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RNMENT SENIOR HIGH SCHOOL (SHS) PROFILE , SY 2018-2019
TITLE
SCHOOL INFORMATION
Table 1. SHS LEARNERS DATA, SY 2018-2019 (As of June 30, 2018)
Table 2. SHS LEARNERS AGE PROFILE, SY 2018-2019 (As of June 30, 2018)
Table 3. SHS REPEATERS AGE PROFILE, SY 2018-2019 (As of June 30, 2018)
Table 4. SHS LEARNERS DATA BY TRACK, SY 2018-2019 (As of June 30, 2018)
Table 5a. SHS LEARNERS DATA IN TECHNICAL-VOCATIONAL-LIVELIHOOD (TVL) TRACK SPECIALIZATIONS, SY 2018-2019 (As of June 30, 2018)
Table 5b. SHS LEARNERS DATA IN TECHNICAL-VOCATIONAL-LIVELIHOOD (TVL) TRACK SPECIALIZATIONS, SY 2018-2019 (As of June 30, 2018)
Table 6a. SHS LEARNERS SPECIAL EDUCATIONAL NEEDS DATA, SY 2018-2019 (As of June 30, 2018)
Table 6b. LEARNERS WITH SPECIAL EDUCATIONAL NEEDS (LSENs) UNDER THE HOMEBOUND AND HOSPITAL BOUND PROGRAM, SY 2018-2019
Table 7. SHS LEARNERS WITH SPECIAL EDUCATIONAL NEEDS AGE PROFILE DATA, SY 2018-2019 (As of June 30, 2018)
Table 8. SHS TEACHING RELATED AND NON-TEACHING PERSONNEL DATA (Nationally-funded), SY 2018-2019 (As of June 30, 2018)
Table 9a. SHS TEACHING PERSONNEL DATA (Nationally-funded), SY 2018-2019 (As of June 30, 2018)
Table 9b. SHS TEACHING PERSONNEL DATA (Nationally-funded), SY 2018-2019 (As of June 30, 2018)
Table 10. SHS TEACHER ASSIGNMENTS (Nationally-funded teachers working in the school), SY 2018-2019 (As of June 30, 2018)
Table 11. NUMBER OF TEACHERS BY TEACHING ASSIGNMENT, BY GRADE LEVEL AND BY SEX (Nationally-funded teachers only) SY 2018-2019 (As of June 30, 2018)
Table 12a. NUMBER OF TEACHERS BY TEACHING ASSIGNMENT AND BY AREA OF SPECIALIZATION (Nationally-funded teachers only) SY 2018-2019 (As of June 30, 2018)
Table 12b. NUMBER OF MATHEMATICS AND SCIENCE TEACHERS BY SPECIALIZATION, SY 2018-2019 (As of June 30, 2018)
Table 13a. NUMBER OF TEACHERS IN THE SCHOOL WITH TESDA NATIONAL QUALIFICATIONS (Nationally-funded teachers only) SY 2018-2019 (As of June 30, 2018)
Table 13b. NUMBER OF TEACHERS IN THE SCHOOL WITH TESDA NATIONAL QUALIFICATIONS (Nationally-funded teachers only) SY 2018-2019 (As of June 30, 2018)
Table 14. NUMBER OF SHS TEACHERS BY HIGHEST EDUCATIONAL DEGREE ATTAINMENT (Nationally-funded teachers only), SY 2018-2019 (As of June 30, 2018)
Table 15. NUMBER OF SHS SCIENCE TEACHERS WITH SCIENCE EDUCATION MAJOR (Nationally-funded teachers only), SY 2018-2019 (As of June 30, 2018)
Table 16. MOOE ALLOCATION, UTILIZATION AND LIQUIDATION FROM JANUARY TO DECEMBER 2017
Box 1. AVAILABILITY OF ELECTRICAL SUPPLY, SY 2018-2019 (As of June 30, 2018)
Table 17. NUMBER OF FUNCTIONAL COMPUTERS OF SHS IN THE SCHOOL BY FUNDING SOURCE, SY 2018-2019 (As of June 30, 2018)
Box 2. DATA ON SHS INTERNET CONNECTIVITY, SY 2018-2019 (As of June 30, 2018)
Table 18. AVERAGE MONTHLY EXPENSE (IN PESOS) OF INTERNET CONNECTION OF SHS BY FUNDING SOURCE, SY 2018-2019 (As of June 30, 2018)
Table 19. NUMBER OF OTHER FUNCTIONAL ICT EQUIPMENT OF SHS BY FUNDING SOURCE, SY 2018-2019 (As of June 30, 2018)
Box 3. SCHOOL SITE DATA, SY 2018-2019 (As of June 30, 2018)
Box 4. VULNERABILITIES For the months June 2017-May 2018
Table 20. DISASTER PREPAREDNESS, SY 2018-2019
Table 21. DISASTER/CALAMITIES, SY 2018-2019
Table 22. DISASTERS/CALAMITIES (Human -Induced Hazards - Armed Conflict), SY 2018-2019
Table 23. RESULTS OF DISASTER INCIDENCES, SY 2018-2019
Box 5. OTHER CONFLICT-RELATED DATA, SY 2018-2019
Box 6. SAFE LEARNING FACILITIES, SY 2018-2019
Box 7. INTEGRATION OF CLIMATE CHANGE ADAPTATION (CCA) AND DISASTER RISK REDUCTION AND MANAGEMENT (DRRM), SY 2018-2019
Box 8. SCHOOL DISASTER RISK REDUCTION AND MANAGEMENT (SDRRM) TEAM, SY 2018-2019
Table 24. LEARNING AREAS WITH DRRM-RELATED CONCEPTS, SY 2018-2019
Table 25. TEACHING PERSONNEL WHO RECEIVED COURSES/TRAINING ON DRRM/CCA, SY 2018-2019
Table 26. LEARNERS WHO RECEIVED COURSES/TRAINING ON DRRM/CCA, SY 2018-2019
Box 9. AVAILABILITY OF WATER SUPPLY, SY 2018-2019 (As of June 30, 2018)
Table 27. NUMBER OF EXISTING WASH FACILITIES, SY 2018-2019 (As of August 31, 2018)
Table 28. SHS HEALTH AND NUTRITION, SY 2018-2019
Table 28.a Number of Learners who were vaccinated by the Department of Health in the school this SY 2018-2019
Table 28.b Number of Learners by nutritional status assessed from June 4, 2018-August 31, 2018
Table 28.c Number of learners who were dewormed from June 4, 2018 to August 31, 2018
Table 28.d Number of female learners who received Weekly Iron Folic Acid (WIFA) Supplementation for the SY 2017-2018
Table 29. SCHOOL CLINIC, SY 2018-2019
Table 30. ORAL HEALTH, PREVIOUS SY 2017-2018
Table 31. TOBACCO CONTROL, SY 2018-2019
TABLE 32. MENTAL HEALTH, PREVIOUS SY 2017-2018
Box 10. SHS FEEDING PROGRAM, SY 2017-2018 (As of August 31, 2018)
Box 11. FOOD HANDLING, SY 2017-2018 (As of August 31, 2017)
Box 12. NATIONAL PREVENTIVE DRUG EDUCATION, SY 2018-2019
Box 13. SOLID WASTE MANAGEMENT, SY 2017-2018 (As of June 30, 2018)
Box 14. OPERATION AND MAINTENANCE OF SANITATION FACILITIES, SY 2018-2019 (As of June 30, 2018)
Box 15. MENSTRUAL HYGIENE, SY 2018-2019 (As of June 30, 2018)
Table 33. TRAVEL DETAILS (ONE-WAY) FROM SCHOOL, SY 2018-2019
Box 16. SCHOOL LOCATION, SY 2018-2019
Table 34. SCHOOL GOVERNMENT PROGRAM (SGP), SY 2018-2019
Table 35. SUPREME STUDENT GOVERNMENT (SSG) ACTIVITIES, SY 2018-2019
Table 36. CAREER GUIDANCE PROGRAM, SY 2018-2019
Table 37. SCHOOL SPORTS PROGRAM, PREVIOUS SY 2017-2018 (As of June 30, 2018), AVAILABLE SPORTS EVENTS, CLUBS, AND FACILITIES
Table 38 SPORTS PERSONNEL (DEPED FUNDED) DATA, SY 2018-2019 (As of June 30, 2018, SPORTS PERSONNEL (DEPED FUNDED) DATA
Table 39. LEARNING ACTION CELL (LAC) SESSION, SY 2018-2019
Table 40. ACTION RESEARCH, SY 2018-2019
Table 41. MEDICAL AND NURSING SERVICES, PREVIOUS SY 2017-2018
Revised Additional
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302608
Municipality ID School ID
SCHOOL INFORMATION
SY 2018-2019
6. Indigenous Peoples Learner - refers to a learner born of either or both parents who are IP as defined in RA 8371 Indigenous Peoples Republic Act of 1997 (i.e., groups of people or homogenous societies identified by self-ascription and ascription by
others who have continuously lived as an organized community on communally bounded and defined territory sharing common bonds of language, customs, traditions and other distinctive cultural traits).
7. Muslim Learner - refers to a learner who is born of either or both parents practicing the Islam religion or faith.
8. Repeater - refers to a learner who failed or left a particular grade level in any previous school year and is enrolled in the same grade level where he/she left or failed.
9. Transferee from Other Public Schools (in any Previous SY) - refers to a learner who was enrolled in another public school in any previous school year.
10. Transferees from Private Schools (in any Previous SY) - refers to a learner who was enrolled in a private school in any previous school year.
11. Total Number of Classes - refers to the number of classes by grade level from Grades 11 to 12.
Reminders: 1. Total Enrolment in this table will tally with the totals in Table 2.
2. Repeater in this table will tally with the totals in Table 3.
Page 2 of 30
Table 2. SHS LEARNERS AGE PROFILE, SY 2018-2019 (As of June 30, 2018)
TOTAL
Grade 11 Grade 12
Age (Grades 11-12)
Male Female Male Female Male Female
Below 15 2 1 0 0 2 1
15 26 35 2 0 28 35
16 39 36 21 26 60 62
17 21 15 50 30 71 45
18 11 4 15 7 26 11
19 7 1 5 4 12 5
20 3 0 6 3 9 3
21 0 1 2 1 2 2
22 0 1 1 0 1 1
23 1 0 3 0 4 0
24 1 0 1 0 1 1
25 & Above 0 0 1 0 1 0
1. The total enrolment of the school as of June 30, 2018 will be distributed across grade levels, by single age or age group and by sex.
2. Computation of the age of learners will be based on his/her last birthday. Thus, if the learner is 16 years 11 months as of June 30, the age of the learner is counted as 16 years.
Reminder: Totals in this table will tally with the totals in Table 1 (Total Enrolment).
Table 3. SHS REPEATERS AGE PROFILE, SY 2018-2019 (As of June 30, 2018)
TOTAL
Grade 11 Grade 12
Age (Grades 11-12)
Male Female Male Female Male Female
Below 15 0 0 0 0 0 0
15 0 0 0 0 0 0
16 0 0 0 0 0 0
17 0 0 0 0 0 0
18 0 0 0 0 0 0
19 0 0 0 0 0 0
20 0 0 0 0 0 0
21 0 0 0 0 0 0
22 0 0 0 0 0 0
23 0 0 0 0 0 0
24 0 0 0 0 0 0
25 & Above 0 0 0 0 0 0
TOTAL 0 0 0 0 0 0
1. The total repeaters of the school as of June 30, 2018 will be distributed across grade levels, by single age or age group and by sex.
2. Computation of the age of repeaters will be based on his/her last birthday. Thus, if the learner is 16 years 11 months as of June 30, the age of the learner is counted as
16 years.
Reminder: Totals in this table will tally with the totals in Table 1 (Repeater).
Page 3 of 30
Table 4. SHS LEARNERS DATA BY TRACK, SY 2018-2019 (As of June 30, 2018)
TOTAL
Grade 11 Grade 12
Enrolment by Track (Grades 11-12)
Male Female Male Female Male Female
Academic Track
General Academic Strand 0 0 0 0 0 0
Accounting Business Management Strand 0 0 0 0 0 0
Science, Technology, Engineering & Mathematics Strand
0 0 0 0 0 0
Humanities and Social Sciences Strand 45 52 129 48 174 100
Pre-Baccalaureate Maritime 0 0 0 0 0 0
Technical-Vocational-Livelihood (TVL) Track
51 55 62 38 113 93
Arts and Design Track 0 0 0 0 0 0
Sports Track 0 0 0 0 0 0
TOTAL 96 107 191 86 287 193
1. Enrolment by Track - refers to the number of learners according to track offered in SHS.
2. Track - refers to specific program in SHS a learner may choose based on his/her interest and aspiration. SHS has four (4) tracks, namely: 1) Academic Track; 2) Technical-Vocational-Livehood Track; 3) Arts
and Design Track; and 4) Sports Track. A track is further sub-classified into strands.
3. Strand - refers to the specialized curricular offerings under a particular track.
4. Academic Track - designed for SHS learners who intend to pursue higher education or careers along four (4) specific strands: 1) Accountancy, Business and Management (ABM) Strand; 2) Science,
Technology, Engineering and Mathematics (STEM) Strand; 3) Humanities and Social Sciences (HUMSS) Strand; and 4) General Academic (GA) Strand.
5. Arts and Design Track - designed for SHS learners who intend to pursue careers in the world of arts. This track covers a wide range of art forms: Theater, Music, Dance, Creative Writing, Visual Arts, and
Media Arts. This track has three arts field specializations. SHS learners may choose from depending on their inclination and aptitude. These specializations are: apprenticeship, art exhibition/performance, or
production.
6. Sports Track - designed for SHS learners who intend to pursue sports-related careers, i.e., athlete development, fitness training, coaching and officiating.
7. Technical-Vocational-Livelihood Track - designed for SHS learners who intend to pursue careers specializing in vocational learning or technical-vocational livelihood. The Technical-Vocational-Livelihood
(TVL) track has four strands: 1) Agri-Fishery Arts Strand; 2) Home Economics (HE) Strand; 3) Information and Communications Technology (ICT) Strand; and 4) Industrial Arts Strand. These are aligned
with the Technology and Livelihood Education (TLE) Learning Area in Grades 7 to 10. Each TVL strand offers various specializations that may or may not have a National Certificate (NC) equivalent from
the Technical Education and Skills Development Authority (TESDA).
Page 4 of 30
Table 5a. SHS LEARNERS DATA IN TECHNICAL-VOCATIONAL-LIVELIHOOD (TVL) TRACK SPECIALIZATIONS,
SY 2018-2019 (As of June 30, 2018)
TOTAL
Grade 11 Grade 12
SPECIALIZATION (Grades 11-12)
Male Female Male Female Male Female
Home Economics
Attractions and Theme Parks Operations with Ecotourism (NC II) 0 0 0 0 0 0
Barbering (NC II) 0 0 0 0 0 0
Bartending (NC II) 0 0 0 0 0 0
Beauty/Nail Care (NC II) 0 0 0 0 0 0
Bread and Pastry Production (NC II) 0 0 0 0 0 0
Caregiving (NC II) 0 0 0 0 0 0
Commercial Cooking (NC III) 0 0 0 0 0 0
Cookery (NC II) 0 0 0 0 0 0
Dressmaking (NC II) 0 0 0 0 0 0
Events Management Services (NC III) 0 0 0 0 0 0
Fashion Design (Apparel) (NC III) 0 0 0 0 0 0
Food and Beverage Services (NC II) 0 0 0 0 0 0
Front Office Services (NC II) 0 0 0 0 0 0
Hairdressing (NC II) 0 0 0 0 0 0
Hairdressing (NC III) 0 0 0 0 0 0
Handicraft (Basketry, Macrame) (Non-NC) 0 0 0 0 0 0
Handicraft (Fashion Accessories, Paper Craft) (Non-NC) 0 0 0 0 0 0
Handicraft (Needlecraft) (Non-NC) 0 0 0 0 0 0
Handicraft (Woodcraft, Leathercraft) (Non-NC) 0 0 0 0 0 0
Housekeeping (NC II) 0 0 0 0 0 0
Local Guiding Services (NC II) 0 0 0 0 0 0
Tailoring (NC II) 0 0 0 0 0 0
Tourism Promotion Services (NC II) 0 0 0 0 0 0
Travel Services (NC II) 0 0 0 0 0 0
Wellness Massage (NC II) 0 0 0 0 0 0
Agri-Fishery Arts
Agricultural Crops Production (NC I) 0 0 0 0 0 0
Agricultural Crops Production (NC II) 0 0 25 7 0 0
Agricultural Crops Production (NC III) 0 0 0 0 0 0
Animal Health Care Management (NC III) 0 0 0 0 0 0
Animal Production (Poultry-Chicken) (NC II) 0 0 0 0 0 0
Animal Production (Large Ruminants) (NC II) 0 0 0 0 0 0
Animal Production (Swine) (NC II) 0 0 0 0 0 0
Aquaculture (NC II) 0 0 0 0 0 0
Artificial Insemination (Large Ruminants) (NC II) 0 0 0 0 0 0
Artificial Insemination (Swine) (NC II) 0 0 0 0 0 0
Fish Capture (NC II) 0 0 0 0 0 0
Fishing Gear Repair and Maintenance (NC III) 0 0 0 0 0 0
Fish-Products Packaging (NC II) 0 0 0 0 0 0
Fish Wharf Operation (NC I) 0 0 0 0 0 0
Food Processing (NC II) 0 0 0 0 0 0
Horticulture (NC III) 0 0 0 0 0 0
Landscape Installation and Maintenance (NC II) 0 0 0 0 0 0
Organic Agriculture (NC II) 24 7 0 0 0 0
Pest Management (NC II) 0 0 0 0 0 0
Rice Machinery Operations (NC II) 0 0 0 0 0 0
Rubber Processing (NC II) 0 0 0 0 0 0
Rubber Production (NC II) 0 0 0 0 0 0
Slaughtering Operations (Hog/Swine/Pig) (NC II) 0 0 0 0 0 0
TOTAL 24 7 23 7 47 14
Page 5 of 30
Table 5b. SHS LEARNERS DATA IN TECHNICAL-VOCATIONAL-LIVELIHOOD (TVL) TRACK SPECIALIZATIONS,
SY 2018-2019 (As of June 30, 2018)
TOTAL
Grade 11 Grade 12
SPECIALIZATION (Grades 11-12)
Male Female Male Female Male Female
Industrial Arts
Automotive Servicing (NC I) D195 0 0 0 0 0 0
Automotive Servicing (NC II) 0 0 0 0 0 0
Carpentry (NC II) 0 0 0 0 0 0
Carpentry (NC III) 0 0 0 0 0 0
Construction Painting (NC II) 0 0 0 0 0 0
Domestic Refrigeration and Air-Conditioning (DOMRAC) Servicing (NC II) 0 0 0 0 0 0
Driving (NC II) 0 0 0 0 0 0
Electrical Installation and Maintenance (NC II) 0 0 0 0 0 0
Electric Power Distribution Line Construction (NC II) 0 0 0 0 0 0
Electronic Products Assembly and Servicing (EPAS) (NC II) 0 0 0 0 0 0
Furniture Making (Finishing) (NC II) 0 0 0 0 0 0
Instrumentation and Control Servicing (NC II) 0 0 0 0 0 0
Gas Metal Arc Welding (GMAW) (NC II) 0 0 0 0 0 0
Gas Tungsten Arc Welding (GTAW) (NC II) 0 0 0 0 0 0
Machining (NC I) 0 0 0 0 0 0
Machining (NC II) 0 0 0 0 0 0
Masonry (NC II) 0 0 0 0 0 0
Mechatronics Servicing (NC II) 0 0 0 0 0 0
Motorcycle/Small Engine Servicing (NC II) 0 0 0 0 0 0
Plumbing (NC I) 0 0 0 0 0 0
Plumbing (NC II) 0 0 0 0 0 0
Refrigeration and Air-Conditioning (Packaged Air-Conditioning Unit
0 0 0 0 0 0
(PACU)/Commercial Refrigeration Equipment (CRE) Servicing (NC III)
Shielded Metal Arc Welding (SMAW) (NC I) 0 0 0 0 0 0
Shielded Metal Arc Welding (SMAW) (NC II) 0 0 0 0 0 0
Tile Setting (NC II) 0 0 0 0 0 0
Transmission Line Installation and Maintenance (NC II) 0 0 0 0 0 0
Information and Communication Technology (ICT)
Animation (NC II) 0 0 0 0 0 0
Broadband Installation (Fixed Wireless Systems) (NC II) 0 0 0 0 0 0
Computer Programming (.Net Technology) (NC III) 0 0 0 0 0 0
Computer Programming (Java) (NC III) 0 0 0 0 0 0
Computer Programming (Oracle Database) (NC III) 0 0 0 0 0 0
Computer Systems Servicing (NC II) 16 30 39 32 55 62
Contact Center Services (NC II) 0 0 0 0 0 0
Illustration (NC II) 0 0 0 0 0 0
Medical Transcription (NC II) 0 0 0 0 0 0
Technical Drafting (NC II) 0 0 0 0 0 0
Telecom OSP and Subscriber Line Installation (Copper Cable/POTS and DSL) (NC
II) 0 0 0 0 0 0
Page 6 of 30
Table 6a. SHS LEARNERS WITH SPECIAL EDUCATIONAL NEEDS, SY 2018-2019 (As of June 30, 2018)
Academic Track Arts and Design Track TVL Track Sports Track TOTAL
Areas of Special Educational Needs Grade 11 Grade 12 Grade 11 Grade 12 Grade 11 Grade 12 Grade 11 Grade 12 ( Grades
11 - 12)
Male Female Male Female Male Female Male Female Male Female Male Female Male Female Male Female Male Female
With Diagnosis from Licensed Medical Specialist: 0
Visual Impairment 0 0 0 0 0 0 0 0 0 1 0 1 0 0 0 0 0 2
Hearing Impairment 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
Learning Disability 2 0 0 0 0 0 0 0 2 2 0 0 0 0 0 0 4 2
Intellectual Disability 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
Autism Spectrum Disorder 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
Emotional-Behavior Disorder 0 1 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 1
Orthopedic/Physical Handicap 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
Speech/Language Disorder 0 0 0 0 0 0 0 0 2 2 0 0 0 0 0 0 2 2
Cerebral Palsy 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
Special Health Problem/Chronic Disease 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
Mutiple Disabilities 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
With Manifestation: 0 0
Difficulty in Seeing 0 2 0 0 0 0 0 0 2 0 5 0 0 0 0 0 9
Difficulty in Hearing 2 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 2 0
Difficulty in Walking, Climbing and Grasping 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
Difficulty in Remembering, Concentrating, Paying Attention and
Understanding 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
Difficulty in Communicating 0 0 0 0 0 0 0 0 1 0 0 0 0 0 0 0 1
Difficulty in Applying Knowledge 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
Difficulty in Applying Adaptive Skills 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
Difficulty in Displaying Inter-Personal Behavior 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
TOTAL 4 3 0 0 0 0 0 0 4 8 0 6 0 0 0 0 8 17
Notes: The data in this table shall include all enrolled SHS learners with special educational needs.
l With Manifestations - refers to learners manifesting difficulties in particular activities (e.g., cognitive, communication, mobility, hearing, seeing, etc.) who were observed by teachers on daily lessons/activities or through anecdotals.
1. Difficulty in Seeing - refers to a learner that manifest difficulty in vision that even with correction, adversely affects a child educational performance. They include those that are totally blind, functionally blind or low vision.
2. Difficulty in Hearing - refers to a learner that have difficulty in hearing, hard of hearing, suffering from hearing loss or deafness.
3. Difficulty in Applying Knowledge- refers to a learner that has a problem that interferes with learning basic skills such as reading, writing, acquiring skills and/or math. It can also delay higher level thinking skills such as organization, time planning, abstract reasoning, long and short term
memory and attention.
4. Difficulty in Remembering, Concentrating, Paying Attention and Understanding - refers to a learner that manifest significant limitations in general intellectual functioning; in adaptive functioning (communication, self-care, home living, health and safety, social skills, functional
academics,incommunity
5. Difficulty Performinguse, leisure Skills
Adaptive and work) which -exist
(self-care) concurrently;
refers it includes those
to a learner manifesting medically
difficulty diagnosed
in washing as learners
oneself, with:
caring of Reading
body Disabilitydressing,
parts, toileting, or Dyslexia;
eatingWritten Expression Disability; Spelling Disability; Handwriting Disability or Dysgraphia; Mathematical Disability or
and drinking.
6. Difficulty in Displaying Interpersonal Behavior (Emotional and Behavioral) - refers to a learner whose conditions are characterized by emotional or behavioral responses in school programs so different from appropriate age, cultural or ethnic norms which affects their educational
performance
7. Difficulty (academic,
in Mobility social, vocational
(Walking, Climbing or andpersonal skills)
Grasping) moreto
- refers than temporary
a learner and responses
that manifest are stressful
difficulty to environment
in maintaining behavior
one’s position is exhibited
or changing in two
a body different
position. settings
They (one
include of which
those is school
diagnosed related).
as having Theypalsy,
cerebral are also unresponsive
spina bifida and to direct intervention
muscular dystrophy. in general education.
8. Difficulty in Communicating - refers to a learner whose developmental conditions are causing problems in communication, learning and social behaviors. It is typically characterized by difficulty in: Understanding others; Producing message; Communicating using devices.
Reminders: 1. Totals in this table will tally with the totals in Table 7.
2. LSENs with two or more manifestations or in diagnosis, the data must be included in the primary classification of disability or diffulty.
3. For visible conditions like blind (no eyeball) physical (no legs) or closed ears, even without a diagnosis, the data must be entered in the visible disability.
Grade Grade
Age Profile Length of Time in the Program Age Profile Length of Time in the Program
Placement Placement
Type of LSENs
16-20 21-24
16-20 21-24 25 and Grade 11 to 5-10 11-15 16-20 21-25 25 and Grade 11 to 5-10 11-15 16-20 21-25
TOTAL TOTAL years years TOTAL TOTAL
years old years old above Grade 12 years years years years above Grade 12 years years years years
old old
Visual Impairment 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
Hearing Impairment 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
Learning Disability 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
Intellectual Disability 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
Autism Spectrum Disorder 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
Emotional-Behavioral Disorder 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
Orthopedic/Physical Handicap 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
Speech/Language Disorder 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
Cerebral Palsy 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
Special Health Problem/Chronic Disease 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
Multiple Disability 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
TOTAL 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
Notes:
1. Home Bound - refers to an educational program designed for children with special needs who are enrolled in the nearest school to their residence, but can not go to school on a regular schedule.
Community volunteers, para-teacher, parents or any member of the family are trained to assist the child at home.
2. Hospital Bound - refers to an educational program designed for LSENs with severe disturbance, profound level of disability, bed-bound , with crippling, chronic or serious health disabilities/impairments and recovering patient (LSENs).
3. Age Profile (Homebound/Hospital bound) - refers to a range of age per type of learners with special educational needs.
4. Length of time (Homebound/Hospital bound) - refers to the number of years that the learner spent in the program.
5. Grade Placement (Homebound/Hospital bound) - refers to what program the learners are placed or enrolled.
`
Certified True and Correct by : Verified by the Schools Division Office :
School Head NANCY C. GAYEM, MAEM Head of the Division :
(Signature Over Printed Name) Position Title : (Signature Over Printed Name)
Position Title PRINCIPAL I Date : Date :
Page 13 of 43
Table 7. SHS LEARNERS WITH SPECIAL EDUCATIONAL NEEDS AGE PROFILE DATA, SY 2018 -2019 (As of June 30, 2018)
TOTAL
Grade 11 Grade 12
Age (Grades 11-12)
Male Female Male Female Male Female
Below 15 0 0 0 0 0 0
15 0 0 0 0 0 0
16 0 0 0 0 0 0
17 0 0 0 0 0 0
18 0 0 0 0 0 0
19 0 0 0 0 0 0
20 0 0 0 0 0 0
21 0 0 0 0 0 0
22 0 0 0 0 0
23 0 0 1 0 1 0
24 0 0 0 0 0 0
25 & Above 0 0 0 0 0 0
TOTAL 0 0 0 0 0 0
1. The total enrolment of SHS Learners with special educational needs - graded as of June 30, 2018 will be distributed across grade levels, by single age or age group and by sex.
2. Computation of the age of learners will be based on his/her last birthday. Thus, if the learner is 16 years 11 months as of June 30, the age of the learner is counted as 16 years.
Reminder: Totals in this table will tally with the totals in Table 6 (SHS Learners with Special Educational Needs).
Page 3 of 30
Table 8. SHS TEACHING RELATED AND NON-TEACHING PERSONNEL DATA (Nationally-funded), SY 2018-2019 (As of June 30, 2018)
NATIONALLY-FUNDED PERSONNEL
SCHOOL PLANTILLA ITEMS
Total
Plantilla personnel borrowed/detailed
Number of personnel actually working Plantilla personnel detailed to Nationally-funded personnel working
Number of from other school(s)/ DepEd office(s)
in the school in the school
positions
Position Title assigned in Total
Plantilla DepEd office(s)/
school per DepEd Elementary Male Female Total
On leave item(s) office(s)/ sec. school(s)
latest PSI- vacant school(s) outside the (Col.5+Col.6+C
POP
school(s) Total
Male Female TOTAL within the within the division or other ol.7+ Col.11) Male Female Total
government (Col.3+Col.13) (Col.4+Col.14) (Col.16+Col.17)
division division agencies
Col. 1 Col. 2 Col. 3 Col. 4 Col. 5 Col. 6 Col. 7 Col. 8 Col. 9 Col. 10 Col. 11 Col. 12 Col. 13 Col. 14 Col. 15 Col. 16 Col. 17 Col. 18
School Principal IV 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
School Principal III 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
School Principal II 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
School Principal I 1 0 1 0 0 0 0 0 0 0 0 0 0 0 0 0 0
School Assistant Principal II 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
Head Teacher VI 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
Head Teacher V 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
Head Teacher IV 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
School Nurse II 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
Registrar I 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
Administrative Officer II 1 1 1 0 0 0 0 0 0 0 0 0 0 0 0 0 0
Administrative Assistant II 1 1 1 0 0 0 0 0 0 0 0 0 0 0 0 0 0
Project Development Officer I 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
Guidance Service Specialist II 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
Guidance Service Specialist I 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
Guidance Counselor II 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
Disbursing Officer II 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
Senior Bookkeeper 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
TOTAL 3 2 3 - - - - - - - - - - - - - -
-
Note: For the definitions, please refer to Teaching Personnel Data (Table 9a).
Page 8 of 30
Table 9a. SHS TEACHING PERSONNEL DATA (Nationally-funded), SY 2018-2019 (As of June 30, 2018)
NATIONALLY-FUNDED PERSONNEL
SCHOOL PLANTILLA ITEMS
Number of positions in school per latest PSI- Plantilla personnel borrowed/detailed TOTAL
POP Plantilla personnel detailed to Nationally-funded teachers working in
Position Title
Number teachers actually working in
the school Plantilla
Total from other school(s)/ DepEd office(s) * the school
DepEd Elementary
Items Created On leave item(s) office(s)/ sec. DepEd office(s)/
as of March 31, vacant school(s) school(s) outside the
After April 1 to Total school(s) division or other Total (Col.5+Col.6+C
2018
June 30, 2018 within the within the ol.7+ Col.11) Male Female Total
Male Female Total government agencies Male Female Total
division division (Col.3+Col.13) (Col.4+Col.14) (Col.16+Col.17)
Col. 1 (2a) (2b) Col. 2 Col. 3 Col. 4 Col. 5 Col. 6 Col. 7 Col. 8 Col. 9 Col. 10 Col. 11 Col. 12 Col. 13 Col. 14 Col. 15 Col. 16 Col. 17 Col. 18
Master Teacher IV 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
Master Teacher III 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
Master Teacher II 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
Master Teacher I 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
Teacher III 5 0 5 0 5 5 0 0 0 0 0 0 5 0 0 0 0 0 0
Teacher II 8 0 8 7 1 8 0 0 0 0 0 0 8 0 0 0 0 0 0
Teacher I 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
Special Science Teacher I 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
TOTAL 13 0 13 7 6 13 0 0 0 0 0 0 13 0 0 0 0 0 0
1. Nationally-funded personnel - teaching, teaching-related and non-teaching personnel having plantilla positions, including those with provisional appointments.
2. Number of plantilla items in school per latest PSI-POP - number of plantilla items allocated to the school.
3. Number actually working in the school - teaching, teaching-related and non-teaching personnel with plantilla positions who are actually performing their specific assignments in the school.
4. On leave personnel - personnel who are on leave for the whole school year approved by the School Division Superintendent.
5. Plantilla item(s) vacant - plantilla positions that are unfilled, whether existing plantilla or newly created position.
6. Plantilla personnel detailed to DepEd office(s)/sec. school(s) within the division - personnel assigned/designated to the division office or to other secondary schools within the division.
7. Plantilla personnel detailed to Elementary school(s) within the division - personnel assigned/designated to elementary schools within the division.
8. Plantilla personnel detailed to DepEd office(s)/school(s) outside the division or other government agencies - personnel assigned/designated to other DepEd office(s)/school(s) outside the division or other government agencies.
9. Plantilla personnel borrowed/detailed from other school(s)/ DepEd office(s) - personnel who are actually working in the school but whose items belong from elementary/secondary school(s) or from other DepEd office(s) like the division, regional, central office or from other school
division(s).
Note: * - Including those Junior High School teacher borrowed for Senior High School assigned in the same school.
Reminder: Totals in column 2 must tally with entries in column 12.
Page 9 of 30
Table 9b. SHS TEACHING PERSONNEL DATA (Nationally-funded), SY 2018-2019 (As of June 30, 2018)
Number of Employment Status
Plantilla Items in
Position Title the school per Contractual
Schools Division Permanent Provisional
PSI-POP Full-time Part-time
Master Teacher IV 0 0 0 0 0
Master Teacher III 0 0 0 0 0
Master Teacher II 0 0 0 0 0
Master Teacher I 0 0 0 0 0
Teacher III 5 5 0 0 0
Teacher II 8 3 5 0 0
Teacher I 0 0 0 0 0
Special Science Teacher I 0 0 0 0 0
TOTAL 13 8 5 0 0
Reminder: Totals in column 2 of this table must be equal to the totals in Table 9a column 2
Note: Plantilla items of the school shall tally with the total employment status.
1. Permanent - refers to the employment status issued to a person who meets all the minimum qualification requirements of the position to which he/she
is being appointed, including the appropriate eligibility prescribed, in accordance with the provisions of law, rules and standards promulgated in
pursuance thereof. This includes all level of positions (As amended by CSC MC No. 15, s. 1999).
2. Provisional - refers to the employment status issued to a teacher who meets all the requirements of the position except eligibility (professional teaching
license).
3. Contractual - refers to employment status issued to a person who obtains a rating of 70 and above but opts to work on contractual a basis, and or those
who lacks the eligibility requirement but obtains a rating of between 65.00-69.99.
a. Full-time Contractual - person who receive the full salary of the teaching rank for which he/she is qualified; required teaching load weekly is
30 hours with additional 10 hours or 40 hours of work per week to be spent within or outside school premises.
b. Part-time Contractual - person who receive half the salary of the teaching rank for which he/she is qualified; required load is 15 hours per
week with additional 5 hours or total of 20 hours of work a week to be spent within or outside school premises.
Table 10. SHS TEACHER ASSIGNMENTS (Nationally-funded teachers working in the school), SY 2018-2019 (As of June 30, 2018)
Master Teacher IV
0 0 0 0 0 0
Master Teacher III
0 0 0 0 0 0
Master Teacher II
0 0 0 0 0 0
Master Teacher I
0 0 0 0 0 0
Teacher III
0 0 0 0 0 0
Teacher II
0 0 0 0 0 0
Teacher I
0 0 0 0 0 0
Special Science Teacher I
0 0 0 0 0 0
TOTAL
0 0 0 0 0 0
Ancillary services - those rendered as a guidance teacher, librarian, property custodian, office clerk, canteen manager, coordinator (ALS, Boy/Girl Scout, etc.), teacher nurse.
Class advisorship is not included.
Reminder: Totals in column 7 of this table must be equal to the totals in Table 9a (column 18 - Total Nationally-funded personnel working in the school).
Page 10 of 24
Table 11. NUMBER OF SHS TEACHERS BY TEACHING ASSIGNMENT, BY GRADE LEVEL AND BY SEX (Nationally-funded teachers only)
SY 2018-2019 (As of June 30, 2018)
TOTAL
Grade 11 Grade 12
Teaching Assignment (Grades 11-12)
Male Female Male Female Male Female
Language
Oral Communication 1 1
Reading & Writing 1 1
Komunikasyon at Pananaliksik sa Wika at Kulturang Pilipino 1 1
Pagbasa at Pagsusuri ng Iba’t Ibang Teksto Tungo sa Pananaliksik 1 1
Humanities
21st Century Literature from the Philippines and the World 1 1
Contemporary Philippine Arts from the Regions 1 1
Communication
Media & Information Literacy 1 1
Mathematics
General Mathematics 1 1
Statistics & Probability 1 1
Science
Earth and Life Science (Lecture and Laboratory) 1 1
Physical Science (Lecture and Laboratory) 1 1
Social Science
Personal Development / Pansariling Kaunlaran 1 1
Understanding Culture, Society and Politics 1 1
Philosophy
Introduction to the Philosophy of the Human Person /
Pambungad sa Pilosopiya ng Tao 1 1
PE and Health
Physical Education and Health 1 1 1 1
Disaster Readiness and Risk Reduction 1 1
Reminder: A teacher who is teaching more than one learning area or grade level can be counted more than once.
Page 11 of 30
Table 12a. NUMBER OF SHS TEACHERS BY TEACHING ASSIGNMENT AND BY AREA OF SPECIALIZATION (Nationally-funded teachers only)
SY 2018-2019 (As of June 30, 2018)
With Major/Minor Not their Major/Minor
Graduate Degree Major Bachelor's Degree Major Bachelor Degree Minor With Special Training Without Special Training
Teaching Assignment Number of classes Number of classes Number of classes Number of classes with Number of classes Number of classes with
Number of classes with class size not Number of classes with class size greater Number of classes with Number of classes with
with class size not with class size greater with class size not class size greater than with class size not class size not greater
greater than 50 than 50 class size greater than 50 class size greater than 50
greater than 50 than 50 greater than 50 50 greater than 50 than 50
English 0 2 0 0 0 0 0 0 0 0
Filipino 0 1 0 0 0 0 0 0 0 0
Humanities 0 0 0 0 0 1 0 0 0 0
Communication 0 1 0 0 0 0 0 0 0 0
Mathematics 0 1 0 0 0 0 0 0 0 0
Science 0 1 0 0 0 0 0 0 0 0
Social Science 0 1 0 0 1 0 0 0 0 0
Philosophy 0 0 0 0 0 1 0 0 0 0
PE and Health 0 2 0 0 0 0 0 0 0 0
1. With Major/Minor - refers to the number of teachers who have specialization in the subject area they are teaching.
2.
Not Their Major/Minor - refers to the number of teachers who have NO specialization in the subject area they are teaching, and can be classified as either with or without special training.
Reminders: 1. A teacher who is teaching more than one learning area can be counted more than once (vertical).
2. A teacher can only be counted once as either "With Major/Minor" or "Not Their Major/Minor" (horizontal).
Table 12b. NUMBER OF MATHEMATICS AND SCIENCE TEACHERS BY SPECIALIZATION, SY 2018-2019 (As of June 30, 2018)
Nationally-Funded Teachers Locally-Funded Teachers Part-time Teachers
Teaching Assignment Major Minor Major Minor Major / Minor Major Minor Major Minor Major / Minor Major Minor Major Minor Major / Minor
in in in in to Other in in in in to Other in in in in to Other
Mathematics Mathematics Science Science Subjects Mathematics Mathematics Science Science Subjects Mathematics Mathematics Science Science Subjects
Mathematics 1 0 0 0 0 0 0 0 0 0 0 0 0 0 0
Science 0 0 1 0 0 0 0 0 0 0 0 0 0 0 0
TOTAL 0 0 1 0 0 0 0 0 0 0 0 0 0 0 0
Reminders: A teacher who is teaching more than one teaching assignment or more than one specialization can be counted more than once.
Page 11 of 30
Table 13a. NUMBER OF SHS TEACHERS IN THE SCHOOL WITH TESDA NATIONAL QUALIFICATIONS (Nationally-funded teachers only)
SY 2018-2019 (As of June 30, 2018)
Home Economics
Attractions and Theme Parks Operations with Ecotourism 0 0 0 0 0 0 0
Barbering 0 0 0 0 0 0 0
Bartending 0 0 0 0 0 0 0
Beauty/ Nail Care 0 0 0 0 0 0 0
Bread and Pastry Production 0 0 0 0 0 0 0
Caregiving 0 0 0 0 0 0 0
Commercial Cooking 0 0 0 0 0 0 0
Cookery 0 1 0 0 0 0 1
Dressmaking 0 0 0 0 0 0 0
Events Management Services 0 0 0 0 0 0 0
Fashion Design (Apparel) 0 0 0 0 0 0 0
Food and Beverage Services 0 0 0 0 0 0 0
Front Office Services 0 0 0 0 0 0 0
Hairdressing 0 0 0 0 0 0 0
Handicraft- Basketry, Macrame 0 0 0 0 0 0 0
Handicraft- Fashion Accessories, Paper Craft 0 0 0 0 0 0 0
Handicraft- Needlecraft 0 0 0 0 0 0 0
Handicraft- Woodcraft, Leathercraft 0 0 0 0 0 0 0
Housekeeping 0 0 0 0 0 0 0
Tailoring 0 0 0 0 0 0 0
Local Guiding Services 0 0 0 0 0 0 0
Tourism Promotion Services 0 0 0 0 0 0 0
Travel Services 0 0 0 0 0 0 0
Wellness Massage 0 0 0 0 0 0 0
Agri-Fishery Arts 0 0
Agricultural Crops Production 0 1 0 0 0 0 1
Animal Health Care Management 0 0 0 0 0 0 0
Animal Production 0 0 0 0 0 0 0
Aquaculture 0 0 0 0 0 0 0
Artificial Insemination- Ruminants 0 0 0 0 0 0 0
Artificial Insemination- Swine 0 0 0 0 0 0 0
Fish Capture 0 0 0 0 0 0 0
Fish Products Packaging 0 0 0 0 0 0 0
Fishport/ Wharf Operation 0 0 0 0 0 0 0
Fishing Gear Repair and Maintenance 0 0 0 0 0 0 0
Food (Fish) Processing 0 0 0 0 0 0 0
Horticulture 0 0 0 0 0 0 0
Landscape Installation and Maintenance 0 0 0 0 0 0 0
Organic Agriculture 0 5 0 0 0 0 0
Pest Management 0 0 0 0 0 0 0
Rice Machinery Operation 0 0 0 0 0 0 0
Rubber Processing 0 0 0 0 0 0 0
Rubber Production 0 0 0 0 0 0 0
Slaughtering Operation 0 0 0 0 0 0 0
Reminders: 1. A teacher who is teaching more than one learning area can be counted more than once (vertical).
2. A teacher can be counted once according to their TESDA National Qualifications (horizontal).
Page 12 of 30
Table 13b. NUMBER OF SHS TEACHERS IN THE SCHOOL WITH TESDA NATIONAL QUALIFICATIONS (Nationally-funded teachers only)
SY 2018-2019 (As of June 30, 2018)
Teaching Assignment National National National National Training
Diploma Total
Certificate 1 Certificate 2 Certificate 3 Certificate 4 Management
Industrial Arts 0 0
Automotive Servicing 0 0 0 0 0 0 0
Carpentry 0 0 0 0 0 0 0
Construction Painting 0 0 0 0 0 0 0
Consumer Electronics Servicing 0 0 0 0 0 0 0
Domestic Refrigeration and Airconditioning -
DOMRAC Servicing 0 0 0 0 0 0 0
Driving 0 0 0 0 0 0 0
Electric Power Distribution Line Construction 0 0 0 0 0 0 0
Electronic Products Assembly and Servicing 0 0 0 0 0 0 0
Electrical Installation and Maintenance 0 0 0 0 0 0 0
Furniture Making- Finishing 0 0 0 0 0 0 0
Instrumentation and Control Servicing 0 0 0 0 0 0 0
Gas Metal Arc Welding- GMAW 0 0 0 0 0 0 0
Gas Tungsten Arc Welding- GTAW 0 0 0 0 0 0 0
Machining 0 0 0 0 0 0 0
Masonry 0 0 0 0 0 0 0
Mechatronics Servicing 0 0 0 0 0 0 0
Motorcycle/ Small Engine Servicing 0 0 0 0 0 0 0
Plumbing 0 1 0 0 0 0 1
Refrigeration and Air-Conditioning - Packaged
Air-Conditioning Unit (PACU) / Commercial 0 0 0 0 0 0 0
Refrigeration Equipment (CRE) Servicing
Shielded Metal Arc Welding 0 0 0 0 0 0 0
Tile Setting 0 0 0 0 0 0 0
Transmission Line Installation and Maintenance 0 0 0 0 0 0 0
Animation 0 0 0 0 0 0 0
Broadband Installation- Fixed Wireless Systems 0 0 0 0 0 0 0
Computer Hardware Servicing 0 1 0 0 0 0 1
Computer Programming (NC IV) 0 0 0 0 0 0 0
Contact Center Services 0 0 0 0 0 0 0
Illustration 0 0 0 0 0 0 0
Medical Transcription 0 0 0 0 0 0 0
Technical Drafting 0 0 0 0 0 0 0
Telecom OSP and Subscriber Line Installation
0 0 0 0 0 0 0
- Copper Cable / POTS and DSL
Telecom OSP Installation- Fiber Optic Cable 0 0 0 0 0 0 0
Technical-Vocational-Livelihood Maritime 0 0 0 0
Navigational Watch 0 0 0 0 0 0 0
Engine Watch 0 0 0 0 0 0 0
Safety 0 0 0 0 0 0 0
Ship's Catering Services (NC I) 0 0 0 0 0 0 0
0 0 0 0
Reminders: 1. A teacher who is teaching more than one learning area can be counted more than once (vertical). 0
2. A teacher can be counted once according to their TESDA National Qualifications (horizontal).
Page 13 of 30
Table 14. NUMBER OF SHS TEACHERS BY HIGHEST EDUCATIONAL ATTAINMENT Table 15. NUMBER OF SHS SCIENCE TEACHERS WITH SCIENCE EDUCATION MAJOR
(Nationally-funded teachers only), SY 2018-2019 (As of June 30, 2018) (Nationally-funded teachers only), SY 2018-2019 (As of June 30, 2018)
TOTAL 7 7 14 TOTAL 0 1 1
Reminder: This table is not applicable for Stand alone SHS. Applicable only for schools which piloted the SHS,
Integrated Schools (IS) and with Junior High School.
Page 14 of 30
Table 17. NUMBER OF FUNCTIONAL COMPUTERSOF SHS IN THE SCHOOL BY FUNDING SOURCE, SY 2018-2019 (As of June 30, 2018)
NUMBER OF FUNCTIONAL COMPUTERS BY FUNDING SOURCE
Certified True and Correct by: Verified by the Schools Division Office:
School Head : __ NANCY C. GAYEM, MAEM Head of the Office : _____________________________________________
(Signature over Printed Name) (Signature over Printed Name)
Position Title : ___ PRINCIPAL I Position Title : _______________________ Date : ________________
Page 15 of 30
Box 2. DATA ON SHS INTERNET CONNECTIVITY, SY 2018-2019 (As of June 30, 2018)
2. Does the school subscribe to any of the internet service provider/s listed above? ✘ Yes ✘ No
If Yes, indicate the purpose:
2.a. For administrative use? ✘ Yes ✘ No
2.b. For classroom instruction use? ✘ Yes ✘ No
3. How fast is your internet connection when not in use? Use www.speedtest.net to test the speed.
Date Tested: _____ 8/22/2018 Ping (ms): 40ms Upload (Mbps): 0
Time Tested: 03:07pm Download (Mbps): 0.03
Internet Service Provider (ISP) - refers to the organization that provides services for accessing, using, or participating in the internet.
Table 18. AVERAGE MONTHLY EXPENSE (IN PESOS) OF INTERNET CONNECTION OF SHS BY FUNDING SOURCE, SY 2018-2019 (As of June 30, 2018)
Types of Internet Connection Internet Service Provider Average Monthly Expense Funding Source
(in PhP)
(Wired, Fixed wireless, satellite, (DepEd DICP, MOOE, School Funds, LGU/SEF, PTA,
(Select from available ISPs above)
USB Modem) Private Donations, Other Government Agencies, etc.)
Certified True and Correct by: Verified by the Schools Division Office:
School Head : __ NANCY C. GAYEM, MAEM Head of the Office : _____________________________________________
(Signature over Printed Name) (Signature over Printed Name)
Position Title : ___ PRINCIPAL I Position Title : _______________________ Date : ________________
Page 16 of 30
Table 19. NUMBER OF OTHER FUNCTIONAL ICT EQUIPMENT OF SHS BY FUNDING SOURCE, SY 2018-2019 (As of June 30, 2018)
NUMBER OF ICT EQUIPMENT BY FUNDING SOURCE
Academic Use
LED TV 2 0 0 0 0 0 0 2
Network Switch 0 0 0 0 0 0 0 0
Printer 1 3 0 0 0 0 1 4
Projector 0 3 0 0 0 0 0 3
UPS 1 0 0 0 0 0 0 1
Wireless Router 1 0 0 0 0 0 0 1
Administrative Use
LED TV 0 0 0 0 0 0 1 1
Network Switch 0 0 0 0 0 0 0 0
Printer 0 0 0 0 0 0 0 0
Projector 0 0 0 0 0 0 0 0
UPS 1 0 0 0 0 0 0 1
Wireless Router 0 0 0 0 0 0 0 0
TOTAL 6 6 0 0 0 0 2 13
Page 17 of 30
Box 3. SCHOOL SITE DATA, SY 2018-2019 (As of June 30, 2018)
1.School Site Ownership and / or Proof of Occupancy
2. Total Land Area (in square meters): _10,000_________ 4. Within Ancestral Domain :
a. Ownership in the name of: (Check as appropriate) With Usufruct Agreement?
DepEd Other Government Agency 3. Mode of Acquisition of School Site: (Check as appropriate) Yes No
LGU Private Entity / Individual/s Year With Certificate of Ancestral Domain Title (CADT)?
Mode
Acquired Yes No
b. With Document? Yes No Donation
If Yes, what Document Type: (Check as appropriate) Purchase 5. Within Ancestral Land :
Original Certificate of Title (OCT) Usufruct Agreement With Usufruct Agreement?
Transfer Certificate of Title (TCT) Expropriation Yes No
Certificate of Land Ownership Award (CLOA) Deed of Exchange (Land Swapping) With Certificate of Ancestral Land Title (CALT)?
Special Patent Presidential Proclamation Yes No
Presidential Proclamation Special Patent
Tax Declaration Certificate of Land Ownership Award 6. Legal Ownership Issues : (Check as appropriate)
Deed of Absolute Sale (CLOA) With Adverse Claim
Deed of Donation Special Land Use Permit (SLUP) Encroachment
Certificate of Stewardship Others, pls. specify With Illegal Settlers
Special Land Use Permit (SLUP) ________________________________ Others, pls. specify _____ NONE
Contract of Usufruct
Memorandum of Agreement or Understanding 7. School Site within : (Check as appropriate)
Lease Agreement Protected Areas
Others, pls. specify ___________________ Areas classified as Timberland and Forestland
1. School Site Ownership and / or Proof of Occupancy - refers to any legal and official document that acts as a competent proof of one's ownership and/or occupancy of the subject property.
Document Type:
Certificate of Title - refers to the transcript of the decree or registration made by the Register of Deeds.
a. Original Certificate of Title (OCT) - refers to a document when the land has been adjudicated and decreed in the name of its owner in registration proceeding and the title issued for the first time is pursuant of such decree.
b. Transfer Certificate of Title (TCT) - refers to a document when the land title is cancelled and replaced by another title by reason of sale or transfer.
c. Certificate of Land Ownership Award (CLOA) - refers to a proof of ownership of the agrarian reform beneficiary with respect to private and agricultural land covered under RA 6657.
d. Special Patent - refers to grant, cede, and convey full ownership of alienable and disposable lands formerly covered by a reservation of lands of the public domain and is issued upon the promulgation of a special law or act of
Congress or by the DENR Secretary as authorized by the President.
e. Presidential Proclamation - refers to a proclamation issued by the President reserving an untitled land for public use.
f. Tax Declaration - refers to a document issued by the Assessor's Office of the jurisdiction (e.g., city or municipality) evidencing the payment of taxes on the use of the real property.
g. Deed of Absolute Sale - refers to a document executed by the vendor evidencing the absolute (without conditions) sale of the real property in favor of the vendee.
h. Deed of Donation - refers to a document executed by the donor, under the formalities required by law, evidencing the donation of the property.
i. Certificate of Stewardship - refers to a document awarded to individuals or families actually occupying or tilling portions of forest lands pursuant to LOI 1260 for a period of 25 years’ renewable for another 25 years.
j. Special Land Use Permit (SLUP) - refers to a privilege granted by the State to a person to occupy, possess and manage in consideration of specified return, any public forest lands for a specific use or purpose.
k. Contract of Usufruct - refers to a document which stipulates that DepEd/school is allowed of full use or perpetual right of use of property without consideration as long as the property is used solely for educational or designated
purposes.
l. Memorandum of Agreement or Understanding/Lease Agreement - refers to a document executed by the legal owner/occupant of the land setting unnecessary the conditions on the use of the property.
m. Others - refers to the other documents that are competent proof of ownership and occupancy.
(Continuation of definition on the next page)
Note: In case the school head does not have adequate information on the items listed above, the assistance of the Industrial Arts Teacher/Division Physical Facilities
Coordinator/Division Project Engineer can be asked.
In your own opinion, what are the top 3 conditions, circumstances or features of your schools and the surrounding environment that increase your vulnerability or put life and property
at great risk to natural and human-induced disasters?
1. EARTHQUAKE
2.
3.
Note: This table should not be left blank.
Table 20. DISASTER PREPAREDNESS, For the months of June 2017 to May 2018
Did the school conducted multi-hazard drills? Yes No
If Yes, what type and how many times in a specific month?
Year 2017 Year 2018
Type of Multi-Hazard Drill
June July Aug Sept Oct Nov Dec Jan Feb March April May
Earthquake Drill 0 0 1 0 0 0 0 1 0 0 0 0
Flood Evacuation Drill 0 0 0 0 0 0 0 0 0 0 0 0
Fire Drill 0 0 0 0 0 0 0 0 0 0 0 0
Lockdown Drill 0 0 0 0 0 0 0 0 0 0 0 0
Lockdown Drill - refers to an emergency protocol to prevent entry or exit from a building or classroom during armed conflict, civilian violence or bomb threats/bombing incidents.
Page 22 of 30
Table 22. DISASTERS/CALAMITIES (Human-Induced Hazards - Armed Conflict)
For the months of June 2017 to May 2018, please provide appropriate answers.
Year 2017 Year 2018
Human-Induced Hazards-Armed Conflict
June July Aug Sept Oct Nov Dec Jan Feb March April May
1. Indicate the number of incidents that the following state actors and/or
non-state actors were involved in an armed conflict in the past months
within the school and immediate surroundings:
State Actors:
Armed Forces of the Philippines (AFP) 0 0 0 0 0 0 0 0 0 0 0 0
Philippine National Police (PNP) 0 0 0 0 0 0 0 0 0 0 0 0
Others, please specify
__________________________________________ 0 0 0 0 0 0 0 0 0 0 0 0
Non-State Actors:
Page 22 of 30
Box 5. OTHER CONFLICT-RELATED DATA, For the months of June 2017 to May 2018
(Please provide appropriate answers)
1. Does the school integrate peace education in their daily lessons and lesson plans?
If Yes,
1.1. Since when?
1.2. What peace education materials do the school use? Please enumerate all materials used
1.3. What subjects are integrated with peace education key messages/lessons? Please enu
peace education key messages/lessons.
2. Does the school conduct peace building activities (whether co-curricular or extra-curricular)?
If Yes, enumerate all the peace building activities conducted the past school year?
3. Has the school implemented Education in Emergency (EiE) strategies for immediate class
armed conflict? Yes No
If Yes,
3.1. Indicate the number of instances the school implemented EiE strategies for class resu
Count is considered as one (1) per incident and not per day.
3.2. Indicate the number of days the school implemented EiE strategies for class res
Please indicate range of days (fewest to most) if multiple incidents occured.
3.3. Enumerate all the EiE strategies the school has used for class resumption during the pa
4. Were school personnel trained in integrating peace education in their daily lessons and lesson
If Yes,
4.1. How many personnel were trained?
4.2. Which organization/office provided/conducted the training/s? Please include the date o
6. Does the school have a learner-family reunification plan in case of the occurrence of hazards d
Yes No
Page 22 of 30
If Yes, are the parents and learners informed of the plan? Yes No
7. Does the school have a lockdown protocol? Yes No
If Yes, are the parents and learners informed of the protocol? Yes
8. Has the school been declared as a "Zone of Peace"?* Yes No
If Yes,
8.1. When was the school declared as a "Zone of Peace"?* Jun-17
8.2. Has the declaration been formalized through a written agreement or code of conduct si
representatives of stakeholders? Yes No
If Yes, identify these stakeholders:
Armed Forces of the Philippines (AFP) Non-State Arm
Philippine National Police (PNP) Others, please
Local Government Unit (LGU)
8.3. What regular activities are conducted in relation to the school being a "Zone of Peace"
Note: * - For the definition, please see DepEd Order No. 44, s. 2005 and DepEd Memorandum No. 109, s. 2017.
1. Peace Education – refers to the transformative education; education that seeks to change mindsets values and behaviors
our society; education that builds awareness, concern and action towards non-violence, justice, and environmental care (E
2. Peace Building Activities – refers to a range of measures targeted to reduce the risk of lapsing or relapsing into confl
management, and to lay the foundation for sustainable peace and development. Peacebuilding strategies must be coherent
on national ownership, and should comprise a carefully prioritized, sequenced, and relatively narrow set of activities aime
3. Education in Emergencies (EiE) – refers to “a set of linked project activities that enable structured learning to continue i
safeguards the rights of children to education by ensuring learning continuity amid disasters brought about by natural or
and recovery efforts of the education sector and is guided by the Sustainable Development Goal (#4) of ensuring inclusiv
opportunities for all.
4. Learner-Family Reunification plan – refers to a functional protocol that outlines the redirection of a school’s occupants
school grounds depending on the situation/hazard) and supports the effort to reunite learners with their families.
5. Lockdown plan – refers to a functional protocol that outlines the steps to ensure that a school’s occupants are kept sa
conflict from other sources, etc.
Page 22 of 30
Yes No
nted EiE strategies for class resumption during the past school year?
nted EiE strategies for class resumption during the past school year?
No
Page 22 of 30
No
No
Jun-17
agreement or code of conduct signed by duly recognized
hange mindsets values and behaviors that have led to direct, structural, and other forms of violence in
ce, justice, and environmental care (Executive Order No. 570, s. 2006).
isk of lapsing or relapsing into conflict by strengthening national capacities at all levels for conflict
ebuilding strategies must be coherent and tailored to the specific needs of the country concerned, based
elatively narrow set of activities aimed at achieving the above objectives.
nable structured learning to continue in times of acute crisis or long-term instability” (Nicolai, 2003). It
disasters brought about by natural or human-induced hazards. EiE covers response and rehabilitation
pment Goal (#4) of ensuring inclusive and equitable quality education and promoting lifelong learning
e redirection of a school’s occupants to a secured site away from the threat (could be within or outside
earners with their families.
that a school’s occupants are kept safe from security risks brought about by armed intruders, armed
Page 22 of 30
Box 6. SAFE LEARNING FACILITIES, For the months of June 2017 to May 2018
(Check as appropriate)
Box 7. INTEGRATION OF CLIMATE CHANGE ADAPTATION (CCA) AND DISASTER RISK REDUCTION AND
MANAGEMENT (DRRM), For the months of June 2017 to May 2018
(Check as appropriate)
1. Have you incorporated CCA and DRRM in your School Improvement Plan (SIP)? Yes No
If Yes, please enumerate the Top 5 DRRM activities included in the SIP:
1
2
3
4
5
2. What CCA and DRRM activities in the SIP were included in your AIP?
Page 22 of 30
Box 8. SCHOOL DISASTER RISK REDUCTION AND MANAGEMENT (SDRRM) TEAM
For the months of June 2017 to May 2018 (Check as appropriate)
(Check as appropriate)
Have you presented its results to the PTA and LGU? Yes No
Have you taken appropriate actions based on the results? Yes No
Observance of National Fire Prevention Month per Proclamation No. 115-A, s. 1966
Observance of National Disaster Consciousness Month per EO No. 137, s. 1999
Earth Day Celebration per DO No. 65, s. 2010
Quarterly Earthquake and Fire Drills including drills for other hazards in your locality per DO No. 48, s. 2012
Brigada Eskwela per DO No. 24, s. 2008
If Yes, who were involved?
Parents Learners
Teachers Others, please specify ___________ LGU
Page 22 of 30
Table 24. LEARNING AREAS WITH DRRM-RELATED CONCEPTS
For the months of June 2017 to May 2018
Check the appropriate grade level/s if the DRRM-related concepts were taught in the following learning
areas.
Academic Track
General Academic Strand
Accounting Business Management Strand
Science, Technology, Engineering & Mathematics Strand
Humanities and Social Sciences Strand
Technical-Vocational-Livelihood Track
Home Economics
Agri-Fishery Arts
Industrial Arts
Information and Communication Technolog
TVL-Maritime
Arts and Design Track
Sports Track
Indicate the number of teachers with plantilla positions, including those with provisional appointments and who are
actually performing their specific assignments in the school who have received special courses and/or training on
DRRM and CCA related courses as of May 31, 2018.
Reminder: If a teacher received more than one training, he/she should be counted once where
he/she has the most number of trainings attended.
Reminder: If a learner received more than one training, he/she should be counted once where
he/she has the most number of trainings attended.
Certified True and Correct by: Verified by the Schools Division Office:
School Head :_ NANCY C. GAYEM, MAEM Head of the Office : ______________________________________
(Signature over Printed Name) (Signature over Printed Name)
Position Title : __ PRINCIPAL I Position Title : ____________________ Date : ____________
Page 22 of 30
Box 9. AVAILABILITY OF WATER SUPPLY, SY 2018-2019 (As of June 30, 2018)
(Check as appropriate)
2. Does the school have mechanism to ensure that the learners have safe drinking water? Yes No
2.1. If Yes, what mechanism is used?
Teachers ask the learners to bring their own drinking water to school
Safe water in refillable containers are provided in designated areas within the school
Water from an accessible water source is treated (i.e., boiled, etc.)
Others, please specify ____________________
1. Local piped water - water source coming from local water service providers.
2. Water well - an excavation structure in the ground by digging, driving, boring or drilling to access water in underground aquifiers.
3. Rainwater catchment - water sourced from rainwater and collected thru a rainwater collector.
4. Natural source - water sourced from a spring or stream that is either located inside the school grounds or located outside school grounds but water is supplied via pipes.
Table 27. NUMBER OF EXISTING WASH FACILITIES, SY 2018-2019 (As of August 31, 2018)
Functional Total Number Number
Usage Non-Functional of of
with soap without soap Facilities Water Outlets
Page 22 of 30
Table 28. SHS HEALTH AND NUTRITION, SY 2018-2019
A. Number of learners who were vaccinated by the Department of Health in the school this SY 2018-2019
from June 4, 2018 to August 31, 2018
TOTAL
Grade 11 Grade 12
Type of Vaccines (Grades 11-12)
Male Female Male Female Male Female
Measles Rubella 0 0 0 0 0 0
Tetanus Diphtheria 0 0 0 0 0 0
B. Number of learners by nutritional status as assessed from June 4, 2018 to August 31, 2018
TOTAL
Grade 11 Grade 12
Nutritional Status (Grades 11-12)
Male Female Male Female Male Female
Weight
Normal 82 85 87 72 169 157
Obese 0 0 0 1 0 1
Overweight 0 1 1 0 1 1
Severely Wasted 6 0 4 0 10 0
Wasted 8 4 9 4 17 8
TOTAL 96 90 101 77 197 167
Height
Severely Stunted 4 4 5 2 9 6
Stunted 19 21 28 15 47 36
Normal 52 61 48 53 100 114
Tall 2 0 0 0 2 0
TOTAL 77 85 81 70 158 155
Learners Nutritional Status in Weight:
1. Normal - refers to a learner with normal weight for his/her age whose BMI-for-age fall between -2 to +2 z-score line or standard deviation (SD).
2. Obese - refers to a learner who is severely over weight for his/her height and whose BMI-for-age fall beyond +3 z-score line or standard deviation (SD).
3. Overweight - refers to a learner weighing too much for his/her height and whose BMI-for-age fall between +2 to +3 z-score line or standard deviation (SD).
4. Severely wasted - refers to a very thin learner whose BMI-for-age is below -3 z-score line or standard deviation (SD).
5. Wasted - refers to a thin learner whose BMI-for-age fall between -2 to -3 z-score line or standard deviation (SD).
C. Number of learners who were dewormed from June 4, 2018 to August 31, 2018
TOTAL
Grade 11 Grade 12
(Grades 11 to 12)
Number of Learners Dewormed Male Female Male Female Male Female
D. Number of female learners who received Weekly Iron Folic Acid (WIFA) Supplementation for the SY 2017-2018
Page 22 of 30
Table 29. SCHOOL CLINIC, SY 2018-2019
(Please provide appropriate answers)
Number of Units
Type of Weighing Scale
Available in the School
Bathroom 2
Beam balance
3. Which of the following tools does the school use for taking height? (Check as appropriate)
Tape Measure Microtoise Others, please specify ______ METER STICK
Steel tape Stadiometer
4. How many first aid kits does the school have? ___________ 1
No. of DMFT 0 0 0 0 0 0
No. of DMFT
0 0 0 0 0 0
1. Decayed, Missing, and Filled Teeth (DMFT) Index- refers to the common method use in oral epidemiology for assessing dental carries
prevalence as well as dental treatment needs among populations.
2. Gum Disease- refers to an inflammation of the gum line that can progress to affect the bone that surrounds and supports your teeth.
3. Dental Anomalies- refers to the craniofacial abnormalities of form, function or position of the teeth, bones, and tissues of the jaw and mouth.
Page 22 of 30
Table 31. TOBACCO CONTROL, SY 2018-2019
(Please check/provide appropriate answers)
1. Does the school display the following IEC Materials?
1.a No Smoking signages (EO 26, s. 2017, DO 48, s. 2016) Yes No
1.b Poster at the school gate about prohibition of selling of cigattes within 100 meters from the perimeter of the school (EO 26, s.
Yes No
2017)
2 Does the school have an active Child Protection Committee (CPC)? Yes No
2.a How frquent does the CPC meet? Monthly Annually Quarterly Others (specify)
2.b Has the school's CPC met to discuss tobacco control? Yes No
2.c When did the CPC last meet to discuss tobacco control? ___0____
2.d Does the school's CPC monitor stores within the 100-meter perimeter of the school for reporting to authorities stores that sell
Yes No
cigarettes?
2.e How frequent does the CPC monitor the stores within the 100-meter perimeter of the schoo Monthly Annually Quarterly Others (specify)
2.f When did the CPC last monitor stores within the school's 100-meter to report violation to authorities?
_______
3 Measures Against Tobacco Industry Interference
3.a How many partnerships did the school have from May 2017 to August 2018? ____1___
3.b How many of these partnerships have the proper partnership instrument needed (e.g., service contract, memorandum of agreement, deed of donation/
deed of acceptance, memorandum of understanding, etc.)? ___0___
3.c How many of the partnerships with memoranda of agreement/dedds of donation include a provision in the MOA/DOD that the partner/donor is not
connected to the tobacco industry, does not receive funding from tobacco companies, or does not sell cigarettes? ___1____
Page 22 of 30
Table 32. MENTAL HEALTH, PREVIOUS SY 2017-2018
(Please provide appropriate answers)
1. How many Registered Guidance Counselors does the school have? ____________________
2. 2. How many learners sought guidance counseling or life coaching with the school’s guidance counselor or guidance advocate?
Grade 11 15
Grade 12 4
Total 19
3. How many cases of violence against children committed in schools were recorded in the previous school year (SY 2017-2018)?
Cases Committed
Types of Violence
Total
Against Children
Against Male Learners Against Female Learners
Physical violence 0 0 0
Sexual violence 0 0 0
Psychological violence 0 0 0
4. How many cases of bullying or peer abuse were recorded by the school in the previous school year (SY 2017-2018)?
Grade 11 3
Grade 12 0
Total 3
4. Number of cases of suicide and attempted suicide among learners and school personnel that were recorded by the school:
Number of Cases
Cases
Among Learners Among School Personnel
Suicide 0 0
Attempted suicide 1 0
Sanitary Permit - is the official document issued by proper authorities to an establishment that has been determined to have met the minimum requirements for the
sanitary operation.
Page 22 of 30
Box 13. SOLID WASTE MANAGEMENT, SY 2018-2019 (As of June 30, 2018)
1. Is your school compliant to the Ecological Solid Waste Management Act (RA 9003)? Yes No
3. Who are the school stakeholders actively engaged on the implementation of solid waste management? (Check as appropriate).
Barangay Local business partners Parents
Community leaders Municipal/City government
Box 14. OPERATION AND MAINTENANCE OF SANITATION FACILITIES, SY 2018-2019 (As of June 30, 2018)
1. How often are the sanitation facilites cleaned? (Check only one)
Daily Once a week
At least twice a week Less than once a week
1.1. Average Cost of Monthly Bills/Maintenance: (Please indicate the amount) ________ 0
1.2. Who Pays for the Cost of Monthly Bills/Maintenance? (Check as appropriate):
School MOOE School Canteen Fund
LGU Private Individual/Sector
PTA Others, please specify ____________________
Does the school have a provision for availability of sanitary pads? Yes No
If Yes, where can the learners avail the sanitary pads?
School Canteen Guidance Office
School Clinic Others, please specify ____________________
5. Crossing any body of water without a bridge (yes/no) NO YES YES YES YES NA NO NO
EXAMPLE:
Over the course of 5 years, a school head has travelled from her school to the Schools Division Office 50 times already. During that time, the total cost of travelling from the school to the Schools Division office was as follows:
- P40 when taking public transportation (i.e., two jeepney rides);
- P200 for gas when the school service was available.
And, the travel time was as follows:
- 60 minutes when taking public transportation which required her to walk between jeepney stops;
- 30 minutes when the school service was available which did not require her to walk.
Out of those 50 trips, 40 trips were via the school service. Hence, the USUAL travel cost and travel time from the school to the Schools Division Office should be based on trips using the school service, as follows:
- Travel cost = P200;
- Travel time = 30 minutes;
- Time spent walking = 0 minute.
Location descriptions for your school: (Check all applicable) Notes: * - facing or directly beside a national road/public road
Along the highway * On a small island **** Near a faultline ***** ** - on an inclined or steeped area
By the hillside ** Near the coastline ***** Others, please specify ____________________ *** - on an elevated area
On top of a mountain *** Near a river or waterway ***** **** - an island with an area less than 200 sq. km.
***** - near if within 1.5 km from the school
Page 22 of 30
Table 34. SCHOOL GOVERNMENT PROGRAM (SGP), SY 2018-2019
(Please check/provide appropriate answers)
a. Do you have a Supreme Student Government (SSG)/Supreme Pupils Government (SPG) Council? Yes No
b. Do you have a SSG/SPG Adviser? Yes No
b.1. If yes, for how many years as adviser? ____ 1
c. What is the subject handled by the adviser?
Scienc Mathematics Others, specify __ESP
Filipino ARPAN
d. What is the highest academic degree of the adviser?
Undergraduate Post Graduate
Masteral Graduate
e. Are the SSG/SPG Adviser deloaded of some of their subjects handled? Yes No
f. Does the school collect fees for the SSG/SPG acivities? Yes No
g. Did the school incorporate a budget for SSG/SPG as part of SIP/APP ? Yes No
h. Does the school have a room dedicated for the SSG/SPG Council ? Yes No
i. Have the school SSG/SPG joined a division seacrch for best SSG/SPG Council ? Yes No
j. Have your division won any National Award ? Yes No
k. How many times have the Youth Formation Coordinator/Project Development Officer I visited the school? _______ 1
l. Do you provide Compensatory Time Off for activities conducted by SSG/SPG advisers during Saturday ? _____ 0
Page 22 of 30
Table 37. SCHOOL SPORTS PROGRAM, SY 2018-2019 (As of June 30, 2018)
AVAILABLE SPORTS EVENTS, CLUBS, AND FACILITIES
(Check multiple sports events, clubs, and facilities being offered in the school)
Sports Sports Sports Sports Sports Sports
Sports Program Sports Program
Event/s Club/s Facilities Event/s Club/s Facilities
1. Archery 16. Women Artistic Gymnastics (WAG)
2. Arnis 17. Ryhtmic Gymnastics (RG)
3. Athletics (throwing) 18. Pencak Silat
4. Athletics (running) 19. Sepak Takraw
5. Badminton 20. Softball
6. Basketball 21. Swimming
7. Baseball 22. Table Tennis
8. Billards 23. Taekwondo
9. Boxing 24. Tennis
10. Chess 25. Volleyball
11. Dance Sports 26. Wrestling
12. Football 27. Wushu
13. Futsal 28. Bocce
14. Aerobic Gymnastics 29. Goal Ball
15. Men Artistic Gymnastics (MAG)
1. Sports events - current sports events being offered by the school.
2. Sports clubs - current sports clubs being offered by the school.
3. Sports facilities - current venues being used for sports events.
Page 22 of 30
Table 38. SCHOOL SPORTS PROGRAM, SY 2018-2019 (As of June 30, 2018)
SPORTS PERSONNEL (DepEd Funded) DATA
(Please provide appropriate answers)
Number of Number of
Number of
Number of Number of PE teacher/s Non-teaching
Sporting Events Non PE teacher/s
Coach/es Officiating Official/s with sports personnel with
with sports specialization
specialization sports specialization
1. Archery 0 0 0 0 0
2. Arnis 0 0 0 0 0
3. Athletics (throwing) 1 0 0 1 1 0
4. Athletics (running) 1 0 0 1 0
5. Badminton 1 0 0 1 0
6. Basketball 1 0 0 1 0
7. Baseball 0 1 1 0 0
8. Billards 1 0 0 1 0
9. Boxing 1 1 0 1 0
10. Chess 1 0 0 1 0
11. Dance Sports 0 0 0 0 0
12. Football 0 0 0 0 0
13. Futsal 1 0 1 0 0
14. Aerobic Gymnastics 0 0 0 0 0
15. Men Artistic Gymnastics (MAG) 0 0 0 0 0
16. Women Artistic Gymnastics (WAG) 0 0 0 0 0
17. Ryhtmic Gymnastics (RG) 0 0 0 0 0
18. Pencak Silat 0 0 0 0 0
19. Sepak Takraw 0 0 0 1 0
20. Softball 1 0 0 0 0
21. Swimming 0 0 0 1 0
22. Table Tennis 1 0 0 0 0
23. Taekwondo 0 0 0 1 0
24. Tennis 0 0 0 0 0
25. Volleyball 2 1 0 0 0
26. Wrestling 0 0 0 3 0
27. Wushu 0 0 0 0 0
28. Bocce 0 0 0 0 0
29. Goal Ball 0 ### 0 0 0
1. Coaches - identified personnel (DepEd funded) who is qualified/currently handling the identified sporting event.
2. Officiating Officials - identified personnel (DepEd funded) who is qualified/can handle officiating the identified sporting event.
3. PE teachers - identified BSPE personnel (DepEd funded) and their sports specialization.
4. Non PE teachers - identified personnel teaching academics (DepEd funded) and their sports specialization.
5. Non-teaching personnel - identified non academic personnel (DepEd funded) and their sports specialization.