PILLAR 3: QUALITY

3.1 The 2 2 4 Strengthen Annual School

implementation Possible Low Very partnerships reporting to Head
of Low with the School
the program other Head
may stakeholders Regular
be hindered for program monitoring
due to support of
possible back the School
out of Head
identified
stakeholders

3.2 Implementatio 3 4 12 Capacitate Monthly School

n of Likely Medium teachers reporting to Head
learning- in formulating the School
specific learning- Head
needs specific Regular
instruction innovations monitoring
would be that will of
hampered be implemented the School
if the teachers in Head
are their respective
not capacitated classes
in
formulating
relevant
instructional
materials and
tools.
3.3 Delay in the 3 4 12 Strengthen Monthly School
conduct of co- Likely Medium High monitoring of reporting to Head
curricul the the
ar submission of School
program implementation Head
s that plans Regular
promote monitoring
learner of
involvement the School
and learner Head
support
mechanisms
due to
delayed
submission of
implementatio
n
of all learning.
3.4 Institutionaliza 3 4 12 Strengthen Monthly School
tion Likely Medium High capability- reporting to Head
of the building for the School
development teachers in Head
and use of crafting
integrative integrative Regular
performanc assessment monitoring of
e task the
across all School
key- Head
stages may not
be
realized if
teachers lack
training in
crafting
integrative
assessment.
3.5 Development of 2 4 8 Conduct Quarterly School
Learning Possib Medium Mediu capability- reporting to Head
Packets le m building in the School
may be crafting Head
hindered if localized Regular
the level of materials monitoring of
commitment of and strengthen the School
teachers in the and reward Head
crafting system
the for teachers
localiz
ed
instruc
tional
materials is
not
achieved.
PILLAR 4: LEARNER’S RESILIENCY AND WELL-BEING
4.1 Delay in the 3 4 12 Strengthen Monthly School
conduct of co- Likely Medium High monitoring of reporting to Head
curricular the the School
programs that submission of Head
promote learner implementation Regular
involvement and plans monitoring of
learner support the School
mechanisms due
Head
to
delayed
submission
of implementation
of learning
4.2 Sustainability 2 4 8 Strengthen Quarterly School
of the feeding Possible Medi Medium partnerships reporting Head
program may um with to
be hampered other the School
due to stakeholders Head
possible back and source out Regular
out of other monitoring
program prospective of
support of partners the School
stakeholders for program Head
support

ENABLING MECHANISMS – GOVERNANCE AND MANAGEMENT

5.1 The desired 2 4 8 Strengthen Quarterly School

level of Possible Medi Medium partnership reporting Head
engagement um engagement to the
and among School
commitment the involved Head
of the groups
SGC and all and conduct Regular
the sectoral regular monitoring
groups monitoring of of the
may not be the School
achieved and program Head
may
hinder the
implementatio
n of
relevant
PAPs.
5.2 Delay in the 3 8 24 Source out Monthly School
construction other possible reporting Head
of the physical Likely High High stakeholders for to
library due to funding and the School
lack of funds. program Head
support
Regular
monitoring
of
the School
Head
 KEY-PERFORMANCE INDICATORS

PILLAR 1 ACCESS
Table 1 Access
TARGET
 KPI 2023 2024 2025 2026 2027 2028
Strategic BASELIN
Objectives E (2022)
Intermediate Outcome (IO) #1: School-age children, out-of-school children, youth, and
adults accessed relevant basic learning opportunities

SO1.1
Achieved at
least 2%
increase in
total
enrollment
of school-
aged
learners by
2028.

SO1.1a 147 149 151 153 155 157 159

Elementary

IO1.1 All five-year old children in school

SO1.2
Achieved at 24 25 26 27 28 29
2% of 30
least 2%
increase
increase in

TARGET
Strategic BASELIN
KPI
Objectives E (2022)
2023 2024 2025 2026 2027 2028
enrolment of
school-aged
Kindergarte 24 25 26 27 28 29 30
n by 2028.

IO1.2 All learners will stay in school and finish key stages.

SO1.3
Maintained
total
number of
grades 2 to
6 learners Number of
104 106 108 110 112 114 116
who were Learners
enrolled in
grades 1 to
5 the
previous
BOSY.

TARGET
Strategic BASELIN
KPI
Objectives E (2022)
2023 2024 2025 2026 2027 2028

SO1.4
Maintained
0% in
simple
Simple
dropout
Dropout
rate by Rate
2028.

0% 0% 0% 0% 0% 0% 0%
SO1.4a
Elementary

IO1.3 All learners transition to the next key stage

SO1.5 Increased number of learners who moved to the next higher level by 2028.
SO1.5.1
Maintained
total
number of
Kinder
previous 24 24 24 25 25 26 26
Transition
kindergarten
learners
who moved
to grade 1.

SO1.5.2
Maintained
total
Elem
number of 21 21 21 55 55 55 55
previous Transition
grade 3
learners
who
moved to

TARGET
Strategic BASELIN
KPI
Objectives E (2022)
2023 2024 2025 2026 2027 2028

grade 4.

SO1.5.3
Maintained
total
number of
Elem
previous 25 25 25 26 26 30 30
Transition
grade 6
learners
who moved
to grade 7.

PILLAR 2 EQUITY
Table 2 Equity
BASEL TARGET
 I NE 2023 2024 2025 2026 2027 2028
Strategic
KPI (2022)
Objectives
Intermediate Outcome (IO) #2: School-age children and youth, and adults who are at
risk of being left behind benefitted from appropriate equity initiatives

SO2.1 Achieved
%
at least 0% ND
Disparity in
disparity in
Transition
transition by
2028.

SO2.2 Achieved
at least 0.97-1.03 Gender
Gender Parity
Index in
completion by
2028.
Parity
Index 1 1 1 1 1 1 1
SO2.2a Elem
Completion
IO2.1 All school-age children and youth and adults in situations of disadvantage are
participating in basic learning opportunities and receiving appropriate quality
education

SO2.3 Achieved
90% learners in % of
situations of Learners in
situation of
disadvantage
disadvant
continue to 82% 84% 86% 88% 90% 90%
age 80%
participate in
education by
2028.

BASELI TARGET
Strategic
KPI NE
Objectives 2023 2024 2025 2026 2027 2028
(2022)
SO2.4.1 Achieved % of
85% learners in 80%
Learners 82% 84% 86% 88% 90% 90%
situations of
disadvantage
with at least
proficient level functional
Proficient or better
or better in literacy
functional
literacy by 2028

SO2.4.2 Achieved % of
85% learners in Learners 80% 82% 84% 86% 88% 90% 90%
situations of
disadvantage
with at least
proficient level
Numeracy Proficient or better
or better in
numeracy by
2028

SO2.4.3 Achieved
85% learners in % of
situations of Learners 80% 82% 84% 86% 88% 90% 90%
disadvantage
with at least
proficient level
or better in 21st 21st
Century Proficient or better
century skills by
2028 Skills
PILLAR 3 QUALITY

Table 3 Quality of Learning

BASEL TARGE
Strategic
KPI INE T
Objectives
(2022) 2023 2024 2025 2026 2027 2028

Intermediate Outcome (IO) #3: Learners complete K-12 Basic Education having attained
all learning standards that equip them with the necessary skills and attributes to pursue
their chosen paths

SO3.1: Achieved 100% of K-12 Learners has pursued their chosen path by 2028.

% of
Learners
pursued
College 43.5% 52.92% 62.34% 71.76% 81.18% 90.6% 100%
higher
educatio
n

% of
Learners
Employment pursued 38.17% 48.48% 58.79% 69.1% 79.41% 89.72% 100%
employm
ent

% of
Learners
Entrepreneurship
pursued 18.32% 31.93% 45.54% 59.15% 72.76% 86.37% 100%
entrepren
eurship

% of
Learners
pursued
Middle Level
middle 0% 16.66% 33.32% 49.98% 66.64% 83.33% 100%
Skills Training
level
skills
training

SO3.2 Maintained number of learners who completed in Grade 6.

SO3.2.1 SY 17-
Maintained 18: 17
number of Grade 6
18-19:
graduates Completion 47 47 47 47 47 47
17
who enrolled
in grade 1, 5 19-20:
years ago. 19
 BASE TARGET
Strategic
KPI L INE
Objectives 2023 2024 2025 2026 2027 2028
(2022
)
20-21: 51 51 51 51 51 51
21

21-22:
19

22-23:
24

IO3.1 Learners attained Stage 1 learning standards of fundamental reading and

numeracy skills

SO3.3: Achieved specific percentage of learners attained nearly proficient level or better in
stage 1 learning standards of (a) reading (English & Filipino), (b) Mother Tongue, (c)
numeracy by 2028.

*Early Language Literacy and Numeracy Assessment (ELLNA)

SO3.3.1 % of
ND 75%
Achieved at least Learners
75% learners
attained nearly
proficient level
or better in stage Proficiency
ND Nearly proficient or better
1 learning Level
standards of
English by 2028.

SO3.3.2 % of
ND 75%
Achieved at least Learners
75%

BASE TARGE
Strategic
KPI L INE T
Objectives
(2022) 2023 2024 2025 2026 2027 2028

learners attained
nearly proficient
level or better in Proficiency
ND Nearly proficient or better
stage 1 learning Level
standards of
Filipino by 2028.
SO3.3.3 Achieved
% of
at least 75% of ND 75%
Learners
learners attained
nearly proficient
level or better in
stage 1 learning Proficiency
standards of ND Nearly proficient or better
Level
mother tongue by
2028.

SO3.3.4 Achieved % of
at least 75% of ND 75%
Learners
learners attained
nearly proficient
level or better in
stage 1 learning Proficiency
ND Nearly proficient or better
standards of Level
numeracy by
2028.

*Regional Standardized Test

SO3.3.5 % of
Achieved at least ND 75%
Learners
75% learners
attained nearly
proficient level or
better in stage 1 Proficiency
ND Nearly proficient or better
learning Level
standards of
English by 2028.

SO3.3.6 Achieved % of
at least 75% ND 75%
Learners
learners attained
nearly proficient Proficiency
level or better in ND Nearly proficient or better
Level
stage 1 learning
 BASE TARGET
Strategic
KPI L
Objectives 2023 2024 2025 2026 2027 2028
INE
(202
2)
standards of
Filipino by 2028.

SO3.3.7 Achieved
at least 75% of % of
ND 75%
learners attained Learners
nearly proficient
level or better in
stage 1 learning
standards of Proficiency
ND Nearly proficient or better
Level
mother tongue by
2028.

SO3.3.8 Achieved % of
ND 75%
at least 75% of Learners
learners attained
nearly proficient
level or better in
stage 1 learning Proficiency
ND Nearly proficient or better
standards of Level
numeracy by
2028.

IO3.2 Learners attain Stage 2 (Grade 6) learning standards of literacy & numeracy skills
and apply 21st century skills to various situations

SO3.4: specific percentage of learners attained nearly proficient level or better in stage 2
(Grade 6) learning standards of (a) literacy (English & Filipino), (b) numeracy by 2028.

*National Achievement Test 6

SO3.4.1 Achieved % of
at least 75% of ND 75%
Learners
learners attained
nearly proficient
level or better
Proficiency
stage 2 learning ND Nearly proficient or better
Level
standards
English by 2028.

SO3.4.2 Achieved
% of
at least 75% of ND 75%
Learners
learners attained
nearly proficient Proficienc y
ND Nearly proficient or better
level or better Level
stage 2 learning

BASE TARGE
Strategic
KPI LINE T
Objectives
(2022) 2023 2024 2025 2026 2027 2028

standards
Filipino by 2028.

SO3.4.3 Achieved
at least 75% of % of
ND 75%
Learners
learners attained
nearly proficient
level or better in
stage 2 learning
Proficiency
standards of ND Nearly proficient or better
Level
numeracy by
2028.

*Regional Standardized Test 6

SO3.4.4 Achieved
% of
at least 75% of ND 75%
Learners
learners attained
nearly proficient
level or better
stage 2 learning Proficienc
ND Nearly proficient or better
standards y Level
English by 2028.

SO3.4.5 Achieved % of
ND 75%
at least 75% of Learners
learners attained
nearly proficient
level or better Proficienc
stage 2 learning ND Nearly proficient or better
y Level
standards
Filipino by 2028.

SO3.4.6 Achieved
at least 75% of % of
ND 75%
learners attained Learners
 nearly proficient
level or better in
stage 2 learning Proficienc
ND Nearly proficient or better
y Level
standards of
numeracy by
2028.

Pillar 4 Learner’s Resiliency and Well-being

Table 4 Learner’s Resiliency and Well-being

Strategic BASELI TAR

KPI GET
Objectives NE
2023 2024 2025 2026 2027 2028
(2022)
Intermediate Outcome (IO) #4: Learners are resilient and know their rights and have life skills
to protect themselves and claim their education-related rights from DepEd and other duty-
bearers to promote learners' well-being

SO4.1: Achieved % of displaced

100% affected and learners
displaced learners retained in N/A
are retained for school
the current year.

SO4.2: Achieved
100% learners
with bullying and % of Learners
ND 0%
child abuse cases
are being acted
immediately.

SO4.3: Achieved
% of Learners
100% of evaluated
evaluated ND 100
learners are happy
%
and satisfied with
basic education
experience in % of Satisfaction
accordance with Level ND
the provisions of
the RBE annually.

SO4.4: Achieved
100% of Learners % of Learners
with 100% ND 100
%
knowledge of their
rights to and in
education in
accordance with
the provisions of % of Knowledge
Level ND
the Rights Based
Education (RBE)
annually.

SO4.5: Achieved % of
100% compliance conformance to ND 100%
to RBE in the

Strategic BASELINE TARG

KPI ET
Objectives (2022)
2023 2024 2025 2026 2027 2028

learning RBE
environment by Guidelines
2028.

SO4.6:
Achieved at
least very Satisfaction
ND
satisfactory Level
Learners
Satisfaction
Rating on RBE
by 2028.
IO4.1 Learners are safe and protected, and can protect themselves from risks impacts from
natural and human induced hazards
SO4.7: Achieved
100% learners
equipped with
capacities on 100% of
ND 100%
what to do Learners
before, during,
and after a
disaster/emerge
nc y annually.
SO4.8: % of
ND 100%
Achieved 100% Learners
learners are in Level of
safe schools ND
Safety
annually
IO4.3 Learners have the basic physical, mental, and emotional fortitude to cope with
various challenges in life.
SO4.9:
Achieved at
least 80%
learners have
improved
health statistics
(BMI) by 2028. % of
Learners 80.35%
85% 85% 85% 85% 85% 85%
SO4.9a
Elementary

Strategic BASELIN TARGET

KPI
Objectives E (2022) 2023 2024 2025 2026 2027 2028
SO4.10: Achieved
at least 80%
learners have 80% of
ND 80%
improved physical Learners
fitness level by
2028.

Enabling Mechanisms – Governance and

Management Table 5 Governance and Management

BASELI TARGET
Strategic
KPI NE
Objectives 2023 2024 2025 2026 2027 2028
(2022)
Enabling Mechanism #1: Education leaders and managers practice participative
and inclusive management processes

SO5.1: Improved SBM Level of Practice by 2028.

SO5.1.1
Maintained/ SBM
Improved SBM Level of 2 2 2 2 2 2 2
level of practice Practice
by 2028

Enabling Mechanism #2: Strategic human resource management enhanced for

continuing professional development and opportunities
 SO5.2 Achieved very satisfactory or higher rating in the Office Performance
Commitment and Review Form (OPCRF) and teachers’ Individual Performance
Commitment and Review Form (IPCRF) by 2028.

SO5.2.1
Achieved at
least very Perform
satisfactory or ance 4.67 4.73 4.79 4.85 4.91 4.97 5.00
higher rating in Rating
the OPCRF by
2028.

SO5.2.2 100% of 94.12% 95.1 96.08 97.06 98.04 99.02

100%
Achieved 100% teachers % % % % %
teachers

attained very Average

satisfactory or Perform
higher rating in ance 4.79 4.83 4.87 4.91 4.95 4.98 5.00
the IPCRF by Rating
2028.

Enabling Mechanism #3. Investments in basic education provide learners with the
ideal learning environment

SO5.3: Achieved an ideal proportion in a. functional library; b. connection to

electricity; and c. connection to internet functional library by 2028.

BASELI TARGET
Strategic
KPI NE
Objectives 2023 2024 2025 2026 2027 2028
(2022)
SO5.3.1
Achieved
connection to With With With With
electricity with None None None electri electri electri electri
set quality city city city city
standard by
2028.

Enabling Mechanism # 4: Improve and modernize internal systems and

processes for a responsive and efficient financial resource management
 SO5.4: Achieved very satisfactory or satisfactory rating in the Client
Satisfaction Survey from the respective stakeholders (internal & external)
annually.
SO5.4.1
Achieved at
least very
satisfactory or
satisfactory
rating in the Client
Client Satisfac ND
Satisfaction tory
Survey from Rating
internal and
external
stakeholders
annually.

Enabling Mechanism #5: Key stakeholders actively collaborate to serve learners

better

BASELI TARGET
Strategic
KPI NE
Objectives 2023 2024 2025 2026 2027 2028
(2022)
S-
SO5.5: Increased financial contribution from local and international partners by
2028.
SO5.6: Achieved functional School Governing Council (SGC) by 2028. (separate elem
and secondary for integrated schools) refer to DO 26, s. 2022 sec. VII Monitoring and Evaluation, as
to indicators of the functions of SGC

SO5.6.1
Achieved 100% % of
functional complia
School nce/fun 10% 25% 40% 55% 70% 85% 100%
Governing ctionalit
Council by y
2028.

W-O-T ANALYSIS

PILLAR 1. ACCESS
 SO Strengths Weaknesses Opportunities Threats
SO 1.1 1. Strategic 1. Change 1. Partnerships 1. Possible transfer
location of the residence of with educational of learners to
school learners stakeholders and other schools
the community due to transfer
of residence

SO1.1.1 2. Highly qualified 2Lack of training for 2. Upskilling and 2. Lack of support
teachers receiving teacher trainings for from Department
in handling teachers for teachers to have
LSENs scholarships on
Master’s Degree

SO1.2 1. Kindergarten 1. Limited 1. Teacher can 1.Transfer of

offers morning school spaces offer one on one learners due to
sessions. and playground. intervention for transfer of
struggling residence and
learners. parents’ workplace.
2. Upskilling and
trainings for
teachers
SO 1.3 1. Convenient 1.Compact 1.Partnership 1.Regular schedule
schedule of classes schedule of with SPTA in of classes of other
for learners classes and conducting integrated schools
(Morning Shift and limited time for educational that may
Afternoon Shift) recess/break for conference encourage learners
learners to transfer

SO 1.4 1. Regular conduct of 1. Non- 1.Coordination with the 1.Lack of parent’s

home visitation participation of parent- leader of each support to send
SARDOs and respective barangays in his/her child to
2. Teachers PARDOs monitoring learners’ school.
religiously monitor progress
pupil’s progress 2. Lack of
pupils’ interest
to go to school.
SO1.5.1 1.Limited contact 1. Have an ample time 1. Transferred-
1. Highly time. in crafting/making of out of learners in
Competent Grade 1 reading materials that nearby schools.
teacher. 2. Lack of suits to the level of
trainings. learners due to more 2. Parent’s support
reports/ paper work. and commitment
SO 1.5.2 1.Offers whole day 1. Not allowed to 1. Proposition of SLM 1. Transferred-out
classes in intermediate conduct co- of learners due to
ELEM level. curricular activities transfer of
due to academic residence.
priorities.
2. Maximum
ratio of enrollees per
section.
PILLAR 2. EQUITY
SO Strengths Weaknesses Opportunities Threats
SO2.1 1. Implemented 1. Coordination 1.Nonattendance
various programs 1. Learners of with the local LGU and not
and activities that disadvantage for child mapping pursuance of
promote learner d situations education of
engagement and (Poor 2. Lack of school learners of
holistic well- being economic facilities and disadvantaged
status) equipment. situations
2. Rigorous
Monitoring of 2. Lack of 3. Creation of catch 2.
attendance communication up programs and Noncooperation
for the working activities suited to of parents
3. Intensive home parents. all.
visitation program 3. Learner’s
3. Some of the economic status
parents of
learners are
OFW/working
that led to
absenteeism
SO2.2 1. Teachers are 1. Differentiat 1. Partnership 1.Transfer of
(ELEM) trained to handle ed instruction with stakeholders learners
classes in TLE is not applied that can provide
in class. TLE tools and
equipment.
2. Lack of tools
and equipment
for boys and
girls
SO2.3 1. Implementation 1. Uncooperativ 1. Coordination 1. Non-pursuance
of programs like e parents in the with the parent- of learners of
home visitation, follow-up of leader of each disadvantaged
quarterly their children’s respective situations due to
Kamustahan with learning barangays in early employment
parents progress monitoring
2. Teachers who are learners’ progress
trained to conduct 2. No follow up 2. Time
informal or alignment of 2. Modification/ constraint in in
assessment for school’s lesson application of preparation of
referral to and discipline differentiated modified or
developmental at home instruction and differentiated
 pediatrician and assessment based lessons and
other related on learners’ level assessments.
professional who
can conduct
formal assessment
or
diagnosis

SO2.4.1 1. Implementation 1. Reluctance 1. Coordination 1. Non-pursuance

of functional and with the of education due
literacy programs nonparticipatio parents/guardians to early
like reading n of learners of of learners in employment of
remediation in disadvantage disadvantaged learners of
Filipino and English situations in situations in disadvantaged
the literacy following up their situations
programs progress in
functional literacy
2. Well-trained 2. Learner’s
teachers in reading level 2. Strengthen the 2. Time-
Beginning and implementation of constraint in
Reading competencies remediation preparation of
Teachers conduct programs modified or
literacy program 3. Lack of differentiated
like Reading implementatio lessons and
Remediation in n of formal assessments
MTB and Filipino assessment
provided by the 3. Acquisition of
3. Rigorous DepEd standardized
conduct of assessment 3. Non-
remedial classes 4. Majority of package for appearance of
teachers are not reading, writing, learners
4.Conduct of home trained to and numeracy
visitation. construct
and conduct
5.3 teachers who informal
are trained to assessment
construct and
conduct informal 5.Lack of tool for
assessment formal
assessment in
assessing learners
with learning
difficulty
SO2.4.2 1. Conduct of 1. Reluctance 1. Coordination 1. Non-pursuance
assessments in and with the of education due
Numeracy (RUNT nonparticipation parents/guardians to early
and Speed Test) of learners of of learners in employment of
and disadvantaged disadvantaged learners of
implementation of situations in the situations in disadvantaged
remediation numeracy following up their situations
programs progress in
2. Well-trained numeracy
teachers to teach
Numeracy 2. Difficulty of 2. Strengthen the 2. Non-apperance
learners to implementation of of learners
3. Teachers remember Numeracy
practice the Mathematics programs
Repetition basic facts.
Strategy for 3
minutes before
class

PILLAR 3. QUALITY
SO Strengths Weaknesses Opportunities Threats
SO3.1 1. Established 1. Insufficient 1. More 1. Transfer of
School skillful teachers enrollees due to learners due
monitoring in managing school location. to transfer of
and feedback additional residence.
assignments for 2. School offers
mechanism.
different School whole day classes
programs. in Grades 4-6.
2.Most of the
learners are
within the
community.
SO3.1.1 1. Established 1. Insufficient 1. More 1. Transfer of
School skillful teachers enrollees due to learners due
monitoring in managing school location. to transfer of
and feedback additional residence.
assignments for School offers
mechanism.
different School whole day classes
programs. in Grades 4-6.
2. Most of the
learners are
within the
community.
SO3.3.1 1. Teachers 1. No available 1.More sufficient 1. Lack of
utilized a variety space for time in preparing parent’s
of reading reading hub for intervention commitment
approaches. activities in helping their
child to read.
2. Retention level
of learners
SO3.3.2 1. Teachers 1. Limited funds and 1. More sufficient 1. Lack of
 attended resources. time in preparing parent’s
webinars in for intervention commitment
Beginning activities in helping their
Reading of ABC+ child to read.
2. Retention level
of learners
SO3.3.3 1. Teachers 1. Limited funds and 1. More sufficient 1. Lack of
attended resources. time in preparing parent’s
webinars in for intervention commitment
Beginning activities in helping their
Reading of ABC+ child to read.
2. Retention level
of learners
SO3.3.4 1.Teachers 1. Limited time to 1.Streghthen 1. Absenteeism
conduct a daily follow up in all numeracy of learners
drill routine Mathematics Basic programs and
before the start of Facts. intervention
the class to activities
master
Mathematics
basic facts.

SO3.3.5 1. Teachers 1.No available space 1.More 1. Lack of

utilized a variety for reading hub sufficient parent’s
of reading time in commitment
approaches. preparing for in helping their
intervention child to read.
activities 2. Retention level
of learners

SO3.3.6 1. Teachers 1. Limited funds and 1. More sufficient 1. Lack of

attended resources. time in preparing parent’s
webinars in for intervention commitment
Beginning activities in helping their
Reading of child to read.
ABC+ Retention level of
learners
SO3.3.7 1. Teachers 1. Limited funds and 1. More sufficient 1. Lack of
attended resources. time in preparing parent’s
webinars in for intervention commitment
Beginning activities in helping their
Reading of ABC+ child to read.
2. Retention level
2. of learners
SO3.3.8 1.Teachers 1. Limited time to 1.Streghthen 1. Absenteeism of
conduct a daily follow up in all numeracy learners
drill routine before Mathematics Basic programs and
the starts of the Facts. intervention
class to master activities
Mathematics basic
facts.
SO3.4.1 1. Teachers utilized a 2. No available space 1.More sufficient time 1. Lack of
SO3.4.4 variety of reading for reading hub in preparing for parent’s
approaches. intervention activities commitment in
helping their
child to read.
2. Retention level
of learners
SO3.4.2 1. Teachers attended 1.Limited funds and 1. More sufficient 1. Lack of
SO3.4.5 webinars in resources. time in preparing for parent’s
Beginning Reading intervention activities commitment in
of ABC+ helping their
child to read.
2. Retention level
of learners
SO3.4.3 1. Teachers attended 1.Limited funds and 1. More sufficient 1. Lack of
SO3.4.6 webinars in resources. time in preparing for parent’s
Beginning Reading intervention activities commitment in
of ABC+ helping their
child to read.
2. Retention level
of learners
SO3.5.1 1.3 out of 3 Filipino 1.Lack of instructional 1.Coordination with 1.Time constraint
SO3.5.2 Teachers have units materials to address other schools to due to overlapping
in the untaught, skipped benchmark practices school activities
their Master’s and least learned in managing that may hamper
Degrees untaught and skipped
skills/ competencies in delivering the
learning
competencies essential learning
competencies

2.Lack of untaught and in delivering the

instructional skipped learning essential learning
materials to address competencies competencies
the Untaught, skipped
and least learned
skills/competencies
 SO3.6 1.Teacher 1.Lack of review on 1.Identification of 1.Lack of interest
teaching least learned skills least learned skills in studying
subjects 2.Struggling readers through item 2.Lack of
aligned to their 3.Lack of interest in analysis parental support
area of studies 2.Conduct 3.Lack of time for
specialization 4.Lack of facilities remediation on review and
2.Trained and learning identified least remediation
teachers resources especially learned skills
textbooks

PILLAR 4. LEARNER’S RESILIENCY AND WELL-BEING

SO Strengths Weaknesses Opportunities Threats
SO4.3 1.Learner- 1.Lack of 1. Partnership with 1.Transfer of
centered satisfaction other educational learners to other
SO4.4 instructio survey and stakeholders to schools
n assessment conduct learner-
SO4.5 tools centered activities

SO4.6
SO 4:7 1.Quarterly 1. Only 5% out 1.Partnership with 1.Natural disasters
conduct of of the total the LDRRMO for and emergencies
Earthquake drills student capacity building of 2.Low level of
population are learners in disaster preparedness may
2. Integration of well-equipped and emergency during the disaster
emergency and capacitated response may jeopardize the
response in emergency safety of the
system during response learners
class 2. Not all
discussions disaster related
activities are
practiced and
oriented in the
school
3. Low level
of
preparednes
s (scenario
planning)
SO 4:8 1.Quarterly 1.Lack of 1.Partnership with 1.Continuing
Conduct of equipment for the LGU for the waves of COVID-
earthquake drills information provision of 19
2.Regular conduct address/dissemi equipment for
Of school and nation information
hazard mapping. 2.Inadequate address/dissemina
alarm system tion and alarm
system
 SO 4:9 1.100% access in 1.77.70% out of 1.Partnership with 1.Poor economic
the BMI status of 100% learners the LGU for status of the
learners have normal BMI programs immediate
status promoting the community
overall health and
wellness of learners

SO 4:10 1.Conduct of Physical 1.100% attainment of 1.Partnership with the 1.Implementation of the
Fitness Test twice a learners to undergo barangay for conduct of wellness
year 2.Conduct of Physical Fitness Test community fitness program activities will be
wellness program due to medical activities hampered due to
activities conditions
ENABLING MECHANISMS – GOVERNANCE AND MANAGEMENT
SO Strengths Weaknesses Opportunities Threats
SO5.1.1 1. Functional and 1.Lack of funds 1.Build 1.Complaints of
Excellent or resources for partnerships with parents in the
management proposed other stakeholders for school
projects program support community
SO5.2.1 1.Very 1.The level of 1.Organize 1. Non-
satisfactory-best commitment of Capability-building compliance of
rating in OPCRF some non- some teachers
performing
teachers
SO5.2.2 1.Very 1.Non-satifactory 1. Strengthen 1.Non-
satisfactory-best results in remediation and compliance of
rating in IPCRF Achievement intervention some teachers
tests of learners activities
SO5.4.1 1. Availability of 1.Lack of 1. Partnerships with 1. Lack of
reading physical library other stakeholders buildable spaces
SO5.4.1 materials and reading hub for program support
SO5.6.1 1. Functional and 1. Client 1.Stregthen 1.Unsatisfactory
Excellent Satisfaction partnerships with rating in the survey
management Survey from the other stakeholders
respective
stakeholders is
not practiced
SO5.7.1 1.Stregnthened 1.Low level of 1.Entice other 1. Dissatisfied
support of local commitment of prospective complaints
partners other local stakeholders for outside the
SO5.7.2 2.Documented partners partnerships and school
financial program support community
SO5.7.3 contribution of 2. Possible back
local partners out of support of
3. Maximized local partners
utilization of
finances

CROSS S-W-O-T ANALYSIS

PILLAR 1. ACCESS
SO S W SWOT Recommended
Actionable Strategies
SO 1.1 S2 W1 S Complete offering of academic Develop partnership-
2 programs from K-6 building activities such as
consultative meeting and
learning convergence for
prospective stakeholders
for the provision of
W Lack of classrooms, facilities, instructional rooms.
1 and buildable spaces
Strengthen the campaign
for classroom-initiated
initiatives to address the
teaching and learning gaps
brought by the inadequacy
of learning spaces.
SO S O SWOT Recommended
Actionable Strategies
SO 1.3 W1 T1 W Compact schedule of classes Maximize the time for
1 and limited time for instruction and focus on
recess/break for learners the delivery of essential
learning competencies

T Regular schedule of classes of

Develop programs and
1 other integrated schools that
activities that are aligned to
may encourage learners to
the curriculum that will
transfer
nourish the learners’
academic and special
skills/talents

SO O T SWOT Recommended-
/S Actionable Strategies
SO 1.4 W1 O1 W1 Maximize coordination
with parent-leaders for the
regular conduct of home
visitation and monitoring
O1 Coordination with the parent- of learners’ progress
leader of each respective
barangays in monitoring
learners’ progress
S2 O2 S2 Teachers religiously monitor Develop partnership-
pupil’s progress building activities among
parents and teachers.

SO W O SWOT Recommended-
Actionable Strategies
SO W1 O1 W1 Lack of facilities and spaces in Strengthen partnership-
1.5.3 offering different building activities with
specializations of the program SPTA and LGU such as
consultative meetings and
learning convergence for
prospective stakeholders
in the provision of
O1 Partnership with SPTA and equipment and
LGU in the provision of instruments needed for the
equipment and instruments program
needed for the program
PILLAR 2. EQUITY
SO S T/O SWOT Recommended-
Actionable Strategies
SO2.1 S1 T1 S1 Implemented various Develop youth
programs and activities that formation programs
promote learner engagement such as peer
and holistic well-being counseling,
T1 Nonattendance and non- reproductive health
pursuance of education of
learners of disadvantaged
situations

Partnership with REAL

Life in establishing a
teen center in the
school
S2 O3 S2 Rigorous monitoring of Improve quality
attendance and learning education like early
progress childhood interventions
O3 Creation of programs and and parental support
activities suited to all. programs.
SO W O SWOT Recommended-
Actionable Strategies
SO2.2 W3 O2 W3 Lack of strengthened Strengthen and expand
campaign of programs the implementation of
intended for female learners the programs intended
O2 Partnership with academic for female learners in
stakeholders that specialized partnership with the
in offering livelihood academic stakeholders
programs and skills training specializing in offering
for female learners livelihood programs
and skills training

Intensify the
Implementation of
career guidance
orientation
 S3 S2 Teachers who are qualified to Offer or change
teach female – oriented track/strands that
strands (ex. Beauty care) attracts the interests of
O3 Offering of strand intended for female learners though
female learners the partnership with
O4 TESDA
Partnership with TESDA and
other stakeholders
SO S/W T/O SWOT Recommended-
Actionable Strategies
SO2.3 S1 T1 S1 Implementation of programs Coordinate with the
like home visitation, quarterly parent-leader of each
Kamustahan with parents respective barangays in
T2 Non-pursuance of learners of monitoring learners’
disadvantaged situations due progress like
to early employment conducting home
visitation
W2 O2 W2 Lack of knowledge to Conduct trainings for
administer MFAT to learners elementary teachers on
O2 Training on how to administer how to administer
MFAT MFAT

Intensify the
implementation of
MFAT.
SO S W SWOT Recommended-
Actionable Strategies
SO2.4.1 S1 W1 S1 Implementation of functional Intensify the
literacy programs like reading implementation of
remediation in Filipino and functional literacy
English programs in
W1 Reluctance andcoordination with the
nonparticipation of learners parents of learners of
of disadvantage situations in disadvantage situations
the literacy programs to maximize their
engagement of the
program
S5 W5 S5 3 teachers who are trained to Train teachers on how
construct and conduct to administer the
informal assessment existing standardized
W5 Lack of tool for formal assessment provided by
assessment in assessing the DepEd and other
learners with learning assessment tool
difficulty
SO S W/O SWOT Recommended-
Actionable Strategies
SO2.4.2 S1 W1 Conduct of assessments in Intensify the
Numeracy (RUNT and Speed implementation of
Test) and implementation of numeracy programs in
remediation coordination with the
Reluctance and parents of learners of
nonparticipation of learners of disadvantage situations

disadvantaged situations in to maximize their

the numeracy programs engagement of the
program
S3 O2 S3 Teachers practice the Strengthen the
Repetition Strategy for 3 implementation of
minutes before class numeracy repetition
O2 Implementation of programs strategy for 3-minute
in Numeracy drill daily before class.
SO S T SWOT Recommended-
Actionable Strategies
S1 T1 S1 Develop a program
SO2.4.2 focusing on learners of
disadvantaged
situations in the
T1 Absence and nonparticipation attainment of the
of learners of disadvantaged proficient level in 21st
situations that may hamper in Century Skills
attaining the proficient level
in 21st Century Skills
PILLAR 3. QUALITY
SO S W SWOT Recommended-
Actionable Strategies
SO3.2.1 S1 O1 S1 Established school Strengthen home
monitoring and feedback visitation as needed.
mechanism
O1 Positive Feedback of parents Strengthen the open
communication with
teacher and parents
every quarter.
SO S W SWOT Recommended-
Actionable Strategies
SO3.3.1 S1 W1 S1 Teacher utilized a variety of
reading approaches.

W1 No available space for reading Establish a reading

SO3.3.2 hub hub needed for literacy
program.

Implement a Project
SO3.3.3 PBB Padala Balasahon
sa Balay.
 Implement a Habit
Forming Drill.

SO S W SWOT Recommended-
Actionable Strategies
SO3.3.4 S1 W1 S1 Teachers conduct a daily drill Strengthen the
routine before the start of the implementation of
SO3.3.8 class to master Mathematics Mathematics Basic
basic facts. Facts through daily drill
SO3.4.3 W1 Pupils’ difficulty to remember routine
Mathematics Basic Facts
SO S W SWOT Recommended-
Actionable Strategies
SO3.3.5 S1 W1 S1 Teacher utilized a variety of Establish a reading
reading approaches. hub needed for literacy
SO3.3.6 W1 No available space for reading program.
hub
SO3.3.7 Implement a Project
PBB Padala Balasahon
SO3.4.1 sa Balay.
SO3.4.2 Implement a Habit
Forming Drill.
SO W T SWOT Recommended-
Actionable Strategies
SO3.5.1 W1 T1 W1 Untaught, skipped and least Develop remediation
learned skills/competencies and catch up plan
T1 Time constraint due to programs to address the
overlapping school activities untaught, skipped and
that may hamper in the least learned
delivery of essential learning skills/competencies
competencies
SO W T SWOT Recommended-
Actionable Strategies
SO3.5.2 W1 T1 W1 Untaught, skipped and least Develop remediation
learned skills/competencies and catch up plan
T1 Time constraint due to programs to address the
overlapping school activities untaught, skipped and
that may hamper in the least learned
delivery of essential learning skills/competencies
competencies
SO W T SWOT Recommended-
Actionable Strategies
SO3.5.3 W1 T1 W1 Untaught, skipped and least Develop remediation
learned skills/competencies and catch up plan
programs to address the
untaught, skipped and
 least learned
skills/competencies
T1 Time constraint due to
overlapping school activities
that may hamper in the
delivery of essential learning
competencies

SO W T SWOT Recommended-
Actionable Strategies
SO3.5.4 W1 T1 Untaught, skipped and least Develop remediation
learned skills/competencies and catch up plan
Time constraint due to programs to address the
overlapping school activities untaught, skipped and
that may hamper in the least learned
delivery of essential learning skills/competencies
competencies
Time constraint due to
overlapping school activities
that may hamper in the
delivery of essential learning
competencies
SO W T SWOT Recommended-
Actionable Strategies
SO3.5 W1 T1 W1 Untaught, skipped and least Develop remediation
learned skills/competencies and catch up plan
SO3.5.5 T1 Time constraint due to programs to address the
W2 overlapping school activities untaught, skipped and
that may hamper in the least learned
SO3.5.6 delivery of essential learning skills/competencies
competencies
SO3.6
W2 Lack of instructional Create localized
materials to address the instructional
Untaught, skipped and least materials/activity
learned skills/competencies sheets as supplement in
T1 Time constraint due to addressing the
overlapping school activities untaught, skipped and
that may hamper in the least learned
delivery of essential learning skills/competencies
competencies
PILLAR 4. LEARNER’S RESILIENCY AND WELL-BEING
SO S O SWOT Recommended-
Actionable Strategies
SO 4.2 S1 O1 S1 Maximize partnership
with expert personnel
O1 Partnership with identified for training and
stakeholders for technical orientation in Child
assistance in Child protection Protection
 SO4.4 S1 O1 S1 Learner-centered Instruction Maximize partnership
with educational
SO4.4 O1 Partnership with educational stakeholders in
stakeholders in conducting conducting learner-
SO4.5 learner-centered activities centered activities

SO4.6

SO W O SWOT Recommended-
Actionable Strategies
SO4.7 W1 O1 W1 Maximize partnership
with the LDRRMO for
O1 Partnership with the capacity-building in
LDDRMO for capacity disaster and emergency
building response
SO W O SWOT Recommended-
Actionable Strategies
SO4.8 W1 O1 W1 Fully equipment for Maximize Partnership
information with the LGU for the
dissemination/public address provision of the needed
O1 Partnership with the LGU for equipment
the provision of equipment
SO T O SWOT Recommended-
Actionable Strategies
SO4.9 T1 O1 T1 Poor economic status of the Maximize partnership
immediate community with LGU for program
O1 Partnership with the for support
programs promoting the
overall health and wellness of
learners
SO S O SWOT Recommended-
Actionable Strategies
SO4.10 S1 O1 S1 Conduct of wellness program Maximize Partnership
activities with the barangay for
O1 Partnership with the community fitness
barangay for community activities
fitness activities
ENABLING MECHANISMS-GOVERNANCE AND MANAGEMENT

SO S W SWOT Recommended-
Actionable Strategies
SO5.2.1 S1 W1 S1 Consistent rating of Conduct capability-
very building for teachers
satisfactory to best in
OPCRF
W1 The level of commitment of
teachers
 SO S T SWOT Recommended-
Actionable Strategies
SO5.2.1 S1 T1 Consistent rating of very Conduct capability-
satisfactory to best in building for teachers
OPCRF
SO W O SWOT Recommended-
Actionable Strategies
SO5.4 W1 O1 W1 Lack of physical of physical Maximize partnerships
library and reading hub with other stakeholders
for program support

O1 Partnerships with other

stakeholders for program
support

SCHOOL PLANNING TEAM

P.Y. 2022-2023

Chairperson: ROSARIO D. DISTURA

Public Schools District Supervisor

Vice Chairperson: ROEL D. CERVATOS

Head Teacher III
Members: LOURLAINE D. DIMZON
Kinder Teacher

LIZA M. ESPINO
Grade I Teacher

LEOME D. BRETANA
Grade II Teacher

MA. NOVIE E. DERAYUNAN

Grade III Teacher

RUBY ANN D. DIMZON

Grade IV Teacher

RHODA M. PAGUNTALAN
Grade VI Teacher

PAMELA D. DEMONTEVERDE
Special Teacher

FLORY MAY P. JIMENEZ

Grade V Teacher
Teachers’ President

NERISA L. DIAZ
PTA President

ROSALIE D. PALMA
Punong Barangay

AUBREY MARIE JIAO

SPG President