Enhanced School Improvement Plan: Sto. Tomas High School

DEPARTMENT OF EDUCATION
Region III
Division of Pampanga
District of Sasmuan
STO. TOMAS HIGH SCHOOL
ENHANCED SCHOOL
IMPROVEMENT
PLAN
S.Y. 2016 - 2019
I.
DEPED VISION, MISSION, AND CORE VALUES STATEMENT

DepEd Vision
We dream of Filipinos who passionately love their country and whose values and competencies enable them to realize their full
potential and contribute meaningfully to building the nation.
We are learner-centered public institution that continuously improves itself to pursue its mission.
DepEd Mission
To protect and promote the right of every Filipino to quality, equitable, culture-based, and complete basic education where:
Students learn in a child-friendly, gender-sensitive, safe, and motivating environment.

Teachers facilitate learning and constantly nurture every learner.
Administrators and staff, as stewards of the institution, ensure an enabling and supportive environment for effective learning
to happen.
Family, community, and other stakeholders are actively engaged and share responsibility for developing life-long learners.
Core Values
Maka-Diyos
Maka-tao
Makakalikasan
Makabansa
INTRODUCTION
The SCHOOL IMPROVEMENT PLAN (SIP) is a roadmap that lays down specific interventions that a school will undertake
within a period of three consecutive school years. The implementation of the development activities integral to it are in the school
such as projects under the Continuous Improvement Program (CIP), the creation and mobilization of School Learning Action Cell
(SLAC), and the preparation of the School Report Card (SRC). It envisioned to help schools reach the goal of providing access to
quality education.
Sto. Tomas High School (Sasmuan) is one with the DepEd Pampanga who is advocating and promoting quality learning,
quality teaching, quality partnership and quality leadership.
In order to accomplish and achieve the desired goals of the school administrator together with the teaching and non-teaching staff
of the school re-examined and re-evaluated the SCHOOL IMPROVEMENT PLAN of the SCHOOL for the last three to produce data
on what particular projects and targets should be implemented and realized for the next three years.
As stated in the DepEd Order No. 44, s.2015, the plans and projects of the school should be guided with three principles
namely; learner centered; standard based and evidence-based.
Parents participation, community, teachers and the school head need to have an assessment to detect the appropriate plan
to strengthen the existing projects. Everyone has roles in continuous improvement cycle in promoting quality education, gender
sensitive, culture-based, and child friendly institution of learning. Thus, an orientation on the Enhanced SIP was conducted last
July 8, 2016. During the orientation, the school principal mentioned that the Enhance SIP will serve a concrete plan of action in
the attainment of goals and objectives of the school. Lastly, the School Planning Team was organized.
The School Planning Team of Sto. Tomas High School (Sasmuan)

Team Leader:
Lina G. Garong
Teacher Representative:
Cristino M. Tasic
Student Representative:
Arth Josphine Baltazar
Parent Representative:
Marivic Galang
Barangay / LGU Representative:
Edwin Banting
SCPC Representative:
Michelle M. Flores
BDDRRMC Representative:
Priscilla R. Caladiao
REFLECTION / OUTPUT OF SCHOOL PLANNING TEAM

During the VISION SHARING
Sto. Tomas High School (Sasmuan) envisioned to uplift the quality of education of students to become well-equipped in the world
of EDUCATION. To accomplish the school administration, continually and thoroughly address many faces of school management
which is founded upon the planning and implementing of all the activities and their evaluation. Teacher need to explore more of
their competence in the craftsmanship. The transformation towards becoming quality teachers evolves and grows with the
continuing training and development to be effective and efficient action.
Furthermore, during the vision sharing activity, the roles of the parents, community and other stakeholders were discussed and it
was also mentioned that there must be a harmonious relationship between the school, family and community for the betterment
of the student and in order to achieve the school goal.
SPT TIMETABLE
ACTIVITIES
PREPARATORY ACTIVITIES
Orientation
Vision Sharing
Scheduling
Collect and organize data using the School-Community Data Template
PHASE 1: ASSESS
Consolidated the gathered data based on based on School-Community Data Template
Identify the initial improvement areas: Access, Quality and Governance
Work on Gap analysis from the identified improvement areas
Analyze the Priority Improvement Areas
Set general Objectives, organize project teams, conduct FGD, analyze the school
processes, select area focus, do root cause analysis and present root cause analysis to
the SPT
PHASE 2: PLAN
Review the general objectives and targets
Formulate Solutions
Develop the Project designs, SIP and AIP
PHASE 3: ACT
Test and review the solutions
Roll out the solutions
SCHEDULE
July 8, 2016
July 18-22, 2016
July 26, 2016
July 27-28, 2016
August 1-2, 2016
August 8-31, 2016
September 1-5, 2016

September 12-13, 2016
September 19-23, 2016
September - November, 2016 (2nd
Quarter)
December 5, 2016
I.
ENHANCED SIP ORIENTATION
Mam Lina G. Garong, Principal IV of Sto. Tomas High School, Sasmuan organized an orientation on the preparation of
enhanced SIP
II. FORMING THE SPT
LINA G. GARONG
Team Leader
MICHELLE M. FLORES
SCPC Representative
MARIVIC GALANG
Parent Representative
I.
School ID: 300937
Address: STO. TOMAS SASMUAN, PAMPANGA
PRISCILLA R. CALADIAO
Bdrrmc Representative
EDWIN BANTING
Brgy./LGU Representative
CRISTINO M. TASIC
Teacher Representative
ARTH JOSPHINE BALTAZAR
Student representative
SCHOOL PROFILE DATA

Name of School: PULUNG SANTOL HIGH SCHOOL-ANNEX 1
Barangay: STO. TOMAS
_____
District: 2
Division: PAMPANGA
____
______
Municipality: SASMUAN_____________________________
Region: III_______________________________________
A. GEOGRAPHY
A.1 Location of the school. Check the appropriate description.
Along the highway
Near the coastline
Near a river or waterway

By the hillside
On top of a mountain
A.2 Relative distance of the School

a. From the Poblacion
b. From the nearest public elementary school
c. From the nearest private elementary school
d. From the nearest public secondary school
e. From the nearest private secondary school
e. From the District office
f. From the Division office
Distance in km
2 km
.01 km
.01 km
3 km
2 km
2 km
8 km
Mode of transportation
Jeepney / Tricycle
Walking Distance
Walking Distance
Jeepney / Tricycle
Jeepney / Tricycle
Jeepney / Tricycle
Jeepney
Remarks: It can be described that the school is near and accessible.

A.3 Incidence of Crimes and Other human-induced hazards
A. 3.1. Check if there have been incidences of the following in the last three years.
Armed conflict as a result of organized crime (terrorism, siege, etc.)
Crime against school head/s (murder/homicide, physical injury, rape, sexual harassment, etc.)
Crime against school property (theft, robbery, arson)
Crime against student/s (murder/homicide, physical injury, rape, sexual harassment, etc.)
Crime against teacher/s (murder/homicide, physical injury, rape, sexual harassment, etc.)
Fire (electrical wiring failure, etc.)

Health threat (i.e. Dengue, Malaria, Measles, food poisoning, disease outbreak)
Oil spill
Security threat as a result of civilian violence (bomb threat, kidnapping threats, hostage taking, shooting, etc)
Structural collapse (as a result of engineering failures)
Others, Please Specify: ______________
A.3.2. What are the 3 most frequent/human induced hazards?
1st most frequent: ___Physical Injury____
2nd most frequent:___________________
3rd most frequent: ___________________
A.4 Incidence of natural hazards
A.4.1 Check if there have been incidences of the following in the last 3 years.
Drought
Tropical cyclone (Storm, Typhoon, Tropical
Depression, etc.
Earthquake
Oil Spill
Fire (includes forest fires and fires due to natural disasters
Tsunami
Flood
Volcanic Eruption
Landslide
Others Pls. Specify: ___________
Storm surge
A.4.2. What are the 3 most frequent/human induced hazards?
1st most frequent: ___Typhoon_________
2nd most frequent:___________________
3rd most frequent: ___________________
B. LEARNING ENVIRONMENT
B.1.1 Classrooms and Seats.
Level
Total
No. of Classrooms
Lear:
Grade 7
Grade 8
Grade 9
Grade 10
TOTAL
Description:
Enrolment
16-17
393
374
348
237
1352
In Good
Condition
6
8
7
6
27
For Repair/
Rehabilitation
2
0
0
0
2
Total
8
8
7
6
29
Classroom
Ratio1
49.13:1
46.75:1
49.71:1
39.5:1
46.62:1
Total
393
374
348
237
1352
The table shows that the classrooms are enough but there is shortage on number of seats per class.
B.1.2. Classroom seat quantity Indicate the total number of seats in all classroom
Number
Learners: seat
ratio
1352
1:1
B. 2 Water, Sanitation and hygiene (WASH) facilities
B.2.1 Water Supply/Source. Check as appropriate
Local piped water
Rainwater catchments
Water well/deep well
Natural source
without available water supply
B.2.2 Hand washing: Is the main source of water functional at present?

Yes
IF Yes:
with soap
without soap
No
B.2.3. Functional Toilets
B.2.4. Toilet bowls
Male
Number
5
Ratio
Female
Number
140.2:1
Female
Ratio
Description: It shows
toilets are not enough to
93:1
Male
Number
5
B.3 Textbooks.
Subject
English
Number
Ratio
Ratio3
140.2:1
Number
7
Ratio3
in the table that the existing

cater the students.
93:1
Subject
Math
Number
Ratio
Subject
Subject
Subject
Level
Filipino
SCIENCE
AP
Numbe
Ratio
Number
Ratio
Number
Ratio
r
Grade 7
390
1.01:1
388
1.01:1
390
1.01:1
387
1.02:1
390
1.01:1
Grade 8
349
1.07:1
340
1.1:1
351
1.07:1
350
1.07:1
348
1.07:1
Grade 9
333
1.05:1
340
1.02:1
339
1.03:1
340
1.02:1
341
1.02:1
Grade 10
230
1.03:1
229
1.03:1
228
1.04:1
230
1.03:1
229
1.03:1
Total
1302
1.04:1
1297
1.04:1
1308
1.03:1
1307
1.03:1
1308
1.03:1
INTERPRETATION: There is gap in learner-textbook ratio in all subject area and grade levels
B.4 Library:
No. of Books:
2,284
No. of Tables:
No. of Chairs: __20__

Give additional information and qualitative description of the library (lighting, space, other fixtures present, etc.)obsolete
books,poor lightning,too small for a library
B.5 Other learning Facilities/Materials (Example: computer, science equipment)

Facility/Material
Numbe
r
Qualitative description/condition
Computers (Academically Used

Desktop )
45
Functional/ Good Condition
Virtual Desktop
50
Administrative Desktop
Aneroid Barometer
Protractor ,pastic 180
Terrestrial Globe, 12 inches
Measuring Cup, 250 ml plastic
Beaker, 250 ml, borosilicate
Erlenmeyer Flask, 250 ml
Stirring Rod 6 mm x 250 mm long
Test Tube,16 mm x 15. mm long
19
Graduated Cylinder , 100 ml
Graduated Cylinder , 10 ml
Glass Funnel, 50 mm
Petri Dish, 100 mm
Watch Glass, 90 mm
Hydrometer, SP Gr:0. 7-2.0
Alcohol Thermometer, -20C 110C
Evaporating Dish, 75 ml
Sun - Earth - Moon Model
Mortar and Pestel, 150 ml
Microscope, compound
Magnifying Glass
Glass Slide, 72's / box
Glass Cover Slips , 100's /box
Dissecting Set
Safety Goggles , polycarbonate
Distilling Flask, 250 ml
Condenser, Liebig-type
Rubber Stopper with 2 holes
Rubber Stopper with 1 hole
Rubber Tube, 10 mm x 2000 mm
Molecular Geometry
Bunsen Burner, Gas Type
LPG tank w/gas , 11kg cap
Rain Gauge
Ph Meter
Air Blower
Switch , knife - type
DC Ammeter
DC Voltmeter
Galvanometer
Slinky Coil, metal , 3" x 4" long
DC String Vibrator w/string
Refraction Tank
Multimeter Digital
Beaker, 500 ml , polypropylene
Florence Flask , 250 ml ,

borosilicate
Archimedes Principle Set
Open U-tube Manometer
Miniature Light Bulb , 3 pcs /set
Miniature Bulb Base /Socket , 3

pcs /set
Dry Cell Holder , size D, 4 pcs /

set
Resistance Board , 3 boards / set
Motor Generator Model Exp Set
Screw Diver , flat 6"
Screw Diver , philips 6"
Long Nose pliers 6"
Mechanical Wire Cutter and Pliers

6"
Soldering Iron, 60 watts
Ball Pen Hammer, 11"
Precision Screwdiver Set 6 pcs.
Tweezers w/curved tis, 6.5"
Soldering Lead , 1 lb/spool
Soldering Paste , 50 gm / can
Fuse Holder w/fuse
Basic Lens Set ( set of 6 lenses )
Mirror Set ( set of 3 mirrors )
Student Optical Bench Set
Tuning Fork Set ( set of 8 tuning

forks)
AWG # 18, black , 250 mm long
AWG # 18, red , 250 mm long
AWG # 18, white , 250 mm long
AWG # 18, blue , 250 mm long
Resonance Tube Set , close ended
Sound Signal Generator Kit
Loudspeaker , 1 watt, 4-8 ohms
Chart of Electromagnetic
Spectrum
Chart of Radioactive Elements
Dry Cell , 1.5 v size D
Dry Cell , 9 v
Balance, Triple Beam
Advance Electromagnetism Kit
Basic Electronic Kit ( 12 pcs.)
Logic Gates Trainer Kit
B.6 Availability of electrical supply, what is the schools source of electricity?

Grid Supply
Off-grid supply
Solar power
Generator
Others. Pls. specify
No Source of power
B. 7 Internet connectivity
B.7.1 Are there Internet service provider/s servicing in the area:
Yes
No
If Yes, check the appropriate internet service provider/servicing the area:
Bayantel
Globe
Smart
WIT Global (Satelite)
Digitel
Digitel
SUN
Others Pls. Specify: _Sattlink_
B.7.2. Does the school subscribe to any of the Internet provider/s listed above?
Yes
No
B.7.3 Are there internet caf/shops/WIFI-enabled stations in the area?
Yes
No
Pls. specify: ____________________
C. TEACHERS
C.1. Number of teachers
C.1.1 Number of Nationally Funded Teachers (2015-2016)
Male
Female
46
Total
54
Learner-Teacher
Ratio5
1:25
C.1.2 Number of Locally-funded teachers and subsidized/volunteer

No. of Locally-funded Teachers: _0_
No. of subsidized/Volunteer teachers: __0__
C.2 Quality of Teachers
C.2.1 Number of Master Teachers
Position
Master teacher IV
Master teacher
III
Master teacher II
Master teacher I
Numbe
r
Carries FullTime Class

Teaching Load
Assigned
Grade Levels
Assigned PartTime to
Class Teaching
Assigned Full-Time to
Ancillary Services
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
YES
8, 9, 10
NO
NO
Description: There are only 6 master teachers in the school.

C.2.2 Number of Teachers meeting the desired competencies based on NCBTS.
Grade Level
SY Before Previous
SY 2013-2014
Previous SY 20142015
Current SY 2015-2016
50
54
54
50
54
54
100.00%
100.00%
100.00%
Total No. of
Teachers
No. of
Teachers
Meeting the
Standards
% meeting
The Standards
C.2.3 Projects/interventions to improve basic competencies of teachers.

YES
a. Does the school have
mechanisms for sustained
school-based training?
b. Does the school use the
result of the NCBTS-Teacher's
Strength and Needs
Assessment as basis for
NO
If yes, please describe
INSET Training during semestral

break.
Review of the NCBTS.
planning?
c. Are there other interventions
implemented to improve
competencies of teachers?
Other trainings to improve teaching

strategies.
C.2.4 if the response to C.2.3.b above is YES (a ) List down the identified top 3 training needs of teachers 20152016
Level
Top
and
Top
Top
1: Teaching Strategies
Classroom Instruction
2: NCBTS Training
3: Leadership Training
S.Y. Before Previous

SY: 2013-2014
No of
% of
Teachers
teachers
trained
trained
Previous SY:
2014-2015
No of
% of
Teachers
teachers
trained
trained
No of
Teachers
trained
% of
teachers
trained
50
100.00%
54
100.00%
54
100.00%
50
50
100.00%
100.00%
54
54
100.00%
100.00%
54
54
100.00%
100.00%
C.2.5 If teachers weren't trained based on identified needs (as seen in C.2.4), cite reasons for the lack of training.
D.CHILDREN HEALTH AND SAFETY

D.1 Nutritional Status
D.1.1 Number of Malnourished children for SY 2015-2016
Level
Wasted
Severely wasted
Male
Female
Total
Male
Female
Grade 7
8
7
393
0
0
Grade 8
3
0
374
0
0
Grade 9
0
0
348
0
0
Grade 10
3
0
237
0
0
Total
14
7
1352
0
0
Percent of Total
1.04%
0.52%
0.00%
0.00%
Interpretation: Out of 1176 students there were 74 are wasted and 32 of them are under severely wasted
D.1.2 Projects/Interventions implemented in the previous SY addressing malnourished children
Total
393
374
348
237
1352
Project/Intervention
Feeding Program
Free Vitamin
Deworming
Number of Children covered

21
21
21
STATUS OF PRIORITY IMPROVEMENT PROJECTS OR CI PROJECTS

(These projects include those implemented by the school and other stakeholders)
Implementer
Program/project
title
Duration
End
Start
Target
Status/Accomplishments
Indicate progress of the program/project, and
its effect/ impact on the childrens access to
and quality of education
CIP Team SARDO
School Main Stay
June,
2014
March,
2015
Decrease
Drop-Out
Rate
Drop-out rate decreases from 6 % ( S.Y 2013

- 2014 ) to 5.85% ( S.Y 2014-2015)
2-A. SITUATION OF CHILDREN/LEARNERS: ACCESS IN AND OUT OF SCHOOL

1. CHILDREN NOT IN SCHOOL
1.1 Number of school age children NOT in school (last two years or previous year, depending on data
availability)
Age
11
12
13
14
15
16
17
GRAND
TOTAL
Total Population
Boys
Girls
Total
15
17
32
19
10
29
28
19
47
18
19
37
19
9
28
17
19
36
31
15
46
147
No. of children NOT in School

Boys
Girls
Total
1
0
1
0
0
0
0
0
0
0
0
0
4
4
8
4
7
11
11
5
16
% of children NOT in School

Boys
Girls
Total
6.67%
0.00%
3.13%
0.00%
0.00%
0.00%
0.00%
0.00%
0.00%
0.00%
0.00%
0.00%
21.05%
44.44% 28.57%
23.53%
36.84% 30.56%
35.48%
33.33% 34.78%
14.81
108
255
20
16
36
13.61%
14.12%
%
Description: The table shows that most of the students are in school.
1.1.a. Reasons for not attending in school in previous year ( 2014-2015 )
Age
No. of
schoolaged
children
No. of children NOT in school according to reasons
not in
school
Financial
Matters
11
12
13
14
15
16
17
1
0
0
0
8
11
16
Health and Nutrition
Child
Labor
Distanc
e of
School
from
Home
Affect
ed by
Disast
er
Affect
ed by
Confli
ct
4
7
7
2
2
3
2
2
5
Disabi
lity
Other
Reasons
36
18
8
9
1
TOTAL
Percent of
25.00
2.78
50.00%
22.22%
Total
%
%
6
School Project Teams are encouraged to conduct interviews or focus group discussions with parents/guardians/community
members to probe deeper on reasons cited
Description: The table shows that the reason why most of the students are not in school is due to financial matters.
1.1.b Projects/interventions implemented to ensure that out-of-school children are

in school
YES
a. Does the school-community have a
mechanism to actively seek out children
not in school and give them access to
education (e.g., family mapping,
Community-Based Management System,
etc)?
b. Did the school use interventions in the
previous SYs to ensure that out-of-school
children have access to education?
NO
reached or mainstreamed
if yes, please describe the mechanism pursued by

the school-community
Child mapping
Scholarship Grant, Education for All
2. CHILDREN ENROLLED IN SCHOOL

2.1 Enrolment for the last 3 School Years, refer to Government Secondary School Profile or EBEIS
SY Before Previous SY
2013-2014
Total
Male
Female
383
203
180
327
184
143
302
155
147
305
159
146
1317
701
616
Previous SY 2014-2015
Total
Male
Female
Total
Male
Grade 7
389
213
176
393
203
Grade 8
370
195
175
374
208
Grade 9
284
149
135
348
170
Grade 10
266
131
135
237
120
TOTAL
1309
688
621
1352
701
Percent of
53.23% 46.77%
52.56% 47.44%
51.85%
Total
Description: The tabe shows that the average enrollment data for the last three years fluctuated.
2.2 Number of children with disabilities by category
Level
Total Number
of Children with disabilities
Grade 7
0
Grade 8
0
Grade 9
0
Grade 10
0
Total
0
Description: No data available on file
TYPE OF DISABILITY (2015-2016)

Physically
Difficulty Hearing
disabled
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
Female
190
166
178
117
651
48.15%
Speech/Language
Disorder
N/A
N/A
N/A
N/A
III. SITUATION OF CHILDREN / LEARNERS: ACCESS ATTENDANCE AND RETENTION

3. ATTENDANCE
3.1 Number of Children regularly attending classes
Level
SY 2013-2014
Male
Female
200
175
180
140
150
145
158
146
0
0
0
0
688
606
SY 2014-2015
Male
Female
212
175
193
174
145
133
131
134
0
0
0
0
681
616
SY 2015-2016
Total
Total
Total
Male
Female
Grade 7
375
387
389
201
188
Grade 8
320
367
371
206
165
Grade 9
295
278
345
168
177
Grade 10
304
265
235
119
116
Grade 11
0
0
0
0
0
Grade 12
0
0
0
0
0
Total
1294
1297
1340
694
646
Percent of Total
51.79
53.17%
46.83%
52.51%
47.49%
48.21%
%
Description: The table shows that most of the students were motivated enough to attend their classes regularly.
3.2 Percentage of Students regularly attending classes for the last three years
Level
Total
SY 2013-2014
Male
Female
Total
SY 2014-2015
Male
Female
Total
SY 2015-2016
Male
Female
Grade 7
97.91%
98.52%
97.22%
99.49%
99.53%
99.43%
98.98%
99.01%
98.95%
Grade 8
97.86%
97.83%
97.90%
99.19%
98.97%
99.43%
99.20%
99.04%
99.40%
Grade 9
97.68%
96.77%
98.64%
97.89%
97.32%
98.52%
99.14%
98.82%
99.44%
Grade 10
99.67%
99.37%
100.00%
99.62%
100.00%
99.26%
99.16%
99.17%
99.15%
Overall
98.25%
98.15%
98.38%
99.08%
98.98%
99.19%
99.11%
99.00%
99.23%
Description: The table shows that the percentage of children attending classes for the last 3 years is higher.
3.3 In the previous SY, how many children were frequently absent (below 90% attendance) and how many of
them were recipients of the Conditional Cash Transfer Program (Pantawid Pamilya)of SWD?
Level
Total
Number of children who were
Number of frequently absent students that
Enrolment
frequently absent
were recipients of Pantawid Pamilya
in
Total
Male
Female
Total
Male
Female
2015-2016
Grade 7
Grade 8
Grade 9
Grade 10
Total
Percent of Total
Description:
393
374
348
237
1352
393
2
2
374
2
1
348
2
1
237
1
1
1352
7
5
100.00%
0.52%
0.37%
Most of the 4ps recipient regularly attends classes.
393
374
348
237
1352
3
2
1
2
8
0.59%
2
1
1
1
5
0.37%
3.4 What were the reasons why children were frequently absent in the previous SY? Please indicate number of
children who are frequently absent according to reasons.
Level
Total No. of
Children who
were frequently
Absent in
Previous SY
Number of children who are frequently absent according to reasons (2014-2015)

Financial
Health
Child
Distance of
Affected by Affected by
Early
Matters
and
Labor
School from
Disaster
Conflict
Pregna
Nutrition
Home
ncy
Grade 7
4
2
2
Grade 8
3
2
1
Grade 9
3
1
2
Grade 10
2
1
1
Total
12
5
6
1
Description: The table shows that the reason why students failed to attend classes is more on health and nutrition status
and family issues.
3.5 Projects/interventions implemented to address needs of children who are frequently absent (Insert new
rows if necessary)
Projects/interventions
Pabaon Program
Regular Meeting with the Guidance Councelor
Number of children covered

5
6
4. DROPOUTS
4.1 Number of Dropouts for the last three years
Level
SY 2013-2014
SY 2014-2015
SY 2015-2016
Total
Male
Female
Total
Male
Female
Total
Male
Female
Grade 7
21
13
8
13
7
6
5
2
3
Grade 8
29
22
7
8
6
2
3
1
2
Grade 9
13
10
3
15
5
10
0
0
0
Grade 10
11
5
6
5
2
3
5
4
1
Total
74
50
24
41
20
21
13
7
6
Description: The table shows that the number of dropouts every year for the last 3 years is decreasing.
4.2 Dropout rates for the last three years
Level
SY 2013-2014
SY 2014-2015
SY 2015-2016
Total
Male
Female
Total
Male
Female
Total
5.48%
6.40%
4.44%
3.34%
3.29%
3.41%
1.27%
Grade 8
8.87%
11.96%
4.90%
2.16%
3.08%
1.14%
0.80%
Grade 9
4.30%
6.45%
2.04%
5.28%
3.36%
7.41%
0.00%
Grade 10
3.61%
3.14%
4.11%
1.88%
1.53%
2.22%
2.11%
Overall
6.00
7.13%
3.90%
5.85%
2.91%
3.38%
5.75%
%
Description: The table shows that the dropout rate every year for the last 3 years is decreasing.
4.3 Number and Rates of Drop outs by Cause (Insert row/s when necessary)
Grade 7
Male
0.99%
0.48%
0.00%
3.33%
Female
1.58%
1.20%
0.00%
0.85%
1.00%
0.92%
NUMBER OF DROPOUTS BY CAUSE (2015-2016)
Level
Total No.
of
Dropouts
(20152016)
5
3
0
5
13
Poor
Health
Financial
Problem
Change of
Residence
Child Labor
Family
Issues
Early
Pregnancy
Grade 7
2
2
1
0
0
Grade 8
0
0
1
2
0
Grade 9
0
0
0
0
0
Grade 10
1
0
1
2
1
Total
3
2
3
4
1
Percent of
23.08%
15.38%
23.08%
30.77%
7.69%
total
Description: The table shows that most of the students who dropped out from school is due to family issues.
Others
4.4 Projects/interventions implemented to address children at risk of dropping out.
4.4.a Does the school have mechanisms

to:
YES
-Track Attendance and identify children at

risk of dropping out and failing and design
remedies to keep them in school
- Anticipate and minimize disruptions of
classes especially with respect to
emergencies (disaster and conflict)?
- Track teachers' attendance and ways of
ensuring their regular presence based on
CSC policy?
4.4.b What are the interventions implemented for
children at risk of dropping out? Insert new raw
if necessary.
School Main Stay Program
NO
if yes, please describe the

mechanism pursued by the schoolcommunity
The use of CIP
Signing of Daily Log Book

Number of students covered
40
IV. SITUATION OF CHILDREN/LEARNERS: QUALITY

5. PROMOTION/GRADUATION RATES
5. 1 Number of promoted learners by grade level, for the last three years
Previous SY
Current SY
2013-2014
2014-2015
2015-2016
Total
Male
Female
Total
Male
Female
Total
Male
Female
Grade 7
344
175
169
359
192
167
356
172
184
Grade 8
278
144
134
327
162
165
336
180
156
Grade 9
250
116
134
234
122
112
297
135
162
Grade 10
289
150
139
260
129
131
218
107
111
Total
1161
585
576
1180
605
575
1207
594
613
Description: The table shows that the number of promoted learners every year for the last 3 years is increasing.
5.2
Promotion and Graduation Rates for the last three years

2013-2014
Total
Male
Female
Total
Male
Female
Grade 7
89.82% 86.21% 93.89%
92.29%
90.14%
94.89%
Grade 8
85.02% 78.26% 93.71%
88.38%
83.08%
94.29%
Grade 9
82.78% 74.84% 91.16%
82.39%
81.88%
82.96%
Grade 10
94.75% 94.34% 95.21%
97.74%
98.47%
97.04%
Overall
97.00
83.45
93.51% 98.76% 87.94%
92.59%
%
%
Description: The table shows that the rate of promoted learners every year for
Total
90.59%
89.84%
85.34%
91.98%
Male
84.73%
86.54%
79.41%
89.17%
Female
96.84%
93.98%
91.01%
94.87%
98.96%
84.74%
94.16%
the last 3 years is increasing.
6. MEAN PERCENTAGE SCORES (Based on National Achievement Tests for grade 7 and 10)
6.1 Mean percentage Scores of NAT grade 7 and 10 per subject for the last three School year
Level
2013-2014
Ave.
Grade 10
Level
Grade 8
Grade 10
Level
Grade 7
Grade 10
English
54.48
2014-2015
English
Filipino
52.27
Math
70.55
Science
42.48
Aral Pan
55.97
Filipino
Math
Science
HEKASI
63.94
2015-2016
English
54.13
58.78
51.79
48.82
Filipino
Math
Science
Aral Pan
No NAT conducted during this S.Y
54.48
55.49
SCHOOL ACHIEVEMENT TEST S.Y. 2015-2016

Subject Area
MPS 1ST
MPS 2nd
MPS 3rd
MPS 4th
grading
grading
grading
grading
Filipino
72.84
63.21
64.30
68.90
English
71.21
77.00
72.10
76.46
Mathematics
69.76
76.21
77.21
78.80
Science
54.58
62.15
64.18
67.47
Araling Pan.
69.89
63.21
78.67
85.19
MAPEH
69.93
61.04
80.67
66.93
TLE
69.76
63.59
63.59
66.68
E.S.P.
73.24
80.67
80.67
69.27
Description: The MPS score in most subjects are below the Division target level which is 75.
7.
Average
67.31
74.19
75.50
62.095
74.24
69.64
65.91
75.96
LITERACY LEVEL
7.1 Number of learners who are in the frustration, instructional, and independent levels for SY 2015-2016
(ENGLISH)
Level
Grade 7
Grade 8
Grade 9
Grade 10
Level
Grade 7
Grade 8
Grade 9
Grade 10
Total
0
0
0
0
0
0
0
0
Frustration Level
Male
Female
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
Pre-Test Results
Instructional Level
Total
Male
Female
38
0
0
0
0
0
0
0
0
0
0
0
Post-Test Results
36
0
0
0
0
0
0
0
0
0
0
0
Independent Level
Total
Male
Female
355
175
180
374
208
166
348
170
178
237
120
117
356
336
297
218
172
180
135
107
184
156
162
111
Description: The table shows that in the Pre-Test Results most of the instructional level are on grade 7 but their number
decreases after Post-Test Results.
7.2Number of learners who are in the frustration, instructional, and independent levels for the Current School
Year (FILIPINO)
Level
Pre-Test Results
Frustration Level
Instructional Level
Total
Male
Female
Total
Male
Female
Grade 7
0
0
0
8
0
0
Grade 8
0
0
0
0
0
0
Grade 9
0
0
0
0
0
0
Grade 10
0
0
0
0
0
0
Level
Post-Test Results
Grade 7
0
0
0
0
0
0
Grade 8
0
0
0
0
0
0
Grade 9
0
0
0
0
0
0
Grade 10
0
0
0
0
0
0
Description: The table shows that in the Pre-Test Results most of the instructional level are
decreases in zero after Post-Test Results.
7.3 Projects/interventions implemented to improve reading skills of children

Remedial Reading Program in English and Filipino
Independent Level
Total
Male
Female
355
175
180
374
208
166
348
170
178
237
120
117
0
336
297
218
on grade 7
0
0
180
156
135
162
107
111
but their number
7.4 Number of Learners under Numerates and non-numerates

Level
Grade 7
Grade 8
Grade 9
Grade 10
Pre-Test Results
Total
290
Numerates
Male
165
Female
125
Total
30
Non-Numerates
Male
25
Female
5
303
141
162
10
303
119
184
235
126
109
TOTAL
1131
551
580
45
36
9
Description: 45 out of the 1131 students are non-numerates. There is an alarming number of non-numerate students.
8. AWARDS/RECOGNITION (TOP 3)
Description: the school is active in participating co-curricular and extra curricular activities.
Category
of
Awardees
Student
Teacher
Title
Year
IP on Physical Science
IP on Lfe Science
POPEd Quiz
Shielded Metal Arc Welding
TLE ICT
TLE Electricity
TLE Electronics
TLE Smaw
Editorial Writing
Cartooning
Math Quiz
Shielded Metal Arc Welding
PASDAM Throws
400 M Hurdles
4x100m Relay
Project Citizen
2015
2015
2015
2015
2015
2015
2015
2015
2015
2015
2015
2015
2015
2015
2015
2015
Fatima L. Umlas
Cristino M. Tasic
Annabelle R. Sucgang
Michelle M. Flores
Reyna Dabu
Melody G.Sevilla
2015
2015
2015
2015
2015
2015
Award-giving Body (Please identify)

Divisio
Nationa
District
n
Regional
l
International
Second
Third
Third
Third
First
Second
Second
First
First
Second
Third
First
First
First
Second
Second
Remedios T. Nulud
Conrado C. Culala
Leonila R. Rodriguez
Lina G. Garong
School
Head
School
2015
2015
2015
2015
Sto. Tomas High School,

Sasmuan
ANNEX 5
PLANNING WORKSHEET
ACCESS AND QUALITY
PRIORITY
IMPROVEMENT
AREAS
GENERAL OBJECTIVE/S
ROOT CAUSE/S
Bullying
To decrease the number of

incidents of bullying among
students.
Family Problem, Peer

Influence, Low Self
Esteem, Lack of
Discipline
Community Linkages
To increase the involvement of

parents in school activities inside
and outside the school.
Lack of information
dissemination,
Lack of Interest, Busy
at work
TIME FRAME
SY
SY
16-17
17-18
SY
18-19
Put up additional
toilets
Increase DAT
Results in Science
To construct additional comfort

rooms
Increase no. of
enrollment, shortage
of toilets
To increase the Science DAT MPS

result from 65% to 75%.
Teachers do not
innovate/ enrich
lessons, Poor scientific
literacy, Loaded with
extra curricular
activities
1:140
GOVERNANCE
PRIORITY
IMPROVEMENT
AREAS
Insufficient toilets
Poor participation of
parents
GENERAL OBJECTIVE/S
Produce funds to
Construct additional CR to
solve the shortage on
toilets
Increase parents
participation in school
activities
ROOT CAUSE/S
Lack of funds
No Raising fund project
TIME FRAME
SY
17-18
SY
16-17
Finished
Construction of
Toilets
frail Community Linkages Increased on

No Motivationn
Parents
participation
through
orientation &
SY
18-19
mobilization
ANNEX 1A
III.
GATHERING OF DATA
1. COMMUNITY PROFILE/ DATA

Name of the community/ Barangay :Sto. Tomas
Municipality: Sasmuan
Division: PAMPANGA Region: III
A. SOCIAL, DEMOGRAPHIC AND CULTURAL PROFILE

A.1 Population of Children
Total Population
Boys
Girls
Number of Children NOT in School

Boys
Girls
Total
Total
Age
11
15
17
32
1
0
12
19
10
29
0
0
13
28
19
47
0
0
14
18
19
37
0
0
15
19
9
28
4
4
16
17
19
36
4
7
17
31
15
46
11
5
Grand
147
108
255
20
16
Total
Description: The table shows that most of the students are in school.
% of Children NOT in School

Boys
Girls
Total
1
0
0
0
8
11
16
6.67%
0.00%
0.00%
0.00%
21.05%
23.53%
35.48%
0.00%
0.00%
0.00%
0.00%
44.44%
36.84%
33.33%
3.13%
0.00%
0.00%
0.00%
28.57%
30.56%
34.78%
36
13.61%
14.81%
14.12%
A.2 CBMS Basic Needs Indicators: Social ( 2015-2016 )

Basic Needs
Health
Core Indicators
Proportion of the child deaths aged 0-5 years old
Proportion of women deaths due to pregnancy- related causes
Nutrition
Proportion of malnourished children aged 0-5 years old
proportion of obese children aged 6-12 years old
Shelter
Proportion of households living in makeshift housing
Proportion of households classified as squatters/informal settlers
Water &
Proportion of households without access to safe water supply
Proportion of households without access to sanitary toilet facilities
Sanitation
Basic Education Proportion of children 6-12 years old not in elementary school
proportion of children 6-12 years old stop schooling
INTERPRETATION: Indicator shows that Basic Needs of the community children are met.
Value
N/A
0/1352
N/A
0/1352
0/1352
0/1352
10/1352
14/1352
20/1352
A.3 Ethnic groups present in the community: 0

A.4 Language spoken by the majority: KAPAMPANGAN
A.5 Availability of basic social infrastructure and services.
Elementary school ( Public
Private
Clean water supply/water system
Secondary school (
Public
Private)
Day Care Center
Community health center/station
check which of the following are present in the community.
Public library
Public Playground
Road/Farm-to-market road
Botika sa Barangay
transportation. Pls specify: motorcycle
A.6 Other Relevant Information.

Indicate below any additional information on social, demographic and cultural factors in the community which impact on
childrens education.
About
90% of the land area of the municipality is consist of fishpond.
B.POLITICAL/PEACE AND SECURITY/PEACE AND ORDER

B.1 CBMS Basic Needs Indicator: Peace and OrderB.2 Local Mechanisms/structures for peace, security and
order.
Check if any is present in the barangay
Basic Needs
Peace and order
Care Indicators
No Record of
Crime on File
Value
No record on file
available
____Active Barangay Council for the Protections of children (BCPC)

____Police Station
____ Barangay Tanods
____Indigenous/local conflict resolution mechanisms
____ Other structures. Pls specify.
B.3 Stake Holder support to the education ( 2015-2016 )

Percentage of parents/guardians and other stakeholders who attend Co-curricular activities, Extra-curricular activities,
Meetings, and Assemblies.
Participants and Attendance
Total amount of contribution
Actual
Target
%
Labor
In Kind
Cash
number
Co-Curricular Activities
Academic contests
133
1352
10.17%
Extra-curricular Activities
Brigada Eskwela
416
420
99%
P127,000.00 P 62,446.00
Other Major Activities
Intramurals
60
60
100%
P3,000.00
Clean and Green Campaign
50
50
100%
P1,000.00
INTERPRETATION: The table shows that participation of parents on school co-curricular and other-curricular
activities is very poor with a percentage of not higher than 20%
B.4 Incidence of crimes and other human-induces hazards (Tick if there are incidences of any of the following in the
last 3 years.)
Armed conflict as a result of organized crime (terrorism, siege, etc.)
Crime against school head/s (murder/homicide, physical injury, rape, sexual harassment, etc.)
Crime against school property (theft, rubbery, arson)
Crime against students (murder/homicide, physical injury, rape, sexual harassment, etc.)
Crime against teacher/s (murder/homicide, physical injury, rape, sexual harassment, etc.)
Fire (electrical warning failure, etc.)
Health threat (i.e. Dengue, Malaria, Measles, food poisoning, disease outbreak)
Oil spill
Security threat as a result of civilian violence (bomb threats, kidnapping threats, hostage taking, shooting, etc.)
Structural collapse (as a result of engineering failure)
Others pls. specify
Interpretation: Outdated and faulty wiring of the old building.
B.5 Other relevant information. Indicate below any additional information on political factors in the community
which impact on the childrens education.
No negative factors on politics that affects childrens education
C. PHYSICAL ENVIRONMENT/ECOLOGICAL PROFILE
C.1 List of local resources/features of the environment that can be used as learning resource/material
(example: rice terraces and water falls; other natural resources in the community) Clean up drive along riverside
C.2 Incidence of natural disasters
(Tick if there are incidence of any of the following in the last 3 years.)
Drought
Tropical Cyclones (Strom, typhoon,etc.)
Earthquake
Oil Spill
Fire (includes forest fire,
fires as consequence of Tsunami
natural disasters such as typhoons and earthquakes)
Flood
Landslide
Volcanic eruption
Others, pls. specify.______________
Storm surge
C.3 Result of disaster incidence
__No___School used as an evacuation center
C.4 other relevant information. Indicate below any additional information on environmental/ecological
factors in the community which impact on childrens education.
Nothing aside from that mentioned above
D. ECONOMIC PROFILE
D.1 CBMS Basic Needs Indicator: Economic
Basic Needs
Income
Employment
Core Indicators
Proportion of households with income below poverty
thresholds
Proportion of households with income below
subsistence thresholds
Proportion of households which experienced food
shortage
Proportion of person who are unemployed
D.2 Primary or Major Means of livelihood of the households

Agriculture/forestry. Pls. specify the major products:
Fishery
Manufacturing
Mining
Services
Value
200/1352
150/1352
20/1352
486
Others
Interpretation: about 75% of the people in the community are fishermen and 25% are in the field of providing
services or skilled workers
D.3 Child Labor Practice
Are there children in the community who are employed in any work that (a) is mentally, physically, socially or morally
dangerous and harmful to children, and (b) interferes with their schooling by depriving them of the opportunity to attend
school, obliging them to leave school prematurely, or requiring them to attempt to combine school attendance with
excessively long and heavy work?
Pls. specify: how many children; in what industry, activity?
YES ___________________________________________________________________
NO ____________________________________________________________________
D. 4 Other relevant information. Indicate below any additional information on economic factors in the
community which impact on children's education.
None
E. TECHNOLOGICAL
E.1 Availability of Electrical Supply: what is the source of electricity?
Grid supply
Oil-grid supply
Solar power
Generator
Others. Pls. Specify: ______________
No source of electricity
E.2 internet Connectivity

E.2.1 Are there internet service providers in the area?
YES
NO
If Yes, check the appropriate internet service provider/s servicing the area:
BAYANTEL
DIGITEL
GLOBE
PLDT
SMART
SUN
WIT Global (Satellite)

Others. Pls. Specify: Sattlink
E.2.2 Does the school subscribe to any of the internet service provider/s listed above?
YES
NO
E.2.3 Are there internet caf/shops/WIFII-enabled stations?

YES
NO
Pls. Specify: _____________

E.3 Other relevant information. Indicate below any additional information on technological factors in the community
which has impact on children's education.
The establishments of internet caf near the school that influence them to absent and waste their time in playing and
surfing the net.
ANNEX 2A
Department of Education
Region III
Division of Pampanga
District of Sasmuan
STO. TOMAS HIGH SCHOOL
3A. FRIENDLY SCHOOL SURVEY SUMMARY FORM
Action Items / Goals
1. Encourage childrens participation in
school and community
2. Enhance childrens health and wellbeing
3. Guarantee safe and protective
spaces for children
4. Encourage enrollment and
completion
5. Ensure childrens high academic
achievement and success
6. Raise teachers morale and
motivation
7. Mobilize community support for
education
SCORE
Colored
Hearts
RED
Points
RED
RED
RED
PURPLE
RED
PURPLE
19
How our School scored

On these pages, you will tally your scores in the two
assessment categories. To rate yourself for Action
Items done (pages __), assign the following points to
your colored hearts: Blue heart - one (1) point
Purple heart - two (2) points
Red heart - three (3)
points Uncolored heart no (0) point. Now add up
those points
Scores for
Accomplishing
Specific Targets
Scores in Two Categories

Action Items / Goals
Progress toward Targets
TOTAL SCORE
19
12
31
Progress toward specific targets

1. All school-age children in your
community are served by the
school (ages 5-11 in E/S)
2. All children in your school who
enrolled in Kinder six years ago
finish Grade 6/
enrolled in
Grade 7 three years ago finish
Grade 10/ enrolled in
Grade 11 finish
Grade 12.
3. All your Grade 6 pupils/Grade
10/Grade 12 students pass the
division, regional, or national
tests or assessments.
4. All your pupils are well
nourished.
5. All your pupils are healthy.
6. All your pupils have good dental
health.
SCORE
TOTAL SCORE
35 points or higher
Poi
nts
2
2
2
2
12
INTERPRETATION
VERY OUTSTANDING
CHILD-FRIENDLY
SCHOOL
at least 30 points but
OUTSTANDING
lower that 35 points
CHILD-FRIENDLY
SCHOOL
at least 25 points but
CHILD-FRIENDLY
lower than 30 points
SCHOOL
STHS is Child Friendly School
ANNEX 2B
4A.School-Based Child Protection/Anti-Bullying Policy Implementation Checklist
Instruction
:
This checklist is designed to monitor and evaluate the compliance of the school/s in the implementation of DepEd Order
No. 40, s. 2012 and DepEd Order No. 55, s. 2013.
Tick the appropriate box that corresponds to your observation.
P Present or In Place A Absent or Not In Place
Findings will be based simply on the presence or absence of the requirement as stated in each item and shall be the
basis for a plan of action by the school and the Division Office.
1. The school has a written school-based child protection and/or antibullying policies.
2. There is a code of conduct incorporated in the school-based child protection or anti bullying policy
for the following:
a. Students
b. School Administrators
c. Non-Teaching Personnel (guards, maintenance, etc.)
d. Teachers
e. Visitors (Parents, alumni etc.)
f. Off-Campus activities such as field trip, camping etc.
P
/
/
/
/
/
/
/
4. Promotion or information
/
dissemination of the school-based
child protection and/or anti bullying
policies is done during school
opening
for: of conduct has specific provisions to address potential risks to students such as:
3. The code
a.Students
Disregarding abusive situation or behavior against children;
b.Teachers
Employing children as house helper or asking students to care for teachers
Non-Teaching personnel
c. Relating with children in private for personal matters like student-teacher as text mates or face
Parents
book
friends;
5.
There
are written procedures to guide in conducting disciplinary proceedings in cases of offenses
d. Going out with students after school such as watching movies;
committed by pupils, students, or learners.
e. Using green jokes or jokes with double meaning in the class; and
6. The school has adopted a conflict resolution mechanism that respects the rights of indigenous
f. Cultural Beliefs (marrying children because it is acceptable based on
peoples, provided that they conform to childs rights and the Department issuances on child
onesculture/religion, amicable settlement on child abuse cases).
protection.
7. There is an established system for identifying students who may be suffering from significant
harm based on physical, emotional, or behavioral signs.
8. Has developed and implemented a school-based referral and monitoring system to address child
abuse and bullying cases.
9. There is an existing record of all proceedings related to bullying and child abuse cases using the
Intake Sheet (Annex B of DO 40, s. 2012 or Appendix B or DO 18, s. 2015) as appropriate.
10. Records related to complex cases of child abuse and bullying using the Intake Sheets (Annex A of
DO 40, s. 2012 or Appendix B of DO 18, s. 2015) are well-kept and separate from simple cases.
11. The school has submitted its consolidated reports on bullying and child abuse cases to the
Division Office a week after the opening of each school year.
12. Has mapped out available resources in their community for possible linkages or networking for
cases needing referrals etc.
13. Has an active coordination with WCPD, DSWD, and other government and Non-Government
Organizations (NGO).
14. Has a clear policy on the use of positive and non-violent discipline for children.
/
/
/
/
/
/
/
/
/
/
/
/
/
/
/
/
/
/
15. There is an organized Child Protection Committee (CPC) in the school.
16. There is an annual capacity building activities for the members of the CPC:
Guidance Counselor/Designated Guidance Teacher
Representative of the Students
Representative of the Parents
Representative of the Barangay
Representative of the Teachers
17. The CPC is meeting regularly to discuss appropriate interventions and/or responses to school
problems on bullying and child abuse cases and other concerns.
18. The school with its CPC has initiated information dissemination programs and organized
activities
for the
Prepared
by: protection of children from abuse, exploitation, violence, harm, and bullying.
19. There is a strong
student
participation in the promotion of child protection and antibullying
____LINA
G. GARONG______
policies of theSignature
school. over Printed Name
___Principal IV_________
Designation
Received by:
_______________________________
Signature over Printed Name
_______________________________
Designation
5A. School Watching Checklist
Broken window
Blocked corridor
shelves
Busted plugs/light bulbs/electrical facilities
Protruding nails in chairs and tables
Warning sign:
Plants mounted on the building railings
Exposed chemicals and liquids
Unlabeled chemicals
Open pit /No Drainage System
Unpruned trees/bushes/shrubs
No ramps for elevated school buildings or other
facilities
Broken/dilapidated ceiling
Presence of stray animals inside the school campus
No system of release to parents during emergencies
Garbage area (segregation of biodegradable and non-
/
/
/
ANNEX 2C
Slippery pathway
Heavy objects mounted on top of cabinets/
Flooded area
Exposed electrical wires
Broken door knobs
Slippery pathways/corridors
Flooding
Lack/absence of storage for equipment
Dripping ceiling
Stagnant water
Open/clogged canals
Swing-in doors
Open/incomplete perimeter fence
Presence of electrical post/transformer near or within the
school perimeter
No posted emergency hotlines around the school
Detached or peeled off GI sheet
biodegradable)
Broken chairs/desks/tables
Unmounted cabinets/shelves
Bells/alarms
collapsing building and/or prominent cracks
on classroom walls)
V.
Blocked/no emergency exits

Medical kits in every classrooms
Condemnable building (i.e. very old structure,
Broken toilet bowl and/or sinks
Interpretation: No existing drainage system

INITIAL LIST OF IMPROVEMENT AREA
1. MPS DAT (Division Achievement Test)

A. DAT result in Science S.Y. 2015-2016 is below the Division Target which is 75.
2. Facilities/Learning Environment
a. shortage of toilet based on the number of students
b. no existing drainage system
3.
Bullying
a. Peer influence
b. Low self Esteem
c. Family Problem
4.
Parents Participation
a. participation of parent on school co-curricular and other-curricular activities is very poor with a percentage of not
higher than 20%
ANNEX 3
VI. Gap Analysis
SCHOOL PERFORMANCE
Division
Targets
DATA NEEDED
Decrease the no. of

bullying incidents
(Cyber , Physically and
Verbally Abuse)
School Based
Reports on
incidents of
bullying
Establish, transparent
participative with good
governance: Parents
involvement
Increase DAT MPS in
Documentation
and attendance
of parents in
school activities
DAT MPS Result
CURRENTLY
CONTRIBUTING
YES/NO
EXPLANATION
The number of
children who are
victims of abused
and bullying
No
increases from 11
(s.Y. 2014-2015)
to 19 (S.Y. 20152016)
Low percentage
of parents
No
involvement in
school activities
No
DAT Intervention
INHIBITING FACTORS
Family Problems,
Peer influence, Low
Self esteem
Lack of information
dissemination, Lack
of interest, and busy
at work
Teachers do not
PROJECTS
IMPLEMEN
TED
GROUPS THAT
REQUIRE ATTENTION
Grade 7-10
Parents and
stakeholders
Grade 7-10
innovate/ enriched
lessons, Poor
scientific literacy
Science with the

baseline of 75
Increase in number of
school facilities,
constructed/ repair:
Comfort rooms
School watching
checklist/
inventory of
physical
facilities
There are no
enough toilets
available for the
students
No
Increase no. of
enrollment
Grade 7-10
ANNEX 4
VI. IDENTIFY PRIORITY IMPROVEMENT AREA
Improvement
Area
19 students out of 1352 reported
victims of physical and verbal
abuse
Involvement of parents in school
activities inside and outside the
school is poor with the percentage
of not higher than 25%
DAT Result in the S.Y 2015-2016
is below in the Division target
which is 75
Comfort room shortage
Strategic
Importance
Urgency
Magnitude
Feasibility
Average
Interpretation
Very High
priority
4.5
4.4
4.73
Very High
priority
4.25
High priority
4.3
4.7
4.5
Very High
Priority
Average Rating
4.5 - 5.0
3.5 - 4.49
2.5 - 3.49
1.5 - 2.49
1.0 1.49
Interpretation
Very High priority
High Priority
Moderate Priority
Low priority
very low priority
ANNEX 4
SETTING THE GENERAL OBJECTIVES
Improvement Area
Decrease the no. of incident
of bullying among students
Increase the involvement of
parents in school activities
inside and outside the
school
Put up additional toilets to
meet the needs of the
students
Increase the Science DAT
MPS Result by 3% every
Prioritization
Very High Priority
General Objective
Reduce the no of incidents of bullying among students
Very High Priority
Increase parents involvement in school activities.
Very High Priority
Construct additional comfort rooms to solve the shortage

on toilets.
High Priority
Conduct innovations and innovative teaching in Science
year
PROJECT TEAMS
Project Target
Decrease the no. of incident of
bullying among students
Increase the involvement of

parents in school activities inside
and outside the school
Construct additional toilets
Increase the DAT MPS in Science
Project Team Member

Role
Chinita R. Apostol
Team Leader
Fatima L. Umlas
Assistant Team
Leader
Mary Grace Bagang
Scribe/
Reporter
Johness D. Panelo
Team Leader
Ruby B. Casurra
Assistant Team
Leader
Queeny A. Tolentino
Scribe/
Reporter
Cristino M. Tasic
Team Leader
Ramil B. Pinili
Assistant Team
Leader
Annabelle R. Sucgang Scribe/
Reporter
Michelle M. Flores
Team Leader
Jennifer B. Calilung
Michelle A. Layug
VIII. Voice of the customers
Assistant Team
Leader
Scribe/
Reporter
Responsibilities
lead the group
act as leader in his/her absence
documentation & Reporting
lead the group
lead the group
lead the group
1.
2.
3.
4.
Subject For Interview : 10 students per class ( 10 x number of sections = )

Type: FGD ( Focus Group Discussion )
Tool: Questionnaire / checklist
Manner of interview : Guided with oral explanation
GUIDELINES IN LISTENING TO THE VOICE OF THE LEARNERS AND OTHER STAKEHOLDERS
FACILITATING AND PROBING

Stakeholders have different ways of saying what they need. We have to learn how to scrutinize and understandwhat they
truly mean. The real needs of the stakeholders may have to be inferred or extracted from what they actually say during
interviews. While they may identify the things they need, it is critical to determine why they need these things.
NEEDS AND WANTS
When gathering the voice of our stakeholders, we must be careful in determining whether something is a needor a want.
Needs are what stakeholders expect to receive from a concept or service. Wants are preferences ofa stakeholder on how to
receive a concept or service. Needs are more likely common across our stakeholders.
DATA GATHERING TOOLS
There are different tools that can be used in gathering the voice of the learners and other stakeholders. Themost common
way is by conducting interviews or Focus Group Discussions (FGDs). It is critical to allow ourstakeholders to elaborate on
their responses in order to infer the specific needs that are critical for them. Aftergathering data through interviews, we can
conduct surveys to quantify and verify the responses from the interviews. In most cases, tools need to be used in
combination.
Interview questions should be open-ended. When necessary, follow-up the questions to delve further into thestakeholder
issues. In such cases, we should allow the stakeholders to talk. We must avoid biased, leading, orloaded questions. Our
questions should be clear, and the way we word the questions should not be ambiguous.
PROCESSING
How do we analyze the responses of the learners and other stakeholders? We have to transcribe the learners and other
stakeholders responses verbatim, or word for word. The use of their own language is important. We have to read through
these interview transcriptions and highlight any statements that you think are relevant to our PIA. It might be good to group
their responses to help you classify their needs, issues, or suggestions.
IX.
1.
Walk the Process

Decrease the no. of incidents of bullying among students
Rampant bullying of students
Start
Identify students who

are experiencing
bullying among students
Monitoring of students
behavior
Counselling with the
students and parents
Consolidate the number

of students who
experience bullying
among students
END
2. SAGIP (Support and Get Involved of Parents)
LACK OF PARENTS INVOLVEMENT
START
Planning of school
activities with the
principal
Information
dissemination
Conduct school activities
END
3. PHYSICAL INVENTORY TOILET FACILITY

Lack of funds
START
Physical count and

inventory
Prepare report and

status of inventory
Submit request
and waiting for
results
END
4.
Increase Division Achievement Test in Science
POOR SCIENTIFIC
LITERACY
SET SCHEDULE FOR

REVIEW AND TEACHING
IDENTIFY THE STUDENTS

WITH POOR SCIENTIFIC
LITERACY
STAR
T
PREPARE MATERIALS FOR

REVIEW AND TEACHING
ITATE THE REVIEW AND

TEACHING
CHECK THE RESULT OF

MPS PER GRADING
PERIOD
X.
FACILITATE THE REVIEW

AND TEACHING
END
SELECT AREA OF FOCUS ( ROOT CAUSE ANALYSIS )
WHY- WHY DIAGRAM

Peer Influence
Low self- esteem
RAMPANT BULLYING OF
STUDENTS
Family Problems
Lack of discipline
WHY-WHY DIAGRAM
Lack of interest
Lack of
support
from the
parents
Busy at work
Lack of information
dissemination
WHY-WHY
DIAGRAM
PROIRITIZATI
ON
NO FUND
RAISING
PROJECTS
LACK
OF
FUND
S
NO FOLLOW
UP
REQUEST OF
INVENTORIE
S WAITS TOO
LONG
WHY-WHY DIAGRAM
POOR
FOUNDATI
ON
POOR
STUDY
HABITS
POOR
SCIENTIF
IC
LITERAC
Y
BUSY AT
WORK
LOADED WITH
EXTRA
CURRICULAR
ACTIVITIES
XI. Project Work Plan and Budget Matrix

Project Title: Project SAVERS (Stop & Abolish Violence: Establish Rapport to Students )
Problem Statement: The total number of incidents in bullying increases
Project Objective Statement: To decrease the number of incidence in bullying among students
Root Cause: Family problem, Peer influence, Low self-esteem
Activity
Output
Date of
Implementation
Keep records of students

involved in bullying
Consolidated data
Year round
Assess data
July 4, 2016
Report the consolidated data

involve students in bullying
Program of work
Conduct the project SAVERS
Monitoring and Assessment
Draft the program of

work
Implementation of the
CI Project
Reduce the number of
incidents in bullying
August 3, 2016
September 15,
2016
November 3,
2016
Person
Responsible
Guidance
counselor,
adviser
Guidance
counselor
Guidance
counselor
CI project
Team
CI project
Team, Values
Budget
Budget
Source
100
MOOE/LSB
100
MOOE/LSB
200
MOOE/LSB
5,000.00
MOOE/LSB
500
MOOE/LSB
Education
Teachers,
Advisers
TOTAL
p 5,900.00
Project Work Plan and Budget Matrix

Project Title: Project SAGIP (Support And Get Involved of Parents
Problem Statement: Poor participation of parents in some school activities
Project Objective Statement: To increase the involvement of parents in school activities inside and outside the school
Root Cause: Lack of information dissemination and interest
Activity
Output
Date of
Person
Budget
Budget
Responsible
Source
Implementatio
n
Analysis of parents
attendance
Attendance
Sheet
Get Parents Involve
Suggested
program for the
parents
Realization of the
suggested program
Monitoring Parents
July 15, 2016
August 26, 2016
Parents
orientation
September 2016
Monitoring Form
October 2016-
CI Project Team
CI project Team
CI project Team
SPT Principal
200.00
MOOE/ LSB/DEPED
200.00
MOOE/ LSB/DEPED
P5,500.00
MOOE/ LSB/DEPED
1,000.00
MOOE/ LSB/DEPED
Attendance
March 2017
CI project Team
SPT
TOTAL
P6, 900.00

Project Title: CRAK (Comfort Room Ang Kailangan)
Problem Statement: Shortage of Comfort Rooms
Project Objective Statement: Construct additional Comfort Rooms
Root Cause: Shortage of Comfort Rooms and Lack of Funds
Activity
Output
Physical count and

inventory
Inventory Report
Reporting the status of

inventory
Workplan
Submit reports on the
Report on Need
Draft the workplan

Construction of
Date of
Implementation
Person
Responsible
Budget
Budget
Source
July 1-15, 2016
CI project Team
P 100.00
MOOE
July 18-29, 2016
CI project Team
P 100.00
MOOE
CI project Team
P 100.00
MOOE
August 1-5, 2016
toilets
August 8 to
September 30,
2016
CI project Team
IA Leader
P 50, 000.00
LSB/MOOE
Inspection Report
February to May
2017
CI project Team
IA Leader
P 100.00
MOEE
request of toilets
Monitoring and
Inspection
TOTAL
P 50, 400.00

Project Title: MINDS (MPS Increase in DAT Result in Science)
Problem Statement: The DAT score is below the standard which is 75.
Project Objective Statement: Increase DAT MPS result by 2 points per year
Root Cause: Teachers do not innovate lessons and poor scientific literacy of students
Activity
Output
School Based
Pre- Test
Pre Test
Result
First Periodical First Periodical
Test
Test Result
Analysis of
Test graph and
Test Result
Interpretation
Drafting of CI
Project
DAT Reviewer
Date of
Implementatio
n
June 6-10,2016
August 15-19, 2016
Person
Responsible
CI Project Team
Science Teachers
CI Project Team
Science Teachers
Budget
Budget
Source
500.00
MOOE/ PTA FUNDS
1000.00
MOOE/ PTA FUNDS
August 22-26, 2016
CI Project Team
Science Teachers
500.00
MOOE/ PTA FUNDS
August 29-31, 2016
CI project Leader
1, 000.00
MOOE/ PTA FUNDS
Proposal
Reproduction
of Reviewer
Conduct
Review
classes
Reviewer
September 1-2,
2016
CI project Leader
1500.00
MOOE/ PTA FUNDS
Increase
percentage
rate of
scientific
literacy among
students
September 5March, 2017
CI Project Team
Science Teachers
1, 000.00
MOOE/ PTA FUNDS
5,500.00
TOTAL
XII. ANNUAL IMPLEMENTATION PLAN
SY. 2016-2017
ANNUAL IMPLEMENTATION PLAN
School
Improvement
Project Title
Project
Objective
Output for
the Year
Activities
SAVERS
Decrease the
number of
incidents of
bullying
among
students
Zero Dropout
Keep records
of students
involved in
bullying
Report the
consolidated
data involve
students in
bullying
SY. 2016-2017
Person/s
Responsible
Schedule/
Venue
Budget per
Activity
Guidance
counselor,
adviser
Year round
100
July 4, 2016
100
Guidance
counselor
Budget
Source
MOOE
MOOE
Program of
work
Guidance
counselor
August 3, 2016
200
CI project
Team
September 15,
2016
5,000.00
CI project
Team, Values
Education
Teachers,
Advisers
November 3,
2016
Conduct the
project
SAVERS
Monitoring
and
Assessment
TOTAL
School
Improvem
ent Project
Title
Project
Objective
Output for
the Year
SAGIP
Increase
participation
of parents on
school
activities
Increase
parents
participation
by 100% in
school
activities
Activities
Analysis of parents
attendance
LSB/MOOE
MOOE
500
5,900.00
SY. 2016-2017
Person/s
Responsible
Schedule/
Venue
CI Project Team
July 15, 2016
CI project Team
CI project Team
SPT Principal
August 26,
2016
September
2016
Get Parents Involve

Realization of the
suggested program
MOOE
Budget
per
Activity
200.00
200.00
P5,500.00
Budget
Source
MOOE/
LSB/DEPED
MOOE/
LSB/DEPED
MOOE/
LSB/DEPED
Monitoring Parents
Attendance
Analysis of parents
attendance
CI project Team
SPT
October 2016March 2017
1,000.00
MOOE/
LSB/DEPED
CI Project Team
July 15, 2016
200.00
MOOE/
LSB/DEPED
6,900.00

School
Project
Improvem Objective
ent Project
Title
CRAK
Construct
additional
comfort
rooms
Output
for the
Year
Activities
Constructed
toilets
Physical count
and inventory
Reporting the
status of
SY. 2016-2017
Person/s
Responsible
Schedule/
Venue
Budget per
Activity
Budget
Source
CI project Team
July 1-15,
2016
P 100.00
MOOE
P 100.00
MOOE
CI project Team
July 18-29,
2016
inventory
Workplan
CI project Team
Submit reports on
the request of
toilets
Monitoring and
Inspection
August 1-5,
2016
CI project Team
IA Leader
August 8 to
September
30, 2016
CI project Team
IA Leader
February to
May 2017
P 100.00
MOOE
P 50, 000.00
LSB/MOOE
P 100.00
MOEE
p 50, 400.00
ANNUAL IMPLEMENTATION PLAN SY. 2016-2017

School
Improvem
ent
Project
Title
MINDS
Project
Objective
Output for
the Year
Increase
the MPS
Result in
DAT
Achieve 75%
DAT MPS
Result in
Science
Activities
School Based Pre

Test
First Periodical Test
Person/s
Responsible
CI Project Team
Science
Teachers
CI Project Team
Science
Schedule/
Venue
Budget
per
Activity
Budget
Source
June 6-10,2016
500.00
MOOE/ PTA
FUNDS
August 15-19,
2016
1000.00
MOOE/ PTA
FUNDS
Analysis of Test
Result
Teachers
CI Project Team
Science
Teachers
August 22-26,
2016
500.00
MOOE/ PTA
FUNDS
CI project
Leader
August 29-31,
2016
1, 000.00
MOOE/ PTA
FUNDS
CI project
Leader
September 1-2,
2016
1,500.00
MOOE/ PTA
FUNDS
CI Project Team
Science
Teachers
September 5March, 2017
1, 000.00
MOOE/ PTA
FUNDS
Drafting of CI
Project Proposal
Reproduction of
Reviewer
Conduct Review
classes
5,500.00
XIII. MONITORING AND EVALUATION

Project Monitoring Report Form
Scheduled Dates of Monitoring Mid-year: _______________________ Year-end: ___________________________
(1)
Name of
Project
(2)
Project
Objectives and
Targets
(3)
Date of
Monitorin
g
(4)
Accomplishments
/ Status to Date
(5)
Issues/Problems
/
Challenges
(6)
Recommendations
/
Action Points
(7)
Signature
of SPT and
Project
Team
Leader
SAVERS
SAGIP
CRAK
MINDS
Decrease the
number of
incidents in
bullying among
students
Increase parents
involvement on
some school
activities
Construct
additional toilets
Increase DAT
MPS result by 2
points per year
XIV. SUMMARY OF INFORMATION & ENDORSEMENT

The preparation of the School Improvement Plan underwent a long process before it has been drafted because a thorough
selection and organization of School Planning Team should be done first. After the organization of the SPT, they immediately plan
and schedule the gathering and analysis of data.
With the utilization and aid of the COMMUNITY PROFILE/DATA template and the SCHOOL PROFILE/DATA template (Annex 1A
and 1B of the SIP guidebook) and the School Report Card the data needed were collected and analyzed. Priority improvement
areas were detected and a gap analysis has been conducted using the gap analysis template in annex 3 of the same guide book.
The SPT collaboratively formulated general objectives based from the data gathered. The SPT created project team for each
identified priority improvement area. Each team are expected to work collaboratively to achieve the desired objectives with full
support and leadership of the principal
School Planning Team and School Governing Council:
Team Leader:
Teacher Representative:
Student Representative:
Parent Representative:
Brgy/LGU Representative:
SCPC Representative:
BDRRMC Representative:
LINA G. GARONG
CRISTINO M. TASIC
ARTH JOSHPINE C. BALTAZAR
MARIVIC GALANG
EDWIN BANTING
MICHELLE M. FLORES
PRISCILLA R. CALADIAO
Recommending Approval:
ROWENA TO QUIAMBAO,ED.D., CESE
Assistant Schools Division Superintendent
APPROVED:
LEONARDO D. ZAPANTA, Ed.D., CESO VI
OIC- Schools Division Superintendent

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DEPARTMENT OF EDUCATION

STO. TOMAS HIGH SCHOOL

DEPED VISION, MISSION, AND CORE VALUES STATEMENT

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

The School Planning Team of Sto. Tomas High School (Sasmuan)

Arth Josphine Baltazar

Barangay / LGU Representative:

REFLECTION / OUTPUT OF SCHOOL PLANNING TEAM

September 1-5, 2016

ENHANCED SIP ORIENTATION

II. FORMING THE SPT

ARTH JOSPHINE BALTAZAR

SCHOOL PROFILE DATA

Near a river or waterway

A.2 Relative distance of the School

Remarks: It can be described that the school is near and accessible.

Fire (electrical wiring failure, etc.)

Water well/deep well

without available water supply

B.2.2 Hand washing: Is the main source of water functional at present?

B.2.4. Toilet bowls

in the table that the existing

No. of Chairs: __20__

B.5 Other learning Facilities/Materials (Example: computer, science equipment)

Computers (Academically Used

Functional/ Good Condition

Functional/ Good Condition

Functional/ Good Condition

Functional/ Good Condition

Protractor ,pastic 180

Functional/ Good Condition

Terrestrial Globe, 12 inches

Functional/ Good Condition

Measuring Cup, 250 ml plastic

Functional/ Good Condition

Beaker, 250 ml, borosilicate

Functional/ Good Condition

Erlenmeyer Flask, 250 ml

Functional/ Good Condition

Stirring Rod 6 mm x 250 mm long

Functional/ Good Condition

Test Tube,16 mm x 15. mm long

Functional/ Good Condition

Graduated Cylinder , 100 ml

Functional/ Good Condition

Functional/ Good Condition

Functional/ Good Condition

Petri Dish, 100 mm

Functional/ Good Condition

Functional/ Good Condition

Hydrometer, SP Gr:0. 7-2.0

Functional/ Good Condition

Alcohol Thermometer, -20C 110C

Functional/ Good Condition

Functional/ Good Condition

Sun - Earth - Moon Model

Functional/ Good Condition

Mortar and Pestel, 150 ml

No. of Chairs: 20