SAN JUAN HIGH SCHOOL

OAS SOUTH DISTRICT

DEPARTMENT OF EDUCATION’S (DepEd) VISION, MISSION, 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.

Core Values
Maka-Diyos
Maka-Tao
Makakalikasan
Makabansa

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SCHOOL’S CURRENT SITUATION

a. Introducing the School
San Juan High School is presently in its 32 nd year of remarkable existence as a
learning institution providing basic education services. It was established in June 1991
through a collaborative effort of the Barangay Council of San Juan and the parents on a
6,350-square-meter land.
Since its establishment, SJHS has maintained an average enrolment of 500 students
from Junior High to Senior High School. The school offers Technical-Vocational-Livelihood
(TVL) tracks, with a focus on Cookery, Bread and Pastry Production, Beauty Care, and
Computer System Servicing. The school curriculum offers a holistic education, with a
combination of core subjects, electives, and specialized subjects relevant to the TVL tracks.
The curriculum seeks to provide students with both academic knowledge and practical
skills, preparing them for various career paths and lifelong learning.
The school is situated in a normally tranquil rural barangay known for its rice fields
and breathtaking views of the beautiful Mayon Volcano. On the northern side, it has rice
and land, and on the southern side, there are coconuts, fruits, trees, bananas, root crops,
and other short-season crops. Poverty, on the other hand, is a typical excuse used by
students and parents who are unable to meet their academic obligations. According to the
most recent census, it has a total population of 1,788 with various sources of livelihood
and/or occupation: 30 % of which are farmers; 15% are piggery owners; 15% are business
owners; 9% are habal-habal operators; 7% are laborers; 7% are private employees; 5% are
government employees; 2% are overseas Filipino workers; and 10% are under the
unemployed status which is shown on the chart below.

Major Sources of Livelihood/Occupation

2%
10%
5% 30%
7%

7%

9% 15%

15%

Farmer Piggery Owner Business Owner

Habal-Habal Operator Laborer Private Employee
Government Employee OFW Unemployed

The barangay has habal-habal transportation, communication, internet, and

technology amenities, as well as a religious edifice. The most common type of home is
concrete. The drinking water is sourced from a shallow well, but some constituents
purchase mineral water for their drinks.
Regarding the school facilities, a series of typhoons/storms and heavy rains
devastated several structures, necessitating minimal repair and/or rehabilitation. Some
structures have already been repaired. However, there are still buildings that require
improvement.
Despite the current circumstances, the SPT (School Planning Team) and SGC (School
Governance Council) will continue to uphold the mantra of continuous improvement for

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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.

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PILLAR I - ACCESS
School Performance on Access
Educational Data Analysis

I. Enrolment Trends

a. Historical Enrolment Data (Past 4 Years)

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

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

Total Male Female Total Male Female Total Male Female Total Male Female
Grade 7 257 147 110 175 101 74 167 81 86 160 91 69
Grade 8 166 86 80 230 124 106 170 97 73 169 84 85
Grade 9 142 63 79 166 87 79 191 90 101 163 91 72
Grade 10 101 48 53 141 62 79 150 77 73 184 87 97
Grade 11 89 39 50 55 26 29 104 42 62 103 51 52
Grade 12 41 17 24 91 41 50 54 24 30 104 42 62
TOTAL 796 400 372 858 441 417 836 411 425 883 446 437

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.

Policy Changes: Changes in education policies, such as the introduction of

compulsory education or improvements in infrastructure, can lead to sudden spikes
in enrollment.

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Declines in Enrollment:

Socioeconomic Challenges: Economic downturns, poverty, and socioeconomic

challenges can result in declines in school enrollment as families face difficulties
affording education-related expenses.

Health Crises: Epidemics or pandemics, as witnessed recently, can lead to a sudden

decline in enrollment due to health concern and disruptions to regular schooling.

Implications:

Understanding the underlying reasons behind patterns, spikes, and declines in

school enrollment is pivotal for educators, school management, and other stakeholders for
several reasons. Firstly, it provides valuable insights into demographic trends,
socioeconomic factors, and community dynamics, enabling educators and school
administrators to anticipate and respond effectively to changing student populations. By
identifying the factors contributing to enrollment fluctuations, schools can tailor their
educational programs, resources, and support services to better meet the needs and
preferences of students and families. Additionally, understanding enrollment patterns
facilitates informed decision-making and strategic planning, allowing schools to allocate
resources efficiently, optimize staffing levels, and plan for infrastructure development.
Moreover, analyzing enrollment data enables stakeholders to identify potential areas for
improvement in recruitment, retention, and outreach efforts, fostering stronger
relationships with the community and enhancing the overall school experience for
students, families, and educators alike. Ultimately, a comprehensive understanding of
enrollment trends empowers schools and stakeholders to adapt proactively to evolving
circumstances, uphold educational standards, and promote student success and well-being.

II. Historical Data on:

b) Simple Drop-Out Rate

Table 2

SJHS DROUPOUT RATES FOR THE LAST THREE SCHOOL YEARS

SY 2020-2021 SY 2021-2022 SY 2022-2023
Tota
Male Female Total Male Female Total Male Female
l
Grade 7 0 0 0 1 0 1 3 3 0
Grade 8 0 0 0 0 0 0 13 12 1
Grade 9 0 0 0 2 2 0 10 10 0
Grade 10 0 0 0 0 0 0 13 8 5
Grade 11 1 0 1 0 0 0 14 7 7
Grade 12 0 0 0 0 0 0 2 1 1
TOTAL 1 0 1 3 2 1 55 41 14

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:

Trend: A noticeable increase in dropout rates among students failing to meet

academic standards.

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Potential Causes: Difficulty in adapting to the curriculum, lack of academic

support, and inadequate resources for remedial education.

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.

Social and Emotional Factors:

Trend: Increased dropout rates linked to social and emotional challenges.

Potential Causes: Bullying, mental health issues, family problems, or

difficulties in social integration can contribute to students disengaging from
education.

Lack of Motivation:
Trend: A rise in dropout rates due to a lack of interest or motivation in
academic pursuits.

Potential Causes: Irrelevance of the curriculum, uninspiring teaching

methods, and a perceived lack of future prospects can demotivate students.

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:

Trend: Higher dropout rates in areas with limited access to technology.

Potential Causes: Inability to keep up with technology-driven educational

methods, limited access to online resources, and a growing digital divide.

Career Opportunities:

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Trend: Increased dropout rates as students pursue immediate career

opportunities.
Potential Causes: Attractive job offers, especially in industries that do not
require a formal education, may tempt students to leave school early.

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.

Addressing the issue of high drop-out rates requires a comprehensive strategy

integrating proactive measures, targeted support systems, and collaborative efforts.
Initially, instituting early intervention initiatives is key to identifying students at risk of
dropping out, which may involve regular academic evaluations, counseling services, and
mentorship programs tailored to individual needs. Moreover, establishing a positive and
inclusive school environment is paramount. Cultivating a sense of belonging and
community can be achieved through extracurricular activities, peer support programs, and
initiatives that embrace diversity. This holistic approach not only enriches the overall
school atmosphere but also addresses factors contributing to student disengagement from
their academic pursuits.

Moreover, creating robust communication channels among teachers, parents, and

students is essential. Consistent feedback sessions and progress updates can aid in early
detection of potential issues, facilitating prompt intervention. Collaboration among schools,
local communities, and social services is also crucial. Through partnerships with
community organizations, schools can access supplementary resources and support
services designed to tackle the diverse challenges students encounter beyond the school
environment.
1. Exploring the incorporation of inventive teaching techniques and technology aids in
capturing students' attention and involvement, rendering learning more pertinent
and enjoyable. By modifying the curriculum to accommodate diverse learning
preferences, educators foster a more inclusive and dynamic educational setting that
addresses the requirements of all students. Employing a holistic approach involving
early identification, community engagement, efficient communication, and
adaptable teaching methods, we can strive to notably diminish drop-out rates and
empower students to excel in their academic pursuits.

c) School Leaver Rate

Table 3

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

Total Male Female Total Male Female Total Male Female Total Male Female

31 26 5 12 11 1 6 2 4 3 2 1

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Multiple factors contribute to students leaving school prematurely, with socio-

economic status being a significant determinant. Students from low-income backgrounds
often encounter financial obstacles that hinder their educational continuity. Balancing
work and academic responsibilities becomes challenging when students must support their
families financially, exacerbated by limited access to resources like textbooks, tutoring, and
technology, hindering academic progress.

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.

Addressing these multifaceted factors demands a comprehensive approach

involving targeted interventions, policy revisions, and community involvement to cultivate
an inclusive and supportive educational milieu that motivates students to persevere in
school and pursue their academic aspirations. To enhance students' educational
experiences and retention rates, institutions should prioritize the establishment of
supportive and engaging learning environments. This entails implementing personalized
learning methods, fostering effective communication channels between students and
faculty, integrating technology into the learning process, and offering mentorship
programs, extracurricular activities, internships, and hands-on learning opportunities. A
holistic approach encompassing academic, emotional, and social support is essential for
2022-2023
fostering student retention and ensuring a positive educational journey.
2021-2022
d) Transition Rates
2020-2021
TRANSITION RATE FROM GRADE 10 TO GRADE 11
2019-2020

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.

Achieving successful transitions relies on a multitude of factors that collectively

facilitate navigating change effectively. Firstly, individual resilience and adaptability
emerge as pivotal elements, as individuals who can embrace change with a positive outlook
are better positioned to overcome obstacles. Moreover, a supportive social network and

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organizational culture fostering open communication and collaboration profoundly

influence transition outcomes. Clear and transparent communication from leaders,
elucidating the purpose and advantages of the transition, aids in managing expectations
and mitigating uncertainty. Adequate provision of resources, encompassing training and
tools, proves indispensable in empowering individuals to acquire requisite skills for the
new environment. A well-defined and pragmatic plan, coupled with effective leadership,
ensures a seamless transition by offering direction and guidance. Ultimately, the
convergence of personal attributes, organizational backing, and strategic planning
collectively underpins successful transitions.

To improve the overall experience and facilitate smoother transitions, various

enhancements can be implemented. Primarily, establishing transparent communication
channels is imperative. Furnishing comprehensive information and instructions in advance
aids individuals in preparing for impending changes, thereby reducing uncertainty and
anxiety. Moreover, integrating training sessions or workshops to acquaint individuals with
new processes or systems can facilitate a seamless transition. Providing ongoing support
through mentorship programs or dedicated support teams addresses any concerns or
challenges that may arise during the transition period. Cultivating a culture of adaptability
and open communication within the organization fosters a positive mindset, prompting
employees or stakeholders to embrace change more readily. Lastly, soliciting feedback and
actively incorporating suggestions from those undergoing the transition fosters a sense of
involvement and empowerment, encouraging a collaborative approach to enhancements
and ensuring a successful and smooth transition overall.

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.

Grade/Key Stage: High School

Good Performing KPI: College Acceptance Rates

Best Practice: Offering college counseling services.

Internal Factors: Skilled guidance counselors, college preparation programs,

SAT/ACT preparation.

External Factors: Collaboration with universities, scholarship opportunities.

Problematic KPI: Dropout Rates
Bottleneck: Insufficient support for struggling students.

Internal Factors: Limited intervention programs, less rapport between

teachers and students
External Factors: Socioeconomic challenges, lack of parental and community
support.

Cross-Cutting Challenges: All Grades/Key Stages

Good Performing KPI: Technology Integration

Best Practice: Providing professional development for teachers on

technology use.
Internal Factors: Access to up-to-date technology, tech-savvy teaching staff.
External Factors: Adequate funding for technology, community support for
digital access.

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Problematic KPI: Parental Engagement

Bottleneck: Communication barriers, social media misuse and inability to

impose possible discipline.

Internal Factors: Poor communication channels; lack of involvement

strategies; lack of programs/activities for teachers, parents and learners
designed to strengthen the bonds.

External Factors: Cultural and/or language barriers, poor setting up of

priorities and lack of awareness on education curriculum changes.

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:

Clearly Defined Objectives:

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:

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Engaging key stakeholders, including the target population, enhances the

program's relevance.
Collaboration with relevant organizations and communities can amplify
impact.

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:

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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.

A comprehensive analysis should encompass these factors, acknowledging that the

strengths and weaknesses of interventions are frequently intertwined. Engaging key
stakeholders, including those directly impacted by the intervention, in the evaluation
process is crucial to garnering diverse perspectives.
V. Problems If Problematic KPIs are not acted upon:
Failing to promptly address problematic Key Performance Indicators (KPIs) can lead
to a range of issues that hinder the organization's overall success. Neglecting corrective
measures in response to problematic KPIs may result in inappropriate strategic decisions,
as these indicators serve as crucial benchmarks for evaluating performance and aligning
actions with organizational objectives. Without timely intervention, the organization may
witness reduced efficiency, increased expenses, and diminished competitiveness.
Additionally, the failure to make timely adjustments based on problematic KPIs could
undermine employee morale and stakeholder confidence. Over time, these issues may
escalate, negatively impacting the organization's goals and long-term sustainability.
Proactive monitoring and strategic interventions are essential to prevent the exacerbation
of problems related to problematic KPIs and to ensure the organization's continual growth
and prosperity. The systematic cascading of the school's improvement plan is imperative as
it establishes the school's direction toward achieving its objectives.

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.

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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 4.1. Grade 7 Post-Test Result in PHIL-IRI SY 2022-2023

Grade 7 (POST-TEST) MALE FEMALE TOTAL
Non-Readers 6 1 7
Frustrated Readers 17 7 24
Instructional Readers 25 14 39
Independent Readers 29 49 78
Grand Total 77 71 148

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.

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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

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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.

PILLAR 4 – LEARNERS’ RESILIENCY AND WELL-BEING

School Concerns on Resilience and Well-being
Analysis of the nutritional status of learners, the incidence of bullying, school
hazards, and mental and psychosocial conditions including security and peace and order
situations.
NUTRITIONAL STATUS REPORT

800 NUTRITIONAL STATUS OF LEARNERS

700
600
500
400
300
200
100
0
2018-2019 2021-2022 2022-2023 2023-2024
Severey Wasted Wasted Normal
Overweight Obese

Table 5: Nutritional Status of Learners

The graph displays the four (4) years nutritional status. There is no data available
during the SY 2020-2021 since this period arose pandemic. It also shows that some
learners fall outside the normal status.
With this status, to ensure the improved BMI of at least 80% of learners by 2028, the
school shall implement a “NURISH Program (Nourishing Underprivileged Students for
Improved Health). Also, the school has previously implemented the project FMD (Inclusive
School-Based Feeding Program with Medical and Dental Mission) to decrease the number
of severely wasted and wasted students to address the nutritional status of learners under
severely wasted which is connected to Reading Deficiency, yet this should be strengthened.
In addition, a concrete Feeding Program shall be crafted and implemented to address issues
for 52 severely wasted and 99 wasted learners for SY 2023-2024. Thus, the school created
a Project “Gulayan sa Paaralan” aimed to seek assistance from community leaders, such as
the donation of seedlings, gardening tools, and other materials, also to engage 4Ps
members to assist the school in implementing the program. On the other hand, the Project

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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.

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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

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VI. RISK MANAGEMENT PLAN

The implementation of this strategic plan involves risks that are external
elements beyond San Juan High School's control and may have an impact on the
execution of the SIP initiatives. The following matrix adopted in the BEDP was used to
identify major risks to achieving the Results Framework's outcomes, as well as
methods to mitigate their impact.

Source: Basic Education Development Plan, 2022-2023

Table 12. Risk Analysis Matrix on Risk Severity

Identified Risk Severity Mitigation Strategies

Probability Impact Overall Rate
Institutional Risk
Low rate of student’s High High 5 Intensify classroom activities and
recruitment provide digital learning equipment
for millennial students to experience
the substance of technology.
Organizational changes and Low Medium 2 Increase employee adoption by
program transformation effectively communicating the
school's mission and vision.

Prepare adaptable plans.

Lack of support from Medium High 4 Increase the number of advocacy
stakeholders to implement programs available to different
school programs. stakeholders.

Increasing stakeholder involvement

in school programs.

Provides stakeholders obligations as

members of the school organization.
Low-performance rate in Medium High 4 Intensive implementation of
reading, comprehension programs focusing on literacy and
and numeracy based on the numeracy skills development.
result of RLA and ALNAT.

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

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implementation of school initiatives.

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.

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FINANCIAL
PLAN

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DEPED VISION,
MISSION, AND CORE
VALUES

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SCHOOL’S CURRENT
SITUATION

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IMPROVEMENT
PLAN

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SCHOOL MONITORING
AND EVALUATION AND
ADJUSTMENTS (SMEA)

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RISK
MANAGEMENT
PLAN

Monitoring and Evaluation Activities:

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School Monitoring, Evaluation, and Adjustment (SMEA) is a systematic

procedure for collecting, collating, and analyzing critical education data and
information, allowing the SGC to assess the success of SIP implementation against
targets. The SMEA's primary goal is to make decision-making easier so that basic
education services can be delivered in more relevant and responsive ways. San Juan
High School will use the SRC to communicate the outcomes of school M&E to school
stakeholders while a monitoring and evaluation manual is being developed. Mid-year
and end-of-term assessments are required when monitoring and evaluating the SIP.
Similarly, the Quarterly Program Implementation Review (QPIR) and Annual
Implementation Review (AIR) will be implemented, as shown in the figure below.

Quarterly Program Implementation Review (QPIR)

The QPIR will act as a platform for documenting learners' situations and
providing quick feedback to the school on the effects of programs and initiatives on
learners' access to education, performance, and how learners' rights are enforced.
This will also emphasize the needs and performance of groups in disadvantaged
situations. The quarterly evaluation will allow the school to assess performance
and "catch issues" as they arise, as well as take corrective steps on bottlenecks
influencing curriculum implementation and respond to hurdles impeding learner
achievement.
One of the QPIR's primary advantages is its ability to provide schools with a
dynamic tool for analyzing performance and responding to difficulties immediately.
By 'spotting difficulties' as they arise, schools can take prompt corrective action to
reduce bottlenecks impeding curriculum delivery. This proactive strategy not only
ensures that educational activities run smoothly, but it also helps schools to
respond quickly to hurdles to student success. As a result, the QPIR acts as a tool
for establishing a responsive and adaptive educational environment, which aligns
with the overarching aims of improving educational quality and encouraging
inclusivity throughout the school system.

Annual Implementation Review

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The annual or end-of-year review will focus on confirming the achievement

of Intermediate Outcomes. The evaluation will give the school with overall input on
the effectiveness of the strategies, outputs, and activities outlined in the Annual
Plan. It will also demonstrate the school's efficiency in meeting the obligations
specified in its annual plans. The AIR will include participation from development
partners as well as other education stakeholders.
The review findings will be utilized to refocus scope and aims in response to
evolving demands, as well as to calibrate proposed strategies or programs for the
next implementation period. The annual review results will also be utilized to
reprioritize targets for the next year. Intermediate outcomes will be evaluated and
compared (year after year) to determine progress toward the anticipated
intermediate results.
The Annual Implementation Review (AIR) is a comprehensive evaluation
procedure that concludes the academic year and provides vital insights into the
achievement of Intermediate Outcomes. This assessment provides a
comprehensive view of the effectiveness of the strategies, outputs, and activities
stated in the Annual Plan, acting as an important feedback mechanism for the
school. The AIR allows schools to compare their performance to set norms by
analyzing the efficiency with which commitments are delivered.

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