CHAPTER 1

1. DepEd Mission and Vision, Core Values and Quality Policy

OUR VISION
We dream of Filipinos who passionately love their country and whose competencies and
values 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.
OUR MISSION
To protect and promote the right of every Filipino to quality, 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 lifelong learners.

The DepEd Mission and Vision in the Context of School

OUR VISION
Maac National High School envisions a future where students wholeheartedly embrace
the core values of the Department of Education (DepEd) as they become active
contributors to nation-building. We are committed to fostering a student-centered
institution that prioritizes the needs and aspirations of our students while serving as a
dedicated partner to our valued stakeholders.

OUR MISSION
Maac National High School is dedicated to delivering and advancing quality, accessible,
and inclusive education within its community where:
Students are cultivated to be well-rounded individuals who are equipped with the
knowledge, skills, and values needed to thrive in a rapidly evolving world. Empower our
learners with a deep understanding of Agricultural Production, enabling them to become
stewards of the land and pioneers in sustainable farming practices and equip them with
advanced Computer Servicing skills that emphasizes problem-solving, critical thinking,
and adaptability.
Teachers empower and inspire students to achieve their full potential. We believe in the
transformative power of education and the profound impact that passionate educators
can have on the growth and development of our students.

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School administrators and staff work collaboratively to create an inclusive and nurturing
environment where every student feels valued and empowered to reach their fullest
potential.
Family, community and other stakeholders cultivate a community and create a
nurturing environment where every child receives the quality education they deserve
through collaboration and engagement.

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CHAPTER 2
School’s Current Situation
a. Igniting Knowledge, Nurturing Character, Thriving Excellence:
A Comprehensive Overview of Maac National High School
Maac National High School (McNHS) is an educational institution located along the highway of
Barangay Maac, Guinsiliban, Camiguin. The Republic Act 10020 established the school effective June 2010
as a Secondary School. It has a land area of 23,000 square meter conducive for various learning activities. It
has a wide space as playground and a space suited for Gulayan sa Paaralan and other agricultural related
activities and projects.

The school has been serving school age children aged 12 to 18 years in the community for 13 years
now. It is classified as a medium secondary school in the province. The school’s history started with two
teachers having 31 freshmen students. Currently the school has 17 teachers and 329 enrollees both in JHS
and SHS spearheaded by a school principal

At present, the realization of the establishment of McNHS caters the secondary educations needs of
its constituents residing in Benoni, Maac, Cabuan, San Miguel as well as Poblacion Mahinog and
Guinsiliban. The school offers Basic Secondary Education in Junior High School and Technical-Vocational
Livelihood Track which is Agricultural Crop Production and Computer System Servicing and General
Academic Strand (GAS) in Senior High School. Thus, the school continuously produce NC II passers in the
said TVL offerings.

In terms of buildings and facilities, the school boasts a total of 27 classrooms catering both JHS and
SHS students. These ample classrooms space ensures that we can comfortably accommodate our student
population, providing them with a conducive learning environment. There are average children occupying
the room is quite manageable with enough chairs in each classroom. In fact, the learner-seat ratio is 3:1with
an excess of 752 seats for the whole school.

In addition, the school is also equipped with 6 specialized laboratories. These include laboratories for
subjects like ICT and Science. These state-of -the- art facilities further enhance our educational offerings
and provide students with hands-on learning experiences in these crucial fields.

Furthermore, there are enough toilets for all learners. The learner-toilet ratio is 12:1. There is an
excess of 25 toilets for the whole school. Majority of the toilets in the school are used exclusively according
to learners’ sex. The school is well-equipped with sufficient number of handwashing stations strategically
placed throughout the campus including restrooms and common areas.

Additionally, there is no problem with the electricity supply, however, there is a shortage of water
supply, especially during summer. The school has no stable internet connection which gives learners and
teachers limited access to the internet. It may be challenging to access digital resources, conduct virtual
sessions, or utilize educational platforms effectively.

Just like other academic institutions, the school also is facing challenges as to coping with quality
education. One of the challenges the school is currently facing is the decline in enrollment, which has been
ongoing since the COVID-19 pandemic began. This decrease is attributed to low enrollment in feeder
schools, and it has the potential to impact school funding, thereby posing a challenge to the mobilization of
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school resources. Hence, the school is adapting strategies including outreach efforts to attract students,
finding ways to provide education, and seeking additional funding sources to bridge budget gaps.

Likewise, the problem of retaining non-readers is also a challenge that affects both students and the
school as a whole. In SY 2021-2022, the school retained 7 non-readers and in SY 2022-2023, 11 non-readers
were retained. The retention rate of non-readers is a multifaceted challenge with broad implications. The
school is addressing this problematic KPI by strengthening the School Reading Program and encouraging
parental improvement. Literacy is a fundamental skill that opens doors of various opportunities in life, thus
teachers, parents, the community are working together to provide resources, interventions, and support
systems to help non-readers succeed academically and in life.

Similarly, bullying in schools is a significant challenge that many educational institutions face. There
were reported bullying cases in our school as it is widespread and can happen at all grade levels. Thus,
McNHS has implemented anti-bullying programs and policies to create a safe and inclusive learning
environment. These initiatives include awareness campaigns and disciplinary actions for bullies. This
requires collaboration between teachers, parents, and students to create a safe and supportive learning
environment. Hence, McNHS continually adapt strategies to address the evolving challenges associated
with bullying.

Delivering quality education in the face of challenges is not only a testament to the resilience of
teachers and school administrator but also a commitment to the future of the students. By embracing
innovative solutions, adapting to changing circumstances, and prioritizing the needs of students, we can
ensure that the pursuit of knowledge remains unwavering, empowering the next generation t overcome any
adversity they may encounter on their educational journey.

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 b. Schools' Performance on Access

Pillar 1. Access

I. Comparative Data of Enrolment for the last four years (JHS,SHS)

JHS ENROLMENT SHS ENROLMENT

280 270
275 248 251 130 117
110 96 91
225 86
90
175 148 70 49 51 45 49 42 57 60
123125 132 135135 134 50 37
117
125 30
75 10
25 2019-2020 2020-2021 2021-2022 2022-2023
2019-2020 2020-2021 2021-2022 2022-2023
MALE 49 51 49 57
MALE 123 148 135 134
FE- 37 45 42 60
FEMALE 125 132 135 117 MALE
TOTAL 248 280 270 251 TOTAL 86 96 91 117

MALE FEMALE TOTAL MALE FEMALE TOTAL

Figure 1. Comparative Data of Enrolment (SY 2019-2020 to SY 2022-2023)

The enrollment data from the school years 2019-2020 through 2022-2023 shows some
fluctuations. In 2019-2020, there were 334 students enrolled, which increased in 376 in
2020-2021, but then decreased to 361 in 2021-2022, before rising again to 368 in 2022-
2023.

The fluctuations in enrollments is likely attributed to the changes in the feeder

schools that supply students. The changes in population affect the number of incoming
Grade 7 students. Also, some students who graduated from SHS chose to transfer to
another institution offering specialized programs in line to their inclinations.

The school is taking several proactive steps to enhance school enrollment by

promoting its programs and offerings like Facebook as it can effectively engage with
prospective students and parents. Furthermore, to attract more students, the school is
committed to improving the quality of its SHS programs. This includes offering diverse
range of offerings and opportunities for skill development ensuring that students receive
a well-rounded education. The school is eliminating barriers to entry by providing free
school ID to students. This not only simplifies administrative processes, but also sends a
message of inclusivity and affordability to potential enrollees. Moreover, recognizing that
parental involvement is crucial for students’ success, the school is actively fostering
stringer partnership with parents through regular parent-teacher meetings and open
communication channels to ensure parents feel engaged and informed about their
child’s education.

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 II. Community Mapped Intake Rate

Chart Title
368
375
325
275 251
225
175
117
125
75
25 3 1% 6 5% 9 6%
Junior Hig School Age 11-16 Senior High School Age 17-18 total
Enrolled in MaacNHS 251 117 368
Enrolled in other School 3 6 9
Percentage 1% 5% 6%

Enrolled in MaacNHS Enrolled in other School Percentage

Figure 2. Community Mapped Intake Rate

With the recent data from the school-community mapping, 100% of school-age
children were enrolled in school. Out of 377 mapped out, a total of 368 are enrolled at
the school and 9 or 6.00% of the school-aged children are enrolled in other schools.
Based on the studies conducted, the presence of neighboring schools where parents may
choose from for the education of their children is one of the factors why there are
learners enrolled in other schools.
III. Drop-out Trends

Drop-out Trends
95%
85%
75%
65%
55%
45%
35%
25%
15%
5% 0% 0% 0% 0%
2019-2020 2020-2021 2021-2022 2022-2023
JHS 0% 0% 0% 0%
SHS 0% 0% 0% 0%

JHS SHS
Figure 3. Drop-out Rate (SY 2019-2020 to SY 2022-2023)

It can be gleaned from the chart that the dropout rate has remained at zero.
Transition Rate for the Last Four Years Secondary 6-7, 10-11
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 Transition Rate
99% 98% 98% 98%

98% 97% 97%

97% 96%

96% 95% 95%

95%

94%

2019-2020 2020-2021 2021-2022 2022-2023

JHS (6-7) 95% 98% 96% 97%
SHS (10-11) 98% 98% 97% 95%

JHS (6-7) SHS (10-11)

Figure 4. Transition Rate (SY 2019-2020 to SY 2022-2023)

The transition rate from Grade 6 to 7 has shown a consistent trend of

improvement over the past four school years. The slight fluctuations in the transition
rate could be attributed it some students opting to enroll in other schools for various
reasons. However, it is commendable that Mc NHS is actively working to achieve 100%
enrollment rate from its feeder schools.
The transition rate from Grade 10 to Grade 11 over the past four years shows
some fluctuations but generally remains high. It is worth noting that some students
transferred to other institutions to pursue their SHS education, which may have
contributed to these fluctuations.
To address this issue and increase student retention, the school is offering various
SHS programs to attract and retain students, ensuring a broader range of educational
options to meet their needs and preferences. This proactive approach can help maintain
or even improve the transition rate.

IV. School Leaver Rate for the Last Four Years

School Leaver Rate

95%
85%
75%
65%
55%
45%
35%
25%
15%
5%
2019-2020 2020-2021 2021-2022 2022-2023
JHS 0 0 0.05 0.07
SHS 0 0 0 0

JHS SHS
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Figure 5. School Leaver Rate (SY 2019-2020 to SY 2022-2023)
 The school leaver rate, which increased from 5% in the SY 2021-2022 to 7% in 2022-
2023 for Junior High School students, reflects a concerning trend. This rise suggests
that a higher percentage of students are discontinuing their education, with challenges
faced by disadvantaged learners and the distance between home and school cited as
contributing factors. The persistent or worsening nature of these challenges underscores
the need for interventions and support systems. Addressing economic hardships, social
issues, and academic difficulties, as well as improving transportation options, is
essential to reduce dropout rates and ensure that more students have the opportunity to
complete their education and secure better future prospects.

V. Good Performing and Problematic KPIs

Good Performing KPI’s
1. Community Linkages- KPIs related to
parental involvement and community
engagement can demonstrate the level of
support and collaboration within the
education system, which often contributes to
better student outcomes.
2. Teacher’s Professional Growth and
Development- Improved teacher professional
growth often leads to better teaching
practices. When teachers engage in
continuous learning and development, they
can enhance their instructional methods and
provide more effective lessons to students
3. Sufficient School Buildings (Classrooms,
Workshop, and Laboratory)- Measuring
progress in constructing and maintaining
school facilities, such as classrooms,
libraries, and laboratories, can indicate
improvements in the learning environment
4. Enrollment Rate- A high enrollment rate
indicates that the school is accessible and
attractive to students, including those in the
local community. It reflects equitable access
to education, regardless of socioeconomic or
demographic
5. Graduation Rate- A school with a strong
graduation rate is likely fostering an
environment where students are engaged in
their learning and motivated to finish their
studies.
Problematic KPI’s
1. Drop-out Rate- An exclusive focus on
dropout rates may create a negative
atmosphere within the school, where
educators are primarily concerned with
preventing students from leaving rather than
focusing on positive educational outcomes.
2. Retention Rate- Overemphasizing
retention rates may encourage schools to
prioritize keeping students in their seats
rather than ensuring they receive a high-
quality education and progress academically.
3. Maintenance -it led to budget constraints
for an excessive focus on maintenance may
strain the school's budget, leaving less
funding available for academic programs,
extracurricular activities, or other essential
areas.
4. Teacher’s Standard- Teachers may feel
pressured to "teach to the standards" rather
than tailoring their instruction to their
students' unique needs and interests. This
can result in a one-size-fits-all approach that
doesn't address individualized learning.
5. High Graduation Rates- without Rigorous
Standards- If graduation rates are high due
to lowered academic standards or social
promotion, they may not reflect genuine
student preparedness for post-secondary
education or careers.

Table 1. Good Performing and Problematic KPIs

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 VII. Foreseeable problems if problematic KPIs are not acted upon

Key Performance Indicators (KPIs) are essential metrics used to monitor the performance
and progress toward strategic goals. When KPIs are not acted upon or are ignored, it can lead to
a range of problems that can negatively impact the educational institution, students, and the
overall quality of education. Here are some foreseeable problems that can arise if KPIs are not
acted upon:

 Decreased Enrollment: Negative trends in KPIs, such as declining student

achievement or poor school safety indicators, can deter parents and students
from choosing the school, leading to decreased enrollment and funding.
 Loss of Funding: Schools often receive funding based on student enrollment. A
declining student population due to dropout issues can result in reduced
funding, which can impact resources, programs, and staffing.
 Economic Consequences: A high dropout rate can have long-term economic
consequences for both individuals and the community. Dropouts are more likely
to face unemployment and rely on social services, which can strain local
resources
 Lower Graduation Rates: Ignoring dropout problems can perpetuate a cycle of
low graduation rates, making it difficult for the school to demonstrate success
and prepare students for future opportunities.
 Education System Challenges: A persistently high dropout rate can strain the
broader education system, making it more challenging to meet educational goals
and improve overall education outcomes at the district or regional level.
 Negative School Reputation: A persistently high dropout rate can damage the
school's reputation, making it less attractive to potential students and parents.
This can lead to declining enrollment and financial challenges.
 Health and Safety Hazards:
 Safety Risks: Broken equipment, damaged flooring, or malfunctioning heating
and cooling systems can create safety hazards for students and faculty staff.
 Health Concerns: Poor maintenance can lead to issues like mold, pest
infestations, and poor indoor air quality, potentially causing health problems
among occupants.
 Deteriorating Infrastructure:
 Structural Damage: Neglected maintenance can result in structural deterioration,
which may lead to costly repairs or even building closures.
 Aesthetic Decline: Lack of upkeep can result in peeling paint, deteriorating
finishes, and an overall unattractive appearance, which can negatively impact
the learning environment.
 Reduced Learning Environment Quality:
 Disruptions: Ongoing maintenance issues can disrupt the learning environment,
as repairs or closures may be necessary during the school year.
 Uncomfortable Conditions: Malfunctioning heating or cooling systems can lead to
uncomfortable temperature extremes in classrooms.
 Cyclical Problem: Ignoring dropout rates can perpetuate a cycle where lower
educational attainment in one generation leads to similar outcomes for the next
generation, creating long-term societal challenges
Table 2. Foreseeable problems if problematic KPIs are not acted upon
It is essential for the school to regularly monitor the KPIs and take appropriate actions when
they indicate potential issues. Addressing these problems promptly can help maintain a positive
learning environment and ensure the success of both students and educators.

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c. School Concern and Inclusion on Equity
Pillar 2. Equity and Inclusion
Inclusion programs are essential in ensuring equitable access to education for all students, regardless
of their socio-economic background, abilities, or cultural differences. This analysis focuses on
the inclusion programs implemented within Maac National High School (McNHS) and the
challenges learners from disadvantaged sectors face within this school's unique scenario.

Description of Learners in Disadvantaged Sectors

McNHS serves a diverse student population, including children from economically

disadvantaged backgrounds. These learners often come from low-income families, face limited
access to educational resources at home, and encounter various socio-economic challenges that
impact their educational experiences. Additionally, some students have disabilities, further
adding to the diversity of the learner population.

Inclusion Programs at Maac National High School

McNHS has established several inclusion programs to address the unique needs of
learners from disadvantaged sectors:

School-Based Feeding Program: Recognizing the importance of proper nutrition for learning,
McNHS has implemented a feeding program specifically designed to address the needs of
undernourished students. This program provides regular lunch and snacks to identified
students, helping improve their overall health and cognitive development.

Individualized Education Plans (IEPs): For students with disabilities, the school develops IEPs
that outline specific support and accommodations to meet their unique learning needs.

Reading Intervention Program: An after-school reading tutoring program is available,

particularly targeting students who are non-readers. This program helps bridge educational gaps
for learners struggling with literacy.

Challenges Faced by Disadvantaged Learners

Despite the presence of these inclusion programs, learners from disadvantaged sectors at
Maac National High School encounter several challenges:

Limited Home Resources: Many students do not have access to computers or the internet at
home, making it difficult for them to complete homework assignments that require online
research or technology.

Transportation Issues: Some students face transportation challenges, which can lead to
irregular attendance or tardiness, impacting their overall learning experience.

Limited Parental Involvement: Some disadvantaged learners may come from families with
limited education or parents who are unable to be actively involved in their children's education
due to work commitments or language barriers. This lack of parental involvement can impact
students' motivation and academic success.

Home Environment: Disadvantaged learners may have unstable home environments due to
factors such as poverty, homelessness, or family stressors. These factors can lead to disruptions
in their education and emotional well-being.

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Bullying: Disadvantaged learners may be more vulnerable to bullying or discrimination based on
their socio-economic status, ethnicity, or cultural background. Such experiences can negatively
affect their self-esteem and overall school experience.

Inclusion programs at McNHS represent important efforts to support learners from

disadvantaged sectors. However, these learners continue to face significant challenges related to
limited resources, transportation, limited parental involvement, home environment, and bullying.
To enhance the effectiveness of inclusion programs, it is crucial to address these challenges
comprehensively and collaboratively, involving educators, parents, and the broader community.

d. Schools Performance on Quality

Pillar 3. Quality
Junior High School
I. Literacy (percentage of G10 learners attaining at least the minimum level of
proficiency in Stage 3 Literacy Standards )

PHILIRI POST TEST IN ENGLISH

37.5 34
32
32.5 29
27.5 26
24 23
22.5 20 21

17.5
13 13 14
12.5 10 10
8 8
7.5 5 4 5
2.5
Grade 7 Grade 8 Grade 9 Grade 10 Grade 11 Grade 12
Frustration 13 21 29 8 4 5
Instructional 20 10 13 32 26 8
Independent 24 10 14 5 34 23

Frustration Instructional Independent

Figure 6. Literacy English (percentage of G10 learners attaining at least the

minimum level of proficiency in Stage 3 Literacy Standards )

The results show that the literacy rate for frustration readers is approximately 25.40%, approximately
34.60% belonged to instructional readers, and the literacy rate for independent readers is approximately
34.92%.
These figures provide insights into the literacy levels among the assessed students with the highest
literacy rate belonging to the instructional readers, followed by independent readers, and the lowest among
frustration readers.

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 PHILIRI POST TEST IN FILIPINO
47.5 43
42.5
37.5 34
32.5 31 30
27.5 26 26
24
22.5
17
17.5 14 13 13
11 12
12.5 10
7.5 3
2
2.5 0 0
Grade 7 Grade 8 Grade 9 Grade 10 Grade 11 Grade 12
Frustration 14 11 2 12 0 0
Instructional 26 24 26 34 17 30
Independent 13 13 31 3 43 10

Frustration Instructional Independent

Figure 7. Literacy FILIPINO (percentage of G10 learners attaining at least the

minimum level of proficiency in Stage 3 Literacy Standards )
The data on reading abilities in Filipino among 311 test takers reveals an interesting
distribution of literacy levels.
Approximately 12.54% of the test takers fall into the frustration level category, indicating
significant difficulties with reading comprehension and the need for substantial support.
On the other hand, the majority of the test takers (approximately 50.48%) are classified as
instructional readers. These individuals are likely in the process of learning to read
independently and may benefit from structured educational interventions and support.
About 36.37% of the test takers are identified as independent readers, indicating
proficiency in reading and comprehension. These individuals can understand texts without
significant assistance, reflecting a positive aspect of the literacy landscape.

II. Numeracy (percentage of G10 learners attaining at least the minimum level of
proficiency in Stage 3 Numeracy Standards
Grade Reading Comprehension Transformation Processing Encoding Correct
Level Answer
Grade 7 58 29 5 0 0 0
93.55% 46.77% 8.06%
Grade 8 54 18 1 0 0 0
100% 33.33% 1.85%
Grade 9 66 21 4 0 0 0
90.41% 28.77% 5.48%
Grade 10 55 9 1 0 0 0
91.67% 15% 1.67%
Grade 11 75 22 11 10 8 8
100% 29.33% 14.67% 13.33% 10.67% 10.67%

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 As gleaned from the table, most students could read a text or solve a problem, but few could
comprehend what they were reading. Some students could even supply the operation for the problem but
needed help to process, solve, or provide the right solution. Some students in grade 11 proceed to the next
level and then give the right response.

III. Learners Performance

Average per Subject

86.75 86.555
86.25 85.995
85.75 85.34
85.1925
85.25
84.63
84.75 84.3875
84.25 84.0525
83.75 83.6025
83.25
82.75
82.25
Math English Science TLE Filipino Aral -Pan ESP MAPEH

Average per NaN 83.6025 84.3875 84.63 85.1925 85.34 84.0525 85.995 86.555
Subject

Figure 8. Learner Performance

The figure shows that among the 8 subjects offered in Junior High School, Mathematics
had the lowest percentage, meaning students needed help understanding and comprehending
the lessons, resulting in poor grades. However, the MAPEH subject got the highest percentage,
meaning students have good grades in this subject.

IV. Completion Rate Quarter Rating of JHS Q2 to Q4 Across Learning Domains

Completion Rate
110 98.3606557377049
97.6190476190476
90 82 84

70 60 61
50
30
10
Completers Percentage

2021-2022 82 84 97.6190476190476
2022-2023 60 61 98.3606557377049

2021-2022 2022-2023
Figure 9. Completion Rate (SY 2021-2022 to SY 2022-2023)

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 Along with the completers, there was a significant increase of 1% from the school
year 2021-2022 to 2022-2023. It reveals that learners are motivated to complete their
junior high school level.

I. Proficiency Levels of Grade 12 Learners in Senior High School Core

Areas (Percentage of G12 Learners attaining at least the minimum level of
proficiency in Stage 4 SHS core areas)

SHS LERANERS PERFORMANCE

88.56%
88.50%
87.50% 86.45% 86.47%
86.50% 86.23%
85.45% 85.64% 85.34%
85.50% 84.67% 84.87% 84.56%
84.25%
84.50%
83.26%
83.50%
82.50%
81.50%
80.50%
STEM TVL GAS HUMSS
CORE SUBJECTS 88.56% 84.25% 83.26% 85.34%
APPLIED SUBJECTS 85.45% 85.64% 84.87% 84.56%
SPECIALIZED SUBJECTS 84.67% 86.45% 86.23% 86.47%

CORE SUBJECTS APPLIED SUBJECTS SPECIALIZED SUBJECTS

Figure 10. SHS LERANERS PERFORMANCE
The figure illustrates a variation in the percentage distribution across different subject
areas in the Senior High School offerings. In the STEM program, the core subjects
achieved the highest percentage, indicating that students earned commendable grades
in the subjects within this category. This was followed by the applied subjects, with the
specialist subjects having the lowest percentage among the group. Conversely, in the
TVL and GAS programs, the specialist subjects garnered the highest percentage,
suggesting that students performed well in almost all subjects offered in this area, while
the core subjects had the lowest performance. Moreover, in the HUMSS program,
specialist subjects recorded the highest percentage, while applied subjects exhibited the
lowest performance.

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 II. Distribution of SHS Graduates by Post-Graduation Pathways Percentage of
SHS Graduates who are in college, at work, in entrepreneurship and
with middle-level skills

Distribution of SHS Graduates

75% 71%

65%

55%

45%

35%

25%
15%
15% 12%

5% 2%

College 34 Work 7 Entrepreneurship 1 Middle-level skills 6

Figure 11. Distribution of SHS Graduates

The figure presents the Distribution of SHS Graduates by post-graduate pathways

percentage of SHS Graduates who are in college, at work, in entrepreneurship, and with middle-
level skills at Maac National High School.
III. Distribution of National Certification Courses Acquired by SHS Learners
National Certification is given to the SHS learners upon accomplishing a particular course.
Maac National High School offers TVL courses such us Agricultural Crops Production NCII,
Agricultural Crops Production NCI, and Computer System Servicing NC II. It was successfully
offered. However, the Competency Assessment has yet to be pursued for the following reasons:
First, there was limited time for hands-on activities and fieldwork because of the implementation
of blended learning during the pandemic. Second, the available assessment centers are renewing
their license to conduct competency assessments from TESDA. Consequently, the school assures
that learners achieve efficient and quality learning and skills to be promoted to the next level of
their education.

IV. Graduation Rate

Graduation Rate
97.959183673469
95.454545454545
110 5 4
90
70
48 44 49
50 42
30
10
Graduates Percentage

2021-2022 42 44 95.4545454545455
2022-2023 48 49 97.9591836734694

2021-2022 2022-2023

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 Figure 12. Graduation Rate (SY 2021-2022 to SY 2022-2023)

Likewise, the promotion rate illustrates a significant increase of 2% from the

school year 2021-2022 to 2022-2023. It demonstrates that learners like their chosen
strand to complete their senior high school academic journey.
e. School Concerns on Resilience and Well-Being
Pillar 4. Resiliency and Well-being
I. Retention Rate of Learners Affected/Displayed by Natural and man-made
disasters (Percentage of Learners affected/displaced by natural and man-
made hazards/disasters are retained)

No documented cases have been reported on the retention rate of learners specifically affected or
displayed by natural and man-made disasters.

II. Percentage of Learners Reporting Violence: Bullying and Child Abuse

(Percentage of Learners who reported violence committed against
them by other learners (bullying) or adults (child abuse)

Percentage of JHS & SHS Learner Reporting

Violence
1.1%
0.9%
0.7%
0.5%
0.3%
0.1%
School Year 2019-2020 2020-2021 2021-2022 2022-2023
Series1 0 0 0 0 0.01

Figure 13. Percentage of Learners Reporting Violence: Bullying and Child Abuse
(Percentage of Learners who reported violence committed against them by
other learners (bullying) or adults (child abuse)

According to the graph, instances of bullying and child abuse within the school have
been rare, with only a 1% occurrence reported last year among the entire population. To
maintain a safe and nurturing environment for all students, it's essential to continue
proactive measures to prevent bullying and child abuse. By implementing strategies and
fostering a culture of respect, empathy, and open communication, the school can work
towards maintaining a safe and supportive environment, reducing the occurrence of
bullying and child abuse, and ensuring the well-being of all students.

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 III. Percentage of Learners with improved health statistics

PERCENTAGE OF LEARNERS WITH IMPROVED HEALTH STA-

TISTICS
85.00%
65.00%
45.00%
25.00%
5.00%
SEVERELY WASTED WASTED NORMAL OVERWEIGHT OBESE
BASEDLINE 0.0085 0.0395 0.9293 0.0198 0.0028
ENDLINE 0 0.0395 0.9379 0.0198 0.0028

BASEDLINE ENDLINE

Figure 14. Percentage of Learners with improved health statistics

The figure indicates that 93.79% (332 out of 354) of both Junior High School and
Senior High School students fall within the normal range for health status, as
interpreted in both the baseline and end-line assessments. However, a small percentage
of students, specifically 0.28%, fall under the category of obesity, while 1.98% are
classified as overweight, and 3.95% are categorized as wasted.

Enabling Mechanisms: Governance

I. Classrooms-Learner Ratio School Year 2022-2023

CLASSROOMS-LEARNER RATIO
20 22
22.5 18 19 18 18 16 18 19
16 16 17 17
17.5 12 14 10 10
13
12.5 7 9 9 9 7 7
7.5
2.5
GRADE GRADE GRADE GRADE GRADE GRADE GRADE GRADE GRADE GRADE GRADE GRADE
7 JAS- 7 HY- 8 CAR- 8 SUN- 9 AZU- 9 AN- 10 10 11 11 12 12
MINE ACINTH NATION FLOWER CENA THURIU DAHLIA CHAMO GAS/ TVL/ GAS/ TVL/
M MILE HUMSS STEM HUMSS STEM
EN- 7 12 9 19 10 16 16 18 9 18 22 7
ROL
LME
NT
MAL
E
EN- 18 14 20 10 18 MALE 9 ENROLLMENT
ENROLLMENT 17 16
FEMALE 13 7 19 17
ROL
LME
NT
FE-
MAL
E

Figure 15. Classrooms-Learner Ratio School Year 2022-2023

The figure shows that there are sufficient classrooms for learners. In fact, each
classroom is below the maximum number requirement and doesn’t have a maximum
number of learners with the range of 35-40 per class.

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 II. Percentage of Learners with Connection to Electricity

PERCENTAGE OF LEARNERS WITH CONNECTION TO ELECTRICITY

65
45
25
5
1 2 3 4 5 6

Grade Level NaN 0 NaN 0 NaN 0 NaN 0 NaN 0 NaN 0 NaN

No.of LEARNERS NaN 51 NaN 58 NaN 53 NaN 67 NaN 47 NaN 64 NaN
No.of learners with Connection to Elec- NaN 50 NaN 57 NaN 53 NaN 67 NaN 47 NaN 64 NaN
tricity
Percentage NaN 0.9804 NaN 0.9804 NaN 1 NaN 1 NaN 1 NaN 1 NaN

Grade Level No.of LEARNERS

No.of learners with Connection to Electricity Percentage

Figure 16. Percentage of Learners with Connection to Electricity

The figure reveals that nearly every student enjoys access to electricity, highlighting a
high degree of connectivity among the student population.

III. Percentage of Learners with Connection to the Internet

PERCENTAGE OF LEARNERS WITH CONNECTION TO INTERNET

65
45
25
5
1 2 3 4 5 6

Grade Level NaN 0 NaN 0 NaN 0 NaN 0 NaN 0 NaN 0 NaN

No.of LEARNERS NaN 51 NaN 58 NaN 53 NaN 67 NaN 47 NaN 64 NaN
No.of learners with Connection to In- NaN 50 NaN 57 NaN 53 NaN 67 NaN 47 NaN 64 NaN
ternet
Percentage NaN 0.9804 NaN 0.9804 NaN 1 NaN 1 NaN 1 NaN 1 NaN

Grade Level No.of LEARNERS

No.of learners with Connection to Internet Percentage

Figure 17. Percentage of Learners with Connection to the Internet

The figure illustrates that virtually all the learners are connected to the internet,
underscoring the widespread access to online resources among each of the student.
IV. WINS Facility Completeness

Currently, Maac National High School offers shared restroom facilities for both male
and female students, conveniently located throughout the various school buildings.

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Additionally, designated washing areas have been thoughtfully installed, including one
at the main school entrance and exit. The practice of proper handwashing is diligently
upheld by all members of the school community, encompassing students, teachers, and
staff. This collective commitment not only fosters a secure environment but also aligns
seamlessly with the Department's directive to maintain a clean and safe educational
institution, thus prioritizing the well-being of all learners and staff.
V. Narrative on

SBM Level of Practice

Effective leadership is not solely about making decisions and leading a group; it is also intrinsically
tied to the principles of governance. Governance in leadership encompasses the systems, processes, and
ethical considerations that guide leaders in making responsible decisions and ensuring accountability within
an organization. It sets the framework for transparency, fairness, and the pursuit of a common vision.
Accredited as SBM Level II, McNHS involves its stakeholders in making informed decisions and
addressing issues and concerns the school faces.
Through SMEA the school and community stakeholders work as full partners, lead the continual
review and improvement of the development plan of which stakeholders are informed and involved of the
progress, issues, and challenges met by the students, teachers, and the whole school community.
In addition, the school and community collaboratively define the structure and the roles and
responsibilities of stakeholders and this was done by reviewing the Constitution and by Laws of the school.
The issues and concerns faced by the school is addressed and agreed upon by the stakeholders through
collaborative sessions by teachers and parents.
In pursuit of the school’s commitment to providing quality education, McNHS has consistently
invested in the professional development of its teaching staff. Sending teachers to various training programs
and workshops is integral part of this endeavor. With the training needs of teachers, the school has sent its
teachers to seminars and trainings focused on updating and improving the curriculum to meet current
educational standards. Through School Learning Action Cell (SLAC) teachers are also capacitated to ensure
that the diverse needs of students are catered.
Partnership
In pursuit of our commitment to providing quality education and holistic development for our
students, Maac National High School (McNHS) has continued to foster strong partnership with parents,
School Governance Council (SGC), the Parent-Teacher Association (PTA), and the Local Government Unit
(LGU). These partnerships have played a pivotal role in enhancing the educational experiences of our
students through various projects and programs.
The school has conducted regular parent-teacher conferences to ensure open communication between
parents and teachers. This has provided parents with insights into their child’s academic performance and
allowed them to actively participate in their child’s educational journey. McNHS has organized informative
symposium on various topics such as child development, nutrition, and career guidance to empower parents
with knowledge and skills to support their children effectively.
Likewise, the PTA has been instrumental in organizing fundraising activities to supplement school
resources. These funds have been utilized to improve our school’s infrastructure and support extracurricular
activities. Recently, the school has put up its new stage with the help of PTA. Also, the PTA has actively
engaged in community outreach program, fostering a sense of social responsibility among our students.
Moreover, the SGC has actively contributed to policy development and decision-making processes,
ensuring that the voice of the community is heard in shaping the school’s direction and priorities. Every
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 year, the school has conducted collaborative strategic planning sessions with the SGC in making of
innovative educational programs to cater the diverse needs of students.
In like manner, the school has been successful in its programs and projects because of the support
given by the Barangay Council. The barangay officials have actively engaged with our school to foster a
sense of community and support. They have provided insights and resources to enhance our local initiatives.
The Barangay Council has played a crucial role in ensuring safety and security of our students and school
premises, creating a conducive environment for learning.
Furthermore, the LGU has provided essential resources, including financial support to enhance the
learning environment within our school. The school has also been supporting the LGU activities and
programs. Joint initiatives between the LGU and our school have addressed community issues, reinforcing
our commitment to holistic education and community development.
Through collaboration and shared dedication to the well-being of our students, we have witnessed
significant improvements in the quality of education and overall development opportunities. The school
looks forward to strengthening these partnerships even further, ensuring that our students receive the best
education and support they deserve.
Human Resource Development

Number of Teachers Attended

Male Female Total
a. Training
3 15 7
Attended
b. LAC
Sessions
3 15 7
Conducte
d
c. VINSET
3 15 7
Attended
d. Scholarsh
0 0 0
ip
e. Seameo 0 0 0
f. Attendan 0
3 3
ce to TIP
n Resource Development ( SY 2022-2023)

The table shows that 100% of the teachers participated in INSET, LAC sessions,
and training being conducted. No teacher enrolled in SEAMEO, and no scholarship was
given.

Learners Support Services (YFD, Sports, Ok sa DepED Program

DRRM Narrative
The importance of education in promoting and enabling Disaster Risk Reduction
Management (DRRM) has already been identified. In doing so, there is a renewed focus
on disaster risk education in schools. Mainstreaming DRRM school curricula aims to
raise awareness and provide a better understanding of disaster management for
students, teachers, and communities.! Accompanying structural changes to improve
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safety in building schools will protect students and their access to education and
minimize long-term costs.
Maac National High School believes that students of all ages can actively study
and participate in school safety measures and work with teachers and other adults in
the community to minimize risk before, during, and after disaster events. Methods of
participatory vulnerability assessment, capacity assessment, and hazard mapping have
been used with broader communities surrounding schools and other institutions of
education and research. The government effectively reaches out to communities and
goes hand in hand with our school to protect them by focusing on schools in DRRM
initiatives to achieve greater resilience to disasters.
Governance issues encountered by the school for the last three years. (MAAM
GINA)
g. Other Unique Concerns

III. Improvement Plan

IV. Financial Plan
Six-Year Indicative Financial Plan
AIP
WFP
V. School Monitoring and Evaluation and Adjustments

VI. Risk Management Plan

These must include the registry of identified risks, its description, and the
strategic solutions to mitigate the impact of each identified risk.
Severity
Over- Mitigation
Identified Risk Probability Impact
all Strategies
(High/Medium/Low) (High/Medium/Low)
Rate
A. INSTITUTIONAL
RISKS

B. OPERATIONAL
RISKS

C. FINANCIAL
RISKS

D. CAPACITY
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RISKS

E.
ENVIRONMENTAL
RISKS

Table 5. Risk Management Plan

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