SIP 2023 V2 Bibilik Nhs

Republic of the Philippines
Department of Education
REGIONAL OFFICE IX, ZAMBOANGA PENINSULA
SCHOOLS DIVISION OF ZAMBOANGA DEL SUR
DUMALINAO
BIBILIK NATIONAL HIGH SCHOOL
SCHOOL IMPROVEMENT PLAN
I. EXECUTIVE SUMMARY
True to its mission as a public school, Bibilik National High School (BNHS) continuously
accommodates and delivers quality to its Filipino – Bibilik learners. With its 404 enrollees this current
school year, BNHS abides by the mandate of the Department of Education to provide a quality
education for all. BNHS constantly seeks to improve itself in the form of programs, projects, and
activities that implements to better serve its clientele.
Decentralizing the governance of Basic Education at the grassroots level is a priority for the
Department of Education. The government emphasized this goal by passing Republic Act 9155 in
2011. School-Based Management (SBM) is defined as the "decentralization" of decision-making
authority from the national, regional, and division levels to the school level that brings together
principals, teachers, students, parents, and local community members to foster productive educational
institutions. Each school is required by the Governance of Basic Education Act of 2011 to establish its
vision, mission, goals, and objectives. Consequently, each school must also create its own School
Improvement Plan (SIP) and Annual Implementation Plan (AIP), which should consider the priorities
and hopes of the school's internal and external constituents.
School Improvement Plan (SIP) is a road map that lays down specific interventions that a
school, with the help of the community and other stakeholders, will undertake within three consecutive
school years. It is carefully structured to focus on key goals and strategies, leading to excellent student
learning and a more effective school organization. It seeks to provide those involved in school planning
with an evidenced-based, systematic approach with the learner's point of view as the starting point.
Ultimately, it envisioned helping schools reach the goal of providing access to quality education.
Bibilik National High School's School Improvement Plan (SIP) is the result of a group effort on
the part of the School Planning Team, which includes representatives from both the school and the
community at large. The school head, along with other teachers representing the faculty, the PTA
president and other PTA officials, the barangay captain and other barangay officials, and a student
representative, all work together to make this happen. It lays out the institution's long-term goals, top
priorities, and overall focus through 2025. To put the School Goals and Objectives (SGOs) and the
short-term implementation of specific goals (SGPs) into context and provide the growth direction of the
school, a comprehensive School Improvement Plan (SIP) is essential. A key component of the
decentralized system, the School Improvement Plan is the beginning of the planning process for the
educational institution. It embodies the school's educational needs, which are rooted in the standards
established by the division through the division's education development plan (DEDP). The SIP and
Annual Implementation Plan (AIP) will be a more accurate and valid assessment of the needs of basic
education inside the school, providing essential information for budget planning purposes.
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Address: Barangay Bibilik, Dumalinao, Zamboanga del Sur
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Telephone No.: 09616090154
E-mail Address: bibilik.nhs@gmail.com
DUMALINAO
Bibilik National High School's School Improvement Plan (SIP) is a collaborative document
created by the School Planning Team, comprised of internal and external stakeholders. This planning is
based on the ideas of shared governance, accountability, and transparency, as well as conscientious
participation. The participatory planning approach is a way of strengthening the abilities of Stakeholders
to develop a plan that is genuinely responsive to the needs of the community's children. Consequently,
this SIP is the central document that describes the school's development priorities, conditions, and
interests.
The SIP aims to improve learners' academic performance by satisfying educators' needs
through CPD, providing up-to-date teaching and learning resources, and applying appropriate testing
processes and instruments. As a result of implementing this technique, school administrators, parents,
and community members will be in a better position to support the schools' efforts to offer pupils a high-
quality education. The School Improvement Plan depends heavily on data. After conducting thorough
research, including data collecting, validation, confirmation, referrals, interviews, and retrieving school
archives and other relevant materials, a realistic picture of the provision of essential education services
in the municipality was created. The SPT mainly relied on the School Report Card to collect data, but
they also reviewed the school's BEIS and other data sources to ensure that the data was accurate and
reliable. The SIP creation procedure promotes interaction between the institution and its stakeholders
and actively solicits their opinion, as required by RA 9155.
This plan is anchored on the rationale that:
1. Schools are empowered to set their own goals for improvement, assume responsibility for planning
and implementing their respective agenda for development and that review and manage their progress
are likely to be more effective than others of different circumstances.
2. Effective schools rely on optimized participation and support.
3. Education will better achieve its goal if the various community stakeholders are organized to plan,
initiate, manage and support school-related activities.
Through a series of consultations from the stakeholders, the formulation of this plan went
through the following processes:
a.) situational analysis,
b.) revisiting of the DepEd Vision, Mission and Core Values,
c.) Formulation of immediate (1 year) and medium-term (3 years) strategies and
interventions/activities,
d.) formulation of school goals and improvement priorities,
e.) formulation of implementation activities, time schedule, resources needed, assignments of
responsibilities and monitoring and follow-up.
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This plan is also aligned to the four priority development areas of the BEDP:
Pivoting to quality, ensuring that all learners attain learning standards in every key stage in the K to 12
program; Expanding access to education for groups in situations of disadvantage to ensure inclusive
and equitable quality service delivery; Empowering learners to be resilient and to acquire life skills; and
Strengthening the promotion of the overall well-being of learners in a positive learning environment
where learners exercise their rights and experience joy, while being aware of their responsibilities as
individuals and as members of society.
The programs, projects and activities of this plan is to address the gaps identified which are
beneficial to the school community especially to our main clientele, our learners. The course of this plan
is to provide accessible and quality education towards the holistic development of every learner in
school.
Bibilik National High School continues to perform its duties and function guided by the following
strategic objectives which are anchored to the Basic Education Development Plan 2030, to wit:

Ensure that all girls and boys complete free, equitable and quality education leading to relevant
and effective learning outcomes;
 Ensure that every child attains a minimum reading proficiency appropriate for their level;
 Transform the learning environment to be child-friendly, gender-sensitive, motivating, safe and
inclusive;
 Provide appropriate materials and technology for learning and administrative use;
 Support the physical, mental and overall well-being of learners;
 Deliver an integrated, and aligned capacity development interventions; and
 Support the welfare and well being of teaching and non-teaching personnel.
Finally, intended to be used within three years, the plan has an Annual Implementation Plan (AIP) for a
year.
The Monitoring and Evaluation Plan is developed so that the school may track the SIP's
progress and evaluate its efficacy in attaining its stated goals. This step entails a continuous process of
tracking the plan, updating to-do activities with regular targets, and evaluating results to chronicle the
impact of implementation through the conduct of the quarterly School Monitoring and Evaluation
Adjustment.
We believe that this SIP is the primary vehicle through which our school will proceed to
improve. Its implementation will address the need of all types of learners in the community, for they are
provided access to quality basic education and given premium consideration in all programs and
activities to be implemented in school.
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II. DEPED’S VISION, MISSION AND CORE VALUES
A. 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.
“Our learners who will graduate from our school are rooted in love and compassion, fired with
a passion to pursue one’s dream and anchored with responsibilities that will carry on promoting a
healthy and sound environment,” Mr. Solaiman C. Dangca, GPTA President, states his purpose. It
simply means that Bibilik National High School envisioned a Filipino learner who has both value and
competence - a learner who is fully nurtured with good values and equipped with competence which will
lead him to become a holistic individual who loves his country and willing to be a functional part of it.
Our vision is more than a plan's end goal. It is something we want, wishes for, and pray for. It is
something we work hard for. The DepEd Vision says that the school wants every learner to grow up to
be real citizens who love their country, have the skills to help it improve, and have a strong desire to do
so. We hope that learners will be wise enough and ready enough for real life. We hope that our learners
will grow in all ways and be ready for life. Our goal or vision is to help learners learn the right values
and skills that they can use in their everyday lives.
DepEd vision the ideas of being “learner-centered" and "continually improving.” Learner–
centered education shaped the new way of seeing, thinking about and acting on education. Each
learner is seen as being unique in meaningful ways. The unbounded potential that will unfold on its
own pace and its own way. Every single learner is a wonder to behold. And, finally, each learner is
seen as having an innate desire to learn. The job of the education system is to unleash that desire
When we say, "continuously improving," it is about making things better by identifying opportunities for
improvement and striving to achieve a set of goal for our students and to our profession.
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.
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
Family, community, and other stakeholders are actively engaged and share responsibility for
developing life-long learners.
Giving just and fair treatment and attention to each student despite the lack of some facilities and
amenities, bonded in unity and cooperation bears a learner who is full of knowledge. This mission
adheres to the principles of shared responsibility. In school, the teachers, administrators, family, and
community have shared responsibilities in promoting and protecting the right of every learner. Bibilik
National High School manifests this endeavor through a collaborative effort of faculty, administrator,
and stakeholders in facilitating learning and ensuring a child-friendly, gender-sensitive, safe and
motivating environment for the students.
B. Core Values
MAKA-DIYOS
MAKA-TAO
MAKABANSA
MAKAKALIKASAN
Every individual should possess the core values because by having these four values, every
good thing will follow. Bibilik National High School possessed the following values and has manifested
them in certain situations as follow:
C.1 MAKA-DIYOS
It is an expression of one’s spiritual beliefs while respecting the spiritual beliefs of others. Learners and
teachers are expected to engage themselves in worthwhile spiritual activities, respect sacred places,
respect the religious beliefs of others and demonstrate curiosity and willingness to learn about other
ways to express spiritual life.
Learners manifest the following:
 Lead a prayer when asked

 Participate in any religious or spiritual activities held in the school
 Keep silent at all times when they are in sacred places like churches, chapels, and mosques
 Listen to others when they are expressing their own religious beliefs
 Teachers manifest the following:
 Lead a prayer during the meeting
 Cite a prayer before and after a meal
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C.2 MAKA-TAO
Showing the better aspects of the human character. This value is expressed by the teachers,
students, administrator, and stakeholders in the school by being sensitive to individual, social, and
cultural differences and demonstrate contribution toward solidarity
 Learners manifest the following:

 Greet teachers, visitors, adults, and other classmates
 Listen when somebody speaks and recites
 Use courteous words and expressions when talking to elders and other learners
 Observe and follow written rules inside the school premises
 Follow a “first come, first served” basis
 Know how to fall in line and wait for his/her turn
 Accept defeat in the spirit of goodwill and sportsmanship during playtime and sports
competition
 Tell his/her teacher cases of bullying and defend classmates who get bullied
 Help teachers and others without being asked
 Exercise “pagmamano” when meeting elders, parents, and teachers
 Say “Thank You” and “Sorry”
Teachers manifest the following:
 Recognize and accept the contribution of others toward a goal

 Offers suggestions and constructive comments
 Knows how to say thank you for the good deeds of others
 Respect the ideas of others
 Acknowledge other’s ideas without being judgmental
 Uses appropriate words, voice, and gestures when talking to others
 Accept defeats and celebrate other’s success
 Learn to improve one’s weaknesses
 Enable others to succeed
 Show a caring attitude toward the environment
 Practice waste management
 Conserve energy and resources
 Take care of school materials, facilities, and equipment
 Keep the work area clean and in order before and after work
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C.3 MAKA-BANSA
Demonstrates pride in being a Filipino, and exercises the rights and responsibilities of
a Filipino Citizen. Learners and teachers are expected to identify themselves as a Filipino,
respect the flag and national anthem, promote the appreciation and enhancement of Filipino
languages, abide by the rules of the school, community, and country and enable others to
develop interest and pride in being a Filipino.
 Learners manifest the following:

 Sing the National Anthem with correct lyrics with right hand on the left chest and stand still with
no extra movement wherever the learner is
 Recite the Panatang Makabayan properly
 Attend the flag-raising/flag-lowering ceremony
 Tell/share local and national heroes’ legacies with others
 Sing Filipino songs
 Buy Filipino-made products
C.4 MAKAKALIKASAN
Cares for the environment and utilizes resources wisely, judiciously, and economically.
Learners and teachers are expected to show a caring attitude toward the environment, practice waste
management, conserve energy and resources, take care of school materials, facilities, and equipment,
keep work areas in order during and after work, and keep one’s work neat and orderly.
Learners manifest the following:
 Segregate wastes according to their classification

 Maintain the cleanliness of the classroom
 Avoid throwing garbage anywhere
 Turn off the lights when not in use
 Recycle plastic bottles and other recyclable materials
 Plant and care for flowers, vegetables, and trees
The DepEd Vision and Mission are important, but the Core Values are just as important. They help
teachers and students do what they need to do to teach and learn. We should show or live out the four
core values in any easy way we can. The Core Values tell us to love God (Maka-Diyos), to love fellow
men or others (Makatao),to love nature (Makakalikasan), and to love the country (Makabansa). All
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school programs and extracurricular and co-curricular activities must be based on these values. With
these values, we can make our goals and visions come true.
III. SCHOOL’S CURRENT SITUATION
A. Introducing the School
Bibilik National High School is a medium school situated on a well-maintained open ground that
values the individuality of its learners and teachers and encourages holistic development. Located at
the heart of the mountain range, overviewing the beautiful landscape and seascape cradles the values
of uplifting diversity, nurturing, and honing unique talents and skills. As the school continues achieving
greater heights, professional development activities for teachers are given a premium. The school is
religiously conducting LAC Sessions focusing on ICT integration that enable the teachers to use
manipulative materials, interactive videos, and interactive applications in the classroom and make
teaching and learning more fun and engaging for the learners. The LAC Sessions are designed to meet
teachers' needs in this area and help them improve and become more effective in the classroom,
leading to good results in the learners' academic achievement and performance in some academic
contests in school and the district.
Committed to continually improving effective classroom practices, new teachers who are highly
motivated and equipped with skills and knowledge were assigned to the school. Sourcing computer
literacy to ride towards 21 st Technologies was given importance. A number of laptops, netbooks and
tablets were given to the school which enable learners and teachers to manipulate them.
With these practices, Bibilik National High School ignites learners not just within the community but
also from the neighboring barangay to study and experience the school's welcoming atmosphere.
In light of the Department of Education's commitment to develop and promote the holistic
development of every Filipino child and uplift his condition by making quality secondary education
accessible to all. It is the school's vision to offer the best to its clientele.
The school is a child-friendly institution that serves learners from all walks of life. The school
caters learners from Junior High School, Grade 7 to Grade 10, and Senior High School, Grade 11 and
Grade 12, which offers TVL Track. Heedfully adhere to the department’s standards and policies in
curriculum and assessment. The school aims to cultivate learners who are competent on a global scale
and have the strength and wisdom to meet the complex challenges of life. As we continue to comply
with and contribute to the DepEd's vision and mission, the school initiates and implements activities and
projects that are aligned with the Department's standards. Thus, making the school reach the maturing
level in their SBM practices as self-assessed by the school head.
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Bibilik National High School is located at Barangay Bibilik, Dumalinao, Zamboanga del Sur. It
caters learners from its own barangay and a few from the adjacent barangay Bagong Silao and Mama.
The school is also identified throughout Region IX as one of the schools that offer the Open High
School Program (OHSP). The program provides an opportunity for elementary school graduates, high
school drop-outs and successful examinees of the Philippine Education Placement Test (PEPT) to
complete secondary education in a purely distance learning mode. The program provides printed self-
learning modules for students to use for their lessons and classroom activities.
With a total land area of 10,000 square meters surrounded with trees and bless with a natural
spring water. Away from the residential area, the school provides a conducive place for learning and
recreation.
The majority of the learners and the community speak “Cebuano” as their first language. About
5% speak other dialects such as Muslim dialects. A number of IPs (Indigenous people) is also identified
in the school. The learners are members of different religious affiliations like Roman Catholic, Alliance
Church, Islam, etc.
The school has complete school facilities in terms of instructional classrooms, designed and
developed by the teachers to make a conducive learning environment for learners both Junior High
School and Senior High School. The Administrative building is repaired that holds different offices like
the School Head’s office, the Registrar’s office, the Guidance Office, the SSG office and the NDRRM
and the school treasurer’s office which accommodate parents, students, teachers and visitors for
inquiry. Vacant classrooms were turned into ICT room, Reading and Library room, and Clinic room to
facilitate learners’ needs. It also has a makeshift structure used as a school canteen.
Along with implementing the different programs and projects, the school also focuses on
improving the facilities and supplies for WinS programs, which provide learners and teachers access to
proper hygiene. With the school’s commitment to delivering what is best for learners, the school
reached two (2) stars in the WinS Program. With its desire to reach three (3) stars in the next cycle of
assessment of the program, the school is preparing the lacking requirements like the availability of food
handlers certificate and updated sanitary permit for the school canteen. Also, other activities like LAC
sessions about WinS, preparation of IEC materials, and others, as indicated in the monitoring tool, were
considered to achieve three (3) stars in the WinS program.
* Teacher-Student relationships
Bibilik National High School is composed of nineteen (19) personnel, including eleven (11)
teacher advisers, six (6) subject teachers, one (1) LSA (learning support aid) teacher, and one (1)
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school head. The teachers of the school are committed and dedicated to their respective
responsibilities. They showed ideal classroom management practices by establishing classroom rules,
having prepared plans for the learners, involving learners in the activities, respecting every learner's
differences and being fair to all learners. They set goals that challenge and stretch learners to perform
their best. They share remarkable and filled life lesson experiences and provide rewards and
recognition to motivate learners to perform better and become successful.
As learning is a continuous process, teachers keep attending various training that equips them
to become better professionally and help them become more effective and efficient in delivering and
communicating the lessons to the learners.
Bibilik National High School intends to build strong ties in forging a partnership with our
stakeholders by allowing them to be part of the programs and projects implemented in the school. The
school highly considers that stakeholders play an essential role in achieving the goals we aimed for and
the Department. The school also conducts regular meetings with teachers and stakeholders to remind
them of the goals and their roles in delivering quality and equitable education to learners. It also gives
them directions on carrying out their roles and responsibilities as partners in the educational process.
The school identifies barangay Local Government Units, Non-Government Organizations in the
community, alumni, and other private individuals as potential partners who in one way will help the
school in realizing its goals.
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B. Access
B.1 Enrollment by Gender by Grade Level, SY: 2018-2019, SY: 2019-2020, SY: 2020-2021,
SY: 2021-2022, SY: 2022-2023
B.1.1 Secondary Junior High School
SY: 2018-2019 SY: 2019-2020 SY: 2020-2021 SY: 2021-2022 SY: 2022-2023
Grade Level
M F T M F T M F T M F T M F T
Grade VII 42 42 84 38 33 71 47 29 76 26 43 69 31 16 47
Grade VIII 45 42 87 37 31 68 36 30 66 46 32 78 25 45 70
Grade IX 30 35 65 37 35 72 39 34 73 42 30 72 48 34 82
Grade X 20 26 46 25 31 56 35 37 72 36 30 66 37 27 64
Grand Total 137 145 282 137 130 267 157 130 280 150 135 285 141 122 263
Based on the data shown in table B.1.1 enrollment by gender, the enrollment of Junior High
School from the school year 2018-2019 to 2022-2023 is decreasing. The highest number of enrollees
are from the male category.
B.1.2 Secondary Senior High School
SY: 2018-2019 SY: 2019-2020 SY: 2020-2021 SY: 2021-2022 SY: 2022-2023
Grade Level
ACADEMIC
* GAS
Grade XI 4 9 13 0 0 0 11 19 30 21 17 31 17 11 28
Grade XII 4 13 17 4 6 10 0 0 0 11 21 32 21 18 39
Total 8 22 30 4 6 10 11 19 30 32 38 63 38 29 67
*ICT
Grade XI 4 9 13 13 12 25 12 12 24 18 21 39 9 10 19
Grade XII 12 5 17 3 7 10 14 14 28 14 10 24 19 21 40
Total 16 14 30 16 19 35 26 26 52 32 31 63 28 31 59
* ABM
Grade XI 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
Grade XII 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
Total 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
* HUMSS
Grade XI 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
Grade XII 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
Total 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
* STEM
Grade XI 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
Grade XII 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
Total 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
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TVL
* AFA
Grade XI 0 0 0 0 0 0 0 0 0 0 0 0 9 6 15
Grade XII 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
Total 0 0 0 0 0 0 0 0 0 0 0 0 9 6 15
* HE
Grade XI 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
Grade XII 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
Total 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
* IA
Grade XI 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
Grade XII 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
Total 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
SPA
Grade XI 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
Grade XII 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
Total 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
SPORTS
Grade XI 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
Grade XII 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
Total 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
OVERALL
Grade XI 8 18 30 13 12 10 23 31 54 39 38 52 34 27 72
Grade XII 16 18 30 7 13 35 14 14 28 25 31 83 40 39 69
GRAND TOTAL 24 36 60 20 25 45 37 45 82 64 69 135 75 66 141
Based on the data shown in table B.1.2 enrollment by gender, the enrollment of Senior High
School from the school year 2018-2019 to 2022-2023 is increasing. The highest number of enrollees
are from the female category.
B.1.3 Secondary JHS and SHS Overall Enrollment
SY: 2018-2019 SY: 2019-2020 SY: 2020-2021 SY: 2021-2022 SY: 2022-2023
Grade Level
Junior HS 137 145 282 137 130 267 157 130 280 150 135 285 141 122 263
Senior HS 24 36 60 20 25 45 37 45 82 64 69 135 75 66 141
Grand Total 161 181 342 157 155 312 194 175 362 214 204 420 216 188 404
The data shown in table B.1.3 overall enrollment for both Junior High School and Senior High
School from the school year 2018-2019 to 2022-2023 is increasing. The highest number of enrollees
are from the female category.
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B.2 Enrollment by Age: School Age Children in the Community vs Enrolled in School (SY 2022-
2023)
B.2.1 Junior High School
In Community In School Variance

Age
Male Female Total Male Female Total Male Female Total
Below 12 yo 17 13 30 19 7 26 -2 6 4
13 yo 13 18 31 27 43 70 -14 -25 -39
14 yo 18 12 30 36 37 73 -18 -25 -43
15 yo 19 16 35 35 21 54 -16 -5 -21
Above 15 yo 49 53 102 24 14 34 25 39 64
Total 116 112 228 141 122 263 -25 -10 -35
Table B.2.1 compares the number of school-age children in the community against those
enrolled in school as Junior High School. The data shows that the majority of the children ages below
12 to 15 years old are currently enrolled in the school while ages above 15 years old which is 64 out of
102 are enrolled from other schools.
B.2.2 Senior High School
In Community In School Variance

Age
Male Female Total Male Female Total Male Female Total
Below 16 yo 67 59 126 0 0 0 67 59 126
16 yo 13 13 26 20 13 33 -7 0 -7
17 yo 19 19 38 24 28 52 -5 -9 -14
Above 18 yo 17 21 38 32 26 58 -15 -5 -20
Total 116 112 228 76 67 143 40 45 85
Table B.2.2 compares the number of school-age children in the community against those
enrolled in school as Senior High School. The majority of the children in the community ages 16 to
above 18 are currently enrolled in the school as shown on the table. Senior High School campaign is
highly motivated and effective. The strand offered in the school resolved the issue. Career Advocacy
conducted in the school motivated both parents and children to stay and continue their studies
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B.3 Data on Learners in Disadvantage Situations by Gender, SY: 2022-2023
Table B.3 Enrollment of Learners in Disadvantage Situations by Gender, SY: 2022-2023
Situations Male Female Total

* Indigent children (Members of the IP Communities) 2 2 4
* Out of School Youth (OSY)/ Out of School Children (OSC) 5 1 6
* Distressed individual and families including Internally Displaced
0 0 0
Personas (IDP)
* Low resourced students (4Ps beneficiaries) 132 119 251
* Abandoned and neglected children 0 0 0
* Street children 0 0 0
* Children of former rebels 0 0 0
* Children living in conflict affected areas and vulnerable communities
0 0 0
(CVAS)
Table B.3 shows the data on learners in disadvantaged situations by gender. The data reflects
that there are no children who suffered in a disadvantaged situation despite that there are a number of
students belonged to low income families. The government program, 4Ps, has greatly helped in
alleviating the situation.
B.4 Children with Disabilities
Table B.4 Enrollment of Children with Disabilities
Situations Male Female Total

B.4.1 Children with disabilities (based on enrollment on LIS)
* Gifted Learners 0 0 0
* With Diagnosis from Licensed Medical Specialist
* Visual Impairment 0 0 0
* Hearing Impairment 0 0 0
* Learning with Disability 0 0 0
* Learning disabilities 0 0 0
* Intellectual Disability 0 0 0
* Autism Spectrum Disorder 0 0 0
* Emotional-Behavioral Disorder 0 0 0
* Orthopedic/Physical Handicap 0 1 1
* Speech/Language Disorder 0 0 0
* Cerebral Palsy 0 0 0
* Special Health Problem/Chronic Disease (eg cancer) 0 0 0
* Multiple Disabilities 0 0 0
B.4.2 With Manifestations
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* Difficulty in seeing 0 0 0
* Difficulty in hearing 0 0 0
* Difficulty in applying knowledge 0 0 0
* Difficulty in Remembering, Concentrating, Paying Attention and 0 0 0
Understanding
* Difficulty in Applying Adaptive Skills 0 0 0
* Difficulty in Displaying Inter-Personal Behavior 0 0 0
* Difficulty in Mobility (walking, climbing and grasping) 0 0 0
* Difficulty in Communicating 0 0 0
Table B.4 Enrollment of Children with Disabilities displays that only one (1) female student identified as
physically handicapped.
B.5 Children from Geographically Isolated and Disadvantaged Areas (GIDA)
Table B.5 Enrollment of Children from GIDA by Sex, SY: 2022-2023
Situation Male Female Total

Children from Geographically Isolated and Disadvantaged Areas (GIDA) 55 70 125
Table B.5 shows that some of our students are coming from the barangays identified as GIDA.
It indicates that the school has (55) male learners and (70) female learners living in Barangay Bag-ong
Silao and Barangay Mama.
B.6 Arabic Language and Islamic Values Education Enrollment by Gender,

SY: 2018-2019, SY: 2019-2020, SY: 2020-2021, SY: 2021-2022, SY: 2022-2023
Table B.6 MADRASAH Enrollment by Sex, SY: 2022-2023
Levels of SY: 2018-2019 SY: 2019-2020 SY: 2020-2021 SY: 2021-2022 SY: 2022-2023
Formal
Schooling M F T M F T M F T M F T M F T
Kinder
0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
(Tahderiyyah)
Primary
0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
(Ibtida-I)
Intermediate
0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
(Idadi)
Secondary
0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
(Thanawi)
Grand Total 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
Table B.6 shows that there are no enrollees for the MADRASAH Program in the school.
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B.7 Simple Dropout Rate by Grade Level by Gender, SY: 2017-2018, SY: 2018-2019,
SY: 2019-2020, SY: 2020-2021, SY: 2021-2022
B.7.1 Secondary, Junior High School
SY: 2017-2018 SY: 2018-2019 SY: 2019-2020 SY: 2020-2021 SY: 2021-2022
Grade Level
Grade VII 0 0 0 0 1 1 0 1 1 0 0 0 0 0 0
Grade VIII 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
Grade IX 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
Grade X 0 0 0 0 0 0 1 0 1 0 0 0 0 0 0
Grand Total 0 0 0 0 1 1 0 0 2 0 0 0 0 0 0
Table B.7.1 Simple Dropout Rate by Grade Level by Gender, SY: 2017-2018, SY: 2018-2019,
SY: 2019-2020, SY: 2020-2021, SY: 2021-2022 indicates that the school has had two (2) dropouts for
the s.y. 2019-2020 due to death.
B.7.2 Secondary, Senior High School
SY: 2017-2018 SY: 2018-2019 SY: 2019-2020 SY: 2020-2021 SY: 2021-2022
Grade Level
ACADEMIC
* GAS
Grade XI 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
Grade XII 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
Total 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
*ICT
Grade XI 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
Grade XII 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
Total 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
* ABM
Grade XI
Grade XII
Total
* HUMSS
Grade XI
Grade XII
Total
* STEM
Grade XI
Grade XII
Total
TVL
* AFA
Grade XI
Grade XII
Total
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* HE
Grade XI
Grade XII
Total
* IA
Grade XI
Grade XII
Total
SPA
Grade XI
Grade XII
Total
SPORTS
Grade XI
Grade XII
Total
OVERALL
Grade XI
Grade XII
GRAND TOTAL
The school has zero (0) dropouts for the Senior High School of the years indicated as shown on Table B.7.2.
B.8 School Leaver Rate by Gender, SY: 2017-2018, SY: 2018-2019,

SY: 2019-2020, SY: 2020-2021, SY: 2021-2022
BOSY Enrollment Repeaters BOSY Enrollment Repeaters School Leaver Rate

School Year Previous SY Previous SY Current SY Current SY
SY: 2017-2018 - -
139 140 279 0 0 0 119 131 250 0 0 0 -83.61% 98.57 92.61
% %
SY: 2018-2019 - -
137 145 282 0 0 0 137 145 282 20 3 23 -85.40% 82.93 76.84
% %
SY: 2019-2020 -
- -
137 130 267 20 3 23 137 130 267 14 7 21 94.62
109.78% 112.13
%
SY: 2020-2021 -
104.23
157 130 280 14 7 21 157 130 280 15 1 16 -83.44% 92.42
%
%
SY: 2021-2022 150 135 285 15 1 16 150 135 285 0 0 0 -100% -100% -100%
Table B.8.1 compares the School Leaver Rate from the previous school years. The data shows that the
school has significantly increased the rate of the male from 2017-2018 to 2020-2021, while slightly decreased in
2021-2022 school year. While the female indicates a decrease of rate from 145 in 2018-2019 to 130 in 2020-
2021. The number of repeaters from previous to current school year reveals a significant decrease of rate. This
only shows that the teaching approaches provided by the teachers are effective as reflected on the table above.
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BOSY Repeaters BOSY Enrollment Repeaters School Leaver Rate

Enrollment Previous SY Current SY Current SY
School Year
Previous SY
SY: 2017-2018 -
20 25 45 0 0 0 22 27 49 0 0 0 -114% -121%
125.89%
SY: 2018-2019 - - -
22 27 49 0 0 0 24 38 60 0 0 0
107.09% 138.74% 122.53%
SY: 2019-2020 24 36 60 0 0 0 20 25 45 0 0 0 -96.33% -78.44% -97%
SY: 2020-2021 -
20 25 45 0 0 0 37 45 82 0 0 0 -229% -224%
270%.22
SY: 2021-2022 - - -
37 45 82 0 0 0 64 69 133 0 0 0
199.97% 177.33% 213.20%
Table B.8.2 reveals that the enrollment of Senior High School has been increasing yearly. Zero
(0) repeaters can only mean that teachers are effective and efficient with their teaching.
B.9 Retention Rate by Gender, SY: 2018-2019, SY: 2019-2020, SY: 2020-2021, SY:2021-
2022, SY:2022-2023
Total Enrollment Grade 8 to 10 Total Enrollment Grade 7 to 9

Retention Rate
Grade Level (Current SY) (Previous SY)
M F T M F T M F T
SY: 2018-2019 95 103 198 117 119 236 81.20 86.55 83.90
SY: 2019-2020 99 97 196 112 99 211 88.40 98.00 92.90
SY: 2020-2021 110 101 211 122 93 221 90.20 102.02 95.50
SY: 2021-2022 124 92 216 114 105 219 108.80 87.62 98.63
SY: 2022-2023 110 106 216 103 95 198 106.80 111.58 109.10
Table B.9.1 compares the Retention Rate from the previous to current school years.
The data shows that the school has significantly increased the retention rate. Thus, a high rate means
our current learners and parents value the quality of services by providing a sustainable source of
education.
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Total Enrollment Grade 12 Total Enrollment Grade 11

Retention Rate
Grade Level (Current SY) (Previous SY)
M F T M F T M F T
SY: 2018-2019 22 25 47 9 17 26 244.44 147.06 180.77
SY: 2019-2020 8 13 21 12 13 25 66.67 100 84
SY: 2020-2021 14 14 28 24 30 54 58.33 46.67 51.85
SY: 2021-2022 24 31 55 39 38 77 61.53 81.58 71.43
SY: 2022-2023 40 39 79 35 27 62 114.29 144.44 127.42
Table B.9.2 compares the Retention Rate of the Senior High School from the previous to
current school years. The data shows that the school has significantly increased the retention rate.
Thus, a high rate means our current learners and parents value the quality of services provided by the
school’s faculty and staff.

B.10 Transition Rate by Gender, SY: 2022 - 2023

B.10.1. Secondary Junior High School, Grade 6 to Grade 7
Grade 6 Enrollment
Grade 7 Enrollment
Previous SY Variance Transition Rate
School Year Current SY
(Catchment Areas)
M F T M F T M F T M F T
SY: 2018-2019 42 42 84 23 18 41 19 24 43 83 133 105
SY: 2019-2020 38 33 71 20 37 57 5 -4 14 25 -11 25
SY: 2020-2021 47 29 76 18 37 55 18 -8 21 100 -22 38
SY: 2021-2022 26 43 69 17 23 40 -17 20 29 -100 87 73
SY: 2022-2023 31 16 47 18 16 34 15 0 13 83 0 38
Table B.10.1 compares the Transition Rate from the previous to current years. The data shows
the variance and the transition rate of the enrollment population of the school. It shows a significant
difference and indicates an increase of the rate specifically in the previous years because of the difficult
transportation and distance of the school from the neighboring areas. Thus, it also shows that in the
current years a significant increase of population due to the transferees coming in and availability of
transportation.
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B.10.2a Secondary Senior High School, Grade 10 to Grade 11
Grade 11 Enrollment Grade 10 Enrollment

Sex Variance Transition Rate
SY: 2022-2023 SY: 2021-2022
Male 35 36 8 22
Female 27 30 -3 -10
Total 62 66 -4 -6
Table B.10.2a reveals the Transition Rate of the Senior High School from previous to current
years. The result indicates that some of the students transferred to urban schools due to the distance of
the school and the preferred track offered.
B.10.2b Secondary Senior High School, Grade 11 to Grade 12
Grade 12 Enrollment Grade 11 Enrollment

Variance Transition Rate
School Year Current SY Previous SY
M F T M F T M F T M F T
SY: 2018-2019 22 25 47 9 17 26 13 8 21 144 47 81
SY: 2019-2020 8 13 21 12 13 25 -5 0 -4 -42 0 -16
SY: 2020-2021 14 14 28 23 31 54 0 -17 -26 0 -55 -48
SY: 2021-2022 24 31 55 39 38 77 -7 -7 -22 -18 -18 -29
SY: 2022-2023 40 39 79 35 27 62 1 12 17 3 44 27
Table B.10.2b projects the Transition Rate between Grade Eleven (11) and Grade Twelve (12) from the
previous and the current years. As indicated, the number of students preferred the urban schools
because of the track offered.
C. Quality
C.1 Philippine Informal Reading Inventory Results in English and Filipino (Pretest), SY: 2022-
2023
Table C.1a Secondary Junior HS Phil-IRI English
Learners
Non-Reader Frustration Instructional Independent
Grade Level Tested
Grade 7 30 17 47 3 0 3 16 6 22 8 6 14 3 5 8
Grade 8 25 44 69 2 1 3 10 11 21 12 18 30 1 14 15
Grade 9 47 34 81 2 0 2 10 6 16 33 21 54 2 7 9
Grade 10 37 26 63 2 0 2 8 5 13 25 14 39 2 7 9
Total 139 121 260 9 1 12 44 28 72 78 59 137 8 33 41
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Based on the table C.1a, most of the students are on instructional level which is 60% of the
overall population of the students. Most of these students on this level are males with 78 individuals.
However, there are still 12 non-readers who need immediate remediation.
Table C.1b Secondary Junior HS Phil-IRI Filipino
Learners
Grade Level Tested
Grade 7 30 17 47 3 0 3 15 5 20 9 7 16 3 5 8
Grade 8 25 44 69 2 1 3 9 9 18 13 20 33 1 14 15
Grade 9 47 34 81 2 0 2 9 5 14 34 22 56 2 7 9
Grade 10 37 26 63 2 0 2 7 3 10 26 16 42 2 7 9
Total 139 121 260 9 1 12 40 22 64 82 65 147 8 33 41
Based on the table C.1b, most of the students are on instructional level which is 65% of the
However, there are still 12 non-readers who need immediate remediation.
Table C.1c Secondary Senior HS Phil-IRI English
Learners
Grade Level Tested
Grade 11 35 27 62 0 0 0 4 3 7 26 16 42 6 9 13
Grade 12 40 39 79 0 0 0 4 2 6 28 24 52 8 13 21
Total 74 65 139 0 0 0 8 5 13 54 40 94 13 21 36
Based on the table C.1c, most of the students are on the instructional level which is 70% of the
However, there are still 13 students who area on a frustration level who need immediate remediation.
Table C.1d Secondary Senior HS Phil-IRI Filipino
Learners
Grade Level Tested
Grade 11 35 27 62 0 0 0 3 3 6 27 16 43 6 9 13
Grade 12 40 39 79 0 0 0 3 2 5 28 23 51 9 14 23
Total 74 65 139 0 0 0 6 5 11 55 39 94 13 21 36
Based on the table C.1d, most of the students are on instructional level which is 70% of the
However, there are still 11 students are on the frustration level who need immediate remediation.
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C.2 Comparative Average Mean Percentage Score by Learning Area: Before and During
Pandemic School Years, SY: 2018-2019, SY: 2019-2020, SY: 2020-2021, SY: 2021-2022
Table C.2a Comparative MPS - Secondary Junior High School
SY: 2018- SY: 2019- SY: 2020- SY: 2021- Q1, SY:
Learning Area
2019 2020 2021 2022 2022-2023
Filipino 76 64 69 70 71.92
English 74.4 64 70 71 73.42
Mathematics 74 59 68 70 70.33
Science 76 62 69 72 67.84
Araling Panlipunan 77 63 71 72 72.95
Edukasyon sa Pagpapakatao 78 66 72 75 75.11
TLE 76.2 64 70 74 78.51
MAPEH 73.3 58.5 71 64.3 72.74
Average 75.61 62.56 70.00 71.04 72.85
Table C.2a shows the data of MPS from school years 2018-2019 to the First Quarter of 2022-
2023. The school year of 2018-2019 marked the highest average MPS among the succeeding years
while s.y.2019-2020 marked the lowest average of MPS. The two (2) years of the pandemic, s.y.2020-
2021 and 2021-2022, using the modular learning modality have earned an average rate of MPS. At the
current school year of the first quarter reflected a high average of MPS despite of the adjustment period
after a two (2) year lockdown. Academic activities are given more importance to recover the negative
effects of the pandemic.
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Table C.2b Comparative MPS - Secondary Senior High School Grade 11
SY: 2018- SY: 2019- SY: 2020- SY: 2021- Q1, SY:
Learning Area
2019 2020 2021 2022 2022-2023
First Semester
Core Subjects
English 1 72.5 73.8 76.60 69.74 70.65
Filipino 1 71.8 72.9 77.5 69.02 70.25
General Mathematics 69.75 70.00 69.80 67.95 68.45
Earth & Life Science 68.70 69.25 71.03 70.51 69.95
21st CL 67.75 69.90 78.90 70.46 69.50
PE 1 70.70 72.50 73.25 73.13 74.00
Applied Subjects
English A 64.25 64.75 60.90 69.29 71.45
Specialization
Specialized Subject 1 68.90 69.95 70.50 72.10 73.00
Second Semester
Core Subjects
English 2 65.45 67.50 65.60 65.50
Filipino 2 67.80 68.70 67.75 68.00
Statistics 65.40 66.00 63.25 63.00
Physical Science 65.25 65.45 65.00 64.75
PE 2 67.25 68.75 68.00 68.30
Applied Subjects
Empowerment Technology 67.35 64.45 65.70 66.6
Practical Research 1 65.25 63.25 64.45 64.00
Specialization
Specialized Subject 1 65.70 66.15 65.00 66.00
Table C.2b compares the data of MPS of the school years 2018-2019, 2019-2020,2020-
2021,2021-2022, and the First Quarter of 2022-2023. The data shows an average rate of MPS of the
Grade Eleven (11) students. Teachers used varied teaching strategies to produce quality learnings.
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Table C.2b Comparative MPS - Secondary Senior High School Grade 12
SY: 2018- SY: 2019- SY: 2020- SY: 2021- Q1, SY:
Learning Area
2019 2020 2021 2022 2022-2023
First Semester
Core Subjects
Intro to Philosophy 67.85 69.00 68.25 68.75 70.90
MIL 68.25 68.45 66.75 67.00 69.25
UnCuSP 69.00 69.45 67.45 67.00 68.90
PE 3 72.50 74.45 71.50 71.00 72.65
Applied Subjects
FPL 69.70 69.85 68.45 68.00 75.25
Practical Research 2 68.75 68.85 68.25 67.25 69.15
Specialization
Second Semester
Core Subjects
PerDev 67.75 68.9 68.00 67.75
CPAR 68.35 69.25 69.00 67.25
PE 4 69.25 71.50 70.25 71.45
\
Applied Subjects
Entrepreneurship 70.00 71.25 70.50 69.75
3Is 69.70 71.00 70.00 68.75
Specialization
Table C.2b Comparative MPS of the Grade 12 students shows a remarkable high average
result. This shows that the teaching strategies used by the teachers are effective. Honing of skills and
talents will create positive impact to the school environment.
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C.3 Division Achievement Test Mean Percentage Score by Learning Area, SY: 2021-2022
Table C.3a Division Achievement Test (DAT) MPS by Learning Area by Grade Level - Secondary
Learning Area Grade 7 Grade 8 Grade 9 Grade 10 Average

Filipino 0 0 0 0 0
English 0 0 0 0 0
Mathematics 0 0 0 0 0
Science 0 0 0 0 0
Araling Panlipunan 0 0 0 0 0
Edukasyon sa Pagpapakatao 0 0 0 0 0
TLE 0 0 0 0 0
MAPEH 0 0 0 0 0
Average 0 0 0 0 0
Table C.3b Division Achievement Test (DAT) MPS by Learning Area - Secondary Senior High School
Learning Area Grade 11 Grade 12

Second Semester
Core Subjects
Core Subject 1 0 0
Core Subject 2 0 0
PE 0 0
Applied Subjects
Applied Subject 1 0 0
Applied Subject 2 0 0
Specialization
Specialized Subject 1 0 0
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C.4 Regional Achievement Test Mean Percentage Score by Learning Area, SY: 2021-2022
Table C.4a Grade 10
Limited
Learning Area Modular Average
F2F
English 0 0 0
Math 0 0 0
Science 0 0 0
Filipino 0 0 0
Araling Panlipunan 0 0 0
TLE 0 0 0
MAPEH 0 0 0
EsP 0 0 0
Overall 0
Table C.4b Grade 12
Limited
Learning Area Modular Average
F2F
English 0 0 0
Math 0 0 0
Science 0 0 0
Filipino 0 0 0
HUMSS 0 0 0
TVL 0 0 0
HOPE 0 0 0
Overall 0
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C.5 Number of Learners in the Minimum Proficient Level by Learning Area

SY: 2017-2018, SY: 2018-2019, SY: 2019-2020, SY: 2020-2021, SY: 2021-2022
Table C.5a Secondary Junior High School
SY: 2017 - SY: 2018 - SY: 2019 - SY: 2020 - SY: 2021 -
Learning Area 2018 2019 2020 2021 2022
Filipino 101 105 100 95 96
English 94 96 90 88 76
Math 81 85 83 79 70
Science 79 81 82 80 56
Ar Pan 102 98 100 95 100
EsP 105 108 107 95 80
EPP/TLE 91 95 94 88 90
MAPEH 86 90 89 85 82
Table C.5a compares the learners with the level of proficiency. The school must provide
learning opportunities to promote and develop learners to advance proficiency.
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Table C.5b Secondary Senior High School
SY: 2017 - 2018 SY: 2018 - 2019 SY: 2019 - 2020 SY: 2020 - 2021
Learning Area
G11 G12 G11 G12 G11 G12 G11 G12
First Semester
Core Subjects
Core Subject 1 23 20 25 15 15 18 36 30
Core Subject 2 24 21 26 16 17 20 28 33
Core Subject 3 15 18 30 25 23 17 22 28
PE 25 15 25 18 20 15 35 37
Applied Subjects
Applied Subject 1 15 18 30 25 23 17 22 28
Applied Subject 2 20 25 18 19 15 16 32 34
Specialization
Specialized Subject 1 24 21 26 16 17 20 28 33
Second Semester
Core Subjects
Core Subject 1 20 25 19 20 15 16 32 35
Core Subject 2 20 25 18 19 15 16 32 34
PE 27 17 25 18 20 17 35 37
Applied Subjects
Applied Subject 1 15 18 30 25 23 17 22 28
Applied Subject 2 20 25 18 19 15 16 32 34
Specialization
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Table C,5b shows the proficiency level of the Senior High School students. Academic
performance of the students is given priorities aside from honing their talents and skills to produce a
quality and competitive graduates.
D. INCLUSION/EQUITY
Table D.1 Enrollment of Children from GIDA by Sex, SY: 2022-2023
Situation Male Female Total

Children from Geographically Isolated and Disadvantaged Areas (GIDA) 55 70 125
Table D.1 shows that some of our students are coming from the barangays identified as GIDA.
It indicates that the school has (55) male learners and (70) female learners living in Barangay Bag-ong
Silao and Barangay Mama. The said barangays ( Mama and Bag-ong Silao) are difficult to reach in
terms of transportation. The distance from the municipality to the said barangays are quite far. The
social and economic status of the community limit the access to and utilization of health services.
Despite the disadvantage, learners who belong to this area continue their studies .
E. RESILIENCE AND WELL-BEING
E.1 Nutritional Status of Learners, SY: 2022 - 2023
E.1.a Secondary Junior High School
Learners
Grade Learners Body Mass Index (BMI) Height for Age (HFA)
Enrollment Taken
Level Weighed
SW W N OW O Height SS S N T
Grade VII 47 47 0 4 43 0 0 47 5 9 33 0
Grade VIII 70 70 0 6 62 2 0 70 6 10 54 0
Grade IX 82 82 0 3 79 0 0 82 2 12 68 0
Grade X 64 64 0 5 55 4 0 64 0 15 49 0
Total 263 263 0 18 239 6 0 263 13 46 204 0
Table E.1.a show the Body Mass Index of the Junior High School. The data presents that
majority of the learners belong to normal.
E.1.b Secondary Senior High School

Learners
Grade Learners Body Mass Index (BMI) Height for Age (HFA)
Enrollment Taken
Level Weighed
SW W N OW O Height SS S N T
Grade XI 62 62 0 0 62 0 0 62 3 17 42 62
Grade XII 79 79 0 0 77 2 0 79 1 12 56 10
Total 141 141 0 0 139 2 0 141 4 29 98 72
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Table E.1.b presents the Body Mass Index of the Senior High School. Majority of the students
belong to normal.
E.2 Cases of Illness of Learners
Coughs and Colds are the common illness of our school.
E.3 Incidence of Bullying
No incidence of bullying is recorded.
E.4 School Hazards
No school hazard is recorded.
E.5 Mental and Psychosocial Condition
No mental and psychosocial recorded.
E.6 Status of Peace and Order Situation
The peace and order status are in good condition.
F. GOVERNANCE
The school has seventeen (17) teachers, one (1) learning school aid (LSA), and one (1) school
head. Each teacher has its own coordinator ship to divide the task and to work efficiently and
effectively.
G. OTHER UNIQUE CONCERNS
IV. PLAN
A. Three Year Targets

Key Performance Indicators (Desired Outcome)
Baseline
Indicator 2023 2024 2025
Data
Pillar 1. ACCESS
IO1 - All school-age children, out-of-school youth, and adults have access to relevant basic learning
opportunities
IO1.1 - All five-year old children attend school
Gross Enrollment Rate 179.53
178.07% 180% 181%
%
Enrollment by Gender Male: 216 Male: Male:235 Male:
Female: 225 Female: 240
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Female Female:
188 210
: 200 215
Net Enrollment Rate 179.53
178.07% 180% 181%
%
Enrollment of School-Age Children 404 425 445 455
Net Intake Rate 179.53
178.07% 180% 181%
%
Kindergarten Enrollment
Percentage mapped 5-year old in school
Percentage mapped School-aged children in school
IO1.2 - All learners stay in school
Retention Rate 236.52% 237% 238% 240%
Simple Dropout Rate 0% 0% 0% 0%
School Leaver Rate -313.20% -300% -298% -295%
IO1.3 - All learners transition to the next key stage
Transition Rate
38
Transition: Grade 6 to Grade 7 39 40 41
Grade 10 to Grade 11 -6 -5 -3 -2
IO1.4 - All out -of-school children and youth participate in formal or non-formal basic education learning
opportunities
Participation Rate of OSC and OSY 0 0 0 0
ALS Completion Rate 0 0 0 0
Baseline
Indicator 2023 2024 2025
Data
Pillar 2. EQUITY
IO2 - School-age children and youth, and adults in situations of disadvantage benefited from appropriate
equity initiatives
IO2.1 - All school-age children and youth and adults in situations of disadvantage are participating in inclusive
basic learning opportunities and receiving appropriate quality education
Sec: Percentage of Disparity in Transition Rate 6.06% 5% 4% 3%
Retention Rate of Learners from GIDA 100% 100% 100% 100%
Reading Literacy: Percentage of Learners with at least the
80.5% 82% 83% 84%
minimum level of proficiency
Numeracy: Percentage of learners with at least the minimum
80.5% 82% 83% 84%
of level of proficiency
21st Century Skills: Percentage of learners with at least the
80% 81% 82% 83%
minimum level of proficiency
Baseline
Indicator 2023 2024 2025
Data
Pillar 3. QUALITY
IO3 - Learners complete K-12 basic education having attained all learning standards that equip them with
necessary skills and attributes and are confident to pursue their chosen paths
IO3.3 - Learners attain Stage 3 (Grades 7-10) learning standards of literacy and numeracy skills and apply
21st century skills to various real-life situations
Percentage of learners at independent reading level 15.58% 18% 19% 20%
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24.56% 26% 27% 28%

Percentage of learners are numerates
Percentage of learners achieving at the least minimum level
8% 7% 6% 5%
of proficiency
Completion Rate 78.6% 80% 81% 82%
Repetition Rate 0% 0% 0% 0%
Mean Percentage Score
Mother-Tongue
English 73.42 74 75 76
Filipino 71.92 73 74 75
Mathematics 70.33 71 72 73
Science 67.84 69 70 71
Araling Panlipunan 72.95 74 75 76
Edukasyon sa Pagpapakatao 75.11 76 77 78
TLE 78.51 80 81 82
MAPEH 72.74 74 75 76
IO3.4 - Learners attain Stage 4 (Grades 11-12) learning standards equipped with knowledge and 21st century
skills developed in chosen core, applied and specialized SHS tracks
Percentage of learners at independent reading level 25.53% 27% 28% 29%
Percentage of learners are numerates 23.6% 25% 26% 27%
Graduation Rate 100% 100% 100% 100%
Repetition Rate 0% 0% 0% 0%
Percentage of learners achieving at the least minimum level
of proficiency
Grade 11
First Semester
Core Subjects
Core Subject 1 7% 6% 5% 4%
PE 0% 0% 0% 0%
Applied Subjects
Applied Subject 1 5% 4% 3% 2%
Specialization
Specialized Subject 1 6% 5% 4% 3%
Second Semester
Core Subjects
PE 0% 0% 0% 0%
Applied Subjects
Specialization
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Grade 12
First Semester
Core Subjects
PE 0% 0% 0% 0%
Applied Subjects
Specialization
Second Semester
Core Subjects
PE 0% 0% 0% 0%
Applied Subjects
Specialization
Percentage of SHS Graduates who are in:

* College 50.90% 52% 53% 54%
* At Work 40% 39% 38% 37%
* In Entrepreneurship 5.45% 4% 3% 2%
Percentage of learners with NC 20.83% 23% 25% 27%
IO3.5 - Learners in the Alternative Learning System attain certification as Elementary or Junior High School
completers
No. of completers in BLP 0 0 0 0
No. of completers in Elementary 0 0 0 0
No. of completers in Junior High School 0 0 0 0
No. of Presentation Portfolio Assessment Passers 0 0 0 0
No. of Revalida/A&E Passers 0 0 0 0
Baseline
Indicator 2023 2024 2025
Data
Pillar 4. RESILIENCE AND WELL-BEING
IO4 - Learners are resilient and aware of their rights to and in education are respected, protected, fulfilled and
promoted while being aware of their responsibilities as individuals and as members of society
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IO4.1 - Learners are served by a Department that adheres to a rights-based education framework at all levels
Strategy 1. Integrate children’s and learners’ rights in the design of all DepEd policies, plans, programs,
projects, processes and systems
Learners satisfaction rating on Rights-based Education 100% 100% 100% 100%
Strategy 2. Ensure that learners know their rights and have the life skills to claim their education-related rights
from DepEd and other duty-bearers to promote learners’ well-being, while also being aware of their
responsibilities as individuals and as members of society
Safety Seal Certificate 0 1 2 3
IO4.2 - Learners are safe and protected, and can protect themselves from risks and impacts from natural and
human induced hazards
Strategy 3. Protecting learners and personnel from death, injury and harm brought by natural and human-
induced hazards
School hazards
0 0 0 0
Strategy 4. Ensure learning continuity in the aftermath of a disaster or emergency
Flexible learning options
0 1 1 1
Strategy 5. Protect education investments from the impacts of natural and human-induced hazards
0 1 1 1
IO4.3 - Learners have the basic physical, mental and emotional fortitude to cope with various challenges in life
Strategy 6. Provide learners with basic health and nutritional services
Nutritional Status 1 1 1 1
Cases of Illness 1 1 1 1
Health Statistics 1 1 1 1
Strategy 7. Nurturing and protecting learners’ mental and psychosocial health
Incidence of Bullying 0 0 0 0
Strategy 8. Promoting learners’ psychosocial and emotional development

Physical Fitness level Normal Normal Normal Normal
Baseline
Indicator 2023 2024 2025
Data
Enabling Mechanism: GOVERNANCE AND MANAGEMENT
IO5 - Efficient, agile, and resilient governance and management processes
EM1. Ensure all education leaders and managers practice participative, ethical, and inclusive management
processes
School Based Management Level of Practice Advance Advance Advance Advance
EM2. All personnel are resilient, competent, and continuously improving

OPCRF Rating 4.10 4.20 4.30 4.40
EM3. Ideal learning environment and adequate learning resources for learners ensured
Learner-Classroom Ratio 404:16 425:17 445:18 455:19
Learner-Teacher Ratio 404:16 425:17 445:18 455:19
Learner-Seat Ratio 404:416 425:430 445:450 455:460
Child Friendly School Program Outstandin Outstand Outstand Outstand
g (36pts.) ing ing ing
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Learning Resources Insufficient Sufficient Sufficient Sufficient
Learners Materials Insufficient Sufficient Sufficient Sufficient
Connection to Electricity Insufficient Sufficient Sufficient Sufficient
Connection to Internet Sufficient Sufficient Sufficient Sufficient
Availability of Water Sufficient Sufficient Sufficient Sufficient
Utility services Insufficient Sufficient Sufficient Sufficient
EM4. Improve and modernize internal systems and processes for a responsive and efficient financial
resource management
MOOE Utilization Efficient Efficient Efficient Efficient
Other Funds Utilization Efficient Efficient Efficient Efficient
EM5. Strengthen active collaboration with key stakeholders

Functional SGC Function Function Function
Functional
al al al
Stakeholders Participation Function Function Function
Functional
al al al
Resource Generation Function Function Function
Functional
al al al
EM6. Strengthen the public-private complementarity
B. Annual Implementation Plan
V. MONITORING AND EVALUATION
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SIP 2023 V2 Bibilik Nhs

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SIP 2023 V2 Bibilik Nhs

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Republic of the Philippines

This plan is anchored on the rationale that:

II. DEPED’S VISION, MISSION AND CORE VALUES

As a learner-centered public institution, the Department of Education continuously improves itself to

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

Learners manifest the following:

 Lead a prayer when asked

 Learners manifest the following:

Teachers manifest the following:

 Recognize and accept the contribution of others toward a goal

 Learners manifest the following:

Learners manifest the following:

 Segregate wastes according to their classification

III. SCHOOL’S CURRENT SITUATION

A. Introducing the School

B.1.1 Secondary Junior High School

B.1.2 Secondary Senior High School

B.1.3 Secondary JHS and SHS Overall Enrollment

B.2.1 Junior High School

In Community In School Variance

B.2.2 Senior High School

In Community In School Variance

B.3 Data on Learners in Disadvantage Situations by Gender, SY: 2022-2023

Table B.3 Enrollment of Learners in Disadvantage Situations by Gender, SY: 2022-2023

Situations Male Female Total

B.4 Children with Disabilities

Table B.4 Enrollment of Children with Disabilities

Situations Male Female Total

B.5 Children from Geographically Isolated and Disadvantaged Areas (GIDA)

Table B.5 Enrollment of Children from GIDA by Sex, SY: 2022-2023

Situation Male Female Total

B.6 Arabic Language and Islamic Values Education Enrollment by Gender,

Table B.6 MADRASAH Enrollment by Sex, SY: 2022-2023

B.7.1 Secondary, Junior High School

B.7.2 Secondary, Senior High School

B.8 School Leaver Rate by Gender, SY: 2017-2018, SY: 2018-2019,

B.8.1 Secondary, Junior High School

BOSY Enrollment Repeaters BOSY Enrollment Repeaters School Leaver Rate

B.8.2 Secondary, Senior High School

BOSY Repeaters BOSY Enrollment Repeaters School Leaver Rate

B.9.1 Secondary, Junior High School

Total Enrollment Grade 8 to 10 Total Enrollment Grade 7 to 9

B.9.2 Secondary, Senior High School

Total Enrollment Grade 12 Total Enrollment Grade 11

B.10.2a Secondary Senior High School, Grade 10 to Grade 11

Grade 11 Enrollment Grade 10 Enrollment

B.10.2b Secondary Senior High School, Grade 11 to Grade 12

Grade 12 Enrollment Grade 11 Enrollment

Table C.1b Secondary Junior HS Phil-IRI Filipino

Table C.1c Secondary Senior HS Phil-IRI English

Table C.1d Secondary Senior HS Phil-IRI Filipino

Table C.2a Comparative MPS - Secondary Junior High School

Table C.2b Comparative MPS - Secondary Senior High School Grade 11

Table C.2b Comparative MPS - Secondary Senior High School Grade 12

Learning Area Grade 7 Grade 8 Grade 9 Grade 10 Average

Learning Area Grade 11 Grade 12

Table C.4a Grade 10

Table C.4b Grade 12

C.5 Number of Learners in the Minimum Proficient Level by Learning Area

Table C.5a Secondary Junior High School

Table C.5b Secondary Senior High School

Table D.1 Enrollment of Children from GIDA by Sex, SY: 2022-2023

Situation Male Female Total

E. RESILIENCE AND WELL-BEING

E.1 Nutritional Status of Learners, SY: 2022 - 2023

E.1.a Secondary Junior High School

E.1.b Secondary Senior High School

E.2 Cases of Illness of Learners

Coughs and Colds are the common illness of our school.

E.3 Incidence of Bullying

No incidence of bullying is recorded.

E.4 School Hazards

No school hazard is recorded.

E.5 Mental and Psychosocial Condition

No mental and psychosocial recorded.

E.6 Status of Peace and Order Situation