008 - PH - I. School Improvement Plan (Sip)

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 : cnhs_cyn@yahoo.com
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.
School Profile
1. ENROLLMENT
1800 ENROLLMENT BY GENDER

1756
1750
1700 1684
1650 1645
1595
1600 1592
1550
1492
1500
1450
1400
1350
SY 2013-2014
SY 2014-2015
SY 2015-2016
Male Female
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.
2. HEALTH AND NUTRITIONAL STATUS
Numbers of learners by health status, SY 2015-2016
500 427
400 325
312 310 328 346
323
300
265
200 37 0
14 0
37 14 0 11 0 2
100 29 29 34 10 0
21
25
37
33
6 150 0
24 5 O…
0 12 42
10 4 24
MaleFemale 8 N…
Male Female 1
Male Female S…
Male Female
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.
3. LEARNERS MATERIALS
EXCESS SHORTAGE
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
TEXTBOOK 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
Number of Teachers
Attended Training, SY 2015-2016
140 123
120
100
80
60 48
40 40
38
20
0 13
0
INSET K-12
SBM ICT
LAC
Others
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
Sources of School Funding, SY 2015-

2016
852100
MOOE
681132 Canteen
2834000 LGUs
Donors
2031036 GPTA
150000 Subsidy for Special

Program
862867
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
Level Category of
(International, Awardee
Award Giving National, Region, (Student,
Name of Awards Body Division or School Teacher,
Level) School
Head,
School)
6th Cine Pambata National Council National Student
Video Festival’s for Children’s (Finalist)
One Minute Video Television
Competition
(2015)
(“Kapat
Dumagat” and
“Yapak”)
Video Festival’s for Children’s (Awardee)
Competition
(2015)
Best One-Minute
Video- “Kapat
Dumagat”
Competition
(2015)
National
Best Direction -
“Kapat Dumagat”
Competition
(2015)
Best
Cinematography-
“Kapat Dumagat”
Ten Most Philippine Red National Student
Accomplished Cross
Youth (Barkada Coke
Organization of Award)
the Philippines Red Cross Youth
(2015) and Junior Rescue
Team
MBC National Manila Semi-Finals Student

Chorale Broadcasting (Champion)
Competition: Corporation
Children’s
Category (2015)
MBC National Manila National Student
Chorale Broadcasting (3rd Place)
Competition: Corporation
Children’s
Category (2015)
International Mathematics International Student
Mathematics Trainer’s Guild (Official Member of
Wizards Philippines the Philippine Team)
Competition
(IMWC)
(2015)
Metrobank-MTAP Metrobank National Student
DepEd Math Foundation, Inc. (Finalist)
Challenge National
Finals (2015)
Inter-Regional DepEd Regional Regional Student

Math Trail and Office 2
Problem Solving (Finalist)
(2015)
Regional Festival of DepEd Regional Regional Student

Talents 2015 Office 2 (Champion)
“Pintahusay”
On the Spot
Painting Exhibition
“Bayle sa Kalye”
Street Dance
Parade and
Exhibition

“Manik- Aninong
Dulaan”
Regional Festival DepEd Regional Regional Student

of Talents 2015 Office 2 (Champion)
“Likhawitan”
OPM Songwritng
Exhibition
Interschool LGU- Cauayan Division Student

Volleyball City (Champion)
Tournament 2015
Interschool LGU- Cauayan Division Student

Basketball City (First Runner-up)
Tournament 2015
Buwan ng Wika SM City Cauayan Division Student

2015 Dagliang (Champion)
Talumpati
Buwan ng Wika SDO Cauayan Division Student

2015 Dagliang City (Champion)
Talumpati
Buwan Ng Wika SDO Cauayan Division Student

2015 Jazz Chant City (Champion)
Contest
Buwan Ng Wika SDO Cauayan Division Student

2015 Sabayang City (Champion)
Pagbigkas
AYAW Art Fest SM City Cauayan Division Student

2015 Poster- (Champion)
Making Contest
Regional Schools SDO Cauayan Regional Student
Press Conference City
(Champion)
2015
Collaborative and
Desktop
Publishing
(Filipino)

(Champion)
2015
Online
Collaborative and
Desktop
Publishing

(1st Place, Best
2015
Anchor)
Radio
Broadcasting
(Filipino)

nd
Press Conference City (2 Place, Best
2015 Script)
Radio
Broadcasting
(Filipino)

rd
Press Conference City (3 Place, Best
2015 Science and
Technology Page)
SDO Cauayan Division
City
(Overall
Division Schools Student
Champion)
Press Conference
2015
Division Schools SDO Cauayan Division Student

(Champion &
2015
RSPC Qualifier)
Editorial Writing
(English)

(2nd Runner-up &
2015
RSPC Qualifier)
Editorial
Cartooning
(English)

(Champion &
2015
RSPC Qualifier)
Editorial
Cartooning
(Filipino)

(Champion &
2015
RSPC Qualifier)
News Writing
(Filipino)

Press Conference City (Champion &
2015 RSPC Qualifier)
News Writing
(English)
SDO Cauayan Division Student
City
Division Schools (2nd Place and
Press Conference Champion & RSPC
2015 Qualifier)
Science and
Health Reporting
(Filipino)

(Champion &
2015
RSPC Qualifier
Sports Writing
(English)

2015 (3rd Place & RSPC
Qualifier)
Copy Reading
(Filipino)
SDO Cauayan Division

Division Schools City Student
(Champion &
Press Conference RSPC Qualifier)
2015
Collaborative
Desktop Design
(English &
Filipino)

(Champion &
2015
RSPC Qualifier)
Radio
Broadcasting
(English &
Filipino)
( Most Outstanding
2015
Journalist)
City Meet 2015 SDO Cauayan Division Student

City
Mr. City Palaro (Winner)
City Meet 2015 SDO Cauayan Division Student

City
Miss City Palaro (Winner)
Cagayan Valley DepEd Regional Regional Student

Regional Athletic Office 2 Arnis
Association
(3rd Place)
(CAVRAA) Meet
2016

Regional Athletic Office 2 Badminton
Association
(3rd Place)
(CAVRAA) Meet
2016

Regional Athletic Office 2 Sepak Takraw
Association
(CAVRAA) Meet (2nd Place)
Best Regu
2016

Regional Athletic Office 2
(Champion)
Association
Table Tennis
(CAVRAA) Meet
2016

(3rd Place )
Association
Wushu
(CAVRAA) Meet
2016
DepEd Regional Regional
Office 2
Cagayan Valley (3rd Place ) Student
Regional Athletic Wushu
Association
(CAVRAA) Meet
2016

(2nd Place )
Association
Wrestling
(CAVRAA) Meet
2016
Level Category of
Award Giving National, Region, (Student,
Title of Award Body Division or School Teacher,
Level) School
Head,
School)
John R.
Outstanding LGU- Cauayan Division Mina
Employee City/ SDO Cauayan School
City Head
Level Category of
Title of Award Award Giving National, Region, (Student,
Body Division or School Teacher,
Level) School Head,
School)
Division Schools Division
Press SDO Cauayan (Most Outstanding John R.
Conference City School Paper Gamueda
2015 Adviser) Teacher
Regional
Regional Most Outstanding John R.
Schools Press DepEd Regional School Paper Gamueda
Conference Office 2 Adviser 2015 Teacher
2015 2nd Runner-up
World
Teacher’s Day Division John R.
Celebration SDO Cauayan (First Runner-up) Gamueda
Teacher’s Got City Teacher
Talent 2015
World
Teacher’s Day
Celebration Cherrie Ann N.
Garcia
Teacher’s Got SDO Cauayan Division
Teacher
Talent 2015 City (Winner)
Search for
Lakan at
Lakambi
World
Teacher’s Day Division Ronald M.
Celebration SDO Cauayan (First Runner-up) Iniego
Teacher’s Got City Teacher
Talent 2015
Search for
Lakan at
Lakambi
World Division Candido P.
Teacher’s Day SDO Cauayan Most Outstanding Corpuz
Celebration City Teacher Teacher
2015 (Third Runner-up)
World DepEd Regional Regional CCNHS
Teacher’s Day Office 2 (Champion) Teachers
Celebration
2015
Teacher’s Got
Talent
World Teacher’s DepEd Regional Regional CCNHS
Day Celebration Office 2 (Champion) Teachers
2015
Teacher’s Got
Talent
World Teacher’s Department of National CCNHS
Day Celebration Education (Finalist) Teachers
2015
Teacher’s Got
Talent
Category
Level of
Title of Award Award Giving (International, Awardee
Body National, Region, (Student,
Division or School Teacher,
Level) School
Head,
School)
Search for Model LGU- Cauayan Division School

School City Secondary Level
Implementing Solid (Champion)
Waste Management
(2016)
Greenest School LGU- Cauayan Division School
(2016) City Secondary Level
(Champion)
Best in IEC LGU- Cauayan Division School
Program(2016) City Secondary Level
(Champion)
Implementation of LGU- Cauayan Division School
RA 9003 (2016) City Secondary Level
Large Category
(Champion)
RA 9003 (2015) City Secondary Level
Large Category
(Champion)
Greenest School LGU- Cauayan Division School
(Secondary Level), City (Champion)
Implementation of
RA 9003 (2015)
RA 9003 through City (Special Award)
Education,
Engineering,
Economics,
Enforcement and
Environmental
Impact (2015)
Implementation of
RA 9003 through
Segregation at LGU- Cauayan Division School
Source and City (Special Award)
Recycling (2015
Implementation of
RA 9003 through
Establishments and LGU- Cauayan Division School
Operationalization City (Special Award)
of Materials
Recovery Facilities
(2015)
RA 9003 through City (Certificate of
Environmental Recognition)
Impact (2015)
City Meet 2015 Department of Division School
Education (Overall
Champion)
"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
Number of Drop-outs by Cause
9 9
8
7
6
6
6 6 Armed Conflict
5
Family Problem
4 4
3 3 4 Lack of Allowance
3 3
Distance to School
2
Sickness
1
0
SY 2013 SY 2014 SY 2015
Drop-out Rate
0.60%
0.56%
0.50%
0.42%
0.40%
0.37%
0.30%
0.20%
0.10%
0.00%
SY 2013 SY 2014 SY 2015
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.
Performance Indicators: Quality
8. PERCENTAGE OF LEARNERS WHO COMPLETED THE
SCHOOL YEAR (PROMOTION RATE)
Promotion Rate, SY 2015-2016

99%
98% 97% 98%
97%
97%
96%
95%
94%
94%
93%
92%
91%
Grade 7
Grade 8
Grade 9
Grade 10
The graph shows that percentage of learners who

completed the school year is generally high especially to
Grade 7, Grade 9 and Grade 10.
Performance Indicators: Quality
9. NATIONAL ACHIEVEMENT TEST (NAT) – BY MEAN
PERCENTAGE SCORE (MPS)
NAT RESULTS BY SUBJECT, SY 2014-2015 (GRADE 10)
60.00%
52.88%
50.00% 45.01%
41.24% 41.67%
40.00% 41.56%
30.00%
20.00%
10.00%
0.00%
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
1800
1696
1600 1419
1326
1400
1200 1166
1000 781
800
600 533
400
200
pre
post
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.
Performance Indicators: Governance
11. SCHOOL – BASED MANAGEMENT ASSESSMENT LEVEL
SBM Level
Qualitative Interpretation:
2 Advancing
12. CHILD FRIENDLY SCHOOL SURVEY RESULT
CFSS Point Qualitative Interpretation:
Very
31 Outstanding
13. STAKEHOLDERS’ PARTICIPATION
Stakeholders' Attendance to School

Activities, SY 2015-2016
100% 93%
95%
90% 87%
80% 72%
70%
60%
50%
40%
30%
20%
10%
0%
Co-Curricular
Extra-
Curricular Meetings
Assemblies
Stakeholders' Contribution (In Pesos), SY

2015-2016
700,000
610,000
600,000
500,000
500,000
400,000
300,000
200,000
210,000
100,000
0 0
0
Brigada
Contests
Scouting
Closing
Others
Program
Number of Volunteer Hours
6000 5575
5000
4000
3000
2000 1500
1000
0 15 150 400
Brigada
Contests
Scouting
Closing
Others
Program
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
70
60
50
40
30 64 63 62 59 63 65 57 61 59 57 60
47 49 45
20 35 35 35 35
10
0
Grade 7
Abelardo Acacia Agoho Almasiga Apitong Edison

Einstein Galilei G-Melina Ipil Kamagong Kepler
Lawan Mahogany Narra De Vega Talisay Tanguile
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.
70
60
50
40
30 59 61 61 59 62 63 59 61 58
56 57 57
48 50 50
20 43
10
0
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 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
70
60
50
40
30 58 58 57 57 60 58 56 57 56 56
54 55 55
20 43
36
10
0
Grade 9
Anthurium Camia Charles Dahlia Daisy

Felipe Gladiola Gumamela Ilang-ilang Lily
Mendeleev Orchid Rose Jaworski Santan
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
80
70
60
50
40
67
30 59
50 54 50 55 50 52
47 49 48 48 49
20 39 39
10
0
Grade 10
Aguinaldo Archimedes Bonifacio Burgos Del Pilar

Gomez Jacinto Luna Mabini Newton
Quezon Rizal Roxas Suarez Zamora
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.
15. LEARNER-CLASSROOM RATIO
70
60
50
40
30 64 63 62 59 59 63 65 57 61 59 57 60
47 45
20 35 35 35 35
10
0
Grade 7
Abelardo Acacia Agoho Almasiga Apitong Edison

Einstein Galilei G-Melina Ipil Kamagong Kepler
Lawan Mahogany Narra De Vega Talisay Tanguile
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.
80
60
40
56 59 61 61 59 62 63 57 59 61 58 57
48 50 50 43
20
0
Grade 8
Ametyst Aristotle Canseco Darwin Diamond Emerald

Garnet Jade Onyx Opal Pearl Peridot
Ruby Elorde Topaz Zircon
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.
70
60
50
40
30 58 58 57 57 60 58 56 55 55 57 56 56
54
20 43
36
10
0
Grade 9
Anthurium Camia Charles Dahlia Daisy

Felipe Gladiola Gumamela Ilang-ilang Lily
Mendeleev Orchid Rose Jaworski Santan
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.
80
70
60
50
40
67
30 59
50 54 50 55 50 52
47 49 48 48 49
20 39 39
10
0
Grade 10
Aguinaldo Archimedes Bonifacio Burgos Del Pilar

Gomez Jacinto Luna Mabini Newton
Quezon Rizal Roxas Suarez Zamora
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.
16. LEARNER-TOILET RATIO
Learner-Toilet Ratio, SY 2015-2016

60
50
40
30
49.85
20
10
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
Learner-Seat Ratio, SY 2015-2016

1.4
1.2
0.8
0.6 1.19
0.4
0.2
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
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.
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.
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.
ANNEX 1A School-Community Data Template
I. SCHOOL PROFILE/DATA
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.
IDENTIFYING INFORMATION
School ID: 300516 Name of School: CAUAYAN CITY NATIONAL HIGH SCHOOL
Address: TURAYONG, CAUAYAN CITY Barangay: TURAYONG
District: III Municipality: CAUAYAN CITY
Division: CAUAYAN CITY Region: 02
A. GEOGRAPHY
A.1 Location of the School. Check the appropriate description.
Along the highway Near a river or waterway On top of a mountain
Near the coastline By the hillside
A.2 Relative Distance of the School Mode of

Distance in km
Transportation
a. From the poblacion 0.01 car, tricycle
b. From the nearest public elementary school 0.001 car, tricycle
c. From the nearest private elementary school 0.5 car, tricycle
d. From the nearest public secondary school 2 car, tricycle
e. From the nearest private secondary school 0.5 car, tricycle
f. From the District Office
g. From the Division Office 0.001 car, tricycle
A.3 Incidence of crimes and other human-induced hazards

A.3.1 Check if there have been incidences of the following in the last 3 years.
Armed conflict as a result of organized crime (terrorism, siege, etc.)
Crime against school head/s (murder/homicide, physical injury, rape, sexual harassment, etc.)
Crime against school property (theft, robbery, arson)
Crime against student/s (murder/homicide, physical injury, rape, sexual harassment, etc.)
Crime against teacher/s (murder/homicide, physical injury, rape, sexual harassment, etc.)
Fire (Electrical wiring failure, etc.)
Health Threat (i.e. Dengue, Malaria, Measles, food poisoning, disease outbreak)
Oil Spill
Security threat as a result of civilian violence (bomb threats, kidnapping threats, hostage taking, shooting, etc.)
Structural collapse (as a result of engineering failures)
Others. Pls. Specify: ______________
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.
Drought Tropical Cyclones (Storm, Typhoon, Tropical Depression,
Earthquake Oil Spill
Fire (includes forest fires and fires due to natural disasters) Tsunami
Flood Volcanic eruption
Landslide Others. Pls. specify: ______________
Storm surge
A.4.2 What are the 3 most frequent natural hazards?

1st most frequent: tropical cyclones
2nd most frequent: floods
3rd most frequent: none
A.5 Result of disaster incidents
School used as an evacuation center in the last 3 years
B. LEARNING ENVIRONMENT
B.1 Classrooms and seats
B.1.1 Classroom quantity [SRC.15.]
No. of Classrooms
Total Enrollment,
Level For Repair/ Learner:classroo
Current SY In Good Condition Total
Rehabilitation m ratio 1
Grade 7 949 12 6 18 52.72:1
Grade 8 897 16 16 56.06:1
Grade 9 808 15 15 53.87:1
Grade 10 747 15 15 49.8:1
Grade 11
Grade 12
TOTAL 3401 58 6 64 53.14:1
1
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 Learner:seat ratio 2
2851 1.19:1
2
Learner:seat ratio = Total enrollment divided by the total number of seats
B.2 Water, Sanitation and Hygiene (WASH) facilities

B.2.1 Water supply/source. Check as appropriate.
Local piped water Rainwater catchments Without available water supply
Water well/deep well Natural source
Is the main source of water functional at present?

YES NO Pls. cite reasons why: ______________________________________________
B.2.2 Handwashing. Is there space for handwashing?

YES If YES: with soap without soap
NO
B.2.3 Functional toilets [SRC.16.] B.2.4 Toilet bowls

Male Female Male Female
Number Ratio 3 Number Ratio 3 Number Ratio 4 Number Ratio 4
33 49.85:1 33 53.21:1 33 49.85:1 33 53.21:1
3
Learner:toilet ratio = Total enrollment divided by number of toilets
4
Learner:toilet bowl ratio = Total enrollment divided by number of toilet bowls
B.3 Textbooks. Indicate number of textbooks per grade level and subject [SRC.3.]
Subject: ENGLISH Subject: SCIENCE Subject: MATH Subject: FILIPINO

Level
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
Subject: A. P. Subject: TLE Subject: E.S.P. Subject: MAPEH

Level
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
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.)
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.
B.5 Other learning facilities/materials (Example: computers, science equipment. Insert new rows if necessary.)
Facility/Material Number Qualitative description/condition
1.Archimedes Principle Set 1 good

2.Open U-tube Manometer with Simple Water Pressure Apparatus 5 good
3. Air Blower, Variable Speed Control 1 good
4. Dry cell, 1.5V, size D 20 good
6. Dry Cell Holder, for size D Drycell (4pcs/set) 1 good
7. Set of Connectors 5 good
7.1 AWG #18, Black, 250mmL with Alligator Clip and banana plug on ends 1 good
7.2.AWG#18, Red, 250mmL with Alligator Clip and banana plug on ends 20 good
7.3AWG#18, WHITE, 250mm L with banana plug on ends 5 good
7.3AWG#18, BLUE, 250mm L with banana plug on ends 5 good
8. Resistance Board, 3boards/set 1 good
10. DC Ammeter 15 good
11. DC Voltmeter 10 good
12. Galvanometer 10 good
13. Motor Generator Model Expt. Set 5 good
14. Set of Tools 10 good
14.1 Screwdriver, Flat, 6" long 15 good
14.2Screwdriver, Phillips, 6" long 15 good
14.3 Long Nose Pliers with side cutter, 6" 15 good
14.4 Mechanical Wire Cutter and pliers, 6" 5 good
14.5 Soldering Iron, 60 watts 1 good
14.6 Ball Peen Hammer 1 good
14. 7 Precision, Screwdrivers Set, 6pcs.,with plastic casing 1 good
14.8 Tweezers, stainless Steel, with curved tips 1 good
14.9 Soldering Lead,wt.1 lb/spool 1 good
14.10 Soldering paste, 50 grams/can 1 good
15. Advanced Electromagnetism kit 1 good
16. Basic elecronics kit 1 good
17. Fuse Holder with Fuse 6 good
18. Tuning Fork set (8forks/set) 1 good
19. Resonance tube set, close-ended 1 good
20. Sound Signal Generator kit 5 good
21. Loudspeaker 5 good
22. slinky coil metal 5 good
23. DC string vibrator with string 1 good
24. musical instrument, miniature guitar 5 good
25. Basic lens set(6 lenses/set) 5 good
26. Mirror set (3 mirrors/set) 5 good
27. Prism, Right-Angle, Acrylic 5 good
28. Refraction Blocks 1 good
29. Refraction tank 1 good
30. Student Optical Bench set 5 good
31. multimeter, digital 5 good
31. Logic 5 good
32. CD electrolab 5 good
33. Bar magnet 5 good
34. U-shape magnet 5 good
35. Ticker timer set 10 good
36. meter stick plastic 5 good
37. Ring 1 good
and
38. ball
Meter sticks 15 good
40. Ripple tank 15 good
41. Spring Balance 5 good
43. Independent Dsplay Module (with battery pack) 15 good
44.Distribution Link(wireless)-pair 5 good
45. USB Link 5 good
46. Motion Sensor 10 good
47. Voltage Sensor 5 good
48. Current Sensor 1 good
49. Magnetic Field Sensor 1 good
50. Temperature Sensor 1 good
51. pH sensor 1 good
52. Oxygen gas Sensor 1 good
53. Conductivity Sensor 1 good
54. Carbon Dioxide gas Sensor 1 good
55. Barometer/Low Pressure Sensor 2 good
56. Absolute Pressure Sensor 1 good
57. Drop Counter Sensor 1 good
58. Colorimeter 1 good
59. Weather/anemometer Sensor 1 good
60. Turbidity sensor 1 good
61. GPS Position Sensor 1 good
62. Ecology system 1 good
63. Light Sensor 1 good
64. Soil moisture Sensor 1 good
65. Surface Temperature sensor 1 good
66. Salinity Sensor 1 good
67. Humidity Sensor 1 good
68. chart on electromagnetic spectrum, tarpaulin 1 good
69. chart on Radioactive Elements, tarpaulin 1 good
70.Miniature Light Bulb, 1.35 to2.5 V, 0.3A (3pcs./set) 1 good
71.Miniature Light Bulb Base(Socket) (3pcs./set) 1 good
72. wire connector (red) 2 good
73. wire connector (blue) 1 good
74. musical cards 1 good
75. wire stripper 5 good
76. bulldog type clip 5 good
77. copper wire solid 10 good
78. simple electric circuit set 10 good
78.1. miniature bulb, 2.5 v 10 good
78.2. wire red 5 good
78.4. wire black 6 good
78.6. drycell 10 good
holder,
79. convex lens 10 good
80. concave lens 10 good
81. concave mirror 10 good
82. convex mirror 10 good
83. Magnetic compass 10 good
84. prism w/o handle 20 good
85.Stand Base Assempbly 20 good
86.Stand Support 20 good
87.Ring with stem 20 good
88. 9.5mm x 250mm Stand Rod 5 good
89. 9.5mm x 500mm Stand Rod 25 good
90.12.7mm x 1000mm Stand Rod 12 good
91.Multiclamp Assembly 20 good
92.Universal Bosshead Asssembly 5 good
33.Universal Clamp Assembly 10 good
94.Test Tube Holder 20 good
95.Test Tube Rack (plastic) 5 good
96.Storage Case 001 25 good
99.User's Manual (BASIC) 5 good
100. Cart-Rail System: 6 good
100.1 Rail 1 good
100.2 Leveling Pad Assembly 1 good
100.3 Cart-spring loaded 1 good
100.4 Cart-with counterweight 1 good
100.5 Stopper-Fork Assembly 5 good
100.6 Driving Mass 10 good
100.7 Cylindrical Mass 5 good
100.8 Plastic Hammer 5 good
100.9 Hose Level, 3-meter long 5 good
100.10Motorized Cart 5 good
100.11 Dry Cell, 1.5 V, size AA 25 good
100.12 Modelling Clay 25 good
100.13 String (thick) 5 good
100.14) String (thin) 5 good
101. Free-Fall Apparatus: 5 good
101.1 Pad Switch Assembly 5 good
101.2 Solenoid Assembly 5 good
101.3 Synchro Box Assembly 5 good
101.4 Digital Timer 5 good
101.5 Plastic Ball, 25mm 5 good
101.6 Metal Ball, 25mm 5 good
101.7 Metal Ball, 12.7mm 5 good
101.8 Ball Case with Cover 5 good
101.9 Steel Measuring Tape 5 good
101.10 Plastic Pointer 10 good
101.11 Dry Cell, 1.5 V, Size D 10 good
102. Hooke's Law Apparatus: 10 good
102.1 Extension Spring 5 good
102.2 Disc Pointer 5 good
103. Friction Apparatus: 5 good
103.1 Friction Board 5 good
103.2 FrictionBlock 5 good
104. Lever Assembly: 5 good
104.1 Lever Beam 5 good
104.2 Axle 5 good
105. Pulley Set: 5 good
105.1 Double Pelley Assembly 5 good
105.2 Single Pelley Assembly 5 good
106. Spring Balances: 5 good
106.1 10-Newton Spring Balance Assy 5 good
106.2 5-Newton Spring Balance Assy
106.3 2-Newton Spring Balance Assy 10 good
107. C-Clamp with hook 10 good
108 Hooked Masses: good
108.1 500-gram Hooked Mass 5 good
109. Storage Case 001 10 good
110. Storage Case 002
111 Storage Case 003 5 good
112 Spare Parts: 10 good
112.1 Worn with Axle assembly 25 good
112.2 Worn Gear A 5 good
112.3 Spur Gear B 5 good
112.4 Spur Gear C 5 good
113. User's Manual good
114. Experiment Module 5 good
c) Thermocline apparatus 10 good
D) Heat Conductivity Apparatus 5 good
E) Transformer (Set of Coils) 1 good
F) Light Source 1 good
B. Chemistry
1. Alcohol thermometer 20 good
2. Beakers (1000ml) pyrex 10 good
2.1. Beaker (600ml) 10 good
2.2 Beaker (500 ml) pyrex 15 good
2.3 Beaker (250ml) 35 good
2.4 Beaker (150 ml)pyrex 15 good
2.5 Beaker (100 ml) 6 good
2.6 beaker (50ml) pyrex 17 good
2.7 Beaker (50 ml) 10 good
3. Bunsen burner 3 good
4. Alcohol burner 10 good
5. Erlenmyer flask 5 good
5.1 Erlenmyer flask (500ml) 5 good
5.2 Erlenmyer flask (250 ml) 20 good
6. Florence flask (250) 5 good
7. Volumetric flask (50ml) 5 good
8. Evaporating dish 36 good
9. Glass funnel 29 good
10. Graduated Cylinder (250 ml) 5 good
10.1 Graduated Cylinder (100 ml) china 14 good
10.2 Graduated Cylinder (50 ml)china 4 good
10.3 Graduated Cylinder (500ml) 1 good
10.4.Graduated Cylinder ( 10ml) 20 good
11. Triple Beam Balance 16 good
12. Distillation Set-up 1 good
13. Glass tubing 19 good
14. Stirring rod 15 good
15. Syringe 10 good
16. Medicine dropper 10 good
17. Test tubes 130 good
18. vial 25 good
19. Cork stopper 12 good
20. Cork borer 4 good
21. Mortar and pestle 12 good
22. Watch Glass 20 good
23. Petri dish 25 good
24. Tripod 10 good
25. Wire gauze 10 good
26. Iron stand 15 good
27. Iron clamp 15 good
28. Iron ring 15 good
29. Test tube rack 10 good
30. Universal pH paper 2 good
31. Litmus paper(red and blue) 10 good
32. Filter paper 25 good
33. Safety goggles 25 good
34. Hand gloves 10 good
35. Magnesium ribbon 2 good
36.Laboratory tong 5 good
37. Wash bottles 10 good
39. storage cabinet for chemicals 1 good
41. rubber stopper with hole 10 good
42. rubber stopper with 2 holes 10 good
43. triangular file 4 good
44. stainless steel metal crew 30 good
45. graduated cup(250 ml) 15 good
46. plastic spoon transparent 25 good
47. glass rod 5 good
48.plastic rod 5 good
49. wood rod 5 good
50. steel rod 5 good
51. glass tube hematocrit(100/pck) 1 good
52. weights 1 good
53. lens paper 10 good
54. test tube brush 10 good
Improvised Laboratory Instrument
Electrical Conductivity 1 good
Filtration andEvaporation Apparatus 1 good
Differential Radioscope 1 good
Conduction Apparatus and Conductomemter 1 good
Bimetallic Thermostat 1 good
Convection Turbine 1 good
Equal Arm Beam Balance 1 good
Electrical Generator 1 good
C. Integrated Science
1. Seismograph model 1 good
2. Penlight 5 good
3. Telescope, astronomical 1 good
4. Sun-earth moon model 1 good
5. Terrestrial globe 1 good
6.Rock samples box 1 good
7. Rain gauge 1 good
8. aneroid barometer demo type 1 good
9. aneroid barometer wall type 1 good
10. Map Philippine volcano 1 good
D. Biology
1. compound microscope, 13A plastic case 2 good
1.1 Compound microscope 25 good
2. Glass slide 5 good
3. Cover slips 5 good
4. Dissecting kit 5 good
5. Dissecting pan 10 good
6. Model (Human torso) dual 1 good
7. Model (human skeleton)) 1 good
8. Model, (Animal Mitosis) 1 good
9. Model, Animal Meiosis) 1 good
10. Prepared slides 1 good
10. Magnifying lens 12 good
11. microscope immersion oil 1 good
12. Chart/tarpaulin
 Plant cell 1 good
 Animal cell 1 good
 Mendel’s law chart 1 good
 Food guide pyramid 1 good
 Life cycle of a plant 1 good
 Monohybrid cross chart 1 good
 Dihybrid cross chart 1 good
 Gene map of the Human Chromosome 1 good
E. Advanced Biology
1. Dissecting Microscope/ 1 good
2. Variable Volume Micro Pipettes 1 good
3. Micro Pipette Tips with Box 1 good
F. Advanced Chemistry
1. Laboratory Hot plate 1 good
2. Electronic balance 1 good
3. Rubber Pippetor 1 good
4. Burette( base) 1 good
5. Burette( acid) 1 good
6. Magnetic Stirrer 2 good
7. LPG tank with gas, 11kg. 1 good
G. Advanced Physics
1.Oscilloscope, single channel 1 good
2. AM-FM Radio Demo Receiver model 1 good
3. Force Table 1 good
4. Basic Radioactivity Kit 1 good
Audio Visual Aid (CD’s)
· Moon, Impulse and momentum 1 good
· Thermodynamics 1 good
· Optics 1 good
· Electricity and magnetism 1 good
· Environmental Science 1 good
· Biodiversity 1 good
· Sound 1 good
· Cell Division 1 good
· Pascual Principle 1 good
· Bernoullis Principle 1 good
printer (epson L110) 1 good
LCD projector 1 good
speaker 1 good
Furnitures/lab
Laboratory Table 1 good
laboratory cabinet (small) 1 good
laboratory cabinet ( medium) 5 good
laboratory cabinet ( big) 1 good
steel cabinet (for chemicals) 1 good
Built-in cabinets 3 good
Display cabinet(gmelina) 1 good
monoblock chair/stool (plastic) 5 good
Math Laboratory
Counters 400 good
Ruler 20 good
Meter Stick ( Plastic) 5 good
Tape Measure ( 1 Meter) 5 good
Beam Balance( Double beam, 2000 grams) 1 good
Weighing Scale 1 good
Utility Kitchen Weighing Scale 1 good
Stop Watch ( Digital) 4 good
Sundial (Plastic) 1 good
60-minute Wood Hour Glass 2 good
Black Board Protractor, semi circular (Wood) 4 good
Protractror ( Student Type) 20 good
Algebra Tiles ( 32 pcs/ pack w/ variables @ constant 8 good
Scientific Calculator (c/o Sir Saladino) 10 good
Graphing Calculator ( Non Projectable) c/o Sir Saladino 1 good
Thermometer( Clinical Type, Dual Scale) 4 good
Black Board Compass( 600 mm long, wood) 4 good
Compass Student Type ( 150 mm long, steel) 20 good
Magnetic Compass( bearing navigation) 50 mm 2 good
Probability Kit for Binomial Distribution 1 good
Graphing Board ( 1.2 m x 1m, green,) c/o Sir Donato 1 good
Dice Plastic 24 mm cube 8 good
Geo Board (square and circle, 5x5) 8 good
Geo Board (square and circle, 11 x 11) c/o Sir Natividad 8 good
Model of Cut-out Triangle, assorted sizes 5 good
Geometrical models of Quadrilaterals 5 good
Geometrical models set 3 types prisms 1 good
Geometrical models set 3 types pyramids 1 good
Geometrical models set 2 types of cones 1 good
Geometrical models set 2 types of cylinders 1 good
Geometrical models set spheres 1 good
Model of Pyramid in a Prism 1 good
Model of Cone in a Cylinder 1 good
Model of Sphere in a Cylinder 1 good
Model of Rectangular solid 1 good
Music Laboratory
Drum Set/ Fernando 1 good
Bass Amplifier/ Boston 1 good
Guitar Amplifier/ Boston 1 good
Speaker/ DB Ancio 2 good
Wireless Microphone/ Big, Shure 3 good
Wireless Microphone/ Small, Shure 7 good
Guitar Cord/ Shure 4 good
Extension Cord 2 good
Electric Guitar/ Fernando 1 good
Bass Guitar/ Fernando 1 good
Electric Keyboard/ Casio 1 good
Music Stand 13 good
Microphone Stand 14 good
Bajo de Arco 2 good
Acoustic Guitar 3 good
Cabinet 2 good
Light Bulb/ Daylight 2 good
Light Bulb (Fluorescent bulb tube) 2 good
Costume/ Yellow 23 good
Orbit Fan/ Standard 1 good
Stand Fan/ Panasonic 1 good
Stand Fan/ Standard 1 good
Stand Fan/Magic Star 1 good
Octavina 4 good
Banduria 4 good
Amplifier/ Konzert 1 good
Display table 1 good
Chime 1 good
Music Sheets 2 good
Computer Laboratory
Monitor/ Hp---1 Boxed 43 good
Key Board/ Hp SK 2885 7 good
Key Board/ Hp Sk 45 36 good
Mouse /HP HMO--- 1 boxed 38 good
CPU core i5/ Intel---1 boxed 27 good
UPS/ Liebert Emerson 8 good
Ni Computing/ XD3 Access Device 24 good
N 300/ big 12 good
LAN Cable/ Blue 33 good
Printer/ Canon ip 2770--- 1 NF 2 good
Laser Printer/ Lex Marc E460 DN---Boxed 1 good
B.6 Availability of electrical supply. What is the school's source of electricity?

Grid supply
Off-grid supply
Solar power
Generator
Others. Pls. specify: ___________
No source of electricity
B.7 Internet connectivity

B.7.1 Are there Internet service providers in the area?
YES NO
If YES, check the appropriate Internet service provider/s servicing the area:
BAYANTEL GLOBE SMART WIT Global (Satellite)
DIGITEL PLDT SUN Others. Pls. specify: _____________
B.7.2 Does the school subscribe to any of the Internet service provider/s listed above?
YES NO
B.7.3 Are there Internet café/shops/WiFi-enabled stations in the area?

YES Pls. specify: __________________________________________
NO
C. TEACHERS
C.1 Number of teachers [SRC.14.]
C.1.1 Number of nationally-funded teachers (current SY)
Male Female TOTAL Learner:teacher ratio 5
23 78 101 33.67:1
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
Assigned Full-
Carries Full-Time Class Teaching Assigned Assigned Part-Time
Time to Ancillary
Position Number Load Grade to Class Teaching
Services
(YES/NO) Levels (YES/NO)
(YES/NO)
Master Teacher IV
Master Teacher III
Master Teacher II
Master Teacher I 9 8- YES 1- YES
C.2.2 Number of teachers meeting the desired competencies based on NCBTS

SY Before Previous SY: 2013- Previous SY: 2014- Current SY: 2015-
2014 2015 2016
Total No. of Teachers 98 101 101
No. of Teachers meeting the standards
% meeting the standards
C.2.3 Projects/interventions implemented to improve basic competencies of teachers

YES NO If YES, please describe
a. Does the school have mechanisms for Mid-Year and Summer INSET were already
YES
sustained school-based training? institutionalized
b. Does the school use the result of the NCBTS-
Teacher's Strength and Needs Assessment as YES Training needs are based on TSNA always
basis for planning?
c. Are there other interventions implemented
YES Peer Teaching, School Based INSET
to improve competencies of teachers?
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.]
SY Before Previous SY: 2013- Current SY: 2015-

Previous SY: 2014-2015
2014 2016
Training Needs % of
% of No. of % of No. of
No. of Teachers teacher
teachers Teachers teachers Teachers
trained s
trained trained trained trained
trained
Top 1: K- 12 12 12.24% 30 29.70% 48 47.52%
Top 2: ICT 12 12.24% 25 24.75% 40 39.60%
37.62%
Top 3: SBM 15 15.31% 20 19.80% 38
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.
Hectic/Loaded schedule of teachers
Insufficient resources- material and financial
D. CHILDREN HEALTH AND SAFETY

D.1 Nutritional status [SRC.2.]
D.1.1 Number of malnourished children for the current SY
Wasted Severely Wasted
Level
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%
D.1.2 Projects/interventions implemented in the previous SY addressing malnourished children (insert new rows if necessary)
Project/intervention Number of Children Covered
Teacher-Feeding Program 250
Canteen-Sponsored Feeding Program 150
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
Types of Ailments (Current SY)

Ailment: Ailment: Ailment:
Level Ailment: Ailment: Ailment: Ailment: Ailment: Ailment:
stomach Ailment: gastric pain heart injury
headache fever body pain alllergy asthma fainting
ache problem wound
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
D.2.2 Projects/interventions implemented in the previous SY addressing needs of children with other health problems
(insert new rows if necessary)
Project/intervention Number of Children Covered

Modular Instruction 2
GPTA Mutual Aid System- Medical Reimbursement 3
D.3.1 Number of children who were recorded victims of abuse and violence (physical, verbal, and sexual). Should be
supported by data from the Guidance Office/teachers.
Previous SY 2014-2015 Current SY 2015-2016
Level
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
Percent of Total 50.00% 50.00% 41.67% 58.33%
D.3.2 Projects/interventions implemented for children that were victims or suspected victims of abuse
Number of
YES NO If YES, please describe the mechanisms
Children Covered
a. Does the school 1. Students' and Parents' Orientation usually 5,000
have mechanisms to conducted prior to the opening of classes 3,500
promote safe and 2. Lesson Integration and Symposia
YES
protective practices
based on DepED's
Policy on Child
Protection
b. in School?
Other interventions 1. Counselling and De-briefing (tie-up with trained CSWD personnel)
5
implemented for
children that were 2. Modular instruction for those who need to undergo rehabilitation in San 3
victims or suspected Felipe, Ilagan City
victims of abuse (insert
new rows if necessary)
These projects include those implemented by the school and other stakeholders. Insert new rows if necessary.
Duration Status/Accomplishments
Indicate progress of the program/
Implementer Program/Project Title Target project, and its effect/impact on
Start End children's access to quality
education.
DOR was reduce from 8% to

TEAM ACCESS BORD Jun-10 cont. Reduce DOR to 0
in 2010
Raised
TEAM QUALITY ESAR Jun-10 cont. Reduce to less than 1 % in 2015
comprehension level
Reduce % of non-
No Student Left Behind Jun-15 cont.
numerates
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.
Contributions Attendance
Activity
Volunteer No. of Attendanc
Cash In Kind No. invited
hours attendees e rate
Co-Curricular Activities
NFOT 25,000.00 50 50 100%
PSYSC SUMMIT 100,000.00 36 36 100%
F. STAKEHOLDER SUPPORT TO EDUCATION [SRC.13.]

Extra-curricular Activities
INTER-SCHOOL
80,000.00 5,000.00 30 30 100%
SPORTS
SCOUTING 20,000.00 15,000.00 40 40 100%
LEADERSHIP TRAINING 85,000.00 200 200 100%
Other Major Activities
BE 2016 FOUNDING
2,031,036.00 50,000.00 2,500 3,000 83%
ASSOCIATION
G. FUND SOURCES [SRC.5.]
Fund Source (SY 2015-2016) Amount
General Appropriations Act (School MOOE) 2,834,000.00

General Appropriations Act (Subsidy for Special Programs) 852,100.00
Local Government Unit funds 150,000.00
Canteen funds 862,867.50
Donations (BRIGADA) 2,031,036.00
GPTA 681,132.00
II. SITUATION OF CHILDREN / LEARNERS: ACCESS - IN AND OUT OF SCHOOL

Instruction: Please input required data/information in unshaded cells. Fill-in only the age groups/grade levels that are applicable to
your school.
1. CHILDREN NOT IN SCHOOL
1.1 Population of children in the barangay where school is located (current SY)
Total Population No. of children NOT in School % of children NOT in School
Age
Boys Girls Total Boys Girls Total Boys Girls Total
GRAND TOTAL
1.2 Reasons for not attending school in the current SY 6

No. of school-
No. of children NOT in school according to reasons
Distance of
Age aged children Financial Health and Affected by Affected by
not in school Child Labor School from Disability Other Reasons
Matters Nutrition Disaster Conflict
Home
TOTAL
Percent of 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
1.3 Number of children in the barangay NOT in school the last two SYs, depending on data availability
No. of Out-of-school Children
SY Before Previous SY ______ Previous SY ______ Attending Other Forms of Learning in
Age Previous SY
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
1.4 Projects/interventions implemented to ensure that out-of-school children are reached or mainstreamed in school
If YES, please describe the mechanism/
YES NO
intervention used by the school-community
a. Does the school-community have a mechanism to Family mapping is employed by the school
actively seek out children not in school and give them community to estimate an accurate data base
YES
access to education (e.g., family mapping, Community- which serves as basis for intervention
Based Management System, etc)?
1. Adopt-a student program
b. Did the school use interventions in the previous SYs to 2. Basura mo, School Fee mo Program
ensure that out-of-school children have access to YES 3. Intensive Home Visitation
education?
2. CHILDREN ENROLLED IN SCHOOL [SRC.1.]

2.1 Enrollment for the last 3 SYs
SY Before Previous SY: 2013-2014 Previous SY: 2014-2015 Current SY: 2015-2016
Level
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%
2.2 Number of children with disabilities by type of disability (insert new columns if necessary)
No. of Type of Disability (Current SY) 2015-2016
Children
Level Disability: Disability: Disability: Disability:
with Visual Speech Torret Learning
Disabilities impairment Defect Syndrome 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

No. of Over-aged No. of 4Ps
Level No. of IP Learners No. of Muslim Learners
Learners Learner-recipients
Grade 7 28 162 10 74
Grade 8 20 143 9 88
Grade 9 19 98 8 92
Grade 10 12 76 8 69
Grade 11
Grade 12
TOTAL 79 479 35 323
III. SITUATION OF CHILDREN / LEARNERS: ACCESS - ATTENDANCE AND RETENTION

3. ATTENDANCE
3.1 Number of children regularly attending classes (at least 90% attendance) for the last three SYs 7
SY Before Previous SY 2013-2014 Previous SY 2014-2015 Current SY 2015-2016
Level
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
Level
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%
7
no. of children regularly attending classes divided by the total enrollment x 100
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?
Total Number of children who were frequently Number of frequently absent students that
Level Enrollment in absent were recipients of Pantawid Pamilya
Previous SY
Grade 7 172 95 77 7 4 3
Grade 8 170 92 78 10 6 4
Grade 9 144 83 61 8 4 4
Grade 10 138 73 65 11 6 5
Grade 11
Grade 12
TOTAL 624 343 281 36 20 16

Percent of Total 54.97% 45.03% 55.56% 44.44%
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. Total No. of Number of children who are frequently absent according to reasons 8 (Previous SY)
Children who
were Distance of
Level Financial Health and Affected by Affected by
Frequently Child Labor School from Other Reasons
Matters Nutrition Disaster Conflict
Absent in Home
Previous SY
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
3.5 Projects/interventions implemented to address needs of children who are frequently absent (insert new rows if necessary) Number of Children Covered
1. Adopt -a - Student Program 200
2. Intensive Home Visitation 500
3. Modular Approach for Disadvantaged Students 5
4. DROPOUT [SRC.7.]
4.1 Number of dropouts for the last three SYs
Level
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

Level
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)
Total No. of
Number of Dropouts by Cause (Current SY)
Level Dropouts Cause:Family Cause: Lack of Cause: Cause: Cause: Cause: Cause:
(Current SY) Cause: Sickness
problem allowance __________ __________ __________ __________ __________
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
Percent of Total 47.37% 26.32% 26.32%
4.4 Projects/interventions implemented for children at risk of dropping out

If YES, please describe the mechanisms used by
4.4.a Does the school have mechanisms to: YES NO
the school
On a daily basis, attendance is checked per
- track attendance and identify children at risk of dropping out and
/ period by the attendance officer
failing and design remedies to keep them in school?
Facilities that can serve as makeshift classrooms

- anticipate and minimize disruptions of classes especially with
/ are already identified like school gym.
respect to emergencies (disaster and conflict)?
- track teachers' attendance and ways of ensuring their regular School is implementing project WATCH
/
presence based on CSC policy?
4.4.b What are the interventions implemented for children at risk of dropping out? Insert new rows if
Number of Children Covered
necessary.
1. Adopt -a - Student Program 200
2. Intensive Home Visitation 500
3. Modular Approach for Disadvantaged Students 5
IV. SITUATION OF CHILDREN / LEARNERS: QUALITY
5. PROMOTION/GRADUATION RATES [SRC.8.]

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

Level
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%
9
Promotion rate: no. of promoted learners divided by the total enrollment x 100;
Graduation rate: no. of graduates divided by the total enrollment x 100
6. MEAN PERCENTAGE SCORES (based on National Achievement Tests for Grades 3 and 6) [SRC.9.]
6.1 Mean Percentage Scores of NAT Grade 3 and 6 (or Grade 8 and Grade 10 for the Secondary Level), per subject for the last three SYs
SY Before Previous SY: 2013-2014
Level
English Filipino Math Science MAKABAYAN
Grade 3
Grade 6
Grade 8
Grade 10 47.83 53.33 40.34 40.26 57.27
Previous SY: 2014-2015
Level
Grade 3
Grade 6
Grade 8
Grade 10 45.01 52.88 41.67 40.24 41.56
Current SY: 2015-2016
Level
Grade 3
Grade 6
Grade 8
Grade 10
6.2 Projects/interventions implemented to improve basic competencies of learners (insert new rows if necessary)
After class intensive review
7. LITERACY LEVEL [SRC.10.]

7.1 Number of learners who are in the frustration, instructional, and independent levels for the current SY (ENGLISH) 10
Frustration Level Instructional Level Independent Level
Level Total Male Female Total Male Female Total Male Female
Pre-Test Results
Grade 7 439 241 198 370 162 208 150 43 107
Grade 8 100 53 47 450 247 203 342 179 163
Grade 9 130 66 64 308 145 163 372 191 181
Grade 10 112 55 57 291 143 148 462 291 171
Grade 11
Grade 12
Level Post-Test Results
Grade 7 218 102 116 389 182 207 342 160 182
Grade 8 135 67 68 323 151 172 431 202 229
Grade 9 105 54 51 267 137 130 437 224 213
Grade 10 75 37 38 187 92 95 486 238 248
Grade 11
Grade 12
10
Based on Phil-IRI pre-test results
7.2 Number of learners who are in the frustration, instructional, and independent levels for the current SY (FILIPINO) 10
Frustration Level Instructional Level Independent Level
Level Total Male Female Total Male Female Total Male Female
Pre-Test Results
Grade 7
Grade 8
Grade 9
Grade 10
Grade 11
Grade 12
Level Post-Test Results
Grade 7
Grade 8
Grade 9
Grade 10
Grade 11
Grade 12
7.3 Projects/interventions implemented to improve reading skills of children (insert new rows if necessary)
Intensive Reading Program
8. AWARDS/RECOGNITIONS (TOP 3) [SRC.6.]

List down the awards/recognitions received by the school, the school head, teachers, and students. Insert new rows if necessary.
Category of Award-giving Body (Please identify)
Title Year
Awardees District Division Regional National International
7th Cine Pambata Video National

Festival’s One Minute Council for
Video Competition (2015) 2015 Children’s
(“Kapat Dumagat” and Television
“Yapak”) (Finalist)
7th Cine Pambata Video

National
Festival’s One Minute
Council for
Video Competition (2015)
2015 Children’s
Best One-Minute Video-
Television
“Kapat Dumagat”
(Awardee)

Festival’s One Minute National
Video Competition (2015) Council for
National 2015 Children’s
Best Cinematography - Television
“Kapat Dumagat” (Awardee)

Festival’s One Minute National
Video Competition (2015) Council for
National 2015 Children’s
Student Best Direction - “Kapat Television
Dumagat” (Awardee)
Ten Most Accomplished Philippine

Youth Organization of the Red Cross
Philippines (2015) (Awardee)
MBC National Chorale Manila

Competition: Children’s Broadcasting
Category (2015) Corporation
Manila
MBC National Chorale Broadcasting
Competition: Children’s Corporation
Category (2015) (Semi-finals
Champion)
Manila
MBC National Chorale Broadcasting
Competition: Children’s Corporation
Category (2015) (Finals-3rd
place)
International Mathematics
Mathematics Trainer’s
Wizards Competition
Guild Philippines
(IMWC) 2015
Metrobank-MTAP DepEd Metrobank

Math Challenge National Foundation,
Finals (2015) Inc. (Finalist)
DepEd
Inter-Regional Math Trail Regional
and Problem Solving-2015 Office 2
(Finalist)
Regional Festival of DepEd
Talents 2015 "Pintahusay" Regional
On the Spot Painting Office 2
Exhibition (Champion)
Talents 2015b "Bayle sa Regional
Kalye" Street Dance Office 2
Parade Competition (Champion)
DepEd
Regional Festival of
Regional
Talents 2015" Manik-
Office 2
Aninong Dulaan"
(Champion)
Talents 2015 “Likhawitan” Regional
OPM Songwritng Office 2
Exhibition " (Champion)
LGU-
Interschool Volleyball
Cauayan City
Tournament 2015
Student (Champion)
LGU-
Interschool Basketball Cauayan City
Tournament 2015 (First Runner-
Up)
SM City
Buwan ng Wika 2015
Cauayan
Dagliang Talumpati
(Champion)
SDO Cauayan
Buwan ng Wika 2015
City
Dagliang Talumpati
(Champion)
SDO Cauayan
Buwan Ng Wika 2015 Jazz
City
Chant Contest
(Champion)
SDO Cauayan
Buwan Ng Wika 2015
City
Sabayang Pagbigkas
(Champion)
SM City
AYAW Art Fest 2015 Poster-
Cauayan
Making Contest
(Champion)
Regional Schools Press SDO Cauayan
Conference 2015 City
Collaborative and Desktop (Champion)
Regional Schools Press SDO Cauayan
Conference 2015 Online City
Collaborative and Desktop (Champion)
SDO Cauayan
Regional Schools Press
City (1st
Conference 2015 Radio
Place & Best
Broadcasting (Filipino)
Anchor)
SDO Cauayan
Regional Schools Press
City (2nd
Place & Best
Broadcasting (Filipino)
Script)
SDO Cauayan
City (3rd
Regional Schools Press place, Best
Conference 2015 Science and
Technology
page)
SDO Cauayan
Division Schools Press City (Over-
Conference 2015 all
Champion)
SDO Cauayan
Division Schools Press City
Conference 2015 Editorial (Champion,
Writing (English) RSPC
Qualifier)
SDO Cauayan
Division Schools Press City ( 2nd
Conference 2015 Editorial runner-up,
Cartooning (English) RSPC
Qualifier)
SDO Cauayan
Conference 2015 Editorial (Champion,
Cartooning (Filipino) RSPC
Qualifier)
SDO Cauayan
Conference 2015 News (Champion,
Writing (Filipino) RSPC
Qualifier)
SDO Cauayan
Conference 2015 News (Champion,
Student Writing (English) RSPC
Qualifier)
SDO Cauayan
Division Schools Press City (2nd
Conference 2015 Science place &
and Health Reporting Champion,
(Filipino) RSPC
Qualifier)
SDO Cauayan
Conference 2015 Sports (Champion,
Writing (English) RSPC
Qualifier)
Division Schools Press Division (3rd
Conference 2015 Copy Place & RSPC
Reading (Filipino) Qualifier)
SDO Cauayan
Division Schools Press
City
Conference 2015
(Champion,
Collaborative Desktop
RSPC
Design (English & Filipino)
Qualifier)
SDO Cauayan
City
(Champion,
Broadcasting (English &
RSPC
Filipino)
Qualifier)
SDO Cauayan
Division Schools Press City (Most
Conference 2015 Outstanding
Journalist)
SDO Cauayan
City Meet 2015 Mr. City
City
Palaro
(Winner)
SDO Cauayan
City Meet 2015 Miss. City
City
Palaro
(Winner)
DepEd
Cagayan Valley Regional
Regional
Athletic Association
Office 2 (Arnis-
(CAVRAA) Meet 2016
3rd place)
DepEd
Cagayan Valley Regional Regional
Athletic Association Office 2
(CAVRAA) Meet 2016 (Badminton-
3rd place)
DepEd
Regional
Office 2
(Sepak-2nd
(CAVRAA) Meet 2016
Student place) Best in
Regu
DepEd
Athletic Association Office 2
(CAVRAA) Meet 2016 (Table Tennis-
Champion)
DepEd
Regional
Office 2 (3rd
(CAVRAA) Meet 2016
place-Wushu)
DepEd
Athletic Association Office 2 (2nd
(CAVRAA) Meet 2016 place-
Wrestling)
SDO Cauayan
City (Most
Outstanding
Conference 2015
School Paper
Adviser)
DepEd
Regional
Regional Schools Press Office 2 Most
Conference 2015 Outstanding
School Paper
Adviser 2015
World Teacher’s Day SDO Cauayan
Celebration Teacher’s Got City (First
Talent 2015 Runner-up)
World Teacher’s Day
SDO Cauayan
Celebration Teacher’s Got
City
Talent 2015 Search for
(Winner)
Lakambi
Teacher
SDO Cauayan
Celebration Teacher’s Got
City (First
Talent 2015 Search for
Runner-up)
Lakan
SDO Cauayan
City Most
Outstanding
Teacher
Celebration 2015
(Third
Runner-up)
DepEd
Regional
Celebration 2015 Teacher’s
Office 2
Got Talent
(Champion)
World Teacher’s Day Department

Celebration 2015 Teacher’s of Education
Got Talent (Finalist)
LGU-
Cauayan
School Head Outstanding Employee
City/ SDO
Cauayan City
LGU-
Cauayan City
Secondary
Search for Model School
Level Large
Implementing Solid Waste
Category
Management (2016)
(Special
Award)
LGU-
Cauayan City
Greenest School Secondary
(Secondary Level), Level Large
Implementation of RA Category
9003 (2016) (Special
Award)
LGU-
Cauayan City
Best in IEC Program Secondary
(Secondary Level) Level Large
Implementation of RA Category
9003 (2016) (Special
Award)
LGU-
Cauayan City
Secondary
Implementation of RA Level Large
9003 (2016) Category
(Special
Award)
LGU-
School Cauayan City
Secondary
Implementation of RA
Level Large
9003 (2015)
Category
(Champion)
LGU-
Cauayan City
Greenest School
Secondary
(Secondary Level),
Level Large
Implementation of RA
Category
9003 (2015)
(Champion)
LGU-
Implementation of RA Cauayan City
9003 through Education, Secondary
Engineering, Economics, Level Large
Enforcement and Category
Environmental Impact (Special
(2015) Award)
LGU-
Cauayan City
Implementation of RA Secondary
9003 through Segregation Level Large
at Source and Recycling Category
(2015) (Special
Award)
LGU-
Implementation of RA Cauayan City
9003 through Secondary
Establishments and Level Large
Operationalization of Category
Materials Recovery (Special
Facilities (2015) Award)
LGU-
Cauayan City
Implementation of RA Secondary
9003 through Level Large
Environmental Impact Category
(2015) (Special
School
Award)
SDO Cauayan
City (Over-
City Meet 2015
all
Champion)
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.
5 Total number of action items checked for this goal
GOAL # 2: Enhance children’s health and well-being
 Your school maintains and regularly updates a health record of each pupil.
 Your school holds annual weighing and health examination of your pupils.
 Your school holds annual dental examination of your pupils.
 Your school treats or refers pupils with health problems.
 Your school treats pupils with decayed teeth.
 Your school has a feeding program for malnourished children.
 Your school serves or sells healthy and nutritious food in your premises.
 Your school practices proper waste disposal.
 Your school has a steady supply of clean and safe drinking water.
 Your school has separate toilet facilities for boys and girls consisting of
urinals and lavatories that are regularly maintained and kept clean.
 Your school has a functional clinic.
10 Total number of action items checked for this goal.
GOAL # 3: Guarantee safe and protective spaces for children
 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.
GOAL # 4: Encourage enrollment and competition

 Your school has a master list of all school-age children in the community,
whether enrolled or not.
 Your school regularly coordinates with the local barangay council to identify
school-age children who are out of school, for the purpose of bringing them
to school.
 Your school conducts campaigns to encourage parents to enroll their
children.
 Your school has a system to regularly check on the attendance of its pupils
and address problems concerning non-attendance.
GOAL # 5: Ensure children’s high academic achievement and success
 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.
GOAL # 6: Raise teachers’ morale and motivation
 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.
GOAL # 7: Mobilize community support for education
 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).
Rating your school for action items done
Goal # 1: Encourage children’s participation in school and community
The Goal has 5 action items. If you scored 3 points, give yourself a blue heart; if
you scored 4 points, give yourself a purple heart; if you scored 5 points, give yourself
a red heart. If you scored lower than 3 points, don’t color the heart. But take heart
(pardon the expression), there are still six goals to assess and you might just do
better with the next ones.
(Note: If you do not have crayons or color pens or pencils, you can just mark the
inside of the heart with a B for Blue, P for Purple, or R for Red)
Color this heart!
Goal # 2: Enhance children’s health and well-being

This Goal has 11 action items. If you scored 7 points, give yourself a blue heart; if
you scored 8-9 points, give yourself a purple heart; if you scored 10-11 points, give
yourself a red heart. If you scored lower than 7 points, don’t color the heart, if your
score is lower than desired, try again with the other goals. You have five more to
go!
Color this heart!
Goal # 3: Guarantee safe, protective spaces for children
This Goal has 17 action items. If you scored 10-11 points, give yourself a blue heart;
if you scored 12-14 points, give yourself a purple heart; if you scored 15-17 points,
give yourself a red heart. If you scored lower than 10 points, don’t color the heart.
Did you do better this time?
Color this heart!
Goal # 4: Encourage enrollment and completion
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
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
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)

 80-90% Good 2 points
 91-100% Outstanding 3 points
3. All your Grade 6 pupils/Grade 10/Grade 12 students pass the division, regional,
or national tests or assessments.
(Please check)

Health and nutrition targets:
4. All your pupils/students are well nourished.
(Please check)


5. All your pupils/students are healthy.
(Please check)

6. All your pupils/students have good dental health.
(Please check)

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 Points

Hearts
1. Encourage children’s participation in red 3

school and community
2. Enhance children’s health and well-being red 3
3. Guarantee safe and protective spaces for red 3

children
4. Encourage enrollment and completion blue 1
5. Ensure children’s high academic purple 2

achievement and success
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 2

served by the school (ages 5-11 in ES, 12-15 in
JHS, 16-17 in SHS).
2. All children in your school who enrolled in Kinder 3
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 2
students pass the division, regional, or national
tests or assessments.
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
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.

Instruction: 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.
28 6
(Total Number of P and A multiplied the total number of items divided by 100)
Overall Scores 91.89%
General Description:
Recommendation:
WORK & FINANCIAL PLAN MATRIX (2016-2018)
PRIORITY RESOURCE
IMPROVE - PROGRAMS, PROJECTS, TIME LINE AMOUNT & TARGET SOURCES OF FUND
OBJECTIVES REQUIRE-
MENT ACTIVITIES
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
PRIORITY RESOURCE
OBJECTIVES REQUIRE-
MENT ACTIVITIES
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
●Construction of drainage canals
Cohort Survival Rate:
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
PRIORITY RESOURCE
OBJECTIVES REQUIRE
MENT ACTIVITIES
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
ANNUAL IMPLEMENTATION PLAN (F.Y. 2016)
PRIORITY PROGRAMS, PROJECTS, TIME FRAME

RESOURCE REQUIREMENT Source & Amount of Fund
IMPROVEMENT OBJECTIVES ACTIVITIES Q1 Q2 Q3 Q4
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 20,000
Sci.- 40.09-
Least Mastered Skills in all
76%
A.P. 49.11- disciplines.
C.T.- 39.14-
4. Capacity-building activities. 250,000 250,000 250,000 250,000 600,000 300,000 50,000
76%
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.
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 60,000

Completion Rate:
4.Construction/Repair of 112,500 112,500 112,500 112,500 300,000 150,000
88.5
Promotion Rate: 96.5 perimeter fence
Graduation Rate:
5. Remodelling of back & old 175,000 175,000 175,000 175,000 400,000 300,000
97.31
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
AREAS Q1 Q2 Q3 Q4 J F MA MJ 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
1. Project HEALTH Alert
(Healthy Environment and Long
15,000 15,000 15,000 15,000 600,000 10,000 30,000
Term Access Thru Local
To implement Engagement Recreation and
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

008 - PH - I. School Improvement Plan (Sip)

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008 - PH - I. School Improvement Plan (Sip)

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Republic of the Philippines

JESSIE L. AMIN, CESO VI

Greetings in the name of sustained quality public service!

We are looking forward to a more sustained partnership in the delivery of quality

Thank you and best regards.

1. Name and Description of the School

Name of the School :CAUAYAN CITY NATIONAL HIGH SCHOOL

Cauayan City National High School is classified as national, by funding and

Cauayan was an original town of the province of Cagayan. It was transferred to

Cauayan City is politically sub-divided into 65 barangays. The urbanized and

Cauayan City is a fast-growing rural industrial center centrally located in the

Population and Household

Population Growth Rate

Population density is defined as the number of people living in a certain area of

Productive and Dependent Population

Male to Female Ratio

As of 2000, male population accounted for 56,276 against female population of

Ilocano (74.91%); Tagalog (14.13%); Gaddang (6.38%)

Cauayan is classified as first class as of 2010. It is the location of 29 banks, 21

1800 ENROLLMENT BY GENDER

The graph evidently shows that during the School Year

Numbers of learners by health status, SY 2015-2016

Severely Wasted Wasted Normal Overweight Obese

TEXTBOOK FILIPINO 8 808

Sources of School Funding, SY 2015-

150000 Subsidy for Special

MBC National Manila Semi-Finals Student

Inter-Regional DepEd Regional Regional Student

Regional Festival of DepEd Regional Regional Student

Regional Festival of DepEd Regional Regional Student

Regional Festival DepEd Regional Regional Student

Interschool LGU- Cauayan Division Student

Interschool LGU- Cauayan Division Student

Buwan ng Wika SM City Cauayan Division Student

Buwan ng Wika SDO Cauayan Division Student

Buwan Ng Wika SDO Cauayan Division Student

Buwan Ng Wika SDO Cauayan Division Student

AYAW Art Fest SM City Cauayan Division Student

Regional Schools SDO Cauayan Regional Student

Regional Schools SDO Cauayan Regional Student

Regional Schools SDO Cauayan Regional Student

Regional Schools SDO Cauayan Regional Student

Division Schools SDO Cauayan Division Student

Division Schools SDO Cauayan Division Student

Division Schools SDO Cauayan Division Student

Division Schools SDO Cauayan Division Student

Division Schools SDO Cauayan Division Student

Division Schools SDO Cauayan Division Student

Division Schools SDO Cauayan Division Student

SDO Cauayan Division

Division Schools SDO Cauayan Division Student

City Meet 2015 SDO Cauayan Division Student

City Meet 2015 SDO Cauayan Division Student

Cagayan Valley DepEd Regional Regional Student

Cagayan Valley DepEd Regional Regional Student

Cagayan Valley DepEd Regional Regional Student

Cagayan Valley DepEd Regional Regional Student

Cagayan Valley DepEd Regional Regional Student

Cagayan Valley DepEd Regional Regional Student

Search for Model LGU- Cauayan Division School

"Teamwork is the ability to work together toward a

Number of Drop-outs by Cause