lnhs school improvement plan 2013 - 2015

7/23/2019 LNHS School Improvement Plan 2013 - 2015

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Department of Education, Region III, Division of Zambales

LAUIS NATIONAL HIGH SCHOOLCandelaria, Zambales

Marichu G. Maza, Ed. D.Secondary School Principal II


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IntroductionThis School Improvement Plan is three-year

education development plan that embodies the

vision and mission of the school. It contains the

overall description/profile of the school and

community, problems and needs assessments,goals, objectives and targets. Implementation Plan

or Intervention Program in a matrix form,

monitoring and evaluation plan, communication,

documentation and reporting and the stakeholders

and signatories. It is translated into an Annual

Implementation Plan (AIP).

LNHS SCHOOL IMPROVEMENT PLAN 2013 - 2015


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IntroductionThese plans were developed through a

collaborative process involving the members of the

School Governing Council, i.e. the School Head as

the leader, the President of the Faculty Association,

the President of the School Supreme StudentGovernment, the President of the PTA, the

Barangay Chairman and representative for Non-

Government Organization. The Plan was confirmed

by the school and community stakeholders in a PTA

general assembly that also established their

commitment to its implementation.



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IntroductionThe SIP is to be submitted to the District

Review Team for reviews and approval of the

Schools Division Superintendent. At the end of

every school year, a report of plan

implementation and student outcome throughschool report card is made public at a PTA

general assembly, wherein a review of the SIP

and AIP is made as a basis for planning thefollowing years AIP.



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IntroductionThe SIP is to be submitted to the District

Review Team for reviews and approval of the

Schools Division Superintendent. At the end of

every school year, a report of plan

implementation and student outcome throughschool report card is made public at a PTA

general assembly, wherein a review of the SIP

and AIP is made as a basis for planning thefollowing years AIP.



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I. SCHOOL VISION

AND MISSION/SCHOOL LOGO



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School Vision

We envision Lauis National High

School as A Performing Child and

Community Centered Education

System (ACCESS) where internal and

external stakeholders work together toimprove learning outcomes.



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School Mission

To provide relevant quality education toeach learner, in a student centered,friendly and value-driven learning

environment with committed teachersand school head, adequate resources andfacilities, and strong, supportivestakeholders, all towards helping each

student with special needs, out of schoolyouth and adult reach his/her fullpotential for lifelong learning.



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School Logo



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II. PROFILE OF SCHOOL

AND COMMUNITY



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A. HISTORY OF BARANGAY LAUIS

Lauis on its topographical description is asfollows: Southern portion, is the Lauis freshwaterriver connected to China sea; Northern portion, abrook that divide the Lauis proper and the newlycreated Barangay Yamot; Western portion, is theMarcelo E. Edquiban Street, served as the boundarybetween Lauis and Binabalian; Eastern portion, isthe mountainous part.

It is the first barangay of Candelaria when youtravel from south and it is three kilometers awayfrom the town proper.



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During the Pre-Spanish time, Sambaloldfolks settled to this place, where houses were

made up of bamboo and cogon grass.

On their Judiciary System, elder peoplecalled Papowere the one who mediated and

settled their troubles. The traditional practice

evolved from social organization based on bloodrelation and affinity.



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The ancestors of Lauis were very religious butbecause of the problem on transportation and the distanceof the chapel, they could not go to church to attend massregularly. So, to deal with the problem, one of the Papomade a big cross and put it up in a conspicuous place.

People went there to pray especially at the time of Novena.The primary source of income of the forefathers

emanated from farming, fishing, and gathering of rattanand mushroom from the foot of the mountain. Due toabundance of native rattan or uweh, the place was knownas uweh producer. Most of the neighboring barangaysand towns visited the place to get uweh and been calledBarangay Uweh. Later, Barangay Uweh becameBarangay Lauis.



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Geography East: Mountain

West: Barangay Binabalian

South: Barangay Taltal, Masinloc North: Brook

1. PHYSICAL PROFILE



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Topography and Land Features Consists of plateau, farms, river, brook, and

mountainous area

Distance:

Barangay Lauis to Poblacion: 3 kilometers

Accessibility: Along Zambales Provincial road

Political Subdivision

Brgy. Lauis is politically subdivided into seven (7)puroks.

1. PHYSICAL PROFILE



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Land Uses

Types of Soil

Loam Clay

Rocky

1. PHYSICAL PROFILE

Classification Area in HectaresAgricultural 130Commercial 1Residential 90Institutional

5

Open space 15.85Others (forest) 104



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Main Source of Income Number ofHousehold

a. Farming 37a. Fishing 13a. Livestock Raising

Swine 110Cattle 21Goat 27

a. Poultry Raising 3a. Trade and Commerce 32a. Employment 13a. Pensionera. Drivera. Others

2. ECONOMIC PROFILE* Livelihood Sources



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2. ECONOMIC PROFILE* EmploymentPROFESSION

TYPE OF EMPLOYMENT/NUMBER OF EMPLOYEDGovernment Private Self-employed

1. Lawyer 22. Engineer 3 23. Architect4. Doctor 15. Dentist 16. Nurse/Caregiver 27. Midwife 28. Veterinary9. CPA 310. Teacher 6 3 711. Pharmacist

12. Medical Technologist 113. Radiologist14. Building Contractor15. Clerk 316. Skilled Worker Mechanic 1 Driver 1 1 50 Heavy equipment operator 2 1

Welder

5

Carpenter 7 Mason 5 Plumber Painter 1 Electrician 2 Electronic Technician 3 Ref/Aircon Technician OFW17. Police Officer 118. Fire Marshall19. Sea Farer LNHS SCHOOL IMPROVEMENT PLAN 2013 - 2015

A HISTORY OF BARANGAY LAUIS


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2. ECONOMIC PROFILEBarangay Profile

(As of June 2012)

Graph 1:

No. Of Households and

Family in NeedsThe graph shows that purok 7 of

Barangay Lauis has the largest

populace which is 108 followed by

purok IV while Purok 2 has the

smallest populace which is 32 and thelargest number of families in need live

in Purok 7 .41

32

47

65

52

42

108

357

916

10

28 25

14

75

177

0

50

100

150

200

250

300

350

400

I II III

IV V VI

VII

TOTAL

PUROK

No. of Household

No. of Family in Needs




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(As of June 2012)

Graph 2:

No. of Male and

Female per PurokThe graph shows that Purok 7

has the largest male and female

populace, while Purok 6 has the

smallest male populace and

Purok 1 has the smallest female

populace.

100

116

121

171

163

91

297

1,059

97

121

127

182

173

112

262

1,074

197

237

248

353

336

203

559

2,133

0 500 1000 1500 2000 2500

I

II

III

IV

V

VI

VII

TOTAL

PUROK Total

Female

Male




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(As of June 2012)

Graph 2:

No. of Male and

Female per PurokThe graph shows that Purok 7

has the largest male and female

populace, while Purok 6 has the

smallest male populace and

Purok 1 has the smallest female

populace.

100

116

121

171

163

91

297

1,059

97

121

127

182

173

112

262

1,074

197

237

248

353

336

203

559

2,133

0 500 1000 1500 2000 2500

I

II

III

IV

V

VI

VII

TOTAL

PUROK Total

Female

Male



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B. HISTORY OF SCHOOL

The school is located at the southwestern part ofBarangay Lauis which is 4 km. away from the town. Lauis

is the first barrio of Candelaria from the south. People in

the community earn their living through farming

although a number of them are engaged in a small scalebusiness or are private and government employees.

People of the barangay belongs to different religion,

sects like Mormons, Iglesia Ni Cristo, Aglipayan but most

are Roman Catholics. The schools catchment covers the16 barrio of Candelaria and that of Masinloc and Sta.

Cruz.



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Lauis High School was established in 1970through the effort of the people of Barangay

Lauis. At first, a building was built inside the

campus of Lauis Elementary School but with theschools growing population, the school now

owned 3 buildings, 1 3-room, 1 2-room and an

8-room building, all are still situated inside the

campus of the elementary school.



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The first principal assigned to LauisNational High School (formerly Lauis

Barangay High School) was Mr. Hermogenes

Ebdane Sr. of Sinabacan, Candelaria,Zambales, the late father of retired PNP

chief and current governor of Zambales

Hermogenes Ebdane Jr. followed by thefollowing:



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B. HISTORY OF SCHOOLMr. Francisco Ednalino - OfficerInCharge

Mrs. Eufrocina Edquiban - OfficerInCharge

Mr. Damian Elacion - OfficerInCharge

Mrs. Mercedes Ebdane Alquizar- OfficerInCharge

Mr. Domingo Eclevia - OfficerInCharge

Mrs. Marlyn Collantes - OfficerInCharge

Mrs. Milagros Del Moro - OfficerInCharge

Mr. Ricardo Barlin - Secondary School Principal I

Mrs. Emma L. Bayona - OfficerInChargeMr. Ricardo C. Barlin - Secondary School Principal I

Dr. Marichu G. Maza - Secondary School Principal II

Present



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The geographical boundaries of the barangay:

East National Highway

West Brgy. Binabalian, Candelaria, ZambalesNorth Brgy. Yamot, Candelaria, Zambales

South Brgy. Taltal, Masinloc, Zambales



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B. HISTORY OF SCHOOLLauis National High School is a complete secondary

school as of SY 1970 to present. It has a total enrolmentof 704 with 20teachers, two (2) provincial contractual

teachers and a principal. There are four (4) Teacher II and

sixteen (16) teacher I. In terms of supervision, regular

and on the spot monitoring and observation of classes

are being done to improve the learning achievement of

the students.

Funds for physical development were sourced outfrom the P.T.A., SBM. LSB and Alumni of this school.

School supplies were purchased from the MOOE

funds.



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C. SCHOOL PROFILE

1.STUDENT DEVELOPMENT

1.1. ENROLMENT DATA



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C. SCHOOL PROFILE

1.1.1. Enrolment Data for

the Past Three (3) Years ByYear Level and By Gender

1.1 Enrolment Data



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C. SCHOOL PROFILE1.1.1. Enrolment Data for the Past Three (3) Years By Year Level and By Gender

TABLE 1. Comparative Data on Enrolment for the Past Three (3)Years(Male/Female)

Year

Level GenderSY

2009 -

2010SY 2010 -

2011Increment

(+Gain/-

Loss)SY 2011 -

2012Increment

(+Gain/-

Loss)SY 2012 -

2013Increment

(+Gain/-

Loss)Ist year

MALE 131 93 -38 82 -11 89 7FEMALE 92 79 -13 85 6 79 -6Subtotal 223 172 -51 167 -5 168 1

2nd Year MALE 96 116 20 103 -13 85 -18FEMALE 90 82 -8 76 -6 83 7Subtotal 186 198 12 179 -19 168 -11

3rd year MALE 100 96 -4 98 2 97 -1FEMALE 98 87 -11 82 -5 82 0Subtotal 198 183 -15 170 -13 179 9

4th year MALE 101 100 -1 86 -14 94 8FEMALE 101 104 3 90 -14 95 5Subtotal 202 204 2 176 -28 189 13

Total 809 757 -52 702 -55 704 2The population of Lauis National High School continued to decline since SY 2010 2011 due to the

establishment of a new public secondary high school in Candelaria. There are two (2) private andthree (3) public secondary schools that cater to the small school age population of Candelaria.

1.1 Enrolment Data


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C. SCHOOL PROFILEGraph 3:

Comparative

Data on

Enrolment

for the Past

Three (3)

Years

131

92

223

93

79

172

82

85

167

96

90

186

116

82

198

103

76

179

100101

101

202

100

104

204

86

90

176

428

381

809

405

352

757

369

333

702

0 200 400 600 800 1000

MALE

FEMALE

TOTAL

MALE

FEMALE

TOTAL

MALE

FEMALE

TOTAL

SY2009-201

0

SY2010-2011

SY2011-20

12

TOTAL

4th YEAR

3rd YEAR

2nd YEAR

1st YEAR

The graph shows that enrolment for the

past three years since S.Y. 2009-2010

gradually decreases. The major reason

for this is the opening of another public

secondary school in Candelaria.

1.1 Enrolment Data



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C. SCHOOL PROFILETable 2:

Enrolment Data by Year Level and Gender

SY 2012 - 2013

SCHOOL YEAR SEX 1stYEAR 2ndYEAR 3rdYEAR 4thYEAR TOTAL

SY 20122013MALE 89 85 97 94 365

FEMALE 79 83 82 95 339TOTAL 168 168 179 189 704

1.1 Enrolment Data



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Enrolment Data by Year Level and Gender SY 2012 - 2013

0

100

200

300

400

500

600

700

800

1st YEAR 2nd YEAR 3rd YEAR 4th YEAR TOTAL

89 85 97 94

365

79 83 82 95

339

168 168 179 189

704

SY 2012 2013 MALE

SY 2012 2013 FEMALE

SY 2012 2013 TOTAL

For the current S.Y.

2012-2013, Lauis

National High

School enjoys only

a population of

704 where the

largest number of

students is

enrolled in the

fourth year level.

1.1 Enrolment Data



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C. SCHOOL PROFILE

1.STUDENT DEVELOPMENT1.2. PERFORMANCE

INDICATORS



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C. SCHOOL PROFILE

1.2.1. Comparative Data

of Performance Indicatorsfor the Past Three (3)

Years

1.2 Performance Indicators



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Performance Indicators for the Past Three (3) Years

For the current S.Y.

2012-2013, Lauis

National High

School enjoys only

a population of

704 where the

largest number of

students is

enrolled in the

fourth year level.

INDICATOR PERFORMANCE2009-2010 2010-2011 2011-2012

Repetition Rate 1.8% 7.07% 3.22Dropout Rate 4.6% 7.07% 5.32Transition rate 32.8% 31.87% 32.06Retention Rate 85.4% 95% 91.97

Graduation Rate 95.8% 95.5 93.67Completion Rate 74.1% 63.16% 63.16

Failure Rate 3.5% 7.07% 3.07Promotion rate 94.66 82.53% 92.02

School Leaver Rate 1.61 10.33 3.13

1.2.1. Comparative Data of Performance Indicators for the Past Three

(3) Years




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C. SCHOOL PROFILE

1.2.2 Net Enrolment Ratio

(NER) in both Public andPrivate Elementary Education



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C. SCHOOL PROFILE1.2.2 Net Enrolment Ratio (NER) in both

Public and Private Elementary Education

Based on the table, only 32.42% of the total

100% enrolled in Lauis National High School

belongs to school age-11 years old to 16 years

old- The remaining 67.58% is being shared bythe other two public secondary schools, two

private secondary schools and Out of School

Youth.

Indicator PercentageNet Enrolment Ratio 32.42%




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C. SCHOOL PROFILE

1.2.3 Cohort Survival

Ratio



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C. SCHOOL PROFILE1.2.3 A. Cohort Survival Ratio

Indicator 1st Year 2nd Year 3rd Year 4th YearPromotion Rate 86.19% 94.48% 94.74% 91.35%Repetition Rate 9.33% 8.84% 5.26% 0.62%




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C. SCHOOL PROFILE1.2.3 B. Cohort Survival Ratio

Cohort Prom to2nd Yr. Prom to3rd. Yr Prom to4th. Yr.

Cohort with no Repetition SY N 210 180.995 171.01 162.01Cohort Repeating Once SY N+1

19.59

32.88

40.06

38.96

Cohort Repeating Twice SY N+2 1.83 4.48 6.34 6.25Cohort Repeating Thrice SY N+3 0.17 0.54 0.84 0.83

Cohort Repeating 4 times SY N+4 0.02 0.06 0.1 0.1

The table shows the computed number of promotees

up to fourth year using the promotion rates for the

respective year level.




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C. SCHOOL PROFILE1.2.3 C. Cohort Survival Ratio

The table shows the total promotes (including

repeaters for each year level). The reconstructedsurvival rate is obtained by dividing the total

promotees with the original cohort of 210. It shows

that only 90.55% of the original cohort 3 year ago was

able to reach the fourth year level.

1st. Yr. 2nd. Yr. 3rd. Yr. 4th. Yr.Student-Yrs. 231.61 218.955 218.35 208.15

Total Promoted 199.62 206.87 206.86 190.15Reconstructed Cohort

Survival Rate 100% 95.06% 98.51% 90.55%




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C. SCHOOL PROFILE1.2.4 Completion Rate

Based on the Table above, LNHS suffered the biggest

loss on its completion rate during the SY 2011 2012

for only 63.16%. The major reason for this is the

opening of another public secondary school in

Candelaria. LNHS recovers from its setback the next

school year with a completion rate of71.15%.

Indicator SY.2009-2010 SY. 2010-2011 SY. 2011-2012Completion

Rate 74.1% 63.16% 71.15%




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C. SCHOOL PROFILE1.2.5. School Leaver Rate

This school year, Lauis National High School suffered a little loss

on its school leaver rate of 3.13%. It means that only 3.13% from

its total population did not finish a particular grade and finish toenrol in the next year level the following school year. Lauis

National High School already identified several causes why

students failed to finish a particular year level and failed to enrol

the next school year. One is poverty; another is early marriage

and illness.

Indicator PercentageSchool Leaver

Rate 3.13%




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C. SCHOOL PROFILE

1.STUDENT DEVELOPMENT

1.3. ACADEMICPERFORMANCE



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C. SCHOOL PROFILE

1.3.1. DAT Result for the

Past Three (3) Years bySubject Area



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Division Achievement Test Result for the Past Three (3) Years

SUBJECT AREA SY. 2009 -2010 SY. 2010- 2011 Increment+Gain/-Loss SY.2011 -2012 Increment+Gain/-Loss

MATH 52.5 57.02 4.52 56.87 -0.15ENGLISH 60.64 58.44 -2.2 58.37 -0.07FILIPINO 59.92 62.35 2.43 55.99 -6.36SCIENCE 59.43 58.28 -1.15 58.81 0.53ARALING

PANLIPUNAN 63.27 54.53 -8.74 63.26 8.73T.L.E. 57.22 68 10.78 -68

MAPEH 66.46 68.37 1.91 67.14 -1.23VALUES ED. 78.09 67.45 -10.64 64.56 -2.89AVERAGE 62.19 61.81 -0.38 60.71 -1.1

1.3.1. DAT Result for the Past Three (3) Years

by Subject Area



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Division Achievement Test Result for the Past Three (3) Years

1.3.1. DAT Result for the Past Three (3) Years

by Subject Area

0 20 40 60 80

MATH

ENGLISH

FILIPINO

SCIENCE

ARALING

PANLIPUNAN

T.L.E.

MAPEH

VALUES ED.

AVERAGE

52.5

60.64

59.92

59.43

63.27

57.22

66.46

78.09

62.19

57.02

58.44

62.35

58.28

54.53

68

68.37

67.45

61.81

56.87

58.37

55.99

58.81

63.26

67.14

64.56

60.71

SY.2011 - 2012

SY. 2010 - 2011

SY. 2009 - 2010

In School Year 2011 2012, Lauis

National High School suffered a

minor setback in terms of Mean

Percentage Score in the Division

Achievement Test from School

Year 2010-2011. English suffered adecrease of 0.07; the same with

Math which is 0.15; Filipino.-6.36;

MAPEH-1.23, and Values

Education which is 2.89.However,

Science and Araling Panlipunan

have an increase of 0.53 and 8.73

respectively .which means that

expected skills and competencies

were not mastered by the

students in some of their subjects.



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C. SCHOOL PROFILE

1.3.2. Regional

Achievement Test1.3.2.1 RAT Results for the Past

Three (3) Years by Subject Area


i l hi


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Regional Achievement Test Result for the Past Three (3) Years

1.3.2. Regional Achievement Test

SUBJECT AREA SY. 2009 -2010 SY. 2010 -2011

Increment

+Gain/-

LossSY. 2011 -

2012Increment

+Gain/-

LossMATH 60.93 62.66 1.73 63.63 0.97

ENGLISH 59.1 68.24 9.14 62.86 -5.38FILIPINO 61.51 59.88 -1.63 63.66 3.78SCIENCE 56.38 61.77 5.39 61.92 0.15ARALING

PANLIPUNAN 58.47 66.35 7.88 65.2 -1.15T.L.E. 56.65 -56.65

VALUES ED. 60.42 65.75 5.33MAPEH 66.54 68.54 2

AVERAGE 60 64.74 4.74 63.46 -1.28LNHS SCHOOL IMPROVEMENT PLAN 2013 - 2015

C SC OO O1 3 2 R i l A hi T


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Comparative Data on Mean Percentage Score of the Regional Achievement

Test for the Past Three (3) Years

1.3.2. Regional Achievement Test

0

10

20

30

40

50

60

70

60.93

59.1

61.51

56.38

58.47

56.65

60.42

66.54

606

2.66

68.24

59.88

61.77

66.35

65.75

68.54

64.74

63.63

62.86

63.66

61.92

65.2

63.46

SY. 2009 - 2010

SY. 2010 - 2011

SY. 2011 - 2012

Lauis National High School

on the other hand has an

increase in the Regional

Achievement Test in the

School Year 2011-2012;

Math - .97, Filipino3.78,and Science - .15 from that

of School Year 2010-2011.

However, English decreases

by 5.38 and Araling

Panlipunan by 1.15.


C SCHOOL PROFILE


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C. SCHOOL PROFILE

1.3.3. National CareerAssessment Test (NCAE)

SY 2011 - 20121.3.3.1 Standard Score and Percentile

Rank of the National CareerAssessment Examination (NCAE) for

the past Three (3) Years per areas.


C SCHOOL PROFILE1 3 3 N ti l C A t T t


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Comparative Data on the Standard Score and Percentile Rank of the of the National Career

Assessment Examination (NCAE) for the past Two(2) Years per areas.

1.3.3. National Career Assessment Test

(NCAE) SY 2011 - 2012

Areas2010 - 2011 2011 - 2012

S.S P.R S.S +Gain/-Loss P.R

+Gain/-

LossGSA 516.42 54.59 464.76 -51.66 37.27 -17.32TVA 517.27 57.04 483.25 -34.02 45.67 -11.37NVA 530.23 60.49 500.38 -29.85 48.93 -11.56ES 514.35 55.3 478.21 -36.14 42.69 -12.61

LRA 479.72


C SCHOOL PROFILE1 3 3 N ti l C A t T t


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Comparative Data on the Standard Score and Percentile Rank of the of the National Career

Assessment Examination (NCAE) for the past two (2) Years per areas.

1.3.3. National Career Assessment Test

(NCAE) SY 2011 - 2012

0

100

200

300

400

500

600

GSA TVA NVA ES LRA

54.59 57.0460.49

55.3

464.76483.25

500.38478.21 479.72

37.27 45.67 48.93 42.69 42.98

2010 - 2011 S.S

2010 - 2011 P.R

2011 - 2012 S.S

2011 - 2012 P.R

In the School Year 2011-2012, the school suffered a minor setback in terms of standard

score and percentile rank. The General Scholastic Aptitude (GSA) decreases by 17.32 in

terms of percentile rank (PR), Technical Vocational Aptitude (TVA) by 11.37, Non Verbal

Ability (NVA) by 11.56, and in Entrepreneurial Skills (ES) by 12.61.LNHS SCHOOL IMPROVEMENT PLAN 2013 - 2015

C SCHOOL PROFILE


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C. SCHOOL PROFILE

1.3.4. NationalAchievement Test (NAT)

1.3.4.1 Mean Percentage Score of NAT

for the Past Two (2) Years


C SCHOOL PROFILE1 3 4 National Achievement Test (NAT)


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C. SCHOOL PROFILETable 9: Comparative Data on the National Achievement

Test Results for the Past Two (2) Years

1.3.4. National Achievement Test (NAT)

SUBJECT

AREA 2009 - 2010 2010 - 2011 Increment+Gain/-LossMATH 35.82 42.88 7.06

ENGLISH 34.88 40.82 5.94SCIENCE 27.42 28.94 1.52FILIPINO 43.74 54.56 10.82ARALING

PANLIPUNAN 30.19 47.72 17.53AVERAGE 35.47 42.98 7.51




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C. SCHOOL PROFILEGraph 10: Comparative Data on the National Achievement



35.82 34.88

27.42

43.74

30.19

35.47

42.88 40.82

28.94

54.56

47.72

42.98

0

10

20

30

40

50

60

MATH ENGLISH SCIENCE FILIPINO ARALING

PANLIPUNAN

AVERAGE

2009 - 2010

2010 - 2011

The graph above

shows a positive result

in all of the subjects in

National Achievement

Test. Although theresult is positive in

nature, still it is far

beyond the target of

the EFA goal.




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C. SCHOOL PROFILEGraph 10: Comparative Data on the National Achievement



35.82 34.88

27.42

43.74

30.19

35.47

42.88 40.82

28.94

54.56

47.72

42.98

0

10

20

30

40

50

60

MATH ENGLISH SCIENCE FILIPINO ARALING

PANLIPUNAN

AVERAGE

2009 - 2010

2010 - 2011

The graph above

shows a positive result

in all of the subjects in

National Achievement

Test. Although theresult is positive in

nature, still it is far

beyond the target of

the EFA goal.


C SCHOOL PROFILE


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C. SCHOOL PROFILE

2. TEACHER AND

ADMINISTRATORDEVELOPMENT


C SCHOOL PROFILE2 TEACHER AND ADMINISTRATOR


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C. SCHOOL PROFILE2. TEACHER AND ADMINISTRATOR

DEVELOPMENT

Teachers are vital in the field of instilling

knowledge to our learners, thus teachers need to upliftand enhance their methods of teaching through the

different INSET to further enable their capability in

teaching and improve the product of the teaching-

learning process, but there still a need to enhance theirKAS in teaching Science, Math and English using the

inquiry approach. They also need hands-on-training in

computer.

Teachers ages in this school range from 25 56

years old, where some are undergoing master of

education to further grasp knowledge to improve

classroom instruction as well as leadership capabilities.LNHS SCHOOL IMPROVEMENT PLAN 2013 - 2015



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DEVELOPMENT

A. Teachers Organization

Faculty and Administration of


SY. 2012 - 2013




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DEVELOPMENT

B. Teachers Profile

No. Full Name Years InService EDUC'L ATTAINMENT(PRACTICE TEACHING Master's degree Graduatedegree

1 ANNE KAYE P. MARTINEZ 3 BSED-English MA. Major In Educ.Mngt.-27 units None

2 ASUNCION C. MENDEZ 24 BSED -MATH MA-Educ Admin -27units None

3 AVA T. TAPADO 12 BSED -MATH None4 CRISTY A. MANGLICMOT PC BSED-Fishery Tech.

MA.- Educ. Admin. - 9

Units None5 DIANA E. HERMOSILLA 3 BSED -MATH MA. Major In Educ.

Admin.-12 units None6 DORY C. ECLARINO 23 Bachelor of Science inEducation Major in Gen.

Science, Minor in English None

7 ELIZABETH E. PULIDO 31 BA- Social Science MA in Educ.Admin - 27 Units None

8 EMELITA G. ECLARINO 23 BSED-AralingPanlipunan MA-Educ. Admin-9 units None



SY. 2012 - 2013




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DEVELOPMENT

B. Teachers Profile

No. Full Name Years InService EDUC'L ATTAINMENT(PRACTICE TEACHING Master's degree Graduatedegree

9 EMMA A. ELA 17 BSED Filipino MA. Major In Educ.Admin .-18 units None10 ESTER F. VALDEZ 21 BSED-English MA-Educ. Admin -18units None11 IRVIN N. ECALNIR 3 BSED-Chemistry MA. Major In Educ.

Admin.-27 units None

12 JENNIFER Y. EDU 3 Bachelor in FisheryEducation major in FishProcessing None

13 LEANDRO D. ISIDRO 11 BSEd Major in AralingPanlipunan, Minor in CPTLE MA. Major In Educ.Admin.-33 units None

14 LOIDA T. EDQUIBAN 16 Bachelor of Science inSecondary Education MA. Major In Educ.Admin.-21 units None

15 LORENA E. CANILAO 19 Bachelor of Arts Major inGeneral Science MAED-24 UNITS None



SY. 2012 - 2013




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DEVELOPMENT

B. Teachers Profile

No. Full Name Years InService EDUC'L ATTAINMENT(PRACTICE TEACHING Master's degree Graduatedegree16 MARITES E. MONSALUD 2 BSED-Filipino None17 MILAGROS M. DEL MORO 27 BSED-Filipino None18 NORA P. EBANA 16 BSED-English MA-Educ.Admin.-

9/English- 9 None

19 PACITA M. EDANGAL 30 BSIE-GVC None20 RAMELITA C. SANTILLAN BSED-MAPEH None21 RAUL E. ECALNEA 27 BSIE MA-Educ. Admin

- 18 units None22 ROWENA E. COLLANTES 15 BSED- Araling Panlipunan Ma - Educ. Adm-

33 Units None

23 MARICHU G. MAZA 31 Bachelor In SecondaryEducation

Master of Arts in

Industrial

Education-

GraduateDoctor of

Education-

GraduateFaculty and Administration of


SY. 2012 - 2013


C SCHOOL PROFILE2. TEACHER AND ADMINISTRATOR


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DEVELOPMENT

C. Number of Teachers Enrolled in Graduate Studies

Gender No. CourseMale 1 MA in Educational

AdministrationFemale 1

MA in Educational

Administration


C SCHOOL PROFILE2. TEACHER AND ADMINISTRATOR


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DEVELOPMENT

C. Seminars Attended

Titles of Seminar/Training SubjectArea Level Venue Date

Roll out training in the

implementation of IPPD, NCBTS,

CB-PAST General School Based Lauis National High School July, 2012Secondary School Press

Conference Training Workshop English Division Botolan South, Zambales Oct., 2012Secondary School Press

Conference Training Workshop Filipino Division Botolan South, Zambales Oct., 2012Refresher seminar on Values

Formation ValuesEducation School Based Lauis National High School July, 2012Seminar Training on Teaching

Strategies on the different

subject areasGeneral School Based Lauis National High School August 2012

Seminar Training on Computer

Assisted Instructions ICT School Based Lauis National High School October2012Training on Google Applications ICT School Based Lauis National High School Nov., 2012

C SCHOOL PROFILE


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C. SCHOOL PROFILE

3. PHYSICAL PLANT

DEVELOPMENT


C SCHOOL PROFILE 3 PHYSICAL PLANT DEVELOPMENT


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C. SCHOOL PROFILE 3. PHYSICAL PLANT DEVELOPMENT

Most of the instructional rooms need to be

repaired, minor repair for leaking roof and ceiling, andso with the windows and doors. The office needs repair

of the trusses and installation of fascia board. Concrete

walls need repainting.

The school needs physical facilities for TLE

laboratory room, and science laboratory room, library

room, and sport equipment for socio-psychomotor and

physical development of the students, and updatedinstructional computer units for the students and

teachers as well.




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C. SCHOOL PROFILE 3. PHYSICAL PLANT DEVELOPMENTA. Physical PlantPHYSICAL COUNT OF PROPERTY, PLANT AND EQUIPMENT SCHOOL BUILDING

ARTICLE DESCRIPTION UNITOF MEASURE FUNDS NO. OFROOMS YEAR ACQUIRED REMARKS

Classrooms Pacita GonzalesType 576 sq. m. DECS 8 rooms 1990 Usable butneeds repair

Classrooms DIAZ TYPE 118 sq. m. CDF 2 1997 NewlyRepaired

Room Marcos Type 114 sq. m. DECS 1 1970 CondemnedClassrooms DepEd Type DEPED 4 2011 New

ConstructionComputer

room DIAZ TYPE 118 sq. m. CDF 1 1994 Usable butneeds repairRoom PTA Type PTA 2 1974 Condemned

Toilet (Boys &

Girls) Toilet 12 sq. m.Private

Donati

on 1 2010Usable but

needs repair




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The front gate of

Lauis National

High School




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The eight-

classroom Pacita

type building




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The two-

classroom Diaz

type building




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The Marcos type

building which

houses the

Faculty Room

and the

Principals office




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The school

quadrangle




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The newly

constructed four

classroom

DepEd Building




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The Diaz Building

which houses the

Computer

Laboratory


C SCHOOL PROFILE 3. PHYSICAL PLANT DEVELOPMENT


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C. SCHOOL PROFILE 3. PHYSICAL PLANT DEVELOPMENTB. Physical Facilities

EXISTING CLASSROOM FURNITURE

Classroom

furniture for

studentsDesks Tables Armchairs Monobloc

Chairs

0 4 486 95




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EXISTING NUMBER OF TOILETS

Girls

(toilet bowl)Boys

Shared

(girls and boys)(toilet bowl) (urinal-indiv.)

(urinal-

trough.)3 1 0 1 0




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EXISTING NUMBER OF ROOMS IN THE SCHOOL

Instructional roomsUsed as

academic

classroomsUsed as

Science Lab

Used

as

H.E.roomsUsed as

I.A./

WorkshopsUsed as

computer

roomsNot

currently

usedTotal

instructional

rooms14 0 0 0 1 0 16

Non-Instructional RoomsUsed aslibraries Used asclinic Used ascanteen Used asoffices Other uses Notcurrently

usedTotal non-

instructional

rooms0 0 0 1 0 0 2




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The Principals

Office




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C. SCHOOL PROFILE 3. PHYSICA P ANT V OPM NTB. Physical Facilities


The TLE

Room




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C. SCHOOL PROFILEB. Physical Facilities


The PTA

Building




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The

Computer

Laboratoryequipped

with I3 CPU,

Wireless

Network and

Internet




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The newly

repainted

comfortroom for

Boys and

Girls




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C. SCHOOL PROFILEC. Textbook situation report

Subject and Year LevelProjected

Enrolment

SY 2012-

2013

TEXTBOOK INVENTORYTEXTBOOK SITUATION

TITLE

Number of Copies

Still

UsableNew

Receive

d TotalTextboo

k

Shortag

e/

Deficien

cy

Textboo

k

ExcessTextboo

k to

Student

Ratioa b c d e f=d+e g=b>f h=b


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Enrolment

SY 2012-

2013


TITLE

Number of Copies

Still

UsableNew

Receive

d TotalTextboo

k

Shortag

e/

Deficien

cy

Textboo

k

ExcessTextboo

k to

Student



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Enrolment

SY 2012-

2013


TITLE

Number of Copies

Still

UsableNew

Receive

d TotalTextboo

k

Shortag

e/

Deficien

cy

Textboo

k

ExcessTextboo

k to

Student



88/160



Enrolment

SY 2012-

2013


TITLE

Number of Copies

Still

UsableNew

Receive

d TotalTextboo

k

Shortag

e/

Deficien

cy

Textboo

k

ExcessTextboo

k to

Student



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C. SCHOOL PROFILE

4. SCHOOL-COMMUNITY PARTNERSHIP

The school needs to maintain its present

partners and seek more to be able to sustain the

present status and the physical and cognitive areas.

Partners are active participant in all school

activities from Planning, Implementation,

Monitoring and Evaluation. Parents should be our

constant partners in the T-L process especially in

teaching non-readers. Transparency in all projects is

a must.


C SCHOOL PROFILE


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C. SCHOOL PROFILE

5. RESOURCEGENERATION AND FUND

MANAGEMENTThere are four sources of funds that Lauis National High

is using. They are the Maintenance and other Operating

Expenses (MOOE) from the General Appropriations Act

(GAA), Local School Board Fund (LSBF), SBM fund and

SBRMP fund.


C SCHOOL PROFILE5. RESOURCE GENERATION AND FUND

MANAGEMENT


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C. SCHOOL PROFILE MANAGEMENT

a. SBM FundLauis National High School was a

recipient of SBM last school year 2011 -

2012 with an amount of Php. 50,000.00. Itwas used to purchase different books and

visual materials in Science.


C SCHOOL PROFILE5. RESOURCE GENERATION AND FUND

MANAGEMENT


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b. SBRMP Fund The school was also a recipient of

SBRMP fund for Calendar Year 2012

amounting to Php. 30,800.40 torepair the damaged Diaz Building

caused by typhoon Juan.


C. SCHOOL PROFILE5. RESOURCE GENERATION AND FUND

MANAGEMENT


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c. Local School Board FundWith its mission to help students attain life skills that they

can used to generate income after graduation, Lauis National High

School equips itself with technical and vocational facilities for

different TLE classes. Last school year 2011 2012, Lauis National

High School used the Local School Board fund with an amount ofseven thousand pesos (Php. 7, 000.00) to purchase 5.6 cubic feet

refrigerator that is being used to store, materials, ingredients and

processed food in TLE classes. Last May of 2012, LSB granted ten

thousand pesos (Php. 10, 000.00) which was used to purchase gasrange with oven and other TLE tools to make up the TLE

laboratory.



MANAGEMENT


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d. Maintenance and Other

Operating Expenses (MOOE) LAUIS MOOE BUDGET CY 2013

8.22

8.34

8.34

34.92

19.74

9.87

9.87

0.70

School Repair

TRAVEL

TRAINING

SUPPLIES AND MATERIALS

ELECTRICITY

JANITORIAL SERVICES

SECURITY SERVICES

FIDELITY BOND PREMIUM



MANAGEMENT


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C. SCHOOL PROFILE MANAGEMENTd. Maintenance and Other

Operating Expenses (MOOE)LAUIS MOOE BUDGET CY 2013

The biggest source of school fund is the MOOE fund. With

the total of Php.608,000.00, 8.22% will be used for

repair; 8.34% will be used for travel expenses;8.34% willbe used for training expenses;34.92% will be used for

supplies and materials which occupy the biggest

slice;19.74% for electricity;9.87% for Janitorial Services;

9.87% will be used for security and.70% will be used for

Fidelity Bond Premium

Another source of fund is the canteen fund. Although thefund is very small, 35% of the canteen fund is being used

to finance the supplementary feeding; 5% is for school

clinic fund; 15% is for faculty and student development

fund;10% for Home Economics Instructional fund; 25%

for school operation funds and 10% for revolving fund.

8.22

8.34

8.34

34.92

19.74

9.87

9.87 0.70 School Repair

TRAVEL

TRAINING

SUPPLIES AND

MATERIALSELECTRICITY

JANITORIAL

SERVICESSECURITY

SERVICES



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III. PROBLEMS AND

NEEDS ASSESSMENT


PROBLEMS AND NEEDS ASSESSMENT


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Data on the school performance reveal that there aremany school leavers. This is pointed out by the high drop-

out rate, low completion rate and low participation rate.

There are 28 out of school youth in 16 sections last school

year 2011 2012 which are considered within thecatchment area of Candelaria, Zambales. The drop-out rate

is at the lowest level at 4.6% during the school year 2009

2010. With the depletion of our economy which affects

Candelaria, the dropout rate increases at 6.5 % during the

school year 2010 2011.




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Because of the implementation of SBM last school year,drop-out rate was reduced to 5.32%. The completion rate

on the other hand continuously declined in the school year

2010-2011 being the lowest at 63.16%. This figure sounds

alarming because it shows that many students are notcompleting secondary schooling. This is counterproductive

since the child will be left-out without being able to

complete secondary education which is considered very

essential in preparing an individual to become a productivecitizen of this country. It is therefore the goal of this school

to ensure that every Filipino child within its area of

responsibility receives full secondary education.LNHS SCHOOL IMPROVEMENT PLAN 2013 - 2015

A. EXISTING SCHOOL PROBLEMSPROBLEMS AND NEEDS ASSESSMENT


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A. EXISTING SCHOOL PROBLEMS

To ensure meaningful resolution of the problem

through the study of different factors leading to it

had been done. Data analysis shows the following

are the most probable reasons for the students to

leave the school system:




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1. Students inability to cope their academic

requirements resulting to low achievement

rate.Students who have difficulties in coping up with the lesson

usually feel inadequate in comparison to their peers. They developedinsecurities until they no longer desire to come to school. The easiest

thing for them to do is to leave the school.

Compounding the problem is the slow learners in elementary

level. Some are slow readers, low comprehension and only few areindependent readers. Others have very poor ability in listening,

speaking, reading, writing, and numeration skills.




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2. Students were not well-motivated to

perform in the school.There are some students who cannot see the significance of

having acquired an education. They may think that it does not make

difference at all whether they have graduated or not. According tofourth year advisers, less than 5% of the graduating class yearly has

the choice of study in college. What happens to 95% then? These

Students tend to aim just for passing a grade of 75% for them to earn

a high school diploma. This is a clear picture that majority of our

students are not vying for academic excellence. Others may see anyconnection between what they learn from school and what they find

in the real world. Unmotivated students soon develop aversion

toward school work and school as a whole.




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3. Poor parent involvementSome students leave school due to lack ofparents guidance. During the School 2011 2012,

there was a sudden increase in parents

involvement in school activities. This resulted better

students performance. However, this partnership of

parent and school needs to be strengthened more.

The focus, this time is on the role of the parents inthe academic performance of the students.




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S G SC OO O S

4. PovertyMany students stop coming to schooldue to financial difficulties. Some lack of

money for transportation, other has to workto support their families.

5. Family Conflicts

Students were affected psychologicallybecause some of them were a product of

broken family, they couldnt experience

proper guidance LNHS SCHOOL IMPROVEMENT PLAN 2013 - 2015



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6. BullyingBullying by peers have long-term effects onstudents academic achievement. Learners who are

actively rejected by the group, or who are victims of

bullying are unlikely to have the cognitive and

emotional resources to be able to do well in school.

As a result of bullying, the victims are typically very

unhappy students who suffer from fear, anxiety, andlow esteem. They may try to avoid school and avoid

social interaction.




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7. Traditional method of teachingThere are students who are veryidealistic. They look for fun and enjoyment in

the classroom. They dont absent themselvesif teachers are very creative in presenting the

lesson. Sometimes, students absent

themselves because they find traditionalteachers boring and these absences certainly

lead to dropping out of school.


B. CAUSES OF THE PROBLEMSPROBLEMS AND NEEDS ASSESSMENT


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To simplify the solution of the problem, the causes

are categorized into the following key result areas:1. Access to Basic Education

1.1 Low Completion Rate

2. Quality and Relevance of Basic Education2.1. Students cannot cope with their academic

requirements resulting

to low achievement rate.

2.2. Students are not well motivated to perform in

school.

2.3. Low cohort-survival and completion rate.




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3. Efficiency and Effectiveness of the School

System

3.1. Inability of teachers to develop learners

to use higher order of thinking skills (HOTS)

3.2. Some teachers still practice traditionalmethod of teaching

3.3. Lack of textbooks

3.4. High drop-out rate3.5. Bullying




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4. Networking/Linkages with Stakeholders

4.1. Poor parents involvement

4.2. Poverty

4.3. Family Conflicts


PARETO DIAGRAMPROBLEMS AND NEEDS ASSESSMENT


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0%

5%

10%

15%

20%

25%

30%

Quality Efficiency Access Social

Advocacy and

Networking

Equity

Pareto analysis confirms that the priority improvement areas to address the

problem of high number of students leaving the school are: Quality and Relevanceof Basic Education, Efficiency and Effectiveness of the school system, Access to Basic

Education and Social Advocacy and Networking. The other area like Equity to

eliminate Gender disparity should not be disregarded, though. Nevertheless, so as

not to compound the problem, the four identified priority areas needs to be given

paramount attention.



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IV. GOALS,

OBJECTIVES/

TARGETS


GOALGOALS, OBJECTIVES/ TARGETS


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To raise the performance level ofthe students and the school towards

the realization of its vision and

mission.


OBJECTIVESGOALS, OBJECTIVES/ TARGETS


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I. To expand access to basic education.

a. Increase participation Rate

b. Expand access to ICT




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II. To improve the quality and relevance of basic

secondary education:

a. Upgrade teachers competence and proficiency in

teaching.

b. Raise achievement rates in all subject areas.c. Increase effectiveness of actual teacher-learner

interaction

d. Improve the schools performance indicatorse. Focus on the preparation and administration of

varied materials and

appropriate utilization of test result.LNHS SCHOOL IMPROVEMENT PLAN 2013 - 2015



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III. To improve the efficiency and effectiveness of

actual time on task delivered by each teacher:

a. Provide / repair basic educational facilities,

materials and equipment

b. Promote staff welfare and development




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IV. To strengthen social advocacy and networking

with stakeholders:

a. Strengthen functional PTA

b. Strengthen the Parent-Learning Support

Systemc. Improve networking/linkage with GOs,

NGOs and the community.




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V. To improve reading skills and comprehension of

the students:

a. Close supervision and evaluation of the

action plan in English on slow readersb. Focus on the actual time on task for the

slow readers.


TARGETSGOALS, OBJECTIVES/ TARGETS


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1. At the end of the SY 2014 2015, LNHS shall have

increased its achievement rate in the following areas:a. Increased results on Division Achievement Test, in

different learning area as shown in the table below:

Subject AreaBaseline

Data

S.Y. 2011 -2012

Increment S.Y.2012 -2013 Increment

S.Y.

2013 -

2014 IncrementS.Y.

2014 -

2015ENGLISH 58.37 5.54 63.91 5.54 69.45 5.54 75MATH 56.87 6.04 62.91 6.04 68.95 6.04 75SCIENCE 58.81 5.4 64.21 5.4 69.61 5.4 75FILIPINO 55.99 6.34 62.33 6.34 68.67 6.34 75ARALINGPANLIPUNAN 63.26 3.91 67.17 3.91 71.08 3.91 75MAPEH 67.14 2.62 69.76 2.62 72.38 2.62 75T.L.E 3.48 68.04 3.48 71.52 3.48 75VALUES

EDUCATION 64.56 4.76 65.47 4.76 70.23 4.76 75GENERAL MPS 60.71 4.76 65.47 4.76 70.23 4.76 75




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1. At the end of the SY 2014 2015, LNHS shall have

increased its achievement rate in the following areas:b. Increased results on Regional Achievement Test, in


Subject AreaBaseline

Data

S.Y. 2011 -

2012 IncrementS.Y.

2012 -2013 Increment

S.Y.

2013 -2014 Increment

S.Y.

2014 -2015

ENGLISH 63.63 3.79 67.42 3.79 71.21 3.79 75MATH 61.92 4.36 66.28 4.36 70.64 4.36 75SCIENCE 63.66 3.78 67.44 3.78 71.22 3.78 75FILIPINO 62.86 4.05 66.91 4.05 70.96 4.05 75.01ARALING

PANLIPUNAN 65.20 3.27 68.47 3.27 71.74 3.27 75.01General

Average 63.46 3.85 67.31 3.85 71.16 3.85 75.01




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1. At the end of the SY 20142015, LNHS shall have

increased its achievement rate in the following areas:c. Increased results on National Achievement Test, in


Subject Area Baseline DataSY 2011 - 2012 Increment SY 2012 -2013 Increment SY 2013 -2014 Increment SY 2014 -2015English 40.82 11.39 52.21 11.39 63.6 11.39 75Filipino 54.56 6.81 61.37 6.81 68.18 6.81 75Math 42.88 10.71 53.59 10.71 64.3 10.71 75Science 29.94 15.02 44.96 15.02 59.98 15.02 75Araling

Panlipunan 47.72 9.09 56.81 9.09 65.9 9.09 75Average 42.984 10.67 53.65 10.67 64.32 10.67 75




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2. At the end of the school year 2015;

Shall have reduced the repetition rate to zero (0)Percent

Shall have reduced the drop- out rate to zero (0)

percent

Shall have attained a 100 % graduation rate

3. At the end of the SY 2015, LNHS shall have 100%

computer literate Students




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4. At the end of the SY 2015, LNHS shall have built a

school library equipped with updated reading materials.

5. At the end of the SY 2015, LNHS shall put up a video

room for video lessons

6. At the end of the SY 2015, LNHS shall have provided

classrooms conducive for learning




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7. At the end of the SY 2015, LNHS shall have provided a

complete concrete pavement

8. At the end of the SY 2015, LNHS shall have acquired a

new site for Lauis National High School near the Mother

Rita Multipurpose Cooperative to accommodate thegrowing population from the nearby barangays.




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7. At the end of the SY 2015, LNHS shall have provided a

complete concrete pavement

8. At the end of the SY 2015, LNHS shall have acquired a

new site for Lauis National High School near the Mother

Rita Multipurpose Cooperative to accommodate thegrowing population from the nearby barangays.


LNHS SCHOOL IMPROVEMENT PLAN 2013 2015


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V. THREE-YEAR

IMPLEMENTATION

PLAN


THREE-YEAR IMPLEMENTATION PLAN | PAGE 1


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ANNUAL IMPLEMENTATION PLAN | PAGE 1


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SCHOOL OPERATING BUDGET| PAGE 1


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INTERNAL OPERATING BUDGET| PAGE 1


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VI. MONITORING AND

EVALUATION PLAN

LNHS SCHOOL IMPROVEMENT PLAN 2013 2015

MONITORING AND EVALUATION PLAN


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The tool to be used in monitoring and

evaluating the implementation of the SchoolImprovement Plan shall be a Self-Assessment

checklist, Monitoring and Evaluation Forms which

deals primarily on the Administrative Managementof the School Improvement Plan. Accomplishment

report shall be made quarterly and Report Card at

the end of the school year shall be discussed and

distributed to the stakeholders.




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Monitoring and evaluation of the

implementation of the School ImprovementPlan shall be on a quarterly basis. The results

of the quarterly achievement tests shall serve

as an initial evaluation effort done in theschool improving the learning outcomes

which is the main focus of this plan.




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Concrete data, observations and feedback

from the different stakeholders shall be interpretedand analyzed. The data will be utilized for the

improvement of the delivery of basic educational

services. The school governing council shall discussways and means to provide solutions to the

problems that shall crop up during the three year

implementation of the School Improvement Plan.


d b d f db k



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Concrete data, observations and feedback

from the different stakeholders shall be interpretedand analyzed. The data will be utilized for the

improvement of the delivery of basic educational

services. The school governing council shall discussways and means to provide solutions to the

problems that shall crop up during the three year

implementation of the School Improvement Plan.




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VII. COMMUNICATION,

DOCUMENTATION ANDREPORTING TO THE

STAKEHOLDERS

h S h l C d (S C) i i d

COMMUNICATION, DOCUMENTATION AND REPORTING TO THE STAKEHOLDERS


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The School Report Card (SRC) Monitoring and

Evaluation (Pls. see annexes) shall serve as the toolto promote the educational programs and projects

being undertaken in the school and at the same

time, to broadcast its accomplishments and thegenerosity and concern of its stakeholder.


Th S h l R C d ill b d



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The School Report Card will be presented to

the stakeholders twice a year, i.e. at the end of thesemester, November and April/May. General PTA

meetings assembly are also scheduled at the start

and end of the school year, where in the SchoolReport Card will also be presented to the parents.


P i j d i li h i



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Practices major and minor accomplishment in

the improvement of its physical facilities,instructional and management practices shall be

properly reported for reference and record

purposes. Pictorials and reports are published,properly kept and recorded.




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ANNEXES

ANNEXES


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The working committee in action


ANNEXES


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Mickaela Dumlao, the SSG president signs the SIP Leandro D. Isidro, the Faculty President signs the SIP Hon. Delorito Ednalino, the chairman ofEducation of Brgy. Lauis signs the SIP whileMs. Dumlao, Mr. Isidro and Dr. Maza watch.

Hon. Antonio Hermosilla, the Brgy. Captain of

Brgy. Lauis signs the SIP

Dr. Marichu G. Maza, The secondary School

Principal II of Lauis NHS signs the SIP with the

presence of Mr. Isidro, Ms. Dumlao and Hon.

Ednalino


ANNEXES


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ANNEXES


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ANNEXES


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ANNEXES


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ANNEXES


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ANNEXES


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ANNEXES


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ANNEXES


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ANNEXES


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THANK

YOU!

lnhs school improvement plan 2013 - 2015

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