MISSION

To protect and promote the right of every Filipino to quality, equitable, culture-based,
and complete basic education where:

 Students learn in a child-friendly, gender-sensitive, safe, and motivating

environment.

 Teachers facilitate learning and constantly nurture every learner.

 Administrators 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.

VISION

We dream of Filipinos who passionately love their country and whose values and
competencies enable them to realize their full potential and contribute meaningfully to
building the nation. As a learner-centered public institution, the department of education
continuously improves itself to better serve its stakeholders.

CORE VALUES

MAKA-DIYOS

MAKATAO

MAKAKALIKASAN

MAKABANSA
 INTRODUCTION
School serves as an instrument for change and learning. It makes every pupil acquire

skills, discover his potentials, and development would only come from what he/she has

learned in school. As a school will be gauged according to the indicators taken and how these

indicators were positively addressed by the school.

Learning has always been the primordial objective of schools, and being one in the

field, the school administrator, teachers and various stakeholders have employed different

strategies to meet the standards being asked by the community, and the Department of

Education as the in-charge line agency.

As mandated by the Department of Education, we do increase the performance of our

school, preserve its properties, and improve the quality of learning and at the same time the

quantity of learners which had been indicated by the enrolment.

The school now is more focused to the pupils’ development because the administrator

and staff believe that the increase to the pupils performances equate to the level of

achievement attained by the school.

I – IMPROVING ACCES TO BASIC EDUCATION

School Year Dropout Rate Promotion Failure Rate Repetition

Rate Rate
2015 – 2016 No Data No Data No Data No Data
2016 – 2017 0% 100% 0% 0%

There are no data to compare for the school year 2015 – 2016, for the school 2016 –
2017 there are 0% dropout rate, 100% promotion rate, 0% failure rate and 0% repetition
rate. The data shown is based on EBEIS.

II – BASIC EDUCATION PROGRAM:

Grade Level SY 2015 – SY 2016 – Increase Analysis

2016 2017 (Decrease)
Kindergarten No Data 84 Increase Palanas ES started
its operation in
2016
Elementary No Data 400 Increase Palanas ES started
its operation in
2016
III – TEACHING AND NON TEACHING PERSONNEL

A – Teaching personnel
Grade Level Number Position SY 2015 SY 2016 Increase Analysis
– 2016 – 2017 (Decrease)
Kindergarten No data 2 Increase Palanas
ES started
its
operation
in 2016
Elem (G1-6) No data 17 Increase Palanas
ES started
its
operation
in 2016
Total No data 19

B – Non Teaching Personnel

Position Number SY 2015 – SY 2016 – Increase Analysis
2016 2017 (Decrease)
N/A
N/A

C – Segmentation of Learners
Number SY 2015 – SY 2016 – Increase Analysis
2016 2017 (Decrease)
Muslims N/A 0 N/A No data to
compare
IP’s N/A 0 N/A No data to
compare
Regular Class N/A 484 Increase No data to
compare
Total N/A 484

IV – IMPROVING QUALITY AND EFFICIENCY OF THE SYSTEM

A – Nutritional Status of Pupils

SY Enrolment Wasted Severely No. of Pupils

Wasted Weighted
2015 – 2016 N/A N/A N/A N/A
2016 – 2017 484 18 104 484
Increase No data to No data to No data to
(decrease) compare compare compare

B – BASELINE AND END LINE COMPARISON OF NORMAL, OVERWEIGHT AND OBESE

SY Enrolment Normal Overweight Obese

2015 – 2016 N/A N/A N/A N/A
2016 – 2017 484 355 0 0
Increase No data to No data to No data to No data to
(decrease) compare compare compare compare
III – PROGRAMS AND PROJECTS CY 2017 – National, other Locally funded projects and
Division Initiated projects

Name of Project Source of fund Target Completion Status

1 makeshift PTA Fund August 2017 Completed
classroom
Handwashing Facility PTA Fund August 2017 Completed
Crafting of MRF PTA Fund August 2017 Completed
Water System PTA Fund August 2017 Completed
Classroom Division PTA Fund July 2017 Completed
Flower box PTA Fund July 2017 Completed

PALANAS ELEMENTARY SCHOOL is one of the educational institutions in the

Paracale District Camarines Norte established in the virtue of government permit no. 010 s.

2015. As of 2017, the school is dependent on Paracale Elementary School in terms of MOOE

fund. The teaching force of Palanas ES as well as the Brgy. Council is eager to make necessary

improvements to make the school more conducive to learning for pupils as well as the

teachers and stakeholders despite the shortages of fund. Palanas ES teachers in coordination

with the GPTA and Brgy. council conducted a series of fund raising to carry out the priority

improvements based on the School Improvement plan this year. As of this date, Palanas ES

were able to produce 1 makeshift classroom, handwashing facility, School MRF, Water

system, Classroom Division and Flower boxes with the help of different stakeholders.

Palanas ES is committed to continue this kind of project to be able to cultivate a culture of

excellence in school.
 a. K to 12 Prevailing problems

Lack of learning materials as well as training of teachers is the foremost problem

encountered in implementing the K to 12 program in Palanas Elementary School. Palanas
Elementary School adheres to early enrolment yearly to cater all potential enrollees in
kinder.

Learning Material Number

Kinder activity sheet 95

Number of Trained Teachers Number of Untrained Teachers

(K to 12) (K to 12)

13 6

 Number of available learning material per subject area

Subject Areas Grade Shortage Excess

Level LM LM
Filipino I (1st - 2nd Quarter) Grade I 90 0
Filipino I (3rd - 4th Quarter) 90
English I 90 0
Araling Panlipunan I (1st – 2nd Quarter) 90 0
Araling Panlipunan I (3rd – 4th Quarter) 90
Mathematics I (1st - 2nd Quarter) 90 0
Mathematics I (3rd - 4th Quarter) 90
MTB (1st – 2nd Quarter) 90 0
MTB (3rd - 4th Quarter) 90
Music and Art (1st – 2nd Quarter) 90 0
Music and Art (3rd – 4th Quarter) 90
Physical Educ. & Health (1st – 2nd 90 0
Quarter)
Physical Educ. & Health (3rd – 4th 90
Quarter)
Edukasyon sa Pagpapakatao 90 0
(1st – 2nd Quarter)
Edukasyon sa Pagpapakatao 90
(3rd – 4th Quarter)
MTB 2 Grade II 97 0
Filipino 2 67 0
English 2 56 0
Mathematics 2 78 0
Araling Panlipunan 2 60 0
MAPEH 2 7 0
ESP 2 76 0
MTB 3 Grade III 22 0
Filipino 3 82 0
English 3 39 0
Mathematics 3 82 0
Araling Panlipunan 3 37 0
MAPEH 3 37 0
ESP 3 82 0
Science 3 41 0
ESP 4 Grade IV 12 0
Filipino 4 13 0
English 4 12 0
Mathematics 4 11 0
Araling Panlipunan 4 9 0
MAPEH 4 21 0
Science 4 19 0

 Early Childhood Education (Pre-Kinder Programs)

Early enrolment is held every 2nd week of January to 2nd week of February.

b. MTB – MLE Target vs. Accomplishment

Targets
10 fundamental requirements for a strong
MTB-MLE Program based on DepEd Order
74,s. 2009
1. A working orthography (spelling)
for the chosen local language that is
acceptable to the majority of
stakeholders and promotes
intellectualization of that language;
2. Development, production and
distribution of inexpensive
instructional materials in the
designated language at the school,
division and regional levels with a
special priority on beginning
Accomplishments
 Tagalog has been chosen to be used for
instruction since according to the
survey conducted by Capalonga Disrict,
it is the commonly used local language
in the municipality.
 Some IMs had been devised already by
the teachers implementing MTB – MLE.
However, there is still a need for
further development of IMs reflecting
local literature in the locality and
developmentally appropriate practices.
 reading and children’s literature.
These materials should be as much
as possible, original, reflecting local
people, events, realities and
appropriate to the language, age and  Teachers implementing MTB-MLE
culture of the learners. teach subjects in their first language
3. The use of the Learner’s first which is Tagalog. However, there are
language (LI) as the primary pupils whose Mother tongue is Bicol
medium of instruction (MOI) from Daet and because of this, teachers have
pre-school until, at least, grade to provide differentiated instruction to
three. During such period, LI shall be cater all learners with different
the main vehicle to teach preference.
understanding and mastery of all
subject areas like Math, Science,  Mother tongue as a subject and as a
Makabayan and language subjects language of teaching and learning was
like Filipino and English; already introduced in Grade one.
4. Mother Tongue as a subject and as a
language of teaching and learning
will be introduced in Grade one for  Learning of 2nd and 3rd language is
conceptual understanding. being introduced as stipulated in the
5. The inclusion of additional curriculum.
languages such as Filipino, English
and other local or foreign languages
shall be introduced as separate
subjects in a carefully planned
pacing program, or no earlier than  N/A
Grade two
6. In the secondary level, Filipino and
English shall be the primary medium
of instruction (MOI). The learner’s  Parents are already informed of the
first language (LI) shall still be concept of MT and they had a positive
utilized as an auxiliary medium of feedback to this new language
instruction. program. However, There is still a need
7. Other than English, Filipino or for the support of the local
Arabic for Madaris schools, the stakeholders as far as the provision of
choice of additional languages shall resources for making locally made
be at the behest of parents and instructional materials. Teachers
endorsed by local stakeholders and follow the pupils’ development in their
as resources permit. When the readiness to learn additional languages.
pupils are ready, Filipino and  The first language is used for
English shall be gradually used as examinations.
MOI no earlier than Grade three.
However, LI shall be effectively used
to scaffold learning.
8. The language of instruction shall
also be the primary language for
testing in all regular school-based
and system- wide examinations and
in all international benchmarking
and assessment exercises. It shall be  3 teachers had undergone the roll-out
maintained that the focus of training conducted by the Division
educational assessments shall be Office.
specifically on the learner’s
understanding of the subject content
and not be muddled by the language
of testing;
9. There must be a continuing in-
service training (INSET) in
partnership with MLE specialist on
the effective use of LI as language of
instruction-to facilitate reading,
 Cognitive Academic Language
Proficiency, and the development of  Awareness of the stakeholders on
cognitive and higher order thinking MTB-MLE had been conducted through
skills (HOTS) of the learner. INSET the orientation conducted during PTA
shall likewise equip educators to meetings.
develop cultural sensitivity and
enhance appreciation for cultural
and linguistic diversity; and
10. Ensuring critical awareness,
maximum participation, and support
from the LGU, parents and
community for the implementation
of the language and literacy program
strategy.

c. ECARP Target vs. Accomplishment

TARGET (anchored on the provisions of ACCOMPLISHMENT

DepED Order No. 70, series of 2011 or the
Guidelines on the Utilization of Funds for
Every Child a Reader Program (ECARP)
Conduct Reading Enhancement On-going
Program Action Research
Conduct reading remedial class On-going

d. Reading Recovery Target vs. Accomplishment

Target Accomplishment

Conduct Reading Enhancement Program On-going implementation phase

Action Research

e. Madrash – ALIVE
N/A

f. Support to SPED Centers

N/A

g. Support for Multigarde Schools

N/A

h. Indigenous People (IP) Education

N/A
i. Department Computerization Program/DCP
Palanas Elementary School is not recipient of any DCP programs, the school is
hoping for the inclusion of the said project to address the needs of the school in terms of
ICT integration in teaching-learning process. Palanas Elementary School received a 1 set
computer donated by CITY SAVINGS BANK on July 11, 2017.
 j. Retooling of Teachers and Education Managers

Number of Trained Teachers Number of Untrained Teachers

0 13

Number of Trained School Manager Number of Untrained School Manager

0 1

Palanas Elementary School is a newly established school, as of SY 2016-2017 there

are 13 untrained teachers and 1 untrained manager.

k. Research and Development System

Mr. Antonio R. Naing Jr. finished action research entitled “USING MULTIMEDIA

PROJECTOR IN ENHANCING TEACHING SCIENCE 6 IN PALANAS ELEMENTARY SCHOOL”

Based on the results of this study the following conclusions were arrived at:

1. The use of Multimedia projector increases pupil’s Performance level in Science VI.

2. There were some difficulties that for the teachers faced in using multimedia projector

in teaching such as shortage of ICT equipment like projectors, laptops and other

multimedia laboratory facilities and teachers’ technical skills.

3. A strong government and stakeholders tie up is a means to solved schools’ problems

on lack of ICT equipment and technical knowhow on its usage.

Currently, Mr. Naing is conducting a research entitled: “DEVELOPMENT AND TESTING

OF AN ANDROID-BASED INFORMAL READING ENHANCEMENT PROGRAM FOR THE GRADE

2 PUPILS OF PALANAS ELEMENTARY SCHOOL, CAMARINES NORTE” which is funded by

BERF.

l. School health and nutrition program/School-based feeding program

 The school conducted a school –based feeding program which is consisted of 74 pupils-

beneficiaries for the SY 2016-2017. The budget for the said program is P 159,840 and lasted

for 120 days.

m. Gulayan sa Paaralan

Based on D.O. 5, s. 2014, all school must integrate the GULAYAN SA PAARALAN as key

component to attain the goals of DEPED on poverty reduction, food security and biodiversity

conservation and climate change mitigation and adaptation. Palanas Elementary School has

an ongoing Gulayan sa Paaralan Project. Gardens were located at different key areas in the

school. Different vegetables were planted. Search for best Gulayan sa Paaralan School level

were conducted to encourage the teachers to improve their garden.

n. 4P’s Recipient by grade level

Levels SY 2016-2017 SY 2017-2018 Increase/Decrease

No.

I 5 2 +3

II 22 8 -14

III 15 27 12

IV 24 20 -4

V 17 33 +16

VI 26 23 -3

Kinder 2 0 -2

Total 111 113 -2

o. School Partnership grant

N/A

V. UPDATES/STATUS ON THE IMPLEMENTATION OF K TO 12 PROGRAM

K to 12 program is implemented in Palanas Elementary School, 4 teachers were

trained and the other teachers are waiting for their turn in training program.

VI – GAD Activities and other ACCOMPLISHMENT

 GAD topics were integrated in different subjects to raise the awareness of the
pupils in the Gender and Development. Teachers attended different seminars to
capacitate them in GAD.

VII – Number of Classroom/s or Science Laboratory

Constructed _____6_________

Rehabilitated _____0________

Repaired ________0________

Number of Classroom needed _____10_______

VIII – Textbooks

Subject and Grade Level (a) ENROLMENT Quantity of Books per Textbook Ratio per
Subject Area Subject Area

A. Grade I
1. Filipino 1 81 0 O:O
2. MTB 1 0 O:O
3. Mathematics 1 0 O:O
4. AP 1 0 O:O
5. ESP 1 0 O:O
6. MAPEH 1 0 O:O
7. English 1 0 O:O
B. Grade II
1. English 2 97 46 1;2
2. Mathematics 2 20 1;5
3. Filipino 2 43 1;3
4. AP 2 17 1;6
5. MTB 2 0 0;0
6. ESP 2 19 1;5
7. MAPEH 2 102 1;1
B. Grade III
1. English 3 80 55 1;2
2. Mathematics 3 0 0;0
3. Filipino 3 0 0;0
4. AP 3 55 1;2
5. MTB 3 72 1;1
6. ESP 3 0 0;0
7. MAPEH 3 55 1;2
8. Science 3 55 1;2
C. Grade IV
1. English 4 58 70 1;1
2. Mathematics 4 70 1;1
3. Filipino 4 70 1;1
4. AP 4 70 1;1
 5. ESP 4 70 1;1
6. Science 4 70 1;1
7. EPP 4 70 1;1
8. MAPEH 4(PE and Health) 70 1;1
9. MAPEH 4(Music and Arts)
D. Grade V
1. AP 5 76 108 1;1
2. Filipino 5 108 1;1
3. English 5 108 1;1
4. EPP 5 109 1;1
5. Mathematics 5 0 0;0
6. Science 5 0 0;0
7. ESP 5 0 0;0
8. MAPEH 5 0 0;0
E. Grade 6
1. Mathematics 6 68 60 1;1
2. English 6 0 0;0
3. Filipino 6 0 0;0
4. AP 6 0 0;0
5. ESP 6 0 0;0
6. Science 6 0 0;0
7. EPP 5 0 0;0
8. MAPEH 6 0 0;0

IX – School Sites

a. Proof of ownership
Title under the name of school __n/a_____
Deed of Usufruct ___n/a_______
b. If none:
With program for titling and survey __yes_______
(Status) ongoing

Prepared by:

ANTONIO R. NAING JR.

School Head

Reviewed by:

MANUEL T. OBAL
Public Schools District Supervisor