Professional Documents
Culture Documents
Sjhs Sip Part 1 Pillar 1 5
Sjhs Sip Part 1 Pillar 1 5
Core Values
Maka-Diyos
Maka-Tao
Makakalikasan
Makabansa
2%
10%
5% 30%
7%
7%
9% 15%
15%
better learning outcomes, which is the DepEd's long-term vision for its learners. Adhering
to the principles of shared leadership, accountability, and responsibility, determine and
address identified learning gaps, as well as resolve significant challenges, to improve the
learning outcome.
To enable all citizens to lead successful and meaningful lives, the Local Government
Unit envisions a thriving and inclusive community where everyone has access to high-
quality education. As we educate our residents for the challenges of the future, our LGU
hopes to create an environment that supports lifelong learning. In terms of curriculum,
infrastructure, and community involvement, these LGU vision, goals, and plans would
probably have a big influence on how basic education services are provided in the
catchment area.
In the field of basic education, numerous public agencies and key players have
collaborated to provide a positive learning environment for students. The Department of
Education, for example, has established extensive programs to improve educational quality
across the country. These policies cover curriculum creation, teacher training programs,
and the supply of vital learning tools.
School boards and General Parent-Teacher Associations (GPTAs) are key players in
creating the educational landscape. GPTAs organize community-led pledge drive campaigns
to support school infrastructure projects and activities such as rehabilitating Reading
Kiosk, renovating buildings and classrooms, and providing contemporary teaching aids
aligned with the DepEd Matatag Curriculum. School boards work with educators to modify
curricula to meet local needs, ensuring that education is responsive, relevant, and culturally
sensitive.
The coordinated efforts of government agencies and community groups have
resulted in a diversified approach to enhancing basic education. This collaborative
approach is critical in addressing the education sector's numerous challenges and
guaranteeing a brighter future for students.
PILLAR I - ACCESS
School Performance on Access
Educational Data Analysis
I. Enrolment Trends
For years, San Juan High School is committed to adapting and growing with the goal
of preparing students with the essential knowledge, skills, and values needed to succeed in
a fast-paced global landscape. Our focus lies in cultivating an engaging learning atmosphere
that promotes critical thinking, creativity, teamwork, and a sustained enthusiasm for
learning. We strategically propose capacity-building programs and training initiatives to
enhance and update the skills of both teaching and non-teaching staff, ensuring they
remain current and effective in meeting the evolving needs of our students and the
educational environment.
The purpose of examining enrollment trends is multifaceted and crucial for various
stakeholders, including educational institutions, policymakers, and researchers. Analyzing
enrollment patterns serves a multifaceted and pivotal role for numerous stakeholders, such
as educational institutions, policymakers, and researchers. It is integral for making
informed decisions, strategic planning, and ensuring that San Juan High School remains
adaptable to the evolving demographics of students and societal shifts.
Enrolment Figures:
Table 1
Spikes in Enrollment:
Economic Factors: Spikes in enrollment are often associated with economic factors,
such as government initiatives, scholarship programs, or economic booms that
enable families to afford education.
Declines in Enrollment:
Implications:
Table 2
Certainly, dropout trends in various contexts can be influenced by a variety of factors. Here
are some trends and potential causes for dropouts:
Academic Challenges:
Financial Constraints:
Trend: Higher dropout rates among students from low-income families.
Potential Causes: Inability to afford tuition fees, textbooks, and other
educational expenses. Students may opt for employment to support
themselves or their families.
Lack of Motivation:
Trend: A rise in dropout rates due to a lack of interest or motivation in
academic pursuits.
School Environment:
Trend: Higher dropout rates in schools with a negative or unsafe
environment.
Potential Causes: The presence of violence, inadequate school facilities, and a
lack of extracurricular activities may create an unsupportive atmosphere.
Family Influences:
Trend: Increased dropout rates among students with a history of family-
related challenges.
Potential Causes: Broken families, lack of parental support, or parents who
did not complete their education can impact a student's commitment to
schooling.
Special Education Needs:
Trend: Higher dropout rates among students with special education needs.
Potential Causes: Insufficient support for students with disabilities, lack of
specialized teachers, and a failure to accommodate diverse learning styles.
Early Parenthood:
Trend: A rise in dropout rates among teenage parents.
Potential Causes: Balancing the demands of parenthood with education, lack
of childcare support, and societal stigma can contribute to early school exits.
Limited Access to Technology:
Career Opportunities:
Understanding trends in school dropouts and their potential causes is crucial for
developing targeted interventions because it allows educators and policymakers to address
the root causes of student disengagement and prevent further attrition. By identifying
patterns and reasons behind drop-out rates, such as academic challenges, socio-economic
factors, or lack of support systems, schools can implement tailored interventions that
provide targeted support and resources to at-risk students. Additionally, understanding the
underlying causes of drop-outs enables schools to implement proactive strategies to
enhance student engagement, promote a positive school culture, and create supportive
environments conducive to academic success. Ultimately, by addressing the factors
contributing to drop-out rates, schools can increase retention rates, improve educational
outcomes, and ensure that all students have the opportunity to thrive academically and
personally.
31 26 5 12 11 1 6 2 4 3 2 1
Additionally, the quality of education and school environment plays a pivotal role.
Inadequate teaching resources, outdated curriculum, and a dearth of extracurricular
activities can foster disengagement and waning interest in attending school, fostering a
sense of disconnect and reducing motivation to stay enrolled. Social dynamics further
compound the issue, with bullying, peer pressure, and a lack of supportive networks
contributing to negative school experiences, prompting some students to withdraw to
escape such challenges. Mental health issues, including anxiety and depression, can also
significantly affect academic performance, potentially leading to dropout. Moreover,
systemic issues within the education system, like rigid academic structures and
standardized testing, often fail to cater to diverse learning needs, leaving students feeling
undervalued and disinterested in continuing their education.
0 20 40 60
Column1 80 11100 Grade
Grade 120 10 140 160 180 200
The transition rate of students from Grade 10 to Grade 11 at San Juan High School
shows a remarkable plummeting trend over the specified school years ( SY 2019-2020 to
SY 2022-2023).
Plummeting rates in Senior High School enrolment can result from a variety of
factors, including shifts in local demographics, economic challenges impacting families, the
academic standing of the school, the range of extracurricular activities available, and
modifications in educational policies and curriculum. Examining these elements may offer
valuable insights into the underlying causes of enrollment fluctuations.
III. Creating effective Key Performance Indicators (KPIs) for different grades or key stages
in an educational setting requires careful consideration of various factors. Below are both
good performing and problematic KPIs, along with corresponding causes and factors that
contribute to their success or challenges.
IV. Analyzing the strengths and weaknesses of past interventions, programs, projects, or
activities related to access requires a comprehensive assessment of various factors. Access
can pertain to a wide range of areas such as healthcare, education, technology, or social
services. A general framework to conduct such analysis can be delineated:
Strengths:
If the intervention had well-defined objectives, it likely had a clear direction
and purpose.
Clearly stated goals make it easier to measure success.
Weaknesses:
If objectives were vague or overly ambitious, it might have led to confusion
or unrealistic expectations.
Lack of clarity can make it difficult to assess the program's impact.
Implementation:
Strengths:
Effective implementation indicates that the program was executed according
to plan.
Timely and well-coordinated execution often leads to positive outcomes.
Weaknesses:
If implementation was delayed or faced logistical issues, it may have
hindered success.
Poorly executed plans can result in inefficient resource utilization.
Resource Allocation:
Strengths:
Adequate funding and resources increase the likelihood of success.
Efficient resource allocation ensures that efforts are focused on areas of
greatest need.
Weaknesses:
Insufficient funding or misallocation of resources can limit impact.
Poor resource management may lead to the neglect of critical components.
Stakeholder Engagement:
Strengths:
Weaknesses:
Lack of community involvement may result in a program that doesn't
address the real needs.
Poor communication with stakeholders can lead to resistance or lack of
support.
Monitoring and Evaluation:
Strengths:
Regular monitoring allows for timely adjustments and improvements.
Evaluation mechanisms help in measuring the program's impact accurately.
Weaknesses:
If monitoring is insufficient, problems may go unnoticed until it's too late.
Weak evaluation methods can provide inaccurate or incomplete data.
Sustainability:
Strengths:
Programs with plans for long-term sustainability are more likely to have a
lasting impact.
Integration with existing systems can contribute to sustainability.
Weaknesses:
Lack of a sustainability plan may lead to the discontinuation of beneficial
activities.
Dependency on external funding without a transition strategy can be a
weakness.
Adaptability:
Strengths:
Programs that can adapt to changing circumstances are more resilient.
Flexibility in implementation allows for adjustments based on real-time
feedback.
Weaknesses:
Rigid programs may struggle to cope with unexpected challenges.
Lack of adaptability can lead to the program becoming outdated.
Impact on Access:
Strengths:
Positive changes in access metrics, such as increased availability or reduced
barriers.
Improved access to services, resources, or opportunities for the target
population.
Weaknesses:
Lack of tangible improvements in access indicators.
Unintended consequences that negatively affect access.
Learning from Failures:
Strengths:
A program that learns from failures and adjusts its approach can be more
successful in subsequent iterations.
Weaknesses:
Failure to learn from mistakes may lead to the repetition of unsuccessful
strategies.
Context Sensitivity:
Strengths:
Programs tailored to the specific needs and cultural context of the target
population are more likely to succeed.
Weaknesses:
Lack of cultural sensitivity may lead to resistance or rejection of the
intervention.
PILLAR 2 – QUALITY
School Performance on Quality
i. Reading Proficiencies/Competencies
The result of RLA (Rapid Literacy Assessment) pre-test for SY 2023-2024 reveals
that out of 726 learners assessed in San Juan High School, 97 students fall under Deficit, 51
students fall under Coping level, 151 under Emerging, and 427 under Established. Though
many students are included in the Established level, still the Coping and Deficit learners
should be addressed with appropriate intervention. Their Reading Behavior level of 1 and 2
should also be considered in crafting intervention materials.
As stated in the RLA 2023, under Reading Behavior of 726 assessed students, 127
are classified under Level 1 who read word by word, 197 under Level 2 who read words by
chunk, 239 under Level 3 who read accurately without observing punctuation marks, and
163 under Level 4 who read with automaticity, accurateness and with proper expression.
This means that those in level 4 can decode words efficiently while 127 students are word
readers that they belong to Level 1.
The result of Phil-IRI Pre-Test for SY 2022-2023 shows that 14 students are
struggling, and 44 students fell under frustration level. This struggling reader becomes 7
under post-test and the frustration becomes 44. An increase has been noted for three
consecutive years in the school reading performance.
The tables shown below reflect the Literacy Performance of
Grade 7- 8 learners of San Juan High School.
Table 4. Grade 7 Pre-Test Result in PHIL-IRI SY 2022-2023
Grade 7 (PRE-TEST) MALE FEMALE TOTAL
Non-Readers 11 3 14
Frustrated Readers 33 11 44
Instructional Readers 20 11 31
Independent Readers 18 47 65
Grand Total 82 72 154
Table 4 shows the Literacy Performance of Grade 7 learners during the Phil-IRI Pre-
Test and Post-Test from San Juan High School. As shown, there are 6 out of 11 boys and 1
out of 3 girls were still considered as nonreaders. 17 out of 33 belong to Frustrated Readers
based on the post-test result in School Year 2022-2023.
The problem of reading has been prevalent since the COVID-19 pandemic. Moreover,
the number of non-readers increased after the two-year health crisis. Many students could
not master the grade level competency due to their inability to read and understand.
San Juan High School has existing Reading programs that aim to recover the learning
losses and close the gap. The Project HARVEST (Help a Reader, Volunteer and Expand your
Spare Time) which included in the previous LRP helped the school to slowly close the gap.
The teachers and other students are encouraged to volunteer during their free time and
adopt at least 1 non-reader and struggling readers and help them learn basic reading skills.
SJHS Reading Pool is also an existing program to maximize learning resources to meet the
end or learner’s literacy gap. However, these programs should be strengthened through
series of monitoring and evaluation or M&E.
The common problems were met during the implementation of the programs. One of
these is the low focus on the commitment of the volunteer tutors and the tutees. Some of
the tutees failed to attend the session several times and other intervention activity because
of time constraint. In this regard, home visitations and other interventions are conducted.
On the other hand, instructional materials, reading comprehension worksheets, and the use
of ICT should be established and strengthened.
ii. Learning Standards/Performance
Out of approximately 500 schools in SDO-Albay San Juan High School was noted to
have average National Achievement Test performance which should be increased for the
next 3 years.
For three consecutive years, Math, Science, and English have been recorded to have
low proficiency levels due to low students’ comprehension and low numeracy skills.
Some of the factors that cause the low performance in Math, English, and Science
Subjects are the interruption of classes due to weather disturbances, slow reading
comprehension of students, non-numerates and non-readers, and student’s lack of interest
compounded with the less motivating learning environment.
For the past three years, the school conducted projects as stated in the School
Learning Recovery Program. Project SILENT (Support and Initiate Literacy, Edify the Non-
readers Truly) for reading that aimed to diminish the number of students who have
difficulty in reading and help the students who have fallen behind the rest of the class.
Volunteer Tutors in enhancing reading and numeracy skills were invited to teach slow
learners and non-numerates. Hence, these programs should be improved, enhanced, and
sustained to contribute great impact to the overall performance of the school.
Less commitment of teachers and volunteer tutors, low interest of learners,
absenteeism, and limited time because regular classes must not be affected are the noted
major problems encountered during the implementation of the programs. Through the
conducted monitoring and evaluation, the school implemented the ProMoNeL (Promote
and Move to the Next Level) wherein the students who undergo the said programs is moved
to the next level according to their skills development. Since then, the students became
motivated, intervention programs were intensified, and problems were lessen.
Pillar 3 – EQUITY
School Concerns on Equity and Inclusion
San Juan High School caters the large number of learners coming from 10 barangays
of Oas, Albay and few from nearby barangays of Ligao City. Some of these barangays are
situated in the mountainous area. Many students came from families of farmers and
laborers. Most of these children are working to help their parents in providing their family
needs. They have no other choice but work to support their daily expenses that include
education. Other than this, reasons of absenteeism are health issues, poverty, lack of
transportation, distance of houses to school, less interest of learners, poor support from
family, and learning difficulties or disabilities.
In response to these challenging issues, the school initiated some activities and
implemented rules and regulations that will adhere to the programs of Gender and
Development (GAD). Some of these are those that will enhance the students’ self-esteem,
recognize equality among others, and recognize and respect everyone’s diversity, rights and
privileges.
The school addressed absenteeism through comprehensive approaches that
considered the issues and collaboration between school, families, and community resources
to support students and encourage regular attendance. The school initiated some activities
that unveiled the school’s awareness on student’s rights and protection policy. To ensure
the productive implementation of this, the school had partnership with the barangay and
municipal LGU, as well as the DSWD municipal team. They helped the school in maintaining
student’s safety, increasing self-confidence, and exercising equality and fairness among
students.
Some students had to work for a family living. Oftentimes, they choose to be absent
while they have opportunity to help their family that led them to frequent absences and
failed to submit required outputs. Others experienced poor academic performance due to
low self-esteem that they felt of being different among others. These made them
discouraged and discontinue attending classes. Such problems turned them to Students at
Risk of Dropping Out or SARDO because of failing grades in all subjects in any grading
period.
Due to these issues, the school focused on increasing the attendance rate of SARDOs.
Since the root cause of the problem was the financial aspects and diversity, San Juan High
School teachers conducted intervention programs and home visitation to identified
students. Blended learning was institutionalized to address the needs of diverse learners as
well as the working students. Learning programs and projects was strengthened to respond
to the call of “Education for All” and give equal learning opportunity to all learners.
DRIP (Drink, Rehydrate, Irrigate and Produce) was created to provide potable water
source for the Project Gulayan sa Paaralan and for the students. To ensure a safe school
environment the Project CRIB (Construct, Repair, Improve, and Beautify) was created to
address the school’s physical plant problems/shortages. Meanwhile, to eradicate plastic
waste in the school, Project GARDS (GARbage Disposal System) was created to ensure the
cleanliness of the school surroundings. The school's electrical connections should also be
enhanced. Some classrooms and school laboratories have problems with electrical
connections that affects the learning environment, to maximize the use of all electrical tools
and equipment to enhance learning and performance of the students Project USE
(Uninterrupted Supply of Electricity) was created. The school also needs a security guard to
ensure the safety of learners. Previously, the school asked the help of the Barangay Police to
help control the entrance and exit of learners at the school gate which needs to be
sustained. However, the person in charge resigns after several months of rendering service.
PILLAR 5 - GOVERNANCE
School Concerns on Governance
SBM LEVEL OF PRACTICE
SCHOOL YEAR LEVEL
2017-2018 I
2018-2019 I
2019-2020 I
2020-2021 I
2021-2022 II
Table 6: SBM Level of Practice
The table depicts the SBM Level of Practice over a five-year period. It demonstrates
that the level of progress from Level I to Level II was achieved following the SY 2020-2021,
during which many improvements were deliberately implemented during the pandemic to
comply with the SBM Level of Practice and the minimal health regulations set by the
government.
The school maintains close ties with all of its stakeholders. However, several school-
related matters that require the presence of the School Governing Council members are not
promptly addressed because some of them have jobs as well. Additionally, over the last ten
years, parents' involvement in school-related activities has remained consistent;
nevertheless, this trend has to continue. However, the school has attained Level 2 SBM
practice. Therefore, this needs to be enhanced and Level 3 SBM practice should be the goal.
The school's personnel have increased over the last five years. It currently has 26
junior high school teachers and 6 senior high school teachers, teaching 800 students. The
school also has appropriate resources such as modules, learning activity sheets, and other
reading materials. The school computers for JHS and SHS students have always been
available for students to use and will soon be available for research. However, the school is
equipped with five (5) smart TVs and three (3) projectors. These resources are necessary
for improved instruction and learning in the classroom. Given that today's students are
digital natives, the school needs to follow suit. Technology-based instruction has an
important impact on how students learn. Smart TVs in classrooms could create a learning
environment suitable for 21st century learners. To provide effective instruction to learners,
teachers must therefore be innovative and make use of sufficient teaching resources.
The table below shows the performance ratings of teachers over the last five school
years.
IPCRF AND OPCRF PERFORMANCE RATINGS
SCHOOL VERY
SATISFACTORY OUTSTANDING TOTAL
YEAR SATISFACTORY
2018-2019 0 25 5 30
2019-2020 0 24 9 33
2020-2021 0 16 18 34
2021-2022 0 2 31 33
2022-2023 0 10 25 35
Table 6.1 IPCRF and OPCRF Performance Rating
Operational Risk
Limited digital resources High Medium 4 Allocating funds for digital resources
and technology. and soliciting stakeholder support.
Delayed downloading of Medium High 4 Early planning and development of
support funds. project proposals
Lack of manpower Medium Medium 3 Strategies for delegating work and
prioritizing program
implementation.
Financial Risk
Financial sustainability Medium High 4 Increase collaboration with
stakeholders to seek assistance in the
Reprioritization of activities.
Reduction of support school Medium Medium 3 Reprioritize activities and budgets
fund, financial and in-kind based on available funding.
assistance from partners
Environmental Risk
Occurrence of natural High High 5 Develop a school strategic plan for
calamities that hampers the implementing an appropriate
delivery of instructions learning modality strategy when
challenges in giving instructions
arise.
The mission and vision statements of the Department of Education (DepEd) serve as the
foundation for influencing the attitudes and practices of schools under its jurisdiction. The
mission's emphasis on equal access to quality education resonates strongly inside schools, spurring
the development of methods to ensure inclusivity for all learners in barangay San Juan, regardless of
background or circumstance. This commitment guides San Juan High School teachers' decision-
making processes, resource allocation, and program execution to meet the different needs of
learners, establishing an atmosphere in which every student can prosper academically.
Simultaneously, DepEd's aim of empowering citizens has a substantial impact on how San
Juan High School shapes its educational objectives. SJHS seeks not just to transmit academic
information, but also to provide a holistic learning environment that promotes the social, emotional,
and civic qualities of SJHS students. The vision serves as a guiding force in curriculum design,
instructional approaches, and extracurricular activities, emphasizing the need of developing
responsible and active citizens capable of making meaningful contributions to society. The concept
of empowered citizens is reflected in the formation of school leadership and governance systems.
San Juan High School understands the need of developing leadership qualities in both students and
faculty, emphasizing principles like accountability, integrity, and civic participation. This strategy
helps to create a school community that not only performs academically but also actively engages in
efforts that benefit society as a whole, which is consistent with DepEd's ideal of responsible and
engaged citizenship.
Furthermore, the mission's call for a foundation of lifelong learning reverberates through
the school's hallways, molding the educational culture. San Juan High School fosters a culture of
continual growth, encouraging both students and teachers to view learning as a continuing process.
The dedication to serving the common good motivates schools to incorporate community service
projects, instilling students with a feeling of responsibility and citizenship. In essence, DepEd's
mission and vision serve as a road map for schools, impacting their methods, goals, and general
ethos as they strive to achieve the shared ideal of well-educated, empowered citizens who
contribute positively to the nation.
FINANCIAL
PLAN
DEPED VISION,
MISSION, AND CORE
VALUES
SCHOOL’S CURRENT
SITUATION
IMPROVEMENT
PLAN
SCHOOL MONITORING
AND EVALUATION AND
ADJUSTMENTS (SMEA)
RISK
MANAGEMENT
PLAN