ALABEL NATIONAL HIGH SCHOOL

S M E PA
1 ST Quarter –QUALITY
 TESDA Assessment Result
 NAT Comparative Result
 PHIL-IRI Comparative Result
 Completion Rate
Alabel National High School adopting the “Strengthened Technical Vocational Education
Program (STVEP) provides opportunities for students to acquire a National Certificate (NC)
and/ or Certificate of Competency (COC) upon graduation. In this regard, the school enters
into a partnership with local industries for the students’ exposure and work experience to
prepare them for TESDA Assessment.
92.12 TESDA Assessment Trend: Fluctuating
89.63
Comparative Result in Three Years Analysis:
78.54 The data shows that the school
continually produced graduates with
National Certificate (NC I/II) which
implies that they are already
equipped with lifelong relevant skills
upon graduation in high school. On
the other hand, the highest
percentage of TESDA passers with NC
I/II was garnered by the second batch
of tech voc graduates with 92.12% in
school year 2012-2013.
21.46 Facilitating Factor:
Strong school-community partnership
10.37  MLGU counterpart Php 600 per
7.88 student for the assessment fee.
 Partnership of the local industries
for the students’ exposure and
2011-2012 2012-2013 2013-2014 NC I/II COC work experience.
 NAT Comparative Result in Three Years
Analysis:
The data shows that in two consecutive school years ,
the overall Mean Percentage Score (MPS) is
73.92 74.14 increasing. Apparently, from the first school year to
second, there was a big increase of 8.99% and from
the second to third, there was a little increase of
.22%.
Facilitating Factors:
1. Strong school-community partnership for the
provision of supplies and materials throughout the
preparation of the NAT
2. Intensive NAT Enhancement Activities
3. Intensive instructional monitoring and supervision
Barrier:
 Students’ absences due to poor economic status,
64.93 internet addiction, distance from home to school.
Bottleneck:
• Overlapping of activities (NAT & TESDA
Assessment)
Proposed Solutions:
1. Strict implementation of municipal ordinance on
amusement operation.
2. MLGU/BLGU shall provide free ride from home to
school
3. TESDA assessment should be done earlier
2011-2012 2012-2013 2013-2014 (November-December)
 NAT Comparative Result by Subject Area
100
90
80
70
60
50
40 2011-2012
30 2012-2013
20 2013-2014
10
0
Critical
English Science Math Filipino Ar Pan
Thinking
2011-2012 75.81 59.21 79.2 57.42 60.89 48.5
2012-2013 73.06 82.86 86.87 64.55 72.35 50.17
2013-2014 69.5 78.29 92.3 59.86 76.7 65.42

Data Analysis:
1. Among the five subject areas, Mathematics scored best; scores reached mastery level in three consecutive
years.
2. Araling Panlipunan increased MPS in two consecutive years.
3. English slightly decreased MPS in two consecutive years, while, Science and Filipino decreased MPS only in
the latest result.
 PHIL-IRI Comparative Result
SY 2014-2015

Impact: Frustration Readers among Grade 7 students

43% decreased to 3% from 43% .
Facilitating Factors:
41% 47% 1. Creation of 1 section Special Class for Non-Readers in
Grade 7.
50%  Teaching in all subjects applied reading approach.
 Big Brother/Big Sister (Mentoring) 1 hour per week
3%  Feeding Program sponsored by private individuals
 Counseling to students with behavioral problems
16% 2. Computer-Aided Instruction
3. Reading Intervention Activities in all grade 7 classes
throughout the year
 Drop Everything & Read (DEAR)
 Kaklase ko, Sagot Ko (peer mentoring)
Independent 4. Home Visitations to students incurred several absences

Pre Test Intructional

Bottlenecks:
Post Test Frustration 1. Not all non-readers are confined in the special
class, thus, non-readers belong to regular class are
Independent Instructional Frustration left behind against the many and they tend to
Total # of
leave classes oftentimes resulting to failing marks.
Students
Total % Total % Total % 2. Extreme behavioral problems of students
specially children with special needs.
Pre Test 111 16% 283 41% 297 43% 691 Proposed Solutions:
1. Additional 1 section of special class for non-
Post Test 325 50% 306 47% 23 3% 654 readers .
% of
2. Capacitate teachers teaching children with special
34% 6% -40% needs
Inc/Dec
 Completion Rate in Three Years
99.17
98.65
97.9
97.28
96.5 96.8 96.55
96.24
Male
94.44 Female
Total

2011-2012 2012-2013 2013-2014

Trend: Increasing
Data Analysis:
1. Completion rate increased in two consecutive years
from 96.5% in 2011-2012 to 97.9% in 2013-2014.
2. Between the male and female students, the latter
has the higher percentage of completion in three
consecutive years.
Facilitating Factors:
1. Conversion of the curriculum from general basic education
to Strengthened Technical-Vocational Education Program
(STVEP) USING Competency Based Curriculum (CBC)in year
2008.
2. Adopt-A-Student Program by the MLGU,BLGU and private
individuals.
3. Catch-up Classes for Retained and Balik-Aral
4. Parenting Seminar
5. Home Visitation for SARDOs
6. Feeding Program
7. Intervention for Reading Deficiency
 Thank You!!!
LORETO J. GINDAP
SP-I
SMEPA
1ST Quarter - Quality
Participants:
 School Head
 Department Heads
 Subject Coordinators
 Year Level Chairman
 Guidance Counselors
 MLGU Representative
 BLGU Representative
 SGC Officers
 PTA Officers