Republic of the Philippines

Department of Education
CARAGA Administrative Region
Division of Agusan del Sur
Rosario District I
DATU LIPUS MAKAPANDONG NATIONAL HIGH SCHOOL

SCHOOL MONITORING
EVALUATION & ADJUSTMENT
REPORTS
YEAR 2020

GERMAN C. TALAGON
Principal I
TRANSMITTAL / ENDORSEMENT

Respectfully submitted the herein School Monitoring Evaluation & Adjustment

Report year 2019 of Datu Lipus Makapandong National High School.

GERMAN C. TALAGON
Principal – I

Reviewed and Validated:

GINA A. SEROY
Public Schools District In-charge

EVANGELINE A. PREVENDIDO
P-II, Division MAPEH Coordinator

NOTED:

MINERVA T. ALBIS, Ph.D.

Schools Division Superintendent
 TABLE OF CONTENTS

Chapter 1: INTRODUCTION, SCOPE, AND METHODOLOGY

Chapter 2: FINDINGS

2.1 SMEA Indicators

2.1.1 Access
Table 1 Summary of Enrolment by Gender
Table 2 Summary of Nutritional Status by Gender
Table 3 Total Number of Dropouts
Table 4 Failure Rate in All Subject Areas
Table 5 Number of Contact Days Used
Table 6 Types of Ailments
Table 7 Absences of Learners and Recipients of 4Ps
Table 8 Retention Rate
Table 9 Repetition Rate
Table 10 Promotion Rate
Table 11 Completion Rate
Table 12 Graduation Rate

2.1.2 Quality
Table 13 MPS per Subject Area
Table 14 Literacy Level Filipino
Table 15 Literacy Level English
Table 16 Number of Textbooks
Table 17 Learner-Teacher Ratio
Table 18 Learner-Classroom Ratio
Table 19 Learner-Toilet Ratio

2.1.3 Governance
Table 20 Stakeholders’ Support to Education
Table 21 Instructional Supervision
Table 22 Teachers’ Professional Development
Table 23 School Heads’ Professional Development
Table 24 Rooms for Ancillary Services/Others
 CHAPTER 1

INTRODUCTION, SCOPE AND METHODOLOGY

1.1 INTRODUCTION
The school needs to strategically pave its way to restructure its office with much
clearer roles and functions. The conduct of M&E gives immediate results to find whether the
school performance indicator meets or fall short of the targets.
Monitoring and evaluation (M&E) is a process that helps improve performance
and achieve results. Its goal is to improve current and future management of outputs, outcomes
and impact. Effective M&E of school inputs and outputs can best be achieved through record-
keeping and regular reporting systems, in order to figure out whether or not school resources
are being spent according to plan and teaching method is delivered in the desired educational
outcomes. (Safsmsadmin, 2016).
There are six content areas for the Teachers M&E for the curriculum
implementation, (1) Curriculum coverage, (2) Learner achievement in quarterly test, (3)
failures, (4) Learning resources, access, quality, and governance. In its content areas, the task
to be done is to fill in the data required on the tables and have corresponding percentile for the
analysis.
The purpose of this report is to assess the overall performance of the school
particularly the school profile, access, quality, and the governance. M&E is the tool used to
assess the performance of the institution because it is used to detect the level of progress of the
school. Monitoring and evaluation aim to measure the level of achievement of the institution
to the different content areas of M&E. Through monitoring and evaluation, good leadership is
put into practice and accountability which leads to school improvement.

1.2 SCOPE

With the implementation framework of the system now in place and accepted
by the School Management, the important part of the process is its implementation. The
coverage of the monitoring and evaluation report is from January to December 2020. The focus
of this report is on the area of school profile, access, quality, and the governance from the first
quarter to the last quarter of the year 2020. The status of physical accomplishments for
programs, project issues, and propose resolutions, status of personnel requirements and
employment, and status of allotments and utilization of funds are also included.

1.3 METHODOLOGY

In gathering the data, teachers need to submit and M&E template that is fully
filled out with necessary information. It is then collected and validated by the school’s
Monitoring and Evaluation coordinator for the authentication of the data.
 CHAPTER 2
FINDINGS

2.1 SMEA INDICATORS

2.1.1 Access

Enrolment

Table 1: Summary of Enrolment by Gender

Junior High School Senior High School

Enrolment by
TOTAL
Gender
G7 G8 G9 G10 G11 G12

Q1 M 142 133 132 114 65 62 648

January F 108 119 120 105 80 51 583
2020 T 250 252 252 219 145 113 1,231
Q4 M 138 131 131 108 129 67 704
December F 142 99 117 122 136 78 694
2020 T 280 230 248 230 265 145 1,398

Table 1 shows the summary of enrolment in the year 2020. It illustrates from the given
data that the number of enrollees by gender is increasing. The average enrollees at the end of
the quarter is 113.57 percent.

Nutritional Status

Table 2: Summary of Nutritional Status by Gender

Nutritional
Status by Gender G7 G8 G9 G10 G11 G12
SW 0 0 0 0 0 0
W 0 0 0 0 0 0
Male

N 0 0 0 0 0 0
Ov 0 0 0 0 0 0
Ob 0 0 0 0 0 0
SW 0 0 0 0 0 0
W 0 0 0 0 0 0
Female

N 0 0 0 0 0 0
Ov 0 0 0 0 0 0
Ob 0 0 0 0 0 0
 Legend: SW=Severely Wasted W=Wasted N=Normal
Ov= Overweight Ob=Obese

Table 2 shows the health and nutritional status of the male students from grade 7 to 12.
There is no data available at the end of the year because of the new normal education affected
by the pandemic.
Dropout Rate

Table 3: Total Number of Dropouts

Total 2019-2020 DROPOUT March 2020

Number of %
Dropouts M F T M F T

Grade 7 142 108 250 3 1 4 1.6

Grade 8 133 119 252 0 1 1 0.4

Grade 9 132 120 252 2 1 3 1.19

Grade 10 114 105 219 1 0 1 0.46

Grade 11 65 80 145 0 0 0 0

Grade 12 62 51 113 0 0 0 0

648 583 1231 6 3 9 0.73

TOTAL

Table 3 shows the enrolment and rate of dropouts of students of S.Y. 2019-2020. It
illustrates a 0.73 percent dropout rate of students as of December 2020. This signifies that
teachers have to strongly monitor the implementation of Project E-LAMP or Enhancement
Learners Attendance Monitoring Process, a Continuous Improvement Project that monitors
students’ absenteeism so that students at risk of dropping out will decrease.
Failure Rate

Table 4: Failure Rate in All Subject Areas

G7 G8 G9 G10

M 142 133 132 114

Enrolme

Current

F 108 119 120 105

nt

T 250 252 252 219

M 5 5 9 7
English

F 0 0 4 1
T 5 5 13 8
% 2% 1.98% 5.16% 3.65%
M 7 10 10 7
Math

F 0 0 4 1
T 7 10 14 8
% 2.8% 3.97% 5.56% 3.65%
M 7 5 11 7
Science

F 0 0 5 1
T 7 5 16 8
% 2.8% 1.98% 6.35% 3.65%
M 5 5 10 10
Filipino

F 0 0 4 2
All Subjects

T 5 5 14 12
% 2% 1.98% 5.56% 5.48%
M 5 6 9 7
F 0 0 4 1
AP

T 5 6 13 8
% 2% 2.38% 5.16% 3.65%
M 5 5 11 7
MAPEH

F 0 0 5 1
T 5 5 16 8
% 2% 1.98% 6.35% 3.65%
M 5 5 9 7
TLE/EPP

F 0 0 5 1
T 5 5 14 8
% 2% 1.98% 5.56% 3.65%
M 5 5 9 7
EsP

F 0 0 4 1
 T 5 5 13 8
% 2% 1.98% 5.16% 3.65%

Failure Rate in SHS Specialized Subjects G11 G12 TOTAL

M 65 62 127
Failure Rate in SHS Specializaed

Enrolme

Current
F 80 51 131

SY
nt
T 145 113 258
M 0 0 0
TVL Track Specialization
F 0 0 0
Subjects

IA
T 0 0 0
% 0 0 0
M 0 0 0
ICT F 0 0 0
T 0 0 0
% 0 0 0

Table 4 shows the rate of failure in all subject areas for every grade level from junior
high school to senior high school. It illustrates that the percentage of failure for each subject
area is normally distributed. However, the school aims to achieve mastery level of
competencies in all subject area. The school strongly monitored the conduct of remediation
activities for every quarter to students who failed to master the learning competencies per
subject area.
Contact Days

Table 5: Number of Contact Days Used

Standard
Number of Jan. Feb. Mar Apr May Jun Jul Aug Sep Oct Nov Dec
School Days
Academic 21 18 22 4 0 16 18 22 22 22 19 14
Co-
Grade 7

Curricular 0 0 0 0 0 0 0 0 0 0 0 3
Extra-
Curricular 0 0 0 0 0 0 0 0 0 0 0 0
Others 0 1 0 1 0 2 0 0 0 0 0 0
Academic 21 18 22 4 0 16 18 22 22 22 19 14
Co-
Grade 8

Curricular 0 0 0 0 0 0 0 0 0 0 0 3
Extra-
Curricular 0 0 0 0 0 0 0 0 0 0 0 0
Others 0 1 0 1 0 2 0 0 0 0 0 0
Academic 21 18 22 4 0 16 18 22 22 22 19 14
Co-
Grade 9

Curricular 0 0 0 0 0 0 0 0 0 0 0 3
Extra-
Curricular 0 0 0 0 0 0 0 0 0 0 0 0
Others 0 1 0 1 0 2 0 0 0 0 0 0
Academic 21 18 22 4 0 16 18 22 22 22 19 14
Co-
Grade 10

Curricular 0 0 0 0 0 0 0 0 0 0 0 3
Extra-
Curricular 0 0 0 0 0 0 0 0 0 0 0 0
Others 0 1 0 1 0 2 0 0 0 0 0 0
Academic 21 18 22 4 0 16 18 22 22 22 19 14
Co-
Grade 11

Curricular 0 0 0 0 0 0 0 0 0 0 0 3
Extra-
Curricular 0 0 0 0 0 0 0 0 0 0 0 0
Others 0 1 0 1 0 2 0 0 0 0 0 0
Academic 21 18 22 4 0 16 18 22 22 22 19 14
Co-
Grade 12

Curricular 0 0 0 0 0 0 0 0 0 0 0 3
Extra-
Curricular 0 0 0 0 0 0 0 0 0 0 0 0
Others 0 1 0 1 0 2 0 0 0 0 0 0
 Table 5 shows the number of contact days used by all grade levels. It is observed that
most of the school days were used for academic in the months of July to December 2020. There
were intervening activities during the month of February to June 2020 but it was assured that
the competencies will be accomplished through remedial classes.

Types of Ailments

Table 6: Types of Ailments

Types of Ailments G7 G8 G9 G10 G11 G12

Blind Abcess (Mata'g
0 0 0 0 0 0
Tkiki)
Respiratory Tract
0 0 0 0 0 0
Infection (Ubo)
Rhinitis (Sip-on) 0 0 0 0 0 0
Impetigo Contagiosa
0 0 0 0 0 0
(Nuka2x)
Otitis Media - Ear
0 0 0 0 0 0
Discharge
Abdominal Enlargement
0 0 0 0 0 0
(Dakog Tiyan)
Fever 0 0 0 0 0 0

Table 6 shows the number of cases in each kind of ailments for every grade level from
junior high school to senior high school. There is no data available at the end of the year
because of the new normal education affected by the pandemic.
Absences of Learners and Recipients of Pantawid Pamilya

Table 7: Absences of Learners and recipients of 4Ps

GRADE LEVEL G7 G8 G9 G10 G11 G12

No. of M 4 3 2 3 0 0
Learners who
were Q4 F 3 3 1 1 0 0
frequently
absent T 7 6 3 4 0 0
No. of M 0 0 0 0 0 0
Learners
frequently F 0 0 0 0 0 0
absent that
Q4
were
recipients of T 0 0 0 0 0 0
Pantawid
Pamilya

Table 7 shows the total number of absences of learners who were recipients of 4Ps. It
shows that there is a zero case of learners’ absences of Pantawid Pamilya. The school strongly
implements Project E-LAMP or Enhancement Learners Attendance Monitoring Process, a
Continuous Improvement Project that monitors students’ absenteeism.
Retention Rate

Table 8: Comparison of Enrolment in S.Y. 2018-2019 and 2019-2020

Retention
G7 G8 G9 G10 TOTAL G11 G12 TOTAL
Rate
M
142 133 132 114 521 65
as of July in

School Year
the Current
Enrolment

F
108 119 120 105 452 80
T
250 252 252 219 973 145
M
106 92 65 263 63 44 107
as of March

School Year
Enrolment

Current
in the

F
77 85 71 233 66 49 115
T
183 177 136 496 129 93 222
M
74.65 69.17 49.24 64.62 55.26 67.69 59.78
Percentage

F
71.30 71.43 59.17 67.15 62.86 61.25 62.16
T
73.20 70.24 53.97 65.7825 58.90 64.14 60.99

Table 8 illustrates the retention rate for school year 2019-2020. It shows that the
percentage of students who are still in school for school year 2020-2021 is high. However,
Datu Lipus Makapandong National High School is aiming for a zero-dropout rate in order to
help the students graduate on time. Thus, the faculty and staff are doing all means to find all
possible and suitable solution in addressing the problem.
Repetition Rate

Table 9: Repetition Rate for S.Y. 2019-2020

Repetition Rate G7 G8 G9 G10 G11 G12 TOTAL

SY 2019-2020

M 142 133 132 114 65 62 648

Enrolment

F 108 119 120 105 80 51 583

T 250 252 252 219 145 113 1,231

SY 2019-2020

M 3 2 6 1 0 0 12
Repeaters

F 0 0 0 3 0 0 3

T 3 2 6 4 0 0 15

1.2% 0.79% 2.38% 1.83% 0.00% 0.00% 1.22%

%

Table 9 illustrates the repetition rate of 1.22% for school year 2019-2020 of the total
population from grade 7 to 10. It signifies that the number of student-repeaters is low. The
school aims to help these students complete their academic requirements on time.

Promotion Rate

Table 10: Promotion Rate for S.Y. 2019-2020

Promotion Rate G7 G8 G9 G10 G11 G12 TOTAL

142 133 132 114 65 62 648

Enrolment

F 108 119 120 105 80 51 583

T 250 252 252 219 145 113 1,231

130 114 98 102 63 61 629

Promotees

F 110 125 116 101 73 52 628

T 240 239 214 203 136 113 1,145

% 96% 94.84% 84.92% 92.69% 93.79% 100% 93.01%

Table 10 illustrates the total rate in percentage of the students who got promoted in
school year 2019-2020. It shows that grade 12 got the highest percentage of 100% while the
lowest percentage rate of promotion is in grade 9 level. The rate of promotion for school year
2019-2020 is 93.01.
Completion Rate

Table 11: Total Number of Completers for S.Y. 2019-2020

TOTAL NUMBER OF COMPLETERS

G10

M 109
Complete Enrolme

June 2019 F 102

nt

T 211
M 102
March 2020 F 101
rs

T 203
% 96.21

Table 11 shows the total number of enrolment and completers for school year 2019-
2020. The data shows that Datu Lipus Makapandong National High School has a high
completion rate of 96.21%.

Graduation Rate

Table 12: Total Number of Graduates for S.Y. 2019-2020

SPECIALIZATION ABM GAS ICT IA TOTAL

M 6 8 25 24 63
Complete Enrolme

June 2019 F 7 18 14 14 53
nt

T 13 26 39 38 116
M 6 8 23 24 61
March 2020 F 7 18 14 13 52
rs

T 13 26 37 37 113
% 100 100 94.9 97.4 97.4

Table 12 shows the total number of enrolment and completers for school year 2019-
2020. The data shows that Datu Lipus Makapandong National High School has a high
graduation rate of 97.4%. It is also noticeable that ABM and GAS strands got the highest rate
of graduates.
 2.1.2 Quality

Mean Percentage Score

Table 13: MPS per Subject Area

MPS per Subject Area G7 G8 G9 G10 Average

English 79.9 82.96 78.3 78.6 79.94

Math 77.76 79.07 79.17 81.48 79.37

Science 77.38 83.28 79.48 79.58 79.93

Filipino 81.78 80.31 79.38 78.08 79.89

AP 80.93 79.83 78.03 80.93 79.93

MAPEH 80.38 79.92 79.58 80.16 80.01

EPP/TLE 79.23 76.13 81.73 82.83 79.98

EsP 81.35 79.93 80.35 82.45 81.02

Average 79.84 80.18 79.5 80.51 80.01

Table 13 illustrates the MPS in all subject areas with an average of 80.01. The data
shows that all subject areas surpassed the average of 75 which is satisfactory.

Table 14: Literacy Level – Filipino

Literacy Level - Filipino

Enrolment Pre-Test Post-Test

Independent Instructional Frustration Independent Instructional Frustration

M 124 66 50 8 118 2 4

F 116 83 28 5 113 1 2

T 240 149 78 13 231 3 6

% 62.08 32.5 5.417 96.25 1.25 2.5

 Table 14 illustrates the pre and post oral reading of Grade 7 students in Filipino. It
shows that the average independent learners increased from 62.08% to 96.25% after learners
in instructional and frustration level are given remediation activities.

Table 15: Literacy Level - English

Literacy Level - English

Enrolment Pre-Test Post-Test

Independent Instructional Frustration Independent Instructional Frustration

M 124 8 42 74 86 24 14

F 116 4 56 56 92 14 10

T 240 12 98 130 178 38 24

% 5 40.83 54.17 74.17 15.83 10

Table 15 illustrates the pre and post oral reading of Grade 7 students in English. It
shows that the average independent learners rapidly increased from 5% to 74.17% after learners
in instructional and frustration level are given remediation activities. However, there is still a
significant number of learners in instructional and frustration level which has to be addressed
by giving more remediation activities.

Table 16: Number of Textbooks

TEXTBOOKS G7 G8 G9 G10 Total

Total Enrolment 250 252 252 219 973

Number of Textbooks per Grade Level

No. 216 0 435 177 828

English
Ratio 1:2 0 1:1 1:2 1:2
No. 60 223 423 177 883
Math
and Subject

Ratio 1:5 1:2 1:1 1:2 1:2

No. 344 233 433 177 1187
Science
Ratio 1:1 1:2 1:1 1:2 1:1
No. 224 233 375 177 1009
Filipino
Ratio 1:2 1:2 1:1 1:2 1:1
No. 112 224 198 177 711
AP
Ratio 1:3 1:2 1:2 1:2 1:2
 No. 274 233 375 179 1061
MAPEH
Ratio 1:1 1:1 1:1 1:2 1:1
No. 404 412 405 177 1398
EPP/TLE
Ratio 1:1 1:1 1:1 1:2 1:1
No. 75 233 445 177 930
EsP
Ratio 1:4 1:2 1:1 1:2 1:2

G11 G12 TOTAL

Total Enrolment
145 113 258
Subject: Reading No. 3 0 3
and Writing Ratio 1:49 0 1:82
Number of Textbooks per Grade Level and Subject

Subject: No. 3 0 3
Komunikasyon at
Ratio 1:49 0 1:82
Pananaliksik
Subject: Personal No. 160 0 160
Development Ratio 1:1 0 1:2
Subject: Filipino sa No. 60 0 60
Piling Larangan:
Ratio 1:3 0 1:5
Akademik
No. 102 0 102
Subject: Tech-Voc
Ratio 1:2 0 1:3
Subject: No. 60 60 120
Organization and
Ratio 1:3 1:2 1:3
Management
Subject: General No. 47 0 47
Mathematics Ratio 1:4 0 1:6
Subject: No. 48 0 48
Understanding
Culture, Society, and Ratio 1:4 0 1:6
Politics

Table 16 shows the number of available textbooks/learning materials per grade level. It
illustrates that the school has inadequate textbooks for the students particularly in senior high
school. The school aims to achieve a one-to-one ratio of textbooks to the number of learners.
It is then recommended for a requisition of additional learning materials for the students and
teachers.
Table 17: Learner-Teacher Ratio

Level G7 G8 G9 G10 Total G11 G12 Total

Learner - Teacher

Total Enrolment
250 252 252 219 973 145 113 258
of Current SY
Ratio

No. of Teacher 8 9 8 8 33 6 6 12

Ratio 1:32 1:28 1:28 1:28 1:30 1:25 1:19 1:22

Table 17 shows the total enrolment and the number of teachers for school year 2019-
2020. It illustrates that the school is still in need of more teachers to achieve the ideal ratio of
1:35.

Table 18: Learner-Classroom Ratio

Level G7 G8 G9 G10 G11 G12 Total

Total Enrolment Current
250 252 252 219 145 113 1231
Learner - Classroom Ratio

SY

In Good Condition 5 5 5 4 3 3 25
No. of Classrooms

For
0 0 0 0 0 0 0
Repair/Rehabilitation

Total 5 5 5 4 3 3 25

Ratio 1:50 1:51 1:51 1:55 1:49 1:38 1:50

Table 18 shows the total enrolment for school year 2019-2020 and the number of
available classrooms. It illustrates the proportionality of the learners’ population in a classroom
because of the newly constructed buildings providing additional classrooms for junior and
senior high school. However, the school is still in need of more classrooms to achieve the ideal
ratio of 1:40.
Table 19: Learner-Toilet Ratio

Level JHS SHS

M 521 127
Total Enrolment Current
Learner - Toilet Ratio

SY
F 452 131

No. of Toilet Male 5 2

Ratio 1:105 1:64

Female 5 2

Ratio 1:91 1:66

Table 19 shows the total enrolment for school year 2019-2020 and the number of
available toilets by gender. It illustrates that there are not enough comfort room facilities to
serve the students. Thus, the school is still in need of more toilets to achieve a ratio of 1:20.
However, the school MOOE cannot suffice the cost allocation for CRs and still waiting for the
budget from the Deped central office.
 2.1.3 Governance

Stakeholders’ Support to Education

Table 20: Stakeholders’ Support to Education

Funding Sources Amount Percentage of Usage

MOOE (JHS) 1,297,000.00 100%

MOOE (SHS) 424,000.00 100%

LGU (SEF) 524,000.00 100%

PTA 94,255.00 100%

Others

a. Brigada Eskwela 120,800.00 100%

b. Valentine’s Day
Celebration (Variety 85,762.00 100%
Show)
c. Donations 362,625.00 100%

TOTAL 2,908,442.00 100%

Table 20 shows the funding sources of the school. The data illustrates that the biggest
funding source of the school was coming from the school MOOE. The school funds were fully
utilized and liquidated for the year 2020. Also, the data suggest that the school and its
stakeholders have a strong association that led to the improvement of the school and
community. Lastly, other sources have created a great impact particularly in realizing the
projects that the school administration has designed for a better learning environment amidst
the COVID-19 pandemic.
Instructional Supervision

Table 21: Instructional Supervision

Instructional Supervision JHS SHS TOTAL

1 0 0
No. of Schools led by HTs/Principals

1 3 4
No. of Schools led by MTs

20 30 50
No. of IS required by SDO per SH/MTs

Expected No. of IS conducted by the 20 30 50

SHs/MTs
Actual No. of IS conducted by the
20 30 50
SHs/MTs

100 100 100

AVERAGE

Table 21 shows the instructional supervision of the school principal and master teachers
in the year 2020. It shows that the number of instructional supervisions conducted by the SHs
and MTs was achieved at the end of the quarter.

Teachers’ Professional Development

Table 22: Number of Learning Action Cell (LAC) Sessions

GRADE LEVEL G7 G8 G9 G10 G11 G12

Content 0 0 0 0 0 0
Topics for LAC Sessions

Pedagogy/Instruction 1 1 1 1 1 1

0 0 0 0 0 0
Localization/Contextualization

2 2 2 2 2 2
Assessment

Learning Resource Material 0 0 0 0 0 0

3 3 3 3 3 3
TOTAL
 Table 22 shows the Learning Action Cell (LAC) sessions conducted in the year 2020.
It shows that the topics were mostly about pedagogy/instruction and assessment. It indicates
that there is still a need of teachers’ professional development in the different areas, hence,
more LAC sessions should be provided.

School Heads Professional Development

Table 23: School Heads Professional Development

School Heads Professional Development JHS SHS TOTAL

School Leadership 0 0 0

Personal and Professional Attributes and Interpersonal 0 0 0

Effectiveness

Instructional Leadership 0 0 0

Student-Centered Learning Climate 1 0 1

1 0 1
Human Resource Management and Professional Development

Parent Involvement and Community Partnership 0 0 0

School Management Operations 0 0 0

2 0 2
TOTAL

Table 23 shows the trainings and seminars attended by the school head from January to
December 2020. It shows that only two seminars were attended through online sessions
particularly in Student-Centered Learning Climate and Human Resource Management and
Professional Development. It indicates that more trainings and seminars should be conducted
for the school heads professional development in the other identified areas.
Rooms for Ancillary Services/Others

Table 24:

Rooms for Ancillary Services/Others JHS SHS TOTAL

Library 1 0 1

Faculty 0 0 0

Medical Office 1 0 1

Principal’s Office 1 0 1

Guidance Office 1 0 1

SSG Office 1 0 1

SBM Office 1 0 1

Supply Office 1 0 1

Canteen 1 1 2

Computer Laboratory 2 1 3

Science Laboratory 1 1 2

Industrial Arts Building 1 1 2

Home Economics Building 1 0 1

Table 24 shows the number of rooms for ancillary services. Other offices like medical
and supply offices are temporary spaces only. The school is still in need of additional buildings
or rooms for other accommodations especially in the senior high school.