GSHSP Sy 2019 2020

GOVERNMENT SENIOR HIGH SCHOOL (SHS) PROFILE, SY 2019-2020
TABLE BOX Page TITLE
1 SCHOOL INFORMATION
1 2 Table 1. SHS LEARNERS DATA, SY 2019-2020 (As of June 30, 2019)
2 3 Table 2. SHS LEARNERS AGE PROFILE, SY 2019-2020 (As of June 30, 2019)
3 3 Table 3. SHS REPEATERS AGE PROFILE, SY 2019-2020 (As of June 30, 2019)
4 4 Table 4. SHS LEARNERS DATA BY TRACK, SY 2019-2020 (As of June 30, 2019)
Table 5a. SHS LEARNERS DATA IN TECHNICAL-VOCATIONAL-LIVELIHOOD (TVL) TRACK SPECIALIZATIONS, SY 2019-2020
5a 5
(As of June 30, 2019)
Table 5b. SHS LEARNERS DATA IN TECHNICAL-VOCATIONAL-LIVELIHOOD (TVL) TRACK SPECIALIZATIONS, SY 2019-2020
5b 6
(As of June 30, 2019)
Table 6a. GRADE 12 LEARNERS IN TECHNICAL-VOCATIONAL-LIVELIHOOD (TVL) TRACK SPECIALIZATIONS WHO TOOK AND PASSED
6a 7
THE NATIONAL CERTIFICATION PREVIOUS SY 2018-2019
Table 6b. GRADE 12 LEARNERS IN TECHNICAL-VOCATIONAL-LIVELIHOOD (TVL) TRACK SPECIALIZATIONS WHO TOOK AND PASSED
6b 8
THE NATIONAL CERTIFICATION PREVIOUS SY 2018-2019
7 9-10 Table 7. SHS LEARNERS WITH DISABILITIES (LWDs), SY 2019-2020 (As of June 30, 2019)
8 11 Table 8. SHS LEARNERS WITH DISABILITIES (LWDs) AGE PROFILE DATA, SY 2019-2020 (As of June 30, 2019)
Table 9a. NUMBER OF SHS TEACHERS IN THE SCHOOL WITH TESDA NATIONAL QUALIFICATIONS (Nationally-funded teachers only),
9a 12
SY 2019-2020 (As of June 30, 2019)
Table 9b. NUMBER OF SHS TEACHERS IN THE SCHOOL WITH TESDA NATIONAL QUALIFICATIONS (Nationally-funded teachers only),
9b 13
SY 2019-2020 (As of June 30, 2019)
10 14 Table 10. SHS TEACHING RELATED AND NON-TEACHING PERSONNEL DATA (Nationally-funded), SY 2019-2020 (As of June 30, 2019)
11a 15 Table 11a. SHS TEACHING PERSONNEL DATA (Nationally-funded), SY 2019-2020 (As of June 30, 2019)
11b 16 Table 11b. SHS TEACHING PERSONNEL DATA (Nationally-funded), SY 2019-2020 (As of June 30, 2019)
12 16 Table 12. SHS TEACHER ASSIGNMENTS (Nationally-funded teachers working in the school), SY 2019-2020 (As of June 30, 2019)
13 17 Table 13. LOCALLY-FUNDED TEACHERS WORKING IN THE SCHOOL BY FUNDING SOURCE, SY 2019-2020 (As of June 30, 2019)
Table 14. NUMBER OF TEACHERS BY GRADE LEVEL AND SEX (Nationally-funded teachers actually working in the school),
14 17
SY 2019-2020 (As of June 30, 2019)
Table 15. NUMBER OF SHS TEACHERS BY TEACHING ASSIGNMENT, BY GRADE LEVEL AND SEX (Nationally-funded teachers only),
15 17
SY 2019-2020 (As of June 30, 2019)
Table 16. NUMBER OF SHS TEACHERS BY HIGHEST EDUCATIONAL ATTAINMENT (Nationally-funded teachers only),
16 18
SY 2019-2020 (As of June 30, 2019)
Table 17. NUMBER OF SHS SCIENCE TEACHERS WITH SCIENCE EDUCATION MAJOR (Nationally-funded teachers only),
17 18
SY 2019-2020 (As of June 30, 2019)
Table 18. NUMBER OF SHS TEACHERS BY TEACHING ASSIGNMENT AND AREA OF SPECIALIZATION
18 18
(Nationally-funded teachers only), SY 2019-2020 (As of June 30, 2019)
Table 19. NUMBER OF ENGLISH, FILIPINO, MATHEMATICS AND SCIENCE TEACHERS BY SPECIALIZATION
19 18
(Nationally-funded teachers actually working in the school), SY 2019-2020 (As of June 30, 2019)
Table 20. TEACHERS WHO RECEIVED TRAINING WHILE IN-SERVICE FROM JUNE 2018 TO JUNE 2019
20 19
(Nationally-funded teachers working in the school) SY 2019-2020 (As of June 30, 2019)
Table 21. LOCALLY-FUNDED TEACHERS WORKING IN THE SCHOOL WHO ARE QUALIFIED AND TRAINED,
21 19
SY 2019-2020 (As of June 30, 2019)
Table 22. TEACHERS WHO RECEIVED TRAINING ON INFORMATION AND COMMUNICATIONS TECHNOLOGY (ICT)
22 19
FROM JUNE 2015 TO JUNE 2019 (Nationally-funded teachers working in the school) SY 2019-2020 (As of June 30, 2019)
Table 23. TEACHERS WHO RECEIVED TRAINING ON PEDAGOGY FROM JUNE 2015 TO JUNE 2019
23 19
(Nationally-funded teachers working in the school) SY 2019-2020 (As of June 30, 2019)
1 20 Box 1. LEARNING ACTION CELL (LAC) SESSION, SY 2019-2020
2 20 Box 2. ACTION RESEARCH, SY 2019-2020
24 20 Table 24. MOOE ALLOCATION, UTILIZATION AND LIQUIDATION FROM JANUARY 2018 TO DECEMBER 2018
3 20 Box 3. AVAILABILITY OF ELECTRICAL SUPPLY, SY 2019-2020 (As of June 30, 2019)
25 21 Table 25. NUMBER OF FUNCTIONAL COMPUTERS OF SHS BY FUNDING SOURCE, SY 2019-2020 (As of June 30, 2019)
26 22 Table 26. NUMBER OF FUNCTIONAL ICT EQUIPMENT OF SHS BY FUNDING SOURCE, SY 2019-2020 (As of June 30, 2019)
4 23 Box 4. DATA ON SHS INTERNET CONNECTIVITY, SY 2019-2020 (As of June 30, 2019)
Table 27. AVERAGE MONTHLY EXPENSE (IN PESOS) OF INTERNET CONNECTION BY FUNDING SOURCE,
27 23
SY 2019-2020 (As of June 30, 2019)
5 24-25 Box 5. SCHOOL SITE DATA, SY 2019-2020 (As of June 30, 2019)
28 26 Table 28. TRAVEL DETAILS (ONE-WAY) FROM SCHOOL, SY 2019-2020
6 27 Box 6. SCHOOL LOCATION, SY 2019-2020
29 Table 29. SHS HEALTH AND NUTRITION, SY 2019-2020
29a 28 A. Number of learners who were vaccinated by the Department of Health in the school this SY 2019-2020 from June 3, 2019 to August 31, 2019
29b 28 B. Number of learners by nutritional status as assessed from June 3, 2019 to August 31, 2019.
29c 29 C. Number of learners who were dewormed from June 3, 2019 to August 31, 2019
29d 29 D. Number of female learners who received Weekly Iron Folic Acid (WIFA) Supplementation for the previous SY 2018-2019
7 29 Box 7. SCHOOL CLINIC, SY 2019-2020
8 30 Box 8. AVAILABILITY OF WATER SUPPLY, SY 2019-2020 (As of June 30, 2019)
30 30 Table 30. NUMBER OF EXISTING WASH FACILITIES, SY 2019-2020 (As of June 30, 2019)
31 31 Table 31. ORAL HEALTH, PREVIOUS SY 2018-2019
32 31 Table 32. MEDICAL AND NURSING SERVICES, PREVIOUS SY 2018-2019
9 32 Box 9. MENTAL HEALTH, PREVIOUS SY 2018-2019
10 33 Box 10. TOBACCO CONTROL, SY 2019-2020
11 33 Box 11. NATIONAL PREVENTIVE DRUG EDUCATION, SY 2019-2020
12 34 Box 12. SHS FEEDING PROGRAM, SY 2019-2020 (As of August 31, 2019)
13 34 Box 13. FOOD HANDLING, SY 2019-2020 (As of August 31, 2019)
14 35 Box 14. SOLID WASTE MANAGEMENT, SY 2019-2020 (As of June 30, 2019)
15 35 Box 15. OPERATION AND MAINTENANCE OF SANITATION FACILITIES, SY 2019-2020 (As of June 30, 2019)
16 35 Box 16. MENSTRUAL HYGIENE, SY 2019-2020 (As of June 30, 2019)
17 36 Box 17. SCHOOL GOVERNMENT PROGRAM (SGP), SY 2019-2020
18 36 Box 18. SUPREME STUDENT GOVERNMENT (SSG) ACTIVITIES, SY 2019-2020
19 36 Box 19. CAREER GUIDANCE PROGRAM, SY 2019-2020
20 37 Box 20. SCHOOL SPORTS PROGRAM, SY 2019-2020 (As of June 30, 2019)
33 38 Table 33. SCHOOL SPORTS PROGRAM, SY 2019-2020 (As of June 30, 2019)
34 39-40 Table 34. DISASTERS/CALAMITIES, For the months of June 2018 to May 2019
Table 35. DISASTERS/CALAMITIES (Human-Induced Hazards - Armed Conflict and Grave Child Rights Violations),
35 41
For the months of June 2018 to May 2019
36 42 Table 36. RESULT OF DISASTER INCIDENCES, For the months of June 2018 to May 2019
21 43 Box 21. ENABLING ENVIRONMENT, For the months of June 2018 to May 2019
22 44 Box 22. SAFE LEARNING FACILITIES, For the months of June 2018 to May 2019
23 45-46 Box 23. DISASTER RISK MANAGEMENT, For the months of June 2018 to May 2019
24 47 Box 24. DISASTER RISK REDUCTION IN EDUCATION, For the months of June 2018 to May 2019
Table 37. DISASTER RISK REDUCTION IN EDUCATION (DRRM, CCA, and Peacebuilding Trainings),
37 48
Box 25. DISASTER RISK REDUCTION IN EDUCATION (Information, Education and Communication (IEC) Materials),
25 49
26 50 Box 26. ARMED-CONFLICT RELATED INITIATIVES, For the months of June 2018 to May 2019
School ID:
Republic of the Philippines

DEPARTMENT OF EDUCATION
PLANNING SERVICE
Education Management Information System Division
GOVERNMENT SENIOR HIGH SCHOOL (SHS) PROFILE

INSTRUCTIONS
This form shall be accomplished by the head of all government secondary schools. In the case of schools with annexes, extensions, etc., a separate school profile form shall be accomplished by every
annex, extension, etc.
The head of the school shall sign the forms certifying to the correctness of the data, and shall be responsible and accountable for any inaccuracy or false data/information reported. He/She shall
submit the accomplished forms to the respective Schools Division Office (SDO).
Important: Read the definitions/instructions found at the bottom of each table before filling up the form. No item should be left blank. Instead, "zero ( 0 )" or "not applicable (n/a) " shall be
written. Shaded boxes shall not be filled.
SCHOOL INFORMATION
SY 2019-2020
School Name : Region : I

(Official Name)
Division : SDO - DAGUPAN CITY
Legislative District :
(Previous Name, if any)
Telephone Number :
Address : Mobile Number :

No. Street/Sitio/Purok Barangay
Fax Number :
Website (if any) :

Municipality/City Province Zip Code
E-Mail Address :
Please check (a ) if the school is: Date Established :

an Annex/Extension School (Please indicate Mother School ID: )
an Implementing Unit (has book of accounts or has fiscal autonomy)

If check (a), should have any of the finance position: Accountant I, Senior Bookkeeper or Disbursing Officer II in Table 10.
Certified True and Correct by: Validated by Planning Officer III (PRS-SGOD): Noted by the Schools Division Office:
School Head : Head of the Office : LORNA G. BUGAYONG, Ph. D., CESO VI
(Signature Over Printed Name) / Date JOANN L. JIMENEZ (Signature Over Printed Name) / Date
(Signature Over Printed Name) / Date
Position Title : Position Title : Schools Division Superintendent
437241274.xlsx SchInfo Page 1 of 49

Table 1. SHS LEARNERS DATA, SY 2019-2020 (As of June 30, 2019)
Academic Track Arts and Design Track TVL Track Sports Track TOTAL
Particulars Grade 11 Grade 12 Grade 11 Grade 12 Grade 11 Grade 12 Grade 11 Grade 12 (Grades 11-12)
Male Female Male Female Male Female Male Female Male Female Male Female Male Female Male Female Male Female
TOTAL ENROLLMENT
CCT/4Ps Recipient
Indigenous Peoples Learner
Muslim Learner
Balik-Aral
Repeater
Transferee From Other Public Schools (in any Previous SY)
Transferee From Private Schools (in any Previous SY)
Total Number of Classes

1. Learner - refers to an individual who may be enrolled in one or multiple programs.
2. Total Enrollment - refers to the total number of learners enrolled in the school regardless of program.
3. SHS Enrollment - refers to the last stage of compulsory basic education. It consist of two (2) years of Senior High School education (Grades 11 to 12).
4. Balik-Aral - refers to a learner who went back to school and resume study after a year/years of dropping out or discontinuing study.
5. CCT/4Ps Recipient - refers to a learner ages 3-18 whose families are included in the Conditional Cash Transfer (CCT) under the Pantawid Pamilyang Pilipino Program (4Ps) of the Department of Social Welfare and Development (DSWD). These families
were selected from the poorest households in municipalities with high poverty incidence. One relevant feature of 4Ps is the provision of educational cash grant of P3,000.00 for one school year or ten months at P300.00/month per learner in elementary level
and P5,000.00 for one school year or ten months at P500.00/month per learner in secondary level (JHS and SHS) for educational expenses on condition that these learners attend school. Maximum of three learners per household is allowed.
6. Indigenous Peoples Learner - refers to a learner born of either or both parents who are IP as defined in RA 8371 Indigenous Peoples Republic Act of 1997 (i.e., groups of people or homogenous societies identified by self-ascription and ascription by others
who have continuously lived as an organized community on communally bounded and defined territory sharing common bonds of language, customs, traditions and other distinctive cultural traits).
7. Muslim Learner - refers to a learner who is born of either or both parents practicing the Islam religion or faith.
8. Repeater - refers to a learner who failed or left a particular grade level in any previous school year and is enrolled in the same grade level where he/she left or failed.
9. Transferee from Other Public Schools (in any Previous SY) - refers to a learner who was enrolled in another public school in any previous school year.
10. Transferees from Private Schools (in any Previous SY) - refers to a learner who was enrolled in a private school in any previous school year.
11. Total Number of Classes - refers to the number of classes by grade level from Grades 11 to 12.
Reminders: 1. Total Enrolment in this table will tally with the totals in Table 2.
2. Repeater in this table will tally with the totals in Table 3.
Certified True and Correct by: Validated by Planning Officer III (PRS-SGOD):
School Head :
(Signature Over Printed Name) / Date JOANN L. JIMENEZ
Position Title :
437241274.xlsx Table1 Page 2 of 49

Table 2. SHS LEARNERS AGE PROFILE, SY 2019-2020 (As of June 30, 2019)
TOTAL
Grade 11 Grade 12
Age (Grades 11-12)
Male Female Male Female Male Female
Below 15
15
16
17
18
19
20
21
22
23
24
25 & Above
TOTAL
1. The total enrollment of the school as of June 30, 2019 will be distributed across grade levels, by single age or age group and by sex.
2. Computation of the age of learners will be based on his/her last birthday. Thus, if the learner is 16 years 11 months as of June 30, the age of the learner
is counted as 16 years.
Reminder: Totals in this table will tally with the totals in Table 1 (Total enrollment).
Table 3. SHS REPEATERS AGE PROFILE, SY 2019-2020 (As of June 30, 2019)
TOTAL
Grade 11 Grade 12
Age (Grades 11-12)
Below 15
15
16
17
18
19
20
21
22
23
24
25 & Above
TOTAL
1. The total repeaters of the school as of June 30, 2019 will be distributed across grade levels, by single age or age group and by sex.
2. Computation of the age of repeaters will be based on his/her last birthday. Thus, if the learner is 16 years 11 months as of June 30, the age of the learner
Reminder: Totals in this table will tally with the totals in Table 1 (Repeater).
School Head :
Position Title :
437241274.xlsx Tables2-3 Page 3 of 49
Table 4. SHS LEARNERS DATA BY TRACK, SY 2019-2020 (As of June 30, 2019)
TOTAL
Grade 11 Grade 12
Enrollment by Track (Grades 11-12)
Academic Track
General Academic Strand
Accounting Business Management Strand
Science, Technology, Engineering & Mathematics Strand
Humanities and Social Sciences Strand
Pre-Baccalaureate Maritime
Technical-Vocational-Livelihood (TVL) Track
Arts and Design Track
Sports Track
TOTAL
1. Enrollment by Track - refers to the number of learners according to track offered in SHS.
2. Track - refers to specific program in SHS a learner may choose based on his/her interest and aspiration. SHS has four (4) tracks, namely: 1) Academic Track; 2) Technical-Vocational-Livehood Track; 3)
Arts and Design Track; and 4) Sports Track. A track is further sub-classified into strands.
3. Strand - refers to the specialized curricular offerings under a particular track.
4. Academic Track - designed for SHS learners who intend to pursue higher education or careers along four (4) specific strands: 1) Accountancy, Business and Management (ABM) Strand;
2) Science, Technology, Engineering and Mathematics (STEM) Strand; 3) Humanities and Social Sciences (HUMSS) Strand; and 4) General Academic (GA) Strand.
5. Arts and Design Track - designed for SHS learners who intend to pursue careers in the world of arts. This track covers a wide range of art forms: Theater, Music, Dance, Creative Writing, Visual Arts,
and Media Arts. This track has three arts field specializations. SHS learners may choose from depending on their inclination and aptitude. These specializations are: apprenticeship, art
exhibition/performance, or production.
6. Sports Track - designed for SHS learners who intend to pursue sports-related careers, i.e., athlete development, fitness training, coaching and officiating.
7. Technical-Vocational-Livelihood Track - designed for SHS learners who intend to pursue careers specializing in vocational learning or technical-vocational livelihood. The Technical-Vocational-
Livelihood (TVL) track has four strands: 1) Agri-Fishery Arts Strand; 2) Home Economics (HE) Strand; 3) Information and Communications Technology (ICT) Strand; and 4) Industrial Arts Strand.
These are aligned with the Technology and Livelihood Education (TLE) Learning Area in Grades 7 to 10. Each TVL strand offers various specializations that may or may not have a National Certificate
(NC) equivalent from the Technical Education and Skills Development Authority (TESDA).
School Head :
Position Title :
Table 5a. SHS LEARNERS DATA IN TECHNICAL-VOCATIONAL-LIVELIHOOD (TVL) TRACK SPECIALIZATIONS, SY 2019-2020 (As of June 30, 2019)
TOTAL
Grade 11 Grade 12
SPECIALIZATION (Grades 11-12)
Home Economics (HE)
Attractions and Theme Parks Operations with Ecotourism (NC II)
Barbering (NC II)
Bartending (NC II)
Beauty/Nail Care (NC II)
Bread and Pastry Production (NC II)
Caregiving (NC II)
Commercial Cooking (NC III)
Cookery (NC II)
Dressmaking (NC II)
Events Management Services (NC III)
Fashion Design (Apparel) (NC III)
Food and Beverage Services (NC II)
Front Office Services (NC II)
Hairdressing (NC II)
Hairdressing (NC III)
Handicraft (Basketry, Macrame) (Non-NC)
Handicraft (Fashion Accessories, Paper Craft) (Non-NC)
Handicraft (Needlecraft) (Non-NC)
Handicraft (Woodcraft, Leathercraft) (Non-NC)
Housekeeping (NC II)
Local Guiding Services (NC II)
Tailoring (NC II)
Tourism Promotion Services (NC II)
Travel Services (NC II)
Wellness Massage (NC II)
Agri-Fishery Arts (AFA)
Agricultural Crops Production (NC I)
Agricultural Crops Production (NC II)
Agricultural Crops Production (NC III)
Animal Health Care Management (NC III)
Animal Production (Poultry-Chicken) (NC II)
Animal Production (Large Ruminants) (NC II)
Animal Production (Swine) (NC II)
Aquaculture (NC II)
Artificial Insemination (Large Ruminants) (NC II)
Artificial Insemination (Swine) (NC II)
Fish Capture (NC II)
Fishing Gear Repair and Maintenance (NC III)
Fish-Products Packaging (NC II)
Fish Wharf Operation (NC I)
Food Processing (NC II)
Horticulture (NC III)
Landscape Installation and Maintenance (NC II)
Organic Agriculture (NC II)
Pest Management (NC II)
Rice Machinery Operations (NC II)
Rubber Processing (NC II)
Rubber Production (NC II)
Slaughtering Operations (Hog/Swine/Pig) (NC II)
Reminder: A learner can be counted more than once.
School Head :
Position Title :
437241274.xlsx Table5a Page 5 of 49

Table 5b. SHS LEARNERS DATA IN TECHNICAL-VOCATIONAL-LIVELIHOOD (TVL) TRACK SPECIALIZATIONS, SY 2019-2020 (As of June 30, 2019)
TOTAL
Grade 11 Grade 12
SPECIALIZATION (Grades 11-12)
Industrial Arts (IA)
Automotive Servicing (NC I)
Automotive Servicing (NC II)
Carpentry (NC II)
Carpentry (NC III)
Construction Painting (NC II)
Domestic Refrigeration and Air-Conditioning (DOMRAC)
Servicing (NC II)
Driving (NC II)
Electrical Installation and Maintenance (NC II)
Electric Power Distribution Line Construction (NC II)
Electronic Products Assembly and Servicing (EPAS) (NC II)
Furniture Making (Finishing) (NC II)
Instrumentation and Control Servicing (NC II)
Gas Metal Arc Welding (GMAW) (NC II)
Gas Tungsten Arc Welding (GTAW) (NC II)
Machining (NC I)
Machining (NC II)
Masonry (NC II)
Mechatronics Servicing (NC II)
Motorcycle/Small Engine Servicing (NC II)
Plumbing (NC I)
Plumbing (NC II)
Refrigeration and Air-Conditioning (Packaged Air-Conditioning Unit
(PACU)/Commercial Refrigeration Equipment (CRE) Servicing (NC III)
Shielded Metal Arc Welding (SMAW) (NC I)
Shielded Metal Arc Welding (SMAW) (NC II)
Tile Setting (NC II)
Transmission Line Installation and Maintenance (NC II)
Information and Communication Technology (ICT)
Animation (NC II)
Broadband Installation (Fixed Wireless Systems) (NC II)
Computer Programming (.Net Technology) (NC III)
Computer Programming (Java) (NC III)
Computer Programming (Oracle Database) (NC III)
Computer Systems Servicing (NC II)
Contact Center Services (NC II)
Illustration (NC II)
Medical Transcription (NC II)
Technical Drafting (NC II)
Telecom OSP and Subscriber Line Installation
(Copper Cable/POTS and DSL) (NC II)
Telecom OSP Installation (Fiber Optic Cable) (NC II)
Technical-Vocational-Livelihood Maritime
Navigational Watch 1
Engine Watch 1
Engine Watch 2
Safety 1
Safety 2
Ship's Catering Services (NC I)
School Head :
Position Title :
437241274.xlsx Table5b Page 6 of 49

Table 6a. GRADE 12 LEARNERS IN TECHNICAL-VOCATIONAL-LIVELIHOOD (TVL) TRACK SPECIALIZATIONS WHO TOOK AND
PASSED THE NATIONAL CERTIFICATION
CERTIFICATION,PREVIOUS
PREVIOUSSY
SY2018-2019
2018-2019
TOOK THE NATIONAL PASSED THE NATIONAL
CERTIFICATION CERTIFICATION
SPECIALIZATION EXAMINATION CERTIFICATION
Male Female Male Female
Home Economics (HE)
Attractions and Theme Parks Operations with Ecotourism (NC II)
Barbering (NC II)
Bartending (NC II)
Beauty/Nail Care (NC II)
Bread and Pastry Production (NC II)
Caregiving (NC II)
Commercial Cooking (NC III)
Cookery (NC II)
Dressmaking (NC II)
Events Management Services (NC III)
Fashion Design (Apparel) (NC III)
Food and Beverage Services (NC II)
Front Office Services (NC II)
Hairdressing (NC II)
Hairdressing (NC III)
Handicraft (Basketry, Macrame) (Non-NC)
Handicraft (Fashion Accessories, Paper Craft) (Non-NC)
Handicraft (Needlecraft) (Non-NC)
Handicraft (Woodcraft, Leathercraft) (Non-NC)
Housekeeping (NC II)
Local Guiding Services (NC II)
Tailoring (NC II)
Tourism Promotion Services (NC II)
Travel Services (NC II)
Wellness Massage (NC II)
Agricultural Crops Production (NC I)
Agricultural Crops Production (NC II)
Agricultural Crops Production (NC III)
Animal Health Care Management (NC III)
Animal Production (Poultry-Chicken) (NC II)
Animal Production (Large Ruminants) (NC II)
Animal Production (Swine) (NC II)
Aquaculture (NC II)
Artificial Insemination (Large Ruminants) (NC II)
Artificial Insemination (Swine) (NC II)
Fish Capture (NC II)
Fishing Gear Repair and Maintenance (NC III)
Fish-Products Packaging (NC II)
Fish Wharf Operation (NC I)
Food Processing (NC II)
Horticulture (NC III)
Landscape Installation and Maintenance (NC II)
Organic Agriculture (NC II)
Pest Management (NC II)
Rice Machinery Operations (NC II)
Rubber Processing (NC II)
Rubber Production (NC II)
Slaughtering Operations (Hog/Swine/Pig) (NC II)
School Head :
Position Title :
Table 6b. GRADE 12 LEARNERS IN TECHNICAL-VOCATIONAL-LIVELIHOOD (TVL) TRACK SPECIALIZATIONS WHO TOOK AND
PASSED THE NATIONAL CERTIFICATION
CERTIFICATION,PREVIOUS
PREVIOUSSY
SY2018-2019
2018-2019
TOOK THE NATIONAL PASSED THE NATIONAL
CERTIFICATION CERTIFICATION
SPECIALIZATION EXAMINATION CERTIFICATION
Male Female Male Female
Automotive Servicing (NC I)
Automotive Servicing (NC II)
Carpentry (NC II)
Carpentry (NC III)
Construction Painting (NC II)
Domestic Refrigeration and Air-Conditioning (DOMRAC)
Servicing (NC II)
Driving (NC II)
Electrical Installation and Maintenance (NC II)
Electric Power Distribution Line Construction (NC II)
Electronic Products Assembly and Servicing (EPAS) (NC II)
Furniture Making (Finishing) (NC II)
Instrumentation and Control Servicing (NC II)
Gas Metal Arc Welding (GMAW) (NC II)
Gas Tungsten Arc Welding (GTAW) (NC II)
Machining (NC I)
Machining (NC II)
Masonry (NC II)
Mechatronics Servicing (NC II)
Motorcycle/Small Engine Servicing (NC II)
Plumbing (NC I)
Plumbing (NC II)
Refrigeration and Air-Conditioning (Packaged Air-Conditioning Unit
(PACU)/Commercial Refrigeration Equipment (CRE) Servicing (NC III)
Shielded Metal Arc Welding (SMAW) (NC I)
Shielded Metal Arc Welding (SMAW) (NC II)
Tile Setting (NC II)
Transmission Line Installation and Maintenance (NC II)
Animation (NC II)
Broadband Installation (Fixed Wireless Systems) (NC II)
Computer Programming (.Net Technology) (NC III)
Computer Programming (Java) (NC III)
Computer Programming (Oracle Database) (NC III)
Computer Systems Servicing (NC II)
Contact Center Services (NC II)
Illustration (NC II)
Medical Transcription (NC II)
Technical Drafting (NC II)
Telecom OSP and Subscriber Line Installation
(Copper Cable/POTS and DSL) (NC II)
Telecom OSP Installation (Fiber Optic Cable) (NC II)
Engine Watch 1
Engine Watch 2
Safety 1
Safety 2
Ship's Catering Services (NC I)
School Head :
Position Title :
Table 7. SHS LEARNERS WITH DISABILITIES (LWDs), SY 2019-2020 (As of June 30, 2019)
Academic Track TVL Track Arts and Design Track Sports Track TOTAL
Classification/Types of Learners with Grade 11 Grade 12 Grade 11 Grade 12 Grade 11 Grade 12 Grade 11 Grade 12 (Grades 11-12)
Disabilities
Male Female Male Female Male Female Male Female Male Female Male Female Male Female Male Female Male Female
With Diagnosis from Licensed Medical Specialist:
1. Visual Impairment
2. Hearing Impairment
3. Learning Disability
4. Intellectual Disability
5. Autism Spectrum Disorder
6. Emotional-Behavioral Disorder
7. Orthopedic / Physical Handicap
8. Speech / Language Disorder
9. Cerebral Palsy
10. Special Health Problem / Chronic Disease
11. Multiple Disabilities
With Manifestations:
1. Difficulty in Seeing
2. Difficulty in Hearing
3. Difficulty in Applying Knowledge

4. Difficulty in Remembering, Concentrating,
Paying Attention and Understanding
5. Difficulty in Applying Adaptive Skills
6. Difficulty in Displaying Inter-Personal Behavior

7. Difficulty in Mobility
(Walking, Climbing and Grasping)
8. Difficulty in Communicating
TOTAL
Note: The data in this table shall include all enrolled SHS learners with disabilities.
(Please see definition on the next page)
Reminders: 1. Totals in this table will tally with the totals in Table 8.
2. LWDs with two or more manifestations, the data must be included in the primary classification of disability or difficulty.
3. For visible conditions like blind (no eyeball) physical (no legs) or closed ears, even without a diagnosis, the data must be entered in the visible disability.
Certified True and Correct by: Validated by Division SPED Coordinator: Validated by Planning Officer III (PRS-SGOD):
School Head : MA. SOCORRO G. DIMALANTA, Ed. D.
(Signature Over Printed Name) / Date (Signature Over Printed Name) / Date JOANN L. JIMENEZ
Position Title : Position Title : Education Program Supervisor

Classification of Learners with Disabilities:
l With Diagnosis from Licensed Medical Specialist - refers to learners who have undergone assessment of licensed professionals like Psychologists, Psychmetricians, and Medical Specialists who can determine
the level of disability of any learner.
1. Visual Impairment - refers to a learner with an impairment that even with correction, adversely affects a child's educational performance. This includes both partial sight and blindness.
2. Hearing Impairment - refers to a learner with an impairment, whether permanent or fluctuating that adversely affects a child’s educational performance such as deafness.
3. Learning Disability - refers to a learner with a disorder in perception, listening, thinking, reading, writing, spelling, and arithmetic although normal in sensory, emotional and intellectual abilities.
4. Intellectual Disability - refers to a learner with significantly subaverage general intellectual functioning which originates during the developmental period and associated with impairment in adoptive
behavior like maturation, learning and social adjustment.
5. Autism Spectrum Disorder - refers to a learner characterized by varying degrees of impairment in communication skills and social interactions and in restrictive, repetitive patterns of behavior.
6. Emotional-Behavioral Disorder - refers to a learner with a condition exhibiting one or more of the following characteristics over a long period of time and to a marked degree that adversely affects a
child's educational performance: (i) an inability to learn that cannot be explained by intellectual, sensory, or health factors, (ii) an inability to build or maintain satisfactory interpersonal relationships
with peers and teachers, (iii) inappropriate types of behavior or feelings under normal circumstances, (iv) a general pervasive mood of unhappiness or depression, (v) a tendency to develop physical
symptoms or fears associated with personal or school factors.
7. Orthopedic /Physical Handicap - refers to a learner with any condition that interferes with a child's ability to use his or her body.
8. Speech/Language Disorder - refers to a learner with a communication disorder, such as stuttering, impaired articulation, a language impairment, or a voice impairment, that adversely affects a child’s
educational performance.
9. Cerebral Palsy -refers to a learner that is caused by damage to developing brain either before or during birth, or in the first few years of life. The impairment depends on where in the brain the damage
occurs.
10. Special Health Problem/Chronic Illness - refers to a learner with a chronic or acute health problems such as asthma, attention deficit disorder or attention deficit hyperactivity disorder, diabetes,
epilepsy, a heart condition, hemophilia, lead poisoning, leukemia, nephritis, rheumatic fever, sickle cell anemia, and Tourette syndrome; that adversely affect a child's educational performance.
11. Multiple Disabilities - refers to a learner with a combination of disabilities that causes severe educational needs that require multiple special education programs such as mental retardation-blindness or
mental retardation-orthopedic impairment.
l With Manifestations - refers to learners manifesting difficulties in particular activities (e.g., cognitive, communication, mobility, hearing, seeing, etc.) who were observed by teachers on daily lessons/activities
or through anecdotals.
1. Difficulty in Seeing - refers to a learner that manifest difficulty in vision that even with correction, adversely affects a child educational performance. They include those that are totally blind,
functionally blind or low vision.
2. Difficulty in Hearing - refers to a learner that have difficulty in hearing, hard of hearing, suffering from hearing loss or deafness.
3. Difficulty in Applying Knowledge- refers to a learner that has a problem that interferes with learning basic skills such as reading, writing, acquiring skills and/or math. It can also delay higher level
thinking skills such as organization, time planning, abstract reasoning, long and short term memory and attention.
4. Difficulty in Remembering, Concentrating, Paying Attention and Understanding - refers to a learner that manifest significant limitations in general intellectual functioning; in adaptive functioning
(communication, self-care, home living, health and safety, social skills, functional academics, community use, leisure and work) which exist concurrently; it includes those medically diagnosed as
learners with: Reading Disability or Dyslexia; Written Expression Disability; Spelling Disability; Handwriting Disability or Dysgraphia; Mathematical Disability or Dyscalculia.
5. Difficulty in Performing Adaptive Skills (self-care) - refers to a learner manifesting difficulty in washing oneself, caring of body parts, toileting, dressing, eating and drinking.
6. Difficulty in Displaying Interpersonal Behavior (Emotional and Behavioral) - refers to a learner whose conditions are characterized by emotional or behavioral responses in school programs so
different from appropriate age, cultural or ethnic norms which affects their educational performance (academic, social, vocational or personal skills) more than temporary and responses are stressful to
environment behavior is exhibited in two different settings (one of which is school related). They are also unresponsive to direct intervention in general education.
7. Difficulty in Mobility (Walking, Climbing and Grasping) - refers to a learner that manifest difficulty in maintaining one’s position or changing a body position. They include those diagnosed as having
cerebral palsy, spina bifida and muscular dystrophy.
8. Difficulty in Communicating - refers to a learner whose developmental conditions are causing problems in communication, learning and social behaviors. It is typically characterized by difficulty in:
Understanding others; Producing message; Communicating using devices.
437241274.xlsx Table7 cont. Page 10 of 49

Table 8. SHS LEARNERS WITH DISABILITIES (LWDs) AGE PROFILE DATA, SY 2019-2020 (As of June 30, 2019)
Grade 11 Grade 12 TOTAL
Age (Grades 11-12)
Below 15
15
16
17
18
19
20
21
22
23
24
25 & Above
TOTAL
1. The total number of SHS learners enrolled in the school with disabilities as of June 30, 2019 will be distributed across grade levels, by single age or age
group and sex.of the age of learners will be based on his/her last birthday. Thus, if the learner is 16 years 11 months as of June 30, the age of the learner
2. Computation
Reminders: Totals in this table will tally with the totals in Table 7.
Certified True and Correct by : Validated by Division SPED Coordinator:

School Head : MA. SOCORRO G. DIMALANTA, Ed. D.
(Signature Over Printed Name) / Date (Signature Over Printed Name) / Date
Validated by Planning Officer III (PRS-SGOD):
JOANN L. JIMENEZ
Table 9a. NUMBER OF SHS TEACHERS IN THE SCHOOL WITH TESDA NATIONAL QUALIFICATIONS (Nationally-funded teachers only), SY 2019-2020 (As of June 30, 2019)
National National National National Training
Teaching Assignment Diploma Total
Certificate 1 Certificate 2 Certificate 3 Certificate 4 Management
Home Economics (HE)

Attractions and Theme Parks Operations with Ecotourism
Barbering
Bartending
Beauty/ Nail Care
Bread and Pastry Production
Caregiving
Commercial Cooking
Cookery
Dressmaking
Events Management Services
Fashion Design (Apparel)
Food and Beverage Services
Front Office Services
Hairdressing
Handicraft- Basketry, Macrame
Handicraft- Fashion Accessories, Paper Craft
Handicraft- Needlecraft
Handicraft- Woodcraft, Leathercraft
Housekeeping
Tailoring
Local Guiding Services
Tourism Promotion Services
Travel Services
Wellness Massage
Agricultural Crops Production
Animal Health Care Management
Animal Production
Aquaculture
Artificial Insemination- Ruminants
Artificial Insemination- Swine
Fish Capture
Fish Products Packaging
Fishport/ Wharf Operation
Fishing Gear Repair and Maintenance
Food (Fish) Processing
Horticulture
Landscape Installation and Maintenance
Organic Agriculture
Pest Management
Rice Machinery Operation
Rubber Processing
Rubber Production
Slaughtering Operation
Reminders: 1. A teacher who is teaching more than one learning area can be counted more than once (vertical).
2. A teacher can be counted once according to their TESDA National Qualifications (horizontal).
Certified True and Correct by: Validated by Division HR Personnel: Validated by Planning Officer III (PRS-SGOD):
School Head : PILITA O. BAUTISTA
Position Title : Position Title : Administrative Officer IV (HRMO)

Table 9b. NUMBER OF SHS TEACHERS IN THE SCHOOL WITH TESDA NATIONAL QUALIFICATIONS (Nationally-funded teachers only), SY 2019-2020 (As of June 30, 2019)
National National National National Training
Teaching Assignment Diploma Total
Certificate 1 Certificate 2 Certificate 3 Certificate 4 Management

Automotive Servicing
Carpentry
Construction Painting
Consumer Electronics Servicing
Domestic Refrigeration and Airconditioning -
DOMRAC Servicing
Driving
Electric Power Distribution Line Construction
Electronic Products Assembly and Servicing
Electrical Installation and Maintenance
Furniture Making- Finishing
Instrumentation and Control Servicing
Gas Metal Arc Welding- GMAW
Gas Tungsten Arc Welding- GTAW
Machining
Masonry
Mechatronics Servicing
Motorcycle/ Small Engine Servicing
Plumbing
Refrigeration and Air-Conditioning - Packaged Air-Conditioning
Unit (PACU) / Commercial Refrigeration Equipment (CRE)
Servicing
Shielded Metal Arc Welding
Tile Setting
Transmission Line Installation and Maintenance
Animation
Broadband Installation- Fixed Wireless Systems
Computer Hardware Servicing
Computer Programming (NC IV)
Contact Center Services
Illustration
Medical Transcription
Technical Drafting
Telecom OSP and Subscriber Line Installation - Copper Cable /
POTS and DSL
Telecom OSP Installation- Fiber Optic Cable
Navigational Watch
Engine Watch
Safety
Ship's Catering Services
Reminders: 1. A teacher who is teaching more than one learning area can be counted more than once (vertical).
2. A teacher can be counted once according to their TESDA National Qualifications (horizontal).

Table 10. SHS TEACHING RELATED AND NON-TEACHING PERSONNEL DATA (Nationally-funded), SY 2019-2020 (As of June 30, 2019)
NATIONALLY-FUNDED PERSONNEL
SCHOOL PLANTILLA ITEMS
TOTAL
Plantilla personnel borrowed/detailed from
Number of personnel actually working in the Plantilla personnel detailed to Nationally-funded personnel working in the
Number of other school(s)/ DepEd office(s)
school school
Position Title positions
assigned in TOTAL
Plantilla DepEd office(s)/ Elementary DepEd office(s)/
school per On leave
item(s) vacant sec. school(s) school(s) school(s) outside
Male Female TOTAL
latest PSI-POP the division or TOTAL
Male Female TOTAL within the within the other government Male Female TOTAL
division division agencies
(Col.5+Col.6+ (Col.3+Col.13) (Col.4+Col.14) (Col.16+Col.17)
Col.7+ Col.11)
Col. 1 Col. 2 Col. 3 Col. 4 Col. 5 Col. 6 Col. 7 Col. 8 Col. 9 Col. 10 Col. 11 Col. 12 Col. 13 Col. 14 Col. 15 Col. 16 Col. 17 Col. 18
School Principal IV
School Principal III
School Principal II
School Principal I
Assistant School Principal III
Assistant School Principal II
Assistant School Principal I
Head Teacher VI
Head Teacher V
Head Teacher IV
Head Teacher III
Head Teacher II
Head Teacher I
School Nurse II
Administrative Officer IV
Administrative Officer II
School Librarian III
School Librarian II
School Librarian I
Guidance Service Specialist II
Guidance Service Specialist I
Guidance Counselor III
Guidance Counselor II
Guidance Counselor I
* Accountant I
Project Development Officer I
Registrar I
Cashier I
Supply Officer I
Administrative Assistant III
* (Senior Bookkeeper)
Administrative Assistant II
* (Disbursing Officer II)
Administrative Assistant I
Administrative Aide VI
Administrative Aide VI
Heavy Equipment Operator I
Security Guard I
Light Equipment Operator I
Utility Worker I
TOTAL
Note: * - Applicable only in the school that are Implementing Unit.
Reminder: 1. Totals in column 12 must tally with entries in column 2.
2. For the definitions, please refer to Teaching Personnel Data (Table 11a).

Table 11a. SHS TEACHING PERSONNEL DATA (Nationally-funded), SY 2019-2020 (As of June 30, 2019)
NATIONALLY-FUNDED PERSONNEL
SCHOOL PLANTILLA ITEMS
Number of positions in school per latest PSI- Plantilla personnel borrowed/detailed from TOTAL
POP Plantilla personnel detailed to
Position Title
Number teachers actually working in the
school TOTAL
other school(s)/ DepEd office(s) * Nationally-funded teachers working in the
school
Items Plantilla DepEd office(s)/ Elementary
On leave DepEd office(s)/ school(s)
as of Created from TOTAL item(s) vacant sec. school(s) school(s) outside the division or
March 31, 2019 April 1 to within the within the other government TOTAL Male Female TOTAL
June 30, 2019 Male Female TOTAL division agencies Male Female TOTAL
division (Col.5+Col.6+
(Col.3+Col.13) (Col.4+Col.14) (Col.16+Col.17)
(2a+2b) Col.7+ Col.11)
Col. 1 (2a) (2b) Col. 2 Col. 3 Col. 4 Col. 5 Col. 6 Col. 7 Col. 8 Col. 9 Col. 10 Col. 11 Col. 12 Col. 13 Col. 14 Col. 15 Col. 16 Col. 17 Col. 18
Master Teacher IV
Master Teacher III
Master Teacher II
Master Teacher I
Teacher III
Teacher II
Teacher I
Special Science Teacher I
TOTAL
1. Nationally-funded personnel - teaching, teaching-related and non-teaching personnel having plantilla positions, including those with provisional appointments.
2. Number of plantilla items in school per latest PSI-POP - number of plantilla items allocated to the school.
3. Number actually working in the school - teaching, teaching-related and non-teaching personnel with plantilla positions who are actually performing their specific assignments in the school.
4. On leave personnel - personnel who are on leave for the whole school year approved by the School Division Superintendent.
5. Plantilla item(s) vacant - plantilla positions that are unfilled, whether existing plantilla or newly created position.
6. Plantilla personnel detailed to DepEd office(s)/sec. school(s) within the division - personnel assigned/designated to the division office or to other secondary schools within the division.
7. Plantilla personnel detailed to Elementary school(s) within the division - personnel assigned/designated to elementary schools within the division.
8. Plantilla personnel detailed to DepEd office(s)/school(s) outside the division or other government agencies - personnel assigned/designated to other DepEd office(s)/school(s) outside the division or other government agencies.
9. Plantilla personnel borrowed/detailed from other school(s)/ DepEd office(s) - personnel who are actually working in the school but whose items belong from elementary/secondary school(s) or from other DepEd office(s) like the division, regional, central office or from other school division(s).
Note: * - Including those Junior High School teacher borrowed for Senior High School assigned in the same school.
Reminders: 1. Totals in column 12 must tally with entries in column 2.

2. Totals in column 18 must tally with entries in Table 12 column 7.
Administrative Officer IV (HRMO) (Signature Over Printed Name) / Date
Position Title : Position Title :

Table 11b. SHS TEACHING PERSONNEL DATA (Nationally-funded), SY 2019-2020 (As of June 30, 2019)
Number of Plantilla Employment Status
Items in the school per
Position Title Contractual
Schools Division Permanent Provisional
PSI-POP Full-time Part-time
Col. 1 Col. 2 Col. 3 Col. 4 Col. 5 Col. 6
Master Teacher IV
Master Teacher III
Master Teacher II
Master Teacher I
Teacher III
Teacher II
Teacher I
TOTAL
1. Permanent - refers to the employment status issued to a person who meets all the minimum qualification requirements of the position to which he/she is
being appointed, including the appropriate eligibility prescribed, in accordance with the provisions of law, rules and standards promulgated in pursuance
thereof. This includes all level of positions (As amended by CSC MC No. 15, s. 1999).
2. Provisional - refers to the employment status issued to a teacher who meets all the requirements of the position except eligibility (professional teaching
3. license).
Contractual - refers to employment status issued to a person who obtains a rating of 70 and above but opts to work on contractual a basis, and or those who
lacks the eligibility requirement but obtains a rating of between 65.00-69.99.
a. Full-time Contractual - person who receive the full salary of the teaching rank for which he/she is qualified; required teaching load weekly is 30
hours with additional 10 hours or 40 hours of work per week to be spent within or outside school premises.
b. Part-time Contractual - person who receive half the salary of the teaching rank for which he/she is qualified; required load is 15 hours per week
with additional 5 hours or total of 20 hours of work a week to be spent within or outside school premises.
Note: Plantilla items of the school shall tally with the total employment status.
Reminder: Totals in column 2 of this table must be equal to the totals in Table 11a column 2.
Table 12. SHS TEACHER ASSIGNMENTS (Nationally-funded teachers working in the school), SY 2019-2020 (As of June 30, 2019)
Assigned part-time to class
Carries full-time class teaching
teaching,
load TOTAL
part-time to ancillary services Assigned full-
(360 min. or more)
Position Title time to ancillary
Assigned to Class teaching 200 Class teaching less
services (Col.2+Col.3+Col.4+
Not assigned to Col.5+Col.6)
ancillary services as min. per day or than 200 min. per
ancillary services
additional load more day
Col. 1 Col. 2 Col. 3 Col. 4 Col. 5 Col. 6 Col. 7
Master Teacher IV
Master Teacher III
Master Teacher II
Master Teacher I
Teacher III
Teacher II
Teacher I
TOTAL
Ancillary services - those rendered as a guidance teacher, librarian, property custodian, office clerk, canteen manager, coordinator (ALS, Boy/Girl Scout, etc.),
teacher nurse. Class advisorship is not included.
Reminder: Totals in column 7 of this table must be equal to the totals in Table 11a (column 18 - Total Nationally-funded personnel working in
the school).
Certified True and Correct by : Validated by Division HR Personnel:

JOANN L. JIMENEZ
437241274.xlsx Tables11b-12 Page 16 of 49
Table 13. LOCALLY-FUNDED TEACHERS WORKING IN THE SCHOOL BY FUNDING SOURCE, SY 2019-2020 (As of June 30, 2019)
Funding Source
Special Education Fund (SEF) Local Gov't Unit TOTAL
Others
Provincial Municipal/City (LGU) funded Locally-funded
Locally-funded teachers working in the school - teachers not having plantilla positions and whose compensation is chargeable against the local budget.
These are classified according to the following:
a. Special Education Fund (SEF) Teachers - teachers whose salaries are being paid by the Local School Board Fund (Provincial/City or Municipal) where the school is located.
b. Local Government Unit (LGU) funded Teachers - teachers paid out of the general fund (not the SEF) of the LGU.
c. Others - teachers who are being funded by other sources not mentioned above (e.g., Parents-Teachers Association, etc.).
Table 14. NUMBER OF TEACHERS BY GRADE LEVEL AND SEX

(Nationally-funded teachers actually working in the school), SY 2019-2020 (As of June 30, 2019)
Number of Teachers Reminders:
Grade Level Counted only once * Counted more than once ** 1. * Number of teachers that should be counted only once
Male Female TOTAL Male Female TOTAL If a teacher is teaching more than one grade, he/she should be counted to the
grade level where he/she teaches the most number of hours.
Grade 11 However, if he/she teaches an equal number of hours per grade level, he/she
should be counted to the highest grade level assignment.
Grade 12
Note: TOTALS of the Number of Teachers (counted only once) must tally with
TOTAL the TOTALS in Tables 15a & 15b columns 3, 4 & 5.
2. ** Number of teachers that can be counted more than once

If a teacher is teaching more than one grade level, he/she can be counted more
than once.
Table 15. NUMBER OF SHS TEACHERS BY TEACHING ASSIGNMENT, BY GRADE LEVEL AND SEX (Nationally-funded teachers only), SY 2019-2020 (As of June 30, 2019)
TOTAL
Grade 11 Grade 12
Teaching Assignment (Grades 11-12)
LANGUAGE
Oral Communication
Reading & Writing
Komunikasyon at Pananaliksik sa Wika at Kulturang Pilipino
Pagbasa at Pagsusuri ng Iba’t Ibang Teksto Tungo sa Pananaliksik
HUMANITIES
21st Century Literature from the Philippines and the World
Contemporary Philippine Arts from the Regions
COMMUNICATION
Media & Information Literacy
MATHEMATICS
General Mathematics
Statistics & Probability
SCIENCE
Earth and Life Science (Lecture and Laboratory)
Physical Science (Lecture and Laboratory)
SOCIAL SCIENCE
Personal Development / Pansariling Kaunlaran
Understanding Culture, Society and Politics
PHILOSOPHY
Introduction to the Philosophy of the Human Person /

Pambungad sa Pilosopiya ng Tao
PE AND HEALTH
Physical Education and Health
DISASTER READINESS AND RISK REDUCTION
Reminder: A teacher who is teaching more than one learning area or grade level can be counted more than once.

Table 16. NUMBER OF SHS TEACHERS BY HIGHEST EDUCATIONAL ATTAINMENT Table 17. NUMBER OF SHS SCIENCE TEACHERS WITH SCIENCE EDUCATION MAJOR
(Nationally-funded teachers only), SY 2019-2020 (As of June 30, 2019) (Nationally-funded teachers only), SY 2019-2020 (As of June 30, 2019)
Number of Teachers Number of Teachers
Highest Educational Attainment Area of Specialization
Male Female TOTAL Male Female TOTAL
Bachelor Degree General Science
Master Degree Units Biology
Master Degree Chemistry
Doctorate Degree Units Physics
Doctorate Degree Others
TOTAL TOTAL
Reminder: A teacher should be counted based on his/her highest level of educational attainment
regardless if it is related to his/her specialization subject or not (i.e. Master of Public
Administration [MPA], Master in Business Administration [MBA], etc.).
Table 18. NUMBER OF SHS TEACHERS BY TEACHING ASSIGNMENT AND AREA OF SPECIALIZATION (Nationally-funded teachers only), SY 2019-2020 (As of June 30, 2019)
With Major/Minor Not Their Major/Minor
Graduate Degree Major Bachelor's Degree Major Bachelor Degree Minor With Special Training Without Special Training
Teaching Assignment
Number of classes with Number of classes with Number of classes with Number of classes with Number of classes with Number of classes with Number of classes with Number of classes with Number of classes with Number of classes with
class size not greater class size not greater class size not greater class size not greater class size not greater class size not greater class size not greater class size not greater class size not greater class size not greater
than 50 than 50 than 50 than 50 than 50 than 50 than 50 than 50 than 50 than 50
English
Filipino
Humanities
Communication
Mathematics
Science
Social Science
Philosophy
PE and Health
1. With Major/Minor - refers to the number of teachers who have specialization in the subject area they are teaching.
2. Not Their Major/Minor - refers to the number of teachers who have NO specialization in the subject area they are teaching, and can be classified as either with or without special training.
Reminders: 1. A teacher who is teaching more than one teaching assignment can be counted more than once (vertical).
2. A teacher can only be counted once as either "With Major/Minor" or "Not Their Major/Minor" (horizontal).
Table 19. NUMBER OF ENGLISH, FILIPINO, MATHEMATICS AND SCIENCE TEACHERS BY SPECIALIZATION (Nationally-funded teachers actually working in the school), SY 2019-2020 (As of June 30, 2019)
Full-Time Teachers Part-Time Teachers
Teaching Major in Major in Major in Major in
Major / Minor Major / Minor
Assignment in Other in Other
English Filipino Mathematics Science English Filipino Mathematics Science Subjects English Filipino Mathematics Science English Filipino Mathematics Science Subjects
English
Filipino
Mathematics
Science
TOTAL
Reminder: A teacher who is teaching more than one teaching assignment or more than one specialization can be counted more than once.

Table 20. TEACHERS WHO RECEIVED TRAINING WHILE Table 22. TEACHERS WHO RECEIVED TRAINING ON Table 23. TEACHERS WHO RECEIVED TRAINING ON
IN-SERVICE FROM JUNE 2018 TO JUNE 2019 INFORMATION AND COMMUNICATIONS TECHNOLOGY (ICT) PEDAGOGY FROM JUNE 2015 TO JUNE 2019
(Nationally-funded teachers working in the school) FROM JUNE 2015 TO JUNE 2019 (Nationally-funded teachers working in the school)
SY 2019-2020 (As of June 30, 2019) (Nationally-funded teachers working in the school) SY 2019-2020 (As of June 30, 2019)
Number of Teachers SY 2019-2020 (As of June 30, 2019) Number of Teachers
Position Title Training on Pedagogy
Male Female TOTAL Number of Teachers Male Female TOTAL
Training on ICT
Instructor III Male Female TOTAL Constructivist
Instructor II ICT Integration Inquiry based
Instructor I ICT Literacy/Content Reflective
Master Teacher IV Software Collaborative
Master Teacher III Hardware Integrative
Master Teacher II Others Inclusive Education
Master Teacher I TOTAL Others

1. ICT Integration - it is a strategy to incorporate information and
Teacher III TOTAL
communications technology into all facets of education and
training, including the administrative functions and models required 1. Pedagogy - strategies/approaches in teaching and learning. Based
Teacher II to support learning. on RA 10533; Rule 2, Section 10.2.
Teacher I
2. ICT Literacy/Content - knowledge to use digital technology, 2. Constructivist teaching - based on the belief that learning occurs as
communication tools, and/or networks appropriately to solve learners are actively involved in a process of meaning and
information problems in order to function in an information society. knowledge construction as opposed to passively receiving
SPED Teacher V information.
SPED Teacher IV
3. Software - the programs and other operating information used by a 3. Inquiry based - is a form of active learning that starts by posing
SPED Teacher III
computer. questions, problems or scenarios-rather than simply presenting
established facts or portraying a smooth path to knowledge.
SPED Teacher III
4. Hardware - the machines, writing, and other physical components 4. Reflective teaching - means looking at what you do in the
SPED Teacher I
of a computer or other electronic system. classroom, thinking about why you do it, and thinking about if it
works - a process of self-observation and self-evaluation.
TOTAL
Note: Number of teachers who received training relevant to the subject 5. Collaborative learning - is a method of teaching and learning in
matter they are teaching for the last twelve (12) months. which learners team together to explore a significant question or
create a meaningful project.
6. Integrated approach - allows learners to explore, gather, process,

Table 21. LOCALLY-FUNDED TEACHERS WORKING IN THE SCHOOL WHO ARE QUALIFIED AND TRAINED refine and represent information about topics they want to
SY 2019-2020 (As of June 30, 2019) investigate without the constraints imposed by traditional subject
barriers (Pigdon and Wolly, 1992).
Qualified Teachers Trained Teachers
Male Female TOTAL Male Female TOTAL 7. Inclusive Education - embraces the philosophy of accepting all
children regardless of race, size, shape, color, ability or disability
with support from school staff, learners, parents and the community
(DepED Order No. 72, s. 2009).
Qualified teacher - locally-funded teacher who has the minimum academic qualifications necessary to teach at a specific level of education. He/She must be a Licensure
Examination for Teacher (LET) passer given by the Professional Regulation Commission (PRC) and the Board for Professional Teachers (BPT) or a Professional Board
Examination for Teachers (PBET) passer given by the Civil Service Commission (CSC) and the Department of Education, Culture and Sports (DECS).
Trained teacher - locally-funded teacher who received at least the minimum organized teacher-training requirements (pre-service or in-service) to teach a specific level of
education.
Certified True and Correct by: Validated by Senior Education Program Specialist (HRTD): Validated by Planning Officer III (PRS-SGOD):
School Head :
(Signature Over Printed Name) / Date MITCHELLENE V. RIVO JOANN L. JIMENEZ
Position Title :
Box 1. LEARNING ACTION CELL (LAC) SESSION, SY 2019-2020 Box 2. ACTION RESEARCH, SY 2019-2020
(Please provide appropriate answers) (Please provide appropriate answers)
1. Do you conduct LAC Session/s in your school?  Yes  No 1. Do you conduct Action Research in your school?  Yes  No
If Yes, indicate the number of LAC Session/s conducted: If Yes, indicate the number of Action Research conducted:
1.a. Conducted last SY 2018-2019 1.a. Completed last SY 2018-2019
1.b. Planned to be conducted this SY 2019-2020 1.b. On-going
1.c. To be conducted
Validated by Curriculum Instruction Division (CID) Personnel: Validated by Senior Education Program Specialist (PRS-SGOD):
ISABELITA N. DAROYA, Ph. D.
(Signature Over Printed Name) / Date MARIA VICTORIA S. ANTONIO
Position Title : Public Schools District Supervisor
Table 24. MOOE ALLOCATION, UTILIZATION AND LIQUIDATION Box 3. AVAILABILITY OF ELECTRICAL SUPPLY, SY 2019-2020 (As of June 30, 2019)
FROM JANUARY 2018 TO DECEMBER 2018 (Check as appropriate)
MOOE Amount in PhP 1. Electrical Supply Sources:
Allocation  Grid Supply
Utilization  Off Grid Supply
Liquidation  Solar Power
1. Maintenance and Other Operating Expenses (MOOE) - is the allocated  Generator
funds for public elementary and secondary schools that can be spent on
activities and necessities (i.e. electricity and water) that support learning  Others, please specify
programs and help maintain a safe and healthy environment in schools.
 No source of electricity
2. Average Cost of Monthly Bills/Maintenance: (Please indicate the amount in PhP)
2. MOOE Allocation - refers to the MOOE provided for the previous fiscal
3. What is the funding source?
year.
 School MOOE  School Canteen Fund
3. MOOE Utilization - refers to the amount of MOOE utilized from the  LGU  Private Individual/Sector
MOOE allocation of the previous fiscal year.
 PTA  Others, please specify
4. MOOE Liquidation - refers to the amount of MOOE liquidated from the 4. Number of hours that the electricity is usually available in a day:
MOOE utilized from the MOOE allocation of the previous fiscal year.
1. Grid Supply - electricity coming from major or local power distributors (e.g., electric cooperatives, Meralco, etc.).
2. Off Grid Supply - electricity coming from alternative source of power (e.g., solar power, generator, etc.).
3. No source of electricity - without existing electrical supply at all.
Validated by Division Accountant: Validated by Phy. Facilities Coordinator/Div. Engineer:

HARKING C. REYES ENGR. TATUM GRACE L. MANZANO
Position Title : Accountant III Position Title : Engineer III
School Head :
Position Title :
437241274.xlsx Boxes1-3 Page 20 of 49
Table 25. NUMBER OF FUNCTIONAL COMPUTERS OF SHS BY FUNDING SOURCE, SY 2019-2020 (As of June 30, 2019)
NUMBER OF FUNCTIONAL COMPUTERS BY FUNDING SOURCE
Types of Computer Other

DepEd DepEd
LGU/SEF PTA Private Donations Government Others TOTAL
DCP non-DCP
Agencies
Academic Use
Desktop
Notebook/Netbook
Tablet
Desktop Virtual Terminal
Administrative Use
Desktop
Notebook/Netbook
Tablet
Desktop Virtual Terminal
TOTAL
1. Indicate the number of functional computers according to the following funding sources:
a. DepEd DCP - computers procured through the DepEd Computerization Program.
b. DepEd non-DCP - computers procured through other DepEd downloaded funds.
c. LGU/SEF - computers procured from the Special Education Fund (SEF) and the budgets of Local Government Units (LGU): provincial, municipal or barangay units.
d. PTA - computers funded from the Parents-Teachers Association (PTA).
e. Private Donations - computers donated/procured by private individuals, corporations, alumni associations, non-government organizations, philanthropic organizations or through foreign-assisted funds.
f. Other Government Agencies - computers funded from other government agencies such as DTI, DOST, CICT, etc.
g. Others - computers procured from other sources not listed above.
2. Computer - refers to electronic devices for storing and processing data such as :
a. Desktop - refers to a computer that is designed to be used on a table.
b. Notebook/Netbook - refers to a laptop computer that can easily be transported.
c. Tablet - refers to a portable computer that has a touchscreen feature as the primary means of input.
d. Desktop Virtual Terminal - refers to a computer terminal consisting of monitor, keyboard and mouse connected to a terminal device that connects to a computer host.
(Reminder: do not count the computer host).
3. Computer for Academic Use - refers to computer units utilized in the classroom/laboratory as an aid to instruction.
4. Computer for Administrative Use - refers to computer units used for encoding administrative data of the school (e.g., enrolment, attendance, disbursements, financial statements, and other reports).
Certified True and Correct by: Validated by Information Technology Officer: Validated by Planning Officer III (PRS-SGOD):
School Head :
(Signature Over Printed Name) / Date REYNANTE B. INFANTE JOANN L. JIMENEZ
Position Title :
437241274.xlsx Table25 Page 21of 49

Table 26. NUMBER OF FUNCTIONAL ICT EQUIPMENT OF SHS BY FUNDING SOURCE, SY 2019-2020 (As of June 30, 2019)
NUMBER OF FUNCTIONAL ICT EQUIPMENT BY FUNDING SOURCE
Types of ICT Equipment Other

DepEd DepEd
LGU/SEF PTA Private Donations Government Others TOTAL
DCP non-DCP
Agencies
Academic Use
LED TV
Network Switch
Printer
Projector
UPS
Wireless Router
Administrative Use
LED TV
Network Switch
Printer
Projector
UPS
Wireless Router
TOTAL
ICT Equipment - refers to electronic devices such as hardware and software that are intended to perform information processing and communication functions.
1. LED TV - refers to a type of television that uses light-emitting diodes (LED).
2. Network Switch - refers to a device used to network multiple computers together.
3. Printer - refers to a machine for printing text or illustrations on paper.
4. Projector- refers to a machine that projects images onto a screen or a wall.
5. Uninterruptible Power Source (UPS) - refers to an electronic equipment that provides battery backup when the electrical power source fails.
6. Wireless Router - refers to electronic device that works as router and as a wireless access point, to provide access to the internet or a private computer network.
School Head :
Position Title :

Box 4. DATA ON SHS INTERNET CONNECTIVITY, SY 2019-2020 (As of June 30, 2019)
1. Are there internet service providers in the area?  Yes  No

If Yes, check the appropriate internet service provider/s servicing the area:
 BAYANTEL  GLOBE  SMART  WIT Global (Satellite)
 DIGITEL  PLDT  SUN  Others, please specify
2. Does the school subscribe to any of the internet service provider/s listed above?  Yes  No
If Yes, indicate the purpose:
2.a. For administrative use?  Yes  No
2.b. For classroom instruction use?  Yes  No
3. How fast is your internet connection when not in use? Use www.speedtest.net to test the speed.
Date Tested: Ping (ms): Upload (Mbps):
Time Tested: Download (Mbps):
Internet Service Provider (ISP) - refers to the organization that provides services for accessing, using, or participating in the internet.
Table 27. AVERAGE MONTHLY EXPENSE (IN PESOS) OF INTERNET CONNECTION BY FUNDING SOURCE, SY 2019-2020 (As of June 30, 2019)
Types of Internet Connection Internet Service Provider Average Monthly Expense Funding Source
(Wired, Fixed wireless, Satellite, (Select from available ISPs above) (in PhP)
USB Modem) (DepEd DICP, MOOE, School Funds, LGU/SEF, PTA,
Private Donations, Other Government Agencies, etc.)
Indicate the average monthly expense of internet connection by funding source.

1. Types of Internet Connection:
a. Wired - internet connection using the phone lines from the service provider to a client.
b. Fixed wireless - internet connection through radio frequency bands with directional radio antenna on each end of the signal.
c. Satellite - internet connection using satellite dish supplied by an internet provider.
d. USB Modem - internet connection using USB dongle (e.g., SMART Bro, Globe Tattoo).
2. Average Monthly Expense - average cost spent for the internet connection in Philippine Peso.
School Head :
Position Title :
437241274.xlsx Box4-Table27 Page 23 of 49
Box 5. SCHOOL SITE DATA, SY 2019-2020 (As of June 30, 2019)
1. School Site Ownership and / or Proof of Occupancy
2. Total Land Area (in square meters): 4. Within Ancestral Domain :
a. Ownership in the name of: (Check as appropriate) With Usufruct Agreement?
 DepEd  Other Government Agency 3. Mode of Acquisition of School Site: (Check as appropriate)  Yes  No
 LGU  Private Entity / Individual/s Year With Certificate of Ancestral Domain Title (CADT)?
Mode
Acquired  Yes  No
b. With Document?  Yes  No  Donation
If Yes, what Document Type: (Check as appropriate)  Purchase 5. Within Ancestral Land :
 Original Certificate of Title (OCT)  Usufruct Agreement With Usufruct Agreement?
 Transfer Certificate of Title (TCT)  Expropriation  Yes  No
 Certificate of Land Ownership Award (CLOA)  Deed of Exchange (Land Swapping) With Certificate of Ancestral Land Title (CALT)?
 Special Patent  Presidential Proclamation  Yes  No
 Presidential Proclamation  Special Patent
 Tax Declaration  Certificate of Land Ownership Award 6. Legal Ownership Issues : (Check as appropriate)
 Deed of Absolute Sale (CLOA)  With Adverse Claim
 Deed of Donation  Special Land Use Permit (SLUP)  Encroachment
 Certificate of Stewardship  Others, pls. specify  With Illegal Settlers
 Special Land Use Permit (SLUP)  Others, pls. specify
 Contract of Usufruct
 Memorandum of Agreement or Understanding 7. School Site within : (Check as appropriate)
 Lease Agreement  Protected Areas
 Others, pls. specify  Areas classified as Timberland and Forestland
1. School Site Ownership and / or Proof of Occupancy - refers to any legal and official document that acts as a competent proof of one's ownership and/or occupancy of the subject property.
Document Type:
Certificate of Title - refers to the transcript of the decree or registration made by the Register of Deeds.
a. Original Certificate of Title (OCT) - refers to a document when the land has been adjudicated and decreed in the name of its owner in registration proceeding and the title issued for the first time is pursuant of such decree.
b. Transfer Certificate of Title (TCT) - refers to a document when the land title is cancelled and replaced by another title by reason of sale or transfer.
c. Certificate of Land Ownership Award (CLOA) - refers to a proof of ownership of the agrarian reform beneficiary with respect to private and agricultural land covered under RA 6657.
d. Special Patent - refers to grant, cede, and convey full ownership of alienable and disposable lands formerly covered by a reservation of lands of the public domain and is issued upon the promulgation of a special law or act of
Congress or by the DENR Secretary as authorized by the President.
e. Presidential Proclamation - refers to a proclamation issued by the President reserving an untitled land for public use.
f. Tax Declaration - refers to a document issued by the Assessor's Office of the jurisdiction (e.g., city or municipality) evidencing the payment of taxes on the use of the real property.
g. Deed of Absolute Sale - refers to a document executed by the vendor evidencing the absolute (without conditions) sale of the real property in favor of the vendee.
h. Deed of Donation - refers to a document executed by the donor, under the formalities required by law, evidencing the donation of the property.
i. Certificate of Stewardship - refers to a document awarded to individuals or families actually occupying or tilling portions of forest lands pursuant to LOI 1260 for a period of 25 years’ renewable for another 25 years.
j. Special Land Use Permit (SLUP) - refers to a privilege granted by the State to a person to occupy, possess and manage in consideration of specified return, any public forest lands for a specific use or purpose.
k. Contract of Usufruct - refers to a document which stipulates that DepEd/school is allowed of full use or perpetual right of use of property without consideration as long as the property is used solely for educational or designated
purposes.
l. Memorandum of Agreement or Understanding/Lease Agreement - refers to a document executed by the legal owner/occupant of the land setting unnecessary the conditions on the use of the property.
m. Others - refers to the other documents that are competent proof of ownership and occupancy.
(Continuation of definition on the next page)
Certified True and Correct by: Validated by Phy. Facilities Coordinator/Div. Engineer: Validated by Planning Officer III (PRS-SGOD):
School Head : ENGR. TATUM GRACE L. MANZANO
Engineer III (Signature Over Printed Name) / Date
437241274.xlsx Box5 Page 24 of 49

(Continuation of Definition)
2. Total Land Area - refers to the size in square meters of all areas designated as land used for some particular purpose such as school building.
3. Mode of Acquisition of School Site - refers to the means of acquiring the school site.
a. Donation - includes the four (4) types of donation: .
a.1. Simple Donation - refers to a type of donation whereby a person, through an act of liberality disposes a piece of land in favor of the government.
a.2. Conditional Donation - refers to a type of donation which imposes a condition (e.g., "that the land shall be used only for education"). In such case, the property is reverted to the owner when the condition as stipulated in the
donation is not met.
a.3. Inter Vivos Donation - refers to a type of donation that is in effect during the lifetime of the donor.
a.4. Mortis Causa - refers to a type of donation that takes effect only after the donor's death. Donations by mortis causa should conform to the formalities required of the last will.
b. Purchase - refers to a mode of acquisition of school sites by direct purchase from the legal owner who voluntarily sold it as evidenced by a Deed of Sale duly executed, notarized and registered with the Register of Deeds.
c. Expropriation - refers to a mode of acquisition of school sites by the government through the exercise its power of eminent domain (i.e. by taking private property for public use upon payment of just compensation).
d. Exchange (Land Swapping) - refers to a mode of acquisition of school sites by exchanging an existing school site for a new site for justifiable reasons as identified by law.
e. Presidential Proclamation - refers to a mode of acquisition of school sites by virtue of a declaration by the President under the procedures established by law.
4. Within Ancestral Domain - refers to all areas generally belonging to Indigenous Cultural Communities / Indigenous People (ICCs/IPs) comprising lands, inland waters, coastal areas, and natural resources therein, held under a claim of
ownership, occupied or possessed by ICCs/IPs, communally or individually since time immemorial. It covers the total environment, including the spiritual and cultural bonds to the areas which the ICCs/IPs possess, occupy and use and to
which they have claims of ownership.
a. Certificate of Ancestral Domain Titles (CADT) - refers refers to a title formally recognizing the rights of possession and ownership of ICCs/IPs over their ancestral domains identified and delineated in accordance with RA No. 837
otherwise known as the Indigenous People’s Rights Act of 1973.
5. Within Ancestral Land - refers to occupied land, possessed and utilized by individuals, families and clans who are members of the ICCs/IPs since time immemorial. Ancestral lands include residential lots, rice terraces or paddies, private
forests, swidden farms and tree lots. These may be found within ancestral domains.
a. Certificate of Ancestral Land Title (CALT) - refers to a title formally recognizing the rights of ICCs/IPs over their ancestral lands.
6. Legal Ownership Issues:
a. Adverse Claim - refers to a written statement setting forth claim to the title or right to possession over a registered property, alleging how and under whom such alleged right was acquired.
b. Encroachment - refers to unlawful interference or gaining upon the land, property, other possessions, or the rights of another.
c. With Illegal Settlers - refers to groups of housing units illegally constructed on a land that the occupants have no legal claim.
7. School Site within:
a. Protected Areas – refers to identified portions of land and water set aside by reason of their unique physical and biological significance, managed to enhance biological diversity and protected against destructive human exploitation,
such as National Parks, Natural Parks, Natural Monuments, Protected Landscape, Protected Seascape, Game Refuge and Bird Sanctuaries, Resource Reserves, Managed Resource Protected Areas, Marine Reserves, Watershed Forest
Reserves, Natural Biotic Areas, Wildlife Sanctuaries, and Wilderness Areas.
b. Timberland and Forestland – refers to lands of the public domain which have been the subject of the present system of land classification and determined to be needed for forest purposes. Eventually, these lands will be proclaimed
as forest reserves by the President.
Note: In case the school head does not have adequate information on the items listed above, the assistance of the Industrial Arts Teacher/Division Physical Facilities
Coordinator/Division Project Engineer can be asked.
437241274.xlsx Box5 cont. Page 25 of 49

Table 28. TRAVEL DETAILS (ONE-WAY) FROM SCHOOL, SY 2019-2020
For each ONE-WAY trip from your school to the specified reference points (i.e., Schools Division Office, Municipal Office, and Nearest Schools), indicate the following:
1. Travel cost - How much does it USUALLY* cost to travel from your school to the reference point? Specify your answers in Pesos.
2. Travel time - How many minutes does it USUALLY* take to travel from your school to the reference point?
3. Time spent walking - Given the USUAL* travel time in item 2, how much of this is spent walking? Specify your answers in minutes.
4. Travel time if walking the entire way - If you were to walk the entire way from your school to the reference point, how long would it take? Estimate your answer in minutes.
5. Crossing any body of water without a bridge - Do you need to cross any body of water (e.g., river, lake, sea) without a bridge to travel from your school to the reference point? Specify if yes or no.
6. Passing difficult terrain - Do you need to pass difficult terain (e.g., mountains, forests) to travel from your school to the reference point? Specify if yes or no.
Your school's access to the NEAREST:

From your Public School Private School
From your
school to your Elementary Junior High School Senior High School Elementary Junior High School Senior High School
Travel Details school to your
Schools
Municipal Indicate School ID: Indicate School ID: Indicate School ID: Indicate School ID: Indicate School ID: Indicate School ID:
Division Office
Office
(SDO)
1. Travel cost (in PhP)
2. Travel time (in minutes)
3. Time spent walking (in minutes)
4. Travel time if walking the entire way (in minutes)
5. Crossing any body of water without a bridge (yes/no)
6. Passing difficult terrain (yes/no)
Notes : 1. USUAL* - most frequent.

2. For Integrated Schools (Elementary, JHS and/or SHS Schools) and Secondary Schools details should be provided separately for each level
(e.g., Integrated School: Elementary - Php 20; JHS - Php 20)
EXAMPLE:
Over the course of 5 years, a school head has travelled from her school to the Schools Division Office 50 times already. During that time, the total cost of travelling from the school to the Schools Division office was as follows:
- P40 when taking public transportation (i.e., two jeepney rides);
- P200 for gas when the school service was available.
And, the travel time was as follows:
- 60 minutes when taking public transportation which required her to walk between jeepney stops;
- 30 minutes when the school service was available which did not require her to walk.
Out of those 50 trips, 40 trips were via the school service. Hence, the USUAL travel cost and travel time from the school to the Schools Division Office should be based on trips using the school service, as follows:
- Travel cost = P200;
- Travel time = 30 minutes;
- Time spent walking = 0 minute.
Box 6. SCHOOL LOCATION, SY 2019-2020
Location descriptions for your school: (Check all applicable) Notes: * - facing or directly beside a national road/public road
 Along the highway *  On a small island ****  Near a faultline ***** ** - on an inclined or steeped area
 By the hillside **  Near the coastline *****  Others, please specify *** - on an elevated area
 On top of a mountain ***  Near a river or waterway ***** **** - an island with an area less than 200 sq. km.
***** - near if within 1.5 km from the school
Certified True and Correct by : Validated by Phy. Facilities Coordinator/Div. Engineer: Validated by Planning Officer III (PRS-SGOD):
School Head : ENGR. TATUM GRACE L. MANZANO
Engineer III (Signature Over Printed Name) / Date
437241274.xlsx Table28-Box6 Page 26 of 49

Table 29. SHS HEALTH AND NUTRITION, SY 2019-2020
A. Number of learners who were vaccinated by the Department of Health in the school this SY 2019-2020 from June 3, 2019 to August 31, 2019
TOTAL
Grade 11 Grade 12
Type of Vaccines (Grades 11-12)
Measles Rubella
Tetanus Diphtheria
B. Number of learners by nutritional status as assessed from June 3, 2019 to August 31, 2019.
TOTAL
Grade 11 Grade 12
Nutritional Status (Grades 11-12)
Weight
Normal
Obese
Overweight
Severely Wasted
Wasted
TOTAL
Height
Severely Stunted
Stunted
Normal
Tall
TOTAL
Learners Nutritional Status in Weight:
1. Normal - refers to a learner with normal weight for his/her age whose BMI-for-age fall between -2 to +2 z-score line or standard deviation (SD).
2. Obese - refers to a learner who is severely overweight for his/her height and whose BMI-for-age fall beyond +3 z-score line or standard deviation (SD).
3. Overweight - refers to a learner weighing too much for his/her height and whose BMI-for-age fall between +2 to +3 z-score line or standard deviation (SD).
4. Severely wasted - refers to a very thin learner whose BMI-for-age is below -3 z-score line or standard deviation (SD).
5. Wasted - refers to a thin learner whose BMI-for-age fall between -2 to -3 z-score line or standard deviation (SD).
Learners Nutritional Status in Height:

1. Severely Stunted - refers to a learner who is very short for his/her age and whose height-for-age (HFA) fall below -3 z-score line or standard deviation (SD).
2. Stunted - refers to a learner who is short for his/her age and whose height-for-age (HFA) fall between -2 to -3 z-score line or standard deviation (SD).
3. Normal - refers to a learner with normal height for his/her age and whose height-for-age (HFA) fall between -2 to +2 z-score line or standard deviation (SD).
4. Tall - refers to a learner who is tall for his/her age and whose height-for-age (HFA) fall beyond +2 z-score line or standard deviation (SD).
Certified True and Correct by: Validated by Division School Health Coordinator/Medical Officer/Nurse: Validated by Planning Officer III (PRS-SGOD):
School Head : CHRISTIAN PAUL Q. ESPIRITU
Position Title : Position Title : Nurse II
437241274.xlsx Table29a-b Page 27 of 49

C. Number of learners who were dewormed from June 3, 2019 to August 31, 2019
TOTAL
Grade 11 Grade 12
(Grades 11 to 12)
Number of Learners Dewormed Male Female Male Female Male Female
D. Number of female learners who received Weekly Iron Folic Acid (WIFA) Supplementation for the previous SY 2018-2019
TOTAL
Details Grade 11 Grade 12
(Grades 11 to 12)
Number of female learners with consent
Number of female learners given WIFA Supplements

from July to September 2018
Number of female learners given WIFA Supplements

from January to March 2019
Box 7. SCHOOL CLINIC, SY 2019-2020

(Please provide appropriate answers)
1. Does the school have a designated school clinic?  Yes  No

2. How many weighing scales does the school have?
Number of Units Available

Type of Weighing Scale
in the School
Bathroom
Beam balance
Others, please specify
3. Which of the following tools does the school use for taking height? (Check as appropriate)
 Tape Measure  Microtoise  Others, please specify
 Steel tape  Stadiometer
4. How many first aid kits does the school have?
5. How many medical thermometers does the school have?
6. How many blood pressure apparatus does the school have?
7. How many school personnel has a training on basic life support and/or first aid?
School Head : TEODORO L. MANAOIS
437241274.xlsx Table29c-Box7 Page 28 of 49

Box 8. AVAILABILITY OF WATER SUPPLY, SY 2019-2020 (As of June 30, 2019)
(Check as appropriate)
1. Is there a water source inside the school ground?  Yes  No

If Yes,
1.1. What is the Water Supply Source:
 Piped water from local service provider  Rainwater Catchments
 Water Well  Others, please specify
 Natural source
1.2. Average Cost of Monthly Bills/Maintenance: (Please indicate the amount in PhP)_________________
1.3. Who pays for the Cost of Monthly Bills/Maintenance?
 LGU  Private Individual/Sector
1.4. Is the water source inside the school ground being used for drinking?  Yes  No
1.5. Has the water source inside the school been tested to determine safety of the water?  Yes  No
1.5.a. If Yes, did the test results show that the water source inside the school is safe to drink?  Yes  No
1.5.b. How frequent is the water source tested for safety?
 Monthly  Annually
 Quarterly  Others, please specify
1.5.c. When was the last time the water source was tested?
1.6. Are there times in the year when water is not available for an extended period of time?  Yes  No
2. Does the school have mechanism to ensure that the learners have safe drinking water?  Yes  No
2.1. If Yes, what mechanism is used?
 Teachers ask the learners to bring their own drinking water to school
 Safe water in refillable containers are provided in designated areas within the school
 Water from an accessible water source is treated (i.e., boiled, etc.)
 Others, please specify
1. Local piped water - water source coming from local water service providers.
2. Water well - an excavation structure in the ground by digging, driving, boring or drilling to access water in underground aquifiers.
3. Rainwater catchment - water sourced from rainwater and collected thru a rainwater collector.
4. Natural source - water sourced from a spring or stream that is either located inside the school grounds or located outside school grounds but water is supplied via pipes.
Table 30. NUMBER OF EXISTING WASH FACILITIES, SY 2019-2020 (As of June 30, 2019)
Functional TOTAL Number
Usage Non-Functional Number of Wash of
with soap without soap Facilities Water Outlets
Facilities for group handwashing
Facilities for individual handwashing

1. Group handwashing facility - a facility to be used in supervised handwashing and toothbrushing activtity that can accommodate at least 10 learners.
2. Individual handwashing facility - a facility in the classroom, drinking points, near toilets, near the canteen, etc. that learners can be used for handwashing at critical times.
3. Functional facilities for handwashing - the hand washing facility is accessible, with daily water supply, learner-appropriate height and with appropriate drainage.
4. Non-functional facilities for handwashing - the hand washing facility is broken, clogged or damaged in such a way that it cannot be used.
5. Water Outlet - any opening where water comes out for handwashing (e.g., Faucets, Punch Pipes, etc.).
Certified True and Correct by : Validated by Division School Health Coordinator/Medical Officer/Nurse:
School Head : TEODORO L. MANAOIS
JOANN L. JIMENEZ
437241274.xlsx Box8-Table30 Page 29 of 49

Table 31. ORAL HEALTH, PREVIOUS SY 2018-2019
TOTAL
(Grades 11 to 12)
Number of learners examined
Decayed, Missing, and Filled Teeth (DMFT) - Permanent Teeth
No. of learners with DMFT
No. of DMFT
Decayed, Missing, and Filled Teeth (DMFT) - Temporary Teeth
No. of learners with DMFT
No. of DMFT
Number of learners found to have gum disease
Number of learners with other significant dental anomalies
1. Decayed, Missing, and Filled Teeth (DMFT) Index - refers to the common method use in oral epidemology for assessing dental carries prevalence as well as dental treatment needs among
populations.
2. Gum Disease - refers to an inflammation of the gum line that can progress to affect the bone that surrounds and supports the teeth.
3. Dental Anomalies - refers to the craniofacial abnormalities of form, function or position of the teeth, bones, and tissues of the jaw and mouth.
Table 32. MEDICAL AND NURSING SERVICES, PREVIOUS SY 2018-2019

TOTAL
(Grades 11 to 12)
Number of learners examined
Number of learners with findings

Number of learners given interventions by clinic teachers and DepEd
health personnel
Number of learners referred to city/rural health units or other private
health professionals
School Head :

Box 9. MENTAL HEALTH, PREVIOUS SY 2018-2019
1. Number of learners who sought guidance counseling or life coaching from the school’s guidance counselor or guidance advocate:
Grade Level Number of Learners
Grade 11
Grade 12
TOTAL
2. Number of cases of violence against children committed in schools that were recorded by the school:
Types of Violence Cases Committed

Against Children Against Male Learners Against Female Learners TOTAL
Physical violence
Sexual violence
Psychological violence
Other acts of violence
TOTAL
3. Number of cases of bullying or peer abuse that were recorded by the school:
Grade Level Number of Cases
Grade 11
Grade 12
TOTAL
4. Number of cases of suicide and attempted suicide among learners and school personnel that were recorded by the school:
Number of Cases
Cases
Among Learners Among School Personnel
Suicide
Attempted suicide
Certified True and Correct by : Validated by Division Legal Officer:

School Head : ATTY. JOSE O. OVIEDO
Position Title : Position Title : Attorney III
JOANN L. JIMENEZ
437241274.xlsx Box9 Page 31 of 49

Box 10. TOBACCO CONTROL, SY 2019-2020
1. Does the school display the following IEC materials:

1.a. "No Smoking" Signages (EO 26, s.2017, DO 48, s.2016)  Yes  No
1.b. Poster at the school gate about prohibition of selling of cigarettes within 100 meters from the perimeter of the school
(EO 26, s.2017)
 Yes  No
2. Does the school have an active Child Protection Committee (CPC)?  Yes  No
2.a. How frequent does the CPC meet?  Monthly  Quarterly  Annually  Others, please specify
2.b. Has the school's CPC met to discuss tobacco control?  Yes  No
2.c. When did the CPC last meet to discuss tobacco control? (mm/dd/yyyy)
2.d. Does the school's CPC monitor stores within the 100-meter perimeter of the school for reporting to authorities stores
that sell cigarettes?  Yes  No
2.e. How frequent does the CPC monitor the stores within the 100-meter perimeter of the school?
 Monthly  Quarterly  Annually  Others, please specify
2.f. When did the CPC last monitor stores within the school's 100-meter perimeter to report violation
to authorities? (mm/dd/yyyy)
3. Measures Against Tobacco Industry Interference:

3.a. How many partnerships did the school have from May 2018 to August 2019?
3.b. How many of these partnerships have the proper partnership instrument needed (e.g., service contract, memorandum
of agreement (MOA), deed of donation (DOD)/deed of acceptance, memorandum of understanding, etc.)?
3.c. How many of the partnerships with memoranda of agreement/deeds of donation include a provision in the
MOA/DOD that the partner/donor is not connected to the tobacco industry, does not received funding from tobacco
companies, or does not sell cigarettes?
Box 11. NATIONAL PREVENTIVE DRUG EDUCATION, SY 2019-2020

1. Does the school implement a preventive drug education program?  Yes  No

2. Which of the following components are part of the school's preventive drug education program? (Check as appropriate)
 Curriculum integration  Partnership with the Barangay Anti-Drug Abuse Council
 Extra-curricular activities  Others, please specify
3. Does the school have a National Drug Education Program (NDEP) Coordinator?  Yes  No
4. How many classrooms have NDEP Corners?
5. Does the school have an established chapter of Barkada Kontra Droga?  Yes  No
School Head : GLENN ERICKSON T. BASTO/HAYDEE C. MAIQUEZ, Ed. D.
Nurse II/Education Program Specialist II (Soc Mob) (Signature Over Printed Name) / Date

Box 12. SHS FEEDING PROGRAM, SY 2019-2020 (As of August 31, 2019)
1. Does the school have a feeding program?  Yes  No

If Yes, what is the funding source of school feeding program?
 School MOOE  LGU Fund  Barangay Fund  School-Based Feeding Program (SBFP)
 School Canteen Fund  PTA Fund  Private Individual/Sector Fund  Others, please specify
2. Availability of agriculture and fishery resources in the school :
 Gulayan sa Paaralan, If check, which of the following types of vegetables are present in the school garden?
 Legumes  Leafy vegetables  Fruit-bearing  Rootcrops
 Fish Pond
 Agricultural Crops
 Livestock
 None
3. Does agricultural and fishery in the school used for feeding program?  Yes  No
If Yes, what is the funding source?
 School MOOE  LGU Fund  Barangay Fund  Others, please specify
 School Canteen Fund  PTA Fund  Private Individual/Sector Fund
Box 13. FOOD HANDLING, SY 2019-2020 (As of August 31, 2019)

1. Does the school have a canteen?  Yes  No

If Yes,
1.a. Managed by: 1.b. Sanitary Permit 1.c. Validity Date 1.d. Do canteen personnel/food handlers
have health certificates?
 School  Yes  No
 Teacher-Coop  Yes  No

 Yes  No
Sanitary Permit - is the official document issued by proper authorities to an establishment that has been determined to have met the minimum requirements for the sanitary operation.
School Head : NOREEN B. VIDAL

Box 14. SOLID WASTE MANAGEMENT, SY 2019-2020 (As of June 30, 2019)
1. Is your school compliant to the Ecological Solid Waste Management Act (RA 9003)?  Yes  No
2. How is the school implementing Solid Waste Management? (Check as appropriate)

 Composting  Posting of signage  Use of paper plates/cups instead of plastic
 Designation of trash collection point  Recycling Projects  Use of recycled materials are teaching tool
 Poster making and/or slogan making contest  School representative at the Barangay Solid  Use of reusable food containerts
Waste Management Committee  Waste segregation
3. Who are the school stakeholders actively engaged on the implementation of solid waste management? (Check as appropriate)
 Barangay  Local business partners  Parents
 Community leaders  Municipal/City government
Box 15. OPERATION AND MAINTENANCE OF SANITATION FACILITIES, SY 2019-2020 (As of June 30, 2019)
1. How often are the sanitation facilites cleaned? (Check only one)
 Daily  Once a week
 At least twice a week  Less than once a week
1.1. Average Cost of Monthly Bills/Maintenance: (Please indicate the amount)
1.2. Who Pays for the Cost of Monthly Bills/Maintenance? (Check as appropriate)
 LGU  Private Individual/Sector
Box 16. MENSTRUAL HYGIENE, SY 2019-2020 (As of June 30, 2019)

Does the school have a provision for availability of sanitary pads?  Yes  No
If Yes, where can the learners avail the sanitary pads?
 School Canteen  Guidance Office
 School Clinic  Others, please specify
School Head :

Box 17. SCHOOL GOVERNMENT PROGRAM (SGP), SY 2019-2020
(Please check/provide appropriate answers)
1. Do you have a Supreme Student Government (SSG) Council?  Yes  No
2. Do you have a SSG Adviser?  Yes  No
2.a. If yes, for how many years as adviser?
3. What is/are the subject/s handled by the adviser?
 Science  Mathematics  Others, please specify
 Filipino  Araling Panlipunan (AP)
4. What is the highest academic degree of the adviser?
 Bachelor Degree  Master Degree  Doctorate Degree
 Master Degree Units  Doctorate Degree Units
5. Are the SSG Adviser deloaded of some of their subjects handled?  Yes  No
6. Does the school collect fees for the SSG acivities?  Yes  No
7. Did the school incorporate a budget for SSG as part of SIP/APP?  Yes  No
8. Does the school have a room dedicated for the SSG Council?  Yes  No
9. Have the school SSG joined a division search for best SSG Council?  Yes  No
10. Have your division won any National Award?  Yes  No
11. How many times have the Youth Formation Coordinator (YFC)/Project Development
Officer I (PDO I) visited the school?
12. Do you provide Compensatory Time Off (CTO) for activities conducted by SSG
advisers during Saturday?  Yes  No
Box 18. SUPREME STUDENT GOVERNMENT (SSG) ACTIVITIES, SY 2019-2020

1. Have the SSG organized the participation of learners in Brigada Eskwela?  Yes  No
2. Have the school lead in National Greening Program?  Yes  No
3. Have the school SSG conducted activities to prevent learners from dropping-out of
schools?  Yes  No
4. Have the school SSG conducted English Speaking Campaigns and Reading and
Tutorial Services?  Yes  No
5. Have the school SSG conducted activities to support Anti-Drug Abuse Education and
Campaign?  Yes  No
6.
Have the school SSG assisted in ensuring that the school is a smoke/tobacco free place?  Yes  No
7. Have the school SSG lead learners in organizing activities which start during the
Teachers' Month Campaign every September and which culminate during the World  Yes  No
Teachers' Day celebration on October 5?
8. Have the school SSG encourage and support the participation of learners in recognized
co-curricular clubs/organizations and activities?  Yes  No
Box 19. CAREER GUIDANCE PROGRAM, SY 2019-2020

(Please check/provide appropriate answers)
1. Do you have a school guidance counselor?  Yes  No

If yes, should have data on Guidance Counselor in Table 12.
2. How many years he/she is assigned as guidance counselor?
3. Do you have a guidance advocate?  Yes  No
4. How many years he/she is as guidance advocate?
5. Have you conducted a career guidance activity?  Yes  No
6. Has the school funded a career guidance activity?  Yes  No
7. Do you have a guidance office?  Yes  No
Certified True and Correct by : Validated by Division Youth Formation Coordinator:

School Head : GILLIANE JESSA C. SABLE/BETHANY VENICE S. BAUTISTA
Position Title : Position Title : Project Development Officer I
JOANN L. JIMENEZ

Box 20. SCHOOL SPORTS PROGRAM, SY 2019-2020 (As of June 30, 2019)
AVAILABLE SPORTS EVENTS, CLUBS, AND FACILITIES
(Check multiple sports events, clubs, and facilities being offered in the school)
Sports Sports Sports Sports Sports Sports
Sports Program Sports Program
Event/s Club/s Facilities Event/s Club/s Facilities
1. Archery    16. Women Artistic Gymnastics (WAG)   

2. Arnis    17. Ryhtmic Gymnastics (RG)   
3. Athletics (throwing)    18. Pencak Silat   
4. Athletics (running)    19. Sepak Takraw   
5. Badminton    20. Softball   
6. Basketball    21. Swimming   
7. Baseball    22. Table Tennis   
8. Billards    23. Taekwondo   
9. Boxing    24. Tennis   
10. Chess    25. Volleyball   
11. Dance Sports    26. Wrestling   
12. Football    27. Wushu   
13. Futsal    28. Bocce   
14. Aerobic Gymnastics    29. Goal Ball   
15. Men Artistic Gymnastics (MAG)   
1. Sports events - current sports events being offered by the school.
2. Sports clubs - current sports clubs being offered by the school.
3. Sports facilities - current venues being used for sports events.
Certified True and Correct by: Validated by Division Sports Coordinator: Validated by Planning Officer III (PRS-SGOD):
School Head : SHERYL S. VILLACORTA
437241274.xlsx Box20 Page 36 of 49

Table 33. SCHOOL SPORTS PROGRAM, SY 2019-2020 (As of June 30, 2019)
SPORTS PERSONNEL (DepEd Funded) DATA
Number of
Number of Number of
Number of Non-teaching
Number of PE teacher/s Non PE teacher/s
Sporting Events Officiating personnel with
Coach/es with sports with sports
Official/s sports
specialization specialization
specialization
1. Archery
2. Arnis
3. Athletics (throwing)
4. Athletics (running)
5. Badminton
6. Basketball
7. Baseball
8. Billards
9. Boxing
10. Chess
11. Dance Sports
12. Football
13. Futsal
14. Aerobic Gymnastics
15. Men Artistic Gymnastics (MAG)
16. Women Artistic Gymnastics (WAG)
17. Ryhtmic Gymnastics (RG)
18. Pencak Silat
19. Sepak Takraw
20. Softball
21. Swimming
22. Table Tennis
23. Taekwondo
24. Tennis
25. Volleyball
26. Wrestling
27. Wushu
28. Bocce
29. Goal Ball

1. Coaches - identified personnel (DepEd funded) who is qualified/currently handling the identified sporting event.
2. Officiating Officials - identified personnel (DepEd funded) who is qualified/can handle officiating the identified sporting event.
3. PE teachers - identified BSPE personnel (DepEd funded) and their sports specialization.
4. Non PE teachers - identified personnel teaching academics (DepEd funded) and their sports specialization.
5. Non-teaching personnel - identified non academic personnel (DepEd funded) and their sports specialization.
Reminders: 1. PE teacher/s may identify multiple sporting events.

2. Non PE teacher/s may identify multiple sporting events.
3. Non-teaching personnel may identify multiple sporting events.
Certified True and Correct by: Validated by Division Sports Coordinator: Validated by Planning Officer III (PRS-SGOD):
School Head : SHERYL S. VILLACORTA

Table 34. DISASTERS/CALAMITIES, For the months of June 2018 to May 2019
(Please indicate the number of times the following hazards occurred in your school and its immediate surroundings.)
2018 2019
Disasters/Calamities
June July Aug. Sept. Oct. Nov. Dec. Jan. Feb. Mar. April May
Natural Hazards
Drought
Earthquake
Fire *
Flood
Landslide
Storm Surge
Tropical Cyclones ***
Tsunami
Volcanic Eruption
Human-Induced Hazards
Bomb Threat in School Premises
Bombing in School Premises
Crime against learner/s
Crime against non-teaching personnel
Crime against school head/s
Crime against school property
Crime against teaching personnel
Fire **
Hazardous Materials Incident
(e.g. chemical explosion, chemical spill, oil spill, exposure to
radioactive substances)
Health Threat
(i.e. Dengue, Malaria, Measles, food poisoning, disease outbreak)
Hostage-taking within school premises
Shooting incident within school vicinity
Structural collapse (as a result of engineering failures)
Other security threat as a result of civilian violence
(bomb threats, kidnapping threats, hostage taking, shooting, etc.)
Certified True and Correct by: Validated by DRRM Coordinator: Validated by Planning Officer III (PRS-SGOD):
School Head : MARJORIE S. RODRIGUEZ
Position Title : Position Title : Project Development Officer II

1. Disaster - A serious disruption of the functioning of a community or a society involving widespread human, material, economic or environmental losses and impacts, which exceeds the ability of the affected community or society to cope
using its own resources.
Source of Definition: UNISDR Terminologies. https://www.unisdr.org/files/7817_UNISDRTerminologyEnglish.pdf
2. Human-Induced Hazards -Are induced entirely or predominantly by human activities and choices that adversely affect other persons. The Sendai Framework for Disaster Risk Reduction 2015-2030 categorized these hazards as one of the
following: (a) Environmental hazards may include chemical, natural and biological hazards. They can be created by environmental degradation or physical or chemical pollution in the air, water and soil. Examples include soil degradation,
deforestation, loss of biodiversity, salinization and sea-level rise. (b) Technological hazards originate from technological or industrial conditions, dangerous procedures, infrastructure failures or specific human activities. Examples include
industrial pollution, nuclear radiation, toxic wastes, dam failures, transport accidents, factory explosions, fires and chemical spills. -------
While the UNISDR subjects armed conflicts and other situations of social instability to the International Humanitarian Law and National Legislation, the DRRMS classifies these violent incidents as human-induced.
Source of Definition: Sendai Framework for Disaster Risk Reduction 2015-2030. https://www.unisdr.org/files/43291_sendaiframeworkfordrren.pdf
3. Crime against learners / personnel - Murder / Homicide, Physical Injuries, etc.

Source of Definition:DO No. 23, s. 2014. http://www.deped.gov.ph/wp-content/uploads/2014/04/DO_s2014_023.pdf
4. Crime against school property - Theft, Robbery, Arson, etc.

Source of Definition: DO No. 23, s. 2014. http://www.deped.gov.ph/wp-content/uploads/2014/04/DO_s2014_023.pdf
5. Drought - A long lasting event triggered by a lack of precipitation. It is characterized by a deficiency in water supply that is the result of constantly below average precipitation.
Source of Definition:DO No. 23, s. 2014. Enclosure No. 4: Definition of Terms. http://www.deped.gov.ph/wp-content/uploads/2014/04/DO_s2014_023.pdf
6. Earthquake - A weak to violent shaking of the ground produced by the sudden movement of rock materials below the earth’s surface that originate from the tectonic plate boundary. Tectonic earthquakes are produced by sudden movement
along faults and plate boundaries. Earthquakes induced by rising lava or magma beneath active volcanoes is called volcanic earthquakes.
Source of Definition:DOST-PHIVOLCS: Introduction to Earthquake. https://www.phivolcs.dost.gov.ph/index.php/earthquake/introduction-to-earthquake
7. Fire - Interaction of heat, fuel and oxygen which will result in in a chemical reaction called burning.
* Includes forest or bush fires, or burning as consequence of other natural hazard, such as earthquakes.
** Includes fires due to human negligence, such as electrical wiring failure
Source of Definition:DO No. 23, s. 2014. Enclosure No. 4: Definition of Terms. http://www.deped.gov.ph/wp-content/uploads/2014/04/DO_s2014_023.pdf
8. Flood - A progressive abnormal increase in the elevation of the surface level of streamflow until it reaches a maximum height from which the level slowly drops to what is its normal level. The sequence described all takes place within a
certain period of time.
Source of Definition:DOST-PAGASA Learning Tools: Floods. bagong.pagasa.dost.gov.ph/learning-tools/floods
9. Landslide - A mass movement of rock, soil, and debris down a slope due to gravity. It occurs when the driving force is greater than the resisting force. It is a natural process that occurs in steep slopes. The movement may range from very
slow to rapid. It can affect areas both near and far from the source.
Source of Definition: DOST-PHIVOLCS: Introduction to Landslide. https://www.phivolcs.dost.gov.ph/index.php/landslide/introduction-to-landslide
10. Storm Surge - An abnormal increase in water level in seashores when a storm nears coastal lines caused by strong winds brought by low pressure at the eye wall.
Source of Definition: DOST-PAGASA Learning Tools: Meteorological Terms, Storm Surge. http://bagong.pagasa.dost.gov.ph/learning-tools/meteorological-terms
11. Tropical Cyclones - A non-frontal, synoptic-scale cyclone developing over tropical and sub-tropical waters at any level and having a definitely organized circulation. In other parts of the world, these are referred to as hurricanes, typhoons
or simply tropical cyclones depending on the region.
*** Includes Tropical Depression, Tropical Storm, Severe Tropical Storm, Typhoon, and Super Typhoon
Source of Definition: DOST-PAGASA: About Tropical Cyclones. http://bagong.pagasa.dost.gov.ph/information/about-tropical-cyclone
12. Tsunami - An ocean wave produced by a submarine earthquake, landslide, or volcanic eruption that may reach enormous dimensions and have sufficient energy to travel across entire oceans.
Source of Definition: DOST-PAGASA Learning Tools: Meteorological Terms, Tsunami. http://bagong.pagasa.dost.gov.ph/learning-tools/meteorological-terms
13. Volcanic Eruption - The transport of magma or gases to the Earth's surface, which can be accompanied with tremors and eruptions; and the interaction of magma and water underneath the Earth's surface which can result in phreatic
eruptions
Source of Definition: DOST PHIVOLCS: Introduction to Volcanoes. https://www.phivolcs.dost.gov.ph/index.php/volcano-hazard/introduction-to-volcanoes
437241274.xlsx Table34 cont. Page 39 of 49

Table 35. DISASTERS/CALAMITIES (Human-Induced Hazards - Armed Conflict and Grave Child Rights Violations), For the months of June 2018 to May 2019
(Please provide appropriate answers.)
2018 2019
1. Armed Conflict
1a. Indicate the number of times the following armed conflict occurred in your school and its immediate surroundings.
Armed conflict incident experienced in the past months
1b. Indicate the number of times the state/non-state actors were involved in the armed conflict incidents.
1b1. State Actors:
Armed Forces of the Philippines (AFP)
Philippine National Police (PNP)
1b2. Non-State Actors:

Abu Sayyaf Group (ASG)
Bangsamoro Islamic Freedom Fighters (BIFF)
Communist Party of the Philippines/
New People's Army/
National Democratic Front (CPP-NPA-NDF)
Maute Group
Moro National Liberation Front (MNLF)
2. Grave Child Rights Violations

2a. Indicate the number of reports of Grave Child Rights Violations within the school and immediate surroundings that were filed through government channels
Killing and maiming of children
Abduction of children
Attacks against schools or hospitals
Denial of humanitarian access for children
Recruitment or use of children as soldiers
Sexual violence against children

1. Armed conflict - refers to armed confrontations occurring between governmental armed forces and one or more armed groups, or between such groups arising in the Philippine territory. These
shall include activities which may lead to, or are undertaken in preparation of armed confrontation or armed violence that put children‘s lives at risk and their rights violated.
(R.A. 11188)
- Armed conflict incidents include armed encounters such as the All-Out-War in 2000, the September 2013 Zamboanga Siege, the 2017 Marawi Siege, among others
Source of Definition: R.A. 11188, or the Special Protection of Children in Situations of Armed Conflict (2017)
1b1. & 1b2. State and/or Non-State Actors - refers to parties involved in non-international armed conflict in which hostilities occur between governmental (state) armed forces and non-
governmental (non-state) armed groups or between such groups only.
Source of Definition: D. Schindler, The Different Types of Armed Conflicts According to the Geneva Conventions and Protocols, RCADI, Vol. 163, 1979-II, p. 147. as cited in International
Committee of the Red Cross (ICRC): "How is the Term "Armed Conflict" Defined in International Humanitarian Law?". https://www.icrc.org/en/doc/assets/files/other/opinion-paper-armed-
conflict.pdf
2. Grave Child Rights Violations - refers to the offenses committed against children that constitute flagrant violations of their human rights and have severe consequences in their lives.
Source of Definition: DepEd Order No. 57, s. 2017 Policy on the Protection of Children in Armed Conflict, based on UN Security Council Resolution Nos. 1539, 1612, 1882, 1998
http://www.deped.gov.ph/wp-content/uploads/2017/11/DO_s2017_057.pdf
Table 36. RESULT OF DISASTER INCIDENCES, For the months of June 2018 to May 2019
(Please provide appropriate answers.)
2018 2019
Result of Disaster Incidences / Emergencies
Number of Classrooms used as Evacuation Center
Number of Days the Classrooms were used as Evacuation Center
Number of School Days lost due to class suspensions resulting from
natural hazards
human-induced hazards
armed conflict

Box 21. ENABLING ENVIRONMENT, For the months of June 2018 to May 2019
Check the appropriate boxes that correspond to the DRRM / CCA / Peacebuilding initiatives conducted.
1. Adopted / localized existing policies relating to DRRM/CCA/Peacebuilding
Policy No. Title

DRRM-CCA Policies
 DO 82 s.2010 Reiteration of CCA-DRR at the School Level
 DO 83 s.2011 Disaster Preparedness in Schools
 DO 43 s.2012 Guidelines on the Implementation of EO 66 (Suspension of Class
 DO 21 s.2015 DepEd DRRM Information Management and Coordination Proto
 DO 23 s.2015 School Watching and Hazard Mapping
 DO 27 s.2015 Family Earthquake Preparedness
 DO 37 s.2015 Comprehensive DRRM in Basic Education Framework
 DO 28 s.2016 Strengthening Fire Safety and Awareness Program
 DM 221 s.2013 Guidelines on the Protection of Children during Armed Conflict
 DM 041 s.2015 Implementing Brigada Eskwela 2015
 DM 069 s.2015 Observance of the National Disaster Consciousness Month 2015
Child Protection and EiE in Armed Conflict Policies
 DO 44 s.2005 Declaration of Schools as Zones of Peace
 DO 57 s.2017 Policy on the Protection of Children in Armed Conflict
 DM 109 s.2017 Public Manifestation of DepEd’s Declaration of Schools as Zones
 DO 40 s.2012 Child Protection Policy
2.  Designated School DRRM Coordinator

3.  Formed School DRRM Team
4.  School DRRM Team have defined roles and responsibilities/ functions
5.  Has a comprehensive School DRRM/CCA Plan
6.  For conflict affected schools, has a comprehensive School Peacebuilding Plan
7.  School DRRM/CCA/Peacebuilding Plan considers the needs of learners with disabilities
8.  School DRRM/CCA/Peacebuilding Plan considers indigenous knowledge systems and practices (IKSP)
9.  School DRRM/CCA/Peacebuilding Plan is gender sensitive
10.  Supreme Pupil Government(SPG)/Supreme Student Government (SSG) led in the school DRRM planning p
11.  Integrated DRRM/CCA into the School Improvement Plan (SIP)
12.  For conflict affected schools, have integrated Peacebuilding into the SIP
13.  DRRM/CCA/Peacebuilding activities are supported by school budget
14.  Funding sources for interventions in the aftermath of a disaster or emergency exist and can easily be tapped.
15.  Has partnerships that could be tapped to support its DRRM/CCA programs and activities, including those af
16.  Has partnerships that could be tapped to support its Peacebuilding programs and activities, including those a
17.  Implemented student-led school watching and hazard mapping (DO 23, s 2015)
18.  Student-led school watching and hazard mapping made use of hazard maps of PHIVOLCS, MGB, PAGASA
19.  Results of school watching and hazard mapping is presented and submitted to the school planning team
437241274.xlsx Box21 Page 42 of 49
20.  Learners including those with disabilities, IPs, Muslim, and others participated in risk assessment and DRRM
21.  Incorporated results of student-led school watching and hazard mapping in the School DRRM/CAA/Peaceb
22.  School Planning Team have linked the results of the school watching and hazarding mapping with the s
understand its risk
23.  Submitted Rapid Assessment of Damage Report (RADAR) to the DRRMS Central Office, within 72 hour
in the area, if affected by disaster
24.  School carries out monitoring and evaluation to assess sustainable implementation
25.  Data collection and consolidation of programs and activities on DRRM/CCA/Peacebuilding to monitor resu
Certified True and Correct by : Validated by DRRM Coordinator:

School Head : MARJORIE
(Signature Over Printed Name) / Date (Signature Over
Position Title : Position Title : Project Deve
JOANN L. JIMENEZ
437241274.xlsx Box21 Page 42 of 49

A / Peacebuilding initiatives conducted.
acebuilding
Title
plementation of EO 66 (Suspension of Classes)

mation Management and Coordination Protocol
otection of Children during Armed Conflict
ational Disaster Consciousness Month 2015
of DepEd’s Declaration of Schools as Zones of Peace
nctions
cebuilding Plan
f learners with disabilities
knowledge systems and practices (IKSP)
nt (SSG) led in the school DRRM planning process

P)
o the SIP
budget
or emergency exist and can easily be tapped.
A programs and activities, including those after a disaster
ing programs and activities, including those after an armed conflict
(DO 23, s 2015)
hazard maps of PHIVOLCS, MGB, PAGASA and LGUs
nd submitted to the school planning team
437241274.xlsx Box21 Page 42 of 49
hers participated in risk assessment and DRRM planning
mapping in the School DRRM/CAA/Peacebuilding Plan and SIP
watching and hazarding mapping with the school's education data to better
the DRRMS Central Office, within 72 hours after the onslaught of a hazard
ble implementation
DRRM/CCA/Peacebuilding to monitor results and impacts
Validated by DRRM Coordinator:

MARJORIE S. RODRIGUEZ
Project Development Officer II
437241274.xlsx Box21 Page 42 of 49

1. CCA (Climate Change Adaptation) -Climate change refers to a change in the state of the climate that can be identified (e.g., by using statistical tests) by changes in the mean and/or the
variability of its properties and that persists for an extended period, typically decades or longer. Adaptation is adjustment in natural or human systems in response to actual or expected
stimuli or their effects, which moderates harm or exploits benefit opportunities (IPCC).
Change of climate which is attributed directly or indirectly to human activity that alters the composition of the global atmosphere and which is in addition to natural climate variability
observed over comparable time periods. Adjustments in ecological, social, or economic systems in response to actual or expected climatic stimuli and their effects or impacts. It refers to
changes in processes, practices, and structures to moderate potential damages or to benefit from opportunities associated with climate change (UNFCCC).
Intergovernmental Panel on Climate Change (IPCC)
United Nations Framework Convention on Climate Change (UNFCCC)
2. DRRM (Disaster Risk Reduction and Management) - is the systemic process of using administrative directives, organizations, and operational skills and capacities to implement
strategies, policies, and improved coping capacities in order to lessen the adverse impacts of hazards and the possibility of a disaster.
Source of Definition: DepEd Order No. 37, s. 2015 The Comprehensive Disaster Risk Reduction and Management in Education Framework. http://www.deped.gov.ph/wp-
content/uploads/2015/08/DO_s2015_37.pdf
3. EiE (Education in Emergencies) - refers to the quality learning opportunities for all ages in situations of crisis, including early childhood development, primary, secondary, non-formal,
technical, vocational, higher and adult education. Education in emergencies provides physical, psychosocial and cognitive protection that can sustain and save lives.
Source of Definition : International Network for Education in Emergencies Term Bank. https://toolkit.ineesite.org/term-bank/en/terms/education_in_emergencies
4. Peacebuilding - Refers to a process that facilitates the establishment of durable peace and tries to prevent the recurrence of violence by addressing root causes and effects of conflict
through reconciliation, institution building, and political as well as economic transformation. This consists of a set of physical, social, and structural initiatives that are often an integral
part of post-conflict reconstruction and rehabilitation.
Source of Definition: UNICEF Technical Notes on Conflict Sensitivity and Peacebuilding.
http://www.unicefinemergencies.com/downloads/eresource/docs/KRR/UNICEF%20Technical%20Note%20on%20Conflict%20Sensitivity%20and%20Peacebuilding.pdf
Box 22. SAFE LEARNING FACILITIES, For the months of June 2018 to May 2019
Check appropriate boxes or provide correct numbers for all Safe Learning Facility initiative.
Instructional Non-Instructional Ancillary Facilities

1. Number of classrooms with risk assessment:
2. Number of unsafe classrooms identified:
3.  School facilities are sensitive to the needs of persons with disability. (ramps, etc.)
4.  School conducts regular inspection of school facilities.
5. Months the maintenance of facilities undertaken (check all appropriate boxes).
2018 2019
           
6.  School Head has allotted budget for routine maintenance of school building and ancillary facilities.
7.  Undertaken regular repair of damaged school building and ancillary facilities
8.  There is an ongoing construction in the school.
9.  School Head is involved in the quality assurance of the ongoing construction.
10.  School Head monitors the progress of the ongoing construction.
11. Guidance and regulations on DO 40 s 2015 are followed:
 Safe school building site selection for construction  Resilient design  Resilient construction
12.  Safety precautions are in place for all new and ongoing building construction (e.g. fencing, signages, access).
13.  Access of laborers are limited to the construction site only (e.g. temporary bunk houses, separate entry and exit points, own meters for water
and electricity).
14.  School Head has a copy of the building plans from the contractor?
1. Ancillary - refers to a group of buildings having a secondary or dependent use, such as an annex.
Source of Definition: DepEd Educational Facilities Manual
2. Instructional - These spaces are designed to directly accommodate the educational program. The basic instructional spaces for elementary schools are classrooms and work education
shops or multi-purpose buildings for Home Economics and Industrial Arts Classes. However, for secondary schools offering general curriculum, the basic instructional spaces are
classrooms, computer rooms, science laboratories, and Technology and Livelihood Education (TLE) shops. In secondary vocational schools, basic instructional spaces also include
specialized shops. Other spaces such as libraries, learning centers, gymnasiums, and similar spaces are classified as instructional spaces when they are used directly in conjunction with
the curriculum. In line with the changing curriculum, a modular type of school building has been designed to include components for home economics, industrial arts, agricultural arts,
etc. in one building unit known as multipurpose workshop building.
3. Non-instructional - refers to administrative and non-programmed spaces within the school.

4. Risk Assessment - This process includes identification of the hazards present in the location and an assessment of their potential impacts and effects on the built environment based on
existing or anticipated vulnerabilities and potential losses.
5. Unsafe Classroom - refers to classrooms that have one or a combination of hazards listed in the School Watching Checklist
Source of Definition: DO No. 23, s. 2015 Student-led School Watching and Hazard Mapping

JOANN L. JIMENEZ
437241274.xlsx Box22 Page 43 of 49

Box 23. DISASTER RISK MANAGEMENT, For the months of June 2018 to May 2019
Check appropriate boxes or provide correct numbers for all Disaster Risk Management initiatives.
1. Has a specific Contingency Plan for the hazard/s the school is affected with:
Natural Hazards: Human-Induced Hazards:
 Drought  Flood  Tsunami  Armed Conflict  Fire
 Earthquake  Landslide  Volcanic Eruption  Bomb Threats / Bombing  Others, please specify
 Fire  Tropical Cyclone  Civilian Violence
2.  Has an evacuation plan and procedures
3.  Has a student-family reunification plan that is clearly disseminated to learners, teachers and parents
4. School DRRM Planning and Contingency Planning are conducted together with the following:
 Learners  LGUs  Parents  Partners  Personnel
5.  School is identified as an evacuation center
6.  School Head has identified school building and ancillary facilities to be used as temporary evacuation centers for disasters
7.  School Head is aware and knowledgeable of the Joint Memorandum Circular No. 1, series of 2013 and RA 10821 and its corresponding IRR, which stipulates
the limited use of schools as evacuation center and the roles of the LGU and DSWD in Camp Management
8.  School has documented MoU/MoA with the LGU and DSWD for the use of the school as evacuation center following the JMC 1 s. 2013 and RA 10821
9. Number of emergency supplies and equipment available in the schools:
2-fold Stretcher First Aid Kit Safety Hat / Helmet
C-Collar Go bag with Multi-Tool for each learner Safety Shoes
Emergency Head Lamp Go bag with Multi-Tool for each personnel Spine Board with Safety Belts
Emergency lights/ flashlights Handheld/Base Radios Splinter
Emergency Whistle Life Vest / Life Jacket Universal Head Immobilizer
Fire Extinguisher Safety Coat
10. School has pre-identified spaces for putting up:
 Temporary Learning Spaces (TLS)  WASH Facilities
11.  Conducted training for teaching and non-teaching staff to administer first aid to learners and other personnel
12.  School has psychosocial interventions for learners and personnel
13.  School has existing resumption strategies and alternative delivery modes to ensure education continuity
14.  School has implemented these strategies after disasters resulting from natural hazards
15.  School has implemented these strategies during emergencies resulting from armed conflict
16. Resumption strategies the school has implemented and number of days:
Strategies/Alternative Delivery Modes No. of days

 E-Impact
 Make-up classes
 MISOSA
 Open High School
 Others, please specify:
14.  Ensured that learners completed the Family Earthquake Preparedness Plan (DO No. 27, s. 2015); and school has reported completion to DepEd DRRMS at the
Central Office
15.  Presented Family Earthquake Preparedness Plan results to the PTA and LGU
16.  School has taken appropriate actions based on the results of the Family Earthquake Preparedness Plan
17.  Established a system in tracking learners and personnel in the event of a disaster
18.  Conducted Brigada Eskwela to ensure school safety and that disaster preparedness measures are in place
19.  Learners, teachers, parents and other stakeholders participated in DRRM, CCA, and Peacebuilding activities
20.  School has a functional early warning system to inform learners and personnel of emergencies
(e.g. protocol, warning signs, devices, IEC), with consideration of existing national and LGU warning systems and protocols
21.  Conducted regular hazard-specific drills (at least 3 priority hazards based on risk assessment) with the participation of key stakeholders
(e.g. BFP, Medic, LGUs, NGOs, community, PTA, alumni, and others)
22. Number of learners who participated in the following drills in the appropriate month/s:
2018 2019
Types of Drills
Earthquake Drill
Fire Drill
Flood Evacuation Drill
Tsunami Drill
Storm Surge Drill
Lockdown Drill
23.  Ensured the participation of children, PWDs, pregnant woman and elderly people during the drills
24.  Conducted awareness and capacity building for learners and families
25.  School participated in the different DRRM/CCA/Peacebuilding activities of the LGUs

JOANN L. JIMENEZ
437241274.xlsx Box23 Page 44 of 49

1. Bomb Threats / Bombing - refers to a threat or actual detonation of an explosive or incendiary device to cause property damage, death, or injuries.
Indiana University: Emergency Planning
https://protect.iu.edu/emergency-planning/procedures/bomb-threats.html
2. Civilian Violence - refers to the use of physical force brought by a noncombatant person, so as to injure, abuse, damage, or destroy. This includes crimes against school heads, teachers, learners,
and school property.
Merriam-Webster Dictionary
https://www.merriam-webster.com/dictionary/violence
3. Contingency Plan - A management process that analyses specific potential events or emerging situations that might threaten society or the environment and establishes arrangements in advance to
enable timely, effective and appropriate responses to such events and situations.
UNISDR Terminologies. https://www.unisdr.org/files/7817_UNISDRTerminologyEnglish.pdf
4. E-Impact - The Enhanced Instructional Management by Parents, Community and Teachers (e-IMPACT) learning system is a technology-enhanced alternative delivery mode developed by the
SEAMEO Regional Center for Educational Innovation and Technology (INNOTECH) to address issues in accessibility and quality of education in schools usually handled by a few teachers teaching
multigrade classes.
UNICEF Evaluation on Alternative Delivery Modes. https://www.unicef.org/evaldatabase/files/Philippines_ADM_Evaluationl_Philippines-2012-001.pdf
5. Evacuation Center - refers to a safe site, building or center hosting internally displaced persons, which includes covered courts, barangay or community halls, camping areas, collective centers,
multi-purpose centers, established “tent cities” or schools
DSWD-DILG-DOH-DepEd- Joint Memorandum No. 1, S. 2013 on the Guidelines on Evacuation Center Coordination and Management, Part III.
6. Lockdown Drill - An emergency procedure intended to secure and protect occupants who are in the proximity of an immediate threat. This procedure is used when it may be more dangerous to
evacuate a building than stay inside. By controlling entry/ exit and movement within a facility, emergency personnel are better able to contain and handle any threats.
University of British Columbia: Emergency Procedures. https://emergency.ok.ubc.ca/procedures/lockdown/
7. MISOSA - Modified In-School, Off-School Approach. MISOSA aims to: (i) solve congestion in schools with big enrolment; (ii) address the need of children for adequate learning materials; (iii)
mobilize and strengthen community support; and (iv) improve students’ performance.
UNICEF Evaluation on Alternative Delivery Modes. https://www.unicef.org/evaldatabase/files/Philippines_ADM_Evaluationl_Philippines-2012-001.pdf
8. Open high school - An alternative mode of delivering secondary education for both public and private schools. It puts premium on independent, self-pacing and flexible study to reach learners who
are unable to start or complete secondary education due to problems of time, distance, physical impairment, financial difficulties, social or family problems.
DepEd Order No. 46, s. 2006 Guidelines on the Implementation of the Open High School Program. http://www.deped.gov.ph/wp-content/uploads/2006/11/DO_s2006_46.pdf
9. Temporary Learning Spaces - refers to spaces or structures that is established in transitional sites, permanent relocation sites, or in damaged schools, which is intended for the immediate
resumption of formal and non-formal education to ensure continuity of learning of children while awaiting the construction or repair of permanent classrooms. This includes space for supervised
neighborhood play services for preschoolers and learning activities for school-aged children.
Implementing Rules and Regulation (IRR) of RA 10821 “Children’s Emergency Relief and Protection Act”.
10. WASH - Water, Sanitation, and Hygiene Facilities
437241274.xlsx Box23 cont. Page 45 of 49

Box 24. DISASTER RISK REDUCTION IN EDUCATION, For the months of June 2018 to May 2019
Check appropriate boxes or provide correct numbers for all Disaster Risk Reduction in Education initiatives.
1. School teaches DRRM/CCA and Peacebuilding-related concepts
DRRM/CCA Peacebuilding
Subjects
Grade 11 Grade 12 Grade 11 Grade 12
Science    
Araling Panlipunan    
Edukasyon sa Pagpapakatao (EsP)    
Physical Education    
Health    
Edukasyong Pantahanan at Pangkabuhayan (EPP)    
Others    
2. Number of teachers trained in integrating Peace Education in their daily learning log
3.  DRRM/CCA/Peacebuilding related topics are integrated in SpEd program

4.  Learning resources (Teachers Guides and Textbooks/Learning Materials and other supplemental materials) are available to aid teaching DRRM, CCA,
and Peacebuilding.
5.  Skills and competencies of learners are assessed through measurable learning and risk reduction (RR) outcomes
6. Specific activities relating to DRRM, CCA and Peacebuilding with the number of learners who participated
DRRM CCA Peacebuilding

No. of No. of No. of
School Activities School Activities School Activities
Learners Learners Learners
School Watching and Hazard Mapping Gulayan sa Paaralan Peace Conferences or Camps
Family Earthquake Preparedness Installation of Materials Recovery Facility Creation of youth networks or
Fire Drill Solid Waste Management organizations for peace
Earthquake Drill Recycling Art, essay, slogan, etc. contests for peace
Tsunami Drill Tree Planting
Celebration and commemoration of
Lockdown Drill Other related activities, please specify special events related to peace and
human rights
Basic First Aid
Other related activities, please specify Other related activities, please specify
437241274.xlsx Box24 Page 46 of 49
Table 37. DISASTER RISK REDUCTION IN EDUCATION (DRRM, CCA, and Peacebuilding Trainings), For the months of June 2018 to May 2019
Provide correct numbers for all Disaster Risk Reduction in Education initiatives.
Number of Nationally-Funded Number of Locally-Funded
DRRM, CCA, and Peacebuilding Trainings Teaching Personnel Non-Teaching Personnel Teaching Personnel Non-Teaching Personnel
Male Female Male Female Male Female Male Female
1. DRRM and Climate Change Terminologies
2. International and National Foundations of DRRM in the Education Sector
3. The Comprehensive Disaster Risk Reduction and Management in Education
Framework and Other DRRM-CCAM Related Policies
4. Inclusive and Child-centered DRRM
5. Education in Emergencies (EiE)
6. Alternative Delivery Modes
7. Information Management
8. School-Based DRRM
9. Camp Management Guidelines for DepEd
10. Temporary Learning Spaces (TLS)
11. Basic Education in Emergencies (EiE) Supplies and Logistics
12. Resource Mobilization and Partnership
13. Contingency Planning for Basic Education
14. Understanding Common Hazards
15. DRRM Mainstreaming in the Planning Cycle
16. Understanding Climate Change
17. Climate Change Global, National and Local Frameworks
18. Understanding Peace and Conflict
19. Conflict Sensitive Education
20. Psychological First Aid
21. Basic Life Support and Occupational First Aid
22. Staff Safety and Security in the Field
23. Other related activities, please specify
Psychological First Aid - An evidence-informed modular approach to help children, adolescents, adults, and families in the immediate aftermath of disaster and terrorism. Individuals affected by a disaster or traumatic
incident, whether survivors, witnesses, or responders to such events, may struggle with or face new challenges following the event. PFA was developed by the National Child Traumatic Stress Network and the National
Center for PTSD, with contributions from individuals involved in disaster research and response.
National Child Traumatic Stress Network: Psychological First Aid
https://www.nctsn.org/treatments-and-practices/psychological-first-aid-and-skills-for-psychological-recovery/about-pfa
Project Development Officer II (Signature Over Printed Name) / Date

Box 25. DISASTER RISK REDUCTION IN EDUCATION
(Information, Education and Communication (IEC) Materials), For the months of June 2018 to May 2019
Check appropriate boxes or provide correct numbers for all Disaster Risk Reduction in Education initiatives.
1. Number of available Information, Education and Communication (IEC) Materials
No. of Available
Disasters/Calaminities
IEC Material/s
Natural Hazards
Drought
Earthquake
Fire
Flood
Landslide
Tropical Cyclone
Tsunami
Volcanic Eruption
Armed Conflict
Bomb Threats / Bombing
Civilian Violence
Fire
Other related activities, please specify
2.  Presence of DRR/CCA/Peacebuilding corners, with updated IEC materials posted in it, in every classroom

JOANN L. JIMENEZ
437241274.xlsx Box25 Page 48 of 49

Box 26. ARMED-CONFLICT RELATED INITIATIVES, For the months of June 2018 to May 2019
Check appropriate boxes or provide correct numbers for all Armed-Conflict related initiatives.
1.  Has a lockdown protocol (only for conflict/civilian violence/bomb threat-affected schools)?
2.  Has the school been declared as a "Zone of Peace"?
3. Year the school declared as a Zone of Peace

4. Declaration been formalized through a written agreement or code of conduct signed by duly recognized
representatives of stakeholders.
Check the appropriate stakeholders:

 Armed Forces of the Philippines (AFP)
 Philippine National Police (PNP)
 Local Government Unit (LGU)
 Non-State Armed Group
5. Activities conducted in relation to the school being a Zone of Peace.
 Setting-up of Peace Corners
 Peace conferences or camps
 Creation of or membership in youth networks or organizations for peace
 Art, essay, slogan, etc. contests for peace
 Celebration and commemoration of special events related to peace and human rights
 Learning and development interventions (e.g. training on conflict resolution and mediation, conflict
analysis, conflict sensitivity)
 Inter-faith dialogues
 Community dialogues
Schools as Zones of Peace
- A site with sacred, religious, historic, educational, cultural, geographical, or environmental importance which is protected and
preserved by its own community and officially recognized by a governmental authority
Safe Schools Declaration
- SZOP is one approach UNICEF and partners are using to protect the right of children to access school in conflict- and crisis-
affected areas and to ensure education is not hampered by violence. It parallels the education sector’s broader work to support
efforts to better predict, prevent and prepare for crises. The aim is to improve the quality of the education response in emergencies
and transitions and to use the education system to foster a culture of peace and human rights. Schools are a key entry point for
peace advocacy, and also utilize development of “codes of conduct” to prevent impediments to child access to school. In addition
to advocacy, SZOP incorporates diverse programming at the school, village and district levels. SZOP programming builds on
UNICEF’s ongoing efforts to develop holistic schools, in particular through the Child-Friendly Schools Initiative and the roll-out
of the Quality Education Resource Package.
UNICEF Technical Notes on Conflict Sensitivity and Peacebuilding
http://www.unicefinemergencies.com/downloads/eresource/docs/KRR/UNICEF%20Technical%20Note%20on%20Conflict
%20Sensitivity%20and%20Peacebuilding.pdf
- Refers to demarcated spaces for teachers and students to conduct teaching and learning when they can't do so in their school
because of displacement or damage/destruction of the school. TLSs can and should be established quickly, yet they also lay a
foundation for restarting formal education and enrolling children who were previously out of school. TLSs can also be used as an
entry point for protection, nutrition and health services, and to develop communication channels with affected populations.
UN OCHA: Humanitarian Response
https://www.humanitarianresponse.info/en/operations/south-sudan/document/education-cluster-standards-tlss

JOANN L. JIMENEZ
437241274.xlsx Box26 Page 49 of 49

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GOVERNMENT SENIOR HIGH SCHOOL (SHS) PROFILE, SY 2019-2020

TABLE BOX Page TITLE

Republic of the Philippines

GOVERNMENT SENIOR HIGH SCHOOL (SHS) PROFILE

School Name : Region : I

Address : Mobile Number :

Website (if any) :

Please check (a ) if the school is: Date Established :

an Implementing Unit (has book of accounts or has fiscal autonomy)

437241274.xlsx SchInfo Page 1 of 49

Indigenous Peoples Learner

Transferee From Other Public Schools (in any Previous SY)

Transferee From Private Schools (in any Previous SY)

Total Number of Classes

437241274.xlsx Table1 Page 2 of 49

General Academic Strand

Accounting Business Management Strand

Science, Technology, Engineering & Mathematics Strand

Humanities and Social Sciences Strand

Technical-Vocational-Livelihood (TVL) Track

Arts and Design Track

Reminder: A learner can be counted more than once.

437241274.xlsx Table5a Page 5 of 49

Reminder: A learner can be counted more than once.

437241274.xlsx Table5b Page 6 of 49

Reminder: A learner can be counted more than once.

Reminder: A learner can be counted more than once.

5. Autism Spectrum Disorder

7. Orthopedic / Physical Handicap

8. Speech / Language Disorder

10. Special Health Problem / Chronic Disease

11. Multiple Disabilities

3. Difficulty in Applying Knowledge

5. Difficulty in Applying Adaptive Skills

6. Difficulty in Displaying Inter-Personal Behavior

437241274.xlsx Table7 Page 9 of 49

437241274.xlsx Table7 cont. Page 10 of 49

Certified True and Correct by : Validated by Division SPED Coordinator:

Position Title : Position Title : Education Program Supervisor

Validated by Planning Officer III (PRS-SGOD):

Home Economics (HE)

437241274.xlsx Table9a Page 12 of 49

Industrial Arts (IA)

437241274.xlsx Table9b Page 13 of 49

437241274.xlsx Table10 Page 14 of 49

Master Teacher III

Special Science Teacher I

Reminders: 1. Totals in column 12 must tally with entries in column 2.

437241274.xlsx Table11a Page 15 of 49

Master Teacher III

Special Science Teacher I

Master Teacher III

Special Science Teacher I

Certified True and Correct by : Validated by Division HR Personnel:

Position Title : Position Title : Administrative Officer IV (HRMO)

Validated by Planning Officer III (PRS-SGOD):

Table 14. NUMBER OF TEACHERS BY GRADE LEVEL AND SEX

2. ** Number of teachers that can be counted more than once