SIP Ts Cruz

Republic of the Philippines
Department of Education
AES-TS Cruz Annex, Las Pias City
Telephone no. 772-1897
School Improvement Plan 2016-2019
SY 2016-2019
SUBMITTED BY:
EDUARDO A. TOCAYON
Master Teacher-1
Teacher-In-charge

I. 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. As a learnercentered public institution, the Department of Education continuously
improves itself to better serve its stakeholders.
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, Makatao, Makakalikasan, Makabansa.

II. SCHOOL PROFILE /DATA
Identifying Information
Almanza Elem. School TS Cruz Annex, Elementary
School with the school ID 136783 is located at ilang-ilang St. TS Cruz
Subdivision, Almanza II, Las Pias City. It is in the 3 rddistrict of Las
Pias- Division of City Schools. The institution is in the heart of Las
Pias South more specifically in Barangay Almanza II, Las Pinas City,
Metro Manila.

A. Geography
The school is along the road and a few blocks to the
highway (Daang-Hari). It is 7 kilometers away from Poblacion through
jeep and tricycle via Alabang Zapote road, 10.8 via Tropical Avenue and
Alabang- Zapote road. An estimated of 1.3 kilometers away from Public
Elementary School through tricycle and in Public Utility vehicle (PUV). An
estimated of 50meters away from Private Elementary (St. Isidore
Academy) by hike, 50 meters from public secondary school (TS Cruz
High School) by hike, 1.2 kilo meters away from private High School
(San Beda College Alabang) via PUV or tricycle, 7.6 kilometers via
Alabang- Zapote road from the district office and 7 kilo meters away from
oblation through PUV and tricycle via Alabang Zapote road, 10.8 via
Tropical Avenue and Alabang- Zapote road.
There is no incidence of heinous crimes for the last three

years due to cooperation and greater understanding between residents
and through the intervention of the Barangay officials. There are pities
crimes happened and ended up resolved. Fortunately, the school is free
from crimes or human-induced hazards maybe because the school is

adjacent from the barangay. It can easily be rescued by the security in

case there were untoward incidents.
Our security-utilities are also competent they do their tasks

religiously. During strong typhoon some parts of the barangay are
affected. Flooding is often experienced in the locality. As a result, the
school being one of the public institutions considered as the last
recourse of the evacuation centres in the locality.
AES TS CRUZ

B. Learning Environment
B.1.1 Classroom Quantity
Level
Total Enrolment,
Current
SY. 2015-2016
No. of Classrooms
In Good
Condition
For Repair/
Rehabilitation
Total
Learner:
Classroom
Ratio
Kindergarten
522
1.29
Grade 1
326
1.54
Grade 2
516
1.57
Grade 3
534
1.59
Grade 4
519
1.65
Grade 5
476
1.60
Grade 6
467
1.58
TOTAL
3,360
23
23
B.1.2 Classroom Seat Quantity

Number
Learner: Seat Ratio
1,261
1:1.33
The data shows that the number of classrooms is inadequate to

the number of pupils catered in in the school. As an intervention we hold
5 make-shift classes. It is explicit that the number of chairs is more than
enough for the pupils.

Recently
through
the
Special
Education
Fund,
the
City
Government constructed a 4 storey building with 12 classrooms to

address the problem of the room shortage in this institution to be used in
SY 2016-2017.
B.2 Water, Sanitation and Hygiene (Wash Facilities)
B.2.1 Water Supply Source

The water supply of the school is supplied by MAYNILAD. It is
available anytime at day time and even night time. Water is used for
drinking, washing and hand washing.
B.2.2 Hand Washing

There were 10 functional faucets in the hand washing area of the
school, the school and other NGOS provided soap in the hand washing
area.
B.2.3 Functional Toilet

Male
Female
Number
Ratio
Number
Ratio
1:858
1:548
There were 5 Functional toilets in the school, 1 toilet in the first

floor; 2 toilets in the second floor and 3 toilets in the third floor. The ratio
of toilet to male pupils is 1 is to 858 and for the female is 1 is to 548. It
shows that the comfort must be improved.
B. 2.4 Toilet Bowls

Male
Female
Number
Ratio
Number
Ratio
1:429
1:206
There were 12 toilet bowls in the school. Data shows that the ratio
is not sufficient enough to cater the number of recipients handled by the
school.
B.3 Textbooks
Level
ENGLISH
(Reading &
Language)
SCIENCE
MATH
FILIPINO
(Wika at
Pagbasa)
HEKASI
MAPEH

Number
Ratio
Number
Ratio
Number
Ratio
Number
Ratio
Number
Ratio
Numb
er
Ratio
Kindergarte
n
Grade 1
Grade 2
535
1:1
1:1
533
1:1
515
1:1
527
1:1
1:1
Grade 3
727
1:1
432
530
1.1
246
733
1:1
330
438
1:1
379
Grade 5
508
1:1
332
1:1
201
842
1:1
419
477
310
1:1
.51
250
1:2.1
7
1:1.3
7
1:2.3
7
1:1.8
7
Grade 6
1:1.
85
1:1.
16
1.1
107
0
107
3
871
1.1
Grade 4
1:1.2
4
1:1.5
7
1:1.4
3
1:1.1
1
53
7
53
6
0
TOTAL
3,34
5
1.1
1,51
3
1:2.22
2,39
0
1:1.4
1
3,83
9
1.1
1,60
3
107
3
1:3.1
3
412
1:2.10
1:1
0
It is implied that there were no available text books for grade -1 only
the rest of the grades were proportionate to the number of pupils in the
school except for MAPEH in Grade II, IV, V and VI.
B.4 Library
The school has a small library that caters small number of pupils.
It has about 500 books, one table and 7 chairs. The very limited space
gives a reflection of a library for the children to visibly know what a library
is.
B.5 Other Learning Facilities/Materials

There is an ICT room for the pupils with interactive white board
and projectors. Reading corners are also visible in every floor. The
Science room has a variety of tools and paraphernalia for the pupils to
use during science classes.
B.6 Availability of Electrical Supply

The school is generated by MERALCO through the National
Power Corporation NPC, which Luzon Area gets its supply of Electricity.
B. 7 Internet connectivity
There were internet provided in the area such as PLDT,
SMART,GLOBE Telecom, SUN, SIGNAL, WI TRIBE and so others. The
school is provided by PLDT DSL.
There are also internet caf/shops within 500 meters in our area.
Some places in our nearby establishments have enabled wife with
secured WPA because we are surrounded with variety store that made
an advantage of the huge crowd of children.
C. 1. TEACHERS
C. 1.1 Number of National-Funded Teachers

SY. 2015-2016
Male
Female
Total
61
69
Learner: Teacher
Ratio
1:49
The number of teachers recently is sufficient enough for the

number of pupils enrolled.
C.1.2 Teachers who are locally funded:
There is no teacher who is locally funded for we have enough
teachers coming from the government.
C. 2 Quality of Teachers
C. 2.1Number of Master Teachers
Position
Number
Carries FullTime Class

Teaching
Load
(YES/NO)
Assigned
Grade Level
Assigned
Part Time to
Class
Teaching
(YES/NO)
Assigned
Full-Time to
Ancillary
Services
(YES/NO)
Master
Teacher I
Master
Teacher II
Yes
Grade VI
No
No
Yes
Grade VI
No
No
There are 3 Master Teacher I, 1 male MT who act as the School

Head and 2 female
MT that carried full time teaching loads and 1
female Master Teacher II who also carried a full time teaching load.
C. 2.2 Number of Teachers Meeting the desired Competencies
based on NCBTS.

SY. 2013-2014
SY. 2014-2016
SY. 2015-2016
Total No. of
Teachers
68
68
69
% Meeting the
Standard
100%
100%
100%
From school year 2013-2014 up to present 100% of teachers met

the desired competencies based on NCBTS. All teachers met the
competencies.
C.2.3 Projects/Interventions Implemented to Improve Basic

Competencies of Teachers.
The school conducted school based trainings in all grade level.

They regularly have PLC to improve their crafts and to develop
camaraderie among them to better serve the pupils. The school have
mechanisms for sustained school-based training. The basis for the
training are: the proficiency tests, daily observations and NAT results of
the pupils. It is included in the in-service trainings and LAC sessions.
The teachers also enrolled in POST graduate studies for
professional growth. The school trainings enable the teachers to be
equipped with knowledge and give them the opportunity to upgrade
their craft aligned with the 21 st century curriculum as demanded by the
new generations. The following topics which were already tackled are
as follows:
1)
2)
Lesson planning and implementation

Making of instructional Materials
C.2.4 Top 3 Training needs:

SY 2013-2014
Training Needs
Differentiated
Instruction
SY 2014-2015
SY 2015-2016
No. of
Teachers
Trained
% of
Teachers
Trained
No. of
Teachers
Trained
% of
Teachers
Trained
No. of
Teachers
Trained
% of
Teachers
Trained
0%
10
14.7%
12
17.39%

Conduct of
Intervention Materials
Developing Fairness
in the workplace GAD
and VAW-C
0%
8.82%
20
28.99%
11
16.18%
20
29.41%
38
55.07%
The teachers need the competencies and skills needed in

the 21st century curriculum. The record shows that It is advisable that
the teachers be given time and opportunity to attend seminars that will
equip them and be proficient.
C.2.5 Reasons for Lack of Training
The reasons for lack of training is that (1)Lack of time and
resources to attend the seminar, (2) Not all teachers are given equal
opportunity to attend, (3) No encouragement by the School Head to
attend, (4) Training is considered a perk not a necessity, (5) Offered
during teachers free time such as Saturday and Sunday, (6) Isnt
mandatory.
D. CHILDREN HEALTH SAFETY
D.1. Nutritional Status
Number of learners by Health Status
KINDER-GRADE 3
596
580
SEVERLY WASTED
WASTED
18
NORMAL
67
33 16
MALE
53
17
FEMALE
OVERWEIGHT
OBESES

Number of learners by Health Status
GRADE 4-GRADE 6
621
535
SEVERLY WASTED
WASTED
38 79
26 67
43
MALE
NORMAL
19
OVERWEIGHT
OBESES
FEMALE
D.1.1 Number of malnourished children SY. 2015-2016

Level
Kindergarte
n
Grade I
Grade II
Grade III
Grade IV
Grade V
Grade VI
TOTAL
Total
68
Wasted
Male
35
Female
33
29
51
41
45
69
50
362
15
25
21
20
34
25
175
14
26
20
25
35
25
178
Severely Wasted
Total
Male
Female
38
20
18
7
14
16
20
33
18
146
4
7
10
10
23
10
84
3
7
6
10
10
8
62
In the Endline report of the pupils for SY. 2015-2016, for

kindergarten 68 are wasted and 38 are severely wasted; Grade 1- 29 are
wasted and 7 are severely wasted; Grade II 51 are wasted, 14

severely wasted; Grade III 41 wasted, 16 severely wasted; grade IV

-45 wasted and 20 severely wasted; Grade V 69 wasted and 33
severely wasted; grade VI 50 wasted, 18 severely wasted with a total
of 353 wasted and 146 severely wasted.
D. 1.2 Intervention
The school has the local feeding project for 50 pupils from nourishing
thru canteen fund and 300 pupils are the recipient of School based
Feeding Program funded by Dep.-Ed, An intervention project of AES
TS CRUZ ANNEX which is GREENING TS CRUZ to sustain the feeding
program and to reflect it from their own backyard and to promote love for
urban gardening.
D.2 HEALTH STATUS
D.2.1 Number of children who have other health problem SY. 20152016
TYPES OF AILMENTS
LEVEL
COUGH
COLDS
SOUR EYES
MUMPS
Kindergarten
Grade I
Grade II
Grade III
Grade IV
Grade V
12
23
25
22
32
21
23
22
26
26
22
23
11
12
6
5
4
3
4
7
3
2
5
1

Grade VI
TOTAL
31
166
31
173
5
46
1
23
The record shows that there 4.94% got cough, 5.15% got colds,
1.37% got sour eyes and .68% got chicken fox. We noticed that most of
the cases were brought by viral infections.
D. 2.2 Intervention Program:

The school through the Science teachers conducted regular
health inspections and they integrate it in their lessons the proper
hygiene at home and in the school. Primary grades were demonstrated
on the proper hand washing and brushing their teeth. The clinic teachers
with the cooperation of science teachers and other stakeholders also
conducted regular monthly clean-up drives in the vicinity of the school.
D.3 CHILDREN REPORTED AS VICTIM OF CHILD ABUSE AND
VIOLENCE:
D.3.1 Number of Children who are reported as victim of abuse and

violence.
Previous SY 2014-2015
Current SY 2015-2016

LEVEL
Kinder
TOTAL
0
MALE
0
FEMALE
0
TOTAL
0
MALE
0
FEMALE
0
Grade I
Grade II
Grade III
Grade IV
Grade V
Grade VI
Total
Record shows that there were no reported victim of child abuse and
violence for the previous year and the current year.
D.3.2 Intervention:
It is said that an ounce of prevention is better than a pound
of cure thats why the school had formulated child protection policies that
will hinder any one from committing offences in school.
E. STATUS OF PRIORITY IMPROVEMENT PROJECTS OR C I
PROJECT.
DURATION
START
END
TARGET
STATUS /
ACCOMPL
ISHMENT
Implementer
Program/ Project
Title
Teachers
School
Head
English
Bridging School
to Community
July
February
6 months
Not yet
started
Project Tweet
August
March
7 months
Not yet

Teachers/
Teacher
Adviser
All Teachers
started
Vis--vis
Remedial
instruction
August
February
6 months
Initial
stage
Table shows that the initial implementation of Vis--vis remedial

instruction was successful.
F. STAKEHOLDERS SUPPORT TO EDUCATION
Contributors
Activity
Co-Curricular
Activities
ExtraCurricular
Activities
Other Major
Activities
Attendance
Volunteer
Hours
cash
In -Kind
No of
Attendees
No of
Invite
d
Attendance
Rate
3,124
84,245.00
80,000.00
3,124
3360
93%
2,923
2,500.00
6,000
2,923
3360
87%
840
74,400.00
840
3360
25%
The data shows Co-Curricular activities is participated

much with a percentage of 93% followed by co-Curricular Activities
87%and other major Activities which is participated by 25%.
G. FUND SOURCE
FUND SOURCE
General Appropriation Act ( School MOOE)
General Appropriation Act (Subsidy for Special
AMOUNT
115,900.00
0

Program
Local Government Unit Fund
Canteen Funds
Donations
0
25,000.00++
150,000.00++
Donations have great impact on the program and projects of the

school. It shows that the government and the stakeholders joined
hands on the success of the school undertakings.
II. SITUATION OF CHILDREN / LEARNERS: ACCESS-IN AND OUT

OF SCHOOL
1. CHILDREN NOT INSCHOOL
1.1 Population of Children in the Barangay where school is
located
AGE
TOTAL POPULATION
NUMBER OF
CHILDREN NOT IN
SCHOOL
% OF CHILDREN NOT IN SCHOOL
BOYS
GIRLS
TOTAL
BOYS
GIRLS
TOTAL
BOYS
GIRLS
TOTAL
102
62
164
10
10
20
6.1%
6.1%
12.2%
187
176
363
230
206
436
232
221
453
190
209
399
201
202
403
10
231
229
460
11
12
13
208
290
129
195
165
123
403
455
252
0
11
8
0
18
7
0
29
15
0
2.42%
3.17%
0
3.96%
2.78%
0
6.37%
5.95%
14
122
122
244
21
21
42
8.6%
8.6%
17.21%
15
129
122
251
47
38
85
18.73%
15.14%
33.86%
16
223
156
379
21
27
48
5.54%
7.12%
12.66%
17
171
146
317
12
20
2.52%
3.78%
6.31%
Grand
Total
2645
2334
4979
126
133
259
3.36%
3.39%
6.75%

Children with 4 years old were already catered by the barangay day
care program and children beyond 14 years old were also admitted to
the school ALS program. Some reasons mostly of not attending schools
are 1) financial matters 2) child labour and 3) affected by conflict in the
family.
1.2 Reasons for not attending School SY 2015-2016
AGE
No. of
School
Aged
childre
n not in
School
Number of Children not in School according to reasons

Financial
Matters
Health
and
Nutrition
Child
Labor
Distance
of School
from
Home
Affecte
d by
disaste
r
Affecte
d by
conflict
Disa
bility
Other
Reason
4
5
6
7
8
9
10
11
20
0
0
0
0
0
0
0
12
-
8
-
12
13
14
15
16
17
29
15
42
85
48
20
19
12
21
59
18
11
2
2
3
5
4
3
6
1
19
25
26
6
Total
259
152
27
83
1.3 Number of Children in the Barangay Not in School the last two
years

Age
SY 2013-2014
SY 2014-2015
SY 2015-2016
Total
Male
Female
Total
Male
Female
Total
Male
Female
4
5
6
7
8
9
10
11
12
13
14
15
16
17
17
7
4
4
4
3
3
5
20
18
45
47
23
21
11
2
1
2
1
2
1
3
5
6
29
25
12
12
6
5
3
2
3
1
2
2
15
12
16
22
11
9
15
8
8
9
12
5
10
12
33
20
40
46
38
32
7
5
4
3
1
1
7
5
15
8
19
22
19
10
8
3
4
6
11
4
3
7
18
12
21
24
19
22
10
0
0
0
0
0
0
0
11
8
21
47
21
8
10
0
0
0
0
0
0
0
18
7
21
38
27
12
20
0
0
0
0
0
0
0
29
15
42
85
48
20
TOTAL
221
112
109
288
126
162
126
133
259
2. CHILDREN ENROLLED
2.1 CHILDREN ENROLLED IN SCHOOL
Level
SY 2013-2014
SY 2014-2015
SY 2015-2016
Total
Male
Female
Total
Male
Female
Total
Male
Female
Kindergarte
n
296
154
142
353
190
163
523
283
240
Grade
1
Grade
2
Grade
3
Grade
4
Grade
545
276
269
553
301
252
330
181
149
559
281
278
526
266
262
542
275
267
508
250
258
542
265
277
503
249
254
485
254
231
514
268
246
518
250
268
460
216
244
487
251
236
474
239
235

5
Grade
6
Total
455
239
216
330
8
167
0
1638
447
211
3422 1750
236
467
237
230
1672
3357
1714
1643
Percent
of Total
The enrolment for the last three years is quiet amazing. These are
the Enrolment for SY 2013-2014. Kinder boys 154 and girls 142 ;
grade I- 276boys and 269girls; Grade II- 281 boys and 278 girls; Grade
III 250 boys and 258 girls; Grade IV 254 boys and 231 girls; Grade V
216 boys and 244 girls; Grade VI- 239 boys and 216 girls with the total
of 1,670 boys and 1,638 girls (3,308);
In 2014-2015 the enrolment for kinder 190 boys and 163 girls;
Grade I- 301 boys and 252 girls; grade II- 266 boys and 262 girls; Grade
III- 265 boys and 277 girls; Grade IV- 281 boys and 246 girls; Grade V251 boys and 236 girls; grade VI- 211 boys and 236 girls with the total of
1,750 boys and 1,672 girls (3,422)
In 2015-2016 enrolment are: Kinder 283 boys and 240 girls;
Grade I- 181 boys and 149 girls; Grade II- 275 boys and 267 girls ;
Grade III- 249 boys and 254 girls; Grade IV- 250 boys and 268 girls;
Grade V 239 boys and 235 girls; Grade VI- 237 boys and 230 girls with
the total of 1,714 boys and 1,643 girls (3,357).

2.2 Number of Children with disabilities by type of disability

Level
Kindergarten
Grade 1
Grade 2
Grade 3
Grade 4
Grade 5
Grade 6
TOTAL
Speech
Defective
2
1
0
3
2
0
0
8
Autism
3
1
1
0
0
0
0
5
Visually
Impaired
1
2
3
12
6
2
0
26
Hearing
Impaired
0
0
0
0
1
0
0
1
Cerebral
Palsy
0
0
0
2
0
1
1
4
Inclusion of education will only be introduced next school year,

2016-2017 but our school already caters pupils with disability and still
others maybe not classified as such because we are not doctors and the
parents failed to see a psychiatrists. The following are the pupils with
disability in our school. Kinder (1) visually impaired, (3) autism and 2
speech defective. In Grade I-(2) are visually impaired, (1) autism and (1)
speech defective. In Grade II -these were (3) have visually impaired and
(1) autistic. In Grade III- there were (12) visually impaired (3) speech
defective and (2) have cerebral palsy. In Grade IV-(6) are visually
impaired (1) hearing impaired and (2) have speech defect. In Grade V
there were only (2) visually impaired and (1) cerebral palsy. In Grade VI(1) has cerebral palsy. With the total of (26) have visually impaired (1)

hearing impaired, (5) autistic, (8) speech defective and (4) with cerebral
palsy.
2.3 Other Data
Level
No. of Overaged
Learners
No. of IP
Learners
No. of
Muslim
Learners
No. of 4Ps
Learner
recipients
Kindergarten
80
Grade 1
29
Grade 2
75
22
Grade 3
121
36
Grade 4
139
39
Grade 5
94
29
Grade 6
166
27
TOTAL
704
165
In kindergarten 80 are over-aged, no one is indigenous pupil no

Muslim recipients and (5) 4Ps learners, Grade I 29 are over-aged, 0 is
IP learners, 0 Muslim learners and (7)4Ps learners; Grade II 75 are
over-aged. 0 are IP learners, 0 Muslim and 22, 4Ps; Grade III- 121 overaged 0 IP, 0 Muslim and 36, 4Ps, Grade IV- 139 is over-aged, 0 IPs,
0Muslim and 39, 4Ps. Grade V-94 over-aged, 0 IPs, 0 Muslim and 29,
4Ps. Grade VI- 166 are over-aged, 0 IP, 0 Muslim and 27, 4Ps with the
total of 704 pupils are over-aged, 0 IPs, 0 Muslim and 212 4Ps
recipients.

III. Situation of children / Learning Access- attendance and

Retention.
3. ATTENDANCE
3.1 Number of children regularly attending classes (at least 90%
attendance) for the last three SYs.
Level
SY 2013-2014
SY 2014-2015
SY 2015-2016
Total
Male
Femal
e
Total
Male
Femal
e
Total
Male
Fema
le
Grade 1
Grade 2
Grade 3
Grade 4
Grade 5
Grade 6
296
545
559
508
485
460
455
154
276
281
250
254
216
239
142
269
278
258
231
244
216
353
553
526
542
514
487
447
190
301
266
265
268
251
211
163
252
262
277
246
236
236
523
330
542
503
518
474
467
283
181
275
249
250
239
237
240
149
267
254
268
235
230
Total
3308
1670
1638
3422
1750
1672
3357
1714
164
3
Total
Percentage
95.1%
95.10
%
95.1%
96.15
%
96.12
%
96.17
%
98.08%
98.01%
Kindergarten
98.15
%
In Kindergarten SY. 2013-2014, 154 boys and 142 girls with a total
of 296 in 2014-2015 it increases to 190 boys and 163 girls with the total
of 353. This school year 2015-2016 we have 283 boys and 240 girls with
the total of 523.In Grade I, SY 2013-2014 there are 276 boys and 269
girls with a total of 545. In the succeeding years 2014-20158, there were
302 boys and 252 girls with a total of 554. This year, 2015-2016, there
were 181 boys and 149 girls with a total of 330 pupils. Grade II, SY
2013-2014 there were 281 boys and 278 girls = 559, SY 2014-2015

there were 265 boys and 262 girls total 527, SY 2015-2016 there were
275 boys and 267 girls total 542.In Grade III- SY 2013-2014- there were
250 boys and 258 girls with a total of 508, the next year is 265 boys and
277 girls with a total of 542 and this year we have 249 boys and 254 girls
with a total of 503 pupils. In the 4 th grade in 2013-2014 there were 254
boys and 231 girls with a total of 485.
In SY 2014-2015, we have 268 boys and 245 girls with a total of
513 and in SY 2015-2016, 250 were boys and 268 girls with a total of
518 pupils. In the 5th Grade, SY 2013-2014 we have 216 boys and 244
girls with a total of 460. SY 2014-2015 the attendances are 252 boys and
236 girls with a total of 488 and SY 2015-2016 the regular attendances
are 239 boys and 235 girls with a total of 474 pupils. Grade six, being the
last level. In SY 2013-2014 the attendance is 239 boys and 216 girls with
a total of 455. In 2014-2015, there were 211 boys and 236 girls with a
total of 447.
At present 2015-2016, the attendances are 237 boys and 230 girls
with a total of 467 pupils. To sum it up the total attendances for SY20132014 is 3,308 with 95 % Attendance for 2014-2015 is 3,422 with 96%
attendance and this year, 2015-2016 is 3,357 having 98% average
attendance.
3.2. Percentage of Children regularly attending classes (at least
90% attendance) for the last three SYs.

Level
SY 2013-2014
SY 2014-2015
SY 2015-2016
Total
Male
Female
Total
Male
Female
Total
Male
Female
Kindergarte
n
94.83
%
95.00
%
94.66
%
96.40
%
95.89
%
96.90%
98.11
%
98.12
%
98.10%
Grade
1
Grade
2
Grade
3
Grade
4
Grade
5
Grade
6
Total
95.01
%
95%
95.02
%
95.9%
95.80
%
96%
97.99
%
97.97
%
98%
95%
95%
95%
96%
96%
96%
98.08
%
98.11
%
98.04%
94.83
%
94.80
%
94.87
96.01
%
96.12
%
95.90%
98.40
%
97.90
%
98.89%
95.01
%
95.02
%
95.02
%
96.11
%
96.12
%
96.10%
98%
98%
98%
95.89
%
95.89
%
95.89
%
96.37
%
96.45
%
96.28%
98.16
%
98.15
%
98.17%
95.12
%
95%
95.24
%
96.23
%
96.48
%
95.98%
97.85
%
97.85
%
97.85%
95.1
%
95.10
%
95.1%
96.15
%
96.12
%
96.17
%
98.08
%
98.01
%
98.15
%
The percentage of children regularly attending classes in

SY.2013-2014 male 95.10%, female 95.1% total 95.1%; SY.2014-2015
male 96.12%, female 96.17% total 96.15%; SY. 2015-2016 male 98.01%
female 98.15% total 98.08%.
3.3 Children were frequently absent SY. 2015-2016

Level
Total
Enrolment
Number of children who were

frequently absent
Total
Male
523
15
330
27
18
Female
Number of frequently
absent students that were
recipients of Pantawid
Pamilya
Total
Male
Femal
e
Kindergarte
n
Grade 1

Grade 2
Grade 3
Grade 4
Grade 5
Grade 6
Total
542
503
518
474
467
3357
28
12
24
23
23
152
14
5
12
19
10
85
14
7
12
4
13
67
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
In the previous SY 2015-2016 the children who were frequently

absent are as follows, kindergarten got 15pupils were always absent and
0 absent for 4Ps recipient. Grade I - 27 were always absent and 0
absent for 4Ps recipient; Grade II 28 were always absent
and 0
absent for 4Ps recipient, Grade 3, 12 are always absent and 0 absent
for 4Ps recipient; Grade IV 24 were always absent no one is a
recipient of 4Ps; Grade V 23 were always absent and 0 absent for
4Ps recipient and Grade VI 23 were always absent and 0 absent for
4Ps recipient with a total of 152 pupils who is always absent of 5% of
the total population.
3.4. Number of children were frequently absent according to
reason.
Level
Kindergarte
n
Grade
1
Grade
2
Grade
Total No. of
Children
were
Frequently
Absent in
SY. 20152016
Financia
l Matters
Health
and
Nutritio
n
Child
Labor
Distanc
e of
School
from
Home
Affected
by
Disaster
Affected
by
Conflict
Other
Reason
15
27
5
15
5
3
0
0
1
2
0
0
4
5
0
2
28
16
12
Number of children who are frequently absent

according to reasons

3
Grade
4
Grade
5
Grade
6
Total
24
23
23
152
58
34
12
33
In the previous SY 2015-2016 the children who were frequently

absent according to reason are as follows, 58 pupils for financial matters,
34 pupils for health and nutrition,12 pupils for child labor, 5 pupils for
distance of school from home, 2 pupils affected by disaster, 33 pupils
affected by conflict, 8 pupils for other reasons.
3.5. Programs and Interventions
The following reasons are the causes of absenteeism.
1) Health Problems
2) Family grievances/conflict
3) Unstable residence/relocations
4) Parents negligence and
5) Financial matters.
The
school
recently
SY
2015-2016
conducted
several
interventions that could possibly lesson absenteeism one of which is 1)

Intensive house visitations for the children who were noticed frequently
leavers. 2) Parental orientation informing their duties and responsibilities
as guardians and on how they could help solve the problem. 3) Conduct
of seminar on growing vegetables and fruits in their backyard through
vertical gardening to help them feed their children. 4) Through the

barangay councils, the respondents parents were given free seminar

workshop/trainings on livelihood for them to augment their daily income.
All the 67 pupils and guardians 100% of them are the primary recipients
of this intervention program.
4. DROP OUTS
4.1. Number of dropouts for the last three SYs.
Level
SY 2013-2014
SY 2014-2015
SY 2015-2016
Total
Male
Female
Total
Male
Female
Total
Male
Fema
le
Kindergarte
n
14
Grade 1
Grade 2
Grade 3
Grade 4
Grade 5
Grade 6
Total
14
20
13
16
14
10
40
22
18
59
36
23
46
30
16
In SY 2013-2014 there were no data on drop-outs in kindergarten.

In Grade I there were 5 boys and 9 girls, Grade II 4 boys and 2 girls,
Grade III 3 boys and I girl, Grade IV 2 boys and 0 girl, Grade V 3 boys
and 5 girls, Grade VI 5 boys and 1 girl. A total of 40 pupils 22 boys and
18 girls. In the year 2014-2015 data on drop outs in kindergarten 8 boys
and 6 girls, Grade I 13 boys and 7 girls, Grade II 2 boys and 2 girls,
Grade III 3 boys and 2 girls, Grade IV 2 boys and 1 girl, Grade V 3 boys
and 4 girls, Grade VI 5 boys and 1 girl. A total of 59 pupils 36 boys and

23 girls. In the year 2015-2016 data on drop outs increased in

kindergarten 0 boy and 0 girl, Grade I 8 boys and 8 girls, Grade II 10
boys and 4 girls, Grade III 7 boys and 1 girl, Grade IV 2 boys and 1 girl,
Grade V 2 boy and 1 girl Grade VI 1 boy and 1 girl. A total of 46 pupils
30 boys and 16 girls.
4.2. Dropout rate for the last three SYs.
Level
SY 2013-2014
SY 2014-2015
SY 2015-2016
Total
Male
Femal
e
Total
Male
Female
Total
Male
Female
Kindergarte
n
0%
0%
0%
1.47%
1.81%
1.13%
0%
0%
0%
Grade
1
1.33%
1.44%
1.21
%
1.47%
1.80%
1.13%
5.16%
5.80%
Grade
2
1.33%
1.46%
1.19
%
1.48%
1.82%
1.13%
2.76%
1.72%
3.64%
Grade
3
1.34%
1.46%
1.21
%
1.48%
1.82%
1.14%
1.64%
0.40%
2.93%
Grade
4
1.32%
1.44%
1.19
%
1.46%
1.80%
1.12%
0.52%
0.33%
0.72%
Grade
5
1.35%
1.47%
1.22
%
1.47%
1.79%
1.12%
0.63%
0.43%
0.81%
Grade
6
1.31%
1.43%
1.18
%
1.47%
1.83%
1.11%
0.44%
0.44%
0.43%
Total
1.33
%
1.45%
1.20
%
1.47
%
1.81
%
1.13%
2.08%
1.16%
1.63%
4.65%
The total drop-out rates for SY 2013-2014 is 1.33% 1.45% for

male, 1.20% for female; In SY. 2014-2015 the total dropout rate is 1.47%

for male 1.81%, female 1.13%; In SY 2015-2016 dropout rate was

increased, for male 2.08%, female 1.16% total of 1.63%.
4.3. Number of dropouts by cause

Causes
GRADE
1
GRADE
2
GRADE
3
GRADE
4
GRAD
E5
Grade 6
TOTAL
DOMESTIC/FAMILY-RELATED FACTORS
Had to take care of
siblings
Early
marriage/pregnancy
Parents attitude toward
schooling
Family problems/feuds
1
1
0
1
6
2
0
INDIVIDUAL-RELATED FACTORS
Illness
Overage
Death
Drug Abuse
Poor academic
performance
Lack of
interest/Distractions
Hunger/Malnutrition
SCHOOL-RELATED FACTORS
Teacher factor
Physical conditions of
classroom
Peer Influences
GEOGRAPHIC/ENVIRONMENTAL
Distance between home
and school
Armed conflict
Calamities/Disasters
FINANCIAL-RELATED

Child labor, work
OTHERS
1 4 7 1 2 1 2 1 2 2 3 1
0
0 6
In the previous SY 2015-2016 the cause of dropping out of pupils
TOTAL
comes from family problems/broken family it has 20 boys and 5 girls; 2

girls in parents attitude toward schooling, 8boys and 8 girls in poor
academic performance, 1boy distance between home and school, 1 boy
and 1 girl in child labor.
4.4 Project/Interventions Implemented for children at risk of
dropping out.
The school through the dissemination of the guidance office have

complemented interventions to minimize drop-outs and leavers. The
following were the programs of the school are: 1) intensified house
visitation 2) house mapping/parent orientations 3) Teachers continues
improvement through PLC (professional Learning Community) 20152016, the drop -outs lessened because of interventions that conducted
by the school. The school foster program that access school to the
community. The BRIDGING SCHOOL TO COMMUNITY promotes the
member of the community partake in the programs and projects of the
school.

I.
SITUATION OF CHILDREN /LEARNERS QUALITY

5. PROMOTION/GRADUATION RATES
5.1 Number of promoted learners/graduates by grade level.
Level
SY 2013-2014
SY 2014-2015
SY 2015-2016
Total
Male
Femal
e
Total
Male
Female
Total
Male
Female
Kindergarte
n
282
142
140
338
181
157
510
276
234
Grade
1
Grade
2
Grade
3
Grade
4
Grade
5
Grade
6
Total
511
259
252
513
272
241
310
172
138
544
270
274
509
253
256
508
275
233
504
255
249
526
254
272
488
239
249
478
249
229
506
258
248
515
247
268
445
213
232
468
238
230
476
246
230
448
235
213
431
199
232
457
230
227
3212
1623
1589
3291
1655
1636
3264
1685
1579
The promoted pupils for SY 2013-2014 are as follows:

Kindergarten 142 boys and 140 girls with the total of 282 pupils; Grade
I is 259 boys and 252 girls with the total 511; Grade II- is 270 boys and
274 girls with a total of 544. Grade III- 255 boys and 249 girls with a total
of 504. In Grade IV, there were 249 boys and 229 girls with a total of
478. In Grade V- 213 boys and 232 girls with a total of 445. Grade VI

have 235 boys and 213 girls with a total of 448. The total promoted is
1623 boys and 1589 girls with a total of 3212.
In SY 2014-2015 kindergarten has 181 boys and 157 girls with a
total of 338. In Grade I- there were 272 boys and 241 girls with a total of
513, in Grade II- boys were 253 and 256 girls with a sum of 509 .In
Grade III- 254 boys and 272 girls with a total of 526. In Grade IV- there
are 258 boys and 248 girls with a total of 506. Grade V- has 238 boys
and 230 girls with a sum of 468. And Grade VI- has 199 boys and 232
girls with a total of 431.
In SY 2015-2016 kindergarten has 276 boys and 234 girls with a
total of 510. In Grade I- there were 172 boys and 138 girls with a total of
310, in Grade II- boys were 275 and 233 girls with a sum of 508 .In
Grade III- 239 boys and 249 girls with a total of 488. In Grade IV- there
are 247 boys and 268 girls with a total of 515. Grade V- has 246 boys
and 230 girls with a sum of 476. And Grade VI- has 230 boys and 227
girls with a total of 457.
5.2 Promotion/Graduation Rates for the last three Sys
Level
Kindergarte
n
Grade
1
Grade
2
SY 2013-2014
SY 2014-2015
SY 2015-2016
Total
100%
Male
100%
Female
100%
Total
100%
Male
100%
Female
100%
Total
97.51%
Male
95.53%
Female
97.5%
97.31
%
97.71%
96.90%
96.87
%
95.30
%
98.44%
93.94%
95.03%
92.62%
97.38
%
97.81%
96.95%
96.84
%
95.28
%
98.40%
93.73%
100%
87.27%

Grade
3
Grade
4
Grade
5
Grade
6
Total
97.28
%
97.63%
96.93%
96.78
%
95.14
%
98.42%
97.02%
95.98%
98.03%
97.25
%
97.54%
96.95%
96.87
%
95.35
%
98.39%
99.42%
98.8%
100%
97.28
%
97.92%
96.63%
96.84
%
95.33
%
98.35%
100%
102.9%
97.87%
97.27
%
97.73%
96.80%
96.84
%
95.28
%
98.40%
97.86%
97.05%
98.70%
97.27
%
97.73%
96.80%
96.84
%
95.28
%
98.40%
97.23%
98.31%
96.10%
SY 2013-2014 the promotion/graduation rates are as follows.

Kindergarten both girls and boys is 100%, Grade I- 97.71% for boys and
girls 96.90% for girls with an average of 97.31%. In Grade II- 97.81% for
boys and 96.95% for girls with an average of 97.38%. In Grade III- boys
97.63% and girls is 96.93% with an average of 97.28%. In Grade IVthere were 97.54% boys and 96.95% girls with an average of 97.25. In
Grade V- boys got 97.92% and 96.63% girls with an average 97.28%. In
Grade VI- boys got 97.73% and girls got 96.80% with an average of
97.27%.
In 2014-2015 the promotion/Graduation rates area as follows.
Kindergarten boys is 100% and girls is 100% with an average of 100%.
Grade I-boys got 95.30% and girls got 98.44% with an average of
96.87%. In Grade II- boys got 95.28% and girls got 98.40% with an
average of 96.84%. In Grade III- boys got 95.14% and girls got 98.42%
with an average of 96.78%. Grade IV-boys got 95.35, girls 98.39% with
an average of 96.87%. In Grade V- boys got 95.33% and girls got

98.35% with an average of 96.84%. In Grade VI-boys got 95.28% and

girls got 98.40% with an average of 96.84%. The grand total for boys is
95.28% and for the girls is 98.40% with an average of 96.84%.
In 2015-2016 the promotion/graduation rates are as follows:
Kindergarten- 95.53% boys and 97.5% girls with a total of 97.51%. In
Grade 1, there were 95.03% boys and 92.62% girls with a total of
93.94%. In Grade II, there were 100% boys and 87.27% girls with a total
of 93.73%. In Grade III, there were 95.98% boys and 98.03% girls with
the total of 97.02%. In Grade IV, there were 98.8% boys and 100% girls
with a total of 99.42%. In Grade V, there were 102.9% boys and 97.87%
girls with a total of 100%. In Grade six, there were 97.05% boys and
98.70% girls with a total of 97.86%. The grand total for boys is 98.31%
and for the girls is 96.10% with an average of 97.23%.
6. MEAN PERCENTAGE SCORES (Based on National Achievement
test)
6.1 Mean Percentage Scores of NAT Grade 3 and 6
a. GRADE 3
SY. 2013-2014
Filipino
(Reading)
55.09
Filipino
(Grammar
English
(Reading)
English
(Grammar)
Mathematic
s
Science
OVERALL
MPS
59.03
43.48
51.45
45.79
47.30
46.69
SY. 2014-2015
Dialect
Listening
Comprehen
sion
Book &
Print
Knowledg
e
Vocabulary
Spelling
Grammar
Reading
Compre
hension
Study
skills
Overall

English
55.26
61.22
76.61
79.68
55.19
57.76
71.30
Tagalog
67.90
82.56
74.33
67.16
69.36
62.92
68.51
62.85
70.00
In SY 2013-2014 the mean percentage NAT Grades III-Filipino

reading is 55.09, Filipino grammar is 59.03, English reading is 43.48,
English grammar is 51.45, Mathematics is 45.79 and 47.30 in Science.
The overall MPS is 46.69.
In SY. 2014-2015 the mean percentage in Language Assessment
for Primary Grade (LPAG).
Listening Comprehension English 55.26;
Tagalog 67.90, Book & Print Knowledge English 61.22; Tagalog 82.56,
Vocabulary English 76.61; Tagalog 74.33, Spelling English 79.68;
Tagalog 67.16, Grammar English 55.19; Tagalog 69.36, Reading
Comprehension English 57.76; Tagalog 62.92, Study skills English
71.30; Tagalog 68.51. The overall MPS in English is 62.85 and in
Tagalog is 70.
b. Grade 6
School
Year
Filipino
Mathematic
s
English
Science
Hekasi
Overall
2013-2014
64.47
56.97
48.19
49.87
43.18
52.53
2014-2015
68.29
67.39
80.35
80.72
64.92
72.33

In SY 2013-2014 the mean percentage NAT Grades VI -Filipino

reading is 64.47, Mathematics 56.97, English 48.19, Science 49.87,
Hekasi 43.18. The overall MPS is 52.53.
In SY 2014-2015 the mean percentage NAT Grades VI- Filipino
68.29, Mathematics 67.39, English 80.35, Science 80.72, Hekasi 64.92.
The overall MPS is 52.53.
The interventions that the school implemented are the ff. 1)
Enrichment exercises given by the division/ Parallel questions. 2)
Remedial Instructions 3) Inclusion of NAT review in the daily lessons (4)
Composition of parallel tests (5) Regular LAC sessions on the
construction of instructional materials.
7. LITERACY LEVEL
7.1 Number of Learners who are in the frustration,
instructional, and independent levels for the SY. 20152016 in English
Frustration Level
Level
Total
Grade
1
Grade
2
Male
Female
220
120
100
Instructional Level
Total
Male
Pre-Test Results
122
59
Female
Independent Level
Total
Male
Femal
e
63
162
77
85

Grade
3
Grade
4
Grade
5
Grade
6
TOTAL
379
187
192
92
46
46
18
10
131
67
64
204
100
104
179
85
94
272
134
138
150
75
75
53
24
29
234
120
114
137
67
70
91
40
51
1236
628
608
705
347
358
503
234
269
Frustration Level
Level
Grade
1
Grade
2
Grade
3
Grade
4
Grade
5
Grade
6
TOTAL
Total
Male
Female
Instructional Level
Total
Male
Post-Test Results
-
Independent Level
Female
Total
Male
Femal
e
176
88
88
164
80
84
172
82
90
235
119
116
160
80
80
87
40
47
93
47
46
230
118
112
194
94
100
167
84
83
162
80
82
148
74
74
121
62
59
183
90
93
156
77
79
792
400
392
899
448
451
757
367
390
In SY. 2015-2016 Oral Reading in English result are as follows: in

Grade II (pre-test) 220 frustrations, 122 instructional and 162
independent. In Post test it becomes 176 frustrations, 164 instructional
and 172 independent. For Grade III (pre-test) 379 falls in frustration, 92
in instructional and 18 independent. In Post- test 235 were in frustration,
160 instructional and 87 independent. For Grade IV (Pre-Test) 131 were

in frustration, 204 were instructional and 179 were in independent. In

Post-test it becomes 93 frustrations, 230 instructional and 194
independent. For Grade V (Pre-test) 272 were in frustration level, 150
instructional levels, 53 were independent level. In Post-test 167 were in
frustration level, 162 were in instructional and 148 in independent level.
For Grade VI, the result of the Phil-IRI shows that in Pre-test; 234 pupils
were in frustrations, 137 were in instructional and 91independent. In the
Post test the result is 121 were in the frustrations level, 183 instructional
level and 156 were independent. The Grand total result of English PhilIRI Pre-test was 1236 Frustration level, 705 were instructional level, and
503 were in independent level. After five months the post result shows
that it has a slight difference: 792 are in frustration, 899 are instructional
and 757 are in independent level.
7.2 Number of Learners who are in the frustration,
instructional, and independent levels for the SY. 20152016 in Filipino
Frustration Level
Level
Total
Grade
1
Grade
2
Grade
3
Male
Female
Instructional Level
Total
Male
Pre-Test Results
-
Female
Independent Level
Total
Male
Female
183
92
91
242
121
121
60
28
32
254
130
124
117
58
59
127
61
66

Grade
4
Grade
5
Grade
6
TOTAL
141
71
70
233
116
117
145
70
75
164
86
78
196
94
102
115
57
58
141
71
70
233
116
117
145
71
74
883
450
433
1021
505
516
592
287
305
Frustration Level
Level
Grade
1
Grade
2
Grade
3
Grade
4
Grade
5
Grade
6
TOTAL
Total
Male
Female
Instructional Level
Total
Male
Post-Test Results
-
Independent Level
Female
Total
Male
Femal
e
159
82
77
200
100
100
147
72
75
192
96
96
115
57
58
181
90
91
132
64
68
243
122
121
140
70
70
92
46
46
252
124
128
133
65
68
102
52
50
180
92
88
178
87
91
677
340
337
990
495
495
779
384
395
In SY. 2015-2016 Oral Reading in Filipino result are as follows: in

Grade
II
(pre-test)
183
frustrations,
242
instructional
and
60
independent. In Post test it becomes 159 frustrations, 200 instructional

and 147 independent. For Grade III (pre-test) 254 falls in frustration, 117
in instructional and 127 independent. In Post- test 192 were in
frustration, 115 instructional and 181 independent. For Grade IV (PreTest) 141 were in frustration, 233 were instructional and 145 were in
independent. In Post-test it becomes 132 frustrations, 243 instructional

and 140 independent. For Grade V (Pre-test) 164 were in frustration

level, 196 instructional levels, 115 were independent level. In Post-test
92 were in frustration level, 252 were in instructional and 133 in
independent level. For Grade VI, the result of the Phil-IRI shows that in
Pre-test; 141 pupils were in frustrations, 233 were in instructional and
145 independent. In the Post test the result is 102 were in the
frustrations level, 180 instructional level and 178 were independent. The
Grand total result of Filipino Phil-IRI Pre-test was 883 Frustration level,
1021 were instructional level, and 592 were in independent level. After
five months the post result shows that it has a slight difference: 677 are
in frustration, 990 are instructional and 779 are in independent level.
7.3 Projects/Interventions
The result of the Philippine Reading inventory tells that the pupils
need reinforcement in terms of literacy. The projects that the school had
implemented are:
Reading Intervention (vis- a-vis) reading intervention for
non- readers where non-readers assigned to each
teachers to make them readers. It is regularly done five
times a week.

Project tweet where words, phrases, sentences and

short sentences posted in the corridors wall.
Intensive remedial Instructions in grade one to let them
read for it is the policy of the school that no read, no
promotion.
Reading corners is visible in every floor managed by
each grade.
School Based feeding program funded by the School
through school canteen and the National Allocations.
Greening AES-TS Cruz Annex urban gardening that
maximizes the school veranda for planting vegetables
and other medicinal plants.
Regular deworming program from National supported
by the school and
Dengue Vaccination of the National Government.
8. AWARD / RECOGNITION
Category of
Awardees
Title
Gabriela
Flores
Ashley
Payawal
Lhyr
Margarette
Villaflores
Division Oral Team

Competition in Math
Year
District
Award-giving Body
Division
Regional
National
STUDENT
February
2016
3rd Place
Interna
tional

Drum and Lyre
Members
269 Kids Quest

2016 Drum and
Lyre Bugle Corps
Competition
February
2016
Grade I-VI
pupils
Math Challenge
January
2015
Angelo
Tadiosa
Cabinet
Making
Marion Luis
Sabandal
Sales
Inventory
DLC
Members
Marianne
Dimple
Punzalan
Pagsulat ng
Lathalain
Shauna Ruth
Almodiel
Pangulong
ng Editoryal
Giest Jay
Nicole
Castaeda
Pagwawasto
at Pag-uulo
Arabella R.
Ilao
Copy
Reading &
HeadliningNicabelle
Mae Degamo
Pagkuha at
Pagsasaayos
ng LarawanKeith Chantal
San Jose
1st Runner
-Up
7th Place
12th Place
17th Place
8thPlace
10th Place
4th Place
4th Place
Skills Competition
in EPP
February
2015
1st Place
Skills Competition
in EPP
February
2015
1st Place
Drum & Lyre

Competition
March 2015
2nd Place
Science Fair 2015

Science Quiz Bee
September
2015
3rd Place
Division Schools
Press Conference
Contest
September
2015
Division Schools
Press Conference
Contest
September
2015
1st Place`
Division Schools
Press Conference
Contest
September
2015
6th Place
Division Schools
Press Conference
Contest
September
2015
5th Place
Division Schools
Press Conference
Contest
September
2015
9th Place
1st Place
1st Place

Photojournali
sm & Layouting Irene
Margarette R.
Nim
Editorial
Writing
Pierce Jerico
Guico
Newswriting
Ma. Rosa
Camilla
Mahinay
Sportswriting
- Jondel Jose
L. Duaman
Science
NewswritingAshley Mark
Sabandal
Pagsulat ng
Balitang
Agham-Mabel
S. Ranque
Pagsulat ng
Balitang
Isports-Paul
Christian
Cariso
LykaBumalay
Althea
Fuenta
Athena
Fuentes
Angeline
Turiano
SteffanieMarz
on
Gerlyn Tan
Kim Xandrei
Banal
TacheliezetG
elacio
Kimberly Tan
Division Schools
Press Conference
Contest
September
2015
5th Place
Division Schools
Press Conference
Contest
September
2015
8th Place
Division Schools
Press Conference
Contest
September
2015
1st Place
Division Schools
Press Conference
Contest
September
2015
4th Place
Division Schools
Press Conference
Contest
September
2015
10th Place
Division Schools
Press Conference
Contest
September
2015
7th Place
Division Schools
Press Conference
Contest
September
2015
10th Place
Division EsP
Contest
Bible Quiz
November
2015
Champion
Division Meet
Palaro
November
2015
Champion
Volleyball
Division Meet
Palaro
November
2015
Champion
Taekwond
o

Joshua
Bogabil
Jilliane V.
Pajarillo
Division Meet
Palaro
Tagisan ng Talino
Araling
Panlipunan.
Grade II
Ashley
Alcantara
Tagisan ng Talino
Araling
Panlipunan.
Grade II
Jamaica
Nase
Tagisan ng Talino
In Filipino
Jaerah Mae L.
Altamia
Marion Louise
D. Sabandal
Pagsulat ng
Balita
Jamaica Mae
Nase
Agham at
Kalusugan Althea Julie
Manipon
Lathalain Rocille
Delkrisha S.
Cozo
Pangulong
Tudling Princess RJ
M. Ballando
Pagwawasto
at Pag-uulo Chamae
Alexandra
November
2015
Champion
Badminto
n
December
2015
3rd Place
December
2015
1st Place
August 2014
2nd Place
3rd Place
September
2014
1st Place
September
2014
1st Place
18th Division Young

Writers
Conference and
Contest
September
2014
6th Place
18th Division Young

Writers
Conference and
Contest
September
2014
6th Place
18th Division Young

Writers
Conference and
Contest
September
2014
3rd Place
18th Division Young

Writers
Conference and
Contest
September
2014
2nd Place
18th Division Young

Writers
Conference and
Contest
September
2014
1st Place
Division Science
Fair 2014
Science Quiz Bee
Grade III
Division Science
Fair 2014
Science Quiz Bee
Grade VI

Tabora
18th Division Young
Writers
Conference and
Contest
September
2014
1st Place
18th Division Young

Writers
Conference and
Contest
September
2014
6th Place
18th Division Young

Writers
Conference and
Contest
September
2014
5th Place
18th Division Young

Writers
Conference and
Contest
September
2014
3rd Place
18th Division Young

Writers
Conference and
Contest
September
2014
7th Place
18th Division Young

Writers
Conference and
Contest
September
2014
3rd Place
EPP District
Technolympic
Sales Inventory
February
2013
1st Place
EPP District
Technolympic
Dish Gardening
February
2013
2nd Place
Eric
Echemane
EPP District
Technolympic
Fabric Painting
February
2013
2nd Place
Edward
Chentes
February
2013
2nd Place
Photojournali
sm (Filipino)
Irene
Margaret R.
Nim
Photojournali
sm (English)
Robert
Claude
Villamor
Cartooning
(English)
Luis Miguel
B. De
Guzman
Feature
Writing MarieJosephi
ne B. Castro
Newswriting Melody Rose

Salcedo
Sportswriting
- Jondel Jose
L. Duaman
Abegail Obina
Miguel Ama
Marion Louis
Sabandal
Rochelle
Cozo
EPP District
Technolympic
Tie Dye
MTAP Division
Oral
February
2013
1st Place
2nd Place

Chamae
Tabara
Pictorials
Division Young Writers Conference and Contest
Drum & Lyre Competition

E.P.P SKILLS COMPETITION
Division Oral Team Competition

Division Meet Palaro
PLANNING WORKING SHEET
PRIORITY
IMPROVEMENT
AREAS
High Percentage
of Pupils under
Frustration in
English
High Percentage
of Pupils under
Frustration in
Filipino
Drop Drop-out
GENERAL
OBJECTIVE/S
ROOT
CAUSE/S
To decrease
the percentage
of non-readers
or slow readers
from 32.35% to
0% in three
years.
No followup at home
No love for
reading
Mass
Promotion
To decrease
the percentage
of non-readers
or slow readers
from 27.68% to
0% in three
years.
No followup at home
No love for
reading
Mass
Promotion
To reduce
drop-out rate
from 1.63% to
0% in three
years.
TIME FRAME
SY.
SY.
SY.
2016201720182017
2018
2019
21.65%
10.9%
0%
17.68%
7.68%
0%
0.5%
0%
Financial
matters
Health
problems
Parents
negligence
House
relocation
1.03%

PROJECT MONITORING REPORT FORM

Scheduled Date of Monitoring
Mid-Year_____________________
(1)
Name of
Project
(2)
Project
Objectives
and
Targets
Bridging
School and
Community
To
minimize
the dropout rate of
the school
To enrich
the pupils
reading
ability
To enrich
the pupils
reading
ability
Project
Tweet
Vis--Vis
Intensive
Reading
Family
Orientation
Seminar
Workshop
To
minimize
the dropout rate of
the school
To
augment
the family
income
(3)
Data of
Monitoring
Year-End__________________
(4)
Accomplish
ment
Status to
date
(5)
Issues/
Problems/
Challenge
s
InProgress
Drop-out rate
Reading
comprehension
InProgress
Reading
comprehension
InProgress
Drop-out rate
InProgress
Drop-out rate
InProgress
(6)
Recommen
dations/
Action
Points
(7)
Signature
of SPT
and
Project
Team
Leader

SCHOOL IMPROVEMENT PLAN

School Year 2016-2019
Prepared by the following School-Community Planning Team composed of the
following:
EDUARDO A. TOCAYON
Master Teacher-1, Teacher-In-Charge
Chairman
ERICK TRISTEZA
Brgy. Councilor
Co-Chairman
HERWINA R. SIMBILLO
SHERYL M. MORADO
Guidance Teacher
Member
Brgy.Fire Volunteer
Member
DOMINGO MONDRAGON
CATALINA L. QUINDOY
GPTA-Vice President
Member
School Property Custodian

Member
RYAN R. ZAMUDIO
JOANNIE QUIMORA
School DRRMC
Member
GPTA-Secretary
Member
EMILYN F. GERILLA
ALICE FUENTES
Master Teacher I
Member
GPTA Treasurer
Member
CHARLOTTE ANN M. CATIMBANG

SPG-President
Member

May 6, 2016
Dr. LORETA B. TORRECAMPO, CESO V

School Division Superintendent
Division of City Schools, Las Pias
Las Pias City
Madam;
This is to signify our collective approval and support to the

implementation of the School Improvement Plan which contains our
aspirations for our school.
Signed on April 15, 2016 at AES-TS Cruz Annex, Las Pias City.
EDUARDO A. TOCAYON
Master Teacher I
Teacher-In-Charge

SIP Ts Cruz

Diunggah oleh

Informasi Dokumen

Judul Asli

Hak Cipta

Format Tersedia

Bagikan dokumen Ini

Bagikan atau Tanam Dokumen

Opsi Berbagi

Apakah menurut Anda dokumen ini bermanfaat?

Apakah konten ini tidak pantas?

Hak Cipta:

Format Tersedia

SIP Ts Cruz

Diunggah oleh

Hak Cipta:

Format Tersedia

Republic of the Philippines

Republic of the Philippines

Republic of the Philippines

II. SCHOOL PROFILE /DATA

Republic of the Philippines

There is no incidence of heinous crimes for the last three

Republic of the Philippines

adjacent from the barangay. It can easily be rescued by the security in

Our security-utilities are also competent they do their tasks

Republic of the Philippines

B.1.2 Classroom Seat Quantity

Learner: Seat Ratio

The data shows that the number of classrooms is inadequate to

Republic of the Philippines

Government constructed a 4 storey building with 12 classrooms to

B.2 Water, Sanitation and Hygiene (Wash Facilities)

B.2.1 Water Supply Source

B.2.2 Hand Washing

B.2.3 Functional Toilet

Republic of the Philippines

There were 5 Functional toilets in the school, 1 toilet in the first

B. 2.4 Toilet Bowls

Republic of the Philippines

B.5 Other Learning Facilities/Materials

Republic of the Philippines

B.6 Availability of Electrical Supply

Republic of the Philippines

The number of teachers recently is sufficient enough for the

Carries FullTime Class

There are 3 Master Teacher I, 1 male MT who act as the School

MT that carried full time teaching loads and 1

Republic of the Philippines

From school year 2013-2014 up to present 100% of teachers met

C.2.3 Projects/Interventions Implemented to Improve Basic

Republic of the Philippines

The school conducted school based trainings in all grade level.

Lesson planning and implementation

C.2.4 Top 3 Training needs:

Republic of the Philippines

The teachers need the competencies and skills needed in

Republic of the Philippines

D.1.1 Number of malnourished children SY. 2015-2016

In the Endline report of the pupils for SY. 2015-2016, for

Republic of the Philippines

severely wasted; Grade III 41 wasted, 16 severely wasted; grade IV

Republic of the Philippines

D. 2.2 Intervention Program:

D.3.1 Number of Children who are reported as victim of abuse and

Republic of the Philippines

Republic of the Philippines

Table shows that the initial implementation of Vis--vis remedial

The data shows Co-Curricular activities is participated

Republic of the Philippines

Donations have great impact on the program and projects of the

II. SITUATION OF CHILDREN / LEARNERS: ACCESS-IN AND OUT

% OF CHILDREN NOT IN SCHOOL

Republic of the Philippines

Number of Children not in School according to reasons

Republic of the Philippines

Republic of the Philippines

Republic of the Philippines

2.2 Number of Children with disabilities by type of disability

Inclusion of education will only be introduced next school year,