Hdces Sip Fy 2023 2028 New Draft

Hdces - SIP - FY 2023-2028 New Draft
Basic Education (Horacio Dela Costa High School)
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CHAPTER I
DEPED’s MISSION, VISION,

AND CORE VALUES

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DepEd Vision H
A
We dream of Filipinos P
who passionately love their country T
and whose values and competencies E
enable them to realize their full potential R
and contribute meaningfully to building the
nation. I
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.

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DepEd Core Values H
A
Maka-Diyos P
Maka-tao T
Makakalikasan E
Makabansa R
I
The school's programs, projects, and
advocacy are aligned with the DepEd vision and
mission. The school is committed to achieving
holistically developed learners and providing
quality service to all its stakeholders. All its work
and efforts promote a culture of continuous
learning and development.
The school and its stakeholders collaborate

to sustain a healthy learning environment
through its programs and activities. They work
together and build positive relationships among
all the individuals in the school community. They
uphold respect and excellence. They ensure
support, collaboration, and unity, leaving no one
behind.
Ever since the school has been continuously

committed to bringing education to all. It has
been the driver of a sustainable development-
healthy and friendly environment towards
holistic learning.
CHAPTER II
SCHOOL’S CURRENT SITUATION

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Introducing the School H
A
Horacio Dela Costa Elementary is located at P
Block 32 Lot 2 Phase 2 Horacio Dela Costa T
Homes II Subdivision, Barangay 179, Caloocan E
City. Nearby the school are the church, Home R
Owners Association’s office and the barangay-
covered court. With an approximate land area of II
2,076 sq. meters, the school has one (1) four-
storey building with 12 rooms, one building for
canteen, one for property room and Material
Recovery Facility, one (1) building with four (4)
rooms and another building with two (2) rooms.
With fifty-five (55) teaching personnel and eight
(8) non-teaching personnel, the school’s size is
considered a medium school.
The school offers Kindergarten and complete

elementary education. 98% percent of the 1,894
enrollees for the SY 2022-2023 are residents
outside the subdivision, mostly coming from
Amparo and Camarin. A nearby school which is
also located in the subdivision is Horacio Dela
Costa High School.
Most of the families’ sources of income are from

merchandising, retailing and construction
services. Their income and livelihood resources
fall below the poverty threshold. The status of
earning of the families was never an issue for the
parents in being supportive and participative in

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the schools’ activities. The LGUs, NGOs, NGAs H
(Home Owners Association, Dela Costa Police A
sub-station) SGC, Faculty Clubs, Alumni P
Association, HPTA and SPTA, and the whole T
community, were supportive of the school and E
they served as the school’s strong linkages. R
II
School Performance on Access
Figure 1. Enrollment Trends

Enrollment Trends
2,500
2,000
1,500
1,000
500
0
2018−2019 2019−2020 2020−2021 2021−2022 2022−2023
Male Female Total
The enrollment of Horacio Dela Costa

Elementary School for the past 5 years shows a
fluctuating trend. The construction of a new
building in the S.Y. 2018-2019 could have
contributed to the decrease in enrollment the
following school year 2019-2020. After that,
enrollment increased in the SY. 2020-2021 by
3% (62/1964). That was the first year of the new

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normal in education due to the COVID-19 H
pandemic. It was a major transition from the A
face- to-face modality that the learners were used P
to. During this time, modular learning was T
adopted, and parents/guardians became the first- E
hand facilitators of learning for their children. R
These contributed to the increase in the number
of learners who transferred in from private II
schools.
The following school year of 2021-2022,

learners are still on distance learning. Blended
and online learning were adapted at this time.
The challenges brought about by the pandemic
and the new learning modalities contributed to
the decrease in enrollment for this year.
As for the SY 2022-2023, there was again a

decrease in the number. This could have been
brought about by the new modality which is face-
to-face. Learners are expected to be back to
school again 5 days a week. Distance learning
which has worked for some who changed
residence, not near the school is no longer
applicable at this time, thus, there is an increase
in the number of transferred-out learners. Some
households are also still recovering from the
effects of the pandemic on their family’s income.
Going back to school entails additional expenses
that they may not yet support.
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Historical Data H
A
Table 1. Community Intake Rate P
T
School
Estimated Age 5 Age 5
Community
E
Population Kinder R
Year Intake Rate
(Catchment Areas) Enrollment
2022-2023 1,050 247 23.52% II
2021-2022 1,040 275 26.44%
2020-2021 1,030 251 24.37%
2019-2020 1,020 200 19.61%
2018-2019 1,010 237 23.47%
Figure 2. Community Intake Rate
During SY 2019-2020, the decrease in

community intake rate is noticeable and the
construction of new building could have
contributed to the decrease of the enrollment.

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Figure 3. Simple Drop-out Rate H
A
P
T
E
R
II
The school’s drop-out rate increased since

the start of the pandemic which was towards the
end of S.Y. 2019-2020. The challenges during this
crisis have affected learners’ success rate in
completing each school year.
Figure 4. School Leaver Rate

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In general, the school’s leaver rate for the H
past 5 years shows a positive indication that A
learners are able to finish the school year and P
enroll the following year. However, it appears that T
for S.Y. 2021-2022 there was an increase in the E
number of transferred-out students. It was R
observed that this was primarily due to a change
of residence during the pandemic. II
Figure 5. Transition Rates of Primary to

Intermediate
The school’s primary transition rate shows

an increasing trend, a positive indication that
learners in general are able to move to the next
higher level of education despite the challenges
of the new normal in education.

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Good Performing and Problematic KPI’s H
A
As shown in the graphs, the drop-out rate is P
fluctuating. The pandemic has affected the T
number of drop-outs. From 1.78% (School Year E
2020-2021) to 2.76% (School Year 2021-2022), R
the drop-out rate has increased to 0.98%.
II
For two consecutive years that classes were
held online, many of our learners decided not to
continue their studies. One of the reasons found
was that most of them had no gadgets. The
pandemic gave them an opportunity to help their
families survive the crisis. Some of the learners
went back to their provinces for economic
reasons.
Analysis of the Strengths or Weaknesses of

Past Interventions or Programs/Projects/
Activities in Relation to Access
For the past years, when the drop-out rate

fluctuated, school programs on ACCESS have
been continuously monitored and improved. As a
result, the school has always prioritized a
provision to accommodate learners and address
their needs.
During this pandemic, drop-outs rose to

0.98%, for most of the learners’ families had
economic issues.

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Foreseeable Problems if Problematic KPIs are H
not Acted Upon A
P
When face-to-face classes started after two T
years of distance learning, enrollees increased, E
and they are now confident about returning to R
school.
II
However, the school has a shortage of
classrooms. If this problem persists, the three-
shift schedule of classes will be worse. The lack
of classrooms will significantly affect the quality
of learning delivery.

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School Performance on Quality H
A
Reading Proficiencies/Competencies P
T
Table 2. Phil-IRI Result (English) SY 2022-2023 E
R
II
a. The table shows the PHIL-IRI result of the

English oral reading test. The number shows
that most of the learners are under the
frustration level, where they could decode
words but they could hardly comprehend
their meaning. This is the common problem in
reading that the learners are reading without
comprehension.
b. Based on the data shown, 3.9 or 33 out of 844
enrollees from grade 4 to grade 6 were
assessed as non-readers in English. Only five
hundred forty-six (546) who failed the pre-test
took the Phil-IRI assessment. 24.7%
(209/546) were independent readers and

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15.9% (135/546) of learners were under H
frustration level. A
P
c. Causes (Internal or External Factors) T
E
Because of the pandemic, learners R
needed to adjust to the "new normal" scheme.
The situation made reading more challenging for II
them. In addition, teachers needed help to cope
with ways to reach their pupils using different
online platforms.
Thus, the primary goal of the school's reading

programs was to determine the level of readers in
each grade level. This assessment helped teachers
address each learner's individual needs for the
improvement of learners' reading skills.
The participation of the parents is an

essential factor in assisting learners in their
reading. Learners should enjoy reading at home
with their families. The learners could develop a
love for reading once they also read at home with
their families.
Curriculum developers should also revisit the

curriculum contents. It is also one of the reasons
that teachers could hardly teach reading, for the
curriculum content is not focused on literacy
competencies.

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The use of technology is an advantage in H
some points that the learners become more A
interested. However, most learners don't have P
their gadgets at home, and it is still practical to T
teach the conventional way or the combination of E
the old—fashioned teaching and technology. R
As the learning styles evolve as time passes, II

teachers should be relevant and flexible to the
changes to catch up with how learners learn.
d. Strengths and Weaknesses of Past

Interventions/Programs/Projects/ Activities
It is a common scenario in the school that the

teachers were having problems with the
increasing numbers of non-readers and non-
numerates despite the continuous programs to
address the needs of the learners.
Because of the various and abrupt changes

especially when the pandemic strikes, teachers
had experienced the tremendous effect of
distance education communication barriers in
using technology. Everyone could hardly adapt to
the changes, though, each was trying hard to cope
up. The number of non-readers and non-
numerates was high, and the number tripled
compared to the previous school years.
Despite the struggles, stakeholders of the school

especially the Homeroom and Teachers

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Association through the leadership of the School H
Parents Association collaborated with the school A
to assist the struggling learners. Parents gave P
their support through giving donations like story T
books, school supplies and other printed E
materials which were utilized by the teachers in R
the remedial and intervention classes.
II
The school continuously improves its literacy
programs and provides quality services geared
towards excellence.
e. Potential Problems if not performance issues

are not addressed
It is a common scenario in the school that the

teachers were having problems with the
increasing numbers of non-readers and non-
numerates despite the continuous programs to
address the needs of the learners.
Because of the various and abrupt changes

especially when the pandemic strikes, teachers
had experienced the tremendous effect of
distance education communication barriers in
using technology. Everyone could hardly adapt to
the changes, though, each was trying hard to cope
up. The number of non-readers and non-
numerates was high, and the number tripled
compared to the previous school years.
Despite the struggles, stakeholders of the

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school especially the Homeroom and Teachers H
Association through the leadership of the School A
Parents Association collaborated with the school P
to assist the struggling learners. Parents gave T
their support through giving donations like story E
books, school supplies and other printed R
materials which were utilized by the teachers in
the remedial and intervention classes. II
The school continuously improves its literacy

programs and provides quality services geared
towards excellence.
Learning Standards/Performance
a/b. Latest Performance in the National

Achievement Test
For three consecutive years, National

Achievement Test was not conducted due to the
pandemic.
c. Causes (internal or external)
With the sudden shift in instructional

delivery from face-to-face to distance learning,
the performance quality of the learners was
affected. The literacy level declined as most of
them, when they were back to in-person classes,
could not read or even write.

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Explain the strengths or weaknesses of past H
interventions or programs/projects/activities in A
relation to reading. P
T
Through the continuous effort of the school, E
teachers assisted the learners in reading and R
writing, however, distance learning was itself a
hindrance for them to acquiring the needed skills. II
Learners, even teachers had difficulty with
internet connectivity aside from the issue that
some of the learners did have their own gadgets
at home.
Table 3. First Periodical Test SY 2022-2023 Result

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The table shows the mean scores of all H
subjects by all grade levels in the 1st Quarter SY A
2022-2023. It is gleaned that Math has an MPS of P
43.57% and Science has 40.51%, which are the T
two lowest mean percentage scores. It also E
displays that the two subjects MTB and English R
have the highest mean percentage scores,
56.84% and 57.82% respectively. II
Figure 6. Math MPS Figure 7. EPP MPS
Math MPS EPP MPS

70.00
45.00
60.00 40.00
35.00
50.00 30.00
25.00
20.00
40.00
15.00
10.00
30.00
5.00
0.00
20.00
10.00
0.00
Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 4 5 6 MPS
School MPS
The tables show the Mean percentage scores

of math and Epp subjects. The two subjects were
the lowest mean percentage scores among all the
subjects based on the 1st quarter exam for SY
2022-2023.

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Figure 1. Figure 2. Figure 3. H
AP MPS ESP MPS MAPEH MPS A
P
T
E
R
II
Figure 4. Figure 5. Figure 6. Figure 7.

Science MPS Filipino MPS English MPS MTB MPS
The rest of the academic subjects (AP, ESP,

MAPEH, Science, Filipino, English and MTB) have
average mean percentage scores ranging from
45% to 49%.

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School Awards and Recognitions H
A
Below is the achievement of the school in the P
midst of the pandemic. T
E
The virtual competition was not a hindrance R
for the school to join and win at international,
regional, division and district levels. II
Table 4. School Achievements and Recognitions

Level Teacher Participant/s Title Awards received Date and Place
NCR DR. RUBE R. SOLIMAN CRAFTING OF MATH AND Writer September 14 2021
SCIENCE PROB.ANCHORED
ON REAL WORLD
SITUATIONS IN VAROUS
CONTEXT W/
TECH.INTEGRATION
DISTRICT MARJORIE F. VILLASQUEZ DISTRICT SCIENCE FAIR: SCI 1St Place October 29, 2021
VIDEO LESSON GRADE 5
DISTRICT DR. JUDITH B. MAPPALA DISTRICT SCIENCE FAIR: SCI 2Nd Place October 29, 2021
DISTRICT VERGEL A. BAUTISTA DISTRICT SCIENCE FAIR: SCI 5Th Place October 29, 2021
DIVISION DR. JUDITH B. MAPPALA DIVISION SCIENCE FAIR: SCI 4Th Place November 19, 2021
DIVISION MARK CHRISTIAN A. PARONDA TOP PERFORMING SCHOOL 4Th Place November 15−19 2021
PAPER ADVISER/TRAINER
DIVISION MARK CHRISTIAN A. PARONDA EDITORIAL CARTOONING 3Rd Place November 15−19 2021
DIVISION MARK CHRISTIAN A. PARONDA PAGKAKARTUN 7Th Place November 15−19 2021
DIVISION MARY GRACE E. CANILLAS PAGSULAT NG KOLUM 2Nd Place November 15−19 2021
DIVISION MAPER ANNE T. MANALILI FEATURE WRITING 2Nd Place November 15−19 2021
DISTRICT MAPER ANNE T. MANALILI INTERPRETATIVE READING 5Th Place November 25, 2021
DIVISION MARY GRACE E. CANILLAS INTERACTIVE MATHEMATICS 2Nd Place
DISTRICT MARY GRACE E. CANILLAS INTERACTIVE MATHEMATICS 1St Place
DISTRICT CAIEL JHADEN T. DIVINO DISTRICT SCIENCE FAIR: 4Th Place October 29, 2021
POSTER MAKING (STUDENT
CATEGORY)
DISTRICT MEILY ASHFORS G. ALIPIO DISTRICT SCIENCE FAIR: 4Th Place October 29, 2021
SIYENSIKULA (STUDENT
CATEGORY)
DIVISION CAIEL JHADEN T. DIVINO PAGKAKARTUN 1St Place November 15−19 2021
DIVISION ZHENIOUS PHANTONY F. MOBILE JOURNALISM 7Th Place November 15−19 2021
GENSAYA (ENGLISH)
DIVISION GEOFFREY PARINAS PAG−UULO AT 7Th Place November 15−19 2021
PAGWAWASTO NG BALITA
DIVISION GABRIELLE MANOOS PAGSULAT NG KOLUM 4Th Place November 15−19 2021
DIVISION JOANA ANGEL L. GURAL PAGSULAT NG EDITORYAL 5Th Place November 15−19 2021
DIVISION SHEKINAH ADELAIDE GARFIN JOURNALISM VLOG 5Th Place November 15−19 2021
(FILIPINO)

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DIVISION SHEKINAH ADELAIDE GARFIN JOURNALISM VLOG
(FILIPINO)
5Th Place November 15−19 2021 H
DISTRICT ALEXANDER JOHAN MUÑOZ VIRTUAL KID PASIKLAB AND
KABSAYAHAN SEASON 2:
2Nd Place October 15, 2021 A
INSTRUCTIONAL VIDEO P
DISTRICT ALEXANDER JOHAN MUÑOZ VIRTUAL KID PASIKLAB AND 5Th Place October 15, 2021
KABSAYAHAN SEASON 2: T
E
QUESTION AND ANSWER
PORTION
DISTRICT ALEXANDER JOHAN MUÑOZ VIRTUAL KID PASIKLAB AND
4Th Place October 15, 2021
R
TELEGENIC
DISTRICT ALEXANDER JOHAN MUÑOZ VIRTUAL KID PASIKLAB AND 3Rd Place October 15, 2021
BEST IN TALENT
II
INTERNATIONAL JHAN JHOVER A. MORALLOS 2021 BEBRAS MATH Distinction November 17, 2021
OLYMPIAD INTERNATIONAL Awardee
DISTRICT DIOMEL VINCE B. CANAPI MATH QUIZ BEE 3Rd Place
DISTRICT CAIEL JHADEN T. DIVINO MATH POSTER MAKING 2Nd Place
INTERNATIONAL RAVELYN ANGEL C. MANALO 2021 BEBRAS MATH Merit Awardee November 17, 2021
OLYMPIAD INTERNATIONAL
INTERNATIONAL JOHN MARK V. JAIME 2021 BEBRAS MATH Merit Awardee November 17, 2021
OLYMPIAD INTERNATIONAL
DISTRICT AYESHA NAOMI C. CUREG MATH QUIZ BEE 4Th Place
DISTRICT ERVYN THADDEUS D. DEL VALLE MATH QUIZ BEE 4Th Place
INTERNATIONAL JHAIKA A. MORALLOS 2021 BEBRAS MATH Distinction November 17, 2021
INTERNATIONAL GELSEY MAE C. SAYCO 2021 BEBRAS MATH Distinction November 17, 2021
Horacian Math wizards displayed their skills

internationally and bagged home awards. Not
only learners showcased their skills but even
teachers shared their expertise in crafting
interactive materials and writing modules for
learning in regional and division levels. HDCES
displayed their wits and crafts in all other virtual
competitions like journalism contests, BSP
Kabsayahan competitions, etc.

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School Concerns on Equity and Inclusion H
A
Identify and describe learners in the P
disadvantaged sector. T
E
Describe the challenges they are faced in R
accessing basic education.
II
The 4Ps is the DSWD program for families
belonging to disadvantaged sectors. The selection
was made through an application conducted by
the agency. The families who have children
studying were receiving allowances from the
government, which served as support for their
children’s education. Most of the recipients of
4ps were learners at risk. Since they are helping
their parents to earn money, they are frequently
absent from school and most likely they drop
their studies.
Explain the strength or weaknesses of past

interventions/projects/activities or practices in
relation to reading
These identified learners who had difficulty in

reading were given modules and reading
materials. Also, their parents were being called
during clinic learning sessions where subject
teachers concerned were coming to school and
conducting a one-on-one conference with the
parents concerned.

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School Concerns on Resilience and Well-Being H
A
Table 5. Nutritional Status Report of Elementary P
School Children Baseline SY 2022-2023 T
E
Pupils Weighed
R
Grade
Enrollment Severely Wasted Wasted Normal Overweight Obese
Levels
No. % No. % No. % No. % No. % No. %
M 128 128 100.00% 21 14 79 13 1
Kinder F 116 116 100.00% 16 12 87 1 0
Total 244 244 100.00% 37 26 166 14 1
Grade 1
M
F
149
127
149
127
100.00%
100.00%
26
33
21
17
90
71
6
5
6
1 II
Total 276 276 100.00% 59 38 161 11 7
M 139 139 100.00% 31 16 73 12 7
Grade 2 F 128 128 100.00% 20 19 77 8 4
Total 267 267 100.00% 51 35 150 20 11
M 147 147 100.00% 21 12 90 16 8
Grade 3 F 128 128 100.00% 27 14 78 6 3
Total 275 275 100.00% 48 26 168 22 11
M 142 142 100.00% 29 22 72 12 7
Grade 4 F 132 132 100.00% 32 19 71 9 1
Total 274 274 100.00% 61 41 143 21 8
M 139 139 100.00% 26 16 80 12 5
Grade 5 F 144 144 100.00% 19 16 100 9 0
Total 283 283 100.00% 45 32 180 21 5
M 136 136 100.00% 22 13 77 20 4
Grade 6 F 139 139 100.00% 32 13 81 11 2
Total 275 275 100.00% 54 26 158 31 6
M 0 0 # DIV/0!
SPED F 0 0 # DIV/0!
Total 0 0 # DIV/0! 0 0 0 0 0
M 980 980 100.00% 176 114 561 91 38
GRAND
F 914 914 100.00% 179 110 565 49 11
TOTAL:
Total 1,894 1,894 100.00% 355 224 1,126 140 49
The coverage of the baseline (August) school

weighing on Horacio Dela Costa Elementary
School is based on the taking of Height-For-Age
(HFA) and Body Mass Index (BMI) taken in the
month of August, the start of the school year
2022-2023, weighing a total of 1,894 pupils, 980
of which were male, and 914 are female.
Body Mass Index (BMI)
Based on the overall assessment of the

nutritional status, it is clear that 59.45% of the
pupils have normal BMI, while 18.74% are
severely wasted. 11.82% of the pupils are
wasted.

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7.39% of the Horacian pupils are overweight. The H
least of the school population are obese with A
2.58%. P
T
Height-For-Age (HFA) E
R
The total height status of pupils from Kinder
to Grade 6 shows positive results as well. 71.01% II
of the total school population have normal HFA.
Some are severely stunted with a percentage of
11.14%, while 13.25% of the pupils are stunted.
4.59% of the pupils are tall.
The general status of the BMI and HFA shows

positive results. It is prevalent that most children
have normal physical health. This shows that
Horacian pupils generally have healthy bodies. It
is noted that the pupils in the school show good
physical health.
Table 6. Vaccination Status of School Personnel

No. of 1st 2nd
1st Dose 2nd Dose
Personnel Booster Booster
Teaching 54 0 10 31 13
Non-teaching 8 0 0 0 8
The data show the vaccination status of the

teaching and non-teaching personnel. The data
present that all teaching and non-teaching
personnel were vaccinated, however there are
ten personnel that still doesn’t have booster.

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Table 7. Incidence of Bullying Summary Report H
Nature of Bullying Victims A
Date/ Place of
Incident Physical Social
Gender-
based
Cyber
Bullying
Retaliation Name Age
Sex
(M/F)
P
Social Media
T
E
- Face book. Mrs Herminia P. Coroza
10/03/2022 School 54 F
Make a fake (Teacher in Grade 6)
account
Punching and
R
stubbing of Clyde Jussie C.
10/18/2022 School finger using 6 M
scissor
Cumbe Grade
1
Social Media Nigel Locsin

II
10/18/2022 School 10 M
- Face book Grade 6
Social Media
Maper Anne Manalili
10/20/2022 School - Messenger 28 F
(GC) (Grade 6 Teacher)
Punching on
the head and
10/26/2022 School using wood
Geoff Garcia 13 M
(2x2)
Pulling her
6 years ago House hair, scolding, Xyryl Khate Estremera 11 F
strangle
Punching by
Outside the
June, 2023
school
group of Nieyo Miguel B. Estoy 10 M
pupils
Perpetrator
Status
(Resolved/
Sex Action Taken Recommendation
Name Age Pending/ Referred
(M/F) to other agency)
Have a serious talk with the child and

Make a follow up by her adviser and
find out that he is living with her
Nieyo Miguel B. Estoy 10 M the guidance teacher regarding her Resolved
grand parents and they are a product
attitude inside the school and at
of broken family
home
Guide and support their children to

Aeidan Larhin 6 M The parents agreed to guide their avoid the traumatic experience and
Resolved
Estores Laira Jane 5 F children and they settle the problem. socialization among his classmate is
De Leon very inportant
Keep on reminding the children of

Counseling was conducted and pupil
Realyn P Barlaan 10 F being responsible of using social Resolved
realize her mistake
media.
The children are not aware of their Keep on reminding the children of
posts, they don't want their classmates being responsible for using social
Francis Dominique Sagun 14 M
to transfer to another section. media and the bad effect of those Resolved
Rhiana Decano 11 F Counseling with the parents was actions and expressions is not a joke
conducted. or for fun.
The parents agreed and compromise to

Constant follow-up and counseling
Mark Laurence A.Dianna 13 M stop it, and no one will create trouble Resolved
to show them that you care for
for both parties.
them.
Win the trust and confidence of the

child and show concern and love. Her
Stepfather M On going couseling Pending
depression was addressed and help
her to be positive.
The parents agreed and compromise to

Geoff Garcia, Allen James Constant follow-up and counseling
12, 13 M stop makng a rumor, and no one will Resolved
Delos Reyes to show them that you care for
create trouble for both parties.
them.

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The table shows the bullying incidents H
happened to both learners and teachers. Most of A
the incidents were already resolved aside from P
one that involves her own family. T
E
R
School Concerns on Governance
II
Table 8. Number of Teachers
SCHOOL YEAR Male Female TOTAL
2022-2023 6 48 54
2021-2022 6 47 53
2020-2021 6 48 54
2019-2020 6 48 54
2018-2019 6 47 52
During the SY 2022-2023, the total number

of teaching personnel is 54, forty-eight (48) female
and six (6) male.
Table 9. School Plantilla

SCHOOL YEAR T1 T2 T3 MT 1 MT 2
2022-2023 28 4 16 5 1
2021-2022 31 2 15 4 1
2020-2021 32 4 12 4 2
2019-2020 33 5 12 3 1
2018-2019 31 5 14 1 1
The school has six (6) master teachers and

sixteen had Teacher 3 position. Majority of the
population of the teachers is Teacher 1, which
has a total of twenty-eight (28).

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H
Table 10. Teacher to Student Ratio A
P
NO. OF NO. OF
SCHOOL YEAR RATIO T
TEACHERS STUDENTS
2022-2023 54 1,886 34.93 E
2021-2022 53 1,995 37.64 R
2020-2021 54 2,026 37.52
2019-2020 54 1,964 36.37
2018-2019 52 2,067 39.75 II
With fifty-four (54) teachers and one

thousand eight hundred eighty-six (1,886)
students in SY 2022-2023, one teacher must
engage with thirty-five (35) students during the
said school year.
Table 11. Student to Hand-washing Ratio

NO. OF
SCHOOL YEAR RATIO
HANDWASHING
FACILITIES
2022-2023 58 1:33
2021-2022 48 1:42
2020-2021 48 1:42
2019-2020 48 1:41
2018-2017 25 1:83
As the school prioritizes hygiene and health

of all its stakeholders, there were five
handwashing areas placed around the school.

3
C
Table 12. Number of Buildings H
A
SCHOOL YEAR BUILDING
P
2022-2023 3
T
2021-2022 3
E
2020-2021 3 R
2019-2020 3
2018-2017 2 II
In SY 2022-2023, the school has a four-
storey building having twelve (12), one room is
used as ancillary (SBM and office of the principal)
and the rest is classrooms.
Table 13. Number of Classrooms

SCHOOL YEAR NUMBER
2022-2023 17
2021-2022 21
2020-2021 21
2019-2020 21
2018-2017 18
The table exhibits the shortage of the number
of classrooms. The school opted to follow a three-
shift program because the lack of classrooms to
accommodate the increasing number of enrollees.

3
C
SBM Level H
A
The school has started from scratch to P
archive documents. The old files of the schools T
were ruined by termites. However, the SBM team E
has been working on achieving Level 3 in the R
assessment, taking advantage of the technology
where the team was able to conveniently save and II
organize files in soft copies.
The school has the g-drive link which some

files are accessible to the people concerned and
some files are for the perusal of the school
personnel. The school's FB page has also been
created for easy access to the parents,
stakeholders and community. It has served as an
information campaign and venue for the
dissemination of important announcements,
activities, achievements and other endeavors of
the school.
The school has also google sheets/ forms for

the enrollment process for those who could not
come to physically. The school’s e-mail and all
other means of communication using the
advantage of social media were utilized to widen
the linkages of the school. All of these are part to
update and strengthen the schools’ networking as
part of establishing the school’s SBM practice.

3
C
Other Unique Concerns H
A
Since the school has limited space, the P
construction of new buildings is not feasible. T
However, a vacant lot is in front of the school E
donated to the government. It is still in the R
process of negotiation with the engineering
department of the local government to convert II
this space for the construction of new buildings
(at least two).
It is possible six years from now that, the

enrollment will increase. The school has three-
shift classes to accommodate the one thousand
eight hundred ninety-four (1,894) learners. There
are only seventeen classrooms available. The
school needs eight additional classrooms to create
more sections with an ideal number of learners.
Anticipating the school's growing population, the
school is making all its effort to coordinate the
issue with the proper authorities.
In addition, one of the issues which the

school has temporarily resolved is the re-opening
passageway ( a small entrance) going in and out
of the school. The small gate may or may not be
accessible in the coming years depending on the
resolution of the HOA and the barangay. The
issue about the gate may affect the enrollment of
the school if this will be closed permanently.

3
CHAPTER III
IMPROVEMENT PLAN

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H
A
P
T
E
Key Performance Indicator on Access R
III

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A
P
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E
Key Performance Indicator on Equity R
III

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A
P
T
E
Key Performance Indicator on Quality R
III

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H
A
P
T
Key Performance Indicator on E
R
Resilience
III

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H
A
P
T
R
Well-Being
III

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H
A
P
T
R
Governance
III

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H
A
P
T
Strategies/School Strategic E
R
Directions
III

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A
P
T
E
Key Interventions R
III

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A
P
T
E
Six Year Indicative Plan R
III

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A
P
T
E
Year 1 Work and Financial Plan R
III

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H
A
P
T
• Key Performance Indicators (targets) E
ACCESS R

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H
A
P
• Key Performance Indicators (targets)
T
QUALITY E
R

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A
P
• Key Performance Indicators (targets) T
QUALITY E
R

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A
P
T
E
R
WELL-BEING
I

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P
T
RESILIENCE R

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P
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EQUITY E
R

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T
R
GOVERNANCE
I

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P
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E
R
Strategies/School Strategic Directions
I

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P
T
E
R
KEY INTERVENTIONS
I

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A
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SIX YEAR INDICATIVE FINANCIAL PLAN
E
R

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A
P
T
SIX YEAR INDICATIVE FINANCIAL PLAN
E
R

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A
P
YEAR 1 ANNUAL IMPROVEMENT PLAN T
E
(Work and Financial Plan) R

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A
P
E

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H
A
P
E

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CHAPTER IV
SCHOOL MONITORING AND

EVALUATION AND ADJUSTMENTS
(SMEA)

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School Monitoring and Evaluation and H
Adjustments (SMEA) A
P
The school planning team and the school T
project team have organized a strategy to monitor E
and evaluate school activities, projects and R
programs. Through the leadership and guidance
of the school head, the team plotted a timeline IV
and matrix of events to check on the school's
implementation progress.
Figure . Program Evaluation Tool for Trainings and

Seminars

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C
H
A
P
T
E
R
IV

3
C
Figure . Program Evaluation Tool for School H
Activities A
P
T
E
R
IV

3
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Figure . Project Evaluation Tool H
A
P
T
E
R
IV
The monitoring tools will be utilized before,

during, and after the program/project/ activity
implementation. All stakeholders concerned are
to evaluate the programs/projects to have other
perspectives and views. The monitoring and
evaluation will serve as the data for the
improvement of the project.

3
C
Before the implementation, the status quo H
will be the project's starting point. It is the A
baseline to monitor and evaluate the progress. P
During the implementation, the M&E will be a T
guide to see the weaknesses and strengths of the E
project. In such time, the M&E will serve as the R
assessment tool if the target is achieved.
IV

3
CHAPTER VI
RISK MANAGEMENT PLAN

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Risk Management Plan H
A
This chapter presents the different types of P
risks, the tables for the identified risks, the T
probability and impact of risks and the risk E
management plan. R
I. Presentation and Analysis of the V

Identified Risks
Objectives:
a. To assess the different types of risks
associated with the event or activity of the
school.
b. To analyze the identified risks, considering
the probability of occurrence and severity of
consequences.
The School Planning Team together with

school project team leaders convened to discuss
the possible project risks and the risk
management plan which was reviewed and
collated by the respective project teams through
various risk analysis tools (fishbone diagram,
FGD, brainstorming and document review).
The group discussed the various risks that

may arise during the implementation of the
projects and their potential impact

3
C
The team developed a comprehensive risk H
management plan for each school project A
including risk identification, analysis mitigation P
and monitoring. T
E
The following are the possible areas of risks of R
the school projects.
V
Institutional Risks- risks about the effectiveness
of the institution’s leadership, governance
structure, decision-making processes and
accountability mechanisms.
Financial Risks- risks connected to failures not

securing enough funding or experiencing delays
in funding disbursement.
-risks of exceeding the allocated
budget due to unexpected expenses, changes in
scope or inaccurate cost estimation.
Operational Risks- risks related to lack of

effective coordination and communication among
the persons involved in the implementation of the
project
Capacity Risks- risks connected to lack of

necessary knowledge, skills or experience to
execute certain aspects of the project.

3
C
Environmental Risks- risks that are connected H
to weather conditions or natural disasters that A
can disrupt project activities, delay progress and P
potentially compromise the safety of participants. T
E
Figure 1. Risk Analysis Matrix on Impact and R
Probability
V
The tables below show the different identified

risks at Horacio de la Costa Elementary School
during the fiscal year 2022. The identified risks
from a thorough analysis of all the potential risks
that could arise during the planning and
execution of the school projects include risks
related to institutional risks, operational risks,
financial risks, capacity risks and environmental
risks.
Table . Identified Institutional Risk

Severity Overall
Identified Risks
Probability Impact Rate
Lack of accountability
Low Low 1
mechanisms

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C
Table 1 shows the identified institutional risk, H
wherein the lack of accountability mechanisms A
has a low probability and a low impact. This P
proves that before any project proceeds, it is T
important that the team members of the project E
clearly understand their roles and responsibilities R
and accept their accountability for the work. So
as for the institutional risk, the overall rate is low. V
Table . Identified Operational Risks

Severity Overall
Identified Risks
Lack of stakeholders’ engagement Low Low 1
Lack of information dissemination Low Low 1
Lack of monitoring and evaluation Low High 3
The table above reveals the list of identified

operational risks at Horacio de la Costa
Elementary School during the fiscal year 2022. As
seen in the table, the impact of a lack of
stakeholders’ engagement and a lack of
information dissemination is medium, and the
probability is low, which has an overall rate of 1.
Table . Identified Financial Risks

Severity
Overall
Identified Risks
Budget is not enough to cover the expenses Low Medium 2
Execution cost is higher than expected Low High 3

3
C
Table 3 displays the list of financial risks that H
may be encountered during the implementation of A
the school project. Based on the table, the P
impact of budget constraints is medium with an T
overall rate of 2, while having a higher cost of E
expenses than the expected amount is high with R
an overall rate of 3. This proves that when it
comes to budgeting, it is important that it is well- V
planned and carefully analyzed to avoid an
impact on the execution of the project.
Table . Identified Capacity Risks

Severity Overall
Identified Risks
Teachers have a lack of
Medium High 4
knowledge and skills
Teachers have a lack of
Medium High 4
training and seminars
Table 4 shows the identified capacity risks. It

can be gleaned that teachers lack knowledge and
skills, and training and seminars have a medium
probability and a high impact, with an overall rate
of 4. This conveys the impression that the
identified capacity risks may greatly affect the
project’s execution.
Table . Identified Environmental Risk

Severity Overall
Identified Risks
Changes in the plan due
to weather conditions or Medium Medium 3
natural disasters

3
C
Based on Table 4, it can be seen that the H
identified environmental risk, which is changes in A
the plan due to weather conditions or natural P
disasters has both medium probability and T
impact, with an overall rate of 3. This identified E
risk gives the impression that the project team R
has no option but to have an alternative plan to
pursue the project since the environmental risk V
indicated is beyond control.
II. Prioritization and Treatment of Data
With all the uncertainties, liabilities, errors,

and threats, the school planning and school
project teams focused on a proactive and
strategic approach to deal with the identified
risks. The team fully understood the risks so they
developed a risk management plan to address
and minimize the situation’s negative impact.
Objectives:
a. To prioritize actions that can be taken to
mitigate each risk.
b. To develop thorough contingency and crisis
response plans that can realistically be
implemented.
Strategies will be taken depending on the

situation:

3
C
High and medium: Risk mitigation is part of the H
contingency plan. A
P
Low priority: Acceptance is a way of doing no T
action but monitoring the risks. E
R
In the management of the possible risks to
occur, the school head has the command V
responsibility to manage the risks. Since the
risks were identified, the priority of the school
planning team and the school project team is to
prioritize them based on the potential impact and
likelihood of occurrence. This helps to determine
which risks require immediate attention and
appropriate measures.
Below is the risk management plan which

outlines the specific actions, responsibilities and
timelines for addressing each risk. It includes the
mitigation strategy as an alternative approach to
minimize the impact of potential risks.
By focusing on proactive risk management,

the school planning and project teams can
navigate uncertainties more effectively and ensure
the successful execution of their endeavors.

3
C
Table . Risk Mitigation Strategies H
Severity A
IDENTIFIED
RISK
Probability Impact
High/Medium/L High/Medium/
Overall MITIGATION STRATEGIES P
Rate
ow Low T
Institutional Risks- risks about the effectiveness of the institution’s leadership, governance
structure, decision-making processes and accountability mechanisms. E
Lack of Low Low 1 Strengthen and implement R
accountability strong governance
mechanisms structures such as
committees or coordination
teams to monitor and V
evaluate the progress of the
team outputs and
accountability to the
decision-making processes
of the projects.
Operational Risks- risks related to lack of effective coordination and communication among
the persons involved in the implementation of the project
Lack of Low Low 1 Establish an effective
stakeholders’ communication channels of
engagement their wherein stakeholders
are involved in the
feedbacking mechanisms to
encourage them to support
and participate in the
project.
Lack of Low Low 1 Ensure that the persons
information involved in the project are
dissemination aware and functional in
their respective roles.
Lack of Low High 3 Regularly monitor the
monitoring and work progress to update
evaluation and evaluate the project
implementation. Identify
and address disruption of
the project immediately.
Financial Risks- risks connected to failures not securing enough funding or experiencing
delays in funding disbursement.
-risks of exceeding the allocated budget due to unexpected expenses, changes in scope or
inaccurate cost estimation
Budget is not Low Medium 2 Create a comprehensive
enough to cover financial plan/. Conduct a
the expenses regular financial review.
Execution costs Low High 3 Allocate a provision of 2% to
are higher than 5% allowance to the budget.
expected
Reduce consumption if
inflation rate is fluctuating.

3
C
Capacity Risks- risks connected to lack of necessary knowledge, skills or experience to
execute certain aspects of the project.
H
Teachers have a Medium High 4 Assess the expertise of the A
lack of
knowledge and
persons involved.
Communicate and
P
skills coordinate with them and T
facilitate capacity building.
Teachers have a Medium High 4 Conduct training and
E
lack of training provide additional resources. R
and seminars
Environmental Risks- risks that are connected to weather conditions or natural disasters
that can disrupt project activities, delay progress and potentially compromise the safety of V
participants.
Changes in the Medium Medium 3 Conduct environmental
plan due to project assessment and
weather adhere to applicable
conditions or environmental regulations.
natural disasters

3
C
H
A
P
T
E
Risk Management Plan R
I
Severity
IDENTIFIED Probability Impact MITIGATION
Overall
RISK High/Medium/ High/Medium/ STRATEGIE
Rate
Low Low S
Institutional Risks- risks about the effectiveness of the institution’s
leadership, governance structure, decision-making processes and
accountability mechanisms.
Lack of Low Low 1 Strengthen and
accountabilit implement strong
y governance structures
mechanisms such as committees or
coordination teams to
monitor and evaluate
the progress of the
team outputs and
accountability to the
decision-making
processes of the
projects.

000
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H
A
P
T
E
I
Operational Risks- risks related to lack of effective coordination and
communication among the persons involved in the implementation of
the project
Lack of Low Low 1 Establish an effective
stakeholders’ communication channels
engagement of their wherein
stakeholders are involved
in the feedbacking
mechanisms to
encourage them to
support and participate in
the project.
Lack of Low Low 1 Ensure that the persons

information involved in the project
disseminatio are aware and functional
n in their
respective roles.
Lack of Low High 3 Regularly monitor the
monitoring work progress to update
and and evaluate the project
evaluation implementation.
Identify and address
disruption of the project
immediately.

000
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H
A
P
T
E
I
Financial Risks- risks connected to failures not securing enough funding
or experiencing delays in funding disbursement.
-risks of exceeding the allocated budget due to unexpected expenses,
changes in scope or inaccurate cost estimation
Budget is not Low Medium 2 Create a
enough comprehensive
to cover financial plan/.
the Conduct a regular
expenses financial review.
Execution Low High 3 Allocate a provision of
costs are 2% to 5% allowance to
higher the budget.
than Reduce consumption if
expected inflation rate is
fluctuating.
Capacity Risks- risks connected to lack of necessary knowledge, skills
or experience to execute certain aspects of the project.
Teachers Medium High 4 Assess the expertise of
have a lack the persons involved.
of knowledge Communicate and
and skills coordinate with them and
facilitate capacity
building.
Teachers Medium High 4 Conduct training and

have a lack provide additional
of training resources.
and
seminars

000
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A
P
T
E
I
Environmental Risks- risks that are connected to weather conditions or
natural disasters that can disrupt project activities, delay progress and
potentially compromise the safety of participants.
Changes in Medium Medium 3 Conduct environmental
the plan due project assessment and
to weather adhere to applicable
conditions or environmental
natural regulations.
disasters

000
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Basic Education (Horacio Dela Costa High School)

Studocu is not sponsored or endorsed by any college or university

DEPED’s MISSION, VISION,

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As a learner-centered public institution,

To protect and promote the right of every Filipino

Students learn in a child-friendly, gender-

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The school and its stakeholders collaborate

Ever since the school has been continuously

SCHOOL’S CURRENT SITUATION

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The school offers Kindergarten and complete

Most of the families’ sources of income are from

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Figure 1. Enrollment Trends

Male Female Total

The enrollment of Horacio Dela Costa

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The following school year of 2021-2022,

As for the SY 2022-2023, there was again a

Figure 2. Community Intake Rate

During SY 2019-2020, the decrease in

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The school’s drop-out rate increased since

Figure 4. School Leaver Rate

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Figure 5. Transition Rates of Primary to

The school’s primary transition rate shows

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Analysis of the Strengths or Weaknesses of

For the past years, when the drop-out rate

During this pandemic, drop-outs rose to

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a. The table shows the PHIL-IRI result of the

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Thus, the primary goal of the school's reading

The participation of the parents is an

Curriculum developers should also revisit the

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As the learning styles evolve as time passes, II

d. Strengths and Weaknesses of Past

It is a common scenario in the school that the

Because of the various and abrupt changes

Despite the struggles, stakeholders of the school

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e. Potential Problems if not performance issues

It is a common scenario in the school that the

Because of the various and abrupt changes

Despite the struggles, stakeholders of the

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The school continuously improves its literacy

a/b. Latest Performance in the National

For three consecutive years, National

c. Causes (internal or external)

With the sudden shift in instructional

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Table 3. First Periodical Test SY 2022-2023 Result

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Figure 6. Math MPS Figure 7. EPP MPS

Math MPS EPP MPS