SAN RAFAEL ELEMENTARY SCHOOL

School ID: 121335

Brgy. San Rafael
Dulag, Leyte

SCHOOL
IMPROVEMENT
PLAN
(SIP)
Calendar Years
2023-2025

NERISSA M. AGULLO
SCHOOL HEAD
School Improvement Plan
 Republic of the Philippines
Department of Education
REGION VIII
SCHOOLS DIVISION OF LEYTE

APPROVAL SHEET

This School Improvement Plan for Calendar Years 2023-2025 of San

Rafael Elementary School, prepared and submitted by School Planning
Team, represented by Nerissa M. Agullo, School Head, has been examined
and is recommended for acceptance and approval.

RAPHI T. AŇOVER NANCY G. TESADO

Senior Education Program Specialist Planning Officer-III
(Planning and Research)

GIL R. ESPLANADA, JR, PhD FELICIDAD T. ESPINOSA

Chief Education Supervisor- SGOD Chief Education Supervisor- CID

ROBERTO N. MANGALIMAN PhD, CESE

Assistant Schools Division Superintendent

CERTIFIED THAT THIS SCHOOL IMPROVEMENT PLAN OF SAN RAFAEL

ELEMENTARY SCHOOL FOR CALENDAR YEARS 2023-2025 IS ACCEPTED
AND APPROVED.

MANUEL P. ALBAŇO PhD, CESO V

Schools Division Superintendent

Date: ____________________
 INTRODUCTION

The desire of the school to give quality basic education that is relevant
to the present needs of every clientele encourages and inspires the
administrator and the teaching force to continually research and try all
possible plans and projects. All these are geared towards the development
of the necessary skills required in their struggle for life’s existence.
Education Act of 2001 or RA 9155 offers a good opportunity of every school
the freedom to make decisions on what they think is best for their learners,
believing that school empowerment will lead to a better and more effective
learning organization.

The SRES SIP for school year 2023-2025 is a collaborative work of the
SRES SPT which includes the School Head-Ma. Cristina A. Servando, the
School Governing Council Representative-Edward L. Cayobit, the SBM
coordinator-Ma. Lora V. Deri-on, the student representative-Fiona Viel P.
Brillo, the parent representative-Margie D. Juan and the LGU representative
Kwd. Elmer Agullo, the Committee on Education. The SIP serves as the
roadmap as to where the school is going for the next three years. It lays out
the different hurdles or PIAs the school needs to jump over. It also
represents the root causes of such problems and the objectives to solve
them. As the name suggests, SIP also presents detailed plan on how to
address the PIAs for the improvement of the school.

The SPT is responsible in the monitoring and evaluation of the

programs and projects implemented by the school based on the SIP and AIP.
M&E will be done in the middle and end of project implementation period
depending on the timelines set by the Project Teams. In longer projects, SPT
will have to monitor more than twice to keep track on the implementation
process and to come up with possible actions and interventions to achieve
the said desired outcomes.
In the next three years, we aspire to provide a safe place for holistic
development to the learners by providing them a caring and nurturing
environment that will enable them, empower them, and encourage them to
achieve their highest potential. The school’s dedicated and competent
teachers will enable the learners with knowledge integrated with good values
in different academic subjects and skills in the performance task in
technology, music, arts, sports and dance. The school aims to provide the
best support it can give to propel a 21 st century teaching and learning
outcome.

School Improvement Plan

 TABLE OF CONTENTS

Title Page i
Approval Sheet ii
Certificate of Acceptance iii
Introduction iv
Table of Contents v

PART I. DepEd’s Vision, Mission, and Core Values 1

PART II. School’s Current Situation 2-40

PART III. School’s Strategic Plans 41-56

PART IV. Financial Plan 57-

64

PART V. School Monitoring and Evaluation and 65-76

Adjustments (SMEA)

PART VI. Risk Management Plan 77

Appendices
Part I: DepEd’s Vision, Mission, and Core Values

DEPED 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.

DEPED 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 life-long learners.

CORE VALUES

Maka-Diyos
Maka-tao
Makakalikasan
Makabansa
Part II: School’s Current Situation

San Rafael Elementary School is geographically located along the

National Highway 4.55 kilometers away from the Poblacion of Dulag. It has a
total land area of 8,568 square meters and was established in 1959. It is a
complete mono-grade school with 256 enrolments at present. The current 10
teaching and non-teaching personnel is composed of 1 School Head who is a
Principal, 1 Master Teacher, 6 Teacher 3, 1 Teacher 2 and 2 Teacher 1.
Currently, we have 9 classrooms being used by 9 classes, 1 school office and
a mini school gymnasium. Infront of the school is the Makabayan, Science
and Math Parks, Playground Apparatuses’ and the Orchidarium. Its back is
planted with mahogany, Gemelina, banana and coconut trees and where the
Gulayan sa Paaralan is located also.
With the commitment, collaboration and continuous support of the
school PTA, Brgy. Officials & other stakeholders to implement the DepEd
programs and projects, the school will surely achieve a very satisfactory
result in line with the School Based Management. Problems of the school
which were discussed, and solutions were identified to address the
underlying needs of the pupils to improve performance and learning
outcomes.
School Performance on Access

Enrolment
Comparative Data on Enrolment

290
286
285

280

275 273

270
265
265

260
256
255

250

245

240
Number of Learners

2018-2019 2019-2020 2020-2021 2021-2022

Based on the graph presentation, our enrolment is decreasing for 3

consecutive years. One of the reasons, is the family planning program of the
DOH using contraceptives e.g., implantation, tubal ligation, and oral
contraceptives. Another is the outbreak of COVID-19 worldwide due to
heavy restrictions and health protocol. Wherein some of our learners with
their families were isolated in other places that results to transfer of
residence. Project Sulod Kita is the support project of the school for Balik-
Eskwela Deped Program.
 Community Intake Rate
(5-year-old children located in the catchment areas)

Table 1a
Comparative Data on Community Intake Rate

School Year 2019-2020 2020-2021 2021-2022 2022-2023

Number of 5-year-old
children in the 45 34 36 35
community

Number of 5-year-old
children in the 42 32 34 31
community enrolled in
school
Rate 93% 94% 94% 89%

Community Intake Rate

95
94 94
94
93
93

92

91

90
89
89

88

87

86
Rate

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

The graph shows that for this current year the Community
Intake Rate dropped due to health problems of these 4 children.
Parents choose not to let their children be vaccinated considering their
health. They prefer not to enrol their children this school year. A home
visitation was conducted by the teacher and refer them to the BHW for
the health follow-up of these children. Implementation of Project
 “Increase Community Intake Rate” will be implemented to address
the gap.

Simple Drop-out rate

Table 1b
Drop Out Rate
Drop Out Rate
School Year Drop Out Rate

2018-2019
0
2019-2020 0

2020-2021 0

2022-2022 0 0% 0% 0% 0%
SY 2019-2020 SY 2020-2021 SY 2021-2022 SY 2022-2023

Drop Out Rate

Number of Drop Out by Cause

1
0.9
0.8
0.7
0.6
0.5
0.4
0.3
0.2
0.1
0
SY 2018-2019 SY 2019-2020 SY 2020-2021 SY 2021-2022

Armed Conflict Family Problem Lack of Allowance Distance to School Sickness

The graph shows that there were no recorded dropouts for the
last 4 consecutive years. There were SARDOs (Student at Risk of
Dropping Out) but it was saved through some interventions like
regular parent conference, frequent home visitation and community
partnership under Project Zero-out Drop-out Rate.
 School Leaver Rate

Table 1c
School Leaver Rate
School Year School Leaver School Leaver Rate
Rate
2019-2020 0% 0%

2020-2021 0%

2021-2022 0%

2022-2023 0.39%

0% 0% 0%
SY 2019-2020 SY 2020-2021 SY 2021-2022 SY 2022-2023

School Leaver Rate

There were no records of school leavers for the 3 consecutive

years. Currently, the school has only 1 Balik -aral/ returnee due to
transfer of residence. Project “Alleviate Learners’ Daily
Attendance” will be implemented.

Table 1d
Transition Rate

School Year Transition Rate Transition Rate (Kinder to Grade 1)

Kinder to G1
2019-2020 100% 100% 100% 100%

2020-2021 100%

2021-2022 97%

SY 2019-2020 SY 2020-2021 SY 2021-2022

Transition Rate

(For complete elem.- have 2 tables and discussion for transition rate, one for K to Gr.1 and another for Gr.3 to Gr.4, For Secondary if your
school has an integrated SHS have 2 tables and discussion, one for Gr.6 to Gr.7 and Gr 10 to Gr 11)
School Year Transition Rate Transition Rate (Grade 3 to Grade 4)
G3 to G4
98%
2019-2020 97%

2020-2021 98%

2021-2022 96%
97% 97%

SY 2019-2020 SY 2020-2021 SY 2021-2022

Transition Rate

As the graph shows, the transition rate from Kindergarten to Grade 1

and Grade 3 to Grade 4 does not reached 100% due to COVID19 outbreak
that they resided on the place where they were isolated. Project “Uplifting
Teachers’ Morale and Motivation” will be implemented to address the gap.

Number of out-of-school children (5-11)/youth

Table 1f
Comparative Data on Number of School Children
in the Barangay not in School

School Year SY 2019-2020 SY 2020-2021 SY 2021-2022 SY 2022-2023

Male Female Tota Male Female Tota Male Female Tota Male Female Total
l l l
Number of 2 1 3 1 1 2 3 0 3 2 1 3
Learners

The community has recorded school age children not enrolled for the
reason that they have family problems such as separation of parents and
child health problems.
School Performance on Quality
Reading Proficiencies/Competencies
Table 2a
Comparative Data for Reading Proficiency/Competency
Early Grade Reading Assessment (EGRA) (mother tongue)
(Pre- Assessment SY 2022-2023)

EGRA Competencies
TASKS

Comprehension

Comprehension
Grad
Book and Print

Invented Word
Familiar Word
e
Identification

Oral Reading
Initial Sound
Letter Sound
Letter Name

Level
Knowledge

Knowledge

Knowledge

Listening
Reading
Reading

Reading

Fluency
K 3% 5% 7% 8% 6% 2% 1% 2% 2%
Gr. 1 4% 6% 10% 11% 15% 4% 2% 5% 5%
Gr. 2 10% 11% 15% 11% 14% 6% 15% 2% 2%
Gr. 3 15% 16% 20% 12% 20% 10% 15% 2% 2%

EGRA -Based Reading Level Profeciency of Key Stage 1

Learners
25

20

15

10

0
Kinder Grade 1 Grade 2 Grade 3

Book and Print Knowledge Letter Name Knowledge Letter Sound Knowledge
Initial Sound Identification Familiar Word Reading Invented Word Reading
Oral Reading Fluency Reading Comprehension Listening Comprehension

Based on the graph, its shows that the reading proficiency of

Key Stage 1 was very low due to the outbreak of COVID-19 wherein
the school implemented the modular distance learning resulted to the
poor reading capability of learners.
 Table 2b.1
Comparative Data for Comprehensive Rapid
Literacy Assessment (CRLA)
(Pre- Assessment SY 2022-2023)
MOTHER TONGUE
READING PROFICIENCY LEVELS
Grade Level
Moderate Light
Full Refresher Grade Ready
Refresher Refresher
Gr. 1 91% 0% 9% 0%
Gr. 2 13% 42% 10% 35%
Gr. 3 36% 0% 14% 50%
FILIPINO
READING PROFICIENCY LEVELS
Grade Level
Moderate Light
Full Refresher Grade Ready
Refresher Refresher
Gr. 1
Gr. 2 10% 48% 3% 39%
Gr. 3 33% 10% 10% 50%
ENGLISH
READING PROFICIENCY LEVELS
Grade Level
Moderate Light
Full Refresher Grade Ready
Refresher Refresher
Gr. 1
Gr. 2
Gr. 3 17% 21% 45% 17%

CRLA -Based Reading Level Profeciency of Key Stage 1 Learners

CRLA -Based Reading Level Profeciency of Key Stage 1 Learners (FILIPINO)
(MOTHER TONGUE)
100% 60%
91%
90%
50% 48%
80%
70%
40% 1 Learners
CRLA -Based Reading Level Profeciency of Key Stage
60% (ENGLISH) 33%
50% 30%
42%
40% 0.5 36%
20% 0.45
30% 0.45

20% 0.4 10% 10% 10%

13% 14% 10%
9% 0.35 10%
10% 3%
0% 0.3 0%
0% 0%
Grade 1 Grade 2 Grade 3 Grade 1 Grade 2 Grade 3
0.25
0.21
Full Refresher Moderate Refresher
0.2 Light Refresher Grade Ready Full Refresher Moderate Refresher Light Refresher Grade Ready
0.17
0.15
0.1
0.05
0
Grade 1 Grade 2 Grade 3

Full Refresher Moderate Refresher Light Refresher Grade Ready

 With the conduct of Comprehensive Rapid Literacy Assessment
(CRLA), the result shows that Grade 1 has the highest percentage of
learners who belong to the lowest reading proficiency level which is
the full refresher. This is a manifestation that having Modular
Distance Learning (MDL) as a platform of learning during the two-year
cancellation of face-to-face classes is in vain. This set of pupils need a
classroom-based and supervised teaching especially that the first two
to three years in their first ladder of education serve as their
foundations of learning. However, due to the pandemic, they must
skip regular classes.
Since this scenario has become predictable for the past couple
of years, teachers nowadays have to double time in bridging the
learning gap of these learners particularly their reading abilities. Our
school is indeed developing Project CRISTINA, a reading & numeracy
intervention that will help these pupils build a strong foundation of
learning.

Table 2b
Comparative Data on Key Stage 2 Learners Reading Proficiency
in English and Filipino

Reading Level
English Filipino
Instructional

Instructional
Independent

Independent
Frustration

Frustration

Grade Level

4 97% 3% 0% 63% 37% 0%

5 94% 6% 0% 63% 37% 0%
6 76% 24% 0% 100% 0% 0%
*Phil IRI Pre- Assessment- SY 2022-2023
 Phil-IRI Reading Level (English) Profeciency of Grades 4-6
Learners
100% 0
3 0 0
6
90% 24
80%
70%
60%
50% 97 94
40% 76
30%
20%
10%
0%
Grade 4 Grade 5 Grade 6

Frustration Instructional Independent

Phil-IRI Reading Level (Filipino) Profeciency of Grades 4-6

Learners
100% 0 0
90%
37 37 50
80%
70%
0
60%
50%
40%
63 63 100
30%
20%
10%
0%
Grade 4 Grade 5 Grade 6

Frustration Instructional Independent

The data shows that Key Stage 2 learners’ level of reading

proficiency both in English and Filipino needs intensive reading
remediations and interventions because majority of the pupils belong
to frustration level. A high percentage of frustration readers denote
poor word recognition skills and lack comprehension abilities. The
school implemented the Project CRISTINA that help to improve the
reading level of the learners.
 Numeracy Level

Table 2c
Comparative Data on Key Stage 1 Learners’ Numeracy Level

Numeracy Level
Grade Level Non-Numerates Numerates Highly Numerates
Kinder 65% 29% 6%
Grade 1 25% 34% 41%
Grade 2 47% 28% 25%
Grade 3 48% 33% 19%
* Pre- assessment data SY 2022-2023

Numeracy Level of Key Stage 1 Learners

100%
6
90% 19
25
80% 29 41
70%
33
60% 28

50%
40% 34

30% 65
47 48
20%
10% 25

0%
Kindergarten Grade 1 Grade 2 Grade 3

Non Numetrates Numerates Highly Numerates

With the given data, non-Numerates are high in Kindergarten

because pupils in these grade level are novice and the Mathematical
concepts are yet to be introduced. As the pupils advanced to the next
level, their level of numeracy improves because of consistent reviews
and conducts of numeracy test done by the teachers. Project
“CRISTINA” is the intervention of the school to address the gap.
 Table 2d
Comparative Data on Key Stage 2 Learners’ Numeracy Level

Numeracy Level
Grade Level Non- Numerates Highly
Numerates Numerates
Grade 4 61% 29% 16%
Grade 5 39% 43% 18%
Garde 6 2% 59% 38%
* Pre- assessment data SY 2022-2023

Numeracy Level of Key Stage 2 Learners

100%
90% 16 18

80% 38

70% 29

60% 43

50%
40%
30% 59
61
20% 39
10%
0% 2
Grade 4 Grade 5 Grade 6

Non Numetrates Numerates Highly Numerates

Based on the graph, it shows that Grade 4 has the greatest

number of non-numerates, next is Grade 5 while in Grade 6 minimal
only. COVID-19 outbreak contributed on the poor result. With this
Project CRISTINA is the intervention of the school to improve the
numeracy level of the learners. Moreover, the teachers have to modify
their Mathematical teaching strategies into more effective and
adaptable ones which is under also of Project CRISTINA.

Completion Rate

Table 2e
Comparative Data on Completion Rate
 School Year 2018-2019 2019-2020 2020-2021 2021-2022
Rate 95.20% 95.15% 95.00% 95.00%

Comparative Data on Completion Rate

95.25
95.2
95.2
95.15
95.15

95.1

95.05
95 95
95

94.95

94.9
Rate

2018-2019 2019-2020 2020-2021 2021-2022

The school maintained the completion rate for the last 2 years
with only few percentages difference from the previous years due to
transfer of residence in the middle of school year and having a family
problem. In order to obtain 100% Completion Rate, the school
continue the project

School Performance on Equity and Inclusion

The school has no learners with disabilities, working children, street

children and conflict learners.
 Table 3a.
Proportion of Learners in Situation of Disadvantage Transition to Next Key
Stage SY 2022-2023

Key Stage Number of Learners in

Transition Disadvantage Situation Transition Rate
Grade Levels Enrolled
K to Grade 1 5 100%
Grades 3- 4 12 100%
(For elem. K to Gr.1 and Gr 3-4 only))

The table above shows the number of learners who are members of
4Ps which consider or under also at disadvantage situations. All the key
stage 1 learners at disadvantage situations have 100% transition rate. In
key stage 2 all the learners at disadvantage situations have 100% transition
rate also. All of them are recipients of “We Belong in School” to maintain
100% transition rate.

Table 3b
Enrolled Learners at Disadvantaged Situation
(But are with no disabilities)

School SY 2019- SY 2020- SY 2021-2022 SY 2022-2023

Year 2020 2021
Enrolled M F T M F T M F T M F T
Learners 49 42 91 49 41 90 40 41 81 38 22 66

The table above shows the number of learners who are members
of 4Ps which consider or under also at disadvantage situations. For the
current year, the number of learners decreases. All of them are recipients of
“We Belong in School”.

Table 3c
Children with Disabilities Enrolled in School

Level No. of Type of Disability (2022 - 2023)

Children with Disability Disability Disability
 Disability Physically Deformed 1 __________
Handicapped leg and 1
arm.

Kinder 0
Grade 1-3 1 /
Grade 4-6 1 /

Currently, the school has recorded 2 enrolled children with

disability, one is in Grade 3 and the other is in Grade 5. The school is
ready to provide some assistance to those learners registered with
person with disability to boost their self-esteem and show their
importance to the society as an individual with “I Belong in School”.

Table 3d
School Facilities for Learners
in Situations of Disadvantage

Facilities for Learners with Disabilities/ Number

in Disadvantaged Situation
Buildings with PWD ramp 1
Available equipment/learning resources 0
for SPED learners
Gender-based comfort rooms 0

Currently the school has only 1 building with PWD ramp located
in front of the flagpole and no other available
facilities/equipment/learning resources that will cater the needs of
learners in situations of disadvantage.

School Performance on Resilience and Well-Being

Being resilient gives both teachers and learners the ability to tackle
challenges, bounce back from any setbacks and have the best chance at
succeeding. It allows all to learn and grow in all situations – things
necessary for wellbeing and development.
 The school gives high regards to resilience as it helps protect teachers
and learners from various mental health conditions, such as depression and
anxiety. Resilience can also help offset factors that increase the risk of
mental health conditions, such as being bullied or previous trauma.

Nutritional Status of Learners

Table 4a
Nutritional Status of Learners

Number of Learners per Grade Level

Nutritional
Kinder Grade 1 Grade 2 Grade 3 Total Grade 4 Grade 5 Grade 6 Total
Status
M F M F M F M F M F M F M F M F M F

Severely
0 0 0 0 1 2 0 0 1 3 1 0 0 0 0 0 1 0
Wasted

Wasted 12 9 7 7 0 4 1 1 20 18 2 2 3 2 3 0 8 6
Normal 7 6 13 5 22 12 12 16 54 39 24 20 19 15 16 17 59 52

Overweight 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0

Obese 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
* Pre-assessment Data SY 2022-2023

Number of Learners by Health Status, SY 2022-20223

80 Kinder to Grade 3 Grade 4-6
0
70 1

60 0 0
50 54
40 39 59

30 52

20

20 18
10
8 6
0 1 3 1 0
Male Female Male Female

Severely Wasted Wasted Normal Overweight Obese

It can be gleaned from above data, that the school has high rate
of normal body mass index of our learners it is because of the
implementation of feeding program, with the help of Gulayan sa
Paaralan and of the kind of livelihood in the community. For this
school year, the school will implement the Project Busog, Lusog,
Talino to provide these identified learners with nourishment they
need and with the help of Gulayan sa Paaralan to augment the
feeding program. Without this intervention, the number of severely
wasted and wasted learners will surely rise. Thus, this intervention
will be employed rigorously by the project team.

Incidence of Bullying/ Child Abuse

Table 4-b
Comparative Data on the Incidence of Bullying/ Child Abuse

School Year 2018-2019 2019-2020 2020-2021 2021-2022

Number of 0 0 0 0
reported
incidence/
child abuse
Number of 0 0 0 0
incidents
referred to
other offices

Data on Incidence of Bullying /Child Abuse

1
0.9
0.8
0.7
0.6
0.5
0.4
0.3
0.2
0.1
0 0 0 0 0 0 0 0
0
SY 2017-2018 SY 2018-2020 SY 2020-2021 SY 2021-2022

No. of Incidence/child abuse Number of case elevated to other offices

As shown in the data above, there was no recorded cases of

bullying in the school. This is due to the strict implementation and
compliance of school Project “Bata, May Karapatan Ka” that
supports with the Anti-bullying Policy and Child Protection Policy.
Likewise, the cooperation of the stakeholders to fully implement this
policy for the benefit of all the learners had been a great help.
School Hazards
Table 4c
School Hazards

School Hazards Presence/ Description

absence (/
or x)
Broken window / Present in 8 out of 10 classrooms wherein
the windows of these classroom need minor
repair.
Slippery pathway / Lobbies of the school classrooms have
slippery pathways.
Blocked corridor X
Heavy objects X
mounted on top of
cabinets/shelves
Flooded area / Some areas of the school premises are flooded
Busted plugs/light / 4 out of 10 classrooms have busted plugs/bulbs.
bulbs/electrical
facilities
Exposed electrical / Seen outside the classroom wirings which
wires connect from 1 building to the next building.
Protruding nails in / Some wooden table and chairs have protruding
chairs and tables nails.
Broken door knobs / All classroom has broken doorknobs.
Warning sign: X
Slippery
pathways/corridors
Plants mounted on X
the building railings
Flooding / No proper drainage from the front of buildings
which causes flood
Exposed chemicals X
and liquids
Lack/absence of / No available classroom to store the equipment.
storage for
equipment
Unlabeled X
chemicals
Dripping ceiling / Grade 1 classroom has a dripping ceiling.
Open pit / The school has an open pit for garbage at the
back of front buildings
Stagnant water X The school has no stagnant water.
Unpruned / The school has monthly pruning of
trees/bushes/shru trees/bushes/shrubs.
bs
 School Hazards Presence/ Description
absence (/
or x)
Open/clogged X
canals
No ramps for X
elevated school
buildings or other
facilities
Swing-in doors X
Broken/dilapidated X
ceiling
Open/incomplete / The school has an incomplete perimeter fence.
perimeter fence
Presence of stray / Due to an incomplete perimeter fence stray
animals inside the animals are found inside the school campus.
school campus
Presence of X
electrical
post/transformer
near or within the
school perimeter
No system of X
release to parents
during emergencies
No posted X
emergency hotlines
around the school
Garbage area / Presence of garbage segregation in and out of
(segregation of the school campus.
biodegradable and
nonbiodegradable)
Detached or peeled X
off GI sheet
Broken toilet bowl X
and/or sinks
Broken / The school has broken chairs and tables need
chairs/desks/table repair.
s
Blocked/no X
emergency exits
Unmounted X
cabinets/shelves
Medical kits in / Every classroom has medical kits.
every classrooms
Bells/alarms / The school has 1 bell alarm.
Condemnable X
building (i.e. very
old structure,
collapsing building
and/or prominent
cracks on
 School Hazards Presence/ Description
absence (/
or x)
classroom walls)

The data on Table 4c shows that the school has plenty of

hazards which are quite risky because not only for the safety of the
learners may be compromised but also of the teachers. Occurrence
of these hazards would affect the learner’s performance or school
operations if left unaddressed in a way that it would bring danger
and learners may transfer to another school for safety and
protection reasons. As a result, there will be a decrease in the
enrolment. The school is already on its way of addressing these
issues by means of doing several repairs such as material
replacement, removing harmful objects, fixing reversible damages
and the repair of electrical connection from Grade 1 building to
Kindergarten building. Project (SAFE) Safe And Friendly
Environment” will respond to eliminate the presence of these
hazards in school.

Mental and Psychosocial Condition

Table 4d
Comparative Data on Learners with
Mental and Psychosocial Conditions

Calendar Year 2019 2020 2021 2022

No. of learners No Data No Data No Data No Data
assessed with mental Available Available Available Available
and psychosocial
condition

The table shows for the past four years the school has not
noted any case of mental and psychosocial conditions. However, if
cases arise, we have a teacher trained with MFAT who will assess
the learner, thereby provide him with appropriate interventions.

Security, peace, and order situation

Our school is a zone of peace and have maintained peaceful

relations among the school and the community. However the school
needs to improve its security against a stray animals and thieves
 through the repair of the school perimeter fence this year thru
Project SAFE (Safe And Friendly Environment).

Affected and Displaced Learners Retained in School

Table 4e
Percentage of Learners Displaced and Retained in School due to
Calamities/Disasters (Natural/Human Induced Hazards)

School Year 2018 2019 2020 2021

Natural Hazards
Drought 0 0 0 0
Earthquake 0 0 0 0
Fire 0 0 0 0
Flood 0 0 0 0
Landslide 0 0 0 0
Tropical Cyclone 0 0 0 0
Volcanic 0 0 0 0
Eruption
Tsunami 0% 0 0 0
Human-Induced
Hazards
Armed Conflict 0 0 0 0
Bomb 0 0 0 0
Threats/Bombing
Civilian Violence 0 0 0 0
Fire 0 0 0 0
Others (pls 0 0 0 0
specify)

The school has 0 displaced and retained learners in school due to

natural or man-made induced hazards. The school has done its best
to conduct drills as a preparatory procedure if any will happen and
foster close coordination with the barangay DRRM to ensure safety of
the school populace.

Learners who are Happy and Satisfied with their Basic Education
Experience

Table 4f
Percentage of Learners who are Happy and Satisfied with their
Basic Education Experience
 Calendar Year Total Enrolment % of Learners who
(BoSY 2022) are happy and
satisfied with their
basic education
experience
CY 2022 256 100%

The data shows the school obtained a 100% attainment of

learners who are happy and satisfied with their basic education as
seen in their attendance in coming to school regularly and the fact
that for 2 years they did not experience face-to-face instruction due to
COVID -19 outbreak and safety protocols. School’s different programs
initiated like SBFP, giving of school supplies and other activities like
Scouting, Nutrition Month, Buwan ng Wika, and other monthly
celebrations enhances their skills and potentials contributed to the
level of satisfaction of learners with their basic education experience.

Learners’ Awareness on Their Rights TO and IN Education, and How

to Claim Positively

Table 4g
Percentage of Learners Awareness on their Rights TO and IN
Education, and How to Claim Positively

Calendar Year Total Enrolment % of Learners who

(BosY 2022) know their rights TO
and IN education,
and how to claim
them positively

CY 2022 256 100%

The data shows that the school obtained a 100% attainment of

learners who know their rights TO and IN education. These were
made possible because of the different programs and activities
initiated by the school like the Awareness Month campaigns, National
Children’s Month, informational posters and even integrating in
teaching instruction. The school Project “Bawat Bata May
Karapatan”
Learners equipped with capacities on what to do before, during, and
after a disaster/ emergency.

Table 4h
Percentage of learners equipped with capacities on what to do
before, during, and after a disaster/ emergency.

Disaster/ % of learners % of learners % of learners

Emergencies who are who are who are
equipped equipped equipped
with with with
capacities on capacities on capacities on
what to do what to do what to do
before a during a before a
disaster/ disaster/ disaster/
emergencies emergencies emergencies

Drought 47% 47% 47%

Earthquake 100% 100% 100%
Fire 88% 88% 88%
Flood 100% 100% 100%
Landslide 47% 47% 47%
Tropical Cyclone 100% 100% 100%
Volcanic Eruption 47% 47% 47%
Tsunami 100% 100% 100%
Armed Conflict 47% 47% 47%
Bomb 34% 34% 34%
Threats/Bombing
Civilian Violence 34% 34% 34%
*Enrolment (BoSY 2022)

With the given data on Table 4h, the percentage of learners

equipped with capacities in disaster management is quite high
particularly those disasters common and experienced by everyone.
Some of the listed natural and human caused hazards even without
being faced have recorded small percentage of equipped learners
because these are being taught as one of the learning competencies in
the MELC and more often integrated in the lessons under the K to 12
curriculum. Project SAFE supports DRR nationwide quarterly
conduct of earthquake drill is very helpful also in preparing learners
in handling disaster before, during and after.
School Performance on Governance
Good governance can be seen as full respect of human right,
participation of people in decision making, transparency and
accountability, resources management, equity, access to knowledge
and the likes that foster responsibility towards the realization of goals
and objectives.

Presentations below illustrate the number of supplies,

equipment and the availability of school facilities which contribute to
the holistic learning process of a child.

Human Resources
Table 5a
Data on Teachers, Teaching Related and Non-Teaching Personnel in
School
Number of teachers actually working in the school
Key Stage 1 Key Stage 2
Position
M F Total M F Total
Teaching
Master Teacher IV 0 0 0 0 0 0
Master Teacher III 0 0 0 0 0 0
Master Teacher II 0 1 1 0 0 0
Master Teacher I 0 0 0 0 0 0
Teacher III 0 1 1 2 2 4
Teacher II 0 1 1 0 0 0
Teacher I 0 2 2 0 0 0
Special Science Teacher I 0 0 0 0 0 0
TOTAL 0 5 5 2 2 4
Non-Teaching
Principal I 0 0 0 0 1 1
Assistant Principal 0 0 0 0 0 0
Head Teacher III 0 0 0 0 0 0
Head Teacher II 0 0 0 0 0 0
Head Teacher I 0 0 0 0 0 0
Admin. Officer II 0 0 0 0 0 0
ADAS II 0 0 0 0 0 0
ADAS I 0 0 0 0 0 0
Registrar 0 0 0 1 0 1
Guidance Councilor 0 0 0 0 0 0
Nurse II 0 0 0 0 0 0
Senior Bookkeeper 0 0 0 0 0 0
Disbursing Officer II 0 0 0 0 0 0
TOTAL 0 0 0 0 1 1
 As shown on the table, there are 10 teachers working in the
school: nine (9) are classroom teachers and one (1) non-teaching
personnel who is the principal. Teaching personnel composed of 1
Master Teacher, 5 Teacher III, 1 Teacher II and 2 Teacher I.

Table 5a-1
School Resources
Classrooms
Table 5b
Learner to Classroom Ratio

School Year Learner-Classroom Ratio

SY 2019-2020 1:32
SY 2020-2021 1:30
SY 2021-2022 1:29
SY 2022-2023 1:28

Learner-Classroom Ratio
1:35

1:32
1:32

1:30

1:29 1:29
1:28

1:26

1:23
Learner-Classroom Ratio

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

As shown in the graph above, the number of classrooms is

sufficient to cater all learners. There are 9 classrooms used as
instructional classrooms suited to the number of enrolments the
school has. One non-academic classroom is used as the school office.

Textbooks
Table 5c
Available Textbook Materials per subject per grade level
(SY 2022-2023)
 Textbook
to
Learner
Textbook
Total Excess Ratio
Grade shortage
Subject Textbook Enrolment No. of Number of (per subj
Level Number
Copies Textbooks per
grade
level)

Kinder Mother Pagaandam Hin 31 32 1 0 1:1

Tongue Kahiaraan
Grade 1 Filipino Bumasa at 32 23 0 9 1:1
Sumulat
English Activity Sheets 70 38 0 1:1
Math Mathematics 1 59 27 0 1:1
Aral. Pan Aral. Pan 60 28 0 1:1
EsP EsP 62 30 0 1:1
MTB-MLE MTB-MLE 18 0 14 1:3
MAPEH MAPEH 30 0 2 1:2
Grade 2 English Lets Begin 32 4 0 28 1:8
Reading
Filipino Batang Pinoy 5 0 27 1:6
Mathematics Mathematics 4 0 28 1:8
MTB-MLE MTB-MLE 51 0 19 1:1
Aral. Pan Aral.Pan 6 0 26 1:5
EsP EsP 25 0 7 1:2
MAPEH MAPEH 51 19 0 1:11
Grade 3 Filipino Batang Pinoy 42 26 0 0 1:2
English Lets Get Better 53 11 0 1:1
Math Mathematics 3 32 0 10 1:2
Science Science 3 15 0 27 1:2
Aral Pan. Aral. Pan 32 0 10 1:2
EsP EsP 37 0 5 1:2
MTB – MLE MTB – MLE 49 7 0 1:2
MAPEH MAPEH 70 28 0 1:2
Grade 4 Filipino Yamang Lahi 33 29 0 4 1:2
English Joy in English 46 13 0 1:1
Math Mathetics 4 30 0 3 1:2
Science 17 0 16 1:2
Aral Pan. 25 0 8 1:2
EsP EsP 19 0 14 1:2
EPP EPP 26 0 7 1:2
MAPEH Musika at Sining 70 37 0 1:1
Grade 5 Filipino Yamang Lahi 51 27 0 24 1:2
English Joy in English 25 0 26 1:2
Math Mathematics 5 30 0 21 1:2
Science 20 0 31 1:2
Aral Pan. 25 0 26 1:2
EsP EsP 36 0 15 1:2
EPP EPP 33 0 18 1:2
 Textbook
to
Learner
Textbook
Total Excess Ratio
Grade shortage
Subject Textbook Enrolment No. of Number of (per subj
Level Number
Copies Textbooks per
grade
level)

MAPEH Musika at Sining 30 0 21 1:2

Grade 6 Filipino Yamang Lahi 37 35 0 2 1:2
English Joy in English 35 0 2 1:2
Math Mathetics 6 20 0 17 1:2
Science 1 0 36 0
Aral Pan. 0 0 0 0
EsP EsP 31 0 6 1:2
TLE TLE 0 0 0 0
MAPEH P.E and Health 35 0 2 1:2

Based on the table, the ratio of learners to textbook shows that

there are insufficient learner’s materials to be utilized in the
classroom as one of learners’ resources though some books ratio is
1:1. The school need to respond thru Project

Table 5d
Available Furniture and Textbook Materials in the Library
(SY 2022-2023)
Number
Textbooks 0
Reference Books
T
Library h e r e i s 0 n o
Tables 0
Chairs 0
classrooms have their own mini-library where children enjoy reading few
supplementary books made possible by local initiatives.

Learner seats
Table 5e
Learner-Seat Ratio

School Year Learner-Seat Ratio

SY 2019-2020 1:1
SY 2020-2021 1:1
SY 2021-2022 1:1
SY 2022-2023 1:1
 Learner-Seat Ratio

1:1 1:2 1:1 1:1

1

0
Learner-Seat Ratio

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

Currently we have sufficient chairs in each classroom, but some

were repaired only just to be in use. Our school is hoping to have new
sets of chairs from the Department.

Science and Mathematics Equipment/ Packages

Table 5f
Science and Mathematics Equipment/Packages in School

Qty per Unit Inventory

Actual
Set or of Date of
Particulars/ Items Number Non-
Qty per Issu Delivery Functional
of Items Functional
Package e
1. Weighing Scale 5 kg 1 pc 1 8/10/2016 /
2. Model of 3 Pcs 3 8/10/2016 /
Invertebrates
3. Model of Vertebrates 3 Pcs 3 8/10/2016 /
4. Dry Cell Holder 2 Pcs 2 8/10/2016 /
5. Hand Magnifying Lens 2 Pcs 2 8/10/2016 /
6. Human Torso Model 1 Pc 1 8/29/2017 /
7. Fresh Water 1 Pc 1 8/29/2017 /
Aquarium
8. Alcohol Thermometer 2 Pcs 7/5/2017 /
9. Funnel (Plastic) 5 Pcs 5 8/10/2016 /
10. Test Tube 20 Pcs 20 8/10/2016 /
11. Alcohol Lamp 5 Pcs 5 7/5/2017 /
12. Classroom 1 Pc 1 7/5/2017 /
Thermometer
 13. Graduated Cylinder 5 Pcs 5 7/5/2017 /
14. Storage Cabinet 1 Pc 1 10/22/2016 /
(Sciencee)
15. Kitchen Scale 1kg 1 Pc 1 7/11/2017 /
16. Pattern Blocks 2 Pcs 2 7/11/2017 /
17. Basic 3 Dimensional 1 Pc 1 7/11/2017 /
Model
18. Black Board Triangle 1 Pc 1 7/11/2017 /
30x60
19. Black Board Triangle 1 Pc 1 7/11/2017 /
45x45
20. Cubes 5 Pcs 5 7/11/2017 /
21. Cylinder 5 Pcs 5 7/11/2017 /
22. Measuring Cups 5 Pcs 5 7/11/2017 /
23. Math Cabinet 1 Pc 1 10/22/2016 /

The school has available and functional Mathematics and

Science equipment which are utilized in Science and Math lessons.
These equipment are found in our Science and Math teachers.

ICT Packages/ E-classrooms

Table 5g
Number of E-Classrooms

Status
E-classroom(s)
Functional Non-Functional
0

Currently the school has no functional e-classroom it’s because

of school building shortage.

Table 5h
ICT Equipment in school

DepEd Computerization Program (DCP)

Batch No. of Packages Service Provider Date Received
Number Received
24 1 Advance Solutions 04/1/2015
29 1 Red Dot Imaging Phil. 09/07/2016
40 1 Red Dot Imaging Phil. 06/09/2018
20 1 06/08/2022
 Table 5i
Status and Usage of ICT Equipment
A. DCP

Status of DCP Package/s Usage

No. of
No. of No. for
Types Total Non- Instructional Administrative
Functional Repair
Functional
Host 1 1 /
PC/Server
Deskstop 6 6 /
Virtualization
Led Monitor 6 6 /
Keyboard 6 6 /
Mouse 6 6 /
3 in 1 Injeck 2 2 /
Printer
HP Laptop 1 1 /
Speaker 1 1 /
UPS 1 1 /
AVR 1 1 /
Projector 1 1 /
Coby Laptop 1 1 /
Speaker 1 1 /
Pixro
Laptop 1 1 /
Smart TV 1 1 /
Lapel 1 1 /
Tablets 31 29 2 /
B. Non DCP

Non- DCP Computers

Source
Donated by School Capital Outlay If Others, please specify.
Stakeholder
/ /
Status Usage
No. of
No. of No. for
Types Total Non- Instructional Administrative
Functional Repair
Functional
Tablets 39 39 /
Laptop 1 1 /
Mini 1 1 /
Projector
HP Laptop 1 1 /

Based on the table, it shows the number of availabilities of DCP

and Non – DCP Computers in our school. The school has intended 1
e-classroom to be utilized but it was also utilized also for classroom
instruction due to school building/classroom shortage. At present, all
computers in our school are not functional its because our school is
located along the coastal area which has the possibility to be damaged
because of the sea breeze. Some of them were repaired after the
expiration of its warranty, but still it was not usable.
Currently, the school has existing tablets which was donated by
the World Vision Profuturo which was utilized for classroom
instruction and giving interventions to our learners like reading and
numeracy.
This year, we received another set of tablets from the
Department which was utilized during the modular distance learning.

Functional Library

Table 5j
Number of Functional Libraries in School

School Year Number of Functional

Library/ies
SY 2019-2020 0
SY 2020-2021 0
SY 2021-2022 0
SY 2022-2023 0

The school does not have a room to be utilized as school library.

As an intervention for the reading and learning of the learners, each
classroom has a mini library found at the corner of each classroom for
them to read and unwind. Donated books were distributed also to the
teachers for their mini library as additional reading resources.

Connection to Electricity

Table 5k
Data on School’s Electrical Connection
 Does the
school have If yes, what is the source of
electricity electricity?
School Year connection?
Grid Solar Generator
Yes No (Electric Powered
Cooperative)
SY 2019- / /
2020
SY 2020- / /
2021
SY 2021- / /
2022
SY 2022- / /
2023

Since from the start, the school has electrical connections

wherein the source of electricity is through grid or electric cooperative.
It is necessary that the school must have electricity wherein it’s one of
an important factor for having a conducive classroom environment.
Another is, due to advent of technologies, presence of laptops and
computers are available which electrical connections are the top
priority.

Internet Connection

Table 5l
Data on School’s Internet Connection

Does the school have If Yes, what type of

School Year internet connection? internet connection?
Yes No Wired Broadband
SY 2019- / /
2020
SY 2020- / /
2021
SY 2021- / /
2022
SY 2022- / /
2023

The school has only 1 existing internet connection through

broadband which subscribed and paid through the school MOOE but
cannot suffice the whole month’s usage since it has only limited
gigabytes. Since internet connectivity can be seen as a repository of
free materials that can be beneficial for students and teachers in the
classroom and helps to streamline the sharing of information and
communication to stakeholders, the school has to address the gap by
connecting a fiber wired internet connection.

Water and Sanitation in Schools

Table 5m
Learner to Toilet Ratio

School Year Learner-Toilet Ratio

SY 2019-2020 1:32
SY 2020-2021 1:30
SY 2021-2022 1:29
SY 2022-2023 1:28

Learner-Toilet Ratio
1:35

1:32
1:32

1:30

1:29 1:29
1:28

1:26

1:23
Learner-Toilet Ratio

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

Every classroom has a toilet with faucet but shared by both

boys and girls. The sharing of one toilet hinders the school to reach
even just level I in the WinS monitoring. The school need to come up
with a project to cater the gap.

Table 5n
Learner to Handwashing Ratio

School Year Learner-Handwashing Fac.

Ratio
SY 2019-2020 1:12
SY 2020-2021 1:9
SY 2021-2022 1:8
 SY 2022-2023 1:8

Learner-Handwashing Ratio
1:14

1:12
1:12

1:09 1:09
1:09
1:08

1:06

1:03
Learner-Toilet Ratio
Ev
ery SY 2019-2020 SY 2020-2021 SY 2021-2022 SY 2022-2023

classroom has a handwashing area. Aside from that there are 2

standard group handwashing facility of the school as part of the
implementation of Project WinS.

Development prospects, SBM practice, and partnerships, among

others.
Table 5 o
Summary of SBM Level of Practice for the last 4 Years
Calendar 2018 2019 2020 2021
Year
SBM Level 3 3 1 1
of Practice

Based on the graph presented above, for the 1st two years the SBM Level
of Practice in school was sustained in the District Level with level 2. But for
the last 2 years it dropped because of the outbreak of COVID-19
worldwide. School activities, programs and projects were limited and
even the involvement of other stakeholders. For this current year the
school will adopt a program which will improve school’s SBM level of
practice.

Table 5 p
Average Percentage of Stakeholders’ Attendance in School Activities
for the last 4 Years

SY 2018 2019 2020 2021

Co-curricular 75% 80% 83% 89%
 Extra- 80% 90% 15% 25%
curricular
Meetings 85% 90% 15% 25%
Assemblies 86% 92% 10% 10%

Comparative Data on Percentage of Stakeholders' Partici-

pation
100%
90% 90% 92% 89%
90% 85% 86% 83%
80% 80%
80% 75%
70%
60%
50%
40%
30% 25% 25%
20% 15% 15%
10% 10%
10%
0%
2018 2019 2020 2021

Co-curricular Extra-curricular Meetings Assemblies

School Year 2018-2019, there is a high participation both internal

and external stakeholders in all activities of the school. Due to the COVID19
outbreak, the percentage rate has decreased for the following school year
because of the health protocol standard restrictions. Last school year,
limited face- to-face classes was implemented which result to a slight
increase of participation its because of the implementation of limited
activities following the minimum standards.

Table 5q
Amount of Stakeholders Contribution (Cash/In kind) in School for the
last 4 Years (DPDS-37.50/hour)

SY 2018 2019 2020 2021

Amount of P40,000.00 0 0 0
Cash Raised
Worth of In P15,000.00 P18,520.00 P20,880.00 P40,119.50
kind (PhP)
 Comparative Data on Amoubt of Stakeholders (Cash/In Kind)
Received by the School for the last 4 Years
45,000

40,000
35,000

30,000

25,000
20,000

15,000
10,000

5,000

0
2018 2019 2020 2021

Cash Inkind

Based on the graph it shows that, the school received more in

kind compared in raising funds. In year 2018, the school was able to
raise funds through contest. For the past 3 years, there is an
increased of in kind or donation we received from our stakeholders.

Aggregated Number Volunteer Hours (of Stakeholders)

Table 5r
Aggregated Number Volunteer Hours (of Stakeholders) in School for
the last 4 Years
SY 2018 2019 2020 2021
Brigada 220 211 185 211
Contest 30 35 0 0
Scouting 70 80 0 0
Closing 130 125 0 50
Program
Others 220 211 185 211
(Pintakasi)
TOTAL 670 662 370 472
 Aggregated Number of Volunteer Hours of Stakeholders
250
220 220
211 211 211 211
200 185 185

150
130 125

100
80
70
50
50 35
30

0 0 0 0 0
0
2018 2019 2020 2021

Brigada Contests Scouting Closing Program Others

Total Number of Agrregated Volunteer Hours of Stakehoders

800

700

600

500

400

300

200

100

0
2018 2019 2020 2021

The graph shows that there is good relationship between the

school and stakeholders in terms of the implementation of the school
programs, projects, and extracurricular activities. Even at times of
pandemic, our stakeholders supported our school through extending
an hour for the pintakasi and Brigada Eskwela.
 OPCRF
Table 5s
Summary of OPCR Rating for the last 4 Years
SY 2018 2019 2020 2021
Rating 4.300 4.312 4.120 4.166
Adjectival Very Very Very Very
Rating Satisfactory Satisfactory Satisfactory Satisfactory

OPCR Rating for the Last 4 Years

4.35
4.312
4.3
4.3

4.25

4.2
4.166
4.15
4.12
4.1

4.05

4
2019 2020 2021 2022

Rating

The first two consecutive years show a notable performance

level among the teachers with an average rating of 4.306 equally. It is
an indication that they are performing well and are adaptable to the
current trends in teaching. The following year on the other hand,
there is a decrease of nearly 2 points from the previous rating which is
the outcome of the modified criteria in the IPCRF with so many
indicators to comply such as the performance indicators found in the
Classroom Observation Tool (COT) and the COVID-19 outbreak
contributed also. However, in the year 2021, there is just a little
increase on the performance rating. Nevertheless, teachers are doing
their best to upkeep with the latest trends the Department has been
offering.
 School Governing Council
Table 5t
Number of Functional SGC for the last 4 Years
Calendar Year 2018 2019 2020 2021
Is there a functional SGC Yes Yes Yes Yes
in school? (Yes/No)
Number of meetings 2 2 1 2
conducted within the year

Based on the data, there is a functional SGC for the last 4

years. Even in times of pandemic SGC still working on their duties
and responsibilities focusing on the implementation of projects and
programs that the school implemented.
The development of SGC in the school is indeed a great help and
a contributing factor to the development of the entire school.