Esip 2021-2024 Linabuis

Republic of the Philippines
Department of Education
REGION X – NORTHERN MINDANAO
SCHOOLS DIVISION OF MISAMIS ORIENTAL
BALINGASAG SOUTH DISTRICT
LINABU INTEGRATED SCHOOL
ENDORSEMENT
May 17, 2021
This is to formally endorse the ESIP CY: 2021-2024 of
LINABU INTEGRATED SCHOOL, BALINGASAG SOUTH DISTRICT

School District
As presented by CHARITO C. LLACUNA

Name of School Head
to become an official roadmap of the school, with the help of the community and
other stakeholders, to be undertaken within a period of three (3) consecutive school years
with the main objective of improving the three key result areas in basic education: Access,
Quality, and Governance. This ESIP was evidence- based, result- based, and learner-
School- Based Management (SBM).
Reviewed by:
BEATRIZ E. ACDAL
Public Schools District Supervisor
Recommending Approval:
NIMFA R. LAGO, Ph.D., CESO VI

Assistant Schools Division Supervisor
APPROVED:
JONATHAN S. DELA PEÑA, Ph.D., CESO V

Schools Division Superintendent
REGION X- NOTHERN MINDANAO
Table of Contents
I - VMV with School Reflection

II - School’s Current Situation
(Narrative based on Annex 1A – I to IV
III - Planning Worksheet
IV - Monitoring & Evaluation Report Form
School – Community SIP Team
2020 – Annual Improvement Plan
2020 Approved School Operational Budget (SOB)
Annexes
1. 1A – School Data Template
2. 1B – Child Mapping Tool
3. 2B – Child – Friendly Tool Survey
4. 2B – Child Protection policy implementation Checklist
5. 2C – Student – led School Watching and Hazard Mapping
6. GAP Analysis Template
7. Identifying Priority Improvement Areas
8. Root Cause Analysis Overview
9. Project Work Plan and Budget Matrix
10. Annual Improvement Plan
11. SRC Summary of Information
I- VMV WITH
REFLECTION
I – VISION, MISION AND CORE VALUES
VISION STATEMENT
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.
School Reflection on Vision Statement
Linabu Integrated School in in lieu with the vision statement of DepEd.
The school offered learner-centered classroom which learning must be done by
the student and teachers must is to facilitate the learning. The class requires
active engagement or participation of the learners while doing on delivering
the lesson. Teaching and learning process must not only a man show. It is only
the teacher who will do the talking or sharing, there must be also students
involvement.
MISSION STATEMENT
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.
School Reflection on Mission Statement
It is very essential in every institution, particularly in school to have a
mission as guide. Linabu Integrated School sees to it that every learner must have
an access to quality, equitable, culture-base and complete basic education. It is
also discussed in its mission the ideal setup for quality education which Linabu
Integrated School is practicing. The learning environment of the school is
conducive, child – friendly, gender-sensitive, and safe for the learners. The
teachers of the school facilitate the learning and constantly nurture every learner.
This teaching and learning process of the school must not only be confined
between the teachers and the students. Active engagement of the family,
community, and other stakeholders is practiced to develop life-long learners.

CORE VALUES
Maka-Diyos
Maka-tao
Makakalikasan
Makabansa
School Reflection on Mission Statement
Aside from the deped vision and mission, the core values are also
essential. They serve as guide in doing the teaching and learning process. We
should manifest or practice the four core values in any simple ways that can do.
The core values teach us to have love for god (maka-diyos), love for we fellow
men or others (makatao), love for nature (maka-kalikasan), and love for the
country (makabansa). Every program or co-curricular and extra-curricular
activities done in school must be guided by the said values. Through such values
we can put our vision and mission into a reality.

II-School’s
Current
Situation
I. The School’s Current Situation
Linabu Integrated School is currently spearheaded by a school principal with

21 teachers catering kindergarten education to grade 7 level. The school located
on top of the mountain of barangay Linabu, Balingasag, Misamis Oriental. It
belongs to the South District of Balingasag. It can be accessed from the poblacion
via motorcycle or known as “habal-habal” in local dialect . It covers a distance
of 10.5 km from the poblacion to the school, 6.5 km from the district office and
52 km from the division office. Its nearest public elementary and secondary
school is 3.5 km away. For the private elementary and secondary school the
nearest is 10.5 km.
There were no human-induced hazards and natural threats that occurred for
the past 3 years except the health threat (Dengue Fever) wherein for the school
year 2018-2019, 2 pupils were hospitalized. This is maybe because of the low
resistance because the said pupils who had dengue fever were among the 55
wasted pupils and 5 severely wasted pupils. This is a very alarming scenario in a
particular school but it has been addressed through the School-Based Feeding
Program (SBFP).
When it comes to learning environment, the school really lacks

school buildings in fact, only 1 school building (1 classroom) in good condition
and 7 buildings (11 classrooms ) are for repair or rehab, while 2 buildings with
8 classrooms are condemn. As of now, the school still utilizes the condemned
buildings for it has no choice after all. The school urgently in need more buildings
for the growing population in junior high school.
The current enrolment of the school is 618 of which 323 are boys and 295
are girls. For learners seat ratio 1:1 for elementary while for junior high school
has insufficient chairs . Each classroom has a shared toilet. All toilets were still
functional but the school has insufficient water supply due to local water source
is not enough to supply. There is two hand washing facilities built but not
functional due to lack of water supply.
When it comes to LM/textbooks, all grades levels have shortage in some

subjects especially the grade 6, grade 7, grade 8, and grade 9 level there is no
Learner’s materials.
Linabu Integrated School is an institution that is committed to provide

quality education through equitable and sustainable resources. It is bonded with
mutual respect and continuously into a positive relationship with the
stakeholders. The Department’s vision and mission are what it adheres to and
are clearly evident in the school. The School Principal and the teaching personnel
possess values and leadership skills needed to mold every individual to become
responsible and productive member of the community as well as in the society.
It is a place for warmth, friendship, and working together.
The school looks forward to create more school projects in a desire to

improve the quality of teachers and learners through the untiring support of the
stakeholders. It will continue to aspire for greatness and to ensure holistic success
of every learner.
III- PLANNING
WORKSHEET
Planning Worksheet for Access
PRIORITY TIME FRAME
GENERAL
IMPROVEMENT ROOT CAUSE/S
OBJECTIVE/S SY SY SY
AREAS
2021 2022 2023
-Lack of teachers’
training in teaching
reading.
-No regular reading

To improve the practice in school.
Reading
selection of teaching
Comprehension
strategies in reading -Monitoring of school
heads in teaching
reading
-Inadequate reading
materials.
Pupils have irregular
reading practice
Reading To improve the
Comprehension school reading
No supplementary
Development program
reading materials
-Instruction don’t
To improve
Proficiency of all provide for
instruction in the
pupils in the four conceptualization
conceptualization of
fundamental
the four fundamental
operations in -Teachers lack of
operations among
Math training in
pupils
conceptualization
Planning Worksheet for QUALITY
PRIORITY TIME FRAME
GENERAL
AREAS
2021 2022 2023
-Reading
comprehension of the
pupils is very poor
To increase the
English Quarterly English Quarterly
-Teaching strategies
MPS is 79% MPS from 79% to
utilized by teachers
83%
don’t facilitate reading
comprehension
development
Teachers don’t use
School Head To improve the appropriate
utilizes 3-4 days instructional instructional materials
administrative supervision of the
functions school head Teachers use chalk-
talk teaching activities
To decrease 80%
To decrease 80%
Health and undernourished
undernourished
Nutrition learners
learners
Produce potential Lack of
SPORTS athletes to trainer’s/coaches
DEVELOPMENT participate in higher expertise on different
meet events
Planning Worksheet for governance
PRIORITY TIME FRAME

GENERAL
AREAS
2021 2022 2023
To purchase semi-
Semi- Lack of school
expendable
Expendable equipment for school
equipment for school
equipment operations
operation
To provide school
School Repair safety facilities for all Presence of repairable
and learners and facilities in school
maintenance personnel
To construct
No available
Kindergarten classroom suitable
kindergarten
Classroom for kindergarten
classroom
learners
No available JHS
Classrooms for To construct
Classroom – 8
JHS Learners classroom building
classrooms
for JHS Learners
To construct
Classroom
additional classroom Lack of 2 classrooms
Shortage for
for Elementary for elementary.
Elementary
Learners
To make school
School Pergola Inaccessible school
pergola accessible to
Renovation pergola
vehicles in delivering
school projects
Perimeter Fence To construct five Incomplete perimeter
Construction span perimeter fence
fence
To cater Senior High
Opening Senior To open Senior High
School Learners in the
High School School Classes
community
IV- MONITORING &
EVALUATION
REPORT FORM
ANNEX 10 Annual Implementation Plan Template
ANNUAL IMPLEMENTATION PLAN

SCHOOL YEAR 2021-2024
School Improvement Project Objective Output for the Activities Person(s) Schedule/ Budget per Budget
Title Year Responsible venue activity source
To increase the 25% Seminar-workshop School October 6,000.00 MOOE

Improving Reading Independent Independent Principal 2021
Reader to 25% Reader
Skills of Grades I to
and Instructional
6 Pupils Readers by 45% 45% Phil-IRI Pretest School 4,000.00 MOOE
Instructional Principal October
Readers Teachers 2021
Reproduction of School October 5,000.00 MOOE
Supplementary Principal 2021
reading materials
School
To increase the 80% MPS in Seminar-workshop Principal October 6,000.00 MOOE
Improving English English Quarterly English Teachers 2021-
MPS MPS from 77% to February
80% for SY 2019- 2022
2020 School
Phil –IRI Posttest Principal February 4,000.00 MOOE
Teachers 2022
Formulation of the
Class/Grade Level School February 2,000.00 MOOE
Reading Program Principal 2022
Teachers
supplementary Principal 2021
reading materials for Teachers
the Grade 3 and 6
pupils
Implementation of School October 2,000.00 MOOE

the Class/Grade Principal 2021-
Level Reading Teachers February
Program 2022
Monitoring and School October 2,000.00 MOOE
Supervision of the Principal 2021-
Grade 3 and 6 February
Class/Grade Level 2022
Reading Program
Phil-IRI Post Test School February 2,000.00 MOOE
Principal 2022
Teachers
Instructional Formulate the School September 100.00 MOOE
Supervisory Instructional Principal 2021
Improving the School Head shall Plan Supervisory Plan for
Instructional utilize at 3-4 days the School
Supervision of a week for Individual Observe classes of School September 200.00 MOOE
School Head instructional Teacher’s four (4) teachers Principal & 2021-July
supervision Teaching record each week Teachers 2022
Observation
Log/Checklist
Analysis of Analyze observation School October 2,000.00 MOOE
Individual results of teacher’s Principal 2021-July
Teacher’s classes 2022
Teaching
Record
Minutes of Conference with School October 2,000.00 MOOE
Teacher- identified teachers in Principal & 2021-July
Principal terms of their Teachers 2022
conference teaching
Minimize School October 6,000.00 DOH
undernourished Deworming/ Principal 2021 RHU
learners Immunization RHU &
Lessen To decrease 80% Teachers March
Undernourished undernourished 2022
Learners learners Functional Repair Water School October 4,000.00 PTA
Watsan facilities Principal 2021
School October 130,000 DepEd

Feed School-Based Principal 2021- DOH
Beneficiaries feeding Program Teachers February
Feeding 2022
Teacher
Awareness on Nutrition activities School October 3,000.00 MOOE
proper nutrition Principal 2021
Teachers
Functional Plant assorted School October 5,000.00 PTA

Gulayan sa vegetables in Principal 2021 4Ps
Paaralan Gulayan sa Teachers
Paaralan Parents
Produce potential Development

athletes to sportsmanship School Intramurals School July 2022 5,000.00 MOOE
Principal
Sports participate in Teachers
Development higher meet
Train coaches Tap expert Trainer School April 2022 5,000.00 MOOE
Principal PTA
Teachers
Participate Train potential -School August 5,000.00 MOOE

higher meet athletes Principal 2021 PTA
-Teacher LGU
Coach
Purchase Purchase sports School April 2022 20, 000 MOOE
Ball games Equipment Principal PTA
equipment, field LGU
events,
Gymnastics,
Badminton,
Chess Board
Use for school Purchase Sound August
activities System School 2021 40,000.00 SEF
Semi-Expendable Principal
Equipment To purchase semi- PTA
expendable
Purchase 3 Purchase Printer School January- 15,000.00 MOOE
equipment Printers Principal December
2022
17 TV sets for TV sets -School August 255,000 SEF
Kindergarten to Principal 2021 to
Grade 6 LGU December
2022
1 sala set for Sala Set School January 25,000.00 SEF
office Principal 2022
equipment LGU
1 Gas Range Gas Range School July 2021 25,000.00 LGU
for TLE class Principal
LGU
1 Grass cutter Grass Cutter School June 2021 15, 000.00 LGU
for school Principal
maintenance LGU
School Repair and To provide school
maintenance safety facilities for School June
Put up window Classroom Window
all learners and Principal 2021- MOOE
grills in Grills 40,000.00
personnel LGU January LGU
classrooms
2022
School January-
Put up new
Principal December 15,000.00 MOOE
ceiling classroom Ceiling
2021
School June to
Safety Electrical
Principal December 10,000.00 PTA
wirings Electrical Lightings
PTA 2022
Newly painted School

Repainting School MOOE
School Building Principal May 2021 25,000.00
Buildings & Roofs
& Roofs LGU
School
Functional PTA
Watsan Principal July 2022 5,000.00
Watsan MOOE
LGU
Kindergarten To construct
Classroom Kindergarten Agreed to put Meeting with the School January 500.00 MOOE
Classroom up Kindergarten LGU and GPTA Principal 2022
Classroom officers PTA
LGU
Kindergarten Making of Program
Classroom of Work School February 1,000.00 PTA
Building Principal 2022
Program of GPTA
Works LGU
Fund raising/ Plan for funds School February 7,000.00 NGOs

accept Principal 2022 PTA
donations PTA Alumni
Alumni
Monitor Follow up projects School February - 1,000,000.00 LGU/SEF

progress of the Principal December
project LGU 2022
Classroom for JHS To construct
Learners classroom for JHS Agreed to put Meeting with the School January 500.00 MOOE
up JHS LGU and GPTA Principal 2022
LGU
JHS Building Making of Program

Program of of Work School February 1,000.00 PTA
Works Principal 2022
GPTA
LGU

Alumni
project LGU 2022
Shortage of To construct
Classrooms for additional Agreed to put Meeting with the School January 500.00 MOOE
Elementary classrooms for up additional LGU and GPTA Principal 2022
elementary Elementary officers PTA
Classroom LGU
Classroom Making of Program

Building of Work School February 1,000.00 PTA
Program of Principal 2022
Works GPTA
LGU

Alumni

project LGU 2022
School Pergola To make school
Renovation pergola accessible Agreed to Meeting with School January 500.00 MOOE
to vehicles in renovate school stakeholders Principal 2022
delivering school pergola PTA
projects Alumni
Fund raising/ Plan for funds School January 7,000.00 NGOs
Alumni
New school Renovate school School June 2021 300,000.00 SEF

pergola pergola Principal
LGU
Perimeter Fence To construct five
Construction span perimeter Agreed to Meeting with School January 500.00 MOOE
fence construct stakeholders Principal 2022
perimeter fence PTA
Alumni

Alumni
Constructed 5 Construct 5 span School March 60,000.00 PTA

span perimeter perimeter fence Principal 2022
fence PTA
Opening Senior High To open Senior Early Conduct early Teachers, October 1000,00 PTA
School High School Registration for registration school 2021
upcoming Principal
Senior High
School Learners
Meet the LGU, Meeting with the School November 1000.00 PTA
Parents, and the stake holders Principal 2021
community to PTA
have agreed to LGU
open Senior
High School
Make a request Make a letter of School November 1000.00 PTA
to the higher request to open Principal 2021
office to open senior high school PTA
senior high
school and
prepare papers
for opening the
class
Follow up Follow up request School January 1000.00 PTA
request to open Principal 2022
Senior High PTA
School
REGION X – NORTHERN MINDANAO
Prepared by the school- Community Planning Team

Composed of the following:
SPT Member Name: Signature

1. School Head- Team CHARITO C. LLACUNA
Leader
2. Student KENNETH JIM M. FABRE
Representative
3. Teacher SEGUNDINA ,. FORTUN
Representative
4. Parent Representative OSCAR B. CINCO
5. Barangay LGU CLARESSA V. BACULIO
Representative
6. Member of the PROCESO O. CABASA
BDRRMC
7. Member of the School JOEL V. ELLEVRA
Child Protection
Committee
8. Alumni Representative NADIA E. SOLDE
ANNEX 1A School-Community Data Template
I. SCHOOL PROFILE/DATA
Instruction: Please input required data/information in unshaded cells. Fill-in only the grade levels that are applicable to
your school. This template aims to organize existing school and community data from different sources. If you find it
useful to lift data from other templates and transfer it here, you may do so. Otherwise, you can just attach the other data
IDENTIFYING INFORMATION
School ID: 501034 Name of School: Linabu Integrated School
Address: Linabu, Balingasag, Misamis Orental Barangay: Linabu
District: Balingasag South Municipali Balingasag
Division: Misamis Oriental Region: 10
A. GEOGRAPHY
A.1 Location of the School. Check the appropriate description.
Along the highway Near a river or waterway On top of a mountain
Near the coastline By the hillside
A.2 Relative Distance of the School Mode of

Distance in km
Transpor
a. From the poblacion 10.5km Habal-habal, Private Vehicle
b. From the nearest public elementary school 3.5 km Habal-habal, Private Vehicle
c. From the nearest private elementary school 10 km Habal-habal, Private Vehicle
d. From the nearest public secondary school 3.5 km Habal-habal, Private Vehicle
e. From the nearest private secondary school 10.5 km Habal-habal, Private Vehicle
f. From the District Office 7.5 km Habal-habal, Private Vehicle
g. From the Division Office 52 km PUJ, Private Vehicle
A.3 Incidence of crimes and other human-induced hazards

A.3.1 Check if there have been incidences of the following in the last 3 years.
Armed conflict as a result of organized crime (terrorism, siege, etc.)
Crime against school head/s (murder/homicide, physical injury, rape, sexual harassment, etc.)
Crime against school property (theft, robbery, arson)
Crime against student/s (murder/homicide, physical injury, rape, sexual harassment, etc.)
Crime against teacher/s (murder/homicide, physical injury, rape, sexual harassment, etc.)
Fire (Electrical wiring failure, etc.)
Health Threat (i.e. Dengue, Malaria, Measles, food poisoning, disease outbreak)
Oil Spill
Security threat as a result of civilian violence (bomb threats, kidnapping threats, hostage taking, shooting, etc.)
Structural collapse (as a result of engineering failures)
Others. Pls. Specify: ______________
A.3.2 What are the 3 most frequent crimes/human-induced hazards?

Theft
1st most frequent: _________________________________
NONE
2nd most frequent: _________________________________
NONE
3rd most frequent: _________________________________
A.4 Incidence of natural hazards

A.4.1 Check if there have been incidences of the following in the last 3 years.
Drought Tropical Cyclones (Storm, Typhoon, Tropical Depression,
Earthquake Oil Spill
Fire (includes forest fires and fires due to natural disasters) Tsunami
Flood Volcanic eruption
Landslide Others. Pls. specify: ______________
Storm surge
A.4.2 What
are the 3 most
frequent
natural
hazards?
1st most frequent: Drought
2nd most frequent: Tropical Cyclones
3rd most frequent: Earthquake
A.5 Result
of disaster
incidents
B. LEARNING ENVIRONMENT
B.1
Classrooms
and seats
B.1.1
Classroom
quantity
[SRC.15.]
Total No. of Classrooms
Enrollment,
Level In Good For Repair/ Learner:classroom
Current SY Total
2020-2021 Condition Rehabilitation ratio 1
Kindergarten 70 0 2 2 35:1
Grade 1 59 0 3 3 19.67:1
Grade 2 75 0 1 1 75:1
Grade 3 57 0 1 1 57:1
Grade 4 47 0 2 2 23.5:1
Grade 5 66 0 2 2 33:1
Grade 6 54 0 2 2 27:1
Grade 7 69 0 2 2 34.5:1
Grade 8 63 0 1 1 63:1
Grade 9 60 0 1 1 60:1
Grade 10
Grade 11
Grade 12
TOTAL 620 0 17 17 36.47:1
1
Learner:classroom ratio = Total enrollment divided by the total
number of classrooms
B.1.2
Classroom
seat quantity
[SRC.17.]
Indicate the
total number
of seats in all
classrooms.
Learner:seat
Number
ratio 2
620 1:1
2
Learner:seat ratio = Total enrollment divided by the total number
of seats
B.2 Water, Sanitation and Hygiene (WASH) facilities
B.2.1 Water supply/source. Check as appropriate.
Is the main source of water functional at present?

Pls. cite reasons why: ______________________________________________
B.2.2
Handwashing.
Is there space
for
handwashing?
If YES:
B.2.4 Toilet
B.2.3 Functional toilets [SRC.16.] bowls
Male Female Male
Number Ratio 3 Number Ratio 3 Number
2 145.5:1 2 132:1 2
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.3 Textbooks. Indicate number of textbooks per grade level and subject [SRC.3.]
Subject: ENGLISH Subject: FILIPINO Subject: MATH Subject: MTB Subject: AP
Level
Number Ratio Number Ratio Number Ratio Number Ratio Number
Ratio
Kindergarten
Grade 1 58 1.02:1 58 1.02:1 58 1.02:1
Grade 2 95 0.79:1 44 1.7:1 103 0.73:1 1060.71:1
Grade 3 67 0.85:1 67 0.85:1
Grade 4 104 0.45:1 82 0.57:1 88 0.53:1 1020.46:1
Grade 5 54 1.22:1 88 0.75:1 48 1.38:1 82 0.8:1
Grade 6 60 0.9:1 63 0.86:1
Grade 7 70 0.99:1
Grade 8
Grade 9
Grade 10
Grade 11
Grade 12
TOTAL 450 1.38:1 272 2.28:1 427 1.45:1 3481.78:1
B.4 Library:
No. of books:
No. of tables:
No. of chairs:
Give additional information and qualitative descriptions of the library (on the lighting, space, other fixtures present, etc.)
B.5 Other learning facilities/materials (Example: computers, science equipment. Insert new rows if necessary.)
Facility/Material Number Qualitative description/condition

Dry Cell Holder, 1 Chamber size D 4 Good Condition
Hand Magnifying Lens, 5x 4 Good Condition
Flashlight with Incandescent Bulb 2 Good Condition
Model of Invertebrates (worm, shrimp, 6 Good Condition
Model of Vertebrates (Snake, Bird, Shark) 6 Good Condition
Human Torso Model (Miniature Type) 2 Good Condition
Weighing Scale, analog, 5-Kg capacity 2 Good Condition
Square Tiles 10cmx10cm, Plastic 20 Good Condition
Square Tiles 2.54 cmx2.54 cm, Plastic 200 Good Condition
Pattern Blocks, 250 pcs per set 4 Good Condition
Cuisenaire Rods/Number Sticks, 250 pcs/set 2 Good Condition
Plastic Ruler, 12 inches or 30 cm. 10 Good Condition
Hand Magnifying Lens, 5x 5 Good Condition
Alcohol Lamp/Burner, Glass, 15o mL capacity 5 Good Condition
Classroom Thermometer 1 Good Condition
Graduated Cylinder, 250 mL, Plastic 5 Good Condition
Blackboard Triangle Set 1 Good Condition
Protractor (for Students) 25 Good Condition
Human Torso Model 1 Good Condition
Fresh Water Aquarium 1 Good Condition
First Aid Kit 1 Good Condition
Alcohol Thermometer, -20oC to 110oC 2 Good Condition
Funnel, Plastic 5 Good Condition
Test Tubes, 16 mmx 150 mm long 20 Good Condition
Plastic Ruler, 12 inches or 30 cm 5 Good Condition
Meterstick, plastic 10 Good Condition
Circle Area Demonstrator 1 Good Condition
Alcohol Thermometer, -20oC to 110oC 3 Good Condition
Template, Shapes 2 Good Condition
Sphere with 32 movable segments 1 Good Condition
B.6 Availability of electrical supply. What is the school's source of electricity?
Grid supply
Off-grid supply
Solar power
Generator
Others. Pls. specify: ___________
No source of electricity
B.7 Internet connectivity

B.7.1 Are there Internet service providers in the area?
YES NO
If YES, check the appropriate Internet service provider/s servicing the area:
BAYANTEL GLOBE SMART WIT Global (Satellite)
DIGITEL PLDT SUN Others. Pls. specify: _____________
B.7.2 Does the school subscribe to any of the Internet service provider/s listed above?
YES NO
B.7.3 Are there Internet café/shops/WiFi-enabled stations in the area?

YES Pls. specify: __________________________________________
NO
C. TEACHERS
C.1 Number of teachers [SRC.14.]
C.1.1 Number of nationally-funded teachers (current SY)
Learner:teacher ratio
Male Female TOTAL 5
5 18 23 24.13:1
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
Assigned Full-
Carries Full-Time Assigned Assigned Part-Time
Time to
Position Number Class Teaching Load Grade to Class Teaching
Ancillary
(YES/NO) Levels (YES/NO)
Services
Master Teacher IV 0
Master Teacher III 0
Master Teacher II 0
Master Teacher I 1
C.2.2 Number of teachers meeting the desired competencies based on NCBTS

SY Before Previous SY: Previous SY: Current SY:
2017-2018 2018-2019 2019-2020
Total No. of Teachers 19 21 23
No. of Teachers meeting the standards 17 20 21
% meeting the standards 89.47% 95.24% 91.30%
C.2.3 Projects/interventions implemented to improve basic competencies of teachers
YES NO If YES, please describe
a. Does the school have mechanisms for sustained
YES CONDUCTED INSERVICE TRAINING
school-based training?
b. Does the school use the result of the NCBTS-
Teacher's Strength and Needs Assessment as basis for YES MONITORING, COACHING, SLAC, TRAINING
planning?
c. Are there other interventions implemented to
YES MENTORING, COACHING, SUPERVISION
improve competencies of teachers?
C.2.4 If the response to C.2.3.b is YES, list down the top 3 training needs mentioned and indicate the number of teachers
trained on these [SRC.4.]
SY Before Previous SY: Previous SY: Current SY:
2017-2018 2018-2019 2019-2020
Training Needs No. of % of
No. of % of No. of % of
Teache teac
Teachers teachers Teachers teachers
rs hers
trained trained trained trained
trained train
Top 1: EdTech for ICT Teaching 19 100.00% 21 100.00% 23 ####
Top 2: New Normal Teaching 19 100.00% 21 100.00% 23 ####
Top 3: Learning Modalities 19 100.00% 21 100.00% 23 ####
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.
D. CHILDREN HEALTH AND SAFETY

D.1 Nutritional status [SRC.2.]
D.1.1 Number of malnourished children for the current SY
Wasted Severely Wasted
Level
Total Male Female Total Male Female
Kindergarte
3 2 1 0 0 0
n
Grade 1 2 2 0 0 0 0
Grade 2 1 0 1 5 3 2
Grade 3 6 2 4 1 0 1
Grade 4 0 0 0 0 0 0
Grade 5 1 0 1 1 1 0
Grade 6 9 6 3 5 3 2
Grade 7
Grade 8
Grade 9
Grade 10
Grade 11
Grade 12
Total 22 12 10 12 7 5
Percent of Total 54.55% 45.45% 58.33% 41.67%
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 22
Milk feeding 22
D.2 Health status
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
Types of Ailments (Current SY)
Ailme
Ailment:
Level Ailment: Ailment: Ailment: Ailment: Ailment: Ailment: Ailment: nt:
_______
Dengue ________ ________ ________ ________ ________ ________ ____
_
____
Kindergarte 0
Grade 1 0
Grade 2 0
Grade 3 0
Grade 4 0
Grade 5 0
Grade 6 0
Grade 7 0
Grade 8 0
Grade 9 0
Grade 10
Grade 11
Grade 12
TOTAL 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
Deworming 620
Immunization 161
D.3 Children reported as victims of abuse and violence

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.
Previous SY 208-2019 Current SY 2019-2020
Level
Total Male Female Total Male Female
Kindergarte
0 0 0 0 0 0
n
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 0 0 0 0 0 0
Grade 8 0 0 0 0 0 0
Grade 9 0 0 0 0 0 0
Grade 10 0 0 0 0 0 0
Grade 11 0 0 0 0 0 0
Grade 12 0 0 0 0 0 0
TOTAL 0 0 0 0 0 0
Percent of Total #DIV/0! #DIV/0! #DIV/0! #DIV/0!
D.3.2 Projects/interventions implemented for children that were victims or suspected victims of abuse
Number of
YES NO If YES, please describe the mechanisms
Children
a. Does the school have
mechanisms to promote
safe and protective
no
practices based on
DepED's Policy on Child
Protection in School?
b. Other interventions
implemented for children
that were victims or
suspected victims of
abuse (insert new rows if
necessary)
E. STATUS OF PRIORITY IMPROVEMENT PROJECTS OR CI PROJECTS [SRC.18. & SRC.19.]

These projects include those implemented by the school and other stakeholders. Insert new rows if necessary.
Duration Status/Accomplishments
Indicate progress of
Implementer Program/Project Title Target the program/ project,
Start End
and its effect/impact
on children's
On goingaccess to
LGU 1 CLASSROOM SCHOOL BUILDING Aug-20 ON GOING Construct 90%
construction
LGU Covered Court Dec-17 Feb-19 Construct 80% Finish for school activities
PTA Perimeter Fence Dec. 2018 Construct 10% On going construction
LGU Reservoir Sep-18 Dec. 2018 Construct 100% Finish for water facility
F. STAKEHOLDER SUPPORT TO EDUCATION [SRC.13.]

Indicate the amount of contributions made by parents/guardians and other stakeholders for co-curricular activities, extra-curricular
activities, and other major activities (such as meetings and assemblies), as well as stakeholder attendance during these activities.
Contributions Attendance
Activity Volunteer No. of Attendanc
Cash In Kind No. invited
hours attendees e rate
Co-Curricular Activities
ENGLISH MONTH 5 3,000 450 489 92%
NUTRITION MONTH 5 5,000 431 580 74%
UN MONTH 5 8,000 400 580 69%
BUWAN NG WIKA 5 4,000 420 580 72%
77%
Extra-curricular Activities
SPORTS 17 3,000 274 580 47%
SCOUTING 30 5,000 128 490 26%
CONTEST 10 1,500 327 490 28%
BRIGADA ESKWELA 60 5000 501 580 86%
47%
Other Major Activities
ALUMNI 24 5,000 230 1,575 15%
ASSEMBLIES 24 2,000 468 580 81%
48%
D.3.2 Projects/interventions implemented for children that were victims or suspected victims of abuse
Number of
YES NO If YES, please describe the mechanisms
Children
a. Does the school have
mechanisms to promote
safe and protective
no
practices based on
DepED's Policy on Child
Protection in School?
b. Other interventions
implemented for children
that were victims or
suspected victims of
abuse (insert new rows if
necessary)
E. STATUS OF PRIORITY IMPROVEMENT PROJECTS OR CI PROJECTS [SRC.18. & SRC.19.]

These projects include those implemented by the school and other stakeholders. Insert new rows if necessary.
Duration Status/Accomplishments
Indicate progress of
Implementer Program/Project Title Target the program/ project,
Start End
and its effect/impact
on children's
On goingaccess to
LGU 1 CLASSROOM SCHOOL BUILDING Aug-20 ON GOING Construct 90%
construction
LGU Covered Court Dec-17 Feb-19 Construct 80% Finish for school activities
PTA Perimeter Fence Dec. 2018 Construct 10% On going construction
LGU Reservoir Sep-18 Dec. 2018 Construct 100% Finish for water facility
F. STAKEHOLDER SUPPORT TO EDUCATION [SRC.13.]

Indicate the amount of contributions made by parents/guardians and other stakeholders for co-curricular activities, extra-curricular
activities, and other major activities (such as meetings and assemblies), as well as stakeholder attendance during these activities.
Contributions Attendance
Activity Volunteer No. of Attendanc
Cash In Kind No. invited
hours attendees e rate
Co-Curricular Activities
ENGLISH MONTH 5 3,000 450 489 92%
NUTRITION MONTH 5 5,000 431 580 74%
UN MONTH 5 8,000 400 580 69%
BUWAN NG WIKA 5 4,000 420 580 72%
77%
Extra-curricular Activities
SPORTS 17 3,000 274 580 47%
SCOUTING 30 5,000 128 490 26%
CONTEST 10 1,500 327 490 28%
BRIGADA ESKWELA 60 5000 501 580 86%
47%
Other Major Activities
ALUMNI 24 5,000 230 1,575 15%
ASSEMBLIES 24 2,000 468 580 81%
48%
G. FUND SOURCES [SRC.5.]
Fund Source Amount
General Appropriations Act (School MOOE) 604,000.00

Local Government Unit funds 1,000,000
SGC & PTA (50:50) 6, 000.00
Donations 47,000
Alumni 6,000
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.
1. CHILDREN NOT IN SCHOOL

1.1 Population of children in the barangay where school is located (current SY)
Total Population No. of children NOT in School % of children NOT in School
Age
Boys Girls Total Boys Girls Total Boys Girls Total
4 30 29 59 5 4 9 16.67% 13.79% 15.25%
5 18 29 47
6 29 35 64
7 34 25 59
8 35 32 67
9 22 29 51 1 1 4.55% 1.96%
10 42 26 68
11 32 22 54
12 39 29 68
13 24 35 59
14 28 24 52
15 12 8 20 1 1 8.33% 5.00%
16 62 49 111
17 35 26 61 1 1 2 2.86% 3.85% 3.28%
GRAND TOTAL 442 398 840 8 5 13 1.81% 1.26% 1.55%
1.2 Reasons for not attending school in the current SY 6

No. of school-
No. of children NOT in school according to reasons
Distance of
Age aged children Financial Health and Affected by Affected by Other
not in school Child Labor School from Disability
Matters Nutrition Disaster Conflict Reasons
Home
4 13 13
5
6
7
8
9
10
11
12
13
14
15
16
17
TOTAL 13 13
Percent of Total 100.00%
6
School Project Teams are encouraged to conduct interviews or focus group discussions with parents/guardians/community
members to probe deeper on reasons cited
1.3 Number of children in the barangay NOT in school the last two SYs, depending on data availability
No. of Out-of-school Children
SY Before Previous SY ______ Previous SY 2018-2019 Attending Other Forms of Learning in
Age Previous SY
Total Male Female Total Male Female Total Male Female
4
5
6 2 1 1 2 1 1
2.2 Number of children with disabilities by type of disability (insert new columns if necessary)
No. of Type of Disability (Current SY)
Children
Level
with Disability: Disability: Disability: Disability: Disability: Disability: Disability: Disability:
Disabilities __________ __________ __________ __________ __________ __________ __________ __________
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
Percent of Total
2.3 Other data

No. of Over-aged No. of 4Ps
Level No. of IP Learners No. of Muslim Learners
Learners Learner-recipients
Kindergarten 8 0 0 0
Grade 1 1 0 0 0
Grade 2 4 0 0 3
Grade 3 3 0 0 6
Grade 4 1 0 0 1
Grade 5 3 0 0 16
Grade 6 1 0 0 20
Grade 7 2 0 0 20
Grade 8 8 0 0 29
Grade 9 5 0 0 45
Grade 10 0 0 0 0
Grade 11 0 0 0 0
Grade 12 0 0 0 0
TOTAL 36 0 0 140
III. SITUATION OF CHILDREN / LEARNERS: ACCESS - ATTENDANCE AND RETENTION

Instruction: Please input required data/information in unshaded cells. Fill-in only the grade levels that are applicable to your school.
3. ATTENDANCE
3.1 Number of children regularly attending classes (at least 90% attendance) for the last three SYs 7
SY Before Previous SY 2017-2018 Previous SY 2018-2019 Current SY 2019-2020
Level
Kindergarten 58 32 26 90 50 40 60 27 33
Grade 1 54 24 30 62 36 26 82 45 37
Grade 2 65 41 24 47 21 26 61 36 25
Grade 3 49 28 21 66 42 24 46 20 26
Grade 4 73 36 37 49 26 23 61 40 21
Grade 5 61 23 38 73 37 36 49 27 22
Grade 6 74 39 35 61 24 37 75 38 37
Grade 7 80 42 38 58 27 31
Grade 8 63 31 32
Grade 9
Grade 10
Grade 11
Grade 12
TOTAL 434 223 211 528 278 250 555 291 264
Percent of Total 51.38% 48.62% 52.65% 47.35% 52.43% 47.57%
3.2 Percentage of children regularly attending classes (at least 90% attendance) for the last three SYs 7
SY Before Previous SY: 2017-2018 Previous SY: 2018-2019 Current SY: 2019-2020
Level
Kindergarten 100.00% 100.00% 100.00% 100.00% 100.00% 100.00% 100.00% 100.00% 100.00%
Grade 1 100.00% 100.00% 100.00% 100.00% 100.00% 100.00% 100.00% 100.00% 100.00%
Grade 2 100.00% 100.00% 100.00% 100.00% 100.00% 100.00% 100.00% 100.00% 100.00%
Grade 3 100.00% 100.00% 100.00% 100.00% 100.00% 100.00% 100.00% 100.00% 100.00%
Grade 4 100.00% 100.00% 100.00% 100.00% 100.00% 100.00% 100.00% 100.00% 100.00%
Grade 5 100.00% 100.00% 100.00% 100.00% 100.00% 100.00% 100.00% 100.00% 100.00%
Grade 6 100.00% 100.00% 100.00% 100.00% 100.00% 100.00% 100.00% 100.00% 100.00%
Grade 7 100.00% 100.00% 100.00% 100.00% 100.00% 100.00%
Grade 8 100.00% 100.00% 100.00%
Grade 9
Grade 10
Grade 11
Grade 12
OVERALL 100.00% 100.00% 100.00% 100.00% 100.00% 100.00% 100.00% 100.00% 100.00%
7
no. of children regularly attending classes divided by the total enrollment x 100
4.4 Projects/interventions implemented for children at risk of dropping out
4.4.a Does the school have mechanisms to: YES NO If YES, please describe the mechanisms used by the school
- track attendance and identify children at risk of dropping out and

yes
failing and design remedies to keep them in school?
- anticipate and minimize disruptions of classes especially with

yes
respect to emergencies (disaster and conflict)?
- track teachers' attendance and ways of ensuring their regular

yes
presence based on CSC policy?
4.4.b What are the interventions implemented for children at risk of dropping out? Insert new rows if necessary. Number of Children Covered
IV. SITUATION OF CHILDREN / LEARNERS: QUALITY

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
Level
Grade 1 54 24 30 61 36 25 82 45 37
Grade 2 65 41 24 47 21 26 57 32 25
Grade 3 49 28 21 65 41 24 46 20 26
Grade 4 73 36 37 49 26 23 64 40 24
Grade 5 60 23 37 72 36 36 49 27 22
Grade 6 72 36 36 60 23 37 75 38 37
Grade 7 75 39 36 58 27 31
Grade 8 60 31 29
Grade 9
Grade 10
Grade 11
Grade 12
TOTAL 373 188 185 429 222 207 491 260 231
5.2 Promotion/graduation rates for the last three SYs 9

Level
Grade 1 100.00% 100.00% 100.00% 98.39% 100.00% 96.15% 100.00% 100.00% 100.00%
Grade 2 100.00% 100.00% 100.00% 100.00% 100.00% 100.00% 93.44% 88.89% 100.00%
Grade 3 100.00% 100.00% 100.00% 98.48% 97.62% 100.00% 100.00% 100.00% 100.00%
Grade 4 100.00% 100.00% 100.00% 100.00% 100.00% 100.00% 104.92% 100.00% 114.29%
Grade 5 98.36% 100.00% 97.37% 98.63% 97.30% 100.00% 100.00% 100.00% 100.00%
Grade 6 97.30% 92.31% 102.86% 98.36% 95.83% 100.00% 100.00% 100.00% 100.00%
Grade 7 93.75% 92.86% 94.74% 100.00% 100.00% 100.00%
Grade 8 95.24% 100.00% 90.63%
Grade 9
Grade 10
Grade 11
Grade 12
OVERALL 99.28% 98.72% 100.04% 98.23% 97.66% 98.70% 99.20% 98.61% 100.61%
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
6. MEAN PERCENTAGE SCORES (based on National Achievement Tests) [SRC.9.]

6.1 Mean Percentage Scores of NAT Grade 3 and 6 (or Grade 8 and Grade 10 for the Secondary Level), per subject for the last three SYs
SY Before Previous SY: ____
Level
English Filipino Math Science HEKASI
Grade 3
Grade 6
Grade 8
Grade 10
Previous SY: ____
Level
Grade 3
Grade 6
Grade 8
Grade 10
Current SY: ____
Level
Grade 3
Grade 6
Grade 8
Grade 10
6.2 Projects/interventions implemented to improve basic competencies of learners (insert new rows if necessary)
7. LITERACY LEVEL [SRC.10.]

10
7.1 Number of learners who are in the frustration, instructional, and independent levels for the current SY (ENGLISH)
Frustration Level Instructional Level Independent Level
Level Total Male Female Total Male Female Total Male Female
Pre-Test Results
Grade 1 32 15 17 17 8 9 10 4 6
Grade 2 36 23 13 26 13 13 13 5 8
Grade 3 25 13 12 23 10 13 9 5 4
Grade 4 24 10 14 14 6 8 9 4 5
Grade 5 28 17 11 25 16 9 13 8 5
Grade 6 24 14 10 15 10 5 13 6 7
Grade 7
Grade 8
Grade 9
Grade 10
Grade 11
Grade 12
Level Post-Test Results
Grade 1 17 8 9 28 13 15 12 5 7
Grade 2 17 11 6 42 23 19 16 7 9
Grade 3 13 7 6 30 15 15 15 9 6
Grade 4 10 4 6 23 10 13 14 6 8
Grade 5 13 8 5 34 22 12 19 11 8
Grade 6 9 5 4 27 18 9 16 7 9
Grade 7
Grade 8
Grade 9
Grade 10
Grade 11
Grade 12
10
Based on Phil-IRI pre-test results
10
7.2 Number of learners who are in the frustration, instructional, and independent levels for the current SY (FILIPINO)
Frustration Level Instructional Level Independent Level
Level Total Male Female Total Male Female Total Male Female
Pre-Test Results
Grade 1 29 13 16 24 11 13 6 3 3
Grade 2 32 17 15 30 18 12 13 6 7
Grade 3 25 14 11 20 11 9 12 6 6
Grade 4 22 10 12 15 5 10 10 5 5
Grade 5 31 20 11 26 16 10 9 5 4
Grade 6 26 14 12 14 9 5 12 7 5
Grade 7
Grade 8
Grade 9
Grade 10
Grade 11
Grade 12
Level Post-Test Results
Grade 1 12 5 7 35 16 19 10 6 4
Grade 2 10 5 5 47 28 19 18 8 10
Grade 3 13 8 5 27 14 13 17 9 8
Grade 4 12 4 8 20 9 11 15 7 8
Grade 5 12 9 3 38 22 16 16 10 6
Grade 6 11 6 5 24 15 9 16 9 7
Grade 7
Grade 8
Grade 9
Grade 10
Grade 11
Grade 12
7.3 Projects/interventions implemented to improve reading skills of children (insert new rows if necessary)
8. AWARDS/RECOGNITIONS (TOP 3) [SRC.6.]
List down the awards/recognitions received by the school, the school head, teachers, and students. Insert new rows if necessary.
Category of Award-giving Body (Please identify)
Title Year
Awardees District Division Regional National International
Student Triple Jump -2nd Place (Female) 2018 ⁄
nd
Discuss Throwing – 2 Place (Male) 2018 ⁄
Discuss Throwing – 1st Place (Female) 2018 ⁄
Shot Put – 2st Place (Male) 2018 ⁄
st
Shot Put –Place (Female)1 2018 ⁄
nd
Javelin Throwing – 2 Place (Male) 2018 ⁄
st
Javelin Throwing – 1 Place (Female) 2018 ⁄
Discuss Throwing – 3rd Place (Male) 2018 ⁄
Discuss Throwing – 1st Place (Female) 2018 ⁄
Shot Put 3rd Place (Male) 2018 ⁄
th
Shot Put 4 Place (Female) 2018 ⁄
nd
Javelin Throwing – 2 Place (Male) 2018 ⁄
rd
Discuss Throwing 3 Place (Female) 2018 ⁄
Science Quiz Bee (First Place) 2018 ⁄
Teacher
School Head
School SBM Level 3 Potential 2018 ⁄

School-Based Child Protection/Anti-Bullying Policy Implementation
Checklist
Name of School: LINABU INTEGRATED SCHOOL

Address: LINABU, BALINGASAG, MISAMIS ORIENTAL
District/Division/Region: BALINGASAG SOUTH/MISAMIS ORIENTAL/10
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.

Instruction: 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. /
2. There is a code of conduct incorporated in the school-based child protection or anti- /
bullying policy for the following:
a. Students
b. School Administrators
c. Non-Teaching Personnel (guards, maintenance, etc.)
d. Teachers
e. Visitors (Parents, alumni etc.)
f. Off-Campus activities such as field trip, camping etc.
3. The code of conduct has specific provisions to address potential risks to students /
such as:
a. Disregarding abusive situation or behavior against children;
b. Employing children as house helper or asking students to care for teacher’s
children while in school;
c. Relating with children in private for personal matters like student-teacher
as “text mates” or face book friends;
d. Going out with students after school such as watching movies;
e. Using green jokes or jokes with double meaning in the class; and
f. Cultural Beliefs (marrying children because it is acceptable based on one’s
culture/religion, amicable settlement on child abuse cases).
4. Promotion or information dissemination of the school-based child protection and/or /
anti-bullying policies is done during school opening for:
• Students
• Teachers
• Non-Teaching personnel
• Parents
5. There are written procedures to guide in conducting disciplinary proceedings in /
cases of offenses committed by pupils, students, or learners.
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 the
Department issuances on child protection.
7. There is an established system for identifying students who may be suffering from /
significant harm based on physical, emotional, or behavioral signs.
8. Has developed and implemented a school-based referral and monitoring system to /
address child abuse and bullying cases.
9. There is an existing record of all proceedings related to bullying and child abuse /
cases using the Intake Sheet (Annex B of DO 40, s. 2012 or Appendix B or DO 18,
s. 2015) as appropriate.
10. Records related to complex cases of child abuse and bullying using the Intake /
Sheets (Annex A of DO 40, s. 2012 or Appendix B of DO 18, s. 2015) are well-kept
and separate from simple cases.
11. The school has submitted its consolidated reports on bullying and child abuse /
cases to the Division Office a week after the opening of each school year.
12. Has mapped out available resources in their community for possible linkages or /
networking for cases needing referrals etc.
13. Has an active coordination with WCPD, DSWD, and other government and Non- /
Government Organizations (NGO).
14. Has a clear policy on the use of positive and non-violent discipline for children. /
15. There is an organized Child Protection Committee (CPC) in the school. /
16. There is an annual capacity building activities for the members of the CPC: /
• Guidance Counselor/Designated Guidance Teacher
• Representative of the Students
• Representative of the Parents
• Representative of the Barangay
• Representative of the Teachers
17. The CPC is meeting regularly to discuss appropriate interventions and/or /
responses to school problems on bullying and child abuse cases and other
concerns.
18. The school with its CPC has initiated information dissemination programs and /
organized activities for the protection of children from abuse, exploitation, violence,
harm, and bullying.
19. There is a strong student participation in the promotion of child protection and /
anti-bullying policies of the school.
20. There is a feedback mechanism in the school to monitor the implementation of /
the Child Protection and/or Anti-Bullying policies.
(Total Number of P and A multiplied the total number of items divided by 100)
Overall Scores 13 7
General Description:
Recommendation:
Prepared by:
JOEL V. ELLEVERA
Signature over Printed Name
SDRRM Coordinator
Designation
__________________
Date
Received by:
CHARITO C. LLACUNA
Signature over Printed Name
Principal I
Designation
__________________
Date
Student-led School Watching and Hazard Mapping
(Lifted from DO. No. 23 s. 2015)
PROCEDURES
A. Organizing and Preparing the School Watching Team

• The school head shall designate a moderator to facilitate a student-led school watching
and hazard mapping activity. The moderator is preferably a DRRM-trained school
personnel who is familiar with the hazards and risks in the school or anyone who has
previous/current involvement in any DRRM activity.
• The School Watching Team (SWT) should compromise of at least 10 members. For
medium and big schools, organizing various students’ organizations and/or student leaders
for a school watching activity is preferred to maximize engagement. For very small schools
(i.e. with less than five classes), teachers could integrate school watching in their
respective lessons as an outdoor activity. For very big schools, more than one team could
be organized to ensure that all grade levels, sections, and groups are represented.
• The Supreme Student/Pupil Government (SSG/SPG) shall aid in the identification of SWT
members. The team members could be student leaders of youth clubs, academic and/or
non-academic clubs such as boy/girl scouts, Red Cross, or representatives from various
grade levels and/or sections.
• The moderator is encouraged to redesign the process, if necessary, to ensure
appropriateness to the composition of the SWT. Preferably SSG/SPG shall also participate
in this activity.
• It is important that the moderator presents the guidelines in the language that the SWT is
most familiar and comfortable with.
• The moderator could prepare a timeline on the conduct of this activity to ensure that this
will not disrupt regular school activities and/or classes of SWT members.
• The moderator will prepare the route for the school watching, designate stops and provide
a School Watching Checklist (see attached) to Team members for guidance in the
observation of hazards.
• Designate a start and end point for the school watching activity.
• The moderator shall orient the SSG/SPG on school watching and hazard mapping before
convening the SWT.
B. School Watching and Hazard Mapping

• The moderator should ensure that all SWT members have a pen and notebook for note
taking during the school watch.
• The moderator shall orient the SWT on the background and purpose of this activity, and
level-off with the Team on the conduct of this activity.
• Walk through each building, classroom, office, laboratory, workshop, play area, garden,
and any open area of the school.
• At each point, give a 3-5-minute stop for the Team to observe and take down notes in
every building, classroom, office, laboratory, workshop, play area, garden, and any open
area.
• Use the School Watching Checklist as a basic guide in identifying hazard factors and/or at
risk areas in the school. The Team members are encouraged to add other risk factors
based on their observation, experience, and appreciation of the condition of the school
environment/facilities.
• After walking around the school premises, the moderator will facilitate the processing of
the information noted by the SWT.
• Then, materials such as cartolina, pens, crayons, coloured papers or any drawing material
will be distributed to the SWT to map and plot the identified hazards and/or risk areas in
the school.
• Allow the SWT to discuss the plotted hazard areas in the map to enhance the initially
placed markings.
• Finalize the hazard map based on the SWT discussion and prepare for a presentation to
the School-Community Planning Team (SPT).
School Watching Checklist
 Broken window
 Slippery pathway
 Blocked corridor
 Heavy objects mounted on top of cabinets/shelves
 Flooded area
 Busted plugs/light bulbs/electrical facilities
 Exposed electrical wires
 Protruding nails in chairs and tables
 Broken door knobs
 Warning sign: Slippery pathways/corridors
 Plants mounted on the building railings
 Flooding
 Exposed chemicals and liquids
 Lack/absence of storage for equipment
 Unlabeled chemicals
 Dripping ceiling
 Open pit
 Stagnant water
 Unpruned trees/bushes/shrubs
 Open/clogged canals
 No ramps for elevated school buildings or other facilities
 Swing-in doors
 Broken/dilapidated ceiling
 Open/incomplete perimeter fence
 Presence of stray animals inside the school campus
 Presence of electrical post/transformer near or within the school
perimeter
 No system of release to parents during emergencies
 No posted emergency hotlines around the school
 Garbage area (segregation of biodegradable and non-biodegradable)
 Detached or peeled off GI sheet
 Broken toilet bowl and/or sinks
 Broken chairs/desks/tables
 Blocked/no emergency exits
 Unmounted cabinets/shelves
 Medical kits in every classrooms
 Bells/alarms
 Condemnable building (i.e. very old structure, collapsing building
and/or prominent cracks on classroom walls)
 Others (List as many as possible)
SCHOOL IMPROVEMENT PLANNING
IDENTIFY PRIORITY IMPROVEMENT AREAS
Instruction: Using the matrix on the next page, please rate each improvement area on five
criteria using a 5-point scale as described below.
Criteria Description Scale
Strategic The number of other areas that will benefit when the
Importance improvement area is addressed
5 – Very High
Urgency The urgency or need to improve the area as soon as
possible 4 – High
3 – Moderate
Magnitude The number of learners that will benefit when the
improvement area is addressed 2 – Low
Feasibility The degree to which the improvement area is within 1 – Very Low
the school’s mandate and control
Average Rating Interpretation
4.5 – 5.0 Very High Priority
3.5 – 4.49 High Priority
2.5 – 3.49 Moderate Priority
1.5 – 2.49 Low Priority
1.0 – 1.49 Very Low Priority

Afterwards, compute the average rating of
each improvement area and interpret the results as follows:
ANNEX 4
Identifying Priority
Improvement Areas
Improvement Strategic Average
Urgency Magnitude Feasibility Interpretation
Areas Importance Rating
Reading
Comprehension 5 5 5 4 4.75 Very High
priority
Reading
Comprehension 5 5 5 4 4.75 Very High
Development priority
Proficiency of
all pupils in the
5 5 5 4 4.75 Very High
four
priority
fundamental
operations in
Math
English
Quarterly MPS 5 5 5 4 4.75 Very High
is 79% priority
School Head
utilizes 3-4
5 5 5 4 4.75 Very High
days
priority
administrative
functions
Health and
Nutrition 5 5 5 3 4.5 Very High
priority
SPORTS
DEVELOPMENT 5 4 4 3 4 High priority
Semi-
Expendable
4 4 4 4 4 High priority
equipment
School Repair
and
maintenance
Kindergarten
Classroom 4 4 4 4 4 High priority
Classroom
Building for
JHS
Classroom
Building for
4 4 4 4 4 High Priority
Elementary
School Pergola
Renovation 4 4 4 4 4 High priority
Perimeter 4 4 4 4 4 High priority

Fence
Construction
SCHOOL IMPROVEMENT PLANNING
PLANNING WORKSHEET
PRIORITY TIME FRAME
GENERAL
AREAS
2022 2023 2024
-Lack of teachers’
training in teaching
reading.
-No regular reading

To improve the practice in school.
Reading
selection of teaching
Comprehension
strategies in reading -Monitoring of school
heads in teaching
reading
-Inadequate reading
materials.
Pupils have irregular
reading practice
Reading To improve the
Comprehension school reading
No supplementary
Development program
reading materials
-Instruction don’t
To improve
Proficiency of all provide for
instruction in the
pupils in the four conceptualization
conceptualization of
fundamental
the four fundamental
operations in -Teachers lack of
operations among
Math training in
pupils
conceptualization
-Reading
comprehension of the
pupils is very poor
To increase the
English Quarterly English Quarterly -Teaching strategies
MPS is 79% MPS from 79% to utilized by teachers
83% don’t facilitate
reading
comprehension
development
Teachers don’t use
appropriate
School Head To improve the instructional
utilizes 3-4 days instructional materials
administrative supervision of the
functions school head Teachers use chalk-
talk teaching
activities
To decrease 80%
To decrease 80%
Health and undernourished
undernourished
Nutrition learners
learners
Lack of
Produce potential
SPORTS trainer’s/coaches
athletes to participate
DEVELOPMENT expertise on different
in higher meet
events
To purchase semi-
Semi- Lack of school
expendable
Expendable equipment for school
equipment for school
equipment operations
operation
To provide school
Presence of
School Repair safety facilities for all
repairable facilities in
and learners and
school
maintenance personnel
To construct No available
Kindergarten
classroom suitable for kindergarten
Classroom
kindergarten learners classroom
No available JHS
Classrooms for To construct
Classroom – 8
JHS Learners classroom building
classrooms
for JHS Learners
To construct
Classroom
additional classroom Lack of 2 classrooms
Shortage for
for Elementary for elementary.
Elementary
Learners
To make school
School Pergola Inaccessible school
pergola accessible to
Renovation pergola
vehicles in delivering
school projects
Perimeter Fence Incomplete perimeter
To construct five
Construction fence
span perimeter fence
To cater Senior High

Opening Senior To open Senior High
School Learners in
High School School Classes
the community
ANNEX 9 Project Work Plan and Budget Matrix
Project Title:
IMPROVING READING SKILLS OF GRADES I TO 6 PUPILS
Problem Statement:
Pupils have no regular schedule of reading practice in school and at home.
Project Objective Statement:
To increase the Independent Readers to 30% and Instructional Readers to 60%
Root Cause:
Independent Readers and Instructional Readers are at 5%.
Project Work Plan and Budget Matrix

Activity Output Date of Person Budge Budge
Implementati Responsibl t t
on e Sourc
e
Seminar in Elementary October 2022 School 6,000.0 MOOE
Developing teachers Principal 0
Reading trained in
Workshop explicit
in Explicit teaching
Teaching strategy in
developing
reading skill
Phil –IRI Classification October 2022 Class 4,000.0 MOOE
Pretest of the reading Advisers 0
skills of
learners
Reproduction Supplementa October 2022 Grade I 5,000.0 MOOE
of ry reading Class 0
supplementa materials for Advisers
ry reading Grade I non-
materials
readers
Developing Progress October 2022 Class 4,000.0 MOOE
Reading Chart of to February Advisers & 0
Instruction individual 2023 Pupils
pupils in
reading
Midyear Individual February 2023 Class 2,000.0 MOOE
Reading Pupils Advisers 0
Assessment reading
Project Title:
IMPROVING ENGLISH MPS BY QUARTER
Problem Statement:
Current Quarterly MPS is at 79% for SY 2021-2020
To increase the English Quarterly MPS from 79% to 83% for SY 2022-2023
Root Cause:
Poor reading comprehension of pupils and teaching strategies utilized by
teachers don’t facilitate reading comprehension development

Activity Output Date of Person Budge Budg
Implementati Responsib t et
on le Sourc
e
Seminar- Teachers October 2022 School 6,000.0 MOOE
workshop of trained in Principal 0
teachers in developing
developing reading
reading comprehensi
comprehensi on
on skills of
the pupils
Phil –IRI Classification October 2022 Grade 3 & 6 4,000.0 MOOE
Pretest of the Advisers 0
reading
proficiency
of learners
Formulation Class/Grade October 2022 Grade 3 & 6 2,000.0 MOOE
of the Level Advisers 0
Class/Grade Reading
Level program
Reading
Program
Reproduction 100 October 2022 Grade 3 & 6 10,000.0 MOOE
of Supplementa to February Class 0
supplementar ry reading 2023 Advisers
y reading materials
materials for
the Grade 3
and 6 pupils
Implementati Progress October to Grade 3 & 6 2,000.00 MOOE
on of the Chart and February Class
Class/Grade Report of Advisers
Level Reading and Pupils
Reading Program
Program
Implementati
on
Monitoring Observation/ October to School 2,000.0 MOOE
and Individual February Principal 0
Supervision Teacher
of the Grade Teaching
3 and 6 Report
Class/Grade
Level
Reading
Program
Phil-IRI Post Reading June 2023 Grade 3 & 6 2,000.00 MOOE
Test Progress and Class
Classification Advisers
of the and Pupils
Reading
Proficiency of
Pupils
Project Title:
IMPROVING THE INSTRUCTIONAL SUPERVISION OF SCHOOL HEAD
Problem Statement:
School Head utilizes 3-4 days a week for administrative functions.
School Head shall utilize at 3-4 days a week for instructional supervision
Root Cause:
Teachers use chalk-talk teaching activities

Implementatio Responsibl t t
n e Sourc
e
Formulate Instructional September 2022 School 100.00 MOOE
the Supervisory Principal
Instruction Plan
al
Supervisor
y Plan for
the School
Observe Individual September 2022 School 200.00 MOOE
classes of Teacher’s –July 2023 Principal &
four (4) Teaching Teachers
teachers record
each week Observation
Log/Checkli
st
Analyze Analysis of October 2022 – School 2,000.00 MOOE
observatio Individual July 2023 Principal
n results of Teacher’s
teacher’s Teaching
classes Record
Conferenc Minutes of October 2022 to School 2,000.00 MOOE
e with Teacher- May 2023 Principal &
identified Principal Teachers
teachers in conference
terms of
their
teaching
Project Title:
LESSEN UNDERNOURISHED LEARNERS
Problem Statement:
Identified 12% undernourished learners
To decrease 80% undernourished learners
Root Cause:
There are 12% undernourished among the learners

Activity Output Date of Person Budget Budge
Implementatio Responsibl t
n e Sourc
e
October 2022 School 6,000.00 DOH-
Dewormin Minimize & Principal RHU
g/ undernourishe March 2023 RHU
Immunizatio d learners Teachers
n Pupils
Repair Functional October 2022 School 4,000.00 PTA

Water Watsan Principal
facilities
October 2022- School 130,000,0 DepEd
School- Feed February 2023 Principal 0 DOH
Based Beneficiaries Teachers
feeding Feeding
Program Teacher
Nutrition Awareness October 2022 School 3,000.00 MOOE

activities on proper Principal
nutrition Teachers
Plant Functional October 2022 School 5,000.00 PTA

assorted Gulayan sa Principal 4Ps
vegetables Paaralan Teachers
in Gulayan Parents
sa
Paaralan
Project Title:
SPORTS DEVELOPMENT
Problem Statement:
No learners qualified to higher meet
Produce potential athletes to participate in higher meet
Root Cause:
Lack of trainer’s/coaches expertise on different events

n e Sourc
e
School Development July 2023 School 5,000.00 MOOE

Intramural sportsmanshi Principal
s p Teachers
Tap Train April 2023 School 5,000.00 MOOE

expert coaches Principal PTA
Trainer Teachers
Train Participate August 2023 -School 5,000.00 MOOE

potential higher meet Principal PTA
athletes -Teacher LGU
Coach
Purchase Purchase April 2023 School 20, MOOE
sports Ball games Principal 000.00 PTA
Equipmen equipment, LGU
t field events,
Gymnastics,
Badminton,
Chess Board
Project Title:
Semi-Expendable equipment
Problem Statement:
Lack of school equipment for school operations

To purchase semi-expendable equipment
Root Cause:
No available semi-expendable facilities

Implementatio Responsibl t
n e Sourc
e
Purchas Use for August 2022
e Sound school School 40,000.00 SEF
System activities Principal
PTA
Purchas Purchase 3 January- School 15,000.00 MOOE

e Printer Printers December 2023 Principal
TV sets 17 TV sets August 2022 to School 255,000.0 SEF

for December 2023 Principal 0
Kindergarte LGU
n to Grade
6
Sala Set 1 sala set January 2023 School 25,000.00 SEF
for office Principal
equipment LGU
Gas 1 Gas July 2023 School 25,000.00 LGU
Range Range for Principal
TLE class LGU
Grass 1 Grass June 2023 School 15, 000.00 LGU
Cutter cutter for Principal
school LGU
maintenanc
e
Project Title:
School Repair and maintenance
Problem Statement:
Presence of repairable facilities in school

To provide school safety facilities for all learners and personnel
Root Cause:
Presence of repairable facilities in school

n e Source
Classroo Put up
School
m window
June 2023-January Principal 40,000.0 MOOE
Window grills in 0
2024 LGU LGU
Grills classroom
s
Put up School
January-December 15,000.0
classroom new Principal MOOE
2023 0
Ceiling ceiling
Safety School
June to December 10,000.0
Electrical Electrical Principal PTA
2023 0
Lightings wirings PTA
Newly
Repaintin
painted School
g School MOOE
School May 2023 Principal 25,000.0
Buildings 0
Building & LGU
& Roofs
Roofs
School
Functional PTA
Watsan Principal 5,000.00
Watsan July 2023 MOOE
PTA
Project Title:
Kindergarten Classroom
Problem Statement:
No Available Classroom Suited for Kindergarten Learners

To construct Kindergarten Classroom
Root Cause:
No available kindergarten classroom

Activit Output Date of Person Budget Budge
y Implementatio Responsibl t
n e Sourc
e
Meeting Agreed to January 2023 School 500.00 MOOE

with the put up Principal
LGU and Kindergarte PTA
GPTA n LGU
officers Classroom
Making Kindergarte
of n February 2023 School 1,000.00 PTA
Program Classroom Principal
of Work Building GPTA
Program of LGU
Works
Plan for Fund February 2023 School 7,000.00 NGOs

funds raising/ Principal PTA
accept PTA Alumni
donations Alumni
Follow Monitor February - School 1,000,000.0 LGU/SE

up progress of December 2023 Principal 0 F
projects the project LGU
Project Title:
Classroom for JHS Learners
Problem Statement:
No Available Classroom JHS Learners

To construct classroom for JHS
Root Cause:
No available classroom for JHS Learners

n e Sourc
e
Meeting Agreed January 2023 School 500.00 MOOE

with the to put up Principal
LGU and JHS PTA
GPTA Classroo LGU
officers m
Making JHS
of Building February 2023 School 1,000.00 PTA
Program Program Principal
of Work of Works GPTA
LGU

accept PTA Alumni
donation Alumni
s

up progress December 2023 Principal 0 F
projects of the LGU
project
Project Title:
Shortage of Classrooms for Elementary
Problem Statement:
Shortage of Classroom for Elementary Learners

To construct additional classrooms for elementary
Root Cause:
Shortage of classrooms for Elementary

n e Sourc
e
Meeting Agreed to January 2023 School 500.00 MOOE

with the put up Principal
LGU and additional PTA
GPTA Elementar LGU
officers y
Classroom
Making Classroom
of Building February 2023 School 1,000.00 PTA
Program Program Principal
of Work of Works GPTA
LGU

accept PTA Alumni
donations Alumni

up progress December 2023 Principal 0 F
projects of the LGU
project
Project Title:
School Pergola Renovation
Problem Statement:
Needs accessible school pergola
To make school pergola accessible to vehicles in delivering school projects
Root Cause:
Inaccessible school pergola

Impleme Responsible t
ntation Source
Meeting Agreed to January School Principal 500.00 MOOE

with renovate 2023 PTA
stakeholder school Alumni
s pergola
Plan for Fund January School Principal 7,000.00 NGOs

funds raising/ 2023 PTA PTA
accept Alumni Alumni
donations
Renovate New school June 2023 School Principal 200,000.00 SEF

school pergola LGU
pergola
Project Title:
Perimeter Fence Construction
Problem Statement:
Incomplete perimeter fence
To construct five span perimeter fence
Root Cause:
Incomplete perimeter fence

Impleme Responsible t
ntation Source
Meeting Agreed to January School Principal 500.00 MOOE

with construct 2023 PTA
stakeholder perimeter Alumni
s fence
Plan for Fund January School Principal 1,000.00 NGOs

funds raising/ 2023 PTA PTA
accept Alumni Alumni
donations
Construct 5 Constructe March 2023 School Principal 60,000.00 PTA

span d 5 span PTA
perimeter perimeter
fence fence
ANNEX 10 Annual Implementation Plan Template
ANNUAL IMPLEMENTATION PLAN

SCHOOL YEAR 2021-2024
School Improvement Project Objective Output for the Activities Person(s) Schedule/ Budget per Budget
Title Year Responsible venue activity source
To increase the 25% Seminar-workshop School October 6,000.00 MOOE

Improving Reading Independent Independent Principal 2021
Reader to 25% Reader
Skills of Grades I to
and Instructional
6 Pupils Readers by 45% 45% Phil-IRI Pretest School 4,000.00 MOOE
Instructional Principal October
Readers Teachers 2021
Supplementary Principal 2021
reading materials
School
To increase the 80% MPS in Seminar-workshop Principal October 6,000.00 MOOE
Improving English English Quarterly English Teachers 2021-
MPS MPS from 77% to February
80% for SY 2019- 2022
2020 School
Phil –IRI Posttest Principal February 4,000.00 MOOE
Teachers 2022
Formulation of the
Class/Grade Level School February 2,000.00 MOOE
Reading Program Principal 2022
Teachers
supplementary Principal 2021
reading materials for Teachers
the Grade 3 and 6
pupils
Implementation of School October 2,000.00 MOOE

the Class/Grade Principal 2021-
Level Reading Teachers February
Program 2022
Monitoring and School October 2,000.00 MOOE
Supervision of the Principal 2021-
Grade 3 and 6 February
Class/Grade Level 2022
Reading Program
Phil-IRI Post Test School February 2,000.00 MOOE
Principal 2022
Teachers
Instructional Formulate the School September 100.00 MOOE
Supervisory Instructional Principal 2021
Improving the School Head shall Plan Supervisory Plan for
Instructional utilize at 3-4 days the School
Supervision of a week for Individual Observe classes of School September 200.00 MOOE
School Head instructional Teacher’s four (4) teachers Principal & 2021-July
supervision Teaching record each week Teachers 2022
Observation
Log/Checklist
Analysis of Analyze observation School October 2,000.00 MOOE
Individual results of teacher’s Principal 2021-July
Teacher’s classes 2022
Teaching
Record
Minutes of Conference with School October 2,000.00 MOOE
Teacher- identified teachers in Principal & 2021-July
Principal terms of their Teachers 2022
conference teaching
Minimize School October 6,000.00 DOH
undernourished Deworming/ Principal 2021 RHU
learners Immunization RHU &
Lessen To decrease 80% Teachers March
Undernourished undernourished 2022
Learners learners Functional Repair Water School October 4,000.00 PTA
Watsan facilities Principal 2021
School October 130,000 DepEd

Feed School-Based Principal 2021- DOH
Beneficiaries feeding Program Teachers February
Feeding 2022
Teacher
Awareness on Nutrition activities School October 3,000.00 MOOE
proper nutrition Principal 2021
Teachers
Functional Plant assorted School October 5,000.00 PTA

Gulayan sa vegetables in Principal 2021 4Ps
Paaralan Gulayan sa Teachers
Paaralan Parents
Produce potential Development

athletes to sportsmanship School Intramurals School July 2022 5,000.00 MOOE
Principal
Sports participate in Teachers
Development higher meet
Train coaches Tap expert Trainer School April 2022 5,000.00 MOOE
Principal PTA
Teachers
Participate Train potential -School August 5,000.00 MOOE

higher meet athletes Principal 2021 PTA
-Teacher LGU
Coach
Purchase Purchase sports School April 2022 20, 000 MOOE
Ball games Equipment Principal PTA
equipment, field LGU
events,
Gymnastics,
Badminton,
Chess Board
Use for school Purchase Sound August
activities System School 2021 40,000.00 SEF
Semi-Expendable Principal
Equipment To purchase semi- PTA
expendable
Purchase 3 Purchase Printer School January- 15,000.00 MOOE
equipment Printers Principal December
2022
17 TV sets for TV sets -School August 255,000 SEF
Kindergarten to Principal 2021 to
Grade 6 LGU December
2022
1 sala set for Sala Set School January 25,000.00 SEF
office Principal 2022
equipment LGU
1 Gas Range Gas Range School July 2021 25,000.00 LGU
for TLE class Principal
LGU
1 Grass cutter Grass Cutter School June 2021 15, 000.00 LGU
for school Principal
maintenance LGU
School Repair and To provide school
maintenance safety facilities for School June
Put up window Classroom Window
all learners and Principal 2021- MOOE
grills in Grills 40,000.00
personnel LGU January LGU
classrooms
2022
School January-
Put up new
Principal December 15,000.00 MOOE
ceiling classroom Ceiling
2021
School June to
Safety Electrical
Principal December 10,000.00 PTA
wirings Electrical Lightings
PTA 2022
Newly painted School

Repainting School MOOE
School Building Principal May 2021 25,000.00
Buildings & Roofs
& Roofs LGU
School
Functional PTA
Watsan Principal July 2022 5,000.00
Watsan MOOE
LGU
Kindergarten To construct
Classroom Kindergarten Agreed to put Meeting with the School January 500.00 MOOE
Classroom up Kindergarten LGU and GPTA Principal 2022
LGU
Kindergarten Making of Program
Classroom of Work School February 1,000.00 PTA
Building Principal 2022
Program of GPTA
Works LGU

Alumni

project LGU 2022
Classroom for JHS To construct
Learners classroom for JHS Agreed to put Meeting with the School January 500.00 MOOE
up JHS LGU and GPTA Principal 2022
LGU
JHS Building Making of Program

Program of of Work School February 1,000.00 PTA
Works Principal 2022
GPTA
LGU

Alumni
project LGU 2022
Shortage of To construct
Classrooms for additional Agreed to put Meeting with the School January 500.00 MOOE
Elementary classrooms for up additional LGU and GPTA Principal 2022
elementary Elementary officers PTA
Classroom LGU
Classroom Making of Program

Building of Work School February 1,000.00 PTA
Program of Principal 2022
Works GPTA
LGU

Alumni

project LGU 2022
School Pergola To make school
Renovation pergola accessible Agreed to Meeting with School January 500.00 MOOE
to vehicles in renovate school stakeholders Principal 2022
delivering school pergola PTA
projects Alumni
Alumni
New school Renovate school School June 2021 300,000.00 SEF

pergola pergola Principal
LGU
Perimeter Fence To construct five
Construction span perimeter Agreed to Meeting with School January 500.00 MOOE
fence construct stakeholders Principal 2022
perimeter fence PTA
Alumni

Alumni
Constructed 5 Construct 5 span School March 60,000.00 PTA

span perimeter perimeter fence Principal 2022
fence PTA
Opening Senior High To open Senior Early Conduct early Teachers, October 1000,00 PTA
School High School Registration for registration school 2021
upcoming Principal
Senior High
School Learners
Meet the LGU, Meeting with the School November 1000.00 PTA
Parents, and the stake holders Principal 2021
community to PTA
have agreed to LGU
open Senior
High School
Make a request Make a letter of School November 1000.00 PTA
to the higher request to open Principal 2021
office to open senior high school PTA
senior high
school and
prepare papers
for opening the
class
Follow up Follow up request School January 1000.00 PTA
request to open Principal 2022
Senior High PTA
School
School Profile
1. Enrolment
ENROLMENT (3 YEARS)
555
528
434
250 264
211
278 291
223
2017-2018 2018-2019 2019-2020

MALE FEMALE TOTAL
2. Health and Nutritional
Status
12
10
7
5
Wasted Severly Wasted
Male Female
3. Learners’ Materials
Subject Excess Shortage
ENGLISH 1 0 1
ENGLISH 2 0 33
ENGLISH 3 0 44
ENGLISH 4 0 34
ENGLISH 5 0 14
SCIENCE 3 0 40
SCIENCE 4 0 21
MATHEMATICS 2 0 41
MATHEMATICS 3 0 44
MATHEMATICS 4 0 105
MATHEMATICS 6 9 0
FILIPINO 2 0 17
FILIPINO 3 0 45
FILIPINO 4 0 10
FILIPINO 5 0 14
Textbook AP 2 0 41
AP 3 0 42
AP 4 0 29
AP 5 0 0
ESP 1 4 0
ESP 2 0 45
ESP 3 0 48
ESP 4 0 14
ESP 6 11 0
MAPEH 2 0 32
MAPEH 3 0 44
MAPEH 4 0 31
MAPEH 4 0 12
MTB 2 65 0
MTB 3 0 45
EPP 4 0 35
EPP 5 0 14
Science Equipments DESCRIPTION Number
A. SCIENCE EQUIPMENT (2 KITS)

Dry Cell Holder, 1 Chamber size D 4
Hand Magnifying Lens, 5x 4
Flashlight with Incandescent Bulb 2
B. SCIENCE EQUIPMENT MODELS (2 KITS)
Model of Invertebrates (worm, shrimp, scorpion) 6
Model of Vertebrates (Snake, Bird, Shark) 6
Human Torso Model (Miniature Type) 2
C. MATHEMATICS EQUIPMENT (2 KITS)
Weighing Scale, analog, 5-Kg capacity 2
Square Tiles 10cmx10cm, Plastic 20
Square Tiles 2.54 cmx2.54 cm, Plastic 200
Pattern Blocks, 250 pcs per set 4
Cuisenaire Rods/Number Sticks, 250 pcs/set 2
Plastic Ruler, 12 inches or 30 cm. 10
Science Equipment
Hand Magnifying Lens, 5x 5
Glassware, Plastic Wares and Porcelain Wares
Alcohol Lamp/Burner, Glass, 15o mL capacity 5
Classroom Thermometer 1
Graduated Cylinder, 250 mL, Plastic 5
Mathematics Equipment
Blackboard Triangle Set 1
Protractor (for Students) 25
Science Equipment
Human Torso Model 1
Fresh Water Aquarium 1
First Aid Kit 1
Glassware, Plastic Wares and Porcelain Wares

Alcohol Thermometer, -20oC to 110oC 2
Funnel, Plastic 5
Test Tubes, 16 mmx 150 mm long 20
Plastic Ruler, 12 inches or 30 cm 5
Meterstick, plastic 10
Circle Area Demonstrator 1
Alcohol Thermometer, -20oC to 110oC 3
Template, Shapes 2
Sphere with 32 movable segments 1
4. Teachers’ Professional
Development
Trainings Attended by Teachers
23 23 23
20
ICT SLAC INSET OTHERS

ICT SLAC INSET OTHERS
5. Funding Sources
Fund Source
Donations,
47,000.00, 3%
Alumni, 6,000.00,
0%
PTA, 6,000.00, 0% LGU Barangay,
10,000.00, 1%
LGU SEF, School MOOE,

1,000,000.00, 60% 604,000.00, 36%
School MOOE LGU SEF PTA Alumni Donations LGU Barangay

6. School Awards and
Recognition
Title of Award Award Giving Level (International, Category of

Body National, Region, Awardee
Division or School (Student,
Level) Teacher,
School Head,
School)
Triple Jump -2nd Balingasag South District Level Student
Place (Female) District
Discuss Balingasag South District Level Student
Throwing – 2nd District
Place (Male)
Discuss Balingasag South District Level Student
Throwing – 1st District
Place (Female)
Shot Put – 2st Balingasag South District Level Student
Place (Male) District
Shot Put – 1st Balingasag South District Level Student
Place (Female) District
Javelin Balingasag South District Level Student
Throwing – 2nd District
Place (Male)
Javelin Balingasag South District Level Student
Throwing – 1st District
Place (Female)
Discuss Division of Misamis Division Level Student
Throwing – 3rd Oriental
Place (Male)
Throwing – 1st Oriental
Place (Female)
Shot Put 3rd Division of Misamis Division Level Student
Place (Male) Oriental
Shot Put 4th Division of Misamis Division Level Student
Place (Female) Oriental
Javelin Division of Misamis Division Level Student
Throwing – 2nd Oriental
Place (Male)
Throwing 3rd Oriental
Place (Female)
Science Quiz Bee Division of Misamis Division Level Student
(First Place) Oriental
Performance Indicators: Access
7. Number and Rate of Dropouts
by Cause
Number of Drop out by Cause

Drop out Rate
2 1.33%
3 1.38%
0
0 0.54%
4 2
3 Drop out Rate
1 2017 2018 2019
2017 2018 2019
Family Problem Armed Conflict
Sickness Distance to School
Transfer of Residence
Performance Indicators: Quality
8. Percentage of Learners who completed
the School Year (Promotion Rate)
Promotion Rate
99.28%
98.61%
98.23%
2017 2018 2019

2017 2018 2019
Performance Indicators: Quality
9. National Achievement Test (NAT)

– by Mean Percentage Score
99.05%
95.80% 90.91% 84.78% 93.32% 91.38% 90.91%
88.77% 86.85% 86.80%
86.02% 88.78% 83.61% 84.85%
68.63%
ENGLISH FILIPINO MATH SCIENCE HEKASI

2013 86.02% 88.78% 83.61% 91.38% 86.80%
2014 95.80% 84.78% 93.32% 68.63% 84.85%
2015 90.91% 88.77% 99.05% 86.85% 90.91%
The data shows the NAT result for the past three
(3) years of Linabu Integrated School. This is made to
identify and determine the comparison between the
previous and present NAT result. It simply implied that
grade 6 learners of Linabu Integrated School got a highly
proficient result in the school year 2014 – 2015 wherein
they garnered a 91.30% average of the total percentage
of the five (5) subjects which means it increases to 5.82%
from the its previous average of 85.48% in the school year
2013 – 2014, reflecting the effective and efficient teaching
– learning and quality education that the school provided.
10. Literacy Level
Number of Learners by Literacy Level, S.Y. 2020
209 English 194 Filipino 191

175
130 129
79 92 92
67 67 70
Pre Test Post Test Pre Test Post Test

Frustration Instructional Independent
Performance Indicators: Governance
11. School – Based Management

Assessment Level
SBM Level Qualitative

Interpretation:
3 Potential Developing
12. Child – Friendly School

Survey Result
Qualitative
CFSS Points: Interpretation:
47 Very Outstanding
Child – Friendly School
13. Stakeholders’ Participation
Stakeholders' Attendance to School

Activities, S.Y. 2019
425
349
308
Co-curricular Extra-Curricular Assemblies
Stakeholders' Attendance to School Activities,

S.Y. 2019
Stakeholders Contribution, S.Y.

2019 Number of Volunteer Hours
27,000
25,000 60
47 48
30
5,000.00 4500 5,000.00
Brigada Contests Scouting P.T.A. Others
Stakeholders Contribution, S.Y. 2019 Brigada Contests Scouting Others
Number of Volunteer Hours

14. Status of Continous
Improvement (CI) Projects
Region X
Division of Misamis Oriental
District of Balingasag South
PROJECT ICT-ERA
IMPROVING COMPREHENSION THROUGH EXTENSIVE READING
ACTIVITY
(A CI Project)
CHARITO C. LLACUNA
Abstract
The title of this research is Improving Comprehension Through
Extensive Reading Activity (A Continuous Improvement Project for the Grade
IV Cheerful pupils in Linabu Integrated School, School Year 2019-2020). The
objectives of this research are to improve the quality of teaching and learning
process of reading comprehension through Extensive Reading Activity.
The research belongs to Classroom Action Research (CAR). The
subject and the setting of the research were the grade four pupils of Linabu
Integrated School, Balingasag South District. The research was conducted in
two cycles: Pre-test and Post-test. The data were collected by doing
observation, conducting interview, distributing questionaire, and giving reading
test (pre-test and post-test). The researcher used descriptive qualitative
technique to analyze the data from the result of observations, interview, and
questionaires. The researcher used descriptive qualitative technique to
analyzed the result of pre-test and post-test.
The result of the research showed: First, using Art of Questioning activity
was able to improve the quality of the teaching and learning process of reading
in the research setting. The indicator of the improvement was the teaching and
learning process got good response from the pupils. Next, the implementation
of Art of Questioning activity had successfully improve the pupils’ reading
comprehension. Before implementing the action, 82% of the pupils belongs to
frustration level. After conducting the action, the percentage of frustration level
decreased to 32%. These means that it had significantly improved in the post-
test by 50%.
I. PERFORMANCE BACKGROUND
Reading is one of the most important skills in English than an individual
must need to master. It is a toll subject for it is prerequisite of all learning areas.
It serves as a gateway to every student to learn the different subject because
students have a difficulty in reading, he may encounter also difficulties in
all subject areas.
Reading comprehension refers to the ability of understanding the
contents of a written text or message (Arno, 2000, p. 22) However, the reading
skill has to do with a much more complex process than just understanding the
meaning of a text ; it involves the different dimensions in which the reader is
moving and also the nature of the text itself. It is not so much an action of
absorbing information as it is an active process of interpretation and connection
with previous knowledge. Alonso Encina (2012, p.98) describes this process as
if there were a bridge between the new contents of the written message and
the previous knowledge of the reader. Furthermore, teachers can help to create
this bridge by guiding students towards different activities that help them to
activate that knowledge, choosing what type of texts are appropriate for a
certain level.
However, teachers find difficulties in teaching different kinds of pupils
with different intellectual capacities, talent or skills, interest, and learning styles
especially in homogeneous groupings of pupils. This situation calls for teachers
to create lessons for all pupils based upon their readiness, interests, and
background knowledge.
The lack of strong reading comprehension greatly affects pupil’s
performance in school. If they can’t understand what they read then it is
impossible for them to answer the questions of what they are reading.
This study focuses on the comprehension reading skills of Grades IV
Cheerful in Linabu Integrated School where 18 out of 22 of the pupils are in
frustration level considering the result of Phil-IRI pre-test.
Grade Level No. of Pupils READING LEVEL

IV - CHEERFUL 22 18 3 1
82% 14% 4%
Reading Level
100%
82%
80%
60%
40%
20% 14%
4%
0%
IV - CHEERFUL
The graph above shows the pretest of oral reading test result conducted
to identify and determine the initial reading level of pupils. It can be gleaned
that most of the pupils experienced difficulties in reading particularly on reading
comprehension. Where eighty two percent (82%) of the pupils are in
Frustration, fourteen percent (14%) of the pupils are in Instructional, four
percent (4%) are in Independent level.

II. The Customers
The respondents of this action research are the Grade IV – Cheerful
pupils where 18 out of 22 pupils are in frustration level. All those pupils who
had experienced difficulty in reading comprehension during the oral reading
pretest conducted last July 2019. During the interview conducted by the
teacher to those pupils most of them can read but cannot understand what
they are reading all about.
Researcher
Questions Client Answers
Nasabtan ba nimu ang Wala. Kay Ininglis man gud

imong gibasa? Ngano mao maglisod ko.
Researcher man? Pupil (No, Because it is in English
(Did you understand that is why I cannot
what you are reading?) understand.)
Ngano maglisod man ka Kay gamay raman akong

og sabot sa English? nahibal.an sa English. Dili
Researcher (Why you cannot Pupil ko pakasabot sa uban.
understand English?)
Nganu man? Kay dili man ko permi

Researcher (Why) Pupil makadungog sa Eninglish,
bisaya man ko.
Unsa pa gyuy laing mga Usahay maglisod man ko ug

Researcher rason? Pupil basa labi na lawum nga
eninglish, dili kog pakasabot.
Lisod man kaayo.
Unsa man diay ang Gusto naku kanang sayon ra
Researcher
imong gusto mahitabo? Pupil sabton ug basahon nga mga
story ug nay mga pictures para
dali ko makasabot.
Voice of the Customers

The Customer Customer Key customer Critical customer
want issue needs
Grade IV pupils The pupils • Language • Constant
who encountered are interested barrier is an reading
difficulties on and eager to issue practice.
reading comprehend • suitable • Follow-up by
comprehension. the meaning teaching their
of the words techniques respective
they are • Relevance of parents.
reading topics • Love of
presented to reading.
the learning
environment of
the pupils.
Improve the Pupils Comprehension Level

(SIPOC)
Suppliers Inputs Process Outputs Customer
• lesson exemplar
• Pictures
•Simplification of Improve
lesson reading
Teacher Extensive comprehe Grade IV-
Reading •Gradual teaching nsion Cheerful
Activity
• concept illustration
•vocabulary lesson
•Monitoring • tabulation of pupils’

progress
•Mentoring
School •Coaching • mentor the teacher Guided Teachers,
head for effective teachers pupils
application of Show in the
and Tell. applicatio
n of
reading
interventio
n
•Follow-up • Constant Well Sons/daughte

encouragement of motivated rs
Parents •encourage parents. pupils
ment
III. The Process
It can be described that the reading practice of Linabu Integrated School
follows the mandate of the Department. The teachers as well the
administrator exerted efforts to make the pupils understand the meaning of
the words they are reading. However, the pretest reading result indicates
that there is a need for the teachers to find another teaching techniques and
strategies to augment the comprehension gap of the pupils.
The CI Team under the guidance of the school head agreed among us
to venture an intervention plan to address this problem after a thorough
group discussion during FGD session. Therefore, we commit ourselves to
implement extensive reading activity during reading sessions and monitor
the learning progress of pupils particularly on reading comprehension.

IV. The Focused Problem Statement and the Target
Eighteen (18) out of twenty two (22) pupils which is 82% of the total population belongs
to frustration level in the Reading Comprehension.
Eleven (11) out of eighteen (18) frustration pupils or 61% became instructional level
readers after the intervention of this action research as stated below:
Reading Comprehension
Grade Level No. of Percentage of Increase
Pupils after Intervention
Pretest Posttest
IV- CHEERFUL 22 18 (82%) 7(32%) 50%
The data above show a decrease of 50% on the frustration level of

reading comprehension ability of the pupils after the implementation of this
action research.
Implementation Plan
Timeline Persons Resources Needed

Activity Target Output Starting Completi Involved
date on date
1. Conducting Identified Pupils July 15 July 18, Teacher/ Pre-Oral Reading
Pre Oral level of ,2019 2019 School Test Passage
Reading Test performance in Head/Pupils
Reading
comprehension
2. LAC To encourage July 19, July 19, School Phil IRI Result
SESSION teachers to make 2019 2019 head and
action research teachers
and preparation
3. Talk with the Problems & July 22, July Grade IV Checklist questions
Customers Strategies 2019 23,2019 Pupils and
identified/ Teacher
4. Analyzed a Utilization of July July Pupils and -guided reading
plan for extensive reading 25.2019 26.2019 Teacher strategy repeating
remediation activity in reading
enhancing pupils -a buddy system
reading strategy
comprehension -show and tell
skills -Constant reading
practice.
-Follow-up by their
respective parents.
5. Conducted CI Develop Teaching August August Schoolhead Varied Reading
research strategy Research 5,2019 23, 2019 /Action materials:
Proposal Research Big books
Propo-nent Picture story
& Division Appopriate Ims
Action Video Clips
Research
Team
6. Present Approved Action August August CI Team Action

Action Research Proposal 26, 2019 26, 2019 School Reseach Proposal
Research Head
Proposal to
the School
Head
7. Implementati Pupils’ Active August January CI Team Photo copies of
on of the Participation 30, 2019 2020 Teacher worksheets/ Activity
Approved and Grade Sheets
Action IV Pupils
Research
Proposal
8. Post-test/ Post Final Phil -IRI Test Februar Februar CI Team Photo-copies of
Evaluation Result y 3,2020 y 7, Teacher and
PHIL IRI Post Test
Grade IV
2020
Pupils
9. Analyzing Positive results Februar Feruary CI Team Laptop/ bond paper

of Test y 10, 14, 2020
Result 2020
10. Presentati Approved Results Februar Februar Researcher/ Results of the Study
on of CI of the Action y y School
Research Research 21,2020 21,2020 Head/
District
Research
Team
V. The Root Cause Analysis
ISHIKAWA DIAGRAM
VI. The Solutions

There is always a solution in every problem encountered by the teacher
inside the classroom. In this research the teacher used Extensive Reading
Activity which address to the reading comprehension skills problem with
her learners. These materials include Dolch Basic Sight Words, Story
books, big books, video clips,magazines and dictionaries and other reading
materials. These printed materials and clips arouse the interest of pupils to
read every recess or any vacant time as a way to enhance their reading
ability. The teacher applied this tool with different strategies to improve
reading comprehension ability of her pupils. One of the strategies used
“PQ3R”. By this, the pupils were asked to preview the reading in advance
with attention. The teacher provided guided questions. Then, asked pupils
to generate three things they would like to know. Finally, they Read with
attention in finding answers to the questions. This strategy is the starting
point to level up their range of reading comprehension.
The teacher also includes reading activities for speech and word power.
After unlocking the meaning of words, exercises are provided for children to
work on for comprehension purposes. The specific skills gradually
developed in this unit are decoding meanings of unfamiliar words using
prefixes and suffixes, dictionary and structural analysis, identifying words
with multiple meanings, identifying events of the plot in a story, poem, or
short play, and discussing big ideas or key concepts implied in the story or
selection read.
The teacher provided selections that deal with the needs and
experiences of children at their age. These will make them seem to travel
from one place to another, feel different kinds of emotions, and definitely
sharpen their talents and skills.

Pupils are given a vocabulary lesson before they read a difficult text. The
teacher reviews the words most likely to give pupils trouble, using analogies,
word-image associations, and other strategies to help pupils understand the
meaning of the most difficult words they will encounter in the text. When the
students then read the assignment, they will have greater confidence in their
reading ability, be more interested in the content, and be more likely to
comprehend and remember what they have read.
The teacher gave extra effort in the development of her teaching strategy
considering the varied activities suited to the pupils’ multiple intelligence. In
the usual daily lessons, there were listening, speaking, reading, and writing
schemes. All of these were tackled very well and given full emphasis
through series of activities. It is important to note how the pupils react in
each lesson to determine if the strategy used had a fruitful result.

VII. The Finalized Improvement Plan
Implementation Plan
Timeline Persons
Activity Target Output Starting Completi Involved Resources Source of
Funds
date on date Needed
8. Conducting Identified July 15 July 18, Teacher/ Pre-Oral
Pre Oral Pupils level of ,2019 2019 School Reading
Reading Test performance Head/Pupils Test None
in Passage
Reading
comprehensi
on
9. LAC To encourage July 19, July 19, School Phil IRI
SESSION teachers to 2019 2019 head and Result None
make action teachers
research and
preparation
10. Talk with the Problems & July 22, July Grade IV Checklist None
Customers Strategies 2019 23,2019 Pupils and questions
identified/ Teacher
11. Analyzed a Utilization of July July Pupils and -guided None
plan for extensive 25.2019 26.2019 Teacher reading
remediation reading strategy
activity in repeating
enhancing reading
pupils reading -a buddy
comprehensi system
on skills strategy
-show and
tell
-Constant
reading
practice.
-Follow-up
by their
respective
parents.
12. Conducted Develop August August Schoolhead Varied None
CI Teaching 5,2019 23, 2019 /Action Reading
research strategy Research materials:
Research Propo-nent Big books
Proposal & Division Picture
Action story
Research Appopriate
Team Ims Video
Clips
13. Present Approved August August CI Team Action None
Action Action 26, 2019 26, 2019 School Reseach
Research Research Head Proposal
Proposal to Proposal
the School
Head
14. Implementati Pupils’ Active August January CI Team Photo MOOE
on of the Participation 30, 2019 2020 Teacher copies of
Approved and Grade worksheet
Action IV Pupils s/ Activity
Research Sheets
Proposal
11.Post-test/ Post Final Phil -IRI Februar Februar CI Team Photo- MOOE
Evaluation Test Result y 3,2020 y 7, Teacher copies of
2020 and Grade PHIL IRI
IV Pupils Post Test
12. Analyzing Positive Februar Feruary CI Team Laptop/ MOOE
of Test results y 10, 14, 2020 bond paper
Result 2020
13. Presentat Approved Februar Februar Researcher/ Results of
ion of CI Results of the y y School the Study
Research Action 21,2020 21,2020 Head/
Research District
Research
Team
VIII. The Implementation/ Testing/ Piloting of Solutions with Data
Evaluation
Comprehension GAP of Pupils (Baseline Vs Extensive Reading Activity)
Grade IV Pupils
90% 82%
80%
70%
60%
50%
50%
40% 32%
30%
18%
20% 14%
10% 4%
0%
Baseline ICT-ERA
XI. The Reflection
In education, extensive reading activity refers to a variety of instructional
techniques used to move students progressively toward stronger
understanding and, ultimately, greater independence in the learning process.

The term itself offers the relevant descriptive metaphor: teachers provide
successive levels of temporary support that help students reach higher levels
of comprehension and skill acquisition that they would not be able to achieve
without assistance. Like physical scaffolding, the supportive strategies are
incrementally removed when they are no longer needed, and the teacher
gradually shifts more responsibility over the learning process to the pupils.
Day by day as I encountered problem with the reading ability of my
pupils, I realized that conducting action research plays a significant role in
coping such problem. It surpassed with the expected learning outcome when
using the traditional way of teaching. This will lead to a successful and effective
teaching-learning process inside the classroom.
Using different activities helps move students progressively toward
stronger understanding and, ultimately, greater independence in the learning
process. It alleviates pupil’s higher levels of comprehension and skill acquisition
that they would not be able to achieve without assistance.
As I work on with the supplementation of the reading comprehension skill
problem of my pupils, I have observed that a big number of my pupils have
shown significant improvement using scaffolding as intervention tool. It
generally shows their love of learning through reading different printed
materials. It indicates that hard work plus using suitable strategies will bear
success.
15. Other Stakeholders’
Accomplishment

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Republic of the Philippines

This is to formally endorse the ESIP CY: 2021-2024 of

LINABU INTEGRATED SCHOOL, BALINGASAG SOUTH DISTRICT

As presented by CHARITO C. LLACUNA

Public Schools District Supervisor

NIMFA R. LAGO, Ph.D., CESO VI

JONATHAN S. DELA PEÑA, Ph.D., CESO V

I - VMV with School Reflection

meaningfully to building the nation. As a learner-centered public institution,

the Department of Education continuously improves itself to better serve its

School Reflection on Vision Statement

Linabu Integrated School in in lieu with the vision statement of DepEd.

The school offered learner-centered classroom which learning must be done by

active engagement or participation of the learners while doing on delivering

Students learn in a child-friendly, gender-sensitive, safe, and motivating

Teachers facilitate learning and constantly nurture every learner.

Administrators and staff, as stewards of the institution, ensure an enabling and

School Reflection on Mission Statement

It is very essential in every institution, particularly in school to have a

an access to quality, equitable, culture-base and complete basic education. It is

Integrated School is practicing. The learning environment of the school is

community, and other stakeholders is practiced to develop life-long learners.

School Reflection on Mission Statement

country (makabansa). Every program or co-curricular and extra-curricular

we can put our vision and mission into a reality.

Linabu Integrated School is currently spearheaded by a school principal with

When it comes to learning environment, the school really lacks

When it comes to LM/textbooks, all grades levels have shortage in some

Linabu Integrated School is an institution that is committed to provide

The school looks forward to create more school projects in a desire to

-No regular reading

PRIORITY TIME FRAME

ANNUAL IMPLEMENTATION PLAN

To increase the 25% Seminar-workshop School October 6,000.00 MOOE

Implementation of School October 2,000.00 MOOE

School October 130,000 DepEd

Functional Plant assorted School October 5,000.00 PTA

Produce potential Development

Participate Train potential -School August 5,000.00 MOOE

Newly painted School

Fund raising/ Plan for funds School February 7,000.00 NGOs

Monitor Follow up projects School February - 1,000,000.00 LGU/SEF

JHS Building Making of Program

Fund raising/ Plan for funds School February 7,000.00 NGOs

Classroom Making of Program

Fund raising/ Plan for funds School February 7,000.00 NGOs

Monitor Follow up projects School February - 5,000,000.00 LGU/SEF

New school Renovate school School June 2021 300,000.00 SEF

Fund raising/ Plan for funds School January 1,000.00 NGOs

Constructed 5 Construct 5 span School March 60,000.00 PTA

Prepared by the school- Community Planning Team

SPT Member Name: Signature

A.2 Relative Distance of the School Mode of

A.3 Incidence of crimes and other human-induced hazards

Crime against school property (theft, robbery, arson)

Fire (Electrical wiring failure, etc.)

Structural collapse (as a result of engineering failures)

Others. Pls. Specify: ______________

A.3.2 What are the 3 most frequent crimes/human-induced hazards?

A.4 Incidence of natural hazards

B.2 Water, Sanitation and Hygiene (WASH) facilities

B.2.1 Water supply/source. Check as appropriate.

Is the main source of water functional at present?

Facility/Material Number Qualitative description/condition