TALAKAG NATIONAL HIGH SCHOOL

303987
San Isidro, Talakag, Bukidnon

ENHANCED
SCHOOL
IMPROVEMENT
PLAN
School Year 2026-2028

MESSAGE

School Improvement Plan i

ACCessible program and projects that are efficient, responsive, research-
based, and continuously improving to address performance indicators.

LEverage stakeholders’ partnership and active collaboration to serve the

learners better.

Recalibrate school operations and resource management under a

dynamic and complimentary system.

Adapt learning environments that are safe, conducive, and learning

resources that are adequate, inclusive, and responsive to the needs of the
learners.

Train the teaching and non-teaching personnel to become resilient,

competent and continuously improving, and provide support for their
health and well-being.

Empower school heads to be participative, professional, ethical and

inclusive management practices.

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 TABLE OF CONTENTS
Cover Page Page i

Message Page ii

Table of Contents Page iii

List of Acronyms Page iv

List of Tables Page vii

List of Illustrations

CHAPTER 1. Department of Education’s Vision, Page 1

Mission, and Core Values Statement

CHAPTER 2. School’s Current Situation Page 8

CHAPTER 3. Improvement Plan Page x

CHAPTER 4. School Monitoring Evaluation & Adjustments Page x

APPENDICES

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 LIST OF ACRONYMS

A&E Accreditation and Equivalency

ABM Accountancy, Business, and Management
ADAS Administrative Aide
AIP Annual Implementation Plan
ALS Alternative Learning System
AP Araling Panlipunan
ASP Adopt-A-School Program
BFP Bureau of Fire Protection
Reading Intervention Program (school-based; as cited in
BRAINS
document)
Mathematics Intervention Program (school-based; as cited
BUKMATHIX
in document)
BULIG Reading Intervention Program (DepEd-supported)
CCTV Closed-Circuit Television
CPD Continuing Professional Development
CRE Child Rights Education
CR Comfort Room
CSR Cohort Survival Rate
CSE Comprehensive Sexuality Education
DEAR Drop Everything and Read
DepEd Department of Education
DCP Digital Classroom Program
DPMS Division Performance Management System
DRRM Disaster Risk Reduction and Management
EPS Education Program Specialist
ESIP Enhanced School Improvement Plan
HE Home Economics
HIV Human Immunodeficiency Virus
HRIS Human Resource Information System
HUMSS Humanities and Social Sciences
ICT Information and Communications Technology
ID Identification
IEP Individualized Education Plan
IMS Inventory Management System
INSET In-Service Training
IO Intermediate Outcome
ITP Individualized Transition Program
JHS Junior High School
K–12 Kindergarten to Grade 12 Basic Education Program

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 LAC Learning Action Cell
LGU Local Government Unit
LR Learning Resource
MAKABASE Magulang Kabalikat sa Bantay Seguridad
MAPEH Music, Arts, Physical Education, and Health
MOOE Maintenance and Other Operating Expenses
MPS Mean Percentage Score
MR Measles-Rubella
MRF Materials Recovery Facility
PBT Performance-Based Task
PDMS Project Development and Monitoring System
PIA Priority Improvement Area
PIR Physical Inventory Report
PRAISE Performance-Based Bonus and Incentives System
QMS Quality Management System
R.A. Republic Act
RAPID Rapid Assessment in Mathematics
RBE Rights-Based Education
RHU Rural Health Unit
SBM School-Based Management
SDO Schools Division Office
SEF Special Education Fund
SHN School Health and Nutrition
SHS Senior High School
SIP School Improvement Plan
SLAC School Learning Action Cell
SLDP Student Leadership Development Program
SMAW Shielded Metal Arc Welding
SPED Special Education
SPFL Special Program in Foreign Language
SPJ Special Program in Journalism
SPT School Planning Team
SRC School Report Card
STE Science, Technology, and Engineering
STEM Science, Technology, Engineering, and Mathematics
TD Tetanus-Diphtheria
TESDA Technical Education and Skills Development Authority
TNHS Talakag National High School
TVL Technical-Vocational-Livelihood
VMV Vision, Mission, and Values
WinS Water, Sanitation, and Hygiene in Schools
Y1 / Y2 / Y3 Year 1 / Year 2 / Year 3 of SIP Implementation

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School Improvement Plan vi
 LIST OF TABLES AND ILLUSTRATIONS

Table 1. Roles & Responsibilities of SPT Page 6

Table 2. School Planning Time Table Page 7

Table 3. Number of Schools’ Personnel Page 13

Table 4. Physical Fitness & School Sports Status Page 38

Illustration 1. JHS Teachers Profile Page 13

Illustration 2. SHS Teachers Profile Page 13

Illustration 3. Enrolment Status Page 14

Illustration 4. Simple Drop Out Page 15

Illustration 5. Transition Rate Page 16

Illustration 6: School Leaver Rate Page 17

Illustration 7: Promotion Rate Page 18

Illustration 8: Cohort Survival Rate Page 19

Illustration 9. Completion Rate Page 20

Illustration 10. Graduation Rate Page 21

Illustration 3. Enrolment Status Page 14

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Illustration 4. Simple Drop Out Page 15

Illustration 1. JHS Teachers Profile Page 13

Illustration 2. SHS Teachers Profile Page 13

Illustration 3. Enrolment Status Page 14

Illustration 4. Simple Drop Out Page 15

Illustration 1. JHS Teachers Profile Page 13

Illustration 2. SHS Teachers Profile Page 13

Illustration 3. Enrolment Status Page 14

Illustration 4. Simple Drop Out Page 15

School Improvement Plan viii

 CHAPTER 1
Department of Education Mission, Vision, and Core Values
Statement C
H
The development of the School Improvement Plan for the upcoming A
cycle began when Mr. Teodoro P. Casiano, Secondary School Principal III, P
convened the members of the Talakag National High School Planning T
Team. As the head of the SPT, he opened the meeting with an overview of
E
DepEd’s directives on SIP formulation, emphasizing the essential
R
components, guiding principles, and the stages involved in crafting and
1
implementing the plan. During the discussion, the team revisited the
school’s Vision, Mission, and Core Values, sharing their insights on how
these should guide the direction of the improvement efforts and the
holistic development of the learners.

Furthermore, Mr. Casiano facilitated a focused discussion on

identifying the team members’ respective roles in the planning process.
Each representative from various departments and stakeholder groups
was given the opportunity to express their expectations and
commitments. The group then collaboratively outlined the tasks and
responsibilities necessary for gathering data, analyzing school needs, and
drafting the SIP. By the end of the session, the team reached a unified
agreement to work collectively and consistently toward producing a
comprehensive and responsive School Improvement Plan that reflects the
goals and aspirations of Talakag National High School.
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.

School Improvement Plan 1

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

Based on DepEd’s mission, Talakag National High School (TNHS), as

an educational institution, commits itself “to protect and promote the
right of every Filipino to quality, equitable, culture-based, and complete
basic education.” Anchored on the 1987 Philippine Constitution, the
Department’s mission underscores its duty as steward of the education
sector to uphold and safeguard the rights of all citizens. Education must
be made accessible and free for all types of learners, regardless of race,
color, religion, ethnicity, or gender. In alignment with DepEd’s “No Child
Left Behind” policy, schools are mandated to provide inclusive education
where learners thrive in a “child-friendly” environment—one that serves
as a second home where teachers are regarded as second parents; a
“gender-sensitive” setting that upholds equality and protects students
from discrimination; a “safe” school environment where risks and hazards
are minimized; and a “motivating” atmosphere that encourages learners
to express themselves confidently and to seek opportunities that enhance
their knowledge and improve their quality of life.
To ensure that “teachers facilitate learning and constantly nurture every
learner,” TNHS will strengthen teacher development by conducting
Learning Action Cell (LAC) sessions, facilitating school-based trainings,
encouraging participation in professional development, and motivating
teachers to pursue higher studies for career advancement. Likewise, the
school heads and staff, entrusted with stewardship over institutional
initiatives, must provide an “enabling and supportive environment” for all
learners by ensuring the availability of adequate facilities and learning
equipment. All these efforts aim to make “effective learning happen” for
the benefit of every student. However, these initiatives may face
challenges without the continued support of stakeholders. For this reason,
TNHS remains committed to sustaining and strengthening its external
partnerships. The school will ensure that parental involvement is
continuously upheld, that community members actively support school

School Improvement Plan 2

programs—especially the reading initiatives—and that collaboration with
stakeholders remains strong. Moreover, the school will seek the
involvement of local government unit (LGU) officials and leaders of non-
government organizations, encouraging them to be active partners in
fulfilling DepEd’s mission of providing quality education and sharing with
the school the “responsibility for developing lifelong learners.”

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 better serve its stakeholders.

Talakag National High School envisions a learning community

aligned with DepEd’s official vision, which provides educators with
essential guiding principles in carrying out their functions and
responsibilities. In this context, TNHS remains committed to upholding its
mandate of bringing DepEd’s vision to life. As DepEd emphasizes its
aspiration for “Filipinos who passionately love their country,” TNHS looks
beyond simply meeting goals; it sees its vision as a dream, a hope, and a
commitment that the school earnestly works toward. By embracing this
vision, teachers begin to fulfill their responsibilities not only as educators
but also as nation-builders. The school seeks to develop learners who are
true citizens and patriots—individuals who possess a strong desire to
serve the country and contribute to its progress.
Talakag NHS also strives to uphold Filipino values and promote
competencies that will empower learners “to realize their full potential”

School Improvement Plan 3

and become productive members of society. To achieve this, the school
designs programs and activities aimed at instilling positive values and
fostering essential lifelong learning skills. By nurturing values-oriented
and competent students, Talakag NHS supports DepEd’s broader mission
to produce a generation capable of “contributing meaningfully to nation-
building.” As a learner-centered institution, the school aims to help
students understand how they can better themselves and work toward
achieving their aspirations. TNHS seeks to instill in learners an enduring
love for the country—an understanding that patriotism involves caring not
only for oneself and one’s family but also for the welfare of others, using
their talents and skills to bring honor to the nation.
Aligned with DepEd’s mandate, TNHS further commits itself to
“protect and promote the rights of all citizens to quality education at all
levels” and to ensure that such education is accessible to all. In every
decision and action, the school places the Filipino learner at the center,
recognizing that students are the most important stakeholders in
education. As DepEd envisions itself as “continuously improving” through
programs and initiatives designed to benefit its constituents, TNHS
likewise strives to better serve its community. Over time, learners’ needs
continue to evolve, and therefore both DepEd and TNHS must consistently
seek ways to address these needs, adapt to change, and improve their
services. Just as students never stop learning, the school and its faculty
members remain committed to continuous growth—individually and
collectively—as they work to become better educators and stewards of
the nation’s future.

CORE VALUES

Maka-Diyos
Maka-tao
Makakalikasan
Makabansa

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 A closer look at being an organization that upholds the DepEd Core
Values—Maka-Diyos, Maka-tao, Makakalikasan, Makabansa.

According to Republic Act No. 8491, our national motto is “Maka-

Diyos, Maka-tao, Makakalikasan, at Makabansa.” But what does it truly
mean to embody these four core values in the context of the Department
of Education, especially when we adopt them as fundamental principles of
our institution?
As an educational community, Talakag National High School strives
to make these guiding values visible and practiced across the entire
school. Being Maka-Diyos means expressing one’s spiritual beliefs while
respecting the spiritual beliefs of others. This includes participating in
meaningful spiritual activities, showing reverence for sacred places,
respecting diverse religious traditions, and demonstrating openness to
learning about the spiritual expressions of various groups. In support of
this, the school conducts a monthly Roman Catholic Mass and a separate
gathering for non-Catholics every last Wednesday of the month to help
students and teachers strengthen their spiritual lives. Being Maka-Diyos
also entails upholding truth and integrity based on ethical standards—
practicing intellectual honesty, acknowledging one’s own feelings and
those of others, and demonstrating fairness and kindness in all
interactions.
Being Maka-tao requires the school community to remain sensitive
to individual, social, and cultural differences. This value is exhibited
through showing respect for all people, treating mistakes as opportunities
for learning, upholding the dignity and equality of every individual—
including those with special needs—and recognizing people from different
economic, social, and cultural backgrounds. TNHS embraces these
principles by nurturing a school culture that promotes inclusivity,
compassion, and respect.
Meanwhile, Makabansa reflects our pride in fulfilling our rights and
responsibilities as Filipino citizens. It is demonstrated by showing proper

School Improvement Plan 5

conduct and active participation in school, community, and national
activities. Students are encouraged to engage responsibly, appreciate
Filipino identity and heritage, and contribute positively to national
development through their talents, skills, and actions.

The School Planning Team (SPT) conducted a vision sharing activity

that served as a platform for aligning the schools’ aspirations with the
Department of Education’s Vision, Mission, and Core Values (VMV). This
activity established commitments that serves as a guide in the
preparation and implementation of the School Improvement Plan (SIP)
and the Annual Implementation Plan (AIP).
During the session, the SPT articulated its aspirations for the school
and its learners. These aspirations reflect the team’s collective vision of
providing a safe and inclusive learning environment, fostering academic
excellence and lifelong learning, promoting values-based education
aligned with DepEd Core Values, and strengthening partnerships with
stakeholders for continuous school improvement.
The team also engaged in discussions to deepen their
understanding of DepEd’s Vision, Mission and Core Values. They
recognized the importance of nurturing every Filipino learner to become
productive and responsible citizens, protecting and promoting the right to
quality, equitable, culture-based, and complete basic education, and
upholding the core values of Maka-Diyos, Maka-tao, Makakalikasan, and
Makabansa. Based on this understanding, the SPT members committed to
uphold learner-centered practices, ensure transparency and
accountability in school planning, actively participate in SIP and AIP
implementation and monitoring, and engage stakeholders in collaborative
decision-making.
As shown on the table below is a list of the roles and responsibilities
of all the School Planning Team members were discussed and agreed
upon during the brainstorming session.

School Improvement Plan 6

Table 1: Roles and Responsibilities of the School Planning Team
Members

Role Responsibilities
Chairperson (School Provides overall leadership and ensures
Head) alignment with DepEd policies.
Facilitates meetings and consolidates inputs for
SPT Coordinator
SIP/AIP.
Teachers’ Share classroom-based data and strategies for
Representatives improvement.
Parents’ Voice community concerns and support school
Representatives initiatives.
Learners’ Provide feedback on learner needs and
Representatives experiences.
Stakeholder Offer resources and expertise for school
Representatives programs.

Finally, the School Planning Team (SPT) created a timetable for the
preparation, implementation, and monitoring of the School Improvement
Plan (SIP) and the Annual Implementation Plan (AIP). The schedule serves
as a guide for all SPT members and the school-community at large.

Table 2: School Planning Timetable

Activity Timeline
Vision Sharing & Data Gathering December 2025
SIP Drafting December 2025
Stakeholder Consultation December 2025
Finalization & Approval January 2026
AIP Preparation January 2026
Implementation January – March 2026
Monitoring & Evaluation Quarterly

School Improvement Plan 7

This documentation ensures that all School Planning Team (SPT) members
and stakeholders have a clear understanding of the school’s aspirations, C
commitments, roles, and timelines. It serves as a roadmap for H
collaborative and effective school improvement planning. A
P
CHAPTER 2: SCHOOL’S CURRENT SITUATION T
E
R
This chapter presents a concise discussion of the school and
community data that were gathered, organized, and analyzed using the
2
templates prescribed in the ESIP Guidebook. Ensuring that these data are
accurate and up to date is essential, as they provide a clear picture of the
school’s present conditions, pressing needs, and existing challenges. By
grounding the assessment on verified information, the school is able to
make evidence-based decisions and identify areas that require immediate
attention. The chapter also highlights the relevance of each data set by
connecting them directly to the school’s current situation, allowing
stakeholders to better understand how these indicators influence the
school’s overall performance and development priorities.

Also, this chapter is structured into five key sections that collectively
illustrate the school’s improvement journey. These include: the school’s
current situation, the priority improvement areas, the general objectives,
the targets, and the identified root causes. Each section provides critical
insights that help guide the formulation of the School Improvement Plan
(SIP). Through this systematic presentation, the chapter ensures that all
stakeholders gain a comprehensive understanding of where the school
stands and what must be done to achieve meaningful, sustainable
improvement.

2.1 Introducing the school

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 Talakag National High School (TNHS) is a public secondary
educational institution located in Barangay San Isidro, Municipality of
Talakag, Province of Bukidnon, along the Tikalaan–Dominorog–Camp
Kibaritan Road. The school was officially established through Republic Act
No. 8325, enacted on June 30, 1997, to provide accessible and quality
secondary education to learners within the municipality and nearby
barangays, including Barangays 1–4, San Antonio, and Sto. Niño. Over the
years, TNHS has experienced a steady increase in enrollment, making it
the primary secondary school of choice for graduates of surrounding
public elementary schools.

For School Year 2025–2026, TNHS serves a total of 2,983 learners,

comprising 1,885 Junior High School (JHS) learners and 1,098 Senior High
School (SHS) learners. These learners are supported by 55 JHS teachers
and 36 SHS teachers. The Junior High School department offers Grades 7
to 10 under the K to 12 and MATATAG Curriculum frameworks. The Senior
High School department provides Academic Tracks such as Humanities
and Social Sciences (HUMSS), Accountancy and Business Management
(ABM), and Science, Technology, Engineering, and Mathematics (STEM),
as well as Technical-Vocational-Livelihood (TVL) programs in Shielded
Metal Arc Welding (SMAW) and Cookery.

In support of inclusive and specialized education, TNHS implements

the Special Education (SPED) Program, catering to differently-abled
learners from various barangays of the municipality. The school also offers
the Special Program in Foreign Language (SPFL) – Nihongo, implemented
in partnership with the Japan Foundation Manila, the Japanese Language
Institute, and partner schools in Arakawa, Saitama, Japan. This program is
supported by continuous teacher training, with three faculty members
having successfully completed advanced Japan Foundation training
programs.

School Improvement Plan 9

 Further strengthening its academic offerings, TNHS implements the
Special Science, Technology, and Engineering (STE) Program for selected
incoming Grade 7 learners, in accordance with DepEd Order No. 46, s.
2012, and reinforced by DepEd Memorandum No. 258, s. 2020.
Additionally, the school offers the Special Program in Journalism (SPJ),
grounded in Republic Act No. 7079 (Campus Journalism Act of 1991) and
guided by DepEd Memorandum No. 103, s. 2009, to develop learners’
competencies in responsible journalism, communication, and media
literacy.

Talakag National High School maintains strong partnerships

with various stakeholders and external organizations to support
learner development. These include the Eagle’s Club, the Bigcas-
Hooper Foundation, and private individuals and advocates.
Scholarship programs and donation initiatives, including book
donation drives and international-linked scholarship opportunities,
contribute to improving learner access to quality education and
global exposure.

Current Challenges and Priority Concerns

Despite its continued growth and program expansion, TNHS is

currently confronted with a critical infrastructure challenge resulting
from the 2025 earthquake. The disaster caused extensive damage
to one entire Senior High School building and several additional SHS
classrooms, which have been assessed as structurally unsafe for
occupancy. Consequently, the school has been compelled to
implement a shifting class schedule to ensure the safety of learners
and personnel. This temporary arrangement has significantly
affected classroom availability, instructional time, and the overall
learning environment.

School Improvement Plan 10

 Moreover, the school’s location on a descending terrain,
combined with recent road elevation and reconstruction projects,
has contributed to water accumulation and seepage near the Senior
High School area, further exacerbating infrastructure concerns.

Given these conditions, the immediate repair, rehabilitation,

and replacement of damaged classrooms and buildings are
identified as urgent priorities under this School Improvement Plan.
Addressing these concerns is essential to restore normal class
operations, ensure a safe and conducive learning environment, and
sustain the delivery of quality education aligned with national
standards and the school’s long-term development goals.

2.2 School Performance on Access

In terms of the enrolment of the school, generally the school had a

decreasing trend of the enrolment rate for the past three (3) years. For
JHS, it decreases during the current school year from 1497 last school
year (2024-2025) to 1361 this school year (2025-2026).
This is the same for SHS, there is a decrease of enrolment for the
past three (3) school years with an average of 139 students since the
nearby public and private schools are expanding their strands offered.
For the drop-out rate, JHS experienced a decreased rate for the past three
(3) school years from 133 students during the school year 2022-2023 to
22 students for the school year 2024-2025. It implies that the offering of
Open-High School in JHS is effective in addressing drop-out rate. In SHS, it
is observed that there is a decreasing trend with regards to drop-out rate
for the past three (3) school years. The highest number of drop-outs was
recorded last school year (2022 - 2023) with 16 students because of
employment, early marriage/teenage pregnancy, and transfer of
residence.

School Improvement Plan 11

 Thus, it is deemed essential for the school to consider these factors
and take appropriate measures to address them, thereby drop-out rates in
SHS will be solved.
For the past three (e) school years, there is an increasing trend for
the transition rate for Grades 10 to 11. For the school year 2022 - 2023
there is 103.2% transition rate but in the current school year the transition
rate reaches to 119.65%. Though not all grade 10 students during the
previous school year enrolled in TNHS-SHS for the current year the
increased transition rate is due to the increasing number of Integrated
Schools that do not offer SHS aside from that there are students
transferred-in from neighboring private schools.
The cohort survival rate (CSR) for the Talakag National High School
fluctuates for the past three (3) school years. In the school year 2022-
2023, the CSR is 80.03% which increased notably to 88.93% in next
school year (2023-2024) but it decreased by 12.69% in 2024-2025 which
leads to 76.24%.
Employment, migration or transfer of residence, early marriage/teenage
pregnancy, and dysfunctional families are some of the reasons why the
CSR has kept on fluctuating for the past school years.
Meanwhile, for the JHS completion rate (CR) it appears to have a
consistent trend which Employment, migration or transfer of residence,
early marriage/teenage pregnancy, and dysfunctional family are also
some of the reasons with regards to CR.
To capsulize, Talakag NHS posts an average decreasing enrolment
rate of 6.27% per year. This shows that about 219 students decrease from
the total number of learners every year. This implies that there are factors
affecting the enrollment rate of the school such as job opportunities of the
parents of the students, opening of numerous integrated schools around
the municipality of Talakag.

SCHOOL PROFILE
Access to quality education is essential and helps to promote good
governance, reduce corruption, and create more democratic societies

School Improvement Plan 12

where every citizen has a voice. Overall, access to quality education is a
critical component of personal and societal development, enabling
individuals to navigate through life and contribute positively to society. To
promote its students' development, the school offers a variety of both
academic and extracurricular programs. Talakag National High School has
been established for over 30 years to provide secondary education under
the Department of Education. At present, the school has 56 teachers for
Junior High School & 35 teachers for Senior High School. The teaching
force is committed to provide a safe and supportive environment for the
learners.

Table 3: Number of Schools’ Personnel

Faculty and Numbe Number Number Number Number Number

Employees r of of of of of
Teacher Teacher Teacher Teacher Teacher
Positions Positions Position Positions Positions
Teacher I Teacher s Master Master
II Teacher Teacher I Teacher II
III
School 1
Principal
Junior High 56 42 1 8 4 1
School
Senior High 35 19 15 1
School
Substitute 1
Teacher
ADAS 2
Administrativ 2
e Officer
MOOE Paid 2
Personnel

School Improvement Plan 13

Municipal 3
Paid
Personnel
Special 1
Education
Teacher
Total 103

1: JHS Teachers Profile Figure 2: SHS Teachers Profile

Enrolment History

Figure 3: Enrollment Status

2834 The Gross Enrolment Rate of
3000 2702
2486
2177
Talakag National High School in 4
2000 different school years. Junior High
School enrolment rate recorded
1000
1,836 enrollees in the school year
2022 – 2023 which led to a
0
decrease rate of 12.42% or 1,608
2022-2023 2023-2024 2024-2025 2025-2026
students in the school year 2023 -
2024. In the school year 2024 – 2025, a decrease rate of 6.90% or 1,497
was recorded.

School Improvement Plan 14

 An enrolment of 1,361 was recorded in the school year 2025 – 2026
that signifies a decrease in the student’s enrolment of 9.08%.
Inconsistencies were seen in the Junior High School enrolment but the
decrease rate is not yet an alarming case the school must be worried
about. It was also an expected event since Talakag National High School is
surrounded with different public and private high schools that is
accessible to every prospect student.
In the school year 2022 – 2023 a record of 998 Senior High School
enrollees is recorded and an increase rate of 9.61% or about 96 students
which accumulates 1094 SHS students were noted in the school year 2023
– 2024.
Next school year (2024 – 2025), 989 SHS enrollees were recorded
which indicates a decrease rate of 9.59% from the previous school year. In
2025 – 2026, a record of enrolment of 816 SHS students shows a
decreasing rate than the previous school year of about 17.49%.
This emphasizes that Senior High School enrolment decreasing
across school years and this also indicates that even though the nearby
schools now offer SHS Program, the trust from the different stakeholders
especially the parents as the direct connection of the school still remains.
To capsulize, Talakag NHS posts an average decreasing enrolment
rate of 6.27% per year. This shows that about 219 students decrease from
the total number of learners every year. This implies that there are factors
affecting the enrollment rate of the school such as job opportunities of the
parents of the students, opening of numerous integrated schools around
the municipality of Talakag and others.

Simple Dropout

Figure 4: Simple Drop Out

School Improvement Plan 15

 Drop - out rate was been an issue to
SIMPLE DROP
OUT most of the schools, always
133 addressed yet inevitable to some
140
120
100 cases. It was also evident in Talakag
80
60 37 National High School as one of the
40 22 16 12 11
20 institutions with great number of
0
JHS SHS
students both in Junior High School
2022-2023 2023-2024 2024-2025
and in Senior High School.
In the school year 2022 – 2023, there are recorded drop – outs of
133 Junior High School students. A decrease of 72.18% of drop - out rate
was recorded after a year or about 37 students only. In the school year
2024 – 2025, an improvement on the drop - out rate was observed with
40.54% of decrease or about 22 students only. It is calming that across
different school years in Junior High School drop - out rate had been
gradually decreased. This may either an influence of the two (2) year
alternative platform of the Department of Education which urged every
student to be resilient on whatever they are facing in the academe and be
more motivated to strive harder just to finish their education endeavor.
In Senior High School, in the school year 2022 – 2023 there are 16
recorded drop – out students in which it led to a decrease rate of 25% in
the next school year or about 12 students.
Furthermore, in 2024 - 2025, it is comforting to know that there are
only 11 recorded drop – outs which reflects a decrease rate of 8.3%, This
record is firmly affected by different reasons such as forced employment
because none in the family is able to work except the student itself just to
survive his/her day to day living.
As a whole, the school posted and average drop out of 77 students
per year. This implies that a concerted effort has to be exerted in order to
save the learners from dropping out.
Revitalization of the Open High School Program could be an average
to motivate them to continue and the offering of the SHS-ALS Program is
launched.

School Improvement Plan 16

 Early pregnancy and early marriage have been a record that also
contributed to the high dropout rate among female students since most of
the students in this stage are already of legal age and seeks comfort aside
from their family. The least contributing factor of the drop - out rate
among senior high school students are transfer of residency, being less
interested, and conflicts.

Transition Rate Trend

Figure 5: Transition Rate

R.A. 10533 or the K – 12
curriculum offers a wide
range opportunity among
completers to choose from
the different senior high
school programs, yet this is
somehow looked by some as
challenge since it prolongs
student to be in the school instead of venturing for job opportunities but
others have seen this as a sustainable impact to their professional
endeavor.
Transition rate signifies the willingness of each completer from
different public schools and private schools to study senior high
school in Talakag National High School, thus, the following results
across different school years is provided. In 2022 – 2023, there are
433 recorded completers, together with this number, 447 students
continued to pursue grade 11 level which comprises a transition
rate of 103.20%. In the school year 2023 – 2024, about 462
completers had commenced and a record of 476 grade 11 enrollees
which concludes a rate of 103.03%. In the next school year, there
are 397 completers which results to a rate of 119.65% from a record
of 475 grade 11 enrollees.

School Improvement Plan 17

 The average transition rate of Talakag NHS for the past 3
years is 108.63%. This means that we have more grade 11 enrollees
compared to our JHS completers. The reason why our enrolment in
the Senior High School bloated because our neighboring schools
across Talakag who is producing JHS completers does not offer
certain Senior High School Programs thus cause of the enrolment
flare in SHS Programs.
This emphasizes that Talakag National High School obtained a
gradual increase of transition rate from the different school years.
It also indicates that the school receives different challenges to be
answered by the different stakeholders. This is somehow motivating
to the school administrators but this is also challenging since it
needs greater attention.

School Leaver Rate Trend

Figure 6: School Leaver Rate

For JHS, the school leaver
School Leaver Rate
rate shows a consistent
12
9.97
10 9.40 8.94 decline over the three years.
8 7.40
It decreased from 9.97% in
6 5.47
4 3.00 2022–2023 to 5.47% in
2 2023–2024, and further
0
JHS SHS dropped to 3.00% in 2024–
2022-2023 2023-2024 2024-2025 2025. This downward trend
indicates improved student retention at the junior high level,
suggesting that interventions such as learner support programs,
parental involvement, and early monitoring of at-risk students may
be effective.
In contrast, the SHS leaver rate presents a rising trend. It
increased from 7.40% in 2022–2023 to 9.40% in 2023–2024, with a
slight decrease to 8.94% in 2024–2025, which still remains higher

School Improvement Plan 18

 than the initial value. This suggests that more students are leaving
during senior high school compared to previous years.
The decreasing JHS leaver rate implies strengthened
foundational support, better engagement strategies, and possibly
improved transition systems within the lower secondary level. This
is a positive indicator for long-term student retention. However, the
higher and increasing SHS leaver rate raises concerns. It may reflect
challenges such as academic pressure, financial constraints, work
responsibilities, or misalignment between students’ interests and
chosen tracks. This trend implies a need for targeted interventions
in SHS, including career guidance, financial assistance, flexible
learning options, and stronger academic and psychosocial support.

Promotion Rate Trend

Figure 7: Promotion Rate

Promotion rate is a necessary key
PROMOTION RATE
97 performance indicator that
96 95.46 contributes to the over-all record of
95.19
95
94.12 the institution which may firmly
94
affect the plans of the curriculum
93
implementers. Promotion in the
92

91
junior high school department is
2022-2023 2023-2024 2024-2025
considered to be astonishingly high
with minor inconsistencies when it comes to its trend. The following are
the promotion rate across 3 school years. In the school year 2022 – 2023
the promotion rate was 94.12% while in the next school year, that is on
2023-2024, it was 95.46%.
In 2024 – 2025, a promotion rate was of 95.19% was recorded.
This record defines that the JHS is performing better gradually across
different school years, it was calming to observe, but this should be
monitored and maintained as the school grows and advances.

School Improvement Plan 19

Cohort Survival Rate

Figure 8: Cohort Survival Rate

The graph shows the Cohort
Cohort Survival Rate
Survival Rate across three school
100
95
88.93
years: 2022–2023, 2023–2024,
90
85 80.03 and 2024–2025, highlighting
80 76.24
75 changes in student retention over
70
65 time.
1
In 2022–2023, the cohort survival
2022-2023 2023-2024 2024-2025
rate was 80.03%, indicating that
a large majority of students were able to remain in school and progress,
though a notable portion still did not complete the cohort cycle. This
suggests moderate retention with room for improvement.
The rate increased significantly to 88.93% in 2023–2024, which is the
highest among the three years. This improvement implies better
student retention and may reflect effective school interventions,
improved support systems, or favorable learning conditions that
encouraged students to continue their studies.
However, in 2024–2025, the cohort survival rate declined to 76.24%,
the lowest value on the graph. This drop suggests increased student
attrition, possibly due to factors such as economic challenges, academic
difficulties, personal circumstances, or changes in school policies or
learning environments.
Overall, the graph indicates fluctuations in cohort survival rate rather
than a steady trend. While the increase in 2023–2024 reflects positive
progress, the decline in 2024–2025 highlights the need for schools and
stakeholders to analyze underlying causes of student dropout and
strengthen retention strategies to ensure more consistent student
survival across school years.
The cohort survival rate (CSR) for the Talakag National High School
fluctuates for the past three (3) school years. In the school year 2022-
2023, the CSR is 80.03% which increased notably to 88.93% in next

School Improvement Plan 20

school year (2023-2024) but it decreased by 12.69% in 2024-2025
which leads to 76.24%.
Employment, migration or transfer of residence, early marriage/teenage
pregnancy, and dysfunctional families are some of the reasons why the
CSR has kept on fluctuating for the past school years.

Completion Rate

Figure 9: Completion Rate

R.A. 10533 or the K – 12
Completion Rate
97.74 97.06 98.76 curriculum offers a wide range
100
90 opportunity among completers to
80
choose from the different senior
70
60 high school programs, yet this is
50
1 somehow looked by some as
2022-2023 2023-2024 2024-2025 challenge since it prolongs
student to be in the school instead of venturing for job opportunities but
others have seen this as a sustainable impact to their professional
endeavor.
Talakag National High School completion rate appears to have reached a
very consistent record. It appears that in 2022 – 2023 the completion rate
is 97.74%, in the school year 2023 – 2024 a record of 97.74% was
recorded.
While in the year 2024 – 2025 the recorded completion rate is about
98.76% which indicates a higher rate compared to the previous years and
also a result of the consistent encouragement to students to complete
academic requirements.
Completion rate in the junior high school department should be given
emphasis to the different plans including infrastructures and facilities.
School environment had been observed to be part of the reinforcing factor
to the students and it should be given to them as the direct beneficiaries
to at least enhance the completion rate which may lead to quality
education. Aside from the physical environment, parents should give

School Improvement Plan 21

enough support and should be stewards to their children to achieve
academic success. Different communities should be supportive by
addressing some community related problems.

Graduation Rate

Figure 10: Graduation Rate

Across different school years, the
99.12
Graduation Rate
100 98.05 98.5 graduation rate in Talakag National

95
High School has been high with
minor irregularities in terms of
90
trend. In the school year 2022 –
85 2023, a graduation rate of 99.12%

80 is recorded which lead to 98.05%

2022-2023 2023-2024 2024-2025
on the next school year (2023 –
2024). A record of 98.50% was recorded in the school year 2024 – 2025
which is calming compared to the previous school year.
The graduation rate is not yet an alarming case compared to the other
indicators in the institution yet it should always be monitored to continue
the good record. To maintain what is already on the record, the
administration should provide enough support to the students especially
on trainings to
hone their skills, improve classroom facilities so that students will work
well on their requirements and other school related activities, and
teachers should be given enough trainings to improve their class
instruction that promotes quality education.

Key Performance Targets

Table 4: Key Performance Targets

School Improvement Plan 22

Causes Identified
Based from the gathered data, Talakag National High School
identified two (2) Priority Improvement Areas: 1. Attendance of School-
Aged Children and Drop-Out Rate. Financial problem, child labor, and
distance from home to school are some of the reasons why students are
not coming to school and/or dropping from school. To address the said
concern, the school will adopt the Right Age Right Grade Program and
STAY-LEARN Program (Support, Track, Assess, Yield Learner) to lessen the
number of children with limited access to basic education and dropping
out from the school, respectively.
Analysis of Previous Intervention
In the previous years, the school implemented the Tambag Alang
Molambo sa Bag-ong Gugma sa Edukasyon (TAMBaGE) this program aims
to provide SHS students an overcoming mechanism who are currently
struggling on psychological, social, financial, and most especially on
academic to address students’ drop out. It also entails the use of the
different counselling techniques and procedures to provide necessary help
for emotional and psychological difficulties, make sound and appropriate
decisions, and enhance technical skills and talents that can improve and
motivate the overall welfare as a student and as a member of the
community. Though the aim of the said project does not fully parallelize to

School Improvement Plan 23

its actual implementation and/or services rendered it is believed that
through this project the number of students from dropping out is lessen.
Aside from TAMBaGe, the school also implemented the Ad-HOPE (Adopt a
learner, Holistic Development, Opportunity for all, Personalized Learning,
Empowerment and Encouragement) which is patterned from Republic Act
No. 11510 or also known as the Alternative Learning System (ALS) Act of
2020. During the implementation of the ALS program, numerous school-
aged children were given opportunity to finished basic education. In
conclusion, TAMBaGe and Ad-HOPE Programs minimize the problem on
drop-outs and number of children not going to school.

2.3 Schools’ Performance on Quality

2.3.1 Reading level results

Figure 11
Based on the reading
Phil-IRI's Comparative data on Reading assessment results
Levels
School Year 2023-2025 across School Years
300 268 2023–2024 to 2025–
259
250 216 2026, the level of
209
200 179 182 190
144 152 164138 143 reading competencies
150 130 123
129
87 85
109
90 101 113 89
111
93 79
100
52 57 69 71 74 69 72 of learners in Grades 7
43 43 47 41
50
0 0 0 0 0 0 0 0 0 to 10 shows notable
0
Frustration Instructional Independent
shifts across
Grade Level Grade 7 Grade 8 Grade 9 Grade 10
frustration,
instructional, and independent levels. Overall, there is a general increase
in the number of learners at the frustration level, particularly evident in
Grades 7, 8, and 10 during SY 2025–2026, indicating persistent challenges
in reading proficiency as grade level increases. Conversely, learners at the
instructional level demonstrate fluctuating trends, with Grade 10 showing
a substantial rise in SY 2025–2026, suggesting that targeted reading
interventions may be helping move learners toward functional reading
ability. The independent reading level consistently declines across most

School Improvement Plan 24

grade levels over time, especially in Grades 8, 9, and 10, which may
indicate difficulties in sustaining higher-level reading skills as academic
demands become more complex. Grade 7 data reveal a sharp increase in
frustration-level readers alongside a decrease in independent readers,
highlighting the need for early secondary reading support. Similarly,
Grades 8 and 9 exhibit a shift from independent to instructional and
frustration levels, suggesting a gradual regression in reading mastery. In
Grade 10, while instructional-level readers significantly increased, the
drop in independent readers suggests that many learners have not yet
achieved autonomous reading proficiency. Overall, the data indicate that
although some learners progress to the instructional level, fewer sustain
independent reading competence, underscoring the need for sustained,
grade-level appropriate reading interventions across all secondary levels.

2.3.2 High and Low Performing Groups

Figure 12

School Improvement Plan 25

 Phil-IRI's High and Low Performing The reading assessment results
Phil-IRI's
GradeHigh and
Level in Low Performing
English
Grade
School Level
Year in Filipino
2024-2025 indicate that learners who are
School Year 2024-2025
406
400404373372 classified at the independent level,
400 367
338311 259
300 311
Number of Learners

300 164 182 252 particularly in Grades 9 and 10

200
Number of Learners

143
8769 85 8974111
100
200 175
47 41
0 0 0 0 119 127
151 during SY
0
72 n 93 8068 l82 91 110 Figure 13
100 t s nt
en der ti o
on
a
de
l m 0 ea0 0 0 tra cti n
0 nro e Phil-IRI's High and Low
-R us tru ep
E on Fr ns nd

TOTAL
N I I 600 Performing Grade Level
493
500 464 in Filipino
EN-
Series1 NonGRADE
- Frustra-
7 Instruc-8 Inde-
GRADE 422
ROL- Readers
GRADE 9 GRADE
tion
10
tional pendent 400
314
SY 2023-2024
MENT
300 248
245
GRADE 7 GRADE 8 GRADE 9 GRADE 10 Figure 14 223
200 152 137
130
129
105
100 72 708696
0000
0
. .. ... ... ..
l ..
oSeries1 e. GRADE ra 7 uct GRADE e.8
r - R t e p
En GRADE n us st
r d
No 9 Fr
GRADE 10
In In
2023–2024, may be considered the high-performing group, while those

consistently at the frustration level in Grades 7 and 8 during SY 2025–2026

represent the low-performing group. The decreasing number of independent

readers and the increasing frustration-level learners suggest that reading

proficiency gaps widen as learners progress through secondary grades. Internal

factors affecting low performance include limited vocabulary development, weak

reading comprehension strategies, and low reading motivation or confidence.

Moreover, inadequate foundational literacy skills from elementary grades may

affect learners’ ability to handle more complex texts in Junior High School.

External factors include

Phil-IRI's High and Low Performing Grade Level in Eng-
1800 lish 1693
limited access to 1600 SY 2023-2024
1400
Number of Learners

reading materials at 1200

1000 883
home, insufficient time 800
600 422 464 493 452
for reading 400 314 268
190 216 209 185
200 90 123 138 101
043 052 043 0 47 0
interventions during 0
GRADE 7 GRADE 8 GRADE 9 GRADE 10 Total

school hours, and the Enrolment Non -Readers Frustration Instructional Independent

School Improvement Plan 26

increasing difficulty of content-area texts in subjects like Araling Panlipunan,

Science, and English. On the other hand, high-performing learners benefit from

strong foundational literacy, consistent practice, and supportive classroom

teaching strategies. The observed increase in instructional-level readers,

particularly in Grade 10, may be attributed to school-based reading programs,

teacher-led remediation, and structured interventions conducted in Learning

Action Cells (SLACs) and INSETs. Overall, the results highlight the need for

sustained,

context-specific reading interventions in

Figure 15
schools and reinforcement of reading

support at home to ensure learners can progress from frustration to independent

reading proficiency.

2.3.3 Causes and evaluation of previous reading programs

Based on the data showing learners’ reading levels (Frustration,

Instructional, Independent) from 2023 to 2026, there are some clear insights

about past programs like BRAINS, DEAR, and BUKMathIX under the SDO-

Bukidnon initiatives.

First, the number of learners in the Frustration level increases noticeably from

2023 to 2026 across all grades, especially in Grades 7 and 8. This suggests that

despite the interventions, some learners are still struggling with basic reading

skills. It could mean that the current programs may not be effectively reaching or

supporting these students who need the most help.

On the other hand, learners in the Instructional level fluctuate but don’t show a

consistent improvement, indicating that while some students move up to this

level, many do not sustain progress or advance further. The Independent level

also shows mixed results—some grades like Grade 7 have a decline after 2023-

School Improvement Plan 27

2024, which might imply that learners are not confidently reaching full reading

independence.

Factors that might affect these results include the quality and consistency

of program implementation, availability of resources such as books and trained

teachers, and the socio-economic conditions of the learners. For example, in

many local schools, large class sizes and lack of reading materials can limit how

much attention teachers can give to struggling readers.

Also, learner motivation and parental support play a big role. Programs like DEAR

(Drop Everything and Read) require a culture of reading at home and school,

which might be difficult in some communities due to lack of time or awareness.

Finally, the adaptation of these programs to local languages and contexts is

important because learners often perform better when reading materials are in

their mother tongue.

In summary, while programs like BRAINS and DEAR have likely helped some

learners, the rising frustration level and unstable instructional and independent

levels indicate room for improvement. Strengthening teacher training, providing

more reading resources, involving families, and tailoring programs to local needs

could help improve reading outcomes in the future.

2.3.4 Risk if not addressed

If the performance issues shown in the data are not addressed, learners

who remain at the Frustration level will continue to struggle and fall further

behind their classmates, making it increasingly difficult for them to improve their

reading skills. This can lead to a widening gap in academic achievement within

the same grade, affecting not only reading but other subjects as well, since

reading is fundamental to all learning. When students cannot read

independently, their motivation and interest in school often decrease, which may

result in higher dropout rates and limit their future opportunities for education

School Improvement Plan 28

and employment. Additionally, poor literacy skills can affect their ability to

participate meaningfully in society and limit their potential to contribute to

community development. Ignoring these issues also means that valuable

resources invested in educational programs may go to waste if they do not reach

or support struggling learners effectively. Therefore, it is crucial to address these

reading challenges early to ensure that all learners have the chance to succeed

academically and contribute positively to society.

National Achievement Test Performance

Figure 16 The National Achievement Test

(NAT) results for Grade 10
learners of Talakag National
High School reveal generally
low mastery across all learning
areas, as reflected by the
Mean Percentage Scores
(MPS). Among the subjects,
Araling Panlipunan obtained
the highest MPS in Problem
Solving (44.96), followed by
Filipino with 43.11, indicating relatively better performance in these areas.
However, both subjects still fall below the expected mastery level, particularly in
Information Literacy and Critical Thinking, where scores range from 39.85 to
34.30.
In English, learners achieved an MPS of 42.37 in Problem Solving, but
performance declined in Information Literacy (34.37) and Critical Thinking
(33.48), suggesting challenges in comprehension and higher-order thinking skills.

School Improvement Plan 29

The weakest performance was observed in Mathematics and Science, where MPS
scores across all skill areas remained below 30, reflecting serious gaps in
numeracy, analytical reasoning, and scientific understanding.
Overall, the Grade 10 NAT results show an average MPS of 37.17 in
Problem Solving, 34.70 in Information Literacy, and 32.93 in Critical Thinking,
indicating that learners have not yet attained the desired level of proficiency.
These findings emphasize the need for strengthened instructional strategies,
targeted remediation, and focused literacy and numeracy interventions to
improve academic performance across all subjects. The National Achievement
Test (NAT) results of Talakag National High School in Bukidnon, Region X,
with 392 examinees, show an overall Mean Percentage Score (MPS) of
40.62, indicating that learners are performing below the desired mastery
level across most learning areas.
Among the subjects, Philosophy recorded the highest MPS at 54.17,
suggesting relatively better learner understanding of concepts and
reasoning skills in this area. Social Science also showed a fair level of
performance with an MPS of 45.38, followed by Wika at Komunikasyon
(42.82) and Humanities (41.00), which reflect developing but still
insufficient mastery.
Performance in Media and Information Literacy (40.57) and
Language and Communication (37.11) indicates challenges in
comprehension, information processing, and communication skills.
Science posted an MPS of 35.63, pointing to difficulties in scientific
concepts and analytical thinking. The lowest performance was recorded in
Mathematics with an MPS of 31.78, highlighting significant gaps in
numeracy, problem-solving, and logical reasoning skills.
Overall, the results show uneven performance across subject areas,
with strengths in Philosophy and Social Science, but notable weaknesses
in Mathematics and Science. These findings
Figure 17
emphasize the need for targeted interventions,
strengthened instructional strategies, and focused remediation programs
to improve learner achievement across all subjects.

School Improvement Plan 30

 Performance Summary (MPS) for GRADE 10
School Year 2022-2023
50 43.11 42.37 43.11 44.96 39.85 42.37
40 34.3 34.37 33.48 37.17 34.7
25.78 28.37 26.3 29.63 28.52 27.48
30
20
10
0
Information Literacy

Information Literacy

Information Literacy

Information Literacy

Information Literacy

Information Literacy
Problem Solving

Problem Solving

Problem Solving

Problem Solving

Problem Solving

Problem Solving
Critical Thinking

Critical Thinking

Critical Thinking

Critical Thinking

Critical Thinking
Fil- Fil- Fil- Aral- Aral- Aral- Math Math Math Sci- Sci- Sci- Eng- Eng- Eng- Over Over
ipino ipino ipino ing ing ing emat- emat- emat- ence ence ence lish lish lish all all
Pan- Pan- Pan- ics ics ics
lipuna lipuna lipuna
n n n

The group/grade level shows strongest performance in Araling Panlipunan and

Filipino, particularly in Problem Solving and Critical Thinking. English also shows
moderate strengths, mainly in Problem Solving. On the other hand, Mathematics
and Science are the weakest areas, with all skills falling below 30–30s MPS,
indicating a need for targeted interventions, especially in critical thinking and
problem solving. The overall MPS across all subjects and skills ranges from 32.93
to 37.17, reflecting average to low mastery.

Figure 18

Performance Summary (MPS) for GRADE 12 S

chool Year 2023-2024
54.17
55
45.38
45 41 42.82
40.57
35.63 37.11
35 31.78

25

15

5
Science Philosophy Language & Media & In- Mathemat- Humanities Wika at Social Sci-
Communica- formation ics Komu- ence
tion Literacy nikasyon

Series1 35.63 54.17 37.11 40.57 31.78 41 42.82 45.38

School Improvement Plan 31

Based on the Mean Percentage Score (MPS) results, the group/grade level
shows varied performance across learning areas. The highest
performance was recorded in Philosophy with an MPS of 54.17, followed
by Social Science at 45.38, indicating relatively stronger mastery in these
subjects. Average performance was observed in Wika at Komunikasyon
(42.82), Humanities (41.00), and Media and Information Literacy (40.57).
On the other hand, low performance was evident in Mathematics (31.78),
Science (35.63), and Language and Communication (37.11), with
Mathematics registering the lowest MPS. Overall, the group/grade level
obtained an MPS of 40.62, which reflects an average level of mastery but
highlights the need for targeted academic interventions, particularly in
Mathematics, Science, and Language-related subjects.

2.4 School Concerns on Equity and Inclusion

2.4.1 Disadvantaged Learners Identified

The graph 19 illustrates

Figure the
composition of the class, showing
that there are 6 learners in the non-
graded category and 5 learners in
the Graded category, for a total of
11 students.
Non-graded Learners: 6 students
(Focusing on functional life skills
and Individualized Education Plan (IEP) goals).

School Improvement Plan 32

Graded Learners: 5 students (Following a modified K-12 curriculum with
numerical assessments with Individualized Transition Program (ITP).

Figure 20
The graph illustrates the intersectionality of
gender and disability within the
SNED Transition class of 11
students. By breaking down the
data this way, we can see
exactly how the classroom is
structured for specialized
instruction.
Primary Demographic: Autism is
the most prevalent condition in
the class (4 learners), with a higher concentration of males (3) than
females (1). This is statistically common and suggests a need for strong
sensory-friendly routines.
Gender Balance: The class is nearly split, with 6 females and 5 males.
Interestingly, several categories—Down Syndrome, Cerebral Palsy, and
Learning Disability—are exclusively represented by female learners in this
specific group.

Figure 21
The
data presents a clear and
alarming progression of early
marriage and pregnancy
cases from Grade 7
through Grade 12. What
begins as a dormant issue
in the lower grades
evolves into a significant trend
in Junior High, before
culminating in a drastic surge of early marriages in Grade 12.. High school
learners who experience teenage pregnancy and early traditional

School Improvement Plan 33

marriage face multiple, interconnected challenges that hinder their access
to basic education: School Dropout and Irregular Attendance Pregnant
learners and those who enter early marriage often stop attending school
due to childcare responsibilities, household duties, or pressure from family
and community. Frequent absences eventually lead to disengagement
and dropout.
High school learners who experience teenage pregnancy and early
traditional marriage face multiple, interconnected challenges that hinder
their access to basic education: School Dropout and Irregular Attendance
Pregnant learners and those who enter early marriage often stop
attending school due to childcare responsibilities, household duties, or
pressure from family and community. Frequent absences eventually lead
to disengagement and dropout. Health-Related Difficulties Pregnancy-
related health issues such as fatigue, morning sickness, medical
appointments, and post-delivery recovery affect concentration,
attendance, and academic performance. Economic Constraints Many
teenage parents or married learners are forced to work to support their
child or family. Limited financial resources make it difficult to afford school
supplies, transportation, uniforms, or daily allowance. Stigma,
Discrimination, and Emotional Stress Pregnant learners and young
spouses often experience judgment, teasing, or discrimination from peers
and sometimes even school personnel. This leads to low self-esteem,
anxiety, and loss of motivation to continue [Link] of Family and
Community Support
In communities where early marriage is a cultural practice, education—
especially for girls—may be given less priority. Families may discourage
returning to school, believing domestic roles should come first.
Limited Access to Flexible Learning Options Some schools lack alternative
delivery modes (ADM), flexible schedules, or re-entry programs that would
allow pregnant learners, young mothers, or married students to continue
their education. Childcare Responsibilities Teenage parents often have no
access to childcare services, making it difficult to attend classes, complete
assignments, or participate in school [Link] Awareness and

School Improvement Plan 34

Implementation Gaps Although re-entry and inclusive education policies
exist, lack of awareness, inconsistent implementation, or fear of judgment
prevents learners from availing these [Link], teenage
pregnancy and early traditional marriage create social, economic, health,
and cultural barriers that significantly limit learners’ access to and
participation in basic education, increasing the risk of long-term
educational disadvantage.

2.4.2 Barriers to Education

In a transition class for students with special needs, moving toward

a job or living on their own is hard because of different barriers. For the
ten (10) students who stay in their own classroom all day, the biggest
problem is being isolated and not getting enough practice talking or
working with other people, which they will need for future jobs. The six (6)
students who focus only on life skills might feel bored if their work is too
easy or repetitive, while the four (4) students following school subjects
feel the pressure of hard work without much help from friends in regular
classes. At the same time, the one (1) student who joins regular classes
might feel overwhelmed because the lessons move too fast and the
hallways are too loud or crowded. All eleven students face the "cliff
effect," which is the scary feeling of losing all school help once they
graduate, along with physical challenges for those with Autism or Cerebral
Palsy. Overall, these students struggle because schools often care more
about test scores than teaching the specific, simple life skills each person
needs to be a successful adult.

2.4.3 Evaluation of previous inclusion programs

In the past, a big mistake was thinking that teaching reading should
stop after primary school, but for many students with special needs,
learning to read is a lifelong journey. Many programs focused only on
sounding out letters, which meant students could say the words but did

School Improvement Plan 35

not understand what they meant or how to use them in real life. This
made students lose interest because the lessons didn't help them with
their daily goals. Today, tools like audiobooks, computer voices, and
artificial intelligence (AI) are great because they help students understand
difficult topics even if they struggle to read the words. However, we must
be careful not to rely on technology too much; if students only use
gadgets, they might never learn how to read important things on their
own, like safety signs or food labels. To truly succeed, students need a
balance of helpful technology and the basic reading skills required to live
independently.

2.4.4 Risk if not addressed

If we do not help these students with their struggles now, they could
lose the important skills they have already worked hard to learn, which
makes them depend on others for everything. This failure often leads to a
lot of frustration, causing students to act out or give up completely
because they feel like they aren't smart enough, making it very hard for
them to keep a job or handle stress later in life. Most importantly, ignoring
these issues creates a major safety risk; if students do not learn to read
basic signs like "Danger" or "Exit," they may never be safe enough to stay
home alone or go to a store by themselves. Fixing these learning
problems today is the only way to prevent sadness and make sure every
student has a safe, happy, and independent life after they finish school.
If we do not raise awareness among our students about the
challenges and risks they may face during their teenage years, they are
more likely to encounter problems such as early pregnancy. At this stage
of life, adolescents are naturally curious and eager to explore, which can
sometimes lead them to make risky decisions. Additionally, exposure to
social media and online content can influence their behaviors and
perceptions, increasing the likelihood of engaging in unsafe practices. It is
therefore crucial to provide them with proper guidance, education, and life

School Improvement Plan 36

skills to help them make informed decisions and navigate adolescence
safely.

2.5 School Concerns on Resilience and Well-Being

The Learners' Resiliency and Well-Being pillar emphasizes a holistic,

rights-based approach to education that empowers students to become
both self-reliant and socially conscious. By integrating the Department of
Education’s Rights-Based Education (RBE) framework, schools shift from
being mere providers of instruction to becoming protectors of child rights,
ensuring that students possess the life skills necessary to advocate for
their own well-being. This foundation suggests that academic excellence
cannot be separated from emotional and psychological health; rather, a
high-quality education serves as the catalyst for personal flourishing and
societal contribution. Ultimately, when duty-bearers honor these
educational rights, they foster a culture of lifelong learning and creativity,
preparing resilient individuals who are capable of navigating and
transforming an increasingly complex world.

2.5.1 Nutritional status analyzed

The provided data offers a comprehensive look at the nutritional

status of 2,375 students across Grades 7 through 12. The most significant
finding is that while a clear majority of the student population (72.04%)
maintains a Normal weight, the school faces a substantial challenge with
under-nutrition. Approximately 20.04% of the total population is classified
as either Wasted or Severely Wasted, which is a significantly higher
percentage than those categorized as Overweight or Obese (6.74%). This
suggests that the primary health concern for this student body is
insufficient weight relative to height rather than excessive weight gain.

Figure 22

School Improvement Plan 37

 A closer look at the grade levels reveals striking disparities in
nutritional health. Grade 7 and Grade 10 are the most vulnerable groups,
exhibiting alarming "Wasted" rates of 40.2% and 39.22%, respectively. In
contrast, Grade 8 appears to be the most nutritionally stable, with 87.36%
of students falling within the normal range. These fluctuations across
grade levels suggest that nutritional status may be influenced by external
factors such as developmental growth spurts, changes in academic stress
levels, or shifts in school-based dietary options at different stages of the
curriculum.
Gender-based trends are also evident in the data. Male students are more
likely to be underweight, with 20.92% classified as Wasted compared to
16.01% of females. On the other end of the spectrum, female students
show a slightly higher tendency toward being overweight or obese.
Interestingly, as students’ progress to Grade 12, the trend of under-
nutrition begins to shift toward over-nutrition; this grade level recorded
the highest combined Overweight and Obese rate at 14.77%, indicating
that lifestyle or dietary habits may change significantly as students reach
the end of their secondary education.
Overall, the data highlights a "dual burden" of malnutrition that requires
targeted interventions. While the high percentage of "Normal" students in
Grade 8 and Grade 11 is encouraging, the high wasting rates in Grades 7
and 10 suggest a need for immediate nutritional support and feeding
programs. Simultaneously, the rise in weight in Grade 12 indicates that
health education should also focus on preventing obesity as students
transition out of high school. With a high assessment coverage of 98.82%,
these findings provide a reliable foundation for school health policies and
wellness initiatives.
The vaccination data for Grade 7 students at Talakag National High School
indicates a moderate turnout, with
a total of 257 out of 376 enrollees
receiving their Measles Rubella
Figure 23
(MR) and Tetanus Diphtheria (TD)
vaccines. This results in an overall

School Improvement Plan 38

vaccination coverage of 68%, which reflects a solid foundation but falls
short of the typical 95% threshold required for herd immunity. A gender-
based breakdown shows that females had a higher participation rate with
144 students vaccinated, compared to 113 males.
While more than half of the student body is protected, the remaining 32%
(119 students) who are unvaccinated suggest a need for further health
interventions or community awareness programs to ensure the school
population is fully safeguarded against these preventable diseases.

2.5.3 Bullying / child protection status

Figure 24
Bullying is a reality, whether in school
or online, that can affect a child in
different ways; but it is also a reality
that we parents, teachers, child
protection advocates, and the
community can alter if we remain
committed and active in promoting and
protecting children’s rights.
The data regarding bullying cases between the 2023 and 2026 school
years indicates a significant and concerning upward trend. In the 2023-
2024 school year, the prevalence of bullying was remarkably low at just
0.14%. however, by the following year (2024-2025), this figure jumped to
0.98%, representing a sevenfold increase in reported incidents. This sharp
rise suggests either a genuine increase in aggressive behavior among
students or, more optimistically, a significant improvement in the school’s
reporting systems and student willingness to come forward.
As of the 2025-2026 school year, the rate has continued to climb to 1.2%.
While this percentage may still seem small in isolation, the cumulative
growth from the baseline of 0.14% represents a 757% increase over just
two years. The inclusion of online bullying in these figures is likely a
primary driver of this growth. Unlike traditional face-to-face bullying,

School Improvement Plan 39

online bullying (or cyberbullying) allows for 24/7 harassment that extends
beyond school hours, often making it more pervasive and harder for
traditional school disciplinary measures to contain.
This trend necessitates a shift in school policy from reactive measures to
proactive prevention. The data suggests that the transition into the 2024-
2025 period was a "tipping point," possibly coinciding with increased
digital access or changes in social dynamics post-pandemic. Because the
rate has now exceeded the 1% threshold, the school may need to
implement more robust digital citizenship programs and mental health
support systems to address the root causes of this rising aggression and
ensure student safety both on and off-campus.
Talakag National High School is dedicated to fostering a safe, inclusive,
and rights-based learning environment through the strict implementation
of DepEd Order No. 40, which mandates a zero-tolerance policy toward all
forms of violence and the establishment of a Child Protection Committee.
To support this mission, the school utilizes proactive initiatives like the
“Bully No More” program to build awareness and empower student
leaders, alongside the “MAKABASE” program, which engages parent
volunteers to significantly reduce physical bullying incidents. By
reinforcing a localized Code of Conduct for both personnel and learners
and continuously refining guidelines on Child Rights Education, the school
ensures a protective atmosphere where students of all backgrounds can
thrive socially and reach their full academic potential.

2.5.4 School hazards & safety risks

The current state of the school facilities presents a multifaceted

landscape of institutional hazards that directly compromise the safety and
well-being of the 2,273 students and faculty. The most prominent hazard
is structural instability resulting from earthquake damage. With 15
classrooms deemed non-functional—specifically the total collapse of the
Grade 12 wing—the physical site poses a "High-Risk" threat. Areas
designated as non-functional, if not strictly cordoned off, serve as

School Improvement Plan 40

attractive nuisances or "death traps" where secondary debris falls or
further seismic activity could lead to catastrophic injury. The reliance on
makeshift classrooms for Grade 9 further exacerbates this, as these
temporary structures often lack the fire-rated materials, proper
ventilation, and electrical safety standards of permanent buildings,
making them vulnerable to extreme weather and fire hazards.

Figure 24
The operational hazards
created by the double-shifting
schedule have introduced
significant "External Security
Risks." By forcing the school
day to begin at 6:30 AM and
end at 5:40 PM, a large portion
of the student population is
subjected to low-visibility
transit. Students traveling in the pre-dawn darkness or during twilight are
at a higher risk for road traffic accidents and targeted criminal activities.
The school's formal request for Barangay Tanod supervision from the San
Isidro LGU is a direct admission that the current schedule has pushed the
school's "Safety Perimeter" beyond its internal capacity, necessitating
external law enforcement to mitigate risks of harassment, theft, or
violence during these vulnerable transition hours.
Finally, the biological and psychological hazards stemming from
overcrowding cannot be overlooked. Even with shifting classes, the high
density of students sharing a limited number of functional rooms leads to
poor indoor air quality and the rapid spread of communicable diseases.
Furthermore, the condensed instructional time and the high-pressure
environment of a "shifting" campus create a chronic stress environment.
When students and teachers are forced to operate in damaged or
makeshift surroundings under a rushed schedule, situational awareness
decreases, which statistically increases the likelihood of accidental slips,
trips, and falls. In summary, the school is currently operating in a state of

School Improvement Plan 41

diminished resilience, where the combination of compromised
infrastructure and an overextended schedule has created a high-risk
environment that requires immediate intervention to prevent a safety
incident.

2.5.6 Functional Segregated Gender Toilets

Figure 25
The school’s sanitation
infrastructure currently
maintains a total of 59
functional, gender-
segregated toilets, which
mathematically aligns with
the Department of
Education’s recommended
ratios for the 2,273 enrolled
students. With an
approximate ratio of 1:38 for both male and female students, the facility
appears sufficient on paper; however, a granular analysis reveals
significant localized shortages. Specifically, Grade 9 students are
underserved with only seven total units compared to the twelve units
available to Grade 7, creating a high-density bottleneck that leads to
overcrowding and extended wait times. This disparity is further
complicated by the earthquake damage in the Grade 11 and 12 wings; if
the toilets in these areas are located within or near non-functional
buildings, students may be forced to choose between using compromised
facilities or traveling long distances to other grade blocks, which increases
foot traffic in already congested corridors.
The implementation of shifting classes introduces a critical operational
hazard regarding hygiene and facility maintenance. With only a 30-minute
transition period between the Junior High School dismissal at 12:00 PM
and the Senior High School arrival at 12:30 PM, there is insufficient time
for a comprehensive disinfection of the 59 toilets. This rapid turnover

School Improvement Plan 42

increases the risk of "facility fatigue" and the spread of communicable
diseases, as the plumbing is subjected to near-constant use for over 11
hours a day. To mitigate these risks, the school prioritize equitable facility
distribution and establish a rigorous mid-day sanitation protocol to ensure
the health and dignity of students in both shifts.

2.5.7 Mental & psychosocial state discussed

To address the current school situation, the School Health and

Nutrition (SHN) program implements a multi-faceted strategy focused on
the holistic well-being of learners and staff. Through diligent monitoring by
District and Division Health Units, the school provides essential services
including immunizations, school meals, and the "Kalusugan Pang-Isipan
Wag Kaligtaan" program. Key interventions include updating health
profiles, sustaining partnerships with Rural Health Units for deworming
and nutrition, and integrating Comprehensive Sexuality Education (CSE)
into the curriculum. Furthermore, the school enhances its infrastructure
with gender-neutral comfort rooms and Teen Hubs, while promoting
health literacy regarding HIV/AIDS prevention and hygiene through the
WASH in Schools (WinS) initiative.
To specifically support mental and psychosocial health, the school
prioritizes teacher capacity-building through seminars and LAC sessions
led by registered guidance counselors. These efforts are complemented
by monthly spiritual development activities designed to provide students
with a supportive outlet for their "silent battles" and depression. Beyond
clinical support, the school leverages sports and physical education—
including basketball, arnis, and table tennis—to develop socio-emotional
resilience and physical fitness. By institutionalizing sports clubs,
intramurals, and monthly wellness programs for personnel, the school
fosters a comprehensive environment that balances academic learning
with the physical and emotional endurance necessary for student success.

2.5.8 Peace & order concerns

School Improvement Plan 43

 The school excels in safeguarding learners' rights by deeply
embedding the Department of Education’s core values—Maka-
Diyos, Makatao, Makakalikasan, and Makabansa—into every facet of the
educational experience. By integrating values education across all
academic subjects, the institution fosters a culture of mutual respect
where students are consistently reminded of their rights and their
responsibility to honor those of others. This commitment to a safe and
nurturing environment is further strengthened by the active involvement
of the School Parents-Teachers Association (SPTA). Through their
initiative, the school coordinates closely with the Barangay Tanods of San
Isidro to monitor and maintain peace and order, specifically during high-
traffic hours when students arrive in the morning and depart for home.

To sustain these efforts, the school implements strategic

interventions focused on capacity building and instructional excellence.
This includes conducting specialized training for teachers to develop
Lesson Exemplars that highlight the integration of Child Rights Education
(CRE) and Rights-Based Education (RBE). Under the mentorship of Master
Teachers and the guidance of the School Head, educators are empowered
to utilize localized learning resources that reflect the school's unique
community context. Furthermore, by extending these capacity-building
programs to parents and local focal persons, the school ensures a holistic,
community-wide commitment to child protection, bridging the gap
between classroom instruction and the physical safety of students within
the surrounding neighborhood.

Table 3: PHYSICAL FITNESS AND SCHOOL SPORTS STATUS

Category / School District

Sport Name Division Meet Results
Weight Class Intramural Meet

School Improvement Plan 44

 Secondary Gefes, Wren Standard: SilverRapid:
Chess Gold Gold
Girls Annika SilverBlitz: 7th Place
Apawan,
Pencak Secondary Sine (Regu):
Marcus Iñigo Gold Gold
Silat Boys GoldSparring: Gold
B.

Pencak Secondary Estorgio, Sine (Tunggal):

Gold Gold
Silat Boys Jaspher N. SilverSparring: Gold
Pencak Secondary Estrada, Ian Sine (Regu):
Gold Gold
Silat Boys James U. GoldSparring: Silver
Pencak Secondary Ucat, Charles Sine (Regu):
Gold Gold
Silat Boys Hanz GoldSparring: Gold
Cailing,
Pencak Secondary Sine (Regu):
Jesseca Cris B. Gold Gold
Silat Girls GoldSparring: Gold

Pencak Secondary Lubosta, Sine (Regu):

Gold Gold
Silat Girls Yrian Rain GoldSparring: Silver
Awayan,
Boys - 42kg
Wushu Nahum Gold Gold Gold
(Group B)
Jasser D.
Boys - 52kg Nacalaban,
Wushu Gold Gold Gold
(Group A) Justine
Ramonal,
Girls - 42kg
Wushu Glaiza Gold Gold Gold
(Group B)
Yvonne R.
Girls - 45kg Villanueva,
Wushu Gold Gold Gold
(Group B) Gracela A.
Baclayo, Khyte
Girls - 48kg
Wushu Denice C. Gold Gold Gold
(Group A)

Girls - 52kg Jamero,

Wushu Gold Gold Gold
(Group A) Marriane G.

The school’s athletic program is currently defined by an overwhelming

dominance in martial arts, establishing the institution as a definitive
powerhouse in combat sports. The Wushu team serves as the standout
example of this success, achieving a flawless record where every single
entrant—across all weight classes and genders—swept Gold medals from
the School Intramurals all the way to the Division Meet. This high standard
is mirrored by the Pencak Silat team, which demonstrated exceptional
versatility; athletes like Apawan, Ucat, and Cailing secured double Gold

School Improvement Plan 45

victories in both Artistic (Sine) and Sparring events. The data indicates
that the school's conditioning and technical training for contact sports are
significantly superior to their peers, resulting in a nearly 100% conversion
rate of District champions into Division champions.
However, the Division Meet results highlight specific competitive
thresholds that reveal the few areas remaining for growth. While the
Chess representative proved to be an elite contender with Silver finishes
in Standard and Rapid formats, the 7th place finish in Blitz suggests a
specific need for development in high-speed, pressure-play scenarios.
Similarly, the isolated Silver medals in Pencak Silat indicate that while the
athletes are elite, maintaining dominance across dual disciplines (Forms
vs. Sparring) becomes significantly harder against Division-level
opponents. Ultimately, the data validates the school’s rigorous internal
selection process; by sending only "Gold" standard athletes from the
District level, the school ensures that every representative acts as a
genuine podium threat at the Division level.

2.6 School Concerns on Governance

School Governance and Resources Analysis (Last 3 Years)

A. Human Resource Profile and Performance

• Total number of teaching and non-teaching personnel (last 3
years)

Figure 26 Talakag National

High School has
a dedicated and
capable teaching
and non-teaching
workforce, with
no shortages in

School Improvement Plan 46

personnel. Over the past three years, the school has successfully
expanded its teaching capacity: the number of teachers grew from
82 in 2023–2024 to 91 in 2024–2025, reflecting efforts to manage a
large student population of 2,267 and accommodate more classes.
For the current year, 2025–2026, the number of teachers has
stabilized at 91, indicating a steady-state workforce.
In contrast, non-teaching support has remained very limited, with
only four staff members providing administrative, clerical, and
maintenance assistance. This creates a significant personnel-to-
student disparity—roughly one non-teaching staff member for every
567 students—which places a heavy administrative burden on
teachers and explains why the school is still largely relying on
manual systems. The contrast between teaching and non-teaching
personnel highlights that workforce growth has focused primarily on
classroom instruction, while administrative and support roles have
not kept pace with the school’s operational needs.
The main challenge, therefore, is not the number of staff but the fair
and effective sharing of school governance responsibilities.
Governance-related tasks—such as documentation, monitoring,
reporting, data management, and program review—are often seen
as peripheral to professional advancement. As a result, these
responsibilities are largely handled by the School Head, while
teachers and staff focus on activities that directly affect their
instructional performance and career progression. These limits
shared accountability, even though classroom instruction remains
generally effective.
To strengthen school governance and professional practice, it is
essential to expand staff capacity in administrative and support
roles while also building teachers’ competencies beyond teaching.
Enhancing skills in the Digital Classroom Package (DCP) will allow
teachers to make full use of available technology for instruction and
learner engagement. Similarly, improving proficiency in CANVA will

School Improvement Plan 47

help teachers produce more engaging and professional learning
materials, reports, and communication outputs efficiently.
The Learning Action Cell (LAC) must also be maximized as a genuine
space for professional growth. Capacity-building activities should be
well-planned, scheduled, funded, and facilitated by competent
speakers who deliver practical, immediately applicable skills for
both classroom instruction and school governance. Systematic
training on division-level digital systems is equally important to
improve data entry, record management, storage, and retrieval,
supporting accurate reporting and evidence-based planning.
Strengthening these skills will make program implementation
reviews (PIR) more meaningful, responsive, and aligned with the
school’s goal of continuous improvement.

• Teacher-student ratio (SY 2023-2024 to SY 2025-2026)

Figure 27
The graph shows a very
positive downward trend
in the number of students
assigned to each teacher,
indicating an
improvement in the
quality of instruction and
classroom management:
1. SY 2023-2024 (1:35): Two years ago, the ratio was at its
highest among the three periods, with one teacher managing an
average of 35 students. While this is within the standard
manageable range, it represented the baseline for the school's
growth.
2. SY 2024-2025 (1:29): There was a notable improvement as
the ratio dropped to 1:29. This improvement corresponds with the
previous data showing an increase in teaching personnel from 82 to

School Improvement Plan 48

91, allowing for smaller class sizes and more focused attention on
students.
3. SY 2025-2026 (1:25): In the current year, the school has
achieved its best ratio of 1:25. With a stable teaching force of 91
personnel and a student population of 2,267, this ratio is considered
ideal for high-quality instruction, particularly in the TVL and
academic tracks where individualized monitoring is crucial.
4. Impact on Education: A lower ratio (1:25) means that teachers
can more effectively track the progress of each student, provide
timely feedback, and manage classroom discipline with less stress.
This trend demonstrates the school's commitment to prioritizing
instructional quality even as the institution faces other
infrastructure challenges.
Conclusion: The transition from 1:35 to 1:25 over three years is a
major success for the school. This 28% improvement in the ratio
suggests that the school is successfully balancing its human
resources to provide a more conducive learning environment. While
classroom space remains a challenge (1:68 ratio for rooms), having
more teachers available per student (1:25) helps mitigate some of
the difficulties caused by overcrowded physical facilities.
• Percentage of teachers with:
 Relevant specialization
 National Certificate (NC) for TVL
The graph illustrates

Figure 28 a significant gap in

the number of
teachers holding a
National Certificate
(NC) within the TVL
(Technical-
Vocational-
Livelihood) track at
both educational levels:

School Improvement Plan 49

1. Senior High School (SHS): Out of a total of 56 teachers, only 3
(5.36%) possess a National Certificate. While this is slightly higher
than the JHS count, it remains a very low figure for a department
that relies heavily on specialized technical skills.
2. Junior High School (JHS): Out of a total of 55 teachers, only 2
(3.64%) are certified. This indicates that the vast majority of
teachers at this level have yet to obtain formal certification for the
vocational skills they teach.
3. General Observation: The red bar (SHS) and blue bar (JHS)
highlight an urgent need for skills training and professional
assessment for educators. To ensure the quality of instruction in the
TVL track, it is crucial for teachers to acquire National Certificates
from TESDA that align with their respective subjects.
These findings serve as a call to action for school administration to
encourage and support teachers in pursuing National Certifications
to enhance the school's vocational programs.

 Completed CPD Units

Figure 29

The graph shows the

current status of
Continuing
Professional
Development (CPD)
compliance among
teaching personnel,
which is required by
the Professional
Regulation Commission (PRC) for license renewal.
• Senior High School (SHS): Out of 36 teachers, 16 (around
44%) have completed the required 15 CPD units. While this is less

School Improvement Plan 50

than half of the SHS faculty, it still reflects a significant portion of
teachers actively maintaining their professional credentials.
• Junior High School (JHS): Among 55 teachers, 19
(approximately 35%) have met the CPD requirement. Although more
individual teachers have completed the units compared to SHS, the
overall percentage is lower because of the larger faculty size in JHS.
• Professional Initiative and Financial Commitment: Many
teachers who have completed their CPD units did so using their own
resources to pay for seminars and training. This demonstrates a
strong commitment to professional growth and license compliance,
even in the absence of fully funded school programs.
• Overall Observation: The data highlights a clear divide
between teachers who are up to date with their CPD units and those
who are not. While the willingness of teachers to invest in their own
development is encouraging, additional school-led support or
funded training programs could help increase completion rates,
particularly for the 55–65% of faculty who still need to meet the PRC
requirement.

• IPCRF Results (3-year trend):

• Attendance and punctuality rate of personnel

Figure 30

School Improvement Plan 51

The graph presents data on teachers who encounter punctuality
challenges specifically attributed to the distance or location of their
residency:
1. Senior High School (SHS): Out of 36 teachers, only 2 (5.56%)
are identified as having punctuality issues due to their residency.
This indicates that the vast majority of the SHS staff are able to
report to work on time despite their living situations.
2. Junior High School (JHS): Out of 55 teachers, only 3 (5.45%)
face similar challenges. While the headcount is slightly higher than
in SHS, the percentage of affected staff is almost identical.
3. General Observation: The data shows a very high punctuality
rate across both departments. Only a small fraction of the total
workforce (approximately 5.5%) is hampered by residency-related
travel issues. The red bar (SHS) and blue bar (JHS) show that the
impact of residency on attendance is consistent across both levels.
4. Conclusion: Since the number of affected individuals is
minimal, the school maintains a strong overall punctuality record.
However, for the few teachers affected, residency remains a
persistent factor that might require consideration, such as flexible
scheduling or proximity-based assignments, to further optimize
attendance.

• Participation rate in INSET, LAC, and school-based trainings

The school demonstrates an exceptional commitment to
professional growth, achieving a 100% participation rate across both
departments. All 36 Senior High School (SHS) teachers and all 55
Junior High School (JHS) teachers have actively engaged in and
completed the required In-Service Training (INSET), Learning Action
Cells (LAC) sessions, and various school-based trainings. This
unanimous involvement underscores the faculty's dedication to
continuous learning and the collective effort to enhance the quality
of education provided to the students.

School Improvement Plan 52

B. School Resources and Facilities Analysis Data to Present
• Number and condition of school buildings
 % over 20 years old
 % requiring major/minor repair

Figure 31

• Classroom-student ratio

School Improvement Plan 53

 Figure 32
•
Availability of specialized facilities:
 Science laboratory (functional/non-functional)
 Library (print and digital)
 Clinic and guidance office

Figure 33

School Resources and Facilities

School Improvement Plan 54

The data on Talakag National High School’s physical facilities paints
a clear picture of both the school’s strengths and the urgent areas
for improvement.
Classroom Infrastructure
Half of the school’s 33 classrooms have been in use for 20 years or
more, indicating that much of the physical plant has reached an age
where structural integrity and modern functionality may begin to
decline. In addition, 68% of classrooms currently require either
minor or major repairs. The fact that this percentage exceeds the
number of older buildings suggests that other factors—such as
heavy daily usage, environmental exposure, and the quality of
original materials—are contributing to the wear and tear.
The most pressing issue is overcrowding. With only 33 classrooms
for 2,267 students, the student-to-classroom ratio is about 68:1—
well above the Department of Education’s ideal of 35–45 students
per room. This overcrowding impacts learning in multiple ways:
limited space for movement, increased classroom temperature,
difficulty implementing group activities, and challenges in providing
individualized instruction. Teachers face a heavier instructional
burden, which can contribute to stress and burnout, while the heavy
use of classrooms accelerates their deterioration. To reach a
manageable ratio of 1:45, the school would need approximately 50–
51 classrooms, highlighting a deficit of 17–18 rooms and
underscoring the urgent need for new construction or building
expansion projects.
Specialized Academic Facilities
Talakag NHS currently faces significant gaps in facilities that
support specialized instruction:
• Science: There is no dedicated Science Laboratory. While
equipment exists, students are limited to classroom-based
demonstrations, which restricts hands-on experimentation and
practical learning experiences essential for the modern curriculum.

School Improvement Plan 55

• Library: The physical library is non-functional as a study or
reading space, serving mainly as a repository for books that
students can borrow for use outside school. This limits opportunities
for research, independent study, and a quiet environment conducive
to learning.
• Health and Welfare: The school has one clinic and one
guidance office, providing essential health and counseling services.
However, these spaces are limited in size, constraining the level of
support that can be offered to the student body.
Overall, the school meets basic welfare needs, but the lack of
functional academic support facilities restricts students’ ability to
engage fully in high-level academic and technical learning.
Governance and Space Constraints
The physical environment also directly affects school governance
and program implementation. The campus is tightly packed, limiting
opportunities for new construction. As a result, the school focuses
primarily on rehabilitating, retrofitting, and maximizing existing
structures rather than building new facilities. Programs such as the
Science, Technology, and Engineering (STE) track face particular
challenges, requiring older buildings to be repurposed to meet
curriculum needs. This demands careful planning, compliance with
standards, and adequate funding.
Other critical facilities—including the registrar’s office, ID system
and service kiosk, library, clinic, guidance office, drainage system,
and campus security infrastructure—also need upgrading.
Improvements often focus on functionality and aesthetics rather
than major structural changes due to space and funding constraints.
Meanwhile, operations must continue to improve to meet the
growing needs of the school population.
Funding and Operational Challenges
Limited funding and delays in external support have slowed
infrastructure upgrades. The absence of fully automated systems
means many processes remain manual, affecting efficiency, speed,

School Improvement Plan 56

and accuracy of service delivery. These conditions place additional
workload on staff and create challenges for effective governance,
highlighting the close link between physical resources and
operational capacity.
Conclusion
Talakag National High School’s infrastructure shows both resilience
and strain. While essential services are maintained, overcrowding,
aging classrooms, and gaps in specialized facilities limit learning
and teaching effectiveness. Addressing these issues through
targeted rehabilitation, expansion, and functional improvements—
while considering space, funding, and program needs—is critical for
sustaining quality instruction, improving governance, and
supporting the holistic development of students.

• Utility status:
 % utilities with scheduled preventive maintenance

Figure 34

School Improvement Plan 57

Preventive Maintenance and the Case for Digitalization
Over the past three years, Talakag National High School has made
notable progress in managing its physical assets. Maintenance
coverage has steadily improved from 80% in SY 2023–2024 to 85%
in SY 2024–2025, reaching 90% in the current year, SY 2025–2026.
This consistent growth reflects the school’s commitment to
institutionalizing a culture of proactive, rather than reactive,
maintenance.
Key Observations
1. Steady Improvement: The year-on-year increase shows that
the administration is effectively addressing gaps in facility
management. A total 10% improvement over three years indicates
that maintenance schedules are becoming more comprehensive and
systematically implemented.
2. Operational Sustainability: Achieving 90% coverage brings the
school close to “total maintenance,” reducing the risk of sudden
equipment or facility failures. This is especially critical in a school
with 2,267 students and a high student-to-classroom ratio, where
disruptions can affect the learning environment and safety.
3. Efficiency and Safety: Higher preventive maintenance
coverage directly correlates with fewer major breakdowns in
utilities, electrical systems, water facilities, and other essential
infrastructure. The trend demonstrates that the school is
increasingly capable of managing daily wear and tear efficiently,
protecting both students and staff.
4. Future Outlook: Continuing this 5% annual growth trajectory
positions the school to achieve full preventive maintenance
coverage by SY 2026–2027, ensuring that no utility or facility is left
unmonitored.
Why Digitalization is Critical
While the school has achieved commendable results, monitoring
preventive maintenance manually limits both efficiency and

School Improvement Plan 58

scalability. Digitalizing this process—integrated with the Inventory
Management System (IMS)—offers several key advantages:
• Real-Time Monitoring: Digital systems allow the administration
to track the status of each asset in real time, identify upcoming
maintenance needs, and prevent overlooked tasks.
• Data-Driven Planning: Maintenance schedules, repair history,
and inventory of spare parts can be centralized, making it easier to
allocate resources, forecast costs, and prioritize urgent repairs.
• Alignment with IMS: By integrating preventive maintenance
with the school’s IMS, all physical assets—from electrical units to
furniture—are systematically monitored, and required materials or
tools for maintenance are always tracked. This reduces delays
caused by unavailable resources and ensures smoother operations.
• Accountability and Reporting: Digital logs provide transparent
records of completed and pending tasks, supporting evidence-based
planning, informed budgeting, and reporting to stakeholders.
Conclusion:
Preventive maintenance is now firmly embedded in the school’s
operational culture, but digitalization is the next logical step.
Aligning it with the Inventory Management System ensures
efficiency, accountability, and sustainability. It allows Talakag NHS
to maintain its facilities at optimal condition, extend the lifespan of
physical assets, and create a safe, reliable learning environment—
while minimizing disruptions, costs, and administrative burdens. For
these reasons, digitalized preventive maintenance remains a priority
improvement area in the School Improvement Plan.

 Frequency of service interruptions (water, electricity, internet)

School Improvement Plan 59

 Figure 35

Statement of Status: The school has made significant strides in

stabilizing its digital infrastructure. In the previous two school years
(2023-2024 and 2024-2025), the school faced a high frequency of
internet service interruptions, losing connectivity an average of
three times per week. However, for the current school year (2025-
2026), the internet connection has been highly reliable with no
significant issues reported to date.
In terms of basic utilities, the school maintains a stable
environment. Water supply has remained consistently available with
zero issues. Electricity is also stable during school operations, as
outages are exclusively experienced during weekends, ensuring that
weekday classes and administrative functions are never disrupted.
The graph illustrates the dramatic improvement in the school's
internet connectivity over a three-year period:

School Improvement Plan 60

1. Historical Instability (2023-2025): The red and blue bars for
the first two years show a consistent interruption rate of 3 times per
week. This high frequency likely hindered online research,
administrative uploads, and digital classroom activities.
2. Recent Technical Success (2025-2026): The data for the
current year shows a drop to near-zero interruptions. This
"Low/None" status indicates that the school may have upgraded its
service provider, improved its internal network hardware, or
implemented better technical maintenance.
3. Reliability of Other Utilities: While not charted, the verbal data
confirms that the school’s physical operations are well-supported.
The fact that electricity loss only occurs on weekends and water is
always available means the school can focus its budget and efforts
on maintaining the newly stabilized internet connection.
The school has successfully transitioned from a period of frequent
digital disconnection to a state of reliable internet stability.
Combined with the dependable water and electricity services, the
school’s utility infrastructure is now at its most efficient state in
three years, providing a solid foundation for the 2,267 students and
the teaching faculty to engage in 21st-century learning.
• ICT Resources
 Computer-student ratio

School Improvement Plan 61

 Figure 36

The data reflects the current state of digital resources available for
the school's 2,267 total students:
1. Junior High School (JHS): With 1,365 students and 45
functional computers, the ratio stands at 1:30. This means that for
every 30 students, only one computer is available. In a typical ICT
class, this requires students to share a single workstation in large
groups, which significantly limits hands-on practice and individual
learning time.
2. Senior High School (SHS): With 902 students, the ratio is even
wider at 1:34. Despite having a smaller population than JHS, the
number of available computers is proportionally lower
(approximately 26–27 units), resulting in 34 students sharing a
single device.

School Improvement Plan 62

3. Instructional Impact: These ratios are well above the ideal 1:1
or even a 1:10 ratio recommended for effective computer-aided
instruction. At 1:30 and 1:34, it is challenging for teachers to
conduct practical exams or provide individual technical
assessments. This gap highlights a "digital divide" within the
classroom, where students have limited access to the tools
necessary for 21st-century skill development.
4. Hardware Maintenance: While there are functional computers,
the high user-to-device ratio accelerates the wear and tear of the
hardware. This correlates with the need for the 90% scheduled
preventive maintenance previously mentioned, as these few
computers are under constant, heavy use.
Conclusion: The red bar (SHS) and blue bar (JHS) indicate a critical
shortage of ICT equipment. To improve digital literacy and ensure
that TVL and ICT students are industry-ready, the school requires a
significant increase in functional computer units to bring the ratio
down to a more manageable level (e.g., 1:10 or 1:1).
• % of classrooms with internet access
Despite the significant improvements in the school's overall internet
stability for administrative and general use, there has been a
persistent and critical gap in classroom-level infrastructure. Over
the past three consecutive academic years (2023-2024, 2024-2025,
and 2025-2026), the school has maintained a 0% rate of classroom
internet access. This means that not a single one of the 33
classrooms is currently equipped with a direct internet connection or
Wi-Fi access."
The total absence of internet connectivity within the classrooms
carries several critical implications for the school's educational
environment:
• Digital Isolation of the Classroom: While the school’s main
office may have stable internet, this connectivity does not reach the
actual learning spaces. Teachers are unable to utilize real-time

School Improvement Plan 63

online resources, educational videos, or interactive web-based tools
during their regular lessons.
• Limitation on Modern Pedagogy: A 0% access rate significantly
hinders the implementation of "Blended Learning" or "Flipped
Classroom" models. Teachers are forced to rely on pre-downloaded
or offline materials, which can quickly become outdated.
• Inequality in Resource Access: Because internet access is
restricted to specific areas (like the computer lab or administrative
offices), the 2,267 students face a bottleneck where they must
compete for limited time and space to conduct online research or
access digital portfolios.
• Infrastructure Gap: This data highlights that while the service
(ISP) has improved, the distribution (routers, cabling, and signal
boosters) is non-existent. The lack of a Local Area Network (LAN) or
Campus Wi-Fi keeps the classrooms in a traditional "offline" state
despite being in a digital age.
Conclusion: To bridge this gap, the school's next logical step in its
ICT development—following the stabilization of the main connection
—must be the installation of network extenders or a centralized Wi-
Fi system to ensure that the 0% connectivity rate is addressed.
• Status of digital systems (manual vs digitized processes)
As of the current academic year, the school continues to operate
using manual systems for its core administrative and academic
processes. While there is a high level of digital literacy among the
staff, the school has not yet transitioned to digitized processes—
such as automated enrollment systems, digital student records, or
electronic grading portals. Currently, the institution is still in the
adapting phase, where data is gathered and recorded manually on
paper or through basic standalone spreadsheets rather than through
an integrated school management database."

Data Interpretation

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The reliance on manual systems versus digitized processes
highlights several key operational realities:
• Adaptation Period: The school is currently in a transitional
state. "Still adapting manual" suggests that while the staff may use
computers (digital tools), the workflow itself is not yet automated.
For example, reports are created manually and passed physically or
via basic file sharing rather than through a centralized, automated
system.
• Operational Efficiency: Manual processes often require more
man-hours for data entry, filing, and retrieval. For a school serving
2,267 students, this creates a significant administrative workload for
the faculty and staff, potentially taking time away from instructional
focus.
• Data Security and Retrieval: Without a digitized process, the
school faces challenges in real-time data tracking. Retrieving
historical records or generating school-wide analytics requires
manual compilation, which is prone to human error and physical
wear of paper records.
• Technological Readiness: This status indicates that the school
has the human resource potential to digitize, but lacks the specific
software infrastructure or localized server systems (Digital Systems)
to automate its daily operations.
Conclusion: The school is at a crossroads where its personnel are
ready for digital tools, but the systems remain traditional. To move
from "manual" to "digitized," the school needs to invest in
integrated school management software that can centralize
enrollment, attendance, and grading, thereby reducing the
administrative burden on teachers.
C. Financial and Administrative Systems
• MOOE utilization rate (3-year average)

School Improvement Plan 65

 Figure 37
Financial Management, Digitalization,
and Resource Mobilization
The graph demonstrates a consistent and disciplined approach to
financial management at Talakag National High School over the past
three years.
Fund Utilization
For SY 2023–2024, 2024–2025, and 2025–2026, the school achieved
a 100% utilization rate of all allocated funds, including MOOE and
other subsidies. This means that every peso was fully spent on its
intended purpose, whether for instructional support, maintenance,
or school services. Such consistent performance highlights the
school administration’s efficiency in planning and executing both
the School Improvement Plan (SIP) and Annual Implementation Plan
(AIP), ensuring that no resources remain idle.
Efficiency and Accountability

School Improvement Plan 66

The school has maintained a 95% average efficiency rate in
processing procurement, liquidation, and report submissions. This
reflects the diligence of the Administrative Officers (AOs), who
ensure that all documentation complies with Commission on Audit
(COA) standards. The transition to digital transaction processing
over the past three years has further strengthened transparency,
accuracy, and compliance, allowing the school to monitor its
financial operations effectively and provide credible reports to
stakeholders.
Operational Impact
Full fund utilization directly supports key initiatives such as
maintaining a 90% preventive maintenance rate, ensuring teacher
participation in professional development programs, and procuring
science equipment and functional computers. Digital transaction
systems also allow for real-time monitoring of fund allocation,
helping the school avoid delays and maximize resources.
Need for Web-Based MOOE
To further enhance financial oversight and operational efficiency, a
web-based MOOE system is essential. Such a platform would allow
the school to monitor fund disbursement and utilization in real time,
facilitate coordination with internal and external stakeholders, and
provide a transparent view of available resources. A digital MOOE
system also opens opportunities for leveraging partners or external
stakeholders to support programs and projects that may not be fully
funded by the school’s allocated budget.
Digitalization of Program Monitoring
Alongside financial management, there is a clear need to digitalize
the monitoring and reporting of programs, projects, and activities.
Integrating this process with the Inventory Management System
(IMS) ensures that all SMEA activities, resources, and outcomes are
tracked systematically. Digital monitoring allows for:

School Improvement Plan 67

• Data-Driven Decision Making: Accurate, real-time data on
project implementation helps the school identify gaps, adjust
strategies, and make informed planning decisions.
• Enhanced Stakeholder Engagement: Partners and
stakeholders can access updates and contribute support to
programs, particularly those not funded by MOOE, increasing
resource mobilization and program impact.
• Transparency and Reporting: Digital records simplify PIR
reporting and strengthen accountability, ensuring that monitoring is
not just a compliance task but a tool for improving school
performance.
Land Titling and RPT Compliance
Despite excellent internal financial management, the school’s land
titling and Real Property Tax (RPT) compliance remain at 0%.
Outstanding unpaid taxes by the Local Government Unit (LGU)
prevent the formal transfer of the land title to the school, creating
several challenges:
• Legal Ownership Bottleneck: Without a formal title, permanent
infrastructure development is limited, restricting access to certain
national funds for new buildings.
• LGU Dependency: Resolution depends on the LGU’s capacity
and prioritization, leaving the school with limited control over legal
matters.
• Infrastructure Risk: The lack of a title poses potential risks for
land disputes, which is especially concerning given the
overcrowding (1:68 student-to-classroom ratio) and high repair
needs (68% of classrooms).
• Documentation Gap: While the school demonstrates
excellence in fund utilization and administrative efficiency, the
unresolved land titling issue highlights how external, inter-agency
dependencies can impact long-term planning.
Conclusion:

School Improvement Plan 68

 Talakag National High School demonstrates exemplary financial
discipline and operational efficiency, with fully utilized funds, timely
procurement and liquidation, and effective preventive maintenance.
Moving forward, digitalizing MOOE and integrating program
monitoring with IMS will further strengthen transparency,
accountability, and stakeholder engagement. These steps will
ensure that the school can optimize both internal resources and
external support, allowing programs to thrive even when MOOE
funding is limited. At the same time, addressing the unresolved land
titling issue remains critical to secure the school’s long-term
infrastructure and operational stability.

2.7 Unique Concerns

Talakag National High School is currently facing a unique and

pressing operational concern due to the persistent lack of adequate
classroom facilities, which has necessitated the implementation of a
shifting class schedule. To accommodate the entire student population
within the limited number of available learning spaces, the school has
adopted a two-shift system wherein Junior High School (JHS) classes are
held from 6:30 a.m. to 12:00 noon, followed by Senior High School (SHS)
classes from 12:30 p.m. to 5:30 p.m. While this arrangement maximizes
the use of existing facilities, it also presents challenges related to learner
readiness, classroom turnover time, and efficient delivery of the
curriculum, particularly for early-morning and late-afternoon sessions.
The shifting schedule has significant implications for teaching and
learning, as students and teachers must adjust to compressed
instructional time and varying levels of physical and mental fatigue. JHS
learners attending early classes may struggle with alertness, while SHS
learners in the afternoon shift may experience reduced concentration due
to heat and longer school days. Additionally, co-curricular activities,
remediation programs, and teacher collaboration time are constrained by
the staggered schedule. Despite these challenges, Talakag National High

School Improvement Plan 69

School continues to implement adaptive strategies to ensure continuity of
learning while advocating for the provision of additional classrooms and
facilities. Addressing this concern remains a priority in the School
Improvement Plan to support a more conducive, equitable, and
sustainable learning environment for all learners.

PRIORITY IMPROVEMENT AREAS (PIA)

The school identified priority improvement areas that require

immediate and strategic intervention. These PIAs were determined using
the Identifying Priority Improvement Areas Matrix (Annex 4), considering
their level of urgency, impact on learners’ outcomes, and alignment with
DepEd’s learning stages and intermediate outcomes.

TABLE 5: ACCESS TO EDUCATION

Priority
Improvement Area Exact IO Alignment Justification
(PIA)

Attendance of IO1 – Learners are Attendance directly measures

School-Aged in school and learner presence and
Children learning participation.

IO1 – Learners are

Reducing early leaving ensures
School Leaver Rate in school and
continuous schooling.
learning

IO1 – Learners are

Drop-out reduction is central to
Drop-Out Rate in school and
sustained access to education.
learning

IO1 – Learners are Retention reflects the school’s

Retention Rate in school and ability to keep learners enrolled
learning over time.

School Improvement Plan 70

TABLE 6: EQUITY & INCLUSION

Priority Improvement Area

Exact IO Alignment Justification
(PIA)

IO2 – Learners are

Equity ensures learners
Equity & Inclusion healthy, safe,
receive appropriate
Interventions engaged, supported,
support and protection.
and challenged

IO2 – Learners are Smooth transition

Equitable SNED Transition healthy, safe, safeguards well-being
Initiatives engaged, supported, and inclusion of learners
and challenged with special needs.

Inclusive & IO2 – Learners are

Gender-Responsive healthy, safe, Facilities address safety,
Facilities (CRs & PWD engaged, supported, dignity, and accessibility.
Access) and challenged

IO2 – Learners are

Learner Support Facilities These facilities directly
healthy, safe,
(Library, Clinic, Guidance support learner welfare
engaged, supported,
Office) and engagement.
and challenged

TABLE 7: QUALITY

Priority Improvement Area Exact IO

Justification
(PIA) Alignment

IO5 – Learners
Low Mean Percentage MPS measures mastery of
attain learning
Score (MPS) curriculum standards.
standards

IO5 – Learners Literacy and numeracy are

Problem on Literacy and
attain learning core foundational
Numeracy
standards competencies.

Intensive Teacher Training IO6 – Teachers Training enhances

(Content, Pedagogy, ICT, improve instructional competence
21st-Century Skills) instruction and effectiveness.

IO6 – Teachers ICT integration improves

ICT Capacity Building (DCP,
improve teaching strategies and
Canva Masterclass)
instruction learner engagement.

School Improvement Plan 71

 IO5 – Learners Career readiness supports
Career Guidance & Work
attain learning applied learning and exit
Immersion (SHS)
standards competencies.

IO5 – Learners
STE Laboratory Functional labs strengthen
attain learning
Rehabilitation STEM learning outcomes.
standards

Instructional Tools & IO5 – Learners

Adequate tools improve
Laboratory Materials (HE & attain learning
hands-on skills acquisition.
SMAW) standards

IO5 – Learners Certification validates

SMAW Assessment Center
attain learning learner competency
(TESDA Accreditation)
standards standards.

TABLE 8: SAFE & CONDUCIVE LEARNING ENVIRONMENT

Priority Improvement
Exact IO Alignment Justification
Area (PIA)

Additional Classrooms / IO7 – Schools are Adequate classrooms

SHS Building well-resourced, safe, ensure safety and
Retrofitting and supportive reduced overcrowding.

Preventive Maintenance IO7 – Schools are Reliable utilities sustain

of Utilities (Electricity, well-resourced, safe, daily teaching-learning
Water, Internet) and supportive operations.

IO7 – Schools are Asset maintenance

Preventive Maintenance
well-resourced, safe, ensures functional
via IMS
and supportive learning spaces.

IO7 – Schools are

Campus Security Physical security protects
well-resourced, safe,
Enhancement learners and personnel.
and supportive

Disaster Risk Reduction IO7 – Schools are DRRM safeguards

& Drainage well-resourced, safe, continuity of learning
Improvement and supportive during hazards.

Environmental IO7 – Schools are Environmental care

Management (MRF & well-resourced, safe, promotes a healthy school
Waste Segregation) and supportive environment.

IO7 – Schools are Nutrition and water

Canteen & Potable
well-resourced, safe, access support learner
Water Facilities
and supportive well-being.

School Improvement Plan 72

TABLE 9: GOVERNANCE

Priority Improvement
Exact IO Alignment Justification
Area (PIA)

IO4 – School leadership

Legal ownership enables
Completion of Land and governance
infrastructure
Titling & Payment of RPT promote effective
development.
operations

IO4 – School leadership

School Building &
and governance Risk management
Property Insurance
promote effective protects school assets.
Coverage
operations

IO4 – School leadership

Internal Governance & QMS strengthens
and governance
QMS (PIR, SMEA, DPMS, planning, monitoring,
promote effective
IMS, HRIS, PDMS) and accountability.
operations

IO4 – School leadership

Data systems support
IMS for Records & and governance
evidence-based
Finance promote effective
decisions.
operations

IO4 – School leadership

Efficient services
Registrar, ID System & and governance
improve stakeholder
Service Kiosk promote effective
satisfaction.
operations

Student Leadership & IO3 – Schools engage Student leadership

Governance parents and strengthens participation
(SLDP/TATP) communities and shared governance.

IO4 – School leadership

Leadership capacity
Leadership Seminars & and governance
drives organizational
Team-Building promote effective
effectiveness.
operations

IO4 – School leadership

Transparency & SRC and governance Transparency fosters
Reporting promote effective trust and accountability.
operations

School Improvement Plan 73

Table 10: Priority Improvement Areas

Improvem Strategi Urgen Magnitu Feasibil Avera Interpretat

ent Areas c cy de ity ge ion
Importa
nce
PILLAR 1 : ACCESS
Attendance 4 4 4 3 3.75 High Priority
of school-
aged
children
School 4 4 4 4 4 High Priority
Leaver Rate
Drop-Out 4 5 5 5 4.75 Very High
Rate Priority
Retention 4 4 5 5 4.5 Very High
Rate Priority
PILLAR 2: EQUITY & INCLUSION
Equitable
SNED Very High
5 5 4 4 4.5
Transition Priority
Initiatives
Problem on
Very High
literacy and 5 5 4 4 4.5
Priority
numeracy
PILLAR 3: QUALITY
Low Mean
Percentage Very High
5 5 4 4 4.5
Score (MPS) Priority

Problem on
literacy and Very High
5 5 4 4 4.5
numeracy Priority

High Drop- Very High

Out Rate 5 5 4 4 4.5
Priority
Intensive
Training for
Teachers on
Content
Knowledge
and
Pedagogy, 4 5 4 4 4.25 High Priority
Utilization
of Canva
and ICT,
and on the
21st skills

School Improvement Plan 74

for teaching
skills and
strategy.
PILLAR 4: RESILIENCE & WELL BEING
Nutritional 5 5 4 3 4.25 High Priority
status
analyzed
Bullying / 5 5 3 5 4.5 Very High
child Priority
protection
status
School 5 5 5 3 4.5 Very High
hazards & Priority
safety risks
Mental & 4 4 3 3 3.5 High Priority
psychosocia
l state
discussed
Peace & 4 4 5 5 4.5 Very High
order Priority
concerns
analyzed
PHYSICAL 5 5 5 5 5 Very High
FITNESS Priority
AND
SCHOOL
SPORTS
LEARNER'S 5 5 5 5 5 Very High
SUPPORT Priority
PROGRAMS
Youth 3 3 3 3 3 Moderate
Scouting Priority
Developme
nt Program
PILLAR 5: GOVERNANCE
1. 5 5 5 5 5 Very High
Completion Priority
of Land
Titling &
Payment of
Real
Property
Taxes
2. School 5 5 5 4 4.75 Very High
Building & Priority
Property
Insurance
Coverage
3. Internal 5 4 5 4 4.5 Very High
Governance Priority
& Quality

School Improvement Plan 75

Manageme
nt System
(PIR, SMEA
using
DPMS, IMS,
HRIS,
PDMS)
4. Student 4 3 4 5 4 High Priority
Leadership
&
Governance
(SLDP /
TATP)
5. 4 3 4 4 3.75 High Priority
Leadership
Seminars &
Team-
Building for
Personnel
6. 3 2 3 4 3 Moderate
Leadership Priority
Benchmarki
ng &
Exposure to
Best
Practices
7. Career 4 4 4 4 4 High Priority
Guidance &
Work
Immersion
(SHS)
8. ICT 5 4 5 4 4.5 Very High
Capacity Priority
Building
(DCP,
including
CANVA
Masterclass
)
9. HRIS, 5 4 4 3 4 High Priority
PRAISE,
CPD &
Financial
Literacy
Awareness
and
Utilization
10. 5 5 5 3 4.5 Very High
Additional Priority
Classrooms
/ SHS
Building
Retrofitting

School Improvement Plan 76

(SEF)
11. STE 4 4 4 3 3.75 High Priority
Laboratory
Rehabilitati
on
12. 4 4 4 4 4 High Priority
Preventive
Maintenanc
e via
Inventory
Manageme
nt System
(IMS)
13. 5 5 5 4 4.75 Very High
Preventive Priority
Maintenanc
e of Utilities
(Electricity,
Water,
Internet)
14. Learner 4 4 4 3 3.75 High Priority
Support
Facilities
(Library,
Clinic,
Guidance
Office)
15. 4 4 4 4 4 High Priority
Instructiona
l Tools &
Laboratory
Materials
(HE &
SMAW)
16. Canteen 3 3 4 4 3.5 Moderate
& Income- Priority
Generating
Potable
Water
Facilities
17. 4 4 4 3 3.75 High Priority
Inclusive &
Gender-
Responsive
Facilities
(CRs & PWD
Access)
18. SMAW 4 3 3 3 3.25 Moderate
Assessment Priority
Center
(TESDA
Accreditatio
n)

School Improvement Plan 77

19. IMS for 5 5 5 4 4.75 Very High
Records & Priority
Finance
(School-
wide Data
Bank)
20. 4 4 4 3 3.75 High Priority
Registrar,
ID System
& Service
Kiosk
Strengtheni
ng
21. Campus 5 4 5 3 4.25 High Priority
Security
Enhanceme
nt (Guards,
Gates,
Fence,
ID/Kiosk,
CCTV)
22. 3 3 4 4 3.5 Moderate
Environmen Priority
tal
Manageme
nt (MRF &
Waste
Segregation
)
23. Disaster 5 5 5 3 4.5 Very High
Risk Priority
Reduction &
Drainage
Improveme
nt
24. Adopt- 5 4 3 3 3.75 High Priority
A-School
Program
(ASP)
25. 4 3 4 5 4 High Priority
Transparen
cy & SRC
Reporting
26. SBM 4 3 4 4 3.75 High Priority
Capacity
Building &
MOA
Forging
27. 3 2 3 4 3 Moderate
Stakeholder Priority
Convergenc
e&
Benchmarki

School Improvement Plan 78

 ng

Presented in Table 10 is the List of Priority using Annex 4 or Identifying

Priority Improvement Areas matrix.

School Improvement Plan 79