School Report Card SRC 2022-2023

Gen.

Juan Castañeda Senior High School

342590
090 Anabu II-A, City of Imus, Cavite
SCHOOL
REPORT CARD
School Year 2022-2023
3
SCHOOL CURRENT SITUATION
This chapter of the School Improvement Plan (SIP) discusses the updated and
accurately organized data and information about the school’s status for the current year taken
from the School Profile and gathered feedback from the teachers, parents, and learners as well.

Access
Gen. Juan Castañeda Senior High School has one building composed of sixteen
classrooms used as instructional and non-instructional located at Anabu II-A, Imus City Cavite
near Aguinaldo Hi-Way. It was established on September 23, 2014, based on the date of
approval by the City Ordinance No. 02-29-E series of 2014, as a stand-alone senior high school.
Its first operation is School Year 2016 – 2017 in one four-story building with sixteen classrooms.
Its geographical coordinates are 14° 22' 41" North, 120° 56' 36" East, and its original name was
derived from one of Imuseños General. The barangay location of the school is Anabu II- A with
its original name Anabu Segundo. Anabu II‑A is situated at approximately 14.3771, 120.9506,
on the island of Luzon. Elevation at these coordinates is estimated at 41.1 meters or 134.8 feet
above mean sea level.
As a catchment area of five public junior high schools in the Schools Division of Imus
City, its place to the northwest, it is almost 6 kilometers away from Gen. Licerio Topacio National
High School, 4 kilometers away from General Emilio Aguinaldo National High School-Main in
the northeast, 4.5 kilometers away from Imus National High School – Main (South)and
approximately 2.5 kilometers away from Gen. Tomas Mascardo National High School and 6
kilometers from Hipolito Saquilayan National High School (North).
Gen. Juan Castañeda Senior High School site is reachable through public transportation
like Bus, jeepney, or tricycle. It is approximately 53 minutes travel from SM Dasmarinas, 39
minutes from Emilio Aguinaldo Highway, Bacoor, 64 mins from South Luzon Expressway, 88
minutes from SM South mall, Las Piñas.
Therefore, school enrollment increased yearly as reported and validated in our Learning
Information System (LIS). Its population started with two hundred nineteen (219) learners and
increased by around 15% yearly offering Academic Track with STEM and HUMSS Strand. In
its second year of existence, the school added Technical Vocational Track with Industrial Arts
Electrical Installation Maintenance (EIM) and Shielded Metal Arc Welding Strand (SMAW).
4
SCHOOL PERFORMANCE ON ACCESS
Figure 1 School Enrollment by Sex
In figure 1, from SY 2020 – 2021, male enrollees increased from 301 to 380 and the
number of female enrollees increased from 365 to 426. Most of our learners came from an
average economic status and migrated here to Imus adopted by their relatives.
30
26
25
20
15 13 13
11
10 7 7
2 2
Table 1 Nationally Funded Teaching Personnel
5
The school has twenty-six nationally-funded teachers – 13 males and 13 females. 23% of
the total (6) are master teachers, 2 are Teacher III, 11 are Teachers II 3 are Teachers I, and 3
are Specialized Science Teacher I. The school has no guidance counselor or librarian, onlya
teacher designated to act as one.
Over the past six years, the school as the implementing element of Basic Education
continuously improved its project and program for learners to access quality education. With the
guidance of the Schools Division of Imus City and support from the Local GovernmentUnit,
the school meets the needs of our learners.
105
100
95 91.715 92.86 90.58 92.255
87.65
90 87 2
85 87.335
80 86.055
75
SY 2019 - 2020 SY 2020 - 2021 SY 2021 - 2022
Figure 3. Participation / Promotion
As revealed in the figure above, the average promotion rate in SY 2021 – 2022 is 92.255 as
compared to 87.335 percent in the previous year. However, there is a GAP between the
promotion of Grade 12 learners compared of Grade 11 learners. The school targets 96% of
graduation from the 375 total population of Grade 12 learners.
The learner-book ratio is far below the planning standard. All learning areas, particularly
specialized subjects, have a limited supply. The school produced Learning Activity Sheets
crafted by the teachers and validated by master teachers specialized in the field.
Inside the Computer Laboratory Room is 39 DepEd Computerization Program (DCP) units
with SMART 55 inches television and a strong internet connection. No Science Laboratory
Room but there is science laboratory equipment such as 8 microscopes, 20 test tubes, 50
beakers, 1 centrifuge, 30 graduated cylinders, 15 evaporating dishes, 10 mortals and a pestle.
When it comes to learning materials for TVL- Industrial Arts Track, SMAW and EIM strand,
it was supported by the City Government through SEF Fund and DepEd Central Office
School Performance on Equity and Quality of Basic Education
Covid 19 Pandemic brought a big dilemma in education, but as the source of learning, Gen
Juan Castañeda united in the spirit of continuity of education despite the pandemic situation.
Plans, Programs, and Projects initiated with the support of the community, Local Government
Units (LGUs), and Schools Division Office. Over the past two years, the school distributed
learning modules to 100% of the total population (153) under the modular mode of learning.
6
Figure 4 Modular Learning Delivery
To sustain the Online Delivery Mode of learning, the school in partnership with the
SDOIC and LGUs provides 772 tablets to its learners. In the comprehensive operation for limited
face-to-face, the school distributed Health Kit to 125 learners with hand liquid soap, a facemask,
a hand towel, sanitizer, toothpaste, and a toothbrush. Another activity done by the school,
regarding health is the regular disinfection of classrooms one activity of Project HEALTH. When
it comes to mental stability, Psychosocial orientation to learners and parents was conducted.
School Concern on Well-being and Resilience
The school is continuously moving on in the implementation of the Child-Friendly School

System (CFSS), School Feeding and Water Sanitation and Hygiene In School Program (WINS)
as mandated by the Department of Education.
In the current school year, 25.61 percent (94 of 367) of the male learners fall outside the
normal health status while 16.34 percent (58 of 355) of the female learners fall outside the
normal health status. No other serious health problems aside from those have headaches, fever,
and one from Grade 11 students who have asthma.
7
Likewise, the school has no record of learners who are identified as victims of abuse and
violence.
The school has a urinal through for male comfort rooms and nine (9) toilet bowls allotted
to female students. Each toilet has a water basin. Facing the new normal education, the school
improve additional washing areas using MOOE Fund in compliance with therequirement for the
WINS program and safety protocol during this pandemic.
K - G1 - 25 G2
- G3 - 40 G4 -
G6 - 45 G7 -
G10 - 50
Figure 5 Learner-Toilet Ratio
Figure 5 shows that currently, there are enough toilets for all learners. The ratio is 37:1
beyond the standard of 40:1. Majority of the toilets in the school are used exclusively according
to learners’ sex. Each toilet has a water supply that comes from a deep well.
Figure 5 Learners-Classroom Ratio
8
School Concerns on Inclusion
Gen. Juan Castañeda Senior High School is equipped with Inclusive Education
principles to help learners who have significant medical, physical, cognitive, emotional, or
learning issues and require different, typically more intensive accommodations from schools and
learning environments. Supporting the Department of Education’s initiatives, which happens
mainly by accepting, recognizing, and attending to student differences and diversity. GJCSHS
believed that it is more effective for students with special needs to have said mixed experiences
for them to be more successful in social interactions leading to further success in life. In this
light, regardless of ability, language, culture, gender, age and other forms of human differences,
all learners must be exposed to the same curriculum to develop their own individual potential
and participate in the same activities at the same time. There are a variety of ways to assist
learners with special needs in their studies by providing them with useful learning tools and
proper orientation with the receiving teachers and their parents.
School Disaster Risk Reduction Management – (SDRRM)
Disasters are routinely divided into natural, or human made. Disasters and other
emergencies can happen at any time, and when they happen at school, everyone should be
prepared to handle them safely and effectively. Administrators, teachers, staff, stakeholders,
parents, and students can work together to promote and maintain school-wide safety and
minimize the effects of emergencies and other dangerous situations. Being prepared can reduce
fear, anxiety, losses, and worst-taking many lives that accompany disasters. Communities,
families, and individuals should know what to do in the event of calamities/disasters that we
humans can’t control.
In line with the goal of the Department of Education (DepEd) to school personnel
to empower in ensuring safety and learning continuity, institution. In the next years, we will
ensure continuous effective SDRRM operations for the School Disaster and Risk Reduction
Management throughout the year. SDRRM will work in phases to develop an authorized
contingency plan that will provide a safe and clean Gen. Juan Castañeda Senior High School
during full face-to-face classes. This will be accomplished through the acquisition of emergency
supplies, the sanitization of equipment, the improvement of the SDRRM wall, Earthquake Drill
Simulation, Fire Prevention lectures, and the holding of a PFA webinar for our internal
stakeholders as indicated in our Project SAFERH (School Safe And Free from Risk and
Hazzard)
Gender and Development – Project O SCOPE (One School Community Onward

Progress in Education)
Gender responsiveness refers to outcomes that reflect an understanding of gender roles

and inequalities and that try to encourage equal participation and equal and fair distribution of
benefits. Gender responsiveness is accomplished through gender analysis and gender
inclusiveness. Project O SCOPE welcomed stakeholders and held webinars to promote
awareness about the problems of violence and the elimination of all types of violence against
women and children for the Anti-VAWC activities under the GAD program. Raising awareness
on the elimination of Gender Bullying and Sexual Harassment and other advocacy awareness
on STEAM and the like.
9
Performance Indicators
Aiming for high-performing schools, Gen. Juan Castañeda Senior High School Planning
Team focused on the following Performance Indicator. Data was gathered from the School
Report Card, surveys, and feedback from its clientele.
Table 1. Number of Dropouts by Cause
Our DepEd Learning Information System (LIS) data and School Form 2 in figure 5,
showed the dropout rate of SY 2021 – 2022 is 1.49% or (12 out of 806) as compared to the
dropout rate of SY 2020 – 2021 which is 5.11 percent or (34 out of 666). The most pressing
cause is Geographic Environmental Factors. Even though the data revealed a decrease in
dropouts still it is below the zero-dropout aim of the Division Plan. Regardless of the intervention
applied such as Project KAMUSBAHAY and Project SAS (Simplified Activity Sheet),
uncontrollable reasons is not avoided. Many of our learners are adopted and sponsored by their
relatives but in the middle of the school year, if they have a conflict, theywill return them to
their parents.
105
100
95 92.255
90 87
85 87.335
80 86.055
75
SY 2019 - 2020 SY 2020 - 2021 SY 2021 - 2022
Table 2 Promotion Rate
As shown in the table above, the promotion rate increased by 15% from the
previous year but looking at the data there is a big gap in promotion between the 2 grades.
10
Grade 12 learners are lower by 14.52% than Grade 11 learners. Combined with the result of
last year’s Basic Education Exit Assessment (BEEA), the result of our Grade 12 learners is
below the standard level.
Master's
Figure g Teachers’ Educational Attainment
In the figure above, teachers’ higher educational attainment is a master’s degree (units)
with 16 out of 26 or 42.31 percent of the number of teachers. Most of the teachers are master’s
degree unit holders.
6 5
2 2 2
1 1 11 1 1 11 1 1
0 0 0 00 0 0 0 0 00 0 0
Table 3 Teaching Assignment
Table 2 revealed that there are 3 teachers who teach subjects that do not align with the
major of their specialization and without special training. Being committed to their profession
and pursuant to DepEd vision, teachers continuously improve themselves through attending
seminars, and LAC sessions and pursuing their master’s and doctoral degrees to better serve
its stakeholders.
11
Learning and Development – Project TEAM (Teachers on Efficient and Able Mentoring)
Training programs are considered an integral part of the development of human

resources. It is an organized tool for the development of specific skills to the desired standard
with the help of information, instruction, guidance, and practice.
The need for training in education, particularly for teachers, is important to improve the
quality of education. Learning and Development activities are designed to impart specific skills,
abilities, and knowledge to teachers. Learning is the process of acquiring new understanding,
knowledge, behaviors, skills, values, attitudes, and preferences while development refers to
learning opportunities designed to help teachers grow professionally.
In line with this DepEd order, Gen. Juan Castañeda Senior High School proposed a
project entitled Project TEAM (Teachers on Efficient and Able Mentoring). This project focuses
on fostering teachers' professional growth in a constant manner such that it has a positive impact
on their abilities to help learners. The proponent offers training that encourages favorable
outcomes for all concerned individuals in the area to ensure that the organization has the
knowledgeable, skilled, engaged, and committed workforce it requires. In addition to keeping
participants informed about current developments, it serves to remind them of the principles
and values that guide their work.
Stakeholder Support to Education
This pandemic has utterly disrupted the education system. Luckily, for the last two years,
our Local Government Units have never been tired of supporting school needs. Aside from the
700 tablets, the monthly bill consumption of the school’s electricity and internet connection was
provided with a total amount of two hundred fifty thousand pesos (250,000) a year.
Private individual support can’t be counted on during our Brigada Eskwela and learners’
work immersion. Not only in terms of money, printing material supplies but as well as their skill,
talent, and time.
Parents’ support is very important to every learner’s learning. Teachers are the second
parents; parents are the original teachers of children. Their participation in school activities
encourages the learners to continue their quest for education. Parents participations was noted
to only 521 parents out of 760 enrolled attended the Parent-Teacher Conference; 460 attended
two General PTA Assemblies including the State of the School Address (SOSA); and only 334
parents out of 760 parents attended Homeroom PTA meetings. As of today, there is no
organized and active alumni association in the school.
School Concerns on Governance
• Adopt-A-School/Brigada Eskwela – Project O – SCOPE (One School,

Community Onward Progress in Education)
The school through Adopt-A-School Program illustrates the importance of the

following practices recognized by some stakeholders: (1) Posts Brigada Eskwela infomercial
on social media, (2) Sending Brigada Letters (3) Posts tarpaulin in front of the school, (4) Builds
partnership and encourages stakeholders to support the Brigada Eskwela programs through
Brigada Eskwela Caravan, (5) Implements the objectives of the Brigada Eskwela, (6) Supervises
the over-all flow of the activities and (7) Prepares documents associated with the programs. To
strengthen the spirit of volunteerism, to encourage public-private partnership in public education,
and at the same time, to address resource gaps.
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School Fund Sources
38000
250000
1166000
Figure 7 Fund Source
Figure 7 shows that School Maintenance and Other Operating Expense is the biggest
contributor. The biggest amount is allocated to instructional materials, learners’ well-being, and
teachers’ development.
GAP ANALYSIS
With the current situation quantified above, problems were analyzed using the
Gap Analysis Template – Annex 3, which helped to identify the school’s priority improvement
areas (PIAs).
See attached Annex 3 – Gap Analysis Template for further information.

Annex 8 – Root Cause Analysis
13
ANNEX 3 Gap Analysis Template
SCHOOL IMPROVEMENT PLANNING

GAP ANALYSIS TEMPLATE
REGION: IV - A CALABARZON
DIVISION: IMUS CITY
DISTRICT: III
BARANGAY: ANABU II - A
SCHOOL: GEN JUAN CASTAÑEDA SENIOR HIGH SCHOOL
Instruction: Use the matrix on the next page as a guide in assessing the gap between your Division Targets (A)
and school performance (B). In particular, you can fill out the matrix by answering the following questions
for each Division Target:
B1. Data needed - What data do we need to assess our school performance against this Division Target?
B2. Currently contributing - Is our current school performance contributing to the attainment of this Division
Target? How is it contributing or not contributing? Explain.
B3. Inhibiting Factors - If contributing, what are the factors that prevent us from contributing further to this
Division Target? Include the most pressing needs or problems from available data.
B4. Projects implemented - What school projects being implemented are geared towards the attainment of this
Division Target? If no such projects are being implemented, leave it blank.
B5. Groups that require attention - Are there groups in our school that require specific attention concerning
the attainment of this Division Target? (e.g., considering gender, socio-economicstatus, ethnicity)
B. SCHOOL PERFORMANCE
A. DIVISION B2. CURRENTLY B3. B5. GROUPS THAT
TARGETS B1. DATA CONTRIBUTING B4. PROJECTS
INHIBITING REQUIRE
NEEDED IMPLEMENTED
YES/NO EXPLANATION FACTORS ATTENTION
Enrollment
Data
Net
Enrollment
Enrollment from LIS Yes Accessible
increases
Rate
for the last three
years but
decreases in
current year
1. Dropout
– Constant
rates over
monitoring of ZERO DROP
the
learners OUT RATE
previous
Dropout rates attendance
three years
over the last
Open PROGRAM
Zero Dropou No three years have Learners at Risk
communication
2. Reasons been greater
between the
for than 1%.
parents,
dropping
guidance
out
teacher and the
adviser
There is an Interventions
increase in the are made like
promotion rate teaching
Gaduation / Implementin
in the School for innovations,
Promotion SF 5 No g the K-12 Grade 12 learners
SY 2021 - 2022 adapting
Rate Program
but there is a different
gap between 2 strategies and
grades methods
14
Annex 8 Root Cause Analysis
ROOT CAUSES
Using the Problem Tree Diagram, the SPT determines the Root Cause Analysis (RCA)
through Learner Information System (LIS) Data, School Forms, Focus Group Discussions
(FGDs) and interviews with learners and other stakeholders, analysis of specific school
processes involved in the assigned PIA to identify the storm clouds and also the areaof focus.
Figure 1 RCA of High Drop-Out Rate
Figure 1 above shows the root causes of the High Drop Out Rate and the
root cause.
15
Poor Nutrition
Figure 2 RCA of Low Academic Performance and Participation Rate
Figure 2 above shows the root causes of Low Academic Performance and Participation Rate
Low Parents'
Figure 3 RCA of Low Participation Rate of Parent
Figure 3 above shows the root causes of low parent participation.
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PRIORITY IMPROVEMENT AREAS
Using SIP Annex 4 as a guide on how to prioritize improvement areas, below is the
ranking determined by the SPT:
Rank 1 – Reduce Drop-Out Rate (4.5 – Very High)
Rank 2 – Increase Learners’ Participation and Performance (4.25 – High Priority)
Rank 3 – Low Participation Rate of Parents/Guardians in School Activities such as
Gen. Assembly /PTC (4.25 – High Priority)
ANNEX 4 Identifying Priority Improvement Areas

IDENTIFY PRIORITY IMPROVEMENT AREAS
Instruction: Using the matrix on the next page, please rate each improvement area on five criteria using a 5-point scale as
described below.
Criteria Description Scale
The number of other areas that

5 – Very High
Strategic Importance will benefit when the
improvement area is addressed 4 – High
The urgency or need to improve

Urgency 3 – Moderate
the area as soon as possible
The number of learners that will

Magnitude benefit when the improvement 2 – Low
area is addressed
The degree to which the

Feasibility improvement area is within the 1 – Very Low
school’s mandate and control
Average Rating Interpretation
4.5 – 5.0 Very High Priority
3.5 – 4.49 High Priority
2.5 – 3.49 Moderate Priority
1.5 – 2.49 Low Priority
1.0 – 1.49 Very Low Priority
Afterwards, compute the average rating of each improvement area and interpret the results as follows:
Strategic
Improvement Areas Urgency Magnitude Feasibility Average Interpretation
Importance
Increase learners’
5 3 5 4 4.25 High Priority
performance.
Reading level Moderate
3 2 2 3 2.5
improvement. Priority
Proficiency of the learners Moderate
2 3 3 3 2.75
’numeracy skills. Priority
5 5 5 3 Very High
Reduce Dropout rate. 4.5
Priority
Lessen absenteeism and
improve attendance among 4 5 4 4 4.25 High Priority
learners.
Rehabilitation and
Moderate
maintenance of school 4 3 3 3 3.25
Priority
facilities and equipment.
Professional development. 4 3 4 3 3.5 High Priority
Low Participation Rate of
Parents/Guardian in School
Activities such as Gen.
Assembly /PTC
Moderate
Students' Safety 3 2 4 3 3 Priority
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GENERAL OBJECTIVES AND TARGETS
To address the Priority Improvement Areas stated above, the school has set the
following objectives to be accomplished within 3 years (SY 2022 – 2023 to SY 2024 - 2025):
1. To reduce the drop-out rate by .5% by its first year of implementation from
1.49% to .99%.
1.1 To enhance 100 % of learners’ interest in learning and give learners a
positive place to be Project SAFE (Securing Attractive Facilities for Conducive Environment) will
utilize.
1.2 To ease the anxiety about academic failure, Project AIMSS (Access in
Integrative Module to Stimulate Sluggers)
1.3 To provide multiple pathways for graduation and prevention of early
marriage Project PsySoc (PsychoSocial) will be put into effect.
1.4 To provide a positive, safe, healthy, and inclusive learning and working
environment for students and staff, Project HEALTH (Hoist, Efficient, Accessible and Leveraging
Total Health) and Project SAFERH should apply.
2. To increase learners’ participation, performance and graduation rate by 2%

from 93.05% to 95.05%
2.1 To use timely and efficient formative assessment practices to ensure
effective and meaningful intervention. Project A- TEST (Assessment Tool as Simplified and
Totaled
2.2 To strengthen the mentoring program – Project TEAM (Teachers on
Efficient and Able Mentoring)
2.3 To promote 100% quality in teaching and learning.
2.4 To help and improve 100% of teachers in facilitating learning
situations in school through LAC sessions
3. To intensify and improve 50% of parents’ participation in school activities
3.1 To strengthen the school to parents (stakeholders) partnership.
3.2 To support learners’ needs in pursuing their studies, applying
Project O-SCOPE (One School, Community Onwards Progress in Education)
Strategic Plan
1. KEY PERFORMANCE INDICATOR
Indicator Year 1 Year 2 Year 3
Dropout Rate To decrease the To decrease the To decrease the

number of dropped- number of dropped- number of dropped-
out from 1.49% to out from .99% to out from .49% to
.99% at the end of .49% at the end of .01% at the end of
school year. school year. school year.
Participation / To increase To increase To increase

Graduation Rate participation / participation / participation /
graduation rate by 2 graduation rate by 2 graduation rate by 2
% from 93.05% to % from 95.05% to % from 97.05% to
95.05% 97.05% 99.05%
18
2. Priority Improvement Area
Dropped-Out
Goal: Accomplish general involvement
PIAs/Strategy:
Strategy #1
Improve program management and service delivery
Strategy #2
Provide an inclusive, effective, culturally responsive, gender-sensitive, and safe learning
environment to respond to the situation of disadvantage.
Participation
Goal: Complete the key stage
PIAs/Strategy
Strategy #1
Improve learners’ access to the quality rights-upholding learning environment.
Strategy #2
Improve capacity to retain learners in schools
Strategy #3
Strengthen schools’ capacity to ensure learners’ continuity to next stage
Enable Mechanism
Goal: Strengthen active collaboration with key stakeholders
Strategy #1
Improve capacity to retain learners in schools
Framework for stakeholder engagement and shared
governance developed and adopted
Strategy #2
Enhanced guidelines on the use of SEF adopted
and implemented by both DepEd and LGUs
19
CHAPTER 3 C
H
PLANNING WORKSHEET A
P
The Planning Worksheet states the eight identified priority improvement areas that the school
will and should address within three school years (2022-2025). These include low T participation and
academic performance, high dropout rate, educational facilities, health and
well-being of learners, instructional supervision, parent - community involvement. E
R
Please see attached Annex 5 – Planning Worksheet for Access, Resilience and Well-being,
Equity and Quality, and Governance for the detailed discussion of the planning phase where
PIAs’ relevance and alignment with intermediate outcomes were carefully considered. 3
PLANNING WORKSHEET
Instruction: Align your input into the appropriate learning stage and intermediate outcomes.
PLANNING WORKSHEET for ACCESS and QUALITY

PRIORITY TIME FRAME
DEDP PILLAR DEPED INTERMEDIATE OUTCOMES GENERAL OBJECTIVE/S ROOT CAUSE/S
IMPROVEMENT AREA
SY 2022 - 2023 SY 2023 - 2024 SY 2024 - 2025
S-IO#1.1. All five-year-old children attend school
□ □ □
PILLAR 1: ACCESS S-IO #1.2. All learners stay in school and finish key 1. Improve learners’ access to quality and Reducte dropout rate by .5% yearly Habitual Absenteesm
stages
rights upholding learning environment Illness
Anxiety
□ □ □
IO#1: All school-age children, out-
S-IO #1.3. All learners transition to the next key stage Strengthen schools’ capacity to ensure Teaching- Learning Process
of-school youth, and adults learners’ continuity to next stage
100% of of the total Grade 12 learners
graduated
Assessment Tool □ □ □
accessed relevant basic learning Socio Economic Status
opportunities S-IO #1.4. All out-of-school children and youth participate Strengthen mechanisms for providing
Teaching- Learning Process
□ □ □
access to relevant basic opportunities for 100% of of the total Grade 12 learners
and complete in formal or non-formal basic education Assessment Tool
OSC and OSY, and OSA promoted
learning opportunities Socio Economic Status
1. Improve program management and servic e

delivery
PILLAR 2: EQUITY 2. Provide an inclusive, effective, culturally
responsive, gender- sensitive, and safe
S-IO #2.1. All school-age children and youth and adults in learning environment to respond to the
IO#2: Disadvantaged school-age situations of disadvantage are participating in inclusive situations of disadvantage 100% of of the total Grade 12 learners
3. Improve contextualized curriculum and promoted
children and youth, and adults basic learning opportunities and receiving appropriate learning delivery
Socio Economic Status
benefited from appropriate equity quality education. 4. Enhance DepEd platforms for learning
initiatives resourc es
5. Promote partnerships to benefit education
for learners in situations of disadvantage
S-IO #3.1. Learners attain Stage1(K to Grade 3) learning

standards of fundamental reading and numeracy skills to
provide a basis for success in the remaining learning
□ □ □
PILLAR 3: QUALITY stages
IO#3: Learners complete K- S-IO #3.2. Learners attain Stage2(Grades 4–6) learning
12 basic education having

standards in required literacy and numeracy skills and □ □ □
apply 21st century skills to various real-life situations
attained all learning S-IO #3.3. Learners attain Stage3(Grades 7–10) learning
standards that equip them standards of literacy and numeracy skills and apply 21st □ □ □
century skills to various real-life situations
with the necessary skills Ensure alignment of curriculum, instruc tion Crafted assessment tool aligned with the Learning Materials
S-IO #3.4. Learners attain Stage4(Grades 11–12) learning
and attributes to pursue standards equipped with knowledge and 21st century
and assessment with current and emerging curriculum and suited to learners' ability
their chosen paths skills developed in chosen core, applied, and specialized
industry and global standards □ □ □
SHS tracks
S-IO #3.5. Learners in the Alternative Learning System Insc reased the number of completed the 100% of of the total Grade 12 learners Teaching- Learning Process
attain certification as Elementary or Junior High School

senior high sc hool graduated Assessment Tool
Socio Economic Status □ □ □
completers
1. Integrate children’s and learners’ rights in Reducte dropout rate by .5% yearly Habitual Absenteesm
the design of all DepEd policies, plans, Illness
programs, projects, processes, and systems Anxiety
S-IO #4.1. Learners are served by a Department that 2. Ensure that learners know their rights and
PILLAR 4: RESILIENCE & adheres to a rights-based education framework at all have the life skills to claim their education-
related
□ □ □
levels rights from DepEd and other duty- bearers to
WELL-BEING promote learners’ well- being, while also being
aware of their responsibilities as individuals
and as members of soc iety
IO#4. Learners are resilient Protect learners and personnel from death, Reducte dropout rate by .5% yearly Habitual Absenteesm
and aware of their rights, injury, and harm brought by natural and Illness
human- induced hazards Anxiety
and have the life skills to S-IO #4.2. Learners are safe and protected, and can
protect themselves and protect themselves from risks and impacts from natural 4. Ensure learning continuity in the aftermath □ □ □
of a disaster or emergency
and human-induced hazards
their rights 5.Protect education investments from the
impacts of natural and
S-IO #4.3. Learners have the basic physical, mental, and Increased participation by 25% Multi Task
EM#1. Ensure all education leaders and
emotional fortitude to cope with various challenges in life managers practice participative, ethical, and □ □ □
and to manage risks inclusive management processes
EM #1. Education leaders and managers practice 100 % of human resourc es was trained and Multi Task
EM#2. Ensure human resourc es in all
participative and inclusive management processes governanc e levels are suffic ient, resilient,
enhanced
□ □ □
competent, and continuously improving
EM #2. Strategic human resource management enhanced 101% of human resourc es was trained and Multi Task
for continuing professional development and opportunities

EM#3. Ensure ideal learning environment and
adequate learning resourc es for learners
enhanced
□ □ □
EM #3. Investments in basic education provide learners
Enabling Mechanisms with the ideal learning environment □ □ □
EM #4. Internal system and processes are efficient,
responsive, modern, and continuously □ □ □
EM #5, Key stakeholders actively collaborate to serve Increased participation by 25% Information dessimination
□ □ □
EM#5. Strengthen active collaboration with
learners better key stakeholders Fear
EM #6. Public and private education on operate under a

dynamic and responsive complementarity framework □ □ □
20
List of Solutions
Priority Root Cause(s) Solution(s)

Improvement Area
Habitual Absences  Have a constant checking of
 Influence of Peer attendance.
High Drop Out Rate  Pampered Ness  Home Visitation
 Early Labor
 Financial Constrain  Refer to a guidance advocate for
counseling.
 Modular Mode of Learning
Illness (Health Status) ● Modular Mode of Learning
Anxiety  Create a positive culture.
 Learning Deficiency  Communicate regularly with the
 Academic Failure students
 Lack of Confidence
 Peer / Teacher
 Embarrassing
Teaching–Learning Process ● Conduct School Learning Action
Low Participation  Misalign Cell
and Graduation /  Learners’ Deficiency ● Perform continual Instructional
Promotion Interest Supervision
Assessment Tool ● Revisit the assessment tool used
 Broad
Socio-Economic ● Enhanced teaching strategies

background
Low Participation Information Dissemination ● Post in Parents’ Groups through
Rate of Parent social media
Work Loaded ● Give the schedule of school
activities ahead of time.
Fear ● Communicate with parents with
respect and in a nice way
A.
B. Project Work Plan & Budget Matrix
See attached Project Work Plan and Budget Matrix.
B. Annual Implementation Plan (AIP)
The Annual Implementation Plan for Year 1 is the SIP’s operational

plan. It contains specific projects that will be undertaken by the school in a
particular year, which include the following: outputs, activities, schedule,
required resources, source of funds, and the individuals accountable for the
conduct of these projects. It also includes operational costs such as but not
limited to utilities, supplies, and materials, etc. that are considered eligible
expenditures in the existing MOOE guidelines.
See attached Annual Implementation Plan (AIP)

21
C
H
CHAPTER 4 A
Monitoring and Evaluation P
T
The Project Monitoring Form lists down the names of the projects that our SPT has come
up with to address the root cause of the PIAs. It is used to monitor the progress of each project.
E
In the form, our SPT will fill up the corresponding column that asks for the date, R
accomplishments and status, issues and challenges and the recommendation and action points
that our SPT comes across as they monitor and evaluate the implementation of the projects. 4
GJCSHS SPT will monitor the progress at the middle and end of the implementation period.
In addition to this, our SPT and Project Team Leader are advising to confirm the monthly
Republic of the Philippines

Department of Education
REGION IV - A (CALABARZON)
SCHOOLS DIVISION OF IMUS CITY
GEN. JUAN CASTAÑEDA SENIOR HIGH SCHOOL
PROJECT MONITORING AND REPORT FORM
Project Objectives and Accomplishment Status to Issues / Programs / Recommendation / Action Signature of SPT and
Name of Project Date of Monitoring
Target Date Challenges Point Project Team Leader
Improve capacity to retain 2nd of October 2022-
A thorough review of MELCS
learners in schools by Planning Stage was Some MELC and Learning
Subjects are already paired and LCs of HUMSS subjects
AIMSS crafting module- solution to performed where teachers Competencies are not for
for integration must be performed before
Dropout, retention, identified the subjects to be integration;
finalizing the module
promotion paired with theirs
Some business
establishement are still in
Project 1 SCOPE ( ONE Continue to work with the
BE narratives are submitted; the process of coping with
SCHOOL, ONE August 2022 for BE Barangay for support during
MOA for WIP of TVL loses so minimal domors
COMMUNITY TOWARDS December 2022-January BE; continue map for the
Promote partnerships to students is in process as of were receive. But NGA are
PROGRESS IN 2023 for WIP possible partners for other
benefit education for January 2023 still in present. WIP partners
EDUCATION) tracks.
learners in situations of for TVL are the old partners;
disadvantage MOA is in process
Assess learning outcomes at

Project A-TEST- Crafting of
each key stage transition and Posttest to be conducted 1st Proceed to finish the post
Assessment Tools for Pre September 1st week, 2022 none
for learners in situation of of February 2023 test
and Post Test
disadvantage
Protect education
Project – SAFERH (School Regular monitoring that
investments from the January 2023, the Coor Replacement of some
Safe And Free from Risk and coincides with national none
impacts of natural and attended a meeting signages
Hazzard) DRRM
human-induced hazards
● To reduce the dropout rate
Project SARDOS
by .5 % from 1.49% to .99% ❖ Improving facilities to
● To increase the academic cater the needs of the ● Tap external stakeholders
performance of learners by Beginning of the School Year ⮚ Shortage of Budget
learners such as Clinic, to support the need
1%
Guidance Room, Canteen
CI PROJECT
monitoring of the SIP by doing the following activities
1. Focus-Group Discussion
2. Interviews
3. School Monitoring and Evaluation Adjustment (SMEA)
4. Monthly and Quarterly Meetings (Status of PPAs)
5. Monitoring of PPAs using Different M&E Tool
22
REGION IV-A (CALABARZON)
MINUTES OF MEETING
SY 2022-2023
July 29, 2022
I. CALL TO ORDER
The meeting was called by the School Head Mrs. AIDA C. BELLON, as presider,
with the teachers at 8:00 AM PM, Function Room -Room 3.
II. ROLL CALL

Complete attendance. There were 6 -master teachers, 2- SST teachers, 4 -T3, 9 -T3 with a
total of 23 participants.
III. MEETING PROPER
The following were discussed:
AGENDA DISCUSSION AGREEMENT

A. Meeting
1. Revisit on Mission, Vission, The SH, Mrs. Aida C. Bellon, The body agreed for the
and Core values discussed fully and gave a short integration of the school mission,
overview of the mission and vision in all learning areas and to
vision including the core values make 21 st Castañedan learners’
of DepEd as well as the School Tagline to be “number one.”
The SH encouraged teachers to The group agreed to work hand-

recite the mission, and vision to in-hand in the pursuit of
incorporate into teaching and developing learners’ whole
learning processes. being in and outside the school
Mr. Campaña, Mr. Valencia and

Mr. Rivera recite the mission,
vision and core values
simultaneously.
The SH asked the group “Ito ba

ay hanggang sa pagsasaulo na
lamang?”.
How can we become a
contributor or are we a
contributor in aiming this goal?
Ms. Lily replied yes ma’am we

are contributors. As teachers, we
facilitate learning and
continuously improve ourselves.
We conducted LAC, attended
seminars being subject group
head, we mentored our handled
teacher.
Dr. Villanueva agreed. She

mentioned her intervention
applied to learners who are at risk
to be no longer in school and
might not be included in the
number of the graduation class.
Ms. Lydia Villanueva also
emphasized the integration of the
mission, vision and the core
values in teaching to the 21st
century learners in all learning
areas.
Ms. Jeramie shared her CI project

for learners. She revealed their
home visitation.
2. Roles and Resposibilities of The role, duties and Everyone accepted and agreed
the SPT responsibilities of the SPT were to the roles and responsibilities
fully discussed by the SH as members of the SPT
3. Performance Indicator Three performance Indicator was
School Report Card given emphasis and presented by
the SH.
Data presented was gathered
through LIS, School Forms and
records from advisers/guidance
Enrollment –
 from 666 enrollment, it Strengthen the ff:
was increased by 1.2%  school marketing to
(802) due to distance JHS either thru online
learning. or F2F
 The current enrolment  Blended for working
(2022-2023) learners or with other
 Most of the learners tasks
have other tasks so it  Identify the Gap
was convenient to them  Intervention programs
 There is no need to go
to school every day
Participation –
 the result is above
normal but there is a big
gap from the 2 grade.
Achievement Rate –
 from the reviewed data
of our SMEA most of
our learners’ average
grade is between 80–
85,
4. Identified issues and The SH opened and asked the
concerns of the School group about the problems, issues
and concerns pertaining to the
school, teachers as well as
learners.
For the School Creation of classes in Sets A
Readiness of the physical and B for both grades 11 and
facilities, equipment, classrooms 12 in all strands
in catering the F2F classes
Classroom Inspection
Some of the teachers mentioned Installing of electric fans (wall
that classrooms were not enough fans, ceiling fans, standfans) for
to cater the number of grades 11 the classroom to be conducive
and 12 learners for learning
for Teachers
The SH reported that there are 29  Attending
teachers: 7 -master teachers, 3- seminars/workshops/
SST teachers, 4 -T3, 16 -T1 graduate studies for
professional growth
The SH asked the group and development
identifying the priority needs of  Peer discussion
teachers.  Giving of technical
assistance
Ms LILIANA C. ANOG  Use of PMCF by SGH
emphasized to note the priority  Conduct of SLAC with
needs of the teachers per subject Plan and Program
group head and execute through Matrix
SLAC
Proper wearing of uniforms
For the Learners

The SH reported that there was
an increase in the enrolment for
school years 2020-2022 and a
decrease in the enrolment
particularly for grade 11 for
2022-2023 Actions/Programs for Drop
Outs
Teachers identified problems like  Constant monitoring of
 Dropped learners attendance
 Habitual Absences/no  Open communication
appearance between the parents,
 Lack of interest guidance teacher and
 Failed the adviser
 Family problem  Monitoring of
 Inability to cope attendance
 Early/child labor  Home Visitation
 Illness  Refer to a guidance
advocate for counseling.
The SRC was reported by the SH  Modular Mode of
Learning
 Conduct of Home
visitation
The meeting was adjourned at 10:30 AM.
Prepared by:
Noted by:
LILIANA C. ANOG
SGH/Master Teacher I AIDA C. BELLON

Principal II
ATTENDANCE SHEET – FACULTY MEETING

July 25, 2022
NAME DESIGNATION SIGNATURE

1. Liliana C. Anog Master Teacher
2. Michael B. Barias Master Teacher
3. Jeramie G. Buensuceso Master Teacher
4. Adrian U. Bugay Teacher III
5. Arlene D. Burlaza Teacher III
6. Mark Jayson M. Campaña Teacher III
7. Neil A. Catapang Teacher II
8. Ronnah A. de Guzman Teacher II
9. Mabel L. Berces Teacher II
10. Ariane Nicole N. Manuel SST I
11. Gemma V. Mazo Teacher II
12. Gladys F. Guirre Master Teacher
13. Marc Aries M. Camet Teacher II
14. Mark David Dayag Teacher II
15. Kazelle Ann Sallegue SST I
16. Mark Philip Echon SST I
17. Wendell E. Lantaco Teacher II
18. Cherie Logatoc Teacher III
19. John Michael del Rosario Teacher II
20. Edgar A. Rivera Master Teacher
21. Lydia S. Villanueva Master Teacher
22. Edilyn B. Suan Teacher II
23. Patrick D. Valencia Teacher II
MINUTES OF THE MEETING

October 17, 2022,
School Planning Team Meeting was held on October 17, 2022, at the Principal’s Office to discuss their
roles and responsibilities in aiming the goal, vision, and missions of DepEd.
The meeting started at 10:30 am with 75% of attendees 7 out 10 members. Mrs. Aida C. Bellon
facilitated by meeting and asked Ms. Liliana C. Anog for the opening prayer.
AGENDA
1. DepEd Vision Mission and Goal Mrs. Aida Bellon presented the DepEd Vision
Mission and Goal. She gave a short overview and
ask the group “Ito ba ay hanggang sa pagsasaulo
na lamang?”.
How can we become a contributor or are we a
contributor in aiming this goal?
Ms. Lily replied yes ma’am we are contributors.

As teachers, we facilitate learning and
continuously improve ourselves. We conducted
LAC, attended seminars being subject group head
mentored our teacher
Dr. Villanueva agreed. She mentioned her

intervention applied to learners who are at risk to
be no longer in school and might not be included
in the number of the graduation class
Ms. Jeramie shares her CI project for learners. She

revealed their home visitation
2. Performance Indicator Three performance Indicator was given emphasis
School Report Card and presented by Mrs. Bellon
Data was gathered through LIS, School Forms and
records from advisers / guidance
 Enrollment – from 666 enrollment, it was
increased by 1.2% (802) due of distance
learning. Most of learners have other task
so it was convenient to them There is no
need to go to school everyday
 Participation – the result is above normal
but there is a big gap from the 2 grade.
 Achievement Rate – as I reviewed data
from our SMEA most of our learners’
average grade is between 8 – 85, There are
some learners who need interventions
23
AGENDA
 Graduation / Promotion Rate compare to

Grade 11 the promotion rate of Grade 12
is lower.
 Participation of parents during our PTA
meetings and SOSA did not reach 75%
considering that they are our partners in
educating their children.
3. School Improvement Plan As mandated this school year is the first

implementation of another SIP. With the data and
analysis, we had we will start to craft our SIP for
implementation within three years.
Another plan, program, and project will be
initiated for the continuous improvement of the
school
4. Other Matters According to DO 22 by November full
Full Implementation of Face to Face implementation of face-to-face. In preparation, we
will set another schedule of meeting to parents.
After a thorough discussion, the group agreed to start doing their task as prescribed in their roles and
responsibilities.
The meeting was adjourned at 3pm with a short prayer led by Mr. Rivera.
Prepared by: Verified and Approved by:
JERAMIE G. BUENSUCESO AIDA C. BELLON

Master Teacher I Principal II
ATTENDANCE SHEET – SCHOOL PLANNING TEAM

October 17, 2022,
NAME POSITION / DESIGNATION SIGNATURE

1. Liliana C. Anog Master Teacher / Program Owner
2. Michael B. Barias Master Teacher / Program Owner
3. Jeramie G. Buensceso Master Teacher / M & E
4. Adrian U. Bugay Master Teacher / Program Owner
5. Mark Jayson M. Campaña Master Teacher / Program Owner
6. Edgar A. Rivera Master Teacher / Program Owner
7. Gladys F. Guirre Master Teacher / Program Owner
8. Lydia S. Villanueva Master Teacher / M & E
9. James Bryan Atanacio Barangay Captain / Program Owner
10. Cindy Dimaantal Parent / Program Owner
11. Patrick D. Valencia CPC / Program Owner
12. Concordia Espiritu Church Org. / Program Owner
13. Arlene Conlu Community / Program Owner
Annexes
ANNEX 1A School-Community Data Template
I. SCHOOL PROFILE/DATA
Instruction: Please input required data/information in unshaded cells. Fill-in only the grade levels that are applicable to your school. Thi
template aims to organize existing school and community data from different sources. If you find it useful to lift data from other temp
transfer it here, you may do so. Otherwise, you can just attach the other data templates to this form.
IDENTIFYING INFORMATION
School ID: 342590 Name of School: GEN, JUAN CASTAÑEDA SENIOR HIGH SCHOOL
Address: # 90 Barangay: ANABU II-A
District: Municipality: CITY OF IMUS
Division: IMUS CITY Region: IV-A CALABARZON
A.1 Location of the School. Check the appropriate description.

On top of a mountain
Along the highway Near a river or waterway
Near the coastline By the hillside
A.3 Incidence of crimes and other human-induced hazards

A.3.1 Check if there have been incidences of the following in the last 3 yea
A.3.2 What are the 3 most frequent crimes

1st most frequent:
2nd most frequent:
3rd most frequent:
A.4 Incidence of natural hazards

A.4.1 Check if there have b
A.4.2 W
1st m
2n
B. LEARNING ENVIRONMENT
B.1 Classrooms and seats
B.1.1 Classroom quantity [SRC.15.]
No. of Classrooms
Total Enrollment,
Level For Repair/
Current SY In Good Condition Total Learner:classroom ratio 1
Rehabilitation
Kindergarten
Grade 1
Grade 2
Grade 3
Grade 4
Grade 5
Grade 6
Grade 7
Grade 8
Grade 9
Grade 10
Grade 11 347 5 0 5 69.4:1
Grade 12 375 5 0 5 75:1
TOTAL 722 10 0 10 72.2:1
1 Learner:classroom ratio = Total enrollment divided by the total number of classrooms
B.1.2 Classroom seat quantity [SRC.17.] Indicate the total number of seats in all classrooms.
Number Learner:seat ratio 2
350 2.06:1
2 Learner:seat ratio = Total enrollment divided by the total number of seats
B.2 Water, Sanitation and Hygiene (WASH) facilities

B.2.1 Water supply/source. Check as appropriate.
Without available water supply
Local piped water Rainwater catchments
Water well/deep well Natural source
Is the main source of water functional at present?

Pls. cite reasons why:
B.2.2 Handwashing. Is there space for handwashing?

If YES:
B.2.3 Functional toilets [SRC.16.] B.2.4 Toilet bowls

Male Female Male Female
Number Ratio 3 Number Ratio 3 Number Ratio 4 Number Ratio 4
2 183.5:1 3 118.33:1 4 91.75:1 12 29.58:1
3 Learner:toilet ratio = Total enrollment divided by number of toilets
4 Learner:toilet bowl ratio = Total enrollment divided by number of toilet bowls
B.3 Textbooks. Indicate number of textbooks per grade level and subject [SRC.3.]
General Mathematics KPWKP CPAR Personal Development Understanding Culture Society
Level
Number Ratio Number Ratio Number Ratio Number Ratio Number Ratio
Kindergarten
Grade 1
Grade 2
Grade 3
Grade 4
Grade 5
Grade 6
Grade 7
Grade 8
Grade 9
Grade 10
Grade 11 659 0.53:1 747 0.46:1 40 8.68:1 741 0.47:1
Grade 12 40 9.38:1 367 1.02:1
TOTAL 659 1.1:1 747 0.97:1 80 9.03:1 741 0.97:1 367 1.97:1
B.4 Library:
No. of books:
No. of tables: 3
No. of chairs: 10
Give additional information and qualitative descriptions of the library (on the lighting, space, other fixtures present, etc.)
School library is a makeshift room with 1 computer unit. It has 3 electric fans and module accessible to learners
B.5 Other learning facilities/materials (Example: computers, science equipment. Insert new rows if necessary.)
Facility/Material Number Qualitative description/condition
Computer Laboratory 1 37 DCP with internet connection and 2 split type aircon
SMAW Workshop 1 4 working tables, 2 welding machines
EIM Workshop 1 2 electrical board
B.6 Availability of electrical supply. What is the school's source of electricity?
Generator
B.7 Internet connectivity

B.7.1 Are there Internet service providers in the area?
YES NO
If YES, check the appropriate Internet service provider/s servicing the area:
BAYANTEL GLOBE SMART
WIT Global (Satellite)
DIGITEL PLDT SUN
Others. Pls. specify:
B.7.2 Does the school subscribe to any of the Internet service provider/s listed above?
YES NO
B.7.3 Are there Internet café/shops/WiFi-enabled stations in the area?

YES Pls. specify:
NO
C. TEACHERS
C.1 Number of teachers [SRC.14.]
C.1.1 Number of nationally-funded teachers (current SY)
Male Female TOTAL Learner:teacher ratio 5
11 15 26 27.77:1
5
Learner:teacher ratio = Total enrollment divided by number of nationally-funded teachers
C.1.2 Number of locally-funded teachers and subsidized/volunteer teachers (current SY):

No. of Locally-funded Teachers:
No. of Subsidized/ Volunteer Teachers:
C.2 Quality of teachers

C.2.1 Number of master teachers
Carries Full-Time Class Assigned Assigned Part-Time to Assigned Full-Time to
Position Number Teaching Load Grade Class Teaching Ancillary Services
(YES/NO) Levels (YES/NO) (YES/NO)
Master Teacher IV 0
Master Teacher III 0
Master Teacher II 0
Master Teacher I 6 YES 12 NO NO
C.2.2 Number of teachers meeting the desired competencies based on NCBTS

SY Before Previous SY: Previous SY: Current SY:
2020 - 2021 2021 - 2022 2022 - 2023
Total No. of Teachers 23 24 26
No. of Teachers meeting the standards 23 24 26
% meeting the standards 100.00% 100.00% 100.00%
C.2.3 Projects/interventions implemented to improve basic competencies of teachers

YES NO If YES, please describe
a. Does the school have mechanisms for
YES Through canteen Fund
sustained school-based training?
b. Does the school use the result of the NCBTS-
Teacher's Strength and Needs Assessment as YES summarized the result and analyzed the need
basis for planning?
c. Are there other interventions implemented to
YES conducting SLAC, coaching and mentorin
improve competencies of teachers?
C.2.4 If the response to C.2.3.b is YES, list down the top 3 training needs mentioned and indicate the number of teachers
trained on these [SRC.4.]
SY Before Previous SY: Previous SY: Current SY:
2020 - 2021 2021 - 2022 2022 - 2023
Training Needs No. of % of No. of % of No. of % of
Teachers teachers Teachers teachers Teachers teachers
trained trained trained trained trained trained
Top 1: ICT Integration 23 100.00% 24 100.00%
Top 2: Assesstment 23 100.00% 24 100.00%
Top 3: Facilitation Skills 23 100.00% 24 100.00%
C.2.5 If teachers weren't trained based on identified needs (as seen in C.2.4), cite reasons for the lack of training.
D. CHILDREN HEALTH AND SAFETY
D.1 Nutritional status [SRC.2.]
D.1.1 Number of malnourished children for the current SY
Wasted Severely Wasted
Level
Total Male Female Total Male Female
Kindergarten
Grade 1
Grade 2
Grade 3
Grade 4
Grade 5
Grade 6
Grade 7
Grade 8
Grade 9
Grade 10
Grade 11
Grade 12
Total
Perc
D.3 Children reported as victims of abuse and violence
D.3.1 Number of children who were recorded victims of abuse and violence (physical, verbal, and sexual). Should be supported
by data from the Guidance Office/teachers.
Previous SY Current SY
Level
Total Male Female Total Male Female
Kindergarten
Grade 1
Grade 2
Grade 3
Grade 4
Grade 5
Grade 6
Grade 7
Grade 8
Grade 9
Grade 10
Grade 11 0 0 0 0 0 0
Grade 12 0 0 0 0 0 0
TOTAL 0 0 0 0 0 0
Percent of Total #DIV/0! #DIV/0! #DIV/0! #DIV/0!
D.3.2 Projects/interventions implemented for children that were victims or suspected victims of abuse
Number of Children
YES NO If YES, please describe the mechanisms
Covered
a. Does the school have
mechanisms to promote
safe and protective Included in the lesson are some safety measures
/ Entire Enrollment
practices based on Created Child Protection Committe
DepED's Policy on Child
Protection in School?
b. Other interventions
implemented for children
that were victims or
suspected victims of
abuse (insert new rows if
necessary)
E. STATUS OF PRIORITY IMPROVEMENT PROJECTS OR CI PROJECTS [SRC.18. & SRC.19.]

These projects include those implemented by the school and other stakeholders. Insert new rows if necessary.
Duration Status/Accomplishments
Indicate progress of the program/ project, and its
Implementer Program/Project Title Target effect/impact on children's access to quality education.
Start End
Jeramie G. Buensuceso CI Project

Mr. Edgar A. Rivera MDAS sa Kabisahan Nov 24, 2021 une 30, 2022 6
Mr. Neil A. Catapang sa Eduk. Ni Juan
Dr. Lydia S. Villanueva Project SAS Feb-21 25 5 % of the learners received passing grad
G. FUND SOURCES [SRC.5.]
Fund Source Amount
General Appropriations Act (School MOOE) 804,000

General Appropriations Act (Subsidy for Special Programs) 0
Local Government Unit funds 48,000
Canteen funds 0
Donations 30,000
II. SITUATION OF CHILDREN / LEARNERS: ACCESS - IN AND OUT OF SCHOOL

Instruction: Please input required data/information in unshaded cells. Fill-in only the age groups/grade levels that are applicable to your
school.
1. CHILDREN NOT IN SCHOOL

1.1 Population of children in the barangay where school is located (current SY)
Total Population No. of children NOT in School % of children NOT in School
Age
Boys Girls Total Boys Girls Total Boys Girls Total
4
5
6
7
8
9
10
11
12
13
14
15
16
17
GRAND TOTAL
2. CHILDREN ENROLLED IN SCHOOL [SRC.1.]
2.1 Enrollment for the last 3 SYs
SY Before Previous SY: 2020 - 2021 Previous SY:2021 - 2022 Current SY: 2022 - 2023
Level
Total Male Female Total Male Female Total Male Female
Kindergarten
Grade 1
Grade 2
Grade 3
Grade 4
Grade 5
Grade 6
Grade 7
Grade 8
Grade 9
Grade 10
Grade 11 386 170 216 412 208 204 347 184 163
Grade 12 280 131 149 394 172 222 375 183 192
TOTAL 666 301 365 806 380 426 722 367 355
Percent of Total 45.20% 54.80% 47.15% 52.85% 50.83% 49.17%
2.2 Number of children with disabilities by type of disability (insert new columns if necessary)
No. of Type of Disability (Current SY)
Children
Level
with Disability: Disability: Disability: Disability: Disability: Disability: Disability: Disability:
Disabilities
Kindergarten
Grade 1
Grade 2
Grade 3
Grade 4
Grade 5
Grade 6
Grade 7
Grade 8
Grade 9
Grade 10
Grade 11 0 0 0
Grade 12 0 0 0
TOTAL 0 0 0
Percent of Total #DIV/0! #DIV/0!
2.3 Other data

No. of Over-aged No. of 4Ps
Level No. of IP Learners No. of Muslim Learners
Learners Learner-recipients
Kindergarten
Grade 1
Grade 2
Grade 3
Grade 4
Grade 5
Grade 6
Grade 7
Grade 8
Grade 9
Grade 10
Grade 11 26 0 0 55
Grade 12 11 0 0 30
TOTAL 37 0 0 85
ANNEX 1A School-Community Data Templat
III.SITUATION OF CHILDREN / LEARNERS: ACCESS - ATTENDANCE AND RETENTION

Instruction: Please input required data/information in unshaded cells. Fill-in only the grade levels that are applicable to your school.
3. ATTENDANCE
3.1 Number of children regularly attending classes (at least 90% attendance) for the last three SYs 7
Level
Total Male Female Total Male Female Total
Kindergarten
Grade 1
Grade 2
Grade 3
Grade 4
Grade 5
Grade 6
Grade 7
Grade 8
Grade 9
Grade 10
Grade 11 342 142 200 342 16
Grade 12 261 123 138 368
TOTAL 603 265 338 710
Percent of Total 43.95% 56.05%
3.2Percentage of children regularly attending classes (at least 90% atte
7
no.
3.3 In the previous SY, how many children were frequently absent (below 90% attendance) and how many of them were recipients of the Conditional Cash Transfer Program
(Pantawid Pamilya) of DSWD?
Previous SY
Total Male Female Total Male
Kindergarten
Grade 1
Grade 2
Grade 3
Grade 4
Grade 5
Grade 6
Grade 7
Grade 8
Grade 9
Grade 10
Grade 11 412 15 10 5
Grade 12 394 4 3 1
TOTAL 806 19 13 6
Percent of Total 2.36% 68.42% 31.58%
3.4 What were the reasons why children were frequently absent in the previous SY? Please indicate
8 School Project Teams are

4. DROPOUT [SRC.7.]
4.1 Number of dropouts for the last three SYs
Level
Kindergarten
Grade 1
Grade 2
Grade 3
Grade 4
Grade 5
Grade 6
Grade 7
Grade 8
Grade 9
Grade 10
Grade 11 21 9 12 4 3 1
Grade 12 13 6 7 8 3 5
TOTAL 34 15 19 12 6 6
4.2 Dropout rates for the last three SYs

Level
Kindergarten
Grade 1
Grade 2
Grade 3
Grade 4
Grade 5
Grade 6
Grade 7
Grade 8
Grade 9
Grade 10
Grade 11 5.44% 5.29% 5.56% 0.97% 1.44% 0.49%
Grade 12 4.64% 4.58% 4.70% 2.03% 1.74% 2.25%
OVERALL 5.11% 4.98% 5.21% 1.49% 1.58% 1.41%
4.3 Number of dropouts by cause (insert new columns if necessary)

Total No. of Number of Dropouts by Cause (Current SY)
Level Dropouts Cause:
Cause: Cause: Cause: Cause: Cause: Cause: Cause:
(Current SY) distance fdistance
_Child Labor early marriage illness
from school
Kindergarten
Grade 1
Grade 2
Grade 3
Grade 4
Grade 5
Grade 6
Grade 7
Grade 8
Grade 9
Grade 10
Grade 11 4 2 1 1 0
Grade 12 8 3 3 1 1
TOTAL 12 5 4 2 1
Percent of Total 41.67% 33.33% 16.67% 8.33%
4.4 Projects/interventions implemented for children at risk of dropping out
4.4.a Does the school have mechanisms to: YES NO If YES, please describe the mechanisms used by the school
- track attendance and identify children at risk of dropping out and

/ Home Visitation
failing and design remedies to keep them in school?
- anticipate and minimize disruptions of classes especially with respect

to emergencies (disaster and conflict)?
- track teachers' attendance and ways of ensuring their regular

presence based on CSC policy?
4.4.b What are the interventions implemented for children at risk of dropping out? Insert new rows if necessary. Number of Children Covered
KAMUSBAHAY Project 15
Project SAS 25
IV. SITUATION OF CHILDREN / LEARNERS: QUALITY

Instruction: Please input required data/information in unshaded cells. Fill-in only the grade levels that are applicable to your school.
5. PROMOTION/GRADUATION RATES [SRC.8.]

5.1 Number of promoted learners/graduates by grade level, for the last three SYs
SY Before Previous SY: 2020 - 2021 Previous SY: 2021 - 2022 Current SY: 2022 - 2023
Level
Grade 1
Grade 2
Grade 3
Grade 4
Grade 5
Grade 6
Grade 7
Grade 8
Grade 9
Grade 10
Grade 11 339 149 190 405 206 199
Grade 12 236 114 122 345 147 198
TOTAL 575 263 312 750 353 397
5.2 Promotion/graduation rates for the last three SYs 9

SY Before Previous SY: 2020 - 2021 Previous SY: 2021 - 2022 Current SY: 2022 - 2023
Level
Grade 1
Grade 2
Grade 3
Grade 4
Grade 5
Grade 6
Grade 7
Grade 8
Grade 9
Grade 10
Grade 11 87.82% 87.65% 87.96% 98.30% 99.04% 97.55%
Grade 12 84.29% 87.02% 81.88% 87.56% 85.47% 89.19%
OVERALL 86.34% 87.38% 85.48% 93.05% 92.89% 93.19%

9 Promotion rate: no. of promoted learners divided by the total enrollment x 100;
Graduation rate: no. of graduates divided by the total enrollment x 100
6. MEAN PERCENTAGE SCORES (based on National Achievement Tests) [SRC.9.]

6.1 Mean Percentage Scores of NAT Grade 3 and 6 (or Grade 8 and Grade 10 for the Secondary Level), per subject for the last
three SYs NO AVAILABLE DATA
7. LITERACY LEVEL [SRC.10.]
7.1 Number of learners who are in the frustration, instructional, and independent levels for the current SY (ENGLISH) 10
NO AVAILABLE DATA
7.2 Number of learners who are in the frustration, instructional, and independent levels for the current SY (FILIPINO) 10
NO AVAILABLE DATA
8. AWARDS/RECOGNITIONS (TOP 3) [SRC.6.]

List down the awards/recognitions received by the school, the school head, teachers, and students. Insert new rows if necessary.
Category of Award-giving Body (Please identify)
Title Year
Awardees District Division Regional National International
Student
Teacher DepEd Talentadong Guro 2021 ist Place
School Head
School
Annex 2A Child-Friendly School Survey
WHAT SHOULD A CHILD-FRIENDLY SCHOOL AIM TO ACHIEVE?
A Child-friendy School should aspire for these seven (7) goals:
(1) Encourage children’s participation in school and community

(2) Enhance children’s health and well-being
(3) Guarantee safe and protective spaces for children
(4) Encourage enrolment and completion
(5) Ensure children’s high academic achievement and success
(6) Raise teacher’s morale and motivation
(7) Mobilize community support for education
How should our school go about achieving these goals?
The following checklist contains action items that will guide you through what you need to have or
need to do towards accomplishing the seven goals of the Child-friendly School.
See how many of the action items listed under each goal you have accomplished or are doing on a
regular basis. Tick the box before each action item if you have accomplished this. Add up and write
your total in the box after each goal. By checking what your school already has and what it is doing
regularly, you will be able to track your progress toward becoming a Child-friendly School.
You may already be well along the way to becoming a Child-friendly School! Remember though that
you have to be honest with your answers!
Here’s one other advice... Please accomplish this checklist first before moving on to the next section.
GOAL #1: Encourage children’s participation in school and community
What your school should have or should be doing:
❑ Your school has a working student government.

❑ Your school involves students in meetings and planning sessions that concern their
well-being.
❑ Your school involves students in the organizing, planning, and execution of the
disaster preparedness and response plan.
❑ Your school encourages its students to get involved in community work.
❑ Your school has a mechanism or mechanisms – such as a school publication,
students’ bulletin board, or opinion box – for pupils to express their opinions about
school and community issues.
5 Total number of action items checked for this goal
GOAL # 2: Enhance children’s health and well-being
❑ Your school maintains and regularly updates a health record of each pupil.
❑ Your school holds annual weighing and health examination of your pupils.
❑ Your school holds annual dental examination of your pupils.
❑ Your school treats or refers pupils with health problems.
❑ Your school treats pupils with decayed teeth.
❑ Your school has a feeding program for malnourished children.
❑ Your school serves or sells healthy and nutritious food in your premises.
❑ Your school practices proper waste disposal.
❑ Your school has a steady supply of clean and safe drinking water.
❑ Your school has separate toilet facilities for boys and girls consisting of urinals and
lavatories that are regularly maintained and kept clean.
❑ Your school has a functional clinic.
8 Total number of action items checked for this goal.
GOAL # 3: Guarantee safe and protective spaces for children
❑ Your classrooms have proper ventilation and lighting and enough space for 45-50
pupils.
❑ Your classroom desks and other furniture are sized to the age of the pupils. In the
case of shared desks, each pupil has enough space to do seatwork.
❑ Your classrooms’ layout and furniture allow pupils to interact and do group work.
❑ Your classrooms have a bulletin board or a corner that displays helpful learning
materials such as posters, illustrations, newspaper and magazine clippings, and your
pupils’ own works.
❑ Your classrooms, facilities, and premises are regularly maintained and kept clean.
❑ Your school has safe facilities in place to address hazard threats (e.g. fire exits, fire
extinguishers, appropriate electrial wirings).
❑ Your school has identified and prepared alternative learning spaces in cases of
emergencies.
❑ Your school has adequate emergency/first aid kits that are readily available.
❑ Your school conducts regular evacuation drills for earthquake, fire, flooding, or
tsunami.
❑ Your school has a library for reading and for study.
❑ Your school has facilities and equipment for recreation and sports.
❑ Your school has sufficient lawn space and vegetation.
❑ Your school has duly assigned personnel in charge of securing its premises, its
properties, and those of its pupils and teachers.
❑ Your school coordinates with the barangay and local authorities to ensure the safety
and protection of your pupils.
❑ Your school has a policy against discrimination with regard to gender, cultural origin,
social status, religious belief, and others.
❑ Your school has a program for children with special needs.
❑ Your teachers use non-threatening styles of discipline.
GOAL # 4: Encourage enrollment and competition

❑ Your school has a master list of all school-age children in the community, whether
enrolled or not.
❑ Your school regularly coordinates with the local barangay council to identify school-
age children who are out of school, for the purpose of bringing them to school.
❑ Your school conducts campaigns to encourage parents to enroll their children.
❑ Your school has a system to regularly check on the attendance of its pupils and
address problems concerning non-attendance.

GOAL # 5: Ensure children’s high academic achievement and success
❑ Your school has a clear vision/mission statement that is prominently displayed and
adequately explained to all school personnel.
❑ The principal and teachers are familiar with child-centered and child-friendly
principles.
❑ Your school provides each student a complete set of textbooks.
❑ Teachers regularly prepare their lesson plans.
❑ Your school encourages and promotes cooperative and “hands-on” learning
(“learning by doing”).
❑ The principal has data on the school’s past three years performance in the division,
regional or national tests for the purpose of improving its current year performance.
❑ Teachers regularly monitor and assess their pupils’ academic performance, with the
view of improving their performance.
❑ The school provides students access to ADM, ALS, and/or other learning materials
for their use during emergencies.
GOAL # 6: Raise teachers’ morale and motivation
❑ Teachers undergo continuing and advance professional training at least once a year.
❑ Teachers are regularly trained in new and effective teaching-learning strategies.
❑ Teachers have their own lounge and/or work area.
❑ Teachers are given annual medical check-up.
❑ The principal provides strong direction and leadership guided by a written supervisory plan.
❑ The principal regularly monitors teachers’ performance and provides needed support.
❑ Teachers support their co-teachers by sharing teaching techniques and experiences.
❑ Your school provides annual medical examination to your teachers and other staff.
GOAL # 7: Mobilize community support for education
❑ Your school has a Parent-Teacher Association (PTA) that has elected leaders, meets
regularly, and has a written plan of action.
❑ Your school coordinates with barangay institutions to identify children who are
physically or sexually abused or are made to do hard physical labor, for the purpose
of identifying their special needs.
❑ Your school coordinates with the barangay and local institutions to enroll illiterate
parents in literacy programs.
❑ Your school takes the lead in conducting literacy programs for illiterate parents.
❑ Your school enlists the support of community organizations to help raise funds and
resources for learning.
❑ Your school invites parents to discuss with your teachers the learning experiences
and progress of their children.
❑ Your school consults parents in the drafting of its policies, and in the planning and
implementation of school activities.
❑ Your school has organized and capacitated the School Disaster Risk Reduction and
Management Committee (SDRRMC).
❑ Your school has strong partnerships with external stakeholders in order to address
disaster risk reduction and the CCA-related needs of the school (i.e. data and
statistics, capacity building, resources, etc).
Rating your school for action items done
Goal # 1: Encourage children’s participation in school and community
The Goal has 5 action items. If you scored 3 points, give yourself a blue heart; if you scored
4 points, give yourself a purple heart; if you scored 5 points, give yourself a red heart. If you
scored lower than 3 points, don’t color the heart. But take heart (pardon the expression),
there are still six goals to assess and you might just do better with the next ones.
(Note: If you do not have crayons or color pens or pencils, you can just mark the inside of
the heart with a B for Blue, P for Purple, or R for Red)
Color this heart!
Goal # 2: Enhance children’s health and well-being
This Goal has 11 action items. If you scored 7 points, give yourself a blue heart; if you
scored 8-9 points, give yourself a purple heart; if you scored 10-11 points, give yourself a
red heart. If you scored lower than 7 points, don’t color the heart, if your score is lower than
desired, try again with the other goals. You have five more to go!
Color this heart!
Goal # 3: Guarantee safe, protective spaces for children
This Goal has 17 action items. If you scored 10-11 points, give yourself a blue heart; if you
scored 12-14 points, give yourself a purple heart; if you scored 15-17 points, give yourself a
red heart. If you scored lower than 10 points, don’t color the heart. Did you do better this
time?
Color this heart!

Goal # 4: Encourage enrollment and completion
This Goal has 4 action items. If you scored 2 points, give yourself a blue heart; if you scored
scored lower than 2 points, don’t color the heart. We’re midway through the test. Let’s see
how you score with the rest!
Color this heart!
Goal # 5: Ensure children’s high academic achievement and success
scored lower than 6 points, don’t color the heart. Hope you’re racking up those points!
Color this heart!
Goal # 6: Raise teachers’ morale and motivation
This Goal has 8 action items. If you scored 4-5 points, give yourself a blue heart; if you
scored 6-7 points, give yourself a purple heart; if you scored 8 points, give yourself a red
heart. If you scored lower than 4 points, don’t color the heart. Do you think you’ll be a Child-
friendly School by the end of this test?
Color this heart!
Goal # 7: Mobilize community support for education
scored lower than 7 points, don’t color the heart. That’s it! Hope you did well!
Color this heart!

Accomplishing Specific Targets
The preceding sections outlined the actions that we need to take towards establishing a
Child-friendly School. However, this is just the first step. We must also ensure that our
actions are effective enough to help us realize desired outcomes for children in the context of
the Child-friendly School System.
We may also call these desired outcomes ‘targets.’ The following are the targets set for itself
by the Department of Education (DepEd). The ideal, of course, is to aim for universal
coverage or 100% attainment of these targets.
● All school-age children in your community are served by the school (ages 5-11 in ES,
12-15 in JHS, 16-17 in SHS).
● All children in your school who enrolled in Kinder six years ago finish Grade 6/
enrolled in Grade 7 three years ago finish Grade 10/ enrolled in Grade 11 finish
Grade 12.
● All your Grade 6 pupils/Grade 10/Grade 12 students pass the division, regional, or
national tests or assessments.
In addition are targets relating to the promotion of proper health and nutrition among
schoolchildren and school personnel. This follows the principle that a healthy and well-
nourished child is more ready for learning than a sickly one.
The additional targets are as follows:
● All schoolchildren are well nourished.

● All schoolchildren are healthy.
● All schoolchildren have good dental health.
How much of these targets has your school accomplished?
The following are the standards by which you are asked to rate your school:
Enrollment and academic achievement targets for school year (SY) :
1. All school-age children in your community are served by the school (ages 5-11 in ES, 12-
15 in JHS, 16-17 in SHS).
(Please check)
◻ Less than 95% Poor 0 point

◻ 95-96% Fair 1 point
◻ 97-98% Good 2 points
◻ 99-100% Outstanding 3 points
Your Score: 0 point/s
2. All children in your school who enrolled in Kinder six years ago finish Grade 6/ enrolled in
Grade 7 three years ago finish Grade 10/ enrolled in Grade 11 finish Grade 12.
(Please check)

3. All your Grade 6 pupils/Grade 10/Grade 12 students pass the division, regional, or
national tests or assessments.
(Please check)

Health and nutrition targets:
4. All your pupils/students are well nourished.

(Please check)

5. All your pupils/students are healthy.

(Please check)

6. All your pupils/students have good dental health.

(Please check)

How our school scored
On these pages, you will tally your scores in the two assessment categories.
To rate yourself for Action Items done (pages ), assign the following points to your colored
hearts:
Blue heart- one (1) point

Purple heart- two (2) points
Red heart - three (3) points
Uncolored heart- no (0) point
Now add up those points.
Action Items / Goals Colored Points

Hearts
1. Encourage children’s participation in

red 3
school and community
2. Enhance children’s health and well-being purple 2
3. Guarantee safe and protective spaces for

purple 2
children
4. Encourage enrollment and completion blue 1
5. Ensure children’s high academic

red 3
achievement and success
6. Raise teacher’s morale and motivation red 3
7. Mobilize community support for

No color 0
education
SCORE 14
Enter and add up your scores for Accomplishing Specific Targets (pages ) here.
Progress toward specific targets Points
1. All school-age children in your community are

served by the school (ages 5-11 in ES, 12-15 in 0
JHS, 16-17 in SHS).
2. All children in your school who enrolled in Kinder

six years ago finish Grade 6/ enrolled in Grade 7
3
three years ago finish Grade 10/ enrolled in
Grade 11 finish Grade 12.
3. All your Grade 6 pupils/Grade 10/Grade 12
students pass the division, regional, or national 2
tests or assessments.
4. All your pupils are well nourished. 3
5. All your pupils are healthy. 3
6. All your pupils have good dental health. 2
SCORE `13
Now, tally your scores in the two categories.
Action Items / Goals 14
Progress toward Targets 13
TOTAL SCORE 27
So, is your school Child-friendly?
If you got a total of at least 25 points but lower than 30 points, you are a CHILD-
FRIENDLY SCHOOL!
If you got at least 30 points but lower that 35 points, you are an OUTSTANDING CHILD-
FRIENDLY SCHOOL!!
If you got 35 points or higher, you are indeed a VERY OUTSTANDING CHILD-FRIENDLY
SCHOOL!!!
To all of you who made it, CONGRATULATIONS!!! To those who didn’t, you can try to do
better next school year.
Now make sure that you do this every school year to see if you are keeping with or
improving your performance.
Thank you for answering this little test. Until next time when we include other action
items and targets in our list! Becoming a Child-friendly School is easy, don’t you agree?
Gen. Juan Castañeda Senior High School

(name of your school)
is a
CHILD-FRIENDLY SCHOOL!!!
Annex 2B Child Protection Policy
Implementation Checklist
School-Based Child Protection/Anti-Bullying Policy Implementation

Checklist
Name of School: Gen. Juan Castaῆeda Senior High School

Address: 090 Anabu II-A , City of Imus, Cavite
District/Division/Region: Imus City/ Region IV-A
This checklist is designed to monitor and evaluate the compliance of the school/s in the
implementation of DepEd Order No. 40, s. 2012 and DepEd Order No. 55, s. 2013.
Tick the appropriate box that corresponds to your observation.

P – Present or In Place
A – Absent or Not In Place
Instruction: Findings will be based simply on the presence or absence of the requirement as stated
in each item and shall be the basis for a plan of action by the school and the Division
Office.
P A
1. The school has a written school-based child protection and/or anti-bullying /
policies.
2. There is a code of conduct incorporated in the school-based child protection or
anti-bullying policy for the following:
a. Students /
b. School Administrators /
c. Non-Teaching Personnel (guards, maintenance, etc.) /
d. Teachers /
e. Visitors (Parents, alumni etc.) /
f. Off-Campus activities such as field trip, camping etc. /
3. The code of conduct has specific provisions to address potential risks to students /
such as:
a. Disregarding abusive situation or behavior against children;
b. Employing children as house helper or asking students to care for
teacher’s children while in school;
c. Relating with children in private for personal matters like student-teacher
as “text mates” or face book friends;
d. Going out with students after school such as watching movies;
e. Using green jokes or jokes with double meaning in the class; and
f. Cultural Beliefs (marrying children because it is acceptable based on one’s
culture/religion, amicable settlement on child abuse cases).
4. Promotion or information dissemination of the school-based child protection /
and/or anti-bullying policies is done during school opening for:
● Students
● Teachers
● Non-Teaching personnel
● Parents
5. There are written procedures to guide in conducting disciplinary proceedings in /
cases of offenses committed by pupils, students, or learners.
6. The school has adopted a conflict resolution mechanism that respects the rights /
of indigenous peoples, provided that they conform to child’s rights and the
Department issuances on child protection.
7. There is an established system for identifying students who may be suffering /
from significant harm based on physical, emotional, or behavioral signs.
8. Has developed and implemented a school-based referral and monitoring system /
to address child abuse and bullying cases.
9. There is an existing record of all proceedings related to bullying and child abuse /
cases using the Intake Sheet (Annex B of DO 40, s. 2012 or Appendix B or DO
18, s. 2015) as appropriate.
10. Records related to complex cases of child abuse and bullying using the Intake /
Sheets (Annex A of DO 40, s. 2012 or Appendix B of DO 18, s. 2015) are well-
kept and separate from simple cases.
11. The school has submitted its consolidated reports on bullying and child abuse /
cases to the Division Office a week after the opening of each school year.
12. Has mapped out available resources in their community for possible linkages or /
networking for cases needing referrals etc.
13. Has an active coordination with WCPD, DSWD, and other government and Non- /
Government Organizations (NGO).
14. Has a clear policy on the use of positive and non-violent discipline for children. /
15. There is an organized Child Protection Committee (CPC) in the school. /
16. There is an annual capacity building activities for the members of the CPC: /
● Guidance Counselor/Designated Guidance Teacher
● Representative of the Students
● Representative of the Parents
● Representative of the Barangay
● Representative of the Teachers
17. The CPC is meeting regularly to discuss appropriate interventions and/or /
responses to school problems on bullying and child abuse cases and other
concerns.
18. The school with its CPC has initiated information dissemination programs and /
organized activities for the protection of children from abuse, exploitation,
violence, harm, and bullying.
19. There is a strong student participation in the promotion of child protection and /
anti-bullying policies of the school.
20. There is a feedback mechanism in the school to monitor the implementation of /
the Child Protection and/or Anti-Bullying policies.
7 13
(Total Number of P and A multiplied the total number of items divided by 100)
Overall Scores 1.4 2.6
General Description:
Gen. Juan Castañeda Senior High School is in its first year of operation. Slowly, the school is trying to adhere to
all the requirements set forth to ensure full implementation of anti-bullyingg policy and school-based child protection.
Recommendation:
Prepared by:
AIDA C. BELLON
Signature over Printed Name
Principal II
Designation
Annex 2C Student-Led School Watching and Hazard
Mapping
ANNEX 3 Gap Analysis Template

GAP ANALYSIS TEMPLATE
REGION: IV - A CALABARZON
DIVISION: IMUS CITY
DISTRICT: III
BARANGAY: ANABU II - A
SCHOOL: GEN JUAN CASTAÑEDA SENIOR HIGH SCHOOL
Instruction: Use the matrix on the next page as a guide in assessing the gap between your Division Targets (A)
and school performance (B). In particular, you can fill out the matrix by answering the following questions
for each Division Target:
B1. Data needed - What data do we need to assess our school performance against this Division Target?
B2. Currently contributing - Is our current school performance contributing to the attainment of this Division
Target? How is it contributing or not contributing? Explain.
B3. Inhibiting Factors - If contributing, what are the factors that prevent us from contributing further to this
Division Target? Include the most pressing needs or problems from available data.
B4. Projects implemented - What school projects being implemented are geared towards the attainment of this
Division Target? If no such projects are being implemented, leave it blank.
B5. Groups that require attention - Are there groups in our school that require specific attention concerning
the attainment of this Division Target? (e.g., considering gender, socio-economicstatus, ethnicity)
B. SCHOOL PERFORMANCE
A. DIVISION B2. CURRENTLY B3. B5. GROUPS THAT
TARGETS B1. DATA CONTRIBUTING B4. PROJECTS
INHIBITING REQUIRE
NEEDED IMPLEMENTED
YES/NO EXPLANATION FACTORS ATTENTION
Enrollment
Data
Net
Enrollment
Enrollment from LIS Yes Accessible
increases
Rate
for the last three
years but
decreases in
current year
1. Dropout
– Constant
rates over
monitoring of ZERO DROP
the
learners OUT RATE
previous
Dropout rates attendance
three years
over the last
Open PROGRAM
Zero Dropou No three years have Learners at Risk
communication
2. Reasons been greater
between the
for than 1%.
parents,
dropping
guidance
out
teacher and the
adviser
There is an Interventions
increase in the are made like
promotion rate teaching
Gaduation / Implementin
in the School for innovations,
Promotion SF 5 No g the K-12 Grade 12 learners
SY 2021 - 2022 adapting
Rate Program
but there is a different
gap between 2 strategies and
grades methods
ANNEX 4 Identifying Priority Improvement Areas

IDENTIFY PRIORITY IMPROVEMENT AREAS
Instruction: Using the matrix on the next page, please rate each improvement area on five criteria using a 5-point scale as
described below.
Criteria Description Scale
The number of other areas that

5 – Very High
Strategic Importance will benefit when the
improvement area is addressed 4 – High
The urgency or need to improve

Urgency 3 – Moderate
the area as soon as possible
The number of learners that will

Magnitude benefit when the improvement 2 – Low
area is addressed
The degree to which the

Feasibility improvement area is within the 1 – Very Low
school’s mandate and control
Average Rating Interpretation
4.5 – 5.0 Very High Priority
3.5 – 4.49 High Priority
2.5 – 3.49 Moderate Priority
1.5 – 2.49 Low Priority
1.0 – 1.49 Very Low Priority
Afterwards, compute the average rating of each improvement area and interpret the results as follows:
Strategic
Improvement Areas Urgency Magnitude Feasibility Average Interpretation
Importance
Increase learners’
graduation / promotion 5 3 5 4 4.25 High Priority
rate.
Reading level Moderate
3 2 2 3 2.5
improvement. Priority
Proficiency of the learners Moderate
2 3 3 3 2.75
’numeracy skills. Priority
5 5 5 3 Very High
Reduce Dropout rate. 4.5
Priority
Lessen absenteeism and
improve attendance among 4 5 4 4 4.25 High Priority
learners.
Rehabilitation and
Moderate
maintenance of school 4 3 3 3 3.25
Priority
facilities and equipment.
Professional development. 4 3 4 3 3.5 High Priority
Low Participation Rate of
Parents/Guardian in School
Activities such as Gen.
Assembly /PTC
Moderate
Students' Safety 3 2 4 3 3
Priority
Annex 5 School Planning Worksheet

PLANNING WORKSHEET
Instruction: Align your input into the appropriate learning stage and intermediate outcomes.
PLANNING WORKSHEET for ACCESS and QUALITY

PRIORITY TIME FRAME
DEDP PILLAR DEPED INTERMEDIATE OUTCOMES GENERAL OBJECTIVE/S ROOT CAUSE/S
IMPROVEMENT AREA
SY 2022 - 2023 SY 2023 - 2024 SY 2024 - 2025
S-IO#1.1. All five-year-old children attend school
□ □ □
PILLAR 1: ACCESS S-IO #1.2. All learners stay in school and finish key 1. Improve learners’ access to quality and Reducte dropout rate by .5% yearly Habitual Absenteesm
stages
rights upholding learning environment Illness
Anxiety
□ □ □
IO#1: All school-age children, out-
S-IO #1.3. All learners transition to the next key stage Strengthen schools’ capacity to ensure Teaching- Learning Process
of-school youth, and adults
□ □ □
100% of of the total Grade 12 learners
learners’ continuity to next stage Assessment Tool
graduated
accessed relevant basic learning Socio Economic Status
opportunities S-IO #1.4. All out-of-school children and youth participate Strengthen mechanisms for providing
access to relevant basic opportunities for 100% of of the total Grade 12 learners
and complete in formal or non-formal basic education
OSC and OSY, and OSA promoted
learning opportunities Socio Economic Status
1. Improve program management and service

delivery
PILLAR 2: EQUITY 2. Provide an inclusive, effective, culturally
responsive, gender- sensitive, and safe
S-IO #2.1. All school-age children and youth and adults in learning environment to respond to the
IO#2: Disadvantaged school-age situations of disadvantage are participating in inclusive situations of disadvantage 100% of of the total Grade 12 learners
3. Improve contextualized curriculum and promoted
children and youth, and adults basic learning opportunities and receiving appropriate learning delivery
Socio Economic Status
benefited from appropriate equity quality education. 4. Enhance DepEd platforms for learning
initiatives resources
5. Promote partnerships to benefit education
for learners in situations of disadvantage
S-IO #3.1. Learners attain Stage1(K to Grade 3) learning

standards of fundamental reading and numeracy skills to
provide a basis for success in the remaining learning
□ □ □
PILLAR 3: QUALITY stages
IO#3: Learners complete K- S-IO #3.2. Learners attain Stage2(Grades 4–6) learning
12 basic education having
standards in required literacy and numeracy skills and □ □ □
apply 21st century skills to various real-life situations
attained all learning S-IO #3.3. Learners attain Stage3(Grades 7–10) learning
standards that equip them standards of literacy and numeracy skills and apply 21st □ □ □
century skills to various real-life situations
with the necessary skills Ensure alignment of curriculum, instruction Crafted assessment tool aligned with the Learning Materials
S-IO #3.4. Learners attain Stage4(Grades 11–12) learning
and attributes to pursue standards equipped with knowledge and 21st century
and assessment with current and emerging curriculum and suited to learners' ability
their chosen paths skills developed in chosen core, applied, and specialized
industry and global standards □ □ □
SHS tracks
S-IO #3.5. Learners in the Alternative Learning System Inscreased the number of completed the 100% of of the total Grade 12 learners Teaching- Learning Process
□ □ □
senior high school graduated Assessment Tool
attain certification as Elementary or Junior High School Socio Economic Status
completers
1. Integrate children’s and learners’ rights in Reducte dropout rate by .5% yearly Habitual Absenteesm
the design of all DepEd policies, plans, Illness
programs, projects, processes, and systems Anxiety
S-IO #4.1. Learners are served by a Department that 2. Ensure that learners know their rights and
PILLAR 4: RESILIENCE &

adheres to a rights-based education framework at all have the life skills to claim their education- □ □ □
related
levels rights from DepEd and other duty- bearers to
WELL-BEING promote learners’ well- being, while also being
aware of their responsibilities as individuals
and as members of society
IO#4. Learners are resilient Protect learners and personnel from death, Reducte dropout rate by .5% yearly Habitual Absenteesm
and aware of their rights, injury, and harm brought by natural and Illness
human- induced hazards Anxiety
and have the life skills to S-IO #4.2. Learners are safe and protected, and can
protect themselves and protect themselves from risks and impacts from natural 4. Ensure learning continuity in the aftermath □ □ □
and human-induced hazards of a disaster or emergency
their rights 5.Protect education investments from the
impacts of natural and
S-IO #4.3. Learners have the basic physical, mental, and Increased participation by 25% Multi Task
EM#1. Ensure all education leaders and
emotional fortitude to cope with various challenges in life managers practice participative, ethical, and □ □ □
and to manage risks inclusive management processes
EM #1. Education leaders and managers practice 100 % of human resources was trained and Multi Task
EM#2. Ensure human resources in all
participative and inclusive management processes governance levels are sufficient, resilient,
enhanced
□ □ □
competent, and continuously improving
EM #2. Strategic human resource management enhanced 101% of human resources was trained and Multi Task
□ □ □
EM#3. Ensure ideal learning environment and enhanced
for continuing professional development and opportunities adequate learning resources for learners
EM #3. Investments in basic education provide learners

Enabling Mechanisms with the ideal learning environment □ □ □
EM #4. Internal system and processes are efficient,
responsive, modern, and continuously □ □ □
EM #5, Key stakeholders actively collaborate to serve EM#5. Strengthen active collaboration with Increased participation by 25% Information dessimination
learners better key stakeholders Fear □ □ □
EM #6. Public and private education on operate under a
dynamic and responsive complementarity framework □ □ □
SCHOOL OPERATING BUDGET FOR SY 2022 - 2023
Programs/ Projects/Activities Source of Fund Remarks
CANTEEN
MOOE SEF NGO PTA DONATION
FUND
ACCESS
Early Registration ₱8,400.00
Project AIMSS ₱11,500.00
Project AIMSS
(Access in Integrative Module to Stimulate Sluggers)
EQUITY
Project 1 SCOPE
(ONE SCHOOL, COMMUNITY ONWARDS PROGRESS IN ₱7,100.00
EDUCATION)
Awards and Recognition ₱100,000.00
QUALITY
Teaching - Learning Process
Project SEAM (Support an Efficient and Apt Mentoring)
Mentoring and Coaching of Subject Group Head to ₱33,000.00
Teachers
Students' Outcome
Promotion Rate ₱20,000.00
2. Assessment of Learners Progress ₱247,000.00
Project A-TEST- Crafting of Assessment
Tools for Pre-and Post Test
RESILIENCY AND WELL-BEING
Project SAFERH (School Safe And Free from
Risk and Hazzard)
₱100,000.00
Water Sanitation ₱5,000.00
Project MoBHIx (Monitoring Basic Health
Index
₱5,000.00
* Hygiene
Project: HEALTH (Hoist, Efficient, Accessible and ₱70,000.00
Leveraging Total Health in school)
Project NuVALIC (Nutritional Value Information
Campaign) ₱5,000.00
School – Based Feeding Program
Project PsySoC (PsychoSocial Care).
. Staff Development
* School – Based INSET
* Monthly LAC Session
₱275,000.00
* Capability Building
GOVERNANCE
School Operation
*Power
*Water
*Office Supplies
Maintenance of Facilities ₱250,000.00
Stakeholders Participation
Project 1 SCOPE
(ONE SCHOOL, COMMUNITY TOWARDS ₱39,000.00
PROGRESS IN EDUCATION)
TOTAL ₱1,166,000.00 ₱0.00 ₱0.00 ₱0.00 ₱10,000.00 ₱0.00

ANNEX 9 Project Work Plan and Budget Matrix
PILAR 1 - ACCESS
Project Title:
Project AIMSS (ACCESS TO INTEGRATED MODULE FOR SENIOR HIGH SCHOOL
Problem Statement:
This project is designed in order to reduce Drop -out, Repeater, and increase the
Promotion and participation of learners
Project Objective Statement:
To reduce the drop-out rate by .5% from 1.49% to .99% and to increase learners’ participation,
performance and graduation rate by 2% from 93.05% to 95.05% by its first year of implementation.
Root Cause:
Habitual Absences, Anxiety, Change of Residence, Child Labor, Teaching-Learning
Process, Anxiety, Socio-Economic Status
Project Work Plan and Budget Matrix
Activity Output Date of Person Budget Budget Source

Implementation Responsible
1. Planning Stage
- Identifying for the
subject grouping for Crafted Beginning of the All Subject 10,000 Canteen
integration AIMSS School Year teachers
- Assigning subjects to Module- handling subject
offer
teachers flexible and
- Designing the school integrative
module in nature
2. Writing Stage
- Crafting the integrative Forms 5
and flexible learning and 2
modules
- Checking of modules-
All Master
content and items
Teachers-
3. Finalizing Stage Subject Group
- Testing of module Head
Subject Teacher
NA
Prepared by:
Lydia S. Villanueva, PhD.

Project Team Leader
Project Title:
 Project SAFE- (Securing Attractive Facilities for a conducive Environment)
 Project HEALTHS – (Hoist, Efficient, Accessible and Leveraging Total Health in
School) continuity from the previous BLCP-SIP
This project is designed in order to reduce Drop -out, Repeater, and increase the Promotion
and participation of learners

To reduce the drop-out rate by .5% from 1.49% to .99% and to increase learners’ participation,
performance and graduation rate by 2% from 93.05% to 95.05% by its first year of implementation.
Root Cause:
Habitual Absences, Anxiety, Change of Residence, Child Labor, Teaching-Learning
Process, Anxiety, Socio-Economic Status

1. Check the Good and safe
Start of SY 2022 SDRR 5,000
electrical connection to Coordinator Canteen
connection of electricity EIM Teacher
the rooms
2. Conduct Free and
All year round Property 70,000 MOOE
regular ensure safety Custodian
disinfection from viruses Utility
3. Improve the Clean and
1st week of Building 48,000 MOOE
washing area accessible November Coordinator
washing area Clinic Teacher
Prepared by:
MARK JAYSON M. CAMPAÑA

Project Team Leader
PILLAR 2- EQUITY and QUALITY
Project Title:
Project TEAM (Teachers Ensure an Appropriate Mentoring and Coaching) of Subject Group Head
to Teachers
Problem Statement:
This project will help new and seasoned teachers to enhance their facilitating skills in
teaching-learning situations and apply strategies and approaches in the classroom.

 To provide technical assistance to 100% of teachers in facilitating learning situations
 To increase learners’ participation, performance and graduation rate by 2% from
93.05% to 95.05%
Root Cause:
Misalignment of Teachers in the Subject Taught, Multi-task, Boredom of learners

1. Assigning Schedules of
schedule for Consultation Start of SY 2022 Teachers and NA
consultations, and Class Subject Group
mentoring and Observation Head
coaching.
COT
2. Identifying of
problems during LNDA Report
Consultation on Mid SY 2022-23 Subject Group
Instruction and Head
Curriculum
3. Monitored
teachers COT Year Round Subject Group
facilitation skills Head
3. Conducting of
Group’s SLAC to LAC Plan, 265,000
address the Matrix, Report, 1/SEM Subject Group MOOE
problem ACR Head
identified
Prepared by:
LILIANA C. ANOG
Project Team Leader
PILLAR 3- EQUITY and QUALITY
Project Title:
Project A-TEST- Assessment Tools as Simplified and Totaled
Problem Statement:
This project is aimed to increase the performance of learners who have difficulty
understanding the lesson and lessen the anxiety of academic failure.

To increase learners’ participation, performance, and graduation rate by 2% from 93.05% to
95.05% Assess learning outcomes at each key stage transition and for learners in situations of
disadvantage
Root Cause:
Learning deficiency, lack of confidence

Activity Output Date of Person Responsible Budget Budget
Implementation Source
1. Using the CORE subjects; Identified CORE
IPHP, UCSP, STAT, ORAL Start of SY 2022 All subject teachers NA
subjects to in the CORE
COMM, KOM SA FIL, and ELS include in the A-
for the crafting of the TEST
assessment tool
2. Identifying the
Teacher-writers
subject teachers to handle the for A-TEST All teachers
identified
test writing
3. Deciding the number of The number of

items per subject at least 40 items for all the
items (math) Subject Group
subjects Heads
- other subjects 50 items determined
multiple choice- easy to
difficult
- 60 Recalling- understanding,
analyzing, applying
- 30%-evaluating-analysis
- 10% creating
- language- Jeramie
G. Buensuceso
4. Assigning - SocSci- Lydia S.
checker/evaluator for the Villanueva
- Math- Elizabeth M.
test items: Maaba
A-TEST - Sci- Liliana C. Anog
5. QATAME MONITOR AND

NA
EVALUATION- Lydia ACR/QATAME After the conduct QATAME Assoc
REPORT of the A-TEST
Prepared by:
Lydia S. Villanueva, PhD.

Project Team Leader
Annual
Implementation
Plan
REGION IV - A (CALABARZON)
ANNUAL IMPLEMENTATION PLAN

SCHOOL YEAR 2022 - 2023
SCHOOL
PROJECT OUTPUT FOR PERSON(S) SCHEDULE /
IMPROVEMENT ACTIVITIES BUDGET PER ACTIVITY
OBJECTIVE THE YEAR RESPONSIBLE VENUE
PROJECT TITLE
MOOE DEPED LGU PTA OTHERS TOTAL
A. Current School Operating Expense
Travelling Expense ₱20,000.00 ₱20,000.00
Office Supplies
To disburse and Complete files Disburse cash School Head January to ₱75,000.00 ₱75,000.00
Expense
liquidate
Electronic Expense of liquidation advance for MOOE Coor December ₱200,000.00 ₱200,000.00
monthly
Internet Expense operational documents monthly Supply Officer 2022 ₱90,000.00 ₱90,000.00
Telephone Expense expense operational Teacher ₱24,000.00 ₱24,000.00
Communication
incurred expense ₱12,000.00 ₱12,000.00
Expense
Janitorial Expense ₱150,000.00 ₱150,000.00
Fidelity Bond Expense ₱1,250.00 ₱1,250.00

Office Equipment ₱75,000.00 ₱75,000.00
Printing and
₱400,000.00 ₱400,000.00
Publication Expense
Other Maintening and
₱440,540.00 ₱440,540.00
Operating Expense
SUB-TOTAL ₱1,197,790.00 ₱0.00 ₱290,000.00 ₱0.00 ₱0.00 ₱1,487,790.00
SCHOOL PROJECT OUTPUT FOR PERSON(S) SCHEDULE /
ACTIVITIES BUDGET PER ACTIVITY
IMPROVEMENT OBJECTIVE THE YEAR RESPONSIBLE VENUE
RESELIENCY AND WELL-BEING
School
**School – Based Baseline & End line Identify severely
Eliminate number of wasted Report
wasted and wasted Feeding Year Round
Feeding Program and severely wasted Liquidation Report
learners from 50 to 25 learners Coordinator
Orient parents of Guidance 1st to 2nd
Well-informed and well-guided their roles Advocate Week of Oct.
**Project PsySoC 100% of enrolled was
parents dealing with their
children’s mental health and Conduct
(PsychoSocial Care). educated about psychosocial issues
psychosocial Class Advisers
psychosocial orientation Learners
** WASH IN SCHOOL (Wins) PROGRAM
* Water Provide sufficient & Accomplishment Rehabilitation of
SH, Teachers,
tested water supply Report and water pipes and Year Round ₱5,000.00 ₱5,000.00
throughout the year documentations lines SPG, LGU
* Sanitation Provide education and Schedule regular
Project: SAFE- (Securing awareness to the Accomplishment disinfection of school
Attractive Facilities for facilities SH, Teachers,
learners Report and Year Round ₱140,000.00 ₱140,000.00
Enhancement of drinking
conducive Environment) documentations parents, LGU
and hand washing
facilities
* Hygiene Train learners with Procurement of

Project: HEALTH (Hoist, proper hand washing, thermal scanner,
BAC
Efficient, Accessible and toothbrushing, and hygiene kit,
disinfectant, face
Clinic Teacher Year Round ₱150,000.00 ₱150,000.00
Leveraging Total Health in using sanitary pads SH
school) masks, face shields
etc
EQUITY and QUALITY
Instructional Supervision To provide Make a
SGH
Project TEAM ( Teachers on technical COT consultation Year Round
Teachers
Efficient and Apt schedule
assistance to
Mentoring ) Identify the
100% of teachers
weakness for ₱9,310.00 ₱9,310.00
in facilitating
improvement
learning
instructions Monitored
teachers'
facilitation skills
Conduct SLAC
SUB-TOTAL ₱304,310.00 ₱0.00 ₱0.00 ₱0.00 ₱0.00 ₱304,310.00

** DepEd Program Mandated
SCHOOL PROJECT OUTPUT FOR PERSON(S) SCHEDULE /
IMPROVEMENT OBJECTIVE THE YEAR ACTIVITIES RESPONSIBLE VENUE BUDGET PER ACTIVITY

Improve 100% of Training proposal , Identify teachers
** Staff Development Accomplishment training needs
* School – Based INSET teachers Report, certificates Teachers,
* Monthly LAC Session Students,
knowledge and Secure approval of
Entire Year ₱275,000.00 ₱275,000.00
* Capability Building
skills training proposal Parents,
Community
Conduct of SLAC
Improve the learning Program of works,

environmen t to be Inspection reports,
Repairs and maintenance of conducive for effective and documentation Repair of 1 building Physical Facilities Coor
School Buildings with 16 classrooms

BAC Year Round ₱250,000.00 ₱250,000.00
learning SH
**Awards & 1. Identify Top 10 School

Recognize and Pupils 2. Inform
Recognition Approved Committee on
commend pupils and parents 3. Year End ₱145,000.00 ₱145,000.00
* Graduation awardees Give awards ( Awards
excellent learners
* Recognition ribbons, medals ) SH
GOVERNANCE
Increase 50% of Accomplishment Creation of working
**Stakeholders stakeholders Report and committees
Participation participation from documentations
Project 1 SCOPE 25% in: Conduct of planning Teachers,
(ONE SCHOOL, *Co-curricular Attendance Sheet conference Students, Every Quarter ₱50,000.00 ₱50,000.00
COMMUNITY TOWARDS Activities Parents
PROGRESS IN EDUCATION) *Meetings and
assemblies
Information SH Teachers
dissemination GPTA
Brigada Coor September 15,
Conduct SOSA ASP Coor 2022
Work Immersion
Focal Person
SUB-TOTAL ₱720,000.00 ₱0.00 ₱0.00 ₱0.00 ₱0.00 ₱720,000.00
GRAND TOTAL ₱1,166,000.00 ₱0.00 ₱0.00 ₱0.00 ₱0.00 ₱1,166,000.00
** DepEd Program Mandated
Prepared by: Reviewed Recommending Approval Approved:
AIDA C. BELLON PRECILA A. CUSTODIO ROSEMARIE D. TORRES, CESO V

Principal II Schools Division Superintendent
School Report
Card
(Annex 12a or Annex 12B)
School Report Card
426
38
365 367355
301
Teachers' Highest Educational Attainment
No. of Teachers based on Highest Educational Attainment
1
2 4
5 Bachelor's Degree
Master's Degree (Units)
Master's Degree
Doctorate Degree (Units)
Doctorate Degree
16
In the current school year, the highest

educational attainment of most teachers is
Master's Degree (Units) with 16 out of 28
or 57.14 percent of the total number of
teachers.
Number and Rate of Dropouts by Cause
40 The dropout rate of the school for
S.Y. 2021 - 2022 is 1.66 percent
or (12 out of 722) as compared to
35
the dropout rate of S.Y. 2020 -
2021 which is 4.22 percent or (34
30 out of 806). The most pressing
cause is Geographic/
No Longer in School (NLS) Environmental Factors.
25
Financial- Related Factors
20 Geographic/ Environmental
Factors
School- Related Factors
15
Individual- Related Factors
10 Domestic- Related Factors
0
2019 - 2020 2020 - 2021 2021 - 2022
Simple Dropout Rate

Planning Standards
K - G1 - 25 G2
- G3 - 40 G4 -
G6 - 45 G7 -
G10 - 50 G11 -
G12 - 40
Learner-Toilet Ratio
Standard Number of Users

LEARNING MODULE
CORE SUBJECTS 1st Quarter 2nd Quarter
FIRST SECOND FIRST SECOND

FLOOR FLOOR FLOOR FLOOR
LIBRARY (CR) (CR) TOTAL LIBRARY (CR) (CR) TOTAL DATE
Komunikasyon at
pananaliksik sa Wika at
Kulturang Pilipino 72 12 0 84 52 695 0 747 9/12/2022
Contemporary
Philippines Arts from the
Regions 0 1065 0 1065 49 0 31 80 4/11/2022
Media and Information
Literacy 0 0 0 0 44 595 0 639 4/11/2022
General Mathematics 97 41 0 138 51 608 0 659 9/12/2022
Earth and Life Science
(Lecture and Laboratory) 48 2 0 50 0 229 0 229 9/12/2022
Earth Science 71 0 16 87 10 0 0 10 4/11/2022
Personal
Development/Pansariling
Kaunlaran 202 10 1 213 8 733 0 741 9/12/2022
Understanding Culture,
Society and Politics 48 112 0 160 42 300 25 367 8/23/2022
Introduction to the
Philosophy of the Human
Person 0 0 19 19 82 725 20 827 4/11/2022
Physical Education and
Health 127 16 1 144 37 455 18 510 9/12/2022
oral Communication in Context 142 210 16 368 200 0 0 200 9/12/2022

Status of Annual Implementation Plan (AIP)
Budget
Implementer Project Title Status Remarks
Cost Source
School Project AIMSS (Access to Integrate Module for Senior High School) 11,500 MOOE Ongoing
Project 1 SCOPE(ONE S CHOOL, COM M UNITY ONWARDS P ROGRESS IN E DUCAT ION) 7,100 MOOE Ongoing
Project SEAM (Support an Efficient and Apt Mentoring)Mentoring and Coa ching of Subject Group He ad to Teachers 33,000 MOOE Ongoing
Project A-TEST- Crafting of Assessment Tools for Pre-and Post Test 247,000 MOOE Ongoing
Project SAFERH (School Safe And Free from Risk and Hazzard) 100,000 MOOE Ongoing
Project MoBHIx (Monitoring Basic Health Index 5,000 Canteen Ongoing
Project NuVALIC (Nutritional Value Information Campaign) 5,000 Canteen Ongoing
School – Based Feeding Program Canteen Ongoing
Project PsySoC (PsychoSocial Care). MOOE Ongoing
Staff Developmen t * School – Based INSET * Mon thly LAC Session * Capability Building 275,000 MOOE Ongoing
Project TEAM ( Teachers on Efficient and Apt Mentoring ) Canteen Ongoing
Project: SAFE- (Securing Attractive Facilities for conducive Environment) 100,000 MOOE Ongoing
Project: HEALTH (Hoist, E fficient, Accessible and Leve raging Total Health in school) 70,000 MOOE Ongoing

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Gen.

Juan Castañeda Senior High School

Figure 1 School Enrollment by Sex

Table 1 Nationally Funded Teaching Personnel

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

Figure 3. Participation / Promotion

School Performance on Equity and Quality of Basic Education

School Concern on Well-being and Resilience

The school is continuously moving on in the implementation of the Child-Friendly School

Figure 5 Learner-Toilet Ratio

Figure 5 Learners-Classroom Ratio

School Disaster Risk Reduction Management – (SDRRM)

Gender and Development – Project O SCOPE (One School Community Onward

Gender responsiveness refers to outcomes that reflect an understanding of gender roles

Table 1. Number of Dropouts by Cause

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

Table 2 Promotion Rate

Figure g Teachers’ Educational Attainment

Table 3 Teaching Assignment

Training programs are considered an integral part of the development of human

Stakeholder Support to Education

School Concerns on Governance

• Adopt-A-School/Brigada Eskwela – Project O – SCOPE (One School,

The school through Adopt-A-School Program illustrates the importance of the

Figure 7 Fund Source

See attached Annex 3 – Gap Analysis Template for further information.

SCHOOL IMPROVEMENT PLANNING

Figure 1 RCA of High Drop-Out Rate

Figure 2 RCA of Low Academic Performance and Participation Rate

Figure 3 RCA of Low Participation Rate of Parent

Figure 3 above shows the root causes of low parent participation.

ANNEX 4 Identifying Priority Improvement Areas

SCHOOL IMPROVEMENT PLANNING

Criteria Description Scale

The number of other areas that

The urgency or need to improve

The number of learners that will

The degree to which the

Average Rating Interpretation

4.5 – 5.0 Very High Priority

3.5 – 4.49 High Priority

2.5 – 3.49 Moderate Priority

1.5 – 2.49 Low Priority

1.0 – 1.49 Very Low Priority

2. To increase learners’ participation, performance and graduation rate by 2%

1. KEY PERFORMANCE INDICATOR

Indicator Year 1 Year 2 Year 3

Dropout Rate To decrease the To decrease the To decrease the

Participation / To increase To increase To increase

PLANNING WORKSHEET for ACCESS and QUALITY

1. Improve program management and servic e

S-IO #3.1. Learners attain Stage1(K to Grade 3) learning

12 basic education having

attain certification as Elementary or Junior High School

for continuing professional development and opportunities

EM #6. Public and private education on operate under a

Priority Root Cause(s) Solution(s)

Socio-Economic ● Enhanced teaching strategies

See attached Project Work Plan and Budget Matrix.