the toilet used in the school, the female learners uses

1 toilet for every 26 learners. However, for males , 1 toilet for every 23 learners.
16. Learner- Seat Ratio

Grade Level Ratio

Grade 7 1:1

Grade 8 1:1

Grade 9 1:1

Grade10 1:1

Grade 11 1:1

Grade12 1:1

The table shows that the student’s chair is sufficient to the learners.
17. Status of Continuous Improvement Project

Implementer Duration Target


Program/Project Title Start End Status Accomplishment
Noel D. Anciado PROJECT DREAMS January 2019 Present On-going
Marites M. Aguilar
Certified Accurate :

CRISTINA M. AUSTRIA, Ed. ERMELINA P. ASUNCION


Principal IV, Team Leader Head Teacher III, Teacher Representative

CRIPIN M. BELEN ANGELO C.


CASTRO
PTCA President, Parent Representative SSG President , Student Representative

SHELLA B. JAVIER EFREN B. REYES

Guidance Counselor, Child Protection Policy Coordinator SDRRMC Coordinator, DRRMC Representative
Certified Correct :

CRISTINA M.AUSTRIA, Ed. D. ERMELINA P. ASUNCION

Principal IV, Team Leader Teacher Representative

CRISPIN C.. BELEN EFREN B. REYES


PTA Pres., Parent Representative SDRRMC Representative

SHELLA B.JAVIER ANGELO CASTRO


Guidance Teacher, Child Protection Policy Rep. SSG Pres., Student Representative

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