SIP-2023-2028 - Gegantoca-Jardin ES

GEGANTOCA-JARDIN ELEMENTARY SCHOOL
137099
Monreal District
Sitio Pandan, Macarthur, Monreal, Masbate
School Improvement Plan 2023-2028

TABLE OF CONTENTS
CHAPTER 1. Department of Education’s Vision, Page 1

Mission, and Core Values Statement
CHAPTER 2. School’s Current Situation Page 2
CHAPTER 3. Improvement Plan Page 8
CHAPTER 4. School Program Implementation Review and Page 25

Performance Assessment (SPIRPA)
CHAPTER 5. Risks Management Page 33
List of Acronyms Page ii
List of Tables and Illustrations Page iv
i School Improvement Plan 2023-2028

LIST OF ACRONYMS
DepEd - Department of Education

GJES - Gegantoca-Jardin Elementary School
SIP - School Improvement Program
AIP - Annual Implementation Plan
SPT - School Planning Team
EOSY - End of School Year Rites
BLGU - Barangay Local Government Unit
LGU - Local Government Unit
SDRRM - School Disaster Risks Reduction Management
SPTA - School Parent-Teacher Association
LIS - Learner Information System
DCP - DepEd Computerization Program
GPP - Gulayan sa Paaralan Program
MOOE - Maintenance and Other Operating Expenses
eSAT - Electronic Self-Assessment Tool
SY - School Year
IRA - Internal Revenue Allotment
NTF-ELCAC - National Task Force to End Local Communist Armed
Conflict
VMV - Vision, Mission and Core Values
SWOT - Strengths, Weaknesses, Opportunities, and Treats
MTB - Mother Tongue Based
NDA - No Data Available
SBM - School-based Management
NLPA - No Longer Participating in School Activities
PPA - Programs Projects and Activities
CRLA - Comprehensive Rapid Literacy Assessment
RLA - Rapid Literacy Assessment
LRMS - Learning Resource Management System
ALNAT - Albay Numeracy Assessment Tool
WinS - WASH in Schools
SH - School Head
TLS - Temporary Learning Space
HRPTA - Home-Room Parent Teacher Association
SBFP - School-based Feeding Program
QPIR - Quarterly Program implementation Review
SDO - Schools Division Office
ii School Improvement Plan 2023-2028

SMET - School Monitoring and Evaluation Team
SPIRPA - School Program Implementation Review and Performance
Assessment
SGOD - School Governance Operations Department
BOOKSHELF- Bringing Overflowing Opportunities for Knowledge
through Smart, Homely, and Enhanced Library Facilities
LETRA - Learning Enhancement Through Reading Activities
MARKA - Meaningful Reading Activities for Remarkable Knowledge
Acquisition
PROVEN - Providing Realistic Opportunities for Vivid Enhancement
in Numeracy
KANAN PA - Kagandahang Asal Natututuhan sa Aktibo at Masiglang
Paglalaro
UFM - Urinal Facility for Males
DRREm - Direct Resources for Reinforcing Emergencies
ISS - Improving School Security
iii School Improvement Plan 2023-2028

LIST OF TABLES AND ILLUSTRATIONS
Table 1. Enrolment Page 3
Table 2.1 CRLA Result Page 4
Table 2.2 Quick RAP Class Result Page 4
Table 2.3 Numeracy Test Result Page 4
Table 3. Nutritional Status Page 5
Table 4. Key Performance Indicators Page 8
Table 5. Priority Improvement Areas Page 11
Table 6. Six-year Indicative Plan Page 15
Table 7. Annual Financial Requirements Page 20
Table 8. Monitoring and Evaluation Activities Page 25
Table 9. Monitoring and Evaluation Strategies Page 29
Table 10. Impact Page 33
Table 11. Probability Page 33
iv School Improvement Plan 2023-2028

FOREWORD
Consistent with its mission, vision, and core values as a public school,
Gegantoca-Jardin Elementary School (GJES) is ready to provide and
deliver quality education to its Filipino learners. GJES constantly seeks
to improve itself in the form of programs, projects, and activities it
implements to better serve its clientele by following the mandate of the
Department of Education (DepEd) to provide quality education for all.
The GJES School Improvement Plan (SIP) for SY 2023-2028 is a

collaborative work of the GJES SPT, which includes yours truly: the
school head, the SBM coordinator, the student representative, the
parent representative, and the LGU representatives. This SIP will serve
as the master plan for GJES for the next six years. It presents the root
causes of such problems and the objectives to solve them. As the name
suggests, SIP also presents a detailed plan on how to address the
Priority Improvement Areas (PIAs) for the improvement of the school.
With the help of each member of the SPT, I am now proud to present
the SIP of GJES for SY 2023-2028.
ERNELISA P. CANTUBA
School Head
v School Improvement Plan 2023-2028

EXECUTIVE SUMMARY
Introduction
The GJES SPT convened to prepare the school's SIP for SY 2023-2028. They
shared their vision of a perfect school, which they believe is child-friendly,
safe, and accessible, equipped with necessary materials and competent
teachers. They share the DepEd's vision of instilling values and developing
competencies for lifelong learning, ensuring equal opportunity for all children.
The SPT adheres to the DepEd mission, promoting a quality learning

environment and helping the school implement its PPAs. They internalize the
core values of God-fearing, nature-loving, humanistic, and patriotic values.
Achieving the department's mission, vision, and core values is a collaborative
effort, with the BLGU representative allocating funds from the barangay IRA
to support the school's projects.
GJES is a 13-kilometer-long school located in Sitio Pandan, Barangay

Macarthur, Philippines. Established in August 2021, it has a two-room
building voluntarily provided by the Macarthur government through NTF-
ELCAC. The school has four classes, with 59 learners from kindergarten to
sixth grade. The sources of income come mainly from farming and fishing,
with nearly one-third of the 118 families being farmers and fishermen. The
school has supportive stakeholders, including BLGU officials, who provide
funds for children's activities and programs. However, the school lacks
internet access, and the rain collector serves as a water source for sanitation
and hygiene activities. The school also lacks a safe source of drinking water.
Stakeholders have provided significant support for the establishment of

GJES, including donations in the form of money, time, and effort. They have
contributed to the construction of a makeshift classroom, a permanent flag
pole, temporary perimeter fences, and makeshift handwashing facilities. The
BLGU also donated two concrete classrooms with four comfort rooms.
However, there is a need for more smart TVs, urinal facilities for male learners
and teachers, and provisions for a brush cutter. Regular communication with
stakeholders is crucial for the school's progress. Additionally, the SBM Level
of Practice is 1, and the school faces unique concerns, such as frequent
transfers of learners due to transfer of residence.
The school has 59 enrolments in SY 2022-2023, with 23 males and 36

females. No retention or dropouts have been recorded in two years. Teachers
emphasize daily attendance and home visits. However, there is a need for
modular tables and bookshelves and a GPP for malnourished learners.
vi School Improvement Plan 2023-2028

GJES conducted a survey to identify youths aged 4–17 not attending school,
but all attended. The school plans to conduct stakeholder training to ensure
community involvement in implementing various learning modalities,
equipping them with basic knowledge for effective delivery.
The data shows 32% of 22 grade 1-3 learners are Grade Ready, while 26% are
at the Advancing Level. To achieve 100% grade level readiness by SY 2027-
2028, 68% for grades 1-3 and 74% for grades 4-6 are needed. The data on
numeracy indicates that all learners in grades 1-6 require substantial
support.
The school has a low number of severely wasted learners and 20 wasted ones,
with 8 SBFP beneficiaries. Bullying incidents have been low for the past two
years, but socio-emotional learning is needed. The school lacks basic disaster
risk reduction kits and disaster preparedness equipment. A sports program
is needed to encourage athletes and players. Additionally, the school needs to
replace makeshift perimeter fences with concrete posts and hog wire.
Addressing these issues is crucial for the school's overall well-being.
GJES has identified several gaps in the school's performance, including

limited access to standard tables and chairs, low Wins Practice levels, and a
small GPP area. Equity in implementing learning modalities is limited, and
only 32% of students in grades 1-3 are Literacy Grade Level Ready. Only 26%
of students in grades 4-6 are at the Advancing level in literacy, and all 49
learners need major support in numeracy. Resiliency and well-being are also
lacking, with no disaster equipment, sports equipment, or makeshift
perimeter fences. Governance is also lacking, with only one teacher using
multimedia for learning and 100% of male learners and teachers lacking
access to urinal facilities.
The absence of essential facilities and services can lead to teachers feeling
undervalued, unsupported, and lacking resources, which is crucial for
improving the school's child-friendliness.
The school is implementing interventions to tackle issues like access, quality,

equity, resiliency, well-being, and governance, aiming to establish a
comprehensive learning environment.
The school system faces several challenges, including access, equity, quality,
resiliency and well-being, and governance. Access to standard tables and
chairs is lacking for 100% of kindergarten learners, and the school's mini-
library has no bookshelves. To improve access, the school is implementing
projects like "I am Ready" to ensure all children in disadvantageous situations
receive quality education.
vii School Improvement Plan 2023-2028

Quality is lacking, with only 32% of 22 learners in grades 1-3 being Grade
Level Ready and 26% at Advancing level in literacy. Projects like LETRA,
MARKA, and PROVEN aim to help learners achieve Stage 1 and Stage 2
learning standards for fundamental reading and numeracy skills.
Resiliency and well-being is also lacking, with no disaster equipment, sports

equipment, or makeshift perimeter fences. Projects like DRREm, "Sa Disaster
Ako'y Laging Handa!", KANAM Pa, and ISS aim to improve school security and
protect learners from risks.
Governance is also lacking, with only one teacher using multimedia for
learning and no access to urinal facilities or brush cutters. Projects like Smart
TV and UFM aim to address these challenges comprehensively, focusing on
the educational needs of learners and the professional development of
teaching staff.
GJES plans to implement the SIP from 2023 to 2028, aiming for access,
equity, quality education, and resilience for all learners through key
performance indicators.
viii School Improvement Plan 2023-2028

I
Department of Education Mission, Vision, and Core Values
Statement
The GJES SPT convened to prepare the school’s SIP for SY 2023-2028. On
the sharing activity, the SPT presented their idea of a perfect school and their
understanding of the DepEd vision, mission, and core values. At first, they
imagined the kind of school they would want the learners to have. For them,
a perfect school is one that is child-friendly, safe, and accessible for the
learners. The school is fully equipped with the materials the learners need to
learn. Moreover, the teachers in the perfect school are also competent in their
craft of delivering quality education for the learners.
On DepEd Vision: The GJES SPT realized that they shared the same vision
with the DepED. They believe that all educational undertakings are done to
inculcate values and develop the necessary competencies to ensure lifelong
learning to support the holistic development of the learners. In doing so, all
children must be given equal opportunity for schooling and quality education.
The school must also take appropriate steps to make education accessible to
all, be learner-centered, and continuously improve its educational services.
On DepEd Mission: The GJES SPT also adheres to the DepEd mission, which
states the responsibilities of its stakeholders. They play a vital role in fulfilling
and realizing the Department’s mission. All members of the SPT recognized
their duty to promote a quality learning environment and the experiences of
the learners. They commit themselves to helping the school implement its
PPAs and achieve its goals for Filipino learners.
On DepEd Core Values: The GJES SPT internalizes the core values that must
be instilled in the learners. A Filipino child must be God-fearing, nature-
loving, humanistic, and patriotic. The ultimate goal of education is to cultivate
these values among the learners.
GJES SPT agreed that attaining the Department’s mission, vision, and core
values is a collaborative effort. Every member declared their commitment to
perform their roles and responsibilities in achieving the VMV statements. The
BLGU representative, Mr. Sammy C. Canale Sr., committed to allocating
funds from the barangay IRA to support the projects, programs, and activities
of the school. The parent representative, Mrs. Rea D. Jardin, and the rest of
the team members pledged their time and consistent support to the school’s
PPAs.
Page 1 School Improvement Plan 2023-2028

II
School’s Current Situation
School Context
GEGANTOCA-JARDIN ELEMENTARY SCHOOL (GJES) is located in Sitio

Pandan of Barangay Macarthur. It has a distance of 13 kilometers from the
Poblacion of Monreal. The land has a total area of 5,000 square meters. It has
a two-room building voluntarily provided by the barangay government of
Macarthur through NTF-ELCAC. The building is located at the foot of a hill,
so it is prone to landslides. GJES was established on August 15, 2021. The
land was donated by the Gegantoca-Jardin family, and the school head named
it after the donor.
The employees consist of four teachers, including the school head. GJES has
four classes: one monograde and three multigrade. The school head teaches
kindergarten, with one teacher for grades 1 and 2, one teacher for grades 3
and 4, and one teacher for grades 5 and 6. It has 59 learners from
kindergarten to grade six who have to walk more than a kilometer to get to
school because most of them live by the beach. Every rainy season, many
children miss class because the road is muddy.
The sources of livelihood for the families are mainly farming and fishing. As
per the records of the barangay, almost one-third of the 118 families are
farmers and fishermen. The income of the fishermen is affected by weather
and climate; usually, they experience minimum income during stormy or rainy
days. Farming activities are usually affected by an uneven climate, specifically
drought. And they can't find another livelihood in the locality except as
"housekeepers" or lending from microfinance institutions. 43 families were
beneficiaries of 4Ps. Professionals, OFWs, and miscellaneous store owners are
just a small part of the total number of families with stable sources of income.
The school is very lucky to have supportive stakeholders. The BLGU officials
provide funds for children's activities and programs for the protection and
welfare of schoolchildren.
Unfortunately, the school has no internet connection. The teachers have to go

almost a kilometer away to connect to the internet to submit reports or attend
online seminars.
The rain collector serves as a source of water for sanitation and hygiene
activities for 59 learners and 4 personnel and for garden maintenance. The
school has no safe source of drinking water.

a) School Performance on Access
Table 1. Enrolment
School Year Male Female Total
2021-2022 23 32 55
2022-2023 23 36 59
The total number of enrolments in this SY 2022-2023 is 59, which is higher

than the total enrolment in the SY 2021-2022. 23 of the total enrolments are
male, and 36 are female.
In the two years of the school's operation, there has been no record of retention
or drop-out because the teachers constantly remind the learners and parents
of the importance of attending class every day. They also conduct home visits
for learners who sometimes miss class.
There is a need to purchase standard modular tables and chairs for

kindergarten learners, and to construct bookshelves in mini-library.
The GPP is not fully established due to unavailability of tools and equipment.
It must be established to support the feeding program for malnourished
learners.
b) School Concerns on Equity
GJES conducted a survey to find out if there are youths from 4 to 17 years
old who are not in school. In the survey conducted, the school found that all
the youths attend school.
The involvement of the community in the implementation of the different

learning modalities is a must. That is why GJES plans to conduct training for
stakeholders to equip them with basic knowledge in the delivery of different
learning modalities.

c) School Performance on Quality
Table 2.1 CRLA Test Result
READING PROFILE
Grade
Full Moderate Light
Grade Language Level
Refresher Refresher Refresher
Ready
Grade 1 Minasbate 3 0 1 3
Grade 2 Filipino 4 1 0 3
Grade 3 Filipino 2 0 1 4
Grade 3 English 0 3 3 1
Table 2.2 Quick RAP Class Result
READING FROFICIENCY LEVEL

Grade Grappling Coping Establishing Advancing
Grade 4 5 0 6 4
Grade 5 4 0 1 3
Grade 6 2 0 2 0
As to data on Literacy- Out of the 22 learners in grades 1-3, 7 or 32% are

Grade Ready. Out of the 27 learners in grades 4-6, 7 or 26% are at the
Advancing Level. A gap to be met is 68% for grades 1-3 and 74% for grades 4-
6 to achieve 100% grade level readiness by the end of SY 2027-2028.
Table 2.3 Numeracy Test Result
Needs Major Transformin

Anchoring Emerging Developing
Grade Support g
(75-79) (80-84) (85-89)
(74-below) (90-100)
1 100% 0% 0% 0% 0%
2 100% 0% 0% 0% 0%
3 100% 0% 0% 0% 0%
4 100% 0% 0% 0% 0%
5 100% 0% 0% 0% 0%
6 100% 0% 0% 0% 0%
Total 100% 0% 0% 0% 0%
As to data on Numeracy-All learners in grades 1-6 need major support.

d) School Concerns on Resiliency and Well-being
Table 3. Nutritional Status
Severely
ENROLMENT Wasted Normal
Wasted
Kinder 1 1 8
Grade I 0 4 3
Grade II 0 4 4
Grade III 0 2 5
Grade IV 1 6 8
Grade V 1 2 5
Grade VI 0 1 3
Total 3 20 36
As to the data on learners’ health status, to date, there are 3 learners who are
severely wasted and 20 who are wasted. The school has 8 SBFP beneficiaries:
7 learners from grade 1 and 1 learner from kindergarten.
There was no record of bullying incidents for the past two years due to the
pandemic. But still, there is a need for the delivery of socio-emotional learning
for learners, as shown in their actions inside and outside the classroom.
As to risk reduction data, the school had no basic DRRM kits available, like a
first aid kit, whistles, GO BAGS, and a megaphone. It is also a must to equip
the stakeholders with disaster preparedness and mitigation. This will make
them ready for any natural and human hazards.
As to the percentage of learners who are in safe and conducive classrooms, to

date, all 59 learners, or 100%, are in a conducive classroom.
As to the data on sports and recreation, the school needs to establish a sports
program to encourage potential athletes and players to engage in any sports
discipline. Provision of sports equipment is a good avenue to start the sport
program.
The perimeter fences are makeshift. There is also a need to substitute these
fences with concrete posts and hog wire.

e) School Concerns on Governance
The stakeholders show full support for establishing the GJES by giving
donations in the form of money, in kind, time, and effort. They helped in the
construction of a makeshift classroom, a permanent flag pole, temporary
perimeter fences, and makeshift handwashing facilities. The BLGU also
donated two concrete classrooms with four comfort rooms funded by ELCAC.
These are the existing facilities in GJES.
Only one teacher is using a smart TV for teaching. There is a need to purchase
three more smart TVs to make learning meaningful and engaging.
All male learners and teachers are using toilets intended for females. There is
a need to construct a urinal facility to accommodate them.
The school has no access to a brush cutter. Provisions will make the cleaning
process easy and quick and will save time and effort.
The SBM Level of Practice is 1, and there is a need to regularly communicate

to stakeholders all its programs, projects, and activities.
f) Other Unique Concerns
Since most of the people in Sitio Pandan were poor, this raised special
concerns. The most common of these is the frequent transfer of learners to
other schools due to transfer of residence. That's why every year, many
learners from GJES transfer to other schools, and many from other schools
also transfer to GJES.
g) SWOT Analysis
In summary, the absence of essential facilities and services can result in

teachers feeling undervalued, unsupported, and lacking resources, which is
crucial for enhancing the school's child-friendliness.

Key Issues and Challenges
GJES has identified the different breaks contributing to the performance of

the learners and the school as a whole. These findings will really help the SPT
design varied interventions, programs, and projects that would respond to the
existing problems.
Summary of identified gaps, issues, and challenges (based on the situational

and SWOT analysis):
A. Access
1. 100% of kindergarten learners have zero access to standard tables

and chairs.
2. Elevating the level of Wins Practice from 1 to 2
3. The school's mini-library has zero bookshelves.
4. The area of the school GPP is only 25%, or 50 sq. mts.
B. Equity
1. The knowledge of parents and guardians about implementing different

learning modalities is limited.
C. Quality
1. Only 32% of 22 students in grades 1-3 are Literacy Grade Level

Ready.
2. Only 26% of 27 students in grades 4-6 are at the Advancing level in
literacy.
3. All 49 learners in grades 1-6 need major support in numeracy.
D. Resiliency and Well-being
1. The school has zero disaster equipment.

2. 100% of teachers, learners, and PTA officials need to be trained in
disaster preparedness.
3. Zero access to sports equipment
4. 100% of the perimeter fences are makeshift.
E. Governance
1. Out of 4 teachers, only 1 is using multimedia to facilitate learning.

2. 100% of male learners and teachers have zero access to urinal
facilities.
3. Acquiring 2 units of a brush cutter

III
Improvement Plan
GJES plans to implement the SIP from 2023 to 2028, aligning with Masbate
Province's SDO. The 6-year physical target aims to ensure access, equity,
quality education, and resiliency for all learners. Key performance indicators
aim to create an inclusive, safe, and supportive learning environment for
holistic development.
Table 4. Key Performance Indicator
Physical Target
Results Statement/Key SY 2023- SY 2024- SY 2025- SY 2026- SY 2027-
Performance Indicator Baseline 2024 2025 2026 2027 2028
Access
IO1.3- All learners transition to the next key stage
Transition Rate (K to Grade1) 100% 100% 100% 100% 100% 100%
Transition Rate (Grade 3 to
100% 100% 100% 100% 100% 100%
Grade 4)
IO1.2 - All learners will stay in
school and finish key stages
Simple Dropout Rate 0% 0% 0% 0% 0% 0%
Quality
Elementary
IO3.1 - Learners attained Stage 1 learning standards of fundamental reading and numeracy
skills
Percentage of learners at 32% 60% 75% 90% 100% 100%

independent reading level
Percentage of learners
achieving at least the
18% 40% 65% 80% 90% 100%
minimum level of proficiency
in English
36% 50% 70% 80% 90% 100%
in Filipino
59% 70% 80% 90% 100% 100%
in Mother Tongue
0% 40% 65% 80% 90% 100%
in Numeracy
IO3.2 - Learners attain Stage 2 learning standards of literacy and numeracy skills and apply
21st century skills to various situation
Percentage of learners 59% 70% 80% 95% 100% 100%
attaining proficient level or
Page 8
better in Stage 2 literacy
standards
attaining proficient level or
0% 50% 75% 85% 95% 100%
better in Stage 2 numeracy
standards
Resiliency and Well-being
Intermediate Outcome (IO) #4. Learners are resilient and know their rights and have the life
skills to protect themselves and claim their education rights from DepEd and other duty-
bearers to promote learners’ well-being
affected/displaced by natural
0% 0% 0% 0% 0% 0%
and man-made hazards/
disasters are retained
Percentage of learners who
reported violence committed
against them by other
0% 0% 0% 0% 0% 0%
learners (bullying) or adults
(child abuse) based on intake
sheets
Percentage of learners with
improved health Statistics 61% 65% 70% 80% 90% 100%
(elementary)
Governance
Enabling Mechanism #1. Education leaders and managers practice participative and
inclusive management processes
SBM level of Practice 1 1 2 2 3 3
Enabling Mechanism #3. Investments in basic education provide learners with the ideal
learning environment
Classroom to Learner Ratio 1:30 1:30 1:30 1:30 1:30 1:30
Teacher to Learner Ratio 1:20 1:20 1:20 1:20 1:20 1:20
Seats to Learners Ratio 1:1 1:1 1:1 1:1 1:1 1:1
Multimedia Packages 1 0 1 0 0 0
Science and Math Equipment 0 2 3 3 4 4
Connection to Electricity 1 1 1 1 1 1
Connection to Internet 0 1 1 1 1 1
Water and Sanitation Facility 1 0 1 0 0 0
Water Source 0 1 1 1 1 1
Equity
Intermediate Outcome (IO) #2. School-age children and youth, and adults in situations of
disadvantage benefited from appropriate equity initiatives
Transition rate of learners in
NDA NDA NDA NDA NDA NDA
situation of disadvantage
Retention rate of learners in
situation of disadvantage

Percentage of learners in
situations of disadvantage
(disaggregated by group)
achieved at least the
in functional literacy
achieved at least the
in numeracy
achieved at least the NDA NDA NDA NDA NDA NDA
in 21st
century skills

The school is implementing key interventions to address challenges in access,
quality, equity, resiliency, well-being, and governance, aiming to create a
holistic learning environment.
Table 5. Priority Improvement Areas and Key Interventions
Priority
Pillars Improvement Root Causes Key Interventions
Areas
100% of Zero provision of Provision of standard
kindergarten standard kindergarten facilities
learners have zero kindergarten
access to standard modular tables and
tables and chairs chairs
Elevating the level Zero provision of Project “Hugas Kamay”
of Wins Practice group handwashing
from 1 to 2 facilities
Access The school's mini- o Modules were Project BOOKSHELF
library has zero placed inside the (Bringing Overflowing
bookshelves. boxes. Opportunities for
o Zero space for Knowledge through Smart,
books and reading Homely, and Enhanced
materials Library Facilities)
The area of the Zero provision of Project “Gulay Mo, Sagot
school GPP is only GPP facilities, tools, Ko.”
25%, or 50 sq. mts. and equipment
The knowledge of Limited capability in Project “I am Ready!”
parents and the implementation
guardians about of the different
Equity implementing learning modalities
different learning
modalities is
limited.
Only 32% of 22 o High percentage of K-3
grades 1-3 learners learning gaps due
are Grade Level to MDL Project LETRA (Learning
Ready in Literacy. o Non-mastery of Enhancement Through
pre-requisite skills Reading Activities)
o Learners are not
Quality fans of reading
o Zero provision of
reading materials
at home
o Teaching-learning
episode is boring
Only 26% of 27 o High percentage of
4-6
students in grades learning gaps due
4-6 are at the to MDL
Advancing level in Project MARKA
o Non-mastery of
Literacy. (Meaningful Reading
pre-requisite skills
Activities for Remarkable
o Learners are not
Knowledge Acquisition)
fans of reading.

o Zero provision of
reading materials
at home
o Teaching-learning
episode is boring
o High percentage of
learning gaps due
to MDL
o Non-mastery of
1-6
pre-requisite skills
All 49 learners in o Zero provision of
manipulative Project PROVEN
grades 1-6 need
instructional (Providing Realistic
major support in
Materials Opportunities for Vivid
numeracy.
o The teaching- Enhancement in
learning episode is Numeracy)
boring.
o Poor study habits
The school has zero

disaster equipment. Project DRREm (Direct
Zero provision of
Resources for Reinforcing
DRRM equipment
Emergencies)
100% of teachers,
learners, and PTA No training on
Project “Sa Disaster
officials need to be disaster risk
Resiliency Ako’y Laging Handa!”
trained in disaster management
And Well- preparedness.
Being Project KANAM Pa
Zero access to provision of sports (Kagandahang Asal
sports equipment equipment Natututuhan sa Aktibo at
Masiglang Paglalaro)
100% of the
worn-out perimeter Project ISS (Improving
perimeter fences
fence School Security)
are makeshift.
Out of 4 teachers, Lessons are not Project Smart TV
only 1 is using engaging due to the
multimedia to absence of teaching-
facilitate learning. learning technology.
100% of male
Governance learners and
Zero provision of Project UFM (Urinal
teachers have zero
urinal facility Facility for Males)
access to urinal
facilities.
Acquiring 2 units of Zero provision of a
Provision of Brush Cutter
a brush cutter brush cutter
The provided information outlines key challenges and interventions across

various aspects of the school system.

Here are the salient points based on the information reflected in the table:
ACCESS
100% of kindergarten learners have zero access to standard tables and chairs,
the level of Wins Practice is 1, the school’s mini-library has zero bookshelves,
and the area of the school GPP is only 25%, or 50 sq. mts. Providing them with
these facilities will improve access to universal kindergarten education and
will improve learners’ access to quality rights-upholding learning
environments.
EQUITY
The knowledge of parents and guardians about implementing different

learning modalities is limited. Project “I am Ready” will ensure that all children
in situations of disadvantage are participating in basic learning opportunities
and receiving appropriate quality education.
QUALITY
Only 32% of 22 grades 1-3 learners are Grade Level Ready and only 26% of
27 grades 4-6 learners are in Advancing level in literacy, and all 49 grades 1-
6 learners need major support in numeracy. Project LETRA (Learning
Enhancement Through Reading Activities), Project MARKA (Meaningful
Reading Activities for Remarkable Knowledge Acquisition) and Project
PROVEN (Providing Realistic Opportunities for Vivid Enhancement in
Numeracy) will help learners attain Stage 1 and Stage 2 learning standards
for fundamental reading and numeracy skills.
RESILIENCY AND WELL-BEING
The school has zero disaster equipment; 100% of teachers, learners, and PTA
officials need to be trained in disaster preparedness; the learners have zero
access to sports equipment; and 100% of the perimeter fences are makeshift.
Project DRREm (Direct Resources for Reinforcing Emergencies), project “Sa
Disaster Ako’y Laging Handa! ”, project KANAM Pa (Kagandahang Asal
Natututuhan sa Aktibo at Masiglang Paglalaro) and project ISS (Improving
School Security) will help the school. With these projects, learners will be safe
and protected, and they can protect themselves from risks and impacts from
natural and human-induced hazards.

GOVERNANCE
Out of 4 teachers, only 1 is using multimedia for facilitating learning.

100% of male learners and teachers have zero access to urinal facilities
and zero access to a brush cutter. Project Smart TV, Project UFM
(Urinal Facility for Males ), and the provision of a brush cutter ensure
that human resources are sufficient, resilient, competent, and
continuously improving.
In summary, the school's challenges span across multiple areas,

including access, equity, quality, resiliency and well-being, and
governance. The interventions, represented by various projects and
programs, aim to address these challenges comprehensively, focusing
on both the educational needs of the learners and the professional
development of the teaching staff.

GJES's six-year indicative plan aims for a comprehensive education approach, prioritizing academic excellence and learners’
well-being through strategic initiatives to foster an inclusive, nurturing learning environment.
Table 6. Six-year Indicative Plan
Annual Physical Targets

Expected End
Objectives Output Performance
(the end output for Indicator End of
Programmed Year 1 Year 2 Year 3 Year 4 Year 5 Year 6
Plan
the next five years) 2022 2022-2023 2023-2024 2024-2025 2025-2026 2026-2027 2027-2028
Target
Pillar 1: Access
Intermediate Outcome 1.1: All five-year-old children in school
Strategy 1: Improve access to universal kindergarten education
2 sets of modular
Objective 1.1 tables and chairs
Standard
Standardized (1 set consists of
kindergarten 0 0 0 1 0 1 0 2
kindergarten facilities 2 modular tables
facilities
by 2028 and 6 monoblock
chairs).
Intermediate Outcome 1.2: All learners will stay in school and finish key stages
Strategy 2: Improve learners’ access to quality rights-upholding learning environment
Objective 1.2
Constructed 2 group
handwashing facilities
with 20 faucets at the Constructed 2 group
end of SY 2027-2028 group handwashing
1 1 0 0 1 0 0 2
(1 group handwashing handwashing facilities with 20
facility with 10 facilities faucets
faucets for SY 2022-
2023 and 1 for 2025-
2026).
Page 15
Strategy 2. Improve learners’ access to quality rights-upholding learning environment
Objective 1.3
Constructed 4
bookshelves for the Constructed
mini-library at the four
end of SY 2027-2028 bookshelves for 3 bookshelves 1 1 1 0 0 1 1 4
(1 bookshelf for SY the mini-
2022-2023, 1 library.
bookshelf for SY
2025-2026, and 1 for
SY 2026-2027).
Objective 1.4
Improved school GPP

at the end of SY Stablished GPP 200 sq. mts. 10% 25% 50% 75% 100% 100% 100% 100%
2024-2025 (33.3%
improvement every
year)
Pillar 2: Equity
Intermediate Outcome 2.1. All school-age children and youth and adults in situation of disadvantage are participating in basic learning
opportunities and receiving appropriate quality education
Strategy 5: Promote partnerships to benefit education for learners in situations of disadvantage
Objective 2.1 Involvement of
6 trainings
Raised the knowledge the community
conducted for 30
of parents and in the 1 1 1 1 1 1 1 6
parents/
guardians in the implementation
guardians
implementation of of the different

different learning learning
methods. modalities
Pillar 3: Quality
Intermediate Outcome 3.1: Learners attain Stage 1 (K-Grade 3) learning standards of fundamental reading & numeracy skills to provide basis for
success in the remaining learning stages
Strategy 1:Ensure alignment of the curriculum, instruction, and classroom assessment methods in all learning areas
Objective 3.1
Increased the
percentage of grade- Percentage of
ready learners in 100% of grades
Grade-level
grades 1-3 from 32% 1-3 learners are 13% 45% 60% 75% 90% 100% 100% 100%
ready learners
to 100% by the end of Grade-level ready
increased
SY 2024-2025
Objective 3.2
Increased percentage
Percentage of 100% of grades
of Transforming
Transforming 1-3 are
Learners in Grades 1- 20% 20% 40% 65% 80% 90% 100% 100%
learners Transforming
3 Mathematics from
increased Learners
0% to 100% by the
end of SY 2024-2025
Intermediate Outcome 3.2. Learners attained Stage 2 (Grade 6) learning standards of literacy and numeracy skills and apply 21st century skills
to various situation
Objective 3.3
of Advancing Level in
Advancing 4-6 learners are
grades 4-6 learners 19% 45% 70% 80% 95% 100% 100% 100%
learners in Advancing
from 26% to 100% by
increased Level
the end of SY 2024-
2025

Objective 3.4
of Transforming
Transforming 4-6 are
Learners in Grades 4- 30% 30% 50% 75% 85% 95% 100% 100%
learners Transforming
6 Mathematics from
increased Learners
0% to 100% by the
end of SY 2024-2025
Pillar 4: Resiliency and Well-Being
Intermediate Outcome 4.2. Learners are safe and protected, and can protect themselves from risks and impacts from natural and human-
induced hazards
Strategy 3. Protect learners and personnel from death, injury, and harm brought by natural and human-induced hazards
4 sets of First Aid
Kit, 100 pcs. 100% of
Whistles and 10 1 the
100 pcs.
Objective 4.1 GO BAGS, 1 megapho listed
DRRM 4 sets of Whistles 2 fire
Purchased 3 DRRM megaphone, 20 ne, 20 50 pcs. DRRM
equipment 0 0 First Aid and 10 extinguis
equipment at the end pocket pocket hard hat equipme
purchased Kit GO hers
of SY 2025-2025 flashlights, 2 fire flashligh nt
BAGS
extinguishers, ts purchas
100 pcs. hard ed
hats
Objective 4.2
Building safe and
Trained
resilient learners and
teachers, 6 trainings
stakeholders by 1 1 1 1 1 1 1 6
learners and PTA conducted
developing capacities
officials
in Disaster Risk
Management
Intermediate Outcome 4.3. Learners have the basic physical, mental, and emotional fortitude to cope with various challenges in life
Strategy 8. Promote learners' physical and socio-emotional skills development
Objective 4.3 2, 1 high 100% of
Sports 1 sport Table
Purchased sports 2 badmin discuss jump 2 the listed
implements implement every 0 0 tennis
implements at the tons throw, 2 equipme footballs equipment
implements
purchased school year purchased
end of SY 2027-2028 javelins nt

induced hazards
Strategy 5. Protect education investments from the impacts of natural and human-induced hazards
Objective 4.4
Established perimeter
fence with concrete Established 100% perimeter
10% 15% 30% 50% 60% 80% 100% 100%
post and hog wire at perimeter fence fence established
the end of SY 2027-
2028
Pillar 5: Governance
Intermediate Outcome 3.Ideal learning environment and adequate learning resources for learners ensured
Enabling Mechanism 3. Ensure ideal learning environment are in place and adequate and appropriate learning resources for learners are
provided
Objective 5.1
Purchased 3 units of Purchased smart 3 smart TVs
0 0 0 0 1 1 1 3
smart TVs at the end TVs purchased
of 2028
Objective 5.2
Acquired urinals for
Acquired urinal
male learners and 1 urinal facility 0 0 0 0 0 0 1 1
facility
teachers at the end of
SY 2028
Objective 5.3
Purchased 2
Purchased 2 units of 2 units brush
units of brush 1 1 0 0 1 0 0 2
brush cutters at the cutter
cutter
end of SY 2023-2024

Table 7. Annual Financial Requirements
Annual Financial Requirements

Fund Office
Objectives
Year 6 Source Accountable
Programmed Year 1 Year 2 Year 3 Year 4 Year 5
2027- Total
2022 2022-2023 2023-2024 2024-2025 2025-2026 2026-2027
2028
Pillar 1: Access
Strategy 1: Improve access to universal kindergarten education
Objective 1.1
Standardized kindergarten 0 0 0 7,700 0 8,800 0 16,500 MOOE SH
facilities by 2028
Strategy 2: Improve learners’ access to quality rights-upholding learning environment
Objective 1.2
Constructed 2 group
handwashing facilities with
20 faucets at the end of SY 8,000 10,900 0 0 13,200 0 0 24,100 MOOE SH
2027-2028 (1 group
handwashing facility with 10
faucets for SY 2022-2023
and 1 for 2025-2026)
Objective 1.3
Constructed 4 bookshelves
for mini-library for 3 5,000 7,200 8,100 0 0 9,500 10,000 34,800 MOOE SH
classrooms at the end of SY
2024-2025 (1 bookshelf for

SY 2023-2024, 1 bookshelf
for SY 2024-2025, and 1 for
SY 2026-2026)
Objective 1.4
Improved School GPP at the 5,000 5,500 6,000 6,800 7,200 7,800 8,000 41,300 MOOE SH
end of SY 2024-2025 (33.3%
improvement every year)
Pillar 2: Equity
Strategy 5: Promote partnerships to benefit education for learners in situations of disadvantage
Objective 2.1
To Capacitate parents/
guardians in the 1,500 1,600 1,800 2,000 2,200 2,500 2,800 12,900 MOOE SH
implementation of the
different learning modalities
Pillar 3: Quality
Objective 3.1
To increased percentage of
Grade Ready in grades 1-3 5,000 5,500 6,000 6,500 7,000 7,500 8,000 40,500 MOOE SH
learners from 32% to 100%
by the end of SY 2024-2025
(an increase of 22.67% every
year)

Objective 3.2
Increased percentage of
Transforming Learners in
Grades 1-3 Mathematics 2,000 2,200 2,500 2,700 3,000 3,200 3,500 17,100 MOOE SH
from 0% to 100% by the end
of SY 2024-2025 (an increase
of 33.3 % every year)
Objective 3.3
Advancing Level in grades 4-
6 learners from 26% to 100% 5,000 5,500 6,000 6,500 7,000 7,500 8,000 40,500 MOOE SH
by the end of SY 2024-2025
(an increase of 24.67% every
year)
Objective 3.4
Transforming Learners in
Grades 4-6 Mathematics 2,000 2,200 2,500 2,700 3,000 3,200 3,500 17,100 MOOE SH
from 0% to 100% by the end
of SY 2024-2025 (an increase
of 33.3 % every year)
induced hazards
Strategy 3. Protect learners and personnel from death, injury, and harm brought by natural and human-induced hazards
Objective 4.1 Purchased 3
DRRM equipment at the end
of SY 2025-2025 (4 sets of 5,000 6,000 7,000 8,000 9,000 10,000 10,500 50,500 MOOE SH
First Aid Kit for SY 2023-
2024, 4 Whistles and 4 GO
Page 22
BAGS for SY 2024-2025, and
1 megaphone for SY 2025-
2026)
Objective 4.2
Building safe and resilient
learners and stakeholders by 1,500 1,600 1,800 2,000 2,200 2,500 2,800 12,900 MOOE SH
developing capacities on
Disaster Risk management
Strategy 8. Promote learners' physical and socio-emotional skills development
Objective 4.3 Purchased
sports equipment at the end
of SY 2027-2028 (volleyball
equipment for SY 2024-2025, 3,800 4,000 4,500 5,000 5,500 6,000 6,500 31,500 MOOE SH
badminton for SY 2025-2026,
and football equipment for SY
2026-2027)
induced hazards
Strategy 5. Protect education investments from the impacts of natural and human-induced hazards
Objective 4.4
Established perimeter fence
with concrete post and hog 6,700 7,000 7,500 8,000 8,500 9,000 9,500 49,500 MOOE SH
wire at the end of SY 2022-
2023 (33.3% improvement for
SY 2022-2023)
Enabling Mechanism 3. Ensure ideal learning environment are in place and adequate and appropriate learning resources for learners are
provided
Page 23
Objective 5.1 Purchased 3
Smart TV at the end of SY
2027-2028 (1 for SY 2023- 0 0 0 15,000 0 20,000 23,000 58,000 MOOE SH
2024 and 1 for SY 2024-
2025)
Objective 5.2 Acquired
urinal for male learners at 0 0 0 0 0 0 20,000 20,000 MOOE SH
the end of SY 2028
Objective 5.3
Purchased 2 unit of brush 6,000 7,500 0 0 10,000 0 0 17,500 MOOE SH
cutter at the end of SY 2023-
2024

IV
School Program Implementation Review and Performance Assessment (SPIRPA)
The document provides a structured method for assessing the progress and effectiveness of school-level education programs,
focusing on enhancing access, quality, equity, resilience, well-being, and governance, emphasizing the significance of data
collection and feedback for decision-making.
Table 8. Monitoring and Evaluation Activities
Baseline Physical Target Frequency

Results Statement/Key Means of Responsible
(2021- Phase 01 Phase 02 of Data M&E Strategy
Performance Indicator Verification Body
2022) (2023-2025) (2026-2028) Collection
Pillar 1: Access
School
2 sets of modular tables 1 set
1 set modular Physical Physical
and chairs (I set consist of modular
0 tables and Facilities Annually Facilities SPIRPA
2 modular tables and 6 tables and
chairs Inventory Coordinator
mono block chairs) chairs
Report
1 group 1 group
WinS
2 group handwashing handwashing handwashing WinS
0 Monitoring Annually SPIRPA
facilities with 20 faucets facility with facility with Coordinator
Tool
10 faucets 10 faucets
School
Physical Physical
0 2 2 Facilities Annually Facilities SPIRPA
4 bookshelves for mini- Inventory Coordinator
library Report

GPP
200 sq. mts. 10% 150 sq. mts. 200 sq. mts. Monitoring Annually GPP Coordinator SPIRPA
Tool
Pillar 2: Equity
6 trainings conducted for Training L&D
1 3 3 Evaluation Annually SPIRPA
parents/guardians Coordinator
Form
Pillar 3: Quality
Reading
100% of grades 1-3 learners
13% 75% 100% CRLA Twice a year Coordinator, SPIRPA
are Grade-level ready
Class Advisers
Math
100% of grades 1-3 are
20% 65% 100% ALNAT Twice a year Coordinator, SPIRPA
Transforming Learners
Class Advisers
100% of grades 4-6 learners Reading
19% 80% 100% RLA Twice a year Coordinator, SPIRPA
are in Advancing Level
Class Advisers
100% of grades 4-6 are Math
30% 75% 100% ALNAT Twice a year Coordinator, SPIRPA
Transforming Learners
Class Advisers
induced hazards
4 sets of First Aid Kit, 100 4 sets of 1 School Physical
pcs. Whistles and 10 GO 0 First Aid megaphone, Physical Annually Facilities SPIRPA
BAGS, 1 megaphone, 20 Kits, 100 20 pocket Facilities Coordinator,

pocket flashlights, 2 fire pcs. flashlights, 2 Inventory DRRM
extinguishers, 100 pcs. Whistles, fire Report Coordinator
hard hats and 10 GO extinguisher,
BAGS 50 pcs. hard
hat
Training L&D
6 trainings conducted 1 3 3 Evaluation Annually SPIRPA
Coordinator
Form
1 high jump
2 equipment School Physical
badmintons 2 Physical Facilities
1 sport implement every 0 2, footballs Facilities Annually Coordinator, SPIRPA
school year discuss Table Inventory Sports
throw, 2 tennis Report Coordinator
javelins equipment
induced hazards
School Physical
Physical Facilities
100% perimeter fence 50% 100% Facilities
15% Annually Coordinator, SPIRPA
established Inventory Sports
Report Coordinator
School
Physical Physical
3 smart TV Purchased 0 Facilities Annually Facilities SPIRPA
Inventory Coordinator
0 3 Report

School
Physical Physical
1 urinal Facility 0 0 1 Facilities Annually Facilities SPIRPA
Report
School
Physical Physical
2 units brush cutter 1 1 1 Facilities Annually Facilities SPIRPA
Report

The SMEA culmination and regular Program Implementation Review (PIR) are conducted monthly, quarterly, semi-annual,
and annually as regular activities.
Table 9. Monitoring and Evaluation Strategies
MEA Strategy Scope
1. Establishment of Baseline & This refers to the setting up of baseline information in order to mainstream indicators that are
Verification Mechanisms necessary for responding to the varying needs of the learners in the schools:
In order to obtain accurate, up-to-date, factual and reliable data, the following strategies shall be
done:
1. Conduct Surveys and Assessments: Administer surveys and assessments to learners,

teachers, and parents to gather information about their needs, preferences, and challenges.
2. Utilize Existing Data Sources: Tap into existing school records, academic performance
data, and attendance records to gather relevant information about the learners.
3. Engage Stakeholders: Organize meetings and workshops involving teachers, parents, and
community members to collect qualitative insights about the learners' needs and experiences.
4. Collaborate with Local Authorities: Partner with local educational authorities and
community leaders to access demographic data and community-specific information that can aid
in understanding learners' backgrounds.
5. Implement Focus Group Discussions: Conduct focused group discussions with learners
from different grade levels to explore their perspectives, concerns, and aspirations.
6. Utilize Technology: Implement digital tools and software applications to collect real-time
data, such as online surveys and mobile applications, ensuring efficiency and accuracy in data
collection.

7. Conduct Home Visits: Arrange home visits to connect with learners' families, allowing a
deeper understanding of their living conditions, family dynamics, and potential challenges
affecting the learners' education.
8. Collate Data from Support Staff: Engage with school staff, such as school guidance
teacher, and clinic teacher, LRMS coordinator, GAD coordinator, and others to gather insights
into the specific needs of learners requiring additional support.
9. Regular Monitoring and Updates: Establish a system for continuous monitoring and
updates, ensuring that the collected data remains current and reflective of the evolving needs of
the learners.
10. Ensure Data Privacy and Ethics: Implement stringent data privacy measures and ethical
guidelines to protect the confidentiality and anonymity of the participants, fostering trust and
openness during data collection.
By employing these strategies, a comprehensive and accurate baseline information can be

established, enabling schools to effectively address the diverse needs of their learners.
2. Quarterly Program Implementation The QPIR serves as a platform for documenting the learners’ situation at the field level, giving
Review (QPIR) schools and SDOs immediate feedback on the effects of programs and projects in terms of
learners’ access to education, learners’ performance in school, and how learners’ rights are
enforced (BEDP 2030).
Through the different released policy guidelines on Monitoring and Evaluation, SDO Masbate has
already established M & E Teams who shall lead the conduct of PIR across governance levels to
wit:
● School Monitoring and Evaluation Team (SMET)
● School Program Implementation Review and Performance Assessment (SPIRPA)
Page 30
3. Annual Implementation Review The School Monitoring and Evaluation Team (SMET) in coordination with the SPIRPA Focal
(AIR) Persons and the School Planning Team will conduct the AIR. They will be guided by the SGOD
Planning & Research Section and School Management, Monitoring and Evaluation (SMME) Unit
in conducting the PIR and in crafting their Annual Implementation Plan (AIP) for the succeeding
year.
4. Mid-Term Review The mid-term review aims to determine if the critical milestones or targets set for 2025 are
realized or achieved at the division level and if the 2028 targets are still feasible.
5. Outcome Evaluation This is the final review and will be undertaken on or before 2028. The focus of the evaluation will
be :
Learners' Access to Education: Evaluate the effectiveness of strategies implemented to enhance

learners' access to education, including measures taken to reduce dropout rates, increase
enrollment, and improve attendance.
Academic Performance: Assess the impact of interventions on learners' academic achievements,

including improvements in literacy and numeracy rates, grade-level readiness, and overall
academic performance.
Learners' Rights Enforcement: Evaluate the enforcement of learners' rights, including their
safety, well-being, and protection from discrimination and abuse within the school environment.
Program Impact: Analyze the overall impact of specific programs and projects, including their
influence on learners' educational experiences, attitudes, and overall well-being.
Effectiveness of Monitoring and Evaluation Systems: Assess the efficiency and effectiveness of the
established Monitoring and Evaluation Teams, including their ability to provide timely feedback,
support schools, and ensure program accountability.

Stakeholder Engagement: Evaluate the level of engagement and collaboration among
stakeholders, including teachers, parents, community leaders, and local authorities, in
supporting learners' educational journey.
Sustainability: Determine the sustainability of implemented initiatives, examining their long-term

impact and potential for continued success beyond the evaluation period.
The Outcome Evaluation will serve as a comprehensive assessment of the school's progress
towards achieving its long-term objectives, providing valuable insights for future planning, policy
adjustments, and continuous improvement efforts.

V
Risk Management
The registry of identified Risks, its description and the strategic solutions to mitigate the impact of each identified
risks.
Risk Analysis Matrix on Impact and Probability
Table 10. Impact
High 3 4 5
Medium 2 3 4
Low 1 2 3
Low Medium High
Table 11. Probability
Severity
Probability Impact
Identified Risk Overall Rate Mitigation Strategies
(High/ (High/
Medium/ Low) Medium/ Low)
Institutional

Continue to implement the effective PPAs, revise and
Change of Leadership in school Medium High 4
adjust the ineffective
Capacity
Retooling/Upskilling/Upscalin
Implement the approved Learning and Development Plan
g of DepEd personnel to adapt
Medium High 4 of the School to address the development needs of the
to the changing needs of the
teaching and non-teaching personnel
new normal
Strategic
Resurgence of Covid-19 cases Medium Medium 3 Implementation of blended learning modalities
Financial
Intensify/Enhance partnership strategies or

Basic Education services do
Medium High 4 mechanisms with DepEd partners and stakeholders for
not have enough funding
provision of funds
Operational
Request for allocation of budget for classroom and

Shortage of crucial resources
furniture, maintenance of electricity, internet
(teachers, classrooms, Medium High 4
connectivity and safe drinking water through School
furniture)
MOOE
Environmental
Occurrence of natural Facilitate the conduct of school DRRM capacity

disasters/calamities which building/training and periodic assessments
High High 5
might reduce contact time and Mandate schools to have a readily available contingency
disrupt classes plan for DRRM-related scenarios

Annex:
● SWOT Analysis - Brief discussion on the results of the SWOT Analysis
Strengths
1. Comprehensive Approach: The projects ensure a comprehensive improvement by addressing a range of education-
related issues, from enrolment to well-being.
2. Project Specificity: Every project is designed to address certain problems, exhibiting a focused and methodical
approach.
3. Acknowledgment of Root Causes: Finding the underlying causes of issues like poverty, a lack of resources, and
insufficient skills lays a strong basis for intervention.
4. Multi-level Interventions: A comprehensive strategy is indicated by the variety of interventions included in the projects,
which include resource development, policy upgrades, and training programs.
Weaknesses
1. Resource Constraints: A persistent problem that affects many initiatives and could make it more difficult for them to
be implemented successfully is insufficient funding.
2. Geographical Challenges: Problems like dangerous school locations and vulnerable geographic areas make it difficult
to carry out some projects.

3. Limited Community Involvement: Insufficient community support and involvement may have an effect on a project's
capacity to last and succeed.
Opportunities
1. Collaboration Potential: Projects can get around resource constraints by partnering with governmental agencies, non-
profit organizations, or the commercial sector.
2. Policy Advocacy: Project impact can be increased by detecting policy gaps and promoting complementary policies.
3. Technology Integration: Discovering creative ways to include technology (ICT, internet, smart TVs) can improve the
standard of instruction.
Threats
1. Natural Disasters: The safety and continuity of education are seriously threatened by the existence of dangers and
inadequate disaster preparedness measures.
2. Resistance to Change: Certain programs may not succeed due to resistance to change, which is evidenced in things
like poor SBM level of practice and inadequate ICT training for teachers.
3. Incomplete Infrastructure: To guarantee a favorable learning environment, problems including the absence of
kindergarten tables and chairs, restricted access to library resources, and unsatisfactory sanitary facilities require
immediate action.

It is admirable that the education development programs take a comprehensive approach, tackling important pillars including
equity, well-being, access, and quality. To guarantee a successful deployment, it is necessary to carefully navigate the
vulnerabilities and dangers that have been discovered.
o Resource Constraints: The persistent problem of inadequate finance for several projects necessitates intelligent
financial planning. This difficulty could be lessened by looking for opportunities for cooperation with outside partners,
NGOs, or requesting government assistance.
o Geographical Challenges: Students' safety is put at risk by unsafe school locations. In order to address these
problems, infrastructure development and disaster preparedness measures must be combined, with a focus on creating
a secure and supportive learning environment.
o Limited Community Involvement: Community support is essential to the sustainability and success of education
initiatives. It is important to combine community engagement activities with advocacy programs to encourage a sense
of ownership and active participation.
o Opportunities: Working together with NGOs and government agencies offers the chance to combine resources,
exchange knowledge, and improve the initiatives' effectiveness. Advocating for policies can open doors to a helpful
learning environment.
o Technology Integration: Investigating cutting-edge methods to use technology, such ICT and smart TVs, can greatly
improve educational outcomes. However, the execution of these measures will not be successful unless resistance to
change is overcome, particularly in teacher training.
o Incomplete Infrastructure: It is possible to establish a favorable learning environment by funding construction and
maintenance projects, sometimes in conjunction with communities nearby. Ultimately, the effectiveness of education
reform programs can be accelerated by strategically focusing on resource limits, overcoming geographic obstacles,
encouraging community involvement, and embracing technological improvements. Coordination and adaptability in
handling the particular possibilities and difficulties in each priority area are crucial.

o Attachment:
● 2023 AIP for Quarter 4 (using the provided template)

● 2024 AIP (using the provided template)
● Implementation Plan of the 2023 Quarter 4 PPAs
● Monitoring and Evaluation Plan for the 2023 Quarter 4 PPAs

Accomplishment Report shall be made every quarter. School Report Card shall likewise be discussed and distributed to all
concerned individuals twice a year.
Prepared by: The School Planning Team
REA D. JARDIN MARK ANTHONY MORES KYLA D. GEBILAGUIN

Parent Representative/Member Teacher Representative/Member Student Representative/Member
SAMMY C. CANALE SR. ZALDY M. JARDIN SHARON D. BALDEO

BDRRM Representative/Member BLGU Representative/Member CPC Representative/Member
ERNELISA P. CANTUBA
SPT Leader
Reviewed by:
GLENN C. ALMODAL IMELDA E. REJUSO
Public Schools District Supervisor EPS-Mathematics
Recommending Approval:
CHERYLL V. BERMUDO
Assistant Schools Division Superintendent
Approved:
RAYMUNDO M. CANTONJOS, CESO V1
Schools Division Superintendent

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GEGANTOCA-JARDIN ELEMENTARY SCHOOL

School Improvement Plan 2023-2028

CHAPTER 1. Department of Education’s Vision, Page 1

CHAPTER 2. School’s Current Situation Page 2

CHAPTER 3. Improvement Plan Page 8

CHAPTER 4. School Program Implementation Review and Page 25

CHAPTER 5. Risks Management Page 33

List of Acronyms Page ii

List of Tables and Illustrations Page iv

i School Improvement Plan 2023-2028

DepEd - Department of Education

ii School Improvement Plan 2023-2028

iii School Improvement Plan 2023-2028

Table 2.1 CRLA Result Page 4

Table 2.2 Quick RAP Class Result Page 4

Table 2.3 Numeracy Test Result Page 4

Table 3. Nutritional Status Page 5

Table 4. Key Performance Indicators Page 8

Table 5. Priority Improvement Areas Page 11

Table 6. Six-year Indicative Plan Page 15

Table 7. Annual Financial Requirements Page 20

Table 8. Monitoring and Evaluation Activities Page 25

Table 9. Monitoring and Evaluation Strategies Page 29

Table 10. Impact Page 33

Table 11. Probability Page 33

iv School Improvement Plan 2023-2028

The GJES School Improvement Plan (SIP) for SY 2023-2028 is a

v School Improvement Plan 2023-2028

The SPT adheres to the DepEd mission, promoting a quality learning

GJES is a 13-kilometer-long school located in Sitio Pandan, Barangay

Stakeholders have provided significant support for the establishment of

The school has 59 enrolments in SY 2022-2023, with 23 males and 36

vi School Improvement Plan 2023-2028

GJES has identified several gaps in the school's performance, including

The school is implementing interventions to tackle issues like access, quality,

vii School Improvement Plan 2023-2028

Resiliency and well-being is also lacking, with no disaster equipment, sports

viii School Improvement Plan 2023-2028

Page 1 School Improvement Plan 2023-2028

GEGANTOCA-JARDIN ELEMENTARY SCHOOL (GJES) is located in Sitio

Unfortunately, the school has no internet connection. The teachers have to go

Page 2 School Improvement Plan 2023-2028

School Year Male Female Total

The total number of enrolments in this SY 2022-2023 is 59, which is higher

There is a need to purchase standard modular tables and chairs for

b) School Concerns on Equity

The involvement of the community in the implementation of the different

Page 3 School Improvement Plan 2023-2028

Table 2.1 CRLA Test Result

Table 2.2 Quick RAP Class Result

READING FROFICIENCY LEVEL

As to data on Literacy- Out of the 22 learners in grades 1-3, 7 or 32% are

Table 2.3 Numeracy Test Result

Needs Major Transformin

As to data on Numeracy-All learners in grades 1-6 need major support.

Page 4 School Improvement Plan 2023-2028

Table 3. Nutritional Status

As to the percentage of learners who are in safe and conducive classrooms, to