Part II: School’s Current Situation

Situated in Libucan Island in the Municipality of Tarangnan, Schools

Division office of Samar, Baras Elementary is relative a small school with
only 54 enrolled learners from Kindergarten to Grade 6 for School Year 2022
- 2023. The school has 3 teachers one of which serves as the Teacher-In-
Charge. All teachers handle multi-grade levels.

In terms of ACCESS, it can be safely assumed that Baras ES has a

good track record because of the sustained Participation Rate of the school
not to mention its good performance on the community in-take rate as
shown on the provided data on the succeeding parts of this School
Improvement Plan. This situation is not an unusual specially to small
school’s which serves small community such as Barangay Baras which on
the last statistics only has a little over 300 inhabitants. In terms of
implementation of Programs and Projects of the Department of Education,
Bara ES is able to make head ways as it is able to implement diligently the
PAP’s it is expected to implement.

A relatively small school, Baras Elementary School just like all other
public schools in the country also has challenges to face. But on our case,
Baras ES is facing a gigantic problem that can only be addressed through
the help of the National Government. Baras ES is serving the community of
Barangay Baras, but the school is situated in the nearby Barangay Alcazar.
Baras Elementary School needs to be moved to Alcazar Elementary School
for safety reasons. Baras ES is located in a landslide prone area, making it
impossible for classes to be held in that locality. This is a problem that all
teachers, learners and stakeholders need to endure since such a problem
can only be solved by a permanent solution. A problem that we fervently
hope can be solved through the help of the National Government.

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SCHOOL PERFORMANCE ON ACCESS
1. ENROLMENT

MALE
54
FEMALE 49
43
TOTAL 38

22
23
22
20

26 32
18 21

2019-2020 2020-2021 2021-2022 2022-2023

Table 1: Comparative Data of Enrolment

Table 1 presents the historical data of enrollment of Baras Elementary School. This
shows the data from school year 2019-2020 to the present year.

1a. Community Intake Rate

100%

100% 100%
100% 23 11
22
20

32
26
21
18

2019-2020 2020-2021 2021-2022 2022-2023

MALE FEMALE RATE

Table 1a: Comparative Data on Community Intake Rate
Table 1a presents the Comparative Data on Community Intake Rate. Data shows that Baras
ES enjoys a 100% intake rate. This could be attributed to the fact that Barangay Baras is a
small community making it more manageable for the school to provide equitable access to
education.

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1b. Simple Drop-out rate

0 0 0 0
2019-2020 2020-2021 2021-2022 2022-2023

MALE FEMALE TOTAL

Table 1b: Drop Out Rate

Data shows that Baras Elementary School incurred No Drop-Out in

the past four (4) school years.

1b. School Leaver Rate

0 0 0 0
2019-2020 2020-2021 2021-2022 2021-2022

MALE FEMALE TOTAL

Table 1c School Leaver Rate

Data shows that Baras Elementary School has Zero Leaver Rate in
the past four (4) school years.

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 1d. Transition Rate

100% 100% 100% 100%

2019-2020 2020-2021 2021-2022 2022-2023

MALE FEMALE TOTAL

Table 1d: Transition Rate

Table shows that Baras Elementary School has 100% Transition Rate in
the past four (4) school years.

1e. Number of out-of-school children

School SY 2019-2020 SY 2020-2021 SY 2021-2022 SY 2022-2023

Year Male Femal Total Mal Female Tota Male Femal Total Mal Female Total
e e l e e

Number of 0 0 0 0 0 0 0 0 0 0 0 0
Learners

Table 1e: Comparative Data on Number of School Children

in the Barangay not in School

Table 1f shows that in Barangay Baras, school aged children are all
able to access basic education. This could be attributed to the good
partnership of the school and its stakeholders in ensuring that children will
have equal access to education.
These trends are expected to be sustained in the foreseeable future as
the school, the larger community and all of its stakeholders are all united in
their efforts to provide equal access to education among its learners.

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 School Performance on Quality
2a. Reading Proficiencies/Competencies
Early Grade Reading Assessment (EGRA)
(Pre- Assessment SY 2022-2023)
EGRA Competencies
TASKS

Comprehension

Comprehension
Book and Print

Invented Word
Familiar Word
Identification
Grad

Oral Reading
Initial Sound
Letter Sound
Letter Name

e
Knowledge

Knowledge

Knowledge

Listening
Reading
Level

Reading

Reading

Fluency
K 3% 5% 7% 8% 6% 2% 1% 2% 2%
Gr. 1 4% 6% 10% 11% 15% 4% 2% 5% 5%
Gr. 2 10% 11% 15% 11% 14% 6% 15% 2% 2%
Gr.3 15% 16% 20% 12% 20% 10% 15% 2% 2%

EGRA -Based Reading Level Profeciency of Key

Stage 1 Learners
20 20

16
15 15 15 15 15 15
14
12
11 11 11 11
10 10 10 10
8
7
6 6 6
5 5 5
4 4
3
2 2 2 2 2
1
Kinder Grade 1 Grade 2 Grade 3

Book and Print Knowledge Letter Name Knowledge

Letter Sound Knowledge Initial Sound Identification
Familiar Word Reading Invented Word Reading

Table 2a: Comparative Data for Reading Proficiency/Competency

Table 2a presents EGRA-Based Reading Proficiency of Key Stage 1 Learners.

It shows that from Kinder to Grade 3 Letter name knowledge rank low in the level of
proficiency, although this has already been addressed as shown in the latest data
from the 2nd Quarter PROMEDS.

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 Table 2b
Comparative Data on Key Stage 2 Learners Reading Proficiency
in English and Filipino

Frustration

Instructional
7 6
Independent 4

3 2
0 0 0
Grade 4 Grade 5 Grade 6

Table 2b: PHIL-IRI Level of Reading Proficiency (English) of Grade 4 to

6 Learners
Table 2b shows that learners from Garde 4 – 6 are way above average in terms of
reading proficiency (English) based on the data form PHIL-IRI. This could be
attributed to the fact that the school is only handling small number of learners
giving teachers enough time to give quality instructional delivery.

Phil-IRI Reading Level (Filipino) Profeciency of

Grades 4-6 Learners

9
4 8

1
0 0 0
Grade 4 Grade 5 Grade 6

Frustration Instructional Independent

Table 2c: PHIL-IRI Level of Reading Proficiency (Filipino) of

Grade 4 to 6 Learners
Table 2c shows that learners from Garde 4 – 6 are way above average in terms of
reading proficiency (Filipino) based on the data form PHIL-IRI. This could be
attributed to the fact that the school is only handling small number of learners
giving teachers enough time to give quality instructional delivery.

Numeracy Level

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 Table 2c
Comparative Data on Key Stage 1 Learners’ Numeracy Level

Numeracy Level of Key Stage 1 Learners

1

3
4 3

11

5
4 3

0 0 0 0
Kindergarten Grade 1 Grade 2 Garde 3

Non Numetrates Numerates Highly Numerates

* Pre- assessment data SY 2022-2023

Table 2d
Comparative Data on Key Stage 1 Learners’ Numeracy Level

Numeracy Level of Key Stage 2 Learners

4
5
3

6
3
1
0 0 0
Grade 4 Grade 5 Grade 6

Non Numetrates Numerates Highly Numerates

* Pre- assessment data SY 2022-2023

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 Learning Standards/Performance

Table 2d
Latest Consolidated Mean & MPS (4TH Quarter S.Y. 2021-2022)

SUBJECT GRADE 1 GRADE 2 GRADE 3 GRADE 4 GRADE 5 GRADE 6

AREA M MPS M MPS M MPS M MPS M MPS M MPS
MTB-MLE 20.4 81.60 25.00 83.33 29.50 84.29
0
English 24.80 82.66 28.90 82.57 33.40 83.50 38.50 85.55 42.50 85.00
Mathematics 21.0 84.00 24.60 82.00 30.00 85.71 33.70 84.25 38.80 86.22 43.00 86.00
0
Science 28.90 82.57 33.00 82.50 37.70 83.77 42.40 84.80
Filipino 24.50 81.66 29.50 84.29 34.00 85.00 38.60 85.77 43.10 86.20
Araling 20.7 82.80 24.60 82.00 29.60 84.57 34.70 84.25 38.45 85.44 43.00 86.00
Panlipunan 0
MAPEH 20.4 81.70 24.63 82.08 29.80 85.14 33.35 83.38 38.37 85.27 42.24 84.48
0
MUSIC 20.4 81.60 24.70 82.33 29.70 84.85 33.00 82.50 38.42 85.37 42.40 84.80
0
ART 20.5 82.00 24.70 82.33 29.80 85.15 33.40 83.50 38.30 85.11 42.40 84.80
0
P. E. 20.4 81.60 24.60 82.00 29.80 85.15 33.50 83.75 38.40 85.33 42.50 85.00
0
HEALTH 20.4 81.60 24.50 81.66 29.90 85.42 33.50 83.75 38.35 85.22 42.40 84.80
0
EPP/TLE 33.30 81.50 38.40 85.33 40.29 80.57
Edukasyon sa 20.8 83.20 24.80 82.67 29.70 84.85 31.40 83.25 38.33 85.17 42.40 84.80
Pagpapakatao 0
AVERAGE 20.6 82.66 24.70 82.23 29.49 84.25 33.42 83.55 38.39 85.11 42.37 84.74
6

Present and describe Key Stage 3 learners’ performance on NAT.

Identify the high and low performing subject groups. Discuss the internal
and external factors affecting the performance. Explain the strengths or
weaknesses of past interventions or programs/projects/activities in relation
to NAT. Discuss potential problems if performance issues are not addressed.

Completion Rate
Table 2e
Comparative Data on Completion Rate

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 Comparative Data on Completion Rate
120%
100%
100% 100% 100% 100%
80%
60%
40%
20%
0%
Rate

2018-2019 2019-2020 2020-2021 2021-2022

School Performance on Equity and Inclusion

Introductory statements of felt school issues on inclusion programs or

initiatives conducted. Specifically, this section will cover learners in
disadvantaged sectors like learners with disabilities, working children and
youth, street children, children in conflict, indigenous people’s etc.

Table 3a.
Proportion of Learners in Situation of Disadvantage Transition to Next Key
Stage SY 2022-2023

Key Stage Number of Learners in Transition Rate

Transition Disadvantage Situation
Grade Levels Enrolled
K to Grade 1 0
Grades 3- 4 0
Grades 6-7 0
Grades 10-11
(For elem. K to Gr.1 and Gr 3-4 only, For HS Grade 6-7 and Gr. 10-11 only)

Discuss the trend. Cite possible factors causing the trend.

Discuss PPAs implemented in the past contributing to the indicator.
Discuss potential problems if performance issues are not addressed .

Table 3b
Enrolled Learners at Disadvantaged Situation
(but are with no disabilities)

School Year SY 2019- SY 2020- SY 2021- SY 2022-

2020 2021 2022 2023
Enrolled M F T M F T M F T M F T

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Learners 0 0 0 0 0 0 0 0 0 0 0 0

Present and describe the learners in disadvantaged sector

(but are not with disabilities) in your school. Describe the
challenges they are face in accessing basic education. Explain
the strength or weaknesses of past interventions or
programs/projects/activities or practices. Discuss potential
problems if performance issues are not addressed.

Table 3c
Children with Disabilities Enrolled in School
Level No. of Type of Disability (Current SY)
Children Disability Disability Disability
with __________ __________ __________
Disability
None None None None None

Present and describe the enrolment data for children with

disabilities. Provide description of the situation of these learners
and the factors affecting it. Explain the strengths or
weaknesses of past interventions or
programs/projects/activities in relation to enrolment. Discuss
potential problems if performance issues are not addressed (if
necessary).
Table 3d
School Facilities for Learners
in Situations of Disadvantage

Facilities for Learners with Disabilities/ Number

in Disadvantaged Situation
Buildings with PWD ramp 0
Available equipment/learning resources
for SPED learners 0
Gender-based comfort rooms 0
(Add items as necessary) 0

Add discussion as to the availability/shortage/absence of these amenities in

your school.

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 School Performance on Resilience and Well-Being
Introductory statements on resilience and well-being. Discuss the
coverage of your resilience and well-being implementation in school.

Nutritional Status of Learners

Table 4a
Nutritional Status of Learners

* Pre-assessment Data SY 2022-2023

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 Number of Learners by Health Status, SY 2022-20223

0 0 0

10

6 10

8 0 8

6 2

0 0 0

2 2 2

0 0 0 0
Kinder Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6

Severely Wasted Wasted Normal Overweight Obese

Present and describe Key Stage 2 learners’ nutritional status.

Identify the high and low performing groups. Discuss the internal and
external factors affecting the performance. Explain the strengths or
weaknesses of past interventions or programs/projects/activities in
relation to this indicator. Discuss potential problems if performance
issues are not addressed.

Incidence of Bullying/ Child Abuse

Table 4-b
Comparative Data on the Incidence of Bullying/ Child Abuse

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 Data on Incidence of Bullying /Child Abuse

No. of
Incidence/child
abuse

Number of case
elevated to other
offices

SY0 2018-2019
0 SY0 2019-2020
0 SY0 2020-2021
0 SY0 2021-2022
0

Discuss the data presented on cases of bullying and child

abuse. Describe the types and causes of child abuse/bullying
reported. Identify PPAs implemented in the past and its effectivity
along with possible facilitating or hindering factors. Describe what
would happen if the issue were not addressed along with its
implications to the learners/school performance.

School Hazards
Table 4c
School Hazards

Presence Description
School Hazards /absence
(/ or x)
Broken window /
Slippery pathway /

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Blocked corridor
Heavy objects mounted on top of /
cabinets/shelves
Flooded area /
Busted plugs/light bulbs/electrical facilities
Exposed electrical wires /
Protruding nails in chairs and tables /
Broken door knobs
Warning sign: Slippery pathways/corridors /
Plants mounted on the building railings /
Flooding /
Exposed chemicals and liquids
Lack/absence of storage for equipment
Unlabeled chemicals
Dripping ceiling /
Open pit
Stagnant water /
Unpruned trees/bushes/shrubs
Open/clogged canals
No ramps for elevated school buildings or other
facilities
Swing-in doors
Broken/dilapidated ceiling
Open/incomplete perimeter fence
Presence of stray animals inside the school
campus
Presence of electrical post/transformer near or
within the school perimeter
No system of release to parents during
emergencies
No posted emergency hotlines around the school
Garbage area (segregation of biodegradable and
nonbiodegradable)
Detached or peeled off GI sheet
Broken toilet bowl and/or sinks
Broken chairs/desks/tables
Blocked/no emergency exits
Unmounted cabinets/shelves
Medical kits in every classroom
Bells/alarms
Condemnable building (i.e. very old structure,
collapsing building and/or prominent cracks on
classroom walls)
Others (List as many as possible)

Mental and Psychosocial Condition

Table 4d
Comparative Data on Learners with
Mental and Psychosocial Conditions

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 Calendar Year 2019 2020 2021 2022
No. of learners
assessed with
mental and No Data No Data No Data No Data
psychosocial Available Available Available Available
condition

Discuss the type and number of incidences of mental

issues (e.g., anxiety disorders, mood disorders, psychotic
disorders, eating disorders, personality disorders, dementia,
autism, etc.) or psychosocial issues assessed (e.g. stress,
anxiety, sleep difficulties, depression etc.). Discuss how these
learners were assessed and how they were handled by
teachers/personnel. Discuss how school assessments are done
and how this issue would affect the learners’ performance if left
unaddressed.

Security, peace, and order situation

Describe the peace and order situation in school and the

community where it belongs. Describe the present school
initiatives in relation to the school being a zone of peace (see
BEIS for the initiatives). If the school is affected by armed
conflicts between state and non-state groups, describe how
often classes are threatened/disrupted. Discuss how the said
situation impacts learners’ academic performance.

Affected and Displaced Learners Retained in School

Table 4e

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 Percentage of Learners Displaced and Retained in School due to
Calamities/Disasters (Natural/Human Induced Hazards)

School Year 2018 2019 2020 2021

Natural Hazards
Drought 0 0 0 0
Earthquake 0 0 0 0
Fire 0 0 0 0
Flood 0 0 0 0
Landslide 0 0 0 0
Tropical Cyclone 0 0 0 0
Volcanic Eruption 0 0 0 0
Tsunami 0 0 0 0
Human-Induced Hazards 0 0 0 0
Armed Conflict 0 0 0 0
Bomb Threats/Bombing 0 0 0 0
Civilian Violence 0 0 0 0
Fire 0 0 0 0
Others (pls specify) 0 0 0 0

Describe the percentages of learners displaced and are

retained in school. Describe the hazards/calamities that caused
the learners to be displaced (its frequency, and magnitude).
Discuss any initiative done to retain them in school (e.g. EiE) or
the need to have one if not available. Discuss the consequences
if the school has no initiative to keep learners after disasters
(see BEIS as guide).

Learners who are Happy and Satisfied with their Basic Education Experience

Table 4f
Percentage of Learners who are Happy and Satisfied with them
Basic Education Experience

Calendar Year Total Enrolment % of Learners who

(BoSY 2022) are happy and
satisfied with their
basic education
experience
CY 2022 54 100%

Discuss the percentage, how it was obtained and its

implication to quality of services they avail in school (both
teaching, ancillary activities/services). Discuss further the

Learners’ Awareness on Their Rights TO and IN Education, and How to

Claim Positively

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 Table 4g
Percentage of Learners Awareness on their Rights TO and IN
Education, and How to Claim Positively

Calendar Year Total Enrolment % of Learners who

(BosY 2022) know their rights TO
and IN education,
and how to claim
them positively

CY 2022 54 0%

Discuss how many percent of the learners know their

rights (based on a school-based survey). Discuss the PPAs or
initiatives done with regards to this concern. Discuss the
implication if this indicator does not meet the
standard/expectation.

Learners equipped with capacities on what to do before, during, and

after a disaster/ emergency.

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 Table 4h
Percentage of learners equipped with capacities on what to do
before, during, and after a disaster/ emergency

Disaster/Emergencies % of % of % of
learners learners learners
who are who are who are
equipped equipped equipped
with with with
capacities capacities capacities
on what to on what to on what to
do before a do during a do before a
disaster/ disaster/ disaster/
emergencies emergencies emergencies

Drought 0% 0% 0%
Earthquake 0% 0% 0%
Fire 0% 0% 0%
Flood 0% 0% 0%
Landslide 0% 0% 0%
Tropical Cyclone 0% 0% 0%
Volcanic Eruption 0% 0% 0%
Tsunami 0% 0% 0%
Armed Conflict 0% 0% 0%
Bomb Threats/Bombing 0% 0% 0%
Civilian Violence 0% 0% 0%
Fire 0% 0% 0%
Others (pls specify)

*Enrolment (BoSY 2022)

Discuss the data, compare the capacities of learners on

what to do before, during and after emergencies/disaster.
Describe the PPAs conducted (like drills) and what will be the
implication if the other capacities remain undeveloped.

School Performance on Governance

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 One brief paragraph to discuss the school’s overall performance with
respect to governance. Include in the discussion the coverage of the
discussion to be presented.

Human Resources
Table 5a
Data on Teachers, Teaching Related and Non-Teaching Personnel in
School
Number of teachers actually working in the school
Position Elementary
M F Total
Teaching
Master Teacher IV 0 0 0
Master Teacher III 0 0 0
Master Teacher II 0 0 0
Master Teacher I 0 0 0
Teacher III 0 2 2
Teacher II 0 1 1
Teacher I 1 0 1
Special Science 0 0 0
Teacher I
TOTAL 3
Non-Teaching
Principal IV 0 0 0
Assistant Principal 0 0 0
Head Teacher III 0 0 0
Head Teacher II 0 0 0
Head Teacher I 0 0 0
Admin. Officer II 0 0 0
ADAS II 0 0 0
ADAS I 0 0 0
Registrar 0 0 0
Guidance Councilor 0 0 0
Nurse II 0 0 0
Senior Bookkeeper 0 0 0
Disbursing Officer II 0 0 0
TOTAL 0 0 0

Add discussion as to the number of teachers who handle

the regular program or special programs offered. Discuss the
number of non-teaching personnel in school who handles
various non-teaching works.

School Resources

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 Classrooms
Table 5b
Learner to Classroom Ratio

Learner-Classroom Ratio

1:18

1:16

1:14

1:12

Learner-Seat Ratio

SY 2019-2020 SY 2020-2021 SY 2021-2022 SY 2022-2023

Add discussion on the trend, causes and factors affecting

this indicator. Discuss the PPAs implemented addressing this
concern and its implication if the trend is left without
intervention.

Textbooks

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 Table 5c
Available Textbook Materials per subject per grade level
(SY 2022-2023)
Total Excess Textbook Textbook
No. of Number of shortage to Learner
Copies Textbooks Number Ratio (per
Grade Subject Textbook Enrolment subj per
Level grade
level)
1 Filipino Filipino 8 1:1
English English 8 1:1
Math Mathematics 8 1:1
Science Science 8 1:1
MTB- MTB-MLE 8 1:1
MLE
Aral. Phil History 8 1:1
Pan.
8
8 1:1
MAPEH Music Arts, PE 8 1:1
and Health
EsP EsP 8 1:1
2 Filipino Filipino 6 1:1
English English 6 1:1
Math Mathematics 6 1:1
Science Science 6 1:1
Aral. Asean History 6 1:1
Pan. 6
TLE TLE 6 1:1
MAPEH Music Arts, PE 6 1:1
and Health
EsP EsP 6 1:1
3 Filipino Filipino 8 1:1
English English 8 1:1
Math Mathematics 8 1:1
Science Science 8 1:1
Aral. 8 1:1
Pan. 8
MTB - MTB- MLE 8 1:1
MLE
MAPEH Music Arts, PE 8 1:1
and Health
EsP EsP 8 1:1
4-6 Filipino Filipino 22 1:1
English English 22 1:1
Math Mathematics 22 1:1
Science Science 22 1:1
Aral. Economics 22 22 1:1
Pan.
TLE 22 1:1
MAPEH 22 1:1
EsP 22 1:1

Table 5d
Available Furniture and Textbook Materials in the Library
(SY 2022-2023)

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 Number
Library Textbooks 0
Reference Books 0
Tables 0
Chairs 0

Add discussion as to the availability of textbooks in the school.

Discuss the factors affecting the availability of textbooks. Discuss the PPAs
implemented addressing this concern and its implication if the trend is left
without intervention.
Learner seats
Table 5e
Learner-Seat Ratio

School Year Learner-Seat Ratio

SY 2019-2020 1:1
SY 2020-2021 1:1
SY 2021-2022 1:1
SY 2022-2023 1:1

Add discussion as to the availability of learners’ chair in

the school. Discuss the factors affecting the shortage/excess of
chairs. Discuss the PPAs implemented addressing this concern
and its implication if the trend is left without intervention.

Science and Mathematics Equipment/ Packages

Table 5f

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 Science and Mathematics Equipment/Packages in School

Particulars/ Qty per Unit Actual Date of Inventory

Items Set or of Number Delivery Functiona Non-
Qty per Issue of l Functional
Package Items
1. Test 5 pc 20 24/01/2020 /
Tube Holder
2. Test 6 pc 24 24/01/2020 /
Tube Rack
3. Case 1 pc 4 24/01/2020 /
001 (with
Cover and Base
Sheathing)
(BASIC)
4. Cart-
Rail System
Set
4.1 Rail 10 lh 40 24/01/2020 /
4.2 Leveling 5 assy 20 24/01/2020 /
Pad
Assembly

Add discussion as to the availability of science and

mathematics equipment/packages in the school. Discuss the
factors affecting the shortage/excess. Discuss the PPAs
implemented addressing this concern and its implication if the
trend is left without intervention.
ICT Packages/ E-classrooms

Table 5g
Number of E-Classrooms

E-classroom(s) Status
Functional Non-Functional
1 /
2 /

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 Table 5h
ICT Equipment in school

DepEd Computerization Program (DCP)

Batch No. of Packages Service Provider Date Received
Number Received
13 3 Advance Solutions 01/09/2013
27 3 Red Dot Imaging 23/04/2016
Phil.
33 3 Red Dot Imaging 01/10/2016
Phil.

Table 5i
Status and Usage of ICT Equipment
A. DCP

Status of DCP Package/s Usage

Types Total No. of No. No. of Instructional Administrative
Functiona for Non-
l Repair Functional
Server 0 0 0
Client 0 0 0
Stand- 0 0 0
alone PC
UPS 0 0 0
LCD 0 0 0
Projector
LCD 0 0 0
Screen
Laptop 0 0 0
Speaker 0 0 0

B. Non DCP

Non- DCP Computers

Source
Donated by School Capital Outlay If Others, please specify.
Stakeholder
/ /
Status Usage
Types Total No. of No. for No. of Instructional Administrative
Functional Repair Non-
Functional
Laptop 0 0 0 0 0 0
Desktop 0 0 0 0 0 0
Tablet 0 0 0 0 0 0

Add discussion as to the availability of ICT/DCP packages

in the school. Discuss the factors affecting the shortage/excess.

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 Discuss the PPAs implemented addressing this concern and its
implication if the trend is left without intervention.

Functional Library

Table 5j
Number of Functional Libraries in School

School Year Number of Functional

Library/ies
SY 2019-2020 0
SY 2020-2021 0
SY 2021-2022 0
SY 2022-2023 0

Add discussion as to the availability of functional library

in the school. Discuss the factors affecting this concern.
Discuss the PPAs implemented addressing this concern and its
implication if the trend is left without intervention.

Connection to Electricity

Table 5k
Data on School’s Electrical Connection

School Year Does the If yes, what is the source of

school have electricity?
electricity
connection?
Yes No Grid Solar Generator
(Electric Powered
Cooperative)
SY 2019-2020 / /
SY 2020-2021 / /
SY 2021-2022 / /
SY 2022-2023 / /

Add discussion as to the availability of electrical

connection in the school. Discuss other factors affecting this
concern. Discuss the PPAs implemented addressing this
concern and its implication if the trend is left without
intervention.

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Internet Connection

Table 5l
Data on School’s Electrical Connection

School Year Does the school have If Yes, what type of

internet connection? internet connection?

Yes No Wired Broadband

SY 2019-2020 /
SY 2020-2021 /
SY 2021-2022 /
SY 2022-2023 /

Add discussion as to the availability of internet

connection in the school. Discuss other factors affecting this
concern. Discuss the PPAs affected by this concern and its
implication if the issues are left without intervention.

Water and Sanitation in Schools

Table 5m
Learner to Toilet Ratio

School Year Learner-Toilet Ratio

SY 2019-2020 1:12
SY 2020-2021 1:14
SY 2021-2022 1:16
SY 2022-2023 1:18

Table 5n
Learner to Handwashing Ratio

School Year Learner-Handwashing Fac.

Ratio
SY 2019-2020 1:12
SY 2020-2021 1:14
SY 2021-2022 1:16
SY 2022-2023 1:18

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 Add discussion as to the status of toilets and
handwashing facilities in school. Discuss the quality of water
available in school. Include in the discussion the status of WinS
implementation vis a vis the 3-star assessment. Discuss the
factors affecting this matter. Discuss the PPAs implemented
Development prospects., SBM practice, and partnerships, among
others.
Table 5 o
Summary of SBM Level of Practice for the last 4 Years
Calendar 2018 2019 2020 2021
Year
SBM Level 1 1 1 1
of Practice

Discuss the trend for the SBM Level of Practice for the last 4
years. Compare the data. Identify the PPAs implemented as well as
the facilitating and hindering factors that affect the level of
practice. Describe what will happen if the trend continues and
what is its implication to the school.
Table 5 p
Average Percentage of Stakeholders’ Attendance in School Activities
for the last 4 Years

School Year 2018 2019 2020 2021

Co-curricular 25% 35% 100% 100%
Extra-curricular 20% 45% 100% 100%
Meetings 40% 45% 100% 100%
Assemblies 55% 50% 100% 100%

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 Comparative Data on Percentage of Stakeholders' Participation
60
55
50
50
45 45
40
40
35

30
25
20
20

10 10
10
3 2 2
0 1 0
0
2018 2019 2020 2021

Co-curricular Extra-curricular Meetings Assemblies

Table 5q
Amount of Stakeholders Contribution (Cash/In kind) in School for the
last 4 Years

Comparative Data on Amoubt of Stakeholders (Cash/In Kind)

Received by the School for the last 4 Years
50000
45000
40000
35000
30000
25000
20000
15000
10000
5000
0
2018 2019 2020 2021

Cash Inkind

Discuss the trend for stakeholders’ contribution for the

last 4 years. Compare the amount/worth of received donations
per year (cash/in kind). Identify the PPAs implemented as well

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 as the facilitating and hindering factors that affect the amount
of stakeholders’ contribution. Describe what will happen if the
trend continues and what is its implication to the school.

Aggregated Number Volunteer Hours (of Stakeholders)

Table 5r
Aggregated Number Volunteer Hours (of Stakeholders) in School for
the last 4 Years
SY 2018 2019 2020 2021
Brigada 200 215 NDA NDA
Contest 150 175 NDA NDA
Scouting 250 250 NDA NDA
Closing Program 400 450 NDA NDA
Others (Pentaksi) 200 150 NDA NDA
TOTAL 1200 1240 0 0

Aggregated Number of Volunteer Hours of Stakeholders

500
450
450
400
400
350
300
250 250
250
215
200 200
200 175
150 150
150
100
50
0 0 0 0 0 0 0 0 0 0
0
2018 2019 2020 2021

Brigada Contests Scouting Closing Program Others

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 Total Number of Agrregated Volunteer Hours of Stakehoders
1400

1200

1000

800

600

400

200

0
2018 2019 2020 2021

Discuss the trend for the volunteer hours of stakeholders

for the last 4 years. Compare the volunteer hours per activity
per year. Identify the PPAs implemented as well as the
facilitating and hindering factors that affects the number of
volunteer hours given by stakeholders. Describe what will
happen if the trend continues and what is its implication to the
school.

OPCRF
Table 5s
Summary of OPCR Rating for the last 4 Years

SY 2018 2019 2020 2021

Rating 4.50 4.55 4.038 4.333
Adjectival No Data No Data Very Very
Rating Available Available Satisfactory Satisfactory

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 OPCR Rating for the Last 4 Years
4.5

4.98
4.4

4.3
4.3

4.2
4.2

4.1
4.1

3.9
2019 2020 2021 2022

Rating

Discuss the OPCR data for the last 4 years. Discuss the
trend. Identify the facilitating and hindering factors. Describe
what would happen if the trend continuous and its implication
to the school.
School Governing Council
Table 5t
Number of Functional SGC for the last 4 Years
Calendar Year 2018 2019 2020 2021
Is there a functional SGC Yes Yes Yes Yes
in school? (Yes/No)
Number of meetings 2 1 3 1
conducted within the year

Discuss the presence or absence of SGC in the school for

the last 4 years. Identify the facilitating and hindering factors.
Describe what would happen if the SGC remains in the current
level along with its implication to the school.
Add paragraphs for other governance issues encountered
by the school for the last 3 years.

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