Department of Education

Region X – Northern Mindanao

Division of Iligan City
North II District
STA. FILOMENA CENTRAL SCHOOL
128095
Sta. Filomena, Iligan City

SCHOOL
IMPROVEMENT
PLAN
School Year 2023-2029

SIP APPROVAL SHEET

 Approved by the Division SIP Team

Sta. Filomena Central School

Prepared by:
School Planning Team

Checked by:

REYNILDA C. ALFEREZ
Public School District Supervisor

Reviewed by:

ZUSET B. LAWAS
Planning Officer III

MICHAEL JOHN R. DAUB BLAIR D. CASTILLON

SEPS-Planning & Research Asst. Chief, CID

REX L. RAZO EXQUIL BRYAN P. ARON

Chief, SGOD Chief, CID

Recommending Approval:

MYRA P. MEBATO, PHD, CESO VI

Assistant Schools Division Superintendent

Approved:

JONATHAN S. DELA PEÑA, PHD, CESO V

Schools Division Superintendent

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TABLE OF CONTENTS

CHAPTER 1. Department of Education’s Vision, Page 3

Mission, and Core Values Statement

CHAPTER 2. School’s Current Situation Page 5

CHAPTER 3. Improvement Plan Page 52

CHAPTER 4. Financial Plan Page 79

CHAPTER 5. Monitoring and Evaluation Page 87

CHAPTER 6. Risk Management Plan Page 99

School Planning Team Page 105

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CHAPTER 1
Department of Education Vision, Mission, and Core Values Statement

Department of Education Mission, Vision, and Core Values:

The DepEd Vision

We dream of Filipinos who passionately love their country and whose values
and competencies enable them to realize their full potential and contribute
meaningfully to building the nation.
As a learner-centered public institution, the Department of Education
continuously improves itself to better serve its stakeholders.

The DepEd Mission

To protect and promote the right of every Filipino to quality, equitable,
culture based, and complete basic education where:
Students learn in a child-friendly, gender-sensitive, safe, and motivating
environment.
Teachers facilitate learning and constantly nurture every learner.
Administrators and staff, as stewards of the institution, ensure an enabling
and
supportive environment for effective learning to happen.
Family, community, and other stakeholders are actively engaged and share
responsibility for developing life-long learners.

Our Core Values

Maka-Diyos
Maka-tao
Makakalikasan
Maka-Bansa

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 The vision and mission of the Department of Education serve as the
foundation of Sta. Filomena Central School's goals. It acts as its guiding
principles in achieving and carrying out its purposes and objectives.

After the School-Community Planning Team members were chosen

and the DepEd's vision and mission were established, work on the
Enhanced School Improvement Plan began. The School Planning Team
developed a shared vision of what we want our students to become during
the vision sharing. Despite their cultural diversity and diverse backgrounds,
principles like respect and concern for others as well as social and
interpersonal skills. Live by and uphold the Filipino values of close-knit
communities, tenacity, and endurance, which are essential for overcoming
obstacles in life and achieving success are instilled in them.

By establishing a welcoming environment that is safe, pleasant, and

conducive to learning where students can feel accepted, valued, and heard,
educators have a responsibility to help their students realize their full
potential. When this happens, our students will understand that they are
decent people with valuable information, skills, values, and attitudes that
they can use to fight poverty and enhance the lives of their families,
communities, and society at large. Thus, they can contribute for the
country’s development and eventually make a country a better place to live
in for everyone.

With the goal to help our students reach their maximum potential and
ensure their success, the educational setting at Sta. Filomena Central
School ought to be both child-friendly and learner-focused. The school's
main objective is to help its students develop positive values, hone abilities,
and provide them with the knowledge they need to become contributing
members of society. So, when comparing the SPT's comprehension of the
DepEd's vision and mission to the teacher's aspirations, it becomes clear
that both wanted the future graduates of Sta. Filomena Central School to be
morally upright and productive people.

Since, we cannot distinguish between the formulated ideas or

objectives of the SPT and SFCS teachers, the School Improvement Plan is
develop and strategies grounded in evidence and outcomes. To determine
Priority Improvement Areas (PIA), it is but important that we systematically
collect and organize facts and data. A comprehensive examination of PIA is
necessary before we can formulate solutions and intervention plans aimed
at accomplishing the goals and targets set for Sta. Filomena Central School.
The SPT ensures that all activities for learners, from initial planning to
project implementation are aligned with their requirements. Knowing that
the community members have the potential to shape the school’s direction,
the collaborated and partnered with its stakeholders to formulate and
develop and formulate the School Improvement Plan.

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CHAPTER 2
SCHOOL’S CURRENT SITUATION

A. INTRODUCING THE SCHOOL

A.1 Size of School

In the heart of Sta. Filomena, there stood a sprawling educational

haven known far and wide as Sta. Filomena Central School. This institution
was, by all accounts, an embodiment of the word "grandeur." Its size, both
in terms of physical infrastructure and the student-teacher population, was
a testament to its enduring commitment to education.

Sta. Filomena Central School was a grand establishment, a veritable

fortress of knowledge that welcomed no fewer than 1,900 eager learners
through its doors. These students came from every corner of the town, their
collective energy creating a vibrant and diverse learning environment. It was
a place where friendships were forged, ideas were exchanged, and dreams
began to take shape.

To guide these young minds on their educational journey, Sta.

Filomena Central School boasted a team of 57 dedicated teachers. These
educators were more than just instructors; they were mentors, shaping the
future one lesson at a time. Their unwavering commitment to their students
was the cornerstone of the institution's success, and their passion for
teaching ignited the flames of curiosity in every classroom.

Sta. Filomena Central School was a story told through architecture, a

blend of history and modernity. Six (6) old buildings, venerable and
cherished, carried the weight of tradition and memories of generations of
students. Their aging facades bore the marks of time, reminding all of the
enduring legacy of the school.

In contrast, the seventh building was a beacon of modernity—a recent

addition that symbolized the town's commitment to progress. It stood tall
and proud, echoing the promise of a bright future for the students of Sta.
Filomena Central School.

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 Among these buildings, one held the mantle of administration. With
four spacious rooms designated for administrative purposes, it was the hub
of school management. However, due to a pressing classroom shortage, two
of these rooms were temporarily repurposed to house students and alleviate
the strain of overcrowded classrooms.

The heart of any school is its classrooms, and Sta. Filomena Central
School was no exception. Among its 21 classrooms, the condition varied
greatly. While two were in pristine condition, equipped with state-of-the-art
technology and ergonomic seating, the majority were in dire need of
attention.

These 21 classrooms, some in need of major repairs and others

requiring minor fixes, were still the crucible of learning, where students and
teachers alike persevered, determined to overcome the challenges of aging
infrastructure. The two (2) classrooms in good condition provided glimpses
of what could be achieved, serving as inspiring examples to strive for in the
ongoing efforts to improve the school's facilities.

Sta. Filomena Central School, with its large size, 1,900 learners, 60
teachers, 6 old buildings, 1 modern addition, and 21 classrooms both in
need of repair and shining as beacons of hope, stood as a testament to the
enduring value of education in the community. It was a place where the past
and present intertwined, where knowledge was cherished, and where the
future was molded with care. Despite the challenges, Sta. Filomena Central
School remained a symbol of hope and opportunity, promising a brighter
tomorrow for all who passed through its hallowed halls.

A.II Curriculum Offering

Sta. Filomena Central School (SFCS) is dedicated to providing quality

education to its students, offering a comprehensive curriculum that spans
from pre-school to grade 6. SFCS also goes the extra mile by accommodating
learners with special needs through its Special Education (SPED) program,
catering to those with learning disabilities and those who are deaf and mute.

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This report aims to provide an overview of the curriculum offerings at SFCS,
emphasizing the achievements of its students in grades 1 to 6.

a. Curriculum Offerings
1. Pre-School Education: SFCS recognizes the importance of early childhood
education in building a strong foundation for future learning. The pre-school
curriculum focuses on developing fundamental skills such as language,
numeracy, socialization, and emotional development. Play-based learning is
incorporated to make education enjoyable and engaging for young learners.

2. Primary Education (Grades 1-6): SFCS follows a holistic approach to

primary education, aligning with the Department of Education's K-12
curriculum. This curriculum covers subjects such as Mathematics, English,
Science, Filipino, Araling Panlipunan, MTB, TLE/EPP and ESP. The school
aims to foster not only academic excellence but also the holistic
development of each student.

3. Special Education (SPED) Program:

Education for Students with Learning Disability: SFCS is proud to offer
a Special Education program designed to cater to students with learning
disabilities. This program provides tailored support to help these students
succeed academically and socially. It includes individualized education
plans, specialized teaching methods, and additional resources.
Education for Deaf and Mute Learners: SFCS is committed to
inclusivity and diversity in its educational offerings. The school provides
specialized education for learners who are deaf and mute, offering sign
language instruction, assistive devices, and a supportive learning
environment. The aim is to empower these students with the skills and
knowledge they need to communicate effectively and excel academically.

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 b. Achievements in Grades 1-6
SFCS takes pride in the achievements of its students in grades 1 to 6.
The school maintains a rigorous academic environment while nurturing
creativity and critical thinking. Notable achievements include:

1. Academic Excellence: SFCS consistently produces students who excel

in academic competitions at the district and regional levels. Many SFCS
students have received awards in subjects like Mathematics, Science,
English, and Filipino.
2. Values Education: SFCS places a strong emphasis on values
education, instilling moral and ethical values in its students. As a result,
SFCS students often exhibit commendable behavior and leadership
qualities.
3. Community Involvement: SFCS encourages students to engage in
community service and outreach programs. This helps students develop a
sense of social responsibility and empathy, contributing positively to the
community.
4. Extracurricular Activities: SFCS offers a wide range of extracurricular
activities, including sports, arts, and cultural programs. Students have
excelled in various competitions and have showcased their talents in
regional and national events.
5. SPED Success Stories: The SPED program at SFCS has seen
remarkable success stories. Students with learning disabilities have made
significant progress academically and have integrated successfully into
regular classrooms.

Sta. Filomena Central School is dedicated to providing a well-rounded

and inclusive education to all its students. From pre-school to grade 6,
SFCS offers a comprehensive curriculum that emphasizes not only academic
excellence but also values, community involvement, and extracurricular
development. The school's commitment to inclusivity through its SPED
program and education for deaf and mute learners exemplifies its dedication
to providing quality education to all students, regardless of their individual

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needs and abilities. The achievements of SFCS students in grades 1 to 6 are
a testament to the school's commitment to excellence in education.

A.III Location and Catchment Areas

Sta. Filomena Central School is strategically located along the

national highway within Barangay Sta. Filomena, Iligan City. The school is
approximately 7.80 kilometers away from Iligan City proper, making it easily
accessible for students and their families.

a. School Area
Sta. Filomena Central School boasts a substantial campus that spans
an area of 2.5 hectares. This extensive space provides ample room for
various academic and extracurricular activities, enhancing the overall
educational experience for its students.

i. Adjacent Landmarks

1. Iligan City East National High School

Adjacent to Sta. Filomena Central School on the left side, when facing
the national highway, is the Iligan City East National High School. This
proximity to another educational institution may foster collaboration and
shared resources between the two schools, benefiting the local student
population.
2. Barangay Hall of Sta. Filomena
Also situated on the left side, facing the national highway, is the
Barangay Hall of Sta. Filomena. This local government facility serves as an
essential hub for community services, enabling the school to engage closely
with the barangay and foster community development initiatives.
3. PRYCE Memorial Garden
To the right side of Sta. Filomena Central School, there is a well-
maintained cemented road leading to the PRYCE Memorial Garden. This
peaceful memorial garden is located just 500 meters uphill from the school.
Its proximity allows for easy access, making it a notable landmark in the
area.

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 ii. Surrounding Barangays

Barangay Sta. Filomena is strategically located between two other

barangays, which are significant for understanding the school's catchment
area:

1. Barangay ACMAC: Situated on one side of Barangay Sta. Filomena,

ACMAC may contribute students to Sta. Filomena Central School, forming
part of its catchment area.
2. Barangay San Roque: On the other side of Barangay Sta. Filomena,
San Roque may also be part of the school's catchment area, with students
residing in this barangay attending Sta. Filomena Central School.

Sta. Filomena Central School is a prominent educational institution

located in Barangay Sta. Filomena, Iligan City. Its strategic location along
the national highway, extensive campus area, and proximity to neighboring
landmarks, including Iligan City East National High School, the Barangay
Hall of Sta. Filomena, and the PRYCE Memorial Garden, make it an
essential part of the local community. Additionally, the school's catchment
area likely includes students from Barangays ACMAC and San Roque,
further enriching its diverse student population and enhancing its role in
the education sector of Iligan City.

A.IV Environment and Socio-Economic Condition

Sta. Filomena Central School is situated in the heart of Sta. Filomena,

which is known as an industrial zone within the coastal area of Iligan City.

a. Environmental Characteristics:

1. Agricultural and Fishing Activities: Despite being designated as an

industrial zone, the residents of Sta. Filomena have not abandoned
agriculture altogether. While only a few are engaged in agri-aqua culture,
some residents along the coast are involved in fishing. This mix of

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agricultural and fishing activities contributes to the local livelihoods and
food security.

2. Tree Planting and Fruit Cultivation: The residents of Sta. Filomena

take pride in their efforts to maintain a healthy, environmentally friendly
barangay. Many locals have taken the initiative to plant trees and cultivate
fruits, contributing to a greener and more sustainable environment.

b. Socio-Economic Conditions:

1. Livelihood Diversity: The majority of households in Sta. Filomena have

diversified their livelihoods by raising chickens, pigs, and goats. This
diversification ensures a steady source of income and food for the residents.
2. Tourism Potential: The barangay is known for its beautiful beaches
and resorts along the coastal area. This natural beauty has the potential to
attract tourists, providing opportunities for local businesses and
employment.
3. Health and Safety: The barangay's healthcare resources include a
health center, a registered midwife, and four barangay health workers.
Furthermore, there are three daycare centers, one checkpoint, and two
police outposts, ensuring the safety and well-being of the community.
4. Fire Safety: The sub-fire station located beside the secondary school
along the national highway enhances the fire safety measures in the
barangay, providing a rapid response in case of emergencies.
5. Housing and Property Ownership: The majority of residents in Sta.
Filomena own their lots, with only 40% renting. This indicates a stable and
established community.
6. Peaceful and Drug-Free Environment: Sta. Filomena is known for its
peaceful and drug-free status. This is attributed to the efforts of the
Sangguniang Kabataan (SK) and barangay council, which have provided
sports facilities and organized year-round sports activities for the youth,
keeping them engaged in positive pursuits.

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7. Religious and Spiritual Communities: The local people are deeply
religious, with several chapels constructed throughout the barangay.
Numerous religious organizations exist, fostering a strong sense of
community and shared values.
8. Accessibility: All roads within the barangay are passable, and it can be
easily reached by public utility jeepneys and buses. The proximity to Iligan
City, with a travel time of approximately 30 minutes, enhances connectivity
and access to urban amenities.

Sta. Filomena Central School is located in a unique barangay that

balances industrial activities with a commitment to environmental
sustainability. The diversity of livelihoods, natural beauty, healthcare
facilities, and community initiatives make it a promising place for both
residents and potential investors. Sta. Filomena's peaceful and drug-free
environment, combined with its religious and close-knit communities,
contributes to its distinct charm and appeal.

A.V Physical Environment

This section provides an overview of the school's physical

environment, including its infrastructure, facilities, and the condition of its
buildings and classrooms.

a. School Infrastructure:

1. Old Buildings: The school campus consists of a total of six old

buildings, each with a distinct history and character. These older structures
have been part of the school's legacy and have seen generations of students
pass through their halls.
2. New Building: In addition to the old buildings, the school is fortunate
to have one new building, which represents a modern addition to the
campus. This new structure incorporates contemporary design and facilities
to enhance the learning experience.

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 b. Classroom Facilities:

1. Number of Classrooms: Sta. Filomena Central School currently

houses a total of 25 classrooms, which cater to the diverse educational
needs of its student population.
2. Administrative Classrooms: Within these classrooms, two are
designated for administrative purposes, serving as offices for the school's
administrative staff. These offices provide essential support to the school's
daily operations.
3. New Classrooms: Two new classrooms have been recently constructed,
equipped with modern amenities to ensure a comfortable and conducive
learning environment.
4. Classroom Conditions: The remaining classrooms 23, require varying
degrees of maintenance, including both major and minor repairs. These
classrooms play a crucial role in delivering quality education to students,
and efforts should be made to ensure their upkeep and renovation.

c. Special Facilities:

1. ICT Room: Sta. Filomena Central School is equipped with an

Information and Communication Technology (ICT) room. This dedicated
space allows students to develop digital literacy skills and access online
educational resources.
2. School Canteen: The school maintains a canteen that provides
students with nutritious meals and snacks. A well-run canteen ensures that
students' nutritional needs are met during the school day.
3. Big School Ground: The school boasts a spacious school ground,
which serves as a hub for physical activities, sports, and gatherings. This
open area promotes physical fitness, outdoor recreation, and community
events.
4. Multipurpose Hall: The multipurpose hall is a valuable asset for the
school, offering a versatile space for various activities, including assemblies,
meetings, cultural events, and indoor sports.

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 Sta. Filomena Central School's physical environment encompasses a
mix of old and new buildings, representing the school's rich history and
commitment to modern education. While the new building and specialized
facilities like the ICT room and canteen demonstrate the school's dedication
to providing contemporary learning experiences, it's imperative to address
the maintenance and repair needs of the older classrooms. The vast school
ground and multipurpose hall offer ample opportunities for extracurricular
and community activities. Ensuring the ongoing upkeep and improvement of
the school's infrastructure is essential to continue providing quality
education in a conducive environment.

A.VI-VII. Immediate Community and Linkages

Sta. Filomena Central School, nestled within the tranquil and vibrant
community of Barangay Sta. Filomena, serves as a hub of education and
community engagement. This section provides an in-depth look into this
remarkable community, highlighting its unique character, strong
community linkages, and the various elements that make it a truly
exceptional place to live and learn.

a. Community Overview

The residents of Barangay Sta. Filomena predominantly own their

lots, fostering a sense of stability and ownership within the community. This
majority ownership reflects the commitment of residents to the long-term
development and well-being of their neighborhood.

a-i. Peaceful and Drug-Free Barangay

Barangay Sta. Filomena takes pride in being a peaceful and drug-free

community. This achievement is a testament to the proactive efforts of the
Sangguniang Kabataan (SK) and the barangay council. Together, they have
worked tirelessly to provide sports facilities for out-of-school youth,

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organizing year-round sports activities that not only keep the youth engaged
but also promote a healthy and drug-free lifestyle.

a-ii. Religious and Spiritual Community

The people of Sta. Filomena are known for their deep religious faith,
with numerous chapels scattered throughout the barangay. These places of
worship serve as focal points for community gatherings, fostering a sense of
unity and shared values. Various religious organizations thrive within the
community, further strengthening the spiritual bonds that connect its
residents.

b. Community Linkages

b-i. Healthcare Resources: The community's healthcare needs are well-

served by a dedicated team of healthcare professionals. Sta. Filomena boasts
a health center staffed with a registered midwife and supported by four
barangay health workers. This vital resource ensures that residents have
access to essential healthcare services.

b-ii. Childcare and Safety Measures: The barangay's commitment to

the well-being of its youth is evident in the presence of three daycare
centers, which provide early childhood education and care. Additionally, the
barangay maintains a checkpoint and two police outposts, enhancing
security and safety within the community.

b-iii. Fire Safety: The sub-fire station of Barangay Sta. Filomena is

strategically located beside the secondary school along the national highway.
This placement ensures rapid response in the event of emergencies,
contributing to the overall safety and preparedness of the community.

In conclusion, Sta. Filomena Central School's immediate community

is characterized by its strong sense of ownership, commitment to peace and
drug-free living, deep religious roots, and a network of critical community
linkages. The residents' dedication to creating a safe, nurturing, and vibrant

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environment is evident in the proactive measures taken by both the SK and
the barangay council. This close-knit community serves as a shining
example of what can be achieved when people come together to create a
better future for themselves and future generations. Sta. Filomena Central
School stands as a beacon within this community, not only as an
educational institution but also as a symbol of unity and progress.

B. SCHOOL PERFORMANCE ON ACCESS

B.1 Enrolment Trends and Historical Data

ENROLLMENT OF LEARNERS
2000 1809
1779 1775
1800 1647

1600

1400

1200
929 935 941
1000 850 840 861 868
786
800

600

400

200

0
2018-2019 2019-2020 2020-2021 2021-2022

Male Female Total

Table 1. Total Enrollment of Learners

The number of male and female enrollees has significantly decreased

from 2018 to 2021. A great disparity of enrolment is reflected from 2019-
2021. Pandemic has brought changes in the school’s status of enrolment for
the last two years. However, there is a significant increase in the number of
enrolees from 2020 to 2021. This can be attributed to the fact that the
school is a performing school. Adjacent to the school is a secondary school

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which gives first priority in terms of accommodating new enrollees to the
graduates of the school. Moreover, the idea that parents could save
transportation expenses given that they had kids enrolled both in the
adjacent secondary and in this school are among the few reasons why most
incoming pupils in Grade V and VI from nearby barangays transferred in
school.

B.II Historical Data on

B.II-a. Community Intake Rate

ENROLMENT OF SCHOOL-AGED
KINDERGARTEN
280
257 247
230

137 135 141 139

120 125 122
95

2018-2019 2019-2020 2020-2021 2021-2022

Male Female Total

Table 2. Total Enrolment (Kindergarten)

The Kindergarten enrolment has fluctuated for the past four

years. The table above showed that in SY 2018-2019, there was a total
enrolment of 257, however, it dropped to 230 in the next school year. The
contributing factor was there is less school-aged population during the years
2018 to 2022. Furthermore, the occurrence of pandemic brought changes in
the enrollment of kindergarten learners.

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 B.II-b Simple Drop-out rate

SIMPLE DROP-OUT RATE

0.76

0.65

0.57

0.48
0.45

0.12 0.12 0.11 0.12

0.10
0.06

2018-2019 2019-2020 2020-2021 2021-2022

0

Male Female Total

Table 3. Drop-out Rate

There was no drop-out in school year 2018-2019. However, in the

succeeding years, there was a 1.34% of dropout based on the data. One of
the main reason is the height of pandemic, thus, key issues resulted from it
like health concerns, family problems, financial problems or forced labor.
Intervention was taken for the identified students at risk of dropping out.
One of the school’s mechanism in addressing this issue is through the
conduct of home visitation.

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 B.II-c School Leaver Rate

1.2
HISTORICAL LEAVER RATE
1.06
1 1.01

0.9

0.8

0.71

0.62
0.6 male
female
total

0.4

0.27
0.2

0 0 0
18-19 19-20 20-21 21-22

Table 4. Leaver Rate

There was a significant increase on the leaver rate of the school for
the past three school years. Although the government has implemented an
EFA program, however, children who belong to at-risk in terms of their
family status that is having a broken family which resulted to force labor are
one of the reasons of failure to enrol in the next grade level following the
school year.

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 B.II-d Transition Rates

TRANSITION RATE

114.41

105.15
103.42
101.68
100.00 100.42
98.50 99.02 98.26
97.69 97.52 97.66

2018-2019 2019-2020 2020-2021 2021-2022

Male Female Total

Table 5. Transition Rate

For three consecutive years, the total number of learners exceeded

the number of actual promoted for the next succeeding year as shown in
table. This is due to that fact to the number of transferees enrolled in the
given three years. For SY 2021-2022, 98.26% of the total learners were
promoted to the next succeeding years because of those learners who
transferred out from the school.

B.III. Key Performance Indicator Assessment

To assess its performance and effectiveness, the school employs

various Key Performance Indicators (KPIs). Thus the school analyze two
critical KPIs: Student Academic Achievement (SAA), particularly focusing on
high scores in division achievement tests and ranking 2nd in ODSMO
(Outstanding District School Mathematics Olympiad), and the problematic
KPI related to external stakeholders and infrastructure maintenance.

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a. Good Performing KPI - Student Academic Achievement

a-i. High Scores in Division Achievement Test

Best Practices:

1. Effective Teaching Strategies: Sta. Filomena Central School has

adopted modern teaching methods, including interactive lessons,
multimedia resources, and differentiated instruction. This
approach caters to students' diverse learning needs, resulting in
improved academic performance.
2. Regular Assessment and Feedback: Teachers conduct regular
assessments and provide timely feedback to students. This
practice helps identify areas where students need improvement
and allows for timely intervention.
3. Parental Involvement: The school actively encourages parental
involvement in their children's education. Regular parent-teacher
meetings and workshops help create a supportive learning
environment at home.
4. Continuous Professional Development: The faculty participates in
ongoing professional development programs to stay updated with
the latest teaching strategies and educational trends.

Causes of Success:

1. Dedicated Teachers: The commitment and dedication of teachers

to their students' success play a crucial role in achieving high
scores on division achievement tests.
2. Effective Communication: Open and effective communication
among teachers, parents, and students fosters a positive learning
environment.
3. Resource Allocation: Adequate allocation of resources towards
educational materials, technology, and teacher training contribute
to improved academic performance.

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 b. Problematic KPIs - External Stakeholders and Infrastructure
Maintenance

Bottlenecks (Internal and External):

1. External Stakeholders:
a. Limited Interest: Some external stakeholders, such as local
businesses unit, have shown limited interest in supporting the
school's initiatives. This lack of engagement hinders the school's
ability to secure additional resources and funding.
b. Bureaucratic Hurdles: External stakeholders often encounter
bureaucratic hurdles when attempting to collaborate with the school.
Cumbersome administrative processes can discourage potential
partners.
c. Resource Constraints: Financial constraints limit the school's
ability to engage external stakeholders effectively. A lack of financial
resources can hinder efforts to seek external support.

2. Infrastructure Maintenance:
a. Budget Constraints: The school faces budget constraints that affect
infrastructure maintenance. Aging facilities require regular upkeep,
which is often delayed due to budget limitations.
b. Resource Allocation: Inadequate allocation of resources for
infrastructure maintenance affects the overall learning environment,
potentially hindering student performance.

Recommendations for Addressing Problematic KPIs:

1. External Stakeholders:
a. Engagement Strategy: Develop a targeted engagement strategy to
reach out to external stakeholders, highlighting the school's
achievements and needs.
b. Streamlined Processes: Simplify administrative processes to
facilitate collaboration with local government bodies and businesses.

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 c. Resource Mobilization: Explore alternative funding sources, such as
grants, donations, and sponsorships, to mitigate financial constraints.
2. Infrastructure Maintenance:
a. Prioritized Budgeting: Allocate a portion of the budget specifically
for infrastructure maintenance to ensure timely repairs and upgrades.
b. Quality Management Plan: Develop quality management plan to
monitor and maintain school facilities effectively.

Sta. Filomena Central School has demonstrated commendable

performance in Student Academic Achievement, thanks to effective
curriculum design, dedicated educators, regular assessments, and parental
engagement.

However, the school faces challenges related to engaging external

stakeholders and maintaining its infrastructure. To address these issues,
the school should develop targeted engagement strategies, streamline
administrative processes, explore alternative funding sources, and prioritize
infrastructure maintenance in its budget.

By maintaining its good-performing KPIs and addressing problematic

ones, Sta. Filomena Central School can continue to provide quality
education and improve the overall learning environment for its students.

B.IV. Strength and Weaknesses of Past Interventions

The interventions under consideration include the following:

1. Skip Counting Every Morning

2. Reading Pull-Out Scheme
3. Wonderful Assessment of Learners through Enhanced Reading
4. Quarterly Reading Assessment

23
1. Skip Counting Every Morning:

Strengths:

 Routine Establishment: Skip counting exercises provide a structured

start to the school day, helping students establish a daily routine.
 Basic Numeracy Skills: This intervention helps in reinforcing basic
numeracy skills, including counting by twos, threes, etc., which is
essential for early mathematics development.
 Active Engagement: Students are actively engaged in these exercises,
fostering a participatory learning environment.

Weaknesses:

 Lack of Variation: Over time, the repetition of skip counting routines

may lead to decreased engagement and enthusiasm among students.
 Limited Application: While valuable, skip counting may not directly
address the diverse needs of all students, particularly those who
struggle with other aspects of mathematics.

2. Reading Pull-Out Scheme:

Strengths:

 Targeted Support: The pull-out scheme allows for targeted support to

students who require extra assistance in reading, enabling more
personalized instruction.
 Improvement in Reading Skills: This intervention has the potential to
significantly enhance students' reading skills, as it focuses on specific
areas of need.
 Resource Efficiency: It optimizes resources by providing additional
support only to those students who require it, ensuring efficient use of
teaching staff.

24
 Weaknesses:

 Time Constraints: Pulling students out of regular classes for reading

support can disrupt their overall academic schedule and may lead to
gaps in other subjects.
 Stigmatization: Some students might feel stigmatized by being pulled
out for additional support, which could affect their self-esteem.

3. Wonderful Assessment of Learners through Enhanced Reading:

Strengths:

 Comprehensive Assessment: This assessment approach provides a

holistic view of a student's reading abilities, considering various
aspects such as fluency, comprehension, and vocabulary.
 Identifies Learning Gaps: It helps educators identify specific learning
gaps and tailor instruction accordingly, allowing for targeted
intervention.
 Data-Driven Decision-Making: By collecting data on students' reading
progress, the school can make data-driven decisions to improve
teaching strategies.

Weaknesses:

 Resource-Intensive: Implementing such assessments for a large student

body can be resource-intensive in terms of time and personnel.
 Overemphasis on Testing: An overemphasis on assessment can lead to
"teaching to the test," potentially neglecting other important aspects of
education.

25
4. Quarterly Reading Assessment:

Strengths:

 Regular Monitoring: Quarterly assessments allow for regular

monitoring of students' reading progress throughout the academic
year.
 Measuring Growth: They provide a clear measure of how students'
reading abilities are developing over time.
 Parental Engagement: Sharing results with parents can foster their
involvement in their child's education.

Weaknesses:

 Test Anxiety: Frequent testing can lead to test anxiety among students,
potentially hindering their performance.
 Narrow Focus: Depending on the format of the assessment, it may
focus primarily on test-taking skills rather than a broader
understanding of reading.

The interventions implemented at Sta. Filomena Central School have

both strengths and weaknesses. It is essential to strike a balance between
maintaining effective practices and addressing the shortcomings to ensure
the best possible outcomes for students. Regular evaluations and
adjustments can help optimize these interventions and cater to the diverse
needs of the student body effectively.

26
B.V. Foreseeable problems if problematic KPIs are not acted upon

Sta. Filomena Central School plays a pivotal role in the education

sector, providing quality education to our students and serving as a
cornerstone of our community. However, recent assessments have identified
certain Key Performance Indicators (KPIs) related to external stakeholders
and infrastructure maintenance that require immediate attention. Failure to
address these problematic KPIs may lead to severe consequences affecting
the school's reputation, functionality, and overall educational outcomes.

Problematic KPIs:

1. External Stakeholder Engagement:

 Community Partnerships: The number of partnerships with local
businesses and organizations has decreased over the last year,
impacting our ability to provide additional resources and
opportunities to our students.
2. Infrastructure Maintenance:
 Building Repairs and Maintenance: There has been a lack of
investment in building repairs and maintenance, leading to
deteriorating facilities that could potentially pose safety risks to
both students and staff.
 Technology Infrastructure: Outdated technology infrastructure
hampers the effectiveness of online learning and administrative
processes, making it increasingly difficult to adapt to modern
educational needs.

Foreseeable Problems if Problematic KPIs are not Acted Upon:

1. Academic Outcomes:
 Decreased parental involvement may result in lower
academic performance and student engagement.
 Limited community partnerships mean fewer

27
 opportunities for experiential learning, scholarships, and
extracurricular activities.
2. Reputation and Enrollment:
 A declining reputation due to inadequate infrastructure
maintenance could deter prospective students and
parents, leading to declining enrollment numbers.
 This decline in enrollment could result in budgetary
constraints, further exacerbating our infrastructure
problems.
3. Student and Staff Well-being:
 Neglected building maintenance increases the risk of
accidents or injuries to students and staff, impacting their
physical and emotional well-being.
 Insufficient technology infrastructure may hinder staff
productivity and student learning experiences, causing
frustration and burnout.
4. Community Relationships:
 A lack of community partnerships not only limits
resources but also weakens our ties with the local
community, potentially affecting public support and
advocacy for the school.

Recommended Actions:
1. External Stakeholder Engagement:
 Reevaluate and re-establish relationships with local
businesses and organizations to encourage community
partnerships.
2. Infrastructure Maintenance:
 Develop a comprehensive maintenance plan for buildings,
prioritizing safety and functionality.
 Allocate budget and resources for upgrading technology
infrastructure to support modern teaching methods and
administrative tasks.

28
 Addressing the problematic KPIs related to external stakeholders and
infrastructure maintenance at Sta. Filomena Central School is of paramount
importance. Failure to act upon these issues not only jeopardizes the
school's reputation but also poses risks to the academic success, safety, and
well-being of our students and staff. By taking proactive measures, we can
ensure that our school remains a cornerstone of our community and
continues to provide quality education for years to come.

C. SCHOOL PERFORMANCE ON QUALITY

C.I Reading Proficiencies/Competencies

Enro Non-Reader Frustration Instructional Independent

ll-
Gra
ment
de
Pre- Post- Pre- Post- Pre- Post- Pre- Post-
Test Test Test Test Test Test Test Test
I 246 54 49 100 19 62 58 30 120
II 303 18 7 68 38 122 106 95 152
III 271 0 0 136 20 78 57 57 194
IV 259 0 0 82 32 114 111 69 116
V 269 0 0 73 23 141 121 48 125
VI 237 0 0 100 6 80 136 50 96
TO 1585 40 24 101 88 51 58 29 44
TAL
Table 1. Reading Profile of All Grade Level

The reading profile analysis of Sta. Filomena Central School aims to

provide a comprehensive understanding of the reading competencies of our
learners across various grade levels (Grade I to VI). The table analysis
presents an overview of the level of reading competencies, identifies high
and low performers, explores potential internal and external factors affecting
performance, evaluates the effectiveness of past interventions, and discusses
potential problems if performance issues are not addressed.

29
a) Level of Reading Competencies:

The reading competencies of learners in Sta. Filomena Central School

were assessed through pre-test and post-test evaluations in four categories:
Non-Reader, Frustration, Instructional, and Independent. The following
findings emerged:

 Non-Reader Category: In Grade I, 54 students were non-readers at the

pre-test stage, which decreased to 49 at the post-test stage. This
indicates progress in basic reading skills. In subsequent grades, there
were no non-readers.
 Frustration Category: The Frustration category, which signifies
students struggling with reading, showed improvement across all
grades. Grade III had the highest number of students in this category
at the pre-test stage (136), which decreased to 20 at the post-test
stage.
 Instructional Category: The Instructional category, indicating students
who require guidance in reading, varied across grades. Grade II had
the highest number (122) in this category at the post-test stage, while
Grade IV had the highest at the pre-test stage (114).
 Independent Category: The Independent category, demonstrating
strong reading skills, was most prominent in Grade VI at the post-test
stage, with 96 students. Grade V also showed a high number (125) in
this category at the post-test stage.

b) Group of High and Low Performers:

High performers are predominantly found in Grade VI, with the

highest number of students in the Independent category. Grade V also
demonstrates strong reading competencies. Low performers are primarily in
Grades I and II, with the majority in the Non-Reader and Frustration
categories.

30
c) Causes of Performance (Internal or External Factors):

Internal factors affecting performance may include individual learning

differences, socioeconomic background, and prior educational experiences.
External factors could involve teaching methods, resources, parental
support, and the school's reading curriculum. Further investigation is
required to pinpoint specific causes.

d) Strengths and Weaknesses of Past Interventions:

Past interventions have shown progress in reducing the number of

non-readers and students in the Frustration category. However, Grade II
saw an increase in the Instructional category. This suggests that
interventions have been effective to some extent but may need refinement to
address specific grade-level needs.

e) Potential Problems if Performance Issues are not Addressed:

If performance issues in reading are not adequately addressed, there

may be consequences such as:

 Widening achievement gaps among students.

 Reduced confidence and motivation among struggling readers.
 Lower overall academic performance, particularly in subjects requiring
strong reading skills.
 Limited opportunities for future success and personal growth.

The reading profile analysis of Sta. Filomena Central School

underscores the need for targeted interventions and strategies to address
the diverse reading competencies among our learners. While there have been
notable improvements, particularly in reducing non-readers and students in
the Frustration category, there is still work to be done.

To enhance reading competencies, the school should consider tailored

interventions for specific grade levels and regularly assess the effectiveness

31
of these programs. Moreover, addressing potential internal and external
factors affecting performance is crucial for sustainable progress.

By prioritizing reading proficiency and maintaining a data-informed

approach, Sta. Filomena Central School can ensure that all learners have
the opportunity to develop strong reading skills, setting the foundation for
future academic success and personal growth.

C.II. Learning Standards/Performance

Table 2. Periodic Test Mean Percentage Score

Learning Area 1st 2nd 3rd
Mathematics 59.99 63.01 66.31
English 62.03 63.4 65.88
ESP 65.87 72.81 71.15
MAPEH 56.6 55.55 70.36
Science 51.59 58.22 66.08
Filipino 60.63 65.85 69.86
Araling Panlipunan 53.85 60.54 69.63
TLE 43.6 48.57 56.09
MTB 66.18 70.81 71.94

This is the analysis of the Periodic Test Mean Percentage Score (MPS)
results of students for the first, second, and third quarters in various
learning areas. The data provided below showcases the performance of
students in each learning area and aims to shed light on their strengths,
weaknesses, and potential areas for improvement.

C.II-a. High and Low-Performing Learning Areas

High-Performing Learning Areas:

 ESP consistently shows high performance across all three quarters,
with scores above 70%.
 MTB also consistently performs well, consistently scoring above 70%.

32
Low-Performing Learning Areas:

 TLE consistently shows the lowest performance, with scores below

60% in all quarters.
 Science had a low performance in the 1st quarter but improved in
subsequent quarters.
 Araling Panlipunan had a lower performance in the 1st quarter but
showed improvement in the 2nd and 3rd quarters.

C.II-b. Causes of Performance (Internal or External Factors)

Internal Factors:

1. Teaching Methodology: The teaching approach used for TLE may need
reevaluation, as it consistently scores the lowest. Teachers should
consider adopting more engaging and effective teaching methods.
2. Student Engagement: Students' interest and engagement in certain
subjects, such as Science and Araling Panlipunan, may have initially
been lower, affecting their performance in the 1st quarter.

External Factors:

1. COVID-19 Pandemic: The ongoing pandemic may have disrupted

learning environments, leading to inconsistencies in student
performance.
2. Resource Allocation: Unequal resource allocation can be an external
factor affecting performance. The high-performing group of subjects may
have better access to learning materials and resources.
3. Parental Support: Parental involvement and support can also play a
crucial role in student success. Differences in parental support may
contribute to variations in performance.

33
C.II-c. Strengths and Weaknesses of Past Interventions

Strengths:

 The improvement in Science and Araling Panlipunan scores from the

1st to the 3rd quarter suggests that previous interventions or teaching
adjustments might be effective.

Weaknesses:

 Interventions in other subjects may not have been as effective, as some

learning areas, like TLE, still exhibit lower MPS scores. This suggests
that previous interventions may not have adequately addressed the
specific challenges in those subjects.

Potential Problems if Performance Issues are not Addressed

If the performance issues in certain learning areas are not addressed,

several potential problems may arise:

1. Academic Achievement Gap: The disparity in performance between

high-performing and low-performing subjects can lead to an academic
achievement gap among students, affecting their overall educational
experience.
2. Student Motivation: Continued poor performance in specific subjects
may lead to a decline in students' motivation and self-esteem,
potentially affecting their overall learning experience.
3. Future Learning: Weak foundations in certain subjects can hinder
students' future learning as many topics build upon previous
knowledge. This can impact their readiness for higher education or
career opportunities.
4. School Reputation: Consistent low performance in specific subjects
may impact the school's reputation and rankings, affecting enrollment
and community perception.

34
Recommendations

1. Tailored Support: Provide targeted support and resources to improve

the performance of subjects in the low-performing group, particularly
TLE.
2. Professional Development: Offer teacher training and professional
development programs to enhance teaching methods and instructional
quality, focusing on subjects with lower performance.
3. Parental Engagement: Encourage parental involvement in the
educational process across all subjects to ensure students receive
consistent support.
4. Continuous Evaluation: Continuously assess the impact of
interventions and adjust them as necessary to ensure their
effectiveness.
5. Motivational Programs: Implement motivational programs to boost
student engagement and commitment to learning in subjects with
lower performance.

To ensure educational equity and promote the academic success of all

students, it is crucial to address these challenges and implement the
recommended strategies to improve overall performance in all learning
areas.

35
D. SCHOOL CONCERNS ON EQUITY AND INCLUSION

Inclusion programs and initiatives in education play a crucial

role in addressing the needs of learners in disadvantaged sectors, including
learners with disabilities, working children and youth, children in conflict,
and indigenous children. This analysis will identify and describe these
learners, outline the challenges they face in accessing basic education,
assess past interventions related to reading, and discuss potential problems
if performance issues are not addressed.

Table 3.Disadvantage Sector

Disadvantage Sector Number of Learners
Learners with disabilities 61
Working children 10
Children in conflict 74
Indigenous children 4

a.) Identification and Description of Learners in Disadvantaged Sectors:

1. Learners with Disabilities: This group includes individuals with
physical, sensory, intellectual, or developmental disabilities. They may
require specialized support, accommodations, and accessible
materials to access education.
2. Working Children and Youth: These are children and youth who
engage in various forms of labor due to economic necessity. Balancing
work and education can be challenging for them, and they often have
limited time and energy for schooling.
3. Children in Conflict: Children affected by armed conflicts, including
refugees and internally displaced persons. They face disruptions in
their education due to the instability and trauma associated with
conflict, including displacement and damage to educational
infrastructure.
4. Indigenous Children: Indigenous communities often face cultural,
linguistic, and geographical barriers to education. These children may

36
 lack access to quality education that respects their cultural heritage
and languages.

b.) Challenges in Accessing Basic Education:

1. Learners with Disabilities: Challenges include inaccessible physical

infrastructure, a shortage of specialized educators and resources,
societal stigmatization, and a lack of accessible learning materials.

2. Working Children and Youth: Balancing work and education can be

difficult, as they often face long working hours, inadequate rest, and
limited access to educational institutions that offer flexible schedules.

3. Children in Conflict: Displacement, damaged schools, trauma, and a

lack of security are key challenges. Access to quality education
becomes limited or non-existent during conflicts.
4. Indigenous Children: These learners may face language barriers,
cultural insensitivity in the curriculum, and a lack of schools in their
communities. They often have limited access to quality education that
respects their traditions.

c.) Strengths and Weaknesses of Past Interventions Related to Reading:

Strengths:

 Awareness and Advocacy: Past interventions have raised awareness

about the importance of literacy for disadvantaged learners and
advocated for inclusive reading programs.
 Community Engagement: Some programs have successfully engaged
local communities and parents in promoting reading and literacy.
 Technology Integration: Initiatives that incorporate technology and
digital resources have shown promise in reaching remote learners.

37
 Weaknesses:

 Resource Constraints: Limited funding and resources have hindered

the expansion and sustainability of reading programs for
disadvantaged learners.
 Teacher Training: Insufficient training for educators in implementing
inclusive reading strategies remains a challenge.
 Cultural Sensitivity: Some reading materials may not reflect the
cultural diversity and context of disadvantaged learners, making it
less engaging and relevant for them.
 Access to Books: Many learners in disadvantaged sectors still lack
access to age-appropriate, culturally relevant, and accessible reading
materials.

d. Potential Problems if Performance Issues Are Not Addressed:

1. Continued Educational Inequality: Failure to address performance

issues in reading programs will perpetuate educational inequality
among disadvantaged learners.
2. Limited Literacy Skills: Insufficient reading skills can hinder these
learners' ability to access information, pursue higher education, and
participate fully in society.
3. Economic Disparities: Without strong reading skills, learners may have
limited economic opportunities, leading to cycles of poverty.
4. Cultural Erosion: For indigenous children, the lack of culturally
sensitive reading materials may contribute to the erosion of their
cultural heritage.
5. Lost Human Potential: Society may lose the talents and contributions of
these learners if they do not develop adequate reading skills.

In conclusion, inclusive reading programs are vital for learners in

disadvantaged sectors, including those with disabilities, working children
and youth, children in conflict, and indigenous children. Addressing the
challenges they face and improving the effectiveness of reading interventions

38
is crucial to ensuring equitable access to education and fostering the
development of these learners. Failure to do so will perpetuate educational
disparities and hinder overall societal progress.

E. SCHOOL CONCERNS IN RESILIENCY AND WELL-BEING

Nutritional Status of the Learners

NUTRITIONAL STATUS OF LEARNERS

100.00%

90.00%

80.00%

70.00%

60.00%

50.00%

40.00%

30.00%

20.00%

10.00%

0.00%
SY 2018-2019 SY 2019-2020 SY 2020-2021 SY 2021-2022 SY 2022-2023

SEVERELY WASTED WASTED NORMAL

OVERWEIGHT OBESE

Table 1. Nutritional Status of the Learners

The nutritional status of the five years is shown in the graph. Since the
pandemic is at its height during the 2020–2021 academic year, there are no
data available during this time. It demonstrates that many students fall
outside the norm. The learners who fall outside the normal status as a
result of the lack of school activities, projects, and programs during the
COVID pandemic.

39
 Incidence of Bullying and Violent Cases

HISTORY DATA
2017 2018 2019 2020 2021 2022
B.1 Physical NONE NONE NONE No Face-to- Face NONE
B.2 Sexual NONE NONE NONE due to Covid 19 NONE
B.3 NONE NONE NONE lockdown. NONE
Emotional

Table B. There is no incident reported about bullying and violent cases from
year 2017 up to the present.

School Hazards / Safe Learning Environment

AFFECTED AND DISPLACED LEARNERS

2017 2018 2019 2020 2021 2022
C.1 Covid- 19 Cases 0 0 0 0 0 0
C.2 Fire incident 0 0 0 0 0 0
C.3 Earthquake 0 0 0 0 0 0
incident
C.4 Road Safety 0 0 0 0 0 0
C.5 Major Repairs 0 0 0 0 0 0
&reconstruction of
infrastructure damages
due to disasters/and
emergencies for
rehabilitation and
recovery.

Based on the provided data, it appears that there were no reported

incidents of COVID-19 cases, fire incidents, earthquake incidents, road
safety issues, or major repairs and reconstruction of infrastructure damages
due to disasters/emergencies for rehabilitation and recovery in the years
2017 through 2022.

40
 This data suggests that during this six-year period, there were no
major disruptions or incidents in these categories that would have directly
affected or displaced learners. While this is positive news in terms of the
absence of these incidents, it also means that there is no specific data
available to analyze the impact on affected and displaced learners in these
categories during this time frame.

Improved Health Statistics

DENTAL HEALTH STATISTICS

2017 2018 2019 2020 2021 2022 2023
E.1 Tooth N/A N/A N/A No Face-to- N/A 28
Extraction Face due to
E.2 N/A N/A N/A Covid 19 N/A 557
Fluoride lockdown.
Varnish

Tooth Extraction (E.1):

1. Impact of COVID-19 (2020): In 2020, there were no face-to-face

tooth extractions reported due to the COVID-19 lockdown. This is a direct
result of the pandemic's restrictions on dental care services, which
disrupted many routine and elective procedures.
2. Significant Increase (2023): In 2023, there is a notable increase in
tooth extractions, with a reported value of 28. This suggests a resurgence of
dental services and potentially the clearing of a backlog of cases that
accumulated during the lockdown period. However, without data for
previous years, it's challenging to determine the significance of this increase.

Fluoride Varnish (E.2):

1. Data Gap (2017-2019): The absence of data for fluoride varnish

application from 2017 to 2019 limits our ability to assess historical trends.
Without this historical context, it's challenging to determine whether the
reported value in 2022 (557) is a significant change.

41
2. Notable Fluoride Varnish Applications (2022): In 2022, there is a
relatively high number of reported fluoride varnish applications (557). This
suggests a potential focus on preventive dental care, as fluoride varnish is
often used to protect teeth from decay. However, it's essential to compare
this number to previous years to determine if it represents a significant
increase.

Mental and Psychosocial Condition

HISTORY DATA
2017 2018 2019 2020 2021 2022
F.1 Mental & 0 0 0 0 0 0
Psycho –
Social Stress
Debriefing)
F.2 0 0 0 0 0 0
Psychological
First Aid
F.3 Physical 0 0 0 0 0 0
Health
Services
Form 86
-Physical
Assessment
of Learners

Based on the data provided, it seems that there have been no recorded
instances of mental and psychosocial support services (F.1 and F.2) or
physical health assessments of learners (F.3) from 2017 to 2022. However,
it's important to note that this data may not provide a complete picture of
the actual occurrences, as it may be due to a lack of documentation or
reporting rather than an absence of these services or conditions. Further

42
investigation and context may be needed to draw meaningful conclusions
about the mental and psychosocial conditions during this period.

Security Peace and Order Situation

Security Peace and Order Situation

2017 2018 2019 2020 2021 2022 2023
G.1 Child N/A N/A N/A N/A N/A N/A 28
Protection
Committee
G.2 Child – YES YES YES YES YES YES 557
Rights in
Education
The data suggests a consistent commitment to child rights in
education (G.2) over the years, with an increase in the number of instances
in 2022. However, there is a lack of recorded data for the Child Protection
Committee (G.1) in previous years, with data only appearing in 2023, which
may indicate a recent focus on child protection or improved documentation
in that area.

F. SCHOOL CONCERNS AND GOVERNANCE

HUMAN RESOURCES

NUMBER OF TEACHING PERSONNEL

MALE FEMALE TOTAL
SY 2018-2019 7 46 53
SY 2019-2020 8 50 58
SY 2020-2021 9 51 60
SY 2021-2022 10 50 60
SY 2022-2023 11 49 60
1. Overall Teaching Personnel:
 The total number of teaching personnel remains constant at 60
each year from 2020-2021 to 2022-2023.
 In 2018-2019 and 2019-2020, there were fewer teaching
personnel (53 and 58, respectively).

43
2. Male Teaching Personnel:
 The number of male teaching personnel has been increasing
steadily each year, from 7 in 2018-2019 to 11 in 2022-2023.
 This indicates a positive trend in the number of male teaching
staff.
3. Female Teaching Personnel:
 The number of female teaching personnel has fluctuated slightly
but remained relatively stable over the years, with a peak of 51 in
2019-2020 and a low of 49 in 2022-2023.
4. Gender Balance in Teaching Staff:
 The gender balance among teaching personnel has shifted over
time. In 2018-2019, there were significantly more female teaching
staff (46 females to 7 males). However, by 2022-2023, the gap had
narrowed, with 11 males and 49 females.
5. Gender Equality and Trends:
 Similar to the general gender distribution analysis, this data
also shows a slight increase in the number of male teaching personnel
over time. Achieving gender equality in the teaching profession may
require continued efforts, depending on the goals and policies of the
educational institution.
6. Projection and Future Analysis:
 To gain a better understanding of future trends, it would be
valuable to collect data beyond 2022-2023 and assess it in the context
of gender diversity initiatives within the educational institution.

Overall, this data suggests a positive trend in increasing the number

of male teaching personnel and a relatively stable number of female teaching
personnel. However, gender balance and equality in the teaching profession
may still require attention and ongoing efforts to ensure fair representation
and opportunities for both genders.

44
Teachers Performance

IPCRF RATING

49
42
38
33
25
18
15
11

SY 2018-2019 SY 2019-2020 SY 2020-2021 SY 2021-2022

VERY SATISFACTORY OUTSTANDING

IPCRF RATING
VERY SATISFACTORY OUTSTANDING TOTAL
SY 2018-2019 38 15 53
SY 2019-2020 25 33 58
SY 2020-2021 18 42 60
SY 2021-2022 11 49 60

Over the four school years, there seems to be a trend of an increasing

number of teachers being rated as "Outstanding," while the number of
teachers rated as "Very Satisfactory" decreased or remained relatively stable.
This suggests an overall improvement in teacher performance, with more
teachers reaching the "Outstanding" rating category in recent years.
However, it's essential to consider the specific criteria and evaluation
process used to assign these ratings to gain a more comprehensive
understanding of the results.

PHYSICAL RESOURCES

45
 Building No. Building Name Number of Storey Number of Rooms
1 Administration Building 2 4
2 Grade 4 Building 1 5
3 Grade 5 Building 2 6
4 Kindergarten Buidling 1 2
5 Achiever Building 2 6
6 Pilmico Building 2 2
7 New Building 1 2

These physical resources appear to be part of an educational

institution or campus, with buildings designed for different educational
levels and administrative needs. The number of storeys and rooms in each
building provides some insight into their potential capacity and functions.

TEACHING AND LEARNING MATERIALS:

Sta. Filomena Central School is facing significant challenges in

providing adequate teaching and learning materials to its students and
educators. The shortage of books, incomplete modules, limited teaching
resources, outdated computers, and uneven internet access across the
school's buildings are posing obstacles to effective education delivery.

The school is committed to providing quality education to its students.

However, several issues related to teaching and learning materials have been
identified, hindering the school's ability to achieve this goal. These issues
include:

1. Lack of Books:

One of the most pressing issues is the shortage of textbooks and

reference materials for students and teachers. Many students do not have
access to the necessary textbooks for their classes, which impacts their

46
ability to study and learn effectively. Teachers also struggle to plan lessons
and assessments without adequate resources.

2. Incomplete Modules:

While modules have been delivered to the school, it has been observed
that they are incomplete or in disrepair. This issue is particularly
concerning as modules are a vital part of the curriculum and are meant to
guide students through their lessons. Incomplete modules can lead to gaps
in knowledge and hinder students' academic progress.

3. Limited Teaching Resources

The school's teaching resources, including visual aids, laboratory

equipment, and other teaching aids, are limited and often outdated. This
affects the quality of instruction and hampers the ability of teachers to make
lessons engaging and informative.

4. Outdated Computers:

The school's computer lab and computer resources are outdated,

which hampers the integration of technology into the teaching and learning
process. Students and teachers need access to modern computing
equipment to keep up with the demands of the digital age.

5. Uneven Internet Access:

While two buildings in the school have internet connections, there is a

need for consistent and reliable internet access across all classrooms. In
today's educational landscape, internet connectivity is crucial for research,
online resources, and interactive learning.

47
Proposed Solutions:

To address these challenges and improve the teaching and learning

materials at Sta Filomena Central School, the following solutions are
recommended:

a. Procure Additional Books:

 Establish a book borrowing system to ensure that students have

access to necessary materials.

b. Module Maintenance and Replacement:

 Allocate resources to repair or replace incomplete and damaged

modules.
 Regularly update and maintain modules to reflect the current
curriculum.

c. Upgrade Teaching Resources:

 Invest in updated teaching resources, including visual aids, laboratory

equipment, and other teaching materials.
 Provide training to teachers on how to effectively use these resources.

d. Modernize Computer Facilities:

 Upgrade the computer lab with modern equipment and software.

 Ensure that students and teachers have access to computers for
research and digital learning.

e. Improve Internet Connectivity:

 Extend internet connectivity to all classrooms and buildings on the

school premises.
 Ensure that the internet connection is reliable and suitable for
educational purposes.

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 Addressing the issues related to teaching and learning materials at
Sta. Filomena Central School is essential to provide quality education to its
students. By implementing the proposed solutions, the school can overcome
these challenges and create a more conducive learning environment.

TEACHERS PROFESSIONAL DEVELOPMENT

Based on the three consecutive years, the number of teachers who are
attending the different seminars and trainings is inclusively increasing.
Many of our teachers attend these seminars to enhance and boost their
skills and knowledge, not only in teaching but also in other matters that
would surely help to increase their self-esteem.

In all dimensions, the school leadership, both external and internal

stakeholders, the school improvement process, and others were all
complied; thus, all procedures are fully implemented, and our institution
has been raised to Level II in SBM.

GOVERNANCE - SBM

In all dimensions, the school leadership, both external and

internal stakeholders, the school improvement process, and others were all
complied; thus, all procedures are fully implemented, and our institution
has been raised to Level II in SBM.
This institution soared from Level 1 to Level II in terms of SBM
practice, which was ascertained by the existence of a structure of
mechanisms, processes, and practices in all indicators. Developing means
establishing the structure and extent of mechanisms with acceptable
community participation and impact on learning outcomes. The result
generated in this result is just a self-assessment, although the majority of
indicators utilized by the SDO (Monitoring and Evaluation Team) with
regards to the records of documents needed in the evaluation process were
highly evident. The school needs to further improve on the four principles of
leadership and governance. Curriculum and Learning Management of
Resources, Accountability, and Continuous Improvement More importantly,

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more efforts should be exerted on the three key results, which are access,
quality, and governance.

PRIORITY DEVELOPMENT PROSPECTS:

For the past three years, our school has identified three major
priorities that need improvements: the water system, school beautification,
and problems reported about stealing from classroom properties during the
time of the pandemic.

This school year, 2022-2023, our school has an abundant water supply,
which every classroom has used and enjoyed. School beautification is still in
the process, and because of the reported theft in the classroom, CCTV
cameras were installed all around the campus. These major priorities were
all addressed this school year through the active leadership headed by the
active school principal, Sir Walter L. Tupas.

G. OTHER CONCERNS

PROGRAM CHALLENGES STRATEGIES PERSON/

ACTIVITY RESPONSIBILTIES
Child Lack of Re-orientation of the School Head
Protection participation Child Protection CPC
and Policy and Guidance RGCs/ Guidance
coordination by and Counseling Advocate
parents in Referral System in
cases of Schools to SFCS Teachers
bullying, Strengthen Advocacy CID
retaliation, and and Awareness on Teachers
other forms of the CPC and Referral School Heads
abuse System to Teachers, Child Protection
Students, students Committee
Parents should and Parents with
follow the Gov’t Agencies,
protocol LGUs, and NGOs

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accordingly in Integrate the
dealing with children’s and
incidents learners' perspectives
into plans, projects,
and policies.
School Safety
1. Monitoring of the
and Security
school environment
before the start of
classes

Feeling of
2. Ensure that
anxiety in the
learners are all well
learning
aware of the
environment or
environment where
community
they are stationed to
promote learners'
well-being while also
being aware of their
responsibilities as
individuals and as
citizens of the
Philippines

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