1 School Improvement Plan

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1. School Improvement PLAN
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SCHOOL IMPROVEMENT PLAN
HUNOB EXTENSION HIGH SCHOOL
Hunob, Guadalupe, Carcar City, Cebu
SCHOOL YEAR 2019-2022
I. DEPED VISION, MISSION AND CORE VALUES
II. SCHOOL SITUATION
III. PLANNING WORKSHEET
IV. MONITORING AND EVALUATION
Prepared by the School – Community Planning Team composed of the following at Hunob
Extension High School
SPT Member Name Designation Signature
IMELDA O. DAYONDON School Head _______________________
MARIA GINA C. ALBACITE Faculty President _______________________
ARIEL A. EJUSA Faculty Treasurer _______________________
LOVELY JOYCE D. JIMENEZ ICT Coordinator _______________________
JOEYRITCHIE Q. JIMENEZ SMEA Coordinator _______________________
ANALIE R. ABABA PTA President _______________________
HONEYLYN B. BARBADILLO SSG President _______________________
Approved By:
RONALD G. GUTAY
Schools Division Superintendent

Message
The Department of Education envision an educational reform that will create a better
learner performance through the School Improvement Plan (SIP). School improvement means
trying to find out how the school can change in order to improve (National College for
Teaching and Leadership.
The focus of this plan is on the policies and program tht are school-based which seek
explicitly to improve the performance of the school as a community and instructional unit.
Our goal is to understand what strategies the school is currently using to promote school
improvement directly and how those efforts might be refined or altered for greater
effectiveness.
Through the combined effort of the School Head, Teachers, SGC,SSG Officers,
representative from the Parents Teachers Association(PTA) and Local Government Unit(LGU),
Civic Group ,Non Government Organization and Alumni, the formulation and the
implementation of this plan will be effective in the utilization of available resources and
funds, planning and implementation of programs and the provision of the insufficient and
lacking infrastructure like classrooms, and other school amenities , education resources and
others. The needs of the students would be the best meet when parents and the community
take advantage of the service provided by the NGO’s, Barangay Officials and City Officials.
We believe that if we want to improve students’ learning, we must improve the school
in which learning takes place. The results on this three-year plan will guide us to promote a
much better and healthier learning environment to students as well as teachers in the future.
Table Of Contents

CHAPTER 1: Department of Education’s Vision, Mission,
Core Values Statement
VISION
MISSION
CORE VALUES
CHAPTER 2: School’s Current Situation

School Profile
Tables
CHAPTER 3 A: Planning Worksheet

Introduction
Planning Worksheet Matrix
CHAPTER 3 B: PROJECT DESIGN

Access
Quality
Governance
CHAPTER 4: MONITORING AND EVALUATION

List of Acronyms
DepEd- Department of
Education SIP- School
Improvement Plan AIP-Annual
Improvement Plan NAT-
National Achievement Test LM-
Learner’s Materials
TG- Teaching Guide
CG – Curriculum Guide
PTA- Parents Teachers Association
LGU- Local Government Unit
NGO-Non-Government Organization

Chapter 1
Department of Education Vision,
Mission and Core Values Statement
The DEPED VISION
We dream of Filipinos who passionately love their country and whose values and competencies
enable them to realize their full potential and contribute meaningfully to building the nation.
As a learner – centered public institution, the Department of Education

Continuously improves itself to better serve its stakeholders.
The DEPED MISSION
To protect and promote the right of every Filipinos to equality, equitable, culture – based,
and complete basic education where:
Students learn in a child – friendly, gender – sensitive, safe, and motivating environment.
Teachers facilitate learning and constantly nurture every learner.
Administrators and staff, as stewards of the institution, ensure an enabling and supportive
environment for effective learning to happen.
Family, community, and other stakeholders are actively engaged and share responsibility
for developing life – long learners.
The DEPED CORE VALUES
MAKA – DIYOS
MAKABANSA
MAKATAO
MAKAKALIKASAN
Chapter 2
School’s Current Situation

School Pro 昀椀 le
Hunob Extension High School is
a public secondary school located at
Hunob Guadalupe, Carcar City and it
has a total land area of 10,030 square
meters within the premises of Hunob
Elementary School. It is 10 kilometers
away from the heart of the city and
from the Division Office and it will take
35 minutes ride by any means of
transportation.
The school was founded on June

2010 and bears to name Hunob
Extension High School extension of
Maximino Noel Memorial National High School. In 1967, the lot was donated by Heñales
family for Hunob Elementary School. Through the years, the population of elementary grade
expanded and opened a secondary level and by June 2010 having complied with the
requirements of DepEd, Hunob Extension High School was opened serving a total population
of 56 students until present we served 262 students.
The school follows the K – 12 curriculum and its lessons are in consonance with the
prescribed learning guides and competencies. It has 10 regular permanent teachers excluding
the school head. It has one volunteer parent who act as security guard and peace keeper in the
school. The school is integrated with elementary with one school head that supervise the
different grade level, primary, intermediate and junior high school.
The school received a monthly MOOE of P 22,000.00 spent for electricity, office and
construction supplies, and other basic operations in the school.
External stakeholder particularly parents are actively involved school activities. From
the past years, their support has been evident starting from the Brigada Eskwela until the
different activities in the school.

Chapter 3- A
Planning Worksheet (Annex 5)
Instruction: For each priority improvement area, write the general objectives and root causes using
the root cause diagram as reference. Afterwards, identify the year when the root cause will be
addressed.
STAGE DEPED TIME FRAME

INTERM PRIORITY
IMPROVE GENERAL ROOT
EDIATE OBJECTIVE/S CAUSE/S
SY: SY:20 SY:20
MENT 2019- 20- 21-
OUTCO AREAS 2020 2021 2022
MES
IO1: Learners Teachers
are in school Teachers don’t use
and learning
should appropriat
centers
utilize the To improve the e
instructio instructional instruction
□ □ □
nal delivery of the al
materials teachers. materials
with in the
multi- delivery of
media the lesson.
integratio
IO2: Teachers
Learners n and
use chalk-
access maximize
programs talk □ □ □
the
teaching
indigenou
activities
s
responsive materials
□ □ □
to their available
needs and
inside the
consistent
classroom □ □ □
with their
interests and .
aptitudes □ □ □
Reading □ □ □
Comprehe
IO3: Students
Learners
nsion
To improve the have
enjoy Developm
learner- school reading irregular □ □ □
ent
friendly program. reading
practice
environment To develop No
reading supplemen
comprehension tary □ □ □
skill of every reading
learner. materials
IO4: To increase the Reading □ □ □

Learners
English comprehen
actively
participate in quarterly MPS sion of the
the from 53% to students is
academics 75%. very poor.
subjects

STAGE DEPED PRIORITY TIME FRAME
INTERM IMPROVE GENERAL ROOT
SY: SY:20 SY:20
MENT OBJECTIVE/S CAUSE/S
EDIATE 2019- 20- 21-
AREAS 2020 2021 2022
OUTCO
specifically
English for
it’s having a
very low
MPS for the
school year
2019-2020.
□ □ □
IO5:
Teachers
apply the
Differentiate Teachers
d Instruction To improve the don’t use
to vary the
instructional appropriat
activities to
supervision of e □ □ □
be given to
the learners
the school instruction
according to head. al
their materials.
learning
styles and School
needs. Heads
should
IO6:
utilize 2-3
Teachers days in
use the administr School
IPlans ative heads
instead of functions. observe 1-
□ □ □
Log Plans in 2 teachers
which a week
objectives
only.
are very
specific and
attainable.
□ □ □
□ □ □
□ □ □
□ □ □
□ □ □
□ □ □
□ □ □
□ □ □

Chapter 3- B
Project Design
Key Result Area: Access

Projects/Activities Time Frame Persons Budget Sourc
Responsible e of
Fund
1. Deepening the
Implementation of • School MOOE
the Child-friendly Head PTA
School System • LGU LGU
• Updating Health • PTA P 60,000.00 DSWD
January – December
Record • Students
• Feeding Program January – December
• Deworming July
• Toothbrushing January – December
• Improving January – December
Water Supply
and Sanitation
• Functional
June - August
Clinic with
Adequate First
Aid and
Emergency Kits
2. Strengthening • School DepEd

National Greening Head PTA
Program All are in January - • LGU
• Monthly Tree • Teachers
December P30,000.00
Planting (fruit • PTA
bearing)
• Accomplishing
Monitoring Form
• Reporting the
updates of
monthly tree
planting
3. Acquiring Learning • School LGU

Facilities and Head PTA
Equipment August • Teachers DepED
• PTA P213, 000.00 MOOE
• Sports Equipment August – September
• Audio-Video • Students
Equipment June – September
• TLE Equipment June – December

• LED TV September - October
• Set of Computers
• Provide list of January – December
competencies by
quarter
• Improve creatively January - December
the instructional
materials
4. Conducting • School MOOE
Reading Head
• Teachers
Assessments January – December
• Students P 1, 000.00
• Remedial Reading
Program November
• SDS
• Numeracy
• Hire 1 Filipino
and 1 Science
Teacher
5. Landscaping • School P 170, 000.00 MOOE
and Other School January – December Head PTA
• Teachers LGU
Beauti 昀椀 cation • PTA
January – December
• Solid Waste
• Students
Management
System
• Cementing Grade August – December
7 and Grade 8
walls
• Making of May – December
Makeshift for
Grade 8
• Repainting of January – March &
school stage September –
• Lighting November
classrooms June - September

Chapter 3- B
Project Design
Key Result Area: Quality
Projects/Activities Time Persons Budget Source

Frame Responsible of Fund
1. Implementing
monthly All activities are
school/division May involved with: P22,000.00
activities July P1,500.00
• Brigada Eskwela July • School Head P5,000.00
• Education Summit August • Teachers P5,000.00
• Nutrition Month September • Students P5,000.00
• Buwan ng Wika September • LGU P22,000.00
• Intramurals
• Palarong September P15,000.00
Panlungsod
• Wellness Dance October P22,000.00
Contest
• School/Division September P5,000.00
PRESS Conference October P5,000.00
• ENSCIEMATECH
• Buwan ng October P5,000.00
Kasaysayan November P5,000.00
• Teachers’ Day November P5,000.00
• Values Month January P10,000.00
• Reading Month and March P10,000.00
• MTAP March P1,500.00
• Math Challenge November P10,000.00
• Pop Quiz December P5,000.00
• Scouting September P1,500.00
• Science Fair February,
• Students’ April,
Recognition September
(Quarterly) and
• November
• September P10,000.00
• Family Day January P10,000.00
• Sinulog sa Paaralan March, P5,000.00
• Periodical Tests August,
• October
• and

• November
• March, P1,500.00
• Parent – Teacher August,
Conference Oct. and
(Quarterly) Nov.
• June P1,500.00
• General Assemblies March, P5,000.00
• School Based September,
Evaluation (Pre and December
Post) SMEA
• NAT Grade 7 August P5,000.00
• Recognition, Closing March and P5,000.00
and Moving-up April
Exercises
2.Conducting Home P1,500.00
Visit to Students who
are:
• Frequent in
committing class
absenteeism
• Low- performing
in Formative and
Quarterly
Examinations
• Tardy
• Misbehavior
• Underweight/
Malnourished
• Non-Compliance
of Projects
• Cutting Classes
• SRF/SARDO

Chapter 3- B
Project Design
Key Result Area: Governance
Projects/Activities Time Frame Persons Budget Sourc

Responsi e of
ble Fund
1. Instructional Supervision School
• Observing/Supervising January – December Head
Classes Teachers
• Checking of Lesson Plans January - December
2. Personnel Development School
• Attending May and October Head
Seminars/Trainings Teachers
• Holding LAC Sessions January – December
• Teachers’ Meeting January – December
3. Organizational SDS
Development School
(Functional SGC, SPG, SSG Head
&Club Organizations) January – December Teachers
• Implementing monthly Students
meetings, activities
and projects
• Crafting Constitution
and By-Laws
• Monitoring and Evaluation
• Monthly Reporting
4. Stakeholder’s SDS
Participation School
(Improving Linkages) Head
• Meetings/Conferences Teachers
• Attending local activities January – December Students
• Supporting
Brgy./City Programs
• Implementing Brgy./City
Projects

ANNEX 1A School‐Community Data
School Pro 昀椀 le
I. IDENTIFYING INFORMATION
SCHOOL ID: 975259
NAME OF SCHOOL: HUNOB EXTENSION HIGH SCHOOL
ADDRESS: HUNOB, GUADALUPE, CARCAR CITY, CEBU
BARANGAY: GUADALUPE
DISTRICT: CARCAR II
MUNICIPALITY: CARCAR
DIVISION: CARCAR CITY
REGION: VII
A. GEOGRAPHY
A.1. LOCATION OF THE SCHOOL On top of a mountain
From the Poblacion 8-10km

From the Nearest Public Elem. School 10 km
From the Nearest Priivate Elem. School 10 km
A.2. RELATIVE DISTANCE OF THE SCHOOL From the Nearest Public Sec.School 6 km
From the Nearest Private Sec. School 8km
From the District Office 10 km
From the Division Office 10 km
A.3. INCIDENCE OF CRIMES AND OTHER

NONE
HUMAN – INDUCED HAZARDS
a.3.1. Incidences in the last 3 years NONE
a.3.2. 3 most frequent

NONE
crimes/human- induced hazards
A.4 INCEDENCE OF NATURAL HAZARDS
Earthquakes
a.4.1. Incidences in the last 3 years
Typhoon

a.4.2. 3 most frequent natural hazards Typhoon
School used as an evacuation center in the last 3

A.5. RESULT OF DISASTER INCIDENTS
years
B. LEARNING ENVIRONMENT
B.1. CLASSROOMS AND SEATS
B.1.1. Classroom Quantity 4 classroom is to 4 section
B.1.2. Classroom Seat Quantity 1 classroom is to 50-60 seats

B.2. WATER, SANITATION AND
HYGIENE (WASH) FACILITIES
B.2.1. Water Supply / Source Local Piped Water
Is the main source of water functional at present? NO

B. 2.2. Hand washing
NO
Is there a space for hand washing?
YES only Grade
B.2.3. FUNCTIONAL TOILETS
10 the rest No
Toilet
MALE NO
B.2.4. TOILET BOWLS
FEMALE YES
B.3. TEXTBOOKS SRC. 3.
No. of Books: 0
B.4. LIBRARY No. of Tables: 0
No. of Chairs: 0
B.5. OTHER LEARNING FACILITIES Borrowed from
/ MATERIALS Elementary
B.6. AVAILABILITY OF
Only if needed
ELECTRICAL SUPPLY
B.7. INTERNET CONNECTIVITY NO Internet
B.7.1. Are there internet service providers in the area? NO
B.7.2. Does the school subscribe to any of the internet service
NO
provider/s?
B.7.3. Are there internet café/shops/wifi-enabled stations in the
YES
area?
C. TEACHERS
C.1. NUMBER OF TEACHERS SRC. 14.
C.1.1. Number of nationally – funded teachers 10
C.1.2. Number of locally – funded teachers and
0
subsidized/volunteer teachers
C.2. QUALITY OF TEACHERS
C.2.1. Number of Master Teachers 0

C.2.2. Number of teachers meeting the desired
10
competencies based on NCBTS
a. Does the school have mechanisms
for sustained school-based training?
NO
b. Does the school use the result of the

C.2.3. Projects/Interventions NCBTS-Teacher’s Strength and Needs
implemented to improve Assessment as basis for planning? NO
basic competencies of
teachers
c. Are there other intervention
implemented to improve competencies
YES
of teachers?
D. CHILDREN HEALTH AND SAFETY

D.1. NUTRITIONAL STATUS SRC. 2
M F
SW 3 0
D.1.1. Number of Malnourished Student
W 7 4
Total 10 4
School Feeding
D.1.2. Projects/Interventions implemented
Program No Junk food
addressing malnourished children
policy
D.2. HEALTH STATUS SRC.2
D.2.1. Number of Students who have other health
0
problems
D.2.2. Projects/Interventions implemented
addressing needs of Students with other health none
problems
D.3. CHILDREN REPORTED AS
VICTIMS OF ABUSE AND VIOLENCE
D.3.1. No. of Students who were
0
recorded victims of abuse and violence
D.3.2. Projects/Interventions implemented for
Students that were victims or suspected NONE
victims of abuse
E.STATUS OF PRIORITY IMPROVEMENT

PROJECTS Or CI Projects (SRC.18. & SRC.19.)
PROGRAM / DURATION
STATUS /
IMPLEMENTORS PROJECT TARGET
START END ACCOMPLISHMENTS
TITLE
(PART1)
Jan. March March
SCHOOL Makeshift 50%
2019 2020 2019
Classroom

F. STAKEHOLDERS SUPPORT TO EDUCATION(SRC.13.)
Stakeholders /Project Accomplished Accomplished
Part 1 Part 2
PTA Projects (Makeshift Classrooms ) 50% 0%
PTA Projects (Classroom window grilles ) 100% 50%
PTA Projects (Tent) 100%
G. FUND SOURCES (SRC. 5.)

Stakeholders /Project Fund Sources
PTA Projects (Makeshift Classrooms ) PTA contributions and collection
of vendors
School MOOE
LGU
PTA Projects PTA contributions
(Classroom window grilles )
PTA Projects (Tent) Solicited From LGU
II. SITUATION OF
CHILDREN/LEARNERS: ACCESS – IN AND
OUT OF SCHOOL
1. CHILDREN NOT IN SCHOOL
1.1. Population of student in the
Not yet surveyed
barangay where school is
located
1.2. Reasons for not attending school NONE
1.3. No. of students in the barangay NOT in school Not yet surveyed
1.4. Projects/Interventions implemented to ensure that out –
NONE
of – school children are reached or mainstreamed in school
2. CHILDREN ENROLLED IN SCHOOL

2.1. Enrollment for the last 3 years SRC. 1.
2.2. No. of children with disabilities by type of disability 0
2.3 OTHER DATA

NO. OF OVER-AGED NO. OF IP NO. OF NO. OF 4Ps LEARNER
LEVEL
LEARNERS LEARNERS MUSLIM RECIPIENTS
LEARNERS
7 1 0 0 23
8 2 0 0 15
9 5 0 0 14
10 3 0 0 9
TOTAL 11 0 0 61
III. SITUATION OF CHILDREN /

LEARNERS: ACCESS – ATTENDANCE AND
RETENTION
3. ATTENDANCE
3.1 NUMBER OF CHILDREN REGULARLY ATTENDING CLASSSES FOR THE LAST 3 SCHOOL
YEARS
S.Y. 2016-2017 S.Y. 2017-2018 S.Y. 2018-2019
LEVEL
MALE FEMALE TOTAL MALE FEMALE TOTAL MALE FEMALE TOTAL
VII 28 25 53 36 32 68 41 32 73
VIII 28 28 56 24 25 49 33 28 61
IX 33 24 57 29 28 57 21 25 46

X 15 23 38 31 22 53 26 27 53
TOTAL 104 100 204 120 107 227 121 112 233
3.2 PERCENTAGE OF CHILDREN REGULARLY ATTENDING CLASSES FOR THE PAST THREE
SCHOOL YEARS
S.Y. 2016-2017 S.Y. 2017-2018 S.Y. 2018-2019
LEVEL
VII 100% 100% 100% 100% 100% 100% 100% 100% 100%
VIII 100% 100% 100% 100% 100% 100% 100% 100% 100%
IX 100% 100% 100% 100% 100% 100% 100% 100% 100%
X 100% 100% 100% 100% 100% 100% 100% 100% 100%
OVERALL 100% 100% 100% 100% 100% 100% 100% 100% 100%
.
3.3 IN THE PREVIOUS SY, HOW MANY CHILDREN WERE FREQUENTLY ABSENT AND HOW
MANY OF THEM RECIPIENTS OF 4Ps?
NO. OF FREQUENTLY ABSENT
NO. OF CHILDREN WHO WERE
TOTAL STUDENTS THAT WERE RECIPIENTS
FREQUENTLY ABSENT
LEVEL ENROLLMENT IN OF PANTAWID PAMILYA
PREVIOUS S.Y.
MALE FEMALE TOTAL MALE FEMALE TOTAL
VII 73 3 0 3 1 0 1
VIII 61 2 0 2 1 0 1
IX 46 3 0 3 1 0 1
X 53 1 0 1 1 0 1
TOTAL 233 9 0 9 4 0 4
.
3.4 WHAT WERE THE REASONS WHY CHILDREN Psychological dis-order, parental
WERE FREQUENTLY ABSENT IN THE PREVIOUS guidance and counseling
SY?
3.5 PROJECTS / INTEVENTIONS IMPLEMENTED
Home visitation /parents -
TO ADDRESS NEEDS OF CHILDREN WHO ARE
teacher conference
FREQUENTLY ABSENT?
4. DROPOUT (SRC. 7.)
4.1 NUMBER OF DROPOUTS FOR THE LAST
4
THREE SCHOOL YEARS
4.2 DROPOUT RATES FOR THE LAST
2.1 %
THREE SCHOOL YEARS
4.3 NUMBER OF DROPOUTS BY CAUSE 3
4.4 PROJECTS / INTERVENTIONS IMPLEMENTED
ADM/ Remedial Classes
FOR CHILDREN AT RISK OF DROPPING OUT
IV. SITUATION OF CHILDREN /

LEARNERS: QUALITY
5. PROMOTION/ GRADUATION RATES (SRC. 8)

5.1 NO. OF PROMOTED LEARNERS / GRADUATES BY GRADE LEVEL FOR THE LAST 3 YRS.
S.Y. 2016-2017 S.Y. 2017-2018 S.Y. 2018-2019

LEVEL MAL
FEMALE TOTAL MALE FEMALE TOTAL MALE FEMALE TOTAL
E
VII 28 25 53 36 32 68 41 32 73
VIII 28 28 56 24 25 49 33 28 61
IX 33 24 57 29 28 57 21 25 46
X 15 23 38 31 22 53 26 27 53
TOTAL 104 100 204 120 107 227 121 112 233
.
5.2 PROMOTION / GRADUATION RATE FOR THE LAST THREE Sys.
S.Y. 2013 - 2014 S.Y. 2014 - 2015 S.Y. 2015 - 2016
LEVEL
VII 100% 100% 100% 100% 100% 100% 100% 100% 100%
98.95
VIII 98.85% 100% 99.425% 99.45% 100% 99.3% 97.89% 100%
%
IX 100% 100% 100% 100% 100% 100% 100% 100% 100%
X 100% 100% 100% 100% 100% 100% 100% 100% 100%
OVERALL 100% 100% 100% 100% 100% 100% 100% 100% 100%
6. MEAN PERCENTAGE SCORES (BASED ON NAT)

6.1. MEAN PERCENTAGE SCORES OF NAT GRADE
SRC. 9.
10 PER SUBJECT FOR THE LAST 3 Sys
6.2 PROJECTS/INTERVENTIONS IMPLEMENTED TO
NONE
IMPROVE BASIC COMPETENCIES OF LEARNERS
7. LITERACY LEVEL
7. 1 NUMBER OF LEARNERS WHO ARE IN THE FRUSTATIION, INSTRUCTIONAL
SRC. 10.
AND INDEPENDENT LEVELS FOR THE CURRENT S.Y. (ENGLISH)
7.2 NUMBER OF LEARNERS WHO ARE IN THE FRUSTATIION, INSTRUCTIONAL

SRC. 10.
AND INDEPENDENT LEVELS FOR THE CURRENT S.Y. (FILIPINO)
7.3 PROJECTS / INTERVENTIONS IMPLEMENTED TO IMPROVE READING

NONE
SKILLS OF CHILDREN
8. AWARDS / RECOGNITION
SRC. 6.
Received by the school, the school head, teachers, and students

STUDENT’S PROFILE
S.Y. 2019-2020
A. AGE PROFILE
AGE PROFILE OF LEARNERS SY 2019-2020
GRADE 7GRADE 8GRADE 9GRADE 10
35 35
32
29
27
21
19
17
9
6 5 5 5
4 3 3
1 1 1 1 2
0110 0 120 0 13 0 14 0 15 16 17-UP
B. LEARNING STYLES

LEARNING STYLES
GRADE 7 GRADE 8 GRADE 9 GRADE 10
22
19
17
16
15
14
13 13
12 12 12
11 11
10
9
8
7
6 6 6
4 4
3 3 3
2
1 1
C. PARENTS OCCUPATION
OCCUPATION
Others
Vendors
Factory Worker
Farmer
Laborer

D. RELIGION
RELIGION
Catholic 7th Day Adventist Others
E. EDUCATIONAL ATTAINMENT OF THE PARENTS

SITUATION ANALYSIS
INSTRUCTIONAL ANALYSIS
Quantit Year Mode of
Item Name Status
y Acquired Acquisition
1 Netbook 1 2013 School Fund Not Good
2 Projector(Epson ) 1 2013 School Fund Not Good
3 Printer (Epson )L360 1 2018 School Fund Good
4 Printer (Epson )L120 2 2018 School Fund Good
5 Sewing Machine 1 2013 Division Fund Good
6 Kodak Camera 1 2015 School Fund Not Good
7 Type Writer 7 2014 School Fund Not Good
8 Amplifier 2 2015 School Fund Good
TEXTBOOKS
REPORT ON THE PHYSICAL COUNT OF PROPERTY, PLANT AND EQUIPMENT
Books
As of April 26, 2019
QUANT QUANTI
REMARKS
UNIT VALUE
ITY TY
ARTICLE
per per DATE OF PURCHASED

PROPERTY UNIT OF
DESCRIPTION NUMBER MEASURE
PROPE PHYSIC
RTY AL
CARD COUNT
Panitikang Filipino 7 1 pcs 40 38 January 20,2014

Asya 7 2 pcs 37.37 40 15 January 20,2014
Science 8 3 pcs 35.04 40 31 June 20,2014
Kasaysayan sa
4 pcs 38.5 40 31
Daigdig 9 January 20,2014
Mathematics 8 5 pcs 43.47 50 23 June 20,2014
Music and Arts 8 6 pcs 38.42 50 27 June 20,2014
Edukasyon sa
7 pcs 42.45 50 27
pagpapakatao 8 June 20,2014
Panitikang Filipino 8 8 pcs 29.56 50 19 June 20,2014
PE and Health 8 9 pcs 38.48 50 26 June 20,2014
Ekonomics 9 10 pcs 43.73 50 21 October 7,2015
PE and Health 9 11 pcs 29.91 50 42 January 20,2014
Filipino 9 12 pcs 26.67 50 31 January 20,2014
Music and Arts 9 13 pcs 30.79 50 38 January 20,2014
Mathematics 9 14 pcs 45.93 50 39 January 20,2014
English 9 15 pcs 59.74 50 38 January 20,2014
Edukasyon sa
16 pcs 30.06 52 34
pagpapakatao 9 March 20, 2015
Edukasyon sa
17 pcs 18.92 1 1
pagpapakatao TG March 20, 2015
Science 9 18 pcs 33.88 52 22 March 20, 2015
Science TG 19 pcs 28.93 1 1 March 20, 2015
Mathematics 10 20 pcs 45.00 50 39 October 7,2015
PE and health 10 21 pcs 32.76 40 30 October 7,2015
FIlipino10 22 pcs 33.20 40 18 October 7,2015
Science10 23 pcs 45.00 40 42 October 7,2015
Edukasyon sa
24 pcs 33.20 40 33
Pagpapakatao 10 October 7,2015

English 10 25 pcs 45.00 40 40 October 7,2015
Filipino 9 26 pcs 26.67 57 57 Mach 15,2018
Mathematics 9 28 pcs 45.93 57 57 Mach 15,2018
Edukasyon sa
29 pcs 30.06 57 57
pagpapakatao 9 January 17,2018
Edukasyon sa
30 pcs 30.13 1 1
pagpapakatao TG January 17,2018
English 7 33 pcs 35.07 60 51 June 1, 2018
English 9 Journey
through Anglo 34 pcs 59.74 43 43
American Literature March 18,2019
Ekonomiks 9 35 pcs 39.53 43 43 March 18,2019
PE and Health 9 36 pcs 49.17 43 43 March 18,2019
TEACHERS PROFILE
Name of Teachers Date of Birth Age Education MA Units Major Positi Years
al on Experience
Attainme
nt
1. Ariel A. Ejusa June 26,2019 30 BSED 30 Math T1 4 Years
2. Naomie T. Camoro March 23,1996 23 BSED MAPEH T1 9 Months
3. Shella C. Bangga May 11,1991 28 BSED English T1 1 year
4. Jean Milenn T. Valdado November 9,1990 28 BSED 24 English T1 7 months
5. Marchel M. Carcueva March 18,1980 39 BSC MBA Graduate AP T1 7 months
6. Lovely Joyce D. Jimenez January 17, 1989 30 BSED MA Graduate TLE T1 4 years
7. Edgardo R. Bones Jr. August 10,1986 31 BSED 30 Science T3 6 years
8. Maria Gina C. Albacite October 29, 1982 36 BSED 36 English T1 8 years
9. Maria Theresa D. Yap October 15,1990 28 BSED 30 TLE T3 5 years
10. Joeyritchie Q. Jimenez August 14,987 31 BSED 36 Math T3 8 years

ANNEX 2A CHILD-FRIENDLY SCHOOL SURVEY
GOAL #1: Encourage children’s participation in school and community
What your school should have or should be doing:
❑ Your school has a working student government.

❑ Your school involves students in meetings and planning sessions that concern
their well-being.
❑ Your school involves students in the organizing, planning, and execution of
the disaster preparedness and response plan.
❑ Your school encourages its students to get involved in community work.
❑ Your school has a mechanism or mechanisms – such as a school publication,
students’ bulletin board, or opinion box – for pupils to express their opinions about
school and community issues.
Total number of action items checked for this goal
GOAL # 2: Enhance children’s health and well-being
❑ 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.
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
This Goal has 4 action items. If you scored 2 points, give yourself a blue heart; if you scored 3
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
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
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) 2019-2022:
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).
□ Less than 95% Poor 0 point
□ 95-96% Fair 1 point
□ 97-98% Good 2 points
□ 99-100% Outstanding 3 points
Your Score: 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)

Your Score: point/s
3. All your Grade 6 pupils/Grade 10/Grade 12 students pass the division, regional, or
national tests or assessments.
(Please check)
Your Score: point/s

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

Your Score: point/s
5. All your pupils/students are
healthy. (Please check)

Your Score: point/s
6. All your pupils/students have good dental
health. (Please check)

Your Score: point/s
How our school scored

On these pages, you will tally your scores in the two assessment categories.
To rate yourself for Action Items done (pages ), assign the following points to your colored
hearts:
Blue heart- one (1) point
Purple heart- two (2) points
Red heart - three (3) points
Uncolored heart- no (0) point
Now add up those points.
Action Items / Goals Colored Points
Hearts
1. Encourage children’s participation in school and PURPLE 2

community
2. Enhance children’s health and well-being RED 3
3. Guarantee safe and protective spaces for children RED 3
4. Encourage enrollment and completion RED 3
5. Ensure children’s high academic achievement and PURPLE 2

success
6. Raise teacher’s morale and motivation PURPLE 2
7. Mobilize community support for education PURPLE 2
SCORE 17
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
six years ago finish Grade 6/ enrolled in Grade 7 2
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. 2
6. All your pupils have good dental health. 2
SCORE 12
Now, tally your scores in the two categories.
Action Items / Goals 19
Progress toward Targets 12
TOTAL SCORE 29
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?
HUNOB EXTENSION HIGH SCHOOL IS A CHILD-FRIENDLY SCHOOL
Annex 2B Child Protection Policy

Implementation Checklist
School-Based Child Protection/Anti-Bullying Policy Implementation Checklist
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 behavioural signs.
8. Has developed and implemented a school-based referral and monitoring system to address
child abuse and bullying cases.
9. There is an existing record of all proceedings related to bullying and child abuse cases using
the Intake Sheet (Annex B of DO 40, s. 2012 or Appendix B or DO 18, s. 2015) as
appropriate.
10. Records related to complex cases of child abuse and bullying using the Intake Sheets
(Annex A of DO 40, s. 2012 or Appendix B of DO 18, s. 2015) are well-kept and separate
from simple cases.
11. The school has submitted its consolidated reports on bullying and child abuse cases to the
Division Office a week after the opening of each school year.
12. Has mapped out available resources in their community for possible linkages or networking
for cases needing referrals etc.
13. Has an active coordination with WCPD, DSWD, and other government and Non-
Government Organizations (NGO).
14. Has a clear policy on the use of positive and non-violent discipline for children.
15. There is an organized Child Protection Committee (CPC) in the school.
16. There is an annual capacity building activities for the members of the CPC:
• Guidance Counselor/Designated Guidance Teacher

• Representative of the Students
• Representative of the Parents
• Representative of the Barangay
• Representative of the Teachers
17. The CPC is meeting regularly to discuss appropriate interventions and/or responses to
school problems on bullying and child abuse cases and other concerns.
18. The school with its CPC has initiated information dissemination programs and organized
activities for the protection of children from abuse, exploitation, violence, harm, and
bullying.
19. There is a strong student participation in the promotion of child protection and anti-bullying
policies of the school.
20. There is a feedback mechanism in the school to monitor the implementation of the Child
Protection and/or Anti-Bullying policies.
(Total Number of P and A multiplied the total number of items divided by 100)
90% 10%
Overall Scores
General Description:
90% of the School – Based Child Protection and Anti – Bullying Policy were present and
implemented in school and 10% of these were not yet implemented.
Recommendation:
The school should work on the 10% of the policies not present and let it be a part of the improvement
plan.

ANNEX 2C Student-
led School
Watching and
Hazard Mapping
Student-led School Watching and Hazard Mapping
(Lifted from DO. No. 23 s. 2015)
School Watching Checklist

Broken windowSlippery
pathwayBlocked corridorHeavy objects
mounted on top of
cabinets/shelvesFlooded areaBusted
plugs/light bulbs/electrical
facilitiesExposed electrical
wiresProtruding nails in chairs and
tablesBroken door knobsWarning sign:
Slippery pathways/corridorsPlants
mounted on the building
railingsFloodingExposed chemicals and
liquidsLack/absence of storage for
equipmentUnlabeled chemicalsDripping
ceilingOpen pitStagnant waterUnpruned
trees/bushes/shrubsOpen/clogged
canalsNo ramps for elevated school
buildings or other facilitiesSwing-in
doorsBroken/dilapidated
ceilingOpen/incomplete perimeter
fencePresence of stray animals inside the
school campusPresence of electrical
post/transformer near or within the
school perimeterNo system of release to
parents during emergenciesNo posted
emergency hotlines around the
schoolGarbage area (segregation of
biodegradable and non-
biodegradable)Detached or peeled off GI
sheetBroken toilet bowl and/or
sinksBroken
chairs/desks/tablesBlocked/no
emergency exitsUnmounted
cabinets/shelvesMedical kits in every
classroomsBells/alarmsCondemnable
building (i.e. very old structure,
collapsing building and/or prominent
cracks on classroom walls)Others (List
as many as possible)

ANNEX 3 GAP ANALYSIS
REGION: VII
DIVISION: CARCAR CITY
SCHOOL: HUNOB EXTENSION HIGH SCHOOL
Instruction: Use the matrix on the next page as a guide in assessing the gap between your Division
Targets (A) and school performance (B). In particular, you can fill out the matrix by answering the
following questions for each Division Target:
B1. Data needed – What data do we need to assess our school performance against this Division
Target?
B2. Currently contributing – Is our current school performance contributing to the attainment of this
Division Target? How is it contributing or not contributing? Explain.
B3. Inhibiting Factors – If contributing, what are the factors that prevent us from contributing further
to this Division Target? If not contributing, what are the factors that prevent us from contributing to
this Division Target? Include the most pressing needs or problems from available data.
B4. Projects implemented – What school projects being implemented are geared towards the
attainment of this Division Target? If no such projects are being implemented, leave it blank.
B5. Groups that require attention – Are there groups in our school that require specific attention
concerning the attainment of this Division Target? (e.g., considering gender, socio-economic status,
ethnicity).
B. SCHOOL PERFORMANCE
B2. CURRENTLY B5.
A. DIVISION B4.
CONTRIBUTING GROUPS
TARGETS B1. DATA B3. INHIBITING PROJECTS
THAT
NEEDED YES/ FACTORS IMPLEMENTE
EXPLANATION REQUIRE
NO D
ATTENTION
1. Dropout
rates over High dropout rates 1. New
Dropout rates
the due to the strategy on
over the last
previous following: attendance Disadvanta
three years
1. Zero Dropout three years Yes - financial matters monitoring ged
have been
2. Reasons - health problems 2. Teacher students
greater than
for - child labor counseling of
2%.
dropping -livelihood students
out
Basic literacy can
be attained earlier
Basic (e.gby Grade 1-6):
literacy All students - focusing on the
2. Attain basic rates by over the past students in Grades Grade 7
Oplan Tutok
literacy and grade level Yes three years 7 and 8 that fall and Grade
Basa ug Ihap
numeracy over the have attained behind 8 students
past three basic literacy - determining the
years reasons why grade
7 and 8 students
fall behind

Annex 4 IDENTIFY PRIORITY
IMPROVEMENT AREAS
Instruction: Using the matrix on the next page, please rate each improvement area on five
criteria using a 5-point scale as described below.
Criteria Description Scale

Strategic The number of other areas that will benefit when the
Importance improvement area is addressed 5 – Very High
Urgency The urgency or need to improve the area as soon as 4 – High
possible 3 – Moderate
Magnitude The number of learners that will benefit when the 2 – Low
improvement area is addressed 1 – Very Low
Feasibility The mIenntet e
schAdveegrreaegetoRwahtiicnh raprereatiastwioitnhi
gthe improve n th
o4o.l5’s–m5a.n0date and Very High Priority
control
3.5 – 4.49 High Priority
2.5 – 3.49 Moderate Priority
1.5 – 2.49 Low Priority
1.0 – 1.49 Very Low Priority
Afterwards, compute the average rating of each improvement area and interpret the results
as follows:
Improvement Strategic
Urgency Magnitude Feasibility
Areas Importance
ACCESS
Classrooms for
High School
5 5 5 5
Learning Facilities and 5 5 5 5

Equipments
Children’s health and well

- being 5 5 5 5
* Health record 5 4 5 5
* Feeding Program with

deworming
5 4 5 5
* Clinic with
adequate emergency 5 4 4 4
and first aid kit
Water Supply 5 4 4 4
Security for children 5 5 5 4
National Greening
Program (Biodiversity)
5 4 4 4
QUALITY AND
GOVERNANCE
Special education to
children 3 4 3 4
with special needs

List of competencies by
quarter
5 5 5 5
Fun learning day 4 4 4 4

Implementation Every
Child a – reader
program / Drop 5 5 5 5
Everything And Read
(DEAR)
SGC, SPG, SSG and Club

Organizations
5 5 5 5
Monthly school
activities/division 5 5 5 5
programs
Pupils /Students NAT

Performance and in 5 5 5 5
Periodical Examinations
Supervising of classes and

conducting of post 5 5 5 5
conferences
Monthly Home Visitation

to Pupils 5 4 4 4
and Students
LAC Session 5 4 4 4
School awards
and recognition
5 4 4 4
GOVERNANCE
Financial reporting 5 5 5 5
Family Mapping 4 5 5 5
AVERAGE RATING 4.81 4.54 4.59 4.59
VERY HIGH VERY HIGH VERY HIGH

INTERPRETATION VERY HIGH PRIORITY
PRIORITY PRIORITY PRIORITY

Annex 5 PLANNING WORKSHEET
PLANNING WORKSHEET
Instruction: For each priority improvement area, write the general objectives and root causes using
the root cause diagram as reference. Afterwards, identify the year when the root cause will be
addressed.
STAGE DEPED TIME FRAME

PRIORITY
INTERM
IMPROVE GENERAL ROOT
EDIATE MENT OBJECTIVE/S CAUSE/S
SY: SY:20 SY:20
2019- 20- 21-
OUTCO AREAS 2020 2021 2022
MES
IO1: Learners
are in school □ □ □
and learning
centers
IO2:
Learners □ □ □
access
programs
responsive
□ □ □
to their
needs and
consistent
with their
□ □ □
interests and
aptitudes □ □ □
□ □ □
IO3:
Learners
enjoy
□ □ □
learner-
friendly
environment □ □ □
IO4:
Learners □ □ □
actively
participate in
□ □ □
□ □ □
□ □ □
□ □ □
□ □ □
□ □ □
□ □ □
□ □ □
□ □ □
□ □ □
□ □ □

ANNEX 6 GUIDELINES IN LISTENING TO
VOICE OF LEARNERS AND OTHER
STAKEHOLDERS
GUIDELINES IN LISTENING TO THE VOICE OF THE
LEARNERS AND OTHER STAKEHOLDERS
(based on the School Improvement Project Learning Guide)
Different types of stakeholders have different needs that they want to satisfy. It is important to
understand stakeholder differences in order to satisfy their different needs.
FACILITATING AND PROBING
It is critical to have the stakeholders themselves help in identifying their own needs. When
stakeholders tell us in their own words what their needs or issues are, we may be able to pick up
new ideas and acquire a deeper understanding of their situation.
Stakeholders have different ways of saying what they need. We have to learn how to scrutinize
and understand what they truly mean. The real needs of the stakeholders may have to be inferred
or extracted from what they actually say during interviews. While they may identify the things
they need, it is critical to determine why they need these things.
Oftentimes, stakeholders are unable to directly voice out what they need or want. As such, it is
important to ask follow-up questions to identify stakeholders’ needs that are important to them. In
terms of gathering qualitative data on your identified priority improvement area, your learners and
other stakeholders should also be asked about interventions done by teachers or the school to
address their existing problem.
NEEDS AND WANTS
When gathering the voice of our stakeholders, we must be careful in determining whether
something is a need or a want. Needs are what stakeholders expect to receive from a concept or
service. Wants are preferences of a stakeholder on how to receive a concept or service. Needs are
more likely common across our stakeholders. Wants may vary from stakeholder to stakeholder
even if they share the same needs. We have to make sure to address the needs first before the
wants. However, wants are important to create a balance on what we deliver and how we deliver
our service to our stakeholders.
DATA GATHERING TOOLS
There are different tools that can be used in gathering the voice of the learners and other
stakeholders. The most common way is by conducting interviews or Focus Group Discussions
(FGDs). It is critical to allow our stakeholders to elaborate on their responses in order to infer the
specific needs that are critical for them. After gathering data through interviews, we can conduct
surveys to quantify and verify the responses from the interviews. In most cases, tools need to be
used in combination.
Interview questions should be open-ended. When necessary, follow-up the questions to delve
further into the stakeholder issues. In such cases, we should allow the stakeholders to talk. We
must avoid biased, leading, or loaded questions. Our questions should be clear, and the way we
word the questions should not be ambiguous.
PROCESSING
How do we analyze the responses of the learners and other stakeholders? We have to transcribe
the learners’ and other stakeholders’ responses verbatim, or word for word. The use of their
own language is important. We have to read through these interview transcriptions and highlight
any statements that you think are relevant to our PIA. I might be good to group their responses
to
help you classify their needs, issues, or suggestions.

ANNEX 7 Walk the Process Guidelines
START
Subject Teacher Subject Teachers Check the
Prepare Grade Prepare Class Identified SARF
Record and SARDO
Studen
ts Inform the Students
Arrived
Discussion of
? Inform the
Remediation and
Adviser through
letter of
Studen
communication
ts
Arrived
Discussion of ?
Remediation and
Students Failed in
the subject

ANNEX 8 Root Cause Analysis Overview
Root Cause Analysis
The Emergence of Problems on Overpopulation

of Incoming Grade 7 and 8 students
Procedures People Materials

TEACHING STUDENT BOOKS
InsuMcie
Limits TL Hinders student CURRICULUM
ASSESSMENT nt Copies
Distracted Competencies in the CGs

A 昀昀 ects
Written Higher are very challenging to be
negatively on Some
given to large crowd.
absenteeism subjects
and stress
TEACHERS Time constraint to 昀椀 nish
the required competencies
on a quarter
ENVIRONMENT
Standardized Test or
Physically and Quarterly Test
Psychologically
1. Not conducive for Burned Out Decrease of
Learning test scores
2. Classroom
Discipline Issues
3. Struggling students Insufficient Funds to build a makeshift classrooms
fall behind There is one makeshift classroom yet undone and still not co

ANNEX 9 Project Work Plan and Budget Matrix
Project Title:
CONSTRUCTION AND IMPROVEMENT OF MAKE SHIFT CLASSROOM
Problem Statement:
For the past three years, the classroom where the high school students of Hunob
Extension High School were just enough to cater up to 40 to 45 students. Recently, as the
new batch of high school students entered the new School year, it was anticipated as to
how many of the grade 6 graduates and grade 7 students’ promotion had exceedingly
increased more than what is expected. Since there are only two classrooms for Grade 7 with
98 students (the other one is only a makeshift classroom with 40 students enrolled) and
only one classroom for Grade 8 (with 68 students), it becomes difficult for teachers and
students to make the teaching learning process engaging. It is expected that in the next
years to come, more students will enroll in this institution and then, it will be more difficult
to solve overcrowded classrooms if it is not addressed as soonest as the possible time.
Project Objective Statement:
a. To construct another make shift classroom for Grade 8

b. To improve the Grade 7 makeshift classroom conducive to learning
Root Cause:
OVERPOPULATION OF STUDENTS IN THE CLASSROOM

PROJECT WORK PLAN AND BUDGET MATRIX
Activity Output Date of Person Budget Budget Source
Implementatio Responsible
n
Classroom for June – July 2019 Teacher-Adviser P80, MOOE

Grade 8 000.00
a. To construct another make shift classroom for School Head Parents’ Contribution
Grade 8
Homeroom PTA Solicitation from Kind
Officials Stakeholders
Parents Donations from Barangay

Officials
Stakeholders
Barangay Officials
Enhancement of Grade 7 makeshift classroom Classroom for August 2019 Teacher-Adviser P 30, MOOE
conducive to learning
Grade 7 000.00
School Head Parents’ Contribution
Homeroom PTA Solicitation from Kind

Officials Stakeholders
Parents Donations from Barangay

Officials
Stakeholders
Barangay Officials
Note: Please record also the date of monitoring per project
Please attach this form to the AIP template

ANNEX 10 Annual Implementation Plan Template
Instruction: List down the activities that are required in each school year to implement the school improvement projects.
Indicated for every activity are the schedule and venue, budget, and the person(s) responsible.
Function/Key Results
Area OBJECTIVES
TIME FRAME
PERSONS
BUDGET
RESPONSIBLE
VIABLE PROJECT
PROGRAM/PROJECT/ AMOUNT SOURCE OF FUND
SUCCESS INDICATORS STRATEGIES ACTIVITIES J F M A M J J A S O N D
Deepen the
Implementation of the
A. ACCESS Child -friendly School
System
Weighing * Updated Health Record MOOE
PTA,LGU,DSW
Classifying Students * Feeding Program P5000 D
P2500 PTA,LGU,Depe
Call for a Meeting * Deworming SH, LGU, 0 d
Present status /Plan of Teachers, PTA, P1500 PTA,LGU,DepE
Action * Toothbrushing Students 0 d
P5000
Nutrition Fair 0
* Improve water Supply PTA,LGU,MOO
Attend Brgy. Session and sanitation E
Functional Clinic with PTA,LGU,DSW
SH, LGU, P1000
Present Schools Situation adequate First Aid and D
Teachers, 0
*Health and Nutrition as to water Supply Emergency Kits
PTA

Strenghthen National SH, LGU, P3000
Partnership
Greening Program Teachers, 0
PTA
Functional Nursery in
all Grade Level SH, LGU,
Teachers, Deped,PTA
Monthly Tree
Monitoring and PTA
Planting (fruit
Inspection bearing ) SH, LGU,
Teachers,
Accomplishing Monitoring PTA
Form
Monthly Tree
Planting (fruit
bearing ) Reporting
Acquire learning facilities and LGU,PTA,DepE

equipments P50000 d
Sports Equipments 10000
Partnership Audio-Video Equipments 40000
TLE Equipments/Utensils 20000
LED TV 48000
Set of Computers 40000
*Material Development
SH,
Teachers,
Identifying competencies Provide lists of Competencies PTA,
by quarter by quarter Students P5000 MOOE
Making Charts
SH,
Improve creatively Teachers,
LAC Sessions/Modelling instructional materials Students

Conducting Reading
Asessments:
Conducting Reading & SH,
Numeracy Asessments Teachers,
PTA,
* Numeracy Students P1000 MOOE
Give feedback to
parents
* Literacy & Numeracy
Remedial Reading Program
SH,
Teachers,
RELISH Wordwall Corner Students P3500 MOOE
post 2-3 words daily
let pupils use it during
spelling,sentences, paragraphs
and stories
place it in a word bank
Hire 1FILIPINO AND 1 SCIENCE
*Personnel Writing letter request Teacher SDS, SH DepEd
Landscaping & other school

Learning Environment Partnership beautification 40000 MOOE
SH,
Teachers,
Solid waste management system PTA, 5000 MOOE
Students
CementinGRADE 7 AND 8 WALL 30000 MOOE
MOOE, PTA,
Making of Makeshift 80000 LGU

SH,
Teachers,
PTA,
Repainting stage Students 10000 MOOE
SH,
Teachers,
PTA,
Lighting Classrooms Students 5000 MOOE
B. QUALITY AND
RELEVANCE
Pulling out di 昀昀 erent
Periodical Test Partnership review materials
Profiling of Teachers as
to Specialization
Reproducing review materials
Tracking Competencies
Division Assessments Covered Identifying least learned skills
Reproducing review materials
Implementing monthly
School/Division Activities Training/ Coaching school/division activities
SH, LGU,
Teachers,
Brigada Eskwela Students, 22000
SH,
Teachers,
Education Summit Students 1500
SH,
Teachers,
Nutrition Month Students 5000
SH,
Teachers,
Buwan ng Wika Students 5000
SH,
Teachers,
Intramurals Students 5000

SH,
Teachers,
Palarong Panlungsod Students 22000
SH,
Teachers,
Wellness Dance contest Students 15000
SH,
Teachers,
PRESS Conference Students 22000
SH,
Teachers,
Ensciematech Students 5000
SH,
Teachers,
Buwan ng Kasaysayan Students 5000
SH,
Teachers,
Teachers Day Students 5000
SH,
Teachers,
Values Month Students 5000
SH,
Teachers,
Reading Month Students 5000
SH,
Teachers,
MTAP Students 10000
SH,
Teachers,
Math Challenge Students 10000
SH,
Teachers,
Pop Quiz Students 1500
SH,
Teachers,
Scouting Students 10000
SH,
Teachers,
Science Fair Students 5000
SH,
Pupils /Students Teachers,
Recognition(Quarterly) Students 1500

SH,
Teachers,
PTA,
Family Day Students 10000
SH,
Teachers,
Sinulog Students 10000
SH,
Teachers,
Periodical Tests Students 5000
SH,
Parent-Teacher Teachers,PT
Conference(Qaurterly) A 1500
SH,
Teachers,
General Assemblies PTA 1500
SH,
School Based Evaluation (Pre Teachers,
& Post) SMEA PTA 5000
SH,
Teachers,
NAT 7 Students 5000
SDS, SH,
Recognition, Closing & Moving- Teachers,
Up Exercises Students 5000
SDS, SH,
Conducting Home Visit to Teachers,
Student Development students who are: Students 1500
Absentee
Low-Performing in Formative
and Quarterly Examinations
Tardiness
Misbehavior
Underweight/Malnourished
Non- Compliance of Projects

Cutting classes
SARF/ SARDO

C. GOVERNANCE
SH,
Instructional Supervision Observing/Supervising classes Teachers
SH,
Checking of Lesson Plans Teachers
SH,
Personnel Development Attending Seminars/Trainings Teachers
SH,
Holding LAC Sesions Teachers
SH,
Teachers Meeting Teachers
SDS, SH,
Functional SGC, SPG, SSG & Club Teachers,
Organizational Development Organizations Students
Implementing monthly
meetings , activities and projects
Crafting Constitution and by Laws

Monitoring and Evaluation
Monthly reporting
Stakeholder'S Participation Imrove Linkage
Meetings/Conferences
Attending local activities
SDS, SH,
Teachers,
Supporting brgy/city Programs Students
Implementing Brgy/City Projects

THREE YEAR FUNCTIONAL
PLAN
Function/Key Results
Area OBJECTIVES
increase enrolment TIME
IMPROVING reduce/eliminate drop out rate FRAME PERSONS
increase participation rate BUDGET
ACCESS RESPONSIBLE
increase completion rate
VIABLE PROJECT
PROGRAM/PROJECT/ Year AMOUNT
SUCCESS INDICATORS STRATEGIES SOURCE OF FUND
ACTIVITIES 1 2 3 Y1 Y2 Y3
SH, LGU,
/ / / Teachers, PTA, P5000 P5000 P5000 MOOE
Students
advocacy
EARLY ENROLMENT SH, LGU, Teachers, P2500 PTA,LGU,DS
10% increase of enrolment campaign / home / / / PTA, Students P25000 0 P25000 WD
PROGRAM
visitation SH, LGU, P1500 PTA,LGU,De
/ / / Teachers, PTA, P15000 0 P15000 ped
Students
SH, LGU, Teachers, P5000 PTA,LGU,De
/ / / PTA, Students P50000 0 P50000 pEd
/ /
/ P1000 PTA,LGU,MO
SH, LGU, Teachers, PTA P10000 P10000
0 OE
Friendly
MY SCHOOL, MY HOME PTA,LGU,DS
zero drop out rate engagement with / / / SH, LGU,Teachers, PTA P30000
PROGRAM WD
pupils

advocacy
5% increase participation MY SCHOOL, MY HOME
campaign / home
rate PROGRAM
visitation
5% increase completion MY SCHOOL, MY HOME
/ / /
rate PROGRAM
5% increase completion MY SCHOOL, MY HOME SH, LGU, Teachers,
/ / / P1000 P1000 P1000 Deped,PTA
rate PROGRAM PTA, Students
SH, LGU, Teachers,
/ / / P1000 P1000 P1000
PTA, Students
/ / /
SH, LGU, Teachers,
/ / /
PTA, Students
P5000
/ / / SDS, SH, LGU 00
/ / / SDS, SH, LGU P1.6
SH, Teachers, LGU,PTA,De
/ / / PTA, P50000 P50000 pEd
Students
SH, Teachers,
/ / / PTA, P5000 P5000 P5000 MOOE
Students
P1000
/ / / SH, Teachers, Students P10000 P10000 MOOE
0
SH, Teachers,
/ / / P1000 P1000 P1000
PTA,
Students

SH, Teachers,
/ / / P1000 P1000 P1000
PTA,
Students
SH, Teachers, PTA,
/ / / Students P1000 P1000 P1000
SH, Teachers,
/ / / P1000 P1000 P1000
PTA,
Students
/ / / SH, Teachers, Pupils P3500 P3500 P3500 MOOE

P222,5
/
/ / SDS, SH 88
25000 PTA,LGU
/ / / P5000 P5000 P5000 MOOE
SH, Teachers,
/ / / P5000 P5000 P5000
PTA, MOOE
Students
SH, Teachers, PTA,
/ / / Students P5000 P5000 P5000 MOOE
SH, Teachers,
/ / / P5000 P5000 P5000
PTA, MOOE
Students
SH, Teachers, PTA,
/ / / Students P5000 P5000 P5000 MOOE
SH, Teachers,
/ / / P5000 P5000 P5000
PTA, MOOE
Students

Annex 11 AND 12A SRC Template (Basic)
Name of School:HUNOB EXTENSION HIGH SCHOOL
Address:Hunob,Guadalupe, Carcar City, Cebu
Home Visit, EnsciemaTech, Feeding Program, Plarong Panlungsod,
Intramurals,JS Prom

SCHOOL REPO RT
Scho CARD
1.
ENROLMENT BY GENDER
MALEFEMALE
120 121
112
104 107
100
2016-2017 2017-2018 2018-2019
From SY 2016 to 2019, the number of male and female enrollees shows a significant increase.
This can be attributed to decreasing number out of school youths who goes back to school
and probably the number of transferees too.
2. Health and Nutritional Status as

250
226
198 201
200
150
100
50
546 111
0
Se0verly0Waste0d Noma Over weight 0 Ob0ese 0
Wasted l
2016-2017 2017-2018 2018-2019
• The graph shows that SY 2016-2017 has 97% (198 out of 204), SY 2017-2018 has 97%
(201out of 206 and SY 2018-2019 has 97% (226 out of 233) students fall on the
normal health status. For SY 2018-2019 there is an increase of wasted, the rest of the
students fall below normal health .

Health and Nutritional Status as of 2019-2020
MALE FEMALE
121 120
102
96
28
22
7 4 5 7
3 3 1 2 1
Severely W0asted Wasted Normal Overweight Obes0e Severely Stunted Stunted Normal Tall0
3. Learners’ Material
REPORT ON THE PHYSICAL COUNT OF PROPERTY, PLANT AND EQUIPMENT
As of April 26, 2019
QUANT QUANTI
REMARKS
UNIT VALUE
ITY TY
ARTICLE
per per DATE OF PURCHASED

PROPERTY UNIT OF
DESCRIPTION NUMBER MEASURE
PROPE PHYSIC
RTY AL
CARD COUNT
Panitikang Filipino 7 1 pcs 40 38 January 20,2014

Asya 7 2 pcs 37.37 40 15 January 20,2014
Science 8 3 pcs 35.04 40 31 June 20,2014
Kasaysayan sa
4 pcs 38.5 40 31
Daigdig 9 January 20,2014
Mathematics 8 5 pcs 43.47 50 23 June 20,2014
Music and Arts 8 6 pcs 38.42 50 27 June 20,2014
Edukasyon sa
7 pcs 42.45 50 27
pagpapakatao 8 June 20,2014
Panitikang Filipino 8 8 pcs 29.56 50 19 June 20,2014
PE and Health 8 9 pcs 38.48 50 26 June 20,2014
Ekonomics 9 10 pcs 43.73 50 21 October 7,2015
PE and Health 9 11 pcs 29.91 50 42 January 20,2014
Filipino 9 12 pcs 26.67 50 31 January 20,2014
Mathematics 9 14 pcs 45.93 50 39 January 20,2014
English 9 15 pcs 59.74 50 38 January 20,2014
Edukasyon sa
16 pcs 30.06 52 34
pagpapakatao 9 March 20, 2015
Edukasyon sa
17 pcs 18.92 1 1
pagpapakatao TG March 20, 2015
Mathematics 10 20 pcs 45.00 50 39 October 7,2015
PE and health 10 21 pcs 32.76 40 30 October 7,2015
FIlipino10 22 pcs 33.20 40 18 October 7,2015
Science10 23 pcs 45.00 40 42 October 7,2015
Edukasyon sa
24 pcs 33.20 40 33
Pagpapakatao 10 October 7,2015
English 10 25 pcs 45.00 40 40 October 7,2015

Filipino 9 26 pcs 26.67 57 57 Mach 15,2018
Mathematics 9 28 pcs 45.93 57 57 Mach 15,2018
Edukasyon sa
29 pcs 30.06 57 57
pagpapakatao 9 January 17,2018
Edukasyon sa
30 pcs 30.13 1 1
pagpapakatao TG January 17,2018
English 7 33 pcs 35.07 60 51 June 1, 2018
English 9 Journey
through Anglo 34 pcs 59.74 43 43
American Literature March 18,2019
Ekonomiks 9 35 pcs 39.53 43 43 March 18,2019
PE and Health 9 36 pcs 49.17 43 43 March 18,2019
GRAPH
Number Of Textbook in Proportion with the Students
44
57
40
68 18
39 40 30 33
0 0
91 96 79 88 85
0 95 64 91
92 56 19 31
203 31 38 27 26 15 27
0 0 0 0
TABLE
ENROLMENT ENGLISH MATH SCIENCE FILIPINO MUSIC & ARTS PE &HEALTH AP ESP
GRADE 7 92 56 0 0 38 0 0 15 0
GRADE 8 68 0 23 31 19 27 26 31 27
GRADE 9 57 91 96 79 88 95 85 64 91
GRADE 10 44 40 39 40 18 0 30 0 33
TOTAL 261 187 158 150 163 122 141 110 151
Furniture
QUANTITY QUANTITY
PROPERTY UNIT OF UNIT
ARTICLE DESCRIPTION per per
NUMBER MEASURE VALUE
PROPERTY CARD PHYSICAL COUNT
Chair 1 pcs 243
Table 2 pcs 5
CABINET 3 pcs 8
Chalk board 4 pcs 10
BOOKSHELVES 5 pcs 6
BROOMSTAND

4. Training Attended by Teacher for SY 2016-2019
NO.OF TEACHERS
1 1 1
INSET 2019 SLAC MTOT 2018 FOLK DANCE 2018 SDRRM
5. Funding Sources as of 2018-2019
VENDOR ; 9000
PTA ; 2000
MOOE; 49854

6. School Awards and Recognition 2016-2019
Level Category of
Award Giving
Title of Awards (International, Awardee( Student,Teacher,
Body
Region ,Division) School Head, School)
Division Office
First in Research Display Division Teacher /School
of Carcar City
Division Office
Fisrt Place in Camp Gate Division School
of Carcar City
Division Office
3RD PLACER IN SIM Division Teacher
of Carcar City
5TH PLACER IN FEATURE WRITING
(FILIPINO)
5TH PLACER IN EDITORIAL
Division Office
CARTONING (ENGLISH ) Division Students
of Carcar City
7TH PLACER IN HEADLINE WIRTING
(FILIPINO)
1ST JAVELINE THROW 3RD

JAVELINE THROW
Division Office
3RD CHESS Division Students
of Carcar City
2ND 400 METER DASH
2ND TRIPLE JUMP
First in Fancy Drill Competition Division Office
Division Students
(Boys Scout) of Carcar City
Division Office
Most number of GSP registrants Division Students
of Carcar City
2ND PLACE ( COMPUTER
Division Office
SYSTEM SERVICING ) Division Students
4TH PLACE (COOKERY) of Carcar City
*ACCESS
7. Number and rate of dropout by cause
DROP OUT 2018-2019
10
6
3
1
GRADE 7 GRADE 8 GRADE 9 GRA0DE 10 TOTAL

GRADE 7 GRADE 8 GRADE 10
3
11 1 11 11
0 0 0 0 0 0 0 0 0 0 0 0 0
*QUALITY
8.Percentage of learners who completed the School
Year (Promotion Rate) 2019
100%
98%
97%
92%
9. National Achievement Test (NAT) – by

Mean Percentage Score(MPS)
Only for the school operating Senior High School who will take the GRADE 11 NAT but our
10. Literacy Level As of 2018-2019
School we only have Junior High School.
We cannot use also the NAT Result of Grade VII because the competences belong to Elementary
at the same time this is the bases of GRADE VI NAT Result.

Q1 Q2 Q3 Q4 F
9
8
5
4 4
2
1 1 1 1 1
0NRs0in FRs0in SRs in 0NRs0in0Eng FRs0in SRs in English

0Filip0ino0 0Filip0ino0 Filipino0 0lish0 0Eng0lish0
*GOVERNANCE
11. School-Based Management Assessment Level
SBM Qualitative Interpretation:

Level
Developing
I
12. Child-Friendly School Survey result
Qualitative Interpretation:
CFSS Points: 29 CHILD-FRIENDLY SCHOOL
13. Stakeholders’ Participation

80%
70%
60%
50%
40%
30%
20%
10%
0%
Meetings Co-curricular Assemblies Extra-curricular
14. Learner- Teacher Ratio

STUDENTS TEACHERS
261
92
68
57 44
10
GRADE
GRADE GRADE GRADE 100 TOTAL
70
80 90
15. Learner- Classroom Ratio

STUDENTS CLASSROOM
261
92
68 57
44
2 1 1 1 5
GRADE 7 GRADE 8 GRADE 9 GRADE 10 TOTAL
Except for Grade 10, all levels have a general class size bigger
16. Learners-Toilet ratio
than the recommendedlearnersl-classroom ratio.This means that a lot of classrooms are still
overcrowded and in need of classroom

261
Students 2
Toilets
There are 2 toilets serving 261 students . This implies that the needs of the toilet is
very necesarry especially the learners . The Adviser should ask from the
stakeholders to answer this needs so that learners wont su 昀昀 er from personal
needs.
17. Learners Seat ratio

261
180
Students Chair
There are 180 chairs intended to secondary with 261 learners. In short we are in shortage situ

*PROJECTS
18. Status of Continuous Improvement (CI) Project
The GPTA held a successful school information drive through the

help of PTA Federation in conducting the information drive on drugs
and cyber bullying orientation last 2018.
Last June 2018 the PTA forcefully implement the DLC band in the
school and they voluntarily involve thier children for the school band .
They also plan for the build of makeshift for the grade 7 and
grade 8 makeshift classrooms. As of the moment the classroom is
already in 50% of the accomplishment. They gather money in di 昀昀 erent
ways others by sending letter to the other stakeholders and LGU and
other voluntarily give their own money and donate it to school.

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1. School Improvement PLAN

Social Psychology (The Philippine Women's University)

Studocu is not sponsored or endorsed by any college or university

I. DEPED VISION, MISSION AND CORE VALUES

II. SCHOOL SITUATION

III. PLANNING WORKSHEET

IV. MONITORING AND EVALUATION

SPT Member Name Designation Signature

IMELDA O. DAYONDON School Head _______________________

MARIA GINA C. ALBACITE Faculty President _______________________

ARIEL A. EJUSA Faculty Treasurer _______________________

LOVELY JOYCE D. JIMENEZ ICT Coordinator _______________________

JOEYRITCHIE Q. JIMENEZ SMEA Coordinator _______________________

ANALIE R. ABABA PTA President _______________________

HONEYLYN B. BARBADILLO SSG President _______________________

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CHAPTER 2: School’s Current Situation

CHAPTER 3 A: Planning Worksheet

CHAPTER 3 B: PROJECT DESIGN

CHAPTER 4: MONITORING AND EVALUATION

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The DEPED VISION

As a learner – centered public institution, the Department of Education

The DEPED MISSION

Teachers facilitate learning and constantly nurture every learner.

The DEPED CORE VALUES

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The school was founded on June

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STAGE DEPED TIME FRAME

IO4: To increase the Reading □ □ □

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Key Result Area: Access

2. Strengthening • School DepEd

3. Acquiring Learning • School LGU

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Key Result Area: Quality

Projects/Activities Time Persons Budget Source

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Projects/Activities Time Frame Persons Budget Sourc

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From the Poblacion 8-10km

A.3. INCIDENCE OF CRIMES AND OTHER

a.3.1. Incidences in the last 3 years NONE

a.3.2. 3 most frequent

A.4 INCEDENCE OF NATURAL HAZARDS

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School used as an evacuation center in the last 3

B.1.1. Classroom Quantity 4 classroom is to 4 section

B.1.2. Classroom Seat Quantity 1 classroom is to 50-60 seats

Is the main source of water functional at present? NO

B.3. TEXTBOOKS SRC. 3.

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b. Does the school use the result of the

D. CHILDREN HEALTH AND SAFETY

E.STATUS OF PRIORITY IMPROVEMENT

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PTA Projects (Tent) 100%