PowerPoint Presentation

NEREO R. JOAQUIN NATIONAL HIGH SCHOOL.

[Audio] Welcome to Nereo R. Joaquin National High School (NRJNHS), a growing learning institution in Barangay Seis, Biñan City, Laguna. Since its establishment in School Year 2024–2025, the school has remained committed to providing quality, inclusive, and values-driven education. Through its School Improvement Plan (SIP) 2026–2028, NRJNHS strives to enhance learning outcomes, strengthen character formation, promote safety and resilience, and build strong partnerships with stakeholders. Together, we shape responsible, resilient, and future-ready learners..

I. Introduction I.A. Situation and Challenges in the Community Nereo R. Joaquin National High School is a public Junior High School located at St. Rose Village II, Brgy. Casile, Biñan, Laguna. The school catered to most of the students from nearby barangays with a total of 1,117 enrollees for the previous school year 2024–2025. Currently, NRJNHS has forty-five (45) faculty members, six (6) Head Teachers, three (3) Non-Teaching Staff, four (4) JO and LSB Staff, and one (1) School Principal. One of the most pressing issues in the community is economic hardship, with many families relying on irregular or low-income livelihoods such as fishing, construction, and small-scale vending. This often results in learners experiencing financial difficulties that affect attendance, participation, and completion of school requirements. Moreover, limited access to digital devices and stable internet connectivity continues to hinder students’ engagement in technology-integrated learning, especially for those residing in remote areas. In response to the growing academic gaps brought about by these socio-economic constraints, NRJNHS implements the ARAL (Academic Recovery and Accessible Learning) Program, one of the flagship initiatives of the Department of Education designed to support learners who are at risk of failing or lagging behind in their academic performance. Through ARAL, the school provides targeted remediation, peer-assisted learning sessions, and teacher-guided interventions that aim to strengthen foundational skills, improve study habits, and restore learners’ confidence in their academic abilities. This program serves as a vital intervention to ensure that no learner is left behind despite the learning disruptions and challenges posed by their circumstances. The school also contends with environmental vulnerabilities, as it is located in a typhoon-prone region and near a flood-prone area. These hazards not only pose risks to student safety but also disrupt school operations and damage facilities during calamities. In addition, there is a need for improved disaster risk reduction education and preparedness among learners, parents, and school personnel. Social issues, such as increasing cases of teenage pregnancy, peer conflicts, and absenteeism due to mental health concerns, have also emerged as barriers to effective learning. These are compounded by limited access to counseling and psychosocial support services. Furthermore, values formation among students has been identified as a growing concern, calling for intensified character development programs and stronger collaboration with parents and community stakeholders. Infrastructure-wise, the school faces challenges related to aging facilities, insufficient learning spaces, and sanitation facilities, particularly in the main campus. These physical limitations hinder the full implementation of learner-centered and inclusive pedagogies. Despite these challenges, NRJNHS remains committed to fostering a nurturing and resilient learning environment. The school sees these difficulties not as setbacks but as opportunities for growth, innovation, and deeper community engagement. The School Improvement Plan for 2025–2028 aims to address these issues through strategic programs that promote:.

Academic Excellence through initiatives such as the ARAL Program, strengthened reading and numeracy interventions, and enhanced teacher capacity-building; Learner Well-Being by providing psychosocial support, guidance services, and health and nutrition programs; Disaster Resilience through school-based DRRM initiatives and community partnerships; Values Education via projects that strengthen character formation and collaboration with parents; and Stakeholder Collaboration to build stronger school-community linkages for sustainable development. Through these efforts, NRJNHS envisions producing learners who are not only academically competent but also values-oriented, resilient, and prepared to contribute meaningfully to their families and communities. I.B. School Background School Facilities NRJNHS consists of Main and Annex buildings. The main building has 6 classrooms for grade 9 and 8 for grade 10 while the annex building has 8 classrooms each for grades 7 and 8..

NRJNHS has a Principal's Office, Head Teachers' Office, Registrar, and School. Canteen. Other facilities such as Speech Laboratory, Science Laboratory, Math Laboratory, Library, are in the main building. The two buildings have the same hand wash area. School Personnel.

By 2026 the school is aiming to increase the number of stakeholders that will support and contribute to school needs to achieve both learning to our students. School Head Profile.

KEY MAJOR CHALLENGE IMMEDIATE CHALLENGES 1 Low learner engagement and motivation due to limited holistic programs in sports, arts, and wellness, affecting enrollment and retention in Junior High School. 1 Low participation of learners in existing school activities due to lack of interest or limited variety of engaging programs. 2 Insufficient resources and materials for sports, arts, and wellness activities, limiting effective implementation. 3 Limited opportunities for regular and inclusive student engagement activities, reducing learners’ sense of belonging and motivation to stay in school..

II.A.3. Health, Nutrition, Water Sanitation, and Hygiene.

KEY MAJOR CHALLENGE IMMEDIATE CHALLENGES 1 Limited English proficiency foundations among learners, particularly in reading comprehension, vocabulary, and grammar, resulting in difficulty understanding higher-order test questions in the NAT. 1 Learners have difficulty understanding NAT–English test questions and passages due to weak reading comprehension, vocabulary, and grammar skills. 2 Many learners struggle with higher- order and inferential items, resulting in low accuracy in NAT–English. 3 Low confidence and limited exposure to structured English practice negatively affect learners’ test performance..

mathematical questions, particularly word problems. 3 Learners struggle with higher-order and multi-step problem-solving tasks, resulting in low NAT–Math proficiency levels..

KEY MAJOR CHALLENGE IMMEDIATE CHALLENGES Low learner proficiency in Filipino reading comprehension and critical thinking skills, which affects their ability to analyze and interpret texts in the NAT. 1 Limited vocabulary and reading comprehension skills among learners, making it difficult for them to understand and interpret Filipino texts. 2 Difficulty in analyzing, synthesizing, and drawing conclusions from reading materials, which are essential skills required in NAT questions. 3 Insufficient practice in higher-order thinking activities in Filipino classes, resulting in learners’ limited ability to evaluate and interpret complex texts..

Action Research Participation Rate: Teachers Value: 0% (2025) Target: 10% (2025) | Trend: ▲ Insight: The Action Research Participation Rate of teachers shows a steady increase from 0% in 2022 to 9% in 2025, nearly meeting the 10% target. This improvement indicates growing teacher engagement in research activities through Project IRIS, particularly SLAC sessions and mentoring on action research. Continued support and capacity-building are expected to further increase teacher participation in evidence-based instructional practices..

preparedness and emergency procedures. 3. Lack of regular capacity-building activities and refresher trainings for school personnel and DRRM teams. 2. Low Stakeholder Participation and Awareness 1. Low attendance of parents and community members during DRRM-related seminars and activities. 2. Limited involvement of stakeholders in disaster preparedness planning and implementation. 3. Inadequate dissemination of DRRM information, resulting in low awareness of disaster risks and safety protocols. 3. Need for Strengthened Mental Health and Psychosocial Support 1. Limited number of trained personnel capable of providing Psychological First Aid and psychosocial support. 2. Lack of structured psychosocial intervention activities following emergencies and stressful events. 3. Insufficient awareness among learners and parents regarding available mental health and psychosocial support services..

3. Lack of a systematic approach to identifying, engaging, and sustaining potential partners and donors. 3. Limited Innovation and Research Culture 1. Limited skills of teachers in identifying research problems and developing action research proposals. 2. Low participation of teachers in conducting and presenting action research due to workload and lack of confidence. 3. Insufficient mentoring, training, and technical assistance on educational research and innovation initiatives..

Project (IGP) for beneficiary students and their families to help subsidize school-related expenses. 1.5. A measurable reduction in the school’s dropout rate and a steady increase in daily attendance metrics, ensuring the successful progression and Grade 10 completion of all beneficiaries. 2. Strengthen school health and nutrition programs by sustaining the School Feeding Program through Project TALUBO (Transforming Agriculture, Livelihoods, and Urban-Based Opportunities) to provide fresh vegetables and fish to learners, improving their nutrition, health, and readiness to attend school regularly in support of the programs of the Department of Education. 100% of target beneficiaries are regularly provided with fresh, locally sourced vegetables and fish to supplement their daily nutritional requirements. A measurable percentage of wasted and severely wasted learners rehabilitated to normal nutritional status by the end of each implementation cycle. A significant reduction in health-related chronic absenteeism and a visible increase in learners' physical readiness to participate in daily classes. Established institutionalized integration between school-based agricultural initiatives (e.g., Gulayan sa Paaralan) and feeding program operations to maintain a sustainable supply chain for the project. 3. Strengthen learner engagement and retention by implementing Project HEART (Holistic Education through ART, Recreation, and Thriving Wellness), expanding inclusive and regular sports, arts, and wellness programs, improving access to resources, and fostering a positive and supportive school environment that promotes learners' physical, social, and emotional well-being. 100% of learners are provided with diversified, regular non-academic development tracks to maximize student interest, resulting in higher retention rates and minimized dropouts. Structured sports clinics, creative arts workshops, and school-wide wellness routines established and scheduled across all grade levels throughout the school year..

Measurable improvement in student access to essential materials (e.g., sports equipment, art supplies, physical recreation tools) through systematic school procurement and active stakeholder collaboration. A visibly positive and inclusive school environment documented through elevated student participation in school-wide activities and balanced development of learners' physical, social, and emotional wellness..

designated guidance advocate intervention. 1.4. Full institutional compliance with DepEd Child Protection Policy mandates through the active mobilization of the School Child Protection Committee (CPC) and systematic logging of cases for prompt remediation. 2. Promote educational equity and improve learning outcomes among ARAL learners through Project SAGIP-ARAL by mobilizing community support, conducting outreach activities, and providing learning resources and assistance.. Increased participation and engagement of ARAL learners in school activities. Provision of learning materials and educational assistance to identified learners. Strengthened partnerships with community stakeholders and donors. Improved academic performance and learning progress of ARAL learners. Reduced number of learners at risk of poor academic achievement..

Numera cy. Learning Area: FILIPINO. INDICATORS Baselin e Projection 2024- 2025 2025- 2026 2026- 2027 2027- 2028 At Grade Level (Highly Proficient) 18% 23% 28% 35% Transitioning (Proficient) 24% 27% 30% 32% Developing (Nearly Proficient) 28% 26% 23% 20% Emerging (Low Proficient) 29% 23% 18% 12% Emerging (Not Proficient) 0.18% 0.10 0.05% 0%.

with gradual improvements in higher proficiency levels and corresponding declines in the number of students in the lower proficiency categories. In the At Grade Level (Highly Proficient) category, the number of students is expected to increase steadily from 18% in 2024–2025 to 33% by 2027–2028, indicating targeted interventions are likely yielding results. Similarly, the Transitioning (Proficient) group shows consistent growth, increasing from 17% to 29% over the same period. The Developing (Nearly Proficient) category also reflects a positive trajectory, growing from 24% to 20%, suggesting a shift of students from lower to higher proficiency levels. Conversely, the Emerging (Low Proficient) group shows a consistent decrease, from 34% in 2024–2025 to 15% by 2027–2028. This downward trend suggests that a significant number of students are improving and moving to higher proficiency levels each year. The most notable decline is in the Emerging (Not Proficient) group, dropping from 6% to 0% over the four-year period, which reflects a positive development in addressing the needs of the most challenged learners. This data suggests that with continued implementation of appropriate instructional strategies, remediation programs, and sustained support for English language development, more students are expected to achieve higher proficiency levels over time, thereby improving overall language proficiency in the school. Learning Area: MATHEMATICS.

Learning Area: SCIENCE. INDICATORS Baselin e Projection 2024- 2025 2025- 2026 2026- 2027 2027- 2028 At Grade Level (Highly Proficient) 21% 25% 30% 35% Transitioning (Proficient) 27% 30% 33% 37% Developing (Nearly Proficient) 27% 24% 20% 16% Emerging (Low Proficient) 24% 20% 16% 12% Emerging (Not Proficient) 1% 1% 1% 0%.

eliminate the Not Proficient tier to 0.0%. This deliberate upward migration will successfully expand the upper tiers, pushing the Proficient band to 37% and the Highly Proficient student population to 35%. Learning Area: EDUKASYON SA PAGPAPAKATAO.

in the lower cohorts, consisting of 26% Developing (Nearly Proficient), 24% Emerging (Low Proficient), and a minimal 0.09% Emerging (Not Proficient) learners. To maximize practical mastery, the three-year projection outlines a steady upward migration driven by enhanced performance-based learning. By the 2027–2028 school year, the Developing tier is expected to contract to 15%, the Low Proficient cohort will drop to 10%, and the Not Proficient tier will be eliminated to 0.00%. This deliberate contraction successfully expands the upper brackets, raising the Proficient band to 35% and establishing the Highly Proficient student population as the leading standard at 40%. Learning Area: MAPEH.

(Achieving a learning community where Students, Parents and other stakeholders work together in Igniting literacy among learners; making them Ready and Engage to face the world of global competitiveness) to improve performance in higher-order NAT-English competencies. Active mobilization of a learning community where parents, teachers, and barangay/local stakeholders sign commitment partnerships and actively participate in home-and-school reading tracking initiatives. Regular administration of diagnostic assessments and contextualized learning materials that bridge foundational reading with higher-order NAT competencies, preparing learners for global academic standards. 100% of English language teachers utilize quarterly learning gap data to deliver differentiated instruction that addresses both literacy recovery and advanced academic proficiency. A measurable and sustained increase in the school’s Mean Percentage Score (MPS) in the National Achievement Test (NAT) for English across all participating grade levels. 2. Strengthen learners’ foundational numeracy skills and mathematical comprehension through differentiated, data-driven instruction, aligned assessments, and enhanced problem-solving strategies under Project GABAY (Give, Assist, Build, Assess, Yield) to improve performance in higher-order NAT-Mathematics competencies. 100% of non-numerate and struggling learners are early-spotted and profiled through screening. Implementation of functional peer-tutoring networks and dedicated, rewarding mathematical remediation setups (such as Friday Funday and Project MERRY) to safely close foundational learning gaps. Increased student engagement and mastery of core numeracy domains through high-interest, gamified learning mechanics, interactive Math Camps, and co-curricular subject showcases..

Advanced-track students are systematically trained for competitive Math Olympiads. School-wide mobilization of the STEP framework using Khan Academy to deliver personalized, data-driven practice paths that yield higher standardized test results (NAT). 100% of Math teachers are upskilled in modern instructional tech via SLACs and the Khan Academy seminar. 3. Enhance learners' Science proficiency through Joaquinians SPARK by providing data-driven interventions, experiential learning opportunities, and participation in science-related enrichment activities and competitions. Completed diagnostic assessment reports and learner performance profiles in Science. Conducted remediation and enrichment sessions with attendance and accomplishment records. Developed and utilized inquiry-based and hands-on Science learning materials and activity sheets. Increased learner participation in Science fairs, science camps, and academic competitions. Portfolio of student science investigatory projects, experiments, and research outputs. Monitoring and evaluation reports on Science intervention programs and learner progress. 4. Strengthen learners’ Filipino reading comprehension and critical thinking skills through the implementation of Project BASA (Buhayin ang Sigla sa Asignaturang Filipino), which includes diagnostic assessments, targeted remediation through PDP (Pagbasa Dala’y Pag-asa), teacher capacity-building through Diagnostic assessments administered and analyzed. PDP remediation sessions conducted. Teacher seminars and SLAC sessions implemented. Reading intervention materials developed and utilized..

seminars and SLAC, and learner engagement activities such as the Filipino Club and Buwan ng Wika to improve NAT proficiency. Filipino Club activities and Buwan ng Wika celebrations conducted. Learner progress monitoring reports completed. Increased participation in Filipino-related activities. 5. Strengthen learners’ critical thinking and NAT readiness in Araling Panlipunan through Project MATAGBAYAN by providing opportunities to analyze, evaluate, and interpret historical events. Activities include Learning Action Cells for teachers, History Month and UN Month celebrations, and training students for cooperative quizzes and the Division Festival of Talents. These initiatives develop deeper understanding and skills aligned with NAT-type questions. Conducted Learning Action Cell (LAC) sessions on effective AP teaching strategies and critical thinking development. Implemented History Month and United Nations Month activities promoting historical awareness and global citizenship. Trained and prepared learners for cooperative quizzes and the Division Festival of Talents. Developed learning materials and enrichment activities aligned with NAT competencies. Increased learner participation in AP-related academic competitions and activities. Monitoring reports and assessment results documenting learners’ progress in critical thinking and historical analysis skills. 6. Strengthen the quality of Technical-Vocational Education through Project TLE 360 by enhancing teacher competencies, modernizing learning facilities, integrating real-world and skills-based learning experiences, and providing learners with opportunities to develop technical expertise, innovation, entrepreneurship, and lifelong skills necessary for academic success, employment, and responsible citizenship. Enhanced teacher competence in delivering relevant and industry-responsive TLE instruction. Improved TLE learning facilities, equipment, and instructional resources. Increased learner participation and achievement in skills development programs, competitions, and hands-on learning activity.

6.4. Strengthened entrepreneurial, technical, and life skills among learners through practical and community-based projects. 5.5. Improved quality of TLE instruction and learner readiness for higher education, employment, and entrepreneurship. 7. Strengthen the culture of research and innovation through Project IRIS (Institutionalizing Research In School) by enhancing teachers' competencies in action research, promoting evidence-based decision-making, and supporting the development of research initiatives that improve teaching practices, learner outcomes, and overall school performance. Enhanced teacher competence in conducting and writing action research. Increased number of teachers engaged in research-related professional development activities. Developed quality action research proposals and completed research studies. Strengthened use of research findings in improving classroom instruction and school programs. Established a sustainable research culture that supports continuous school improvement and innovation..

difficulties, thereby addressing the foundational needs in mother tongue and second language proficiency. In Araling Panlipunan, the school launched Project MATAGBAYAN (Matatag na Bayanihan), which addresses the decline in learner engagement, civic awareness, and critical thinking. This strategy strengthens patriotism and civic responsibility by incorporating modern and relevant educational methods, encouraging learners to become informed and active contributors to nation-building. Through activities focused on social studies, the project fosters a deeper understanding of Filipino identity and democratic participation. For the Science area, Project SPARK (Shaping Pathways for Academic Resilience in Science Knowledge) directly responds to the observed gaps in scientific literacy and application. This strategy emphasizes academic rigor through enhanced test performance and engagement in scientific inquiry and experimentation. It promotes curiosity, investigation, and resilience among students in tackling real-world scientific problems. The TLE learning area benefits from Project TLE 360, which adopts a comprehensive reform in curriculum, teacher empowerment, and facility enhancement. This project supports the development of technical and vocational competencies, preparing students for career readiness through hands-on, project-based learning and interdisciplinary integration. It ensures that learners acquire relevant skills aligned with industry standards and community needs. Arts, MAPEH, and student wellness are holistically addressed through Project HEART (Holistic Education through ART, Recreation, and Thriving Wellness). The strategy nurtures student creativity, mental health, and physical well-being by providing access to arts, sports, and wellness programs. It contributes to the development of well-rounded learners who are emotionally resilient and actively engaged in school life. Finally, values education is anchored in Project PAGASA (PAgpapahalaga'y Gisingin At SAnayin), a school-wide initiative to embed Filipino values, moral conduct, and social responsibility in the school culture. The project strengthens character formation through various activities such as reflection sessions, community service, and values-based instruction. It also highlights the critical role of teachers, parents, and stakeholders in cultivating a values-driven community. Together, these quality strategies represent a systematic, needs-based approach to improving educational outcomes. They are designed not only to raise academic performance across all subject areas but also to develop holistic, value-oriented, and globally competent learners who are prepared to contribute meaningfully to society..

Learners aware of their rights in basic education 88% 91% 93% 96% Learners with improved health statistics 83% 86% 89% 92% Learners with physical fitness level 87% 90% 92% 95% Other Indicators.

2.3. 100% of reported child-at- risk or bullying incidents are immediately provided with Psychological First Aid (PFA) and designated guidance advocate intervention. 3. Expand holistic learner engagement, stress reduction, and recreational avenues through the operationalization of Project HEART (Holistic Education through ART, Recreation, and Thriving Wellness) to bridge non-academic developmental tracks, mitigate student anxiety, foster socio-emotional well-being, and decrease interest-driven school dropouts. School-wide institutionalization of regular sports clinics, cultural arts workshops, and scheduled wellness routines across all grade levels. Measurable improvement in student access to essential recreation materials, art supplies, and sports equipment through active stakeholder collaboration. Heightened learner retention rates driven by elevated student participation in non-academic growth tracks that nurture physical, social, and emotional wellness. 4. Enhance school health, nutrition, and food security frameworks through the sustainable execution of Project TALUBO (Transforming Agriculture, Livelihoods, and Urban-Based Opportunities) utilizing urban-based agricultural initiatives to eradicate student malnutrition and build long-term physiological resilience. Establishment of a fully functional, high-yield urban school garden (Gulayan sa Paaralan) maintained through school and community stakeholder partnerships. 100% of identified severely wasted or at-risk learners are integrated into a daily targeted school feeding program utilizing nutrient-rich, school-harvested produce. Reduction in health-related student absenteeism by systematically improving the physical wellness and nutritional baselines of vulnerable learners. 5. Promote learners' well-being, resilience, and positive values through Project PAGASA (Pagpapahalaga'y Gisingin at Sanayin) by implementing character formation, values education, and community engagement activities that develop Implemented values-centered school programs and campaigns that increased learner participation and engagement in character-building activities. Strengthened learners' practice of DepEd Core Values,.

responsible and socially conscious citizens. ethical behavior, and responsible citizenship through experiential and community-based activities. 5.3. Improved learners' well-being, resilience, social responsibility, and spiritual development through community service, recollections, and values-focused interventions. 6. Strengthen learner leadership, well-being, and civic engagement through Project UPLIFT (Unleash the Power of Student-Leaders Involvement Filled with Teamwork) by implementing comprehensive student development programs that promote positive values, healthy lifestyles, responsible decision-making, teamwork, and active participation in school and community activities. Increased participation of student leaders and learners in leadership, health, and community engagement programs. Improved awareness of adolescent reproductive health, drug prevention, and responsible decision-making among learners. Enhanced learner well-being, social responsibility, and positive behavior through school and community service activities. Strengthened collaboration between the school, youth organizations, and stakeholders in implementing learner development initiatives. Development of responsible, resilient, and values-oriented student leaders who contribute positively to the school and community..

program, representing approximate ly 7.47% of the total student population, while 89 females participated, representing about 8.01% female learners by strengtheni ng awareness campaigns and improving coordinatio n with parents and health partners. that health programs such as dewormin g, feeding, and immuniza tion reach a majority of students. fostering a healthier school community where preventive health measures are fully embraced and accessible to all learners regardless of gender. Availability and use of gender-segregated and clean restrooms for girls The annex campus has four clean, gender-segregated restrooms exclusively for female students. This setup promotes privacy, safety, and hygiene for girls, reflecting the school’s commitment to providing gender-responsive facilities. The target is to maintain the cleanliness of the existing restrooms and add at least one more female-exclusive toilet particularly in the main campus to better accommoda te student needs. The school plans to upgrade the current facilities by improving water supply, ventilatio n, and regular maintena nce systems. The goal is to ensure all female learners have safe, accessible, and well-maintained restrooms across both the main and annex campuses, promoting a more gender-responsive and learner-friendly school environmen t. Number or percentage of teachers who have completed Gender and Development (GAD) training or seminars A total of 43 out of 60 school personnel (or 71.67%) participated in the Gender and Development (GAD) training. The school aims to increase participatio n to 90%, by conducting in-house GAD training sessions and encouragin g the The school aims to achieve 100% GAD training coverage, ensuring that all teaching and non-teaching personnel The school will focus on sustainabili ty and capacity-building by conducting advanced GAD training and mentorship programs..

remaining untrained personnel to attend. have undergon e at least one gender sensitivity or GAD-related seminar..

Blue Ravens Basketball Club, Volleyball Team, and Billiards Club each had 10 committed members who regularly attended training and club activities. improved facilities. fitness, teamwork, and holistic student developmen t. Number of athletes qualified or awarded in district, division, or regional meets In SY 2024– 2025, NRJNHS proudly produced 65 award- winning student- athletes, with 62 recognized in the Division Meet and 3 earning awards in the Regional Meet. The school targets at least 70 athletes recognized in the Division Meet and 5 qualifiers for the Regional Meet through enhanced training and early talent identificatio n. The goal is to reach 75 division-level awards and 7 regional qualifiers, while aiming for at least 1 national-level qualifier. NRJNHS envisions consistent representati on in higher-level meets, with 80 athletes awarded in the division and 10 or more advancing to regional or national competition s—reflecting the school's commitmen t to athletic excellence. Number of Sports Equipment procured A total of 11 types of sports equipment were procured to support the school’s physical education and athletic programs. This initiative aims to The target is to acquire at least 5 additional types of equipment focusing on inclusive and non-traditional sports to encourage broader student The school aims to upgrade worn-out equipmen t and add team-based sports gear to support intramura ls and inter- The goal is to complete a full set of standard sports equipment for major physical education activities, ensuring all learners have access to safe, appropriate.

promote physical well-being, active student participation , and a healthier school environment . participatio n. school competitio ns. , and diverse tools for physical growth and developmen t..

ent, curricul um delivery, account ability, and resource manage ment..

non-teaching personnel have been promoted yet. The goal is to gradually increase the number of promoted individuals each year, reaching 12 promoted teachers and 3 promoted non-teaching personnel by SY 2027–2028. To achieve these targets, several strategies will be implemented. For teaching personnel, the school will conduct annual career development workshops to inform and guide teachers about the updated promotion processes, qualification standards, and documentary requirements. These sessions will be supplemented by structured mentoring programs, where experienced teachers will mentor junior colleagues to help them improve their competencies and readiness for higher roles. In addition, the school will provide regular review sessions on the Results-Based Performance Management System (RPMS) and the Individual Performance Commitment and Review Form (IPCRF). These will ensure that all teachers are aligned with performance standards necessary for promotion. Teachers will also be encouraged to participate in division, regional, and national trainings and seminars to gain additional points for their promotion requirements. A promotion tracker will be maintained to monitor eligible candidates and assist them in preparing and submitting their documents promptly. For non-teaching personnel, efforts will be focused on increasing awareness and readiness for promotion. Orientation programs on career pathing will be conducted to inform them of the available positions, qualification standards, and processes involved. The school will also encourage non-teaching staff to enroll in training programs offered by TESDA, CHED, and other recognized institutions to help them acquire the necessary skills and certifications. Furthermore, the performance appraisal system for non-teaching staff will be strengthened to provide regular feedback, set clear expectations, and support professional growth. Coordination with the Division Human Resource office will also be enhanced to ensure timely dissemination of vacancy announcements and assistance in application processes. The expected outputs from these strategies include the gradual annual increase in promoted personnel, development and implementation of individualized professional development plans, completion certificates from relevant training programs, and the submission of comprehensive promotion reports to the division office each year. Through these sustained efforts, the school aims not only to meet its promotion targets but also to foster a culture of excellence, motivation, and continuous professional development among all personnel. Learning Environment and Resources School Targets (2025-2028).

IV.C.2. Strategies and Outputs (2025-2028) Nereo R. Joaquin National High School recognizes a clear trend of declining student enrollment over the past three years, with projections confirming a continued decrease in student-classroom and student-teacher ratios—from 38:1 in SY 2024–2025 to 32:1 by SY 2027–2028. While these ratios suggest smaller class sizes and potentially more personalized instruction, they also raise concerns about resource optimization, sustainability of staffing, and school viability in the long term. In response, the school is implementing the following strategic measures and expected outputs: Enrollment Revitalization Strategy To address the downward trend in enrollment, the school will launch aggressive enrollment campaigns and community engagement efforts to attract and retain learners. Outputs: Launch of “Oplan Balik-Eskwela” drives in coordination with barangay and LGU officials. Development of promotional materials highlighting the school’s strengths (e.g., low class sizes, qualified teachers, special programs). Creation of a School Ambassadors program involving alumni and senior students to promote the school in feeder communities. Strengthening Academic Quality and Relevance With improved student-teacher ratios, the school will maximize opportunities for individualized instruction and enhancement of learning outcomes. Outputs: Introduction of student-centered learning approaches such as differentiated instruction, project-based learning, and peer tutoring. Continuous professional development for teachers focusing on strategies for smaller class instruction and inclusive education. Tracking and improvement of academic performance and learner satisfaction through periodic assessments and feedback mechanisms. Policy Advocacy and Strategic Alignment The school will provide accurate and timely data to the Schools Division Office to influence responsive policy-making and budget allocation. Outputs: Regular updating of school enrollment and facilities data through the Enhanced Basic Education Information System (EBEIS) and LIS. Participation in division planning activities and sharing of school-based best practices on resource management amid declining enrollment. Advocacy for additional support to attract and retain vulnerable learners. Conclusion While declining enrollment presents challenges, Nereo R. Joaquin National High School sees this as an opportunity to deliver more personalized, high-quality education. With strategic resource management and robust community engagement,.

the school aims to stabilize enrollment and continue providing learners with a nurturing and future-ready learning environment from 2025 to 2028. Data and Research Management School Targets (2025-2028).

result in six completed research projects and three BERF-approved studies by SY 2027–2028. School Physical Facilities and Equipment Repair and Maintenance (Needs, Resources, and Context) Infrastructure (2025-2028).

Library The school currently has only one laboratory at the main campus, highlighting the need for additional facilities and regular maintenance to support effective learning and ensure accessibility for all students. The school plans to enhance the existing library space and reading areas. The school will prepare for the establish ment of a second library at the annex campus. The annex library is targeted to be operational, improving accessibility and supporting student learning across both campuses. Administrative Offices NRJNHS has two administrati ve offices at the main campus and one at the annex campus. While functional, these offices require regular maintenance and equipment upgrades to ensure efficient school operations and a more conducive working environment for staff. The school plans to conduct basic repairs and maintenanc e to improve comfort and functionalit y The school targets upgrading office equipmen t and furniture to support more efficient administr ative work. The school envisions digitizing select administrat ive processes to streamline operations and improve service delivery. Toilet Facilities NRJNHS has 5 functional toilets for males, 5 for females, and 15 shared/com The school aims to repair the 6 non-functional communal toilets to The school will focus on regular maintena nce and upgrading The will focus on the regular upkeep, deep cleaning, and minor.

munal toilets, of which 6 are not functional. The school sees the repair of these non-functional toilets as a priority to ensure sanitation, promote hygiene, and meet the needs of the growing student population. ensure full usability. sanitation systems for better hygiene. refurbishme nts of all existing toilet facilities to ensure continued functionalit y and sanitation. Handwashing Facilities NRJNHS has two handwashin g facilities at the main campus, with only one functional, and one functional facility at the annex campus. There is a need for immediate repair and regular maintenance to ensure proper hygiene and support health-related practices in both campuses. The school targets the repair of the non-functional unit and the installation of an additional handwashi ng facility at the annex campus to improve access. Regular monitorin g and maintena nce will be prioritized to ensure all units remain functional . The school aims to strengthen hygiene promotion initiatives to reinforce proper handwashi ng habits among students. School Canteen NRJNHS has one school canteen at the The school efforts will focus on The school will implemen The school aims to strengthen.

main campus and one at the annex campus. While both are operational, the annex campus canteen requires improvement to better serve the students and ensure compliance with health and safety standards. repairing and upgrading basic facilities such as ventilation, seating, and cleanliness. t regular maintena nce and monitorin g to ensure complianc e with health standards . partnership s with stakeholder s to support further improveme nts and promote a safe, student-friendly eating environmen t..

evacuation routes to ensure the safety of students and staff during emergencies. Regular drills and inspections help maintain preparednes s. ensuring clear signage in all key areas. drills and training for students and staff to improve response times. with routine safety practices and ensure all evacuation routes are accessible and well-maintained. CCTV Cameras NRJNHS main campus has 10 CCTV cameras, with 2 currently non-functional. The annex campus has no CCTV cameras, highlighting the need to install cameras there to improve safety and security. The school aims to repair or replace the non-functional cameras at the main campus and begin installing CCTV cameras in key areas of the annex campus. The focus will be on expanding coverage and ensuring all cameras are operation al. The school targets to maintain a fully functional CCTV system in both campuses to ensure safety and security. Fencing and Gates NRJNHS has fencing and gates at the main campus, but the annex campus lacks perimeter fencing, posing safety and security concerns. Installing fences in the annex campus is a The school aims to initiate the installation of fences in priority areas of the annex campus. The school efforts will focus on completin g the fencing installatio n and reinforcin g gates to improve access control. The school intends to maintain and regularly inspect the fences and gates to ensure sustained safety and security for all learners and staff..

priority to protect students and school property. School Clinic NRJNHS has one clinic at the main campus and one at the annex campus, both serving the basic health needs of students. Continued maintenance and provision of medical supplies are needed to ensure the clinics remain functional and responsive to emergencies. The focus will be on restocking essential medical supplies and ensuring basic equipment is functional. The school plans to enhance clinic facilities through minor repairs and improved ventilatio n. Coordination with health partners and LGUs will be pursued to support regular check-ups and health awareness activities for students. DRRM Plans NRJNHS has established DRRM and school safety plans, including contingency plans for earthquake, typhoon, flood, fire, and human-induced hazards. The school also plans to develop a contingency plan for extreme heat. The school plans to develop and implement a contingency plan for extreme heat. The school efforts will focus on regularly reviewing and updating all DRRM plans to reflect emerging risks and best practices. The school targets to fully integrate these plans into school operations with continuous training and drills for all stakeholder s..

IV.E.3. Technology and Equipment (2025-2028). INDICATORS Baseline Projection/Strategies and Outputs 2024-2025 2025-2026 2026- 2027 2027-2028 Computers and Laptops NRJNHS currently has no desktop computers but is equipped with 53 laptops to support learning and administrati ve tasks. The school aims to maintain and optimize the use of existing laptops. The school efforts will focus on acquiring additional laptops or desktop computer s to support growing digital needs. The school targets to further expand and upgrade its ICT equipment to ensure sufficient and up-to-date technology access for students and staff. Internet Connectivity Internet connectivity in the school is limited, with access available only in the accounting office and ICT room at the main campus, and in the Head Teacher’s office at the annex campus. The school aims to expand internet connectivity to include the principal’s office and selected learning areas to support administrat ive and instruction al functions. Connectiv ity will be extended to key departme nts and teachers’ area at both campuses . The school projects to have campus-wide internet access, including selected classrooms, to enhance digital learning and communica tion. Audi-Visual Equipment NRJNHS has 40 functional TVs, with 30 installed in classrooms to support teaching and learning activities. The school will focus on regular maintenanc e and timely repair of audio- visual equipment. The school aims to add other audio- visual tools to enhance instructio nal delivery. Further upgrades and expansions of audio- visual resources are projected to ensure modern and effective learning.

environmen ts.. IV.E.4. Outdoor Spaces (2025-2028).

support school programs, sports, and large gatherings. stakeholder s and possible funding sources. student engagement . Gardens The school has no sufficient space for a garden at the main campus, but the annex campus has an established garden. However, it still needs further development and beautificatio n to maximize its use and enhance the school’s green environment . The school plans to improve the existing garden at the annex campus by adding more plant varieties and basic landscaping . The school efforts will focus on creating thematic garden sections for learning and wellness. The school aims to fully develop and maintain the garden as a model eco-friendly space for both instruction al and recreational use..

V. Implementation Plan V.A. Implementation Milestones (3 years) (Use Annex 5 of DO 44, s. 2015).

VENUE PER CTIUITF PSOS \c Ftound MDO£ %dntudents emouonal and personal 0 stakeholders pasium LJfé skills tra inino Teachers Teachers AJI Year Round 2,OOO Canteen.

ov improving studen I literacy and comm u nice tio n scills. empane-ri ng eduee tQrs. and str engI hen ing st aI<ehoIder engages em wirmn lhe school Procured Recorder ror s'pecial Progra m in Fareig n La nguag e Prayided cam pn s Journal its Regisla uon гее Procurer end of Reco rder ror speciz I Progra m in rareig r, La nguag+ Camp u s Journat ist Regislralion rE E ( lunch. snacks. а nd man sportaLion Ра rt icipaled in D rOT DБQT SLAC Adobe JnstaHeo Adobe Pnoeurementa/ Procuneo Pen Cariooninq Carlooninq sta9e Pla, ProjecK B49# Bnozden the interest znd apprecauon ot(eachers zndstudenis in tneri+pno вugjci Pыntand sИо‹И compaci oameras milh а prinnelens org lens upio Pointandshool connpacl cameras^in;a prime lens or cm° lens up го iяs mmror campuя Рrinс ipа i Au gust 2025 20. DOO MOOE.