Department of Education

Republic of the Philippines
Department of Education
REGIONAL OFFICE IX, ZAMBOANGA PENINSULA
SCHOOLS DIVISION OF ZAMBOANGA DEL SUR
JOSEFINA DISTRICT
LEONARDO NATIONAL HIGH SCHOOL SCHOOL
SCHOOL IMPROVEMENT PLAN
I. EXECUTIVE SUMMARY
Brief summary of the SIP. It captures the attention and gives the reader the motivation to read on
beyond the first page.
For Review:
- Executive Summary of DEDP
* What is SIP? Who asked for it?
Decentralizing the governance of Basic Education at the grassroots level is a priority for the
Department of Education. The government emphasized this goal by passing Republic Act 9155 in
2011. School-Based Management (SBM) is defined as the "decentralization" of decision-making
authority from the national, regional, and division levels to the school level that brings together
principals, teachers, students, parents, and local community members to foster productive educational
institutions. Each school is required by the Governance of Basic Education Act of 2011 to establish its
vision, mission, goals, and objectives. Consequently, each school must also create its own School
Improvement Plan (SIP) and Annual Implementation Plan (AIP), which should consider the priorities
and hopes of the school's internal and external constituents.
School Improvement Plan (SIP) is a road map that lays down specific interventions that a
school, with the help of the community and other stakeholders, will undertake within three consecutive
school years. It is carefully structured to focus on key goals and strategies, leading to excellent student
learning and a more effective school organization. It seeks to provide those involved in school planning
with an evidenced-based, systematic approach with the learner's point of view as the starting point.
Ultimately, it envisioned helping schools reach the goal of providing access to quality education.
Upper Sibul 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.
Upper Sibul 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
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JOSEFINA DISTRICT
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.
* What is the purpose of (your) the SIP? What does this look into?
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-
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 was 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.
* Who are the end-users/clientele of the PPA’s in your SIP? What is the bottom line?
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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.
* What are the objectives of your SIP?
Upper Sibul 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;
● 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.
* How will you meet your goal? Be brief and concise in the use of your methodologies.
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.
II. DEPED’S VISION, MISSION AND CORE VALUES

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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.
In sharing with SPT, you may use the following guide questions:
“What does this mean for us? What are our own dreams for the children of our school?”
“How do our dreams relate to DepEd’s Vision?”

● Read the second paragraph of the DepEd Vision and ask,
“What does being ‘learner-centered’ and ‘continuously improving’ mean for us?”
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.
Do the same for the DepEd Mission.

“How can we contribute to this? ”
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“What is the role of each one?”
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
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
● For the DepEd Core Values ask,

“What values do we possess that support the core values?”
“How should we be (what should our thoughts and actions be) so we can demonstrate these
core values?”
“How will these values help us fulfill the vision and mission?”
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
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● 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
● 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:
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, practices waste
management, conserves energy and resources, takes care of school materials, facilities, and
equipment, keeps work areas in order during and after work, keeps one’s work neat and orderly.

● Segregate wastes according to its classification
● Clean his/her classroom
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● 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 students 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.
III. SCHOOL’S CURRENT SITUATION
A. Introducing the School
Context, and/or unique environment the School is operating

* Context
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- size of the school
- Unique feature of the school
Upper Sibul 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, Upper Sibul Elementary School ignites learners not just within the
community but also from the neighboring barangay to study and experience the school's welcoming
atmosphere.
* Education
- curriculum offering
- Does the curriculum instruction and assessment align with state standards?
In 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.
Upper Sibul 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.
* Location and catchment areas/Immediate community

- Where the school is located? What are its catchment areas?
Upper Sibul Elementary School caters for learners from its own barangay Upper Sibul where
the school is situated and a few from the adjacent barangay of Magahis-Margosatubig and Kinakap,
Dinas.
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* Geographical
- What is the land formation of the school?
- What is the condition of the school in terms of climate, soil and hydrology?
Upper Sibul Elementary School is located at Upper Sibul, Dinas, Zamboanga del Sur where the
school ground is sandy loam and plain. The school is situated near a residential area of the barangay.
The school has an area of 5,000 square meters.
* Socio-economic condition
- What is the first spoken language?
- Are there Indigenous Peoples in the area?
- What are the religious affiliations of the community?
- What are the sources of living (simple classification)?
The learners and the community speak "Cebuano" as their first language. About 22 out of 112
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, etc.
* Physical Environment
-combination of physical, social and learning environment.
-classroom environment (describe the current condition of the classroom.)
-infrastructure (aligned with the Data in the NSBI)
-health (No of Teachers and learners who received vaccination)
-sanitation (Includes the WINS status of the school, Safety Seal Certificate)
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 provide 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.
* Teacher-Student relationships
- Does the teacher exercise ideal classroom management?
- Does the teacher’s expectation have an impact on student achievement?
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- Does the teacher show effectiveness in working with students of different cultural
backgrounds?
- Does the teacher motivate the student to succeed in life?
- Does the teacher show fluency in communicating knowledge and skills to students?
Upper Sibul Elementary School is composed of eight (8) personnel, including seven (7) teacher
advisers 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 differences 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.
* Linkages
- Who are the potential stakeholders of the school?
- Does the school acknowledge the importance of building partnership with stakeholders?
- What is/are the initiative undertaken by the school in forging partnership with stakeholders?
Upper Sibul 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.
B. Access
Note in writing interpretations:

- Highlight big ticket items
- Discuss/Explain
- Discuss the “low” performance for the indicators = causes
- Show where - target groups
- Future situation if not address - potential problem
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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
SY: 2018-2019 SY: 2019-2020 SY: 2020-2021 SY: 2021-2022 SY: 2022-2023
Grade Level
M F T M F T M F T M F T M F T
Kinder 10 5 15
Grade I 10 11 21
Grade II 6 3 9
Grade III 10 14 24
Grade IV 6 9 15
Grade V 8 6 14
Grade VI 6 8 14
Grand Total 56 56 112
Write your interpretation of the table
B.1.2 Secondary Junior High School
SY: 2018-2019 SY: 2019-2020 SY: 2020-2021 SY: 2021-2022 SY: 2022-2023
Grade Level
Grade VII
Grade VIII
Grade IX
Grade X
Grand Total
B.1.3 Secondary Senior High School
SY: 2018-2019 SY: 2019-2020 SY: 2020-2021 SY: 2021-2022 SY: 2022-2023
Grade Level
ACADEMIC
* GAS
Grade XI
Grade XII
Total
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* ABM
Grade XI
Grade XII
Total
* HUMSS
Grade XI
Grade XII
Total
* STEM
Grade XI
Grade XII
Total
TVL
* AFA
Grade XI
Grade XII
Total
* HE
Grade XI
Grade XII
Total
* IA
Grade XI
Grade XII
Total
SPA
Grade XI
Grade XII
Total
SPORTS
Grade XI
Grade XII
Total
OVERALL
Grade XI
Grade XII
GRAND TOTAL
B.1.4 Secondary JHS and SHS Overall Enrollment
SY: 2018-2019 SY: 2019-2020 SY: 2020-2021 SY: 2021-2022 SY: 2022-2023
Grade Level
Junior HS
Senior HS
Grand Total
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Write interpretation of the table
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 6 5 11 7 5 12 -1 0 -1
Above 5 years old 3 0 3 3 0 3 0 0 0
Total 9 5 14 10 5 15 -1 0 -1

Table B.2.2 compares the number of school age children in the community against those
enrolled in school as Kindergarten. The data shows that the school has one (1) boy learner enrolled
from other barangay.
Special Focus/Discussion:
- Intake or number of children entering kindergarten. Discuss the efficiency of the School in
bringing all five-year old children to school, show which geographical areas that have the lowest intake.
This data may only be derived through surveys or learner mapping.
B.2.2 Graded, Grades 1 to 6

Age
Male Female Total Male Female Total Male Female Total
6 yo 0 0 0 0 0 0 0 0 0
7 yo 1 8 9 1 7 8 0 -1 -1
8 yo 9 4 13 8 4 12 -1 0 -1
9 yo 12 13 25 9 11 20 -3 -2 -5
10 yo 9 8 17 9 8 17 0 0 0
11 yo 2 6 8 2 5 7 0 -1 -1
Above 11 yo 11 7 18 11 7 18 0 0 0
Total 2 5 7 2 4 6 0 -1 -1
B.2.3 Junior High School

Age
Below 12 yo
13 yo
14 yo
15 yo
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Above 15 yo
Total
B.2.4 Senior High School

Age
Below 16 yo
16 yo
17 yo
Above 18 yo
Total
Note: Compare the enrollment by age against the result of child mapping per catchment barangay
B.3 Data on Learners in Disadvantage 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) 10 12 22
* Out of School Youth (OSY)/ Out of School Children (OSC) 0 0 0
* Distressed individual and families including Internally Displaced
0 0 0
Personas (IDP)
* Low resourced students (4Ps beneficiaries) 18 20 38
* Abandoned and neglected children 0 0 0
* Street children 0 0 0
* Children of former rebels 0 0 0
* Children living in conflict affected areas and vulnerable communities
0 0 0
(CVAS)
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
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* Learning with Disability 0 0 0
* Learning disabilities 0 0 0
* Intellectual Disability 0 0 0
* 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 0 0 0
* Difficulty in hearing 0 0 0
* Difficulty in applying knowledge 0 0 0
* Difficulty in Remembering, Concentrating, Paying Attention and 0 0 0
Understanding
* Difficulty in Applying Adaptive Skills 0 0 0
* Difficulty in Displaying Inter-Personal Behavior 0 0 0
* Difficulty in Mobility (walking, climbing and grasping) 0 0 0
* Difficulty in Communicating 0 0 0
B.5 Children from Geographically Isolated and Disadvantaged Areas (GIDA)
Such as areas that are isolated due to distance, inaccessibility to transportation, and weather
conditions, unserved and underserved communities and other areas identified to have high incidences
of poverty, those persons belonging to the vulnerable sector, communities in or recovering from
situation of crisis or armed conflict and recognized as such by a government body. (Republic Act No.
11148)
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) 51 51 102
B.6 Arabic Language and Islamic Values Education Enrollment by Gender,

SY: 2018-2019, SY: 2019-2020, SY: 2020-2021, SY: 2021-2022, SY: 2022-2023
Table B.6 MADRASAH Enrollment by Sex, SY: 2022-2023
Levels of SY: 2018-2019 SY: 2019-2020 SY: 2020-2021 SY: 2021-2022 SY: 2022-2023
Formal
Schooling M F T M F T M F T M F T M F T
Kinder
(Tahderiyyah)
Primary
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(Ibtida-I)
Intermediate
(Idadi)
Secondary
(Thanawi)
Grand Total
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
Simple Dropout Rate calculates the percentage of learners who did not finish a particular grade
level. Unlike the School Leaver Rate, it did not include learners who finish a particular grade level but
did not enroll in the next grade level the following school year.
SDR = (Dropout EOSY divided by Enrollment BOSY) multiplied by 100%
B.7.1 Elementary
SY: 2017-2018 SY: 2018-2019 SY: 2019-2020 SY: 2020-2021 SY: 2021-2022
Grade Level
Kinder
Grade I
Grade II
Grade III
Grade IV
Grade V
Grade VI
Grand Total
B.7.2 Secondary, Junior High School
SY: 2017-2018 SY: 2018-2019 SY: 2019-2020 SY: 2020-2021 SY: 2021-2022
Grade Level
Grade VII
Grade VIII
Grade IX
Grade X
Grand Total

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B.7.3 Secondary, Senior High School
SY: 2017-2018 SY: 2018-2019 SY: 2019-2020 SY: 2020-2021 SY: 2021-2022
Grade Level
ACADEMIC
* GAS
Grade XI
Grade XII
Total
* ABM
Grade XI
Grade XII
Total
* HUMSS
Grade XI
Grade XII
Total
* STEM
Grade XI
Grade XII
Total
TVL
* AFA
Grade XI
Grade XII
Total
* HE
Grade XI
Grade XII
Total
* IA
Grade XI
Grade XII
Total
SPA
Grade XI
Grade XII
Total
SPORTS
Grade XI
Grade XII
Total
OVERALL
Grade XI
Grade XII
GRAND TOTAL
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B.8 School Leaver Rate by Gender, SY: 2017-2018, SY: 2018-2019,

SY: 2019-2020, SY: 2020-2021, SY: 2021-2022
School Leaver Rate is internationally known as the dropout rate. This covers both the learners
who did not finish a particular grade level as well as those who finish but fail to enroll in the next grade
level the following school year.
SLR = [(BOSY Enrollment Previous SY - Repeaters Previous SY) - (BOSY Enrollment Current
SY - Repeaters Current SY)] divided by (BOSY Enrollment Previous SY) multiplied by
100%
B.8.1 Elementary
BOSY Enrollment Repeaters BOSY Enrollment Repeaters Current School Leaver

School Year Previous SY Previous SY Current SY SY Rate
SY: 2017-2018
SY: 2018-2019
SY: 2019-2020
SY: 2020-2021
SY: 2021-2022

SY: 2017-2018
SY: 2018-2019
SY: 2019-2020
SY: 2020-2021
SY: 2021-2022
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SY: 2017-2018
SY: 2018-2019
SY: 2019-2020
SY: 2020-2021
SY: 2021-2022
B.9 Retention Rate by Gender, SY: 2018-2019, SY: 2019-2020, SY: 2020-2021,SY:2021-
2022, SY:2022-2023
Retention Rate:
Elementary:
RR = (Total Enrollment Grades 1 to 6 Current SY divided by Total Enrollment Kinder to Grade
5 Previous SY) multiplied by 100%
Junior High School:
RR = (Total Enrollment Grades 8 to 10 Current SY divided by Total Enrollment Grades 7 to 9
Previous SY) multiplied by 100%
Senior High School:

RR = (Total Enrollment Grade 12 Current SY divided by Total Enrollment Grade 11 Previous
SY) multiplied by 100%
B.9.1 Elementary
Total Enrollment Grade 1 to 6 Total Enrollment Kinder to

Retention Rate
School Year (Current SY) Grade 5 (Previous SY)
M F T M F T M F T
SY: 2018-2019
SY: 2019-2020
SY: 2020-2021
SY: 2021-2022
SY: 2022-2023
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Total Enrollment Grade 8 to 10 Total Enrollment Grade 7 to 9

Retention Rate
Grade Level (Current SY) (Previous SY)
M F T M F T M F T
SY: 2018-2019
SY: 2019-2020
SY: 2020-2021
SY: 2021-2022
SY: 2022-2023
Total Enrollment Grade 12 Total Enrollment Grade 11

Retention Rate
Grade Level (Current SY) (Previous SY)
M F T M F T M F T
SY: 2018-2019
SY: 2019-2020
SY: 2020-2021
SY: 2021-2022
SY: 2022-2023
B.10 Transition Rate by Gender, SY: 2022 - 2023
Special Focus/Discussion:
- Transition from Grade 6 to 7, Grade 10 to 11. Data will show a significant number of learners
failed to transition from one level to the other. This section should be able to describe these
phenomenons.
Transition Rate assesses the extent by which learners are able to move to the next higher level
of education. It indicates the degree of access to the next higher level measuring the upward mobility in
educational hierarchy. A high transition rate indicates a high access or transition from one level of
education to the next level.
Kindergarten to Grade 1:
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TR = (Grade 1 Enrollment Current SY - Kinder Enrollment Previous SY) divided by (Kinder
Enrollment Previous SY) multiplied by 100%
Grade 3 to Grade 4:
TR = (Grade 4 Enrollment Current SY) subtracted by (Grade 3 Enrollment Previous SY) divided
by (Grade 3 Enrollment Previous SY) multiplied by 100%
Grade 6 to Grade 7:
TR = (Grade 7 Enrollment Current SY) subtracted by (Grade 6 Enrollment Catchment Areas
Previous SY) divided by (Grade 6 Enrollment Catchment Areas Previous SY) multiplied
by 100%
Grade 10 to Grade 11:
TR = (Grade 11 Enrollment Current SY) subtracted by (Grade 10 Enrollment Catchment Areas
Previous SY) divided by (Grade 10 Enrollment Catchment Areas Previous SY)
multiplied by 100%
Grade 11 to Grade 12:
TR = (Grade 12 Enrollment Current SY) subtracted by (Grade 11 Enrollment Previous SY)
divided by (Grade 11 Enrollment Previous SY) multiplied by 100%
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
SY: 2019-2020
SY: 2020-2021
SY: 2021-2022
SY: 2022-2023
B.9.1b Elementary, Grade 3 to Grade 4
Grade 4 Enrollment Grade 3 Enrollment

SY: 2018-2019
SY: 2019-2020
SY: 2020-2021
SY: 2021-2022
SY: 2022-2023
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B.9.2. Secondary Junior High School, Grade 6 to Grade 7
Grade 6 Enrollment
Grade 7 Enrollment
Previous SY Variance Transition Rate
School Year Current SY
(Catchment Areas)
SY: 2018-2019
SY: 2019-2020
SY: 2020-2021
SY: 2021-2022
SY: 2022-2023
B.9.3a Secondary Senior High School, Grade 10 to Grade 11

Sex Variance Transition Rate
SY: 2022-2023 SY: 2021-2022
Male
Female
Total
B.9.3b Secondary Senior High School, Grade 11 to Grade 12

SY: 2018-2019
SY: 2019-2020
SY: 2020-2021
SY: 2021-2022
SY: 2022-2023
- Senior High School. Includes discussion of present and future demands under SHS
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C. Quality
C.1 Reading Assessment Result: Early Grade Reading Assessment (EGRA)

Highlight discussion on curriculum coverage, contact time, instructional supervision, pedagogy, etc.
Show (table) and discuss overall performance

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 10 5 15 4 4 5 2
Grade 1 10 11 21 12 6 3 0
Grade 2 6 3 9 3 6 0 0
Grade 3 10 13 23 9 6 8 0
Total
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 10 5 15 0 0 3 5 3 4
Grade 1 10 11 21 8 12 0 0 0 1
Grade 2 6 3 9 6 2 0 1 0 0
Grade 3 10 13 23 18 2 1 2 0 0
Total
Table C.1c Reading Assessment Result: EGRA by Grade Level, Component 3a
Grade Pupils Tested Component 3a (Letter Sound Knowledge)

Kinder 10 5 15 0 0 3 4 4 4
Grade 1 10 11 21 10 9 0 1 1 0
Grade 2 6 3 9 4 4 0 1 0 0
Grade 3 10 13 23 13 4 2 4 0 0
Total
Table C.1d Reading Assessment Result: EGRA by Grade Level, Component 3b

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Grade Pupils Tested Component 3a (Letter Sound Knowledge)

Placement Male Female Total 10 8-9 6-7 4-5 1-3 DC
Kinder 10 5 15 0 3 2 4 4 2
Grade 1 10 11 21 10 5 5 1 0 0
Grade 2 6 3 9 3 5 0 1 0 0
Grade 3 10 13 23 6 7 3 6 1 0
Total
Table C.1e Reading Assessment Result: EGRA by Grade Level, Component 4
Grade Pupils Tested Component 4 (Familiar Word Reading)

Kinder 10 5 15 0 2 3 4 2 4
Grade 1 10 11 21 10 6 3 1 0 1
Grade 2 6 3 9 2 2 3 2 0 0
Grade 3 10 13 23 0 2 3 4 2 4
Table C.1f Reading Assessment Result: EGRA by Grade Level, Component 5
Grade Pupils Tested Component 5 (Invented Word Decoding)

Kinder 10 5 15 0 0 0 3 5 7
Grade 1 10 11 21 10 7 3 0 0 1
Grade 2 6 3 9 1 4 2 1 0 1
Grade 3 10 13 23 15 3 5 0 0 0
Total
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 10 5 15 0 0 0 0 2 3 10
Grade 1 10 11 21 1 7 8 3 1 1 0
Grade 2 6 3 9 0 2 2 2 1 2 0
Grade 3 10 13 23 2 10 10 1 0 0 0
Total
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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 10 5 15 0 0 0 3 4 3 5
Grade 1 10 11 21 0 5 7 7 2 0 0
Grade 2 6 3 9 0 6 2 1 0 0 0
Grade 3 10 13 23 0 4 7 5 5 2 0
Total
`
C.2 Philippine Informal Reading Inventory Results in English and Filipino (Pretest), SY: 2022-
2023
Table C.2a Grade 4-6 Phil-IRI English
Learners
Non-Reader Frustration Instructional Independent
Grade Level Tested
Grade 4 0 0 0 4 7 11 2 2 4 0 0 0
Grade 5 0 0 0 7 5 12 1 1 2 0 0 0
Grade 6 0 0 0 5 8 13 1 0 1 0 0 0
Total
Table C.2b Grade 4-6 Phil-IRI Filipino
Learners
Grade Level Tested
Grade 4 0 0 0 4 6 10 2 4 6 2 3 5
Grade 5 0 0 0 5 3 8 2 2 4 1 1 2
Grade 6 0 0 0 4 4 8 2 4 6 0 0 0
Total

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Table C.2c Secondary Junior HS Phil-IRI English
Learners
Grade Level Tested
Grade 7
Grade 8
Grade 9
Grade 10
Total
Table C.2d Secondary Junior HS Phil-IRI Filipino
Learners
Grade Level Tested
Grade 7
Grade 8
Grade 9
Grade 10
Total
Table C.2e Secondary Senior HS Phil-IRI English
Learners
Grade Level Tested
Grade 11
Grade 12
Total
Table C.2d Secondary Junior HS Phil-IRI Filipino

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Learners
Grade Level Tested
Grade 11
Grade 12
Total
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
Note in writing interpretations:

* Highlight “high” performance
* Discuss ‘low” performance
- show where - Grade level, groups of learners
- discuss explain practices
- discuss past interventions
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
Filipino
English
Mathematics
Science
Araling Panlipunan
Edukasyon sa Pagpapakatao
EPP/TLE
MAPEH
Average
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Table C.3b Comparative MPS - Secondary Junior High School
SY: 2018- SY: 2019- SY: 2020- SY: 2021- Q1, SY:
Learning Area
2019 2020 2021 2022 2022-2023
Filipino 65.4 68.17 65.49 69 65.5
English 64.81 66.44 67.30 68 68.5
Mathematics 51.65 55.4 64.3 65.18 54
Science 60.5 70 68.50 67.12 64.5
Araling Panlipunan 64.3 72.3 71.23 73.00 63.6
Edukasyon sa Pagpapakatao 70.25 69.8 70.45 65.80 64
TLE 72 72.55 73.45 77.23 72.3
MAPEH 73.49 74.9 75.81 77.00 73
Average 65.3 68.70 69.57 70.29 65.68
Average MPS per subject area = (Sum of the MPS for Quarters 1 to 4 divided by 4)
Table C.3b Comparative MPS - Secondary Senior High School Grade 11
SY: 2018- SY: 2019- SY: 2020- SY: 2021- Q1, SY:
Learning Area
2019 2020 2021 2022 2022-2023
First Semester
Core Subjects
English 1 65.4 60.48 64.3 67.57 65.78
Filipino 1 64.81 66.44 67.30 68 68.5
General Mathematics 54.67 60.45 58.78 63.45 59.00
Earth & Life Science 65.34 68.89 70.23 72.67 68.80
21st CL 64.78 68.56 74.5 73.60 68.60
PE 1 74.30 73.89 75.00 74.34 72.58
Applied Subjects
English A 63.34 64.5 67.89 66.50 62.55
Specialization
Specialized Subject 1 65.34 68.89 70.23 72.67 68.80
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Second Semester
Core Subjects
English 2 63.23 67.78 69.00 64.55 64.90
Filipino 2 65.00 64.68 70.00 72.30 68.58
Statistics 56.79 54.67 60.80 63.7 55.90
Physical Science 70.50 68.89 71.53 68.98 69.00
PE 2 70.56 72.56 72.89 75.90 74.00
Applied Subjects
Empowerment Technology 72.00 73.60 70.97 78.00 73.76
Practical Research 1 65.00 67.30 65.87 76.90 65.78
Specialization
Table C.3b Comparative MPS - Secondary Senior High School Grade 12
SY: 2018- SY: 2019- SY: 2020- SY: 2021- Q1, SY:
Learning Area
2019 2020 2021 2022 2022-2023
First Semester
Core Subjects
Intro to Philosophy 64.57 65.70 65.00 68.56 65.78
MIL 70.4 73.67 69.00 74.00 72.30
UnCuSP 68.90 70.37 70.00 68.89 65.78
PE 3 74.80 75.56 75.00 74.60 71.67
Applied Subjects
FPL 67.00 65.78 69.53 71.00 70.00
Practical Research 2 54.78 63.90 67.90 69.76 70.80
Specialization
Second Semester
Core Subjects
PerDev 65.34 68.89 70.23 72.67 68.80
CPAR 67.8 69.56 70.67 72.9 69.8
PE 4 73.89 75.80 76.45 78.6 76.00
Applied Subjects
Entrepreneurship 67.8 70.00 75.89 75.00 69.00
3Is 65.80 65.00 69.00 70.45 65.90
Specialization
Specialized Subject 3 73.56 74 75.00 75.00 74.7
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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
Filipino
English
Mathematics
Science
Araling Panlipunan
EPP/TLE
MAPEH
Average
Table C.4b Division Achievement Test (DAT) MPS by Learning Area by Grade Level - Secondary
Learning Area Grade 7 Grade 8 Grade 9 Grade 10 Average

Filipino 65.7 65.00 62.9 68.00 65.4
English 60.5 68.56 65.8 69.00 65.97
Mathematics 50.57 56.8 53.9 56.9 54.54
Science 64.6 65.80 70.6 71.5 68.12
Araling Panlipunan 60.6 64.8 67.9 63.8 64.32
Edukasyon sa Pagpapakatao 65.8 64.9 70.6 75.80 69.28
TLE 74.9 75.8 74.6 76.9 75.55
MAPEH 70.60 68.9 69.00 70.00 69.63
Average 64.16 66.32 66.9 68.99 67.01
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Table C.4c Division Achievement Test (DAT) MPS by Learning Area - Secondary Senior High School
Learning Area Grade 11 Grade 12

Second Semester
Core Subjects
Core Subject 1 65.8 70.5
Core Subject 2 68.00 76.7
PE 70.00 75
Applied Subjects
Applied Subject 1 64.9 74
Applied Subject 2 65.9 75
Specialization
Specialized Subject 1 70.3 73.9
Specialized Subject 2 74 74
Specialized Subject 3 74.7 75
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
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Limited
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.5c Grade 10
Limited
F2F
English 40.42 35.92 43.08
Math 31.08 26.67 32.42
Science 39.58 32.92 41.50
Filipino 59.42 47.83 61.33
Araling Panlipunan 46.58 38.50 49.00
TLE 41.67 35.33 43.63
MAPEH 47.17 42.92 51.17
EsP 66.17 55.82 70.17
Overall 49.04
Table C.5d Grade 12
Limited
F2F
English 50.83 46.17 48.50
Math 29.50 33.17 31.33
Science 40.00 38.67 39.33
Filipino 46.83 47.83 47.33
HUMSS 51.17 51.50 51.33
TVL 48.50 43.83 46.17
HOPE 47.00 48.50 47.75
Overall 44.54
Write comparison of the results in RAT, DAT, and School MPS. Discuss on the variance and
the possible reasons for it.
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
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Level of Proficiency will be based on the numerical grades earned by the learners in a
particular quarter and at the end of the school year. The general average of the final grades of the
different learning areas shall also be expressed in terms of levels of proficiency.
Beginning (B) = 74% and below

Developing (D) = 75 to 79%
Approaching Proficiency (AP) = 80 to 84%
Proficient (P) = 85 to 89%
Advanced (A) = 90% and above
Table C.6a Elementary
SY: 2017 - SY: 2018 - SY: 2019 - SY: 2020 - SY: 2021 -
Learning Area 2018 2019 2020 2021 2022
MTB (G1-G3)
Filipino (G1-G6)
English (G1-G6)
Math (G1-G6)
Science (G3-G6)
Araling Panlipunan (G1-G6)
EsP (G1-G6)
EPP/TLE (G4-G6)
MAPEH (G1-G6)
Table C.6b Secondary Junior High School
SY: 2017 - SY: 2018 - SY: 2019 - SY: 2020 - SY: 2021 -
Learning Area 2018 2019 2020 2021 2022
Filipino AP AP P P P
English AP AP P P P
Math AP AP AP AP AP
Science AP AP AP AP AP
Ar Pan AP AP P P P
EsP P P P P P
EPP/TLE P P P P P
MAPEH P P P P P
Table C.6c Secondary Senior High School
SY: 2017 - 2018 SY: 2018 - 2019 SY: 2019 - 2020 SY: 2020 - 2021
Learning Area
G11 G12 G11 G12 G11 G12 G11 G12
First Semester
Core Subjects
Core Subject 1 AP AP P P P AP AP P
Core Subject 2 AP AP P P P AP AP P
Core Subject 3 AP AP AP AP P P AP P
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PE P P P P P P P P
Applied Subjects
Applied Subject 1 AP AP AP AP AP AP AP AP
Applied Subject 2 AP AP P P AP AP AP P
Specialization
Specialized Subject 1 P P P P P P P P
Second Semester
Core Subjects
Core Subject 1 AP AP AP AP P P AP P
Core Subject 2 AP AP AP APA AP P AP AP
PE P P P P P P P P
Applied Subjects
Applied Subject 1 AP AP AP P P AP AP P
Applied Subject 2 AP AP AP AP P P P P
Specialization
In writing interpretation, compare the number of learners achieving the minimum level of
proficiency against the enrollment per year.
D. INCLUSION/EQUITY
Analysis of issues on inclusion programs or initiatives. Specifically, this section will cover learners in
disadvantaged sectors like learners with disabilities, working children and youth, street children,
children in conflict, indigenous people’s etc. This section will:
i. identify and describe these learners in disadvantaged sector.
ii. describe the challenges they are face in accessing basic education
iii. explain the strength or weaknesses of past interventions or programs/projects/activities or

practice in relation to reading
iv. discuss potential problems if performance issues are not addressed (if necessary).
E. RESILIENCE AND WELL-BEING
Analysis of nutritional status of learners, incidence of bullying, school hazards, mental and
psychosocial condition including security and peace and order situation
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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
Grade I
Grade II
Grade III
Grade IV
Grade V
Grade VI
Total
E.1.b Secondary Junior High School
Learners
Enrollment Taken
Level Weighed
Grade VII
Grade VIII
Grade IX
Grade X
Total
E.1.c Secondary Senior High School
Learners
Enrollment Taken
Level Weighed
Grade XI
Grade XII
Total
E.2 Cases of Illness of Learners
E.3 Incidence of Bullying

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E.4 School Hazards
E.5 Mental and Psychosocial Condition
E.6 Status of Peace and Order Situation
F. GOVERNANCE
May include school resources analysis on human resources, school resources, and
development prospects. Basic ratios may be presented and teacher performance, SBM practice, and
partnerships, among others. Discuss in this section the governance issues encountered by the school
for the last 3 years.
G. OTHER UNIQUE CONCERNS
It may include very unique issues that are not captured in the 4 pillars.
IV. PLAN
A. 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 by Gender
Net Enrollment Rate
Enrollment of School-Age Children
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Net Intake Rate
Kindergarten Enrollment
Percentage mapped 5-year old in school
Percentage mapped School-aged children in school
IO1.2 - All learners stay in school
Retention Rate
Simple Dropout Rate
School Leaver Rate
IO1.3 - All learners transition to the next key stage
Transition Rate
Transition: Kinder to Grade 1
IO1.4 - All out -of-school children and youth participate in formal or non-formal basic education learning
opportunities
Participation Rate of OSC and OSY
ALS Completion Rate
Note:
Out of School Children( (OSC) is defined as persons aged 6-14 years who are not attending school
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)
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
Elem: Percentage of Disparity in Transition rate
Sec: Percentage of Disparity in Transition Rate
Retention Rate of Learners from GIDA
Reading Literacy: Percentage of Learners with at least the
minimum level of proficiency
Numeracy: Percentage of learners with at least the minimum
of level of proficiency
21st Century Skills: Percentage of learners with at least the
minimum level of proficiency
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Baseline
Indicator 2023 2024 2025
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 at independent reading level
Percentage of learners are numerates
Percentage of learners achieving at the least minimum level
of proficiency
* MTB - MLE
* Filipino
* English
* Mathematics
* Science
* Araling Panlipunan
* Edukasyon sa Pagpapakatao
* EPP/TLE
* MAPEH
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
Graduation Rate
Repetition Rate

of proficiency
* MTB - MLE
* Filipino
* English
* Mathematics
* Science
* EPP/TLE
* MAPEH
Mean Percentage Score
* MTB - MLE
* Filipino
* English
* Mathematics
* Science
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* EPP/TLE
* MAPEH
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
of proficiency
Completion Rate
Repetition Rate
Mean Percentage Score
Mother-Tongue
English
Filipino
Mathematics
Science
Araling Panlipunan
TLE
MAPEH
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
Graduation Rate
Repetition Rate

of proficiency
Grade 11
First Semester
Core Subjects
Core Subject 1
Core Subject 2
Core Subject 3
PE
Applied Subjects
Applied Subject 1
Applied Subject 2
Specialization
Specialized Subject 1
Second Semester
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Core Subjects
Core Subject 1
Core Subject 2
PE
Applied Subjects
Applied Subject 1
Applied Subject 2
Specialization
Grade 12
First Semester
Core Subjects
Core Subject 1
Core Subject 2
Core Subject 3
PE
Applied Subjects
Applied Subject 1
Applied Subject 2
Specialization
Second Semester
Core Subjects
Core Subject 1
Core Subject 2
PE
Applied Subjects
Applied Subject 1
Applied Subject 2
Specialization
Percentage of SHS Graduates who are in:

* College
* At Work
* In Entrepreneurship
Percentage of learners with NC
IO3.5 - Learners in the Alternative Learning System attain certification as Elementary or Junior High School
completers
No. of completers in BLP
No. of completers in Elementary
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No. of completers in Junior High School
No. of Presentation Portfolio Assessment Passers
No. of Revalida/A&E Passers
Baseline
Indicator 2023 2024 2025
Data
Pillar 4. RESILIENCE 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
Learners satisfaction rating on Rights-based Education
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
Safety Seal Certificate
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-
induced hazards
School hazards
Strategy 4. Ensure learning continuity in the aftermath of a disaster or emergency

Flexible learning options
Strategy 5. Protect education investments from the impacts of natural and human-induced hazards
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
Nutritional Status
Cases of Illness
Health Statistics
Strategy 7. Nurturing and protecting learners’ mental and psychosocial health
Incidence of Bullying
Strategy 8. Promoting learners’ psychosocial and emotional development

Physical Fitness level
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
School Based Management Level of Practice
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EM2. All personnel are resilient, competent, and continuously improving

OPCRF Rating
EM3. Ideal learning environment and adequate learning resources for learners ensured
Learner-Classroom Ratio
Learner-Teacher Ratio
Learner-Seat Ratio
Child Friendly School Program
Learning Resources
Learners Materials
Connection to Electricity
Connection to Internet
Availability of Water
Utility services
EM4. Improve and modernize internal systems and processes for a responsive and efficient financial
resource management
MOOE Utilization
Other Funds Utilization
EM5. Strengthen active collaboration with key stakeholders

Functional SGC
Stakeholders Participation
Resource Generation
EM6. Strengthen the public-private complementarity
B. Annual Implementation Plan

(Use excel file for this part)
V. MONITORING AND EVALUATION

(Use excel file for this part)
All activities identified in the Annual Implementation Plan shall appear also in the Monitoring and
Evaluation Plan
Notes:
1. Follow the “No Spacing” format of every paragraph.
2. Font style: Arial Narrow; Font color: Black; Font size: Narratives = 12, Data and Tables = 11.
3. Observe one space after every paragraph, and two spaces after every section or as
adjustments be made when doing Face Validity.
4. Do not separate the interpretations to its corresponding table in a page if possible.
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5. For tables that have a long array of data, divide proportionately the rows of the table and its
interpretation in the pages it may occupy whenever possible.
6. Remove all instructions in font color red when you finalize this document.
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Republic of the Philippines

* What is SIP? Who asked for it?

This plan is anchored on the rationale that:

* What are the objectives of your SIP?

II. DEPED’S VISION, MISSION AND CORE VALUES

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

Do the same for the DepEd Mission.

● For the DepEd Core Values ask,

Learners manifest the following:

Learners manifest the following:

Learners manifest the following:

Learners manifest the following:

III. SCHOOL’S CURRENT SITUATION

A. Introducing the School

Context, and/or unique environment the School is operating

* Location and catchment areas/Immediate community

Note in writing interpretations:

Write your interpretation of the table

B.1.2 Secondary Junior High School

Write your interpretation of the table

B.1.3 Secondary Senior High School

Write your interpretation of the table

B.1.4 Secondary JHS and SHS Overall Enrollment

B.2.1 Non-Graded, Kindergarten

In Community In School Variance

Write interpretation of the table

B.2.2 Graded, Grades 1 to 6

In Community In School Variance

Write interpretation of the table

B.2.3 Junior High School

In Community In School Variance

Write interpretation of the table

B.2.4 Senior High School

In Community In School Variance

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

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

Situations Male Female Total

Write interpretation of the table

B.4 Children with Disabilities

Table B.4 Enrollment of Children with Disabilities

Situations Male Female Total

Write interpretation of the table

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

Situation Male Female Total

Write interpretation of the table

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

Table B.6 MADRASAH Enrollment by Sex, SY: 2022-2023

Write interpretation of the table

SDR = (Dropout EOSY divided by Enrollment BOSY) multiplied by 100%

Write your interpretation of the table

B.7.2 Secondary, Junior High School

Write interpretation of the table

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 Current School Leaver

Write your interpretation of the table

B.8.2 Secondary, Junior High School

BOSY Enrollment Repeaters BOSY Enrollment Repeaters Current School Leaver