LNHS School Improvement Plan 2012-2015

Department of Education DIVISION OF LIGAO CITY

SCHOOL IMPROVEMENT PLAN Of LIGAO NATIONAL HIGH SCHOOL, Ligao City SY 2012-2015

26 June 2012

School Improvement Plan Ligao National High School SY 2012-2015

E N D O R S E M E N T This is to signify our collective approval and support to the implementation of the School Improvement Plan which contains our aspirations for our school. Signed on 26 June 2012 at Ligao National High School, Ligao City.

MARLENE M. NOBLEZA Secretary, LNHS GPTA

FRITZ ANGELO E. VARGAS President, Supreme Student Government

CARLO MAGNO P. PAMORADA President, LNHS Faculty Club

HON. JOSE P. ROMANO Punong Barangay, Guilid, Ligao City

CARMELITA A. SINSON Secondary School Principal III

MODESTO E. PREÑA, JR. Chairperson, School Governing Council

Accepted:

NELSON S. MORALES, JR. Assistant Schools Division Superintendent

Ligao City Division

Accepted by:

EVANGELINE P. PALENCIA Schools Division Superintendent Ligao City Division


INTRODUCTION The crafting of this School Improvement Plan started with a 5-day Seminar/Workshop last April 16-20 at Ligao National High School. The seminar/workshop was facilitated by trainers from the National Educators’ Academy of the Philippines (NEAP) in Bicol Region. Selected internal and external stakeholders of Ligao National High School attended. After the seminar/workshop, assigned stakeholders were tasked to finalize the draft of our school’s SIP. This SIP will serve as the guide to the school administrator, management staff, teachers, students, parents and other stakeholders of Ligao National High School in planning, implementing, and managing school projects and programs for the period of three (3) years starting SY 2012-2013. The school’s stakeholders, through their signatures appearing on the next page, signify their commitment to the contents of this document.


GUIDING PRINCIPLES CORE VALUES ACCOUNTABILITY to both its internal and external stakeholders and to God. We are committed to establishing clear goals, measuring progress and taking responsibility for results. We teach our students to become responsible, selfmotivated and proactive learners responsive to the challenges of ecological imbalance and demands of a rapidly changing world. EXCELLENCE through passionate, knowledgable, competent and humane teachers who shall provide the dynamic and rewarding learning experiences for students. We are committed to teaching students to be involved, active learners who work hard, think critically, creatively and communicate effectively. We emphasize integrity, fairness and leadership in all aspects of their endeavor. We inculcate humility in every victory and resiliency in every challenge. EQUAL OPPORTUNITIES for LIFE-LONG LEARNING through varied curricular offerings to address the distinct needs and multiple intelligences of the learners. We develop thinking and problem solving skills, functional written and oral communication skills, awareness and appreciation of one’s cultural heritage in order to successfully complete a task independently and cooperatively. We create a supportive environment for all to fulfill their potential as individuals, life-long learners and contributors to their community and society.

VISION Ligao National High School is a leading institution responsible for the empowered Bicolano youth with outstanding academic performance, commendable character, and exemplary leadership skills in serving the community.

MISSION

Ligao National High School provides quality basic education through varied curricula to address the distinct needs of the learners in a technologicallyequipped learning environment; committed teaching and non-teaching personnel and supportive stakeholders.


SCHOOL & COMMUNITY PROFILE A. SCHOOL PROFILE LIGAO NATIONAL HIGH SCHOOL was opened in 1980 through the efforts of the municipal officials of Ligao particularly the late Mayor Francisco V. Gonzalez, Jr. It was originally named Ligao Municipal High School with 659 first and second year students, 12 teachers, 1 clerk, 1 janitor and one head teacher in the person of Mr. Moises Badrina Jr. All these teaching and non-teaching personnel were paid by the Local Government of Ligao during its few years of operation. Since there were already two existing high schools with the same curriculum in the municipality, the school authorities contested it on the ground that it will compete with the two others instead of complimenting each other. Hence, on the same year, it was changed to Ligao Municipal Technical Vocational School (LMTVS) which was initially housed in a temporary building adjacent to the municipal building. The following year, through the efforts of the Sangguniang Bayan, additional buildings were bought from the defunct Ligao Institute to accommodate the school’s rapid increasing population although some of its classes still occupied a room in Ligao West Central Elementary School (B) and still others were in the previous or old Mayon High School. The site of the defunct Ligao Institute plus its adjacent lots is now the present site of LIGAO NATIONAL HIGH SCHOOL. The third head of school assigned was Mr. Wilfredo Pura. That time the school offered the National Secondary Education Curriculum (NSEC). It was during his administration that two extension schools were established. One of these is Binodegahan named Pioduran National High School after its separation from mother high school, Ligao National High School. The other extension school is Malapay, also situated in Pioduran like the former Binodegahan High School. It was also during his administration that the school was officially named as Ligao National High School per Republic Act No. 7794. Moreover, it was then that the Regional Science High School was opened in the campus of Ligao National High School. It was managed by the same administration and involved the LNHS teachers in implementing the special curriculum from the opening and continued during the term of Dr. Letecia P. Gonzalez (4th school head). It should also be noted that during the time of Dr. Gonzalez, the Division of Albay assigned Mr. Osias Monforte as the head of the Bicol Regional Science High School though they were still housed in the Ligao National High School though still housed in LNHS. Since the Bicol Regional Science High School has its own donated site by then Mayor Fernando V. Gonzalez and its own classrooms, Mrs. Carmelita A. Sinson, the successor of Dr. Gonzalez, facilitated the transfer of the BRSHS to its own site in school year 2000-2001 despite resistance from


teachers, parents and students. This time it has its own school head, Mr. Eduardo Nañoz, own teaching and non-teaching personnel. LIGAO NATIONAL HIGH SCHOOL had been very generous in lending teachers from 2000 to 2005. Prior to Bicol Regional Science High School, some of its teachers were also rendering service in Pioduran and Malapay despite teacher shortage in the mother high. It was in 2003 when Mrs. Sinson started to recall gradually all the teachers rendering service outside Ligao National High School. The road was quite rough in recalling the teachers rendering service in Pioduran and Malapay. It was a challenging moment, but we succeeded. To make the school responsive to the needs of the students and to cater to the different talents and abilities of the students seeking admission to LNHS, Mrs. Sinson took the initiative of offering additional curriculum aside from the Basic Education Curriculum. The first initiative effected in School Year 2006-2007; the birth of the Engineering and Science Education Program (ESEP). This was a response to the insistent demand of parents. In school year 2007-2008, two other curricula were offered, namely: Special Program in the Arts and Redesigned Technical-Vocational Education. McHelger Albaño, 1st product of ESEP who made it to the International Math Competition held at Singapore with Mrs. Brenly Mendoza as coach. Same coach was able to produce another contestant in the 2011 China Junior Math Olympiad held at Beijing, China on August 10-15, 2011. The student who garnered two (2) bronze awards is Jervy Anne Romero from ESEP. So, it was in March 2010, when the first batch of ESEP students graduated. And for the first time that LNHS graduates came from two different curricula, that of BEC and ESEP. The valedictorian of the batch came from the ESEP curriculum in the name of Monette Jane Vargas, although each curriculum had its salutatorian. Worth mentioning is the recent achievement of the Tech-Voc. Last November 13, 2010, selected Tech-Voc students underwent the TESDA Assessment in Baking and Pastry. One hundred percent of the students who took the assessment passed. They were awarded with National Certificate (NC) II in Baking and Pastry. On March 2011, the graduates came from four curricular offerings, which are Basic Education Curriculum (BEC), Engineering and Science Education Program (ESEP), Special Program in the Arts (SPA) and Redesigned Technical-Vocational Education (Tech-Voc).


B. COMMUNITY PROFILE Ligao City is located 502 kilometers south of Manila. Centrally located in the 3rd District of Albay, it is bounded on the north by the municipality of Oas; on the south by the municipality of Guinobatan, Tabaco on the east and Pioduran on the West. It is 27 kilometers from the Provincial Capitol of Albay and approximately 30 kilometers from Legazpi City. Ligao has a total land area of 24,640 hectares, 23.05 percent of which are fertile flatlands suitable for high value crops and 76.95 percent are mountainous and hilly terrain with potential for agriculture and traversed by secondary rivers. Ligao City is a 4th class city in the province of Albay composed of 55 barangays, 11 urban and 41 rural and with 3 coastal barangays. The 2000 Census placed its population at 90,603 in 17,031 households. The population of Ligao City is a mixture of traits and culture because of its strategic location. It lies along the Pan Philippine Highway that stretches from Aparri in the north through Davao in the south, so people as far as these places has come to settle in Ligao City bringing along with them their own culture and tradition. As a result, the dialect in the city varies from Ilocano to Kapampangan to Tagalog, The local dialect is quite similar to Kinaray-a, a dialect in Antique. Although Roman Catholic is the dominant religion in the city accounting for 96.92 percent of the population as of 1995, religious tolerance is practiced among the inhabitants as indicated by various denominations present in the city. About 70 percent of Ligao City's economy is agriculture-based. Majority of the population depends upon farming and its related industries. Coconut and rice are the primary products and root crops and vegetables are secondary products. Major industries include agro-industries, piggery and poultry and concrete products. Handicrafts, noodles manufacturing and food processing are the leading home industries. Among the products that are exported are handicrafts, coco coir products, hogs and poultry and organic fertilizer.

SITUATION ANALYSIS Provision of Access Personnel The school does not have school nurse, medical officer, dentist, dental aide, school librarian, and supply officer. A registered nurse occupying the position of a clerk functions as school nurse. Students needing attention of a medical officer or a dentist are referred to the city health office. A designated


teacher serves as the school librarian. A designated teacher also functions as the supply officer. Only one guidance counselor provides services to 3719 students. This scenario exists because the school has no item in the plantilla for the positions of nurse, medical officer, dental aide, school librarian, supply officer and guidance counselors. Out of 128 school personnel, 102 are teaching, but due to the absence of items in the plantilla, some teaching personnel are given non-teaching functions in addition to their teaching loads. Only 92% of the teaching personnel teach their field of specialization. Nearly 60% of the teaching staff holds T-I position, 9% TII, 15% T-III, 10% MT and 7% HT. The teacher to student ratio is 1:34 which is below the planning standard of 1:45. Only 3 out of 128 school personnel are about to retire in 3 years. Physical & Ancillary Services Out of 74 classrooms, only 69 are within the planning standard and only 47 are in good condition. Out of 3719 chairs, 2684 are in good condition. 1788 male students share 19 urinals and 17 toilet bowls while 2007 girls share 33 toilet bowls. Only 5 wash areas are utilized by 3719 students. Learning Materials & Equipment Students bring photocopied materials in Filipino I, III and IV while student book ratio in Filipino II is 1:4. In Edukasyon sa Pagpapahalaga, all students bring photocopied instructional materials. In Araling Panlipunan, only third year and fourth year students bring photocopied instructional materials. There are no available textbooks in TLE so all students bring photocopied instructional materials. Only second year students bring instructional materials in MAPEH. In Science, students bring materials and equipment during laboratory activities. Teachers also make one-week advance notification if they will use the Science laboratory.

Quality and Relevance of Basic Education Pupil/Student Performance The overall NAT result is 45.58 mps which is below the standard of 75 mps by 29.42 mps. The following factors are identified to be the reasons why the school’s overall NAT performance is below the planning standard: performance level of students in all subject area is below 75% mps, book to student ratio is not 1:1 in Filipino, English, MAPEH and TLE so students bring photocopied instructional


materials, students provide materials and equipment during laboratory activities due to insufficient laboratory materials and equipment, 69 out of 71 classrooms are within planning standard, only 2684 of 3719 chairs are in good condition. Out of 111 teachers, only 3 are using differentiated learning strategies, very few are making evaluation congruent to lesson objectives, none attained excellent rating in classroom observation and 18 failed to use computer aided instruction, only 20 are preparing IPPD based on NCBTS-TSNA. Although the teacher to student ratio in the SRC is 1:34, the actual ratio is 1:55 because 42 teachers are with special assignments and were given lesser teaching loads. 48.14% of teachers come to school late in a month, 5.55% of teachers incur 5 times absences in a month. Only 80.25% of parents attend HRPTA meetings. Computer to student ratio is 1:74, only 10% of teachers utilize IT in instruction, and only 91.67% of students is within the normal nutritional status. Curriculum Implementation & Instructional Delivery Three out of 111 teachers are using learner differentiated strategies due to the following: only 20 out of 111 teachers prepare IPPD based on NCBTSTSNA, excess teaching loads resulting to lack of time in preparing appropriate instructional materials. Teachers’ limited skills to address students’ diversity is also a consideration. Staff Development 32% of teachers attended the division trainings and seminars, 42% attended the regional trainings and seminars, and 32% attended national trainings and seminars. To save resources, only key teachers per learning area are sent to attend trainings; and they are expected to echo the training. Only those who passed the selection process are sent to regional and national trainings. Health Status of Students/Pupils Only 91.67% of 3795 students is in normal nutritional status which is not within the planning standard by 8.23%. The school canteen, MAPEH department and other school clubs also conduct regular health-related programs and activities but the effect of those programs is not measured due to the lack of proper monitoring system. Student/Pupil Services The school has no school nurse, but it employs the service of a registered nurse with a clerical position to attend to 3795 students. There is no dentist in the school. There is no full-time librarian. A full-time teacher serves as a librarian. There is only one guidance counselor serving the entire population. Learning Environment Within the 50-meter school radius, there are stores selling liquors and cigarettes. Some of the students are involved in fraternities and sororities while others use prohibited drugs.


School Management School Management & Administration 48.14% of 111 teachers comes to school late each month and 5.55% incurs 5 absences in a month. Only 81% attends school activities. Only 7 out of required 8 teachers are observed each month. Thirty-three of 111 teachers are not from Ligao City. Tardiness and absences occur due to distance of teachers’ house from the school, weather, accessibility or available transportation, health, attendance to school activities of their children, and financial concerns. DH could not observe the required number of teachers due to other responsibilities assigned to them such as teaching, monitoring of cleanliness, preparation of reports, etc. Teachers who are on official business, with special assignments such as training/coaching students, or absent do not attend school activities. Parents’ Participation Over 80% of parents attend Homeroom PTA meeting while only a few attend other school activities such as Family Day. More parents do not prioritize attendance to Family Day and other related activities because they feel that those are not required activities as compared to HRPTA meeting. Instead of attending they prioritize earning for their living especially the padyak drivers, vendors, and other daily wage earners. Instructional Supervision Department heads conduct observations to teachers. Based on the result of observation, DHs recommend teachers to be observed by the school principal. During the school year 2011-2012, only one (1) teacher was chosen to conduct demonstration teaching showing teaching innovations. Resource Mobilization/Public Expenditure/School Financial, Fiscal Management Out of the funds allocated for the Engineering and Science Education Program (ESEP) only 83.39% was exhausted at the end of the school year 20112012. From the same funds, only 14.6% of allocation for DepEd sponsored Science and Math activities was used, 99.26% of allocation for consumable was used, 99.71% of allocation for instructional resources was used, 98.05% of allocation for professional upgrading was used, 97.12 of allocation for internet subscription was used, 98.05% of allocation for students research subsidy was used. Only 4% of ESEP students who prepared Science Investigatory Project were given monetary incentives. School clubs and organizations do not receive funds from the school.


School-Community Environment Computer shops within the school vicinity admit students even during class hours. Just outside the school compound there are peddlers and ambulant vendors selling cigarettes and unhealthy foods. There is no existing city ordinance prohibiting students to enter internet café and computer shops during school class hours. The school has no control over students buying cigarettes and unhealthy foods from peddlers after class hours.

Performance Indicators Graduation Rate Graduation rate is 97.81% and is below the planning standard of 100% by 2.19% Promotion Rate Promotion rate is 95.42% and is below the planning standard of 100% by 4.58% Simple Dropout Rate Dropout rate is 1.48% and is above the planning standard of zero. Repetition Rate Repetition rate is 0.77% and is above the planning standard of 0%. Retention Rate Retention rate is 93.87% and is below the planning standard of 100% by 6.13% Completion Rate Completion rate is 79.92% and is below the planning standard of 100% by 20.08%


SCHOOL GOALS & OBJECTIVES The School Goals and Objectives are attached.

SCHOOL PRIORITY IMPROVEMENT AREAS Following the analysis done during the Prioritization Workshop, indicate the items that have decided to be critical areas that your school needs to focus in this SIP. Organize using the following: Area: Provision of Equitable Access Stream (stated as problem)

Suggested Interventions ( Programs/Projects)

Stream (stated as problem)

Suggested Interventions (Programs/Projects)

1. 2. 3.

Area: 1. 2. 3.

(PROGRAMS AND ACTION PLANS) 3-Year Work and Financial Plan Annual implementation Plan MONITORING AND EVALUATION PLAN Attach the Monitoring and Evaluation Plan


ANNEXES Indicate the Annexes attached. Please attach the following: - SRC/SIS - Data Interpretation Template - Streams Diagnostic Chart - Streams Objectives Chart - Forecasted Data - Site Development Plan

LNHS School Improvement Plan 2012-2015

Recommend Documents