Untitled

DIVISION EDUCATION
DEVELOPMENT PLAN
(2023-2028)
JANUARY 2023
SCHOOLS DIVISION OF RIZAL
i
FOREWORD
Originating from a public-service-oriented organization in building achievements of providing
Quality, Accessible, Relevant, and Liberating Basic Education for All, BLUE Rizal continues to exude its
warmest and most powerful features to contribute to its long-term and sustainable goals.
During the vast societal change caused by the pandemic in the past few years, a more
compassionate, calm, and educated Rizaleños were observed, making Rizal a haven for everyone and
a strong and established division regardless of the circumstances or individuals it encounters. BLUE
Rizal people retain their distinctive traits despite being exposed to various pressures, much to how a
blue color never loses its identity when blended with different hues. Thus, these features ignite the
SDO Rizal's BLUE flame, the color of the hottest flare that represents power as the division commits
to braving the challenging changes and addressing the immediate impacts of the pandemic on
learning, managing remaining access gaps, and improving education quality, equity, and resiliency.
As it shapes its home for the next six years, DepEd Rizal has translated its policies and
aspirations into the definition of "Mapusong Paglilingkod" with a formulated Division Education
Development Plan (DEDP) for 2023-2028.
This DEDP is a BLUE RIZAL's blueprint to BUILD Access to ensure that all learners access and
receive intended services needed in basic education; LIFT Equity to secure that all learners participate
equitably and meaningfully regardless of status, ethnicity, sex, disability, age and other social
characteristics ; UPHOLD Quality to equip the learners with the necessary skills and attributes to
pursue their chosen path; and EMPOWER Learners' Resiliency and Well-being to guarantee that
learners develop a positive mindset , can adapt to change , and apply their rights.
These four BLUE pillars are envisioned to contribute to the thriving world that the division
wants to achieve through the Enabling Mechanisms and the TORCH (Trailblazing Onwards Recovering
and Changing Horizons) of the Learning Recovery Plan for the fullest realization of the policies, plans,
programs, and projects covering formal and non-formal basic education for both public and private
schools in Rizal.
The BLUE Rizal’s DEDP is a testament to the serious commitment to establishing a quality
education service towards 2030, presenting evidence-based priorities with a trajectory of strategic
directions to maintain high-quality standards in education consistent with the 2030 Agenda for
Sustainable Development and the country's national ambition stated in Ambisyon Natin 2040.
As with building a house, the DEDP requires a foundation before construction can begin. As
Blue Rizal lays out its vision, both its historical strengths and weaknesses, as well as its recommended
strategies, have been taken into account. The previous years' pain points and bottlenecks were also
traced back when building the system to ensure the delivery of the proper technique and services in
the following years.
Moreover, this DEDP was created through an inclusive and rigorous process that incorporated
the perspectives and priorities of education sector stakeholders. Time and effort have also brought
everyone to this point. Similar to building a home, there will be obstacles, and it will take the combined
efforts of everyone to achieve success. A succession of writeshops, meetings, and consultations
ii
resulted in the manuscript's completion. Extensive engagement and collaboration with partners have
also ensured the participatory nature of the endeavor in subsequent years. This fosters a sense of
ownership in the development of DEDP, which stimulates Rizaleños to strive for excellence since they
understand their roles, contributions, and what they will be held accountable for in achieving the
grand vision of shaping education in the future to provide improved learning outcomes.
This plan also includes monitoring and evaluation for measuring success; the collected data
will be analyzed, presented, and utilized. Living in residence for years drives the desire to make
modifications, such as rearranging the furnishings or incorporating additional study space. Due to the
DEDP's versatility and scalability, it is simple and possible to integrate updates and enhancements for
future evaluations.
The significant future impact of this tremendous undertaking is a tribute to the dedication and
determination of everyone involved in creating this plan that will advance the education agenda in
Rizal.
iii
LIST OF TABLES
No. Title Page
1 Population Density in Rizal Province 2

2 Classification of Schools in the Division 8
3 Number of Schools by Municipality 8
4 Number of Personnel 9
5 Status of Critical Resources of Learners 9
6 Historical Performance on Access 12
7 3-Year Comparative Enrolment of Private-Public Schools 18
8 Private School Data on Access 19
9 Division Targets on Access 20
10 Strategies and Outputs on Access 22
11 Division Targets on Equity (2023-2028) 27
12 Strategies and Outputs on Equity 28
Progressive Improvement of BR-B4 Learners from SY 2020-2021 to
13 33
SY 2021-2022
14 Historical Performance on Quality 37
15 Division Targets on Quality (2023-2028) 38
16 Strategies and Outputs on Quality 39
17 2022 Child Friendly School System Checklist Results on DRRM 43
2022 Child Friendly School System Checklist Results on DRRM,
18 43
CCAM and Peacebuilding
2022 Child Friendly School System Checklist Results on Safe
19 44
Schools
20 Number of Child Abuse and Bullying Cases for 3 consecutive years 45
Number of Filled Positions of Guidance Counselors and
21 45
Coordinators
22 Division Targets on Resiliency and Well-Being (2023-2028) 46
23 Strategies and Outputs on Resiliency and Well-being 49
24 Education Leadership Management Targets (2023-2028) 53
25 Strategies and Outputs on Education Leadership Management 54
26 Strategic Human Resource Management Targets (2022-2028) 56
Strategies & Outputs on Strategic Human Resource Management
27 57
(2023 – 2028)
iv
28 Approach on Addressing Employee Welfare 62
29 Programs cum Strategies for Retention of Employees 63
30 NSBI and Damage Assessment in CY 2020-2022 65
31 Repair and Construction of Classrooms 66
32 Learning Environment and Resources Targets (2023-2028) 68
33 Six-Year Plan for Repair and Construction of Classrooms 69
34 Strategies and Outputs for Learning Environment and Resources 69
35 Number of QMS Processes 71
36 Client Satisfactory Rating Targets 72
37 Strategies on Division Systems and Processes 72
38 Contributions from DepEd Partners 74
39 Basic Education Stakeholders Target 2023-2028 74
40 Number of Private Schools Recognized and with Permit 76
41 Strategies and Outputs on Private Schools 76
42 2023-2028 DEDP Communication Plan Chart 79
43 Monitoring and Evaluation Plan on Access 81
44 Monitoring and Evaluation Plan on Equity 83
45 Monitoring and Evaluation Plan on Quality 85
Monitoring and Evaluation Plan on Learners’ Resiliency and Well-
46 87
Being
47 Monitoring and Evaluation Plan on Governance and Management 90
48 Assessment on Risk Management 93
49 Risk Assessment and Mitigation Strategies 95
50 Report on Numeracy Level in Elementary (SY 2021-2022) 97
51 Report on Numeracy Level in Junior High School (SY 2021-2022) 97
52 Pareto Analysis on Mathematics MPS in Elementary 98
53 Pareto Analysis on Mathematics MPS in JHS 99
54 Report on Literacy Level in English and Filipino 101
55 Action Plan 105
v
LIST OF FIGURES
No. Title Page
1 Landslide Hazard Map of Bgy. Bayugo and Sipsipin, Jalajala, Rizal 3
2 Landslide Hazard Map of Bgy. Bagumbong Punta, Jalajala, Rizal 4
3 Landslide Hazard Map of Bgy. San Isidro, Rodriguez, Rizal 5
4 Landslide Hazard Map of Bgy. Calawis, Rodriguez, Rizal 5
5 Landslide Hazard Map of Bgy. Pintong Bukawe, San Mateo, Rizal 6
6 Inclusive Education Enrolment for the Last Five Years 25
7 Number of Schools Implementing Inclusive Education Program 26
8 Number of Teachers in Inclusive Education 27
9 National Achievement Test (NAT) Results - Elementary 29
10 National Achievement Test (NAT) Results - Secondary 30
11 Comparative NAT Results of Grade 6 SY 2016-2017 and SY 2017- 30
2018
12 Comparative NAT Results of Grade 10 SY 2016-2017 and SY 2017- 31
2018
13 English- Proficient Level in Elementary SY 2019-2020 31
14 English-Proficient Level in Junior High School SY 2019-2020 32
15 Filipino-Proficient Level in Elementary SY 2019-2020 32
16 Resiliency and Well-Being Framework 51
17 Professional Development Framework 61
18 QMS Structure 70
19 DEDP MEA Strategies 92
20 Socio-Emotional Learning Framework 102
21 Education Development Plan Results Framework 104
vi
LIST OF ACRONYMS AND
ABBREVIATIONS
A
ADM - Alternative Delivery Mode
AKAP - Anak, Kumusta Ang Pag-aaral
ALS - Alternative Learning System
ASDS - Assistant Schools Division Superintendent
B
BEIS - Basic Education Information System
BLP - Basic Literacy Program
BUILD - Bring and Uphold Intended Learning Demands
BR-B4 - Blue Rizal Barangayan para sa Bawat Bata Bumabasa
C
CCAM - Climate Change Adaptation Management
CCSS - Citizen/Client Satisfaction Survey
CID - Curriculum Implementation Division
CFSS - Child Friendly School System
CLC - Community Learning Center
CompR - Completion Rate
CoMents - Coaching and Mentoring Sessions
CR - Completion Rate
D
DEDP - Division Education Development Plan
DO - DepEd Order
DroB -Drop Box
DRRM - Disaster Risk and Reduction Management
E
eLAMP - Electronic Learning Assurance for Monitoring Progress
EM - Enabling Mechanism
EMPOWER - Enable Mechanisms to Provide Opportunities enhancing Well-being and Resilience
EOSY - End Of School Year
EPS - Education Program Supervisor
EPS II - Education Program Specialist II
ESC - Education Service Contracting
vii
G
GER - Gross Enrolment Rate
H
HRD - Human Resource Development
HRM - Human Resource Management
HRMO - Human Resource Management Officer
I
ICT - Information and Communication Technology
IE - Inclusive Education
ILSA - International Large Scale Assessment
IO - Intermediate Outcome
IPEd - Indigenous People’s Education
K
KID - Kindergarten’s Information Drive
KPI -Key Performance Indicator
L
LIFT - Lead towards Inclusive and Flexible Teaching
LM - Learning Material
LOA - Learning Outcome Assessment
LR -Learning Resource
LRMS - Learning Resource and Management System
LRP - Learning Recovery Plan
LUC - Local Universities and Colleges
N
NAT - National Achievement Test
NER - Net Enrolment Rate
NIR - Net Intake Rate
NQMS - National Quality Management System
NSBI - National School Building Inventory
NumAT - Numeracy Assessment Tool
NUMERO - Number Understanding Makes Every Rizaleño Onboard
O
OSDS - Office of the Schools Division Superintendent
OSYA - Out-of-School Youths and Adults
P
PAT - Public Affairs Team
PDO - Program Development Officer
PDP - Professional Development Program
PISA - Programme for International Student Assessment
PITA - Physical Inventory Taking Activities
PRAISE - Program on Rewards and Incentives for Service Excellence
PR - Planning and Research
PSDS - Public Schools District Supervisor
viii
R
RBE - Rights-Based Education
RUCLC - Rights-Upholding Community Learning Center
RULE - Rights-Upholding Learning Environment
RUS - Rights-Upholding Schools
S
SDRC - Schools Division Research Committee
SDS - Schools Division Superintendent
SEPS - Senior Education Program Specialist
SGOD - School Governance and Operations Division
SHS - Senior High School
SLR - School Leaver Rate
SMME - School Management, Monitoring and Evaluation
SMPL - Social Mobilization, Partnership and Linkages
SPEd - Special Education
SSLR - Secondary School Leaver Rate
SUCs - State Universities and Colleges
T
TORCH - Trailblazing Onwards to Recovery and Changing Horizons
TR - Transition Rate
U
UP - Usapang Pananagutan
UPHOLD - Upgrade Programs for HOlistic Learner Development
W
WinS - Wash in Schools
Y
YFP - Youth Formation Program
ix
LIST OF CONTRIBUTORS
Division Planning Team
Susan DL. Oribiana - Schools Division Superintendent

Babylyn M. Pambid - Assistant Schools Division Superintendent
Gloria C. Roque - Assistant Schools Division Superintendent
Rosemarie C. Blando - Chief, Curriculum Implementation Division
Ferdinand C. Pascual - Chief, School Governance and Operations Division
Analiza G. Soriano - SEPS, Planning and Research
Cristina G. Tia - Division Planning Officer
Division-Based Personnel
Gorgenia C. Jepa - Education Program Supervisor

Percival C. Halili - Education Program Supervisor
Robert John D. Dela Cruz - Education Program Supervisor
Melinda F. Marquez - Education Program Supervisor
Paul Ian Louie D. Robles - Education Program Supervisor, LRMS
Marlon S. Marquez - Education Program Supervisor, SGOD
Meliton A. Berin Jr. - Public Schools District Supervisor
Arceli G. Tejada - Public Schools District Supervisor
Minerva C. David - Public Schools District Supervisor
Rizaldy R. Cristo - Public Schools District Supervisor
Karl Erickson I. Ebora - Public Schools District Supervisor
Emilia G. Cayabyab - Public Schools District Supervisor
Pitsberg B. De Rosas - Public Schools District Supervisor
April Dream A. Rabago - Public Schools District Supervisor
Nerissa R. Dalumpines - Public Schools District Supervisor
Xandra Lee P. Cervitillo - Public Schools District Supervisor
Mil F. Ponciano - Public Schools District Supervisor
Van Russel A. Robles - Public Schools District Supervisor
Georgina Tubon-Reyes - Medical Officer, Health and Nutrition Unit
Rizalina T. Caina - Dentist, Health and Nutrition Unit
Maria Cecilia Nadal - Dentist, Health and Nutrition Unit
Jane S. Fuentes - Unit Head, HRM
Ronalyn A. Erbon - Attorney, Legal Unit
Giselle Macawile - Legal Unit
Emmalyn P. Guevarra - SEPS, Monitoring and Evaluation
Nico N. Aquino - SEPS, Social Mobilization and Networking
Marita L. Gonzales - SEPS, Human Resource Development
Ritchie A. Lagunda - Engineer III, Physical Facilities
Sherly S. Tribiana - Senior Technical Assistant II
x
Bjorn Jose F. Francisco III - EPS II, Human Resource Development
Rhea A. Tolentino - EPS II, Monitoring and Evaluation
Jovelyn L. Jaqueca - EPS II, Social Mobilization and Networking
Sherly H. Cruz - EPS II, Alternative Learning System
Irish V. Balunton - EPS II, Alternative Learning System
MA Kripper N. Valmonte - PDO, Youth Formation
Ma. Aurora Masangkay - PDO, Youth Formation
Kenneth Wilson C. Abonita - PDO, Youth Formation
Jon Daryl D. Espiritu - PDO II, DRRM
Paul James D. San Diego - Nurse II, Health and Nutrition Unit
Gene Erin D. Musne - Administrative Aide IV
Lorenz Christian S. Picones - ICT Unit
School-Based Personnel
Aurora DU. Flores - Elementary School Principal

Janette San Luis - Elementary School Principal
Eloisa May B. Lanuza - Elementary School Head
Edith S.A. Delos Santos - Secondary School Principal
Timothy A. Bautista - Secondary School Principal
Esmalia P. Cabalang - Secondary School Principal
Marvin B. Se - Secondary School Principal
Leandro D. Matocinos - Secondary School Principal
Jayson O. Antazo - Secondary School Principal
Dennis Nino Ancheta - Secondary School Principal
Magdalena C. Valdez - Master Teacher
Mary Grace L. Danak - Teacher III
Mark John B. Diocado - Head Teacher I
Jefjef Domingo - Teacher III
Olivia Escarmosa - Teacher II
Elmer C. Bobis - Teacher II
Joy Avelino - Teacher III
Geraldine B. Olivar - Administrative Assistant
xi
TABLE OF CONTENTS
Page
FOREWORD ii
LIST OF TABLES iv
LIST OF FIGURES vi
LIST OF ACRONYMS AND ABBREVIATIONS vii
LIST OF CONTRIBUTORS x
I. INTRODUCTION
I.A. Situation and Challenges in Rizal Province 1
I.B. Schools Division of Rizal Province 8
I.C. Organizational Structure 7
10
II. KEY FEATURES OF THE DIVISION EDUCATION DEVELOPMENT PLAN
II.A. PILLAR I- BUILD ACCESS
Division Context and Analysis of Key Performance Indicators
on Access to Quality Basic Education for All 11
Division Targets on Access (2023-2028)
Strategies and Outputs on Access 20
22
II.B. PILLAR II- LIFT EQUITY
Division Context and Analysis of Key Performance Indicators
on Equity for Children, Youths in Situation of Disadvantage
Division Targets on Equity (2023-2028) 25
Strategies and Outputs on Equity 27
28
II.C. PILLAR III- UPHOLD QUALITY

Division Context and Analysis of Key Performance Indicators 29
on Quality of Basic Education Provision and Learning Outcomes
Division Targets on Quality (2023-2028) 38
Strategies and Outputs on Quality 39
II.D. PILLAR IV- EMPOWER LEARNER’S RESILIENCY AND WELL-BEING

Division Context and Analysis of Key Performance Indicators 42
on Resiliency and Well-Being
Division Targets on Resiliency and Well-Being (2023-2028) 46
Strategies and Outputs on Resiliency and Well-Being
III. GOVERNANCE: ENABLING MECHANISMS

III.A. Enabling Mechanism 1- Education Leadership Developments 53
Division Targets on Education Leadership Development (2023-2028)
Strategies and Outputs 54
xii
III.B. Enabling Mechanism 2- Strategic Human Resource Management
Division Targets on Human Resource Management (2023-2028) 56
III.C. Enabling Mechanism 3- Learning Environment and Resources

Division Targets on Learning Environment and Resources (2023-2028) 68
III.D Enabling Mechanism 4- SDO Systems and Processes

Division Targets on Systems and Processes (2023-2028) 72
III.E. Enabling Mechanism 5-Basic Education Stakeholders

Division Targets on Education Stakeholders (2023-2028) 74
III.F. Enabling Mechanism 6-PRIVATE EDUCATION SYSTEMS

Division Targets on Private Education (2023-2028) 76
IV. IMPLEMENTATION, COMMUNICATION, MONITORING AND

EVALUATION 69
IV.A. Implementation Plan 78
IV.B. Communication Plan 79
IV.C. Monitoring and Evaluation Plan 80
V. RISK MANAGEMENT
V.A. Assessment of External Factors 93
V.B. Proposed Risk Mitigation Strategies 95
V.C. Learning Recovery Plan 96
ANNEXES
1. SDO RIZAL LAST MILE SCHOOL 108
2. SDO RIZAL SPED PROGRAM IMPLEMENTERS 109
3. SCHOOLS IMPLEMENTING IPED PROGRAM 111
4. SDO RIZAL MADRASAH PROGRAM IMPLEMENTERS
114
5. PRIORITY ELEMENTARY SCHOOLS ON QUALITY
6. PRIORITY SECONDARY SCHOOLS ON QUALITY 115
7. SWOT ANALYSIS - PILAR 1 ACCESS 116
8. SWOT ANALYSIS – PILAR 2 EQUITY 118
9. SWOT ANALYSIS – PILAR 3 QUALITY 120
10. SWOT ANALYSIS – PILAR 4 RESILIENCY AND WELL-BEING 121
11. SOCIAL MOBILIZATION AND NETWORKING 122
12. AREAS OF INTEREST / TOPICS FOR RESEARCH
131
13. SDO PROCESSES REQUIRED TO PREPARE REPORT TO CITIZEN/CLIENT
SATIFACTION SURVEY 132
xiii
INTRODUCTION
I. INTRODUCTION
The Division Education Development Plan (DEDP) lays out the strategic directions and
goals of the Division for 2023-2028. It is based on the division’s 1) performance on access,
equity, quality, and resiliency and well-being for the past three to five years, and 2) analysis
of its strengths, weaknesses, opportunities, and threats (SWOT). Pareto analysis and various
forecasting methods determined concern areas of the division in terms of key performance
indicators, priority schools, and learning and management or operation areas. The analysis of
the context of the division.
This section provides information on the geographical constitution of Rizal Province
and the brief topography of the municipalities, its climate and weather condition, population,
disaster risks and inflation data. All of which have implications, individually or combined, in
the forecast and preparations for adequate learning resources and safe environment, suitable
modalities vis-à-vis aforementioned aspects, and management plans on different hazards and
potential threats.
It also introduces the division in terms of the number of schools (public and private),
the number of teachers, critical resources, and organizational structure.
I.A. Situation and Challenges in Rizal Province
Geography. The province of Rizal has a land area of 1,191.94 square kilometers or
460.21 square miles, occupying the northern-central section of CALABARZON in Luzon. It is
bounded by Sierra Madre Mountain Ranges and Quezon Province in the east, Laguna
province in the southwest, the province of Bulacan in the north, Metropolitan Manila in the
west-northwest portion and by Laguna de Bay in south/south-western portion. At the foot
of these elevations are the Marikina Valley and Teresa Valley.
The terrain is mostly low and flat on the western part and rolling hills and rugged
ridges on the eastern part. Based on Philippine Forestry Statistics Rizal Province has a total
of 16,770 hectares of forestlands with 75% considered as open forest cover and 25% or 4,139
hectares closed forest. There is no reported mangrove area in Rizal Province.
The largest municipality in terms of land area is Tanay with 200 square kilometers area
followed by Montalban with 172.65, and third is Baras that has 84.93 square kilometers area.
The smallest municipality in Rizal Province is Teresa with an area of 18.61 square kilometers.
The municipality of Binangonan has the most with 40 barangays followed by Tanay as the
distant second with 19 barangays, Cardona with 18 and San Mateo with 15 barangays. On the
other hand, Taytay has the least number with only 5 barangays.
1
Population density. In terms of density, Rizal province is the second most densely populated
in the region with 1,942 persons per square kilometers, 38.73 percent greater than the region.
Migration has been noted in Taytay and Cainta because of their growing trade and industry,
as well as their proximity to Metro Manila. The increase of their population is also due to
resettlements from Manila to Montalban, Tanay and other Rizal municipalities. Montalban
has experienced the largest increase in population share since 2000 with a net increase of
7.30 percent.
Table 1
Population Density in Rizal Province
Population Population Annual Population Area (2007) Density (2015)
Municipality
(2015) (2010) Growth Rate (2010-2015) in Sq Km per Sq Km
Angono 113, 283 102, 407 1.94% 26.22 4,320
Baras 69,300 32, 609 15.43% 84.93 816
Binangonan 282, 474 249, 872 2.36% 66.34 4,258
Cainta 322, 128 311, 845 0.62% 42.99 7,493
Cardona 49, 034 47, 414 0.64% 28.56 1,717
Jalajala 32, 254 30, 074 1.34% 44.12 731
Morong 58, 118 52,194 2.07% 37.58 1,547
Pililla 64, 812 59, 527 1.63% 69.95 927
Montalban 369, 222 280, 904 5.34% 172.65 2,139
San Mateo 252, 527 205, 255 4.03% 55.09 4,584
Tanay 117, 830 98, 879 3.39% 200.00 589
Taytay 319, 104 288, 956 1.91% 38.80 8,224
Teresa 57, 755 47, 163 3.93% 18.61 3,103
2
Disaster Risks. The Mines and Geosciences Bureau reports that three municipalities in Rizal
Province have landslide susceptible barangays- Jalajala, Montalban and San Mateo. The maps
show the susceptibility by colors: maroon (very high), red (high), green (moderate), yellow
(low), and with stripes illustrating debris flow path or possible accumulation zone.
LEGEND OF MAP:
Very high landslide susceptibility
Areas usually with steep to very steep slopes and underlain by weak
materials. Recent landslides, escarpments and tension cracks are
present. Human initiated effects could be an aggravating factor.
High landslide susceptibility
Areas usually with steep to very steep slopes and underlain by weak
materials. Areas with numerous old/inactive landslides.
Moderate landslide susceptibility
Areas with moderately steep slopes. Soil creep and other indications
for possible landslide occurrence are present.
Low landslide susceptibility
Gently sloping areas with no identified landslides
Debris flow path/ Possible accumulation zone
Areas that could be affected by landslide debris zone
Figure 1
Landslide Hazard Map of Barangay Bayugo and Sipsipin, Jalajala, Rizal
3
Figure 2
Landslide Hazard Map of Barangay Bagumbong and Punta, Jalajala, Rizal
The four barangays in Jalajala, Rizal that are landslide prone are Barangay Bayugo,
Barangay Sipsipin, Barangay Bagumbong, and Barangay Punta.
Barangay Bayugo has the largest portion of high susceptibility to landslides, with about
a-third areas that are highly at risk. The inner portion is covered with red and green, indicating
numerous old and inactive landslides as well as possible landslides to occur. The smaller
portion, outer part of Barangay Bayugo has low susceptibility and no identified landslide.
Barangay Sipsipin has half of its area with moderate to high landslide susceptibility.
Nearly half of the portion is covered with yellow marks implying no landslides identified.
Figure 2 shows the landslide hazard maps of Barangay Bagumbong and Punta in
Jalajala, Rizal. The bigger parts have no landslide recorded. The smaller portions have
moderate to high landslide susceptibility.
In Montalban, two barangays namely San Isidro and Calawis are presented with
landslide hazard maps. Looking at Figure 3 on the next page, notice that Barangay San Isidro
is predominantly highly susceptible to landslides, more particularly San Isidro II.
On the other hand, the hazard map of Barangay Calawis illustrates few parts that are
at high risk. However, many parts are within the possibility of a landslide to happen. There
are also parts that are at low risk of landslides.
4
Figure 3
Landslide Hazard Map of Barangay San Isidro, Montalban, Rizal
Figure 4
Landslide Hazard Map of Barangay Calawis, Montalban, Rizal
5
Figure 5
Landslide Hazard Map of Barangay Pintong Bukawe, San Mateo, Rizal
The landslide hazard map of Barangay Pintong Bukawe in San Mateo is presented in
Figure 5. Majority of the areas have the potential for landslides. Some had previous landslides
and therefore are at high risk. Smaller parts (in yellow) of the barangay have low susceptibility
as these had no identified landslides.
Climate-and-weather-related disasters. Rizal Province ranks 10th nationally in terms of

earthquake induced landslides. And in terms of climate-and-weather-related disasters, the
research project conducted by the Mines and Geo-Sciences Bureau on the vulnerability of the
Philippines to different environmental disasters revealed that Rizal Province is also at high risk
to projected rainfall change. The province ranked 3rd in the Philippines to experience rainfall
decrease during the dry season and rainfall increase during the wet season. Hence, the
province experiences a drier dry season and more heavy rainfall during the wet season.
6
Furthermore, it ranked 6th in the combined risk to climate disasters. This is based on
the assessment of risks on temperature increase, rainfall change, typhoons and drought,
utilizing Atlas or collection of associated maps and on calculations or projection formula.
Other provinces in Region IV-A are also at risk of climate disasters like Cavite (rank 8), Laguna
(rank 10) and Batangas (rank 11) in the national level.
Overall, Rizal province has high risk in landslide disasters and climate disasters.
Vulnerability to disasters may also be compounded by other factors like population density,
economy of the locality, and other exposure. Thus, it needs to take actions to strengthen
capability to respond to disasters, better access to roads, transportation, and communication
are crucial. It will also be useful to conduct localized risk mapping in schools and coordinate
with the respective local government units.
Economic Development. Rizal Province is composed of four municipal classes. The first-class
municipalities are those with an average annual income of Php55M or more during the
previous four calendar years. The high-income earners in Rizal Province are Cainta, Taytay,
Binangonan, San Mateo, Montalban, Angono, Tanay, and Pililla. Meanwhile, the second-class
municipalities are Morong and Teresa earning an annual income between Php 45M to Php
54,999,999 for the past four calendar years.
Baras and Cardona are among the third-class municipalities that have produced a
yearly income from Php 35M to Php 44,999,999. The least earning and under fourth class
municipality is Jalajala, with an average annual income within Php 25M and Php 34,999,999.
The complex data that measure economic development of the province and its
municipalities are explained in this report. Rather, it bases on the scores and ranking of scores
based on the indicators by the National Competitiveness Council. Except for government
efficiency index, three indicators are taken in, namely 1) economic dynamism, 2)
infrastructure, and 3) resilience index to show the economic growth and status of the
municipalities.
7
I.B. Schools Division of Rizal Province
Table 2
Classification of Schools in the Division
Classification Public Private SUC Total

Purely Elementary School 209 209 0 418
Purely Junior High School (JHS) 43 1 0 44
Purely Senior High School 11 32 0 43
JHS with SHS 36 6 0 42
Integrated School (Kindergarten to G10) 0 94 1 95
Integrated School (Kindergarten to G12) 1 79 1 81
Total Schools 300 421 2 723
Table 3
Number of Schools by Municipality
Elementary Junior High School Senior High School

District Total
Pu Pr SU Pu Pr SU Pu Pr SU
Angono 5 24 0 4 13 0 4 7 0 57
Baras 8 3 0 3 2 0 2 2 0 20
Binangonan 36 45 0 9 14 0 6 14 0 124
Cainta 19 81 0 5 42 0 1 23 0 171
Cardona 14 5 0 3 5 0 3 2 0 32
Jalajala 8 6 0 3 6 0 3 4 0 30
Morong 12 8 1 4 5 1 2 6 1 40
Pililla 9 9 0 5 4 0 5 2 0 34
Montalban* 28 74 0 15 22 0 4 13 0 156
San Mateo 14 49 0 6 21 0 3 15 0 108
Tanay 33 14 1 13 11 1 9 7 0 89
Taytay 17 55 0 7 19 0 2 19 0 119
Teresa 7 8 0 3 5 0 3 3 0 29
Total 210 381 2 80 169 2 47 117 1
Legend: Pu-Public, Pr-Private, SU- State University
8
Table 4
Number of Personnel
Teaching Personnel Teaching-related Non-teaching

(Including ALS) Personnel Personnel
Senior High School 736 11 94
Junior High School 5,065 225 147
Elementary School 8,212 173 82
Total 14,013 409 323
*As of August 2022
Table 5
Status of Critical Resources of Learners
Level
Critical Resources Elementary Junior High School Senior High School
Teacher 1:36 1:29 1:48
Classroom 1:49 1:48 1:66
Learning Materials 1:1 1:1 1:1
9
I.C. Organizational Structure
10
KEY FEATURES
OF THE DIVISION
DEVELOPMENT PLAN
II. KEY FEATURES OF THE DIVISION EDUCATION DEVELOPMENT PLAN
The Division Education Development Plan is composed of four pillars namely: access,
equity, quality, and resilience and well-being, and the enabling mechanisms of governance or
management and operations. These pillars are the priority development areas which the
Department has put forward in the BEDP 2030 indicated in DepEd Order No. 24, s. 2022
includes:
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 context of the division and its analyses of the key performance indicators in the four
pillars are discussed in this material. Based on the analyses, the forecasts and plans for the
six years, and the management and operations strategies are then laid out.
The major programs of the division are included in the 6-year blueprint with key
milestones and outcomes in specific years including the monitoring and evaluation scheme
for each pillar.
II.A. PILLAR I- BUILD ACCESS
With the aim of bringing all school-aged learners to schools regardless of ethnicity, color,
gender, religion, age and economic status, schools in SDO Rizal Bring and Uphold
Intended Learning Demands (BUILD) as it exerts efforts in terms of ACCESS.
Division Context and Analysis of Key Performance Indicators on Access to Quality Basic
Education for All
This pillar discusses the analysis of SDO-Rizal’s Key Performance Indicators on access
which includes Gross Enrolment Rate, Net Enrolment Rate, Net Intake Rate, Dropout Rate,
Completion Rate, School Leaver Rate, Retention Rate, and Transition Rate, targets, strategies
and outputs.
11
SDO Rizal has accomplished many initiatives in the past in terms of bringing all school-
aged learners to schools considering the interest, aptitude, inclination, and socio- economic
status of learners. SDO Rizal is committed to bring all learners to school because the division
believes that education is a right.
Table 6
Historical Performance on Access
Key
2015 2016 2017- 2018 2019 2020
Performance Level -2016 -2017 2018 -2019 -2020 -2021 Trend
Indicators
Elementary 110.42 108.78 105.2 106.28 106.77 99.7

Gross
Enrollment
Rate
Secondary 92.25 93.07 93.26 98.79 99.39 94.52
Elementary 95.56 96.07 95.14 98.29 99.42 93.62

Net
Enrollment
Rate
Secondary 76.74 77.25 76.36 81.44 81.27 77.16
Net Intake
Kinder 65.94 63.44 88.22 85.06 71.90 70.25
Rate
Elementary —- 2.55 2.16 2.33 2.23 0.9
Dropout Rate
Secondary —- 2.90 2.46 3.11 4.56 1.12
Elementary 85.11 97.23 98.77 99.94 97.87 74.46

Completion
Rate
Secondary 79.06 86.24 87.9 96.58 84.94 76.36
Elementary 2.31 0.43 0.2 0.01 0.47 5.81

School Leaver
Rate
Secondary 5.79 4.54 4.35 0.83 6.74 8.21
Retention 101.4
Elementary —- —- —- 99 94
Rate 1
12
Secondary —- —- —- 94.98 95 91
100.3
Elementary 97.89 99.87 99.23
3
99.30 92.23
Transition Junior High 95.25 92.56 93.43 95.05 93.31 83.87

Rate School
Senior High
—- 84.27 75.59 85.67 88.74 75.49
School
Basic
Literacy —- —- —- —-- 107 149
Program
Alternative
Learning
System Elementary —- —-- —-- —-- 794 815
(Completers)
Secondary —- —-- —-- —-- 3,975 4,427
BLP —- —-- —-- —-- 73.79 71.63

Alternative
Learning
System Elementary —- —-- —-- —-- 68 73.95
(Participation
Rate)
Secondary —- —-- —-- —-- 77.82 81.81
Gross Enrollment Rate (Elementary and Secondary)

The Gross Enrollment Rate of SDO Rizal has been decreasing from SY 2015-2016 to SY
2020- 2021 but has slightly increased in SY 2018-2019 and SY 2019-2020. In these figures, SY
2015-2016 recorded the highest GER with 110.42% while the lowest was recorded in SY 2020-
2021 with 99.70%.
On the other hand, the secondary gross enrollment rate performed well in the last five
years (SY 2015-206 to SY 2019-2020) but dropped exponentially in SY 2020-2021. In these
numbers, the highest recorded GER was in SY 2019-2020 at 99.39 while the lowest was in SY
2015- 2016 at 92.52.
13
The performance in GER for elementary can be attributed to factors like employment
and COVID- 19. Overage learners tend to work in nearby cities and provinces and sacrifice
their education for their families. This situation was aggravated by the COVID- 19 pandemic.
The national health concern has affected the lives of many and has taken a toll in the
economic condition of families. Because people lost their jobs, plus the additional expenses
required to continue distance learning modalities, overage learners opted to work to help and
support their families.
On the other hand, the performance in GER for secondary can be credited to the
strengthened implementation of other curricular and inclusive programs such as the
Alternative Delivery Mode (ADM), Special Education (SPED), Inclusive Education, Madrasah,
and other interest programs.
Other division and
school initiatives were also
considered to contribute to
the behavior of the GER.
These are Balik- Paaralan
Program; the use of
technology/ media during
enrolment; assignment of
data focal person in schools;
dissemination of streamlined
processes on enrollment;
and access to schools in
every barangay. Discussion about ALS is provided on Pillar 2, Equity.
To rectify the ordeal, SDO Rizal resorts to shifting of classes, a total of 84 elementary,
35 Junior High Schools, and 13 Senior High Schools resort to two shifting of classes while 11
elementary, four Junior High School, and one Senior High School implement the three- shift
scheme. These are interventions to ensure that all learners are in schools and provided with
opportunities towards learning recovery.
Net Enrollment Rate (Elementary and Secondary)

The performance in NER for elementary was inconsistent in the last five years (SY
2015-2016 to SY 2019- 2020) with a significant decrease of 0.93 in SY 2016-2017 and SY 2017-
2018. Performance in SY 2019- 2020 recorded the highest NER at 99.42 while the lowest was
recorded at 93.62 in SY 2020- 2021.
Similarly, the performance in secondary NER was erratic in the last five years (SY 2015-
2016 to SY 2019- 2020) with a minor decrease in SY 2017-2018. In these numbers, SY 2018-
2019 recorded the highest NER at 81.44 while the lowest was recorded at 76.36 in SY 2017-
2018.
14
The increase in NER is attributed to factors such as migration since the Province of
Rizal is a relocation hotspot due to its proximity to Metro Manila, Quezon, Laguna, Bulacan,
and other nearby provinces. Also, policies that support and strengthen the implementation
of Kindergarten Program (DO 47 s. 2016) and School- Based Feeding Program (DO 23, s. 2020);
and the implementation of the Pantawid Pamilyang Pilipino Program (4Ps) were
implemented.
Likewise, the implementation of curricular and inclusive programs and modalities that
includes Alternative Delivery Mode (ADM), Special Education (SPED), Inclusive Education,
Madrasah, and other interest programs contributed to the rise of the division NER.
Government study grants such as Education Service Contracting (ESC) and SHS
voucher program; and various scholarships like Scholar ni Gov (with 678 scholars for SY 2021-
2022) also contributed to the rise of NER in the Division of Rizal. Meanwhile, the significant
decrease in NER is greatly ascribed to the pandemic. During SY 2020-2021, DepEd commenced
its implementation of the different distance learning modalities. These distance learning
modalities caused a dilemma to the learners and their parents especially those who
experienced economic, technological, and competency limitations.
The pandemic also affected the completion of numerous government projects and
triggered a hiatus in the implementation of various DepEd programs such as the School- based
Feeding Program and Gulayan sa Paaralan.
It is also undeniable that in this period, many private schools were forced to close. In
DepEd Rizal a whooping 55 private education institutions ceased its operation in SY 2020-
2021 due to low enrollment, financial concerns, availability of teachers, and other operation-
related ordeals brought by COVID-19. This closure has a substantial effect on the NER of the
division.
Moreover, the department sees the dawning of the in- person classes, SDO Rizal
confronts problems on classrooms and facilities. Classroom- learner ratio of the division is at
1:49 for elementary, 1:48 for the Junior High School and 1:66 for the Senior High School which
is slightly higher than the ideal classroom- learner ratio (except for the SHS). This poses
classroom requirements of 7,856 for elementary, 3,560 for Junior High School, and 845 for
Senior High School.
Net Intake Rate (NIR)

The NIR performance has been inconsistent in the last six years. There was a
significant increase in SY 2016-2017 and 2017-2018 with recorded performance of 63.44%
and 88.22% respectively. However, there was a drastic decrease in SY 2018-2019 and 2019-
2020 from 85.06% to 71.90% which continued until the dawning of the pandemic in SY 2020-
2021.
15
This performance in NIR is attributed to various DepEd Orders such as DepEd Order No.
47, s. 2016 or the Omnibus Policy on Kindergarten Education and DepEd Order No. 20 s. 2018
or the Amendment to DepEd Order No. 47 s. 2016 which presents inconsistencies in the cut-
off age of the incoming kindergarten learners.
Dropout Rate (Elementary and Secondary)

SDO Rizal was successful in reducing the number of dropouts in elementary school
in the last three years. Data revealed that the highest incidence of dropout happened in SY
2018-2019 at 2.33% while the lowest took place in SY 2020-2021 at 0.9% despite the
emergence of the national health emergency due to COVID-19.
Unlike in the elementary, the performance in secondary dropout rate was erratic in
the last three years with 4.56% as the highest in SY 2019-2020 and the lowest at 1.12% in SY
2020-2021. It is also apparent that the division was able to curb the number of dropouts
drastically as the figures dropped in SY 2020-2021.
The performance in dropout rate can be attributed to
the availability of the Learning Continuity Plan of the division
that guided learners in continuing their studies amidst the
pandemic alongside with the various programs of the division
such as Project AKAP that is intended to monitor the progress of
the learners; Project LR Pasabay and the DroB (drop box system)
that provide convenience to learners and their parents in the di
stribution and retrieval of modules; and the efforts of the
Division Office and LGU to provide tablets to learners were all
contributory to the decrease of dropouts in the Division of Rizal.
Completion Rate (Elementary and Secondary)

Elementary Completion Rate of SDO Rizal has been increasing from SY 2015-2016 to
SY 2018- 2019 but had a slight decrease in SY 2019-2020 and tremendously decrease in SY
2020-2021. In these figures, SY 2018-2019 recorded the highest with 99.94% while the lowest
was recorded in SY 2020-2021 with 74.46%.
Similar to elementary, secondary completion rate has been increasing from SY 2015-
2016 to SY 2018- 2019 but has decreased in SY 2019-2020 and a tremendous decrease in SY
2020-2021. School Year 2018-2019 recorded the highest completion rate with 96.58% while
the lowest was recorded in SY 2020-2021 with 76.36%.
The performance in Completion Rate is attributed to several factors but ultimately
with the scare in the COVID- 19 pandemic. The parents of some students opted not to send
their children to school due to the fear of the virus aggravated by vaccine hesitancy. As of this
writing, DepEd Rizal only has 93,774 vaccinated learners or 20.31% of all learners in the
16
division. Others did not continue schooling due to the difficulty of the distance learning
modalities that caused some of the students to struggle to finish their schooling.
School Leaver Rate (Elementary and Secondary)
The School Leaver Rate (SLR) in elementary was erratic in the last five years (SY 2015-
2016 to SY 2019- 2020) with a major increase in SY 2020-2021. SLR in SY 2020- 2021 recorded
the highest at 5.81 while the lowest was recorded at 0.01 in SY 2018- 2019.
Same with the elementary, the school leaver rate (SLR) in the secondary schools was
also erratic in the last five years (SY 2015-2016 to SY 2019- 2020) with a major increase in SY
2020-2021. SLR in SY 2020- 2021 recorded the highest at 8.21 while the lowest was recorded
at 0.83 in SY 2018- 2019.
The significant increase in SLR is greatly attributed to the pandemic. In School Year
2020-2021, distance learning modalities were imposed to all schools and caused problems
across DepEd. The implementation of the distance learning modality has substantial effect on
the SLR of the Division of Rizal.
Retention Rate (Elementary and Secondary)
Elementary retention rate showed a downward trend in the last three years from
101.41 in SY 2018-2019 to 94 in SY 2020-2021. Meanwhile, secondary retention rate was
inconsistent in the last three years with a highest recorded performance in SY 2019-2020 at
95 while the lowest is at 91 in SY 2020-2021. The decrease can be largely associated to COVID-
19 pandemic since schools were forced to halt their operation starting at the end of School
Year 2019-2020.
Transition Rate (Elementary and Secondary)
The performance in elementary transition rate has also been erratic in the last six
years. An upward trend was recorded starting SY 2015-2016 (97.89) to SY 2018-2019 (100.33)
but declined in SY 2019-2020 (99.30) and continued to decrease until SY 2020-2021 (92.93).
Similar to elementary, the Junior High School transition rate has also been inconsistent
in the last six years. Highest recorded is at 95.25 in SY 2015-2016 and the lowest is at 83.87 in
SY 2020-2021.
The Senior High School program is also comparable with that of elementary and Junior
High School retention rates. Highest recorded is at 88.74 SY 2019-2020 and the lowest is at
75.49 in SY 2020-2021. It is notable that the decline in the transition rates started in SY 2019-
2020 which continued until SY 2020-2021. This can be associated with the emergence of the
COVID-19 pandemic in March 2020 which affected the end-of school year preparations of
learners.
Alternative Learning System
Completers in the Alternative Learning System (ALS) increased specifically in ALS Basic
Literacy Program (BLP), elementary and secondary. Completers of ALS BLP increased from
107 in SY 2019- 2020 to 149 in SY 2020-2021. This is similar to the performance of ALS
elementary completers which increased from 794 in SY 2019-2020 to 815 in SY 2020-2021.
17
ALS secondary completers also had significant gains from 3,975 in SY 2019-2020 to 4,427 in
SY 2020-2021.
Similar with the ALS completers, ALS participation rate has also recorded significant
increase except for ALS BLP. ALS elementary participation rate increased from 68 in SY 2019-
2020 to 73.95 in SY 2020-2021. This is comparative with the performance of ALS secondary
which increased from 77.82 in SY 2019-2020 to 81.81 in SY 2020- 2021. However, ALS BLP
showed slight decrease from 73.79 in SY 2019-2020 to 71.63 in SY 2020-2021.
Generally, the figures support the above claims that ALS is effective in bringing out-
of-school youths, children, and adults back to schools and learning centers.
Private Schools
Table 7
3-Year Comparative Enrolment of Private-Public Schools
2019-2020 2020-2021 2021-2022
% of % of % of
Public Private Total Contrib Public Private Total Contrib Public Private Total Contrib
ution ution ution
Grades
1-12 423 126 549 451 94 545 475 89 565
23% 17% 15.8%
Total 105 119 224 120 594 714 953 075 028
The table shows the comparative enrolment of Private - Public Schools in the division
of Rizal. With 407 private schools, it was observed that it contributed 15.8% - 23% of the total
enrolment from Kindergarten to Grade 12 for the past 3 years.
It is reflected that in SY 2019-2020, private schools contributed 23% or 126, 119 out
of 549, 224 and suddenly declined to 17% of the next SY 2020-2021 with 94 594 out of 451
120 and continuously declining to 15.8% with 89, 028 out of 475 953 for SY 2021-2022.
The continuous decline of private school enrolment is associated with transfer of
schools of some of our learners from private to public schools due to the prevalent emergency
crisis which can affect the economic status of the community.
18
Table 8
Private School Data on Access
Indicators Levels 2016-2017 2017-2018 2018-2019 2019-2020 2020-2021
Elementary 191 207 218 223 220

Schools for
Renewal Junior High
45 54 56 60 62
School
Elementary 150 153 154 168 156
Recognized
Schools Junior High
133 134 136 136 133
School
Closed Schools All levels NDA NDA NDA NDA 55
The table shows the Private School Data from SY 2016-2017 to SY 2020-2021 in terms
of Schools for Renewal, Recognized Schools, and Closed Schools.
In terms of schools for renewal, it was shown that the least number of schools
renewed was in SY 2016-2017 with 191 schools in elementary and 45 in Junior High School
with 236 schools. The trend continued to increase until SY 2020-2021 with 220 in elementary
and 62 in Junior High School for a total of 282 schools. This implies that the number of private
schools being renewed each year is increasing.
In terms of Recognized Schools, it was revealed that SY 2016-2017 had the least
number of recognized private schools with 150 in elementary and 133 in Junior High Schools
with a total of 283 private schools. For SY 2020-2021, there were 156 in elementary and 133
in JHS with a total of 289 recognized schools. It is also notable that there was a decrease in
secondary recognized schools from SY 2019-2020 to SY 2020-2021 which is attributed to the
emergence of COVID-19 pandemic.
In terms of Closed schools, it is evident that no closed schools were recorded from
SY 2016-2017 to SY 2019-2020 but in SY 2020- 2021 there was an influx from 0 to 55 which is
a 19.03% increase. This was correlated with the effects of the pandemic where most of the
schools suffered from enrollment difficulties which eventually decided them to close the
schools due to economic reasons.
Division Targets on Access (2023-2028)
Along with its burning commitment to bring all learners to schools, SDO Rizal’s fire
blazingly aims to improve its performance in the different Key Performance Indicators (KPIs)
under ACCESS in the next six years. By the end of the 6 year-plan cycle, SDO Rizal envisions
achieving the following targets.
19
Table 9
Division Targets on Access
Results Physical Target

Baseline
Intermediate Statement/ Key
SY 2019
Outcome Performance
-2020 2023 2024 2025 2026 2027 2028
Indicator
IO.1. All school-age 1. Percentage of enrollment regardless of age children in school Gross Enrolment Rate (GER)
children, out-of-
school youth and Elementary- GER 106.77 100.00 100.00 100.00 100.00 100.00 100.00
adults accessed Secondary- GER 99.39 99.49 99.59 99.70 99.80 99.90 100.00
relevant basic 2. Percentage of school-age children in school Net Enrolment Rate (NER)
learning
opportunities Elementary- NER 99.42 99.52 99.61 99.71 99.81 99.90 100.00
Secondary- NER 81.27 83.89 86.51 89.14 91.76 94.38 97.00
3. Percentage of learners in a cohort who completed Grade 6/Grade 12- Completion Rate (CR)
Elementary- CR 74.46% 98.18 98.54 98.51 99.27 99.64 100.00
Secondary- CR 84.94 87.45 89.96 92.47 94.98 97.49 100.00
IO.1.1 All five- 4. Percentage of five-year-old in school- Net Intake Rate (NIR)
year-old children
in school Kindergarten-
71.90 76.58 81.27 85.95 90.63 95.32 100.00
NIR
IO1.2. All learners 5. Percentage of enrollees (Elem, JHS, SHS) in a given school year who continue to be in
will stay in school school the following school year - Retention Rate
and finish key
stages Elementary -
99.24 99.37 99.49 99.62 99.75 99.87 100.00
Retention Rate
Junior High School

94.83 95.69 96.55 97.42 98.28 99.14 100.00
- Retention Rate
Senior HS-
93.31 94.43 95.54 96.66 97.77 98.89 100.00
Retention Rate
6. Percentage of currently enrolled learners but did not finish/complete the SY - Dropout Rate
(DR)
Elementary- SDR 2.23 2.01 1.79 1.57 1.34 1.12 0.90
Junior High School

4.56 3.82 3.08 2.34 1.60 0.86 0.12
- SDR
Senior HS- SDR 0.67 0.56 0.45 0.34 0.22 0.11 0.00
7. Percentage of learners who do not finish a particular grade level as well as those finish but
failed to enroll to the next grade level the following school year - School Leaver Rate (SLR)
Elementary - SLR 0.47 0.42 0.36 0.31 0.25 0.20 0.14
Secondary - SLR 6.74 6.30 5.86 5.42 4.97 4.53 4.09
20
IO1.3 - All 8. Percentage of K/G6/G10 completers proceeded to next key stage - Transition Rate
learners transition
to the next key GRADE 3 to
99.30
stage GRADE 4 99.42 99.53 99.65 99.77 99.88 100.00
SY 19-20
Transition Rate
GRADE 6 to
GRADE 7 99.30 99.42 99.53 99.62 99.77 99.88 100.00
Transition Rate
GRADE 10 to
GRADE 11 93.31 94.43 95.54 96.66 97.77 98.89 100.00
Transition Rate
IO1.4 - All out-of- 9. Percentage of OSC & OSY who returned to school or participated in ALS - Participation Rate
school children & of OSC & OSY
youth participate
and complete ALS
participation in PARTICIPATION 73.79 76.25 78.71 81.17 83.63 86.09 88
formal or non- RATE- BLP
formal basic
education ALS
learning PARTICIPATION
68.00 70.27 72.53 74.80 77.07 79.33 81.60
opportunities RATE-
ELEMENTARY
ALS
PARTICIPATION
77.82 80.41 83.01 85.60 88.19 90.79 93.38
RATE-
SECONDARY
10. Percentage of completers in ALS - completed session – ALS
ALS COMPLETERS
84.25 86.88 89.50 92.13 94.75 97.38 100.00
BLP
ALS COMPLETERS
72.05 74.45 76.85 79.26 81.66 84.06 86.46
ELEMENTARY
ALS COMPLETERS
80.48 83.16 85.85 88.53 91.21 93.90 96.58
SECONDARY
21
Strategies and Outputs on Access
With its vision to improve its KPIs, SDO Rizal will implement various strategies and
interventions to bring learners to schools. The division will BUILD opportunities to ensure that
school-aged children regardless of ethnicity, color, gender, religion, age, and economic status
are in school and are provided with quality basic education.
Table 10
Strategies and Outputs on Access
Program: Kakaiba Ka Ngunit Di Iba

One soul, one spirit, one mind in Inclusive Education -Advocate of inclusivity of diverse learners in addressing
individual needs.
Strategies 20 20 20 202 20 20
Focal Outputs
23 24 25 6 27 28
Gathered disaggregated profile of ALS
Enhance / / / / / /
Coordinat Learners
capacity of ors of ALS,
schools to Established new CLC, based on needs / / / / / /
SPED,
implement IPED, Implemented Open High School (OHS)
ADM and ALS ALIVE and Offered ADM-Home Schooling for / / / / / /
elementary and secondary schools
Project BROADEN – Building Relations on Offering Authentic and Diversified Education to Nurture K to 12
Learners
Strategies Focal Outputs 20 20 20 20 20 20
23 24 25 26 27 28
Established schools in congested
SGOD/ CID municipalities and far-flung / / / / / /
Expand communities
coverage of Increased number of schools/CLCs
basic education CID offering SHS, inclusion, and special / / / / / /
program,
interest programs
inclusion and
Implemented ADM for elementary and
special interest CID / / / / / /
programs secondary schools
Streamlined SHS offerings with the
CID / / / / / /
needs of the community
Project SAFE Education

SHS Alignment for Efficient Education
23 24 25 26 27 8
Streamline Division Reviewed existing SHS offerings as basis
/ /
SHS offerings Senior High of streamlining
School Aligned SHS offerings with the needs of
/ / / / / /
Coordinator the community
22
Project MILE
Maximizing Intervention for Learners’ Education
23 24 25 26 27 28
Intensify aid SGOD Chief Provided additional basic facilities such as
to last mile solar panels, classrooms, washing facilities, / / / / / /
schools rainwater collector/tank, etc.
Forge agreements with the LGU on the
support fund for LMS for teachers and / / / / / /
learners
Project LEAPS
Leveraging and Extending Assistance to Private Schools
23 24 25 26 27 28
Enhance SGOD EPS Private schools’ application on new,
/ / / / / /
capacity of Private renewal, recognition was approved
the private School Complaints/ concerns such as PAAC, 888,
schools Coordinator / / / / / /
etc. were decreased
relative to
government Online system for private schools on the
related- submission of their application for new,
processes renewal and recognition of schools
Project PRIVATE
Private Schools Revitalization, Institutionalization and Vesting of Applications through Technical Assistance and
Enhancement of System
23 24 25 26 27 28
Provided technical assistance to private
schools in their application for new, / / / / / /
Enhance
renewal, and recognition of schools
capacity of the
Division Conducted information- dissemination
private schools
Private activities on private school processes / / / / / /
relative to
School and concerns
government
Coordinator Developed online system for private
related-
processes schools on the submission of their
/
application for new, renewal, and
recognition of schools
Strengthening Developed online tracking system for
/ / / / / /
of Tracking learners with hurdled documents
Mechanism and
Division Assisted parents/ guardians through
Assistance of / / / / / /
Private legal aid on hurdled documents
Learners with
School
Hurdled
Coordinator Tapped grantors/scholarships to support
Documents
learners in public schools with unsettled / / / / / /
from Private accounts in the private schools
Schools
23
Project KID – Kindergarten’s Information Drive
23 24 25 26 27 28
Strengthen Mapped 5-year-old learners in the
/ / / / / /
compliance to division
CID –
kindergarten
Kindergarten EPS Informed schools on the Kindergarten
age / / / / / /
Omnibus Policy
requirements
Project STAKE
Supporting Teachers and All Learners for K to 12 Education
23 24 25 26 27 28
SGOD/ CID- Forge partnership:
Social - Scholarship
Intensify study Mobilization - Instructional assistance
grant and other and Networking - Socio-emotional interventions / / / / / /
scholarship Youth
- Other fund support programs
programs Formation
Section
Project UP Usapang Pananagutan

Strategies 20 20 20 20 202 20
Focal Outputs
23 24 25 26 7 28
Strengthen the implementation of
various programs, projects, and Intensified
activities to improve retention EPS II, SMME implementation of / / /
rate and transition rate, dropout Project UP, etc
rate
24
II.B. PILLAR II- LIFT EQUITY
With the aim of providing second chance education to OSYA and mainstream children with
special needs, SDO Rizal aims to LIFT -Lead towards Inclusive and Flexible Teaching to realize
the full potentials of the learners and intensify the Division’s efforts to EQUITY.
Division Context and Analysis of Key Performance Indicators on Equity for Children,
Youths, and Adults in Situation of Disadvantage
Including all learners and ensuring that everyone has an equal and personalized
opportunity for educational progress starts with inclusive education systems. As such, SDO
Rizal aims to ensure inclusive and equitable quality education and promote lifelong learning
opportunities for children with special needs, out-of-school youths, children, and adults,
indigenous peoples, and Madrasahs.
Inclusive Education (IE) in the Division is expressed through existing programs such as
Special Education, Indigenous Peoples Education, Madrasah Education, and Flexible Learning
Options including Alternative Delivery Mode and Alternative Learning System. These
altogether address the context and needs of learners in disadvantaged situations. Special
Interest Programs also cater to learners who manifest the interest and aptitudes for skill sets.
To further support the effective implementation of the programs in Inclusive
Education, the succeeding data presented describe the participation and performance of
learners in SDO Rizal.
Figure 6
Inclusive Education Enrollment for the Last Five Year
Figure 6 presents the enrollment for Inclusive Education for the last five years. It
includes Alternative Learning System (ALS), MADRASAH, Special Education (SPED) and
25
Indigenous People’s Education (IPEd). For the last five years, ALS has the highest number
of the enrolment while MADRASAH has the lowest enrolment.
While all Inclusive Education programs have an unstable increase in enrolment IPEd
has a steady increase in enrolment. The decrease of enrolment in other programs may
be associated with the current pandemic due to restriction in mobility and health
protocols.
Figure 7
Number of Schools Implementing Inclusive Education Program
Figure 7 presents the number of schools implementing the Inclusive Education

program. It can be gleaned from the graph that the ALS program has the highest number of
schools offering the program which has a total of 153 when combined. It is followed by SPED
having 51 schools, followed by IPED with 37 schools. MADRASAH education has the fewest
schools offering this program having a total of 17.
It can also be noted that the elementary level comprises more IE offering compared
to Junior High School and Senior High School. Hence, the secondary level should open more
schools implementing inclusive education to address the needs of learners.
26
Figure 8
Number of Teachers in Inclusive Education
The figure shows that IPED and SPED constitute more teachers in inclusive education
having a total of 355 compared with ALS and Madrasah. It can be associated with the fact that
the learners in those programs are mainstreamed in regular classes. Hence, regular teachers
are also given teaching loads in IPED and SPED. On the contrary, ALS program has a total of
56 teachers while 23 teachers in Madrasah respectively. This implies that SDO Rizal needs
more teachers in ALS since it has the greatest number of enrollees.
Table 11
Division Targets on Equity (2023-2028)
Baseline Physical Target

RESULTS STATEMENT / KEY
(SY 2019-
PERFORMANCE INDICATOR 2023 2024 2025 2026 2027 2028
2020)
Intermediate Outcome (IO) #2. School-age children and youth, and adults in situations of disadvantage benefited from
appropriate equity initiatives
1. Proportion of learners in a situation of disadvantage transition to next key stage
ELEMENTARY - % Disparity in the
1.01
transition rate
Male 98.72% 98.93 99.14 99.35 99.56 99.77 99.98
Female 99.93% 99.94 99.95 99.96 99.97 99.98 99.99
SECONDARY - % Disparity in the
1.03
transition rate
Male 92.03% 93.36 94.96 96.02 97.35 98.68 100.01
Female 94.70% 95.58 96.46 97.34 98.22 99.10 99.98
2. Gender participation - disparity in completion
ELEMENTARY - Gender
1.02
Parity Index - Completion
Male 96.76% 97.30 97.84 98.38 98.92 99.46 100
Female 98.94% 99.12 99.30 99.48 99.66 99.84 100.02
27
Baseline Physical Target
RESULTS STATEMENT / KEY
(SY 2019-
PERFORMANCE INDICATOR 2023 2024 2025 2026 2027 2028
2020)
SECONDARY - % Gender Parity Index -
1.09
Completion
Male 81.24% 84.37 87.5 90.63 93.73 96.86 99.99
Female 88.72% 90.6 92.48 94.36 96.24 98.12 100
IO2.1 - All school-age children and youth, and adults in situations of disadvantage are participating
in basic learning opportunities and receiving an appropriate quality education
3. Percentage of learners in a situation of disadvantage continue to participate in basic education
ELEMENTARY - Retention Rate 100 100 100 100 100 100 100
SECONDARY - Retention Rate 100 100 100 100 100 100 100
4. Percentage of learners in situations of disadvantage (disaggregated by group) achieved at least
a fixed level of proficiency/mastery in (a) functional literacy, (b) numeracy, and (c) 21st-century skills
Functional Literacy - % of learners at with at least proficient level or better (at least graduated in high school or K-12
curriculum completers-FLEMMS)
ALS–(Presentation Portfolio Passer)

In ALS the A&E Passers are not yet
79.05% 81.05% 83.05% 85.05% 87.05% 89.05% 91.05%
available in SY 2019-2020. Presentation
Portfolio Assessment was used.
SPED 92.96% 93.30% 93.64% 93.98% 94.32% 94.66% 95.00%
IPED 72.03% 75.86% 79.69% 83.52% 87.35% 91.18% 95.01%
MADRASAH-(Grade 10 completers) 89% 89.83% 90.66% 91.49% 92.32% 93.15% 93.98%
Numeracy - % of learners at with at
least proficient level or better
ALS–(Presentation Portfolio Passer) 79.05% 81.05% 83.05% 85.05% 87.05% 89.05% 91.05%
SPED, IPED & MADRASAH are to be
TBD
determined
21st-century skills - % of learners at
with at least proficient level or better
(Completers)
ALS Completers
SPED 92.96% 93.30% 93.64% 93.98% 94.32% 94.66% 95.00%
IPED 72.03% 75.86% 79.69% 83.52% 87.35% 91.18% 95.01%
MADRASAH-(Grade 10 completers) 89% 89.83% 90.66% 91.49% 92.32% 93.15% 93.98%
Strategies and Outputs on Equity
Table 12
Strategies and Outputs on Equity
Program: Kakaiba Ka Ngunit Di Iba

One soul, one spirit, one mind in Inclusive Ed - Advocate inclusivity of diverse learners in addressing individual needs.
20 20 20 20 20 20
Strategies Focal Outputs
23 24 25 26 27 28
Reinforce
Implementers of
retention Intensified Project AKAP to learners at risk of
ALS, SPED, IPED, / / / / / /
programs in dropping out
ALIVE
schools and CLCs.
Enhanced framework on IPEd, MEP, ALS, SPED / / / / / /

Mainstream
inclusion
Upgraded program management and service delivery / / / / / /
28
programs in all
Coordinators of
schools and CLCs.
ALS, SPED, IPED, Contextualized learning environment / / / / / /
ALIVE
Strengthen
mechanisms for
Coordinators of
implementation Schools offer inclusive education in geographically
ALS, SPED, IPED, / / / / / /
of Inclusive identified communities
ALIVE
Education
Decreased number of schools offering inclusive

/ / / / / /
education
II.C. PILLAR III- UPHOLD QUALITY
Learners complete K to 12 basic education, having successfully attained all learning

standards that equip them with the necessary skills and attributes to pursue their chosen
paths. SDO Rizal shall Upgrade Programs for Holistic Learner Development (UPHOLD)
Division Context and Analysis of Key Performance Indicators on Quality of Basic Education
Provision and Learning Outcome
This section discusses the baseline data, division targets and strategies to improve the
key performance indicators on the provision of quality education for Rizaleño learners.
Figure 9 shows the result of the

National Achievement Test in elementary
from School Year 2012 -2017. The highest
MPS of 56.98 was obtained in 2013 while
the lowest MPS was recorded in 2016 with
40.88. There is a significant decrease of
12.05% the MPS recorded in 2015 with
41.67 as compared to 53.72 in 2014. This is
consistent with the national data on the
performance of Grade 6 pupils in the
Figure 9 National Achievement Test in these
National Achievement Test (NAT) Results- calendar years.
Elementary
This result can be attributed to health and nutrition concerns/ issues, poor reading
comprehension of the students, non-specialist teachers handling major subjects, contact time
of teachers and students, congested curriculum and inability to maximize the use of technology
in the delivery of instruction.
29
Figure 10 It could be gleaned from the
National Achievement Test (NAT) Results- graphical presentation that the result of
Secondary the National Achievement Test (NAT) in
secondary level is erratic, and the
academic performance has been
inconsistent for the indicated five school
years. There is a significant increase of
2.36% from 42.93 of 2016 as compared to
45.29% of 2017. Even though there was a
slight increase in 2017, still the mean
percentage score (MPS) is far behind from
the 75% level of mastery in line with the
national standards.
This implies that the students did not reach the intended learning competencies in line
with the national standards. Moreover, a huge learning gap that needs to be addressed in the
delivery of secondary education programs among public high schools in the division. This
could be attributed to the health and nutrition concern/ issues, poor reading comprehension
of the students, non-specialist teachers handling major subjects, contact time of teachers and
students, congested curriculum, and inability to maximize the use of technology in the
delivery of instruction.
Figure 11 The graphical presentation

Comparative NAT Results of Grade 6 shows that there is a significant
SY 2016-2017 and SY 2017-2018 increase of mean percentage score
(MPS) with 2.88% in the National
Achievement Test (NAT) in School
Year 2017 - 2018 with 43.76% as
compared with the MPS of 40.88%
for School Year 2016 - 2017. First in
rank is Mathematics with an 8.16%
level of increase, followed by
Science with 3.16% increase, third in
rank is English with 1.53% increase,
fourth is Filipino with 1.24% increase
and lastly, HEKASI with 0.33%
increase.
The result reveals that the implementation of varied initiatives of the Division of Rizal
to address academic concerns are effective. These can be attributed to the successful conduct
of Trainings of Teachers on Critical Content and Pedagogies, Master Teachers Development
Program (MTPDP), School Heads Development Programs (SHDP), and the development of
Project Concept for supervisors on instructional and curriculum development.
30
Figure 12 It can be seen from the graphical
Comparative NAT Results of Grade 10 representation that there is a
SY 2016-2017 and SY 2017-2018 significant increase of mean
percentage score (MPS) with 4.36% in
the National Achievement Test (NAT)
for School Year 2017 - 2018 with
45.29 % as compared with the MPS of
40.93% for School Year 2016 - 2017.
First in rank is Filipino with a 6.86%
level of increase, followed by Araling
Panlipunan with 3.69% increase, third
in rank is Science with 2.65%
increase, and fourth is English with
0.15% increase. On the contrary,
Mathematics has a decrease in
percentage of 1.87%.
It can be interpreted that because of the different programs and projects initiated by
the Division of Rizal to bridge the gap between the academic concerns from all grade levels,
almost all subject areas significantly increase in their level of performance except for
Mathematics which decreases by only a small percentage. The said programs and projects
include the following: Training of Teachers on Critical Content and Pedagogies, Master
Teachers Development Program (MTPDP), School Heads Development Programs (SHDP),
Training Workshop on the Preparation of Concept Paper LAC sessions, Focus Group
Discussion, Division Research Conferences, and other related trainings, seminars,
symposia.
Figure 13 Figure 13 shows the English-

English-Proficient Level in Elementary Proficient Level in Elementary SY
SY 2019-2020 2019-2020. As shown in the figure,
Grade 6 pupils got the highest level
of reading proficiency in English with
36.89 followed by Grade 4 with
36.63 level of proficiency, while
Grade 5 ranked last with only 36.48.
The results signify the effectiveness
of the implementation of the Blue
Rizal: Barangayan para sa Bawat
Bata Bumabasa (BR-B4) in all public
elementary and secondary schools in
the Division of Rizal. However, there
is still a need to work out for the
continuous increase so as to reach
the 80% target level of proficiency.
31
Figure 14 Figure 14 presents English-
English-Proficient Level in Junior High School SY Proficient Level in Junior High School
2019-2020 SY 2019-2020. As reflected, first in
rank is Grade 7 with 40.12 level of
proficiency, followed by Grade 8 with
39.01. Third and last in rank are
Grade 9 and 10 with 34.14% and
32.46 reading proficiency level
respectively.
In contrast with the result of
reading proficiency level in the
elementary, the high school
students’ proficiency level from
Grade 7 to Grade 10 is decreasing.
This could be attributed to the fact that teenagers are more distracted due to the
excessive use of technology, social media and other contributing factors. The attitude of
students towards reading is an influencing factor that affects their reading comprehension
performance. One of the best indicators of future reading challenges that we are aware of
is whether one or more relatives, particularly parents, struggled with reading as children.
Figure 15 Figure 15 shows the Filipino-

Filipino-Proficient Level in Elementary Proficient Level in Elementary SY 2019-
SY 2019-2020 2020. The graphical presentation
reveals the reading proficiency level in
Filipino of elementary pupils for School
Year 2019-2020. Grade 6 ranked first
with 38.07% level of proficiency
followed by Grade 3 with 36.16%
proficiency level. Third in rank is Grade
5 with 35.23% and last in rank is Grade
4 with 34.17% level of proficiency.
The data signify that the proficiency level of elementary students in Filipino from
Grade 3 to Grade 4 is decreasing while in Grade 5 to Grade 6 is increasing. Generally, the
gap in the students’ comprehension was due to transition from primary to intermediate
level.
32
Performance in Reading
Blue Rizal: Barangayan para sa Bawat Bata Bumabasa (BR-B4) Program is the flagship
program of SDO-Rizal in addressing the problem on literacy. It is a community-based program
involving local government units, community volunteers, families, teachers- to read to all
children for them to develop enjoyment in- and love for Reading as learners transition from
“learning to read” to “reading to learn”.
Grades 1 to 3 learners were assessed using the BR-B4 Reading Assessment Tool (RAT) for
Beginning Reading in English and in Filipino. Below is the 2-year progressive data of BRB4
learners in School Year 2020-2021 and School Year 2021-2022.
Table 13
Progressive Improvement of BR-B4 Learners from SY 2020-2021 to SY 2021-2022
SY 2020-2021 SY 2021-2022
Learners in HIGHLY Learners in HIGHLY DEVELOPED
BR-B4 BR-B4
DEVELOPED CATEGORY CATEGORY
Enrolment Enrolment
Target Actual Target Actual
English
Batch 1 14,538 4,362 5,839
16,076 4,019 3,094
25,559 5,112 6,993
Filipino
Batch 1 15,250 4,575 6,889
16,685 4,171 4,788
28,064 8,420 10,362
Table 12 shows progressive improvement of BR-B4 Learners from SY 2020-2021 to SY

2021-2022. There is an average increase of 33% in the success rate of the program from SY
2020-2021 to SY 2021-2022.
For SY 2020-2021 (first year Batch 1 English), BR-B4 targeted 20% or 4,019 learners to reach
the highly developed level of BRB4 Beginning Reading Strand for English. However, there were
only 3,094 learners or 19% who reached the target level. There were 12,982 or the remaining
80% of learners needed to be catered in BRB4 Year 1 Batch 1 in English.
For Filipino (first year Batch 1 Filipino) Batch 1, BR-B4 targeted 20% or 4,171 learners to
reach the highly developed level of BRB4 Beginning Reading Strand for English. Remarkably,
there were 4,788 learners or 29% who reached the target level. However, the remaining 11,897
or 71% of learners are needed to be catered in BRB4 Year 1 Batch 1 in Filipino.
For SY 2021-2022 (second year of Batch 1 English), BR-B4 targeted 30% or 4,362 learners
to reach the highly developed level of BRB4 Beginning Reading Strand for English. Surprisingly,
there were 5,839 learners or 40% who reached the target level. Yet, the remaining 60% or 8,699
learners are needed to be catered in BRB4 Year 2 Batch 1 in English.
33
For SY 2021-2022 (second year of Batch 1 Filipino), BR-B4 targeted 30% or 4,575 learners
to reach the highly developed level of BRB4 Beginning Reading Strand for English. Surprisingly,
there were 6,889 learners or 45% who reached the target level. However, the remaining 55%
or 8,361 learners are needed to be catered in BRB4 Year 2 Batch 1 in Filipino.
For SY 2021-2022 (first year of Batch 2 English), BR-B4 targeted 20% or 5,112 learners to
reach the highly developed level of BRB4 Beginning Reading Strand for English. Surprisingly,
there were 6,993 learners or 27% who reached the target level. Yet, the remaining 73% or
18,556 learners are needed to be catered in BRB4 Year 1 Batch 2 in English.
For SY 2021-2022 (first year of Batch 2 Filipino), BR-B4 targeted 20% or 8,420 learners to
reach the highly developed level of BRB4 Beginning Reading Strand for English. Surprisingly,
there were 10,362 learners or 37% who reached the target level. However, 63% or 17,702
learners are needed to be catered in BRB4 Year 1 Batch 2 in Filipino.
For Reading Literacy

● For SY 2020-2021 (first year Batch 1 English), 12,982 or the remaining 80% of learners
are needed to be catered in BRB4 Year 1 Batch 1 in English.
● For Filipino (first year Batch 1 Filipino) 11,897 or 71% of learners are needed to be
catered in BRB4 Year 1 Batch 1 in Filipino.
● For SY 2021-2022 (second year of Batch 1 English), 60% or 8,699 learners are needed to
be catered in BRB4 Year 2 Batch 1 in English.
● For SY 2021-2022 (second year of Batch 1 Filipino), 55% or 8,361 learners are needed to
be catered in BRB4 Year 2 Batch 1 in Filipino.
● For SY 2021-2022 (first year of Batch 2 English), 73% or 18,556 learners are needed to
be catered in BRB4 Year 1 Batch 2 in English.
● For SY 2021-2022 (first year of Batch 2 Filipino), 63% or 17,702 learners are needed to
be catered in BRB4 Year 1 Batch 2 in Filipino.
Performance in Numeracy
Reproduction of Numeracy Assessment Tool (NumAT) Package was realized to address
the issues and concerns on the numeracy program.
Based on learners’ report on numeracy level for Grades 1 to 3, elementary schools in
the division need to implement interventions to 9,327 (7.06%) learners under non-numerates,
and 26,816 (20.30%) under beginning level. The proposed interventions will lessen the
percentage of our clientele under non-numerates and beginning level and will lead to grade
ready level status, they will be given whole-class and/or individualized / differentiated
interventions.
To strengthen the implementation of Project NUMERO: Number Understanding Makes
Every Rizaleño Onboard, NuMAT and its Intervention will be intensified from School Year 2022-
2023 to School Year 2027-2028 to address the Gaps of learning and the challenges brought
34
about by transition from distance learning to in person classes and to mitigate learners who
were identified under non-numerates level and beginning level each year.
Teachers and Teaching Strategies

Virtual Learning and Development (L & D) activities for teachers in preparation for School
Year 2021-2022 was held to capacitate teachers and school leaders. DepEd Rizal organized
training programs and activities to address specific development needs as identified in the
Individual Development Plan or eSAT of the RPMS.
Institutionalization of School Learning Action Cell (SLAC) as a School-Based Continuing
Professional Development Strategy for the Improvement of Teaching and Learning, under
DepEd Order No. 35, s.2016, recognizes that the quality of learning is greatly influenced by the
quality of teaching; hence, a need to develop and organize professional learning communities
that will aid teachers improve practice and increase learners’ achievement. Series of Division-
initiated LAC sessions were conducted to develop and support successful teachers by nurturing
their knowledge, attitudes, and competencies in terms of curriculum, instruction, and
assessment in their workstations.
SDO Rizal decided to conduct a survey on SLAC sessions conducted from January to June
2021 to ensure that professional learning communities for teachers are established and
sustained through regular LAC sessions that will help them improve practice and learner
achievement amidst pandemic.
Junior High School teachers with Mathematics, Science, and English specializations were
recommended by SDO Rizal participated in the DepEd’s Professional Development Program
(PDP) on assessment and emerging literacies with focus on Programme for International
Student Assessment (PISA).
This aims to improve teachers’ assessment literacy and content knowledge to help them
align their classroom practice with the emerging literacies measured by International Large-
Scale Assessments (ILSA). SDO Rizal is committed to engage in various national and
international system assessments to guide its efforts to address the challenge of improving the
quality of basic education. This brings to light the need to accelerate the efforts to improve
education quality. One way to contribute to the improvement of quality of basic education is
to enhance the alignment of classroom assessment with ILSAs such as PISA.
Through THAMES International School, a NEAP authorized external learning service
provider, the DepEd Rizal in collaboration with Region IV-CALABARZON conducted the
upskilling and re-skilling programs for teachers and school leaders via flexible learning. The
program implementation schemes were FLEX2EDUCATE, FLEX2LEARN and FLEX2LEAD. The
learning modality is blended with synchronous and asynchronous sessions, with digital modular
learning supplemented with TV and video lessons.
Training Workshop on Critical Content and Pedagogies in the different learning areas for
elementary and secondary teachers was conducted on July 26 to 29, 2022 to articulate them
on the concepts and objectives of the lessons to the Most Essential Learning Competencies.
35
They also identified practical strategies for teaching critical content and guided them in crafting
effective lesson plans.
To ensure quality of the teaching and learning process, SDO Rizal lists priority schools
(Annex C) for monitoring, instructional supervision and provision of technical assistance with
reference to the Learning Outcomes Assessment Results for SY 2021-2022 and Electronic
Learning Assurance for Monitoring and Progress (e-LAMP).
Access to Learning Resources

To expand access to learning resources, a series of activities were conducted to assess gaps
and address issues and challenges. Performance reviews, development of pivot learning
resources, and writeshops on Senior High School subjects with no available modules were
conducted.
Online capacity building on the utilization and full implementation of Numeracy
Assessment Tool (NumAT) based on pilot testing and evaluation results through simulation was
conducted for school heads and teachers. Likewise, Mathematics Learning Intervention
materials were developed for identified non-numerates and beginning levels in elementary and
junior high school.
SDO Rizal implemented a series of activities on the Development of Table of Specification
(TOS) Test Items based on prescribed Budget of Works (BOW) in all learning areas and
Development and Validation of Learning Activity Sheets and Authentic and Integrated
Assessment from 1st to 4th quarters. Through this activity, the most important knowledge, and
skills that students should be able to demonstrate in the learning activities will be assured.
Likewise, it determines the criteria and standards of outcomes performance and the acceptable
evidence.
Since assessment is part of curriculum implementation, it plays a vital role in determining
the progress and development of learners. Workshop on the Development, Review and
Finalization of Performance Tasks and Written Works in MAPEH and TLE for Grades 9 to 12 was
conducted on July 18 - 22, 2022 based on specific performance and content standards.
As part of the SDO-Rizal’s BE-LCP implementation, Division Memorandum No. 310, s.2021
was released to conduct the 2-Day Development and Validation of Video Lessons Across
Learning Areas on July 28-29, 2021, via Google meet. The activity targets were to: (1) refresh
teachers across learning areas on the nature of teacher-made video lessons, (2) develop and
validate teacher-made video lessons for additional digital learning materials for learners, and
(3) intensively inform future trainers on the processes of the development of teacher-made
video lessons. Video lessons across learning areas for Key Stage 1 to 4 were developed.
SDO Rizal spearheaded the STATCHECK (Status Check) on Self Learning Modules (SLMs) as
part of school preparations for School Year 2021-2022 in terms of learning resources.
For Senior High School, SDO Rizal initiated in August 2021 the redeveloping Alternative
Delivery Mode (ADM) Health Optimizing Physical Education (HOPE) modules for Senior High
Schools. The purpose of this activity was to ensure that the SLMs developed by the region are
36
free from errors, intellectual property concerns, and issues and to maximize the use of the said
materials.
Last June 2021, SDO Rizal conducted an Online Asynchronous Workshop on the
Development of Learning Resource Packages (LRPs) to review, critique and finalize before its
submission to NEAP-4A.
Access to Quality Learning Facilities

With the new challenges brought about by the COVID-19 pandemic in delivering quality
education, a safe learning environment becomes one of the utmost considerations to ensure
the school’s safe operations and in the process of the budget allocation of crucial resources.
DepEd Rizal issued Memorandum No. 280, s,2022 to validate the priority schools in preparation
for the Calendar Year 2023 School Building Projects Budget Proposal and NSBI Review. This was
conducted on June 7 to 10, 2022. The conduct of DepEd National School Building Inventory
(NSBI) for School Year 2021 to 2022 is to ensure a more accurate and comprehensive baseline
data of school buildings, classrooms, furniture, and other facilities in all public elementary
secondary schools.
A series of Virtual Coordination and Planning Meeting on Physical Inventory Taking
Activities (PITA) participated by the Division Inventory Committee and Sub-Office Property
Custodians was held on July 26, 2021. Reports on findings, recommendations, revisions, issues
and other concerns during PITA documented.
Virtual Meeting on the Enhancement of General Protocol on Safe Return to Schools was
held on July 27, 2021. This aims to develop specific interventions for COVID-19 mitigation and
enhance the protocol on safe return to schools.
Table 14
Historical Performance on Quality
Key
Performance Level 2015-2016 2016-2017 2017-2018 2018-2019 2019-2020 Trend
Indicators
Elementary NDA 40.88 43.76 NDA NDA

National
Achievement
Secondary NDA 40.93 45.29 NDA NDA
Test
Higher Education NDA NDA 57.59 59.98 52.96
Employed NDA NDA 19.25 16.62 17.06
Grade 12 Entrepreneurship NDA NDA 4.36 3.54 4.63

Curriculum
Exits Employed/In business
while enrolled in Higher NDA NDA 6.09 6.29 7.39
Education
Others NDA NDA 12.70 13.57 17.97
*NDA: No Data Available
37
Table 15
Division Targets on Quality (2023-2028)
Results Statement/Key Physical Target
Intermediate Outcome Baseline
Performance Indicator 2023 2024 2025 2026 2027 2028
1. Percentage of learners pursued their chosen paths
% proceeded to employment 16.62 17.62 18.62 19.62 20.62 21.62 22.62

Intermediate Outcome (IO) #3.
Learners complete K-12 basic % proceeded in Higher 59.98 60.98 61.98 62.98 63.98 64.98 65.98
education having attained all Education
learning % proceeded to 3.54 4.54 5.54 6.54 7.54 8.54 9.54
standards that equip them with entrepreneurship
the necessary skills and
attributes to pursue their % employed/in business while 6.29 7.29 8.29 9.29 10.29 11.29 12.29
chosen paths enrolled in higher education
Others (married, not enrolled, 13.57 14.57 15.57 16.57 17.57 18.57 19.57
no work)
2. Percentage (proportion) of learners achieving at least “Proficient” in the NAT-Reading
Grade 3 56.00 63.4 66.2 68.9 71.7 74.0 77.2
Grade 6 17.7 32.9 40.2 47.6 54.9 62.2 69.5
Grade 10 36.4 43.2 49.2 55.2 61.2 67.2 73.2
IO3.1 -Quality, inclusive, Grade 12 24.4 34.0 39.0 44.0 54.0 59.0 64.0
adaptive, resilient, and future-
ready basic education for all 3. Percentage (proportion) of learners achieving at least “Proficient” in the NAT-
achieved. Mathematics
Grade 3 27.1 36.0 42.0 48.0 54.0 60.0 66.0
Grade 6 17.6 31.4 38.4 45.4 52.4 59.4 66.4
Grade 10 13.1 30.4 38.4 46.3 54.1 61.8 69.6
Grade 12 2.8 18.0 23.0 28.0 38.0 43.0 58.0
IO3.2 - Learners in the 4. Percentage of ALS learners pass the A&E test
Alternative Learning System
gain certification as Elementary % of OSC received certification 35.71 37.71 39.71 41.71 43.71 45.71 47.71
or Junior High School % of OSY received certification 63.64 65.64 67.64 69.64 71.64 73.64 75.64
completers
% of adults received
50.32 52.32 54.32 56.32 58.32 60.32 62.32
certification
*From NEDA presentation during the National Planning Conference shared on November 16, 2022; NAT targets adopted;
Baseline- NAT 2018
38
Table 16
Strategies and Outputs on Quality
Pillar 3: UPHOLD (Upgrade Programs for HOlistic Learner’s Development)

Program: Project BRB4 (Blue Rizal Barangayan Para Bawat Bata Bumabasa)
and Project NUMERO (Number Understanding Makes Every Rizaleño Onboard
Forge partnership with 13
LGUs and other
stakeholders to sustain / / / / / /
implementation of BR-B4
and Project NUMERO.
Validated numeracy post-
/ /
Strengthen assessment tool
literacy and Conducted numeracy
numeracy assessment in all key / / / / / /
programs to stages
enhance Trained Reading warriors/
BRB4 /
reading volunteers and numeracy
NUMERO / /
comprehension enthusiasts from 13
and improve Focal
municipalities
performance Trained teachers on the
of learners in Teaching of Remedial
Mathematics Reading and Content Area / /
Reading from 13
municipalities
Analyzed data on BRB4 and
NUMERO as basis for / / / / / /
action research
Evaluated BRB4 & NUMERO
/ / / / / /
projects
Program: Journey Beyond Self
Improve teachers’
competence on:
 Learning outcome
assessment
/ / / / / /
 Critical content
 Pedagogical approaches
Education  Program
Improve the implementation
Program
delivery of
Supervisors Increased school level of
curriculum,
Division, LOA curriculum implementation / / / / / /
outcomes,
Coordinator,
and
SEPS in
assessment. Disseminated research
Planning and
results to help improve
Research
learning teaching-learning / / / / / /
outcomes and processes
Curriculum adjustments and

intervention based on test / / / / / /
results
39
Capacitated key personnel
on LOA data analysis, in
partnership with Salt / /
Payatas and research
partners in Japan
Conducted research on
student performance / / / / / /
Developed contextualized
assessment tools in all
learning areas (Structure of / / / /
the Observed Learning
Outcomes, integrative, etc.)
Unpacked curriculum
standards in all learning / / / / / /
areas
Intensified the provision of
technical assistance on
/ / / / / /
Instructional Supervision of
School Heads
Project Title: EFFECT (Efficient Facilitation For Effective and Competent Teachers)
Trained teachers on learning

approaches, methods, and
Efficient / / / / / /
strategies in all learning
implementati
areas
on of
Education Unpacked curriculum
curriculum
Program standards in all learning / / / / / /
and use of
Supervisors areas
instruction
Trained teachers and school
methods
leaders in the
/
implementation of ELLNA for
Kindergarten to Grade 3
Project: Kakaiba Ka Ngunit ‘Di Iba
Division Capacitated school heads
Coordinators and teachers of inclusive / / / / / /
Improve education
on Inclusive
Inclusive
Education-
Education
SPED, IPEd, Crafted interactive learning
Quality / /
MADRASAH, materials
ALS
Project: Hataw LR
(Hoardboard of Appropriate and Timely Artifacts and Works pertinent to LRMS)
Repository of
 Learning/video
materials
Improve  Teaching and
professional / / / / / /
access to
learning EPS in LRMS development
materials
resources
 SLMS for special
programs
SDO’s digitized library / / / / / /
Mobile libraries / / / / / /
40
Developed learning
resources for learning
standards reflecting the / / / / / /
socio- emotional and 21st
century skills.
Utilized ICT platforms and
facilities with accessibility / / /
features for students.
Printed learning intervention
materials in English and / / /
Math
Developed contextualized
learning materials for
/ /
specialized subjects in
Senior HS
Established library hubs in
/ / /
every municipality
Program STAR
(Showcase of Talents And Recognition)
Showcase
Conduct of Division
and / / / / /
Competition /
recognize
learners Learning area
exhibiting coordinators
Participation in the Regional
exemplary / / / / / /
and National Competition
performance.
Project SAFE
(SHS Alignment For Efficient Education)
Increase the Enhanced Schools’ Curricular
/ / / / / /
number of Offerings
students in SHS
the SHS Coordinator
Tracer study on SHS
curriculum / / / / / /
graduates
exits
II.D. PILLAR IV-EMPOWER LEARNER’S RESILIENCY AND WELL-BEING
DepEd Rizal EMPOWER (Enable Mechanisms to Provide Opportunities enhancing WEllbeing

and Resilience) stakeholders to produce learners acquiring 21st century skills that would enable them
to be critical thinkers, enablers of sustained connections, innovative, nimble and patriotic citizens.
Through this Division Education Development Plan, Pillar 4, integrates strategies through empowering
approaches encompassing the K-12 Conceptual Framework comprising the four domains stipulated in
DepEd Order No. 21. 2019. DepEd Rizal addresses resiliency and wellbeing targeting rights-based
education framework, provision of safe learning environment from risks and impacts from natural and
man-made induced hazards and access to basic physical, mental, and emotional fortitude with real-
life challenges brought by the New Now.
41
Learners are resilient, know their rights, and have the life skills to protect themselves and claim
their education-related rights from DepEd and other duty bearers to promote learners’ well-
being, while being aware of their responsibilities as individuals and as members of society.
In education, teachers and other school staff play a very important role in learner’s safety and
child protection. The terms ‘child protection’ and ‘safeguarding’ are used synonymously. With this,
SDO-Rizal learners must be secured through safeguarding their learning environment which embraces
physical, mental, psychosocial, and emotional factors. Hence, several issuance were released by the
Department of Education to protect learners and help them become resilient individuals who are
equipped with skills that would enable them to stand and persist amidst hardships and trials.
Every learner has the right to access quality education thus, he/she has the right to be safe in
the event of disaster. As stipulated in R.A. 10821 otherwise known as the “Children's Emergency Relief
and Protection Act” sets a standard of accountability to children in terms of protection and provision
of their needs before, during, and after a disaster.
Moreover, this is supported by D.O. 37 s. 2015 also known as the “Comprehensive Disaster
Risk Reduction and Management (DRRM) in Basic Education Framework” which guides the DRRM
efforts in the basic education sector towards resilience-building in offices and schools, and to ensure
that quality education is continuously provided and prioritized even during disasters and/or
emergencies., it is imperative to protect the rights of learners in times of emergencies.
Relatively, DepEd Order no. 40 s., 2012 titled Child Protection Policy ensures that protection
from abuse, violence, exploitation, discrimination, bullying, and other forms of abuse has been
provided. Moreover, in order to help the learners achieve and maintain their good health status which
greatly affect their academic performance, strict implementation and adherence to DepEd WinS
Program is enjoined.
DepEd Rizal has the burning desire to empower schools and the organizations in developing
the integrated projects, programs, activities, and contextualized curricula in building resilient, safe and
sound learners, teaching and non-teaching personnel, stakeholders, and facilities based on the
identified needs and targets.
Learners are safe and protected and can protect themselves from risks and impacts from
natural and human-induced hazards.
A. Percentage of Learners Equipped with Capacity on What to Do Before, During, and After
Disaster/Emergency.
In the 2022 Child Friendly School System (CFSS) Checklist, 292 school-respondents gave SDO Rizal
a better perspective on how to chart the delivery of quality and basic education for the next six years.
One best indicator was 97.9% of schools have organized and capacitated their respective School
Disaster Risk Reduction and Management Committees (SDRRMCs).
42
Table 17
2022 Child Friendly School System Checklist Results on DRRM
Indicators Number %
Schools have organized and capacitated their SDRRMCs 286 98
Schools regularly conduct evacuation drills 279 96
Schools have adequate emergency/first-aid kits 263 90
Schools have safe facilities 262 89
Schools have identified and prepared alternative learning spaces 228 78
Figure 26 presents the 2022 Child -Friendly School System Checklist Results on the other disaster
response and readiness indicators based on the Child-Friendly School System (CFSS) Checklist: a)
95.5% (279/292) of schools regularly conduct evacuation drills for earthquake, fire, flooding, etc., b)
90% (263/292) of schools have adequate emergency/first-aid kits readily available, c) 89.7% (262/292)
of schools have safe facilities in place to address hazard threats (fire exits, fire extinguishers,
appropriate electrical wirings), and d) 78% (228/292) of schools have identified and prepared
alternative learning spaces in cases of emergencies.
These figures entail that schools have a good foundation and practices in CFSS. At the same time,
22% of schools still have to prepare alternative learning spaces, especially that Rizal is frequented by
natural calamities. With this, SDO- Rizal assures that it recognizes and respects the range of rights of
children, and not just their right to be educated. Wherein, SDO-Rizal values the rights of the children
to be healthy, to be given opportunities for play and leisure, to be protected from harm and abuse, to
express their views freely, and to participate in decision-making according to their evolving capacities.
B. Percentage of Learners Who are Aware of DRRM and CCAM and Peacebuilding
Table 18
2022 Child Friendly School System Checklist Results on DRRM, CCAM and Peacebuilding
Indicators Number %
Students involved in meetings and planning sessions on well-being 267 91
Students involved in meetings and planning sessions on DRRM 252 86
Have strong partnerships with external stakeholders 263 90
The table shows awareness of learners on Disaster Risk Reduction Management (DRRM),
Climate Change Adaptation and Mitigation (CCAM), and Peacebuilding based on the 2022 CFSS
checklist. As can be gleaned from the chart, 91.40% of schools involve the students in meetings and
planning sessions that concern their well-being, 86.30% of schools involve their students in the
organizing, planning, and executing the disaster preparedness and response plan, and 90.00% of
schools have strong partnerships with external stakeholders in order to address disaster risk reduction
and the CCA-related needs of the school (i.e. data and statistics, capacity building, resources, etc.).
These data imply that schools must maximize the full and active involvement of learners and
stakeholders in their respective DRR, CCAM, and Peacebuilding plans and activities. It also denotes
43
that SDO-Rizal takes the lead in empowering the learners, personnel, schools, and offices to ensure
safety and learning continuity; institutionalize Disaster Risk Reduction and Management (DRRM),
Climate Change Adaptation (CCA), and Peacebuilding in the scope of work across and within all levels
of DepEd; and strengthen the resilience of K-12 education in the context of natural and human-
induced hazards.
C. Percentage of Learners Who are in Safe School Facilities
As gleaned from Figure 28, it shows that there is an average of 77.21% of schools who have
responded to 2022 CFSS Goal No. 2: Enhance Children’s Health and Well-being with 11 indicators.
The figure below shows that 97.60% of schools have established Parent-Teacher Association
(PTA) and has elected leaders, meets regularly, and has a written plan of action, 95.90% of schools
have coordination with the barangay and local authorities to ensure the safety and protection of
learners, 92.80% of teachers use non-threatening styles of disciplines, 83.00% of schools have
functional clinic, and 73.90% of schools have a steady supply of clean and safe drinking water.
These figures show that schools still have to improve their facilities to ensure a safe and
motivating environment for all learners. With this, the data implies that SDO-Rizal should conduct
needs analysis reflecting the total enrollment, existing number of usable classrooms, current
classroom ratio and ideal classroom ratio based on the standard parameters of the Department to
help ensure the provision of safe spaces for students and teachers inside the campus premises.
Table 19
2022 Child Friendly School System Checklist Results on Safe Schools
Child Friendly School System Checklist Number of Schools
Schools with established Parent-Teacher Association (PTA) 97.60% (285 schools)
Schools with coordination to the Barangay and Local Authorities 95.89% (280 schools)
Schools using Non-threatening Styles of Disciplines 92.81% (271 schools)
Schools with Functional Clinic 82.88% (242 schools)
Schools with Steady Supply of Clean and Safe Drinking Water 73.97% (216 schools)
Learners know their rights and have the life skills to claim their education-related rights. Aside
from the rights of the child to access quality education, a child has also the right to respect the well-
being of the learning environment which involves all other children's rights within basic education.
With this SDO-Rizal promotes the best interest in a learning environment that seeks to ensure
learners’ optimum development. In promoting the best interest of the children, SDO Rizal should have
stronger deterrence and special protection against child abuse, exploitation, and discrimination where
learners or children must be secured from other matters that will be harmful for their safety whether
it is physical and mental.
44
Table 20
Number of Child Abuse and Bullying Cases for 3 consecutive years
School Year No. of Child Abuse Cases No. of Child Bullying Cases
Elementary Secondary Elementary Secondary
2019-2020 20 14 3 2
2020-2021 1 3 0 0
2021-2022 3 2 0 0
Table 19 shows that there is a decrease on the number of reported child abuse and child
bullying cases through the implementation of policies, programs, projects, and systems that promote
the rights to a safe learning environment.
It can be noted that in S.Y. 2020-2021 and S.Y. 2021-2022, no cases of child bullying were
recorded. The incidence of abuse and bullying may have declined because of the pandemic, immediate
intervention, and aggressive prevention through provision of technical assistance of the Legal Unit. It
is also possible that the apparent decline is explained by a drop in the number of cases being identified
and reported or by changes in practices of child protection policies, programs, and projects.
Table 21
Number of Filled Positions of Guidance Counselors and Coordinators
Position No. of Filled Position
Registered Guidance Counselors 2
Guidance Counselors 12
Designated Guidance Coordinators 236
Table 20 shows that under DepEd’s staffing standard, public and private elementary and high
schools are required to hire guidance counselors for every 500 students. However, the above figure
shows that DepEd Rizal lacks licensed or registered guidance counselors resulting in designating the
236 teachers which they were not supposed to.
Moreover, Republic Act No. 9258 or the “Guidance Counseling Act of 2004”, sought to
professionalize the practice of guidance and counseling by prohibiting non-registered individuals from
practicing guidance and counseling. This law punishes violators with imprisonment of up to eight years
or a fine of up to Php100,000.00. But with the passage of the Enhanced Basic Education Act of 2013,
it allows non-registered guidance counselors to work as career advocates, provided that they need to
undergo training at DepEd.
For lack of registered guidance counselors, teachers were assigned as school guidance
counselors and given the title “guidance teacher” to go around the law. It does not also fulfill the
mandate of the DepEd’s Child Protection Policy wherein in cases of child abuse and bullying,
immediate intervention like counseling must be done. It must be noted that a guidance counselor is a
member of a Child Protection Committee that must be existing in every school. Low compensation
but requiring higher educational standards of a master’s degree is the major reason for the severe
45
shortage of registered guidance counselors in the DepEd as a whole.
Mental health, commonly disregarded and satirized, must be addressed accordingly as with
the physical well-being of an individual. While we have unique ways to deal with this unseen ailment,
it is important to acknowledge that one may have been suffering from mental stress, anxiety, and
other forms of mental and psychosocial health problems.
It is recorded that the percentage of learners with socio-emotional and psychological

problems is 2.84 %. Thus, schools must prioritize the learner's mental well-being through the creation
of a stress-free environment with the help of mental health professionals.
Table 22
Division Targets on Resiliency and Well-Being (2023-2028)
Intermediate Results Statement/ Key Baseline Physical Target

Outcome Performance Indicator SY 2021-2022
2023 2024 2025 2026 2027 2028
IO#4. Learners Percentage of affected Baseline data TBD 100% 100% 100% 100% 100%
are resilient and and displaced learners to be
know their rights retained established
and have the life
skills to protect Percentage of learners 0.0080% 0% 0% 0% 0% 0% 0%
themselves and who reported violence
claim their committed against them
education rights by adults (child abuse)
from DepEd and based on intake sheets of
other duty- schools
bearers to
promote learners’ Percentage of learners 0.0012% 0% 0% 0% 0% 0% 0%
well-being. who reported violence (5 learners
committed against them from both
by other learners Elem and
(bullying) based on intake Secondary)
sheets of schools
Percentage of learners *Baseline to 98% 98% 98% 99% 100% 100%

who are happy and be established
satisfied with their basic
education experience in
relation to the enjoyment
of their specific rights in
school and learning
centers
Percentage of learners *Baseline to 95% 96% 97% 98% 99% 100%

who know their rights TO be established
and IN education, and
how to claim them
positively
Percentage of schools and *Baseline to 96% 97% 98% 99% 100% 100%
learning centers be established
significantly manifesting
46
indicators of RBE in the
learning environment
Learners Satisfaction *Baseline to 70% 90%% 100% 100% 100% 100%

Rating on Rights-based be established
Education
Percentage of schools 100% 100% 100% 100% 100% 100% 100%

with established Child
Protection Committee
Percentage of Schools *Baseline data 100% 100% 100% 100% 100% 100%
that Organized and to be
Strengthened Rights- established
Upholding Learning
Environments (RULE), Baseline to be 100% 100% 100% 100% 100% 100%
including Rights- established
Upholding Schools (RUS)
and Rights -Upholding
Community Learning
Centers (RUCLC)
IO4.2 Learners Percentage of schools 97% 100% 100% 100% 100% 100% 100%
are safe and with developed Disaster
protected, and Risk Reduction and
can protect Management plan
themselves from
risks and impacts Percentage of schools *Baseline data 20% 30% 40% 60% 80% 100%
from natural and with First Aiders to be
human-induced established
hazards
Percentage of schools *Baseline data 100% 100% 100% 100% 100% 100%
manifesting awareness on to be
Climate Change established
Adaptation and Mitigation
(CCAM) and
Peacebuilding
Percentage of schools 100% 100% 100% 100% 100% 100% 100%

implementing Mental
Health and
Psychosocial Support
(MHPSS) across all grade
levels
Percentage of schools 89.7% 100% 100% 100% 100% 100% 100%

with provision of safety
and emergency
equipment (i.e., water
sprinklers, smoke and
heat detectors, fire
extinguishers, first aid
kits, etc.)
IO4.3 Learners Percentage of learners 44,898 10% 20% 30% 40% 50% 50%
have the basic with improved health (Wasted and (4,490) (8,980) (13,469) (17,960) (22,449) (22,449)
physical, mental, statistics Severely
and emotional Wasted)
47
fortitude to cope Percentage of schools 90 or 30% of 44% 58% 72% 86% 100% 100%
with various with improved WinS all Elementary
challenges in life. status from 0 to a higher and
level Secondary
Schools
Number of learners with (SY 2019- 40,000 48,000 56,000 64,000 72,000 0,000
improved dental health 2020) learners learners learners learners learners learners
Dental Health
Examination
and
Assessment -
40,000
Oral Health 15,000 18,000 21,000 24,000 27,000 30,000

Education and learners learners learners learners learners learners
Toothbrushing
Drills-15,000
Fluoride
Treatment- 5,000 6,000 7,000 8,000 9,000 10,000
4,000 learners learners Learners learners learners learners
Oral 3,000 4,000 5,000 6,000 7,000 8,000

Prophylaxis- learners learners learners learners learners learners
2500
Tooth Filling- 1,000 2,000 3,000 4,000 5,000 6,000

800 learners learners learners learners learners learners
Tooth 2,700 2,200 1,700 1,200 700 200

Extraction- learners learners learners learners learners learners
3200
Medical and National Drug Education Number of 50% 100% 100% 100% 100% 100%
Nursing Services Program Schools
Reporting
(2022) – 12
(4%) schools
Adolescent Reproductive Number of 13 39 90 90 90 90

Health Schools schools schools schools schools schools schools
implementing
ARH Program
(2022)- 1
school
Medical and Nursing 100% of 100% 100% 100% 100% 100% 100%
Services for Personnel Teaching and
Non-Teaching
Personnel
were provided
with Annual
Physical
Examination
48
Table 23
Strategies and Outputs on Resiliency and Well-being
20 20 20 20 20 20
Strategies Projects Activities/ Focal Outputs
23 24 25 26 27 28
PROJECT LEADERacy
 SPG/SSG Plan of Action
Training-Workshop to Student
Youth  Child Protection
Leaders (SPG and SSG Officers) on
Formation Learner-advocate Team / / / / / /
Child Rights and Well-being
Schools Child
Ensure the right of Orientation to Learners on their Activity Proposal,
Protection
learners to protect rights TO and IN education Accomplishment Report / / / / / /
Committee
against all forms of
Monitoring of the implementation
violence and abuse. / / / / / /
of positive discipline in schools. PSDSs Monitoring Report
Monitoring of interventions
conducted by school licensed or
registered guidance counselor to Legal Unit Monitoring Report / / / / / /
abused or bullied learners
PROJECT TITLE: Rights-based Education (RBE) Framework Implementation
Ensure the Child Protection Committee

adherence to a
Capacity Building for, CPC Legal Unit,
rights-based Parents trained on child
members, Parents and School Youth / / / / / /
education rights education and child
Personnel on Child Rights Policy Formation
framework at all protection
levels
Monitoring the implementation of Monitoring tool for RULE,
RBE in all Division policies, RUS, RUCLC / / / / / /
Legal unit
programs, activities, and projects
Review on the K to 12 curriculum,
instruction, and assessment to
enhance appropriate standards,
List of Competencies with
competencies and lessons on / /
EPSs, PSDSs human and child rights
human rights and child rights,
integration
especially the rights to and in
education
Provision of instructional support
EPSs and
on the Integration of child rights Lesson exemplars on RBE / / / / / /
PSDSs
and protection in the curriculum
Organization and Strengthened
Rights-Upholding Learning
Environments (RULE), including Reviewed Schools Localized
Legal unit / / / / / /
Rights-Upholding Schools (RUS) Child Protection Policy
and Rights -Upholding Community
Learning Centers (RUCLC)
PROJECT TITLE: MINDSET
(Mitigating Impacts of Natural and human-induced Disasters by Safeguarding Education Tenacity)
Workshop on the Development of
Developed school
School Contingency Plans for
contingency plans
School DRRM Coordinators
Training on Disaster Risk Reduction DRRM Focal
/ / / / / /
and Management Person
Training on Climate Change Trained SDO Personnel and
School DRRM Personnel / / / / / /
Adaptation and Mitigation
Training on Peacebuilding / / / / / /
PROJECT TITLE: FLOWeR (Focused Learning and Development On Wellbeing and Resilience)
49
Workshop on the development of
contextualized modules and IECs
on FLOWeR DRRM Focal Contextualized modules and
- School heads Person IECs based on salient / / / / / /
- T1-T3 or 0-3 years as HRD, CID components of FLOWeR
designates in SDRRM,
Clinic and Guidance Office
PROJECT TITLE: OPLAN KALUSUGAN SA DEPED
Continuous Report on nutritional status
implementation of (PTR)
HNU / / / / / /
School-Based
Feeding Program School-Based Feeding Program
Evaluate the impact SEPS Research
of SBFP to learning and Nurse Research study / /
outcome Focal
Intensify Report on WinS
Water, Sanitation and Hygiene
Implementation and HNU (from 0 star to a higher level / / / / / /
(WASH) in Schools- WinS
monitoring of WASH (Elementary and Secondary)
in Schools (WinS)
and National Drug National Drug Education Program
HNU Monitoring Tool / / / / / /
Education Program (NDEP)
(NDEP)
Health Demographic Profile
of teaching and non-
/ / / / / /
teaching personnel and
learners
Intensify
Medical, Dental and Nursing
Implementation of HNU
Services BLS/ACLS trained nurses / / / / / /
Health Programs
Updated knowledge and

skills of MO and dentists / / / / / /
Capacity Building of Guidance HNU Increased number of trained

Counselors and Designates on DRRM personnel on Psychological / / / / / /
Mental Health HRD First Aid (PFA)
Implementation of Adolescent
HNU Monitoring tool
Strengthen Reproductive Health
implementation of
Orientation on National Drug Nurse II Establishment of School / / / / / /
Mental Health and
Education Program Focal Persons; Monitoring
Psychosocial
Tool for NDEP
Support, NDEP,
ARH, and medical
Benchmarking of schools in the Nurse II Establishment of School / / / / / /
services
pilot implementer of CSE-ARH Focal Persons; Monitoring
Convergence in SDO-Rizal Tool for ARH
Annual Physical Examination on Medical Accomplished Health Profile / / / / / /
Teaching and Non-Teaching Officer III & Form and Review of System
Personnel Nurse II Form
50
To fulfill the strategies and target outputs related to Resiliency and Well-Being, DepEd Rizal
through its Disaster Risk Reduction and Management (DRRM) efforts, designed a series of actions to
best address the capacity-building needs of both its learners and personnel.
Figure 16
Resiliency and Well-Being Framework The conceptual framework
demonstrates the focus fields of the
Resiliency and Well-Being pillar: 1) Disaster
Risk Reduction and Management
awareness and 2) Enrichment of Health
and Nutrition for DepEd Rizal learners and
personnel, both Teaching and Non-
Teaching.
Institutionalizing 1) Emergency
Management in schools, 2) Occupational
Safety and Health (OSH) for the Teaching
and Non-Teaching personnel, 3)
strengthening Resilience of learners, and
4) provision of Medical and Dental services
to learners and personnel.
Capacity building through implementation of the following programs:
1) Project MINDSET (MITIGATING IMPACTS OF NATURAL AND HUMAN-INDUCED

DISASTERS BY SAFEGUARDING EDUCATION TENACITY) concentrates on:
a) school-level Emergency Preparedness to educate both learners and other

stakeholders with proper response before, during, and after emergencies (man-
made and or natural)
b) Basic First Aid training for school personnel to provide immediate medical response
accordingly
c) Climate Change Adaptation and Mitigation to deliver information on the harmful
effects of global warming and how to alleviate them which all reinforce resiliency to
both learners and stakeholders during emergencies and changes in their
environment;
2) promoting awareness and enhancing resilience amongst DepEd personnel through
FLOWeR (Focused Learning and Development On Wellbeing and Resilience) Program
focusing on:
51
d) Basic Occupational Safety and Health for Teaching and Non-Teaching Personnel to
establish a safe and healthy working environment for DepEd personnel
e) Peacebuilding to promote learners’ safe space for learning experience
f) Child-Rights Based Education to inculcate the culture of acceptance and
understanding to various cultural background and recognize the rights of the
children to accessible and quality access to basic education services
3) Oplan Kalusugan (OK) sa DepED which includes:
g) Mental Health and Psychosocial Support prioritize the promotion and protection of
the mental health and general welfare of its personnel and learners to develop a
resilient workforce that can withstand current and future crises and equip personnel
with ways to protect their mental health
h) School-Based Feeding Program to provide hot meals (pre-pandemic) and Nutritious
Food Products (NFP) (pandemic) to undernourished Kinder to Grade 6 learners to
improve classroom attendance and encouraged learners to go to school every day
h) Water, Sanitation, and Hygiene in Schools (WinS) focuses on the standards for the
promotion of a clean and safe school environment with proper hygiene and
sanitation practices among learners
i) National Drug Education Program provides a holistic approach to the problem of drug
abuse through a comprehensive education program
j) Adolescent Reproductive Health aims to strengthen DepEd’s delivery of its mandates
on Responsible Parenthood and Reproductive Health Act by enhancing capacities of
licensed guidance counselors or designates and development of a referral network
to service providers on all RPRH concerns
k) Medical, Dental, and Nursing Services is provision of various health services such as
health appraisal, treatment, consultation, referral, health counseling, promotive,
preventive, curative services, and others to promote, protect and maintain the
health status of learners and school personnel, for effective implementation at the
school-level and for continuous assurance of safety, health, and well-being of
learners may it be distance learning and face-to-face classes.
52
GOVERNANCE:
ENABLING MECHANISMS
III. GOVERNANCE: ENABLING MECHANISMS
Governance facilitates the achievement of the goals intended in each of the four
pillars of access, equity, quality, and resilience and well-being. Governance is referred to as
enabling mechanisms that include 1) education leadership development, 2) strategic human
resource management, 3) learning environment and resources, 4) division systems and
processes, 5) basic education stakeholders, and 6) public and private education systems.
III.A. Governance- Enabling Mechanism 1 Education Leadership Developments

Education leaders and managers practice participative, ethical, and inclusive
management processes.
In adherence to DepEd Order No. 83, s. 2012, Implementing Guidelines on School-

Based Management (SBM) Framework, Assessment, and Process Tool, the effectiveness of
SDO Rizal in education leadership will be assessed using the indicator of the SBM level of
practice. However, with the issuance of DepEd Memorandum No. 75, s. 2022, Moratorium on
the Conduct of Division and Regional School-Based Management Validation Activities, a
school assessment will be gathered by the SDO for the provision of technical assistance while
preparing and assisting the field in their gradual transition from DO 83, s. 2012 to the new
SBM policy.
Further, continuous professional development programs and activities anchored on
the Professional Standards for School Heads shall be implemented.
In the next six years, the SDO shall direct at a target, Table 23 below which outlines
the indicators, to aim and evaluate Enabling Mechanism 1.
Table 24
Education Leadership Management Targets (2023-2028)
Physical Target
RESULTS STATEMENT/ KEY BASELINE
PERFORMANCE INDICATOR (SY 2020-2021)
2023 2024 2025 2026 2027 2028
Enabling Mechanism #1. Education leaders and managers practice participative and inclusive management
processes
1. Proportion of schools achieving higher levels of SBM practice
Level I 40 32 24 16 8 0 0
ELEMENTARY Level II 164 169 173 177 181 185 181
Level III 4 8 12 16 20 24 28
Level I 5 4 3 2 1 0 0
SECONDARY Level II 81 76 71 66 61 56 50
Level III 4 10 16 22 28 34 40
53
Level I 0 0 0 0 0 0 0
INTEGRATED Level II 1 0 0 0 0 0 0
Level III 0 1 0 0 0 0 0
TOTAL 299 300 300 300 300 300 300
*Number of schools may increase overtime, pending applications
Objectives and Strategies
This enabling mechanism 1 emphasizes education leaders and managers, particularly

on the school heads’ strong points to effectively implement school-based management. This
subsection enumerates and describes the strategies and deliverables that SDO Rizal will come
up with, put in place, and operationalize ensuring that higher levels of SBM practices are
attained. The main objective of this enabling mechanism is to ensure that education leaders
and managers can sustain an efficient and effective implementation of basic education
reforms and programs. Hereunder are the strategies and deliverables for this enabling
mechanism.
Table 25
Strategies and Outputs on Education Leadership Management
STRATEGIES OUTPUTS PPAs and PHYSICAL TARGET

Lead/PPA
Proponent 2023 2024 2025 2026 2027 2028
Enabling Mechanism #1. Education leaders and managers practice participative and inclusive management
processes
Strategy 1: Improve the Articulated for BR LADDER 100% 100% 100% 100% 100% 100%
capacity of School Heads on implementation Program:
crafting SIP/AIP of the DepEd Learning
policies in a Together Project
timely manner Activity: Cluster-
that is relevant Based
to current Engagement
situations with School
through the Leaders on the
Learning articulation and
Together Project implementation
(LTP) of relevant laws
and issuances
thru MANCOM
and regular
meetings
Proponent: Top
Management
SMME, Planning
and Research
Unit
54
Strategy 2: Intensify 5th Division SMME 100% 100% 100% 100% 100% 100%
progress monitoring and Learning
evaluation of the PPAs Interchange
Address gaps and sustain
gains in the SPIR Guidelines
implementation of school and Report
PPAs through PrIMER
(Progress and Intensive SGC Monitoring
Monitoring & Evaluation Report
Redefined
M&E
Mechanism
QAME CoMents
Strategy 3 Improve SBM Increased SMME / / / / / /

Level of Practice. number of
Implementation of Project schools with
UP (Usapang Pananagutan) improved SBM
and SBM: CoMentS level of practice
(Coaching and Mentoring (refer to targets)
Sessions)
Monthly
monitoring and
TA
III.B. Enabling Mechanism 2- Strategic Human Resource Management

Ensure human resources in all governance levels are sufficient, resilient, competent,
and continuously improving.
The Schools Division Office of Rizal’s DEDP on Human Resource Management and
Development focuses on ensuring the availability of adequate, resilient and competent
teaching and non-personnel to implement its programs, projects and activities. Thus, work
processes are anchored on the Civil Service Commission’s (CSC) Program to Institutionalize
Meritocracy and Excellence in Human Resource Management (PRIME-HRM), and its core
systems: Recruitment, Selection and Placement, Performance Management, Learning and
Development, and Rewards and Recognition. Hence, technical committees per HR Core
Systems are in place to ensure that plans and processes are implemented, monitored, and
evaluated. This initiative ensure that employees’ performance management is linked to
learning and development planning, employees’ rewarding, and recognition. Moreso, the
results of monitoring and evaluation are useful in policy enhancement and process
improvement.
In ensuring sufficient Human Resources or personnel, adoption of the DepEd Merit
Selection Plan per DepEd Order No. 19, s. 2022 and its amendments shall be implemented
based on the CSC’s HR Framework. Such framework focused on competency-based
recruitment and selection, with due consideration of the equal employment opportunity
principle.
55
The Human Resource Management Personnel Selection Board (HRMPSB) ensured
compliance with the various statutory and regulatory requirements by the CSC.
Anchored on the Sulong Edukalidad Program of the Department, specifically on

upskilling and reskilling of teaching and non-teaching personnel, SDO Rizal consistently
provides needs-based Professional Development (PD) programs and activities to teachers,
school leaders and non-teaching personnel based to the following stipulations namely; DepEd
Order No. 030 s. 2022 otherwise known as the Multi-Year Implementing Guidelines on
allocation and Utilization of HRD Fund, DepEd Order No. 1 s. 2020, Guidelines for NEAP
Recognition of Professional Development Programs and Courses for Teachers and School
Leaders; DepEd Memorandum No. 50, s. 2020- DepEd Professional Development Priorities for
Teachers and School Leaders for SY 2020-2023, and DO 40 s. 2020, Implementation of Learning
and Development for Non-Teaching Personnel in view of the Covid-19 Pandemic.
The Human Resource Development Committee established guidelines in Learning and

Development programs and activities for both teaching and non-teaching personnel.
Development of professional development programs aligns with the upskilling and reskilling
of teachers, school leaders, and non-teaching personnel anchored to the institutionalized
Equal Opportunity Principle. This could also be an answer to the Key Strategic Priorities
enclosed in Strategic Directions, 2022 – 2030.
The SDO’s Strategic Human Resource Development Plan covers capacity building for
raising teachers’ capacity across the teaching areas and strands of the Philippine Professional
Standards for Teachers (PPST), addressing immediate learning needs of supervisors and non-
teaching personnel that are designed to strengthen and expand teachers’ and school leaders’
career progression across the designated career stages are to be implemented as per
attached HRD Plan (Annex D).
Table 26
Strategic Human Resource Management Targets (2023-2028)
RESULTS STATEMENT / KEY Baseline Physical Target
PERFORMANCE INDICATOR (SY 2019-
2020) 2023 2024 2025 2026 2027 2028
Enabling Mechanism #2. Strategic human resource management enhanced for continuing professional
development and opportunities
2. Proportion of offices governance levels with very satisfactory and higher rating in the Office Performance
Commitment and Review Form (OPCRF)
ELEMENTARY 209 209 209 209 209 209 209
SECONDARY 90 90 90 90 90 90 90
INTEGRATED (K to 12) 1 1 1 1 1 1 1
SCHOOLS DIVISION OFFICE (CY 2019) 12 12 12 12 12 12 12
56
Table 27
Strategies & Outputs on Strategic Human Resource Management
PHYSICAL TARGET
PPAs and Lead/PPA
STRATEGIES OUTPUTS
Proponent
2023 2024 2025 2026 2027 2028
Strengthen Submitted Program: TEACH 3000 3000 3000 3000 3000 3000
competence of prescribed (Teachers’
teachers and progress reports by Engagements and
instructional the Central Office Competency Honing)
leaders in areas Program on key
such as content subject areas
knowledge and Proponents: Education
pedagogy/instruc Program Supervisors,
tion, curriculum CID)
and planning,
responding to Portfolio of School-Based 100% 100% 100% 100% 100% 100%
learner diversity, Beginning Teachers Implementation of the
and assessment Induction Program for
and reporting as Beginning Teachers
reviewed and (IPBT)
recommended Monitoring of the
by the Human Implementation of
Resource IPBT (Year 1- Year 3)
Development Proponent: HRDS with
Committee School Heads
(HRDC)
Enhanced Monitoring of 100% 100% 100% 100% 100% 100%

Monitoring Tool effectiveness of the
capacity building/
Analysis of the M & trainings for teaching
E result of the and non-teaching
implemented personnel
trainings
Quality assured the

conducted capacity
development for
teaching and non-
teaching personnel
57
Conducted Master Teacher / / / / / /
Professional Professional
development Development Program
programs for
instructional leaders
Competency
(MTs, SHs, PSDS, EPS)
to support teacher Enhancement for
PD in various priority School Registrars and
areas. Guidance Counselors
and other School
Personnel
Develop an Capacitated LEAD-NTP / / / / / /

engaging, participants on
supportive, and building a future-
ready leaders
positive learning
organization
environment for
learners and
teaching and non-
teaching personnel
Continuous capacity Induction Program for 100% 100% 100% 100% 100% 100%
building of personnel Newly Hired Non-
on program Teaching Personnel
development and
management, quality
100% of the
management,
evaluation, and participants with
competencies portfolio (outputs,
necessary to reflection log)
operationalize and
sustain a responsive
and effective human
resource group
across
500 Conducted Master Teachers 200 200 200 200 200 200
Professional Professional
development Development Program
programs for (MTPDP) 2.0
instructional (Including M&E of
leaders (MTs, SHs, Application Paper/JEL)
PSDS, EPS) to Proponent: HRDS
support teacher PD
in various priority BR LADDER Program 294 294 294 294 294 294
areas. School Heads
Development Program
(SHDP) 2.0
(Including M&E of
Application Paper/JEL)
Proponent: HRDS
BR LADDER Program 50 50 50 50 50 50
Activity: Training-
Workshop on
Facilitation and
Management of
Learning for L&D
58
Proponents
Proponent: HRDS
Workshops on Matu Sustai Matu Sustai Matur Sustai

Awarded by CSC Readiness for Maturity rity ned rity ned ity ned
with Maturity Level Level II on PRIME HRM Level Matur Level Matur Level Matur
II ity III ity IV ity
on PRIME HRM across four Pillars of
Level Level Level
Human Resource
II III IV
Management
Rewards and Awarded deserving Monthly Awards and / / / / / /

Recognition teaching and non- On-the-Spot
Program teaching personnel
Collected profile of
awardees for SDO
database of Best
Quarterly Program on / / / / / /
Performances /
Rewards and
Practices
Incentives for Service
Excellence (PRAISE)
Pool of awardees
as nominees for
higher level of
recognition
(Metrobank/ CSC
HAP, Gawad Division Excellence / / / / / /
Patnugot, Awards
Guronasyon
Gawad Kampilan / / / / / /
Ensuring holistic, Capacitated Gender and / / / / / /

gender equality, teaching and non- Development Program
disability, social teaching personnel
inclusion on gender-
interventions responsive
and mechanisms program
to empower the implementation,
organization as a resiliency and
healthful, health and
resilient and safe wellness
public office
59
Efficient Trained BR LADDER Program
management supervisors, CapB of Program Proponents on Project Management and Gender
of education specialists, unit Mainstreaming
programs and heads and (Including M&E of Application Paper/JEL)
projects school heads in Proponent: HRDS & GFPS
though the BR LADDER Program (personnel)
capacitation development of Training-Workshop and GAD Planning and Budgeting
and needs-based, Proponent: GFPS
monitoring gender-sensitive LEAD-NTP Program
and learning Capacity Building of Schools Administrative Officers/Assistants on their
evaluation resource roles and functions in schools
package, and in Proponents: AO V & HRDS
measurement of
its effectiveness
LEAD-NTP Program
Enrolment to Asynchronous Learning Program for Registrar’s, Guidance
Counselors and other school-based NTP
The above programs shall ensure all teaching and non-teaching personnel are
resilient, competent, and continuously improving. Thus, initiatives must address the
continuous capacity building of personnel on program development and management,
stakeholder management, quality management, evaluation, and other competencies
necessary to operationalize and sustain a responsive and effective human resource group
across SDO personnel.
Below is the Implementation Strategy anchored to BEDP 2030 and thereby adapted
by this Division Office stipulated as:
Phase 1: 2023-2025 Phase 2 – 2026 – 2028

1.1. sharpen skill sets of teachers in 2.1. Continuation of programs and
contextualization to address the projects on access, equality and
concerns of diverse learners learners’ rights and resilience;
1.2. strengthen instructional 2.2. Operationalization of the
leadership and supervision to innovations initiated by the
improve teaching quality; and Schools Division Office;
implementation of NEAP- 2.3. Program and impact evaluation;
recognized PD programs; 2.4. Development of new programs to
1.3. system-wide capacity address emerging education
development for non-teaching issues and opportunities; and
personnel 2.5. End of plan assessment
60
Human Resource Management and Development program initiatives also covers welfare
needs of both teaching and non-teaching personnel as shown below.
This framework shows the Human Figure 17

Resource Development’s core, which is Professional Development Framework
the Learning and Development
opportunities to varied clustered
groups of personnel. 2022 - 2028
Division Education Development Plan
focuses on the following aspects a)
Professional Development responsive
to the needs-based assessment results
and to changing demands of society
and creation of Learning and
Development Information System that
shall serve as an en banc for profiling
conducted professional development
programs, projects, and activities and
recipients of various programs for
targeted participants and b)
considering Welfare as a basic
fundamental security of a person to
deliver quality services; c) valuing their Wellbeing; d) creating a Safe Space culture, from
physical facilities to human connection and intra and interpersonal relationships exercising
Equal Opportunity Principle and gender inclusive; thus e) encompassing all of which, thereby
resilience is anticipated and established through various activities capacitating employees
through MINDSET (MITIGATING IMPACTS OF NATURAL AND HUMAN-INDUCED DISASTERS BY
SAFEGUARDING EDUCATION TENACITY) (Mitigating Impacts & Risks of Disasters by
Strengthening Knowledge in Emergency Management and FLOWeR (Focused Learning and
development On Wellbeing and Resilience).
Meanwhile, this table presents the overall approach of this Division Office addressing
Employee Welfare in line with the resilience and wellbeing aspect in an attempt to safeguard
mental stability and awareness in promoting, preserving, and protecting human integrity as a
person and as a professional public servant.
61
Table 28
Approach on Addressing Employee Welfare
Year Activity
2022 Symposium on Basic First Aid and Basic Occupational Safety Training for Drivers and Utility Workers;
Symposium on Basic First Aid and Basic Occupational Safety Training for Nurses;
2023 Provision of Basic Occupational Safety and Health for Various Employee Group
Workshop on Establishment of Mental and Psychosocial Support Mechanism (For various employee
groups)
2024 Operationalization of ratified Mental and Psychosocial Support Mechanism

Institutionalization of Workplace Safety Plan
2025 Monitoring and analysis of effectiveness institutionalized Mental and Psychosocial Support Mechanism
and Workplace Safety Plan
2026 Sustaining gains and evaluating the established program
2027 Program and impact evaluation
2028 Development of new programs to address emerging education issues and opportunities
STRATEGIES ON EMPLOYEE RETENTION
Considering the fast-changing times and ever progressive needs of the various
employee groups in DepEd Rizal, this Division Office takes a leap of faith to be responsive to
the needs of its people. Retention is never easy, thereby a conscious effort from the
Organization to look into the core of every needs-assessment result and the Voice of the
Customers to be able to provide an in-depth analysis and purposeful interventions to
inculcate a culture of compassion from on-boarding to outgoing (transition phase to
retirement phase).
As of this writing, Fiscal year 2022, there are 98 separated employees, 93 were
identified as teaching personnel hopeful for a greener pasture by venturing to U.S Exchange
Visitor Program (Teacher Category) which is a rightful act of the personnel to enhance their
professional advancement and general welfare.
The following are the programs cum strategies for retention of employees both
Teaching and Non-Teaching Personnel integrating Employee Equal Opportunity Principle
through Division Memorandum No. 484 s. 2021, an internal guideline to sustain an efficient
and sound workforce and environment regardless of the age, gender, disability, religion,
ethnicity and or political affiliation are recognized and respected subject to implementing
rules and regulations, in the programs for retention.
62
Table 29
Programs cum Strategies for Retention of Employees
PROGRAM DESCRIPTION
On-boarding thru Induction Program to Newly This strategy gives a clear direction and emulation of DepEd
Hired Non-Teaching Personnel and Co- Mission and Vision and Core Values that insulates the
implementing the Enhanced Induction provision of quality basic education services
Program for Beginning Teachers
Institutionalization of Employee Equal Equal opportunity Principle stands for all aspiring DepEd
Opportunity Principle in the Four (4) Pillars of Rizal employees regardless of age, gender orientation,
PRIME-HRM (Recruitment, Selection and economic and political background. This serves as an
Placement, Performance Management, empowering principle applicable to human resource
Learning and Development and Rewards and management and development to maximize full potential of
Recognition), and to the Gender Equality, employees
Diversity and Social Inclusion (GEDSI)
Programs and Activities
Stipulated Benefits and Compensation Salary is one of the prime motivations to consider why
employees stay in the Organization. This timely release of
due benefits and compensation is also a contributing factor
to productivity knowing that personnel have a fund to
sustain needs
Succession and Exit through Career Employees, regardless of plantilla position of job item, need
Progression Programs and B.L.U.E LADDER space for tilling and growth hence this inclusive program to
Program look into consideration and possible ways and means to
assist employees in preparation for future career
advancement
Health and Wellbeing Programs not limited Aside from the mandated law and order to provide medical
to: exams for both teaching and non-teaching personnel, this
- Annual Physical Exam for Teaching and Non- approach would also help the Organization nourish the
Teaching Personnel holistic health and wellbeing of its prime movers. Results
- MINDSET (Mitigating Impacts of Natural and from these activities lead to various ways and means to be
Human-Induced Disasters by Safeguarding responsive to the needs of the people
Education Tenacity)
- FLOWeR (Focused Learning and Various capacitation building, focusing and securing
Development in Wellbeing and Resilience) wellbeing and resilience among personnel, and establishing
- Dental Services a safe working environment are prioritized
- Medical, Office, and Productivity Supplies
Professional Development and Learning Continuous professional development is a vital aspect where
Development Opportunities for Teaching and transformative and job-embedded learning opportunities
Non-Teaching Personnel are created by providing needs-based capacitation,
continuing education and certification programs for both
teaching and non-teaching personnel in support of
professional growth. Mother program entitled TEACH
(Teachers Engagements and Competency Honing) and LEAD-
NTP (Learning and Development for Non-Teaching
Personnel) capacitation activities across and within subject
areas and aspects of professional development
63
Flexible Working Hours to Non-Teaching In relation to the threat of the pandemic and other
Personnel emergencies that may hinder and or delay services hence
the adoption of the flexible working hours considering the
guidelines given by higher offices to fully implement the
mandate and to protect and safeguard the personnel to the
external threats and risks aligned to the Joint Circular
Memoranda from CSC, DBM and DOH, IATF Protocols
Ancillary Services: This approach may boost the motivation of the personnel
- Provision of Service Vehicle to Official considering their means of transportation from one point to
Business Locations another. Programs such as Psychosocial support may be
- Psychosocial Support Programs and institutionalized to fully define its limit, purpose and process
Activities to enrich the metacognition, learning, professional and
- Voice of the Customer/ Feedback public service outlook of the personnel
Mechanism
Adaptation of Healthy Aging and Retirement This program provides a simple appreciation and
Transition Program (HeART) preparation to the retiring employees in their public service.
This shall also serve as a program to recognize longevity to
public service and transition ideas on how to enjoy
retirement offering various contents like financial
management, community and house and community
productivity, and social responsibility among others.
III.C. Enabling Mechanism 3- Learning Environment and Resources
Ideal learning environment and adequate learning resources for learners ensured.
Objectives and Strategies
Today’s learners seek a learning environment that is not as obsolete as traditional

classrooms but that is specifically engineered to support thinking. Students prefer the
learning environment that pushes their learning capacity with altering strategies and teaching
practices. Students want to be a part of an impactful learning setting that provides a sense of
achievement while they can be adaptive and interactive with fellow learners as well as
instructors. In brief, they want to be active and engaged players throughout the learning
course.
In Schools Division Office- Rizal, developing an engaging, supportive, and positive

learning environment for learners, is one of the great concerns. Typically, the focus is either
on the physical learning environments (institutional) like lecture rooms, classrooms, or labs;
or on different technologies that are used to develop online learning environments,
contextualized and localized materials that are sufficient both for teacher's use and student’s
use.
In response to DepEd Order No. 018, s. 2020 or the Policy Guidelines for the Provision
of Learning Resources in the Implementation of the Basic Education Learning Continuity, SDO-
Rizal establishes guidelines that enable the Office to provide learning resources in the
implementation of the BE-LCP. It also establishes the guidelines on the release, utilization,
64
and liquidation of support funds for the printing and delivery of self-learning modules and
other learning resources.
Learning resources are crucial for both teachers and students. It is a part of the
teaching-learning strategy and provides teachers with valuable information on various topics.
It keeps them updated with relevant information and helps in their professional development.
Teachers need to update their knowledge from time to time because the quality of teachers
is the most important factor in determining the effectiveness of school systems.
In SDO- Rizal, it is a must that the department needs to consider the quality of learning
resources it is producing for the teachers and students to use.
Education in SDO-Rizal has made significant progress over the years. Both private and
public schools facilitate education for Rizaleṅo children and follow the same regulations for
teaching curriculum. With this, SDO-Rizal aims to have a well-equipped facility in terms of
library, classroom, laboratories which are functional. These physical environment
mechanisms into the school systems motivate the learners and help them in realizing their
talents and building their personalities.
Relatively, in SDO-Rizal schools are funded by the three levels i.e., the state, local and
central levels where the highest percentage of schools offer primary education.
The table shows that the proportion of schools achieving an ideal ratio in terms of
classroom: learners is 1:2. From the data, it could be gleaned that in School Year 2019-2020,
SDO-Rizal is having a 1:40 ratio and aiming to decrease the number of students per classroom
throughout the run of the school years until SY 2027-2028 to achieve the ideal size per
classroom.
At present, SDO- Rizal’s buildings from the updated NSBI and Damage Assessment in
CY 2020-2022 shows the condition of classrooms.
Table 30
NSBI and Damage Assessment in CY 2020-2022
Building No. of Classrooms

Condition CY 2022 CY 2021 CY 2020 CY 2019
In Good Condition 5,050 5,277 5,387 5,100
Needs Major Repair 2,368 1,444 1,175 1,168
Needs Minor Repair 2,155 2,600 2,380 2,582
Condemned / For Demolition 171 260 283 292
For Condemnation 280 161 105 114
Total 10,024 9,742 9,330 9,256
65
The data clearly shows the condition of classrooms from the updated NSBI and
Damage Assessment in CY 2020-2022. This reflects that there is a decrease in the number of
classrooms which are in good condition while there is an increase in classrooms needing
major repair.
Among the factors that led to the increasing number of classrooms for major repair
was due to the inability to conduct regular and on-site inspections of school facilities.
Routine inspections are crucial to keep classrooms and facilities safe and disaster
resilient. Relatively, this is to ensure that preventive maintenance and timely reporting of
classroom conditions were done promptly. However, the strict implementation of health
protocols and work-from-home set up during the height of the COVID-19 pandemic severely
caused the limited movement of people including school custodians and facilities
coordinators who conduct such routine inspections.
Meanwhile, it confirms that the increasing number of classrooms for major repair was
compounded by the unavailability of funding, as reflected in the Target versus the
Accomplishments in the table of Repair and Construction of Classrooms. Thus, the funding
for this school infrastructure program was redirected to the pandemic response and the
acquisition of much-needed materials for the conduct of distance learning.
Table 31
Repair and Construction of Classrooms
Repair of Classrooms Replacement / Construction of Classrooms
Calendar
Year Accomplish Accomplish
Target % Target %
ment ment
CY 2022 1,444 676 46.81 260 101 38.84
CY 2021 1,175 883 75.15 283 144 50.88
CY 2020 1,168 512 43.83 292 236 80.82
CY 2019 NSBI 1,168 classrooms 292 classrooms for

- -
Baseline Data for major repair - replacement -
Alongside, DepEd's infrastructure budget is aligned to Mandanas Ruling where it

expects to decrease the budget compared to the previous year's budget. This ruling is used
to give way to the increased share of the local government units' Internal Revenue Allotment
(IRA) allocation which has a direct impact on funding the implementation of repair and
rehabilitation of classrooms in the foreseeable future.
66
The actual requirements in CY 2022 NSBI indicate 2,368 classrooms needing
immediate major repair and rehabilitation (CY 2023-2025 targets) and 2,155 classrooms for
minor repair (CY 2026-2028 target).
In the construction of classrooms, a total of 451 classrooms were identified for

replacement, 171 condemned/for demolition (CY 2023-2024 target) and 280 were
categorized as for condemnation (CY 2025-2028 target).
This reaffirms SDO-Rizal’s efforts particularly in conducting interventions to achieve

ideal class size and teacher-student ratio in public schools in a provincial context.
In terms of teacher’s ratio, in SY 2019-2020, SDO Rizal confirmed a teacher:learner

ratio of 1:36. With that data, SDO-Rizal is continuously eyeing to decrease the number of
students handled by the teachers in one classroom.
This implies that the SDO-Rizal is still planning and eyeing to hire teachers in the
coming years.
In terms of textbooks, the table shows that at present the ratio of learner: textbook
ratio is 1:2 and with that, SDO-Rizal aims to provide pupils/students in all public schools with
a complete set of textbooks by the coming school years. With that data, SDO-Rizal believes
that it will be embraced all throughout the school year’s plan.
In terms of seats, SDO-Rizal, the baseline data of seats: learners ratio is 1:20 is shown
in the table. SDO-Rizal throughout the run of the school year aims to provide an adequate
number of seats to learners as classroom seating arrangements affect student learning,
motivation, participation, and teacher-student and student-student relationships.
In terms of laboratories having Science and Mathematics equipment and ICT package
and e-classroom, SDO-Rizal has the baseline data SME equipment and ICT package: school of
1:20 ratio and continues its mission to provide complete equipment for SME and TVL use.
Generally, the data shows the provision of access to basic education has always been
a key priority of the government. Promptly, access to education is the first step to achieving
a bright future. That is why SDO-Rizal always aims that every Filipino has and will have access
to complete basic education.
In lieu of this, SDO- Rizal has an idea of putting libraries in the different sub offices and
school stations.
In line with DepEd Order No. 6 series 1998 otherwise known as “Policies and Programs
for School Library Development”, a school library is very important in the attainment of the
objectives of education. Each elementary and secondary school must have a functional
library.
67
In this regard, SDO-Rizal points out to increase the number of libraries as a service
center, reading center, guidance center, material production center, and most importantly
teaching-learning center. The library should be the center of a school being an integral and
indispensable part of it.
The table shows that there are 48 and 21 functional libraries respectively in
elementary and secondary schools and eyes to increase the number of libraries by the coming
school years as school libraries should provide basic print supplementary materials, in
addition to adequate copies of textbooks and teacher’s manuals, in accordance with the
Guidelines on Supplementary Materials Intended for Public Elementary and Secondary
Schools.
In the next six years, the SDO shall direct at a target, Table 1 below which outlines the
indicators to aim and evaluate Enabling Mechanism 3.
Table 32
Learning Environment and Resources Targets (2023-2028)
RESULT STATEMENT/ KEY PERFORMANCE Baseline Physical Target

INDICATOR (SY 2019-
2020) 2023 2024 2025 2026 2027 2028
1. Proportion of schools achieving ideal ratio

Classrooms 1:49 1:48 1:46 1:44 1:42 1:40 1:40
Teachers 1:36 1:35 1:34 1:33 1:32 1:31 1:30
Textbooks 1:2 1:2 1:2 1:2 1:1 1:1 1:1
Seats 1:2 1:2 1:2 1:2 1:1 1:1 1:1
Science and math equipment 1:2 1:2 1:2 1:2 1:1 1:1 1:1
ICT Package/ E-classroom 1:2 1:2 1:2 1:2 1:1 1:1 1:1
2. Proportion of elementary schools with
Functional library 48 65 72 84 94 104 125
Connection to electricity 206 206 209 209 209 209 209
Connections to the functional internet library 48 65 72 84 94 104 125
3. Proportion of secondary schools with
Functional library 21 26 31 36 41 56 60
Connection to electricity 78 78 78 78 79 79 79
Connections to the functional internet library 21 26 31 36 41 56 60
4. Proportion of SDOs achieving ideal interquartile ration (IQR) on teacher deployment
% SDOs achieving ideal interquartile ration (IQR) NDA NDA NDA NDA NDA NDA NDA
68
Table 33
Six-Year Plan for Repair and Construction of Classrooms
Activity 2022 NSBI Baseline Data Physical Target
2023 2024 2025 2026 2027 2028

Repair/ Rehabilitation of 2,368 -classrooms for Major
Classrooms Repair
790 789 789 719 718 718
2,155- classrooms for Minor
Repair
Construction of 451 classrooms for
Classrooms replacement:
171- classrooms
condemned/ for 86 85 70 70 70 70
demolition
280 classrooms for
condemnation
Strategies of the Physical Facilities Unit on Classroom Construction and Repair:

1. Continue the divisions initiative of conducting yearly validation and updating of Division
School Building Inventory and Damage Assessment.
2. Orient School Heads and School Education Facilities Coordinator on School Building
Maintenance Program.
3. Close coordination with LGU and submit recommendations and priority list for school
building projects.
4. Conduct capacity building training for the LGUs including orientation on the Service Delivery
Standards for the School Building Program.
5. Coordinate with Division DRRM focal person in validation of reported damages to school
facilities brought by various calamities.
Table 34
Strategies and Outputs for Learning Environment and Resources
Strategy Output Focus Programs
(Pillars)
Develop an engaging, supportive, - School safety plan and training modules and Access
and positive learning environment IECs Quality
for - Implementation reports Equity
- Portfolio Well-being and
-learners - Occupational safety and health plan Resilience
-teaching - Developed, reviewed and validated SLMs in all
-non-teaching personnel. learning areas and special programs
- K to 12
- Inclusive Ed
- Special Education Program
69
Structure library design and - SDO’s library (physical and digital) Access
planned learning space that the - Sub-offices library hubs Quality
facility must respond to the needs - Mobile and container library Equity
of its service population. Well-being and
Resilience
Strengthen linking and partnership - More schools linked or partnered with Access
building in increasing the number of stakeholders. Quality
learning facilities strategies - Established big school-small school partnership Equity
Well-being and
Resilience
Prioritize requirements of high - Mapped resource requirements of all schools. Access
need of teachers - Analysis report of teachers’ deployment based on Quality
school needs Equity
Well-being and
Resilience
III.D. Enabling Mechanism 4- SDO Systems and Processes
Improve and modernize internal systems and processes for a responsive and efficient delivery
of basic education services.
SDO Rizal endeavors to deliver citizen-centric quality public services across all levels of
governance. It was evident through ISO certification 9001:2015, establishing the Quality Management
System wherein the division office was certified. Pursuant to EO 6O5 and following the Department’s
thrust, SDO Rizal has deemed it necessary to establish a Quality Management System that will allow
for the integration of its internal systems and alignment of processes within and across governance
levels, upgrading of people’s capacity, consistency in the delivery of quality services and promotion of
continuous improvement towards enhanced and sustained client satisfaction.
Figure 18
QMS Structure
70
Table 35
Number of QMS Processes
Section Process Sub-Process
Core 4 14
Management 3 10
Support 18 81
Total 25 105
Number of National Quality Management System Processes

The table shows the number of NQMS processes in three sections: Core, Management, and
Support. Core has four processes with 14 sub-processes, management has three processes with ten
sub-processes, while Support has 18 processes with 81 sub-processes for a total of 25 processes with
105 sub-processes. There are designated process holders to all processes and sub-processes who the
Top Management assigns that came from three functional divisions. (Curriculum and Implementation
Division (CID), Schools Governance and Operations Divisions (SGOD), Office of the Schools Division
Superintendent (OSDS). (Curriculum and Implementation Division (CID), Schools Governance and
Operations Divisions (SGOD), Office of the Schools Division Superintendent (OSDS).
Primarily, this system aimed to ensure the quality of service through streamlining and
standardization of processes and reduction in variability in implementation, increased productivity
and efficiency through clarity in operations and process holders, strengthened accountability through
transparent communication within and among offices and personnel in the organization and its
external stakeholders, enhanced client satisfaction through the improvement of the organization’s
ability to understand fully and consistently meet client’s requirements and continued performance
excellence through the institutionalization of continuous improvement as core value and practice of
the Department.
Systems and Processes Targets
SDO Rizal is committed to provide quality service to its clients. This puts a premium on the
value of the feedback and satisfaction ratings given by its internal and external clientele which serves
as a manifestation of the efficiency and effectiveness of the systems and processes in the division.
For the next six years, SDO Rizal targets that all clients are satisfied with the services of SDO Rizal with
5.0 average range of score having Outstanding verbal interpretation. Through collusion and
continuous improvement anchored on QMS Quality Policy, SDO Rizal will institutionalize and
standardize the systems and processes which will be revealed by Client Satisfaction results.
71
Table 36
Client Satisfactory Rating Targets
Physical Target
Results statements/ Key
Baseline (2019-2020)
Performance Indicators Year 1 Year 2 Year 3 Year 4 Year 5 Year 6
2023 2024 2025 2026 2027 2028
Client satisfactory rating of DepEd’s Offices respective stakeholders (internal & external)
3.69 3.95 4.21 4.47 4.73 5.0

Schools Division Office 3.43
(VS) (VS) (VS) (VS) (O) (O)
Range Score and Verbal Interpretation

Voice of the Customer (VoC) Five-Point Likert Scale
Range Verbal Interpretation
4.50 - 5.00 Outstanding (O)
3.50 - 4.59 Very Satisfactory (VS)
2.50 - 3.49 Satisfactory (S)
1.50 - 2.49 Needs Improvement (NI)
0.00 - 1.49 Poor (P)
Table 37
Strategies on Division Systems and Processes
20 20 20 20 20 20
Strategies Outputs
23 24 25 26 27 28
Conducted Training on QMS

- System Development for Knowledge
Management
/ - - / - -
- Development of Planning Documents
- Development of Quality Control Plan
Institutionalize
- Development of Operations Manual
the National
Quality Conducted Internal audit periodic processes
Management / / / / / /
review
System in DepEd
Rizal Intensified QMS advocacy Campaign / / / - - -
Strengthen partnership with stakeholders for

/ / / / - -
support
ISO-Certified SDO - / / / / /
72
System Development for Knowledge
/ / / - - -
Improve and Management
modernize
internal systems Enhancement of online feedback mechanism / / / - - -
and processes for
System development for Risk Management / - - / - -
a responsive and
efficient delivery Reviewed DEDP, AIP, OPCRF
of basic / / / / / /
(Mid-Year Performance Review)
education
services Accomplished, evaluated DEDP, AIP, OPCRF
/ / / / / /
(Year-end Performance Review)
Capacitated end-users and suppliers to

prudent procurement (Capdev for NTP- End- / / / / / /
Users and Suppliers Summit)
Submitted post-qualification reports (Ocular

/ / / / / /
Inspection)
Consolidated pertinent BAC documents and

/ / / / / /
reports
Submitted plan of action to address commonly

identified issues and concerns in the field
(Capacity development to all school / / / / / /
administrative officer and support staff in-
charge of HRM services)
III.E. Governance 5- Basic Education Stakeholders
Education stakeholders are at the forefront of DepEd's mission to deliver continuous learning
opportunities. Building shared responsibility is very important in strengthening the capacity of DepEd
for the effective delivery of instruction and learning. The meaningful support of all basic education
stakeholders provides an opportunity to provide accessible and quality education for all.
With the sustained partnership, the commitment and collective efforts of all these education
team players help us in ensuring that our learners have access to quality educational opportunities.
With the effective measures employed for this mechanism, the following data shows the contribution
from local stakeholders based on the summary of data from DepEd Partnerships Database System.
73
Table 38
Contributions from DepEd Partners
Pillar 2019 2020 2021
Access 13,020,361.10 34,560,362.62 468,920,851.72
Quality 97,100.00 246,283.00 5,562,534.28
Equity 2,123,458.00 1,624,936.46 260,6702.52
Well-being &
52,580,216.65 55,863,052.64 161,512,804.03
Resilience
Total 67,821,135.75 92,294,634.72 638,602,892.55

(Key Stakeholders actively collaborate to serve learners better)
The table below shows the baseline financial contribution of local stakeholders, the LGUs’
utilization of the special education fund (SEF) and the percentage of schools with functional SGC.
Table 39
Basic Education Stakeholders Target (2023-2028)
RESULTS
STATEMENT / KEY Baseline
2023 2024 2025 2026 2027 2028
PERFORMANCE (2019-2020)
INDICATOR
Year 2021
Local Stakeholders 638, 602, 892. 55
(Actual
amount/value of Year 2020 5% 5% 5% 5% 5% 5%
financial ₱ 92,294,634.72 increase increase increase increase increase increase
contribution as
reflected in DPDS Year 2019
₱ 67, 821, 135.75
Year 2021
88.67%
Special Education Year 2020 5% 5% 5% 5% 5%

5%
Fund Utilization rate 48.95% increase increase increase increase increase
increase
Year 2019
no utilization rate
Proportion of
All schools have organized
schools with
SGC but there is no 5% 5% 5% 5% 5% 5%
functional SGC
functionality assessment increase increase increase increase increase increase
(Based on SBM tool by 2019-2020
Report)
10% 10% 10% 10% 10% 10%

● Elementary -
increase increase increase increase increase increase
10% 10% 10% 10% 10% 10%

● Secondary -
increase increase increase increase increase increase
74
Strategies and Outputs
The department employs effective and efficient partnership-building strategies to

strengthen stakeholders’ engagement and strategically close the resource gaps. Thus. makes every
stakeholder as co-owner.
Social Mobilization and Networking
Strategy Output Focus Program

(Pillar)
Strengthen resource mobilization

capacity of schools:
a. (1) BE total generated
a. Orientation and capacity resources, (2) diversity
building of school heads, of stakeholders as per
ASP/BE coordinators on needs/opportunities, Access
Sustainable School-Community (3) DPDS data
Quality
Partnerships (DM No. 92, s.
2020) Equity
b. 100% compliance of
b. Orientation of all Adopt A Well-being and
school submission to
School Program coordinators on Resilience
DPDS
the enhanced DepEd
Partnerships Database System
for tracking stakeholders’
support
Improve capacity of SDO to maximize

support:
a. Strong engagement with LGUs,

a. Number of formalized
NGOs, private organizations,
partnerships vs.
and other stakeholders and
needs/opportunities
formalized partnerships
through MOA/MOU, etc. b. Active participation of
PTA/parents in Access
b. Capacity building for PTA
schools (SGC, SPT,
Officers/parents Quality
etc.)
Equity
c. Stakeholders
c. Recognition of stakeholders’ Appreciation Program Well-being and
support to basic education and Education Summit Resilience
d. Increased awareness of d. Advocacy campaign

stakeholders through materials and other
information/advocacy IEC materials
campaigns
75
III.F. Governance 6- Private Education Systems
Table 40
Number of Private Schools Recognized and With Permit
2019-2020 2020-2021 2021-2022
Sub-Office Recognized With Total Recognized With Total Recognized With Total
Permit Permit Permit
Angono 14 19 33 11 18 29 11 11 22
Baras 2 4 6 2 4 6 2 3 5
Binangonan 18 35 53 18 34 52 17 27 44
Cainta 43 63 106 45 51 96 42 38 80
Cardona 4 3 7 4 3 7 4 3 7
Jalajala 5 4 9 5 4 9 5 1 6
Morong 4 7 11 5 5 10 4 4 8
Pililla 2 12 14 2 11 13 2 8 10
Montalban 15 88 103 14 88 102 11 65 76
San Mateo 24 38 62 25 33 58 24 26 50
Tanay 8 11 19 7 9 16 7 8 15
Taytay 28 50 78 28 42 70 24 27 51
Teresa 3 9 12 3 7 10 4 6 10
Total 170 343 513 169 309 478 164 249 384
There is a decreasing number of private schools operating with permit and recognition from
the Department. The division targets 100% compliance of the private schools to the requirements to
operate legally. The strategies include regular and strict monitoring of the schools, provision of
technical assistance, and partnerships with stakeholders.
Table 41
Strategies and Outputs on Private Schools
Strategy Output Focus Program
(Pillar)
Intensify the - Developed Access

implementation of student MOU/MOA/Commitment Forms in
Quality
grants, scholarship and support to private schools
support - Forge partnership with Equity
partners/stakeholders
Resiliency
- Conducted information-
dissemination activities to private
schools on SHS voucher program,
76
ESC through PAT
- Developed online system for private
schools on the submission of their
application for new, renewal, and
recognition of schools
Enhance capacity of the - Provided technical assistance on Access

private schools in their - Government application of
Quality
operations permit, renewal and
recognition Equity
Resiliency
77
IMPLEMENTATION,
COMMUNICATION,
MONITORING AND
EVALUATION
IV. IMPLEMENTATION, COMMUNICATION, MONITORING AND EVALUATION
IV.A. Implementation Milestones
The DEDP will be implemented from 2023 to 2028 with Phase 1 from 2023 to 2025
(midterm) and Phase 2 from 2026 to 2028 (second and end term) of the education plans.
Phase 1 – (2023–2025) consists of the preparations and response plans to mitigate the
negative effects of COVID-19 on learning and participation. Specifically, the Learning Recovery
and Continuity Plan (LRCP) focuses on the preparations to the gradual transition from distance
learning to in-person learning modalities and the learning gaps that need to be addressed by the
schools and learning areas. Leadership development plans, learning environment and resources,
teacher development, and programs on reading, numeracy and socio-emotional learning are
given emphasis.
The Phase 2- (2026–2028) focuses on sustaining the gains and evaluating programs.
Monitoring and evaluating the programs are prioritized. Adjusting or developing new programs
to respond to emerging education issues may be carried out.
V.B. Communication Plan
In 2020, as part of the strengthening of systems and processes, SDO Rizal initiated the
operationalization of the Public Affairs Team (PAT) and Blue Rizal Press Corps (BRPC) which have
been created by the Top Management to intensify information dissemination of Division Office
(SDO) of Rizal on having a unified information to the public, partners, employees, and other
stakeholders for a positive organizational image and sustained partnerships and advocate on
“over communication.”
SDO Rizal’s Public Affairs Team continuously establishes a communication system to

strengthen relationships with the external partners and inform the public of the status and
accomplishments of the division office and nurtures linkages with various media organizations.
Moreover, the provision of information through different avenues like in print and broadcast
media to the parents, students, teachers, and community shall be continuously implemented.
Relative to the Implementation of the 2023-2028 Division Education Development Plan,

SDO-Rizal intends to communicate its targets and strategic directions to its stakeholders via the
following strategies and outputs for each Pillar.
This phase starts at the end of Year 2022. In this phase, SDO Rizal
IV.B.1. targets to conduct First Convergence of Stakeholders (part 1). This
PHASE 1A: convergence aims to present the Division targets relative to the 4
PRE- pillars of 2023-2028 DEDP, including the strategies to be done in
IMPLEMENTATION achieving each target. Alongside with this convergence are production
and distribution of flyers, brochures, and other paraphernalia containing
PHASE
SDO’s targets and strategies per pillar, uploading of FAQs, E-posters,
ReelVideos/Tiktoks containing the same information in DepEd Tayo Rizal
78
FB Page and Guestings of Top Management on Blue Vibes.
As to information dissemination of 2023-2028 DEDP, this phase showcases the 6-year targets
versus the first-year accomplishments. In this phase, the First Convergence of Stakeholders (part 2) is
to be held with the following strategies: uploading of FAQs, E-posters, ReelVideos/Tiktoks containing
the same information in DepEd Tayo Rizal FB Page, Open House, Guestings of Top Management on
Blue Vibes.
In this phase, information dissemination focuses on the annual

IV.B.2. current status of DEDP Implementation per pillar after each year of
PHASE 2 execution. Also, initial milestones are to be identified and
(YEARS 1B
PHASE 1-3 communicated via Second Convergence of Stakeholders. Strategies
(YEAR 1): INITIAL
AND 4-5): may include but are not limited to: Recognition Ceremonies, Live
IMPLEMENTATION
MID TERM streaming of Second Convergence, publication on the Official Newspaper
IMPLEMENTATION of SDO-Rizal, Featuring of Phase 2 to Blue Rizal Forum, and conduct of
Usapang Pananagutan.
This last phase of the communication plan intends to

IV.B.3. PHASE 3 communicate the 6-year targets against the actual accomplishments.
This is to be done via Third Convergence of Stakeholders with inclusion
(YEAR 6):
of Stakeholders’ Night, publication of SDO-Rizal’s 2023-2028 DEDP
CULMINATING Coffee Table Book, “Tuloy po kayo sa Rizal” (Open House for other SDOs),
IMPLEMENTATION postings of E-tarpaulins to DepEd Tayo Rizal FB Page, scheduling of Top
Management for media guesting (radio-TV). Press Conference.
The complete Gantt Chart of the 2023-2028 Communication plan is attached in this plan
(Refer to Annex).
Table 42
2023-2028 DEDP Communication Plan Chart
Pre-Implementation Phase
20 20 20 202 20 20
Activity Strategy
23 24 25 6 27 28
Public First Convergence of Stakeholders (part 1).

dissemination of ● Producing and distributing flyers, brochures, and
Division targets other paraphernalia containing SDO’s targets and
relative to the 4 strategies per pillar
pillars of 2023- ● Uploading of FAQs, E-posters, ReelVideos/Tiktoks /
2028 DEDP containing the same information
● Guesting of Top Management on Blue Vibes
79
Initial Implementation Phase (Year 1)
Showcasing of 6- First Convergence of Stakeholders (part 2)

year targets ● Uploading of E-posters, ReelVideos/ Tiktoks
versus the first- containing information on the initial
year accomplishments per DEDP pillar in DepEd Tayo
accomplishments Rizal FB Page /
● Conducting an Open House “Tuloy po kayo sa
Rizal”
● Guesting of Top Management on Blue Vibes.
Mid-Term Implementation (Years 1-3 & 4-5)
Presentation of Second Convergence of Stakeholders.

current status of ● Recognition Ceremonies,
DEDP ● Live streaming of Second Convergence,
Implementation ● Publication on the Official Newspaper of SDO-
per pillar after Rizal, / / / /
each year of ● Featuring of DEDP in Blue Rizal Forum, and
implementation ● Conduct of Usapang Pananagutan.
Culminating Implementation Phase (Year 6)
Communicate the Third Convergence of Stakeholders

6-year targets ● Stakeholders’ Night
against the actual ● Publication of SDO-Rizal’s 2023-2028 DEDP
accomplishments Coffee Table Book,
● “Tuloy po kayo sa Rizal” (Open House for other
SDOs),
● postings of E-tarpaulins to DepEd Tayo Rizal FB
Page,
● scheduling of Top Management for media /
guestings (radio-TV) and/or Press Conference.
IV.C. Monitoring and Evaluation Strategies
Monitoring and Evaluation (M&E) shall guide the implementation of DEDP that
integrates results-based M&E in major programs, projects, and activities in DepEd towards
improving the delivery of basic education services and desired outcomes based on targets
set by the Division Office.
M&E strategies explain and ensure that the department's systems and processes are
geared towards the efficiency and effectiveness of its services, objectives and indicators
set are achievable while all operating units are contributory to expected outcomes. This
shall follow the outputs by strategy of the BEDP.
M&E adheres to the BEDP Results Framework as stated in the DepEd Order 029, s.
2022. All basic education plans and implementation shall subscribe to the intermediate
outcomes (IOs) and Enabling Mechanisms (EMs), as applicable hence, this will provide
80
bases for measuring the performance of the Division and contribute to evidence-based
decision-making.
Phases of monitoring and evaluation are: (1) planning and target setting (DEDP); (2)
Annual and Mid-Term Review of the DEDP; and (3) End of Term Review and Results
evaluation of the DEDP.
DepEd Rizal has forged partnership with Salt Payatas and a group of Research
Professors from three universities in Japan. The partnership has been agreed for a 3-year
period with activities to conduct research, evaluate programs and projects, and capacity
building.
Pillar 1 Access
Below highlights the key performance indicators (KPIs) on access including DepEd’s
targets in 2026 and 2030. Access indicators are expanded to cover school-age children,
learners in school, out-of-school children (OSC), and out-of-school youth (OSY). Most KPIs are
currently verifiable in the Enhanced Basic Education Information System (EBEIS) except
indicators pertaining to incidences of OSC and OSY. Targets pertaining to OSC and OSY will be
set when mechanisms for determining baseline information are established and operational.
Table 43
Monitoring and Evaluation Plan on Access
Physical Target
Baseline Frequency
Results Statement / Key Means of Responsible
(SY 2019- Phase 1 Phase 2 of Data M&E Strategy
Performance Indicator (2023- (2026- Verification Collection Body
2020)
2025) 2028)
Intermediate Outcome (IO) #1 All school-age children, out-of-school youth, and adults
accessed relevant basic learning opportunities
1. Percentage of school-age children in school - Net Enrollment Rate (NER)
Quarterly
Planning Program
Elementary NER 99.42 99.71 100 EBEIS Annually
Implementatio
n Review
(QPR)
Annual
Secondary NER 81.27 89.14 97 EBEIS Annually Planning
Implementatio
n Review (AIR)
2. Percentage of Learners in a cohort who completed Grade 6/Grade 12 - Completion Rate (CR)
ELEMENTARY CR 74.46 98.51 100 EBEIS Annually Planning QPR
SECONDARY - CR 84.94 92.47 100 EBEIS Annually Planning AIR
81
IO1.1- All five-year-old children in school
3. Percentage of five- QPR

year old in school - Net 71.90 85.95 100 EBEIS Annually Planning
Intake Rate (NIR) AIR
IO1.2- All learners will stay in school and finish key stages
4. Percentage of enrollees (Elem, JHS, SHS) in a given school year who continue to be in school the following
school year- Retention Rate
ELEMENTARY -
99.24 99.62 100 EBEIS Annually Planning
Retention Rate
QPR
JUNIOR HIGH SCHOOL -
Retention Rate
AIR
SENIOR HIGH SCHOOL -
Retention Rate
5. Percentage of currently enrolled learners but did not finish/complete the school year – Dropout Rate (DR)
ELEMENTARY -
2.23 1.57 .90 EBEIS Annually Planning
Dropout Rate
JUNIOR HIGH SCHOOL QPR

4.56 2.34 .12 EBEIS Annually Planning
-Dropout Rate
AIR
SENIOR HIGH SCHOOL
.67 .34 0 EBEIS Annually Planning
Dropout Rate
IO1.3 - All learners transition to the next key stage
6. Percentage of K/G6/G10 completers proceeded to next key stage - Transition Rate
KINDERGARTEN
- Transition Rate (K to 16.67 50 100 EBEIS Annually Planning
Grade1)
ELEMENTARY
Transition Rate (Grade 3 16.67 50 100 EBEIS Annually Planning
to Grade 4) QPR
ELEMENTARY AIR
-Transition Rate (Grade 6 99.42 99.62 100 EBEIS Annually Planning
to Grade 7)
JUNIOR HIGH SCHOOL -

Transition Rate (Grade 94.43 94.43 100 EBEIS Annually Planning
10 to Grade 11)
IO1.4- All out-of-school children and youth participate in and complete formal or non-formal basic education
learning opportunities
7. Percentage of OSC and OSY who returned to school or participated in ALS – Participation Rate of OSC and
OSY
82
OUT-OF-SCHOOL
CHILDREN -Participation 73.79 81.17 88.55 ALS Annually Planning
Rate - BLP QPR
OUT-OF-SCHOOL YOUTH AIR

Participation Rate - 68.00 74.80 81.60 ALS Annually Planning
ELEMENTARY
OUT-OF-SCHOOL YOUTH
Participation Rate - 77.82 85.60 93.38 ALS Annually Planning
SECONDARY
8. Percentage of completers in ALS- completed session -ALS
ALTERNATIVE LEARNING
SYSTEM (Completer) 84.25 92.13 100 Annually ALS
BLP
ALTERNATIVE LEARNING QPR

SYSTEM (Completer) 72.05 79.26 86.46 Annually ALS
Elementary AIR
ALTERNATIVE LEARNING
SYSTEM (Completer) 80.48 91.21 96.58 Annually ALS
Secondary
Pillar 2 Equity
The MEA Framework of Pillar 2 highlights DepEd’s commitment to inclusion. The table
contains the KPIs that will be used to measure involvements and performance of learners or
groups in situations of disadvantage.
The table also outlines the indicators, proposed means of verification (MOV), and the
M&E strategies to be used in validating the outcomes under Equity. To date, no targets on
Equity are committed pending the completion of baseline information on learners in
situations of disadvantage and development of systems that will “tag” learners in situations
of disadvantage.
Table 44
Monitoring and Evaluation Plan on Equity
Baselin Physical Target
Results Statement / Frequency
e (SY Means of Responsible
Key Performance Phase 1 Phase 2 of Data
Body
M&E Strategy
2019- Verification Collection
Indicator (2023- (2026-
2020)
2025) 2028)
Intermediate Outcome (IO) #2. School-age children and youth, and adults in situations of disadvantage
benefited from appropriate equity initiatives
1. Proportion of learners in situation of disadvantage transition to next key stage
ELEMENTARY 1.01 .92 .83 EBEIS Annually Planning
83
- % Disparity in Annual
transition rate Implementatio
n Review (AIR)
SECONDARY 1.03 .9 .81 EBEIS Annually Planning Mid-Term
- % Disparity in Review (MTR)
transition rate Outcome
Evaluation
(OE)
2. Gender participation-disparity in completion
ELEMENTARY 1.02 .93 .84 EBEIS Annually Planning AIR

Gender Parity MTR
Index Completion OE
SECONDARY - 1.09 1 .91 EBEIS Annually Planning

Gender Parity
Index Completion
IO2.1 - All school-age children and youth and adults in situations of disadvantage are participating in basic
learning opportunities and receiving appropriate quality education
3. Percentage of learners in situation of disadvantage continue to participate in basic education
ELEMENTARY 100 100 100 EBEIS Annually Planning AIR

- Retention Rate MTR
OE
SECONDARY 100 100 100 EBEIS Annually Planning
- Retention Rate
4. Percentage of learners in situations of disadvantage (disaggregated by group) achieved at least a fixed level
of proficiency/mastery in (a) functional literacy, (b) numeracy, and (c) 21st century skills
Functional Literacy- SPED TBD BRB4 Semi- Program AIR

% of learners at with at IPED TBD Annual Propone MTR
least proficient level or MADR TBD nt OE
better ASAH TBD
ALS
Numeracy- SPED Project Semi- Program

% of learners at with at TBD 24.99 49.98 Numero Annual Propone
least proficient level or IPED 50 24.99 49.98 nt
better MADR 24.99 49.98
ASAH
50
ALS 50
21st century skills- % of SPED Special Semi- Program

learners at with at TBD 12.51 49.98 Programs Annual Propone
least proficient level or IPED 25 15 49.98 nt
better MADR 9.99 49.98
ASAH
30
ALS 20
84
Pillar 3 – Quality
The MEA Framework for Pillar 3 outlines the KPIs on quality. The overall target on
quality is set at “learners attaining nearly proficient level or better.” The national achievement
test (NAT) administered by DepEd’s Bureau of Education Assessment (BEA) will be used to
verify learners’ attainment. The Accreditation and Equivalency Test (A&E) will be used to
verify performance of learners in the Alternative Learning System (ALS).
Table 45
Monitoring and Evaluation Plan on Quality
Physical Target
Baseline
Results Statement / Key Means of Frequency of Responsible
(SY 2019- M&E Strategy
Performance Indicator Phase 1 Phase 2 Verification Data Collection Body
2020)
(2023- (2026-
2025) 2028)
Intermediate Outcome (IO) #3. Learners complete K-12 basic education having attained all learning standards
that equip them with the necessary skills and attributes to pursue their chosen paths
1. Percentage of learners pursued their chosen paths
% Proceeded 17.06 20.06 23.06 Tracer Annually CID and OE

to college Study YFD
% Proceeded 57.59 60.59 63.59 Tracer Annually CID and

to employment Study YFD
% Proceeded to 4.63 7.63 10.63 Tracer Annually CID and

Entrepreneurship Study YFD
IO3.1 - Learners attained Stage 1 learning standards of fundamental reading and numeracy skills
2. Percentage of learners attaining nearly proficient level or better in Reading and Listening Comprehension
increased
English 47.84 64.40 80.00 Phil IRI Annually CID AIR

MTR
Filipino 36.25 58.17 80.00 Phil IRI Annually CID OE
% of learners 32 56.00 80.00 NuMERO Annually CID

achieving nearly NAT
proficient or better
in numeracy
IO3.2 - Learners are in in Stage 2 (Grade 6) learning standards of literacy & numeracy skills and apply 21st-
century skills to various situations
3. Percentage of 35.24 57.90 80.00 BRB4 Annually CID OE

learners attaining NuMERO
proficient level or NAT
better in Stage 2
literacy and
numeracy standards
(increase: 4 pp/yr)
85
IO3.3 - Learners are in Stage 3 (Grades 7-10) learning standards of literacy & numeracy skills and apply 21st-
century skills to various situations
4. Percentage of 46.69 63.34 80.00 BRB4 Annually CID OE

G10 learners NUMERO
attaining nearly NAT
proficient level or
before in Stage 3
literacy and
numeracy standards
(4 pp/yr)
IO3.4 - Learners area in Stage 4 (Grades 11-12) learning standards equipped with the knowledge and 21st-
century competencies developed in their chosen core, applied, and specialized SHS tracks
5. Percentage of 65.48 80.00 BRB4 Annually CID OE

Grade 12 learners 50.96 NuMERO
attaining nearly NAT
proficient level or
better in Stage 4
core SHS areas (6
pp/yr)
IO3.5 - Learners in the Alternative Learning System gain certification as Elementary or Junior High School
completers
6. Percentage of ALS learners pass the A&E test
% of OSC received 35.71 41.71 47.71 ALS Annually CID OE

certification
% of OSY received 63.64 69.64 75.64 ALS Annually CID

certification
% of adults received 50.32 56.32 62.32 ALS Annually CID

certification
86
Pillar 4 Learners’ Resiliency and Well-Being
The MEA Framework for Pillar 4 shows the KPIs to be used in planning learners’
resiliency and well-being. Together with Equity, Pillar 4 highlights DepEd’s commitments to
advance the rights and well-being of learners. Currently, the mechanisms for verifying KPIs
under Pillar 4 will need to be established and set up. As of this period, no targets are set for
most KPIs.
Table 46
Monitoring and Evaluation Plan on Learners’ Resiliency and Well-Being
Physical Target
Baseline Phase 1 Phase 2
Results Statement / Key Means of Frequency of Responsible M&E
(SY 2019- (2022- (2026-
Performance Indicator Verification Data Collection Body Strategy
2020) 2025) 2028)
Intermediate Outcome (IO) #4. Learners are resilient and know their rights and have the life skills to protect themselves
and claim their education rights from DepEd and other duty-bearers to promote learners’ well-being
1. Percentage of Baseline TBD 100 EBEIS Annually Planning

attached and TBD
displaced learners
retained
2. Percentage of Child 0 0 Intake Annually Legal

learners who Abuse sheets
reported violence .0080%
committed against (34 Elem
them by other &
learners (bullying) or secondary 0 0
adults (child abuse) )
based on intake
sheets of schools Bullying
(.0012% or
5 learners
Elem &
Sec)
3. Percentage of Baseline 97% 100% Legal Annually Legal

learners who know TBD (300)
their rights TO and IN
education, and how
to claim them
positively
4. Percentage of schools Baseline 97% 100% Annually

and learning centers TBD
significantly
manifesting
indicators of RBE in
the learning
environment
Intermediate Outcome (IO) #4. 1 Learners are served by Department that adheres to rights-based education framework at
all levels
5. Percentage of 100 100 100 TBD Annually Legal AIR

established Schools MTR
OE
87
Child Protection
Committee
6. Percentage of Baseline 100 100 Legal

Schools Organized TBD
and Strengthened
Rights-Upholding
Learning
Environments (RULE),
including Rights-
Upholding Schools
(RUS) and Rights -
Upholding
Community Learning
Centers (RUCLC)
Intermediate Outcome (IO) #4.2 Learners are safe and protected, and can protect themselves from risks and impacts from
natural and human-induced hazards
7. Percentage of schools 97% 100 100 Division Annually DRRM AIR

with developed 286 DRRM Focal MTR
strategies on Disaster OE
Risk Reduction and
Management
8. Presence of First 0% 100% 100%

Aiders in Schools
9. Increased awareness 0% 100% 100%

on climate change
and mitigation
(CCAM) and
Peacebuilding
10. Sustained 100% 100% 100%

implementation of
Mental Health and
Psychosocial
support (MPHSS)
across all grade
levels
11. Provision of safety 89.7 % or 100% 100%

and emergency 262
equipment (ie. schools
water sprinklers,
smoke and heat
detectors, fire
extinguishers, first
aid kits, etc,)
12.Repaired and 4,523 2259 4523

rehabilitated classroom
classrooms s
13. Newly constructed 451 225 451

classrooms
Intermediate Outcome (IO) #4.3 Learners have the basic physical, mental, and emotional fortitude to cope with various
challenges in life
88
14. Percentage of 44,898 30% 50% HNU Data Annually HNU AIR
students with Severely (13,469) (22,449) MTR
improved health wasted OE E)
statistics
15. Percentage of 30% (Elem 72% 100% WinS Annuall HNU

schools with and (215) (300) Evaluation
improved WinS status Secondary Tool
from 0 to a higher 90)
level
16. Number of learners Dental 56,000 80,000 Data from Annually HNU AIR
with improved dental Examinati Dental Unit MTR
health on and OE
Assessme
nt - 40,000 21,000 30,000
Oral
Health
Education 7,000 10,000
and
Toothbrus 5,000 8,000
hing Drills
- 15, 000 3,000 6,000
Fluoride
Treatment 1,700 200
4,000
Oral
Prophylaxi
s 2500
Tooth
Filling 800
Tooth
Extraction
2,700
Enabling Mechanisms
Governance and Management To ensure more inclusive and complete enabling

mechanisms, DepEd expanded the criteria for measuring success of governance and
management strategies. The table enumerates the KPIs to be used in verifying the six
mechanisms under governance. These include: (i) participative and inclusive management
processes, (ii) strategic human resource management, (iii) investments in basic education, (iv)
internal systems and processes, (v) stakeholders’ participation, and (vi) public and private
education complementarity.
89
Table 47
Monitoring and Evaluation Plan on Governance and Management
Results Physical Target

Frequency
Statement / Key Baseline (SY Means of Responsible M&E
Phase 1 Phase 2 of Data Body
Performance 2019- 2020) Verification Strategy
(2022- (2026- Collection
Indicator
2025) 2028)
Enabling Mechanism #1. Education leaders and managers practice participative and inclusive management processes
1. Proportion of schools achieving higher levels of SBM practice
Elementary Level I 40 16 0 SBM Self- Annually SGOD OE

Level II 164 177 181 Assessment
Level III 4 16 28
Secondary Level I 5 2 0 SBM Self- Annually SGOD

Level II 82 66 50 Assessment
Level III 4 22 40
Enabling Mechanism #2. Strategic human resource management enhanced for continuing professional development and
opportunities
2. Proportion of offices across governance levels with very satisfactory and higher rating in the Office Performance
Commitment and Review Form (OPCRF)
Elementary OPCRF Annually HRMO OE
Secondary OPCRF Annually HRMO
Schools OPCRF Annually HRMO

Division Office
Enabling Mechanism #3. Investments in basic education provide learners with the ideal learning environment
3. Proportion of schools achieving ideal ratio on:
Classroom 1:49 1:44 1:40 NSBI Annually Physical OE

Facilities
Teachers 1:36 1:33 1:30 Annually Planning
Textbooks 1:10 1:10 1:10 Annually LRMS
Chairs 1:49 1:45 1:40 Annually Supply
Science and 1:30 1:20 1:10 Annually Supply

Math Equipment
ICT Package/e- 1:30 1:20 1:10 Annually ITO

classroom
4. Proportion of elementary schools with
Functional 112 147 179 Annually LRMS OE

Library
Connection to 206 209 209 Annually Physical

Electricity Facilities
90
Connection to 112 147 179 Annually ITO
internet
functional library
5. Proportion of secondary schools with:
Functional 59 71 87 Annually LRMS OE

Library
Connection to 89 110 129 Annually Physical

Electricity Facilities
Connection to 59 71 87 Annually ITO

internet
functional library
Enabling Mechanism #4. Improve and modernize internal systems and processes for a responsive and efficient financial
resource management
7. Client satisfactory rating of DepEd offices’ respective stakeholders (internal & external)
SDO 4.5 5.0 5.0 VOC Quarterly ICT QPIR
Enabling Mechanism #5. Key stakeholders actively collaborate to serve learners better
8. Percentage of financial contribution of international and local grant development partners vis-à-vis national education
budget (including adopt443 a school, brigada eskwela)
Local - % 5% 15% 30% DPDS Annually SocMob AIR

contribution MTR
OE
Special 443,716,099. 5% 5% Focal Person Annually SEF
Education Fund 00 increase increase Focal/
Utilization rate PSDS
9. Proportion of schools with functional SGC
Elementary Baseline to 52:209 53:209 Functional SGC Annually SMME OE

be Report
determined
Secondary Baseline to 22:90 23:90 Functional SGC Annually SMME

be Report
determined
Enabling Mechanism #6. Public and private education operate under a dynamic and responsive complementarity framework
10. Proportion of 513 Annually Private QPIR

private schools School
receiving Focal
government
assistance
DEDP MEA STRATEGY FRAMEWORK
To monitor the implementation of DEDP effectively and efficiently, SDO Rizal has
integrated six (6) strategies, to wit: (1) establishment of baseline data, (2) Quarterly program
implementation Review, (3) Annual Implementation Review, (4) Mid-term Review; (5) Results
Monitoring and Evaluation, and (6) Impact Evaluation or End-term Review. These strategies
91
are designed to ensure a more systematic approach to monitoring and tracking, evaluating,
and enhancing the DEDP Implementation.
Figure 19
DEDP MEA Strategies
92
RISK MANAGEMENT
V. RISK MANAGEMENT
V.A. Assessment of External Factors
This section details the identified risks/threats that may affect the
implementation of this DEDP. The following matrix helps SDO Rizal to prioritize these
risks/threats and lists mitigating measures against its impacts.
Risk Assessment Matrix
Very Likely 5 10 15 20 25
(5) Low Moderate High Critical Critical
4 8 12 16 20
Likely
(4) Low Moderate High Critical Critical
Possible 3 6 9 12 15
(3) Low Moderate Moderate High High
Unlikely 2 4 6 8 10
(2) Low Low Moderate Moderate Moderate
1 2 3 4 5
Very Unlikely
Low Low Low Low Low
(1)
Negligible Minor Moderate Significant Severe
(1) (2) (3) (4) (5)
Table 48
Assessment on Risk Management
Risk
Likeliho Mitigating
Threat Severity Possible Effects Assessmen
od Measures
t
School closures due to Very May worsen

Significant Availability distance
COVID-19 quarantine Unlikely issues on reading Low (4)
(4) learning modalities
classifications (1) and numeracy
Provide advocacy
Very
Stakeholders support to Moderate Delay on DEDP campaign to
Unlikely Low (3)
DEDP (3) implementation mobilize
(1)
stakeholders
Lack in
ELLN data/ proficiency Possible Intensive
foundation skills
results continue to (3) Severe (5) High (15) foundational
may affect higher
decline instructions in K to 3
grade levels
93
Foresight from
Adequacy school facilities
May affect school head and
to support full face-to- Possible
Severe (5) quality of High (15) SDO
face and/or blended (3)
instruction Gather LGU and
learning modalities
stakeholder support
Foresight from
Adequacy of ICT Likely school head and
Significant Learning loss
equipment to cope with (4) Critical (20) SDO
(4) among learners
digital learning modalities Gather LGU and
stakeholder support
Budget reduction
Change in political
Possible Moderate may affect Moderate Active collaboration
landscape that may affect
(3) (3) delivery of (9) in the LSB
budget allocation
services
Schedule and Strict

Efficiency of procurement Possible quality of goods implementation and
Severe (5) High (15)
process (3) and services are monitoring of RA
affected 9184
Develop and
implement DRR
Very May displace
Natural calamities destroy strategies and invest
Likely learners and
educational facilities and Severe (5) Critical (25) in proper
(5) disrupt
materials construction and
instructional time
rehabilitation of
buildings
Very
Existence of working Possible increase Moderate
Likely Minor (2) Availability of ADM
students in dropout (10)
(5)
Low Moderate Possible increase Moderate

Migration of families Availability of ADM
(2) (3) in dropout (10)
ISP Internet Service Information Availability of ISP

Likely Moderate
Provider downtime and Minor (2) dissemination is backup and
(4) (8)
power outage affected generator set
Basic and
Very important
Significant Additional web
Data breach/ hacking Unlikely information are Low (4)
(4) security
(1) leaked/used by
third party
94
V.B. Proposed Risk Mitigation Strategies and Responsible Personnel
Table 49
Risk Assessment and Mitigation Strategies
Risk Responsible
Threats Mitigating Measures
Assessment Personnel
DRRM
Develop and implement DRR
Natural calamities destroy Physical
strategies and invest in proper
educational facilities and Critical (25) Facilities
construction and rehabilitation of
materials Youth
buildings
Formation
Adequacy of ICT equipment to

Foresight from school head and SDO LRMS, ICT
cope with digital learning Critical (20)
Gather LGU and stakeholder support PSU, SocMob
modalities
ELLN data/ proficiency results Intensive foundational instructions in

High (15) CID
continue to decline K to 3
Adequacy school facilities to

Foresight from school head and SDO Physical
support full face-to-face and/or High (15)
Gather LGU and stakeholder support Facilities
blended learning modalities
Efficiency of procurement Strict implementation and monitoring BAC, PSU

High (15)
process of RA 9184 All proponents
Moderate PSDS
Existence of working students Availability of ADM
(10) ALS
Moderate
Migration of families Availability of ADM PSDS, ALS
(10)
Change in political landscape Moderate PSDS, SEF

Active collaboration in the LSB
that may affect budget allocation (9) Focal
ISP Internet Service Provider Moderate Availability of ISP backup and ICT
downtime and power outage (8) generator set PSU
School closures due to COVID-19 Availability distance learning

Low (4) CID
quarantine classifications modalities
Data breach/ hacking Low (4) Additional web security ICT, Legal
Provide advocacy campaign to SocMob

Stakeholders support to DEDP Low (3)
mobilize stakeholders PAT
95
LEARNING RECOVERY
PLAN
V.C. BLUE RIZAL: TRAILBLAZING THE ROAD OF SUCCESS TO THE 2023-2025 LEARNING
RECOVERY PLAN (LRP)
The Schools Division Office of Rizal has been proactive in designing a new strategic
plan to address the challenges brought by this pandemic for the past 2 years in the
context of public health emergencies throughout the country. Gaps encountered by
learners during closing of schools and remote learning due to COVID-19 have also been
identified. Learning gaps and losses occurred due to physiological, psychological and
sociological aspects and by inequality of resources of learners in low to middle income
families during the remote or distance learning set-up. With the easing of safety and
health protocols, face-to-face classes are allowed to provide the necessary learning
support to our students. The current class and teacher programming of the schools differ
based on the context of their learners, learning environment and available resources.
Each school faces different challenges and problems which require a differentiated
approach to better serve its learners.
By the year 2022 to 2025, SDO Rizal shall take a leap in developing and
empowering learners and teachers and priming them for success. Both shall adapt open
learning strategies with a collection of multiple literacies where they harmonize to the
21st century skills. By addressing missed learning opportunities contained in the
Learning Recovery and Continuity Plan, learners and teachers shall realize their full
potential as functionally literate, happy, resilient, and positive agents of social
transformation.
Moreover, SDO shall strive to effectively operationalize the learning recovery plan
by implementing learner-focused and outcomes-driven pedagogies to address learning
gaps and losses; accelerating our human resource management practices to foster an
enabling and supportive learning environment; providing quality assured learning
materials for all types of learners; forging productive partnerships to generate
resources, and applying monitoring and evaluation models to ensure attainment of
desired outcomes.
II. SITUATIONAL ANALYSIS
Data based on Numeracy Result of Remediation/Intervention, Literacy Result of

Remediation/Intervention, and Socio-Emotional Learning.
A. Data based on Numeracy, result of Remediation/Intervention
Numeracy Assessment Tool (NumAT) is currently in place in the schools of SDO-Rizal

to improve and identify the numeracy level of the students. With the help of a
Mathematics teacher per grade level, a Numeracy Assessment Tool (NumAT) will be
administered to the students in order to determine the students who will be closely
96
monitored. The schools have been implementing its own contextualized numeracy
improvement projects during the online or remote teaching due to the pandemic. With
the return of face-to-face teaching, facilitation of Division-initiated numeracy
improvement programs can commence to determine the baseline data for the numeracy
level.
Table 50
Report on Numeracy Level in Elementary (SY 2021-2022)
POST TEST
Non-numerates (67 Beginning Level Intermediate Level Advanced

Grade Level Cases
and below) (68-78) (79-89) (90-100)
No. % No. % No. % No. %
Grade 1 29,382 3,512 12 9,228 31 12,395 42 4,202 14
Grade 2 26,959 3,188 12 8,557 32 11,534 43 3,646 14
Grade 3 27,650 2,623 9 9,019 33 12,436 45 3,533 13
Grade 4 26,026 2,672 10 8,013 31 11,990 46 3,305 13
Grade 5 20,304 1,907 9 6,577 32 8,873 44 2,917 14
Grade 6 21,605 1,974 9 6,393 30 9,964 46 3,292 15
TOTAL 151,926 15,876 10 47,787 31 67,192 44 20,895 14
The table presents the report on the numeracy level of elementary pupils in SDO
Rizal as revealed in their posttest results. It can be gleaned from it that there are 3,512
(12%) learners in Grade 1, 3,188 (12%) learners in Grade, 2, 623 (9%) learners in Grade 3,
2,672 (10%) learners in Grade 4, 1,907 (9) learners in Grade 5, and 1,974 (9) learners in
Grade 6 who were identified as non-numerates.
Meanwhile, it can also be seen that there are 9,228 (31%) learners in Grade 1, 8,557
(32%) learners in Grade 2, 9,019 (33%) learners in Grade 3, 8,013 (31%) learners in Grade
4, 6,577 (5) learners in Grade 5, and 6,393 (30%) learners in Grade 6 who were under
beginning level.
Based on these results, elementary schools in the division shall implement

intervention to cater these learners under non-numerate and beginning levels. During the
current SY, they will be given whole-class and/or individualized / differentiated
interventions.
Table 51
Report on Numeracy Level in Junior High School (SY 2021-2022)
Numeracy Level (SAL + NCAL)
% Non-numerates Beginning Level Intermediate Advanced (90-

Grade Enrolment Cases 67 and below (68-78) Level (79-89) 100)
Level No. % No. % No. % No. %
7 36,004 17,277 48 6,587 38 4,170 24 5,203 30 1,335 8
8 36,368 16,993 47 7,081 42 4,261 25 4,674 28 990 6
9 33,403 15,731 47 5,521 35 3,972 25 5,343 34 910 6
10 35,074 17,315 49 5,440 31 3,599 21 6,525 38 1,707 10
TOTAL 140,849 67,316 48% 24,628 37% 16,002 24% 21,744 32% 4,941 7%
97
The table presents the report on the numeracy level of Junior High School students
in SDO Rizal as revealed in their posttest results. It can be glanced that there are 6,587 (38%)
students in Grade 7, 7,081 (42%) students in Grade 8, 5,521 (35%) students in Grade 9, and
5,440 (31%) students in Grade 10 who were classified as non-numerates.
Likewise, it is also shown that there are 4,170 (24%) students in Grade 7, 4,261 (25%)
students in Grade 8, 3,972 (25%) students in Grade 9, and 3,599 (21%) students in Grade 10
who were under beginning level.
Based on these results, junior high schools in the division shall implement
intervention to cater these learners under non-numerate and beginning levels. During the
current SY, they will be given whole-class and/or individualized / differentiated
Table 52
Pareto Analysis on Mathematics MPS in Elementary
NO. DIVISION ES MATH TARGET MPS CUMULATIVE CUMULATIVE MATH MPS

MPS VALUE GAP % SIMULATOR
1 San Pedro City 59.81 97 37.19 37.19 5.21% 97.00
2 Tanauan City 60.14 97 36.86 74.05 10.38% 97.00
3 Rizal 61.03 97 35.97 110.02 15.42% 97.00
4 Lucena City 61.07 97 35.93 145.95 20.46% 97.00
5 Dasmarinas 61.24 97 35.76 181.71 25.47% 97.00
6 Quezon 61.59 97 35.41 217.12 30.44% 97.00
7 Cavite City 64.09 97 32.91 250.03 35.05% 97.00
8 Imus City 64.22 97 32.78 282.81 39.65% 97.00
9 General Trias City 64.44 97 32.56 315.37 44.21% 97.00
10 Antipolo city 64.5 97 32.5 347.87 48.77% 97.00
11 Laguna 64.7 97 32.3 380.17 53.30% 97.00
12 Tayabas City 65.09 97 31.91 412.08 57.77% 97.00
13 Calamba City 65.31 97 31.69 443.77 62.21% 97.00
14 Bacoor City 65.37 97 31.63 475.40 66.65% 97.00
15 Cavite 65.39 97 31.61 507.01 71.08% 97.00
16 San Pablo City 66.15 97 30.85 537.86 75.40% 97.00
17 Batangas City 66.19 97 30.81 568.67 79.72% 97.00
18 Batangas 67.01 97 29.99 598.66 83.92% 67.01
19 Binan City 67.06 97 29.94 628.60 88.12% 67.06
20 Lipa City 67.48 97 29.52 658.12 92.26% 67.48
21 Cabuyao City 67.75 97 29.25 687.37 96.36% 67.75
22 Sta. Rosa City 71.04 97 25.96 713.33 100.00% 71.04
CALABARZON 64.58 97 32.42 90.42
Based on Pareto Analysis on Mathematics MPS in Elementary, SDO-Rizal rank 3 with

the lowest ES Math MPS with 61.03 and MPS Gap of 35.97 form its target value 97. It is
recommended that SDO-Rizal focus its efforts on the specified subject area to further
98
improve its performance on Mathematics in Elementary. By doing so, the performance can
be potentially increased.
Table 53
Pareto Analysis on Mathematics MPS in JHS
NO. DIVISION JHS TARGET MPS CUMULATIVE CUMULATIVE MATH MPS
MATH VALUE GAP % SIMULATOR
MPS
1 Tanauan City 57.27 97 39.73 39.73 5.03% 97.00
2 Cavite City 57.59 97 39.41 79.14 10.01% 97.00
3 Rizal 57.88 97 39.12 118.26 14.96% 97.00
4 Antipolo City 58.09 97 38.91 157.17 19.88% 97.00
5 Batangas City 58.61 97 38.39 195.56 24.74% 97.00
6 Lucena City 58.81 97 38.19 233.75 29.57% 97.00
7 Quezon 58.81 97 38.19 271.94 34.40% 97.00
8 Cabuyao City 59.48 97 37.52 309.46 39.15% 97.00
9 Cavite City 59.86 97 37.14 346.60 43.85% 97.00
10 General Trias City 60.06 97 36.94 383.54 48.52% 97.00
11 Bacoor City 60.62 97 36.38 419.92 53.12% 97.00
12 Batangas 60.63 97 36.37 456.29 57.72% 97.00
13 Binan City 60.67 97 36.33 492.62 62.32% 97.00
14 Laguna 61.26 97 35.74 528.36 66.84% 97.00
15 Imus City 61.35 97 35.65 564.01 71.35% 97.00
16 San Pablo City 61.98 97 35.02 599.03 75.78% 97.00
17 San Pedro City 61.98 97 35.02 634.05 80.21% 97.00
18 Dasmarinas 62.59 97 34.41 668.46 84.56% 62.59
19 Calamba City 63.35 97 33.65 702.11 88.82% 63.35
20 Sta. Rosa City 63.37 97 33.63 735.74 93.07% 63.37
21 Lipa City 68.35 97 28.65 764.39 96.70% 68.35
22 Tayabas City 70.89 97 26.11 790.50 100.00% 70.89
CALABARZON 61.07 97 35.93 89.89
Based on Pareto Analysis on Mathematics MPS in Secondary, SDO-Rizal rank 3 among

the lowest JHS Math MPS with 57.88 and MPS Gap of 39.12 form its target value 97. It is
recommended that SDO-Rizal focus its efforts on the specified subject area to further
improve its performance on Mathematics in Secondary. By doing so, the performance can
be potentially increased.
B. DATA BASED LITERACY, RESULT OF REMEDIATION/INTERVENTION
Blue Rizal: Barangayan para sa Bawat Bata Bumabasa (BRB4) Program is the flagship
program of SDO-Rizal in addressing the problem of literacy. It is a community-based program
involving local government units, community volunteers, families, teachers- to read to all
children for them to develop enjoyment in- and love for Reading as learners transition from
“learning to read” to “reading to learn”.
99
Grades 1 to 3 learners were assessed using the BR-B4 Reading Assessment Tool (RAT)
for Beginning Reading in English and in Filipino. Below is the 2-year progressive data of BR-
B4 learners in School Year 2020-2021 and School Year 2021-2022. There is an average
increase of 33% in the success rate of the program from SY 2020-2021 to SY 2021-2022.
For SY 2020-2021 (first year Batch 1 English), BR-B4 targeted 20% or 4,019 learners to
reach the highly developed level of BRB4 Beginning Reading Strand for English. However,
there were only 3,094 learners or 19% who reached the target level. There were 12,982 or
the remaining 80% of learners needed to be catered in BRB4 Year 1 Batch 1 in English.
For Filipino (first year Batch 1 Filipino) Batch 1, BR-B4 targeted 20% or 4,171 learners
to reach the highly developed level of BRB4 Beginning Reading Strand for English.
Remarkably, there were 4,788 learners or 29% who reached the target level. However, the
remaining 11,897 or 71% of learners are needed to be catered in BRB4 Year 1 Batch 1 in
Filipino.
For SY 2021-2022 (second year of Batch 1 English), BR-B4 targeted 30% or 4,362
learners to reach the highly developed level of BRB4 Beginning Reading Strand for English.
Surprisingly, there were 5,839 learners or 40% who reached the target level. Yet, the
remaining 60% or 8,699 learners are needed to be catered in BRB4 Year 2 Batch 1 in English.
For SY 2021-2022 (second year of Batch 1 Filipino), BR-B4 targeted 30% or 4,575
learners to reach the highly developed level of BRB4 Beginning Reading Strand for English.
Surprisingly, there were 6,889 learners or 45% who reached the target level. However, the
remaining 55% or 8,361 learners are needed to be catered in BRB4 Year 2 Batch 1 in Filipino.
For SY 2021-2022 (first year of Batch 2 English), BR-B4 targeted 20% or 5,112 learners
Surprisingly, there were 6,993 learners or 27% who reached the target level. Yet, the
remaining 73% or 18,556 learners are needed to be catered in BRB4 Year 1 Batch 2 in English.
For SY 2021-2022 (first year of Batch 2 Filipino), BR-B4 targeted 20% or 8,420 learners
Surprisingly, there were 10,362 learners or 37% who reached the target level. However, 63%
or 17,702 learners are needed to be catered in BRB4 Year 1 Batch 2 in Filipino.
100
Table 54
Report on Literacy Level in English and Filipino
SY 2020-2021 SY 2021-2022
Learners in HIGHLY BRBR4 Learners in HIGHLY
BRBR4
DEVELOPED CATEGORY Enrolment DEVELOPED CATEGORY
Enrolment
TARGET ACTUAL TARGET TARGET ACTUAL
ENGLISH
Batch 1 16,076 4,019 3,094 14,538 4,362 5,839
Batch 2 25,559 5,112 6,993
FILIPINO
Batch 1 16,685 4,171 4,788 15,250 4,575 6,889
Batch 2 28,064 8,420 10,362
C. SOCIO – EMOTIONAL LEARNING
Social-emotional learning (SEL) is an educational method that aims to foster social

and emotional skills within school curricula. SEL is also referred to as the process of
developing the self-awareness, self-control, and interpersonal skills that are vital for
school, work, and life success. People with strong social-emotional skills are better able
to cope with everyday challenges and benefit academically, professionally, and socially.
From effective problem-solving to self-discipline, from impulse control to emotion
management and more, SEL provides a foundation for positive, long-term effects on kids,
adults, and communities.
Copious research has shown that the impact of social-emotional learning (SEL) runs
deep. SEL programs are shown to increase academic achievement and positive social
interactions and decrease negative outcomes later in life. SEL helps individuals develop
competencies that last a lifetime.
Social-emotional learning is vital for students because it teaches them crucial life
skills, including the ability to understand themselves, develop a positive self-image, take
responsibility for their actions, and forge relationships with the people around them. It
can also be critical for students to build confidence and self-esteem. Through SEL, kids can
gain a better understanding of themselves and of the people around them. They can gain
the skills and knowledge that will help them understand their emotions, develop their
identities, and set goals.
Before the opening of classes on August 22, the Technical Working Group for Oplan Balik
Eskwela of each school in SDO - Rizal included online and face to face discussions on
psycho-social and socio-emotional concerns of students and other personnel. In this
program, the School Disaster Risk Reduction Management Coordinator together with the
designated guidance counselors provided different intervention strategies that would help
101
Figure 20
in addressing these concerns. Mental
Socio-Emotional Learning Framework
Health and Psychosocial Support
Services (MHPSS) was conducted
during the first week of classes to
help students protect or promote
their mental health and
psychosocial wellbeing.
To support this, SDO-Rizal will

also strengthen Homeroom Guidance
(HG). The program is relevant as it
promotes rational thinking, healthy
behavior, and positive disposition.
Issues like academic failures, school
dropouts, bullying, unhealthy sexual
behavior, teenage pregnancy, drug
addiction, online and social media
addiction, and confusion in and/or
poor career choice, and other
challenges that beset our learners
today were considered in developing
the program. SDO-Rizal will also focus to institutionalize a career guidance and counseling
program for students in all public and private secondary schools in order to provide them with
proper direction in pursuing subsequent tertiary education, to equip secondary education
students with the capability to make educated career decisions and expose them to relevant
labor markets, and to ensure that graduates of tertiary education meet the requirements of
the government, industry, and the economy.
Elements of Socio-Emotional Learning:

● Self-Awareness ● Responsible ● Relationship Skills
● Self-Management Decision-Making ● Social Awareness
Reference: https://www.cde.ca.gov/ci/se/images/caselwheel2.png&imgrefurl
D. PROFESSIONAL DEVELOPMENT NEEDS BASED ON E-SAT

A. Learner Diversity and Student Inclusion
Selected schools in SDO-Rizal offer SPED. The Special Education Team is
composed of highly trained Special Education Teachers who can facilitate learning
both in SPED classes and students in mainstream.
102
B. Content and Pedagogy
Following the MELCS and BOWs per subject area, the content and delivery of
learning may take place in a blended approach with the re-introduction of face-to-face
teaching. Strengthen instructional leadership and supervision to improve quality of
content and pedagogy.
C. Assessment and Reporting in the K to 12
Changes in terms of assessment system will be encountered for this School Year
especially with the inclusion of Face-to-Face activities. Strengthen Instructional
Supervision and Technical Assistance for the Quality Assurance of Assessment.
D. 21st Century Skills and ICT Integration in Instruction and Assessment
Integration of ICT especially in the New Normal has been a vital mode of
transmitting information and aid in learning delivery of the schools in the Division. ICT
improvements in terms of Programs, Projects, and Activities (PPAs) were developed in
the previous years and will continue to intensify for the next three years.
E. Curriculum Contextualization, Localization, and Indigenization
Contextualization and localization of learning materials are reflected in the
different programs and projects of the schools in the SDO-Rizal. Development of
Learning Materials through available Learning Packets and WLP may be explored in
this aspect.
GAPS
For Numeracy
Based on the Situational Analysis, the following Gaps were identified. It is quite
notable that 104, 293 (35.62%) learners fall within the category of Needs Major Support,
which is below the standard performance target of 75% (DepEd Order No. 8, s. 2015).
·SDO-Rizal rank 3 among with the lowest ES Math MPS of 61.03 and MPS Gap of 35.97
form its target value 97.
·SDO-Rizal rank 3 among with the lowest JHS Math MPS of 57.88 and MPS Gap of 39.12
from its target value 97.
For Reading Literacy

For SY 2020-2021 (first year Batch 1 English), 12,982 or the remaining 80% of learners
are needed to be catered in BRB4 Year 1 Batch 1 in English. For Filipino (first year Batch 1
Filipino) 11,897 or 71% of learners are needed to be catered in BRB4 Year 1 Batch 1 in
Filipino. For SY 2021-2022 (second year of Batch 1 English), 60% or 8,699 learners are
needed to be catered in BRB4 Year 2 Batch 1 in English. For SY 2021-2022 (second year of
Batch 1 Filipino), 55% or 8,361 learners are needed to be catered in BRB4 Year 2 Batch 1 in
Filipino. For SY 2021-2022 (first year of Batch 2 English), 73% or 18,556 learners are needed
to be catered in BRB4 Year 1 Batch 2 in English. For SY 2021-2022 (first year of Batch 2
103
Filipino), 63% or 17,702 learners are needed to be catered in BRB4 Year 1 Batch 2 in
Filipino.
For Socio-Emotional Learning

Untrained teachers in Mental Health and Psychosocial Support Services.
· Lesson Delivery of Socio-Emotional Learning in Distance Learning Modality.
·Un-harmonized implementation of SEL, MHPSS and HG.
·Difficulty in assessing emotions/awareness of one’s feelings.
·Difficulty in socializing with other people.
·Low tolerance of adversities.
SDO RIZAL LEARNING RECOVERY PLAN (LRP) FRAMEWORK

Blue Rizal TORCH - Trailblazing Onwards to Recovery and Changing Horizons
Figure 21
Education Development Plan Results Framework
Within three years, from 2022 to 2025, the main goal of SDO Rizal is to help in
developing students who can be considered Functionally Literate 21st century learners
through numeracy and reading literacy programs, as well as those for socio-emotional
learning. Along with these programs is strengthening teachers and instructional leaders skills
and competencies related to 5 factors Content and Pedagogy, Learner Diversity and Student
Inclusion, Curriculum Contextualization, localization and Indigenization, ICT Integration in
Instruction and Assessment, and Assessment and Reporting in the K to 12 towards achieving
our goals.
104
IV. ACTION PLAN
Key Learning Area: A. LEARNING REMEDIATION AND INTERVENTION

Gaps Objectives Strategies Activities
· Pre-
The declining trend of numerical proficiency as Increase test/Post
numeracy level by a. Project
revealed in the PISA 2018 still persists despite the Test and
10% each year at NUMERO
pilot implementation of Project NUMERO. The Administer
the end of school b. AKAP
posttest result revealed that 104, 293 (35.62%) NuMAT
year from SY c. After Class
learners fall within the category of Needs Major · Tutorial with
2022-2023 to SY Numeracy
Iskolar ni
Support, which is below the standard performance 2024-2025. Program
Gob recipient
target of 75%. As projected in the E-LAMP results Facilitated d. Individualized
· Home
SDO-Rizal rank 3 among with the lowest ES Math Intervention/Remed /Differentiated
visitation of
MPS of 61.03 and MPS Gap of 35.97 form its target Intervention
iation activities to students
value 97. Also SDO-Rizal rank 3 among with the e. Other School
85% of students who are no
lowest JHS Math MPS of 57.88 and MPS Gap of Program
who are subject for longer
39.12 form its target value 97. remediation. participating
Expected
Time Frame Persons Involved Resources Needed
Output
Pre-Testing Forms / Identified
Exams Learners’
Advisers and
Post-Testing Numeracy
Subject Teachers
Forms / Exams Level
a. Sept-Oct 2022 Master Teachers
Developed Audio- Assessment
b. All year round Department Head
Visual Lesson
c. Oct-June 2022 (Mathematics), with of
Presentation
support of other Improvement
Home Visitation Forms
subject teachers Digital and Printed of Numeracy
Modules Level
Key Learning Area: B. READING INTERVENTION

The data of the reading assessment Increase by 30% a. Pull-out class · Pre-test and
revealed that there is an alarming each year the b. Extended class Posttest via BRB4-RAT
number of learners who are identified number of c. Integrated class Kumusta, ka-BRB4
in the first level (nonreader/frustration). learners who d. Home-based class (Quarterly
Moreover, based from the simultaneous reach Level 3 of monitoring)
Reading Camp
monitoring of the conduct of BrB4 there BRB4 Beginning
(Teacher and Learner
are areas of concern being identified Reading Strand at
Edition)
that directly/indirectly related to low the end of School Call for Volunteers
reading proficiency among Rizalenos. Year for 3 years Children’s book
- insufficient trained number of BrB4 from SY 2022- donation drive
volunteers; 2023 to SY 2024-
- conflict of activities with other 2025
subject areas;
- pupil refusal to read;
- monitoring of BrB4 recipients and
volunteers.
Time Frame Persons Involved Resources Needed Expected Output
August-September 2022 BRB4 Teachers Assessment Sheets Baseline and endline
Every end of the quarter BRB4 Volunteers BRB4 Monitoring data on learners’
February 2023 BRB4 Volunteers Forms Reading Progress
105
November 2022 and learners, LGU Human Resources Progress record of
October – December 2022 BRB4 Volunteers Human Resources / learners
and LGU Paraphernalia Mater list of
BRB4 Volunteers, Human Resource volunteers per
and LGU category
Inventory of donated
children’s books
Key Learning Area: C. SOCIO-EMOTIONAL FUNCTIONING, MENTAL HEALTH, AND WELL-

BEING
The abrupt transition to a. Homeroom Close Monitoring of Homeroom
online classes brought Guidance Guidance Implementation
psychological effects to b. Career Guidance Sessions by section
Rizaleňo learners due to c. Youth Formation · Incorporate Values Education
continuous isolation and Activities into lesson plans
lack of interaction with d. GAD · Engage co-curricular activities
fellow students and e. NDEP about Youth Formation
teachers. The facilitators - · Implement personnel training
faceted mental health and on GAD
psychosocial support · Formulate sessions about
(MHPSS) in the division of drug abuse and awareness
Rizal.
(all year EPSs, PSDSs, SH, Advisers Homeroom modules Homeroom
round) and DGCs Homeroom modules Assessment for EOSY
(all year Advisers and subject Lesson plans with values Integration day with Homeroom
round) teachers integration session
November Youth Formation Project Training resources for Youth Attendance and training output
2022 Development Officer and Formation of students
August 2023 TWG Training resources and Attendance and training output,
Nov 2022 for GAD Focal Person and event management for GAD report,
students June team members activities Attendance and training output,
2023 for NDEP Coordinator s and Training resources for NDEP report, Professional Development
personnel Team Members Plan (PDP)
Key D. PROFESSIONAL DEVELOPMENT SUGGESTED TOPICS FOR SLAC/INSE T/FGDS ON

Learning A. LEARNER
Area: B. DIVERSITY AND STUDENT INCLUSION
C. CONTENT AND PEDAGOGY
D. ASSESSMENT AND REPORTING IN THE K TO 12
E. 21ST CENTURY SKILLS AND ICT INTEGRATION IN INSTRUCTION AND ASSESSMENT
F. CURRICULUM CONTEXTUALIZATION, LOCALIZATION, AND INDIGENIZATION
Cognizant to the educational needs that a. Homeroom Close Monitoring of
the sudden shifts in education entail, Guidance Homeroom Guidance
pedagogical gaps pose a threat to quality b. Career Implementation Sessions by
and equity of education. A review of Guidance section
existing teaching and learning practices c. Youth · Incorporate Values
must be reviewed to adapt to the current Formation Education into lesson plans
educational trends and practices. Hence, Activities · Engage co-curricular
teachers must be equipped with new and d. GAD activities about Youth
effective teaching methodologies, e. NDEP Formation
learners must be directed to learn
106
fundamental skills, assessment must be · Implement personnel
holistic and curriculum must be relevant training on GAD
to learners repertoire. · Formulate sessions about
drug abuse and awareness

(all year round) EPSs, PSDSs, SH, Advisers Homeroom modules Homeroom
(all year round) and DGCs Homeroom modules Assessment for EOSY
November 2022 Advisers and subject Lesson plans with Integration day with
August 2023 teachers values integration Homeroom session
Nov 2022 for students Youth Formation Project Training resources Attendance and training
June 2023 for personnel Development Officer and for Youth Formation output of students
TWG Training resources Attendance and training
GAD Focal Person and team and event output, report,
members management for GAD Attendance and training
NDEP Coordinator s and activities output, report, Professional
Team Members Training resources Development Plan (PDP)
for NDEP
107
ANNEXES
Annex 3
SCHOOLS IMPLEMENTING IPEd PROGRAM and CURRENT ENROLMENT
AS OF SEPTEMBER 2022
No. School Sub-Office Enrolment

Elementary
1 Alas-asin ES Tanay 48
2 Cayabu ES Tanay 29
3 Cuyambay ES Tanay 174
4 Daraetan ES Tanay 315
5 Laiban ES Tanay 86
6 Mamuyao ES Tanay 76
7 Magata-Manggahan ES Tanay 157
8 Monte De Tanay ES Tanay 26
9 Nayon ES/Kinabuan ES Tanay 159
10 Sampaloc ES Tanay 124
11 San Andres ES Tanay 117
12 Sta Ines ES Tanay 63
13 Sto. Nino ES Tanay 92
14 Tablon ES Tanay 80
15 Tinucan ES Tanay 20
16 Rawang Macantog ES Tanay 48
17 Puray ES Montalban 245
18 Malasya-Uyungan ES Montalban 70
19 Madilay-dilay ES Tanay 13
20 Balimbing ES Tanay 8
21 Casili ES Montalban 19
Junior High School
22 Cayabu NHS Tanay 25
23 Cuyambay NHS Tanay 111
24 Daraetan Integrated School Tanay 268
25 Laiban NHS Tanay 52
26 Sampaloc NHS Tanay 172
27 Sta. Ines NHS Tanay 120
28 Sto. Nino IS Tanay 92
29 Tanay East Integrated NHS Tanay 17
30 Puray NHS Montalban 81
Senior High School
31 Daraetan IS Tanay 102
32 Laiban SHS Tanay 16
33 Sampaloc SHS Tanay 15
34 Sto, Nino IS Tanay 32
35 Rizal Sports Academy Tanay 15
36 Tanay East Integrated NHS Tanay 1
37 San Isidro SHS Montalban 32
38 Cayabu nhs (*) Tanay 7
39 Sta. Ines 15
TOTAL 3072
111
Annex 4
SDO RIZAL MADRASAH Program Implementers
(As of August 2022)
NUMBER OF Enrolment COS- (REG-

Name of MEP by Grade Number COS-LGU Deped PERM)
Implementing G7 TO of
Schools K TO 6 G10 Total ASATIDZ Name of ASATIDZ
ANGONO ES 25 25 1 1. AHMAD S. ROMBRAAN 1
SAN VICENTE ES 11 11 1 2. SORAIDA T. MACADANON 1
BINANGONAN ES 34 34 1 3. JAMIL S. MACACOWA 1
CAINTA ES 50 50 1 4. RASMIAH T. LOMONDOT 1
KARANGALAN ES 33 33 1 5. FATMA M. MALAMBUT 1
MARICK ES 54 54 1 6 EMRAIDA Y. ABDULRAZAC 1
7. SAMSINOR M. LAUTO / 8.
SAN ISIDRO ES 78 78 1 MOHAMMAD IMAM SAID MANDO 1 1
9. ABULKHAIR B. GURO 10. JOHARA
AIDAH D. AMPUAN.
SAN JOSE ES 134 134 3 11. SAMSHIDA A. HNoor 1 2
12. NAILA D. BILALANG/ 13. ALBASAR J.
STO NINO ES 39 39 2 MALIK 1 1
14. SALABE P. MARUHOM 15. Nashif
ROSARIO Macapangcat H.Esmail
OCAMPO ES 137 137 3 16. Yasser B.Abdul Azis 3
17. ESMEYATIN ABDUL S. AMPAY.
WAWA ES 42 42 1 AHMAD S. ROMBRAAN / 1
ANGONO NHS 17 17 2 18. SORAIDA T. MACADANON 1

19. NORHIDAYAH U. GANDAMRA
FP FELIX NHS 55 55 2 20. ASLIA G. PANGANDAMAN 2
MARGARITO A.
DUAVIT IS 39 39 1 21. OMINSALAM T. MARANDA 1
KASIGLAHAN
VILLAGE NHS 88 88 1 22. HADJIRAKIM, MOHAIMEN A. 1
SAN ISIDRO NHS 99 99 2 23. NORHAINA M. ACON 1
SAN JOSE NHS 64 64 1 24. BAIMONA LUCMAN 1
TOTAL 999 24 24 8 13 4
112
Projects and
Strategies Proponent Outputs 2023 2024 2025 2026 2027 2028
Activities
Disaggregated Profile of
ALS Learners
Established new CLC,
Enhance based on needs
capacity of Capacitated 13 ALS
schools to Teachers and Instructional
implement managers to implement
ADM and ALS ADM/ALS
Additional 18 secondary
schools for Open High
School and Offering ADM-
92%
Home Schooling for 5 80% 84%
elementary and 5 88% 96% 100%
secondary schools.
CapacitatedSchool Heads
and Supervisors in Inclusive
1
Education implementation, 1 1
Program: strategies and pedagogies 1 1 1
Kakaiba
Ka Ngunit
Di Iba School Heads and
Division 6.68
Supervisors 1.67 3.34
Coordinator
One soul, ALS-78 5.01 8.35 10.02
in ALS, SPED, 12
one spirit, SPED-156 3 6
IPED and
one mind IPED- 45 9 15 18
ALIVEl: 52
in Inclusive MADRASAH-48 13 26
Meliton Berin 104
Ed - Teachers 26 52 39 65 78
Jr. 32
Strengthen Advocate Arceli G.
ALS-56 8 16 78
32
130 156
program of SPED-166 8 16 24 40 45
Tejada
management inclusivity Rizaldy R.
IPED- 189 24 40 48
and service of diverse Cristo
MADRASAH-23
95
delivery learners in 56 69
Minerva C. 205
addressing Procured materials, tools 166 179 82 108 121
David
● ALS individual and equipment in the 189 192 218 231
needs. learning delivery process. 23
● SPED
● IPED Face to face consultation
● MADRASAH with school
heads/consultants of ALS,
ALIVE, IPED and SPED
37
Program and provision of 17 17
20
TA based on needs 35 35 37 37 37
relative to program 37 37 20 20 20
implementation/managem 20 20
1
ent
ALS-17
SPED-35
IPED-37
MADRASAH-20
Established one (1)

intervention Learning
Resource Center (ILRC) for
LWDs
113
ANNEX 5
PRIORITY ELEMENTARY SCHOOLS ON QUALITY
PRIORITY SCHOOLS FOR MONITORING ON CONTENT AND PEDAGOGICAL APPROACHES

ELEMENTARY
NO. SCIENCE MATHEMATICS ARALING PANLIPUNAN
1 Baras ES Baras Pinugay ES Pinugay ES
2 Evangelista ES Pinugay ES San Roque ES
3 Pinugay ES San Roque ES Baras ES
4 San Roque ES Ecoms ES Ithan ES
5 Binangonan ES Tuna Balibago ES Kalinawan ES
6 Kalinawan ES Exodus ES Limbon Limbon ES
7 Limbon Limbon ES Felix Main ES Malakaban ES
8 Malakaban ES Marick ES San Juan ES
9 Talim ES San Juan ES San Juan Unit 1 ES
10 Marick ES San Juan Unit 1 ES Marick ES
11 San Juan Unit 1 ES Bagumbong ES FP Felix ES Main
12 San Juan ES Talaga ES Ecoms ES
13 Navotas ES Hulo ES Ticulio ES
14 Tuna Balibago ES Matagbak ES Tuna Balibago ES
15 Palaypalay ES Pililla Central School Lagundi ES
16 Talaga ES Virgilio Melendres MES Bugarin ES
17 Bugarin ES Bugarin ES Burgos Main ES
18 Matagbak ES Amityville ES Catmon ES
19 Virgilio Melendres MES Balagbag ES Geronimo ES
20 Catmon ES Basecamp ES Macaingalan ES
21 Southville 8 ES Burgos ES Mascap ES
22 Burgos Main ES Catmon ES Southville 8E ES
23 Geronimo ES Geronimo ES Abuyod ES
24 Kasiglahan Village Unit 1 ES Inigan ES San Lorenzo Ruiz ES
25 San Rafael ES Kasiglahan Village ES Sitio Simona ES
26 Aguho ES Macaingalan ES Sitio Tapayan ES
27 Balimbing ES Mascap ES San Vicente ES
28 Nayon ES San Rafael ES Pilapila ES
29 Pinagsibiran ES Southville 8B ES Kaytome Gulod ES
30 Rawang ES Aguho ES Tagpos ES
31 Sampaloc ES Balimbing ES Tayuman ES
32 San Andres ES Don Domingo Capistrano ES Bagumbong ES
33 Banaba ES Laiban ES Quisao ES
34 San Lorenzi Ruiz ES Marciano P.Catolos ES Matagbak ES
35 Sitio Tapayan ES Nayon ES Talaga ES
36 Joaquin Guido ES Pinagsibiran ES Caniogan ES
37 San Vicente ES Rawang ES Banaba ES
38 Quisao ES Sampaloc ES Ampid ES
39 Caniogan ES Abuyod ES Kasiglahan Village ES Unit 1
40 Pintong Bukawe ES Banaba ES San Rafael ES
114
ANNEX 6
PRIORITY SECONDARY SCHOOLS ON QUALITY
Priority JHS for Monitoring on Content and Pedagogical Approaches

SCIENCE MATHEMATICS ARALING PANLIPUNAN
1 Janosa NHS Baras Pinugay Phase2NHS FP Felix MNHS
2 Mahabang Parang NHS Janosa NHS Gov. Isidro NHS
3 FP Felix MNHS FP Felix MNHS FP Felix MNHS Annex
4 Gov. Isidro NHS Gov Isidro NHS Cainta JHS
5 FP Felix MNHS Annex FP Felix MNHS Annex Gen. Licerio MNHS
6 Cainta JHS MNHS Talaga Annex Macabud NHS
7 Cardona JHS Bugarin NHS Macaingalan NHS
8 BF San Juan NHS Quisao NHS Southville 8B NHS
9 Bugarin NHS Gen. Licerio MNHS Antonio C. Esguerra MNHS
10 Quisao NHS Macabud NHS Simona NHS
11 Gen. Licerio MNHS Macaingalan NHS MI Santos NHS
12 Macaingalan NHS Mascap NHS Muzon NHS
13 Manggahan NHS Montalban Hts. NHS San Mateo NHS
14 Montalban Hts. NHS San Isidro NHS Abuyod NHS
15 San Isidro NHS San Jose NHS Aldea NHS
16 Southville 8B NHS Southville 8B NHS Daraetan IS
17 San Mateo NHS San Mateo NHS Cuyambay NHS
18 Antonio C. Esguerra MNHS Angono NHS Mahabang Parang NHS
19 Simona NHS Guinayang NHS Baras Pinugay Ph2 NHS
20 MI Santos NHS Wawa NHS Janosa NHS
115
ANNEX 7
SWOT ANALYSIS- PILLAR 1 ACCESS
Context: Increasing Dropout in Elementary and Secondary

There is a division initiative project on PARDOs - Project AKAP which was launched on February 2021.
STRENGTHS WEAKNESSES
Implementation of Project AKAP. Limited Opportunity to Conduct Home
Division Memorandum with Localized Guideline Visitation. Pandemic Situation hindered teachers
was issued to clearly define the project. to conduct home visitation resulted to limited
pprocesses, mechanism including regular time to provide activities to learners.
monitoring of the status of learners and
submission of data were communicated to the Limited human resource of schools to conduct
field.In support to this project, all schools or home visitation. Due to distance of residence of
100% have implemented and initiated the the identified learners, concerned teachers can’t
following activities; vvirtual orientation was reached them out as scheduled.
conducted which was attended by all teachers
and parents with internet connectivity, flyers for Insufficient materials for independent learners.
those who do not have internet connectivity Most dropouts have issues on reading and
were provided as indicated in all the schools numeracy competencies. Current materials are
narrative report. insufficient considering the number of identified
competencies to be addressed and number of
Presence of Designated Focal Person for the learners catered.
Project. Focal Person was assigned to take charge
of monitoring, identifying issues and concerns,
gaps, and adjustments to be done. Shared
responsibility of all team players in the
implementation of the Project AKAP was
established through regular coordination with
the concerned personnel in schools.
Strategies in Implementing the Project. Different

strategies were suggested and applied such as
home visitation, virtual kumustahan, creation of
group chat for the implementation of the project.
Functional Monitoring Tools. Schools were

provided monitoring tools to be utilized and
accomplished by the Project AKAP Coordinators
and School Heads.These guide the school in the
monitoring and in identifying the intervention
activity to be implemented for further
enhancement of the project.
All schools have utilized the different tools in
identifying the strength/weakness of the
program
OPPORTUNITIES THREATS
Technical and fund support from LGU, NGO, Covid-19 Alert Level. Provision of specialize or
Private Individuals. Project is designed to customize remediation activity for PARDOs may
strengthen DepEd Rizal’s capacity on dropout be affected.
reduction. Stakeholders should be informed on
116
the project and may be tapped for possible Natural Calamities. Increasing number of
support to sustain the project. PARDOs, as more learners may be displaced by
natural calamities. Learning materials may also
Availability of online technology. Online be destroyed.
sessions may be tapped as an alternative delivery
method for PARDOs. Financial difficulties of families. Difficulties of
families forces some parents to let their children
Accessibility of Learning Centers. Possible take care of their siblings and limited guidance
establishment of school within the community for the learners
where the highest number of PARDO is recorded.
Coordination with the LGU both Municipal and Influence from social media. Trends and fads
Brgy.for the proposal and assistance of the distract learners’ attention away from schooling.
needed resources to help in realizing the plan. The need to conform from the dictates in social
media forces learners to focus on other concerns.
Context: Increasing School-Leaver in Elementary and Secondary

There is a recorded school leaver of 5.81% in Elementary and 8.21% in Secondary.
Conduct of School and Literacy Mapping. To Absence of Tracking Strategies. Schools should
ensure that all learners are in school, school and devise tracking strategies to monitor the
literacy mappings were organized and conducted. attendance of learners on the next level.
Teachers were grouped according to the area or
location as their assignment to trace those No assigned focal person to be the in charge of
learners who have left school and brought them monitoring of learner’s attendance on the
back again in school. Coordination with the LGU succeeding level.
Officials was also done for assistance. To ensure that learners were properly tracked,
creation of team with identified focal person
Implementation of Intervention Project. Project shall be given consideration and established.
AKAP was implemented to ensure that learners
who were lagging behind will be kept in school Values Formation was not given emphasis in
through Home Visitation. This also became an the beginning of classes. Topics in conducting
avenue to trace learners who were not in school values formation should be reviewed and revised
and eventually brought them back to continue considering the relevant issue that the school
schooling. should be given attention like giving emphasis on
the significance of education to learners.
Technical and fund support from LGU, NGO, Natural Calamities. Typhoons and Floods can
Private Individuals. destroy learner’s residence and might force their
External Stakeholders like Save the Children and family to transfer to another place. This will
others may be tapped to seek financial assistance hinder learner to go back to school to continue
to identified learners who will be brought back in his studies
school.
Employment Opportunity in Other Places.
Provision of Learning Hub. Support from Financial constraints of families will force them to
potential stakeholders can be solicited to provide move out from the current residence. Chance of
needs in running the learning hub. This will serve continue schooling is low because they need to
also as alternative space for the implementation establish first their residence and other basic
of intervention activities to identified learners for needs.
them to continue schooling.
117
ANNEX 8
SWOT ANALYSIS- PILLAR 2 EQUITY
Pillars of Education: Equity

Context: Decrease transition rate of Grade 6 to Grade 7 by 6% or 15 IP learners
➢ Limited human resource who handled IPs. There is only 5 IP
➢ Developed IPEd Policy Curriculum Framework teachers. Not all teachers are IPs which makes it difficult for
➢ Provision of learning materials like modules and them to handle IP learners because of their cultural
activity sheets to learners who are not attending background.
classes. ➢ SDO Focal Persons for IPED is limited. There are only two
➢ Teachers regularly conduct home visitation focal persons who oversee the implementation of IPED
➢ Contextualized and validated learning materials program in the division. Limited monitoring of the program
for IPs due to overlapping of activities
➢ Fund allocation for IPED program amounting Php ➢ Overlapping of activities. Teachers load and ancillary tasks
350,000.00 exceed the regular load (6 hours of teaching load) such as
subject coordinator, adviser, DRRM coordinator, clinic
teacher etc.
➢ Turnover of Teachers. Teachers do not stay in the highland
areas. They transferred when they have opportunities to
transfer in the mainland.
➢ Fund Support from LGU and private ➢ Policy or Mandates. Since they are mainstreamed with
stakeholders like school supplies, feeding regular learners, they experienced bullying and
program and hygiene kit. discrimination which leads to quit schooling.
➢ Scholarship support from NCIP and ➢ Fix/Early Marriage. Some learners are force to marry at a
Provincial Government young age which leads to quit schooling.
➢ Involvement of Community Elders in DepEd ➢ Financial difficulties of the family. Some parents force their
Policy Making. children to work especially during harvest season.
➢ Establishment of Dumagat-Remontado ➢ Migration of the families. Around 10% of the families
Museum which help in the preservation of migrated due to armed conflict.
IP language, culture and identity.
118
SWOT ANALYSIS
INTERVENTIONS
Pillars of Education: Equity

OBJECTIVE: Increase transition rate of grade 6 to grade 7 by 5% or 12 learners per School Year from 2022-
2025.
PROPOSED MEASURES TO SUSTAIN STRENGTHS PROPOSED SOLUTIONS FOR ADDRESSING WEAKNESSES

➢ Review the policy guidelines on utilization and ➢ Prioritize deployment of new teachers in areas with high
liquidation of MOOE fund on the procurement/ teacher turnover rate
reproduction of reading material ➢ Review teacher’s loading
➢ Train school head and financial staff of the ➢ Conduct capacity development activities for additional
school on the proper utilization and liquidation remedial reading teachers on teaching remedial reading
of MOOE funds on the procurement/ process
reproduction of reading material ➢ Establish mentoring partnership between big and small
➢ Develop M&E mechanism of the Resource schools on remedial reading strategies
Management Committee to ensure the proper ➢ Hire additional reading teacher through MOOE
utilization and liquidation of MOOE funds on the
procurement/ reproduction of needs-based
reading materials
➢ Conduct appreciation program to school’s
stakeholders twice a year during SOSA.
OPPORTUNITIES POSSIBLE MITIGATION MEASURES
➢ Create a pool of trainers in conducting ➢ Revisit the contingency plan in conducting reading
reading remediation in partnership with remediation program in accordance to IATF guidelines
higher education institution (URS and TCC). Covid 19.
➢ Develop online mechanism on technical ➢ Conduct capacity building activities to teachers
assistance provision in conducting remedial conducting remedial programs consistent with IATF
reading in partnership with higher guidelines Covid 19 to prevent transmission of virus.
education institution (URS and TCC). ➢ Tap Barangay Health workers and Sub-office nurses to
➢ Craft manual of operation for technical help mitigate/prevent the threat of Covid 19 as the
assistance provision in conducting remedial school conduct reading remediation.
reading in partnership with higher ➢ Ensure strict implementation of IATF guidelines
education institution (URS and TCC). through SDRRM committee as the school conduct
reading remediation.
119
ANNEX 9
SWOT ANALYSIS- PILLAR 3 QUALITY
Context: NAT Results in Science and Mathematics were identified with lowest MPS for two consecutive years (SY
2016-2018)
Reading Assessment Tool - The present RAT being utilized were

Institutionalized Reading Program - SDO Rizal quality assured but limited to beginning reading. Enhancement
institutionalized a reading program entitled BRB4 of the RAT to assess learners who are decoders but not
(Blue Rizal - Barangayan para sa Bawat Bata comprehenders.
Bumabasa) and implemented in Public Elementary
Schools. This is to enhance the reading ability of Coverage of learning competencies for the quarter - due to
learners in Filipino and in English. time constraints, teaching of the salient competencies were not
covered
Well-communicated intervention program

Validated tool and materials for numeracy - both the tool and
entitled Project NUMERO which aims to make
materials must undergo validation by the external validators.
every Rizaleño learners on board with their
Video materials for Science and Math must also be developed
mathematical skills and competencies within their
and validated.
grade level
Special Science Curriculum offered to selected Level of competencies of teachers handling science subject.
elementary and secondary schools to model best Needs to capacitate teachers in terms of critical content and
practices in terms of science curriculum pedagogical approaches.
Issue on sustainability of the program - program implementers

Conduct of trainings - SDO received trainings on
are worried whether there will be continuity and support on
the needs of the teachers in terms of pedagogical
the existing program during transition of the management or
approaches and critical content from other
leadership of Local Government Officials and other
agencies
stakeholders
Resource Mobilization from Non- Government Parents Support - parents are not knowledgeable on the
Organizations and Local Government Unit - content of the curriculum in Science and Mathematics
Partnership with NGO's/LGU's and other civic availability of parents since most of the parents are working
organizations to generate resources and support
to learners.
Epidemiological Surge - Covid variants might worsen the

Special Science Curriculum in 13 municipalities of
societal condition that may affect the program implementation
Rizal both in elementary and secondary level will
(BRB4 and NUMERO) that may lead to the intensification of the
serve as an anchor for other schools in the area to
government restriction on health and safety protocols. This
practice efficient and effective science education
would limit movements of the teachers to reach out to our
implementation.
learners.
120
ANNEX 10
SWOT ANALYSIS- PILLAR 4 RESILIENCY AND WELLBEING
RESILIENCE AND WELL-BEING

90% of bullying cases reported to the SDO were resolved (Context)
STRENGTHS WEAKNESSES OPPORTUNITIES THREATS
*100% adherence to Child *Only 3 out of 6 members of *Collaboration with the *Strengthen the
Protection Policy. All the Child Protection oversight offices such involvement of
schools have an Committee were trained. as the RO and CO to MSWDO PNP, NGO
established Child This causes mishandling of capacitate the Child in the
Protection Committee. bullying cases because not all Protection Committee implementation of
This committee refers members are trained. in terms of handling Child Protection
cases to the Legal Unit of cases of bullying, TORs Policy.
the SDO. *The term of reference is not etc.
clearly defined. Problems or
conflicts arise in terms of
duties and responsibilities
between the implementing
units of the SDO.
RESILIENCE AND WELL-BEING
90% of bullying cases reported to the SDO were resolved. This poses a concern as this reflects that children
are not safe in all schools; hence, it is deemed necessary to resolve all (100%) of the cases of bullying to
ensure that children are well rounded, happy, and smart. (Context)
STRENGTHS WEAKNESSES OPPORTUNITIES THREATS

Reporting process of The Terms of Reference of *Collaboration with the *Strengthen the
bullying cases has been the Child Protection oversight offices such involvement of
established through the Committee is not clearly as the RO and CO to MSWDO PNP, NGO
assistance of the Child defined. There is an capacitate the Child in the
Protection Committees. overlapping and ambiguity of Protection Committee implementation of
This committee has 100% functions among the in terms of handling Child Protection
representation from all program proponents such as cases of bullying, TORs Policy.
the schools. The the Legal Unit and Youth etc.
committee reports/ refers Formation Section. This
cases of bullying to the causes delay in resolving
Legal Unit of the SDO. bullying related cases.
Members of the Child
Protection Committee were
not all trained. Since the
TOR is not defined, there is
also confusion as to the
training needs of the
members.
121
ANNEX 11
Partnership Engagements
2022

Partners Contribution Beneficiaries
1. Silid Aralan Inc. Ilead A complimentary provision of Selected schools in Montalban
2. Silid Aralan Inc. Ground after-school program for -Kasiglahan Village ES
Zero students to improve learning -San Isidro Labrador ES
of academically challenged -Dulongbayan ES
public elementary school
students in the selected schools
in Rizal
3. ABS-CBN Lingkod Kapamilya Implemented the Child Safe

Foundation Inc Schools Project for the school
beneficiary, Banaba ES Project
that aims to further promote
child protection and the Bantay
Bata 163 Hotline.
4. Save the Children The implementation of quality 20 priority schools in Rizal
Philippines School Health and Nutrition 21 Last Mile Schools
programs and provision of
learning materials in support to
Basic Education Learning
Continuity Plan (BE-LCP):
- washing facilities for 60
priority schools
- Medical and Dental
Materials/Equipment
5. City Savings (Project Donation of Bond Paper and 21 Last Mile Schools
Agile) disinfectants as part of the
DepEd Abutin Project
6. Insular Foundation Inc Provision of reading materials K-3 of 21 Last Mile Schools
for K-3 (Last Mile Schools) Mamuyao ES
Donation worth 400,000.00 Sto. Nino Integrated
Cuyambay ES
Magata-Mangagahan
Nayon ES
7. National Confederation of Pilot implementation of the Montalban
Cooperatives Concept using the appropriate
redeveloped books in
the area of operations of the
DepEd Division and the local
partner Cooperative for the
purpose of socially and
financially empowering children
and youth
122
8. Rizal Technological Virtual deployment of the Field
University (Pasig Campus) Study Students (FSS) and
Practice Teachers (PTs) via
alternative modes and
provision of support in the
reading and community-based
tutorial program of SDO Rizal
9. University of Rizal System_ELIT Spearhead Capacity Building in Sampaloc Tanay

maximizing
the utilization of online virtual
platforms
01. REBISCO Lot Donation at Tanay Rizal Sampaloc Tanay

11. Audentees Utilization of MATHPLUS Wawa ES and Tanaya West NHS
Application
12. St. Joseph College of Montalban Donation of 50 mobile phones Laiban HIS SHS Students
for Laiban Grades 11 and 12
students
13. University of Rizal System
14. Peniel Integrated 1 box of alcohol Hapay na Mangga ES

Christian Academy 50 boxes Facemask
15.USAID/Smart Communication Provision of Smart in a bag Kit Tinucan ES

for Tinucan ES
16. MILO Philippines Donations of 400 boxes of MILO ALL SDO Based employees were
Products given MILO PRODUCTS
298 schools
17. LGU Cardona Provision of free gasoline and All island schools
maintenance of MV Blue Rizal I
18. LGU Binangonan Provision of free gasoline and All island schools
maintenance of MV Blue Rizal II
19. Bear Brand Provision of Bear Brand Batang Ninety-seven (97) learners
matibay Chairs for 97
beneficiary students
20.Ramon Ilagan Foundation Provision of 20 laptops for Twenty (20) schools in Cainta
Cainta Sub office
21. East Colleges Deployment of the Field Study Eighteen (18) schools
Students (FSS) and Practice
Teachers (PTs)
22. Fatima University Deployment of the Field Study Five (5) schools
Teachers (PTs)
23. All Nations College Deployment of the Field Study Two (2) schools
Teachers (PTs)
123
24. Paul College of Leadership Virtual deployment of the Field Two (2) schools
Study Students (FSS) and
Practice Teachers (PTs) via
alternative modes
25. GSIS Donation of 400 thousand Laiban ES

worth of ICT Package to Laiban
ES
26. Save the Children (Big Bad Boo) Provision of 21 LCD projectors Twenty (20) Schools in Cainta
for Cainta Sub Office
27. Colegio de Montalban Deployment of the Field Study Ten (10) schools
Teachers (PTs)
28. Universal Robina (Great Taste Donation of 260 boxes of Great All SDO based employees were given
Coffee Taste Coffee GREAT TASTE COFFEE
Sub offices of: Binangonan/Tanay
Angono/Pililla/Taytay/Baras/San
Mateo
Jalajala/Teresa/Cainta/Cardona
29. UNILAB Donation of 80 boxes of Ceelin Last Mile schools in Tanay

Multivitamins SDO Based employees with Children
ages 2-12 years old
Sub Offices of
Teresa/Baras/Pililla/Cardona
30. Masungi Georeserve Teacher Training on watershed Teachers in Baras

education
BEST PRACTICES DESCRIPTION

A. HOME LEARNING SPACE The following nine (9) school beneficiaries recommended (97)
PROGRAM learners as beneficiaries of the package.
Pagkalinawan Elementary School 10
The Home Learning Lubo Elementary School 10
Space Project is an offshoot of Balagbag Elementary School 10
Brigada Eskwela, that aims to
bring together education Puray Elementary School 10
partners and experts to help Sampad Elementary School 10
all learners and their family Malakaban Elementary School 10
create a quality and Dona Nieves Songco M Elementary School 10
conducive learning space at Darangan Elementary School 10
home. Tadlak Elementary School 17
TOTAL 97 Learners
The learners being nominated/recommended as beneficiaries
must come from a low-income household earning. A certificate of
indigency was issued by the barangay.
124
TOTAL NUMBER OF Summarized Concern Summarized Best Practices relative to the
HLS relative to the Implementation of HLSP
BENEFICIARIES: Implementation of HLSP
Other schools also want to Strong partnership with barangay and other
No. of schools: 9 be the beneficiaries of the stakeholders.
No. of Learners: 97 HLSP.
Schools expand HLSP to accommodate more
learners.
Photos of the HLS Learning Package and Bear Brand Tibayanihan Armchairs
Building these learning spaces at home bridged the gap and helped learners who had learning
difficulties
Tibayanihan Armchairs donated by Bearbrand
125
2. DISTRIBUTION OF As part of the continuous support of SDO Rizal to our Kindergarten,
LEARNING KITS TO SocMob distributed learning kits to 150 learners in Jalajala and
KINDERGARTEN FROM THE Cardona to have access to the resources they need during the
SOCMOB FUNDS opening of classes. These learners were the chosen beneficiaries
considering that they are at the crucial stage and starting to develop
cognitive skills.
The learning kits contain pad paper, eraser, pencil, modelling clay,
crayons, popsicle sticks, poster paint
3.a. STAKEHOLDERS APPRECTION PROGRAM

3. Leverage strong Recognized SDO Rizal education stakeholders who extended support
partnership with all education in the continued delivery of education by giving plaques of
stakeholders recognition.
Last 2021, SocMob had
forged 15 partnership
engagements.
For 2022, 30 partnership

engagements had been
formalized through
MOA/MOU and DOD-DOA
126
3.b. PTA FORUM
Provided avenue for the discussion DepEd Order No. 13, s. 2022,
The Omnibus Guidelines on the Regulation of Operations of the
Parents-Teachers Associations (PTAs) and other issues concerning PTA.
In addition, it provided a forum in creating a consensus to sustain
school community partnerships.
3.c. BR-B4 SUMMIT: Local Government Units’ Sharing of Initiatives

in Support to BR-B4 Implementation
This showcased the local initiatives and support of LGUs to BR-B4
implementation from year 2020 to year 2022 in partnership with the
BRB4 Focal Person. This program ensured that all struggling and non-
readers read in the context of partnership.
127
4. SDO RIZAL LOCALIZED This serves as standard protocol to ensure partnerships sustainability.
GUIDELINES ON It is a concrete mechanism that guide all schools in taking steps in
SUSTAINABLE SCHOOL partnership engagement with all education stakeholders.
COMMUNITY PARTNERSHIP
WAYS FORWARD
1 Leverage strong partnership with all education stakeholders
2 Stakeholders Appreciation Program
3 Continuous updates on the status of education delivery (PPAs)
4 Close coordination with PAT to develop advocacy and IEC materials.
5 Orientation of school heads on Sustainable School-Community Partnerships
6. Continuous gathering of VOCs with education stakeholders to ensure relevance
7 Orientation of all Adopt-a school coordinators on the Enhanced DepEd Partnerships
Database as a system for tracking of all stakeholders’ support to address all concerns on
the enhanced features of DPDS
Social Mobilization and Networking 2022

Partners Contribution Beneficiaries
1. Silid Aralan Inc. A complimentary provision of after-school Selected schools in Montalban
Ilead program for students to improve learning
of academically challenged public -Kasiglahan Village ES
2. Silid Aralan Inc. elementary school students in the selected
Ground schools in Rizal -San Isidro Labrador ES
Zero -Dulongbayan ES
3. ABS-CBN Lingkod Implemented the Child Safe Schools Project
Kapamilya Foundation for the school beneficiary, Banaba ES
Inc Project that aims to further promote child
protection and the Bantay Bata 163 Hotline.
128
4. Save the Children The implementation of quality School Health 20 priority schools in Rizal
and Nutrition programs and provision of
Philippines learning materials in support to Basic 21 Last Mile Schools
Education Learning Continuity Plan (BE-LCP):
- washing facilities for 60 priority schools

- Medical and Dental Materials/Equipment
5. City Savings (Project Donation of Bond Paper and disinfectants as 21 Last Mile Schools
Agile) part of the DepEd Abutin Project
6. Insular Foundation Provision of reading materials for K-3 (Last K-3 of 21 Last Mile Schools
Inc Mile Schools)
Mamuyao ES
Donation worth 400,000.00
Sto. Nino Integrated
Cuyambay ES
Magata-Mangagahan
Nayon ES
7. National Pilot implementation of the Concept using Montalban
Confederation of the appropriate redeveloped books in
Cooperatives
the area of operations of the DepEd Division
and the local partner Cooperative for the
purpose of socially and financially

empowering children and youth
8. Rizal Technological Virtual deployment of the Field Study
Students (FSS) and Practice Teachers (PTs)
University (Pasig via alternative modes and provision of
Campus) support in the reading and community-based
tutorial program of SDO Rizal
9. University of Rizal Spearhead Capacity Building in maximizing Sampaloc Tanay
System_ELIT the utilization of online virtual platforms
01. REBISCO Lot Donation at Tanay Rizal Sampaloc Tanay
11. Audentees Utilization of MATHPLUS Application Wawa ES and Tanaya West
NHS
12. St. Joseph College Donation of 50 mobile phones for Laiban Laiban HIS SHS Students
of Montalban Grades 11 and 12 students
13. University of Rizal

System
14. Peniel Integrated 1 box of alcohol Hapay na Mangga ES
Christian Academy 50 boxes Facemask

15.USAID/Smart Provision of Smart in a bag Kit for Tinucan Tinucan ES
Communication ES
16. MILO Philippines Donations of 400 boxes of MILO Products ALL SDO Based employees
were given MILO PRODUCTS
298 schools
129
17. LGU Cardona Provision of free gasoline and maintenance All island schools
of MV Blue Rizal I
18. LGU Binangonan Provision of free gasoline and maintenance All island schools
of MV Blue Rizal II
19. Bear Brand Provision of Bear Brand Batang matibay Ninety-seven (97) learners
Chairs for 97 beneficiary students
20.Ramon Ilagan Provision of 20 laptops for Cainta Sub Twenty (20) schools in Cainta
Foundation office
21. East Colleges Deployment of the Field Study Students Eighteen (18) schools
(FSS) and Practice Teachers (PTs)
22. Fatima University Deployment of the Field Study Students Five (5) schools
(FSS) and Practice Teachers (PTs)
23. All Nations Deployment of the Field Study Students Two (2) schools
College (FSS) and Practice Teachers (PTs)
24. Paul College of Virtual deployment of the Field Study Two (2) schools
Leadership Students (FSS) and Practice Teachers (PTs)
via alternative modes
25. GSIS Donation of 400 thousand worth of ICT Laiban ES
Package to Laiban ES
26. Save the Children Provision of 21 LCD projectors for Cainta Twenty (20) Schools in Cainta
(Big Bad Boo) Sub Office
27. Colegio de Deployment of the Field Study Students Ten (10) schools
Montalban (FSS) and Practice Teachers (PTs)
28. Universal Robina Donation of 260 boxes of Great Taste All SDO based employees
(Great Taste Coffee Coffee were given GREAT TASTE
COFFEE
Sub offices of:
Binangonan/Tanay
Angono/Pililla/Taytay/Baras/
San Mateo
Jalajala/Teresa/Cainta/Card
ona
29. UNILAB Donation of 80 boxes of Ceelin Last Mile schools in Tanay
Multivitamins SDO Based employees with
Children ages 2-12 years old
Sub Offices of
Teresa/Baras/Pililla/Cardona
30. Masungi Teacher Training on watershed education Teachers in Baras
Georeserve
130
ANNEX 12
AREAS OF INTEREST/ TOPICS FOR RESEARCH
• Impact of School-based feeding program on learning outcomes

• Evaluation of the school-based feeding program
• Dental program and learning outcomes
• NAT performance -Elementary
• NAT performance- Secondary
• NAT performance- SHS
• Program evaluation- BRB4
• Program evaluation- Numero
• Learning loss and learning gains in the time of COVID-19;
• Effectiveness of distance learning modalities;
• Teachers’ needs analysis conducted at school level;
• Analyzing supply and demand of teachers;
• Tracking of Senior High School graduates;
• Why students lose interest in education;184
• Why are lower numbers of males enrolling?;
• Why are males underperforming in learning standards?;
• In-depth review of the adequacy of the current language policy;
• Effectiveness of MTB-MLE on improving learning outcomes, including a longitudinal
analysis of learners’ performance (i.e., NAT Grade 6 and Grade 10) by the language
of instruction at the early grades;
• Comparison of performance on the language of testing (English) against the language
of instruction (Filipino) in high stakes NAT-type tests;
• Do School Improvement Plans have any impact on learning outcomes?;
• Mapping and analysis of the integration of socio-emotional learning in classroom
activities/lessons;
• Effectiveness analysis on integration of 21st century skills in classroom
activities/lessons;
• Study on bullying in schools to understand why it is higher in the Philippines in
comparison with all the
• rest of PISA 2018 countries;
• Public Expenditure Review – to determine efficiency and effectiveness of education
delivery;
• Analysis of the SHS tracks – to determine effectiveness to support learner’s success
in next level of engagement;
• Analysis of the education system’s resilience to environmental changes and shocks;
• Investment case analysis for scale-up of digital learning and other education futures
programs;
• Analysis of parental engagement to support access and quality learning outcomes –
includes addressing smooth transition of young children from pre-school/Child
Development Center to kindergarten and low enrollment in kindergarten;
• Evaluation of the quality of learning resources; and
• Other topics for deliberation of the SDO Rizal Schools Division Research Committee
(SDRC)
131
ANNEX 13
SDO PROCESSES REQUIRED TO PREPARE REPORT TO

CITIZEN/CLIENT SATISFACTION SURVEY
CITIZEN/CLIENT SATISFACTION SURVEY- OSDS

External Services 1. Acceptance of 1. Inspection, 1. Issuance of Requested
1. Request for Employment Acceptance and Documents (Non-
Correction of CTC)
Application for Distribution of
Entries in 2. Issuance of
Initial Evaluation Textbooks,
School Records Requested
(Teaching Position) Supplies and
Documents
2. Acceptance of Equipment
(CTC and
Employment
Photocopy of
Application for
Documents)
Initial Evaluation
3. Certification,
(Non-Teaching and
Authentication,
Teaching-Related
Verification
Positions both
(CAV)
promotion and
4. Receiving and
entry)
Releasing of
Communications
and Other
Documents
5. Receiving of
Complaints
against Non-
Teaching
Personnel
6. Receiving of
Complaints
against Teaching
Personnel
(Multistage
Processing)
1. Issuance of 1. Application of 1. Requisition
Certificate ERF and Issuance
of No 2. Application for of Supplies
Pending Leave 2. Property and
Case 3. Application for Equipment
Retirement Clearance
4. Foreign Travel Signing
Authority
Request on
Official Time
of Official
Business
5. Issuance of
Certificate of
Employment
132
6. Issuance of
Service Record
7. Loan Approval
and
Verification
8. Processing of
Appointment
(Original,
Reemployment,
Reappointment,
Promotion and
Transfer)
9. Processing of
Terminal Leave
Benefits
10. Request for
Correction of
Name and
Change of
Status
CID SGOD- P&R SGOD- SMME

1. Accessing Available 1. Request for 1. Issuance of Government
Learning Resources from Basic Permit, Renewal,
LRMDS Portal Education Recognition of Private
2. Borrowing of Learning Data Schools
Materials from Libraries (External 2. Issuance of Special
3. Alternative Learning Stakeholder) Orders for Graduation of
System (ALS) Enrolment Private School Learners
3. Application for SHS
Addition Track/Strand
4. Application for Summer
Permit for Private
Schools
5. Application for No
Increase in Tuition Fee
6. Application for Increase
in Tuition Fee
1. Program Work Flow of 1. Request for Basic
Submission of Education Data
Contextualized Learning (Internal
Resources Stakeholder)
2. Quality Assurance of 2. Request for Data
Supplementary Learning for
Resource EBEIS/LIS/NAT
and Performance
Indicators
133
FINANCE
Budget Unit Cash Unit ICT Unit
1. Processing of ORS 1. Handling of 1. User Account
2. Posting/ Updating of Cash Management for Centrally
Disbursement Advances Managed Systems
2. Troubleshooting of ICT
Equipment
3. Uploading of Publications
Schools External Services
1. Acceptance of Employment Application for Teacher I Position (Walk-in)

2. Acceptance of Employment Application for Teacher I Position (Online)
3. Borrowing of Learning Materials from the School Library/ Learning Resource Center
4. Distribution of Printed Self-Learning Modules in Distance Learning Modality
5. Enrollment (Walk-in)
6. Enrolment (Online)
7. Issuance of Requested Documents in Certified True Copy (CTC) and Photocopy
(walk-in)
8. Issuance of Requested Documents in Certified True Copy (CTC) and Photocopy
(Online)
9. Issuance of School Clearance for different purposes
10. Issuance of School Forms, Certifications and Other School Permanent Records
11. Public Assistance (walk-in/phone call)
12. Public Assistance (email/social media)
13. Receiving and Releasing of Communications and other Documents
14. Reservation Process for the use of school facilities
15. Request for Personnel Records for Teaching/Non-Teaching Personnel
Schools Internal Services
1. Issuance of Special Order for Service Credits and Certification of Compensatory

Time Credits
2. Laboratory and School Inventory
3. School Learning and Developmenti
____
A. Total number of client visits for FY 2022

B. Total volume of transactions for FY 2022-
C. Number of survey respondents- report the number of clients
D. Citizen/client satisfaction rating -received per service quality dimension for FY 2022
--
134
Service Quality Dimension (DM PHROD-2021-0165 Implementation of the Standardized
Citizen/Client Satisfaction Survey -CCSS Form in the Department of Education)
1. Responsiveness- willingness to help, assist and provide prompt service

2. Reliability- provision of what was needed and what was promised, in accordance with
the policy.
3. Access and Facilities- convenience of location, ample amenities
4. Communication- act of keeping citizens and businesses informed in a language
5. Costs- satisfaction with the timeliness of billing processes, info on cost of services
6. Integrity-assurance that there is honestly, justice, fairness and trust in each service
7. Assurance- capability of frontline staff to perform their duties, product and service
8. Outcome-rate in terms of achieving outcomes or realizing the intended benefits of
govt service
Memorandum Circular No. 2022-1 March 24, 2022, Guidelines on the Grant of the PBBB FY 2022
under EO No. 80, s. 2012 …
iDepEd Citizen’s Charter Handbook 2021 (1st Edition) December 2021from

https://www.deped.gov.ph/wp-content/uploads/2021/12/DepEd-Citizens-Charter-2021-as-of-
December-1-2021.pdf
135

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DIVISION EDUCATION

1 Population Density in Rizal Province 2

Susan DL. Oribiana - Schools Division Superintendent

Gorgenia C. Jepa - Education Program Supervisor

Aurora DU. Flores - Elementary School Principal

II.C. PILLAR III- UPHOLD QUALITY

II.D. PILLAR IV- EMPOWER LEARNER’S RESILIENCY AND WELL-BEING

III. GOVERNANCE: ENABLING MECHANISMS

III.C. Enabling Mechanism 3- Learning Environment and Resources

III.D Enabling Mechanism 4- SDO Systems and Processes

III.E. Enabling Mechanism 5-Basic Education Stakeholders

III.F. Enabling Mechanism 6-PRIVATE EDUCATION SYSTEMS

IV. IMPLEMENTATION, COMMUNICATION, MONITORING AND

I.A. Situation and Challenges in Rizal Province

Climate-and-weather-related disasters. Rizal Province ranks 10th nationally in terms of

Classification Public Private SUC Total

Elementary Junior High School Senior High School

Teaching Personnel Teaching-related Non-teaching

II.A. PILLAR I- BUILD ACCESS

Elementary 110.42 108.78 105.2 106.28 106.77 99.7

Elementary 95.56 96.07 95.14 98.29 99.42 93.62

Elementary —- 2.55 2.16 2.33 2.23 0.9

Elementary 85.11 97.23 98.77 99.94 97.87 74.46

Elementary 2.31 0.43 0.2 0.01 0.47 5.81

Transition Junior High 95.25 92.56 93.43 95.05 93.31 83.87

Secondary —- —-- —-- —-- 3,975 4,427

BLP —- —-- —-- —-- 73.79 71.63

Gross Enrollment Rate (Elementary and Secondary)

Net Enrollment Rate (Elementary and Secondary)

Net Intake Rate (NIR)

Dropout Rate (Elementary and Secondary)

Completion Rate (Elementary and Secondary)

2019-2020 2020-2021 2021-2022

Indicators Levels 2016-2017 2017-2018 2018-2019 2019-2020 2020-2021

Elementary 191 207 218 223 220

Results Physical Target

Junior High School

Elementary- SDR 2.23 2.01 1.79 1.57 1.34 1.12 0.90

Junior High School

Elementary - SLR 0.47 0.42 0.36 0.31 0.25 0.20 0.14

Secondary - SLR 6.74 6.30 5.86 5.42 4.97 4.53 4.09

10. Percentage of completers in ALS - completed session – ALS

Program: Kakaiba Ka Ngunit Di Iba

Project SAFE Education

Project UP Usapang Pananagutan

Figure 7 presents the number of schools implementing the Inclusive Education

Baseline Physical Target

ALS–(Presentation Portfolio Passer)

Strategies and Outputs on Equity

Program: Kakaiba Ka Ngunit Di Iba

Enhanced framework on IPEd, MEP, ALS, SPED / / / / / /

Decreased number of schools offering inclusive

II.C. PILLAR III- UPHOLD QUALITY

Learners complete K to 12 basic education, having successfully attained all learning

Figure 9 shows the result of the

Figure 11 The graphical presentation

Figure 13 Figure 13 shows the English-

Figure 15 Figure 15 shows the Filipino-

Table 12 shows progressive improvement of BR-B4 Learners from SY 2020-2021 to SY

For Reading Literacy

Teachers and Teaching Strategies

Access to Learning Resources

Access to Quality Learning Facilities