School Profile

The school was established in 1973 as Luy-a Barangay High School under the
supervision of Elementary principal. It has no school site. It existed as a squatter in Luy-a
Elementary School where makeshift classrooms were built until such time that the PTCA
and the LGU worked for hand in hand for the purchase of school site which is 1 hectare
(200x50 meter). Its existence is already 39 years now.

Luy-a is one of the 41 barangays in the Municipality of Aroroy. It is where the Luy-a
National High School is located. Barangay Luy-a is 15 kilometers away from the town
proper. The school has a total land area of 10,000 square meters.

Luy-a National High School is the first Barangay high school in the Municipality. It
catered graduates for five (5) nearby barangays and four (4) far-flung barangays.

The common products of the Barangay are corn, rice, copra and variety of vegetables,
root crops and gold.
The school is manned by a principal and assisted by 32 teachers who are dedicated to
being agents in the transfer of learning and 3 non-teaching personnel, 1 senior bookkeeper,
1 disbursement officer, and 1 school nurse.

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1. ENROLMENT

ENROLMENT
800

600
435 419
418
400

200 337
303 332

0
2013 2014 2015
MALE FEMALE

The graph shows the number of enrollees in

Luy-a National High School from 2013 – 2015. It
indicates that the school has the highest enrollees on
2014 however, it decreases on 2015 upon the
opening of Nabongsoran High School.

2. HEALTH NUTRITION STATUS

Number of Learners By Health Status

140
120
100
80 1
118
60 93
92 100 106
40 64 73
46
20
15 10 7
0 3 4 2 2 4 3 41 1
1
MALE FEMALE MALE FEMALE MALE FEMALE MALE FEMALE
Grade 7 Grade 8 Grade 9 Grade 10

Severely Wasted Wasted Normal Overweight Obese

The table clearly represents that most of the student in Luy-a National High
School were Normal, Grade 7 has the highest record in wasted. This was realized by
the help of school nurse through the conduct of vaccine and deworming activities.

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 3. LEARNERS’ MATERIALS

Subject Area Grade Year/ Level Excess LMS Shortage LMS

Mathematics 236
English 236
Filipino 2
Grade 7
Araling Panlipunan 236
Music and Arts 236
P.E and Health 236
ESP 243
Mathematics 12
English 204
Filipino 12
Grade 8
Araling Panlipunan 25
Music and Arts 25
P.E and Health 12
ESP 12
Mathematics 1
English 1
Filipino 1
Grade 9
Araling Panlipunan
Music and Arts 178
P.E and Health
ESP 178
Mathematics 34
English 34
Filipino 34
Grade 10
Araling Panlipunan 36
Music and Arts 126
P.E and Health 126
ESP 34

The highest number of shortage in learner’s material is in grade 7, all of the subjects are
insufficient of LM’s. In general the data evidently represents that there is a shortage of supply
in textbooks and modules. The teachers requested for a supply of learners module that could be
utilized by the students. There is no textbook and module in senior high school, especially in
Grade 11.

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4. TEACHERS’ PROFESSIONAL DEVELOPMENT

Trainings attended by Teachers

30
23
15
10
5

ICT LAC K-12 SBM OTHERS

Based on the graph in year 2014-2015, trainings in line with K-12 reaches the
highest number of trainings attended by the teacher followed by school-based
management. The record shows that teachers must attend to seminar-workshops that
focuses on ICT.

Luy-a National High School is composed of 30 teachers who handle the 15

sections in Junior High School (JHS) and 2 sections in SHS level. These teachers met the
required academic qualifications and are certified to teach according to National
Standards for Teachers. 9 teachers are not teaching according to their field of
specialization. Non-masters of the content by the non-major teachers may contributing to
low school MPS. 14 of them have MA credits and 2 of them are full-pledged master
degree holders.

Teachers attended in-service trainings provided by the department that encouraged

to find ways for professional growth and promotion. Some teachers were give add-on
assignments like being guidance counselor, personnel officer clerk and coordinator ships
in different subject areas. There is no librarian, security guard, watchman, utility worker
and clerk.

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 5. FUNDING SOURCES

150000
13000

10000
2000

667,049

MOOE CANTEEN LGUs DONORS OTHERS

The data shown the funding of the school MOOE has the highest value to be
utilized for a span of 1 year budget allocation. Donors contributed 150,000 in cash for the
physical improvement of the school. There is small amount income generated from the
canteen. Other donations collected was 13,000 pesos.

6. SCHOOL AWARDS AND RECOGNITIONS

Category of Awardee Students,
Title of Award Award Winning Body Level
Teacher, School Head, SDS
DSSPC, Winters Farm, Cayabon,
Schools Division Superintendent Division Student
Milagros, Masbate
DSSPC, Winters Farm, Cayabon,
Schools Division Superintendent Division Student
Milagros, Masbate
Fire Prevention Month (Fire Station
Schools Division Superintendent Division Student
Masbate
Poster Making 2016 Division Youth
for Environment in School YES-O YES -O Division Student
camp
Buwan ng Wikang Pambansa School Division Student
Municiapal Meet Municipality School Level Student/ Teacher/ Coach
Unit Meet Unit (Cluster) School Level Student/ Teacher/ Coach
Provincial Meet Province Provincial Student/ Teacher/ Coach
Regional Meet Bicol Region Regional Student/ Teacher/ Coach

Meritorious performance and achievement of teachers and students are given

recognition through certificates of recognition during recognition rites/ closing program.
This is done by awarding certificates, medals and other forms of rewards. Achievements
of the school are also announced after the flag raising ceremonies.

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 Performance Indicators: Access
7. NUMBER AND RATE OF DROPOUT BY CAUSE

DROP-OUT RATE
8%

5%

2%

SY 2013 SY 2014 SY 2015

The drop-out rate of SY 2014 inflate from 5 % record of sy 2013 to 8 %

Quality
at 3% deficit and graphically drop during SY 2015.

8. PERCENTAGE OF LEARNERS WHO COMPLETED THE SCHOOL YEAR

(PROMOTION RATE)

PROMOTION RATE

100% 99.50% 100% 100%

GRADE 7 GRADE 8 GRADE 9 GRADE 10

As shown in the table it is graphically increasing only the grade 8 in year 2015
did not meet the 100% promotion rate. This was made possible through the
implementation of intensive intervention.

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9. NATIONAL ACHIEVEMENT TEST

SCHOOL MPS

60
50
40
30 49.34 52.18
20 35.74
10
0
2012-2013 2013-2014 2014-2015

None of this 3 consecutive years reached the national planning standard which
is 75 %. S.Y. 2013-2014 has the highest record that ascends to 52.18 from previous
year record of 49.34 then falloffs to 35.74 in S.Y. 2014-2015. The data shows that MPS
is comparatively unstable. The school aims to attain at least 50 % MPS.

NAT RESULT 2014-2015

50
40
30 49.29
20 31.52 31.68 39.46
27.07
10
0

This data was from the National Achievement Test in S.Y. 2014-2015. It discloses
that Mathematics has the lowest percentage followed by English subject, then Science
subject, next is Araling Panlipunan and the subject with highest percentage was Filipino
but still did not reach the above 50 % MPS aim of the school. It gives the schools
awareness of giving interventions, remedial, pedagogical approaches, techniques and
strategies in bringing out the learner’s full potential in all subject areas.

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10. LITERACY LEVEL

NUMBER OF LEARNERS BY LITERACY

LEVEL SY 2015
PRETEST
200 182
180
160
140
120
96
100 84
80 68 66
60 50
43
40 24 30
16
20 3 0
0
Frustration Level Instructional Level Independent Level

Grade 7 Grade 8 Grade 9 Grade 10

NUMBER OF LEARNERS BY LITERACY

LEVEL SY 2015
POST TEST
250
201
200

150
122
98
100 78
63
50 30 25
17 10 10
3 8
0
Frustration Level Instructional Level Independent Level

Grade 7 Grade 8 Grade 9 Grade 10

The table reveals that the frustration level from pretest compare to the post
test decreases same as instructional and independent level, this was made possible
through intensive implementation of ICL.

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 NUMBER OF LEARNERS BY LITERACY
LEVEL SY 2015
250

200
200

150 129

100
100
76
63
50 30
21 20
10 10
3
0
Frustration Level Instructional Level Independent Level

Grade 7 Grade 8 Grade 9 Grade 10

NUMBER OF LEARNERS BY LITERACY

LEVEL SY 2015
250
211
200

150 129
107
100
76
67

50 33
25
5 6 3
0
Frustration Level Instructional Level Independent Level

Grade 7 Grade 8 Grade 9 Grade 10

The teachers aim to increase student’s performance by or at least 10%. The

conceived solutions were; remedial interventions, use of modules, implement
enhancement programs for different subjects and intensify the implementation of
the remedial classes and reading.

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 Governance
11. SCHOOL-BASED MANAGEMENT ASSESSMENT LEVEL

SBM Level Qualitative Interpretation:

Developing
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12. CHILD-FRIENDLY SCHOOL SYSTEM SURVEY

Qualitative Interpretation:

25 Child Friendly School

13. LEARNERS-TEACHER RATIO

STUDENT-TEACHER RATIO 2014-2015

70
59
60
49 51
50
40
30
20
10
0
GRADE 7 GRADE 8 GRADE 9

The table reveals that the teachers were enough to cater students.
Most of them are teaching based on theirs field of specialization, enabling
teachers to teach students at their utmost teaching skills.

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14. LEARNERS-CLASSROOM RATIO

The table shows that grade 9 is crowded in 1 section there are 59 students
occupying, grade 7 and grade 10 were below 1:50 classroom-student ratio.

15. TOILET- LEARNERS RATIO

TOILET-STUDENT'S RATIO
300

250

200

150

100

50

0
2015-2016 2014-2015 2013-2014

The table describes the development of the infrastructure in toilet from

2013-2016 the student-toilet ratio is seemingly depleted. This is made possible
through the help of donors and other stakeholders in promoting students
friendly school.

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16. LEARNERS -SEAT RATIO

LEARNERS -SEAT RATIO

2.5

1.5

0.5

0
GRADE 7 GRADE 8 GRADE 9 GRADE 10

The table shows that due to upsurge of enrollment in grade 7 they do

not have the 1 is to 1 ratio, some of them were seating at the improvised chair.
The school is in need of chairs.
17. STAKEHOLDERS’ PARTICIPATION

14000
Stakeholders'
12000
Attendance to School
10000 3000
Activities, SY 2013 8000 1500
100% 100% 6000 Cash
1000
85% 80% 5000 In kind
4000 2000
7000
500 Labor
2000 1000
3000 2000 2000
1000
0 500 500 200

Co-curricular Extra- Meetings Assemblies

Curricular

The school sees to it that the stakeholders are convened to inform them the
different activities of the school and the programs of the department. They are also
involve in the various activities in different committees.

Aside from PTA which has been supportive to the school. The school
makes sure also that SGC, Barangay officials and NGOs are encouraged to take
part in school’s activities.
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18. STATUS OF PRIORITY IMPROVEMENT AREAS OR CONTINUOUS
IMPROVEMENT PROJECTS

Concreted Stairs and Pathways

Repaired Five Classrooms

Concreted Retaining Wall

Stage Rehabilitation

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19. Other Stakeholders’ Accomplishments

Concreted Perimeter Fence

Constructed Retaining Wall

Parents’ participation during Brigada Eskwela

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Certified Accurate:

GEMMA C. MANLAPAZ MARUJA E. JAPSON

School Head Teacher Representative

MARLITO GRACIO BEVERLY MANLAPAS

PTCA President Student Government President

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