Final Draft Dedp

TABLE OF CONTENTS
I. Executive Summary 4
II. Rationale/Background 6
A. About Sipalay City 6
B. About DepED/SDO Sipalay City 8
C. Vison, Mission, and Core Values 10
D. Mandate of the Division 11
E. Division Mantra 12
F. School Current Situation 13
Performance (2019 to 2021) 15
G. Key Point Agenda or Focus Area
III. Strategic Directions 19- 70

A. Strategic Directions
B. Strategies
C. Intervention
IV. Key Performance Indicators 71 -94
A. Targets of SDO Sipalay on Access, Quality, Equity,
Resilience and Well-Being
V. Financial Plan
Six Year Indicative Timeline
VI. Organizational Capacity and Arrangements
A. Capacity Building and Key Resource Requirements
B. Partnership Arrangements
C. Tracking and Monitoring Efficiency and Effectiveness on
Programs, Projects, and Activities
2023-2028 DIVISION EDUCATION DEVELOPMENT PLAN

1. EXECUTIVE SUMMARY
The Schools Division Office (SDO) of Sipalay City, guided by its mantra
anchored on SIPALAY (Sustainable and Innovative PAPs (Programs, Activities and
Projects) through Active Leadership for Adults and Youth) is committed to raise the
academic performance of schools and make every Sipalaynon learner a champion
in basic education.
There are ten focus areas or key point agenda that serve as roadmap in
ensuring the attainment of the DepED Vision, Mission and Core Values:
improvement in the delivery and quality of basic education; make every child a
champion through literacy and numeracy; integrate concepts of gender and
development, mental health and psychosocial services in the conduct of continuous
professional advancement of teachers and school heads through technology-driven
trainings and workshops; expand the provision of access to basic education
through the establishment of schools in remote areas; re-introduce technical-
vocational courses to promote economic sufficiency through agriculture and the
establishment of more farm schools in the city; strengthen and sustain the
implementation of LRMDS: to promote increase in the availability and distribution
of learning resources for both teaching and learning as well as professional
resource materials, localized/contextualized according to the unique needs of
every Sipalaynon. Likewise, cognizant of the presence of indigenous cultural
communities in some barangays in Sipalay City, upskilling of teachers on pedagogy
shall also be undertaken and partnership with stakeholders shall also be
strengthened. Instruction could be further enhanced through innovations and
research-based findings. Lastly, focus shall also be on human resources or
personnel through its systems, processes and procedures for recruitment,
selection, and placement, learning and development, performance management,
and rewards and recognition.
To help realize the above-mentioned focus areas, this Division Education

Development Plan (DEDP) for 2023-2028 provides the detailed programs, projects,
and activities to be undertaken as a result of thorough analysis. The same were
made based on the data and/or performance indicators gathered for the last three
years. Strategies were formulated as an offshoot of the SWOT analysis undertaken

by the members of the planning team and contributors who gave their utmost
assistance and invaluable contribution.
This DEDP aims to bring SDO Sipalay City academically higher than where it
is at present. It aims to improve its learning outcomes for elementary and
secondary levels both in the formal and non-formal education and eventually
realize the DepEd’s vision, mission, goals, and objectives.
In the conduct of its different programs, projects, and activities, monitoring

and evaluation shall be done based on physical and financial targets set, formulate
possible adjustments or modifications, when necessary and/or revise plans in the
succeeding years.

2. RATIONALE/BACKGROUND
SIPALAY CITY, NEGROS OCCIDENTAL
Sipalay, officially known as the City of Sipalay, is a 4th class component city
in the Province of Negros Occidental, Philippines. It has a population of 72,448
people, according to the 2020 census, with seventeen (17) barangays. It is the
second southernmost town of Negros Occidental and is considered one of the rising
cities in the 6th legislative congressional district.
The city lies 170 kilometers (110 miles) from Bacolod City—the provincial
capital and metro—approximately a four-hour commute by public utility vehicle
and more than three hours by private car. It is served by public utility buses via
the Southern Negros route. Those who depart from Negros Oriental can reach the
place either via Mabinay - Kabankalan City road route or Dumaguete - Hinoba-an
route.
Bordered by rich topographical features, its south bay faces the Sulu Sea
and the margins of the lush forest highlands along the rest of its city borders.
Taking advantage of the area, most Sipalaynons rely on natural resources,
especially in its aquatic and agricultural zones. However, its long stretch of sandy
beaches attract local and international tourists to flock, explore and enjoy the
ambiance of the city.
In addition, the city boasts of its economic sources—-agriculture,

aquaculture, and tourism—which sustain the city of its necessities. Sipalay thrived
once as a mining town too with the now-defunct Maricalum Mining Corporation.
The city is fondly called “The Jewel of the Sugar Island,” which highlights the
abundance and beauty of its natural resources. Its pristine waters, rich and bio-
diverse marine life, white-sand beaches, and breathtaking panoramic views attract
tourists. The tourism industry serves as its economic prime mover. At present, the
city creatively sustains its tourism industry and protection of its natural
environmental resources to offer more attractions for visitors to explore and enjoy
from at the same time increase its revenue. Highlighting its new economic

roadmap, the city rallies for its sustainable development plan – that is, to become
self-sufficient, progressive, and smart.
In arts and culture, Sipalay City celebrates two significant fiestas: Pasaway
Festival and Charter Anniversary. The Pasaway Festival—a mardi gras celebration
—is held every month of December, serving as the thanksgiving event of the
residents by having different activities such as street dancing, festival dance, and
other traditional sports competitions. Meanwhile, the Charter Anniversary is the
annual commemoration of the cityhood of the humble town. The month features
activities such as kitemaking and kite flying, by which the city is recognized as the
“Kite Tourism Capital of the Philippines,” and other festivities like the Barongoy
Festival, which features the Flying Fish or Barongoy, an abundant fish species in
the coastal territories of the city.
For the education and sciences sector, the city currently houses the Schools
Division Office of the Department of Education to provide basic education for
elementary and secondary level learners; the Central Philippines State University
(CPSU) campus for tertiary education; and the technical-vocational skills training
center of the Technical Skills Development Authority (TESDA), and Cabarrus
Catholic College.
Most of the research initiatives and studies are focused mainly on its marine
areas and forest lands, ranging from the study of marine conservation to
endangered flora and fauna species in its mangrove and mountain forests and
other protected areas.
The promising city continuously strives to become the southern economic

zone of the province—providing sustainable livelihood in order to make every
Sipalaynon family a champion.

SDO – SIPALAY CITY
The Schools Division of Sipalay City was established in October 12, 2017
after the enactment of RA No. 9027 by the House of Representative, Atty. Mercedes
K. Alvarez and the initiative of former City Mayor, Hon. Oscar C. Montilla, Jr.
At present, the Schools Division of Sipalay City is temporarily occupying the

three (3) Buildings located at Genaro P. Alvarez Elementary School campus at Brgy.
3, Sipalay City, Negros Occidental. It is divided into two (2) Districts; District of
Sipalay I and District of Sipalay II, managed and supervised by ten (10) Public
Schools District Supervisors with 5 clusters per district.
The true indicator of an agency’s success lies in its accomplishments. The

physical and financial performance is the gauge by which we can tell how the
agency fares.
Through the years, the Department of Education- Schools Division Office (SDO)
of Sipalay City has always been true to its mandate to deliver excellent performance
through accessible, quality, equitable, inclusive, relevant, and provide a liberating
basic education to all learners.
These past years, the SDO Sipalay City highlights its significant performance in
its operations. It proved to be quite remarkable as it experienced an unprecedented
96% budget utilization. With this figure, it is ensured that the most valuable
resource is efficiently allocated and judiciously spent.
The Administrative Section, mindful of the timeline set, has efficiently
accomplished pertinent documents that need immediate action. Documents include
applications for retirement, leaves, promotion, reclassification, and the like,
obtaining 100% completion of the targets.
The major programs, projects, and activities (PPAs) are effectively delivered by
Curriculum and Implementation Division despite the occurrence of pandemic. The
virtual trainings and workshops provided have substantiated the need for
innovations and reforms which aid the teachers in their teaching-learning
engagements amid the pandemic.
The Planning and Research Section was able to capture the relevant and
updated information in its data bank, the EBEIS. Data show that the targets have
been satisfactorily met with several awards received from the Regional Office. The
approved research proposals for funding by the BERF has increased significantly as
the SDO advocates for a “culture of research” in all schools in the Division.

The Schools Monitoring and Evaluation Section, an avenue to thresh out
pressing issues and concerns during the Division Monitoring and Evaluation, has
served its purpose. Moreover, it has facilitated the approval of permits to operate
for private schools, establishment, and conversion of elementary schools to
integrated schools, thereby improving access to education.
The Social Mobilization Section where the Disaster Risk Reduction Management
(DRRM), Youth Formation, Adopt-a-School Program, Brigada Eskwela, Sports
Programs, Medical Services and Education Facilities are lodged is above par in its
accomplishment. Registering 97% in all its expected outputs, it has embraced all
the support it can get to ensure active and sustained linkages and partnerships
with all stakeholders.
The conduct of series of virtual and face-to-face trainings, workshops and
conferences to the teaching and non-teaching personnel is no easy feat for the
Human Resource Development Division and Curriculum Implementation Division,
but it has successfully reached its target.
The provision of technical assistance activities through the functional and
support divisions has been led and facilitated by the School Governance and
Operations Division and the Curriculum Implementation Division had enabled the
division to achieve 100% participation of schools in the expansion phase of limited
face-to-face.
With these exemplary accomplishments, the empowered men, and women of
DepEd- Sipalay City will not rest on their laurels but shall continually strive to
excel until the good becomes better, and the better becomes best.

SDO’s Profile
Number of Public Schools:
Primary Schools 2
Elementary 32
Secondary
Junior High School 12
Senior High School 12
Integrated School 1
Total 47
Number of Private Schools

Elementary Schools 3
Integrated Schools (Elem/JHS/SHS) 3
Total 6
Total Public and Private Schools 53

CHAPTER I
OUR 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.
OUR 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 STAKE- HOLDERS are actively engaged and share
responsibility for developing life-long learners.
CORE VALUES
MAKADIYOS
MAKABAYAN
MAKATAO
MAKAKALIKASAN

MANDATE OF THE DIVISION
The mandate of the Department of Education states that it shall protect and
promote the right of all citizens to quality basic education and shall take
appropriate steps to make such education accessible to all. It shall establish,
maintain, and support a complete, adequate, and integrated system of basic
education that is relevant to the needs of the people and society. It shall establish
and maintain a system of free and compulsory public education in the elementary
and secondary levels.
The Schools Division of Sipalay City has three (3) functional units to support
in the delivery of the following Key Result Areas:
• Office of the Schools Division Superintendent – Administrative

Management; Financial Management; Performance Management; Ancillary Services
(Legal, ICT and other functions)
• Curriculum Implementation Division – Instructional Management,

Learning Delivery; Learning Resource Materials Management and Development;
and Assessment of Learning Outcomes
• School Governance and Operations Division – Support Services

Management; Planning and Research; Community Linkages and Partnerships;
Human Resource Development; and Quality Assurance.
SDO – Sipalay City is a newly-established Division in Region VI and becomes

operational on April 10, 2018. It is committed to its purpose of serving the
Sipalaynons to uphold the Department of Education’s Vision, Mission, and Core
Values.

OUR MANTRA
S Sustainable and
I Innovative
P PAPs (Programs Activities and
Projects) through
A Active
L Leadership for
A Adults and
Y Youth

II. SCHOOL CURRENT SITUATION
Performance Indicators (2019-2021)

TABLE 1. ENROLLMENT
ENROLLMENT
25,000 22,050 22,734
21,291
20,000
15,000
10,479 10,434 10,471
10,000 6,920 7,293 7,239
5,000 2,298 2,675 3,274
1,594 1,648 1,750
0
2019-2020 2020-2021 2021-2022
Kindergarten Elementary Junior High School

Senior High School Total
Table 1 shows the 3-year enrollment of SDO – Sipalay City. There is an increasing
trend in Kindergarten, slight fluctuation in Elementary and Junior High School,
and a significant increase in Senior High School.
TABLE 2. GROSS ENROLLMENT RATE
GROSS ENROLLMENT RATE

120.00%
100.00%
104.14% 109.87%
99.52% 97.07%
80.00% 93.09% 89.62% 94.75% 101.86%
90.47% 99.78% 88.99%
60.00% 100.25%
40.00%
20.00%
0.00%
2018-2019 2019-2020 2020-2021
Kindergarten Elementary Junior High School Senior High School
GER shows the participation rate in the elementary level or the secondary level and
is also used together with the net enrollment ratio to measure the extent of over-
aged and under-aged enrollment. The table 2 shows fluctuating trend in
Kindergarten, Elementary and Senior High School while Junior High School shows
significant increase in terms of GER.

TABLE 3. NET ENROLLMENT RATE
NET ENROLLMENT RATE

120.00%
100.00%
98.62% 98.02%
80.00%
83.35% 87.61%
94.59%
60.00% 83.39% 73.10%
69.20%
40.00% 84.05% 63.70% 61.48%
44.68%
20.00%
0.00%
2018-2019 2019-2020 2020-2021
Kindergarten Elementary Junior High School Senior High School
NET ENROLLMENT RATE (NER), also called participation rate, is the total
enrollment for the age group corresponding to the official school age in the
elementary level or the secondary level to the population of the same age group in a
given year (PSA, 2017). NER provides a more precise measurement of the extent of
participation in the elementary or the secondary level belonging to the official
school age. The table shows that Kindergarten and Junior High School has a
fluctuating trend while Elementary and Senior High School has a decreasing trend.
TABLE 4. RETENTION RATE
RETENTION RATE
102.00%
100.00%
100.39%
98.00% 99.50%
98.28%
96.00%
97.82%
94.00% 95.86%
92.00% 93.30% 96.84%
90.00%
88.00%
2018-2019 2019-2020 2020-2021
Elementary Junior High School Senior High School
Table shows that Elementary has an increasing rate while Junior High School has a
fluctuating trend.

TABLE 5. SCHOOL LEAVER RATE
SCHOOL LEAVER RATE

5.00%
4.00%
3.00%
4.23%
2.00%
2.52%
1.00% 1.55% 0.24% 1.54%
0.00% 0.67%
2018-2019 2019-2020 2020-2021
Elementary Junior High School
SCHOOL LEAVER RATE (SLR) is the percentage of pupils or students who were not
able to finish a particular grade level and those who finish but fail to enroll in the
next grade level in the following year. SLR is computed every grade level except for
Grade 1 in the elementary level and Grade 7 in the secondary level. Table shows
that Elementary has a fluctuating trend while Junior High School has a decreasing
trend.
TABLE 6. COHORT SURVIVAL RATE
COHORT SURVIVAL RATE

105.00%
98.55%
100.00%
95.00% 99.34%
94.33% 90.25% 90.26%
90.00% 86.51% 93.84%
85.00% 90.25%
86.51%
80.00%
2018-2019 2019-2020 2020-2021
Elementary Junior High School Senior High School
COHORT SURVIVAL RATE (CSR) is the percentage of enrollees at the beginning of a

grade level in a given school year who reached the final grade level of the elementary
level or the secondary level (PSA, 2017). CSR assesses the “wastage” and internal
efficiency in education and computes the percentage of a cohort of pupils or
students who were able to reach Grade 6 or Grade 10, respectively. The table shows
that Elementary has a fluctuating trend while Junior High School has an increasing
trend.

TABLE 7. COMPLETION RATE
COMPLETION RATE
105.00%
100.00% 98.55%
99.34%
95.00% 96.69%
96.89%
90.00% 93.84%
86.51%
85.00%
80.00%
2018-2019 2019-2020 2020-2021
Elementary Junior High School
COMPLETION RATE (CR), also called graduation rate, is the percentage of first
grade or seventh grade entrants in elementary schools or secondary schools who
complete the level of education in accordance with the required number of years of
study (PSA, 2017). CR measures the percentage of Grade 1 and Grade 7 entrants
who finished elementary schools or secondary schools, respectively. The table shows
that both Elementary and Junior High School has a fluctuating trend.

KEY POINT AGENDA OR FOCUS AREA
1. Improvement of Quality Basic Education
Equal access to quality and complete basic education (formal and non-
formal) to ensure lifelong learning.
2. Every Child a Champion – Literacy and Numeracy Programs
Literacy and numeracy are basic skills or tools for independent

learning. The literacy and numeracy programs shall help bridge the
learning gaps and increase the chance of becoming independent and
happy learners.
3. Integration of Gender and Development; Mental and Psychosocial

Support Services in the Continuous Professional Advancement Among
Teachers and School Heads through Technology-Driven
Trainings/Workshops
Competent teachers and school heads/leaders build strong

educational institutions when their personal, mental and psychosocial
and professional needs are also addressed. Happy and contented
personnel most likely produce also competent and happy learners.
Eventually they increase learning outcomes. The provision of
continuous trainings and capacity building shall be provided and the
same shall be technology-driven to help them cope with the fast
changing trends in technology and educational challenges.
4. Build/Open more Schools
Every learner in the community must have access to quality, complete

basic education to ensure 100% participation and minimize if not
eradicate drop-out.

5. Re-introduction of Technical Vocational Courses with Focus on
Economic Sufficiency
Concepts and skills geared towards agriculture/farming shall be

integrated in the curriculum to encourage and transform learners into
advocates of growing life-sustaining agricultural produce for economic
sufficiency. Promote the establishment of more Farm Schools in
Sipalay City.
6. Strengthened and sustained implementation of Learning Resource and

Development System
A sustainable adoption and implementation of the LRMDS to support

increased, equitable distribution and access to learning, teaching, and
professional development resources in the SDO and schools, which
include but not limited to the development of localized and
contextualized teaching and learning materials to address the
teachers’ and learners’ needs compliant with the LRMDS processes,
national policies, and standards.
7. Recognition of Disadvantaged Learners (IPs, SPED, etc.)
Upskilling and re-skilling of learning facilitators and teachers assigned

to disadvantaged learners and the provision of adequate tools and
equipment to support their proper and holistic development
8. Strengthening Partnerships
Coordination with LGU, stakeholders’ procurement, etc to obtain a

strengthened cooperation, collaboration, and partnership with all
stakeholders and other national government agencies, NGOs, and

supporters to ensure a well-coordinated support mechanism for the
provision of quality basic education.
9. Strengthening The Culture of Research & Innovation in Schools and

Offices
Enhance curriculum delivery and school governance at all levels by

introducing new ideas and innovations founded on research.
10. Strengthening PRIME-HRM
Integration and enhancement of the SDO systems, processes and
procedures anchored on the 4 pillars of PRIME-HRM, namely:
Recruitment, Selection and Placement (RSP); Learning and
Development, Performance Management, and Rewards and
Recognition.

TECHNI
INDICA CAL
STRATEGIC
PROGRAMS/ TIVE WORKIN
OBJECTIVE STRATEGIES PHYSICAL OUTPUT RESOURCES
PROJECTS/ ACTIVITIES TIMELI G
S
NE COMMIT
TEE
ACCESS
SO 1.1 To Enhance Early Registration Beginni Monitored and provided Human SGOD -
achieve 47 provision of Campaign/Oplan Balik ng of TA to school heads Resources: PRS, CID
out of 47 support to Eskwela Activities: School Monitored and validated SGOD (PSDSs)
schools with schools and 1.1.1. Child mapping Year (SY data encoded in the LIS Planning and and
increased learners’ 1.1.2. Monitoring and 2022- Research, EPSA
NER by 2028 program to Evaluation 2023) Curriculum
sustain the 1.1.3. Provide technical Monthly Implementati
increasing assistance to school heads monitori on Division,
enrollment on designing and ng EPS and
implementing intervention Every EPSA
programs to improve BEIS Financial
and/or sustain the encodin Resources:
performance indicators’ g and MOOE
attainment in the schools validatio
1.1.4. Monitor and n
validate the schools on schedul
updating/uploading e/
school planning data in BoSY/E
the LIS and EBEIS in oSY
collaboration with the CID updatin
g

SO 1.2 To Strengthen DORP Quarterly Monitored and analyzed Human School
achieve 47 partnership 1.2.1 Home visitation monitoring attendance report. Resources: DORP
out of 47 with the LGU, 1.2.2 Tracking of of learners' School DORP Committ
schools with Quidan Attendance attendance Coordinators, ee,
increased Kaisahan, and Brigada Eskwela report and SocMob, SocMob,
CSR by 2028 other Activities: stakeholde Division Division
stakeholders to 1.2.3. Advocate the rs’ Physical Physical
have a importance of Brigada engageme Facilities Facilities
sustained Eskwela to stakeholders nt. Coordinator Coordina
increase in the 1.2.4. Invite Quarterly (Engineer)DR tor
performance stakeholders to actively monitoring RM, SMME (Engineer
indicators. participate in Brigada progress of )
Eskwela activities. Brigada
Eskwela
implement
ations to
all
learning
centers

SO 1.3 To Intensive Early Registration Every Monitored schools Human Public
achieve 47 campaign for Campaign/Oplan Balik month intensively Resources: School
out of 47 Balik sa Eskwela of July SGOD - PRS District
schools with Eskwela 1.3.1 Child mapping starting Public School Supervis
decreased Program. 1.3.2 Conduct campaign 2022 to District ors,
out-of-school for the early registration 2028 Supervisors, Educatio
rate by 2028 through the social media. Whole- Education n
1.3.3. Implement the year- Program Program
School Calendar and round Supervisors Supervis
follow the schedule for the from Financial ors
start of enrolment period. 2022- Resources
1.3.4. Conduct Monitoring 2028 MOOE
and Evaluation
SO 1.4 To Intensive Brigada Eskwela Quarterl Monitored and analyzed Human Public
achieve 47 campaign for Activities: y attendance report. Resources School
out of 47 Balik sa 1.4.1. Advocate the monitori Public School District
schools with Eskwela importance of Brigada ng on District Supervis
at least 97% Program. Eskwela to stakeholders the Supervisors ors,
in Net Intake 1.4.2. Invite stakeholders progress Education Educatio
Rate by 2028 to actively participate in of Program n
the Brigada Eskwela Brigada Supervisors Program
activities. Eskwela Financial Supervis
impleme Resources ors
ntations MOOE
to all
learning
centers
SO 1.5 To Establish Activities: Six Monitored schools Human Public

achieve 47 visibility of 1.5.1. Conduct school- months intensively Resources School
out of 47 Public Schools based scheduled meetings, before Public School District
schools with District conferences, LAC sessions. the District Supervis
increased Supervisor and 1.5.2. Check regularly the conduct Supervisors, ors,
retention rate School schools’ SF4 for the of Education Educatio
by 2028 Monitoring and Learners’ monthly INSET Program n
Evaluation Unit attendance. 2023 Supervisors Program
in schools 1.5.3. Create a Learner- School- Financial Supervis
Friendly school based Resources ors
environment by providing INSET MOOE
learners with education of 2023-
support programs and 2028
services like OK sa DepEd.
SO 1.6 To Implement the Activities: School- Established a system of Human Public
achieve 47 Values Develop training package based school visibility Resources School
out of 47 Integration on Values Integration in INSET Public School District
schools with Program all learning areas of 2023- District Supervis
decrease instilling the Conduct Orientation 2028 Supervisors, ors,
school leaver significance of Program on Values Education Educatio
rate by 2028 education Integration Program to all Program n
among learners teachers Focusing on the Supervisors Program
significance of Education Financial Supervis
among learners Resources ors
Conduct monitoring and MOOE
Evaluation

SO 1.7 To Build up a Activities: Beginni Developed training Human Public
achieve 47 tracking system Gather contact number, ng and package Resources School
out of 47 for student facebook accounts, and end of Conducted Orientation Public School District
schools with enrolment from address of learners and each Program District Supervis
increased the present to parents for profiling school Monitored and Evaluated Supervisors, ors,
transition the next school Establish learners’ profile year Program implemented Education Educatio
rate by 2028 year years. Mobilize the profile in from Program n
tracking the enrolment of 2022- Supervisors Program
learners. 2028 Financial Supervis
Resources ors
MOOE

SO1.8 To Ensure the “PAG-ULIKID” 3rd Conducted orientation to Human EPSAS,
achieve 47 provision of 1. Conduct orientation to Quarter ALS learners about the Resources: MOBILE
out of 47 Support ALS of the criteria and guidelines of EPSAS TEACHE
schools with Mechanism to learners about the criteria SY:2022 the Presentation Portfolio Financial RS
at least 75% ALS, Learners and guidelines of the -2023 Assessment (PPA) Resources:
Out of School in Presentation Presentation Portfolio Provided Technical LGU, SEF,
Children and Portfolio Assessment (PPA). Assistance to Mobile NGO, Private
Youth back Assessment 2. Provide Technical Implementers/Teachers Entities
in school or (PPA) Assistance to Mobile on how to guide learners
ALS by 2028 Implementers/Teachers in the compilation of
on how to guide learners outputs in their
in the compilation of portfolios.
outputs in their portfolios. Tracked learners’
3. Track learners’ progress progress as to the
as to the development of development of their
their portfolios. portfolios.
4. Gather feedback/s Gathered feedback/s
about the about the
challenges/difficulties challenges/difficulties
they encountered in the they encountered in the
preparation of portfolios. preparation of portfolios.
5. Employ Catch-up Employed Catch-up
intervention in relation to intervention in relation to
the possible the possible
challenges/difficulties of challenges/difficulties of
learners in the preparation learners in the
of their portfolios. preparation of their
portfolios

SO1.9 To Develop “SA EDUKALIDAD, IKAW 4th Coordinate with ALS Human EPSAs,
achieve 47 mechanisms to ANG PARTNER KO” Quarter Partners for the possible Resources: DALSC
out of 47 reach Out- of- Coordinate with ALS of SY: assistance needed by EPSAs
Schools with School Children Partners for the possible 2022- ALS learners in the Financial
ALS and Youths assistance needed by ALS 2023 Presentation Portfolio Resources:
Completers through learners in the Assessment (PPA). MOOE, ALS
by 2028 Presentation Portfolio Monitor the progress of Fund, LGU,
Assessment (PPA). the assistance coming Private
Monitor the progress of from the ALS Partners. Entities,
the assistance coming Conduct ALS stakeholder NGOs,
from the ALS Partners forum/summit to QUIDAN
Conduct ALS stakeholder establish mechanisms for Kaisahan
forum/summit to reaching Out of School
establish mechanisms for Individuals.
reaching Out of School Organize a core group to
Individuals handle mapping/survey
Organize a core group to on Out of School
handle mapping/survey Individuals.
on Out of School Conduct orientation on
Individuals Conduct mapping/survey
orientation on mechanisms
mapping/survey Monitor the
mechanisms. Monitor the mapping/survey of out-
mapping/survey of out-of- of-school individuals
school individual so Consolidate the number
Consolidate the number of of surveyed Out-of-
surveyed Out-of-school school individuals for
individuals for enrollment enrollment in ALS.
in ALS.

EQUITY
SO2.1 To Ensure 75% of “PAG-ULIKID” 3rd Conducted monitoring on Human EPSAS,
achieve ALS, ALS, IPED, and Track learners’ progress Quarter the tracking of ALS Resources: MOBILE
IPED, and SPED learners into the development of of the learners to the next key EPSAS, TEACHE
SPED with at transitioned to their portfolios SY:2022 stage MOBILE RS
least 75% of the next key Conduct monitoring on -2023 TEACHERS
learners with stage by 2028 the tracking of ALS Financial
disabilities learners to the next key Resources:
transitioned stage. LGU, SEF,
to the next NGO, Private
key stage by Entities
2028.
42 out of 42
CLCs
6 out of 6 Project Pagpa “ATHAG” – 2nd Conducted monitoring on Human IPED
IPED Schools Acquisition of True, Quarter the transitioning of IPED resources: FOCAL
Holistic, and Assured of the learners to the next key IPED FOCAL PERSON
Goals. SY:2024 stage. PERSON
o Conduct monitoring on -2028. Financial
the transitioning of IPED Resources:
learners to the next key MOOE
stage.

1 out of 1 "CHILD FIND” 1st Conducted monitoring on Human SPED
SPED Center Reaching out Learners Quarter the transitioning of SPED Resources: FOCAL
with disability every SY learners to the next key SPED FOCAL PERSON
Conduct monitoring on 2022- stage. PERSON SPED
the transitioning of SPED 2028 DSWD TEACHE
learners to the next key LIS SCHOOL RS
stage. COORDINAT
ORS
SCHOOL
HEADS
Financial
Resources:
LGU, SEF,
NGO, Private
Entities
SO2.3 To Ensure 100% of “SA EDUKALIDAD, IKAW 4th Conducted tracking of Human EPSAs,
achieve 47 Out of School ANG PARTNER KO” Quarter Out of school children Resources: Mobile
out of 47 Children and Conduct tracking of Out of of SY: and youth to EPSAs, teachers

SDOs with Youths, remote school children and youth 2022- continue/participate in Financial
100% of Out community to continue/participate in 2023 education. Resources:
of School learners, education. LGU, SEF,
Children and children and NGO, Private
Youths, youth with Entities
remote disabilities and
community children and
learners, youth of
children and Indigenous
youth with Community
disabilities, continue to
children and participate in
youth, and education by
children and 2028
youth of
Indigenous
Community
continue to
participate in
education by
2028

42 out of 42 Reaching Out of school 4th Human LIS
CLCs children and youth Quarter Resources: School
of SY: LIS SCHOOL Coordina
2022- COORDINAT tors
2023 ORS
Financial
Resources:
MOOE
6 out of 6 "Project Dagyaw” 1st Conducted tracking of Human IPED

IPED Schools Reaching out of IPED Quarter IPED learners to Resources: FOCAL
learners“ every SY continue/participate in IPED FOCAL PERSON
Conduct tracking of IPED 2024- education. PERSON,
learners to 2028 DSWD
continue/participate in Financial
education. Resources:
LGU, SEF,
NGO, Private
Entities

1 out of 1 "CHILD MATTER" 1st Conducted tracking of Human Human
SPED Center Reaching out of school Quarter SPED learners to resources: resource
children and youth with every SY continue/participate in SPED FOCAL s: SPED
disability 2022- education PERSON FOCAL
Conduct tracking of SPED 2028 DSWD PERSON
learners to Financial DSWD
continue/participate in Resources:
education LGU, SEF, Financia
NGO, Private l
Entities Resourc
es:
LGU,
SEF,
NGO,
Private
Entities

SO2.4 To Ensure 75% of “ALSBASA” 1st Tracked the development Human EPSAs,
achieve 47 Out of School Strategies interventions in Quarter of ALS Learners reading Resources: DALSC
out of 47 Children and improving the reading of SY: skills. EPSAs
Schools with Youth, Remote skills of ALS learners 2022-
75% of Out Community Track the development of 2028
of School Learners, ALS Learners reading
Children and Children and skills.
Youth, Youth with
Remote Disabilities,
Community Children and
Learners, Youth, and
Children and Children and
Youth with Youth of
Disabilities, Indigenous
Children and Communities
Youth, and with at least
Children and 79.86%
Youth of proficiency level
Indigenous in reading by
Communities 2028.
with at least
79.86%
proficiency
level in
reading by
2028

6 out of 6 "Project SIPALAY” 1st Tracked the development Human EPS, IP
IPED Schools Strategies interventions in Quarter of IPED Learners reading Resources: Focal
improving the reading of SY: skills. EPS, Elders, Persons
skills of IPED learners 2022- LR and SDO
Track the development of 2028 TWG
IPED Learners reading Financial
skills. Resources:
SDO, LGU
and MOOE
1 out of 1 "SPECIAL READER” 1st Tracked the development Human SPED

SPED Center Strategies and Quarter of SPED Learners Resources: Focal
intervention in improving every SY reading skills SPED FOCAL Person
the reading skills of school 2022- PERSON
children and youth with 2028 Financial
disability Resources:
Track the development of SDO, LGU
SPED Learners reading and MOOE
skills

SO2.5 To Ensure 75% of “ALS-ISIP” Whole Monitored the numeracy Human EPSAs,
achieve 47 Out of School An initiative anchored to Year skills development and resources: Mobile
out of 47 Children and Division Initiated round proficiency level of ALS EPSAs teachers
Schools with Youth Remote Mathematics Assessment learners Financial
75% of Out Community plus focusing on elevating Resources:
of School Learners, the numeracy skills of ALS LGU, SEF,
Children and Children and learners NGO, Private
Youth Youth with Monitor the numeracy Entities
Remote Disabilities, skills development and
Community Children and proficiency level of ALS
Learners, Youth, and learners
Children and Children and
Youth with Youth of
Disabilities, Indigenous
Children and Community
Children and 38.6%
Indigenous in numeracy by
Community 2028
with at least
38.6%
proficiency
level in
numeracy by
2028

"Project PAG-ISIP" Whole Monitored the numeracy Human EPS,
An initiative anchored to Year skills development and resources: IPED
Division Initiated round proficiency level of IPED EPS, IPED Focal
Mathematics Assessment learners Focal Person, Person,
plus focusing on elevating IP Elders, IP
the numeracy skills of PSDS Elders,
IPED learners Financial Culture
Monitor the numeracy Resources: Bearers
skills development and LGU, MOOE
proficiency level of IPED
learners
“SPECIAL NUMERATE” Whole Monitored the numeracy Human SPED

An initiative anchored to Year skills development and Resources: FOCAL
Division Initiated round proficiency level of SPED SPED FOCAL PERSON
Mathematics Assessment learners PERSON
plus focusing on elevating Financial
the numeracy skills of Resources:
children with special MOOE, SPED
needs Fund, NGOs
Monitor the numeracy
skills development and
proficiency level of SPED
learners

SO2.6 To Ensure 75% of “PAG ANGAT” Whole Monitored the 21st Human EPSAs,
achieve 47 Out of School An initiative anchored Year century skills of ALS resources: DALSC
out of 47 Children and focusing on elevating the round learners’ development EPSAs
Schools with Youth, Remote 21st century skills of ALS and proficiency level. Financial
75% of Out Community learners Resources:
of School Learners, Monitor the 21st century MOOE, ALS
Children and Children and skills of ALS learners Fund, NGOs
Youth, Youth with development and
Remote Disabilities, proficiency level.
Community Muslim
Learners, Children and
Children and Youth, and
Youth with Children and
Disabilities, Youth of
Muslim Indigenous
Children and Community
Children and 38.6%
Indigenous in 21st Century
Community Skills by 2028
with at least
38.6%
proficiency
level in 21st
Century
Skills by
2028.

“Project Pag-unlad” Whole Monitored the 21st Human EPS
An initiative anchored Year century skills of IPED resources: PSDS
focusing on elevating the round learners’ development EPS, IP
21st century skills of IPED and proficiency level. Elders and
learners Culture
Monitor the 21st century Bearers,
skills of IPED learners School
development and Heads, PSDS
proficiency level.
“PEAP” Whole Monitored the 21st Human SPED

An initiative anchored Year century skills of SPED resources: FOCAL
focusing on elevating the round learners’ development SPED FOCAL PERSON
21st century skills of and proficiency level. PERSON,
learners with special PSDS
needs Financial
Monitor the 21st century Resources:
skills of SPED learners’ MOOE, SPED
development and Fund, NGOs
proficiency level.

QUALITY
SO3.1 To Ensure 80% of “PAGGIYA” Whole Career Guidance Human EPS –
achieve 12 learners Strengthening career Year Programs strengthened resources: EsP
out of 12 pursued their guidance program. round through the conduct of EPS –SHS CG SHS CG
schools with chosen path by Strengthen the Career Career Guidance support Coordinator, Coordina
at least 80% 2028 Guidance Program activities CG Focal tors
of Learners through the conduct of the Person CG Focal
have pursued following activities School Person
their chosen a. Senior High School Guidance
path by Summit Councilors
2028. b. Career Guidance Financial
Program Orientation, Resources:
Counselling, Consultation, MOOE
and
c. Career Guidance
Learning Materials
d. Career Exit Tracking
System

SO3.2 To Ensure 66% of “DIORA+” Whole Monitored the progress of Human EPS
achieve 35 Key Stage 1 Division Initiated Oral Year K stage 1 learners resources: PSDS
out of 35 learner nearing Reading Assessment + round nearing proficient or EPS PSDS
Schools with proficient or Intervention better in the Learning Financial
at least 66% better in the Monitor the progress of K areas. Resources:
of Key Stage Learning areas stage 1 learners nearing MOOE
1 learner by 2028 proficient or better in the
nearing Learning areas.
proficient or
better in the
Learning
areas by
2028

“E-Wheel” Whole Monitored the progress of Human EPS
Educative – Wheel Year K stage 1 learners resources: PSDS
An initiative anchored to round nearing proficient or EPS
Division Initiated Oral better in the Learning PSDS
Reading Assessment and areas. Financial
Division Initiated Oral Resources:
Reading & Comprehension MOOE, NGOs
Assessment across key
stages and three
languages
Monitor the progress of K
stage 1 learners nearing
proficient or better in the
Learning areas.
“DIMA + Whole Monitored the progress of Human EPS

” Division Initiated Year K stage 1 learners resources:
Mathematics Assessment round nearing proficient or EPS
+ Intervention” better in the Learning Financial
Monitor the progress of K areas. Resources:
stage 1 learners nearing MOOE
Learning areas.

“TALA” Whole Monitored the progress of Human EPS
Technology-Assisted Year K stage 1 learners resources:
Learning Acquisition round nearing proficient or EPS &
Monitor the progress of K better in the Learning COORDINAT
stage 1 learners nearing areas. ORS, PSDS
proficient or better in the Financial
Learning areas. Resources:
MOOE
Project “CARES” Whole Monitored the progress of Human EPS

Create an Accurate and Year K stage 1 learners Resources:
Recognize Exact Sound round nearing proficient or EPS
Monitor the progress of K better in the Learning PSDS
stage 1 learners nearing areas. Financial
proficient or better in the Resources:
Learning areas. MOOE
Oplan “HELP” Whole Monitored the progress of Human SCIENCE

Home-based Education Year K stage 1 learners resources: EPS
Learner support Program round nearing proficient or SCIENCE PSDS
stage 1 learners nearing areas Financial
Learning areas MOOE, NGOs

LRs in a TAB: Whole Monitored the progress of Human LR EPS,
An Offline Digital Year K stage 1 learners Resources: LR PDO
Pedagogy Monitor the round nearing proficient or LR EPS, LR II,
progress of K stage 1 better in the Learning PDO II, LIBRARI
learners nearing proficient areas. LIBRARIAN AN II,
or better in the Learning II, PSDS
areas. Financial
Resources:
MOOE
Project “FACE” Whole Monitored the progress of Human MAPEH
Feasible Action for Year K stage 1 learners resources: EPS
Children’s Education round nearing proficient or MAPEH EPS, PSDS
“BASANGARAP” Whole Monitored the progress of Human LR EPS,

(Basa: Tungo sa Pangarap) Year K stage 1 learners resources: LR PDO
Monitor the progress of K round nearing proficient or LR EPS, LR II,
stage 1 learners nearing better in the Learning PDO II, LIBRARI
proficient or better in the areas. LIBRARIAN AN II
Learning areas. II, PSDS
Financial
Resources:
MOOE
SO3.3 To Ensure 65% of “SA EDUKALIDAD, IKAW Whole Conducted tracking of Human EPSAs

achieve 35 Key Stage 2 ANG PARTNER KO” Year Out of school children resources:
out of 35 learners nearing Reaching out Out of school round and youth to EPSAs,
schools with proficient or children and youth continue/participate in Financial
at least 65% better in the Conduct tracking of Out of education. Resources:
of Key Stage Learning areas school children and youth LGU, SEF,
2 learners by 2028. to continue/participate in NGO, Private
nearing education. Entities
proficient or
better in the
Learning
areas by
2028.
6 out of 6 “Project Dagyaw” Whole Conducted tracking of

IPED Schools Reaching out of IPEd Year IPED learners to
learners round continue/participate in
Conduct tracking of IPED education.
learners to
continue/participate in
education.

1 out of 1 “CHILD MATTER” Whole Conducted tracking of
SPED Center Reaching out of school Year SPED learners to
children and youth with round continue/participate in
disability education.
Conduct tracking of SPED
learners to
continue/participate in
education.
SO3.4 To Ensure 83% of “DIMA +” Whole Monitored the progress of Human MATH
achieve 12 Key Stage 3 Division Initiated Year K stage 3 learners resources: EPS,
out of 12 learners nearing Mathematics Assessment round nearing proficient or MATH EPS, PSDS
schools with proficient or + Intervention better in the Learning PSDS
at least 83% better in the Monitor the progress of K areas. Financial
of Key Stage Learning areas stage 3 learners nearing Resources:
3 learners by 2028 proficient or better in the MOOE
nearing Learning areas.
proficient or
better in the
Learning
areas by
2028.

“DIORCAT+” Whole Monitored the progress of Human FILIPINO
Division Initiated Oral Year K stage 3 learners resources: EPS,
Reading and round nearing proficient or FILIPINO PSDS
Comprehension better in the Learning EPS,
Assessment Tool + areas PSDS
Intervention Financial
Monitor the progress of K Resources:
Learning areas
“TELL-TIME” Whole Monitored the progress of Human EPS TLE

Teaching EPP/TLE/TVL Year K stage 3 learners resources:
with Livelihood Learning – round nearing proficient or EPP/TLE/TV
Through Innovative better in the Learning L EPS,
Materials and Equipment areas. PSDS,
Project “FACE” TESDA, DTI
Feasible Action for Financial
Children’s Education Resources:
Monitor the progress of K MOOE, LGU,
stage 3 learners nearing PRIVATE
proficient or better in the ENTITY
Learning areas.
LRs in a TAB: Whole Monitored the progress of Human LR EPS,
An Offline Digital Year K stage 3 learners resources: LR PDO
Pedagogy round nearing proficient or LR EPS, LR IILIBRAR

Monitor the progress of K better in the Learning PDO IAN
stage 3 learners nearing areas. IILIBRARIAN IIPSDS
proficient or better in the II, PSDS
Learning areas. Financial
Resources:
MOOE, LGU,
NGOs
“Travelogue” Whole Monitored the progress of Human MPEH
Sipalay City: Hiyas ng Year K stage 3 learners resources: EPS,
Turismo round nearing proficient or MPEH EPS, PSDS
Learning areas. MOOE, LGU,
NGOs
“BASANGARAP” Whole Monitored the progress of Human FILIPINO

Basa:Tungo sa Year K stage 3 learners Resources: EPS,
Pangarap round nearing proficient or FILIPINO PSDS
Monitor the progress of K better in the Learning EPS, PSDS

“E-Wheel” Whole Monitored the progress of Human FILIPINO
Educative – Wheel Year K stage 3 learners Resource: EPS,
An initiative anchored to round nearing proficient or FILIPINO PSDS
Division Initiated Oral better in the Learning EPS,
Reading Assessment and areas. PSDS
Division Initiated Oral Financial
Reading & Comprehension Resources:
Assessment across key MOOE
stages and three
languages
Monitor the progress of K
stage 3 learners nearing
Learning areas.
MOBILE ASSESSMENT Whole Monitored the progress of Human EPS

Assessing Learners Year K stage 3 learners resources:
outside the four corners of round nearing proficient or EPS
Classroom better in the Learning Financial
Learning areas.
SO3.5 To Ensure 70% of “DIMA+” Whole Monitored the progress of Human MATH
achieve Key Stage 4 Division Initiated Year K stage 4 learners resources: EPS,
schools out learners nearing Mathematics Assessment round nearing proficient or MATH EPS, PSDS

of 12 schools proficient or + Intervention better in the Learning PSDS
with at least better in the Monitor the progress of K areas. Financial
70% of Key following areas stage 4 learners nearing Resources:
Stage 4 of Core proficient or better in the MOOE
learners Curriculum of Learning areas
nearing the Tracks per
proficient or Specialized
better in the Subjects by
following 2028
areas of Core
Curriculum
of the Tracks
per
Specialized
Subjects by
2028.
11 out of 11 “DIORCAT+” Whole Monitor the progress of K Human FILIPINO
TVL Division Initiated Oral Year stage 4 learners nearing resources: EPS,
Reading and round proficient or better in the FILIPINO PSDS
Comprehension Learning areas. EPS,
Assessment Tool + PSDS
Intervention Financial
Monitor the progress of K Resources:
Learning areas.
“TELL-TIME” Whole Monitored the progress of Human EPP/
Teaching EPP/TLE/TVL Year K stage 4 learners resources: TLE/
with Livelihood Learning – round nearing proficient or EPP/TLE/TV TVL EPS,

Through Innovative better in the Learning L EPS, PSDS
Materials and Equipment areas PSDS,
o Monitor the progress of K TESDA, DTI
stage 4 learners nearing Financial
Learning areas. MOOE, LGU,
PRIVATE
“Travelogue” Whole Monitored the progress of Human ARAL
Sipalay City: Hiyas ng Year K stage 4 learners resources: PAN EPS,
Turismo round nearing proficient or ARAL PAN PSDS
Monitor the progress of K better in the Learning EPS, PSDS
Project “FACE” Whole Monitored the progress of Human MAPEH

Feasible Action for Year K stage 4 learners Resources: EPS,
Children’s Education round nearing proficient or MAPEH EPS, PSDS

“BASANGARAP” Whole Monitored the progress of Human ENGLISH
Basa:Tungo sa Pangarap Year K stage 4 learners resources: EPS,
Monitor the progress of K round nearing proficient or ENGLISH PSDS
stage 4 learners nearing better in the Learning EPS,
proficient or better in the areas. PSDS
Learning areas Financial
Resources:
MOOE
“E-Wheel” Whole Monitored the progress of Human FILIPINO

Educative – WheelAn Year K stage 4 learners resources: EPS,PSD
initiative anchored to round nearing proficient or FILIPINO S
Division Initiated Oral better in the Learning EPS, PSDS
Reading Assessment and areas Financial
Division Initiated Oral Resources:
Reading & Comprehension MOOE, LGU,
Assessment across key NGOs
stages and three
languageso Monitor the
progress of K stage 4
learners nearing proficient
or better in the Learning
areas.

"MOBILE ASSESSMENT" Whole Monitored the progress of Human EPS
Assessing Learners Year K stage 4 learners resources: PSDS
outside the four corners of round nearing proficient or PSDS
Classroom better in the Learning Financial
stage 4 learners nearing MOOE, LGU,
proficient or better in the NGOs
Learning areas.
SO3.6 To Ensure 75% “DIMA +” Whole Monitor the progress Human FILIPINO
achieve 47 Mean Division Initiated Year Mean Percentage Score resources: EPS,PSD
out of 47 Percentage Mathematics Assessment round in all learning stages FILIPINO S
with at least Score in all + Interventiono standards and the EPS, PSDS
75% Mean learning stages Monitor the progress Mean development of 21st Financial
Percentage standards Percentage Score in all century competencies Resources:
Score in all equipped with learning stages standards MOOE
learning knowledge and and the development of
stages developed 21st 21st century competencies
standards century
equipped competencies
with by 2028
knowledge
and
developed
21st century
competencies
by 2028.

“DIORA+” Whole Monitored the progress Human FILIPINO
Division Initiated Oral Year Mean Percentage Score resources: EPS,
Reading Assessment + round in all learning stages FILIPINO PSDS
Intervention standards and the EPS,
Monitor the progress Mean development of 21st PSDS
Percentage Score in all century competencies Financial
learning stages standards Resources:
and the development of MOOE
21st century competencies
“DIORCAT+” Whole Monitored the progress Human FILIPINO

Division Initiated Oral Year Mean Percentage Score resources: EPS,
Reading and round in all learning stages FILIPINO PSDS
Comprehension standards and the EPS,
Assessment Tool + development of 21st PSDS
Intervention century competencies Financial
Monitor the progress Mean Resources:
Percentage Score in all MOOE
learning stages standards
and the development of

“E-Wheel” Whole Monitor the progress Human FILIPINO
Educative – Wheel Year Mean Percentage Score resources: EPS,PSD
An initiative anchored to round in all learning stages FILIPINO S
Division Initiated Oral standards and the EPS, PSDS,
Reading Assessment and development of 21st DTI, TESDA
Division Initiated Oral century competencies Financial
Reading & Comprehension Resources:
Assessment across key MOOE
stages and three
languageso
Monitor the progress Mean
Percentage Score in all
learning stages standards
“TELL-TIME” Whole Monitor the progress Human EPP/
Teaching EPP/TLE/TVL Year Mean Percentage Score resources: TLE/TVL
with Livelihood Learning – round in all learning stages EPP/TLE/TV EPS,
Through Innovative standards and the L EPS, SCHOOL
Materials and Equipment development of 21st PSDS S HEADS
Monitor the progress Mean century competencies Financial PSDS
Percentage Score in all Resources:
learning stages standards MOOE

“Travelogue” Whole Monitor the progress Human ARAL
Sipalay City: Hiyas ng Year Mean Percentage Score resources: PAN EPS,
Turismo round in all learning stages ARAL PAN PSDS
Monitor the progress Mean standards and the EPS,
Percentage Score in all development of 21st PSDS
learning stages standards century competencies Financial
and the development of Resources:
21st century competencies MOOE
Project “FACE” Whole Monitor the progress Human MAPEH

Feasible Action for Year Mean Percentage Score resources: EPS,MAP
Children’s Educationo round in all learning stages MAPEH EPS, EH PSDS
Monitor the progress Mean standards and the PSDS
Percentage Score in all development of 21st Financial
learning stages standards century competencies Resources:
and the development of MOOE

SO3.7 To Ensure 80% of “PAG-ULIKID” 2023- Tracked learners’ Human EPSAS,
achieve 42 the ALS Track learners’ progress 2028 progress into the resources: DALSC,
out of 42 Learners into the development of development of their EPSAS, PSDS
Community attained their portfolios portfolios DALSC, PSDS
Learning certification as Monitor the ALS Learners Monitored the ALS Financial
Centers Elementary and attainment of certification Learners attainment of Resources:
(CLCs) with Junior HS as Elementary and Junior certification as MOOE, ALS
at least 80% passers by HS passers Elementary and Junior Fund
of the ALS 2028. HS passers
Learners
attained
certification
as
Elementary
and Junior
HS passers-
by 2028

RESILIENCY AND WELL-BEING
SO 4.2: To Establish Conduct capability- 2022- Conducted capability- Financial OSDS,
achieve 53 functional building and workshop 2028 building and workshop Resources: SGOD
out of 53 School Child with members of the to 53 out of 53 School MOOE and GAD
Schools with Protection School Child Protection Child Protection Human focal
100% of Committees and Committee in handling Committee members Resources: person
learners with contextualized child abuse and bullying 53 out of 53 schools have OSDS, SGOD
bullying and Child Protection cases, and incidents their own contextualized and GAD
child abuse Policy and Anti- involving children-at-risk Child Protection Policy focal person
cases are Bullying Policy. and children in conflict and Anti-Bullying Policy.
being acted with the law and drafting Acted upon 100% of
upon by of their contextualized child abuse and bullying
2028 Child Protection Policy cases.
and Anti-Bullying Policy.
2. Strengthen 2. Consolidate every 2022- Consolidated every Financial OSDS,

partnership school year all incidents of 2028 school year all cases of Resources: SGOD
with Quidan child abuse, bullying, child abuse and bullying. DepEd funds and GAD
Kaisahan Inc. involving CAR and CICL Human focal
and LGU to reported by 47 public Resources: person
provide schools and 6 private OSDS, SGOD
capability- schools. and GAD
building focal person
activities and
trainings among
the members of
the Child
Protection
Committee, and
teaching and
non-teaching
personnel on
child protection
including the
handling of
cases of child
abuse and
bullying;

3. Strengthen 3. Refer cases to DSWD, 2022- Submitted a list of cases Financial OSDS,
partnership PNP-Women’s and 2028 for referral to DSWD and Resources: SGOD
with local Children’s Desk, when PNP-Women’s and DepEd Funds and GAD
authorities, i.e. necessary. Children’s Desk. Human focal
DSWD, PNP- Resources: person
Women and OSDS, SGOD
Children’s and GAD
Desk, when focal person
necessary.
SO 4.3: To Create 1. Conduct learners’ fair, 2022- 1.Conducted learners’ OSDS, SGOD OSDS-
achieve 53 opportunities forum, and symposium on 2028 fair, forum, and and GAD Legal
out 53 for learners to RBE. symposium on RBE focal person Unit,
Schools with heighten 2. Conduct survey among annually. SGOD,
at least 95% knowledge/awa learners to assess their 2. Conducted survey CID,
of evaluated reness of their satisfaction with the basic among learners GAD
learners are rights and education provided in 3. Monitored and focal
happy and participate in their school and to assessed compliance of person,
satisfied with school activities determine the issues and schools with RBE PDO-
basic that involve concerns relative to the Youth
education decision- delivery of basic Formatio
experience in making. education. n
accordance Strengthen 3. Monitor and assess Program
with the partnership compliance of schools with
provisions of with NGOs, e.g. the RBE annually.
the RBE by Quidan
2028 Kaisahan of
Negros.
Occidental, Inc.

SO 4.4: To 1. Develop RBE- 1. Conduct RBE-based 2022- Conducted RBE-based Financial: OSDS
achieve 47 based trainings. trainings. 2028 training Conducted DepEd funds Legal
out of 47 Create 2. Conduct student First student orientation Human Unit and
Schools with opportunities orientation at the start of quarter Provided learners' Resources: GAD
100% of for learners to each school year. of manual and IEC OSDS Legal focal
Learners with heighten 3. Provide learner’s SY2023- materials Unit and person,
at least 80% knowledge/awa manual and IEC materials 2028 GAD focal CID
knowledge of reness of their on child rights and First person
their rights to rights and protection. quarter
and in participate in of SY
education in school activities 2023-
accordance that involve 2028.
with the decision
provisions of making.
the Rights
Based
Education
(RBE) by
2028

SO. 4:5 To 1. Develop RBE- 1. Conduct RBE-based 2023- Conducted RBE-based Human OSDS
achieve 47 based trainings. trainings. 2028 training. Resource: Legal
out of 47 2. Create 2. Conduct student First Conducted student OSDS Legal Unit and
Schools with opportunities orientation at the start of quarter orientation. 3. Provided Unit and GAD
100% of for learners to each school year. of SY learners’ manual and GAD focal focal
Learners with heighten 3. Provide learner’s 2023- IEC materials. person person,
at least 80% knowledge/awa manual and IEC materials 2028.Fir Financial CID
knowledge of reness of their on child rights and st Resources:
their rights to rights and protection. quarter MOOE
and in participate in of SY
education in school activities 2023-
accordance that involve 2028.
with the decision making
provisions of
the Rights
Based
Education
(RBE) by
2028

SO 4.6: To Implement 1. Monitor and evaluate Whole 1. Monitored and Financial OSDS-
achieve 47 induction the implementation of year evaluated the Resources: Legal
out of 47 program and school’s RBE compliance. round implementation of DepEd funds Unit,
Schools with trainings on 2. Assess school’s from school’s RBE compliance. Human SGOD,
100% RBE. compliance with RBE. SY 2. Assessed school’s Resources: CID,
schools and 3. Provide technical 2023- compliance with RBE. OSDS-Legal GAD
learning assistance to schools 2028 3. Provided technical Unit, SGOD, focal
centers relative to RBE assistance to schools CID, GAD person
compliant to compliance. relative to RBE focal person
RBE by 2028 compliance.

SO 4.7: To Establish 1. Capacity Building 1. Capacitated teachers Human Division
achieve 47 partnership (Program will focus on Whole and TA providers Resources: Engineer,
out of 47 with LGU for partnership) Year Division DRRM &
Schools’ with provision of a. Basic life support and Round MOOE, Physical
100% trainings, first aid (Conduct training a. 2023- LGU, other Facilities
learners facilities, and with trained/licensed 2024 DRRM Focal
equipped equipment to service provider) Water b. funds Person,
with ensure disaster Safety 2024- School
capacities on preparedness b. Fire Safety 2025 Heads
what to do and immediate c. School Safety and c. Medical
before, response Hazard 2025- Officer,
during, and 2. Participate in National 2026 Division
after a Simultaneous Earthquake 2. Every Engineer,
disaster/ Drill Quarter DRRM &
emergency by Physical
2028 Facilities
Focal
Person,
School
Heads
School
Managemen
t Monitoring
and
Evaluation
Team
SO 4.8: To Establish a 1. Conduct Hazard 1st Conducted hazard Financial Division

achieve 47 mechanism to Mapping Quarter mapping resources: Engineer,

out of 47 survey/assess and 2. Contingency of every Crafted contingency MOOE, LSB, DRRM &
Schools with identify hazard- planning year plan LGU, other Physical
100% prone areas in 3. Survey/Assess the 1st-2nd Assessed/Surveyed funds Facilities
learners are communities and School Building Quarter school buildings Human Focal
in safe schools and Integrity Health of every integrity. Resources:Divis Person,
schools by formulate/ adopt Conduct Training and year 3rd Health ion Engineer, School
2028 preventive policies/ Capacity Building Quarter Conducted Training DRRM & Heads,
guidelines Health Activities to all School of Every and Capacity Building Physical School
2. Develop Clinic In-Charge Year to all Clinic-In-Charge Facilities Focal DRRM
knowledge and 5. Provide First Aid Health Provided First Aid Person, Medical School
skills of all Clinic- Equipment 2nd-3rd Officer, School Health
in-Charge in Quarter Heads, School and
conducting first aid of every DRRM Nutrition
measures during year 1st Coordinators. Unit -
emergency Qtr. Of School Health School
situations and on 2023 and Nutrition Clinic-in-
proper identification Unit School Charge
of symptoms Clinic-in-Charge
consistent with School
COVID-19 infection Management
and prompt Monitoring and
reporting/referral of Evaluation
cases to SHNU and Team,
Barangay Health
Emergency
Response Team
SO 4.9: To 1. Establish 4.9.1. Conduct Stakeholder Mapping 1. 3rd Qtr.- Conducted Financial School
achieve 47 partnership to identify the partners 4.9.2. 2023 2. Stakeholder resources: Health
out of 47 with LGU for Conduct Stakeholders’ Forum 1st Q- mapping SDO and

Schools the conduct of 4.9.3.1.Conduct Consultative Meeting 2023*yearly result MOOE, Nutrition
with at school and with Partner stakeholders on provision basis Conducted 1 LRO, SEF Unit
least 80% community- of equal opportunity and fair 3. 4th Q- stakeholders’ Human
learners based feeding competition for local farmers to 2023 forum for Resources
have program. promote and market their local (Crafting) the1st Quarter : School
improved 2. Develop a products 4.9.3.2. 4. 2nd Q- Conducted 1 Health and
health sustainable Partner with Department of 2024- Consultative Nutrition
statistics and integrated Agriculture and/or other 2028(Updatin Meeting with Unit
(BMI) by nutrition Organizations to conduct Capacity g) Program
2028 program for building for program implementers, 5. 3rd Q- implementers,
learners. focal persons, local farmers and (Enhancemen focal persons,
3. Establish parents 4.9.4.1. t) local farmers
Partnership Coordinate with the Local Nutrition and parents.
with Local Council in Crafting and Updating of Approved
Farmers and the Nutrition Action Plan and Contingency
Suppliers. integrate standardized contingency Plan and
4. Establish a plan in case of school lockdowns Nutrition
Standard and/or disasters (including Action Plan
Contingency contingency plan for the different
Plan to ensure scenarios during a calamity/outbreak)
continuity and 4.9.4.2. Engage key stakeholders such
sustainability as the City Nutrition Council and City
of School- Health Office in the Alignment of
Based Feeding Nutrition Programs of the Department
Program. of Education with the City Nutrition
Action Plan
SO 4.10: To 1. Develop Utilize Division-crafted Mental 4.10.1 3rd-4th Q All learners
achieve 47 Mental Health Health Session Guide: (First hour of participated on the
out of 47 Programs such “Face-to-Face na! Ready ka na classes on the Limited face-to-face

Schools with as Session and ba? Estoryahanay ta!” 1st week of face- classes were
at least 100% symposium Conduct One-on-one Session on to-face classes) provided with
learners among learners Mental Health and Psychosocial 4.10.2.1 Psychosocial
provided with in all grade level intervention*Psychological First *yearlyAs Debriefing
mental of Limited face- Aid (PFA) to teachers, Learners, necessary(24 to All
health to-face classes and Parents Post-Traumatic 74 hours to max identified/reported
services from 2. Establish Stress Debriefing (trauma, crisis, of 1 week after individual (student,
among those Programs on suicide), *Psychological an incident) teachers or parents)
identified Mental Health Conditioning related to 4.10.2.23rd given psychosocial
and and unvaccinated personnel. Quarter of the intervention 49
monitored Psychosocial Conduct of Psychological and year (School School DRRM and
(separate Services Psychosocial Support Services opening) 49 Mental Health
from those training and seminars such as 4.10.2.3. 4rth Advocates
provided PFA, Counseling Services, Peer Quarter of the Capacitated
during Counseling, Psychological Stress year4th Quarter
disaster and Debriefing and Critical Incidental of the year
emergencies) Stress Debriefing to Mental 4.10.2.4.4th
by 2028-- Health Focal Person, School Quarter of the
DRRM, School Guidance year
Advocate. Capability Building
for Peer Counseling among
secondary school student
leaders.
Conduct Rest and Recreation
and Team Building Activities for
learners and personnel

SO 4.11: To Mobilize all Capacity Building 1st Capacity Building YFD,
achieve 47 out School Clubs Organization of Club quarter Conducted, Club Officers EPS,
of 47 Schools to ensure Officers Coaching and Organized, Coaching and School
with 100% maximum Mentoring Monitoring Mentoring Conducted, Heads,
learners actively learners’ of schools as to the Monitoring of Schools Teachers
participating in participation functionality of the school Conducted, Recognition
at least one clubs/organizations (ex. and Awards Conducted
school club Subject clubs, YES-O,
organization by SSG/SPG) Recognition
2028 and Awards
SO 4.12: To Develop the Conduct Capacity First Conducted Capacity Financial
achieve 47 out Division Building for Teachers in Quarter Building for Teachers in Resources:
of 47 Schools Physical conducting Physical of every conducting Physical Human
with at least Fitness Fitness Test School Fitness Test Resources:
80% learners Program to Conduct Physical Fitness Year, Conducted Physical
have improved improve Test to learners, Provide Year- Fitness Test to learners
physical fitness learners’ opportunities to develop round Provided opportunities to
level by 2028 physical the learners’ physical develop the learners’
fitness level fitness level appropriate to physical fitness level
their physical status and appropriate to their
talent potential such,- physical status and
Intramurals,- Elementary talent potential such,-
Days,- Wellness Program Intramurals,- Elementary
(ex ) Days,- Wellness Program
Monitor and Evaluate the (ex)
Schools’ Physical Fitness Monitor and Evaluate the
Program Schools’ Physical Fitness
Program

SO 4.13. To Develop the Create Division Pool of
achieve 47 School Sports Trainers for various sports
out of 47 and Physical events,
Schools with Activity Conduct Division Capacity
at least 80% Programs Building for Trainers,
learners Coaches and Technical
participated Official,
in physical Conduct School-Based
activities by Capacity Building for
2028 MAPEH Teachers,
Conduct School Sports
and Physical Activity
competitions in MAPEH
classes in all grade levels
in schools, districts,
division, provincial,
regional and Palarong
PambansaConduct
Monitoring and Evaluation

PPAs
Performance
Objectives (Programs, Projects, Expected End Output
Indicator
Activities)
Pillar 1: Access
Intermediate Outcome 1: All school age children, out-of-school youth and adult have access to
relevant basic learning opportunities
Intermediate Outcome 1.1: All five-year-old children attend school
Strategy 1: Improve access to universal kindergarten education
SO 1.9.1 “SA EDUKALIDAD, *Coordinated with ALS 100%
To achieve 42 IKAW ANG PARTNER Partners for the community
out of 42 KO”Coordinate with possible assistance learning
community ALS Partners for the needed by ALS centers
learning centers possible assistance learners in the achieved at
with at least needed by ALS Presentation Portfolio least 53.7%
53.7% Basic learners in the Assessment (PPA). basic literacy
literacy Presentation Portfolio Monitored the program and
program, ALS Assessment (PPA). progress of the ALS
completers by Monitor the progress assistance coming completers
2028. of the assistance from the ALS by 2028.
SO 1.9.2 coming from the ALS Partners . *Monitored 100%
To achieve 42 Partners Conduct the progress of the community
out of 42 ALS stakeholder assistance coming learning
community forum/summit to from the ALS Partners centers
learning centers establish *Conducted ALS achieved at
with at least mechanisms for stakeholder least 68.99 %
68.99 % A & E reaching Out of forum/summit to A&E
Elementary ALS School Individuals establish mechanisms Elementary
completers by Organize a core for reaching Out of ALS
2028. group to handle School Individuals completers
mapping/survey on *Organized a core by 2028.
SO 1.9.3 Out of School group to handle 100%
To achieve 42 Individuals Conduct mapping/survey community
out of 42 orientation on on .*Conducted learning
community mapping/survey orientation on centers
learning centers mechanisms. mapping/survey achieved at
with at least Monitor the mechanisms, least 68.99 %
79.23% A & E mapping/survey of monitored and A&E
Secondary ALS out-of-school consolidated the Secondary
completers by individual so survey. ALS
2028. Consolidate the completers
number of surveyed by 2028.
Out-of-school
individuals for
enrollment in ALS.

Annual Physical Targets
Programme Year Year Year Year Year Year
End-of Plan
d 1 2 3 4 5 6
Targets
2022 2023 2024 2025 2026 2027 2028
42 42 42 42 42 42 42 100%
community communit communit communit communit communit communit communit
learning y learning y learning y learning y learning y learning y learning y learning
centers centers centers centers centers centers centers centers
53.7%
basic
literacy
39.58% 41.98% 44.38% 46.78% 49.18% 51.58% 53.70%
program
and ALS
completers
42 42 42 42 42 42 42 100%
68.99% A
&E
55.04% 57.44% 59.84% 62.24% 64.64% 67.04% 68.99% Elementar
y ALS
completers
42 42 42 42 42 42 42 100%
79.23% A
&E
68% 70% 72% 74% 76% 78% 79.23% Secondary
ALS
completers

Annual Financial Requirements Fund
Source,
Programme Year Year Year Year Year Year End-of including Office Assumptio
d 1 2 3 4 5 6 Plan PAP Accountable ns and Risk
2022 2023 2024 2025 2026 2027 2028 Targets name if
GAA
0.0
0.00 0.00 0.00 0.00 0.00 0.00 0.00 N/A CID/ALS
0
The project
will be
delivered
even
without
budgettary
allocation
from
MOOE due
0.0 to NGOs
0.00 0.00 0.00 0.00 0.00 0.00 0.00 N/A CID/ALS support.
0
The project
will not be
fully
implement
ed if the
NGOs
withdrew
thier
commitme
0.0 nt.
0.00 0.00 0.00 0.00 0.00 0.00 0.00 N/A CID/ALS
0

PPAs
Performance
Indicator
Activities)
Pillar 3: Quality
Quality of Learning
Intermediate Outcome: Learners complete K-12 Basic Education having attained all learning
standards that equip them with the necessary skills and attributes to pursue their chosen paths
100%
schools with
at least 60%
of Learners
have pursued
College by
2028.
“PAGGIYA”
Strengthening career
guidance program. 100%
Strengthen the schools with
Career Guidance at least 20%
Program through the of Learners
SO 3.1 To have pursued
conduct of the
achieve 12 out Employment
following activities
of 12 schools
a. Senior High School
with at least Strengthened career
Summit
80% of Learners guidance program.
b. Career Guidance
have pursued 100%
Program
their chosen schools with
Orientation,
path by 2028. at least 20%
Counselling,
Consultation, and of Learners
c. Career Guidance have pursued
Learning Materials Entrepreneur
d. Career Exit ship
Tracking System
100%
schools with
at least 20%
of Learners
have pursued
Middle Level
Skills
Training

Year Year Year Year Year Year End-of
Programmed
1 2 3 4 5 6 Plan
2022
2023 2024 2025 2026 2027 2028 Targets
12 12 12 12 12 12 100%
12 schools
schools schools schools schools schools schools schools
60% 60% 60% 60% 60% 60% 60% 60%
12 12 12 12 12 12 100%
12 schools
20% 20% 20% 20% 20% 20% 20% 20%
12 12 12 12 12 12 100%
12 schools
5% 5% 5% 5% 5% 5% 5% 5%
12 12 12 12 12 12 100%
12 schools
15% 15% 15% 15% 15% 15% 15% 15%

Source,
Yea Yea Yea Yea Yea Yea End-of Office
Programme includin Assumption
r1 r2 r3 r4 r5 r6 Plan Accountabl
d g PAP s and Risk
202 202 202 202 202 202 Target e
2022 name if
3 4 5 6 7 8 s GAA
Division
Guidance
Focal
Person
0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00
SHS
Guidance
Coordinator
Division
Guidance
Focal
Person
0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00
SHS
Guidance
Coordinator
Change of
Division career path
Guidance
Focal
0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 N/A Person
SHS
Guidance
Coordinator
Division
Guidance
Focal
Person
0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 N./A
SHS
Guidance
Coordinator

PPAs
Performance
Indicator
Activities)
SO3.2 To Achieve 47 out of 47 Schools with increased completion rate* by 2028
100% of
SO3.2.1
Schools
To achieve 35 Strengthen and Strengthened and
achieved with
out of 35 religiously implement religiously implement
at least
Schools with at ALL programs in ALL programs in
95.72%
least 95.72% reading, numeracy reading, numeracy
Elementary
Elementary and other learning and other learning
Completion
Completion areas. areas.
Rate by
Rate by 2028.
2028.
Monitor the
Monitored the
mplemention of ALL 100% of
SO3.2.2 mplemention of ALL
programs in reading, Schools
To achieve 12 programs in reading,
numeracy and other achieved with
out of 12 numeracy and other
learning areas to at least
Schools with at learning areas to
ensure the quality, 95.72% JHS
least 95.72% ensure the quality,
efficiency and Completion
JHS Completion efficiency and efficacy
efficacy of the Rate by
Rate by 2028.. of the programs to all
programs to all 2028.
learners
learners
Adjusted and revised

Adjust and revise 100% of
SO3.2.3 programs when
programs in reading, Schools
To achieve12 necessary in reading,
numeracy and other achieved with
out of 12 numeracy and other
learning areas to at least
Schools with at learning areas to
ensure suitability the 89.70%
least 89.70% ensure suitability the
quality, efficiency Secondary
Secondary quality, efficiency and
and efficacy of the Completion
Completion efficacy of the
programs to all Rate by
Rate by 2028. programs to all
learners 2028.
learners

Programme Year Year Year Year Year Year End-of
d 1 2 3 4 5 6 Plan
2022 2023 2024 2025 2026 2027 2028 Targets
20 25 27 30 33 35
20 schools 35 schools
schools schools schools schools schools schools
93.46% 94.47% 94.72% 94.97% 95.22% 95.47% 95.72% 95.72%
6 7 8 9 10 12 12 100%
schools schools schools schools schools schools schools schools
93.51% 94.47% 94.72% 94.97% 95.22% 95.47% 95.72% 95.72%
100%
5 6 7 8 9 10 12
schools
85.20% 85.95% 86.70% 87.45% 88.20% 88.95% 89.70% 89.70%
Annual Financial Requirements Fund Office Assumptions

Source,
Year Year Year Year Year Year
Programme End-of includin
1 2 3 4 5 6
d Plan g PAP Accountable and Risk
202 202 202 202 202 202
2022 Targets name if
3 4 5 6 7 8
GAA
CID/PSDS/
0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 N/A Planning/
School Head
CID/PSDS/
0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 N/A Planning/
School Head
CID/PSDS/
0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 N/A Planning/
School Head

Objectives PPAs Expected Performance
(Programs, Projects, Activities) End Output Indicator
SO3.3 Achieved 47 out of 47 Schools with learners attained nearly proficient level or better in stage 1 learning
standards of (a) reading (English & Filipino), (b) Mother Tongue, (c) numeracy by 2028
SO3.3.1 To achieve “E-Wheel” Tracked and Achieved 35 out
35 out of 35 Educative – Wheel monitored of 35 Schools
Schools with at An initiative anchored to Division the progress with at least 65%
least 65% learners Initiated Oral Reading Assessment of K stage 1 learners attained
attained nearly and Division Initiated Oral learners nearly proficient
proficient level or Reading & Comprehension nearing level or better in
better in stage 1 Assessment across key stages and proficient or stage 1 learning
learning standards three languages Monitor the better in standards of
of English by 2028. progress of K stage 1 learners English. English by 2028.
nearing proficient or better in the
Learning areas.
SO3.3.2 To Achieve “DIORA+” Tracked and Achieved 35 out
35 out of 35 Division Initiated Oral Reading monitored of 35 Schools
Schools with at Assessment + Intervention the progress with at least 65%
least 65% learners Monitor the progress of K stage 1 of K stage 1 learners attained
attained nearly learners nearing proficient or learners nearly proficient
proficient level or better in the Learning areas. nearing level or better in
better in stage 1 proficient or stage 1 learning
learning standards better in standards of
of Filipino by 2028 FILIPINO. Filipino by 2028
SO 3.3.3 DIORCAT+” Tracked and Achieved 47 out
To achieve 35 out of Division Initiated Oral Reading monitored of 47 Schools
35 Schools with at and Comprehension Assessment the progress with at least 65%
least 65% of Tool + Intervention of K stage 1 of learners
learners attained Monitor the progress of K stage 1 learners attained nearly
nearly proficient learners nearing proficient or nearing proficient level or
level or better in better in the MTB by 2028. proficient or better in stage 1
stage 1 learning better in learning
standards of MTB.. standards of
mother tongue by mother tongue by
2028. 2028.
SO 3.3.4 “E-Wheel” Assessed, Achieved 35 out
To achieve 35 out of Educative – Wheel tracked and of 35 Schools
35 Schools with at An initiative anchored to Division monitored with at least 57%
least 57% of Initiated Oral Reading Assessment the progress of learners
learners attained and Division Initiated Oral of K stage 1 attained nearly
nearly proficient Reading & Comprehension learners proficient level or
level or better in Assessment across key stages and nearing better in stage 1
stage 1 learning three languages proficient or learning
standards of Monitor the progress of K stage 1 better in standards of
numeracy by 2028. learners nearing proficient or MTB.. numeracy by
better in the Learning areas. 2028.

d 1 2 3 4 5 6 Plan
2022 2023 2024 2025 2026 2027 2028 Targets
35 35 35 35 35 35 35 100%
57% 57% 58.60% 60.20% 61.80% 63.40% 65% 65%
Nearly Nearly
Nearly Nearly Nearly Nearly Nearly Nearly
Proficien Proficien
Proficient Proficient Proficient Proficient Proficient Proficient
t t
35 35 35 35 35 35 35 100%
57% 57% 58.60% 60.20% 61.80% 63.40% 65% 65%
Nearly Nearly
Proficien Proficien
t t
35 35 35 35 35 35 35 100%
62% 62% 62.60% 63.20% 63.80% 64.40% 65% 65%
Nearly Nearly
Proficien Proficien
t t
35 35 35 35 35 35 35 100%
45% 45% 47.40% 49.80% 52.20% 54.60% 57% 57%
Nearly Nearly
Proficien Proficien
t t

Source,
Programme End-of includin Office Assumptions
1 2 3 4 5 6
202 202 202 202 202 202
3 4 5 6 7 8 GAA
CID/
Learning
0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 N/A
Area
Supervisor
CID/
Learning
0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 N/A
Area
Supervisor
CID/
Learning
0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 N/A
Area
Supervisor
CID/
Learning
0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 N/A
Area
Supervisor

PPAs Expected End Performance
Objectives
(Programs, Projects, Activities) Output Indicator
SO3.4 Achieved 47 out of 47 Schools of learners attained nearly proficient level or better in stage 2 (Grade 6)
learning standards of (a) literacy (English & Filipino), (b) numeracy by 2028.
SO3.4.1
Achieve 35 out of
To achieve 35 out of
“DIORA+” Monitored the 35 Schools with at
35 Schools with at
Division Initiated Oral Reading progress of K least 47% of
least 47% of
Assessment + Intervention stage 2 learners attained
learners attained
Monitor the progress of K learners nearing nearly proficient
nearly proficient
stage 2 learners nearing proficient or level or better
level or better stage
proficient or better in the better in the stage 2 learning
2 learning
Learning areas. Learning areas. standards English
standards English
by 2028.
by 2028.
“E-Wheel” Educative – Wheel
SO3.4.2
An initiative anchored to Achieved 35 out of
Division Initiated Oral Reading Monitored the 35 Schools with at
35 Schools with at
Assessment and Division progress of K least 47% of
least 47% of
Initiated Oral Reading & stage 2 learners learners attained
learners attained
Comprehension Assessment nearing nearly proficient
nearly proficient
across key stages and three proficient or level or better
languages Monitor the better in the stage 2 learning
2 learning
progress of K stage 2 learners Filipino. standards Filipino
standards Filipino
nearing proficient or better in by 2028.
by 2028.
the Filipino.
SO3.4.3 Achieved 35 out of
To achieve 35 out of 35 Schools with at
“DIMA +” Monitored the
35 Schools with at least 47% of
Division Initiated Mathematics progress of K
least 47% of learners attained
Assessment + Intervention stage 2 learners
learners attained nearly proficient
Monitor the progress of K nearing
nearly proficient level or better in
stage 2 learners nearing proficient or
level or better in stage 2 learning
proficient or better in the better in
stage 2 learning standards of
Learning areas. Numeracy.
standards of numeracy by
numeracy by 2028. 2028.

d 1 2 3 4 5 6 Plan
2022 2023 2024 2025 2026 2027 2028 Targets
35 35 35 35 35 35 35 35
1.50% 1.50% 10.60% 19.70% 28.80% 37.90% 47% 47%
Nearly Nearly
Proficien Proficien
t t
35 35 35 35 35 35 35 35
5% 5% 13.40% 21.80% 30.20% 38.00% 47% 47%
Nearly Nearly
Proficien Proficien
t t
35 35 35 35 35 35 35 35
2.10% 2.10% 11% 20% 29% 38% 47% 47%
Nearly Nearly
Proficien Proficien
t t

Source,
1 2 3 4 5 6
202 202 202 202 202 202
3 4 5 6 7 8 GAA
CID/
Learning
0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 N/A
Area
Supervisor
CID/
Learning
0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 N/A
Area
Supervisor
CID/
Learning
0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 N/A
Area
Supervisor

Objectives
SO3.5 Achieved 12 out of 12 Schools with Grade 10 learners attained nearly proficient level or better in stage 3
(Grade 7-10) learning standards of (a) literacy (English & Filipino), (b) numeracy by 2028.
SO3.5.1
“DIORCAT+”
Division Initiated Oral Reading
12 Schools with at Monitored the
and Comprehension 100% schoolsin
least 65% of Grade progress of K
Assessment Tool + stage 3 improved
10 learners stage 3 learners
Intervention to 65% nearly
attained nearly nearly proficient
Monitor the progress of K proficient in
proficient level or or better in the
stage 3 learners nearing English . .
better stage 3 English.
learning standards
Learning areas
in English by 2028.
SO3.5.2
“DIORA+” Monitored the
12 Schools with at
Division Initiated Oral Reading progress of K 100% schools in
least 65% of Grade
Assessment + Intervention stage 3 stage 3 improved
10 learners
Monitor the progress of K learners nearing to 65% nearly
attained nearly
stage 3 learners nearing proficient or proficient in
proficient level or
proficient or better in the better in Filipino.
better stage 3
Learning areas. Filipino.
learning standards
in Filipino by 2028.
SO3.5.3
12 Schools with at “DIMA +” Monitored the
least 65% of Grade Division Initiated Mathematics progress of K 100% schools in
10 learners Assessment + Intervention stage 3 learners stage 3 improved
attained nearly Monitor the progress of K nearing to 65% nearly
proficient level or stage 3 learners nearing proficient or proficient in
better in stage 3 proficient or better in the better in Numeracy.
learning standards Learning areas. Numeracy
of numeracy by
2028.

d 1 2 3 4 5 6 Plan
2022 2023 2024 2025 2026 2027 2028 Targets
12 12 12 12 12 12 12 12
47% 47% 50.60% 54.20% 57.80% 61.40% 65% 65%
Nearly Nearly
Proficien Proficien
t t
12 12 12 12 12 12 12 12
47% 47% 50.60% 54.20% 57.80% 61.40% 65% 65%
Nearly Nearly
Proficien Proficien
t t
12 12 12 12 12 12 12 12
15% 15% 25% 35% 45% 55% 65% 65%
Nearly Nearly
Proficien Proficien
t t

Source,
Programme End-of includin
1 2 3 4 5 6
202 202 202 202 202 202
3 4 5 6 7 8
GAA
CID/
Learning
0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 N/A
Area
Supervisor
CID/
Learning
0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 N/A
Area
Supervisor
CID/
Learning
0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 N/A
Area
Supervisor
Objectives PPAs Expected Performance Indicator

(Programs, Projects, Activities) End
SO3.6 To achieve 12 out of 12 schools with improved percentage of Grade 12 learners attained nearly proficient level
or better in stage 4 (Grade 11-12) learning standards equipped with knowledge and 21st century competencies
developed in their chosen core, applied and specialized SHS tracks by 2028.
“DIMA+” Division Initiated
Mathematics Assessment +
SO3.6.1
Intervention Monitor the 100% schools improved to 30% in
MATHEMA
progress of K stage 4 learners Mathematics for Grades 11 to 12.
TICS
nearing proficient or better in
the Learning areas
“DIORCAT+” Division Initiated
SO3.6.2 Oral Reading and
Language Comprehension Assessment 100% schools improved to 30% in
and Tool + Intervention language and Communication for
Ensure
Communic Monitor the progress of K stage Grades 11 to 12.
70% of
ation 4 learners nearing proficient or
Key
better in the Learning areas.
Stage 4
SO3.6.3 learners 100% schools improved to 30% in
SCIENCE nearing Science for Grades 11 to 12.
proficie Achieved 100% schools with 30%
nt or Grade 12 learners attained in
better in Philosophy nearly proficient level or
the better in stage 4 (Grade 11-12)
SO3.6.4 followin learning standards equipped with
Philosophy Oplan “HELP” g areas knowledge and 21st century
Home-based Education Learner of Core
competencies developed in their
support Program Curricul chosen core, applied and specialized
Monitor the progress of Stage 4 um of SHS tracks by 2028.
learners nearing proficient or the
better in the Learning areas Achieved 100% schools with 40% Grade 12
Tracks learners attained in Meida and
SO3.6.6 per Information Literacy nearly proficient
Media and Speciali level or better in stage 4 (Grade 11-12)
Informatio zed learning standards equipped with
n Literacy Subject knowledge and 21st century competencies
s by developed in their chosen core, applied
2028 and specialized SHS tracks by 2028.
Achieved 100% schools with 30%
SO3.6.5 Grade 12 learners attained in
Humanitie “Travelogue” Humanities and Social Studies nearly
s Sipalay City: Hiyas ng Turismo proficient level or better in stage 4
Monitor the progress of K stage (Grade 11-12) learning standards
SO3.6.7 4 learners nearing proficient or equipped with knowledge and 21st
Social better in the Learning areas. century competencies developed in
Studies their chosen core, applied and
specialized SHS tracks by 2028.


d 1 2 3 4 5 6 Plan
2022 2023 2024 2025 2026 2027 2028 Targets
12 12 12 12 12 12 12 12
2.00% 2.00% 7.60% 13.20% 18.80% 24.40% 30% 30%
Nearly Nearly
Proficien Proficien
t t
12 12 12 12 12 12 12 12
26.00% 27.00% 28.00% 29.00% 29.00% 30% 30% 30%
Nearly Nearly
Proficien Proficien
t t
12 12 12 12 12 12 12 12
14.40% 14.40% 19.60% 24.80% 24.80% 30% 30% 30%
Nearly Nearly
Proficien Proficien
t t
12 12 12 12 12 12 12 12
14.00% 18.00% 22.00% 26.00% 26.00% 30% 30% 30%
Nearly Nearly
Proficien Proficien
t t
12 12 12 12 12 12 12 12
36.80% 37.60% 38.40% 39.20% 39.20% 40% 40% 40%
Nearly Nearly
Proficien Proficien
t t
12 12 12 12 12 12 12 12
10.80% 15.60% 20.40% 25.20% 25.20% 25.20% 30% 30%
Nearly Nearly
Proficien Proficien
t t

12 12 12 12 12 12 12 12
16.83 % 17.00% 19.60% 22.20% 24.80% 27.40% 30% 30%
Nearly Nearly Nearly Nearly Nearly Nearly Nearly Nearly
Proficient Proficient Proficient Proficient Proficient Proficient Proficient Proficient

Source,
1 2 3 4 5 6
202 202 202 202 202 202
3 4 5 6 7 8 GAA
CID/
Learning
0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 N/A
Area
Supervisor
CID/
Learning
0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 N/A
Area
Supervisor
CID/
Learning
0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 N/A
Area
Supervisor
CID/
Learning
0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 N/A
Area
Supervisor

ARAL PAN
0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 N/A EPS,
PSDS
PPAs
Expected End
Objectives (Programs, Projects, Performance Indicator
Output
Activities)
SO3.7 To achieve 42 out of 42 Community Learning Centers with at least 80% of the ALS Learners attained
certification as Elementary and Junior HS passers by 2028.
“PAG-ULIKID”
Track learners’ progress Tracked
into the development of learners’ 80% of the ALS Learners
SO3.7.1 their portfolios progress into attained certification as
Elementary Monitor the ALS Learners the Elementary and Junior HS
attainment of certification development of passers by 2028.
as Elementary and Junior their portfolios
HS passers

Monitored the
ALS Learners
SO3.7.2 attainment of
Junior High certification as
School Elementary
and Junior HS
passers

Programmed
1 2 3 4 5 6 Plan
2022
2023 2024 2025 2026 2027 2028 Targets
42 42 42 42 42 42 42 100%
Community Communit Community Community Communit Community Communit Community
Learning y Learning Learning Learning y Learning Learning y Learning Learning
Centers Centers Centers Centers Centers Centers Centers Centers

80% 80% 80% 80% 80% 80% 80% 80%
Junior High Junior High Junior High Junior High Junior High Junior High Junior High Junior High
School School School School School School School School
42 42 42 42 42 42 42 100%
Community Communit Community Community Communit Community Communit Community
Learning y Learning Learning Learning y Learning Learning y Learning Learning
Centers Centers Centers Centers Centers Centers Centers Centers

Source,
Yea Year Yea Year Year Yea Office
Programme End-of includin Assumptions
r1 2 r3 4 5 r6 Accountabl
d Plan g PAP and Risk
202 202 202 202 202 202 e
3 4 5 6 7 8 GAA

Engagement
to married
life and
twist of
responbility.
0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 N/A CID/ALS
Job
searching
PPAs
Objectives (Programs, Projects, Expected End Output Performance Indicator
Activities)
SO 4.2: To Conducted capability- 100% of schools with
achieve 53 out building and workshop to 100% learners with
of 53 Schools 53 out of 53 School Child bullying and child
with 100% of Protection Committee abuse cases are being
learners with members acted upon.
bullying and 53 out of 53 schools have
child abuse their own contextualized
cases are being Child Protection Policy and

acted upon by Anti-Bullying Policy.
2028 Acted upon 100% of child
abuse and bullying cases.
Consolidated every school
year all cases of child abuse
and bullying.
Submitted a list of cases for
referral to DSWD and PNP-
Women’s and Children’s
Desk.
SO 4.3: To Strengthening career 1.Conducted learners’ fair, 95 % of learners of the
achieve 53 out guidance program. forum, and symposium on 53 schools are happy
53 Schools with Strengthen the Career RBE annually. and satisfied with basic
at least 95% of Guidance Program through 2. Conducted survey among eduction provided in
evaluated the conduct of the following learners their schools
learners are activities 3. Monitored and assessed
happy and a. Senior High School compliance of schools with
satisfied with Summit b. RBE
basic education Career Guidance Program Conducted RBE-based
experience in Orientation, Counselling, training
accordance with Consultation, and Conducted student
the provisions c. Career Guidance Learning orientation
of the RBE by Materials Provided learners' manual
2028 d. Career Exit Tracking and IEC materials
System

Programmed
1 2 3 4 5 6 Plan
2022
2023 2024 2025 2026 2027 2028 Targets
53 53 53 53 53 53
53 schools 100%

60% 70% 75% 80% 85% 90% 95% 95%

Source,
Year Year Year Year Year Year Office Assumptio
End-of including
Programmed 1 2 3 4 5 6 Account ns and
Plan PAP
2022 202 202 202 202 202 202 able Risk
Targets name if
3 4 5 6 7 8 GAA
Depending
on the
50,0 55,0 60,0 70,0 75,0
310,000 approved
0 0 00.0 00.0 00.0 00.0 00.0 MOOE Legal
.00 NEP
0 0 0 0 0
starting
2024-2028.
Depending
on the
10,0 10,0 10,0 10,0 10,0
50,000. approved
0 0 00.0 00.0 00.0 00.0 00.0 MOOE Legal
00 NEP
0 0 0 0 0
starting
2024-2028.
PPAs
Activities)
SO 4.4: To Conducted RBE-based 100% of learners from
achieve 47 out training Conducted the 47 schools have at
of 47 Schools student orientation least 80% knowledge of
with 100% of Provided learners' manual their rights to and in
Learners with at and IEC materials education in
least 80% accrodance to RBE.
knowledge of
their rights to
and in

education in
accordance with
the provisions
of the Rights
Based Education
(RBE) by 2028
SO 4.5: To 1. Monitor and evaluate the 1. Monitored and evaluated 47 out of 47or 100% of
achieve 47 out implementation of school’s the implementation of schools are compliant
of 47 Schools RBE compliance. school’s RBE compliance. to RBE
with 100% 2. Assess school’s compliance 2. Assessed school’s
schools and with RBE. 3. compliance with RBE.
learning centers Provide technical assistance 3. Provided technical
compliant to to schools relative to RBE assistance to schools
RBE by 2028 compliance relative to RBE compliance.
SO 4.6: To 1. Capacity Building Capacitated teachers and 100% of learners from

achieve 47 out (Program will focus on TA providers the 47 schools are
of 47 Schools’ partnership) a. equipped with
with 100% Basic life support and first capacities on what to
learners aid (Conduct training with do before, during and
equipped with trained/licensed service after emergencies / or
capacities on provider) Water Safety disaster.
what to do b. Fire Safety c.
before, during, School Safety and Hazard
and after a 2. Participate in National
disaster/ Simultaneous Earthquake
emergency by Drill
2028

Programmed
1 2 3 4 5 6 Plan
2022
2023 2024 2025 2026 2027 2028 Targets
60% of 75% of 80 % of 85% of 90% of 95% of 100% 0f 100 % of

learners learners learners learners Learners learners learners learners

70% 75% 80% 85% 90% 95% 100% 100%
60% of 65% of 70 % of 75% of 80 % of 85% of 100% of 100% of

learners learners Learners learners learners learners learners learners

Source,
End-of including
Plan PAP
2022 202 202 202 202 202 202 able Risk
Targets name if
3 4 5 6 7 8 GAA
Depending
on the
10,0 10,0 10,0 10,0 10,0
50,000. approved
0 0 00.0 00.0 00.0 00.0 00.0 MOOE Legal
00 NEP
0 0 0 0 0
starting
2024-2028.
Depending
on the
10,0 10,0 10,0 10,0 10,0
50,000. approved
0 0 00.0 00.0 00.0 00.0 00.0 MOOE Legal
00 NEP
0 0 0 0 0
starting
2024-2028.
Depending
50,0 50,0 50,0 50,0 50,0 50,0
300,000 DRRM on DRRM
0 00.0 00.0 00.0 00.0 00.0 00.0 DRRM
.00 LRO LRO or
0 0 0 0 0 0
Funds

Objectives
SO 4.7: To 1. Conduct Hazard Mapping Conducted hazard 100% of the learners
achieve 47 out 2. Contingency planning mapping from the 47 schools ae
of 47 Schools 3. Survey/Assess the School Crafted contingency in safe schools
with 100% Building Integrity Health plan
learners are in Conduct Training and Capacity Assessed/Surveyed
safe schools by Building Activities to all School school buildings
2028 Clinic In-Charge integrity.
5. Provide First Aid Equipment Health

Conducted Training
and Capacity Building
to all Clinic-In-Charge
Provided First Aid
SO 4.8: To 4.9.1. Conduct Stakeholder Mapping Conducted hazard At least 80% of the
achieve 47 out to identify the partners mapping learners from the 47
of 47 Schools 4.9.2. Conduct Stakeholders’ Forum Crafted contingency schools have
with at least 4.9.3.1.Conduct Consultative plan improved BMI.
80% learners Meeting with Partner stakeholders Assessed/Surveyed
have improved on provision of equal opportunity school buildings
health and fair competition for local integrity.
statistics (BMI) farmers to promote and market their Health
by 2028 local products Conducted Training
4.9.3.2. Partner with Department of and Capacity Building
Agriculture and/or other to all Clinic-In-Charge
Organizations to conduct Capacity Provided First Aid
building for program implementers,
focal persons, local farmers and
parents 4.9.4.1.
Coordinate with the Local Nutrition
Council in Crafting and Updating of
the Nutrition Action Plan and
integrate standardized contingency
plan in case of school lockdowns
and/or disasters (including
contingency plan for the different
scenarios during a
calamity/outbreak) 4.9.4.2.
Engage key stakeholders such as the
City Nutrition Council and City
Health Office in the Alignment of
Nutrition Programs of the
Department of Education with the
City Nutrition Action Plan

Programmed
1 2 3 4 5 6 Plan
2022
2023 2024 2025 2026 2027 2028 Targets

70% 75% 80% 85% 90% 95% 100% 100%
60% 60% 65% 70% 75% 78 80% 80%

Source,
End-of including
Plan PAP
2022 202 202 202 202 202 202 able Risk
Targets name if
3 4 5 6 7 8 GAA
Depending
30,0 50,0 50,0 50,0 50,0
50,0 280,000 DRRM on DRRM
30,000.00 00.0 00.0 00.0 00.0 00.0 DRRM
00 .00 LRO LRO or
0 0 0 0 0
Funds
Depending
70,0
3000 3000 4000 5000 6000 280,000 MOOE/ on SHNU
0.00- 00.0 SHNU
0.00 0.00 0.00 0.00 0.00 .00 LRO LRO or
0
Funds
PPAs
Objectives Expected End Output Performance Indicator
(Programs, Projects, Activities)
SO 4.10: To Utilize Division-crafted Mental All learners 100 % of the identified
achieve 47 out Health Session Guide: “Face-to- participated on the learners, teaching and
of 47 Schools Face na! Ready ka na ba? Limited face-to-face non-teaching personnel

with at least Estoryahanay ta!” classes were provided wre provided with
100% learners Conduct One-on-one Session on with Psychosocial Psychosocial
provided with Mental Health and Psychosocial Debriefing Debriefing.
mental health intervention*Psychological First All identified/reported
services from Aid (PFA) to teachers, Learners, individual (student,
among those and Parents Post-Traumatic Stress teachers or parents)
identified and Debriefing (trauma, crisis, given psychosocial
monitored suicide), *Psychological intervention 49
(separate from Conditioning related to School DRRM and 49
those provided unvaccinated personnel. Mental Health
during Conduct of Psychological and Advocates Capacitated
disaster and Psychosocial Support Services
emergencies) training and seminars such as
by 2028-- PFA, Counseling Services, Peer
Counseling, Psychological Stress
Debriefing and Critical Incidental
Stress Debriefing to Mental
Health Focal Person, School
DRRM, School Guidance
secondary school student leaders.
Conduct Rest and Recreation and
Team Building Activities for
learners and personnel
SO 4.11: To Capacity Building Capacity Building 100% of learners' clubs
achieve 47 out Organization of Club Officers , Conducted, Club of the 47 schools were
of 47 Schools Coaching and Mentoring Officers Organized, functionally organized,
with 100% Monitoring of schools as to the Coaching and coached, mentored,
learners functionality of the school Mentoring Conducted, monitored and given
actively clubs/organizations (ex. Subject Monitoring of Schools awards.
participating clubs, YES-O, SSG/SPG) Conducted,
in at least one Recognition and Awards Recognition and
school club Awards Conducted
organization
by 2028

Programmed
1 2 3 4 5 6 Plan
2022
2023 2024 2025 2026 2027 2028 Targets

70% 75% 80% 85% 90% 95% 100% 100%
70% 0.75 0.80 0.85 0.90 0.95 1.00 100%

Source,
End-of including
Plan PAP
2022 202 202 202 202 202 202 able Risk
Targets name if
3 4 5 6 7 8 GAA
Depending
on
20,0 30,0 40,0 50,0 60,0 70,0
270,000 MOOE/ approved
0 00.0 00.0 00.0 00.0 00.0 00.0 SHNU
.00 LRO NEP
0 0 0 0 0 0
starting
2023-2028.
Social
10,0 15,0 20,0 25,0 30,0 MOOE,L Mobiliza Partnership
5,00 105,000
0 00.0 00.0 00.0 00.0 00.0 SB, tion and Engagemen
0.00 .00
0 0 0 0 0 Partners Networ t
king
PPAs
Objectives Expected End Output Performance Indicator
(Programs, Projects, Activities)

SO 4.12: To Conduct Capacity Building for Conducted Capacity 80% of Learners of the
achieve 47 Teachers in conducting Physical Building for Teachers in 47 Schools improved
out of 47 Fitness Test conducting Physical Fitness physical fitness level.
Schools Conduct Physical Fitness Test to Test
with at learners, Provide opportunities Conducted Physical Fitness
least 80% to develop the learners’ physical Test to learners
learners fitness level appropriate to their Provided opportunities to
have physical status and talent develop the learners’
improved potential such,- Intramurals,- physical fitness level
physical Elementary Days,- Wellness appropriate to their
fitness level Program (ex ) physical status and talent
by 2028 Monitor and Evaluate the potential such as
Schools’ Physical Fitness Intramurals,- Elementary /
Program High School Days,-
Wellness Program ,
Monitored and Evaluated
the Schools’ Physical Fitness
Program
SO 4.13. To Create Division Pool of Trainers Created Division Pool of 47 out of 47 schools or
achieve 47 for various sports events, Trainers for various sports 100% conducted the
out of 47 Conduct Division Capacity events, Conducted Division activity.
Schools Building for Trainers, Coaches Capacity Building for
with at and Technical Official, Trainers, Coaches and
least 80% Conduct School-Based Capacity Technical Official,
learners Building for MAPEH Teachers, Conducted School-based
participated Capacity Building for
in physical Conduct School Sports and MAPEH Teachers,
activities by Physical Activity competitions Conducted School Sports
2028 in MAPEH classes in all grade and Physical Activity
levels in schools, districts, competitions in MAPEH
division, provincial, regional classes in all grade levels in
and Palarong schools, districts, division,
PambansaConduct Monitoring provincial, regional and
and Evaluation Palarong Pambansa,
Conducted Monitoring and
Evaluation activities

Programmed
1 2 3 4 5 6 Plan
2022
2023 2024 2025 2026 2027 2028 Targets
20% 30% 40% 50% 60% 70% 80% 80%
0 75% 80% 85% 90% 95% 100% 100%

Source,
End-of includi
Plan ng PAP
2022 202 202 202 202 202 202 able Risk
Targets name if
3 4 5 6 7 8 GAA
Division
Sports Face to Face
Office, interaction
0 0 0 0 0 0 0 0 None
CID with
(MAPEH learners.
)
For
inclusion to
1,00 1,50 1,70 1,90 2,10 10,7 Local
10,700,0 SDO, the Local
0 0,00 0,00 0,00 0,00 0,00 50,0 School
00 LSB School
0 0 0 0 0 00 Board
Board
Budget
PPAs Expected End

Objectives Performance Indicator
(Programs, Projects, Output

Activities)
SO5.1.1 Achieved 35 Conduct Orientation and Orientation and 18-35 Elementary
out of 35 Schools with validation activities to 35 Validation Schools improved SBM
at least 50 % of Elementary Schools on SBM activities Level of Practice by
elementary schools Level of Practice conducted. 2028.
with improved SBM
level of practice by
2028
SO5.1.1 Achieved 12 Conduct Orientation and Orientation and 6-12 Secondary
out of 12 Schools with validation activities to 12 Validation Schools improved SBM
at least 60 % of Secondary Schools on SBM activities Level of Practice by
secondary schools Level of Practice conducted. 2028.
with improved SBM
level of practice by
2028
SO5.2.1 Achieved 35 Require School Heads of 35 Consolidated Gather Baseline from
out of 35 Schools with Elementary Schools to submit copies of HRD
100% elementary consolidated copies of Teachers' IPCRF.
schools attained very teachers' IPCRF to Human
satisfactory or higher Resource and Development
rating in the OPCRF Unit.
by 2028.
SO5.2.2 Achieved 5 Require School Heads of 12 5 Consolidated Gather Baseline from

out of 5 Integrated Integrated Schools to submit copies of IPCRF HRD
Schools or 100% consolidated copies of IPCRF and OPCRF.
attained very and OPCRF to Human
satisfactory or higher Resource and Development
and IPCRF by 2028.
SO5.2.3 Achieved 12 Require School Heads of 12 Consolidated 5 out of 5 or 100% of
out of 12 Schools with Secondary Schools to submit copies of Integrated Schools have
100% secondary consolidated copies of Teachers' IPCRF. IPCRF and OPCRF of
schools attained very teachers' IPCRF to Human Very Satisfactory or
satisfactory or higher Resource and Development Higher rating by 2028
by 2028.

Programmed
1 2 3 4 5 6 Plan
2022
2023 2024 2025 2026 2027 2028 Targets
6 10 15 20 25 30 35 35
5 6 7 8 9 10 12 12
Gather Baseline
Data
Gather Baseline
Data
1 3 5 5 5 5 5 5

Programmed Year Year Year Year Year Year End-of Source, Accoun and Risk
includi table

1 2 3 4 5 6
Plan
2022 202 202 202 202 202 202
Targets ng PAP
3 4 5 6 7 8
name if
Incremental
11,0 13,0 15,0 17,0
7,00 9,00 77,000.0 MOOE SGOD- improvement
5,000.00 00.0 00.0 00.0 00.0
0.00 0.00 0 /LSB SMME of SBM Level
0 0 0 0
of Practice.
Incremental
12,0 13,0 15,0 17,0
5,000.00 00.0 00.0 00.0 00.0
0 0 0 0
of Practice.
Teachers and
School Heads
of the 35
SGOD-
0 0 0 0 0 0 0 0 N/A, Elementary
HRD
Schools are
observing
their KRA's
Teachers and
School Heads
of the 12
SGOD-
0 0 0 0 0 0 0 0 N/A Secondary
HRD
Schools are
observing
their KRA's
Only 1 out of
5 Integrated
School has
approved
status. The
SGOD-
0 0 0 0 0 0 0 0 N/A documents of
HRD
the 4 IS are
already in the
Regional
Office for
approval.
PPAs
Activities)
SO5.2.4 Require School Heads of Consolidated copy of 7 out of 47 School

Achieved 47 out 47 Schools to submit School Heads' OPCRF Heads or 100% have
47 of Schools copies of their Approved OPCRF Rating of Very
with very OPCRF Satisfactory or Higher
satisfactory or by 2028.
higher rating in
the OPCRF by
2028.
SO5.2.5 Require the Consolidated copy of 3 out of 3 Functional
Achieved 3 out of Administrative Officer V Division Personnel OPCRF Divisionhe KRAs or
3 functional and the Division Chiefs to and IPCRF 100% have achieved
divisions with submit the approved OPCRF and IPCRF
very satisfactory OPCRF/IPCRF Ratings of Very
or higher rating Satisfactory or Higher
in the OPCRF / by 2028
IPCRF by 2028.
SO5.3.1 45 out Gather data from the Copy of EBEIS 95% of the schools
of 47 Schools Planning Officer III and attained the ideal
95% attained the Division Physical learner:classroom ratio
ideal learner: Facilities Coordinator by 2028.
classroom ratio
by 2028.
SO5.3.2 Conduct profiling of Udated Plantilla of 47 out of 47 schools or
Achieved 47 out personnel by checking the Personnel and Learners' 100% attained the
of 47 Schools or actual number of Enrolment data through standard
100% attained personnel/ teacher LIS. Learners:teacher ratio
ideal against the Plantilla and by 2028.
learners:teacher upadate learners'
ratio by 2028. enrolment data
SO5.3.3 Require schools to conduct Inventory Reports on 38/47 or 8 the ideal
Achieved 38 out inventory of textbooks Textbook learner:textbook ratio
of 47 Schools or and submit inventory by 2028.
80% attained reports to the Division
ideal ratio on Supply Officer/Property
textbook by Custodian.
2028.

Programmed
1 2 3 4 5 6 Plan
2022
2023 2024 2025 2026 2027 2028 Targets
Establish Data
from HRD
Establish Data
100%
from HRD
Get Baseline 45/47 or

95%
Data 95%
Get Baseline
92% 94% 96% 98% 99% 100% 100%
Data
Get Baseline
Data

Programmed Year Year Year Year Year Year End- Source, Account and Risk
2022 1 2 3 4 5 6 of includi able
202 202 202 202 202 202 Plan ng PAP

Targe
3 4 5 6 7 8
ts name if
School Heads
SGOD-
in the 47
HRDGat
0 0 0 0 0 0 0 0 N/A Schools are
her data
observing their
from the
KRA's.
Personnel in
the 3
SGOD- Functional
0 0 0 0 0 0 0 0 N/A
HRD Divisions are
observing the
KRA's.
Classroom
SGOD- construction
Planning will depend on
0 0 0 0 0 0 0% 0 N/A
& the program of
Research the Central
Office.
on time Filling
up of vacant
items and/or
HRMO/
positions. New
Planning
0 0 0 0 0 0 0 0 N/A Items depends
&
on the
Research
program of the
Central Office
as per EBEIS.
Supply Dependent on
Office, Central Office
0 0 0 0 0 0 0 0 N/A Planning Procurement
& and Delivery
Research of Textbooks.
PPAs
Activities)

SO5.3.4 Achieved Require Schools to Inventory Reports on 47/47 schools achived
47 out of 47 conduct Inventory of Seats/chairs/desks the ideal
Schools with 100% Learners' learners':seat/chair/de
of schools attained Seats/chairs/desks and sk ratio by 2028.
ideal ratio on seat submit reports to the
by 2028. Property Section.
SO5.3.5 Achieved Require Schools to Inventory Reports on 38 out of 47 schools or
47 out of 47 conduct Inventory of Science & Math equipment 80% achieved the ideal
Schools with 80% Science & Math Learners: Science &
of schools attained equipment and submit Math equipment ratio
ideal ratio on inventory to the Property by 2028.
Science and Math section.
equipment by
2028.
SO5.3.5 Achieved Require Schools to Inventory Reports on ICT 40 out of 47 schools 0r
47 out of 47 conduct Inventory of ICT Package/ E-Classrooms 85% attained the ideal
Schools with 85% Package / E-Classrooms ratio of ICT Package/
of schools attained and submit inventory to E-Classrooms by 2028
ideal ratio on ICT the Property section.
Package/E-
Classroom by
2028.
SO5.4.1 Achieved Require Schools to Inventory Reports on 35/35 elementary
35 out of 35 conduct Inventory of ICT functional library schools or 100%
Schools with 100% Package on functional acheieved functional
elementary schools library and submit library
with functional inventory to the Property
library in section.
conformance to set
standards by 2028.

Programmed
1 2 3 4 5 6 Plan
2022
2023 2024 2025 2026 2027 2028 Targets

Get Baseline
Data
Get Baseline
Data
Get Baseline
Data
Get Baseline
data

Source,
End-of includi
Plan ng PAP
2022 202 202 202 202 202 202 able Risk
Targets name if
3 4 5 6 7 8 GAA
Supply Dependent
0 0 0 0 0 0 0 0 N/A Office, on Central
Planning Office

& Procureme
Research nt and
Delivery of
seats/chair
s/desks .
Supply Dependent
Office, on the
Planning program
& for
0 0 0 0 0 0 0 0 N/A Research procureme
nt and
delivery by
the Central
Office.
IT Dependent
Section on the
,Planning program
& for
0 0 0 0 0 0 0% 0 N/A Reserach procureme
nt and
delivery by
the Central
Office.
Division Constructio
Physical n depends
Facilities, on Central
0 0 0 0 0 0 0 0 N/A
Planning Office
& budget
Research allocation
PPAs
Activities)
SO5.4.2 Achieved 35 out Conduct Inspection and Inspection and
of 35 Schools with 100% assessment of electrical Assessment Rfeports 35 out of 35
elementary schools have connections and Elementary Schools
connection to electricity usability. have electrical
with set quality standard connections by 2028
by 2028.

SO5.4.3 Achieved 35 out Conduct survey on Survey Tool, Survey
of 35 Schools with 80% Internet Connectivity Results and findings
35/35 elementary
elementary schools have and Functional E-
schools or 100%
connection internet Libraray in schools
acheieved functional
functional library with
library
set quality standard by
2028.
12/12 of secondary
secondary schools with and Functional E-
schools or 100%
functional library in Libraray in schools
conformance to set
library
quality standards by
2028.
SO5.4.5 Achieved 12 out Conduct Inspection and Inspection and
of 12 Schools with 100% assessment of electrical Assessment Rfeports
secondary schools have connections and 12 out of 12 Secondary
connection to electricity usability. Schools have electrical
with set quality standard connections by 2028
by 2028.by 2028.

12/12 Secondary
secondary schools have and Functional E-
schools or 100%
connection internet Libraray in schools
functional library with
library
set quality standard by
2028.

Programmed
1 2 3 4 5 6 Plan
2022
2023 2024 2025 2026 2027 2028 Targets

Get Baseline
Data
Get Baseline
data
Get Baseline
data
Annual Financial Requirements Fund Office Assumptio

Source,
End-of includi
Plan ng PAP
2022 202 202 202 202 202 202 able Risk
Targets name if
3 4 5 6 7 8
GAA
Dependent
the
Division availability
0 0 0 0 0 0 0 0 N/A School of funds
Facilities and
networking
.
Dependent
IT on the
0 0 0 0 0 0 0 0 N/A
Section availability
of funds.
Dependent
IT on the
0 0 0 0 0 0 0 0 N/A
Section availability
of funds.
Dependent
Division
on the
School
availability
0 0 0 0 0 0 0 0 N/A Facilities
of Funds/
Coordina
Networkin
tor
g
Dependent
on the
IT availability
0 0 0 0 0 0 0 0 N/A
Section of fuinds/
Networkin
g
PPAs
Expected
(Programs Performance
Objectives End
, Projects, Indicator
Output
Activities)
SO5.5.1 Achieved 35 out of 35 Schools with ideal Inter Quartile
Ratio ( IQR) of 1.00-1.30 on teacher deployment in elementary
schools by 2028.

SO5.5.2 Achieved 12 out of 12 Schools with ideal IQR of 1.00-
1.30 in JHS by 2028.
SO5.5.3 Achieved 12 out of 12 Schools with ideal IQR of 1.00-
1.30 in SHS by 2028.
SO5.6.1 Achieved 47 out of 47 Schools with at least 95% of
elementary schools have very satisfactory or satisfactory rating
in the Client Satisfaction Survey from internal and external
stakeholders by 2028.
SO5.6.2 Achieved 47 out of 47 Schools with at least 95% of
secondary schools have very satisfactory or satisfactory rating in
the Client Satisfaction Survey from internal and external
stakeholders by 2028.
SO5.6.3 Achieved 47 out of 47 Schools with very satisfactory or
satisfactory rating in the Client Satisfaction Survey from internal
and external stakeholders by 2028.
SO5.6.4 Achieved 9 out of 9 functional divisions with very
satisfactory or satisfactory rating in the Client Satisfaction
Survey from internal and external stakeholders by 2028.
SO5.7.1 Achieved 47 out of 47 Schools with at least 50% increase
in financial contribution from local partners by 2028.
SO5.7.2 Achieved 47 out of 47 Schools with at least 30% increase
in financial contribution from international partners by 2028.
SO5.7.3 Achieved 47 out of 47 Schools with 100% utilization rate

in Special education Fund provided by LGU by 2028.
SO5.8.1 Achieved 47 out of 47 Schools with 100% elementary
schools with functional SGC by 2028.
SO5.8.2 Achieved 47 out of 47 Schools with 100% secondary
schools with functional SGC by 2028.
SO5.9.1 Achieved 47 out of 47 Schools with 100% qualified
private schools receiving government assistance (ESC, SHS VP)
by 2028.
SO5.9.2 Achieved 47 out of 47 Schools with 100% qualified
teachers in private schools receiving teacher subsidy (TSS) by
2028.

Programmed
1 2 3 4 5 6 Plan
2022
2023 2024 2025 2026 2027 2028 Targets

Programmed Year Year Year Year Year Year End-of Fund Office Assumptio
2022 1 2 3 4 5 6 Plan Source, Account ns and
202 202 202 202 202 202 Targets includi able Risk
3 4 5 6 7 8 ng PAP
name if

GAA
PPAs
Performance
Indicator
Activities)
Pillar 4
Intermediate Outcome : Learners and resilient and know their rights and have life skills to protect
themselves and claim their education-related rights from DepEd and other duty-bearers
SO 4.2: To 1.Conduct capability- Conducted capability- 100% of
achieve 53 out of building and building and workshop schools with
53 Schools with workshop with to 53 out of 53 School 100% learners
100% of learners members of the Child Protection with bullying
with bullying and School Child Committee members and child
child abuse cases Protection Committee 53 out of 53 schools have abuse cases are
in handling child

are being acted abuse and bullying their own contextualized being acted
upon by 2028 cases, and incidents Child Protection Policy upon.
involving children-at- and Anti-Bullying
risk and children in Policy. Acted upon 100%
conflict with the law of child abuse and
and drafting of their bullying cases.
contextualized Child Consolidated every
Protection Policy and school year all cases of
Anti-Bullying Policy. child abuse and bullying.
2.Consolidate every Submitted a list of cases
school year all for referral to DSWD and
incidents of child PNP-Women’s and
abuse, bullying, Children’s Desk.
involving CAR and
CICL reported by 47
public schools and 6
private schools.
3. Refer cases to
DSWD, PNP-
Women’s and
Children’s Desk,
when necessary.
SO 4.5: To 1. Monitor and evaluate 1. Monitored and 47 out of 47or
achieve 47 out of the implementation of evaluated the 100% of
47 Schools with school’s RBE implementation of schools are
100% schools and compliance. school’s RBE compliance. compliant to
learning centers 2. Assess school’s 2. Assessed school’s RBE
compliant to RBE compliance with RBE. compliance with RBE.
by 2028 3. Provide technical 3. Provided technical
assistance to schools assistance to schools
relative to RBE relative to RBE
compliance compliance.

Programmed
1 2 3 4 5 6 Plan
2022
2023 2024 2025 2026 2027 2028 Targets
53 53 53 53 53 53
53 schools 100%

70% 75% 80% 85% 90% 95% 100% 100%
Fund
Year Year Year Year Year Year Source,
End-of Office Assumptio
Programmed 1 2 3 4 5 6 includi
Plan Account ns and
2022 202 202 202 202 202 202 ng PAP
Targets able Risk
3 4 5 6 7 8 name if
GAA
Depending
on the
50,0 55,0 60,0 70,0 75,0
310,000. approved
0 0 00.0 00.0 00.0 00.0 00.0 MOOE Legal
00 NEP
0 0 0 0 0
starting
2024-2028.
Depending
on the
10,0 10,0 10,0 10,0 10,0
50,000.0 approved
0 0 00.0 00.0 00.0 00.0 00.0 MOOE Legal
0 NEP
0 0 0 0 0
starting
2024-2028.
PPAs
Performance
Indicator
Activities)
SO 4.4: To 1. Conduct RBE- Conducted RBE-based 100% of
achieve 47 out of based trainings. training Conducted learners from
47 Schools with 2. Conduct student student orientation the 47 schools
100% of Learners orientation at the Provided learners' have at least
start of each school

with at least 80% year. manual and IEC 80%
knowledge of 3. Provide learner’s materials knowledge of
their rights to and manual and IEC their rights to
in education in materials on child and in
accordance with rights and protection education in
the provisions of accrodance to
the Rights Based RBE.
Education (RBE)
by 2028
SO 4.5: To 1. Monitor and evaluate 1. Monitored and 47 out of 47or
achieve 47 out of the implementation of evaluated the 100% of
47 Schools with school’s RBE implementation of schools are
100% schools and compliance. school’s RBE compliance. compliant to
learning centers 2. Assess school’s 2. Assessed school’s RBE
compliant to RBE compliance with RBE. compliance with RBE.
by 2028 3. Provide technical 3. Provided technical
assistance to schools assistance to schools
relative to RBE relative to RBE
compliance compliance.
SO 4.6: To 1. Capacity Building Capacitated teachers and 100% of
achieve 47 out of (Program will focus on TA providers learners from
47 Schools’ with partnership) the 47 schools
100% learners a. Basic life support and are equipped
equipped with first aid (Conduct with capacities
capacities on training with on what to do
what to do trained/licensed before, during
before, during, service provider) Water and after
and after a Safety emergencies /
disaster/emergen b. Fire Safety or disaster.
cy by 2028 c. School Safety and
Hazard
2. Participate in
National Simultaneous
Earthquake Drill

Programmed
1 2 3 4 5 6 Plan
2022
2023 2024 2025 2026 2027 2028 Targets
75% of 80 % of 85% of 90% of 95% of 100% 0f 100 % of

60% of learners
learners learners learners Learners learners learners learners

70% 75% 80% 85% 90% 95% 100% 100%
65% of 70 % of 75% of 80 % of 85% of 100% of 100% of

60% of learners
learners Learners learners learners learners learners learners
Fund
Plan Account ns and
2022 202 202 202 202 202 202 ng PAP
Targets able Risk
3 4 5 6 7 8 name if
GAA
Depending
on the
10,0 10,0 10,0 10,0 10,0
50,000.0 approved
0 0 00.0 00.0 00.0 00.0 00.0 MOOE Legal
0 NEP
0 0 0 0 0
starting
2024-2028.
Depending
on the
10,0 10,0 10,0 10,0 10,0
50,000.0 approved
0 0 00.0 00.0 00.0 00.0 00.0 MOOE Legal
0 NEP
0 0 0 0 0
starting
2024-2028.
Depending
50,0 50,0 50,0 50,0 50,0 50,0
300,000. DRRM on DRRM
0 00.0 00.0 00.0 00.0 00.0 00.0 DRRM
00 LRO LRO or
0 0 0 0 0 0
Funds
PPAs Performance
Objectives Expected End Output
(Programs, Projects, Activities) Indicator

SO 4.7: To 1. Conduct Hazard Mapping Conducted hazard 100% of the
achieve 47 out 2. Contingency planning mapping learners
of 47 Schools 3. Survey/Assess the School Building Crafted contingency from the 47
with 100% Integrity plan schools ae in
learners are in Health Conduct Assessed/Surveyed safe schools
safe schools by Training and Capacity Building school buildings
2028 Activities to all School Clinic In- integrity.
Charge Health
5. Provide First Aid Equipment Conducted Training
and Capacity Building
to all Clinic-In-Charge
Provided First Aid
SO 4.8: To 4.9.1. Conduct Stakeholder Mapping Conducted hazard At least 80%
achieve 47 to identify the partners mapping of the
out of 47 4.9.2. Conduct Stakeholders’ Forum Crafted contingency learners from
Schools with 4.9.3.1.Conduct Consultative Meeting plan the 47
at least 80% with Partner stakeholders on Assessed/Surveyed schools have
learners have provision of equal opportunity and school buildings improved
improved fair competition for local farmers to integrity. BMI.
health promote and market their local Health
statistics products Conducted Training
(BMI) by 4.9.3.2. Partner with Department of and Capacity Building
2028 Agriculture and/or other to all Clinic-In-Charge
Organizations to conduct Capacity Provided First Aid
building for program implementers,
focal persons, local farmers and
parents
4.9.4.1. Coordinate with the Local
Nutrition Council in Crafting and
Updating of the Nutrition Action Plan
and integrate standardized
contingency plan in case of school
lockdowns and/or disasters
(including contingency plan for the
different scenarios during a
calamity/outbreak)
4.9.4.2. Engage key stakeholders such
as the City Nutrition Council and City
Health Office in the Alignment of
Department of Education with the
City Nutrition Action Plan

Programmed
1 2 3 4 5 6 Plan
2022
2023 2024 2025 2026 2027 2028 Targets
70% 75% 80% 85% 90% 95% 100% 100%
60% 60% 65% 70% 75% 78 80% 80%
Fund
Plan Account ns and
2022 202 202 202 202 202 202 ng PAP
Targets able Risk
3 4 5 6 7 8 name if
GAA
Depending
30,0 50,0 50,0 50,0 50,0
50,0 280,000. DRRM on DRRM
30,000.00 00.0 00.0 00.0 00.0 00.0 DRRM
00 00 LRO LRO or
0 0 0 0 0
Funds
Depending
70,0
3000 3000 4000 5000 6000 280,000. MOOE on SHNU
0.00- 00.0 SHNU
0.00 0.00 0.00 0.00 0.00 00 /LRO LRO or
0
Funds
PPAs Expected End Performanc

Objectives
(Programs, Projects, Activities) Output e Indicator

SO 4.10: To Utilize Division-crafted Mental All learners 100 % of the
achieve 47 out Health Session Guide: “Face- participated on the identified
of 47 Schools to-Face na! Ready ka na ba? Limited face-to-face learners,
with at least Estoryahanay ta!” classes were teaching
100% learners Conduct One-on-one Session on provided with and non-
provided with Mental Health and Psychosocial Psychosocial teaching
mental health intervention*Psychological First Debriefing personnel
services from Aid (PFA) to teachers, Learners, All wre
among those and Parents Post-Traumatic identified/reported provided
identified and Stress Debriefing (trauma, crisis, individual (student, with
monitored suicide), *Psychological teachers or parents) Psychosocia
(separate from Conditioning related to given psychosocial l Debriefing.
those provided unvaccinated personnel. intervention 49
during Conduct of Psychological and School DRRM and
disaster and Psychosocial Support Services 49 Mental Health
emergencies) training and seminars such as Advocates
by 2028-- PFA, Counseling Services, Peer Capacitated
Counseling, Psychological Stress
Debriefing and Critical
Incidental Stress Debriefing to
Mental Health Focal Person,
School DRRM, School Guidance
secondary school student
leaders. Conduct
Rest and Recreation and Team
Building Activities for learners
and personnel
SO 4.11: To Capacity Building Capacity Building 100% of
achieve 47 out Organization of Club Officers , Conducted, Club learners'
of 47 Schools Coaching and Mentoring Officers Organized, clubs of the
with 100% Monitoring of schools as to the Coaching and 47 schools
learners functionality of the school Mentoring were
actively clubs/organizations (ex. Subject Conducted, functionally
participating clubs, YES-O, SSG/SPG) Monitoring of organized,
in at least one Recognition and Awards Schools Conducted, coached,
school club Recognition and mentored,
organization Awards Conducted monitored
by 2028 and given
awards.

Programmed
1 2 3 4 5 6 Plan
2022
2023 2024 2025 2026 2027 2028 Targets
70% 75% 80% 85% 90% 95% 100% 100%
70% 0.75 0.80 0.85 0.90 0.95 1.00 100%
Fund
Plan Account ns and
2022 202 202 202 202 202 202 ng PAP
Targets able Risk
3 4 5 6 7 8 name if
GAA
Depending
on
20,0 30,0 40,0 50,0 60,0 70,0
270,000. MOOE approved
0 00.0 00.0 00.0 00.0 00.0 00.0 SHNU
00 /LRO NEP
0 0 0 0 0 0
starting
2023-2028.
Social
MOOE,
10,0 15,0 20,0 25,0 30,0 Mobilizat Partnership
5,00 105,000. LSB,
0 00.0 00.0 00.0 00.0 00.0 ion and Engagemen
0.00 00 Partner
0 0 0 0 0 Networki t
s
ng

PPAs
Performanc
e Indicator
Activities)
SO 4.12: To Conduct Capacity Building Conducted Capacity 80% of
achieve 47 out for Teachers in conducting Building for Teachers in Learners of
of 47 Schools Physical Fitness Test conducting Physical the 47
with at least Conduct Physical Fitness Fitness Test Schools
80% learners Test to learners, Provide Conducted Physical improved
have improved opportunities to develop Fitness Test to learners physical
physical the learners’ physical fitness Provided opportunities fitness level.
fitness level by level appropriate to their to develop the learners’
2028 physical status and talent physical fitness level
potential such,- appropriate to their
Intramurals,- Elementary physical status and talent
Days,- Wellness Program potential such as
(ex ) Monitor Intramurals,- Elementary
and Evaluate the Schools’ / High School Days,-
Physical Fitness Program Wellness Program ,
Monitored and
Evaluated the Schools’
Physical Fitness Program
SO 4.13. To Create Division Pool of Created Division Pool of 47 out of 47
achieve 47 out Trainers for various sports Trainers for various schools or
of 47 Schools events, sports events, Conducted 100%
with at least Conduct Division Capacity Division Capacity conducted
80% learners Building for Trainers, Building for Trainers, the activity.
participated in Coaches and Technical Coaches and Technical
physical Official, Official, Conducted
activities by Conduct School-Based School-based
2028 Capacity Building for Capacity Building for
MAPEH Teachers, MAPEH Teachers,
Conduct School Sports and Conducted School Sports
Physical Activity and Physical Activity
competitions in MAPEH competitions in MAPEH
classes in all grade levels in classes in all grade levels
schools, districts, division, in schools, districts,
provincial, regional and division, provincial,
Palarong regional and Palarong
PambansaConduct Pambansa, Conducted
Monitoring and Evaluation Monitoring and
Evaluation activities

Programmed
1 2 3 4 5 6 Plan
2022
2023 2024 2025 2026 2027 2028 Targets
20% 30% 40% 50% 60% 70% 80% 80%
0 75% 80% 85% 90% 95% 100% 100%
Fund
Plan Account ns and
2022 202 202 202 202 202 202 ng PAP
Targets able Risk
3 4 5 6 7 8 name if
GAA
Division
Sports Face to Face
Office, interaction
0 0 0 0 0 0 0 0 None
CID with
(MAPEH learners.
)
For
inclusion to
1,00 1,50 1,70 1,90 2,10 10,7 Local
10,700,0 SDO, the Local
0 0,00 0,00 0,00 0,00 0,00 50,0 School
00 LSB School
0 0 0 0 0 00 Board
Board
Budget

PPAs
Expected End Performance
Objectives (Programs, Projects,
Output Indicator
Activities)
SO5.1.1 Achieved 35 Conduct Orientation and Orientation 18-35
out of 35 Schools with validation activities to 35 and Validation Elementary
at least 50 % of Elementary Schools on SBM activities Schools
elementary schools Level of Practice conducted. improved
with improved SBM SBM Level of
level of practice by Practice by
2028 2028.
SO5.1.1 Achieved 12 Conduct Orientation and Orientation 6-12

out of 12 Schools with validation activities to 12 and Validation Secondary
at least 60 % of Secondary Schools on SBM activities Schools
secondary schools Level of Practice conducted. improved
with improved SBM SBM Level of
level of practice by Practice by
2028 2028.
SO5.2.1 Achieved 35 Require School Heads of Consolidated Gather

out of 35 Schools with 35 Elementary Schools to copies of Baseline
100% elementary submit consolidated copies Teachers' from HRD
schools attained very of teachers' IPCRF to IPCRF.
satisfactory or higher Human Resource and
rating in the OPCRF Development Unit.
by 2028.
SO5.2.2 Achieved 5 Require School Heads of Consolidated Gather

out of 5 Integrated 12 5 Integrated Schools to copies of Baseline
Schools or 100% submit consolidated copies IPCRF and from HRD
attained very of IPCRF and OPCRF to OPCRF.
satisfactory or higher Human Resource and
rating in the OPCRF Development Unit.
and IPCRF by 2028.
SO5.2.3 Achieved 12 Require School Heads of Consolidated 5 out of 5 or
out of 12 Schools with 12 Secondary Schools to copies of 100% of
100% secondary submit consolidated copies Teachers' Integrated
schools attained very of teachers' IPCRF to IPCRF. Schools have
satisfactory or higher Human Resource and IPCRF and
rating in the OPCRF Development Unit. OPCRF of
by 2028. Very
Satisfactory
or Higher
rating by
2028


Programmed
1 2 3 4 5 6 Plan
2022
2023 2024 2025 2026 2027 2028 Targets
6 10 15 20 25 30 35 35
5 6 7 8 9 10 12 12
Gather Baseline
Data
Gather Baseline
Data
1 3 5 5 5 5 5 5
Year Year Year Year Year Year End-of Fund Office

Programmed Assumptions
1 2 3 4 5 6 Plan Source, Accoun
2022 and Risk
202 202 202 202 202 202 Targets includi table

ng PAP
3 4 5 6 7 8 name if
GAA
Incremental
11,0 13,0 15,0 17,0
5,000.00 00.0 00.0 00.0 00.0
0 0 0 0
of Practice.
Incremental
12,0 13,0 15,0 17,0
5,000.00 00.0 00.0 00.0 00.0
0 0 0 0
of Practice.
Teachers and
School Heads
of the 35
SGOD-
0 0 0 0 0 0 0 0 N/A, Elementary
HRD
Schools are
observing
their KRA's
Teachers and
School Heads
of the 12
SGOD-
0 0 0 0 0 0 0 0 N/A Secondary
HRD
Schools are
observing
their KRA's
Only 1 out of
5 Integrated
School has
approved
status. The
SGOD-
0 0 0 0 0 0 0 0 N/A documents of
HRD
the 4 IS are
already in the
Regional
Office for
approval.
PPAs Expected Performance

Objectives
(Programs, Projects, End Output Indicator

Activities)
SO5.2.4 Require School Heads of 47 Consolidated 7 out of 47 School
Achieved 47 out Schools to submit copies of copy of Heads or 100%
47 of Schools their Approved OPCRF School have OPCRF
with very Heads' Rating of Very
satisfactory or OPCRF Satisfactory or
higher rating in Higher by 2028.
the OPCRF by
2028.
SO5.2.5 Require the Administrative Consolidated 3 out of 3
Achieved 3 out of Officer V and the Division copy of Functional
3 functional Chiefs to submit the Division Divisionhe KRAs
divisions with approved OPCRF/IPCRF Personnel or 100% have
very satisfactory OPCRF and achieved OPCRF
or higher rating IPCRF and IPCRF Ratings
in the OPCRF / of Very Satisfactory
IPCRF by 2028. or Higher by 2028
SO5.3.1 45 out Gather data from the Copy of 95% of the schools
of 47 Schools Planning Officer III and the EBEIS attained the ideal
95% attained Division Physical Facilities learner:classroom
ideal learner: Coordinator ratio by 2028.
classroom ratio
by 2028.
SO5.3.2 Conduct profiling of Udated 47 out of 47 schools
Achieved 47 out personnel by checking the Plantilla of or 100% attained
of 47 Schools or actual number of personnel/ Personnel the standard
100% attained teacher against the Plantilla and Learners' Learners:teacher
ideal and upadate learners' Enrolment ratio by 2028.
learners:teacher enrolment data data through
ratio by 2028. LIS.
SO5.3.3 Require schools to conduct Inventory 38/47 or 8 the ideal
Achieved 38 out inventory of textbooks and Reports on learner:textbook
of 47 Schools or submit inventory reports to Textbook ratio by 2028.
80% attained the Division Supply
ideal ratio on Officer/Property Custodian.
textbook by
2028.
SO5.3.4 Achieved Require Schools to conduct Inventory 47/47 schools
47 out of 47 Inventory of Learners' Reports on achived the ideal
Schools with 100% Seats/chairs/desks and Seats/chairs/ learners':seat/chair
of schools attained submit reports to the desks /desk ratio by
ideal ratio on seat Property Section. 2028.
by 2028.


Programmed
1 2 3 4 5 6 Plan
2022
2023 2024 2025 2026 2027 2028 Targets
Establish Data
from HRD
Establish Data
100%
from HRD
Get Baseline 45/47 or

95%
Data 95%
Get Baseline
92% 94% 96% 98% 99% 100% 100%
Data
Get Baseline
Data
Get Baseline
Data
Progra Year Year Year Year Year Year End- Fund Office Assumptions and

Source,
of
3 4 5 6 includi
mmed 1 2 Plan Accoun
202 202 202 202 ng PAP Risk
2022 2023 2024 Targ table
5 6 7 8 name if
ets
GAA
SGOD-
HRD School Heads in the
Gather 47 Schools are
0 0 0 0 0 0 0 0 N/A
data observing their
from KRA's.
the
Personnel in the 3
SGOD- Functional Divisions
0 0 0 0 0 0 0 0 N/A
HRD are observing the
KRA's.
SGOD- Classroom
Plannin construction will
0 0 0 0 0 0 0% 0 N/A g& depend on the
Researc program of the
h Central Office.
on time Filling up of
HRMO
vacant items and/or
/
positions. New
Plannin
0 0 0 0 0 0 0 0 N/A Items depends on
g&
the program of the
Researc
Central Office as per
h
EBEIS.
Supply
Dependent on
Office,
Central Office
Plannin
0 0 0 0 0 0 0 0 N/A Procurement and
g&
Delivery of
Researc
Textbooks.
h
Supply
Dependent on
Office,
Central Office
Plannin
0 0 0 0 0 0 0 0 N/A Procurement and
g&
Delivery of
Researc
seats/chairs/desks .
h

PPAs
Output Indicator
Activities)
SO5.3.5 Achieved Require Schools to conduct Inventory 38 out of 47
47 out of 47 Inventory of Science & Math Reports on schools or 80%
Schools with 80% equipment and submit Science & Math achieved the
of schools attained inventory to the Property equipment ideal Learners:
ideal ratio on section. Science & Math
Science and Math equipment ratio
equipment by by 2028.
2028.
SO5.3.5 Achieved Require Schools to conduct Inventory 40 out of 47
47 out of 47 Inventory of ICT Package / Reports on ICT schools 0r 85%
Schools with 85% E-Classrooms and submit Package/ E- attained the
of schools attained inventory to the Property Classrooms ideal ratio of
ideal ratio on ICT section. ICT Package/ E-
Package/E- Classrooms by
Classroom by 2028. 2028
SO5.4.1 Achieved Require Schools to conduct Inventory 35/35

35 out of 35 Inventory of ICT Package on Reports on elementary
Schools with 100% functional library and functional schools or 100%
elementary schools submit inventory to the library acheieved
with functional Property section. functional
library in library
conformance to set
standards by 2028.
SO5.4.2 Achieved Conduct Inspection and Inspection and 35 out of 35
35 out of 35 assessment of electrical Assessment Elementary
Schools with 100% connections and usability. Rfeports Schools have
elementary schools electrical
have connection to connections by
electricity with set 2028
quality standard
by 2028.

Programmed
1 2 3 4 5 6 Plan
2022
2023 2024 2025 2026 2027 2028 Targets

Get Baseline
Data
Get Baseline
Data
Get Baseline
data
Get Baseline
Data

Fund
End-
Year Year Year Year Source,
Progra Year Year of Office
3 4 5 6 includi Assumptions
mmed 1 2 Plan Accountab
202 202 202 202 ng PAP and Risk
2022 2023 2024 Targ le
5 6 7 8 name if
ets
GAA
Dependent on
Supply the program for
Office, procurement
0 0 0 0 0 0 0 0 N/A
Planning & and delivery by
Research the Central
Office.
Dependent on
the program for
IT Section
procurement
0 0 0 0 0 0 0 0 N/A ,Planning
and delivery by
& Reserach
the Central
Office.
Division Construction
Physical depends on
0 0 0 0 0 0 0 0 N/A Facilities, Central Office
Planning & budget
Research allocation
Dependent the
Division
availability of
0 0 0 0 0 0 0 0 N/A School
funds and
Facilities
networking.

PPAs
Output Indicator
Activities)
SO5.4.3 Achieved Conduct survey on Internet Survey Tool, 35/35
35 out of 35 Connectivity and Functional Survey Results elementary
Schools with 80% E-Libraray in schools and findings schools or 100%
elementary schools acheieved
have connection functional
internet functional library
library with set
quality standard
by 2028.
SO5.4.4 Achieved Conduct survey on Internet Survey Tool, 12/12 of
12 out of 12 Connectivity and Functional Survey Results secondary
secondary schools acheieved
with functional functional
library in library
conformance to set
quality standards
by 2028.
SO5.4.5 Achieved Conduct Inspection and Inspection and 12 out of 12
12 out of 12 assessment of electrical Assessment Secondary
Schools with 100% connections and usability. Rfeports Schools have
secondary schools electrical
have connection to connections by
electricity with set 2028
quality standard
by 2028.by 2028.
SO5.4.6 Achieved Conduct survey on Internet Survey Tool, 12/12
12 out of 12 Connectivity and Functional Survey Results Secondary
secondary schools acheieved
have connection functional
internet functional library
library with set
quality standard
by 2028.


Programmed
1 2 3 4 5 6 Plan
2022
2023 2024 2025 2026 2027 2028 Targets
Get Baseline
data
Get Baseline
data

Fund
End-
Year Year Year Year Source,
Progra Year Year of Office
3 4 5 6 includi Assumptions
mmed 1 2 Plan Accountab
202 202 202 202 ng PAP and Risk
2022 2023 2024 Targ le
5 6 7 8 name if
ets
GAA
Dependent on
0 0 0 0 0 0 0 0 N/A IT Section the availability
of funds.
Dependent on
0 0 0 0 0 0 0 0 N/A IT Section the availability
of funds.
Division
Dependent on
School
the availability
0 0 0 0 0 0 0 0 N/A Facilities
of Funds/
Coordinato
Networking
r
Dependent on
the availability
0 0 0 0 0 0 0 0 N/A IT Section
of fuinds/
Networking

Key Performance Indicators
Pillar 1 Access
The table below highlights the Key Performance Indicators (KPIs) on access
including the targets for the next six years. Access indicators include school-age
children, learners in school, and out-of-school children and youth. Most KPIs are
available through the Central Office PS-EMISD.
Table ____ Access
Intermediate Outcome: School-age children, out-of-school children, youth,
and adults accessed relevant basic learning opportunities
BASEL TARGET
Strategic
KPI INE
Objectives
(2021) 2023 2024 2025 2026 2027 2028
SO1.1 Achieved 47 out of 47 Schools with increased net enrollment rate* by
2028.
SO1.1.1
Achieved 35 Number of
27 29 31 33 34 35
out of 35 Schools
Schools
with at least
97.43%
Elementary Net
net Enrollmen
91.35 92.37 93.43 94.43 95.43 96.43 97.43
enrollment t Rate in
% % % % % % %
rate by Elementar
2028. y
SO1.1a
out of 35 27 29 31 33 34 35
Schools
Schools
with at least
1% increase
in Enrollmen
Elementary t in
2% 0.7% 0.9% 1% 1.2% 1.5% 2%
enrollment Elementar
by 2028. y

BASEL TARGET
Strategic
KPI INE
Objectives
(2021) 2023 2024 2025 2026 2027 2028
SO1.1.2
6 7 8 9 10 12
out of 12 Schools
Schools
with at least
91.51% JHS
Net
Net
Enrollmen 80.24 82.51 87.11 88.71 89.31 90.91 91.51
Enrollment
t Rate in % % % % % % %
Rate by
JHS
2028.
SO1.1.2a
6 7 8 9 10 12
out of 12 Schools
schools with
at least 2%
increase in
JHS Enrollmen
0% 0.5% 0.8% 0.9% 1.2% 1.5% 2%
enrollment t in JHS
in by 2028.
SO1.1.2
out of 12 6 7 8 9 10 12
Schools
Schools
with at least
81.21% Net
SHS Net Enrollmen 41.36 43.71 50.21 55.71 60.21 75.71 81.21
Enrollment t Rate in % % % % % % %
Rate by SHS
2028.
SO1.1.2a
out of 12 6 7 8 9 10 12
Schools
Schools
with at least
2% increase
in SHS Enrollmen 18.30
0.5% 0.8% 1.1% 1.4% 1.7% 2%
enrollment t in SHS %
by 2028.

BASELI TARGET
Strategic
KPI NE
Objectives
(2021) 2023 2024 2025 2026 2027 2028
SO1.3 Achieved 47 out of 47 Schools with decreased out-of-school rate* by
2028.
SO1.3.1
Achieved 35
out of 35 Number of Schools 27 29 31 33 34 35
Schools
with at least
0.1%
annual
decrease in Elementa
No
Elementary ry Out- 1.00
Baseline .9% .8% .7% .5% .1%
Out-Of- Of-School %
Data
School Rate Rate
by 2028.
SO1.3.2
Achieved 12
Schools
with at least
0.1%
annual
Junior
decrease in
High
Junior High No
School 2.50 2.40 2.30 1.20
School Out- Baseline .5% .1%
Out-Of- % % % %
Of-School Data
School
Rate by
Rate
2028.
SO1.3.3
Achieved 12
Schools
with at least
0.2%
annual
decrease in Senior
Senior High High
No
School Out- School
Baseline 2% 1.8% 1.6% 1.4% 1.2% 1%
Of-School Out-Of-
Data
Rate by School
2028. Rate

BASEL TARGET
Strategic
KPI INE
Objectives
(2021) 2023 2024 2025 2026 2027 2028
SO1.3 Achieved 47 out of 47 Schools with decreased out-of-school rate* by 2028.
SO1.3.1
27 29 31 33 34 35
out of 35 Schools
Schools with
at least 0.1%
annual
decrease in Elementar
No
Elementary y Out-Of- 1.00
Baselin .9% .8% .7% .5% .1%
Out-Of-School School %
e Data
Rate by 2028. Rate
SO1.3.2
6 7 8 9 11 12
out of 12 Schools
Schools with
at least 0.1%
annual
Junior
decrease in
High
Junior High No
School 2.50 2.40 2.30 1.20
School Out-Of- Baselin .5% .1%
Out-Of- % % % %
School Rate by e Data
School
2028.
Rate
SO1.3.3
Achieved 12
Number of Schools 6 7 8 9 11 12
out of 12
Schools with
at least 0.2%
annual
decrease in Senior
Senior High High
No
School Out-Of- School
Baselin 2% 1.8% 1.6% 1.4% 1.2% 1%
School Rate by Out-Of-
e Data
2028. School
Rate

BASEL TARGET
Strategic
KPI INE
Objectives
(2021) 2023 2024 2025 2026 2027 2028
SO1.5 Achieved 47 out of 47 Schools with increased retention rate by 2028.

SO1.5.1
Achieved 35
out of 35 Number of
Schools with 25 27 29 31 33 34 35
Schools
at least
98.78% in
Elementary
Retention Rate
by 2028. Elementar
y 100.39
100% 100% 100% 100% 100% 100%
Retention %
Rate
SO1.5.2
Number of
Achieved12 6 7 8 9 11 12
Schools
out of 12
Schools with
at least
97.87% in
Junior
Junior High
High
School 97.82 97.85 97.95 98.02 98.05
School 98% 98.05%
Retention Rate % % % % %
Retention
by 2028.
Rate
SO1.5.2
6 7 8 9 11 12
out of 12 Schools
Schools with
at least
98.15% in
Secondary Secondary
99.50 99.50 99.50 99.50 99.50 99.50
Retention Rate Retention 99.50%
% % % % % %
by 2028. Rate

BASEL TARGET
Strategic
KPI INE
Objectives
(2021) 2023 2024 2025 2026 2027 2028
SO1.6 Achieved 47 out of 47 Schools with decreased school leaver rate by 2028.
SO1.6.1 Number of
25 27 29 31 33 34 35
Achieved 35 Schools
out of 35
Schools with
at least 0.69%
decrease in Elementary
Elementary School .12% .12% .12% .12% .12% .12% .12%
School Leaver Leaver Rate
Rate by 2028.
Number of
SO1.6.2 6 7 8 9 11 12
Schools
Achieved 12
out of 12
Schools with
at least 1.9%
decrease in
Junior High
Junior High 1.54 1.54 1.54 1.54
School 1.54% 1.54% 1.54%
School Leaver % % % %
Leaver Rate
Rate by 2028.
SO1.6.1
Achieved 12
out of 12 Number of
6 7 8 9 11
Schools with Schools
at least 2.22%
decrease in
Secondary
School Leaver
Rate by 2028. Secondary
3.32 3.22 3.12
School 3.42% 3.0% 2.5% 2.22%
% % %
Leaver Rate
Strategic BASEL
KPI TARGET
Objectives INE

(2021) 2023 2024 2025 2026 2027 2028
SO1.7 Achieved 47 out of 47 Schools with increased transition rate of the by
2028.
SO1.7.1
Achieved 35
Number of
out of 35 27 29 31 33 34 35
Schools
Schools with
at least
98.06% in
Kindergarten Kindergarte
103.95
to Grade 1 n Transition 100% 100% 100% 100% 100% 100%
%
Transition Rate
Rate by 2028.
SO1.7.2
out of 35 27 29 31 33 34 35
Schools
Schools with
at least
96.69% in Elementary
Elementary (Grade 3 to
99.37 99.37 99.37 99.37 99.37 99.37 99.37
(Grade 3 to 4) 4)
% % % % % % %
Transition Transition
Rate by 2028. Rate
SO1.7.3
27 29 31 33 34 35
out of 35 Schools
Schools with
at least 96.7% Elementary
Elementary (Grade 6 to
(Grade 6 to 7) 94.42 94.90 95.05 95.09
7) 95% 96% 96.7%
Transition % % % %
Transition
Rate by 2028. Rate
SO1.7.4
5 6 7 8 9 11 12
out of 12 Schools
Schools with
at least
98.48% Junior Junior High
High School School
(Grade 10 to (Grade 10 to 109.53
100% 100% 100% 100% 100% 100%
11) Transition 11) %
Rate by 2028 Transition
Rate
Strategic BASEL
KPI TARGET
Objectives INE

(2021) 2023 2024 2025 2026 2027 2028
SO1.8 Achieved 47 out of 47 Schools with at least 75% Out of School Children and
Youth back in school or ALS by 2028
Baseli
ne to
Number of
SO1.8.1 be 42 42 42 42 42 42
Schools
Achieved 42 establi
out of 42 shed
Schools with
at least 75% of
Out of School
Children back
in school or
ALS by 2028 Baseli
Formal ne to
School or be 60% 63% 67% 70% 73% 75%
ALS establi
shed
Baseli
ne to
Number of
be 42 42 42 42 42 42
SO1.8.1 Schools
establi
Achieved 42 shed
out of 42
Schools with
at least 75% of
Out of School
Youth back in Baseli
school or ALS Formal ne to
by 2028 School or be 60% 63% 67% 70% 73% 75%
ALS establi
shed
Strategic BASEL
KPI TARGET
Objectives INE

(2021) 2023 2024 2025 2026 2027 2028
SO1.9. Achieved 42 out of 42 Schools with ALS Completers by 2028.
SO1.9.1
42 42 42 42 42 42
out of 42 Schools
Schools with
least 53.7%
Basic Literacy
Program ALS
Completers by 39.58 41.98 44.38 46.78 49.18 51.58
ALS-BLP 53.7%
2028 % % % % % %
SO1.9.2
out of 42 42 42 42 42 42 42
Schools
Schools with
at least
68.99% A & E
Elementary
ALS 55.04 57.44 59.84 62.24 64.64 67.04 69.04
ALS-ELEM
Completers by % % % % % % %
2028
SO1.9. Number of
Achieved 42 42 42 42 42 42 42
Schools
out of 42
Schools with
at least 79.23
%A&E
Secondary ALS
ALS-
Completer by 68% 70% 72% 74% 76% 78% 80%
Secondary
2028
Pillar 2 Equity

The table below contains the KPIs that will be used to measure the involvements
and performance of the learners or groups in situations of disadvantage. The
baseline data for each indicator are to be established and the targets are subject for
revision once the baseline are set.
Table ____ Equity
Intermediate Outcome: School-age children and youth, and adults who are at
risk of being left behind benefitted from appropriate equity initiatives
BASELI TARGET
Strategic
KPI NE
Objectives
(2021) 2023 2024 2025 2026 2027 2028
SO2.1 Achieved 47 out of 47 Schools with learners in situation of
disadvantage transitioned to the next key stage by 2028.
Baseline
SO2.1.1 data to
Achieved 47 Number of be
out of 47 Schools
establis
Schools hed
with at least
0%
disparity in % Baseline
transition Disparity data to
0.02 0.02 0.02 0.02 0.01
rate in in be 0%
% % % % %
elementary Transition establis
by 2028 Rate hed
Baseline
SO2.1.1
data to
be
out of 47 Schools
establis
Schools
hed
with at least
0%
disparity in % Baseline
transition Disparity data to
rate in 0.02 0.02 0.02 0.02 0.01
in be 0%
secondary % % % % %
Transition establis
by 2028 Rate hed
Strategic BASELI
KPI TARGET
Objectives NE

(2021) 2023 2024 2025 2026 2027 2028
SO2. 2 Achieved 47 out of 47 Schools with at least 0.97-1.00 Gender Parity
Index in completion by 2028.
SO2.2.1
out of 47 Schools
Schools
with 0.97-
1.03 Gender
Elementar
Parity Index
y Gender
Completion
Parity 0.97- 0.97- 0.97- 0.97- 0.97- 0.97-
in 1.03
Index 1.03 1.03 1.03 1.03 1.03 1.03
elementary
Completio
by 2028.
n
SO2.2.2.
12 12 12 12 12 12
out of 12 Schools
Schools
with 0.97-
1.03 Gender JHS
Parity Index Gender
Completion Parity 0.97- 0.97- 0.97- 0.97- 0.97- 0.97-
1.04
in JHS by Index 1.03 1.03 1.03 1.03 1.03 1.03
2028. Completio
n
SO2.2.2.
out of 12 12 12 12 12 12 12
Schools
Schools
with 0.97-
1.03 Gender Secondary
Parity Index Gender
Completion Parity 0.97- 0.97- 0.97- 0.97- 0.97- 0.97-
in 1.10
Index 1.03 1.03 1.03 1.03 1.03 1.03
secondary Completio
by 2028. n
Strategic BASELI
KPI TARGET
Objectives NE

(2021) 2023 2024 2025 2026 2027 2028
SO2.3 Achieved 47 out of 47 Schools with 100% learners in situation of
disadvantage continue to participate in education by 2028
SO2.3.1 Baseline
Achieved 35 data to
out of 35 Number of
be 35 35 35 35 35 35
Schools Schools
establis
with 100% hed
elementary
learners in
situation of % of
disadvantag Elementar
Baseline
e continue y Learners
data to
to in
be 75% 80% 85% 90% 95% 100%
participate situation
establis
in education of
hed
by 2028. disadvanta
ge
SO2.3.1 Baseline
Achieved 12 data to
Number of
out of 12 be 12 12 12 12 12 12
Schools
Schools establis
with 100% hed
secondary
learners in
situation of % of
disadvantag Secondary
e continue Baseline
Learners
to data to
in
participate be 75% 80% 85% 90% 95% 100%
situation
in education establis
of
by 2028. hed
disadvanta
ge
Strategic KPI BASELINE TARGET

Objectives (2021)

2023 2024 2025 2026 2027 2028
SO2.4 Achieved 47 out of 47 Schools with 75% of learners in situations of
disadvantage with at least a fixed level of proficiency/mastery in (a) functional
literacy, (b) numeracy, and (c) 21st century skills by 2028
SO2.4.1 Baseline
Achieved 47 Number
data to be
out of 47 of 47 47 47 47 47 47
establishe
d
75% of Baseline
learners in % of
data to be
situations of Learner 70% 71% 72% 73% 74% 75%
establishe
disadvantage s
d
with at least
proficient level Baseline
or better in function
data to be
functional al Proficient
establishe
literacy by literacy
d
2028
SO2.4.1 Baseline
Number
Achieved 47 data to be
of 47 47 47 47 47 47
out of 47 establishe
Schools
Schools with d
75% of Baseline
% of
learners in data to be
Learner 70% 71% 72% 73% 74% 75%
situations of establishe
s
disadvantage d
with at least
Baseline
proficient level
Numera data to be
or better in Proficient
cy establishe
numeracy by
d
2028
SO2.4.1 Baseline
Number
of 47 47 47 47 47 47
Schools
Schools with d
75% of Baseline
% of
learners in data to be
Learner 70% 71% 72% 73% 74% 75%
situations of establishe
s
disadvantage d
with at least
Baseline
proficient level 21st
data to be
or better in Century Proficient
establishe
21st century Skills
d
skills by 2028
Pillar 3 Quality

Quality of learning is set at learners’ performance nearly proficient level or
better. The National Achievement Test (NAT) will be used to determine the learners’
achievement. The Accreditation and Equivalency Test (A&E) will be used to
determine the performance of learners in the Alternative Learning System (ALS).
Table ____ Quality of Learning
Intermediate Outcome: Learners complete K-12 Basic Education having
attained all learning standards that equip them with the necessary skills and
attributes to pursue their chosen paths
Strategic TARGET
BASELINE
Objectiv KPI
(2021) 2023 2024 2025 2026 2027 2028
es
SO3.1: Achieved 47 out of 47 Schools of the K-12 Learners has pursued their
chosen path by 2028.
Baseline
Number of
data to be 12 12 12 12 12 12
Schools
established
College % of Learners
Baseline
pursued
data to be 60% 60% 60% 60% 60% 60%
higher
established
education
Baseline
Number of
data to be 12 12 12 12 12 12
Schools
established
Employm
ent % of Learners Baseline
pursued data to be 20% 20% 20% 20% 20% 20%
employment established
Baseline
Number of
data to be 12 12 12 12 12 12
Schools
established
Entrepre
% of Learners
neurship Baseline
pursued
data to be 5% 5% 5% 5% 5% 5%
entrepreneur
established
ship
Middle
Baseline
Level Number of
data to be 12 12 12 12 12 12
Skills Schools
established
Training
% of Learners
Baseline
pursued
data to be 15% 15% 15% 15% 15% 15%
middle level
established
skills training
Strategic KPI BASELI TARGET

NE
Objectives 2023 2024 2025 2026 2027 2028
(2021)
SO3.2 Achieved 47 out of 47 Schools with increased completion rate* by
2028.
SO3.2.1
Achieved
35 out of Number of
20 25 27 30 33 35
35 Schools Schools
with at
least
95.72%
Elementar
y Elementary
93.456 94.47 94.72 94.97 95.22 95.47 95.72
Completio Completion
% % % % % % %
n Rate by Rate
2028.
SO3.2.1
Achieved Number of
6 7 8 9 10 12
12 out of Schools
12 Schools
with at
least
95.72%
JHS JHS
Completio 94.47 94.72 94.97 95.22 95.47 95.72
Completion 93.51%
n Rate by % % % % % %
Rate
2028.
SO3.2.2 Number of
Achieved 6 7 8 9 10 12
Schools
12 out of
12 Schools
with at
least
89.70%
Secondary
Secondary
Completio 85.95 86.7 87.45 88.20 88.95 89.70
Completion 85.20%
n Rate by % % % % % %
Rate
2028.

BASELI TARGET
Strategic
KPI NE
Objectives
(2021) 2023 2024 2025 2026 2027 2028
SO3.3: Achieved 47 out of 47 Schools with learners attained nearly proficient

level or better in stage 1 learning standards of (a) reading (English & Filipino),
(b) Mother Tongue, (c) numeracy by 2028.
SO3.3.1
Achieved
Number of
35 out of 35 35 35 35 35 35
Schools
35 Schools
with at
least 65%
learners
attained % of No 58.60 60.20 61.80 63.40
nearly baseline 57% 65%
Learners % % % %
proficient Data
level or
better in
stage 1
learning Proficiency
standards Nearly Proficient
Level
of English
by 2028.
SO3.3.1
Achieved
Number of
35 out of 35 35 35 35 35 35
Schools
35 Schools
with at
least 65%
learners
attained % of 58.6 60.2 61.8 63.4
No 57% 65%
nearly Learners % % % %
baseline
proficient Data
level or
better in
stage 1
learning
Proficiency
standards Nearly Proficient
Level
of Filipino
by 2028.

BASELI TARGET
Strategic
KPI NE
Objectives
(2021) 2023 2024 2025 2026 2027 2028
SO3.3.2
Achieved
47 out of Number of
35 35 35 35 35 35
47 Schools Schools
with at No
least 65% baseline
of learners Data
attained
% of 62.60 63.20 63.80 64.40
nearly 62% 65%
Learners % % % %
proficient
level or
better in
stage 1
learning
standards Proficiency
Nearly Proficient
of mother Level
tongue by
2028.
35 35 35 35 35 35
SO3.3.3 Number of
Achieved Schools
35 out of
35 Schools
with at
least 57%
of learners
% of 47.40 49.80 52.20 54.60
attained 45% 57%
Learners No % % % %
nearly
baseline
proficient
Data
level or
better in
stage 1
learning
standards Proficiency
of Nearly Proficient
Level
numeracy
by 2028.

BASEL TARGET
Strategic
KPI INE
Objectives 2023 2024 2025 2026 2027 2028
(2021)
SO3.4: Achieved 47 out of 47 Schools of learners attained nearly proficient
level or better in stage 2 (Grade 6) learning standards of (a) literacy (English &
Filipino), (b) numeracy by 2028.
SO3.4.1 Number
Achieved 35 out of 35 35 35 35 35 35
of 35 Schools Schools
with at least
47% of learners
% of 1.50 10.60 19.70 28.80 37.90
attained nearly 1.22% 47%
Learners % % % % %
proficient level
or better stage 2
learning
standards Proficienc
English by Nearly Proficient
y Level
2028.
SO3.4.1 Number
Achieved 35 out of 35 35 35 35 35 35
with at least
47% of learners
attained nearly % of 13.40 21.80 30.20 38.0
4.77% 5% 47%
proficient level Learners % % % %
or better stage 2
learning
standards
Filipino by Proficienc
Nearly Proficient
2028. y Level
SO3.4.2 Number
Achieved 35 out of 35 35 35 35 35 35
with at least
47% of learners
attained nearly % of 2.10
1.57% 11% 20% 29% 38% 47%
proficient level Learners %
or better in
stage 2 learning
standards of Proficienc
numeracy by Nearly Proficient
y Level
2028.

TARGET
Strategic BASELIN
KPI 202 202 202 202 202 202
Objectives E (2021)
3 4 5 6 7 8
SO3.5: Achieved 47 out of 47 Schools with Grade 10 learners attained nearly
proficient level or better in stage 3 (Grade 7-10) learning standards of (a)
literacy (English & Filipino), (b) numeracy by 2028.
SO3.5.1 Achieved Number
12 out of 12 of 12 12 12 12 12 12
Schools with at Schools
least 65% of Grade
10 learners attained % of 50.6 54.2 57.8 61.4
nearly proficient 46.87% 47% 65%
Learners % % % %
3 learning
Proficienc
standards in Nearly Proficient
y Level
English by 2028.
SO3.5.1 Achieved Number
12 out of 12 of 12 12 12 12 12 12
Schools with at Schools
least 65% of Grade
10 learners attained % of 50.6 54.2 57.8 61.4
nearly proficient 46.87% 47% 65%
Learners 0% 0% 0% 0%
3 learning
Proficienc
standards in Nearly Proficient
y Level
Filipino by 2028.
Number
SO3.5.2 Achieved of 12 12 12 12 12 12
12 out of 12 Schools
Schools with at
least 65% of Grade
10 learners attained % of
14.13% 15% 25% 35% 45% 55% 65%
nearly proficient Learners
level or better in
stage 3 learning
standards of Proficienc
numeracy by 2028. Nearly Proficient
y Level
Strategic KPI BASELI TARGET

NE
Objectives 2023 2024 2025 2026 2027 2028
(2021)
SO3.6: Achieved 12 out of 12 schools with improved percentage of Grade 12
learners attained nearly proficient level or better in stage 4 (Grade 11-12)
learning standards equipped with knowledge and 21 st century competencies
developed in their chosen core, applied and specialized SHS tracks by 2028.
Number of
12 12 12 12 12 12 12
Schools
Mathematic % of 2.00 7.60 13.20 18.80 24.40

1.79% 30%
s Learners % % % % %
Proficiency
Nearly Proficient
Level
Number of
12 12 12 12 12 12 12
Schools
Language
and % of 25.00 26.00 27.00 28.00 29.00
24.80% 30%
Communica Learners % % % % %
tion Proficiency
Nearly Proficient
Level
Number of
12 12 12 12 12 12 12
Schools
% of 4.00 9.20 14.40 19.60 24.80
Science 3.25% 30%
Learners % % % % %
Proficiency
Nearly Proficient
Level
Number of
12 12 12 12 12 12
Schools
% of 10.80 15.60 20.40
Humanities 5.15% 6.00% 25.20%
Learners % % %
Proficiency
Nearly Proficient
Level
Number of
Schools 12 12 12 13 12 12
Media and
% of 35.07 36.00 36.80 37.60 38.40
Information
Learners % % % % % 39.20%
Literacy
Proficiency
Nearly Proficient
Level
Number of
Schools 12 12 12 12 12 12
Social % of 16.83 17.00 19.60 22.20 24.80
Studies Learners % % % % % 27.40%
Proficiency
Nearly Proficient
Level

BASELI TARGET
Strategic
KPI NE
Objectives
(2021) 2023 2024 2025 2026 2027 2028
SO3.7: Achieved 47 out of 47 Schools with at least 80% of the ALS Learners
attained certification as Elementary and Junior HS passers by 2028.
no
Number of
Elementary baseline
Schools
data
% of
50.00 56.00 62.00 68.00 74.00 80.00
Elementary
% % % % % %
Learners
Number of
Schools
no
Junior HS baseline
data
% of Junior 50.00 56.00 62.00 68.00 74.00 80.00
HS Learners % % % % % %

Pillar 4 Learner’s Resiliency and Well-being
Table ___ shows the KPIs to be used in learner’s resiliency and well-being. Mostly of
KPIs are with baseline that needs to be established. Like with Pillar 2 Equity, the
targets are subject for revision once the baseline data is set.
Table ____ Learner’s Resiliency and Well-being
Intermediate Outcome: Learners are resilient and know their rights and have
life skills to protect themselves and claim their education-related rights from
DepEd and other duty-bearers to promote learners' well-being
TARGET
Strategic BASELINE
KPI
Objectives (2021)
2023 2024 2025 2026 2027 2028
SO 4.1: Achieved Baseline

47 out of 47 Number of
data to be 47 47 47 47 47 47
Schools with 100% Schools
established
of affected and
displaced learners Baseline
% of Learners
are retained by data to be 100% 100% 100% 100% 100% 100%
retained
2028 established

data to be 47 47 47 47 47 47
established
of learners with
bullying and child
abuse cases are Baseline
being acted upon % of Learners data to be 100% 100% 100% 100% 100% 100%
by 2028 established
Baseline
SO 4.3: Achieved Number of
data to be 47 47 47 47 47 47
47 out 47 Schools Schools
established
with 100% of
evaluated learners
are happy and Baseline
satisfied with % of Learners
data to be 75% 80% 85% 90% 95% 100%
basic education evaluated
established
experience in
accordance with
the provisions of % of Baseline
the RBE by 2028 Satisfaction data to be 75% 80% 85% 90% 95% 100%
Level established

Strategic BASELINE TARGET
KPI
Objectives (2021) 2023 2024 2025 2026 2027 2028
data to be 47 47 47 47 47 47
established
of Learners with
100% knowledge
Baseline
of their rights TO
% of Learners data to be 75% 80% 85% 90% 95% 100%
and IN education
established
in accordance with
the provisions of
the Rights Based % of Baseline
Education (RBE) Knowledge data to be 75% 80% 85% 90% 95% 100%
by 2028 Level established
Baseline
Number of
data to be 47 47 47 47 47 47
SO 4.5: Achieved Schools
established
47 out of 47 SDOs
% of Schools
with 100% schools
and Learning Baseline
and learning
Centers data to be 100% 100% 100% 100% 100% 100%
centers compliant
compliant to established
to RBE in the
RBE
learning
environment by % of
Baseline
2028 conformance
data to be 75% 80% 85% 90% 95% 100%
to RBE
established
Guidelines
Baseline
Number of
SO 4.6: Achieved data to be 47 47 47 47 47 47
Schools
47 out of 47 established
Schools with 100%
of schools with Baseline
very satisfactory % of Schools data to be 100% 100% 100% 100% 100% 100%
Learners established
Satisfaction Rating
on RBE by 2028 Baseline
Satisfaction
data to be Satisfactory
Level
established
SO 4.7 Achieved Baseline
100% of DO % of DO
data to be 75% 80% 85% 90% 95% 100%
personnel have at Personnel
established
least 80%
knowledge on Baseline
Knowledge
child rights and data to be 55% 60% 65% 70% 75% 80%
Level
RBE by 20128 established

TARGET
Strategic BASELINE
KPI
Objectives (2021) 2023 2024 2025 2026 2027 2028
47SO 4.8: Baseline

Number
of 47 47 47 47 47 47
Schools
Schools with d
100% of Baseline
% of
personnel data to be
Learner 75% 80% 85% 90% 95% 100%
have at least establishe
s
80% d
knowledge on Baseline
Knowled
child rights data to be
ge Level 75% 80% 85% 90% 95% 100%
and RBE by establishe
on RBE
2028 d
SO 4.9:
Achieved 47 Baseline
out of 47 Number
data to be
Schools’ with of 47 47 47 47 47 47
establishe
100% Schools
d
learners
equipped
with
capacities on
what to do Baseline
before, % of
data to be
during, and Learner 100% 100% 100% 100% 100% 100%
establishe
after a s
d
disaster/
emergency by
2028
SO 4.10: Baseline
Number
of 47 47 47 47 47 47
Schools
Schools with d
100%
Baseline
learners are % of
data to be
in safe Learner 75% 80% 85% 90% 95% 100%
establishe
schools by s
d
2028
SO 4.11: Baseline
Number
of 47 47 47 47 47 47
Schools
Schools with d
at least 80% % of Baseline 55% 60% 65% 70% 75% 80%

data to be
Learner
establishe
learners have s
d
improved
health
SO 4.12: Baseline
Achieved 47 Number
data to be
out of 47 of 47 47 47 47 47 47
establishe
d
at least 80%
learners have Baseline
improved % of
data to be
physical Learner 55% 60% 65% 70% 75% 80%
establishe
fitness level s
d
by 2028

Enabling Mechanisms – Governance and Management
Table ____ Governance and Management

Modern, efficient, nimble, and resilient governance and management process
TARGET
Strategic BASELIN
KPI
Objectives E (2021) 202
2023 2024 2025 2026 2027
8
SO5.1: Achieved 47 out of 47 Schools with improved SBM Level of Practice by
2028.
Baseline
Number data to
SO5.1.1 of be 35 35 35 35 35 35
Achieved 35 Schools establish
out of 35 ed
Schools with Baseline
at least 50 % data to
% of
of elementary be 10% 15% 20% 30% 40% 50%
schools
schools with establish
improved ed
SBM level of Baseline
practice by data to
2028 Level of
be Level 3
Practice
establish
ed
Baseline
Number data to
SO5.1.1 of be 8 9 10 11 12 12
Achieved 12 Schools establish
out of 12 ed
Schools with Baseline
at least 60 % data to
% of
of secondary be 10% 20% 30% 40% 50% 60%
schools
schools with establish
improved ed
SBM level of Baseline
practice by data to
2028 Level of
be Level 3
Practice
establish
ed

BASELI TARGET
Strategic
KPI NE
Objectives 202
(2021) 2023 2024 2025 2026 2027
8
SO5.2 Achieved very satisfactory or higher rating in the Office Performance
Commitment and Review Form (OPCRF) of offices across governance levels by
2028.
SO5.2.1
Achieved 35 Number
out of 35 of 20 25 30 35 35 35
Baseline
100%
data to
elementary
% of be 83.33 86.66 89.99 93.32 96.65 100
schools
schools establis % % % % % %
attained very
hed
satisfactory or
higher rating Performa
in the OPCRF nce Very Satisfactory or Outstanding
by 2028. Rating
SO5.2.2
Number
Achieved 1 out
of 1 1 1 1 1 1
of 1 Schools
Schools
with 100% Baseline
integrated data to
schools % of be 83.33 86.66 89.99 93.32 96.65 100
attained very schools establis % % % % % %
satisfactory or hed
higher rating Performa
in the OPCRF nce Very Satisfactory or Outstanding
by 2028. Rating
SO5.2.3
Achieved 12 Number
out of 12 of 12 12 12 12 12 12
Baseline
100%
data to
secondary % of 83.3 86.6 89.9 93.3 96.6
be 100%
schools schools 3% 6% 9% 2% 5%
establis
attained very
hed
satisfactory or
Performa
higher rating
nce Very Satisfactory or Outstanding
in the OPCRF
Rating
by 2028.

TARGET
Strategic BASELIN
KPI
2023 2024 2025 2026 2027
8
SO5.2.4
Number
Achieved 47
of
out 47 of 47 47 47 47 47 47
Schools Baseline
Schools with
(OSDS) data to
very
be
satisfactory
establish
or higher Performa ed
rating in the nce Very Satisfactory or Outstanding
OPCRF by Rating
2028.
SO5.2.5 Number
Achieved 3 of
out of 3 Function 3 3 3 3 3 3
functional al Baseline
divisions with Divisions data to
very be
satisfactory establish
Performa
or higher ed
nce Very Satisfactory or Outstanding
rating in the
Rating
OPCRF by
2028.

TARGET
Strategic BASELIN
KPI
2023 2024 2025 2026 2027
8
SO5.3: Achieved 47 out of 47 Schools with schools having an ideal ratio in a.
classroom; b. teachers; c. textbook; d. seat; e. Science and Math equipment;
and e. ICT package/e-classroom by 2028.
Number
SO5.3.1 of 25 30 35 40 45 46 47
Achieved 47 Schools
out of 47
Schools with
95% of % of
schools 75% 78% 81% 84% 87% 91% 95%
schools
attained ideal
ratio on
classroom by Ideal 35 learners per classroom with 7x9
2028. ratio dimension
Number
SO5.3.2 of 25 28 30 35 40 45 47
Achieved 47 Schools
out of 47
Schools with
100% of
% of 100
schools 93% 95% 96% 97% 98% 99%
schools %
attained ideal
ratio on
teachers by
2028. Ideal K =1:2; G1-4 = 1:1; G5-6 = 5:3; JHS = 5:1;
ratio SHS = 9:6
Number
SO5.3.3 of 47 47 47 47 47 47
Baseline
Achieved 47 Schools data to
out of 47
be
Schools with
establish
80% of % of ed 50% 56% 62% 68% 74% 80%
schools schools
attained ideal
ratio on
textbook by Ideal
2028. 1:1
ratio

TARGET
Strategic BASELIN
KPI
Objectives E (2021) 202 202
2024 2025 2026 2027
3 8
SO5.3.4 Number of
47 47 47 47 47 47
Achieved 47 Schools
out of 47
Schools with
100% of % of 75% 100
80% 85% 90% 95% 98%
schools Schools %
attained ideal
ratio on seat
by 2028. Ideal Ratio 1:1
SO5.3.5 Number of
Achieved 47 20 25 30 35 40 47
Schools Baseline
out of 47 data to
Schools with be
80% of schools establish
attained ideal % of ed
ratio on 50% 56% 62% 68% 74% 80%
Schools
Science and
Math
equipment by
2028. Ideal Ratio 1:1
Number of
20 25 30 35 40 47
SO5.3.5 Schools
Achieved 47
out of 47
Schools with
85% of schools % of
55% 60% 65% 70% 75% 80% 85%
attained ideal Schools
ratio on ICT
Package/E-
Classroom by
2028.
Ideal Ratio 1:1

TARGET
Strategic BASELIN
KPI
2024 2025 2026 2027 2028
3
SO5.4: Achieved 47 out of 47 Schools with schools having an ideal proportion
in a. functional library; b. connection to electricity; and c. connection to
internet functional library by 2028.
SO5.4.1
Achieved 35
out of 35 Number of
Schools with 22 25 30 32 33 35
Schools
100% Baseline
elementary data to
schools with be
functional establish
library in ed
conformance % of
50% 56% 62% 68% 74% 80%
to set schools
standards by
2028.
SO5.4.2
Achieved 35
out of 35 Number of
35 35 35 35 35 35 35
100%
elementary
schools have
connection to
electricity with % of 100 100
100% 100% 100% 100% 100%
set quality schools % %
standard by
2028.
SO5.4.3
Achieved 35
out of 35 Number of
Schools with 25 27 29 31 33 35 35
Schools
80%
elementary
schools have
connection
internet
functional % of
library with set 65% 68% 71% 74% 77% 79% 80%
schools
quality
standard by
2028.

TARGET
Strategic BASELIN
KPI
2024 2025 2026 2027 2028
3
SO5.4.4
Achieved 12
out of 12 Number of
8 9 10 11 12 12
100% Baseline
secondary data to
schools with be
functional establish
library in ed
conformance % of
to set quality 50% 56% 62% 68% 74% 80%
schools
standards by
2028.
SO5.4.5
Achieved 12
out of 12 Number of
35 35 35 35 35 35 35
100%
secondary
schools have
connection to
electricity with
% of 100 100
set quality 100% 100% 100% 100% 100%
schools % %
standard by
2028.by 2028.
SO5.4.6
Achieved 12
out of 12 Number of
Schools with 8 9 10 11 12 12
Schools
80%
secondary
schools have
connection
internet
functional % of
library with set 55 59% 64% 68% 72% 76% 80%
schools
quality
standard by
2028.

TARGET
Strategic BASELIN
KPI
2024 2025 2026 2027 2028
3
SO5.5: Achieved 47 out of 47 Schools with ideal interquartile ratio (IQR) on
teacher deployment by 2028.
Number of
SO5.5.1 25 27 29 31 33 35
Schools
Achieved 35
out of 35 Baseline
Schools with to be
ideal IQR of establish
1.00-1.30 in ed
elementary by Elementar
1.00-1.30
2028. y IQR
Number of
SO5.5.2 8 9 10 11 12 12
Schools
Achieved 12
Baseline
out of 12
to be
Schools with
establish
ideal IQR of
ed
1.00-1.30 in
JHS by 2028. JHS IQR 1.00-1.30
Number of
8 9 10 11 12 12
SO5.5.3 Schools
Achieved 12
Baseline
out of 12
to be
Schools with
establish
ideal IQR of
ed
1.00-1.30 in
SHS by 2028. SHS IQR 1.00-1.30

TARGET
Strategic BASELIN
KPI
2024 2025 2026 2027 2028
3
SO5.6: Achieved very satisfactory or satisfactory rating in the Client
Satisfaction Survey from the respective stakeholders (internal & external)
across governance level by 2028.
SO5.6.1
Achieved 47
out of 47 Number of
21 21 21 21 21 21
at least 95% of Baseline
elementary to be
schools have establish
very ed
satisfactory or % of
80% 82% 84% 87% 90% 95%
satisfactory Schools
rating in the
Client
Satisfaction
Survey from
internal and Satisfactor
Very Satisfactory/Satisfactory
external y Rating
stakeholders
by 2028.
SO5.6.2
out of 47 21 21 21 21 21 21
Schools
Schools with
at least 95% of Baseline
secondary to be
schools have establish
very ed
satisfactory or % of
80% 82% 84% 87% 90% 95%
satisfactory Schools
rating in the
Client
Satisfaction
Survey from
internal and
external Satisfactor
stakeholders y Rating
by 2028.

TARGET
Strategic BASELIN
KPI
2024 2025 2026 2027 2028
3
SO5.6.3
Achieved 47
Number of
out of 47 20 20 20 21 21 21
Schools
Schools with
very
satisfactory or
Baseline
satisfactory
to be
rating in the
establish
Client
ed
Satisfaction
Survey from
external y Rating
stakeholders
by 2028.
SO5.6.4
Achieved 9 out
of 9 functional Number of
divisions with Functional 7 8 8 9 9 9
very Divisions
satisfactory or
Baseline
satisfactory
to be
rating in the
establish
Client
ed
Satisfaction
Survey from
external y Rating
stakeholders
by 2028.

BASELI TARGET
Strategic
KPI NE
Objectives
(2021) 2023 2024 2025 2026 2027 2028
SO5.7: Achieved 47 out of 47 Schools with increased financial contribution
from local and international partners by 2028.
SO5.7.1
Achieved 47
Number of
out of 47 20 21 21 21 21 21 21
Schools
Schools
with at least
50%
increase in
financial % increase
contribution of 4.6% 10% 15% 20% 30% 40% 50%
from local contribution
partners by
2028.
SO5.7.2
Achieved 47
out of 47 Number of
20 21 21 21 21 21 21
Schools Schools
with at least
30%
increase in
financial
contribution % increase
from of 0% 5% 10% 15% 20% 25% 30%
internationa contribution
l partners
by 2028.
SO5.7.3
Achieved 47
out of 47 Number of
20 21 21 21 21 21 21
Schools Schools
with 100%
utilization
rate in
Special
education
Utilization
Fund 69.80% 100% 100% 100% 100% 100% 100%
Rate
provided by
LGU by
2028.

BASELI TARGET
Strategic
KPI NE
Objectives
(2021) 2023 2024 2025 2026 2027 2028
SO5.8: Achieved 47 out of 47 Schools with 100% schools with functional
School Governing Council (SGC) by 2028.
SO5.8.1 Number of
Achieved 47 21 21 21 21 21 21
Schools
out of 47
Schools
No
with 100%
baseline
elementary
data
schools with
functional % of
SGC by elementary 100% 100% 100% 100% 100% 100%
2028. schools
SO5.8.2 Number of
Achieved 47 21 21 21 21 21 21
Schools
out of 47
Schools
No
with 100%
baseline
secondary
data
schools with
functional % of
SGC by secondary 100% 100% 100% 100% 100% 100%
2028. schools

BASELI TARGET
Strategic
KPI NE
Objectives
(2021) 2023 2024 2025 2026 2027 2028
SO5.9: Achieved 47 out of 47 Schools with 100% qualified recipients receiving
government assistance by 2028.
SO5.9.1
Achieved 47
out of 47 Number of 20
Schools 21 21 21 21 21 21
Schools
with 100%
qualified
private
schools
receiving
government % of
assistance qualified
100% 100% 100% 100% 100% 100%
(ESC, SHS private
VP) by schools
2028.
SO5.9.2
Achieved 47
out of 47 Number of
Schools 21 21 21 21 21 21
Schools
with 100%
qualified
teachers in
private
schools
receiving % of
teacher qualified 100% 100% 100% 100% 100% 100%
subsidy teachers
(TSS) by
2028.

Capacity Building and Key Resource Requirements
In the next five years, the Schools Division of Sipalay City will implement the
following strategies to achieve its five strategic goals:
1) Intensify capacity building and development programs for division and school
leaders, teachers and students;
2) Strengthen literacy and numeracy program in all schools;
3) Provide adequate and relevant learning materials;
4) Improve school-based management practices in all schools;
5) Promote inclusive education;
6) Revitalize gender and development program
7) Strengthen partnership and linkages; and
8) Enhance rewards and recognition program.
With the collaboration of internal and external stakeholders, the Schools

Division of Sipalay City will implement the programs, activities and projects (PAPs)
to attain the strategies stated above. The PAPs will be funded by the Special
Education Fund (SEF), the Maintenance and Other Operating Expenses (MOOE),
and other downloaded funds from the DepEd Central Office. The SEF is an
additional one percent tax on the assessed value of real property collected by the
local government that goes to fund the needs of public schools in the city. The
MOOE is an appropriation from the Department of Budget and Management to the
Schools Division of Sipalay City. The said PAPs will be implemented by the Schools
Division Superintendent, Assistant Schools Division Super- intendent, Chief
Education Supervisors, Education Program Supervisors, Public Schools District
Supervisors, Senior Education Program Specialists, Education Program Specialists,
Program Development Officers, School Principals, subject head teachers, master
teachers, teachers, parents, and other stakeholders.

Partnership Arrangements
To achieve the goals and objectives of DepEd, the SDO Sipalay City needs to
enter into partnership with different groups and agencies to support the delivery of
basic education services to learners with quality education.
As one of the newly established divisions in Region VI, the SDO Sipalay City
encountered many challenges coupled with the pandemic issue that hindered the
implementation of education, but still services must be continued.
Another tragedy that happened in SDO Sipalay city was the damage caused
by typhoon Odette that destroyed classrooms, supplies, materials, books, and
modules and lost some lives of learners and teachers. With the support of different
partners, those dark moments are gradually recovered.
The SDO Sipalay is fortunate to have a supportive LGU, both from the city
and barangays. Their support come in many ways as strong partners like the local
IATF and City Health Office in the management and mitigation of COVID-19,
community support and barangay LGU’s commitment in transporting patients
when the need arises, and in implementing other programs relative to health such
as community-based feeding, nutrition programs, and mental health programs and
related advocacies. The support services rendered by the Local Disaster Risk
Reduction Management Office, Philippine National Police, and the office of the
Bureau of Fire Protection were also felt.
The SDO Sipalay City is so privileged to have a generous local government
unit that donated 5,000 sq. m. lot for SDO building construction and provided job –
order paid personnel to SDO; and for the allocation of city funds for the
procurement of supplies, garden tools, and equipment which were distributed to all
schools.
The SDO Sipalay City strengthened linkages with other stakeholders (TESDA,
NGOs, hotel and restaurant owners, and private investors) that provided food,
supplies, and materials and as partners in the immersion program of our senior
high school learners.
The SDO Sipalay is grateful for the continuous support and services of all
partners to improve the delivery of basic education services in the Division.

Tracking and Monitoring Efficiency and Effectiveness on Programs, Projects,
and Activities
The effectiveness and efficiency of different programs, projects and activities

should be regularly monitored to ensure government funds are maximally utilized
and beneficial to its intended purpose. Likewise, progress monitoring is necessary
to ensure timeliness and efficiency and appropriate action is undertaken to avoid
wastage.
The use of the MEA (monitoring, evaluation, and adjustment) technology in
the Department of Education is part and parcel of every program/project
implementation.
Monitoring and evaluation could be done quarterly, monthly, or even weekly
depending on the purpose and nature of the program and activity and intent of
monitoring. Monitoring is mostly anchored on the set targets like physical and
financial milestones. It serves as an objective comparison or picture of the ideal or
expected versus the actual accomplishment.
For the purpose of monitoring and evaluating the PAPs (programs, activities
and projects) incorporated in this DEDP, the following process flow steps shall be
undertaken: 1. preparation or distribution of the monitoring tool/checklist or
observation list; 2. collection and consolidation of results/data gathered, 3.
submission of results to the program/project owner, 4.
Evaluation/discussion/analysis/feedback giving; 5. Identification of critical issues,
highlights and or possible interventions/adjustments; 6. Monitoring and evaluation
of the effects of corrections, interventions or adjustments made.

INDICATIVE TIMELINES
This Chapter will provide direction in addressing the priority needs
improvement areas of SDO through different programs, projects, and activities to
achieve its strategic goals.
Target Implementation of Activities

Year Year Year Year Year Year Year
STRATEGIES AND INTERVENTIONS 1 2 3 4 5 6 7
2022 2023 2024 2025 2026 2027 2028

Access
Enhance provision of support to
schools and learners program to
sustain the increasing enrolment
Early Registration Campaign/Oplan
Balik Eskwela
Strengthen partnership with the
LGU, Quidan Kaishan, and other
stakeholders to have a sustained
increase in the performance
indicators
DORP
Intensive campaign for Balik sa
Eskwela Program
Early Registration Campaign
Intensive campaign sa Eskwela
Program
Brigada Eskwela
Establish validity of Public Schools
District Supervisor and School
Monitoring and Evaluation Unit in
Schools
Conduct of school-based meetings
and conferences
Check regularly the schools’ SF4 for
the learners monthly
Implement the Values Integration
Program instilling the significance
of education among learners

Develop training package on Values
Integration
Conduct Orientation program on Values

Integration
Focusing on the significance of
education among learners
Build up a tracking system for
student enrolment from the present
to the next school years
Gather contact number, facebook
accounts, and address of learners and
parents of profiling
Establish learners’ profile
Mobilize the profile in tracking the
enrolment of learners
Ensure the provision of Support
Mechanisms to ALS, Learners in
Presentation Portfolio Assessment
(PPA)
PAG-ULIKID
SA EDUKALIDAD, IKAW ANG PARTNER
KO
Ensure 75% of ALS, IPED, and SPED
learners transitioned to the next key
stage by 2028
“PAG-ULIKID”
Track learners’ progress into the
development of their portfolios
Conduct monitoring on the tracking of
ALS learners to the next key stage.
Project Pagpa”ATHAG”
Acquisition of True, Holistic, and
“CHILD FIND”
Reaching out learners with Disability
“SA EDUKALIDAD, IKAW ANG
PARTNER KO”
Conduct tracking of Out of school
children and youth to
continue/participate in education.
Conduct monitoring on the transitioning
of SPED learners

Project Dagyaw”
Reaching out of IPED learners“
Conduct tracking of IPED learners to
continue/participate in education
CHILD MATTER
Reaching out of school children and
youth with disability
Conduct tracking of school children to
continue/participate
Ensure 75% of Out of School Children
and Youth, Remote Community
Learners, Children and Youth with
Disabilities, Children and Youth, and
Children and Youth of Indigenous
Communities with at least 79.86%
proficiency level in reading by 2028.
“ALBASA”
Strategies interventions in improving the
reading skills of ALS learners
Track the development of ALS Learners
reading skills
“Project SIPALAY”
Strategies interventions in improving the
reading skills of IPED learners
Communities with at least 79.86%
proficiency level in reading by 2028.
“SPECIAL READER”
Strategies intervention in improving the
reading skills of school children and
youth
Track the development of SPED
Learners reading skills
and Youth Remote Community
Community with at least 38.6%
proficiency level in numeracy by
2028
“ALS-ISIP”

An initiative anchored to Division
Initiated Mathematics Assessment plus
focusing on elevating the numeracy
skills of ALS learners
Monitor the numeracy skills
development and proficiency level of ALS
learners
“SPECIAL READER”
Strategies intervention in improving the
reading skills of school children and
youth
“ALS-ISIP”
focusing on elevating the numeracy
skills of ALS learners
development and proficiency level of ALS
learners
"Project PAG-ISIP"
focusing on elevating the numeracy skills
of IPED learners
development and proficiency level of
IPED learners
“SPECIAL NUMERATE”
focusing on elevating the numeracy skills
of children with special needs
development and proficiency level of
SPED learners

Disabilities, Muslim Children and
Youth, and Children and Youth of
Indigenous Community with at least
38.6% proficiency level in 21st
Century Skills by 2028
“PAG ANGAT”
An initiative anchored focusing on

elevating the 21st century skills of ALS
learners
Monitor the 21st century skills of ALS
learners development and proficiency
level.
“Project Pag-unlad”
elevating the 21st century skills of IPED
learners
Monitor the 21st century skills of IPED
level.
“PEAP”
elevating the 21st century skills of
learners with special needs
Monitor the 21st century skills of SPED
level.
Equity
Ensure 80% of learners pursued their
chosen path by 2028
“PAGGIYA”
Strengthening career guidance program.
Strengthen the Career Guidance
Program through the conduct of the
following activities
a. Senior High School Summit
b. Career Guidance Program
Orientation, Counselling, Consultation,
and
c. Career Guidance Learning Materials
d. Career Exit Tracking System
Ensure 66% of Key Stage 1 learner
Learning areas by 2028
“DIORA+”
Division Initiated Oral Reading
Assessment + Intervention
Monitor the progress of K stage 1
learners nearing proficient or better in
the Learning areas

“E-Wheel”
Educative – Wheel
Initiated Oral Reading Assessment and
Division Initiated Oral Reading &
Comprehension Assessment across key
stages and three languages
the Learning areas.
“DIMA +
”Division Initiated Mathematics
the Learning areas.
“TALA”
Technology-Assisted Learning Acquisition
the Learning areas.
Project “CARES”
Create an Accurate and Recognize Exact
Sound
the Learning areas.
Oplan “HELP”
Home-based Education Learner Support
Program
the Learning areas
LRs in a TAB:
An Offline Digital Pedagogy
the Learning areas.
Project “FACE”
Feasible Action for Children’s Education
the Learning areas.

Quality
“BASANGARAP”
(Basa: Tungo sa Pangarap)
the Learning areas.
Ensure 65% of Key Stage 2 learners
Learning areas by 2028.
“SA EDUKALIDAD, IKAW ANG
PARTNER KO”
Reaching out Out of school children and
youth
Conduct tracking of Out of school
children and youth to
“Project Dagyaw”
Reaching out of IPEd learners
Conduct tracking of IPED learners to
“CHILD MATTER”
Reaching out of school children and
youth with disability
Conduct tracking of SPED learners to
Learning areas by 2028
“DIMA +”
Division Initiated Mathematics
the Learning areas.
“DIORCAT+”
Division Initiated Oral Reading and
Comprehension Assessment Tool +
Intervention
the Learning areas

“DIORCAT+”
Intervention
the Learning areas
LRs in a TAB:
An Offline Digital Pedagogy
the Learning areas.
“Travelogue” Sipalay City: Hiyas ng
Turismo
the Learning areas.
Project “FACE” Feasible Action for
Children’s Education
the Learning areas.
“BASANGARAP” Basa:Tungo sa
Pangarap Monitor the
progress of K stage 3 learners nearing
proficient or better in the Learning
areas.
“E-Wheel”
Educative – Wheel
stages and three languages
the Learning areas.
MOBILE ASSESSMENT
Assessing Learners outside the four
corners of Classroom
the Learning areas.

following areas of Core Curriculum of
the Tracks per Specialized Subjects
by 2028
“DIMA+”
the Learning areas
“DIORCAT+”
Intervention
the Learning areas.
“TELL-TIME”
Teaching EPP/TLE/TVL with Livelihood
Learning – Through Innovative Materials
and Equipment
o Monitor the progress of K stage 4
learners nearing proficient or better in the
Learning areas.
“Travelogue”
Sipalay City: Hiyas ng Turismo
the Learning areas.
Project “FACE”
Feasible Action for Children’s Education
the Learning areas.
“BASANGARAP”
Basa:Tungo sa Pangarap
the Learning areas
“E-Wheel”

Educative – WheelAn initiative anchored
to Division Initiated Oral Reading
Assessment and Division Initiated Oral
Reading & Comprehension Assessment
across key stages and three languageso
the Learning areas.
"MOBILE ASSESSMENT"
Assessing Learners outside the four
corners of Classroom
the Learning areas.
Ensure 75% Mean Percentage Score
in all learning stages standards
equipped with knowledge and
developed 21st century competencies
by 2028
“DIMA +”
Assessment + Interventiono
Monitor the progress Mean Percentage
Score in all learning stages standards
and the development of 21st century
competencies
“DIORA+”
Dvision Initiated Oral Reading
competencies
“DIORCAT+”
Intervention
competencies
“E-Wheel” Educative – Wheel
stages and three languageso

competencies
Ensure 80% of the ALS Learners attained
certification as Elementary and Junior HS
passers by 2028.
“PAG-ULIKID”
Track learners’ progress into the
development of their portfolios
Monitor the ALS Learners attainment of
certification as Elementary and Junior HS
passers
Resiliency and Well-Being
Establish functional School Child
Protection Committees and
contextualized Child Protection Policy
and Anti-Bullying Policy.
Conduct capability-building and workshop

with members of the School Child Protection
Committee in handling child abuse and
bullying cases, and incidents involving
children-at-risk and children in conflict with
the law and drafting of their contextualized
Child Protection Policy and Anti-Bullying
Policy.
2. Strengthen partnership with Quidan

Kaisahan Inc. and LGU to provide
capability-building activities and
trainings among the members of the
Child Protection Committee, and
teaching and non-teaching personnel on
child protection including the handling of
cases of child abuse and bullying;
“TELL-TIME”
Teaching EPP/TLE/TVL with Livelihood
Learning – Through Innovative Materials
and Equipment
Score in all learning stages standards and

the development of 21st century
competencies
“Travelogue”
Sipalay City: Hiyas ng Turismo
competencies
Project “FACE”
Feasible Action for Children’s Educationo
competencies
Consolidate every school year all incidents
of child abuse, bullying, involving CAR and
CICL reported by 47 public schools and 6
private schools.
3. Strengthen partnership with local
authorities, i.e. DSWD, PNP-Women and
Children’s Desk, when necessary.
3. Refer cases to DSWD, PNP-Women’s and
Children’s Desk, when necessary.
. Develop RBE-based trainings.
Create opportunities for learners to
heighten knowledge/awareness of their
rights and participate in school
activities that involve decision making.
1. Conduct RBE-based trainings.
2. Conduct student orientation at the start
of each school year.
3. Provide learner’s manual and IEC
materials on child rights and protection.
1. Develop RBE-based trainings.
2. Create opportunities for learners to
heighten knowledge/awareness of their
rights and participate in school
activities that involve decision making
1. Conduct RBE-based trainings.
2. Conduct student orientation at the start
of each school year.
3. Provide learner’s manual and IEC
materials on child rights and protection
Implement induction program and
trainings on RBE
1. Monitor and evaluate the
implementation of school’s RBE

compliance.
2. Assess school’s compliance with RBE.
3. Provide technical assistance to schools
relative to RBE compliance.
Establish partnership with LGU for
provision of trainings, facilities, and
equipment to ensure disaster
preparedness and immediate response
1.Capacity Building
(Program will focus on partnership)
a. Basic life support and first aid
(Conduct training with trained/licensed
service provider) Water Safety
b. Fire Safety
c. School Safety and Hazard
2. Participate in National Simultaneous
Earthquake Drill
Establish a mechanism to survey/assess
and identify hazard-prone areas in
communities and schools and
formulate/ adopt preventive
policies/guidelines
Health:
2. Develop knowledge and skills of all
Clinic-in-Charge in conducting first aid
measures during emergency situations
and on proper identification of
symptoms consistent with COVID-19
infection and prompt reporting/referral
of cases to SHNU and Barangay Health
Emergency Response Team
1. Conduct Hazard Mapping
2. Contingency planning
3. Survey/Assess the School Building
Integrity
Health
Conduct Training and Capacity Building
Activities to all School Clinic In-Charge
5. Provide First Aid Equipment
1. Establish partnership with LGU for
the conduct of school and community-
based feeding program.
2. Develop a sustainable and integrated
nutrition program for learners.
3. Establish Partnership with Local
Farmers and Suppliers.
4. Establish a Standard Contingency
Plan to ensure continuity and

sustainability of School-Based Feeding
Program
4.9.1. Conduct Stakeholder Mapping to
identify the partners
4.9.2. Conduct Stakeholders’ Forum
4.9.3.1. Conduct Consultative Meeting with

Partner stakeholders on provision of equal
opportunity and fair competition for local
farmers to promote and market their local
products
4.9.3.2. Partner with Department of

Agriculture and/or other Organizations to
conduct Capacity building for program
implementers, focal persons, local farmers
and parents
4.9.4.1. Coordinate with the Local

Nutrition Council in Crafting and Updating
of the Nutrition Action Plan and integrate
standardized contingency plan in case of
school lockdowns and/or disasters
(including contingency plan for the
different scenarios during a
calamity/outbreak)
4.9.4.2. Engage key stakeholders such as

the City Nutrition Council and City Health
Office in the Alignment of Nutrition
Programs of the Department of Education
with the City Nutrition Action Plan
STRENGTH
Resiliency and Well- WEAKNESS OPPORTUNITY THREATS
Being

100% of Clinic in Only 5/47 Strong partnership Increase
charge were school clinic-in- with the local IATF Incidence of
capacitated on the charge have a and CHO in the COVID-19
identification and medical management and
intervention of COVID- experience/bac mitigation of Low
19 infection and on kground COVID-19 vaccination
the Updated rate among
Quarantine Guidelines Community support learners and
set forth by the IATF and Local Barangay parents
LGU’s commitment
to provide aid in Non to Low
possible transport Reporting of
of patients when cases or
the need arises symptoms
consistent with
COVID-19
1,419/1,702 identified 100% of schools Local Government Natural
undernourished suspend onsite Support and Calamities
learners were feeding program partnership in cause delay in
rehabilitated and and reverted to implementing the delivery of
achieved a normal distribution of community-based food packs and
weight after the food packs and feeding and milk
implementation of milk weighing of children components
school-based feeding components to
program (2020) the beneficiaries
to be consumed
at home
100% implementation 100% of Community Increased
of Feeding Program learners were Support and Strong transportation
amidst the pandemic not physically involvement of expenses
assessed and Parents/Guardian
weighed in in the continuous
schools since implementation of
the start of the various nutrition
pandemic programs
Established “Gulayan Provision/Allocation Limited

sa Paaralan” of City funds for the opportunities
supports/augments procurement of for local
the nutritious feeding Garden tools and farmers to
program in schools equipment participate in
the bidding
process and
procurement of
their products
100% of schools There are still Accessibility to Unavailability

participating in 16 schools that affordable food of a Medical
Progressive face to are not yet products such as Specialist for
face classes were included in the vegetables, fish and referral of
capacitated and conduct of root crops mental health
provided session guide progressive face cases that need
materials to allocate to face classes further
the first hour of the assessment
first five school days and
for the discussion and intervention
facilitation of mental
health and
psychosocial
intervention/
debriefing
100% of Schools Strengthened Pandemic
participating in linkages with other Fatigue
Progressive face to stakeholders (LGU, increases stress
face classes have a NGOs) and depression
designated Guidance among
Counselor/Mental students and
Health Advocate and personnel
an operational
Guidance office
Active Engagement
and Participation of
the Community to
different mental
health programs
and advocacies
Provision/Allocation
of City funds for the
procurement of
Garden tools and
equipment
CROSS SWOT ANALYSIS (HEALTH)

S-O STRATEGIES W-O STRATEGIES
1. Strengthen partnership with LGU 1. Engage key stakeholders such as the

for the conduct of school and City Nutrition Council and City
community-based feeding program Health Office in the Alignment of
2. Intensify campaign for proper and Department of Education with the
sustained nutrition among City Nutrition Action Plan.
learners through community and
school-based gardening 2. Collaborate with the Barangay Local
Government Unit in the conduct of
3. Capacitate Local Farmers and Weighing/”Operation Timbang” at the
Suppliers of the requirements and community level
compliance of documents for the
standard bidding process to 3. Establish Partnership with
provide them equal opportunity Department of Agriculture and other
and fair competition to promote Non-Government Organizations to
and market their local products. train program implementers and focal
persons on the proper
4. Increase the knowledge and skills implementation and sustainability of
of all Clinic-in-Charge in the “Gulayan sa Paaralan”
conducting first aid measures
during emergency situations
S-T STRATEGIES T-W STRATEGIES
1. Capacitate Schools in terms of the 1. Integrate in school programs, lessons

implementation of necessary and general assembly concepts on
measures based on DOH and IATF COVID-19 preventive measures,
Guidelines in the prevention and including the benefits of vaccination,
control of COVID-19 infection and to increase vaccination
transmission. turn-out/coverage among learners
2. Capacitate all clinic-in-charge on
2. Develop and refine referral proper identification of symptoms
mechanisms with the City Health consistent with COVID-19 infection
Office and Private Medical and prompt reporting/referral of
Specialists to ensure that the basic cases to SHNU and Barangay Health
needs of learners with pre-existing Emergency Response Team
mental health issues or conditions 3. Establish Strong partnership with the
are provided Local Nutrition Council, Barangay
Nutrition Scholars and Barangay
3. Establish a Standard Contingency Health Workers on the conduct of
Plan for the continuity and weighing and follow-up of learners in
sustainability of School-Based the community
Feeding Program in case of School
and community lockdown or
Natural Disasters
4. Establish Agreement with the Local
Barangay Government Unit on the

distribution of food packs and on the
continuity of the implementation of
the nutrition programs at the
community level while face to face
classes are not yet fully conducted
5. Integrate the allotment of time for

Physical Exercise or any form of
Physical Activity in schools and
offices
CROSSSWOT ANALYSIS (Partnership)
S-O Strategies W-O Strategies
1. Strengthen the participation of SK Collaborate with the Barangay Local

to support the school program Government Unit and SK to activate
2. Capacitate the students in building the school clubs/BKD
emotional stability and leadership
S-T Strategies T-W Strategies
Build strong relationship with other Capacitate Club Advisers on the value
school stakeholders to encourage formation for student strong
students to be more active in schools determination and active participation
activity/programs in the school activity/programs
DIVISION EDUCATION DEVELOPMENT PLAN PLANNING TEAM

FERDINAND S. SY, CESO VI
Asst. Schools Division Superintendent
Officer-In-Charge
Office of the Schools Division Superintendent
MA. TERESA P. GEROSO, CESE

Assistant Schools Division Superintendent
Chairperson
Division Planning Team
RONIE T. TABABA, PhD.

Chief Education Supervisor
Curriculum Implementation Division
RENATO P. CLARO
Chief Education Supervisor
School Governance and Operations Division
EDUCATION PROGRAM SUPERVISORS:
Sol Grace O. Timola

Lani A. Palma
Ida Flor C. Ferraris
Eduardo L. Seron, Jr.
Annamor M. Eleccion
RUTH A. BORRES
Senior Education Program Specialist
DANNY B. PILLONES
Senior Education Program Specialists
AILEEN E. ADVINCULA
Planning Officer III
KEZIA LOIS M. ARCOLAS, MD, MPH

Medical Officer III
MA. ROSANA E. MONTILLA

Information Technology Officer I

MARIELLE LOTUS O. RUFANO
Administrative Aide VI
Contributors:
SONNY BOY A. FLORES
Senior Education Program Specialist - Monitoring & Evaluation
REGIE S. BLORON
Senior Education Program Specialist - Social Mobilization
MYRAH A. DEGUIT
Public Schools District Supervisor
JEANICA S. MANALON
Project Development Officer II
Atty. JESSAH CHRISTEE EGONIA
Attorney III
REYNALDO O. GALICIA
Education Program Supervisor (MAPEH)
AGNES L. PARABA
Education Program Supervisor (A.P.)
FERNANDO LIRAZAN
Education Program Specialist - ALS

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TABLE OF CONTENTS

III. Strategic Directions 19- 70

2023-2028 DIVISION EDUCATION DEVELOPMENT PLAN

To help realize the above-mentioned focus areas, this Division Education

2023-2028 DIVISION EDUCATION DEVELOPMENT PLAN

In the conduct of its different programs, projects, and activities, monitoring

2023-2028 DIVISION EDUCATION DEVELOPMENT PLAN

SIPALAY CITY, NEGROS OCCIDENTAL

In addition, the city boasts of its economic sources—-agriculture,

2023-2028 DIVISION EDUCATION DEVELOPMENT PLAN

The promising city continuously strives to become the southern economic

2023-2028 DIVISION EDUCATION DEVELOPMENT PLAN

At present, the Schools Division of Sipalay City is temporarily occupying the

The true indicator of an agency’s success lies in its accomplishments. The

2023-2028 DIVISION EDUCATION DEVELOPMENT PLAN

2023-2028 DIVISION EDUCATION DEVELOPMENT PLAN

Number of Private Schools

Total Public and Private Schools 53

2023-2028 DIVISION EDUCATION DEVELOPMENT PLAN

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

ADMINISTRATORS AND STAFF, as stewards of the institution, ensure an enabling

2023-2028 DIVISION EDUCATION DEVELOPMENT PLAN

• Office of the Schools Division Superintendent – Administrative

• Curriculum Implementation Division – Instructional Management,

• School Governance and Operations Division – Support Services

SDO – Sipalay City is a newly-established Division in Region VI and becomes

2023-2028 DIVISION EDUCATION DEVELOPMENT PLAN

2023-2028 DIVISION EDUCATION DEVELOPMENT PLAN

Performance Indicators (2019-2021)

Kindergarten Elementary Junior High School

TABLE 2. GROSS ENROLLMENT RATE

GROSS ENROLLMENT RATE

Kindergarten Elementary Junior High School Senior High School

2023-2028 DIVISION EDUCATION DEVELOPMENT PLAN

NET ENROLLMENT RATE

Kindergarten Elementary Junior High School Senior High School

TABLE 4. RETENTION RATE

Elementary Junior High School Senior High School

2023-2028 DIVISION EDUCATION DEVELOPMENT PLAN

SCHOOL LEAVER RATE

Elementary Junior High School

TABLE 6. COHORT SURVIVAL RATE

COHORT SURVIVAL RATE

Elementary Junior High School Senior High School

COHORT SURVIVAL RATE (CSR) is the percentage of enrollees at the beginning of a

2023-2028 DIVISION EDUCATION DEVELOPMENT PLAN

Elementary Junior High School

2023-2028 DIVISION EDUCATION DEVELOPMENT PLAN

2. Every Child a Champion – Literacy and Numeracy Programs

Literacy and numeracy are basic skills or tools for independent

3. Integration of Gender and Development; Mental and Psychosocial

Competent teachers and school heads/leaders build strong

4. Build/Open more Schools

Every learner in the community must have access to quality, complete

2023-2028 DIVISION EDUCATION DEVELOPMENT PLAN

Concepts and skills geared towards agriculture/farming shall be

6. Strengthened and sustained implementation of Learning Resource and

A sustainable adoption and implementation of the LRMDS to support