LNHS School Improvement Plan 2013 - 2015

Marichu G. Maza, Ed. D.
Secondary School Principal II
Department of Education, Region III, Division of Zambales
LAUIS NATIONAL HIGH SCHOOL Candelaria, Zambales
Introduction
This School Improvement Plan is three-year education development plan that embodies the vision and mission of the school. It contains the overall description/profile of the school and community, problems and needs assessments, goals, objectives and targets. Implementation Plan or Intervention Program in a matrix form, monitoring and evaluation plan, communication, documentation and reporting and the stakeholders and signatories. It is translated into an Annual Implementation Plan (AIP).
LNHS SCHOOL IMPROVEMENT PLAN 2013 - 2015
Introduction
These plans were developed through a collaborative process involving the members of the School Governing Council, i.e. the School Head as the leader, the President of the Faculty Association, the President of the School Supreme Student Government, the President of the PTA, the Barangay Chairman and representative for NonGovernment Organization. The Plan was confirmed by the school and community stakeholders in a PTA general assembly that also established their commitment to its implementation.
Introduction
The SIP is to be submitted to the District Review Team for reviews and approval of the Schools Division Superintendent. At the end of every school year, a report of plan implementation and student outcome through school report card is made public at a PTA general assembly, wherein a review of the SIP and AIP is made as a basis for planning the following years AIP.
Introduction
The SIP is to be submitted to the District Review Team for reviews and approval of the Schools Division Superintendent. At the end of every school year, a report of plan implementation and student outcome through school report card is made public at a PTA general assembly, wherein a review of the SIP and AIP is made as a basis for planning the following years AIP.
I. SCHOOL VISION AND MISSION/ SCHOOL LOGO
School Vision
We envision Lauis National High School as A Performing Child and Community Centered Education System (ACCESS) where internal and external stakeholders work together to improve learning outcomes.
School Mission
To provide relevant quality education to each learner, in a student centered, friendly and value-driven learning environment with committed teachers and school head, adequate resources and facilities, and strong, supportive stakeholders, all towards helping each student with special needs, out of school youth and adult reach his/her full potential for lifelong learning.
School Logo
II. PROFILE OF SCHOOL AND COMMUNITY
A. HISTORY OF BARANGAY LAUIS

Lauis on its topographical description is as follows: Southern portion, is the Lauis freshwater river connected to China sea; Northern portion, a brook that divide the Lauis proper and the newly created Barangay Yamot; Western portion, is the Marcelo E. Edquiban Street, served as the boundary between Lauis and Binabalian; Eastern portion, is the mountainous part. It is the first barangay of Candelaria when you travel from south and it is three kilometers away from the town proper.

During the Pre-Spanish time, Sambal old folks settled to this place, where houses were made up of bamboo and cogon grass. On their Judiciary System, elder people called Papo were the one who mediated and settled their troubles. The traditional practice evolved from social organization based on blood relation and affinity.

The ancestors of Lauis were very religious but because of the problem on transportation and the distance of the chapel, they could not go to church to attend mass regularly. So, to deal with the problem, one of the Papo made a big cross and put it up in a conspicuous place. People went there to pray especially at the time of Novena. The primary source of income of the forefathers emanated from farming, fishing, and gathering of rattan and mushroom from the foot of the mountain. Due to abundance of native rattan or uweh, the place was known as uweh producer. Most of the neighboring barangays and towns visited the place to get uweh and been called Barangay Uweh. Later, Barangay Uweh became Barangay Lauis.
1. PHYSICAL PROFILE
Geography
East: West: South: North:
Mountain Barangay Binabalian Barangay Taltal, Masinloc Brook
1. PHYSICAL PROFILE
Topography and Land Features

Consists of plateau, farms, river, brook, and mountainous area
Distance:
Barangay Lauis to Poblacion: 3 kilometers Accessibility: Along Zambales Provincial road
Political Subdivision
Brgy. Lauis is politically subdivided into seven (7) puroks.
1. PHYSICAL PROFILE
Land Uses
Classification
Agricultural Commercial Residential Institutional Open space Others (forest)
Area in Hectares
130 1 90 5 15.85 104
Types of Soil
Loam Clay Rocky
2. ECONOMIC PROFILE
* Livelihood Sources
Main Source of Income a. Farming a. Fishing a. Livestock Raising Swine Cattle Goat a. Poultry Raising a. Trade and Commerce a. Employment a. Pensioner a. Driver a. Others
Number of Household 37 13 110 21 27 3 32 13
2. ECONOMIC PROFILE
PROFESSION
1. Lawyer 2. Engineer 3. Architect 4. Doctor 5. Dentist 6. Nurse/Caregiver 7. Midwife 8. Veterinary 9. CPA 10. Teacher 11. Pharmacist 12. Medical Technologist 13. Radiologist 14. Building Contractor 15. Clerk 16. Skilled Worker Mechanic Driver Heavy equipment operator
Welder Carpenter Mason Plumber Painter Electrician Electronic Technician Ref/Aircon Technician OFW 17. Police Officer 18. Fire Marshall 19. Sea Farer
TYPE OF EMPLOYMENT/NUMBER OF EMPLOYED Government Private Self-employed 2 3 2 1 1 2 2 3 3
* Employment
6 1
3 1 1 1
1 2
50
5 7 5 1 2 3
2. ECONOMIC PROFILE
400
357

Barangay Profile (As of June 2012) Graph 1: No. Of Households and Family in Needs
350
300
250
200
177
No. of Household No. of Family in Needs
150
108
100
65 75 52 42 28 25 14
50
41 32 16
47
The graph shows that purok 7 of Barangay Lauis has the largest populace which is 108 followed by purok IV while Purok 2 has the smallest populace which is 32 and the largest number of families in need live in Purok 7 .
0
I
10
III
II
PUROK
TOTAL
IV
VI
VII
2. ECONOMIC PROFILE
2,133

Barangay Profile (As of June 2012) Graph 2: No. of Male and Female per Purok
TOTAL
1,074 1,059 559
VII
262 297 203 112 91 336
VI
V PUROK
173 163 353
Total Female Male
IV
182 171
III
248 127 121

237 121 116 197 97 100
II
The graph shows that Purok 7 has the largest male and female populace, while Purok 6 has the smallest male populace and Purok 1 has the smallest female populace.
500
1000
1500
2000
2500
2. ECONOMIC PROFILE
2,133

Barangay Profile (As of June 2012) Graph 2: No. of Male and Female per Purok
TOTAL
1,074 1,059 559
VII
262 297 203 112 91 336
VI
V PUROK
173 163 353
Total Female Male
IV
182 171
III
248 127 121

237 121 116 197 97 100
II
The graph shows that Purok 7 has the largest male and female populace, while Purok 6 has the smallest male populace and Purok 1 has the smallest female populace.
500
1000
1500
2000
2500
B. HISTORY OF SCHOOL
The school is located at the southwestern part of Barangay Lauis which is 4 km. away from the town. Lauis is the first barrio of Candelaria from the south. People in the community earn their living through farming although a number of them are engaged in a small scale business or are private and government employees. People of the barangay belongs to different religion, sects like Mormons, Iglesia Ni Cristo, Aglipayan but most are Roman Catholics. The schools catchment covers the 16 barrio of Candelaria and that of Masinloc and Sta. Cruz.
Lauis High School was established in 1970 through the effort of the people of Barangay Lauis. At first, a building was built inside the campus of Lauis Elementary School but with the schools growing population, the school now owned 3 buildings, 1 3-room, 1 2-room and an 8-room building, all are still situated inside the campus of the elementary school.
The first principal assigned to Lauis National High School (formerly Lauis Barangay High School) was Mr. Hermogenes Ebdane Sr. of Sinabacan, Candelaria, Zambales, the late father of retired PNP chief and current governor of Zambales Hermogenes Ebdane Jr. followed by the following:
Mr. Francisco Ednalino Mrs. Eufrocina Edquiban Mr. Damian Elacion Mrs. Mercedes Ebdane AlquizarMr. Domingo Eclevia Mrs. Marlyn Collantes Mrs. Milagros Del Moro Mr. Ricardo Barlin Mrs. Emma L. Bayona Mr. Ricardo C. Barlin Dr. Marichu G. Maza Officer In Charge Officer In Charge Officer In Charge Officer In Charge Officer In Charge Officer In Charge Officer In Charge Secondary School Principal I Officer In Charge Secondary School Principal I Secondary School Principal II Present
The geographical boundaries of the barangay: East National Highway West Brgy. Binabalian, Candelaria, Zambales North Brgy. Yamot, Candelaria, Zambales South Brgy. Taltal, Masinloc, Zambales
Lauis National High School is a complete secondary school as of SY 1970 to present. It has a total enrolment of 704 with 20teachers, two (2) provincial contractual teachers and a principal. There are four (4) Teacher II and sixteen (16) teacher I. In terms of supervision, regular and on the spot monitoring and observation of classes are being done to improve the learning achievement of the students. Funds for physical development were sourced out from the P.T.A., SBM. LSB and Alumni of this school. School supplies were purchased from the MOOE funds.
C. SCHOOL PROFILE
1.STUDENT DEVELOPMENT
1.1. ENROLMENT DATA
C. SCHOOL PROFILE
1.1 Enrolment Data
1.1.1. Enrolment Data for the Past Three (3) Years By Year Level and By Gender
C. SCHOOL PROFILE
Year Level
1.1 Enrolment Data
1.1.1. Enrolment Data for the Past Three (3) Years By Year Level and By Gender
TABLE 1. Comparative Data on Enrolment for the Past Three (3) Years (Male/Female)
Gender
MALE Ist year FEMALE Subtotal MALE 2nd Year FEMALE Subtotal MALE 3rd year FEMALE Subtotal MALE 4th year FEMALE Subtotal Total
SY 2009 2010 131 92 223 96 90 186 100 98 198 101 101 202 809
SY 2010 2011 93 79 172 116 82 198 96 87 183 100 104 204 757
Increment Increment Increment SY 2011 SY 2012 (+Gain/(+Gain/(+Gain/2012 2013 Loss) Loss) Loss) -38 82 -11 89 7 -13 85 6 79 -6 -51 167 -5 168 1 20 103 -13 85 -18 -8 76 -6 83 7 12 179 -19 168 -11 -4 98 2 97 -1 -11 82 -5 82 0 -15 170 -13 179 9 -1 86 -14 94 8 3 90 -14 95 5 2 176 -28 189 13 -52 702 -55 704 2
The population of Lauis National High School continued to decline since SY 2010 2011 due to the establishment of a new public secondary high school in Candelaria. There are two (2) private and three (3) public secondary schools that cater to the small school age population of Candelaria.
C. SCHOOL PROFILE
SY 2011 - 2012 TOTAL FEMALE MALE
90 76 85 86 103 82 204 198 172 104 82 79 100 116 93 202 186 223 176 179 167
1.1 Enrolment Data
702 333 369 757 352 405
TOTAL 4th YEAR 3rd YEAR 2nd YEAR 1st YEAR
TOTAL
FEMALE MALE TOTAL FEMALE MALE 0
SY 2009 - 2010
809
381 428
Graph 3: Comparative Data on Enrolment for the Past Three (3) Years
SY 2010 - 2011
101 90 92
101 100 96 131
The graph shows that enrolment for the past three years since S.Y. 2009-2010 gradually decreases. The major reason for this is the opening of another public secondary school in Candelaria. 1000
200
400
600
800
C. SCHOOL PROFILE
1.1 Enrolment Data
Table 2: Enrolment Data by Year Level and Gender SY 2012 - 2013

SCHOOL YEAR SEX 1st YEAR 2nd YEAR 3rd YEAR 4th YEAR TOTAL
MALE
SY 2012 2013 FEMALE
89
79
85
83
97
82
94
95
365
339
TOTAL
168
168
179
189
704
C. SCHOOL PROFILE
1.1 Enrolment Data
Graph 4: Enrolment Data by Year Level and Gender SY 2012 - 2013

800 700 600 500 SY 2012 2013 MALE
704
400
300 200 100 0 1st YEAR 2nd YEAR 3rd YEAR 4th YEAR
365 339
SY 2012 2013 FEMALE SY 2012 2013 TOTAL
168
8979
168
8583
179
9782
189
9495
For the current S.Y. 2012-2013, Lauis National High School enjoys only a population of 704 where the largest number of students is enrolled in the fourth year level.
TOTAL
C. SCHOOL PROFILE
1.2. PERFORMANCE INDICATORS
C. SCHOOL PROFILE
1.2 Performance Indicators
1.2.1. Comparative Data of Performance Indicators for the Past Three (3) Years
C. SCHOOL PROFILE
INDICATOR
Repetition Rate Dropout Rate Transition rate Retention Rate Graduation Rate Completion Rate Failure Rate Promotion rate
Table 3: 1.2.1. Comparative Data of Performance Indicators for the Past Three (3) Years Performance Indicators for the Past Three (3) Years
PERFORMANCE
2009-2010
1.8% 4.6% 32.8% 85.4% 95.8% 74.1% 3.5% 94.66 1.61
2010-2011 2011-2012
7.07% 7.07% 31.87% 95% 95.5 63.16% 7.07% 82.53% 10.33 3.22 5.32 32.06 91.97 93.67 63.16 3.07 92.02 3.13
For the current S.Y. 2012-2013, Lauis National High School enjoys only a population of 704 where the largest number of students is enrolled in the fourth year level.
School Leaver Rate
C. SCHOOL PROFILE
1.2.2 Net Enrolment Ratio (NER) in both Public and Private Elementary Education
C. SCHOOL PROFILE
1.2.2 Net Enrolment Ratio (NER) in both Public and Private Elementary Education
Indicator Net Enrolment Ratio
Percentage
32.42%
Based on the table, only 32.42% of the total 100% enrolled in Lauis National High School belongs to school age-11 years old to 16 years old- The remaining 67.58% is being shared by the other two public secondary schools, two private secondary schools and Out of School Youth.
C. SCHOOL PROFILE
1.2.3 Cohort Survival Ratio
C. SCHOOL PROFILE
1.2.3 A. Cohort Survival Ratio
Indicator Promotion Rate 1st Year 86.19% 2nd Year 94.48%
3rd Year 94.74%
4th Year 91.35%
Repetition Rate
9.33%
8.84%
5.26%
0.62%
C. SCHOOL PROFILE
1.2.3 B. Cohort Survival Ratio
Cohort Cohort with no Repetition SY N Cohort Repeating Once SY N+1 Cohort Repeating Twice SY N+2 Cohort Repeating Thrice SY N+3 Cohort Repeating 4 times SY N+4 210 19.59 1.83 0.17 0.02
Prom to Prom to Prom to 2nd Yr. 3rd. Yr 4th. Yr. 180.995 171.01 162.01 32.88 40.06 38.96 4.48 6.34 6.25 0.54 0.84 0.83 0.06 0.1 0.1
The table shows the computed number of promotees up to fourth year using the promotion rates for the respective year level.
C. SCHOOL PROFILE
1.2.3 C. Cohort Survival Ratio
Student-Yrs. Total Promoted Reconstructed Cohort Survival Rate 1st. Yr. 231.61 199.62 100% 2nd. Yr. 218.955 206.87 95.06%
3rd. Yr. 218.35 206.86 98.51%
4th. Yr. 208.15 190.15 90.55%
The table shows the total promotes (including repeaters for each year level). The reconstructed survival rate is obtained by dividing the total promotees with the original cohort of 210. It shows that only 90.55% of the original cohort 3 year ago was able to reach the fourth year level.
C. SCHOOL PROFILE
1.2.4 Completion Rate
Indicator Completion Rate
SY.2009-2010 SY. 2010-2011 SY. 2011-2012
74.1%
63.16%
71.15%
Based on the Table above, LNHS suffered the biggest loss on its completion rate during the SY 2011 2012 for only 63.16%. The major reason for this is the opening of another public secondary school in Candelaria. LNHS recovers from its setback the next school year with a completion rate of71.15%.
C. SCHOOL PROFILE
1.2.5. School Leaver Rate
Indicator School Leaver Rate
Percentage
3.13%
This school year, Lauis National High School suffered a little loss on its school leaver rate of 3.13%. It means that only 3.13% from its total population did not finish a particular grade and finish to enrol in the next year level the following school year. Lauis National High School already identified several causes why students failed to finish a particular year level and failed to enrol the next school year. One is poverty; another is early marriage and illness. LNHS SCHOOL IMPROVEMENT PLAN 2013 - 2015
C. SCHOOL PROFILE
1.3. ACADEMIC PERFORMANCE
C. SCHOOL PROFILE
1.3.1. DAT Result for the Past Three (3) Years by Subject Area
C. SCHOOL PROFILE
Table 4: Division Achievement Test Result for the Past Three (3) Years
SUBJECT AREA MATH ENGLISH FILIPINO SCIENCE ARALING PANLIPUNAN T.L.E. MAPEH VALUES ED. AVERAGE SY. 2009 - SY. 2010 Increment SY.2011 - Increment 2010 - 2011 +Gain/-Loss 2012 +Gain/-Loss 52.5 60.64 59.92 59.43 63.27 57.22 66.46 78.09 62.19 57.02 58.44 62.35 58.28 54.53 68 68.37 67.45 61.81 4.52 -2.2 2.43 -1.15 -8.74 10.78 1.91 -10.64 -0.38 56.87 58.37 55.99 58.81 63.26 -0.15 -0.07 -6.36 0.53 8.73 -68 -1.23 -2.89 -1.1
67.14 64.56 60.71
C. SCHOOL PROFILE
AVERAGE
60.71
61.81 62.19
Graph 6: Division Achievement Test Result for the Past Three (3) Years
In School Year 2011 2012, Lauis National High School suffered a minor setback in terms of Mean Percentage Score in the Division Achievement Test from School Year 2010-2011. English suffered a decrease of 0.07; the same with Math which is 0.15; Filipino.-6.36; MAPEH-1.23, and Values Education which is 2.89.However, Science and Araling Panlipunan have an increase of 0.53 and 8.73 respectively .which means that expected skills and competencies were not mastered by the students in some of their subjects.
VALUES ED.
64.56
67.45 78.09
MAPEH
67.14
68.37 66.46
T.L.E. ARALING PANLIPUNAN SCIENCE
68 57.22
63.26
54.53 63.27
SY.2011 - 2012 SY. 2010 - 2011
58.81
58.28 59.43
SY. 2009 - 2010
FILIPINO
55.99
62.35 59.92
ENGLISH
58.37
58.44 60.64
MATH 0 20 40
56.87
57.02 52.5
60
80
C. SCHOOL PROFILE
1.3.2. Regional Achievement Test

1.3.2.1 RAT Results for the Past Three (3) Years by Subject Area
C. SCHOOL PROFILE
Table 6: Regional Achievement Test Result for the Past Three (3) Years
SUBJECT AREA SY. 2009 2010 SY. 2010 2011
Increment Increment SY. 2011 +Gain/+Gain/2012 Loss Loss 1.73 9.14 -1.63 5.39 7.88 -56.65 5.33 2 4.74 63.63 62.86 63.66 61.92 65.2 0.97
-5.38
MATH ENGLISH FILIPINO SCIENCE ARALING PANLIPUNAN T.L.E. VALUES ED. MAPEH AVERAGE
60.93 59.1 61.51 56.38 58.47 56.65 60.42 66.54 60
62.66 68.24 59.88 61.77 66.35 65.75 68.54 64.74
3.78
0.15
-1.15
63.46
-1.28
C. SCHOOL PROFILE
Graph 8:
59.1 68.24 58.47 66.35 60.42 65.75
Comparative Data on Mean Percentage Score of the Regional Achievement Test for the Past Three (3) Years Lauis National High School on the other hand has an 70 increase in the Regional Achievement Test in the 60 School Year 2011-2012; 50 Math - .97, Filipino3.78, and Science - .15 from that 40 of School Year 2010-2011. 30 However, English decreases 20 by 5.38 and Araling Panlipunan by 1.15. 10
63.63 62.86 63.66 61.92
66.54 68.54 60.93 62.66 56.38 61.77 61.51 59.88 56.65 0 60
SY. 2009 - 2010 SY. 2010 - 2011 SY. 2011 - 2012
63.46
65.2
64.74
C. SCHOOL PROFILE
1.3.3. National Career Assessment Test (NCAE) SY 2011 - 2012

1.3.3.1 Standard Score and Percentile Rank of the National Career Assessment Examination (NCAE) for the past Three (3) Years per areas.
C. SCHOOL PROFILE
Table 8:
Comparative Data on the Standard Score and Percentile Rank of the of the National Career Assessment Examination (NCAE) for the past Two(2) Years per areas.
2010 - 2011
Areas
GSA TVA NVA ES LRA
2011 - 2012
S.S
464.76 483.25 500.38 478.21 479.72
S.S
516.42 517.27 530.23 514.35
P.R
54.59 57.04 60.49 55.3
+Gain/Loss
-51.66 -34.02 -29.85 -36.14
P.R
37.27 45.67 48.93 42.69
+Gain/Loss
-17.32
-11.37
-11.56
-12.61
C. SCHOOL PROFILE
600
Graph 9: Comparative Data on the Standard Score and Percentile Rank of the of the National Career Assessment Examination (NCAE) for the past two (2) Years per areas.
500
464.76
483.25
500.38
478.21
479.72
400
2010 - 2011 S.S 2010 - 2011 P.R 2011 - 2012 S.S 2011 - 2012 P.R
60.4948.93
300
200
100
54.59
37.27
57.0445.67
55.3 42.69
42.98
LRA
0 GSA TVA NVA ES
In the School Year 2011-2012, the school suffered a minor setback in terms of standard score and percentile rank. The General Scholastic Aptitude (GSA) decreases by 17.32 in terms of percentile rank (PR), Technical Vocational Aptitude (TVA) by 11.37, Non Verbal LNHS Ability (NVA) by 11.56, and in Entrepreneurial Skills (ES) by 12.61.SCHOOL IMPROVEMENT PLAN 2013 - 2015
C. SCHOOL PROFILE
1.3.4. National Achievement Test (NAT)

1.3.4.1 Mean Percentage Score of NAT for the Past Two (2) Years
C. SCHOOL PROFILE
SUBJECT AREA
MATH ENGLISH
Table 9: Comparative Data on the National Achievement Test Results for the Past Two (2) Years
2009 - 2010 Increment 2010 - 2011 +Gain/-Loss
SCIENCE
FILIPINO ARALING PANLIPUNAN AVERAGE
35.82 34.88 27.42 43.74 30.19 35.47
42.88 40.82 28.94 54.56 47.72 42.98
7.06 5.94 1.52 10.82 17.53 7.51
C. SCHOOL PROFILE
60
Graph 10: Comparative Data on the National Achievement Test Results for the Past Two (2) Years
54.56
50
47.72 42.88
40
43.74
40.82
34.88
42.98
35.47
35.82
30
28.94 27.42
30.19
2009 - 2010 2010 - 2011
The graph above shows a positive result in all of the subjects in National Achievement Test. Although the result is positive in nature, still it is far beyond the target of the EFA goal.
20
10
0 MATH ENGLISH SCIENCE FILIPINO ARALING AVERAGE PANLIPUNAN
C. SCHOOL PROFILE
60
Graph 10: Comparative Data on the National Achievement Test Results for the Past Two (2) Years
54.56
50
47.72 42.88
40
43.74
40.82
34.88
42.98
35.47
35.82
30
28.94 27.42
30.19
2009 - 2010 2010 - 2011
The graph above shows a positive result in all of the subjects in National Achievement Test. Although the result is positive in nature, still it is far beyond the target of the EFA goal.
20
10
0 MATH ENGLISH SCIENCE FILIPINO ARALING AVERAGE PANLIPUNAN
C. SCHOOL PROFILE
2. TEACHER AND ADMINISTRATOR DEVELOPMENT

C. SCHOOL PROFILE
Teachers are vital in the field of instilling knowledge to our learners, thus teachers need to uplift and enhance their methods of teaching through the different INSET to further enable their capability in teaching and improve the product of the teachinglearning process, but there still a need to enhance their KAS in teaching Science, Math and English using the inquiry approach. They also need hands-on-training in computer. Teachers ages in this school range from 25 56 years old, where some are undergoing master of education to further grasp knowledge to improve classroom instruction as well as leadership capabilities.
C. SCHOOL PROFILE
A. Teachers Organization
Faculty and Administration of Lauis National High School SY. 2012 - 2013
C. SCHOOL PROFILE
B. Teachers Profile
No. Full Name Years In Service
EDUC'L ATTAINMENT( PRACTICE TEACHING
Master's degree MA. Major In Educ. Mngt.-27 units MA-Educ Admin -27 units MA.- Educ. Admin. - 9 Units MA. Major In Educ. Admin.-12 units
Graduate degree None None None None None None
1 2 3 4 5 6 7 8
ANNE KAYE P. MARTINEZ ASUNCION C. MENDEZ AVA T. TAPADO CRISTY A. MANGLICMOT DIANA E. HERMOSILLA DORY C. ECLARINO ELIZABETH E. PULIDO EMELITA G. ECLARINO
3 24 12 PC 3 23 31 23
BSED-English BSED -MATH BSED -MATH BSED-Fishery Tech. BSED -MATH

Bachelor of Science in Education Major in Gen. Science, Minor in English
BA- Social Science BSED-Araling Panlipunan
MA in Educ. Admin - 27 Units MA-Educ. Admin -9 units
None None
Faculty and Administration of Lauis National High School SY. 2012 - 2013 LNHS SCHOOL IMPROVEMENT PLAN 2013 - 2015
C. SCHOOL PROFILE
B. Teachers Profile
No. Full Name Years In Service
EDUC'L ATTAINMENT( PRACTICE TEACHING
Master's degree
MA. Major In Educ. Admin .-18 units MA-Educ. Admin -18 units MA. Major In Educ. Admin.-27 units
Graduate degree
None None None
9 10 11
EMMA A. ELA ESTER F. VALDEZ IRVIN N. ECALNIR
17 21 3
BSED Filipino BSED-English BSED-Chemistry

Bachelor in Fishery Education major in Fish Processing BSEd Major in Araling Panlipunan, Minor in CPTLE Bachelor of Science in Secondary Education
12
13 14
JENNIFER Y. EDU
LEANDRO D. ISIDRO LOIDA T. EDQUIBAN
3
11 16
None
MA. Major In Educ. Admin.-33 units MA. Major In Educ. Admin.-21 units None None
15
LORENA E. CANILAO
19
Bachelor of Arts Major in General Science
MAED-24 UNITS
None
C. SCHOOL PROFILE
B. Teachers Profile
No. Full Name Years In Service 2 27 16
EDUC'L ATTAINMENT( PRACTICE TEACHING BSED-Filipino BSED-Filipino BSED-English
Master's degree
Graduate degree None None
16 17 18
19
20 21 22
MARITES E. MONSALUD MILAGROS M. DEL MORO NORA P. EBANA
MA-Educ. Admin.9/English- 9
None
PACITA M. EDANGAL RAMELITA C. SANTILLAN

RAUL E. ECALNEA ROWENA E. COLLANTES MARICHU G. MAZA
30
27 15
BSIE-GVC BSED-MAPEH
BSIE BSED- Araling Panlipunan MA-Educ. Admin - 18 units Ma - Educ. Adm33 Units Master of Arts in Industrial EducationGraduate
None None
None None Doctor of EducationGraduate
23
31
Bachelor In Secondary Education
C. SCHOOL PROFILE
Gender Male Female No. 1 1
C. Number of Teachers Enrolled in Graduate Studies

Course MA in Educational Administration MA in Educational Administration
C. SCHOOL PROFILE
C. Seminars Attended
Titles of Seminar/Training
Roll out training in the implementation of IPPD, NCBTS, CB-PAST Secondary School Press Conference Training Workshop Secondary School Press Conference Training Workshop Refresher seminar on Values Formation Seminar Training on Teaching Strategies on the different subject areas Seminar Training on Computer Assisted Instructions Training on Google Applications
Subject Area
General
Level
School Based
Venue
Lauis National High School Botolan South, Zambales Botolan South, Zambales Lauis National High School
Date
July, 2012
English Filipino Values Education General
Division Division School Based School Based
Oct., 2012 Oct., 2012 July, 2012 August 2012 October 2012 Nov., 2012
Lauis National High School
ICT ICT
School Based School Based
Lauis National High School Lauis National High School
C. SCHOOL PROFILE
3. PHYSICAL PLANT DEVELOPMENT

C. SCHOOL PROFILE
Most of the instructional rooms need to be repaired, minor repair for leaking roof and ceiling, and so with the windows and doors. The office needs repair of the trusses and installation of fascia board. Concrete walls need repainting. The school needs physical facilities for TLE laboratory room, and science laboratory room, library room, and sport equipment for socio-psychomotor and physical development of the students, and updated instructional computer units for the students and teachers as well.
C. SCHOOL PROFILE
A. Physical Plant
ARTICLE Classrooms Classrooms Room Classrooms Computer room Room DESCRIPTION Pacita Gonzales Type DIAZ TYPE Marcos Type DepEd Type DIAZ TYPE PTA Type Toilet 12 sq. m. 118 sq. m. UNIT OF MEASURE 576 sq. m. 118 sq. m. 114 sq. m.
PHYSICAL COUNT OF PROPERTY, PLANT AND EQUIPMENT SCHOOL BUILDING

FUND NO. OF S ROOMS DECS CDF DECS DEPED CDF PTA
Private Donati on
YEAR ACQ UIRED 1990 1997 1970 2011 1994 1974 2010
REMARKS Usable but needs repair Newly Repaired Condemned

New Construction
8 rooms 2 1 4 1 2 1
Usable but needs repair Condemned
Toilet (Boys & Girls)
Usable but needs repair
C. SCHOOL PROFILE
A. Physical Plant
The front gate of Lauis National High School
C. SCHOOL PROFILE
A. Physical Plant
The eightclassroom Pacita type building
C. SCHOOL PROFILE
A. Physical Plant
The twoclassroom Diaz type building
C. SCHOOL PROFILE
A. Physical Plant
The Marcos type building which houses the Faculty Room and the Principals office
C. SCHOOL PROFILE
A. Physical Plant
The school quadrangle
C. SCHOOL PROFILE
A. Physical Plant
The newly constructed four classroom DepEd Building
C. SCHOOL PROFILE
A. Physical Plant
The Diaz Building which houses the Computer Laboratory
C. SCHOOL PROFILE
B. Physical Facilities EXISTING CLASSROOM FURNITURE

Classroom furniture for students Desks Tables Armchairs Monobloc Chairs
486
95
C. SCHOOL PROFILE
B. Physical Facilities EXISTING NUMBER OF TOILETS

Girls (toilet bowl)
Boys
(toilet bowl) (urinal-indiv.)
(urinaltrough.)
1
Shared (girls and boys)
C. SCHOOL PROFILE
B. Physical Facilities
EXISTING NUMBER OF ROOMS IN THE SCHOOL

Instructional rooms
Used as Used as academic Science Lab classrooms 14 0 Used Used as Used as Not Total as I.A./ computer currently instructional H.E. Workshops rooms used rooms rooms 0 0 1 0 16
Non-Instructional Rooms
Used as libraries 0 Used as clinic 0 Used as canteen 0 Used as offices 1 Other uses 0 Not currently used 0 Total noninstructional rooms 2
C. SCHOOL PROFILE

The Principals Office
C. SCHOOL PROFILE

The TLE Room
C. SCHOOL PROFILE

The PTA Building
C. SCHOOL PROFILE

The Computer Laboratory equipped with I3 CPU, Wireless Network and Internet
C. SCHOOL PROFILE

The newly repainted comfort room for Boys and Girls
C. SCHOOL PROFILE
Projected Enrolment SY 20122013
C. Textbook situation report

TEXTBOOK INVENTORY
TEXTBOOK SITUATION
Number of Copies New Receive d Textboo k Shortag e/ Deficien cy g=b>f Textboo Textboo k to k Student Excess Ratio h=b<f 88 I=1:(b/e ) 1:1
Subject and Year Level
TITLE
Still Usable
Total
a English I
b 200
c Ventures in Communication I Sci. and Tech I. Integrated Science (Revised Edition Copyright 2009) Elementary Algebra I (Reprinted 2009 Gangsa I Pilipinas: Isang Sulyap at Pagyakap I Enjoy Life with Music and Arts I
d 288
f=d+e 288
260
19
279
79
1:1
Sci. & Tech I Math I Filipino I Araling Pan. I
289 400
19
308 400
108 200
1:1 1:1
251
200
38
295
200
95
1:1
1:1
Music and Arts I
C. SCHOOL PROFILE

TEXTBOOK INVENTORY
TEXTBOOK SITUATION
Number of Copies New Receive d Textboo k Shortag e/ Deficien cy g=b>f Textboo Textboo k to k Student Excess Ratio h=b<f I=1:(b/e ) 1:1 37 1:1
TITLE
Still Usable
Total
a English II
b 168
c English Expressway II Science & Tech. II: Biology (Revised Edition Copyright 2009) Intermediate Algebra II (Reprinted 2009
d 167 185
f=d+e 167
19
204
Sci. & Tech II Math II Filipino II Araling Pan. II English III
187
187
22
1:1 1:1 1:1
179
Gintong Pamana: Wika at Panitikan II Asya: Pag-usbong ng Kabihasnan II Engligh Expressway III
300 150 37
300 187
133 20
1:1 127 127 52 LNHS SCHOOL IMPROVEMENT PLAN 2013 - 2015
C. SCHOOL PROFILE

TEXTBOOK INVENTORY
TEXTBOOK SITUATION
Number of Copies New Receive d Textboo k Shortag e/ Deficien cy g=b>f Textboo Textboo k to k Student Excess Ratio h=b<f I=1:(b/e ) 1:1
TITLE
Still Usable
Total
c Science & Tech. III: Chemistry (Revised Edition Copyright 2009)
f=d+e
150 133 200 158 136 19 101
150 152 301 158 136
27 27 122 21 42
Sci. & Tech III Math III Filipino III Araling Pan. III Music and Arts III English IV
Geometry III (Reprinted 2009) Wika at Panitikan III Kasaysayan ng Daigdig

Enjoy Life with Music and Arts III
1:1 1:1 1:1 1:1
180
Engligh Expressway IV
C. SCHOOL PROFILE

TEXTBOOK INVENTORY
TEXTBOOK SITUATION
Number of Copies New Receive d Textboo k Shortag e/ Deficien cy g=b>f Textboo Textboo k to k Student Excess Ratio h=b<f I=1:(b/e ) 1:1
TITLE
Still Usable
Total
c Science & Tech. III: Physics (Revised Edition Copyright 2009)
f=d+e
174 174 250 100
19 19
193 193 250 100
13 13 70 80
Sci. & Tech IV Math IV Filipino IV Araling Pan. IV Music and Arts IV
Advance Algebra Trigonometry Wika at Panitikan IV Ekonomiks
1:1 1:1 1:1 1:2
PE & Health IV
Enjoy Life with PE and Health IV
C. SCHOOL PROFILE 4. SCHOOL-COMMUNITY PARTNERSHIP

The school needs to maintain its present partners and seek more to be able to sustain the present status and the physical and cognitive areas.
Partners are active participant in all school activities from Planning, Implementation, Monitoring and Evaluation. Parents should be our constant partners in the T-L process especially in teaching non-readers. Transparency in all projects is a must.
C. SCHOOL PROFILE
5. RESOURCE GENERATION AND FUND MANAGEMENT

There are four sources of funds that Lauis National High is using. They are the Maintenance and other Operating Expenses (MOOE) from the General Appropriations Act (GAA), Local School Board Fund (LSBF), SBM fund and SBRMP fund.
C. SCHOOL PROFILE
a. SBM Fund
Lauis National High School was a recipient of SBM last school year 2011 2012 with an amount of Php. 50,000.00. It was used to purchase different books and visual materials in Science.
C. SCHOOL PROFILE
b. SBRMP Fund
The school was also a recipient of SBRMP fund for Calendar Year 2012 amounting to Php. 30,800.40 to repair the damaged Diaz Building caused by typhoon Juan.
C. SCHOOL PROFILE
c. Local School Board Fund

With its mission to help students attain life skills that they can used to generate income after graduation, Lauis National High School equips itself with technical and vocational facilities for different TLE classes. Last school year 2011 2012, Lauis National High School used the Local School Board fund with an amount of seven thousand pesos (Php. 7, 000.00) to purchase 5.6 cubic feet refrigerator that is being used to store, materials, ingredients and processed food in TLE classes. Last May of 2012, LSB granted ten thousand pesos (Php. 10, 000.00) which was used to purchase gas range with oven and other TLE tools to make up the TLE laboratory.
C. SCHOOL PROFILE
d. Maintenance and Other Operating Expenses (MOOE)

LAUIS MOOE BUDGET CY 2013
0.70 9.87 9.87 8.22 8.34 8.34 19.74 34.92
School Repair TRAVEL TRAINING SUPPLIES AND MATERIALS ELECTRICITY JANITORIAL SERVICES SECURITY SERVICES FIDELITY BOND PREMIUM LNHS SCHOOL IMPROVEMENT PLAN 2013 - 2015
C. SCHOOL PROFILE d. Maintenance and Other Operating Expenses (MOOE)

LAUIS MOOE BUDGET CY 2013
The biggest source of school fund is the MOOE fund. With the total of Php.608,000.00, 8.22% will be used for repair; 8.34% will be used for travel expenses;8.34% will 9.87 0.70 8.22 be used for training expenses;34.92% will be used for 8.34 9.87 supplies and materials which occupy the biggest 8.34 slice;19.74% for electricity;9.87% for Janitorial Services; 9.87% will be used for security and.70% will be used for 34.92 Fidelity Bond Premium Another source of fund is the canteen fund. Although the 19.74 fund is very small, 35% of the canteen fund is being used to finance the supplementary feeding; 5% is for school clinic fund; 15% is for faculty and student development fund;10% for Home Economics Instructional fund; 25% for school operation funds and 10% for revolving fund.
School Repair TRAVEL TRAINING SUPPLIES AND MATERIALS ELECTRICITY JANITORIAL SERVICES SECURITY SERVICES
III. PROBLEMS AND NEEDS ASSESSMENT
PROBLEMS AND NEEDS ASSESSMENT

Data on the school performance reveal that there are many school leavers. This is pointed out by the high dropout rate, low completion rate and low participation rate. There are 28 out of school youth in 16 sections last school year 2011 2012 which are considered within the catchment area of Candelaria, Zambales. The drop-out rate is at the lowest level at 4.6% during the school year 2009 2010. With the depletion of our economy which affects Candelaria, the dropout rate increases at 6.5 % during the school year 2010 2011.

Because of the implementation of SBM last school year, drop-out rate was reduced to 5.32%. The completion rate on the other hand continuously declined in the school year 2010-2011 being the lowest at 63.16%. This figure sounds alarming because it shows that many students are not completing secondary schooling. This is counterproductive since the child will be left-out without being able to complete secondary education which is considered very essential in preparing an individual to become a productive citizen of this country. It is therefore the goal of this school to ensure that every Filipino child within its area of responsibility receives full secondary education. 2013 - 2015 LNHS SCHOOL IMPROVEMENT PLAN
A. EXISTING SCHOOL PROBLEMS

To ensure meaningful resolution of the problem through the study of different factors leading to it had been done. Data analysis shows the following are the most probable reasons for the students to leave the school system:

1. Students inability to cope their academic requirements resulting to low achievement rate.
Students who have difficulties in coping up with the lesson usually feel inadequate in comparison to their peers. They developed insecurities until they no longer desire to come to school. The easiest thing for them to do is to leave the school. Compounding the problem is the slow learners in elementary level. Some are slow readers, low comprehension and only few are independent readers. Others have very poor ability in listening, speaking, reading, writing, and numeration skills.

2. Students were not well-motivated to perform in the school.
There are some students who cannot see the significance of having acquired an education. They may think that it does not make difference at all whether they have graduated or not. According to fourth year advisers, less than 5% of the graduating class yearly has the choice of study in college. What happens to 95% then? These Students tend to aim just for passing a grade of 75% for them to earn a high school diploma. This is a clear picture that majority of our students are not vying for academic excellence. Others may see any connection between what they learn from school and what they find in the real world. Unmotivated students soon develop aversion toward school work and school as a whole.

3. Poor parent involvement
Some students leave school due to lack of parents guidance. During the School 2011 2012, there was a sudden increase in parents involvement in school activities. This resulted better students performance. However, this partnership of parent and school needs to be strengthened more. The focus, this time is on the role of the parents in the academic performance of the students.

4. Poverty
Many students stop coming to school due to financial difficulties. Some lack of money for transportation, other has to work to support their families.
5. Family Conflicts
Students were affected psychologically because some of them were a product of broken family, they couldnt experience proper guidance.

6. Bullying
Bullying by peers have long-term effects on students academic achievement. Learners who are actively rejected by the group, or who are victims of bullying are unlikely to have the cognitive and emotional resources to be able to do well in school. As a result of bullying, the victims are typically very unhappy students who suffer from fear, anxiety, and low esteem. They may try to avoid school and avoid social interaction.

7. Traditional method of teaching
There are students who are very idealistic. They look for fun and enjoyment in the classroom. They dont absent themselves if teachers are very creative in presenting the lesson. Sometimes, students absent themselves because they find traditional teachers boring and these absences certainly lead to dropping out of school.
B. CAUSES OF THE PROBLEMS

To simplify the solution of the problem, the causes are categorized into the following key result areas:
1. Access to Basic Education 1.1 Low Completion Rate
2. Quality and Relevance of Basic Education 2.1. Students cannot cope with their academic requirements resulting to low achievement rate. 2.2. Students are not well motivated to perform in school. 2.3. Low cohort-survival and completion rate.

3. Efficiency and Effectiveness of the School System 3.1. Inability of teachers to develop learners to use higher order of thinking skills (HOTS) 3.2. Some teachers still practice traditional method of teaching 3.3. Lack of textbooks 3.4. High drop-out rate 3.5. Bullying

4. Networking/Linkages with Stakeholders 4.1. Poor parents involvement 4.2. Poverty 4.3. Family Conflicts
PARETO DIAGRAM
30% 25% 20% 15% 10% 5% 0%
Quality Efficiency
Access
Social Advocacy and Networking
Equity
Pareto analysis confirms that the priority improvement areas to address the problem of high number of students leaving the school are: Quality and Relevance of Basic Education, Efficiency and Effectiveness of the school system, Access to Basic Education and Social Advocacy and Networking. The other area like Equity to eliminate Gender disparity should not be disregarded, though. Nevertheless, so as not to compound the problem, the four identified priority areas needs to be given paramount attention.
IV. GOALS, OBJECTIVES/ TARGETS
GOALS, OBJECTIVES/ TARGETS
GOAL
To raise the performance level of the students and the school towards the realization of its vision and mission.
OBJECTIVES
I. To expand access to basic education. a. Increase participation Rate b. Expand access to ICT
OBJECTIVES
II. To improve the quality and relevance of basic secondary education: a. Upgrade teachers competence and proficiency in teaching. b. Raise achievement rates in all subject areas. c. Increase effectiveness of actual teacher-learner interaction d. Improve the schools performance indicators e. Focus on the preparation and administration of varied materials and appropriate utilization of testSCHOOL IMPROVEMENT PLAN 2013 - 2015 result. LNHS
OBJECTIVES
III. To improve the efficiency and effectiveness of actual time on task delivered by each teacher: a. Provide / repair basic educational facilities, materials and equipment b. Promote staff welfare and development
OBJECTIVES
IV. To strengthen social advocacy and networking with stakeholders: a. Strengthen functional PTA b. Strengthen the Parent-Learning Support System c. Improve networking/linkage with GOs, NGOs and the community.
OBJECTIVES
V. To improve reading skills and comprehension of the students: a. Close supervision and evaluation of the action plan in English on slow readers b. Focus on the actual time on task for the slow readers.
TARGETS
1. At the end of the SY 2014 2015, LNHS shall have increased its achievement rate in the following areas: a. Increased results on Division Achievement Test, in different learning area as shown in the table below:
Subject Area Baseline Data S.Y. 2011 2012 Increment 5.54 6.04 5.4 6.34 3.91 2.62 3.48 4.76 4.76 S.Y. 2012 2013 63.91 62.91 64.21 62.33 67.17 69.76 68.04 65.47 Increment 5.54 6.04 5.4 6.34 3.91 2.62 3.48 4.76 S.Y. 2013 2014 69.45 68.95 69.61 68.67 71.08 72.38 71.52 70.23 Increment 5.54 6.04 5.4 6.34 3.91 2.62 3.48 4.76 S.Y. 2014 2015 75 75 75 75 75 75 75 75
ENGLISH MATH SCIENCE FILIPINO ARALING PANLIPUNAN MAPEH T.L.E VALUES EDUCATION GENERAL MPS
58.37 56.87 58.81 55.99

63.26 67.14
64.56
60.71
65.47 4.76 70.23 4.76 75 LNHS SCHOOL IMPROVEMENT PLAN 2013 - 2015
TARGETS
1. At the end of the SY 2014 2015, LNHS shall have increased its achievement rate in the following areas: b. Increased results on Regional Achievement Test, in different learning area as shown in the table below:
Subject Area ENGLISH MATH SCIENCE FILIPINO ARALING PANLIPUNAN General Average
Baseline Data S.Y. 2011 2012 Increment 3.79 4.36 3.78 4.05 3.27 3.85 S.Y. 2012 2013 67.42 66.28 67.44 66.91 68.47 67.31 Increment 3.79 4.36 3.78 4.05 3.27 3.85 S.Y. 2013 2014 71.21 70.64 71.22 70.96 71.74 71.16 S.Y. Increment 2014 2015 3.79 4.36 3.78 4.05 3.27 3.85 75 75 75 75.01 75.01 75.01
63.63 61.92 63.66 62.86 65.20 63.46
TARGETS
1. At the end of the SY 2014 2015, LNHS shall have increased its achievement rate in the following areas: c. Increased results on National Achievement Test, in different learning area as shown in the table below:
Subject Area Baseline Data SY 2011 - 2012 Increment SY 2012 2013 Increment SY 2013 2014 Increment SY 2014 2015
English Filipino Math Science Araling Panlipunan Average
40.82 54.56 42.88 29.94 47.72 42.984
11.39 6.81 10.71 15.02 9.09
52.21 61.37 53.59 44.96 56.81
11.39 6.81 10.71 15.02 9.09
63.6 68.18 64.3 59.98 65.9
11.39 6.81 10.71 15.02 9.09
75 75 75 75 75
10.67
53.65
10.67
64.32
10.67
75
TARGETS
2. At the end of the school year 2015; Shall have reduced the repetition rate to zero (0) Percent Shall have reduced the dropout rate to zero (0) percent Shall have attained a 100 % graduation rate 3. At the end of the SY 2015, LNHS shall have 100% computer literate Students
TARGETS
4. At the end of the SY 2015, LNHS shall have built a school library equipped with updated reading materials. 5. At the end of the SY 2015, LNHS shall put up a video room for video lessons 6. At the end of the SY 2015, LNHS shall have provided classrooms conducive for learning
TARGETS
7. At the end of the SY 2015, LNHS shall have provided a complete concrete pavement 8. At the end of the SY 2015, LNHS shall have acquired a new site for Lauis National High School near the Mother Rita Multipurpose Cooperative to accommodate the growing population from the nearby barangays.
TARGETS
7. At the end of the SY 2015, LNHS shall have provided a complete concrete pavement 8. At the end of the SY 2015, LNHS shall have acquired a new site for Lauis National High School near the Mother Rita Multipurpose Cooperative to accommodate the growing population from the nearby barangays.
V. THREE-YEAR IMPLEMENTATION PLAN
THREE-YEAR IMPLEMENTATION PLAN | PAGE 1
ANNUAL IMPLEMENTATION PLAN | PAGE 1
SCHOOL OPERATING BUDGET| PAGE 1
INTERNAL OPERATING BUDGET| PAGE 1
VI. MONITORING AND EVALUATION PLAN
MONITORING AND EVALUATION PLAN
A. Tools
The tool to be used in monitoring and evaluating the implementation of the School Improvement Plan shall be a Self-Assessment checklist, Monitoring and Evaluation Forms which deals primarily on the Administrative Management of the School Improvement Plan. Accomplishment report shall be made quarterly and Report Card at the end of the school year shall be discussed and distributed to the stakeholders.
B. Frequency
Monitoring and evaluation of the implementation of the School Improvement Plan shall be on a quarterly basis. The results of the quarterly achievement tests shall serve as an initial evaluation effort done in the school improving the learning outcomes which is the main focus of this plan.
C. Analysis of Findings and Feed backing

Concrete data, observations and feedback from the different stakeholders shall be interpreted and analyzed. The data will be utilized for the improvement of the delivery of basic educational services. The school governing council shall discuss ways and means to provide solutions to the problems that shall crop up during the three year implementation of the School Improvement Plan.
C. Analysis of Findings and Feed backing

Concrete data, observations and feedback from the different stakeholders shall be interpreted and analyzed. The data will be utilized for the improvement of the delivery of basic educational services. The school governing council shall discuss ways and means to provide solutions to the problems that shall crop up during the three year implementation of the School Improvement Plan.
VII. COMMUNICATION, DOCUMENTATION AND REPORTING TO THE STAKEHOLDERS
COMMUNICATION, DOCUMENTATION AND REPORTING TO THE STAKEHOLDERS
A. Communication Plan
The School Report Card (SRC) Monitoring and Evaluation (Pls. see annexes) shall serve as the tool to promote the educational programs and projects being undertaken in the school and at the same time, to broadcast its accomplishments and the generosity and concern of its stakeholder.
B. Schedule of Reporting to Stakeholders

The School Report Card will be presented to the stakeholders twice a year, i.e. at the end of the semester, November and April/May. General PTA meetings assembly are also scheduled at the start and end of the school year, where in the School Report Card will also be presented to the parents.
C. Documentation Plan
Practices major and minor accomplishment in the improvement of its physical facilities, instructional and management practices shall be properly reported for reference and record purposes. Pictorials and reports are published, properly kept and recorded.
ANNEXES
ANNEXES
The Participants
The working committee in action
ANNEXES
The Signatories
Mickaela Dumlao, the SSG president signs the SIP
Leandro D. Isidro, the Faculty President signs the SIP
Hon. Delorito Ednalino, the chairman of Education of Brgy. Lauis signs the SIP while Ms. Dumlao, Mr. Isidro and Dr. Maza watch.
Dr. Marichu G. Maza, The secondary School Principal II of Lauis NHS signs the SIP with the presence of Mr. Isidro, Ms. Dumlao and Hon. Ednalino
Hon. Antonio Hermosilla, the Brgy. Captain of Brgy. Lauis signs the SIP
ANNEXES
Site Map of the School
ANNEXES
School Forms
ANNEXES
School Forms
ANNEXES
School Forms
ANNEXES
School Forms
ANNEXES
School Forms
ANNEXES
School Forms
ANNEXES
School Forms
ANNEXES
School Forms
THANK YOU!

LNHS School Improvement Plan 2013 - 2015

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LNHS School Improvement Plan 2013 - 2015

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Marichu G. Maza, Ed. D.

Secondary School Principal II

Department of Education, Region III, Division of Zambales

LAUIS NATIONAL HIGH SCHOOL Candelaria, Zambales

LNHS SCHOOL IMPROVEMENT PLAN 2013 - 2015

LNHS SCHOOL IMPROVEMENT PLAN 2013 - 2015

LNHS SCHOOL IMPROVEMENT PLAN 2013 - 2015

I. SCHOOL VISION AND MISSION/ SCHOOL LOGO

LNHS SCHOOL IMPROVEMENT PLAN 2013 - 2015

LNHS SCHOOL IMPROVEMENT PLAN 2013 - 2015

II. PROFILE OF SCHOOL AND COMMUNITY

A. HISTORY OF BARANGAY LAUIS

LNHS SCHOOL IMPROVEMENT PLAN 2013 - 2015

A. HISTORY OF BARANGAY LAUIS

LNHS SCHOOL IMPROVEMENT PLAN 2013 - 2015

A. HISTORY OF BARANGAY LAUIS

A. HISTORY OF BARANGAY LAUIS

Mountain Barangay Binabalian Barangay Taltal, Masinloc Brook

LNHS SCHOOL IMPROVEMENT PLAN 2013 - 2015

A. HISTORY OF BARANGAY LAUIS

Topography and Land Features

LNHS SCHOOL IMPROVEMENT PLAN 2013 - 2015

A. HISTORY OF BARANGAY LAUIS

A. HISTORY OF BARANGAY LAUIS

Number of Household 37 13 110 21 27 3 32 13

LNHS SCHOOL IMPROVEMENT PLAN 2013 - 2015

A. HISTORY OF BARANGAY LAUIS

TYPE OF EMPLOYMENT/NUMBER OF EMPLOYED Government Private Self-employed 2 3 2 1 1 2 2 3 3

LNHS SCHOOL IMPROVEMENT PLAN 2013 - 2015

A. HISTORY OF BARANGAY LAUIS

No. of Household No. of Family in Needs

LNHS SCHOOL IMPROVEMENT PLAN 2013 - 2015

A. HISTORY OF BARANGAY LAUIS

1,074 1,059 559

262 297 203 112 91 336

173 163 353

Total Female Male

248 127 121

LNHS SCHOOL IMPROVEMENT PLAN 2013 - 2015

A. HISTORY OF BARANGAY LAUIS

1,074 1,059 559

262 297 203 112 91 336

173 163 353

Total Female Male

248 127 121

LNHS SCHOOL IMPROVEMENT PLAN 2013 - 2015

LNHS SCHOOL IMPROVEMENT PLAN 2013 - 2015

LNHS SCHOOL IMPROVEMENT PLAN 2013 - 2015

LNHS SCHOOL IMPROVEMENT PLAN 2013 - 2015

1.1 Enrolment Data

LNHS SCHOOL IMPROVEMENT PLAN 2013 - 2015

1.1 Enrolment Data

1.1 Enrolment Data

702 333 369 757 352 405

TOTAL 4th YEAR 3rd YEAR 2nd YEAR 1st YEAR

LNHS SCHOOL IMPROVEMENT PLAN 2013 - 2015

1.1 Enrolment Data

Table 2: Enrolment Data by Year Level and Gender SY 2012 - 2013

LNHS SCHOOL IMPROVEMENT PLAN 2013 - 2015

1.1 Enrolment Data

Graph 4: Enrolment Data by Year Level and Gender SY 2012 - 2013

SY 2012 2013 FEMALE SY 2012 2013 TOTAL

LNHS SCHOOL IMPROVEMENT PLAN 2013 - 2015

LNHS SCHOOL IMPROVEMENT PLAN 2013 - 2015

1.2 Performance Indicators

1.2 Performance Indicators

School Leaver Rate