School Improvement Plan of Dumingag Ces 2023

Republic of the Philippines
Department of Education
REGIONAL OFFICE IX, ZAMBOANGA PENINSULA
SCHOOLS DIVISION OF ZAMBOANGA DEL SUR
DUMINGAG I DISTRICT
DUMINGAG CENTRAL ELEMENTARY SCHOOL “FLY HIGH”
I. EXECUTIVE SUMMARY
The Department of Education has made decentralizing basic education governance at the local
level a top focus. By enacting Republic Act 9155 in 2011, the administration highlighted this objective.
School-Based Management (SBM) is defined as the "decentralization" of decision-making authority
from the national, regional, and division levels to the school level, bringing together principals, teachers,
students, parents, and local community members to promote effective educational institutions.
According to the 2011 Governance of Basic Education Act, each school must define its vision, mission,
goals, and objectives. In order to do this, each school must also develop its own School Improvement
Plan (SIP) and Annual Implementation Plan (AIP), which should take into account the priorities and
aspirations of the school's internal and external constituents.
A school will implement specific interventions as outlined in a School Improvement Plan (SIP)
over the course of three consecutive school years with the assistance of the community and other
stakeholders. It is thoughtfully laid out to concentrate on important objectives and tactics, resulting in
excellent student learning and a more efficient school administration. It aims to give individuals involved
in school planning a systematic, evidence-based approach that starts with the perspective of the
learner. In the end, it aimed to support schools in supplying students with access to high-quality
education.
Dumingag Central Elementary's School Improvement Plan (SIP) is the result of group effort on
the part of the School Planning Team, which includes representatives from both the school and the
community at large. The school head, along with other teachers representing the faculty, the PTA
president and other PTA officials, the barangay captain and other barangay officials, and a student
representative, all work together to make this happen. It lays out the institution's long-term goals, top
priorities, and overall focus through 2025. To put the School Goals and Objectives (SGOs) and the
short-term implementation of specific goals (SGPs) into context and provide the growth direction of the
school, a comprehensive School Improvement Plan (SIP) is essential. A key component of the
decentralized system, the School Improvement Plan is the beginning of the planning process for the
educational institution. It embodies the school's educational needs, which are rooted in the standards
established by the division through the division's education development plan (DEDP). The SIP and
Annual Implementation Plan (AIP) will be a more accurate and valid assessment of the needs of basic
education inside the school, providing essential information for budget planning purposes.
Dumingag Central Elementary School's School Improvement Plan (SIP) is a collaborative

document created by the School Planning Team, comprised of internal and external stakeholders. This
planning is based on the ideas of shared governance, accountability, and transparency, as well as
conscientious participation. The participatory planning approach is a way of strengthening the abilities
of Stakeholders to develop a plan that is genuinely responsive to the needs of the community's
children. Consequently, this SIP is the central document that describes the school's development
priorities, conditions, and interests.
The SIP aims to improve learners' academic performance by satisfying educators' needs
through CPD, providing up-to-date teaching and learning resources, and applying appropriate testing
processes and instruments. As a result of implementing this technique, school administrators, parents,
and community members will be in a better position to support the schools' efforts to offer pupils a high-
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Address: San Pablo, Dumingag, Zamboanga del Sur 1|P a g e

Telephone No.: 09486320855
E-mail Address: dumingagcentrales@gmail.com
DUMINGAG I DISTRICT
quality education. The School Improvement Plan depends heavily on data. After conducting thorough
research, including data collecting, validation, confirmation, referrals, interviews, and retrieving school
archives and other relevant materials, a realistic picture of the provision of essential education services
in the municipality was created. The SPT mainly relied on the School Report Card to collect data, but
they also reviewed the school's BEIS and other data sources to ensure that the data were accurate and
reliable. The SIP creation procedure promotes interaction between the institution and its stakeholders
and actively solicits their opinion, as required by RA 9155.
This plan is anchored on the rationale that:
1. Schools are empowered to set their own goals for improvement, assume responsibility
for planning and implementing their respective agenda for development and that review and manage
their progress are likely to be more effective than others of different circumstances.
2. Effective schools rely on optimized participation and support.
3. Education will better achieve its goal if the various community stakeholders are
organized to plan, initiate, manage and support school-related activities.
Through a series of consultations from the stakeholders, the formulation of this plan went
through the following processes:
a) situational analysis,
b) revisiting of the DepEd Vision, Mission and Core Values,
c) formulation of immediate (1 year) and medium-term (3 years) strategies and
interventions/activities,
d) formulation of school goals and improvement priorities,
e) formulation of implementation activities, time schedule, resources needed,
assignments of responsibilities and monitoring and follow-up.
This plan is also aligned to the four priority development areas of the BEDP:
1. Pivoting to quality, ensuring that all learners attain learning standards in every key
stage in the K to 12 program;
2. Expanding access to education for groups in situations of disadvantage to ensure
inclusive and equitable quality service delivery;
3. Empowering learners to be resilient and to acquire life skills; and
4. Strengthening the promotion of the overall well-being of learners in a positive
learning environment where learners exercise their rights and experience joy, while
being aware of their responsibilities as individuals and as members of society.
The programs, projects and activities of this plan is to address the gaps identified which are
beneficial to the school community especially to our main clientele, our learners. The course of this plan
is to provide accessible and quality education towards the holistic development of every learner in
school.
Dumingag Central Elementary School continues to perform its duties and function guided by
the following strategic objectives which are anchored to the Basic Education Development Plan 2030,
to wit:
● Ensure that all girls and boys complete free, equitable and quality education leading to
relevant and effective learning outcomes;
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● Ensure that every child attains a minimum reading proficiency appropriate for their level;
● Transform the learning environment to be child-friendly, gender-sensitive, motivating, safe
and inclusive;
● Provide appropriate materials and technology for learning and administrative use;
● Support the physical, mental and overall well-being of learners;
● Deliver an integrated, and aligned capacity development interventions; and
● Support the welfare and well-being of teaching and non-teaching personnel.
Finally, intended to be used within three years, the plan has an Annual Implementation Plan
(AIP) for a year.
The Monitoring and Evaluation Plan is developed so that the school may track the SIP's
progress and evaluate its efficacy in attaining its stated goals. This step entails a continuous process of
tracking the plan, updating to-do activities with regular targets, and evaluating results to chronicle the
impact of implementation through the conduct of the quarterly School Monitoring and Evaluation
Adjustment. Program/Project owners and/or Responsible persons in the implementation of every
activity will present the progress of its implementation and propose adjustments as necessary.
We believe that this SIP is the primary vehicle through which our school will proceed to
improve. Its implementation will address the need of all types of learners in the community, for they are
provided access to quality basic education and given premium consideration in all programs and
activities to be implemented in school.
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II. DEPED’S VISION, MISSION AND CORE VALUES
A. 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 vision is more than a plan's end goal. It is something we want, wish for, and pray for. It is
something we work hard for. The DepEd Vision says that the school wants every learner to grow up to
be real citizens who love their country, have the skills to help it improve, and have a strong desire to do
so. We hope that learners will be wise enough and ready enough for real life. We hope that our learners
will grow in all ways and be ready for life. Our goal or vision is to help learners learn the right values
and skills that they can use in their everyday lives.
In the second part of the DepEd vision, the ideas of "learner-centered" and "continually
improving" are stressed. The focus of teaching must be on the learner. That is, learners must learn on
their own, and teachers should only help them along the way. As a learner-centered institution, we want
them to know how to get better and follow their dreams while keeping their country and its people in
mind. In a learner-centered school, our decisions and actions are based on what is best for our young
learners. When we say, "continuously improving," we mean that we never stop learning, because that's
how it works. We always try to get better for the sake of our students and other important people. Our
students' needs change over time, so the Department has to change and get better to serve them
better.
B. Mission
To protect and promote the right of every Filipino to quality, equitable, culture-based, and
complete basic education where:
✧ Students learn in a child-friendly, gender-sensitive, safe, and motivating environment.
✧ Teachers facilitate learning and constantly nurture every learner.
✧ Administrators and staff, as stewards of the institution, ensure an enabling and supportive
environment for effective learning to happen.
✧ Family, community, and other stakeholders are actively engaged and share responsibility for
developing life-long learners.
The mission outlines what we ought to do and how the different actors should behave to bring
us closer to the vision. In achieving the mission, each member of the school community has a role to
play.
It is important for every organization, especially schools, to have a mission that guides them.
The DepEd Mission is to make sure that every learner has access to a basic education that is
complete, fair, culture-based, and of high quality. In its mission, it also talks about the best environment
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for a good education. The place where learning takes place must be safe, friendly to children, aware of
gender differences, and conducive to learning. Teachers should help students learn and care for them
all the time. Even administrators, staff and non-teaching personnel must see to it that the school is very
enabling and supportive for effective learning. The teaching and learning process must not only be
confined between the teachers and the students. To create lifelong learners, the family (the parents),
the community (the barangay officials), and other stakeholders need to be involved.
C. Core Values
MAKA-DIYOS
MAKA-TAO
MAKABANSA
MAKAKALIKASAN
C.1 MAKA-DIYOS
It is an expression of one’s spiritual beliefs while respecting the spiritual beliefs of others.
Learners and teachers are expected to engage oneself in worthwhile spiritual activities, respect sacred
places, respect religious beliefs of others and demonstrate curiosity and willingness to learn about other
ways to express spiritual life.
Learners manifest the following:

● Lead a prayer when asked
● Participate in any religious or spiritual activities held in school
● Keep silent at all times when they are in sacred places like churches, chapels, and
mosques
● Listen to others when they are expressing their own religious beliefs
Teachers manifest the following:

● Lead a prayer during meeting
● Cite a prayer before and after meal
C.2 MAKA-TAO

● Greet teachers, visitors, adults, and other classmates
● Listen when somebody speaks and recites
● Use courteous words and expressions when talking to elders and other learners
● Observe and follow written rules inside the school premises
● Follow “first come, first served” basis
● Know how to fall in line and wait for his/her turn
● Congratulate classmates/peers who receive awards and achievement
● Accept defeat in the spirit of goodwill and sportsmanship during playtime and sports
competition
● Tell his/her teacher cases of bullying and defend classmates who get bullied
● Help teachers and others without being asked
● Exercise “pagmamano” when meeting elders, parents, and teachers
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● Offer a seat to an elder, PWDs, pregnant, and senior citizens in a jeepney and other public
vehicles
● Say “Thank You” and “Sorry”
Teachers manifest the following:

 Greet fellow teachers, visitors, adults, and other stakeholders
 Listen when somebody speaks and recites
 Use courteous words and expressions when talking to elders, learners and others
 Observe and follow written rules inside the school premises
 Follow “first come, first served” basis
 Know how to fall in line and wait for his/her turn
 Congratulate peers who receive awards and achievement
 Accept defeat in the spirit of goodwill and sportsmanship during playtime and sports
competition
 Help co-teachers and others without being asked
 Exercise “pagmamano” when meeting elders, and parents.
 Offer a seat to an elder, PWDs, pregnant, and senior citizens in a jeepney and other public
vehicles
 Say “Thank You” and “Sorry”
C.3 MAKA-BANSA
Demonstrates pride in being a Filipino, exercises the rights and responsibilities of a Filipino
Citizen. Learners and teachers are expected to identify oneself as a Filipino, respect the flag and
national anthem, promote the appreciation and enhancement of Filipino languages, abide by the rules
of the school, community, and country and enable others to develop interest and pride in being a
Filipino.

● Sing the National Anthem with correct lyrics with right hand on left chest and stand still
with no extra movement wherever the learner is
● Recite the “Panatang Makabayan” properly
● Attend the flag raising/flag lowering ceremony
● Tell/share local and national heroes’ legacies to others
● Sing Filipino songs
● Buy Filipino-made products
C.4 MAKAKALIKASAN
Cares for the environment and utilizes resources wisely, judiciously and economically. Learners
and teachers are expected to show a caring attitude toward the environment, practice waste
management, conserve energy and resources, take care of school materials, facilities, and equipment,
keep work areas in order during and after work, keep one’s work neat and orderly.

● Segregate wastes according to its classification
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● Clean his/her classroom
● Maintain the cleanliness of the classroom
● Avoid throwing garbage anywhere
● Turn-off the lights when not in use
● Recycle plastic bottles and other recyclable materials
● Plant and care flowers, vegetables, and trees
The DepEd Vision and Mission are important, but the Core Values are just as important. They
help teachers and learners do what they need to do to teach and learn. We should show or live out the
four core values in any easy way we can. The Core Values tell us to love God (Maka-Diyos), love for
fellow men or others (Makatao), love for nature (Makakalikasan), and love for the country (Makabansa).
All school programs and extracurricular and co-curricular activities must be based on these values.
With these values, we can make our goals and visions come true.
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III. SCHOOL’S CURRENT SITUATION
A. Introducing the School
Dumingag Central Elementary School is a school that values the individuality of its learners and
encourages them to develop their talents by giving them opportunities to perform in front of their
teachers and classmates during school programs and even daily classroom activities. As the school
continues achieving greater heights, professional development activities for teachers are given a
premium. The school is religiously conducting LAC Sessions focusing on ICT integration that enable
the teachers to use manipulative materials, interactive videos, interactive applications into the
classroom and make teaching and learning more fun and engaging for the learners. The LAC Sessions
are designed to meet teachers' needs in this area and help them improve and become more effective in
the classroom, leading to good results in the learners' academic achievement and performance in some
academic contests in school and the district.

With these practices, Dumingag Central Elementary School ignites learners not just within the
community but also from the neighboring barangay to study and experience the school's welcoming
atmosphere.
In the light of the Department of Education's commitment to develop and promote the holistic
development of every Filipino child and uplift his condition by making quality basic elementary
education accessible to all, it is the school's vision to offer the best to its clientele.
Dumingag Central Elementary School is a child-friendly institution that serves learners from all
walks of life. The school caters learners from kindergarten to Grade 6 which heedfully adhere to the
department’s standards and policies in curriculum and assessment. The school aims to cultivate
learners who are competent on a global scale and have the strength and wisdom to meet the complex
challenges of life. As we continue to comply with and contribute to the DepEd's vision and mission, the
school initiates and implements activities and projects that are aligned with the Department's standards.
Thus, making the school reach the maturing level in their SBM practices as self-assessed by the school
head.
Dumingag Central Elementary School caters for learners from its own barangay San Pablo,
where the school is situated and other learners from the adjacent barangays of San Pedro, Libertad,
Lo. Landing and Upper Timonan, Dumingag.
Dumingag Central Elementary School is located at San Pablo, Dumingag, Zamboanga del Sur
where the school ground is sandy loam and plain. The school is situated near a residential area of the
Poblacion. The school has an area of 30,000 square meters.
The learners and the community speak "Cebuano" as their first language. About 71 out of 949
of the learners belong to the Subanen tribe, who are also actively participating in various activities in
the school and the barangay. The learners are members of different religious affiliations like, Roman
Catholic, Alliance Church, Body of Christ, Seventh-Day Adventist and etc.
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The school has complete facilities in terms of instructional classrooms, designed and
developed by the teachers to make a conducive learning environment for kindergarten to grade-6
learners. Each classroom is in good condition, considering that the buildings are newly constructed and
were turned over last 2019, and each classroom is in the standard size of 7 meters by 9 meters. The
old vacant classrooms are used as an ICT room, Reading room, Science Laboratory, Stock Room,
Guidance room and school head’s office. It also has makeshift structures used as a school clinic and
canteen. The school has a multipurpose building that serves as a venue for extra and co-curricular
activities.
Along with implementing the different programs and projects, the school also focuses on
improving the facilities and supplies for WinS programs, which provides learners and teachers access
to proper hygiene. With the school’s commitment to delivering what is best for learners, the school
reached two (2) stars in the WinS Program. With its desire to reach three (3) stars in the next cycle of
assessment of the program, the school is preparing the lacking requirements like the availability of a
regular water supply, food handlers’ certificate and updated sanitary permit for the school canteen.
Also, other activities like LAC sessions about WinS, preparation of IEC materials and others, as
indicated in the monitoring tool, were considered to achieve three (3) stars in the WinS program.
Dumingag Central Elementary School is composed of thirty-nine (39) personnel, including six
(7) subject teachers and one (1) school head. The teachers of the school are committed and dedicated
to their respective responsibilities. They showed ideal classroom management practices by establishing
classroom rules, having prepared plans for the learners, involving learners in the activities, respecting
every learner’s difference and being fair to all learners. They set goals that challenge and stretch
learners to perform their best. They share remarkable and filled life lesson experiences and provide
rewards and recognition to motivate learners to perform better and become successful.
As learning is a continuous process, teachers keep attending various training that equip them
to become better professionally and help them become more effective and efficient in delivering and
communicating the lessons to the learners.
Dumingag Central Elementary School intends to build strong ties with our stakeholders by
allowing them to be part of the programs and projects implemented in the school. The school highly
considers that stakeholders play an essential role in achieving the goals we aimed for and the
Department. The school also conducts regular meetings with teachers and stakeholders to remind them
of the goals and their roles in delivering quality and equitable education to learners. It also gives them
directions on carrying out their roles and responsibilities as partners in the educational process. The
school identifies barangay Local Government Unit, Non-Government Organizations in the community,
alumni and other private individuals as potential partners who in one way will help the school in
realizing its goals.
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B. Access
B.1 Enrollment by Gender by Grade Level, SY: 2018-2019, SY: 2019-2020, SY: 2020-2021,
SY: 2021-2022, SY: 2022-2023
B.1.1 Elementary
Grade SY: 2018-2019 SY: 2019-2020 SY: 2020-2021 SY: 2021-2022 SY: 2022-2023
Level M F T M F T M F T M F T M F T
Kinder 73 59 132 57 49 106 57 49 106 49 56 105 55 46 101
Grade I 80 82 162 96 70 166 72 60 132 62 54 116 64 71 135
Grade II 55 64 119 78 78 156 85 58 143 71 58 129 69 64 133
Grade III 80 63 143 60 67 127 75 77 152 85 62 147 71 60 131
Grade IV 92 77 169 78 54 132 53 65 118 75 76 151 93 70 163
Grade V 97 81 188 85 83 168 70 51 121 54 66 120 84 83 167
Grade VI 76 71 147 97 89 186 87 78 165 71 51 122 51 68 119
Grand
553 497 1060 551 490 1041 499 438 937 467 423 890 487 462 949
Total
Table B.1.1 presents the enrollment by gender by grade level for five consecutive school years,
SY 2018-2019, SY 2019-2020, SY 2020-2021, SY 2021-2022, and SY 2022-2023.
As gleaned from the data, there is a decreasing enrolment for four consecutive school years,
since SY 2018-2019 to SY 2021-2022. Fortunately for the present school year, the enrolment has
increased and has even surpassed the enrolment for the last two school years.
The present increase in enrolment can be attributed to a lot of factors. Presumably, this is due
to the collaborative efforts of the stakeholders to promote and advocacy the need to basic education.
B.1.2 Secondary Junior High School
B.1.3 Secondary Senior High School
B.1.4 Secondary JHS and SHS Overall Enrollment
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Address: San Pablo, Dumingag, Zamboanga del Sur 10 | P a g e

DUMINGAG I DISTRICT
B.2 Enrollment by Age: School Age Children in the Community vs Enrolled in School (SY 2022-
2023)
B.2.1 Non-Graded, Kindergarten
In Community In School Variance

Age
M F T M F T M F T
5 years old 49 45 94 12 9 21 37 36 73
Above 5 years old 4 5 9 4 5 9 0 0 0
Total 53 50 103 16 14 30 37 36 73
The data on enrollment by age for kindergarten learners in the community vs enrolled in school
in SY 2022-2023 are presented in Table B.2.1.
Out of the 103 five-year old and above five-year old kids in the community, only 30 were
enrolled in school. This is due to the following reasons:
1. There are a lot of private Kindergarten schools in the Poblacion area where the Dumingag
Central Elementary School is also located.
2. Adjacent to the school is the Dumingag SpEd Center which also gets enrollees from the
same “feeder” barangays of DCES.
3. Day Care Centers are present in both feeder barangays, where some parents opt to send
their children there.
These were claimed to be affecting the number of learners in school in contrast to those in the
community. However, with the effort of the school, it has attracted enrolment also from other nearby
barangays of Dumingag. The Kindergarten teachers are also initiating plans to increase their enrollment
for the next school years.
B.2.2 Graded, Grades 1 to 6
In Community In School Variance

Age
Male Female Total Male Female Total Male Female Total
6 yo 37 61 98 55 65 120 -18 -4 -22
7 yo 72 76 148 62 57 119 10 19 29
8 yo 72 78 150 85 54 139 -13 24 37
9 yo 67 75 142 117 116 233 -50 41 91
10 yo 60 64 124 50 76 126 10 -12 22
11 yo 92 43 135 86 93 179 6 -50 56
Above 11 yo 276 214 490 23 3 26 253 211 464
Total 676 611 1,287 478 464 942 198 147 345
The data on enrollment by age, particularly school-age children in the community vs enrolled in
school in SY 2022-2023, Grades 1 to 6, are presented in Table B.2.2.
Many learners aged 6, 9, 10, and 11 are enrolled in school. Those aged 7, 8, and above 11 are
more likely to be in the community than in school.
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The data speak that not all learners in the community have been enrolled in school. There
might be several factors that lead to this occurrence.
B.2.3 Junior High School
B.2.4 Senior High School
B.3 Data on Learners in Disadvantaged Situations by Gender, SY: 2022-2023
Table B.3 Enrollment of Learners in Disadvantage Situations by Gender, SY: 2022-2023
Situations Male Female Total

* Indigent children (Members of the IP Communities) 35 36 71
* Out of School Youth (OSY)/ Out of School Children (OSC) - - -
* Distressed individual and families including Internally Displaced
0 0 0
Personas (IDP)
* Low resourced students (4Ps beneficiaries) 78 96 174
* Abandoned and neglected children 0 0 0
* Street children 0 0 0
* Children of Friends Rescued 0 0 0
* Children living in conflict affected areas and vulnerable communities
0 0 0
(CVAS)
For this school year, the Dumingag Central School has enrolled learners in
disadvantaged situations as to members of IP communities and 4Ps beneficiaries.
As shown in Table B.3, there are 71 indigent children, 35 males and 36 females. Also,
the table presents that there are 174 low resourced children, 78 males and 96 females.
Even though these children belong to disadvantaged situations, the school together
with its stakeholders continually support them to ensure that they continue their schooling.
B.4 Children with Disabilities
Table B.4 Enrollment of Children with Disabilities
Situations Male Female Total

B.4.1 Children with disabilities (based on enrollment on LIS)
* Gifted Learners 0 0 0
* With Diagnosis from Licensed Medical Specialist
* Visual Impairment 0 0 0
* Hearing Impairment 0 0 0
* Learning with Disability 0 0 0
* Learning disabilities 0 0 0
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* Intellectual Disability 0 0 0
DUMINGAG I DISTRICT
* Autism Spectrum Disorder 0 0 0
* Emotional-Behavioral Disorder 0 0 0
* Orthopedic/Physical Handicap 0 0 0
* Speech/Language Disorder 0 0 0
* Cerebral Palsy 0 0 0
* Special Health Problem/Chronic Disease (eg cancer) 0 0 0
* Multiple Disabilities 0 0 0
B.4.2 With Manifestations
* Difficulty in seeing 3 1 4
* Difficulty in hearing 0 0 0
* Difficulty in applying knowledge 5 2 7
* Difficulty in Remembering, Concentrating, Paying Attention and 10 4 14
Understanding
* Difficulty in Applying Adaptive Skills 1 1 2
* Difficulty in Displaying Inter-Personal Behavior 12 2 14
* Difficulty in Mobility (walking, climbing and grasping) 1 1 2
* Difficulty in Communicating 2 0 2
One of the new LIS enrollment features is the identification of learners with disabilities. This
school year, learners with manifestations have been enrolled at Dumingag Central Elementary School.
As shown in Table B.4, there are four visually impaired students, three males and one female.
Seven students, five males and two females, possess difficulty in applying knowledge. There are 14
students, 10 males and 4 females, who show difficulty remembering, concentrating, paying attention,
and understanding. Two learners, one male and one female, manifest difficulty in applying skills and
difficulty in mobility. There are 14 learners, 12 males and 2 females, who display difficulty displaying
inter-personal behavior. Two learners, all males, exhibit communication difficulties.
According to the data, there are at least 45 cases of learners with manifestations. This is a
small proportion of the total population, but they have also been accommodated in the school. Their
needs are met by providing appropriate activities that allow them to learn despite their limitations. Their
needs are catered through providing appropriate activities to ensure that they still learn despite their
limitations.
B.5 Children from Geographically Isolated and Disadvantaged Areas (GIDA)
Table B.5 Enrollment of Children from GIDA by Sex, SY: 2022-2023
Situation Male Female Total

Children from Geographically Isolated and Disadvantaged Areas (GIDA) 0 0 0
Dumingag Central Elementary School has no learner identified as coming from Geographically
Isolated and Disadvantaged Areas (GIDA).
B.6 Arabic Language and Islamic Values Education Enrollment by Gender,

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SY: 2018-2019, SY: 2019-2020, SY: 2020-2021, SY: 2021-2022, SY: 2022-2023
B.7 Simple Dropout Rate by Grade Level by Gender, SY: 2017-2018, SY: 2018-2019,
SY: 2019-2020, SY: 2020-2021, SY: 2021-2022
B.7.1 Elementary
SY: 2017-2018 SY: 2018-2019 SY: 2019-2020 SY: 2020-2021 SY: 2021-2022
Grade Level
M F T M F T M F T M F T M F T
Kinder 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
Grade I 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
Grade II 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
Grade III 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
Grade IV 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
Grade V 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
Grade VI 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
Grand Total 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
Table B.7.1 shows the dropout rate for the past five years where the school has zero dropout in
all grade levels because of the strong community partnership and regular advocacy programs
conducted by the school.
B.7.2 Secondary, Junior High School
B.7.3 Secondary, Senior High School
B.8 School Leaver Rate by Gender, SY: 2017-2018, SY: 2018-2019,

SY: 2019-2020, SY: 2020-2021, SY: 2021-2022
B.8.1 Elementary
BOSY Enrollment Repeaters BOSY Enrollment Repeaters School Leaver Rate

School Year Previous SY Previous SY Current SY Current SY
SY: 2017-2018 560 510 1070 0 0 0 560 510 1070 0 0 0 0 0 0
SY: 2018-2019 553 497 1060 0 0 0 553 497 1060 0 0 0 0 0 0
SY: 2019-2020 551 490 1041 0 0 0 551 490 1041 0 0 0 0 0 0
SY: 2020-2021 499 438 937 0 0 0 499 438 937 0 0 0 0 0 0
SY: 2021-2022 467 423 890 0 0 0 467 423 890 0 0 0 0 0 0
In table B.8.1, the school has no repeater for the past five school years. This is because of the
regular attendance of the school head to barangay FGD’s of all 4P’s beneficiaries, and attendance to
barangay assemblies have made this possible.

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B.9 Retention Rate by Gender, SY: 2018-2019, SY: 2019-2020, SY: 2020-2021, SY:2021-
2022, SY:2022-2023
B.9.1 Elementary
Total Enrollment Grade 1 Total Enrollment Kinder to

Retention Rate
School Year to 6 (Current SY) Grade 5 (Previous SY)
M F T M F T M F T
SY: 2018-2019 553 497 1060 477 426 913 115.93 116.67 116.28
SY: 2019-2020 551 490 1041 454 401 855 121.37 122.19 121.75
SY: 2020-2021 499 438 937 412 360 722 121.12 121.67 121.37
SY: 2021-2022 467 423 890 396 372 768 117.93 113.71 115.89
SY: 2022-2023 487 462 949 436 394 830 111.70 117.26 114.34
The retention rate by gender is shown in Table B.9.1 for the five consecutive school years, SY
2018-2019, SY 2019-2020, SY 2020-2021, SY 2021-2022, and SY 2022-2023.
According to data on total enrolment of Grades 1–6 students, there has been a decrease in
enrollment for four consecutive school years, from SY 2018–2019 to SY 2021–2022. Fortunately,
enrollment for the current school year has increased and has even surpassed enrollment for the
previous two school years, SY 2020-2021 and SY 2021-2022.
On the total enrolment of Kinder to Grade 5 learners, the data tell that the enrollment for SY
2018-2019, SY 2019-2020, and SY 2020-2021 have decreased. However, enrollment for SY 2021-
2022 and SY 2022-2023 has increased again.
Finally, the data imply that for the past five years, 100% of the enrollees in a given school year
continue to be in school the following year.
B.10 Transition Rate by Gender, SY: 2022 - 2023

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B.10.1a Elementary, Kinder to Grade 1
Grade 1 Enrollment Kinder Enrollment

Variance Transition Rate
School Year Current SY Previous SY
M F T M F T M F T M F T
SY: 2018-2019 80 82 162 80 82 162 0 0 0 100 100 100
SY: 2019-2020 96 70 166 96 70 166 0 0 0 100 100 100
SY: 2020-2021 72 60 132 72 60 132 0 0 0 100 100 100
SY: 2021-2022 62 54 116 62 54 116 0 0 0 100 100 100
SY: 2022-2023 64 70 135 64 70 135 0 0 0 100 100 100
The data on transition rate for Kindergarten and Grade 1 by gender for SY 2022-2023 are
presented on Table B.10.1a. It shows that all kindergarten learners were able to enroll to the next grade
with a transition rate of 100% because of its education advocacy campaigns and close community
linkages with the stakeholders.
B.9.1b Elementary, Grade 3 to Grade 4
Grade 4 Enrollment Grade 3 Enrollment

Variance Transition Rate
School Year Current SY Previous SY
M F T M F T M F T M F T
SY: 2018-2019 92 77 169 47 40 87 45 37 82 95.74 92.50 94.25
SY: 2019-2020 78 54 132 40 28 68 38 26 64 95.00 92.86 94.12
SY: 2020-2021 53 65 118 28 35 63 25 30 55 89.29 85.71 87.30
SY: 2021-2022 75 76 151 38 39 77 37 37 74 97.37 94.87 96.10
SY: 2022-2023 93 70 163 50 36 86 43 34 77 86.00 94.44 89.53
The data on transition rate for Grades 3 and 4 by gender for SY 2022-2023 are presented on
Table 9.1b.
The disparity of the data of the Grade 3 previous SY enrollment to that of the Grade 4 current
SY enrollment is wide. Simply, it can be said that not all Grade 3 enrollees in the previous SY has
moved to the next grade in the following year. A lot of factors may be attributed to this. But one of it is
the COVID pandemic situations wherein parents refused to send their children in school because of
miseducation which have affected all sectors in the society, including the education sector.
The school will strengthen its education advocacy campaigns on COVID safety measures and
have close community linkages with the stakeholders so that the problem will be solved.
B.9.2. Secondary Junior High School, Grade 6 to Grade 7
B.9.3a Secondary Senior High School, Grade 10 to Grade 11
B.9.3b Secondary Senior High School, Grade 11 to Grade 12
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C. Quality
C.1 Reading Assessment Result: Early Grade Reading Assessment (EGRA)

Table C.1a Reading Assessment Result: EGRA by Grade Level, Component 1
Pupils Tested Component 1 (Orientation to Print)

2 Correct
Grade Placement 3 Correct 1 Correct No
Male Female Total Respons
Response Response Response
e
Kinder 51 49 100 40 25 10 25
Grade 1 63 71 134 60 30 18 26
Grade 2 70 63 133 66 35 20 12
Grade 3 66 66 132 65 33 22 12
Total 250 249 499 231 123 70 75
The table C.1a presents the grade level reading assessment result of EGRA component 1,
orientation to print.
There were 499 pupils tested, 250 males and 249 females. Out of these 499 pupils, 231 or
46.29% got 3 correct responses; 123 or 24.65%, 2 correct responses; 70 or 14.03%, 1 correct
response; and 75 or 15.03%, no response.
The data elucidate that many pupils got 3 correct responses for component 1, orientation to
print. This means that many of them have knowledge on book and print. P rint knowledge is the domain
that describes an understanding about the orthographic system and written language. Through
investigations, print knowledge is understood to advance in a hierarchical, yet recursive way. In other
words, each print knowledge component is a prerequisite of another component, but skills are not
necessarily mastered before new learning commences. Within print knowledge are multiple skills. Print
concepts include a variety of understandings about print, including book orientation (e.g., the cover;
where to start reading), directionality (e.g., left to right; top to bottom), and a purpose for reading (e.g.,
to inform; to entertain).
Table C.1b Reading Assessment Result: EGRA by Grade Level, Component 2
Grade Pupils Tested Component 2 (Letter Name Knowledge)

Placement Male Female Total 90-100 70-89 50-69 30-49 10-29 DC
Kinder 51 49 100 2 3 4 20 26 45
Grade 1 63 71 134 5 6 10 25 40 48
Grade 2 70 63 133 5 8 10 30 45 35
Grade 3 66 66 132 8 8 13 32 36 35
Total 250 249 499 20 25 37 107 147 163
The table presents the grade level reading assessment result of EGRA component 2, letter
name knowledge.
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DUMINGAG I DISTRICT
For kindergarten pupils, 2 or 2% got 90-100; 3 or 3%,70-89; 4 or 4%, 50-69; 20 or 20%, 30-49;
26 or 26%, 10-29 and 45 or 45%, Discontinued. Many of the pupils discontinued the activity.
For Grade 1 pupils, 5 or 3.73% got 90-100; 6 or 4.48%,70-89; 10 or 7.46%, 50-69; 25 or

18,66%, 30-49; 40 or 29.85%, 10-29 and 48 or 35.82%, Discontinued. Many of the pupils discontinued
the activity.

22.56%, 30-49; 45 or 33.83%, 10-29 and 35 or 26.32%, Discontinued. Many of the pupils discontinued
the activity.

24.24%, 30-49; 36 or 27.27%, 10-29 and 4358 or 24.48%, Discontinued. Many of the pupils got 10-29.
When lumped, there were 499 pupils tested, 250 males and 249 females. Out of these 499
pupils, 20 or 4.01% got 90-100; 25 or 5.01%,70-89; 37 or 7.41%, 50-69; 107 or 21.44%, 30-49; 147 or
29.46%, 10-29 and 163 or 32.67%, Discontinued. Many pupils discontinued the activity.
The data show that many people stopped participating in the activity. This means that many of
them are unable to recognize the names of the letters in the alphabet. Letter knowledge has
consistently been demonstrated to be a strong predictor of early reading (Adams, 1990, Ehri and Wilce,
1985, Piper and Korda, 2011, RTI International, 2013, Wagner et al., 1994, Yesil-Dagli, 2011).
Table C.1c Reading Assessment Result: EGRA by Grade Level, Component 3a
Grade Pupils Tested Component 3a (Letter Sound Knowledge)

Kinder 51 49 100 1 4 5 24 32 34
Grade 1 63 71 134 4 6 9 34 43 38
Grade 2 70 63 133 7 7 10 34 43 32
Grade 3 66 66 132 8 8 13 40 33 30
Total 250 249 499 20 25 37 132 151 134
The table presents the grade level reading assessment result of EGRA, component 3a, letter
sound knowledge.
For kindergarten pupils, 1 or 1% got 90-100; 4 or 4%,70-89; 5 or 5%, 50-69; 24 or 24%, 30-49;
32 or 32%, 10-29 and 34 or 34%, Discontinued. Many of the pupils discontinued the activity.

25.37%, 30-49; 43 or 32.09%, 10-29 and 38 or 28.36%, Discontinued. Many of the pupils got 10-29
which means they can identify some sounds of the letters.
For Grade 2 pupils, 7 or 5.26% got 90-100; 7 or 5.26%, 70-89; 10 or 7.52%, 50-69; 34 or
25.56%, 30-49; 43 or 32.33%, 10-29 and 32 or 24.06%, Discontinued. Many of the pupils got 10-29
suggesting the pupils’ ability to identify the sound of the letters.
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DUMINGAG I DISTRICT

30.30%, 30-49; 33 or 25%, 10-29 and 30 or 22.73%, Discontinued. Many of the pupils got 30-49. It
implies that at least they have developed basic knowledge on letter sounds.
pupils, 20 or 4.01% got 90-100; 25 or 5.01%,70-89; 37 or 7.41%, 50-69; 132 or 26.45%, 30-49; 151 or
30.26%, 10-29 and 134 or 26.85%, Discontinued. Many pupils got 10-29 in identifying letter sounds.
According to the data, many people scored 10-29 on letter sound knowledge. The value of
letter sound knowledge cannot be overstated because it allows readers to decode written language and
teach themselves new words because they can use letter-sound patterns to say the word even if it is
unfamiliar to them. Difficulties with these skills are a defining feature of the struggling reader.
Table C.1d Reading Assessment Result: EGRA by Grade Level, Component 3b
Grade Pupils Tested Component 3b (Initial Sound)

Placement Male Female Total 10 8-9 6-7 4-5 1-3 DC
Kinder 51 49 100 2 3 7 10 30 48
Grade 1 63 71 134 3 5 14 15 52 45
Grade 2 70 63 133 6 6 15 20 56 30
Grade 3 66 66 132 7 7 12 23 45 38
Total 250 249 499 18 21 48 68 183 161
The table presents the grade level reading assessment result of EGRA, component 3b, Initial
Sound.
For kindergarten pupils, 2 or 20% got 10 correct responses, 3 or 3%, 8-9; 7 or 7%, 6-7; 10 or
10%, 4-5; 30 or 30%, 1-3 and 48 or 48%, Discontinue. Many discontinued the activity.
For Grade 1 pupils, 3 or 2.24% got 10 correct responses, 5 or 3.73%, 8-9; 14 or 10.45%, 6-7 ;
15 or 11.19%, 4-5; 52 or 38.81%, 1-3 and 45 or 33.58%, Discontinue. Majority got 1-3.
For Grade 2 pupils, 6 or 4.51% got 10 correct responses and 8-9; 15 or 11.28%, 6-7; 20 or
15.04%, 4-5; 56 or 42.11%, 1-3 and 30 or 22.56%, Discontinue. Majority got 1-3.
For Grade 3 pupils, 7 or 5.30% got 10 correct responses, 7 or 5.30%, 8-9; 12 or 9.09%, 6-7; 23
or 17.42%, 4-5; 45 or 34.09%, 1-3 and 38 or 28.79%, Discontinue. Many got 1-3.
When lumped, there were 499 pupils tested, 250 males and 249 females. Out of these 18 or
3.61%, got 10 correct responses; 21 or 4.21% got 8-9; 48 or 9.62%, 6-7; 68 or 13.63%, 4-5; 183 or
36.67%, 1-3; and 161 or 32.26%, Discontinue. Many pupils got 1-3 correct responses as to letter sound
knowledge.
The data elucidate that many pupils got 1-3 correct responses for component 3, letter sound
knowledge. The result speaks that the pupils have basic knowledge on letter sounds. There is a strong
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DUMINGAG I DISTRICT
research support for the efficacy of explicitly teaching alphabet letters because it is deemed to be one
of the best predictors of later reading achievement (Diamond & Baroody, 2013)
Table C.1e Reading Assessment Result: EGRA by Grade Level, Component 4
Grade Pupils Tested Component 4 (Familiar Word Reading)

Kinder 51 49 100 2 3 7 13 30 45
Grade 1 63 71 134 3 4 13 20 44 50
Grade 2 70 63 133 5 5 17 24 50 32
Grade 3 66 66 132 6 10 15 25 43 33
Total 250 249 499 16 22 52 82 167 160
The table presents the grade level reading assessment result of EGRA, component 4, familiar
word reading.
For kindergarten pupils, 2 or 2% got 40-50, 3 or 3%, 30-39; 7 or 70% 20-29; 13 or 13%, 10-19;
30 or 30%, 1-9; and 45 or 45%, Discontinue Many discontinued the activity.
For Grade 1 pupils, 3 or 2.24% got 40-50, 4 or 2.99%, 30-39; 13 or 9.70% 20-29; 20 or
14.93%, 10-19; 44 or 32.84%, 1-9; and 50 or 37.31%, Discontinue Many discontinued the activity.
For Grade 2 pupils, 5 or 3.76% got 40-50 and 30-39; 17 or 12.78%, 20-29; 24 or 18.05%, 10-
19; 50 or 37.59%, 1-9; and 32 or 24.06%, Discontinue. Many got 1-9.
For Grade 3 pupils, 6 or 4.55% got 40-50; 10 or 7.58%, 30-39; 15 or 11.36%, 20-29; 25 or
18.94%, 10-19; 43 or 32.58%, 1-9; and 33 or 25%, Discontinue. Many got 1-9.
pupils, 16 or 3.21% got 40-50; 22 or 4.41%, 30-39; 52 or 10.42%, 20-29; 82 or 16.43%, 10-19; 167 or
33.47%, 1-9; and 160 or 32.06%, Discontinue.
The data show that many students got 1-9 correct answers for component 4, familiar word
reading. This subtask assesses students' ability to identify individual words in grade-level text.
Table C.1f Reading Assessment Result: EGRA by Grade Level, Component 5
Grade Pupils Tested Component 5 (Invented Word Decoding)

Kinder 51 49 100 3 5 8 15 30 39
Grade 1 63 71 134 3 4 10 17 49 51
Grade 2 70 63 133 5 5 15 19 47 42
Grade 3 66 66 132 6 7 15 15 49 40
Total 250 249 499 17 21 48 66 175 172
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The table presents the grade level reading assessment result of EGRA, component 5, invented
word decoding.
For kindergarten pupils, 3 or 3% got 40-50, 5 or 5%, 30-39; 8 or 8%, 20-29; 15 or 15%, 10-19;
30 or 30%, 1-9; and 39 or 39%, Discontinue. Many discontinued the activity.
For Grade 1 pupils, 3 or 2.24% got 40-50, 4 or 2.99%, 30-39; 10 or 7.46%, 20-29; 17 or
12.69%, 10-19; 49 or 36.57%, 1-9; and 51 or 38.06%, Discontinue. Many discontinued the activity.
For Grade 2 pupils, 5 or 3.76% got 40-50 and 30-39; 15 or 11.28%, 20-29; 19 or 14.29%, 10-
19; 47 or 35.33%, 1-9; and 42 or 31.58%, Discontinue. Many got 1-9.
For Grade 3 pupils, 6 or 4.55% got 40-50; 7 or 5.30%, 30-39; 15 or 11.36%, 20-29 and 10-19;
49 or 37.12%, 1-9; and 40 or30.30%, Discontinue. Many got 1-9.
pupils, 17 or 3.41% got 40-50; 21 or 4.21%, 30-39; 48 or 9.62%, 20-29; 66 or 13.23%, 10-19; 175 or
35.07%, 1-9; and 172 or 34.47%, Discontinue. Many got
1-9. The data display that many pupils got 1-9 correct responses for component 5, invented word
decoding. This may be attributed to the teachers’ regular use of the Dolch Basic Sight Words. Also, the
use of word wall in the classroom has helped in the development of the pupils’ word decoding skills.
.
Table C.1g Reading Assessment Result: EGRA by Grade Level, Component 6a
Grade Pupils Tested Component 6a (Oral Passage Reading)

Placement Male Female Total 60 50 40 29 19 10 DC
Kinder 51 49 100 2 4 5 8 17 26 38
Grade 1 63 71 134 4 4 9 17 30 35 35
Grade 2 70 63 133 4 5 11 17 29 33 34
Grade 3 66 66 132 5 6 11 18 28 33 31
Total 250 249 499 15 19 36 60 104 127 138
The table presents the grade level reading assessment result of EGRA, component 6, oral
passage reading.
For kindergarten pupils, 2 or 2% got 60 correct responses, 4 or 4%, 50 correct responses; 5 or

5%, 40 correct responses, 8 or 8%, 29 correct responses; 17 or 17%, 19 correct responses; 26 or 26%,
10 correct responses; and 38 or 38%, Discontinued. Many discontinued the activity.
For Grade 1 pupils, 4 or 2.99% got 60 correct responses and 50 correct responses; 9 or 6.72%,
40 correct responses, 17 or 12.69%, 29 correct responses; 30 or 22.39%, 19 correct responses; 35 or
26.12%, 10 correct responses and Discontinued. Many got 10 correct responses and discontinued the
activity.
For Grade 2 pupils, 4 or 3.01% got 60 correct responses, 5 or 3.76%, 50 correct responses; 11
or 8.27%, 40 correct responses, 17 or 1.28%, 29 correct responses; 29 or 21.80%, 19 correct
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DUMINGAG I DISTRICT
responses; 33 or 24.81%, 10 correct responses; and 34 or 25.56%, Discontinued. Many discontinued
the activity.
For Grade 3 pupils, 5 or 3.79% got 60 correct responses, 6 or 4.55%, 50 correct responses; 11
or 8.33%, 40 correct responses, 18 or 13.64%, 29 correct responses; 28 or 21.21%, 19 correct
responses; 33 or 25%, 10 correct responses; and 31 or 23.48%, Discontinued. Many got 10.
In general, there were 499 pupils tested, 250 males and 249 females. Out of these 499 pupils,
15 or 3.01% got 60 correct responses, 19 or 3.81%, 50 correct responses; 36 or 7.21%, 40 correct
responses, 60 or 12.02%, 29 correct responses; 104 or 20.84%, 19 correct responses; 127 or 25.45%,
10 correct responses; and 138 or 27.66%, Discontinued. Many discontinued the activity.
The data elucidate that many pupils were not able to continue with the activity. It implies that
they do lack the skills in reading the oral passage. One of the causes could be the pandemic, which
abruptly ends the class. However, looking into the other side, there were still few percentages of pupils
who were able to do the reading. Such little success may be due to the teachers' persistent effort to
teach the learners to read. The effect may not be dramatic, but the effort can be seen.
Table C.1h Reading Assessment Result: EGRA by Grade Level, Component 6b
Grade Pupils Tested Component 6B (Reading Comprehension)

Placement Male Female Total 6 5 4 3 2 1 NR
Kinder 51 49 100 2 2 4 5 9 18 60
Grade 1 63 71 134 2 4 4 8 11 40 64
Grade 2 70 63 133 4 4 5 10 10 45 55
Grade 3 66 66 132 5 4 5 10 11 53 44
Total 250 249 499 14 14 18 33 41 156 223
The table presents the grade level reading assessment result of EGRA, component 6b, reading
comprehension.
For kindergarten pupils, 2 or 2% got 6 and 5 correct responses, 4 or 4%, 4 correct responses; 5
or 5%, 3 correct response3; 9 or 9%, 2 correct responses; 18 or 18%, 1 correct response; and 60 or
60%, no response at all. Majority did not respond to the questions.
For Grade 1 pupils, 2 or 1.49% got 6 correct responses, 4 or 2.99%, got 5 and 4 correct
responses; 8 or 5.97%, 3 correct response3; 11 or 8.21%, 2 correct responses; 40 or 29.85%, 1 correct
response; and 64 or 47.76%, no response at all. Majority did not respond to the questions.
For Grade 2 pupils, 4 or 3.01% got 6 and 5 correct responses, 5 or 3.76%, 4 correct responses;
10 or 7.52%, 3 and 2 correct responses; 45 or 33.83%, 1 correct response; and 55 or 41.35%, no
response at all. Many did not respond to the questions.
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For Grade 3 pupils, 5 or 3.79% got 6 and 4 correct responses, 4 or 3.03%, 5 correct responses;
10 or 7.58%, 3 correct response3; 11 or 8.33%, 2 correct responses; 53 or 40.15%, 1 correct response;
and 44 or 33.33%, no response at all. Many answered one question correctly.
Generally, there were 499 pupils tested, 250 males and 249 females. Out of these 499 pupils,
14 or 2.81% got 6 and 5 correct responses, 18 or 3.61% correct responses; 33 or 6.61%, 3 correct
responses; 41 or 8.22%, 2 correct responses; 156 or 31.26%, 1 correct response; and 223 or 44.69%,
no response at all. Many were not able to answer the questions correctly.
The data show that many students were unable to correctly answer the questions. Their
comprehension is inadequate. For always, reading comprehension is a skill must be developed
throughout your education. It is integrated into every subject, lesson, and day. It is learned by mastering
other skills. The compilation and mastery of skills allows the reader to comprehend what is being read.
C.2 Philippine Informal Reading Inventory Results in English and Filipino (Pretest), SY: 2022-
2023
Table C.2a Grade 4-6 Phil-IRI English
Non-
Grade Learners Tested Frustration Instructional Independent
Reader
Level
Grade 4 93 71 164 4 0 4 73 51 124 2 1 3 14 19 33
Grade 5 84 84 168 2 1 3 52 37 89 28 37 65 6 5 11
Grade 6 51 68 119 0 0 0 41 42 83 5 4 9 5 22 27
Total 228 223 451 6 1 7 166 130 296 35 42 77 25 46 71
The data for Grades 4 to 6 PHIL-IRI English are shown in Table C.2a.
For Grade 4, there were 164 learners tested, in which 4 or 2.44% were non-readers; 124 or
75.61% were frustration; 3 or 1.83 %, instructional; and 33 or 20.12%, independent. A greater majority
were frustration readers.
For Grade 5, there were 168 learners tested, in which 3 or 1.79% were non-readers; 89 or
52.98% were frustration; 65 or 38.69 %, instructional; and 11 or 06.55%, independent. Majority were
frustration readers.
For Grade 6, there were 119 learners tested, in which 83 or 69.75% were frustration; 9 or
7.56%, instructional; and 27 or 22.69%, independent. Majority were frustration readers.
In general, out of 451 learners, 296 or 65.63% were frustration readers. They belong to the
lowest level, they are below what is expected from them and that they do not meet the standards.
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Table C.2b Grade 4-6 Phil-IRI Filipino
Non-
Learners Tested Frustration Instructional Independent
Grade Level Reader
Grade 4 93 71 164 1 0 1 59 42 101 18 7 25 16 21 37
Grade 5 84 84 168 1 0 1 43 39 82 29 37 66 11 8 19
Grade 6 51 68 119 0 0 0 35 32 67 9 10 19 7 26 33
Total 228 223 451 2 0 2 137 113 250 56 54 110 34 55 89
The data for Grades 4 to 6 PHIL-IRI Filipino are shown in Table C.2b.
For Grade 4, there were 164 learners tested, in which 1 or .61% was a non-reader; 101 or
61.59% were frustration; 25 or 15.24 %, instructional; and 37 or 22.56%, independent. Majority were
For Grade 5, there were 168 learners tested, in which 1 or 0.59% was a non-reader; 82 or
48.81% were frustration; 66 or 39.29%, instructional; and 19 or 11.31%, independent. Many were
For Grade 6, there were 119 learners tested, in which 250 or 69.75% were frustration; 110 or
7.56%, instructional; and 89 or 22.69%, independent. Majority were frustration readers.
In general, out of 451 learners, 250 or 55.43% were frustration readers. They belong to the
lowest level, they are below what is expected from them and that they do not meet the standards.
Table C.2c Secondary Junior HS Phil-IRI English
Table C.2d Secondary Junior HS Phil-IRI Filipino
Table C.2e Secondary Senior HS Phil-IRI English
Table C.2d Secondary Junior HS Phil-IRI Filipino
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DUMINGAG I DISTRICT
C.3 Comparative Average Mean Percentage Score by Learning Area: Before and During
Pandemic School Years, SY: 2018-2019, SY: 2019-2020, SY: 2020-2021, SY: 2021-2022
Table C.3a Comparative MPS - Elementary
SY: 2018- SY: 2019- SY: 2020- SY: 2021- Q1, SY:
Learning Area
2019 2020 2021 2022 2022-2023
MTB – MLE 61.00 60.32 64.00 67.00 65.00
Filipino 59.65 58.00 61.21 63.01 56.00
English 59.66 57.00 62.95 65.68 61.50
Mathematics 57.89 56.89 59.34 60.10 58.67
Science 57.13 55.79 55.37 58.20 56.33
Araling Panlipunan 55.06 54.21 58.90 59.44 58.33
Edukasyon sa Pagpapakatao 62.77 63.88 70.20 68.90 61.17
EPP/TLE 62.06 63.05 68.30 69.18 58.00
MAPEH 60.47 59.11 66.24 65.32 61.17
Average 59.52 58.69 62.95 64.09 59.57
Table C.3a presents the average Mean Percentage Score by learning area for 5 consecutive school
years. It shows that the average MPS is below the standard set by the Department. However, the school is
continuously finding ways to improve the pupils’ learning performance.
Table C.3b Comparative MPS - Secondary Junior High School
Table C.3b Comparative MPS - Secondary Senior High School Grade 11
Table C.3b Comparative MPS - Secondary Senior High School Grade 12
C.4 Division Achievement Test Mean Percentage Score by Learning Area, SY: 2021-2022
Table C.4a Division Achievement Test (DAT) MPS by Learning Area by Grade Level - Elementary
Learning Area Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 Average

MTB – MLE 65.69 68.79 69.39 67.96
Filipino 67.90 65.97 68.17 69.79 68.99 70.79 68.60
English 62.34 60.33 67.23 67.97 68.88 69.97 66.12
Mathematics 55.00 56.10 59.20 63.33 66.33 68.33 61.38
Science 57.21 59.28 61.38 65.30 68.30 67.30 63.13
Araling Panlipunan 64.65 68.45 72.15 73.28 75.28 75.88 71.62
Edukasyon sa Pagpapakatao 70.32 73.11 75.11 76.45 77.45 79.45 75.32
EPP/TLE 74.61 75.61 78.69 76.30
MAPEH 67.28 62.10 72.30 73.80 77.80 79.80 72.18
Average 63.80 64.27 68.12 70.57 72.33 73.78 77.83
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DUMINGAG I DISTRICT
Table C.4 shows the data on the Division Achievement Test MPS by learning area by grade level for SY
2021-2022. As presented, Math has the lowest MPS of 61.38. Also, the data show that there were only two
learning areas which have attained the standard, Edukasyon sa Pagkakatao and EPP/TLE. However, taken as a
whole, the school has achieved 77.83% of MPS. The data imply that although the school has been affected by
the pandemic, the collaborative efforts done by the teaching force and the school community has helped in
slowly reaching the desired MPS set by the Department.
Table C.4b Division Achievement Test (DAT) MPS by Learning Area by Grade Level – Secondary
Table C.4c Division Achievement Test (DAT) MPS by Learning Area - Secondary Senior High School
C.5 Regional Achievement Test Mean Percentage Score by Learning Area, SY: 2021-2022
Table C.5a Grade 3
Limited
Learning Area Modular Average
F2F
English 56.35 61.25 58.80
Filipino 43.17 40.00 42.73
Overall 50.77
Table C.5b Grade 6
Limited
Learning Area Modular Average
F2F
English 31.91 40.27 36.09
Math 34.49 35.56 35.02
Science 43.11 44.98 44.04
Filipino 46.67 47.11 46.89
Araling Panlipunan 32.71 38.49 35.60
TLE 38.84 42.76 40.80
MAPEH 40.27 39.47 39.87
EsP 56.71 56.98 56.84
Overall 41.89
Table C.5a and C.5b presents the results of RAT in Grades 3 and 6, respectively for SY: 2021-
2022 which is below Proficiency level. Although the school was not identified as sample school for the
RAT, these results have the same trend with the DAT which was conducted on the same school year.
This can be attributed to the low retention of learners on knowledge they learned according to their own
pacing or with the assistance of their parents/guardians/elders. Direct assistance and instruction from
teachers on daily basis would still be effective for a higher retention on competencies they are expected
to acquire. Hence, the school will ensure that intensive classroom instruction will be delivered to them.
Table C.5c Grade 10
Table C.5d Grade 12

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C.6 Number of Learners in the Minimum Proficient Level by Learning Area
SY: 2017-2018, SY: 2018-2019, SY: 2019-2020, SY: 2020-2021, SY: 2021-2022
Table C.6a Elementary
SY: 2017 - SY: 2018 - SY: 2019 - SY: 2020 - SY: 2021 -
Learning Area 2018 2019 2020 2021 2022
MTB (G1-G3) 420 424 449 427 392
Filipino (G1-G6) 1020 928 935 831 785
English (G1-G6) 1020 928 935 831 785
Math (G1-G6) 1020 928 935 831 785
Science (G3-G6) 809 707 673 616 600
Araling Panlipunan (G1-G6) 1020 928 935 831 785
EsP (G1-G6) 1020 928 935 831 785
EPP/TLE (G4-G6) 1020 928 935 831 785
MAPEH (G1-G6) 1020 928 935 831 785
Table C.6a shows the number of learners who attained 75% and above level of proficiency by
learning area for five consecutive school years. All learners have attained the minimum requirement set
by the Department.
The data imply that the strong school management, teachers’ job performance, and partnership
with the school and stakeholders have contributed to the success of the delivery of education to its
clienteles.
Table C.6b Secondary Junior High School
Table C.6c Secondary Senior High School
C. INCLUSION/EQUITY
Giving all students an equal opportunity to attend school, study, and acquire the skills they
need to succeed is best accomplished through inclusive education ensuring that all children attend and
learn in school. All students must attend the same schools and classrooms to qualify for inclusive
education. For historically marginalized groups, such as speakers of minority languages and
youngsters with impairments, it means actual learning possibilities. The distinctive contributions that
students from all backgrounds make in the classroom are valued by inclusive systems, which also
enable different groups to coexist and develop together for the good of all.
Students from various backgrounds can study and develop together in an inclusive
environment, which is to everyone's advantage. But change happens gradually. Changes at all societal
levels are necessary for inclusive systems. At the school level, teachers must obtain training, facilities
must be renovated, and pupils must have educational materials that are accessible. Stigma and
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DUMINGAG I DISTRICT
discrimination must be combated at the community level, and people must be made aware of the
advantages of inclusive education. To ensure that children receive effective care, national governments
must match laws and policies with the Convention on the Rights of Persons with Disabilities. They also
must routinely collect and analyze data.
DCES supports government initiatives to promote and oversee inclusive educational systems in
an effort to decrease the achievement gap for kids with disabilities. Four main areas make up our work:
In dialogues, high-profile events, and other forms of outreach aimed at policymakers and the
general public, DCES advocates for inclusive education.
Raising awareness: DCES brings attention to the requirements of kids with disabilities by
carrying out research and arranging roundtables, workshops, and other gatherings for government
partners.
Building capacity: DCES trains educators, administrators, and communities while offering
technical help to governments in order to increase the capacity of educational institutions in partner
nations.
Support for implementation: To bridge the implementation gap between policy and practice,
DCES offers monitoring and evaluation assistance in partner nations.
D. RESILIENCE AND WELL-BEING
E.1 Nutritional Status of Learners, SY: 2022 - 2023
E.1.a Elementary
Learners
Grade Learners Body Mass Index (BMI) Height for Age (HFA)
Enrollment Taken
Level Weighed
SW W N OW O Height SS S N T
Kinder 98 99 0 12 86 1 0 99 3 11 85 0
Grade I 132 134 3 10 111 5 5 134 5 23 106 0
Grade II 134 134 0 8 122 3 1 134 1 26 107 0
Grade III 135 130 1 3 120 4 2 130 0 16 114 0
Grade IV 159 165 2 12 139 10 2 165 1 26 138 0
Grade V 167 132 2 13 106 10 1 132 1 20 109 2
Grade VI 118 151 2 9 138 2 0 151 1 23 126 1
Total 943 945 10 67 822 35 11 945 12 145 785 3
Table E.1a shows the data on the nutritional status of learners, SY 2022-2023. The enrolment
data is based on the actual enrolment as reflected in the LIS, where there are already cases of
transfers thus, there is an expected discrepancy as to the actual enrolment in contrast to the number of
learners weighed.
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DUMINGAG I DISTRICT
In terms of Body Mass Index (BMI), out of 945 learners weighed, 10 or 1.06% are Severely
Wasted; 67As to or 7.09%, Wasted; 822 or 86.98%, Normal; 35 or 3.70%, Overweight; and 11 or
1.16%, Obese. It can be said that a greater majority of the pupils are normal in terms of BMI.
As to Height-for-Age (HFA), out of 945 learners weighed, 12 or 1.27 % are Severely Stunted;
145 or 15.34%, Stunted; 785 or 83.07%, Normal; and 3 or 0.32%, Tall. A greater majority of the pupils
are normal in terms of HFA.
In general, the pupils of Dumingag Central Elementary Schools have normal nutritional status.
E.1.b Secondary Junior High School
E.1.c Secondary Senior High School
E.2 Cases of Illness of Learners
Cases of Illness M F Total
Pediculosis 100 387 487
White spots (tinea flava) 2 5 7
Itchiness 150 200 350
Cough 50 100 150
Colds 200 100 300
Bruises/Injury 4 5 9
Impacted Cerumen 100 100 200
Enlarged lymph nodes 10 20 30
Nose bleeding (epistaxis) 5 3 8
Skin lesions 20 10 30
Ear discharges 1 1 2
Pale conjunctiva 2 2 4
Total 644 933 1,577
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Table E.2 displays the data on the cases of illness of learners. As shown, there are 1577 cases
of illness as reported by the parents and as observed by the teachers.
The data divulge that top 1 among these cases is the presence of lice among learners, which is
common among grade school children. However, the school community and the stakeholders
continuously join efforts to combat the health concerns faced by the learners in school.
E.3 Incidence of Bullying
Bullying is an epidemic. It is rampant, widespread, pervasive and the effects can be

catastrophic. It occurs in our communities, in our schools and sadly even in our homes. Bullying
statistics are staggering, scary and merit serious consideration and immediate action.
When most people think about bullying they envision some kind of physical intimidation.
However, bullying can take on many forms which are just as emotionally and psychologically damaging
as physical intimidation and harassment. There are four general forms of bullying.
Physical bullying involves aggressive physical intimidation and is often characterized by

repeated tripping, pushing, hitting, kicking, blocking, or touching in some other inappropriate way. Even
though it's the most obvious form of bullying, it isn't the most prominent.
Physical bullying is damaging and can be emotionally and psychologically devastating. When a
child fears for their safety, they're not able to focus on life and function normally. Notwithstanding the
trauma that physical bullying causes, most children don't report it to a teacher or to their parents. Signs
of physical bullying may include unexplained scratches, bruises, and cuts, or unexplainable headaches
or stomach aches. However, the psychological effects of physical bullying may be even more
pronounced than the physical scars. Children who are withdrawn, struggle to focus, or become anti-
social may also be the recipients of physical bullying even if there aren't any other outward signs.
If you think your child or student is being bullied physically, talk to them in a casual manner
about what's going on before school, during class, during lunch or recess, and on the way home from
school. Ask them if anyone has been, or is being, mean to them. Keep your emotions in check, and
stay calm and caring in your tone, or your child may shut off and not tell you what's happening. If you
find that physical bullying is occurring, contact the appropriate school officials, or law enforcement
officers. Do not confront the bully, or the bully's parents, on your own.
Verbal bullying involves putting down others and bullying them using cruel, demeaning words.
Verbal bullying includes name calling, making racist, sexist or homophobic remarks or jokes, insulting,
slurs, sexually suggestive comments, or abusive language of any kinds. Verbal bullying is one of the
most common forms of bullying.
So how do you know when a child is being verbally bullied? They may become moody,
withdrawn, and/or have a change in their appetite. They may be straight forward and tell you that
somebody said something that hurt their feelings, or ask you if something someone said about them is
true.
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Verbal bullying can be difficult to address. The best way to deal with verbal bullying is to build
children’s self-confidence. Confident kids are less susceptible to verbal bullying than those who already
struggle with poor self-esteem and self-image. Students should be taught in the classroom to treat
everyone with respect and that there is never an excuse for saying something mean or disrespectful to
someone else.
Cyberbullying is the least common type of bullying, but it can be just as damaging as other
forms of bullying. It includes any type of bullying that occurs via the Internet or through electronic
mediums. The most common types of cyberbullying include: Text message bullying, Picture/video clip
bullying via mobile phone cameras, Email message bullying, Bullying through instant messaging, Chat-
room bullying, Bullying via websites.
Children who are being cyberbullied typically spend more time online or texting. They often use
frequent social media sites such as Facebook, twitter, and the like. If a child or student seems upset,
sad or anxious after visiting social media websites, it may be a sign that they're being cyberbullied. Kids
and students who are cyberbullied exhibit many of the same characteristics as kids being bullied
physically, verbally or socially. They may become withdrawn, anxious, distant, or want to stay home
from school.
Cyberbullying can occur 24/7, so the best way to combat cyberbullying is to monitor Internet
usage and limit time spent on social media websites. Children need to know that if they encounter
cyberbullying they shouldn't respond, engage, or forward it. Instead, they need to inform their parents or
a teacher so the communication can be printed out and taken to the proper authorities. When
cyberbullying includes threats of violence or sexually explicit content, law enforcement should be
involved.
Advocacy on anti-bullying act has been made every now and then in this institution that’s why
there is no incidence of bullying in the school.
E.4 School Hazards
In the school environment, significant health and safety issues include class size, pupil
behavior, maturity, limitations of space, layout, equipment, etc. All of these potential sources of harm
should be covered in one school risk assessment.
There are common workplace hazards that can kill or have the potential to result in a serious
injury. They include working at heights, suspended loads, electricity, isolating equipment, hazardous
materials, physical separation and barricading, fire and emergencies, and confined spaces.
Potential hazards include holes, cracks, loose carpets, and mats. Stairs. Students and staff are
often in a rush during the school day. Wet weather creates wet floors indoors. Ladders. Students face
the risk of falling from ladders on older playgrounds, elevation, or slick surfaces.
Physical hazards include exposure to slips, trips, falls, electricity, noise, vibration, radiation,
heat, cold and fire.
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Environmental hazards like water and air pollution, extreme weather, or chemical exposures
can affect human health in a number of ways, from contributing to chronic diseases like cancer or to
acute illnesses like heat exhaustion.
In the instance, pupil’s behavior is always monitored daily. They are always reprimanded by the
classroom and subject teachers in order to avoid hazardous incidents that will result to serious injuries.
Proper labeling and safety rules were being posted to buildings and specific areas in order to have a
safe school environment.
E.5 Mental and Psychosocial Condition
The mental health of students can affect their education, social life, and emotional well-being.
Students struggling with their mental health may experience greater challenges throughout school and
adulthood, while those not struggling may have a greater zest for their education, social experiences,
and more.
Mental Health Disorders can affect classroom learning and social interactions, both of which
are critical to the success of students. However, if appropriate services are put in place to support a
young person's mental health needs we can often maximize success and minimize negative impacts for
students.
Schools need to realize that teaching mental health is important. Teaching mental and physical
health together leads to better outcomes for children and adolescents. Students' mental health impacts
many areas of their lives, including their relationships with other people and with drugs and alcohol.
There are ways that schools can promote positive mental health and wellbeing. Encourage
Social Time. Schedule in 30 minutes or an hour every week where students can be social and focus on
something other than the curriculum, run lunchtime clubs, have an Open-Door Policy, make mental
health known and organize a Wellness Week.
Psychosocial health is defined as a state of mental, emotional, social, and spiritual well-
being. The thinking portion of psychosocial health is known as mental health.
This relates to 'the dynamic relationship between psychological aspects of our experience (our
thoughts, emotions, and behaviors) and our wider social experience (our relationships, family and
community networks, social values, and cultural practices.
Psychosocial problems, such as behavioral, emotional, and educational problems, are highly
prevalent among children and can severely interfere with everyday functioning. Only a minority of the
children with such problems receive mental health care.
Examples of psychosocial issues paramedics have encountered include loneliness, anxiety,

fear, grief, depression, neglect, abuse, self-care issues, care of pets, loss of confidence, and lack of
social and support networks.
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The psychosocial factors were socioeconomic environment, emotional environment, parental
health behaviors, stressful events, self-regulation of the child, and social adjustment of the child.
Examples of psychosocial factors include social support, loneliness, marriage status, social

disruption, bereavement, work environment, social status, and social integration.
The psychosocial conditions arise when someone with a mental health condition interacts with
a social environment that presents barriers to their equality with others. Psychosocial disability may
restrict a person's ability to: be in certain types of environments, concentrate, and have enough stamina
to complete tasks.
In providing psychosocial support for children, it can be achieved in three main ways:
Encouraging children to resume their daily activities, resuming children's relationships with others doing
activities, and Facilitating activities that can support recovery.
Teachers who apply psychosocial development in the classroom create an environment where

each child feels appreciated and is comfortable with learning new things and building relationships with
peers without fear.
E.6 Status of Peace and Order Situation
Peace education activities promote the knowledge, skills and attitudes that will help pupils
either to prevent the occurrence of conflict, resolve conflicts peacefully, or create social conditions
conducive to peace. Core values of nonviolence and social justice are central to peace education.
Formal schools do not only provide knowledge and skills, but they also shape social and
cultural values, norms, attitudes and dispositions. It has been proved that peace education
interventions in schools result in improved attitudes and cooperation among pupils, and decreased
violence and dropout rates.
In order to achieve peace and order in school, first and foremost, educational leaders must
build trust with teachers, support staff, students, parents, and the greater school community. In order to
build trust, they will have to lead by example. Peace begins in hearts that trust.
Some other ways are smiling to people no matter whether they are indifferent, angry, or
unhappy, forgiving people and take them as they are, respecting every living thing, and avoiding
violence. Also, modelling kindness and empathy, creating a democratic space, using experiential
learning, giving a voice to the excluded, encouraging collaboration in diverse groups, discussing
controversial issues, and integrating service learning.
When the status of peace and order situation in school is stable, the learning activities improve
students' discipline and moral behavior, develop the creativity both in students and teachers,
and improve the standard of teaching and learning.
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Under a Peace Order, this may order an individual to refrain from threatening or committing an
act, end all contact, stay away from the victim's home, place of employment or school. This may also
order the parties to participate in joint or individual counseling and/or joint mediation.
The maintenance of peace and order, the protection of life, liberty, and property, and promotion
of the general welfare are essential for the enjoyment by all the people of the blessings of democracy.
E. GOVERNANCE
Indicators SY: 2019 - 2020 SY: 2020 - 2021 SY: 2021-2022
SBM Level of Practice 1.53 2.14 2.30
Child Friendly School Survey 25 29 33
OPCRF 4.49 4.73 4.49
Resources generated
* PTA 200,000.00 250,000.00 300,000.00
* Barangay LGU 25,000.00 25,000.00 25,000.00
* Municipal LGU 180,000.00 200,000.00 250,000.00
* Provincial LGU 5,000.00 10,000.00 10,000.00
* Alumni 50,000.00 75,000.00 80,000.00
* Private Individual 60,000.00 75,000.00 80,000.00
* NGAs 20,000.00 25,000.00 30,000.00
* NGOs 10,000.00 15,000.00 20,000.00
The table shows some important data on the different indicators for governance. As to SBM
level of practice, Child Friendly School Survey and OPCRF, the data point out an increasing trend,
which connotes an improvement in the school’s level of practice.
Moreover, the same trend is displayed on the resources generated from the various
stakeholders. It implies that the school is supported well and that the partnership is good as exhibited
by the assistance given to the learners, to the teachers, and to the school, in general.
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F. OTHER UNIQUE CONCERNS
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IV. PLAN
A. Basic Education Results Framework
Goal
All Filipinos are able to realize their full potential and contribute meaningfully to a cohesive
nation.
Sector Outcome
Basic education Filipino learners have the physical, cognitive, socio-emotional, and moral
preparation for civic participation and engagement in post-secondary opportunities in their local,
national, and global communities.
Intermediate Outcomes
1. Access
2. Equity
3. Quality
4. Resiliency and Well-Being
5. Enabling Mechanisms - Governance
B. Three Year Targets

Key Performance Indicators (Desired Outcome)
Baseline
Indicator 2023 2024 2025
Data
Pillar 1. ACCESS
IO1 - All school-age children, out-of-school youth, and adults have access to relevant basic learning
opportunities
IO1.1 - All five-year old children attend school
Gross Enrollment Rate
* Enrollment 30 33 37 41
Percentage of School-Age Children in School – Net Enrolment Rate (NER)
Enrollment of School-Age Children
* Elementary 80.21 85.96 86.41 87.07
* Secondary Junior High School - - - -

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DUMINGAG I DISTRICT
* Secondary Senior High School - - - -
Incidence of OOSC & OSY
* Elementary Out of School Rate 20.10 18.00 10.00 5.00
* Junior High School Out of School Rate - - - -
* Senior High School Out of School Rate - - - -
Percentage of five-years old in school (Net Intake Ratio)
* Net Intake Ratio 70.45 76.73 88.06 98.42
* Kindergarten Enrollment 95.00 97.00 98.00 100.00
* Percentage mapped 5-year old in school 95.00 97.00 98.00 100.00
* Percentage mapped School-aged children in school 95.00 97.00 98.00 100.00
IO1.2 - All learners stay in school
Percentage of Enrollee (Elem, JHS, SHS) in a given school year who continue to be in school the following
school year – Retention Rate
* Elementary 98.47% 100.43% 102.43%
Simple Dropout Rate
* Elementary 0 0 0 0
School Leaver Rate
Out of School Children (OSC) is defined as persons aged 6-14 years who are not attending school
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DUMINGAG I DISTRICT
Out of School Youth (OSY) refers to persons aged 15-30 years who are not attending school, have not finished
any college or post secondary course, and are not working. (RA 8044)
IO1.3 - All learners transition to the next key stage
Percentage of K/G6/G10 completers proceeded to next key stage – Transition Rate
* Kinder to Grade 1 100.00 100.00 100.00 100.00
* Grade 3 to Grade 4 100.00 100.00 100.00 100.00
* Grade 6 to Grade 7 - - - -
* Grade 10 to Grade 11 - - - -
IO1.4 - All out -of-school children and youth participate in formal or non-formal basic education learning
opportunities
Percentage of OSC and OSY who returned to school or participated in ALS – Participation Rate of OSC and
OSY
* Out-of-School Children (OSC) Participation Rate 100.00 100.00 100.00 100.00
* Out-of-School Youth (OSY) Participation Rate 100.00 100.00 100.00 100.00
Percentage of completers in ALS – completed session
* OSY – Completed Session 100.00 100.00 100.00 100.00
* OSC – Completed Session 100.00 100.00 100.00 100.00
* ALS Completion Rate 100.00 100.00 100.00 100.00
Baseline
Indicator 2023 2024 2025
Data
Pillar 2. EQUITY
IO2 - School-age children and youth, and adults in situations of disadvantage benefited from appropriate equity
initiatives
IO2.1 - All school-age children and youth and adults in situations of disadvantage are participating in inclusive
basic learning opportunities and receiving appropriate quality education
Proportion of learners in situation of disadvantaged transition to next key stage
* Elem: Percentage of Disparity in Transition rate 1.00 1.00 1.00 1.00
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* Sec: Percentage of Disparity in Transition Rate - - - -
DUMINGAG I DISTRICT
Gender participation – disparity in completion
* Elementary Gender Parity Index Completion 1.00 1.00 1.00 1.00
* Secondary Gender Parity Index Completion - - - -
Percentage of learners in situation of disadvantage continue to participate in basic education
* Elementary – Retention Rate of learners in situation

0 0 0 0
of disadvantage
* Secondary – Retention Rate of learners in situation

- - - -
of disadvantage
Percentage of learners in situations of disadvantage achieved at least a fixed level of proficiency/ mastery in (a)
functional literacy, (b) numeracy, and (c) 21st century skills
* Functional Literacy - % of learners with at least

0 0 0 0
proficient level or better
* Numeracy - % of learners with at least proficient

0 0 0 0
level or better
* 21st Century Skills - % of learners with at least

0 0 0 0
proficient level or better
Percentage of learners pursued their chosen paths
* Percentage proceeded to college 0 0 0 0
* Percentage proceeded to employment 0 0 0 0
* Percentage proceeded to entrepreneurship 0 0 0 0
* Percentage proceeded to middle level skills training 0 0 0 0
Indicator Baseline 2023 2024 2025
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DUMINGAG I DISTRICT
Data
Pillar 3. QUALITY
IO3 - Learners complete K-12 basic education having attained all learning standards that equip them with
necessary skills and attributes and are confident to pursue their chosen paths
IO3.1 - Learners attain Stage 1 (K-Grade 3) learning standards of fundamental reading and numeracy skills to
provide basis for success in the remaining learning stages
Percentage of learners in a cohort who completed Grade 6/ Grade 12 – Completion Rate
* Elementary 100.00 100.00 100.00 100.00
* Secondary - - - -
Percentage of learners attaining nearly proficient level of better in Reading and Listening Comprehension
increased
* Percentage of learners achieving nearly proficient or 100.00 100.00 100.00 100.00

better in English

better in Mother Tongue

better in Numeracy
Percentage of learners achieving at the least minimum level of proficiency
* MTB - MLE 100.00 100.00 100.00 100.00
* Filipino 100.00 100.00 100.00 100.00
* English 100.00 100.00 100.00 100.00
* Mathematics 100.00 100.00 100.00 100.00
* Science 100.00 100.00 100.00 100.00
* Araling Panlipunan 100.00 100.00 100.00 100.00
* Edukasyon sa Pagpapakatao 100.00 100.00 100.00 100.00
* MAPEH 100.00 100.00 100.00 100.00
Mean Percentage Score
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DUMINGAG I DISTRICT
* MTB - MLE 65.00 67.00 69.00 71.00
* Filipino 56.00 58.00 60.00 62.00
* English 61.50 63.50 65.50 67.50
* Mathematics 58.67 60.67 62.67 64.67
* Science 56.33 58.33 60.33 62.33
* MAPEH 61.17 63.17 65.17 67.17
IO3.2 - Learners attain stage 2 (Grades 4-6) learning standards in required literacy and numeracy skills
applying 21st century skills to various real-life situations
* Percentage of learners attaining proficient level or

100.00 100.00 100.00 100.00
better in Stage 2 literacy standards
* Percentage of learners attaining proficient level or

100.00 100.00 100.00 100.00
better in Stage 2 numeracy standards
* Filipino 100.00 100.00 100.00 100.00
* English 100.00 100.00 100.00 100.00
* Mathematics 100.00 100.00 100.00 100.00
* Science 100.00 100.00 100.00 100.00
* EPP/TLE 100.00 100.00 100.00 100.00
* MAPEH 100.00 100.00 100.00 100.00
* Filipino 56.00 58.00 60.00 62.00
* English 61.50 63.50 65.50 67.50
* Mathematics 58.67 60.67 62.67 64.67

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DUMINGAG I DISTRICT
* Science 56.33 58.33 60.33 62.33
* EPP/TLE 58.00 60.00 62.00 64.00
* MAPEH 61.17 63.17 65.17 67.17
IO3.3 - Learners attain Stage 3 (Grades 7-10) learning standards of literacy and numeracy skills and apply
21st century skills to various real-life situations
IO3.4 - Learners attain Stage 4 (Grades 11-12) learning standards equipped with knowledge and 21st century
skills developed in chosen core, applied and specialized SHS tracks
IO3.5 - Learners in the Alternative Learning System attain certification as Elementary or Junior High School
completers
* No. of completers in Basic Literacy Program 20 25 30 35
Percentage of ALS Completers
* Elementary 100.00 100.00 100.00 100.00
* Junior High School - - - -
* No. of Presentation Portfolio Assessment Passers 20 30 30 30
* No. of Revalida/A&E Passers 20 30 30 30
Percentage of ALS learners pass the A&E test
* Secondary - - - -
Indicator Baseline 2023 2024 2025

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DUMINGAG I DISTRICT
Data
Pillar 4. RESILIENCY AND WELL-BEING
IO4 - Learners are resilient and aware of their rights to and in education are respected, protected, fulfilled and
promoted while being aware of their responsibilities as individuals and as members of society
IO4.1 - Learners are served by a Department that adheres to a rights-based education framework at all levels
Strategy 1. Integrate children’s and learners’ rights in the design of all DepEd policies, plans, programs,
projects, processes and systems
* Percentage of affected and displaced learners 0 0 0 0
* Percentage of learners who reported violence

committed against them by other learners (bullying) or adults 0 0 0 0
(child abuse) based on intake sheets of schools
* Percentage of DepEd Personnel in SDO and

schools/learning centers who know the rights of children and
100.00 100.00 100.00 100.00
learners in relation to RBE, and are able to infuse them in
their respective jobs/duties
Strategy 2. Ensure that learners know their rights and have the life skills to claim their education-related rights
from DepEd and other duty-bearers to promote learners’ well-being, while also being aware of their
responsibilities as individuals and as members of society
* Percentage of learners who are happy and satisfied

with their basic education experience in relation to the
100.00 100.00 100.00 100.00
enjoyment of their specific rights in school and learning
centers
* Percentage of learners who know their rights TO and

100.00 100.00 100.00 100.00
IN education, and how they claim them positively
* Percentage of schools and learning centers

significantly manifesting indicators of Rights-Based Education 100.00 100.00 100.00 100.00
in the learning environment
* Learners’ satisfaction rating on Rights-Based

100.00 100.00 100.00 100.00
Education
IO4.2 - Learners are safe and protected, and can protect themselves from risks and impacts from natural and
human induced hazards
Strategy 3. Protecting learners and personnel from death, injury and harm brought by natural and human-
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DUMINGAG I DISTRICT
induced hazards
* Percentage of learners equipped with capacities on

100.00 100.00 100.00 100.00
what to do before, during, and after a disaster/emergency
* Percentage of learners in safe schools 100.00 100.00 100.00 100.00
Strategy 4. Ensure learning continuity in the aftermath of a disaster or emergency
* Flexible Learning options 2 2 2 2
Strategy 5. Protect education investments from the impacts of natural and human-induced hazards
* Safety seal compliance 13 14 15 16
IO4.3 - Learners have the basic physical, mental and emotional fortitude to cope with various challenges in life
Strategy 6. Provide learners with basic health and nutritional services
Percentage of learners with improved health statistics
Nutritional Status
* Weight 86.98 90.00 95.00 100%
* Height 83.07 90.00 95.00 100%
Cases of Illness
Pediculosis 487 200 100 10
White spots (tinea flava) 7 5 3 1
Itchiness 350 250 150 10
Cough 150 100 50 20
Colds 300 200 100 50
Bruises/Injury 9 7 5 3
Impacted Cerumen 200 150 100 50
Enlarged lymph nodes 30 20 10 5
Nose bleeding (epistaxis) 8 6 4 2
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DUMINGAG I DISTRICT
Skin lesions 30 20 10 5
Ear discharges 2 1 0 0
Pale conjunctiva 4 3 2 1
Strategy 7. Nurturing and protecting learners’ mental and psychosocial health
* Incidence of Bullying 0 0 0 0
Strategy 8. Promoting learners’ psychosocial and emotional development
Percentage of learners with improved physical fitness level
* Body composition 80.00 85.00 95.00 100.00
* Flexibility 80.00 85.00 95.00 100.00
* Muscular strength 80.00 85.00 95.00 100.00
* Muscular endurance 80.00 85.00 95.00 100.00
* Cardio-respiratory endurance 80.00 85.00 95.00 100.00
Baseline
Indicator 2023 2024 2025
Data
Enabling Mechanism: GOVERNANCE AND MANAGEMENT
IO5 - Efficient, agile, and resilient governance and management processes
EM1. Ensure all education leaders and managers practice participative, ethical, and inclusive management
processes
Percentage of schools achieving higher levels of SBM practice
* School Based Management Level of Practice 2.30 2.32 2.35 2.48
EM2. All personnel are resilient, competent, and continuously improving
Proportion of offices across governance levels with very satisfactory and higher rating in the Office
Performance Commitment and Review Form (OPCRF)
* OPCRF Rating 4.49 4.50 4.58 4.73

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Child Friendly School Program
* Child Friendly School Survey Result 33 34 35 36
EM3. Ideal learning environment and adequate learning resources for learners ensured
Proportion of schools achieving ideal ratio on:
* Classroom 1:1 1:1 1:1 1:1
* Teacher 1:1 1:1 1:1 1:1
* Textbooks 1:1 1:1 1:1 1:1
* Seat 1:1 1:1 1:1 1:1
* Science and Math Equipment 1:1 1:1 1:1 1:1
* ICT Package/E-classroom 1:1 1:1 1:1 1:1
Proportion of schools with:
* Functional Library 1:1 1:1 1:1 1:1
* Connection to Electricity 1:1 1:1 1:1 1:1
* Connection to Internet 1:1 1:1 1:1 1:1
* Water connection 1:1 1:1 1:1 1:1
* Utility services 1:1 1:1 1:1 1:1
EM4. Improve and modernize internal systems and processes for a responsive and efficient financial resource
management
Percentage of utilization of resources
* MOOE 100.00 100.00 100.00 100.00
* PTA 100.00 100.00 100.00 100.00
* Barangay LGU 100.00 100.00 100.00 100.00
* Municipal LGU 100.00 100.00 100.00 100.00
* Provincial LGU 100.00 100.00 100.00 100.00
* Alumni 100.00 100.00 100.00 100.00
47 | Page

DUMINGAG I DISTRICT
* Private Individual 100.00 100.00 100.00 100.00
* NGAs 100.00 100.00 100.00 100.00
* NGOs 100.00 100.00 100.00 100.00
EM5. Strengthen active collaboration with key stakeholders
* Functional SGC 1 1 1 1
* Stakeholders Participation 1000 1200 1300 1500
EM6. Strengthen the public-private complementarity
100 200 300 400
C. Annual Implementation Plan
(Please see the excel file for this part)
V. MONITORING AND EVALUATION
(Please see the excel file for this part)
48 | Page


School Improvement Plan of Dumingag Ces 2023

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School Improvement Plan of Dumingag Ces 2023

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Republic of the Philippines

Dumingag Central Elementary School's School Improvement Plan (SIP) is a collaborative

Address: San Pablo, Dumingag, Zamboanga del Sur 1|P a g e

This plan is anchored on the rationale that:

Address: San Pablo, Dumingag, Zamboanga del Sur 2|P a g e

Address: San Pablo, Dumingag, Zamboanga del Sur 3|P a g e

II. DEPED’S VISION, MISSION AND CORE VALUES

As a learner-centered public institution, the Department of Education continuously improves

Address: San Pablo, Dumingag, Zamboanga del Sur 4|P a g e

Learners manifest the following:

Teachers manifest the following:

Learners manifest the following:

Address: San Pablo, Dumingag, Zamboanga del Sur 5|P a g e

Teachers manifest the following:

Learners manifest the following:

Learners manifest the following:

Address: San Pablo, Dumingag, Zamboanga del Sur 6|P a g e

Address: San Pablo, Dumingag, Zamboanga del Sur 7|P a g e

III. SCHOOL’S CURRENT SITUATION

A. Introducing the School

Address: San Pablo, Dumingag, Zamboanga del Sur 8|P a g e

Address: San Pablo, Dumingag, Zamboanga del Sur 9|P a g e

B.1.2 Secondary Junior High School

B.1.3 Secondary Senior High School

B.1.4 Secondary JHS and SHS Overall Enrollment

Address: San Pablo, Dumingag, Zamboanga del Sur 10 | P a g e

B.2.1 Non-Graded, Kindergarten

In Community In School Variance

B.2.2 Graded, Grades 1 to 6

In Community In School Variance

Address: San Pablo, Dumingag, Zamboanga del Sur 11 | P a g e

B.2.3 Junior High School

B.2.4 Senior High School

B.3 Data on Learners in Disadvantaged Situations by Gender, SY: 2022-2023

Table B.3 Enrollment of Learners in Disadvantage Situations by Gender, SY: 2022-2023

Situations Male Female Total

B.4 Children with Disabilities

Table B.4 Enrollment of Children with Disabilities

Situations Male Female Total

B.5 Children from Geographically Isolated and Disadvantaged Areas (GIDA)

Table B.5 Enrollment of Children from GIDA by Sex, SY: 2022-2023

Situation Male Female Total

B.6 Arabic Language and Islamic Values Education Enrollment by Gender,

Address: San Pablo, Dumingag, Zamboanga del Sur 13 | P a g e

B.7.2 Secondary, Junior High School

B.7.3 Secondary, Senior High School

B.8 School Leaver Rate by Gender, SY: 2017-2018, SY: 2018-2019,

BOSY Enrollment Repeaters BOSY Enrollment Repeaters School Leaver Rate

B.8.2 Secondary, Junior High School

Address: San Pablo, Dumingag, Zamboanga del Sur 14 | P a g e

B.8.3 Secondary, Senior High School

Total Enrollment Grade 1 Total Enrollment Kinder to

B.9.2 Secondary, Junior High School

B.9.3 Secondary, Senior High School

B.10 Transition Rate by Gender, SY: 2022 - 2023

Address: San Pablo, Dumingag, Zamboanga del Sur 15 | P a g e

B.10.1a Elementary, Kinder to Grade 1

Grade 1 Enrollment Kinder Enrollment

B.9.1b Elementary, Grade 3 to Grade 4

Grade 4 Enrollment Grade 3 Enrollment

B.9.2. Secondary Junior High School, Grade 6 to Grade 7

B.9.3a Secondary Senior High School, Grade 10 to Grade 11