I.

Introduction
a. Community Background and Demographics
Dasmarinas Integrated High School was originally known Dasmariñas
Relocation Center High School (DRCHS) and it came into existence in 1975 by virtue of
Republic Act 503. However, because of Article 71 the school’s name was changed to
Dasmariñas National High School. It was in 2018 when the school got its present
name.
DIHS is located at Congressional South Avenue in Barangay Burol I. Ranked
number 11 in the country in terms of population, the City of Dasmariñas is the
wealthiest local government unit in the province of Cavite according to the 2006
Commission on Audit report. In addition, prior to its conversion into a city,
Dasmariñas was the only municipality in the Philippines that had both an SM and
Robinsons malls.
There are around 90 private schools in Dasmarinas that offer elementary and
high school education. When it comes to public schools, there are 30 public
elementary schools, 13 junior high schools, and nine senior high schools in
Dasmariñas.

b. School Background/Context
Dasmarinas Integrated High School is just one of the three public schools in
Dasmarinas whose academic programs are composed of a general high school
curriculum, Special Science Curriculum, Senior High School, Open High School, and
Alternative Learning Systems. DIHS is classified as a very large school and it has a
total land area of 65,000 square meters.
The school has 394 teachers and 49 non-teaching personnel.Among the
teaching personnel, 104 are males while 290 females. While the non-teaching
personnel are composed of 21 males and 28 females.
Grade 7 students make up 14.8 percent of the student population while the
Grade 8 students make up 16.56percent of the student enrolees. 16.7percent of the
students are in Grade 9 while the Grade 10 students make up 16.05 percent of the
DIHS student enrolees for school year 2022 – 2023. There are 1,988 students enrolled
in Grade 11 and 2,398 Grade 12 students are enrolled in the different academic tracks
for senior high school.
During the COVID-19 pandemic, school authorities have identified several
major concerns, including issues with internet connection, problems with IT
equipment, limited collaborative learning opportunities, reduced learning motivation,
and increased learning burdens.
School partners and stakeholders tried to solve many of the problems such as
by providing tablets to certain students, by providing internet load allowance for a lot
of teachers, and by providing limited Wi-Fi connectivity to school personnel and
students.
 Teaching Personnel Profile

* Teaching Personnel Profile

* Non-teaching Personnel Profile
* Learners Profile
*School Resources and Facilities
* Partners and Stakeholders
Non-Teaching Personnel Profile
LEARNERS’ PROFILE
GRADE 7
LEARNERS’ PROFILE
GRADE 8
LEARNERS’ PROFILE
GRADE 9
LEARNERS’ PROFILE
GRADE 10
School Resources and Facilities
Partners and Stakeholders
II. Situational Analysis
A).Learning remediation and intervention

After almost two years of distance learning, the Department of Education

(DepEd) has finally decided to gradually open the schools for face-to-face
classes. Days after the opening, teachers have observed great impact brought
about by the pandemic. Learners are having difficulty both in basic literacy and
numeracy skills; some high school students are non-readers and most exhibit
poor comprehension skills which led to poor retention of the lessons.
Now that face-to-face classes are back on track, teachers are given more
opportunities to showcase their strategies and techniques that will cater
various needs of the learners. One way of helping learners who are struggling
academically is by remediation and intervention. This focuses on students who
are lagging behind others and will promote teaching techniques that are
appropriate on the student’s levels of skills. Remediation assumes that the
learners have been introduced to concepts before but have not yet mastered
them due to the challenges brought about by the pandemic, or merely because
of the students’ lacking motivation. It tends to focus on giving strong basic or
‘foundational’ knowledge to students so they can succeed in the future.
Learning remediation and intervention is so important that it allows
students to catch up with others without the need of repeating the same
grade level. This ensures that they are given enough educational support in
order for them to succeed.

B).Socio-emotional functioning , mental health, and well-being

Due to the pandemic another level of emotional and mental stress factors were
added. Learning was all in a different level wherein internet and technology were
fundamental tools to learn. Face-to-face learning was stopped and social interaction
was made through gadgets. Students who opted modular learning didn’t experience
any interaction with classmates at all.
Now that schools are slowly transitioning from distance learning it is important
to give ample time for students to adjust with the new environment they are in.
Strategies to develop their social skills by collaboration and cooperation should be
prioritized. Counselling program which allows the students to speak out are given
focus too. Face-to-face classes will boost academic performance and will develop social
engagement skills of the students slowly.
The roles of teachers, on the other hand, do not only end in the delivery of
learning, they also need to influence a student’s social and emotional development.
They are key agents in developing socialization and collaboration within their students
that will help them build a profound connection with their peers, family, and the
country. In concern to this, teachers must have a healthy and sound social and
mental functioning to radiate a positive learning environment to their students.
As country completely transitions from remote learning to face to face classes,
teachers are expected to play a critical role in restoring the normalcy of the education
system of our country. The challenge of keeping up with the learning setbacks and
dealing with mental health issues of their learners, both are caused by the pandemic,
is one of the several reasons why teachers experience high level of stress. It is
therefore necessary to identify which part of their work causes their stress and teach
them stress management techniques that they may use to improve their mental and
emotional well- being
C).Professional development of teachers
In the height of the pandemic, the Department of Education came up with a
new learning set up to help the students continue learning amidst the changes
brought by the unexpected health crisis. This includes the exploration of the different
learning modalities where technology was highly incorporated in the delivery of lessons
to the learners. The combination of technology with the regular education system led
to the reason why it is important for the government to support the skills development
of teachers.
As classes shift back to face-to-face, the devastating impacts of pandemic on
learning will surely emerge. Thus, teachers will need additional support to improve
their classroom teaching so that they can mitigate the learning loss caused by the
pandemic. Professional development opportunities such as In- Service Trainings
should be available to all teachers. Before conducting these trainings, the government
and school officials should first identify the potential areas of teaching that most
teachers are lacking in. It is imperative that these trainings meet the professional
development needs of teachers for them to improve their practice.
In addition, the professional development for teachers should also utilize the
skills related to online teaching and information technology literacy that the teachers
developed during the pandemic. This will help to empower teachers as technology
provides an array of resources that the teachers may use to create a more diverse and
focused learning opportunities for each student.

III. Strategies and Outputs

A. Learning remediation and intervention

Area of Reform Strategies Outputs

Learning remediation Revisiting PPAs (Reading Action Plan

and intervention and Numeracy)

Program orientation of Program,

parents of struggling List of Parents of
learners, students included in the
non-readers/non- program (Non-
numerates students, numerates/non-readers)
teachers and community
volunteers Activity Proposal/
Activity Report
Training of Reading
/Numeracy Teachers
and Community
Volunteers

Conduct reading Narrative Report

program for instructional Progress Report
readers, non-readers and Schedule of remediation
frustration level and
independent readers

Establishing policies and Project Shelves/Reading

support school center/ Center
 home and community Helplines and health
based learning spaces in lines
response to literacy

Hiring additional List of volunteer

learning support aides stakeholders
Strengthening Oplan
Monitored status of
Kalusugan
students

Develop appropriate Result of Diagnostic Test

assessment tasks and
resource

Regular communication Follow up Form/

with parent. Feedbacking

B. Socio-emotional functioning , mental health, and well-being

Area of Reform Strategies Outputs

Socio-emotional Attend on well-being and Activity Proposal,

functioning , mental protection Activity Report
health, and well-being webinars/seminar of
teachers, students,
parents, and non-
teaching personnel

Assist teachers who Follow up report

experience mental health
issues

Encourage school Vaccination Card

personnel, parents, and
students to be fully
vaccinated against
COVID-19

Continuous financial Allocation of Funds

support in terms of safe Report
and healthy protocols

Conduct Teachers’ Activity Proposal

Mental Health Wellness Activity Report
Webinar /Seminar
before the school year
begins

Conduct yearly physical Clinic report

examination
 C. Professional development of teachers

Area of Reform Strategies Outputs

Professional development Conduct of physical In- Activity Proposal,

of teachers Service training for Activity Completion
professional development Report
of teachers

Conduct In-Service Proposal, Activity

Training/ Learning Completion Report,
Action Cell sessions Evaluation Result

Encourage teachers to Units Earned/Graduate

take post graduate
studies

IV. PPAs

Area/s of Reform PPAs Description

A. Learning Capacity building of Series of trainings to

remediations and Reading Teachers and equip teachers in
intervention Volunteers handling struggling
readers

Project ADHERES A reading remediation

(Reading Remediation program that caters to
Program) struggling readers in the
school

Project Shelves A recreational program

Sharing Exciting Literary that aims to aid literacy
Ventures development among
(Recreational Reading students by providing
Program) activities that promote
and enhance reading
skills
BrigadaPagbasa A partnership between
(Community partnership) the school and
communities that seeks
for volunteer reading
teachers
Numeracy Program An intervention that
need to improve the
numeracy level of
identified non-numerate
students in all grade
levels

B. Socio-emotional Orientation and A program that aims to

functioning, Implementation of Career guide secondary level
 mental health, Guidance Program students in choosing
and well-being career tracks that they
intend to pursue through
informed career choices
towards becoming
productive and
contributing individuals.

A comprehensive,
developmental, and
Re-Orientation proactive program
Homeroom Guidance designed to equip K to
Program 12 learners with life
skills on three domains:
Academic Development,
Personal and Social
Development, and Career
Development.

A massive information to
protect and promote the
rights of the children.
Capacity Building in
Child Protection Policy

Shows awareness on
inclusive education
which embraces the
Orientation on Inclusive philosophy of accepting
Education all children regardless of
race, size, shape, color,
ability or disability with
support from school
staff, students, parents
and. the community

Activity on how one can

help improve and
strengthen an
Conduct Symposium on
individual’s resilience on
Mental Health Awareness
different situation
and Well-Being for
Teachers and Learners

C. Professional In-Service Training In-Service Training to

development of DIHS: Transitioning Back prepare teachers for the
teachers to In-Person Teaching challenges that will be
and Learning – August faced when returning to
2022 in-person classes

Re-orientation on To familiarize program

Learning and coordinators with the
Development Praxis Learning and
January 2023 Development new tools
templates and
submissions.
 In Service Training In-Service Training that
Supporting Teacher will address the teacher’s
Quality: Addressing professional needs as
Teacher Professional reflected in the summary
Development Needs – of IPCRF Development
February 2023 Plan.

LAC Sessions A school-based

Year Round continuing professionals
development strategy for
the improvement of
teaching and learning

V. Annual Implementation Plan/Work and Financial Plan FY 2023

VI. Monitoring and Evaluation