Republic of the Philippines Department of Education Schools Division of Benguet SCHOOL IMPROVEMENT PLAN APPROVAL PAGE School Year 2022-2023 to 2024-2025 School and District: Cabacab National High School Mankayan, Benguet Division Review and Evaluation Committee (DREC) Name | Position/ Designation T ‘ Chief Education Supervisor | Canmcle: Mecis OIC-Assistant Schools Division Superintendent Lucio B. Alawas | __ Chief Baucation Supervisor - SGOD Rizalyn A. Guznian Chief Education Supervisor - CID rye | | Marcelino B. Baldo Public Schools District Supervisor tT Jeanette [Link] | Planning Officer III ; | Arvin M. Doman Senior Education Program Specialist ¥. dary Nerissa I. Barbosa Project Development Officer II ~-Samuel S. Ayangdan Education Program Supervisor Julie Ann B. Soriano | Administrative Assistant III a Oca, Approved: GLO} BUYA-AO Schoots Division Superintendent Address: Wangal, a Trinidad, Benguet re petclpe an fmat: benguet@[Link].0h ey : Facebook Page: DepEd Tayo BenguetCABACAB NATIONAL HIGH SCHOOL 318917 Cabacab, Balili, Mankayan, Benguet ENHANCED SCHOOL IMPROVEMENT PLAN School Year 2022-2025TABLE OF CONTENTS CHAPTER 1 Executive Summary CHAPTER 2 Department of Education Mission, Vision, and Core Values Statement * Vision-Mission Sharing CHAPTER 3 School Current Situation CHAPTER 4 Performance Targets CHAPTER 5 ‘A. Indicative Timelines and priority Action for Tree ( 3 ) School Year B. Annual Improvement Plan CHAPTER 6 Organizational Capacity and Implementation Arrangements CHAPTER 7 Monitoring Evaluation and Adjustment (MEA } CHAPTER 8 + Analysis and Management of Risk * Appendices = School Report Card - SWOT Analysis List of Acronyms 15 24 43 63. 74 7 17 78LIST OF ACRONYMS ‘The following acronyms were used in the writing of this School Improvement Plan DepEd ~ Department of Education SIP - School Improvement Program AIP - Annual Implementation Plan SPT - School Project Team ADM - Alternative Delivery Mode SSG - Supreme Student Government SDRRM - School Disaster Risk Reduction Management SARDO - Student at Risk of Dropping Out MOV - Mode of Verification LAC - Learning Action Cell QA - Quality Assurance INSET - In Service Training MOA - Memorandum of Agreement iM ~ Instructional Material CAR-RITUAL - Cordillera Administrative Region Reading Inventory to Uplift and Accelerate Learning MRF - Material Recovery Facility CPP - Child Protection Policies SBM - School Based Management EFA - Education for All LM - Learners Material DP - Development Plan MOOE - Maintenance and Other Operating Expenses PIA - Priority Improvement Area HUMSS - Humanities and Social Sciences PRAISE - Program on Awards and Incentives for Service Excellence PPAs ~ Programs Projects ActivitiesCHAPTER 1 ee EXECUTIVE SUMMARY In line to the Government of Basic Education Act of 2001 ( Republic Act 9155 ) the Department of Education (DepEd) share governance through School-Based Management, under this mandate, the school heads are tasked to develop the School improvement plan (SIP) good for three (3) years. The SIP of Cabacab National High School has been developed through the leadership of school head and the collaborative efforts of the School Planning Team. The SIP Cycle begins with ASSESS phase where the identification of the PIAs is done and the general objectives of the school for the SIP areas. This phase includes listening of the voice of the learners and other stakeholders and analysing the school data and processes to determine the cause of each PIA. The Plan Phase involves the preparation and writing of the SIP and AIP. It is when the formulation of solutions and development projects designs are done. ‘The ACT phase involves small-scale testing then implementation of the solutions. Constant checking of the progress implementation is done in this phase as well. The improvement Plan is a collaborative effort of School Planning Team where priority needs and general objectives were identified and review the implementation of project design developed to determine the implementation, the budget and its source. This plans contains the positive and constructive facts to be of its present status, consequently acknowledging those who have profound interest in upholding the primary end goal of the school. The school needs additional school facilities and equipment, teachers, learning materials, trainings, and school funds. Eee ib i ia)CHAPTER 2 Department of Education Mission, Vision, and Core Values Statement 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 learner-centered public institution, the department of Education continuously improves itself to better serve its stakeholders 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 steward of the institution, ensure an enabling and supportive environment for effective learning to happen Family, community, and other stakeholders are actively engaged and share responsibility for developing life-long learners. CORE VALUES Maka-Diyos Maka-tao Makakalikasan Makabansa AmavrioOutput of sharing on the Vision, Mission and Core Values The school as the center of education envisions the learners to be equipped with values and patriotism. With the discussion facilitated by the school head and participated by representative of stakeholders, we came to the realization that we can make a difference and build dreams. It is within this dream that teachers and other stakeholders of our school are geared in their function and commitment to hone and bring out the learners’ best potentials and capabilities and to build and mold them as productive citizens of the community. This visualization is the main reason why we, the teachers together with all stakeholders have to work hand and hand in order to provide the best to the students. It could not be attained with only the parents or only the teachers are involved. All the stakeholders have to functions and perform. Involvements, such as attendance to meetings and other school activities, giving donations in cash or in kind to support school mandated projects and activities (according to one PTA officer), giving positive suggestions on anything that improves the school are the ways and means by which we can help attain our dreams. Considering the situation of our school being new with few and borrowed facilities. ‘The challenge of developing the learners as entrenched in our vision lies within the roles the teachers and school authorities as educators and other stakeholders as support system. Education for All (EFA) speaks for the entrusted mission of treating all clients, the learners with fairness, equality and providing the environment that is conducive to learning. It is then our function as stakeholders to work together to improve the facilities, provide free labor, attend and support programs and activities for the welfare of our children in this school. ‘A learner provided with proper education is believed to manifest the core values. This would emphasize the roles of all concerned from the time a person is capable of leaning, (that is at home) to the time of formal learning, (that is at school) and within those times that they need to learn and prove many things outside home and school (that is the community). If at those learning stage, the children would have received proper learnings, then as stakeholders we believe that our efforts have materialized and there is no doubt that our dreams of the core values of being Maka-Diyos, Makakalikasan, Makatao and Makabansa would have been imbedded to the learners of this institution.CHAPTER 3 SCHOOL’S CURRENT SITUATION A. Introduction The school is on its 10" year of operation since its opening on June 2012. It is a complete secondary school with Humanities and Social Science (HUMSS) as offering on the Senior High School. Nine permanent teachers were assigned to handle subjects both in the Junior and Senior high school. Balili National High School- Cabacab Annex is officially known as Cabacab National High School after having satisfactorily met the requirements stipulated in DepEd Order No. 40, s. 2014 (Establishment, Merging, Conversion, and Naming/Renaming of Public Schools, and Separation of Public-School Annexes in the Basic Education) on July 23, 2021. The school, its teachers and learners, has undergone lots of challenges and adjustments with the Covid-19 outbreak, The lockdowns stopped the face-to-face class operations of schools switching to Virtual Learning and Modular Distance Learning with teachers and students quickly adapting to an entirely new way of life. Parents/guardians have become our allies in facilitating the written activities and performance tasks of our learners while they learn at home ‘The school enrolment for the present school year increased from 177 in the school year 2020-2021 to 186 this school year due to transfer of residence of parents with their children to seek greener pastures outside the community. Furthermore, population of the community is fast growing so it follows that there will be additional increase of enrolment for the coming years. In addition, with the opening of the Senior High School with 42 enrollees, it marked an increase.As to the dropout rate, the school has maintained the 0.01% dropout rate though the reading and writing skill-levels of learners still need improvement. Academic learning losses in these skills are a growing concern of the school, especially for learners living in low- resourced communities that have been disproportionally affected by the abrupt shift to remote schooling. The students who are slow readers had their remedial reading sessions and the writing skill as well, but because of time constraints there should have been an organized Remedial Classes to improve the reading and writing skills of these learners. Since reading and writing are the key tools for learning, one must give due importance in their roles - both parents and teachers. However, the school still want to ensure and deliver a quality education and address such problems making learning accessible to every learner. CHALLENGES The school needs additional academic classrooms, laboratory classrooms, ancillary school offices, contextualized or localized digital and non- tal learning materials, and reading corners for learners. The school continuously strengthen REAP (Remediation and Enhancement, Activities and Programs) technique, Counselling Services, Healthy PSMP ( Physical, Social, Mental and Psychosocial ) initiatives to address learning gaps. Implementation of UBBO, DAY-ENG Learning Center in the Community, Essential Program Integration, Learning Management System and Project Binnadang provides equity among school age learners, youth and adult within the school and community.Some of the challenges among learners is the integration of socio- emotional and 21 century skills in all subjects, maximum participation in curricular and extra -curricular activities, sufficient learning resources intervention and enhancement activities that will lead them to higher level of performance and teachers’ engagement in LAC sessions ,INSET, attending higher level of training/education , mentoring and coaching . Enhancement of Child - friendly school program, MHPSS Program , Nutritional and Health Services Program, Sports Program, IEC and Advocacy activities in support to Childs Right in Education, and Teachers and learners training on DRRM to intensify resiliency and preparedness of the school. Additional challenges of the school are the Adoption and implementation of Competency -based Hiring and Promotion system, Formulation and implementation of Programs and Projects, Attainment of SBM Level 3, Partnership and Linkages Program,Rewards and recognition program, Professional Development Program, Employee Welfare Program, Learning and Development Program, Health and Safety Program, RPMS program, Research and Innovation Program, Advocacy Program ,Procurement and Asset management. School Profile The school is situated in Cabacab, Balili, Mankayan Benguet. It lies down at the slope of the plateau. The barangay is a conspicuous territory located at the eastern periphery of the town proper of Mankayan. Despite its proximity to the town proper, the topography of the place causes great difficulty of transportation because it is a high plateau of the Municipality that it isolated during rainy seasons. Now, the people of Cabacab are at ease with its newly constructed provincial roads of which transportation is no longer an obstacle. The school, on the other hand, is now very accessible for learners most especially learners coming from far places such as Cada, Dagadag and other nearby places around Cabacab.B. School Performance on Access i, Enrolment Trends Curriculum Grade Level Total ‘Year Grade | Grade | Grade | Grade | Grade | Grade 7 8 9 10 eT 12 SY :2020- 2021 41 43 41 29 13 9 | 176 SY :2021- ee a ee 43 39 14 12 | 181 :2022- T SYE2022 42 | 32 31 38 31 11 | 186 ‘The data shows an increasing number of school enrolment for the last three ( 3) years due to improvement of school facilities and community livelihood. ii, Historical Data a. Simple Drop out Rate SY : 2019-2020 | SY: 2020-2021 | SY: 2021-2022 Drop out rate 0% 0% 0.55 % The data shows an increase in drop out rate with 0.55 % or 1 out of 181 students last school year due to change of residence . 'b. School Leaver Rate SY : 2019-2020 | SY: 2020-2021 | Sy: 2021-2022 ‘School leaver 0% 0% 0% rate ] | | J ‘The school leaver rate of the school for the past three years is zero percent ( 0% ).c, Transition Rate SY : 2019-2020 | SY: 2020-2021 | SY: 2021-2022 ‘Transition rate 100% 100% 100% The data shows 100% transition of Grade 6 pupils to secondary level. ©. School Performance on Quality i. Reading Proficiencies / Competencies Level of Comprehension - SY: 2022-2023 Grade Level ‘Advance Independent | Frustration 0 7 / 35 The data shows the result of pre-test reading assessment in English wherein 35 out 42 students fall under frustration. Disruption to education systems during the COVID-19 pandemic has disproportionately affected the most vulnerable learners, exacerbating pre-existing inequalities with potentially dramatic and long-lasting implications. This requires urgent action to address learning gaps and ensure smooth and continued educational pathways for all learners. Over the longer term, systems will need to strengthen learner resilience, fostering environments in which every individual has the competences required to reach their full potential. Brigada Pagbasa implementation helps in minimizing learning gaps.ii, Learning Standards / Performance Division Achievement Test ( DAT ) Result School Year 2021-2022 Araling English | Mathematics | Science | Filipino : Panlipunan Mean Percentage | 51.06 % 34.24% | 40.49% | 39.46% | 43.13% Score | (MPs) The result of Division Achievement Test (DAT) last school year shows that English with 51.06% is the high performing subject and Mathematics with 34.24 % is the low performing subject taken by Grade 9 learners . The factors influencing student performance include COVID-19 fear, distance learning, digital inaccessibility, teaching capabilities, psychological well-being, and work-life conflict. All these factors display a harmful effect on student _ performance. Implementation of DAY-ENG (Dauntless Avid reader Yare - Enthusiastic Nourishing Gentle) DI ESKWELA strengthened and maintained learners’ reading skills using contextualized materials. D. School concerns on Equity and Inclusion Figure D.1 - Number of students not in school Age Male Female ‘Total enue 2 0 One 0 13 0 0 ° 14 6 0 6 15 2 0 2 16 i 0 1 17 | 4 1 5 Total 13 pla 14 ‘The data shows that there are thirteen (13) male and one ( 1 ) female who are not in school . Ages 14 rank first, followed by age 17,age 15 and age 15 respectively.Figure D.2 — Number of students not in school according to reasons. ‘Age Financial Affected by | Other reasons | Matters conflict 12 0 0 0 13 0 0 0 14 2 1 3 15 0 0 2 16 0 0 1 17 1 1 3 Total Pees: 2 ‘The data shows that there are thirteen ( 13) male and one (1) female who are not in school due to financial matters, affected by conflict and other reasons ( early marriage and not interested in coming to school ). E. School concerns on Resilience and Well-being Nutritional Status of Learners SY 2022-2023 - First Quarter Grade Underweight Normal Overweight Level Male | Female | Male | Female | Male | Female Grade 7 8 9 10 10 3 2 Grade 8 6 2 7 14 0 Seal Grade 9 3 2 14 9 0 2 Grade 10 0 Om 7a ead, 2 2 Grade 11 0 0 17 12 1 2 Grade 12 [0 0 5 4 a 1 Total 17 13 70 66 7 12 The school learners populace shows that 16.21% are underweight, 73.51% are normal and 10.27% are overweight. Grade 7 learners has the highest data both on underweight and overweight. School Feeding program helps address underweight status of learners and involvement in sports related or fitness program of the school solves overweight.School Data on Bullying and Child Abuse SS — = = Dashboard carom ote | ‘scrote 22028, ‘bam es en obec BAHT 1 Sana on ee of Bug, Cs Ate, CAR ard I 0 0 cok hn cert bean steer Sesaaccoewsrgina ———segesan sos er enna sy Soytatcanbamhinat, ——aehepec a arg owns ese ees med ercaee ter Pye Sra Pune on ‘The school records no incidence of bullying and child abuse for the last three years and first quarter of SY 2022-2023. Internal and external school stakeholders cooperation on implementing values transformation programs leads to zero ( 0) results. Concerns on school hazards The school hazard in the school is the crack of the school slope protection caused by earthquakes. Rehabilitation or replacement of the riprap structure brings security to the school building and its human resource. 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