Department of Education

Region IX, Zamboanga Peninsula

Division of Zamboanga del Sur
DINAS DISTRICT-1
GUINICOLALAY NATIONAL HIGH SCHOOL

SCHOOL ANNUAL NARRATIVE REPORT

S.Y. 2020-2021

I. Introduction

It is a national effort to make quality education accessible for all. The Governance of Basic
Education Act of 2001 also known as R.A. 9155 which aims to strengthen School-Based
Management (SBM) by empowering school teams and personnel, expanding community
participation and involvement, and making the delivery of education services to the learners
more responsive, efficient and effective through an enhanced school planning and
communicating process.

Following the School Improvement Plan (SIP), the collaboration was established in order to
come up with functional and realistic plan. Learners, teachers, parents, community and the local
government unit representatives engaged in dialogue/interview, decision-making and innovations
around the goals and objectives of the learning community of the school. Another, in achieving
the Priority Improvement Area (PIA) identified, the school planning team (SPT) recognized the
need for change in attitudes, values and practices that school learning environment must
continuously improve better. Through LCPIR the school is guided what learning modalities to be
implemented and it was Modular(printed). The implementation shall be on School Year 2020-
2021, successful planning and implementation are factors essential to effective governance.

Finally, with successful planning and implementation, our school shall become more
effective in achieving the key result areas and in implementing education reforms, particularly
the K to 12 Basic Education Program.

II. Organizational Structure

For School Year 2020-2021, the School has in its fold, one (1) School Principal 1, two (2)
Teacher III, eleven (11) Teacher I and one(1) Learning Support Aide.

NUMBER OF TEACHERS IN SCH0OL AND BY POSITION TITLE

MT Suppor TOTA
Name of School SPI MT I TIII TII TI
II t Aide L
GUINICOLALAY
NATIONAL 1 0 0 2 0 11 1 15
HIGH SCHOOL
TOTAL 1 0 0 2 0 11 1 15

III. HIGHLIGHT AND ACCOMPLISHMENTS

A. Status of Basic Education Resources

Guinicolalay National High School has reached greater heights and has made innumerable
accomplishments. These achievements have been made possible through the full support and
concerted efforts of all the teachers and the non-teaching personnel and their harmonious
working relationship with other government agencies, LGU’s, NGO’s, the community and other

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stakeholders which spelled the significant impact for the Department of Education and had
affected on the lives not only on the learners but also on the community despite pandemic.
This section presents briefly the needs, and available resources to provide quality educational
services and to overcome the constraints besetting the school heads, teachers and learners and to
sustain the school programs /thrusts/development activities.
The succeeding tables present the list of teachers and inventories of classrooms,
desks/armchairs, and textbooks, needs and the sector performance outcomes.
B. Teachers Inventory
Subject School Support
School G7 G8 G9 G10 G11 G12 Aide Total
Teachers Head
Guinicolalay
National 2 2 2 1 1 1 4 1 1 15
High School
Total 2 2 2 1 1 1 4 1 1 15

As gleaned from the table above, there are 9 teachers advisers, 4 Subject Teachers and 1
support aide who are actually holding classes.
C. Classroom Inventory and Needs

No. of No. of
Number Classroom Classroom No. of
Year and No. of
of needs needs Classroom
Section Classroom
Classes major minor needed
repair repair

Grade 7 2 2 1 1 1

Grade 8 2 2 2 0 2

Grade 9 2 2 1 1 1

Grade 10 1 1 0 1 1

Grade 11 1 1 0 0 0

Grade 12 1 1 0 1 1

TOTAL 9 9 0 4

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D. Desks/ Armchairs Inventory and Needs

Needs
Room/Year
Enrolment Desk Armchair Table Arm
and Section Desks Stool Table
Chairs
Grade 7 55 55 0 2 0 0 0 0
Grade 8 58 58 0 2 0 0 0 0

Grade 9 66 66 0 2 0 0 0 0

Grade 10 59 59 0 1 0 0 0 0

Grade 11 39 0 39 1 0 0 0 0

Grade 12 49 0 49 1 0 0 0 0
Science
Laboratory
0 0 0 0 0 0 60 8

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 E1. Sector Performance Outcome

 Expanding Access to Basic Education

The task of basic education is to help realize the fullest potentials of every learners
entrusted to the teachers, to develop knowledge, skills desirable behavior/values to survive
and improve quality of their lives. The schools are therefore tasked to bring about
responsible and productive citizens who shall become enlightened leaders of the
community/country.
ENROLMENT – Past 3 Years-tabular with Narrative

ENROLMENT

Grade 2018-2019 2019-2020 2020-2021

M F T M F T M F T
Grade 7 26 34 60 30 32 62 30 25 55

Grade 8 29 28 57 28 40 68 27 31 58

Grade 9 13 22 35 30 33 63 25 41 66

Grade 10 24 20 44 16 24 44 27 32 59

Grade 11 18 22 40 30 20 50 16 23 39

Grade 12 16 9 25 17 19 36 29 20 49

TOTAL 126 135 261 151 168 319 154 172 326
E2. Improving Quality Relevance to Basic Education

Strategies behind the success to improve quality and relevance to basic education were the
effective implementation, monitoring and evaluation of the thrusts, programs and projects of the
school.

The conduct of various in-service trainings (webinar,vinset type) in the school, district, division
or even national level to both teachers and administrators were appropriately effective.

 Programs / Thrusts / Projects and Activities Implemented

 Gender and Development (GAD)

The School Designate coordinator of Gender and Development, together with the
teaching force, conducted a financial annual plan intended for GAD programs and
activities. In this School Year 2020-2021, GAD financial plan was not included in
AIP.

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 Brigada Eskwela

Brigade Eskwela is a kind of program wherein stakeholders take a part in the

maintenance of the school and its facilities or as partners to making the school a
partly owned by them. It is done to prepare the school for the opening of classes.
Community people, LGUs, NGOs and even other government employees voluntarily
clean, repair, anything, that is damaged including furniture`, windows, doors,
ceilings and even electrical wirings are accomplished due to spirit of volunteerism.
This time, due to pandemic, the conduct of Brigada Eskwela was done with the
approval of BLGU, following the health standard protocols.

 IPed

Guinicolalay National High School has an indigenous students that belongs to

Subanen tribe. This school year, we have 34 identified Subanen students from grades
7-12 who were able to continue their studies in this institution. There were 7
Subanen students in grade 7, 11 in grade 8, 4 in grade 9, 4 in grade 10, 2 in grade 11,
and for the grade 12 there were 6 Subanen students.

 ICT

The School ICT Coordinators has always given an attention by the District ICT
Coordinator, ensuring the complete and accurate online submission of LIS (Learning
Information System), EBEIS (Enhanced basic Education Information System), NSBI
(National School Building Inventory), UACF (EHRIS) and other related ICT tasks.

Constant communication of the District and School ICT Coordinator have been
implemented using Social Media ( Messenger) to give updates of the each other and
solve problems occur in every school provided by a technical assistance of the
District ICT Coordinator.

The school ICT coordinator of this school ensure the assistance of all teachers
especially technical assistance such as LIS – EBEIS concern and other online
platform reports.

Luckily, due to the effort to the previous administration, last September 2020, the
school received 21 (complete sets) of computer units for DICT, with the total cost of
P 300,000.00+. These units will serve not only for the learners but also to the people
of the Barangay.

 CNR
The reading program of the school, “CNR” is one of the key factors in improving the
quality and relevance to basic education. Despite pandemic, reading activity were
done through home activity (f2f) with the help of the parents as well the teachers.
The strengthening of the reading of the students are done through different activities
like home reading, PHIL IRI, peer tutoring, brigada pagbasa and Home Visitation.
Practical work and cooperative learning were the strategies used in the school during
the school year.
Other school initiatives and activities were undertaken such as, the Brigada sa
Pagbasa Month was emphasized and given importance to reinforce the students level
of reading as well as check the level of reading of every students.

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  ELLN/LAC Session

The LAC session were conducted every last Friday of the month in the school. This
is to teach and guide teachers’ new techniques on how to teach students in the K-12
curriculum and also be oriented in the new trends which are applicable in the
distance learning modalities.

 Disaster Risk and Reduction

The SDRRM assess, monitor the safety health standards and protocols inside the
school especially during the release and retrieval of modules and other related
activities. Quarterly reports submitted to district DRRM coordinator

 Journalism

The following Schools have their own School Paper:

TITLE OF
SCHOOL SCHOOL ADVISERS School Head
PAPER

Guinicolalay Mamerose Nelmarch O. Tilao

National High GuiVoices Quirino L. Avila
School Lizel H. Baleroso

 Scouting and Sports

The school registered one(1) patrol for boys scouts and another one(1) patrol for
girls scouts from Junior High School and Senior High School . No activities
conducted in both scouting and sports.

 Guidance Program

Guidance program is very important for the learners and the teachers. In the absence
of a guidance counselor, teachers do their function. They record the negative and
remarkable achievements of learners in their anecdotal record. They also monitor the
academic performance of children. They do home visits to inform the parents about
their children’s progress in school and other concerns. The school has maintained its
enrolment due to constant home visits parents.

 Instructional Supervision of School Head

A school head is the instructional leader of the school. Instructional leadership

involves setting of clear goals, managing curriculum, monitoring Daily Lesson Logs/
Detailed Lesson Plan, allocating resources and evaluating teachers regularly to
promote pupils learning and growth. Improvement in instructional teaching and
learning allows pupils as well as teachers to create a more meaningful learning
environment.
 Health and Nutrition Program
Twice a year, the school conducts deworming of students before giving them feeding
supplements. The class adviser spearheads in the deworming while they feed the
children before taking albendazole. Their height is measured and their weight for the

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 computation of BMI.. Monitoring the health condition is an indispensable task to
improve the academic and extra-curricular performance of learners.

 Canteen Management

Canteen is closed this school year.

 Gulayan sa Paaralan

Gulayan sa paaralan were done by teacher with the objectives 1) Promote Gulayan sa
paaralan and encourage the community to do so. 2) to provide vegetable for teachers
use. The Gulayan sa Paaralan started early September 2020 and sustained up to the
end of School year due to availability of water supply on the whole year round.
 Teaching and Non-teaching Development

Seminars and Training Conducted by the School

School-Based Seminars/Trainings No. of Teacher Attended

(School-Based LAC) 14
School-Based INSET-
All Subject Areas (SIM) 14
RPMS-IPCRF
ICT 14

 Curriculum Development(Modular printed)

Grade and Section Title of LM Learning Area

Grade 7 Philippine Literature English
Mathematics Learners’
Grade 8 Mathematics
Module
Living Things and Their
Grade 9 Science
Environment
Grade 10 Contemporary Issues Araling Panlipunan
Nature and Process of
Grade 11 Oral Communication
Communication
Introduction to Philosophy
Grade 12 Freedom and Responsibility
of the Human

IV. Facilitating and Hindering Factors

If there is a strong connectivity of the internet surely teachers have learning resources
needed immediately. Sometimes teachers passed the reports which are delayed due to
lack of information dissemination especially online. Willingness to do selflessly
sometimes for the sake of a task is worthy of commendation. Few of the good practices
observed are cooperation, perseverance and dedication to service.

V. Recommendation
School must have strong connectivity in internet to have better learning resources and
information.
Teachers’ positive response on DepEd programs will be sustained.
Each program be given enough budget for better implementation.

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VI. Pictorials

Physical improvement

Provision of office supplies & equipment Provision of materials for repair & maintenance

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 E.

a. School Profile

. Enrolment by Gender for S.Y. 2018-2019, S.Y. 2019-2020, and

S.Y. 2020-2021

180
160
140
120
100
80
60
40
20
0
SY 2018-2019 SY 2019-2020 SY 2020-2021

MALE FEMALE

Figure 1. Enrolment by Gender for S.Y. 2018-2019, S.Y. 2019-2020, and S.Y. 2020-2021.

This figure shows that the latest male enrolment increases by 25 from 126 in SY 2018-
2019 to 151 in SY 2019-2020 and increases as well by 3 to 154 in SY 2020-2021; and the female
enrolment in SY 2018-2019 from 135 increases by 33 in SY 2019- 2020 to 168 and also increases
by 4 to 172 in SY 2020-2021.

b. Health & Nutritional Status

Number of Learners by Health Status,

SY 2018-2019, SY 2019-2020, SY 2020-2021
30

20

10

0
S.Y.2018-2019 S.Y.2019-2020 S.Y.2020-2021

MALE SEVERLY WASTED FEMALE SEVERLY WASTED

MALE WASTED FEMALE WASTED

Figure 2. Health and Nutritional Status for SY 2018-2019, SY 2019-2020, SY 2020-2021.

The figure shows that in SY 2017-2018: 2 Male Severely Wasted Learners, 3 Female
Severely Wasted, 15 Male Wasted and 10 Female Wasted for 224 total enrolment; SY 2018-
2019: 1 Male Severely Wasted, 1 Female Severely Wasted, 10 Male Wasted and 9 Female
Severely Wasted for 261 total enrolment; and SY 2019-2020: 5 Male Severely Wasted, 4 Female
Severely Wasted, 27 Male Wasted and 15 Female Wasted for 319 total enrolment.

c. Teachers’ Professional Development

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 Number of Teachers attended Training, SY
2020-2021

14

12
Number of teachers in

10

6
school

0
LAC SESSION NSET ICT TRAINING

Figure 3. Number of Teachers attended Training, SY 2020-2021

The graph above reveals the number of teachers who have attended the specified
trainings. All fourteen (14) teachers have attended all ICT and LAC sessions especially that of
NSET in the school level.

V. Funding sources

Sources of School Funds, SY 2020-2021

645,000

MOOE

Figure 4. Sources of School Funds, SY 2020-2021 in pie graph shows the amount of
funds that has been received by the school from the resources. The amount of Six Hundred Forty
Five Thousand Pesos (P 645,000.00) is from the school MOOE, Five Hundred Three thousand
Pesos (503,000) is from Junior High School MOOE and One Hundred Forty Two Thousand
from Senior High School MOOE.

VI. a. School Awards and Recognitions S.Y. 2020-2021

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 Title of Award Award Giving Body Level Category of Awardee
Basketball Playing
Qualci 6 Qualci Students (Players) and Coach
Champion

Billiard Playing
Qualci 6 Qualci Students (Players) And Coach
Champion

Basketball Playing
Office of the Governor Provincial Students (Players)
Champion

Billiard Playing 2nd

Office of the Governor Provincial Student (Player)
placer

Table 3. The table above explicitly shows the awards and recognitions that have been
received for school year 2019-2020 for Billiard and Basketball playing, starting from Qualci
level up to Provincial Level.

b. Performance Indicators

Access

VII. Drop-out Rates for the Past Three Consecutive School Year

0
Drop-Out Rates
SY 2020-2021,
0 1.88%

4 6
SY 2019-2020;
1.57%

0 0
1 1

SY 2018-2019;
SY 2018-2019 SY 2019-2020 SY 2020-2021 0.38%

FAMILY RELATED
INDIVIDUAL RELATED
COMMUNITY RELATED
SCHOOL RELATED

Figure 5. Drop-out Rate SY 2018-2019, SY 2019-2020, SY 2020-2021

The presentation above reveals that the school has increasing trend of Drop-Out rate. An
increase of 1.57% from 0.38% in SY 2018-2019, it also increase from 1.57% of SY 2019-2020
to 1.88% in SY 2020-2021. Drop-out Rate for the three (3) consecutive school years has an
average of 1.28%.

Quality

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 VIII. Percentage of Learners who completed the School Year (Promotion Rate)

Promoti on Rate SY 2020-2021

100.00% 100.00%

98.48% 98.31% 97.96%

94.87%

Gr ad e 7 Gr ad e 8 Grad e 9 Grad e 1 0 Gr ad e 1 1 Grad e 1 2

Figure 6 Promotion Rate SY 2020-2021.

This graph shows that the Promotion Rate in SY 2020-2021 from Grades 7 to 12: 100%
for Grade 7 & 8, 98.48% for Grade 9, 98.31% for Grade 10, 94.87% for Grade 11 and 97.96%
for Grade 12.

IX. Mean Percentage Score (MPS)

MPS 2020-2021
77
76.77

76.5 76.37 76.31

76.06
76 75.89
75.76
75.67
75.5
75.27

75

74.5
English Mathematics Science Filipino Aral. Pan TLE MAPEH ESP

MPS 2020-2021

Figure 7 The Mean Percentage Score (MPS) of Guinicolalay NHS in SY 2020-2021. The
graph above reveals the school MPS per subject area for the school year 2020-2021. All the eight
(8) subjects have the MPS above the Planning Standard of 75%.

X. Literacy level

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 Frustration Reader Instructional Reader Independent Reader

5 5
26 35 44
44
25 19
5 2 10
0

Figure 8 Number of Learners by Literacy Level, SY 2012019-2020

This shows that in terms of Reading Performance through the Phil-IRI. In Literacy Level by
English, students from Grade 7 to Grade 12 a decreases of 20 Frustration Readers from 25 Pre-
test to 5 Frustration Post-test; an increase of 18 Instructional Readers from 26 in Pretest to 44 in
Post-test; and 5 Independent Readers both Pre-test and Post-test. Meanwhile, Literacy Level by
Filipino, Frustration Level has 2 decreases from 2 in Pre-test to 0 in Post-test; Instructional Level
has 9 decreases from 19 in the Pre-test to 10 in the Post-test; Independent Level increases from
35 Pre-test to 44 Post- test.

Governance

XI. School-Based Management Assessment Level

REVISED SCHOOL-BASED MANAGEMENT ASSESSMENT TOOL 1 2 3 Total

A. Leadership and Governance – 30%
1. In place is a development plan (SIP) developed collaboratively by the 1
stakeholders of the school and community
2. The development plan (SIP) is regularly reviewed by the school 1
community to keep it responsive and relevant to emerging needs, challenges
and opportunities.
3. The school is organized by a clear structure and work arrangements that 1
promote shared leadership and governance and define the roles and
responsibilities of the stakeholders.
4. A leadership network facilitates communication between and among 1
school and community leaders for informed decision-making and solving of
school-community wide learning problems
5. A long term program is in operation that addresses the training and 2
development needs of school and community leaders.
4 2
0.8 0.4 0.0 1.2
Leadership and Governance – 30% 0.36
B. Curriculum and Instruction - 30%
1. The curriculum provides for the development needs of all types of learners 1
in the school community.
2. The implemented curriculum is localized to make it more meaningful to 1
the learners and applicable to life in the community.
3. A representative group of school and community stakeholders develop the 1
methods and materials for developing creative thinking and problem solving.
4. The learner systems are regularly and collaboratively monitored by the 1
community using appropriate tools to ensure the holistic growth and
development of the learners and the community.
5. Appropriate assessment tools for teaching and learning are continuously 1
reviewed and improved, and assessment results are contextualized to the
learner and local situation and the attainment of relevant life skills.
6. Learning managers and facilitators nurture values and environments that 1

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are protective of all children and demonstrate behaviors consistent to the
organization’s vision, mission and goals.
7. Methods and resources are learner and community-friendly, enjoyable, 1
safe, inclusive, and accessible and aimed at developing self-directed learners.
Leaners are equipped with essential, knowledge, skills and values to assume
responsibility and accountability for their own learning.
7 0 0
1 0 0 1
Curriculum and Instruction - 30% 0.30
C. Accountability and Continuous Improvement – 25%
1. Roles and responsibilities of accountable person/s and collective body/ies 1
are clearly defined and agreed upon by community stakeholders.
2. Achievement of goals is recognized based on a collaboratively developed 1
performance accountability system; gaps are addressed through appropriate
action.
3. The accountability system is owned by the community and is continuously 1
enhanced to ensure that management structures and mechanisms are
responsive to the emerging learning needs and demands of the community.
4. Accountability assessment criteria and tools, feedback mechanisms, and 1
information collection and validation techniques and processes are inclusive
and collaboratively developed and agreed upon.
5. Participatory assessment of performance is done regularly with the 1
community. Assessment results and lessons learned served as basis for
feedback, technical assistance, recognition and plan adjustment.
5 0 0
1 0 0 1
Accountability and Continuous Improvement – 25% 0.25
D. Management of Resources – 15%
1. Regular resource inventory is collaboratively undertaken by learning 1
managers, learning facilitators, and community stakeholders as basis for
resource allocation and mobilization.
2. A regular dialogue for planning and resource programming, that is 1
accessible and inclusive, continuously engage stakeholders and support
implementation of community education plans.
3. In place is a community-developed resource management system that 1
drive appropriate behaviors of the stakeholders to ensure judicious,
appropriate, and effective use of resources.
4. Regular monitoring, evaluation, and reporting processes of resource 1
management are collaboratively developed and implemented by the learning
managers, facilitators, and community stakeholders.
5 0 0
1 0 0 1
Management of Resources – 15% 0.15
Grand Total (A,B,C,D) 1.06
A. Performance Improvement 60% 1.520
B. SBM Assessment Score 40% 0.424
SBM LEVEL OF PRACTICE 1.944
Descriptive Rating Maturing

SBM LEVEL Qualitative Interpretation:

II Maturing

XII. Child –Friendly School Survey

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 Action Items/Goals Points
1. Encourage children’s participation in school and community 5
2. Enhance children’s health and well-being 7
3. Guarantee safe and protective spaces for children 16
4. Encourage enrolment and completion 2
5. Ensure children’s high academic achievement and success 6
6. Raise teacher’s morale and motivation 8
7. Mobilize community support for education 7
Score 51
Progress toward specific targets Points
1. All school-age children in your community are served by the school 2
2. All children in your school who enrolled in Kinder six year ago finish 2
Grade 6/enrolled in Grade 7 three years ago finish Grade 10/enrolled in
Grade 11 finish Grade 12
3. All your Grade 6 pupils/Grade 10/Grade 12 students pass the division, 2
regional, or national tests or assessments.
4. All your pupils are well nourished. 2
5. All your pupils are healthy. 2
6. All your pupils have good dental health. 2
Score 12
Action Items/Goals 51
Progress toward Targets 12
Total Score 63

GUINICOLALAY NATIONAL HIGH SCHOOL is a VERY OUTSTANDING CHILD-

FRIENDLY SCHOOL!

16

8
7 7
6
5

2 2 2 2 2 2 2

Action Items/Goals #s 1-7 Progress Towards

Targets

Figure 9. Child –Friendly School Survey shows the number of mechanisms the school met in
every goal.
As shown in the graph, the school gets only 5 points in goal #1; 7 points in goal #2; 16 points
in goal #3; 2 points in goal #4; 6 points in goal #5; 8 points in goal #6 and 7 points in goal #7
with the total score of 51 points while in the progress towards targets, it has a total of 12 points.
The school gets overall points of 63 which means a very outstanding Child Friendly School.

XIII. Stakeholders’ Participation

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 Stakehol der s' Attendanc e

292

278

Extra-Curricular Activities Other Major Activities

Figure 10 Stakeholders' Attendance S.Y. 2020-2021 shows stakeholders have shown

notable participation in the numerous undertakings in the school. 278 Extra-Curricular like
Parents orientation and 292 in other major activities like Brigada Eskwela. This is attributed to
their concern towards the school and to their children as well.

14. Volunteer Hours

Vol unte ers hours

2336

2224

Extra-Curricular Activities Other Major Activities

Figure 11 Volunteer Hours presents the number of volunteers rendered services in

school activities.
Bar graph shows 2,224 hours in Extra Curricular Activities and 2,336 hours for Major
Activities.

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15. Stakeholder’s Contribution

STAKEHOLDERS' CONTRIBUTION
73,000

69,500

Extra Curricular Activities Other Major Activities

Figure 12 Stakeholders Contribution

The Chart presents the stakeholders’ contribution in the school year 2020-2021, 69,500 for
Extra-Curricular Activities and 73, 000 for other major activities.

16. Toilet – Learner Ratio, SY 2019-2020

Toilet: Learner Ratio

70 2:66
2:58 1:59
60 2: 55
1:49
50
1:39
40

30

20

10

0
Grade 7 Grade 8 Grade 9 Grade 10 Grade 11 Grade 12

Toilet: Learner Ratio

Figure 15 Learner – Toilet Ratio shows the following: Grade 7 has 2:55; Grade 8 has
2:58; Grade 9 has 2:66; Grade 10 has 1:59; Grade 11 has 1:39 and Grade 12 has 1:49. All grade
levels have sufficient toilet..

17. Learner Seat Ratio

Learner-Seat Rati o SY 2020-2021

1 1 1 1 1 1

1 1 1 1 1 1

Grade 7 Grade 8 Grade 9 Grade 10 Grade 11 Grade 12

Learner Seat

Figure 16 Learner – Seat Ratio

The figure shows that all grades from Grade 7 to Grade 12 has the same 1:1 ratio which
indicates sufficient seat for all learners.

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Projects:

18. Status of Continuous Improvement (CI) Projects.

Implem Program / Project Status/

Duration Target Accomplishments
enter Title
Start End
Help struggling
Oct. End of Struggling readers improved
School Project CNR
2020 SY  Readers their reading
performance.
On- going annually
Provided Payment End of It help students to
School Grade 7-12
for Internet 2020 SY learned and explore
students
Expenses more using
technology.
End of Provide good health
School School Wash Grade 7-12
2020 SY and sanitation to all
Stands students
students and parents.
On- going annually.
Maintains water and
Provided Payment
End of light services to
School for Utility Expenses Grade 7-12
2020 SY students.
(Water and Light) students
Help in maintaining
(School Watchman)
security to all
students
On -going annually
It helps students
especially those less
Provided students, End of
School Grade 7-12 fortunate ones whose
Teachers and Office 2020 SY students parents do not have
Supplies
the capacity to
provide their school
needs.
On going annually.
End of
Provided Grade 7-12 Helps assess the
School 2020 SY
Assessment Tools students level of learning of
every student
On going annually.
It secures students
End of from taller weeds
Ground Grade 7-12
School 2020 SY that may become the
Maintenance students
haven of small
snakes.

Minor repair of End of

Grade 9 To prevent from rain
School Grade 9 2020 SY students water.
Sampaguita Roof

Table 3 shows the projects that has been implemented by the school. The data reveal that there
are proposed projects with incomplete accomplishment which means that this will be
implemented in the following year. This is attributed to the appropriation from the school funds.

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 19. Other stakeholders’ Accomplishments.

Program/Project Status/
Duration Target
Title Accomplishments  
    End Start   Indicate progress of the
          program/project, and its effect/
          impact on the children's access
            to and quality of Education
Maintenance of
School Head ,
safe and secure 30% accomplishments/ Safe and
Teachers, PTA,
electrical On secure electrical connections to all
BLGU
connection going 2020 3 years students.
Sustainability of 100% accomplished, Provide
School Head ,
Gulayan sa On access of fresh vegetables to
Teachers & PTA
Paaralan project. going 2020 1 year teachers.

School Head ,
Titling of School
Teachers, PTA,
Site
BLGU
10% accomplishment/ Provide
On security on putting up educational
going 2020 3 years infrastructures for all the students
School Head , Repainting of 2020
Teachers, HPTA Grade 9 Vanda 2020 1 100% accomplishment, Provide for
and Grade 10 month proofing against erosion.
Orchids

School Head , Improvement of 2020 2020 1 100 % accomplished to provide

Teachers, HPTA Grade 7 Palmera month proper ventilation
Windows

Table 4 shows the projects implemented by the school and its stakeholders. It shows that there
are projects got 100% accomplishment like Sustainability of Gulayan sa Paaralan project and
Repainting of Grade 9 Vanda and Grade 10 Orchids. This is attributed to the strong partnership
of school and its stakeholders and proper disbursements of school funds. However, there are still
projects that are on-going accomplishments. This is also attributed to the priority in the
appropriation of school funds. Over all, it is shown that the projects implemented by the school
and its stakeholders are focus on the total security and development of the school.

Prepared by:

QUIRINO L. AVILA
School Head-Present

Noted by:

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JOMAR T. ANIG, Ed.D.
PICD

19