Chapter 1

School’s Vision, Mission, Core Values and Mantra

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
Makabansa

Chapter 2
School’s Current Situation
A. Introducing the School

SIZE OF THE SCHOOL

Toog Elementary School is a public

academic institution that was established in
the year 1966 with a total land area of 9,068
sq. meter which was donated by the
Pornelos through the Department of
Education. It offers quality education as a
good foundation to its clienteles. The school
eventually increased its enrollees until its
completion as an Elementary School in the
year 1964 and it has been serving the
community for 57 years.
CURRICULUM OFFERING
The school is a non-central, public institution that offers K to 6
Curriculum which continuously engaged to deliver a basic quality and
relevant education to all where the master og 3Rs, Reading, ‘Riting and
Rithmetic is the main concern..
CATCHMENT AREAS
The school is located along four (4) kilometer northeast of Brgy.
Macarthur and surrounded with mountainous upland in which agriculture
is the main source of livelihood of residents of the barangay. Thus, having
lower socio-economic status is trend, the parent and community striving the
education for their children future.
A hill sight surrounded by seven (7) waterfalls. The area is small
intended for small group capacity learning venue. The school has five (5)
instructional classroom, one (1) makeshift and one (1) office functional.
The school have an abundant of water supply because of fascinating
water source from the majestic waterfalls being the tourism spot of the
Municipality of Lavezares. The falls serve as source of the water to the
community and with the strong support of the barangay council installed
for 80% directly supplies of water to the classroom and the functional hand
washing facility that promotes hygiene for WASH IN School that provides
comfort to the learners. This serves a big impact of the school learning
facilities requirement.
 1.ENROLMENT TRENDS

Figure 1: Data of enrollment trends

120

100

80

60

40

20

0
2018-2019 2019-2020 2020-2021 2021-2022 2022-2023
Source: School-EBEIS
MALE FEMALE TOTAL

This graph shows that there is a significant fluctuation of the enrollment for four
consecutive years. it reveals that there is a decrease of enrollment from SY 2018-
2019 to SY 2020-2021, there are greater in number of male than the female.
Then, in the following year, SY 2021-2022 ,it decrease in number with female
enrollment.
2.HISTORICAL DATA

Figure 2 : Comparative data of 5-year –11 old children for four consecutive years.
110

105

100

95

90

85
2018-2019 2019-2020 2020-2021 2021-2022 2022-2023
Source: Community Survey
2018-2019 2019-2020 2020-2021 2021-2022 2022-2023

The figure indications that there is a significant fluctuation population data of

school entrance age in elementary , however the trends is fluctating all school age
entrance there is a proof that all school age children in barangay is enrolled in the
school.

REPETITION RATE
Figure 3: Comparative of Repetition rate for four consecutive years.
1

0.9

0.8

0.7

0.6

0.5

0.4

0.3

0.2

0.1

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

Column1 Column2 Column3 Column32

The figure shows that the repetition rate in year 2019 up to present maintained
to (0) zero percent.
Simple Droup-out Rate
Figure 4: Comparative of Simple Dropout Rate
1

0.9

0.8

0.7

0.6

0.5

0.4

0.3

0.2

0.1

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

Column1 Column2 Column3 Column32

This figure displays the simple droup-out rate of learners for SY:2019 up to
2023 which is maintained to (0) zero percent.
Retention Rate
Figure 5: Comparative Data of Retention Rate for four consecutive years.
100.00%
0.9726

95.00%

90.00% 0.886

84.96% 0.8508
85.00%

80.00%

75.00%
2018-2019 2019-2020 2020-2021 2021-2022

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

This figure illustrates the increase percentage of enrolles that continue to be in

school the following year.
Promotion Rate/Graduation Rate
Figure 6: Comparative Data of Retention Rate for four consecutive years.
120.00%

100.00% 1 1 1
100.00%

80.00%

60.00%

40.00%

20.00%

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

KINDERGARTEN COMPLETERS GRADE 1 TO GRADE 5

This figure displays the extent of learners who finished the grade level in grade 1
to grade 5

Good Performing and Problematic KPI’s

 As for the preparation for the next six years school improvement plan
we engine in problematic key performance indicator in which we laydown
the Gap Analysis results through the school improvement guidebook this is
our blue print in addressing the gap showed in the table.

Gap Analysis Tool

Interpretation
Importance

Magnitude

Feasibility
Strategic

Urgency

Average
Total
IMPROVEMENT
AREAS

ENROLLMENT 5 5 5 5 20 5 Very High

REPETATION 5 4 4 4 17 4.25 High

RATE

SIMPLE 5 5 5 5 20 5 Very High

DROPOUT
RATE

GRADUATION 5 3 3 3 14 3.5 High

RATE

TABLE 1: This table shows the prioritization of performance indicators that

discussed for categorized for access indicators, efficiency and indicators and
ratio and proportion that serve as statistics for effectiveness and efficiency of
the current situation in school in terms of access.

In ACCESS the indicators computed and utilized to evaluate the

educational performance and serves as tools that are used to report the
status of the school, to meet policy concerns, identify problematic or
unacceptable situation and measure how far or close one is from an
objective in delivery of educational services.

ENROLLMENT REPETITION RATE PROMOTION RATE DROP-OUT

 STRATEGIC MAGNITUDE
URGENCY FEASIBILITY
IMPORTANCE

Analysis of the weaknesses and strengths

Dropout rate due to absenteeism, Orient the parents of the
family feud, poor health, transfer of involved pupils.
residence, home distance from the Conduct an interview/survey
school, teachers factor and about the student’s study
distance learning. habits.
Conduct interventions.

Lack of Parental Involvement, lack Regular home visitation,

of practice and interest on the pupils counseling, engage in
subject, cannot follow simple more meaningful activities,
instruction low comprehension, feeding program, Teachers’
lacking follow up at home, parents Training
are illiterate, economic status

Unsecure and unsafe school Strengthen community

environment / lack facilities. Slips linkages. Enhance waste
trips and falls in walking the stairs management
going the classroom and soil
erosion due of heavy rains.

Organized communication
and coordination system
Inactive stakeholders, less with the stakeholders.
involvement of stakeholders in
school activities Strengthen community
Inconsistent of information linkages.
dissemination Involve them in different

PROJ
school activities and
programs.
Conduct Recognition and
Awards

C. School Concerns on Equity and Inclusion

1. Number of learners in situations of disadvantage,

 Figure 7: Data of the learners with special needs
1

0.9

0.8

0.7

0.6

0.5

0.4

0.3

0.2

0.1

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

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

The figure expressions the recorded enrollment of pre-identified children

with disabilities in Kindergarten between and among ECCD.

2.On training school personnel on inclusive practices adapted to

learners in situations of disadvantage;

Figure 8: Data of the teachers attended the training for special education
1

0.9

0.8

0.7

0.6

0.5

0.4

0.3

0.2

0.1
0 0
0
TEACHER S WIT SPECIAL EDUCATION TRAINING TEACHER S WITHOUT SPECIAL EDUCATION TRAINING

Source : PROMEDS 2018-2023

The figure indications the accounted data trained on inclusive education

which is to helps every learners with special needs to have a chance to learn
and be part mainstream education .

3.School facilities for learners in situation of disadvantage.

Facilities for learners with disabilities in

Disadvantage Situation
For PWD accessibl
(YES/NO)

Stairs with handle for PWD NO

Ramp for PWD NO

Strengths Weakness Challenges

Teacher effectiveness Students with Having an untrained
has been found to be disabilities have lower teacher
the most important attendance rates.
predictor of student Lack of learning
learning materials
Minimize the number Working children have Hunger and poor
of learners who are lower attendance rates nutrition
victims of child labor
Expenses of education

The school provide the context for a child’s first relationship

with the world outside thier families ,enabling the development
of social relationship . This status in school make in inclusive
system provide a better qualty education for all children and
are instrument in changing discrimatory attitudes.

Prime Concern
The aid in helping the learners with disabilities
that capture in the recorded EBIES. This aims to
support our disabilities children for them as part
in inclusive education.
Training is our tool to captivate our learners in the status
disadvantage in situation. This provide for helping them reach in
their absenteeism stop.

“The principle of inclusion promotes institutional sensitivity and

responsiveness to the nature, situation, and realities of our country’s
learners and directs the Department to proactively address these through
the curriculum and other interventions
Inclusive teaching methods among teachers, and lack of accessible schools
are the top most reasons why the department should answer the call for
these learners beloging in marginalized sectors.
D. School Performance on Quality

1. Reading Proficiencies/ Competencies

KEY STAGE 1: GRADE1 –GRADE 3

Figure 9: Data of pre- assessment in Mother Tongue (Waray)

10

0
F ully R efresher Moderately R efresher Light R efresher Grade R eady

Grade I Grade II Grade III

Source: Northern Samar Data on CRLA

This figure shows the increasing number of pre-assessments in mother tongue in

the three-grade level.
Figure 10: Data of pre-assessment in Filipino for Grade 2 and Grade 3
12

10

0
Fully Refresher Moderately Refresher Light Refresher Grade Ready

Grade II Grade III

This figure presents the significant increase of pre-assessment Filipino in

grade 3
Figure 11: Data of pre-assessment in English for Grade 3
 Grade 3
8

The
2 figure shows the result of the comprehensive rapid literacy assessment in SY
2022-2023
1 with the (13) thirteen learners for grade ready in English.
0
Grade 3Fully Refresher Moderately refresher Light Refresher Grade Ready

Grade 3

Figure 10: Data of reading level in Filipino for Grdae 3( PHI-IRI)

0
2018-2019 2019-2020 2020-2021 2021-2022 2022-2023

NON READER FRUSTRATION INSTRUCTIONAL INDEPENDENT

This figure shows the significant increase of independent level of SY:2018-2019

to SY:2019-2020,however the sudden decrease in the SY:2022-2023 with four
independent level.
KEY STAGE 2: GRADES 4 –GRADE 6
Grade 4
Figure 11: Data of reading level in Filipino for Grade 4

35

30

25

20

15

10

0
2018-2019 2019-2020 2020-2021 2021-2022 2022-2023

NON READER FRUSTRATION INSTRUCTIONAL INDEPENDENT

This figure shows the significant increasing of independent level from SY:2018-
2019 to SY:2022-2023.
Figure 12: Data of reading level in English for Grade 4
 12

10

2
NO DATA
0
2018-2019 2019-2020 2020-2021 2021-2022 2022-2023

NON READER FRUSTRATION INSTRUCTIONAL INDEPENDENT

This figure shows the significant increase of independent reader.

Grade 5
Figure 13: Data of reading level in Filipino in Grade five.

12

10

0
2018-2019 2019-2020 2020-2021 2021-2022 2022-2023

NON READER FRUSTRATION INSTRUCTIONAL INDEPENDENT

This figure shows that the highest in number for reading level is independent.
Figure 14: Data of reading level in English in grade five.
12

10

0
2018-2019 2019-2020 2020-2021 2021-2022 2022-2023

NON READER FRUSTRATION INSTRUCTIONAL INDEPENDENT

This figure shows the highest in number for reading level is independent readers.

Grade 6
Figure 15: Data of reading level in English for Grade 6
 12

10

This figure shows the increase in number for reading level is independent
0
2018-2019 2019-2020 2020-2021 2021-2022 2022-2023

readers.
NON READER FRUSTRATION INSTRUCTIONAL INDEPENDENT

Figure 16: Data of reading level in English for Grade 6

This figure shows the the highest in number for reading level is independent in
English.
2. Numeracy Proficiencies/Competencies

KEY STAGE 1: GRADE1 –GRADE 3

Figure 17: Comparative data of numeracy level in grade one for consecutive years.

16

14

12

10

0
2018-2019 2019-2020 2020-2021 2021-2022 2022-2023

NON NUMERATES MODERATE HIGHLY NUMERATES

This figure shows the significant incresae of higly numerates in SY 2018-2019

and 2019-2020 with the total of 19 , however there is a tie in higly numerates in
SY:2021-2022 which is (8) eight.
Figure 17: Comparative data of numeracy level in grade two for consecutive years.
16

14

12

10

0
2018-2019 2019-2020 2020-2021 2021-2022 2022-2023

NON NUMERATES MODERATE HIGHLY NUMERATES

 This figure shows the significant increase of higly numerates in SY 2018-2019 to
2022-2023.
Figure 17: Comparative data of numeracy level in grade three for consecutive years.
This figure shows the significant increasing of higly numerates in SY 2018-2019 to
2022-2023.
20

18

16

14

12

10

0
2018-2019 2019-2020 2020-2021 2021-2022 2022-2023
KEY STAGE 1: GRADE 4 –GRADE 6
NON NUMERATES MODERATE HIGHLY NUMERATES

Figure 17: Comparative data of numeracy level in grade four for consecutive years.
14

12

10

0
2018-2019 2019-2020 2020-2021 2021-2022 2022-2023

NON NUMERATES MODERATE HIGHLY NUMERATES

This figure shows there is increasing of moderate and highly numerates level in SY
2018-2019 to 2022-2023.
Figure 18: Comparative data of numeracy level in grade five for consecutive years.

16

14

12

10

0
2018-2019 2019-2020 2020-2021 2021-2022 2022-2023

NON NUMERATES MODERATE HIGHLY NUMERATES

 This figure shows there is increasing of non-numerates in SY 2018-2019 to 2022-
2023.
Figure 17: Comparative data of numeracy level in grade six for consecutive years .

14

12

10

0
2018-2019 2019-2020 2020-2021 2021-2022 2022-2023

NON NUMERATES MODERATE HIGHLY NUMERATES

This figure shows there is increasing of both moderate and highly numerates in
SY 2018-2019 to 2022-2023.

MPS of Learning Areas (KEY STAGE 1 Grade 1 -Grade 3)

Figure 18: Comparative data of means percentage score of grade one.

100
90
80
70
60
50
40
30
20
10
0
.
..
E

H
O

H
H

P
L

IS
IN

E
N
T

S
-M

P
A

E
L
IP

A
M
G

P
B

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

IL

M
N

G
T

E
M

SOURCE: PROMED
IN
L
A
R
A

The figure shows that there is low MPS in ENGLISH with an average of 78.68%
in four years, with this the ESP is the highest MPS with an average of 84.68% for
four consecutive years.
Figure 18: Comparative data of means percentage score of grade two.
88

86

84

82

80

78
74

72

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

SOURCE: PROMED
The figure shows that there is low MPS in MATH with an average of 81.25%in four
years, with this the FILIPINO is the highest MPS with an average of 81.76% for four
consecutive year.
Figure 18: Comparative data of means percentage score of grades three.
86

84

82

80

78

76

74

72
MTB-MLE FILIPINO ENGLISH MATH SCIENCE ARAL.PAN. MAPEH ESP

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

Source: PROMEDS
The figure shows that there is low MPS in MATH with an average of 79.24% and
ENGLISH with an average of 78.97 in four consecutive years.

MPS of Learning Areas ( KEY STAGE 2-Grade4-Grade 6)

Figure 18: Comparative data of means percentage score of grade three .
86

84

82

80

78
76

74

72
FILIPINO ENGLISH MATH SCIENCE ARAL.PAN. EPP MAPEH ESP

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

Source: PROMEDS
The figure shows the four (4) comparative data of the average test result that
there is high MPS in MAPEH with the average of 81.96% in four consecutive years.
Figure 18: Comparative data of means percentage score of grade five.

86

84

82

80

78

76

74

72
PP

SP
H

H
O

...
SH

E
AT

E
N

E
AL
LI

AP
PI

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

M

IE
G
LI

AR

M
N

SC
FI

Source: PROMEDS
E

The figure shows the four (4) comparative data of the average test result that
there is low MPS in SCIENCE with 78.82%, while ARALING PANLIPUNAN is the
highest MPS with 82.05% in the four consecutive years.
Figure 18: Comparative data of means percentage score of grade five.
88

86

84

82

80

78
76

74

72
FILIPINO ENGLISH MATH SCIENCE ARAL.PAN. EPP MAPEH ESP

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

Source: PROMEDS
The figure shows the four (4) comparative data of the average test result that
there is low MPS in FILIPINO, ENGLISH and SCIENCE in four consecutive years.

This reading assessment is the head starter of the reading intervention in

school for enriching reading learning performance ,this create an avenue to
strenth the reading difficulty for the LITERACY and NUMERACY
PROGRAMS

CRLA and EGRA results as the springboard in the Kindergarten

and primary level for the extreme cases learners to help and
develop the basic literacy skills of reading writing and
appreciation of mother tongue language.

Phil-lRI Filipino and English –the learners can decode the

words at 80% in primary stage did not reach in the
minimum level of proficiency in reading.

The learners having weakness in understanding of numbers,

and difficulty in applying mathematical principles to solve
problem in some cases in INTERMEDIATE STAGE. The
numeracy coordinator teaches the non-numerates in the
makeshift room for numeracy class, followed the scheduled
 Classroom assessment is the process of gathering evidence
of what a learner knows, what the learner understand:
SUMMATIVE assessment of learning, which occur at the end
of

E. School Concerns on Resiliency and Well-Being

Incidence of Bullying

Established by the DepEd Order No. 40 s. 2012 shall also be the

committee that handle bullying cases in public school. In school we set the
intervention for bullying prevention with comprehensive checklist to handle
couseling in emotional disturbance and physical abuse.

Project KITE (Key of Individual Teachers to Education in Bullying)

COUNSELING/-------------STOP BULLYING-------------PROJECT KITE

REPORTING

1. Number of learner’s experience incidence of bullying.

Figure 19: : Comparative data of learners experience incedence of bullying .

. 1

0.9

0.8

0.7

0.6

0.5

0.4

0.3 NO DATA
0.2

0.1

0
2018-2019 2019-2020 2020-2021 2021-2022 2022-2023

Source: PROMEDS
 The data presents that there was zero case incidence of bullying recrded in
four consecutive years. This result was achieved through the strong campaign of
School Project (Project SAFER and Project Kite) throughout the school prmises with
the help of teachers and school head.
2. Protect learners and personnel from injury, and harm brought by natural hazards
Figure 20: Percentage of learners participated in earthquake drill and fire drill.

2.5

1.5

0.5

0
2018-2019 2019-2020 2020-2021 2021-2022 2022-2023

EARTHQUAKE DRILL FIRE DRILL

The figure presents the constant of learner’s participation in earthquake drill and
fire drill for five consecutive years

3.Nutritional status
The comprehensive nutritional status is a vital part of the health education a
program of the school as the current situation in NORMAL STATUS keeps
increasing as the present stratum.
Figure 20: Comparative data of weight in four consecutive years.
120

100

80

60

40

20

0
2018-2019 2019-2020 2020-2021 2021-2022 2022-2023

SEVERELY WASTED WASTED NORMAL OBESE OVERWEIGHT

The figure reveals that there is a significant increase on the number of learners in the BMI
index in normal weight for SY2018- 2019 to 2022-2023 in (5) five consecutive years .

Figure 21: Comparative data of height in four consecutive years.

 120

100

80

60

40

20

0
2018-2019 2019-2020 2020-2021 2021-2022 2022-2023

SEVERELY STUNTED STUNTED NORMAL TALL

The figure reveals that there is significant increase on number of learners in the BMI index
in normal in height for SY2018- 2019 to 2022-2023 in 5 (five) consecutive years .

4. Numbers of School (WinS) Facilities

Figure 22: Data of WinS Facilities

6

0
HAND WAS HING LAVATOR Y WATER TANK

This data shows the number of facilities in the requirement of WinS in school.

4. Numbers of functional toilet-bowl

Figure 23: Data of functional toilet-bowl.
2.5

1.5

0.5

This data shows the ratio of the functional toilet-bowl computed to the
0
F U N CTION AL TOILET G EN DER - B AS ED COMF OR T
R OOM

total enrollees against to the functional toilet bowl is 1:42 for the school.
5. All learners percentage supervised daily group activity in hand washing
with soap and tooth brushing with fluoride
Figure 24: Comparative data of group activity of hand washing and tooth brushing
 61%

60%

59%

58%

57%

56%

55%

54%

53%

52%
2018-2019 2019-2020 2020-2021 2021-2022 2022-2023
The figure presents the significant increase of learners participation in hand
GROUP ACTIVITY IN HAND WASHING GROUP ACTIVITY IN TOOTH BRUSHING

washing and tooth brushing for four consecutive years

The school encountered some issues in terms of WELL-BEING

SANITATION: Water is life! This is considered as essentials to the need

of the school as directive in provision for sanitation and hygiene. This
serves as the operation for water facilities for hand washing and toilets
cleanliness .This initiated project of the barangay council amounting of
P30,000 as to implementation of their project. This entails positive
progress to the learners in terms of their oral and physical health.

GROUP ACTIVITY –Hand washing &

Tooth brushing
Good hand washing is the first line
of defense against the spread of
many illness activity. Demonstrate
the right way to brush their teeth
and describe the best times to brush
their teeth everyday.
 Toilets plays a crucial role in the sanitation in the school and
keep them healthy. The school provides functional toilets in
every classroom.

This scenario in the school is the most vital goal in the well-being aspect
that the school encountered. The school provides safe drinking water,
improve access to and maintenance of clean gender-friendly and inclusive
sanitation facilities and promotes hygienic behavior and life long good
health. It enhances the well-being of the children and their family that
contributes towards healthy and secure school environments that can
protect from illness, abuse and exclusion.
F. Enabling Mechanism: Governance and Management

1.Number of property plant and equipment

OTHER SPECIFICATION Number

PROPERTY 5
Functional Classroom
PLANT&EQUIPE
NT Chairs 90

Textbook 1,470

Science Equipment ( Body Turso ) 1

Science Laboratory Apparatus 10

Sport Equipment 2
Learning Instructional Materials
(Flat Screen TV,
Printer, and Laptop) 4
7, 3
Health and Sanitation (THERMOMETER, SCANNER) 2
 This table shows the physical inventory of property plant and
equipment.

2. Number of teachers attended the trainings.

TEACHE Figure 25: Data of attended training for teacher.

R
TRAININ 2
7 7
GATTEN 6 6
DED
7
6
5
1

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

TRAINING IN SPORT COACHING TRAINING IN JOURNALISM TRAINING FOR PEDAGOGY

Teachers attended the seminar and training for instructions and in

preparation for academic skills competition.
3.Numbers of the teachers promoted for career progression.
Figure 26: Number of promoted teachers in four consecutive years.

2.5

1.5

0.5

0
2019-2020 2020-2021 2021-2022 2022-2023

PROMOTED TO TEACHER III PROMOTED TO TEACHER II NEWLY HIRED TEACHER

The figure shows the promotion of Teacher III is higher which is (1) one for school
year 2019-2020 and additionl promotion of (2) two in school year 2021-2022 with
a total of (3) three and (2) two newly hired teachers in the year 2021-2022.
4. Numbers of teachers’ rating in their Individual Performance Commitment
IPCRF rating.
Figure 27: Number of teachers rating in IPCRF.
4.5

3.5

2.5

1.5

0.5

The figure is the individual performance rating of the teachers in four years
0
2019-2020 2020-2021 2021-2022 2022-2023

VERY S ATIS F ACTORY OUTS TANDING

consecutively.

5. SBM level of practice

Figure 28: Data of SBM level of practices.

The figure shows the level of practice of school based management rating in four
consecutive years.

LEVEL 2
LEVEL 2 LEVEL 2

LEVEL 1

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

DEVELOPMENT PROSPECTS in Governance and Management:

The school provide the needs of the learners in educative process, along with the
vision of the department in promoting quality and accessible learning. The
improvement creates a mechanism in attainment provide and increase the quality
Hierachy stair
education. represents development of school learning
avenues perspective.

Year 6
- : 2021-2022 Improvement of School Transparency Wall,
construction of one makeshift with two classroom

Year 5 2019-2020
Construction of school head office and stage

Year 4 2018-2019
 and Development for Teachers

Year 3 2017-2018
Additional Hand-washing Facility

2016-2017
Year 2
Additional Gendered CR

2015-2016
Year 1
Enhancement of School Pergola
Procure Mini Sound System

and Water Dispenser

The
The following priorities shall be considered in the deployment of the need items
base from the color spectrum code to be deploy each year with hierarchy
artifact.