2024

Year-End
Report
Ugad High School-300611
Echague East District
TABLE OF CONTENTS

Executive Summary 1
School Annual Implementation Plan Status
A. Review of PAP (Program/Project/Activity) In Terms of 3
Physical Plan vs Accomplishment for FY 2024

B. Actions Taken Over and Gains in PAP Implementation 9

C. Review of School’s Performance Outcomes

1. School Performance Indicators 13
a. Grade Level Enrolment
for SY 23-24 and SY 24-25
b. Grade Level Transfer In and Out Status
for SY 23-24 and SY 24-25
c. Grade Level Drop-Outs
for SY 23-24 and SY 24-25
d. Grade Level Balik-Aral Data
for SY 23-24 and SY 24-25
e. Grade Level Promotion and Graduation
Status for SY 23-24
f. Completed Quarter 2 Reports on Learners’
Achievement Level Per Grade and Learning Area

2. Research and Innovation 32

a. Number of research and innovation proposals approved
b. Number of research and innovation proposals completed

3. Basic Education Inputs 35

a. Data on Current Teaching, Related-Teaching
and Non-Teaching Personnel Disaggregated
by Positions and Funding Source
b. Status of Teacher Requirement
Analysis Based on Division TRA
c. Filling-Up Status of Unfilled
Teaching and Non-Teaching Items, if
any
d. Number of School Buildings Under Good Condition,
Major and Minor Repair
e. Learner-Seat Ratio Status

4. Inclusive Education 43
a. Number and Percentage of
SNED Learners, if any
b. Number and Percentage of
IPED Learners, if any
c. Number and Percentage of
ALIVE (Madrasah) Learners, if any
5. Provision of Learning Resources 44
a. Status / Ratio of Availability of
Learning Materials to Learners

6. Learner Support Programs in School 45

a. Status of School-Based Feeding Program
b. Status of School Sports Program
c. Status of Youth Formation Programs
d. Status of Learners Rights Protection Program

7. Human Development Program 52

a. Programs Implemented on Human
Development Programs
b. Number of Teachers Trained
c. Number of Related-Teaching Personnel Trained
d. Number of Non-Teaching Personnel Trained

8. Report on Client Satisfaction based on Services 60

under Citizen’s Charter

9. Challenges Encountered, Learnings and Key Takeaways 69

10. Significant Milestones and Golden Harvests in 71

PAP Implementation
EXECUTIVE SUMMARY
2024 Year-End Report

Ugad High School, under the Echague East District, showcased remarkable progress and
achievements in its 2024 Annual Implementation Plan (AIP). The school demonstrated effective
financial management and program implementation while addressing challenges in student
performance, infrastructure, and inclusivity.

Key Achievements

 Budget Utilization and Plan Accomplishment

o Achieved an impressive 99.37% Budget Utilization Rate, with 318 out of 320 planned
activities completed.
o KRAs 2 to 5 recorded a 100% accomplishment rate, including curriculum delivery,
professional development, and partnership management.
o KRA 1 attained a 90.47% accomplishment rate due to logistical delays.
 School Performance Indicators
o Enrollment Trends: Total enrollment grew by 1%, from 1,594 to 1,608 students, with
significant growth in Senior High School (+16%).
o Dropout Rates: Junior High School (JHS) dropout rates improved by 21%, although
challenges persist in Grade 8, where dropout rates increased by 83%.
o Promotion Rates: JHS achieved a 95.74% promotion rate, while Senior High School
(SHS) reported a 99.78% promotion rate and a 100% graduation rate for Grade 12.
 Learner Support Programs
o Conducted 6 mental health workshops, exceeding the target by 2 additional sessions.
o Implemented literacy and numeracy enhancement programs, although improvements
in Science and Mathematics performance remain priorities.
o Successfully executed the School-Based Feeding Program, benefiting learners at risk
of malnutrition.
 Infrastructure and Resources
o Maintained an ideal 1:1 learner-to-seat ratio for Grades 7-12.
o 67% of instructional rooms are in good condition; however, five buildings are
condemned, and two require major repairs.

Challenges and Opportunities

 Dropout Rates: Grade 8 exhibits an alarming increase in dropouts. Targeted interventions,

including academic support, counseling, and engagement initiatives, are essential.
 Inclusivity: The absence of Special Needs Education (SNED) learners highlights a need to
2024 YEAR-END

introduce inclusive education programs, staff training, and infrastructure enhancements.

 Academic Performance: While certain subjects such as TLE and AP have strong
performance metrics, Science, Mathematics, and English require focused interventions to
boost proficiency levels.
 Research and Innovation: Despite completing 3 research projects, no proposals were
submitted for Basic Research, Innovation, or Income-Generating Projects. Encouraging
REPORT

diverse research participation is essential.

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  Infrastructure: Priority should be given to repairing and replacing condemned buildings to
ensure a safe and conducive learning environment.

Recommendations

1. Strengthen Retention Programs:

o Focus on addressing dropout rates, particularly in Grade 8, through targeted
support and student engagement.
2. Promote Inclusive Education:
o Launch advocacy campaigns, develop inclusive programs, and provide training for
staff to accommodate SNED learners.
3. Enhance Academic Performance:
o Conduct remedial classes and enrichment programs in underperforming subjects.
o Integrate innovative teaching methods and provide additional resources.
4. Expand Research Initiatives:
o Encourage proposals for Basic Research and Innovation.
o Facilitate capacity-building workshops to improve research output quality and diversity.
5. Invest in Infrastructure:
o Prioritize repairs for buildings requiring major improvements and replace condemned
structures.
o Regularly assess and maintain facilities to prevent future deterioration.
6. Leverage Partnerships:
o Collaborate with LGUs, NGOs, and private stakeholders to secure additional
funding and support for programs and infrastructure development.

Conclusion

The 2024 Year-End Report highlights Ugad High School’s strong commitment to achieving its
educational goals through effective planning, resource management, and stakeholder collaboration.
By addressing the identified challenges and implementing the outlined recommendations, the school
can build on its successes and ensure continuous improvement in the years to come.

2024 YEAR-END
REPORT
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SCHOOL ANNUAL IMPLEMENTATION PLAN STATUS

A. Review of PAP (Program/Project/Activity) In Terms of Physical Plan

vs Accomplishment for FY 2024

Mechanisms for Review of Accomplishments

The school's review mechanisms for both physical and financial accomplishments for FY 2024 are
guided by the Annual Implementation Plan (AIP) and supplementary budgets downloaded to the
school. These mechanisms ensure alignment with planned objectives and adherence to financial and
operational efficiency. The review process involves the following:

1. Regular Monitoring and Evaluation

o Scheduled quarterly meetings involving key stakeholders to assess progress on both
physical and financial accomplishments.
o Use of tools such as accomplishment reports, performance dashboards, and
expenditure tracking sheets to cross-validate outputs against the approved AIP.

2. Collaborative Decision-Making
o Formation of review committees for each Key Result Area (KRA) to evaluate the
effectiveness of programs and projects.
o Inclusion of faculty, staff, and representatives from the School Governing Council to
ensure transparency and inclusivity in the evaluation process.

3. Documentation and Reporting

o Consolidation of data into standardized templates and reports, highlighting variances
between planned and actual accomplishments.
o Identification of significant findings such as delays, challenges, or best practices for
each KRA.

4. Feedback Mechanism
o Regular consultation with stakeholders to address gaps in implementation and provide
actionable recommendations for improvement.
o Submission of financial utilization reports to relevant offices for verification and
accountability.
Significant Findings

Based on the review of both physical and financial accomplishments, the school achieved an
impressive Budget Utilization Rate of 99.37% for FY 2024. Below is the detailed analysis of the
school’s programs and projects, categorized by KRAs, including rates of accomplishment:
2024 YEAR-END
REPORT
3|
 Number of Actual Number Rate of
School
Programs / Projects listed Planned of Activities Accomplishment
Head
in AIP Activities Completed (Actual/Plan) x
KRA
in AIP 2024 in AIP 2024 100%
KRA 1  Project UNLAD UGAD 21 19 90.47%
(United Notable
planners Launched an
Alliance to Deliberate a
plan with Uniformity in
Geared towards
Attainment of Dreams)

 Project SAKTO:
(Strategic Adjustments
on Key PPAs
Implemented Through
Collaboration Outputs)

 Research and
Development
Project NEW (Nurturing
Education through Wise
and research-based
instruction)

2024 YEAR-END
REPORT
4|
KRA 2  School Basic 113 113 100%
Education Statistic and
Data Management
Operation
Housekeeping

 School Financial
Management
Project PERA (Plan
Ensure Resources
Accountability)

 Infrastructure
Management
PROJECT BUILD:
(Beautifully built
Ugadian Institutions for
Learners Development

 Human Resource
Staffing and
Management
UGAD FILES: (Faculty
Information Library of
Employes' record in
School)

 Disaster Risk
Reduction and
Management Project
SAFE (School Action
for Safe Environment)

 School Health and

Nutrition Program

KRA 3  Curriculum Learning 79 79 100%

Delivery Implementation
Project SIKAP:
(Strategic
Intervention/Innovation
to deliver KSAV
Accelerate performance)
2024 YEAR-END

 Instructional
Supervision and
Management Mentoring
of Teacher

 School Learning
REPORT

Assessment Operation
Project Assess
5|
  Key Performance
Indicator (KPI)
Improvement
Program PROJECT
SAGIP
(Students Attendance
Gained through
Innovative Programs of
Ugadian)

 Literacy and Numeracy

program Project
INSPIRE (Implementing
Numeracy and Literacy
Strategies Strategies
Providing Innovative
Resources in Enhacing
Education)

 Child Protection
Program Project CARE
(Child Attaining
Realistic Education)
KRA 4  Professional 31 31 100%
Development Learning
Development
Project Equal

 Personnel Performance
Management
Project LEAD (Leading
to Ensure Actualization
of performance and
Development for
teachers)

 Leadership
Development in
Individuals and teams
Project ISIP (Intensive
School-based
Instructional and
Learning Development
Program)
2024 YEAR-END

 General Welfare of
human resource
Project AGAP:
( Allowance and
Gratuity And other
REPORT

related Personnel
benefits)
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  Employee Rewards and
Recognition
Project SALUDO:(Salute
to Loving Ugadians and
Donors)

KRA 5  Partnership 76 76 100%

Development and
Management
Project PARTNER
(Parents and Agencies
Reinforcing Ties in
Nurturing Education and
Resilience)

 Learning Support
Programs(youth
development sports)
PROJECT ECHO
(Enhanced
Communication via
Holistic Operation)

 Public Affairs
Management
Project
Spice:(Strengthening
Partnership &
Stakeholders
Involvement &
Communication in
Educating Learners)

 Leadership
Development in
Individuals and teams
Project FOR A

TOTAL 24 320 318 99.37% 2024 YEAR-END

Analysis
The school demonstrated exceptional performance in executing activities under KRAs 2, 3, 4,
and 5, achieving a 100% accomplishment rate. The slight variance under KRA 1, with a 90.47%
accomplishment rate, was attributed to unforeseen delays in completing two planned activities under
REPORT

Project UNLAD UGAD and Project NEW. Key challenges included logistical constraints and
scheduling conflicts.
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Notable findings include:
Efficiency in Financial Management: Programs such as Project PERA ensured transparent and
accountable utilization of resources, contributing to the high Budget Utilization Rate.

Stakeholder Engagement: Partnership initiatives such as Project PARTNER and Project SPICE
enhanced collaboration with parents, agencies, and the community, driving overall success.

Focus on Teacher and Student Development: Initiatives like Project SIKAP, Project INSPIRE, and
Project CARE supported student performance and well-being, while Project LEAD and Project AGAP
enhanced faculty development and morale.

The data indicates a well-balanced prioritization of both instructional and non-instructional programs,
with efficient use of available resources to achieve the school’s goals.

2024 YEAR-END
REPORT
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 B. Actions Taken Over Gaps and Gains

The school encountered challenges in executing planned projects, often hindered by factors
beyond its control, such as unforeseen circumstances, resource constraints, and time limitations. To
address these, a series of actions were implemented, focusing on adaptive strategies and process
enhancements to mitigate gaps and build upon the gains.
One of the primary steps was to conduct a thorough review of the workflows and processes
involved in the Project, Activities, and Programs (PAP). This involved revising strategies to align them
more closely with realistic conditions and priorities. By identifying bottlenecks and inefficiencies in the
current processes, the school implemented streamlining and optimization measures. These
adjustments ensured that tasks were better coordinated, resources were allocated effectively, and
outputs were delivered within the targeted timelines.
Continuous monitoring and evaluation mechanisms were also established to assess progress,
identify emerging challenges, and ensure that the gains achieved are both sustained and improved
over time. This monitoring process involves setting key performance indicators (KPIs) and conducting
periodic assessments to gauge the effectiveness of interventions and inform necessary adjustments.
A crucial part of the action plan was fostering stakeholder involvement. Teachers, parents,
students, and community members were actively engaged in addressing gaps and celebrating the
gains. Their participation not only strengthened the sense of shared accountability but also secured
the much- needed buy-in to drive further improvements. Through regular consultations, feedback
mechanisms, and collaborative planning sessions, stakeholders were given a platform to contribute
ideas, voice concerns, and feel ownership over the school’s initiatives.
Additionally, the school promoted a culture of learning and resilience by embracing challenges
as opportunities for growth. Training sessions and capacity-building activities were conducted to equip
staff with the skills and knowledge needed to overcome barriers and sustain achievements. Lessons
learned from past challenges were documented and shared to prevent recurrence and inspire
innovative solutions moving forward.
By integrating these actions, the school not only addressed gaps but also created a foundation
for continuous growth and development, ensuring that gains are leveraged to inspire greater success
in future endeavors.

2024 YEAR-END
REPORT
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REVIEW OF 2024 ANNUAL IMPLEMENTATION PLAN: TARGETS VS ACCOMPLISHMENTS

INTERVENTION Teacher Capacity Building Program

PROGRAM
OBJECTIVE Enhance teachers’ competencies in innovative teaching methodologies.

BEDP & MATAG Quality basic education and improved learning outcomes.
ALIGNMENT
SCHOOL HEAD Instructional Leadership
KRA ALIGNMENT
2024 PHYSICAL 2024 FINANCIAL REASON FOR ACTION OVER
SUCCESS
THE GAP OR GAPS AND
INDICATORS TARGET ACCOMP GAP GAIN TARGET ACCOMP GAP GAIN GAINS
5 capacity- 3 2 Improved PHP PHP PHP Limited funding Explore
building seminars. seminars. teaching 200,000. 150,000. 50,000 availability partnerships
seminars methods in delayed two with LGUs or
conducted. 60% of seminars. NGOs to fund
observed remaining
classrooms seminars;
sustain
successful
methodologies
with follow-up
coaching.

INTERVENTION Student Wellness Program

PROGRAM
OBJECTIVE Promote mental health awareness and resilience among students.

2024 YEAR-END
BEDP & MATAG Learners' well-being and holistic development.
ALIGNMENT
SCHOOL HEAD Student Development.
KRA ALIGNMENT
2024 PHYSICAL 2024 FINANCIAL REASON FOR ACTION OVER
SUCCESS
THE GAP OR GAPS AND
INDICATORS TARGET ACCOMP GAP GAIN TARGET ACCOMP GAP GAIN GAINS

REPORT
4 mental 6 None. 2 PHP PHP N/A. Additional Strengthen

10 |
health workshops. additional 100,000. 110,000. support from partnerships
workshops. workshops external and integrate
 conducted sponsors. mental
health
awareness into
annual school
events.

INTERVENTION Reading Comprehension Enhancement

PROGRAM
OBJECTIVE Improve reading comprehension levels.

BEDP & MATAG Quality education with foundational skills.

ALIGNMENT
SCHOOL HEAD Learning Outcomes.
KRA ALIGNMENT
2024 PHYSICAL 2024 FINANCIAL REASON FOR ACTION OVER
SUCCESS
THE GAP OR GAPS AND
INDICATORS TARGET ACCOMP GAP GAIN TARGET ACCOMP GAP GAIN GAINS
80% of 70%. 10%. PHP PHP PHP Insufficient Procure
students 150,000. 140,000. 10,000. reading additional
with N/A. materials and reading
proficient support materials and
reading sessions. schedule
scores. remedial
reading classes.
INTERVENTION Community Engagement Program
PROGRAM
OBJECTIVE Strengthen school-community partnerships for shared goals.

BEDP & MATAG Governance and stakeholder involvement.

ALIGNMENT
SCHOOL HEAD Community Relations.

2024 YEAR-END
KRA ALIGNMENT
2024 PHYSICAL 2024 FINANCIAL REASON FOR ACTION OVER
SUCCESS
THE GAP OR GAPS AND
INDICATORS TARGET
3 major ACCOMP
4 projects. GAP
None. GAIN
1 TARGET
PHP ACCOMP
PHP 60,000. GAP
N/A. Active Maintain
community additional 50,000. participation of stakeholder
projects. project parents and engagement
completed. barangay through regular

REPORT
officials. consultations

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and recognition
programs.
INTERVENTION ICT Integration in Teaching and Learning
PROGRAM
OBJECTIVE Upgrade classrooms with technology and train teachers for digital integration.

BEDP & MATAG Enhanced digital literacy.

ALIGNMENT
SCHOOL HEAD Technology Advancement.
KRA ALIGNMENT
2024 PHYSICAL 2024 FINANCIAL REASON FOR ACTION
SUCCESS
THE GAP OR OVER GAPS
INDICATORS TARGET ACCOMP GAP GAIN TARGET ACCOMP GAP GAIN AND GAINS
15 10 5 N/A. PHP PHP PHP Delayed Prioritize
classrooms classrooms. classrooms. 300,000. 250,000. 50,000. procurement delayed
equipped due to supply procurement
with ICT issues. and seek
tools. alternative
suppliers for
faster delivery.

2024 YEAR-END
REPORT
12 |
 C. Review of School Performance Outcomes
1. School Performance Indicators

a. Grade Level Enrolment for SY 23-24 and SY 24-25

GRADE LEVELS SY 23-24 SY 24-25 (SEMESTER 1)
Junior HS Total 1,127 1064
Grade 7 266 277
Grade 8 263 255
Grade 9 292 253
Grade 10 306 279
Senior HS Total 467 544
Grade 11 252 284
Grade 12 215 260
Grand Total 1,594 1,608

Analysis
Total Enrolment Growth: The school experienced an overall net growth of 14 students (+1%),
with enrolment increasing from 1,594 in SY 23-24 to 1,608 in SY 24-25 (Semester 1).
Junior High School Decline: A decline of 63 students (-6%) was observed in Junior High
School. This is primarily attributed to significant decreases in Grades 9 and 10, which highlight
potential issues in student retention or external transfers at these levels.
Senior High School Growth: Senior High School enrolment increased by 77 students
(+16%). This substantial growth demonstrates the effectiveness of recruitment and retention
strategies, particularly in attracting new students to Grade 11 and retaining them through Grade 12.
Grade-Level Highlights: Grade 7: Increase in enrolment (+11 students) indicates strong
recruitment efforts or a larger intake from feeder elementary schools. Grade 9: Largest decline (-39
students) suggests challenges in retention or external transfers that need further investigation. Grade
12: Largest growth (+45 students), reflecting effective retention and transition from Grade 11.

Recommendations
Address Retention in Junior High School: Investigate the reasons for the significant decline
in Grades 9 and 10, such as academic challenges, school climate, or external competition. Enhance
student engagement programs, remedial classes, and counseling support to improve retention rates in
Junior High School.
2024 YEAR-END

Maximize Senior High School Growth: Build on the positive momentum in Grades 11 and 12
by continuing to market specialized tracks (e.g., STEM, ABM, TVL) and providing career guidance.
Strengthen Senior High School programs to ensure consistent enrolment growth and high retention
rates.
Support Transition Programs: Implement stronger transition programs from Grade 10 to
REPORT

Grade 11 to minimize dropouts and maintain the growth trend in Senior High School. Offer orientation
13 |

and bridging programs for students moving from elementary to Grade 7.

 Monitor Dropout and Transfer Trends: Regularly track student data to identify patterns in
dropouts or transfers, especially in Grades 9 and 10, and address issues proactively. Engage parents
and stakeholders in discussions about challenges affecting student retention.
By addressing the noted challenges in Junior High School and sustaining the growth in Senior High
School, the school can continue to enhance its overall enrolment and student success rates.

b. Grade Level Transfer In and Out Status for SY 24-25

SY 24-25 SY 24-25
GRADE LEVELS
TRANSFER-IN TRANSFER-OUTS
Junior HS Total
Grade 7 2 3
Grade 8 9 0
Grade 9 8 3
Grade 10 21 0
Senior HS Total
Grade 11 8 0
Grade 12 8 0
Grand Total 56 6

Analysis and Insights:

Overall Growth in Enrollment: The data reflects an overall net gain of 50 students across
both Junior High School and Senior High School, indicating that the school is attracting more students
than those leaving.
Grade-Level Trends: Grade 10 in Junior High School shows the highest number of students
transferring in (21 students) without any transfer-outs. This could suggest that the school is
successfully retaining students as they transition to higher-grade levels or possibly attracting students
from other schools who wish to enter Senior High School. Grade 8 also saw a significant net gain of 9
students, with no students transferring out, possibly reflecting strong student satisfaction and
retention. For Senior High School, both Grade 11 and Grade 12 show a net gain of 8 students each,
with no transfer-outs, suggesting a stable and steady enrollment for these levels.
Transfer-Out Patterns: The Junior High School levels show varying transfer-out numbers,
with Grade 7 experiencing a slight negative net change (-1), which could be a result of students
adjusting to the school environment or moving to different schools. Other than Grade 7, the other
Junior High School grades have either zero or low transfer-outs, indicating relatively strong retention
rates. Senior High School shows zero transfer-outs in both Grade 11 and Grade 12, which is a positive
sign of retention and satisfaction with the educational offerings at these levels.
2024 YEAR-END

Implications: The high number of transfer-ins, especially at Grade 10 and Grade 8, suggests
that the school’s offerings at these grade levels are attractive to incoming students. This could be due
to a variety of factors, such as academic programs, extracurricular activities, or a reputation for
academic excellence. The low number of transfer-outs overall reflects positively on the school’s ability
to retain students, especially in Senior High School, where no students have transferred out, indicating
REPORT

strong satisfaction with the upper-grade programs.

14 |
 Conclusion: The data suggests a positive trend in student enrollment for SY 2024-2025, with a
significant net gain of 50 students. This growth indicates a stable and appealing school environment,
with particularly strong retention and attraction at Grade 10 and Senior High School levels. The school
should continue focusing on its strengths, especially in Grade 10, to maintain and even further
increase its retention and transfer-in numbers.

c. Grade Level Drop-Outs for SY 23-24 and SY 24-25

SY 23-24 SY 24-25
GRADE LEVELS DROP-OUTS DROP-OUTS
SEM 1 for SHS
Junior HS Total 33 26
Grade 7 8 2
Grade 8 6 11
Grade 9 12 8
Grade 10 7 5
Senior HS Total 1 1
Grade 11 1 1
Grade 12 0 0
Grand Total 34 27

Analysis
Junior High School (JHS):
Overall Improvement: Drop-out rates in Junior High School decreased by 7 students (-21%)
compared to the previous year. This suggests that retention efforts and interventions for Junior High
School students are showing positive results.
Grade-Level Insights: Grade 7: Drop-outs decreased significantly from 8 to 2 (-75%). This
improvement is likely due to successful initiatives supporting the transition of students from elementary
to Junior High School. Grade 8: A concerning increase in drop-outs from 6 to 11 (+83%). This
suggests potential academic or social challenges during this level that require immediate attention.
Grade 9: Drop- outs decreased from 12 to 8 (-33%). While this is an improvement, the figure remains
relatively high and should be monitored closely. Grade 10: Slight improvement, with drop-outs
decreasing from 7 to 5 (- 29%). This suggests a need for continuous support as students prepare for
the transition to Senior High School.
Senior High School (SHS):
Minimal Drop-Outs: Drop-out numbers remained consistently low at 1 student for both SY 23-
24 and SY 24-25. No drop-outs were recorded in Grade 12, reflecting strong retention and a high
2024 YEAR-END

likelihood of students completing their SHS journey.

Retention Success: The low drop-out rates in Senior High School are a positive indicator of
the effectiveness of the SHS curriculum and student engagement strategies.
Overall School Performance: Grand Total: A net decrease of 7 drop-outs (-21%)
demonstrates the school’s overall progress in improving student retention. The largest improvements
REPORT

were seen in Grade 7, while Grade 8 showed the most concerning increase in drop-outs.
15 |
Recommendations
Address Grade 8 Drop-Outs: Investigate the reasons behind the sharp increase in drop-outs
for Grade 8, such as academic challenges, bullying, or personal issues. Provide targeted interventions
such as academic tutorials, peer mentoring, and counseling support for Grade 8 students.
Strengthen Transition Programs: Continue to enhance transition programs for incoming Grade
7 students to sustain the low drop-out rate. Provide additional support for Grade 10 students as they
prepare to transition to Senior High School.
Monitor Grade 9 Retention: Although there is an improvement, Grade 9 drop-outs remain
relatively high. Regular monitoring and proactive interventions should be implemented.
Sustain SHS Retention Efforts: Maintain the effective strategies used in Senior High School,
particularly those contributing to zero drop-outs in Grade 12.
Engage Stakeholders: Collaborate with parents, teachers, and community leaders to identify
challenges leading to drop-outs and to implement sustainable solutions.
Regular Data Analysis: Continue tracking drop-out trends to assess the effectiveness of
interventions and to adjust strategies as needed.
By addressing the challenges in Grade 8 and maintaining the successes in other grade levels, the
school can further improve its retention rates and ensure better outcomes for all students.

NUMBER OF
TOP REASONS FOR DROPPING-OUT
SY 24-25 DROP-OUTS
BY LEVEL OF EDUCATION
as of December 19, 2024
Junior HS
Reason 1- Lack of Interest 4
Reason 2- Parents’ attitude towards schooling 4
Reason 3- Change of Residence 19
Reason 4
Reason 5
Reason 6
Senior HS
Reason 1- Change of Residence 1
Reason 2
Reason 3
Reason 4
Reason 5
Reason 6
2024 YEAR-END

Grand Total 27

Junior High School (27 Students Total)

1. Reasons for Dropping Out:

o Change of Residence:
REPORT

 The most significant reason, accounting for 19 out of 27 dropouts (70%).

16 |

o Lack of Interest:
  4 students (15%) cited lack of interest in schooling as a reason for leaving.
o Parents' Attitude Towards Schooling:
 Another 4 students (15%) dropped out due to a lack of support or negative
attitudes from parents regarding education.
2. Observations:
o The high number of cases for Change of Residence suggests mobility issues,
possibly due to financial challenges, employment opportunities for parents, or
relocation for other personal reasons.
o The remaining reasons (Lack of Interest and Parents' Attitude) highlight motivational
and familial challenges, which are common barriers to educational continuity in this
age group.

Senior High School (1 Student Total)

1. Reasons for Dropping Out:

o Change of Residence:
 The only reason cited, accounting for the single dropout in this level.
2. Observations:
o The data reflects minimal dropouts in SHS compared to JHS. However, the single case
of relocation aligns with the trend observed in JHS, where residential mobility is a
major factor.

Grand Total Insights

1. Majority Dropout Reason:

o Change of Residence:
 20 out of 27 cases (74%) indicate that relocation is the leading cause of
students leaving school, suggesting that external socio-economic factors are
heavily influencing educational continuity.
2. Other Reasons:
o Lack of Interest and Parental Attitudes together account for 8 out of 27 cases
(26%), highlighting internal and familial barriers to education.
3. Level-Specific Observations:
o JHS: More vulnerable to dropouts, likely due to external and motivational factors.
o SHS: Lower dropout rates, potentially because students in SHS have a higher
motivation to complete their education or have already overcome earlier
challenges.

Recommendations 2024 YEAR-END

1. Address Mobility Issues:

o Collaborate with local government units to provide assistance to families
frequently relocating:
 Ensure school transfer systems are streamlined.
 Offer financial assistance or incentives to minimize the need for relocation.
2. Increase Student Engagement:
o For students lacking interest:
REPORT

 Implement programs focused on experiential learning, extracurricular

17 |

activities, or mentorship to spark curiosity and motivation.

3. Engage Parents:
 Conduct parent-focused seminars or workshops to emphasize the value of education.
o
Offer counseling or community programs to address negative attitudes toward
o
schooling.
4. Preventive Monitoring:
o Regularly identify at-risk students through teacher feedback and attendance monitoring.
o Provide early interventions such as counseling or home visits to prevent dropouts.
5. Improve Access and Retention Programs:
o Create flexible learning options for families with frequent relocations, such as
modular or online schooling.
o Partner with NGOs or community groups to support families in need.

Conclusion

The dropout data for SY 2024-2025 reveals that Change of Residence is the dominant reason for
student dropouts, followed by Lack of Interest and Parental Attitudes. Efforts should focus on
addressing the socio-economic factors driving relocation, enhancing student engagement, and
strengthening parental support to reduce dropout rates across both JHS and SHS levels.

d. Grade Level Balik-Aral Data for SY 23-24 and SY 24-25

SY 24-25
GRADE LEVELS
BALIK-ARAL
Junior HS Total 10
Grade 7 2
Grade 8 1
Grade 9 7
Grade 10 0
Senior HS Total 0
Grade 11 0
Grade 12 0
Grand Total 10

Junior High School (JHS) Balik-Aral Students:

 Grade 7: 2 students (20% of the total)

 Grade 8: 1 student (10% of the total)
 Grade 9: 7 students (70% of the total)
 Grade 10: 0 students (0%)
2024 YEAR-END

Key Observations for JHS:

1. The majority of Balik-Aral students are in Grade 9 (7 students, 70%), suggesting that these
students may have had interruptions in their education prior to this level and are now returning
to complete their education.
2. There are no Balik-Aral students in Grade 10, which could imply that students in Grade 10
REPORT

are either continuing their studies or opting to drop out rather than returning after an absence.
18 |
 3. The numbers in Grade 7 (2 students) and Grade 8 (1 student) show that some students may
be returning early in their educational journey, perhaps after an initial break or change of
circumstances.

Senior High School (SHS) Balik-Aral Students:

 Grade 11: 0 students

 Grade 12: 0 students

Key Observations for SHS:

 There are no Balik-Aral students in Senior High School, which could indicate that students
who drop out of SHS typically do not return, or those who return usually do so before reaching
Grade 11.

Overall Insights:

 The majority of returning students are in Grade 9, suggesting that these students may have
faced challenges during their earlier educational years and are now making a return before
finishing JHS.
 Junior High School (Grades 7-9) shows some movement in terms of students returning to
school, while Senior High School does not seem to have any returning students, indicating a
potential gap in retention and re-entry at the SHS level.
 Grade 10 shows no returnees, which may imply that students who drop out at this stage may
not be returning, or the transition from JHS to SHS might be difficult for some.

Recommendations:

1. Support for Returning Students:

o Implement support programs for returning students, especially in Grade 9, to help
them catch up academically and integrate into the current curriculum.
o Offer mentoring or peer support systems to guide students transitioning back into
school.
2. Retention Programs for SHS:
o Focus on retention strategies in Senior High School, including flexible learning
options, counseling, and career guidance to encourage students to stay in school,
especially in Grades 11 and 12.
o Explore ways to re-engage potential dropouts in SHS by offering catch-up programs,
part-time schooling, or vocational tracks.
3. Monitoring of Grade 10 Students:
2024 YEAR-END

o Conduct targeted surveys or interviews with Grade 10 students who drop out to
understand their reasons and offer interventions tailored to prevent future dropouts.
4. Flexible Education Options:
o Develop programs that allow for flexible entry into the education system for students
who may have been away for a long time, offering modular classes, online learning, or
community-based education programs.
REPORT
19 |
Conclusion:

The data reveals that Grade 9 students are the largest group of Balik-Aral students, showing a need
for support in this crucial transition year. Senior High School appears to have fewer opportunities for
re- entry, suggesting a need for better retention strategies in the upper grades. Focused interventions
to support returning students, particularly in Grade 9, and strategies to engage students at the Senior
High School level could improve overall student retention and success.

e. Grade Level Promotion and Graduation Status for SY 23-24

SY 23-24 SY 23-24 SY 23-24 SY 23-24
GRADE SY 23-24
NUMBER OF PROMOTION NUMBER OF GRADUATION
LEVELS ENROLMENT
PROMOTEES RATE GRADUATES RATE
Junior HS 1,127 1079 95.74% Grade 10:
Grade 7 266 257 96.62% 94.12%
Grade 8 263 257 97.72%
Grade 9 292 277 94.86%
Grade 10 306 288 94.12% 288
Senior HS 467 466 99.78% Grade 12:
Grade 11 252 251 99.6% 100%
Grade 12 215 215 100% 215
1,594 1,545

Analysis
Junior High School (Grades 7-10):
Overall Promotion Rate: The Junior HS promotion rate is 95.74%, indicating that most
students successfully advanced to the next grade level. However, 48 students did not get promoted,
highlighting retention issues that need to be addressed.
Grade-Level Insights: Grade 7: Promotion rate of 96.62% indicates strong support for new
Junior High School students. However, 9 students were retained. Grade 8: The highest promotion rate
in Junior HS at 97.72%, with only 6 students retained. This reflects effective interventions and student
engagement. Grade 9: Promotion rate of 94.86%, slightly lower than the earlier grades, with 15
students retained. This suggests increasing academic challenges or external factors affecting
promotion. Grade 10: The lowest promotion rate in Junior HS at 94.12%, with 18 students retained.
This may be due to the transition to Senior HS and other pressures, such as dropout risks or
performance challenges. 2024 YEAR-END

Senior High School (Grades 11-12):

Overall Performance: The Senior HS promotion rate is an excellent 99.78%, with only 1
student not promoted. The Grade 12 graduation rate is 100%, demonstrating outstanding performance
and effective retention strategies in Senior HS.
REPORT

Grade-Level Insights: Grade 11: Promotion rate of 99.6% indicates very few challenges, with
20 |

only 1 student retained. Grade 12: Perfect promotion and graduation rate of 100% reflects the success
of the Senior HS curriculum, strong academic support, and student preparedness for the real world.
Overall School Performance:
Promotion Rate: The overall promotion rate is 97.03%, with 49 students not promoted across
all grade levels. The high rate reflects strong academic performance and effective interventions.
Graduation Rate: The graduation rate is a perfect 100%, with 288 Senior HS students
successfully graduating from Grade 12. This reflects the school’s effectiveness in retaining and
supporting students through the final years of their education.

Key Insights:
Junior HS Challenges: Retention issues are most pronounced in Grades 9 and 10, where
promotion rates are slightly lower. Interventions may be needed to address academic challenges,
absenteeism, or personal factors affecting students.
Senior HS Excellence: The school exhibits excellent performance in Senior HS, with near-
perfect promotion rates and a 100% graduation rate. This indicates a strong program that successfully
prepares students for higher education or the workforce.
Overall School Strength: The overall promotion rate of 97.03% and graduation rate of 100%
demonstrate the school’s commitment to student success and high-quality education.

Recommendations:
Focus on Grade 9 and 10 Retention: Implement academic interventions, such as tutoring and
peer mentoring, to address challenges specific to these grade levels. Provide career guidance and
counseling to motivate students as they approach the transition to Senior High School.
Monitor At-Risk Students: Develop an early warning system to identify at-risk students
across all grade levels and provide targeted interventions.
Celebrate Senior HS Success: Highlight the 100% graduation rate as a point of pride for the
school and a motivation for Junior High School students.
Enhance Transition Programs: Strengthen programs that support students transitioning from
Grade 6 to Grade 7 and from Grade 10 to Grade 11 to maintain high promotion rates.
Engage Parents and Stakeholders: Collaborate with parents and the community to address
retention issues, particularly in Grades 9 and 10.
By addressing the noted challenges while sustaining successes, the school can continue to improve its
promotion and graduation rates and maintain its high standards of education. 2024 YEAR-END
REPORT
21 |
f. Completed Quarter 2 Reports on Learners’ Achievement Level Per Grade
and Learning Area
O VS S FS DNME
GRADE: 7 ENROLMENT
90-100 85-89 80-84 75-79 BELOW 75
FILIPINO 277 52 58 72 69 26
ENGLISH 277 62 54 69 67 25
MATHEMATICS 277 34 92 62 57 32
SCIENCE 277 41 62 60 108 6
AP 277 44 63 85 53 32
TLE 277 105 78 60 30 4
VALUES 277 28 64 88 85 12
EDUCATION
MAPEH 277 32 50 67 97 31
Legend: O: Outstanding | VS: Very Satisfactory | S: Satisfactory | FS: Fairly Satisfactory |
DNME: Did Not Meet Expectations

Grade 7 learners' Quarter 2 performance highlights strengths in TLE and English, with 105 and
62 learners achieving Outstanding, while Mathematics and MAPEH require focused interventions as
32 and 31 learners, respectively, did not meet expectations.

O VS S FS DNME
GRADE: 8 ENROLMENT
90-100 85-89 80-84 75-79 BELOW 75
FILIPINO 255 30 45 57 60 63
ENGLISH 255 15 31 62 61 86
MATHE MATICS 255 23 42 81 75 34
SCIENCE 255 20 46 82 82 25
ARALING PANLIPUNAN 255 43 49 76 54 33

TECHNOLOGY AND
LIVELIHOOD EDUCATION 255 47 72 68 53 15

EDUKASYON SA
PAGPAPAKATAO 255 76 52 60 35 32

MAPEH 255 103 67 57 20 8

Legend: O: Outstanding | VS: Very Satisfactory | S: Satisfactory | FS: Fairly Satisfactory |

DNME: Did Not Meet Expectations
2024 YEAR-END

Grade 8 learners' Quarter 2 performance highlights strengths in MAPEH and Edukasyon sa

Pagpapakatao, with 103 and 76 learners achieving Outstanding, while English, Filipino and
Mathematics require focused interventions as 86, 63 and 34 learners, respectively, did not meet
expectations.
REPORT
22 |
 O VS S FS DNME
GRADE: 9 ENROLMENT
90-100 85-89 80-84 75-79 BELOW 75
FILIPINO 253 79 32 38 71 33
ENGLISH 253 47 34 47 80 45
MATHEMATICS 253 23 91 119 12 8
SCIENCE 253 27 44 57 67 58
AP 253 81 70 53 38 11
TLE 253 51 46 55 79 22
VALUES 253 80 93 44 25 11
EDUCATION
MAPEH 253 56 36 86 60 15

General Observations

1. Distribution of Grades:
o The majority of students' grades cluster around the DNME and Below 75 categories in
several subjects.
o Few students achieve VS (Very Satisfactory) across most subjects.
2. Subject Performance Highlights:
o Mathematics:
 Highest count of FS (80-84) achievers (119 students).
 Very few students performed below 75 (8 students).
o English:
 Relatively high number of students below 75 (45 students).
 Equal distribution of FS (80-84) and DNME (75-79) students (47 and 38, respectively).
o Science:
 Significant number of students fall below 75 (58 students).
 Low VS (90-100) achievers (27 students).
o Values Education:
 Highest Satisfactory (85-89) achievers (93 students).
 Relatively balanced performance across categories.
o AP (Araling Panlipunan):
 Strong performance with 81 students in VS and 70 in S.
o TLE (Technology and Livelihood Education):
 High DNME achievers (79 students).
o MAPEH (Music, Arts, PE, Health):
 Good distribution across categories, with 86 FS achievers.
o Filipino:
 Concentration of students in DNME and Below 75 categories (71 and 33, respectively).
2024 YEAR-END
REPORT
23 |
 O VS S FS DNME
GRADE: 10 ENROLMENT 90-100 85-89 80-84 75-79 BELOW 75
FILIPINO 279 56 87 66 70 0
ENGLISH 279 56 87 66 70 0
MATHEMATICS 279 46 87 66 80 0
SCIENCE 279 50 87 72 70 0
AP 279 87 70 66 56 0
TLE 279 77 80 66 56 0
VALUES 279 87 70 66 56 0
EDUCATION
MAPEH 279 87 70 66 56 0

1. High-Performing Subjects:
o AP (Araling Panlipunan):
 87 students achieved VS, the highest across subjects.
 Lower concentration of students in DNME (56), indicating stronger performance
overall.
o MAPEH and Values Education:
 Both subjects have 87 students in VS, and 70 in S.
 Only 56 students in DNME, with no failing students.
2. Subjects with Moderate Variability:
o Filipino, English, Science, and Mathematics:
 These subjects have 56 students in VS and 87 in S, followed by a concentration
in FS (66-72 students) and DNME (70-80 students).
 No students fell into the Below 75 category, indicating overall competence
despite variability.
3. Subjects Requiring Consistent Effort:
o TLE:
 77 students in VS, 80 in S, and 66 in FS.
 A moderate number (56) scored in DNME, suggesting the need for slight
interventions.

O VS S FS DNME
GRADE: 11-STEM ENROLMENT
90-100 85-89 80-84 75-79 BELOW 75

EARTH SCIENCE 28 16 12

GENERAL 28 8 19 1
BIOLOGY 1

PRE-CALCULUS 28 3 15 10
2024 YEAR-END

EMPOWERMENT 28 10 8 10
TECHNOLOGIES

ORAL 28 18 8 10
COMMUNICATION

KOMUNIKASYON
REPORT

28 6 9 13
AT PANANALISIK
24 |
GENERAL 28 6 18 4
MATHEMATICS

PERSONAL 28 27 1
DEVELOPMENT

PHYSICAL EDUCATION 28 28

1. High Achievers (VS):

o Physical Education stands out with all 28 students achieving a perfect VS
performance.
o Personal Development also shows a strong performance, with 27 students
achieving VS.
o Oral Communication has 18 students in the VS category, reflecting
strong performance.
2. Subjects with Challenges:
o Komunikasyon at Pananaliksik has the highest number of students in the DNME (13
students) category.
o Pre-Calculus and Empowerment Technologies show a relatively high number
of students in DNME (10 students each).
o General Biology 1 is notable for having 1 student below 75 and many students in the
FS (19 students) category.
3. Balanced Performance:
o General Mathematics demonstrates a more balanced performance, with 6 students
in VS, 18 in S, and only 4 in DNME.

O VS S FS DNME
GRADE: 11-ABM ENROLMENT 90-100 85-89 80-84 75-79 BELOW 75

ORAL 24 17 1 6
COMMUNICATION
KOMUNIKASYON AT 24 8 3 8 5
PANANALIKSIK SA
WIKA AT KULTURANG
FILIPINO
GENERAL 24 14 4 6
MATHEMATICS
EARTH AND LIFE 24 11 8 5
SCIENCE
PERSNAL 24 24
DEVELOPMENT
2024 YEAR-END

PHYSICAL EDUCATION 24 24
AND HEALTH
EMPOWERMENT 24 8 11 5
TECHNOLOGIES
FUNDAMENTALS OF 24 14 9 1
ACCOUNTANCY,
REPORT

BUSINESS AND
25 |

MANAGEMENT 1
ORGANIZATION AND 24 8 8 8
MANAGEMENT
 1. Outstanding Performance:
o Personal Development and Physical Education and Health stand out, with all 24
students achieving VS.
o Oral Communication also demonstrates strong performance, with 17 students
achieving VS.
2. Subjects with Mixed Performance:
o General Mathematics: Strong performance with 14 students in VS and only 6 in FS.
o Earth and Life Science: Balanced distribution, with 11 students in VS, 8 in S, and 5
in FS.
3. Subjects Requiring Improvement:
o Komunikasyon at Pananaliksik: Challenges are evident, with 5 students
performing below 75 and 8 in DNME.
o Organization and Management: Equal distribution among VS, S, and
FS/DNME, indicating a broad spectrum of performance.
o Empowerment Technologies: Concentration in FS (11 students), with only 8
students in VS.

O VS S FS DNME
GRADE: 11-ICT ENROLMENT 90-100 85-89 80-84 75-79 BELOW 75

Add tables as needed. Provide data analysis.

2024 YEAR-END
REPORT
26 |
GRADE: 11- O VS S FS DNME
ENROLMENT
HUMSS 90-100 85-89 80-84 75-79 BELOW 75

Oral Com 137 29 50 38 6 14

KPWKP 137 34 62 28 4 9
Gen Math 137 18 62 45 12 0
PerDev 137 27 61 17 29 3
UCSP 137 67 25 20 17 8
EmTech 137 57 17 30 26 7
PPG 137 23 36 42 20; 17
DISS 137 5 32 40 32 16
P.E 137 108 12 3 10 2

1. Outstanding Subjects:
o Physical Education (P.E):
 Exceptional performance, with 108 students achieving VS and only 2
students scoring below 75.
o Understanding Culture, Society, and Politics (UCSP):
 Strong performance, with 67 students in VS and minimal students in the lower
categories.
2. Subjects with Balanced Performance:
o Oral Communication:
 Most students are in the S (50 students) and FS (38 students) categories.
 Only 6 students in DNME and 14 students below 75.
o Komunikasyon at Pananaliksik sa Wika at Kulturang Filipino (KPWKP):
 Good distribution with 34 students in VS and 62 in S.
 Minimal students in the DNME (4) and Below 75 (9) categories.
3. Subjects Requiring Attention:
o DISS (Disciplines and Ideas in the Social Sciences):
 Significant number of students in DNME (32) and Below 75 (16).
 Few high achievers in VS (5 students).
o EmTech (Empowerment Technologies):
 High count in FS (30) and DNME (26), with 7 students failing.
o PPG (Philippine Politics and Governance):
 Performance is spread across all categories, with 42 in FS, 20 in DNME, and 17
failing.

O VS S FS DNME
GRADE: 12-STEM ENROLMENT
90-100 85-89 80-84 75-79 BELOW 75 2024 YEAR-END

Media and Information 24 21 3

Literacy
Introduction to 24 15 9
Philosophy of the
Human Person
Physical Education and 24 24
Health
REPORT

Understanding Culture, 24 24
27 |

Society, and Politics

Practical Research 2 24 24
 Filipino sa Piling Larang 24 24
– Akademik
Entrepreneurship 24 24
General Physics 1 24 24
General Chemistry 2 24 24

 Outstanding Performance Across Most Subjects:

 100% of students achieved VS (Very Satisfactory) in the following subjects:

o Physical Education and Health
o Understanding Culture, Society, and Politics
o Practical Research 2
o Filipino sa Piling Larang (Akademik)
o Entrepreneurship
o General Physics 1
o General Chemistry 2

 Subjects with Mixed Performance:

 Media and Information Literacy:

o 21 students achieved VS, while 3 students scored S (Satisfactory).
 Introduction to Philosophy of the Human Person:
o 15 students achieved VS and 9 scored S (Satisfactory).

O VS S FS DNME
GRADE: 12-ABM ENROLMENT
90-100 85-89 80-84 75-79 BELOW 75

Entrepreneurship 21 21
Practical Research 2 21 15 6
Business Finance 21 18 3
Piling Larang 21 18 3
HOPE 21 21
Philosophy 21 15 6
Media Information 21 15 6
Literacy
UCSP 21 18 3
Applied Economics 21 21
2024 YEAR-END

1. Outstanding Subjects:
o Entrepreneurship, HOPE (Physical Education and Health), and Applied Economics
stand out with all 21 students achieving VS (100% very satisfactory performance).
2. Subjects with Minor Variance:
o Several subjects show slight variation, with the majority of students in the VS
category but a small portion in S:
REPORT

 Practical Research 2: 15 in VS, 6 in S.

28 |

 Philosophy: 15 in VS, 6 in S.
  Media and Information Literacy: 15 in VS, 6 in S.
3. Consistently Strong Performance:
o Subjects like Business Finance, Piling Larang, and UCSP (Understanding Culture,
Society, and Politics) have the majority of students in VS (18) with a few in S (3).
4. No Students Below FS:
o None of the students fall below the FS category, reflecting a solid overall
academic performance for this cohort.

O VS S FS DNME
GRADE: 12-ICT ENROLMENT
90-100 85-89 80-84 75-79 BELOW 75

CPAR 55 20 15 20 0 0
Earth and Life 55 12 17 15 5 6
PE 55 25 17 8 5
PR 2 55 12 18 16 3 5
Piling Larang 55 16 14 10 10 5
Entrep 55 20 13 10 7 5
CSS 55 25 8 9 6 7

High-Performing Subjects:

 PE (Physical Education):
o Strong performance with 25 students in VS and 17 in S.
o Only 5 students scored below 75.
 CSS (Computer Systems Servicing):
o 25 students achieved VS, but there is some variability, with 7 students scoring below
75.

Subjects with Balanced Performance:

 CPAR (Contemporary Philippine Arts from the Regions):

o 20 students in VS, 15 in S, and 20 in FS.
o No students in DNME or Below 75, indicating consistent performance.
 Earth and Life Science:
o Performance is widely distributed, with 12 in VS, 17 in S, and some students in FS,
DNME, and Below 75 (6).

Subjects Requiring Improvement:

 PR 2 (Practical Research 2):

o Performance is spread, with 16 in FS, 3 in DNME, and 5 failing.
 Piling Larang:
2024 YEAR-END

o Only 16 in VS and 14 in S, with 10 in FS, 10 in DNME, and 5 failing.

 Entrepreneurship:
o Similar pattern to Piling Larang, with 20 in VS but 7 in DNME and 5 failing.
REPORT

GRADE: 12- O VS S FS DNME

ENROLMENT
29 |

HUMSS 90-100 85-89 80-84 75-79 BELOW 75

Contemporary 160 130 20 10 0

Philippine Arts from
the
Regions
Earth and Life Science 160 88 60 10 2
Physical Education and 160 140 15 5 0
Health
Practical Research 2 160 82 60 11 7
Contemporary Philippine 160 130 20 10 0
Arts from the Regions
Earth and Life Science 160 88 60 10 2
Physical Education and 160 140 15 5 0
Health

Practical Research 2 160 82 60 11 7

Filipino sa Piling Larang – 160 90 60 10 0
Akademik

Entrepreneurship 160 93 40 16 11
Creative Writing / 160 91 40 19 10
Malikhaing Pagsulat

Trends, Networks, and 160 92 39 17 12

Critical Thinking in the
21st Century Culture
Community Engagement, 160 90 37 23 10
Solidarity, and Citizenship
Filipino sa Piling Larang 160 90 60 10 0
– Akademik
Entrepreneurship 160 93 40 16 11
Creative Writing / 160 91 40 19 10
Malikhaing Pagsulat
Trends, Networks, and 160 92 39 17 12
Critical Thinking in the
21st Century Culture
Community 160 90 37 23 10
Engagement, Solidarity,
and Citizenship

1. Subjects with Strong Performance:

o Physical Education and Health (PE):
 140 students achieved VS and 15 scored S, leaving only 5 in FS. There are no
students in DNME or Below 75.
o Contemporary Philippine Arts from the Regions:
2024 YEAR-END

 130 students achieved VS, 20 scored S, and only 10 in FS.

2. Subjects with Moderate Variability:
o Earth and Life Science:
 88 students in VS, 60 in S, and 10 in FS. However, 2 students are in Below 75.
o Practical Research 2:
 Distributed performance with 82 in VS, 60 in S, and 11 in FS. 7 students scored
REPORT

below 75.
30 |

o Entrepreneurship:
  93 students in VS, 40 in S, and 16 in FS. There are 11 students in DNME.
3. Subjects Requiring Improvement:
o Creative Writing:
 Performance is spread, with 91 in VS, 40 in S, and 19 in FS. 10 students scored
below 75.
o Trends, Networks, and Critical Thinking:
 92 in VS, 39 in S, and 17 in FS, while 12 scored below 75.
o Community Engagement, Solidarity, and Citizenship:
 90 in VS, 37 in S, 23 in FS, and 10 in DNME.

2024 YEAR-END
REPORT
31 |
2. Research and Innovation
a. Number of research and innovation proposals submitted approved
Proposals Under Submission Under Approved Under Implementation
Status Status Status
Action Research 0 0 2
Applied Research 0 0 1
Basic Research 0 0 0
Innovation 0 0 0
IGP 0 0 0
Total 0 0 0

b. Number of research and innovation proposals completed

Approved Proposals Completed Status
Action Research 2
Applied Research 1
Basic Research 0
Innovation 0
IGP 0
Total 0

Analysis:

o No proposals have been submitted under any category as of the current reporting
period. This could indicate that the research and innovation teams have not yet initiated
any new proposals or are in the planning phase. It could also suggest a lack of active
research submission at this time.

Analysis:

o No proposals have been approved under any category. This could reflect either an
ongoing review process, a lack of new submissions, or proposals being held up due to
various reasons such as alignment with institutional goals or quality concerns. It
indicates that no formal endorsement has been given to any research or innovation
initiatives thus far.
2024 YEAR-END

Analysis:

o Action Research and Applied Research proposals are under implementation with 2
and 1 projects respectively.
REPORT
32 |
 o No Basic Research, Innovation, or IGP proposals are under implementation, which
could indicate that these areas have not progressed beyond the proposal stage or have
not been prioritized.

Analysis:

o Action Research: 2 projects have been completed, which is a positive sign, suggesting
that the research activities are being carried out and successfully finished in this
category.
o Applied Research: 1 project has been completed, indicating some progress in this area.
o Basic Research, Innovation, and IGP have no completed proposals, reflecting a
potential gap in these research areas. It may suggest a lack of focus, resources, or
planning in these categories, which should be addressed to broaden the research
portfolio.

Key Insights:

 Focus on Action and Applied Research: The data shows a stronger focus on Action
Research and Applied Research, with several projects either in progress or completed.
These areas seem to be the primary focus for the institution at the moment.
 Lack of Proposals in Other Categories: There is an absence of proposals in the Basic
Research, Innovation, and IGP categories, both under submission and approved statuses.
This could suggest that these areas have either not been prioritized or there are challenges in
generating ideas or proposals in these areas.
 Implementation Progress: While no proposals are in the approval stage currently, it’s
encouraging that some proposals are actively being implemented and have been completed,
particularly in Action Research. This indicates that some research initiatives are making
progress, even if the overall number of new or ongoing proposals is low.

Recommendations:

 Encourage Proposal Submissions Across All Categories: The absence of submitted

proposals in most categories highlights an opportunity to encourage more participation in
Basic Research, Innovation, and IGP. These areas could provide valuable contributions to
the school’s research portfolio and its impact on the community.
 Strengthen Innovation and IGP Focus: To ensure a more well-rounded research agenda,
efforts should be made to generate proposals for Innovation and Income Generating
Projects (IGP), especially since these areas are critical for practical, community-oriented
2024 YEAR-END

research and sustainability.

 Review Approval and Submission Processes: Given that no proposals have been
approved, it may be helpful to review the approval processes to ensure that proposals are not
being delayed unnecessarily. Additionally, the absence of submissions could indicate a need to
incentivize or motivate more teachers and researchers to engage in proposal writing.
 Enhance Capacity in Basic Research: Developing and promoting Basic Research
proposals can help strengthen the institution's academic foundation, leading to deeper
REPORT

knowledge generation and contributing to the field of education.

33 |
Conclusion:

The current state of research and innovation proposals suggests that the focus is primarily on Action
Research and Applied Research, with some progress in implementing and completing these
projects. However, there is a clear gap in other areas, including Basic Research, Innovation, and
IGP, which need further attention. By fostering a more inclusive research culture and addressing the
gaps in proposal submissions and approvals, the institution can broaden its research impact and
contribute more to the educational community and beyond.

2024 YEAR-END
REPORT
34 |
3. Basic Education Inputs
a. Data on Current Warm-Body Teaching, Related-Teaching and Non-Teaching
Personnel Disaggregated by Positions and Funding Source and Learning
Area Group for Secondary as of December 31, 2024

Teaching Personnel Junior HS Plantilla Senior HS Plantilla

MT 3 0 0
MT 2 1 0
MT1 4 0
SPET 1 0 1
SST 1 0 0
T3 30 11
T2 0 10
T1 6 0
Total 41 22

Teaching SEF SEF LGU Gen Approved Volunteer GIP

Personnel (PSB) (LSB) Fund
64 2 0 1 0 0

For Secondary Teachers

Learning Area Junior HS Senior HS SHS-ALS Approved
PSB LSB
Group Plantilla Plantilla Plantilla Volunteer
English 10 5 0 1 0 0
Math 6 3 0 0 0 0
Science 5 3 0 0 0 0
Filipino 5 2 0 1 0 0
Social Science / AP 6 4 0 0 0 0
TLE / TVL 5 3 0 0 0 0
MAPEH / PE 5 1 0 0 1 0
EsP / GMRC / Val Ed 0 0 0 0 0 0
ABM-Related 0 1 0 0 0 0
Total 42 22 0 2 1 0

Analysis
Teaching Personnel by Position:
Junior High School (JHS): The majority of Junior HS teachers hold Teacher III (T3) positions,
accounting for 30 out of 41 personnel (73%). There are no Master Teacher III (MT 3) or SST I
2024 YEAR-END

positions, indicating limited opportunities for career progression at the highest level.
Senior High School (SHS): Most Senior HS teachers also hold Teacher III (T3) positions (11
out of 22 personnel, 50%). A significant number of teachers are Teacher II (T2), making up 10 out of
22 personnel (45%), which contrasts with the absence of T2 personnel in Junior HS.
Funding Sources: SEF (PSB) contributes 2 personnel, while LGU Gen Fund contributes 1
REPORT

personnel. These numbers are minimal compared to plantilla positions, highlighting a heavy reliance
35 |

on plantilla-funded roles. No teachers are funded under SEF (LSB), Approved Volunteers, or GIP.
Teaching Personnel by Learning Area:
English: The largest group of teaching personnel, with 16 teachers (10 in JHS and 5 in SHS)
plus 1 SEF (PSB), reflecting high demand for English teachers.
Social Science / AP: This group has 10 teachers (6 in JHS and 4 in SHS), making it the second-
largest allocation.
MAPEH / PE: A smaller number of teachers (7 in total) indicates limited personnel for this multi-
disciplinary area, which may affect class coverage and extracurricular programs.
EsP / GMRC / Values Education: No designated teaching personnel, raising concerns about
the integration and delivery of values education in both Junior and Senior High School.
TLE / TVL and ABM-Related: TLE / TVL has 8 teachers (5 in JHS, 3 in SHS), sufficient for
technical-vocational courses. However, ABM-related subjects are handled by only 1 teacher, which
may impact the quality of specialized education in the ABM strand.

Key Insights:
Heavy Reliance on Plantilla Positions: Both Junior and Senior HS are heavily dependent on
plantilla-funded positions, with limited contributions from other funding sources.
Lack of Specialist Positions: No Master Teacher III positions and minimal SPET (Specialized
Teachers) indicate a need for higher-level expertise and professional growth opportunities.
Teaching Personnel Distribution: English and Social Science have the most teaching
personnel, while areas like MAPEH/PE and ABM-related courses are underrepresented. The lack of
EsP/GMRC/Values Education teachers is a critical gap in character-building and values education
delivery.
Adequacy in Senior High School: SHS appears adequately staffed, with most teachers
holding T3 or T2 positions and a 1:1 ratio of plantilla personnel to learning areas.

Recommendations:
Recruitment and Career Advancement: Advocate for the creation of more Master Teacher
and SPET positions to encourage teacher development and address skill gaps. Recruit additional
teachers for underrepresented areas like MAPEH, ABM, and EsP/GMRC/Values Education.
Optimize Teaching Load: Reassign teaching loads to ensure equitable distribution across
learning areas, especially in subjects with limited personnel.
Strengthen Funding Sources: Collaborate with local government units (LGUs) and
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stakeholders to increase contributions from SEF (PSB), SEF (LSB), and other funding sources.
Focus on Values Education: Allocate at least one plantilla or SEF-funded teacher to
EsP/GMRC/Values Education to address this critical gap.
Periodic Review: Regularly assess the alignment of teacher distribution with curriculum
REPORT

demands and student population growth.

36 |
By addressing these challenges, the school can ensure the equitable distribution of teaching personnel
and improved delivery of quality education.

b. Status of Teacher Requirement Analysis Based on Division TRA

Plantilla Group Requirement Inventory Excess Need Remarks
Junior HS None Science
Filipino

Senior HS None None

Analysis
Junior High School:
Teacher Shortage: There is a notable need for teachers in Science and Filipino to address
subject-specific demands. The current inventory is insufficient to meet the instructional needs for these
two critical subjects, which could impact the quality of education delivery and learning outcomes.
No Excess Teachers: There are no excess teachers in Junior HS, indicating efficient resource
allocation but a pressing need to fill the gaps in Science and Filipino.
Senior High School:
No Shortages or Excess: The current teacher inventory in Senior HS is adequate to meet the
requirements across all learning areas. There is no excess or shortage, suggesting that Senior HS is
well-staffed and aligned with student enrollment and curriculum demands.
General Observations: The Science and Filipino teacher gap in Junior HS suggests a need to
prioritize these areas in teacher recruitment, deployment, or training. The absence of excess teachers
across both Junior and Senior HS indicates effective utilization of human resources, with no
redundancy in staffing.

Recommendations:
Junior High School: Recruit Science and Filipino Teachers: Collaborate with the division
office to prioritize the hiring of qualified Science and Filipino teachers to address the identified gaps.
Reallocation of Resources: If feasible, reassign teachers with relevant expertise to these
subjects until permanent solutions are in place.
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Division-Level Advocacy: Advocate for additional plantilla positions for Junior HS Science
and Filipino through division-level discussions and resource planning.
Regular Monitoring: Conduct periodic teacher requirement assessments to ensure staffing
remains aligned with the needs of the curriculum and the growing student population.
REPORT

By addressing the shortage in Junior HS and maintaining the current balance in Senior HS, the
37 |

school can achieve more equitable teacher distribution and ensure consistent quality education
delivery.
. c. Filling-Up Status of Unfilled Teaching and Non-Teaching Items, if any

PLANTILLA- UNFILLED REASONS FOR UNFILLED

INCUMBENT
ITEM POSITIONS STATUS
Teaching Items

Related- Teaching Items

Non-Teaching Items
Guidance Councilor No qualified applicant

c. Number of School Buildings Under Good Condition, Major and Minor Repair

NON- REMARKS
BUILDING NUMBER OF INSTRUCTIONAL
INSTRUCTIONAL
STATUS BUILDINGS ROOMS
ROOMS
Good Condition 12 39 9
Major Repair 2 2 1
Minor Repair 4 12 1
Condemned/for 5 5 0
Demolition
Total 23 58 11
1. Total Number of Buildings:

 The total number of buildings is 23.

2. Total Instructional Rooms:

 The total number of instructional rooms across all buildings is 58.

3. Total Non-Instructional Rooms:

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 The total number of non-instructional rooms across all buildings is 11.

4. Breakdown by Building Status:

REPORT

 Good Condition:
38 |
 o Number of Buildings: 12
o Instructional Rooms: 39 (67.24% of total instructional rooms)
o Non-Instructional Rooms: 9 (81.82% of non-instructional rooms)
o Analysis: A significant portion of the buildings (12 out of 23) are in good condition,
housing the majority of the instructional rooms. This indicates that the primary teaching
facilities are well-maintained and available for use.
 Major Repair:
o Number of Buildings: 2
o Instructional Rooms: 2 (3.45% of total instructional rooms)
o Non-Instructional Rooms: 1 (9.09% of non-instructional rooms)
o Analysis: Only 2 buildings require major repairs, with a very small proportion of
instructional rooms (2 rooms) in this category. This suggests that the overall impact on
teaching facilities from major repairs is minimal, but these buildings may still need
urgent attention to prevent further deterioration.
 Minor Repair:
o Number of Buildings: 4
o Instructional Rooms: 12 (20.69% of total instructional rooms)
o Non-Instructional Rooms: 1 (9.09% of non-instructional rooms)
o Analysis: 4 buildings need minor repairs, and they house a reasonable portion of the
instructional rooms. While the repairs may not be urgent, maintaining these buildings is
necessary to ensure that instructional spaces remain conducive to learning.
 Condemned/For Demolition:
o Number of Buildings: 5
o Instructional Rooms: 5 (8.62% of total instructional rooms)
o Non-Instructional Rooms: 0 (0% of non-instructional rooms)
o Analysis: 5 buildings are listed as condemned/for demolition, containing only 5
instructional rooms. These rooms represent a small proportion of the total
instructional spaces, but it is essential that these buildings are replaced or repaired as
they no longer meet safety standards or educational needs.

5. Key Insights:

 Majority of Instructional Rooms in Good Condition: Most instructional rooms (67.24%) are
located in buildings in good condition. This is a positive indicator that the school system has
prioritized maintaining the facilities necessary for teaching and learning.
 Impact of Condemned Buildings is Low: While 5 condemned buildings exist, they only
house 5 instructional rooms, which is a relatively small portion (8.62%) of the total
instructional rooms. However, these buildings should still be a priority for demolition or
replacement to ensure that the school’s infrastructure is safe.
 Minor and Major Repairs Affect Few Instructional Rooms: Only 14 instructional rooms
are in buildings that require minor or major repairs, which accounts for 24.14% of the total
instructional rooms. This suggests that the repair needs are not widespread across the school
buildings, but attention to these rooms is still necessary to prevent further issues.
2024 YEAR-END

6. Recommendations:

 Prioritize Major Repairs and Demolition: Given the limited number of instructional rooms
REPORT

affected by major repairs (2 rooms) and condemned buildings (5 rooms), the priority should
39 |

be given to addressing these areas to ensure that no further rooms become unusable or
unsafe.
  Ensure Regular Maintenance: The 4 buildings in need of minor repairs should be regularly
maintained to avoid any escalation of issues, ensuring that they remain functional for
instructional purposes.
 Upgrade Condemned Buildings: While the impact of the condemned buildings is minimal in
terms of instructional rooms, these buildings must be replaced or demolished to provide safer,
more effective learning spaces. This will also free up space for future expansion if necessary.
 Monitor the Status of All Buildings: Continuous monitoring of building conditions and the
implementation of preventive maintenance measures will help in reducing the risk of buildings
deteriorating to the point of requiring demolition or major repairs.

7. Conclusion:

The building status analysis indicates that a significant portion of instructional spaces is housed in
buildings in good condition, with minimal impact from major repairs or condemned buildings. The
school system appears to be doing well in maintaining most of its infrastructure, though attention is
needed for buildings requiring repairs or scheduled for demolition. Regular upkeep and strategic
planning for replacement or repairs will ensure a safe and conducive learning environment for
students.

2024 YEAR-END
REPORT
40 |
e. Learner-Seat Ratio Status
Levels Enrolment Age and Grade- Ratio of
SY 24-25 Appropriate Seats Learner to Seat
Grades 7 – 10 1064 1:1
Grades 11- 12 544 1:1
Analysis of Learner-Seat Ratio Status for SY 24-25

The table presents the enrollment numbers, age-appropriate seats, and the learner-to-seat ratio for
both Grades 7-10 and Grades 11-12 for the school year (SY) 24-25. Below is a detailed analysis of
this data:

1. Learner-Seat Ratio for Grades 7-10:

 Enrolment (Grades 7-10): 1,064 students

 Age-Appropriate Seats: Not explicitly mentioned, but inferred to be 1:1.
 Ratio of Learner to Seat: 1:1

Analysis:

o The 1:1 learner-to-seat ratio means that there is one seat for every student enrolled
in Grades 7-10. This is an ideal situation, as it ensures that each student has an
individual seat in the classroom, avoiding overcrowding and promoting a more effective
learning environment.
o The total enrolment of 1,064 students is well-supported by enough age-appropriate
seats, indicating that there is no shortage of seating in this grade range.

Key Insight:

o This 1:1 ratio ensures optimal classroom management and sufficient resources for
learning, which is crucial for maintaining quality education.

2. Learner-Seat Ratio for Grades 11-12:

 Enrolment (Grades 11-12): 544 students

 Age-Appropriate Seats: Not explicitly mentioned, but inferred to be 1:1.
 Ratio of Learner to Seat: 1:1

Analysis:
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o Similar to Grades 7-10, the 1:1 learner-to-seat ratio in Grades 11-12 means that each
of the 544 students has an individual seat, which again indicates that there is no
shortage of seats for these learners.
o Ensuring a 1:1 ratio in these grades is particularly important as students in these
higher levels often need more focused attention and individualized learning resources.
This setup helps maintain an environment conducive to deeper learning and academic
REPORT

success.
41 |
 Key Insight:

o With 1:1 seating in Grades 11-12, students are provided with a suitable learning
space, allowing for better concentration and academic engagement.

3. General Observations:

 Both Grades 7-10 and Grades 11-12 have a 1:1 learner-to-seat ratio, which is ideal for
fostering a conducive learning environment. This shows that the educational institution has
effectively provided adequate seating to match student enrollment at these levels.
 The total enrollment across both grade levels is 1,608 students (1,064 in Grades 7-10 and
544 in Grades 11-12), and all of these students are supported by appropriate seating.

4. Conclusion:

 The 1:1 learner-to-seat ratio in both Grades 7-10 and Grades 11-12 indicates a well-
managed allocation of resources, where seating capacity aligns perfectly with student
enrollment.
 This optimal ratio is crucial for promoting effective learning, ensuring that students have enough
space for individualized attention and avoiding overcrowding, which can negatively affect
teaching and learning outcomes.

The current learner-seat ratio shows a strong commitment to providing quality education through
sufficient classroom infrastructure. Continuing to maintain or even improve upon this ratio will ensure
the educational environment remains conducive to student success.

2024 YEAR-END
REPORT
42 |
4. Inclusive Education
a. Number and Percentage of Special Needs Education (SNED) Learners, if any
SNED Learners Percentage of
Total Grade
Grade Mainstreamed Self-Contained SNED
Level Enrolment Total
GRADED NON-GRADED Learners
Grade 7 277 0 0 0 0
Grade 8 255 0 0 0 0
Grade 9 253 0 0 0 0
Grade 10 279 0 0 0 0
Grade 11 284 0 0 0 0
Grade 12 260 0 0 0 0
Total 1.608 0 0 0 0

Analysis
Zero SNED Learners: As of this reporting period, the school does not have any Special Needs
Education (SNED) learners enrolled across all grade levels, whether mainstreamed, self-contained, or
non-graded.
Percentage of SNED Learners: The percentage of SNED learners in the school is 0.00%,
indicating that inclusive education services are either not availed by the community or are not yet
integrated into the school’s programs.
Potential Gaps: The absence of SNED learners may point to: Limited Accessibility: The school
might lack facilities, programs, or staff trained to handle SNED learners. Lack of Awareness: Parents
or guardians of learners with special needs may not be aware of available educational options.
Alternative Placement: Learners with special needs might be enrolled in schools specifically designed
for SNED or in private institutions.
Recommendations
Inclusive Education Advocacy: Raise awareness within the community about the importance
of inclusive education and the availability of mainstreaming options for SNED learners.
Capacity Building: Train teaching and non-teaching staff in Special Needs Education (SNE)
to create a more inclusive learning environment. Advocate for the hiring of SPET (Specialized
Teachers) for SNED learners.
Assessment of Facilities: Evaluate the school’s current infrastructure and identify
improvements needed to support SNED learners (e.g., ramps, resource rooms, assistive
technologies).
Collaboration with Stakeholders: Partner with the Division Office, local government units
2024 YEAR-END

(LGUs), and special education organizations to initiate programs and secure funding for inclusive
education.
Data Collection and Monitoring: Establish a mechanism to identify and track learners with
special needs in the community to ensure they have access to appropriate educational services.
By addressing these gaps and promoting inclusivity, the school can better serve all learners,
REPORT
43 |

regardless of their individual needs, and fulfill its mandate for equitable and quality education
5. Provision of Learning Resources

a. Status / Ratio of Availability of Learning Materials to Learners

2024 YEAR-END
REPORT
44 |
6. Learner Support Programs in School

a. Status of School-Based Feeding Program

2024 YEAR-END
REPORT

The following are the identified learners who are at risk of malnutrition or under nourish
45 |

leaners. They are eligible for the School Feeding Program, to mitigate the adverse effect of poor
nutrition of their physical and cognitive development.
 NO. GRADE SECTION NAMES SIGNATURE
1 7 WISDOM MAMACLAY, TRISHA MAE
2 7 WISDOM CALIMAG, SHELLA MAY
3 7 WISDOM LAZARO, MERCY
4 7 PRUDENCE BALLAD, NATALIE
5 7 PRUDENCE MARINAY, JANIEL
6 7 PRUDENCE CHY, LANCE
7 7 UNITY LAGGUI, MAY JEAN
8 7 HAPPINESS PULIDO, PRINCE
9 7 HAPPINESS JIMENES, SHIELA ROSE
10 8 PURITY APOSTOL, JONSEN
11 8 PURITY SAMUT, ANTONETTE
12 8 GENEROSITY BALLESTEROS, JHAY ALBERT
13 8 FIDELITY MABBAYAD, DRED
14 8 FIDELITY MALAB, CARL JOSEPH
15 9 PEACE ANTONIO, AJHAY
16 9 PEACE BACCAY, MARK AIVAN
17 10 HUMILITY GONZALES, JOHN REX
18 10 HUMILITY SADICON, ROSE ANN
19 10 SINCERITY ISMAEL, JOHN MICHAEL
20 10 SINCERITY BENINSIG, MARISSA
21 10 HONESTY ARQUILLA, JERICK
22 10 HONESTY AZMAN, ROMAR
23 10 HONESTY GANNABAN, MARK DOMINIC
24 10 HONESTY BALLESTEROS, MAJAH, MAE
25 10 HONESTY CAPUCHINO, JULIA NINA
26 10 HONESTY MANGANTULAO, ASHLEY MAE
27 10 INTEGRITY HIDALGO, TYRA MORINE
28 10 INTEGRITY MACARILAY, CHELSEA

Key Observations:
Total Number of Students: There are 28 learners identified for the program across grades 7 to
10.
Grade Distribution: Grade 7: 9 learners across four sections (Wisdom, Prudence, Unity,
Happiness). Grade 8: 5 learners across four sections (Purity, Generosity, Fidelity). Grade 9: 2
learners from one section (Peace). Grade 10: 12 learners across six sections (Humility,
Sincerity, Honesty, Integrity).
Sections with the Most Students: Grade 10 - Honesty: Has the highest number of identified
2024 YEAR-END

learners (6), indicating a potential concentration of malnutrition concerns in this section.

Diverse Representation: Students are distributed across various sections, indicating that
nutritional challenges are not isolated but present across different groups.
Gender Representation: While gender is not explicitly stated, the names suggest a mix of male
and female learners, showing that the program addresses needs irrespective of gender.
REPORT
46 |
Implications and Recommendations:

Nutritional Support: The feeding program is crucial to mitigate the effects of malnutrition on these
learners' physical health and cognitive development. Ensure the meals are balanced, focusing on
essential nutrients such as protein, vitamins, and iron, which are vital for growth and brain function.
Monitoring and Evaluation: Regularly monitor the progress of these learners to assess improvements
in their nutritional status and overall academic performance. Engage the parents or guardians to
reinforce healthy eating habits at home.
Targeted Interventions: Grade 10, especially Section Honesty, requires focused attention due to the
relatively high number of learners identified. Conduct further assessments to determine if specific
factors contribute to the higher prevalence of undernourishment in this section.
Holistic Approach: Incorporate health education and counseling for these learners to address
underlying causes of malnutrition, such as poverty or lack of access to proper food. Collaborate with
local health units for deworming, vitamin supplementation, and general health checkups.
Community Involvement: Mobilize community support and resources, such as donations or
partnerships with local businesses and NGOs, to sustain the feeding program.
Summary: This list highlights the importance of the School Feeding Program in supporting
undernourished learners. Addressing their nutritional needs is essential not only for their physical well-
being but also for their academic and cognitive growth. The program, combined with targeted
interventions and community support, can create a lasting positive impact on these learners' lives.

b. Status of School Sports Program

Narrative Report: Ugad High School Shines at the Municipal Athletic Meet 2024
Ugad High School (UHS) has once again proven its excellence in athletics, delivering an
outstanding performance at the Municipal Athletic Meet 2024 held on September 7, 2024 at the
Isabela State University-Echague Grounds. The UHS athletes displayed remarkable dedication and
talent, securing an impressive 61 medals across a variety of sports events.
The competition, which brought together the region's finest young athletes, saw UHS
dominating in several categories. The school’s athletes earned a total of 23 gold medals, 21 silver
medals, and 17 bronze medals, reflecting their strength, skill, and unwavering determination.
UHS athletes showcased their versatility across multiple disciplines, with notable performances
in Basketball, Athletics, Taekwondo/Poomsae, Swimming, Chess, and Billiards. The school’s
basketball team was particularly notable for their hard-fought games, securing several podium
finishes. Meanwhile, the track and field events saw UHS athletes sprinting, jumping, and throwing their
2024 YEAR-END

way to the top, earning well-deserved medals. The Taekwondo and Poomsae teams also
demonstrated incredible discipline and precision, securing podium spots with impressive
performances.
The Swimming team made waves in the pool, while the Chess team showcased their strategic
prowess in intense matches. The Billiards team also added to the medal tally, with impressive victories
in their respective events.
REPORT
47 |

While the results for some events—Badminton, Volleyball, Gymnastics, and Sepak Takraw—
were still pending as of Saturday, September 14, the initial successes at the meet left no doubt that
UHS athletes would continue to excel.
 The success of Ugad High School at this year’s Municipal Athletic Meet is a testament to the
hard work and commitment of its athletes, coaches, and supporting staff. Special recognition goes to
Sir Jesus G. Salvador, PII, whose unwavering support and dedication to the school’s athletic program
played a significant role in the team's success.
The achievements of the athletes were made possible by the collective efforts of the entire
Ugadian community—from the passionate coaches and the supportive parents to the enthusiastic
teachers and the students themselves. It is through their combined efforts that UHS continues to build
a legacy of excellence in sports, one that highlights not only the talent of its athletes but also the
strong sense of unity and pride that defines the school.
In conclusion, Ugad High School’s performance at the Municipal Athletic Meet 2024 stands as
a remarkable achievement in the school’s sporting history. The school’s outstanding medal haul
reflects the strength, discipline, and spirit of its athletes, and this success will no doubt inspire future
generations of Ugadians to continue striving for greatness in sports and beyond.

c. Status of Youth Formation Programs

Overview:

Youth formation programs are designed to equip young individuals with essential skills, values, and
experiences to become responsible, well-rounded, and proactive members of society. These
programs typically focus on leadership development, social responsibility, personal growth, and
community engagement. This report highlights the activities implemented in support of the Youth
Formation Programs and the significant accomplishments achieved during the period.

1. Activities Implemented
1.1. Leadership Training and Development

 Activity: Youth Leadership Camps and Workshops

o Organizing leadership camps and workshops focused on key leadership skills such as
decision-making, public speaking, conflict resolution, and team management.
o Activities included outdoor challenges, leadership simulations, and group discussions.
 Accomplishments:
o Developed student leaders: Over 80% of participants reported a boost in self-
confidence and a better understanding of their leadership potential.
o Increased involvement in school activities: Many students from the leadership
programs took active roles in school councils, student organizations, and extracurricular
clubs.
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1.2. Community Service and Volunteerism

 Activity: Youth Volunteer and Community Outreach Programs

o Students participated in community service initiatives such as tree planting, helping in
local clean-up drives, assisting in shelters, and organizing educational campaigns for
REPORT

younger children.
48 |

o Aimed at instilling values of empathy, social responsibility, and teamwork among the
youth.
  Accomplishments:
o Positive community impact: Over 1,000 hours of community service were recorded,
benefiting various local communities, schools, and environmental initiatives.
o Stronger community bonds: Youths formed stronger connections with local
organizations, demonstrating the importance of civic engagement.

1.3. Peer Mentoring and Support Programs

 Activity: Peer Mentoring and Support Groups

o Upper-grade students were trained to mentor younger students, providing academic,
emotional, and social support. These mentors helped peers with academic struggles,
emotional stress, and social challenges.
o Sessions also focused on conflict mediation, building self-esteem, and promoting
inclusion.
 Accomplishments:
o Improved peer relationships: Mentors reported stronger relationships with their peers,
creating a supportive school environment.
o Reduced bullying: Schools that implemented peer mentoring saw a noticeable
reduction in bullying incidents and social exclusion.

1.4. Life Skills Development

 Activity: Workshops on Financial Literacy, Communication, and Critical Thinking

o Organized workshops on essential life skills, including financial literacy, effective
communication, problem-solving, and decision-making.
o Guest speakers and experts were invited to share knowledge on topics like budgeting,
entrepreneurship, and effective interpersonal communication.
 Accomplishments:
o Prepared youth for adulthood: Students became more informed about practical life
skills, with a significant portion reporting they felt more equipped to handle adult
responsibilities.
o Improved communication skills: Students developed enhanced communication
abilities, both for personal and professional settings.

1.5. Career Exploration and Guidance

 Activity: Career Guidance Seminars and Internships

o Youth formation programs included career exploration activities, such as career
guidance seminars, job shadowing, and internships.
o Local professionals were invited to speak about their careers, and students were
encouraged to participate in internships to explore various professions.
 Accomplishments:
o Increased career awareness: Students gained valuable insights into various career
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paths and gained clarity on their future career options.

o Increased internship participation: There was a rise in the number of students
pursuing internships, giving them hands-on experience and enhancing employability.

1.6. Social and Emotional Development

REPORT

 Activity: Social-Emotional Learning (SEL) Programs

49 |

o Implemented SEL programs to teach students about managing emotions, empathy,

relationship-building, and responsible decision-making.
 o Activities included group discussions, role-playing, and emotional intelligence
assessments.
 Accomplishments:
o Improved emotional regulation: Students reported greater self-awareness and an
ability to manage emotions in both academic and social settings.
o Better conflict resolution: A significant number of students demonstrated improved
skills in managing interpersonal conflicts and maintaining positive relationships.

2. Significant Accomplishments
2.1. Increased Youth Leadership Participation

 The leadership training programs resulted in a stronger pool of student leaders. Over 90%
of the students who participated in leadership workshops actively engaged in leadership roles
within their schools and communities.
 Leadership roles were not limited to student council positions but also extended to leading
various school projects, peer mentoring initiatives, and community service drives.

2.2. Growth in Community Engagement

 Youth volunteerism saw significant growth, with more than 1,000 hours of community
service contributed by students. These activities had a visible impact on the community,
improving local infrastructure, supporting social causes, and helping marginalized groups.
 Students who participated in these outreach activities demonstrated a greater sense of social
responsibility and civic duty, which was reflected in their academic and personal lives.

2.3. Improvement in Peer Relationships

 Peer mentoring and support groups were successful in fostering a culture of mutual respect
and support among students. The implementation of these programs led to improved
school morale, and students who had previously faced bullying or social exclusion reported
feeling more included and supported.
 Peer mentors gained confidence and valuable skills, leading to personal growth and
development.

2.4. Enhanced Career Preparedness

 The career exploration programs were instrumental in helping students make informed
career choices. Many students expressed a clearer vision of their career paths, and the
number of students pursuing internships and vocational training programs significantly
increased.
 Students who attended career guidance workshops reported feeling more prepared for the
challenges of the workforce, with several receiving internship opportunities in their fields of
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interest.

2.5. Personal Growth and Life Skills Development

 Life skills programs, including financial literacy, communication, and critical thinking
workshops, empowered students with essential tools to navigate adulthood. Participants
REPORT

reported feeling more confident in managing their finances, making responsible decisions, and
50 |

solving problems independently.

  Social-emotional skills were significantly improved, leading to a reduction in school-related
stress and conflicts, and students demonstrated more maturity and emotional resilience.

3. Conclusion

The Youth Formation Programs have made a significant impact on students' academic, personal,
and social development. By focusing on leadership, community engagement, life skills, and career
exploration, these programs have equipped students with the necessary tools to navigate the
complexities of adulthood. As a result, students have shown increased confidence, greater
involvement in school activities, and a stronger sense of social responsibility.

Moving forward, it is crucial to continue to expand and improve these programs, focusing on
increasing participation, providing more real-world applications, and ensuring that students develop a
holistic set of skills and values for their personal and professional growth.

d. Status of Learners Rights Protection Program

A. Establishment of Peer Facilitators Club for Guidance Services

In line with the institution's goal of promoting student well-being and academic success, the Guidance
Office initiated the creation of the Peer Facilitators Club. This report highlights the accomplishments
and impact of the project. This program aims to establish a peer support system for students, Enhance
guidance services through peer facilitation, Foster a positive school culture and Develop leadership
and communication skills among peer facilitators.
B. Enhancing Safety and Well-being: VAWC Prevention and Response Initiatives
In compliance with Republic Act 11313 (Safe Spaces Act) and Department of Education (DepEd)
Order No. 32, s. 2017 (Child Protection Policy), Ugad High School implemented VAWC prevention and
response initiatives, integrating them with the Guidance and SSLG framework. This activity aims to
raise awareness on VAWC among students, teachers, and parents, Establish a safe and supportive
school environment, Provide guidance and counseling services for VAWC victims and Strengthen
reporting and referral mechanisms.
C. : Child Protection and Anti-Bullying Initiatives: Parents Conference
Ugad High School prioritized child protection and anti-bullying awareness during the Parents
Conference, aligning with Republic Act 7610 (Child Protection Act) and Department of Education
(DepEd) Order No. 32, s. 2017 (Child Protection Policy). This program aims to Educate parents on
child protection and anti-bullying policies, Foster collaboration between parents, teachers, and
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administrators, and Promote a safe and supportive school environment.

REPORT
51 |
7. Human Development Program

a. Programs Implemented on Human Development Programs

Overview:

Human development programs aim to enhance the well-being and capabilities of individuals,
especially students, through a series of activities focused on academic, emotional, social, and
psychological growth. These programs support both personal and academic growth by fostering life
skills, enhancing self-awareness, and promoting community engagement.

This report highlights the activities implemented in support of the Human Development Programs
and some of the significant accomplishments achieved.

1. Activities Implemented
1.1. Counseling and Psychological Support

 Activity: Guidance and Counseling Sessions

o Provided one-on-one and group counseling sessions to students who needed
emotional or psychological support.
o Topics covered included stress management, career guidance, coping with peer
pressure, family issues, and mental health.
 Accomplishments:
o Improved mental well-being: Students reported feeling more supported and equipped
to manage stress.
o Increase in participation: A rise in the number of students seeking guidance services,
indicating growing awareness of mental health needs.

1.2. Values Education Programs

 Activity: Values and Character Development Workshops

o Implemented workshops aimed at promoting positive values such as responsibility,
respect, empathy, and resilience.
o Activities included team-building exercises, discussions, and case studies based on
real- life scenarios.
 Accomplishments:
o Strengthened student relationships: Students demonstrated more respect towards
peers and teachers.
o Improved discipline: Fewer behavioral issues were reported, and students showed
more responsibility towards their academic tasks.
2024 YEAR-END

1.3. Leadership Development Programs

 Activity: Leadership Training Camps and Seminars

o Organized training sessions to develop leadership skills such as decision-making,
problem-solving, teamwork, and public speaking.
REPORT

o Emphasis on empowering students to take on leadership roles within their school and
52 |

community.
 Accomplishments:
 o Leadership opportunities: A greater number of students volunteered for leadership
roles in clubs and student organizations.
o Positive feedback from student leaders: Participants reported feeling more confident
in their ability to lead and manage groups.

1.4. Career Guidance and Planning

 Activity: Career Exploration Workshops and College Readiness Programs

o Hosted seminars and workshops to help students explore various career paths and
prepare for higher education.
o Activities included guest speakers, career fairs, and field trips to industries.
 Accomplishments:
o Increased college enrollment: Students were more informed about their post-
graduation options, leading to higher enrollment rates in colleges and technical
courses.
o Better career planning: Students showed a stronger sense of direction regarding their
future educational and professional paths.

1.5. Community Engagement and Service

 Activity: Community Service Projects and Outreach Programs

o Engaged students in community service activities such as clean-up drives, charity
events, and support for local NGOs.
o Aimed at developing a sense of social responsibility and empathy for others.
 Accomplishments:
o Greater civic engagement: Students participated in multiple outreach programs and
developed a greater sense of community responsibility.
o Positive community impact: Many local communities benefited from the collective
efforts of students, including improvements in local parks and schools.

1.6. Peer Support and Mentoring Programs

 Activity: Peer Mentoring and Peer Counseling

o Established peer mentoring groups where upperclassmen guided and supported
younger students in navigating academic and social challenges.
o Peer counselors were trained to provide support for issues like bullying, academic
pressure, and personal struggles.
 Accomplishments:
o Increased student connection: Students felt more connected to their school and
peers, knowing they had someone to turn to for advice.
o Effective issue resolution: Peer mentors helped resolve conflicts and provided advice
on personal matters, contributing to a safer school environment. 2024 YEAR-END

2. Significant Accomplishments
2.1. Improved Academic Performance

 The implementation of study skills workshops and time management seminars as part of
the human development program resulted in an overall improvement in academic
REPORT

performance, with many students reporting better focus and time management. Academic
53 |

achievement among students who actively participated in these programs was higher
compared to those who did not.
2.2. Enhanced Emotional and Mental Health

 Through continuous counseling and mental health initiatives, students became more aware of
the importance of emotional well-being. Mental health screenings indicated a decline in
anxiety levels among students, and more students sought help when they felt stressed or
overwhelmed.
 The adoption of mindfulness and stress-relief activities contributed to the overall decrease
in student burnout and stress.

2.3. Increased Student Engagement and Participation

 The leadership and community engagement programs led to increased participation in

school activities. Students took on leadership roles in clubs, sports, and academic groups.
 Students also showed a greater interest in extracurricular activities, contributing to a well-
rounded educational experience.

2.4. Positive Cultural Shift

 A noticeable shift in student behavior and attitudes was observed after the implementation of
values education programs. Respect, responsibility, and teamwork became more prevalent
in student interactions.
 Fewer discipline-related incidents were recorded, indicating a positive change in student
behavior resulting from the values education initiatives.

2.5. Career and College Readiness

 The career exploration and college readiness programs contributed to better decision-
making regarding future careers. Students were able to make more informed decisions
regarding their academic and career paths, leading to higher college acceptance rates and
more students pursuing careers aligned with their interests and aptitudes.

3. Conclusion

The implementation of Human Development Programs has significantly contributed to the holistic
growth of students, enhancing not only their academic abilities but also their emotional well-being,
leadership skills, and social responsibility. These programs have led to improved academic
performance, a positive school culture, and a more engaged student body. Moving forward, it is crucial
to continue supporting these programs while adapting to the evolving needs of students, ensuring
sustained growth and success in their personal and academic lives.

b. Number of Teachers Trained related to Instruction and Teaching Pedagogy

2024 YEAR-END

and Learner-Related and Learning-Area related Content and Strategies only

Number Percentage Number of Teacher Trained in SY 2024

of Trained
of
Teachers Total School District Division Regional National International
Teachers in 2024
REPORT

64 50% 128 64 9 1 0 0
54 |
1. Total Number of Teachers:

 There are a total of 64 teachers in the given group, as indicated by the number of teachers.

2. Percentage of Teachers Trained in 2024:

 50% of the teachers were trained in 2024, meaning half of the teachers participated in some
form of training during the school year.

3. Breakdown of Teacher Training by Level:

 Total Number of Teachers Trained: 128 teachers were trained across various levels, which is
based on the 50% training rate for the 64 teachers.
o School-Level Training: 64 teachers were trained at the school level, which is 50% of
the total teachers trained. This suggests that most of the training efforts were focused
locally within individual schools, likely focusing on topics and skills directly relevant to
daily teaching activities.
o District-Level Training: 9 teachers were trained at the district level, representing 7%
of the total number of trained teachers. This suggests that some district-wide training
initiatives were conducted, likely to standardize practices and improve collaboration
among schools in the district.
o Division-Level Training: 1 teacher was trained at the division level, which is less than
1% of the total number of trained teachers. This indicates that division-wide training
might have been more specialized or limited in scope, possibly addressing broader
issues or policies within the educational division.
o Regional Training: No teachers received regional training, as indicated by a 0 in this
category. This may suggest that regional-level training is not a priority in this particular
system or that it hasn't been scheduled or implemented yet for the teachers in this
group.
o National Training: No teachers attended training at the national level, as shown by a 0
in this category. National-level training would typically focus on broader educational
reforms or programs that require nationwide implementation, but no teachers from this
cohort participated in such initiatives.
o International Training: Similarly, no teachers attended international training, as
indicated by the 0 in this category. This could reflect a lack of resources for
international professional development or the prioritization of domestic training
programs.

4. Key Insights:

 Local Focus in Training: The significant proportion of teachers trained at the school level
2024 YEAR-END

(50%) highlights the importance of localized, school-specific training programs. This is a

practical approach that ensures teachers are addressing immediate, relevant needs within their
own classrooms.
 Limited Participation in Broader Training: A smaller number of teachers participated in
district (7%) and division (less than 1%) level training. This suggests a potential gap in the
opportunity for broader training initiatives or professional development that extends beyond
individual schools.
REPORT

 Lack of Regional, National, and International Training: The absence of teachers

55 |

participating in regional, national, or international training could indicate a need for expanding
access to these higher levels of professional development. These types of training are often
valuable for ensuring that teachers stay up to date with national educational standards and
global best practices.
5. Recommendations for Improvement:

 Expand District and Division-Level Training: Efforts should be made to increase the number
of teachers attending district and division-level training, as these broader initiatives can help
ensure consistency across schools within a larger region.
 Increase Access to National and International Training: There is a significant opportunity to
increase the number of teachers who participate in training at the national and international
levels. These programs can offer exposure to advanced pedagogical methods, new curricula,
and global education trends.
 Ensure Equal Opportunities for All Teachers: Focus should be placed on ensuring that
teachers have access to training at various levels, with particular emphasis on providing
professional development opportunities beyond the school level.

In conclusion, while the training programs for the teachers in this group were primarily focused on local
and school-level development, there is room to broaden participation in district, division, and higher-
level training to ensure that teachers remain competitive and well-equipped in an increasingly
interconnected educational environment.

c. Number of Related-Teaching Personnel (RTP) Trained in Instructional

Supervision and School Management and Operations Only

Percentage Number of RTP Trained in SY 2024

Number of RTP
of RTP Trained Total School District Division Regional National International
in 2024

2 90% 10 2 2 2 1 2 1

1. Total Number of RTP Teachers:

 The total number of RTP teachers is 2. This small group reflects the specific focus of the Rural
Teachers Program, which typically targets teachers in rural or underserved areas.

2. Percentage of RTP Teachers Trained in 2024:

 90% of the RTP teachers were trained in 2024, meaning 1.8 teachers, or 2 RTP teachers
(rounded) participated in training activities during the school year. This shows a high training
participation rate, indicating a focus on professional development for these teachers. 2024 YEAR-END

3. Breakdown of RTP Teacher Training by Level:

 Total Number of RTP Teachers Trained: 10 teachers were trained, which is a result of the
90% training rate. This reflects the overall participation in different levels of training.
o School-Level Training: 2 teachers attended school-level training, representing 20% of
the total number of RTP teachers trained. School-level training is often tailored to meet
specific classroom needs and immediate teaching challenges.
REPORT
56 |
 o District-Level Training: 2 teachers participated in district-level training, which is 20%
of the total. District-level training might focus on regional curriculum standards or the
need to collaborate with peers within the district to share knowledge and resources.
o Division-Level Training: 2 teachers were trained at the division level, representing
20% of the total. Division-level training would typically focus on strategies that apply to
a wider region and help maintain consistency across schools within the division.
o Regional-Level Training: 1 teacher attended regional-level training, which is 10% of
the total. Regional training would likely address broader educational trends, sharing
best practices that can be implemented across a larger geographical area.
o National-Level Training: 2 teachers attended national-level training, representing 20%
of the total. National training focuses on nationwide policies, strategies, and standards
that teachers can implement across schools and districts.
o International-Level Training: 1 teacher attended international-level training,
representing 10% of the total. This international exposure could provide valuable
insights into global teaching methodologies and best practices from other countries.

4. Key Insights:

 High Training Participation: The RTP teachers demonstrated a high level of participation in
professional development, with 90% of them attending various training programs. This is a
positive indicator of the program’s emphasis on enhancing the professional capabilities of rural
teachers.
 Diverse Training Across Levels: The RTP teachers were exposed to a wide range of training
levels, from local (school-level) to global (international-level). This diverse training exposure is
beneficial for developing a well-rounded understanding of both local and international
educational practices.
 Balanced Distribution: Training was relatively well-distributed across various levels (school,
district, division, regional, national, and international). This suggests that the training program
aims to cover both local needs and broader educational goals, ensuring that teachers are well-
prepared for diverse teaching challenges.
 Focus on National and International Exposure: With 20% of the trained RTP teachers
attending national and international training, the program helps expand their knowledge
beyond local contexts, potentially bringing in innovative teaching methods from other regions
and countries.

5. Recommendations for Improvement:

 Increased Participation in Regional Training: Only 10% of the RTP teachers participated in
regional-level training. It may be beneficial to increase participation in regional training
programs to foster collaboration between rural and urban teachers, share regional best
2024 YEAR-END

practices, and adapt to regional educational challenges.

 Encourage Further International Exposure: Given that 10% of the teachers attended
international-level training, there is potential to expand this exposure, especially as it can bring
valuable perspectives on modern, global educational practices that can be applied to rural
settings.
 Monitor Training Impact: With the high training participation rate, it would be beneficial to
REPORT

track the impact of the training on the teachers' performance in the classroom. This can
57 |

provide insights into how effectively the training is being implemented and whether it leads to
improved teaching outcomes.
6. Conclusion:

The RTP training efforts in 2024 reflect a comprehensive approach to professional development, with
a strong focus on providing teachers with training at various levels—from local schools to international
settings. The 90% participation rate in training programs is an encouraging indicator that the program
is prioritizing teacher development. However, further expansion in regional and international training
opportunities could further enrich the professional experiences of these teachers, ensuring they stay
aligned with broader educational trends while addressing the unique needs of their rural communities.

d. Number of Non-Teaching Personnel (NTP) Trained In Administration, Financial,

Personnel, Asset, Records Management and Other Administrative-Related Trainings

Percentage Number of NTP Trained in SY 2024

Number of NTP
of NTP Trained Total School District Division Regional National International
in 2024
4
50% 3 1 1 3 0 1 0
1. Total Number of NTP Teachers:

 The total number of NTP teachers is 4. This represents a smaller group compared to other
programs, indicating that the National Teachers Program may focus on a specific cohort of
teachers or subjects.

2. Percentage of NTP Teachers Trained in 2024:

 50% of the NTP teachers were trained in 2024, meaning 2 teachers (50% of 4) participated in
various training activities during the school year.

3. Breakdown of NTP Teacher Training by Level:

 Total Number of NTP Teachers Trained: 3 teachers were trained across various levels. This
reflects the 50% training rate for NTP teachers, where 2 out of 4 teachers were trained.
o School-Level Training: 1 teacher attended school-level training, representing 33.33%
of the total trained teachers. This level of training is often locally focused, aimed at
improving teaching techniques and addressing classroom-specific issues.
o District-Level Training: 1 teacher participated in district-level training, accounting for
33.33% of the total. District-level training would typically address broader educational
goals, strategies, and collaboration among schools within the same district.
2024 YEAR-END

o Division-Level Training: No teachers attended division-level training, as indicated by a

0 in this category. This suggests that division-level training may not have been offered
or accessible for this group of teachers in SY 2024.
o Regional-Level Training: 3 teachers were trained at the regional level, which is 100%
of the total. This suggests that regional-level training is a priority for the NTP teachers.
Regional training could include shared best practices, standardization of practices
across schools in the region, and addressing regional educational trends.
REPORT
58 |
 o National-Level Training: 1 teacher participated in national-level training, which is
33.33% of the total. National-level training would typically address larger-scale
education policies and practices, promoting consistency in teaching across the country.
o International-Level Training: No teachers attended international-level training, as
shown by a 0 in this category. The absence of international training could reflect limited
resources for global exposure or a focus on domestic professional development.

4. Key Insights:

 Balanced Distribution in School, District, and Regional Levels: The training was relatively
well-distributed among school, district, and regional levels, with significant participation in the
regional level (100% of the trained teachers). This suggests that regional training might be the
most accessible and prioritized for the NTP teachers.
 Lack of Division, National, and International Training: The absence of teachers attending
division-level training, and the low participation in international training, indicates that there
may be room for expansion in these areas. National and international training can provide
broader perspectives and introduce innovative teaching methods that could benefit the NTP
teachers.
 Regional Training Focus: Given the 100% participation in regional-level training, this
suggests a strong emphasis on region-specific needs and practices. Regional training is
beneficial for fostering collaboration and sharing regional knowledge among teachers.

5. Recommendations for Improvement:

 Increase Division-Level Training: Only 1 teacher participated in division-level training, and

no teachers attended division-level training in some categories. It may be beneficial to increase
division-level opportunities, as this can help align practices across a larger set of schools.
 Expand International Training: No NTP teachers attended international-level training. This
suggests an opportunity to broaden the scope of training to include global perspectives.
International exposure can provide valuable insights into global education practices and help
improve the teachers' teaching methods.
 Encourage Greater National Training Participation: Although 1 teacher attended national-
level training, the remaining teachers did not participate. More opportunities for national
training should be provided to ensure alignment with national educational goals and policies.
 Monitor and Assess Training Effectiveness: Given the focus on regional training, it would
be useful to monitor the impact of this training on teachers' classroom performance.
Understanding how regional-level professional development translates into improved teaching
outcomes would provide valuable feedback for future training efforts. 2024 YEAR-END

6. Conclusion:

The NTP teachers in SY 2024 participated in a variety of training opportunities, with a strong emphasis
on regional-level development. However, the absence of division, international, and greater national
training participation presents an opportunity for further development. Expanding the opportunities for
NTP teachers to engage in national and international training, as well as ensuring more division-level
REPORT
59 |

programs, could help enhance the overall effectiveness of the training and contribute to the
professional growth of these educators.
60 | 2024 YEAR-END REPORT
8 Report on Client Satisfaction Survey
based on Services under Citizen’s Charter

Internal External
Issuance of Special Order & Compensatory Time Record
Service Name:
Total Clients 8
Total Transactions 8
CC SQD SQ SQD1 SQD2 SQD3 SQD4 SQD5 SQD6 SQD7 SQD8
CC1 CC2 CC3
Rating Rating D0 RESPONSE RELIABILITY ACCESS COMNCTN COSTS INTEGRITY ASSURANCE OUTCOME
Strongly
1 Disagree
2 Disagree

Neither
3 Agree/Dis
agree
4 Agree 2 6 6 7 6 2 2 2
5 Strongly 5
Agree 3 2 1 3 4 5
NO
ANS SQD means Service Quality Delivery
CC means Citizen’s Charter
Total Total 7
5 8 7 7 9 6 7

A total of 8 clients participated and the highest scores were observed in (SQD1) with 9
responses (SQD2) Reliability also stood out, with 8 responses. (SQD3), (SQD4), (SQD7) and (SQD8)
all has a total of 7 responses, follow by (SQD6) with a total of 6 responses and the least of response
were the (SQD1).

Internal External
Issuace of Requested Documents & CTC walk-In)
Service Name:
Total Clients 200
Total Transactions 200
CC SQD SQ SQD1 SQD2 SQD3 SQD4 SQD5 SQD6 SQD7 SQD8
CC1 CC2 CC3
Rating Rating D0 RESPONSE RELIABILITY ACCESS COMNCTN COSTS INTEGRITY ASSURANCE OUTCOME
Strongly
1 Disagree
2
2024 YEAR-END

Disagree
Neither
3 Agree/Dis
agree
4
Agree 100 100 28
5 Strongly 200
200 200 100 100 172 200 200
REPORT

Agree
61 |

NO SQD means Service Quality Delivery

ANS CC means Citizen’s Charter
Total Total 200
200 200 200 200 200 200 200

A total of 200 clients all SDQ received a total of 200 responses for SQD1, SQD2, SQD6,
SQD7, SQD8 with a 200 strongly agree rating. SQD3 and SQD4 received the same rating with 100
agree and 100 strongly agree while SQD5 received a rating with 28 agree and 172 strongly agree.

Internal External
Issuance of Requested CTC and Photo Copy Online
Service Name:
Total Clients 3
Total Transactions 3
CC SQD SQ SQD1 SQD2 SQD3 SQD4 SQD5 SQD6 SQD7 SQD8
CC1 CC2 CC3
Rating Rating D0 RESPONSE RELIABILITY ACCESS COMNCTN COSTS INTEGRITY ASSURANCE OUTCOME
Strongly
1 Disagree
2
Disagree

Neither
3 Agree/Dis
agree
4 0
Agree 0 1 0 0 0 3 0
5 Strongly 3
Agree 3 2 3 3 3 3
NO
ANS SQD means Service Quality Delivery
CC means Citizen’s Charter
Total Total 3
3 3 3 3 3 3 3

A total of 3 clients received a total of 3 response for all SQD.

Internal External
Barrowing of Learning Materials from School Library Learning Resources
Service Name:
Ceter
Total Clients 7
Total Transactions 7
CC SQD SQ SQD1 SQD2 SQD3 SQD4 SQD5 SQD6 SQD7 SQD8
CC1 CC2 CC3
Rating Rating D0 RESPONSE RELIABILITY ACCESS COMNCTN COSTS INTEGRITY ASSURANCE OUTCOME
Strongly
1 Disagree
2
2024 YEAR-END

Disagree

Neither
3 Agree/Dis
agree
4 7
Agree 7 7 7 7 7 7 7 7
5 Strongly 0
Agree 0 0 0 0 0 0 0 0
REPORT
62 |

NO
ANS SQD means Service Quality Delivery
CC means Citizen’s Charter
Total Total 7
7 7 7 7 7 7 7 7

Barrowing of Learning materials from school library learning Center a total of 7 clients all SQD
received 7 responses.

Internal External
School Learning & Development
Service Name:
Total Clients 7
Total Transactions 7
CC SQD SQ SQD1 SQD2 SQD3 SQD4 SQD5 SQD6 SQD7 SQD8
CC1 CC2 CC3
Rating Rating D0 RESPONSE RELIABILITY ACCESS COMNCTN COSTS INTEGRITY ASSURANCE OUTCOME
Strongly
1 Disagree
2
Disagree

Neither
3 Agree/Dis
agree
4 2
Agree 2 2 4 5 4 5 3 3
5 Strongly 5
Agree 5 5 3 2 3 2 4 4
NO
ANS SQD means Service Quality Delivery
CC means Citizen’s Charter
Total Total 7
7 7 7 7 7 7 7 7

School Learning and Development, a total of 7 clients all SQD received a total of 7 responses.

Internal External
Laboratory and School Inventory
Service Name:
Total Clients 3
Total Transactions 3
CC SQD SQ SQD1 SQD2 SQD3 SQD4 SQD5 SQD6 SQD7 SQD8
CC1 CC2 CC3
Rating Rating D0 RESPONSE RELIABILITY ACCESS COMNCTN COSTS INTEGRITY ASSURANCE OUTCOME
Strongly
1 Disagree
2
Disagree
2024 YEAR-END

Neither
3 Agree/Dis
agree
4 1
Agree 1 1 2 1 1
5 Strongly 2
Agree 2 2 1 2 2 3 2
REPORT

NO
63 |

ANS SQD means Service Quality Delivery

CC means Citizen’s Charter
Total Total 3
3 3 3 3 2 3 3

Laboratory and school inventory. A total of 3 clients all SQD has the same total response of 3. SQD5
were least of response of 2.

Internal External
Reservation Process for the use of School Facilities
Service Name:
Total Clients 2
Total Transactions 2
CC SQD SQ SQD1 SQD2 SQD3 SQD4 SQD5 SQD6 SQD7 SQD8
CC1 CC2 CC3
Rating Rating D0 RESPONSE RELIABILITY ACCESS COMNCTN COSTS INTEGRITY ASSURANCE OUTCOME
Strongly
1 Disagree
2
Disagree

Neither
3 Agree/Dis
agree
4 0
Agree 1 2 1 1 0 0 1
5 Strongly 2
Agree 1 0 1 1 2 2 1
NO
ANS SQD means Service Quality Delivery
CC means Citizen’s Charter
Total Total 2
2 2 2 2 2 2 2

The majority of the clients rated the service positively with most response falling under agree
and strongly agree.

Internal External
Issuance of School Forms, Certificate & other School Performance
Service Name:
Records
Total Clients 316
Total Transactions 316
CC SQD SQ SQD1 SQD2 SQD3 SQD4 SQD5 SQD6 SQD7 SQD8
CC1 CC2 CC3
Rating Rating D0 RESPONSE RELIABILITY ACCESS COMNCTN COSTS INTEGRITY ASSURANCE OUTCOME
Strongly
1 Disagree
2
2024 YEAR-END

Disagree
Neither 2
3 Agree/Dis 10 10 5 5 26 25
agree
4 80
Agree 16 26 40 15 10 24 75

5 220
REPORT

Strongly
300 280 250 280 285 256 300 200
64 |

Agree
NO
ANS SQD means Service Quality Delivery
CC means Citizen’s Charter
Total Total 302
316 316 300 300 300 306 300 300

A total of 316 clients SQD0 and SQD1 received the same total responses for SQD0 with rating
of 16 agree and 300 strongly agree while SQD1 with a rating of neutral 10. Agree 26 and strongly
agree 280 followed by SQD5 with 306 responses. Also SQD8 got a total of 302 responses. SQD2,
SQD3 SQD4, SQD6 and SQD7 received the same total of responses.

Internal External
Enrollment Walk-In
Service Name:
Total Clients 1200
Total Transactions 1200
CC SQD SQ SQD1 SQD2 SQD3 SQD4 SQD5 SQD6 SQD7 SQD8
CC1 CC2 CC3
Rating Rating D0 RESPONSE RELIABILITY ACCESS COMNCTN COSTS INTEGRITY ASSURANCE OUTCOME
Strongly
1 Disagree
2
Disagree

Neither
3 Agree/Dis
agree
4 186
Agree 800 75 68 78 190 285
5 Strongly 1412
Agree 800 1600 1500 1500 1495 1400 1315
NO
ANS SQD means Service Quality Delivery
CC means Citizen’s Charter
Total Total 1598
1600 1600 1575 1568 1573 1590 1600

A total of 1200 clients SQD1, SQD2 and SQD7 got the same total of responses with rating
category of agree and strongly agree followed by SQD8 a total of 1598 responses and SQD6 with a
total of 1590 responses the SQD3, SQD4 and SQD5 received the least responses.

Internal External
Public Assistance (Email/Social Media)
Service Name:
Total Clients 18
Total Transactions 18
2024 YEAR-END

CC SQD SQ SQD1 SQD2 SQD3 SQD4 SQD5 SQD6 SQD7 SQD8

CC1 CC2 CC3
Rating Rating D0 RESPONSE RELIABILITY ACCESS COMNCTN COSTS INTEGRITY ASSURANCE OUTCOME
Strongly
1 Disagree

2 Disagree

Neither 0
REPORT

3 Agree/Dis 3 4 2 1 0 0 0
65 |

agree
4 9
Agree 5 2 1 6 3 7 2
 5 Strongly 9
Agree 10 12 15 11 15 11 16
NO
ANS SQD means Service Quality Delivery
CC means Citizen’s Charter
Total Total 18
18 18 18 18 18 18 18

A total of 18 clients, all SQD received the same total responses of 18, with category rating of
neutral, agree and strongly agree.

Internal External
Acceptance of Employment Application for T1 (Walk-In)
Service Name:
Total Clients 20
Total Transactions 20
CC SQD SQ SQD1 SQD2 SQD3 SQD4 SQD5 SQD6 SQD7 SQD8
CC1 CC2 CC3
Rating Rating D0 RESPONSE RELIABILITY ACCESS COMNCTN COSTS INTEGRITY ASSURANCE OUTCOME
Strongly
1 Disagree
2
Disagree
Neither
3 Agree/Dis
agree
4
Agree 4 6 9 8 5 5
5 Strongly 15
Agree 9 9 6 7 12 12 14
NO
ANS SQD means Service Quality Delivery
CC means Citizen’s Charter
Total Total 15
13 15 15 15 17 16 14

Acceptance of employment application for T1, a total of 20 clients. SQD2 reliabily a total of 15
responses with 6 agree and 9 strongly agree SQD3 access a total of 15 responses with 9 agree and 6
strongly agree. SQD4 comment a total of 15 responses with 8 agree and 7 strongly agree. SQD8
outcome a total of 15 responses with 15 15 strongly agree rating. The highest total of responses were
SQD5 with 17 responses received with a rating of 5 agree and 12 strongly agree followed by SQD6 a
total of 16 responses with 5 agree and 11 strongly agree the least responses received a total of 13
SQD1.
2024 YEAR-END
REPORT
66 |
 Internal External
Enrollment Online
Service Name:
Total Clients 2
Total Transactions 2
CC SQD SQ SQD1 SQD2 SQD3 SQD4 SQD5 SQD6 SQD7 SQD8
CC1 CC2 CC3
Rating Rating D0 RESPONSE RELIABILITY ACCESS COMNCTN COSTS INTEGRITY ASSURANCE OUTCOME
Strongly
1 Disagree
2
Disagree

Neither
3 Agree/Dis
agree
4 0
Agree 0 0 0 0 0 0 0 0
5 Strongly 2
Agree 2 2 2 2 2 2 2 2
NO
ANS SQD means Service Quality Delivery
CC means Citizen’s Charter
Total Total 2
2 2 2 2 2 2 2 2

Enrollment online, a total of 2 clients all SQD received a total of 2 responses.

Internal External
Receiving & Releasing of Communication & other Documents
Service Name:
Total Clients 12
Total Transactions 12
CC SQD SQ SQD1 SQD2 SQD3 SQD4 SQD5 SQD6 SQD7 SQD8
CC1 CC2 CC3
Rating Rating D0 RESPONSE RELIABILITY ACCESS COMNCTN COSTS INTEGRITY ASSURANCE OUTCOME
Strongly
1 Disagree
2
Disagree
Neither 0
3 Agree/Dis 0 0 5 1 2 0 3
agree
4 10
Agree 2 3 1 3 2 4 2
5 Strongly 2
Agree 10 9 6 8 8 8 7
NO
ANS SQD means Service Quality Delivery
2024 YEAR-END

CC means Citizen’s Charter

Total Total 12
12 12 12 12 12 12 12

A total of 12 clients, all SQD received the same total of 12 responses, with category rating of
neutral, agree and strongly agree.
REPORT
67 |
 Internal External
Public Assistance (Walk-In/Phone Call)
Service Name:
Total Clients 5
Total Transactions 5
CC SQD SQ SQD1 SQD2 SQD3 SQD4 SQD5 SQD6 SQD7 SQD8
CC1 CC2 CC3
Rating Rating D0 RESPONSE RELIABILITY ACCESS COMNCTN COSTS INTEGRITY ASSURANCE OUTCOME
Strongly
1 Disagree
2
Disagree

Neither
3 Agree/Dis
agree
4 4
Agree 2 4 2 4 1 1 1
5 Strongly 1
Agree 3 1 3 1 4 4 4
NO
ANS SQD means Service Quality Delivery
CC means Citizen’s Charter
Total Total 5
5 5 5 5 5 5 5

The majority of clients rated the service positively with most responses falling under “agree” or
“strongly agree” all SQD received the same total responses of 5.

Internal External
Request for Personnel Records for Teaching/Non-Teaching Personnel
Service Name:
Total Clients 10
Total Transactions 10
CC SQD SQ SQD1 SQD2 SQD3 SQD4 SQD5 SQD6 SQD7 SQD8
CC1 CC2 CC3
Rating Rating D0 RESPONSE RELIABILITY ACCESS COMNCTN COSTS INTEGRITY ASSURANCE OUTCOME
Strongly
1 Disagree
2 Disagree

Neither
3 Agree/Dis
agree
4 4
Agree 4 1 5 1 3 4 5
5 Strongly 6
Agree 6 9 5 9 7 6 5
2024 YEAR-END

NO
ANS SQD means Service Quality Delivery
CC means Citizen’s Charter
Total Total 10
10 10 10 10 10 10 10

A total of 10 clients, majority of clients responses positively wit category rating of agree and
strongly agree.
REPORT
68 |
9. Challenges Encountered, Learnings and Key Takeaways

Challenges in PAP Implementation in 2024

The implementation of the Programs, Activities, and Projects (PAP) under the Annual
Implementation Plan (AIP) for 2024 highlighted both significant achievements and notable challenges.
While the school demonstrated strong alignment with its strategic goals, achieving a commendable
99.37% Budget Utilization Rate and high accomplishment rates in most Key Result Areas (KRAs),
certain obstacles surfaced, and requiring immediate and strategic responses.

Among the most pressing challenges were logistical constraints and scheduling conflicts,
particularly under KRA 1, which saw a slightly lower accomplishment rate of 90.47%. The delays in
completing activities under projects such as UNLAD UGAD and NEW were attributed to external
factors, including resource limitations, time constraints, and unforeseen circumstances. These barriers
necessitated an adaptive and collaborative approach to ensure the successful implementation of the
AIP, even in the face of such disruptions.

Important Learnings and Takeaways

The experience of implementing the AIP in 2024 provided several key learnings and takeaways,
serving as a foundation for future improvements.

 Efficiency in Financial and Resource Management

The school achieved an impressive Budget Utilization Rate of 99.37%, reflecting the
meticulous planning and transparent financial management practices embedded in the
implementation process. Programs such as Project PERA ensured that resources were allocated
judiciously, aligning expenditures with the intended outcomes. This efficiency not only maximized
the impact of allocated funds but also set a benchmark for accountable financial practices in
subsequent years.

 Inclusive Stakeholder Engagement

A significant driver of success was the active involvement of stakeholders, including faculty,
staff, parents, students, and community members. Partnership initiatives like Project PARTNER
and Project SPICE emphasized collaboration, fostering a strong sense of ownership and
accountability among all participants. This inclusive approach ensured that diverse perspectives
were considered, enhancing the effectiveness and relevance of the projects.

 Focus on Development-Oriented Programs

2024 YEAR-END

The AIP effectively balanced its focus between instructional and non-instructional
programs. Student-centered initiatives, such as Projects SIKAP, INSPIRE, and CARE, prioritized
performance, well-being, and holistic development. Simultaneously, faculty development
programs, including Projects LEAD and AGAP, bolstered teacher capacity and morale,
demonstrating the school’s commitment to continuous improvement across all dimensions.
REPORT
69 |
  Adaptability and Strategic Resilience

One of the critical lessons learned was the value of adaptability in the face of unforeseen
challenges. By revisiting workflows and realigning strategies to reflect realistic conditions, the
school addressed delays and inefficiencies proactively. This strategic resilience enabled the
institution to overcome obstacles and maintain alignment with its overarching goals.

 Continuous Monitoring and Evaluation

The establishment of robust monitoring mechanisms proved essential in tracking progress

and identifying emerging issues. Regular assessments against defined Key Performance Indicators
(KPIs) facilitated timely adjustments, ensuring that interventions remained effective. These
practices reinforced the culture of accountability and provided valuable insights for refining future
implementation strategies.

 Building a Culture of Collaboration and Shared Accountability

Collaborative decision-making emerged as a cornerstone of the AIP’s success. Regular

consultations and feedback mechanisms not only addressed gaps but also empowered stakeholders
to contribute actively to the planning and execution of programs. This participatory approach
strengthened the community’s collective commitment to achieving shared objectives.

 Resilience Through Capacity Building

The challenges encountered were transformed into opportunities for growth through targeted
training sessions and capacity-building initiatives. These efforts equipped staff with the skills and
knowledge necessary to address barriers effectively, fostering a resilient mindset that is crucial for
sustaining long-term achievements.

 Documentation of Lessons and Best Practices

The systematic documentation of challenges, solutions, and best practices ensured that
institutional knowledge was preserved and disseminated. By learning from past experiences, the
school positioned itself to avoid similar pitfalls and adopt innovative approaches in future cycles.

The implementation of the AIP in 2024 was a testament to the school’s ability to navigate
challenges with strategic foresight and collaborative effort. While external constraints posed significant
hurdles, the institution’s commitment to financial prudence, inclusive participation, and adaptive
management allowed it to achieve its goals effectively. These experiences not only highlight the
2024 YEAR-END

importance of resilience and stakeholder engagement but also underscore the value of continuous
learning in driving sustainable educational success.
REPORT
70 |
10. Significant Milestones and Golden Harvests in PAP Implementation

The year 2024 has been a remarkable journey for Ugad High School (UHS), marked by
numerous prestigious awards and outstanding achievements across various levels. These milestones are
a testament to the school’s commitment to excellence, innovation, and community engagement. The
following highlights represent the school's dedication to fostering an environment that encourages
growth, talent, and teamwork.
Division Level Awards:
 Very Innovative Person – Champion: Jesus G. Salvador
Recognized for his exceptional leadership and contribution to educational innovations.
 Very Innovative Practice (Head Teacher) – Finalist: Renea D. Concepcion
A recognition of creative practices implemented by Head Teachers, with Jesus G. Salvador as
coach.
 Very Innovative Place (RDNEB) – Finalist: Marivic F. Garcia, Lovely Jan M.
Cadauan, Marilen B. Samut
A testament to the school's efforts in creating an inspiring learning environment.
 Very Innovative People (SSLG) – Finalist: Jovelle A. Gauiran
This award celebrated the people behind transformative initiatives.
 Project Watch – Finalist: Michelle B. Viernes, Project Watch Team
Recognizing the impact of this significant project led by Michelle Viernes.
 Book Face Photo Competition – Champion: Chayenne Faith C. Talamayan, Crizza May R.
Ludovice
A creative project that combined photography and literature, guided by coaches Lovely Jan M.
Cadauan and Marivic F. Garcia.
Legislative District Awards:
 Pammadayaw- Most Outstanding Principal – Champion: Jesus G. Salvador
A well-deserved recognition of his excellence in leadership.
 Pammadayaw- Most Outstanding Teacher – Champion: Shahani M. Calimag
Acknowledging her dedication to education and student development.
 Project RDNEB Best Implementer – Champion: Marivic F. Garcia, Jesusa P.
Baquiran, RDNEB Team
For successfully implementing innovative strategies within the RDNEB project.
 Festival of Talents – Bayle sa Kalye – Champion: UHS Dancers
Their hard work in performing arts was rewarded with multiple first-place finishes at the
Legislative District level.
Municipal and Regional Awards:
 Bayle De Bakal Competition – Champion: UHS Dancers
A popular cultural event where the UHS Dancers excelled, guided by their coach, Ryan C.
Tamayo.
2024 YEAR-END

 Athletic Meet (Jumps) – Champion: Ruth Cassey Talamayan

A star performance in athletics, coached by Michelle B. Viernes.
 Swimming Municipal Meet Champion – Coach: Janice L. Trinidad
Highlighting excellence in sports and student dedication.
 Billiards 8 Ball – Champion: Justin M. Liggayu
A win that displayed not just skill but also strategic thinking.
REPORT

Best Practices Leading to These Milestones:

71 |

Ugad High School’s success is attributed to a collection of well-structured practices,

collaborations, and programs:
 1. Project SALUDO: Recognizing graduates and board passers for their achievements.
2. Regular Faculty and SPTA Meetings: Ensuring continuous communication and growth.
3. Community Partnerships: Strengthening the school’s relationship with stakeholders
for shared growth.
4. Regular National Synchronized Earthquake Drills: Ensuring preparedness and safety for
the school community.
5. Teachers' Development: Active participation in training like INSET, GAD, HOTS,
and MATATAG.

Noteworthy Infrastructure Projects:

In addition to the school's academic and extracurricular achievements, UHS has made
considerable advancements in its facilities, ensuring a conducive learning environment:
 Complete Installation of Industrial Fans and Ceiling Fans for the amphitheater.
 Sound System Upgrade for improved events and functions.
 Significant Improvements to the English and Filipino areas.
 Bypass Road and Perimeter Fence Repairs ensuring better accessibility and security.
 Solar Lights and Faster Internet Connectivity for a more sustainable and connected school.

2024 has been a year of remarkable achievements for Ugad High School, thanks to the
collective efforts of the students, staff, and the community. The awards and accomplishments reflect a
commitment to continuous improvement, innovation, and a collaborative approach to educational
excellence.

2024 YEAR-END
REPORT
72 |
PAP MILESTONE ACHIEVEMENT DETAILS
Level: DIVISION
Details of the Award
Name of the Award: VERY INNOVATIVE PERSON
Placement: CHAMPION
Name of Awardee: JESUS G. SALVADOR
Name of Coach: -

Level: DIVISION
Details of the Award
Name of the Award: VERY INNOVATIVE PRACTICE- HEAD
TEACHER
Placement: FINALIST
Name of Awardee: RENEA D. CONCEPCION
Name of Coach: JESUS G. SALVADOR

Level: DIVISION
Details of the Award
Name of the Award: VERY INNOVATIVE PLACE- RDNEB
Placement: FINALIST
Name of Awardee: MARIVIC F. GARCIA, LOVELY JAN M.
CADAUAN, MARILEN B. SAMUT
Name of Coach: JESUS G. SALVADOR

Level: DIVISION
Details of the Award
Name of the Award: VERY INNOVATIVE PEOPLE -SSLG
Placement: FINALIST
Name of Awardee: JOVELLE A. GAUIRAN
Name of Coach: JESUS G. SALVADOR

Level: NATIONAL
Details of the Award
Name of the Award: PROJECT WATCH
Placement: Finalist
Name of Awardee: MICHELLE B. VIERNES, PROJECT WATCH
TEAM
Name of Coach: JESUS G. SALVADOR

Level: LEGISLATIVE DISTRICT

2024 YEAR-END

Details of the Award

Name of the Award: PROJECT RDNEB BEST IMPLEMENTER
Placement: CHAMPION
Name of Awardee: MARIVIC F. GARCIA, JESUSA
P. BAQUIRAN, RDNEB TEAM
Name of Coach: JESUS G. SALVADOR
REPORT
73 |

Level: DIVISION
Details of the Award
Name of the Award: BOOK FACE PHOTO COMPETITION
Placement: CHAMPION
Name of Awardee: CHAYENNE FAITH C. TALAMAYAN, CRIZZA
MAY R. LUDOVICE
Name of Coach: LOVELY JAN M. CADAUAN, MARIVIC F. GARCIA

Level: LEGISLATIVE DISTRICT

Details of the Award
Name of the Award: PAMMADAYAW- MOST OUTSTANDING
PRINCIPAL
Placement: CHAMPION
Name of Awardee: JESUS G. SALVADOR
Name of Coach:

Level: LEGISLATIVE DISTRICT

Details of the Award
Name of the Award: PAMMADAYAW- MOST OUTSTANDING
TEACHER
Placement: CHAMPION
Name of Awardee: SHAHANI M. CALIMAG
Name of Coach:

Level: MUNICIPAL
Details of the Award
Name of the Award: BAYLE DE BAKAL COMPETITION
Placement: CHAMPION
Name of Awardee: UHS DANCERS
Name of Coach: VICTOR G. SARMIENTO, MAPEH DEPARTMENT

Level: MUNICIPAL
Details of the Award
Name of the Award: ATHLETIC MEET- JUMPS
Placement: CHAMPION
Name of Awardee: RUTH CASSEY TALAMAYAN
Name of Coach: MICHELLE B. VIERNES

Level: MUNICIPAL
Details of the Award
Name of the Award: SWIMMING
2024 YEAR-END

Placement: CHAMPION
Name of Awardee:
Name of Coach: JANICE L. TRINIDAD

Level: MUNICIPAL
Details of the Award
REPORT

Name of the Award: BILLIARDS 8 BALL

74 |

Placement: CHAMPION
Name of Awardee: JUSTIN M. LIGGAYU
Name of Coach: RONALD B. MANANDIG
Level: MUNICIPAL
Details of the Award
Name of the Award: BADMINTON DOUBLES
Placement: CHAMPION
Name of Awardee: JAMILA BARBASA AND ANALIZA BATAG
Name of Coach: PEEJAY R. CALUYA
Level: MUNICIPAL
Details of the Award
Name of the Award: DAY OF YOUTH SK-LOGO MAKING
Placement: CHAMPION
Name of Awardee: JEREMY BANGILAN
Name of Coach: JOVELLE A. GAUIRAN

Level: MUNICIPAL
Details of the Award
Name of the Award: MENGAL FESTIVAL SHOWDOWN
Placement: 2ND PLACE, BEST IN PROPS
Name of Awardee: UHS DANCERS
Name of Coach: RYAN C. TAMAYO, MAPEH DEPARTMENT

Level: MUNICIPAL
Details of the Award
Name of the Award: MENGAL KING AND QUEEN
Placement: 2ND RUNNER UP, MR. CONGENIALITY, BEST IN
PRODUCTION NUMBER
Name of Awardee: AR JAY DURAN, BLESSED CHRISTZAIRA
PANGANIBAN
Name of Coach: JERREY L. LUMOT

Level: DIVISION
Details of the Award
Name of the Award: MR SDO ISABELA 2024
Placement: 2ND RUNNER UP, MR. CROWD FAVORITE
Name of Awardee: PEE JAY R. CALUYA
Name of Coach: -
Level: DIVISION
Details of the Award
Name of the Award: READING IN TANDEM
Placement: FINALIST
Name of Awardee: CLARISA GAY G. PARTIDO AND JOSHUA U.
2024 YEAR-END

BINALAY
Name of Coach: -
Level: REGIONAL
Details of the Award
Name of the Award: FESTIVAL OF TALENTS- BAYLE SA KALYE
Placement: FINALIST
REPORT

Name of Awardee: UHS DANCERS

75 |

Name of Coach: RYAN C. TAMAYO, MAPEH DEPARTMENT

Level: DIVISION
Details of the Award
Name of the Award: FESTIVAL OF TALENTS- BAYLE SA KALYE
Placement: CHAMPION
Name of Awardee: UHS DANCERS
Name of Coach: RYAN C. TAMAYO, MAPEH DEPARTMENT
Level: LEGISLATIVE DISTRICT
Details of the Award
Name of the Award: FESTIVAL OF TALENTS- BAYLE SA KALYE
Placement: CHAMPION
Name of Awardee: UHS DANCERS
Name of Coach: RYAN C. TAMAYO, MAPEH DEPARTMENT
Level: LEGISLATIVE DISTRICT
Details of the Award
Name of the Award: FESTIVAL OF TALENTS- SULATANGHAL
Placement: 2ND PLACE
Name of Awardee: JOSHUA U. BINALAY
Name of Coach: MICHELLE B. VIERNES
Level: LEGISLATIVE DISTRICT
Details of the Award
Name of the Award: FESTIVAL OF TALENTS- ORAL COMPOSITION
AND PRESENTATION
Placement: 3RD PLACE
Name of Awardee: MA. CARYLLE B. MANANDIG
Name of Coach: LOVELY JAN M. CADAUAN
Level: LEGISLATIVE DISTRICT
Details of the Award
Name of the Award: FESTIVAL OF TALENTS- STEMAZING
Placement: 3RD PLACE
Name of Awardee: ALIYAH SAGAUINIT, VINCE MONTERICO,
JOMARIE MARIANO
Name of Coach: MARK B. BUDUAN AND RECHELLE A. DANOS

2024 YEAR-END
REPORT
76 |