SIP Example

LAHONG NATIONAL HIGH SCHOOL
113141
Baleno District
Lahong, Baleno, Masbate
School Improvement Plan 2023-2028

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

Mission, and Core Values Statement
CHAPTER 2. School’s Current Situation Page x
CHAPTER 3. Plan Page x
CHAPTER 4. Monitoring and Evaluation Page x
List of Acronyms Page x
List of Tables and Illustrations Page x

LIST OF ACRONYMS
DepEd – Department of Education

SIP – School Improvement Program
AIP – Annual Implementation Plan
PIA – Priority Improvement Area
ELSG - Seal of Exemplary Leadership and School Leadership
NLPA - No Longer Participating in Learning Activities
GPTA - General Parents and Teachers Association
SGC - School Governing Council
SSG - Supreme Student Government
LGU – Local Government Unit
SPT – School Project Team
SARDO – Students At Risk of Dropping Out
D. O. – Division Office
SCPC - School Child Protection Committee

LIST OF TABLES AND ILLUSTRATIONS
Table 1. Performance Indicators for Junior High School Page x
Table 2. Literacy level of the Junior High School and Senior Page x
High School in English for the past three years
Table 3. Numeracy level and MPS of Junior High School and Page x
Senior High School using the ALNAT
Table 4. Nutritional Status of the Junior High School and Page x

Senior High School Students
Table 5. Average Performance Rating of the Teaching and Non-teaching

Personnel
Table 6. Summary of SBM Self-Assessment Results for the Past

Three Years
Table 7. The Key Performance Indicator
Table 8. The Priority Improvement Areas and Key Interventions
Table 9. The six-year Indicative Plan of the school
Table 10. FY Annual Implementation Plan for JHS
Table 11. FY Annual Implementation Plan for SHS
Table 12. Monitoring and Evaluation Strategies
Table 13. Monitoring and Evaluation Activities
Table 14. Risk Analysis Matrix on Impact and Probability

FOREWORD
Malcolm X once said, “ Education is the passport to the future, for tomorrow
belongs to those who prepare for it today.” In schools, students acquire their basic
formal education. It is a place where educators, parents, and other stakeholders
work together to accomplish a shared goal: to develop holistic individuals equipped
with the knowledge, skills, abilities, and right attitude needed to face life's
challenges while being willing to serve their country with enthusiasm and pride.
This School Improvement Plan sets out the strategic direction of the school for the
next six years. It aims to ensure that every member of the school community has
an equal opportunity to discover, develop, and enhance their full potential for their
physical, mental, spiritual, and socio-emotional development. It also focuses on
how to provide excellent service to its clientele by ensuring that all aspects that
may contribute to the attainment of its goals are considered and given attention to
cater to the diversities of the school’s clientele and its personnel.
The learners at Lahong National High School are our top priority, as we pride
ourselves on transforming young hearts and minds through a unique learning
experience. The school believes that it’s not only about preparing students for their
future careers but also instilling in them a critical mind, a sense of care, and
respect for nature and humanity, as well as understanding the environment
around them, which are essential for success in life. This can be achieved through
the implementation of the programs, projects, and activities offered in this plan,
which were carefully designed to address all of the school community's needs,
interests, and strengths.
The SPT is committed to regularly monitoring, evaluating, assessing, and adjusting

the implementation of the activities to meet the needs of the challenging situation.
The team will continuously initiate more meaningful undertakings and intensify its
implementation for the realization of the project goals, for it has always been the
greatest dream of Lahong NHS to touch and significantly improve the lives of its
clients.
God bless.

EXECUTIVE SUMMARY
The recent school data revealed that the school is facing major challenges
along with access, quality, equity, resiliency and well-being, and governance
as an enabling mechanism. The poor promotion rate, the existing dropout
rate, the presence of school-aged children in the community who are not in
school, the low literacy and numeracy rates, the presence of nutritionally
challenged students, the alarming cases of bullying and misbehavior, and
the absence of ideal learning environment and adequate learning resources
are just some of the issues and concerns that affect the quality of teaching
and learning as well as the academic performance of the students and the
school as a whole.
This School Improvement Plan is a road map stipulating a detailed

description as to where the school is going for the next six years. It also
provides a systematic direction of what the school would like to take so that
every learner is assured of having access to basic quality education for the
development of their full potential equipped with desirable values. It
contains the school profile and the community, problems, needs, and
aspirations. It is a comprehensive overview of the journey the school towards
a progressive tomorrow.
The School Planning Team worked together to develop the priority

improvement areas based on the current situation and the urgent needs of
the school, which were gathered using a variety of standardized tools. The
SPT also conducted a number of root cause analyses to find and identify the
underlying problems and challenges the school is facing. Strengths,
i
Weaknesses, Opportunities, and Threats (SWOT) analysis was also used in
visualizing the real scenario to provide appropriate and effective
interventions in addressing all the issues and in enhancing and
strengthening the PPAs that have been identified as successful and efficient
in the past years. This SIP offers 16 PPAs along access, quality, equity,
resiliency and well-being, and governance which were collaboratively
designed to cater to all the factors that contribute to the unfavorable
condition and performance of the school. The six-year indicative plan
provides the objectives, expected outputs, performance indicators, annual
physical target as well as annual financial requirements which will serve as
a guide for the SPT and PMT in the implementation of the PPAs. It also
contains risk management strategies to assist the whole school community
in mitigating the impact brought by any possible threat that may arise.

To ensure the successful, effective, and efficient
implementation of the PPAs, the SPT together with the PMT will regularly
monitor the impact through the conduct of quarterly SPIRPA, mid-year, and
year-end assessments using the Monitoring and Evaluation tool attached in
this document. The result of the monitoring will be given attention to come
up with a strategic plan to identify possible barriers and find ways to move
the school from where it is now to a condition in which learners can achieve
their highest potential through adjustment and revision of the activities to
meet the needs of the challenging situation.

I
Department of Education Mission, Vision, and Core Values
Statement
The School Planning Team (SPT) envisions Lahong National High School as a
prestigious public institution offering inclusive education that significantly
improves the lives of its clientele by discovering, nurturing, and developing
the students' full potential as well as transforming their behavior to become
holistic individuals who are God-fearing, responsible, and value-oriented
enough to handle life's challenges as well as eager to serve their country with
enthusiasm and pride.
To realize its aspirations, the SPT pledges to commit and dedicate itself to
working cooperatively with the school community in fostering and promoting
a safe, stress-free, gender-sensitive, child-friendly, and conducive learning
environment that is equipped with amenities and provides each individual an
equal opportunity to grow and display their talents for physical, mental, and
socio-emotional skills development. These dreams can be achieved through
actively participating in the implementation, adjustment, and monitoring
and evaluation of the initiated programs, projects and activities. All
employees maintain a stimulating and supportive atmosphere for the best
learning possible in their capacity as stewards of the institution.
In fulfilling its mission, they all committed to upholding the country's

national motto, MakaDiyos, MakaTao, Makakalikasan at Makabansa, as the
guiding principles and values that will be adhered to in carrying out the
activities to attain the school's goals.
PAGE \* MERGEFORMAT
School 1
Improvement Plan 2023-2028
2
II
School’s Current Situation
Lahong National High School and Its Context
For the past 53 years, Lahong National High School has been serving Barangay
Lahong and the surrounding community as a public institution. It is situated
adjacent to Lahong Elementary School and is encircled by barangay residents. It has
an area of 1 hectare and is near the national road. It is acquired through a donation
from a private individual residing in the barangay. A large portion of its population
comes from the six neighboring barangays such as Manoboc, Cagpandan, Tinapian,
Docol, Lahong which are accessible, and Lahong Interior, a far-flung barangay which
is not accessible by any means of transportation, and a few from other places that
have relatives living in the barangay. The principal occupations of majority of the
parents are farming, fishing, and carpentry, while only few are employed as
professionals. Some households operate small businesses like sari-sari stores,
cafeterias, and peddling goods which are not enough to sustain a living. The unstable
economic status of the parents as well as the community forced parents to leave the
family just to work outside the community and even encouraged their children to
engage in child labor to help them earn a living. Teenage pregnancy or early marriage
also happens due to lack of parental support and guidance which leads to
absenteeism, at risk of dropping, and eventually drop off from school.
With regard to its location and physical aspects, the School Watching and Hazard
Mapping Checklist revealed that the school experiences flooding during typhoons and
even rainy seasons due to the absence of concrete drainage. Its incomplete perimeter
fence, handwashing and water facilities, pathways, and roofs are dilapidated and
dripping, which were not given priority during the pandemic due to insufficiency of
funds. The school had been a victim of fire due to faulty electrical wiring, which
damaged one classroom. Moreover, the paint on the walls of the buildings and
corridors is worn out due to time, which makes the environment unmotivating. The
dilapidated school library with incomplete books and engaging, attractive reading
materials, and the absence of television sets in two classrooms, as well as the
incomplete EBEIS-prescribed facilities and equipment, affect the delivery of quality
basic education services, which makes it challenging for the school to instill
commitment, dedication, and a genuine love for reading
The municipality's numerous sectors such as barangay and municipal LGU, BFP,
PNP, RHU, 4Ps, Alumni association, Parent-Teacher Association, and other
stakeholders as
well as those in other locations, partnered with the school and supported its
operation. The barangay LGU allocated P10,000.00 annually to assist the school in
implementing PPAs that enhance learner achievement in literacy and numeracy. It
PAGE \* MERGEFORMAT 1
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also allows the school to utilize the barangay covered court in any
school activities for free, however, it has no memorandum of agreement. The
municipal LGU allocated funds from the SEF to the Baleno district as financial
assistance to band and lyre, sports, and BSP activities and competitions, which
benefited all the schools in the district, including Lahong NHS. The BFP conducts
electrical wiring inspection and capacity building on fire prevention to ensure the
safety of all students and personnel when requested. The PNP also discusses capacity
building on Children At Risk and Children in Conflict with the Law with parents and
students during meetings. The RHU conducts a symposium on Teenage Pregnancy
every year to discuss the pros and cons of teenage pregnancy and to assist those who
engage in early marriage. The 4Ps beneficiaries assist the school in maintaining
cleanliness in the environment and participate actively in all school-initiated activities
during Brigada Eskwela and when requested. The Alumni Association, Parents
Teachers Association, and other stakeholders help the school improve its physical
environment. The support of all internal and external stakeholders made Lahong
National High School existed and continued its operation, and that is evident by the
school's involvement in curricular and co-curricular activities for the past years.
However, only few stakeholders and DepEd recognized organizations are actively
participating in school-initiated activities due to unclear expression of organizational
goals and objectives and lack of proper communication. This situation affects the
participation rate of the parents and stakeholders which made it difficult for the
school to establish connections that will assist in the effective implementation of the
PPAs.
To address the learning losses brought by the COVID-19 pandemic and to provide
appropriate intervention to the perennial challenges faced by the Philippine
educational system, the Department of Education launched a responsive and doable
plan on Access, Quality, Equity and Inclusion, Resiliency and well-being, and
Governance as enabling mechanism, to guide every school in planning a six-year
strategic roadmap. It provides an opportunity for the school to lay down all the
strengths, weaknesses, opportunities, and threats that may affect the students and
school performance.
1. School Performance on Access
To ensure that all school-aged children have access to basic education services offered
by the school, the SPT gathered, presented, and analyzed the gaps in enrolment,
completion, promotion, and dropout rates as it spells out the current state of the
school along with access.
2
Table 1. Performance Indicators for Junior High School
SY 2021-2022 SY 2022-2023 SY 2023-2024

M F Total M F Total M F Total
Enrolment 198 160 358 187 142 329 158 126 284
Enrolment Rate 95% 95% 95% 91% 93 92% 86% 86% 86%
%
Completion Rate 100% 100% 100% 94% 94 94%
%
Promotion Rate 100% 100% 100% 94% 94 94%
%
Retention Rate NDA NDA
Transition Rate NDA NDA
No. of 0 0 0 2 2 4
NLPA/Drop Out
NLPA/Drop Out 0 0 0 1% 1% 1.2%
Rate
The table shows that enrollment in the school for the past three years has been
decreasing. In the school years 2021-2022 and 2022-2023, the enrolment decreased
by 3%. This decrease in enrolment was attributed to the learners who did not enroll
due to child labor, teenage pregnancy, and transfer of residence. In school years
2022-2023 and 2023-2024, it decreased by 14%, this is due to the transfer of
residence, child labor, teenage pregnancy/early marriage, and the opening of an
integrated school in the neighboring barangay.
The completion and promotion rates for the past 2 years are also decreasing, while
the retention and transition rates have no data available. The completion and
promotion rates both decreased from 100% to 94%. 20 out of 328 or 6% of the 4
students were retained. There are 4 or 1.2% No Longer Participating in Activity or
NLPA/Dropout Rate due to child labor, distance of home to school, illness, and
teenage pregnancy.
The result of the child mapping revealed that there are six out-of-school youth and
10 school-aged children who are not in school due to child labor, lack of parental
support, and early marriage/ teenage pregnancy.
2. School Performance on Quality

2
One of the mandates of DepEd is to provide quality basic
education through its programs, projects, and activities which are responsive
to the needs, interests, and aptitude of learners. Focusing on improving the
literacy and numeracy levels of both the Junior and Senior High School
learners is one of the priorities of the school to ensure that no one is left
behind.
Table 2: Literacy level of the Junior High School and Senior High School
in English for the past three years
KPI 2021-2022 2022-2023 2023-2024
Instru Indep Grapp Coping Establ Advan Deficit Coping Emer Establi
Literacy Level
Frust ctional enden ling cing shed
ishing ging
ration t
JUNIOR HIGH SCHOOL
No. of 37 25 22 47 29 33 220 62 33 59 130
Students
Literacy Rate 44% 30% 26% 14% 9% 10% 67% 21% 12% 21% 46%
SENIOR HIGH SCHOOL

No. of NDA NDA 17 15 32 92
Students
Literacy Rate NDA NDA 11% 10% 21% 59%
For Junior High School, the table shows that every year from the school year 2021- up
to the present, the school used different literacy tools: PHILIRI for the school year
2021-2022, QUICK RAP for the school year 2022-2023, and RLA for the school year
2023-2024. For the school year 2021-2022, only grade 7 students were assessed, and
44% or 37 students were in the frustration level, 30% or 25 were in the instructional,
and 26% or 22 were in the independent level. For school year 2022-2023, the school
used the QUICK RAP tool to assess the literacy level of the students. The result shows
that 14% or 47 students are grappling, 9% or 29 are coping, 10% or 33 are
establishing and 67% or 220 are advancing. This school year 2023-2024, the school
used Rapid Literacy Assessment or RLA as a tool in assessing the literacy level of the
students. The result shows that 21% or 62 students are deficit, 12% or 33 are coping,
21% or 59 are emerging and 46% or 130 are established.
For Senior High School, the school has no available data on literacy for the past two
years. This school year 2023-2024, 11% or 17 are deficit, 10% or 15 are coping 21%
or 32 are emerging, and 59% or 92 are established.
2
It is difficult to compare the literacy level due to the inconsistency of tools being used.
However, the data showed that the percentage of frustration/grappling and
instructional/coping is decreasing, while the highest level whether independent,
advancing, or established has been increasing for the past two years in Junior High
School. This school year 2023-2024, using the RLA as a tool, the deficit, coping, and
emerging are increasing, while both advancing and established are decreasing. The
poor literacy rate for both JHS and SHS can be attributed to poor reading habits
during summer vacation, lack of parental support, lack of exposure to engaging
reading materials, and unavailability of attractive reading materials at home. Thus,
this situation must be given priority to address the issue.
Table 3. Numeracy level and MPS of Junior High School and Senior High School
using the ALNAT
KPI 2022-2023 2023-2024
Needs Anc Emergi Developi Transfor Needs Anchorin Emerging Developing Transformi
Numeracy major hori ng ng ming major g ( 80-84 ) ( 85-89) ng
Level support ng ( 80-84 ( 85-89) ( 90 & support (75-79 ) ( 90 &
( 74 & (75- ) above ) ( 74 & above )
Below ) 79 ) Below )
JUNIOR HIGH SCHOOL

No. of 329 0 0 0 0 284
Students
100% 0 0 0 100%
Numeracy 0
Rate
24.71 25.92
MPS
Pretest
31.72
MPS Post
Test
SENIOR HIGH SCHOOL
Numeracy NDA 156
Numeracy NDA 100%
Rate
NDA
MPS
Pretest
NDA
MPS Post
test
The ALNAT results revealed that 100% of the students in grades 7–12 require
significant assistance in numeracy assessments or need major support in the pretest
2
and posttest. The difference in the average MPS in the pre and
post-test is only 1.21, which can be interpreted as a poor significant difference and is
alarming. This low numeracy rate of the students is attributed to poor knowledge and
skills in fundamental arithmetic, insufficient textbooks, lack of parental support, the
attitude of students in taking the test, and the standard of the numeracy tool used.
The numeracy rate contributed to the poor academic performance of the students in
all learning areas. Thus, this situation should be given priority to ensure learners’
continuity and readiness for the next stage.
3. Performance on Equity and Inclusion
The school fosters equal opportunity principle among learners, however, some
students do not enjoy the privilege due to the absence of an inclusive,
effective, culturally responsive, gender sensitive, and safe learning
environment to respond to the situation of disadvantage learners.
For three years now, the school has had 8 physically impaired students, 5 females, 3
males from Junior High School and 2 from Senior High School, 1 male and 1 female.
These students have been consistently demonstrating poor academic performance in
all learning areas due to the absence of programs, projects, and activities that provide
an
inclusive, effective, culturally responsive, gender-sensitive, and safe learning
environment to respond to the situation of disadvantaged learners.
4. School Concerns on Resiliency and Well-being
The absence of facilities or procedures that safeguard and promote the general well-
being of students and staff during trying times makes it difficult for the school to
emphasize the need for commitment, compassion, and dedication.
Last school year 2022-2023, the guidance office recorded 46 or 14% cases of bullying
among Junior High School Students, 15 or 5% misbehavior such as disrespect with
teachers and other personnel, cutting classes, etc., and 3 cases of theft of government
property. The Child-Friendly School Survey ( CFSS ) revealed that the school scored
25 points which is interpreted as a Child-Friendly School. However, the school has no
policy against discrimination with regard to gender, cultural origin, social status, and
religious belief which leads to bullying. These issues can be attributed to the absence
of contextualized school policy, rights, responsibilities, and agreement with the
parents, which will serve as the guiding principles of the acceptable behavior of the
students in school.
The Student-Led School Watching and Hazard Mapping results revealed that the
school has an unfinished concrete perimeter fence which tempted the students to cut
classes. Moreover, the pathway connecting the Senior High School Building and the
main pathway is dilapidated and unsafe for the students and personnel. The BFP
2
officers suggested that there is a need to replace or change the
electrical wirings of the school since most of the wirings are hazardous. The school
also lacks proper waste disposal management which resulted in the accumulation of
mixed garbage and overflowing compost pit which has a significant impact on the
safety and cleanliness of the school environment and may lead to adverse health
outcomes for the school’s population. Furthermore, 3 classrooms are frequently
flooded during rainy seasons due to a lack of concrete drainage which would gather
rainwater and channel it away from the school grounds, and 4 of the classrooms need
major repair. The school also lacks the EBEIS-prescribed supplies, facilities, and
equipment to be used during disasters or emergencies such as stretchers, go bags,
two-way radios, and etc. This issue can be attributed to a lack of PPAs prioritizing the
protection of learners from death, injury, and harm brought by natural or human-
induced hazards, insufficiency of funds, and not a priority of the school leader.
Table 4. Nutritional Status of the Junior High School and Senior High
School Students
2021-2022 2022-2023 2023-2024
Severely Wasted Normal Overweight Severely Wasted Normal Overweight Severely Wasted Normal Overweight
BMI Wasted Wasted Wasted
Status
JUNIOR HIGH SCHOOL
No. of 1 12 34 4 1 30 29 4 1 33 24 3
students
5 4 7
Percentage 0.3% 3% 96% 1% 0.3% 9% 89% 1% 0.4% 12% 87% 1%
SENIOR HIGH SCHOOL
No. of 2 11 10 1 1 10 11 1 1 10 14 0
Student 7 5 5
s
Percenta 2% 9% 88 0.8% 0.8 8% 91 0.8% 0.6 6% 93 0%
ge % % % % %
In terms of students' nutritional status, the percentage of wasted students for the past
3 years is increasing, last school year 2022-2023, 1 or 0.3 % of the students from
Junior High School and 1 or 0.8% of the students from the Senior High School were
severely wasted, 30 or 9% of JHS and 10 or 8% from SHS were wasted, 4 or 1% from
the JHS and 1 or 0.8% from SHS was overweight, and the remaining 294 or 89% from
the JHS
and 115 or 91% from the SHS have normal BMI. Furthermore, 3 handwashing
facilities of the school are dilapidated and 50% or 26 faucets are not functional, which
is believed
to be one of the contributing factors to unhealthy lifestyle. This poor nutritional
status is attributed to the unavailability of the PPAs to address the issue due the
2
absence of sustainable Gulayan sa Paaralan which the
parents and students can replicate, no sustainable feeding program, lack of
knowledge and skills in food preparation, and incomplete WInS facilities. The poor
nutritional status is believed to be one of the contributory factors that affect the low
literacy and numeracy rates as well as academic performance of the students.
Allowing learners to engage in physical exercise stimulates the development of their

physical, mental, and socioemotional skills, which will substantially contribute to the
holistic development of individuals and help them realize their full potential.
Moreover,
exposing them to healthy competition helps them build confidence, develop good
relationships with colleagues, and promote their general well-being, However, last
school year 2022-2023, the Physical Fitness Test results revealed that only 86% of the
Junior and Senior High School students are physically fit. This can be attributed to
only 2 sports clubs were organized and established, 32 students participated in the
band and lyre competition, lack of sports and band facilities, insufficiency of funds,
and lack of interested and competent teachers who will train and act as coaches. This
scenario affects the general well-being of the students thus, it should be given
emphasis.
Enabling Mechanism-Governance
To promote effective, efficient, responsive, and sustainable implementation of the

programs, projects, and activities that lead to the achievement of DepEd's vision,
mission, and core values, the enabling mechanism should be given attention.
Table 5. Average Performance Rating of the Teaching and Non-teaching Personnel
2021-2022 2022-2023 2023-2024

Average IPCRF Rating 4.795 4.757
Teaching and non-teaching personnel perform at their best when they are capacitated,
empowered, motivated, and receive a satisfying performance rating. The table showed
that the IPCRF average performance rating of the teaching and nonteaching personnel
has decreased. This can be attributed to a lack of appropriate technical assistance,
encouragement and motivation. Furthermore, to address all the challenges and issues
on literacy, numeracy, and decreasing promotion rate of the students, all teachers,
including those who have been in the service for quite some time, must improve,
strengthen, and reinforce their competence in a variety of teaching strategies and
techniques on instruction and assessment as well as in dealing with workplace
challenges to be effective and efficient in filling the learning gaps left by the Covid-19
pandemic. Enhancing the teachers' competence and attitude, and assisting them in
2
overcoming workplace challenges play a vital role in
realizing the goal of improving the literacy and numeracy as well as the academic
performance of the students. Thus, it should be given priority.
One of the goals of the school is to provide a safe, stress-free, and motivating teaching
and learning environment to the entire school community to develop individuals' full
potential. However, the students’ misbehavior, the overlapping of teachers’ activities,
the innovative new education system, and the unstable economy of the country affect
the teachers’ motivation, interest, and performance. Furthermore, the Child-Friendly
School survey revealed that the school garnered only a score of 25 out of 35 points
due to the absence of teacher’s lounge/area or other ideal facilities for them to work
on which resulted to 5 of the 24 or 21% of the teachers are planning to leave DepEd
and work in other countries. This scenario can be attributed to a lack of programs,
projects, and activities to ensure that human resources in school are protected and
being cared for. Thus, it should be given priority.
Table 6: Summary of SBM Self -Assessment Results for the Past Three
Years
2020-2021 2021-2022 2022-2023 2023-

2024
Principle 1 0.24 0.24 0.24 NDA

( Leadership &
Governance )
Principle 2 0.087 0.087 0.087
( Curriculum &
Instruction )
Principle 3 0.15 0.15 0.15
( Accountability &
Continuous
Improvement )
Principle 4 0.09 0.19 0.09
( Management of
Resources )
TOTAL DOD 0.567 0.667 0.567
DOD ( 40% ) 0.227 0.267 0.227
2
Improvement of 0.56 0.68 1.1
Learning Outcomes
( 60% )
( Access, Efficiency, and
Quality )
Weighted Score 0.787 0.934 0.787
Level of Practice I I I
Description Developing Developing Developing
The table indicates that for the past two years, the combined weighted score of the
DOD and Improvement of learning outcomes SBM Level of Practice increased.
9 However, the SBM level of practice remains. Principles 2 and 4 Curriculum and
instruction—as well as resource management, received the lowest ratings in
comparison to other principles. This shows that internal systems and procedures
need to be upgraded and modernized in order to have responsive and effective
leadership, governance, curriculum development, instruction, accountability, and
resource management. The school should prioritize and exercise more authority in
creating an atmosphere that promotes continuous improvement to improve teaching
standards and learning outcomes. This will help ensure the caliber of teaching and
learning. The slow progress of the SBM level of practice is attributed to poor
performances in access, efficiency, and quality. The low-
performance level in numeracy and literacy as well as the poor academic performance
of the students contributed to the SBM level of practice.
The school’s physical appearance and its facilities are believed to be one of the factors
that affect the interests and motivation of the learners and personnel. The paint of the
building walls, pathways, and corridors is worn out due to time, the school site is not
titled, 2 classrooms are not equipped with television sets, 4 classrooms need major
repair, and the library is dilapidated with insufficient reading materials. This
prevailing issue can be attributed to the insufficiency of school funds and lack of
programs, projects, and activities prioritizing the assurance of a learning environment
that is in place, and adequate, and appropriate learning resources for learners are
provided.
Active collaboration with the internal and external stakeholders is necessary for the
realization of institutional goals and objectives and for the promotion of a mutual
support system. However, last school year 2022-2023, the Brigada Eskwela
Coordinator recorded an average of only a 65% participation rate of the parents
during school-initiated activities, and only 2 DepEd recognized school organizations
are actively participating and collaborating with the school in delivering high-quality
basic education services to its clientele. In order for the student organizations
( Supreme Secondary Learner Government, Youth for Environment and Students
2
Organization, Barkada Kontra Droga, School LED Watching Team,
Sports Club, WInS Club , WATCH CLUB, and Subject Clubs ) to develop their
management and leadership skills and contribute to enhancing the educational
environment and achievement of the school, these organizations should be given
specific responsibilities to strengthen active collaboration. The low participation rate
is attributed to a lack of communication with the parents or advocacy materials,
unclear expression of Organizational goals and objectives, and economic status of the
parents or family.
Key Issues and Challenges
The SPT and the PMT collaboratively work together to assess, analyze, and scrutinize
the key issues and challenges the school is facing, and the following results revealed:
ACCESS
● Only 94% of the students are promoted as of school year 2022-2023
● Only 94% of the students have completed Junior High School as of school year
2022-2023
● There is 1.2% dropout rate in JHS as of school year 2022-2023
● There are 10 school-aged children in the community and 6 out of school youth
are not in school
QUALITY
Literacy
● Only 46% or 130 of 284 JHS students are established readers
● Only 59% or 92 of 156 SHS students are established readers
Numeracy
● 100% or 284 of 284 JHS students’ need major support in numeracy
● 100% or 156 of 156 SHS students’ need major support in numeracy
EQUITY AND INCLUSION
2
● 2% or 6 of 284 JHS students are physically impaired
● 1% or 2 of 156 SHS students are physically impaired
RESILIENCY AND WELL-BEING
● 14% or 46 of 329 students have bullying cases as of school year 2022-2023
● 5% or 15 0f 329 students have records on misbehavior as of school 2022-2023
● 0.9% or 3 of 329 cases of theft of government property
● Only 24% or 4 of 17 EBEIS prescribed emergency supplies, equipment, and

facilities are available in the school
● 37% or 14 of 38 hazards, are evident in the School Watching Checklist
● 12% or 33 of 284 JHS students are wasted and 0.4% or 1 of 284 are severely
wasted
● 6% or 10 of 156 SHS students are wasted and 0.6% or 1 of 156 are severely
wasted
● 14% or 46 of 329 JHS students have record on bullying
● 5% or 15 of 329 JHS students have record on misbehavior
ENABLING MECHANISM- GOVERNANCE
● Only 25 out of 35 points obtained in CFSS self-assessment
● Only level 1 in SBM level of practice
● Only 96 books are available in the library: 23 science, 8 Mathematics, 10 TLE,

9 English, 17 MAPEH, 29 Araling Panlipunan
● Only 4.757 average performance rating of teachers in the IPCRF
● Only 25 out of 35 points in the Child-Friendly School survey
● 100% or 24 of 24 teachers need to enhance and strengthen their competence in

curriculum, instruction, and assessment
III
2
Improvement Plan
Key Performance Indicator
The data allows organizations to measure the effectiveness of the implemented PPAs.
It provides information on how well the solution is performing and inspires everyone
to do better. To give an insight on the current performance of the school and its
physical target in terms of access, quality, equity, resiliency and well-being, and
governance as an enabling mechanism, here is the information.
Table 7. The Key Performance Indicator
Physical Target
SY SY SY SY SY
Results Statement/Key Base 2023- 2024- 2025- 2026- 2027-
Performance Indicator line 2024 2025 2026 2027 2028
Access
Simple Dropout Rate 1.2% 0.8%% 0.6% 0.2% 0% 0%
Quality
Junior High School
Percentage of G10 learners
attaining at least the
minimum level of
proficiency in Stage 3
literacy standards 46% 56% 66% 76% 86% 100%
Percentage of G10 learners
attaining at least the
minimum level of
proficiency in Stage 3
numeracy standards 0% 20% 40% 60% 80% 100%
Senior High School
Percentage of Grade 12
learners attaining at least
the minimum level of
proficiency in Stage 4 SHS
core areas 59% 67% 75% 83% 91%% 100%
National Certification for
SHS 0 0 1 1 1 1
Resiliency and Well-being
Percentage of learners
affected/displaced by
natural
and man-made hazards/
disasters are retained NDA
Percentage of learners who 14% 10% 6% 2% 0% 0%
reported violence committed
against them by other
learners (bullying) or adults
(child abuse) based on
2
intake sheets
Governance
SBM level of Practice 1 1 1 2 2 3
Classroom to Learner Ratio 1:31 1:33 1:35 1:37 1:39 1:41
Teacher to Learner Ratio 1:18 1:20 1:22 1:24 1:26 1:30
Seats to Learners Ratio 1:1 1:1 1:1 1:1 1:1 1:1
Multimedia Packages NDA
Science and Math
Equipment 10
Connection to Electricity YES
Connection to Internet YES
Water and Sanitation
Facility YES
Water Source YES
Equity
Transition rate of learners
in situation of disadvantage NDA
Retention rate of learners in
situation of disadvantage NDA
Percentage of learners in
situations of disadvantage
(disaggregated by group)
achieved at least the
minimum level of
proficiency in functional
literacy 0% 20% 40% 60% 80% 100%
minimum level of
proficiency in numeracy 0% 20% 40% 60% 80% 100%
minimum level of
proficiency in 21st
century skills NDA
Transition rate of learners
in situation of disadvantage NDA
2
Priority Improvement Areas and Key Interventions
Among the Key Issues and Challenges identified, the SPT and the PMT work together to determine the Priority Improvement
Areas of the school for the next six years. The seriousness and urgency were considered in choosing the PIA to cater all the
factors affecting the performance of the students, school personnel, and stakeholders. The PPAs aimed to provide the
proper school environment that is most conducive to effective teaching and learning. Thus, the table below was
conceptualized.
Table 8. The Priority Improvement Areas and Key Interventions
Priority Improvement
Pillars Root Causes Key Interventions
Areas
ACCESS 1. Project Tutulungan Kita!
● Only 94% or 309 of ● 19 students in Child
329 students were labor - This project provides special remediation and
promoted last tutorials to the students who do not report to
● 1 Teenage
school year 2022- school regularly due to child labor and lack of
2023. pregnancy/early
marriage parental support. It also aims to provide
● There is 1.2% or 4 contextualized LAS to fill the gaps of their
● 19 lack parental absences.
of 329 dropped
from school support
2. Project Babalik Ka Rin!

● 10 school-aged ● 9 school-aged
PAGE \* MERGEFORMAT 1 School Improvement Plan 2023-2028

2
children not in children engaged in This project aims to intensify advocacy
school child labor campaign to encourage the school-aged to
return to school. It also aims to recommend
● 1 teenage pregnancy
them to continue their studies through ALS, and
● Lack of to provide skills training to their parents to have
a livelihood.
encouragement
● 10 school-aged lack
of parental support
QUALITY 3. Project LIBRO (Learning Innovation to Boost

● Only 47% of the ● Absence of attractive
Reader’s Optimum Reading Skills)
students are reading materials in
established readers the library This project aims to provide attractive reading
in JHS materials from the LR portal, rehabilitate and
● Dilapidated library
beautify the library, and procure television sets in
● Only 59% of the ● 2 classrooms have no two classrooms, The project owners will also offer
students are television sets reading tutorials using different approaches and
established readers techniques to cater the diversities of struggling
● Absence of engaging
in SHS readers and to develop genuine love for reading.
reading activities
4. Project ALNAT Angat JHS!
● 100% of the ● Lack of parental
students from both support 5. Project ALNAT Angat SHS!
Junior High School
● Only 8 Mathematics
and Senior High This project aims to conduct tutorials on the
School need major books are available in
the library fundamental arithmetic using games, puzzles, and
support in concrete objects to make Mathematics fun
2
numeracy learning and easy. It also provides Mathematics
● Unmotivated
books in the library. Conducting Monthly Quiz
students Bee with monetary prize is one of objectives of this
● Poor knowledge and project
skills in fundamental
arithmetic
EQUITY AND 6. Project You are Extra Special!

● 6 or 2% of the ● Absence of engaging
INCLUSION
students are activities to cater to This project aims to provide engaging activities
physically impaired their needs that respond to their needs. It also provides
from JHS and 2 or assistance through the conduct of special tutorial
1% from SHS have sessions.
been consistently
demonstrating poor
academic
performance in all
learning areas
RESILIENCY 7. Project Show Me the Right Way!
● 14% or 46 of 329 ● Absence of
AND WELL-
BEING students have contextualized school The project owners of this project aims to craft
recorded cases of policy on promoting students handbook containing the rights, duties
bullying learners’ rights and and responsibilities of every student in the school.
responsibilities The handbook also contains the principles,
● Only 25 of 35
points in the Child- policies, and acceptable behavior that a good
Friendly School students must possess. Also craft and implement
Survey the Kasunduan ng Magulang at ng Paaralan

2
● 5% or 15 of 329
students have
cases of
misbehavior
● 0.9% or 3 of 329
have cases of theft
of government
property
8. Project Fixing My Broken Part!
● Only 24% or 8 of 34 ● 26 EBEIS-prescribed
EBEIS-prescribed emergency supplies, This project aims to procure, rehabilitate and
emergency supplies, equipment, and establish the EBEIS prescribed emergency
equipment, and facilities are not supplies, equipment, and facilities.
facilities are available available in the It also aims to look for benefactors to sponsor
in the school school some of the supplies and facilities which cannot
● There are 37% or 14 ● Insufficiency of funds be financed by the school funds.
of 38 hazards, are
evident in the School
Watching Checklist
● 12% or 33 of 284 ● No sustainable
9. Project The Weighty Me!
JHS students are feeding program
wasted and 0.4% This project aims to conduct a school based
● Absence of Gulayan
or 1 of 284 are feeding program through establishment of a
severely wasted sa Paaralan
sustainable Gulayan sa Paaralan, skills training
● 6% or 10 of 156 ● Lack of knowledge on food preparation, and distribute flyers on
2
SHS students are and skills on food proper food preparation.
wasted and 0.6% preparation It also aims to look for benefactors to finance the
or 1 of 156 are rehabilitation of dilapidated WInS facilities
● Dilapidated WinS
severely wasted
facilities
● Insufficiency of funds
10. Project Healthy Fighting!
● Only 84% of the ● Only 2 sports club are
students from organized in the school This project aims to encourage and send teachers
grades 7-10 are to training on coaching for a sustainable sports
●
physically fit organization. It also aims to partner with LGU to
● 2 interested and sponsor sports facilities.
competent teachers act
as coach 11. Project Batang May Laban, Ilaban
● 2 available sports
This project aims to procure band instruments
facilities
and train students for the LGU initiated
● Insufficiency of funds competition and other DepEd activities. It also
aims to solicit band instruments.
● Lack of band
instruments
● Only 32 students are
participating in band
and lyre
Enabling 12. Project Gurong Makabayan, Protektahan at
● Absence of activities
Mechanism- Alagaan
● Only 25 out of 35 that promote their
2
Governance points obtained in general well-being This project aims to provide meaningful activities
CFSS self that promote the general well-being of the
● Lack of appropriate
assessment teachers such as health profiling, capacity
technical assistance building on financial literacy, coaching and
● Absence of teachers mentoring, and team building.
lounge and work area It also aims to provide teachers work area or
lounge and to recognize their contributions to
● No available training on education through Gawad Parangal and Teachers
financial literacy Day Celebration
● 50% or 12 of 24
teachers are
capacitated with
financial literacy
13. Project TEACH ( Teaching Enhancement

● Only 4.757 average ● lack of appropriate
and Capacity Honing )
performance rating technical assistance
of teachers in the This project focuses on capacitating teachers on
● Absence of regular
IPCRF their development needs through SLAC, INSET,
instructional
supervision and FGDs. It also aims to provide regular
● 100% or 24 of 24
instructional supervision using COT to improve
teachers need to their IPCRF rating.
enhance and
strengthen their
competence in
curriculum,
instruction, and

2
assessment
14. Project Complete Me Please!
● 2 classrooms have no
television sets ● Insufficiency of funds
This project aims to provide the lacking learning
● Only a dilapidated ● All rooms are utilized resources in school such as:
TLS is used as a a. Allocation of funds from the MOOE to
as classroom
library provide television sets in 2 classrooms.
● Lack of b. Rehabilitation of TLS to make the library
● Only 96 books/references in the motivating
books/references are library c. Solicitation of pre loved books to equip the
available in the library with books/references.
library
15. Project E-Level Up Mo!

● Only level 1 in SBM ● 24 out of 24 teachers
level of Practice have limited knowledge This project aims to conduct training on record
and skills in record keeping. It also aims to improve the performance
keeping of the school on access, quality and efficiency, and
● Low performance of the to establish a permanent SBM Hub
school in access,
quality and efficiency
● Absence of SBM Hub
● Only a corner of a room

is allotted for the SBM
hub/documents

2
16. Project You’ve Got the Guts!
● Only 65% of the ● Lack of communication
parents are with the parents or This project aims to provide mechanism for the
participating in advocacy campaign easy communication with the parents such as
DepEd and school- letters, social media, bandillo, and through
● Unclear expression of
initiated activities barangay LGU. It also aims to conduct
organizational goals
● Only 2 DepEd and objectives stakeholders forum to discuss the goals and
recognized objectives of organizations, and distribute
organizations are advocacy materials.
functional
The table shows the Priority Improvement Areas of the school for the next six years, the root causes and the proposed
solutions are carefully enumerated. These PIAs are believed to be the keys for a progressive, productive, and
competitive Lahong National High School
Six-year Indicative Plan
Table 9. The six-year Indicative Plan of the school
Annual Physical Target

Programmed Year Year Year Year Year Year End
2
OBJECTIVES Expected End Performance 2022 1 2 3 4 5 6 of
Output Indicator 2023 2024 2025 2026 2027 2028 Plan
Targe
t
PILLAR 1 ACCESS
Intermediate Outcome All school-age children, out-of-school-youth, and adults accessed relevant basic learning opportunities
Strategy 3. Improve capacity to retain learners in schools
1. Increased the 94% 97%` 100% 100% 100% 100% 100% 100%
percentage of -Percentage of Percentage of
promotion rate from promotion rate learners' promotion
94% to 100% by increased
2024 Percentage of
Zero NLPA or dropout rate
2. Reduced the Dropout rate
dropout rate from
1.2% to 0% at the 1.2% 0.8% 0.4% 0% 0% 0% 0% 0%
end of six years
Strategy 5. Strengthen the mechanisms for providing access to relevant basic opportunities for OSC, OSY, and OSA
Increased the enrollment -All school-aged Percentage of School 86% 90% 97% 97% 97% 97% 97% 100%
Rate from 86% to 100% at children in the -aged children who
the end of six years community are in returned to school
( only 10 school-aged school
children in the community
are not in school ) 10 8 6 4 2 0 0 0
PILLAR 2 QUALITY
Intermediate Outcome: Learners complete K-12 basic education, having successfully attained all learning standards that equip them with the
necessary skills and attributes to pursue their chosen paths

2
Strategy 1. Ensure the alignment of the curriculum, instruction and classroom assessment methods in all subjects
Strategy 2. Strengthen competence of teachers and instructional leaders on curriculum, instruction, and assessment
JHS Percentage of Percentage of 46% 66% 84% 100% 100% 100% 100% 100%
Improved the percentage Established learners who are
of established readers readers increased established readers
from 46% to 100% by
2025 Percentage of
learners who
completed grade 10
SHS Percentage of Percentage of 52% 68% 84% 100% 100% 100% 100% 100%
Improved the percentage Established learners who
of established readers readers increased pursued their chosen
from 52% to 100% by paths
2025
JHS Percentage Percentage of 0% 33% 66% 100% 100% 100% 100% 100%
Improved the percentage anchoring learners learners attaining
of Anchoring students in increased proficient level or
numeracy from 0% to better stage in
100% by 2025 numeracy standards
SHS Percentage Percentage of 0% 33% 66% 100% 100% 100% 100% 100%
Improved the percentage anchoring learners learners attaining
of Anchoring students in increased proficient level or
numeracy from 0% to better stage in
100% by 2025 numeracy standards
PILLAR 3 EQUITY AND INCLUSION

Intermediate Outcome: School-age children and youth, and adults in situations of disadvantage benefited from appropriate equity initiatives
Strategy 2. Provide an inclusive, effective, culturally responsive, gender-sensitive, and safe learning environment to respond to the situations
of disadvantage

2
Improved the general Learner support -Average of learners 75 76 77 78 80 82 85 85
weighted average of 8 services in situations of
physically impaired appropriate for disadvantage
students from 75 to 85 at learners with achieved at least a
the end of six years different learning fixed level of
needs proficiency/mastery
implemented in functional literacy,
numeracy and 21st
century skills
PILLAR 4 RESILIENCY AND WELL-BEING

Intermediate Outcome: Learners are resilient and aware of their rights, and have the skills to protect themselves and their rights while being
aware of their responsibilities as individuals and as members of society
Strategy 2. Ensure that learners know their rights and have the life skills to claim their education-related rights from DepEd and other duty-
bearers to promote learners’ well-being
1. Decreased the Learning Percentage of Learner 14% 12% 10% 8% 6% 4% 2% 0%
percentage of cases of resources on Satisfaction rating on
bullying from 14% to 0% children’s and Rights-based
at the end of six years learners’ rights in Education
2. Decreased the education utilized
percentage of Decreased cases of Percentage of
misbehavior among bullying and recorded bullying 5% 4% 3% 2% 1% 0% 0% 0%
students from 5% to 0% misbehavior cases
by the end of six years
Strategy 3. Protect learners and personnel from death, injury, and harm brought by natural and human-induced hazards

2
1. Provided EBEIS- - Safety and - Percentage of 24% 34% 58% 72% 86% 100% 100% 17
prescribed emergency emergency available EBEIS
supplies, equipment, supplies and prescribed supplies,
and facilities from 24% equipment equipment, and
or 8 of 34 to 100% or provided to facilities
34 of 34 at the end of school -
six years
- Personnel and - Percentage of
stakeholders learners equipped
capacitated on with capacities on
DRRM, CCAM, what to do before,
and during, and after a
peacebuilding disaster/emergency
- -Percentage of
learners safe in
schools
Strategy 6. Provide learners with basic health and nutrition services
Improved the normal BMI - Schools’ health -Percentage of 87% 90% 93% 96% 99% 100% 100% 100%
of the students from 87% facilities including students with
to 100% at the end of six WASH and clinics improved health
years provided and BMI statistics
improved -Percentage of
- Health personnel learners with
and program
improved physical
coordinators
fitness level
trained on key
topics, including -Percentage of normal
proper handling BMI improved
and food
preparation
2
Strategy 8. Promote learners' physical and socio-emotional skills development
- - School sports - Percentage of 84% 91% 100% 100% 100% 100% 100% 100%
Improved the and fitness students with
percentage of development improved health
physically fit program statistics
learners from 84% framework - Percentage of
to 100% by 2025 developed learners with
- - Standards for improved physical
school sports fitness level
and competition
programs
developed and
implemented
- - Teaching and
non-teaching
personnel
trained on after
school sports
program
- Partnership on
schools sports
programs
established

2
ENABLING MECHANISM: GOVERNANCE
Intermediate Outcome: Modern. Efficient, nimble, and resilient governance and management processes
Strategy 2. Ensure human resources in all government levels are sufficient, resilient, competent, and continuously improving
Increased CFSS self- - CFSS Self - CFSS points 25 27 29 31 33 35 35 35
assessment result from 25 assessment result - Employee welfare
to 35 points at the end of increased and benefit
six years standards are
developed and
implemented
Improved the IPCRF Average IPCRF of - Average performance 4.757 4.800 4.825 4.85 4.875 4.900 4.925 4.95
average performance teaching and rating of teaching 0 0
rating of the teaching and nonteaching and nonteaching
nonteaching personnel personnel personnel
from 4.757 to 4.950 at the improved
end of six years
Strategy 3. Ideal learning environment and adequate learning resources for learners ensured
• Functional Functional library 0 1 1 1 1 1 1 1
1. Established a library equipped with books
functional established
library/learning
center equipped
with books from 0
to 1 by 2024

2
Strategy 4. Improve and modernize internal systems and processes for a responsive and efficient delivery of basic education services
Improved the SBM level of • SBM policy 1 1 2 2 2 2 2 3
practice from level 1 to 3 implemente SBM level of practice
at the end of six years d
• Policy on
synchronize
d planning
and
budgeting
implemente
d
• Revised SIP
policy
implemente
d
• Policy on
M&E
framework
and system
implemente
d
• SBM level of
practice
increased

2
Strategy 5. Strengthen active collaboration with key stakeholders
1. Improved the • Participatio Participation rate of 65% 75% 85% 95% 100% 100% 100% 100%
participation rate of n rate of the stakeholders in
parents and other parents and DepEd and school
stakeholders from stakeholder initiated activities
65% to 100% by s improved
2026
2. Improved the - Functional 2 12 12 12 12 12 12 12
number of active DepEd- Number of organized
DepEd-recognized recognized functional clubs
clubs from 2 to 12 functional
by 2024 clubs
organized

2
OBJECTIVES Annual Financial Target Fund Office
Programmed Year 1 Year 2 Year 3 Year 4 Year 5 Year 6 Total source Account
2022 2023 2024 2025 2026 2027 2028 able
PILLAR 1 ACCESS
Intermediate Outcome All school-age children, out-of-school-youth, and adults accessed relevant basic learning opportunities
Increased the percentage School

of promotion rate from Head
94% to 100% by 2024
20,000.00 20,000.00 20,000.00 20,000.00 20.000.00 20,000.00 20,000.00 120.000.00 MOOE
Reduced the dropout rate
from 1.2% to 0% at the
end of six years
Increased the enrollment School
13,000.00 13,000.00 13,000.00 13,000.00 13,000.00 13,000.00 85,000.00 MOOE
Rate from 86% to 100% 13,000.00 Head
at the end of six years
PILLAR 2 QUALITY
Intermediate Outcome: Learners complete K-12 basic education, having successfully attained all learning standards that equip them with the
necessary skills and attributes to pursue their chosen paths
JHS School
Improved the percentage Head
PA School Improvement Plan 2023-2028

GE
of established readers 70,000.00 70,000.00 70,000.00 70,000.00 70,000.00 70,000.00 70,000.00 420,000.00 MOOE
from 46% to 100% by
2025
2,500.00 BRGY Baranga

LGU
y
Captain
SHS School
of established readers 35,348.00 35,348.00 35,348.00 35,348.00 35,348.00 35,348.00 35,348.00 212,088.00 MOOE
from 52% to 100% by
2025
2,500.00 BRGY Brgy.
LGU
Captain
JHS 54,000.00 54,000.00 54,000.00 54,000.00 54,000.00 54,000.00 54,000.00 324,000.00 MOOE School
of Anchoring students BRGY Brgy.
2,500.00 LGU
from 0% to 100% by 2025 Captain
SHS MOOE School
Improved the percentage 32,200.00 32,200.00 32,200.00 32,200.00 32,200.00 32,200.00 32,200.00 193,200.00 Head
of Anchoring students
from 0% to 100% by 2025
2,500.00 BRGY Baranga
LGU
y
Captain
Intermediate Outcome: School-age children and youth, and adults in situations of disadvantage benefited from appropriate equity initiatives
Strategy 2. Provide an inclusive, effective, culturally responsive, gender-sensitive, and safe learning environment to respond to the situations
of disadvantage

GE
Improved the general School
weighted average of 8 8,000.00 8,000.00 8,000.00 8,000.00 8,000.00 8,000.00 8,000.00 48,000.00 MOOE Head
physically impaired
students from 75 to 85 at
the end of six years 40,000.00 40,000.00 40,000.00 40,000.00 40,000.00 40,000.00 40,000.00 240,000.00 SPED SPED

Intermediate Outcome: Learners are resilient and aware of their rights, and have the skills to protect themselves and their rights while being
aware of their responsibilities as individuals and as members of society
Strategy 2. Ensure that learners know their rights and have the life skills to claim their education-related rights from DepEd and other duty-
bearers to promote learners’ well-being
1. Decreased the
percentage of
cases of bullying
from 14% to 0% at School
the end of six 10,000.00 10,000.00 10,000.00 10,000.00 10,000.00 10,000.00 10,000.00 60,000.00 MOOE Head
years
2. Decreased the
percentage of
misbehavior
among students
from 5% to 0% at
the end of six
years
1. Provided EBEIS- -
-
prescribed -
emergency - MOOE School
supplies, 25,000.00 25,000.00 25,000.00 25,000.00 25,000.00 150,000.00 DONATION Head
25,000.00

GE
equipment, and - 25,000.00
facilities from 8 to
34 at the end of six
years
1. Improved the
normal BMI of the 10,000.00 10,000.00 10,000.00 10,000.00 10,000.00 10,000.00 10,000.00 60,000.00 CANTEEN School
students from 87% FUNDS Head
to 100% at the end
of School
six years 20,000.00 20,000.00 20,000.00 20,000.00 20,000.00 20,000.00 20,000.00 120,000.00
Head
MOOE
Improved the percentage

of physically fit learners 20,000.00 20,000.00 20,000.00 20,000.00 20,000.00 20,000.00 20,000.00 120,000.00 LGU/ School
from 84% to 91% at the MOOE Head
end of school year 2023-
2024

Strategy 2. Ensure human resources in all government levels are sufficient, resilient, competent, and continuously improving
Increased CFSS self-
assessment result from 20,500.00 20,500.00 20,500.00 20,500.00 20,500.00 20,500.00 20,500.00 113,000.00 MOOE School
25 to 35 at the end of six Head
years
Improved the IPCRF

GE
average performance School
20,500.00 20,500.00 20,500.00 20,500.00 20,500.00 20,500.00 20,500.00 123,000.00
rating of the teaching and MOOE Head
nonteaching personnel
from 4.757 to 4.950 at
the end of six years
Strategy 3. Ideal learning environment and adequate learning resources for learners ensured
1. Established a
functional School
library/learning 25,000.00 25,000.00 25,000.00 25,000.00 25,000.00 25,000.00 25,000.00 150,000.00 MOOE/ Head
DONATIONS
center equipped
with books
from 0 to 1 by
2024
Strategy 4. Improve and modernize internal systems and processes for a responsive and efficient delivery of basic education services
Improved the SBM level MOOE School
of practice from level 1 to Head
20,000.0 20,000.00 20,000.0 20,000.00 20,000.00 20,000.00 20,000.00 120,000.00
3 at the end of six years 0 0
•

1. Improved the
participation rate of
parents and other
stakeholders from 65% to
100% at the end of six
years School
2. Improved the 10,000.00 10,000.00 10,000.00 10.000.00 10,000.00 10,000.00 10,000.00 60,000.00
MOOE Head
number of
active DepEd-
recognized
clubs from 2 to

GE
12 at the end of
six years
TOTAL ( PPAs) 403,548.00 403,548.00 403,548.00 403,548.00. 403,548.00. 403,548.00. 403,548.00. 2,421,288.00
-
JO - 175,800.00 175,800.00 175,800.00 175,800.00 175,800.00 175,800.00 175,800.00 879,000.00
ELECTRICITY - 156,000.00 156,000.00 156,000.00 156,OOO.00 156,000.00 156,000.00 156,000.00 780.000.00
WIFI - 30,000.00 30,000.00 30,000.00 30,000.00 30,000.00 30,000.00 30,000.00 150,000.00
FUEL - 3,000.00 3,000.00 3,000.00 3,000.00 3,000.00 3,000.00 3,000.00 15,000.00
TRAVEL EXPENSES - 30,000.00 30,000.00 30,000.00 30,000.00 30,000.00 30,000.00 30,000.00 150,000.00
SUPPLIES - 50,000.00 50,000.00 50,000.00 50,000.00 50,000.00 50,000.00 50,000.00 50,000.00
TOTAL ( Fixed Expenses ) - 367,000.00 444,800.00 444,800.00 444,800.00 444,800.00 444,800.00 444,800.00 444,800.00
GRAND TOTAL - 848,348.00 848,348.00 848,348.00 848,348.00 848,348.00 848,348.00 848,348.00 848,348.00
MOOE ALLOCATION - 848,348.00 848,348.00 848,348.00 848,348.00 848,348.00 848,348.00 848,348.00 5,090,088.00
SUPPORT FROM BRGY 10,000.00 10,000.00 10,000.00 10,000.00 10,000.00 10,000.00 10,000.00 10,000.00
LGU
SCHOOL CANTEEN 36,000.00 36,000.00 36,000.00 36,000.00 36,000.00 36,000.00 36,000.00 36,000.00

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IV
School Program Implementation Review and Performance Assessment (SPIRPA)
A systematic process for collection, collation, and analysis of key education data and information that will allow the SGC to
determine the progress of SIP implementation based on targets. The main objective of the SPIRPA is to facilitate decision-
making for a more relevant and responsive delivery of basic education services at the school level.
Monitoring and Evaluation Strategies
Monitoring and Evaluation is an essential tool to track the progress and assess the effectiveness of the programs,
projects and activities being implemented. It provides the SPT and PMT with valuable insights of the impact of the
interventions and the strengths and weaknesses of the implementation. It also gives them the opportunity to
revise and adjust the strategies and activities to ensure that the objectives are being achieved efficiently and
effectively.
Table 12. Monitoring and Evaluation Strategies
Physical Target
Results Statement/Key Baseline (2022- Frequency of Data

Phase 01 Phase 02 Means of Verification Responsible Body M&E Strategy
Performance Indicator 2023) Collection
(2023-2025) (2026-2028)
Pillar: ACCESS
Intermediate Outcome: All school-age children, out-of-school-youth, and adults accessed relevant basic learning opportunities
Percentage of 94% 100% 100%

SF5 Quarterly Class Adviser SPIRPA
learners' promotion

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1.2% 0% 0%
Dropout Rate
Percentage of school-
aged who returned to
school or participated
in ALS – Participation 86%
Rate of OSC and OSY
97% 100% Enrolment rate Annually PMT, SPT SPIRPA
PILLAR: QUALITY
Intermediate Outcome: Learners complete K-12 basic education, having successfully attained all learning standards that equip them
with the necessary skills and attributes to pursue their chosen paths
Strategy 2. Strengthen competence of teachers and instructional leaders on curriculum, instruction, and assessment
JHS
Percentage of literate RLA Assessment Reading Teachers,
learners 46% 100% 100% Result Quarterly PMT, School Head RLA Tool
SHS
Percentage of literate RLA Assessment Reading Teachers,
learners 52% 100% 100% Result Quarterly PMT, School Head RLA Tool
JHS Mathematics
Percentage of Teachers, PMT,
numerate learners 0% 100% 100% ALNAT Result Quarterly School Head ALNAT
SHS 0% 100% 100% ALNAT Result Quarterly Mathematics ALNAT
Percentage of Teachers, PMT,

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numerate learners School Head
Intermediate Outcome: School-age children and youth, and adults in situations of disadvantage benefited from appropriate equity
initiatives
Strategy 2. Provide an inclusive, effective, culturally responsive, gender-sensitive, and safe learning environment to respond to the
-Percentage of
learners in situation
of disadvantage
continue to
participate in basic
education (Retention
Rate) SF 5 PMT, Subject
75 78 100% Enrolment rate Quarterly Teachers SF 9, SF 5
Intermediate Outcome: Learners are resilient and aware of their rights, and have the skills to protect themselves and their rights while
being aware of their responsibilities as individuals and as members of society
Strategy 2. Ensure that learners know their rights and have the life skills to claim their education-related rights from DepEd and other
duty-bearers to promote learners’ well-being
Percentage of Bullying 14% 8% 0%
cases
Guidance Record Monthly PMT, Guidance Coor INTAKE SHEET
Percentage of
misbehavior 5% 2% 0%
- Percentage of 24% 58% 100% EBEIS- Annually PMT, DRRM School LED Watching
available EBEIS Prescribed Coordinator and Hazard Mapping
prescribed supplies, supplies, Tool

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equipment, and
facilities
- Percentage of
learners in safe equipment,
schools facilities
-Percentage of
students with 87% 96% 100%
improved health BMI of the
statistics students
WInS Level of
practice Annually PMT, WInS Coor BMI, Validated WInS
-Percentage of learners
with improved
physical fitness
level 84% 90% 100% PFT Result Annually MAPEH Teachers Physical Fitness Test
Result

Strategy 2 : Ensure human resources in all governance levels are sufficient, resilient, competent, and continuously improving
Average performance
rating of teaching and
nonteaching 4.575 4.850 4.925 IPCRF Summary Mid Year, Rater, Ratee IPCRF Summary
personnel Annually
Achieved higher level 1 2 3 Self -Assessed Annually SBM Coor, School SBM Appraisal Tool

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of SBM practice
SBM Tool Head
Strategy 3. Ensure ideal learning environment are in place and adequate and appropriate learning resources for learners are
provided
Learning
resources/library for 0 1 1 NSBI Annually NSBI Coor NSBI
learners are provided
65% 75% 85%

Participation rate of Attendance Sheet
the stakeholders in of the Parent Quarterly Parent Coordinator,
DepEd and school Teacher PMT
initiated activities Conferences,
Convergences,
Assemblies Accomplishment Report
No. of organized List of organized Quarterly

functional clubs 2 12 12 functional clubs Club advisers

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Monitoring and Evaluation Activities
This may include SMEA culmination, and regular Program Implementation Review (PIR). It may be conducted monthly,
quarterly, semi-annual, and annual.
Table 13. Monitoring and Evaluation Activities
MEA Strategy Scope
1. Establishment of This refers to the setting up of baseline information in order to mainstream indicators that
Baseline & Verification are necessary for responding to the varying needs of the learners in the schools:
Mechanisms
In order to obtain accurate, up-to-date, factual and reliable data, the following strategies
shall be done:
2. Quarterly Program The QPIR serves as a platform for documenting the learners’ situation at the field level,
Implementation Review giving schools immediate feedback on the effects of programs and projects in terms of
(QPIR) 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) Community Learning Center
Monitoring and Evaluation Team (CMET)
-School Program Implementation Review and Performance Assessment (SPIRPA)
3. Annual Implementation The School Monitoring and Evaluation Team (SMET) in coordination with the SPIRPA Focal
Review (AIR) Persons and the School Planning Team will conduct the AIR..

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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. End of School Year The end of school year review aims to determine the effectiveness, progress and impact of
the PPAs implemented. It gives insight to the SPT and PMT to revise and adjust the
ineffective activities.
6. Outcome Evaluation This is the final review and will be undertaken on or before 2028. The focus of the
evaluation will be on two aspects: documenting stories about Masbatenyo learners as they
joined the SAIL 2028, and (ii) evaluation of the SAIL 2028 results framework to continue,
strategies to stop, and new strategies to stop. And new strategies to undertake for the next
cycle of the DEDP

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V
Risk Management
These must include the registry of identified Risks, its description and the strategic
solutions to mitigate the impact of each identified risk.
Risk Analysis Matrix on Impact and Probability
Impact
High 3 4 5
Medium 2 3 4
Low 1 2 3
Low Medium High
Probability
Table 14. Risk Analysis Matrix on Impact and Probability
Identified Risk Severity Mitigation Strategies

Probability Impact Overall
(High/Medium/Low) (High/Medium/Low) Rate
Institutional
Change of Leadership in the Medium High 4 Continue to
school implement the
effective PPAs, revise
and adjust the
ineffective
Capacity
Retooling/Upskilling/Upscaling Medium High 4 Implement the
of the teaching and approved Learning
nonteaching personnel to adapt and Development Plan
to the changing needs of the of the school to
new normal address the
development needs of
the teaching and
nonteaching
personnel
Strategic
Resurgence of Covid-19 cases Medium Medium 3 Implement of blended
learning modalities
Financial

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Basic Education services do Medium High 4 Intensify/Enhance
not have enough funding partnership
strategies or
mechanisms with
School partners and
stakeholders for
provision of funds
Operational
Shortage of crucial resources Medium High 4 Request for allocation
(teachers, classrooms, of budget for
furnitures) classroom and
furniture, teacher's
honorarium ,
electrification,
internet connectivity
and school lot
through SEF
Environmental
Occurrence of natural High High 5 Facilitate the conduct
disasters/calamities which of school DRRM
might reduce contact time and capacity
disrupt classes building/training and
periodic assessments
Mandate schools to
have a readily
available contingency
plan for DRRM-related
scenarios

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Annex:
● SWOT Analysis - Brief discussion on the results of the SWOT Analysis
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

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LAHONG NATIONAL HIGH SCHOOL

School Improvement Plan 2023-2028

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

CHAPTER 2. School’s Current Situation Page x

CHAPTER 3. Plan Page x

CHAPTER 4. Monitoring and Evaluation Page x

List of Acronyms Page x

List of Tables and Illustrations Page x

School Improvement Plan 2023-2028

DepEd – Department of Education

School Improvement Plan 2023-2028

Table 1. Performance Indicators for Junior High School Page x

Table 4. Nutritional Status of the Junior High School and Page x

Table 5. Average Performance Rating of the Teaching and Non-teaching

Table 6. Summary of SBM Self-Assessment Results for the Past

Table 7. The Key Performance Indicator

Table 8. The Priority Improvement Areas and Key Interventions

Table 9. The six-year Indicative Plan of the school

Table 10. FY Annual Implementation Plan for JHS

Table 11. FY Annual Implementation Plan for SHS

Table 12. Monitoring and Evaluation Strategies

Table 13. Monitoring and Evaluation Activities

Table 14. Risk Analysis Matrix on Impact and Probability

School Improvement Plan 2023-2028

The SPT is committed to regularly monitoring, evaluating, assessing, and adjusting

School Improvement Plan 2023-2028

This School Improvement Plan is a road map stipulating a detailed

The School Planning Team worked together to develop the priority

School Improvement Plan 2023-2028

School Improvement Plan 2023-2028

In fulfilling its mission, they all committed to upholding the country's

1. School Performance on Access

SY 2021-2022 SY 2022-2023 SY 2023-2024

2. School Performance on Quality

SENIOR HIGH SCHOOL

KPI 2022-2023 2023-2024

JUNIOR HIGH SCHOOL

Numeracy NDA 100%

3. Performance on Equity and Inclusion

4. School Concerns on Resiliency and Well-being

2021-2022 2022-2023 2023-2024

Allowing learners to engage in physical exercise stimulates the development of their

To promote effective, efficient, responsive, and sustainable implementation of the

Table 5. Average Performance Rating of the Teaching and Non-teaching Personnel

2021-2022 2022-2023 2023-2024

2020-2021 2021-2022 2022-2023 2023-

Principle 1 0.24 0.24 0.24 NDA

Key Issues and Challenges

● Only 94% of the students are promoted as of school year 2022-2023

● Only 59% or 92 of 156 SHS students are established readers

● 100% or 156 of 156 SHS students’ need major support in numeracy

EQUITY AND INCLUSION

● 1% or 2 of 156 SHS students are physically impaired

RESILIENCY AND WELL-BEING

● 14% or 46 of 329 students have bullying cases as of school year 2022-2023

● 5% or 15 0f 329 students have records on misbehavior as of school 2022-2023

● 0.9% or 3 of 329 cases of theft of government property

● Only 24% or 4 of 17 EBEIS prescribed emergency supplies, equipment, and

● 5% or 15 of 329 JHS students have record on misbehavior

ENABLING MECHANISM- GOVERNANCE

● Only 25 out of 35 points obtained in CFSS self-assessment

● Only level 1 in SBM level of practice