School Improvement Plan 2023 2025

SCHOOL IMPROVEMENT PLAN 2023-2025
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School Improvement Plan 2023-2025

TABLE OF CONTENTS
I. DepEd’s Vision, Mission, and Core Values
II. School’s Current Situation
a. Introducing School Profile
b. School Performance on Access
c. School Performance on Quality
d. School Concerns on Equity and Inclusion
e. School Concerns on Resilience and Well-Being
f. School Concerns on Governance
g. Other unique concerns
III. Improvement Plan

A. Key Performance Indicator Targets…………………
a. Access
b. Quality
c. Equity and Inclusion
d. Resilience and Well-being
B. Strategies/ School Strategic Directions………………
C. Key Interventions/ Enabling Mechanisms…………..
IV. Financial Plan

A. Six-Year Indicative Financial Plan
B. Year 1 Annual Improvement Plan
V. Organizational Capacity and Implementation…………….

VI. School Monitoring and Evaluation and Adjustments..........
VII. Risk Management Plan………………………
Kinoguitan National Agricultural High School

Buko, Kinoguitan, Misamis Oriental
304077@deped.gov.ph
09353403850/ Kinoguitan National Agricultural High School ICT Unit
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Introduction:
The School Improvement Plan is a three-year roadmap that lays down specific
interventions that a school, with the help of the community and other stakeholders, will
implement. The SIPs must be able to articulate the school’s strategies for making the
teaching and learning process more effective and inclusive.
The school improvement plan was conceptualized and framed in response to and in
adherence to RA 9155 also known as the Governance of Basic Education Act of 2001 which
states that “Consistent with the national educational policies, plans, and standards, the
school heads shall have authority, accountability, and responsibility for the following:
1) Setting the mission, vision, goals, and objectives of the school.

2) Creating an environment within the school that is conducive to teaching and learning.
3) Implementing the school curriculum and being accountable for higher learning
outcomes.
4) Developing the school education program and school improvement plan.
5) Offering educational programs, projects, and services that provide equitable
opportunities for all learners in the community; Good school governance entails great
responsibility in pursuing greater possibilities of improvement.
As an organization, it is essential to acknowledge the active participation of the

stakeholders. School achievements both academic and non-academic are the results of the
collective endeavors of the teacher’s organization, stakeholders, parents, and different
government and non-government community organizations to work hand in hand to
continue educating our learners despite the crisis we are facing today.
We, the School-Community Planning Team, commit ourselves to undertake the

interventions and activities that are within our responsibilities inherent in the position to
which we are designated to ensure that this SIP is attended.

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Prepared by the School-Community Planning Team composed of the following:
CHERRY Q. SADICON JENNEFER C. MACABINLAR

School Head / Head Teacher III Faculty President
JANPERSON P. PAJARON BUTCH SABUGAA

SSG President GPTA President
HON. ELENA M. CARMONA HANNA ROQUEZA L. CAGAS

LGU/ Barangay Captain ICT/ LIS Coordinator
BEVERLY D. ACENAS CLEO C. CANONCE

Guidance Designate Reading Coordinator
APRIL ROSE P. TAPIO MADELYN B. MALIAO

School Property Custodian Gulayan sa Paaralan Coordinator
Reviewed by:
LILIBETH C. BACO
PS District In-charge
Recommending Approval:
DR. ERLINDA DAEL

Assistant Schools Division Superintendent
Approved by:
EDILBERTO L. OPLENARIA, EdD, CESO V

Schools Division Superintendent
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I. DEPED VISION, MISSION

AND CORE VALUES

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SCHOOL LOGO
The symbolic design of the Kinoguitan National Agricultural High School logo is emblazoned
with a strong rope symbolizing the infinity of technical efforts and influences to achieve the
excellent performance necessary for life. At the center of the logo is an open book and torch
that symbolizes knowledge and skills that strengthened and empowered everyone to
become highly competitive and productive, and a lighted torch whose flame kept on burning
which symbolizes the incessant enlightenment, backgrounded by glaring rays and laurels of
the highly competent teachers of the school, that untiringly encompasses the ideals and
commitment of educating and preparing learners for quality and productive life as shown by
a drawing of horse, carabao, plow, and plant that depicts ideal work attitude, values, hard
work, and good harvest, that leads to a happier and sustainable life among our learners.
KNAHS GUIDING PRINCIPLES

KINOGUITAN NATIONAL AGRICULTURAL HIGH SCHOOL
believes in the following core values:
COOPERATION- observing participatory governance, all stakeholders should work for the
school’s welfare and development.
EXCELLENCE- working together armed with individual proficiencies stakeholders should

strive in sustaining the increasing school performance.
ACCOUNTABILITY – acting based on an individual’s mission stakeholders have collective

responsibilities toward the holistic development of the child.

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II. SCHOOL’S CURRENT

SITUATION

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II. SCHOOL’S CURRENT SITUATION
a. Introducing the School

i. Kinoguitan National Agricultural High School (KNAHS) started its operation as secondary
vocational agricultural school in School Year 1975-1976 in the Poblacion of Kinoguitan,
Misamis Oriental, under the supervision of Mr. Cristeto R. Abrea, the first KNAHS principal.
The school rented residential buildings for classrooms and administration office and utilized
idle lands for the agriculture laboratory.
To properly implement the vocational-agriculture curriculum, Mr. Cristeto R. Abrea then

sought for a vast space of land. By then, KNAHS was moved to a far place called
Dumagondong in Sitio Kagumahan, Kinoguitan, Misamis Oriental in School Year 1977-
1978. It was then in this place with a total land area of 219 hectares that the school had
established various agricultural projects for instruction. The transfer of classes was done
gradually and so was with the teachers and staff.
However, in 1983 the school was forced to vacate the place due to a peace and order
situation. Classes were temporarily held in Barangay Esperanza, Kinoguitan, Misamis
Oriental.

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With the perseverance of Mr. Abrea, the school acquired an area in School Year 1988-1989
in Buko, Kinoguitan, Misamis Oriental, its present school site.
The school is headed by a Technical-Vocational Head, who has the position title of Head
Teacher III. Its total enrollment in School Year 2022-2023 is 331 Junior High School students
and 92 Senior High School students. There are twenty-one (21) nationally funded teachers
in Junior High and Senior High School. Six (6) are males and 15 are females. Out of 21
teachers, 5 are Teacher IIIs, 4 are Teacher IIs, 1 is Special Science Teacher, and 11 are
Teacher Is. There are 2 also, 2 Administrative Assistants for JHS and SHS, and 2 are Job
Order/ Utility personnel in the school and are headed by 1 Technical Vocational Head,
designated as Head Teacher III.
ii. Kinoguitan National Agricultural High School offers the following specializations: Food
Processing NCII, Agri Crop Production NCII, and Animal Production NCII for Junior High
School while the Senior High School offers Technical-Vocational-Livelihood Track wherein
students can choose from Home Economics and Agri-Fishery strands.
The school implements projects and interventions to improve the basic competencies of
teachers, such as different training programs and seminars, and has fully shifted from virtual
to face-to-face; virtual in-service training every October and summer, RPMS tools are used
as the baseline for planning in-service training, as well as coaching and mentoring for co-
teachers. Teachers also undergo a series of seminars/training like Personality
Development, K to 12 Curriculum, and ICT. Meetings are held via online platforms and face-
to-face.
iii. Kinoguitan National Agricultural High School is in the loam-type area of Buko, Kinoguitan,
Misamis Oriental, which is about 300 meters away from the national highway and is
accessible to any mode of transportation. The school has a land area of 9001 square meters.
It is the only agricultural high school in Misamis Oriental. It has the following boundaries: on
the east side is Suarez Road and the KNAS- TESDA, on the south and west sides is an
agricultural area, and on the north side is a residential area.
iv. The sources of livelihood in the Municipality of Kinoguitan are coconut, banana,and
falcata plantations, fishing, as well as private and government employment. Socioeconomic

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status in the community ranges from low, to medium, and high. Most of the students belong
to a low socio-economic status.
Learners’ health and safety are the school’s priorities for the current school year. There are
36 Grades 7-10 learners who are wasted. The school doesn’t have severely wasted learners
because of some projects/interventions implemented to address malnourished learners,
such as the feeding program, Gulayan sa Paaralan, and Gulayan sa Likod-Paaralan.
v. Based on the National School Building Inventory report, the school has five (5) buildings
that need major repairs and five (5) buildings for minor repairs. The classroom seat quantity
is 423 and the ratio is 1:1. The school has two (2) big water catchments located at the back
portion of the administration building. 2 small rainwater catchments on top of the 3-story
Senior High School building and 1 underground tank for rainwater reservoir. Each classroom
has its own toilet which is used by both genders. The school is accessible by internet service
providers.
vi. The school which is located at Barangay Buko has built a strong connection and rapport
with LGU Kinoguitan, church leaders of the different religious denominations, and other
significant institutions in the community.
vii. Stakeholders offer their full support to education by attending meetings and assemblies,
concerted effort, and involvement in Brigada Eskwela, as well as pahina whenever the
school needs them. They also give financial support and materials used for any projects
geared towards the physical improvement of the school. Sources of funds are from MOOE,
canteen funds, Local Government Units, and donations from PTA and other private persons.

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School Profile / Data

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B. SCHOOL
PERFORMANCE ON
ACCESS

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b. School Performance on Access

Pillar: 1 ACCESS
Goal 1: Bringing all community–aged children to quality education.
Goal 2: All learners stay in school and finished Key Stages
I. Introduction:
For the longest time, education has been our most effective equalizer. What a privileged it
is to educate young minds but what a responsibility too. At the center of this whirlwind is the
learner looking into the future. The decisions we take as a learning institution can help the
way we act for the future of humanity. Most schools have been complaining about high levels
of stress as they carry out hyperactive life and distribute styles that can become unhealthy
and compulsive. Because of new technologies and the way knowledge is available and
distributed in the 21st Century, some believe that we need to rethink what is taught in school
entirely and perhaps less content, opening more time and opportunities for skills
development.
II. Challenges: Bases:
➢ Number of public JHS and SHS in remote barangays - BEIS
III. Historical Data

A. Enrollment trends (based on historical data 2019-2022)
i. The figures above show the actual enrollment of secondary school learner’s years 2017-
2022. It shows that the enrollment rate is increasing in the year 2019, 2021, and 2022.
However, when compares to the year 2019-2020 the decrease in enrollment has been
marked. The factors of the decrease in enrollment were the opening of a new public school
in the barangay (Calubo Integrated School) which previously, in its absence, school learners
residing there were enrolled in the school; and the school-aged population per year in the
barangay by the school is uncontrolled. As to the male and female ratio, there is a great

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difference, since the male population is much higher compared to the female population
which has been marked every year.
B. Performance Indicator (based on historical data (2019-2022)
JHS Performance 2018 -2019 2019-2020 2020-2021 2021-2022
Graduation Rate 100% 100% 100% 100%

Promotion Rate 100% 100% 100% 100%
Simple Dropout Rate 0% 0% 0% 0%
Failure Rate 6.00% 5.00% 5.24% 0%
Repetition Rate 10.2% 10.2% 10.2% 0%
Retention Rate 0% 0% 0% 0%
Completion Rate 100% 100% 100% 100%
SHS Performance 2018 -2019 2019-2020 2020-2021 2021-2022
Graduation Rate 100% 100% 100% 100%

Promotion Rate 100% 100% 100% 100%
Simple Dropout Rate 0% 0% 0% 0%
Failure Rate 0% 0% 0% 0%
Repetition Rate 0% 0% 0% 0%
Retention Rate 0% 0% 0% 0%
Completion Rate 100% 100% 100% 100%

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B1. Graduation Rate/Promotion Rate
ii. Based on the data presented there is a 100% Graduation Rate from 2019 to 2022. The
total number of Grade 7 learners is 307 and completed their secondary education in the year
2022 with a population of 344.

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B2. Simple Drop-Out Rate
iii. No drop –out during the past four years. The main factor in this one is that teachers employ
home visitation to students with difficulties and subject them to enrichment and remediation
programs. During the pandemic, since most of the students are on modular learning both
teachers and parents monitor students’, progress thereby bringing the dropout rate to zero.
B3. Failure Rate
iv. Based on the data presented, the failure rate decreased in the year 2018 -2022 and
slightly increased in the year 2021, which is the main reason this year served as the
transition period from normal school trends to the pandemic time.
B3. School Leaver Rate
v. School Leaver Rate is the EFA measure for the dropout rate. It covers students who do
not finish a particular year level as well as those who finish but fail to enroll in the next year
level the following school year. It is theoretically more comprehensive than a simple dropout
rate but becomes unreliable in areas with substantial migration. Care should be exercised
in using this indicator at the level of the Division, Municipal, and Legislative Districts. The
system does not allow the use of the School Leaver Rate at the School Level which is very
likely to result in a misleading measure the of dropout rate.

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IV. Good Performing and Problematic KPI’s (best practices internal and
external)
Environmental Scanning-Internal Analysis
INTERNAL ANALYSIS
FACTORS STRENGTHS WEAKNESSES
PHYSICAL
INFRASTRUCTURE
Classroom Adequate classroom (1:13 3 dilapidated classrooms
classroom-pupil ratio) Poorly ventilated
Substandard
Seats 1:1 sufficient
Toilets 1:2 Insufficient 1 toilet bowl needs to be
replaced
Canteen Functional Tenant Basis No enough water
Social hall Barangay-covered court
utilized
Water and electricity Insufficient supply
Computers e-classroom recipient Insufficient (1:2 PC to
student ratio
Clinic Available but no personnel to No regular health
take charge personnel assigned
Playground Rocky Ground

Washing area No water available
Library Lack books
Bulletin board 1 for each classroom Not updated
1 for the school
TEACHER
Teacher-Pupil ratio 1:12 sufficient

MTs, T III, T II, T I 0 Master Teachers
1 HT
5 Teacher III
1 Teacher 2
14 Teacher I
NCBTS 2013 90 % of the teachers met the
NCBTS standard.
Educational Qualification 1 MA Car 4 teachers without MA
9 with MA units (sec.) units
Teachers’ training Teachers have undergone
training on:
• 3-Day In-Service Training)
• Division Training of 1)
• K to 12 Basic Education
Program (BEP) (3 teachers)

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• Basic Continuous
Improvement Workshop
3 Teachers (sec.)
• Training on Drug Abuse

Prevention Education (1
teacher)
• Seminar-Workshop on the
Conduction of Action
Research (3 teachers)
• Roll Out /Orientation/
Briefing of the Concerned
School Personnel Who are
Recipients of the DepEd
Computerization Program
(2)
• Training Workshop on
Strengthening the
Edukasyon (1)
• Webinars on the Basic
Education Learning
Continuity Plan
Implementation
• Webinars on making
Learning Resources such
as Printed Self Learning
modules, TVBI, and RBI
learning resources
development and
management.
• Learning Delivery Modality
(LDM) 2 Course for
Teachers
• Learning Modality (LDM)
Course 1 For School Heads
TEXTBOOKS/OLM
Textbook/Pupil Ratio Science VII-X – 1:3 A. RBEC
English – 1 book for 2
pupils
Filipino – 1 book for 2
pupils
Math – 1 book for 2 pupils
HEKASI – 1 book for 2
English G7-G8 – 1:1 pupils
Filipino G7-G8 – 1:1 EPP – no book
MAPEH – no book
B. Incomplete Learning
Modules for K to 12
Araling Panlipunan
G9-10
MAPEH G9-10
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Filipino G9-10
English G9-10
Delivery of textbook and Generally delayed
other IMs
NON-TEACHING STAFF 2 Disbursing Officers No nationally funded staff:
• Daytime Security
Guard
• Utility
• Canteen Personnel
• Health Officer
• Nighttime Security
Guard
PROGRAMS AND
PROJECTS
ECARP 74 of the students are readers 168 are frustration-level
(JHS) readers
74 independent-level readers
68 instructional-level readers
Basura Ko Dalhin Ko Implemented
Program
Gulayan sa Paaralan Community Consumption
Feeding Program Short Term (Not
sustained)
Landscaping 80% Accomplished Funding
Concrete Fence 35% Accomplished Funding
School Beautification 65% Accomplished Funding
Learning Kiosk in 3 sets are Done and Used Resource generation
strategic areas in School now.
Resource generation started
School Gate 2 Constructed concrete posts completed
School Road Concreting Budget available LGU Waiting for the contractor
up to Gate 2 to finish the area at Buko
Baybay
FINANCIAL
RESOURCES
MOOE Monthly downloading
Helps in the classroom.
instruction
Full Implementation of R.A.
9155
(Principal Empowerment Act)
GPTA Membership Fund Augment School and Financial
Resources

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INTERNAL and EXTERNAL ANALYSIS

A. Analysis of the Strengths and Weaknesses of past interventions:
Internal Analysis S W
1. Sufficient seats, toilets, 1. Dilapidated,
and water supply substandard, poorly
2. Presence of E- ventilated classrooms.
Classroom, clinic, 2. No available teacher to
playground, and bulletin manage the canteen.
boards 3. Condemned building.
3. Sufficient Teacher-Pupil 4. Insufficient computer
Ratio units, books
4. Presence of 1 Head 5. No regular health
Teacher and 2 personnel assigned.
External Analysis Disbursing Officers 6. No washing area, the
library needs
5. 90% of teachers meet improvement.
the NCBTS standards. 7. No nationally funded
6. Science Textbook Ratio non-Teaching staff or
is 1:1. blue guard
7. Monthly Downloaded 8. Short-Term feeding
MOOE program
8. School Financial 9. Procurement process is
Support (GPTA Funds) time-consuming.
9. Accessible to all kinds of 10. 90% of Teachers’
land transportation monthly attendance
10. Access to
communication and
research
11. Potable water supply
12. Easy access to
treatment for medical
and other health-related
cases
13. Gulayan sa Paaralan
develops industry and
responsibility among
students.
14. Ecological awareness
among pupils
O S-O W-O
1. Access to financial 1. Strengthen the 1. Strengthen Linkages
support Advocacy and with LGU and the
• OFW Communication Community
• Alumni Program on • Infrastructure
• LGU • Enrolment Facilities
• NGO • School Performance • Canteen and Health
2. Means of livelihood • nutrition Personnel, Daytime
• Establishments 2. Strengthen Linkage Security Guard
• 4 PS with LGU and • Feeding Program
• Farming Community
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• Habal-habal • School Maintenance

driving. Operations
• Fishing/Fishpond 3. Enhance capacity
• Irrigation System building of teachers
• Bagsakan ng
Gulay
3. Farm-to-market road
4. Cellular and Internet
Connections
• Smart
• Globe
• Sun
•
5. Kinoguitan Water
District
6. Presence of nearby
health centers,
clinics/hospitals
• Kinoguitan Health
Center-
approximately
750 meters from
the school
• Kinoguitan
Health Center-
approx. 500
meters away
from the school
• Talisayan
Provincial
Hospital,
approximately 20
km away from the
school
• Municipal
Medical Clinic-
approx. 4.5 km
away from the
school
T S-T W-T
1. Plant 1. Train teachers on 1. Strengthen linkages
2. Flood-prone area during Disaster Risk Reduction with LGU and
heavy rain 2. Enhance the School Community
3. Power Interruption Reading Program

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QUALITY ROOT CAUSE ANALYSIS

PROJECT: IMES
Problem Statement: Based on actual data during Home Visitation of the different barangays
of Kinoguitan where most of our students reside, there were several students identified who
were at risk of dropping outs.
Project Title: Project IMES: Inclusive Modular Education for SARDOS

Project Monitoring Report Form
Name of Project Date of Accomplish Issues/ Recommen Signature of
Project Objectives Monitorin ments/ Problems/ dations/ SPT and
and Target g Status to Challenges Action Project
Dates Points Team
Leader
A. ACCESS
IMES: Provide Every
Inclusive opportuniti end of
Modular es to all the
Education for identified quarter
SARDO. SARDO to
pursue
education
and finish
Key Stage
4 through
ADM

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FLOW CHART PROJECT GUIDE (IMES)

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C. SCHOOL
PERFORMANCE ON
QUALITY

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c. School Performance on Quality

i. Reading Proficiencies/Competencies
SA PAGBASA, BUHAY AY GIGINHAWA

(A Reading Program for Struggling Readers
and Non-Readers)
Reading prepares each student today for a bright future.
Description of the Reading Program

Sa Pagbasa, Buhay ay Giginhawa is a reading program that aims to develop and
improve the reading level of struggling and non-readers. The people who shall work with the
remedial reading program coordinator are the concerned parents and other family members,
teachers, and co-advisers under the supervision of the school principal.
Reading is the active process of understanding print and graphic texts. Reading is a
thinking process. Effective readers know that when they read, what they read is supposed
to make sense. They monitor their understanding, and when they lose the meaning of what
they are reading, they often unconsciously select and use a reading strategy (such as
rereading or asking questions) that will help them reconnect with the meaning of the text.
Reading skills and strategies can be taught explicitly while students are learning subject-
specific content through authentic reading tasks.

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Results in Graphical Presentation in English Pre-Test and Post Test
180
160
140
120
100 Non-Reader English
80
Frustration
60
40 Instructional
20
Independent
0
Pre-Test Post Test
The result of the graphical presentation in the English Pre-Test shows that out of 416
actual readers, there were 26 identified non-readers or 6%, 143 or 66% were identified in
the frustrated reading ability level, 94 or 22% were identified in the instructional reading
ability level, and 157 or 38% belonged to independent reading ability level.
The result of the graphical presentation in the English Post Test shows that students’
reading ability level improves. Of 26 English non-readers during the pretest, 18 were moved
and rose to a frustrated reading ability level. Out of 143 or 66% identified the frustration
reading ability level, only 4 or 3% of frustrated readers improved their reading ability level.
Out of 94 or 22% identified in the instructional reading ability level, 10 or 10% improved
their reading ability level. Out of 157 or 38% who belonged to the independent reading ability
level in the pretest, there was an increase of 4 or 2% during the posttest.

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Results in Graphical Presentation in English Pre-Test and Post-Test School
The result of the graphical presentation in Filipino Pre-Test shows that out of 416
actual readers, there were 23 identified non-readers, or 6%, 98 or 24% were identified in the
frustration reading ability level, 132, or 32% were identified in the instructional reading ability
level, and 167 or 40% belonged to independent reading ability level.
The result of the graphical presentation in the Filipino Post Test shows that students’
reading ability level improves. From 23 English non-readers during the pretest, 17 were
moved to the frustrated reading ability level. Out of 98 or 24% identified with a frustration
reading ability level, only 6 or 6% of frustrated readers improved their reading ability level.
Out of 132 or 32% identified in the instructional reading ability level, 9 or 7% improved their
reading ability level. Out of 167 or 40% who belonged to the independent reading ability
level in the pretest, there was a decrease of 6 or 4% during the posttest.

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ii. Learning Standards / Performance

a. The National Achievement Test in School Year 2022–2023 was administered on January
30 and 31, 2023 at Kinoguitan National Agricultural High School–Senior High School.
National Achievement Test helps to determine if the learners are meeting the learning
standards, provides information to improve instructional practices, assesses/ evaluates
effectiveness and efficiency of education service delivery using learning outcomes as
indicators, and provides empirical information as bases for curriculum, learning delivery,
assessment and policy reviews, and policy formation. All the SHS Core subjects—
Humanities, Language and Communication, Mathematics, Media and Information Literacy,
Philosophy, Science, and Social Science were included in the exam. Twenty-nine (29)
students who participated in the National Achievement Test for the School Year 2022–2023
came from two sections. The National Achievement Test results for Grade 12 School Year
2022-2023 are not yet released.
The school during School Years-2023 cannot supply data in the succeeding years since the
results were not published.
The table below shows the results of the National Achievement Test in School Year 2016-
2017 and School Year 2017-2018.
2016-
Subject 2017-2018 2018-2019 2019-2020 2020-2021 2021-2022 2022-2023
2017
No NAT No NAT No NAT No NAT Not yet

FILIPINO 43.10 48.76
conducted conducted conducted conducted released

MATHEMATICS 32.36 30.24

ENGLISH 36.71 41.36

SCIENCE 29.75 31.48
ARALING No NAT No NAT No NAT No NAT Not yet

35.70 45.06
PANGLIPUNAN conducted conducted conducted conducted released

AVERAGE 35.52 39.38

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b. Based on the NAT School Performance results in School Year 2016–2017, students
scored highest on information literacy (37.83), followed by problem-solving (36.47), and
lowest on critical thinking (32.82). Grade 10 students scored poorly on critical thinking and
considerably high on information literacy. In School Year 2017-2018, students scored
highest on critical thinking (41.85), followed by problem-solving (38.89), and lowest on
information literacy (37.41). Students mastery of learning abilities across a range of
academic areas was inadequately developed or gained. The choice to boost performance
in the core subjects must be taken. Furthermore, the improvement in academic performance
was strongly linked to the development of critical thinking and problem-solving abilities.
Students' confusion and difficulties in answering questions in the National Achievement Test
(NAT) were frequently caused by students' failure to retain the concepts, theories, and
teachings in their classes.
NATIONAL ACHIEVEMENT TEST - GRADE TEN (SY2016-2017)
FILIPINO 40.1 48.67 40.54
MATHEMATICS 33.45 33.57 30.07
ENGLISH 43.12 35.14 31.88
SCIENCE 29.35 32 27.9
HEKASI 36.35 39.73 33.7
OVERALL 36.47 37.83 32.82
Table 1. National Achievement Test Result School Year 2016-2017

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NATIONAL ACHIEVEMENT TEST – GRADE TEN (SY2017-2018)

FILIPINO 33.33 51.85 61.11
MATHEMATICS 38.89 14.81 37.04
ENGLISH 50 35.19 38.89
SCIENCE 25.93 35.19 33.33
HEKASI 46.3 50 38.89
OVERALL 38.89 37.41 41.85
Table 1. National Achievement Test Result School Year 2017-2018
a. Based on the findings; a student's study habits may have an impact on how well they
score on the National Achievement Test. Students rely on teachers at school for review
since they don't have time to read at home. Additionally, because they are busy with their
own jobs, parents don't follow up on their children's daily performance, particularly when it
comes to reviewing and reading notes. Parents ask their children to help with household
chores.
b. They reviewed previous lessons and engaged in improvement/enhancement activities to
assist them refresh the teachings and provided students extra information about the subject
areas before taking the National Achievement Test. This finding suggested that it is up to us
as educators to help our students improved their critical thinking skills. The selection of
teaching and learning activities should consider the demands of the learners. Additionally,
educators must broaden their use of problem-solving and inquiry-based learning strategies,
techniques, and approaches in the classroom. It should also be encouraged to include
information literacy, math, and critical thinking in the teaching of basic subjects.
NAT Saturday Review- the school designed a matrix to maximize the review for the less mastered
competencies scheduled every Saturday from 7:00 AM to 5:00 PM
The teachers/reviewers from Grade 7 to Grade 12 follow the schedules and objectives in the conduct
the necessary review

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1. LOW NAT MPS

Do Root Cause
Why-Why Diagram
The teacher uses the The teacher discussed

each sub-topic in order to
discussion method finish his/her objective of
In taking the
in delivering his/her the day using traditional
NAT, Teachers lesson. method of teaching.
should maintain
the MPS.
The teacher
discussed and
conduct review.
In my The story that the The teacher

teacher taught is discussed more
preparation of not interesting to than 3 sub-
review class the learners. topics.
most of
learners are The teacher has to
The teacher
proceed to the lesson
not attentive to meet the objective runs out of the
of the day. time.
There was a
problem during the
NAT review
especially with the
time. Teacher
interviewed all the
learners that’s why
we must look for
intervention to
make NAT Review
session enjoyable
and interesting.

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D. PERFORMANCE ON
EQUITY AND INCLUSION

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d. Performance on Equity and Inclusion

Equity for Children, Youth, and Adults in Situations of Disadvantage
By law, every Filipino has a right to access quality basic education and free public
basic education. The Philippines committed to the 2030 Agenda, which document SDG4
aims to achieve education for all by 20230, with a strong emphasis on equity. This is further
highlighted by DepEd’s commitment to the principle of inclusion as stated in DepEd order
no. 21, s. 2019, Annex 5, where DepEd recognized the diversity of the country’s learners,
schools, and communities.
“The principle of inclusion promotes institutional sensitivity and responsiveness to the
nature, situation, and realities of our country’s learners and directs the Department to
proactively address these through the curriculum and other interventions” (DO 21, s.2019)
In Buko, Kinoguitan, Misamis Oriental where Kinoguitan National Agricultural High
School is located, there are still children and youth in situations of disadvantage, who are
not in school or are at risk of being left behind; who may be overlooked by policymakers;
and in many cases, even if they are in school, whose rights and specific needs are not
adequately considered by the education system. Moreover, the unexpected COVID-19
pandemic could be exacerbating disparities among children and youth.
The rate of out-of-school children and youth in the Philippines is growing. In fact,
the Department of Education stated that this rate would reach four million in number this
2021 due to the pandemic. Apart from COVID-19, the most common reasons among youth
for not attending school were the following:
• Poverty
• Family issues
• Natural disasters
• Lack of interest
• Financial problem
• Work
• Illness
• Bad peer pressure
• Bad vices
• Child labor
• Child marriage
• Pregnancy
• Violence
In Buko, Kinoguitan, Misamis Oriental, there are 24 Out-of-School Youth (OSY) 14 are
male and 10 are female ages (15 to 24 years old), and 303 Out-of-School Children (OSC)
141 are male and 161 are female (6 to 14 years old).

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➢ Learners who are No Longer Participating in School Activities and are at risk of
dropping out:
For School Year 2019-2020, there’s no record of dropout students, same as with the
school year 2021-2022. However, in the present school year 2022-2023, the school has
recorded a total of 10 No Longer Participating in School Activities learners and 25
learners who are at risk of dropping out but able to continue schooling. With the advocacy
of “No Learners Left Behind,” the said NLPA rate connotes the alarming standing of some
learners in access to education.
The school administrators together with the educators have implemented

precautionary measures in identifying possible causes of learners’ dropping out through
home visitation and community mapping. The data gathered could help the school and
tap support from the local education group – the government, stakeholder partners,
NGOs, and civil society partners to identify specific interventions that will reduce the
dropout rate and ensure all learners/youths have their rights to quality education without
discrimination on any grounds. In general, students drop out because of considered
barriers or factors external to the educational setting or the so-called social factors as
well as education-related factors or sectoral factors. Another identified factor is the
infrastructural factors. Although listed separately below, these factors are closely related
and interact with one another.
o External Factors or Social Factors

Several factors largely beyond the control of educators can influence students to drop
out of school. Some research has focused on the students themselves or their family
circumstances as the root of the problem. The identified dropouts as those who are likely
to be students.
▪ High cost of education/Financial concern
▪ Accessibility to school
▪ Prevalence of child labor
▪ Health and nutritional status of learners
▪ Lack of interest
▪ Family matters
▪ Early pregnancy
The degree of family flexibility, encouragement, and expectations may also have an
impact on a student's likelihood of dropping out. In addition, sociocultural and economic
factors may have an impact on the dropout rate. These include gang influence, the sense
of independence brought about by having a job, and a lack of community resources for
helping students who are at risk.
o Education-Related Factors or the Sectoral Factors
Educational institutions also contribute significantly to the dropout problem or

learners who are no longer participating in school activities or NLPA. program
assignments, the type of instruction, school climate, and adult-student relationships can
all influence students to drop out. “Lack of engagement” and “membership in school” are
terms that capture some of the factors.

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Based on surveys conducted through home visitation and community mapping, these are
school-related factors
▪ ineffective discipline system

▪ lack of adequate counseling
▪ lack of school instructional materials
▪ passive instructional strategies
▪ inappropriate use of technology
▪ disregard of student learning styles
▪ quality of teaching and teacher training
▪ the number of teachers per class
▪ school safety, violence, and corporal punishment
o Infrastructural Factors
▪ Lack of transportation, distance to school

▪ Poor condition of the school facilities
▪ Seasonal factors such as rains/flooding
With the identified factors in dropping out of learners, the school/teachers should not
try to predict who will drop out based on risk factors. Many who are at risk of dropping out
do not fit the profile, and many who fit the profile finish school on time.
Identified Strategies to Address the Problem in Learners:
For the past years, the school has evaluated programs and practices designed to
save learners from dropping out and those who are struggling in school. Although many
promising activities exist, there are no “best” programs and practices that apply in every
situation.
Dropout Prevention and Dropout Recovery or the RE-ENTRY AND RETRIEVAL

PROGRAM
Programs for dropout recovery and prevention (also known as re-entry and retrieval)
have been created and put into place with various degrees of effectiveness. The paper
divides dropout prevention and recovery measures into two major groups. The first group of
tactics is extensive in scope and is structured around three themes:
(1) Comprehensive school improvement
(2) Increasing students’ sense of belonging in schools, frequently called “school
membership,” and
(3) Increasing students’ engagement through effective instruction.
Promising focused programs for prospective dropout prevention and recovery make
up the second group of methods. Any strategy implementation calls for extensive
professional development. The methodologies typically entail adopting new perspectives on
students who are in danger of dropping out, such as emphasizing their strengths rather than
their weaknesses and using a larger and deeper range of instructional methodologies and
organizing techniques.

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Comprehensive Strategies:
“School Improvement,” is a strategic process of reforming schools and increasing student

learning.
Addressing the Achievement Gap: A Challenge for KNAHS Educators also apply to
addressing the increasing number of NLPA problems. Implementing the component in these
two frameworks will help create strong, supportive communities of learning for students and
teachers. Student engagement and school membership are concepts embedded in the
strategies.
Targeted Programs and Practices: The identified targeted programs and practices that have
been identified and aimed to be implemented include:
• Project HOSTS: Helping One Student to Succeed

• Project GRADS: Graduation, Reality, and Dual-role Skills (Program for pregnant teens
and/or young parents that focus on work and family)
• Project SMP: Solid Mentorship Program (capacitating teachers to be effective)
• Project Check and Connect (Retrieve declared NLPA and out-of-school youth)
• Project GRAD: Graduation Really Achieves Dreams (Inspiring learners to finish school)
As to which of the identified programs and practices would be more efficient,

there’s no clear evidence yet to compare among promising practices. Many variables could
influence decisions in adopting the programs which include the factors related to community
and availability of resources. However, the school will consider these to be implemented for
the next school year to gather data for its sufficiency.
Prevention or Recovery Activities:

• Create a welcoming, warm, and encouraging learning environment in the classroom.
• Help students access the social, health, and other personal resources they need to
overcome learning challenges and take care of their immediate needs.
• Program customization with essential academic challenge and learning support.
• Give students the chance to apply what they have learned in pertinent, real-world
circumstances and assist them in making connections to their own futures; and
Potential Problems in the Implementation of the Programs and Practices:

Dropout prevention and reduction calls for resourceful and deliberate action as
well as programs and practices that may be improved and sustained over time. Although
funding for "start-up" programs does improve the services provided to students, all too often
the efforts are ineffective because the programs end when the funding does.
Without a doubt, lowering dropout rates will necessitate more funding to support
"wrap around" services for students, offer teachers professional development, and put in
place measures to enhance the school climate.
Warm and nurturing learning environments, teachers who trust in their students
and their capacity for learning, teachers who don't give up on them, and a rich and
demanding curriculum that is pertinent to students' lives will help all students, not just those
who are at risk. Schools must be places where participation by all students is encouraged
and where involvement is high.

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E. SCHOOL CONCERNS ON
RESILIENCE
AND WELL-BEING

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e. School Concerns on Resilience and Well-being
HEALTH AND NUTRITIONAL STATUS

Number of learners by health status, SY 2022-2023
In the school year 2022-2023, among the enrollees, there were 46 students who were
recorded as wasted and 9 students recorded as overweight.
HEIGHT-FOR-AGE SY 2022-2023
Looking at the data, we can see that most students in each grade level are categorized as
normal height. Nineteen students were found to be overaged based on the school age
bracket.
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Number of malnourished students for the current SY

Wasted Overweight
Level
Femal
Total Male Female Total Male
e
Enrolment Weighed
Grade 7 73 73 10 7 3 0 0 0
Grade 8 89 89 8 7 1 3 3 0
Grade 9 91 91 9 5 4 4 3 1
Grade 10 80 80 9 5 4 0 0 0
Grade 11 61 61 4 2 2 1 1 0
Grade 12 28 28 6 5 1 1 0 1
Total 422 422 46 31 15 9 7 2
Percent of
100% 100% 10.9% 7.35% 3.55% 2.13% 1.66% 0.47%
total
Project /interventions implemented in the current SY addressing malnourished students

(insert new rows if necessary).
Project/intervention Number of Students Covered
Feeding Program 46
Physical Fitness Program 9

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Health status:
The number of students who have other health problems for the current SY. Indicate
common ailments and the corresponding number of students per type of ailment based on
the results of physical and dental examinations. Insert new columns if necessary.
Types of Ailments (Current SY)

Level
Ailment Ailment Ailment Ailment Ailment Ailment Ailment Ailment Ailment
Grade 7
Epilepsy
Grade 8 Generalized,
Tonic- Clonic
Grade 9
Grade 10
Grade 11
Grade 12
TOTAL
Students reported as victims of abuse and violence.

The number of students who have recorded victims of abuse and violence (physical, verbal,
and sexual). Should be supported by data from the Guidance Office/teachers.
Level Previous SY: 2021-2022 Current SY: 2022-2023
Total Male Female Total Male Female
Grade 7 0 0 0 1 1 0
Grade 8 0 0 0 1 1 0
Grade 9 0 0 0 0 0 0
Grade 10 0 0 0 0 0 0
Grade 11 0 0 0 0 0 0
Grade 12 0 0 0 0 0 0
Total 0 0 0 2 2 0
Percent of 0% 0% 0% 0.47% 0.47% 0%

Total

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Projects/Interventions implemented for students that were victims or suspected victims of

abuse.
Particulars YES NO If YES, please describe Number of

the mechanisms students Covered
a. Does the school

Promotion or information
have mechanisms
dissemination of the
to promote safe and
school-based child
protective practices / 422
protection and/ or anti-
based on DepEd’s
bullying policies is done
Policy on Child
during school opening
Protection in
School?
Conducted symposiums
b. Other interventions
on Mental Health Illness
implemented for
Suicide and teenage
students that were / 422
pregnancy and the
victims or
Journey to Loving and
suspected victims
knowing the Self.
of abuse.

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F. SCHOOL CONCERNS ON
GOVERNANCE

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47
f. School Concerns on Governance
SCHOOL GOVERNANCE AND MANAGEMENT

To ensure more inclusive and complete enabling mechanisms, DepEd expanded the criteria
for measuring the success of governance and management strategies.
I. SCHOOL RESOURCES ANALYSIS ON HUMAN RESOURCES
1. Teacher’s Profile
Name Sex Birthday Status Age TIN Number
1. Sadicon, Cherry Q. F 08-19-1975 M 47 919-981-761
2.. Abcede, Alice D. F 12-191966 S 54 135034-344
3.Acenas, Beverly D. F 11-01-1984 M 33 277-234-183
4. Baja, Julie Andrea C. F 07-04-1998 S 24 398-687-530
5. Bangay, Christabelle Rose
F 09-29-1993 S 29 325-692-656
B.
6. Canonce, Cleo C. F 07-04-1979 M 43 919-981-779
7. Canonce, Mark Ian S. M 10-17-1979 M 43 226-204-847
8. Cuñado, Resyl P. F 07-16-1992 S 30 460-896-922
9. Dipaz, Kimberly C. F 08-08-1994 M 28 349-951-884
10. Tapio, April Rose P. F 04-15-1994 S 29 757-511-764
11.Labor, Earl Cyrus A. M 03-06-1989 M 34 350712559

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12. Cagas, Hanna Roqueza

L. F 08-16-1990 M 32 319-741-089
13. Lapad, Ben S. M 04-21-1973 M 49 919-981-787

14. Macabinlar, Jennifer C. F 5-23-1976 M 46 207-840-090
15. Nanol, Rhea Casandra Q. F 5-19-1987 M 36 339-640-731
16. Maliao, Madelyn B.
F 5-28-1980 M 42 936-508-635
17. Pantallano, Felipe S. M 9-13-1966 M 56 409-041-822
18. Macalam, Oleric Jun C. M 06-01-1976 S 39 442-617-532
19. Sabaña, Dean Ceazar G. M 09-12-1996 S 26 341-579-655
20.Quipanes, Madeline P. F 12-07-1983 M 39 323-507-143
21.Labadan, Catheryn T. F 2-24- 1983 M 40 462-353-445
22. Bentuzal, Fe M. F 7-26-1979 M 43 742-990-264
23. Vildosola, Jessa Marie S. F 12-24-1994 M 28 480-143-722
2. Personnel
2.1 Teaching Personnel (Junior High School)
Position Male Female Total
Master Teacher II 0 0 0
Master Teacher I 0 0 0
Teacher III 1 4 5
Teacher II 0 0 0
Teacher I 2 7 9
Total 3 11 14
2.2 Teaching Personnel (Senior High School)

Teacher III 0 0 0
Teacher II 1 3 4
Teacher I 1 0 1
SST I 1 0 1
Total 2 3 6

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2.3 Non–Teaching Personnel

Head Teacher-III 0 1 1
ADAs 0 2 2
Job Order Personnel 2 1 3
2.3 Length of Service of Teaching and Non–Teaching Personnel

Years Male Female Total
26 above 0 0 0
21-25 1 2 3
16-20 0 1 1
11-15 0 1 1
6-10 3 5 8
1-5 2 8 10
Total 6 17 23

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A. Training and Development/Technical Assistance/Staff Development

Type of
INCLUSIVE DATES LD
TITLE OF LEARNING AND OF ATTENDANCE
DEVELOPMENT (mm/dd/yyyy) NUMB (Manageri CONDUCTED/
ER OF
INTERVENTIONS/TRAINING HOUR
al/ SPONSORED BY
PROGRAMS S Superviso (Write in full)
(Write in full) From To ry/
Technical/
etc.)
GSP REFRESHER COURSE 4-15- 4-15- 8 Technical GSP Council Level
2023 2023
VIRTUAL INSET TRAINING 03/15/20 03/19/20 35 Technical DEPARTMENT OF
21 21 EDUCATION/DISTRI
CT LEVEL
GENDER AND DEVELOPMENT 12/11/20 12/11/20 8 Technical DEPARTMENT OF
SEMINAR 20 20 EDUCATION/DISTRI
CT LEVEL
AGRICULTURAL CROP 10/31/20 10/31/20 8 Technical TECHNICAL
PRODUCTION NC II 20 20 EDUCATION AND
ASSESSMENT SKILLS
DEVELOPMENT
AUTHORITY
DISTRICT LDM FOR TEACHERS 9/21/202 09/31/20 45 Technical DEPARTMENT OF
0 20 EDUCATION/DISTRI
CT LEVEL
ENHANCEMENT TRAINING ON 12/29/20 1/26/201 40 Technical DEPARTMENT OF
AGRI-CROP PRODUCTION NC II 18 9 EDUCATION/TECHN
ICAL EDUCATION
AND SKILLS
DEVELOPMENT
AUTHORITY
Virtual In-Service Training for 3/15/202 3/19/202 40 Technical DEPARTMENT OF
Teachers 1 1 EDUCATION
/DISTRICT LEVEL
Virtual Training in Overcoming 12/16/20 12/16/20 2 Technical DEPARTMENT OF
Challenges in the Learning Delivery 20 20 EDUCATION
Modalities /DISTRICT LEVEL
School-Based Gender and 12/11/20 12/11/20 8 Technical DEPARTMENT OF
Development Seminar 20 20 EDUCATION
/DISTRICT LEVEL
High School Teaching and Learning 10/13/20 10/13/20 8 Technical DEPARTMENT OF
Challenges: What Can We Do to 20 20 EDUCATION
Make It Better /DISTRICT LEVEL
Semestral Break In-Service training 10/21/20 10/22/20 16 Technical Rotary Club
for science 19 19
District In-Service Training INSET 4/21/201 4/24/201 24 Technical DEPARTMENT OF
for Teachers 9 9 EDUCATION
/DISTRICT LEVEL
Division Training of Trainers on 9/24/201 9/25/19 16 Technical DEPARTMENT OF
Adept Development of Appropriate 9 EDUCATION
/DISTRICT LEVEL

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II. School Resources

1. Physical & Ancillary Facilities
The table shows the existing buildings.
Type of Building Year No. of Building No. of Classroom

Constructed
3 Story Workstation 2019 1 6
SMAW Building 2018 1 2
Deped Building 2017 1
Deped Building 2017 1 3
Deped Building 2017 1 6
DepEd. Building 2016 1 1
DepEd Building 2015 1 1
State of the Art Building 2014 1 1
Horticulture NC II 2012 1 1
Workstation
Food Processing NC II 2007 1 1

Workstation
DPWH Open Classroom 2007 1 1
2. Learning Materials & Equipment

No. No.
No. of No. usable
Teacher’s Electric
Grade/ Year Level Section BlackBoard Armchairs
Table fan
7- Affinity 2 2 35 3
7- Austerity 1 2 38 0
8- Beauty 2 2 45 0
8- Bounty 2 2 40 1
9- Charity 2 1 45 2
9- Chastity 2 2 40 1
Grade 10 – Dainty 2 2 38 2
Grade 10 - Honesty 2 2 38 2
Grade 11- Humility 2 2 47 2
Grade 11- Integrity 2 2 4
Grade 12- Loyalty 2 2 33 4
Grade 12- Punctuality 2 2 17 4
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3. Multi-Media Facilities (Junior High)

Room with Multi-media Number of Printer Risograph
Facilities Computers
Computer Laboratory 2 1
Desktop
Notebook
School Heads Office 1 2 0
4. Multi-Media Facilities (Senior High)

Room with Multi-media Number of Printer Risograph
Facilities Computers
Computer Laboratory
School Heads Office
A. Curriculum Implementation & Instructional Delivery

Student – Textbook Ratio
Grade / Year Araling Values

English Mathematics Filipino Science MAPEH
Level/section Panlipunan Education
Grade 7-
2:1 1:0 1:0 1:1 1:0 3:1 1:0
Austerity
Grade 7-
2:1 1:0 1:0 1:1 1:0 3:1 1:0
Affinity
Grade 8-
1:0 1:0 1:0 1:0 1:0 3:1 1:0
Beauty
Grade 8-
1:0 1:0 1:0 1:0 1:0 3:1 1:0
Bounty
Grade 9-
3:1 3:1 1:0 20 3:1 1:0 1:0
Chastity
Grade 9-
3:1 3:1 1:0 2:0 3:1 1:0 1:0
Charity
Grade 10-
2:1 4:1 1:0 1:0 1:0 1:0 1:0
Honesty

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Grade10 -
2:1 4:1 1:0 1:0 1:0 1:0 1:0
Dainty
B. Health Status of Students

Level Year / Grade- Section
Grade 7 Grade 8 Grade 9 Grade Grade Grade Total
10 11 12
SW 0 0 0 0 0 0 0
W 10 8 9 9 7 6 49
N 63 78 78 71 56 21 367
OW 0 3 4 0 1 1 9
OB 0 0 0 0 0 0 0
Total 73 89 91 80 64 28 422
School Management and Administration

A. Stakeholders Participation
ACTIVITIES STAKEHOLDERS TIME FRAME PURPOSE
1. GPTA Orientation on Teachers, October -July Smooth

SGC Meeting Parents, Barangay implementation
Officials of New normal
classes using
Internal & External the Basic
Discussed issues and Stakeholders Education
concerns of parents & Learning
stakeholders Teachers, Continuity Plan
Parents, Barangay Orient parents
Officials and
Internal & External stakeholders on
Stakeholders the flow of the
Distribution
Discuss issues
and concerns
regarding the
BE-CLP and
school stand on
continued
education amidst
pandemic.
Plan for the
possible
improvement for
the learners and
the school
2. Conducted Teachers Early June To strengthen
Stakeholders series the stakeholder’s
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54
of orientations, Parents unconditional

virtual conferences support to the
Students school, parents
,and school
Stakeholders children to
LGU embrace the
New Normal
Education
3. Account the Teachers June-Sept. To identify
Community Human, needs to
physical and material Parents/Guardians address gaps
resources and to make
Students solutions for
LGU implementation.
help them to
become effective
“Para Teachers”
at home
4. Conducted Parents/Guardians June -Sept. To help them
Specialized trainings become effective
to parents and “Para Teachers”
guardians on the at home.
Basic of Teaching To manage the
and Learning teaching styles
andTalked about of their children
Phychological First To ease the
Aid and Support emotional stress
that parents and
guardians
experience
during this
pandemic and to
make ready to
face their vital
role in the New
Normal
Education.
5. Conducted close Teachers Oct.- June Make strategic
monitoring, assessment, and action plans and
evaluation of the different Parents sustain learners’
issues pertaining to the love and desire
learners’ learning needs and Students for education
performance.
Teachers Quarterly To encourage
5. Recognition and Parents continued
Awards Students support of
Stakeholders everyone and
make an
assurance that
every little
supportise
recognized

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SESSION 4: Environmental Scanning-Internal Analysis
Environmental Scanning-Internal Analysis
INTERNAL ANALYSIS
FACTORS STRENGTHS WEAKNESSES
PHYSICAL
INFRASTRUCTURE
Classroom Adequate classroom (1:13 3 dilapidated classrooms
classroom-pupil ratio) Poorly ventilated
Substandard
Seats 1:1 sufficient
Toilets 1:2 Insufficient 1 toilet bowl needs to be
replaced
Canteen Functional Tenant Basis No enough water
Social hall Barangay-covered courts
utilized
Water and electricity Insufficient supply
Computers e-classroom recipient Insufficient (1:2 PC to
student ratio
Clinic Available but no personnel No regular health personnel
to take charge assigned
Playground Rocky Ground

Washing area No water available
Library Lack books
Bulletin board 1 for each classroom Not updated
1 for the school
TEACHER
Teacher-Pupil ratio 1:12 sufficient

MTs, T III, T II, T I 0 Master Teachers
1 HT
5 Teacher III
1 Teacher 2
14 Teacher I
NCBTS 2013 90 % of the teachers met

the NCBTS standard.
Educational Qualification 1 MA Car 4 teachers without MA units

9 with MA units (sec.)
Teachers’ training Teachers have undergone

training on:
• 3-Day In-Service
Training)
• Division Training of 1)

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• K to 12 Basic Education
Program (BEP) (3
teachers)
• Basic Continuous
Improvement Workshop
3 Teachers (sec.)
• Training on Drug Abuse

Prevention Education (1
teacher)
• Seminar-Workshop on
the Conduction of
Action Research (3
teacher)
• Roll Out /Orientation/
Briefing of the
Concerned School
Personnel Who are
Recipients of the
DepED
Computerization
Program (2)
• Training Workshop on
Strengthening the
Edukasyon(1)
• Webinars on the Basic
Education Learning
Continuity Plan
Implementation
• Webinars on making
Learning Resources
such as Printed Self
Learning modules,
TVBI and RBI learning
resources development
and management.
• Learning Delivery
Modality (LDM) 2
Course For Teachers
• Learning Modality
(LDM) Course 1 For
School Heads
TEXTBOOKS/OLM
Textbook/Pupil Ratio Science VII-X – 1:3 C. RBEC
English – 1 book for 2 pupils
Filipino – 1 book for 2 pupils
Math – 1 book for 2 pupils
HEKASI – 1 book for 2 pupils
EPP – no book
MAPEH – no book
English G7-G8 – 1:1
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Filipino G7-G8 – 1:1 D. Incomplete Learning

Modules for K to 12
AralingPanlipunan
G9-10
MAPEH G9-10
Filipino G9-10
English G9-10
Delivery of textbook and Generally delayed
other IMs
NON-TEACHING STAFF 2 Disbursing Officers No nationally funded staff:
• Daytime Security
Guard
• Utility
• Canteen Personnel
• Health Officer
• Nighttime Security
Guard
PROGRAMS AND
PROJECTS
ECARP 74 of the students are 168 are frustration level,
readers (JHS) readers,
74 independent-level
readers
68 instructional-level
readers
Basura Ko Dalhin Ko Implemented
Program
Gulayan sa Paaralan Community Consumption
Feeding Program Short Term (Not sustained)
Lanscaping 80% Accomplished Funding
Concrete Fence 35% Accomplished Funding
School Beautification 65% Accomplished Funding
Learning Kiosk in strategic 3 sets Done and Used Resource generation
areas in school now
Resource generation
started
School Gate 2 Constructed concrete posts Funds un- available
School Road Concreting up Budget available LGU Waiting for the contractor to
to Gate 2 finish the area at Buko
Baybay
FINANCIAL RESOURCES
MOOE Monthly downloading
Helps in the classroom.
instruction
Full Implementation of R.A.
9155
(Principal Empowerment
Act)

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GPTA Membership Fund Augment School and

Financial Resources
ACTION PLAN
PERSON INVOLVED
NAME DESIGNATION / ORGANIZATION
1. Janperson Pajaron SSGPresident, Kinoguitan National
Agricultural High School
2. Michelle Mae Salvana GPTA Secretary
3. Paul Aboc Alumni President
4. Hon. Doris Marban Barangay Kagawad / Agriculture
5. Hanna Roqueza Laniton Disaster Risk Reduction Committee
Chairman
6. Hon. Elena Carmona Barangay Chairman
7. Jennifer C. Macabinlar KNAHS Teacher’s Guild President
8. Fe M. Bentuzal KNAHS SHS Teacher
9. Hon. Meriam S. Marban Sangguniang Bayan Federation
Chairwoman
10. Butch Sabugaa GPTA President
11. Christabelle Rose B. Bangay KNAHS - Teacher
NAME DESIGNATION ASPIRATION
Closely monitor the pupils’ school
performances through regular
coordination with the teachers.
1. Michelle Mae Cooperate with school’s plans,
GPTA Secretary
Salvana projects, and activities to enable the
learners imbibe the 4 core values as
maka Diyos, makatao, makabansa
and makakalikasan.
To deliver the best educational
services in order to produce quality
and responsible learners who will
2. Christabelle become productive citizens of our
Rose B. KNAHS - Teacher country through the application of
Bangay appropriate strategies and
techniques in teaching and the
proper utilization of instructional
facilities.
SSG President, Kinoguitan All pupils in KNAHS internalize the
3. Janperson
National Agricultural High value of honesty and being
Pajaron
School makabayan.

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4. Hanna Teach moral values among pupils

Roqueza M. DepEd Teacher and to become God-loving children
Laniton
Barangay Kagawad – Help make each classroom
5. Hon. Doris
Education Committe conducive to learning
Marban
Chairman/SGC President
6. Jennifer C. DepEd Teacher’s Guild Lead the KNAHS teachers in any
Macabinlar President school activities
Help augment financial resources to
support the operating expenses of
schoo
7. Hon. Elena
Barangay Chairman l
Carmona
Lead the youth to help support the

8. Hon. Meriam
SK Federation Chairwoman programs and projects of the school.
S. Marban
9. Paul Aboc Alumni President Support school by tapping all alumni
GOVERNANCE 1. To increase 1. Communit • Encourage

parent y Linkage regular P8000.0
To strengthen attendance attendance in 0
collaboration from 60% to HRPTA,
between the 80% in all GPTA and
school, parent, school other school
LGU, and the activities in activities.
community. 2023
2. To • Request LGU
strengthen for Job Order
LGU and Personnel
community
linkage
3. To
increase
the SBM
Level of
Practice
from Level 2. Financial
I in 2023 to Assistance
Level II in
2026 • GPTA Fund
4. To sustain • Fund-raising
the proper • Solicitation
utilization • Donation
of financial

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III. IMPROVEMENT PLAN

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III. IMPROVEMENT PLAN (SCHOOL STRATEGIC PLAN)

STRUCTURE MINIMUM ELEMENTS (Content)
Key Performance 6–year realistic targets on resiliency and well-being as
Indicators Targets follows:
a. Analysis of the • The objective of this plan is to achieve the possibility of

nutritional status of the a progressive reduction in the number of students for
learners both Junior High School and Senior High School with
poor nutritional status will be recorded starting from the
next school year up to the year 2028 with zero record
cases.
• The Feeding program aims to supplement the
nutritional needs of those learners with poor nutritional
status. The focus of this program is to provide foods
with proper nutrition which some of the learners fail to
b. Mental and practice at home due to a lack of parental support,
psychosocial conditions guidance, discipline, and financial capability to buy
including security and nutritious food products.
peace and order • The school management finds ways to supplement the
situation. needs for this concern. And we both agreed to provide
them with monthly feeding activities in which the
budget will base on the school’s fund and other private
donations.
• The objective of this plan is to achieve the reduction of

the students suffering from mental health issues with
the help of constant monitoring of teachers and
c. School hazards advisers. And with the participation of mental health
awareness programs conducted by the LGUs, there
will be a possible zero mental health-related incidents
by the year 2028.
• Mental health is defined as the ability to handle our
emotions and psychological and social well-being. It
affects how we think, feel and act. It also helps
determine how we handle stress. If someone suffers
from mental health issues, it means there is a problem
with how the person handles his emotional,
psychological, and social coping mechanisms.
d. Incidence of bullying • In dealing with our learner’s mental health issues, all
advisers, and subject teachers of JHS and SHS
students were mandated to conduct alternative
activities to identify and address the learners with
mental health issues. And in connection, the school
conducted a mental health awareness program led by
the LGUs and the Philippine Mental Health
Association, Inc.
• The objective of this plan is to provide an increased

awareness and readiness for both personnel and
students in handling Emergency-related events,
especially in dealing with the upcoming circumstance
and will continue to develop up to the year 2028.

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• Disaster Risks Reduction Management is the

application of disaster risk reduction policies and
strategies to prevent new disaster risks and manage
residual risk, contributing to the strengthening of
resilience and reduction of disaster losses.
• Disaster risk reduction management and emergency-
related drills were imparted in every school subject to
provide awareness, especially in dealing with
emergency hazard events. And, with the help of the
quarterly emergency drill conducted by the other
qualified sectors or agencies to help students become
ready to face emergency-related situations in the
future.
• The Objective of this plan is for the students to have a

full awareness of mental health issues and concerns
especially in dealing with bullying among student
learners in Kinoguitan National Agricultural High
School by the year 2028.
• Bullying incidents among student learners refer to one
or more perpetrators who have the greater physical
strength or more social power than their victim and who
repeatedly act aggressively toward their victim.
Bullying can be verbal or physical which is why it is
more likely to happen on the school premises.
• The school head addressed all class advisers including
subject teachers to record any incidents involving
bullying. That these incidents may lead to depression
thereby resulting in suicidal attempts among the
student learners of Kinoguitan National Agricultural
High School.

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STRUCTURE MINIMUM ELEMENTS (Content)
Key Performance 6–year realistic targets on resiliency and well-being as

Indicators Targets follows:
e. Analysis of the • The objective of this plan is to achieve the possibility of

nutritional status of the a progressive reduction in the number of students for
learners both Junior High School and Senior High School with
poor nutritional status will be recorded starting from the
next school year up to the year 2028 with zero record
cases.
• The Feeding program aims to supplement the nutritional
needs of those learners with poor nutritional status. The
focus of this program is to provide foods with proper
nutrition but some of the learners fail to practice it at
f. Mental and home due to lack of parental support, guidance,
psychosocial discipline, and financial capability to buy nutritious food
conditions including products.
security and peace and • The school management finds ways to supplement the
order situation. needs for this concern. And we both agreed to provide
them with monthly feeding activities in which the budget
is based on the school’s fund and other private
donations.
• The objective of this plan is to achieve the reduction of

the students suffering from mental health issues with the
help of constant monitoring of teachers and advisers.
And with the participation of mental health awareness
programs conducted by the LGUs, there will be a
possible zero mental health-related incidents by the
year 2028.
• Mental health is defined as the ability to handle our
g. School hazards emotions, psychological and social well-being. It affects
how we think, feel and act. It also helps determine how
we handle stress. If someone suffers from mental health
issues, it means there is a problem with how the person
handles his emotional, psychological, and social coping
mechanisms.
• In dealing with our learners’ mental health issues, all
advisers, and subject teachers of JHS and SHS
students were mandated to conduct an alternative
activity to identify and address the learners with mental
health issues. And in connection, the school conducted
a mental health awareness program led by the LGUs
and the Philippine Mental Health Association, Inc.
h. Incidence of bullying
• The objective of this plan is to provide an increased

awareness and readiness for both personnel and
students in handling Emergency-related events,
especially in dealing with the upcoming circumstance,
and will continue to develop up, to the year 2028.
• Disaster Risks Reduction Management is the
application of disaster risk reduction policies and
strategies to prevent new disaster risks and manage

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residual risk, contributing to the strengthening of

resilience and reduction of disaster losses.
• Disaster risk reduction management and emergency-
related drills were imparted in every school subject to
provide awareness, especially in dealing with
emergency hazard events. And, with the help of the
quarterly emergency drill conducted by the other
qualified sectors or agencies to help students become
ready to face emergency-related situations in the future.
• The Objective of this plan is for the students to have a

full awareness of mental health issues and concerns
especially in dealing with bullying among student
learners in Kinoguitan National Agricultural High School
by the year 2028.
• Bullying incidents among student learners refer to one
or more perpetrators who have the greater physical
strength or more social power than their victim and who
repeatedly act aggressively toward their victim. Bullying
can be verbal or physical which is why it is more likely
to happen on the school premises.
• The school head addressed all class advisers including
subject teachers to record any incidents involving
bullying. That these incidents may lead to depression
thereby resulting in suicidal attempts among the student
learners of Kinoguitan National Agricultural High
School.

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a. Key Performance Indicators Targets

SIX-YEAR REALISTIC TARGETS ON ACCESS

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Six Years Realistic Targets on Quality
Key Performance
Indicator Baseline
Six Years Physical Target
(Quality) 2022-
2024 2025 2026 2027 2028 2029
2023
A percentage of
Learners proceeded to 100% 100% 100% 100% 100% 100% 100%
JHS
Completion Rate
100% 100% 100% 100% 100% 100% 100%
Percentage of Learners
under Independent 39% 45% 50% 55% 60% 65% 70%
Reader-English
under Independent 39% 45% 50% 55% 60% 65% 70%
Reader-Filipino
under Instructional 25% 37% 35% 30% 28% 25% 20%
Level-English
under Instructional 34 % 37% 35% 30% 28% 25% 20%
Level-Filipino
under Frustration 34 % 30% 25% 20% 15% 10% 0%
Level-English
under Frustration 25% 20% 15% 10% 5% 2% 0%
Level-Filipino
who are Non-reader- 2% 0% 0% 0% 0% 0% 0%
English
who are Non-reader- 1% 0% 0% 0% 0% 0% 0%
Filipino

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SIX-YEAR REALISTIC TARGETS ON GOVERNANCE

Key Performance Baseline Six Years Physical Target
Indicator SY 2021- 2023 2024 2025 2026 2027 2028
2022
Classroom to
Learners Ratio
Teacher to
Learners Ratio
Seats to Learners
Ratio
CR to Learners
Ratio
ICT/DCP
Package
Functional
Library
Faculty Room
Connection to
Electricity
Connection to
Internet
Water Source
Water and
Sanitation Facility
MOOE Utilization
SEF Utilization
The forecast Key Performance Indicators (KPIs) on GOVERNANCE for the next six years
based on the baseline in SY 2021-2022 are as follows:
1. Classroom to learners’ ratio: The ratio of classrooms to learners is expected to improve
from 1:19 in the baseline year to 1:15 by 2025 and remain constant at 1:15 until 2028. This
indicates a positive trend in reducing classroom overcrowding and ensuring sufficient space
for learners.
2. Teachers to Learners Ratio: The ratio of teachers to learners is forecasted to improve
from 1:19 in the baseline year to 1:15 by 2025 and remain consistent at 1:15 until 2028. This
suggests an enhancement in teacher-student interactions and personalized attention to
learners.
3. Textbooks to Learners Ratio: The ratio of textbooks to learners is projected to improve
from 1:

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Project Title: Project IMES: Inclusive Modular Education for SARDO.

Priority Improvement Area: ACCESS: Students at Risk of Dropping Out
Objective/s KRA/IO Baseline Performance Strategy PPAs Resources Timeline Expected
Indicators/Target Outcome
c. Key Interventions
Y1 Y2 Y3
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SIO # 1.3 20 100% 100% 100% Project IMES: MOOE April 2023 Zero (0)
Provide All SARDOS SARDOS SADOS - Enroll in ADM Inclusive to July SARDOS
individuals
opportunities learners will return will will Program Modular 2024
were in school return in return in
transition Education for
to all identified school school - Orientation of ADM
to the next SARDO. July 2024

key stage. as program (Parents, to July
identified Students, advisers
SARDOS 2025
SARDO to and subject
teachers)
b. Strategies / School Strategic Directions
July 2025

pursue * Overview of the
program to July
harnessing opportunities in the next six years.
education * Schedule of 2026

and finish retrieval and
distribution of
Key Stage 4 learning
kits
through ADM * Grading system
* Agreement
-implementation of

the program
Monitoring and
Evaluation of the
Program
Priorities that the schools shall focus to address key and immediate challenges and
69
Priority Improvement Area: EQUITY

Objective/s KRA/IO Baseline Performance Indicators/Target Strategy PPAs Resourc Timelin Expected
es e Outcome
Y1 Y2 Y3
School- SIO # 2. 1 A total of 50% of 75% of 100% of Improve Project: MOOE August
aged All school- 285 were the 285 the 285 the program Oplan 2022 to
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age children identified out-of- out-of- identified manageme Balik July
children and and youth, as Out of school school out-of- nt and Eskwel 2025
youth, and and adults in School youth enroll in school service a
adults in situations of Youth

enroll in school. youth delivery.
situations of disadvantage ages 13-
are school enroll in
disadvantag 17 within Provision of
participating school financial
Barangay

e benefited assistance to
in inclusive Buko
from basic those who
where the
appropriate. learning are not 4Ps
school is recipients
opportunities located. through
and receiving
stakeholders
an and LGU
appropriate support.

quality
education. Provision of
facilities and
equipment
for learners
Monitoring
and
Evaluation
70
Priority Improvement Area: EQUITY

Objective/s KRA/IO Baseline Performance Indicators/Target Strategy PPAs Resources Timeline Expected
Outcome
Y1 Y2 Y3
School-aged SIO # 2. 1 Lack of At least 5 At least 8 Zero Promoting Project MOOE August Capacity to
children and All school- capacity out of 10 out of 10 records of assistance HOSTS: 2022 to address the
youth, and age children to NLPA NLPA NLPA program Helping July needs of
and youth, learners learners learners One 2025 identified
adults in address Seeking
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and adults in
situations of the will will partnership Student disadvantaged
situations of All enrollees
disadvantage disadvantage needs of engage in engage in for the to learners
benefited are those school school are to finish provision of Succeed specifically
JHS and learners’
from who are activities, activities, those who are

participating
and the and the SHS school at risk of
appropriate in inclusive at risk of
number of number of including needs, like dropping out
basic dropping
learning learners at Adopt a

out. learners at learners at
opportunities risk of risk of risk of Child with
and receiving dropping Love
dropping dropping
an out. Constant
out will out will
appropriate monitoring
lower to 15 lower to 5 All
quality and
education
out of 25. out of 25. classrooms
evaluation
will be of the
Acquire at
equipped

least 50 % impact of
Acquire at with audio- the
of the
necessary least 75 % visual assistance
Equipment of the equipment program
necessary (smart TV,
Provision
Equipment speaker,
of facilities
microphone) and
equipment
for learners
71
IV. FINANCIAL PLAN

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a. Six-Year Indicative Financial Plan - ACCESS

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Six Year Indicative Financial Plan

Goals Outcomes Strategies Output Program Activities Output YEAR Focal Particul Total Source
Indicators 202 202 202 202 202 202 Person ar Coast of
3 4 5 6 7 8 6 Funds
years
PILLAR 2: EQUITY
By 2028, School-age Improve All school- Project Identificati No. of
school- children program age HOSTS: on of school-
aged and youth, manageme children Helping learners age
children and adults nt and and youth One who are children
and in situations service and adults Student to at risk of and youth
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youth, of delivery in situations Succeed dropping and
and disadvanta of out adults in
adults in ge Promoting disadvanta situations
situations benefited assistance ge are Communit of
of from program participatin y disadvant

disadvant appropriate g in mapping age are
age equity Partnership inclusive Project: and home participati
benefited initiatives with the basic Oplan visitation ng in
from stakeholder learning Balik inclusive
appropria s and LGU opportunitie Eskwela House to basic

te equity for learners’ s and house learning
initiatives sponsorshi receiving campaign opportunit
p appropriate for Oplan ies and
quality Balik receiving
Provision of education Eskwela appropriat
facilities e quality
and Promoting education
equipment assistanc
for learners e
programs
a. Six-Year Indicative Financial Plan - EQUITY

and
criteria in
selecting
Assistanc
e
recipients
Adopt a
child
program:
Tap
stakehold
ers who
can
74
a. Six-Year Indicative Financial Plan – RESILIENCE AND WELL-

BEING

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a. Six-Year Indicative Financial Plan – GOVERNANCE

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ANNUAL IMPROVEMENT
PLAN

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b. Enclosure F:
Annual Improvement Plan
School Year 2023-2024
Instruction: List down the activities that are required in each school year to
implement the school improvement projects. Indicated for every activity are
the schedule and venue, budget, and the person (s) responsible.

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ANNUAL IMPLEMENTATION PLAN

Project Title: Project IMES: Inclusive Modular Education for SARDO’s
Outpu Person(
Schedul
Project t for s) Budget per Budget
Activities e/
Objective the Respon activity Source
Venue
Year sible
Provide Zero - Enroll in Concern Year- Php 2,000

opportuniti (0) ADM ed round
es to all numbe Program Student
identified r of s
SARDO to SARD
- Orientation N/A
pursue OS
of ADM
education program Parents
and finish (Parents,
Key Stage Students,
4 through advisers and
subject Teacher
ADM. s
teachers)
* Overview Php 3,000
MOOE/LG
of the Resourc U
program e Funds/Do
Speaker nations
* Schedule Php 1,000
of retrieval
and
LGU
distribution of
Scholar
learning kits
Progra
m’s
* Grading Spokes N/A
system person/
Agreement
Represe
- ntative Php 1,000
implementati

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V. SCHOOL MONITORING
AND EVALUATION AND
ADJUSTMENTS

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MEA FRAMEWORK FOR PILLAR 1- ACCESS

Results Baseline Physical Target Means of Frequency Responsible M&E
of Data Body
Statement/ (SY Verification Collection Strategy
2019-
Key 2020)
Performance
Indicator
Phase Phase
01 02
(2022- (2026-
2023 2030)
Intermediate Outcome (IO) #1 All school-age children, out–of–school youth, and adults assessed relevant
basic learning opportunities
1. Percentage of school-age children in school – Net Enrollment Rate (NER)

SECONDARY- 76.18 % 91.81% 98.5% EBEIS Annually Planning School-
NER Team based
Outcome
Evaluation
Formula:
Enrollment (12-15)
__________________ x 100
Population (12-15)
Results Baseline Physical Target Means of Frequency Responsible M&E
Statement/ (SY Verification of Data Body Strategy
Key Performance 2019- Collection
Indicator 2020)
Phase Phase
01 02
(2022- (2026-
2023 2030)
Intermediate Outcome (IO) #1 All school-age children, out-of-school youth, and adults assessed relevant
basic learning opportunities
2. Incidence of OOSC and OSYoOOSC & OSY
Junior HS
Senior HS
101. 1 All 5-year-old children in school
3. Percentage of
five-year-olds in
school (Net Intake
Rate
IO1.2 - All learners will stay in school and finish key stages
4. Percentage of enrollees (Elem, JHS, SHS) in a given school year who continue to be in school the
following school
year- Retention Rate
Junior HS 0% 0% 0% EBIES Annually SPT SBOE
Senior HS
Formula: Secondary
Y2-4 Enrollment (current year)

___________________________ x 100
Y1-3 Enrollment (previous year

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Results Baseline Physical Target Means of Frequency of Responsible M&E

Statement/ (SY Verification Data Body Strategy
Key 2019- Collection
Performance 2020)
Indicator
Phase Phase 02
01 (2026-
(2022- 2030)
2023
5. Percentage of currently enrolled learners but did not finish/complete the school year – Dropout Rate
(DR)
Junior HS 0% 0% 0% EBIES Annually SPT SBOE
Drop-Out
Rate
Senior HS 0% 0% 0% EBIES Annually SPT SBOE
Drop-Out
Rate
Formula:
Drop- Outs (current year)

___________________________ x 100
Enrollment (previous year
IO1.3 - All learners transition to the next key stage

6. Percentage of G10 completers proceeded to next key stage - Transition Rate
JUNIOR HIGH SCHOOL - 55.56% 70.56% 85.56% EBIES Annually SPT SBOE
Transition Rate
(Grade 10 to Grade 11)
Formula: Secondary
Y11 (current year)

___________________________ x 100
Y10 Enrollment (previous year)
Results Baseline Physical Target Means of Frequency of Responsible M&E

Statement/ (SY 2019- Verification Data Body Strategy
Key 2020) Collection
Performance
Indicator
Phase Phase
01 02
(2022- (2026-
2023 2030)
IO1.4- All out-of-school children and youth participate in and complete formal or non-formal basic education
learning opportunities
7. Percentage of OSC and OSY who returned to school or participated in ALS – Participation Rate of OSC
and OSY
OUT-OF-
SCHOOL
YOUTH
Participation
Rate
Note: Targets pertaining to incidences of OSC and OSY. Targets pertaining to OSC and OSC will be set
when mechanisms for determining baseline information are established and operational .
8. Percentage of completers in ALS- completed session –ALS
OUT-OF-SCHOOL
YOUTH -
Completed Sessions – ALS
All indicators of the BEDP will be disaggregated by gender, learners in the situation of disadvantage,
regions, provinces, and types of schools, whenever possible

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Project Objective Statement: Provide opportunities to all identified SARDO to pursue

education and finish Key Stage 4 through ADM
Root Cause: Students are pregnant and frequently absent due to work and illness.
Students are absent to seek livelihood as a means of survival.
Project Work Plan and Budget Matrix

Annex 9 Project Work Plan and Budget Matrix
Date of Person Budget
Activity Output Budget
Implementation Responsible Source
January 14 School
- Enroll in ADM
List of enrolled and 21, 2023 ADAS Php
Program MOOE
ADM students August 1-15, Teachers 1,000.00
2023
- Orientation of ADM
program (Parents,
Students, advisers, Agreement
and subject between
teachers) students,
Subject
* Overview of the parents, and
May 2-5, 2023 Teachers
program school Php
Subject MOOE
* Schedule of 1,000.00
Leader
retrieval and A printed copy of
School Head
distribution of the Schedule
learning
kits
* Grading system
* Agreement
Subject
- Preparation of Teachers
Complete set of School Year Php 2,
Learning Kits Subject MOOE
learning kits 2022-2023 000.00
Leader
School Head
Subject
Accomplished
-implementation of Teachers
learning outputs School Year Php
the program Subject MOOE
Self-monitoring 2022-2023 1,000.00
Leaders
tool
School Head
Subject
-Monitoring and Teachers
Accomplished School Year Php
Evaluation of the Subject MOOE
Feedback 2022-2023 1,000.00
program. Leader
School Head
Note: Please also record the date of monitoring per project.
Please attach this form to the AIP template

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Project Title: Project IMES: Inclusive Modular Education for SARDO.

Priority Improvement Area: ACCESS: Students at Risk of Dropping Out

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MEA Framework for Enabling Mechanisms – Governance

And Management
Physical Target
Results
Baselin Phase Phas Frequenc
Statement / Means of M&E
e (SY 01 e2 y of Data Responsibl
Key Verificatio Strateg
2019- (2022- (2026 Collectio e Body
Performanc n y
2020) 2026) - n
e Indicator
2030)
Enabling Mechanism #1. Education leaders and managers practice participative and
inclusive management processes
1. Proportion of schools achieving higher levels of SBM practice
Enabling Mechanism #2. Strategic human resource management enhanced for

continuing professional development and opportunities
2. Proportion of offices across governance levels with very satisfactory and higher rating
in the Office Performance Commitment and Review Form (OPCRF)
Enabling Mechanism #3. Investment in basic education provides learners with the ideal
learning environment.
3. Proportion of Schools achieving ideal Ratio on:
Classroom
Teachers
Textbooks
Seats
Science
and Math
Equipment
ICT
package
/E-
classroom
4. Proportion of secondary schools with:
Functional 100% of 100%
Library schools
with
electricit
y
Connection 100%
to
Electricity
Connection
to Internet
Functional
library

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5. Proportion of SDOs achieving ideal interquartile ratio (IQR) *on teacher deployment
% SDOs
achieving
ideal
interquartile
retio (IQR)
Enabling Mechanism #4. Improve and modernize internal systems and processes for a
responsive and efficient financial resource management.
6. client satisfactory Rating of DEPED offices’ respective stakeholders (internal and
External)
School

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VI. RISK MANAGEMENT

PLAN

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OPPORTUNITY REGISTRY
Declared Process Opportunity OPPORTUNITY
and Opportunity Rating PURSUIT
Statement (Include ACTION PLAN PERSON/OFFICE TARGET
No. Likelihood Impact
benefit once an (may refer to other RESPONSIBLE DATE
opportunity is Likelihood x planning
encountered) Impact documents)
Teacher,
Good
Learners and
Covered Education in a All year
1. 5 5 25 School Head,
Pathway Beautiful round
Project
School
Coordinator
Increase Oplan Balik School Head,

2. 5 5 25 August
Enrolment Rate Eskwela Teachers
- Project IMES:
Inclusive School Head, August
Decrease
3. 5 5 25 Modular Advisers, Subject 22,
SARDOS Rate
Education for Teachers 2022
SARDOS
- SA
PAGBASA,
BUHAY AY
GIGINHAWA Teachers, School
Increase (A Reading Head, Advisers, All year
4. 5 5 25
Literacy Skills Program for Parents, and round
Struggling Teachers
Readers
and Non-
Readers)
Teachers,
Parents, School
Completion of Head, Batch All year
5. 5 5 25
Concrete Fence Representatives, round
School Head,
and Coordinator
School Head,
Lighting around Project In-
Project All year
6. the school 5 5 25 charge, PTA,
SOLAR round
campus Alumni
Association
Prevention and Teachers, School

Minimize All year
7. 5 5 25 Intervention of Head, and
Tardiness round
Tardiness Parents
Teachers, School
Head and
Gulayan sa All year
8. 5 5 25 Gulayan sa
Paaralan round
Paaralan
Coordinator
Teacher-In
Enhance NFOT Festival of charge, School All year
9. 5 5 25
Skills Talents Head, students, round
and participants.

304077@deped.gov.ph
98
Teachers, School
CLEAN AND
Waste Head, and Whole
10. 5 5 25 GREEN
Management Parents, Yes-O year
Program
Coordinator
Campus
Journalism
skills Program Head,
Enhance All year
11. 5 5 25 enhancement School Head,
Journalism round
through and Members
intensive
training
Program Head,
Strengthen Career All year
12. 5 5 25 School Head,
SHS Immersion Guidance round
and students
JHS research
Intensify Action coordinator, All year
13. 5 5 25
Research Teachers, and round
School Head
All teachers,
Guidance
Conduct Designate, Whole
14. Symposium on 5 5 25 School Head, year
mental health RHU personnel round
and District
Nurse
Feeding
August
Program and Clinic Teachers
15. Malnourishment 5 5 25 22,
ZUMBA BIDA (JHS & SHS)
2022
sa KNAHS
Advisers, WINS
Coordinator, All
WINS
16. 5 5 25 Teachers, School Year
PROGRAM
head and round
students
DRRM Whole
Ligtas and
17. DRRM 5 5 25 Coordinator and year
may alm
Team round

304077@deped.gov.ph
99

304077@deped.gov.ph

School Improvement Plan 2023 2025

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School Improvement Plan 2023 2025

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SCHOOL IMPROVEMENT PLAN 2023-2025

School Improvement Plan 2023-2025

II. School’s Current Situation

a. Introducing School Profile

b. School Performance on Access

c. School Performance on Quality

d. School Concerns on Equity and Inclusion

e. School Concerns on Resilience and Well-Being

f. School Concerns on Governance

g. Other unique concerns

III. Improvement Plan

c. Equity and Inclusion

d. Resilience and Well-being

B. Strategies/ School Strategic Directions………………

C. Key Interventions/ Enabling Mechanisms…………..

IV. Financial Plan

B. Year 1 Annual Improvement Plan

V. Organizational Capacity and Implementation…………….

Kinoguitan National Agricultural High School

1) Setting the mission, vision, goals, and objectives of the school.

As an organization, it is essential to acknowledge the active participation of the

We, the School-Community Planning Team, commit ourselves to undertake the

Kinoguitan National Agricultural High School

Prepared by the School-Community Planning Team composed of the following:

CHERRY Q. SADICON JENNEFER C. MACABINLAR

JANPERSON P. PAJARON BUTCH SABUGAA

HON. ELENA M. CARMONA HANNA ROQUEZA L. CAGAS

BEVERLY D. ACENAS CLEO C. CANONCE

APRIL ROSE P. TAPIO MADELYN B. MALIAO

DR. ERLINDA DAEL

EDILBERTO L. OPLENARIA, EdD, CESO V

I. DEPED VISION, MISSION

Kinoguitan National Agricultural High School

Kinoguitan National Agricultural High School

KNAHS GUIDING PRINCIPLES

EXCELLENCE- working together armed with individual proficiencies stakeholders should

ACCOUNTABILITY – acting based on an individual’s mission stakeholders have collective

Kinoguitan National Agricultural High School

Kinoguitan National Agricultural High School

II. SCHOOL’S CURRENT

Kinoguitan National Agricultural High School

II. SCHOOL’S CURRENT SITUATION

a. Introducing the School

To properly implement the vocational-agriculture curriculum, Mr. Cristeto R. Abrea then

Kinoguitan National Agricultural High School

Kinoguitan National Agricultural High School

Kinoguitan National Agricultural High School

School Profile / Data

Kinoguitan National Agricultural High School

Kinoguitan National Agricultural High School

b. School Performance on Access

III. Historical Data

Kinoguitan National Agricultural High School

B. Performance Indicator (based on historical data (2019-2022)

JHS Performance 2018 -2019 2019-2020 2020-2021 2021-2022

Graduation Rate 100% 100% 100% 100%

SHS Performance 2018 -2019 2019-2020 2020-2021 2021-2022

Graduation Rate 100% 100% 100% 100%

Kinoguitan National Agricultural High School

B1. Graduation Rate/Promotion Rate

Kinoguitan National Agricultural High School

B2. Simple Drop-Out Rate

B3. Failure Rate