Chapter 1

VISION, MISSION, AND CORE VALUES

Vision, mission and core values statements serve as the guide of Tinago
National High School. It helps communicate the goals of the plan to
employees and to all stakeholders. Vision statements help define the
departments purpose and give direction for employees and help provide
inspiration. In like manner, mission statement clarifies the purpose and the
SMART objectives of the Department of Education. Core values support the
vision, shape the culture and reflect values of the school and the department
as a whole.

The Vision

We dream of Filipinos, who passionately love their country and whose values
and competencies enable them to realize their full potential and contribute
meaningfully to building the nation. As a learner-centered public institution, the
Department of Education continuously improves itself to pursue its mission.

The Mission

To protect and promote the right of every Filipino to quality, equitable, culture-
based, and complete basic education where:

Students learn in a child-friendly, gender-sensitive, safe, and motivating

environment;
Teachers facilitate learning and constantly nurture every learner;
Administrators and staff, as stewards of the institution, ensure an enabling
and supportive environment for effective learning to happen; and

Family, community and other stakeholders are actively engaged and share
responsibility for developing life-long learners.

The Core Values

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 Makadiyos, Makatao, Makakalikasan, at Makabansa

Chapter 2

SCHOOLS CURRENT SITUATION

This chapter includes the school background and the school profile based on
the SRC classified into access, quality, and governance.

School Background

Tinago National High School is one of the barangay nationalized high schools
of Inopacan, Leyte bearing the school ID number 303439. It was established
on June 1, 1971. It is located at San Roque St. of Barangay Tinago which is
along the national highway adjacent to Tinago Elementary School. It is 200
meters away from the Poblacion and 500 meters away from the nearest public
secondary school which is Inopacan NHS. It is 200 meters away from the
nearest private school and district office. Most of the students from this
school are used to ride a tricycle in going to school and in going back to their
respective home.

The school is also situated near the coastal area wherein majority of the
students are from families of fishermen, laborers, and vendors. Majority
belongs to families whose income is at a poverty level. Moreover, most of the
students are recipient of the Conditional Cash Transfer or Pantawid
Pamilyang Pinoy Program or 4Ps.1

Tinago National High School is also one of the schools under DepEd Leyte
Division which office is accessible by van for three hours as it is 120.55
kilometers away from the school location.2

For the past three years, the school experienced instances of students
misconduct and untoward actions against school property such as theft and
even attempted arson as human induced hazards.

Likewise, the school also encountered natural hazards such as earthquake

and typhoons that leave minor damages and destructions in some schools
buildings and properties. The school is located near the coastal area but it is
situated at the top of the hill of about 15 meters above sea level. Thus, the
municipality has been using the school as one of the evacuation centers
especially during typhoons.

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The school is headed by Mr. Alejandro P. Renomeron, Principal II and Mr.
Jaime G. Dianon, Head Teacher III who act as Officer in Charge if the
principal is not around. The school has twenty-five teaching staffs; twenty-two
are in Junior High School and three are in Senior High School handling a full
load.

The School Profile

ACESS

1. Number of Rate of Dropouts by Cause

Figure 1: Number of Dropouts by Causes

Object 3

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 Figure 2: Dropout Rate by Sex

Data shows fluctuating trend for males and decreasing trend for females. The
total dropout rate of the school is fluctuating. The number one cause of
dropout of students lies on the influence of students to different vices.
2. Attendance

Object 5

Figure 3: Students Attending Classes with at Least 90% Attendance

Object 7

Figure 4: Number of 4Ps BENEFICIARIES

There is an increasing trend of students percentage of attendance for the last

three years. Data shows that the increasing trend is affected mainly by the

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Conditional Cash Transfer Program or 4Ps ( Pantawid Pamilyang Pilipino
Program) to most of the students which help them cater their daily needs in
school, hence the program requires them to comply at least 90% attendance.
Moreover, only a few students cannot comply the 90% attendance yet their
attendance still fall within 85 to 89% as reflected in the Quarterly School
Monitoring, Evaluation and Adjustment (SMEA) report.
3. Tardiness

Object 9

Figure 5: Number of Tardy Students

Figure 4 shows decreasing trend of tardy students in the last three years. This
was affected by the disciplinary actions implemented by the school controlling
the tardiness of the students.

4. Habitual Absenteeism

Object 11

Figure 6: Number of Students with Habitual Absenteeism

Figure 5 shows a significant decrease in the number of students with habitual

absenteeism. This is because of the school implementation of imposing a
policy of disqualifying 4Ps recipient to avail the CCT if students commit less

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than 85% attendance for the month.

5. Enrollment

Object 13

Figure 7: Number of Students Enrolled for the Last Three Years

Figure 6 tells that the total enrollment displays slight increased for the last
three years. Male enrollment tends to maintain for the last two years and
female enrolment shows a slight increasing trend. This further shows that
more parents and students of Inopacan prefer Tinago National High School.

QUALITY

1. National Achievement Test (NAT) by Mean Percentage Score (MPS)

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 Object 15

Figure 8: NAT Result by Subject SY: 2013-2014

Figure 7 shows that students performed well in Math and Makabayan. Filipino
got the lowest MPS followed by English and Science. It further shows that the
average MPS is approaching the national standard. The result is not bad at
all, but still, it did not meet the national standard which is 75%. This is
because language subjects Filipino and English pull down the score of
Mathematics and Makabayan. This is due mainly to the different intervening
subject-related activities which may result in lack of concentration and focus
to the subject which will be left behind by the teachers especially during Press
Conferences and the like.

2. School MPS (Data lacking)

Object 17

Figure 9: School MPS by Subject for the Last Three Years

Data in figure 9 shows increasing trend in school MPS for the last three years.

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3. Percentage of Passing by Subject Area

Object 20

Figure 10: Percentage of Passing by Subject Area for the Last Three Years

Figure 9 shows that Filipino, Science, Araling Panlipunan, and MAPEH mark
significant increase and tend to maintain the record in the last two years.
Meanwhile, English maintained in the previous two years, and in recent year,
it tends to increase significantly. Math and T.L.E. subjects have fluctuating
trend, while EsP maintains 100% passing for the last three years.

4. Least Learned Skills

Object 23

Figure 11: Number of Least Learned Skills by Subject for the Last Three Years

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Data on figure 11 tells us that Filipino, English, Math, and Science illustrates
fluctuating trend in the number of least learned skills, while Araling
Panlipunan, T.L.E., MAPEH, and EsP shows remarkable decreased for the
last three years.

5. Classes with Below 100% Competency Coverage by Subject Area

Object 25

Figure 12: Number of Classes with Below 100% Competency Coverage by Subject Area

Figure 12 shows decreasing trend of the number of classes with below 100%
competency coverage by subject area. It simply means that teachers try their
best to take up all the competencies prescribed by the department. Though
Filipino, Araling Panlipunan, MAPEH, T.L.E. and EsP already met the national
standard but still English, Math, and Science remain to have some classes did
not complete all the competencies given. Moreover, data shows that Math and
Science, though it has a decreasing trend still record shows five and three
classes respectively did not finish all competencies prescribed by the DepEd.

6. Number of Classes Implementing Contextualized Curriculum

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 Object 27

Figure 13: Number of Classes Implementing Contextualized Curriculum

Figure 13 shows that all subjects are significantly increasing based on a
number of classes implementing contextualized curriculum. This implies that
teachers who attended the training on contextualized and localized teaching.

7. Performance Indicators

Object 30

Figure 14: Performance Indicator for the Last Three Years

Figure 14 shows the performance rating of the school for the last three years.
Cohort-Survival Rate is fluctuating, as it slightly increases in SY 2014-2015
but it decreased significantly in the succeeding school year. The same is true

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with the Completion Rate, it slightly increases in SY 2014-2015 but
significantly decreased in the succeeding school year. Retention Rate is
increasing slightly in SY 2013-2014 to 2014-2015, but significantly increased
shown in the succeeding school year. Promotion Rate shows fluctuating trend,
with significantly increased from SY 2013-2014 to 2014-2015 but slightly
decreased in SY 2015-2016. Failure Rate of the school is also fluctuating, it
significantly decreased with a difference of 4.75% in SY 2014-2015 which
reached 0.7% and in the succeeding SY, it significantly increased from 0.7%
to 2.15%. Repetition Rate is constantly decreasing for the last three years.
The root causes of this performance rating is anchored to the students who
always commit habitual absences, tardiness, and failure of complying the
requirements of the subjects, due mainly to their untoward attitudes due to
influence in different vices, lack of parents support in terms of moral and
financial matters, inadequate knowledge in fundamentals of Mathematics
subject, and inability to comprehend what they read.

8. Learners Participations in Academic, Non-Academic, and Sports

Competition

Object 32

Figure 15: Number of Learners Participation in Academic, Non-Academic, and Sports Competition

Figure 15 tells us that participation of learners in Journalism, Math, Science,

Araling Panlipunan, and Filipino is maintained to the maximum number of
participants. Band Competition and Participation shows a slight but constantly
decreasing trend, while participations to sports activities is constantly
increasing. The decreased participation of band competitions and/or
participation is due mainly to the learners/participants have graduated and the
adviser did not recruit additional participants for the said activities since
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members of school band is still at maximum. Sports participation increases
because of additional numbers of athletes were motivated by their coach.

9. Passers for Scholarships and Grants

Object 34

Figure 16 shows fluctuating trend on a number of graduates who passed

scholarships, colleges and universities examination, etc. This is due to the
lack of confidence of graduates in taking such exam.

10. Conduct of Test Visit to all Grade Level in all Subject Areas
Figure 16: Number of Passers for Scholarships and Grants

Object 36

Figure 17: Number of Test Visit Conducted to all Grade Level in All Learning Areas

11. Teachers/School Head with Utilized IPPD/SPPD/RPMS Development

Plan

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 Object 38

Figure 18: Number of Teachers/School Head with Utilized IPPD/SPPD/RPMS Development Plan

Figure 18 shows that all teachers and school heads utilized IPPD/ SPPD/
RPMS Development Plan for the last three years. This is because of the full
implementation of the school principal.

12. Teachers Attended LAC Session

Object 40

Figure 19: Teachers Attending LAC Session

Figure 19 shows increasing trend of the numbers of teachers attending LAC

Session. This further shows that not all teachers are attending Learning Action

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Cell Session because only a few teachers initiated LAC Session.

13. Teachers Attending INSET

Object 42

Figure 20: Teachers Attending INSET

Figure 20 shows a fluctuating number of teachers attending INSET. This is

because of only untrained teachers and grade 11 teachers were trained on SY
2015-2016.

14. Instructional Supervision

Object 44

Figure 21: Number of Teachers Supervised by the School Head

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Data in figure 21 shows an increasing number of teachers supervised by the
school head and tend to maintain on the succeeding two years. This is due to
the time management of the school heads (the principal and the department
head in supervising teachers so as to provide Technical Assistance, especially
to newly hired teachers.

15. Post Conference

Object 46

Figure 22: Number of Teachers Attended the Post Conference

Data in Figure 22 is identical to that of figure 21, which further shows that all
teachers supervised attended the post conference with the school head.

16. Teachers Provided with Technical Assistance (TA)

Object 48

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 Figure 23: Number of Teachers Provided with TA

Figure 23 shows that a minimal number of teachers are provided with TA with
the school head. Data further shows an increasing trend and tend to maintain
in the last two years. This data reveals that TA is only provided to newly hired
teachers.

17. Number of Teachers Attended Other Training

Object 50

Figure 24: Number of Teachers Attended Other Training

Data on figure 24 shows an increasing number of teachers trained for School
Based Management, and Leadership. It further shows a significant decrease
on ICT and Curriculum Development. Data reveals that teachers trained on
ICT did not undergo same training anymore but only the newly hired teachers
are subjected to the said training. Moreover, in the curriculum development
decreasing trend is due to a lesser number of teachers handling the subject
initiated training on curriculum development.

18. Teachers Teaching Competence

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 Object 52

Figure 25: Number of Teachers with Teaching Competence

Figure 25: Number of Teachers with Teaching Competence

It is shown in figure 25 that most teachers in Tinago NHS are Teacher 1 and
all of them are competent.

19. Teachers with Very Satisfactory Classroom Management

Object 54

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 Figure 26: Number of Teachers with Very Satisfactory Classroom Management
Figure 26 shows the increasing number of teachers with very satisfactory
classroom management.

20. Teachers with Very Satisfactory Record Management

Object 56

Figure 27: Number of Teachers with Very Satisfactory Record Management

Figure 27 shows an increasing number of teachers with very satisfactory

record management. This is due to the close supervision and TA provision of
the school head to the teachers.

21. Numeracy

Object 58

Figure 28: Number of Numerates and Non-Numerates

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Figure 28 shows an increasing number of students with knowledge of the
fundamentals of Mathematics. This is due to the peer-tutoring strategy
employed by the Math teachers.

22. Literacy Level

Object 60

Object 62

Figure 29: Literacy Level in Filipino for 3 Years Figure 30: Literacy Level in English for 3 Years

Figure 29 above shows fluctuating trend of students belong to frustration

level, increasing number of students under instructional level, and decreasing
trend in independent level. On the other hand, figure 30 shows increasing
trend for frustration and independent level, while instructional level goes
down. This is due to the peer-tutoring program in reading resulting in an
increase of independent level and a decrease of instructional level in English.

23. Health and Nutritional Status

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 Object 64

Figure 31: Health and Nutritional Status for 3 Years

Figure 31 shows decreasing trend of Severely Wasted students and

fluctuating trend for waste, normal, overweight, and obese. These are due to
the students' enrollment differ from year to year. Feeding program of the
school was not implemented all throughout the school year in the event that
the undernourished are not focused.

24. School Awards & Recognition (Students, Teachers, and

Stakeholders)

Title of Award Award Giving Level Category

Body of
Awardee
Best Secondary School of Area V DepEd Division School
Division of Leyte
Campus Press Of The Year Filipino ( 2nd Division of Leyte Division School
Place)
Best Filipino tabloid Division of Leyte Division School
Damath Polynomial Division of Leyte Division Student
1st place
Thermo SciDama Division of Leyte Division Student
1st place
Copyreading and Headline Writing
2nd Place Division of Leyte Division Student
Damath- Radical Division of Division Student
3rd Place Leyte
MTAP Math
Challenge
Grade 7 ( 2nd Place) Metrobank &
Grade 8 ( 1st Place) Division of Leyte Area Student
Grade 9( 1st Place)
Grade 10 ( 1st Place)
Math Quiz Individual

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Grade 8 ( 1st Place) Division of Leyte Area Student
Grade 9 (1st & 2nd place)
Grade 10 ( 2nd place)
Damath Integers
Grade 7-Integers
(2nd Place) DepEd Leyte Area Student
Grade 8 - Sign Fraction Division
(2nd Place)
Grade 9- Radical
(1st Place)
Grade 10-Polynomial
(1st Place)
Press Conference
News Writing English (1st Place)
Copyreading & Headline Writing English (1st
Place) DepEd Leyte Area Student
Editorial Cartooning English (3rd Place) Division
Pagsusulat ng Editoryal (2nd Place)
Science Feature Writing English (3rd Place)
Pagsusulat ng Lathalain Pang-agham ( 2nd
place)
Pagsusulat ng Lathalain (2nd Place)
Pagwawasto at Pagsasaulo ng Balita ( 3rd DepEd Leyte Area Student
Place) Division
Table 1: School Awards and Recognition (Students, Teachers, and Stakeholders)

Table 1 shows that Tinago NHS also excel in many fields. The school was
chosen as Best Secondary School of Area V last 2009 through Pasidungog.
It was also chosen as 2nd place as Campus Press of the Year for Filipino
Category Division Level last 2014 and one of the Best Filipino Tabloid for the
year 2015 Regional Level that represents the Region in the National Level.
Students from this school also top consistently on different contests such as
Math Quiz, Metrobank-DepEd Math Challenge, DaMath, SciDama, and press
conference writing contests both in area and division level. Thus, modesty
aside teachers and students in this school are competent.

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