SOOB ELEMENTARY SCHOOL

School ID: 120992

Sitio Soob, Poblacion
Albuera, Leyte

SCHOOL
IMPROVEMENT
PLAN
(SIP)
Calendar Years
2023-2025

RHEA L. AMANTE
SCHOOL HEAD

School Improvement Plan

 Republic of the Philippines
Department of Education
REGION VIII
SCHOOLS DIVISION OF LEYTE

APPROVAL SHEET

This School Improvement Plan for Calendar Years 2023-2025 of Soob

Elementary School, prepared and submitted by School Planning Team,
represented by Rhea L. Amante, School Head, has been examined and is
recommended for acceptance and approval.

RAPHI T. AŇOVER NANCY G. TESADO

Senior Education Program Specialist Planning Officer-III
(Planning and Research)

GIL R. ESPLANADA, JR, PhD FELICIDAD T. ESPINOSA

Chief Education Supervisor- SGOD Chief Education Supervisor- CID

ROBERTO N. MANGALIMAN PhD, CESE or MA’AM RITA

Assistant Schools Division Superintendent

CERTIFIED THAT THIS SCHOOL IMPROVEMENT PLAN OF JUAN DELA

CRUZ NATIONAL HIGH SCHOOL FOR CALENDAR YEARS 2023-2025 IS
ACCEPTED AND APPROVED.

MANUEL P. ALBAŇO PhD, CESO V

Schools Division Superintendent

Date: ____________________
 INTRODUCTION

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

and what it intended to address

Paragraph 2: Discuss the persons involved in crafting the plan and how this
was completed.

Paragraph 3: Discuss how the school will strategize to meet the needs and
demands identified in this SIP.

Paragraph 4: Briefly describe how your school would look like three years
from now as a result of implementation of this plan.

School Improvement Plan

 TABLE OF CONTENTS

Title Page i
Approval Sheet ii
Certificate of Acceptance iii
Introduction iv
Table of Contents v

PART I. DepEd’s Vision, Mission, and Core Values 1

PART II. School’s Current Situation 2

PART III. School’s Strategic Plans

PART IV. Financial Plan

PART V. School Monitoring and Evaluation and

Adjustments (SMEA)

PART VI. Risk Management Plan

Appendices
Part I: DepEd’s Vision, Mission, and Core Values

DEPED VISION

We dream of Filipinos who passionately love their country and whose values
and competencies enable them to realize their full potential and contribute
meaningfully to building the nation. As a learner-centered public institution,
the Department of Education continuously improves itself to better serve its
stakeholders.

DEPED MISSION

To protect and promote the right of every Filipino to quality, equitable, culture-
based, and complete basic education where:
- Students learn in a child-friendly, gender-sensitive, safe, and motivating
environment
- Teachers facilitate learning and constantly nurture every learner.
- Administrators and staff, as stewards of the institution, ensure an
enabling and supportive environment for effective learning to happen.
- Family, community, and other stakeholders are actively engaged and
share responsibility for developing life-long learners.

CORE VALUES

Maka-Diyos
Maka-tao
Makakalikasan
Makabansa

1
Part II: School’s Current Situation

Soob Elementary School is one of the schools located in Sitio Soob,

Poblacion, Albuera North District, Albuera, Leyte. It is the nearest school which
is 1800 meters from the District Office. It can be reached by land through
bus/PUJ or motorcycle. It has a total land area of 4,439 sqm. It is a complete
elementary offering Kindergarten up to Grade Six. It is also near one Central
School, one Private Elementary School, and a High School. There is no
incidence of crimes, and the only natural hazards affecting the place is tropical
depression and prone to landslide. No incidence of flooding or storm surge hit
the area where the school is located because it stands at the top of a hill and
near in the rice field.

School Performance on Access

Enrolment
Comparative Data on Enrolment
140
138

135
132

130
128

125

120
120

115

110
Number of Learners

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

(Schools may add separate bar graphs showing the enrolment for JHS and SHS or
enrolment for special programs offered like STE, SPA, SPS, SPFL, SPJ)

2
The enrollment decreased from 138 of S.Y 2018-2019 to 120 of S.Y 2021-2022
due to transferred of residence for the families seeking greener pasture.
Community Intake Rate (FOR ELEM SCHOOLS ONLY)
(5-year-old children located in the catchment areas)

Table 1a
Comparative Data on Community Intake Rate

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

Number of 5-year-old
children in the
community
Number of 5-year-old
children in the
community enrolled in
school
Rate

Community Intake Rate

30
27

25 24
23
20
20

15

10

0
Rate

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

Present and describe the data on community intake rate. Describe

the internal or external factors causing the increase or decrease of the
said rate. Explain the strengths or weaknesses of past interventions or

3
 programs/projects/activities in relation to enrolment. Discuss potential
problems if performance issues are not addressed

Simple Drop-out rate

Table 1b
Drop Out Rate
Drop Out Rate
School Year Drop Out Rate
1% 1%

2019-2020 0%

2020-2021 0%

2021-2022 0.57% 0% 0%
SY 2019-2020 SY 2020-2021 SY 2021-2022 SY 2022-2023
2022-2023 0%

Drop Out Rate

Number of Drop Out by Cause

0.95
0.85
0.75
0.65
0.55
0.45
0.35
0.25
0.15
0.05
SY 2019-2020 SY 2020-2021 SY 2021-2022 SY 2022-2023
Armed Conflict 0 0 0 0
Family Problem 0 0 0 0
Lack of Allowance 0 0 0 0
Distance to School 0 0 0 0
Sickness 0 0 0 0

Armed Conflict Family Problem Lack of Allowance Distance to School Sickness

As reflected in the graph we have maintained zero drop - out rate.

4
 School Leaver Rate
Table 1c
School Leaver Rate
School Year School Leaver School Leaver Rate
Rate
85%
2019-2020 0%

2020-2021 0%

2021-2022 0%

2022-2023 .85%
0% 0% 0%
SY 2019-2020 SY 2020-2021 SY 2021-2022 SY 2022-2023

School Leaver Rate

For the past three years the school had zero school leaver. But this
S.Y. 2022 – 2023 the school’s leaver rate had 0.85% due financial crisis
and family problem but because of the school balik - aral campaign we
encouraged children to enrolled.

Table 1d
Transition Rate

School Year Transition Transition Rate

Rate
100% 100% 100%
2019-2020 100%

2020-2021 100%

2021-2022 100%

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

Transition Rate

(For complete elem.- have 2 tables and discussion for transition rate, one for K to Gr.1 and another for Gr.3 to Gr.4, For Secondary if your school
has an integrated SHS have 2 tables and discussion, one for Gr.6 to Gr.7 and Gr 10 to Gr 11)

5
 Based on the data in the transition rate for the last three years, the
transition rate maintained to 100%. This implies the positive attitude on
the learners towards learning.

Number of out-of-school children/youth

Table 1f
Comparative Data on Number of School Children
in the Barangay not in School

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

Male Female Tota Male Female Tota Male Female Tota Male Female Total
l l l
Number of
Learners

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

or external factors why these school children or youth are not in school.
Explain the strengths or weaknesses of past interventions or
programs/projects/activities in relation to this indicator. Discuss
potential problems if performance issues are not addressed.

To close the discussion on access, discuss the foreseeable

problems if problematic KPIs are not acted upon and briefly state the
desire of the school to improve in this aspect of school performance.

6
School Performance on Quality
Reading Proficiencies/Competencies
Table 2a
Comparative Data for Reading Proficiency/Competency
Early Grade Reading Assessment (EGRA)
(Pre- Assessment SY 2022-2023)

EGRA Competencies
TASKS

Comprehension

Comprehension
Grad
Book and Print

Invented Word
Familiar Word
e Identification

Oral Reading
Initial Sound
Letter Sound
Letter Name

Level
Knowledge

Knowledge

Knowledge

Listening
Reading
Reading

Reading

Fluency
K 0 19 15 18 5 3 0 0 14
Gr. 1 0 25 20 15 16 5 5 5 5
Gr. 2 0 20 15 14 10 10 12 8 18
Gr.3 5 20 20 20 20 10 10 7 15

EGRA -Based Reading Level Profeciency of Key Stage 1

Learners
30

25

20

15

10

0
Kinder Grade 1 Grade 2 Grade 3

Book and Print Knowledge Letter Name Knowledge Letter Sound Knowledge
Initial Sound Identification Familiar Word Reading Invented Word Reading
Oral Reading Fluency Reading Comprehension Listening Comprehension

Based on the graph illustrated above, the assessment of EGRA in

the Key stage 1 reveals that Grade Three learners are performing well
while the other grade levels needs more intervention. Reading Programs

7
 should be implemented. A positive school classroom learning climate and
the need for the learners to have a positive attitude towards reading.

Table 2b
Comparative Data on Key Stage 2 Learners Reading Proficiency
in English and Filipino

Reading Level
English Filipino
Instructional

Instructional
Independent

Independent
Frustration

Frustration
Grade Level

4 35% 47% 6% 24% 24% 47%

5 27% 60% 7% 13% 33% 47%
6 28% 50% 17% 6% 56% 33%
*Phil IRI Pre- Assessment- SY 2022-2023

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

Learners
100%
6 7
90% 17

80%
70%
47
60% 60
50
50%
40%
30%
20% 35
27 28
10%
0%
Grade 4 Grade 5 Grade 6

Frustration Instructional Independent

8
 Phil-IRI Reading Level (Filipino) Profeciency of Grades 4-6
Learners
100%
90%
80% 33
47 47
70%
60%
50%
40% 24 56
30% 33

20%
10% 24
13
6
0%
Grade 4 Grade 5 Grade 6

Frustration Instructional Independent

In Phil IRI both English and Filipino in Frustration and Intructional level are
increasing while the Independent level is decreasing. Since we are in the
pandemic Last two year and in Distance Modality Learning the reading level of
the pupils is alarming. The school should have more reading intervention to
solve the reading problem of the learners.

9
 Numeracy Level

Table 2c
Comparative Data on Key Stage 1 Learners’ Numeracy Level

Numeracy Level
Grade Level Non-Numerates Numerates Highly Numerates
Kinder 4 13 7
Grade 1 16 5 2
Grade 2 6 13 3
Grade 3 6 20 3
* Pre- assessment data SY 2022-2023

Numeracy Level of Key Stage 1 Learners

100%
3 2 3 3
90%
80% 5

70%
60%
13 20
50% 17

40%
16
30%
20%
6
10% 4 6

0%
Kindergarten Grade 1 Grade 2 Garde 3

Non Numetrates Numerates Highly Numerates

In numeracy level of learners in key stage 1 the Grade 1 has a big

number of non-numerates.Teachers should focus on different concepts
consisting of activities and exercises that would guide them accordingly.
Pupils should be able to master the different mathematical skills.

10
 Table 2d
Comparative Data on Key Stage 1 Learners’ Numeracy Level

Numeracy Level
Grade Level Non- Numerates Highly
Numerates Numerates
Grade 4 2 13 5
Grade 5 3 20 12
Garde 6 0 21 0
* Pre- assessment data SY 2022-2023

Numeracy Level of Key Stage 2 Learners

100% 0
90% 5
12
80%
70%
60%
50% 21
40% 13
20
30%
20%
10%
2 3
0% 0
Grade 4 Grade 5 Grade 6

Non Numetrates Numerates Highly Numerates

In the numeracy level of the Key stage 2 the data shown indicates that there
are 90% numerates of learners. There should be programs that aim to raise the
proficiency level of learners. Teacher’s competence should be enhanced as well
as learner’s achievements.

11
 Completion Rate

Table 2e
Comparative Data on Completion Rate

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

Rate 78.57% 71.88% 89% 70.73%

Comparative Data on Completion Rate

100
89
90
78.57
80
71.88 70.73
70
60
50
40
30
20
10
0
Rate

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

Discuss the trend. Cite possible factors causing the trend. Discuss
PPAs implemented in the past contributing to the indicator. Discuss
potential problems if performance issues are not addressed.

12
School Performance on Equity and Inclusion

Introductory statements of felt school issues on inclusion programs or

initiatives conducted. Specifically, this section will cover learners in
disadvantaged sectors like learners with disabilities, working children and
youth, street children, children in conflict, indigenous people’s etc.

Table 3a.
Proportion of Learners in Situation of Disadvantage Transition to Next Key
Stage SY 2022-2023

Key Stage Number of Learners in

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

Discuss the trend. Cite possible factors causing the trend.

Discuss PPAs implemented in the past contributing to the
indicator. Discuss potential problems if performance issues are not
addressed.

Table 3b
Enrolled Learners at Disadvantaged Situation
(but are with no disabilities)

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

Year 2020 2021
Enrolled M F T M F T M F T M F T
Learners

Present and describe the learners in disadvantaged sector

(but are not with disabilities) in your school. Describe the
challenges they are face in accessing basic education. Explain the
strength or weaknesses of past interventions or
programs/projects/activities or practices. Discuss potential
problems if performance issues are not addressed.

13
 Table 3c
Children with Disabilities Enrolled in School
No. of Type of Disability (Current SY)
Level Children with Disability Disability Disability
Disability __________ __________ __________
0 0 0 0 0

There is no reported disabilities enrolled in school.

Table 3d
School Facilities for Learners
in Situations of Disadvantage

Facilities for Learners with Disabilities/ in Number

Disadvantaged Situation
Buildings with PWD ramp 1
Available equipment/learning resources for 0
SPED learners
Gender-based comfort rooms 0
(Add items as necessary)

There is a PWD ramp in the new building. But there is no

children with disabilities in school.

14
School Performance on Resilience and Well-Being
Introductory statements on resilience and well-being. Discuss the
coverage of your resilience and well-being implementation in school.

Nutritional Status of Learners

Table 4a
Nutritional Status of Learners

Number of Learners per Grade Level

Nutritional
Kinder Grade 1 Grade 2 Grade 3 Total Grade 4 Grade 5 Grade 6 Total
Status
M F M F M F M F M F M F M F M F M F

Severely
3 3 0 2 1 3 2 0 6 8 0 1 1 0 2 1 3 2
Wasted

Wasted 0 1 4 6 0 5 2 2 6 14 4 2 5 3 2 1 11 6
Normal 6 4 2 6 4 4 4 1 16 15 6 2 1 4 8 3 15 9

Overweight 1 0 0 0 1 0 0 0 2 0 0 2 1 0 1 0 2 2

Obese 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
* Pre-assessment Data SY 2022-2023

Number of Learners by Health Status, SY 2022-20223

40 Kinder to Grade 3 Grade 4-6
0
35

30 0 0
2
2 15

25
15
20 16 0
2
15 14
9
10 6 11
5 8 6
6
3 2
0
Male Female Male Female

Severely Wasted Wasted Normal Overweight Obese

15
 In the current school year 47% of the nutritional status of the pupils in
school are normal, 16% severely wasted status and 31% is wasted because of
malnutrition and indigency.
Incidence of Bullying/ Child Abuse

Table 4-b
Comparative Data on the Incidence of Bullying/ Child Abuse

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

Number of 0 0 0 0
reported
incidence/ child
abuse
Number of 0 0 0 0
incidents
referred to other
offices

Data on Incidence of Bullying /Child Abuse

1
0.9
0.8
0.7
0.6
0.5
0.4
0.3
0.2
0.1
0 0 0 0 0 0 0 0
0
SY 2017-2018 SY 2018-2020 SY 2020-2021 SY 2021-2022

No. of Incidence/child abuse Number of case elevated to other offices

There is no incident or reported bullying cases in the school.

16
School Hazards
Table 4c
School Hazards

School Hazards Presence/ Description

absence (/
or x)
Broken window Present in 7/9 classrooms wherein the
windows in half of these classrooms needing
window repairs would need major repairs.
Slippery pathway /
Blocked corridor X
Heavy objects
mounted on top of
X
cabinets/shelves
Flooded area X
Busted plugs/light
bulbs/electrical
/
facilities
Exposed electrical
wires
X
Protruding nails in
chairs and tables
X
Broken door knobs /
Warning sign:
Slippery
X
pathways/corridors
Plants mounted on
the building railings
X
Flooding X
Exposed chemicals
and liquids
X
Lack/absence of
storage for
X
equipment
Unlabeled
chemicals
X
Dripping ceiling X
Open pit X

17
 School Hazards Presence/ Description
absence (/
or x)
Stagnant water X
Unpruned
trees/bushes/shru
X
bs
Open/clogged
canals
X
No ramps for
elevated school
X
buildings or other
facilities
Swing-in doors X
Broken/dilapidated
ceiling
/
Open/incomplete
perimeter fence
/
Presence of stray
animals inside the
/
school campus
Presence of
electrical
X
post/transformer
near or within the
school perimeter
No system of
release to parents
/
during emergencies
No posted
emergency hotlines
/
around the school
Garbage area
(segregation of
/
biodegradable and
nonbiodegradable)
Detached or peeled
off GI sheet
X
Broken toilet bowl
and/or sinks
X
Broken
chairs/desks/table
/
s
Blocked/no
emergency exits
X
Unmounted
cabinets/shelves
X

18
 School Hazards Presence/ Description
absence (/
or x)
Medical kits in
every classrooms
/
Bells/alarms /
Condemnable
building (i.e. very
/
old structure,
collapsing building
and/or prominent
cracks on
classroom walls)
Others (List as
many as possible)
X

Discuss the extent of hazards present in the school. What

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

Mental and Psychosocial Condition

Table 4d
Comparative Data on Learners with
Mental and Psychosocial Conditions

Calendar Year 2019 2020 2021 2022

No. of learners No Data No Data No Data 0
assessed with mental Available Available Available
and psychosocial
condition

Discuss the type and number of incidences of mental issues

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

19
Security, peace, and order situation

Describe the peace and order situation in school and the

community where it belongs. Describe the present school
initiatives in relation to the school being a zone of peace (see BEIS
for the initiatives). If the school is affected by armed conflicts
between state and non-state groups, describe how often classes are
threatened/disrupted. Discuss how the said situation impacts
learners’ academic performance.

Affected and Displaced Learners Retained in School

Table 4e
Percentage of Learners Displaced and Retained in School due to
Calamities/Disasters (Natural/Human Induced Hazards)

School Year 2018 2019 2020 2021

Natural Hazards
Drought 0 0 0 0
Earthquake 0 0 0 0
Fire 0 0 0 0
Flood 0 0 0 0
Landslide 0 0 0 0
Tropical Cyclone 0 0 NDA NDA
Volcanic 0 0 0 0
Eruption
Tsunami 0 0 0 0
Human-Induced
Hazards
Armed Conflict 0 0 0 0
Bomb 0 0 0 0
Threats/Bombing
Civilian Violence 0 0 0 0
Fire 0 0 0 0
Others (pls 0 0 0 0
specify)

20
 Describe the percentages of learners displaced and are retained
in school. Describe the hazards/calamities that caused the
learners to be displaced (its frequency, and magnitude). Discuss
any initiative done to retain them in school (e.g. EiE) or the need
to have one if not available. Discuss the consequences if the school
has no initiative to keep learners after disasters (see BEIS as
guide).

Learners who are Happy and Satisfied with their Basic Education
Experience

Table 4f
Percentage of Learners who are Happy and Satisfied with their
Basic Education Experience

Calendar Year Total Enrolment % of Learners who

(BoSY 2022) are happy and
satisfied with their
basic education
experience
CY 2022 186 75%

Discuss the percentage, how it was obtained and its

implication to quality of services they avail in school (both
teaching, ancillary activities/services). Discuss further the aspects
wherein the learner enjoyed/ or is satisfied the most as well as the
least appreciated by the learners. Discuss how this would affect
the school if this indicator is unaddressed.

Learners’ Awareness on Their Rights TO and IN Education, and How

to Claim Positively

Table 4g
Percentage of Learners Awareness on their Rights TO and IN
Education, and How to Claim Positively

Calendar Year Total Enrolment % of Learners who

(BosY 2022) know their rights TO
and IN education,

21
 and how to claim
them positively

CY 2022 186 5%

Discuss how many percent of the learners know their rights

(based on a school-based survey). Discuss the PPAs or initiatives
done with regards to this concern. Discuss the implication if this
indicator does not meet the standard/expectation.

Learners equipped with capacities on what to do before, during,

and after a disaster/ emergency.

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

Disaster/ % of learners % of learners % of learners

Emergencies who are who are who are
equipped equipped equipped
with with with
capacities on capacities on capacities on
what to do what to do what to do
before a during a before a
disaster/ disaster/ disaster/
emergencies emergencies emergencies

Drought 2% 0.5% 2%
Earthquake 1% 3% 2%
Fire 4% 2% 1%
Flood 5% 1% 1%
Landslide 1% 0.5% 1%
Tropical Cyclone 45% 0.4% 0.5%
Volcanic Eruption 0.5% 1.0% 0.3%
Tsunami 0.2% 1% 1.2%
Armed Conflict NDA NDA NDA
Bomb 0% 0% 0%
Threats/Bombing
Civilian Violence 0% 0% 0%

22
 Fire 30% 1% 1.0%
Others (pls specify)

*Enrolment (BoSY 2022)

Discuss the data, compare the capacities of learners on what

to do before, during and after emergencies/disaster. Describe the
PPAs conducted (like drills) and what will be the implication if the
other capacities remain undeveloped.

School Performance on Governance

One brief paragraph to discuss the school’s overall performance with
respect to governance. Include in the discussion the coverage of the discussion
to be presented.

Human Resources
Table 5a
Data on Teachers, Teaching Related and Non-Teaching Personnel in
School
Number of teachers actually working in the school
ELEMENTARY
Position
M F Total M F Total
Teaching
Master Teacher IV 0 0 0 0 0 0
Master Teacher III 0 0 0 0 0 0
Master Teacher II 0 0 0 0 0 0
Master Teacher I 0 1 1 0 0 0
Teacher III 0 4 4 0 0 0
Teacher II 0 0 0 0 0 0
Teacher I 0 2 2 0 0 0
Special Science Teacher I 0 0 0 0 0 0
TOTAL 0 7 7 0 0 0
Non-Teaching
Principal IV 0 0 0 0 0 0
Assistant Principal 0 0 0 0 0 0
Head Teacher III 0 0 0 0 0 0
Head Teacher II 0 0 0 0 0 0
Head Teacher I 0 0 0 0 0 0
Admin. Officer II 0 0 0 0 0 0
ADAS II 0 0 0 0 0 0

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 Number of teachers actually working in the school
ELEMENTARY
Position
M F Total M F Total
ADAS I 0 0 0 0 0 0
Registrar 0 0 0 0 0 0
Guidance Councilor 0 0 0 0 0 0
Nurse II 0 0 0 0 0 0
Senior Bookkeeper 0 0 0 0 0 0
Disbursing Officer II 0 0 0 0 0 0
TOTAL 0 0 0 0 0 0

Add discussion as to the number of teachers who handle the

regular program or special programs offered. Discuss the number
of non-teaching personnel in school who handles various non-
teaching works.

Table 5a-1
Data on Teachers, Teaching Related and Non-Teaching Personnel in
School detailed in SDO or in other schools

Plantilla personnel
Plantilla personnel detailed to borrowed/detailed from other
Position school(s)/ DepEd Office
DepEd office/ DepEd office/
school within school outside TOTAL Male Female Total
Teaching the division the division
Master Teacher IV
Master Teacher III
Master Teacher II
Master Teacher I
Teacher III
Teacher II
Teacher I
Special Science Teacher I
TOTAL
Non-Teaching/Teaching
Related
Principal I, II, III, IV
Assistant Principal II
Head Teacher VI
Head Teacher V
Head Teacher IV
Head Teacher III 1
Head Teacher II
Head Teacher I

24
Admin. Officer II
ADAS II
ADAS I
Registrar
Guidance Councilor
Nurse II
Senior Bookkeeper
Disbursing Officer II
TOTAL 1

Discuss how these borrowed items/personnel would affect

the school performance. (If none of the personnel is borrowed
based on BEIS in your reference to your plantilla, you may choose
not to include this table and discussion)

School Resources
Classrooms
Table 5b
Learner to Classroom Ratio

School Year Learner-Classroom Ratio

SY 2019-2020 1:7
SY 2020-2021 1:7
SY 2021-2022 1:7
SY 2022-2023 1:7

Learner-Classroom Ratio
1:12
1:07 1:07 1:07 1:07
1:04
0:57
0:50
0:43
0:36
0:28
0:21
0:14
0:07
0:00
Learner-Seat Ratio

SY 2019-2020 SY 2020-2021 SY 2021-2022 SY 2022-2023

25
 For the past three years, the school has enough classrooms
from Kindergarten to Grade Six.

Textbooks
Table 5c
Available Textbook Materials per subject per grade level
(SY 2022-2023)
Textbook
to
Textbook Learner
Total Excess
Grade shortage Ratio
Subject Textbook Enrolment No. of Number of
Level Number (per subj
Copies Textbooks
per grade
level)

Kinder 18 0 0 0 0

1 Filipino 0 20
English 24
Math 18
MTB MLE 20
MAPEH 3
Araling 6
Panlipunan
ESP 6

2 Filipino 28 18
English 25
Math 25
MTB MLE 25

26
 Textbook
to
Textbook Learner
Total Excess
Grade shortage Ratio
Subject Textbook Enrolment No. of Number of
Level Number (per subj
Copies Textbooks
per grade
level)

MAPEH 18
Araling 25
Panlipunan
ESP 25

3 Filipino 19 18
English 16
Math 28
MTB MLE 28
MAPEH 28
Araling 20
Panlipunan
ESP 28
Science 20

4 English 26 17
Math 25
Filipino 24
Science 24
ESP 26
EPP 0
MAPEH 26
Araling 25
Panlipunan
5 English 10 15
Math 0
Filipino 23
Science 32
ESP 0
EPP 0
MAPEH 0
Araling 0
Panlipunan

27
 Textbook
to
Textbook Learner
Total Excess
Grade shortage Ratio
Subject Textbook Enrolment No. of Number of
Level Number (per subj
Copies Textbooks
per grade
level)

6 English 0 18
Math 0
Filipino 0
Science 0
ESP 0
EPP 0
MAPEH 0
Araling 0
Panlipunan

Table 5d
Available Furniture and Textbook Materials in the Library
(SY 2022-2023)
Number
Textbooks 0
Reference Books 0
Library
Tables 0
Chairs 0

There were no books released this year however there were

modules released from the District Property Custodian in the
intermediate level. The school needs 1 room and books for School
Library.

28
Learner seats
Table 5e
Learner-Seat Ratio

School Year Learner-Seat Ratio

SY 2019-2020 1:1
SY 2020-2021 1:1
SY 2021-2022 1:1
SY 2022-2023 1:1

Learner-Seat Ratio

1:1 1:1 1:1

1
1:1

0
Learner-Seat Ratio

SY 2019-2020 SY 2020-2021 SY 2021-2022 SY 2022-2023

Based on the graph, there are enough seats for pupils in

school.

29
 Science and Mathematics Equipment/ Packages

Table 5f
Science and Mathematics Equipment/Packages in School

Qty per Inventory

Unit Actual
Set or Date of
Particulars/ Items of Number of Non-
Qty per Delivery Functional
Issue Items Functional
Package
1. Test Tube 0 0 0 0 0 0
Holder
2. Test Tube Rack 0 0 0 0 0 0
3. Case 001 (with 0 0 0 0 0 0
Cover and Base
Sheathing)
(BASIC)
4. Cart-Rail System 0 0 0 0 0 0
Set
4.1 Rail 0 0 0 0 0 0
4.2 Leveling Pad 0 0 0 0 0 0
Assembly

In the data above shows that there were no items in science

and mathematics equipment were delivered in school.

ICT Packages/ E-classrooms

Table 5g
Number of E-Classrooms

Status
E-classroom(s)
Functional Non-Functional
1 /

30
 Table 5h
ICT Equipment in school

DepEd Computerization Program (DCP)

Batch No. of Packages Service Provider Date Received
Number Received
26 3 Reddot Imaging Phils 06/06/2016
27 3 Reddot Imaging Phils 06/06/2016
29 3 Reddot Imaging Phils 06/06/2016
42 3 COBY 08/16/2018

Table 5i
Status and Usage of ICT Equipment
A. DCP

Status of DCP Package/s Usage

No. of
No. of No. for
Types Total Non- Instructional Administrative
Functional Repair
Functional
Server 1 0 0 0 0 0
Client 6 0 0 0 0 0
Stand- 12 12 0 0 12 0
alone PC
UPS 12 12 0 0 12 0
LCD 2 2 0 0 2 0
Projector
LCD Screen 2 2 0 0 2 0
Laptop 4 2 0 2 2 2
Speaker 1 0 0 1 2 0
B. Non DCP

Non- DCP Computers

Source
Donated by School Capital Outlay If Others, please specify.
Stakeholder

Status Usage
No. of
No. of No. for
Types Total Non- Instructional Administrative
Functional Repair
Functional

31
Laptop 0 0 0 0 0 0
Desktop 0 0 0 0 0 0
Tablet 0 0 0 0 0 0

The DCP is functioning however there are some that needs repair.
There were no DCP’s donated by the stakeholders.

Functional Library

Table 5j
Number of Functional Libraries in School

School Year Number of Functional

Library/ies
SY 2019-2020 0
SY 2020-2021 0
SY 2021-2022 0
SY 2022-2023 0

No library available in school. The school needs one room for

the library.

Connection to Electricity

Table 5k
Data on School’s Electrical Connection

Does the
school have If yes, what is the source of
electricity electricity?
School Year connection?
Grid Solar Generator
Yes No (Electric Powered
Cooperative)
SY 2019-2020 / /
SY 2020-2021 / /
SY 2021-2022 / /
SY 2022-2023 / /

32
 Add discussion as to the availability of electrical connection
in the school. Discuss other factors affecting this concern. Discuss
the PPAs implemented addressing this concern and its implication
if the trend is left without intervention.

Internet Connection

Table 5l
Data on School’s Electrical Connection

Does the school have If Yes, what type of

School Year internet connection? internet connection?
Yes No Wired Broadband
SY 2019-2020 /
SY 2020-2021 /
SY 2021-2022 /
SY 2022-2023 /

Since S.Y. 2019 to S.Y. 2023 we have prepaid internet

connection for selected network but its unstable.

Add discussion as to the availability of internet connection in

the school. Discuss other factors affecting this concern. Discuss
the PPAs affected by this concern and its implication if the issues
are left without intervention.
Water and Sanitation in Schools
Table 5m
Learner to Toilet Ratio
School Year Learner-Toilet Ratio
SY 2019-2020 1:25
SY 2020-2021 1:20
SY 2021-2022 1:20
SY 2022-2023 1:20

33
 Learner-Toilet Ratio
1:26
1:25
1:24

1:23

1:22

1:20 1:20 1:20 1:20

1:19

1:17

1:16
Learner-Seat Ratio

SY 2019-2020 SY 2020-2021 SY 2021-2022 SY 2022-2023

Table 5n
Learner to Handwashing Ratio

School Year Learner-Handwashing Fac.

Ratio
SY 2019-2020 1:14
SY 2020-2021 1:13
SY 2021-2022 1:6
SY 2022-2023 1:6

Learner-Handwashing Ratio
1:14
1:14
1:13 1:13

1:12

1:10

1:09

1:07

1:06 1:06 1:06

1:04

1:03

1:01
Learner-Handwashing Ratio
Add
SY 2019-2020 SY 2020-2021 SY 2021-2022 SY 2022-2023

discussion as to the status of toilets and handwashing facilities in

school. Discuss the quality of water available in school. Include in
the discussion the status of WinS implementation vis a vis the 3-
star assessment. Discuss the factors affecting this matter. Discuss
the PPAs implemented addressing this concern and its implication
if the trend is left without intervention.

34
 Development prospects., SBM practice, and partnerships, among others.
Table 5 o
Summary of SBM Level of Practice for the last 4 Years
Calendar 2018 2019 2020 2021
Year
SBM Level 1 1 2 2
of Practice

The SBM level practice increased from level 1 to level 2. This is due
to updated school data and technical knowledge on the preparation of
MOV’s and physical evidence.
Table 5 p
Average Percentage of Stakeholders’ Attendance in School Activities
for the last 4 Years

SY 2018 2019 2020 2021

Co-curricular 100% 100% 100% 100%
Extra- 100% 100% 100% 100%
curricular
Meetings 100% 100% 100% 100%
Assemblies 100% 100% 100% 100%

Comparative Data on Percentage of Stakeholders' Participa-

tion
70 65 65
60 60 60
60
50 50
50 45

40

30

20
10
10
2 2
0 0 0 0 0
0
2018 2019 2020 2021

Co-curricular Extra-curricular Meetings Assemblies

The overall stakeholder’s participation is increasing for the last 2 years, on the
contrary the other 2 years has decreased due to pandemic reasons.

35
 Table 5q
Amount of Stakeholders Contribution (Cash/In kind) in School for the
last 4 Years

SY 2018 2019 2020 2021

Amount of Cash 0 13,000 0 3,500
Raised
Worth of In kind 0 0 22,000 0
(PhP)

Comparative Data on Amoubt of Stakeholders (Cash/In Kind)

Received by the School for the last 4 Years
50000
45000
40000
35000
30000
25000
20000
15000
10000
5000
0
2018 2019 2020 2021

Cash Inkind

In 2019 the GPTA officers raised a fund worth Php 13,000

for the school project. In 2021 the school received worth Php
22,000 purchased of school supplies and hygiene kits.

Aggregated Number Volunteer Hours (of Stakeholders)

Table 5r
Aggregated Number Volunteer Hours (of Stakeholders) in School for the
last 4 Years
SY 2018 2019 2020 2021
Brigada 90 90 NDA NDA
Contest NDA NDA
Scouting NDA NDA
Closing NDA NDA
Program

36
 Others NDA NDA
(Pentaksi)
TOTAL 90 90 0 0

Aggregated Number of Volunteer Hours of Stakeholders

100
90 90
90
80
70
60
50
40
30
20
10
0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
0
2018 2019 2020 2021

Brigada Contests Scouting Closing Program Others

Total Number of Agrregated Volunteer Hours of Stakehoders

1400

1200

1000

800

600

400

200

0
2018 2019 2020 2021

37
 Discuss the trend for the volunteer hours of stakeholders for
the last 4 years. Compare the volunteer hours per activity per year.
Identify the PPAs implemented as well as the facilitating and
hindering factors that affects the number of volunteer hours given
by stakeholders. Describe what will happen if the trend continues
and what is its implication to the school.

OPCRF
Table 5s
Summary of OPCR Rating for the last 4 Years
SY 2018 2019 2020 2021
Rating 4.49 4.49 4.49 4.49
Adjectival Very Very Very Very
Rating Satisfactory Satisfactory Satisfactory Satisfactory

OPCR Rating for the Last 4 Years

4.495
4.49 4.49
4.49

4.485
4.48
4.48

4.475
4.47
4.47

4.465

4.46

4.455
2019 2020 2021 2022

Rating

For the last 4 years

Discuss the OPCR data for the last 4 years. Discuss the
trend. Identify the facilitating and hindering factors. Describe what
would happen if the trend continuous and its implication to the
school.

38
 School Governing Council
Table 5t
Number of Functional SGC for the last 4 Years
Calendar Year 2018 2019 2020 2021
Is there a functional SGC in No No No No
school? (Yes/No)
Number of meetings 0 0 0 0
conducted within the year

There is no functional SGC in school. In the absence of SGC

the school will have a hard time to solve conflict among the school
community.

Part III: School’s Strategic Plans

Discuss the overall direction or aspiration of the school in the next three
years, specifically your strategic goal for ACCESS.

ACCESS
Strategic Goal for Access:

All school-age children, out-of-school youth, and adults accessed

relevant basic learning opportunities.

Key Performance Indicators:

1. Increased Community Mapped Intake Rate from ___ to ___.
2. Increased Transition Rate from 92.9% to 93.9%.
3. Decreased Dropout Rate from __ to ___.
4. Decreased School leaver rate from ___ to ___.

39
 PLANNING WORKSHEET
ACCESS
PLANNING WORKSHEET FOR ACCESS
LEARNING DEPED INTERMEDIATE PRIORITY GENERAL ROOT TIME FRAME
STAGE OUTCOMES IMPROVEMENT OBJECTIVE/S CAUSE/S
AREA SY SY SY

IO #1 – All IO #1.1 – All five-year old

school-age children in school
children,
out-of-school
youth, and IO #1.2- All learners stay in
adults have school and finish
access to key stages
relevant IO #1.3- All learners
basic transition to the
learning next key stage
opportunitie
IO #1.4- All out-school
s
children & youth
participate in
formal or non-
formal basic
education learning
opportunities
Add a general statement on the different PPAs to be implemented under
ACCESS.
Objectives Strategies PPAs (Key Output Time
Interventions) Frame
By 2025, all five- Improve access
year-old children are to universal
in school. kindergarten
education

Improve
learners’ access
to quality and
rights-upholding
learning
environment
By 2025, all Improve
learners stay in capacity to
school and finish retain learners
key stages 1 and 2. in schools
(for Elem.)
By 2025, all Strengthen
learners transition school’s capacity
to the next key to ensure
stage. learners’
continuity to
next stage

40
 By 2025, all Out-of- Strengthen
school children mechanisms for
participate in formal providing access
or non-formal basic to relevant basic
education learning opportunities for
opportunities. OSC and OSY,
and OSA

EQUITY
Discuss the overall direction or aspiration of the school in the next three
years, specifically your strategic goal for EQUITY.
Strategic Goal for Equity:

Disadvantaged school-age children and youth, and adults

benefited from appropriate equity initiatives
Key Performance Indicators:
1. Increased Retention Rate of learners in situation of disadvantage
from ___ to ___.
2. Increased of Percentage of learners in situations of disadvantage
(disaggregated by group) who achieved at least a fixed level of
proficiency/mastery in:
a. functional literacy from ____ to _______
b. numeracy from ____ to _______
c. 21st century skills from ____ to _______
PLANNING WORKSHEET
EQUITY
PLANNING WORKSHEET for EQUITY
LEARNING DEPED PRIORITY GENERAL ROOT CAUSES TIME FRAME
STAGE INTERMEDIATE IMPROVEMENT OBJECTIVE/S SY SY SY
OUTCOMES AREA
IO # 2 - SIO #2.1 – □ □ □
Disadvantag School-
ed school- age
age-children children
and youth, and
and adults youth,
benefited and
from adults in
appropriate situation
equity of
initiatives disadvant
age
benefited
from
appropria
te equity

41
 initiatives

Add a general statement on the different PPAs to be implemented under

EQUITY.
Objectives Strategies PPAs (Key Output Time
Interventions) Frame
By 2025, school age Improve
children/youth, and program
adults in education management
in situation of and service
disadvantage delivery
benefited from
appropriate equity Provide an
initiatives inclusive,
effective,
culturally
responsive,
gender-sensitive,
and safe
learning
environment to
respond to the
situations of
disadvantage

Improve gender-
sensitive
contextualized
curriculum and
learning delivery

Enhance DepEd
platforms for
learning
resources

Promote
partnerships to
benefit
education for
learners in
situations of
disadvantage

42
QUALITY
Discuss the overall direction or aspiration of the school in the next three
years, specifically your strategic goal for QUALITY.
Strategic Goal for Quality:

Learners complete K to 12 basic education, having successfully

attained all learning standards that equip them with the necessary skills
and attributes to pursue their chosen paths.

Key Performance Indicators:

Elementary:
1. Increased percentage of learners at independent reading level
from ___ to ___.
2. Increased percentage of learners who are numerates from ___
to ___.
3. Increased Percentage of learners achieving at least the minimum
level of proficiency in English from ___ to ___.
4. Increased Percentage of learners achieving at least the minimum
level of proficiency in Filipino from ___ to ___.
5. Increased Percentage of learners achieving at least the minimum
level of proficiency in Mother Tongue from ___ to ___.
6. Increased Percentage of learners achieving at least the minimum
level of proficiency in Numeracy from ___ to ___.
7. Increased completion rate from ____ to _____
8. Increased graduation rate from ____ to _____

PLANNING WORKSHEET

43
 QUALITY
PLANNING WORKSHEET for QUALITY
LEARNING PRIORITY TIME FRAME
STAGE DEPED INTERMEDIATE OUTCOMES IMPROVEMENT GENERAL ROOT CAUSE/S
AREA OBJECTIVE/ SY SY SY
S

IO#3.1- Learners
IO#3 Learners attain Stage
complete K 1(K-Grade 3)
to 12 basic learning
K to Grade 3 □ □ □
education, standards of
having fundamental
successfully reading &
attained all numeracy
learning skills
standards IO#3.2- Learners
that equip attain Stage
them with 2 (Grades 4-
the 6) learning
necessary standards in
skills and required
Grades 4 to 6 attributes to literacy &
pursue their □ □ □
numeracy
chosen skills apply
paths 21st century
skills to
various real
life situations

Add a general statement on the different PPAs to be implemented under

QUALITY.
For Elementary
Objectives Strategies PPAs (Key Output Time Frame
Interventions)
By 2025, all learners Ensure alignment of the
attain Stage 1 (K-Grade curriculum, instruction,
3) learning standards of and classroom assessment
fundamental reading & methods in all learning
numeracy skills areas
By 2025, all learners
attain Stage 2 (Grades
4-6) learning standards
in required literacy and Align resource provision
numeracy skills and with key stage learning
apply 21st century skills standards
to various real-life
situations

44
Objectives Strategies PPAs (Key Output Time Frame
Interventions)
Assess learning outcomes
at each key stage
transition and for learners
in situations of
disadvantage

Strengthen competence of
teachers and instructional
leaders in areas such as
content knowledge and
pedagogy/instruction,
curriculum and planning,
responding to learner
diversity, and assessment
and reporting

Ensure alignment of
curriculum, instruction
and assessment with
current and emerging
industry and global
standards

RESILIENCY AND WELL-BEING

Discuss the overall direction or aspiration of the school in the next three
years, specifically your strategic goal for RESILIENCY AND WELL-BEING.
Strategic Goal for Resiliency and Well-Being:
Learners are resilient and know their rights, and have the life skills to
protect themselves and their rights

Key Performance Indicators:

1. Increased Percentage of learners affected/displaced by natural and
man-made hazards/ disasters who are retained from ___ to ___.
2. Decreased percentage of learners who reported violence committed

45
 against them by other learners (bullying) or adults (child abuse)
based on intake sheets of the school from ___ to ____.
Additional KPI for ELEM
3. Increased percentage of learners with improved health statistics
from ____ to ____.

PLANNING WORKSHEET
RESILIENCY AND WELL-BEING

LEARNING DEPED PRIORITY GENERAL ROOT Time Frame

STAGE INTERMEDIATE IMPROVEMENT OBJECTIVE/S CAUSE/S SY SY SY __
OUTCOMES AREA ___ ___
IO#4-Learners are IO#4.1 Learners
resilient, know are served by a
their rights, and department that
have the life skills adheres to a rights-
to protect based education
themselves and framework at all
claim their levels
education-related IO#4.2 Learners
rights from DepEd are safe and
and other duty- protected and can
bearers to protect themselves
promote, learners’ from risks and
wellbeing, while impacts from
being aware of natural and
their human-induced
responsibilities as hazards
individuals and as IO#4.3- Learners
members of society have the basic
physical, mental,
and emotional
fortitude to cope
with various
challenges in life
and to manage
risks.

46
 Add a general statement on the different PPAs to be implemented
under RESILIENCY AND WELL-BEING:
Objectives Strategies PPAs (Key Output Time Frame
Interventions)
By 2025, Learners Integrate
are served by a children’s and
school that learners’ rights
adheres to a in the design of
rights-based all DepEd
education policies, plans,
framework at all programs,
levels projects,
processes, and
systems

Ensure that
learners know
their rights and
have the life
skills to claim
their education-
related rights
from DepEd and
other duty-
bearers to
promote
learners’ well-
being, while also
being aware of
their
responsibilities
as individuals
and as members
of society
By 2025, learners Protect learners
are safe and and personnel
protected, and can from death,
protect injury, and harm
themselves, from brought by
risks and impacts natural and
from natural and human induced
human induced hazards.
hazards. Ensure learning
continuity in the
aftermath of a
47
 disaster or
emergency.
Protect
education
investments from
the impacts of
natural and
human-induced
hazards
By 2025, learners Provide learners
have the basic with basic health
physical, mental, and nutrition
and emotional services
fortitude to cope
with various Nurture and
challenges in life protect learners’
and to manage mental and
risks psychosocial
health

Promote
learners’
physical and
socio-emotional
skills
development

GOVERNANCE

48
 Discuss the overall direction or aspiration of the school in the next three
years, specifically your strategic goal for GOVERNANCE.

Strategic Goal for GOVERNANCE:

Modern, efficient, nimble, and resilient governance and management
processes
Key Performance Indicators:
1. Achieved the ideal SBM level of practice from ___ to ___.
2. Achieved ideal learner ratio on:
a. Classroom from _____ to _____
b. Teachers from _____ to _____
c. Seat from _____ to _____
3. Availability of
a. Connection to electricity
b. Connection to internet
4. Achieved ideal learner ratio for Water and Sanitation
(WatSan) facility
a. Handwashing facility from ___ to ___
b. Toilets from ___ to ___

PLANNING WORKSHEET
GOVERNANCE

49
PLANNING WORKSHEET for GOVERNANCE
DEPED INTERMEDIATE PRIORITY TIME FRAME
OUTCOMES IMPROVEMENT GENERAL ROOT SY SY SY
AREA OBJECTIVE/S CAUSE/S

□ □ □
EM#1 EM#1.1:
□ □ □
Modern, All education
efficient, and leaders and □ □ □
resilient managers
governance and practice
management participative,
processes ethical, and □ □ □
inclusive
management
processes
□ □ □
EM#1.2: All
personnel are □ □ □
resilient,
competent, □ □ □
and
continuously □ □ □
improving
□ □ □
EM#1.3: Ideal
learning □ □ □
environment
and adequate □ □ □
learning
resources for
learners □ □ □
ensured
EM#1.4: Improve
and modernize
internal
systems and
processes for a
responsive and □ □ □
efficient
financial
resource
management

EM#1.5: Strengthen
active
collaboration
□ □ □
with key
stakeholders

Add discussions on the different PPAs to be implemented under

GOVERNANCE.

50
Objectives Strategies PPAs (Key Output Time
Interventions) Frame
By 2025, the school
practices
participative,
ethical, and
inclusive
management
processes
By 2025, all school
personnel are
resilient, competent,
and continuously
improving
By 2025, the school
has an ideal
learning
environment and
adequate learning
resources for
learners ensured.
By 2025, the school
has an improved
and modernized
Internal systems,
and processes for a
responsive and
efficient financial
resource
management.
By 2025, the school
has strengthened
active collaboration
with key
stakeholders

51
Part IV: Financial Plan
Introductory Paragraph (Discuss how the school intends to finance the
different key interventions or PPAs.
Three Year Indicative Financial Plan
Access
GOAL OUTCOME STRATEGIES Key OUTPUTS BUDGET SOURCE
Interventions/PPAs OF
FUND
All school- all five-year- Improve access
age children, old children to universal
out of-school are in school. kindergarten
youth, and education
adults
accessed
relevant
basic Improve
learning learners’
opportunities access to
. quality and
rights-
upholding
learning
environment

By 2025, all Improve

learners stay capacity to
in school and retain learners
finish key in schools
stages 1 and
2. (for elem)

By 2025, all Strengthen

learners school’s
transition to capacity to
the next key ensure
stage. learners’
continuity to
next stage

By 2025, all Strengthen

Out-of-school mechanisms
children for providing
participate in access to
formal or relevant basic
non-formal opportunities
basic for OSC and
education OSY, and OSA
learning
opportunities.

52
 Equity
GOAL OUTCOME STRATEGIES Key OUTPUT BUDGE SOURC
Interventions/PPA S T E OF
s FUND
Disadvantage All school age Improve
d school-age children/youth program
children and , and adults in management
youth, and education in and service
adults situation of delivery
benefited disadvantage
from benefited from
appropriate appropriate Provide an
equity equity inclusive,
initiatives initiatives effective,
culturally
responsive,
gender-
sensitive, and
safe learning
environment
to respond to
the situations
of
disadvantage

Improve
gender-
sensitive
contextualize
d curriculum
and learning
delivery

Enhance
DepEd
platforms for
learning
resources

Promote
partnerships
to benefit
education for

53
GOAL OUTCOME STRATEGIES Key OUTPUT BUDGE SOURC
Interventions/PPA S T E OF
s FUND
learners in
situations of
disadvantage

Quality
GOAL OUTCOME STRATEGIES Key OUTPUTS BUDG SOURCE
Interventions/PPAs ET OF FUND
Learners All learners Ensure alignment of
complete K attain Stage the curriculum,
to 12 basic 1 (K-Grade instruction, and
education, 3) learning classroom
having standards of assessment methods
successfully fundamental in all learning areas
attained all reading &
learning numeracy
standards skills Align resource
that equip provision with key
them with stage learning
the standards
necessary
skills and
Assess learning
attributes
outcomes at each key
to pursue
stage transition and
their
for learners in
chosen
situations of
paths.
disadvantage

Strengthen
competence of
teachers and
instructional leaders
in areas such as
content knowledge
and
pedagogy/instruction,
curriculum and
planning, responding
to learner diversity,
and assessment and
reporting

54
GOAL OUTCOME STRATEGIES Key OUTPUTS BUDG SOURCE
Interventions/PPAs ET OF FUND
Ensure alignment of
curriculum,
instruction and
assessment with
current and emerging
industry and global
standards

All learners Ensure alignment of

attain Stage the curriculum,
2 (Grades 4- instruction, and
6) learning classroom
standards in assessment methods
required in all learning areas
literacy and
numeracy Align resource
skills and provision with key
apply 21st stage learning
century standards
skills to
various real- Assess learning
life outcomes at each key
situations stage transition and
for learners in
situations of
disadvantage

Strengthen
competence of
teachers and
instructional leaders
in areas such as
content knowledge
and
pedagogy/instruction,
curriculum and
planning, responding
to learner diversity,
and assessment and
reporting

Ensure alignment of
curriculum,
instruction and
assessment with
current and emerging
industry and global
standards

55
 Resiliency and Well-Being
GOAL OUTCOME STRATEGIES Key OUTPUTS BUDGET SOURCE
Interventions/PPAs OF FUND
Learners By 2025, Integrate
are resilient Learners are children’s and
and know served by a learners’ rights
their rights, school that in the design of
and have adheres to a all DepEd
the life rights-based policies, plans,
skills to education programs,
protect framework at projects,
themselves all levels processes, and
and their systems
rights

Ensure that
learners know
their rights and
have the life
skills to claim
their education-
related rights
from DepEd and
other duty-
bearers to
promote
learners’ well-
being, while also
being aware of
their
responsibilities
as individuals
and as members
of society

By 2025, Protect learners

learners are and personnel
safe and from death,
protected, injury, and harm
and can brought by
protect natural and
themselves, human induced
from risks hazards.

56
GOAL OUTCOME STRATEGIES Key OUTPUTS BUDGET SOURCE
Interventions/PPAs OF FUND
and impacts
from natural
and human
induced
hazards Ensure learning
continuity in the
aftermath of a
disaster or
emergency

Protect
education
investments
from the impacts
of natural and
human-induced
hazards

By 2025, Provide learners

learners with basic
have the health and
basic nutrition
physical, services
mental, and
emotional
fortitude to Nurture and
cope with protect learners’
various mental and
challenges in psychosocial
life and to health
manage
risks

Promote
learners’
physical and
socio-emotional
skills
development

57
 Governance
GOAL OUTCOME STRATEGIES Key OUTPUTS BUDGET SOURCE
Interventions/PPAs OF
FUND
Modern, By 2025, the
efficient, school
nimble, and practices
resilient participative,
governance ethical, and
and inclusive
management management
processes processes
By 2025, all
school
personnel are
resilient,
competent,
and
continuously
improving
By 2025, the
school has an
ideal learning
environment
and adequate
learning
resources for
learners
ensured.
By 2025, the
school has an
improved and
modernized
Internal
systems, and
processes for
a responsive
and efficient
financial
resource
management.
By 2025, the
school has
strengthened
active
collaboration

58
 GOAL OUTCOME STRATEGIES Key OUTPUTS BUDGET SOURCE
Interventions/PPAs OF
FUND
with key
stakeholders
Year 1 Annual Improvement Plan
Incorporate the designed PPAs in your AIP for 2023 using the latest template
provided by the Planning Office. Indicate in the remarks if the PPA is for
access, equity, quality, well-being & resiliency and governance.

Part V. School Monitoring and Evaluation and

Adjustments (SMEA)
One introductory paragraph on how and why SMEA is to be conducted
by schools in relation to planned PPAs stipulated in the SIPs. Introductory
Paragraph may include the ff salient points: SMEA is a systematic process for
collection, collation, and analysis of key education data and information that will
allow the SGC to determine the progress of SIP implementation based on targets.
The main objective of the SMEA is to facilitate decision-making for a more
relevant and responsive delivery of basic education services at the school level.
M & E Strategies
May include tools, info systems and templates identified in DO 44
and other new templates may be useful. The main reference will be the
School Report Card (SRC)
(Please include the M&E template to be used quarterly in assessing
organizational effectiveness)
M&E Activities
May include SMEA culmination, regular Program Implementation
Review (PIR). Could be monthly, quarterly, semi-annual, and annual

Get inputs from DO 29 s 2022 (get the details for schools’ M and E
for SIP).

59
Part VI: Risk Management Plan
Introductory paragraph highlighting the importance of risk management planning and identifying strategies on
how to solve possible emerging issues.
Access
Potential S Likely Causes P Preventive Who When Cost Contingent Who When Cost
Problems How (What are the What is the Action (For each (When will this (How much Action (For each (When will this action step be (How much will
(List down all serious is most likely probability (What action steps action step, action step be will taking (What action action step, done?) taking this step
potential the causes of that each of will be undertaken who will done?) this step steps can be who will cost?)
problems adverse potential the likely to eliminate likely ensure that cost?) immediately ensure that
(“What can conseque problems with causes will causes with High this is taken in case this is done?)
go wrong?”) nce in High and happen? and Moderate done?) each of the
related to the case the Moderate Determine probability?) potential
implementati potential seriousness?) if Low, problems with
on of the problem Moderate, High-Moderate
intervention.) happens? or High. seriousness and
Determine probability
if Low, materializes?)
Moderate,
or High.

60
Equity
Potential S Likely Causes P Preventive Who When Cost Contingent Who When Cost
Problems How (What are the What is the Action (For each (When will this (How much Action (For each (When will this action step be (How much will
(List down all serious is most likely probability (What action steps action step, action step be will taking (What action action step, done?) taking this step
potential the causes of that each of will be undertaken who will done?) this step steps can be who will cost?)
problems adverse potential the likely to eliminate likely ensure that cost?) immediately ensure that
(“What can conseque problems with causes will causes with High this is taken in case this is done?)
go wrong?”) nce in High and happen? and Moderate done?) each of the
related to the case the Moderate Determine probability?) potential
implementati potential seriousness?) if Low, problems with
on of the problem Moderate, High-Moderate
intervention.) happens? or High. seriousness and
Determine probability
if Low, materializes?)
Moderate,
or High.

61
Quality
Potential S Likely Causes P Preventive Who When Cost Contingent Who When Cost
Problems How (What are the What is the Action (For each (When will this (How much Action (For each (When will this action step be (How much will
(List down all serious is most likely probability (What action steps action step, action step be will taking (What action action step, done?) taking this step
potential the causes of that each of will be undertaken who will done?) this step steps can be who will cost?)
problems adverse potential the likely to eliminate likely ensure that cost?) immediately ensure that
(“What can conseque problems with causes will causes with High this is taken in case this is done?)
go wrong?”) nce in High and happen? and Moderate done?) each of the
related to the case the Moderate Determine probability?) potential
implementati potential seriousness?) if Low, problems with
on of the problem Moderate, High-Moderate
intervention.) happens? or High. seriousness and
Determine probability
if Low, materializes?)
Moderate,
or High.

62
Wellbeing and Resiliency
Potential S Likely Causes P Preventive Who When Cost Contingent Who When Cost
Problems How (What are the What is the Action (For each (When will this (How much Action (For each (When will this action step be (How much will
(List down all serious is most likely probability (What action steps action step, action step be will taking (What action action step, done?) taking this step
potential the causes of that each of will be undertaken who will done?) this step steps can be who will cost?)
problems adverse potential the likely to eliminate likely ensure that cost?) immediately ensure that
(“What can conseque problems with causes will causes with High this is taken in case this is done?)
go wrong?”) nce in High and happen? and Moderate done?) each of the
related to the case the Moderate Determine probability?) potential
implementati potential seriousness?) if Low, problems with
on of the problem Moderate, High-Moderate
intervention.) happens? or High. seriousness and
Determine probability
if Low, materializes?)
Moderate,
or High.

63
Governance
Potential S Likely Causes P Preventive Who When Cost Contingent Who When Cost
Problems How (What are the What is the Action (For each (When will this (How much Action (For each (When will this action step be (How much will
(List down all serious is most likely probability (What action steps action step, action step be will taking (What action action step, done?) taking this step
potential the causes of that each of will be undertaken who will done?) this step steps can be who will cost?)
problems adverse potential the likely to eliminate likely ensure that cost?) immediately ensure that
(“What can conseque problems with causes will causes with High this is taken in case this is done?)
go wrong?”) nce in High and happen? and Moderate done?) each of the
related to the case the Moderate Determine probability?) potential
implementati potential seriousness?) if Low, problems with
on of the problem Moderate, High-Moderate
intervention.) happens? or High. seriousness and
Determine probability
if Low, materializes?)
Moderate,
or High.

64
APPENDICES

Accomplished Gap Analysis Template

GAP ANALYSIS TEMPLATE

1. SCHOOL PERFORMANCE in ACCESS
B.2 CURRENTLY B.5 GROUPS
B.3 Inhibiting B.4 Projects
A. DIVISION TARGETS B.1 NEEDED DATA CONTRIBUTING THAT REQUIRE
Factors Implemented
Yes/No Explanation ATTENTION
1. Increased Net Enrolment Rate Enrollment
Elementary from 93.80% to 95.53% (BoSY)

2. Decreased number of out of school Data on Child mapping

children/youth.
3. Increased Net enrolment for Kindergarten Enrollment
Kindergarten from 78.87% to BoSY
85.91% (for Elem. Only)
4. Improved Retention Rate Retention Rate
Elementary from 99.15% to
99.29%

5. Decreased Drop- out Rate Drop Out Rate

for: Elementary from 0.28%
to 0.17%

6. Increased Transition Rate Transition Rate

Kinder (K-Grade1) from 98.15% to
98.29%

2. SCHOOL PERFORMANCE in EQUITY

A. DIVISION TARGETS B.1 NEEDED DATA B.2 CURRENTLY B.3 Inhibiting B.4 Projects B.5 GROUPS
CONTRIBUTING Factors Implemented THAT REQUIRE

65
 YES/NO EXPLANATIO
ATTENTION
N
Increased retention rate (for ELEMENTARY
learners in situation of Retention Rate
disadvantage)

Increase percentage of learners

(in disadvantaged situation) with
at least proficient level or better
in terms of
A. Functional literacy Functional Literacy
% of learners at with at least proficient
level or better

B. Numeracy Numeracy
% of learners at with at least proficient
level or better

C. 21st Century Skills 21st century skills

% of learners with at least proficient level
or better

3. SCHOOL PERFORMANCE in QUALITY

B.2 CURRENTLY B.5 GROUPS THAT
B.3 Inhibiting B.4 Projects
A. DIVISION TARGETS B.1 NEEDED DATA CONTRIBUTING REQUIRE
Factors Implemented
YES/NO EXPLANATION ATTENTION

66

Improved Completion Rate
Improved number of learners
attaining nearly proficient
level or better in Reading
and Listening
Comprehension
Improved number of learners
attaining proficient level or
better in Stage 2 literacy
standards
Improved number of learners
attaining proficient level or
better in Stage 2 numeracy
standards
Improved graduation rate
A. DIVISION TARGETS
Increased percentage of learners
that are resilient and know their
rights and have the life skills to
 Percentage of learners who
completed Elementary
Percentage of learners attaining nearly
proficient level or better in
(Stage 1 – Kinder to G3)
 English
 Mother Tongue
 Numeracy
(Stage 2 – G4 to G6)
 Literacy
 Numeracy
Percentage of learners attaining
proficient level or better in Stage 2
literacy standards
 Grade 4 _____
 Grade 5 ______
 Grade 6 ______
Percentage of learners attaining
proficient level or better in Stage 2
numeracy standards
 Grade 4 ______
 Grade 5 _____
 Grade 6 ______
Graduation rate
4. SCHOOL PERFORMANCE in RESILIENCY AND WELL-BEING
B.2 CURRENTLY
B.5 GROUPS THAT
CONTRIBUTING B.3 Inhibiting B.4 Projects
B.1 NEEDED DATA REQUIRE
EXPLANATIO Factors Implemented
YES/NO ATTENTION
N
Percentage of affected and displaced
learners retained in schools
Percentage of learners who reported
67
protect themselves.
Increased number of learners
provided with rights-based
education framework at all levels.
Increased percentage of learners
protected from natural and
human-induced hazards.
Increased number of learners to
have the basic physical, mental,
and emotional fortitude to cope
with various challenges in life.
violence committed against them by other
learners (bullying) or adults (child abuse)
based on intake sheets of schools
Percentage of learners who are happy and
satisfied with their basic education
experience in relation to the enjoyment of
their specific rights in school and learning
centers
Percentage of learners who know their
rights TO and IN education, and how to
claim them positively
Percentage of schools and learning
centers significantly manifesting
indicators of RBE in the learning
environment
Learners Satisfaction Rating on Rights-
based Education
Percentage of schools significantly
manifesting indicators of RBE
Percentage of DepEd personnel in SDO,
and schools/learning centers who know
the rights of children and learners in
relation to RBE, and are able to infuse
them in their respective jobs/duties
Percentage of learners equipped with
capacities on what to do before, during,
and after a disaster/emergency
Percentage of learners in safe schools
Percentage of students with improved
health statistics
Percentage of learners with improved
physical fitness level
68
 5. SCHOOL PERFORMANCE in GOVERNANCE
A. DIVISION TARGETS B1. DATA NEEDED B2. CURRENTLY B3. B4. PROJECTS GROUPS THAT
CONTRIBUTING INHIBITING IMPLEMENTE REQUIRE
YES/NO EXPLANATION FACTORS D ATTENTION
Increased proportion of schools Current SBM Level of Practice
achieving higher levels of SBM
practice (Elementary and
Secondary school

Increased proportion of offices OPCR ratings for the last 3 years

across governance levels with
very satisfactory and higher
ratings in the Office
Performance Commitment and

69
Review
Increased proportion of schools Ratio on the classroom, teachers,
achieving the ideal ratio on the textbooks, seats, Science and Math
classroom, teachers, textbooks, equipment, and ICT Package /E-
seats, Science and Math classroom
equipment, and ICT Package /E-
classroom

Increased the proportion of

elementary schools with Number of functional library, connection
functional libraries, connection to electricity, connection to internet
to electricity, connection to functional library
internet functional library

Increased proportion of
secondary schools with
functional libraries, connection
to electricity, connection to
internet functional library
Increased the client satisfaction Client satisfaction rating (for the last 4
rating of DepEd offices’ years)
respective stakeholders (internal
& external)
Increased percentage of the Financial contribution of international and
financial contribution of local grant development partners
international and local grant
development partners vis-à-vis
the national education budget
(including adopting a school,
Brigada Eskwela)

70
 Functional SGC established (per SY for
Increase the proportion of the last 4 years)
schools with functional SGC

71
Identifying PIAs Template (Annex 4)
School Improvement Planning
IDENTIFY PRIORITY IMPROVEMENT AREAS
Instruction: Using the matrix on the next page, please rate each improvement area on five criteria using a 5-point
scale as described below:
Criteria Description Scale
Strategic importance The number of other areas that will benefit 5 – Very High
when the improvement area as addressed 4 – High
Urgency The urgency or need to improve the area as 3 – Moderate
soon as possible 2 – Low
Magnitude The number of learners that will benefit 1- Very Low
when the improvement area is addressed
Feasibility The degree to which the improvement area is
within the schools mandate and control

Afterwards, compute the average rating of each improvement area and interpret the results as follows:
Average Rating Interpretation
4.5-5.0 Very High
Priority
3.5-4.49 High Priority
2.5-3.49 Moderate
Priority
1.5-2.49 Low Priority
1.0-1.49 Very Low
Priority

72
Improvement Areas
Access
Improvement Areas Strategic Urgency Magnitude Feasibility
Importance

Equity
Improvement Areas Strategic Urgency Magnitude Feasibility
Importance

73
Quality
Improvement Areas Strategic Urgency Magnitude Feasibility
Importance

Resilience and well-being

Improvement Areas Strategic Urgency Magnitude Feasibility
Importance

74
Governance
Improvement Areas Strategic Urgency Magnitude Feasibility
Importance

75
Root Cause Analysis

Because teaching and learning Because students are sick

experience is not engaging

Why is teaching- Why are

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

Because students are always Because of contaminated

absent water

76
Project Work Plan and Budget Matrix

Project Title:
IANGAT ang NAT
Problem Statement:
Limited learners mastery of NAT based competencies
Project Objective Statement:
To increase NAT MPS performance from 44% to 75%
Root Cause:
Drinking contaminated water (sample only)

Activity Output Date of Person Budget Budget Source

Implementation Responsible
Conduct of intensive Needs January 2023 Department 500 MOOE
needs assessment assessment Heads of English,
report Science, Math,
Filipino and AP

77
78