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VI. RISK MANAGEMENT PLAN

IDENTIFIED RISK SEVERITY

Probability Impact
Risk High/ High/ Overall Mitigation
Institutional Risk
Categories Medium/ Medium/ Rate Strategies
Low Low

Change of education Realign plans with

priorities by the new the priorities of the
Strategic Medium (3) High (5) 4
administration in 2022 new administration

Occurrence of man-made Strengthen the

or natural calamities implementation of
and/or health the disaster risk
emergencies that would Operational Medium (3) High (5) 4 reduction
disrupt operation of the management and
SDO and schools. safety protocols

Capacitate the
Non-compliance with
School Bids and
existing laws, rules and
Awards Committee
regulations on
Medium (3) High (4) 3.5 on the laws
procurement. Financial
governing
Medium (3) Medium (3) 3 procurement.
Lack of funds to support
Solicit support
capital outlay.
from stakeholders

Formulate local
Absence or late issuance
policy guidelines to
of policy guidelines to
address the issue.
support decisions Legislative/
Medium (4) High (4) 4 Provide policy
regarding operations in Legal
recommendations
the SDO and schools.
to RO.

Continuously
monitor the safe
Failure of schools to
Reputation operations of
sustain safe operations. Low (3) Medium (3) 3
al schools in all
sectors.

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II. SCHOOL’S CURRENT SITUATION

A. INTRODUCTION

PICTURE: FAÇADE OF YOUR SCHOOL

Description of the school which may include but not limited to size, curricular offering,
location and catchment areas, environment and socio-economic conditions, physical
environment, immediate community and linkages.

Include the data generated from the school survey conducted. Do not use hula-hula
data. This is a sentence. This is a sentence. This is a sentence. This is a sentence. This is a
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sentence. This is a sentence.

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a sentence. This is a sentence. This is a sentence. This is a sentence. This is a sentence.
This is a sentence. This is a sentence. This is a sentence. This is a sentence. This is a
sentence. This is a sentence. This is a sentence. This is a sentence. This is a sentence. This
is a sentence. This is a sentence.

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a sentence. This is a sentence. This is a sentence. This is a sentence. This is a sentence.
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sentence. This is a sentence. This is a sentence. This is a sentence. This is a sentence. This
is a sentence. This is a sentence.

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a sentence. This is a sentence. This is a sentence. This is a sentence. This is a sentence.

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This is a sentence. This is a sentence. This is a sentence. This is a sentence. This is a

sentence. This is a sentence. This is a sentence. This is a sentence. This is a sentence. This
is a sentence.
B. SCHOOL PERFORMANCE ON ACCESS

Present the historical actual enrolment trends in the past 6 years. Make an analysis
based on the data. This is a sentence. This is a sentence. This is a sentence. This is a
sentence. This is a sentence. This is a sentence. This is a sentence. This is a sentence. This
is a sentence. This is a sentence. This is a sentence. This is a sentence. This is a sentence.

Graphical presentation of historical enrollment in the past 6 years. Use line graph.

For elementary school, present the net intake rate (5 years old children located in the
catchment area), dropout rate per level, school leaver rate and transition rate.

For secondary school, present the dropout rate per level, school leaver rate and
transition rate. Make analysis on the trend of data. Then present it through graphical
presentation.

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a sentence. This is a sentence. This is a sentence. This is a sentence. This is a sentence.
This is a sentence. This is a sentence. This is a sentence. This is a sentence. This is a
sentence.

Graphical presentation of net intake rate for elem in the past 6 years. Use line graph.

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Explain the significant information based on the data. Refrain from describing the graphical
presentation. 5-7 sentences only

Graphical presentation of school leaver in the past 6 years. Use line graph.

Explain the significant information based on the data. Refrain from describing the graphical
presentation. 5-7 sentences only

Graphical presentation of transition rate in the past 6 years. Use line graph.

Explain the significant information based on the data. Refrain from describing the graphical
presentation. 5-7 sentences only

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Present your SWOT ANALYSIS on ACCESS

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C. SCHOOL PERFORMANCE ON QUALITY

READING PROFICIENCIES/COMPETENCIES

Present and describe the level of reading competencies of all learners. Show the
group of high and low performers. Provide explanation of causes (internal and external
factors). Explain the strength and weaknesses of past interventions or programs, projects and
activities in relation to reading. Discuss potential problems if performance issues are not
addressed if necessary.

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a sentence. This is a sentence. This is a sentence. This is a sentence. This is a sentence.
This is a sentence. This is a sentence. This is a sentence. This is a sentence. This is a
sentence. This is a sentence. This is a sentence. This is a sentence. This is a sentence. This
is a sentence. This is a sentence. This is a sentence. This is a sentence. This is a sentence.
This is a sentence. This is a sentence. This is a sentence. This is a sentence. This is a
sentence. This is a sentence. This is a sentence. This is a sentence. This is a sentence. This
is a sentence. This is a sentence. This is a sentence. This is a sentence. This is a sentence.
This is a sentence. This is a sentence. This is a sentence.

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a sentence. This is a sentence. This is a sentence. This is a sentence. This is a sentence.
This is a sentence. This is a sentence. This is a sentence. This is a sentence. This is a
sentence. This is a sentence. This is a sentence. This is a sentence. This is a sentence. This
is a sentence. This is a sentence. This is a sentence. This is a sentence. This is a sentence.
This is a sentence. This is a sentence. This is a sentence. This is a sentence. This is a
sentence. This is a sentence. This is a sentence. This is a sentence. This is a sentence. This
is a sentence. This is a sentence. This is a sentence. This is a sentence. This is a sentence.
This is a sentence. This is a sentence. This is a sentence.

Graphical presentation of high and low performers by level and by sex. Use stack bar
chart.

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LEARNING STANDARDS/PERFORMANCE/REGIONAL DIAGNOSTIC ASSESSMENT

Present and describe the performance of all learners in the NAT/RDA by subject by
group/grade. Show the group/grade level in high and low performance. Provide explanation of
causes (internal and external factors). Explain the strength and weaknesses of past
interventions or programs, projects and activities in relation to reading. Discuss potential
problems if performance issues are not addressed if necessary.

This is a sentence. This is a sentence. This is a sentence. This is a sentence. This is

a sentence. This is a sentence. This is a sentence. This is a sentence. This is a sentence.
This is a sentence. This is a sentence. This is a sentence. This is a sentence. This is a
sentence. This is a sentence. This is a sentence. This is a sentence. This is a sentence. This
is a sentence. This is a sentence. This is a sentence. This is a sentence. This is a sentence.
This is a sentence. This is a sentence. This is a sentence. This is a sentence. This is a
sentence. This is a sentence. This is a sentence. This is a sentence. This is a sentence. This
is a sentence. This is a sentence. This is a sentence. This is a sentence. This is a sentence.
This is a sentence. This is a sentence. This is a sentence.

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a sentence. This is a sentence. This is a sentence. This is a sentence. This is a sentence.
This is a sentence. This is a sentence. This is a sentence. This is a sentence. This is a
sentence. This is a sentence. This is a sentence. This is a sentence. This is a sentence. This
is a sentence. This is a sentence. This is a sentence. This is a sentence. This is a sentence.
This is a sentence. This is a sentence. This is a sentence. This is a sentence. This is a
sentence. This is a sentence. This is a sentence. This is a sentence. This is a sentence. This
is a sentence. This is a sentence. This is a sentence. This is a sentence. This is a sentence.
This is a sentence. This is a sentence. This is a sentence.

Graphical presentation of high and low performers by level and by sex. Use stack bar
chart.

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Present your SWOT ANALYSIS on QUALITY

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SCHOOL CONCERNS ON EQUITY AND INCLUSION

Present the analysis on inclusion programs or initiatives. This is a sentence. This is a

sentence. This is a sentence. This is a sentence. This is a sentence. This is a sentence. This
is a sentence. This is a sentence. This is a sentence. This is a sentence. This is a sentence.
This is a sentence. This is a sentence. This is a sentence. This is a sentence. This is a
sentence. This is a sentence. This is a sentence. This is a sentence. This is a sentence.

This is a sentence. This is a sentence. This is a sentence. This is a sentence. This is

a sentence. This is a sentence. This is a sentence. This is a sentence. This is a sentence.
This is a sentence. This is a sentence. This is a sentence. This is a sentence. This is a
sentence. This is a sentence. This is a sentence. This is a sentence. This is a sentence. This
is a sentence. This is a sentence.

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a sentence. This is a sentence. This is a sentence. This is a sentence. This is a sentence.
This is a sentence. This is a sentence. This is a sentence. This is a sentence. This is a
sentence. This is a sentence. This is a sentence. This is a sentence. This is a sentence. This
is a sentence. This is a sentence.

Picture showing equity and inclusion.

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Present your SWOT ANALYSIS on EQUITY AND INCLUSION

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SCHOOL CONCERNS ON RESILIENCE AND WELL-BEING

NUTRITIONAL STATUS

Analysis of nutritional status of learners. This is a sentence. This is a sentence. This

is a sentence. This is a sentence. This is a sentence. This is a sentence. This is a sentence.
This is a sentence. This is a sentence. This is a sentence. This is a sentence. This is a
sentence. This is a sentence. This is a sentence. This is a sentence. This is a sentence. This
is a sentence. This is a sentence. This is a sentence. This is a sentence. This is a sentence.
This is a sentence. This is a sentence. This is a sentence. This is a sentence. This is a
sentence. This is a sentence. This is a sentence. This is a sentence. This is a sentence. This
is a sentence. This is a sentence. This is a sentence. This is a sentence. This is a sentence.
This is a sentence. This is a sentence. This is a sentence. This is a sentence. This is a
sentence.

Graphical presentation of nutritional status of learners per grade level and by sex. In
the past 6 years.

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a sentence. This is a sentence. This is a sentence. This is a sentence. This is a sentence.
This is a sentence. This is a sentence. This is a sentence. This is a sentence. This is a
sentence. This is a sentence. This is a sentence. This is a sentence. This is a sentence. This
is a sentence. This is a sentence.

Graphical presentation of School Based Feeding Program

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INCIDENCE OF BULLYING

Analysis of incidence of bullying. This is a sentence. This is a sentence. This is a

sentence. This is a sentence. This is a sentence. This is a sentence. This is a sentence. This
is a sentence. This is a sentence. This is a sentence. This is a sentence. This is a sentence.
This is a sentence. This is a sentence. This is a sentence. This is a sentence.

Analysis of incidence of bullying. This is a sentence. This is a sentence. This is a

sentence. This is a sentence. This is a sentence. This is a sentence. This is a sentence. This
is a sentence. This is a sentence. This is a sentence. This is a sentence. This is a sentence.
This is a sentence. This is a sentence. This is a sentence. This is a sentence.

Graphical presentation of incidence of bullying by level, and by sex

SCHOOL HAZARDS

Analysis of school hazards. This is a sentence. This is a sentence. This is a

sentence. This is a sentence. This is a sentence. This is a sentence. This is a sentence. This
is a sentence. This is a sentence. This is a sentence. This is a sentence. This is a sentence.
This is a sentence. This is a sentence. This is a sentence. This is a sentence.

Analysis of school hazards. This is a sentence. This is a sentence. This is a

sentence. This is a sentence. This is a sentence. This is a sentence. This is a sentence. This
is a sentence. This is a sentence. This is a sentence. This is a sentence. This is a sentence.
This is a sentence. This is a sentence. This is a sentence. This is a sentence.

Graphical presentation of incidence of school hazards.

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MENTAL AND PSYCHOSOCIAL CONDITION

Analysis of mental and psychological conditions of learners. This is a sentence. This

is a sentence. This is a sentence. This is a sentence. This is a sentence. This is a sentence.
This is a sentence. This is a sentence. This is a sentence. This is a sentence. This is a
sentence. This is a sentence. This is a sentence. This is a sentence. This is a sentence. This
is a sentence.

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a sentence. This is a sentence. This is a sentence. This is a sentence. This is a sentence.
This is a sentence. This is a sentence. This is a sentence. This is a sentence. This is a
sentence. This is a sentence. This is a sentence.

Infographics on mental and psychological conditions of learners

SECURITY AND PEACE AND ORDER

Analysis on school security and peace and order. This is a sentence. This is a
sentence. This is a sentence. This is a sentence. This is a sentence. This is a sentence. This
is a sentence. This is a sentence. This is a sentence. This is a sentence. This is a sentence.
This is a sentence. This is a sentence. This is a sentence. This is a sentence. This is a
sentence.

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a sentence. This is a sentence. This is a sentence. This is a sentence. This is a sentence.
This is a sentence. This is a sentence. This is a sentence. This is a sentence. This is a
sentence. This is a sentence. This is a sentence.

Infographics on security and peace and order in school

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SCHOOL CONCERNS ON GOVERNANCE

HUMAN RESOURCES
Present the analysis on human resources. Use your inventory of teaching and non-teaching
personnel in your school in the past 6 years.

Graphical presentation of teaching and non-teaching personnel in the past 6 years.

By sex. Use stack bar chart.

SCHOOL RESOURCES
Present the analysis of school resources. Use your inventory of crucial resources in your
school in the past 6 years.

Graphical presentation of crucial resources. (classroom) in the past 6 years.

Graphical presentation of crucial resources. (seats) in the past 6 years.

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BASIC RATIOS
Present the ratio of crucial resources. Use your inventory of crucial resources in the past 6
years.

2016 2017 2018 2019 2020 2021

Classroom

Teacher

Seats

Textbook

SCHOOL-BASED MANAGEMENT

Describe the SBM level of your school. Its Best Practices

PARTNERSHIPS

Describe the partnership program of your school. How many sustained partners does
the school have. What were the contributions of the internal and external stakeholders.
Present it through infographics.

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OTHER UNIQUE CONCERNS

Describe issues that are not captured in the 4 pillars.

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a sentence. This is a sentence. This is a sentence. This is a sentence. This is a sentence.
This is a sentence. This is a sentence. This is a sentence. This is a sentence. This is a
sentence. This is a sentence. This is a sentence. This is a sentence. This is a sentence. This
is a sentence. This is a sentence.

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a sentence. This is a sentence. This is a sentence. This is a sentence. This is a sentence.
This is a sentence. This is a sentence. This is a sentence. This is a sentence. This is a
sentence. This is a sentence. This is a sentence. This is a sentence. This is a sentence. This
is a sentence. This is a sentence.

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III. IMPROVEMENT PLAN

A. KEY PERFORMANCE INDICATORS TARGETS

ACCESS AND EQUITY

Sample only

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QUALITY
Sample only

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RESILIENCE AND WELL-BEING

TARGET 2022 2023 2024 2025 2026 2027 2028

1. Percentage of affected
displaced learners retained

2. Percentage of learners
who reported violence
committed against them by
the other learners (bullying)
or adults (child abuse)
based on intake sheets of
schools

3. Percentage of learners
who are happy and
satisfied with their basic
education experience in
relation to the enjoyment of
their specific rights in
school and learning centers

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4.Percentage of learners
who know their rights to
and in education, and how
to claim them positively

5. Percentage of schools
and learning centers
significantly manifesting
indicators of Right to Basic
Education in the learning
environment

6. Percentage of DepEd
personnel in SDO, and
schools/learning centers
who know the rights of
children and learners in
relation to Right to Basic
Education, and are able to
infuse them in their
respective jobs/duties

7. Percentage of learners
equipped with capacities on
what to do before, during
and after disaster/

emergency

8. Percentage of learners in
safe schools

9. Percentage of students
with improved health
statistics

10. Percentage of learners

with improved physical
fitness level

GOVERNANCE

TARGET BASELINE
2023 2024 2025 2026 2027 2028
2022

School-Based Management Level

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of Practice

OPCRF Rating

Ratio on classroom

Ratio on teachers

Ration on seats

Ratio on Science & Math

Equipment

Ratio on ICT Package/

E-classroom

With functional library

With faculty room

With connection to electricity

With connection to internet

Client Satisfactory Rating

Percentage of generated financial

resources (Brigada Eskwela)

Percentage of increase on
sustained external stakeholders

Special Education Fund (SEF)

Allotment

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B. SCHOOL STRATEGIC DIRECTIONS

ACCESS

STRATEGIES INTERVENTIONS MAJOR

OUTPUTS

Implement the 1. Learner performance assessment in 1. Learner performance

immediate and longer reading (English and Filipino) using assessment results
term interventions in the EGRA and PHIL-IRI , numeracy using
LRP for sustained Project ALL Numerates Assessment, 2. Mapped learner
improvement. and scientific skills using Science competencies
Diagnostic Assessment and Science 3. Intervention programs
Process Skills Assessment (SPSA)
2. Mapping of learner competencies 4. Project SAGIP Portal
based on assessment results
3. Targeted intervention programs based 5. TA Plan and Forms
on mapped competencies
6. M&E Plan
4. Development of Project SAGIP portal
for progress tracking
5. Proactive Technical Assistance in
designing targeted intervention
programs
6. Quarterly monitoring and evaluation

QUALITY

STRATEGIES INTERVENTIONS MAJOR

OUTPUTS

Implement the immediate 7. Learner performance assessment in 1. Learner performance

and longer term reading (English and Filipino) using assessment results
interventions in the LRP EGRA and PHIL-IRI , numeracy using
for sustained Project ALL Numerates Assessment, 2. Mapped learner
improvement. and scientific skills using Science competencies
Diagnostic Assessment and Science

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Process Skills Assessment (SPSA) 3. Intervention programs

8. Mapping of learner competencies
based on assessment results 4. Project SAGIP Portal
9. Targeted intervention programs 5. TA Plan and Forms
based on mapped competencies
10. Development of Project SAGIP portal 6. M&E Plan
for progress tracking
11. Proactive Technical Assistance in
designing targeted intervention
programs
12. Quarterly monitoring and evaluation

EQUITY

STRATEGIES INTERVENTIONS MAJOR

OUTPUTS

Implement the immediate 13. Learner performance assessment in 1. Learner performance

and longer term reading (English and Filipino) using assessment results
interventions in the LRP EGRA and PHIL-IRI , numeracy using
for sustained Project ALL Numerates Assessment, 2. Mapped learner
improvement. and scientific skills using Science competencies
Diagnostic Assessment and Science 3. Intervention programs
Process Skills Assessment (SPSA)
14. Mapping of learner competencies 4. Project SAGIP Portal
based on assessment results
15. Targeted intervention programs based 5. TA Plan and Forms
on mapped competencies
6. M&E Plan
16. Development of Project SAGIP portal
for progress tracking
17. Proactive Technical Assistance in
designing targeted intervention
programs
18. Quarterly monitoring and evaluation

RESILIENCE AND WELL-BEING

STRATEGIES INTERVENTIONS MAJOR

OUTPUTS

Implement the immediate 19. Learner performance assessment in 1. Learner performance

and longer term reading (English and Filipino) using assessment results
interventions in the LRP EGRA and PHIL-IRI , numeracy using
for sustained Project ALL Numerates Assessment, 2. Mapped learner
improvement. and scientific skills using Science competencies
Diagnostic Assessment and Science 3. Intervention programs
Process Skills Assessment (SPSA)
20. Mapping of learner competencies 4. Project SAGIP Portal
based on assessment results

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21. Targeted intervention programs based 5. TA Plan and Forms

on mapped competencies
22. Development of Project SAGIP portal 6. M&E Plan
for progress tracking
23. Proactive Technical Assistance in
designing targeted intervention
programs
24. Quarterly monitoring and evaluation

GOVERNANCE

STRATEGIES INTERVENTIONS MAJOR

OUTPUTS

25. Implement the 26. Learner performance assessment in 1. Learner performance

immediate and longer reading (English and Filipino) using assessment results
term interventions in EGRA and PHIL-IRI , numeracy using
the LRP for sustained Project ALL Numerates Assessment, 2. Mapped learner
improvement. and scientific skills using Science competencies
Diagnostic Assessment and Science 3. Intervention programs
Process Skills Assessment (SPSA)
27. Mapping of learner competencies 4. Project SAGIP Portal
based on assessment results
28. Targeted intervention programs based 5. TA Plan and Forms
on mapped competencies
6. M&E Plan
29. Development of Project SAGIP portal
for progress tracking
30. Proactive Technical Assistance in
designing targeted intervention
programs
31. Quarterly monitoring and evaluation

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25