Pcnhs Sip 2023

Republic of the Philippines
Department of Education
REGIONAL OFFICE IX, ZAMBOANGA PENINSULA
SCHOOLS DIVISION OF ZAMBOANGA DEL SUR
LAKE WOOD DISTRICT
POBLACION COMPREHENSIVE NATIONAL HIGH SCHOOL
SCHOOL IMPROVEMENT PLAN
I. EXECUTIVE SUMMARY
The goal of every school is to improve the services and the quality of education that is rightfully
deserved by the students. As a learner-centered School we aimed to provide the best services and the
quality education to our students that’s why we are dwelling so much on the enhancement of our
School Improvement Plan. This will be a three-year plan and hopefully we can see the best
improvement of our school and our student’s performances in 2023-2026. Decentralizing the
governance of Basic Education at the grassroots level is a priority for the Department of Education. The
government emphasized this goal by passing Republic Act 9155 in 2011. School-Based Management
(SBM) is defined as the "decentralization" of decision-making authority from the national, regional, and
division levels to the school level that brings together principals, teachers, students, parents, and local
community members to foster productive educational institutions. Each school is required by the
Governance of Basic Education Act of 2011 to establish its vision, mission, goals, and objectives.
Consequently, each school must also create its own School Improvement Plan (SIP) and Annual
Implementation Plan (AIP), which should consider the priorities and hopes of the school's internal and
external constituents.
School Improvement Plan (SIP) is a road map that lays down specific interventions that a
school, with the help of the community and other stakeholders, will undertake within three consecutive
school years. It is carefully structured to focus on key goals and strategies, leading to excellent student
learning and a more effective school organization. It seeks to provide those involved in school planning
with an evidenced-based, systematic approach with the learner's point of view as the starting point.
Ultimately, it envisioned helping schools reach the goal of providing access to quality education.
School Improvement Plan (SIP) of Poblacion Comprehensive National High School is the result
of group effort on the part of the School Planning Team, which includes representatives from both the
school and the community at large. The school head, along with other teachers representing the
faculty, the PTA president and other PTA officials, the barangay captain and other barangay officials,
and a student representative, all work together to make this happen. It lays out the institution's long-
term goals, top priorities, and overall focus through 2025. To put the School Goals and Objectives
(SGOs) and the short-term implementation of specific goals (SGPs) into context and provide the growth
direction of the school, a comprehensive School Improvement Plan (SIP) is essential. A key component
of the decentralized system, the School Improvement Plan is the beginning of the planning process for
the educational institution. It embodies the school's educational needs, which are rooted in the
standards established by the division through the division's education development plan (DEDP). The
SIP and Annual Implementation Plan (AIP) will be a more accurate and valid assessment of the needs
of basic education inside the school, providing essential information for budget planning purposes.
PCNHS School Improvement Plan (SIP) is a collaborative document created by the School
Planning Team, comprised of internal and external stakeholders. This planning is based on the ideas of
shared governance, accountability, and transparency, as well as conscientious participation. The
participatory planning approach is a way of strengthening the abilities of Stakeholders to develop a plan
that is genuinely responsive to the needs of the community's children. Consequently, this SIP is the
central document that describes the school's development priorities, conditions, and interests.
1 | Page
PAGE \*
Dist
MERGEFORM
School rict
Logo Log
o
LAKE WOOD DISTRICT
This 2023-2026 School Improvement Plan (SIP) is a three-year development plan which is a
consolidation of all programs, projects and activities of Poblacion Comprehensive National High School.
This is the result of careful analysis of important data from the school, stakeholders and the community
for the Fiscal Year 2023-2026.
The SIP takes current and impending challenges and opportunities in the field of basic
education, one of which is the K to 12 Basic Curriculum which is on its maiden year of implementation.
It is also crafted to support the Education for All Program and it goals to have universal coverage of out-
of-school youth (OSY) and adults in the provision of basic learning areas, universal school participation
and elimination of drop-outs and universal completion of full cycle of basic education schooling with
satisfactory achievement level and total community commitment to attainment of basic education
competencies for all.
The SIP aims to improve learners' academic performance in literacy and numeracy by
satisfying educators' needs through CPD, providing up-to-date teaching and learning resources, and
applying appropriate testing processes and instruments. As a result of implementing this technique,
school administrators, parents, and community members will be in a better position to support the
schools' efforts to offer pupils a high-quality education. The School Improvement Plan depends heavily
on data. After conducting thorough research, including data collecting, validation, confirmation,
referrals, interviews, and retrieving school archives and other relevant materials, a realistic picture of
the provision of essential education services in the municipality was created. The SPT mainly relied on
the School Report Card to collect data, but they also reviewed the school's BEIS and other data
sources to ensure that the data was accurate and reliable. The SIP creation procedure promotes
interaction between the institution and its stakeholders and actively solicits their opinion, as required by
RA 9155.
This plan is anchored on the rationale that:

1. Schools are empowered to set their own goals for improvement, assume responsibility
for planning and implementing their respective agenda for development and that review and manage
their progress are likely to be more effective than others of different circumstances.
2. Effective schools rely on optimized participation and support.
3. Education will better achieve its goal if the various community stakeholders are
organized to plan, initiate, manage and support school-related activities.
Through a series of consultations from the stakeholders, the formulation of this plan went
through the following processes:
a) situational analysis,
b) revisiting of the DepEd Vision, Mission and Core Values,
c) Formulation of immediate (1 year) and medium-term (3 years) strategies and
interventions/activities,
d) formulation of school goals and improvement priorities,
e) formulation of implementation activities, time schedule, resources needed,
assignments of responsibilities and monitoring and follow-up.
This plan is also aligned to the four priority development areas of the BEDP:
1. Pivoting to quality, ensuring that all learners attain learning standards in every key
stage in the K to 12 program;
2 | Page
PAGE \*
Dist
MERGEFORM
School rict
Logo Log
o
LAKE WOOD DISTRICT
2. Expanding access to education for groups in situations of disadvantage to ensure
inclusive and equitable quality service delivery;
3. Empowering learners to be resilient and to acquire life skills; and
4. Strengthening the promotion of the overall well-being of learners in a positive
learning environment where learners exercise their rights and experience joy, while
being aware of their responsibilities as individuals and as members of society.
The programs, projects and activities of this plan is to address the gaps identified which are
beneficial to the school community especially to our main clientele, our learners. The course of this plan
is to provide accessible and quality education towards the holistic development of every learner in
school.
Poblacion Comprehensive National High School continues to perform its duties and function
guided by the following strategic objectives which are anchored to the Basic Education Development
Plan 2030, to wit:
● Ensure that all girls and boys complete free, equitable and quality education leading to
relevant and effective learning outcomes;
● Ensure that every child attains a minimum reading proficiency appropriate for their level;
● Transform the learning environment to be child-friendly, gender-sensitive, motivating, safe
and inclusive;
● Provide appropriate materials and technology for learning and administrative use;
● Support the physical, mental and overall well-being of learners;
● Deliver an integrated, and aligned capacity development interventions; and
● Support the welfare and wellbeing of teaching and non-teaching personnel.
Finally, intended to be used within three years, the plan has an Annual Implementation Plan
(AIP) for a year.
The Monitoring and Evaluation Plan is developed so that the school may track the SIP's
progress and evaluate its efficacy in attaining its stated goals. This step entails a continuous process of
tracking the plan, updating to-do activities with regular targets, and evaluating results to chronicle the
impact of implementation through the conduct of the quarterly School Monitoring and Evaluation
Adjustment. Program/Project owners and/or Responsible persons in the implementation of every
activity will present the progress of its implementation and propose adjustments as necessary.
We believe that this SIP is the primary vehicle through which our school will proceed to
improve. Its implementation will address the need of all types of learners in the community, for they are
provided access to quality basic education and given premium consideration in all programs and
activities to be implemented in school.
II. DEPED’S VISION, MISSION AND CORE VALUES
A. Vision
3 | Page
PAGE \*
Dist
MERGEFORM
School rict
Logo Log
o
LAKE WOOD DISTRICT
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.
Our vision is more than just the end-goal of a plan. It is a dream, a wish, a prayer- what we
fervently hope for and what we diligently work towards. By envisioning we begin to fulfill our mandate
and responsibilities stated in Republic Act No. 9155 and do our duty as Filipinos.
We want to develop learners who are true citizens and patriots, who have a strong desire to
serve their country and work for its betterment. In the DepEd family, we do promote passionate love of
country. We need to do two things: inculcate the values deemed necessary and desirable and train
students to make sure they have the necessary competencies. Because as a learner-centered
institution we want them to know how to improve themselves and realize their dreams, while keeping in
mind the state of their country and the welfare of their people. In turn, Filipinos realize their potential,
not for selfish gain, but contribute to building a nation every Filipino deserves.

B. Mission
To protect and promote the right of every Filipino to quality, equitable, culture-based, and
complete basic education where:
✧ Students learn in a child-friendly, gender-sensitive, safe, and motivating environment.
✧ Teachers facilitate learning and constantly nurture every learner.
✧ Administrators and staff, as stewards of the institution, ensure an enabling and supportive
environment for effective learning to happen.
✧ Family, community, and other stakeholders are actively engaged and share responsibility for
developing life-long learners.
Section 17 under Article II of the 1987 Constitution mandates the State to give priority to
education, science and technology, arts, culture, and sports to foster patriotism and nationalism,
accelerate social progress, human liberation, and development.
The Department of Education is the government agency that formulates, implements, and
coordinates policies, plans, programs, and projects in areas of formal and non-formal basic education.
In all our decisions and actions, we put the Filipino learners first. Just like our students, we do not stop
learning. We constantly seek to be better, both as an institution and as individuals. Through time, our
learners have changing needs and the Department must adapt and be better to serve them better.
The mission outlines what we ought to do and how the different actors should behave to bring
us closer to the vision. In achieving the mission, each member of the school community has a role to
play.
It is important for every organization, especially schools, to have a mission that guides them.
The DepEd Mission is to make sure that every learner has access to a basic education that is
complete, fair, culture-based, and of high quality. In its mission, it also talks about the best environment
4 | Page
PAGE \*
Dist
MERGEFORM
School rict
Logo Log
o
LAKE WOOD DISTRICT
for a good education. The place where learning takes place must be safe, friendly to children, aware of
gender differences, and conducive to learning. Teachers should help students learn and care for them
all the time. Even administrators, staff and non-teaching personnel must see to it that the school is very
enabling and supportive for effective learning. The teaching and learning process must not only be
confined between the teachers and the students. To create lifelong learners, the family (the parents),
the community (the barangay officials), and other stakeholders need to be involved.
C. Core Values
MAKA-DIYOS
MAKA-TAO
MAKABANSA
MAKAKALIKASAN
Republic Act No. 8491 states that national Motto shall be “MAKA-DIYOS, MAKA-TAO,
MAKAKALIKASAN AT MAKABANSA.” In adopting these 4 core values, we need to inculcate in the
mind of every learner the love of God, good dealing with other people, the environment and our
country.
C.1 MAKA-DIYOS
It is an expression of one’s spiritual beliefs while respecting the spiritual beliefs of others.
Learners and teachers are expected to engage oneself in worthwhile spiritual activities, respect sacred
places, respect religious beliefs of others and demonstrate curiosity and willingness to learn about other
ways to express spiritual life.
Learners manifest the following:

● Lead a prayer when asked
● Participate in any religious or spiritual activities held in school
● Keep silent at all times when they are in sacred places like churches, chapels, and
mosques
● Listen to others when they are expressing their own religious beliefs
Teachers manifest the following:
● Lead a prayer during meeting
● Cite a prayer before and after meal
C.2 MAKA-TAO

● Greet teachers, visitors, adults, and other classmates
● Listen when somebody speaks and recites
● Use courteous words and expressions when talking to elders and other learners
● Observe and follow written rules inside the school premises
● Follow “first come, first served” basis
● Know how to fall in line and wait for his/her turn
● Congratulate classmates/peers who receive awards and achievement
5 | Page
PAGE \*
Dist
MERGEFORM
School rict
Logo Log
o
LAKE WOOD DISTRICT
Accept defeat in the spirit of goodwill and sportsmanship during playtime and sports
●
competition
● Tell his/her teacher cases of bullying and defend classmates who get bullied
● Help teachers and others without being asked
● Exercise “pagmamano” when meeting elders, parents, and teachers
● Offer a seat to an elder, PWDs, pregnant, and senior citizens in a jeepney and other public
vehicles
● Say “Thank You” and “Sorry”
Teachers manifest the following:
C.3 MAKA-BANSA
Demonstrates pride in being a Filipino, exercises the rights and responsibilities of a Filipino
Citizen. Learners and teachers are expected to identify oneself as a Filipino, respect the flag and
national anthem, promote the appreciation and enhancement of Filipino languages, abide by the rules
of the school, community, and country and enable others to develop interest and pride in being a
Filipino.

● Sing the National Anthem with correct lyrics with right hand on left chest and stand still
with no extra movement wherever the learner is
● Recite the Panatang Makabayan properly
● Attend the flag raising/flag lowering ceremony
● Tell/share local and national heroes’ legacies to others
● Sing Filipino songs
● Buy Filipino-made products
C.4 MAKAKALIKASAN
Cares for the environment and utilizes resources wisely, judiciously and economically. Learners
and teachers are expected to show a caring attitude toward the environment, practices waste
management, conserves energy and resources, takes care of school materials, facilities, and
equipment, keeps work areas in order during and after work, keeps one’s work neat and orderly.

● Segregate wastes according to its classification
● Clean his/her classroom
● Maintain the cleanliness of the classroom
● Avoid throwing garbage anywhere
● Turn-off the lights when not in use
● Recycle plastic bottles and other recyclable materials
● Plant and care flowers, vegetables, and trees
The DepEd Vision and Mission are important, but the Core Values are just as important. They
help teachers and students do what they need to do to teach and learn. We should show or live out the
four core values in any easy way we can. The Core Values tell us to love God (Maka-Diyos), love for
6 | Page
PAGE \*
Dist
MERGEFORM
School rict
Logo Log
o
LAKE WOOD DISTRICT
fellow men or others (Makatao), love for nature (Makakalikasan), and love for the country (Makabansa).
All school programs and extracurricular and co-curricular activities must be based on these values.
With these values, we can make our goals and visions come true.
III. SCHOOL’S CURRENT SITUATION
A. Introducing the School
Poblacion Comprehensive National High School is classified as a big school and has an overall
enrolment of 1146 students for SY: 2022-2023. As a result of the child mapping, there are 1379 school-
age children aged 12 – 22 years old in the community and 1146 of them are enrolled in school.
Poblacion Comprehensive National High School is a school that values the individuality of its
learners and encourages them to develop their talents by giving them opportunities to perform in front
of their teachers and classmates during school programs and even daily classroom activities. As the
school continues achieving greater heights, professional development activities for teachers are given a
premium. The school is religiously conducting LAC Sessions focusing on ICT integration that enable
the teachers to use manipulative materials, interactive videos, interactive applications into the
classroom and make teaching and learning more fun and engaging for the learners. The LAC Sessions
are designed to meet teachers' needs in this area and help them improve and become more effective in
the classroom, leading to good results in the learners' academic achievement and performance in some
academic contests in school and the district.

With these practices, PCNHS ignites learners not just within the community but also from the
neighboring barangay to study and experience the school's welcoming atmosphere.
In light of the Department of Education's commitment to develop and promote the holistic
development of every Filipino child and uplift his condition by making quality basic elementary
education accessible to all. It is the school's vision to offer the best to its clientele.
PCNHS is a child-friendly institution that serves learners from all walks of life. The school
caters learners from Grade 7 to Grade 12 which heedfully adhere to the department’s standards and
policies in curriculum and assessment. The school offers three (3) strands for this school year,
Accountancy, Business and Management Strand, Humanities and Social Sciences Strand and Home
Economics Strand. The school also aims to cultivate learners who are competent on a global scale and
have the strength and wisdom to meet the complex challenges of life. As we continue to comply with
and contribute to the DepEd's vision and mission, the school initiates and implements activities and
projects that are aligned with the Department's standards. Thus, making the school reach the maturing
level in their SBM practices as self assessed by the school head.
Poblacion Comprehensive National High School caters for learners from its own barangay,
Poblacion where the school is situated and a few from the adjacent barangays of Lake wood, and its
neighboring municipalities, specifically Kumalarang and Bayog.
7 | Page
PAGE \*
Dist
MERGEFORM
School rict
Logo Log
o
LAKE WOOD DISTRICT
Poblacion Comprehensive National High School is located at Purok 7, Poblacion, Lake Wood,
Zamboanga del Sur where the school ground is sandy loam and plain. The school is situated near a
residential area of the barangay. The school has an area of 10,000 square meters.
The learners and the community speak "Subanen" as their first language. About 80% of the
learners belong to the Subanen tribe, who are also actively participating in various activities in the
school and the barangay. The learners are members of different religious affiliations like, Roman
Catholic, Alliance Church, Body of Christ, Iglesia ni Cristo, Baptist Church, Seventh Day Adventist, etc.
Poblacion Comprehensive National High School has exactly three (3) DepED standard
(SEDIP) buildings. As of now, 18 classrooms are fully occupied. Each classroom is in good condition,
designed and developed by the teachers to make a conducive learning environment for grade 7 to
grade 12 learners, considering that the buildings are newly constructed and were turned over last 2018,
and each classroom is in the standard size of 7 meters by 9 meters. The school has an ICT room for
Senior High School and Junior High School, Reading room, SSG Office, and school head’s office.
However, the school has incomplete facilities in terms of instructional classrooms. A total of 16
additional classrooms is needed to cater the number of learners enrolled in the school. It also has
makeshift structures used as temporary classroom for Grade 7 and temporary classrooms for Grade 11
located at the isolation facility of the municipality. The school has a covered court that serves as a
venue for extra and co-curricular activities.
Along with implementing the different programs and projects, the school also focuses on
improving the facilities and supplies for WinS programs, which provide learners and teachers access to
proper hygiene. With the school’s commitment to delivering what is best for learners, the school
reached two (2) stars in the WinS Program. With its desire to reach three (3) stars in the next cycle of
assessment of the program, the school is preparing the lacking requirements like the availability of a
regular water supply, food handlers certificate and updated sanitary permit for the school canteen. Also,
other activities like LAC sessions about WinS, preparation of IEC materials and others, as indicated in
the monitoring tool, were considered to achieve three (2) stars in the WinS program.
Poblacion Comprehensive National High School is composed of forty two (42) personnel,
including twenty seven (27) junior high school teachers, twelve (12) senior high school teachers, one
(1) administrative assistant, one (1) registrar and one (1) school head. The teachers of the school are
committed and dedicated to their respective responsibilities. They showed ideal classroom
management practices by establishing classroom rules, having prepared plans for the learners,
involving learners in the activities, respecting every learner's differences and being fair to all learners.
They set goals that challenge and stretch learners to perform their best. They share remarkable and
filled life lesson experiences and provide rewards and recognition to motivate learners to perform better
and become successful.
As learning is a continuous process, teachers keep attending various trainings (online and face
to face) that equip them to become better professional and help them become more effective and
efficient in delivering and communicating the lessons to the learners.
Poblacion Comprehensive National High School intends to build strong ties with our
stakeholders by allowing them to be part of the programs and projects implemented in the school. The
school highly considers that stakeholders play an essential role in achieving the goals we aimed for and
8 | Page
PAGE \*
Dist
MERGEFORM
School rict
Logo Log
o
LAKE WOOD DISTRICT
the Department. The school also conducts regular meetings with teachers and stakeholders to remind
them of the goals and their roles in delivering quality and equitable education to learners. It also gives
them directions on carrying out their roles and responsibilities as partners in the educational process.
The school identifies barangay Local Government Unit, Non-Government Organizations in the
community, alumni and other private individuals as potential partners who in one way will help the
school in realizing its goals.
B. Access
B.1 Enrollment by Gender by Grade Level, SY: 2018-2019, SY: 2019-2020, SY: 2020-2021,
SY: 2021-2022, SY: 2022-2023
B.1.2 Secondary Junior High School
SY: 2018-2019 SY: 2019-2020 SY: 2020-2021 SY: 2021-2022 SY: 2022-2023
Grade Level
M F T M F T M F T M F T M F T
Grade VII 114 117 231 104 99 203 98 106 204 94 91 185 78 93 171
Grade VIII 80 98 178 108 109 217 104 102 206 104 100 204 83 96 179
Grade IX 68 84 152 63 89 152 101 101 202 104 95 199 92 95 187
Grade X 44 73 117 65 73 138 71 92 163 98 101 199 93 87 180
Grand Total 306 372 678 340 370 710 374 401 775 400 387 787 346 371 717
There is an increase of enrollment from SY 2018-2019 to 2021-2022 and for the S.Y. 2022-2023,
enrollment has decreased because of the opening of Integrated High School in Brgy. Dagum, Lake
Wood, Zamboanga Del Sur. Also, married and working students opt to drop out because they preferred
modular classes rather than face to face.
B.1.3 Secondary Senior High School
SY: 2018-2019 SY: 2019-2020 SY: 2020-2021 SY: 2021-2022 SY: 2022-2023
Grade Level
ACADEMIC
* GAS
Grade XI 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
Grade XII 18 38 56 0 0 0 0 0 0 0 0 0 0 0 0
Total 18 38 56 0 0 0 0 0 0 0 0 0 0 0 0
* ABM
9 | Page
PAGE \*
Dist
MERGEFORM
School rict
Logo Log
o
LAKE WOOD DISTRICT
Grade XI 0 0 0 0 0 0 0 0 0 16 20 36 19 22 41
Grade XII 0 0 0 0 0 0 0 0 0 0 0 0 12 17 29
Total 0 0 0 0 0 0 0 0 0 16 20 36 31 39 70
* HUMSS
Grade XI 22 58 80 24 66 90 88 90 178 59 81 140 81 81 161
Grade XII 0 0 0 21 54 75 23 61 84 66 77 143 52 60 112
Total 22 58 80 45 120 165 111 151 262 125 158 283 133 141 273
* STEM
Grade XI 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
Grade XII 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
Total 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
TVL
ICT/CSS
Grade XI 0 0 0 10 19 29 0 0 0 0 0 0 0 0 0
Grade XII 12 14 26 5 16 21 0 0 0 0 0 0 0 0 0
Total 12 14 26 15 35 50 0 0 0 0 0 0 0 0 0
* HE
Grade XI 0 0 0 0 0 0 17 12 29 34 18 52 21 18 39
Grade XII 0 0 0 0 0 0 32 15 47 16 9 25 30 16 46
Total 0 0 0 0 0 0 49 27 76 50 27 77 51 34 85
* IA
Grade XI 23 0 23 31 0 3 0 0 0 0 0 0 0 0 0
Grade XII 0 0 0 22 0 22 0 0 0 0 0 0 0 0 0
Total 23 0 23 53 0 25 0 0 0 0 0 0 0 0 0
SPA
Grade XI 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
Grade XII 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
Total 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
SPORTS
Grade XI 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
Grade XII 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
Total 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
OVERALL
Grade XI 45 58 103 65 85 122 105 102 207 109 119 228 121 121 242
Grade XII 30 52 82 48 69 118 55 76 131 82 86 168 94 93 187
GRAND TOTAL 75 110 185 113 154 240 160 178 338 191 205 396 215 214 429
The number of enrollees has been increasing steadily starting in SY 2018-2019 and has reached its peak
this year, despite the impact of COVID-19 pandemic in education and learning. The students need not to
enroll to other schools because the school offers two(2) strands for Academic Track (ABM and HUMSS)
and one (1) strand for TVL Track (Bread and Pastry Production for Grade 11/Cookery for Grade 12).
B.1.4 Secondary JHS and SHS Overall Enrollment
SY: 2018-2019 SY: 2019-2020 SY: 2020-2021 SY: 2021-2022 SY: 2022-2023
Grade Level
Junior HS 306 372 678 340 370 710 374 401 775 400 387 787 346 371 717
Senior HS 80 127 207 103 148 251 144 166 310 191 205 396 215 214 429
Grand Total 386 499 885 443 518 961 518 567 1085 591 592 1183 561 585 1146
10 | Page
PAGE \*
Dist
MERGEFORM
School rict
Logo Log
o
LAKE WOOD DISTRICT
The school enrollment is continuously increasing because it caters for learners from its own barangay,
where the school is situated and a few from the adjacent barangays of Lake wood, and its neighboring
municipalities, specifically Kumalarang and Bayog.
B.2 Enrollment by Age: School Age Children in the Community vs Enrolled in School (SY 2022-
2023)
B.2.3 Junior High School
In Community In School Variance

Age
Male Female Total Male Female Total Male Female Total
Below 12 yo 17 25 42 5 9 14 12 16 28
13 yo 110 133 243 101 115 216 9 18 27
14 yo 82 95 177 76 81 157 6 14 20
15 yo 86 94 180 73 85 158 13 9 22
Above 15 yo 109 102 211 91 81 172 18 21 39
Total 404 449 853 346 371 717 58 78 136
Some opt to enroll in other schools.
B.2.4 Senior High School
In Community In School Variance

Age
Male Female Total Male Female Total Male Female Total
Below 16 yo 13 21 34 1 7 8 12 14 26
16 yo 46 60 106 29 47 76 17 13 30
17 yo 79 89 168 74 82 156 5 7 12
Above 18 yo 122 96 218 111 78 189 11 18 29
Total 260 266 526 215 214 429 45 52 97
Some opt to enroll in other schools.
B.3 Data on Learners in Disadvantage Situations by Gender, SY: 2022-2023
Table B.3 Enrollment of Learners in Disadvantage Situations by Gender, SY: 2022-2023
Situations Male Female Total

* Indigent children (Members of the IP Communities) 24 20 44
* Out of School Youth (OSY)/ Out of School Children (OSC) 0 0 0
* Distressed individual and families including Internally Displaced
0 0 0f
Personas (IDP)
11 | Page
PAGE \*
Dist
MERGEFORM
School rict
Logo Log
o
LAKE WOOD DISTRICT
* Low resourced students (4Ps beneficiaries) 356 395 751
* Abandoned and neglected children 0 0 0
* Street children 0 0 0
* Children of former rebels 0 0 0
* Children living in conflict affected areas and vulnerable communities
0 0 0
(CVAS)
80% of the students belong to IP communities and also 4ps beneficiaries.
B.4 Children with Disabilities
Table B.4 Enrollment of Children with Disabilities
Situations Male Female Total

B.4.1 Children with disabilities (based on enrollment on LIS)
* Gifted Learners 0 0 0
* With Diagnosis from Licensed Medical Specialist
* Visual Impairment 0 0 0
* Hearing Impairment 0 0 0
* Learning with Disability 0 0 0
* Learning disabilities 0 0 0
* Intellectual Disability 0 0 0
* Autism Spectrum Disorder 0 0 0
* Emotional-Behavioral Disorder 0 0 0
* Orthopedic/Physical Handicap 0 0 0
* Speech/Language Disorder 0 0 0
* Cerebral Palsy 0 0 0
* Special Health Problem/Chronic Disease (eg cancer) 0 0 0
* Multiple Disabilities 0 0 0
B.4.2 With Manifestations
* Difficulty in seeing 0 0 0
* Difficulty in hearing 0 0 0
* Difficulty in applying knowledge 0 0 0
* Difficulty in Remembering, Concentrating, Paying Attention and 0 0 0
Understanding
* Difficulty in Applying Adaptive Skills 0 0 0
* Difficulty in Displaying Inter-Personal Behavior 0 0 0
* Difficulty in Mobility (walking, climbing and grasping) 0 0 0
* Difficulty in Communicating 0 0 0
We have zero enrollment of students with disabilities.
B.5 Children from Geographically Isolated and Disadvantaged Areas (GIDA)
12 | Page
Table B.5 Enrollment of Children from GIDA by Sex, SY: 2022-2023
PAGE \*
Dist
MERGEFORM
School rict
Logo Log
o
LAKE WOOD DISTRICT
Situation Male Female Total

Children from Geographically Isolated and Disadvantaged Areas (GIDA) 67 54 121
The school caters to students situated in Sitio Pegampuan of Brgy. Poblacion, Sitio Magan of Brgy.
Baking and far-flung brgys like Tiwales, Pinoles, and Gasa. These areas are isolated due to distance,
inaccessibility to transportation, and weather conditions, unserved and underserved communities and
other areas identified to have high incidences of poverty, those persons belonging to the vulnerable
sector, communities in or recovering from situation of crisis or armed conflict and recognized as such
by a government body.
B.7 Simple Dropout Rate by Grade Level by Gender, SY: 2017-2018, SY: 2018-2019,
SY: 2019-2020, SY: 2020-2021, SY: 2021-2022
Simple Dropout Rate calculates the percentage of learners who did not finish a particular grade
level. Unlike the School Leaver Rate, it did not include learners who finish a particular grade level but
did not enroll in the next grade level the following school year.
SDR = (Dropout EOSY divided by Enrollment BOSY) multiplied by 100%
B.7.2 Secondary, Junior High School
SY: 2017-2018 SY: 2018-2019 SY: 2019-2020 SY: 2020-2021 SY: 2021-2022
Grade Level
Grade VII
Grade VIII
Grade IX
Grade X
Grand Total
Write interpretation of the table
B.7.3 Secondary, Senior High School
SY: 2017-2018 SY: 2018-2019 SY: 2019-2020 SY: 2020-2021 SY: 2021-2022
Grade Level
ACADEMIC
* GAS
Grade XI
Grade XII
Total
* ABM
Grade XI
Grade XII
Total
* HUMSS
13 | Page
PAGE \*
Dist
MERGEFORM
School rict
Logo Log
o
LAKE WOOD DISTRICT
Grade XI
Grade XII
Total
* STEM
Grade XI
Grade XII
Total
TVL
* AFA
Grade XI
Grade XII
Total
* HE
Grade XI
Grade XII
Total
* IA
Grade XI
Grade XII
Total
SPA
Grade XI
Grade XII
Total
SPORTS
Grade XI
Grade XII
Total
OVERALL
Grade XI
Grade XII
GRAND TOTAL
B.8 School Leaver Rate by Gender, SY: 2017-2018, SY: 2018-2019,

SY: 2019-2020, SY: 2020-2021, SY: 2021-2022
School Leaver Rate is internationally known as the dropout rate. This covers both the learners
who did not finish a particular grade level as well as those who finish but fail to enroll in the next grade
level the following school year.
SLR = [(BOSY Enrollment Previous SY - Repeaters Previous SY) - (BOSY Enrollment Current
SY - Repeaters Current SY)] divided by (BOSY Enrollment Previous SY) multiplied by
100%
14 | Page
PAGE \*
Dist
MERGEFORM
School rict
Logo Log
o
LAKE WOOD DISTRICT
BOSY Enrollment Repeaters BOSY Enrollment Repeaters Current School Leaver
School Year Previous SY Previous SY Current SY SY Rate
SY: 2017-2018
SY: 2018-2019
SY: 2019-2020
SY: 2020-2021
SY: 2021-2022
BOSY Enrollment Repeaters BOSY Enrollment Repeaters Current School Leaver

School Year Previous SY Previous SY Current SY SY Rate
SY: 2017-2018
SY: 2018-2019
SY: 2019-2020
SY: 2020-2021
SY: 2021-2022
B.9 Retention Rate by Gender, SY: 2018-2019, SY: 2019-2020, SY: 2020-2021,SY:2021-
2022, SY:2022-2023
Retention Rate:
Elementary:
RR = (Total Enrollment Grades 1 to 6 Current SY divided by Total Enrollment Kinder to Grade
5 Previous SY) multiplied by 100%
Junior High School:
RR = (Total Enrollment Grades 8 to 10 Current SY divided by Total Enrollment Grades 7 to 9
Previous SY) multiplied by 100%
Senior High School:

RR = (Total Enrollment Grade 12 Current SY divided by Total Enrollment Grade 11 Previous
SY) multiplied by 100%
15 | Page
PAGE \*
Dist
MERGEFORM
School rict
Logo Log
o
LAKE WOOD DISTRICT
Total Enrollment Grade 8 to 10 Total Enrollment Grade 7 to 9

Retention Rate
Grade Level (Current SY) (Previous SY)
M F T M F T M F T
SY: 2018-2019
SY: 2019-2020
SY: 2020-2021
SY: 2021-2022
SY: 2022-2023 268 279
Total Enrollment Grade 12 Total Enrollment Grade 11

Retention Rate
Grade Level (Current SY) (Previous SY)
M F T M F T M F T
SY: 2018-2019
SY: 2019-2020
SY: 2020-2021
SY: 2021-2022
SY: 2022-2023
B.10 Transition Rate by Gender, SY: 2022 - 2023
Special Focus/Discussion:
- Transition from Grade 6 to 7, Grade 10 to 11. Data will show a significant number of learners
failed to transition from one level to the other. This section should be able to describe these
phenomenons.
Transition Rate assesses the extent by which learners are able to move to the next higher level
of education. It indicates the degree of access to the next higher level measuring the upward mobility in
educational hierarchy. A high transition rate indicates a high access or transition from one level of
education to the next level.
Kindergarten to Grade 1:
16 | Page
PAGE \*
Dist
MERGEFORM
School rict
Logo Log
o
LAKE WOOD DISTRICT
TR = (Grade 1 Enrollment Current SY - Kinder Enrollment Previous SY) divided by (Kinder
Enrollment Previous SY) multiplied by 100%
Grade 3 to Grade 4:
TR = (Grade 4 Enrollment Current SY) subtracted by (Grade 3 Enrollment Previous SY) divided
by (Grade 3 Enrollment Previous SY) multiplied by 100%
Grade 6 to Grade 7:
TR = (Grade 7 Enrollment Current SY) subtracted by (Grade 6 Enrollment Catchment Areas
Previous SY) divided by (Grade 6 Enrollment Catchment Areas Previous SY) multiplied
by 100%
Grade 10 to Grade 11:
TR = (Grade 11 Enrollment Current SY) subtracted by (Grade 10 Enrollment Catchment Areas
Previous SY) divided by (Grade 10 Enrollment Catchment Areas Previous SY)
multiplied by 100%
Grade 11 to Grade 12:
TR = (Grade 12 Enrollment Current SY) subtracted by (Grade 11 Enrollment Previous SY)
divided by (Grade 11 Enrollment Previous SY) multiplied by 100%
B.9.2. Secondary Junior High School, Grade 6 to Grade 7
Grade 6 Enrollment
Grade 7 Enrollment
Previous SY Variance Transition Rate
School Year Current SY
(Catchment Areas)
M F T M F T M F T M F T
SY: 2018-2019
SY: 2019-2020
SY: 2020-2021
SY: 2021-2022
SY: 2022-2023
B.9.3a Secondary Senior High School, Grade 10 to Grade 11
Grade 11 Enrollment Grade 10 Enrollment

Sex Variance Transition Rate
SY: 2022-2023 SY: 2021-2022
Male
Female
Total
17 | Page
PAGE \*
Dist
MERGEFORM
School rict
Logo Log
o
LAKE WOOD DISTRICT
B.9.3b Secondary Senior High School, Grade 11 to Grade 12
Grade 12 Enrollment Grade 11 Enrollment

Variance Transition Rate
School Year Current SY Previous SY
M F T M F T M F T M F T
SY: 2018-2019
SY: 2019-2020
SY: 2020-2021
SY: 2021-2022
SY: 2022-2023
- Senior High School. Includes discussion of present and future demands under SHS
C. Quality
C.1 Reading Assessment Result: Early Grade Reading Assessment (EGRA)

Highlight discussion on curriculum coverage, contact time, instructional supervision, pedagogy, etc.
Show (table) and discuss overall performance

Table C.2c Secondary Junior HS Phil-IRI English
Learners
Non-Reader Frustration Instructional Independent
Grade Level Tested
Grade 7 77 92 169 0 0 0 53 62 115 22 25 47 3 4 7
Grade 8 83 95 178 0 0 0 61 71 132 18 20 38 4 4 8
Grade 9 90 95 185 0 0 0 48 54 102 32 34 66 8 9 17
Grade 10 92 87 179 0 0 0 43 37 80 47 42 89 6 4 10
Total 342 369 711 0 0 0 429 240 23 42
Table C.2d Secondary Junior HS Phil-IRI Filipino
Learners
Grade Level Tested
18 | Page
PAGE \*
Dist
MERGEFORM
School rict
Logo Log
o
LAKE WOOD DISTRICT
Grade 7 165 0 0 0 68 55 50
Grade 8 169 0 0 0 93 47 38
Grade 9 182 0 0 0
Grade 10 175 0 0 0
Total 0 0 0
Table C.2e Secondary Senior HS Phil-IRI English
Learners
Grade Level Tested
Grade 11 228 0 0 0 81 110 37
Grade 12 193 0 0 0 73 90 30
Total 421 0 0 0 154 200 67
Table C.2d Secondary Junior HS Phil-IRI Filipino
Learners
Grade Level Tested
Grade 11 226
Grade 12 191
Total 417
C.3 Comparative Average Mean Percentage Score by Learning Area: Before and During
Pandemic School Years, SY: 2018-2019, SY: 2019-2020, SY: 2020-2021, SY: 2021-2022
Note in writing interpretations:

* Highlight “high” performance
* Discuss ‘low” performance
- show where - Grade level, groups of learners
- discuss explain practices
- discuss past interventions
Table C.3b Comparative MPS - Secondary Junior High School
SY: 2018- SY: 2019- SY: 2020- SY: 2021- Q1, SY:
Learning Area 2021
2019 2020 2022 2022-2023
19 | Page
PAGE \*
Dist
MERGEFORM
School rict
Logo Log
o
LAKE WOOD DISTRICT
Filipino 71.03 71.78 71.98 70.29
English 71.10 71.65 71.87 70.66
Mathematics 61.70 63.43 63.40 68.08
Science 71.15 71.30 71.50 68.93
Araling Panlipunan 74.30 75.75 76.03 71.99
Edukasyon sa Pagpapakatao 75.74 76.67 76.87 73.05
TLE 70.09 70.68 71.96 73.68
MAPEH 68.75 68.70 69.65 68.59
Average
Average MPS per subject area = (Sum of the MPS for Quarters 1 to 4 divided by 4)
Table C.3b Comparative MPS - Secondary Senior High School Grade 11
SY: 2018- SY: 2019- SY: 2020- SY: 2021- Q1, SY:
Learning Area 2021
2019 2020 2022 2022-2023
First Semester
Core Subjects
English 1 65.89 66.40 67.08 68.37
Filipino 1 68.74 68.56 69.24 53.64
General Mathematics 67.45 61.78 50.81 68.00
Earth & Life Science 70.10 72.72 74.17 70.50
21st CL 63.79 65.35 66.09 66.65
PE 1 70.01 68.90 69.20 69.66
Applied Subjects
English A 64..76 62.80 62.88 65.70
Specialization
Specialized Subject 1 64.51 61.90 62.88 65.70
Second Semester
Core Subjects
English 2 77.20 72.30 73.57 74.15
Filipino 2 73.59 70.85 71.83 72.90
20 | Page
PAGE \*
Dist
MERGEFORM
School rict
Logo Log
o
LAKE WOOD DISTRICT
Statistics 72.01 67.94 69.31 70.64
Physical Science 78.43 75.71 76.32 76.80
PE 2 71.36 67.50 67.96 69.80
Applied Subjects
Empowerment Technology 63.40 63.25 63.98 64.50
Practical Research 1 70.65 71.05 72.12 72.90
Specialization

The impact of pandemic of the children’s learning in the year 2019-2020
Table C.3b Comparative MPS - Secondary Senior High School Grade 12
SY: 2018- SY: 2019- SY: 2020- SY: 2021- Q1, SY:
Learning Area
2019 2020 2021 2022 2022-2023
First Semester
Core Subjects
Intro to Philosophy 68.84 66.78 65.62 67.23
MIL 68.84 67.78 67.35 67.00
UnCuSP 70.33 73.07 69.52 71.30
PE 3 74.90 75.23 75.18 75.21
Applied Subjects
FPL 58.96 60.56 61.10 64.62
Practical Research 2 76.09 76.53 81.81 79.17
Specialization
Second Semester
Core Subjects
PerDev
CPAR
PE 4
Applied Subjects
Entrepreneurship
3Is
Specialization
21 | Page
PAGE \*
Dist
MERGEFORM
School rict
Logo Log
o
LAKE WOOD DISTRICT
Specialized Subject 1
C.4 Division Achievement Test Mean Percentage Score by Learning Area, SY: 2021-2022
Table C.4b Division Achievement Test (DAT) MPS by Learning Area by Grade Level - Secondary
Learning Area Grade 7 Grade 8 Grade 9 Grade 10 Average

Filipino 28.65 30.03 27.87 17.89 26.11
English 33.23 31.98 25.54 14.80 26.39
Mathematics 45.78 39.90 35.35 42.88 40.97
Science 36.92 41.64 33.74 13.03 31.33
Araling Panlipunan 40.34 47.65 42.31 17.57 36.96
Edukasyon sa Pagpapakatao
TLE
MAPEH
Average 36.98 38.24 32.96 21.23 32.35
The DAT MPS decreased last SY. 2021-2022 because most of the learners are dependent and
preferred face to face classes rather than modular learning.
22 | Page
PAGE \*
Dist
MERGEFORM
School rict
Logo Log
o
LAKE WOOD DISTRICT
Table C.4c Division Achievement Test (DAT) MPS by Learning Area - Secondary Senior High School
Learning Area Grade 11 Grade 12

Second Semester
Core Subjects
Core Subject 1
Core Subject 2
PE
Applied Subjects
Applied Subject 1
Applied Subject 2
Specialization
C.5 Regional Achievement Test Mean Percentage Score by Learning Area, SY: 2021-2022
Table C.5c Grade 10
Limited
Learning Area Modular Average
F2F
English 40.42 35.92 43.08
Math 31.08 26.67 32.42
Science 39.58 32.92 41.50
Filipino 59.42 47.83 61.33
Araling Panlipunan 46.58 38.50 49.00
TLE 41.67 35.33 43.63
MAPEH 47.17 42.92 51.17
EsP 66.17 55.82 70.17
Overall 49.04
Table C.5d Grade 12
Limited
Learning Area Modular Average
F2F
English 50.83 46.17 48.50
Math 29.50 33.17 31.33
Science 40.00 38.67 39.33
Filipino 46.83 47.83 47.33
HUMSS 51.17 51.50 51.33
23 | Page
PAGE \*
Dist
MERGEFORM
School rict
Logo Log
o
LAKE WOOD DISTRICT
TVL 48.50 43.83 46.17
HOPE 47.00 48.50 47.75
Overall 44.54
Write comparison of the results in RAT, DAT, and School MPS. Discuss on the variance and
the possible reasons for it.
C.6 Number of Learners in the Minimum Proficient Level by Learning Area

SY: 2017-2018, SY: 2018-2019, SY: 2019-2020, SY: 2020-2021, SY: 2021-2022
Level of Proficiency will be based on the numerical grades earned by the learners in a
particular quarter and at the end of the school year. The general average of the final grades of the
different learning areas shall also be expressed in terms of levels of proficiency.
Beginning (B) = 74% and below

Developing (D) = 75 to 79%
Approaching Proficiency (AP) = 80 to 84%
Proficient (P) = 85 to 89%
Advanced (A) = 90% and above
Table C.6b Secondary Junior High School
SY: 2017 - SY: 2018 - SY: 2019 - SY: 2020 - SY: 2021 -
Learning Area 2018 2019 2020 2021 2022
Filipino
English
Math
Science
Ar Pan
EsP
EPP/TLE
MAPEH
Table C.6c Secondary Senior High School
SY: 2017 - 2018 SY: 2018 - 2019 SY: 2019 - 2020 SY: 2020 - 2021
Learning Area
G11 G12 G11 G12 G11 G12 G11 G12
First Semester
Core Subjects
Core Subject 1
Core Subject 2
Core Subject 3
PE
Applied Subjects
Applied Subject 1
24 | Page
PAGE \*
Dist
MERGEFORM
School rict
Logo Log
o
LAKE WOOD DISTRICT
Applied Subject 2
Specialization
Second Semester
Core Subjects
Core Subject 1
Core Subject 2
PE
Applied Subjects
Applied Subject 1
Applied Subject 2
Specialization
In writing interpretation, compare the number of learners achieving the minimum level of
proficiency against the enrollment per year.
D. INCLUSION/EQUITY
Analysis of issues on inclusion programs or initiatives. Specifically, this section will cover learners in
disadvantaged sectors like learners with disabilities, working children and youth, street children,
children in conflict, indigenous people’s etc. This section will:
i. identify and describe these learners in disadvantaged sector.
ii. describe the challenges they are face in accessing basic education
iii. explain the strength or weaknesses of past interventions or programs/projects/activities or

practice in relation to reading
iv. discuss potential problems if performance issues are not addressed (if necessary).
E. RESILIENCE AND WELL-BEING
Analysis of nutritional status of learners, incidence of bullying, school hazards, mental and
psychosocial condition including security and peace and order situation
E.1 Nutritional Status of Learners, SY: 2022 - 2023
E.1.b Secondary Junior High School

25 | Page
PAGE \*
Dist
MERGEFORM
School rict
Logo Log
o
LAKE WOOD DISTRICT
Learners
Grade Learners Body Mass Index (BMI) Height for Age (HFA)
Enrollment Taken
Level Weighed
SW W N OW O Height SS S N T
Grade VII
Grade VIII
Grade IX
Grade X
Total
E.1.c Secondary Senior High School
Learners
Grade Learners Body Mass Index (BMI) Height for Age (HFA)
Enrollment Taken
Level Weighed
SW W N OW O Height SS S N T
Grade XI
Grade XII
Total
E.2 Cases of Illness of Learners
E.3 Incidence of Bullying
E.4 School Hazards
E.5 Mental and Psychosocial Condition
E.6 Status of Peace and Order Situation
F. GOVERNANCE
May include school resources analysis on human resources, school resources, and
development prospects. Basic ratios may be presented and teacher performance, SBM practice, and
26 | Page
PAGE \*
Dist
MERGEFORM
School rict
Logo Log
o
LAKE WOOD DISTRICT
partnerships, among others. Discuss in this section the governance issues encountered by the school
for the last 3 years.
G. OTHER UNIQUE CONCERNS
It may include very unique issues that are not captured in the 4 pillars.
IV. PLAN
A. Three Year Targets

Key Performance Indicators (Desired Outcome)
Baseline
Indicator 2023 2024 2025
Data
Pillar 1. ACCESS
IO1 - All school-age children, out-of-school youth, and adults have access to relevant basic learning
opportunities
IO1.1 - All five-year old children attend school
Gross Enrollment Rate
Enrollment by Gender
Net Enrollment Rate
Enrollment of School-Age Children
Net Intake Rate
Kindergarten Enrollment
Percentage mapped 5-year old in school
Percentage mapped School-aged children in school
IO1.2 - All learners stay in school
Retention Rate
Simple Dropout Rate
School Leaver Rate
IO1.3 - All learners transition to the next key stage
Transition Rate
Transition: Kinder to Grade 1
IO1.4 - All out -of-school children and youth participate in formal or non-formal basic education learning
opportunities
Participation Rate of OSC and OSY
ALS Completion Rate
27 | Page
PAGE \*
Dist
MERGEFORM
School rict
Logo Log
o
LAKE WOOD DISTRICT
Note:
Out of School Children( (OSC) is defined as persons aged 6-14 years who are not attending school
Out of School Youth (OSY) refers to persons aged 15-30 years who are not attending school, have not finished
any college or post secondary course, and are not working. (RA 8044)
Baseline
Indicator 2023 2024 2025
Data
Pillar 2. EQUITY
IO2 - School-age children and youth, and adults in situations of disadvantage benefited from appropriate
equity initiatives
IO2.1 - All school-age children and youth and adults in situations of disadvantage are participating in inclusive
basic learning opportunities and receiving appropriate quality education
Elem: Percentage of Disparity in Transition rate
Sec: Percentage of Disparity in Transition Rate
Retention Rate of Learners from GIDA
Reading Literacy: Percentage of Learners with at least the
minimum level of proficiency
Numeracy: Percentage of learners with at least the minimum
of level of proficiency
21st Century Skills: Percentage of learners with at least the
minimum level of proficiency
Baseline
Indicator 2023 2024 2025
Data
Pillar 3. QUALITY
IO3 - Learners complete K-12 basic education having attained all learning standards that equip them with
necessary skills and attributes and are confident to pursue their chosen paths
IO3.1 - Learners attain Stage 1 (K-Grade 3) learning standards of fundamental reading and numeracy skills to
provide basis for success in the remaining learning stages
Percentage of learners at independent reading level
Percentage of learners are numerates
Percentage of learners achieving at the least minimum level
of proficiency
* MTB - MLE
* Filipino
* English
28 | Page
PAGE \*
Dist
MERGEFORM
School rict
Logo Log
o
LAKE WOOD DISTRICT
* Mathematics
* Science
* Araling Panlipunan
* Edukasyon sa Pagpapakatao
* EPP/TLE
* MAPEH
IO3.2 - Learners attain stage 2 (Grades 4-6) learning standards in required literacy and numeracy skills
applying 21st century skills to various real-life situations
Graduation Rate
Repetition Rate

of proficiency
* MTB - MLE
* Filipino
* English
* Mathematics
* Science
* EPP/TLE
* MAPEH
Mean Percentage Score
* MTB - MLE
* Filipino
* English
* Mathematics
* Science
* EPP/TLE
* MAPEH
IO3.3 - Learners attain Stage 3 (Grades 7-10) learning standards of literacy and numeracy skills and apply
21st century skills to various real-life situations
of proficiency
Completion Rate
Repetition Rate
Mean Percentage Score
Mother-Tongue
English
Filipino
Mathematics
29 | Page
PAGE \*
Dist
MERGEFORM
School rict
Logo Log
o
LAKE WOOD DISTRICT
Science
Araling Panlipunan
Edukasyon sa Pagpapakatao
TLE
MAPEH
IO3.4 - Learners attain Stage 4 (Grades 11-12) learning standards equipped with knowledge and 21st century
skills developed in chosen core, applied and specialized SHS tracks
Graduation Rate
Repetition Rate

of proficiency
Grade 11
First Semester
Core Subjects
Core Subject 1
Core Subject 2
Core Subject 3
PE
Applied Subjects
Applied Subject 1
Applied Subject 2
Specialization
Second Semester
Core Subjects
Core Subject 1
Core Subject 2
PE
Applied Subjects
Applied Subject 1
Applied Subject 2
Specialization
Grade 12
First Semester
Core Subjects
Core Subject 1
Core Subject 2
Core Subject 3
30 | Page
PAGE \*
Dist
MERGEFORM
School rict
Logo Log
o
LAKE WOOD DISTRICT
PE
Applied Subjects
Applied Subject 1
Applied Subject 2
Specialization
Second Semester
Core Subjects
Core Subject 1
Core Subject 2
PE
Applied Subjects
Applied Subject 1
Applied Subject 2
Specialization
Percentage of SHS Graduates who are in:

* College
* At Work
* In Entrepreneurship
Percentage of learners with NC
IO3.5 - Learners in the Alternative Learning System attain certification as Elementary or Junior High School
completers
No. of completers in BLP
No. of completers in Elementary
No. of completers in Junior High School
No. of Presentation Portfolio Assessment Passers
No. of Revalida/A&E Passers
Baseline
Indicator 2023 2024 2025
Data
Pillar 4. RESILIENCE AND WELL-BEING
IO4 - Learners are resilient and aware of their rights to and in education are respected, protected, fulfilled and
promoted while being aware of their responsibilities as individuals and as members of society
IO4.1 - Learners are served by a Department that adheres to a rights-based education framework at all levels
Strategy 1. Integrate children’s and learners’ rights in the design of all DepEd policies, plans, programs,
projects, processes and systems
Learners satisfaction rating on Rights-based Education
Strategy 2. Ensure that learners know their rights and have the life skills to claim their education-related rights
from DepEd and other duty-bearers to promote learners’ well-being, while also being aware of their
responsibilities as individuals and as members of society
31 | Page
PAGE \*
Dist
MERGEFORM
School rict
Logo Log
o
LAKE WOOD DISTRICT
Safety Seal Certificate
IO4.2 - Learners are safe and protected, and can protect themselves from risks and impacts from natural and
human induced hazards
Strategy 3. Protecting learners and personnel from death, injury and harm brought by natural and human-
induced hazards
School hazards
Strategy 4. Ensure learning continuity in the aftermath of a disaster or emergency

Flexible learning options
Strategy 5. Protect education investments from the impacts of natural and human-induced hazards
IO4.3 - Learners have the basic physical, mental and emotional fortitude to cope with various challenges in life
Strategy 6. Provide learners with basic health and nutritional services
Nutritional Status
Cases of Illness
Health Statistics
Strategy 7. Nurturing and protecting learners’ mental and psychosocial health
Incidence of Bullying
Strategy 8. Promoting learners’ psychosocial and emotional development

Physical Fitness level
Baseline
Indicator 2023 2024 2025
Data
Enabling Mechanism: GOVERNANCE AND MANAGEMENT
IO5 - Efficient, agile, and resilient governance and management processes
EM1. Ensure all education leaders and managers practice participative, ethical, and inclusive management
processes
School Based Management Level of Practice
EM2. All personnel are resilient, competent, and continuously improving

OPCRF Rating
EM3. Ideal learning environment and adequate learning resources for learners ensured
Learner-Classroom Ratio
Learner-Teacher Ratio
Learner-Seat Ratio
Child Friendly School Program
Learning Resources
Learners Materials
Connection to Electricity
Connection to Internet
Availability of Water
Utility services
EM4. Improve and modernize internal systems and processes for a responsive and efficient financial
32 | Page
PAGE \*
Dist
MERGEFORM
School rict
Logo Log
o
LAKE WOOD DISTRICT
resource management
MOOE Utilization
Other Funds Utilization
EM5. Strengthen active collaboration with key stakeholders

Functional SGC
Stakeholders Participation
Resource Generation
EM6. Strengthen the public-private complementarity
B. Annual Implementation Plan

(Use excel file for this part)
V. MONITORING AND EVALUATION

(Use excel file for this part)
All activities identified in the Annual Implementation Plan shall appear also in the Monitoring and
Evaluation Plan
Notes:
1. Follow the “No Spacing” format of every paragraph.
2. Font style: Arial Narrow; Font color: Black; Font size: Narratives = 12, Data and Tables = 11.
3. Observe one space after every paragraph, and two spaces after every section or as
adjustments be made when doing Face Validity.
4. Do not separate the interpretations to its corresponding table in a page if possible.
5. For tables that have a long array of data, divide proportionately the rows of the table and its
interpretation in the pages it may occupy whenever possible.
6. Remove all instructions in font color red when you finalize this document.
33 | Page
PAGE \*
Dist
MERGEFORM
School rict
Logo Log
o

Pcnhs Sip 2023

Uploaded by

Copyright:

Available Formats

You might also like

Pcnhs Sip 2023

Uploaded by

Document Information

Original Description:

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Pcnhs Sip 2023

Uploaded by

Copyright:

Available Formats

Republic of the Philippines

This plan is anchored on the rationale that:

II. DEPED’S VISION, MISSION AND CORE VALUES

As a learner-centered public institution, the Department of Education continuously improves

Learners manifest the following:

Learners manifest the following:

Learners manifest the following:

Learners manifest the following:

III. SCHOOL’S CURRENT SITUATION

A. Introducing the School

B.1.2 Secondary Junior High School

B.1.3 Secondary Senior High School

B.1.4 Secondary JHS and SHS Overall Enrollment

B.2.3 Junior High School

In Community In School Variance

Some opt to enroll in other schools.

B.2.4 Senior High School

In Community In School Variance

Some opt to enroll in other schools.

B.3 Data on Learners in Disadvantage Situations by Gender, SY: 2022-2023

Table B.3 Enrollment of Learners in Disadvantage Situations by Gender, SY: 2022-2023

Situations Male Female Total

80% of the students belong to IP communities and also 4ps beneficiaries.

B.4 Children with Disabilities

Table B.4 Enrollment of Children with Disabilities

Situations Male Female Total

We have zero enrollment of students with disabilities.

B.5 Children from Geographically Isolated and Disadvantaged Areas (GIDA)

Situation Male Female Total

SDR = (Dropout EOSY divided by Enrollment BOSY) multiplied by 100%

B.7.2 Secondary, Junior High School

Write interpretation of the table

B.7.3 Secondary, Senior High School

Write interpretation of the table

B.8 School Leaver Rate by Gender, SY: 2017-2018, SY: 2018-2019,

B.8.2 Secondary, Junior High School

Write interpretation of the table

B.8.3 Secondary, Senior High School

BOSY Enrollment Repeaters BOSY Enrollment Repeaters Current School Leaver

Write interpretation of the table

Senior High School:

B.9.2 Secondary, Junior High School

Total Enrollment Grade 8 to 10 Total Enrollment Grade 7 to 9

Write interpretation of the table

B.9.3 Secondary, Senior High School

Total Enrollment Grade 12 Total Enrollment Grade 11

Write interpretation of the table

B.10 Transition Rate by Gender, SY: 2022 - 2023

B.9.2. Secondary Junior High School, Grade 6 to Grade 7

Write interpretation of the table

B.9.3a Secondary Senior High School, Grade 10 to Grade 11

Grade 11 Enrollment Grade 10 Enrollment

Write interpretation of the table

B.9.3b Secondary Senior High School, Grade 11 to Grade 12

Grade 12 Enrollment Grade 11 Enrollment

Write interpretation of the table

C.1 Reading Assessment Result: Early Grade Reading Assessment (EGRA)

Table C.2c Secondary Junior HS Phil-IRI English