Sip Bnhs2023 Part 1

BONBON NATIONAL HIGH SCHOOL
School ID:303989
Bonbon, Catarman, Camiguin
ENHANCED
SCHOOL
IMPROVEMENT
PLAN
SY 2023 – 2024 to SY 2025-2026
APPROVAL SHEET
School Improvement Plan i

This Enhanced School Improvement Plan for S.Y. 2023 – 2026,
serves as the roadmap of Bonbon National High School. This is the
basis and guidelines for the implementation of all DepEd programs
and projects.
Therefore, we the members of the School Planning Team hereby
pledge to commit ourselves to do our duties and responsibilities to
implement what has been planned from the Calendar Year 2022 –
2023 to Calendar 2024-2025 and to support all the programs and
projects as stated by this SIP and by the Department of Education in
general.
The School Planning Team
IRENE G. VILLAMOR MARK ANTHONY M. MANQUIQUIS

Head Teacher III /School Head School Guidance Counselor
FREDMAR A. GEMINO HON. CHRISTOPHER G. RODRIGUEZ

Teacher Representative Barangay Captain
JAY T. JANUBAS HON. MARVE G. RODRIGUEZ

SPTA President Education Committee Chair
DAISY M. ESTANILLA ANELIE S. VENZUELA

Parent Representative/4P’s Coor Parent Representative
EUSEBIO S. BUCAG CONCORDIA LOPEZ

BDRRM Representative Religious Sector Rep.
CAMILO C. APUGAN JEY-ANN N. QUEZON

BPAT/BADAC Representative SPG President
Recommending Approval: Approved:
LAILANE E. LOPENA, PhD ROSEMARIE T. MACESAR, PhD, CESO VI

Chief, SGOD Assistant Schools Division Superintendent
Officer In-Charge
Office of the Schools Division Superintendent
School Improvement Plan ii

TABLE OF CONTENTS
Page
Message ii
Table of Contents iii
List of Acronyms iv
List of Tables and Illustrations v
Department of Education’s Vision, 1

Mission, and Core Values Statement &
Quality Policy
School’s Current Situation 2
PILLAR 1. Access 2
PILLAR 2. Equity and Inclusion 5
PILLAR 3. Quality 6
PILLAR 4. Resiliency and Well-being 9
PILLAR 5. Governance 11
Improvement Plan
Financial Plan
Six Year Indicative Financial Plan
AIP
WFP
School Monitoring, Evaluation and Adjustment
Risk Management Plan
School Improvement Plan iii

LIST OF TABLES AND ILLUSTRATIONS
Page
Table 1. Comparative Data for Enrolment for the last 4 SY 3
Table 2. Community Mapping Intake Rate 3
Table 3. Transition Rate for the last 4 years 4
Table 4. Over-aged and 4Ps Learners in SY 2022-2023 5
Table 5. Percentage of Children Regularly Attending Classes 5
Table 6. Literacy Level in Filipino 6
Table 7. Literacy Level in English 7
Table 8. Numeracy Level 8
Table 9. Learners’ Performance 8
Table 10. Distribution of SHS Graduate by Post-Grad. Pathways 9
Table 11. Percentage of Learners Reporting Violence: Bullying and
Child Abuse 10
Table 12. Percentage of learners with Improve Health Statistics 10
Table 13. Classrooms-Learner Ratio 11
Table 14. Percentage of Learners with Connection to Electricity 11
Table 15. Percentage of Learners with Connection to Internet 11
Table 16. WINS Facility Completeness 12
Table 17. Partnership with Stakeholders 13
Table 18. Professional Development Conducted SY 2022-2023 13
Table 19. Provisions of DRRM Kit 14
Figure 1. Simple Drop-Out Trends 3

Figure 2. School Leaver for the last 4 years 4
Figure 3. Completion Rate 8
Figure 4. Graduation Rate 9
Figure 5. Retention Rate of learners affected/displaced by Natural
& Man-Made Disasters 10
School Improvement Plan iv

CHAPTER 1
Department of Education Vision, Mission and Core Values C
Statement H
DepED’s Vision, Mission, and Core Values Statement
A
P
Vision
T
We dream of Filipinos who passionately love their country and whose values E
and competencies enable them to realize their full potential and contribute
meaningfully to building the nation. R
As learner-centered public institution, the Department of Education constantly
improves itself to better serve its stakeholders. 1
To fulfill this vision, Bonbon National High School competent teachers with the
support of parents and stakeholders, are committed to provide students a
learning environment that is responsive to their needs and interests, developing
in them values and competencies that will prepare them to become true stewards
of the country. They are duty-bound to make every BNHS learner-dreamer
becomes the best version of oneself for others and for the country. Furthermore,
BNHS aligns with vision by creating vast opportunities for the learners through
the implementation of MATATAG Agenda and promote BNHS as “Paaralang
Makabansa”.
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.
BONBON NATIONAL HIGH SCHOOL has been articulating this Mission by

integrating it in the core of the school’s culture, policies and practices. As such,
the Mission has been made visible in the lives of the learners through an access
of education that is of high quality, fair, culturally sensitive, and covers the
foundational elements of education whose;
TEACHERS shall be mentors who facilitate and support students' learning

journeys,
School Improvement Plan
1
ADMINISTRATORS and STAFF of BNHS shall take a responsibility to create an
environment that allows effective learning to take place,
FAMILIES, COMMUNITIES, and other interested parties have a role to play in the
education process through active involvement and taking responsibility for
nurturing students as lifelong learners.
Core Values
Maka-Diyos
A God-fearing BNHS learner, deeply committed to his faith and its teachings,
Makatao
A Pro-people BNHS learner whose values and actions prioritizes the well-being
and welfare of humanity; socially responsible and dedicated to promoting the
dignity and rights of others in school and the community,
Makakalikasan
A Pro-environment BNHS learner commitment to values and actions that
prioritize the protection, preservation, and conservation of the environment and
natural resources,
Makabansa
A Pro-Pilipinas BNHS learner who posses a sense of pride in one's nationality
and a willingness to contribute to the betterment of the nation.
Quality Policy
“The Department of Education is committed to provide learners with quality

basic education that is accessible, inclusive, and liberating through Proactive
leadership, Shared Governance, Evident-based policies, standards and
program, responsive and relevant curricula, highly competent and committed
officials and teaching and non-teaching personnel and enabling environment
The Department upholds the highest standards of conduct and performance to
fulfill stakeholders’ needs and expectations by adhering to constitutional
mandates, statutory, and regulatory requirements, and sustains client
satisfaction through continuous improvement of the Quality Management
System.”
By religiously adhering to this policy, Bonbon NHS is ensured of delivering

standardized basic education services to its internal and external stakeholders.
2
CHAPTER 2
This chapter discusses the school’s current situation. It shows the C
current information of the school highlighting the alarming data which affect H
the performance indicators of the school and division on the Key Results Areas:
Access, Equity, Quality, Resiliency and Well Being, and Governance as A
enabling mechanisms for efficient, nimble, and resilient governance and P
management process.
T
School’s Current Situation E
Bonbon National High School is a school offering both Junior and Senior R
High School curricula. The school is located at Barangay Bonbon, Catarman,
Camiguin. Due to a very limited land area, the school has its main and annex
buildings. The main building’s front and back are too close to the national 2
highway and the seashore respectively. While its annex building is situated 600
meters away from the main, sharing spaces with Bonbon Elementary School.
The school is situated 10 kilometers away from the municipality proper, the
farthest barangay from the East. Due to its location, the school is accessible
and can be reached by motorcycles, cars, and trucks.
In terms of buildings and facilities, the school has still lack of access to
available space for possible construction of new classrooms intended for the
Junior and Senior High School. Many rooms in the main campus is subject for
condemnation and also affected of the road widening project of the Department
of Public Works and Highways.
Additionally, there is also a problem on the access to water supply
especially in its annex campus where majority of the students are situated.
Then, the school also has unavailability of internet connection in its two
computer laboratories thus limiting students to explore various learning
management systems and applications.
Despite of all the challenges encountered, the school has strong support
and participation from various external and internal stakeholders thus making
all programs, projects and activities successful in the aspect of access, quality
and governance.
Moreover, the school has 15 teaching personnel with 11 coming from
Junior High School and 4 from the Senior High School as well as three (3) non-
teaching personnel headed by the Head Teacher III.
ACCESS
Bonbon National School continuously seeks to improve to deliver quality

basic services through access. The school is putting an effort to reach all the
learners across all feeder barangays. Various interventions were conducted to
reach out to learners across zones by assigning teachers. Community mapping
is one of those initiatives conducted by the school in order to increase
enrolment of the school
3
Table 1. Comparative Data of Enrolment for the last 4 years
Grade SY 2019- SY 2020- SY 2021- SY 2022-

Level 2020 2021 2022 2023
Grade 7 76 64 83 56
Grade 8 79 78 62 76
Grade 9 56 81 73 58
Grade 10 62 56 77 65
Grade 11 62 50 45 41
Grade 12 39 43 47 35
Total 374 372 387 331
It can be noticed that there is a decreasing trend on the number of

enrollees in the last two School Year from 2021-2022 to 2022-2023. In the said
data, it can be observed that there is a decrease of 56 enrollees, it can be
attributed to increase number of transferees in the Senior High School due to
the unavailability of preferred strand.
Table 2. Community Mapped Intake Rate
Enrolled
Enrolled
Percentage in other Percentage Total
at BNHS
schools
Junior High
School 188 79.00 10 21.00 198
(Age 12-16)
Senior High
School 47 92.00 4 8.00 51
(Age 17-18)
Total 235 14 249
With the recent data from the school-community mapping, 100% of

school-age children were enrolled in school. Out of 235 mapped out, a total of
235 or 94.00% are enrolled at the school and 14, or 6.00% of the school-aged
children are enrolled in other schools. Based on the studies conducted, the
presence of neighboring schools where parents may choose from for the
education of their children is one of the factors why there are learners enrolled
in other schools.
Figure 1. Simple Drop-out Trends
30
25
20
15 27
10
5
1 1 0 0
0
2018-2019 2019-2020 2020-2021 2021-2022 2022-2023
4
The result showed that there is a significant increase of the number of
drop-outs in the current school year, given that the school is implementing the
“No read, no move policy” as well as the agency’s order on the number of failed
subjects for retention.
Table 3. Transition Rate for the last 4 years
School Year Enrolment No. Rate

2019-2020 269 261 97.02%
2020-2021 368 367 99.72%
2021-2022 386 386 100.00%
2022-2023 326 299 92.00%
Average 337 328 97.19%
The result shows that there is decrease number of the promoted learners
across grade level with a 92.00% rate as compared with the previous school
year. It is because of the increasing number of drop-outs in the Senior High
School.
Figure 2. School Leaver for the last 4 years
35
32
30
25 24
21
20
15
10
6
5
0
2019-2020 2020-2021 2021-2022 2022-2023
Based on the table above, SY 2021-2022 records the highest

number of leavers who transferred to another school with 32 learners. it
can be attributed to the effect brought about by the COVID 19 pandemic
that leads students to stay at the institution due to limited mobility and
access to travel. School Improvement Plan
5
In the aspect of access, various strengths and weakness were
observed in the various interventions conducted. Effective interventions
such as awarding of early bird and perfect attendance as well as the
constant home visitation and monitoring of advisers that contributed to
the positive results under the said pillar. However, parents need to be
empowered and SPTA projects and activities on attendance and
enrolment rate should be strengthened. Various KPIs particularly the
promotion and survival rate will be problematic if the current
remediation and enhancement will have poor participation rate from the
learners as well as the lack of support from the parents or legal
guardians.
Equity and Inclusion
There are also over-aged learners, Indigenous People (IP) learners and
4P’s learner recipients recorded. Table 3 below shows these current school
data.
Table 4. Over-Aged and 4P’s Learners in S. Y. 2022-2023
Level No. Of Over-Aged Learners No. of 4Ps Learner-

recipients
Grade 7 1 21
Grade 8 0 36
Grade 9 3 31
Grade 10 5 43
Grade 11 4 15
Grade 12 10 21
Total 23 167
Based on the above data, it can be inferred that the Grade 12 has the
highest number of over-aged learners and the Grade 8 with no corresponding
number. Additionally, it can also be noted that more than of the student’s
population are recipients of Pantawid Pamilyang Pilipino Program or 4Ps.
In like manner, not all students are always present in their classes Table
4 shows the percentage of children regularly attending classes in the past 3
years.
6
Table 5. Percentage of Children Regularly Attending Classes
SY: 2020-2021 SY: 2021-2022 SY: 2022-2023

Level
Male Female Total Male Female Total Male Female Total
Grade 7 93% 100% 96% 93% 98% 95% 81% 93% 88%
Grade 8 94% 96% 95% 97% 96% 95% 76% 95% 85%
Grade 9 100% 100% 100% 100% 100% 100% 69% 88% 76%
Grade 10 90% 94% 92% 90% 94% 92% 90% 94% 92%
Grade 11 100% 100% 100% 81% 92% 84% 76% 88% 83%
Grade 12 76% 100% 87% 100% 100% 100% 68% 100% 77%
OVERALL 92.00 98.00 95.00 94.00 97.00 94.00 77.00 93.00 84.00
Table 4 shows that there is around 16% of the total school population
for School Year 2022-2023 who are frequently absent. These children belong to
Students at Risk of Dropping Out (SARDO). It has been noted that Senior High
School low attendance rate as compared to the Junior High School. Thus, the
school introducing ways to improve the attendance rate of the whole school
through constantly connecting with stakeholders particularly the SPTA.
Quality
In like manner, Figure 3 shows the number of learners who are under
different reading levels (frustration, instructional and independent). It is
notable that the majority of the learners fall the under independent reading
level. Thus, it can be inferred that various nterventions were considered as
effective strategies in improving the reading level of the learners across Grade
levels.
Table 6. Literacy Level in Filipino
GRADE Enrollment Reading Level Non-Reader
Frustration Instructional Independent
Pre Post Pre Post Pre Post Pre Post
7 56 9 7 18 20 25 26 1 1
8 77 6 6 25 40 30 16 1 1
9 58 7 0 8 4 20 44 0 0
10 64 2 5 10 10 41 40 4 1
11 54 2 6 10 10 27 6 0 0
12 47 0 0 6 5 21 30 0 0
Total 356 26 24 77 89 164 162 6 3
7
Table 7. Literacy Level in English
GRADE Enrollment Reading Level Non-Reader
Frustration Instructional Independent
Pre Post Pre Post Pre Post Pre Post
7 56 22 7 7 9 21 38 1 1
8 76 17 13 18 7 31 17 5 0
9 56 29 16 4 5 1 29 0 0
10 64 34 21 13 15 6 17 5 3
11 54 10 7 13 7 16 23 1 0
12 47 11 4 15 10 10 11 0 0
Total 353 123 68 70 53 85 135 12 4
Based on Table 7, it can be noticed that there is a slight decrease of the

number of frustration readers and non-readers while significant increase is
observed among the instructional readers. Overall, the students have a good
reading performance in Filipino.
Additionally, Table 8 also shows that PHIL-IRI in English that majority of
the students were belonging to independent level with 52%, frustration level
with 26%, instructional level with 20% and non-reader with 2%. The school
has strengthened and utilized the CNR time as well as innovation project to
improve the reading level of the learners.
It is still continued challenge among teachers the number of non-readers
but through the continued implementation of school innovation project as well
as the remediation during the CNR time and the strong partnership with the
internal and external stakeholders this number will possibly decrease the
figure and will lead to good results.
Table 8. Numeracy Level
Correct
Reading Comprehension Transform. Processing Encoding Ans. Total
Gr. No. n % n % n % n % n % n % n %
7 53 23 43 23 43% 5 9% 2 4% 0 0% 2 4% 53 100
8 57 9 16 29 51% 4 7% 2 4% 13 23% 13 23% 57 100
9 49 12 24 7 14% 0 0% 2 4% 28 57% 25 51% 49 100
10 54 10 19 11 20% 3 6% 1 2% 29 54% 25 46% 54 100
11 37 6 16 13 35% 18 49% 0 0% 0 0% 0 0% 37 100
12 37 5 14 26 70% 5 14% 1 3% 0 0% 0 0% 37 100
Total 287 65 109 35 8 70 65 287
Based on the diorama result, it can be inferred that majority of the
students are in the comprehension level, thus they still need improvement in
8
their numeracy skills. Remediation and enhancement time allocation will be
utilized fully by the school in the entire school year so that there will be
improvement in their academic performance in Mathematics.
Table 9. Learners Performance
AVERAGE GRADE PER LEARNING AREA

Grade Level
FIL ENG MATH SCI AP TLE ESP MAPEH
7 86 83 84 84 85 86 85 87
8 86 86 80 85 83 85 83 84
9 86 82 80 81 85 86 85 87
10 88 83 80 81 91 86 92 86
AVE. 87 84 81 83 86 86 86 86
As based on the figure presented, it can be observed that subject

that got the highest mean across levels is Filipino while the Mathematics
has lowest figure. One of the strategies to be recommended among the
learners for better academic performance in Mathematics is the
participation to the National Learning Camp which will be held on July-
August.
One of the problems confronting the school is the number of frustration
and non-reader in both English and Filipino. Various interventions were
conducted by the teachers such as the conduct of reading remediation during
CNR time, tutelage by the independent readers and Bisita Pabasa during the
National Learning Camp 2023.
Figure 3 Completion Rate
102
100 100 100

100
98
96
94
92
92
90
88
2019-2020 2020-2021 2021-2022 2022-2023
9
Based on the table above, the SY 2022-2023 got the lowest completion
rate it is due to the “No read, no move policy” of the current issuances and
guidelines of the Department. The number of non-readers is brought about by
the devastating effect of the COVID-19 pandemic.
Table 10 Distribution of SHS Graduates by Post-Graduation Pathways
Curriculum Exits No. Rate

Higher Education 31 89.00
Middle-level Skills Development 4 11.00
Entrepreneurship 0 -
Employment 0 -
Total 35 100.00
Based on the table above, it can be inferred that majority of the students
pursued higher education in both public and private universities and college.
Factors will be the free tertiary education of the government under the
Republic Act 10931 or the Universal Access to Quality Tertiary Education Act.
Figure 4 Graduation Rate

101
100 100 100
100
99
98
97
96
95
94
94
93
92
91
2019-2020 2020-2021 2021-2022 2022-2023
Based on the table above, the SY 2022-2023 got the lowest completion
rate it is due to the two drop-outs of the grade level. Factors will be the
domestic related factors such as personal and familial problems.
10
Resiliency and Well-Being
Figure 5 Retention Rate of Learners Affected/Displaced by Natural and Man-

Made Disasters
120
100 100 100 100
100
80
60
40
20
0
2019-2020 2020-2021 2021-2022 2022-2023
Based on the data above, it can be inferred that across the four-school year, all
of the learners affected by natural and man-made disasters were able to
continue their education with their respective level.
Table 11 Percentage of Learners Reporting Violence: Bullying and Child Abuse
Quarter No. Rate
First Quarter 1 33.33
Second Quarter 0 0.00
Third Quarter 2 66.67
Fourth Quarter 0 0.00
Total 3 100.00
Based on the above table, it can be inferred that during the third quarter
records the highest number bullying cases while sensitive child abuse was
recorded in the first quarter. Intervention was done by the guidance counselor
together with the school head to address the said cases.
Table 12. Percentage of Learners with Improved Health Statistics
SY: 2020-2021 SY: 2021-2022 SY: 2022-2023

Level severely waste severely waste severely
normal wasted wasted OW normal d wasted OW normal d wasted OW
Grade 7 65 7 3 3 65 7 3 0 51 4 0 1
Grade 8 38 5 0 5 38 5 0 0 52 13 2 3
Grade 9 58 5 3 3 58 5 3 3 48 4 0 3
Grade 10 57 5 0 0 57 5 0 0 53 7 3 2
Grade 11 41 0 0 1 41 0 0 0 50 1 0 0
Grade 12 33 4 0 3 33 4 0 3 38 3 0 1
OVERALL 292 26 6 15 292 26 6 6 292 32 5 10
It can be observed that majority of the learners are normal. Factors are
strengthened initiatives of the Local Government Units (LGU) through its Rural
11
Health Units RHU) to which assigned nurses together with the Barangay
Health Workers (BHW) constantly monitors the health status of all residents
including the children who are learners of the school in the form of feeding
programs, immunization and any other health initiatives.
Despite of the pandemic that the whole country has faced, the Bonbon
National High School is dedicated in safeguarding and protecting the physical,
mental social and overall well-being of all its learners through unique strategies
and modalities in this new normal. In the aspect of OK Ka Sa DEPED programs
and Supreme Student Government initiatives, teachers and officers were able
to attend various online webinars organized by the Department of Education-
Youth Formation Division via Google Meet, Zoom and Facebook.
Additionally, In the project “Let a Million Flower Bloom”, teachers in
partnership with the Parent and Teacher’s Association (PTA) initiated the
planting of flowering plants along the highway to uplift the spirit of learners,
parents, and teachers, as well as to show gratitude and appreciation to
teachers for all the hard work they have showed amidst the COVID19
pandemic to continue the delivery of quality education to learners.
Enabling Mechanisms: Governance
Table 13: Classrooms-Learner Ratio

Grade Level No. of Students No. of classroom
7 55 2
8 76 2
9 57 2
10 64 1
11 40 1
12 34 1
Total 326 9
Based on the table above, it can be inferred that the school is still in
need of a space to which additional classrooms can be constructed especially
for the Senior High School. Various factors can be the reason will be the lack of
space that is still a major problem of the school across the years.
Table 14 Percentage of Learners with Connection to Electricity
Grade Level No. of Students Rate

7 55 16.87
8 76 23.31
9 57 17.48
10 64 19.63
11 40 12.27
12 34 10.43
Total 326 100.00
12
Based on the table above, it can be derived that all of the learners has
an access to electricity. Various factors will be the extensive campaign of the
local government unit and CAMELCO towards free electrification program
towards the marginalized sector of the society.
Table 15 Percentage of Learners with Connection to Internet

No. of students with
Grade Level Enrolment internet connectivity Rate
7 55 12 10.71
8 76 46 41.07
9 57 14 12.50
10 64 19 16.96
11 40 14 12.50
12 34 7 6.25
Total 326 112 100.00
Based on the table above, less than of the population of the students
have internet connection because of the location of their residence as well as
financial capability for installation which is costly.
Table 16 WINS Facility Completeness

Component Total Number Location
Urinal/Comfort Room 13 Main and Annex
Handwashing Facility 3 Main and Annex
Based on Table 5, it can be inferred that the school really invested to

personal hygiene and sanitation despite of the frequent absence of the water
supply in the area. The school has 1:1 ratio of rest rooms across grade levels
which are functional but some has problems on water supply especially in its
annex campus. Sustained availability of liquid hand soap and water supply is
ensured to be utilized by the school.
The school administration, together with the internal and external
stakeholders are on the process of completing the requirements and updating
the data which support the four (4) principles in School-Based Management
(SBM) and upon completion of the needed requirements, the school will soon
request the division office SBM evaluators for the preliminary screening of the
13
data and then if ever done, then the next goal is for application for SBM level
accreditation.
Table 17 Partnership with Stakeholders
Attendance
Activity SY 2020-2021 SY 2021-2022 SY 2022-2023
Brigada 262 262 400

PTA Assemblies & Meetings 305 300 326
Total 567 562 726
It can be inferred that stakeholder’s participation is in the level of
average. But through the efforts of the concerned school head it was then
revived through connecting various school activities such as Brigada Eskwela,
re-organizing SGC & PTA including its assemblies, meetings as well as merit
awarding.
Based on Table below, it can be inferred that stakeholder’s participation

is in the level of average participation. However, it cannot be denied that due to
the devastating effect brought about by the COVID-19 it has also brought an
impact to the strengthened relationships of both the internal and external
stakeholders of the school. But it through the efforts of the concerned school
head it was then revived connecting in various school activities such as
Brigada Eskwela, PTA Assemblies, Meetings as well as crafting of the three-
year School Improvement Plan (SIP).
Table 18 Professional Development Conducted (SY 2022-2023)
Current SY:
2022-2023
Training Needs
No. of Teachers trained % of teachers trained
K to 12 15 100.00%
LAC Sessions 15 100.00%
INSET 15 100.00%
TIP/IPBT 3 100.00%
It can be derived that majority of the teachers were able to attend

various upskilling and retooling activities to update knowledge regarding
teaching-learning process through INSET and LAC Sessions conducted by the
school.
The school is dedicated in safeguarding and protecting the physical,
mental social and overall well-being of all its learners through unique strategies
and modalities in this new normal. In the aspect of OKSchool
Ka SaImprovement
DEPED programs
Plan
14
and Supreme Student Government initiatives, teachers and officers were able
to attend various online webinars organized by the Department of Education-
Youth Formation Division via Google Meet, Zoom and Facebook. The officers
also attended the Division-Wide National Student’s Day in which various
activities were conducted. Additionally, they also organized the same at the
school-level together with the celebration of the World Teacher’s Day as well as
the doing the year-end election across grade levels. Additionally, In the project
“Let a Million Flower Bloom”, teachers in partnership with the Parent and
Teacher’s Association (PTA) initiated the planting of flowering plants along the
highway to uplift the spirit of learners, parents, and teachers, as well as to show
gratitude and appreciation to teachers for all the hard work they have showed
amidst the COVID19 pandemic to continue the delivery of quality education to
learners.
Table 19 Provisions of DRRM Kit
Item Quantity Condition
First Aid Kit 1 Good
Fire Extinguishers 10 Good
Stretcher 1 Good
The school invested in the procurement of needed materials and

equipment for any calamity that will occur both natural and man-made
disasters. Additionally, the school is grateful of the construction of seawall in
its main campus by the Department of Public Works and Highways (DPWH)
through the initiative of Senator Bong Go and PB Rodriguez.
15
IMPROVEMENT PLAN
PLANNING WORKSHEET FOR ACCESS, EQUITY, QUALITY, RESILIENCY & WELL-
BEING AND ENABLING MECHANISMS – GOVERNANCE IN JUNIOR HIGH SCHOOL
Learni Priority General Objectives Root TIME FRAME

ng Improveme Cause/s
Stage nt Areas SY: SY: SY:
22- 23- 24-
23 24 25
Grade
7 - 10
By the end of 2024
Bonbon National High
School
A1. Ensured that 100% of 1. Not-well 376 376 376
Enrolment school-aged children informed
aged 12 to 16 in the 2. Working
community and feeder due to
barangays are enrolled limited family
resources in
effect of covid
19
A2. Cohort Increased Cohort 1. Lack of 97% 98% 100
Survival Survival Rate from support and %
Rate 87% to 100% interest in
school
2. Frequent
Absences
A3. Increased Transition 3. Peer 97% 98% 98%
Transition Rate from 96% to 98% Influence
Rate 4. School
Preference
Learning * Delivered basic IATF 4 3 1
Delivery education to 100% of Guidelines
Modalities learners through: on no-face-
to-face
a. Distance Learning instruction
Modality
b. Face to Face
c. Blended Learning
Grade QUALITY
7 - 10
Child * Implemented 4 CFSS Unmet 4 4 4
Friendly requisites provisions
School
System
16
Graduation * Achieved 100% 100 100 100
Rate Graduation rate % % %
A. Basic* Improved reading 1. Reading 11 22 33

Literacy proficiency level in level is lower
English of 33 learners than his age.
from frustration level
to 2. slow
instructional/independ mental
ent. ability
* Improved reading 8 16 24
proficiency level in
Filipino of 24 learners 3. Poor
from frustration level attendance in
to remedial
instructional/independ reading
ent.
B. Learning * Closed the identified 1. Difficulty 3 3 3
Performanc gaps in Grade 7 to in
e Grade 10 low understandin
performance domains g/ solving
in Mathematics by problems
implementing 3
enrichment
interventions.
GOVERNANCE
Education
Support
Services
School *Implemented 4 OK Ka Covid 19 4 4 4
Health sa DepEd Programs Pandemic
(WINS, Adolescent and
Reproductive Health,
Mental Health)
Nutritional * Improved well-being Unhealthy 1 1 1

Status among teachers by Diet
implementing 1
wellness program
Grade Youth *Implemented activities
7 - 10 Formation for 5 YFD Programs
Division
(YFD) > Barkada Kontra 1 1 1
Droga
> Let a Million Flower 1 1 1
Bloom
> SSG 1 1 1
> Gulayan sa Paaralan 1 1 1
> Guidance and 1 1 1

Counselling
Drugs and * Ensured sufficient 10 10 10
Medicine supplies of 10 kinds of
17
medicines inclusive of
vitamins
Human * Ensured quality of
Resource teaching learning
Managemen process and capacitate
t 100% of learning
through;
1. LAC Sessions 14 14 14
2. INSET 14 14 14
3. Online Courses 1 1 1
4. SEAMEO 1 1 1
Scholarship
5. Mentoring and 14 14 14
Coaching
6. TIP 1 1 1
Research * Conducted 2 action 1. Limited 3 3 3

and research to improve interest to
Developmen learning outcome conduct
t research.
2.
Limited/no
background
in
conducting
action
research
3. Low risk-
taking
attitude
Grade Quality * Quality assured 2 2 2
7 - 10 Assurance initiated programs,
projects, activities for
adjustments via 2
SMEA's
Physical * Improved the quality Fund
facilities of learning allocation
environment through; issue.
* Rehabilitation of 1 1 1 1
drainage system.
* Equipped T.L.E. 5 5 5
laboratory workshop
with 5
utensils/equipment
ICT * Improved teaching Limited
facilities/ and learning process Budget
Equipment through provision of
18
the following facilities;
* 6 wooden 3 6 6
organizers for
computer accessories
* 1 Internet 1 1 1
connection
* 2 Portable 2 2 2
Bluetooth Speakers
DRRM * Managed risk of less priority
disasters through in previous
acquisitions of; AIP
* 2 VHM Radio (2- 10 10 10
way)
* Spine Board 2 2 2
Stakeholder Attained 90-100% Conflict 93% 96% 100

s stakeholders’ between %
engagement engagement and stakeholders’
and partnerships responsibiliti
partnership es at home
and in
school.
SBM Improved SBM level II less priority 2 2 2
accreditation. in previous
AIP
PLANNING WORKSHEET FOR ACCESS, EQUITY, QUALITY, RESILIENCY & WELL-

BEING AND ENABLING MECHANISMS – GOVERNANCE IN JUNIOR HIGH SCHOOL
Priority TIME FRAME

Learnin Root
Improvement General Objectives FY: FY: FY:
g Stage Cause/s
Areas 2022 2023 2024
Grade ACCESS
11 and By the end of 2024
12 Bonbon National
High School
A1. * Ensured that 1. Not-well 96 96 96
Enrolment 100% of school- informed
(GAS) aged children aged 2. Working
16 to 18 in the due to
community and limited
feeder Barangays family
are enrolled. resources
> Academic Track in effect of
covid 19
= General
Academic Strand
19
* Learning * Ensured that
Modalities education is
accessible to all
learners by offering:
a. Modular Distance Memo on
Learning the School
4 2 1
Calendar
d. Face to Face
for SY
2023-2024
QUALITY
Laboratory * Invested tools,
Workshop facilities, and
and equipment for
practicum hands on laboratory
Limited 100 100
and practicum to 100%
Budget % %
ensure 100%
meaningful learning
and skills
development
Graduation Attained 100% 1.
Rate Graduation Rate Frequent
absences
2. Non-
complianc
e of
academic
requireme 100 100
100%
nts % %
3. Working
4. Lack
self-
Grade interest
11 and and
12 support
1. Basic * Improved reading 1.
Literacy proficiency level in Frequent
English of 14 absences
learners from and cutting
frustration level to classes 14
instructional/indep 2. Reading
endent. level is
lower than
his age.
* Improved reading 3 Lack of
proficiency level in reading
Filipino of 12 resources 12
learners from at home
20
Frustration level to
Instructional/Indep
endent.
2. Immersion * Achieved 100%
completion of 80
100 100
hours immersion 100%
% %
period among
learners
3. Learning * Optimized 2 * Difficulty
Performance remediation in
programs to understan
improve learning ding the
competencies in: lesson
* Academic * Less
Track > Mathematics comprehe 2 2 2
nsion
*
Uncovered
> English 2 2 2
Competenc
ies
4. Co- * Ensured * Less
Curricular participation of 96 focus in
learners to 5 co- coaching
curricular activities and
96 96 96
mentoring
* Time-
manageme
nt
> Extra- * Designed 2 Extra-
* Limited
Curricular curricular activities 2 2 2
budget
Activities for learners.
GOVERNANCE
Education
Support
Services
School Implemented 5 OK
Health and Ka sa DepEd
Nutritional Programs (WINS,
Covid 19
Status Adolescent and 5 5 5
Grade Pandemic
Reproductive
11 and
Health, Mental
12
Health)
Wellness * Improved well-
Program being among *
teachers by Unhealthy 1 1 1
implementing 1 diet
wellness program
Drugs and * Ensured sufficient
Medicine supplies of 6 kinds 6 6 6
21
of medicines
inclusive of vitamins
Youth Implemented 5
Formation activities of YFD
Division program
(YFD)
> Barkada Kontra
1 1 1
Droga
> Let a Million
1 1 1
Flower Bloom
> SSG 1 1 1
> Gulayan sa
1 1 1
Paaralan
> Career Guidance
1 1 1
and Counselling
5. Sports Implemented 3 * Time-
sports activities managem
ent
* Less 3 3 3
priority in
previous
AIP
Grade Human Capacitated 100%
11 and Resource of teachers through
12 Management
1. LAC Sessions 14 14 14
2. INSET 14 14 14
3. Online Courses 1 1 1
4. SEAMEO
1 1 1
Scholarship
5. Mentoring and
14 14 14
Coaching
6. TIP 1 1 1
Research and * Conducted 2 1. Limited 1 2 2
Development action research to interest to
improved learning conduct
outcome. research.
2.
Limited/n
o
backgroun
d in
conducting
action
22
research
3. Low
risk-taking
attitude
Physical * Improved the
facilities quality of learning
environment Fund
through; allocation 1 1 1
> Rehabilitation of 1 issue.
pavement/ pathway
H.E. Facility/ * Equipped T.L.E.

Equipment laboratory
workshop with;
Insufficien
> 6 Cooking utensils 6 6 6
t fund
> 3 Cloth and Linens 3 3 3
ICT * Improved teaching

facilities/ and learning
Equipment process through
provision of the
following facilities;
Fund
> 3 Computer allocation
3 3 3
activity Tables issue
> 5 Flask Drive 5 5 5
> 2 Speakers 2 2 2
DRRM * Managed risk of
disasters through
Grade acquisitions of; less
11 and > 5 Emergency priority in
previous 5 5 5
12 Kits
AIP
> 2 Fire
2 2 2
Extinguishers
Stakeholders Attained 90-100% 1. Inability
engagement stakeholders to utilized
and engagement and new
partnership partnerships normal
ways to
reach the 100
93% 96%
stakeholde %
rs
2. Conflict
between
stakeholde
23
rs
responsibil
ities at
home and
in school.
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
41
42
43
44
45
46
47
48
49
50
51
52
53
54
55
56
57
58
59
60
61
62
63
64
65
66
67
68
69
70
71
72
73
74
75
76
77
78
79
80
81
82
83
84
Analysis and Management of Risk
Bonbon National High School is committed to deliver its mandate in

developing lifelong learners who are holistically developed whose values and
competencies enable them to contribute meaningfully to building the nation. It
shall exhaust all means to transform itself to be the center of excellence in
producing value laden and God-fearing graduates who are equipped with 21st
Century as well as being holistic individuals.
The ftable presents the major risks identified by the School Planning
Team and the strategies to mitigate their impact.
Severity
Mitigation
No. Identified Risks Over-all
Probability Impact Strategies
Rating
INSTITUTIONAL
FINANCIAL
1 Lack of funds for LGU- 3 4 12 Increase budget in the next
initiated activities FY in the aspect of
community participation
especially during Fiesta
and Foundation Activities
OPERATIONAL
2 Presence of Frustration 4 5 20 Continued implementation
& Non Readers in of the innovation on
English and Filipino reading
Utilize the CNR time

every afternoon
Conduct LAC on teaching

Reading
3 Low Average Grade 5 3 15 Implement remediation
across quarter in all strategies enumerated in
learning areas the AIP
Avoid class disruptions

through strictly following
recent orders and
memoranda as well as
strengthening teachers’
absorption policy
4 Low average attendance 4 5 20 Conduct wellness and
of learners sports activity every
Friday
Strengthened RHGP
through meaningful
student-centered activities
Constant monitor and

follow-up to SARDOs
Initiate and partner PPAs

with the SPTA to address
85
problems on attendance
5 Decreasing school 4 4 16 Conduct benchmarking
enrolment and feasibility study on the
new offering in SHS
Partner with stakeholders

especially in the feeder
barangays in increasing
enrolment
Provide award and

incentive to the students
who completed JHS and
SHS in institution
Strengthened community
mapping measures to
encourages children not in
school to enroll
6 Transferred out cases 3 3 9 Conduct benchmarking
contributed to the and feasibility study on the
decrease in enrolment new offering in SHS
Partner with stakeholders

especially in the feeder
barangays in increasing
enrolment
Provide award and

incentive to the students
who completed JHS and
SHS in institution
Strengthened community
mapping measures to
encourages children not in
school to enroll
CAPACITY
7 The school lacks 4 4 16 Develop a comprehensive
sufficient equipment disaster and emergency
and resources to contingency plan, allocate
effectively respond to budget for the procurement
and handle disasters or of necessary equipment,
emergencies conduct training for staff
and students.
8 Lack of Sports 3 3 9 Establish a sports
Development Program development program,
allocate resources and
budget for sports
equipment and facilities,
provide training for
teachers in sports
education, encourage
student participation in
sports activities.
ENVIRONMENT
86
9 Lack of space for the 3 4 12 Coordinate with the SDO
construction of new & LGU for possible
classroom buildings funding
87

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BONBON NATIONAL HIGH SCHOOL

School Improvement Plan i

The School Planning Team

IRENE G. VILLAMOR MARK ANTHONY M. MANQUIQUIS

FREDMAR A. GEMINO HON. CHRISTOPHER G. RODRIGUEZ

JAY T. JANUBAS HON. MARVE G. RODRIGUEZ

DAISY M. ESTANILLA ANELIE S. VENZUELA

EUSEBIO S. BUCAG CONCORDIA LOPEZ

CAMILO C. APUGAN JEY-ANN N. QUEZON

Recommending Approval: Approved:

LAILANE E. LOPENA, PhD ROSEMARIE T. MACESAR, PhD, CESO VI

School Improvement Plan ii

Table of Contents iii

List of Tables and Illustrations v

Department of Education’s Vision, 1

School’s Current Situation 2

PILLAR 2. Equity and Inclusion 5

PILLAR 4. Resiliency and Well-being 9

Six Year Indicative Financial Plan

School Monitoring, Evaluation and Adjustment

Risk Management Plan

School Improvement Plan iii

Figure 1. Simple Drop-Out Trends 3

School Improvement Plan iv

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

BONBON NATIONAL HIGH SCHOOL has been articulating this Mission by

TEACHERS shall be mentors who facilitate and support students' learning

School Improvement Plan

“The Department of Education is committed to provide learners with quality

By religiously adhering to this policy, Bonbon NHS is ensured of delivering

School Improvement Plan

Bonbon National School continuously seeks to improve to deliver quality

School Improvement Plan

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

It can be noticed that there is a decreasing trend on the number of

With the recent data from the school-community mapping, 100% of

Figure 1. Simple Drop-out Trends

Table 3. Transition Rate for the last 4 years

School Year Enrolment No. Rate

Figure 2. School Leaver for the last 4 years

Based on the table above, SY 2021-2022 records the highest

Equity and Inclusion

Table 4. Over-Aged and 4P’s Learners in S. Y. 2022-2023

Level No. Of Over-Aged Learners No. of 4Ps Learner-

School Improvement Plan

SY: 2020-2021 SY: 2021-2022 SY: 2022-2023

Frustration Instructional Independent

Pre Post Pre Post Pre Post Pre Post

Total 356 26 24 77 89 164 162 6 3

School Improvement Plan

Based on Table 7, it can be noticed that there is a slight decrease of the

Table 9. Learners Performance

AVERAGE GRADE PER LEARNING AREA

As based on the figure presented, it can be observed that subject

100 100 100

School Improvement Plan