Republic of the Philippines Department of Education ... · PDF fileReport Card for the past...
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Transcript of Republic of the Philippines Department of Education ... · PDF fileReport Card for the past...
Republic of the Philippines
Department of Education
Region 02
Schools Division of Cauayan City
CAUAYAN CITY NATIONAL HIGH SCHOOL-MAIN
Turayong, Cauayan City, Isabela
June 6, 2016
JESSIE L. AMIN, CESO VI
Schools Division Superintendent
Schools Division of Cauayan City
Sir:
Greetings in the name of sustained quality public service!
Attached is a copy of the School Improvement Plan (SIP) F.Y. 2016-2018 of Cauayan
City National High School-Main, Turayong, Cauayan City, Isabela which we are
favorably endorsing for your approval.
The three-year Enhanced School Improvement Plan, if and when realized will elevate
the status of the school by improving the three key result areas in basic education-
access, quality and governance. The Priority Improvement Areas (PIAs) are prioritized
based on disparity with Division goals, strategic importance, urgency, magnitude and
feasibility.
The medium-term plan is a product of the concerted efforts of all stakeholders of the
school- parents, community leaders, teachers, alumni, and students after undergoing a
painstaking and laborious process of obtaining data taking into account the Continuous
Improvement (CI) process to continually assess, analyze and act on the performance
improvement of key processes and service delivery, focusing on both stakeholder needs
and the desired performance.
We are looking forward to a more sustained partnership in the delivery of quality
education to our clienteles.
Thank you and best regards.
INTRODUCTION
Guided by the principle that quality education can be best achieved if there is
clear-cut and well-defined road map that establishes the necessary changes that the
school want to undergo and how and when these changes will be made, school
stakeholders of Cauayan City National High School joined forces to lay down the blue
print of action to be undertaken for the next three years- 2016-2018. This effort is in
line with the concept and principles of shared governance as mandated by R.A. 9155,
otherwise known as the Governance of Basic Education Act of 2001. The SIP also
serves as a vital mechanism to complement School-Based Management (SBM). Like
SBM, the SIP is geared towards the realization of the goals of improving student
achievement, school performance and learning outcomes by enhancing the way
curriculum is delivered, creating a conducive learning environment, and intensifying
stakeholders’ participation by involving them in a decision-making process where
authority is shared, thus inculcating the tenets of shared accountability and
responsibility among key stakeholders of the school.
Since school improvement planning is a participatory process, the school head
involved everybody who has a stake in the school system. Representative from each
group of stakeholders convened during the Stakeholders’ Summit held on September
19, 2015 to assess where the school is at present, to identify barriers toward
improvement and to find innovative ways to elevate the school to a pedestal where
students can achieve their highest potential. Thus, the School Planning Team (SPT) was
re-organized to lay down this blueprint of action for the next three years. The team is
composed of the following: Mr. Conrad Delos Reyes, School Governing Council
Representative; Mr. John R. Mina, Secondary School Principal III; Mr. Rommel Hero
A. Saladino, president, Faculty Organization; Mr. Garry G. Galutera, president, General
Parents-Teachers Association (GPTA); Erica Bartolome, president, Supreme Student
Government (SSG); City Councilor Eugenio B. Asirit, Jr., chaiman, Committee on
Education; and Mr. Romeo Cambri, barangay chairman of Turayong, Cauayan City,
Isabela.
The SIP was crafted based on felt needs of the school as gleaned from the
following planning indicators: enrolment, personnel, physical facilities, furniture and
equipment, textbooks, learner performance, class size, teacher qualification,
instructional supervision, public expenditure or financial allocation by the city
government to the school and school environment. The multi-year data extracted from
the Electronic Basic Education Information System of the School (EBEIS)and School
Report Card for the past three years, survey on school climate and Child-friendly
School System (CFSS) evaluation tool, SF 1-7, Nutritional Status Report, various
accomplishment reports, financial reports , results of tests from NETRC, Reading and
Numeracy test results, SBM assessment, and the historical background of the school
vis-a-vis unattained goals and targets of the previous SIP and various Continuous
Improvement projects were taken into consideration since there are still perceived gaps
to be addressed.
Prioritization of programs, projects and activities depends on the magnitude and
immediacy of problems to be addressed. All members of the SPT shared valuable inputs
to develop a very comprehensive and doable SIP.
Finally, this roadmap of things to be done for the next three years shall be
faithfully followed as much as possible. It is expected that problems or hindering
situations are corollary to any program even if careful planning has been considered.
Hence, stop-gap solutions and counter-measures will be done so as not to derail the
ultimate objectives of this plan.
A. SCHOOL PROFILE
1. Name and Description of the School
Name of the School :CAUAYAN CITY NATIONAL HIGH SCHOOL
Address : Turayong, Cauayan City
Region : II
Division : Cauayan City
Legislative District : III
Tel. No. : 078-652-1514
Fax No. : 078-652-1514
E-Mail Address : [email protected]
Website : ccnhs.wordpress.com
Mobile No. : 09178558405
Type of School : National
School ID : 300516
Date Established : January 1997
Type of Curricular Offering :K-12 Basic Education Curriculum with the
following Special Programs in the Junior High
School:
1. Science, Technology & Engineering;
2. Special Program in the Arts
3. Special Education (SPED)
4. Sports-Enhanced Curriculum
Name of School Head : John R. Mina
Position : Secondary School Principal III
Special Setting of the school : Urban, semi-urban congested as classified by
NSO
Feeder Barangays: : Turayong, Cabaruan, District I,
District II, District III, San Fermin,
Alicaocao,Tagaran, Minante I & II, Marabulig I
& II, Labinab, Culalabat, Gagabutan, Guayabal,
Sta. Luciana, Baringin Norte & Sur, Dabburab,
San Francisco, Faustino, Nungnungan I & II,
Sillawit, San Isidro, Pinoma, Nagrumbuan,
Carrabatan Chica, Punta, Grande & Bacareno,
San Luis, Union, Villaluna, Bacolod, San Pablo,
Cassap Fuera, Bugallon, & Catalina
Feeder Towns: Reina Mercedes, Luna, Naguilian, Benito
Soliven, San Mariano, Angadanan, Alicia,
Cabatuan, Aurora, Burgos, San Guillermo
School Site/Ownership : Donation, titled to DepEd
School Area in Hectares : 7 hectares
Number of Shifts : 1
Enrollment : 4,464
2. HISTORY OF THE SCHOOL
The Cauayan City National High School was established on June 3, 1997 as
high school extension of Cauayan Polytechnic College with an initial enrolment of
1,065 and a teaching force that comprised five regular teachers, four Local School
Board teachers and ten PTCA –paid teachers.
The LGU-owned Ladies’ Dormitory located at Burgos St. in Barangay District
I served as the first campus where 18 freshmen sections were housed.
The school was established through the concerted efforts of the administration
of Cauayan Polytechnic College, now Isabela State University, Cauayan Campus, the
Local Government Unit of Cauayan, then a first-class municipality, and the Parent
Teachers and Community Association(PTCA) to cushion the impact of Commission on
Higher Education (CHED) Order number 3, series of 1996 mandating the gradual phase
down of secondary programs to a maximum of 500 students and limiting the number
of freshmen entrants to 125.
The following school year registered a 108% increase of enrolment students that
prompted the school administration to put up satellite classes in the different barangays
to accommodate all enrolees. Two satellite classes were organized in each of the
following barangays: Buena Suerte, Dabburab and District I. On the other hand, eight
satellite classes were formed in Minante I.
The school year 1998-1999 registered a record high enrolment of 3,878 students
that necessitated the implementation of two-shift scheme. Students who came from
outer most barangays and nearby municipalities took the morning session (7:30-12:30),
while students who came from the poblacion took the afternoon session (1:00-6:00). It
was also during this time when the school acquired a three-hectare lot in barangay
Turayong, the present location of the school. The first school building was erected
during this period- the Heherson Alvarez building which now serves as the
administration building of the school.
On July 19, 1999, the school achieved its autonomy from its mother school and
was named CAUAYAN NATIONAL HIGH SCHOOL by virtue of a Department
Order. In January 2000, the school was included in the General Appropriations Act
(GAA) with an initial yearly MOOE of Php 55,000.
It was also during this year when the first three regular teaching items were
given to the school. Since then, more buildings were erected yearly to accommodate
over 4,000 students in the new campus. More teacher items were also given to the
school to address teacher shortage. Sillawit Extension was also established during the
School Year 2000-2001 with an initial enrolment of 300 students.
The school serves four barangays, namely: Sillawit, Nungnungan II, Alinam
and San Isidro. After five years of operation, CNHS Sillawit Extension was separated
from CNHS and it became Sillawit National High School.
This development diminished the yearly enrolment to over 3,478 students in the
succeeding year. In December 2008, CCNHS Research Extension located at Minante I,
Cauayan City was established with two sections in the First Year Curriculum. Students
came from the following feeder barangays, namely: San Francisco, Faustino, Minante
I and II.
January 4, 2010 ushered a brighter prospect for CCNHS because a new school
head took the leadership helm, Mr. John R. Mina. He is not new to the school since he
was one of the pioneer teachers of the school. He rose from the ranks- classroom teacher
for six years (1997-2003), Head Teacher III for four years, and Principal I for three
years.
The new school head who finished his Masters degree at the College of
Education of the University of the Philippines Diliman as a NEAP scholar instituted
many reforms in the school that ushered in a culture of excellence. His term is
indubitably the crowning glory or golden age of the school, so to speak because of the
numerous feats and achievements of the school, most notable of which are three
national awards- Brigada Eskwela Best Implementer-Big School Category in 2010,
2011 and 2012, Hall of Fame Award in Brigada Eskwela, and Grand Champion in the
Nationwide Search for Best School Forest Park. The school received a total of 1.2 -
million pesos as cash prize for the latter.
Moreover, the school etched a lasting legacy in various academic, co and extra-
curricular competitions from division to international levels. The school has become a
benchmark of schools in Region 02 with the outstanding feats of students, teachers and
the school head by reaping awards and recognitions in the different disciplines.
In due time, two extension schools were established to decongest the main
campus. Cabaruan Extension was established in June 2010 while Marabulig Extension
started its operation in June 2013 through proper representations made by the school
head. These two schools have separate budgetary allocations from the General
Appropriations Act a year after they were established. This made the two schools
managed their own resources that prompted their continuous development. These
schools were managed by former teachers of the school who passed the National
Qualifying Examinations of School Heads. At least five of them are now deployed in
various public secondary schools in SDO Cauayan City.
As development happened from time to time, deeper harmonious rapport
between and among teachers, parents and students and community folks had been
established. Many more are expected to be constructed in the institution these coming
years with the inclusion of the full implementation of the Senior High School Program
All these and more are done through collaboration and concerted efforts of all
the stakeholders through the leadership of the school head.
The construction of academic nooks, library extension stakeholders’
gymnasium, concrete fence, comfort rooms and learning resource centers by
department, acquisition of school bus, construction of the TLE Food Laboratory,
Speech Laboratory, 2-CL Computer Laboratory and 5 CL buildings, perimeter fence,
guard house, covered pathway, ground gravelling, levelling and concreting to name a
few had greatly advanced the status of both teachers and students to a higher pedestal.
The school has been recognized region wide and even nationwide with its great
academic achievement having produced students and teachers excelling in various
fields.
The school at present offers five curricula, namely, Science, Technology &
Engineering (STE), Special Program in the Arts (SPA) Curriculum, K-12
Enhanced- Basic Education Curriculum, Sports- Enhanced Curriculum (SEC)
and Special Education (SpEd).
Meanwhile, success has been achieved in various academic and skills
competition. These were to the added laurels bagged by this pillar of excellence.
3. Type of School
Cauayan City National High School is classified as national, by funding and
regular with special program, by curricular offering. With the implementation of the
Senior High School Program, it is classified as large integrated school with one school
principal and three assistant principals, one each for the following: Operations and
Learner Support, Junior High School and Senior High School.
4. Curriculum
The school offers five curricula in the Junior High School to address varied
interests of students. These are: (1) the Enhanced Basic Education Curriculum
(EBEC), the Science, Technology & Engineering Program (STE), Special Program
in the Arts (SPA), Sports-Enhanced Curriculum (SEC), and Special Education
(SpEd).
The RBEC is the mainstream curriculum, hence it has the most number of
enrolees yearly. Students who are inclined in numbers and the sciences take the
Engineering and Science Education Program.
Entrants of this special curriculum must obtain the required cut-off score in the
Science Admission Test (SAT) administered to 200 top scorers of the General
Admission Test (GAT). At present, the school maintains two sections per year level
under this curriculum with 40 students each.
On the other hand, The Special Program in the Arts is offered to students with
artistic inclinations. Under this curriculum students have a variety of specializations to
choose from, namely: music- vocal, music- instrumental, dance, visual arts, theatre arts,
and creative writing. The Special Program in Sports was initially implemented this
School Year 2012-2013 wherein potential athletes were carefully screened to form one
section for every year level while the Special Education caters to students with learning
disabilities. Students who belong to this curriculum are classified by exceptionality
such as the following: Mentally Retarded (MR), Learning Disabled (LD), Behavior
Problems (BP), Hearing Impairment (HI), Visual Impairment (VI), Autistics (AU),
Speech Defective (SD), Orthopedically Handicapped (OH), Multiple Handicapped
(MH), Chronically Ill (CI), and Developmental Handicapped (DH).
Those who are enrolled in SPED are accepted as regular students in the different
curricula. However, they are required to attend special classes designed to address their
specific limitations.
The K-12 Curriculum is initially implemented during the School Year 2012-
2013. The Understanding by Design (UBD)-based approach started two years back is
now on its sixth year.
CCNHS is adept on implementing curricular changes since it is cognizant on
educational reforms fitted to the demands of time.
Moreover, CCNHS is two years ahead of other schools in the country in the
implementation of the Senior High School Program.
Inspired by the pragmatic side of the program and on numerous testimonies by
graduates of the 12-year Basic Education Program, the school administration and
teaching staff, after having conducted bench-marking activities in three institutions,
namely: Bukig National Agricultural and Technical School, in Aparri, Cagayan;
University of Makati in Manila; and San Pedro Relocation Center National High School
in San Pedro, Laguna mustered enough courage to dry run the program in School Year
2014-2015 in the Technical Vocational & Livelihood Education (TVL) track offering
two specializations: Computer Hardware Servicing (NC-II) and Food Processing (NC-
II).
To realize this pet project of the school head, massive info-drive on the benefits
of the Senior High School Program was done in several occasions involving various
stakeholders. Symposia on career pathways were also held to align course preference
of students with their skills and abilities to avoid job mismatch in the future which is
the main culprit in matters of high incidence of unemployment in the country.
The Local Government of Cauayan City thru City Mayor Bernard Dy had also
appropriated initial funding in the amount of P 500,000.00 pesos which was utilized
during the benchmarking activities and in the procurement of tools, equipment and
paraphernalia in Food Processing and Computer Hardware Servicing.
In March 2016, the school produced the first batch of senior high school
graduates: 12 in Food Processing and 4 in Computer-Hardware Servicing all of whom
passed the NC-II administered by the Technical Education and Skills Development
Authority thereby registering a record high 100 per cent passing rate.
This first batch registered an employment rate of 87.5% since none of them
continue their college studies.
Banking on this achievement, the school administration was inspired all the
more to accept a bigger challenge- implementing the SHSP in June 2016 offering the
following tracks and strands:
I. Academic
a. Science, Technology, Engineering & Mathematics (STEM)
b. Accountancy, Business and Management (ABM)
c. Humanities and Social Sciences (HumSS)
d. General Academic Strand (GAS)
II. Technical, Vocational Livelihood (TVL)
a. Industrial Arts- Carpentry
b. Home Economics- Hairdressing, Care-giving, Bread & Pastry
c. Information & Communications Tech. – Animation & Programming
III. Arts & Design
a. Dance
b. Music
The construction of the three (3) units two-storey, eight-CL buildings shall have
been finished by May 2016. The school is expecting around 1,000 enrolees in the three
tracks 60% of whom come from grade 10 completers of the school while the remaining
40% come from other public and private schools within Cauayan City and neighboring
towns in Congressional Districts II & III of the the Province of Isabela.
Twenty-four sections will be formed and at least 41 senior high school teachers
will be hired to handle the different subjects.
B. COMMUNITY PROFILE
1. HISTORY OF CAUAYAN
Cauayan is a city in Isabela situated in the center of this big and naturally rich
province. The town got its name from the word “Cauayan” meaning bamboo in the
dialect of Gaddang, the early settlers of this place. How it got its name is told vaguely
by the natives in the tale about how the early Spaniards who reached the place found
abundant growths of bamboo trees along creeks that circled the town site namely Bulod,
Sipat, Bungkol, and Marabulig creeks where few families lived. It was also a common
sight to see crocodiles basking under the cluster of bamboo along the creeks in the early
morning sun.
Cauayan used to be a big municipality in terms of land area, however, with the
creation of the neighbouring municipalities of Luna (Antatet) Cabatuan, Reina
Mercedes (Callering), Aurora and San Mateo, its land area was reduced to about 336.40
square kilometres.
Cauayan was an original town of the province of Cagayan. It was transferred to
Nueva Vizcaya when it became a province in 1839. Upon the creation of Isabela as a
province by a Royal Decree issued on May 1, 1856, it was reverted as a town of the
province. Founded in 1740, Cauayan antedates the establishment of Isabela by 116
years. The town site was first located in a place called Calanusian along the Cagayan
River, but after a series of disastrous floods, the town site was transferred to its present
location.
Vague and little information gathered from living descendants of the early
inhabitants tell that few families lived in the place and three of the early natives were
Enrique Baligod, Sebastian Canciller and Salvador Macaballug. Enrique Baligod was
the head of the group of the early settlers. He was succeeded by Sebastian Canciller
who served for two terms as “Gobernadorcillo.”
In 1866, a friar by the name of the Father Paulino became the curate of the town.
He put up “quita” or chapel, preached God’s words and baptized the people. He put
semblance of government by appointing Fructuoso Gannaban as Gobernadorcillo.
Sparse settlements are found along the Cagayan River and these barrios were
Turayong, Labinab, Duminit, Baringin and Culalabat, believed to be the first barrios of
Cauayan. Father Miguel Bonnet replaced Fr. Paulino who left for Manila. He proved to
be a good missionary of God and leader. It was during his leadership that a big adobe
and stone church was constructed.
As the years passed, the town became well-known for its tobacco industry luring
other inhabitants from as far as Ilocos and Pangasinan to work on vast tobacco
farmlands of the Tabacalera’s Hacienda de San Luis.
Historical structures still visible to this day are the big adobe stone church
located at the Poblacion and the Tabacalera warehouse and La Insular bodegas found
at barangay Turayong that date their construction during the Spanish rule.
With the establishment of the government under the United States of America,
Don Domingo Damatan was appointed as the first “presidente municipal.” During the
Commonwealth, or transitory period before independence the town had the following
elected municipal mayors: Guillermo Blas and Federico Acio. The first elected
municipal mayor after the inauguration of the Republic of the Philippine was Mayor
Jose Africano.
It was during the administration of Mayor Faustino N. Dy, from 1964 to 1972,
that the municipality started to bounce from a rather slow development. The town’s
development continued at an even faster pace under Mayor Benjamin G. Dy, (1983-
1992), who envisioned the municipality to become a city. This vision became a reality
under Mayor Faustino G. Dy, III who saw through the introduction of House Bill No.
3163 to Congress resulting in the passage of Republic Act No. 9017 and which was
signed by Her Excellency, President Gloria Macapagal Arroyo on February 28, 2001.
Cauayan became a component city of the Province of Isabela after it was ratified
in a plebiscite by a majority vote on March 30, 2001. Thus, Mayor Faustino G. Dy, III
was the last municipal mayor and the first to seat as City Mayor of the City of Cauayan,
Isabela in hold over capacity while Mayor Caesar G. Dy was the first-ever elected City
Mayor of Cauayan.
2. SOCIO-CULTURAL
The City Fiesta and the Feast of Our lady of the Pillar are celebrated annually
on April 10-13 and October 10-12 respectively. Since its conversion into a component
city on March 30, 2001, the City Government started to celebrate its founding
anniversary with the conduct of “Gawagaway-yan Festival aimed to preserve the rich
cultural heritage of the city. It is highlighted by street dancing, beauty contest, trade
fair, cultural parade, parlor games, free concert, band exhibition and other variety shows
performed by local and Manila-based talents as well.
3. POLITICAL
Cauayan City is politically sub-divided into 65 barangays. The urbanized and
semi urbanized barangays are located in the poblacion proper and city suburbs where
Cauayan City National High School is strategically located.
These are: Districts I, II and III, Turayong, Cabaruan, Tagaran, Alicaocao, San
Fermin, Minante I and Minante II and Marabulig I. These barangays serve as feeder of
the school.
Moreover, the 65 barangays are politically grouped into six regions, namely:
poblacion, East Tanap, West Tanap, East Tabacal, West Tabacal and Forest Region.
4. GEOGRAPHICAL
Cauayan City is a fast-growing rural industrial center centrally located in the
province and in the entire stretch of the Cagayan Valley. It is about 375 kilometres
northeast of Manila; 34.5 kms. South of Ilagan, the capital town of Isabela; about 48
kms. North of Santiago City; and roughly 117 kms. Away from Tuguegarao City in
Cagayan province.
5. DEMOGRAPHY
Population and Household
The city of Cauayan has a household population of 103,862 grouped into a total
number of 21,143 households as per report of the 2000 National Census and Statistics.
It accounted for 8.073% of the total population of the province of Isabela and
ranked 3rd in the population scoreboard of the province. The average family size is 5,
lower compared to the national average of six (6).
Population Growth Rate
The average population growth rate of the city follows an arithmetic geometric
increase of 2.35% per year based on population figures in 1995 to 2000. This is higher
than the provincial, regional and the national population average growth rates of 2.25%,
2.25% and 2.36 %, respectively.
Population Density
Population density is defined as the number of people living in a certain area of
land. With an average density of only 3.50 person/hectare, Cauayan City is still sparsely
populated, which means that vast areas of land are still available for the people to be
accommodated in. The urban area, however, is showing signs of overcrowded as
evidenced by a population density of 166.15 persons/hectare.
Productive and Dependent Population
Productive population are those with ages between 15 and 64 years, while
dependent population are those with ages below 15 years (young dependent) and those
with ages more than 65 years (old dependent). As of the 2000 figures, the ratio of
dependent to productive population is 1:07 which means that there are more productive
population which is a good indicator for growth potential.
Male to Female Ratio
As of 2000, male population accounted for 56,276 against female population of
54,555. This indicates that the male population slightly dominates the female
population with a ratio of 1:09.
Projected Population
With a growth rate of 2.35% per year and using the baseline population figure
in 2000, the population is expected to double in 30 years (up to year 2030).
The projected population of the city at the end of the plan period (2009) is
127,785.
Major Dialects
Ilocano (74.91%); Tagalog (14.13%); Gaddang (6.38%)
6. Economy
Cauayan is classified as first class as of 2010. It is the location of 29 banks, 21
lending institutions, 44 insurance agencies, 89 real estate businesses and 35 pawnshops.
There are over 4,442 commercial establishments that include distributors, wholesalers
and retailers.
The graph evidently shows that during the School Year
2014-2015 there is an increase of 6.12% in the total
enrollment or 6.70% and 5.57% increase for male and
female respectively. In the following year, there is also an
increase in enrolment by 3.82% of which 3.32% increase
was accounted male and 4.3% for female enrollees. This
trend indicates that there should be additional 2 to 3
classrooms every school year.
School Profile
1. ENROLLMENT
1350
1400
1450
1500
1550
1600
1650
1700
1750
1800
SY 2013-2014SY 2014-2015
SY 2015-2016
1492
1592
1645
1595
1684
1756
Male Female
ENROLLMENT BY GENDER
2. HEALTH AND NUTRITIONAL STATUS
S…
N…
O…0
100
200
300
400
500
MaleFemaleMaleFemale
Male FemaleMale Female
29 2125
1210 4
81
37 29 34 3733
24 4224
325
427
312 310 328 346
265323
3714
14 1110 6 15
5
0 0 0 0 2 00 0
Severely Wasted Wasted Normal Overweight Obese
The graph shows that most students are under normal level.
This is due to the school’s intensified program on health and
nutrition such as “Meatless Fridays” and “No Softdrinks” in
school canteens plus the feeding program of the school.
Numbers of learners by health status, SY 2015-2016
3. LEARNERS MATERIALS
EXCESS SHORTAGE
TEXTBOOK
SUBJECT
ENGLISH 7 664
SCJENCE 7 919
MATH 7 774
FILIPINO 7 709
AP 7 914
MAPEH 7 849
TLE 7 923
ESP 7 949
ENGLISH 8 640
SCJENCE 8 458
MATH 8 277
FILIPINO 8 808
AP 8 887
MAPEH 8 897
TLE 8 879
ESP 8 347
ENGLISH 9 753
SCJENCE 9 755
MATH 9 731
FILIPINO 9 784
AP 9 58
MAPEH 9 58
TLE 9 806
ESP 9 80
ENGLISH 10 743
SCJENCE 10 647
MATH 10 608
FILIPINO 10 42
AP 10 42
MAPEH 10 27
TLE 10 746
ESP 10 27
Number
Library Books 13,634
Tables 36
Chairs 37
Computer Computers 50 units
The table shows that there is still a need of Learner’s Module under the K
to 12 Enhanced BE Program. This is due to the increasing number of
enrollees every school year. Other furniture like library tables and chairs
and devices like computers are also needed by a considerable number of
learners.
4. TEACHERS’ PROFESSIONAL DEVELOPMENT
0
20
40
60
80
100
120
140
INSET K-12SBM ICT
LACOthers
123
4840
38
013
Number of TeachersAttended Training, SY 2015-2016
The graph shows that most teachers are trained thru In-Service
Trainings (INSET). This continuous improvement aims to
develop and sustain efficient and effective teaching strategies
and pedagogy among teachers. It is done yearly by the school
and SDO Cauayan City where the school heads, head teachers
and master teachers were tapped as resource persons. No
Learning Action Cell (LAC) sessions were done.
5. FUNDING SOURCES
2834000
862867
150000
2031036
681132
852100
Sources of School Funding, SY 2015-2016
MOOE
Canteen
LGUs
Donors
GPTA
Subsidy for SpecialProgram
The chart shows that the school fund came from different
sources, wherein the greatest fund is the Maintenance and
Other Operating Expenses (MOOE). Generous donors also
extend financial assistance to the school. Other sources of
great help include the school canteen, the LGU, the GPTA
and the subsidy for special programs.
6. SCHOOL AWARDS AND RECOGNITIONS
Name of Awards
Award Giving
Body
Level
(International,
National, Region,
Division or School
Level)
Category of
Awardee
(Student,
Teacher,
School
Head,
School)
6th Cine Pambata
Video Festival’s
One Minute Video
Competition
(2015)
(“Kapat
Dumagat” and
“Yapak”)
National Council
for Children’s
Television
National
(Finalist)
Student
7th Cine Pambata
Video Festival’s
One Minute Video
Competition
(2015)
Best One-Minute
Video- “Kapat
Dumagat”
National Council
for Children’s
Television
National
(Awardee)
Student
7th Cine Pambata
Video Festival’s
One Minute Video
Competition
(2015)
National
Best Direction -
“Kapat Dumagat”
National Council
for Children’s
Television
National
(Awardee)
Student
7th Cine Pambata
Video Festival’s
One Minute Video
Competition
(2015)
Best
Cinematography-
“Kapat Dumagat”
National Council
for Children’s
Television
National
(Awardee)
Student
Ten Most
Accomplished
Philippine Red
Cross
National Student
Youth
Organization of
the Philippines
(2015)
(Barkada Coke
Award)
Red Cross Youth
and Junior Rescue
Team
MBC National
Chorale
Competition:
Children’s
Category (2015)
Manila
Broadcasting
Corporation
Semi-Finals
(Champion)
Student
MBC National
Chorale
Competition:
Children’s
Category (2015)
Manila
Broadcasting
Corporation
National
(3rd Place)
Student
International
Mathematics
Wizards
Competition
(IMWC)
(2015)
Mathematics
Trainer’s Guild
Philippines
International
(Official Member of
the Philippine Team)
Student
Metrobank-MTAP
DepEd Math
Challenge National
Finals (2015)
Metrobank
Foundation, Inc.
National
(Finalist)
Student
Inter-Regional
Math Trail and
Problem Solving
(2015)
DepEd Regional
Office 2
Regional
(Finalist)
Student
Regional Festival of
Talents 2015
“Pintahusay”
On the Spot
Painting Exhibition
DepEd Regional
Office 2
Regional
(Champion)
Student
Regional Festival of
Talents 2015
“Bayle sa Kalye”
DepEd Regional
Office 2
Regional
(Champion)
Student
Street Dance
Parade and
Exhibition
Regional Festival of
Talents 2015
“Manik- Aninong
Dulaan”
DepEd Regional
Office 2
Regional
(Champion)
Student
Regional Festival
of Talents 2015
“Likhawitan”
OPM Songwritng
Exhibition
DepEd Regional
Office 2
Regional
(Champion)
Student
Interschool
Volleyball
Tournament 2015
LGU- Cauayan
City
Division
(Champion)
Student
Interschool
Basketball
Tournament 2015
LGU- Cauayan
City
Division
(First Runner-up)
Student
Buwan ng Wika
2015 Dagliang
Talumpati
SM City Cauayan Division
(Champion)
Student
Buwan ng Wika
2015 Dagliang
Talumpati
SDO Cauayan
City
Division
(Champion)
Student
Buwan Ng Wika
2015 Jazz Chant
Contest
SDO Cauayan
City
Division
(Champion)
Student
Buwan Ng Wika
2015 Sabayang
Pagbigkas
SDO Cauayan
City
Division
(Champion)
Student
AYAW Art Fest
2015 Poster-
Making Contest
SM City Cauayan Division
(Champion)
Student
Regional Schools
Press Conference
2015
Collaborative and
Desktop
Publishing
(Filipino)
SDO Cauayan
City
Regional
(Champion)
Student
Regional Schools
Press Conference
2015
Online
Collaborative and
Desktop
Publishing
SDO Cauayan
City
Regional
(Champion)
Student
Regional Schools
Press Conference
2015
Radio
Broadcasting
(Filipino)
SDO Cauayan
City
Regional
(1st Place, Best
Anchor)
Student
Regional Schools
Press Conference
2015
Radio
Broadcasting
(Filipino)
SDO Cauayan
City
Regional
(2nd Place, Best
Script)
Student
Regional Schools
Press Conference
2015
SDO Cauayan
City
Regional
(3rd Place, Best
Science and
Technology Page)
Student
Division Schools
Press Conference
2015
SDO Cauayan
City
Division
(Overall
Champion)
Student
Division Schools
Press Conference
2015
Editorial Writing
(English)
SDO Cauayan
City
Division
(Champion &
RSPC Qualifier)
Student
Division Schools
Press Conference
2015
Editorial
Cartooning
(English)
SDO Cauayan
City
Division
(2nd Runner-up &
RSPC Qualifier)
Student
Division Schools
Press Conference
2015
Editorial
Cartooning
(Filipino)
SDO Cauayan
City
Division
(Champion &
RSPC Qualifier)
Student
Division Schools
Press Conference
2015
News Writing
(Filipino)
SDO Cauayan
City
Division
(Champion &
RSPC Qualifier)
Student
Division Schools
Press Conference
2015
News Writing
(English)
SDO Cauayan
City
Division
(Champion &
RSPC Qualifier)
Student
SDO Cauayan
City
Division Student
Division Schools
Press Conference
2015
Science and
Health Reporting
(Filipino)
(2nd Place and
Champion & RSPC
Qualifier)
Division Schools
Press Conference
2015
Sports Writing
(English)
SDO Cauayan
City
Division
(Champion &
RSPC Qualifier
Student
Division Schools
Press Conference
2015
Copy Reading
(Filipino)
SDO Cauayan
City
Division
(3rd Place & RSPC
Qualifier)
Student
Division Schools
Press Conference
2015
Collaborative
Desktop Design
(English &
Filipino)
SDO Cauayan
City
Division
(Champion &
RSPC Qualifier)
Student
Division Schools
Press Conference
2015
Radio
Broadcasting
(English &
Filipino)
SDO Cauayan
City
Division
(Champion &
RSPC Qualifier)
Student
Division Schools
Press Conference
2015
SDO Cauayan
City
Division
( Most Outstanding
Journalist)
Student
City Meet 2015
Mr. City Palaro
SDO Cauayan
City
Division
(Winner)
Student
City Meet 2015
Miss City Palaro
SDO Cauayan
City
Division
(Winner)
Student
Cagayan Valley
Regional Athletic
Association
(CAVRAA) Meet
2016
DepEd Regional
Office 2
Regional
Arnis
(3rd Place)
Student
Cagayan Valley
Regional Athletic
Association
(CAVRAA) Meet
2016
DepEd Regional
Office 2
Regional
Badminton
(3rd Place)
Student
Cagayan Valley
Regional Athletic
Association
(CAVRAA) Meet
2016
DepEd Regional
Office 2
Regional
Sepak Takraw
(2nd Place)
Best Regu
Student
Cagayan Valley
Regional Athletic
Association
(CAVRAA) Meet
2016
DepEd Regional
Office 2
Regional
(Champion)
Table Tennis
Student
Cagayan Valley
Regional Athletic
Association
(CAVRAA) Meet
2016
DepEd Regional
Office 2
Regional
(3rd Place )
Wushu
Student
Cagayan Valley
Regional Athletic
Association
(CAVRAA) Meet
2016
DepEd Regional
Office 2
Regional
(3rd Place )
Wushu
Student
Cagayan Valley
Regional Athletic
Association
(CAVRAA) Meet
2016
DepEd Regional
Office 2
Regional
(2nd Place )
Wrestling
Student
Title of Award
Award Giving
Body
Level
(International,
National, Region,
Division or School
Level)
Category of
Awardee
(Student,
Teacher,
School
Head,
School)
Outstanding
Employee
LGU- Cauayan
City/ SDO Cauayan
City
Division
John R.
Mina
School
Head
Title of Award
Award Giving
Body
Level
(International,
National, Region,
Division or School
Level)
Category of
Awardee
(Student,
Teacher,
School Head,
School)
Division Schools
Press
Conference
2015
SDO Cauayan
City
Division
(Most Outstanding
School Paper
Adviser)
John R.
Gamueda
Teacher
Regional
Schools Press
Conference
2015
DepEd Regional
Office 2
Regional
Most Outstanding
School Paper
Adviser 2015
2nd Runner-up
John R.
Gamueda
Teacher
World
Teacher’s Day
Celebration
Teacher’s Got
Talent 2015
SDO Cauayan
City
Division
(First Runner-up)
John R.
Gamueda
Teacher
World
Teacher’s Day
Celebration
Teacher’s Got
Talent 2015
Search for
Lakan at
Lakambi
SDO Cauayan
City
Division
(Winner)
Cherrie Ann N.
Garcia
Teacher
World
Teacher’s Day
Celebration
Teacher’s Got
Talent 2015
Search for
Lakan at
Lakambi
SDO Cauayan
City
Division
(First Runner-up)
Ronald M.
Iniego
Teacher
World
Teacher’s Day
Celebration
2015
SDO Cauayan
City
Division
Most Outstanding
Teacher
(Third Runner-up)
Candido P.
Corpuz
Teacher
World
Teacher’s Day
Celebration
2015
Teacher’s Got
Talent
DepEd Regional
Office 2
Regional
(Champion)
CCNHS
Teachers
World Teacher’s
Day Celebration
2015
Teacher’s Got
Talent
DepEd Regional
Office 2
Regional
(Champion)
CCNHS
Teachers
World Teacher’s
Day Celebration
2015
Teacher’s Got
Talent
Department of
Education
National
(Finalist)
CCNHS
Teachers
Title of Award
Award Giving
Body
Level
(International,
National, Region,
Division or School
Level)
Category
of
Awardee
(Student,
Teacher,
School
Head,
School)
Search for Model
School
Implementing Solid
Waste Management
(2016)
LGU- Cauayan
City
Division
Secondary Level
(Champion)
School
Greenest School
(2016)
LGU- Cauayan
City
Division
Secondary Level
(Champion)
School
Best in IEC
Program(2016)
LGU- Cauayan
City
Division
Secondary Level
(Champion)
School
Implementation of
RA 9003 (2016)
LGU- Cauayan
City
Division
Secondary Level
Large Category
(Champion)
School
Implementation of
RA 9003 (2015)
LGU- Cauayan
City
Division
Secondary Level
Large Category
(Champion)
School
Greenest School
(Secondary Level),
Implementation of
RA 9003 (2015)
LGU- Cauayan
City
Division
(Champion)
School
Implementation of
RA 9003 through
Education,
Engineering,
Economics,
Enforcement and
Environmental
Impact (2015)
LGU- Cauayan
City
Division
(Special Award)
School
Implementation of
RA 9003 through
Segregation at
Source and
Recycling (2015
LGU- Cauayan
City
Division
(Special Award)
School
Implementation of
RA 9003 through
Establishments and
Operationalization
of Materials
Recovery Facilities
(2015)
LGU- Cauayan
City
Division
(Special Award)
School
Implementation of
RA 9003 through
Environmental
Impact (2015)
LGU- Cauayan
City
Division
(Certificate of
Recognition)
School
City Meet 2015 Department of
Education
Division
(Overall
Champion)
School
"Teamwork is the ability to work together toward a
common vision. The ability to direct individual
accomplishments toward organizational objectives. It
is the fuel that allows common people to attain
uncommon results." --Andrew Carnegie
Performance Indicators: Access
7. NUMBER AND RATE OF DROP-OUTS BY CAUSE
0
1
2
3
4
5
6
7
8
9
66
9
34
6
33
4
Armed Conflict
Family Problem
Lack of Allowance
Distance to School
Sickness
SY 2013 SY 2014 SY 2015
0.42%
0.37%
0.56%
0.00%
0.10%
0.20%
0.30%
0.40%
0.50%
0.60%
SY 2013 SY 2015SY 2014
The graph shows that some causes why students left the school were due to various family problems they encountered, lack of allowance, and sickness. Such contributed a lot to the drop-out rate of the school for the last three years. On the other hand, the number of drop-outs is significantly very low compared to the number of enrollees. This is due to the home visitations done by the classroom advisers.
Number of Drop-outs by Cause
Drop-out Rate
Performance Indicators: Quality
8. PERCENTAGE OF LEARNERS WHO COMPLETED THE
SCHOOL YEAR (PROMOTION RATE)
91%
92%
93%
94%
95%
96%
97%
98%
99%
Grade 7Grade 8
Grade 9Grade 10
97%
94%
97%
98%
Promotion Rate, SY 2015-2016
The graph shows that percentage of learners who completed the school year is generally high especially to Grade 7, Grade 9 and Grade 10.
0.00%
10.00%
20.00%
30.00%
40.00%
50.00%
60.00%
45.01%41.24% 41.67%
52.88%
41.56%
NAT RESULTS BY SUBJECT, SY 2014-2015 (GRADE 10)
Performance Indicators: Quality
9. NATIONAL ACHIEVEMENT TEST (NAT) – BY MEAN
PERCENTAGE SCORE (MPS)
The graph shows the MPS of each of the five subjects in the NAT, SY 2014-2015. Filipino got the highest MPS while Science got the lowest MPS.
10. LITERACY LEVEL
0
200
400
600
800
1000
1200
1400
1600
1800
pre
post
781
533
1419
1166
1326
1696
Frustration Instructional Independent
The graph shows the improvement in the Literacy Level of
students. A great increase in the number of independent
readers was recorded in the post reading assessment, thus
the number of frustration and instructional readers
lessened. This is due to the support of all teachers in the
reading program of the school.
12. CHILD FRIENDLY SCHOOL SURVEY RESULT
Performance Indicators: Governance
11. SCHOOL – BASED MANAGEMENT ASSESSMENT LEVEL
SBM Level
2 Qualitative Interpretation:
Advancing
CFSS Point
31 Qualitative Interpretation:
Very Outstanding
0
100,000
200,000
300,000
400,000
500,000
600,000
700,000
BrigadaContests
ScoutingClosing
ProgramOthers
610,000
500,000
00
210,000
Stakeholders' Contribution (In Pesos), SY 2015-2016
0%10%20%30%
40%
50%
60%
70%
80%
90%
100%
Co-CurricularExtra-
Curricular MeetingsAssemblies
93%
72%
87%95%
Stakeholders' Attendance to School Activities, SY 2015-2016
13. STAKEHOLDERS’ PARTICIPATION
0
1000
2000
3000
4000
5000
6000
BrigadaContests
ScoutingClosing
ProgramOthers
5575
1500
15 150 400
Number of Volunteer Hours
The chart shows the significance, the generosity and
unconditional support of various stakeholders to the school.
Their excellent attendance to curriculum and extra-
curricular activities, meetings and assemblies, Brigada
Eskwela and other programs truly redound to the continuous
physical improvement of the school.
14. LEARNER –TEACHER RATIO
64
47
63 6249
35 35 35
59 63 65
35
57 61 5945
57 60
0
10
20
30
40
50
60
70
Grade 7
Abelardo Acacia Agoho Almasiga Apitong Edison
Einstein Galilei G-Melina Ipil Kamagong Kepler
Lawan Mahogany Narra De Vega Talisay Tanguile
5648 50 50
59 61 61 59 62 6357 59 61
43
58 57
0
10
20
30
40
50
60
70
Grade 8Ametyst Aristotle Canseco Darwin Diamond Emerald
Garnet Jade Onyx Opal Pearl Peridot
Ruby Elorde Topaz Zircon
The graph shows the number of students in Grade 7 per section SY 2015-2016. Those
sections with 35 students each belong to the STE Curriculum. The class with 45
students is a Sports-Enriched section while the first bar is a SPA class. The rest belong
to the mainstream curriculum, BEC, for which all sections are above the standard
learner-teacher ratio 45:1.
The graph shows the number of students in Grade 8 per section SY 2015-2016.
Only the Sports class has below 45 students. The rest belong to the other
curricula-BEC, STE ad SPA, for which all sections are above the standard
learner-teacher ratio 45:1.
58 54 58 57 5743
60 58 56 55 55 57 56
36
56
0
10
20
30
40
50
60
70
Grade 9
Anthurium Camia Charles Dahlia Daisy
Felipe Gladiola Gumamela Ilang-ilang Lily
Mendeleev Orchid Rose Jaworski Santan
4739
50 54 50 5549 50
59
3948
67
48 49 52
0
10
20
30
40
50
60
70
80
Grade 10
Aguinaldo Archimedes Bonifacio Burgos Del Pilar
Gomez Jacinto Luna Mabini Newton
Quezon Rizal Roxas Suarez Zamora
The graph shows the number of students in Grade 10 per section SY 2015-2016. Only STE classes have below 45 students. The rest belong to the other curricula-BEC and Sports, for which all sections are above the standard learner-teacher ratio 45:1.
The graph shows the number of students in Grade 9 per section SY 2015-2016.
Only SPA and Sports classes have below 45 students. The rest belong to the
other curricula-BEC and STE, for which all sections are above the standard
learner-teacher ratio 45:1.
15. LEARNER-CLASSROOM RATIO
64
47
63 62 59
35 35 35
59 63 65
35
57 61 5945
57 60
0
10
20
30
40
50
60
70
Grade 7
Abelardo Acacia Agoho Almasiga Apitong Edison
Einstein Galilei G-Melina Ipil Kamagong Kepler
Lawan Mahogany Narra De Vega Talisay Tanguile
56 48 50 5059 61 61 59 62 63 57 59 61
4358 57
0
20
40
60
80
Grade 8
Ametyst Aristotle Canseco Darwin Diamond Emerald
Garnet Jade Onyx Opal Pearl Peridot
Ruby Elorde Topaz Zircon
The graph shows the number of students in Grade 7 per section SY 2015-2016.
Those sections with 35 students each belong to the STE Curriculum. The class with
45 students is a Sports-Enriched section while the first bar is a SPA class. The rest
belong to the mainstream curriculum, BEC, for which all sections are above the
standard learner-classroom ratio 45:1.
The graph shows the number of students in Grade 8 per section SY 2015-2016.
Only the Sports class has below 45 students. The rest belong to the other
curricula-BEC, STE ad SPA, for which all sections are above the standard
learner-classroom ratio 45:1.
58 54 58 57 5743
60 58 56 55 55 57 56
36
56
0
10
20
30
40
50
60
70
Grade 9
Anthurium Camia Charles Dahlia Daisy
Felipe Gladiola Gumamela Ilang-ilang Lily
Mendeleev Orchid Rose Jaworski Santan
4739
50 54 50 5549 50
59
3948
67
48 49 52
0
10
20
30
40
50
60
70
80
Grade 10
Aguinaldo Archimedes Bonifacio Burgos Del Pilar
Gomez Jacinto Luna Mabini Newton
Quezon Rizal Roxas Suarez Zamora
The graph shows the number of students in Grade 10 per section SY 2015-2016. Only STE classes have below 45 students. The rest belong to the other curricula-BEC and Sports, for which all sections are above the standard learner-classroom ratio 45:1.
The graph shows the number of students in Grade 9 per section SY 2015-2016.
Only SPA and Sports classes have below 45 students. The rest belong to the other
curricula-BEC and STE, for which all sections are above the standard learner-
classroom ratio 45:1.
16. LEARNER-TOILET RATIO
49.85
0
10
20
30
40
50
60
1
Learner-Toilet Ratio, SY 2015-2016
The graph shows that the learner-toilet ratio is just the
standard 50:1 ratio. Most classrooms have toilet rooms inside
but still, toilet/comport rooms are everywhere in the school.
17. LEARNER-SEAT RATIO
1.19
0
0.2
0.4
0.6
0.8
1
1.2
1.4
1
Learner-Seat Ratio, SY 2015-2016
The graph shows that the learner-seat ratio is below the
standard 1:1. There is an urgent and great need of tablet armed
chairs for the learners.
18. STATUS OF CONTINUOUS IMPROVEMENT (CI) PROJECTS
II. ON QUALITY
a. Intensive after class review focusing on least mastered
competencies in some subjects is still being implemented.
b. Class observation, peer teaching and development of
strategic intervention materials, and action researches are being
intensified yearly.
I. ON ACCESS
a. “Basura mo, School fee Mo” gains community support,
and it has been institutionalized. Even if parents and students
have already raised sufficient amount to pay authorized school
fees, the practice still continues.
b. “Dalaw Tahanan” (Home Visitation) is being intensified
to reduce number of drop-outs among SARDOS (Student at
Risks of Dropping-Out)
c. Adopt-a –Student Program is still a continuing palliative
measure to address financial constraints by giving material and
financial assistance to marginalized students.
d. Search for best classhome, park, centers are still being
done to sustain a conducive school atmosphere.
e. Infrastructure development is also a priority.
III. ON GOVERNANCE a. Frequency of GPTA meetings and assemblies to tract
development of school projects and to present various financial
statements are maintained.
b. Teacher and student organizations manage their own
funds, thereby instilling accountability and responsibility in
various programs, activities, projects being undertaken. A system
of reporting has been developed and followed yearly.
19. OTHER STAKEHOLDERS’ ACCOMPLISHMENTS
1. Acquisition of various tools, equipment and
paraphernalia in TLE, worth 300,000.00 thru
LGU, Cauayan City.
2. Procurement and installation of LED TV’s in all
classrooms (80 plus) by HRPTA.
School ID: 300516 Name of School: CAUAYAN CITY NATIONAL HIGH SCHOOL
Address: TURAYONG, CAUAYAN CITY Barangay: TURAYONG
A.1 Location of the School. Check the appropriate description.
A.2 Relative Distance of the School
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.
A.3.2 What are the 3 most frequent crimes/human-induced hazards?
1st most frequent: physical injury
2nd most frequent: none
3rd most frequent: none
A.4 Incidence of natural hazards
A.4.1 Check if there have been incidences of the following in the last 3 years.
A.4.2 What are the 3 most frequent natural hazards?
1st most frequent: tropical cyclones
2nd most frequent: floods
3rd most frequent: none
ANNEX 1A School-Community Data Template
car, tricycle
Mode of
Transportation
c. From the nearest private elementary school
d. From the nearest public secondary school
e. From the nearest private secondary school
I. SCHOOL PROFILE/DATA
IDENTIFYING INFORMATION
car, tricycle
0.001
0.5
car, tricycle
car, tricycle
2
car, tricycle
car, tricycle
0.01 a. From the poblacion
f. From the District Office
Instruction: Please input required data/information in unshaded cells. Fill-in only the grade levels that are applicable to your school.
This template aims to organize existing school and community data from different sources. If you find it useful to lift data from other
templates and transfer it here, you may do so. Otherwise, you can just attach the other data templates to this form.
District: III
Region: 02
A. GEOGRAPHY
Municipality: CAUAYAN CITY
Division: CAUAYAN CITY
Distance in km
0.001
b. From the nearest public elementary school
0.5
g. From the Division Office
Along the highway
Near the coastline
Near a river or waterway
By the hillside
On top of a mountain
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 failures)
Others. Pls. Specify: ______________
Drought
Earthquake
Flood
Landslide
Storm surge
Tropical Cyclones (Storm, Typhoon, Tropical Depression,
Oil Spill
Tsunami
Volcanic eruption
Others. Pls. specify: ______________
Fire (includes forest fires and fires due to natural disasters)
A.5 Result of disaster incidents
B.1 Classrooms and seats
B.1.1 Classroom quantity [SRC.15.]
Total
Grade 7 18
Grade 8 16
Grade 9 15
Grade 10 15
Grade 11
Grade 12
TOTAL 641 Learner:classroom ratio = Total enrollment divided by the total number of classrooms
B.1.2 Classroom seat quantity [SRC.17.] Indicate the total number of seats in all classrooms.
Number
28512 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.
Is the main source of water functional at present?
Pls. cite reasons why: ______________________________________________
B.2.2 Handwashing. Is there space for handwashing?
If YES:
B.2.3 Functional toilets [SRC.16.] B.2.4 Toilet bowls
Number Ratio 3 Number Ratio 3 Number Ratio 4 Number Ratio 4
33 49.85:1 33 53.21:1 33 49.85:1 33 53.21:13 Learner:toilet ratio = Total enrollment divided by number of toilets4 Learner:toilet bowl ratio = Total enrollment divided by number of toilet bowls
B.3 Textbooks. Indicate number of textbooks per grade level and subject [SRC.3.]
Number Ratio Number Ratio Number Ratio Number Ratio
Grade 7 285 3.33:1 30 31.63:1 175 5.42:1 240 3.95:1
Grade 8 257 3.49:1 439 2.04:1 620 1.45:1 89 10.08:1
Grade 9 55 14.69:1 53 15.25:1 77 10.49:1 24 33.67:1
Grade 10 4 186.75:1 100 7.47:1 139 5.37:1 705 1.06:1
Grade 11
Grade 12
TOTAL 601 5.66:1 622 5.47:1 1011 3.36:1 1058 3.21:1
Number Ratio Number Ratio Number Ratio Number Ratio
Grade 7 35 27.11:1 26 0.46:1 1 6:1 100 0.18:1
Grade 8 10 89.7:1 18 0.89:1 550 1 16:1
Grade 9 750 1.08:1 2 7.5:1 728 750 0.02:1
Grade 10 705 1.06:1 1 15:1 720 720 0.02:1
Grade 11
Grade 12
TOTAL 1500 2.27:1 47 1.23:1 1999 0:1 1571 0.04:1
Level
Level
58
53.87:1
16
12
53.14:1
15
15
52.72:1
49.8:1
56.06:1
Male Female
Subject: ENGLISH Subject: MATH
In Good Condition
Subject: A. P.
Subject: FILIPINO
Male
Learner:seat ratio 2
1.19:1
808
Level
B. LEARNING ENVIRONMENT
Total Enrollment,
Current SY
747
3401
For Repair/
Rehabilitation
No. of Classrooms
6
Female
Subject: SCIENCE
6949
Learner:classroo
m ratio 1
897
Subject: MAPEHSubject: TLE Subject: E.S.P.
Local piped water
Water well/deep well
Rainwater catchments
Natural source
Without available water supply
YES NO
YES
NO
with soap without soap
School used as an evacuation center in the last 3 years
B.4 Library:
No. of books: 13,634
No. of tables: 36
No. of chairs: 37
Give additional information and qualitative descriptions of the library (on the lighting, space, other fixtures present, etc.)
B.5 Other learning facilities/materials (Example: computers, science equipment. Insert new rows if necessary.)
Number
1.Archimedes Principle Set 1
2.Open U-tube Manometer with Simple Water Pressure Apparatus 5
3. Air Blower, Variable Speed Control 1
4. Dry cell, 1.5V, size D 20
6. Dry Cell Holder, for size D Drycell (4pcs/set) 1
7. Set of Connectors 5
7.1 AWG #18, Black, 250mmL with Alligator Clip and banana plug on ends 1
7.2.AWG#18, Red, 250mmL with Alligator Clip and banana plug on ends 20
7.3AWG#18, WHITE, 250mm L with banana plug on ends 5
7.3AWG#18, BLUE, 250mm L with banana plug on ends 5
8. Resistance Board, 3boards/set 1
10. DC Ammeter 15
11. DC Voltmeter 10
12. Galvanometer 10
13. Motor Generator Model Expt. Set 5
14. Set of Tools 10
14.1 Screwdriver, Flat, 6" long 15
14.2Screwdriver, Phill ips, 6" long 15
14.3 Long Nose Pliers with side cutter, 6" 15
14.4 Mechanical Wire Cutter and pliers, 6" 5
14.5 Soldering Iron, 60 watts 1
14.6 Ball Peen Hammer 1
14. 7 Precision, Screwdrivers Set, 6pcs.,with plastic casing 1
14.8 Tweezers, stainless Steel, with curved tips 1
14.9 Soldering Lead,wt.1 lb/spool 1
14.10 Soldering paste, 50 grams/can 1
15. Advanced Electromagnetism kit 1
16. Basic elecronics kit 1
17. Fuse Holder with Fuse 6
18. Tuning Fork set (8forks/set) 1
19. Resonance tube set, close-ended 1
20. Sound Signal Generator kit 5
21. Loudspeaker 5
22. slinky coil metal 5
23. DC string vibrator with string 1
24. musical instrument, miniature guitar 5
25. Basic lens set(6 lenses/set) 5
26. Mirror set (3 mirrors/set) 5
27. Prism, Right-Angle, Acrylic 5
28. Refraction Blocks 1
29. Refraction tank 1
30. Student Optical Bench set 5
31. multimeter, digital 531. Logic 5
5
5
5
10
5
At present, the school has a functional library catering basic services in providing support in terms of literacy and
reading and for teaching and scaffolding inquiry learning.
It has a spacious area with good ventilation which can accommodate more than 35 students at a time. Moreover,
it has 10 functional speech laboratory equipment used for communication classes.
Qualitative description/condition
32. CD electrolab
33. Bar magnet
36. meter stick plastic
good
34. U-shape magnet
35. Ticker timer set
Facility/Material
good
good
good
good
good
good
good
good
good
good
good
good
good
good
good
good
good
good
good
good
good
good
good
good
good
good
good
good
good
good
good
good
good
good
good
good
good
good
good
good
good
good good
good
good
good
good
good
37. Ring
and ball 1
15
15
5
43. Independent Dsplay Module (with battery pack) 15
44.Distribution Link(wireless)-pair 5
45. USB Link 5
46. Motion Sensor 10
47. Voltage Sensor 5
48. Current Sensor 1
49. Magnetic Field Sensor 1
50. Temperature Sensor 1
51. pH sensor 1
52. Oxygen gas Sensor 1
53. Conductivity Sensor 1
54. Carbon Dioxide gas Sensor 1
55. Barometer/Low Pressure Sensor 2
56. Absolute Pressure Sensor 1
57. Drop Counter Sensor 1
58. Colorimeter 1
59. Weather/anemometer Sensor 1
60. Turbidity sensor 1
61. GPS Position Sensor 1
62. Ecology system 1
63. Light Sensor 1
64. Soil moisture Sensor 1
65. Surface Temperature sensor 1
66. Salinity Sensor 1
67. Humidity Sensor 1
68. chart on electromagnetic spectrum, tarpaulin 1
69. chart on Radioactive Elements, tarpaulin 1
70.Miniature Light Bulb, 1.35 to2.5 V, 0.3A (3pcs./set) 1
71.Miniature Light Bulb Base(Socket) (3pcs./set) 1
72. wire connector (red) 2
73. wire connector (blue) 1
74. musical cards 1
75. wire stripper 5
76. bulldog type clip 5
77. copper wire solid 10
78. simple electric circuit set 10
78.1. miniature bulb, 2.5 v 10
5
6
78.6. drycell
holder, 10
10
80. concave lens 10
81. concave mirror 10
82. convex mirror 10
83. Magnetic compass 10
20
85.Stand Base Assempbly 20
86.Stand Support 20
87.Ring with stem 20
88. 9.5mm x 250mm Stand Rod 5
89. 9.5mm x 500mm Stand Rod 25
90.12.7mm x 1000mm Stand Rod 12
91.Multiclamp Assembly 20
92.Universal Bosshead Asssembly 5
33.Universal Clamp Assembly 10
94.Test Tube Holder 20
95.Test Tube Rack (plastic) 5
96.Storage Case 001 25
97.Storage Case 002 10
98.Storage Case 003 12
99.User's Manual (BASIC) 5
100. Cart-Rail System: 6
41. Spring Balance
38. Meter sticks
40. Ripple tank
78.2. wire red
78.4. wire black
79. convex lens
84. prism w/o handle
good
good
good
good
good
good
good
good
good
good
good
good
good
good
good
good
good
good
good
good
good
good
good
good
good
good
good
good
good
good
good
good
good
good
good
good
good
good
good
good
good
good
good
good
good
good
good
good
good
good
good
good
good
good
good
good
good
good
good
good
good
good
good
good
good
good
100.1 Rail 1
100.2 Leveling Pad Assembly 1
100.3 Cart-spring loaded 1
100.4 Cart-with counterweight 1
100.5 Stopper-Fork Assembly 5
100.6 Driving Mass 10
100.7 Cylindrical Mass 5
100.8 Plastic Hammer 5
100.9 Hose Level, 3-meter long 5
100.10Motorized Cart 5
100.11 Dry Cell, 1.5 V, size AA 25
100.12 Modelling Clay 25
100.13 String (thick) 5
100.14) String (thin) 5
101. Free-Fall Apparatus: 5
101.1 Pad Switch Assembly 5
101.2 Solenoid Assembly 5
101.3 Synchro Box Assembly 5
101.4 Digital Timer 5
101.5 Plastic Ball, 25mm 5
101.6 Metal Ball, 25mm 5
101.7 Metal Ball, 12.7mm 5
101.8 Ball Case with Cover 5
101.9 Steel Measuring Tape 5
101.10 Plastic Pointer 10
101.11 Dry Cell, 1.5 V, Size D 10
102. Hooke's Law Apparatus: 10
102.1 Extension Spring 5
102.2 Disc Pointer 5
103. Friction Apparatus: 5
103.1 Friction Board 5
103.2 FrictionBlock 5
104. Lever Assembly: 5
104.1 Lever Beam 5
104.2 Axle 5
105. Pulley Set: 5
105.1 Double Pelley Assembly 5
105.2 Single Pelley Assembly 5
106. Spring Balances: 5
106.1 10-Newton Spring Balance Assy 5
106.2 5-Newton Spring Balance Assy
106.3 2-Newton Spring Balance Assy 10
107. C-Clamp with hook 10
108 Hooked Masses:
108.1 500-gram Hooked Mass 5
108.2 250-gram Hooked Mass 5
108.3 20-gram Hooked Mass 5
109. Storage Case 001 10
110. Storage Case 002
111 Storage Case 003 5
112 Spare Parts: 10
112.1 Worn with Axle assembly 25
112.2 Worn Gear A 5
112.3 Spur Gear B 5
112.4 Spur Gear C 5
113. User's Manual
114. Experiment Module 5
c) Thermocline apparatus 10
D) Heat Conductivity Apparatus 5
E) Transformer (Set of Coils) 1
F) Light Source 1
20
10
1. Alcohol thermometer2. Beakers (1000ml) pyrex
B. Chemistry
good
good
good
good
good
good
good
good
good
good
good
good
good
good
good
good
good
good
good
good
good
good
good
good
good
good
good
good
good
good
good
good
good
good
good
good
good
good
good
good
good
good
good
good
good
good
good
good
good
good
good
good
good
good
good
good
good
good
good
good
good
10
15
35
15
6
17
10
3
10
5
5
20
5
5
36
29
5
14
4
1
20
16
1
19
15
10
10
130
18. vial 25
12
4
12
20
25
24. Tripod 10
10
15
15
15
10
2
10
25
25
10
2
5
10
1
41. rubber stopper with hole 10
42. rubber stopper with 2 holes 10
43. triangular file 4
44. stainless steel metal crew 30
45. graduated cup(250 ml) 15
46. plastic spoon transparent 25
47. glass rod 5
48.plastic rod 5
49. wood rod 5
50. steel rod 5
17. Test tubes
26. Iron stand
27. Iron clamp
28. Iron ring
29. Test tube rack
32. Filter paper
22. Watch Glass
34. Hand gloves
13. Glass tubing
14. Stirring rod
15. Syringe
16. Medicine dropper
7. Volumetric flask (50ml)
5.1 Erlenmyer flask (500ml)
5.2 Erlenmyer flask (250 ml)
6. Florence flask (250)
11. Triple Beam Balance
8. Evaporating dish
10. Graduated Cylinder (250 ml)
19. Cork stopper
20. Cork borer
9. Glass funnel
2.5 Beaker (100 ml)
37. Wash bottles
10.1 Graduated Cylinder (100 ml) china
10.2 Graduated Cylinder (50 ml)china
10.3 Graduated Cylinder (500ml)
10.4.Graduated Cylinder ( 10ml)
2.6 beaker (50ml) pyrex
2.7 Beaker (50 ml)
3. Bunsen burner
4. Alcohol burner
21. Mortar and pestle
33. Safety goggles
35. Magnesium ribbon
30. Universal pH paper
23. Petri dish
25. Wire gauze
5. Erlenmyer flask
12. Distillation Set-up
31. Litmus paper(red and blue)
39. storage cabinet for chemicals
36.Laboratory tong
2.2 Beaker (500 ml) pyrex
2.4 Beaker (150 ml)pyrex
2.1. Beaker (600ml)
2.3 Beaker (250ml)
good
good
good
good
good
good
good
good
good
good
good
good
good
good
good
good
good
good
good
good
good
good
good
good
good
good
good
good
good
good
good
good
good
good
good
good
good
good
good
good
good
good
good
good
good
good
good
good
good
good
good
good
good
good
good
good
good
good
good
51. glass tube hematocrit(100/pck) 1
52. weights 1
53. lens paper 10
54. test tube brush 10
Improvised Laboratory Instrument
Electrical Conductivity 1
Filtration andEvaporation Apparatus 1
Differential Radioscope 1
Conduction Apparatus and Conductomemter 1
Bimetallic Thermostat 1
Convection Turbine 1
Equal Arm Beam Balance 1
Electrical Generator 1
1. Seismograph model 1
2. Penlight 5
3. Telescope, astronomical 1
4. Sun-earth moon model 1
5. Terrestrial globe 1
6.Rock samples box 1
7. Rain gauge 1
8. aneroid barometer demo type 1
9. aneroid barometer wall type 1
10. Map Philippine volcano 1
D. Biology
1. compound microscope, 13A plastic case 2
1.1 Compound microscope 25
2. Glass slide 5
3. Cover slips 5
4. Dissecting kit 5
5. Dissecting pan 10
6. Model (Human torso) dual 1
7. Model (human skeleton)) 1
8. Model, (Animal Mitosis) 1
9. Model, Animal Meiosis) 1
10. Prepared slides 1
10. Magnifying lens 12
11. microscope immersion oil 1
12. Chart/tarpaulin
Plant cell 1
Animal cell 1
Mendel’s law chart 1
Food guide pyramid 1
Life cycle of a plant 1
Monohybrid cross chart 1
Dihybrid cross chart 1
Gene map of the Human Chromosome 1
E. Advanced Biology
1. Dissecting Microscope/ 1
2. Variable Volume Micro Pipettes 1
3. Micro Pipette Tips with Box 1
F. Advanced Chemistry
1. Laboratory Hot plate 1
2. Electronic balance 1
3. Rubber Pippetor 1
4. Burette( base) 1
5. Burette( acid) 1
6. Magnetic Stirrer 2
7. LPG tank with gas, 11kg. 1
G. Advanced Physics
1.Oscilloscope, single channel 1
2. AM-FM Radio Demo Receiver model 1
3. Force Table 1
4. Basic Radioactivity Kit 1
C. Integrated Science
good
good
good
good
good
good
good
good
good
good
good
good
good
good
good
good
good
good
good
good
good
good
good
good
good
good
good
good
good
good
good
good
good
good
good
good
good
good
good good good
good
good
good
good
good
good
good
good
good
good
good
good
good
good
good
good
Audio Visual Aid (CD’s)
· Moon, Impulse and momentum 1
· Thermodynamics 1
· Optics 1
· Electricity and magnetism 1
· Environmental Science 1
· Biodiversity 1
· Sound 1
· Cell Division 1
· Pascual Principle 1
· Bernoullis Principle 1
printer (epson L110) 1
LCD projector 1
speaker 1
Furnitures/lab
Laboratory Table 1
laboratory cabinet (small) 1
laboratory cabinet ( medium) 5
laboratory cabinet ( big) 1
steel cabinet (for chemicals) 1
Built-in cabinets 3
Display cabinet(gmelina) 1
monoblock chair/stool (plastic) 5
Counters 400
Ruler 20
Meter Stick ( Plastic) 5
Tape Measure ( 1 Meter) 5
Beam Balance( Double beam, 2000 grams) 1
Weighing Scale 1
Utility Kitchen Weighing Scale 1
Stop Watch ( Digital) 4
Sundial (Plastic) 1
60-minute Wood Hour Glass 2
Black Board Protractor, semi circular (Wood) 4
Protractror ( Student Type) 20
Algebra Tiles ( 32 pcs/ pack w/ variables @ constant 8
Scientific Calculator (c/o Sir Saladino) 10
Graphing Calculator ( Non Projectable) c/o Sir Saladino 1
Thermometer( Clinical Type, Dual Scale) 4
Black Board Compass( 600 mm long, wood) 4
Compass Student Type ( 150 mm long, steel) 20
Magnetic Compass( bearing navigation) 50 mm 2
Probability Kit for Binomial Distribution 1
Graphing Board ( 1.2 m x 1m, green,) c/o Sir Donato 1
Dice Plastic 24 mm cube 8
Geo Board (square and circle, 5x5) 8
Geo Board (square and circle, 11 x 11) c/o Sir Natividad 8
Model of Cut-out Triangle, assorted sizes 5
Geometrical models of Quadrilaterals 5
Geometrical models set 3 types prisms 1
Geometrical models set 3 types pyramids 1
Geometrical models set 2 types of cones 1
Geometrical models set 2 types of cylinders 1
Geometrical models set spheres 1
Model of Pyramid in a Prism 1
Model of Cone in a Cylinder 1
Model of Sphere in a Cylinder 1
Model of Rectangular solid 1
Music Laboratory
Drum Set/ Fernando 1
Bass Amplifier/ Boston 1
Guitar Amplifier/ Boston 1
Speaker/ DB Ancio 2
Math Laboratory
good
good
good
good
good
good
good
good
good
good
good
good
good
good
good
good
good
good
good
good
good
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good
good
good
good
good
good
good
good
good
good
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good
good
good
good
good
good
good
good
good
good
good
good
good
good
good
good
good
good
good
good
good
good
good
good
Wireless Microphone/ Big, Shure 3
Wireless Microphone/ Small, Shure 7
Guitar Cord/ Shure 4
Extension Cord 2
Electric Guitar/ Fernando 1
Bass Guitar/ Fernando 1
Electric Keyboard/ Casio 1
Music Stand 13
Microphone Stand 14
Bajo de Arco 2
Acoustic Guitar 3
Cabinet 2
Light Bulb/ Daylight 2
Light Bulb (Fluorescent bulb tube) 2
Costume/ Yellow 23
Orbit Fan/ Standard 1
Stand Fan/ Panasonic 1
Stand Fan/ Standard 1
Stand Fan/Magic Star 1
Octavina 4
4
1
1
1
2
Computer Laboratory
43
7
36
38
27
8
24
12
33
2
1
B.6 Availability of electrical supply. What is the school's source of electricity?
B.7 Internet connectivity
B.7.1 Are there Internet service providers in the area?
If YES, check the appropriate Internet service provider/s servicing the area:
B.7.2 Does the school subscribe to any of the Internet service provider/s listed above?
B.7.3 Are there Internet café/shops/WiFi-enabled stations in the area?
Pls. specify: __________________________________________
C. TEACHERS
C.1 Number of teachers [SRC.14.]
C.1.1 Number of nationally-funded teachers (current SY)
Male Female TOTAL
23 78 101
Monitor/ Hp---1 Boxed
Mouse /HP HMO--- 1 boxed
CPU core i5/ Intel---1 boxed
UPS/ Liebert Emerson
Amplifier/ Konzert
LAN Cable/ Blue
Laser Printer/ Lex Marc E460 DN---Boxed
Printer/ Canon ip 2770--- 1 NF
Display table
Chime
Music Sheets
N 300/ big
33.67:1
Banduria
Learner:teacher ratio 5
Key Board/ Hp SK 2885
Key Board/ Hp Sk 45
Ni Computing/ XD3 Access Device
good
good
good
good
good
good
good
good
good
good
good
good
good
good
good
good
good
good
good
good
good
good
good
good
good
good
good
good
good
good
good
good
good
good
good
good
Grid supply
Off-grid supply
Solar power
Generator
Others. Pls. specify: ___________
No source of electricity
YES NO
NOYES
YES
NO
BAYANTEL
DIGITEL
GLOBE
PLDT
SMART
SUN
WIT Global (Satellite)
Others. Pls. specify: _____________
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: _________13
No. of Subsidized/ Volunteer Teachers: _________
C.2 Quality of teachers
C.2.1 Number of master teachers
9
C.2.2 Number of teachers meeting the desired competencies based on NCBTS
C.2.3 Projects/interventions implemented to improve basic competencies of teachers
YES NO
YES
YES
YES
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
trained on these [SRC.4.]
12 12.24% 30 29.70% 48 47.52%
12 12.24% 25 24.75% 40 39.60%
15 15.31% 20 19.80% 3837.62%
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.
D. CHILDREN HEALTH AND SAFETY
D.1 Nutritional status [SRC.2.]
D.1.1 Number of malnourished children for the current SY
Total Male Female Total Male Female
Grade 7 66 37 29 50 29 21
Grade 8 71 34 37 37 25 12
Grade 9 57 33 24 14 10 4
Grade 10 66 42 24 9 8 1
Grade 11
Grade 12
Total 260 146 114 110 72 38
Percent of Total 56.15% 43.85% 65.45% 34.55%
Insufficient resources- material and financial
Hectic/Loaded schedule of teachers
SY Before Previous SY: 2013-
2014
Peer Teaching, School Based INSET
Top 3: SBM
Top 1: K- 12
Position
c. Are there other interventions implemented
to improve competencies of teachers?
Previous SY: 2014-2015
SY Before Previous SY: 2013-
2014
101
1- YES
% meeting the standards
Current SY: 2015-
2016
Current SY: 2015-
2016
98
% of
teacher
s
trained
No. of Teachers
trained
Training Needs
b. Does the school use the result of the NCBTS-
Teacher's Strength and Needs Assessment as
basis for planning?
101
% of
teachers
trained
No. of
Teachers
trained
If YES, please describe
Mid-Year and Summer INSET were already
institutionalized
a. Does the school have mechanisms for
sustained school-based training?
Master Teacher IV
Master Teacher I
Number
Assigned
Grade
Levels
No. of Teachers meeting the standards
Assigned Part-Time
to Class Teaching
(YES/NO)
Master Teacher III
Total No. of Teachers
Previous SY: 2014-
2015
8- YES
Master Teacher II
Carries Full-Time Class Teaching
Load
(YES/NO)
LevelWasted Severely Wasted
Training needs are based on TSNA always
% of
teachers
trained
No. of
Teachers
trained
Top 2: ICT
Assigned Full-
Time to Ancillary
Services
(YES/NO)
D.1.2 Projects/interventions implemented in the previous SY addressing malnourished children (insert new rows if necessary)
Ailment:
headache
Ailment:
stomach
ache
Ailment:
feverAilment: gastric pain
Ailment:
body pain
Ailment:
alllergy
Ailment:
asthma
Ailment:
heart
problem
Ailment:
injury
wound
Ailment:
fainting
Grade 7 158 67 40 13 3 7 4 0 0 0
Grade 8 22 41 12 10 0 8 29 1 5 0
Grade 9 31 15 19 24 15 3 8 1 2 2
Grade 10 17 23 5 7 11 3 11 0 0 4
Grade 11
Grade 12
TOTAL 228 146 76 54 29 21 52 2 7 6
Total Male Female Total Male Female
Grade 7 0 0 0 3 3 0
Grade 8 4 1 3 2 0 2
Grade 9 14 7 7 0 0 0
Grade 10 4 3 1 7 2 5
Grade 11
Grade 12
TOTAL 22 11 11 12 5 7
50.00% 50.00% 41.67% 58.33%
D.3.2 Projects/interventions implemented for children that were victims or suspected victims of abuse
YES
Start End
Jun-10 cont.
Jun-10 cont.
Jun-15 cont.
250
150
Teacher-Feeding Program
Canteen-Sponsored Feeding Program
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. Insert
Reduce DOR to 0
Program/Project Title Target
Duration
Level
b. Other interventions
implemented for
children that were
victims or suspected
victims of abuse (insert
new rows if necessary)
Current SY 2015-2016Previous SY 2014-2015
YES NO
1. Students' and Parents' Orientation usually
conducted prior to the opening of classes
2. Lesson Integration and Symposia
1. Counselling and De-briefing (tie-up with trained CSWD personnel)
Level
No Student Left Behind
a. Does the school
have mechanisms to
promote safe and
protective practices
based on DepED's
Policy on Child
Protection in School?
Types of Ailments (Current SY)
Number of
Children CoveredIf YES, please describe the mechanisms
2
3
Modular Instruction
GPTA Mutual Aid System- Medical Reimbursement
Reduce to less than 1 % in 2015ESAR
Implementer
BORD
Reduce % of non-
numerates
TEAM QUALITY
5
These projects include those implemented by the school and other stakeholders. Insert new rows if necessary.
2. Modular instruction for those who need to undergo rehabilitation in San
Felipe, Ilagan City
3
5,000
3,500
TEAM ACCESS
Indicate progress of the program/
project, and its effect/impact on
children's access to quality
education.
Status/Accomplishments
Raised
comprehension level
Number of Children Covered
DOR was reduce from 8% to
in 2010
Project/intervention Number of Children Covered
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.
D.2.2 Projects/interventions implemented in the previous SY addressing needs of children with other health problems
(insert new rows if necessary)
Percent of Total
Project/intervention
E. STATUS OF PRIORITY IMPROVEMENT PROJECTS OR CI PROJECTS [SRC.18. & SRC.19.]
Indicate the amount of contributions 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 these activities.
Volunteer
hours Cash In Kind
No. of
attendeesNo. invited
Attendanc
e rate
Co-Curricular Activities
25,000.00 50 50 100%
100,000.00 36 36 100%
F. STAKEHOLDER SUPPORT TO EDUCATION [SRC.13.]
20,000.00 15,000.00 40 40 100%
85,000.00 200 200 100%
G. FUND SOURCES [SRC.5.]
NFOT
PSYSC SUMMIT
Other Major Activities
2,031,036.00 50,000.00 2,500 3,000 83%
Extra-curricular Activities
100%
Activity
Contributions Attendance
GPTA 681,132.00
80,000.00 5,000.00
BE 2016 FOUNDING
ASSOCIATION
862,867.50
Local Government Unit funds 150,000.00
Donations (BRIGADA) 2,031,036.00
Canteen funds
30INTER-SCHOOL
SPORTS
General Appropriations Act (Subsidy for Special Programs) 852,100.00
SCOUTING
Fund Source (SY 2015-2016) Amount
General Appropriations Act (School MOOE) 2,834,000.00
LEADERSHIP TRAINING
30
1. CHILDREN NOT IN SCHOOL
1.1 Population of children in the barangay where school is located (current SY)
Boys Girls Total Boys Girls Total Boys Girls Total
GRAND TOTAL
1.2 Reasons for not attending school in the current SY 6
Financial
Matters
Health and
NutritionChild Labor
Distance of
School from
Home
Affected by
Disaster
Affected by
ConflictDisability Other Reasons
TOTAL
Percent of Total
1.3 Number of children in the barangay NOT in school the last two SYs, depending on data availability
Total Male Female Total Male Female Total Male Female
10 1 1 0
11 3 1 2
12 4 2 2
13 9 7 2
14 14 9 5
15 41 27 14
16 83 57 26
17 107 66 41
18 1 1 0
TOTAL 263 171 92
ANNEX 1A School-Community Data Template
AgeTotal Population No. of children NOT in School % of children NOT in School
6 School Project Teams are encouraged to conduct interviews or focus group discussions with parents/guardians/community
members to probe deeper on reasons cited
II. SITUATION OF CHILDREN / LEARNERS: ACCESS - IN AND OUT OF SCHOOL
No. of school-
aged children
not in school
No. of Out-of-school Children
Attending Other Forms of Learning in
Previous SYAge SY Before Previous SY ______ Previous SY ______
Age
No. of children NOT in school according to reasons
Instruction: Please input required data/information in unshaded cells. Fill-in only the age groups/grade levels that are applicable to
your school.
1.4 Projects/interventions implemented to ensure that out-of-school children are reached or mainstreamed in school
YES NO
YES
YES
2. CHILDREN ENROLLED IN SCHOOL [SRC.1.]
2.1 Enrollment for the last 3 SYs
Total Male Female Total Male Female Total Male Female
Grade 7 876 436 440 934 437 497 949 445 504
Grade 8 825 404 421 855 435 420 897 420 477
Grade 9 719 351 368 803 395 408 808 414 394
Grade 10 667 301 366 684 325 359 747 366 381
Grade 11
Grade 12
TOTAL 3087 1492 1595 3276 1592 1684 3401 1645 1756
Percent of Total 48.33% 51.67% 48.60% 51.40% 48.37% 51.63%
Disability:
Visual
impairment
Disability:
Speech
Defect
Disability:
Torret
Syndrome
Disability:
Learning
Disability
Grade 7 40 40
Grade 8 2 1 1
Grade 9 6 1 3 1 1
Grade 10 3 2 1
Grade 11
Grade 12
TOTAL 51 4 3 1 43
Percent of Total 7.84% 5.88% 1.96% 84.31%
2.3 Other data
Level
Grade 7
Grade 8
Grade 9
Grade 10
Grade 11
Grade 12
TOTAL
74
88
92
69
2.2 Number of children with disabilities by type of disability (insert new columns if necessary)
Level
No. of
Children
with
Disabilities
Type of Disability (Current SY) 2015-2016
98
76
10
9
8
8
79 479 35 323
28
20
12
19
No. of Over-aged
LearnersNo. of IP Learners No. of Muslim Learners
No. of 4Ps
Learner-recipients
162
143
LevelSY Before Previous SY: 2013-2014 Previous SY: 2014-2015 Current SY: 2015-2016
b. Did the school use interventions in the previous SYs to
ensure that out-of-school children have access to
education?
1. Adopt-a student program
2. Basura mo, School Fee mo Program
3. Intensive Home Visitation
Family mapping is employed by the school
community to estimate an accurate data base
which serves as basis for intervention
a. Does the school-community have a mechanism to
actively seek out children not in school and give them
access to education (e.g., family mapping, Community-
Based Management System, etc)?
If YES, please describe the mechanism/
intervention used by the school-community
Instruction: Please input required data/information in unshaded cells. Fill-in only the grade levels that are applicable to your school.
3. ATTENDANCE
Total Male Female Total Male Female Total Male Female
Grade 7 809 397 412 860 389 471 900 413 487
Grade 8 779 374 405 847 420 427 812 372 440
Grade 9 684 328 356 718 356 362 783 399 384
Grade 10 653 292 361 694 327 367 723 353 370
Grade 11
Grade 12
TOTAL 2925 1391 1534 3119 1492 1627 3218 1537 1681
Percent of Total 47.56% 52.44% 47.84% 52.16% 47.76% 52.24%
3.2 Percentage of children regularly attending classes (at least 90% attendance) for the last three SYs 7
Total Male Female Total Male Female Total Male Female
Grade 7 92.35% 91.06% 93.64% 92.08% 89.02% 94.77% 94.84% 92.81% 96.63%
Grade 8 94.42% 92.57% 96.20% 99.06% 96.55% 101.67% 90.52% 88.57% 92.24%
Grade 9 95.13% 93.45% 96.74% 89.41% 90.13% 88.73% 96.91% 96.38% 97.46%
Grade 10 97.90% 97.01% 98.63% 101.46% 100.62% 102.23% 96.79% 96.45% 97.11%
Grade 11
Grade 12
OVERALL 94.75% 93.23% 96.18% 95.21% 93.72% 96.62% 94.62% 93.43% 95.73%
Total Male Female Male Female
172 95 77 4 3
170 92 78 6 4
144 83 61 4 4
138 73 65 6 5
624 343 281 20 16
54.97% 45.03% 55.56% 44.44%
Financial
Matters
Health and
NutritionChild Labor
Distance of
School from
Home
Affected by
Disaster
Affected by
Conflict
Grade 7 172 65 35 27 20 25 0
Grade 8 170 56 38 28 31 17 0
Grade 9 144 45 32 23 32 12 0
Grade 10 138 39 36 22 27 14 0
Grade 11
Grade 12
TOTAL 624 205 141 100 110 68 0
8 School Project Teams are encouraged to conduct interviews or focus group discussions with parents/guardians/community members to probe
deeper on reasons cited
TOTAL
Previous SY: 2014-2015
Grade 7
Grade 8
Grade 9
Grade 10
Total
7
8
ANNEX 1A School-Community Data Template
Number of frequently absent students that
were recipients of Pantawid Pamilya
3.3 In the previous SY, how many children were frequently absent (below 90% attendance) and how many of them were recipients of the
Conditional Cash Transfer Program (Pantawid Pamilya) of DSWD?
Level
III. SITUATION OF CHILDREN / LEARNERS: ACCESS - ATTENDANCE AND RETENTION
3.1 Number of children regularly attending classes (at least 90% attendance) for the last three SYs 7
LevelSY Before Previous SY: 2013-2014
Previous SY 2014-2015
Current SY: 2015-2016
Other Reasons
36
11
Number of children who are frequently absent according to reasons 8 (Previous SY)
Percent of Total
Grade 11
3.4 What were the reasons why children were frequently absent in the previous SY? Please indicate number of children who are frequently absent
according to reasons.
Grade 12
SY Before Previous SY 2013-2014 Current SY 2015-2016
7 no. of children regularly attending classes divided by the total enrollment x 100
Level
10
Level
Total
Enrollment in
Previous SY
Number of children who were frequently
absent
Total No. of
Children who
were
Frequently
Absent in
Previous SY
1. Adopt -a - Student Program
2. Intensive Home Visitation
3. Modular Approach for Disadvantaged Students
4. DROPOUT [SRC.7.]
4.1 Number of dropouts for the last three SYs
Total Male Female Total Male Female Total Male Female
Grade 7 3 1 2 8 5 3 5 4 1
Grade 8 0 0 0 0 0 0 9 6 3
Grade 9 6 4 2 4 1 3 5 3 2
Grade 10 4 1 3 0 0 0 0 0 0
Grade 11
Grade 12
TOTAL 13 6 7 12 6 6 19 13 6
4.2 Dropout rates for the last three SYs
Total Male Female Total Male Female Total Male Female
Grade 7 0.34% 0.23% 0.45% 0.86% 1.14% 0.60% 0.53% 0.90% 0.20%
Grade 8 0.00% 0.00% 0.00% 0.00% 0.00% 0.00% 1.00% 1.43% 0.63%
Grade 9 0.83% 1.14% 0.54% 0.50% 0.25% 0.74% 0.62% 0.72% 0.51%
Grade 10 0.60% 0.33% 0.82% 0.00% 0.00% 0.00% 0.00% 0.00% 0.00%
Grade 11
Grade 12
OVERALL 0.42% 0.40% 0.44% 0.37% 0.38% 0.36% 0.56% 0.79% 0.34%
4.3 Number of dropouts by cause (insert new columns if necessary)
Cause:Family
problem
Cause: Lack of
allowanceCause: Sickness
Cause:
__________
Cause:
__________
Cause:
__________
Cause:
__________
Cause:
__________
Grade 7 5 3 1 1
Grade 8 9 4 3 2
Grade 9 5 2 1 2
Grade 10 0 0 0 0
Grade 11
Grade 12
TOTAL 19 9 5 5
47.37% 26.32% 26.32%
4.4 Projects/interventions implemented for children at risk of dropping out
YES NO
/
/
/
1. Adopt -a - Student Program
2. Intensive Home Visitation
3. Modular Approach for Disadvantaged Students
- anticipate and minimize disruptions of classes especially with
respect to emergencies (disaster and conflict)?
Previous SY: 2014-2015
Current SY: 2015-2016
3.5 Projects/interventions implemented to address needs of children who are frequently absent (insert new rows if necessary)
200
Number of Children Covered
4.4.a Does the school have mechanisms to:
SY Before Previous SY: 2013-2014
5
On a daily basis, attendance is checked per
period by the attendance officer
Facilities that can serve as makeshift classrooms
are already identified like school gym.
School is implementing project WATCH
200
500
4.4.b What are the interventions implemented for children at risk of dropping out? Insert new rows if
necessary.Number of Children Covered
- track teachers' attendance and ways of ensuring their regular
presence based on CSC policy?
If YES, please describe the mechanisms used by
the school
SY Before Previous SY: 2013-2014
Level
5
Level
500
Percent of Total
Number of Dropouts by Cause (Current SY)
- track attendance and identify children at risk of dropping out and
failing and design remedies to keep them in school?
LevelTotal No. of
Dropouts
(Current SY)
Current SY: 2015-2016
Previous SY: 2014-2016
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
Total Male Female Total Male Female Total Male Female
Grade 7 829 405 424 888 403 485 923 425 498
Grade 8 778 368 410 801 406 395 842 379 463
Grade 9 667 312 355 736 353 383 785 401 384
Grade 10 642 282 360 684 320 364 733 352 381
Grade 11
Grade 12
TOTAL 2916 1367 1549 3109 1482 1627 3283 1557 1726
5.2 Promotion/graduation rates for the last three SYs 9
Total Male Female Total Male Female Total Male Female
Grade 7 94.63% 92.89% 96.36% 95.07% 92.22% 97.59% 97.26% 95.51% 98.81%
Grade 8 94.30% 91.09% 97.39% 93.68% 93.33% 94.05% 93.87% 90.24% 97.06%
Grade 9 92.77% 88.89% 96.47% 91.66% 89.37% 93.87% 97.15% 96.86% 97.46%
Grade 10 96.25% 93.69% 98.36% 100.00% 98.46% 101.39% 98.13% 96.17% 100.00%
Grade 11
Grade 12
OVERALL 94.46% 91.62% 97.12% 94.90% 93.09% 96.62% 96.53% 94.65% 98.29%
6. MEAN PERCENTAGE SCORES (based on National Achievement Tests for Grades 3 and 6) [SRC.9.]
English Filipino Math Science MAKABAYAN
47.83 53.33 40.34 40.26 57.27
English Filipino Math Science MAKABAYAN
45.01 52.88 41.67 40.24 41.56
English Filipino Math Science MAKABAYAN
6.2 Projects/interventions implemented to improve basic competencies of learners (insert new rows if necessary)
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
Total Male Female Total Male Female Total Male Female
Grade 7 439 241 198 370 162 208 150 43 107Grade 8 100 53 47 450 247 203 342 179 163Grade 9 130 66 64 308 145 163 372 191 181Grade 10 112 55 57 291 143 148 462 291 171Grade 11Grade 12
Level
Grade 7 218 102 116 389 182 207 342 160 182Grade 8 135 67 68 323 151 172 431 202 229Grade 9 105 54 51 267 137 130 437 224 213Grade 10 75 37 38 187 92 95 486 238 248Grade 11Grade 1210 Based on Phil-IRI pre-test results
Level
Frustration Level
Grade 8
LevelSY Before Previous SY: 2013-2014 Current SY: 2015-2016
SY Before Previous SY: 2013-2014
Instructional Level
Grade 10
Grade 8
After class intensive review
Grade 6
LevelPrevious SY: 2014-2015
Level
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
Current SY: 2015-2016
Previous SY: 2014-2015
Grade 6
Previous SY: 2014-2015
ANNEX 1A School-Community Data Template
Grade 10
LevelCurrent SY: 2015-2016
Grade 3
Grade 6
Grade 8
IV. SITUATION OF CHILDREN / LEARNERS: QUALITY
Grade 3
Post-Test Results
Independent Level
Pre-Test Results
Grade 10
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
LevelSY Before Previous SY: 2013-2014
Grade 3
7.2 Number of learners who are in the frustration, instructional, and independent levels for the current SY (FILIPINO) 10
Total Male Female Total Male Female Total Male Female
Grade 7Grade 8Grade 9Grade 10Grade 11Grade 12
Level
Grade 7Grade 8Grade 9Grade 10Grade 11Grade 12
7.3 Projects/interventions implemented to improve reading skills of children (insert new rows if necessary)
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.
District Division Regional National
2015
National
Council for
Children’s
Television
(Finalist)
2015
National
Council for
Children’s
Television
(Awardee)
2015
National
Council for
Children’s
Television
(Awardee)
2015
National
Council for
Children’s
Television
(Awardee)
Philippine
Red Cross
(Awardee)
Manila
Broadcasting
Corporation
Manila
Broadcasting
Corporation
(Semi-finals
Champion)
Manila
Broadcasting
Corporation
(Finals-3rd
place)
7th Cine Pambata Video
Festival’s One Minute
Video Competition (2015)
National
Best Cinematography -
“Kapat Dumagat”
7th Cine Pambata Video
Festival’s One Minute
Video Competition (2015)
National
Best Direction - “Kapat
Dumagat”
Ten Most Accomplished
Youth Organization of the
Philippines (2015)
MBC National Chorale
Competition: Children’s
Category (2015)
MBC National Chorale
Competition: Children’s
Category (2015)
MBC National Chorale
Competition: Children’s
Category (2015)
Category of
AwardeesTitle Year
7th Cine Pambata Video
Festival’s One Minute
Video Competition (2015)
(“Kapat Dumagat” and
“Yapak”)
Student
Intensive Reading Program
Instructional LevelFrustration Level
Award-giving Body (Please identify)
International
Pre-Test Results
Post-Test Results
Level
7th Cine Pambata Video
Festival’s One Minute
Video Competition (2015)
Best One-Minute Video-
“Kapat Dumagat”
Independent Level
Metrobank
Foundation,
Inc. (Finalist)
DepEd
Regional
Office 2
(Finalist)
DepEd
Regional
Office 2
(Champion)
DepEd
Regional
Office 2
(Champion)
DepEd
Regional
Office 2
(Champion)
DepEd
Regional
Office 2
(Champion)
LGU-
Cauayan City
(Champion)
LGU-
Cauayan City
(First Runner-
Up)
SM City
Cauayan
(Champion)
SDO Cauayan
City
(Champion)
SDO Cauayan
City
(Champion)
SDO Cauayan
City
(Champion)
SM City
Cauayan
(Champion)
SDO Cauayan
City
(Champion)
SDO Cauayan
City
(Champion)
SDO Cauayan
City (1st
Place & Best
Anchor)
SDO Cauayan
City (2nd
Place & Best
Script)
AYAW Art Fest 2015 Poster-
Making Contest
Regional Schools Press
Conference 2015
Collaborative and Desktop
Regional Schools Press
Conference 2015 Online
Collaborative and Desktop
Regional Schools Press
Conference 2015 Radio
Broadcasting (Filipino)
Regional Schools Press
Conference 2015 Radio
Broadcasting (Filipino)
Interschool Basketball
Tournament 2015
Buwan ng Wika 2015
Dagliang Talumpati
Buwan ng Wika 2015
Dagliang Talumpati
Buwan Ng Wika 2015 Jazz
Chant Contest
Buwan Ng Wika 2015
Sabayang Pagbigkas
Inter-Regional Math Trail
and Problem Solving-2015
Regional Festival of
Talents 2015 "Pintahusay"
On the Spot Painting
Exhibition
Regional Festival of
Talents 2015b "Bayle sa
Kalye" Street Dance
Parade Competition
Regional Festival of
Talents 2015" Manik-
Aninong Dulaan"
Regional Festival of
Talents 2015 “Likhawitan”
OPM Songwritng
Exhibition "
Interschool Volleyball
Tournament 2015
Mathematics Trainer’s
Guild Philippines
Metrobank-MTAP DepEd
Math Challenge National
Finals (2015)
International Mathematics
Wizards Competition
(IMWC) 2015
Student
SDO Cauayan
City (3rd
place, Best
Science and
Technology
page)
SDO Cauayan
City (Over-
all
Champion)
SDO Cauayan
City
(Champion,
RSPC
Qualifier)
SDO Cauayan
City ( 2nd
runner-up,
RSPC
Qualifier)
SDO Cauayan
City
(Champion,
RSPC
Qualifier)
SDO Cauayan
City
(Champion,
RSPC
Qualifier)
SDO Cauayan
City
(Champion,
RSPC
Qualifier)
SDO Cauayan
City (2nd
place &
Champion,
RSPC
Qualifier)
SDO Cauayan
City
(Champion,
RSPC
Qualifier)
Division (3rd
Place & RSPC
Qualifier)
SDO Cauayan
City
(Champion,
RSPC
Qualifier)
SDO Cauayan
City
(Champion,
RSPC
Qualifier)
SDO Cauayan
City (Most
Outstanding
Journalist)
SDO Cauayan
City
(Winner)
SDO Cauayan
City
(Winner)
Division Schools Press
Conference 2015 Radio
Broadcasting (English &
Filipino)
Division Schools Press
Conference 2015
Student
Division Schools Press
Conference 2015 Science
and Health Reporting
(Filipino)
Division Schools Press
Conference 2015 Sports
Writing (English)
Division Schools Press
Conference 2015 Copy
Reading (Filipino)
Division Schools Press
Conference 2015
Collaborative Desktop
Design (English & Filipino)
City Meet 2015 Mr. City
Palaro
City Meet 2015 Miss. City
Palaro
Division Schools Press
Conference 2015
Division Schools Press
Conference 2015 Editorial
Writing (English)
Division Schools Press
Conference 2015 Editorial
Cartooning (English)
Division Schools Press
Conference 2015 Editorial
Cartooning (Filipino)
Division Schools Press
Conference 2015 News
Writing (Filipino)
Division Schools Press
Conference 2015 News
Writing (English)
Regional Schools Press
Conference 2015
DepEd
Regional
Office 2 (Arnis-
3rd place)
DepEd
Regional
Office 2
(Badminton-
3rd place)
DepEd
Regional
Office 2
(Sepak-2nd
place) Best in
Regu
DepEd
Regional
Office 2
(Table Tennis-
Champion)
DepEd
Regional
Office 2 (3rd
place-Wushu)
DepEd
Regional
Office 2 (2nd
place-
Wrestling)
SDO Cauayan
City (Most
Outstanding
School Paper
Adviser)
DepEd
Regional
Office 2 Most
Outstanding
School Paper
Adviser 2015
SDO Cauayan
City (First
Runner-up)
SDO Cauayan
City
(Winner)
SDO Cauayan
City (First
Runner-up)
SDO Cauayan
City Most
Outstanding
Teacher
(Third
Runner-up)
DepEd
Regional
Office 2
(Champion)
Department
of Education
(Finalist)
School Head
LGU-
Cauayan
City/ SDO
Cauayan City
Cagayan Valley Regional
Athletic Association
(CAVRAA) Meet 2016
Cagayan Valley Regional
Athletic Association
(CAVRAA) Meet 2016
Cagayan Valley Regional
Athletic Association
(CAVRAA) Meet 2016
Student
World Teacher’s Day
Celebration 2015 Teacher’s
Got Talent
World Teacher’s Day
Celebration 2015 Teacher’s
Got Talent
Cagayan Valley Regional
Athletic Association
(CAVRAA) Meet 2016
Cagayan Valley Regional
Athletic Association
(CAVRAA) Meet 2016
Cagayan Valley Regional
Athletic Association
(CAVRAA) Meet 2016
Outstanding Employee
World Teacher’s Day
Celebration Teacher’s Got
Talent 2015
World Teacher’s Day
Celebration Teacher’s Got
Talent 2015 Search for
Lakambi
World Teacher’s Day
Celebration Teacher’s Got
Talent 2015 Search for
Lakan
World Teacher’s Day
Celebration 2015
Division Schools Press
Conference 2015
Regional Schools Press
Conference 2015
Teacher
LGU-
Cauayan City
Secondary
Level Large
Category
(Special
Award)
LGU-
Cauayan City
Secondary
Level Large
Category
(Special
Award)
LGU-
Cauayan City
Secondary
Level Large
Category
(Special
Award)
LGU-
Cauayan City
Secondary
Level Large
Category
(Special
Award)
LGU-
Cauayan City
Secondary
Level Large
Category
(Champion)
LGU-
Cauayan City
Secondary
Level Large
Category
(Champion)
LGU-
Cauayan City
Secondary
Level Large
Category
(Special
Award)
LGU-
Cauayan City
Secondary
Level Large
Category
(Special
Award)
LGU-
Cauayan City
Secondary
Level Large
Category
(Special
Award)
School
Search for Model School
Implementing Solid Waste
Management (2016)
Implementation of RA
9003 (2015)
Greenest School
(Secondary Level),
Implementation of RA
9003 (2015)
Implementation of RA
9003 through Education,
Engineering, Economics,
Enforcement and
Environmental Impact
(2015)
Implementation of RA
9003 through Segregation
at Source and Recycling
(2015)
Implementation of RA
9003 through
Establishments and
Operationalization of
Materials Recovery
Facilities (2015)
Greenest School
(Secondary Level),
Implementation of RA
9003 (2016)
Best in IEC Program
(Secondary Level)
Implementation of RA
9003 (2016)
Implementation of RA
9003 (2016)
LGU-
Cauayan City
Secondary
Level Large
Category
(Special
Award)
SDO Cauayan
City (Over-
all
Champion)
School
Implementation of RA
9003 through
Environmental Impact
(2015)
City Meet 2015
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
resposibilities 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-friendy 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.
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.
5
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.
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 electrial 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.
Total number of action items checked for this goal.
GOAL # 4: Encourage enrollment and competition
What your school should have or should be doing:
Your school has a master list of all school-age children in the community,
whether enrolled or not.
10
16
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.
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.
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.
2
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.
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.
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).
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
8
7
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) 2015-
2016:
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: 2 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: 3 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: 2 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: 2 point/s
5. All your pupils/students are healthy.
(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: 3 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: 3 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’s participation in school and community
red 3
2. Enhance children’s health and well-being red 3
3. Guarantee safe and protective spaces for
children
red 3
4. Encourage enrollment and completion blue 1
5. Ensure children’s high academic
achievement and success
purple 2
6. Raise teacher’s morale and motivation red 3
7. Mobilize community support for education blue 1
SCORE 16
Enter and add up your scores for Accomplishing Specific Targets (pages __) here.
Progress toward specific targets Points
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).
2
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.
3
3. All your Grade 6 pupils/Grade 10/Grade 12
students pass the division, regional, or national tests or assessments.
2
4. All your pupils are well nourished. 2
5. All your pupils are healthy. 3
6. All your pupils have good dental health. 3
SCORE 15
Now, tally your scores in the two categories.
Action Items / Goals 16
Progress toward Targets 15
TOTAL SCORE 31
So, is your school Child-friendly?
If you got a total of at least 25 points but lower than 30 points, you are a CHILD-
FRIENDLY SCHOOL!
If you got at least 30 points but lower that 35 points, you are an OUTSTANDING
CHILD-FRIENDLY SCHOOL!!
If you got 35 points or higher, you are indeed a VERY OUTSTANDING CHILD-
FRIENDLY SCHOOL!!!
To all of you who made it, CONGRATULATIONS!!! To those who didn’t, you can
try to do better next school year.
Now make sure that you do this every school year to see if you are keeping with
or improving your performance.
Thank you for answering this little test. Until next time when we include other
action items and targets in our list! Becoming a Child-friendly School is easy,
don’t you agree?
CAUAYAN CITY NATIONAL HIGH SCHOOL
(NAME OF YOUR SCHOOL)
is an
OUTSTANDING CHILD-FRIENDLY SCHOOL!!!
School-Based Child Protection/Anti-Bullying Policy
Implementation Checklist
Name of School: Cauayan City National High School- Main
Address: Turayong, Cauayan City, Isabela
District/Division/Region: Cauayan City/ Region 2
Instruction:
This checklist is designed to monitor and evaluate the compliance of the
school/s 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 observation.
P – Present or In Place
A – Absent or Not In Place Findings will be based simply on the presence or absence of the requirement
as stated in each item and shall be the basis for a plan of action by the school
and the Division Office.
P A
1. The school has a written school-based child protection and/or anti-bullying policies.
2. There is a code of conduct incorporated in the school-based child protection or anti-
bullying policy for the following:
a. Students
b. School Administrators
c. Non-Teaching Personnel (guards, 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 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 for personal matters like student-teacher
as “text mates” or face book friends;
d. Going out with students after school such as watching movies;
e. Using green jokes or jokes with double meaning in the class; and
f. Cultural Beliefs (marrying children because it is acceptable based on one’s
culture/religion, amicable settlement on child abuse cases).
4. Promotion or information dissemination of the school-based child protection and/or
anti-bullying policies is done during school opening for:
Students
Teachers
Non-Teaching personnel
Parents
5. There are written procedures to guide in conducting disciplinary proceedings in cases of offenses committed by pupils, students, or learners.
6. The school has adopted a conflict resolution mechanism that respects the rights of indigenous peoples, provided that they conform to child’s rights and the
Department issuances on child protection.
7. There is an established system for identifying students who may be suffering from
significant harm based on physical, emotional, or behavioral signs.
8. Has developed and implemented a school-based referral and monitoring system to address child abuse and bullying cases.
9. There is an existing record of all proceedings related to bullying and child abuse
cases using the Intake Sheet (Annex B of DO 40, s. 2012 or Appendix B or DO 18,
s. 2015) as appropriate.
10. Records related to complex cases of child abuse and bullying using the Intake
Sheets (Annex A of DO 40, s. 2012 or Appendix B of DO 18, s. 2015) are well-kept and separate from simple cases.
11. The school has submitted its consolidated reports on 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 community for possible linkages or
networking for cases needing referrals etc.
13. Has an active coordination with WCPD, DSWD, and other government and Non-
Government Organizations (NGO).
14. Has a clear policy on the use of positive and non-violent discipline for children.
15. There is an organized Child Protection Committee (CPC) in the school.
16. There is an annual capacity building activities for the members of the CPC: Guidance Counselor/Designated Guidance Teacher
Representative of the Students
Representative of the Parents
Representative of the Barangay
Representative of the Teachers
17. The CPC is meeting regularly to discuss appropriate interventions and/or
responses to school problems on bullying and child abuse cases and other concerns.
18. The school with its CPC has initiated information 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 promotion of child protection and
anti-bullying policies of the school.
20. There is a feedback mechanism in the school to monitor the implementation of
the Child Protection and/or Anti-Bullying policies.
(Total Number of P and A multiplied the total number of items divided by 100)
28 6
Overall Scores 91.89%
General Description:
Recommendation:
PRIORITY RESOURCE
IMPROVE -
MENT REQUIRE-
AREAS MENT YR. 1 YR. 2 YR. 3 MOOE PTA LGU OTHERS
A. Governance To strengthen areas ● Regular faculty & staff meeting, 450,000 150,000 150,000 150,000 375,000 75,000
of supervision & LAC session, coaching/mentoring
internal
management ● Attendance to trainings & 1,500,000 300,000 500,000 700,000 1,200,000 200,000 100,000
& control conferences relevant to school
management & instructional
supervision by SH and HTs &
coordinators of regular & special
curricula
● Procurement of office supplies & 3,000,000 1,000,000 1,000,000 1,000,000 1,500,000 200,000 1,000,000 300,000
lab &IT equipment
1,450,000 1,650,000 1,850,000 3,075,000 200,000 1,200,000 475,000
Total 4,950,000 4,950,000
B. Quality To increase ● Teachers’ Trng. Program & INSET 2,500,000 700,000 800,000 1,000,000 1,500,000 500,000 500,000
achievement rate ●Scholarship for Teachers (Local ) 900,000 300,000 300,000 300,000 100,000 500,000 300,000
in the National ●Remedial Instruction of Least 60,000 20,000 20,000 20,000 40,000 20,000
Achievement Mastered Skills in all disciplines
Test (NAT): ●Capacity-building activities 1,000,000 250,000 350,000 400,000 600,000 300,000 50,000
Eng.- 45.01- 76% ●Development & reproduction of SIMs 400,000 100,000 150,000 150,000 300,000 50,000 100,000
Fil.- 52.88- 76% & other instructional materials
Maths- 41.67- 76% ● Procurement of books, learning 2,000,000 500,000 750,000 750,000 1,000,000 600,000 400,000
Sci.- 41.21- 76% equipment, laboratory consumables &
A.P. 41.56- 76% other instructional materials
C.T.- 33.55- 76% ●Search for Most Outstanding Teacher, 300,000 100,000 100,000 100,000 100,000 100,000 100,000
To increase reading MT & HT & Model Employees
comprehension ● Phil-IRI & Remedial Reading Program 150,000 50,000 50,000 50,000 100,000 50,000
levels of students ●National English Proficiency Program 60,000 20,000 20,000 20,000 20,000 40,000
2,040,000 2,540,000 2,790,000 3,760,000 50,000 2,000,000 1,560,000
Total 7,370,000 7,370,000
OBJECTIVESPROGRAMS, PROJECTS,
ACTIVITIES
TIME LINE AMOUNT & TARGET SOURCES OF FUND
WORK & FINANCIAL PLAN MATRIX (2016-2018)
PRIORITY RESOURCE
IMPROVE -
MENT REQUIRE-
AREAS MENT YR. 1 YR. 2 YR. 3 MOOE PTA LGU OTHERS
C. Access To increase the ● Oplan Balik-Eskwela & Gabay 60,000 20,000 20,000 20,000 30,000 30,000
following Estudyante
performance indicators: ● Adopt-A-Student Intervention 1,500,000 500,000 500,000 500,000 1,500,000
Participation ●Feeding Program 90,000 30,000 30,000 30,000 30,000 60,000
Rate: ●Construction/Repair of 450,000 300,000 150,000 300,000 150,000
Completion Rate: perimeter fence
88.5 ● Remodelling of back & old 700,000 700,000 400,000 300,000
Promotion Rate: main gates
96.5 ●Construction of covered 600,000 200,000 400,000 200,000 100,000 100,000 200,000
Graduation Rate pathways
97.31 ●Concreting of roads & pathways 2,000,000 500,000 500,000 1,000,000 100,000 250,000 1,150,000 500,000
Cohort Survival Rate:●Construction of drainage canals
1,000,000 200,000 400,000 400,000 250,000 500,000 250,000
91.39 ●Construction of Athletic Oval 5,000,000 500,000 2,000,000 2,500,000 250,000 4,000,000 750,000
● Repair of Administration Bldg. & 2,000,000 1,500,000 250,000 250,000 250,000 1,750,000
Principal’s Office
●Improvement of library, guidance 3,500,000 1,000,000 1,000,000 1,500,000 1,500,000 2,000,000
center, computer lab., speech lab, &
science laboratories
●Improvement of TLE Laboratories 600,000 200,000 200,000 200,000 600,000
●Installation of lighting fixtures/street 500,000 500,000 500,000
lights
● Construction of CRs & hand & 1,500,000 250,000 1,000,000 250,000 400,000 100,000 1,000,000
tooth-brushing facilities
●Construction of deepwell and 800,000 200,000 500,000 100,000 150,000 650,000
concrete water storage tank and
rehabilitation of water lines
● Installation of CCTV cameras 100,000 50,000 50,000 100,000
●Procurement of generator set 500,000 500,000 500,000
● Improvement of offices, parks & centers 750,000 250,000 250,000 250,000 500,000 250,000
●Procurement of 1000 mono-bloc chairs 300,000 100,000 100,000 100,000 150,000 150,000
●Improvement & maintenance of bldgs. 3,000,000 1,000,000 1,000,000 1,000,000 500,000 500,000 500,000 1,500,000
8,000,000 8,850,000 8,100,000 3,430,000 1,130,000 9,250,000 11,140,000
Total 24,950,000 24,950,000
OBJECTIVESPROGRAMS, PROJECTS,
ACTIVITIES
TIME LINE AMOUNT & TARGET SOURCES OF FUND
PRIORITY RESOURCE
IMPROVE -
MENT REQUIRE
AREAS MENT YR. 1 YR. 2 YR. 3 MOOE PTA LGU Canteen
D. Linkages To strengthen ●Assembly meetings, 150,000 50,000 50,000 50,000 50,000 15,000 50,000
& linkages and fora, orientation, and
other partnership with stakeholders summit
Programs stakeholders
●Recognition Program for 30,000 10,000 10,000 10,000 20,000 10,000
Outstanding stakeholders
To implement other
programs
●Project HEALTH Alert (Healthy Env't
and Long Term Access Thru Local
Engagement Recreation and Training 60,000 20,000 20,000 20,000 600,000 10,000 30,000
●GAD plan implementation 750,000 250,000 250,000 250,000 10,000 5,000 100,000 50,000
● NGP 60,000 20,000 20,000 20,000 30,000 5,000 5,000 20,000
●ESWM 30,000 10,000 10,000 10,000 10,000 10,000 10,000 10,000
●Sustainable Forest Parks 30,000 10,000 10,000 10,000 5,000 5,000 10,000 10,000
●Sports Program 600,000 200,000 200,000 200,000 150,000 150,000 280,000 50,000
●Culture & Arts 30,000 10,000 10,000 10,000 10,000 5,000 10,000 5,000
●Community Extension/Outreach 60,000 20,000 20,000 20,000 5,000 5,000 10,000 40,000
●WATCH/DRRM 45,000 15,000 15,000 15,000 15,000 5,000 5,000 20,000
●NDEP 45,000 15,000 15,000 15,000 15,000 5,000 5,000 20,000
630,000 630,000 630,000 920,000 230,000 435,000 305,000
TOTAL 1,890,000 1,890,000
SUB-TOTAL 12,120,000 13,670,000 13,370,000 11,185,000 1,610,000 12,885,000 13,480,000
G-TOTAL 39,160,000 39,160,000
OBJECTIVESPROGRAMS, PROJECTS,
ACTIVITIES
TIME LINE AMOUNT & TARGET SOURCES OF FUND
PRIORITY PROGRAMS, PROJECTS,
IMPROVEMENT ACTIVITIES
AREAS Q1 Q2 Q3 Q4 J F M A M J J A S O N D MOOE LGU PTCA Others
A. Governance To strengthen 1. Regular faculty 112,500 112,500 112,500 112,500 375,000 75,000
areas of supervision & staff meeting, consultation,
& internal coaching/mentoring
management &
control 2. Attendance to trainings 375,000 375,000 375,000 375,000 1,200,000 200,000 100,000
& conferences relevant to
school management &
instructional supervision
by SH and HTs & coordinators
of special curricula.
3. Procurement of 750,000 750,000 750,000 750,000 1,500,000 1,000,000 200,000 300,000
office supplies & equipment
TOTAL 1,237,500 1,237,500 1,237,500 1,237,500 3,075,000 1,200,000 200,000 475,000
SUB-TOTAL 4,950,000 4,950,000
B. Quality To increase 1. Teachers’ Trng.
achievement Program & INSET 625,000 625,000 625,000 625,000 1,500,000 500,000 500,000
rate in the National
Achievement Test
(NAT): 2. Scholarship for Teachers 225,000 225,000 225,000 225,000 100,000 500,000 300,000
Eng.- 47.32-
76% (Local & Abroad
Fil.- 46.92-
76%
Maths- 46.09- 76% 3. Remedial Instruction of 15,000 15,000 15,000 15,000 40,000 20,000Sci.- 40.09-
76% Least Mastered Skills in all
A.P. 49.11- disciplines.C.T.- 39.14-
76%4. Capacity-building activities. 250,000 250,000 250,000 250,000 600,000 300,000 50,000
5. Development & reproduction 100,000 100,000 100,000 100,000 300,000 50,000 100,000
of SIMs & other instructional
materials.
6. Procurement of books, 500,000 500,000 500,000 500,000 1,000,000 600,000 400,000
learning equipment, laboratory
consumables & other
instructional materials.
7. Search for Most Outstanding 75,000 75,000 75,000 75,000 100,000 100,000 100,000
Teacher, MT & HT.
ANNUAL IMPLEMENTATION PLAN (F.Y. 2016)
OBJECTIVES
TIME FRAMESource & Amount of Fund
Q1 Q2 Q3 Q4RESOURCE REQUIREMENT
PRIORITY PROGRAMS, PROJECTS,
IMPROVEMENT ACTIVITIES
AREAS Q1 Q2 Q3 Q4 J F MA MJ J A S O N D MOOE LGU PTCA Others
To increase reading 1. Phil-IRI & Remedial Reading 37,500 37,500 37,500 37,500 100,000 50,000
comprehension levels Program.
of students 2. National English Proficiency 15,000 15,000 15,000 15,000 20,000 40,000
Program
TOTAL 1,842,500 1,842,500 1,842,500 1,842,500 3,760,000 2,000,000 50,000 1,560,000
SUB-TOTAL 7,370,000 7,370,000
C. Access To increase the 1. Oplan Balik-Eskwela & Gabay 15,000 15,000 15,000 15,000 30,000 30,000
performance followingEstudyante
indicators:
Participation 2. Adopt-A-Student Intervention 375,000 375,000 375,000 375,000 1,500,000
Rate: 3. Feeding Program 22,500 22,500 22,500 22,500 30,000 60,000Completion Rate:
88.54.Construction/Repair of 112,500 112,500 112,500 112,500 300,000 150,000
Promotion Rate: 96.5 perimeter fenceGraduation Rate:
97.315. Remodelling of back & old 175,000 175,000 175,000 175,000 400,000 300,000
Cohort Survival
Rate: main gates
91.39 6. Construction of covered 150,000 150,000 150,000 150,000 200,000 100,000 100,000 200,000
pathways
7. Concreting of roads & pathways 500,000 500,000 500,000 500,000 100,000 1,150,000 250,000 500,000
8. Construction of drainage canals 250,000 250,000 250,000 250,000 250,000 500,000 250,000
9. Construction of Athletic Oval 1,250,000 1,250,000 1,250,000 1,250,000 250,000 4,000,000 750,000
10. Repair of Administration 500,000 500,000 500,000 500,000 250,000 1,750,000
Bldg. to house Multi-Purpose
Hall, Faculty Center, Finance &
Administrative Office, Clinic
11. Improvement of library, 875,000 875,000 875,000 875,000 1,500,000 2,000,000
guidance center, computer lab.,
speech lab, & science laboratories
12. Improvement of 150,000 150,000 150,000 150,000 600,000
TLE Laboratories
13. Installation of lighting fixtures 125,000 125,000 125,000 125,000 500,000
/street lights
14. Construction of CRs & 375,000 375,000 375,000 375,000 400,000 100,000 1,000,000
hand & tooth-brushing facilities
15. Construction of deepwell 200,000 200,000 200,000 200,000 150,000 650,000
and concrete water storage tank
and rehabilitation of water lines
Source & Amount of Fund Q1 Q2 Q3 Q4OBJECTIVES
RESOURCE REQUIREMENTTIME FRAME
PRIORITY PROGRAMS, PROJECTS,
IMPROVEMENT ACTIVITIES
AREAS Q1 Q2 Q3 Q4 J F M A M J J A S O N D MOOE LGU PTCA Others
16. Installation of CCTV cameras 25,000 25,000 25,000 25,000 100,000
17. Procurement of generator set 125,000 125,000 125,000 125,000 500,000
19. Improvement of offices, parks 187,500 187,500 187,500 187,500 500,000 250,000
& centers
20. Procurement of 1000 75,000 75,000 75,000 75,000 150,000 150,000
mono-bloc chairs
21. Improvement & maintenance 750,000 750,000 750,000 750,000 500,000 500,000 500,000 1,500,000
of bldgs.
TOTAL 6,237,500 6,237,500 6,237,500 6,237,500 3,430,000 9,250,000 1,130,000 11,140,000
SUB-TOTAL 24,950,000 24,950,000
D. Linkages & To strengthen 1. Assembly meetings, 37,500 37,500 37,500 37,500 50,000 15,000 50,000
other Programs linkages and fora, orientation, and
partnership with stakeholders summit
stakeholders 2. Recognition Program for 7,500 7,500 7,500 7,500 20,000 10,000
Outstanding stakeholders
To implement
1. Project HEALTH Alert
(Healthy Environment and Long
Term Access Thru Local
Engagement Recreation and
15,000 15,000 15,000 15,000 600,000 10,000 30,000
other programs 2. GAD plan implementation 187,500 187,500 187,500 187,500 10,000 100,000 5,000 50,000
3. NGP 15,000 15,000 15,000 15,000 30,000 5,000 5,000 20,000
4. ESWM 7,500 7,500 7,500 7,500 10,000 10,000 10,000 10,000
5. Sustainable Forest Parks 7,500 7,500 7,500 7,500 5,000 10,000 5,000 10,000
6. Sports Program 150,000 150,000 150,000 150,000 150,000 280,000 150,000 50,000
7. Culture & Arts 7,500 7,500 7,500 7,500 10,000 10,000 5,000 5,000
8. Community 15,000 15,000 15,000 15,000 5,000 10,000 5,000 40,000
Extension/Outreach
9. WATCH/DRRM 11,250 11,250 11,250 11,250 15,000 5,000 5,000 20,000
10. NDEP 11,250 11,250 11,250 11,250 15,000 5,000 5,000 20,000
TOTAL 472,500 472,500 472,500 472,500 920,000 435,000 230,000 305,000
SUB-TOTAL 9,790,000 9,790,000 9,790,000 9,790,000 11,185,000 12,885,000 1,610,000 13,480,000
G-TOTAL 39,160,000 39,160,000
OBJECTIVESRESOURCE REQUIREMENT
TIME FRAMESource & Amount of Fund
Q1 Q2 Q3 Q4
