New Sip Template

JUAN DELA CRUZ NATIONAL HIGH SCHOOL
School ID: 123456

Brgy. Candahug
Palo, Leyte
SCHOOL
IMPROVEMENT
PLAN
(SIP)
Calendar Years
2023-2028
JUAN DELA CRUZ

SCHOOL HEAD
School Improvement Plan

Republic of the Philippines
Department of Education
REGION VIII
SCHOOLS DIVISION OF LEYTE
APPROVAL SHEET
This School Improvement Plan for Calendar Years 2023-2028 of

Juan Dela Cruz National High School prepared and submitted by School
Planning Team, represented by Dr. Juan Dela Cruz, has been examined and
is recommended for acceptance and approval.
xxxxx
Public Schools District Supervisor
ROBERTO N. MANGALIMAN PhD, CESO VI

Assistant Schools Division Superintendent
CERTIFIED THAT THIS SCHOOL IMPROVEMENT PLAN OF JUAN DELA

CRUZ NATIONAL HIGH SCHOOL FOR CALENDAR YEARS 2023-2028 IS
ACCEPTED AND APPROVED.
MARIZA S. MAGAN EdD, CESO V

Schools Division Superintendent
Date: ____________________
INTRODUCTION
Paragraph 1: Discuss the overall intention of your School Improvement Plan

and what it intends to address
Paragraph 2: Discuss the persons involved in crafting the plan and how this
was completed.
Paragraph 3: Discuss how the school will strategize to meet the needs and
demands identified in this SIP.
Paragraph 4: Briefly describe how you school would look like three years
from now as a result of implementation of this plan.
School Improvement Plan

TABLE OF CONTENTS
Title Page
Approval Sheet
Certificate of Acceptance
Introduction
Table Of Contents
PART I. DepEd’s Vision, Mission, and Core Values
PART II. School’s Current Situation
PART III. School’s Strategic Plans
PART IV. Financial Plan
PART V. School Monitoring and Evaluation and

Adjustments (SMEA)
PART VI. Risk Management Plan
Appendices
Part I: DepEd’s Vision, Mission, and Core Values
DEPED VISION
We dream of Filipinos who passionately love their country and whose values
and competencies enable them to realize their full potential and contribute
meaningfully to building the nation. As a learner-centered public institution,
the Department of Education continuously improves itself to better serve its
stakeholders.
DEPED MISSION
To protect and promote the right of every Filipino to quality, equitable, culture-
based, and complete basic education where: Students learn in a child-friendly,
gender-sensitive, safe, and motivating environment. Teachers facilitate learning
and constantly nurture every learner. Administrators and staff, as stewards of
the institution, ensure an enabling and supportive environment for effective
learning to happen. Family, community, and other stakeholders are actively
engaged and share responsibility for developing life-long learners.
OUR CORE VALUES
Maka-Diyos
Maka-tao
Makakalikasan
Makabansa
1
Part II: School’s Current Situation
Introducing the school, in several paragraphs have a discussion on the

following: description of the school which may include but not limited to: i. size
of school, ii. curriculum offerings iii. location and catchment areas, iv.
environment and socio-economic condition, v. physical environment, vi.
immediate community, and vii. linkages.
School Performance on Access
Enrolment
Comparative Data on Enrolment
900 853
800 752
700 651
600 550
500
400
300
200
100
0
Number of Learners
2018-2019 2019-2020 2020-2021 2021-2022
(Schools may add separate bar graphs showing the enrolment for JHS and SHS or
enrolment for special programs offered like SPA, SPS, SPFL, SPJ)
Present and describe the enrolment data. Describe the internal or

external factors causing the increase or decrease of enrolment. Explain the
strength or weaknesses of past interventions or programs/projects/activities in
relation to enrolment. Discuss potential problems if performance issues are not
addressed
2
Community Intake Rate (FOR ELEM SCHOOLS ONLY)
(5-year-old children located in the catchment areas)
Table 1a
Comparative Data on Community Intake Rate
School Year 2018-2019 2019-2020 2020-2021 2021-2022

Number of 5-year-old 100 100 100 100
children in the
community
Number of 5-year-old 100 90 80 70
children in the
community enrolled in
school
Rate 100% 90% 80% 70%
Community Intake Rate

120
100
100
90
80
80
70
60
40
20
0
Rate
2018-2019 2019-2020 2020-2021 2021-2022
Present and describe the data on community intake rate. Describe

the internal or external factors causing the increase or decrease of the
said rate. Explain the strength or weaknesses of past interventions or
programs/projects/activities in relation to enrolment. Discuss potential
problems if performance issues are not addressed
3
Simple Drop-out rate
Table 1b
Drop Out Rate
Drop Out Rate
School Year Drop Out Rate
5%
2019-2020 5%
2020-2021 2%
2% 2%
2021-2022 2% 2%
2022-2023 1.5%
SY 2019-2020 SY 2020-2021 SY 2021-2022 SY 2022-2023
Drop Out Rate
Number of Drop Out by Cause

7.5
6.5
5.5
4.5
3.5
2.5
1.5
0.5
SY 2019-2020 SY 2020-2021 SY 2021-2022 SY 2022-2023
Armed Conflict 1 1 1 0
Family Problem 3 1 1 1
Lack of Allowance 2 2 2 2
Distance to School 1 1 1 1
Sickness 0 1 1 1
Armed Conflict Family Problem Lack of Allowance Distance to School Sickness
Present and describe the data on simple drop-out rate. Discuss the
internal or external factors affecting the indicator. Discuss the prevalent
causes for dropping out. Explain the strength or weaknesses of past
interventions or programs/projects/activities in relation to this indicator.
Discuss potential problems if performance issues are not addressed.
4
School Leaver Rate
Table 1c
School Leaver Rate
School Year School Leaver School Leaver Rate
Rate
3%
2019-2020 3%
2020-2021 2% 2%
2%
2021-2022 2.1%
SY 2019-2020 SY 2020-2021 SY 2021-2022
School Leaver Rate
Present and describe the data on School Leaver Rate. Discuss the
internal or external factors affecting the indicator. Explain the strength
or weaknesses of past interventions or programs/projects/activities in
relation to this indicator. Discuss potential problems if performance
issues are not addressed.
Table 1d
School Leaver Rate
School Year Transition Transition Rate

Rate
2019-2020 98% 100%
2020-2021 99% 99%
2021-2022 99.88%
98%
SY 2019-2020 SY 2020-2021 SY 2021-2022
Transition Rate
(For complete elem.- have 2 tables and discussion for transition rate, one for K to Gr.1 and another for Gr.3 to Gr.4, For Secondary if your school
has an integrated SHS have 2 tables and discussion, one for Gr.6 to Gr.7 and Gr 10 to Gr 11)
5
Present and describe the data on Transition Rate. Discuss the
internal or external factors affecting the indicator. Explain the strength
or weaknesses of past interventions or programs/projects/activities in
Number of out-of-school children/youth
Table 1f
Comparative Data on Number of School Children
in the Barangay not in School
School Year SY 2019-2020 SY 2020-2021 SY 2021-2022 SY 2022-2023

Male Female Tota Male Female Tota Male Female Tota Male Female Total
l l l
Number of 2 1 3 1 1 2 1 0 1 2 1 3
Learners
Present and describe the data on OSY/OSC. Discuss the internal

or external factors why these school children or youth are not in school.
Explain the strength or weaknesses of past interventions or
programs/projects/activities in relation to this indicator. Discuss
potential problems if performance issues are not addressed.
To close the discussion on access, discuss the foreseeable

problems if problematic KPIs are not acted upon and briefly state the
desire of the school to improve in this aspect of school performance.
6
School Performance on Quality
Reading Proficiencies/Competencies
Table 2a
Comparative Data for Reading Proficiency/Competency
Early Grade Reading Assessment (EGRA)
(Pre- Assessment SY 2022-2023)
EGRA Competencies
TASKS
Comprehension
Comprehension
Grad
Book and Print
Invented Word
Familiar Word
e
Identification
Oral Reading
Initial Sound
Letter Sound
Letter Name
Level
Knowledge
Knowledge
Knowledge
Listening
Reading
Reading
Reading
Fluency
K 3% 5% 7% 8% 6% 2% 1% 2% 2%
Gr. 1 4% 6% 10% 11% 15% 4% 2% 5% 5%
Gr. 2 10% 11% 15% 11% 14% 6% 15% 2% 2%
Gr.3 15% 16% 20% 12% 20% 10% 15% 2% 2%
EGRA -Based Reading Level Profeciency of Key Stage 1

Learners
25
20
15
10
0
Kinder Grade 1 Grade 2 Grade 3
Book and Print Knowledge Letter Name Knowledge Letter Sound Knowledge
Initial Sound Identification Familiar Word Reading Invented Word Reading
Oral Reading Fluency Reading Comprehension Listening Comprehension
7
Present and describe Key Stage 1 learners’ level of reading
competencies. Identify the high and low performing groups. Discuss the
internal and external factors affecting the performance. Explain the
strength or weaknesses of past interventions or
programs/projects/activities in relation to reading. Discuss potential
problems if performance issues are not addressed.
Table 2b
Comparative Data on Key Stage 2 Learners Reading Proficiency
in English and Filipino
Reading Level
English Filipino
Instructional
Instructional
Independent
Independent
Frustration
Frustration
Grade Level
4 40% 55% 5% 20% 25% 55%

5 25% 25% 50% 20% 20% 60%
6 10% 40% 50% 20% 25% 55%
*Phil IRI Pre- Assessment- SY 2022-2023
Phil-IRI Reading Level (English) Profeciency of Grades 4-6

Learners
100% 5
90%
80%
50 50
70% 55
60%
50%
40% 25
30% 40
20% 40
10% 25
10
0%
Grade 4 Grade 5 Grade 6
Frustration Instructional Independent
8
Phil-IRI Reading Level (Filipino) Profeciency of Grades 4-6
Learners
100% 5
90%
80%
50 50
70% 55
60%
50%
40% 25
30% 40
20% 40
10% 25
10
0%

9
FOR JUNIOR HIGH SCHOOLS ONLY
Reading Proficiencies/Competencies
Table 2b
Comparative Data on Key Stage 3 Learners Reading Proficiency
in English and Filipino
Reading Level
English Filipino
Instructional
Instructional
Independent
Independent
Frustration
Frustration
Grade Level
7 40% 55% 5% 20% 25% 55%

8 25% 25% 50% 20% 20% 60%
9 10% 40% 50% 20% 25% 55%
10 25% 25% 50% 20% 20% 60%
*Phil IRI Pre- Assessment- SY 2022-2023
Phil-IRI Reading Level (English) Profeciency of Grades 7-10

Learners
100% 5
90%
80%
50 50
70% 55
60%
50%
40% 25
30% 40
20% 40
10% 25
10
0%
10
Phil-IRI Reading Level (Filipino) Profeciency of Grades 7-10
Learners
100% 5
90%
80%
50 50
70% 55
60%
50%
40% 25
30% 40
20% 40
10% 25
10
0%

Numeracy Level
Table 2c
Comparative Data on Key Stage 1 Learners’ Numeracy Level
Numeracy Level
Grade Level Non-Numerates Numerates Highly Numerates
Kinder 40% 55% 5%
Grade 1 25% 25% 50%
Grade 2 10% 40% 50%
Grade 3 10% 40% 50%
* Pre- assessment data SY 2022-2023
11
Numeracy Level of Key Stage 1 Learners
100% 5
90%
80%
50 50 50
70% 55
60%
50%
40% 25
30% 40 40
20% 40
10% 25
10 10
0%
Kindergarten Grade 1 Grade 2
Non Numetrates Numerates Highly Numerates
Present and describe Key Stage 1 learners’ numeracy level. Identify

the high and low performing groups. Discuss the internal and external
factors affecting the performance. Explain the strength or weaknesses of
past interventions or programs/projects/activities in relation to
numeracy. Discuss potential problems if performance issues are not
addressed.
Table 2d
Numeracy Level
Grade Level Non- Numerates Highly
Numerates Numerates
Grade 4 40% 55% 5%
Grade 5 25% 25% 50%
Garde 6 10% 40% 50%
12
100% 5
90%
80%
50 50
70% 55
60%
50%
40% 25
30% 40
20% 40
10% 25
10
0%

addressed.
Table 2c
Numeracy Level
Grade Level Non-Numerates Numerates Highly
Numerates
Grade 7 40% 55% 5%
Grade 8 25% 25% 50%
Grade 9 10% 40% 50%
Grade 10 10% 40% 50%
13
100% 5
90%
80%
50 50 50
70% 55
60%
50%
40% 25
30% 40 40
20% 40
10% 25
10 10
0%
Garde 7 Grade 8 Grade 9 Grade 10

addressed.
Learning Standards/Performance
Table 2d
Latest MPS Data on National Achievement Test Result
SY 2016-2017
Grade Filipino English Math Science Aral. Over-all

Level Pan. MPS
Grade 10 35.20% 35..15% 25.00% 35.00% 45.10% 35.09%
14
NAT MPS
100
90
80
70
60
50 45.1
40 35.2 35.15 35
30 25
20
10
0
Grade 10
Filipino English Math Science Aral. Pan.
Present and describe Key Stage 3 learners’ performance on NAT.

Identify the high and low performing subject groups. Discuss the internal
and external factors affecting the performance. Explain the strength or
weaknesses of past interventions or programs/projects/activities in
relation to NAT. Discuss potential problems if performance issues are not
addressed.
The school may also discuss the performance on regional, division

tests or SMEA data on learners meeting expectations (if available),
notable awards and recognitions received related to academics,
performance in ILSAs (International Large-Scale Assessments) if the
school has participated).
Completion Rate
Table 2e
Comparative Data on Completion Rate
School Year 2018-2019 2019-2020 2020-2021 2021-2022

Rate 95.20% 95..15% 95.00% 95.00%
15
Comparative Data on Completion Rate
95.25
95.2
95.2
95.15
95.15
95.1
95.05
95 95
95
94.95
94.9
Rate
2018-2019 2019-2020 2020-2021 2021-2022
Discuss the trend. Cite possible factors causing the trend. Discuss
PPAs implemented in the past contributing to the indicator. Discuss
potential problems if performance issues are not addressed.
Curriculum Exits
(Additional for SHS)
Table 2f
Comparative Data on Curriculum Exits of Senior High School Graduates
School Year 2018- 2019- 2020- 2021- TOTAL

2019 2020 2021 2022
Total SHS Enrollees 100 150 150 150 550
Total SHS Graduates 100 150 150 150 550
Percentage of Learners who:
proceed to college 50% 30% 30% 30% 33.64%
(50) (45) (45) (45) (185)
proceed to employment 25% 20% 20% 20% 20.90%
(25) (30) (30) (30) (115)
proceed to 10% 20% 20% 20% 18.19%
entrepreneurship (10) (30) (30) (30) (100)
proceed to middle-level 15% 30% 30% 30% 27.27%
skills training (15) (45) (45) (45) 150
16
Percentage of Learners according to chosen Curriculum Exits
27.27
33.64
18.19
20.9
proceed to college proceed to employment

proceed to entrepneurship proceed to middle level skills
Discuss the data supplied in the table. Discuss the implemented

PPAs related to guidance placement services provided to the leaners
leading to the chosen curriculum exits. Discuss the implication of data to
the school and the community.
Table 2g
Comparative Data on Learners with TESDA National Certificate
School Year 2018- 2019- 2020- 2021-

2019 2020 2021 2022
Enrolment (per
specialization)
Number of NC takers
% NC Passer: 10% 15% 20% 25%

TVL-BPP
TVL- FBS 10% 15% 20% 25%
TVL-SMAW 10% 15% 20% 25%
17
Comparative Data of SHS Learners with National Certificate
30
25 25 25
25
20 20 20
20
15 15 15
15
10 10 10
10
0
TVL-BPP TVL-FBS TVL SMAW
2018-2019 2019-2020 2020-2021 2021-2022
Discuss the data supplied in the table (to include the trend).
Discuss the PPAs implemented to the leaners leading to the passing of
the NC assessment. Discuss the implication of data to the school and the
community.
18
School Performance on Equity and Inclusion
Introductory statements on felt school issues on inclusion programs or

initiatives conducted. Specifically, this section will cover learners in
disadvantaged sectors like learners with disabilities, working children and
youth, street children, children in conflict, indigenous people’s etc.
Table 3a.
Proportion of Learners in Situation of Disadvantage Transition to Next Key
Stage SY 2022-2023
Key Stage Number of Learners in

Transition Disadvantage Situation Transition Rate
Grade Levels Enrolled
K to Grade 1
Grades 3- 4
Grades 6-7
Grades 10-11
(For elem. K to Gr.1 and Gr 3-4 only, For HS Grade 6-7 and Gr. 10-11 only)
Discuss the trend. Cite possible factors causing the trend.

Discuss PPAs implemented in the past contributing to the
indicator. Discuss potential problems if performance issues are not
addressed.
Table 3b
Enrolled Learners at Disadvantaged Situation
(Not to include LSEN)
School SY 2019- SY 2020- SY 2021-2022 SY 2022-2023

Year 2020 2021
Enrolled M F T M F T M F T M F T
Learners
Present and describe the learners in disadvantaged sector

(but are not with disabilities) in your school. Describe the
challenges they are face in accessing basic education. Explain the
19
programs/projects/activities or practices. Discuss potential
Table 3c
Children with Disabilities Enrolled in School
No. of Type of Disability (Current SY)
Level Children with Disability Disability Disability
Disability __________ __________ __________
Present and describe the enrolment data for children with

disabilities. Provide description of the situation of these learners
and the factors affecting it. Explain the strength or weaknesses of
enrolment. Discuss potential problems if performance issues are
not addressed (if necessary).
Table 3d
School Facilities for Learners
in Situations of Disadvantage
Facilities for Learners with Disabilities/ in Number

Disadvantaged Situation
Buildings with PWD ramp
Available equipment/learning resources for
SPED learners
Gender-based comfort rooms
(Add items as necessary)
Add discussion as to the availability or shortage of these

amenities in your school.
20
School Performance on Resilience and Well-Being
Introductory statements on resilience and well-being. Discuss the
coverage of your resilience and well-being implementation in school.
Nutritional Status of Learners
Table 4a
Nutritional Status of Learners
Number of Learners per Grade Level

Nutritional
Kinder Grade 1 Grade 2 Grade 3 Total Grade 4 Grade 5 Grade 6 Total
Status
M F M F M F M F M F M F M F M F M F
Severely
1 1 2 1 1 0 6 1 10 3 3 1 2 1 1 2 6 4
Wasted
Wasted 1 2 5 4 4 2 10 9 20 17 4 2 3 2 3 2 10 6
Normal 5 5 15 18 18 15 38 36 76 74 20 17 20 15 22 16 62 48
Overweight 1 2 3 4 4 1 7 4 15 11 3 2 2 1 3 2 8 5
Obese 0 0 2 1 1 0 3 1 6 2 0 1 1 1 2 1 3 3
* Pre-Assessment Data SY 2022-2023
Number of Learners by Health Status, SY 2022-20223

140 Kinder to Grade 3 Grade 4-6
6
120
15
2
100 11
3
80 8
76 3
60 74 5
62
40
48
20 20
17 10
10 6
0 3 6 4
Male Female Male Female
Severely Wasted Wasted Normal Overweight Obese
Present and describe Key Stage 2 learners’ nutritional status.

Identify the high and low performing groups. Discuss the internal and
external factors affecting the performance. Explain the strength or
weaknesses of past interventions or programs/projects/activities in
21
Incidence of Bullying/ Child Abuse
Table 4-b
Comparative Data on the Incidence of Bullying/ Child Abuse
School Year 2018-2019 2019-2020 2020-2021 2021-2022

Number of 5 4 3 4
reported
incidence/ child
abuse
Number of 2 1 1 2
incidents
referred to other
offices
Data on Incidence of Bullying /Child Abuse

6
5
5
4 4
4
3
3
2 2
2
1 1
1
0
SY 2017-2018 SY 2018-2020 SY 2020-2021 SY 2021-2022
No. of Incidence/child abuse Number of case elevated to other offices
Discuss the data presented on cases of bullying and child abuse.

Describe the types and causes of child abuse/bullying reported.
Identify PPAs implemented in the past and its effectivity along with
possible facilitating or hindering factors. Describe what would happen
22
if the issue is not addressed along with its implications to the
learners/school performance.
School Hazards
Table 4c
School Hazards
School Hazards Presence/ Description

absence (/
or x)
Broken window / Present in 12/30 classrooms wherein the
windows in half of these classrooms needing
window repairs would need major repairs.
Slippery pathway / Seen in 2 pathways in the school (in
between PAGCOR Bldgs. 1 and 2 and in
between Science and SHS Bldg.)
Blocked corridor
Heavy objects
mounted on top of
/
cabinets/shelves
Flooded area /
Busted plugs/light
bulbs/electrical
facilities
Exposed electrical
wires
/
Protruding nails in
chairs and tables
/
Broken door knobs
Warning sign:
Slippery
/
pathways/corridors
Plants mounted on
the building railings
/
Flooding /
Exposed chemicals
and liquids
Lack/absence of
storage for
equipment
Unlabeled
chemicals
Dripping ceiling /
Open pit
23
absence (/
or x)
Stagnant water /
Unpruned
trees/bushes/shru
bs
Open/clogged
canals
No ramps for
elevated school
buildings or other
facilities
Swing-in doors
Broken/dilapidated
ceiling
Open/incomplete
perimeter fence
Presence of stray
animals inside the
school campus
Presence of
electrical
post/transformer
near or within the
school perimeter
No system of
release to parents
during emergencies
No posted
emergency hotlines
around the school
Garbage area
(segregation of
biodegradable and
nonbiodegradable)
Detached or peeled
off GI sheet
Broken toilet bowl
and/or sinks
Broken
chairs/desks/table
s
Blocked/no
emergency exits
Unmounted
cabinets/shelves
24
absence (/
or x)
Medical kits in
every classrooms
Bells/alarms
Condemnable
building (i.e. very
old structure,
collapsing building
and/or prominent
cracks on
classroom walls)
Others (List as
many as possible)
Discuss the extent of hazards present in the school. What

factors contribute to the prevalence of the hazards? Discuss how
these hazards would affect the learners’ performance or school
operations if left unaddressed.
Mental and Psychosocial Condition

Table 4d
Comparative Data on Learners with
Mental and Psychosocial Conditions
Calendar Year 2019 2020 2021 2022

No. of learners No Data No Data No Data 1
assessed with mental Available Available Available
and psychosocial
condition
Discuss the type and number of incidence of mental (e.g.,

anxiety disorders, mood disorders, psychotic disorders, eating
disorders, personality disorders, dementia, autism, etc.) or
psychosocial issues assessed (e.g. stress, anxiety, sleep difficulties,
depression etc.). Discuss how these learners were assessed and
how they were handled by teachers/personnel. Discuss how school
assessments are done and how this issue would affect the learners’
performance if left unaddressed.
25
Security, peace, and order situation
Describe the peace and order situation in school. Describe

the present school initiatives in relation to the school being a zone
of peace (see BEIS for the initiatives). If the school is affected by
armed conflicts between state and non-state groups, describe the
frequency in which classes are threatened/disrupted. Discuss how
the said situation impacts learners’ academic performance.
Affected and Displaced Learners Retained in School
Table 4e
Percentage of Learners Displaced and Retained in School due to
Calamities/Disasters (Natural/Human Induced Hazards)
School Year 2018 2019 2020 2021

Natural Hazards
Drought 0 0 0 0
Earthquake 0 0 0 0
Fire 0 0 0 0
Flood 1.5% 1% 0.5% 0.2%
Landslide 0 0 0 0
Tropical Cyclone 15 % 1% NDA NDA
Volcanic 0 0 0 0
Eruption
Tsunami 0 0 0 0
Human-Induced
Hazards
Armed Conflict 0 0 0 0
Bomb 0 0 0 0
Threats/Bombing
Civilian Violence 0 0 0 0
Fire 0 0 0 0
Others (pls 0 0 0 0
specify)
Describe the percentages of learners displaced and are retained

in school. Describe the hazards/calamities that caused the
learners to be displaced (its frequency, and magnitude). Discuss
any initiative done to retain them in school (e.g. EiE) or the need
to have one if not available. Discuss the consequences if the school
26
has no initiative to keep learners after disasters (see BEIS as
guide).
Learners who are Happy and Satisfied with their Basic Education
Experience
Table 4f
Percentage of Learners who are Happy and Satisfied with their
Basic Education Experience
Calendar Year Total Enrolment % of Learners who

(BoSY 2022) are happy and
satisfied with their
basic education
experience
CY 2022 4001 75%
Discuss the percentage, how it was obtained and its

implication to quality of services they avail in school (both
teaching, ancillary activities/services). Discuss further the aspects
wherein the learner enjoyed/ or is satisfied the most as well as the
least appreciated by the learners. Discuss how this would affect
the school if this indicator is unaddressed.
Learners’ Awareness on Their Rights TO and IN Education, and How

to Claim Positively
Table 4g
Percentage of Learners Awareness on their Rights TO and IN
Education, and How to Claim Positively
Calendar Year Total Enrolment % of Learners who

(BosY 2022) know their rights TO
and IN education,
and how to claim
them positively
CY 2022 4001 5%
27
Discuss how many percent of the learners know their rights
(based on a school-based survey). Discuss the PPAs or initiatives
done with regards to this concern. Discuss the implication if this
indicator does not meet the standard/expectation.
Learners equipped with capacities on what to do before, during,

and after a disaster/ emergency.
Table 4h
Percentage of learners equipped with capacities on what to do before,
during, and after a disaster/ emergency
Disaster/ % of learners % of learners % of learners

Emergencies who are who are who are
equipped equipped equipped
with with with
capacities on capacities on capacities on
what to do what to do what to do
before a during a before a
disaster/ disaster/ disaster/
emergencies emergencies emergencies
Drought 2% 0.5% 2%
Earthquake 1% 3% 2%
Fire 4% 2% 1%
Flood 5% 1% 1%
Landslide 1% 0.5% 1%
Tropical Cyclone 45% 0.4% 0.5%
Volcanic Eruption 0.5% 1.0% 0.3%
Tsunami 0.2% 1% 1.2%
Armed Conflict NDA NDA NDA
Bomb 0.1% 1% 0.5%
Threats/Bombing
Civilian Violence 0.1% 1% 2.1%
Fire 50% 1% 1.0%
Others (pls specify)
*Enrolment (BoSY 2022)
28
Discuss the data, compare the capacities of learners on what
to do before, during and after emergencies/disaster. Describe the
PPAs conducted (like drills) and what will be the implication if the
other capacities remain undeveloped.
School Performance on Governance

One brief paragraph to discuss the school’s overall performance with
respect to governance. Include in the discussion the coverage of the discussion
to be presented.
Human Resources
Table 5a
Data on Teachers, Teaching Related and Non-Teaching Personnel in
School
Number of teachers actually working in the school
Junior High School Senior High School
Position
M F Total M F Total
Teaching
Master Teacher IV 0 0 0 0 0 0
Master Teacher III 0 0 0 0 0 0
Master Teacher II 1 1 2 1 3 4
Master Teacher I 1 7 8 0 1 1
Teacher III 10 25 35 1 1 2
Teacher II 2 4 6 3 13 16
Teacher I 13 30 43 5 1 6
Special Science Teacher I 0 0 0 3 1 4
TOTAL 27 67 94 13 20 33
Non-Teaching
Principal IV 1 0 1 0 0 0
Assistant Principal 0 0 0 1 0 1
Head Teacher III 1 1 2 0 0 0
Head Teacher II 0 0 0 0 0 0
Head Teacher I 0 0 0 0 0 0
Admin. Officer II 0 0 0 0 1 1
ADAS II 0 0 0 0 1 1
ADAS I 0 0 0 0 0 0
Registrar 0 0 0 1 0 1
Guidance Councilor 0 1 1 0 0 0
Nurse II 0 1 1 0 0 0
Senior Bookkeeper 0 0 0 1 0 1
Disbursing Officer II 0 0 0 1 0 1
29
Number of teachers actually working in the school
Junior High School Senior High School
Position
M F Total M F Total
TOTAL 2 3 5 4 2 6
Add discussion as to the number of teachers who handle the

regular program or special programs offered. Discuss the number
of non-teaching personnel in school who handles various non-
teaching works.
Table 5a-1
Data on Teachers, Teaching Related and Non-Teaching Personnel in
School detailed in SDO or in other schools
Plantilla personnel
Plantilla personnel detailed to borrowed/detailed from other
Position school(s)/ DepEd Office
DepEd office/ DepEd office/
school within school outside TOTAL Male Female Total
Teaching the division the division
Master Teacher IV
Master Teacher III
Master Teacher II
Master Teacher I
Teacher III
Teacher II
Teacher I
Special Science Teacher I
TOTAL
Non-Teaching/Teaching
Related
Principal I, II, III, IV
Assistant Principal II
Head Teacher VI
Head Teacher V
Head Teacher IV
Head Teacher III
Head Teacher II
Head Teacher I
Admin. Officer II
ADAS II
ADAS I
Registrar
Guidance Councilor
Nurse II
30
Senior Bookkeeper
Disbursing Officer II
TOTAL
Discuss how these borrowed items/personnel would affect

the school performance. (If none of the personnel is borrowed
based on BEIS in your reference to your plantilla, you may choose
not to include this table and discussion)
School Resources
Classrooms
Table 5b
Learner to Classroom Ratio
School Year Learner-Classroom Ratio

SY 2019-2020 1:47
SY 2020-2021 1:50
SY 2021-2022 1:45
SY 2022-2023 1:46
Learner-Classroom Ratio
1:50
1:50
1:49
1:48
1:47
1:46 1:46
1:45
1:45
1:43
1:42
Learner-Seat Ratio
SY 2019-2020 SY 2020-2021 SY 2021-2022 SY 2022-2023
Add discussion on the trend, causes and factors affecting

this indicator. Discuss the PPAs implemented addressing this
concern and its implication if the trend is left without intervention.
31
Textbooks
Table 5c
Available Textbook Materials per subject per grade level
(SY 2022-2023)
Textbook
to
Textbook Learner
Total Excess
Grade shortage Ratio
Subject Textbook Enrolment No. of Number of
Level Number (per subj
Copies Textbooks
per grade
level)
7 Filipino Filipino 7 500 200 300 1:3 (1

textbook
is shared
by 3
learners)
English English 7 600 100 1:1
Math Mathematics 7 100 400 1:5
Science Bio Science Bio 50 450 1:10
Physics Physics 0 500 0
Chem Chem 0 500 0
Integ. Integ. 0 500 0
Science Science
Aral. Pan. Phil History 30 470 1:17
TLE TLE 30 470 1:17
MAPEH Music Arts, PE 30 470 1:17
and Health
EsP EsP 7 5 450 1:100
8 Filipino Filipino 8 460
English English 8
Math Mathematics 8
Science Bio Science Bio
Physics Physics
Chem Chem
Integ. Integ.
Science Science
Aral. Pan. Asean History
TLE TLE
MAPEH Music Arts, PE
and Health
EsP EsP 8
32
Textbook
to
Textbook Learner
Total Excess
Grade shortage Ratio
Subject Textbook Enrolment No. of Number of
Level Number (per subj
Copies Textbooks
per grade
level)

English English 9
Math Mathematics 9
Physics Physics
Chem Chem
Integ. Integ.
Science Science
Aral. Pan. World History
TLE TLE
MAPEH Music Arts, PE
and Health
EsP EsP 9
English English 10
Math Mathematics 10
Physics Physics
Chem Chem
Integ. Integ.
Science Science
Aral. Pan. Economics
TLE
MAPEH
EsP
Table 5d
Available Furniture and Textbook Materials in the Library
(SY 2022-2023)
Number
Textbooks 750
Reference Books 25
Library
Tables 5
Chairs 20
Add discussion as to the availability of textbooks in the

school. Discuss the factors affecting the availability of textbooks.
33
Discuss the PPAs implemented addressing this concern and its
implication if the trend is left without intervention.
Learner seats
Table 5e
Learner-Seat Ratio
School Year Learner-Seat Ratio

SY 2019-2020 1:1
SY 2020-2021 1:2
SY 2021-2022 1:1
SY 2022-2023 1:1
Learner-Seat Ratio
3
1:2
2
1:1 1:1
1:1
1
0
Learner-Seat Ratio
SY 2019-2020 SY 2020-2021 SY 2021-2022 SY 2022-2023
Add discussion as to the availability of learners’ chair in the

school. Discuss the factors affecting the shortage/excess of chairs.
Science and Mathematics Equipment/ Packages
34
Table 5f
Science and Mathematics Equipment/Packages in School
Qty per Inventory

Unit Actual
Set or Date of
Particulars/ Items of Number of Non-
Qty per Delivery Functional
Issue Items Functional
Package
1. Test Tube 5 pc 20 24/01/2020 /
Holder
2. Test Tube Rack 6 pc 24 24/01/2020 /
3. Case 001 (with 1 pc 4 24/01/2020 /
Cover and Base
Sheathing)
(BASIC)
4. Cart-Rail System
Set
4.1 Rail 10 lh 40 24/01/2020 /
4.2 Leveling Pad 5 assy 20 24/01/2020 /
Assembly
Add discussion as to the availability of science and

mathematics equipment/packages in the school. Discuss the
factors affecting the shortage/excess. Discuss the PPAs
implemented addressing this concern and its implication if the
trend is left without intervention.
ICT Packages/ E-classrooms
Table 5g
Number of E-Classrooms
Number of e- Status
classroom(s) Functional Non-Functional
1 /
2 /
35
Table 5h
ICT Equipment in school
DepEd Computerization Program (DCP)

Batch No. of Packages Service Provider Date Received
Number Received
13 3 Advance Solutions 01/09/2013
27 3 Red Dot Imaging Phil. 23/04/2016
33 3 Red Dot Imaging Phil. 01/10/2016
Table 5i
Status and Usage of ICT Equipment
A. DCP
Status of DCP Package/s Usage

No. of
No. of No. for
Types Total Non- Instructional Administrative
Functional Repair
Functional
Server 33 33 33
Client 126 126 126
Stand- 2 2 2
alone PC
UPS 23 23 23
LCD 2 2 2
Projector
LCD Screen 2 2 2
Laptop 2 2 2
Speaker 1 1 1
B. Non DCP
Non- DCP Computers

Source
Donated by School Capital Outlay If Others, please specify.
Stakeholder
/ /
Status Usage
No. of
No. of No. for
Types Total Non- Instructional Administrative
Functional Repair
Functional
Laptop 3 2 1 3
Desktop 22 22 22
Tablet 0 0 0 0 0
36
Add discussion as to the availability of ICT/DCP packages in
the school. Discuss the factors affecting the shortage/excess.
Functional Library
Table 5j
Number of Functional Libraries in School
School Year Number of Functional

Library/ies
SY 2019-2020 1
SY 2020-2021 1
SY 2021-2022 1
SY 2022-2023 1
Add discussion as to the availability of functional library in

the school. Discuss the factors affecting this concern. Discuss the
PPAs implemented addressing this concern and its implication if
the trend is left without intervention.
Connection to Electricity
Table 5k
Data on School’s Electrical Connection
Does the
school have If yes, what is the source of
electricity electricity?
School Year connection?
Grid Solar Generator
Yes No (Electric Powered
Cooperative)
SY 2019- /
2020
SY 2020- / /
2021
SY 2021- / /
2022
37
SY 2022- / /
2023
Add discussion as to the availability of electrical connection

in the school. Discuss other factors affecting this concern. Discuss
the PPAs implemented addressing this concern and its implication
if the trend is left without intervention.
Internet Connection
Table 5l
Data on School’s Electrical Connection
Does the school have If Yes, what type of internet

School Year internet connection? connection?
Yes No Wired Broadband
SY 2019- /
2020
SY 2020- / /
2021
SY 2021- / /
2022
SY 2022- / /
2023
Add discussion as to the availability of internet connection in

the school. Discuss other factors affecting this concern. Discuss
the PPAs affected by this concern and its implication if the issues
are left without intervention.
Water and Sanitation in Schools

Table 5m
Learner to Toilet Ratio
School Year Learner-Toilet Ratio

SY 2019-2020 1:45
SY 2020-2021 1:46
SY 2021-2022 1:48
SY 2022-2023 1:45
38
Learner-Toilet Ratio
1:49
1:48
1:48
1:46
1:46
1:45 1:45 1:45
1:43
Table
1:42
5n Learner-Seat Ratio
SY 2019-2020 SY 2020-2021 SY 2021-2022 SY 2022-2023 Learner

to Handwashing Ratio
School Year Learner-Handwashing Fac.

Ratio
SY 2019-2020 1:45
SY 2020-2021 1:46
SY 2021-2022 1:48
SY 2022-2023 1:45
Learner-Toilet Ratio
1:49
1:48
1:48
1:46
1:46
1:45 1:45 1:45
1:43
1:42
Learner-Seat Ratio
SY 2019-2020 SY 2020-2021 SY 2021-2022 SY 2022-2023
Add discussion as to the status of toilets and handwashing

facilities in school. Discuss the quality of water available in school.
Include in the discussion the status of WinS implementation vis a
vis the 3-star assessment. Discuss the factors affecting this
matter. Discuss the PPAs implemented addressing this concern
and its implication if the trend is left without intervention.
39
Development prospects., SBM practice, and partnerships, among others.
Table 5 o
Summary of SBM Level of Practice for the last 4 Years
Calendar 2018 2019 2020 2021
Year
SBM Level 2 2 3 3
of Practice
Discuss the trend for the SBM Level of Practice for the last 4 years.
Compare the data. Identify the PPAs implemented as well as the
facilitating and hindering factors that affect the level of practice.
Describe what will happen if the trend continues and what is its
implication to the school.
Table 5 p
Average Percentage of Stakeholders’ Attendance in School Activities
for the last 4 Years
SY 2018 2019 2020 2021

Co-curricular 25% 35% 0% 1%
Extra- 20% 45% 0% 3%
curricular
Meetings 40% 45% 2% 2%
Assemblies 55% 50% 10% 10%
40
Comparative Data on Percentage of Stakeholders' Participa-
tion
60
55
50
50
45 45
40
40
35
30
25
20
20
10 10
10
3 2 2
0 1 0
0
2018 2019 2020 2021
Co-curricular Extra-curricular Meetings Assemblies
Discuss the trend for the average percentage of stakeholders’

participation/attendance to school activities for the last 4 years.
Compare the data. Identify the PPAs implemented as well as the
facilitating and hindering factors that affect the number of
stakeholders participating in school activities. Describe what will
happen if the trend continues and what is its implication to the school
Table 5q
Amount of Stakeholders Contribution (Cash/In kind) in School for the
last 4 Years
SY 2018 2019 2020 2021

Amount of Cash P25,000.00 P45,000.00 P40,135.25 P 38,123.50
Raised
Worth of In kind P 15,000.00 P10,000.00 P5,000.00 P7,500.00
(PhP)
41
Comparative Data on Amoubt of Stakeholders (Cash/In Kind)
Received by the School for the last 4 Years
50000
45000
40000
35000
30000
25000
20000
15000
10000
5000
0
2018 2019 2020 2021
Cash Inkind
Discuss the trend for stakeholders’ contribution for the last

4 years. Compare the amount/worth of received donations per year
(cash/in kind). Identify the PPAs implemented as well as the
facilitating and hindering factors that affect the amount of
stakeholders’ contribution. Describe what will happen if the trend
continues and what is its implication to the school.
Aggregated Number Volunteer Hours (of Stakeholders)
Table 5r
Aggregated Number Volunteer Hours (of Stakeholders) in School for the
last 4 Years
SY /Hours 2018 2019 2020 2021
Brigada 200 215 NDA NDA
Contest 150 175 NDA NDA
Scouting 250 250 NDA NDA
Closing 400 450 NDA NDA
Program
Others 200 150 NDA NDA
(Pentaksi)
TOTAL 1200 1240 0 0
42
Aggregated Number of Volunteer Hours of Stakeholders
500
450
450
400
400
350
300
250 250
250
215
200 200
200 175
150 150
150
100
50
0 0 0 0 0 0 0 0 0 0
0
2018 2019 2020 2021
Brigada Contests Scouting Closing Program Others
Total Number of Agrregated Volunteer Hours of Stakehoders

1400
1200
1000
800
600
400
200
0
2018 2019 2020 2021
Discuss the trend for the volunteer hours of stakeholders for

the last 4 years. Compare the volunteer hours per activity per year.
Identify the PPAs implemented as well as the facilitating and
hindering factors that affects the number of volunteer hours given
43
by stakeholders. Describe what will happen if the trend continues
and what is its implication to the school.
OPCRF
Table 5s
Summary of OPCR Rating for the last 4 Years
SY 2018 2019 2020 2021
Rating 4.1 4.2 4.3 4.4
Adjectival Very Very Very Very
Rating Satisfactory Satisfactory Satisfactory Satisfactory
OPCR Rating for the Last 4 Years

4.5
4.4
4.4
4.3
4.3
4.2
4.2
4.1
4.1
3.9
2019 2020 2021 2022
Rating
Discuss the OPCR data for the last 4 years. Discuss the
trend. Identify the facilitating and hindering factors. Describe what
would happen if the trend continuous and its implication to the
school.
School Governing Council

Table 5t
Number of Functional SGC for the last 4 Years
Calendar Year 2018 2019 2020 2021
Is there a functional SGC in Yes Yes Yes Yes
school? (Yes/No)
Number of meetings 2 1 3 1
44
conducted within the year
Discuss the presence or absence of SGC in the school for the

last 4 years. Identify the facilitating and hindering factors.
Describe what would happen if the SGC remains in the current
level along with its implication to the school.
Add paragraphs for other governance issues encountered by
the school for the last 3 years.
Part III: School’s Strategic Plans

Discuss the overall direction or aspiration of the school in the next six
years, specifically your strategic goal for ACCESS.
ACCESS
Strategic Goal for Access:
All school-age children, out-of-school youth, and adults accessed

relevant basic learning opportunities.
Key Performance Indicators:

1. Increased Community Mapped Intake Rate from ___ to ___.
2. Increased Transition Rate from ___ to ___.
3. Decreased Dropout Rate from ___ to ___.
4. Decreased School leaver rate from ___ to ___.
45
PLANNING WORKSHEET
ACCESS
DepEd Intermediate Priority General Root PPAs Timeline

Outcome Improvement Objective/s Cause/s Calendar Years
Area 2023 2024 2025 2026 2027 2028
IO #1.1 – All five-year Enrolmen Child / / / / / /
old children in school
t Mapping
OBE / / / / / /
Project X /
IO #1.2- All learners
stay in school and
finish key stages
IO #1.3- All learners
transition to the next
key stage
IO #1.4- All out-
school children &
youth participate in
formal or non-formal
basic education
learning
opportunities
Strategies and Committed Outputs
Sub-Intermediate Outcome: IO #1 All five-year old children in school

Strategy 1 Improve access to universal kindergarten education
PPAs Outputs
Child Mapping
OBE No. of Activity conducted
Project X
Sub-Intermediate Outcome: IO #2 - All learners stay in school and finish
key stages
Strategy 2 Improve learners’ access to quality and rights-upholding
learning environment
PPAs Outputs
Strategy 3 Improve capacity to retain learners in schools
PPAs Outputs
46
Sub-Intermediate Outcome: IO #3 - All learners transition to the next key stage
Strategy 4 Strengthen school’s capacity to ensure learners’
continuity to next stage
PPAs Outputs
Sub-Intermediate Outcome: IO #4- All out-school children & youth participate

in formal or non-formal basic education learning opportunities
Strategy 5 Strengthen mechanisms for providing access to relevant
basic opportunities for OSC and OSY, and OSA
PPAs Outputs
EQUITY
years, specifically your strategic goal for EQUITY.
Strategic Goal for Equity:
Disadvantaged school-age children and youth, and adults benefited

from appropriate equity initiatives
1. Increased Retention Rate of learners in situation of disadvantage
from ___ to ___.
2. Increased of Percentage of learners in situations of disadvantage
(disaggregated by group) who achieved at least a fixed level of
proficiency/mastery in:
a. functional literacy from ____ to _______
b. numeracy from ____ to _______
c. 21st century skills from ____ to _______
47
PLANNING WORKSHEET
EQUITY

Outcome Improvement Objective/ Cause/s Calendar Years
Area s 2023 2024 2025 2026 2027 2028
IO # 2 -
Disadvantaged
school-age-children
and youth, and
adults benefited
from appropriate
equity initiatives

Add a general statement on the different PPAs to be implemented under
EQUITY.
Sub-Intermediate Outcome: IO #1 All school-age children and youth, and

adults in situations of disadvantage are participating in inclusive basic
learning opportunities and receiving appropriate quality education.
Strategy 1 Monitor the implementation of program management and
service delivery through the instructional supervision od
inclusion of programs.
PPAs Outputs
Strategy 2 Provide an inclusive, effective, culturally responsive,

gender-sensitive, and safe learning environment to
respond to the situation of disadvantage.
PPAs Outputs
48
Strategy 3 Improve gender-sensitive contextualized curriculum and
learning delivery.
PPAs Outputs
Strategy 4 Enhance platforms for learning resources.
PPAs Outputs
Strategy 5 Establish partnerships and build linkages to benefit

education for learners in situations of disadvantage and
to help schools and schools divisions address resource
gaps for the smooth implementation of DepEd’s programs
and projects.
PPAs Outputs
QUALITY
years, specifically your strategic goal for QUALITY.
Strategic Goal for 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.

Elementary:
1. Increased percentage of learners at independent reading level
from ___ to ___.
2. Increased percentage of learners who are numerates from ___
to ___.
49
3. Increased Percentage of learners achieving at least the minimum
level of proficiency in English from ___ to ___.
level of proficiency in Filipino from ___ to ___.
level of proficiency in Mother Tongue from ___ to ___.
level of proficiency in Numeracy from ___ to ___.
7. Increased Completion rate from ____ to _____
8. Increased graduation rate from ____ to _____
JHS
level of proficiency in English from ___ to ___.
level of proficiency in Filipino from ___ to ___.
3. Increased Percentage of G10 learners attaining at least the
minimum level of proficiency in Stage 3 literacy from ____ to _____.
4. Increased Percentage of G10 learners attaining at least the
minimum level of proficiency in Stage 3 numeracy standards from
____ to _____.
SHS
1. Increased percentage of Grade 12 learners attaining at least the
minimum level of proficiency in Stage 4 SHS core areas from ____
to ____.
2. Increased percentage of SHS Graduates who are in college, at
work, in entrepreneurship and with middle-level skills from ____ to
____.
3. Increased percentage of learners with National Certification for
SHS from ___ to ___.
(if offering TVL/ABM)
5. Increased graduation rate from ____ to _____
50
PLANNING WORKSHEET
QUALITY

Area s 2023 2024 2025 2026 2027 2028
IO#3.1- Learners
attain Stage 1(K-
Grade 3) learning
standards of
fundamental reading
& numeracy skills
IO#3.2- Learners
attain Stage 2 (Grades
4-6) learning
standards in required
literacy & numeracy
skills apply 21st
century skills to
various real life
situations
IO#3.3- Learners
attain Stage 3 (Grades
7-10) learning
standards of literacy,
numeracy skills and
apply 21st century
skills to various real-
life situations
IO#3.4- Learners
attain Stage 4(Grades
11-12) learning
standards equipped
with knowledge and
21st century skills
developed in chosen
core, applied and
specialized SHS
tracks
IO#3.5- Learners in
the Alternative
Learning System
attain certification as
Elementary or Junior
High School
completers
Sub-Intermediate Outcome: IO#3.1- Learners attain Stage 1(K-Grade 3)

learning standards of fundamental reading & numeracy skills.
IO#3.2- Learners attain Stage 2 (Grades 4-6) learning standards in
required literacy & numeracy skills apply 21st century skills to various
real-life situations.
IO#3.3- Learners attain Stage 3 (Grades 7-10) learning standards of
literacy, numeracy skills and apply 21st century skills to various real-life
situations.
IO#3.4- Learners attain Stage 4(Grades 11-12) learning standards
equipped with knowledge and 21st century skills developed in chosen core,
applied and specialized SHS tracks.
IO#3.5- Learners in the Alternative Learning System attain certification as
51
Elementary or Junior High School completers
Strategy 1 Ensure management and implementation of the
curriculum, instructions, and classroom assessment
methods in all learning areas.
PPAs Outputs
Strategy 2 Align resource provision with key stage learning

standards.
PPAs Outputs
Strategy 3 Assess learning outcomes at each key stage transition

and for learners in situations of disadvantage.
PPAs Outputs
Strategy 4 Strengthen the competence of teachers and school leaders

in areas such as content knowledge and
pedagogy/instruction, curriculum and planning, learner
diversity, and assessment and reporting; and instructional
supervision, provision of technical assistance, and human
resource development, respectively
PPAs Outputs
Strategy 5 Ensure alignment of curriculum, instruction, and

assessment with current and emerging industry and
global standards
PPAs Outputs
52
RESILIENCY AND WELL-BEING
years, specifically your strategic goal for RESILIENCY AND WELL-BEING.
Strategic Goal for Resiliency and Well-Being:
Learners are resilient and know their rights, and have the life skills to
protect themselves and their rights

1. Increased Percentage of learners affected/displaced by natural and
man-made hazards/ disasters who are retained from ___ to ___.
2. Decreased percentage of learners who reported violence committed
against them by other learners (bullying) or adults (child abuse)
based on intake sheets of the school from ___ to ____.
Additional KPI for ELEM
3. Increased percentage of learners with improved health statistics
from ____ to ____.
PLANNING WORKSHEET
53
RESILIENCY AND WELL-BEING

Area s 2023 2024 2025 2026 2027 2028
IO#4.1 Learners are
served by a
department that
adheres to a rights-
based education
framework at all
levels
IO#4.2 Learners are
safe and protected
and can protect
themselves from
risks and impacts
from natural and
human-induced
hazards
IO#4.3- Learners
have the basic
physical, mental,
and emotional
fortitude to cope
with various
challenges in life
and to manage
risks.
Sub-Intermediate Outcome: IO#4. Learners are served by a department

that adheres to a rights-based education framework at all levels.
Strategy 1 Integrate children’s and learners right in the design of all

DepEd policies, plans, programs, projects, processes and
systems
PPAs Outputs
Strategy 2 Ensure that learners know their rights and have the life
skills to claim their education-related rights from DepEd
and other duty-bearers to promote learners’ well-being,
while also being aware of their responsibilities as
individuals and as members of society.
PPAs Outputs
54
Strategy 3 Protect learners and personnel from death, injury, and
harm brought by natural and human-induced hazards.
PPAs Outputs
Strategy 4 Ensure learning continuity in the aftermath of a disaster

or emergency.
PPAs Outputs
Strategy 5 Protect education investment from the impacts of natural

and human-induced hazards
PPAs Outputs
Sub-Intermediate Outcome 4.3. Learners have the basic

physical, mental, and emotional fortitude to cope with
various challenges in life and to manage risks.
Strategy 6 Provide learners with basic health and nutrition services
PPAs Outputs
Strategy 7 Nature and protect leaner’s mental and psychosocial

health
PPAs Outputs
Strategy 8 Promote learner’s physical and socio-emotional skills

development.
55
PPAs Outputs
GOVERNANCE
years, specifically your strategic goal for GOVERNANCE.
Strategic Goal for GOVERNANCE:

Modern, efficient, nimble, and resilient governance and management
processes
1. Achieved the ideal SBM level of practice from ___ to ___.
2. Achieved ideal learner ratio on:
a. Classroom from _____ to _____
b. Teachers from _____ to _____
c. Seat from _____ to _____
3. Availability of
a. Connection to electricity
b. Connection to internet
4. Achieved ideal learner ratio for Water and Sanitation
(WatSan) facility
a. Handwashing facility from ___ to ___
b. Toilets from ___ to ___
PLANNING WORKSHEET
56
GOVERNANCE
DepEd Governance Priority General Root PPAs Timeline

Enabling Mechanisms Improvement Objective/ Cause/s Calendar Years
Area s 2023 2024 2025 2026 2027 2028
EM#1.1:
All education
leaders and
managers practice
participative,
ethical, and
inclusive
management
processes
EM#1.2: All
personnel are
resilient,
competent, and
continuously
improving
EM#1.3: Ideal
learning
environment and
adequate learning
resources for
learners ensured
EM#1.4: Improve
and modernize
internal systems
and processes for a
responsive and
efficient financial
EM#1.5:
Strengthen active
collaboration with
key stakeholders
EM#1.1:
All education leaders and managers practice participative, ethical, and inclusive management
processes
Outputs PPAs
EM#1.2: All personnel are resilient, competent, and continuously improving

Outputs PPAs
EM#1.3: Ideal learning environment and adequate learning resources for learners ensured
EM#1.4: Improve and modernize internal systems and processes for a responsive and efficient
financial
Outputs PPAs
EM#1.5: Strengthen active collaboration with key stakeholders

Outputs PPAs
57
Part IV: Financial Plan
Introductory paragraph (Discuss how the school intends to finance the
different key interventions or PPAs.
Proposed Budget Allocation in School
Line Item Fiscal Year

2023 2024 2025 2026 2027 2028
TENTATIVE MOOE
ALLOCATION (per year)
Travel
Training
Office Supplies
Other Supplies
Drugs and Medicine
Supplies
Fuel, Oil, and Lubricants
Water Expenses
Electricity Expenses
Postage and Courier
Expenses
Telephone Expenses
(Mobile)
Cable Satellite, Telegraph
and Radio Expenses
Other Professional
Services
Janitorial Expenses
Security Expenses
Repairs and Maintenance
(Sch. Building)
Repairs and Maintenance
(Office Equipment)
Fidelity Bonds
Printing and Publication
Add discussion on the funding strategies/mechanism you will apply to meet the targets thru PPAs
58
PPAs Fiscal Year
Access 2023 2024 2025 2026 2027 2028
Equity
Quality
Resiliency and Wellbeing
Governance
Year 1 Annual Improvement Plan

Incorporate the designed PPAs in your AIP for 2023 using the latest template
provided by the Planning Office. Indicate in the remarks if the PPA is for access,
equity, quality, well-being & resiliency and governance.
Planned PPAs Indicators Total Total Office/ Remarks
Outputs Physical Financial Responsible
Target Target Perosn
Part V. School Monitoring and Evaluation and

Adjustments (SMEA)
One introductory paragraph on how and why SMEA is to be conducted by
schools in relation to planned PPAs stipulated in the SIPs. Introductory
Paragraph may include the ff salient points: SMEA is a systematic process for
collection, collation, and analysis of key education data and information that will
allow the SGC to determine the progress of SIP implementation based on targets.
59
The main objective of the SMEA is to facilitate decision-making for a more relevant
and responsive delivery of basic education services at the school level.
M & E Strategies
May include tools, info systems and templates identified in DO 44 and
other new templates may be useful. The main reference will be the School
Report Card (SRC)
(Please include the M&E template to be used quarterly in assessing
organizational effectiveness)
M&E Activities
May include SMEA culmination, regular Program Implementation
Review (PIR). Could be monthly, quarterly, semi-annual, and annual
60
61
Basic Education Monitoring and Evaluation Plan
ACCESS
Objective Indicator Description Data Collection Responsible Schedule/ How will Users and Data Responsible
Statement of Indicators Method/Data Office in Data Frequency you uses of data analysis Office for Data
Source Collection of Data organize collected to be used Analysis
Collection the
collected
data?
Goal All Filipinos are able to realize their full potential and contribute meaningfully in building a cohesive nation
Outcom All school-age children, out-of-school youth, and adults accessed relevant basic learning opportunities.
e
Output1 No. of child mapping activity conducted
PPA 1 To map out No. of Refers to the Survey/ Kindergarten Annual Report School Frequency School
Child all Child number of Community Teacher Administration Count Administration
Mapping incoming 5- Mapping child
year old activities mapping
learners in conducted activities
the conducted
catchment
area
Output No. of OBE activities conducted
2
PPA2 To facilitate No. of Refers to the Tallying of EMIS Annual Encode School Frequency School
OBE enrolment activity number of Accomplished data in Administration counts Administration
of all conducted OBE Enrolment LIS and
eligible activities Forms /LIS generate
learners conducted report
62
EQUITY
Objective Indicator Description of Data Collection Responsible Schedule/ How will Users and Data Responsible
Statement Indicators Method/Data Office in Data Frequency of you uses of analysis Office for Data
Source Collection Data organize data to be Analysis
Collection the collected used
collected
data?
Outcom Disadvantaged school-age children and youth, and adults benefited from appropriate equity initiatives.
e
Output1 (please supply)
PPA 1
PPA 2
QUALITY
collected
data?
Outcom Learners complete K-12 basic education having attained all learning standards that equip them with the necessary skills and attributes to pursue their
e chosen paths

PPA 1
Output (please supply)
2
PPA2
RESILEINCE AND WELLBEING
63
collected
data?
Outcom Learners are resilient and know their rights, and have the life skills to protect themselves and exercise their education related rights, while being aware
e of their responsibilities as individuals and as members of society.

PPA 1
Output (please supply)
2
PPA2
GOVERNANCE
collected
data?
Outcom Efficient, nimble and resilient governance and management processes

e
PPA 1
PPA2
Part VI: Risk Management Plan
64
Introductory paragraph highlighting the importance of risk management planning and identifying strategies on
how to solve possible emerging issues.
Potential S Likely P Preventive Who When Cost Contingent Who When Cost
Problem How Causes What is Action (For each (When will (How Action (For each (When will this action step (How much will
s serious (What are the (What action action this action much will (What action action step, be done?) taking this step
(List down is the the most probabilit steps will be step, who step be taking this steps can be who will cost?)
all adverse likely causes y that undertaken to will done?) step immediately ensure that
potential consequ of potential each of eliminate likely ensure cost?) taken in case this is
problems ence in problems the likely causes with that this each of the done?)
(“What case the with High and causes High and is done?) potential
can go potential Moderate will Moderate problems with
wrong?”) problem seriousness? happen? probability?) High-
related to happens ) Determin Moderate
the ? e if Low, seriousness
implement Determi Moderate and
ation of ne if , or High. probability
the Low, materializes?)
interventio Moderat
n.) e, or
High.
APPENDICES
65
Accomplished Gap Analysis Template
GAP ANALYSIS TEMPLATE

1. SCHOOL PERFORMANCE in ACCESS
B.2 CURRENTLY B.5 GROUPS
B.3 Inhibiting B.4 Projects
A. DIVISION TARGETS B.1 NEEDED DATA CONTRIBUTING THAT REQUIRE
Factors Implemented
Yes/No Explanation ATTENTION
1. Increased Net Enrolment Rate
Elementary from 93.80% to 95.53%
Junior High School from 84.77% to
93.94%
Senior High School from 51.26% to
69.07%
2. Decreased number of out of school
children/youth.
3. Increased Net enrolment for
Kindergarten from 78.87% to
85.91% (for Elem. Only)
4. Improved Retention Rate
Elementary from 99.15% to
99.29%
Junior High School from
96.95% to 97.43%
Senior HS
_______ to _________
5. Decreased Drop- out Rate

for: Elementary from 0.28%
to 0.17%
Junior High School
from 1.34% to 1.13%
Senior High School
from _____ to ____
6. Increased Transition Rate
Kinder (K-Grade1) from 98.15% to
98.29%
Grade 6 to Grade 7 from 93.16% to
93.45%
66
Grade 10 t0 11 from 92.24% to
92.67%
7. Increased Participation Rate of
Out of School Children
Out of School youth
8. Improved Cohort Survival Rate.
Elementary from 99.08% to 99.22%
Junior High School from 92.63% to
93.32%
JHS to SHS from 83.74% to 85.83%
9. Increased completed Sessions on
ALS for
Out of School Children
Out of School Youth
2. SCHOOL PERFORMANCE in EQUITY

B.2 CURRENTLY
B.5 GROUPS
CONTRIBUTING B.3 Inhibiting B.4 Projects
A. DIVISION TARGETS B.1 NEEDED DATA THAT REQUIRE
YES/NO EXPLANATIO Factors Implemented
ATTENTION
N
Decrease disparity in transition ELEMENTARY
rate % Disparity in transition rate
SECONDARY
% Disparity in transition rate
Increase gender parity index ELEMENTARY Gender Parity Index
completion Completion
SECONDARY
Gender Parity Index Completion
Increased retention rate ELEMENTARY
Retention Rate
SECONDARY
Retention Rate
Increase percentage of learners

with at least proficient level or
67
better in terms of
A. Functional literacy
Functional Literacy
% of learners at with at least proficient
level or better
B. Numeracy
Numeracy
% of learners at with at least proficient
level or better
C. 21st Century Skills

21st century skills
% of learners with at least proficient level
or better
3. SCHOOL PERFORMANCE in QUALITY

B.2 CURRENTLY B.5 GROUPS THAT
B.3 Inhibiting B.4 Projects
A. DIVISION TARGETS B.1 NEEDED DATA CONTRIBUTING REQUIRE
Factors Implemented
YES/NO EXPLANATION ATTENTION
Increased number of learners  Percentage of learners who
who pursued their chosen proceeded to college
paths (for SHS)  Percentage of learners who
proceeded to employment
 Percentage of learners who
proceeded to entrepreneurship
68
proceeded to middle-level skills
training

completed Elementary
Improved Completion Rate
completed Secondary
Percentage of learners attaining nearly
proficient level or better in Reading
and Listening Comprehension in
(Stage 1 – Kinder to G3)
 English
 Mother Tongue
 Numeracy
Improved number of learners
attaining nearly proficient (Stage 2 – G4 to G6)
level or better in Reading  Literacy
and Listening  Numeracy
Comprehension
(Stage 3 – G7 to G10)
 Literacy
 Numeracy
(Stage 4 – G11 to G12)
 Literacy
 Numeracy
Percentage of learners attaining

Improved number of learners proficient level or better in Stage 2
attaining proficient level or literacy standards
better in Stage 2 literacy  Grade 4
standards  Grade 5
 Grade 6
Percentage of learners attaining
attaining proficient level or numeracy standards
better in Stage 2 numeracy  Grade 4
standards  Grade 5
 Grade 6
Improved number of learners Percentage of learners attaining nearly
69
proficient level or better in Stage 3
literacy
attaining nearly  Grade 7 _____
proficient level or better in
 Grade 8 _____
Stage 3 literacy
 Grade 9 _____
 Grade 10 _____
attaining nearly numeracy
proficient level or better in  Grade 7 _____
Stage 3 numeracy  Grade 8 _____
standards  Grade 9 _____
 Grade 10 _____
Improved number of Grade proficient level or better in Stage 4
12 learners attaining nearly core SHS areas
proficient level or better in
 Elementary _____
Stage 4 core SHS areas
 Secondary _____
Percentage of Alternative Learning
System (ALS) learners pass the A&E
Improved number of ALS test
learners passing the A&E  Elementary _____
test
 Secondary _____
 SHS _____
Increased percentage Percentage of proficiency level of
of proficiency level of assessment in elementary and
assessment in secondary
elementary and  Elementary _____
secondary  Secondary _____
 SHS _____
4. SCHOOL PERFORMANCE in RESILIENCY AND WELL-BEING

B.2 CURRENTLY
B.5 GROUPS THAT
CONTRIBUTING B.3 Inhibiting B.4 Projects
A. DIVISION TARGETS B.1 NEEDED DATA REQUIRE
EXPLANATIO Factors Implemented
YES/NO ATTENTION
N
Increased percentage of learners Percentage of affected and displaced
that are resilient and know their learners retained in schools
70
Percentage of learners who reported
violence committed against them by other
learners (bullying) or adults (child abuse)
based on intake sheets of schools
Percentage of learners who are happy and
satisfied with their basic education
experience in relation to the enjoyment of
their specific rights in school and learning
rights and have the life skills to centers
protect themselves. Percentage of learners who know their
rights TO and IN education, and how to
claim them positively
Percentage of schools and learning
centers significantly manifesting
indicators of RBE in the learning
environment
Learners Satisfaction Rating on Rights-
based Education
Percentage of schools significantly
manifesting indicators of RBE
Increased number of learners Percentage of DepEd personnel in SDO,
provided with rights-based and schools/learning centers who know
education framework at all levels. the rights of children and learners in
relation to RBE, and are able to infuse
them in their respective jobs/duties
Percentage of learners equipped with
Increased percentage of learners
capacities on what to do before, during,
protected from natural and
and after a disaster/emergency
human-induced hazards.
Percentage of learners in safe schools
Increased number of learners to Percentage of students with improved
have the basic physical, mental, health statistics
and emotional fortitude to cope Percentage of learners with improved
with various challenges in life. physical fitness level
71
5. SCHOOL PERFORMANCE in GOVERNANCE
A. DIVISION TARGETS B1. DATA NEEDED B2. CURRENTLY B3. B4. PROJECTS GROUPS THAT
CONTRIBUTING INHIBITING IMPLEMENTE REQUIRE
YES/NO EXPLANATION FACTORS D ATTENTION
Increased proportion of schools
achieving higher levels of SBM
practice (Elementary and
Secondary school
Increased proportion of offices

across governance levels with
very satisfactory and higher
ratings in the Office
Performance Commitment and
Review
Increased proportion of schools
achieving the ideal ratio on the
classroom, teachers, textbooks,
seats, Science and Math
equipment, and ICT Package /E-
classroom
72
Increase the proportion of
elementary schools with
functional libraries, connection
to electricity, connection to
internet functional library
Increased proportion of
secondary schools with
functional libraries, connection
to electricity, connection to
internet functional library
Increase the client satisfaction
rating of DepEd offices’
respective stakeholders (internal
& external)
Increased percentage of the
financial contribution of
international and local grant
development partners vis-à-vis
the national education budget
(including adopting a school,
Brigada Eskwela)
Increase the proportion of

schools with functional SGC
73
Identifying PIAs Template (Annex 4)
School Improvement Planning
IDENTIFY PRIORITY IMPROVEMENT AREAS
Instruction: Using the matrix on the next page, please rate each improvement area on five criteria using a 5-point
scale as described below:
Criteria Description Scale
Strategic importance The number of other areas that will benefit 5 – Very High
when the improvement area as addressed 4 – High
Urgency The urgency or need to improve the area as 3 – Moderate
soon as possible 2 – Low
Magnitude The number of learners that will benefit 1- Very Low
when the improvement area is addressed
Feasibility The degree to which the improvement area is
within the schools mandate and control
Afterwards, compute the average rating of each improvement area and interpret the results as follows:
Average Rating Interpretation
4.5-5.0 Very High
Priority
3.5-4.49 High Priority
2.5-3.49 Moderate
Priority
1.5-2.49 Low Priority
1.0-1.49 Very Low
Priority
74
Access
Improvement Areas Strategic Urgency Magnitude Feasibility
Importance
Equity
Importance
75
Quality
Importance
Resilience and well-being

Importance
76
Governance
Importance
77
Root Cause Analysis
Because teaching and learning Because students are sick

experience is not engaging
Why is teaching- Why are

Why is NAT low? learning students Why are Drinking water
experience not frequently studdents sick? contaminated
engaging? absent
Because students are always Because of contaminated

absent water
78
Project Work Plan and Budget Matrix
Project Title:
IANGAT ang NAT
Problem Statement:
Limited learners mastery of NAT based competencies
Project Objective Statement:
To increase NAT MPS performance from 44% to 75%
Root Cause:
Drinking contaminated water (sample only)
Activity Output Date of Person Budget Budget Source

Implementation Responsible
Conduct of intensive Needs January 2023 Department 500 MOOE
needs assessment assessment Heads of English,
report Science, Math,
Filipino and AP
79
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JUAN DELA CRUZ NATIONAL HIGH SCHOOL

School ID: 123456

JUAN DELA CRUZ

School Improvement Plan

This School Improvement Plan for Calendar Years 2023-2028 of

ROBERTO N. MANGALIMAN PhD, CESO VI

CERTIFIED THAT THIS SCHOOL IMPROVEMENT PLAN OF JUAN DELA

MARIZA S. MAGAN EdD, CESO V

Paragraph 1: Discuss the overall intention of your School Improvement Plan

School Improvement Plan

PART I. DepEd’s Vision, Mission, and Core Values

PART II. School’s Current Situation

PART III. School’s Strategic Plans

PART IV. Financial Plan

PART V. School Monitoring and Evaluation and

PART VI. Risk Management Plan

OUR CORE VALUES

Introducing the school, in several paragraphs have a discussion on the

School Performance on Access

2018-2019 2019-2020 2020-2021 2021-2022

Present and describe the enrolment data. Describe the internal or

School Year 2018-2019 2019-2020 2020-2021 2021-2022

Community Intake Rate

2018-2019 2019-2020 2020-2021 2021-2022

Present and describe the data on community intake rate. Describe

Drop Out Rate

Number of Drop Out by Cause

Armed Conflict Family Problem Lack of Allowance Distance to School Sickness

SY 2019-2020 SY 2020-2021 SY 2021-2022

School Leaver Rate

School Year Transition Transition Rate

2020-2021 99% 99%

SY 2019-2020 SY 2020-2021 SY 2021-2022

Number of out-of-school children/youth

School Year SY 2019-2020 SY 2020-2021 SY 2021-2022 SY 2022-2023

Present and describe the data on OSY/OSC. Discuss the internal

To close the discussion on access, discuss the foreseeable

EGRA -Based Reading Level Profeciency of Key Stage 1

4 40% 55% 5% 20% 25% 55%

Phil-IRI Reading Level (English) Profeciency of Grades 4-6

Frustration Instructional Independent

Frustration Instructional Independent

Present and describe Key Stage 2 learners’ level of reading

7 40% 55% 5% 20% 25% 55%

Phil-IRI Reading Level (English) Profeciency of Grades 7-10

Frustration Instructional Independent

Frustration Instructional Independent

Present and describe Key Stage 3 learners’ level of reading

Non Numetrates Numerates Highly Numerates

Present and describe Key Stage 1 learners’ numeracy level. Identify

Non Numetrates Numerates Highly Numerates

Present and describe Key Stage 2 learners’ numeracy level. Identify

Non Numetrates Numerates Highly Numerates

Present and describe Key Stage 3 learners’ numeracy level. Identify

Grade Filipino English Math Science Aral. Over-all

Filipino English Math Science Aral. Pan.

Present and describe Key Stage 3 learners’ performance on NAT.

The school may also discuss the performance on regional, division

School Year 2018-2019 2019-2020 2020-2021 2021-2022

2018-2019 2019-2020 2020-2021 2021-2022

School Year 2018- 2019- 2020- 2021- TOTAL

proceed to college proceed to employment

Discuss the data supplied in the table. Discuss the implemented