Gawad Guillermo Award1

Republic of the Philippines
DEPARTMENT OF EDUCATION
Region 02
DIVISION OF QUIRINO
BANNAWAG INTEGRATED SCHOOL
June 9, 2016
ORLANDO E. MANUEL, Ph. D., CESO VI

OIC- Schools Division Superintendent
DepED- Schools Division of Quirino
Cabarroguis
Sir:
This is to submit herewith the Enhanced School Improvement Plan (SIP) S.Y.
2016-2019 of Bannawag Integrated School, Diffun District, Bannawag Sur, Diffun,
Quirino.
Please acknowledge receipt hereof.
Very truly yours,
ERLITO B. MADRIAGA, Ph. D.

Principal
June 11, 2018 i

BANNAWAG I/S BEST PRACTICES & ACHIEVEMENTS S.Y. 2017- 2018
Republic of the Philippines
DEPARTMENT OF EDUCATION
Region 02
DIVISION OF QUIRINO
BANNAWAG INTEGRATED SCHOOL
TABLE OF CONTENTS
I. DepEd Vision, Mission, Core Values Statement
II. School’s Current Situation
A. BIS Historical Background

B. School Profile
C. Community Profile
D. School Report Card
E. School-Community Data
F. Child-Friendly School Survey
G. Child Protection Policy Implementation Checklist
H. Student-led School Watching and Hazard Mapping
III. Planning Worksheet

A. Gap Analysis
B. Priority Improvement Areas
C. School Improvement Planning Worksheet
D. Project Work Plan and Budget Matrix
E. Strategic Plan
F. Annual Implementation Plan
G. Summary of the SRC
IV. Monitoring and Evaluation

A. Monitoring and Evaluation Report Forms
V. Appendices
June 11, 2018 ii

Prepared by the School Community Planning Team
ERLITO B. MADRIAGA, Ph. D. KELVIN A. OSTONAL

Principal I Brgy Kag., Committee on Education
NAPOLEON N. COSTALES CHRISTIAN M.BENITO

Teacher Representative SGC Representative
GREGORIO DE CASTRO CRISOSTOMO M. YARCIA

General PTA President Barangay Captain
WENILA L.MIRERA, LL.B MARY JANE L. DELA CRUZ

Guidance counselor SIP Team Member
Recommending Approval:
EDUARDO C. ESCORPISO, JR., Ed. D., CESE

OIC-Assistant Schools Division Superintendent
Approved:
ORLANDO E. MANUEL, Ph. D., CESO VI

Schools Division Superintendent
INTRODUCTION
June 11, 2018 iii

In view to the byline that the heart of the transfer of education services
is the school, Bannawag Integrated School stakeholders believed to
endlessly be immersed to help their teaching force to deliver a more effective
system and approach to attain the Key Result Areas (KRA) of the K to 12
Enhanced Basic Education Program such as Access, Quality, and
Governance in compliance to the operation of today’s education reforms and
revision. It has been said that the success of one’s school largely depends on
its stakeholders as administered by the initiated school development plan
which serves as a bible or a blue print that sets direction for the school head,
teachers and other stakeholders in attaining the school’s vision, mission and
objectives. This endeavor is a roadmap that lays down specific interventions
of the school with the help of the community and all stakeholders. This
intervention seeks to provide those involved in school planning an evidenced-
based, systematic approach with the point of view of the learners as the
starting point, furthermore, it is envisioned to help schools reach the goal of
providing access to quality education and thus, it implements the development
of activities integral to it such as: (CIP) continuous improvement program, the
creation and mobilization of Learning Action Cells (LACs) and the
preparation of the School Report Card (SRC).
In the last two years, many changes have taken place in Bannawag
Integrated School with a focus on more time on task for essential learning. A
“bell to bell” instruction and strategy is designed leaving no wasted time and
no interruptions to classrooms. In addition, Grade level teams and Subject
Area teams were designed and created to make emphasis on professional
June 11, 2018 iv

development which includes opportunities for staff and school faculty to
immerge and bound together to share knowledge and expertise as attributed
in their instructions on best teaching practices . As such, Bannawag
Integrated School looks forward to sustain a program that could relate in the
implementation of the Journalism-related activities. “4:00 – 5:00 O’clock
Journal Writing Habit for Campus Journalists” was created. This
innovation was a merging 30 minutes staggered activity which was carried
out during Mondays, Wednesdays and Thursdays of the week at 4:00 to 4:30
PM and attended in by interested student writers and all members of the
School Publication after their class hours in the afternoon. Lectures were done
with the aid of slide presentations, video lessons, reading variety of journals
and other related references by the speakers and lecturers which
simultaneously followed by a workshop. Regular output was recorded and
classified in each category and monitored the improvement and progress of
the students. Topics included were importance of journalism, news writing,
feature writing, editorial writing, sports writing, copy reading and headline
writing, editorial cartooning, photojournalism and radio broadcasting.
The English and Filipino mentors composed the pool of lecturers

during the session. As a result, young scribes attended DSPC and three of
them competed in the Regional Press Conference (RSPC). “The Dawn” BIS
school paper, was an effective instrument in the improvement of students’
writing skills and in the broadcasting of school programs and activities,
actively advocates the department’s thrust for the development of journalistic
skilled students. Moreover, one of the vital roles of every educator is to
June 11, 2018 v

provide the students ample means of learning resources such as creative
programs and activities which could be used as enhancement and enrichment
intervention to augment learning gaps behind regular class sessions in school.
Another best practice that supported and enhanced the project

WATCH of BIS was the daily checking of attendance during flag ceremonies
and flag retreats. This activity emphasized the importance of regular and
timely attendance where data is shared to parents and stakeholders via
certificate of recognition to every advisory classes every end of the month.
Project WATCH was facilitated by BIS head teacher, Mary Jane L.

Delacruz. She dealt with the effect of tardiness and dishonesty among
constituents of the school which may be a look down point of pupils and
students towards teachers. She discussed and presented various problem
settings and factors that were possible cause of said problem.
Participants shared their knowledge and observations on the roots and

causes of the said identified problems and eventually came up with resolutions
to resolve identified problems.
Moreover, Dr. Madriaga spoke and discussed about “resiliency” which
focus on positive discipline as an approach to teaching that helps children
succeed, gives them the information they need to learn, and supports their
development. He emphasized about respecting children’s rights to healthy
development, protection from violence, and active participation in their
learning. He added that effective discipline is positive and constructive. It
June 11, 2018 vi

involves setting goals for learning, and finding constructive solutions to
challenging situations. School should respect children’s developmental levels,
their rights to dignity and physical integrity, and their right to participate fully
in their learning. He challenged his teachers to dig out deeply the highest
target point of challenge at the school campus and finally came up with
behavioral problems of some pupils and students of Bannawag Integrated
School.
The principal imposed that teachers play an important role in helping

children become caring, capable and resilient adults. He said that though it is
crucial that you as their teacher consider what kind of people you want your
students to become, and to use everyday interactions with them in school to
teach the values and skills that they will need to become strong and
compassionate adults. Positive discipline in everyday teaching is the first step
towards a long-term goal.
Bannawag Integrated School practiced the grade level teams and
subject area teams, where teachers were also on assembly subcommittees, or
school-wide committees addressing a particular school priority or goal. It was
common at Bannawag Integrated Schools to have teachers working on two or
more committees. For example, an elementary teacher might be on a vertical
work team addressing a subject area or a school goal -- such as expanding the
use of technology in the classroom -- with representatives from all grade
levels, and a horizontal grade level team. A secondary teacher might be on a
vertical work team focusing on a school goal and a horizontal subject area
team with members from relevant departments.
June 11, 2018 vii

Another best practice of BIS was a systematic and creative in how they
tried to communicate with parents and community. The school administered
annual parent and community satisfaction surveys, and the results typically
were used to help set priorities for the following year. The best example was
the active participation of Barangay Officials and General PTA Officers
and members who looked forward for projects and benefits derived from
donors or even local funds. As such, Bannawag Integrated School Oval and
Playground was rehabilitated through sincere linkages of teachers, barangay
officials and Local Government Unit (LGU). One more best practice school
was to disseminate daily attendance and tardiness data to parents on a regular
basis. Parent-teacher conferences and newsletters were also used as
information channels. Teachers regularly printed out grade distributions for
every class as a means of monitoring students and teachers’ performance as
well. Students performance data was maintained in a variety of forms such as
portfolios and anecdotal records.
Access to up-to-date information related to the management and

operation of Bannawag Integrated School was marked. This appeared as a key
variable for District Office and Division Office attention. Thorough
monitoring need timely information aggregated to facilitate use by a wide
range of stakeholders. One way that contributed instant and fast
communication was the formulation of a Group Chat (GC) of all faculty &
Staff of Bannawag Integrated School. This on-line interactive gadget and
computer system included sharing of personnel information; data on student
June 11, 2018 vii

BANNAWAG I/S BEST PRACTICES & ACHIEVEMENTS S.Y. 2017- 2018 i
achievement; electronic invoicing and purchasing; and a major school
timetable.
Distributed leadership, where school head enhance the knowledge and

skills of the people in the school organization to create a common of
expectations and hold everyone accountable so as to empower the schools and
learning centers to make decisions on what is best for the learners they serve,
indeed, the school’s constituents headed by the administrator has given the
rights and privileges to make linkages inside and outside its premises to come
up with a more effective plans and policies governing the school.
This categorical partnership with the stakeholders from private and

public sectors engaged to monitor, evaluate, and assess the improvements,
development and the needs of the school to be able to come up with a realistic
and well planned outlook.
BIS family and all its shareholders resolved to expect an efficient and
proficient result in the fulfillment of its advocacy policies and plans as
stipulated in all Deped Orders.
We dream of Filipinos
Who passionately love their country
And whose values and competencies
June 11, 2018 ix
Enable them to realize their full potential and contribute
meaningfully to building the nation.
June 11, 2018 x
To protect and promote the right of every Filipino to quality,
equitable culture-based and complete basic education where:
Students learn in child-friendly, gender-sensitive, safe, and
motivating environment.
Teachers facilitate learning and constantly nurture every

learner. Administrator and staff, as stewards of the
institution, ensure an enabling and supportive environment
for effective learning to happen. Family, community, and
other stakeholders are actively engaged and share
responsibility for developing life-long learners.
June 11, 2018 xi

II. SCHOOL’S CURRENT SITUATION
A. BIS-Historical Background
June 11, 2018 xii

History of Bannawag Integrated School
Bannawag Integrated School (BIS), Diffun, Quirino was established in June 1936 by
Mr. Fermin Salem. He is instrumental in opening Bannawag Sur Primary School by only a
limited number of enrollees. It was later named Bannawag Sur Elementary School as the
enrolment tally increases.
Undoubtedly because of a dire need and exigent public demand, a secondary
curriculum was conceived by virtue of DECS Order No. 91, series 1999 and Republic Act
9155 otherwise known as Governance of Basic Education Act of 2001; Bannawag
Integrated School was given birth and created and finally approved on March 5, 2003 by
Dr. Teresita G. Domalanta, CESO III, Director IV of the Department of Education Region
02.
Quirino Schools Division Superintendent Orlando G. Gundayao endorsed the
resolution of Barangay Bannawag Sur through the efforts of Head Teacher 2 Luz M. Alay-
ay, Barangay Captain Aquilino R. Apdan, PTCA President Pablito Nitura, Barangay
Councilmen and PTCA officials paved the way in opening the high school curriculum.
BIS, 15 kilometers southwest of Diffun Centro, could be reached by any kind of
land transportation passing through a rough road via Villa Pascua, Diffun, Quirino. The
school could also be reached via Santiago City when a visitor comes from the Province of
Isabela and via the municipality of Saguday when a visitor comes from the capital town of
Quirino which is Cabarroguis.
Mr. Rodesto A. Ramirez managed the school from SY 2008-2011 taking the place
of Mrs. Luz M. Alay-ay, the founder of the Bannawag Integrated School as the school
administrator followed by Mrs. Lolita De Guzman Bayaua, Principal – II, and Dr. Sherly C.
Cainguitan, Principal-II, from SY 2012-2013 and SY 2014-2015 respectively.
At present, the school is under the administration of the newly installed principal
in the person of Erlito B. Madriaga, Ph. D., Principal- I, who aimed for the full adoption
June 11, 2018 xii

and implementation of the K-12 Basic Education Curriculum of the Department of
Education with his workforce composite of thirteen (13) permanent teachers for the
elementary department and thirteen (13) permanent teachers for the secondary
department, one (1) Guidance Counselor and two (2) contractual employees detailed by
the Department of Labor and Employment Agency relative to their Government
Internship Program (GIP).
B. School Profile
1. Type of School
In the exigency of public demand and service, a secondary curriculum was
conceived and given birth by virtue of DECS Order No. 91, series 1999 and Republic Act
9155 otherwise known as Governance of Basic Education Act of 2001; Bannawag
Integrated School have been created and finally launched on March 5, 2003 through
approval of Dr. Teresita G. Domalanta, CESO III, Director IV of the Department of
Education Region 02. This remarkable effort was collaboratively made through the
leadership of Quirino Schools Division Superintendent Orlando G. Gundayao, CESO V
attributed by an endorsed resolution of Barangay Bannawag Sur through the
determinations of Luz M. Alay-ay, Head Teacher II and assigned School Head of Bannawag
Elementary School, Barangay Captain Aquilino R. Apdan, PTCA President Pablito Nitura,
Barangay Councilmen and PTCA officials marked and manifested the gateway of high
school curriculum in the barangay.
Personnel
Bannawag Integrated School is being led by Dr. Erlito B. Madriaga, The School
Principal I. The dedicated and committed Department Head, Mrs. Mary Jane L. Dela Cruz,
Head teacher I, assists the school head in bringing the desired programs and projects of
the department to Bannawag IS towards Quality Education and Continuous
Improvement.
June 11, 2018 xiv

The 668 learners both from elementary and secondary is under the baton of 26
nationally funded teachers and one full time guidance counselor. On this number of
teaching force, there are seven (7) Teacher III and six (6) Teacher I for the elementary
while there are six (6) Teacher III and seven (7) teacher I for the secondary. Almost one
half of them are still pursuing their master’s degree. All teachers are filled with trainings
specially the K to 12 program and they are all LET eligibility passers. The school is still
needs non-teaching positions like librarian, nurse, security guards and office clerk to
complete the team in the delivery of good services to the learners.
Physical facilities
BIS has 21 academic rooms used by the learners both elementary and junior high
school. The school is needing one (1) academic room because the H.E room was occupied
by the Grade 5 class because their original classroom was devastated by the recent
typhoon. The school is in dire need also of a less than hundred chairs for the current
school year. There is also a need to finish the roofing of the school gymnasium of which
it was not touched for 4-5 years since it was started due to scarcity of fund.
Amidst the aforementioned challenges, the BIS team is optimistic to be remedied
those deficient with the help of the PTA, SGC, Barangay and other stakeholders in the
division.
2. Curriculum
Bannawag Integrated School implemented the K-12 Basic Education Program
mandated by the enhanced and decongested curriculum composite of Kindergartens and
Grade 1-6 covering Primary to Elementary, Grade 7-10 covering Junior High School;
unfortunately, Senior High School (SHS) Enhanced Basic Education Act of 2013 could not
be implemented yet because of non-completion of the derived requirements detailed in
the DepEd Memo No. 4, s. 2014 stipulating the needs to provide and make available to
be able to qualify on the norms and standards of (SHS-NTF) Senior High School-National
June 11, 2018 xv

Task Force accredited as evaluators pursuant to Section 30 of IRR of RA #10533, known
as Implementation of SHS-onward.
The Grade 10 of the current School Year shall continue their Senior High School to
the nearby accredited School approved prior to its implementation; hence, the Principal,
Faculty and Staff and all shareholders of Bannawag Integrated School anticipates to fully
implement the Enhanced Basic Education Curriculum through their collective efforts,
ingenuity, and commitment primarily derived from this Three (3) Years Enhanced School
Improvement Plan SY 2016-2019, thus, the school shareholders, particularly the
organized School Governance Committee (SGC) shall play a great role in the
implementation and operation of the ESIP objectives and targets in the forthcoming
School Years.
C. Community Profile
History of Bannawag Sur, Diffun, Quirino
At its young stage, Bannawag Sur, Diffun, Quirino was named “SALAT”, a river
flowing through it. Salat is a winding river that provides sufficient food and source of
livelihood to the people residing and its nearby places.
In the year 1925, inhabitants from the different places particularly from Central
Luzon came to settle on the place because of its rich natural resources.
Years pass when the residents increased, the sitio earlier inhabited became a
barrio or a barangay. In 1930, names propped up to change Salat into a better name.
Suggestions were made but Salat remains in a status quo. At the same time, inhabitants
June 11, 2018 xvi

elected their first barangay officials in the persons of Tiñente Del Barrio Narciso
Ricomano, Secretary Fermin Salim and Councilors Ciriaco Yarcia, Simplicio Salim, Ines
Yarcia, Mariano Tolentino and Avelino Palada.
After the election, the barrio became progressive as it was known to have a vast
sugar cane plantation. Days flit so fast, the officials met again for the same purpose
changing the name of the place to a better one. Various names were nominated like
Raniag, Bannawag, Rang-ayan, and Mangandingay. With the explanation of Secretary
Fermin Salim concerning the meaning of Bannawag, finally the name emerged to be the
best. Bannawag was chosen among the roster of names due to its unique meaning that
engrossed the leaders “Rising Sun at Dawn”. The name Bannawag won unanimously as it
exudes natural aroma because of its wonderful meaning. The creation gave way to a
report that Bannawag is a part of Santiago City to the then Mayor Gen. Felipe Padua.
Mayor Padua accepted the challenge that the barangay will be included in his list of
constituents.
The people with their own initiative having a vast track of land opened rice fields,
corn and sugarcane plantations. These are the reasons that from the very beginning
Bannawag is not behind in livelihood projects. Moreover, people in all walks of life came
because they foresee that Bannawag will soon become a new municipality. But
circumstances is so unfair, plans did not materialized because of Japanese invasion to the
Philippines. Inhabitants moved from one place to another as Japanese Imperial Forces
made Bannawag as a garrison. The Japanese military chose the place because of its good
location. In 1946, after the victorious fight of the Filipino and American forces ceded the
liberation period but earlier inhabitants did not come back. The number of people
decelerated after the Japanese period.
Education for Bannawag was behind on that time because the nearest school
which is Baluarte, Santiago City was 8 kilometers away. The only means of transportation
by which pupils can reach the school is by hiking or riding on a cart pulled by a carabao.
Due to this scenario, the barangay officials and its residents keep on pushing that a
primary school be opened. A sixth grader in the person of Fermin Salim is qualified to
teach and finally became the first teacher knowing that there has been scarcity of
teachers during that time. Grade I and II had been established and on the following year
Grade III and IV were opened by Ines Yarcia as the teacher. It was in the 1950’s when
enrollees flocked from the nearby barrios – La Paz, Balintocatoc, San Jose and Santa Rosa.
The two teachers cannot accommodate all the school-age children and this paved the way
to open Grade V and VI. Mr. Juan Cabanban, a retired District Supervisor, came to see the
place and decided to give another teacher that is why Bannawag Elementary School was
born.
Bannawag was no longer a part of Santiago City, Isabela. Former Congressman
Leon Cabarroguis was instrumental to initiate changes for Bannawag. Being a lawmaker,
June 11, 2018 xvi

he sighted and reviewed the first Cadastral Map of Cagayan Valley that Municipality of
Diffun should be a part of Nueva Vizcaya. Boundary disputes between Vizcaya and Isabela
and later settlement was made. Isabela and Vizcaya agreed that barrio Bannawag be
divided into two – Bannawag Norte and Bannawag Sur. Norte is for Santiago, Isabela and
Sur is for Nueva Vizcaya.
Today Bannawag Sur, Diffun, Quirino is a part of Quirino Province by virtue of a

Republic Act authored by former Congressman Cabarroguis.
Whenever anyone sees a native “patupat”, vinegar from sugarcane which is

“basi”, and “tagapulot”, Bannawag is known as it has its large vast of sugarcane
plantations.
B. COMMUNITY PROFILE
I. SCHOOL PROFILE / DATA

Instruction: Please input required data/information in unshaded cells. Fill-in only the
grade levels that are applicable to your school. This template aims to organize existing
school and community data from different sources. If you find it useful to lift data from
other templates and transfer it here, you may do so. Otherwise, you can just attach the
other data templates to this form.
IDENTIFYING INFORMATION
Name of School: Bannawag Integrated School School ID: 104277
Address: Bannawag Sur, Diffun, Quirino Municipality: Diffun
Barangay: Bannawag Sur, Diffun, Quirino District:Diffun I
Division: Quirino Region: 02
A. GEOGRAPHY
A.1 Location of the School. Tick the appropriate description
□ Along the highway □ Near a river or waterway
□ Near the coastline □ By the hillside □ On top of a mountain
June 11, 2018 xvi

BANNAWAG I/S BEST PRACTICES & ACHIEVEMENTS S.Y. 2017- 2018 ii
A.2 Relative Distance of the School
Distance Mode of
in m/km Transportation
a. From the poblacion 23.5 Van/Tricycle
b. From the nearest public elementary school 1.6 Tricycle
c. From the nearest private elementary school 7 Tricycle
d. From the nearest public secondary school 8 Tricycle
e. From the nearest private secondary school 10 Tricycle
f. From the district office 23 Tricycle
g. From the division office 14.5 Jeepney/Van/Tricycle
A.3 Incidence of crimes and other human-included hazards

A.3.1 Check if there have been incidences of the following in the last 3 years
□ Armed conflict as a result of organized crime (terrorism, siege, etc.)
□ Crime against school head/s (murder/homicide, physical injury, rape, sexual harassment, etc.)
□ Crime against school property (theft, robbery, arson)
□ Crime against student/s (murder/homicide, physical injury, rape, sexual harassment, etc.)
□ Crime against teacher/s (murder/homicide, physical injury, rape, sexual harassment, etc.)
□ Fire (Electrical wiring failure, etc.)
□ Health Threat (i.e. Dengue, Malaria, food poisoning, disease outbreak)
□ Oil Spill
□ Security threat as a result of civilian violence (bomb threats, kidnapping threats, hostage taking, shooting,
etc.)
□ Structural collapse (as a result of engineering failures)
□ Others. Pls. Specify: none
A.3.2 What are the 3 most frequent crimes/human-induced hazards?

1st most frequent: None
2nd most frequent: None
3rd most frequent: None
A.4 Incidence of natural hazards

A.4.1 Check if there have been incidences of the following in the last 3 years
□ Drought □Tropical cyclones (Storm, Typhoon, Tropical Depression, etc.)
□ Earthquake □ Oil Spill
□ Fire (includes forest fires and fires due to natural disasters)
□ Flood □ Tsunami
□ Landslide □ Volcanic eruption
□ Storm surge □ Others, Pls. Specify:
A.4.2 What are the 3 most frequent natural hazards?

1st most frequent: None
2nd most frequent: None
3rd most frequent: None
June 11, 2018 xix

A.5 Result of disaster incidents
□ School used as an evacuation center in the last 3 years
B. LEARNING ENVIRONMENT
B.1 Classrooms and seats
B.1.1 Classrooms quantity (SRC.15.)
No. of Classrooms
Total
Learner
Level Enrollment In Good For Repair/
Total Classroom
Current SY Condition Rehabilitation
Ratio
Kindergarten 33 1 0 1 33:1
Grade I 49 1 1 2 25:1
Grade II 55 2 0 2 28:1
Grade III 54 2 0 2 27:1
Grade IV 48 2 0 2 24:1
Grade V 45 1 1 2 23:1
Grade VI 55 2 0 2 28:1
Sub Total (ES) 339 11 2 13
Grade VII 82 1 1 2 46:1
Grade VIII 85 2 2 47:1
Grade IX 90 1 1 2 36:1
Grade X 72 1 1 2 38:1
Grade XI
Grade XII
Sub Total (JHS) 329 3 5 8
GRAND
668 14 7 21
TOTAL
Learner: classroom ratio = Total enrolment divided by the total number of classrooms
June 11, 2018 xx

B.1.2 Classroom seat quantity (SRC.17) Indicate the total number of seats in all classrooms
Learner: Learner:
Number Number
seat ratio seat ratio
339 1:1 329 1:0.97
Learner: seat ratio = Total enrolment divided by the total number of seats
B.2 Water, Sanitation and Hygiene (WASH) Facilities

B.2.1 Water Supply/Source. Check as appropriate
□ Local piped water □ Rainwater □ Without available water supply
□ Water well/deep well □ Natural source
Is the main source of water functional at present?
□ YES □ NO Pls. cite reasons why: ______________________
B.2.2 Handwashing. Is there space for handwashing?

□ YES If Yes: □ with soap □ without soap
□ NO
B.2.3 Functional Toilets (SRC.16)
MALE (ELEM) FEMALE
Number Ratio Number Ratio
179 1:25.57 160 1:22.85
Learner: toilet ratio = Total enrolment divided by the number of toilets
MALE (JHS) FEMALE

177 1:22.13 152 1:19
B.2.4 Toilet Bowls

MALE (ELEM) FEMALE
179 1:25.57 160 1:22.85
MALE (JHS) FEMALE

177 1:22.13 152 1:19
Learner: toilet bowl ratio = Total enrolment divided by the number of toilet bowl
B.3 Textbooks. Indicate the number of textbooks per grade level and subject (SRC.3)
Grade Level Enrolment

ACTUAL NUMBER OF TEXTBOOKS AVAILABLE
June 11, 2018 xxi

SY 2015 - HeKASI/Mother
Eng Ratio Math Ratio Science Ratio Ratio
2016 Tongue
Kinder 32 0 0 0 0
garten
Grade 1 61 11 1:.44 27 1:01 0 0
Grade 2 53 26 1:.70 26 26 26 1:01
Grade 3 49 23 1:01 28 1:01 25 1:01 16 1:.69
Grade 4 33 25 1:01 29 1:.96 30 1:01 0
Grade 5 52 28 1:01 33 1:01 25 1:.83 22 1:.73
Grade 6 47 0 0 30 1:01 34 1:01 15 1:.6
TOTAL 327 112 173 140 79
Grade Enrolment ACTUAL NUMBER OF TEXTBOOKS AVAILABLE
SY 2015 -
level 2016 Filipino Ratio English Ratio Science Ratio AP Ratio CP/TLE Ratio
Grade 7 92 101 1.83:1 15 1:.27 15 0.04931 15 1:.27 15 1:.27
Grade 8 94 150 2.88:1 150 2.88:1 150 0.04236 0 0 0 0
Grade 9 71 128 3.28:1 128 3.28:1 0 0 121 3.10:1 0 0
Grade 10 79 116 2.57:1` 116 2.57:1` 116 2.57:1` 116 2.57:1` 0 0
TOTAL 92 495 409 281 252 15
June 11, 2018 xxi

B.4 Library: No. of books: 168 No. of tables: 4 No. of chairs: 40
Give additional information and qualitative description of the library (on the lighting, space, other
fixtures present, etc.)
The library is an ordinary classroom with proper lighting.
B.5 Other Learning Facilities/Materials (Example: Computer, Science equipment) Insert rows if necessary.
Facility/Material Number Qualitative description/condition
1. Bass Drum (Global) 3 Serviceable
1 printer unserviceable; 2
2. Canon Printer 3
serviceable
3. Gas Stove with tank 2 Serviceable
4. Pen Light Otoscope 1

5. External memory 1 Serviceable
6. Wooden Dish Cabinet 1 Serviceable
7. ACER Laptop 1 Serviceable
8. Ring Bind Machine 1 Serviceable
9. Digital Microscope 1 Serviceable
10. Laminating Machine 1 Serviceable
11. Canon Digital Camera 2 Serviceable
12. Netbook 4 Serviceable
13. Kyowa Juicer 1 Serviceable
14. Hanabishi Blender 2 Serviceable
15. Panasonic Washing Machine 1 Serviceable
16. La Germania Oven 1 Serviceable
17. Fugidenzo Microwave Oven 1 Serviceable
18. Itazen Meat Grinder 1 Serviceable
19. Burger Oven 1 Serviceable
20. Craft Punch 10 Serviceable
21. Stihl Grass Cutter 2 Serviceable
22. 1 Serviceable
23. 6 sitters dining set 1 Serviceable
1 Serviceable
24. Speakers 3 Only 1 speaker is in good condition
25. Standard Stand Fan 2 Serviceable
26. Educational Toys Serviceable
27. 2 Door Panasonic
1
Refrigerator
B.6 Availability of electrical supply. What is the school’s source of electricity?

□ Grid supply
□ Off-grid supply
□ Solar power
□ Generator
□ Others. Pls. specify: ______________
□ No source of electricity
June 11, 2018 xxi

B.7 Internet connectivity.
B.7.1 Are there Internet service providers in the area?
□ YES □ NO
If YES, check the appropriate internet service provider/s servicing the area:
□ BAYANTEL □ GLOBE □ SMART □ WIT Global (Satellite)
□ DIGITEL □ PLDT □ SUN □ Others. Pls. specify: ______________
B.7.2 Does the school subscribe to any of the internet service provider/s listed above?
□ YES □ NO
B.7.3 Are there Internet cafė/shops/WiFi-enabled stations in the area?
□ YES □ NO Pls. specify: _____________________________________
C. TEACHERS
C.1 Number of Teachers (SRC.14)
CAT MALE FEMALE TOTAL Learner: teacher ratio
ELEM 2 11 13
JHS 8 5 13
Learner: teacher ratio = Total enrolment divided by nationally-funded teachers
C.1.2 Number of locally-funded teachers and subsidized/volunteer teachers (Current

SY):
No. of Locally-funded Teachers: 0
No. of Subsidized/ Volunteer Teachers: 1
C.2 Quality of Teachers

C.2.1 Number of Master Teachers
Carries Assigned
Assigned
Full-Time Full-Time
Assigned Part-Time
Class to
Position Number Grade to Class
Teaching Anxilliary
Levels Teaching
Load Services
(YES/NO)
(YES/NO) (YES/NO)
Master
Teacher IV
Master
Teacher III
Master
Teacher II
Master
Teacher I
C.2.2 Number of Teachers meeting the desired competencies based on NCBTS
June 11, 2018 xxi

BANNAWAG I/S BEST PRACTICES & ACHIEVEMENTS S.Y. 2017- 2018 v
ELEM SY Before
Previous SY: Current SY:
Previous SY:
2014-2015 2015-2016
2013-2014
Total No. of Teachers 13 13 13
Total No. of Teachers meeting the
11 12 12
standards
% meeting the standards
JHS SY Before
Previous SY: Current SY:
Previous SY:
2014-2015 2015-2016
2013-2014
Total No. of Teachers 13 13 13
Total No. of Teachers meeting the
11 10 11
standards
% meeting the standards
C.2.3 Projects/interventions implemented to improve basic competencies of teachers
YES NO If yes, please describe

a. Does the school have a School-based Feeding Program for
mechanism for sustained YES the Gulayan Sa Paaralan
school-based training
b. Does the school use the result Teachers were given
of the NCBTS-Teacher’s trainings/seminars/workshops on
Strength and Needs YES their needs.
Assessment as basis for
planning?
c. Are there other interventions Through INSET/SLAC/Meetings
implemented to improve YES
competencies of teachers?
June 11, 2018 xx

C.2.4 If the response to C.2.3.b above is YES, list down the top 3 training needs
mentioned and indicate the number of teachers trained on these. (SRC.4)
SY Before Previous Previous SY:2014- Current SY:2015-

SY:2013-2014 2015 2016
Training Needs
No. of % of No. of % of No. of % of
(ELEM)
Teachers Teachers Teachers Teachers Teachers Teachers
trained trained trained trained trained trained
Top 1: ICT 2 15.38 4 30.77 4 30.77
Top 2: 3 23.07 2 15.38 5 38.46
Appropriate
Intervention
Activities
Top 3: 5 38.46 6 46.15 2 15.38
Development of
Innovations
SY Before Previous Previous SY:2014- Current SY:2015-

SY:2013-2014 2015 2016
Training Needs
No. of % of No. of % of No. of % of
(JHS)
Teachers Teachers Teachers Teachers Teachers Teachers
trained trained trained trained trained trained
Top 1: ICT 2 15.38 3 23.07 1 7.6
Top 2: 3 23.07 4 30.77 3 23.07
Appropriate
Intervention
Activities
Top 3: 9 69.23 2 15.38 0 0
Development of
Innovations
C.2.5 If Teachers weren’t trained based on identified needs (as seen in C.2.4) cite
reasons for the lack of training.
All Teachers were trained.
June 11, 2018 xx

BANNAWAG I/S BEST PRACTICES & ACHIEVEMENTS S.Y. 2017- 2018 vi
D. CHILDREN HEALTH AND SAFETY
D.1 Nutritional Status (SRC.2)
D.1.1 Number of Malnourished children for the current SY (2015-2016)
Wasted Severely Wasted

Level
Total Male Female Total Male Female
Kindergarten 7 4 3 2 1 1
Grade 1 7 5 3 1 1 0
Grade 2 8 4 4 2 1 1
Grade 3 9 4 5 3 0 3
Grade 4 0 0 0 1 0 1
Grade 5 2 2 0 2 1 1
Grade 6 1 1 0 1 1 0
TOTAL 35 20 15 12 5 7
Percent of Total 10.05 5.75 4.31 3.45 1.44 2.01
Wasted Severely Wasted

Level
Grade 7 9 3 6 1 1 0
Grade 8 5 3 2 1 1 0
Grade 9 10 6 4 1 0 1
Grade 10 3 1 2 0 0 0
Grade 11 0 0 0 0 0 0
Grade 12 0 0 0 0 0 0
TOTAL 27 12 15 3 2 1
Percent of Total 7.74 3.65 4.56 0.91 0.61 0.30
D.1.2 Projects/interventions implemented in the previous SY addressing

malnourished children (insert new rows if necessary)
Project/intervention Number of Children Covered

School-Based Feeding Program SY 2014-2015 40
School-Based Feeding Program SY 2015-2016 48
D.2 Health Status (SRC.2)
June 11, 2018 xx

BANNAWAG I/S BEST PRACTICES & ACHIEVEMENTS S.Y. 2017- 2018 vii
D.2.1 Number of Children who have other health problems for the current SY.
Indicate common ailments and corresponding number per type of ailment based on
results of physical and dental examinations. Insert new columns if necessary.
Percent of Total
LEVEL Sore Head Asth Tooth Stomach Chicken
Boils Measles Colds Dengue
eyes ache ma ache ache fox
Kindergarte
16 4 6 8
n
Grade 1 13 2 2 3 1
Grade 2 6 9 1 5 6
Grade 3 11 18 2 2 1
Grade 4 1 5 14 6 8
Grade 5 17 16 2
Grade 6 22 10 3 7 8
TOTAL 68 3 9 29 63 6 20 21 17 1
GRADE 7 0 1 1 6 12 1 2 1 3 1
GRADE 8 1 1 5 10 2 1 2 2 1
GRADE 9 0 1 4 4 3 4 6 5 1
GRADE 10 0 1 3 1 0 1 3 2
GRADE 11
GRADE 12
TOTAL 1 5 11 45 29 7 7 9 13 5
GRAND 6
69 8 20 64 92 13 27 30 30
TOTAL
D.2.2 Projects/Interventions implemented in the previous SY addressing needs of

children with other health problems (insert rows if necessary)
Project/intervention Number of Children Covered

Daily Handwashing/Tooth brushing/Science Gardening All learners
Referral to BHW b Children with ailments
First Aid Kit In Every Classroom All learners
Deworming All learners
D.3 Children reported as victims of abuse and violence
June 11, 2018 xx

BANNAWAG I/S BEST PRACTICES & ACHIEVEMENTS S.Y. 2017- 2018 vii
i
D.3.1 Number of children who were recorded victims of abuse and violence (physical,
verbal, and sexual). Should be support data from the Guidance Office/Teachers.
Previous SY: 2014 2015 Current SY: 2015-2016

Level
Grade 1 0 0 0 0 0 0
Grade 2 0 0 0 0 0 0
Grade 3 0 0 0 0 1 0
Grade 4 0 0 0 0 0 0
Grade 5 0 0 0 0 0 0
Grade 6 0 1 0 0 0 0
TOTAL 0 1 0 0 1 0
% of Total 0 0.28 0 0 0.28 0
Grade 7 0 0 0 0 0 0
Grade 8 0 0 00 1 1 0
Grade 9 1 0 1 0 0 0
Grade 10 0 0 0 0 0 0
Grade 11 0 0 0 0 0 0
Grade 12 0 0 0 0 0 0
TOTAL 1 0 1 1 1 0
% of Total 0.28 0 0.28 0.28 0.28 0
Grand Tot 1 1 1 1 2 1
G %of Total 0.28 0.28 0.28 0.28 2.99 0.28
D.3.2 Projects/Interventions implemented for children that were victims or suspected

victims of abuse.
If Yes, please describe the Number of

Implementer YES NO
mechanism Children Covered
Mechanism to promote safe
and protective practices  Counseling
based on DepEd’s Policy /  Anti-Bullying 7
on Child Protection in Campaign
School
Implemented for children  Referral to 1
that were victims or DSWD
suspected victims of abuse  Conciliation in
(insert new rows if
Barangay Level
necessary)
E. STATUS OF PRIORITY IMPROVEMENT PROJECTS OR CI PROJECTS
June 11, 2018 xxi

BANNAWAG I/S BEST PRACTICES & ACHIEVEMENTS S.Y. 2017- 2018 x
(SRC.18. & SRC.19.)
These projects include those implemented by the school and other stakeholders. Insert
new rows if necessary.
Program/Project Duration
Implementer Status/Accomplishments
Title Start End
ALDUB (After
class Learning
activities to
Bernadette B. December, March, On
Develop
Padrigo 2015 2106 going
comprehension
and Understand
words Better)
32 learners with
disabilities were
Project FLASh- benefited on this
ExPo (Fun project.
Learning Activities as follows:
Activities in Adaptive P.E.,
Marivic s. March
Shaping Children June, 2015 Housekeeping,
Aliga 2016
with Sheltered
Exceptionalities Workshops,
in their Ultimate gardening, learning
Potentials) to play musical
instruments (organ,
guitar, drums).
Learners from
Headstart, Grade I-VI
were moving in
different learning
stations every after 5
learning days not to
include the days of
LISA ( Learning
examinations and
Fun Day and
other intervening
Intelligences
Elisa S. March activities/ holidays.
Development for June, 2015
Marcelino 2016 Different learning
the SPED Gifted
stations for multiple
and Talented: An
intelligences were put
Innovation)
up as Howard
Gardner’s Theory of
Multiple
Intelligences honors
and promote the
development of all
avenues of
June 11, 2018 xx

intelligence in young
children.
Each classroom have

a box or a bin
intended for used
papers to be reused
or recycled anytime.
All types of papers,
bond papers, pad/
school papers,
cartolinas, gift
wraps, manila papers
PROJECT and the like are
PAPER segregated from
Elisa S. (Plan A way for March On other wastes and not
Paper June, 2015 thrown crumpled.
Marcelino 2016 going
Everywhere to be Papers are reused,
Reduced, Reused and recycled. Papers
and Recycled) that cannot be are put
altogether to the junk
shop for income
purposes.
Designated ECO-
CLUB officers go
room to room once in
a week to monitor
the progress/
development of the
Project PAPER.
Welita I. March On Each grade level is
Throw Me Not! June, 2015
Garcia 2016 going encouraged to put up
June 11, 2018 xx

BANNAWAG I/S BEST PRACTICES & ACHIEVEMENTS S.Y. 2017- 2018 xi
their own container
gardening using
plastic containers.
On the same manner,
the ECO-Club
officers and members
put up container
gardening at the
Gulayan sa Paaralan
Project has already
started. Fencing
Concrete Fencing infront and side of the
Alumni/ March,
Around the school are about to
Stakeholders 2013
School Perimeter finish. Fence at the
back of the school is
not yet started.
1st span will be
Bleacher of the December, Not yet constructed each year
PTA
Gymnasium 2016 started until such time that it
will be completed
Program/Project Duration
Implementer Status/Accomplishments
Title Start End
Staggered done
depending the
Teachers, Staff Landscaping 2013 2015 On going
abundance of its
budget
There is a gap due
PTA Covered walk 2015 2016 Unfinished to unavailability of
fund
Barangay
Perimeter Fencing 2014 2015 On going To be continued
Bannawag
Continuous
Internal/External Gymnasium
2016 infinite On going project, for
Stakeholders Roofing
funding
F. STAKEHOLDERS SUPPORT TO EDUCATION (SRC.13)

Indicate the amount of contributions made by parents/guardians and other stakeholders for
co-curricular activities, extra-curricular activities, and other major activities (such as
meetings and assemblies), as well as stakeholder attendance during these activities.
Contributions Attendance
ACTIVITY Volunteer In No. of No. Attendance
Cash
Hours Kind Attendees Invited Rate
June 11, 2018 xx

BANNAWAG I/S BEST PRACTICES & ACHIEVEMENTS S.Y. 2017- 2018 xii
Co-Curricular Activities
Girl Scout
Boy Scout
Science camp 4 1000 500 5 5 100%
DSPC 8 1500 300 7 3 233%
Sports Activities 12 22100 1400 10 8 125%
Extra-Curricular Activities
Gen. PTA 160 190 84.21%
Assembly Meeting
Alumni 120 380 31.58%
Homecoming
Children’s Festival 310 470 65.96%
Other Major Activities
Brigada Eskwela 1112.00 15700 3000 500 556 89.93
Symposium 4 500 1200 10 10 100%
G. FUND SOURCES (SRC.5)

Fund Source Amount
General Appropriations Act (School MOOE) 59,500.00
General Appropriations Act (Subsidy for Special Programs , PLGU) 40,000.00
PTA Funds 23,000.00
Canteen Funds 60,000.00
Donations (MUN SEF) 15,000.00
June 11, 2018 xx

BANNAWAG I/S BEST PRACTICES & ACHIEVEMENTS S.Y. 2017- 2018 xii
i
II. SITUATION OF CHILDREN/ LEARNERS: ACCESS—IN AND OUT
OF SCHOOL
1. CHILDREN NOT IN SCHOOL
1.1 Population of children in the barangay where school is

located (current SY 2014-15)
Age Total Population No. of Children NOT in School % of children NOT in School
Boys Girls Total Boys Girls Total Boys Girls Total

4 11 18 29
5 12 16 28
6 19 21 40
7 16 13 29
8 15 17 32
9 14 12 26 `1 1 0.55 0.554%
10 10 10 20
11 17 13 30
12 7 17 24
13 10 18 28
14 10 8 27 1 1 0.55 0.554%
15 10 16 26 1 1 0.55 055
16 11 9 20 1 1 2 0.11 0.55 0.11
17 19 8 27 2 0 2 0.11 0.11
GRAND
TOTAL 182 194 376 5 2 7 2.75 0.55 3.85
June 11, 2018 xx

BANNAWAG I/S BEST PRACTICES & ACHIEVEMENTS S.Y. 2017- 2018 xiv
1.2 Reasons for not attending school in
the current SY6
No. of children NOT in school according to reasons

No. of School-
Age aged children Financial Health and Distance of
Affected by Affected by Other
not in school Matters Nutrition Child Labor School from Disabililty
Disaster Conflict Reasons
Home
5
6
7 5 5
8 5 5
9
10 1 1
11 3 3
12
13 2 2
14
15 1 1
16 3 2 1
17 2
TOTAL 20 15 5 1
Percent
of Total 5.31 3.99 0.27 1.33 0.27
6
School Project Teams are encouraged to conduct interviews or focus group discussions with
parents/guardians/community members to probe
deeper on reasons cited.
June 11, 2018 xx

BANNAWAG I/S BEST PRACTICES & ACHIEVEMENTS S.Y. 2017- 2018 xv
School Project Teams are encouraged to conduct interviews or focus group discussions with
parents’ /guardians/ community members to probe deeper on reasons cited.
1.3 Number of children in the barangay NOT in school the last two SYs, depending
on data availability.
No. of Out-of-School
SY 2013-2014 SY 2014-2015 Children Attending Other
Age Forms of Learning in SY
2015-2016
Total Male Female Total Male Female Total Male Female
4
5 2 1 1
6
7 1 1
8 2 2
9
10
11
12
TOTAL 5 1 4
1.4 Projects/interventions implemented
Y
N If YES, please describe the
E
O mechanism/intervention used by the
S
school-community
June 11, 2018 xx

BANNAWAG I/S BEST PRACTICES & ACHIEVEMENTS S.Y. 2017- 2018 xvi
A. Does the school-community have a  Family mapping
mechanism to actively seek out children not  Education Summit
in school and give them access to education
(e.g. family
mapping, Community-Based
Management System, etc)?
B. Did the school use interventions in the  Education Summit
previous Sys to ensure that out-of-school  House to house visit during the
children have access to Early Registration Month
educate?
 Distance Education
 SPED Center
2. CHILDREN ENROLLED IN SCHOOL [SRC.1]
2.1 Enrolment for the last 3 SYs

SY Before Previous Previous SY 2014- Current SY: 2015-2016
SY 2013-2014 2015
Level
Kindergarten 53 30 23 60 35 25 59 35 22
Grade 1 53 22 31 48 20 28 55 22 28
Grade 2 54 27 27 50 21 29 54 23 27
Grade 3 55 33 32 58 26 32 47 30 36
Grade 4 45 23 22 40 20 20 41 24 20
Grade 5 57 30 27 49 27 22 50 20 28
Grade 6 55 30 25 50 28 22 54 32 28
TOTAL 375 188 187 355 177 178 360 186 174
Percent of 50.13 49.87 49.86 50.14 51.67 48.33
Total
Grade 7 74 37 37 100 54 46 92 47 45
Grade 8 80 53 27 88 35 43 94 53 41
Grade 9 65 35 30 69 39 35 71 36 35
Grade 10 65 29 36 67 36 36 80 53 27
June 11, 2018 xx

i
TOTAL 284 154 130 324 164 160 337 189 148
Percent of 54.23 45.77 50.62 49.38 56.08 43.92
Total
2.2 Number of children with disabilities by type of disability

No. of Type of Disability SY 2015
children
Disability: Disability: Disability: Disability: Disability:
Level with Disability:
Intellectual Visual Hearing Down Orthopedic Disability Disability
Autism
Disabilities Disability Impaired Impaired Syndrome Handicapped
Kindergarten
Grade 1
Grade 2 2 1
Grade 3
Grade 4 1
Grade 5 1
Grade 6 1
CSEN
TOTAL 6 2 4
Percent of 33.33 66.66
Total
Grade 7 1
Grade 8
Grade 9
Grade 10 1
TOTAL 2 2
Percent of 100
Total
June 11, 2018 xx

ii
2.3 Other Data
Level No. of Over-aged No. of IP No. of Muslim No. of 4ps Learners

Learners Learners Learners Recipients
Kindergarten
Grade 1 1 1 1
Grade 2 1 1 13
Grade 3 1 0 0 12
Grade 4
Grade 5
Grade 6
CSEN
TOTAL
Grade 7
Grade 8
Grade 9
Grade 10
TOTAL
June 11, 2018 xx

BANNAWAG I/S BEST PRACTICES & ACHIEVEMENTS S.Y. 2017- 2018 xix
III. SITUATION OF CHILDREN/LEARNERS: ACCESS - ATTENDANCE
AND RETENTION
Instruction: Please input required data/information in unshaded cells. Fill-in only the grade levels
that are applicable to your school.
3. ATTENDANCE
3.1 Number of children regularly attending classes (at least 90% attendance) for
the last three SYs.
SY Before Previous SY Previous SY 2014- Current SY: 2015-2016

Level 2013-2014 2015
Kindergarten 53 30 23 60 35 25 59 35 22
Grade 1 53 22 31 48 20 28 55 22 28
Grade 2 54 27 27 50 21 29 54 23 27
Grade 3 55 33 32 58 26 32 47 30 36
Grade 4 45 23 22 40 20 20 41 24 20
Grade 5 57 30 27 49 27 22 50 20 28
Grade 6 55 30 25 50 28 22 54 32 28
TOTAL 375 188 187 355 177 178 360 186 174
Percent of 50.13 49.87 49.86 50.14 51.67 48.33
Total
Grade 7 74 37 37 100 54 46 92 47 45
Grade 8 80 53 27 88 35 43 94 53 41
Grade 9 65 35 30 69 39 35 71 36 35
Grade 10 65 29 36 67 36 36 80 53 27
TOTAL 284 154 130 324 164 160 337 189 148
Percent of 54.23 45.77 50.62 49.38 56.08 43.92
Total
June 11, 2018 xl

3.2 Percentage of children regularly attending classes (at least 90% attendance) for
the last three SYs.
SY Before Previous
Level SY 2013-2014 Previous SY 2014-2015 Current SY:2015-2016
Kindergarten 92 88 95 92 84 100 100 100 100

Grade 1 99 100 93 97.5 95 100 100 100 100
Grade 2 100 100 100 89 78 100 100 100 100
Grade 3 100 100 100 94 88 100 100 100 100
Grade 4 100 100 100 93 100 87 100 100 100
Grade 5 100 100 100 100 100 100 100 100 100
Grade 6 100 100 100 100 100 100 100 100 100
OVERALL 98.25 97.625 98.5 95.69 93.125 94.125 100 100 100
Grade 7 97 97 97 97 98 96 100 100 100
Grade 8 100 100 100 98 98 98 99 99 99
Grade 9 100 100 100 99 100 98 97 98 96
Grade 10 98 98 98 97 97 97 98 98 98
No. of children regularly attending classes divided by the total enrolment x 100.
June 11, 2018 xli

3.3 In the previous SY, how many children were frequently absent (below 90%
attendance) and how many of them were recipients of the Conditional Cash Transfer
Program (Pantawid Pamilya) of DSWD?
Total Enrollment Number of children who were Number of frequently absent students
Level in Previous frequently absent that were recipients of Pantawid
SY 2013-2014 Pamilya
Grade 1 4 2 2 0 0 0
Grade 2 4 2 2 2 1 1
Grade 3 8 3 5
Grade 4 7 3 4
Grade 5 2 0 2
Grade 6
CSEN
TOTAL 29 16 13 3 2 1
Percent of 2.99% 1.65% 1.34% .31% .21% .10%
Total
Grade 7
Grade 8
Grade 9
Grade 10
TOTAL
Percent of
Total
3.4 What were the reasons why children were frequently absent in the previous SY?
June 11, 2018 xli

Please indicate number of children who are frequently absent according to reasons.
Level Total No. of Number of children who are frequently absent according to reasons (Previous SY)
Children who
were frequently Financial Health and Child Distance of Affected Affected Other
Absent in Matters Nutrition Labor School by by Reasons
Previous SY from Disaster Conflict
Home
Kindergarten 2 1 1
Grade 1 6 3 2 1
Grade 2 4 2 1 1
Grade 3 9 2 2 3 1 1
Grade 4 9 3 4 1 1
Grade 5 2 1 1
Grade 6 0
TOTAL 32 11 11 6 2 2
Grade 7 4 1 2 1
Grade 8 8 2 1 3 1 1
Grade 9 4 1 2 1
Grade 10 4 1 2 1
TOTAL 20 3 2 1 9 2 2 1
School Project Teams are encouraged to conduct interviews or focus on group discussions with
parent/guardians/community members to probe deeper on reasons cited.
3.5 Projects/interventions implemented to address needs of Number of Children Covered

children who are frequently absent. ES/JHS
Home visitations 32/20
Parent Conference 32/20
4. DROPOUT [SRC.7)
4.1 Number of dropouts for the last three SYs.

SY Before Previous SY Previous SY 204-2015 Current SY:2015-2016
Level 2013-2014
June 11, 2018 xli

Kindergarten 0 0 0 0 0 0 0 0
Grade 1 5 1 4 0 0 0 0 0
Grade 2 1 0 1 0 0 0 0 0
Grade 3 5 2 3 0 0 0 0 0
Grade 4 0 0 0 0 0 0 0 0
Grade 5 1 0 1 2 1 1 0 0 0
Grade 6 2 1 1 1 0 1 0 0 0
TOTAL 14 4 10 3 1 2 0 0 0
Grade 7 2 1 1 2 1 1 0 0 0
Grade 8 3 2 1 3 3 0 0 0 0
Grade 9 5 1 4 2 0 2 0 0 0
Grade 10 2 0 2 1 1 0 0 0 0
TOTAL 12 4 8 8 5 3 0 0 0
4.2 Dropout rates for the last three SYs.
SY Before Previous SY Previous SY 2014- Current SY: 2015-2016

Level 2013-2014 2015
Kindergarten 0 0 0 .21 .21 0 0 0 0
Grade 1 .52 .10 .42 .31 .21 .10 0 0 0
Grade 2 .10 0 .10 .20 .10 .10 0 0 0
Grade 3 .52 .21 .31 0 0 0 0 0 0
Grade 4 0 0 0 .10 0 .10 0 0 0
Grade 5 .10 0 .10 .20 .10 .10 0 0 0
Grade 6 .20 .10 .10 0 0 0 0 0 0
OVERALL 1.44 .41 1.03 1.02 .62 .4 0 0 0
Grade 7
Grade 8
Grade 9
Grade 10
June 11, 2018 xli

4.3 Number of dropouts by cause
Total No. of
Level Dropouts Number of Dropouts by Cause SY 2015
SY 2015
Cause: Cause: Cause Cause Cause
Sickness Poverty
Kindergarten 2 1 1
Grade 1 3 2 1
Grade 2 2 1 1
Grade 3 0 0 0
Grade 4 1 1
Grade 5 2 1 1
Grade 6 0 0 0
TOTAL 10 6 4
Percent of Total 1.05 .63 .42
Grade 7
Grade 8
Grade 9
Grade 10
4.4 Projects/interventions implemented for children at risk of dropping out.

If YES, please describe the
4.4 A Does the school have mechanisms
YES NO mechanisms used by the
to:
school
-track attendance and identify children at SF 1
risk of dropping out and falling and
design remedies
-anticipate and minimize disruptions of Handling Saturday Class
classes especially with respect to
June 11, 2018 xlv

emergencies (disaster and conflict)?
-track teachers’ attendance and ways of Logbook
ensuring their regular presence based on
CSC policy?
4.4 B What are the interventions implemented for children at Number of Children
risk of dropping out? Covered
Home visitations, parent-teacher conversation/ dialogue All children at risk of
dropping out
IV. SITUATION OF CHILDREN / LEARNERS: QUALITY

Instruction: Please input required data/information in unshaded cells. Fill-in only the grade
levels that are applicable to your school
5. PROMOTION/GRADUATION RATES [SRC.8.]
5.1 Number of promoted learners/graduates by grade levels, for the last three SYs.
SY Before Previous SY Previous SY 2014- Current SY:2015-2016
Level 2013-2014 2015
Grade 1 138 73 65 129 77 52
Grade 2 138 71 67 129 71 58
Grade 3 163 79 84 156 81 75
Grade 4 133 69 64 166 88 78
Grade 5 152 76 76 138 70 68
Grade 6 140 64 76 153 75 78
June 11, 2018 xlv

TOTAL 936 469 467 953 508 445
Grade 7
Grade 8
Grade 9
Grade 10
5.2 Promotion/graduation rates for the last three SYs.

SY Before Previous SY Previous SY 2014-2015 Current SY:2015-2016
Level 2013-2014
Kindergarten 100 100 100 100 100 100
Grade 1 96.22 98.6 93.84 98.415 98.72 98.11
Grade 2 99.25 100 98.5 97.635 98.61 96.66
Grade 3 98.21 100 96.42 100 100 100
Grade 4 100 100 100 100 100 100
Grade 5 98.68 98.68 98.68 100 100 100
Grade 6 98.555 98.43 98.68 100 100 100
TOTAL 98.702 99.387 98.017 99.436 99.619 99.253
Grade 7
Grade 8
Grade 9
Grade 10
Promotion rate: no. of promoted learners divided by the total enrollment x 100.
Graduation rate: no. of gradates divided by the total enrollment x 100.
6. MEAN PERCENTAGE SCORES (based on National Achievement Test for

Grades 3 and 6) [SRC.9.]
June 11, 2018 xlv

6.1 Mean Percentage Scores of NAT Grade 3 and 6, per subject for the last three
SYs.
Level SY Before Previous SY: 2012-2013
English Filipino Math Science Hekasi
Grade 6 67.18 53.13 52.12 54.14 65.84
SY Before Previous SY: 2013-2014
Level English Filipino Math Science Hekasi
Grade 6 63.72 78.87 71.28 59.91 53.31
SY Before Previous SY: 2014-2015
Level English Filipino Math Science Hekasi
Grade 6 74.51 70 73.65 68.88 77.74
6.2 Projects/interventions implemented to improve basic competencies of learners.

 Multiplication Snap: An Innovation- design for Grade Three Emerald learners of
Diffun Central School who could hardly understand their multiplication table.
 Can Game: An Innovation - is literally a can that contains CVC, CVCC, CCVC,
CVCe words
 KiCS (Kids Cursive Script) is designed for Grade Three SPED GT learners which
aim to produce legible handwriting that will enable these kids to experience writing
cursive script nicely.
 WISC (Write Ideally, Spell Correctly) to improve the spelling ability of the Grade
Three SPED GT learners of Diffun Central School for School Year 2015-2106
7. LITERACY LEVEL [SRC.10.]

7.1 Number of learners who are in the frustration, instructional, and independent
levels for the current SY (ENGLISH)
Frustration Level Instructional Level Independent Level
Level
Pre-Test Results
Grade 1 118 67 51 13 9 4 0 0 0
Grade 2 50 37 13 72 43 29 19 8 11
Grade 3 43 23 20 59 38 21 25 12 13
Grade 4 41 27 14 74 37 37 37 13 24
Grade 5 83 39 44 85 43 42 9 9 0
Grade 6 24 14 10 74 36 38 39 20 19
June 11, 2018 xlv

BANNAWAG I/S BEST PRACTICES & ACHIEVEMENTS S.Y. 2017- 2018 iii
Grade 7
Grade 8
Grade 9
Grade 10
Based on Phil-IRI pre-test results
7.2 Number of learners who are in the frustration, instructional, and independent
levels for the current SY (FILIPINO)
Frustration Level Instructional Level Independent Level
Level
Pre-Test Results
Grade 1 112 65 47 19 11 8 0 0 0
Grade 2 50 37 13 70 41 29 21 10 11
Grade 3 21 11 10 59 38 21 47 24 23
Grade 4 21 17 4 74 37 37 57 23 34
Grade 5 67 31 36 82 13 39 28 17 17
Grade 6 24 14 10 54 26 28 59 30 29
Grade 7
Grade 8
Grade 9
Grade 10
7.3 Projects/ interventions implemented to improve reading skills of children.

 Can Game: An Innovation - is literally a can that contains CVC, CVCC, CCVC,
CVCe words.
8. AWARDS/RECOGNITIONS (TOP 30) [SRC.6.]

List down the awards/recognitions received by the school, the school head, teachers, and
students.
Category of Title Year Award-Giving Body
Awards District Division Regional National International
Pupils Nutrition Jingle 1st 5th
Contest 2015
Jingle Contest 1st 1st 4th
June 11, 2018 xli

on DRRM 2015
Science Skills 1st 2nd
Olympics 2015
Essay Writing 1st 1st
Contest 2015
(English)
Essay Writing 3rd 3rd
Contest (Iloko) 2015
Tugsayawit 2015 1st 1st
Robotics 2015 1st 3rd

Search for G. at 2015 1st
Bb. Kalikasan
PISAY Quiz 2015 2nd
Show
Science Quiz- 2015 1st 2nd
Science Camp
Photojournalism 2015 3rd
Copy Reading 2015 1st
and Headline
Writing
Collaborative 2015 1st
Publishing-
Filipino
Sports Writing 2015 3rd
News Writing 2015 7th

Editorial 2015 6th
Cartooning
Science News 2015 2nd
Teacher Outstanding 2015
Master
Teacher -
Elementary
Level (Elisa S.
Marcelino)
Outstanding 2015
SPET Teacher
-Elementary
Level (Marivic
S. Aliga)
Preparation of 2015 1st 3rd
SIM in Science
(Lorna M.
Deocaris &
June 11, 2018 l

Welita I.
Garcia)
School Gulayan sa 2015 1st 1st 1st
Paaralan
Brigada 2015 1st 1st 2nd
Eskwela Runner
Up
Science 2015 1st 3rd
Garden
Eco-Friendly 2015 1st 1st
School
June 11, 2018 li


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Republic of the Philippines

BANNAWAG INTEGRATED SCHOOL

ORLANDO E. MANUEL, Ph. D., CESO VI

Very truly yours,

ERLITO B. MADRIAGA, Ph. D.

June 11, 2018 i

BANNAWAG INTEGRATED SCHOOL

I. DepEd Vision, Mission, Core Values Statement

II. School’s Current Situation

A. BIS Historical Background

III. Planning Worksheet

IV. Monitoring and Evaluation

June 11, 2018 ii

ERLITO B. MADRIAGA, Ph. D. KELVIN A. OSTONAL

NAPOLEON N. COSTALES CHRISTIAN M.BENITO

GREGORIO DE CASTRO CRISOSTOMO M. YARCIA

WENILA L.MIRERA, LL.B MARY JANE L. DELA CRUZ

EDUARDO C. ESCORPISO, JR., Ed. D., CESE

ORLANDO E. MANUEL, Ph. D., CESO VI

June 11, 2018 iii

June 11, 2018 iv

The English and Filipino mentors composed the pool of lecturers

June 11, 2018 v

Another best practice that supported and enhanced the project

Project WATCH was facilitated by BIS head teacher, Mary Jane L.

Participants shared their knowledge and observations on the roots and

June 11, 2018 vi

The principal imposed that teachers play an important role in helping

June 11, 2018 vii

Access to up-to-date information related to the management and

June 11, 2018 vii

Distributed leadership, where school head enhance the knowledge and

This categorical partnership with the stakeholders from private and

Teachers facilitate learning and constantly nurture every

June 11, 2018 xi

June 11, 2018 xii

June 11, 2018 xii

June 11, 2018 xiv

June 11, 2018 xv

History of Bannawag Sur, Diffun, Quirino

June 11, 2018 xvi

June 11, 2018 xvi

Today Bannawag Sur, Diffun, Quirino is a part of Quirino Province by virtue of a

Whenever anyone sees a native “patupat”, vinegar from sugarcane which is

I. SCHOOL PROFILE / DATA

June 11, 2018 xvi

A.3 Incidence of crimes and other human-included hazards

A.3.2 What are the 3 most frequent crimes/human-induced hazards?

A.4 Incidence of natural hazards

A.4.2 What are the 3 most frequent natural hazards?

June 11, 2018 xix

June 11, 2018 xx

B.2 Water, Sanitation and Hygiene (WASH) Facilities

B.2.2 Handwashing. Is there space for handwashing?

MALE (JHS) FEMALE

B.2.4 Toilet Bowls

MALE (JHS) FEMALE

Grade Level Enrolment

June 11, 2018 xxi

Grade 2 53 26 1:.70 26 26 26 1:01

Grade 3 49 23 1:01 28 1:01 25 1:01 16 1:.69

Grade 4 33 25 1:01 29 1:.96 30 1:01 0

Grade 5 52 28 1:01 33 1:01 25 1:.83 22 1:.73