Department of Education

REGION IX, ZAMBOANGA PENINSULA

SCHOOLS DIVISION OF ZAMBOANGA CITY
TULUNGATUNG NATIONAL HIGH SCHOOL
Tulungatung, Zamboanga City
Cawit District

I. DepEd Vision, Mission and Core Values

 VISION

We dream of Filipinos who passionately love their country and whose values and competencies enable them to
realize their full potential and contribute meaningfully to building the nation. As a learner-centered public institution, the
Department of Education continuously improves itself to better serve its stakeholders.

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.

CORE VALUES

Maka- Diyos • Maka-tao • Makakalikasan • Makabansa

II. School’s Current Situation

With the establishment of Tulungatung National High School on June 3, 2013, it has opened a great opportunity for
school- aged teenagers as well as adults who have been deprived of pursuing or finishing high school because of the
distance of secondary schools from their homes. With the location of TuNHS, it has made secondary education very
accessible to students living within barangay Tulungatung and other nearby barangays.
 Tulungatung National High School has an ideal site of one (1) hectare located at Tulungatung Resettlement area
with three (3) two storey buildings and twenty (20) classrooms accommodating more than one thousand students at present.
It is manned by one (1) school head, twenty-six (26) JHS teachers, six (6) SHS teachers, and four (4) LSB teachers. The
school also has three (3) utility personnel tasked to maintain cleanliness of the comfort rooms and school ground and to
secure the school during nighttime.

At present the school is fully fenced with entrance and exit gate. An additional four (4) storey building with sixteen
classrooms is under construction. The school is also a recipient of the school electrification program of the Department of
Education. Recently, the school was granted permit to offer Technical-Vocational and Livelihood (TVL) track with Home
Economics strand (Bread and Pastry Production, Food and Beverages, and cookery) under the SHS program which has
been in operation since 2017 offering only Humanities and Social Sciences then.

Part of the challenges that Tulungatung National High School is facing is the lack of laboratory facilities and
equipment. Internet connectivity also poses a problem for learners and teachers due to poor internet connection in the
school. These challenges serve as steppingstone for the school to aspire for more improvement and development to better
serve our clientele.

EXTERNAL ASSESSMENT

Political
Barangay Tulungatung is headed by its chairman assisted by the barangay secretary Divina C. Ellurig and barangay
treasurer with seven Kagawad and the SK chairman heading different committees. The political set-up of the barangay ensures the
effective and efficient delivery of services to its constituents. For the past years, Tulungatung National has been one of the priorities
of the barangay in terms of projects appropriating budget for the construction of the perimeter fence amounting to more than five
million pesos.
For FY 2021, the priority development projects funded by 20% of IRA in the amount of P1,774.110 are the following:
1. Construction/Rehabilitation/Improvement of Drainage System
2. Installation of Solar Street Light
Economic

Being an Agro-farming community and close to canning factories, forty (40)Percent of the working force in the community are
into farming and working in factories while the remaining sixty(60)percent are construction workers, government employees,
fishermen, drivers and entrepreneurs. This means that Tulungatung residents have a stable means/source of income to sustain family
needs including education of children.

Social

Tulungatung is one of the 98 barangays located in the west coast of Zamboanga City. It is about 17 kilometers away from the
city proper with a total land area of 327 hectares . Majority of the residents are Chavacano and Bisaya comprising 67.96% of the total
populace of the barangay. The community is also diverse in terms of religious affiliation where sixty (60) percent are Catholics,
twenty-five (25) percent are Islam and the remaining percentage are for other denomination. The community is predominantly
inhabited by Chavacano and Bisayan speakers which covers 75% of the total population. Despite this reality, this does not pose any
problem in terms of the harmonious relationship between and among the residents of the community which is also translated in the
school set up.

Technological

Despite the technological advancements, many residents in the community do not have access to internet connectivity
which can be attributed to poor internet connection in the area. However, it is noticeable that many households have communication
gadgets or cellular phones, radios, televisions, and other electronic-dependent appliances. This shows that barangay Tulungatung has
slowly embraced the latest trends in technology which is very vital in the implementation of Blended Modular Distance Learning
adopted by the school.

Legal

Pursuant to DILG Memorandum Circulars nos. 98-227, 99-226, 2001-90, 2003-131, 2004-07, 2012-094, 2015-63
which pertain to the creation, reorganization, strengthening and revitalization of local anti-drug abuse councils in all levels of the
government, Barangay Tulungatung through its Punong Barangay Issued Executive Order No. JAF-02 Series of 2020. An order
reactivating the barangay ant-drug abuse council (BADAC) and defining their roles in drug clearing operation. The Barangay also
issued Executive Order No. JAF-8 Series of 2021 establishing the violence against women desk and designating a VAW focal person.
The Barangay Council also approved Barangay Resolution No. 2021-05, a resolution creating the barangay gender and development
(GAD) focal point system and Barangay Resolution No. 14 Series of 2019, a resolution adopting the Tuungatung Elementary School
Child Protection Policy. All these policies are aligned with similar programs also being implemented in schools.

Ecological

Tulungatung’s terrain is mostly occupied by rice fields. The existence of river in this barangay is the source of water supply
wherein the National Irrigators’ Association provides water for the maintenance of rice field. River water can be used for household
washing and other needs.

With the abundance of water supply the community, the school is able to maintain cleanliness and sanitation. Water being
provided by the water district sub-station has been declared potable after being tested by water district.

INTERNAL ASSESSMENT

Access

Table 1
Performance Indicators
Indicators SY 2018-19 SY 2019-20 SY 2020-21 Interpretation
Enrolment: 891 1026 1124 Increasing

Promotion Rate 90.68% 90.92% 97.16% Increasing

Drop-Out Rate 0% 0% 0% Maintained
Failure Rate 15.95% 12.18% 1.87% Decreasing
Table 1 shows that the enrolment and Promotion rate are increasing for the last three (3) years, while the failure rate is decreasing. The
school also maintains zero drop-out rate for three consecutive years.

Health and Nutritional Status

 In the current school year, 17.52% (79 of 451) of the male learners and 10.91% (60 of 550) female learners fall outside
the normal health status (BMI). 36.47% (151 of 414) male learners and 30.77% (156 of 507) of female learners fall outside the
normal health status (HFA). The result reveals that 86.11% are normal or 862, 0.49% are obese or 5, 2.80% are overweight or
28, 8.89% are wasted or 89, and 1.70 % are severely wasted or 17.
The school has sufficient potable water supply with functional wash facilities. Because of the pandemic, conduct of
school health services such as deworming are taken care of by the barangay health centers where the learners reside.

Table 2.
Nutritional Status of Learners based on Body Mass Index (BMI)
Number of Learners by Health Status (BMI), Current School Year
Status Male Female Total %
Obese 3 2 5 0.60%
Overweight 17 11 28 2.7%
Normal 372 490 862 86%
Wasted 52 37 89 9%
Severely Wasted 7 10 17 1.7%

As shown in table 2, 86% of the learners are within the normal health status. However, 9% are wasted and 1.7% are
severely wasted.

Table 3
Health Status of Learners based on Height for Age (HFA)
Number of Learners by Health Status (HFA), Current School Year
Status Male Female Total %
Tall 2 2 4 0.46%
Normal 263 351 614 66.7%
Stunted 128 134 262 28.4%
Severely Stunted 21 20 41 4.44%

Table 3 shows that based on HFA, 66.7% of the learners are normal while 28.4% are stunted and 4.44% are severely stunted.
Quality

NAT MPS

For the National Achievement Test (NAT), Tulungatung NHS got an overall MPS of 40.70% with 38.59% for English,
32.29% for Science, 42. 85 for Mathematics, 48.48% for Filipino, and 41.3 for Arpan.

School MPS

The school MPS results reflect the extent of the teachers’ efforts in the delivery of instruction for each school year.

Table 4.
School MPS Results for the last three years

2018-2019 2019-2020 2020-2021 Interpretation

50.71% 55.18% 48.13 Fluctuating

As shown in the table 4, the school MPS for the last three years are all below the Division target of 75%.

Literacy Level

“The more you read, the more things you know. The more you learn, the more places you will go (Dr. Seuss).

This is the line that best fit our vision to improve the reading ability of our learners through the Project i-READ as a form of
intervention program.

To measure the reading ability of learners from Grade 7 to 10, pretest was administered to students who did not get the
minimum score in the Group Screening Test (GST) during the first quarter of the school year. The posttest results reveal that 13.88%
of the Grade7 learners who took the test are under frustration level, 12.0% for Grade 8, 13.33% for Grade 9 and 0% for Grade 10.
 Table 5
Reading Level of Learners during the Posttest Reading Assessment.

Summary of Post Test Reading Assessment

Reading Level Grade 7 Grade 8 Grade 9 Grade 10
Independent 71 66 73 56
Instructional 109 198 96 93
Frustration/Very Slow 29 36 26 0
Table 6 shows the post reading assessment revealing that 10.67% of learners falls under frustration level.

Numeracy Level

Numeracy is the ability to recognize and apply math concepts in all areas of life. Numeracy skills involve
understanding numbers, counting, solving number problems, measuring, estimating, sorting, noticing patterns, adding, and subtracting
numbers. This area remains to be a challenge for schools to properly address.

Table 6
Numeracy level of learning by percentage.

Highly Numerate 33%

Moderately Numerate 53%
Non-Numerate 14%

Table 7 shows that 53% of the learners are moderately numerate and 14% are non-numerate.

Governance
Below is the status of the school on different learning facilities as of FY 2021.
 Table 7
Status of school learning facilities
Learning Facilities Status Remarks
Computer Laboratory (JHS) Partially Equipped No Internet Connection

School Library Partially Equipped No Internet Connection

JHS Science Laboratory None No Science equipment and apparatus

SHS Science Laboratory None No Science equipment and apparatus
Insufficient equipment, utensils, and working
SHS Bread and Pastry Laboratory Not Equipped tables
Sports Facility Not Equipped Insufficient Sports equipment
Table 8 shows that the school is not fully equipped in term of learning facilities.

Table 8
INDICATORS 2018-2019 2O19-2020 2020-2021 INTERPRETATION
Teacher-Learner Ratio 1:44 1:46 1:39 Within planning standard
Classroom- Learner Ratio 1:54 1:61 1:70 Below planning standard
Toilet-Learner Ratio 1:106 1:115 1:125 Below planning standard
Seat-Learner Ratio 1:1.17 1:1.35 1:1.48 Below planning standard
Research Conducted 0 0 0 Below target

Teacher: Learner Ratio

The teacher- learner ratio for the last three years is within planning standards which means that the school has sufficient
teachers to cater to the needs of the learners. This can be attributed with the continuing advocacy and efforts of the Department of
Education to provide enough teachers to schools.
Classroom: Learner Ratio

The school continue to experience insufficient classrooms for the last three years. This can be attributed to the influx of
learners due to resettlement of families to barangay Tulungatung. The biggest class size is in Grade 11 with an average class size of 79
followed by Grade 7 with an average class size of 74 learner/s per class which is beyond the recommended learner-classroom ratio.
The school lacks seven (7) classrooms as of SY 2020-2021.

Toilet: Learner Ratio

Because of the growing population of the school, the lack of facilities like toilets has become an issue for the last three years.
Currently, the learner-toilet ratio is 125:1, lacking 13 toilet/s for the whole school. Majority of the toilets in the school are used
exclusively according to learners’ sex.
Seat: Learner Ratio

With the continuous increase in enrollment, the school can no longer provide enough seats to learners. The learner-seat ratio is
0.68:1, with a lacking 362 seat/s for the whole school.
Research

The school has not produced or conducted any action research for the last three (3) years. As a medium school, we are
expected to conduct at least two (2) action research within the school year. It is in this context that the school plans to strengthen the
teacher’s capacity and ability to conduct research through reskilling and upskilling.

DRRM

In order to foster a culture of safety in the classroom, the school has participated in all required earthquake drill, fire drills,
and aided in the delivery of psychosocial first aid to school staff in collaboration with partner agencies/organizations. SDRRM vital
equipment such as First aid kits, megaphones, temperature scanners, and fire extinguishers are all provided at the school. The school
also includes two-bed functional clinic, as well as entrance and exit gates. A large DRRM Information wall has been installed within
the school, including disaster preparedness recommendations and emergency hotlines. Furthermore COVID-19 safety health protocol
reminders are visible in the school. However, one of the concerns of the school is to be able to address the lack of trainings on disaster
preparedness and response by teachers including additional equipment that will strengthen the advocacy on disaster risk reduction and
management.

Linkages/ Community Involvement

Stakeholders play a vital and significant role in the implementation of the school’s programs, projects, and activities
towards the achievement of its vision, mission, and goals.

Apparently, for School Year 2020 – 2021, Tulungatung National High School was able to generate resources in the amount
of Php 95,927 with private individuals as the top contributor during Brigada Eskwela.
The PTA’s involvement being the school’s no. 1 stakeholder is very evident as well during parent-teacher conference and
during distribution and retrieval of SLMs. However, because of the pandemic, stakeholder’s participation and involvement has
diminished to an estimate of 15% to 20% compared to previous years.
Learning Resources/ Modules

Tulungatung National High School to does not have the necessary books/references in some learning areas specially for
Grade 7, and 10. It is for this reason that the school is trying its best to utilize e-learning resources and other supplemental materials
prescribed by the Department of Education. However, due to poor internet connectivity, this remains to be one of the top priorities of
the school.

Self – Learning Modules (SLMs)

Tulungatung National High School shared the desire and unwavering dedication to education that led to the adoption of the
Learning Delivery Modalities as part of the Department's Basic Education Learning Continuity Plan. The school had gone through a number
of evaluations in order to determine the best learning delivery method for the learners. Based on the learners' enrollment survey, the
implementation of tactics such as the learning delivery mode decision produced reliable results, with 92.29% of learners preferring printed
modules and only 5.74% preferring blended learning (a combination of any available distance learning delivery modality). As a result,

GRADE Actual Quantity of Printed SLMs

LEVEL st
1 Quarter nd
2 Quarter 3rd Quarter 4th Quarter
Grade 7 23,588 16,940 17,030 16,940
Grade 8 18,564 11,713 12,597 11,713
Grade 9 24,485 15,930 16,520 15,045
Grade 10 14,320 10,024 9,845 8,592
Grade 11 15,423 10,282
Grade 12 7,062 4,092
Tulungatung National high School agreed to employ Blended Modular Distance Learning, with the printed Capsulized Self Learning
Empowerment Toolkit (CapSLET) or the Self Learning Module (SLM) as the basis for the school's learning delivery mode.

Table 9
Actual Quantity of Printed SLMs
Table 10 shows the actual number of printed SLMs for every grade level in a quarter last school year.

SBM Level

The collaborative efforts and involvement of teachers, parents, partners and stakeholders in the planning and
implementation of school programs, projects, and activities contributed in the attainment of favorable SBM level for the last two
years.

Table 11
SBL Level of Practice for the last Two Years
SBM Level School Year Rating
Level II (Maturing) 2018-2019 1.70
Level II (Maturing) 2020-2021 2.40
As shown in Table 11, the school remains under maturing level for two years despite increase in rating.

Funding Source

By virtue of the Government Appropriation Act, the school receives an annual budget for Maintenance and other Operating
Expenses (MOOE). Currently, the school has an annual budget of 1,178,952. On top of this, the school also receives an annual budget
from the Local Government Unit of 99,793 and financial help or donations from partners and stakeholders. Being a non-implementing
unit, the school does not have regular finance staff to handle financial transactions and preparation of reports.

III. PLANNING WORKSHEET

KRA PIA General Objectives Root Cause Timeline

ACCESS Y1 Y2 Y3 Y4
Promotion Rate 97.16% promotion rate To increase the promotion Poor implementation of 97.87% 98.58% 99.29% 100%
as of 2021 rate from 97.16% to 100% Guidance and Counselling
 by 2025 Program

Failure Rate 2.84% Failure rate as of To decrease the failure rate Poor implementation of 2.13% 1.42% 0.71% 0%
2021 from 02.84% to 0% by 2025 Guidance and Counselling
Program

Repetition Rate 3.98% Repetition rate as To decrease the repetition Poor implementation of 3.0% 2.0% 1.0% 0%
of 2021 rate from 3.98 % to 0% by Guidance and Counselling
2025 Program
Nutritional Status 1.70% severely wasted To decrease the percentage Poor implementation of 1.28% .86% .44% 0%
as of 2020 of severely wasted students Health and nutrition
from 1.70% to 0% by 2025 program
Quality
NAT MPS 40.70% NAT MPS as of To increase the NAT MPS Poor implementation of the 43% 45% 47% 50%
2017 from 40.70% to 50% by Reading and Math
2025 Remediation Programs
School MPS 48.13 School MPS as of To increase the School MPS Poor implementation of the 55% 62% 68% 75%
2021 from 48.13% to 75% by Reading and Math
2025 Remediation Programs
Literacy Level 10.67% Frustration level To decrease the frustration Poor implementation of the 13% 10% 7% 5%
Readers as of 2021 level from 10.65% to 5% by Reading Program
2025
Numeracy Level 14% Non-Numerate To decrease the rate of Non- Poor implementation of the 12% 10% 8% 5%
learners as of 2021 numerate learners from 14% Math Remediation Program
to 5% by 2025

Governance
School Facilities and 100% implementation of To improve school facilities -Lack of funds 100% 100% 100% 100%
Equipment PPAs in the AIP and equipment through
100% implementation of
PPAs in the AIP
Classroom: Learner 1:70 classroom; learner To improve the classroom Influx of learners due to 1: 65 1:60 1:55 1:50
Ratio ratio as of 2021 learner ratio from 1:70 to relocation of families to
1:50 by 2025 Barangay Tulungatung
Toilet: Learner Ratio 1:125 toilet: learner To improve the toilet: Increase of enrolment 1:112 1:100 1:87 1:75
ratio as of 2021 learner ratio from 1:125to
1:75 by 2025
Seat: Learner Ratio 1:2 seat-learner ratio as To improve the seat: learner Increase of Enrolment and 1:1.75 1:1.5 1:1.25 1:1
of 2021 ratio from 1:2 to 1:1 by 2025 dilapidated and unusable
chairs
Teachers Learning and 27.78% of teachers are To increase the percentage Lack of time, and funds 33% 39% 45% 50%
Development taking post-graduate of teachers in the graduate
studies as of 2021 and post-graduate studies
from 27.78% to 50% as well
Participation of Teachers as participation of Teachers
in INSET, LAC in INSET, LAC Sessions,
Sessions, and other and other professional
professional development activities by
development activities. 2025
Research 1 action research To increase the number of Poor implementation of 1 2 3 4
proposal submitted for approved action research teachers’ upskilling program
approval from 0 to 4 by 2025

DRRM Lack of training on To initiate participation of 1. Lack of Equipment 25% 50% 75% 100%
Disaster preparedness teachers in Disaster 2. Lack of Training on
and response and preparedness and response responding to disasters
inadequate equipment training and improve DRRM
equipment.

Linkages/ Community Low Stakeholder’s To increase Stakeholder’s Lack of coordination and 81% 84% 87% 90%
Involvement and participation and participation and timely and regular
Partnership engagement in school engagement in school communication
programs and activities programs and activities from
which is at 78% as of 78% to 90% by 2025
2021
Learning Resources/ -Iutilization of e-learning -To increase utilization of e- -Non-availability or shortage 100% 100% 100% 100%
Modules resources in lieu of learning resources in lieu of of books/reference materials
books books -Low turnout in the
- Timely reproduction, - Improve timely distribution and retrieval of
reproduction, distribution, SLMs
and
distribution, and retrieval
of SLMs. retrieval of modules by 2025
 SBM Level SBM level is at Level II To improve SBM level form -Activities are not properly Level Level Level Level
(Maturing)with a rating level II to level III by 2025 documented. II II III III
of 2.40 as of -Lack of technical assistance
2021(subject to SDO
validation)
Funding Source 100% utilization of To properly utilize School -No item for finance staff. 100% 100% 100% 100%
School Funds and on funds in accordance with Teachers serve as Des.
time liquidation of accounting rules and Bookkeeper and Disbursing
MOOE regulations and to liquidate Officer
MOOE on time.
DepEd Mandated 100% Implementation of To implement fully all -Non-implementation of 100% 100% 100% 100%
PPA’s and School DepEd Mandated PPA’s PPA.s and School some PPAs due to
Operations and School Operations Operations estrictions brought about by
the pandemic

I. MONITORING AND EVALUATION

Schedule dates of Monitoring Mid-year: September-January Year-end: February-June

Issues/
Project Objectives & Accomplishment/ Recommendation Signature of SPT and Project
Project Name Date of Monitoring Problems/
Targets Status to Date s/ Action Points Team Leader
Challenges

Project: ISIP To increase the promotion Sheena D. Sarmiento

Innovations for School to rate from 98.13% to 100% Quarterly/ Year-
Increase by 2025 round
Promotion Janine D. Ortuoste

“balik-lusog” To decrease the percentage Merneliza B. Janadil

Quarterly/ Year-
of severely wasted students
round
from 1.62% to 0%
Genessis E. Uayan
“tara NAT! Quarterly/ Year-
To increase the NAT MPS Elbert L. Manayon
round
from 40.70% to 50%

Julmaina H. Munong

Quarterly/ Year- Rezel L. Juaton

Sabay ANGAT To increase the School round
MPS from 48.13% to 75%
Keylin A. Guardino
Project iREAD:
To decrease the frustration Quarterly/ Year- Riza A. Sangkula
Intensify Reading
level from 10.65% to 5% round
Enhancement to
Elaine L. Macrohon
Address Deficiency

To decrease the rate of Arnida T. Biliran

Quarterly/ Year-
“MATHtinik” Non-numerate learners
round
from 14% to 5% Aries Chariz P. Molina

To improve facilities such

as classrooms, fixtures,
water system, laboratories, Quarterly/ Year-
TuNHS 3.0 Comfort rooms, learning round Jeffry Bon G. Suarez
and instructional materials,
ICT equipment and
internet connectivity.

To increase the percentage

of teachers in the post-
Quarterly/ Year-
graduate studies from
“Sana All” round
27.78% to 50% and 100%
Participation of Teachers
in INSET, LAC Sessions,
and other professional
development activities
“ART” To increase the number of Quarterly/ Year-
Action approved action research round
Research from 0 to 4.
Tayo

To intensify security,
“OPLAN PVP”
health and disaster-free
Preserva
measures to ensure safety Quarterly/ Year-
Vida ‘y
of learners and teachers round
Propriedad
including maintenance of
school ground and facility.
“IMPOST” To implement fully all
Implement Mandated DepEd PPA’s and School
Programs & Operations Quarterly/ Year-
Operations thru round
Strategic
Targets

SPT Members

NOEL M. REYES
School Principal

FARHANA L. IRAJI ROWENA F. MARTINEZ NORELIE F. LAMBO

President, Supreme Student Government President, GPTA President, Faculty Club

JONNEL M. GUMBAO JEFFRY BON G. SUAREZ MARY GRACE L. JUATON

School DRRM Coordinator School Property Custodian School LIS Coordinator

HON. BIENVENIDO S. TORRALBA HON. JESUS A. FELIPE

Brgy. Kagawad, Committee on Education Chairman, Barangay Tulungatung
Prepared by: Reviewed by:

NOEL M. REYES ROSALIO B. CONTURNO JR., Ph. D.

School Principal Chief, School Governance Operation Division

Recommending Approval: Approved by:

JAY S. MONTEALTO, CESO VI ROY C. TUBALLA, EMD, JD, CESO VI

Assistant Schools Division Superintendent Schools Division Superintendent