GJHSPv2022.01.19 LAS NIEVES NHS

GOVERNMENT JUNIOR HIGH SCHOOL PROFILE, SY 2021-2022
TABLE BOX Page # TITLE STATUS
1 SCHOOL INFORMATION Revised (additional data elements)

1 2 Table 1. LEARNERS BY SPECIAL PROGRAM, SY 2021-2022 (As of October 31, 2021) Revised (rearrange)
2 3 Table 2. LEARNERS BY SPECIAL PROGRAM FOR TECHNICAL VOCATIONAL EDUCATION (SPTVE), SY 2021-2022 (As of October 31, 2021) Same format
3 4 Table 3. LEARNERS WHO PASSED THE PROFICIENCY EXAMINATION IN THE FOREIGN LANGUAGE, SY 2021-2022 (As of October 31, 2021) Revised (new format)
4 5 Table 4. LEARNERS IN TECHNOLOGY AND LIVELIHOOD EDUCATION (TLE), SY 2021-2022 (As of October 31, 2021) Same format
5 6-7 Table 5. LEARNERS WITH DISABILITIES (LWDs) UNDER THE HOMEBOUND AND HOSPITAL BOUND PROGRAM, SY 2021-2022 (As of October 31, 2021) Same format
Table 6. NUMBER OF FUNCTIONAL ASSISTIVE TECHNOLOGY AND ADAPTIVE DEVICES FOR LEARNERS WITH DISABILITIES
6 7 Same format
SY 2021-2022 (As of October 31, 2021)
7 8 Table 7. LOCALLY-FUNDED TEACHERS WORKING IN THE SCHOOL BY FUNDING SOURCE, SY 2021-2022 (As of October 31, 2021) Same format
8 8 Table 8. LOCALLY-FUNDED TEACHERS WORKING IN THE SCHOOL WHO ARE QUALIFIED AND TRAINED, SY 2021-2022 (As of October 31, 2021) Same format
9 9 Table 9. TEACHING RELATED AND NON-TEACHING PERSONNEL (Nationally-funded), SY 2021-2022 (As of October 31, 2021) Same format
Revised (deleted data elements &
10 10 Table 10. TEACHING PERSONNEL (Nationally-funded), SY 2021-2022 (As of October 31, 2021)
revised reminder)
11 11 Table 11. TEACHER ASSIGNMENTS (Nationally-funded teachers working in the school), SY 2021-2022 (As of October 31, 2021) Same format
12 12 Table 12. TEACHERS WHO RECEIVED TRAINING WHILE IN-SERVICE FROM JULY 2020 TO JUNE 2021 (Nationally-funded teachers working in the school) Same format
Table 13. TEACHERS WHO RECEIVED TRAINING ON INFORMATION AND COMMUNICATIONS TECHNOLOGY (ICT)
13 12 Same format
(Nationally-funded teachers working in the school), SY 2021-2022 (As of October 31, 2021)
14 12 Table 14. TEACHERS WHO RECEIVED TRAINING ON PEDAGOGY (Nationally-funded teachers working in the school), SY 2021-2022 (As of October 31, 2021) Same format
Table 15. TEACHERS WHO RECEIVED TRAINING ON SPECIAL CURRICULAR PROGRAMS

15 12 Same format
Table 16. NUMBER OF TEACHERS BY GRADE LEVEL AND SEX (Nationally-funded teachers working in the school)
16 13 Revised reminder
SY 2021-2022 (As of October 31, 2021)
Table 17. NUMBER OF TEACHERS BY TEACHING ASSIGNMENT, BY GRADE LEVEL AND SEX (Nationally-funded teachers only)
17 13 Same format
SY 2021-2022 (As of October 31, 2021)
18 14 Table 18. NUMBER OF TEACHERS BY HIGHEST EDUCATIONAL ATTAINMENT (Nationally-funded teachers only), SY 2021-2022 (As of October 31, 2021) Same format
Table 19. NUMBER OF SCIENCE TEACHERS WITH SCIENCE EDUCATION MAJOR (Nationally-funded teachers only)
19 14 Same format
SY 2021-2022 (As of October 31, 2021)
Table 20. NUMBER OF TEACHERS BY TEACHING ASSIGNMENT AND AREA OF SPECIALIZATION (Nationally-funded teachers only)
20 14 Revised (new format)
SY 2021-2022 (As of October 31, 2021)
Table 21. NUMBER OF ENGLISH, FILIPINO, MATHEMATICS AND SCIENCE TEACHERS BY SPECIALIZATION
21 14 Same format
22 15 Table 22. TEACHERS WHO HAVE SPECIALIZATION IN TLE SUBJECTS THEY ARE TEACHING, SY 2021-2022 (As of October 31, 2021) Same format
Table 23. TEACHERS' WHO PASSED THE PROFICIENCY EXAMINATION IN THE FOREIGN LANGUAGE TAUGHT
23 16 Revised (rearrange)
1 16 Box 1. LEARNING ACTION CELL (LAC) SESSION, SY 2021-2022 (As of October 31, 2021) Same format
2 16 Box 2. ACTION RESEARCH, SY 2021-2022 (As of October 31, 2021) Same format
Table 24. NUMBER OF OPEN EDUCATIONAL RESOURCES (OERs) USED AS DISTANCE LEARNING MODALITY DEVELOPED BY TEACHERS
24 17 New
SY 2021-2022 (As of October 31, 2021)
Box 3. NATIONALLY-FUNDED TEACHERS WHO USED DEPED TV AS PART OF INSTRUCTIONAL STRATEGY IN DELIVERING DISTANCE LEARNING
3 17 New
SY 2021-2022 (As of October 31, 2021)
4 18 Box 4. SCHOOL GOVERNMENT PROGRAM (SGP), SY 2021-2022 (As of October 31, 2021) Same format
5 18 Box 5. SUPREME STUDENT GOVERNMENT (SSG) ACTIVITIES, SY 2021-2022 (As of October 31, 2021) Same format
6 18 Box 6. CAREER GUIDANCE PROGRAM, SY 2021-2022 (As of October 31, 2021) Same format
Revised (additional data elements &
25 19 Table 25. NUMBER OF FUNCTIONAL COMPUTERS BY FUNDING SOURCE, SY 2021-2022 (As of October 31, 2021)
definition)
26 20 Table 26. NUMBER OF FUNCTIONAL ICT EQUIPMENT BY FUNDING SOURCE, SY 2021-2022 (As of October 31, 2021)
definition)
7 21 Box 7. INTERNET CONNECTIVITY, SY 2021-2022 (As of October 31, 2021) Revised definition
27 21 Table 27. AVERAGE MONTHLY EXPENSE (IN PESOS) OF INTERNET CONNECTION BY FUNDING SOURCE, SY 2021-2022 (As of October 31, 2021) Revised (additional definition)
28 22 Table 28. CELLULAR COMMUNICATION, SY 2021-2022 (As of October 31, 2021) New
29 23 Table 29. AVAILABILITY OF PRINTER / PHOTOCOPIER, SY 2021-2022 (As of October 31, 2021) New
30 24 Table 30. BROADCASTING STATION, SY 2021-2022 (As of October 31, 2021) New
31 25 Table 31. SCHOOL RADIO, SY 2021-2022 (As of October 31, 2021) New
32 26 Table 32. MOOE ALLOCATION, UTILIZATION AND LIQUIDATION FROM JANUARY 2020 TO DECEMBER 2020 Same format
8 26 Box 8. AVAILABILITY OF ELECTRICAL SUPPLY, SY 2021-2022 (As of October 31, 2021) Same format
9 27-28 Box 9. SCHOOL SITE, SY 2021-2022 (As of October 31, 2021)
definition)
10 28 Box 10. SCHOOL LOCATION, SY 2021-2022 (As of October 31, 2021) Same format
33 Table 33. HEALTH AND NUTRITION, SY 2021-2022
A. Number of learners who were vaccinated by the Department of Health among the learners this SY 2021-2022
29 Same format
from August 1 to December 31, 2021 (based on LGU health records)
29 B. Number of learners by nutritional status Same format
30 C. Number of learners who were dewormed from August 1 to December 31, 2020 (based on LGU health records) Same format
30 D. Number of female learners who received Weekly Iron Folic Acid (WIFA) Supplementation for the PREVIOUS SY 2020-2021 Same format
11 30 Box 11. SCHOOL CLINIC, SY 2021-2022 (As of December 31, 2021) Same format
12 31 Box 12. AVAILABILITY OF WATER SUPPLY, SY 2021-2022 (As of December 31, 2021) Same format
34 31 Table 34. NUMBER OF EXISTING WASH FACILITIES, SY 2021-2022 (As of December 31, 2021) Same format
35 32 Table 35. ORAL HEALTH, PREVIOUS SY 2020-2021 Same format
36 32 Table 36. MEDICAL AND NURSING SERVICES, PREVIOUS SY 2020-2021 Same format
37 32 Table 37. MENTAL HEALTH, For the months of April 2020 to November 2020 Revised (new format)
Revised
13 33 Box 13. SCHOOL MENTAL HEALTH, PREVIOUS SY 2020-2021
(title & deleted data elements)
14 34 Box 14. CANCER CASES, PREVIOUS SY 2020-2021 Same format
15 35 Box 15. ADOLESCENT REPRODUCTIVE HEALTH, PREVIOUS SY 2020-2021 Same format
16 36 Box 16. COMPREHENSIVE TOBACCO CONTROL, SY 2021-2022 (As of December 31, 2021) Revised (title & data element)
17 37 Box 17. NATIONAL PREVENTIVE DRUG EDUCATION, SY 2021-2022 (As of December 31, 2021) Same format
18 37 Box 18. OK sa DepEd PROGRAM, SY 2021-2022 (As of December 31, 2021) Same format
19 38 Box 19. FEEDING PROGRAM, SY 2021-2022 (As of December 31, 2021) Same format
20 38 Box 20. FOOD HANDLING, SY 2021-2022 (As of December 31, 2021) Same format
21 39 Box 21. SOLID WASTE MANAGEMENT, SY 2021-2022 (As of December 31, 2021) Same format
22 39 Box 22. OPERATION AND MAINTENANCE OF SANITATION FACILITIES, SY 2021-2022 (As of December 31, 2021) Same format
23 39 Box 23. MENSTRUAL HYGIENE, SY 2021-2022 (As of December 31, 2021) Same format
24 40 Box 24. CHILD PROTECTION, PREVIOUS SY 2020-2021 Same format
25 40 Box 25. CHILD PROTECTION: VIOLENCE AGAINST CHILDREN, PREVIOUS SY 2020-2021 Same format
26 41 Box 26. CHILD PROTECTION: BULLYING, PREVIOUS SY 2020-2021 Same format
27 42 Box 27. SCHOOL SPORTS PROGRAM: AVAILABLE SPORTS EVENTS, CLUBS, AND FACILITIES, SY 2021-2022 (As of October 31, 2021) Same format
38 43 Table 38. SCHOOL SPORTS PROGRAM: SPORTS PERSONNEL (DepEd Funded), SY 2021-2022 (As of October 31, 2021) Same format
39 44-45 Table 39. DISASTERS/CALAMITIES, For the months of June 2020 to May 2021 Revised (title)
40 46-47 Table 40. DISASTERS/CALAMITIES (Human-Induced Hazards - Armed Conflict and Grave Child Rights Violations) For the months of June 2020 to May 2021 Same format
41 47 Table 41. RESULT OF DISASTER INCIDENCES, For the months of June 2020 to May 2021 Same format with additional words
Revised (with additional data
28 Box 28. ENABLING ENVIRONMENT, For the months of June 2020 to May 2021
elements)
48 Part 1. DRRM, CCAM, and Peacebuilding Policies
49 Part 2. DRRM, CCAM, and Peacebuilding Plans
49 Part 3. DRRM, CCAM, and Peacebuilding Organizational and Budget Support
49 Part 4. Data and Information Management
50 Part 5. Monitoring and Evaluation
29 Box 29. PILLAR 1. SAFE LEARNING FACILITIES, For the months of June 2020 to May 2021
elements)
51 Part 1. School Safety, and Disaster Prevention and Mitigation
52 Part 2. Rehabilitation and Recovery
30 Box 30. PILLAR 2. DISASTER RISK MANAGEMENT, For the months of June 2020 to May 2021
elements)
53 Part 1. School-level Risk Assessment, Plans, and Partnerships
54 Part 2. Disaster Preparedness
55-57 Part 3a-3b. Disaster Response
31 Box 31. PILLAR 3. RISK REDUCTION AND RESILIENCE EDUCATION, For the months of June 2020 to May 2021
elements)
58 Part 1. Curriculum Integration
58 Part 2. Information, Education, and Communication (IEC) and Advocacy
59-62 Part 3a-3d. Resilience Education
32 63 Box 32. INDIGENOUS PEOPLES EDUCATION (IPEd) PROGRAM, SY 2021-2022 (As of October 31, 2021)
elements)
41 33
GJHSPv2022.01.19 School ID: 304689
Republic of the Philippines

DEPARTMENT OF EDUCATION
PLANNING SERVICE
Education Management Information System Division
GOVERNMENT JUNIOR HIGH SCHOOL (JHS) PROFILE

INSTRUCTIONS
This form shall be accomplished by the head of all government Junior High Schools. In the case of schools with annexes, extensions, etc., a separate school profile form shall be accomplished by
every annex, extension, etc.
The head of the school shall sign the forms certifying to the correctness of the data, and shall be responsible and accountable for any inaccuracy or false data/information reported. He/She
shall submit the accomplished forms to the respective Schools Division Office (SDO).
Important: Read the definitions/instructions found at the bottom of each table before filling out the form. No item shall be left blank. Instead, "zero ( 0 )" or "not applicable (n/a)" shall be
written. Shaded boxes shall not be filled.
SCHOOL INFORMATION
SY 2021-2022
School Name : LAS NIEVES NATIONAL HIGH SCHOOL Region : CARAGA

(Official Name)
Division : Agusan del Norte
Legislative District : 1st District

(Previous Name, if any)
Telephone Number : NONE
Address : PUROK 1 POBLACION Mobile Number : 9466495247

No. Street/Sitio/Purok Barangay
Fax Number : NONE
LAS NIEVES AGUSAN DEL NORTE 8610 Website (if any) : NONE
Municipality/City Province Zip Code
E-Mail Address : [email protected]
Check (a) if the school is: (check all applicable) Date Established (Year) : 1980
✘ 1 Science High School
0 Farm School
✘ Offering Night Classes
0 Stand-Alone TechVoc High School (See definition in Table 2)
0 Annex/Extension School (Indicate Mother School ID: )
0 Implementing Unit (with any of the following: finance positions, book of accounts or fiscal autonomy and agency code )
Certified True and Correct by: Validated by Planning Officer III (PRS-SGOD): Noted by the Schools Division Office:
School Head : ELVIRA A. HERNANDEZ Head of the Office : LORENZO O. MACASOCOL, CESO VI
(Signature Over Printed Name) / Date SONIA A. MONTALBAN (Signature Over Printed Name) / Date
(Signature Over Printed Name) / Date
Position Title : Secondary School Principal 1 Position Title : Schools Division Superintendent
639552936.xlsx SchInfo Page 1 of 63

Table 1. LEARNERS BY SPECIAL PROGRAM, SY 2021-2022 (As of October 31, 2021)
TOTAL
Grade 7 Grade 8 Grade 9 Grade 10
Special Programs (Grades 7 to 10)
Male Female Male Female Male Female Male Female Male Female
1. Special Program in the Arts 0 0
a. Music 0 0 0 0 0 0 0 0 0 0
b. Dance 0 0 0 0 0 0 0 0 0 0
c. Theater Arts 0 0 0 0 0 0 0 0 0 0
d. Creative Writing 0 0 0 0 0 0 0 0 0 0
e. Media Arts 0 0 0 0 0 0 0 0 0 0
f. Visual Arts 0 0 0 0 0 0 0 0 0 0
2. Special Program in Foreign Language
a. Chinese (Mandarin) 0 0 0 0 0 0 0 0 0 0
b. French 0 0 0 0 0 0 0 0 0 0
c. German 0 0 0 0 0 0 0 0 0 0
d. Japanese (Nihongo) 0 0 0 0 0 0 0 0 0 0
e. Korean 0 0 0 0 0 0 0 0 0 0
f. Spanish 0 0 0 0 0 0 0 0 0 0
3. Special Program in Journalism 0 0 0 0 0 0 0 0 0 0

4. Special Program in Science, Technology and
Engineering 0 0 0 0 0 0 0 0 0 0
5. Special Program in Sports 0 0
a. Individual Sports 0 0 0 0 0 0 0 0 0 0
b. Dual Sports 0 0 0 0 0 0 0 0 0 0
c. Team Sports 0 0 0 0 0 0 0 0 0 0
Enrollment by Special Program - refers to the number of learners according to special programs offered in JHS.
Types of Special Programs:

1. Special Program in the Arts - a program designed to cater to the needs of learners who are talented in the arts.
a. Music - a specialization in the Special Program in the Arts where learner demonstrates an appreciation and understanding of the concepts and principles of music leading to
careers such as singer, voice actor, music teacher, music composer, amateur/professional musician and sound designer.
b. Dance - a specialization in the Special Program in the Arts where the learner demonstrates understanding and appreciation of the basic concepts and principles of dance
leading to careers such as professional dancer, dance director, choreographer, dance teacher and athlete.
c. Theater Arts - a specialization in the Special Program in the Arts where the learner demonstrates an appreciation and understanding of the concepts and principles of theater
arts leading to careers such as set designer, teacher, theater director, film director, stand-up comedian and professional actor.
d. Creative Writing - a specialization in the Special Program in the Arts where the learner demonstrates an appreciation and understanding of principles of creative writing
leading to careers such as novelist, screenwriter, playwright, calligraphist, teacher and journalist.
e. Media Arts - a specialization in the in the Special Program in the Arts where the learner demonstrates appreciation and basic understanding of the of the concept and principles
of media arts leading to multimedia designer product, designer, web developer, video game director and print designer.
f. Visual Arts - a specialization in the Special Program in the Arts where the learner demonstrates appreciation and basic understanding of the of the concept and principles of
visual arts leading to careers such as visual effects animator, video game designer, architect, naval architect and landscape architect.
2. Special Program in Foreign Language (SPFL) - a program which envisions a multilingual Filipino learner who is globally competitive and equipped with 21st century skills in a
culturally diverse environment while preserving the national identity. The program will equip learners with skills and competencies in a foreign language by providing them with
greater opportunities through an enhanced research-based curriculum, competent roster of teachers, supportive administrators, and strong collaboration with program partners. The
program offers a variety of opportunities for students to learn not only the basics of foreign languages, but at the same time, heighten their global awareness by enhancing their
social and cross-cultural skills and understanding.
a. Chinese (Mandarin) - one of the 6 languages offered in the Special Program in Foreign Language. One of the languages in China and oldest written language in the world.
b. French - one of the 6 languages offered in the Special Program in Foreign Language. Language spoken in France, also used in parts of Belgium, Switzerland, and Canada.
c. German - one of the 6 languages offered in the Special Program in Foreign Language. Official language of both Germany and Austria and one of the three official languages
of Switzerland.
d. Japanese (Nihongo) - one of the 6 languages offered in the Special Program in Foreign Language. The language of the Japanese.
e. Korean - one of the 6 languages offered in the Special Program in Foreign Language. A language spoken by the people living in South Korea and North Korea.
f. Spanish - one of the 6 languages offered in the Special Program in Foreign Languages. A language spoken in Spain and of the countries colonized by Spaniards.
3. Special Program in Journalism - a program designed to enrich the experiences, hone the journalistic skills and competencies of learner-writers and to strengthen free and
responsible journalism.
4. Special Program in Science, Technology and Engineering - a program which aims to develop the learners' skills in science, technology and engineering.
5. Special Program in Sports - a program that will identify learners with potential talent in sports and hone their skills for higher levels of athletic endeavors.
a. Individual Sports - a sport wherein participants compete individually. Examples of individual sports are swimming, gymnastics and running.
b. Dual Sports - a sport played by two people to compete as a team to win together. Examples of dual sports are badminton, table tennis and tennis.
c. Team Sports - a sport that involves competition between teams of players. Examples of team sports are basketball, volleyball and soccer.
6. Special Program for Technical Vocational Education (SPTVE) - refer to Table 2 for detailed definition.
Reminder: A learner shall be counted only once where he/she has the most number of time spent.
Certified True and Correct by: Validated by Planning Officer III (PRS-SGOD):
School Head : ELVIRA A. HERNANDEZ
(Signature Over Printed Name) / Date SONIA A. MONTALBAN
Position Title : Secondary School Principal 1
639552936.xlsx Table1 Page 2 of 63
Table 2. LEARNERS BY SPECIAL PROGRAM FOR TECHNICAL VOCATIONAL EDUCATION (SPTVE), SY 2021-2022 (As of October 31, 2021)
EXPLORATORY YEARS SPECIALIZATION
TOTAL
COURSES/SUBJECTS Grade 7 Grade 8 Grade 9 Grade 10 (Grades 7 to 10)
Arts and Trades Technology Course
Beauty Care and Wellness Technology 0 0
Garments Technology 0 0
Food Technology 0 0
Airconditioning Technology 0 0
Computer Technology 0 0
Machine Technology 0 0
Building Construction Technology 0 0
Electronic Technology 0 0
Automotive Technology 0 0
Welding Technology 0 0
Electrical Technology 0 0
Drafting Technology 0 0
Furniture Technology 0 0
Agriculture Technology Course
Agri-Crop Production Technology 0 0
Animal Production Technology 0 0
Food Processing Technology 0 0
Fishery Technology Course
Fish Production Technology 0 0
SPTVE Mandatory Subjects
Internet Computing Fundamentals 0 0
Entrepreneurship 0 0
Technical Drawing 0 0
1. Special Program for Technical Vocational Education (SPTVE) - refers to a program that is aligned with the implementation of the enhanced basic education curriculum under Republic Act
10533 that seeks to provide opportunities for Junior High School learners to acquire the necessary skills, competencies, and qualifications that will prepare them to face life challenges and
provide viable options as they pursue further specialization in Senior High School. Below are the courses / subjects under the Special Program for Technical Vocational Education (SPTVE):
a. Arts and Trades Technology Course - this technology course consists of a combination of related specializations in the areas of Industrial Arts, Home Economics, and Information and
Communications Technology (ICT).
b. Agriculture Technology Course - this technology course consists of a combination of related specializations in the areas of agriculture (land) and/or agri-industrial.
c. Fishery Technology Course - this technology course consists of a combination of related specializations in the areas of fishery.
d. SPTVE Mandatory Subjects - these are subjects that are mandatory for students under the SPTVE Curriculum. Technical Drawing, Entrepreneurship, and Information and Computer
Technology (ICT) are among the subjects. They supplement the development and application of skills and competencies of learners in the different technology courses.
2. Exploratory Subject - refers to subject that is taken by SPTVE learners in Grade 7 to equip them with the common competencies of the industries in preparation for their specializations in
Grade 8.
3. Stand-Alone TechVoc High School - refers to public secondary high school that implement only STVEP/SPTVE curriculum in junior high school. Majority of these schools are legislated or
created through a Republic Act.
Reminder: This table shall be accomplished ONLY by Stand-Alone TechVoc HS.

Table 3. LEARNERS WHO PASSED THE PROFICIENCY EXAMINATION IN THE FOREIGN LANGUAGE, SY 2021-2022 (As of October 31, 2021)
Number of Takers Number of Passers
Proficiency Examination in SPFL Grade 7 Grade 8 Grade 9 Grade 10 TOTAL Grade 7 Grade 8 Grade 9 Grade 10 TOTAL
(Grades 7 to 10) (Grades 7 to 10)
Male Female Male Female Male Female Male Female Male Female Male Female Male Female Male Female Male Female Male Female
Chinese - Youth Chinese Test (YCT) 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
French - Diplôme d'études en langue française (DELF) 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
German - Zertifikat Deutsch (ZD) 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
Japanese - Japan Language Proficiency Test (JLPT) 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
Korean - Test of Proficiency in Korean (TOPIK) 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
Spanish - Diplomas de Español como Lengua Extranjera (DELE) 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
Proficiency Examination in SPFL:

1. Youth Chinese Test (YCT) - an international standardized test of Chinese language proficiency. It assesses young foreign students’ abilities to use Chinese in their daily and academic lives. The new YCT consists of a writing test and a speaking test,
which are independent of each other. The writing test is divided into four levels, namely, YCT - Level I, YCT - Level II, YCT - Level III, and YCT - Level IV. The speaking test is divided into YCT - Beginner Level and YCT - Intermediate Level.
2. Diplôme d'études en langue française (DELF) - a certification of French-language abilities for non-native speakers of French administered by the International Centre for French Studies for France's Ministry of Education. It is composed of four
independent diplomas corresponding to the first four levels of the Common European Framework of Reference for Languages: A1, A2, B1 and B2.
3. Zertifikat Deutsch (ZD) - an internationally acknowledged exam of German language ability. It tests for a level of proficiency equivalent to level B2 of the six-level scale of competence laid down in the Common European Framework of Reference
(CEFR) for Languages.
4. Japanese Language Proficiency Test (JLPT) - a standardized criterion-referenced test to evaluate and certify Japanese language proficiency for non-native speakers, covering language knowledge, reading ability, and listening ability.
5. Test of Proficiency in Korean (TOPIK) - a written test designed to to measure the ability on non-native speakers for expression and comprehension in the Korean language. The test has three different levels, Beginner, Intermediate and Advanced.
6. Diplomas de Español como Lengua Extranjera (DELE) (English: Diplomas of Spanish as a Foreign Language) - an official diplomas issued by the Spanish Instituto Cervantes on behalf of the Spanish Ministry of Education and Science to
participants who have passed a standardised test indicating their European Spanish language proficiency.

Table 4. LEARNERS IN TECHNOLOGY AND LIVELIHOOD EDUCATION (TLE), SY 2021-2022 (As of October 31, 2021)
EXPLORATORY YEARS REGULAR TLE
TOTAL
SUBJECT Grade 7 Grade 8 Grade 9 Grade 10 (Grades 7 to 10)
Home Economics (HE)
Beauty Care 0 0
Caregiving 0 0
Cookery 114 125 135 120 121 109 127 129 497 483
Dressmaking 114 125 114 125
Front Office Services 0 0
Handicraft 0 0
Household Services 0 0
Travel Services 0 0
Wellness Massage 0 0
Agri-Fishery Arts (AFA)

Agri-Crop Production 0 0
Animal Production 0 0
Aquaculture 0 0
Fish Processing 0 0
Industrial Arts (IA)

Automotive Servicing 0 0
Carpentry 0 0
Electrical Installation and Maintenance 0 0
Electronic Products Assembly and Servicing 0 0
Masonry 0 0
Plumbing 0 0
Refrigeration and Airconditioning 0 0
Shielded Metal Arc Welding 0 0
Information and Communication

Technology (ICT)
Computer Systems Servicing 0 0
Contact Center Services 0 0
Illustration 0 0
Technical Drafting 0 0
1. Exploratory Years - learners will be taking up Basic Fundamental Skills of the four components (HE, AFA, IA & ICT) which is aligned to the specializations offered by the school in Grades 9 to
10.
2. Basic Fundamental Skills - these are pre-requisite competencies for the learners who will take a specialization/s under Technical Livelihood Education.
Table 5. LEARNERS WITH DISABILITIES (LWDs) UNDER THE HOMEBOUND AND HOSPITAL BOUND PROGRAM, SY 2021-2022 (As of October 31, 2021)
HOMEBOUND HOSPITAL BOUND
Age Profile Grade Placement Age Profile Grade Placement

Classification/Types of Disabilities
Grade 7 Grade 7
12-15 years 16-20 years 21-25 years Transition 12-15 years 16-20 years 21-25 years Transition
TOTAL to TOTAL TOTAL to TOTAL
old old old Program old old old Program
Grade 10 Grade 10
With Diagnosis from Licensed Medical Specialist:
1. Visual Impairment 0 0 0 0
2. Hearing Impairment 0 0 0 0
3. Learning Disability 1 1 9 9 0 0
4. Intellectual Disability 0 0 0 0
5. Autism Spectrum Disorder 0 0 0 0
6. Emotional-Behavioral Disorder 0 0 0 0
7. Orthopedic/Physical Handicap 0 0 0 0
8. Speech/Language Disorder 0 0 0 0
9. Cerebral Palsy 0 0 0 0
10. Special Health Problem/Chronic Disease 0 0 0 0
10.a. Cancer 0 0 0 0
11. Multiple Disabilities 0 0 0 0
With Manifestations:
1. Difficulty in Seeing 0 0
2. Difficulty in Hearing 0 0
3. Difficulty in Applying Knowledge 0 0

4. Difficulty in Remembering, Concentrating,
Paying Attention and Understanding 0 0
5. Difficulty in Applying Adaptive Skills 0 0
6. Difficulty in Displaying Inter-Personal Behavior 0 0

Difficulty in Mobility
7. 0 0
(Walking, Climbing and Grasping)
8. Difficulty in Communicating 0 0
TOTAL 0 1 0 1 0 9 9 0 0 0 0 0 0 0
(See definitions on the next page)
Reminders: 1. For 10.a., out of the total number of learners with Special Health Problems / Chronic Disease, determine the number of learners who are cancer patients, living with cancer and cancer survivor.
2. LWDs with two or more manifestations, the data shall be counted under dominant/prevalent manifestation/difficulty.
Certified True and Correct by: Validated by Division SPED Coordinator: Validated by Planning Officer III (PRS-SGOD):
School Head : ELVIRA A. HERNANDEZ DORIS P. VILLANUEVA
(Signature Over Printed Name) / Date (Signature Over Printed Name) / Date SONIA A. MONTALBAN
Position Title : Secondary School Principal 1 Position Title : EPS/ Special Education
(Continuation from previous page, Table 5)
Classification of Learners with Disabilities:

1. With Diagnosis from Licensed Medical Specialist - refers to learners who have undergone assessment of licensed professionals like Psychologists, Psychometricians, and Medical Specialists who can determine the level of disability of any
learner.
2. With Manifestations - refers to learners manifesting difficulties in particular activities (e.g., cognitive, communication, mobility, hearing, seeing, etc.) who were observed by teachers on daily lessons/activities or through anecdotals.
Learners with Disabilities under the Homebound and Hospital Bound Program:
1. Homebound - refers to an educational program designed for children with disabilities who are enrolled in the nearest school to their residence, but can not go to school on a regular schedule. Community volunteers, para-teacher, parents or any
member of the family are trained to assist the child at home.
2. Hospital Bound - refers to an educational program designed for LWDs with severe disturbance, profound level of disability, bed-bound, with crippling, chronic or serious health disabilities/impairments and recovering patient (LWDs).
3. Age Profile (Homebound/Hospital bound) - refers to a range of age per type of learners with disabilities.
4. Grade Placement (Homebound/Hospital bound) - refers to what program the learners are placed or enrolled.
5. Transition Program or Self-Contained Non-Graded - refers to the coordinated set of activities for LWDs ages 15 to 24 who are placed in a self-contained non-graded classes. It is designed within an outcome-oriented process that promotes
movement from home to school, school to functional life and school to employment/enterprenuership; including vocational training, integrated employment, continuing adult education, and services and community participation.
LWDs With Diagnosis from Licensed Medical Specialist:

1. Visual Impairment - refers to a learner with an impairment that even with correction, adversely affects a child's educational performance. This includes both partial sight and blindness.
2. Hearing Impairment - refers to a learner with an impairment, whether permanent or fluctuating that adversely affects a child’s educational performance such as deafness.
3. Learning Disability - refers to a learner with a disorder in perception, listening, thinking, reading, writing, spelling, and arithmetic although normal in sensory, emotional and intellectual abilities.
4. Intellectual Disability - refers to a learner with significantly subaverage general intellectual functioning which originates during the developmental period and associated with impairment in adoptive behavior like maturation, learning and social
adjustment.
5. Autism Spectrum Disorder - refers to a learner characterized by varying degrees of impairment in communication skills and social interactions and in restrictive, repetitive patterns of behavior.
6. Emotional-Behavioral Disorder - refers to a learner with a condition exhibiting one or more of the following characteristics over a long period of time and to a marked degree that adversely affects a child's educational performance: (i) an
inability to learn that cannot be explained by intellectual, sensory, or health factors, (ii) an inability to build or maintain satisfactory interpersonal relationships with peers and teachers, (iii) inappropriate types of behavior or feelings under normal
circumstances, (iv) a general pervasive mood of unhappiness or depression, (v) a tendency to develop physical symptoms or fears associated with personal or school factors.
7. Orthopedic /Physical Handicap - refers to a learner with any condition that interferes with a child's ability to use his or her body.
8. Speech/Language Disorder - refers to a learner with a communication disorder, such as stuttering, impaired articulation, a language impairment, or a voice impairment, that adversely affects a child’s educational performance.
9. Cerebral Palsy - refers to a learner that is caused by damage to developing brain either before or during birth, or in the first few years of life. The impairment depends on where in the brain the damage occurs.
10. Special Health Problem/Chronic Illness - refers to a learner with a chronic or acute health problems such as asthma, attention deficit disorder or attention deficit hyperactivity disorder, diabetes, epilepsy, a heart condition, hemophilia, lead
poisoning, leukemia, nephritis, rheumatic fever, sickle cell anemia, and Tourette syndrome; that adversely affect a child's educational performance.
10.a. Cancer - refers to a learner who are cancer patients, living with cancer and cancer survivor.
11. Multiple Disabilities - refers to a learner with a combination of disabilities that causes severe educational needs that require multiple special education programs such as mental retardation-blindness or mental retardation-orthopedic impairment.
LWDs With Manifestations:

1. Difficulty in Seeing - refers to a learner that manifest difficulty in vision that even with correction, adversely affects a child educational performance. They include those that are totally blind, functionally blind or low vision.
2. Difficulty in Hearing - refers to a learner that have difficulty in hearing, hard of hearing, suffering from hearing loss or deafness.
3. Difficulty in Applying Knowledge - refers to a learner that has a problem that interferes with learning basic skills such as reading, writing, acquiring skills and/or math. It can also delay higher level thinking skills such as organization, time
planning, abstract reasoning, long and short term memory and attention.
4. Difficulty in Remembering, Concentrating, Paying Attention and Understanding - refers to a learner that manifest significant limitations in general intellectual functioning; in adaptive functioning (communication, self-care, home living,
health and safety, social skills, functional academics, community use, leisure and work) which exist concurrently; it includes those medically diagnosed as learners with: Reading Disability or Dyslexia; Written Expression Disability; Spelling
Disability; Handwriting Disability or Dysgraphia; Mathematical Disability or Dyscalculia.
5. Difficulty in Performing Adaptive Skills (self-care) - refers to a learner manifesting difficulty in washing oneself, caring of body parts, toileting, dressing, eating and drinking.
6. Difficulty in Displaying Interpersonal Behavior (Emotional and Behavioral) - refers to a learner whose conditions are characterized by emotional or behavioral responses in school programs so different from appropriate age, cultural or
ethnic norms which affects their educational performance (academic, social, vocational or personal skills) more than temporary and responses are stressful to environment behavior is exhibited in two different settings (one of which is school
related). They are also unresponsive to direct intervention in general education.
7. Difficulty in Mobility (Walking, Climbing and Grasping) - refers to a learner that manifest difficulty in maintaining one’s position or changing a body position. They include those diagnosed as having cerebral palsy, spina bifida and muscular
dystrophy.
8. Difficulty in Communicating - refers to a learner whose developmental conditions are causing problems in communication, learning and social behaviors. It is typically characterized by difficulty in: Understanding others; Producing message;
Communicating using devices.
Table 6. NUMBER OF FUNCTIONAL ASSISTIVE TECHNOLOGY AND ADAPTIVE DEVICES FOR LEARNERS WITH DISABILITIES
SY 2021-2022 (As of October 31, 2021)
Types of Devices Number of Devices 1. Assistive Technology Device - refers to any device that helps someone do something that might not otherwise be able to do well or at all.
Generally, the term is used for devices that help people overcome a handicap such as a mobility, vision, mental, dexterity or hearing loss.
Assistive Technology Devices 0
Adaptive Devices 0 2. Adaptive Device - refers to any device that are used to assist with completing activities of daily living.
TOTAL 0
Certified True and Correct by: Validated by Division SPED Coordinator: Validated by Planning Officer III (PRS-SGOD):
School Head : ELVIRA A. HERNANDEZ DORIS P. VILLANUEVA
Position Title : Secondary School Principal 1 Position Title : EPS/ Special Education
Table 7. LOCALLY-FUNDED TEACHERS WORKING IN THE SCHOOL BY FUNDING SOURCE
SY 2021-2022 (As of October 31, 2021)
Funding Source Validated by Division HR Personnel:
Special Education Fund (SEF) TOTAL
Local Gov't Unit JIMENY M. CRUZ
Others Locally-funded
Provincial Municipal/City (LGU) funded (Signature Over Printed Name) / Date
Teachers
Position Title : Administrative Officer IV
0 0 0 0 0
Locally-funded teachers working in the school - teachers not having plantilla positions and whose compensation is chargeable against
the local budget.
These are classified according to the following:
a. Special Education Fund (SEF) Teachers - teachers whose salaries are being paid by the Local School Board Fund
(Provincial/City or Municipal) where the school is located.
Local Government Unit (LGU) funded Teachers - teachers paid out of the general fund
b.
(not the-SEF)
Others of the
teachers whoLGU.
are being funded by other sources not mentioned above
c.
(e.g., Parents-Teachers Association, etc.).
Reminder: Total of Locally-funded Teachers shall be greater than or equal to the Total of Qualified / Trained Teachers in Table 8.
Table 8. LOCALLY-FUNDED TEACHERS WORKING IN THE SCHOOL WHO ARE QUALIFIED AND TRAINED
SY 2021-2022 (As of October 31, 2021)
Qualified Teachers Trained Teachers Validated by Senior Education Program Specialist (HRTD):
Male Female TOTAL Male Female TOTAL
SWEET LOUELJIE A. ARCITE
0 0 0 0 0 0 (Signature Over Printed Name) / Date
Qualified teacher - locally-funded teacher who has the minimum academic qualifications necessary to teach Junior High School
Education. He/She must be a Licensure Examination for Teacher (LET) passer given by the Professional Regulation Commission
(PRC) and the Board for Professional Teachers (BPT) or a Professional Board Examination for Teachers (PBET) passer given by the
Civil Service Commission (CSC) and the Department of Education, Culture and Sports (DECS [now DepEd]).
Trained teacher - locally-funded teacher who received at least the minimum organized teacher-training requirements (pre-service or in-
service) to teach Junior High School Education.
Reminder: Total of Qualified / Trained Teachers shall be less than or equal to the Total of Locally-funded Teachers in Table 7.
639552936.xlsx Tables7-8 Page 8 of 63

Table 9. TEACHING RELATED AND NON-TEACHING PERSONNEL (Nationally-funded), SY 2021-2022 (As of October 31, 2021)
NATIONALLY-FUNDED PERSONNEL
SCHOOL PLANTILLA ITEMS
TOTAL
Plantilla personnel detailed to Plantilla personnel borrowed/detailed
Number of Number of personnel actually working TOTAL Nationally-funded personnel working
plantilla items from other school(s)/ DepEd office(s)
Position Title in the school DepEd DepEd office(s)/ TOTAL in the school
in school per Plantilla Elementary
On leave item(s) office(s)/ sec. school(s) outside
latest TOTAL school(s) TOTAL Male Female TOTAL
vacant school(s) the division or
PSI-POP Male Female within the (Col.8+Col.9+
Male Female
within the other government Col.10)
(Col.5+Col.6+
(Col.3+Col.4) division Col.7+ Col.11) (Col.13+Col.14) (Col.3+Col.13) (Col.4+Col.14) (Col.16+Col.17)
division agencies
Col. 1 Col. 2 Col. 3 Col. 4 Col. 5 Col. 6 Col. 7 Col. 8 Col. 9 Col. 10 Col. 11 Col. 12 Col. 13 Col. 14 Col. 15 Col. 16 Col. 17 Col. 18
Vocational School Administrator III 0 0 0 0 0 0 0

Vocational School Administrator II 0 0 0 0 0 0 0
Vocational School Administrator I 0 0 0 0 0 0 0
School Principal IV 0 0 0 0 0 0 0
School Principal III 0 0 0 1 1 0 1 1
School Principal II 0 0 0 0 0 0 0
School Principal I 1 1 0 1 0 0 1 1 Totals in Column 12 shall tally with entries in Column 2.
Assistant School Principal III 0 0 0 0 0 0 0

Assistant School Principal II 0 0 0 0 0 0 0
Assistant School Principal I 0 0 0 0 0 0 0
Head Teacher VI 0 0 0 0 0 0 0
Head Teacher V 0 0 0 0 0 0 0
Head Teacher IV 0 0 0 0 0 0 0
Head Teacher III 0 0 0 0 0 0 0
Head Teacher II 0 0 0 0 0 0 0
Head Teacher I 1 0 1 1 1 0 0 0 0
Guidance Coordinator III 0 0 0 0 0 0 0
Guidance Coordinator II 0 0 0 0 0 0 0
Guidance Coordinator I 0 0 0 0 0 0 0
Guidance Counselor III 0 0 0 0 0 0 0
Guidance Counselor II 0 0 0 0 0 0 0
Guidance Counselor I 0 0 0 0 0 0 0
Administrative Officer IV 0 0 0 0 0 0 0
School Librarian III 0 0 0 0 0 0 0
School Librarian II 0 0 0 0 0 0 0
School Librarian I 0 0 0 0 0 0 0
Accountant I 0 0 0 0 0 0 0
Cashier I 0 0 0 0 0 0 0
Supply Officer I 0 0 0 0 0 0 0
Administrative Assistant III
1 0 1 1 1 0 0 0 0
(Senior Bookkeeper)
Bookkeeper 0 0 0 0 0 0 0
Administrative Assistant II
2 1 1 2 2 3 0 0 1 1 Totals in Column 12 shall tally with entries in Column 2.
(Disbursing Officer II)
Disbursing Officer I 0 0 0 0 0 0 0
Administrative Aide VI 0 0 0 0 0 0 0
Heavy Equipment Operator I 0 0 0 0 0 0 0
Driver I 0 0 0 0 0 0 0
Security Guard I 0 0 0 0 0 0 0
Light Equipment Operator 0 0 0 0 0 0 0
Utility Worker I 0 0 0 0 0 0 0
TOTAL 4 0 2 2 0 0 4 0 0 4 6 0 1 1 0 3 3
Reminder: Totals in column 12 shall tally with entries in column 2.
Note: For the definitions, refer to Teaching Personnel Data (Table 10).
Certified True and Correct by: Validated by Division HR Personnel: Validated by Planning Officer III (PRS-SGOD):
School Head : ELVIRA A. HERNANDEZ JIMENY M. CRUZ
Position Title : Secondary School Principal 1 Position Title : Administrative Officer IV

Table 10. TEACHING PERSONNEL (Nationally-funded), SY 2021-2022 (As of October 31, 2021)
NATIONALLY-FUNDED PERSONNEL
SCHOOL PLANTILLA ITEMS TOTAL
Number of Plantilla personnel borrowed/detailed
Number of teachers actually working Plantilla personnel detailed to Nationally-funded teachers working
plantilla from other school(s)/ DepEd office(s)
Position Title items in in the school DepEd DepEd office(s)/ TOTAL TOTAL in the school
Plantilla Elementary
school per On leave item(s) office(s)/ sec. school(s) outside
school(s)
latest PSI- TOTAL vacant school(s) the division or (Col.5+Col.6+ TOTAL Male Female TOTAL
Male Female within the within the other government
(Col.8+Col.9+ Col.7+ Col.11) Male Female
POP division Col.10)
(Col.3+Col.4) division agencies (Col.13+Col.14) (Col.3+Col.13) (Col.4+Col.14) (Col.16+Col.17)
Col. 1 Col. 2 Col. 3 Col. 4 Col. 5 Col. 6 Col. 7 Col. 8 Col. 9 Col. 10 Col. 11 Col. 12 Col. 13 Col. 14 Col. 15 Col. 16 Col. 17 Col. 18
a. Teaching Positions
Instructor III 0 0 0 0 0 0 0
Instructor II 0 0 0 0 0 0 0
Instructor I 0 0 0 0 0 0 0
Master Teacher IV 0 0 0 0 0 0 0
Master Teacher III 0 0 0 0 0 0 0
Master Teacher II 0 0 0 0 0 0 0
Master Teacher I 1 0 1 1 1 1 1 1 0 1
Teacher III 8 1 1 2 6 6 8 4 4 1 5 6
Teacher II 8 2 2 6 6 8 0 0 2 2
Teacher I 15 2 2 13 13 15 3 23 26 3 25 28
Special Science Teacher I 0 0 0 0 0 0 0
SPED Teacher V 0 0 0 0 0 0 0
SPED Teacher IV 0 0 0 0 0 0 0
SPED Teacher III 0 0 0 0 0 0 0
SPED Teacher II 0 0 0 0 0 0 0
SPED Teacher I 0 0 0 0 0 0 0
TOTAL 32 1 5 6 0 0 26 0 0 26 32 4 27 31 5 32 37
b. Assignment (Number of teachers working in the school):
Handling Grades 7-10 1 5 6 4 27 31 5 32 37
Handling Grades 11-12 0 0 0 0 0
Handling ALIVE classes 0 0 0 0 0
Handling SPED classes 0 0 0 0 0
Handling Full Time Ancilliary Services 0 0 0 0 0
TOTAL 0 1 5 6 4 27 31 5 32 37
1. Nationally-funded personnel - teaching, teaching-related and non-teaching personnel having plantilla positions, including those with provisional appointments.
2. Number of plantilla items in school per latest PSI-POP - number of plantilla items allocated to the school.
3. Number of teachers actually working in the school - teaching, teaching-related and non-teaching personnel with plantilla positions who are actually performing their specific assignments in the school.
4. On leave personnel - personnel who are on leave for the whole school year approved by the School Division Superintendent.
5. Plantilla item(s) vacant - plantilla positions that are unfilled whether existing plantilla or newly created positions.
6. Plantilla personnel detailed to DepEd office(s)/sec. school(s) within the division - personnel assigned/designated to the division office or to other secondary schools within the division.
7. Plantilla personnel detailed to Elementary school(s) within the division - personnel assigned/designated to elementary schools within the division.
8. Plantilla personnel detailed to DepEd office(s)/school(s) outside the division or other government agencies - personnel assigned/designated to other DepEd office(s)/school(s) outside the division or other government agencies.
9. Plantilla personnel borrowed/detailed from other school(s)/ DepEd office(s) - personnel who are actually working in the school but whose items belong from elementary/secondary school(s) or from other DepEd office(s) like the division, regional, central office or from other
school division(s).
Reminders: 1. In Table 10a, totals in column 12 shall tally with entries in column 2.
2. In Table 10b, if a teacher is handling two or more assignments, he/she shall be counted in his/her assignment where he/she has the most number of loads.
3. Totals in Tables 10a & 10b shall tally.
4. In Table 10a, totals in column 18 shall tally with entries in Table 11 column 7.
5. In Table 10b, totals in Handling Grades 7-10 shall tally with the Totals of the Number of Teachers (counted only once) in Table 16.
Table 11. TEACHER ASSIGNMENTS (Nationally-funded teachers working in the school), SY 2021-2022 (As of October 31, 2021)
Carries full-time class teaching load Assigned part-time to class teaching,
(360 min. or more) part-time to ancillary services Assigned full-time to TOTAL
Position Title (Col.2+Col.3+Col.4+
Not assigned to ancillary Assigned to ancillary services Class teaching 200 min. per Class teaching less than 200 ancillary services Col.5+Col.6)
services as additional load day or more min. per day
Col. 1 Col. 2 Col. 3 Col. 4 Col. 5 Col. 6 Col. 7
Instructor III 0
Instructor II 0
Instructor I 0
Master Teacher IV 0
Master Teacher III 0
Master Teacher II 0
Master Teacher I 1 1
Teacher III 6 6
Teacher II 2 2
Teacher I 28 28
Special Science Teacher I 0
SPED Teacher V 0
SPED Teacher IV 0
SPED Teacher III 0
SPED Teacher II 0
SPED Teacher I 0
TOTAL 0 37 0 0 0 37
1. Full-time Teachers - refers to teachers who carry/render full-time class teaching load of 360 minutes or more per day with or without assigned ancillary services.
2. Part-time Teachers - refers to teachers who carry/render part-time class teaching load of less than 360 minutes per day and part-time to ancillary services.
3. Ancillary services - those rendered as a guidance teacher, librarian, property custodian, office clerk, canteen manager, coordinator (ALS, Boy/Girl Scout, etc.), teacher nurse. Class advisorship is not included.
Reminder: Totals in column 7 of this table shall be equal to the totals in Table 10 a (column 18 - Total Nationally-funded teachers working in the school).
Table 12. TEACHERS WHO RECEIVED TRAINING WHILE Table 13. TEACHERS WHO RECEIVED TRAINING ON Table 14. TEACHERS WHO RECEIVED TRAINING ON
IN-SERVICE FROM JULY 2020 TO JUNE 2021 INFORMATION AND COMMUNICATIONS TECHNOLOGY (ICT) PEDAGOGY (Nationally-funded teachers working in the school)
(Nationally-funded teachers working in the school) (Nationally-funded teachers working in the school) SY 2021-2022 (As of October 31, 2021)
Number of Teachers SY 2021-2022 (As of October 31, 2021) Number of Teachers
Position Title Training on Pedagogy
Male Female TOTAL Number of Teachers Male Female TOTAL
Training on ICT
Instructor III 0 Male Female TOTAL Constructivist 0
Instructor II 0 ICT Integration 2 2 Inquiry based 0
Instructor I 0 ICT Literacy/Content 2 2 Reflective 0
Master Teacher IV 0 Software 0 Collaborative 0
Master Teacher III 0 Hardware 0 Integrative 0
Master Teacher II 0 Others 0 Inclusive Education 0
Master Teacher I 1 1 TOTAL 0 4 4 Others 0

1. ICT Integration - it is a strategy to incorporate information and
Teacher III 2 2 TOTAL 0 0 0
communications technology into all facets of education and
training, including the administrative functions and models 1. Pedagogy - strategies/approaches in teaching and learning. Based
Teacher II 2 2
required to support learning. on RA 10533; Rule 2, Section 10.2.
Teacher I 11 11
2. ICT Literacy/Content - knowledge to use digital technology, 2. Constructivist teaching - based on the belief that learning occurs
Special Science Teacher I 0
communication tools, and/or networks appropriately to solve as learners are actively involved in a process of meaning and
information problems in order to function in an information knowledge construction as opposed to passively receiving
SPED Teacher V 0
society. information.
SPED Teacher IV 0
SPED Teacher III 0

3. Software - the programs and other operating information used by 3. Inquiry based - is a form of active learning that starts by posing
a computer. questions, problems or scenarios-rather than simply presenting
established facts or portraying a smooth path to knowledge.
SPED Teacher II 0
4. Hardware - the machines, writing, and other physical components 4. Reflective teaching - means looking at what you do in the
SPED Teacher I 0
of a computer or other electronic system. classroom, thinking about why you do it, and thinking about if it
works - a process of self-observation and self-evaluation.
TOTAL 16 0 16
Note: Number of teachers who received training relevant to the Reminder: If a teacher is receiving more than one training on ICT, 5. Collaborative learning - is a method of teaching and learning in
subject matter they are teaching for the past 12 months. he/she can be counted more than once. which learners team together to explore a significant question or
create a meaningful project.
6. Integrated approach - allows learners to explore, gather, process,

refine and represent information about topics they want to
investigate without the constraints imposed by traditional subject
barriers (Pigdon and Wolly, 1992).
Table 15. TEACHERS WHO RECEIVED TRAINING ON SPECIAL CURRICULAR PROGRAMS
(Nationally-funded teachers working in the school), SY 2021-2022 (As of October 31, 2021) 7. Inclusive Education - embraces the philosophy of accepting all
children regardless of race, size, shape, color, ability or disability
Training Provided by DepED Training Provided by Non-DepED with support from school staff, learners, parents and the
Special Curricular Programs community (DepED Order No. 72, s. 2009).
Special Program in the Arts 0 0
Special Program in Foreign Language 0 0

Reminder: If a teacher is receiving more than one training on
pedagogy, he/she can be counted more than once.
Special Program in Journalism 0 0
Special Program in Science, Technology and Engineering 0 0
Special Program in Sports 0 0
Special Program in Technical Vocational Education 0 0
Certified True and Correct by: Validated by Senior Education Program Specialist (HRTD): Validated by Planning Officer III (PRS-SGOD):
(Signature Over Printed Name) / Date SWEET LOUELJIE A. ARCITE SONIA A. MONTALBAN
Position Title : Secondary School Principal 1 (Signature Over Printed Name) / Date (Signature Over Printed Name) / Date

Table 16. NUMBER OF TEACHERS BY GRADE LEVEL AND SEX
Number of Teachers Reminders:
Grade Level Counted only once * Counted more than once ** 1. * Number of teachers that shall be counted only once
Male Female TOTAL Male Female TOTAL If a teacher is teaching more than one grade, he/she shall be counted to the grade level where he/she
teaches the most number of hours.
Grade 7 9 9 9 9 However, if he/she teaches an equal number of hours per grade level, he/she shall be counted to the
highest grade level assignment.
Grade 8 8 8 8 8
Note: Totals of the Number of Teachers (counted only once) shall tally with the totals in Handling
Grade 9 4 8 12 4 8 12 Grades 7-10 in Table 10b.
Grade 10 1 7 8 1 7 8
2. ** Number of teachers that can be counted more than once
If a teacher is teaching more than one grade level, he/she can be counted more than once.
TOTAL 5 32 37 5 32 37
Table 17. NUMBER OF TEACHERS BY TEACHING ASSIGNMENT, BY GRADE LEVEL AND SEX (Nationally-funded teachers only), SY 2021-2022 (As of October 31, 2021)
Junior High School Senior High School
Learning Areas Grade 7 Grade 8 Grade 9 Grade 10 Grade 11 Grade 12
Male Female Male Female Male Female Male Female Male Female Male Female
English 1 1 1 1
Mathematics 1 1 1 1
Filipino 1 1 1 1
Science 1 1 1 1
Araling Panlipunan (AP) 1 1 1 1
Edukasyon sa Pagpapakatao (EsP) 2 2 1 1
Technology and Livelihood Education (TLE) 1 1 1 1
Music, Art, Physical Education, Health (MAPEH) 1 1 1 1
* SHS Subjects 2 2 2 2
Note: * - Number of teachers with Junior High School plantilla items teaching Senior High School subjects.
Reminder: A teacher who is teaching more than one learning area or grade level can be counted more than once.

Table 18. NUMBER OF TEACHERS BY HIGHEST EDUCATIONAL ATTAINMENT Table 19. NUMBER OF SCIENCE TEACHERS WITH SCIENCE EDUCATION MAJOR
(Nationally-funded teachers only), SY 2021-2022 (As of October 31, 2021) (Nationally-funded teachers only), SY 2021-2022 (As of October 31, 2021)
Number of Teachers Number of Teachers
Highest Educational Attainment Area of Specialization
Bachelor Degree 7 7 General Science 1 1
Master Degree Units 5 23 28 Biology 4 4
Master Degree 2 2 Chemistry 0
Doctorate Degree Units 0 Physics 0
Doctorate Degree 0 Others 0
TOTAL 5 32 37 TOTAL 1 4 5
Reminder: A teacher shall be counted based on his/her highest level of educational attainment Reminder: A science teacher with Science Education Major who has more than one
regardless if it is related to his/her specialization subject or not (i.e. Master of Public specialization can be counted more than once.
Administration [MPA], Master in Business Administration [MBA], etc.).
Table 20. NUMBER OF TEACHERS BY TEACHING ASSIGNMENT AND AREA OF SPECIALIZATION (Nationally-funded teachers only), SY 2021-2022 (As of October 31, 2021)
With Major/Minor Not Their Major/Minor
Graduate Degree Major Bachelor's Degree Major Bachelor's Degree Minor With Special Training Without Special Training
Teaching Assignment
Number of classes Number of classes Number of classes Number of classes Number of classes Number of classes Number of classes Number of classes Number of classes Number of classes
with class size not with class size greater with class size not with class size greater with class size not with class size greater with class size not with class size greater with class size not with class size greater
greater than 40 than 40 greater than 40 than 40 greater than 40 than 40 greater than 40 than 40 greater than 40 than 40
English 7
Mathematics 4
Filipino 1 1 3
Science 5
Araling Panlipunan (AP) 3 1
Edukasyon sa Pagpapakatao (EsP) 3 2
Technology and Livelihood

1 3
Education (TLE)
Music, Art, Physical Education,
2 1 1
Health (MAPEH)
1. With Major/Minor - refers to the number of teachers who have specialization in the subject area they are teaching.
2. Not Their Major/Minor - refers to the number of teachers who have NO specialization in the subject area they are teaching, and can be classified as either with or without special training.
Reminders: 1. A teacher who is teaching more than one teaching assignment can be counted more than once (vertical).
2. A teacher shall only be counted once as either "With Major/Minor" or "Not Their Major/Minor" (horizontal).
Table 21. NUMBER OF ENGLISH, FILIPINO, MATHEMATICS AND SCIENCE TEACHERS BY SPECIALIZATION (Nationally-funded teachers working in the school), SY 2021-2022 (As of October 31, 2021)
Full-Time Teachers Part-Time Teachers
Teaching Major in Minor in Major / Major in Minor in Major /
Minor Minor
Assignment in Other in Other
English Filipino Mathematics Science English Filipino Mathematics Science English Filipino Mathematics Science English Filipino Mathematics Science
Subjects Subjects
English 7
Filipino 1
Mathematics 4
Science 5
TOTAL 17 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
Reminder: A teacher who is teaching more than one teaching assignment or more than one specialization can be counted more than once.
Table 22. TEACHERS WHO HAVE SPECIALIZATION IN TLE SUBJECTS THEY ARE TEACHING, SY 2021-2022 (As of October 31, 2021)
EXPLORATORY YEARS REGULAR TLE
TOTAL
SUBJECT Grade 7 Grade 8 Grade 9 Grade 10 (Grades 7 to 10)
Home Economics (HE)
Beauty Care 0 0
Caregiving 0 0
Cookery 1 1 1 1 0 4
Dressmaking 1 1 1 1 0 4
Front Office Services 0 0
Handicraft 0 0
Household Services 0 0
Travel Services 0 0
Wellness Massage 0 0
Agri-Fishery Arts (AFA)

Agri-Crop Production 0 0
Animal Production 0 0
Aquaculture 0 0
Fish Processing 0 0
Industrial Arts (IA)

Automotive Servicing 0 0
Carpentry 0 0
Electrical Installation and Maintenance 0 0
Electronic Products Assembly and Servicing 0 0
Masonry 0 0
Plumbing 0 0
Refrigeration and Airconditioning 0 0
Shielded Metal Arc Welding 0 0
Information and Communication

Technology (ICT)
Computer Systems Servicing 0 0
Contact Center Services 0 0
Illustration 0 0
Technical Drafting 0 0
Reminder: A teacher who is teaching more than one learning area or grade level can be counted more than once.
Table 23. TEACHERS' WHO PASSED THE PROFICIENCY EXAMINATION IN THE FOREIGN LANGUAGE TAUGHT
Number of Teachers
Special Program in Foreign Language
Male Female TOTAL
Chinese (Mandarin) 0 0 0
Validated by Division HR Personnel:
French 0 0 0
JIMENY M. CRUZ
German 0 0 0
Japanese (Nihongo) 0 0 0
Position Title : Administrative Officer IV
Korean 0 0 0
Spanish 0 0 0
Box 1. LEARNING ACTION CELL (LAC) SESSION, SY 2021-2022 (As of October 31, 2021) Box 2. ACTION RESEARCH, SY 2021-2022 (As of October 31, 2021)
(Check/Provide appropriate answers) (Check/Provide appropriate answers)
1. Do you conduct LAC Session/s in your school? ✘ 1 Yes No 1. Do you conduct Action Research in your school? ✘ 1 Yes No
If Yes, indicate the number of LAC Session/s conducted: If Yes, indicate the number of Action Research conducted:
1.a. Conducted last SY 2020-2021 8 1.a. Completed last SY 2020-2021 2
1.b. Planned to be conducted this SY 2021-2022 23 1.b. On-going 1
1.c. To be conducted 1
Validated by Curriculum Implementation Division (CID) Personnel: Validated by Senior Education Program Specialist (PRS-SGOD):
FRENGIE G. BOTOY
(Signature Over Printed Name) / Date FRENGIE G. BOTOY
Position Title : SEPS-RESEARCH
639552936.xlsx Table23-Box2 Page 16 of 63

Table 24. NUMBER OF OPEN EDUCATIONAL RESOURCES (OERs) USED AS DISTANCE LEARNING MODALITY DEVELOPED BY TEACHERS
PREVIOUS SY 2020-2021
(Provide appropriate answers)
Number of OERs Developed Locally as an Number of OERs Developed Locally as an
Original Work Edited/Remix/Reuse Work
Grade Level
1st 2nd 3rd 4th 1st 2nd 3rd 4th
TOTAL TOTAL
Quarter Quarter Quarter Quarter Quarter Quarter Quarter Quarter
Grade 7 2 2 2 2 8 6 6 6 6 24
Grade 8 3 3 3 3 12 5 5 5 5 20
Grade 9 3 3 3 3 12 6 6 6 6 24
Grade 10 3 3 3 3 12 6 6 6 6 24
TOTAL 11 11 11 11 44 23 23 23 23 92
1. Open Educational Resources (OERs) - refers to teaching, learning, and research materials in any medium – digital or otherwise – that reside in the public domain or
have been released under an open license that permits no-cost access, use, adaptation and redistribution by others with no or limited restrictions.
(Source: UNESCO)
2. Distance Learning Modality - refers to the print or non-print based resources medium used to augment instruction if face-to-face instruction is not possible.
3. Original Work - refers to the resources which is based on the creative design, self concept, and contents of the respective teacher/author.
4. Edited Work - refers to the rewording and changing of basic concepts in the contents of the original material without violating the Creative Commons rule.
5. Remix Work - refers to the editing of a content as well as putting an original concepts and ideas to the material to enhance the resources without violating the Creative
Commons rule.
6. Reuse Work - refers to the use of old or existing resources without any modification or alteration in the contents.
7. Creative Commons Rule - refers to the rule that gives license issued by the copyright owner to allow anyone in the world to use his or her copyright work in any
manner consistent with that license. This license allows reusers to distribute, remix, adapt, and build upon the material in any medium or format for commercial and
noncommercial purposes only, and only so long as attribution is given to the creator. If you remix, adapt, or build upon the material, you must license the modified
material under identical terms, and this license allows reusers to copy and distribute the material in any medium or format in unadapted form only, and only so long as
attribution is given to the creator.
8. 1st Quarter to 4th Quarter - refers to the quarter or period of instruction.
Box 3. NATIONALLY-FUNDED TEACHERS WHO USED DEPED TV AS PART OF INSTRUCTIONAL STRATEGY IN DELIVERING DISTANCE LEARNING, SY 2021-2022 (As of October 31, 2021)
(Check/Provide appropriate answers)
A. Number of Teachers Using DepEd TV as part of Delivering Instruction and Include in the Daily Learning Plan B. Preferred Method of Teachers Using DepEd TV as a Medium (check all applicable)
Amount of Time Spent Number of Teachers ✘ 1 Broadcast TV (Live) ✘ 1 DepEd YouTube Channel
Using DepEd TV Male Female TOTAL ✘ 1 Facebook (Live) ✘ 1 Downloaded Version
Downloaded Version - refers to the video-based lessons that are stored in a USB
Frequent 3 4 7
flashdrive to watch it readily as plug and play.
Seldom 5 11 16
Never 0 C. Subject/s Identified by Teachers that needs more resources as supplemental guide in DepEd TV
1. DepEd TV - refers to the the blended learning modality of DepEd that is focused on video-based (check all applicable)
lessons to direct instruction using produced contents based in the Most Essential Learning
Competencies (MELC) and self learning modules of the department.
0 English ✘ 1 Edukasyon sa Pagpapakatao (EsP)
2. Instructional Strategy - refers to approach that links and associates content-based material to real life
0 Mathematics 0 Technology and Livelihood Education
situations to make teaching and learning effective, compelling, and engaging.
0 Filipino 1
✘ Music, Art, Physical Education, Health (MAPEH)
3. Frequent - refers to the all week use of DepEd TV.
0 Science 0 Others, (specify)
4. Seldom - refers to at least three (3) times in a week use of DepEd TV.
0 Araling Panlipunan (AP)
5. Never - refers to not using the DepEd TV as part of instructional plan.
Certified True and Correct by: Validated by Division Education Program Supervisor for LRMDS: Validated by Planning Officer III (PRS-SGOD):
Position Title : Secondary School Principal 1 Position Title :
Box 4. SCHOOL GOVERNMENT PROGRAM (SGP), SY 2021-2022 (As of October 31, 2021)
1. Do you have a Supreme Student Government (SSG) Council? ✘ 1 Yes No
2. Do you have a SSG Adviser? ✘ 1 Yes No
2.a. If Yes, for how many years as adviser? 3
3. What is/are the subject/s handled by the adviser?
0 Science 0 Mathematics ✘ 1 Others, (specify) ENGLISH
0 Filipino 0 Araling Panlipunan (AP)
4. What is the highest academic degree of the adviser?
✘ 1 Bachelor Degree 0 Master Degree 0 Doctorate Degree
0 Master Degree Units 0 Doctorate Degree Units
5. Are the SSG Adviser deloaded of some of their subjects handled? ✘ 1 Yes No
6. Does the school collect fees for the SSG acivities? ✘ 1 Yes No
7. Did the school incorporate a budget for SSG as part of SIP/APP? ✘ 1 Yes No
8. Does the school have a room dedicated for the SSG Council? ✘ 1 Yes No
9. Have the school SSG joined a division search for best SSG Council? 0 Yes ✘ No
10. Have your division won any National Award? 0 Yes ✘ No
11. How many times have the Youth Formation Coordinator (YFC)/Project Development
Officer I (PDO I) visited the school?
12. Do you provide Compensatory Time Off (CTO) for activities conducted by SSG advisers
during Saturday? 0 Yes No
Box 5. SUPREME STUDENT GOVERNMENT (SSG) ACTIVITIES, SY 2021-2022 (As of October 31, 2021)
(Check as appropriate)
1. Have the SSG organized the participation of learners in Brigada Eskwela? ✘ 1 Yes No
2. Have the school lead in National Greening Program? 0 Yes No
✘
3. Have the school SSG conducted activities to prevent learners from dropping-out of
schools? ✘ 1 Yes No
4. Have the school SSG conducted English Speaking Campaigns and Reading and Tutorial
0 Yes ✘ No
Services?
5. Have the school SSG conducted activities to support Anti-Drug Abuse Education and
Campaign? 0 Yes ✘ No
6. Have the school SSG assisted in ensuring that the school is a smoke/tobacco free place? 0 Yes ✘ No
7. Have the school SSG lead learners in organizing activities which start during the
Teachers' Month Campaign every September and which culminate during the World 0 Yes ✘ No
Teachers' Day celebration on October 5?
8. Have the school SSG encourage and support the participation of learners in recognized
0 Yes ✘ No
co-curricular clubs/organizations and activities?
Box 6. CAREER GUIDANCE PROGRAM, SY 2021-2022 (As of October 31, 2021)

1. Do you have a school guidance counselor? 0 Yes ✘ No

If Yes, shall provide data on Guidance Counselor in Table 9.
2. How many years he/she is assigned as guidance counselor?
3. Do you have a guidance advocate? ✘ 1 Yes No
4. How many years he/she is as guidance advocate? 6
5. Have you conducted a career guidance activity? ✘ 1 Yes No
6. Has the school funded a career guidance activity? ✘ 1 Yes No
7. Do you have a guidance office? ✘ 1 Yes No
Certified True and Correct by : Validated by Division Youth Formation Coordinator:

School Head : ELVIRA A. HERNANDEZ COLEEN P. TANDAYAG
(Signature Over Printed Name) / Date (Signature Over Printed Name) / Date
Position Title : Secondary School Principal 1 Position Title : PDO 1
Validated by Planning Officer III (PRS-SGOD):
SONIA A. MONTALBAN
639552936.xlsx Boxes4-6 Page 18 of 63

Table 25. NUMBER OF FUNCTIONAL COMPUTERS BY FUNDING SOURCE, SY 2021-2022 (As of October 31, 2021)
NUMBER OF FUNCTIONAL COMPUTERS BY FUNDING SOURCE
Types of Computer Other

DepEd DepEd
LGU/SEF PTA Private Donations Government Others TOTAL
DCP non-DCP
Agencies
Academic Use
Desktop 10 10
Notebook 50 50
Android Tablet 0
Tablet PC 0
Desktop Virtual Terminal 21 21
Administrative Use
Desktop 1 3 4
Notebook 1 1
Android Tablet 0
Tablet PC 0
Desktop Virtual Terminal 0
TOTAL 81 0 1 0 0 0 4 86
1. Indicate the number of functional computers according to the following funding sources:
a. DepEd DCP - computers procured through the DepEd Computerization Program.
b. DepEd non-DCP - computers procured through other DepEd downloaded funds.
c. LGU/SEF - computers procured from the Special Education Fund (SEF) and the budgets of Local Government Units (LGU): provincial, municipal or barangay units.
d. PTA - computers funded from the Parents-Teachers Association (PTA).
e. Private Donations - computers donated/procured by private individuals, corporations, alumni associations, non-government organizations, philanthropic organizations or through foreign-assisted funds.
f. Other Government Agencies - computers funded from other government agencies such as DTI, DOST, CICT, etc.
g. Others - computers procured from other sources not listed above.
2. Computer - refers to electronic devices for storing and processing data such as :
a. Desktop - refers to a computer that is designed to be used on a table.
b. Notebook - refers to a device that is lighter than laptops. Usually have screens ranging from 12 to 17 inches (30.5 to 43.2 centimeters) and weigh around 5 to 6 pounds (2.3 to 2.7 kilograms).
c. Android Tablet - refers to a portable computer that has a touchscreen feature as the primary means of input.
d. Tablet PC - refers to a touchscreen tablet when you want to browse or interact, a laptop when you need a tablet with keyboard to be productive.
e. Desktop Virtual Terminal - refers to a computer terminal consisting of monitor, keyboard and mouse connected to a terminal device that connects to a computer host.
(Reminder: Do not count the computer host.)
3. Computer for Academic Use - refers to computer units utilized in the classroom/laboratory as an aid to instruction.
4. Computer for Administrative Use - refers to computer units used for encoding administrative data of the school (e.g., enrollment, attendance, disbursements, financial statements, and other reports).
Certified True and Correct by: Validated by Information Technology Officer: Validated by Planning Officer III (PRS-SGOD):

Table 26. NUMBER OF FUNCTIONAL ICT EQUIPMENT BY FUNDING SOURCE, SY 2021-2022 (As of October 31, 2021)
NUMBER OF FUNCTIONAL ICT EQUIPMENT BY FUNDING SOURCE
Types of ICT Equipment Other

DepEd DepEd
LGU/SEF PTA Private Donations Government Others TOTAL
DCP non-DCP
Agencies
Academic Use
LED TV 0
Network Switch 2 2
Printer 3 1 4
Projector 2 1 3
UPS 12 12
Wireless Router 1 1
Lapel 0
Administrative Use
LED TV 0
Network Switch 0
Printer 5 5
Projector 0
UPS 5 5
Wireless Router 1 1
TOTAL 31 0 2 0 0 0 0 33
ICT Equipment - refers to electronic devices such as hardware and software that are intended to perform information processing and communication functions.
1. LED TV - refers to a type of television that uses light-emitting diodes (LED).
2. Network Switch - refers to a device used to network multiple computers together.
3. Printer - refers to a machine for printing text or illustrations on paper.
4. Projector- refers to a machine that projects images onto a screen or a wall.
5. Uninterruptible Power Source (UPS) - refers to an electronic equipment that provides battery backup when the electrical power source fails.
6. Wireless Router - refers to electronic device that works as router and as a wireless access point, to provide access to the internet or a private computer network.
7. Lapel - refers to an electronic device used to amplify voice.
(Signature Over Printed Name) / Date 0 SONIA A. MONTALBAN
Box 7. INTERNET CONNECTIVITY, SY 2021-2022 (As of October 31, 2021)
1. Are there internet service providers in the area? ✘ 1 Yes No

If Yes, check the appropriate internet service provider/s servicing the area:
0 BAYANTEL ✘ 1 GLOBE ✘ 1 SMART 0 WIT Global (Satellite)
0 DIGITEL ✘ 1 PLDT 0 SUN 0 Others, (specify)
2. Does the school subscribe to any of the internet service provider/s listed above? ✘ 1 Yes No
If Yes, check the purpose:
✘ 1 For administrative use
✘ 1 For classroom instruction use
3. How fast is your internet connection when not in use? Use www.speedtest.net to test the speed.
Date Tested: 4/8/2021 Ping (ms): 3 Upload (Mbps): 2.00
Time Tested: 3:03:01 Download (Mbps): 3.00
(HH:MM:SS) 24 hrs. format
e.g 1:20 AM = 1:20:00
1:20 PM = 13:00:00
Internet Service Provider (ISP) - refers to an organization that provides a myriad of services for accessing, using, or participating in the internet.
Table 27. AVERAGE MONTHLY EXPENSE (IN PESOS) OF INTERNET CONNECTION BY FUNDING SOURCE, SY 2021-2022 (As of October 31, 2021)
Types of Internet Connection Internet Service Provider Average Monthly Expense Funding Source
(Wired, Fixed wireless, Satellite, (Select from available ISPs above) (in PhP)
USB Modem) (DepEd DICP, MOOE, School Funds, LGU/SEF, PTA,
Private Donations, Other Government Agencies, Others)
Fixed wireless PLDT 3,990.00 DepEd DICP
1. Types of Internet Connection:

a. Wired - internet connection using the phone lines from the service provider to a client.
b. Fixed wireless - internet connection through radio frequency bands with directional radio antenna on each end of the signal.
c. Satellite - internet connection using satellite dish supplied by an internet provider.
d. USB Modem - internet connection using USB dongle (e.g., SMART Bro, Globe Tattoo).
2. Average Monthly Expense - refers to the average cost spent in Philippine Peso for the internet connection by type, ISP and funding source.
3. Funding Source - refers to the financial resource of the government or other entity set aside for specific purposes to finance specific programs and projects.
Note: This table shall be filled out if the school subscribe to any internet service provider or if the answer is "YES" in Box 7 Item number 2.
639552936.xlsx Box7-Table27 Page 21 of 63

Table 28. CELLULAR COMMUNICATION, SY 2021-2022 (As of October 31, 2021)
Types of Cellular Wireless
Cellular Service Provider Signal Capacity Average Monthly Expense Funding Source
Technology
(SMART, GLOBE, TALK n TEXT, (Check all applicable) (2G/3G/LTE/5G) (in PhP) (DepEd DICP, MOOE, School Funds,
SUN, DITO, RED MOBILE, LGU/SEF, PTA, Private Donations,
TOUCH MOBILE, Others) Other Government Agencies, Others)
✘1 Text/SMS ✘1 Video Call

SMART ✘1 Call 0 No Signal at all LTE 250.00 MOOE
✘1 Send/View Images
0 Text/SMS 0 Video Call
0 Call 0 No Signal at all
0 Send/View Images
0 Send/View Images
0 Send/View Images
0 Send/View Images
1. Cellular Service Provider - refers to an authorized telecommunication company to provide cellular, mobile, and telephone service in a specified service area.
a. SMART d. SUN g. TOUCH MOBILE
b. GLOBE e. DITO f. Others
c. TALK n TEXT f. RED MOBILE
2. Signal Capacity - refers to the ability of the cellular's signal to perform activities.
a. Text/ SMS - refers to the ability to receive and send text or Small Message Service (SMS).
b. Call - refers to the ability to complete a call without signal drop.
c. Send / View images - refers to the ability to receive and send images without image corruption.
d. Video Call - refers to the ability to initiate and receive video call without interruption.
e. No Signal at all - refers to the cellular's reception/signal with no ability to perform all the above-mentioned activities.
3. Types of Cellular Wireless Technology - refers to the type/level of wireless mobile telecommunications technology available.
a. 2G (Second Generation) - refers to a cellular wireless technology that offers a theoretical maximum transfer speed of 40 kbit/s (5 KB/s).
b. 3G (Third Generation) - refers to a cellular wireless technology that offers a speed of at least 7.2 Mbps.
c. LTE (Long Term Evolution) - refers to a mobile wireless technology that offers a speed of 50 Mbps to 100 Mbps.
d. 5G (FifthGeneration) - refers to a cellular wireless technology that offers a speed of around 1 Gbps to 20 Gbps.
4. Average Monthly Expense - refers to the average cost spent in Philippine Peso for the cellular communication by type of cellular wireless technology, cellular service provider and funding source.
5. Funding Source - refers to the identified source of financial support/fund type.
Note: This table shall be filled out if the school subscribe to any cellular service provider.


Table 29. AVAILABILITY OF PRINTER / PHOTOCOPIER, SY 2021-2022 (As of October 31, 2021)
Types of Printer / Photocopier Brand / Model Average Monthly Expense Funding Source Purpose
(InkJet Printer, Laser Printer, (in PhP) (DepEd DICP, MOOE, School Funds, (For administrative use,
LED Printer, Multifunction Printer, LGU/SEF, PTA, Private Donations, For classroom instruction use,
Solid Ink Printer, Photocopier, Others) Other Government Agencies, Others) For both administrative & classroom instruction use)
Photocopier Gestetner 500.00 MOOE For both administrative & classroom instruction use
Others RISO KZ30 1,000.00 MOOE For both administrative & classroom instruction use
InkJet Printer Epson L120 200.00 MOOE For classroom instruction use
InkJet Printer Epson L120 200.00 MOOE For classroom instruction use
InkJet Printer Epson L3110 200.00 MOOE For administrative use
InkJet Printer Epson Eco Tank L1210 200.00 MOOE For classroom instruction use
InkJet Printer Epson Eco Tank L1210 200.00 Other Government Agencies For classroom instruction use
InkJet Printer Epson L3110 200.00 Other Government Agencies For classroom instruction use
1. Types of Printer / Photocopier:
a. InkJet Printer - refers to a printer that uses ink to print documents.
b. Laser Printer - refers to a printer that uses laser to print documents.
c. LED Printer - refers to a printer that uses light-emitting diode (LED) to print documents.
d. Multifunction Printer - refers to a machine that has a scanner, photocopier, printer, and fax machine all rolled into one unit.
e. Solid Ink Printer - refers to a technology using a unique type of tinting, which is previously melted into a fluid.
f. Photocopier - refers to a machine that makes copies of documents and other visual images.
g. Others - refers to a printer/photocopier that are not mentioned above.
2. Brand/Model - refers to the product manufactured by a particular company under a particular name.
3. Average Monthly Expense - refers to the average cost spent in Philippine Peso for the printer/photocopier use by type, brand/model, funding source and purpose.
4. Funding Source - refers to the identified source of financial support/fund type.
5. Purpose - refers to the purpose of printer/photocopier if for administrative use, for classroom instruction use or for both administrative & classroom instruction use.


Table 30. BROADCASTING STATION, SY 2021-2022 (As of October 31, 2021)
Types of Date of
NTC License Status of
Broadcasting Name of Station Frequency Owner Broadcasting Contact Details of Partner/s
Number Partnership
Station Started
(Local TV, CATV, DTT, (e.g. 594 kHz/ (e.g. ESD-RCE-2126881) (w/ signed MOA, (mm/dd/yyyy)
AM/FM Radio Station) 97.1 MHz) Ongoing, for MOA Telephone / Cellphone
Address E-mail Address
signing) Number
1. Types of Broadcasting Station - refers to the transmission of audio (sound)/video intended to reach a wide audience.
a. Local TV - refers to the local content or local television.
b. Community Antenna Television (CATV) - refers to the use a “community antenna” to receive broadcast signals to retransmit via cables to homes and establishments in the local area subscribing to the service.
c. Digital Terrestrial Television (DTT) - refers to the television stations broadcast in digital format.
d. AM Radio Station - refers to the radio broadcasting using Amplitude Modulation (AM).
e. FM Radio Station - refers to the radio broadcasting using Frequency Modulation (FM).
2. Name of Station - refers to the name of the broadcasting station.
3. Frequency - refers to the band at which wireless telecommunications signals are being transmitted and broadcast. This ranges from 3 kHz to 300 GHz.
4. NTC License Number - refers to the license number of the issued National Telecommunications Commission (NTC) permit.
5. Owner - refers to the full name of the owner.
6. Status of Partnership - refers to the MOA status of the partnership.
7. Date of Broadcasting Started - refers to the date when a contract begins.
8. Contact Details of Partner/s - refers to the telephone/cellphone number, address, and e-mail address to reach out the said partner.
Note: This table shall be filled out if the school implements broadcasting station and partnered to any broadcasting service provider.
0 SONIA A. MONTALBAN

Table 31. SCHOOL RADIO, SY 2021-2022 (As of October 31, 2021)
Types of Radio Purpose Frequency NTC License Number Number of Units
(UHF Two-Way Radio, (For administrative use,
VHF Two-Way Radio) For classroom instruction use,
For both administrative & classroom instruction use)
1. Types of Radio
a. UHF - refers to the Two-Way Radio that uses Ultra High Frequency (UHF).
b. VHF - refers to the Two-Way Radio that uses Very High Frequency (VHF).
2. Purpose - refers to the purpose of the school radio if for administrative use, for classroom instruction use or for both administrative & classroom instruction use.
3. Frequency - refers to the band at which wireless telecommunications signals are being transmitted and broadcast. This ranges from 3 kHz to 300 GHz.
4. NTC License Number - refers to the license number of the issued National Telecommunications Commission (NTC) permit.
5. Number of Units - refers to the number of possessed units.
Note: This table shall be filled out if the school implements radio-based instruction.

Table 32. MOOE ALLOCATION, UTILIZATION AND LIQUIDATION Box 8. AVAILABILITY OF ELECTRICAL SUPPLY, SY 2021-2022 (As of October 31, 2021)
FROM JANUARY 2020 TO DECEMBER 2020 (Check/Provide appropriate answers)
MOOE Amount in PhP 1. Electrical Supply Sources:
Allocation 1,397,000.00 ✘
1 Grid Supply
Utilization 1,397,000.00 0 Off Grid Supply
Liquidation 1,397,000.00 0 Solar Power
1. Maintenance and Other Operating Expenses (MOOE) - is the allocated 0 Generator
funds for public elementary and secondary schools that can be spent on
activities and necessities (i.e. electricity and water) that support learning 0 Others, (specify)
programs and help maintain a safe and healthy environment in schools.
0 No source of electricity
2. Average Cost of Monthly Bills/Maintenance: (Indicate the amount in PhP) 9,234.00
2. MOOE Allocation - refers to the MOOE provided for the previous fiscal
3. What is the funding source?
year.
✘ 1 School MOOE 0 School Canteen Fund
3. MOOE Utilization - refers to the amount of MOOE utilized from the
0 LGU 0 Private Individual/Sector
MOOE allocation of the previous fiscal year.
0 PTA 0 Others, (specify)
4. MOOE Liquidation - refers to the amount of MOOE liquidated from the 4. Number of hours that the electricity is usually available in a day:
MOOE utilized from the MOOE allocation of the previous fiscal year.
1. Grid Supply - electricity coming from major or local power distributors (e.g., electric cooperatives such as ANTECO,
BASELCO, CASURECO, MERALCO, NAPOCOR, etc.).
2. Off Grid Supply - electricity coming from alternative source of power (e.g., solar power, generator, hydro electric, micro
hydro, wind turbine, windmill, etc.).
3. No source of electricity - without existing electrical supply at all.
Validated by Division Accountant: Validated by Phy. Facilities Coordinator/Div. Engineer:

JOSELITO C. PABATANG ENGR. SHELEMIAH C. GATA
Position Title : ACCOUNTANT III Position Title : ENGR. III

Box 9. SCHOOL SITE, SY 2021-2022 (As of October 31, 2021)
1. School Site Ownership and / or Proof of Occupancy
2. Total Land Area (in square meters): 8,702.00 4. Within Ancestral Domain :
a. Ownership in the name of: With Usufruct Agreement?
0 DepEd 0 Other Government Agency 3. Mode of Acquisition of School Site: 0 Yes No
0 LGU ✘ 1 Private Entity / Individual/s Year With Certificate of Ancestral Domain Title (CADT)?
Mode
b. With Document? ✘ 1 Yes No Acquired 0 Yes No
If Yes, what Document Type: ✘ 1 Donation 1980
✘ 1 Original Certificate of Title (OCT) 0 Purchase 5. Within Ancestral Land :
0 Transfer Certificate of Title (TCT) 0 Usufruct Agreement With Usufruct Agreement?
0 Certificate of Land Ownership Award (CLOA) 0 Expropriation 0 Yes No
0 Special Patent 0 Deed of Exchange (Land Swapping) With Certificate of Ancestral Land Title (CALT)?
0 Presidential Proclamation 0 Presidential Proclamation 0 Yes No
0 Tax Declaration 0 Special Patent
0 Deed of Absolute Sale 0 Certificate of Land Ownership Award 6. Legal Ownership Issues :
(CLOA)
0 Deed of Donation 0 With Adverse Claim
0 Certificate of Stewardship 0 Special Land Use Permit (SLUP) 0 Encroachment
0 Special Land Use Permit (SLUP) 0 Others, (specify) 0 With Illegal Settlers
0 Contract of Usufruct 0 Others, (specify)
0 Memorandum of Agreement or Understanding
0 Lease Agreement 7. School Site within :
0 Special Forest Landuse Agreement (FLAg) 0 Protected Areas
0 Others, (specify) 0 Areas classified as Timberland and Forestland
1. School Site Ownership and / or Proof of Occupancy - refers to any legal and official document that acts as a competent proof of one's ownership and/or occupancy of the subject property.
Document Type:
Certificate of Title - refers to the transcript of the decree or registration made by the Register of Deeds.
a. Original Certificate of Title (OCT) - refers to a document when the land has been adjudicated and decreed in the name of its owner in registration proceeding and the title issued for the first time is pursuant of such decree.
b. Transfer Certificate of Title (TCT) - refers to a document when the land title is cancelled and replaced by another title by reason of sale or transfer.
c. Certificate of Land Ownership Award (CLOA) - refers to a proof of ownership of the agrarian reform beneficiary with respect to private and agricultural land covered under RA 6657.
d. Special Patent - refers to a public instrument issued by the government confirming the grant by the State of the ownership over a parcel of agricultural land (alienable and disposable) in favor of a grantee.
e. Presidential Proclamation - refers to a proclamation issued by the President reserving an untitled land for public use.
f. Tax Declaration - refers to a document issued by the Assessor's Office of the jurisdiction (e.g., city or municipality) evidencing the payment of taxes on the use of the real property.
g. Deed of Absolute Sale - refers to a document executed by the vendor evidencing the absolute (without conditions) sale of the real property in favor of the vendee.
h. Deed of Donation - refers to a document executed by the donor, under the formalities required by law, evidencing the donation of the property.
i. Certificate of Stewardship - refers to a document awarded to individuals or families actually occupying or tilling portions of forest lands pursuant to LOI 1260 for a period of 25 years’ renewable for another 25 years.
j. Special Land Use Permit (SLUP) - refers to a privilege granted by the State to a person to occupy, possess and manage in consideration of specified return, any public forest lands for a specific use or purpose.
k. Contract of Usufruct - refers to a document which stipulates that DepEd/school is allowed of full use or perpetual right of use of property without consideration as long as the property is used solely for educational or designated
purposes.
l. Memorandum of Agreement or Understanding/Lease Agreement - refers to a document executed by the legal owner/occupant of the land setting unnecessary the conditions on the use of the property.
m. Special Forest Landuse Agreement (FLAg) - refers to contract between the government as first party represented by the Secretary or the Regional Director concerned, and a second party or a person, authorizing the latter to
temporarily occupy, manage and develop in consideration of a government share, any forestland of the public domain for specific use for a period of 25 years.
n. Others - refers to the other documents that are competent proof of ownership and occupancy.
(See continuation of definitions on the next page)
Note: In case the school head does not have adequate information on the items listed above, the assistance of the Industrial Arts Teacher/Division Physical Facilities Coordinator/Division Project Engineer can be asked.
Certified True and Correct by: Validated by Phy. Facilities Coordinator/Div. Engineer: Validated by Planning Officer III (PRS-SGOD):
School Head : ELVIRA A. HERNANDEZ ENGR. SHELEMIAH C. GATA
Position Title : Secondary School Principal 1 Position Title : ENGR. III
639552936.xlsx Box9 Page 27 of 63
(Continuation of definitions from previous page, Box 9)
2. Total Land Area - refers to the size in square meters of all areas designated as land used for some particular purpose such as school building.
3. Mode of Acquisition of School Site - refers to the means of acquiring the school site.
a. Donation - includes the four (4) types of donation: .
a.1. Simple Donation - refers to a type of donation whereby a person, through an act of liberality disposes a piece of land in favor of the government.
a.2. Conditional Donation - refers to a type of donation which imposes a condition (e.g., "that the land shall be used only for education"). In such case, the property is reverted to the owner when the condition as stipulated in the
donation is not met.
a.3. Inter Vivos Donation - refers to a type of donation that is in effect during the lifetime of the donor.
a.4. Mortis Causa - refers to a type of donation that takes effect only after the donor's death. Donations by mortis causa should conform to the formalities required of the last will.
b. Purchase - refers to a mode of acquisition of school sites by direct purchase from the legal owner who voluntarily sold it as evidenced by a Deed of Sale duly executed, notarized and registered with the Register of Deeds.
c. Expropriation - refers to a mode of acquisition of school sites by the government through the exercise its power of eminent domain (i.e. by taking private property for public use upon payment of just compensation).
d. Exchange (Land Swapping) - refers to a mode of acquisition of school sites by exchanging an existing school site for a new site for justifiable reasons as identified by law.
e. Presidential Proclamation - refers to a mode of acquisition of school sites by virtue of a declaration by the President under the procedures established by law.
4. Within Ancestral Domain - refers to all areas generally belonging to Indigenous Cultural Communities / Indigenous People (ICCs/IPs) comprising lands, inland waters, coastal areas, and natural resources therein, held under a claim of
ownership, occupied or possessed by ICCs/IPs, communally or individually since time immemorial. It covers the total environment, including the spiritual and cultural bonds to the areas which the ICCs/IPs possess, occupy and use and to
which they have claims of ownership.
a. Certificate of Ancestral Domain Titles (CADT) - refers to a title formally recognizing the rights of possession and ownership of ICCs/IPs over their ancestral domains identified and delineated in accordance with RA No. 837 otherwise
known as the Indigenous People’s Rights Act of 1973.
5. Within Ancestral Land - refers to occupied land, possessed and utilized by individuals, families and clans who are members of the ICCs/IPs since time immemorial. Ancestral lands include residential lots, rice terraces or paddies, private
forests, swidden farms and tree lots. These may be found within ancestral domains.
a. Certificate of Ancestral Land Title (CALT) - refers to a title formally recognizing the rights of ICCs/IPs over their ancestral lands.
6. Legal Ownership Issues:
a. Adverse Claim - refers to a written statement setting forth claim to the title or right to possession over a registered property, alleging how and under whom such alleged right was acquired.
b. Encroachment - refers to unlawful interference or gaining upon the land, property, other possessions, or the rights of another.
c. With Illegal Settlers - refers to groups of housing units illegally constructed on a land that the occupants have no legal claim.
7. School Site within:
a. Protected Areas – refers to identified portions of land and water set aside by reason of their unique physical and biological significance, managed to enhance biological diversity and protected against destructive human exploitation,
such as National Parks, Natural Parks, Natural Monuments, Protected Landscape, Protected Seascape, Game Refuge and Bird Sanctuaries, Resource Reserves, Managed Resource Protected Areas, Marine Reserves, Watershed Forest
Reserves, Natural Biotic Areas, Wildlife Sanctuaries, and Wilderness Areas.
b. Timberland and Forestland – refers to lands of the public domain which have been the subject of the present system of land classification and determined to be needed for forest purposes. Eventually, these lands will be proclaimed as
forest reserves by the President.
Box 10. SCHOOL LOCATION, SY 2021-2022 (As of October 31, 2021)

Location descriptions for your school: (Check all applicable) Notes: * - facing or directly beside a national road/public road
✘ 1 Along the highway * 0 On a small island **** 0 Near a faultline ***** ** - on an inclined or steeped area
0 By the hillside ** 0 Near the coastline ***** 0 Others, (specify) *** - on an elevated area
0 On top of a mountain *** 0 Near a river or waterway ***** **** - an island with an area less than 200 sq. km.
***** - near if within 1.5 km from the school
Certified True and Correct by : Validated by Phy. Facilities Coordinator/Div. Engineer: Validated by Planning Officer III (PRS-SGOD):
School Head : ELVIRA A. HERNANDEZ ENGR. SHELEMIAH C. GATA
Position Title : Secondary School Principal 1 Position Title : ENGR. III
`
639552936.xlsx Box10 Page 28 of 63
Table 33. HEALTH AND NUTRITION, SY 2021-2022 (As of December 31, 2021)
A. Number of learners who were vaccinated by the Department of Health (based on LGU health records)
Grade 7
Type of Vaccines
Male Female TOTAL
Measles Rubella 0 0 0
Tetanus Diphtheria 0 0 0
B. Number of learners by nutritional status

TOTAL
Nutritional Status (Grades 7 to 10)
Weight
Normal 22 34 24 33 20 27 25 35 91 129
Obese 1 1 0
Overweight 0 0
Severely Wasted 1 0 1
Wasted 0 0
TOTAL 23 35 24 33 20 27 25 35 92 130
Height
Severely Stunted 0 0
Stunted 1 1 1 3 0
Normal 20 36 19 39 16 31 24 36 79 142
Tall 0 0
TOTAL 21 36 20 39 17 31 24 36 82 142
Learners Nutritional Status in Weight:

1. Normal - refers to a learner with normal weight for his/her age whose BMI-for-age fall between -2 to +2 z-score line or standard deviation (SD).
2. Obese - refers to a learner who is severely overweight for his/her height and whose BMI-for-age fall beyond +3 z-score line or standard deviation (SD).
3. Overweight - refers to a learner weighing too much for his/her height and whose BMI-for-age fall between +2 to +3 z-score line or standard deviation (SD).
4. Severely wasted - refers to a very thin learner whose BMI-for-age is below -3 z-score line or standard deviation (SD).
5. Wasted - refers to a thin learner whose BMI-for-age fall between -2 to -3 z-score line or standard deviation (SD).
Learners Nutritional Status in Height:

1. Severely Stunted - refers to a learner who is very short for his/her age and whose height-for-age (HFA) fall below -3 z-score line or standard deviation (SD).
2. Stunted - refers to a learner who is short for his/her age and whose height-for-age (HFA) fall between -2 to -3 z-score line or standard deviation (SD).
3. Normal - refers to a learner with normal height for his/her age and whose height-for-age (HFA) fall between -2 to +2 z-score line or standard deviation (SD).
4. Tall - refers to a learner who is tall for his/her age and whose height-for-age (HFA) fall beyond +2 z-score line or standard deviation (SD).
Certified True and Correct by: Validated by Division School Health Coordinator/Medical Officer/Nurse: Validated by Planning Officer III (PRS-SGOD):
School Head : SONIA A. MONTALBAN JOSEPHINE M. DOMINGUEZ
Position Title : Secondary School Principal 1 Position Title : Nurse II
639552936.xlsx Table33a-b Page 29 of 63
C. Number of learners who were dewormed (based on LGU health records)
TOTAL
(Grades 7 to 10)
Number of Learners Dewormed Male Female Male Female Male Female Male Female Male Female
0 0
D. Number of female learners who received Weekly Iron Folic Acid (WIFA) Supplementation for the previous SY 2020-2021
TOTAL
Details Grade 7 Grade 8 Grade 9 Grade 10
(Grades 7 to 10)
Number of female learners with consent 0
Number of female learners given WIFA Supplements

0
from July to September 2020
Number of female learners given WIFA Supplements

0
from January to March 2021
Box 11. SCHOOL CLINIC, SY 2021-2022 (As of December 31, 2021)

1. Does the school have a designated school clinic? ✘ 1 Yes No
2. Does the school have a designated Clinic Teacher? ✘ 1 Yes No
3. How many weighing scales does the school have?
Number of Units
Type of Weighing Scale
Available in the School
Bathroom 0
Beam balance 0
Others, (specify)
4. Which of the following tools does the school use for taking height?
✘ 1 Tape Measure 0 Microtoise 0 Others, (specify)
0 Steel tape 0 Stadiometer
5. How many first aid kits does the school have? 1
6. How many medical thermometers does the school have? 0
7. How many blood pressure apparatus does the school have? 0
8. How many school personnel has a training on basic life support and/or first aid? 1
School Head : ELVIRA A. HERNANDEZ JOSEPHINE M. DOMINGUEZ
639552936.xlsx Table33c-d-Box11 Page 30 of 63
Box 12. AVAILABILITY OF WATER SUPPLY, SY 2021-2022 (As of December 31, 2021)
1. Is there a water source inside the school ground? ✘ 1 Yes No

If Yes,
1.1. What is the Water Supply Source:
✘ 1 Piped water from local service provider 0 Rainwater Catchments
0 Water Well 0 Others, (specify)
0 Natural source
1.2. Average Cost of Monthly Bills/Maintenance: (Indicate the amount in PhP) 5,630.00
1.3. Who pays for the Cost of Monthly Bills/Maintenance?
1.4. Is the water source inside the school ground being used for drinking? ✘ 1 Yes No
1.5. Has the water source inside the school been tested to determine safety of the water? ✘ 1 Yes No
1.5.a. If Yes, did the test results show that the water source inside the school is safe to drink? ✘ 1 Yes No
1.5.b. How frequent is the water source tested for safety?
0 Monthly ✘ 1 Annually
0 Quarterly 0 Others, (specify)
1.5.c. When was the last time the water source was tested? 2020
1.6. Are there times in the year when water is not available for an extended period of time? ✘ 1 Yes No
2. Does the school have mechanism to ensure that the learners have safe drinking water? 0 Yes ✘ No
2.1. If Yes, what mechanism is used?
✘ 1 Teachers ask the learners to bring their own drinking water to school
✘ 1 Safe water in refillable containers are provided in designated areas within the school
0 Water from an accessible water source is treated (i.e., boiled, etc.)
0 Others, (specify)
1. Local piped water - water source coming from local water service providers.
2. Water well - an excavation structure in the ground by digging, driving, boring or drilling to access water in underground aquifiers.
3. Rainwater catchment - water sourced from rainwater and collected thru a rainwater collector.
4. Natural source - water sourced from a spring or stream that is either located inside the school grounds or located outside school grounds but water is supplied via pipes.
Table 34. NUMBER OF EXISTING WASH FACILITIES, SY 2021-2022 (As of December 31, 2021)
Functional TOTAL Number
Usage Non-Functional Number of Wash of
with soap without soap Facilities Water Outlets
Facilities for group handwashing 1 1
Facilities for individual handwashing 0 11
1. Group handwashing facility - a facility to be used in supervised handwashing and toothbrushing activtity that can accommodate at least 10 learners.
2. Individual handwashing facility - a facility in the classroom, drinking points, near toilets, near the canteen, etc. that learners can be used for handwashing at critical times.
3. Functional facilities for handwashing - the hand washing facility is accessible, with daily water supply, learner-appropriate height and with appropriate drainage.
4. Non-functional facilities for handwashing - the hand washing facility is broken, clogged or damaged in such a way that it cannot be used.
5. Water Outlet - any opening where water comes out for handwashing (e.g., Faucets, Punch Pipes, etc.).
Certified True and Correct by : Validated by Division School Health Coordinator/Medical Officer/Nurse:
SONIA A. MONTALBAN

Table 35. ORAL HEALTH, PREVIOUS SY 2020-2021
TOTAL
(Grades 7 to 10)
Number of learners examined 0
Decayed, Missing, and Filled Teeth (DMFT) - Permanent Teeth
No. of learners with DMFT 0
No. of DMFT 0
Decayed, Missing, and Filled Teeth (dmft) - Temporary Teeth
No. of learners with dmft 0
No. of dmft 0
Number of learners found to have gum disease 0
Number of learners with other significant dental anomalies 0
1. Decayed, Missing, and Filled Teeth (DMFT) Index - refers to the common method use in oral epidemology for assessing dental carries prevalence as well as dental treatment needs among
populations.
2. Gum Disease - refers to an inflammation of the gum line that can progress to affect the bone that surrounds and supports the teeth.
3. Dental Anomalies - refers to the craniofacial abnormalities of form, function or position of the teeth, bones, and tissues of the jaw and mouth.
Table 36. MEDICAL AND NURSING SERVICES, PREVIOUS SY 2020-2021

TOTAL
(Grades 7 to 10)
Number of learners examined 0
Number of learners with findings 0

Number of learners given interventions by clinic teachers and
0
DepEd health personnel
Number of learners referred to city/rural health units or other
0
private health professionals
Table 37. MENTAL HEALTH, For the months of December 2020 to November 2021
(Provide the number of cases of suicide and attempted suicide among learners and school personnel that were recorded by the school)
Number of Cases from December 2020 to November 2021
Among Learners Among School Personnel
Cases
During SY 2020-2021 After SY 2020-2021 During SY 2021-2022 During SY 2020-2021 After SY 2020-2021 During SY 2021-2022
Dec. Jan. Feb. Mar. Apr. May June July July Aug. Sept. Sept. Oct. Nov. Dec. Jan. Feb. Mar. Apr. May June July July Aug. Sept. Sept. Oct. Nov.
Suicide
Attempted Suicide
TOTAL 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0

Box 13. SCHOOL MENTAL HEALTH, PREVIOUS SY 2020-2021
1. Does the school have a guidance office? ✘

1 Yes No
2. Is the person in charge of the guidance office a Registered Guidance Counselor? 0 Yes ✘
No
3. Number of learners who sought guidance counseling or life coaching from the school’s guidance counselor or guidance advocate:
Grade Level Number of Learners
Grade 7 2
Grade 8 1
Grade 9 1
Grade 10 2
TOTAL 6
4. Does the school currently use a “screening tool” for identification of learners at risk of
0 Yes ✘ No
mental health conditions?
5. Did the school celebrate the National Mental Health Week in October 2020? 0 Yes ✘ No
6. DidIfthe school
Yes, conduct
indicate trainingsoforlearners
the number extra-curricular activitiesinfor
who participated thelearners
activitiesrelated to any each
that covered of theoftopics below?
the following 0 Yes ✘ No
topics.
Mental Health and

Addressing Psychosocial Issues
Suicide Psychological
Grade Level the Problem of and Conditions Self-Care Other Topics
Prevention First Aid
Bullying including
Depression
Grade 7
Grade 8
Grade 9
Grade 10
TOTAL 0 0 0 0 0 0
7. DidIfthe school
Yes, conduct
indicate trainings
the number ofor extra-curricular
teachers activitiesinfor
who participated theteachers
activitiesrelated to any of
that covered theoftopics
each below?
the following ✘ 1 Yes No
topics.
Mental Health and

Addressing Psychosocial Issues
Suicide Psychological
Grade Level the Problem of and Conditions Self-Care Other Topics
Prevention First Aid
Bullying including
Depression
Grade 7 8 8
Grade 8 8 8
Grade 9 8 8
Grade 10 8 8
TOTAL 0 32 0 32 0 0
Certified True and Correct by : Validated by Division School Health Coordinator/Medical Officer/Nurse:
SONIA A. MONTALBAN
639552936.xlsx Box13 Page 33 of 63

Box 14. CANCER CASES, PREVIOUS SY 2020-2021
1. Cancer Cases among Learners
Number of Learners
Cancer Cases Learners with Cancer

Cancer Patients Living with Cancer Cancer Survivors Died due to Cancer
(Symptomatic) (Asymptomatic)
Leukemia
Brain and Spinal Cancer
Other Types of Cancer
TOTAL 0 0 0 0
2. Cancer Cases among School Personnel
Number of School Personnel
Cancer Cases School Personnel with Cancer

Cancer Patients Living with Cancer Cancer Survivors Died due to Cancer
(Symptomatic) (Asymptomatic)
Breast Cancer
Lung Cancer
Other Types of Cancer
TOTAL 0 0 0 0
1. Cancer patients - are those with symptomatic and/or under definitive or palliative treatment.
2. Living with cancer - are those with microscopic or residual disease, asymptomatic, or with supportive treatment subclinical symptoms on maintenance or supportive
treatment.
Cancer survivors - are those who have completed all of their anti-cancer therapy and presently show no signs of disease.
3.

Certified True and Correct by : Validated by Division School Health Coordinator/Medical Officer/Nurse: Validated by Planning Officer III (PRS-SGOD):
639552936.xlsx Box14 Page 34 of 63

Box 15. ADOLESCENT REPRODUCTIVE HEALTH, PREVIOUS SY 2020-2021
1. Number of Pregnant Learners
On Alternative Delivery Transferred

Grade Level In School Dropped
Mode (ADM) In Out
Grade 7
Grade 8
Grade 9
Grade 10 1
TOTAL 1 0 0 0 0
2. Number of Impregnator-Learners
On Alternative Delivery Transferred

Grade Level In School Dropped
Mode (ADM) In Out
Grade 7
Grade 8
Grade 9
Grade 10
TOTAL 0 0 0 0 0
3. Does the school have an operational teen center? 0 Yes No
4. Number of Learners Reached by Adolescent Reproductive Health Trainings/Activities
Trained as Peer
Educators for
Participated in Screened for ARH Catered to by Teen
Grade Level Adolescent Sexual and Red Cross Youth
HIV/AIDS Training Concerns Centers
Reproductive Health
(ASRH)
Grade 7
Grade 8
Grade 9
Grade 10
TOTAL 0 0 0 0 0
5. Number of Teachers Reached by Adolescent Reproductive Health Trainings/Activities
Trained on Adolescent
Trained on
Health Education and
Grade Level Adolescent Job Aid HIV/AIDS Training
Practical Training
(AJA)
(ADEPT)
Grade 7
Grade 8
Grade 9
Grade 10
TOTAL 0 0 0
Certified True and Correct by : Validated by Division School Health Coordinator/Medical Officer/Nurse: Validated by Planning Officer III (PRS-SGOD):
639552936.xlsx Box15 Page 35 of 63
Box 16. COMPREHENSIVE TOBACCO CONTROL, SY 2021-2022 (As of December 31, 2021)
1. Does the school display the following IEC materials:

1.a. "No Smoking" Signages (EO 26, s.2017, DO 48, s.2016) ✘ 1 Yes No
1.b. Poster at the school gate about prohibition of selling of cigarettes within 100 meters from the perimeter of the ✘ 1 Yes No
school (EO 26, s.2017)
2. Is there at least one store or shop with in 100 meters from any point of the perimeter of the school that sells:
2.a. Tobacco products (e.g., cigarettes)? 0 Yes ✘ No
2.b. Vape or e-cigarettes? 0 Yes ✘ No
3. Measures Against Tobacco Industry Interference:

3.a. How many partnerships did the school have from January to December 2021?
3.b. How many of these partnerships have the proper partnership instrument needed (e.g., service contract,
memorandum of agreement (MOA), deed of donation (DOD)/deed of acceptance, memorandum of
understanding, etc.)?
3.c. How many of the partnerships with memoranda of agreement/deeds of donation include a provision in the
MOA/DOD that the partner/donor is not connected to the tobacco industry, does not received funding from
tobacco companies, or does not sell cigarettes?
Prevalence of the Use of Cigarettes and E-cigarettes/Vapes Among Learners and School Personnel
4.
4.a. Is the school head ___ (Check only one)
0 a tobacco (cigarette) smoker but not an ENDS/ENNDS (vape/e-cigarette) user? 0 both a tobacco (cigarette) smoker and an ENDS/ENNDS (vape/e-cigarette) user?
0 an ENDS/ENNDs (vape/e-cigarette) user but not a tobacco (cigarette) smoker? 0 neither a tobacco (cigarette) smoker nor an ENDS/ENNDS (vape/e-cigarette) user?
4.b. How many teachers are tobacco (cigarette) smokers and/or ENDS/ENNDS (vape/e-cigarette) users?
Number of Teachers
Grade Level Tobacco (Cigarette) Smokers ENDS/ENNDS Tobacco (Cigarette) Smokers and
but are not ENDS/ENNDS (Vape/E-cigarette) Users but are not also ENDS/ENNDS
(Vape/E-cigarette) Users Tobacco (Cigarette) Smokers (Vape/E-cigarette) Users
Grade 7
Grade 8
Grade 9
Grade 10
TOTAL 0 0 0
4.c. In the previous school year, how many learners were recorded by the school to have smoked tobacco and/or used ENDS/ENNDS?
Number of Learners who were Recorded to have
Grade Level Smoked Tobacco (Cigarette) Used ENDS/ENNDS Smoked Tobacco (Cigarette) and
but not used ENDS/ENNDS (Vape/E-cigarette) but Smoked also Used ENDS/ENNDS
(Vape/E-cigarette) Tobacco (Cigarette) (Vape/E-cigarette)
Grade 7
Grade 8
Grade 9
Grade 10
TOTAL 0 0 0
ENDS/ENNDS - stands for Electronic Nicotine Delivery Systems and Electronic Non-Nicotine Delivery Systems, which include vape and e-cigarettes.
639552936.xlsx Box16 Page 36 of 63
Box 17. NATIONAL PREVENTIVE DRUG EDUCATION, SY 2021-2022 (As of December 31, 2021)
1. Does the school implement a preventive drug education program? 0 Yes ✘ No
2. Which of the following components are part of the school's preventive drug education program?
0 Curriculum integration 0 Partnership with the Barangay Anti-Drug Abuse Council
0 Extra-curricular activities 0 Others, (specify)
3. Does the school have a National Drug Education Program (NDEP) Coordinator? ✘ 1 Yes No
4. How many classrooms have NDEP Corners? 28
5. Does the school have an established chapter of Barkada Kontra Droga? ✘

1 Yes No
6. How many learners are members of Barkada Kontra Droga?
Grade 7 11
Grade 8 9
Grade 9 14
Grade 10 17
TOTAL 51
7. In the previous school year, how many learners were trained on life skills in relation to drug prevention?
Grade 7
Grade 8
Grade 9
Grade 10
TOTAL 0
Box 18. OK sa DepEd PROGRAM, SY 2021-2022 (As of December 31, 2021)

1. Does the school have a designated OK sa DepEd focal person (DO 28, s. 2018)? ✘ 1 Yes No
2. In the previous school year, did the school observe “One Health Week” as part of OK sa DepEd? 0 Yes ✘ No
3. Does the school officially manage a Facebook page? 0 Yes ✘ No
3.a. If Yes, what is the Facebook page address? (facebook.com/________)
639552936.xlsx Box 17-18 Page 37 of 63
Box 19. FEEDING PROGRAM, SY 2021-2022 (As of December 31, 2021)
1 Does the school have a feeding program? ✘ 1 Yes No
If Yes, what is the funding source of school feeding program?
✘ 1 School MOOE 0 LGU Fund 0 Barangay Fund 0 School-Based Feeding Program (SBFP)
0 School Canteen Fund 0 PTA Fund 0 Private Individual/Sector Fund 0 Others, (specify)
2 Availability of agriculture and fishery resources in the school :
✘ 1 Gulayan sa Paaralan, If check, which of the following types of vegetables are present in the school garden?
0 Legumes ✘ 1 Leafy vegetables 0 Fruit-bearing ✘ 1 Rootcrops
0 Fish Pond
0 Agricultural Crops
0 Livestock
0 Others, (specify)
0 None
3 Does agricultural and fishery in the school used for feeding program? ✘ 1 Yes No
If Yes, what is the funding source?
✘ 1 School MOOE 0 LGU Fund 0 Barangay Fund 0 Others, (specify)
0 School Canteen Fund 0 PTA Fund 0 Private Individual/Sector Fund
Box 20. FOOD HANDLING, SY 2021-2022 (As of December 31, 2021)

1. Does the school have a canteen? 0 Yes No

If Yes,
1.a. Managed by: 1.b. Sanitary Permit 1.c. Validity Date 1.d. Do canteen personnel/food handlers
have health certificates?
0 School 0 Yes No
0 Teacher-Coop 0 Yes No
0 Others, (specify)
0 Yes No
Sanitary Permit - is the official document issued by proper authorities to an establishment that has been determined to have met the minimum requirements for the sanitary operation.
Box 21. SOLID WASTE MANAGEMENT, SY 2021-2022 (As of December 31, 2021)
(Check as appropriate)
1. Is your school compliant to the Ecological Solid Waste Management Act (RA 9003)? ✘
1 Yes No
2. How is the school implementing Solid Waste Management?

✘ 1 Composting ✘ 1 Posting of signage ✘ 1 Use of paper plates/cups instead of plastic
✘ 1 Designation of trash collection point ✘ 1 Recycling Projects ✘ 1 Use of recycled materials are teaching tool
✘ 1 Poster making and/or slogan making contest ✘ 1 School representative at the Barangay Solid ✘ 1 Use of reusable food containerts
Waste Management Committee ✘ 1 Waste segregation
3. Who are the school stakeholders actively engaged on the implementation of solid waste management?
✘ 1 Barangay ✘ 1 Local business partners ✘ 1 Parents
✘ 1 Community leaders ✘ 1 Municipal/City government
Box 22. OPERATION AND MAINTENANCE OF SANITATION FACILITIES, SY 2021-2022 (As of December 31, 2021)
1. How often are the sanitation facilites cleaned? (Check only one)
0 Daily 0 Once a week
✘ 1 At least twice a week 0 Less than once a week
1.1. Average Cost of Monthly Bills/Maintenance: (Indicate the amount in Php) 2,000.00
1.2. Who Pays for the Cost of Monthly Bills/Maintenance?
Box 23. MENSTRUAL HYGIENE, SY 2021-2022 (As of December 31, 2021)

Does the school have a provision for availability of sanitary pads? 0 Yes ✘ No
If Yes, where can the learners avail the sanitary pads?
0 School Canteen 0 Guidance Office
0 School Clinic 0 Others, (specify)
639552936.xlsx Box 21-23 Page 39 of 63
Box 24. CHILD PROTECTION, PREVIOUS SY 2020-2021
1. Does the school have a Child Protection Committee (CPC)? 0 Yes ✘ No

1.a. If Yes, how often does the CPC meet? 0 Monthly 0 Quarterly 0 Annually 0 Others, (specify)
1.b. How many cases were referred to appropriate authority (e.g PNP, LSWDO, NGOs, etc)?
0
2. Does the school have a Student Code of Conduct? ✘ 1 Yes No
Box 25. CHILD PROTECTION: VIOLENCE AGAINST CHILDREN, PREVIOUS SY 2020-2021

1. Number of reported incidents of violence against children committed in schools by type of violence:
Incidents recorded Perpetrator
Types of Violence
Against Male Learners Against Female Learners TOTAL School Personnel Outsider
Physical Violence 0
Sexual Violence 0
Psychological Violence 0
Other Acts of Violence 0
TOTAL 0 0 0 0 0
2. Number of reported incidents of violence against children by grade level and sex
Grade Level Male Female TOTAL
Grade 7 0
Grade 8 0
Grade 9 0
Grade 10 0
TOTAL 0 0 0
1. Violence Against Children - refers to a single act or series of acts committed by school administrators, academic, and non-academic personnel against a child (DO 40 s.2012).
2. Incidents recorded - refers to incidence of violence reported to the school regardless of criminal or admin case filed.
3. Perpetrator - refers to an adult, including any school personnel, teaching or non-teaching.
4. Other Acts of Violence - refers to physical, sexual, or psychological nature that are prejudicial to the child (DO 40 s.2012).
Certified True and Correct by : Validated by Division Child Protection Focal Person/Coordinator: Validated by Planning Officer III (PRS-SGOD):
School Head : ELVIRA A. HERNANDEZ JANE C. BASUL
Position Title : Secondary School Principal 1 Position Title : EPS-Child Protection
Box 26. CHILD PROTECTION: BULLYING, PREVIOUS SY 2020-2021
1. Number of reported incidents of bullying or peer abuse by type of violence:

Incidents recorded
Types of Bullying
Against Male Learners Against Female Learners TOTAL
Physical Bullying 0
Cyber Bullying 0
Gender-based Bullying 0
Social Bullying 0
TOTAL 0 0 0
2. Number of reported incidents of bullying or peer abuse by grade level and sex
Grade Level Male Female TOTAL
Grade 7 0
Grade 8 0
Grade 9 0
Grade 10 0
TOTAL 0 0 0
3. Usual reasons for bullying that were recorded by the school
TOTAL
Reasons Grade 7 Grade 8 Grade 9 Grade 10
(Grades 7 to 10)
Physical appearance 0
Status in life (e.g. poor) 0
Skin colour 0
Age (young or old) 0
Gender 0
Race or ethnicity 0
Religion 0
Disability 0
Others 0
TOTAL 0 0 0 0 0
1. Bullying or peer abuse - refers to any severe, or repeated use by one or more students of a written, verbal or electronic expression, or a physical act or gesture, or any
combination thereof, directed at another student (DO 55 s.2013).
2. Incidents recorded - refers to incidence of bullying reported to the school regardless of criminal or admin case filed.
3. Physical Bullying - refers to any unwanted physical contact between the bully and the victim.
4. Cyber Bullying - refers to any bullying done through using technology or any electronic means (e.g instant messaging, social media, etc).
5. Gender-based Bullying - refers to any act that humiliates or excludes a person on the basis of perceived or actual sexual orientation and gender identity.
6. Social Bullying - refers to any social behaviour intended hurt others or to belittle another individual (e.g verbal, social exclusion).
Certified True and Correct by : Validated by Division Child Protection Focal Person/Coordinator: Validated by Planning Officer III (PRS-SGOD):
School Head : ELVIRA A. HERNANDEZ JANE C. BASUL

Position Title : Secondary School Principal 1 Position Title : EPS-Child Protection
639552936.xlsx Box26 Page 41 of 63
Box 27. SCHOOL SPORTS PROGRAM: AVAILABLE SPORTS EVENTS, CLUBS, AND FACILITIES, SY 2021-2022 (As of October 31, 2021)
(Check multiple sports events, clubs, and facilities being offered in the school)
Sports Sports Sports Sports Sports Sports
Sports Program Sports Program
Event/s Club/s Facilities Event/s Club/s Facilities
1. Archery 16. Women Artistic Gymnastics (WAG)

0 0 0 0 0 0
2. Arnis 17. Ryhtmic Gymnastics (RG)
0 0 0 0 0 0
3. Athletics (throwing) 18. Pencak Silat
0 0 0 0 0 0
4. Athletics (running) 19. Sepak Takraw ✘
0 0 0 1 0 0
5. Badminton ✘ 20. Softball ✘
1 0 0 1 0 0
6. Basketball ✘ 21. Swimming
1 0 0 0 0 0
7. Baseball ✘ 22. Table Tennis
1 0 0 0 0 0
8. Billards 23. Taekwondo
0 0 0 0 0 0
9. Boxing 24. Tennis
0 0 0 0 0 0
10. Chess ✘ 25. Volleyball
1 0 0 0 0 0
11. Dance Sports 26. Wrestling
0 0 0 0 0 0
12. Football 27. Wushu
0 0 0 0 0 0
13. Futsal 28. Bocce
0 0 0 0 0 0
14. Aerobic Gymnastics 29. Goal Ball
0 0 0 0 0 0
15. Men Artistic Gymnastics (MAG)
0 0 0
1. Sports events - current sports events being offered by the school.
2. Sports clubs - current sports clubs being offered by the school.
3. Sports facilities - current venues being used for sports events.
Certified True and Correct by: Validated by Division Sports Coordinator: Validated by Planning Officer III (PRS-SGOD):
School Head : ELVIRA A. HERNANDEZ ARNOLD C. SOLEN
Position Title : Secondary School Principal 1 Position Title : PSDS-Sports
639552936.xlsx Box27 Page 42 of 63
Table 38. SCHOOL SPORTS PROGRAM: SPORTS PERSONNEL (DepEd Funded), SY 2021-2022 (As of October 31, 2021)
Number of
Number of Number of
Number of Non-teaching
Number of PE teacher/s Non PE teacher/s
Sporting Events Officiating personnel with
Coach/es with sports with sports
Official/s sports
specialization specialization
specialization
1. Archery
2. Arnis
3. Athletics (throwing)
4. Athletics (running)
5. Badminton
6. Basketball
7. Baseball
8. Billards
9. Boxing
10. Chess
11. Dance Sports
12. Football
13. Futsal
14. Aerobic Gymnastics
15. Men Artistic Gymnastics (MAG)
16. Women Artistic Gymnastics (WAG)
17. Ryhtmic Gymnastics (RG)
18. Pencak Silat
19. Sepak Takraw
20. Softball
21. Swimming
22. Table Tennis
23. Taekwondo
24. Tennis
25. Volleyball
26. Wrestling
27. Wushu
28. Bocce
29. Goal Ball

1. Coaches - identified personnel (DepEd funded) who is qualified/currently handling the identified sporting event.
2. Officiating Officials - identified personnel (DepEd funded) who is qualified/can handle officiating the identified sporting event.
3. PE teachers - identified BSPE personnel (DepEd funded) and their sports specialization.
4. Non PE teachers - identified personnel teaching academics (DepEd funded) and their sports specialization.
5. Non-teaching personnel - identified non academic personnel (DepEd funded) and their sports specialization.
Reminder: PE teacher/s, Non PE teacher/s and Non-teaching personnel may identify multiple sporting events.
Certified True and Correct by: Validated by Division Sports Coordinator: Validated by Planning Officer III (PRS-SGOD):
School Head : ELVIRA A. HERNANDEZ ARNOLD C. SOLEN
Position Title : Secondary School Principal 1 Position Title : PSDS-Sports
Table 39. DISASTERS/CALAMITIES, For the months of June 2020 to May 2021
(Provide the number of times the following hazards occurred in your school and its immediate surroundings)
2020 2021
Disasters
June July Aug. Sept. Oct. Nov. Dec. Jan. Feb. Mar. April May
Natural Hazards
Drought
Earthquake
Fire *
Flood
Landslide
Storm Surge
Tropical Cyclones
Tsunami
Volcanic Eruption
Human-Induced Hazards
Bomb Threat in School Premises
Bombing in School Premises
Crime against learner/s
Crime against non-teaching personnel
Crime against school head/s
Crime against school property
Crime against teaching personnel
Fire **
Hazardous Materials Incident
(e.g. chemical explosion, chemical spill, oil spill, exposure to
radioactive substances)
Health Threat
(i.e. Dengue, Malaria, Measles, food poisoning, disease outbreak)
Hostage-taking within school premises
Shooting incident within school vicinity
Structural collapse (as a result of engineering failures)
Others, (specify)
Certified True and Correct by: Validated by DRRM Coordinator: Validated by Planning Officer III (PRS-SGOD):
School Head : ELVIRA A. HERNANDEZ JAMEL I. SACAR
Position Title : Secondary School Principal 1 Position Title : PDO II
1. Crime against learners / personnel - Murder / Homicide, Physical Injuries, etc.

Source of Definition: DO No. 23, s. 2014. http://www.deped.gov.ph/wp-content/uploads/2014/04/DO_s2014_023.pdf
2. Crime against school property - Theft, Robbery, Arson, etc.
Source of Definition: DO No. 23, s. 2014. http://www.deped.gov.ph/wp-content/uploads/2014/04/DO_s2014_023.pdf
3. Disaster - A serious disruption of the functioning of a community or a society involving widespread human, material, economic or environmental losses and impacts, which exceeds the ability of the affected
community or society to cope using its own resources.
Source of Definition: UNISDR Terminologies. https://www.unisdr.org/files/7817_UNISDRTerminologyEnglish.pdf
4. Drought - Pronounced absence or marked deficiency of precipitation. It is characterized by a deficiency in water supply that is the result of constantly below average precipitation.
Source of Definition: DO No. 23, s. 2014. Enclosure No. 4: Definition of Terms. http://www.deped.gov.ph/wp-content/uploads/2014/04/DO_s2014_023.pdf;
ReliefWeb Glossary of Humanitarian Terms. GLIDE Working Group, Global Identifier Number, 2006. https://www.who.int/hac/about/reliefweb-aug2008.pdf
5. Earthquake - A weak to violent shaking of the ground produced by the sudden movement of rock materials below the earth’s surface that originate from the tectonic plate boundary. Tectonic earthquakes are
produced by sudden movement along faults and plate boundaries. Earthquakes induced by rising lava or magma beneath active volcanoes is called volcanic earthquakes.
Source of Definition: DOST-PHIVOLCS: Introduction to Earthquake. https://www.phivolcs.dost.gov.ph/index.php/earthquake/introduction-to-earthquake
6. Fire - A destructive burning (as of a building). Include in this category urban, industrial or rural fires, but not including wild (forest) fires. Limited to those induced or highly connected to natural phenomena, such
as storms, earthquakes, droughts, etc.
* Includes forest or bush fires, or burning as consequence of other natural hazard, such as earthquakes.
** Includes fires due to human negligence, such as electrical wiring failure
Source of Definition: ReliefWeb Glossary of Humanitarian Terms. GLIDE Working Group, Global Identifier Number, 2006. https://www.who.int/hac/about/reliefweb-aug2008.pdf
7. Flood - A progressive abnormal increase in the elevation of the surface level of streamflow until it reaches a maximum height from which the level slowly drops to what is its normal level. The sequence described
all takes place within a certain period of time.
Source of Definition: DOST-PAGASA Learning Tools: Floods. bagong.pagasa.dost.gov.ph/learning-tools/floods
8. Human-Induced Hazards -Are induced entirely or predominantly by human activities and choices that adversely affect other persons. The Sendai Framework for Disaster Risk Reduction 2015-2030 categorized
these hazards as one of the following: (a) Environmental hazards may include chemical, natural and biological hazards. They can be created by environmental degradation or physical or chemical pollution in the
air, water and soil. Examples include soil degradation, deforestation, loss of biodiversity, salinization and sea-level rise. (b) Technological hazards originate from technological or industrial conditions, dangerous
procedures, infrastructure failures or specific human activities. Examples include industrial pollution, nuclear radiation, toxic wastes, dam failures, transport accidents, factory explosions, fires and chemical spills.
While the UNISDR subjects armed conflicts and other situations of social instability to the International Humanitarian Law and National Legislation, the DRRMS classifies these violent incidents as human-
induced.
Source of Definition: Sendai Framework for Disaster Risk Reduction 2015-2030. https://www.unisdr.org/files/43291_sendaiframeworkfordrren.pdf
9. Landslide - A mass movement of rock, soil, and debris down a slope due to gravity. It occurs when the driving force is greater than the resisting force. It is a natural process that occurs in steep slopes. The
movement may range from very slow to rapid. It can affect areas both near and far from the source.
Source of Definition: DOST-PHIVOLCS: Introduction to Landslide. https://www.phivolcs.dost.gov.ph/index.php/landslide/introduction-to-landslide
10. Storm Surge - An abnormal increase in water level in seashores when a storm nears coastal lines caused by strong winds brought by low pressure at the eye wall.
Source of Definition: DOST-PAGASA Learning Tools: Meteorological Terms, Storm Surge. http://bagong.pagasa.dost.gov.ph/learning-tools/meteorological-terms
11. Tropical Cyclones - A non-frontal, synoptic-scale cyclone developing over tropical and sub-tropical waters at any level and having a definitely organized circulation. In other parts of the world, these are referred
to as hurricanes, typhoons or simply tropical cyclones depending on the region. Includes Tropical Depression, Tropical Storm, Severe Tropical Storm, Typhoon, and Super Typhoon
Source of Definition: DOST-PAGASA: About Tropical Cyclones. http://bagong.pagasa.dost.gov.ph/information/about-tropical-cyclone
12. Tsunami - An ocean wave produced by a submarine earthquake, landslide, or volcanic eruption that may reach enormous dimensions and have sufficient energy to travel across entire oceans.
Source of Definition: DOST-PAGASA Learning Tools: Meteorological Terms, Tsunami. http://bagong.pagasa.dost.gov.ph/learning-tools/meteorological-terms
13. Volcanic Eruption - The transport of magma or gases to the Earth's surface, which can be accompanied with tremors and eruptions; and the interaction of magma and water underneath the Earth's surface which
can result in phreatic eruptions
Source of Definition: DOST PHIVOLCS: Introduction to Volcanoes. https://www.phivolcs.dost.gov.ph/index.php/volcano-hazard/introduction-to-volcanoes
639552936.xlsx Table39 cont. Page 45 of 63

Table 40. DISASTERS/CALAMITIES (Human-Induced Hazards - Armed Conflict and Grave Child Rights Violations), For the months of June 2020 to May 2021
2020 2021
Human-Induced Hazards
1. Armed Conflict
1a. Number of times armed conflict occurred in your school and its immediate surroundings.
Armed conflict incident experienced in the past months 0 0 0 0 0 0 0 0 0 0 0 0
1b. Number of times the following state/non-state actors were involved in the armed conflict incidents.
1b1. State Actors:
Armed Forces of the Philippines (AFP)
Philippine National Police (PNP)
Others, (specify)
1b2. Non-State Actors:

Abu Sayyaf Group (ASG)
Bangsamoro Islamic Freedom Fighters (BIFF)
Communist Party of the Philippines/
New People's Army/
National Democratic Front (CPP-NPA-NDF)
Maute Group
Moro National Liberation Front (MNLF)
Others, (specify)
2. Grave Child Rights Violations (GCRVs)

2a. Number of reports of GCRVs within the school and immediate surroundings that were filed through government channels.
Killing and maiming of children
Abduction of children
Attacks against schools or hospitals
Denial of humanitarian access for children
Recruitment or use of children as soldiers
Sexual violence against children
1. Armed conflict - refers to armed confrontations occurring between government forces and one or more armed groups, or between such groups arising in the Philippine territory. These shall
include activities which may lead to, or are undertaken in preparation of armed confrontation or armed violence that put children‘s lives at risk and their rights violated. (R.A. 11188).
- Armed conflict incidents include armed encounters such as the All-Out-War in 2000, the September 2013 Zamboanga Siege, the 2017 Marawi Siege, among others.
Source of Definition: R.A. 11188, or the Special Protection of Children in Situations of Armed Conflict (2017)
2. Grave Child Rights Violations - refers to the offenses committed against children that constitute flagrant violations of their human rights and have severe consequences in their lives.
Source of Definition: DO No. 57, s. 2017 Policy on the Protection of Children in Armed Conflict, based on UN Security Council Resolution Nos. 1539, 1612, 1882, 1998
http://www.deped.gov.ph/wp-content/uploads/2017/11/DO_s2017_057.pdf
3. State and/or Non-State Actors - refers to parties involved in non-international armed conflict in which hostilities occur between governmental (state) armed forces and non-governmental
(non-state) armed groups or between such groups only.
Source of Definition: D. Schindler, The Different Types of Armed Conflicts According to the Geneva Conventions and Protocols, RCADI, Vol. 163, 1979-II, p. 147. as cited in
International Committee of the Red Cross (ICRC): "How is the Term "Armed Conflict" Defined in International Humanitarian Law?".
https://www.icrc.org/en/doc/assets/files/other/opinion-paper-armed-conflict.pdf
Table 41. RESULT OF DISASTER INCIDENCES, For the months of June 2020 to May 2021
2020 2021
Result of Disaster Incidences / Emergencies
Number of Classrooms used as Evacuation Center 0 0 0 0 0 0 0 0 0 0 0 0
Number of Days the Classrooms were used as Evacuation Center 0 0 0 0 0 0 0 0 0 0 0 0

Number of School Days lost due to class suspensions resulting from
0 0 0 0 0 0 0 0 0 0 0 0
natural hazards
0 0 0 0 0 0 0 0 0 0 0 0
human-induced hazards, except armed conflict
0 0 0 0 0 0 0 0 0 0 0 0
armed conflict

Box 28. ENABLING ENVIRONMENT, For the months of June 2020 to May 2021
(Check the boxes or provide the correct numbers for all DRRM, CCAM, and Peacebuilding Policies)
Part 1. DRRM, CCAM, and Peacebuilding Policies

1. School has adopted/ localized existing policies relating to DRRM, CCAM, and Peacebuilding
Policy Number Title
A. DRRM-CCAM Policies
1 DO 82 s.2010
✘ Reiteration of CCA-DRR at the School Level
1 DO 83 s.2011
✘ Disaster Preparedness in Schools
1 DO 43 s.2012
✘ Guidelines on the Implementation of EO 66 (Suspension of Classes)
1 DO 21 s.2015
✘ DepEd DRRM Information Management and Coordination Protocol
1 DO 23 s.2015
✘ School Watching and Hazard Mapping
1 DO 27 s.2015
✘ Family Earthquake Preparedness
1 DO 37 s.2015
✘ Comprehensive DRRM in Basic Education Framework
1 DO 28 s.2016
✘ Strengthening Fire Safety and Awareness Program
Guidelines on the Coordination for Establishment of Schools in
1 DO 24 s.2021
✘
Resettlement Sites Due to Disasters and/or Emergencies
School-based Disaster Preparedness and Response Measures For
1 DO 33 s.2021
✘ Tropical Cyclones, Flooding, and Other Weather-related Disturbances
and Calamities
1 DM 084 s.2019
✘ Observance of the National Disaster Consciousness Month 2019
B. Peacebuilding Policies
1 DO 44 s.2005
✘ Declaration of Schools as Zones of Peace
1 DO 40 s.2012
✘ Child Protection Policy
1 DO 57 s.2017
✘ Policy on the Protection of Children in Armed Conflict
1 DO 32 s.2019
✘ National Policy Framework on Learners and Schools as Zones of Peace
1 DM 221 s.2013
✘ Guidelines on the Protection of Children during Armed Conflict
2. Number of learners consulted in the development or enhancement of DRRM, CCAM, and Peacebuilding school-
level policies
Learners
EXCLUDING IP, Learners with
IP Learners Muslim Learners
Muslim and Learners Disability
with Disability
Male Female Male Female Male Female Male Female
Reminder: A learner can be counted more than once if he/she is either an IP Learner, Muslim
Learner or Learner with Disability at the same time.
3. Number of school-level policies on DRRM, CCAM, and Peacebuilding developed and enhanced in
consultation with the following:
LGU or Barangay
Learners School Personnel Parents NGOs
Officials
560 48 36
Note: For the definitions, refer to Box 28 - Part 5. Monitoring and Evaluation.
Certified True and Correct by: Validated by DRRM Coordinator:

SONIA A. MONTALBAN
639552936.xlsx Box28_part1 Page 48 of 63

Part 2. DRRM, CCAM, and Peacebuilding Plans
1. ✘1 School has a comprehensive School DRRM, CCAM, and Peacebuilding Plan
2. School DRRM, CCAM, and Peacebuilding Plans are developed together with the following: (check all applicable)
1 School Personnel
✘ 0 Parents 0 LGU 0 External Partners
3. ✘1 School DRRM, CCAM, and Peacebuilding Plans considered the needs of learners with disabilities
4. ✘1 School DRRM, CCAM, and Peacebuilding Plans considered Indigenous Knowledge Systems and Practices (IKSP)
5. ✘1 School DRRM, CCAM, and Peacebuilding Plans are gender-sensitive
6. 1 School has integrated DRRM, CCAM, and Peacebuilding into the School Improvement Plan (SIP)
7. Number of learners who participated in the development of the School DRRM, CCAM, and Peacebuilding Plans
Learners
with Disability
Part 3. DRRM, CCAM, and Peacebuilding Organizational and Budget Support

1. ✘1 School has a functional DRRM Team with defined roles and responsibilities
2. ✘1 School has designated a School DRRM Coordinator

3. Number, cost, and percentage of DRRM, CCAM, and Peacebuilding Programs, Projects, and Activities (PPAs)
included in the school's budget
CCAM - Climate Change
DRRM Peacebuilding
Expenditure Tagging
% in the % in the % in the
Number of Cost of School's Number of Cost of School's Number of School's
Cost of PPAs
PPAs PPAs Budget PPAs PPAs Budget PPAs Budget
(e.g. 99.54%) (e.g. 99.54%) (e.g. 99.54%)
Part 4. Data and Information Management

1. Number of personnel trained on data management
Teaching Personnel Non-Teaching Personnel
Male Female Male Female
2. Number of trainings conducted for teaching and non-teaching personnel on data management
3. Number of evidence-based DRRM-, CCAM-, and Peacebuilding-related research that the school has
undertaken
4. Number of programs developed or enhanced by the school based on research
5. 0 School has used DRRMS-developed DRRM-, CCAM-, and Peacebuilding-related software for data collection and
reporting

SONIA A. MONTALBAN
639552936.xlsx Box28_part2_4 Page 49 of 63

Part 5. Monitoring and Evaluation
1. ✘1 School carries out monitoring and evaluation to assess sustainable implementation of DRRM, CCAM, and
Peacebuilding initiatives
2. 1 School has used the Comprehensive School Safety (CSS) monitoring tool to keep track of their DRRM, CCAM and
✘
Peacebuilding initiatives
3. Number of DRRM-, CCAM-, and Peacebuilding-related good practices documented by the school
DRRM and CCAM Peacebuilding

Documented Good
Practices
4 0
4. Number of programs developed or enhanced by the school as a result of their monitoring and evaluation
4
1. CCAM (Climate Change Adaptation and Mitigation) - Climate change refers to a change in the state of the climate that can be identified (e.g., by
using statistical tests) by changes in the mean and/or the variability of its properties and that persists for an extended period, typically decades or
longer. (Intergovernmental Panel on Climate Change). Change of climate which is attributed directly or indirectly to human activity that alters the
composition of the global atmosphere and which is in addition to natural climate variability observed over comparable time periods. Adjustments
in ecological, social, or economic systems in response to actual or expected climatic stimuli and their effects or impacts. It refers to changes in
processes, practices, and structures to moderate potential damages or to benefit from opportunities associated with climate change (United Nations
Framework Convention on Climate Change).
Climate Change Adaptation - a climate change response that intends to reduce the vulnerability of human or natural systems to the impacts of
climate change and climate-related risks, by maintaining or increasing adaptive capacity and resilience.
Climate Change Mitigation - a climate change response that aims to reduce greenhouse gas emissions (GHG), directly or indirectly, by avoiding
or capturing GHG before they are emitted to the atmosphere or sequestering those already in the atmosphere by enhancing "sinks" such as forests.
Source of Information: Joint Memorandum Circular No. 2015-01 (July 23, 2015). Revised Guidelines for Tagging / Tracking Climate Change
Expenditures in the Local Budget. https://niccdies.climate.gov.ph/files/documents/Local%20CCET%20-DBM-DILG-CCC-.pdf
2. DRRM (Disaster Risk Reduction and Management) - is the systemic process of using administrative directives, organizations, and operational
skills and capacities to implement strategies, policies, and improved coping capacities in order to lessen the adverse impacts of hazards and the
possibility of a disaster.
Source of Definition: DO No. 37, s. 2015 The Comprehensive Disaster Risk Reduction and Management in Education Framework.
http://www.deped.gov.ph/wp-content/uploads/2015/08/DO_s2015_37.pdf
3. EiE (Education in Emergencies) - refers to the quality learning opportunities for all ages in situations of crisis, including early childhood
development, primary, secondary, non-formal, technical, vocational, higher and adult education. Education in emergencies provides physical,
psychosocial and cognitive protection that can sustain and save lives.
Source of Definition: International Network for Education in Emergencies Term Bank.
https://toolkit.ineesite.org/termbank/en/terms/education_in_emergencies
4. Peacebuilding - refers to a process that facilitates the establishment of durable peace and tries to prevent the recurrence of violence by addressing
root causes and effects of conflict through reconciliation, institution building, and political as well as economic transformation. This consists of a
set of physical, social, and structural initiatives that are often an integral part of post-conflict reconstruction and rehabilitation.
Source of Definition: UNICEF Technical Notes on Conflict Sensitivity and Peacebuilding.
http://www.unicefinemergencies.com/downloads/eresource/docs/KRR/UNICEF%20Technical%20Note%20on%20Conflict%20Sensitivity
%20and%20Peacebuilding.pdf
5. NGOs (Non-Government Organizations) and External Partners - refers to organizations both public and private, for-profit and non-profit, and
other funding sources (private foundations and federal, state, and local monies) that the schools have partnered with and were funded for research
and conceptual development activities; includes organizations such as Save the Children and UNICEF, among others.
6. Teaching Personnel - refers to school personnel that includes Teacher I-III, Master Teacher I-IV, SPED Teacher I-V, Special Science Teacher,
and Instructor I-III.
7. Non-Teaching Personnel - refers to school personnel that includes School Principal I-IV, Head Teacher I-VI, Guidance Coordinator I-III,
Guidance Counselor I-III, Administrative Assistant II-III (Disbursing Officer and Senior Bookkeeper), Security Guard, and Utility Worker I .

SONIA A. MONTALBAN

Box 29. PILLAR 1. SAFE LEARNING FACILITIES, For the months of June 2020 to May 2021
(Check the boxes or provide the correct numbers for all DRRM, CCAM, and Peacebuilding initiatives conducted)
Part 1. School Safety, and Disaster Prevention and Mitigation

1. Number of identified safe and unsafe instructional and non-instructional spaces
Learning Facilities Safe Unsafe
Instructional Spaces 29 0
Non-instructional Spaces 14 0
2. Number of instructional spaces retroffited 0
3. Number of non-instructional spaces retroffited 0
4. Number of instructional spaces constructed using inclusive and resilient designs 29
5. Number of non-instructional spaces constructed using inclusive and resilient designs 14
6. School has the following structural hazard mitigation measures: (check all applicable)
0 Flood Wall 0 Slope Protection
1 Fire Wall
✘ 0 Others, (specify)
0 Sea Wall
7. School has the following non-structural hazard mitigation measures: (check all applicable)
0 Non- structural slope protection ✘1 Pruning of trees
0 Vegetation (e.g. mangrove, shrubs, and trees) 0 Others, (specify)

0 Porous Landscaping
8. ✘1 School conducts regular inspection of instructional and non-instructional spaces
9. ✘1 School Head has allotted budget for routine maintenance of instructional and non-instructional spaces
10. ✘1 School has undertaken regular repair of damaged instructional and non-instructional spaces
11. School has undertaken the maintenance of facilities within the following months: (check all applicable)
Jan. Feb. Mar. Apr. May June
0 0 0 ✘1 ✘1 0
Maintenance of School Facilities
in Year 2020 July Aug. Sept. Oct. Nov. Dec.
0 0 0 0 0 0

SONIA A. MONTALBAN

Part 2. Rehabilitation and Recovery
1. ✘1 School has placed safety precautions for all new and ongoing building construction (e.g. fencing, signages, access)
2. Number of repaired and reconstructed instructional and non-instructional spaces per fund source
National Disaster
Basic Education Quick Response
Learning Facilities Risk Reduction and External Partners
Facilities Fund Fund
Management Fund
Repaired
Instructional Spaces
Non-instructional Spaces
Reconstructed
Instructional Spaces
Non-instructional Spaces
1. Basic Educational Facilities Fund - is an annual budget of the Department for its School Building Program, which covers the improvement and
maintenance of school facilities.
Source of Definition: DO No. 35, s. 2017 Revised Guidelines on the Implementation of the Basic Educational Facilities Fund
2. Instructional Spaces - these spaces are designed to directly accommodate the educational program. The basic instructional spaces for elementary
schools are classrooms and work education shops or multi-purpose buildings for Home Economics and Industrial Arts Classes. However, for
secondary schools offering general curriculum, the basic instructional spaces are classrooms, computer rooms, science laboratories, and
Technology and Livelihood Education (TLE) shops. In secondary vocational schools, basic instructional spaces also include specialized shops.
Other spaces such as libraries, learning centers, gymnasiums, and similar spaces are classified as instructional spaces when they are used directly
in conjunction with the curriculum. In line with the changing curriculum, a modular type of school building has been designed to include
components for home economics, industrial arts, agricultural arts, etc. in one building unit known as multipurpose workshop building.
Source of Definition: DepEd Educational Facilities Manual
3. National Disaster Risk Reduction and Management Fund - refers to the appropriation in the annual GAA which shall be used for disaster risk
reduction or mitigation, prevention and preparedness activities such as but not limited to training of personnel, procurement of equipment, and
capital expenditures as well as for relief, recovery, reconstruction and other work or services in connection with natural or human induced
calamities which may occur during the budget year or those that occurred in the past two (2) years from the budget year.
Source of Definition: National Disaster RIsk Reduction and Management Council Memorandum Circular No. 45, s. 2017
Guidelines on the Administration of the National Disaster Risk Reduction and Management (NDRRM) Fund
https://ndrrmc.gov.ph/attachments/article/3103/Memo_No-45_s-2017.pdf
4. Non-instructional Spaces - refers to administrative, non-programmed, and service spaces within the school, including ancillary facilities.
- The administrative and services spaces are those which serve to facilitate administrative and administration-related functions and services such as
administrative offices, canteens, or lunch counters, medical-dental clinics, guidance room, dormitories, etc.
- Non-programmed spaces are those which are not directly related to the implementation of the educational program and administrative functions
or services such as lobbies, corridors, stairs, etc.
- Ancillary facilities are one of a group of buildings having a secondary or dependent use, such as an annex.
5. Quick Response Fund - is a lump sum amount included in DepEd’s budget fully allocated for repair, reconstruction, or replacement of school
building and facilities affected by calamities.
Source of Definition: https://www.officialgazette.gov.ph/2011/05/09/deped-issues-strict-guidelines-on-use-of-quick-response-fund/uick
6. Rehabilitation - measures that ensure the ability of affected communities/areas to restore their normal level of functioning by rebuilding livelihood
and damaged nfrastructures and increasing the communities' organizational capacity.
Source of Definition: DO No. 65, s. 2017 Guidelines on the Conduct of Post Disaster Needs Assessment in the Education Sector
7. Rehabilitation (of building) - the general overhauling or the comprehensive repair of the whole building or a major section of it to restore its
original or previous condition.
8. Retrofit - the process of modifying an existing structure to render it more resilient to the hazard effects.
9. Risk Assessment - this process includes identification of the hazards present in the location and an assessment of their potential impacts and effects
on the built environment based on existing or anticipated vulnerabilities and potential losses.
10. Unsafe Classroom - refers to classrooms that have one or a combination of hazards listed in the School Watching Checklist.
Source of Definition: DO No. 23, s. 2015 Student-led School Watching and Hazard Mapping

SONIA A. MONTALBAN

Box 30. PILLAR 2. DISASTER RISK MANAGEMENT, For the months of June 2020 to May 2021
Part 1. School-level Risk Assessment, Plans, and Partnerships

1. ✘1 School has conducted Student-led School Watching and Hazard Mapping
2. ✘1 School has incorporated results of Student-led School Watching and Hazard Mapping in the School DRRM, CCAM, and
Peacebuilding Plans and SIP
3. ✘1 School Watching Team made use of available hazard maps in coordination with concerned agencies such as of PHIVOLCS,
MGB, PAGASA and LGUs for the Student-led School Watching and Hazard Mapping
4. ✘1 School Watching Team presented and submitted the results of Student-led School Watching and Hazard Mapping to the
School Planning Team
5. ✘1 School Planning Team has linked the results of the School Watching and Hazard Mapping with the school's education data to
better understand its risk
6. School has a Contingency Plan for each natural and human-induced hazard that it is affected with: (check all applicable)
Natural Hazards: Human-induced Hazards:
0 Tropical Cyclone 1
✘ Earthquake 0 Armed Conflict
0 Storm Surge 0 Volcanic Eruption 0 Bomb Threats / Bombing
1
✘ Flood 0 Tsunami 0 Civilian Violence
1
✘ Drought 1
✘ Fire 0 Fire
1
✘ Landslide 0 Others, (specify) 0 Others, (specify)
7. School Contingency Plan has the following: (check all applicable)

7a. Standard Contents:
1 Hazard and Vulnerabilty Assessment with baseline
✘ ✘1 Identified instructional and non-instructional spaces
data to be used as temporary evacuation centers for
disasters/ emergencies, if applicable
1
✘ Evacuation Plan
0 Student-Family Reunification Plan that is ✘1 Class resumption strategies
disseminated to learners, teachers and parents ✘1 List of available safety and emergency supplies and
1
✘ Established tracking system of learners and personnel equipment
in the event of a disaster ✘1 List of partners to be mobilized in the event of a
1
✘ Response and early recovery measures disaster/ emergency
1
✘ Pre-identified spaces for putting up of TLS and ✘1 Established DRRM Team with defined roles and
WASH facilities responsibilities
1
✘ Pre-identified spaces for evacuation center 0 Lockdown Protocol in cases of armed conflict
7b. COVID-19 Considerations:

1
✘
Pre-identified spaces to be used as quarantine or ✘1 List of available Personal Protective Equipment
isolation facilities and other COVID-19 related (PPE)
activities ✘1 Management of COVID-19 cases, including
1
✘ Health and Safety Protocols coordination with the LGU
8. School Contingency Planning is conducted together with the following: (check all applicable)
1 Learners
✘ 1 Personnel
✘ 1 Parents
✘ 1 LGU
✘ 1 Partners
✘
9. 0 School has documented a Memorandum of Understanding or Memorandum of Agreement with the LGU and DSWD for the
use of its facilities as evacuation centers following the JMC No. 1, s. 2013 and RA 10821
10. 0 School has documented Terms and Conditions for the use its facilities as quarantine or isolation areas for COVID-19,
following DepEd Office Memorandum OM-OSEC-2020-02
11. ✘1 School has presented the results of the Family Earthquake Preparedness Plan to the PTA and LGU
12. ✘1 School has taken appropriate actions based on the results of the Family Earthquake Preparedness Plan
13. ✘1 School has developed and implemented a DRRM Communication Plan
14. ✘1 School implemented DRRM, CCAM, and Peacebuilding PPAs with partners
15. ✘1 School has participated in the different DRRM, CCAM, and Peacebuilding activities of the LGUs and other partners
16. Number of partners mobilized to support the school's DRRM and CCAM PPAs, including those after a disaster/
5
emergency
17. Number of partners mobilized to support the school's Peacebuilding programs and activities, including those
after an armed conflict 0
18. Number of DRRM, CCAM, and Peacebuilding PPAs the school has implemented with partners 0
19. Number of DRRM, CCAM, and Peacebuilding trainings conducted by partners for teaching and non-teaching
personnel 0
Note: For the definitions, refer to Box 30 - Part 3b. Disaster Response.

SONIA A. MONTALBAN

Part 2. Disaster Preparedness
1. 1✘ School has conducted Brigada Eskwela to ensure school safety and that disaster preparedness measures are in place
2. ✘1 School has a functional early warning system to inform learners and personnel of natural and human-induced hazards
(e.g. protocol, warning signs, devices, IEC)
3. 1 School is provided with safety and emergency supplies and equipment from DepEd and partners
✘
4. Number of safety and emergency, response, and rescue supplies and equipment in the schools provided by DepEd and partners
A. Emergency Supplies B. Response and Rescue
DepEd Partners DepEd Partners
and Equipment Supplies and Equipment
2-fold Aluminum Stretcher Bicycle
Cadaver bag Fire Cabinet
C-Collar Fire Extinguisher
Cot (Battlefield Bed) Fire Hose 6
CPR board Life Vest (For coastal and island
Emergency Head Lamp 5 schools only)
Emergency Whistle Motor Banca (For coastal and
Fire Extinguisher island schools only)
First Aid Kit for each learner Power Sprayer
First Aid Kit for each
personnel
Go bag with Multi-Tool for

each learner
Go bag with Multi-Tool for

1
each personnel
Handheld / Base Radios
LED flashlight rechargeable 4
LED search light, 850 lumens
Life Vest / Life Jacket
Medical cushion
Plastic Spine Board with
Safety Belts
Portable P.A. system
Safety Coat
Safety Helmet
Safety Shoes
Splinter
Steel boxes
Steel cabinets
Traffic Vest
Transport bags, 45 L
Trauma Bag with contents
for 20 - 25 persons
Universal head immobilizer
5. Number of conducted regular hazard-specific drills (at least 3 priority hazards based on risk assessment) with the participation of key
stakeholders (e.g. BFP, Medic, LGUs, NGOs, community, PTA, alumni, and others) from January to December 2020
Hazard-specific Drills Jan. Feb. Mar. April May June July Aug. Sept. Oct. Nov. Dec.
Earthquake Drill 1 1 1 1
Fire Drill
Flood Evacuation Drill
Lockdown Drill
Storm Surge Drill
Tsunami Drill
6. Number of school personnel that participated in the hazard-specific drills

11 2
7. Number of learners that participated in the hazard-specific drills
Learners
with Disability
Note: For the definitions, refer to Box 30 - Part 3b. Disaster Response.
Part 3a. Disaster Response
1. 1✘ School conducted Brigada Eskwela in the aftermath of a disaster/ emergency to ensure learning continuity
2. Number of partners mobilized to support the school's Peacebuilding programs and activities, including those after an armed
conflict
3. 1✘ School submitted Rapid Assessment of Damage Report (RADAR) to the DRRMS Central Office, within 72 hours after the onslaught of a
hazard in the area, if affected by a disaster
4. Number of response interventions received from the following:
4a. From the DRRMS (through the Division Office) 4b. From Partners
Number of Number of
response Date/s Received response
Types of Intervention Types of Intervention
interventions (mm/dd/yyyy) interventions
received received
Fund Support for Clean-up and Donations in cash or in-kind 4

Minor Repairs Emergency School Feeding
Fund Support for Temporary Hygiene Kits
Learning Spaces Learners' Kits
Fund Support for Temporary Teachers' Kits
WASH
Materials for Alternative
Delivery Modes
Fund Support for Emergency
School Feeding Materials for MHPSS
Hygiene Kits Temporary Learning Spaces or
Learners' Kits Tents
Teachers' Kits Temporary WASH Facilities
Materials for Alternative
Delivery Modes
5. Number of personnel trained and mobilized for Alternative Delivery Mode

Teaching Personnel
Details
Male Female
1. Trained as part of disaster/emergency
response 2 1
2. Mobilized for the implementation in

aftermath of a disaster/emergency 2 1
6. ✘
1 School has implemented resumption strategies and Alternative Delivery Modes to ensure education continuity due to a disaster resulting from natural
hazards
7. ✘
1 School has implemented resumption strategies and Alternative Delivery Modes to ensure education continuity due to emergencies resulting from
armed conflict
8. School has implemented the following resumption strategies: 10. School has implemented the following alternative delivery
(check all applicable) modes: (check all applicable)
Resumption Strategies Number of Days Alternative Delivery Modes Number of Days
0 Class Shifting 0 E-Impact
0 Make-up Classes 0 Home School
0 Modular Learning 0 MISOSA
0 Online Learning 0 Night High School
0 Peer Group Learning 0 Open High School
0 Programmed Teaching Program
9. Number of learners affected and provided by the following disasters/emergencies response
Learners
Details Muslim and Learners Disability
with Disability

1. Provided with learning sessions on
disasters/ emergencies before returning
to the regular lessons upon class
resumption
2. Provided with Mental Health and
Psychosocial Support (MHPSS)
3. Affected by disasters/ emergencies and
needing specialized psychosocial
support (PSS)
3a. Utilized the established referral

mechanism
Reminders: 1. A learner can be counted more than once if he/she is either an IP Learner, Muslim Learner or Learner with Disability at the same
time.
2. For 3a, out of the total number of learners affected by disasters/emergencies and needing specialized psychosocial support (PSS),
determine the number of learners who utilized the established referral mechanism.
639552936.xlsx Box30_part3a Page 55 of 63

Part 3b. Disaster Response
1. Number of school personnel affected and provided by the following disasters/emergencies response 2. Number of MHPSS interventions for learners and personnel funded and
conducted by partners
Details 3. Number of local groups/ stakeholders that are mobilized by the school
Male Female Male Female for response, rehabilitation and recovery
1. Provided with Mental Health and 4. 0 School has received replacement of damaged school furniture due to disasters/
Psychosocial Support (MHPSS)
emergencies
2. Affected by disasters/ emergencies and 5. 0 School has received replacement of damaged DepEd Computerization Program
needing specialized psychosocial (DCP) due to disasters/ emergencies
support (PSS) 6. 0 School has received replacement of damaged learning resources due to disasters/
2a. Utilized the established referral emergencies
mechanism 7. 0
School has utilized established feedback and accountability mechanisms for learners
Reminder: For 2a, out of the total number of school personnel affected by disasters/ to report issues and concerns, observations, and good practices on response,
emergencies and needing specialized psychosocial support (PSS), determine the rehabilitation and recovery interventions
number of school personnel who utilized the established referral mechanism.
1. Bomb Threats / Bombing - refers to a threat or actual detonation of an explosive or incendiary device to cause property damage, death, or injuries.
Indiana University: Emergency Planning
Source of Definition: https://protect.iu.edu/emergency-planning/procedures/bomb-threats.html
2. Child-centred approach - Placing the child at the notional centre of the learning process in which they are active participants. Involves giving children choices of learning activities, with the teacher acting as facilitator of learning.
Source of Definition: United Nations Educational, Scientific and Cultural Organization
3. Civilian Violence - refers to the use of physical force brought by a noncombatant person, so as to injure, abuse, damage, or destroy. This includes crimes against school heads, teachers, learners, and school property.
Merriam-Webster Dictionary
Source of Definition: https://www.merriam-webster.com/dictionary/violence
4. Contingency Plan - a management process that analyses specific potential events or emerging situations that might threaten society or the environment and establishes arrangements in advance to enable timely, effective and
appropriate responses to such events and situations.
Source of Definition: UNISDR Terminologies.
https://www.unisdr.org/files/7817_UNISDRTerminologyEnglish.pdf
5. Early Warning - The provision of timely and effective information, through identified institutions, that allows individuals exposed to a hazard to take action to avoid or reduce their risk and prepare for effective response.
(International Strategy for Disaster Risk Reduction)
6. E-Impact - the Enhanced Instructional Management by Parents, Community and Teachers (e-IMPACT) learning system is a technology-enhanced alternative delivery mode developed by the SEAMEO Regional Center for
Educational Innovation and Technology (INNOTECH) to address issues in accessibility and quality of education in schools usually handled by a few teachers teaching multigrade classes.
Source of Definition: UNICEF Evaluation on Alternative Delivery Modes.
https://www.unicef.org/evaldatabase/files/Philippines_ADM_Evaluationl_Philippines-2012-001.pdf
7. Emergency - A sudden and usually unforeseen event that calls for immediate measures to minimize its adverse consequences.
Source of Definition:United Nations Department of Humanitarian Affairs
8. Evacuation Center - refers to a safe site, building or center hosting internally displaced persons, which includes covered courts, barangay or community halls, camping areas, collective centers, multi-purpose centers, established
“tent cities” or schools.
Source of Definition: DSWD-DILG-DOH-DepEd- Joint Memorandum No. 1, S. 2013 on the Guidelines on Evacuation Center Coordination and Management, Part III.
(See continuation of definitions on the next page)
639552936.xlsx Box30_part3b Page 56 of 63
(Continuation of definitions from previous page, Box 30 - Part 3b)
9. Hazard Mapping - The process of mapping hazard information within a study area of varying scale, coverage, and detail.
Source of Definition: United Nations Human Settlements Programme
10. Learners with Disabilities (LWDs) - refer to children, youth, and adult learners with substantial limitations in their functions, characterized by significantly sub-average intellectual capacity and/or existing concurrently with
related limitedtaions in two or more adaptive skills areas. These learners may have any or a combination of the following: intellectual disabilities, learning disabilities, mental, emotional or behavioral disorders, sensory
impairments, autism, long term physical or health disabilities, deaf blindness, and multiple handicapping conditions. These conditions may be a hindrance to the learners' full and effective participation in the society; thus, these
conditions necesstiate the provision of special education services and other allied services that will enable LWDs to live functional lives.
Source of Definition: DepEd Order No. 21, s. 2020.
https://www.deped.gov.ph/wp-content/uploads/2020/08/DO_s2020_021.pdf
11. Lockdown Drill - An emergency procedure intended to secure and protect occupants who are in the proximity of an immediate threat. This procedure is used when it may be more dangerous to evacuate a building than stay inside.
By controlling entry/ exit and movement within a facility, emergency personnel are better able to contain and handle any threats.
Source of Definition: University of British Columbia: Emergency Procedures.
https://emergency.ok.ubc.ca/procedures/lockdown/
12. Mental Health and Psychosocial Support (MHPSS) - any type of local or outside support that aims to protect or promote psychosocial well-being and/or prevent or treat mental disorder.
Source of Definition: IASC Guidelines on Mental Health and Psychosocial Support in Emergency Settings.
https://www.who.int/mental_health/emergencies/guidelines_iasc_mental_health_psychosocial_june_2007.pdf
13. Modified In-School, Off-School Approach (MISOSA) aims to: (i) solve congestion in schools with big enrolment; (ii) address the need of children for adequate learning materials; (iii) mobilize and strengthen community
support; and (iv) improve students’ performance.
Source of Definition: UNICEF Evaluation on Alternative Delivery Modes.
https://www.unicef.org/evaldatabase/files/Philippines_ADM_Evaluationl_Philippines-2012-001.pdf
14. Open High School - an alternative mode of delivering secondary education for both public and private schools. It puts premium on independent, self-pacing and flexible study to reach learners who are unable to start or complete
secondary education due to problems of time, distance, physical impairment, financial difficulties, social or family problems.
Source of Definition: DepEd Order No. 46, s. 2006 Guidelines on the Implementation of the Open High School Program. http://www.deped.gov.ph/wp-content/uploads/2006/11/DO_s2006_46.pdf
15. Preparedness - The capacities and knowledge developed by governments, professional response organizations, communities and individuals to anticipate and respond effectively to the impact of likely, imminent or current hazard
events or conditions.
Source of Definition: International Strategy for Disaster Risk Reduction
16. Referral - is one of the guidance services where learners are facilitated to avail other assistance or services that address their mental health or other concerns. This requires a wide range of internal partners (i.e. counselors,
teachers, nurses, and school administrators), external partners (i.e. government, nongovernment agencies, organizations), and individuals in different professions, fields and interest.
Source of Definition: DepEd Memorandum DM-OUCI-2021-055.
17. Resilience - The capacity of a system, community or society potentially exposed to hazards to resist, adapt, and recover from hazard events, and to restore an acceptable level of functioning and structure.
18. Specialized Psychosocial Support - This assistance should include psychological or psychiatric supports for people with severe mental disorders whenever their needs exceed the capacities of existing primary/general
health services. such problems require either (a) referral to specialised services if they exist, or (b) initiation of longer-term training and supervision of primary/general health care providers. although specialised
services are needed only for a small percentage of the population, in most large emergencies this group amounts to thousands of individuals.
Source of Definition: IASC Guidelines on Mental Health and Psychosocial Support in Emergency Settings.
https://www.who.int/mental_health/emergencies/guidelines_iasc_mental_health_psychosocial_june_2007.pdf
19. Temporary Learning Spaces - refers to spaces or structures that is established in transitional sites, permanent relocation sites, or in damaged schools, which is intended for the immediate resumption of formal and non-formal
education to ensure continuity of learning of children while awaiting the construction or repair of permanent classrooms. This includes space for supervised neighborhood play services for preschoolers and learning activities for
school-aged children.
Implementing Rules and Regulation (IRR) of RA 10821 “Children’s Emergency Relief and Protection Act”.
20. Temporary WASH - refers to Water, Sanitation, and Hygiene Facilities built during the response phase
21. Vulnerability - The conditions determined by physical, social, economic and environmental factors or processes, which increase the susceptibility of a community to the impact of hazards. For positive factors, which increase the
ability of people to cope with hazards, see definition of 'capacity'.
22. Warning - Dissemination of message signalling imminent hazard which may include advice on protective measures.
Source of Definition: United Nations Department of Humanitarian Affairs
639552936.xlsx Box30_part3b cont. Page 57 of 63

Box 31. PILLAR 3. RISK REDUCTION AND RESILIENCE EDUCATION, For the months of June 2020 to May 2021
Part 1. Curriculum Integration

1. School teaches DRRM-,CCAM-, and Peacebuilding-related concepts
DRRM-related concepts CCAM-related concepts Peacebuilding-related concepts
Subjects
Grade 7 Grade 8 Grade 9 Grade 10 Grade 7 Grade 8 Grade 9 Grade 10 Grade 7 Grade 8 Grade 9 Grade 10
Science 0 0 0 0 0 0 0 0 0 0 0 0
Araling Panlipunan 0 0 0 0 0 0 0 0 0 0 0 0
Edukasyon sa Pagpapakatao (EsP) 0 0 0 0 0 0 0 0 0 0 0 0
Physical Education 0 0 0 0 0 0 0 0 0 0 0 0
Health 0 0 0 0 0 0 0 0 0 0 0 0
Edukasyong Pantahanan at Pangkabuhayan (EPP) 0 0 0 0 0 0 0 0 0 0 0 0
Others 0 0 0 0 0 0 0 0 0 0 0 0
2. Number of DRRM-, CCAM-, and Peacebuilding-related topics integrated in SpEd/IPEd/ALS program, learning competencies and contents introduced by the
school/teachers to supplement the Curriculum Guide, and learning competencies contextualized in learning resources
Integrated to the following Program Introduced by School/Teachers Contextualized

Topics/
Learning
Competencies Learning
SpEd IPEd ALS Contents Resources
Competencies
DRRM
CCAM
Peacebuilding
3. 0 School has assessed DRRM-, CCAM-, and Peacebuilding-related competencies through measurable learning outcomes
Part 2. Information, Education, and Communication (IEC) and Advocacy

1. 0 School used DRRMS-developed DRRM, CCAM and Peacebuilding Information, Education and 3. Number of school personnel who participated in the survey on
Communication Materials (IEC) materials the effectiveness of IEC materials developed by DRRMS and/
or contextualized by the region or division
2. 0 School has DRRM, CCAM, and Peacebuilding corners, with updated IEC materials posted in it
4. Number of learners who have participation in the development of IEC Materials
Learners
Details Muslim and Learners Disability
with Disability

1. Participated in the survey on the
effectiveness of IEC materials
developed by DRRMS and/or
contextualized by region or division
2. Consulted in the development of IEC

materials
3. Co-developed IEC materials

4. Initiated and developed IEC materials
Reminder: A learner can be counted more than once if he/she is either an IP Learner, Muslim Learner or Learner with Disability at the same time.
Note: For the definitions, refer to Box 31 - Part 3d. Resilience Education.
School Head : ELVIRA A. HERNANDEZ JAMEL I. SACAR SONIA A. MONTALBAN
(Signature Over Printed Name) / Date (Signature Over Printed Name) / Date (Signature Over Printed Name) / Date

639552936.xlsx Box31_part1&2 Page 58 of 63
Part 3a. Resilience Education
1. Number of school personnel trained by partners on DRRM, CCAM, and Peacebuilding

2 1 0 0
2. Number of stakeholders that participated in DRRM, CCAM, and Peacebuilding activities

LGU or Barangay
Learners School Personnel Parents NGOs
Officials
3. Number of school personnel that participated in DRRM, CCAM, and Peacebuilding activities

Activities
A. DRRM
Basic First Aid 1
Family Earthquake Preparedness
School Watching and Hazard Mapping 1
Celebration and commemoration of special events related to DRRM 1
DRRM Camp
DRRM Youth Council
DRRM Youth Action Campaigns
DRRM-related Campus Journalism Activities (Photojournalism, Editorial
Cartoons, Comic Script Writing, Broadcasting and News Writing)
Other, (specify):
B. CCAM
Art, essay, slogan, etc. contests for climate change adaptation and mitigation
Change the Current: A Climate Action Online Training for Adolescents
Climate Change Adaptation and Mitigation Conferences or Camps
Climate Changemakers Online Training for Teaching Personnel
Environmental Jounalism Training
Gulayan sa Paaralan
Installation of a Material Recovery Facility
KaLIKHAsan Climate Action Action Advocacy Show
Solid Waste Management
Recycling
Tree Planting
Youth Strike for Climate
Celebration and commemoration of special events related to climate change
Other, (specify):
C. Peacebuilding
Peace Conferences or Camps
Creation of youth networks or organizations for peace
Art, essay, slogan, etc. contests for peace
Celebration and commemoration of special events related to peace and
human rights
Other, (specify):
639552936.xlsx Box31_part3a Page 59 of 63

Part 3b. Resilience Education
1. Number of learners that participated in DRRM, CCAM, and Peacebuilding activities
Learners
Activities Muslim and Learners Disability
with Disability

A. DRRM
Basic First Aid
Family Earthquake Preparedness
School Watching and Hazard Mapping
Online MHPSS Activities
Celebration and commemoration of special
events related to DRRM
DRRM Camp
DRRM Youth Council
DRRM Youth Action Campaigns
DRRM-related Campus Journalism Activities

(Photojournalism, Editorial Cartoons, Comic
Script Writing, Broadcasting and News
Writing)
Other, (specify):
B. CCAM
Art, essay, slogan, etc. contests for climate
change adaptation and mitigation
Change the Current: A Climate Action
9
Online Training for Adolescents
Climate Change Adaptation and Mitigation
Conferences or Camps
Environmental Jounalism Training
Gulayan sa Paaralan
KaLIKHAsan Climate Action Action
Advocacy Show
Solid Waste Management
Recycling
Tree Planting
Youth Strike for Climate
events related to climate change
Other, (specify):
C. Peacebuilding
Peace Conferences or Camps
Creation of youth networks or organizations
for peace
Art, essay, slogan, etc. contests for peace
events related to peace and human rights
Other, (specify):
2. 0 School used DepEd developed learning resources on DRRM, CCAM, and Peacebuilding
3. Number of DRRM, CCAM, and Peacebuilding trainings conducted for learners
Trainings
Topics
Conducted
DRRM
CCAM
Peacebuilding
639552936.xlsx Box31_part3b Page 60 of 63
Part 3c. Resilience Education
1. Number of learners in the following DRRM, CCAM, and Peacebuilding activities
Learners
Activities Muslim and Learners Disability
with Disability

1. Completed the training Courses
2. Trained
3. Co-led in PPAs
4. Led in PPAs
2. Number of DRRM, CCAM, Peacebuilding PPAs led by learners
PPAs led by
Topics
learners
DRRM
CCAM
Peacebuilding
3. 0 School used DepEd developed and DepEd approved standardized training manuals on DRRM, CCAM, and Peacebuilding
4. Number of teaching and non-teaching personnel trained on DRRMS Training Modules

DRRMS Training Modules
DRRM and Climate Change Terminologies
International and National Foundations of DRRM in the Education Sector
The Comprehensive Disaster Risk Reduction and Management in Education
Framework and Other DRRM-CCAM Related Policies
Inclusive and Child-centered DRRM
Education in Emergencies (EiE)
Alternative Delivery Modes
Information Management
School-Based DRRM
Camp Management Guidelines for DepEd
Temporary Learning Spaces (TLS)
Basic Education in Emergencies (EiE) Supplies and Logistics
Resource Mobilization and Partnership
Contingency Planning for Basic Education
Understanding Common Hazards
DRRM Mainstreaming in the Planning Cycle
Understanding Climate Change
Climate Change Global, National and Local Frameworks
Understanding Peace and Conflict
Conflict Sensitive Education
MHPSS / Psychological First Aid
Basic Life Support and Occupational First Aid
Staff Safety and Security in the Field
Other, (specify):
639552936.xlsx Box31_part3c Page 61 of 63

Part 3d. Resilience Education
1. Number of teaching and non-teaching personnel who 2. Number of teachers trained in integrating
completed the accredited training courses on DRRM, DRRM, CCAM and Peacebuilding in their daily
CCAM, and Peacebuilding learning log
Teaching Personnel Non-Teaching Personnel Teaching Personnel
Male Female Male Female Male Female

2 1 0 0 2 1
3. ✘ 1 School has used DepEd developed MHPSS standardized training manuals
4. Number of MHPSS trainings conducted for learners and personnel 5. Number of school personnel trained in MHPSS and
Psychological First Aid
MHPSS Trainings
Topics
Learners Personnel
DRRM 1
CCAM 1 Male Female Male Female
Peacebuilding 2 0 0 0
6. Number of trained secondary learners to provide peer to peer MHPSS
Learners
with Disability

0 0 0 0 0 0 0 0
1. Psychological First Aid - An evidence-informed modular approach to help children, adolescents, adults, and families in the immediate aftermath of disaster and
terrorism. Individuals affected by a disaster or traumatic incident, whether survivors, witnesses, or responders to such events, may struggle with or face new
challenges following the event. PFA was developed by the National Child Traumatic Stress Network and the National Center for PTSD, with contributions from
individuals involved in disaster research and response.
Source of Definition: National Child Traumatic Stress Network: Psychological First Aid
https://www.nctsn.org/treatments-and-practices/psychological-first-aid-and-skills-for-psychological-recovery/about-pfa
2. Change the Current: Climate Action Online Training for Adolescents aims to enhance adolescents' knowledge on the science of climate change and adaptation
and mitigation strategies, and hone skills that they need to increase adaptation and mitigation awareness and practices in their communities. Project grants
amounting to Php 15,000.00 will be awarded to selected adolescents.
3. YSEALI Climate Changemakers is an online training course that aims to increase the competence of teachers in teaching climate change concepts and
encouraging learners to act on climate. It consists of one core training subject on introduction to climate change and a specialized training subject on teaching
` climate change. Additionally, learning facilitators will receive supplementary training on online learning delivery. YSEALI Climate Changemakers aims to train
50 region and division as learning facilitators who will train a total of 2,000 teachers from their respective regions and divisions.
4. The Green Beat Initiative (TGBI) An Environmental Journalism Training for Campus Journalists and School Paper Advisers is a 6-week pilot intensive online
environmental journalism training. It aims to equip participants with the necessary skills and knowledge to pursue, develop, and report stories about the
environment with a focus on climate change adaptation and mitigation.
5. KaLIKHAsan Climate Action Action Advocacy Show is a theater arts performance, ideation, and devising workshops based on the KaLIKHAsan! Likha at Lakas
ng Kabataan para sa Kalikasan Creative Sourcebook.
6. The KaLIKHAsan! Likha at Lakas ng Kabataan para sa Kalikasan: A Creative Sourcebook on the Use of Theater for Climate Change Education and Action is
a resource intended for teachers, theater and performance practitioners, and workshop facilitators. It explains how to design and facilitate a collaborative
performance-making process with youth that includes climate action and the environment as central themes. Teachers are encouraged to use the sourcebook as a
guide in replicating the process in making the Climate Action Advocacy Show and empowering the learners toward climate change education and action.

SONIA A. MONTALBAN
639552936.xlsx Box31_part3d Page 62 of 63

Box 32. INDIGENOUS PEOPLES EDUCATION (IPEd) PROGRAM, SY 2021-2022 (As of October 31, 2021)
1. Check if the school has the following conditions:

0 Peace and order tensions in the community experienced at least once in the past five years caused by the presence of armed groups and/or potential violence; areas that have
experienced worse, like armed conflict or evacuation in the past 5 years are included
0 Cannot be reached by regular cars or through regular public utility vehicles (PUVs; jeep, bus, tricycle); specialized transportation (e.g., single motor or habal-habal, skylab,
horse, bangka) and/or walking is needed
0 Occasional dangerous geographical challenges affecting learners coming to school (e.g., river to be crossed by learners swells during rains; area to school or of the school prone
to landslides)
2. If there is check in any of the above conditions, please provide answers to the following:
2.a. Number of teachers residing within and outside the school municipality
Number of Teachers
TOTAL
Teachers Residence Grade 7 Grade 8 Grade 9 Grade 10
(Grades 7 to 10)
Within the School Municipality 0 0
Outside the School Municipality 0 0
TOTAL 0 0 0 0 0 0 0 0 0 0
2.b. Does the school have experience in working with the IP community for the development of contextualized lesson plans,
development of learning resources and other activities? 0 Yes ✘ No
3. Does the school celebrate IP Day? 0 Yes ✘ No 4. Does the school celebrate IP Month? 0 Yes ✘ No
5. Is the school head an IP? 0 Yes ✘ No 6. Did the school head attended the
1 ✘ Yes No
If Yes, what ethnicity? Orientation on IPEd provided by DepEd?
7. Number of teachers in the school who are IPs

TOTAL
(Grades 7 to 10)
0 0 0 0 0 0 0 0 0 0
8. Number of teachers who have attended the Orientation on IPEd provided by DepEd 9. Number of teachers who have attended trainings on IPEd outside of DepEd
0 0
10. Number of IP learners who were vaccinated by the Department of Health 11. Is the school located in an ancestral domain
and affected by armed conflict? 0 Yes No
(based on LGU health records)
Grade 7
Type of Vaccines
Male Female TOTAL
Measles Containing Vaccine 0
Tetanus Diphtheria 0
1. Indigenous Cultural Communities/Indigenous Peoples (ICCs/IPs) - refers to a group of people or homogenous societies identified by self-ascription and ascription by others, who have
continuously lived as an organized community on communally bounded and defined territory, and who have, under claims of ownership since time immemorial, occupied, possessed and utilized
such territories, sharing common bonds of language, customs, traditions and other distinctive cultural traits, or who have, through resistance to political, social and cultural inroads of
colonization, non-indigenous religions and cultures, became historically differentiated from the majority of Filipinos. ICCs/IPs shall likewise include peoples who are regarded as indigenous on
account of their descent from the populations which inhabited the country, at the time of conquest or colonization, or at the time of inroads of non-indigenous religions and cultures, or the
establishment of present state boundaries, who retain some or all of their own social, economic, cultural and political institutions, but who may have been displaced from their traditional domains
or who may have resettled outside their ancestral domains;
Source: IPRA of 1997
Link: https://www.officialgazette.gov.ph/1997/10/29/republic-act-no-8371/
2. Ethnicity - is a primary sense of belonging to an ethnic group. Ethnic group is consanguine in nature, meaning, the ties are reckoned by blood and traced through the family tree. Thus, ethnicity
refers to the household member's identity, by blood and not by choice nor by adoption/confirmation for any ethnic group, primarily the Indigenous Peoples (IPs).
Generally, ethnic grouping denotes genealogical and paternal lineage to any of the Philippines' group of native population. However, for the purpose of census, ethnic grouping also includes
maternal lineage. As such, anybody whose consanguinity with either both parents or any one of them who is a member of an IP group, is an Indigenous Person.
The updated categories of ethnicity are provided by the National Commission on Indigenous Peoples and the National Commission on Muslim Filipinos.
Source: 2010 Census of Population and Housing (CPH) & 2015 Population Census (POPCEN)
Link: https://psa.gov.ph/content/ethnicity-1
3.
Ancestral Domain - refers to all areas generally belonging to ICCs/IPs comprising lands, inland waters, coastal areas, and natural resources therein, held under a claim of ownership, occupied or possessed by
ICCs/IPs, by themselves or through their ancestors, communally or individually since time immemorial, continuously to the present except when interrupted by war, force majeure or displacement by force, deceit,
stealth or as a consequence of government projects or any other voluntary dealings entered into by government and private individuals/corporations, and which are necessary to ensure their economic, social and
cultural welfare.
Source: IPRA of 1997 (REPUBLIC ACT NO. 8371)
Reminder: Teachers shall be counted only once. If a teacher is teaching more than one grade, he/she shall be counted to the grade level where he/she teaches the most number of hours.
However, if he/she teaches an equal number of hours per grade level, he/she shall be counted to the highest grade level assignment.
Certified True and Correct by : Validated by Division IPEd Focal Person/Coordinator: Validated by Planning Officer III (PRS-SGOD):
Position Title : Secondary School Principal 1 Position Title :
Validated by Division School Health Coordinator/Medical Officer/Nurse: Validated by Division HR Personnel:

JOSEPHINE M. DOMINGUEZ JIMENY M. CRUZ
Position Title : Nurse II Position Title : Administrative Officer IV
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GOVERNMENT JUNIOR HIGH SCHOOL PROFILE, SY 2021-2022

TABLE BOX Page # TITLE STATUS

1 SCHOOL INFORMATION Revised (additional data elements)

Table 15. TEACHERS WHO RECEIVED TRAINING ON SPECIAL CURRICULAR PROGRAMS

Republic of the Philippines

GOVERNMENT JUNIOR HIGH SCHOOL (JHS) PROFILE

School Name : LAS NIEVES NATIONAL HIGH SCHOOL Region : CARAGA

Legislative District : 1st District

Address : PUROK 1 POBLACION Mobile Number : 9466495247

✘ Offering Night Classes

0 Stand-Alone TechVoc High School (See definition in Table 2)

0 Annex/Extension School (Indicate Mother School ID: )

639552936.xlsx SchInfo Page 1 of 63

2. Special Program in Foreign Language

3. Special Program in Journalism 0 0 0 0 0 0 0 0 0 0

5. Special Program in Sports 0 0

Types of Special Programs:

Beauty Care and Wellness Technology 0 0

Building Construction Technology 0 0

Agriculture Technology Course

Agri-Crop Production Technology 0 0

Animal Production Technology 0 0

Food Processing Technology 0 0

Fishery Technology Course

Fish Production Technology 0 0

SPTVE Mandatory Subjects

Internet Computing Fundamentals 0 0

Reminder: This table shall be accomplished ONLY by Stand-Alone TechVoc HS.

639552936.xlsx Table2 Page 3 of 63

Chinese - Youth Chinese Test (YCT) 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0

French - Diplôme d'études en langue française (DELF) 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0

German - Zertifikat Deutsch (ZD) 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0

Japanese - Japan Language Proficiency Test (JLPT) 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0

Korean - Test of Proficiency in Korean (TOPIK) 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0

Spanish - Diplomas de Español como Lengua Extranjera (DELE) 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0

Proficiency Examination in SPFL:

639552936.xlsx Table3 Page 4 of 63

Dressmaking 114 125 114 125

Front Office Services 0 0

Agri-Fishery Arts (AFA)

Industrial Arts (IA)

Electrical Installation and Maintenance 0 0

Electronic Products Assembly and Servicing 0 0

Refrigeration and Airconditioning 0 0

Shielded Metal Arc Welding 0 0

Information and Communication

Contact Center Services 0 0

Age Profile Grade Placement Age Profile Grade Placement

With Diagnosis from Licensed Medical Specialist:

5. Autism Spectrum Disorder 0 0 0 0

10. Special Health Problem/Chronic Disease 0 0 0 0

11. Multiple Disabilities 0 0 0 0

3. Difficulty in Applying Knowledge 0 0

5. Difficulty in Applying Adaptive Skills 0 0

6. Difficulty in Displaying Inter-Personal Behavior 0 0

(See definitions on the next page)

Classification of Learners with Disabilities:

LWDs With Diagnosis from Licensed Medical Specialist:

LWDs With Manifestations: