Nces school improvement plan s.y. 2016 2019

ENHANCED
SCHOOL IMPROVEMENT PLAN
OF
NAGA CENTRAL ELEMENTARY
SCHOOL
FOR
SCHOOL YEAR 2016-2019
By: Dr. Lindy M. Pujante

LMPSIP2016 P a g e 2
Naga Central Elementary School
ENHANCED SCHOOL IMPROVEMENT PLAN
SCHOOL YEAR 2016-2019
E N D O R S E M E N T
September 16, 2016
SENEN P. PAULIN, CESE
Schools Division Superintendent
Division of City Schools
City of Naga, Cebu
Sir:
This is to formally submit in your good office the Enhanced School Improvement Plan
of Naga Central Elementary School.
Further, this is to signify our collaborative approval and support in the
implementation of the Enhanced School Improvement Plan which contains our
aspirations in giving quality education to our learners.
Signed this 16th
day of September, 2016.
S C H O O L P L A N N I N G T E A M

TEAM LEADER  ANA LIZA LAYASAN
SCHOOL HEAD/EPS VALUES
SCHOOL ICT  LINDY M. PUJATE
SCHOOL ICT COORDINATOR
PTA REPRESENTATIVE  CATHERINE NAVALES
PTA PRESIDENT
SPG REPRESENTATIVE  KATHLEEN DELA FUENTE
SPG PRESIDENT
TEACHER REPRESENTATIVE  MARIO BERCERO
FACULTY PRESIDENT
COMMITTEE ON EDUCATION  HON. JOSE HEREDIANO
BARANGAY CHAIRMAN,
WEST POBLACION
MEMBER OF BUREAU OF
DISASTER RISK REDUCTION
MANAGEMENT COMMITTEE
 CRISANTO CARANZO
SCHOOL PROPERTY CUSTODIAN
MEMBER OF SCHOOL CHILD
PROTECTION POLICY
 JOCELYN ALICANTE
SCHOOL GUIDANCE COORDINATOR
A P P R O V A L
Reviewed by:
JESSICA TRIVINIO
Naga I District OIC/EPS Filipino
Accepted by: Recommending Approval:

GENDA P. DE GRACIA, Ed.D. LORENZO M. DIZON, CESE
CID Chief Assistant Schools Division Superintendent
APPROVED:
SENEN P. PAULIN, CESE
Schools Division Superintendent
T A B L E O F C O N T E N T S
Page
Cover Page 1
Endorsement 2
I. Introduction 5
II. DepEd Vision, Mission, Core Values and Mandate 6
III. School Organizational Structure 8
IV. The School Planning Team 9
V. SIP General Objectives and Targets 10
VI. School’s Current Situation (A narrative of Annex 1A results & based on
the School Report Cards)
12
VII. School Priority Improvement Areas (use Annexes 3 & 4) 35
VIII. Analysis of the School Priority Improvement Areas
(use Annex 7 & Annex 8)
38
IX. Solutions/lntervention – Project Workplan and Budget
Matrix & (use Annex 9)
39

X. The Annual Improvement Plan (attach Annex 9) 43
XI. The School Report Cards (attach Annex 12A) 55
XII. School Improvement Plan Tools (Annexes 1-12) 74
XIII. Pictures of School Activities 149
EXECUTIVE SUMMARY
I. Introduction
Every learning institution has its own story to tell. Each has its own
strengths and challenges by which the context of teaching and learning
influences the processes and procedures of the school in making decisions
around curriculum, instruction, and assessment. These decisions play a
vital rule in aligning each school in the vision and mission of the
Department of Education.
The purpose of this Executive Summary is to provide the public a
glimpse of the school’s performance through narrative reports of the
programs and services of the school in support of student learning,
identification of stakeholders, the engagement of the existing stakeholders
and the current issues and trends affecting the school’s performance. By
doing so, each member of the school and the community will become fully
aware of the over-all performance of Naga Central Elementary School that

will become the baseline for assessment towards continuous improvement
thus providing the best teaching-learning outcomes for the years to
come.
II. Vision, Mission, and Core Values
The DepEd Vision
We dream of Filipinos who passionately love their country and whose values and
competencies enable them to realize their full potential and contribute meaningfully
to building the nation.
As a learner-centered public institution, the Department of Education
continuously improves itself to better serve its stakeholders.
The DepEd Mission
To protect and promote the right of every Filipino to quality, equitable, culture-based,
and complete basic education where:
Students learn in a child-friendly, gender-sensitive, safe, and motivating
environment.
Teachers facilitate learning and constantly nurture every learner.
Administrators and staff, as stewards of the institution, ensure an enabling and

supportive environment for effective learning to happen.
Family, community, and other stakeholders are actively engaged and share
responsibility for developing life-long learners.
Our Core Values
Maka-Diyos
Maka-tao
Makakalikasan
Makabansa
Our Mandate
The Department of Education was established through the Education Decree
of 1863 as the Superior Commission of Primary Instruction under a Chairman. The
Education agency underwent many reorganization efforts in the 20th century in order
to better define its purpose vis a vis the changing administrations and charters. The
present day Department of Education was eventually mandated through Republic Act
9155, otherwise known as the Governance of Basic Education act of 2001 which
establishes the mandate of this agency.
The Department of Education (DepEd) formulates, implements, and
coordinates policies, plans, programs and projects in the areas of formal and non-

formal basic education. It supervises all elementary and secondary education
institutions, including alternative learning systems, both public and private; and
provides for the establishment and maintenance of a complete, adequate, and
integrated system of basic education relevant to the goals of national development.
III. SCHOOL ORGANIZATIONAL STRUCTURE
NAGA CENTRAL ELEMENTARY SCHOOL
GUIDANCE
COUNCELOR
GRADE LEADERS
KINDER GRADE
1
GRADE
5
L E A R N E R S
GRADE
2
GRADE
3
GRADE
4
GRADE
6
PRINCIPAL
SCHOOL SUBJECT
SPECIALISTS
SCHOOL
GOVERNING
COUNCIL (SGC)
GPTA
KINDER GRADE
1
GRADE
5
T E A C H E R S
GRADE
2
GRADE
3
GRADE
4
GRADE
6
PARENTS
LGU
ICT
COORDINATOR
PROPERTY
CUSTODIAN

IV. SCHOOL PLANNING TEAM
AANNAA LLIIZZAA BB.. LLAAYYAASSAANN
TTEEAAMM LLEEAADDEERR
SSCCHHOOOOLL HHEEAADD//EEPPSS VVAALLUUEESS
CCAATTHHEERRIINNEE NNAAVVAALLEESS
PPTTAA PPRREESSIIDDEENNTT
PPTTAA RREEPPRREESSEENNTTAATTIIVVEE
KKAATTHHLLEEEENN DDEELLAA FFUUEENNTTEE
SSPPGG PPRREESSIIDDEENNTT
SSPPGG RREEPPRREESSEENNTTAATTIIVVEE
MMAARRIIOO BBEERRCCEERROO
FFAACCUULLTTYY PPRREESSIIDDEENNTT
FFAACCUULLTTYY RREEPPRREESSEENNTTAATTIIVVEE
JJOOSSEE HHEERREEDDIIAANNOO
BBAARRAANNGGAAYY CCHHAAIIRRMMAANN
CCOOMMMMIITTTTEEEE OONN EEDDUUCCAATTIIOONN
CCRRIISSAANNTTOO CCAARRAANNZZOO
PPRROOPPEERRTTYY CCUUSSTTOODDIIAANN
MMEEMMBBEERR ,, DDIISSAASSTTEERR RRIISSKK
JJOOCCEELLYYNN AALLIICCAANNTTEE
SSCCHHOOOOLL GGUUIIDDAANNCCEE
CCOOOORRDDIINNAATTOORR
LLIINNDDYY PPUUJJAANNTTEE
SSCCHHOOOOLL IICCTT CCOOOORRDDIINNAATTOORR

V. School Improvement Plan (SIP) General Objectives
and Targets
1.) ACCESS
1.1 To reduce dropout rate from 157 or 5% of the total enrolment to 0% in
the next three school years from 2016-2019.
1.2 To hire additional competent teachers to fill in the lack of teachers for 1
(one) Kindergarten, 3 (three) for Grade V and 2 (two) for Grade VI for this school
year 2016-2017.
1.3 To increase promotion rate from 98.5% to 100% within the next 3 (three)
years.
2) QUALITY
2.1 To increase NAT MPS of the four academic subjects:
English: from 57.11 to 75%
HEKASI: from 61.68 to 75%
Science: from 62.42 to 75%

Math: from 63.46 to 75%
Filipino: from 65.06 to 75.
2.2 To train grade VI teachers in the Kto12 Curriculum before the start of
school year 2017-2018.
3) GOVERNANCE
3.1 To construct 2 additional classrooms for grades III , 5 classrooms for
Kindergarten classes , 4 classrooms for grade v classes, 3 classrooms for grade 2
classes, 1 classroom for grade 6 class and 4 classrooms for grade 4 classes.
3.2 To secure pupils and school property by constructing a perimeter fence.
3.3 To construct drainage which will prevent flooding of low areas.
3.4 To construct 1 school clinic to cater the health services of the
learners.
3.5 To construct a covered court to be utilized for school sports and
cultural activities.
3.5 To organize a school canteen and maintain credible suppliers
with sanitary permits.

3.6 To construct a school stage to be utilized during school activities.
VI. School Current Situation (A narrative of Annex IA
results and based on the School Report Card)
SCHOOL AND COMMUNITY PROFILE
Naga Central Elementary School was established in January 1950 situated at
Barangay West Poblacion, City of Naga, Cebu. The school is a complete mono-grade
public elementary school. Originally, the school has a total lot area of sixty-five
thousand five hundred twenty-six square meters (65,525 sq m). Due to the creation
of the Ecology Center where trees were planted and agriculture nursery were placed,
the school lot was reduced to Forty-Nine Thousand Eight Hundred Thirty-Nine square
meters (49,839sq m), the school is bounded at the East by the public market, West
by an Ecology Center, South by Naga National High School and at North by few
residential houses. The school area is further reduced with the construction of the
Teodoro Mendiola Sr. Sports Field and Oval as well as volleyball court which was
utilized for the first time in the Central Visayas Regional, Athletic Association Meet on
February 2016 as well as the many sports events of the City of Naga Division. Sports
activities of the school is further enhanced through the construction these sports
facilities.

The school is serving mainly children of the six (6) barangays namely: West
Poblacion, East Poblacion, Central Poblacion, North Poblacion, South Poblacion, and
Tangke. Other nearby barangays also send their children to this school for some
reason. Its School ID is 119509. The distance of the school is 500 meters away
from the National Highway. It can be reached by foot or any land vehicles.
The Department of Education observes the mandate of UNESCO’s EFA
(Education for All) in making certain that Basic Education is available to all learners
by reaching out in every nooks and corners of the country encompassing diversity of
learners in an inclusive setting. Naga Central Elementary School further reinforced
and strengthen this mandate through the strict adherence of the Department of
Education’s “No Collection Policy” during enrolment and all throughout the school
year enticing the learners to a free basic education program of the government.
Further, the school is geared towards a holistic development of the learners
tapping their intelligence not just in the academic areas but also in arts, music and
sports. It is also aims to upgrade the skills of the learners in information &
technology and in media and communication with the help of the newly installed
computers. It is installed through a local area network having 24 monitors and 4
server CPUs placed in the E-Learning Center. It also has a 24/7 internet connectivity
for easy online research and access to downloadable learning materials and updated
credible internet references propelling the teachers and learners for the 21st
Century
Learning.

PUPILS PROFILE
Enrolment Status for the three (3) Consecutive School Year
Graph 6.1

The graph shows the enrolment for three (3) consecutive years. It shows
consistent higher enrolment for males than females with a total yearly average
enrolment of 2,936 pupils.
Health and nutritional status of Pupils for School Year 2015-2016
Graph 6.2
The graph shows that Grade 3 has the highest total number of 66
wasted and severely wasted pupils among all grade levels. Kindergarten has the
11 14 13 15
19 16
9
9
10
18
21 14 17
19
6
8
7
15
9
14
710
10
18
15
18
13
15
0
10
20
30
40
50
60
70
Severely Wasted
Female
Severely Wasted
Male
Wasted Female
Wasted Male

lowest total number of 36 wasted and severely wasted pupils. Grade 1 has a total
number of 42, Grade 2 has a total number of 56, Grade 4 has a total number of 60,
Grade 5 has a total number of 60 and Grade 6 has a total number of 50 wasted and
severely wasted pupils.
TEACHER PROFILE
NAGA CENTRAL ELEMENTARY SCHOOL PERSONNEL
(Table 1)
POSITION TITLE AND
SALARY GRADE
LAST NAME FIRST NAME MIDDLE NAME
1 PRINCIPAL II-20 LAYASAN ANA LIZA BASTISMO
2 MASTER TEACHER II-19 MANAPIN MILDRED YBAŇEZ
3 MASTER TEACHER II-19 RUFO ESTERLINA MABALATAN
4 MASTER TEACHER II-19 VILLORDON GLORINA MACAPOBRE
5 MASTER TEACHER 1-18 BERCERO MARIO MEGABON
6 MASTER TEACHER 1-18 CAMPUGAN IDA ADLAWAN
7 MASTER TEACHER 1-18 WRIGHT FLORA NAVALES
8 MASTER TEACHER I-18 TAMARRA LOURIZA OCAMPO
9 TEACHER III-13 BANDOLA MA. FLORINA ACARGEN
10 TEACHER III-13 BAYA MARIO ABALO
11 TEACHER III-13 CAMPUGAN BERNARD CANONIGO
12 TEACHER III-13 CARANZO BABY CANONIGO
13 TEACHER III-13 CRUDA MAGINDA BADAYOS
14 TEACHER III-13 DALAGUETE ADELA MANDAYA
15 TEACHER III-13 GARCIA GRIZEL MABALATAN
16 TEACHER III-13 LARGO CRISADEL PASULOHAN
17 TEACHER III-13 MARINDUQUE GENA ABATAYO
18 TEACHER III-13 PABANELAS ANTONIETA LAPINING
19 TEACHER III-13 TROCIO CONSOLACION ALICANTE
20 TEACHER III-13 VILLAREAL MARIFI ALFORNON
21 TEACHER II-12 ABLAZAR BLISELDA CAPANGPANGAN
22 TEACHER II-12 ALFANTA MA. FE RIVERA
23 TEACHER II-12 ALFORQUE LORNA GALEOS
24 TEACHER II-12 ALIGANGA JACQUELINE MAY PALANG

25 TEACHER II-12 BASILLA LIZA RESPONTE
26 TEACHER II-12 BOYBANTING ROSALIE MANGILA
27 TEACHER II-12 CARANZO ROSAMAR MANTALABA
28 TEACHER II-12 CARANZO CRISANTO YBAŇEZ
29 TEACHER II-12 DE LOS SANTOS ROXANNE ZAFRA
30 TEACHER II-12 DE LOS SANTOS ABBY GALE RAYLA
31 TEACHER II-12 DELA FUENTE VICTORIA BORBON
32 TEACHER II-12 ENCABO MITCHELL MISA
33 TEACHER II-12 LAPITAN IRMA BORBON
34 TEACHER II-12 LARIOSA MARY ANN NAVALES
35 TEACHER II-12 LAURON RHEA DE GRACIA
36 TEACHER II-12 LONGAKIT ROWENA TESIO
37 TEACHER II-12 LUCEÑO LIGAYA ALCOVER
38 TEACHER II-12 OMAMBAC VANESSA SIBI
39 TEACHER II-12 PANILAG LLEWELYN DE LEON
40 TEACHER II-12 PANSAON LEAH BARTOLABAC
41 TEACHER II-12 PEREZ HANSEL REPUNO
42 TEACHER II-12 POCONG MA. VICTORIA LUGO
43 TEACHER II-12 QUEROYLA ROWENA GENTAPA
44 TEACHER II-12 QUIÑO FELICISIMA VILLAREAL
45 TEACHER II-12 REPUNTE LIEZIL APAS
46 TEACHER II-12 TAPICAN FLORDELIS MANLANGIT
47 TEACHER II-12 TESIO ALICIA PATALINGHUG
48 TEACHER II-12 TOLA MA. JESSICA CANONIGO
49 TEACHER II-12 YBAÑEZ MERCEDITA OFICIAR
50 TEACHER I-11 ABALO FLORENCIA DELIMA
51 TEACHER I-11 ALFEREZ MARIE JOY SANCHEZ
52 TEACHER I-11 ALICANTE JOCELYN ENCARGUEZ
53 TEACHER I-11 ATEZ JANE ROSE MANAYON
54 TEACHER I-11 BACUS SHIERDY SANCHEZ
55 TEACHER I-11 BARAZON MARICAR BURAGAY
56 TEACHER I-11 BARCELONIA SIGRID ABALO
57 TEACHER I-11 BARTOLABAC LYNHOLLY ALFORQUE
58 TEACHER I-11 BEJONA CHENEE CADIZ
59 TEACHER 1-11 CABIZARES JANICE ABAYATA
60 TEACHER I-11 CALDERON CLOSYL KATE DELA FUENTE
61 TEACHER 1-11 CAMARGO BRENDA PIELAGO
62 TEACHER I-11 CAÑALITA AMABELLA BALANSAG
63 TEACHER I-11 CANQUE JERLYN DEDICATORIA
64 TEACHER 1-11 ESTREMOS JUNREY TAMPOS
65 TEACHER I-11 GARCIA RENZEL MAE MABALATAN
66 TEACHER I-11 LABISTE MARIA CREST SABROSO
67 TEACHER 1-11 LAPITAN JANE EMIA
68 TEACHER I-11 MARCHA MHAR-ANN SANCHEZ

69 TEACHER I-11 MIGALLOS ELIZABETH GEMINES
70 TEACHER I-11 PUJANTE LINDY MAÑACAP
71 TEACHER I-11 SANTOS DELIGHT MAE GABATO
72 TEACHER I-11 SUMAMPONG DARLING ANGCO
73 TEACHER I-11 VIDAL DIVINE GRACE GALEOS
74 ADMINISTRATIVE AIDE-1 FELICES JOEL
Naga Central Elementary School has a strong workforce of 72 teaching staff
and 2 non-teaching personnel that works hand in hand for the attainment of school
goals and objectives. The table above signified that there are seventy-four (74)
personnel with Plantilla Items but only seventy (70) or 95% are actually teaching.
One (1) Principal II as the School Head, two (2) teachers with T3 items, detailed to
the Division Office as Supply Officer, the other one assigned as DALSC. One (1) male
teacher with Mobile Teacher item. At present, there is a need for additional teachers
in Grade V, Grade VI and in Kindergarten. Letter request has been submitted to the
division office and currently awaiting for new teacher items to be allocated for Naga
Central Elementary School. In the meantime, pupils are distributed to all sections in
Kinder and in Grade V classes.
Graph 6.3

The graph above shows that only 6 or 8% out of 72 teaching staff are males
while the remaining 68 or 92% are females.
The school is continually growing with the creation of extension classes for the
Indigenous People Community (Ati) located in Barangay South
Poblacion, City of Naga, Cebu. At present, it is catering Kindergarten to Grade III
pupils having two (2) teaching staff assigned to handle multi grade classes.
With the leadership of the school principal who worked collaboratively with the
teachers in order to obtain the DepEd’s goal through strict observance of “Time on
Task Policy”, teachers make sure that every minute in school is spent in worthwhile
activity that is beneficial to the school children. The principal closely supervises the
teaching-learning process through classroom observations and gives technical
assistance to improve learning outcomes.
68
6
COMPARISON BETWEEN MALE AND FEMALE
TEACHERS OF NAGA CENTRAL ELEMENTARY SCHOOL
FEMALE TEACHERS
MALE TEACHERS

Curriculum
The school implemented the K to 12 Basic Education Curriculum, from
Kindergarten up to Grade V classes. Teachers are trained and use the
spiral/progression approach in teaching competencies following the Curriculum
Guide, Teacher’s Guide/Learner’s Manual and Activity Sheets that will lead the pupils
to answer the questions what the pupils want to know, be able to do and
understand. Grade VI classes are still adopting the Revised Basic Education
Curriculum (RBEC) including the grading system. Most of the teachers are using the
“Daily Lesson Log”, while others are still using 5 steps Lesson Plan.
Community
Naga, officially called the City of Naga and often referred to as Naga City,
is a city in the province of Cebu, Philippines. It is one of the first class cities of Cebu
and is founded on June 12, 1829. It lies within the Cebu metropolitan area situated
south approximately 22 kilometers away from Cebu City. It is bounded in the north
by Minglanilla, in the south by San Fernando, to the west is Toledo and to the east is
Bohol. It is only a 35 minute ride from Cebu City. It is known as the “Industrial Hub
in the South of Cebu.” Among the industries in Naga are the Apo Cement
Corporation, KEPCO Philippines Corporation power plant, MRC Allied Industries, Pryce
Gases, Inc., Rikio Southeast Asia and Salcon Power Corporation plant. Nestled at the

foot of mountains and seashore, it is composed of 28 barangays, ten (10) of which
are located in the coastal areas including the five districts of Poblacion and the rest
are in the mountain.
History
As a town, Naga was one of the oldest municipality in the province of Cebu
and gained its cityhood in 2007. Early settlers named the place as Naga, derived
from the trees called Narra, the Philippine National Tree which grew abundantly in
the area.
In December 2015, City of Naga government inaugurated the Teodoro
Mendiola Sr. Sports Field and Oval, located along North Poblacion. It has been used
as a main venue for 2016 Central Visayas Regional Athletic Association (CVRAA) in
February and luckily again in 2017 CVRAA. Other projects built along with the oval
comprise an Olympic size swimming pool, basketball, tennis, and volleyball courts of
all of which are international standard, making the City of Naga a prime venue for
athletic events in the region.
Physical Profile:
Land Area : 101.97 km2
(39.37 sq mi)
Climate : 3rd type of climate of the Philippines
Type 3 seasons not very pronounced relatively dry for 6 months. Places
experiencing this type of climate are located inland. Southwest monsoon greatly
affects these areas.
Demographic Profile:
Table 2

Population census of Naga
Year Pop. ±% p.a.
1990 60,425 —
1995 69,010 +2.52%
2000 80,189 +3.27%
Year Pop. ±% p.a.
2007 95,163 +2.39%
2010 101,571 +2.40%
2015 115,750 +2.52%
Source: Philippine Statistics Office
According to the 2015 census, it has a population of 115,750. In the 2016
election, it had 63,755 registered voters, meaning that 55% of the population
are aged 18 and over.
While Naga Central Elementary School is situated in West Poblacion, it is also
serving children from other populous neighboring barangays namely: East Poblacion,
Central Poblacion, North Poblacion, South Poblacion, and Tangke. On May 2016, the
school principal assigned teachers from each grade level to conduct the child
mapping to account every child in the community. The data was consolidated and
encoded in the School-Community Data Template as shown in Table 3. Consequently
Table 4 was derived showing the consolidated number of children not attending
school. Parents, guardians and children were interviewed and corresponding reasons
why they are not attending school were also noted. Tables are shown as follows:
Table 3 Consolidated Data on Child Mapping
Age Total Population
No. of children NOT
in School
% of children NOT in
School
Boys Girls Total Boys Girls Total Boys Girls Total
4 160 141 301 36 19 55 22.50% 13.48% 18.27%
5 157 124 281 19 14 33 12.10% 11.29% 11.74%
6 149 149 298 6 4 10 4.03% 2.68% 3.36%
7 136 132 268 2 1 3 1.47% 0.76% 1.12%
8 149 130 279 1 2 3 0.67% 1.54% 1.08%

9 143 142 285 14 6 20 9.79% 4.23% 7.02%
10 140 132 272 3 3 6 2.14% 2.27% 2.21%
11 150 143 293 4 5 9 2.67% 3.50% 3.07%
12 108 136 244 5 1 6 4.63% 0.74% 2.46%
13 150 118 268 6 3 9 4.00% 2.54% 3.36%
14 133 140 273 5 1 6 3.76% 0.71% 2.20%
15 138 123 261 9 2 11 6.52% 1.63% 4.21%
16 113 151 264 7 11 18 6.19% 7.28% 6.82%
17 96 123 219 8 4 12 8.33% 3.25% 5.48%
GRAND
TOTAL 1922 1884 3806 125 76 201 6.50% 4.03% 5.28%
Table 3 shows that there is a total of 3,806 children of school age between 4 to 17
years old listed in the child mapping, of which 1,922 are boys while the remaining
1,884 are girls. There are about 6.5% or 201 out of the total 3,806 children who
are not in school. The highest number of children accounted for are 4 years old
followed closely by 6 and 11 years old.
Table 4 Children NOT in School /Reasons for not attending School in the current SY
Age
No. of
school-
aged
children
not in
school
No. of children NOT in school according to reasons
Financial
Matters
Health
and
Nutrition
Child
Labor
Distance
of School
from
Home
Affected
by
Disaster
Affected by
Conflict
Disability
Other
Reasons
4 55 13 0 42
5 33 5 0 28
6 10 5 5 0
7 3 1 2 0
8 3 1 2 0
9 20 16 4 0
10 6 6 0 0
11 9 8 1 0
12 6 5 1 0
13 9 7 0 2
14 6 5 0 1

15 11 4 2 5
16 18 5 2 11
17 12 11 1 0
TOTA
L
201 92 90 19 70
Perc
ent
of
Total
45.77
%
44.78
%
9.4
5%
34.83%
Table 4 shows that children who are 4 and 5 years old are among the highest
number of children who are not in school followed by 9 and 16 years old. Varied
reason came out during interview and this is shown in the graph 6.4.
Graph 6.4
0100
0
10
20
30
40
50
60
70
80
90
100
Financial
Matter
Health
and
Nutrition
Child
Labor
Distance
from
School
Afficted
by
Disaster
Disability Others
92 90
19
0 0 0
70
Reasons of Children Not in School
Financial Matter
Health and Nutrition
Child Labor
Distance from School
Afficted by Disaster
Disability
Others

Financial Matter came out as the highest reason with a total of 92 or 45.77%
of the total number of children not in school, closely followed by Health and Nutrition
for a total of 90 or 44.78%, other reasons came third totaling 70 or 34.83% while
child labor came out last with a total of 19 or 9.45% of total number of children
surveyed. Nobody answered distance from school, affected by disaster or disability as
reasons why the children are not in school.
Seminars and Trainings Attended by Teachers
Graph 6.5

Data revealed that teachers from Kinder to Grade 5 have already attended
Kto12 seminars, 15 have attended School Based Management Seminars, 20 have
attended ICT Trainings and the rest are varied trainings and seminars.
0
5
10
15
20
25
30
35
40
45
KTO 12
SBM
ICT
OTHERS
43
15
20
35
No. of Teachers Attended Seminars
KTO 12
SBM
ICT
OTHERS

School Annual Funding Sources (Graph 6.6)
Naga Central Elementary School has an annual Maintenance and Other
Operating Expenses (MOOE) fund allocation of Php1,583,115.60 which is
intended to be spent on activities and necessities that support learning programs and
help maintain a safe and healthy environment of Naga Central Elementary School.
These expenses include monthly salary of 4 security guards, payment of monthly
electric and water bills, minor repairs and maintenance of classrooms, reproduction
of test questionnaires, review and learning materials, training expenses, office
supplies and other incidental expenses of sports and cultural activities of the school.
Details of these expenditures are posted in the School Transparency Board as
mandated in accordance with RA 9485 (Anti-Red Tape Act of 2007).

Other sources of funds includes Local School Board/Special Education Fund from the
Local Government in the amount of Php2,046,585.81 which will cover the expenses
of the construction of perimeter fence of the school, a special fund intended for
School Feeding Program in the amount of Php364,600 and funds from other
stakeholders in the amount of Php21,000.00 to cover expenses of various activities of
the school.
School awards and recognition
The school receives various awards and recognition in academic, sports and
various competitions over the past years. However the most recent awards received
are the following:
1st PLACE DISTRIC LEVEL – PANAGTIGI SA BALAK
2nd PLACE DIVISION LEVEL – PANAGTIGI SA BALAK
1st RUNNER UP – INTERSCHOOL SAYAW PINOY FOLKDANCE
2nd RUNNER UP – CITY OF NAGA SAYAW PINOY
OVER ALL CHAMPION – DISTRICT SPORTS MEET
4TH PLACE REGIONAL- SEED MOSAIC REGIONAL CONTEST
1st RUNNER UP INTERSCHOOL CHESS STANDARD CATEGORY

Number and Cause of Pupils At Risk of Dropping Out as reported for the
Beginning of School Year (BOSY) 2016-2017(Graph 6.7)
Grades 2, 4, and 5 have an impressive zero (0) number of pupils at risk of
dropping out, while Grade 6 has the highest number of 17 followed by 12 of Grade 3,
9 for Grade 1 and Kinder. To address this problem, teachers conducted home
visitation to verify the cause of frequent absenteeism and to discuss with parents on
the impact of absenteeism to the child and to the community in general. During the
meeting, parents and teachers should agree on a viable solution which will produce
positive results in enticing the learners in coming back to school and attend classes
regularly.
During interviews conducted, the following reasons for absenteeism were cited
: Child labor, health and nutrition, lack of interest and financial difficulty or family
problems are among the reasons why children incurred many absences and are at
risk of dropping out.

Percentage of learners who completed the School Year (Promotion
Rate) (Graph 6.8)
VII. SCHOOL PRIORITY IMPROVEMENT AREAS
( Annexes 3 & 4)
The promotion rate was successfully maintained at 100% for Kindergarten
while grades 1 to 6 get a steady 98.5% having a GAP of 1.5% from the Division
Target of 100% promotion rate. It clearly shows that there is a need to address the
problem of subject failures in these grade levels.

National Achievement Test (NAT) MPS(Graph 6.9)
f
In the latest NAT of the school year 2014-2015, Mean Percentage
Score (MPS) of 5 academic subjects and the corresponding GAP as
compared to the Division Target are as follows:
65.06 - Filipino with a GAP of 9.94 short versus division target
63.46 – Math with a GAP of 11.54
62.42 - Science with a GAP of 12.58
61.68- Hekasi with a GAP of 13.32
Interventions will be needed to help the students in the areas of
English which has the lowest MPS of 57.11 with the highest GAP of 17.89.
Literacy level

ENGLISH(Graph 6.10)
FILIPINO(Graph 6.11)
PHIL-IRI results show an improvement in the students’ literacy. More students have
moved from frustration level in Pretest to instructional level in Post test both English
and Filipino.
Performance Indicators: Governance

School-Based Management Assessment Level
Naga Central Elementary School SBM is on level I and with a qualitative
interpretation of Developing. This means that the school is constantly finding ways to
improve its performance in terms of management. Parents, LGUs and the
Stakeholders can be certain that constant monitoring and assessment shall be made
so that the school will constantly improve and align with the Department of Education
thrust for Continuous Improvement.
Child-Friendly School Survey result
Result of the survey resulted a score of 25 which indicated that school is a
“Child Friendly School”. This means that the school has still a lot of room for
improvement. The facilities shall be improve as well as the school environment. With
constant and strong drive for improvement it aims to develop into an excellent child
friendly school with the help of PTA, LGU and Individual Stakeholders in the years to
come. This improvement includes :
*Construction of additional comfort rooms to decrease the ratio of number of
pupils to the number of comfort rooms.
*Construction of drainage to avoid flooding in low areas
* Construction of a covered court for venue of sports and cultural activities
* Construction of school stage for programs and culminating activities
* Organize a School Canteen to have credible suppliers who maintain sanitary
permits

* Organize a School Clinic to accommodate children with health problem and
have a proper venue for annual medical and dental examination of learners and
teachers.
* Construction of additional classrooms to eliminate overcrowding and avoid
makeshift classrooms and have classrooms conducive to learning.
Stakeholders’ participation
Naga Central has been blessed being surrounded by business establishments
in Central Poblacion, South Poblacion, North Poblacion and West Poblacion. These
establishments has become benefactors and sponsors in various yearly activities of
the school namely, Brigada Eskwela, Nutrition Month on July, Buwan ng Wika on
August, District Sports Meet, City of Naga Division Athletic Association Meet in
September , Playground Demonstration in October, Christmas Activities, Sinulog and
Graduation Ceremony on March. These are the concrete examples of the support of
LGU, stakeholders and individual sponsors:
BRIGADA ESKWELA- Stakeholder donated school supplies for the learners
through Adopt a school program.
NUTRITION MONTH CELEBRATION- Donations in cash and in kind from PTA,
Parents and LGU for the prices of the cooking contest, booth display contest, poster
and slogan contest and quiz bowl.
BUWAN NG WIKA CELEBRATION – Prices for the Folk Dance Competition are
donated by Parents and LGU.
CITY OF NAGA DIVISION ATHLETIC ASSOCIATION MEET - LGU and
Stakeholders donated cash for the uniform of Athletes and coaches as well as for the

snacks and meals and other incidental expenses for the whole duration of the
activities.
BEAUTIFICATION OF THE SCHOOL ENVIRONMENT – Parents from
different learners of different grade levels are involved in the beautification projects
of the school
all year round. Their projects includes painting of the walls in the school
surroundings, use of recycled materials making them a decorative flower pots,
bringing of ornamental plants as well as vegetable seedlings for the Gulayan sa
Paaralan.
VII. School Priority Improvement Areas (use Annexes 3 & 4)

GAP Analysis
A. DIVISION
TARGETS
B. SCHOOL PERFORMANCE
B1. DATA
NEEDED
B2. CURRENTLY CONTRIBUTING
B3. INHIBITING
FACTORS
B4. PROJECTS
IMPLEMENTED
B5. GROUPS
THAT
REQUIRE
ATTENTION
YES/
NO
EXPLANATION
1. Attain
75% of
NAT MPS
in English
Filipino
Science
Math
HeKaSi
NAT MPS of
the 5
Academic
Subjects for
the past 3
years
NO
NAT MPS for the past 3
years fall below 75% :
English from 57.11 to 75%
, HEKASI 61.68 to
75%, Science
62.42 to 75%,
Math 63.46 to 75%, Filipino
from 65.06 to 75
-Low literacy and
numeracy skills of
the pupils
1.Basa Giya sa
Kaugmaon. (CI
In Place)
2. Oplan
Reverse 57 to 75
3. E-Review
NATin
ALL
Students in
Grade 6
2. Zero
Dropout
Drop out
Rate for
Past 3 years
NO
Number of drop out
students is 157 or 5% of
the total population
High dropout
rates due to the
following:
- financial matters
- health problems
- child labor
1. Adopt a Child
MOvement
2. Magulang
Dapat May Alam
Problematic
Students
3. Zero
Non
Reader
Phil IRI for
the past 3
years
NO
There are 357 or 14% of
the total enrolment that fall
on the frustration level
based on the Phil IRI post
test conducted
Non readers
reached higher
level because:
-not properly
assessed
-mass promotion
mentality
1. Basa Giya sa
Kaugmaun (CI in
place)
2. Magulang
Dapat May Alam
ALL non
readers and
those who
fall on the
frustration
level
4. 100%
Promotion
Rate
Promotion
Rate for
past 3 years
NO
Records show that
promotion rate in all grade
level ranges from 98% to
99% only except in
Kindergarten who has
100% promotion rate
-Low literacy level
- Low numeracy
level
- lack of parental
guidance
1. Basa Giya sa
Kaugmaon
2. MATH
Tutukan Mo
3. 3. Magulang
Dapat May Alam
All Graders
5. A
working
School
Canteen
School
Property
Inventory
NO There is no canteen
-Lack of
personnel to take
charge
- No identified
site dedicated for
canteen purpose
3Cs for NCES:
Clean Canteen
for Children
School
Population
6. A School
Clinic
School
Property
Inventory
NO
No place/room for school
clinic
No room
dedicated to used
as school clinic
due to the current
shortage of
classrooms
Healthy Learners
are Happy
Learners
Pupils with
health
problems
7.
Additional 7
Comfort
Rooms
School
Property
Inventory
NO Lacking comfort rooms
Some rooms
share comfort
rooms and the
standard
separate comfort
rooms for male
and female is not
strictly followed
Comfort in the
Comfort Rooms
Rooms with
shared CRs

Identify Priority Improvement Areas
IMPROVEMENT AREA
STRATEGIC
IMPORTANCE
URGENCY MAGNITUDE FEASIBILITY
INTERPRETATION
ACCESS
NEED ADDITIONAL 5
COMPETENT
TEACHERS
5 5 5 5 VERY HIGH
PRIORITY
QUALITY
KT12 CURRICULUM
TRAINING OF 15
GRADE VI TEACHERS
5 5 5 5 VERY HIGH
PRIORITY
QUALITY
REORIENTATION OF
IPPD TO ALL
TEACHERS FROM
KINDER TO GRADE VI
4 4 4 4 HIGH PRIORITY
QUALITY
ATTAIN 75% MPS OF
NAT IN ENGLISH,
HEKASE, SCIENCE,
MATH AND FILIPINO
5 5 5 5 VERY HIGH
PRIORITY
ACCESS
DECREASE THE
NUMBER OF
DROPOUT BY O % IN
THE NEXT THREE
YEARS
5 5 5 5 VERY HIGH
PRIORITY
QUALITY
INCREASE
PROMOTION RATE
BY 100% IN THE
NEXT THREE YEARS
5 5 5 5 VERY HIGH
PRIORITY
GOVERN
ANCE
CONSTRUCTION OF
SCHOOL CANTEEN
4 4 4 4
HIGH PRIORITY
GOVERN
ANCE
CONSTRUCTION OF
7 COMFORT ROOMS
5 5 5 5
VERY HIGH
PRIORITY
GOVER
NANCE
CONSTRUCTION
OF 1 SCHOOL
STAGE
4 4 4 4
HIGH PRIORITY

GOVER
NANCE
CONSTRUCTION
OF 1 SCHOOL
CLINIC
5 5 5 5
VERY HIGH
PRIORITY
GOVER
NANCE
CONSTRUCTION
OF 1 COVERED
COURT
5 5 5 5
VERY HIGH
PRIORITY
GOVER
NANCE
CONSTRUCTION
OF PERIMETER
FENCE
5 5 5 5
VERY HIGH
PRIORITY
GOVER
NANCE
CONSTRUCTION
OF DRAINAGE
5 5 5 5
VERY HIGH
PRIORITY

VIII. Analysis of the School Priority Improvement Areas
(use Annex 8)
1. Root Cause Analysis Overview on Low NAT MPS for English, Math,
Science, Filipino and Hekasi

2. Root Cause Analysis Overview on High Drop Out Rate

3. Root Cause Analysis Overview on High Number of Learners belonging to
the Frustration Level based on Phil IRI post test conducted

IX. Solutions and Intervention
Project Title: Oplan Reverse 57 to 75
Problem Statement: NAT MPS Grade 6 fall below the National Planning Standard of 75% :
Project Objective Statement: To increase NAT MPS of the subjects
English from 57.11 to 75% , HEKASI 61.68 to 75%, Science
62.42 to 75%, Math 63.46 to 75%, Filipino from 65.06 to 75
Root Cause: Root Cause: 1.Low literacy and numeracy skills of the pupils
2. Lack of review materials
3. Late start of review
Project Work Plan and Budget Matrix
Activity Output
Date of
Implementation
Person
Responsible
Budget
Budget
Source
1. Identify Teachers
who are handling
academic subjects
List of
teachers who
are handling
academic
subjects
November 10,
2016
School Subject
Specialists in
different
subjects, Grade
leader of Grade
0.00 N/A
2. Meet the
teachers and
formulate a
Collaborative lesson
plan
Collaborative
Lesson Plan
November 10,
2016
School Subject
Specialists in
different
subjects, Grade
leader of Grade
0.00 N/A
3. Provide the
subject teachers
with CLP and
sample materials
Learning
materials
and
Collaborative
Lesson Plan
November 11,
2016
Mrs. Glorina
Villordon –MT2
and Grade VI
Leader
Subject School
Specialist
500.00 MOOE
4. Distribute
learning materials
and CLP to different
subject teachers
Learning
materials
and
Collaborative
Lesson Plan
November 14,
2016
Mrs. Glorina
Villordon –MT 2
Gr6 Grade
Leader
5000.00 MOOE
5.Use CLP and
materials in lesson
Increased in
learning
outcome
November 15,
2016
Grade 6 subject
teachers
0.00 N/A
6.Monitor the
performance of the
learners
Better
learning
outcome
November 30,
2016
Grade 6 Subject
Teachers
0.00 N/A

Project Title: 1. Adopt a Child MOVement
Problem Statement: Number of drop out students is 157 or 5% of the total population
Project Objective Statement: To reduce the dropout rate by 0% within the next three school
year
Root Cause: Root Cause: High dropout rates due to the following:
- financial matters
- health problems
- child labor
Activity Output
Date of
Implementation
Person
Responsible
Budget
Budget
Source
1.Identify LARDO
in different grade
level
List of LARDO
December 1,
2016
Class Advisers 0.00 N/A
2.Meet the
parents, get the
cause for
absenteeism and
craft an agreement
on how to address
the problem
Agreement with
parents
December 2,
2014
Mrs Ana Liza
Layasan, Mrs. Ida
Campugan, SPG
Officers Pantawid
Coordinator,
School Guidance
2,000.00 MOOE
3.Identify learners
who are members
of Pantawid, those
who have
sponsors, and
those who have
prospect for
sponsors
1. List of
Pantawid
members
2. List of
pupils who
have sponsors
3. List of
pupils who
have prospects
for sponsors
December 2,
2016
Mrs Ana Liza
Layasan, Mrs. Ida
Campugan, SPG
Officers Pantawid
Coordinator,
School Guidance
0.00 N/A
4.Provide parents
information on
possible solution to
address
absenteeism of the
learner
Well informed
parents
December
2,2016
Mrs Ana Liza
Layasan, Mrs. Ida
Campugan, SPG
Officers Pantawid
Coordinator,
School Guidance
0.00 N/A
5.Agree with
parents on the
solution of
absenteeism
1. Solution to
absenteeism
2. Agreement
with parents
solution
December 2,
2016
Mrs Ana Liza
Layasan, Mrs. Ida
Campugan, SPG
Officers Pantawid
Coordinator,
School Guidance
0.00 N/A

6.Meet with
Teachers and
present them the
number of LARDOs
and their situation
A well informed
teachers
December 3,
2016
Mrs. Ana Liza B.
Layasan
0.00 N/A
7.Ask them to
scout of sponsors
for each child who
are not member of
Pantawid, who
don’t have possible
sponsor
List of Sponsor
December 3,
2016
All Teachers 0.00 N/A
8.Write the
identified possible
sponsors and ask if
they shall be
willing to sponsor a
child thru the
Adopt A Child
MOVement
Communication
to the possible
sponsors
December 4,
2016
Mrs. Ana Liza B.
Layasan
SPG Officers
Ida Campugan –
SPG Adviser
1000.00 N/A
9.Follow through
and when a
Sponsor is
identified, arrange
for the learner and
the Sponsor to
meet
Sponsor and
Disadvantage
Learner
meeting
December 10,
2016
Mrs. Ana Liza B.
Layasan /SPG
Adviser/SPG
President
5000.00 MOOE

Project Title: Basa Giya sa Kaugmaon ( Continuous Improvement Program )
Problem Statement: There are 357 or 14% of the total number of learners that fall on the
frustration level
Project Objective Statement: To improve the current learners who belong to frustration
level to Instructional and Independent level
Root Cause: Low literacy due to non mastery of semantics, phonics, syntax and visual
skills which are basic and must be mastered in primary grades
Activity Output
Date of
Implementation
Person
Responsible
Budget
Budget
Source
1. Identify learners
from grades 4 to
grade 6 who
belong to the
frustration level in
Phil IRI
List of
learners
who belong
to
frustration
level
July 2016
School Subject
Specialist in
English and
Filipino
0.00 N/A
2. Revive the
Continuous
Improvement
Program Basa Giya
sa Kaugmaon
Methods
and
Materials of
the CI
Program
July 2016
Continuous
Improvement
Team
30,000.00 N/A
3. Assign Master
Teachers to Handle
Intensive Reading
Remediation of
selected learners
List of
Master
Teachers
assigned
learners
August 2016
Master Teachers
of Naga Central
Elementary
School
0.00 N/A
4. Set a schedule
and a venue for
the reading
remediation
Venue and
Timeline for
Reading
remediation
August 2016
Master Teachers
of Naga Central
Elementary
School
0.00 MOOE
5.Start Reading
Remediation
Learners
who will
undergo
reading
remediation
August 2016
Master Teachers
of Naga Central
Elementary
School
15,000.00 N/A
6.Monitor the
performance of the
learners
Reader who
belong to
Instruction
and
Independent
Level
November
2016 & January
2017
Master Teachers
of Naga Central
Elementary
School
0.00 N/A

X.The Annual Improvement Plan (attach Annex 9)
A) SCHOOL YEAR __2016-2017
SCHOOL
IMPROVEMENT
PROJECT
OBJECTIVE
OUTPUT
FOR THE
YEAR
ACTIVITIES PERSON(S)
RESPONSIBLE
SCHEDULE/
VENUE
BUDGET
PER
ACTIVITY
BUDGET
SOURCE
1. Basa Giya
sa Kaugmaon
( Continuous
Improvement
Program )
There are
357 or
14% of the
total
enrolment
that fall on
the
frustration
level
based on
the Phil
IRI post
test
conducted
Improved
literacy
level of
identified
learners
from
frustratio
n level to
instructio
nal and
independ
ent level
1. Identify
learners from
grades 4 to
grade 6 who
belong to the
frustration
level in Phil
IRI and meet
parents of
learners
identified
Teachers,
Project
Team
July 2016 0.00 n/a
2. Reproduce
drill cards for
sight words
Teachers,
Project
Team
July 2016 10,000 MOOE
3. Procure
bigbooks, cds
for
multimedia
teaching
phonics
Teachers,
Project
Team
July 2016 10,000 MOOE
4. Integrate
story telling in
every lesson
Teachers,
Project
Team
August
2016
0.00 n/a
5. Use drill
cards during
reading
remediation
Teachers,
Project
Team
August
2016
0.00 n/a
6. Monitor
learners
progress
School
Principal
and Project
Team
Nov.
2016 &
Feb.
2017
0.00 n/a

SCHOOL
IMPROVEMENT
PROJECT
OBJECTIVE
OUTPUT
FOR THE
YEAR
RESPONSIB
LE
SCHEDULE/
VENUE
BUDGET
PER
ACTIVITY
BUDGET
SOURCE
2. Oplan
Reverse 57
to 75
To increase NAT
MPS of the
subjects
English from 57.11
to 75% , HEKASI
61.68 to 75%,
Science 62.42 to
75%, Math 63.46
to 75%, Filipino
from 65.06 to 75
75 NAT
MPS in
English,
Science,
Filipino,
Math,
and
Hekasi
1. Get total
number of
Grade VI
learners
Teachers,
Project
Team
July 2016 0.00 n/a
2.
Reproduce
Review
Materials
Teachers,
Project
Team
July 2016 20,000. MOOE
3. Conduct
and initial
review and
Identify the
least learned
subjects
Teachers,
Project
Team
July 2016 0.00 n/a
4. Revise
the review
materials of
least learned
subjects
Teachers,
Project
Team
August
2016
0.00 n/a
5. Continue
daily review
following the
set timeline
Teachers,
Project
Team
August
2016
0.00 n/a
6. Monitor
learners
progress
School
Principal and
Project
Team
Nov. 2016
& January
2017
0.00 n/a

SCHOOL
IMPROVEMENT
PROJECT
OBJECTIVE
OUTPUT FOR
THE YEAR
RESPONSIBL
E
SCHEDULE/
VENUE
BUDGET
PER
ACTIVITY
BUDGET
SOURCE
3. Adopt a
Child
MOVeme
nt
To reduce the
dropout rate from
5% of the total
papulation to 0%
within the next
three school year
Number of drop
out students is
157 or 5% of the
total population
1.Identify LARDO in
different grade level
Teachers,
Project Team
December 1,
2016
0.00 n/a
2.Meet the parents, get
the cause for
absenteeism and craft
an agreement on how to
address the problem
Teachers,
Project Team
December 2,
2016
0.00 MOOE
3.Identify learners who
are members of
Pantawid, those who
have sponsors, and
those who have prospect
for sponsors
Teachers,
Project Team
December 2,
2016
0.00 n/a
4.Provide parents
information on possible
solution to address
absenteeism of the
learner
Teachers,
Project Team
December
2,2016
0.00 n/a
5.Agree with parents on
the solution of
absenteeism
Teachers,
Project Team
December 2,
2016
0.00 n/a
6. Meet with Teachers
and present them
the number of
LARDOs and their
situation
School
Principal and
Project Team
December 3,
2016
0.00 n/a
7. Ask them to scout of
sponsors for each child
who are not member of
Pantawid, who don’t
have possible sponsor
Teachers
,Project Team December 3,
2016
0.00 n/a
8. Write the identified
possible sponsors and
ask if they shall be willing
to sponsor a child thru
the Adopt A Child
MOVement
Teachers
,Project Team December 4,
2016 2000.00
MOOE
9. Follow through and
when a Sponsor is
identified, arrange for the
learner and the Sponsor
to meet
Teachers
,Project Team December
10, 2016
0.00 n/a
10.Monitor Progress
Teachers,
Project Team,
Principal
February
2017
0.00 n/a

B) SCHOOL YEAR __2017-2018
SCHOOL
IMPROVEMENT
PROJECT
OBJECTIVE
OUTPUT FOR
THE YEAR
RESPONSIBL
E
SCHEDULE/
VENUE
BUDGET
PER
ACTIVITY
BUDGET
SOURCE
1. Basa Giya
sa Kaugmaon
( Continuous
Improvement
Program )
To raise the
level of
literacy of
learners who
fall on
frustration
level to
instructional
and
independent
level level
based on the
Phil IRI post
test
conducted
Improved
literacy level
of identified
learners from
frustration
level to
instructional
and
independent
level
1. Identify
learners from
grades 4 to
grade 6 who
belong to the
frustration
level in Phil
IRI and meet
parents of
learners
identified
Teachers,
Project Team
July 2017 0.00 n/a
2. Reproduce
drill cards for
sight words
Teachers,
Project Team
July 2017 10,000 MOOE
3. Procure
bigbooks, cds
for multimedia
teaching
phonics
Teachers,
Project Team
July 2017 10,000 MOOE
4. Integrate
story telling in
every lesson
Teachers,
Project Team
August
2017
0.00 n/a
5. Use drill
cards during
reading
remediation
Teachers,
Project Team
August
2017
0.00 n/a
6. Monitor
learners
progress
School
Principal and
Project Team
Nov. 2017
&
Feb. 2018
0.00 n/a

SCHOOL
IMPROVEMENT
PROJECT
OBJECTIVE
OUTPUT
FOR THE
YEAR
RESPONSIBLE
SCHEDULE/
VENUE
BUDGET
PER
ACTIVITY
BUDGET
SOURCE
2.Oplan
Reverse 57
to 75
To increase
NAT MPS
to 75
75 NAT
MPS in
English,
Science,
Filipino,
Math, and
Hekasi
1. Get total
number of
Grade VI
learners
Teachers,
Project Team
July 2017 0.00 n/a
2. Reproduce
Review
Materials
Teachers,
Project Team
July 2017 20,000. MOOE
3. Conduct and
initial review and
Identify the least
learned subjects
Teachers,
Project Team
July 2017 0.00 n/a
4. Revise the
review materials
of least learned
subjects
Teachers,
Project Team
August
2017
0.00 n/a
5. Continue daily
review following
the set timeline
Teachers,
Project Team
August
2017
0.00 n/a
6. Monitor
learners
progress
School Principal
and Project
Team
Nov. 2017
& January
2018
0.00 n/a

SCHOOL
IMPROVEMENT
PROJECT
OBJECTIVE
OUTPUT
FOR THE
YEAR
RESPONSIBLE
SCHEDULE/
VENUE
BUDGET
PER
ACTIVITY
BUDGET
SOURCE
3. Adopt a
Child
MOVement
To reduce the
dropout rate
from 5% of the
total
papulation to
0% within the
next three
school year
Number of
drop out
students is
157 or 5% of
the total
population
1.Identify LARDO in
different grade level
Teachers, Project
Team
December 1,
2017
0.00 n/a
2.Meet the parents, get
the cause for
absenteeism and craft
an agreement on how to
address the problem
Teachers, Project
Team
December 2,
2017
0.00 MOOE
3.Identify learners who
are members of
Pantawid, those who
have sponsors, and
those who have prospect
for sponsors
Teachers, Project
Team
December 2,
2017
0.00 n/a
4.Provide parents
information on possible
solution to address
absenteeism of the
learner
Teachers, Project
Team
December
2,2017
0.00 n/a
5.Agree with parents on
the solution of
absenteeism
Teachers, Project
Team
December 2,
2017
0.00 n/a
6. Meet with Teachers
and present them
the number of
LARDOs and their
situation
School Principal
and Project Team December 3,
2017
0.00 n/a
7. Ask them to scout of
sponsors for each child
who are not member of
Pantawid, who don’t
have possible sponsor
Teachers ,Project
Team December 3,
2017
0.00 n/a
8. Write the identified
possible sponsors and
ask if they shall be willing
to sponsor a child thru
the Adopt A Child
MOVement
Teachers ,Project
Team December 4,
2017 2000.00
MOOE
9. Follow through and
when a Sponsor is
identified, arrange for the
learner and the Sponsor
to meet
Teachers ,Project
Team December 10,
2017
0.00 n/a
10.Monitor Progress
Teachers, Project
Team, Principal
February 2018
0.00 n/a

C) SCHOOL YEAR __2018-2019
SCHOOL
IMPROVEMENT
PROJECT
OBJECTIVE
OUTPUT FOR
THE YEAR
RESPONSIBLE
SCHEDULE/
VENUE
BUDGET
PER
ACTIVITY
BUDGET
SOURCE
1.Basa Giya
sa Kaugmaon
( Continuous
Improvement
Program )
To raise the
level of
literacy of
learners who
fall on
frustration
level to
instructional
and
independent
level based
on the Phil
IRI
conducted
Improved
literacy level
of identified
learners from
frustration
level to
instructional
and
independent
level
1. Identify
learners from
grades 4 to
grade 6 who
belong to the
frustration
level in Phil
IRI and meet
parents of
learners
identified
Teachers,
Project Team
July 2018 0.00 n/a
2. Reproduce
drill cards for
sight words
Teachers,
Project Team
July 2018 5,000 MOOE
3. Procure
bigbooks, cds
for multimedia
teaching
phonics
Teachers,
Project Team
July 2018 5,000 MOOE
4. Integrate
story telling in
every lesson
Teachers,
Project Team
August
2018
0.00 n/a
5. Use drill
cards during
reading
remediation
Teachers,
Project Team
August
2018
0.00 n/a
6. Monitor
learners
progress
School
Principal and
Project Team
Nov. 2018
&
Feb. 2019
0.00 n/a

SCHOOL
IMPROVEMENT
PROJECT
OBJECTIVE
OUTPUT FOR
THE YEAR
RESPONSIBLE
SCHEDULE/
VENUE
BUDGET
PER
ACTIVITY
BUDGET
SOURCE
2. Oplan
Reverse 57
to 75
To increase
NAT MPS
to 75
75 NAT MPS
in English,
Science,
Filipino, Math,
and Hekasi
1. Get total
number of
Grade VI
learners
Teachers,
Project Team
July 2018 0.00 n/a
2.
Reproduce
Review
Materials
Teachers,
Project Team
July 2018 20,000. MOOE
3. Conduct
and initial
review and
Identify the
least
learned
subjects
Teachers,
Project Team
July 2018 0.00 n/a
4. Revise
the review
materials of
least
learned
subjects
Teachers,
Project Team
August 2018 0.00 n/a
5. Continue
daily review
following
the set
timeline
Teachers,
Project Team
August 2018 0.00 n/a
6. Monitor
learners
progress
School
Principal and
Project Team
Nov. 2018 &
January
2019
0.00 n/a

SCHOOL
IMPROVEMENT
PROJECT
OBJECTIVE
OUTPUT
FOR THE
YEAR
RESPONSIBLE
SCHEDULE/
VENUE
BUDGET
PER
ACTIVITY
BUDGET
SOURCE
3. Adopt a
Child
MOVement
To reduce
the dropout
rate by 0%
within the
next
three
school year
Number of
drop out
students is
157 or 5% of
the total
population
1.Identify
LARDO in
different
grade level
Teachers,
Project Team
December 1,
2018
0.00 n/a
2.Meet the
parents, get
the cause for
absenteeism
and craft an
agreement
on how to
address the
problem
Teachers,
Project Team
December 2,
2018
0.00 MOOE
3.Identify
learners who
are
members of
Pantawid,
those who
have
sponsors,
and those
who have
prospect for
sponsors
Teachers,
Project Team
December 2,
2018
0.00 n/a
4.Provide
parents
information
on possible
solution to
address
absenteeism
of the
learner
Teachers,
Project Team
December 2,
2018
0.00 n/a

SCHOOL
IMPROVEMENT
PROJECT
OBJECTIVE
OUTPUT
FOR THE
YEAR
RESPONSIBLE
SCHEDULE/
VENUE
BUDGET
PER
ACTIVITY
BUDGET
SOURCE
3. Adopt a
Child
MOVement
(cont.)
5.Agree with
parents on
the solution
of
absenteeism
Teachers,
Project Team
December 2,
2018
0.00 n/a
6. Meet with
Teachers
and present
them the
number of
LARDOs and
their
situation
School
Principal and
Project Team December 3,
2018
0.00 n/a
7. Ask them
to scout of
sponsors for
each child
who are not
member of
Pantawid,
who don’t
have
possible
sponsor
Teachers
,Project Team
December 3,
2018
0.00 n/a
8. Write the
identified
possible
sponsors
and ask if
they shall be
willing to
sponsor a
child thru the
Adopt A
Child
MOVement
Teachers
,Project Team
December 4,
2018
2000.00 MOOE
9. Follow
through and
when a
Sponsor is
identified,
arrange for
the learner
and the
Sponsor to
meet
Teachers
,Project Team
December
10, 2018
0.00 n/a
10. Mo
nitor
Progress
Teachers,
Project Team,
Principal
February
2019
0.00 n/a

B.2.3Functional toilets [SRC.16.] B.2.4Toilet bowls
Number Ratio 3
Number Ratio 3
Number Ratio 4
Number Ratio 4
36 43.44:1 36 39.58:1 36 43.44:1 36 39.58:1
3
Learner:toilet ratio =Total enrollment divided by number of toilets
4
Learner:toilet bowl ratio =Total enrollment divided by number of toilet bowls
B.3Textbooks. Indicate number of textbooks per grade level and subject [SRC.3.]
Subject: Science Subject: Filipino Subject: English Subject: MathematicsSubject:
Number Ratio Number Ratio Number Ratio Number Ratio Number
Kindergarten 2209 0.13:1 2209 0.13:1 2209 0.13:1
Grade 1 402 1.04:1 402 1.04:1 402 1.04:1 402 1.04:1 402
Grade 2 418 1:1 418 1:1 418 1:1 418 1:1 418
Grade 3 401 1:1 401 1:1 401 1:1 401 1:1 401
Grade 4 456 1:1 456 1:1 456 1:1 456 1:1 456
Grade 5 471 1:1 471 1:1 471 1:1 471 1:1 471
Grade 6 500 1:1 500 1:1 500 1:1 500 1:1 500
Grade 7
Grade 8
Grade 9
Grade 10
Grade 11
Grade 12
TOTAL 2648 1.11:1 4857 0.61:1 4857 0.61:1 4857 0.61:1 2648
B.4Library:
No. of books: _________
No. of tables: _________2
No. of chairs: _________
Give additional information and qualitative descriptions of the library (on the fixtures present,
etc.) The school library is in place but not functional because there is no one inchargelighting,
space,
FemaleMaleFemale
Level
Male

C. TEACHERS
C.1 Number of teachers [SRC.14.]
C.1.1 Number of nationally-funded teachers (current SY)
Male Female TOTAL
6 68 74
5
Learner:teacher ratio = Total enrollment divided by number of nationally-funded teachers
C.1.2 Number of locally-funded teachers and subsidized/volunteer teachers (current SY):
No. of Locally-funded Teachers: _________
No. of Subsidized/ Volunteer Teachers: _________
C.2 Quality of teachers
C.2.1 Number of master teachers
0 NA
0 NA
3 3,6
3 1,2,4,5
C.2.2 Number of teachers meeting the desired competencies based on NCBTS
C.2.3 Projects/interventions implemented to improve basic competencies of teachers
YES NO If YES, please describe
√ We have In-Service Trainings twice a year
NO
√
LAC
sessions
per
C.2.4 If the response to C.2.3.b is YES, list down the top 3 training needs mentioned and indicate the
NA
YES
NA
72
YES
YES
Assigned Part-
Time to Class
Teaching
(YES/NO)
YES
Total No. of Teachers
Previous SY:
SY: 2014-2015
100.00%
Carries Full-
Time Class
Teaching Load
(YES/NO)
72
c. Are there other interventions
implemented to improve competencies
of teachers?
100.00%
SY Before
Previous SY: 2013-
2014
Master Teacher II
72
35.78:1
Position
Current SY:
SY: 2015-2016
72
72
NANA
NO
NA
72
NO
NA
a. Does the school have mechanisms for
sustained school-based training?
b. Does the school use the result of the
NCBTS-Teacher's Strength and Needs
Assessment as basis for planning?
Assigned Full-Time
to Ancillary
Services
(YES/NO)
Number
Master Teacher IV
Learner:teache
r ratio 5
% meeting the standards
Assigned
Grade
Levels
No. of Teachers meeting the standards
Master Teacher III
Master Teacher I
100.00%

D.1.1 Number of malnourished
children for the current SY
Level
Wasted Severely Wasted
Total Male Female Total Male Female
Kindergarten 20 11 9 20 10 10
Grade 1 28 14 14 20 10 10
Grade 2 26 13 13 36 18 18
Grade 3 30 15 15 30 15 15
Grade 4 38 19 19 36 18 18
Grade 5 32 16 16 30 15 15
Grade 6 18 9 9 26 13 13
Grade 7
Grade 8
Grade 9
Grade 10
Grade 11
Grade 12
Total 192 97 95 198 99 99
Percent of Total
50.52% 49.48% 50.00%
50.00
%
number of teachers trained on these [SRC.4.]
3 4.17% 4 5.56% 3 4.17%
48 66.67% 57 79.17% 57 79.17%
53 73.61% 45 62.50% 48 66.67%
none
C.2.5 If teachers weren't trained based on identified needs (as seen in C.2.4), cite reasons for the
lack of training.
SY Before
Previous SY: 2013-
2014Training Needs
Current SY:
SY: 2015-2016
% of
teachers
trained
Top 1: Computer Literacy
No. of
Teacher
s
trained
% of
teachers
trained
No. of
Teacher
s
trained
Top 2: K to12 Curriculum
Top 3: School Management
No. of
Teache
rs
trained
% of
teachers
trained
Previous SY:
SY: 2014-2015

D.1.2 Projects/interventions implemented in the previous SY addressing malnourished children (insert
new rows if necessary)
Project/intervention
Number of
Children Covered
School Based Feeding Program 450
D.2.1 Number of children who have other health problems for the current SY. Indicate common ailments
and corresponding number of children per type of ailment based on results of physical and dental
examinations. Insert new columns if necessary.
Level
Types of Ailments (Current SY) 2016-2017
Ailment:
fever
Ailment:
Dengue
Ailment:
colds
Ailment:
mumps
Ailment:
toothache
Ailment:
________
Ailment:
________
Ailment:
________
Ailment:
________
Kindergarten 15 0 17 2 5 0 0 0 0
Grade 1 17 1 20 0 3 0 0 0 0
Grade 2 13 0 14 0 5 0 0 0 0
Grade 3 20 0 16 0 7 0 0 0 0
Grade 4 27 0 34 0 20 0 0 0 0
Grade 5 30 0 26 0 13 0 0 0 0
Grade 6 33 1 29 1 25 0 0 0 0
Grade 7
Grade 8
Grade 9
Grade 10
Grade 11
Grade 12
TOTAL 155 2 156 3 78 0 0 0 0
D.2.2 Projects/interventions implemented in the previous SY addressing needs of children with other
health problems (insert new rows if necessary)
Project/intervention Number of Children Covered
None None

D.3 Children reported as victims of abuse and violence
Total Male Female Total Male Female
Kindergarten 0 0 0 0 0 0
Grade 1 0 0 0 0 0 0
Grade 2 0 0 0 0 0 0
Grade 3 0 0 0 0 0 0
Grade 4 0 0 0 0 0 0
Grade 5 0 0 0 0 0 0
Grade 6 0 0 0 0 0 0
Grade 7
Grade 8
Grade 9
Grade 10
Grade 11
Grade 12
TOTAL 0 0 0 0 0 0
#DIV/0! ###### #DIV/0! #DIV/0!
?
D.3.2 Projects/interventions implemented for children that were victims or suspected victims of
abuse
NO
If YES, please describe the
mechanisms
b. Other interventions
implemented for
children that were
victims or suspected
victims of abuse (insert
new rows if necessary)
School Grievance Committee is in
Place
counselling
D.3.1 Number of children who were recorded victims of abuse and violence (physical, verbal, and
sexual). Should be supported by data from the Guidance Office/teachers.
Level
Previous SY ___
YES
Number of Children
Covered
Percent of Total
a. Does the school
have mechanisms to
promote safe and
protective practices
based on DepED's
Policy on Child
Protection in School?
Current SY ___
ALL

E. STATUS OF PRIORITY IMPROVEMENT PROJECTS OR CI PROJECTS [SRC.18. & SRC.19.]
Start End
Oct-14 Mar-15
Program/Project
Title
8 non readers
reduced to zero
non reading using
large and colorful
Instructional
materials and One-
on-One reading
remediation of MTS
Target
Duration
Implementer
Indicate progress ofthe
program/ project, and its
effect/impact on
children's access to
GRADE 2
BASA : GIYA SA
KAUGMAON
Status/Accomplishments
These projects include those implemented by the school and other stakeholders. Insert new rows
if necessary.
1. CHILDREN NOT IN SCHOOL
1.1 Population of children in the barangay where school is located (current SY)
Boys Girls Total Boys Girls Total Boys Girls Total
4 160 141 301 36 19 55 22.50% 13.48% 18.27%
5 157 124 281 19 14 33 12.10% 11.29% 11.74%
6 149 149 298 6 4 10 4.03% 2.68% 3.36%
7 136 132 268 2 1 3 1.47% 0.76% 1.12%
8 149 130 279 1 2 3 0.67% 1.54% 1.08%
9 143 142 285 14 6 20 9.79% 4.23% 7.02%
10 140 132 272 3 3 6 2.14% 2.27% 2.21%
11 150 143 293 4 5 9 2.67% 3.50% 3.07%
12 108 136 244 5 1 6 4.63% 0.74% 2.46%
13 150 118 268 6 3 9 4.00% 2.54% 3.36%
14 133 140 273 5 1 6 3.76% 0.71% 2.20%
15 138 123 261 9 2 11 6.52% 1.63% 4.21%
16 113 151 264 7 11 18 6.19% 7.28% 6.82%
17 96 123 219 8 4 12 8.33% 3.25% 5.48%
GRAND TOTAL 1922 1884 3806 125 76 201 6.50% 4.03% 5.28%
ANNEX 1A School-Community Data Template
Total Population No. of children NOT in School % of children NOT in School
II. SITUATION OF CHILDREN / LEARNERS: ACCESS - IN AND OUT OF SCHOOL
Instruction: Please input required data/information in unshaded cells. Fill-in only the age groups/grade levels
that are applicable to your school.
Age

1.2 Reasons for not attending school in the current SY 6
Age
No. of
school-
aged
Financial
Matters
Health and
Nutrition
Child Labor
Distance of
School from
Home
Affected by
Disaster
Affected
by
Conflict
Disability
Other
Reasons
4 55 13 0 42
5 33 5 0 28
6 10 5 5 0
7 3 1 2 0
8 3 1 2 0
9 20 16 4 0
10 6 6 0 0
11 9 8 1 0
12 6 5 1 0
13 9 7 0 2
14 6 5 0 1
15 11 4 2 5
16 18 5 2 11
17 12 11 1 0
TOTAL 201 92 20 19 70
Percent of Total 45.77% 9.95% 9.45% 34.83%
1.3 Number of children in the barangay NOT in school the last two SYs, depending on data availability
Total Male Female Total Male Female Total Male Female
4 52 36 16 52 36 16
5 34 19 15 33 18 15
6 10 6 4 10 6 4
7 5 2 3 5 2 3
8 6 1 5 6 1 5
9 20 14 6 20 14 6
10 6 3 3 6 3 3
11 9 4 5 9 4 5
12 8 5 3 8 5 3
13 9 6 3 9 6 3
14 9 5 4 9 5 4
15 14 9 5 14 9 5
16 18 7 11 18 7 11
17 23 8 15 23 8 15
TOTAL 223 125 98 222 124 98
6
School Project Teams are encouraged to conduct interviews or focus group discussions with
parents/guardians/community members to probe deeper on reasons cited
No. of children NOT in school according to reasons
No. of Out-of-school Children
Attending Other Forms of
Learning in Previous SYAge
SY Before Previous SY ______ Previous SY ______

1.4 Projects/interventions implemented to ensure that out-of-school children are reached or mainstreamed in school
YES NO
YES
YES
2. CHILDREN ENROLLED IN SCHOOL [SRC.1.]
2.1 Enrollment for the last 3 SYs
Kindergarten 413 254 159 327 156 171 0 195 164
Grade 1 426 263 163 422 276 146 402 249 185
Grade 2 433 259 174 416 233 183 418 192 211
Grade 3 456 243 213 433 245 188 401 202 209
Grade 4 452 245 207 452 234 218 456 233 223
Grade 5 465 243 222 478 245 233 471 280 218
Grade 6 455 239 216 432 225 207 500 213 215
Grade 7
Grade 8
Grade 9
Grade 10
Grade 11
Grade 12
TOTAL 3100 1746 1354 2960 1614 1346 2648 1564 1425
Percent of
Total
56.32% 43.68% 54.53% 45.47% 59.06% 53.81%
Level
SY Before Previous SY: 2013-2014 Previous SY: 2014-2015 Current SY: 2015-2016
b. Did the school use interventions in the
previous SYs to ensure that out-of-school
children have access to education?
ALS is in place
Teachers perform child mapping
a. Does the school-community have a
mechanism to actively seek out children
not in school and give them access to
education (e.g., family mapping,
Community-Based Management System,
If YES, please describe the mechanism/
intervention used by the school-
community

Disability:
_________
_
Disability:
_________
_
Disability:
__________
Disability:
__________
Disability:
__________
Disability:
_________
_
Disability:
________
__
Disability:
_________
_
Kindergarten 0 0 0 0 0 0 0 0 0
Grade 1 0 0 0 0 0 0 0 0 0
Grade 2 0 0 0 0 0 0 0 0 0
Grade 3 0 0 0 0 0 0 0 0 0
Grade 4 0 0 0 0 0 0 0 0 0
Grade 5 0 0 0 0 0 0 0 0 0
Grade 6 0 0 0 0 0 0 0 0 0
Grade 7
Grade 8
Grade 9
Grade 10
Grade 11
Grade 12
TOTAL 0 0 0 0 0 0 0 0 0
Percent of
Total
#DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0!
2.2 Number of children with disabilities by type of disability (insert new columns if necessary)
Level
No. of
Children
with
Disabiliti
es
Type of Disability (Current SY)
2.3 Other data
Level
Kindergarten
Grade 1
Grade 2
Grade 3
Grade 4
Grade 5
Grade 6
Grade 7
Grade 8
Grade 9
Grade 10
Grade 11
Grade 12
TOTAL
No. of 4Ps
Learner-recipients
No. of Over-aged
Learners
No. of IP Learners No. of Muslim Learners

Instruction: Please input required data/information in unshaded cells. Fill-in only the grade levels that are applicable to your school.
5. PROMOTION/GRADUATION RATES [SRC.8.]
5.1 Number of promoted learners/graduates by grade level, for the last three SYs
Grade 1 418 258 160 415 270 145 396 240 156
Grade 2 420 250 170 410 230 180 400 190 210
Grade 3 450 240 210 425 240 185 389 195 194
Grade 4 440 240 200 445 230 215 456 233 223
Grade 5 460 240 220 470 240 230 464 264 200
Grade 6 447 235 212 428 223 205 408 200 208
Grade 7
Grade 8
Grade 9
Grade 10
Grade 11
Grade 12
TOTAL 2635 1463 1172 2593 1433 1160 2513 1322 1191
5.2 Promotion/graduation rates for the last three SYs 9
Grade 1 98.12% 98.10% 98.16% 98.34% 97.83% 99.32% 98.51% 96.39% 84.32%
Grade 2 97.00% 96.53% 97.70% 98.56% 98.71% 98.36% 95.69% 98.96% 99.53%
Grade 3 98.68% 98.77% 98.59% 98.15% 97.96% 98.40% 97.01% 96.53% 92.82%
Grade 4 97.35% 97.96% 96.62% 98.45% 98.29% 98.62% 100.00% 100.00% 100.00%
Grade 5 98.92% 98.77% 99.10% 98.33% 97.96% 98.71% 98.51% 94.29% 91.74%
Grade 6 98.24% 98.33% 98.15% 99.07% 99.11% 99.03% 81.60% 93.90% 96.74%
Grade 7
Grade 8
Grade 9
Grade 10
Grade 11
Grade 12
OVERALL 98.06% 98.06% 98.08% 98.48% 98.29% 98.72% 94.90% 96.57% 94.45%
Previous SY: 2014-2015
Previous SY: 2014-2015
ANNEX 1A School-Community Data Template
Level
9
Promotion rate: no. of promoted learners divided by the total enrollment x 100;
Graduation rate: no. of graduates divided by the total enrollment x 100
Current SY: 2015-2016SY Before Previous SY: 2013-2014
IV. SITUATION OF CHILDREN / LEARNERS: QUALITY
Level
SY Before Previous SY: 2013-2014 Current SY: 2015-2016

ANNEX 2A Child-Friendly School Survey
CONTENTS
I. INTRODUCTION
How did you like school?
What is a school?
What makes up a school?
Who provides the learning environment?
When can a school be called a ‘Child-friendly School’?
What exactly is a Child-friendly School and how can our school become one?
What should a Child-friendly School aim to achieve?
II.SELF-ASSESSMENT TOOL
How should our school go about achieving the goals of the Child-friendly school?
Accomplishing specific targets
How our school scored
So, is our school Child-friendly?
How did you like school?
Many of us look at school as a place for serious learning but rarely as a place for one to enjoy
learning activities and have a say in what one needs and wants to learn.
When you were in school, were you ever consulted as to what you wanted to learn and how you
wanted to learn them? If you were lucky enough to have been asked, were you able to freely
suggest ways and activities by which you could learn more effectively?
Rights and enjoyment are perhaps words often left out of any student handbook or school circular.
Now that you are a teacher, principal or parent, are you the type who believes that being ‘soft’ on
children will only make them learn or study less? Or that giving them ‘choices’ and allowing them
to express themselves freely will only diminish discipline – discipline to make them sit up and listen
to their lessons?
Each of us probably has his or her own idea or approach to education and how we can make
children ‘learn’. Regardless of the differences in our opinions, many of us would probably agree
that SCHOOL IS FOR CHILDREN. Perhaps, we could further firm up this agreement by coming up
with some common definitions...
What is a school?
Let us consult our dictionaries. Do you have one in your school? All dictionaries would probably
contain any or some of the following definitions: 1) an institution devoted primarily to imparting
knowledge or developing certain skills; 2) the building or buildings in which instruction is given; 3)
any sphere or means of instruction.
What makes up a school?
Since it is safe to agree that ‘school’ is for those needing or seeking knowledge or instruction, it
should be primarily composed of learners or pupils.
Where there are pupils, there should also be teachers who care for children, provide for their
learning needs, and nurture their interests.

Then, there is the physical school – the school building and its facilities – classrooms, gymnasium
or activity area, grounds for young children to romp and play, toilet facilities, drinking fountains,
and the like.
Did we miss anything? Well, yes there’s still one more and probably the most important one of all.
It’s all people and things that we’ve mentioned combined...and more. It is called the learning
environment. The learning environment is more than just the sum total of all these – people
(pupils and teachers) and things around them – parents, brothers, sisters, other relatives, and
other people and things in the community where the school is located.
When all these INTERACT, and interact FAVORABLY with each other, a lot of wonderful things can
happen to the child’s learning. Remember that learning does not only occur within the four walls of
a classroom. Learning continues when the pupil returns from school to his or her family, mingles
with the neighbors and playmates, runs an errand to the sari-sari store, attends with his or her
family a religious service at their place of worship, and does tens of other things. A healthy
learning environment not only enhances the child’s academic achievement but also ensures his or
her physical, psychological, social, and emotional growth.
Who provides the ‘learning environment’?
School principals, teachers, parents and families, community institutions such as your local
barangay council, other community members and the children themselves support each other in
creating and enhancing the ‘learning environment’.
When can a school be called a ‘Child-friendly School’?
A Child-friendly School is more than just a place for formal learning. Foremost, it is an institution
that recognizes and respects the range of rights of children, and not just their right to be educated.
These rights also include their rights to be healthy, to be given opportunities for play and leisure, to
be protected from harm and abuse, to express their views freely, and to participate in decision-
making according to their evolving capacities.
While upholding children’s rights, a Child-friendly School also instills in children the resposibilities
that go with their rights. Among these are to respect the rights of others, respect diversity,
practice equality, and resolve differences without resorting to violence.
Just as important, a Child-friendly School takes the lead in shaping a learning environment that
enables children to learn as much as their intellectual faculties could take. It is a kind of
environment that allows them to grow healthy, equips them with knowledge and skills that they
can use throughout life, and enables them to become responsible and productive members of their
community and society.
What exactly is a ‘Child-friendly School’ and how can our school become one?
A ‘Child-friendly School’ has the following five traits:
1. A Child-friendly School is inclusive, gender-sensitive, and non-discriminating.
It is said to be inclusive, gender-sensitive, and non-discriminating when it...
- does not turn away any child from enrolling and attending classes for whatever reason
- gives boys and girls equal learning opportunities
- treats all children equally, regardless of gender, social status, cultural origin or religious
belief.
2. A Child-friendly School is effective with children.
It is said to be effective with children when it...
is child-centered
- has the best interest of the child in mind in all its learning activities

- has a curriculum that addresses the child’s learning needs as well as those of the community
and society
- employs teaching methods that are suited to the child’s age, abilities, and ways of learning
- encourages children to think and decide for themselves, ask questions, and express their
opinions
promotes quality learning
- makes sure that children master the basic skills of writing, reading, speaking (and listening),
mathematics, and the necessary skills that they can use through life
- encourages children to learn by doing and by doing things with others
- makes sure that teachers are qualified to teach and continue to become better teachers
- makes sure that teachers and other staff are physically fit, adequately paid, and highly
motivated.
encourages children to participate in school and community activities
- encourages children to work together to solve problems and achieve what they aim to do
- encourages children to express their feelings through the arts – music, drawing, drama, and
other forms
3. A Child-friendly School is healthy for children.
It is said to be healthy for children when it...
- promotes children’s health
- guarantees that school buildings, grounds, and facilities are safe, clean, healthy, and with
adequate water and sanitary facilities
- has written policies and regular practices that promote good health
- integrates health education and life skill development in its curriculum
- hosts regular health services for children, such as immunization
4. A Child-friendly School is caring and protective of all children
It is said to be caring and protective of all children when it...
- safeguards and provides security for children
- helps defend and protect children from harm and abuse
- encourages children to care for each other
- does not tolerate physical punishment on children
- has clear guidelines for conduct between students and does not allow bullying
5. A Child-friendly School involves children’s families and the community
It is said to involve families and the community when it...
works closely with children’s families
- consults parents and invites their opinions regarding school policies and activities
- holds regular dialogues with parents regarding their children’s learning progress
- collaborates with parents to encourage their children to practice at home what they are
learning in school
- cares as much as parents that children get enough nutrition and are in good health
- cares about the children’s safety not only within the school premises but also on their way to
and from school
engages the support and interaction of community institutions and other indviduals
- enlists the support of community institutions and individuals for its projects and activities
for children
- acts on behalf of and upholds the interests of children in community assemblies

WHAT SHOULD A CHILD-FRIENDLY SCHOOL AIM TO ACHIEVE?
A Child-friendy School should aspire for these seven (7) goals:
(1) Encourage children’s participation in school and community
(2) Enhance children’s health and well-being
(3) Guarantee safe and protective spaces for children
(4) Encourage enrolment and completion
(5) Ensure children’s high academic achievement and success
(6) Raise teacher’s morale and motivation
(7) Mobilize community support for education
How should our school go about achieving these goals?
The following checklist contains action items that will guide you through what you need to have or
need to do towards accomplishing the seven goals of the Child-friendly School.
See how many of the action items listed under each goal you have accomplished or are doing on a
regular basis. Tick the box before each action item if you have accomplished this. Add up and
write your total in the box after each goal. By checking what your school already has and what it is
doing regularly, you will be able to track your progress towards becoming a Child-friendly School.
You may already be well along the way to becoming a Child-friendly School! Remember though
that you have to be honest with your answers!
Here’s one other advice... Please accomplish this checklist first before moving on to the next
section.
GOAL #1: Encourage children’s participation in school and community
What your school should have or should be doing:
Your school has a working student government.
Your school involves students in meetings and planning sessions that concern their
well-being.
Your school involves students in the organizing, planning, and execution of the
disaster preparedness and response plan.
Your school encourages its students to get involved in community work.
Your school has a mechanism or mechanisms – such as a school publication,
students’ bulletin board, or opinion box – for pupils to express their opinions about
school and community issues.
Total number of action items checked for this goal
GOAL # 2: Enhance children’s health and well-being
Your school maintains and regularly updates a health record of each pupil.√
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5

Your school holds annual weighing and health examination of your pupils.
Your school holds annual dental examination of your pupils.
Your school treats or refers pupils with health problems.
Your school treats pupils with decayed teeth.
Your school has a feeding program for malnourished children.
Your school serves or sells healthy and nutritious food in your premises.
Your school practices proper waste disposal.
Your school has a steady supply of clean and safe drinking water.
Your school has separate toilet facilities for boys and girls consisting of urinals and
lavatories that are regularly maintained and kept clean.
Your school has a functional clinic.
Total number of action items checked for this goal.
GOAL # 3: Guarantee safe and protective spaces for children
Your classrooms have proper ventilation and lighting and enough space for 45-50
pupils.
Your classroom desks and other furniture are sized to the age of the pupils. In the
case of shared desks, each pupil has enough space to do seatwork.
Your classrooms’ layout and furniture allow pupils to interact and do group work.
Your classrooms have a bulletin board or a corner that displays helpful learning
materials such as posters, illustrations, newspaper and magazine clippings, and
your pupils’ own works.
Your classrooms, facilities, and premises are regularly maintained and kept clean.
Your school has safe facilities in place to address hazard threats (e.g. fire exits, fire
extinguishers, appropriate electrial wirings).
Your school has identified and prepared alternative learning spaces in cases of
emergencies.
Your school has adequate emergency/first aid kits that are readily available.
Your school conducts regular evacuation drills for earthquake, fire, flooding, or
tsunami.
Your school has a library for reading and for study.
Your school has facilities and equipment for recreation and sports.
Your school has sufficient lawn space and vegetation.
Your school has duly assigned personnel in charge of securing its premises, its
properties, and those of its pupils and teachers.
Your school coordinates with the barangay and local authorities to ensure the safety
and protection of your pupils.
Your school has a policy against discrimination with regard to gender, cultural
origin, social status, religious belief, and others.
Your school has a program for children with special needs.
Your teachers use non-threatening styles of discipline.
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5
17

GOAL # 4: Encourage enrollment and competition
Your school has a master list of all school-age children in the community, whether
enrolled or not.
Your school regularly coordinates with the local barangay council to identify school-
age children who are out of school, for the purpose of bringing them to school.
Your school conducts campaigns to encourage parents to enroll their children.
Your school has a system to regularly check on the attendance of its pupils and
address problems concerning non-attendance.
GOAL # 5: Ensure children’s high academic achievement and success
Your school has a clear vision/mission statement that is prominently displayed and
adequately explained to all school personnel.
The principal and teachers are familiar with child-centered and child-friendly
principles.
Your school provides each student a complete set of textbooks.
Teachers regularly prepare their lesson plans.
Your school encourages and promotes cooperative and “hands-on” learning
(“learning by doing”).
The principal has data on the school’s past three years performance in the division,
regional or national tests for the purpose of improving its current year performance.
Teachers regularly monitor and assess their pupils’ academic performance, with the
view of improving their performance.
The school provides students access to ADM, ALS, and/or other learning materials
for their use during emergencies.
GOAL # 6: Raise teachers’ morale and motivation
Teachers undergo continuing and advance professional training at least once a
year.
Teachers are regularly trained in new and effective teaching-learning strategies.
Teachers have their own lounge and/or work area.
Teachers are given annual medical check-up.
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3
7

The principal provides strong direction and leadership guided by a written
supervisory plan.
The principal regularly monitors teachers’ performance and provides needed
support.
Teachers support their co-teachers by sharing teaching techniques and experiences.
Your school provides annual medical examination to your teachers and other staff.
GOAL # 7: Mobilize community support for education
Your school has a Parent-Teacher Association (PTA) that has elected leaders, meets
regularly, and has a written plan of action.
Your school coordinates with barangay institutions to identify children who are
physically or sexually abused or are made to do hard physical labor, for the purpose
of identifying their special needs.
Your school coordinates with the barangay and local institutions to enroll illiterate
parents in literacy programs.
Your school takes the lead in conducting literacy programs for illiterate parents.
Your school enlists the support of community organizations to help raise funds and
resources for learning.
Your school invites parents to discuss with your teachers the learning experiences
and progress of their children.
Your school consults parents in the drafting of its policies, and in the planning and
implementation of school activities.
Your school has organized and capacitated the School Disaster Risk Reduction and
Management Committee (SDRRMC).
Your school has strong partnerships with external stakeholders in order to address
disaster risk reduction and the CCA-related needs of the school (i.e. data and
statistics, capacity building, resources, etc).
Rating your school for action items done
Goal # 1: Encourage children’s participation in school and community
The Goal has 5 action items. If you scored 3 points, give yourself a blue heart; if you
scored 4 points, give yourself a purple heart; if you scored 5 points, give yourself a red
heart. If you scored lower than 3 points, don’t color the heart. But take heart (pardon the
expression), there are still six goals to assess and you might just do better with the next
ones.
(Note: If you do not have crayons or color pens or pencils, you can just mark the inside of
the heart with a B for Blue, P for Purple, or R for Red)
Color this heart!
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6
7

Goal # 2: Enhance children’s health and well-being
This Goal has 11 action items. If you scored 7 points, give yourself a blue heart; if you
scored 8-9 points, give yourself a purple heart; if you scored 10-11 points, give yourself a
red heart. If you scored lower than 7 points, don’t color the heart, if your score is lower
than desired, try again with the other goals. You have five more to go!
Color this heart!
Goal # 3: Guarantee safe, protective spaces for children
This Goal has 17 action items. If you scored 10-11 points, give yourself a blue heart; if you
scored 12-14 points, give yourself a purple heart; if you scored 15-17 points, give yourself
a red heart. If you scored lower than 10 points, don’t color the heart. Did you do better this
time?
Color this heart!
Goal # 4: Encourage enrollment and completion
heart. If you scored lower than 2 points, don’t color the heart. We’re midway through the
test. Let’s see how you score with the rest!
Color this heart!
Goal # 5: Ensure children’s high academic achievement and success
heart. If you scored lower than 6 points, don’t color the heart. Hope you’re racking up
those points!
Color this heart!

Goal # 6: Raise teachers’ morale and motivation
This Goal has 8 action items. If you scored 4-5 points, give yourself a blue heart; if you
scored 6-7 points, give yourself a purple heart; if you scored 8 points, give yourself a red
heart. If you scored lower than 4 points, don’t color the heart. Do you think you’ll be a
Child-friendly School by the end of this test?
Color this heart!
Goal # 7: Mobilize community support for education
heart. If you scored lower than 7 points, don’t color the heart. That’s it! Hope you did well!
Color this heart!
Accomplishing Specific Targets
The preceding sections outlined the actions that we need to take towards establishing a
Child-friendly School. However, this is just the first step. We must also ensure that our
actions are effective enough to help us realize desired outcomes for children in the context
of the Child-friendly School System.
We may also call these desired outcomes ‘targets.’ The following are the targets set for
itself by the Department of Education (DepEd). The ideal, of course, is to aim for universal
coverage or 100% attainment of these targets.
 All school-age children in your community are served by the school (ages 5-11 in
ES, 12-15 in JHS, 16-17 in SHS).
 All children in your school who enrolled in Kinder six years ago finish Grade 6/
enrolled in Grade 7 three years ago finish Grade 10/ enrolled in Grade 11 finish
Grade 12.
 All your Grade 6 pupils/Grade 10/Grade 12 students pass the division, regional, or
national tests or assessments.
In addition are targets relating to the promotion of proper health and nutrition among
schoolchildren and school personnel. This follows the principle that a healthy and well-
nourished child is more ready for learning than a sickly one.
The additional targets are as follows:
 All schoolchildren are well nourished.
 All schoolchildren are healthy.
 All schoolchildren have good dental health.

How much of these targets has your school accomplished?
The following are the standards by which you are asked to rate your school:
Enrollment and academic achievement targets for school year (SY) 2016-2017:
1. All school-age children in your community are served by the school (ages 5-11 in ES,
12-15 in JHS, 16-17 in SHS).
(Please check)
Less than 95% Poor 0 point
95-96% Fair 1 point
97-98% Good 2 points
99-100% Outstanding 3 points
Your Score: _____1_____point/s
2. All children in your school who enrolled in Kinder six years ago finish Grade 6/ enrolled
in Grade 7 three years ago finish Grade 10/ enrolled in Grade 11 finish Grade 12.
(Please check)
77-79% Fair 1 point
Your Score: ____2______point/s
3. All your Grade 6 pupils/Grade 10/Grade 12 students pass the division, regional, or
national tests or assessments.
(Please check)
50-74% Fair 1 point
Your Score: _____2_____point/s
Health and nutrition targets:
4. All your pupils/students are well nourished.
(Please check)
70-80% Fair 1 point
5. All your pupils/students are healthy.
(Please check)

75-80% Fair 1 point
Your Score: ___2_______point/s
6. All your pupils/students have good dental health.
(Please check)
75-80% Fair 1 point
How our school scored
On these pages, you will tally your scores in the two assessment categories.
To rate yourself for Action Items done (pages __), assign the following points to your
colored hearts:
Blue heart- one (1) point
Purple heart- two (2) points
Red heart - three (3) points
Uncolored heart- no (0) point
Now add up those points.
Action Items / Goals Colored
Hearts
Points
1. Encourage children’s participation in
school and community
Red 3
2. Enhance children’s health and well-being Blue 1
3. Guarantee safe and protective spaces for
children
Red 3
4. Encourage enrollment and completion Purple 2
5. Ensure children’s high academic
achievement and success
Purple 2
6. Raise teacher’s morale and motivation Purple 2
7. Mobilize community support for
education
Blue 1
SCORE 14
Enter and add up your scores for Accomplishing Specific Targets (pages __) here.
Progress toward specific targets Points
1. All school-age children in your community are
served by the school (ages 5-11 in ES, 12-15 in
JHS, 16-17 in SHS).
1
2. All children in your school who enrolled in Kinder
six years ago finish Grade 6/ enrolled in Grade 7
three years ago finish Grade 10/ enrolled in
Grade 11 finish Grade 12.
2

3. All your Grade 6 pupils/Grade 10/Grade 12
students pass the division, regional, or national
tests or assessments.
2
4. All your pupils are well nourished. 2
5. All your pupils are healthy. 2
6. All your pupils have good dental health. 2
SCORE `11
Now, tally your scores in the two categories.
Action Items / Goals 14
Progress toward Targets 11
TOTAL SCORE 25
So, is your school Child-friendly?
If you got a total of at least 25 points but lower than 30 points, you are a CHILD-
FRIENDLY SCHOOL!
If you got at least 30 points but lower that 35 points, you are an OUTSTANDING
CHILD-FRIENDLY SCHOOL!!
If you got 35 points or higher, you are indeed a VERY OUTSTANDING CHILD-FRIENDLY
SCHOOL!!!
To all of you who made it, CONGRATULATIONS!!! To those who didn’t, you can try to
do better next school year.
Now make sure that you do this every school year to see if you are keeping with or
improving your performance.
Thank you for answering this little test. Until next time when we include other action
items and targets in our list! Becoming a Child-friendly School is easy, don’t you
agree?
NAGA CENTRAL ELEMENTARY SCHOOL
(name of your school)
is a
CHILD-FRIENDLY SCHOOL!!!

Annex 2B Child Protection Policy Implementation Checklist
School-Based Child Protection/Anti-Bullying Policy Implementation
Checklist
Name of School: _NAGA CENTRAL ELEMENTARY SCHOOL
Address: West Poblacion City of Naga Cebu
District/Division/Region: Naga I, City of Naga, Cebu, Central Visayas, Region VII
Instruction:
This checklist is designed to monitor and evaluate the compliance of the
school/s in the implementation of DepEd Order No. 40, s. 2012 and DepEd
Order No. 55, s. 2013.
Tick the appropriate box that corresponds to your observation.
P – Present or In Place
A – Absent or Not In Place
Findings will be based simply on the presence or absence of the
requirement as stated in each item and shall be the basis for a plan of
action by the school and the Division Office.
P A
1. The school has a written school-based child protection and/or anti-bullying
policies.
A
2. There is a code of conduct incorporated in the school-based child protection or
anti-bullying policy for the following:
a. Students A
b. School Administrators A
c. Non-Teaching Personnel (guards, maintenance, etc.) A
d. Teachers A
e. Visitors (Parents, alumni etc.) A
f. Off-Campus activities such as field trip, camping etc. A
3. The code of conduct has specific provisions to address potential risks to
students such as:
a. Disregarding abusive situation or behavior against children; A
b. Employing children as house helper or asking students to care for
teacher’s children while in school;
A
c. Relating with children in private for personal matters like student-
teacher as “text mates” or face book friends;
A
d. Going out with students after school such as watching movies; A
e. Using green jokes or jokes with double meaning in the class; and A
f. Cultural Beliefs (marrying children because it is acceptable based on
one’s culture/religion, amicable settlement on child abuse cases).
A
4. Promotion or information dissemination of the school-based child protection
and/or anti-bullying policies is done during school opening for:
 Students P
 Teachers P
 Non-Teaching personnel P
 Parents P
5. There are written procedures to guide in conducting disciplinary proceedings in
cases of offenses committed by pupils, students, or learners.
P
6. The school has adopted a conflict resolution mechanism that respects the
rights of indigenous peoples, provided that they conform to child’s rights and
P

Nces school improvement plan s.y. 2016 2019

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