Você está na página 1de 76

DEPARTMENT OF EDUCATION

Region III
Division of Pampanga
District of Sasmuan

STO. TOMAS HIGH SCHOOL

ENHANCED SCHOOL
IMPROVEMENT
PLAN
S.Y. 2016 - 2019

I.

DEPED VISION, MISSION, AND CORE VALUES STATEMENT


DepEd Vision

We dream of Filipinos who passionately love their country and whose values and competencies enable them to realize their full
potential and contribute meaningfully to building the nation.
We are learner-centered public institution that continuously improves itself to pursue its mission.

DepEd Mission

To protect and promote the right of every Filipino to quality, equitable, culture-based, and complete basic education where:

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


Teachers facilitate learning and constantly nurture every learner.
Administrators and staff, as stewards of the institution, ensure an enabling and supportive environment for effective learning
to happen.
Family, community, and other stakeholders are actively engaged and share responsibility for developing life-long learners.

Core Values
Maka-Diyos
Maka-tao
Makakalikasan
Makabansa

INTRODUCTION
The SCHOOL IMPROVEMENT PLAN (SIP) is a roadmap that lays down specific interventions that a school will undertake
within a period of three consecutive school years. The implementation of the development activities integral to it are in the school
such as projects under the Continuous Improvement Program (CIP), the creation and mobilization of School Learning Action Cell
(SLAC), and the preparation of the School Report Card (SRC). It envisioned to help schools reach the goal of providing access to
quality education.
Sto. Tomas High School (Sasmuan) is one with the DepEd Pampanga who is advocating and promoting quality learning,
quality teaching, quality partnership and quality leadership.
In order to accomplish and achieve the desired goals of the school administrator together with the teaching and non-teaching staff
of the school re-examined and re-evaluated the SCHOOL IMPROVEMENT PLAN of the SCHOOL for the last three to produce data
on what particular projects and targets should be implemented and realized for the next three years.
As stated in the DepEd Order No. 44, s.2015, the plans and projects of the school should be guided with three principles
namely; learner centered; standard based and evidence-based.
Parents participation, community, teachers and the school head need to have an assessment to detect the appropriate plan
to strengthen the existing projects. Everyone has roles in continuous improvement cycle in promoting quality education, gender
sensitive, culture-based, and child friendly institution of learning. Thus, an orientation on the Enhanced SIP was conducted last
July 8, 2016. During the orientation, the school principal mentioned that the Enhance SIP will serve a concrete plan of action in
the attainment of goals and objectives of the school. Lastly, the School Planning Team was organized.

The School Planning Team of Sto. Tomas High School (Sasmuan)


Team Leader:

Lina G. Garong

Teacher Representative:

Cristino M. Tasic

Student Representative:

Arth Josphine Baltazar

Parent Representative:

Marivic Galang

Barangay / LGU Representative:

Edwin Banting

SCPC Representative:

Michelle M. Flores

BDDRRMC Representative:

Priscilla R. Caladiao

REFLECTION / OUTPUT OF SCHOOL PLANNING TEAM


During the VISION SHARING
Sto. Tomas High School (Sasmuan) envisioned to uplift the quality of education of students to become well-equipped in the world
of EDUCATION. To accomplish the school administration, continually and thoroughly address many faces of school management
which is founded upon the planning and implementing of all the activities and their evaluation. Teacher need to explore more of
their competence in the craftsmanship. The transformation towards becoming quality teachers evolves and grows with the
continuing training and development to be effective and efficient action.
Furthermore, during the vision sharing activity, the roles of the parents, community and other stakeholders were discussed and it
was also mentioned that there must be a harmonious relationship between the school, family and community for the betterment
of the student and in order to achieve the school goal.

SPT TIMETABLE
ACTIVITIES
PREPARATORY ACTIVITIES
Orientation
Vision Sharing
Scheduling
Collect and organize data using the School-Community Data Template
PHASE 1: ASSESS
Consolidated the gathered data based on based on School-Community Data Template
Identify the initial improvement areas: Access, Quality and Governance
Work on Gap analysis from the identified improvement areas
Analyze the Priority Improvement Areas
Set general Objectives, organize project teams, conduct FGD, analyze the school
processes, select area focus, do root cause analysis and present root cause analysis to
the SPT
PHASE 2: PLAN
Review the general objectives and targets
Formulate Solutions
Develop the Project designs, SIP and AIP
PHASE 3: ACT
Test and review the solutions
Roll out the solutions

SCHEDULE
July 8, 2016
July 18-22, 2016
July 26, 2016
July 27-28, 2016
August 1-2, 2016
August 8-31, 2016

September 1-5, 2016


September 12-13, 2016
September 19-23, 2016
September - November, 2016 (2nd
Quarter)
December 5, 2016

I.

ENHANCED SIP ORIENTATION

Mam Lina G. Garong, Principal IV of Sto. Tomas High School, Sasmuan organized an orientation on the preparation of
enhanced SIP

II. FORMING THE SPT

LINA G. GARONG
Team Leader

MICHELLE M. FLORES
SCPC Representative

MARIVIC GALANG
Parent Representative

I.
School ID: 300937
Address: STO. TOMAS SASMUAN, PAMPANGA

PRISCILLA R. CALADIAO
Bdrrmc Representative

EDWIN BANTING
Brgy./LGU Representative

CRISTINO M. TASIC
Teacher Representative

ARTH JOSPHINE BALTAZAR

Student representative

SCHOOL PROFILE DATA


Name of School: PULUNG SANTOL HIGH SCHOOL-ANNEX 1
Barangay: STO. TOMAS
_____

District: 2
Division: PAMPANGA

____
______

Municipality: SASMUAN_____________________________
Region: III_______________________________________

A. GEOGRAPHY
A.1 Location of the school. Check the appropriate description.
Along the highway
Near the coastline

Near a river or waterway


By the hillside

On top of a mountain

A.2 Relative distance of the School


a. From the Poblacion
b. From the nearest public elementary school
c. From the nearest private elementary school
d. From the nearest public secondary school
e. From the nearest private secondary school
e. From the District office
f. From the Division office

Distance in km
2 km
.01 km
.01 km
3 km
2 km
2 km
8 km

Mode of transportation
Jeepney / Tricycle
Walking Distance
Walking Distance
Jeepney / Tricycle
Jeepney / Tricycle
Jeepney / Tricycle
Jeepney

Remarks: It can be described that the school is near and accessible.


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 three years.
Armed conflict as a result of organized crime (terrorism, siege, etc.)
Crime against school head/s (murder/homicide, physical injury, rape, sexual harassment, etc.)
Crime against school property (theft, robbery, arson)
Crime against student/s (murder/homicide, physical injury, rape, sexual harassment, etc.)
Crime against teacher/s (murder/homicide, physical injury, rape, sexual harassment, etc.)

Fire (electrical wiring failure, etc.)


Health threat (i.e. Dengue, Malaria, Measles, food poisoning, disease outbreak)
Oil spill
Security threat as a result of civilian violence (bomb threat, kidnapping threats, hostage taking, shooting, etc)
Structural collapse (as a result of engineering failures)
Others, Please Specify: ______________
A.3.2. What are the 3 most frequent/human induced hazards?
1st most frequent: ___Physical Injury____
2nd most frequent:___________________
3rd most frequent: ___________________
A.4 Incidence of natural hazards
A.4.1 Check if there have been incidences of the following in the last 3 years.
Drought
Tropical cyclone (Storm, Typhoon, Tropical
Depression, etc.
Earthquake
Oil Spill
Fire (includes forest fires and fires due to natural disasters
Tsunami
Flood
Volcanic Eruption
Landslide
Others Pls. Specify: ___________
Storm surge
A.4.2. What are the 3 most frequent/human induced hazards?
1st most frequent: ___Typhoon_________
2nd most frequent:___________________
3rd most frequent: ___________________

B. LEARNING ENVIRONMENT
B.1.1 Classrooms and Seats.
Level

Total

No. of Classrooms

Lear:

Grade 7
Grade 8
Grade 9
Grade 10
TOTAL
Description:

Enrolment
16-17
393
374
348
237
1352

In Good
Condition
6
8
7
6
27

For Repair/
Rehabilitation
2
0
0
0
2

Total
8
8
7
6
29

Classroom
Ratio1
49.13:1
46.75:1
49.71:1
39.5:1
46.62:1

Total
393
374
348
237
1352

The table shows that the classrooms are enough but there is shortage on number of seats per class.

B.1.2. Classroom seat quantity Indicate the total number of seats in all classroom
Number

Learners: seat
ratio
1352
1:1
B. 2 Water, Sanitation and hygiene (WASH) facilities
B.2.1 Water Supply/Source. Check as appropriate
Local piped water

Rainwater catchments

Water well/deep well

Natural source

without available water supply

B.2.2 Hand washing: Is the main source of water functional at present?


Yes

IF Yes:

with soap

without soap

No
B.2.3. Functional Toilets

B.2.4. Toilet bowls

Male
Number
5

Ratio

Female
Number

140.2:1

Female
Ratio

Description: It shows
toilets are not enough to

93:1
Male
Number
5

B.3 Textbooks.
Subject
English
Number
Ratio

Ratio3
140.2:1

Number
7

Ratio3

in the table that the existing


cater the students.

93:1

Subject
Math
Number
Ratio

Subject
Subject
Subject
Level
Filipino
SCIENCE
AP
Numbe
Ratio
Number
Ratio
Number
Ratio
r
Grade 7
390
1.01:1
388
1.01:1
390
1.01:1
387
1.02:1
390
1.01:1
Grade 8
349
1.07:1
340
1.1:1
351
1.07:1
350
1.07:1
348
1.07:1
Grade 9
333
1.05:1
340
1.02:1
339
1.03:1
340
1.02:1
341
1.02:1
Grade 10
230
1.03:1
229
1.03:1
228
1.04:1
230
1.03:1
229
1.03:1
Total
1302
1.04:1
1297
1.04:1
1308
1.03:1
1307
1.03:1
1308
1.03:1
INTERPRETATION: There is gap in learner-textbook ratio in all subject area and grade levels
B.4 Library:
No. of Books:

2,284

No. of Tables:

No. of Chairs: __20__


Give additional information and qualitative description of the library (lighting, space, other fixtures present, etc.)obsolete
books,poor lightning,too small for a library

B.5 Other learning Facilities/Materials (Example: computer, science equipment)


Facility/Material

Numbe
r

Qualitative description/condition

Computers (Academically Used


Desktop )

45

Functional/ Good Condition

Virtual Desktop

50

Functional/ Good Condition

Administrative Desktop

Functional/ Good Condition

Aneroid Barometer

Functional/ Good Condition

Protractor ,pastic 180

Functional/ Good Condition

Terrestrial Globe, 12 inches

Functional/ Good Condition

Measuring Cup, 250 ml plastic

Functional/ Good Condition

Beaker, 250 ml, borosilicate

Functional/ Good Condition

Erlenmeyer Flask, 250 ml

Functional/ Good Condition

Stirring Rod 6 mm x 250 mm long

Functional/ Good Condition

Test Tube,16 mm x 15. mm long

19

Functional/ Good Condition

Graduated Cylinder , 100 ml

Functional/ Good Condition

Graduated Cylinder , 10 ml

Functional/ Good Condition

Glass Funnel, 50 mm

Functional/ Good Condition

Petri Dish, 100 mm

Functional/ Good Condition

Watch Glass, 90 mm

Functional/ Good Condition

Hydrometer, SP Gr:0. 7-2.0

Functional/ Good Condition

Alcohol Thermometer, -20C 110C

Functional/ Good Condition

Evaporating Dish, 75 ml

Functional/ Good Condition

Sun - Earth - Moon Model

Functional/ Good Condition

Mortar and Pestel, 150 ml

Functional/ Good Condition

Microscope, compound

Functional/ Good Condition

Magnifying Glass

Functional/ Good Condition

Glass Slide, 72's / box

Functional/ Good Condition

Glass Cover Slips , 100's /box

Functional/ Good Condition

Beaker, 1000 ml, borosilicate

Functional/ Good Condition

Dissecting Set

Functional/ Good Condition

Beaker, 600 ml, borosilicate

Functional/ Good Condition

Beaker, 100 ml, borosilicate

Functional/ Good Condition

Beaker, 50 ml, borosilicate

Functional/ Good Condition

Safety Goggles , polycarbonate

Functional/ Good Condition

Distilling Flask, 250 ml

Functional/ Good Condition

Condenser, Liebig-type

Functional/ Good Condition

Rubber Stopper with 2 holes

Functional/ Good Condition

Rubber Stopper with 1 hole

Functional/ Good Condition

Rubber Tube, 10 mm x 2000 mm

Functional/ Good Condition

Molecular Geometry

Functional/ Good Condition

Bunsen Burner, Gas Type

Functional/ Good Condition

LPG tank w/gas , 11kg cap

Functional/ Good Condition

Rain Gauge

Functional/ Good Condition

Ph Meter

Functional/ Good Condition

Air Blower

Functional/ Good Condition

Switch , knife - type

Functional/ Good Condition

DC Ammeter

Functional/ Good Condition

DC Voltmeter

Functional/ Good Condition

Galvanometer

Functional/ Good Condition

Slinky Coil, metal , 3" x 4" long

Functional/ Good Condition

DC String Vibrator w/string

Functional/ Good Condition

Refraction Tank

Functional/ Good Condition

Multimeter Digital

Functional/ Good Condition

Beaker, 500 ml , polypropylene

Functional/ Good Condition

Florence Flask , 250 ml ,


borosilicate

Functional/ Good Condition

Archimedes Principle Set

Functional/ Good Condition

Open U-tube Manometer

Functional/ Good Condition

Miniature Light Bulb , 3 pcs /set

Functional/ Good Condition

Miniature Bulb Base /Socket , 3


pcs /set

Functional/ Good Condition

Dry Cell Holder , size D, 4 pcs /


set

Functional/ Good Condition

Resistance Board , 3 boards / set

Functional/ Good Condition

Motor Generator Model Exp Set

Functional/ Good Condition

Screw Diver , flat 6"

Functional/ Good Condition

Screw Diver , philips 6"

Functional/ Good Condition

Long Nose pliers 6"

Functional/ Good Condition

Mechanical Wire Cutter and Pliers


6"

Functional/ Good Condition

Soldering Iron, 60 watts

Functional/ Good Condition

Ball Pen Hammer, 11"

Functional/ Good Condition

Precision Screwdiver Set 6 pcs.

Functional/ Good Condition

Tweezers w/curved tis, 6.5"

Functional/ Good Condition

Soldering Lead , 1 lb/spool

Functional/ Good Condition

Soldering Paste , 50 gm / can

Functional/ Good Condition

Fuse Holder w/fuse

Functional/ Good Condition

Basic Lens Set ( set of 6 lenses )

Functional/ Good Condition

Mirror Set ( set of 3 mirrors )

Functional/ Good Condition

Student Optical Bench Set

Functional/ Good Condition

Tuning Fork Set ( set of 8 tuning


forks)

Functional/ Good Condition

AWG # 18, black , 250 mm long

Functional/ Good Condition

AWG # 18, red , 250 mm long

Functional/ Good Condition

AWG # 18, white , 250 mm long

Functional/ Good Condition

AWG # 18, blue , 250 mm long

Functional/ Good Condition

Resonance Tube Set , close ended

Functional/ Good Condition

Sound Signal Generator Kit

Functional/ Good Condition

Loudspeaker , 1 watt, 4-8 ohms

Functional/ Good Condition

Chart of Electromagnetic
Spectrum

Functional/ Good Condition

Chart of Radioactive Elements

Functional/ Good Condition

Dry Cell , 1.5 v size D

Functional/ Good Condition

Dry Cell , 9 v

Functional/ Good Condition

Balance, Triple Beam

Functional/ Good Condition

Advance Electromagnetism Kit

Functional/ Good Condition

Basic Electronic Kit ( 12 pcs.)

Functional/ Good Condition

Logic Gates Trainer Kit

Functional/ Good Condition

B.6 Availability of electrical supply, what is the schools source of electricity?


Grid Supply
Off-grid supply
Solar power
Generator
Others. Pls. specify
No Source of power
B. 7 Internet connectivity
B.7.1 Are there Internet service provider/s servicing in the area:
Yes
No
If Yes, check the appropriate internet service provider/servicing the area:
Bayantel
Globe
Smart

WIT Global (Satelite)

Digitel
Digitel
SUN
Others Pls. Specify: _Sattlink_
B.7.2. Does the school subscribe to any of the Internet provider/s listed above?
Yes
No
B.7.3 Are there internet caf/shops/WIFI-enabled stations in the area?
Yes
No
Pls. specify: ____________________

C. TEACHERS
C.1. Number of teachers
C.1.1 Number of Nationally Funded Teachers (2015-2016)
Male

Female

46

Total
54

Learner-Teacher
Ratio5
1:25

C.1.2 Number of Locally-funded teachers and subsidized/volunteer


No. of Locally-funded Teachers: _0_
No. of subsidized/Volunteer teachers: __0__
C.2 Quality of Teachers
C.2.1 Number of Master Teachers
Position

Master teacher IV
Master teacher
III
Master teacher II
Master teacher I

Numbe
r

Carries FullTime Class


Teaching Load

Assigned
Grade Levels

Assigned PartTime to
Class Teaching

Assigned Full-Time to
Ancillary Services

N/A

N/A

N/A

N/A

N/A

N/A

N/A

N/A

N/A

N/A

N/A

N/A

YES

8, 9, 10

NO

NO

Description: There are only 6 master teachers in the school.


C.2.2 Number of Teachers meeting the desired competencies based on NCBTS.
Grade Level
SY Before Previous
SY 2013-2014

Previous SY 20142015

Current SY 2015-2016

50

54

54

50

54

54

100.00%

100.00%

100.00%

Total No. of
Teachers
No. of
Teachers
Meeting the
Standards
% meeting
The Standards

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


YES
a. Does the school have
mechanisms for sustained
school-based training?
b. Does the school use the
result of the NCBTS-Teacher's
Strength and Needs
Assessment as basis for

NO

If yes, please describe

INSET Training during semestral


break.

Review of the NCBTS.

planning?
c. Are there other interventions
implemented to improve
competencies of teachers?

Other trainings to improve teaching


strategies.

C.2.4 if the response to C.2.3.b above is YES (a ) List down the identified top 3 training needs of teachers 20152016

Level

Top
and
Top
Top

1: Teaching Strategies
Classroom Instruction
2: NCBTS Training
3: Leadership Training

S.Y. Before Previous


SY: 2013-2014
No of
% of
Teachers
teachers
trained
trained

Previous SY:
2014-2015
No of
% of
Teachers
teachers
trained
trained

Current SY 2015-2016
No of
Teachers
trained

% of
teachers
trained

50

100.00%

54

100.00%

54

100.00%

50
50

100.00%
100.00%

54
54

100.00%
100.00%

54
54

100.00%
100.00%

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
D.1.1 Number of Malnourished children for SY 2015-2016

Level

Wasted
Severely wasted
Male
Female
Total
Male
Female
Grade 7
8
7
393
0
0
Grade 8
3
0
374
0
0
Grade 9
0
0
348
0
0
Grade 10
3
0
237
0
0
Total
14
7
1352
0
0
Percent of Total
1.04%
0.52%
0.00%
0.00%
Interpretation: Out of 1176 students there were 74 are wasted and 32 of them are under severely wasted
D.1.2 Projects/Interventions implemented in the previous SY addressing malnourished children
Total
393
374
348
237
1352

Project/Intervention
Feeding Program
Free Vitamin
Deworming

Number of Children covered


21
21
21

STATUS OF PRIORITY IMPROVEMENT PROJECTS OR CI PROJECTS


(These projects include those implemented by the school and other stakeholders)
Implementer

Program/project
title

Duration
End
Start

Target

Status/Accomplishments
Indicate progress of the program/project, and
its effect/ impact on the childrens access to
and quality of education

CIP Team SARDO

School Main Stay

June,
2014

March,
2015

Decrease
Drop-Out
Rate

Drop-out rate decreases from 6 % ( S.Y 2013


- 2014 ) to 5.85% ( S.Y 2014-2015)

2-A. SITUATION OF CHILDREN/LEARNERS: ACCESS IN AND OUT OF SCHOOL


1. CHILDREN NOT IN SCHOOL
1.1 Number of school age children NOT in school (last two years or previous year, depending on data
availability)
Age
11
12
13
14
15
16
17
GRAND
TOTAL

Total Population
Boys
Girls
Total
15
17
32
19
10
29
28
19
47
18
19
37
19
9
28
17
19
36
31
15
46
147

No. of children NOT in School


Boys
Girls
Total
1
0
1
0
0
0
0
0
0
0
0
0
4
4
8
4
7
11
11
5
16

% of children NOT in School


Boys
Girls
Total
6.67%
0.00%
3.13%
0.00%
0.00%
0.00%
0.00%
0.00%
0.00%
0.00%
0.00%
0.00%
21.05%
44.44% 28.57%
23.53%
36.84% 30.56%
35.48%
33.33% 34.78%
14.81
108
255
20
16
36
13.61%
14.12%
%
Description: The table shows that most of the students are in school.

1.1.a. Reasons for not attending in school in previous year ( 2014-2015 )

Age

No. of
schoolaged
children

No. of children NOT in school according to reasons

not in
school
Financial
Matters
11
12
13
14
15
16
17

1
0
0
0
8
11
16

Health and Nutrition

Child
Labor

Distanc
e of
School
from
Home

Affect
ed by
Disast
er

Affect
ed by
Confli
ct

4
7
7

2
2
3

2
2
5

Disabi
lity

Other
Reasons

36
18
8
9
1
TOTAL
Percent of
25.00
2.78
50.00%
22.22%
Total
%
%
6
School Project Teams are encouraged to conduct interviews or focus group discussions with parents/guardians/community
members to probe deeper on reasons cited
Description: The table shows that the reason why most of the students are not in school is due to financial matters.

1.1.b Projects/interventions implemented to ensure that out-of-school children are


in school
YES
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)?
b. Did the school use interventions in the
previous SYs to ensure that out-of-school
children have access to education?

NO

reached or mainstreamed

if yes, please describe the mechanism pursued by


the school-community

Child mapping

Scholarship Grant, Education for All

2. CHILDREN ENROLLED IN SCHOOL


2.1 Enrolment for the last 3 School Years, refer to Government Secondary School Profile or EBEIS

SY Before Previous SY
2013-2014
Total
Male
Female
383
203
180
327
184
143
302
155
147
305
159
146
1317
701
616

Previous SY 2014-2015

Current SY 2015-2016

Total
Male
Female
Total
Male
Grade 7
389
213
176
393
203
Grade 8
370
195
175
374
208
Grade 9
284
149
135
348
170
Grade 10
266
131
135
237
120
TOTAL
1309
688
621
1352
701
Percent of
53.23% 46.77%
52.56% 47.44%
51.85%
Total
Description: The tabe shows that the average enrollment data for the last three years fluctuated.
2.2 Number of children with disabilities by category
Level

Total Number
of Children with disabilities

Grade 7
0
Grade 8
0
Grade 9
0
Grade 10
0
Total
0
Description: No data available on file

TYPE OF DISABILITY (2015-2016)


Physically
Difficulty Hearing
disabled
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A

Female
190
166
178
117
651
48.15%

Speech/Language
Disorder
N/A
N/A
N/A
N/A

III. SITUATION OF CHILDREN / LEARNERS: ACCESS ATTENDANCE AND RETENTION


3. ATTENDANCE
3.1 Number of Children regularly attending classes
Level

SY 2013-2014
Male
Female
200
175
180
140
150
145
158
146
0
0
0
0
688
606

SY 2014-2015
Male
Female
212
175
193
174
145
133
131
134
0
0
0
0
681
616

SY 2015-2016
Total
Total
Total
Male
Female
Grade 7
375
387
389
201
188
Grade 8
320
367
371
206
165
Grade 9
295
278
345
168
177
Grade 10
304
265
235
119
116
Grade 11
0
0
0
0
0
Grade 12
0
0
0
0
0
Total
1294
1297
1340
694
646
Percent of Total
51.79
53.17%
46.83%
52.51%
47.49%
48.21%
%
Description: The table shows that most of the students were motivated enough to attend their classes regularly.
3.2 Percentage of Students regularly attending classes for the last three years
Level
Total

SY 2013-2014
Male
Female

Total

SY 2014-2015
Male
Female

Total

SY 2015-2016
Male
Female

Grade 7

97.91%
98.52%
97.22%
99.49%
99.53%
99.43%
98.98%
99.01%
98.95%
Grade 8
97.86%
97.83%
97.90%
99.19%
98.97%
99.43%
99.20%
99.04%
99.40%
Grade 9
97.68%
96.77%
98.64%
97.89%
97.32%
98.52%
99.14%
98.82%
99.44%
Grade 10
99.67%
99.37%
100.00%
99.62%
100.00%
99.26%
99.16%
99.17%
99.15%
Overall
98.25%
98.15%
98.38%
99.08%
98.98%
99.19%
99.11%
99.00%
99.23%
Description: The table shows that the percentage of children attending classes for the last 3 years is higher.
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 SWD?
Level
Previous SY 2014-2015
Total
Number of children who were
Number of frequently absent students that
Enrolment
frequently absent
were recipients of Pantawid Pamilya
in
Total
Male
Female
Total
Male
Female
2015-2016
Grade 7
Grade 8
Grade 9
Grade 10
Total
Percent of Total
Description:

393
374
348
237
1352

393
2
2
374
2
1
348
2
1
237
1
1
1352
7
5
100.00%
0.52%
0.37%
Most of the 4ps recipient regularly attends classes.

393
374
348
237
1352

3
2
1
2
8
0.59%

2
1
1
1
5
0.37%

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.
Level

Total No. of
Children who
were frequently
Absent in
Previous SY

Number of children who are frequently absent according to reasons (2014-2015)


Financial
Health
Child
Distance of
Affected by Affected by
Early
Matters
and
Labor
School from
Disaster
Conflict
Pregna
Nutrition
Home
ncy

Grade 7
4
2
2
Grade 8
3
2
1
Grade 9
3
1
2
Grade 10
2
1
1
Total
12
5
6
1
Description: The table shows that the reason why students failed to attend classes is more on health and nutrition status
and family issues.
3.5 Projects/interventions implemented to address needs of children who are frequently absent (Insert new
rows if necessary)
Projects/interventions
Pabaon Program
Regular Meeting with the Guidance Councelor

Number of children covered


5
6

4. DROPOUTS
4.1 Number of Dropouts for the last three years
Level
SY 2013-2014
SY 2014-2015
SY 2015-2016
Total
Male
Female
Total
Male
Female
Total
Male
Female
Grade 7
21
13
8
13
7
6
5
2
3
Grade 8
29
22
7
8
6
2
3
1
2
Grade 9
13
10
3
15
5
10
0
0
0
Grade 10
11
5
6
5
2
3
5
4
1
Total
74
50
24
41
20
21
13
7
6
Description: The table shows that the number of dropouts every year for the last 3 years is decreasing.
4.2 Dropout rates for the last three years
Level

SY 2013-2014

SY 2014-2015

SY 2015-2016

Total
Male
Female
Total
Male
Female
Total
5.48%
6.40%
4.44%
3.34%
3.29%
3.41%
1.27%
Grade 8
8.87%
11.96%
4.90%
2.16%
3.08%
1.14%
0.80%
Grade 9
4.30%
6.45%
2.04%
5.28%
3.36%
7.41%
0.00%
Grade 10
3.61%
3.14%
4.11%
1.88%
1.53%
2.22%
2.11%
Overall
6.00
7.13%
3.90%
5.85%
2.91%
3.38%
5.75%
%
Description: The table shows that the dropout rate every year for the last 3 years is decreasing.
4.3 Number and Rates of Drop outs by Cause (Insert row/s when necessary)
Grade 7

Male
0.99%
0.48%
0.00%
3.33%

Female
1.58%
1.20%
0.00%
0.85%

1.00%

0.92%

NUMBER OF DROPOUTS BY CAUSE (2015-2016)

Level

Total No.
of
Dropouts
(20152016)
5
3
0
5
13

Poor
Health

Financial
Problem

Change of
Residence

Child Labor

Family
Issues

Early
Pregnancy

Grade 7
2
2
1
0
0
Grade 8
0
0
1
2
0
Grade 9
0
0
0
0
0
Grade 10
1
0
1
2
1
Total
3
2
3
4
1
Percent of
23.08%
15.38%
23.08%
30.77%
7.69%
total
Description: The table shows that most of the students who dropped out from school is due to family issues.

Others

4.4 Projects/interventions implemented to address children at risk of dropping out.

4.4.a Does the school have mechanisms


to:

YES

-Track Attendance and identify children at


risk of dropping out and failing and design
remedies to keep them in school
- Anticipate and minimize disruptions of
classes especially with respect to
emergencies (disaster and conflict)?
- Track teachers' attendance and ways of
ensuring their regular presence based on
CSC policy?
4.4.b What are the interventions implemented for
children at risk of dropping out? Insert new raw
if necessary.
School Main Stay Program

NO

if yes, please describe the


mechanism pursued by the schoolcommunity
The use of CIP

Signing of Daily Log Book


Number of students covered

40

IV. SITUATION OF CHILDREN/LEARNERS: QUALITY


5. PROMOTION/GRADUATION RATES
5. 1 Number of promoted learners by grade level, for the last three years
SY Before Previous SY
Previous SY
Current SY
2013-2014
2014-2015
2015-2016
Total
Male
Female
Total
Male
Female
Total
Male
Female
Grade 7
344
175
169
359
192
167
356
172
184
Grade 8
278
144
134
327
162
165
336
180
156
Grade 9
250
116
134
234
122
112
297
135
162
Grade 10
289
150
139
260
129
131
218
107
111
Total
1161
585
576
1180
605
575
1207
594
613
Description: The table shows that the number of promoted learners every year for the last 3 years is increasing.
5.2

Promotion and Graduation Rates for the last three years


SY Before Previous SY

Previous SY 2014-2015

Current SY 2015-2016

2013-2014
Total
Male
Female
Total
Male
Female
Grade 7
89.82% 86.21% 93.89%
92.29%
90.14%
94.89%
Grade 8
85.02% 78.26% 93.71%
88.38%
83.08%
94.29%
Grade 9
82.78% 74.84% 91.16%
82.39%
81.88%
82.96%
Grade 10
94.75% 94.34% 95.21%
97.74%
98.47%
97.04%
Overall
97.00
83.45
93.51% 98.76% 87.94%
92.59%
%
%
Description: The table shows that the rate of promoted learners every year for

Total
90.59%
89.84%
85.34%
91.98%

Male
84.73%
86.54%
79.41%
89.17%

Female
96.84%
93.98%
91.01%
94.87%

98.96%

84.74%

94.16%

the last 3 years is increasing.

6. MEAN PERCENTAGE SCORES (Based on National Achievement Tests for grade 7 and 10)
6.1 Mean percentage Scores of NAT grade 7 and 10 per subject for the last three School year
Level

2013-2014
Ave.

Grade 10
Level
Grade 8
Grade 10
Level
Grade 7
Grade 10

English
54.48
2014-2015
English

Filipino
52.27

Math
70.55

Science
42.48

Aral Pan
55.97

Filipino

Math

Science

HEKASI

63.94
2015-2016
English

54.13

58.78

51.79

48.82

Filipino

Math

Science

Aral Pan

No NAT conducted during this S.Y

54.48

55.49

SCHOOL ACHIEVEMENT TEST S.Y. 2015-2016


Subject Area

MPS 1ST
MPS 2nd
MPS 3rd
MPS 4th
grading
grading
grading
grading
Filipino
72.84
63.21
64.30
68.90
English
71.21
77.00
72.10
76.46
Mathematics
69.76
76.21
77.21
78.80
Science
54.58
62.15
64.18
67.47
Araling Pan.
69.89
63.21
78.67
85.19
MAPEH
69.93
61.04
80.67
66.93
TLE
69.76
63.59
63.59
66.68
E.S.P.
73.24
80.67
80.67
69.27
Description: The MPS score in most subjects are below the Division target level which is 75.
7.

Average
67.31
74.19
75.50
62.095
74.24
69.64
65.91
75.96

LITERACY LEVEL

7.1 Number of learners who are in the frustration, instructional, and independent levels for SY 2015-2016
(ENGLISH)
Level

Grade 7
Grade 8
Grade 9
Grade 10
Level
Grade 7
Grade 8
Grade 9
Grade 10

Total
0
0
0
0
0
0
0
0

Frustration Level
Male
Female
0
0
0
0
0
0
0
0
0
0
0
0

0
0
0
0

Pre-Test Results
Instructional Level
Total
Male
Female
38
0
0
0
0
0
0
0
0
0
0
0
Post-Test Results
36
0
0
0
0
0
0
0
0
0
0
0

Independent Level
Total
Male
Female
355
175
180
374
208
166
348
170
178
237
120
117
356
336
297
218

172
180
135
107

184
156
162
111

Description: The table shows that in the Pre-Test Results most of the instructional level are on grade 7 but their number
decreases after Post-Test Results.

7.2Number of learners who are in the frustration, instructional, and independent levels for the Current School
Year (FILIPINO)
Level

Pre-Test Results
Frustration Level
Instructional Level
Total
Male
Female
Total
Male
Female
Grade 7
0
0
0
8
0
0
Grade 8
0
0
0
0
0
0
Grade 9
0
0
0
0
0
0
Grade 10
0
0
0
0
0
0
Level
Post-Test Results
Grade 7
0
0
0
0
0
0
Grade 8
0
0
0
0
0
0
Grade 9
0
0
0
0
0
0
Grade 10
0
0
0
0
0
0
Description: The table shows that in the Pre-Test Results most of the instructional level are
decreases in zero after Post-Test Results.

7.3 Projects/interventions implemented to improve reading skills of children


Remedial Reading Program in English and Filipino

Independent Level
Total
Male
Female
355
175
180
374
208
166
348
170
178
237
120
117
0
336
297
218
on grade 7

0
0
180
156
135
162
107
111
but their number

7.4 Number of Learners under Numerates and non-numerates


Level

Grade 7
Grade 8
Grade 9
Grade 10

Pre-Test Results
Total
290

Numerates
Male
165

Female
125

Total
30

Non-Numerates
Male
25

Female
5

303

141

162

10

303

119

184

235

126

109

TOTAL
1131
551
580
45
36
9
Description: 45 out of the 1131 students are non-numerates. There is an alarming number of non-numerate students.

8. AWARDS/RECOGNITION (TOP 3)
Description: the school is active in participating co-curricular and extra curricular activities.
Category
of
Awardees
Student

Teacher

Title

Year

IP on Physical Science
IP on Lfe Science
POPEd Quiz
Shielded Metal Arc Welding
TLE ICT
TLE Electricity
TLE Electronics
TLE Smaw
Editorial Writing
Cartooning
Math Quiz
Shielded Metal Arc Welding
PASDAM Throws
400 M Hurdles
4x100m Relay
Project Citizen

2015
2015
2015
2015
2015
2015
2015
2015
2015
2015
2015
2015
2015
2015
2015
2015

Fatima L. Umlas
Cristino M. Tasic
Annabelle R. Sucgang
Michelle M. Flores
Reyna Dabu
Melody G.Sevilla

2015
2015
2015
2015
2015
2015

Award-giving Body (Please identify)


Divisio
Nationa
District
n
Regional
l
International
Second
Third
Third
Third
First
Second
Second
First
First
Second
Third
First
First
First
Second
Second

Remedios T. Nulud
Conrado C. Culala
Leonila R. Rodriguez
Lina G. Garong

School
Head
School

2015
2015
2015
2015

Sto. Tomas High School,


Sasmuan

ANNEX 5

PLANNING WORKSHEET
ACCESS AND QUALITY
PRIORITY
IMPROVEMENT
AREAS

GENERAL OBJECTIVE/S

ROOT CAUSE/S

Bullying

To decrease the number of


incidents of bullying among
students.

Family Problem, Peer


Influence, Low Self
Esteem, Lack of
Discipline

Community Linkages

To increase the involvement of


parents in school activities inside
and outside the school.

Lack of information
dissemination,
Lack of Interest, Busy
at work

TIME FRAME
SY
SY
16-17
17-18

SY
18-19

Put up additional
toilets

Increase DAT
Results in Science

To construct additional comfort


rooms

Increase no. of
enrollment, shortage
of toilets

To increase the Science DAT MPS


result from 65% to 75%.

Teachers do not
innovate/ enrich
lessons, Poor scientific
literacy, Loaded with
extra curricular
activities

1:140

GOVERNANCE
PRIORITY
IMPROVEMENT
AREAS
Insufficient toilets

Poor participation of
parents

GENERAL OBJECTIVE/S
Produce funds to
Construct additional CR to
solve the shortage on
toilets
Increase parents
participation in school
activities

ROOT CAUSE/S
Lack of funds
No Raising fund project

TIME FRAME
SY
17-18

SY
16-17
Finished
Construction of
Toilets

frail Community Linkages Increased on


No Motivationn
Parents
participation
through
orientation &

SY
18-19

mobilization

ANNEX 1A

III.

GATHERING OF DATA

1. COMMUNITY PROFILE/ DATA


Name of the community/ Barangay :Sto. Tomas

Municipality: Sasmuan

Division: PAMPANGA Region: III

A. SOCIAL, DEMOGRAPHIC AND CULTURAL PROFILE


A.1 Population of Children
Total Population
Boys
Girls

Number of Children NOT in School


Boys
Girls
Total

Total
Age
11
15
17
32
1
0
12
19
10
29
0
0
13
28
19
47
0
0
14
18
19
37
0
0
15
19
9
28
4
4
16
17
19
36
4
7
17
31
15
46
11
5
Grand
147
108
255
20
16
Total
Description: The table shows that most of the students are in school.

% of Children NOT in School


Boys
Girls
Total

1
0
0
0
8
11
16

6.67%
0.00%
0.00%
0.00%
21.05%
23.53%
35.48%

0.00%
0.00%
0.00%
0.00%
44.44%
36.84%
33.33%

3.13%
0.00%
0.00%
0.00%
28.57%
30.56%
34.78%

36

13.61%

14.81%

14.12%

A.2 CBMS Basic Needs Indicators: Social ( 2015-2016 )


Basic Needs
Health

Core Indicators
Proportion of the child deaths aged 0-5 years old
Proportion of women deaths due to pregnancy- related causes
Nutrition
Proportion of malnourished children aged 0-5 years old
proportion of obese children aged 6-12 years old
Shelter
Proportion of households living in makeshift housing
Proportion of households classified as squatters/informal settlers
Water &
Proportion of households without access to safe water supply
Proportion of households without access to sanitary toilet facilities
Sanitation
Basic Education Proportion of children 6-12 years old not in elementary school
proportion of children 6-12 years old stop schooling
INTERPRETATION: Indicator shows that Basic Needs of the community children are met.

Value
N/A
0/1352
N/A
0/1352
0/1352
0/1352
10/1352
14/1352
20/1352

A.3 Ethnic groups present in the community: 0


A.4 Language spoken by the majority: KAPAMPANGAN
A.5 Availability of basic social infrastructure and services.
Elementary school ( Public

Private

Clean water supply/water system

Secondary school (
Public
Private)
Day Care Center
Community health center/station

check which of the following are present in the community.

Public library
Public Playground
Road/Farm-to-market road

Botika sa Barangay

transportation. Pls specify: motorcycle

A.6 Other Relevant Information.


Indicate below any additional information on social, demographic and cultural factors in the community which impact on
childrens education.
About

90% of the land area of the municipality is consist of fishpond.

B.POLITICAL/PEACE AND SECURITY/PEACE AND ORDER


B.1 CBMS Basic Needs Indicator: Peace and OrderB.2 Local Mechanisms/structures for peace, security and
order.
Check if any is present in the barangay
Basic Needs
Peace and order

Care Indicators
No Record of
Crime on File

Value
No record on file
available

____Active Barangay Council for the Protections of children (BCPC)


____Police Station
____ Barangay Tanods
____Indigenous/local conflict resolution mechanisms
____ Other structures. Pls specify.

B.3 Stake Holder support to the education ( 2015-2016 )


Percentage of parents/guardians and other stakeholders who attend Co-curricular activities, Extra-curricular activities,
Meetings, and Assemblies.
Participants and Attendance
Total amount of contribution
Actual
Target
%
Labor
In Kind
Cash
number
Co-Curricular Activities
Academic contests
133
1352
10.17%
Extra-curricular Activities
Brigada Eskwela
416
420
99%
P127,000.00 P 62,446.00
Other Major Activities
Intramurals
60
60
100%
P3,000.00
Clean and Green Campaign
50
50
100%
P1,000.00
INTERPRETATION: The table shows that participation of parents on school co-curricular and other-curricular
activities is very poor with a percentage of not higher than 20%
B.4 Incidence of crimes and other human-induces hazards (Tick if there are incidences of any of the following in the
last 3 years.)
Armed conflict as a result of organized crime (terrorism, siege, etc.)
Crime against school head/s (murder/homicide, physical injury, rape, sexual harassment, etc.)
Crime against school property (theft, rubbery, arson)
Crime against students (murder/homicide, physical injury, rape, sexual harassment, etc.)
Crime against teacher/s (murder/homicide, physical injury, rape, sexual harassment, etc.)
Fire (electrical warning failure, etc.)

Health threat (i.e. Dengue, Malaria, Measles, food poisoning, disease outbreak)
Oil spill
Security threat as a result of civilian violence (bomb threats, kidnapping threats, hostage taking, shooting, etc.)
Structural collapse (as a result of engineering failure)
Others pls. specify
Interpretation: Outdated and faulty wiring of the old building.
B.5 Other relevant information. Indicate below any additional information on political factors in the community
which impact on the childrens education.
No negative factors on politics that affects childrens education
C. PHYSICAL ENVIRONMENT/ECOLOGICAL PROFILE
C.1 List of local resources/features of the environment that can be used as learning resource/material
(example: rice terraces and water falls; other natural resources in the community) Clean up drive along riverside
C.2 Incidence of natural disasters

(Tick if there are incidence of any of the following in the last 3 years.)

Drought
Tropical Cyclones (Strom, typhoon,etc.)
Earthquake
Oil Spill
Fire (includes forest fire,
fires as consequence of Tsunami
natural disasters such as typhoons and earthquakes)
Flood
Landslide
Volcanic eruption
Others, pls. specify.______________

Storm surge
C.3 Result of disaster incidence

__No___School used as an evacuation center

C.4 other relevant information. Indicate below any additional information on environmental/ecological
factors in the community which impact on childrens education.
Nothing aside from that mentioned above
D. ECONOMIC PROFILE
D.1 CBMS Basic Needs Indicator: Economic
Basic Needs
Income

Employment

Core Indicators
Proportion of households with income below poverty
thresholds
Proportion of households with income below
subsistence thresholds
Proportion of households which experienced food
shortage
Proportion of person who are unemployed

D.2 Primary or Major Means of livelihood of the households


Agriculture/forestry. Pls. specify the major products:
Fishery
Manufacturing
Mining
Services

Value
200/1352
150/1352
20/1352
486

Others
Interpretation: about 75% of the people in the community are fishermen and 25% are in the field of providing
services or skilled workers
D.3 Child Labor Practice
Are there children in the community who are employed in any work that (a) is mentally, physically, socially or morally
dangerous and harmful to children, and (b) interferes with their schooling by depriving them of the opportunity to attend
school, obliging them to leave school prematurely, or requiring them to attempt to combine school attendance with
excessively long and heavy work?
Pls. specify: how many children; in what industry, activity?
YES ___________________________________________________________________
NO ____________________________________________________________________
D. 4 Other relevant information. Indicate below any additional information on economic factors in the
community which impact on children's education.
None
E. TECHNOLOGICAL
E.1 Availability of Electrical Supply: what is the source of electricity?
Grid supply
Oil-grid supply
Solar power
Generator
Others. Pls. Specify: ______________
No source of electricity

E.2 internet Connectivity


E.2.1 Are there internet service providers in the area?
YES

NO

If Yes, check the appropriate internet service provider/s servicing the area:
BAYANTEL
DIGITEL

GLOBE
PLDT

SMART
SUN

WIT Global (Satellite)


Others. Pls. Specify: Sattlink

E.2.2 Does the school subscribe to any of the internet service provider/s listed above?
YES

NO

E.2.3 Are there internet caf/shops/WIFII-enabled stations?


YES

NO

Pls. Specify: _____________


E.3 Other relevant information. Indicate below any additional information on technological factors in the community
which has impact on children's education.
The establishments of internet caf near the school that influence them to absent and waste their time in playing and
surfing the net.

ANNEX 2A
Department of Education
Region III
Division of Pampanga
District of Sasmuan
STO. TOMAS HIGH SCHOOL
3A. FRIENDLY SCHOOL SURVEY SUMMARY FORM
Action Items / Goals
1. Encourage childrens participation in
school and community
2. Enhance childrens health and wellbeing
3. Guarantee safe and protective
spaces for children
4. Encourage enrollment and
completion
5. Ensure childrens high academic
achievement and success
6. Raise teachers morale and
motivation
7. Mobilize community support for
education
SCORE

Colored
Hearts
RED

Points

RED

RED

RED

PURPLE

RED

PURPLE

19

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

Scores for
Accomplishing
Specific Targets

Scores in Two Categories


Action Items / Goals
Progress toward Targets
TOTAL SCORE

19
12
31

Progress toward specific targets


1. All school-age children in your
community are served by the
school (ages 5-11 in E/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.
3. All your Grade 6 pupils/Grade
10/Grade 12 students pass the
division, regional, or national
tests or assessments.
4. All your pupils are well
nourished.
5. All your pupils are healthy.
6. All your pupils have good dental
health.
SCORE

TOTAL SCORE
35 points or higher
Poi
nts
2

2
2
2
12

INTERPRETATION
VERY OUTSTANDING
CHILD-FRIENDLY
SCHOOL
at least 30 points but
OUTSTANDING
lower that 35 points
CHILD-FRIENDLY
SCHOOL
at least 25 points but
CHILD-FRIENDLY
lower than 30 points
SCHOOL
STHS is Child Friendly School

ANNEX 2B
4A.School-Based Child Protection/Anti-Bullying Policy Implementation Checklist
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.

1. The school has a written school-based child protection and/or antibullying 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.

P
/
/

/
/
/
/
/

4. Promotion or information
/
dissemination of the school-based
child protection and/or anti bullying
policies is done during school
opening
for: of conduct has specific provisions to address potential risks to students such as:
3. The code
a.Students
Disregarding abusive situation or behavior against children;
b.Teachers
Employing children as house helper or asking students to care for teachers
Non-Teaching personnel
c. Relating with children in private for personal matters like student-teacher as text mates or face
Parents
book
friends;
5.
There
are written procedures to guide in conducting disciplinary proceedings in cases of offenses
d. Going out with students after school such as watching movies;
committed by pupils, students, or learners.
e. Using green jokes or jokes with double meaning in the class; and
6. The school has adopted a conflict resolution mechanism that respects the rights of indigenous
f. Cultural Beliefs (marrying children because it is acceptable based on
peoples, provided that they conform to childs rights and the Department issuances on child
onesculture/religion, amicable settlement on child abuse cases).
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
Prepared
by: protection of children from abuse, exploitation, violence, harm, and bullying.
19. There is a strong
student
participation in the promotion of child protection and antibullying
____LINA
G. GARONG______
policies of theSignature
school. over Printed Name
___Principal IV_________
Designation
Received by:
_______________________________
Signature over Printed Name
_______________________________
Designation
5A. School Watching Checklist
Broken window
Blocked corridor
shelves
Busted plugs/light bulbs/electrical facilities
Protruding nails in chairs and tables
Warning sign:
Plants mounted on the building railings
Exposed chemicals and liquids
Unlabeled chemicals
Open pit /No Drainage System
Unpruned trees/bushes/shrubs
No ramps for elevated school buildings or other
facilities
Broken/dilapidated ceiling
Presence of stray animals inside the school campus
No system of release to parents during emergencies
Garbage area (segregation of biodegradable and non-

/
/
/

ANNEX 2C

Slippery pathway
Heavy objects mounted on top of cabinets/
Flooded area
Exposed electrical wires
Broken door knobs
Slippery pathways/corridors
Flooding
Lack/absence of storage for equipment
Dripping ceiling
Stagnant water
Open/clogged canals
Swing-in doors
Open/incomplete perimeter fence
Presence of electrical post/transformer near or within the
school perimeter
No posted emergency hotlines around the school
Detached or peeled off GI sheet

biodegradable)
Broken chairs/desks/tables
Unmounted cabinets/shelves
Bells/alarms
collapsing building and/or prominent cracks
on classroom walls)
V.

Blocked/no emergency exits


Medical kits in every classrooms
Condemnable building (i.e. very old structure,
Broken toilet bowl and/or sinks

Interpretation: No existing drainage system


INITIAL LIST OF IMPROVEMENT AREA

1. MPS DAT (Division Achievement Test)


A. DAT result in Science S.Y. 2015-2016 is below the Division Target which is 75.
2. Facilities/Learning Environment
a. shortage of toilet based on the number of students
b. no existing drainage system
3.

Bullying
a. Peer influence
b. Low self Esteem
c. Family Problem

4.

Parents Participation
a. participation of parent on school co-curricular and other-curricular activities is very poor with a percentage of not
higher than 20%

ANNEX 3
VI. Gap Analysis
SCHOOL PERFORMANCE
Division
Targets

DATA NEEDED

Decrease the no. of


bullying incidents
(Cyber , Physically and
Verbally Abuse)

School Based
Reports on
incidents of
bullying

Establish, transparent
participative with good
governance: Parents
involvement
Increase DAT MPS in

Documentation
and attendance
of parents in
school activities
DAT MPS Result

CURRENTLY
CONTRIBUTING
YES/NO
EXPLANATION
The number of
children who are
victims of abused
and bullying
No
increases from 11
(s.Y. 2014-2015)
to 19 (S.Y. 20152016)
Low percentage
of parents
No
involvement in
school activities
No
DAT Intervention

INHIBITING FACTORS

Family Problems,
Peer influence, Low
Self esteem

Lack of information
dissemination, Lack
of interest, and busy
at work
Teachers do not

PROJECTS
IMPLEMEN
TED

GROUPS THAT
REQUIRE ATTENTION

Grade 7-10

Parents and
stakeholders
Grade 7-10

innovate/ enriched
lessons, Poor
scientific literacy

Science with the


baseline of 75
Increase in number of
school facilities,
constructed/ repair:
Comfort rooms

School watching
checklist/
inventory of
physical
facilities

There are no
enough toilets
available for the
students

No

Increase no. of
enrollment

Grade 7-10

ANNEX 4
VI. IDENTIFY PRIORITY IMPROVEMENT AREA
Improvement
Area
19 students out of 1352 reported
victims of physical and verbal
abuse
Involvement of parents in school
activities inside and outside the
school is poor with the percentage
of not higher than 25%
DAT Result in the S.Y 2015-2016
is below in the Division target
which is 75
Comfort room shortage

Strategic
Importance

Urgency

Magnitude

Feasibility

Average

Interpretation

Very High
priority

4.5

4.4

4.73

Very High
priority

4.25

High priority

4.3

4.7

4.5

Very High
Priority

Average Rating
4.5 - 5.0
3.5 - 4.49
2.5 - 3.49
1.5 - 2.49
1.0 1.49

Interpretation
Very High priority
High Priority
Moderate Priority
Low priority
very low priority

ANNEX 4
SETTING THE GENERAL OBJECTIVES
Improvement Area
Decrease the no. of incident
of bullying among students
Increase the involvement of
parents in school activities
inside and outside the
school
Put up additional toilets to
meet the needs of the
students
Increase the Science DAT
MPS Result by 3% every

Prioritization
Very High Priority

General Objective
Reduce the no of incidents of bullying among students

Very High Priority

Increase parents involvement in school activities.

Very High Priority

Construct additional comfort rooms to solve the shortage


on toilets.

High Priority

Conduct innovations and innovative teaching in Science

year

PROJECT TEAMS
Project Target
Decrease the no. of incident of
bullying among students

Increase the involvement of


parents in school activities inside
and outside the school

Construct additional toilets

Increase the DAT MPS in Science

Project Team Member


Role
Chinita R. Apostol
Team Leader
Fatima L. Umlas
Assistant Team
Leader
Mary Grace Bagang
Scribe/
Reporter
Johness D. Panelo
Team Leader
Ruby B. Casurra
Assistant Team
Leader
Queeny A. Tolentino
Scribe/
Reporter
Cristino M. Tasic
Team Leader
Ramil B. Pinili
Assistant Team
Leader
Annabelle R. Sucgang Scribe/
Reporter
Michelle M. Flores
Team Leader
Jennifer B. Calilung
Michelle A. Layug

VIII. Voice of the customers

Assistant Team
Leader
Scribe/
Reporter

Responsibilities
lead the group
act as leader in his/her absence
documentation & Reporting
lead the group
act as leader in his/her absence
documentation & Reporting
lead the group
act as leader in his/her absence
documentation & Reporting
lead the group
act as leader in his/her absence
documentation & Reporting

1.
2.
3.
4.

Subject For Interview : 10 students per class ( 10 x number of sections = )


Type: FGD ( Focus Group Discussion )
Tool: Questionnaire / checklist
Manner of interview : Guided with oral explanation
GUIDELINES IN LISTENING TO THE VOICE OF THE LEARNERS AND OTHER STAKEHOLDERS

FACILITATING AND PROBING


Stakeholders have different ways of saying what they need. We have to learn how to scrutinize and understandwhat they
truly mean. The real needs of the stakeholders may have to be inferred or extracted from what they actually say during
interviews. While they may identify the things they need, it is critical to determine why they need these things.
NEEDS AND WANTS
When gathering the voice of our stakeholders, we must be careful in determining whether something is a needor a want.
Needs are what stakeholders expect to receive from a concept or service. Wants are preferences ofa stakeholder on how to
receive a concept or service. Needs are more likely common across our stakeholders.
DATA GATHERING TOOLS
There are different tools that can be used in gathering the voice of the learners and other stakeholders. Themost common
way is by conducting interviews or Focus Group Discussions (FGDs). It is critical to allow ourstakeholders to elaborate on
their responses in order to infer the specific needs that are critical for them. Aftergathering data through interviews, we can
conduct surveys to quantify and verify the responses from the interviews. In most cases, tools need to be used in
combination.
Interview questions should be open-ended. When necessary, follow-up the questions to delve further into thestakeholder
issues. In such cases, we should allow the stakeholders to talk. We must avoid biased, leading, orloaded questions. Our
questions should be clear, and the way we word the questions should not be ambiguous.

PROCESSING
How do we analyze the responses of the learners and other stakeholders? We have to transcribe the learners and other
stakeholders responses verbatim, or word for word. The use of their own language is important. We have to read through
these interview transcriptions and highlight any statements that you think are relevant to our PIA. It might be good to group
their responses to help you classify their needs, issues, or suggestions.

IX.
1.

Walk the Process


Decrease the no. of incidents of bullying among students

Rampant bullying of students

Start

Identify students who


are experiencing
bullying among students

Monitoring of students
behavior
Counselling with the
students and parents

Consolidate the number


of students who
experience bullying
among students

END

2. SAGIP (Support and Get Involved of Parents)

LACK OF PARENTS INVOLVEMENT

START

Planning of school
activities with the
principal

Information
dissemination

Conduct school activities

END

3. PHYSICAL INVENTORY TOILET FACILITY


Lack of funds

START

Physical count and


inventory

Prepare report and


status of inventory

Submit request
and waiting for
results

END

4.

Increase Division Achievement Test in Science

POOR SCIENTIFIC
LITERACY

SET SCHEDULE FOR


REVIEW AND TEACHING

IDENTIFY THE STUDENTS


WITH POOR SCIENTIFIC
LITERACY

STAR
T

PREPARE MATERIALS FOR


REVIEW AND TEACHING

ITATE THE REVIEW AND


TEACHING

CHECK THE RESULT OF


MPS PER GRADING
PERIOD

X.

FACILITATE THE REVIEW


AND TEACHING

END

SELECT AREA OF FOCUS ( ROOT CAUSE ANALYSIS )

WHY- WHY DIAGRAM


Peer Influence
Low self- esteem

RAMPANT BULLYING OF
STUDENTS

Family Problems

Lack of discipline

WHY-WHY DIAGRAM

Lack of interest

Lack of
support
from the
parents

Busy at work

Lack of information
dissemination

WHY-WHY
DIAGRAM
PROIRITIZATI
ON

NO FUND
RAISING
PROJECTS

LACK
OF
FUND
S
NO FOLLOW
UP

REQUEST OF
INVENTORIE
S WAITS TOO
LONG

WHY-WHY DIAGRAM

POOR
FOUNDATI
ON

POOR
STUDY
HABITS

POOR
SCIENTIF
IC
LITERAC
Y

BUSY AT
WORK

LOADED WITH
EXTRA
CURRICULAR
ACTIVITIES

XI. Project Work Plan and Budget Matrix


Project Title: Project SAVERS (Stop & Abolish Violence: Establish Rapport to Students )
Problem Statement: The total number of incidents in bullying increases
Project Objective Statement: To decrease the number of incidence in bullying among students
Root Cause: Family problem, Peer influence, Low self-esteem
Activity

Output

Date of
Implementation

Keep records of students


involved in bullying

Consolidated data

Year round

Assess data

July 4, 2016

Report the consolidated data


involve students in bullying
Program of work
Conduct the project SAVERS
Monitoring and Assessment

Draft the program of


work
Implementation of the
CI Project
Reduce the number of
incidents in bullying

August 3, 2016
September 15,
2016
November 3,
2016

Person
Responsible
Guidance
counselor,
adviser
Guidance
counselor
Guidance
counselor
CI project
Team
CI project
Team, Values

Budget

Budget
Source

100

MOOE/LSB

100

MOOE/LSB

200

MOOE/LSB

5,000.00

MOOE/LSB

500

MOOE/LSB

Education
Teachers,
Advisers
TOTAL

p 5,900.00

Project Work Plan and Budget Matrix


Project Title: Project SAGIP (Support And Get Involved of Parents
Problem Statement: Poor participation of parents in some school activities
Project Objective Statement: To increase the involvement of parents in school activities inside and outside the school
Root Cause: Lack of information dissemination and interest
Activity
Output
Date of
Person
Budget
Budget
Responsible
Source
Implementatio
n
Analysis of parents
attendance

Attendance
Sheet

Get Parents Involve

Suggested
program for the
parents

Realization of the
suggested program
Monitoring Parents

July 15, 2016

August 26, 2016

Parents
orientation

September 2016

Monitoring Form

October 2016-

CI Project Team

CI project Team
CI project Team
SPT Principal

200.00

MOOE/ LSB/DEPED

200.00

MOOE/ LSB/DEPED

P5,500.00

MOOE/ LSB/DEPED

1,000.00

MOOE/ LSB/DEPED

Attendance

March 2017

CI project Team
SPT

TOTAL

P6, 900.00

Project Work Plan and Budget Matrix


Project Title: CRAK (Comfort Room Ang Kailangan)
Problem Statement: Shortage of Comfort Rooms
Project Objective Statement: Construct additional Comfort Rooms
Root Cause: Shortage of Comfort Rooms and Lack of Funds
Activity

Output

Physical count and


inventory

Inventory Report

Reporting the status of


inventory
Workplan
Submit reports on the

Report on Need

Draft the workplan


Construction of

Date of
Implementation

Person
Responsible

Budget

Budget
Source

July 1-15, 2016

CI project Team

P 100.00

MOOE

July 18-29, 2016

CI project Team

P 100.00

MOOE

CI project Team

P 100.00

MOOE

August 1-5, 2016

toilets

August 8 to
September 30,
2016

CI project Team
IA Leader

P 50, 000.00

LSB/MOOE

Inspection Report

February to May
2017

CI project Team
IA Leader

P 100.00

MOEE

request of toilets

Monitoring and
Inspection

TOTAL

P 50, 400.00

Project Work Plan and Budget Matrix


Project Title: MINDS (MPS Increase in DAT Result in Science)
Problem Statement: The DAT score is below the standard which is 75.
Project Objective Statement: Increase DAT MPS result by 2 points per year
Root Cause: Teachers do not innovate lessons and poor scientific literacy of students

Activity

Output

School Based
Pre- Test
Pre Test
Result
First Periodical First Periodical
Test
Test Result
Analysis of
Test graph and
Test Result
Interpretation
Drafting of CI
Project

DAT Reviewer

Date of
Implementatio
n
June 6-10,2016
August 15-19, 2016

Person
Responsible
CI Project Team
Science Teachers
CI Project Team
Science Teachers

Budget

Budget
Source

500.00

MOOE/ PTA FUNDS

1000.00

MOOE/ PTA FUNDS

August 22-26, 2016

CI Project Team
Science Teachers

500.00

MOOE/ PTA FUNDS

August 29-31, 2016

CI project Leader

1, 000.00

MOOE/ PTA FUNDS

Proposal
Reproduction
of Reviewer

Conduct
Review
classes

Reviewer

September 1-2,
2016

CI project Leader

1500.00

MOOE/ PTA FUNDS

Increase
percentage
rate of
scientific
literacy among
students

September 5March, 2017

CI Project Team
Science Teachers

1, 000.00

MOOE/ PTA FUNDS

5,500.00

TOTAL

XII. ANNUAL IMPLEMENTATION PLAN

SY. 2016-2017

ANNUAL IMPLEMENTATION PLAN

School
Improvement
Project Title

Project
Objective

Output for
the Year

Activities

SAVERS

Decrease the
number of
incidents of
bullying
among
students

Zero Dropout

Keep records
of students
involved in
bullying
Report the
consolidated
data involve
students in
bullying

SY. 2016-2017

Person/s
Responsible

Schedule/
Venue

Budget per
Activity

Guidance
counselor,
adviser

Year round

100

July 4, 2016

100

Guidance
counselor

Budget
Source
MOOE

MOOE

Program of
work

Guidance
counselor

August 3, 2016

200

CI project
Team

September 15,
2016

5,000.00

CI project
Team, Values
Education
Teachers,
Advisers

November 3,
2016

Conduct the
project
SAVERS
Monitoring
and
Assessment

TOTAL
ANNUAL IMPLEMENTATION PLAN

School
Improvem
ent Project
Title

Project
Objective

Output for
the Year

SAGIP

Increase
participation
of parents on
school
activities

Increase
parents
participation
by 100% in
school
activities

Activities

Analysis of parents
attendance

LSB/MOOE

MOOE
500

5,900.00
SY. 2016-2017

Person/s
Responsible

Schedule/
Venue

CI Project Team

July 15, 2016

CI project Team
CI project Team
SPT Principal

August 26,
2016
September
2016

Get Parents Involve


Realization of the
suggested program

MOOE

Budget
per
Activity

200.00

200.00
P5,500.00

Budget
Source

MOOE/
LSB/DEPED
MOOE/
LSB/DEPED
MOOE/
LSB/DEPED

Monitoring Parents
Attendance

Analysis of parents
attendance

CI project Team
SPT

October 2016March 2017

1,000.00

MOOE/
LSB/DEPED

CI Project Team

July 15, 2016

200.00

MOOE/
LSB/DEPED

6,900.00

ANNUAL IMPLEMENTATION PLAN


School
Project
Improvem Objective
ent Project
Title
CRAK

Construct
additional
comfort
rooms

Output
for the
Year

Activities

Constructed
toilets

Physical count
and inventory
Reporting the
status of

SY. 2016-2017

Person/s
Responsible

Schedule/
Venue

Budget per
Activity

Budget
Source

CI project Team

July 1-15,
2016

P 100.00

MOOE

P 100.00

MOOE

CI project Team

July 18-29,
2016

inventory
Workplan
CI project Team
Submit reports on
the request of
toilets
Monitoring and
Inspection

August 1-5,
2016

CI project Team
IA Leader

August 8 to
September
30, 2016

CI project Team
IA Leader

February to
May 2017

P 100.00

MOOE

P 50, 000.00

LSB/MOOE

P 100.00

MOEE

p 50, 400.00

ANNUAL IMPLEMENTATION PLAN SY. 2016-2017


School
Improvem
ent
Project
Title
MINDS

Project
Objective

Output for
the Year

Increase
the MPS
Result in
DAT

Achieve 75%
DAT MPS
Result in
Science

Activities

School Based Pre


Test
First Periodical Test

Person/s
Responsible
CI Project Team
Science
Teachers
CI Project Team
Science

Schedule/
Venue

Budget
per
Activity

Budget
Source

June 6-10,2016

500.00

MOOE/ PTA
FUNDS

August 15-19,
2016

1000.00

MOOE/ PTA
FUNDS

Analysis of Test
Result

Teachers
CI Project Team
Science
Teachers

August 22-26,
2016

500.00

MOOE/ PTA
FUNDS

CI project
Leader

August 29-31,
2016

1, 000.00

MOOE/ PTA
FUNDS

CI project
Leader

September 1-2,
2016

1,500.00

MOOE/ PTA
FUNDS

CI Project Team
Science
Teachers

September 5March, 2017

1, 000.00

MOOE/ PTA
FUNDS

Drafting of CI
Project Proposal
Reproduction of
Reviewer
Conduct Review
classes

5,500.00

XIII. MONITORING AND EVALUATION


Project Monitoring Report Form
Scheduled Dates of Monitoring Mid-year: _______________________ Year-end: ___________________________
(1)
Name of
Project

(2)
Project
Objectives and
Targets

(3)
Date of
Monitorin
g

(4)
Accomplishments
/ Status to Date

(5)
Issues/Problems
/
Challenges

(6)
Recommendations
/
Action Points

(7)
Signature
of SPT and
Project

Team
Leader

SAVERS

SAGIP

CRAK
MINDS

Decrease the
number of
incidents in
bullying among
students
Increase parents
involvement on
some school
activities
Construct
additional toilets
Increase DAT
MPS result by 2
points per year

XIV. SUMMARY OF INFORMATION & ENDORSEMENT


The preparation of the School Improvement Plan underwent a long process before it has been drafted because a thorough
selection and organization of School Planning Team should be done first. After the organization of the SPT, they immediately plan
and schedule the gathering and analysis of data.

With the utilization and aid of the COMMUNITY PROFILE/DATA template and the SCHOOL PROFILE/DATA template (Annex 1A
and 1B of the SIP guidebook) and the School Report Card the data needed were collected and analyzed. Priority improvement
areas were detected and a gap analysis has been conducted using the gap analysis template in annex 3 of the same guide book.
The SPT collaboratively formulated general objectives based from the data gathered. The SPT created project team for each
identified priority improvement area. Each team are expected to work collaboratively to achieve the desired objectives with full
support and leadership of the principal
School Planning Team and School Governing Council:
Team Leader:
Teacher Representative:
Student Representative:
Parent Representative:
Brgy/LGU Representative:
SCPC Representative:
BDRRMC Representative:

LINA G. GARONG
CRISTINO M. TASIC
ARTH JOSHPINE C. BALTAZAR
MARIVIC GALANG
EDWIN BANTING
MICHELLE M. FLORES
PRISCILLA R. CALADIAO

Recommending Approval:
ROWENA TO QUIAMBAO,ED.D., CESE
Assistant Schools Division Superintendent

APPROVED:
LEONARDO D. ZAPANTA, Ed.D., CESO VI
OIC- Schools Division Superintendent