School Profile The school was established in 1973 as Luy-a Barangay High School under the supervision of Elementary principal. It has no school site. It existed as a squatter in Luy-a Elementary School where makeshift classrooms were built until such time that the PTCA and the LGU worked for hand in hand for the purchase of school site which is 1 hectare (200x50 meter). Its existence is already 39 years now.
Luy-a is one of the 41 barangays in the Municipality of Aroroy. It is where the Luy-a National High School is located. Barangay Luy-a is 15 kilometers away from the town proper. The school has a total land area of 10,000 square meters.
Luy-a National High School is the first Barangay high school in the Municipality. It catered graduates for five (5) nearby barangays and four (4) far-flung barangays.
The common products of the Barangay are corn, rice, copra and variety of vegetables, root crops and gold. The school is manned by a principal and assisted by 32 teachers who are dedicated to being agents in the transfer of learning and 3 non-teaching personnel, 1 senior bookkeeper, 1 disbursement officer, and 1 school nurse.
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1. ENROLMENT
ENROLMENT 800 600
435
419
303
337
332
2013
2014
2015
418
400 200 0 MALE
FEMALE
The graph shows the number of enrollees in Luy-a National High School from 2013 – 2015. It indicates that the school has the highest enrollees on 2014 however, it decreases on 2015 upon the opening of Nabongsoran High School.
2. HEALTH NUTRITION STATUS
Number of Learners By Health Status 140 120 100 80 60
1
118
93
92
106
100
40
20 0
73
64 15 3 MALE
10 4 FEMALE
7 2 MALE
Grade 7
2 1 FEMALE
4 MALE
Grade 8 Severely Wasted
46 3 FEMALE
41 MALE
Grade 9
Wasted
Normal
Overweight
1 FEMALE
Grade 10 Obese
The table clearly represents that most of the student in Luy-a National High School were Normal, Grade 7 has the highest record in wasted. This was realized by the help of school nurse through the conduct of vaccine and deworming activities.
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3. LEARNERS’ MATERIALS
Subject Area Mathematics English Filipino Araling Panlipunan Music and Arts P.E and Health ESP Mathematics English Filipino Araling Panlipunan Music and Arts P.E and Health ESP Mathematics English Filipino Araling Panlipunan Music and Arts P.E and Health ESP Mathematics English Filipino Araling Panlipunan Music and Arts P.E and Health ESP
Grade Year/ Level
Excess LMS
Shortage LMS 236 236 2 236 236 236 243
Grade 7
12 204 12
Grade 8
25 25 12 12 1 1 1
Grade 9
178 178 34 34 34
Grade 10
36 126 126 34
The highest number of shortage in learner’s material is in grade 7, all of the subjects are insufficient of LM’s. In general the data evidently represents that there is a shortage of supply in textbooks and modules. The teachers requested for a supply of learners module that could be utilized by the students. There is no textbook and module in senior high school, especially in Grade 11.
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4. TEACHERS’ PROFESSIONAL DEVELOPMENT
Trainings attended by Teachers
30 23 15 10 5 ICT
LAC
K-12
SBM
OTHERS
Based on the graph in year 2014-2015, trainings in line with K-12 reaches the highest number of trainings attended by the teacher followed by school-based management. The record shows that teachers must attend to seminar-workshops that focuses on ICT. Luy-a National High School is composed of 30 teachers who handle the 15 sections in Junior High School (JHS) and 2 sections in SHS level. These teachers met the required academic qualifications and are certified to teach according to National Standards for Teachers. 9 teachers are not teaching according to their field of specialization. Non-masters of the content by the non-major teachers may contributing to low school MPS. 14 of them have MA credits and 2 of them are full-pledged master degree holders. Teachers attended in-service trainings provided by the department that encouraged to find ways for professional growth and promotion. Some teachers were give add-on assignments like being guidance counselor, personnel officer clerk and coordinator ships in different subject areas. There is no librarian, security guard, watchman, utility worker and clerk.
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5. FUNDING SOURCES
150000
13000
10000 2000
667,049
MOOE
CANTEEN
LGUs
DONORS
OTHERS
The data shown the funding of the school MOOE has the highest value to be utilized for a span of 1 year budget allocation. Donors contributed 150,000 in cash for the physical improvement of the school. There is small amount income generated from the canteen. Other donations collected was 13,000 pesos.
6.
SCHOOL AWARDS AND RECOGNITIONS Title of Award
DSSPC, Winters Farm, Cayabon, Milagros, Masbate DSSPC, Winters Farm, Cayabon, Milagros, Masbate Fire Prevention Month (Fire Station Masbate Poster Making 2016 Division Youth for Environment in School YES-O camp Buwan ng Wikang Pambansa Municiapal Meet Unit Meet Provincial Meet Regional Meet
Award Winning Body
Level
Category of Awardee Students, Teacher, School Head, SDS
Schools Division Superintendent
Division
Student
Schools Division Superintendent
Division
Student
Schools Division Superintendent
Division
Student
YES -O
Division
Student
School Municipality Unit (Cluster) Province Bicol Region
Division School Level School Level Provincial Regional
Student Student/ Teacher/ Coach Student/ Teacher/ Coach Student/ Teacher/ Coach Student/ Teacher/ Coach
Meritorious performance and achievement of teachers and students are given recognition through certificates of recognition during recognition rites/ closing program. This is done by awarding certificates, medals and other forms of rewards. Achievements of the school are also announced after the flag raising ceremonies. 5
Performance Indicators: Access 7.
NUMBER AND RATE OF DROPOUT BY CAUSE
DROP-OUT RATE 8%
5%
2%
SY 2013
SY 2014
SY 2015
The drop-out rate of SY 2014 inflate from 5 % record of sy 2013 to 8 %
Quality
at 3% deficit and graphically drop during SY 2015.
8.
PERCENTAGE OF LEARNERS WHO COMPLETED THE SCHOOL YEAR (PROMOTION RATE)
PROMOTION RATE
100%
99.50%
100%
100%
GRADE 7
GRADE 8
GRADE 9
GRADE 10
As shown in the table it is graphically increasing only the grade 8 in year 2015 did not meet the 100% promotion rate. This was made possible through the implementation of intensive intervention.
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9.
NATIONAL ACHIEVEMENT TEST SCHOOL MPS 60 50 40 30 20 10 0
52.18
49.34
35.74
2012-2013
2013-2014
2014-2015
None of this 3 consecutive years reached the national planning standard which is 75 %. S.Y. 2013-2014 has the highest record that ascends to 52.18 from previous year record of 49.34 then falloffs to 35.74 in S.Y. 2014-2015. The data shows that MPS is comparatively unstable. The school aims to attain at least 50 % MPS.
NAT RESULT 2014-2015 50 40 30 20 10 0
49.29 27.07
31.52
31.68
39.46
This data was from the National Achievement Test in S.Y. 2014-2015. It discloses that Mathematics has the lowest percentage followed by English subject, then Science subject, next is Araling Panlipunan and the subject with highest percentage was Filipino but still did not reach the above 50 % MPS aim of the school. It gives the schools awareness of giving interventions, remedial, pedagogical approaches, techniques and strategies in bringing out the learner’s full potential in all subject areas.
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10. LITERACY LEVEL
NUMBER OF LEARNERS BY LITERACY LEVEL SY 2015 PRETEST 200 180 160 140 120 100 80 60 40 20 0
182
96
84
68 43
66
50 30
24
16 3
0
Frustration Level
Instructional Level Grade 7
Grade 8
Grade 9
Independent Level Grade 10
NUMBER OF LEARNERS BY LITERACY LEVEL SY 2015 POST TEST 250
201 200 150
122 98
100 63 50
30
17
10
78 25
10
3
8
0 Frustration Level
Instructional Level Grade 7
Grade 8
Grade 9
Independent Level Grade 10
The table reveals that the frustration level from pretest compare to the post test decreases same as instructional and independent level, this was made possible through intensive implementation of ICL.
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NUMBER OF LEARNERS BY LITERACY LEVEL SY 2015 250 200 200
150
129
100 100
76 63
50 21
10
30
20
10
3
0 Frustration Level
Instructional Level Grade 7
Grade 8
Grade 9
Independent Level Grade 10
NUMBER OF LEARNERS BY LITERACY LEVEL SY 2015 250 211 200
150
129 107
100 67
50
76 33
25 5
6
3
0 Frustration Level
Instructional Level Grade 7
Grade 8
Grade 9
Independent Level Grade 10
The teachers aim to increase student’s performance by or at least 10%. The conceived solutions were; remedial interventions, use of modules, implement enhancement programs for different subjects and intensify the implementation of the remedial classes and reading.
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Governance 11. SCHOOL-BASED MANAGEMENT ASSESSMENT LEVEL Qualitative Interpretation:
SBM Level
Developing
2
12. CHILD-FRIENDLY SCHOOL SYSTEM SURVEY Qualitative Interpretation:
25
Child Friendly School
13. LEARNERS-TEACHER RATIO
STUDENT-TEACHER RATIO 2014-2015 70
59
60 50
49
51
GRADE 7
GRADE 8
40 30 20 10 0 GRADE 9
The table reveals that the teachers were enough to cater students. Most of them are teaching based on theirs field of specialization, enabling teachers to teach students at their utmost teaching skills.
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14. LEARNERS-CLASSROOM RATIO
The table shows that grade 9 is crowded in 1 section there are 59 students occupying, grade 7 and grade 10 were below 1:50 classroom-student ratio.
15. TOILET- LEARNERS RATIO
TOILET-STUDENT'S RATIO 300 250 200 150 100 50 0 2015-2016
2014-2015
2013-2014
The table describes the development of the infrastructure in toilet from 2013-2016 the student-toilet ratio is seemingly depleted. This is made possible through the help of donors and other stakeholders in promoting students friendly school.
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16. LEARNERS -SEAT RATIO
LEARNERS -SEAT RATIO 2.5 2 1.5 1 0.5 0 GRADE 7
GRADE 8
GRADE 9
GRADE 10
The table shows that due to upsurge of enrollment in grade 7 they do not have the 1 is to 1 ratio, some of them were seating at the improvised chair. The school is in need of chairs.
17. STAKEHOLDERS’ PARTICIPATION 14000
Stakeholders' Attendance to School Activities, SY 2013 100% 85%
12000
100%
80%
10000
3000
8000
1500
6000 4000 2000 0
Co-curricular
ExtraCurricular
Meetings
Cash
1000 5000
2000 3000
500 1000 2000 1000 500 500
7000
In kind Labor
2000 200
Assemblies
The school sees to it that the stakeholders are convened to inform them the different activities of the school and the programs of the department. They are also involve in the various activities in different committees. Aside from PTA which has been supportive to the school. The school makes sure also that SGC, Barangay officials and NGOs are encouraged to take part in school’s activities. 12
18. STATUS OF PRIORITY IMPROVEMENT AREAS OR CONTINUOUS IMPROVEMENT PROJECTS
Concreted Stairs and Pathways
Repaired Five Classrooms
Concreted Retaining Wall
Stage Rehabilitation
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19.
Other Stakeholders’ Accomplishments
Concreted Perimeter Fence
Constructed Retaining Wall
Parents’ participation during Brigada Eskwela
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Certified Accurate:
GEMMA C. MANLAPAZ School Head
MARUJA E. JAPSON Teacher Representative
MARLITO GRACIO PTCA President
BEVERLY MANLAPAS Student Government President
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