Professional Documents
Culture Documents
SCHOOL
IMPROVEMENT
PLAN (SIP) cum LRCP
School Year 2022-2025
MESSAGE
In the spirit of shared governance, the school with its stakeholders collaboratively
prepares this School Improvement Plan. This describes the priority objectives for
improvement and major initiatives after a thorough analysis of our school and learners’
situation. This SIP defines performance measures, action steps, and progress monitoring.
This serves as a communication and advocacy tool to inform our stakeholders of the school’s
status and to encourage and inspire them to take an active role in planning, managing, and
improving the school.
Gen. Juan Castañeda Senior High School Improvement Plan (SIP), a three-year
education development plan embodies the vision and mission the of Department of Education.
This is a strategic plan that begins with what our school needs (Priority Improvement Areas) to
improve, what actions to do for our learners’ achievement and how can we enhance the
quality of our service for clients’ satisfaction.
As an accountable person and head of the School Planning Team (SPT), I will take the
risk to lead in executing the crafted school programs, projects, and activities to be applied for
the next three years. The two years of nurturing our learners is not an easy task but we make
it through a collaborative effort from all stakeholders.
Plan was made already, doing the action is our next step, monitoring and evaluating
the activities make our dream for education come true.
The journey to brilliance and success is not easy to take but in work with dedication
and determination we can make it, aiming for our school’s mantra: Sa Castañeda Ikaw ang
Una.
AIDA C. BELLON
Principal II
TABLE OF CONTENTS
ANNEXES 23 - 77
To protect and promote the right of every Filipino to quality, equitable, culture-based,
and complete basic education where:
Maka-Diyos
Makatao
Makakalikasan
Makabansa
1
DEPED QUALITY POLICY STATEMENT (QPS)
Proactive leadership
Shared governance
Evidenced-based policies, standards and programs
Responsive and relevant curricula
Highly competent and committed officials, and teaching and non-teaching
personnel
An enabling learning environment
Driven by DepEd Vision, Mission Goal, and Core Values, the School Planning
Team (SPT) of Ge, Juan Castañeda Senior High School convened to give their
insight, ideas, and plan.
⮚ Shared vision and mission of the Department of Education. Our vision is
more than just the end goal of a plan. It is a dream, a wish, a prayer –
what we fervently hope for and what we diligently work towards. By
envisioning, we begin to fulfill our mandate and responsibilities as a
teacher and do our duty as Filipinos. We want to develop learners who
are true citizens and patriots, and who have a strong desire to serve
their country and work for its betterment.
After revealing to the presented Priority Improvement Area, each member given
a chance to answer this question, “Ano ang nais nating mukha ng paaralan at ng ating
mga mag-aaral sa susunod na tatlong taon?” Responses were given showing that the
team would like to share their involvement in different activities that can contribute to
developing lifelong learners while keeping in their mind and heart their love for the
country and care for fellowmen, maximizing the endowment of skills and talents, not
for selfish gain, but to contribute to building a nation every Filipino deserves.
In the end, the SPT agreed to commit to planning, managing, and implementing
the plans. Starting with priority improvement areas, the program and projects will be
crafted that contain specific activities, outputs, required resources, and schedules, and
implemented by individuals accountable for said PIAs.
2
Table 1 below shows the composition of Gen. Juan Castañeda SHS School
Planning Team (SPT) and their respective roles and responsibilities which are
necessary for attaining the school’s goal.
Mr. Mark Jayson M. Teacher Representative ⮚ Provide needed information relative to the
teaching-learning process.
Campaña
⮚ Actively participated during the development
of the SIP
Faisa Perol Student Representative ⮚ Share insight about their difficulties in school
and participate in setting goals, strategies and
priorities of the school
Mrs. Janice O. Nabong Parent Representative ⮚ Share insight about what their children need
to learn and the difficulties they face in
school.
⮚ Participate in setting a goal
Brgy. Capt. James Bryan Barangay LGU ⮚ Share valuable information on the
Atanacio Representative interest of the community in the school
improvement.
⮚ Commit available resources in the
implementation of the plan.
Patrick DM. Valencia Child Protection Policy ⮚ Assure the stakeholders that children are
Member well-protected, and policies are fully
implemented for the protection of the
children
Ms. Liliana C. Anog / Mr. Program and Project ⮚ Plan and implement the project
Edgar A. Rivera Team
3
C
CHAPTER 2 H
SCHOOL CURRENT SITUATION A
P
This chapter of the School Improvement Plan (SIP) discusses the updated and T
accurately organized data and information about the school’s status for the current year taken
from the School Profile and gathered feedback from the teachers, parents, and learners as E
well.
R
Access 2
Gen. Juan Castañeda Senior High School has one building composed of sixteen
classrooms used as instructional and non-instructional located at Anabu II-A, Imus City Cavite
near Aguinaldo Hi-Way. It was established on September 23, 2014, based on the date of
approval by the City Ordinance No. 02-29-E series of 2014, as a stand-alone senior high
school. Its first operation is School Year 2016 – 2017 in one four-story building with sixteen
classrooms. Its geographical coordinates are 14° 22' 41" North, 120° 56' 36" East, and its
original name was derived from one of Imuseños General. The barangay location of the school
is Anabu II- A with its original name Anabu Segundo. Anabu II‑A is situated at approximately
14.3771, 120.9506, on the island of Luzon. Elevation at these coordinates is estimated at 41.1
meters or 134.8 feet above mean sea level.
As a catchment area of five public junior high schools in the Schools Division of Imus
City, its place to the northwest, it is almost 6 kilometers away from Gen. Licerio Topacio
National High School, 4 kilometers away from General Emilio Aguinaldo National High School-
Main in the northeast, 4.5 kilometers away from Imus National High School – Main (South)
and approximately 2.5 kilometers away from Gen. Tomas Mascardo National High School and
6 kilometers from Hipolito Saquilayan National High School (North).
Gen. Juan Castañeda Senior High School site is reachable through public
transportation like Bus, jeepney, or tricycle. It is approximately 53 minutes travel from SM
Dasmarinas, 39 minutes from Emilio Aguinaldo Highway, Bacoor, 64 mins from South Luzon
Expressway, 88 minutes from SM South mall, Las Piñas.
4
SCHOOL PERFORMANCE ON ACCESS
Enrolment by Sex
Male Female
450 426
400 380
365
350
301
300
250
212207
200
150
100
50
0
SY 2019 - 2020 SY 2020 - 2021 SY 2021 - 2022
Teaching Personnel
30
26
25
20
15 13 13
11
10 7 7
5 4
5 2 2 2 3 3
0 1 2 1 2
0
Master Teacher III Teacher II Teacher I Special
Teacher I Science
Teacher I
5
The school has twenty-six nationally-funded teachers – 13 males and 13 females. 23%
of the total (6) are master teachers, 2 are Teacher III, 11 are Teachers II 3 are Teachers I, and
3 are Specialized Science Teacher I. The school has no guidance counselor or librarian, only
a teacher designated to act as one.
Over the past six years, the school as the implementing element of Basic Education
continuously improved its project and program for learners to access quality education. With
the guidance of the Schools Division of Imus City and support from the Local Government
Unit, the school meets the needs of our learners.
Participation
105
98.3 99.04
100 96.43
95 91.715 92.86 90.58 92.93 92.255
88.3 87.82 87.65 87.56
90 87 87.02
84.29 85.47
85 87.335
80 86.055
75
Male Female Male Feamle Male Female
SY 2019 - 2020 SY 2020 - 2021 SY 2021 - 2022
As revealed in the figure above, the average promotion rate in SY 2021 – 2022 is 92.255
as compared to 87.335 percent in the previous year. However, there is a GAP between the
promotion of Grade 12 learners compared of Grade 11 learners. The school targets 96% of
graduation from the 375 total population of Grade 12 learners.
The learner-book ratio is far below the planning standard. All learning areas, particularly
specialized subjects, have a limited supply. The school produced Learning Activity Sheets
crafted by the teachers and validated by master teachers specialized in the field.
Inside the Computer Laboratory Room is 39 DepEd Computerization Program (DCP) units
with SMART 55 inches television and a strong internet connection. No Science Laboratory
Room but there is science laboratory equipment such as 8 microscopes, 20 test tubes, 50
beakers, 1 centrifuge, 30 graduated cylinders, 15 evaporating dishes, 10 mortals and a pestle.
When it comes to learning materials for TVL- Industrial Arts Track, SMAW and EIM strand,
it was supported by the City Government through SEF Fund and DepEd Central Office
Covid 19 Pandemic brought a big dilemma in education, but as the source of learning,
Gen Juan Castañeda united in the spirit of continuity of education despite the pandemic
situation. Plans, Programs, and Projects initiated with the support of the community, Local
Government Units (LGUs), and Schools Division Office. Over the past two years, the school
distributed learning modules to 100% of the total population (153) under the modular mode of
learning.
6
Figure 4 Modular Learning Delivery
To sustain the Online Delivery Mode of learning, the school in partnership with the
SDOIC and LGUs provides 772 tablets to its learners. In the comprehensive operation for
limited face-to-face, the school distributed Health Kit to 125 learners with hand liquid soap, a
facemask, a hand towel, sanitizer, toothpaste, and a toothbrush. Another activity done by the
school, regarding health is the regular disinfection of classrooms one activity of Project
HEALTH. When it comes to mental stability, Psychosocial orientation to learners and parents
was conducted.
In the current school year, 25.61 percent (94 of 367) of the male learners fall outside
the normal health status while 16.34 percent (58 of 355) of the female learners fall outside the
normal health status. No other serious health problems aside from those have headaches,
fever, and one from Grade 11 students who have asthma.
7
Likewise, the school has no record of learners who are identified as victims of abuse
and violence.
Learner-Toilet Ratio
The school has a urinal through for male comfort rooms and nine (9) toilet bowls
Planning Standards
allotted to female students. Each toilet
K - G1
has- 25a water basin. Facing the new normal education,
the school improve additional washingG3 areas
40 G2 - - 40 using MOOE Fund in compliance with the
G4 - G6 - 45
Learner-Toilet Ratio
requirement for the WINS program and safety protocol during this pandemic.
G7 - G10 - 50
G11 - G12 - 40
35
Planning Standards
K - G1 - 25
40 G2 - G3 - 40
30 G4 - G6 - 45
G7 - G10 - 50
G11 - G12 - 40
35
25
30
20
25
15
20
10 15
5 10
5
0
22 37
# of ratio
0
Toilet 22 37
# of ratio
ToiletStandard Number of Users
Standard Number of Users
Learner-Classroom Ratio
Learner-Classroom Ratio
Gen. Juan Castañeda Senior High School is equipped with Inclusive Education
principles to help learners who have significant medical, physical, cognitive, emotional, or
learning issues and require different, typically more intensive accommodations from schools
and learning environments. Supporting the Department of Education’s initiatives, which
happens mainly by accepting, recognizing, and attending to student differences and diversity.
GJCSHS believed that it is more effective for students with special needs to have said mixed
experiences for them to be more successful in social interactions leading to further success in
life. In this light, regardless of ability, language, culture, gender, age and other forms of human
differences, all learners must be exposed to the same curriculum to develop their own
individual potential and participate in the same activities at the same time. There are a variety
of ways to assist learners with special needs in their studies by providing them with useful
learning tools and proper orientation with the receiving teachers and their parents.
Disasters are routinely divided into natural, or human made. Disasters and
other emergencies can happen at any time, and when they happen at school, everyone should
be prepared to handle them safely and effectively. Administrators, teachers, staff,
stakeholders, parents, and students can work together to promote and maintain school-wide
safety and minimize the effects of emergencies and other dangerous situations. Being
prepared can reduce fear, anxiety, losses, and worst-taking many lives that accompany
disasters. Communities, families, and individuals should know what to do in the event of
calamities/disasters that we humans can’t control.
In line with the goal of the Department of Education (DepEd) to school
personnel to empower in ensuring safety and learning continuity, institution. In the next years,
we will ensure continuous effective SDRRM operations for the School Disaster and Risk
Reduction Management throughout the year. SDRRM will work in phases to develop an
authorized contingency plan that will provide a safe and clean Gen. Juan Castañeda Senior
High School during full face-to-face classes. This will be accomplished through the acquisition
of emergency supplies, the sanitization of equipment, the improvement of the SDRRM wall,
Earthquake Drill Simulation, Fire Prevention lectures, and the holding of a PFA webinar for our
internal stakeholders as indicated in our Project SAFERH (School Safe And Free from Risk
and Hazzard)
9
Performance Indicators: Quality
Aiming for high-performing schools, Gen. Juan Castañeda Senior High School
Planning Team focused on the following Performance Indicator. Data was gathered from the
School Report Card, surveys, and feedback from its clientele.
Our DepEd Learning Information System (LIS) data and School Form 2 in figure 5,
showed the dropout rate of SY 2021 – 2022 is 1.49% or (12 out of 806) as compared to the
dropout rate of SY 2020 – 2021 which is 5.11 percent or (34 out of 666). The most pressing
cause is Geographic Environmental Factors. Even though the data revealed a decrease in
dropouts still it is below the zero-dropout aim of the Division Plan. Regardless of the
intervention applied such as Project KAMUSBAHAY and Project SAS (Simplified Activity
Sheet), uncontrollable reasons is not avoided. Many of our learners are adopted and
sponsored by their relatives but in the middle of the school year, if they have a conflict, they
will return them to their parents.
Promotion
105
98.3 99.04
100 96.43
95 91.715 92.86 90.58 92.93 92.255
88.3 87.82 87.65 87.56
90 87 87.02 85.47
84.29 87.335
85
80 86.055
75
Male Female Male Feamle Male Female
SY 2019 - 2020 SY 2020 - 2021 SY 2021 - 2022
As shown in the table above, the promotion rate increased by 15% from the
previous year but looking at the data there is a big gap in promotion between the 2 grades.
10
Grade 12 learners are lower by 14.52% than Grade 11 learners. Combined with the result of
last year’s Basic Education Exit Assessment (BEEA), the result of our Grade 12 learners is
below the standard level.
Bachelor's
2
4 Degree
2
Master's
Degree
5
(Units)
Master's
11
Degree
Teaching Assignment
6 5
4
2 2 2
2 1 1 11 1 1 11 1 1
0 0 0 00 0 0 0 0 00 0 0
0
Table 2 revealed that there are 3 teachers who teach subjects that do not align with the
major of their specialization and without special training. Being committed to their profession
and pursuant to DepEd vision, teachers continuously improve themselves through attending
seminars, and LAC sessions and pursuing their master’s and doctoral degrees to better serve
its stakeholders.
11
Learning and Development – Project TEAM (Teachers on Efficient and Able Mentoring)
This pandemic has utterly disrupted the education system. Luckily, for the last two
years, our Local Government Units have never been tired of supporting school needs. Aside
from the 700 tablets, the monthly bill consumption of the school’s electricity and internet
connection was provided with a total amount of two hundred fifty thousand pesos (250,000) a
year.
Private individual support can’t be counted on during our Brigada Eskwela and
learners’ work immersion. Not only in terms of money, printing material supplies but as well as
their skill, talent, and time.
Parents’ support is very important to every learner’s learning. Teachers are the second
parents; parents are the original teachers of children. Their participation in school activities
encourages the learners to continue their quest for education. Parents participations was
noted to only 521 parents out of 760 enrolled attended the Parent-Teacher Conference; 460
attended two General PTA Assemblies including the State of the School Address (SOSA); and
only 334 parents out of 760 parents attended Homeroom PTA meetings. As of today, there is
no organized and active alumni association in the school.
12
School Fund Sources
FUND SOURCE
38000
250000
1166000
Figure 7 shows that School Maintenance and Other Operating Expense is the biggest
contributor. The biggest amount is allocated to instructional materials, learners’ well-being,
and teachers’ development.
GAP ANALYSIS
With the current situation quantified above, problems were analyzed using the
Gap Analysis Template – Annex 3, which helped to identify the school’s priority improvement
areas (PIAs).
13
ANNEX 3 Gap Analysis Template
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? 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-economicstatus, ethnicity)
B. SCHOOL PERFORMANCE
A. DIVISION B2. CURRENTLY B3. B5. GROUPS THAT
TARGETS B1. DATA CONTRIBUTING B4. PROJECTS
INHIBITING REQUIRE
NEEDED IMPLEMENTED
YES/NO EXPLANATION FACTORS ATTENTION
Enrollment
Data
Net
Enrollment
Enrollment from LIS Yes Accessible
increases
Rate
for the last three
years but
decreases in
current year
1. Dropout
– Constant
rates over
monitoring of ZERO DROP
the
learners OUT RATE
previous
Dropout rates attendance
three years
over the last
Open PROGRAM
Zero Dropout No three years have Learners at Risk
communication
2. Reasons been greater
between the
for than 1%.
parents,
dropping
guidance
out
teacher and the
adviser
There is an Interventions
increase in the are made like
promotion rate teaching
Gaduation / Implementin
in the School for innovations,
Promotion SF 5 No g the K-12 Grade 12 learners
SY 2021 - 2022 adapting
Rate Program
but there is a different
gap between 2 strategies and
grades methods
14
Annex 8 Root Cause Analysis
ROOT CAUSES
Using the Problem Tree Diagram, the SPT determines the Root Cause Analysis
(RCA) through Learner Information System (LIS) Data, School Forms, Focus Group
Discussions (FGDs) and interviews with learners and other stakeholders, analysis of specific
school processes involved in the assigned PIA to identify the storm clouds and also the area
of focus.
DROP
OUT
RATE
Habitual
Illness Anxiety
Absenteesim
Pamperedness
Financial Distance from
(Excess Pocket Boredom Academic Failure Embarassing
Constraints school
money)
Lack of
Confidence
Figure 1 above shows the root causes of the High Drop Out Rate and
the root cause.
15
Low
Participation /
Graduation
Teaching- Socio-
Assessment
Learning Economic
Tool
Process Bacground
Figure 2 above shows the root causes of Low Academic Performance and Participation Rate
Low Parents'
Participation
Information
Work Loaded Fear
Dessimination
Mislead
Extended Educational
Late Notice Address / Single Parent Socio Status
Family Attainment
Contact Number
Breadwinner
16
PRIORITY IMPROVEMENT AREAS
Using SIP Annex 4 as a guide on how to prioritize improvement areas, below is the
ranking determined by the SPT:
Rank 1 – Reduce Drop-Out Rate (4.5 – Very High)
Rank 2 – Increase Learners’ Participation and Performance (4.25 – High Priority)
Rank 3 – Low Participation Rate of Parents/Guardians in School Activities such as
Gen. Assembly /PTC (4.25 – High Priority)
Instruction: Using the matrix on the next page, please rate each improvement area on five criteria using a 5-point scale as
described below.
Afterwards, compute the average rating of each improvement area and interpret the results as follows:
Strate gic
Improve me nt Are as Urge ncy Magnitude Fe asibility Ave rage Inte rpre tation
Importance
Increase learners’
5 3 5 4 4.25 High Priority
performance.
Reading level Moderate
3 2 2 3 2.5
improvement. Priority
Proficiency of the learners Moderate
2 3 3 3 2.75
’numeracy skills. Priority
5 5 5 3 Very High
Reduce Dropout rate. 4.5
Priority
Lessen absenteeism and
improve attendance among 4 5 4 4 4.25 High Priority
learners.
Rehabilitation and
Moderate
maintenance of school 4 3 3 3 3.25
Priority
facilities and equipment.
Professional development. 4 3 4 3 3.5 High Priority
Low Participation Rate of
Parents/Guardian in School
5 4 5 3 4.25 High Priority
Activities such as Gen.
Assembly /PTC
Moderate
Students' Safety 3 2 4 3 3
Priority
17
GENERAL OBJECTIVES AND TARGETS
To address the Priority Improvement Areas stated above, the school has set the
following objectives to be accomplished within 3 years (SY 2022 – 2023 to SY 2024 - 2025):
1. To reduce the drop-out rate by .5% by its first year of implementation from
1.49% to .99%.
1.1 To enhance 100 % of learners’ interest in learning and give learners a
positive place to be Project SAFE (Securing Attractive Facilities for Conducive Environment)
will utilize.
1.2 To ease the anxiety about academic failure, Project AIMSS (Access in
Integrative Module to Stimulate Sluggers)
1.3 To provide multiple pathways for graduation and prevention of early
marriage Project PsySoc (PsychoSocial) will be put into effect.
1.4 To provide a positive, safe, healthy, and inclusive learning and working
environment for students and staff, Project HEALTH (Hoist, Efficient, Accessible and
Leveraging Total Health) and Project SAFERH should apply.
Strategic Plan
18
2. Priority Improvement Area
Dropped-Out
Goal: Accomplish general involvement
PIAs/Strategy:
Strategy #1
Improve program management and service delivery
Strategy #2
Provide an inclusive, effective, culturally responsive, gender-sensitive, and safe learning
environment to respond to the situation of disadvantage.
Participation
Goal: Complete the key stage
PIAs/Strategy
Strategy #1
Improve learners’ access to the quality rights-upholding learning environment.
Strategy #2
Improve capacity to retain learners in schools
Strategy #3
Strengthen schools’ capacity to ensure learners’ continuity to next stage
Enable Mechanism
Goal: Strengthen active collaboration with key stakeholders
Strategy #1
Improve capacity to retain learners in schools
Framework for stakeholder engagement and shared
governance developed and adopted
Strategy #2
Enhanced guidelines on the use of SEF adopted
and implemented by both DepEd and LGUs
19
CHAPTER 3 C
H
PLANNING WORKSHEET A
The Planning Worksheet states the eight identified priority improvement areas that the
P
school will and should address within three school years (2022-2025). These include low T
participation and academic performance, high dropout rate, educational facilities, health and
well-being of learners, instructional supervision, parent - community involvement. E
R
Please see attached Annex 5 – Planning Worksheet for Access, Resilience and Well-being,
Equity and Quality, and Governance for the detailed discussion of the planning phase where
PIAs’ relevance and alignment with intermediate outcomes were carefully considered. 3
SCHOOL IMPROVEMENT PLANNING
PLANNING WORKSHEET
Instruction: Align your input into the appropriate learning stage and intermediate outcomes.
benefited from appropriate equity quality education. 4. Enhance DepEd platforms for learning
initiatives resources
5. Promote partnerships to benefit education
for learners in situations of disadvantage
IO#3: Learners complete K- S-IO #3.2. Learners attain Stage2(Grades 4–6) learning
their chosen paths skills developed in chosen core, applied, and specialized
industry and global standards □ □ □
SHS tracks
S-IO #3.5. Learners in the Alternative Learning System Inscreased the number of completed the 100% of of the total Grade 12 learners Teaching- Learning Process
S-IO #4.1. Learners are served by a Department that 2. Ensure that learners know their rights and
EM #1. Education leaders and managers practice EM#2. Ensure human resources in all 100 % of human resources was trained and Multi Task
participative and inclusive management processes governance levels are sufficient, resilient, enhanced
□ □ □
competent, and continuously improving
EM #2. Strategic human resource management enhanced 101 % of human resources was trained and Multi Task
20
List of Solutions
Project Objectives and Accomplishment Status to Issues / Programs / Recommendation / Action Signature of SPT and
Name of Project Date of Monitoring
Target Date Challenges Point Project Team Leader
Improve capacity to retain 2nd of October 2022-
A thorough review of MELCS
learners in schools by Planning Stage was Some MELC and Learning
Subjects are already paired and LCs of HUMSS subjects
AIMSS crafting module- solution to performed where teachers Competencies are not for
for integration must be performed before
Dropout, retention, identified the subjects to be integration;
finalizing the module
promotion paired with theirs
Some business
establishement are still in
Project 1 SCOPE ( ONE Continue to work with the
BE narratives are submitted; the process of coping with
SCHOOL, ONE August 2022 for BE Barangay for support during
MOA for WIP of TVL loses so minimal domors
COMMUNITY TOWARDS December 2022-January BE; continue map for the
Promote partnerships to students is in process as of were receive. But NGA are
PROGRESS IN 2023 for WIP possible partners for other
benefit education for January 2023 still in present. WIP partners
EDUCATION) tracks.
learners in situations of for TVL are the old partners;
disadvantage MOA is in process
1. Focus-Group Discussion
2. Interviews
3. School Monitoring and Evaluation Adjustment (SMEA)
4. Monthly and Quarterly Meetings (Status of PPAs)
5. Monitoring of PPAs using Different M&E Tool
22
Republic of the Philippines
Department of Education
REGION IV-A (CALABARZON)
SCHOOLS DIVISION OF IMUS CITY
GEN. JUAN CASTAÑEDA SENIOR HIGH SCHOOL
MINUTES OF MEETING
SY 2022-2023
July 29, 2022
I. CALL TO ORDER
The meeting was called by the School Head Mrs. AIDA C. BELLON, as presider,
with the teachers at 8:00 AM PM, Function Room -Room 3.
II. ROLL CALL
Complete attendance. There were 6 -master teachers, 2- SST teachers, 4 -T3, 9 -T3 with a
total of 23 participants.
III. MEETING PROPER
The following were discussed:
for Teachers
The SH reported that there are 29 • Attending
teachers: 7 -master teachers, 3- seminars/workshops/
SST teachers, 4 -T3, 16 -T1 graduate studies for
professional growth
The SH asked the group and development
identifying the priority needs of • Peer discussion
teachers. • Giving of technical
assistance
Ms LILIANA C. ANOG • Use of PMCF by SGH
emphasized to note the priority • Conduct of SLAC with
needs of the teachers per subject Plan and Program
group head and execute through Matrix
SLAC
School Planning Team Meeting was held on October 17, 2022, at the Principal’s Office to discuss their
roles and responsibilities in aiming the goal, vision, and missions of DepEd.
The meeting started at 10:30 am with 75% of attendees 7 out 10 members. Mrs. Aida C. Bellon
facilitated by meeting and asked Ms. Liliana C. Anog for the opening prayer.
AGENDA
1. DepEd Vision Mission and Goal Mrs. Aida Bellon presented the DepEd Vision
Mission and Goal. She gave a short overview and
ask the group “Ito ba ay hanggang sa pagsasaulo
na lamang?”.
How can we become a contributor or are we a
contributor in aiming this goal?
23
AGENDA
After a thorough discussion, the group agreed to start doing their task as prescribed in their roles and
responsibilities.
The meeting was adjourned at 3pm with a short prayer led by Mr. Rivera.
I. SCHOOL PROFILE/DATA
Instruction: Please input required data/information in unshaded cells. Fill-in only the grade levels that are applicable to your school. This
template aims to organize existing school and community data from different sources. If you find it useful to lift data from other templates and
transfer it here, you may do so. Otherwise, you can just attach the other data templates to this form.
IDENTIFYING INFORMATION
School ID: 342590 Name of School: GEN, JUAN CASTAÑEDA SENIOR HIGH SCHOOL
Address: # 90 Barangay: ANABU II-A
District: _____________________________________ Municipality: CITY OF IMUS
Division: IMUS CITY Region: IV-A CALABARZON
A. GEOGRAPHY
A.1 Location of the School. Check the appropriate description.
Along the highway Near a river or waterway On top of a mountain
Near the coastline By the hillside
Crime against school head/s (murder/homicide, physical injury, rape, sexual harassment, etc.)
Crime against student/s (murder/homicide, physical injury, rape, sexual harassment, etc.)
Crime against teacher/s (murder/homicide, physical injury, rape, sexual harassment, etc.)
Health Threat (i.e. Dengue, Malaria, Measles, food poisoning, disease outbreak)
Oil Spill
Security threat as a result of civilian violence (bomb threats, kidnapping threats, hostage taking, shooting, etc.)
Storm surge
B. LEARNING ENVIRONMENT
B.1 Classrooms and seats
B.1.1 Classroom quantity [SRC.15.]
No. of Classrooms
Total Enrollment,
Level For Repair/ 1
Current SY In Good Condition Total Learner:classroom ratio
Rehabilitation
Kindergarten
Grade 1
Grade 2
Grade 3
Grade 4
Grade 5
Grade 6
Grade 7
Grade 8
Grade 9
Grade 10
Grade 11 347 5 0 5 69.4:1
Grade 12 375 5 0 5 75:1
TOTAL 722 10 0 10 72.2:1
1
Learner:classroom ratio = Total enrollment divided by the total number of classrooms
B.1.2 Classroom seat quantity [SRC.17.] Indicate the total number of seats in all classrooms.
2
Number Learner:seat ratio
350 2.06:1
2
Learner:seat ratio = Total enrollment divided by the total number of seats
NO
B.3 Textbooks. Indicate number of textbooks per grade level and subject [SRC.3.]
General Mathematics KPWKP CPAR Personal Development Understanding Culture Society and Politics
Level
Number Ratio Number Ratio Number Ratio Number Ratio Number Ratio
Kindergarten
Grade 1
Grade 2
Grade 3
Grade 4
Grade 5
Grade 6
Grade 7
Grade 8
Grade 9
Grade 10
Grade 11 659 0.53:1 747 0.46:1 40 8.68:1 741 0.47:1
Grade 12 40 9.38:1 367 1.02:1
TOTAL 659 1.1:1 747 0.97:1 80 9.03:1 741 0.97:1 367 1.97:1
B.4 Library:
No. of books: _________
No. of tables: 3
No. of chairs: 10
Give additional information and qualitative descriptions of the library (on the lighting, space, other fixtures present, etc.)
School library is a makeshift room with 1 computer unit. It has 3 electric fans and module accessible to learners
B.5 Other learning facilities/materials (Example: computers, science equipment. Insert new rows if necessary.)
Facility/Material Number Qualitative description/condition
Computer Laboratory 1 37 DCP with internet connection and 2 split type aircon
SMAW Workshop 1 4 working tables, 2 welding machines
EIM Workshop 1 2 electrical board
Solar power
Generator
Others. Pls. specify: ___________
No source of electricity
If YES, check the appropriate Internet service provider/s servicing the area:
BAYANTEL GLOBE SMART WIT Global (Satellite)
DIGITEL PLDT SUN Others. Pls. specify: _____________
B.7.2 Does the school subscribe to any of the Internet service provider/s listed above?
YES NO
C. TEACHERS
C.1 Number of teachers [SRC.14.]
C.1.1 Number of nationally-funded teachers (current SY)
11 15 26 27.77:1
5
Learner:teacher ratio = Total enrollment divided by number of nationally-funded teachers
C. TEACHERS
C.1 Number of teachers [SRC.14.]
C.1.1 Number of nationally-funded teachers (current SY)
11 15 26 27.77:1
5
Learner:teacher ratio = Total enrollment divided by number of nationally-funded teachers
C.2.4 If the response to C.2.3.b is YES, list down the top 3 training needs mentioned and indicate the number of teachers
trained on these [SRC.4.]
SY Before Previous SY: Previous SY: Current SY:
2020 - 2021 2021 - 2022 2022 - 2023
Training Needs No. of % of No. of % of No. of % of
Teachers teachers Teachers teachers Teachers teachers
trained trained trained trained trained trained
C.2.5 If teachers weren't trained based on identified needs (as seen in C.2.4), cite reasons for the lack of training.
Project/intervention Number of Children Covered
Kindergarten
Grade 1
Grade 2
Gradestatus
D.2 Health 3
Grade
D.2.1 4
Number of children who have other health problems for the current SY. Indicate common ailments and corresponding
D. CHILDREN
number
HEALTH AND SAFETY
Grade 5of children per type of ailment based on results of physical and dental examinations. Insert new columns if necessary.
D.1 Nutritional
Grade 6 status [SRC.2.] Types of Ailments (Current SY)
Level Ailment: Ailment: Ailment: Ailment: Ailment: Ailment: Ailment: Ailment: Ailment:
D.1.1 Number
Grade 7 of________
malnourished children
________
for the current
________
SY
________ ________ ________ ________ ________ ________
Grade 8
Kindergarten Wasted Severely Wasted
Level
Grade
Grade 19
Grade 2
Total Male Female Total Male Female
Grade 10
Grade 3
Grade 11 0 0 0 0 0 0
Kindergarten
Grade 4
Grade 12 0 0 0 0 0 0
Grade 5
Grade
TOTAL
Grade 1
6 0 0 0 0 0 0
Percent
Grade
Grade 2 of Total
7 #DIV/0! #DIV/0! #DIV/0! #DIV/0!
Grade 8
Grade 93
Grade
D.3.2 Projects/interventions implemented for children that were victims or suspected victims of abuse
Grade 10
Grade 4 Number of Children
Grade
Grade 11
5 YES NO If YES, please describe the mechanisms
Covered
Grade 12
Grade
a.
TOTAL 6
Does the school have
mechanisms
Grade 7 to promote
safe and protective Included in the lesson are some safety measures
Grade 8 / Entire Enrollment
practices based on Created Child Protection Committe
Grade 9 Policy on Child
DepED's
Grade 10
Protection in School?
D.2.2 Projects/interventions implemented in the previous SY addressing needs of children with other health problems (insert
Grade
b. 11 ifinterventions
Other
new rows 0
necessary) 0 0 0 0 0
implemented
Grade 12 for children
0 0 Project/intervention
0 0 0 0 Number of Children Covered
that were victims or
Total 0 0 0 0 0 0
suspected victims of
Percent of Total
abuse (insert new rows if
#DIV/0! #DIV/0! #DIV/0! #DIV/0!
necessary)
D.3 Children reported as victims of abuse and violence
D.1.2 Projects/interventions implemented in the previous SY addressing malnourished children (insert new rows if necessary)
D.3.1 Number of children who were recorded victims of abuse and violence (physical, verbal, and sexual). Should be supported
E.by
STATUS OF PRIORITY
data from IMPROVEMENT
the Guidance Project/intervention
PROJECTS OR CI PROJECTS [SRC.18. & SRC.19.]
Office/teachers. Number of Children Covered
These projects include Previous
Level
SY ___
those implemented by the school and Current SY ___
other stakeholders. Insert new rows if necessary.
Total Male Female Total Male Female
Duration Status/Accomplishments
Kindergarten Indicate progress of the program/ project, and its
Implementer Program/Project Title Target effect/impact on children's access to quality education.
Grade 1 Start End
Grade 2
D.2 Grade
Health 3status
Jeramie G. Buensuceso CI Project
Grade
D.2.1Mr.4 Edgarof
Number A. children
Rivera who MDAShave other health problems
sa Kabisahan Nov 24,for2021
the current
June 30,SY. Indicate common
2022 6 ailments and corresponding
Grade 5
Mr. Neil
number A. Catapang sa Eduk. Ni Juan
Grade 6 of children per type of ailment based on results of physical and dental examinations. Insert new columns if necessary.
Dr. Lydia S. Villanueva Project SAS Feb-21 25 95 % of the learners received passing grade
Grade 7 Types of Ailments (Current SY)
Grade 8
Level Ailment: Ailment: Ailment: Ailment: Ailment: Ailment: Ailment: Ailment: Ailment:
Grade 9
________ ________ ________ ________ ________ ________ ________ ________ ________
Grade 10
Kindergarten
Grade 11 0 0 0 0 0 0
Grade
Grade 12
1 0 0 0 0 0 0
F. TOTAL
STAKEHOLDER SUPPORT 0 TO EDUCATION
0 [SRC.13.]
0 0 0 0
Grade
Percent 2
Indicateofthe amount of contributions
Total #DIV/0! made by parents/guardians and
#DIV/0! other stakeholders
#DIV/0! #DIV/0! for co-curricular activities, extra-curricular
Grade 3
activities, and other major activities (such as meetings and assemblies), as well as stakeholder attendance during these activities.
D.3.2 Projects/interventions implemented for children that were victims or suspected victims of abuse
Grade 4 Contributions Attendance
Number of Children
Grade 5 Activity YES
Volunteer NO
Cash
If YES, please No.
In Kind
describe
of the mechanisms
No. invited
Attendanc Covered
a. Does hours attendees e rate
Grade 6 the school have
Co-Curricular
mechanisms to Activities
promote
Grade
safe 7 protective
and Included in the lesson are some safety measures
/ Entire Enrollment
Grade 8 based on
practices Created Child Protection Committe
DepED's Policy on Child
Grade 9
Protection in School?
Grade
b. 10 interventions
Other
Grade 11
implemented for children
that were victims or
Grade 12
suspected victimsActivities
of
Extra-curricular
TOTAL(insert new rows if
abuse
necessary)
2.2 Number of children with disabilities by type of disability (insert new columns if necessary)
No. of Type of Disability (Current SY)
Children
Level
with Disability: Disability: Disability: Disability: Disability: Disability: Disability: Disability:
Disabilities __________ __________ __________ __________ __________ __________ __________ __________
Kindergarten
Grade 1
Grade 2
Grade 3
Grade 4
Grade 5
Grade 6
Grade 7
Grade 8
Grade 9
Grade 10
Grade 11 0 0 0
Grade 12 0 0 0
TOTAL 0 0 0
Percent of Total #DIV/0! #DIV/0!
3. ATTENDANCE
3.1 Number of children regularly attending classes (at least 90% attendance) for the last three SYs 7
SY Before Previous SY 2020 - 2021 Previous SY 2021 - 2022 Current SY 2022 - 2023
Level
Total Male Female Total Male Female Total Male Female
Kindergarten
Grade 1
Grade 2
Grade 3
Grade 4
Grade 5
Grade 6
Grade 7
Grade 8
Grade 9
Grade 10
Grade 11 342 142 200 342 162 180 335 178 157
Grade 12 261 123 138 368 155 213 368 180 188
TOTAL 603 265 338 710 317 393 703 358 345
3.2 Percentage of children regularly attending classes (at least 90% attendance) for the last three SYs 7
SY Before Previous SY: 2020 - 2021 Previous SY: 2021 - 2022 Current SY:2022 - 2023
Level
Total Male Female Total Male Female Total Male Female
Kindergarten
Grade 1
Grade 2
Grade 3
Grade 4
Grade 5
Grade 6
Grade 7
Grade 8
Grade 9
Grade 10
Grade 11 88.60% 83.53% 92.59% 83.01% 77.88% 88.24% 96.54% 96.74% 96.32%
Grade 12 93.21% 93.89% 92.62% 93.40% 90.12% 95.95% 98.13% 98.36% 97.92%
OVERALL 90.54% 88.04% 92.60% 88.09% 83.42% 92.25% 97.37% 97.55% 97.18%
7
no. of children regularly attending classes divided by the total enrollment x 100
3.3 In the previous SY, how many children were frequently absent (below 90% attendance) and how many of them were recipients of the Conditional Cash Transfer Program
(Pantawid Pamilya) of DSWD?
TOTAL 806 19 13 6 4 3 1
Percent of Total 2.36% 68.42% 31.58% 0.50% 75.00% 25.00%
3.4 What were the reasons why children were frequently absent in the previous SY? Please indicate number of children who are frequently absent according to reasons.
Number of children who are frequently absent according to reasons 8 (Previous SY)
Total No. of
Children who
Level were Frequently Distance of
Financial Health and Affected by Affected by
Absent in Child Labor School from Other Reasons
Matters Nutrition Disaster Conflict
Previous SY Home
Kindergarten
Grade 1
Grade 2
Grade 3
Grade 4
Grade 5
Grade 6
Grade 7
Grade 8
Grade 9
Grade 10
Grade 11 19 5 3 3 8 0 0
Grade 12 12 3 1 5 3 0 0
TOTAL 31 8 4 8 11 0 0
8
School Project Teams are encouraged to conduct interviews or focus group discussions with parents/guardians/community members to probe deeper on reasons cited
3.5 Projects/interventions implemented to address needs of children who are frequently absent (insert new rows if necessary) Number of Children Covered
Project AIMS
4. DROPOUT [SRC.7.]
4.1 Number of dropouts for the last three SYs
SY Before Previous SY: 2020 - 2021 Previous SY:2021 - 2022 Current SY: 2022 - 2023
Level
Total Male Female Total Male Female Total Male Female
Kindergarten
Grade 1
Grade 2
Grade 3
Grade 4
Grade 5
Grade 6
Grade 7
Grade 8
Grade 9
Grade 10
Grade 11 21 9 12 4 3 1
Grade 12 13 6 7 8 3 5
TOTAL 34 15 19 12 6 6
4.4.a Does the school have mechanisms to: YES NO If YES, please describe the mechanisms used by the school
4.4.b What are the interventions implemented for children at risk of dropping out? Insert new rows if necessary. Number of Children Covered
KAMUSBAHAY Project 15
Project SAS 25
ANNEX 1A School-Community Data Template
9
5.2 Promotion/graduation rates for the last three SYs
SY Before Previous SY: 2020 - 2021 Previous SY: 2021 - 2022 Current SY: 2022 - 2023
Level
Total Male Female Total Male Female Total Male Female
Grade 1
Grade 2
Grade 3
Grade 4
Grade 5
Grade 6
Grade 7
Grade 8
Grade 9
Grade 10
Grade 11 87.82% 87.65% 87.96% 98.30% 99.04% 97.55%
Grade 12 84.29% 87.02% 81.88% 87.56% 85.47% 89.19%
School Head
School
Annex 2A Child-Friendly School Survey
WHAT SHOULD A CHILD-FRIENDLY SCHOOL AIM TO ACHIEVE?
The following checklist contains action items that will guide you through what you need to have or
need to do towards accomplishing the seven goals of the Child-friendly School.
See how many of the action items listed under each goal you have accomplished or are doing on a
regular basis. Tick the box before each action item if you have accomplished this. Add up and write
your total in the box after each goal. By checking what your school already has and what it is doing
regularly, you will be able to track your progress toward becoming a Child-friendly School.
You may already be well along the way to becoming a Child-friendly School! Remember though that
you have to be honest with your answers!
Here’s one other advice... Please accomplish this checklist first before moving on to the next section.
❑ 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.
❑ 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.
❑ 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.
❑ 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.
❑ 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).
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)
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!
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?
This Goal has 4 action items. If you scored 2 points, give yourself a blue heart; if you scored
3 points, give yourself a purple heart; if you scored 4 points, give yourself a red heart. If you
scored lower than 2 points, don’t color the heart. We’re midway through the test. Let’s see
how you score with the rest!
This Goal has 8 action items. If you scored 6 points, give yourself a blue heart; if you scored
7 points, give yourself a purple heart; if you scored 8 points, give yourself a red heart. If you
scored lower than 6 points, don’t color the heart. Hope you’re racking up those points!
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?
This Goal has 9 action items. If you scored 7 points, give yourself a blue heart; if you scored
8 points, give yourself a purple heart; if you scored 9 points, give yourself a red heart. If you
scored lower than 7 points, don’t color the heart. That’s it! Hope you did well!
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 following are the standards by which you are asked to rate your school:
Enrollment and academic achievement targets for school year (SY) _______:
1. All school-age children in your community are served by the school (ages 5-11 in ES, 12-
15 in JHS, 16-17 in SHS).
(Please check)
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)
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:
SCORE 14
Enter and add up your scores for Accomplishing Specific Targets (pages __) here.
SCORE `13
TOTAL SCORE 27
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?
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.
Recommendation:
Prepared by:
AIDA C. BELLON
Signature over Printed Name
Principal II
Designation
Annex 2C Student-Led School Watching and Hazard
Mapping
ANNEX 3 Gap Analysis Template
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? 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-economicstatus, ethnicity)
B. SCHOOL PERFORMANCE
A. DIVISION B2. CURRENTLY B3. B5. GROUPS THAT
TARGETS B1. DATA CONTRIBUTING B4. PROJECTS
INHIBITING REQUIRE
NEEDED IMPLEMENTED
YES/NO EXPLANATION FACTORS ATTENTION
Enrollment
Data
Net
Enrollment
Enrollment from LIS Yes Accessible
increases
Rate
for the last three
years but
decreases in
current year
1. Dropout
– Constant
rates over
monitoring of ZERO DROP
the
learners OUT RATE
previous
Dropout rates attendance
three years
over the last
Open PROGRAM
Zero Dropout No three years have Learners at Risk
communication
2. Reasons been greater
between the
for than 1%.
parents,
dropping
guidance
out
teacher and the
adviser
There is an Interventions
increase in the are made like
promotion rate teaching
Gaduation / Implementin
in the School for innovations,
Promotion SF 5 No g the K-12 Grade 12 learners
SY 2021 - 2022 adapting
Rate Program
but there is a different
gap between 2 strategies and
grades methods
ANNEX 4 Identifying 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.
Afterwards, compute the average rating of each improvement area and interpret the results as follows:
Strategic
Improvement Areas Urgency Magnitude Feasibility Average Interpretation
Importance
Increase learners’
graduation / promotion 5 3 5 4 4.25 High Priority
rate.
Reading level Moderate
3 2 2 3 2.5
improvement. Priority
Proficiency of the learners Moderate
2 3 3 3 2.75
’numeracy skills. Priority
5 5 5 3 Very High
Reduce Dropout rate. 4.5
Priority
Lessen absenteeism and
improve attendance among 4 5 4 4 4.25 High Priority
learners.
Rehabilitation and
Moderate
maintenance of school 4 3 3 3 3.25
Priority
facilities and equipment.
Professional development. 4 3 4 3 3.5 High Priority
Low Participation Rate of
Parents/Guardian in School
5 4 5 3 4.25 High Priority
Activities such as Gen.
Assembly /PTC
Moderate
Students' Safety 3 2 4 3 3
Priority
Annex 5 School Planning Worksheet
stages
rights upholding learning environment Illness
Anxiety
□ □ □
IO#1: All school-age children, out- 2. Improve capacity to retain learners in
S-IO #1.3. All learners transition to the next key stage Strengthen schools’ capacity to ensure Teaching- Learning Process
of-school youth, and adults learners’ continuity to next stage
100% of of the total Grade 12 learners
graduated
Assessment Tool □ □ □
accessed relevant basic learning Socio Economic Status
opportunities S-IO #1.4. All out-of-school children and youth participate Strengthen mechanisms for providing
Teaching- Learning Process
access to relevant basic opportunities for 100% of of the total Grade 12 learners
and complete in formal or non-formal basic education
OSC and OSY, and OSA promoted
Assessment Tool □ □ □
learning opportunities Socio Economic Status
IO#3: Learners complete K- S-IO #3.2. Learners attain Stage2(Grades 4–6) learning
standards in required literacy and numeracy skills and
12 basic education having apply 21st century skills to various real-life situations □ □ □
attained all learning S-IO #3.3. Learners attain Stage3(Grades 7–10) learning
standards that equip them standards of literacy and numeracy skills and apply 21st □ □ □
with the necessary skills century skills to various real-life situations
S-IO #3.4. Learners attain Stage4(Grades 11–12) learning Ensure alignment of curriculum, instruction Crafted assessment tool aligned with the Learning Materials
and attributes to pursue standards equipped with knowledge and 21st century and assessment with current and emerging curriculum and suited to learners' ability
their chosen paths skills developed in chosen core, applied, and specialized
industry and global standards □ □ □
SHS tracks
S-IO #3.5. Learners in the Alternative Learning System Inscreased the number of completed the 100% of of the total Grade 12 learners Teaching- Learning Process
S-IO #4.1. Learners are served by a Department that 2. Ensure that learners know their rights and
EM #2. Strategic human resource management enhanced 101 % of human resources was trained and Multi Task
□ □ □
EM#3. Ensure ideal learning environment and enhanced
for continuing professional development and opportunities adequate learning resources for learners
EQUITY
Project 1 SCOPE
(ONE SCHOOL, COMMUNITY ONWARDS PROGRESS IN ₱7,100.00
EDUCATION)
Awards and Recognition ₱100,000.00
QUALITY
Teaching - Learning Process
Project SEAM (Support an Efficient and Apt Mentoring)
Mentoring and Coaching of Subject Group Head to ₱33,000.00
Teachers
Students' Outcome
Promotion Rate ₱20,000.00
2. Assessment of Learners Progress ₱247,000.00
Project A-TEST- Crafting of Assessment
Tools for Pre-and Post Test
RESILIENCY AND WELL-BEING
Project SAFERH (School Safe And Free from
₱100,000.00
Risk and Hazzard)
Water Sanitation ₱5,000.00
Project MoBHIx (Monitoring Basic Health
₱5,000.00
Index
* Hygiene
Project: HEALTH (Hoist, Efficient, Accessible and ₱70,000.00
Leveraging Total Health in school)
Project NuVALIC (Nutritional Value Information
Campaign)
₱5,000.00
School – Based Feeding Program
Project PsySoC (PsychoSocial Care).
. Staff Development
* School – Based INSET
* Monthly LAC Session
₱275,000.00
* Capability Building
GOVERNANCE
School Operation
*Power
*Water
*Office Supplies
Maintenance of Facilities ₱250,000.00
Stakeholders Participation
Project 1 SCOPE
(ONE SCHOOL, COMMUNITY TOWARDS ₱39,000.00
PROGRESS IN EDUCATION)
Project Title:
Project AIMSS (ACCESS TO INTEGRATED MODULE FOR SENIOR HIGH SCHOOL
Problem Statement:
This project is designed in order to reduce Drop -out, Repeater, and increase the
Promotion and participation of learners
Project Objective Statement:
To reduce the drop-out rate by .5% from 1.49% to .99% and to increase learners’ participation,
performance and graduation rate by 2% from 93.05% to 95.05% by its first year of implementation.
Root Cause:
Habitual Absences, Anxiety, Change of Residence, Child Labor, Teaching-Learning
Process, Anxiety, Socio-Economic Status
NA
Prepared by:
Root Cause:
Habitual Absences, Anxiety, Change of Residence, Child Labor, Teaching-Learning
Process, Anxiety, Socio-Economic Status
Prepared by:
Project Title:
Project TEAM (Teachers Ensure an Appropriate Mentoring and Coaching) of Subject Group Head
to Teachers
Problem Statement:
This project will help new and seasoned teachers to enhance their facilitating skills in
teaching-learning situations and apply strategies and approaches in the classroom.
Root Cause:
Misalignment of Teachers in the Subject Taught, Multi-task, Boredom of learners
Prepared by:
LILIANA C. ANOG
Project Team Leader
PILLAR 3- EQUITY and QUALITY
Project Title:
Project A-TEST- Assessment Tools as Simplified and Totaled
Problem Statement:
This project is aimed to increase the performance of learners who have difficulty
understanding the lesson and lessen the anxiety of academic failure.
Root Cause:
Learning deficiency, lack of confidence
2. Identifying the
Teacher-writers
subject teachers to handle the for A-TEST All teachers
identified
test writing
- language- Jeramie
G. Buensuceso
4. Assigning - SocSci- Lydia S.
checker/evaluator for the Villanueva
- Math- Elizabeth M.
test items:
Maaba
A-TEST - Sci- Liliana C. Anog
Prepared by:
Increased learners'
3. Assessment of 1. Crafted simplified
participation rate by Simplified Teachers Beginning of
Learners Progress 2% from 93.05 to
assessment tool for
SGH
₱0.00
Assessment Tool CORE subjects SY
Project A-TEST- Crafting 95.05
of Assessment Tools
2% increased in
for Pre-and Post Test ₱0.00
participation rate
Reduced drop-out 1. Check the
*Project SAFE (Securing SDRR Coor
electrical
Attractive Facilities for rate by .5% from connections of the
School Building Start of SY ₱5,000.00 ₱5,000.00
conducive Environment) 1.49% to .99% Coor
room
Property
*Project HEALTHS (Hoist, SFs 2 and 5 with 2. Conduct regular Custodian
Efficient, Acessible and decreased drop-out disinfection Year Round ₱70,000.00 ₱70,000.00
Clinic Teacher
Leveraging Total Health in School) Utility
Conduct SLAC
Information SH Teachers
dissemination GPTA
Brigada Coor September 15,
Conduct SOSA ASP Coor 2022
Work Immersion
Focal Person
School Profile
Enrolment
Enrolment by Sex
Male Female
450 426
400 380 367355
365
350
301
300
250
200
150
100
50
0
SY SY 2020 - SY SY 2021 - SY SY 2022 -
2021 2022 2023
Severely Wasted
Wasted
Normal Female
Male
Overweight
Obese
Severely Stunted
Stunted
Female
Normal Male
Tall
In the current school year, 19.25 percent (41 of 213) of the male learners fall outside normal health status while 11.62 percent (28 of 241) of the female learners fall outside normal health status.
Teachers' Highest Educational Attainment
No. of Teachers based on Highest Educational Attainment
1
2 4
5 Bachelor's Degree
Master's Degree (Units)
Master's Degree
Doctorate Degree (Units)
Doctorate Degree
16
320,000.00
0.00
1,166,000.00
20 Geographic/ Environmental
Factors
School- Related Factors
15
Individual- Related Factors
0
2019 - 2020 2020 - 2021 2021 - 2022
The 2 grade
levels are having
their classes in 9
classroom/s.
Planning Standards
K - G1
G2 - G3 -
- 25
40
The school is having a
G4 - G6 -
G7 - G10 -
45
50 combined (mono-
G11 - G12 - 40
grade and multi-grade)
classes. The 2 grade
levels are handled by
27 teacher/s.
Learner-Toilet Ratio
Planning Standards
K - G1 - 25
35 G2 - G3 - 40
G4 - G6 - 45
G7 - G10 - 50
G11 - G12 - 40
30
25
20
15
10
0
22 33
# of ratio
Toilet
whole school.
350
300
250
200
150
100
50
0
350 0.48
# of ratio
seat
LEARNING MODULE
Komunikasyon at
pananaliksik sa Wika at
Kulturang Pilipino 72 12 0 84 52 695 0 747 9/12/2022
Contemporary
Philippines Arts from the
Regions 0 1065 0 1065 49 0 31 80 4/11/2022
Media and Information
Literacy 0 0 0 0 44 595 0 639 4/11/2022
General Mathematics 97 41 0 138 51 608 0 659 9/12/2022
Earth and Life Science
(Lecture and Laboratory) 48 2 0 50 0 229 0 229 9/12/2022
Earth Science 71 0 16 87 10 0 0 10 4/11/2022
Personal
Development/Pansariling
Kaunlaran 202 10 1 213 8 733 0 741 9/12/2022
Understanding Culture,
Society and Politics 48 112 0 160 42 300 25 367 8/23/2022
Introduction to the
Philosophy of the Human
Person 0 0 19 19 82 725 20 827 4/11/2022
Physical Education and
Health 127 16 1 144 37 455 18 510 9/12/2022
Project 1 SCOPE (ONE SCHOOL, COMMUNIT Y ONWARDS PROGRESS IN EDUCAT ION) 7,100 M OOE Ongoing
Project SEAM (Support an Efficient and Apt Mentoring)Mentoring and Coaching of Subject Group Head to T eachers 33,000 M OOE Ongoing
Project A-TEST- Crafting of Assessment Tools for Pre-and Post Test 247,000 M OOE Ongoing
Project SAFERH (School Safe And Free from Risk and Hazzard) 100,000 M OOE Ongoing
Staff Development * School – Based INSET * Monthly LAC Session * Capability Building 275,000 M OOE Ongoing
Project: SAFE- (Securing Attractive Facilities for conducive Environment) 100,000 M OOE Ongoing
Project: HEALT H (Hoist, Efficient, Accessible and Leveraging T otal Health in school) 70,000 M OOE Ongoing
Status of Annual
Implementation Plan
0
00
13
Completed Ongoing
Proposed Cancelled
Stakeholders’ participation
Stakeholders of the school showed significant contributions
and participation in different programs and activities. The
most common general partner type are Public Sector and
Others . is the top contributor. And the type of contribution
commonly given to the school are Financial Support and
Learner School Supplies Uniforms . The total amount
generated by the school from the different stakeholders is
amounting to Php 353,185.00.