SGC Functionality Indicator 7

Republika ng Pilipinas
Department of Education
REGION III
SCHOOLS DIVISION OF BULACAN
STA. BARBARA HIGH SCHOOL
ALDAMA ST., STA. BARBARA, CITY OF BALIWAG, BULACAN
S/Y 2023 - 2024
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Address: Aldama Street, Sta, Barbara, Baliwag, Bulacan
E-mail Address: stabarbarahs22@gmail.com
Republika ng Pilipinas
REGION III
SCHOOLS DIVISION OF BULACAN
ALDAMA ST., STA. BARBARA, CITY OF BALIWAG, BULACAN
S/Y 2023 - 2024
______________________________________________________________________________________________________________
Excerpt from the
Present Attendees: SBHS School Governance Council and SBHS Parents-Teachers Association
RESOLUTION NO. 1
SERIES OF 2023
A RESOLUTION ON Sta. Barbara High School Zumba for a Cause: Enhancing School Facilities
WHEREAS, recognizing the importance of promoting physical fitness, community engagement, and the
improvement of school facilities; and
WHEREAS, acknowledging the holiday season as an opportune time to celebrate unity and show
compassion towards fellow students; and
WHEREAS, understanding the need for enhanced recreational spaces and facilities at Sta. Barbara High
School; and
WHEREAS, appreciating the leadership of the School Governance Council in initiating events that
benefit the student body;
RESOLVED AS IT IS HEREBY RESOLVED THAT Sta. Barbara High School hereby declares its
intention to organize and host a Zumba for a Cause event, led by the School Governance Council.
The primary objectives of this Zumba for a Cause event are to raise funds for the acquisition of stone
benches, the construction of a canteen shed, and the installation of a flagpole on the school premises.
The organizing committee, consisting of appointed members from the School Governance Council, shall
be responsible for the planning, coordination, and execution of the Zumba for a Cause event.
The Zumba for a Cause event shall take place on 11th of November, 2023 at Sta. Barbara High School
Ground, with the goal of promoting physical fitness, fostering community spirit, and raising funds for
the specified projects.
The funds generated from the Zumba for a Cause event shall be allocated as follows:
a. 40% for the purchase of stone benches to enhance outdoor seating areas.
b. 40% for the construction of a canteen shed to provide shelter for students during breaks.
c. 30% for the installation of a flagpole, symbolizing school pride and unity.
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he finance committee is authorized to disburse funds as needed for the successful execution of the
Zumba for a Cause event and the subsequent implementation of the specified projects.
The SBHS faculty team shall be responsible for disseminating information about the Zumba for a Cause
event, including date, venue, and any specific guidelines or requests for participation.
Members of the school community, including students, teachers, and parents, are encouraged to actively
participate in the Zumba for a Cause event and contribute to the overall success of the fundraising
initiative.
The success of the Zumba for a Cause event will not only be measured in terms of funds raised but also
in the positive impact it brings to the school environment through the implementation of the specified
projects.
This resolution shall take effect immediately upon approval.
WE HEREBY CERTIFY TO THE CORRECTNESS OF THE FOREGOING RESOLUTION.
UNANIMOUSLY APPROVED; this 2nd of October, 2023 at Sta. Barbara High School.
Prepared by:
ROMELICE T. EBOJO, SGC Secretary
Attested by:
ROMULUS FELIZARDO, Committee on Education HAROLD T. DIMAAPI, DRRM Focal Person
GINA SILVA, Brgy. Sta. Barbara Single Mother President BAVELYN PERINA, PTA President
MARJORIE TIQUIA, PTA Vice President MARITES VICTORINO, PTA Secretary SHINE EBALLA, PTA Treasurer
MARILEN D. PASCUAL, SBHS Faculty MARK T. MANALAYSAY, SBHS Faculty DANICA E. REYES, SBHS Faculty
CLARENCE D. VENERACION, SBHS Faculty JAYSON I. BAUTISTA, SBHS Faculty RONNA MANUEL, SBHS Faculty
WENDELL CENTENO, SGC Elected Co-Chairperson
LARIZA L. FERNANDEZ, SGC Designated Co-Chairperson
DIVINA B. SANTOS, School Officer-in-Charge

_______________________________________________________________________________________
Republic of the Philippines
Region III-Central Luzon
Schools Division of Bulacan
Sta. Barbara High School
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Excerpt from the
Present Attendees: SBHS School Governance Council and SBHS Supreme Secondary Leaner
Government
RESOLUTION NO. 2
SERIES OF 2023
A RESOLUTION ON Gift-Giving Program at Sta. Barbara High School
WHEREAS, recognizing the importance of spreading joy and fostering a spirit of generosity within the
school community; and
WHEREAS, acknowledging the holiday season as an opportune time to celebrate unity and show
compassion towards fellow students; and
WHEREAS, understanding the positive impact of a gift-giving program in creating a sense of

camaraderie and inclusivity among the student body; and
WHEREAS, appreciating the leadership of the School Governance Council and the Supreme Secondary
Learner Government in spearheading initiatives that enhance the overall student experience;
RESOLVED AS IT IS HEREBY RESOLVED THAT Sta. Barbara High School hereby declares its
intention to organize and host a Gift-Giving Program for its students.
The School Governance Council and the Supreme Secondary Learner Government are appointed as the
organizing committees to plan, coordinate, and execute the Gift-Giving Program.
The Gift-Giving Program shall take place on [date] at [venue], and it will be open to all students of Sta.
Barbara High School.
The program shall include activities such as a festive gathering, distribution of gifts, and any additional
events that contribute to the holiday spirit and sense of community.
The organizing committees are encouraged to collaborate with students, teachers, and staff to ensure the
inclusivity and success of the Gift-Giving Program.
The necessary funds for the Gift-Giving Program shall be allocated from the [budget/source], and the
finance committee is authorized to disburse funds as needed for the event's successfl execution.
Students are encouraged to actively participate by contributing gift ideas, volunteering for specific tasks,
and engaging in activities that promote a positive and welcoming atmosphere.
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The SBHS faculty is responsible for disseminating information about the Gift-Giving Program, including
date, venue, and any specific guidelines or requests for participation.
The success of the Gift-Giving Program is measured not only in the distribution of gifts but in the joy,
unity, and sense of belonging it brings to the entire student body.
This resolution shall take effect immediately upon approval.

WE HEREBY CERTIFY TO THE CORRECTNESS OF THE FOREGOING RESOLUTION.
UNANIMOUSLY APPROVED; this 4th of December 2023 at Sta. Barbara High School.
Prepared by:
ROMELICE T. EBOJO, SGC Secretary
Attested by:
ROMULUS FELIZARDO, Committee on Education HAROLD T. DIMAAPI, DRRM Focal Person
GINA SILVA, Brgy. Sta. Barbara Single Mother President BAVELYN PERINA, PTA President
MARJORIE TIQUIA, PTA Vice President MARITES VICTORINO, PTA Secretary SHINE EBALLA, PTA Treasurer
MARILEN D. PASCUAL, SBHS Faculty MARK T. MANALAYSAY, SBHS Faculty DANICA E. REYES, SBHS Faculty
CLARENCE D. VENERACION, SBHS Faculty JAYSON I. BAUTISTA, SBHS Faculty RONNA MANUEL, SBHS Faculty
WENDELL CENTENO, SGC Elected Co-Chairperson
LARIZA L. FERNANDEZ, SGC Designated Co-Chairperson
DIVINA B. SANTOS, School Officer-in-Charge
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SCHOOL
IMPROVEMENT
PLAN
FY: 2022 - 2028
Published by
2022. All rights reserved
Concept and Layout

School Improvement Planning Team
Divina B. Santos
Marilen D. Pascual
Lariza Limon
Romelice B. Tapang
Clarence D. Veneracion
Jayson I. Bautista
Mark Geniel T. Manalaysay
Photos
School Personnels who allowed their photos to be
used as materials in this report
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FOREWORD
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FOREWORD
It is the school’s significant task to give quality education and to help
students ultimately succeed in life. Thus, a leapfrog moment in which
innovation has suddenly moved from the margins to the center of many
education systems, and new strategies should be implored to prepare learners
for these changing times after the pandemic.
This book contains significant ideological concepts about the school
improvement plan (SIP) of Sta Barbara High School. It anchors from the
Division Education Development Plan (DEDP) of the Department of Education
(DepEd) thus, the DEDP describe as “the main vehicle through which the school
can effectively and efficiently manage education services”. The challenges of
delivering quality education, address the learning losses, implementing
pertinent programs and a proactive and reactive school governance, resiliency
will be achieved through innovations and collaborative effort of School Planning
Team and stakeholders.
On the other hand, the DEDP results framework was integrated by the
school on the pillars (Access, Equity, Quality, Resiliency Well-Being and
enabling mechanism (Governance), other unique concerns). Furthermore, the
implementation of different programs and project will ensure to provide quality,
accessible, relevant and liberating education for all our learners and it is
everyone’s responsibility. In fact, the capacity to transform and to become more
effective in facing hurdles and challenges will be very easy through working as a
team, having hearts centered so nothing cannot triumph over.
Additionally, the SBHS SIP strengthens shared responsibility and
governance by providing opportunities for the learners where the school and
stakeholders collaboratively plan to identify interventions and address the
priority improvement areas. Nevertheless, the implementation of development
activities constitutive to it are in the school such as projects under Continuous
Improvement Plan (CIP) and other interventions projects, programs, and
activities. Ultimately, it is envisioned to help the learners in providing access to
quality education.
We keep track of our best practices, try to see

opportunities in the crisis, communicate clearly and
connect with our stakeholders for a purpose to attain
the best possible teaching and learning environment
and improve student’s learning outcomes.
We will continue to actively cultivate

a culture of resilience and redirection by
creating and sustaining instructional
practices for our school development that will
lead to high-quality learning for each and
every student.
DIVINA B. SANTOS
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Officer-in-Charge / Head Teacher III
Sta. Barbara High School
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EXECUTIVE
SUMMARY
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EXECUTIVE SUMMARY
This 2022-2028 School Improvement Plan (SIP) is a six-year development
plan that consolidates all programs, projects, and activities of Sta Barbara High
School. This is the result of careful analysis of important data from the school,
stakeholders, and the community for the Fiscal Year 2022-2023.
The SBHS School Improvement Plan is crafted to support the SDO

Bulacan compels to serve the Bulakenyo learners with an education that
CARES – collaborative, accelerating, responsive, empowering, and strategic
governance and management system. It also supports the Education for All
Program and total community commitment to the attainment of basic education
competencies for all. Consequently, various interventions, programs, and
projects are given emphasis to attain the specific goal, and to ensure the
attainment of the school flagship program SIBOL that anchors with the DepEd
Vision, Mission, and Core Values.
These intervention Projects are as follows:

- Projects PAN /Project EARNS
- Project FILIRI /Project READ
- Project Araling Panlipunan /Project SAYA
- Project TEACH
- Project Science
The main target of the school SIP is focused on improving learners’

performance, strengthening school management practices in giving educational
services, and improving the monitoring and evaluation system. In the School
Year 2022-2028 the following target should have been attained:
- Increased number of enrollees by retention of 100%

- Increased Number of Classrooms in an additional of two (2) Story
building with 16 classrooms
- Improved participation rate
- Maintain a low drop-out rate of 0.63%
- Complete all the grade levels for the next succeeding years
- Increased learners’ competencies in all subject areas
- Recovered learning loss and gaps
- Provide functional ICT, School Clinic, and School Library and
laboratories
- Established a strong relationship with the stakeholders
- Increased learners’ participation in curricular and extracurricular
activities
- Provides necessary training and seminars for teachers’ development
The SBHS SIP contains the current situation of the school, school
flagship, school improvement areas, school programs, activities and projects,
school key strategies and interventions, school SWOT Analysis, Performance of
the school, learner’s progress and school key challenges.
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STA.STA.
BARBARA HIGHHIGH
BARBARA SCHOOL
SCHOOL
SCHOOL IMPROVEMENT PLAN (2022 – 2028)
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RATIONALE
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RATIONALE
The School Implementation Plan (SIP) of Sta. Barbara High School aims
to attain the specified goals and objectives which primarily focus on redressing
the changes and alterations in the education system which resulted in some
adjustments and modifications brought about by the COVID-19 pandemic. The
said uncertainty made the SBHS administration wiser in terms of dealing with
different adversities and uncertainties as they go along with the highways and
by-paths of executing a new style of education. With that, a series of
Remediation and Intervention activities are being implemented to bridge the gap
in learning. On that note, School Planning Team (SPT), School Governing
Council (SGC), Faculty and Employee Organization (FEA), and other school and
local associations are working hand-in-hand to plan, select, and exercise the
appropriate expectations of students and other stakeholders of the learning
institution.
The entire community of Sta. Barbara High School continues its mission
to deliver adequate and well-rounded education to its learners. The primary aim
of this public education institution is to provide guidance, supervision, and
support to secondary-level students in nurturing their full potential with quality
instruction for a great mission of developing and honing students into
competent, benevolent, and productive members of society.
Despite the fact that Sta. Barbara High School is a newly established
school, it continuously and successfully attained its sole purpose by promoting
different activities and platforms. Nothing can hinder the strong desire and
drive of the members of the organization in realizing the real sense of the
program. Also, the effort of everyone to work together to provide adequate
support for the maintenance and distribution of the school is truly inspiring.
The fulfillment of the school plans and agendas will surely be made possible by
the collaboration of all the ingenious ideas of the stakeholders of the school.
Indeed, teamwork is a fundamental step in generating harmonious and healthy
relationships among all the stakeholders of the institution and it is a great way
to create a healthy and harmonious learning atmosphere for learners.
Hence, this humble education institution worked collaboratively to

design a flagship program that will clearly represent the school as a whole and
will display its school culture in a creative, original, and ingenious way. The
aforementioned flagship program encompasses five (5) features essentially
acting and functioning as principal foundations in realizing the school vision,
mission, goals, and objectives and here as follows:
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RATIONALE
S-un that gives light
This illuminates a lively, engaging, and spirited

learning atmosphere that supports the entire school in
all aspects.
I-nteractive teaching-learning process
Collaborative and synergistic education process is

being prioritized by SBHS administration to ensure
quality and well-rounded education in line with the
Department of Education’s vision and mission.
B-uilding that represents growth and development
Excellence, expansion, and progress are the topmost

priority of this newly established school for the next
academic years to come.
O-ptimum protection
Sta. Barbara High School facilitates learning and

constantly nurtures every learner. Students must learn
in a child-friendly, gender-sensitive, safe, secure, and
motivating environment to achieve complete well-being.
L-eaves of hope
This represents the abundant and prosperous

cultivation of crops and plants which Sta. Barbara High
School is being developed and known for. Its fertile
planting area symbolize strong relationship and the
shared governance to stakeholders.
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TABLE OF
CONTENTS
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TABLE OF CONTENTS
FOREWORD .....................................................................................................................i
EXECUTIVE SUMMARY .............................................................................................. ii
RATIONALE ................................................................................................................... iii
TABLE OF CONTENTS… ............................................................................................ iv
MAIN BODY / CONTENT

· DepEd Mission, Vision and Core Values .............................................................. 1
· School Flagship Program .......................................................................................... 5
· School’s Current Situation........................................................................................ 6
SCHOOL’S PERFORMANCE ON FOUR PILLARS
· Access ............................................................................................................. 25
· Equity.............................................................................................................. 29
· Quality ............................................................................................................ 32
· Resiliency and Well-Being .......................................................................... 39
· Governance .................................................................................................... 42
SCHOOL IMPROVEMENT PLAN

· SWOT Analysis ...........................................................................................................54
· Access ............................................................................................................. 55
· Equity.............................................................................................................. 56
· Resiliency and Well-Being .......................................................................... 57
· Quality ............................................................................................................ 59
· Governance .................................................................................................... 61
Key Challenges
· Access …..……………………… 64
· Equity …..……………………… 67
· Resiliency and Well-Being …..……………………… 71
· Quality …..……………………… 75
· Governance …..………..….……….… 80
Key Performance Indicators
· Access …..……………………… 93
· Equity …..……………………… 95
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Strategies, Interventions and Major Outputs
· Access …..………………………… 105
· Equity …..………………………… 106
· Resiliency and Well-Being …..………………………… 107
· Quality …..………………………… 108
· Governance …..………..….…………… 109
Flagship Program …………………………………………. 117
·Financial Plan …..……………………….…..…… 118
SCHOOL MONITORING, EVALUATION AND ADJUSTMENTS (SMEA)

· Access …..………………………………… 130
· Equity …..………………………………… 131
· Quality …..………………………………… 132
· Resiliency and Well-Being …..………………………………… 134
· Governance …..………………………………… 135
RISK MANAGEMENT PLAN …………………………………………. 136
COMMUNICATION PLAN …………………………………………. 141
ANNEXES …………………………………………. 146
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LIST OF
TABLES
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LIST OF TABLES
Table 1. School Personnel ............................................................................ 8
Table 2. Teacher's Profile… ......................................................................... 8
Table 3. SSG Action Plan… ........................................................................10
Table 4. TLE Action Plan ............................................................................. 12
Table 5. The Language Club Action Plan ...............................................14
Table 6. YES-O Club Action Plan….......................................................... 17
Table 7. AP Club Action Plan ..................................................................... 19
Table 8. MAPEH Club Action Plan .......................................................... 21
Table 9. Number of Enrollees…................................................................ 26
Table 10. Grade 7 Inventory of Books,Modules,
and Intervention Materials ......................................................... 26
Table 11. Grade 8 Inventory of Books,Modules,
and Intervention Materials ......................................................... 27
Table 12. Nutritional Status of Grade 7… ................................................ 30
Table 13. Grade 7 Summary of RDA Results… ........................................ 33
Table 14. Grade 8 Summary of RDA Results… ........................................ 34
Table 15. Project SINOP Monitoring Tool… ................................................ 40
Table 16. IPCRF Ratings................................................................................. 43
Table 17. SWOT Access… ............................................................................... 55
Table 18. SWOT Equity… ................................................................................ 56
Table 19. SWOT Resiliency and Well Being ............................................... 57
Table 20. SWOT Quality ................................................................................ 59
Table 21. SWOT Governance ....................................................................... 61
Table 22. Key Challenges Access ................................................................64
Table 23. Key Challenges Equity ............................................................... 67
Table 24. Key Challenges Resiliency and Well Being ........................... 71
Table 25. Key Challenges Quality .............................................................. 75
Table 26. Key Challenges Governance ..................................................... 88
Table 27. Enrollment Forecast… ................................................................ 93
Table 28. Net Enrollment Rate… ............................................................... 94
Table 29. Completion Rate......................................................................... 95
Table 30. RDA Results Filipino….............................................................. 96
Table 31. RDA Results English… ............................................................. 97
Table 32. RDA Results Mathematics ...................................................... 98
Table 33. RDA Results Araling Panlipunan ...........................................99
Table 34. RDA Results Science............................................................... 100
Table 35. RDA Results TLE .................................................................... 101
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LIST OF TABLES
Table 36. RDA Results MAPEH .............................................................. 102
Table 37. RDA Results ESP...................................................................... 103
Table 38. RDA Results Grade 7............................................................. 111
Table 39. RDA Results Grade 8............................................................. 112
Table 40. 1st Quarterly Result Grade 7 ............................................... 113
Table 41. 1st Quarterly Result Grade 8 ............................................... 114
Table 42. Project PAN Results Per Skill ................................................ 115
Table 43. Project PAN Interpretation ...................................................... 116
Table 44. Financial Plan ............................................................................119
Table 45. Annual Implementation Plan ................................................. 125
Table 46. SMEA Access ............................................................................ 130
Table 47. SMEA Equity ............................................................................. 131
Table 48. SMEA Quality ........................................................................... 132
Table 49. SMEA Resiliency and Well Being ...................................... 134
Table 50. SMEA Governance.................................................................. 135
Table 51. Risk Management Plan .......................................................... 138
Table 52. Communication Plan….............................................................. 143
Table 53. School Planning Team .................................................... Annexes
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LIST OF
FIGURES
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..................
............................................
Figure 3: NATIONAL LEARNING RECOVERY FRAMEWORK…................. 51
Figure 4: REGION III REDP FRAMEWORK .................................................... 51
Figure 5: SCHOOL DIVISION OF BULACAN
EDUCATION DEVELOPMENT PLAN FRAMEWORK… ....................................... 52
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ACRONYMS
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ACRONYMS
ALS Alternative Learning System
ALERTO Alternative LEarning Resources Timely and Optimistic
CIP Continuous Improvement Program
CLAP Collaborative Learning Activities for students Progress
COT Classroom Observation Tool
DEDP Division Education Development Plan
DRRM Disaster Risk Reduction and Management
DSWD Department of Social Welfare and Development
EARNS Enhancing LeArners CoRe OperatioNs Skills
FEED Food Eating habits for Effective Diet
GAD Gender and Development
GALANG Giving Assistant to Learners Activities through Nurturing

and Guidance
INSET In-Service Education and Training
IPCRF Individual Performance Commitment and Review Form
LGU Local Government Unit
LIS Learning Information System
MOOE Maintenance and Other Operating Expenses
MPS Mean Percentage Score
MRF Material Recovery Facility
NEAP National Educators’ Academy of the Philippines
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OPCRF Office Performance Commitment and Review Form
ACRONYMS
PTA Parent and Teacher Association
PWD Person with Disabilities
RDA Regional Diagnostic Assessment
READS Reading Engagement, Assessment and Development for

Struggling Readers
SAYA Saliksikin Ang Yaman ng kasaysayan ng Asya
SBM School Based Management
SF School Forms
SINOP Sustainable Improvement oN SOlid Waste Management

Program
SIPI Systematic Innovative Program and Intervention
SIPAG School-Based Improvement of Projects and Activities for

good Governance
SLAC School Learning Action Cell
SMEA School Monitoring, Evaluation, and Adjustments
SSG Student Government Council
SSS Safe and Secured School
STATE School Technical Assistance for Teachers Empowerment
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DEPED
VISION,
MISSION, AND
CORE VALUES
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Mission, Vision, and Core Values
The School Improvement Plan (SIP) of Sta. Barbara High School (SBHS)
is an outline that shows the detailed plan of the school’s specific projects,
continuous programs, innovative activities, timely and appropriate
interventions that the school should undertake within six (6) consecutive years.
With the direct supervision of the school officer in-charged and the joint
efforts of all the teachers, the School Planning Team (SPT) and Continuous
Improvement Project (CIP) Teams initiates policies and guidelines abided with
the Department of Education orders and Philippine constitution that will
serve as baseline for creating programs and projects and focus on the major
components of the Priority Improvement Areas such as Student Development,
Curriculum Development, Physical Facilities Development, Faculty
Development, and Community Involvement and Research Development. Giving
opportunities for teachers and stakeholders to work collaboratively and get
involved with various curricular and co-curricular activities of the school.
Despite of limited school human resources, the school tries to come up with a
calendar of activities, indicators to evaluate whether the objectives are carried
out and maximized into its priority, and documentation as proof or evidence of
the desired plan being done and implemented.
The SPT supports the advocacy of the DepEd’s Mission that stated to
protect and promote the right of every Filipino to quality, equitable,
culture-based and complete basic education. SBHS focuses on creating (1) a
Child-friendly environment - that regards education to every child’s right and
helps monitor the rights and well-being of every child in the school community;
(2) Gender-sensitive -that acknowledge and highlight existing gender
differences, issues, and inequalities of learners; (3) Safe – that the institution is
free from harm and secured school premise and; (4) motivating environment-
that there is a learning environment that reinforces positive drive to learn.
Teachers are consistently monitored through observation to ensure effective
facilitation of lessons for learners to achieve the appropriate competencies.
Families, community, and other school stakeholders should be encouraged to
actively participate and partake in responsibility for developing lasting learners.
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The SBHS’ “Basta Sta. Barbaranians may malasakit at pangarap

yan ” definitely aligns with the DepEd’s Core Value for it states: “Pangarap ng
lahat ang magkaroon ng Maayos, Malinis na paaralan at mag-aaral na Maka
Diyos, Makakalikasan at Makabansa “.The dreams of SPT for the learners to be
Maka-Diyos as they will be God-fearing learners who shall develop an intimate
knowledge and relationship with Him; Maka-Tao for they shall love their
neighbor as themselves, and shows kindness, compassion, and forgiveness to
others; Makakalikasan for they shall protect the environment by not using
non-biodegradable materials, by resolving the waste management problems
through 4Rs: reduce, reuse, recycling, and recovery; and conserve the
ecosystem, conserve the energy and water; Makabansa for they shall be
patriotic and show great love and support for his country, the Philippines by
proudly buying Filipino products, knowing one's roots and history, rendering
respect in the singing of the national anthem, supporting local tourism, and
obeying laws and road rules. Truly the success of having all the learners possess
these values could lift the school and the learners to the pinnacle in achieving
the DepEd’s mission and vision. Learners who are Maka-Diyos, Maka-Tao,
Makakalikasan at Makabansa have the quality and character to support the
holistic advocacy of DepEd to produce successful, educated, Godly, patriotic,
compassionate learners.
Moreover, to attain these vision, mission, and core values, the school
aims to develop and implement the following programs and projects aligned
with the five key results of School Improvement Plan (SIP)
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S- trategic intervention is necessary to increase academic performances and

bridge the gap of learning loss of the learners who identified after giving the
regional diagnostic assessment.
T- riumph of the implementation and monitoring of the school program and

activities served as a breaking point in terms of generating amicable connections
among the stakeholders of the entire school.
A-ccelerating the abilities of the pupils to cope with the learning gaps.
B-uild a holistic approach and a well-rounded education to its learners. The

primary aim of the school is to provide guidance, supervision, and support to
secondary-level students in nurturing their full potential with quality
instruction for a great mission of developing and honing students into
competent, benevolent, productive, and faithful members of the church and of
society.
A-ssociating the internal and external stakeholders’ skills and capabilities

to achieve 21st-century quality education for all (EFA).
R-esilient in capacitating and adapting to the challenges brought by changes in

the new system of education Having a positive mindset, a willingness to grow,
and an ability to learn from setbacks.
B- eyond the constructive relationships with authorities, colleagues, parents,

and other stakeholders to foster an enabling and supportive environment for
learners.
A- ccess to basic quality education through the use of different learning

resources and providing learning materials approaching learning recovery.
R-ekindling the desire to learn and promote the school’s vision and mission by
keeping track of our best practices, trying to see opportunity in the crisis,
communicating clearly, and connecting with our stakeholders in order to attain
the best possible teaching and learning environment and improve students’
learning outcomes
A-chievable results emerge from the use of learning standards.
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FLAGSHIP PROGRAM

all aspects.


O-ptimum protection

L-eaves of hope

The school flagship program is designed to fulfill the dream of this

humble education institution for a quality education for all the learners. The
abovementioned flagship program encompasses five (5) features essentially
acting and functioning as principal foundations in realizing the school vision,
mission, goals, and objectives.
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SCHOOL’S
CURRENT
SITUATION
_______________________________________________________________________________________
SCHOOL’S CURRENT SITUATION
Sta Barbara High School is a

community of learners and the newest
school in Baliwag South District. It is
located at Aldama St. Sta. Barbara,
Baliwag, Bulacan and 2.6 km away from
SM Baliwag and 2.4 km from town
center based on Google Maps. It is a
smallest secondary school in Baliwag
City and currently offering grade seven
(7) and grade eight (8) and soon to have
grade nine (9) and ten (10) learners for
we are expecting enrollees coming from
the nearby baranggay of Tarcan, and
Makinabang for the next school year.
A ground-breaking ceremony of Sta Barbara High School was held

last September 8, 2017, wherein one of the greatest dreams of Mayor
Ferdie Estrella turned into reality and this was to establish an additional
secondary school in Baliwag. He believed with the perennial statement of Dr.
Jose P. Rizal that “Education is the most essential legacy that we can give to
our children.”
Through the collaborative effort of the municipality of Baliwag, the Land
Title Certificate with a lot area of 2,280 square meters was purchased and
transferred to the Department of Education. Also, the memorandum of
agreement was signed by Mayor Ferdinand V. Estrella as representative and
school Division Superintendent Romeo M. Slip, Ph.D,CESO V who represented
the Department of Education (DepEd) and agreed that the Local Government
Unit (LGU) shall provide funds for the operational maintenance including such
basic facilities and utilities for at least five (5) years of its initial operation.
Apparently, based on the findings given by the Mines and Geosciences

Bureau Regional Office last January 31, 2017, it certified the school low
susceptibility to flooding and not susceptible to rain-induced landslides, On the
other hand, the school wherein the land is situated is accessible by tricycle
from the national highway.
The school currently have one (1) building with four(4) rooms that occupied by
one section for Grade 7, two(2) sections for Grade 8, and a faculty room.
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Despite that the school is under in a small category, it is very fortunate
to have one (1) Officer In-charge, six (6) teachers, and 2 school utilities who
are dedicated and compassionate to their profession. Additionally, the school
is blessed by supportive and concerned stakeholders, LGU, and even higher
political leaders in Bulacan who are willing to share responsibility and
governance for the betterment of the learners.
Furthermore, most of the learners have different learning needs, so too
will they come from various socioeconomic level or status (SES). A learners
family’s socioeconomic level or status (SES) is typically categorized as middle
and low and their parents are self employed and laborer. However, it is
important for teachers to understand that a relationship exists between SES
and educational outcomes of the learners.
Table 1. School Personnel
NUMBER OF SCHOOL PERSONNEL
Officer-in-Charge 1
Teachers 6
School Utilities 2
Teacher’s Profile
Name Educational Subjects Taught

Attainment
Undergrad Master’s
Major Degree
CLARENCE D. History 33 units AP, Filipino

VENERACION
JAYSON I. BAUTISTA TLE 36 units Science, ESP,

Filipino
MARK GENIEL T. TLE Graduate TLE, ESP

MANALAYSAY
MARILEN D. PASCUAL English 36 units English
LARIZA L. FERNANDEZ Mathema 36 units Mathematics

tics
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ROMELICE T. EBOJO MAPEH N/A MAPEH, Science
Table 2. Teacher’s Profile

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Along side with the school

canteen, there is 1 functioning
hand washing area.
Every classroom has a comfort
room.
The school has abundant land used for Gulayan sa Paaralan Project and a
garden sets for the learners.
A. Student Development
The school has various club organizations that help the learners to grow
socially, mentally, physically, and emotionally and these are the following:
a. Supreme Students Government (SSG)
b. YES-O Club
c. TLE Club
d. MAPEH Club
e. AP Club
f. The Language Club
Joining a student organization presents many opportunities to learn

more about themselves, their goals, and their strengths. They can learn from
how other students handle certain situations and test their current
knowledge. They can also find out what you’re good at, whether that’s
multitasking, staying organized, generating ideas, or serving others. This
self-awareness will be beneficial in the school and in their future.
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Supreme Student Government
Action Plan
Table 3. SSG Action Plan
KEY OBJECTIVES ACTIVITIES TIME PERSO CLIENT RESOUR EXPECTED

RESULT TABLE NS ELE CES OUTPUT
AREA INVOLV
OBJECTIVE ED
S
STUDENT 1.1Participate 1.1. Lead Septemb Principa Students Local 95%

DEVELOPME actively in the certain er 2022 l Fund participatio
NT different school programs in to July Head n of the
activities. school such 2023 Teacher students in
as; s the school
· Flag Teacher activities.
Raising s
Ceremony Student
· Brigada s
Eskwela
· School
Orientatio
n
· Teacher’s
Day
· Project
SINOP
·
Christmas
Program;
and
· other
activities
1.2 Maintain 1.2 Conduct Septemb Principa Students Local 95%

cleanliness ( PROJECT er 2022 l Fund participatio
and SINOP) to July Head n of the
orderliness of Sustainable 2023 Teacher students in
the school. Improvement s cleanliness
oN Solid Waste Teacher and
Management s orderliness
Program to Student of the
maintain s school.
cleanliness in
area of
responsibility.
Coordinate
with the class
advisers and
orient the
students
about the
value of
cleanliness
and
orderliness.
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1.3 1.6 Updating Septemb SSG Teachers Local 95%
Maintenance of the students, er 2022 Adviser Parents Fund Teachers,
students and
SSG Bulletin teachers and to July SSG Students
parents’
Board parents with 2023 Officers awareness on
the different posted news
activities of the and updates
SSG and of SSG and
related events. other school
activities.

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Supreme Student Government Action Plan
1.4 Make the 1.7 Coordinate October Principa Teachers Local Strong and
school a with the class 2022 l Fund stable
show-window presidents. Head relationship
of a strong and Prepare and Teacher attained
stable hold Program s with 95%
relationship for Teachers. Teacher success.
between (World s
teachers and Teachers Day) SSG .
students Officers
1.5 1.5 Tree Novemb Principa Students Local 95%

Lead/Participa planting and er 2022 l Fund participatio
te in the Clean clean-up drive to April Head n of the
and Green activity inside 2023 Teacher students in
Program and the school s tree
other premises. Teacher planting
environmental s and other
related Student environmen
activities. s tal
Parents activities.
1.6 To 1.3 Conduct Novemb Principa SBHS Ukay- 95%

establish an outreach er 2022 l 4Ps Ukay for participatio
strong project “Gift to Head beneficia a Cause n of the
connection Giving” for the Decemb Teacher ry students in
with other less fortunate er 2022 s students community
students and and aged Teacher service.
promote the citizens of the s
spirit of giving community. PTA
and sharing Officers
this yuletide Parents
season. Student
s
1.7 To promote 1.4 Conduct Februar Principa Sta. Donation 95%

civic an outreach y 2023 l Barbara s from participatio
engagement program to Head Day different n of the
and share the Sta. Barbara Teacher Care clubs of students in
spirit of Day Care s pupils SBHS community
selflessness, pupils. Teacher service.
love and s
generosity. PTA
Officers
Parents
Student
s
1.8 To improve 1.8 Conduct a June Principa Elected Local 95%

the sense of leadership 2023 l Officers Fund participatio
governance seminar and Head of SBHS’ n of
among the training to the Teacher clubs the
student elected officers s students in
leaders. of different Teacher the
organizations s school
of SBHS. SSG seminars.
Officers
Local
Govern
ment
Officials
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TLE CLUB Action Plan
Table 4. TLE Action Plan
Objectives Activities Person Beneficiaries Target Resources Expected
Involve Date Results
Organize set of Election of TLE Principal Students August N/A 95%

officers for the Club Officers Head 2022 participation
current School TLE Club Teacher among TLE
Year 2021-2022 Teachers Club Members
Meeting
and train them to Students
become Parents
responsible future
leaders.
Solid Waste Conduct 2- hour Principal School September Local Fund 95%
Management seminar to all Head Teachers 2022 participation
Seminar Grade 7 and 8 Teacher Learners among TLE
students. Teachers Club Members
Students
Parents
Seminar skills Conduct 2-hour Principal Students September Local Fund Learners are
training on seminar to all Head Parents 2022 equipped with
Gardening Grade 7 and 8 Teacher knowledge and
Program towards students. Teachers skills in
planting and Students planting and
plant propagation Parents plant
propagation.
Output is
considered as
part of Gulayan
sa Paaralan.
Seminar skills Conduct 2-hour Principal Students October Local Fund Learners are
training on seminar to all Head Parents 2022 equipped with
Gardening Grade 7 and 8 Teacher knowledge and
Program towards students. Teachers skills in
grafting. Students grafting.
Parents Output is
considered as
part of Gulayan
sa Paaralan.
To maintain the Community Principal School October Local Fund Clean the
cleanliness and Clean-up Drive Head Community 2022 premises of the
orderliness of own Teacher school.
surroundings and Teachers
of the school Students
premises. Parents
To increase Lesson Principal School November Local Fund Christmas

awareness about Integration Head Community 2022 decoration
proper waste Lantern Making Teacher Learners made of
segregation and Made of Teachers recyclable
recycling Recyclable Students materials.
materials Parents
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TLE CLUB Action Plan
Implementation of Teachers, Principal Gulayan sa November Local Fund Plants in

Project 4P’s and parents and Head Paaralan 2022 Project 4P’s will
beautification of studens will Teacher Project 4P’s onwards become
Gulayan sa participate in the Teachers Students profitable and
Paaralan by implementation Students Parents is ready for
planting and of Project 4P’s Parents selling.
propagating and Planted plants
plants and crops. beautification of and crops in
Gulayan sa Gulayan sa
Paaralan by Paaralan.
planting plants
and crops.
To promote Tree planting Principal School December Local Fund One barangay
awareness of Head Community 2022 will be the
importance of Teacher Learners beneficiary of
planting trees for Teachers tree planting
environment and Students activity.
for the sake of Parents
future
generations.
To utilize the Displaying of Principal School December Local Fund Eco-friendly

recyclable plastic “Self Made Eco Head Learners 2022 lanterns made
materials into Friendly Teacher of recyclable
something Lanterns” with Teachers materials.
productive and the use Students
decorative in recyclable Parents
themed with the materials (
upcoming plastic bottles,
Christmas chichiria foil
season. wrappings )
Improve and Participation of Principal School January Local Fund Contribute

organize building club members to Head Community 2022 waste to be
construction of an Project SINOP Teacher Learners onwards stored in
operational MRF Teachers Material
and compost pit Students Recovery
Parents Facility
Maintaining the Continuous Principal Gulayan sa All year Local Fund Expected to
Project 4P’s and planting, Head Paaralan round harvest healthy
Gulayan sa sprinkling, and Teacher Project 4P’s vegetables and
Paaralan. applying organic Teachers Teachers collect funds
fertilizers. Students Students for other
Parents Parents projects in
Project 4P’s.
Culminating Exhibit of Principal Teachers March Local Fund Appreciation of

Activity for club activities related Head Learners 2022 activities
members to Technology Teacher conducted all
and Livelihood Teachers year round.
Education Students
Parents
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The Language Club Action PLan
OBJECTIVES ACTIVITIES PERSONS TARGET DATE SOURCE OF EXPECTED
INVOLVED FUND OUTCOME
· To appoint Appoint Club · The September 2022 School Local · Appointed

club officers with Officers/Leade Language Club Fund club officers
extensive rs Adviser with extensive
knowledge of · Appointed knowledge of
English, excellent Club Officers English,
command of the /Leaders excellent
language, strong command of the
leadership language, strong
qualities and leadership
great qualities and
organizational great
skills. Also, organizational
competent, skills. Also,
qualified, and competent,
responsible qualified, and
students who will responsible
serve as reliable students who
leaders of the will serve as
club. reliable leaders
of the club
· To assist Carry out an · The Every School Local · Assisted

club officers in Orientation Language Club Wednesday Fund the club officers
realizing their and First Adviser in realizing their
duties and Meeting of the · The duties and
responsibilities as Club Language Club responsibilities
leaders by Officers /Leaders as leaders by
establishing unity Set a Regular establishing
and teamwork Club Meeting unity and
within the teamwork within
organization. the organization
· To Organize · The Year Round School Local ·

encourage school’s Language Club Fund Encouraged
students to annual Adviser students to
meaningfully Language Club · English meaningfully
exercise their Festival, Teacher exercise their
right of freedom of join the · The right of freedom
speech through District, Language Club of speech
the English Division Officers /Leaders through the
language. English · Grade English
Festival, Seven (7) and language.
participate in Grade Eight (8)
the schools’ Students (Official
press and Exclusive
Conferences, Members of The
perform Language Club
classroom
activities like
journaling,
talk TV,
short play,
Chamber
theatres, and
the like
Table 5. The Language Club Action Plan
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STA.SBTA. BARBAAHRIG
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(20 22
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· To Facilitate a · The Year Round School Local · Inculcated
inculcate the love monthly Language Club Fund the love for
for reading among reading Adviser reading among
the members of contest inside · English the members of
The Language the English Teacher The Language
Club. classes among · The Club
Grade Seven Language Club
(7) and Grade Officers /Leaders
Eight (8) · Grade
students most Seven (7) and
especially for Grade Eight (8)
the identified Students (Official
non-readers and Exclusive
and slow Members of The
readers Language Club
Conduct
Peer-Teaching
or Mentoring
(Reading
sessions for
identified
non-readers
and slow
readers; Fast
reader club
officers and
members will
help the low
performing
readers)
· To develop Execute a · The Year Round School Local · Developed

student’s speech, speech, stage, Language Club Fund student’s
stage, and and creative Adviser language,
creative arts as arts contest · English speech, and
another venue of (e.g., Teacher creative arts as
expression of dramatization, · The another venue of
himself or herself. role play, Language Club expression of
declamation, Officers /Leaders himself or
impromptu · Grade herself
speech, etc.) Seven (7) and
Grade Eight (8)
Organize a Students (Official
Film Showing and Exclusive
or Movie Members of The
Review Language Club
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Motivate each
student to
compile his or
her written
works,
activities, and
other
performance
tasks in
English by
having his or
her own and
personalized
portfolio of his
or her outputs
or biography

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· To enhance Supervise a · The Year Round School Local · Enhanced
students’ English daily Language Club Fund students’
vocabulary skills. classroom Adviser English
spelling drill · English vocabulary skills
Teacher
Conduct a · The
Monthly Language Club
Spelling Bee Officers /Leaders
among the · Grade
members of Seven (7) and
the club Grade Eight (8)
Students (Official
and Exclusive
Members of The
Language Club
· To hone Train/Mentor · The Year Round School Local · Honed

students’ writing students who Language Club Fund students’ writing
composition have passion Adviser composition
potentials as in writing (e.g., · English potentials as
pre-requisite in essay, poem, Teacher pre-requisite in
joining the short stories, · The joining the
Campus news and Language Club Campus
Journalism. sports articles, Officers /Leaders Journalism
editorials, · Grade
commentaries, Seven (7) and
etc. Grade Eight (8)
Students (Official
Conduct a and Exclusive
school level Members of The
Writing Language Club
Composition
Contest
· To improve Extensive · The Language Year Round School Local · Improved

students’ literacy reading Club Adviser Fund students’
rate in English remediation · English literacy rate in
per classroom Teacher English
with close · The
monitoring by Language Club
the school Officers /Leaders
head/OIC · Grade
Creation of Seven (7) and
Project Grade Eight (8)
READS: Students (Official
Reading and Exclusive
Engagement, Members of The
Assessment Language Club
and
Development
for Struggling
readers
· To provide Monitoring and · School Head Year Round School Local · Provided
opportunities for observation of · School opportunities for
Fund
classes and club Officer-In-Charge
Personal Personal
activities · Department
Professional Mentoring and Professional
Head
Growth and Tutoring · English Growth and
Professional The Language Coordinator Professional
Development Club meetings, · The Language Development
seminars, Club Adviser
Learning Action · English
Cell (LAC) Teacher
sessions, pursue
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post-graduate
education

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Yes-O Club Action PLan
OBJECTIVES STRATEGIES OUTPUT PERSON TIME RESOURC
(PROGRAMS, TARGETS INVOLVED FRAME ES
PROJECTS AND
ACTIVITIES
To promote environmental Utilizing Chichiria YES-O and Year Local

awareness and action recyclable wrappers MAPEH Club Round Fund
among students by materials in converted into Adviser and
strengthening the producing a something useful Officers
integration of ecological productive and to the school. (
solid waste management. useful output Throw pillows
out of it filled with slash
chichiria foil
wrappings )
To promote environmental Project SINOP Different trash Grade 7 and Year Local
concern among students cans/bins/sacks Grade 8 Round Fund
in their own respective Monitoring of with proper labels Students
classrooms. Waste of segregation
Segregation
Launch Gulayan Planting of YES-O Club Year Local

sa Paaralan and different Officers and Round Fund
To establish green coordinate with vegetables and Members
environment and planting TLE Club for some fruit
activities for environment Gulayan sa bearing trees TLE Club
conservation. Paaralan Project Officers
Students
To showcase their ideas Poster Making A little gallery of November Local

and thoughts about the sketches or 2022 Fund
importance of having an YES O Style drawings Selected Grade 7
organization like this in showcasing their and Grade 8
every school regarding ideas about the Students
environmental awareness importance of
and waste management. being a member
of “Youth For The
Environment In
School
Organization”
_______________________________________________________________________________________
To utilize the recyclable Facilitated by Displaying of “Self All students of December School
plastic materials into MAPEH and YES Made Eco SBHS 2022 Fund
something productive and O Club Friendly
decorative in themed with Coordinator Lanterns” with Two Teams
the upcoming Christmas the use recyclable
season. materials ( plastic
For Grade 7 and
bottles, chichiria
Grade 8
foil wrappings )
Students
Table 6. YES-O Club Action Plan

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Yes-O Club Action PLan
To raise awareness on Conduct a Webinar/film All Interested January School
current environmental webinar or film showing on Students 2023 Fund
issues/problems among showing about Environmental
students. Environmental Issues
Issues &
Challenges
To persuade those who live Listing the Adopt a water Facilitated by February Local
around waterways to stop harmful effects ways /estero in YES 0 officers 2023 Fund
or to lessen the harmful of dumping their locality together with
habit of throwing trash garbage in which they can SGS officers and
into the area's waterways. waterways and rehabilitate their adviser.
creating an and/or protect
intervention plan from abused and
for this. misused.
To provide additional Assist the Infographics YES -O and March School

information about SDRRM in the about what to do SDRMM Club 2023 Fund
Earthquake/Fire and orientation on during and after Members,
Disaster Risk Reduction what to do an Officers and
and Management. during and after earthquake/fire Advisers
earthquake /fire
Open discussion
on the preventive
ways rand
information
dissemination.
To encourage active Ask Active April 22, Local

participation in Earth Day students/teacher Participation on 2022 Fund
related activities. s to send Earth Day SBHS Students,
pictures or Related Activities Parents &
videos showing Teachers
their
participation in
“earth hour” and
other related
activities.
To raise awareness Putting up of YES-O Club May 2023 Local

campaigns on Energy, Students may signages/infograp Officers and Fund
Water and Power Supply send hics showing Members
Conservation. infographics on conservation of
tips on how to water, energy,
conserve energy, and power
water, and power
supply.
To help maintain the Let students clean Clean Up Drive at YES-O Club June 2023 Local Fund
cleanliness of surrounding their homes, Home Officers and
and make student realize it as segregate waste, Members
an essential part of caring for document it and
the environment. send it to YES-Club
Officers/Advisers
_______________________________________________________________________________________
Table 6. YES-O Club Action Plan

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AP Club Action PLan
Table 7. AP Club Action Plan
OBJECTIVES ACTIVITIES PERSONS TARGET SOURCE OF EXPECTED

INVOLVED DATE FUND OUTCOME
· To appoint Appointed · Araling · Appointed

qualified and Club Officers Panlipunan September 16, qualified and
responsible Club Adviser 2022 responsible students
students who will · Appointed Local Fund who will serve as
serve as reliable Club Officers reliable officers of the
officers of the club. club.
· To Monthly Club · Araling Every first ·

plan/discuss the Meeting Panlipunan Friday of the Planned/discussed
programs, Club Adviser Month Local Fund the programs,
activities and · Araling activities and project
project proposals Panlipunan proposals of the AP
of the AP Club. Club Officers Club.
· To help Beautification · School Every last · Helped

maintain the of the School Principal Friday of the maintain the
cleanliness of the Campus · School Month cleanliness of the
school campus. Head Local Fund school campus.
· Clean Up · Araling
Drive Panlipunan
Club Adviser
and Officers
· Students
· To promote · School November 05, · Promoted the

the importance of Tree Planting Principal 2022 importance of
planting among Activity · Head planting among
learners. Teacher Local Fund learners.
· Araling
Panlipunan
Club Adviser
· Araling
Panlipunan
Club Officers
· Students
· To make a · Araling November 11, · Made a

functional club AP Bulletin Panlipunan 2022 Local Fund functional club
bulletin board Board Club Adviser bulletin board
· Araling
Panlipunan
Club Officers
· To stimulate Posting of · Araling Monthly · Stimulated

acknowledgement and notices on Panlipunan acknowledgement
commemoration of
significant events in bulletin Club Adviser and commemoration
Philippine history, boards in · Araling of significant events
through which observance of Panlipunan in Philippine history,
nationalism and public Club Officers through which
patriotism as holidays in Local Fund nationalism and
qualities in students
_______________________________________________________________________________________
can be augmented. the patriotism as
Philippines qualities in students
within the can be augmented.
School Year

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AP Club Action PLan
· To broaden Historical · Araling Every First · Broadened

one’s knowledge in Trivia During Panlipunan Monday of the one’s knowledge in
the subject of Flag Club Adviser Month Local the subject of Araling
Araling Ceremony · Araling Fund Panlipunan.
Panlipunan. Panlipunan · Learned about
· To learn Club Officers our history in
about our history general.
in general.
· To instill the Bottle and · School Quarterly · Instilled the

value of reducing Paper Drive Principal value of reducing
garbage. · Head garbage.
Teacher Local
· Araling Fund
Panlipunan
Club Adviser
· Araling
Panlipunan
Club Officers
· SSG
Officers
· Students
· To develop Gift Giving · School December 16, · Developed the

the importance Principal 2022 Local importance and
and value of giving · Head Fund value of giving
among learners. Teacher among learners.
· Araling
Panlipunan
Club Adviser
· Araling
Panlipunan
Officers
· Students
• To showcase the Exhibit of · School June 2023 Local Fund • Showcased

different output of Students Principal the
learners in every Outputs · School different output
subject area. Head of learners in
· Araling every subject.
Panlipunan
Club Moderator
· Araling
Panlipunan
Club Officers
· Students
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MAPEH Club Action PLan
OBJECTIVE/S ACTIVITIES TARGET PERSONS FINANCIAL EXPECTED OUTPUTS

DATES INVOLVED RESOURCE
S
l Orientation of l Principal
To orient the the all the October l Teachers - Members following the
club members members l Members rules and respecting the
and advisers and l Club Advisers teachers and other staff
about the rules advisers every meeting.
and regulation of l Introduction
the school via of the Set of newly elected Club
google meet. MAPEH Officers for 2022-2023
CLUB
l Election of
Club
Officers
To plan/discuss l Principal
the programs, Monthly Club Every first l Teachers Local Fund Planned/discussed the
activities and Meeting Friday of l Members programs, activities and
project proposals the Month l Club Advisers project proposals of the
of the MAPEH MAPEH Club.
Club.
l Principal
To promote the Global Warming November l Teachers Local Fund Submitted ACR with the
importance of and Climate l Members activities of the students
healthy Change l Club Advisers and club advisers.
environment by Consciousness l Parents and
planting trees Week Guardians
and ornamental
plants in MAPEH
club learning
station.
l Principal
To promote the Painting of November l Teachers Local Fund Promoted the importance
importance of garden pots in l Members of creativity and
art among MAPEH Club l Club Advisers imagination in terms of
learners. and Learning l Parents and art among learners.
Station Guardians
l Recycled l Principal Instilled the value of

To instill the Parol November- l Teachers Local Fund reducing garbage.
value of reducing Making December l Members
garbage and l Recycled l Club Advisers
using of recycled Christmas l Parents and
materials. Tree Guardians
Making
_______________________________________________________________________________________
Table 8. MAPEH Club Action Plan

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MAPEH Club Action PLan
l Principal
To conduct a National Week December l Teachers Local Fund Performed different
showcase of for the Gifted l Members talents among the
talents in the and Talented l Club Advisers students who
year end l Parents and participated in the
program. Guardians program
l Principal
To advocate the Firecrackers December l Teachers Local Fund Performed the safety
importance of Injury l Members precautions and
prevention and Prevention l Club Advisers prevention of
safety Month l Parents and firecrackers injury
precautions in Guardians among the students.
using firecrakers
among the
teenagers to
avoid injuries
l Principal
To celebrate the National Arts February l Teachers Local Fund Learned the lesson
unique talents Month l Members taught, performed
and imagination l Club Advisers different activities and
of the students l Parents and practice different skills
by a poster Guardians through teaching of art.
making contest.
l Principal
To prepare a Fire Prevention March l Teachers Local Fund Learned and applied the
seminar and Month l Members information
workshop l Club Advisers disseminated by the
activities for the l Parents and speaker from Fire
students. Guardians Prevention seminar and
workshop.
l Perform l Principal
To assist different Year round l Teachers Local Fund Parents were informed of
member’s grades activities l Members the standing of the child
and prepare and keep l Club Advisers inside the classroom.
intervention for a record of l Coaches and Performed intervention.
some students their Advisers
who need performan
improvement. ce.
l Prepare
interventio
n.
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B. Curriculum Development
□ Availability of teachers made and
technology-based instructional materials to
facilitate effective teaching-learning process
□ Current training/workshop on ICT integration in
all areas
□ Aligned School Projects and Programs.
C. Faculty and Staff

□ Has two(2) hard working and responsible utility
workers
□ Has six competent and passionate teachers and
they are teaching subjects aligned to their major
except to the teacher who are handling Science
and ESP.
D. Physical Facilities
□ Has two storey building with 4 classroom
□ Has 4 functional comfort rooms
□ Has 3 portable hand washing area
□ Has 3 garden set
E. Community Linkage
□ Has an active and supportive PTA members and
external stakeholders participating in school
projects and activities
□ Parents’ involvement and community leaders in
school activities are remarkable.
□ No existing School Alumni
F. Research Development
□ submitted one action research proposal
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SCHOOL
PERFORMANCE
ON FOUR
PILLARS
_______________________________________________________________________________________
ACCESS
_______________________________________________________________________________________
Table 9. Number of Enrollees
NUMBER OF ENROLLEES FOR S.Y. 2022-2023
Grade 7 24
Grade 8 38
Table 10. Grade 7 Inventory of Books,Modules, and Intervention Materials
INVENTORY OF BOOKS, MODULES, AND INTERVENTION

ACTIVITY SHEETS
GRADE SUBJECT NUMBER NUMBER NUMBER OF

INTERVENTION
LEVEL OF BOOKS OF ACTIVITY
MODULES SHEETS
English 0 24 24
Mathematic 0 24 24
s
Science 0 24 24
Filipino 0 24 24
Grade 7
ESP 24 24 24
AP 0 24 24
MAPEH 0 24 24
TLE 0 24 24
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Table 11. Grade 8 Inventory of Books,Modules, and Intervention Materials
INVENTORY OF BOOKS, MODULES, AND INTERVENTION

ACTIVITY SHEETS
GRADE SUBJECT NUMBER NUMBER NUMBER OF

INTERVENTION
LEVEL OF BOOKS OF ACTIVITY
MODULES SHEETS
English 0 38 38
Mathematic 0 38 38
s
Science 0 38 38
Filipino 0 38 38
Grade 8
ESP 38 38 38
AP 0 38 38
MAPEH 0 38 38
TLE 0 38 38
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Sta. Barbara High School facebook page has reached 298 followers
from students and other stakeholders. The highest view achieved on a certain
post was 1,900 viewers and the lowest is 216 views. The page has produced
42 post since it was created last August 29, 2022 until January 2023.
The school facebook page are often used by the school to communicate
events and activities to students and other school stakeholders and an access
to promote school engagement. Similarly, it is a way of building trust and
transparency and to increase awareness of the learners in the different
projects of the school.
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EQUITY
_______________________________________________________________________________________
Nutritional Status of Grade 7
Table 12 Nutritional Status of grade 7
The Table above shows that 14 learners from grade 7 identified having
underweight nutritional status, 2 overweight, and 6 normal body weight based on
their body mass index.
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PWD Ramp
The school has PWD ramp who permit all users, including people who use
wheelchairs,
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QUALITY
_______________________________________________________________________________________
GRADE 7 SUMMARY OF RDA RESULTS
Table 13. Grade 7 Summary of RDA Results
The table above shows the summary of the RDA of 24 learners’ scores
from all subjects area and based on the result, it was recorded that only 4
learners passed the assessment in Filipino and 1 learner got a passing score in
Math. 1 AP, 6 for ESP, 2 Science, 3 for English, and 6 for TLE. It cannot be denied
that the majority of the learners failed in all subject areas especially in MAPEH
based on the computed Minimum Proficiency Level (MPL).
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GRADE 8 RDA RESULTS
Table 14. Grade 8 Summary of RDA Results
The table above shows the summary of the RDA of 38 learners’ scores from all
subjects area and based on the result, it was recorded that only 4 learners
passed the assessment in ESP and 2 learners got a passing score in Filipino.
Undeniably, the majority of the learners failed in all subject areas based on the
computed Minimum Proficiency Level (MPL).
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Submitted CIP
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PROJECT CLAP (Collaborative Learning
Activities for Students’ Progress)
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REMEDIATION AND INTERVENTIONS
LEARNING MATERIALS
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PROJECT SIPI (Systematic Innovative
Program and Intervention)
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RESILIENCY
AND
WELL BEING
_______________________________________________________________________________________
RESILIENCY AND WELL BEING
PROJECT SINOP MONITORING TOOL
Table 15. Project SINOP Monitoring Tool
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The School has a functional Materials Recovery Facilities(MRF) that used sort
a wide array of recyclable materials, including plastic, cardboard, paper, glass bottles,
and cartons.
● Sustainable Solid Waste Management Program

through School-based Project SINOP.
● Constructed Compost Pit
● Waste Bin with Label
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GOVERNANCE
_______________________________________________________________________________________
ENABLING MECHANISM
ENABLING MECHANISM 1: SCHOOL-BASED MANAGEMENT
LEVEL 1- BEGINNER
School-based management (SBM) is a strategy to improve education by

transferring significant decision-making authority from state and district
offices to individual schools. SBM provides principals, teachers, students, and
parents greater control over the education process by giving them
responsibility for decisions about the budget, personnel, and the curriculum.
Through the involvement of teachers, parents, and other community members
in these key decisions, SBM can create more effective learning environments
for children
The Sta Barbara High School was operated last August 29, 2022, and is
now working to have a functional SBM. The SBM team is planning to conduct
benchmarking from other schools to see and adapt their best practices and to
incorporate these in putting an effective and efficient school-based
management system.
● OPCRF Ratings
● IPCRF Ratings
● Professional Developments
Since the school is newly established school, OPCRF is not evident.
Name of Faculty Rating Description
Marilen D. Pascual. 4.950 Outstanding
Lariza Limon 4.500 Outstanding
Romelice B. Tapang 4.500 Outstanding
Clarence D. Veneracion 4.550 Outstanding
Mark Geniel T. Manalaysay 4.700 Outstanding
Jayson I. Bautista No data Newly hired teacher

Table 16. IPCRF Ratings
Based on the Summary of Teachers IPCRF Ratings for the School Year
2021-2022 it was evident that all of them have OUTSTANDING Performances
_______________________________________________________________________________________
from their previous school even the School Officer In-charged.

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ENABLING MECHANISM
Based on the table gathered from the School Personnel Data Base most
of the teachers have various training and seminars attended for the last two
consecutive years and one of the teachers already finished his master’s degree
including the OIC who also finished her master’s degree. At present two of the
school faculty are currently enrolled in working on their master’s degree in a
graduate school.
● Classroom and student arm chairs

● Teaching and non-teaching personnel
● Inventory of school property
● Learning resources
● Available Modules
● Electrical / Water Supply
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ENABLING MECHANISM
School Governing
Council consist of faculty
and other stakeholders.
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ENABLING MECHANISM
ENABLING MECHANISM 4: FINANCIAL ACCOMPLISHMENTS
The school’s financial accomplishment of Zumba for a cause and monthly

canteen report is evidence of transparency and proper disbursement of
school finances.
Research
The school has one (1) research proposal.
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RESOLVED CONFLICT
As part of the role of every school to protect and insure the safety of each
students during conflict among learners, the Sta. Barbara High School
guidance office is committed to resolve and make necessary actions in every
event that needed to be immediately resolved.
As what happened on October 25, 2022, the

case of missing cellphone of grade 8 student who
was allegedly taken by one of his classmate and
accused by the relative of the student who lost
his phone, the accused student feel that he is
wrongly and mistakenly accused of stealing the
phone and to clear his name on the allegation
the school guidance office took immediate
actions to resolve this issue by calling the
attention of the parents of both parties and met
at the school guidance office to talk and make
things clear on the said issue.
The parent of both students willingly came at

the school guidance office to discuss the said
issue with the guidance and present of the
school Officer-In-Charge Ma’am Divina B. Santos
and the school guidance counselor Mrs.
Clarence D. Veneracion , the issue was discuss
clearly on both parent and understood what
was really happened and agreed to settled down
and make closure, it was clear to both parties
that the student who is wrongfully accused is
innocent and had nothing to do with the lost of
the cellphone. As an evidence on the
reconciliation of both parties they agreed to sign
on an agreement as shown as a picture
attachment.
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RESOLVED CONFLICT
Last December 06, 2022, a reported case of cyber bullying to one grade 8
student was received by the school Officer-In-Charge, Ma’am Divina B. Santos
and immediately take actions to resolve the issue.
Together with the school guidance counselor Mrs. Clarence D. Veneracion,

the parents of the students involved were invited thru a written letter to
inform them on the incident.
The parents of both students willingly came at the school guidance office
to discuss clearly on both side and understood what was really happened and
agreed to settled down and make closure, it was clear to both parties that the
student experienced cyber bullying and they will not tolerate this wrong doing
of their children and ask for forgiveness and make a promise that this
incident won’t happen again. As an evidence on the reconciliation of both
parties they agreed to sign on an agreement as shown below as a picture
attachment.
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OPERATIONAL
FRAMEWORK
_______________________________________________________________________________________
OPERATIONAL FRAMEWORK
Figure 1: THE RAPID LEARNING RECOVERY FRAMEWORK
Figure 2: BEDP 2023 RESULTS FRAMEWORK
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Figure 3: NATIONAL LEARNING RECOVERY FRAMEWORK
Figure 4: REGION III REDP FRAMEWORK
Goal: Learners across the region developed holistically foundational and

relevant skills and character for lifelong learning, and full participation in
society to fulfill their social and community responsibilities as global citizens.
Sector Outcome: Basic education learners acquired literacy, numeracy,

science, and 21st century competencies and develop character required to
succeed in higher education, employment and entrepreneurship.
INTERMEDIATE OUTCOMES
Equity: All learners Resiliency and

participate Well-Being:
Access: All equitably and
Learners develop
learners access meaningfully in Quality: Develop
positive mindset,
and tailored in basic education, the standard
regardless of can adapt to
services needed foundational and
status, ethnicity, change and
in basic future skills.
sex, disability, and, apply Basic
education.
and other social Education
characteristics. Rights.
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Figure 5: SCHOOL DIVISION OF BULACAN

EDUCATION DEVELOPMENT PLAN FRAMEWORK
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School
Improvement
Plan
_______________________________________________________________________________________
SWOT
ANALYSIS
_______________________________________________________________________________________
S W O T ANALYSIS
ACCESS
STRENGTH WEAKNESSES OPPORTUNITY THREAT
Updated, Limited advanced More Limitations on

Functional and electronic devices stakeholders will teaching
Informative and weak be reach through flexibility due to
Facebook Page internet social media inadequate
connectivity posting technologically-a
Timely and up to dvanced
date Stakeholders are resources
dissemination of well inform and
information minimize
miscommunicatio
n
Table 17. SWOT Access
The table/figure above clearly presents the SWOT Analysis under

Access Domain. Upon performing a thorough and comprehensive examination
of information, Sta. Barbara High School’s SIP team discovered the strengths
of the aforesaid domain and here as follows: a.) Updated, Functional and
Informative Facebook Page; and b.) Timely and up to date dissemination of
information. These strengths will constantly be developed to ensure access to
quality basic education. Consequently, the major foreseeable weakness
revealed based on the SBHS data is the limited advanced electronic devices
and weak internet connectivity. The manifested weakness will be subjected to
pertinent intervention in order to be redressed. In light of the situation,
anticipated opportunities will provide an initiative to school administration to
plan, design and execute more programs and projects to generate more
probabilities and prospects of school improvisation and these are the following:
a.) More stakeholders will be reach through social media posting; and b.)
Stakeholders are well-informed and minimize miscommunication. Moreover,
the threat that SBHS organization is attempting to avert from happening and
even worsening is the limitations on teaching flexibility due to inadequate
technologically advanced resources. With this regard, series of remediation
activities will be employed and implemented by all the members of the team.
_______________________________________________________________________________________
STA. BARBARA HIGH SCHOOL 55
_______________________________________________________________________________________
S W O T ANALYSIS
EQUITY
Adapted Untrained Successful Worst cases of

programs and teachers for implementation learners with
projects intended special education of school adapted disability such as
to all students activities, deafness and
with disability Unsuitable programs and blind learners
and learners with programs for projects to the cannot be catered
below normal learners with learners with by the school
nutritional status disability special needs and
health problems
Willingness of
teachers to learn Generate a safe
special program and well-rounded
learning
community and
school
environment
Table 18. SWOT Equity

The table/figure above clearly presents the SWOT Analysis under
Access Domain. Upon performing a thorough and comprehensive examination
of information, Sta. Barbara High School’s SIP team discovered the strengths
of the aforesaid domain and here as follows: a.) Updated, Functional and
Informative Facebook Page; and b.) Timely and up to date dissemination of
information. These strengths will constantly be developed to ensure access to
quality basic education. Consequently, the major foreseeable weakness
revealed based on the SBHS data is the limited advanced electronic devices
and weak internet connectivity. The manifested weakness will be subjected to
pertinent intervention in order to be redressed. In light of the situation,
anticipated opportunities will provide an initiative to school administration to
plan, design and execute more programs and projects to generate more
probabilities and prospects of school improvisation and these are the following:
a.) More stakeholders will be reach through social media posting; and b.)
Stakeholders are well-informed and minimize miscommunication. Moreover,
the threat that SBHS organization is attempting to avert from happening and
even worsening is the limitations on teaching flexibility due to inadequate
technologically advanced resources. With this regard, series of remediation
activities will be employed and implemented by all the members of the team.
_______________________________________________________________________________________
_______________________________________________________________________________________
S W O T ANALYSIS
Sustainable Unavailable Successful Inconsistent and

Gulayan sa school MOOE implementation of conflicting plans
Paaralan Project school which will lead to
Health Outbreak, intervention confusion and
Proper procedure Natural disasters activities, unsuccessful
and and unforeseen programs and implementation
documentation of circumstance/cal projects of school
reported cases of amities/incidents programs and
bullying and such as Concentration of projects
teachers in their
other related earthquake,
specific field of
issues. typhoon, Lesser
specialization
landslide, opportunities and
Existing Projects flooding, etc. Stakeholders are participants in
and programs willing to curricular and
pertaining to Lack of human cooperate on the co-curricular
resiliency and power implementation of activities
well-being various proposed
Overlapping of intervention Limitations on
Active commitment due teaching
involvement of to small numbers Readiness and flexibility due to
different school of enrollees, enthusiasm for inadequate
organizations faculty members more complex technologically-a
tasks, duties, and dvanced
Adapted school Untrained responsibilities resources
child protection guidance
policy counselor Generate safe and Safety issues and
well-rounded concerns of the
learning school
community; and community
opportunity to
increase enrollees
Decreased
and expand to a
number of
bigger school
proposed and
Creation of quality conducted
assured localized research
learning resources
Table 19. SWOT Resiliency and Well Being
_______________________________________________________________________________________
_______________________________________________________________________________________
S W O T ANALYSIS
For the aim of achieving continuous access, equity, and inclusion in

education by means of providing support to the learning environment of the
school-aged population, advantageous and amenable features were
established by the SBHS community which includes the following: a.)
Sustainable Gulayan sa Paaralan Project; b.) Proper procedure and
documentation of reported cases of bullying and other related issues; c.)
Existing Projects and programs pertaining to resiliency and well-being; d.)
Active involvement of different school organizations; and e.) Adapted school
child protection policy. Moreover, the foreseen challenges which resulted in
weaknesses of the school management under the resiliency and well-being
domain are as follows: a.) Unavailable school MOOE; b.) Health Outbreak,
Natural disasters, and unforeseen circumstances/calamities/incidents such
as earthquakes, typhoons, landslides, flooding, etc.; c.) Lack of human power;
d.) Overlapping of commitment due to small numbers of enrollees, and faculty
members; and e.) Untrained guidance counselor. With the view of
transforming these weaknesses into positive traits, SBHS never ceases to find
effective solutions to resolve the said problems. Taking into consideration the
list of opportunities specifically; a.) Successful implementation of school
intervention activities, programs, and projects; b.) The concentration of
teachers in their specific field of specialization; c.) Stakeholders are willing to
cooperate on the implementation of various proposed interventions; d.)
Readiness and enthusiasm for more complex tasks, duties, and
responsibilities; e.) Generate a safe and well-rounded learning community; an
opportunity to increase enrollees and expand to a bigger school; and f.)
Creation of quality-assured localized learning resources. These constructive
and enlightening projections will be used by the SBHS team as bases for
unveiling positive upshots. On the contrary, some threats were identified
which comprise the following: a.) Inconsistent and conflicting plans which will
lead to confusion and unsuccessful implementation of school programs and
projects; b.) Lesser opportunities and participants in curricular and
co-curricular activities; c.) Limitations on teaching flexibility due to
inadequate technologically advanced resources; d.) Safety issues and concerns
of the school community; and e.) Decreased the number of proposed and
conducted research. Over and above, SBHS will take these risks and menaces
as motivation to enthusiastically contemplate ingenious ways and strategies to
resolute these threats.
_______________________________________________________________________________________
_______________________________________________________________________________________
S W O T ANALYSIS
QUALITY
The intervention Changes in the Successful Inconsistent and

plans for projects policies and implementation conflicting plans
and activities are guidelines given of school will lead to
specific, by the higher intervention confusion and
measurable, administrators activities, unsuccessful
attainable, programs, and implementation
result-based and Limited human projects of school
time-bound and non-human programs and
resources Stakeholders are projects
Teachers are willing to
optimistic and Motivation for the cooperate on the Limitations on
goal-oriented continuity of implementation teaching
research of various flexibility due to
Teachers’ innovation proposed inadequate
capability to intervention technologically
plan, design, and advanced
develop Creation of resources
supplemental quality-assured
teaching and localized learning Decreased
learning resources number the of
materials proposed and
conducted
research
Table 20. SWOT Quality
_______________________________________________________________________________________
_______________________________________________________________________________________
S W O T ANALYSIS
QUALITY
To show commitment to attaining the goal of ensuring quality

education for all learners across grade levels, Sta. Barbara High School
innovatively uses its positive points to achieve the school’s mission and vision.
The said assets are display in the table/figure above which compasses the
following: a.) The intervention plans for projects and activities are specific,
measurable, attainable, result-based, and time-bound; b.) Teachers are
optimistic and goal-oriented; and c.) Teachers’ capability to plan, design, and
develop supplemental teaching and learning materials. These strengths also
become the foundation for realizing the school’s weaknesses under the quality
domain and here as follows: a.) Changes in the policies and guidelines given
by the higher administrators; b.) Limited human and non-human resources;
and c.) Motivation for the continuity of research innovation. In addition,
opportunities such as the successful implementation of school intervention
activities, programs, and projects, the willingness of stakeholders to cooperate
on the implementation of various proposed interventions, and the creation of
quality-assured localized learning resources give light and interest to the
teaching and non-teaching personnel of SBHS to be more resilient and show
eagerness in providing quality education to learners for a fact that it is the
top-most priority of the school. In line with this, foreseen threats including
inconsistent and conflicting plans will lead to confusion and unsuccessful
implementation of school programs and projects, limitations on teaching
flexibility due to inadequate technologically advanced resources, and
decreased number of proposed and conducted research will certainly be
prevented through the effort of hard work of the whole team in exercising
excellency in delivering education.
_______________________________________________________________________________________
_______________________________________________________________________________________
S W O T ANALYSIS
GOVERNANCE
Availability of Limited human Concentration of Lesser

competent and and non-human teachers in their opportunities and
dedicated leaders resources specific field of participants in
and teachers specialization curricular and
School is under No existing co-curricular
the subsidy of the partnership from Stakeholders are activities
municipality private sectors willing to
cooperate on the Change of
Teachers’ No existing implementation residency of
willingness alumni due to of various supportive
towards newly established proposed stakeholders
professional school intervention
growth and Safety issues and
development Readiness and concerns of the
enthusiasm for school
Strong more complex community
community tasks, duties,
linkages and Non-participation
responsibilities of other external
stakeholders
Generate safe
and well-rounded
learning
community; and
opportunity to
increase enrollees
and expand to a
bigger school
Table 21. SWOT Governance
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S W O T ANALYSIS
GOVERNANCE
In harmony with the sole purpose of the governance domain which

basically centers on improving the school performance and management,
planned and radical course of action for guaranteeing the school achievement
of its goals and objectives, the SBHS team continues to follow its strategic
direction in order for the organization to progress in all levels and aspects of
school governance. On that note, strengths were specified under the
governance domain and here as follows: a.) availability of competent and
dedicated leaders and teachers; and b.) school is under the subsidy of the
municipality. Additionally, perceived limitations and hindrances were
identified which include the limited human and non-human resources, no
existing partnership from private sectors, and no existing alumni due to the
newly established school. The aforesaid interferences and restrictions will be
used as groundwork for adopting and practicing techniques and
methodologies applied for effective school management. Considering the
possibility of enhancing the school organization, determined opportunities
should be taken into action and consideration to reach optimum governance
and these include the following opportunities: a.) The concentration of
teachers in their specific field of specialization; b.) Stakeholders are willing to
cooperate on the implementation of various proposed interventions; c.)
Readiness and enthusiasm for more complex tasks, duties, and
responsibilities; and d.) Generate a safe and well-rounded learning
community; and an opportunity to increase enrollees and expand to a bigger
school. On a final note, perceived threats such as lesser opportunities and
participants in curricular and co-curricular activities, change of residency of
supportive stakeholders, safety issues and concerns of the school community,
and non-participation of other external stakeholders will assuredly be avoided
through upholding professionalism, participating in effective skill-based
seminars, training, and workshops and researching for timely and relevant
teaching strategies and techniques for admirable and successful governance.
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KEY
CHALLENGES
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ACCESS
CHALLENGES BASES
Data accessibility and quality No internet connection
Rigorous enrollment campaign A small number of enrollees
Table 22. Key Challenges Access
The table above shows the key challenges under the access domain. To
reiterate the flagship program under the access domain, Sta. Barbara High
School prioritizes the attainment of generating lively, engaging, and spirited
learning atmosphere which supports the entire academe in all aspects. In line
with that, SBHS administrators and staff are working harmoniously to give
assistance to nurture students through the integration of relevant activities
and by providing guidance as well. Using these aspects as grounds, two (2)
different challenges were determined. The first challenge that was drawn is
the deprivation of access and quality of data caused by lack of internet
connectivity. It is then described that Sta. Barbara High School is a newly
established school and there is a small number of enrollees that was recorded
in SBHS’ Learning Information System (LIS). With that, one of the primary
goals of SBHS community is to conduct rigorous enrollment campaigns to
guarantee the increase in the number of enrollees for the next academic years
to come through the effort of all the members of school organization and
concerned stakeholders.
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PROJECT GALANG : Giving Assistant to Learners
Activities through Nurturing and Guidance
As the Department of Education mandate to formulates and

implements projects in the areas of formal and non-formal education. Project
GALANG is created for the students of Sta. Barbara High School, it is design to
urge the community to send their children to school thru proper
implementation of enrolment process and building a strong communication to
stakeholders.
Project GALANG is design to achieved the following objectives :

-To facilitate 100% enrollment of learners.
-To sustain learners’ attendance and participation from 80-95% and sustain a
1% decrease of drop-out rate and learners’ no longer participating in activities
through alternative guidance approaches and interventions.
- Communicate the DepEd vision, mission and core values through the
different modes of communication.
As to achieved its objective different activities are align to this project,

such as establishing Oplan Balik Eskwela Task Force, Preparation of
information assistance desk, Communicate with parents and learners
regarding the online and physical enrolment procedure, Utilize the school FB
page and Organized School Planning Team.
This is a joint project of the school Officer-In-Charge, parents, teachers,

students, stakeholders and LGU.
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PROJECT ALERTO : Alternative LEarning
Resources Timely and Optimistic
As the difficulty in learning brought by the pandemic, Sta. Barbara

High School is engaged to help the students to have an option for an
alternative remediation materials that will help them to ease the burden and
hardship in studying. Remedial programs offer the possibility of focusing on
students who are lagging behind and teaching at a level that is appropriate
for their current level of skills.
Project ALERTO is design to reproduce an additional Remediation

Materials and Assessment Materials in all subject areas for all learners. To
achieved a higher passing rate this project is align to:
- Prepare a School Annual Remediation Plan, Program and Lesson Exemplar,

- Procure necessary supplies for Remediation Materials and Assessment
materials for reproduction,
- Reproduce Remediation Materials and Assessment Materials in all subject
area,
- Account for the number of Reproduced Remediation Materials and
Assessment materials per subject,
- Distribute to respective learners and Retrieve accomplished remediation
materials and assessment materials.
As to reach the success of this project all efforts from the teachers,
school heads are expected.
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EQUITY
CHALLENGES BASES
Number of 4P’s and DSWD recipients The recorded request of Certification

of Enrollment
Table 23. Key Challenges Equity
Congruent to Sta. Barbara High School’s Flagship Program, a collaborative

and synergistic education process is being prioritized by the school
administration under equity domain, for a purpose to ensure quality and
well-rounded education in line with the Department of Education’s vision and
mission. With that, the anticipated challenge is the small number of 4P’s and
DSWD recipients. Based on the school record, only three (3) students, one (1)
student from Grade 7 and two (2) students from Grade 8 requested Certificate
of Enrollment as one of the requirements for the renewal and update of their
4P’s application. On the other hand, there is no recorded DSWD student
enrolled in Sta. Barbara High School which clearly verifies that it should be
taken into action and consideration before it becomes a serious problem.
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PROJECT FEED (Food Eating
habits for Effective Diet)
In connection with the DepEd Mission to protect and promote the right of
every Filipino to quality, equitable, culture-based, and complete basic
education for all wherein every learner should go to school and no one will be
left behind. The Sta Barbara High School Core Values says that “Pangarap ng
lahat na ang bawat magaaral ay magkaroon ng pagkakataong makapagaral na
walang maiiwan” anchor with the DepEd mission.
On the other hand, a part of this mission is that the school should be
treated students fairly and just despite their differences and capabilities.
Learners should be given equal opportunities, especially those with disabilities
and poor health conditions.
Project FEED provides augmentation support through a feeding program

for students who are identified as below normal nutritional status. In addition,
the project aims to improve learners healthy eating habits. Likewise, Sta.
Barbara High School is planning for an outreach program in selected areas
within the barangay wherein the primary concern is to share and build the
spirit of giving to children and experience to eat healthy foods.
Primarily, this program aims to give an adequate nutrition for the children
which lead in uplifting to a healthy life and healthy aging on an individual as
well as on a societal level
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PROJECT FEED (Food Eating
habits for Effective Diet)
This program covers the following:
1. Taking of Body Mass Index (BMI), Assessment and Evaluation - this is

performed by the MAPEH teachers with the learners in the start, during and
before the end of school year. BMI gives healthcare professionals a consistent
way of assessing their patients' weight and an objective way of discussing it
with them. It is also useful in suggesting the degree to which the individual
may be at risk for obesity-related diseases.
2. Conduct Feeding Program and Activities - this program targets the
individual with poor nutritional status and lack of support from school needs.
3. Gift Giving Projects- this program aims to make a children of poor families
experience the joy of special occasions just like other more fortunate kids. It
also hopes to encourage others to share their resources to the less-fortunate in
the atmosphere of total giving and genuine generosity.
4. Outreach Program- this program aims to help, uplift, and support those
who are deprived of certain services and rights. It involves giving learning,
social planning, health support, and other projects for their welfare. As usual,
a program must be organized to use resources and aid to fulfill a goal.
The project ensures inclusive and equitable quality education among all of
learners without a gap between their nutrition and needs.
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PROJECT PWD
In adherence to the Enhanced Basic Education Act of 2013 (Republic Act
No. 10533) Section 8, Inclusiveness of Enhanced Basic Education designed to
address the physical, intellectual, psychosocial, and cultural needs of
learners, the Department of Education (DepEd) adopts the enclosed Child Find
Policy for Learners with Disabilities (LWDS) towards inclusive Education. This
policy articulates the processes in ensuring that learners with disabilities are
identified, located, and evaluated to facilitate their inclusion in the general
basic education school system; provides means for the schools to monitor the
implementation of the Child Find Process; and promotes cooperative advocacy
for children with disability and developmental delays among stakeholders in
the communities.
Project PWD supports this program and focuses on the needs of learners
with disability. In fact, based on the survey checklist conducted at the
beginning of the school year, it was recorded that one (1) of the learner is
amputated (one hand), and one learner with visually impaired ness.
Furthermore, the program aims to assist, protect, and address the rights of
persons with disabilities and provide facilities accessible to students with
disability. Moreover, the program advocates the construction of PWD ramps in
school facilities to address the resource gap for learning environment
improvement for our forecasted PWD learners.
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CHALLENGES BASES
Reports of programs and activities on Submitted reports and program of

DRRM, Homeroom Guidance, GAD, activities
and School Health related report
Table 24. Key Challenges Resiliency and Well Being
In line with the purpose of the SBHS flagship program in connection with
resiliency and well-being which is to facilitate learning and constantly nurture
every learner. On that note, one of our goals for this domain is to ensure that
students will learn in a child-friendly, gender-sensitive, safe, secured, and
motivating environment to achieve complete well-being. It is indeed a major
challenge for the school administrators to conceptualize relevant and
practical programs and activities on DRRM, Homeroom Guidance, Gender
and Development Program as well as School Health related reports. It is
evidently affirmed on the submitted and recorded reports and program of
activities that there is necessary to envision more projects that will meet the
needs and demands of learners in order to overcome the aforementioned
challenge by means of establishing connections and strengthening the
relationship of all the stakeholders of Sta. Barbara High School.
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Project GAD (Gender And Development)
Education is a fundamental process that influences a person's holistic

development, particularly their personal and social growth. It serves as the
most crucial instrument for empowerment and for becoming actively involved
in the social, economic, and political activities of his or her community and the
nation as a whole. It is primarily responsible for the development of people's
minds through how every member of the education sector teaches each
individual about societal norms and the standard for how each person should
act or behave.
Addressing this significant and sensitive matter, Sta. Barbara High
School’s Project GAD which falls under resiliency and well-being reiterates the
vision of the Department of Education which primarily aims to promote an
adequate and integrated learning approach pertinent to the achievement of
goals and objectives of the national development in accordance with the
country’s basic education scheme. SBHS School Community Planning Team
aspires of honing proficient learners who recognize the essence of quality
instruction, good-natured individuals who exemplify moral ideals and ethical
principles, and productive citizens of the nation who embody the pillars and
values of the Education system in our beloved country, Philippines including
the contribution to the successful attainment of DepEd’s Vision in the
implementation of policies, plans, programs, and projects in Formal Basic
Education.
Project GAD aims to promote learning and achieve total well-being by
making sure that the students will learn in a child-friendly, gender-sensitive,
secure, sustainable, and encouraging environment. The SBHS SCPT also
swears to always be eager and prepared to find and lead fascinating drills,
activities, and training sessions that the students might find enjoyable.
Through the crucial process of diligently and thoroughly observing each
learner's unique characteristics, in order to ensure that individuality is taken
into consideration throughout the teaching-learning process, project GAD
members ensure that the learners will enjoy completing those tasks.
Primarily, the primary goal of this project is to plan, design, and
implement gender-responsive and gender mainstreaming through the
integration of Gender and Development (GAD) related laws, guidelines,
policies, programs, and projects in line with Sta. Barbara High School’s
Gender and Development Vision and Mission.
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Project SINOP (Sustainable Improvement oN sOlid waste management
Program)
Material Recovery Facility (MRF’s) plays an important role in reducing

waste, it serves as a repository for segregated discard that can be reused or
recycled as well as a place to turn biodegradable discards such as food and
yard wastes into soil fertilizer. Apparently, given the absence of an operational
MRF at Sta. Barbara High School, wastes are evidently combined or mixed.
The most frequently produced wastes were made of paper and plastic, on the
other side, the major problems perceived with the current refuse disposal were
odors, pest infestation, and spillages. Additionally, there are no rigorous
regulations governing an effective waste segregation scheme that could aid in
reducing waste. This scenario poses a community environmental health
nuisance and may compromise the school’s environmental condition.
Through Project SINOP, under SIP’s pillar resiliency, we aim to give a

solution to this problem by constructing an operational MRF, compost pit
making, and close monitoring of waste segregation practices of students,
teachers as well the school community. It also aims to foster a clean and
green environment in readiness for personal classes by raising knowledge
about maintaining waste management facilities and practices and using these
facilities for the collection and reduction of waste. Project SINOP will also help
the school to sustain and assure the student’s safety and welfare through the
rehabilitation of the school drainage system, putting effective signages,
conducting clean-up drives, and giving assistance to the school’s feeding
programs. Furthermore, project SINOP will also be of good assistance to
another school project Gulayan sa Paaralan by turning organic wastes into
soil fertilizer that will be used to nurture plants that the students have
planted.
The goals of Project SINOP are well-taken in account by the school

head, teachers and local community to ensure a cleaner, safer and greener
environment that will be conducive to the growth and development of Sta.
Barbara High School students.
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Project SAFETY
Although there are several definitions of safety in the context of

education, we can, in a nutshell, say that a safe school offers a learning
environment where students’ education, health, safety, and security are
guaranteed in both normal times and during disasters. It can also provide a
secure and encouraging environment to both teachers and staff to ensure the
continuous flow of effective learning.
This academic year, 2022-2023, will be the first year to conduct
in-person classes after three arduous years of having modular and online
learning due to the widespread coronavirus throughout the globe that
significantly affected the education sector of the country. With this, project
SAFETY, under the pillar of resiliency in the School Improvement Plan, aims to
secure a safe, strict yet motivating environment for every student, teacher, and
staff of Sta. Barbara High School. It seeks to ensure that every member of the
school may carry out their responsibilities without worrying about their safety.
The project includes posting health and disaster protocols as well as hazard
maps within the school premises, providing disposable masks and alcohol to
every section and placing standing digital infrared thermometers at the
entrance of the school, disinfection of every classroom and office, and
utilization of social media especially Facebook in posting and sharing
health-related facts and safety protocols. Nonetheless, safety doesn’t only
cover the physical body of the students, it also caters to their mental health
and well-being. As part of this initiative, child protection policy seminars will
be held to inform parents and pupils about the importance of maintaining
their mental health. Organizing scouting activity and programs are also on the
list of activities that will be executed for the purpose of encouraging the
physical, intellectual, social, and emotional development of the students so
that they can have a constructive role in society as responsible a citizen and
member of the community.
Project SAFETY’s objectives were and will be executed to develop a
well-conducive and safe environment that substantially aids the execution of
effective learning, with the help of its local community, for the benefit of Sta.
Barbra High School students, teachers, and staff.
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QUALITY
CHALLENGES BASES
Conduct of Continuous Improvement Low RDA and Pre-Test results

Plan
Proficiency Levels of reading skills in Reading assessment in English and

English and Filipino (Key Stages 1-4) Filipino
- Numeracy skills in Mathematics Project All Numerate (PAN) Results
(Key Stages 1-4) Report of learning outcomes in
-Basic Science skills (Key Stages 1-4) Science
Table 25. Key Challenges Quality
It is then stated in the rationale of this School Improvement Plan that

research is an essential aspect to develop an educational institution and to
achieve its mission of propelling the school culture forward. As an important
part of the School Improvement Plan under quality domain, it is necessary to
device and implement innovative research and studies that will positively
improve the foundations of the school, provide opportunities to all the
stakeholders, and most significantly, to sustain quality and excellent
education to learners. With that, Sta. Barbara High School’s Research Team
proposed various Continuous Improvement Plan which generally aims to
empower parent-teacher collaboration for learners’ social and academic
development through different intervention or remediation activities. The first
foreseeable challenge under quality domain is the proper conduct of
Continuous Improvement Plan based on the low RDA and pre-test results.
Second and last, the proficiency levels of reading skills in English and Filipino
(Key Stages 1-4), numeracy skills in Mathematics (Key Stages 1- 4) and Basic
Science skills (Key Stages 1-4). The basis for concluding the said challenge
are the unsatisfactory results of Reading Assessment in English and Filipino,
Project All Numerate (PAN) and Report of Learning Outcomes in Science.
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As an integral part of the implementation School Improvement Plan under

quality, it is necessary to create and produce valuable research and studies
that will positively enhance the foundations of the school, provide
opportunities to all the stakeholders, and most importantly, improve the
quality of education. In this regard, Sta. Barbara High School’s Research
Committee came up with the idea of proposing Project CLAP which generally
aims to empower parent-teacher collaboration for learners’ social and
academic development through conducted research innovation and
intervention programs to be validated and utilized at the school level.
Primarily, research integration is an integral part of any educational
institution for it propels the school culture forward. The outcomes of studies
will definitely provide discernment to school administrators and the rest of the
teaching and non-teaching personnel that there is really a need to orchestrate
profound instinctive appreciation and understanding with regard to the
enhancement of the school’s teaching and learning resources, facilities, and
other related concerns. Also, the incorporation of timely, relevant, and sensible
research and studies will surely serve as an eye-opener to all the stakeholders
with the realization that conducting activities such as remediation and
intervention programs in different learning areas can bridge the learning gaps
brought by the COVID-19 Pandemic.
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To guarantee that the quality of teaching and learning is being taken into
consideration and action, another helpful project was established by the SPT
of Sta. Barbara High School and it was named Project SIPI. The said project is
in line with the results and findings of the Regional Diagnostic Assessment
congruent to RM No. 504 s.2022- Guidelines on the Conduct of the 2022
Regional Diagnostic Assessment in All Learning Areas from Grades 1-10 and
Core Learning Areas in Grades 11-12 corresponding to DepEd Order No. 8, s.
2015 or the Policy Guidelines on Classroom Assessment for the K to 12 Basic
Education Program, which highlights the idea that assessment is an essential
part of curriculum implementation for a fact that it grants teachers to discover
and measure students’ learning state and modify instruction based on the
aforesaid outcomes and drawn conclusions from the evaluation. Moreover, it
allows the parents or guardians of the learners to be informed about their
children’s progress in school.
Moving forward, the Project SIPI (Systematic Innovative Program and

Intervention) will be achieved through the implementation and conduct of
School CI Projects that are listed below:
• Project EARNS (Enhancing LeArners CoRe OperatioNs Skills)
• Project READS (Reading Engagement And Development for Struggling
readers)
• Project SAYA (Saliksikin Ang Yaman ng kasaysayan ng Asya
The integration of Division and Regional Projects will also be taken into
action and consideration to completely realized the Project SIPI and here as
follows:
• Project Science Project Skills
• Project Araling Panlipunan - 21st @ E4.0
• Project PAN
• Project FIL-IRI
• Research on the Evaluation and Development of Supplementary Video
Lessons for Remediating English Learning Losses of Learners
It is believed that the Project SIPI (Systematic Innovative Program and

Intervention) will only be attained by following these steps:
1. Convene grade level focal and teacher to conduct FGD on learners’
assessment needs
2. Prioritize improvement areas using the need analysis matrix
3. Develop solutions to the problem
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PROJECT READS (Reading
Engagement, Assessment, and
Development for Struggling Readers
The primary aim of this Continuous Improvement Plan (CIP) in English is
to spread awareness to learners, teachers, parents, school administrators, and
curriculum developers that the use of additional modern instructional tools
can positively enhance students’ reading skills and reading comprehension
specifically by utilizing video-based reading instruction to support face-to-face
learning modality. It strengthens the academic trail by enabling every reading
activity to be fully analyzed and explored in a more creative and flexible way.
As teachers, our goal is to increase the willingness and eagerness of our
students to be engaged in the teaching-learning process and the closest
technique to achieve it is to innovate and integrate modern teaching devices.
Besides, research revealed that video lessons can increase learners’ enjoyment
and interest in learning more than using traditional materials alone.
In connection with this, it is known that teaching devices greatly help

educators to instruct learners with different learning styles and in various
subjects inside or outside the classroom especially for improving the reading
ability of learners. By means of this, they give students the opportunity to
interact with words, images, concepts, and ideas that can possibly improve
their knowledge that relates to a specific topic and as well as to develop their
skills in multiple literacies not only reading but also writing, listening,
speaking, thinking, viewing and technology. Most of us are familiar with the
thought that instructional materials are the primary resources for teaching.
Therefore, they must be improved, used, and selected wisely.
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PROJECT READS (Reading
Engagement, Assessment, and
Development for Struggling Readers
It is evident that one of the best tools that educational institutions in other
countries are using is instructional video lessons. Because of the facts that
have been stated, the facilitator and team leader of this CIP came up with the
idea to improve the reading skill and reading comprehension of struggling
Grade Seven (7) readers (non-readers and slow readers) of Sta. Barbara High
School through the integration of video-based reading instruction. Considering
that the reading skill of key consumers or principal respondents directly
influences their academic performance and affective learning. In like manner,
the aforementioned program intends to assess the reading level and reading
comprehension of learners through the application of video-based instruction
and then classify the process of improvisation and development of the given
educational material to meet the demands of the learners. The assessment of
this CIP centered on discovering the topic’s merit, worth, and significance
using the criteria manipulated and managed by a set of standards.
Project READS will be determined by administering a Pre-test. The results

of the said test will serve as a baseline for identifying struggling readers
(non-readers and slow readers). Thereafter, video-based reading instruction
will be integrated to engage students in reading, improve their reading skills
and enhance their reading comprehension. After the end of the testing,
Post-test will be administered to prove the usefulness of using the
instructional resource. These facts and information will be applied to the
formation and construction of the CIP’s outcomes, conclusions, and
recommendations.
To ensure that the reading comprehension rate of learners will be improved

and raised by 75%, the following activities will be conducted:
1. Assist the learners in reading comprehension thru offline/online session
2. Capacitate teachers thru LAC sessions and training workshop
3. Conduct of teachers’ demonstration
4. Utilization of School Reading Area
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PROJECT 4P’S (Plant Production
and Plant Propagation)
Project 4P’s aims to help students and the community to learn a skill in
planting, propagating, and utilizing available land areas to generate funds with
the help of their knowledge and skills in agriculture. This project will provide
opportunities for hands-on learning, inquiry, observation, and
experimentation to learners and the community regarding planting and
propagating plants and crops. Learners will undergo seminars regarding the
planting of plants and crops and the application of knowledge earned will be
applied to the work plan of activities in Project 4P’s.
In addition, the exploratory subject to be offered to the learners is Agri

Crop Production which is directly related to the goals of this project. Learners
can work on the project during the TLE period. Important topics regarding
planting and propagating plants will be integrated into their class. Parents are
asked to participate in this project and are oriented on the parents’ assembly
regarding their roles as marketing agents of this project. Teachers of Sta.
Barbara Highschool will serve as the project managers and the learners, and
the community will serve as project implementors. Harvested crops will be sold
to the neighboring barangay with the help of the project implementors.
Proceeds of the project will benefit the school feeding program and other
projects of the school.
Meanwhile, the project officers will prepare a contingency plan for the
working committee which will be in-charged of daily activities such as
watering the plants, cleaning, harvesting, marketing, promoting, and other
related activities. A record of sales every week and a monthly financial report
will be prepared by the secretary.
To clearly display the targets of Project 4P’s, vision and mission were designed
and presented below:
_______________________________________________________________________________________
AHHS
IGCHHOSCOHLOOL
SCHOOH
SC LOIM
OPLRIM
OPVR
EMEE
OV NMTEPNLT
ANPL(2A0N22(2–02202–82)028)
_______________________________________________________________________________________
PROJECT 4P’S (Plant Production
and Plant Propagation)
Vision: The business envisions raising funds for the procurement of the
ingredients needed for the feeding program to nourish the severely wasted
students and other existing projects of TLE Department while developing
skilled learners in the field of agriculture and entrepreneurship.
Mission: In order to achieve this vision, specific missions should be

undertaken.
1. To provide opportunities for hands-on learning, inquiry, observation, and
experimentation.
2. To develop an appreciation of the learners’ importance of agriculture in their
life as a source of food and income.
3. Increase awareness and interest in gainful occupation.
4. Build understanding and respect for nature and our environment.
5. Provide an income-generating opportunity for poor yet deserving and
hardworking students.
6. Become more fit and healthy as they spend time active in the outdoor
activity.
_______________________________________________________________________________________
AHHS
IGCHHOSCOHLOOL
SCHOOH
SC LOIM
OPLRIM
OPVR
EMEE
OV NMTEPNLT
ANPL(2A0N22(2–02202–82)028)
_______________________________________________________________________________________
PROJECT SAYA (Saliksikin at
Aralin Yaman ng Ating
Kasaysayan
It is a great challenge for teachers and students to promote quality
education due to the extreme impact of the previous pandemic in our country.
There is no denying that in the past two years, the enrollment of students has
resulted in the loss of the solid foundation of the study of history. On that
note, the teachers of Sta. Barbara High School was united in the goal of
creating programs and projects that will help our students in raising the level
of awareness of students in the subject of Social Studies regarding the results
of the American occupation and these aims can only be achieved through the
accomplishment of Project SAYA.
The key objective of the said project is to increase the level of awareness of
children with failing grades with regard to the results, effects, and impacts of
the American occupation. And specifically aims to:
1. Integration of lessons that will discuss the results of the American
occupation.
2. Develop students' ability to analyze and evaluate historical data about the
results of the American occupation.
3. Increase the level of appreciation in historical studies by performing
remedial activities.
_______________________________________________________________________________________
AHHS
IGCHHOSCOHLOOL
SCHOOH
SC LOIM
OPLRIM
OPVR
EMEE
OV NMTEPNLT
ANPL(2A0N22(2–02202–82)028)
_______________________________________________________________________________________
PROJECT EARNS (Enhancing
leArners coRe operatioNs Skills)
Through Project EARNS, we look to build students' proficiency with basic
operations by providing them with arithmetic drills like OBFAD, dictations,
and window cards before each lesson. Peer tutoring will also be encouraged to
lower mathematics anxiety and improve learning engagement. The learners
with the most identified difficulties will undergo remedial classes during their
free time to assist students to achieve expected competency and to help them
cope gradually.
To continue, tests are given to determine what standard of quality-based

instruction the institution typically provides. Project All Numerates (PAN), a
project to assess numeracy level, was administered to all grade 1 to 7 learners
in Region III. And based on the results of Project All Numerates (PAN), Sta.
Barbara High School Grade 7 students' arithmetic inadequacies are evident
and demand significant attention.
At the end of Project EARNS, 10 students in Grade 7 – Agila with identified

learning difficulties in basic numerical skills will acquire at least 80% of post
PAN test and will be able to:
1. Stimulate interest in the learning of Mathematics.
2. Help students understand and acquire basic mathematical concepts and
computation skills.
3. Help students acquire mastery in performing fundamental operations.
_______________________________________________________________________________________
AHHS
IGCHHOSCOHLOOL
SCHOOH
SC LOIM
OPLRIM
OPVR
EMEE
OV NMTEPNLT
ANPL(2A0N22(2–02202–82)028)
_______________________________________________________________________________________
PROJECT EARNS (Enhancing
LeArners CoRe OperatioNs Skills)
The project's premise is that students have an inadequate mathematical

foundation during their primary years shown by the results of Project All
Numerates (PAN). Furthermore, the following are some of the variables that
could have an impact on this project's favorable outcomes:
• The students’ interest and low motivation are caused by Mathematics
anxiety.
• The foundation established by the students during their primary years.
Project EARNS will take place on the first week of November 2022. Letters
will be given to the student’s parents for their permission. School funds will be
used as well to assist the administration of the project.
One of the primary concerns that mathematics teachers have had to cope
with, is the students' basic operational competence. The needs of the students
will be critically analyzed and kept an eye on. Lastly, students will constantly
be supervised, and a range of practical activities will be delivered to help them
advance.
_______________________________________________________________________________________
AHHS
IGCHHOSCOHLOOL
SCHOOH
SC LOIM
OPLRIM
OPVR
EMEE
OV NMTEPNLT
ANPL(2A0N22(2–02202–82)028)
_______________________________________________________________________________________
GOVERNANCE
CHALLENGES BASES
Establishment of SBM No existing SBM record
Performance of teachers IPCRF Rating
PPST Domains targeted and aligned

E-SAT
with teachers’ needs
Number and type of training

Database of training conducted
conducted
Additional Classroom Building School has only one (1) building
School ICT Room No Available Room
School Clinic No Available Room
School Science Laboratory No Available Room

Table 26. Key Challenges Governance
In accordance with the purpose of governance domain which is to enhance
the performance of the school government, strategic direction for assuring goal
achievement, responsible, accountable, and transparent use of resources are
being performed through emphasizing duties, responsibilities, practices,
policies, and procedures carried out by the entire administration of Sta.
Barbara High School. Also, it is an important factor in governance to establish
a well-grounded school management and develop it into a venue for raising
involvement and prioritizing the safety and welfare of the students and other
stakeholders. In this regard, the foreseeable challenges in relation to school
and faculty performance are as follows: a.) the creation of School-Based
Management; b.) performance of teachers; c.) Philippine Professional
Standards for Teachers primarily focuses on the target domains consistent
with teachers’ needs and demands; and d.) Seminars, symposiums, trainings,
and workshops that teachers undertaken and their relation to their
specialization or special assignment/s. The underpinnings of the mentioned
challenges are the School-Based Management data and history, Philippine
Professional Standards for Teachers Rating, Department of Education’s
Electronic Assessment Tool and teachers’ list or record of attended or
completed trainings. On the other hand, the development of school facilities is
also one of the top-most priority of SBHS administration corresponding with
the governance domain. The key challenges for this matter are the following:
a.) Number of classrooms; b.) School Information and Communications
Technology Room; c.) School Clinic; and d.) School Science Laboratory. In
point of fact, there is only one (1) available building (divided into four (4)
classrooms) in Sta. Barbara High School which is considered as the basis for
concluding the presented challenges.
_______________________________________________________________________________________
AHHS
IGCHHOSCOHLOOL
SCHOOH
SC LOIM
OPLRIM
OPVR
EMEE
OV NMTEPNLT
ANPL(2A0N22(2–02202–82)028)
_______________________________________________________________________________________
PROJECT SAFE AND SECURED
SCHOOL (SSS)
The primary concern of good school governance is to
ensure the safety and welfare of the students and
other stakeholders.
Likewise, as part of the Deped Mission to provide a
child-friendly and motivating environment stewards of
the institution must ensure an enabling and
supportive environment for effective learning to
happen.
Project SSS focuses on managing school physical
facilities through the implementation of the following
programs :
1. Maintenance of hand washing facilities canteen
2. Construction of school clinic
3. Provide a clean and organized canteen
4. Maintenance of clean comfort Room
5. Putting of safety signages and updated emergency
hotlines
6. Safe electrical wiring
7. Provide hazard mapping
8. Accessible school clinic
9. Updated DRRM Bulletin Board
On the other hand, the school teams and clubs such

as ECO Saver’s Club, DRRM team, guidance office,
Boy and Girl Scouts and SSG will be working hand
and hand to create programs and activities to
intensify the safety and security of all. The following
are listed programs and activities:
a. Participation in the National Earthquake Drill
b. Strict compliance with the COVID-19 safety
protocols
c. Guidance and Counselling Program
d. Promoting a friendly and safe school through
Facebook
e. Implementation of Anti-Bullying Act
f. Alerting DRRM Teams as Hazards arise
g. Parents and Teachers’ Open Communication
Apparently, a successful program and activities lies

in three words: plan, conduct and evaluate the
impact to minimize failure.
_______________________________________________________________________________________
AHHS
IGCHHOSCOHLOOL
SCHOOH
SC LOIM
OPLRIM
OPVR
EMEE
OV NMTEPNLT
ANPL(2A0N22(2–02202–82)028)
_______________________________________________________________________________________
PROJECT SIPAG
The purpose of school governance is to enhance the
performance of the school government. Thus, strategic
direction for guaranteeing the goal achievement and the
responsible, accountable, and transparent use of resources
is done through a collection of duties, practices, policies,
and procedures carried out by the school.
Undeniably, putting solid school governance into place

will raise involvement and accountability levels as well as
management
effectiveness, assuring resource efficacy and efficiency.
Project SIPAG aims to ensure the effectiveness, efficient

use of resources, accountability, and participation of
stakeholders, and the following are listed activities and
programs:
1. Organized School Planning Team

2. Development of SBM, CIP, and GAD Plan
3. Intensification of school FB page
4. Recognition to deserving learners, teachers, and other
stakeholders
5. Liquidation of funds accordingly
Moreover, the school policy will ensure the recognition of

the role of school stakeholders, alongside Local Government
Units(LGUs), and strengthen the partnership to provide
learners access to quality education, upholding children’s
rights, and promoting respect and gender sensitivity.
_______________________________________________________________________________________
AHHS
IGCHHOSCOHLOOL
SCHOOH
SC LOIM
OPLRIM
OPVR
EMEE
OV NMTEPNLT
ANPL(2A0N22(2–02202–82)028)
_______________________________________________________________________________________
PROJECT STATE (School Technical
Assistance for Teachers Empowerment)
To be an effective teacher requires a combination of professional knowledge

and specialized skills as well as personal experiences. Thus, professional help,
guidance, and support will be done through technical assistance. However, the
focus of coaching, guiding, and empowering is the provision of highlighting the
Access and Quality in relevance with the Provision and Improvement of School
Management Services as accentuated in Republic Act 9155 which is the
Governance of Basic Education Act of 200. The State shall encourage local
initiatives for improving the quality of basic education.” more effective in the
performance of their functions.
Project STATE aims to enhance the teachers’ capabilities in teaching

content, pedagogies, and leadership skill. In addition, It focuses on steps and
initiatives in overcoming the challenges of providing efficient education in the
new normal.
Meanwhile, the following are the target programs,

projects, and activities:
1. Provision of Teachers Induction Program to
newly hired
2. Conduct of SLAC /INSET session
3. Attend NEAP-accredited seminars and training
4. Provide peer coaching and monitoring
It is expected that teachers should be conversant

with the different programs and projects stated in
Project STATE and should go deeper in
understanding the situations of the school’s needs,
aspirations, strengths, and weaknesses in order to
improve the school’s performance and help achieve
goals and targets. In a nutshell, TA is provided to
solve problems, improve performance and get
results.
_______________________________________________________________________________________
AHHS
IGCHHOSCOHLOOL
SCHOOH
SC LOIM
OPLRIM
OPVR
EMEE
OV NMTEPNLT
ANPL(2A0N22(2–02202–82)028)
_______________________________________________________________________________________
PERFORMANCE
TARGET
_______________________________________________________________________________________
PERFORMANCE TARGET
ACCESS
Table 27. Enrollment Forecast
The table above shows the enrolment forecast for the SBHS Grade 7-10
Junior High School levels from the School Year 2021–2022 to the School Year
2027–2028. Based on the total enrolment in School Year 2021–2022, which
was 63 students from Grades 7 and 8, the enrolment prediction for School
Year 2027–2028 is 1,350 students across all grade levels. An increasing
number of enrollees is expected to reach its peak as the SBHS intensify the
enrolment campaign through its hardworking faculty and staff who religiously
implement various projects and programs centered on literacy that will
encourage parents to enroll their children in school. As a result, the school’s
flagship of education for all will be fulfilled.
_______________________________________________________________________________________
AHHS
IGCHHOSCOHLOOL
SCHOOH
SC LOIM
OPLRIM
OPVR
EMEE
OV NMTEPNLT
ANPL(2A0N22(2–02202–82)028)
_______________________________________________________________________________________
PERFORMANCE TARGET
Table 28. Net Enrollment Rate
The table shows that the predicted net enrolment rate in Grade 7-10
Junior High School will significantly increase from the School Year 2022-2023
to School Year 2027-2028. In the School Year 2023-2024 increase at more
than 100% and 50% for the next school year until SY. 2027-2028.
_______________________________________________________________________________________
AHHS
IGCHHOSCOHLOOL
SCHOOH
SC LOIM
OPLRIM
OPVR
EMEE
OV NMTEPNLT
ANPL(2A0N22(2–02202–82)028)
_______________________________________________________________________________________
PERFORMANCE TARGET
EQUITY
Table 29. Completion Rate
The graph above shows the forecasted and target Completion Rate of
SBHS Junior High School from SY 2024-2025 to 2027- 2028. During the SY
2024-2025, the forecasted data is 95% while the target data is 92 %. For the
next SY 2025-2026, the forecasted data will be 94% while the target data will
rise to 93 %. Meanwhile, for the SY 2026-2027, the forecasted data will be
decreased to 92% and 90% target data for we are expecting the increase in
population may be a big challenge for a beginner school to maintain a high
completion rate. Lastly, the forecasted data for SY 2027-2028 will be 92%,
and the target data is 89%.
_______________________________________________________________________________________
AHHS
IGCHHOSCOHLOOL
SCHOOH
SC LOIM
OPLRIM
OPVR
EMEE
OV NMTEPNLT
ANPL(2A0N22(2–02202–82)028)
_______________________________________________________________________________________
PERFORMANCE TARGET
Through the dedication and commitment of SBHS faculty and staff

to deliver quality to the learners, the school has clearly illustrated its
desired performance targets for the pillar Quality. The consistent and
gradual increase in the LAEMP from the baseline data taken from the
learner’s competencies in SY 2021-2022 through the Regional Diagnostic
Assessment is prioritized. The forecasted and target Rate shows the desires
of all teachers in different subject area to increase learning competency level
for six(6) consecutive years.
Table 30. RDA Results Filipino

The graph above presents the baseline data (Result from the RDA of
learners from their 2021-22 competencies) of the subject Filipino. The figure
above shows that the grade 7 learners got a MPL rate of 16.67 while garage
got 5.26 MPL rate for grade 8, reflecting a great learning loss. The figure
above also reflects the graph of the target projection of the RDA results which
starts from S.Y. 2022-23 up to S.Y. 2027-2028. After the six consecutive
school years, the SBHS is expected to have 61.41%, 59.35%, 52.73% and
59.37% for grade 7 to grade 10 respectively.
_______________________________________________________________________________________
AHHS
IGCHHOSCOHLOOL
SCHOOH
SC LOIM
OPLRIM
OPVR
EMEE
OV NMTEPNLT
ANPL(2A0N22(2–02202–82)028)
_______________________________________________________________________________________
PERFORMANCE TARGET
Table 31. RDA Results English
learners from their 2021-22 competencies) of the subject English. The figure
above shows that the grade 7 learners got a MPL rate of 12.5 while garage got
0 MPL rate for grade 8, reflecting a learning gap and loss. The figure above
also reflects the graph of the target projection of the RDA results which starts
from S.Y. 2022-23 up to S.Y. 2027-2028. After the six consecutive school
years, the SBHS is expected to have 62.27%, 53.58%, 62.03% and 61.34% for
grade 7 to grade 10 respectively.
A distinct attention on the implementation of various activities and
programs such as Project FILIRI program and the school-based Project
READS (Reading Engagement, Assessment, and Development for Struggling
Readers is undeniably contribute in the projected increase of performance
)
among learners.
_______________________________________________________________________________________
AHHS
IGCHHOSCOHLOOL
SCHOOH
SC LOIM
OPLRIM
OPVR
EMEE
OV NMTEPNLT
ANPL(2A0N22(2–02202–82)028)
_______________________________________________________________________________________
PERFORMANCE TARGET
Table 32. RDA Results Mathematics
learners from their 2021-22 competencies) of the subject Mathematics. The
figure above shows that the grade 7 learners got a MPL rate of 8.84 while
garage got 12.87 MPL rate for grade 8, reflecting a great learning loss. The
figure above also reflects the graph of the target projection of the RDA results
which starts from S.Y. 2022-23 up to S.Y. 2027-2028. After the six
consecutive school years, the SBHS is expected to have 58.33%, 53.58%,
51.34% and 55.19% for grade 7 to grade 10 respectively.
A focused attention on the implementation of various activities and
programs such as Project PAN program and the school-based Project EARNS
(Enhancing LeArners CoRe OperatioNs Skills) is indeed to contribute in the
projected increase of performance among learners.
_______________________________________________________________________________________
AHHS
IGCHHOSCOHLOOL
SCHOOH
SC LOIM
OPLRIM
OPVR
EMEE
OV NMTEPNLT
ANPL(2A0N22(2–02202–82)028)
_______________________________________________________________________________________
PERFORMANCE TARGET
Table 33. RDA Results Araling Panlipunan
learners from their 2021-22 competencies) of the subject Araling Panlipunan.
The figure above shows that the grade 7 learners got a MPL rate of 4.17 while
garage got 0 MPL rate for grade 8, reflecting a great learning loss. The figure
A distinct implementation of various activities and programs such as
Project Araling Panlipunan 2.0 program and the school-based Project SAYA
(Saliksikin at Alamin Yaman ng kasaysayan ng Asya) is truthfully
contribute in the projected increase of performance among learners.
_______________________________________________________________________________________
AHHS
IGCHHOSCOHLOOL
SCHOOH
SC LOIM
OPLRIM
OPVR
EMEE
OV NMTEPNLT
ANPL(2A0N22(2–02202–82)028)
_______________________________________________________________________________________
PERFORMANCE TARGET
Table 34. RDA Results Science
learners from their 2021-22 competencies) of the subject Science. The figure
0 MPL rate for grade 8, reflecting a great learning loss. The figure above also
reflects the graph of the target projection of the RDA results which starts
A distinct implementation of various activities and programs such as
Project Science program and the school-based intervention and remediation
program is truthfully contribute in the projected increase of performance
among learners.
_______________________________________________________________________________________
AHHS
IGCHHO SCOH LOOL
SCHOOH
SC LOIM
OPLRIM
OPVR
EMEE
OV NM
TEPNLT
ANPL(2A0N22(2–02202–82)028)
_______________________________________________________________________________________
PERFORMANCE TARGET
Table 35. RDA Results TLE
learners from their 2021-22 competencies) of the subject Technology and
Livelihood Education. The figure above shows that the grade 7 learners got a
MPL rate of 8.33 while garage got 0 MPL rate for grade 8, reflecting a great
learning loss. The figure above also reflects the graph of the target projection
of the RDA results which starts from S.Y. 2022-23 up to S.Y. 2027-2028.
After the six consecutive school years, the SBHS is expected to have 56.57%,
54.24%, 53.29% and 54.39% for grade 7 to grade 10 respectively.
A distinct implementation of various intervention and remediation
activities and programs is meaningfully contribute in the projected increase
of performance among learners.
_______________________________________________________________________________________
AHHS
IGCHHO SCOH LOOL
SCHOOH
SC LOIM
OPLRIM
OPVR
EMEE
OV NM
TEPNLT
ANPL(2A0N22(2–02202–82)028)
_______________________________________________________________________________________
PERFORMANCE TARGET
Table 36. RDA Results MAPEH
learners from their 2021-22 competencies) of the subject MAPEH. The figure
0 MPL rate for grade 8, reflecting a great learning loss. The figure above also
reflects the graph of the target projection of the RDA results which starts
A distinct implementation of various remediation and intervention
activities and programs) is truly contribute in the projected increase of
performance among learners.
_______________________________________________________________________________________
AHHS
IGCHHO SCOH LOOL
SCHOOH
SC LOIM
OPLRIM
OPVR
EMEE
OV NM
TEPNLT
ANPL(2A0N22(2–02202–82)028)
_______________________________________________________________________________________
PERFORMANCE TARGET
Table 37. RDA Results ESP
learners from their 2021-22 competencies) of the subject ESP. The figure
above shows that the grade 7 learners got a MPL rate of 29.17% while garage
got 10.53% MPL rate for grade 8, reflecting a great learning loss. The figure
A focused implementation of various remediation and intervention
activities and programs) is undeniably contribute in the projected increase of
performance among learners.
_______________________________________________________________________________________
AHHS
IGCHHO SCOH LOOL
SCHOOH
SC LOIM
OPLRIM
OPVR
EMEE
OV NM
TEPNLT
ANPL(2A0N22(2–02202–82)028)
_______________________________________________________________________________________
STRATEGIES,
INTERVENTIONS
AND MAJOR
OUTPUTS
_______________________________________________________________________________________
STRATEGIES, INTERVENTIONS
AND MAJOR OUTPUTS
ACCESS
Ensure an engaging, and spirited learning atmosphere that learners and
stakeholders can access the entire school in all aspects.
_______________________________________________________________________________________
AHHS
IGCHHO SCOH LOOL
SCHOOH
SC LOIM
OPLRIM
OPVR
EMEE
OV NM
TEPNLT
ANPL(2A0N22(2–02202–82)028)
_______________________________________________________________________________________
AND MAJOR OUTPUTS
EQUITY
Collaborate and synergize education process for students with special needs
to ensure quality and well-rounded education in line with the Department of
Education’s vision and mission.
_______________________________________________________________________________________
AHHS
IGCHHO SCOH LOOL
SCHOOH
SC LOIM
OPLRIM
OPVR
EMEE
OV NM
TEPNLT
ANPL(2A0N22(2–02202–82)028)
_______________________________________________________________________________________
AND MAJOR OUTPUTS
RESILIENCY AND WELL-BEING
Ensure a gender sensitive, safe and secure and friendly learning environment
for all learners and other stakeholders.
_______________________________________________________________________________________
AHHS
IGCHHO SCOH LOOL
SCHOOH
SC LOIM
OPLRIM
OPVR
EMEE
OV NM
TEPNLT
ANPL(2A0N22(2–02202–82)028)
_______________________________________________________________________________________
AND MAJOR OUTPUTS
QUALITY
Improve the academic performance and competency level of the learners

through remediation , interventions and innovation.
_______________________________________________________________________________________
AHHS
IGCHHO SCOH LOOL
SCHOOH
SC LOIM
OPLRIM
OPVR
EMEE
OV NM
TEPNLT
ANPL(2A0N22(2–02202–82)028)
_______________________________________________________________________________________
AND MAJOR OUTPUTS
GOVERNANCE
Ensure effectiveness, efficient use of school resources, accountability, and

participation of stakeholders through effective leadership and management.
_______________________________________________________________________________________
AHHS
IGCHHO SCOH LOOL
SCHOOH
SC LOIM
OPLRIM
OPVR
EMEE
OV NM
TEPNLT
ANPL(2A0N22(2–02202–82)028)
_______________________________________________________________________________________
AND MAJOR OUTPUTS
GOVERNANCE
Ensure effectiveness, efficient use of school resources, accountability, and

participation of stakeholders through effective leadership and management.
_______________________________________________________________________________________
AHHS
IGCHHO SCOH LOOL
SCHOOH
SC LOIM
OPLRIM
OPVR
EMEE
OV NM
TEPNLT
ANPL(2A0N22(2–02202–82)028)
_______________________________________________________________________________________
REGIONAL DIAGNOSTIC TEST
GRADE 7 LEARNERS RDA RESULTS
SCORES FIL ENG MATH SCI AP TLE MAPEH ESP
Achieved or
Exceeded 4 3 1 2 1 0 1 7
MPL
Did Not
Achieved 20 21 23 22 23 24 23 17
MPL
Table 38. RDA Results Grade 7
Regional Diagnostic Test was conducted August last year (2022).It was
administered to assess the students' prior knowledge as well as the lessons
they had acquired over the previous academic year. The test included 8
subject areas between 50 - 60 items and 60% marked as passing rate. Among
all subjects in Grade 7, Edukasyon sa Pagpapakatao (ESP) got the highest
passing rate of 29.17% or 7 out of 24. On the other hand, Technology and
Livelihood Education (TLE) got 0 passing rate.
_______________________________________________________________________________________
AHHS
IGCHHO SCOH LOOL
SCHOOH
SC LOIM
OPLRIM
OPVR
EMEE
OV NM
TEPNLT
ANPL(2A0N22(2–02202–82)028)
_______________________________________________________________________________________
REGIONAL DIAGNOSTIC TEST
GRADE 8 LEARNERS RDA RESULTS
Achieved or
Exceeded 2 0 0 0 0 0 0 4
MPL
Did Not
36 21 23 22 23 24 23 17
Achieved MPL
Table 39. RDA Results Grade 8
As depicted in the graph, 38 Grade 8 students took the test. Edukasyon

sa Pagpapakatao (ESP) also got the highest passing rate of 10.53% or 4 out of
38 students followed by Filipino who got 5.26% or 2 students. Furthermore,
the remaining subject areas got 0 passing rate.
_______________________________________________________________________________________
AHHS
IGCHHO SCOH LOOL
SCHOOH
SC LOIM
OPLRIM
OPVR
EMEE
OV NM
TEPNLT
ANPL(2A0N22(2–02202–82)028)
_______________________________________________________________________________________
1ST QUARTERLY ASSESSMENT RESULTS
GRADE 7 1ST QUARTERLY ASSESSMENT RESULTS
Achieved or 11 10 7 2 18 6 13 4
Exceeded MPL
Did Not 13 14 17 22 5 18 11 20
Achieved MPL
Table 40. 1st Quarterly Result Grade 7
Based on the results of First Quarterly Assessment conducted last

October 27 - 28, 2022, at most 8.33% of the students of Grade 7 Agila passed
all subject areas. Among all subjects, Araling Panlipunan (AP) got the highest
passing rate of 75% while only 8.33% passed the quarterly assessment in
Science.
_______________________________________________________________________________________
AHHS
IGCHHO SCOH LOOL
SCHOOH
SC LOIM
OPLRIM
OPVR
EMEE
OV NM
TEPNLT
ANPL(2A0N22(2–02202–82)028)
_______________________________________________________________________________________
1ST QUARTERLY ASSESSMENT RESULTS
GRADE 8 1ST QUARTERLY ASSESSMENT RESULTS
Achieved or
33 15 6 13 36 8 3 12
Exceeded MPL
Did Not
5 23 32 25 2 30 35 26
Achieved MPL
Table 41. 1st Quarterly Result Grade 8
The given table depicts the results of first quarterly assessment taken
by Grade 8 students. As shown, only 7.89% of the students passed all
subjects. Filipino got the highest passing rate of 86.84%, on the other hand,
MAPEH got the lowest with 7.89%.
_______________________________________________________________________________________
AHHS
IGCHHO SCOH LOOL
SCHOOH
SC LOIM
OPLRIM
OPVR
EMEE
OV NM
TEPNLT
ANPL(2A0N22(2–02202–82)028)
_______________________________________________________________________________________
PROJECT ALL NUMERATES PRE-TEST RESULTS
PAN SCORES Part I Part II Part III Part IV
Passed 83 21 0 83
Failed 17 79 100 17
Table 42. Project PAN Results Per Skill
Project All Numerates (PAN) pre-test was conducted last October 2022
to Sta. Barbara High School grade 7 students. The test targets to measure the
numeracy skills of the students from grade 1 - 7 in all government schools in
region III. The results of the pre-test in Sta. Barbara high school as shown in
the graph emphasizes the weakness and strengths of the students. Both part I
and IV that deal with reading/writing numbers and fundamental operation got
83% passing rate while part III which is about Algebra got 0 passing rate.
_______________________________________________________________________________________
AHHS
IGCHHO SCOH LOOL
SCHOOH
SC LOIM
OPLRIM
OPVR
EMEE
OV NM
TEPNLT
ANPL(2A0N22(2–02202–82)028)
_______________________________________________________________________________________
PROJECT ALL NUMERATES PRE-TEST RESULTS
Interpretation Pre-Test
Numerates 13
Nearly Numerates 37
Non Numerates 50
Table 43. Project PAN Interpretation
The overall results of the pre-test are evidently shown in the graph. Only
13% or 3 students are identified as numerates in Grade 7 - Agila of Sta.
Barbara High School and half of the students, 12 or 50%, are identified as non
numerates.
_______________________________________________________________________________________
AHHS
IGCHHO SCOH LOOL
SCHOOH
SC LOIM
OPLRIM
OPVR
EMEE
OV NM
TEPNLT
ANPL(2A0N22(2–02202–82)028)
_______________________________________________________________________________________
FLAGSHIP PROGRAM

all aspects.


O-ptimum protection

L-eaves of hope

_______________________________________________________________________________________
AHHS
IGCHHO SCOH LOOL
SCHOOH
SC LOIM
OPLRIM
OPVR
EMEE
OV NM
TEPNLT
ANPL(2A0N22(2–02202–82)028)
_______________________________________________________________________________________
FINANCIAL
PLAN
_______________________________________________________________________________________
Table 44. Financial Plan
_______________________________________________________________________________________
AHHS
IGCHHO SCOH LOOL
SCHOOH
SC LOIM
OPLRIM
OPVR
EMEE
OV NM
TEPNLT
ANPL(2A0N22(2–02202–82)028)
_______________________________________________________________________________________
_______________________________________________________________________________________
AHHS
IGCHHO SCOH LOOL
SCHOOH
SC LOIM
OPLRIM
OPVR
EMEE
OV NM
TEPNLT
ANPL(2A0N22(2–02202–82)028)
_______________________________________________________________________________________
_______________________________________________________________________________________
AHHS
IGCHHO SCOH LOOL
SCHOOH
SC LOIM
OPLRIM
OPVR
EMEE
OV NM
TEPNLT
ANPL(2A0N22(2–02202–82)028)
_______________________________________________________________________________________
_______________________________________________________________________________________
AHHS
IGCHHO SCOH LOOL
SCHOOH
SC LOIM
OPLRIM
OPVR
EMEE
OV NM
TEPNLT
ANPL(2A0N22(2–02202–82)028)
_______________________________________________________________________________________
_______________________________________________________________________________________
AHHS
IGCHHO SCOH LOOL
SCHOOH
SC LOIM
OPLRIM
OPVR
EMEE
OV NM
TEPNLT
ANPL(2A0N22(2–02202–82)028)
_______________________________________________________________________________________
_______________________________________________________________________________________
AHHS
IGCHHO SCOH LOOL
SCHOOH
SC LOIM
OPLRIM
OPVR
EMEE
OV NM
TEPNLT
ANPL(2A0N22(2–02202–82)028)
_______________________________________________________________________________________
ANNUAL IMPLEMENTATION PLAN
Table 45. Annual Implementation Plan
_______________________________________________________________________________________
AHHS
IGCHHO SCOH LOOL
SCHOOH
SC LOIM
OPLRIM
OPVR
EMEE
OV NM
TEPNLT
ANPL(2A0N22(2–02202–82)028)
_______________________________________________________________________________________
_______________________________________________________________________________________
AHHS
IGCHHO SCOH LOOL
SCHOOH
SC LOIM
OPLRIM
OPVR
EMEE
OV NM
TEPNLT
ANPL(2A0N22(2–02202–82)028)
_______________________________________________________________________________________
_______________________________________________________________________________________
AHHS
IGCHHO SCOH LOOL
SCHOOH
SC LOIM
OPLRIM
OPVR
EMEE
OV NM
TEPNLT
ANPL(2A0N22(2–02202–82)028)
_______________________________________________________________________________________
_______________________________________________________________________________________
AHHS
IGCHHO SCOH LOOL
SCHOOH
SC LOIM
OPLRIM
OPVR
EMEE
OV NM
TEPNLT
ANPL(2A0N22(2–02202–82)028)
_______________________________________________________________________________________
SCHOOL
MONITORING,
EVALUATION
AND
ADJUSTMENTS
_______________________________________________________________________________________
(SMEA)
_______________________________________________________________________________________
School Monitoring, Evaluation and Adjustment
(SMEA)
ACCESS
INTERMEDIATE INDICATORS ACCOUNTABLE

OUTCOMES OFFICE/PERSON
INVOLVED
Facilitated 100% Percentage increase in Brigada Eskwela-Team

enrollment of students. enrolment Headed by School OIC
PTA
LGU
STAKEHOLDERS
Sustained learner Decrease the percentage School OIC

participation from 90 - of Drop- Out Rate Teachers
95% and a 1% decrease Students
in drop-out rate.
Reproduced additional Increase learning School OIC

remediation and competency and MPL Teachers
assessment materials Result Students
Table 46. SMEA Access
_______________________________________________________________________________________
AHHS
IGCHHO SCOH LOOL
SCHOOH
SC LOIM
OPLRIM
OPVR
EMEE
OV NM
TEPNLT
ANPL(2A0N22(2–02202–82)028)
_______________________________________________________________________________________
(SMEA)
EQUITY

INVOLVED
100% Improvement in Normal Nutritional TLE Department and

the nutritional status of Status of all learners Feeding Program
students under below Coordinator
normal
100% Raised awareness Conducted Orientation Guidance Office

of the policy guidelines and seminar about
on the provision of policy and guidelines on
educational programs the provision of
and services for learners educational programs
with disability and and services for learners
special needs. with disability and
special needs.
Constructed a PWD Availability of PWD Stakeholders

ramp and other facilities Ramp LGU
for learners with School OIC
disabilities Teachers
Students
Table 47. SMEA Equity
_______________________________________________________________________________________
AHHS
IGCHHO SCOH LOOL
SCHOOH
SC LOIM
OPLRIM
OPVR
EMEE
OV NM
TEPNLT
ANPL(2A0N22(2–02202–82)028)
_______________________________________________________________________________________
(SMEA)
QUALITY

INVOLVED
100%Empowered Percentage increase in Brigada Eskwela Team

parent-teacher enrolment Headed by School OIC
relationship. PTA
LGU
STAKEHOLDERS
90% Increase in MPL Percentage Increase of School OIC

based on the Regional MPL per subject area Teachers
Diagnostic Assessments Students
results.
100 % increase in Increase the number of School OIC

Created Intervention Intervention learning Teachers
Learning Materials materials Students
100% Increase in Percentage increase in School OIC

learners with reading learner’s Reading Skills English Department
skills who participated under Project READS Teacher
in Project READS Students
100% Increase in Percentage increase in School OIC

learners with basic learners with basic Mathematics
numeracy skills under numeracy skills under Department
Project EARNS Project EARNS Teacher
Students
Table 48. SMEA Quality
_______________________________________________________________________________________
AHHS
IGCHHO SCOH LOOL
SCHOOH
SC LOIM
OPLRIM
OPVR
EMEE
OV NM
TEPNLT
ANPL(2A0N22(2–02202–82)028)
_______________________________________________________________________________________
(SMEA)
ACCOUNTABLE
INTERMEDIATE
INDICATORS OFFICE/PERSON
OUTCOMES
INVOLVED
100% increase in Percentage increase in School OIC

learners’ awareness learners’ awareness AP Department
regarding the results of regarding the results of Teacher
American Colonization American Colonization Students
Accomplished 97% - Teachers Class Program School OIC

100% of teaching load or SF 7 All Subject Area
distribution and grade
level/subject area Accomplished teaching
assignments in load distribution and
adherence to laws, grade level/subject area
policies, guidelines, and assignments
issuances based on the
needs of the school.
100% Participation in Earthquake Drill DRRM Team

the National Earthquake Narrative Reports Teachers
Drill Students
_______________________________________________________________________________________
AHHS
IGCHHO SCOH LOOL
SCHOOH
SC LOIM
OPLRIM
OPVR
EMEE
OV NM
TEPNLT
ANPL(2A0N22(2–02202–82)028)
_______________________________________________________________________________________
(SMEA)

INVOLVED
Conducted orientation No reported incidence School OIC

and seminars on women related to women and GAD Team
and gender equality gender inequality
Ensured a safe and No reported incidence of School OIC

secure environment for accidents caused by Teachers
SBHS students, school hazards and risk Students
teachers, and staff LGU
Stakeholders
Ensured a learner and Zero Waste School School OIC

nature-friendly Community All Teachers
environment for Sustainable Gulayan sa Students
students. Paaralan LGU
Functional MRF Stakeholders
Recorded Data of Project
SINOP
Conducted seminars and Decreased reported School OIC

orientations about RA cases of Bullying Class Advisers
No. 10627 or the Office of the Guidance
Anti-Bullying Act of 2013 Councilor
Table 49. SMEA Resiliency and Well Being
_______________________________________________________________________________________
AHHS
IGCHHO SCOH LOOL
SCHOOH
SC LOIM
OPLRIM
OPVR
EMEE
OV NM
TEPNLT
ANPL(2A0N22(2–02202–82)028)
_______________________________________________________________________________________
(SMEA)
GOVERNANCE
INVOLVED
Ensured 100% effective Percentage increase in School OIC

and efficient use of stakeholder participation Finance Officer
resources, and involvement PTA
accountability, and Liquidation Report LGU
participation of STAKEHOLDERS
stakeholders.
Enhanced 90% of Mentoring and Coaching School OIC

teachers’ capabilities in Outstanding IPCRF Teachers
teaching content, COT Students
pedagogies, and Certificates of
leadership. Participation and
Recognition
80% Improvement of Additional school School OIC

school physical facilities. facilities PTA
LGU
STAKEHOLDERS
School Utility
Accomplish 97% - 100% SF 7 and Teachers Class School OIC

of teaching load Program Teachers
distribution and grade Designation Order Record Officer
level/subject area
assignments in
adherence to laws,
policies, guidelines, and
issuances based on the
needs of the school.
100% Utilization of Liquidated Report Finance Officer

School MOOE
Table 50. SMEA Governance
_______________________________________________________________________________________
AHHS
IGCHHO SCOH LOOL
SCHOOH
SC LOIM
OPLRIM
OPVR
EMEE
OV NM
TEPNLT
ANPL(2A0N22(2–02202–82)028)
_______________________________________________________________________________________
RISK
MANAGEMENT
PLAN
_______________________________________________________________________________________
RISK MANAGEMENT PLAN
_______________________________________________________________________________________
_______________________________________________________________________________________
A School Risk Management Plan is a document containing potential

risks that might happen to a certain place or project, what necessary action
should take to keep those risks at acceptable levels, what school organization
will act, and the mitigation process to resolve identified or possible risks. Every
organization is exposed to risks. Indeed, risk management is how we handle
those risks-risk response planning for myriad uncertain events, from natural
disasters to cybersecurity threats.
Table 51. Risk Management Plan
IN CASE
RISK
HAPPENS,
WHAT THE
WHAT THE
IMPACT ON ORGANIZATI
ORGANIZATI
PILLAR FORECASTED PROJECT IF ON WILL DO
ON WILL DO
RISK RISKS TO
TO PREVENT
HAPPEN MITIGATE
THE RISK
THE IMPACT
OF THE
RISK
Submit a
request for an
additional
building to
any
Government
A Sudden Office and
increase in Shortage of Additional DepEd
ACCESS enrollment for the classroom Classroom Central
incoming school and Teachers Building Office.
years
Submit
forecasted
enrollees for
the next six
(6) school
years
_______________________________________________________________________________________
AHHS
IGCHHO SCOH LOOL
SCHOOH
SC LOIM
OPLRIM
OPVR
EMEE
OV NM
TEPNLT
ANPL(2A0N22(2–02202–82)028)
_______________________________________________________________________________________
Ask the
Recommend assistance of
Unhealthy
learners to go LGU to
environment
to schools provide
Unavailable for those
intended for facilities for
facilities for learners with
learners with learners with
learners with special needs
special need special need
special needs
EQUITY Train or hired
Teaching
teachers with Set Training
Untrained learners with
special for Teachers
Teachers for special needs
education for special
Special Education will be a life
teaching education
burden for
experience
teachers
and training
Poor
Careful
performance
planning for
of the school Conduct
Increase intervention
Remediation
Drop-Out Rate and
Declining and
Low Proficiency remediation
quality Intervention
Level activities
QUALITY Education
Low Retention Do the root
Regular
Rate cause
Loss of Coaching and
Decrease in analysis
confidence mentoring for
Completion Rate Act to resolve
and trust of teachers
problems
school
stakeholders
_______________________________________________________________________________________
AHHS
IGCHHO SCOH LOOL
SCHOOH
SC LOIM
OPLRIM
OPVR
EMEE
OV NM
TEPNLT
ANPL(2A0N22(2–02202–82)028)
_______________________________________________________________________________________
RESILIENC Natural Fear and Heighten Identify

Y AND Calamities anxiety Alert for the school
WELL-BEIN DRRM Team hazardous
G Health Outbreak areas prone
to natural
calamities
Practice
such as
Healthy
earthquakes
Protocols
and typhoons
during Health
Outbreak
Regular
Building
Inspection
GOVERNAN Lack of school Poor School Request for Regular

CE financial Performance additional inventory of
resources teachers resources
Lack of Teaching
and Overlapping
Non-Teaching of work and Request to Proper
staff commitment have School utilization of
of teachers MOOE existing
Lack of school
community operating
linkages budget
Unhealthy Ask for
Lack of school environment support from
building for the Local
learners and Government Ask for a
And functional teachers Unit technical
laboratories Assistance
_______________________________________________________________________________________
AHHS
IGCHHO SCOH LOOL
SCHOOH
SC LOIM
OPLRIM
OPVR
EMEE
OV NM
TEPNLT
ANPL(2A0N22(2–02202–82)028)
_______________________________________________________________________________________
COMMUNICATION
PLAN
_______________________________________________________________________________________
SIP COMMUNICATION PLAN
The communication process in educational institutions in our advanced,

improved, and modern generation is a lot different from the system of
imparting or exchanging information in the past years that the previous school
administrators and educators acquired. In the past generation, school
stakeholders were informed by means of receiving announcements, invitations,
and requests through letters or posts on school bulletin boards. The early
learners of our old society valued quality education to serve the common good
and practiced students' harmonious relationships and healthy relations. Early
educators not only provided well-rounded education, quality learning, and a
strong educational program they also taught good moral values, and
strengthened community linkages and connections. On the other hand, the
school communication scheme of today underwent some series of alterations,
adjustments, and modifications which resulted in dynamic changes,
improvements, and developments.
One of the major proofs of communication advancement is the integration

of Information Communications Technology also known by its acronym ICT. In
line with this, social media posting specifically School’s Facebook Page and
Facebook Messenger Group Chats are helpful platforms in cascading timely,
relevant, and up-to-date information, news, and other announcements
congruent with the Department of Education’s Data Privacy Notice. In
managing and administering data, DepEd is dedicated to guaranteeing the
proper streaming of information as emphasized under the Freedom of
Information Act with Executive Order No. 2. s. 2016. Further, to ensure that
student and school data are being protected, the information and
communications team constantly reiterates the Data Privacy Act of 2012,
Republic Act No. 10173 to its members with the guidance and reference from
DepEd Freedom of Information Manual under Department Order No. 72, s.
2016.
In this regard, Sta. Barbara High

School’s Communication Plan
primarily focuses on designing,
developing, and making use of
ingenious ideas, approaches, and
ways how to deepen and expand the
communication of all the
stakeholders of the school with due
respect to school guidelines and
policies. On that note, presented
below is SBHS’ “Communication
Plan”
_______________________________________________________________________________________
AHHS
IGCHHO SCOH LOOL
SCHOOH
SC LOIM
OPLRIM
OPVR
EMEE
OV NM
TEPNLT
ANPL(2A0N22(2–02202–82)028)
_______________________________________________________________________________________
SIP COMMINICATION PLAN
Table 52. Communication Plan
_______________________________________________________________________________________
AHHS
IGCHHO SCOH LOOL
SCHOOH
SC LOIM
OPLRIM
OPVR
EMEE
OV NM
TEPNLT
ANPL(2A0N22(2–02202–82)028)
_______________________________________________________________________________________
_______________________________________________________________________________________
AHHS
IGCHHO SCOH LOOL
SCHOOH
SC LOIM
OPLRIM
OPVR
EMEE
OV NM
TEPNLT
ANPL(2A0N22(2–02202–82)028)
_______________________________________________________________________________________
_______________________________________________________________________________________
AHHS
IGCHHO SCOH LOOL
SCHOOH
SC LOIM
OPLRIM
OPVR
EMEE
OV NM
TEPNLT
ANPL(2A0N22(2–02202–82)028)
_______________________________________________________________________________________
ANNEXES
_______________________________________________________________________________________
SCHOOL PLANNING TEAM
ROLES AND RESPONSIBILITIES
DIVINA B. SANTIOS
School Officer In-Charged
Team Leader
- Convenes the School Planning Team (SPT)
- Provides leadership and guidance in the development of the plan, clearly
explains the
SIP planning process to the planning team, and helps understand their role in
the
process
- Leads the assemblies regarding CIP/E-SIP concerns/matters
- Approves project proposal and financial request needed to materialize the
recommended projects.
CESAR BASCO CHICO ARNOLD CHICO

Barangay Chairman- Sta. Barbara Barangay Committee Chairman in
Disaster
Barangay/LGU Representative
- Share valuable information on the Member of BDRRMC
interest of the community in the school - Suggests possible interventions/
improvement and participate in setting initiatives promote School Safety
goals, strategies, and priorities of the - Keeps updated on new strategies
school to increase awareness on disaster risk
- Supports all the projects and reduction management
activities and commit available resources
in the implementation of the plan
HAROLD T. DIMAAPI JEZTER LOUISE DG. TOMAS

Barangay Committee Chairman in SSGO President
Education
Student Representative
Barangay Representative - Spearheads the School Hazard
- Participates in the planning and Mapping
evaluation process - Acts as the focal person on
- Supports all the projects and Student-Led Watching Team
activities to be implemented and - Reports /Suggests varied
conducted student-related matters to the authority
- Attends regular assemblies and
meetings
_______________________________________________________________________________________
AHHS
IGCHHO SCOH LOOL
SCHOOH
SC LOIM
OPLRIM
OPVR
EMEE
OV NM
TEPNLT
ANPL(2A0N22(2–02202–82)028)
_______________________________________________________________________________________
SCHOOL PLANNING TEAM
ROLES AND RESPONSIBILITIES

ROSALINA A. ARCEO MARK GENIEL T. MANALAYSAY
PTA President Faculty President/ICT Coordinator
Parent Representative Teacher Representative

- Participates in the planning and - Represents faculty during
evaluation process assemblies convened by the SPT Team
- Supports all the projects and Leader
activities to be implemented and - Proposes plans and activities for
conducted the professional advancement of teachers
- Encourages other stakeholders to - Participates in the
be involved in the school’s continuous evaluation/assessment process
project - Assists in computing, survey,
online platforms, and other ICT related
activities in the planning and
implementation of school AIP
CLARENCE P. VENERACION JAYSON I. BAUTISTA

Guidance Coordinator School Disaster Risk Reduction
Management Coordinator
Member of School Child Protection
Committee - Spearheads the conduct of
- Implements programs, projects, multi-hazard drills and other disaster
and programs regarding CPC prevention, mitigation, and preparedness
- Reports statistics on various activities in school
cases of any forms of child abuse in - Communicate notable result
school results of risk assessment and other
disaster preparedness activities to
the LGU
- Ensures availability of baseline
data of the school
MARILEN D. PASCUAL, LARIZA L. FERNANDEZ, ROMELICE T. EBOJO

Curriculum and Department Coordinator
- Promotes commitment to continuous improvement

- Assists with the development of the School Improvement Plan (SIP) that
focuses on a small number of actions aligned to the district or community school’s
goals and strategies.
- Assists the school head and SPT/CIP teams through collaboration and data
analysis.
- Assists in planning and implementation of school improvement programs
Table 53. School Planning Team
_______________________________________________________________________________________
AHHS
IGCHHO SCOH LOOL
SCHOOH
SC LOIM
OPLRIM
OPVR
EMEE
OV NM
TEPNLT
ANPL(2A0N22(2–02202–82)028)
_______________________________________________________________________________________
School Improvement Plan
Domain 1: Leading Strategically
_______________________________________________________________________________________
AHHS
IGCHHO SCOH LOOL
SCHOOH
SC LOIM
OPLRIM
OPVR
EMEE
OV NM
TEPNLT
ANPL(2A0N22(2–02202–82)028)
_______________________________________________________________________________________
Domain 1: Leading Strategically
_______________________________________________________________________________________
AHHS
IGCHHO SCOH LOOL
SCHOOH
SC LOIM
OPLRIM
OPVR
EMEE
OV NM
TEPNLT
ANPL(2A0N22(2–02202–82)028)
_______________________________________________________________________________________
Domain 2: Managing School Operation
_______________________________________________________________________________________
AHHS
IGCHHO SCOH LOOL
SCHOOH
SC LOIM
OPLRIM
OPVR
EMEE
OV NM
TEPNLT
ANPL(2A0N22(2–02202–82)028)
_______________________________________________________________________________________
_______________________________________________________________________________________
AHHS
IGCHHO SCOH LOOL
SCHOOH
SC LOIM
OPLRIM
OPVR
EMEE
OV NM
TEPNLT
ANPL(2A0N22(2–02202–82)028)
_______________________________________________________________________________________
_______________________________________________________________________________________
AHHS
IGCHHO SCOH LOOL
SCHOOH
SC LOIM
OPLRIM
OPVR
EMEE
OV NM
TEPNLT
ANPL(2A0N22(2–02202–82)028)
_______________________________________________________________________________________
_______________________________________________________________________________________
AHHS
IGCHHO SCOH LOOL
SCHOOH
SC LOIM
OPLRIM
OPVR
EMEE
OV NM
TEPNLT
ANPL(2A0N22(2–02202–82)028)
_______________________________________________________________________________________
Domain 4: Developing Self and Others
_______________________________________________________________________________________
AHHS
IGCHHO SCOH LOOL
SCHOOH
SC LOIM
OPLRIM
OPVR
EMEE
OV NM
TEPNLT
ANPL(2A0N22(2–02202–82)028)
_______________________________________________________________________________________
_______________________________________________________________________________________
AHHS
IGCHHO SCOH LOOL
SCHOOH
SC LOIM
OPLRIM
OPVR
EMEE
OV NM
TEPNLT
ANPL(2A0N22(2–02202–82)028)
_______________________________________________________________________________________
_______________________________________________________________________________________
AHHS
IGCHHO SCOH LOOL
SCHOOH
SC LOIM
OPLRIM
OPVR
EMEE
OV NM
TEPNLT
ANPL(2A0N22(2–02202–82)028)
_______________________________________________________________________________________
_______________________________________________________________________________________
AHHS
IGCHHO SCOH LOOL
SCHOOH
SC LOIM
OPLRIM
OPVR
EMEE
OV NM
TEPNLT
ANPL(2A0N22(2–02202–82)028)
_______________________________________________________________________________________
Domain 5: Building Connections
_______________________________________________________________________________________
AHHS
IGCHHO SCOH LOOL
SCHOOH
SC LOIM
OPLRIM
OPVR
EMEE
OV NM
TEPNLT
ANPL(2A0N22(2–02202–82)028)
_______________________________________________________________________________________
_______________________________________________________________________________________
AHHS
IGCHHO SCOH LOOL
SCHOOH
SC LOIM
OPLRIM
OPVR
EMEE
OV NM
TEPNLT
ANPL(2A0N22(2–02202–82)028)
_______________________________________________________________________________________
_______________________________________________________________________________________
AHHS
IGCHHO SCOH LOOL
SCHOOH
SC LOIM
OPLRIM
OPVR
EMEE
OV NM
TEPNLT
ANPL(2A0N22(2–02202–82)028)
_______________________________________________________________________________________
_______________________________________________________________________________________
AHHS
IGCHHO SCOH LOOL
SCHOOH
SC LOIM
OPLRIM
OPVR
EMEE
OV NM
TEPNLT
ANPL(2A0N22(2–02202–82)028)
_______________________________________________________________________________________
_______________________________________________________________________________________
AHHS
IGCHHO SCOH LOOL
SCHOOH
SC LOIM
OPLRIM
OPVR
EMEE
OV NM
TEPNLT
ANPL(2A0N22(2–02202–82)028)
_______________________________________________________________________________________
ANNEX
Presentation and Validation of School Improvement Plan
_______________________________________________________________________________________
AHHS
IGCHHO SCOH LOOL
SCHOOH
SC LOIM
OPLRIM
OPVR
EMEE
OV NM
TEPNLT
ANPL(2A0N22(2–02202–82)028)
_______________________________________________________________________________________
Reference
_______________________________________________________________________________________
Reference
Learning Recovery Plan
https://bulacandeped.com/div-memo-no-141-s-2022development-of-division-l
earning-recovery-planlrp/
Alternative Learning System

https://www.deped.gov.ph/about-als/#:~:text=The%20Alternative%20Learnin
g%20System%20(ALS,pathways%20to%20complete%20basic%20education.
Guidance on School Continuous Improvement Program

https://www.deped.gov.ph/wp-content/uploads/2015/09/DO_s2015_44_0.p
df
Strategies for the Improvement of Teaching and Learning

https://www.deped.gov.ph/wp-content/uploads/2016/06/DO_s2016_035.pdf
DIV MEMO NO. 284, S. 2022: SDO EXECUTIVE COMMITTEE(EXECOM)

CONFERENCE ON EDUCATIONAL PLANNING FOR THE FINALIZATION OF
THE DIVISION EDUCATION DEVELOPMENT PLAN(DEDP) 2022-2028
https://bulacandeped.com/div-memo-no-284-s-2022-sdo-executive-committe
eexecom-conference-on-educational-planning-for-the-finalization-of-the-divisio
n-education-development-plandedp-2022-2028/
Learner Information System

https://www.deped.gov.ph/2015/06/26/do-26-s-2015-learner-information-sy
stem-lis-and-enhanced-basic-education-information-system-ebeis-updating-fo
r-beginning-of-school-year-bosy-2015-2016/
School Maintenance and Other Operating Expenses (MOOE)

https://www.deped.gov.ph/school-maintenance-and-other-operating-expense
s-mooe/
Gender-Responsive Basic Education Policy

https://www.deped.gov.ph/2017/06/29/do-32-s-2017-gender-responsive-bas
ic-education-policy/
Risk Management
https://d1wqtxts1xzle7.cloudfront.net/6633623/5128_ir01eq825-ft-libre.pdf?
1390847309=&response-content-disposition=inline%3B+filename%3DEarthqu
ake_disaster_risk_management_plan.pdf&Expires=1674627364&Signature=Ax
aSYf4QuC23JSVGCxvNienj4Pt4Jc1P78CuSuelLossbiqb3GhS5C8CctKNlFOBo
HWVn7QSqiXuCbf41xMBFs8sTOR8M3CwkgCUxHQRQADDH6quCJFK4oTd9-
sxc9fkCmH7uX5~4e46gz13joUyTN2tS~Hd-pmuT6TTRsPIDcJ98LBegMaiDcDjZ
piqoK57ixu8x0rpB8s498VXFfE5hCrpKQzdXieFXLzSsGMc7QWB3E-EwrVfd42k
n~RSG8PtroynI5zQYD8LZtd2yNTq6r3~uVyNVRSeZcbIHTzsoXostg4SyRYWIp4
B~HzgsPkv-R1b-i4vA6VcrFgQcckIzw &Key-Pair-Id=APKAJLOHF5GGSLRBV4
ZA
_______________________________________________________________________________________
AHHS
IGCHHO SCOH LOOL
SCHOOH
SC LOIM
OPLRIM
OPVR
EMEE
OV NM
TEPNLT
ANPL(2A0N22(2–02202–82)028)
_______________________________________________________________________________________
Reference
Magna Carta of Women
https://www.officialgazette.gov.ph/2009/08/14/republic-act-no-9710/
School-Based Management Plans

http://elibrary.pcu.edu.ph:9000/digi/NA02/1996/5143.pdf#page=86
School and Community Relations

https://www.researchgate.net/profile/Jeremy-Roschelle-2/publication/22612
6413_Graphing_Calculators_Enhancing_Math_Learning_for_All_Students/link
s/53ed47290cf2981ada16bbfd/Graphing-Calculators-Enhancing-Math-Learni
ng-for-All-Students.pdf#page=365
Learners with Disabilities in the K-12 Basic Education Program

https://www.deped.gov.ph/wp-content/uploads/2021/11/DO_s2021_044.pdf
DepEd- Child Protection

https://www.deped.gov.ph/2018/09/03/deped-child-protection-experts-com
mit-to-ensure-safe-free-from-harm-environment-for-learners/
SMEA
https://www.teacherph.com/school-monitoring-evaluation-and-adjustment-s
mea/
School-Based Management
https://www-teacherph-com.webpkgcache.com/doc/-/s/www.teacherph.com
/a-comprehensive-guide-to-school-based-management-sbm/
_______________________________________________________________________________________
AHHS
IGCHHO SCOH LOOL
SCHOOH
SC LOIM
OPLRIM
OPVR
EMEE
OV NM
TEPNLT
ANPL(2A0N22(2–02202–82)028)
_______________________________________________________________________________________

SGC Functionality Indicator 7

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SGC Functionality Indicator 7

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Excerpt from the

This resolution shall take effect immediately upon approval.

WE HEREBY CERTIFY TO THE CORRECTNESS OF THE FOREGOING RESOLUTION.

ROMELICE T. EBOJO, SGC Secretary

ROMULUS FELIZARDO, Committee on Education HAROLD T. DIMAAPI, DRRM Focal Person

WENDELL CENTENO, SGC Elected Co-Chairperson

LARIZA L. FERNANDEZ, SGC Designated Co-Chairperson

DIVINA B. SANTOS, School Officer-in-Charge

Excerpt from the

A RESOLUTION ON Gift-Giving Program at Sta. Barbara High School

WHEREAS, understanding the positive impact of a gift-giving program in creating a sense of

This resolution shall take effect immediately upon approval.

ROMELICE T. EBOJO, SGC Secretary

ROMULUS FELIZARDO, Committee on Education HAROLD T. DIMAAPI, DRRM Focal Person

WENDELL CENTENO, SGC Elected Co-Chairperson

LARIZA L. FERNANDEZ, SGC Designated Co-Chairperson

DIVINA B. SANTOS, School Officer-in-Charge

Concept and Layout

We keep track of our best practices, try to see

We will continue to actively cultivate

STA.SBTA. BARB AAHRIG

The SBHS School Improvement Plan is crafted to support the SDO

These intervention Projects are as follows:

The main target of the school SIP is focused on improving learners’

- Increased number of enrollees by retention of 100%

Hence, this humble education institution worked collaboratively to

This illuminates a lively, engaging, and spirited

I-nteractive teaching-learning process

Collaborative and synergistic education process is

B-uilding that represents growth and development

Excellence, expansion, and progress are the topmost

Sta. Barbara High School facilitates learning and

This represents the abundant and prosperous

MAIN BODY / CONTENT

SCHOOL IMPROVEMENT PLAN

·Financial Plan …..……………………….…..…… 118

SCHOOL MONITORING, EVALUATION AND ADJUSTMENTS (SMEA)

RISK MANAGEMENT PLAN …………………………………………. 136

COMMUNICATION PLAN …………………………………………. 141

ANNEXES …………………………………………. 146

Figure 3: NATIONAL LEARNING RECOVERY FRAMEWORK…................. 51

Figure 4: REGION III REDP FRAMEWORK .................................................... 51

Figure 5: SCHOOL DIVISION OF BULACAN

EDUCATION DEVELOPMENT PLAN FRAMEWORK… ....................................... 52

ALS Alternative Learning System

ALERTO Alternative LEarning Resources Timely and Optimistic

CIP Continuous Improvement Program

CLAP Collaborative Learning Activities for students Progress

COT Classroom Observation Tool

DEDP Division Education Development Plan

DRRM Disaster Risk Reduction and Management

DSWD Department of Social Welfare and Development

EARNS Enhancing LeArners CoRe OperatioNs Skills

FEED Food Eating habits for Effective Diet

GAD Gender and Development

GALANG Giving Assistant to Learners Activities through Nurturing

INSET In-Service Education and Training

IPCRF Individual Performance Commitment and Review Form

LGU Local Government Unit

LIS Learning Information System

MOOE Maintenance and Other Operating Expenses