Republic of the Philippines

Department of Education
Region II – CAGAYAN VALLEY
SCHOOLS DIVISION OF SANTIAGO CITY
DUBINAN ELEMENTARY SCHOOL
Plaridel, Santiago City

Pillar 3 Quality
Results Statement / Y1 Y2 Y3 Y4 Y5 Y6
Baseline
Key Performance Indicator (2023) (2024) (2025) (2026) (2027) (2028)
Intermediate Outcome (IO) #3. Learners complete K-12 basic education having attained all learning standards that equip
them with the necessary skills and attributes to pursue their chosen paths
1. Percentage of learners pursued their chosen paths
% Proceeded to college

% Proceeded to employment

% Proceeded to entrepreneurship
% Proceeded to middle level skills
training
2. Percentage of learners in a cohort who completed Grade 6 / Grade 12- Completion Rate - (CR)

ELEMENTARY - CR 78 81.67% 85.33% 89.00% 92.67% 96.33% 100.00%

SECONDARY – CR
Results Statement / Y1 Y2 Y3 Y4 Y5 Y6
Baseline
Key Performance Indicator (2023) (2024) (2025) (2026) (2027) (2028)

IO3.1 - Learners attained Stage 1 learning standards of fundamental reading and numeracy skills
3. Percentage of learners attaining nearly proficient level or better in Reading and Listening Comprehension increased
Percentage of learners achieving
nearly proficient or better in 41.02
English 50.85% 60.68% 70.51% 80.34% 90.17% 100.00%
Percentage of learners achieving
nearly proficient or better in Mother
47.98
Tongue (excluding Tagalog
speakers) 56.65% 65.32% 73.99% 82.66% 91.33% 100.00%
Percentage of learners achieving nearly
proficient or better in numeracy
51.28 59.40% 67.52% 75.64% 83.76% 91.88% 100.00%
IO3.2 - Learners attain Stage 2 (Grade 6) learning standards of literacy & numeracy skills and apply 21st century skills to various situations
4. Percentage of learners attaining
proficient level or better in Stage 2
literacy standards (increase: 4
pp/yr
5. Percentage of learners attaining
proficient level or better in Stage 2
numeracy standards (increase: 4
pp/yr)
IO3.3 -Learners attain Stage 3 (Grades 7-10) learning standards of literacy & numeracy skills and apply 21st century skills to various
situations
6. Percentage of G10 learners
attaining nearly proficient level or
better in Stage 3 literacy (4 pp/yr)
7. Percentage of G10 learners
attaining nearly proficient level or
better in Stage 3 numeracy
standards (4 pp/yr)
IO3.4 - Learners attain Stage 4 (Grades 11-12) learning standards equipped with knowledge and 21st century competencies
developed in their chosen core, applied and specialized SHS tracks
8. Percentage of Grade 12
learners attaining nearly proficient
level or better in Stage 4 core SHS
areas (6 pp/yr

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 Republic of the Philippines
Department of Education
Region II – CAGAYAN VALLEY
SCHOOLS DIVISION OF SANTIAGO CITY
DUBINAN ELEMENTARY SCHOOL
Plaridel, Santiago City

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 Republic of the Philippines
Department of Education
Region II – CAGAYAN VALLEY
SCHOOLS DIVISION OF SANTIAGO CITY
DUBINAN ELEMENTARY SCHOOL
Plaridel, Santiago City

STRATEGIC DIRECTIONS AND ALIGNMENT -PILLAR 1

PROGRAM IMPLEMENTER:
Pillar ACCESS
Intermediate Outcomes All school-age children, youth and adults accessed relevant basic learning opportunities
(from BEDP)
Sub-Intermediate Outcomes 1. Improve access to universal kindergarten education
(from BEDP)
2. Improve learners’ access to quality and rights-upholding learning environment
3. Improve capacity to retain learners in schools
4. Strengthen schools’ capacity to ensure learners’ continuity to next stage
5. Strengthen mechanisms for providing access to relevant basic opportunities for OSC and OSY, and OSA

Strategies Expected Initiative or

(from BEDP) Output Intervention Timeline
Activities Resources
(Based on (Program/ (Year of
Financial
BEDP) Projects) Implement
Human Physical Y1 Y2 Y3 Y4 Y Y
ation)
5 6
1. Improve Expand access Oplan Balik Implementation of OBE FY 2023- SDS. ASDS, Division Tarpaulin, 15, 15, 15, 15,0 1 1
access to to kindergarten Eskwela and ER, Child find or 2028 Chiefs, OBE Office 00 00 00 00 5, 5,
universal program Mapping activities coordinators, School Supplies, 0 0 0 0 0
kindergarten Early Heads, Teachers, Food and 0 0
education Registration Stakeholders Snacks 0 0
Kindergarten Project DBEF Request for the FY 2024- SDS, ASDS, Chiefs, Office
facilities within (Division Basic allocation of budget for 2028 School Heads, Supplies
standards Education the construction of Division Engineer,
provided Facilities) standard Kindergarten Teachers,
classroom from LGU, Stakeholders
Initiative of the DepEd Central Office
school –main and other stakeholders.

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 Republic of the Philippines
Department of Education
Region II – CAGAYAN VALLEY
SCHOOLS DIVISION OF SANTIAGO CITY
DUBINAN ELEMENTARY SCHOOL
Plaridel, Santiago City

ones
Shld be a long
term project
Hiring of PRIME HR Implement recruitment FY 2023- SDS, ASDS, Chiefs,
Kindergarten and hiring guidelines 2028 HRD, HRMO, SMME,
teachers through the support of Planning and
internal and external Research
partners.
Research Project Conduct Division FY 2023- SDS. ASDS, Division Venue, 54, 57, 59, 60,0 6 6
studies on Brightest plus Research conference to 2028 Chiefs, Division Tarpaulin, 00 00 00 00 0, 0,
effectiveness of motivate / capacitate Research Focal Office 0 0 0 SEF 0 0
stakeholders’ Kindergarten Teachers Person, School Supplies, SE SE SE 0 0
involvement in to initiate research on Heads, School Food and F F F 0 0
strengthening strengthening Research Snacks S S
kindergarten Project KIT stakeholder Coordinators, E E
program involvement in the Teachers F F
completed Project Kindergarten Program.

Initiate Research on
effectiveness of
stakeholders’
involvement in
strengthening
kindergarten program

Conceptualize and
implement innovations
related to effectiveness
of stakeholders’
involvement in
strengthening
kindergarten program
2. Improve Digital Project Continuous FY 2023- SDS, ASDS, Chief, Website 35, 35, 35, 35,0 3 3
learners’ access materials for all PROVIDE development of offline 2028 EPS, School Heads, Hosting 00 00 00 00 5, 5,

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 Republic of the Philippines
Department of Education
Region II – CAGAYAN VALLEY
SCHOOLS DIVISION OF SANTIAGO CITY
DUBINAN ELEMENTARY SCHOOL
Plaridel, Santiago City

to quality and learning areas digitized Learning Teachers and 0 0 0 0 0

rights-upholding developed and Resources in different Learners 0 0
learning made Learning Areas. 0 0
environment accessible to
target learners
Project PAHINA
Upgrading of Web
Hosting in online
access and continuous
development and
uploading digitized
audio, video, and
written
material/manuscript.
DepEd
Computerizatio
n Program (DCP)
Increase number of
DCP to recipient
schools (Data)

Maintenance and
upgrading of DCPs.
All schools have Project DBEF Request for the FY 2025- SDS, ASDS, Chiefs, Communicat 3,0 3,00 3, 3,
science (Division Basic allocation of budget for 2028 School Heads, ion, Gas 00 0 0 0
laboratories Education the construction of Division Engineer, expenses, 0 0
Facilities) Science Laboratories Planning Officer, Office 0 0
from LGU, DepEd Teachers, Supplies
Central Office. Stakeholders
More schools WATSAN Include the provision of FY 2023- SDS, ASDS, Chiefs,
with health and WATSAN in schools in 2028 School Heads,
sanitation the Division Budget Division Engineer,
facilities Proposal. Planning Officer,
Teachers,
Provision of WATSAN in Stakeholders

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 Republic of the Philippines
Department of Education
Region II – CAGAYAN VALLEY
SCHOOLS DIVISION OF SANTIAGO CITY
DUBINAN ELEMENTARY SCHOOL
Plaridel, Santiago City

schools through SEF

and other LGU sources
More schools Project DBEF Request for the FY 2025- SDS, ASDS, Chiefs, Communicat 3,0 3,00 3, 3,
with ideal (Division Basic allocation of budget for 2028 School Heads, ion, Gas 00 0 0 0
classroom to Education the construction of Division Engineer, expenses, 0 0
student ratio at Facilities) ideal classroom for Planning Officer, Office 0 0
the Elementary Elementary and Teachers, Supplies
and Secondary Secondary from LGU, Stakeholders
levels. DepEd Central Office
and other stakeholders.
3. Improve Teachers and Project DORP Conduct M&E and FY 2023- SDS. ASDS, Division
capacity to learning (Drop Out Supervision on DORP. 2028 Chiefs, Planning
retain learners facilitators Reduction Officer, Division
in schools capacitated to Program) Craft localized School Heads,
implement monitoring tool for Teachers
remediation DORP.
programs and
management of
Strengthen Home
learners at risk
Visitation
of dropping out
Intensify the
SBFP implementation of
School Based Feeding
Program

Project TAS-B Improve the

Gulayan sa mechanism of Gulayan
Paraalan sa Paaralan Program.
Program

Contextualize Child
Protection Policy

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 Republic of the Philippines
Department of Education
Region II – CAGAYAN VALLEY
SCHOOLS DIVISION OF SANTIAGO CITY
DUBINAN ELEMENTARY SCHOOL
Plaridel, Santiago City

Child Protection
Program

School
initiative on
Remediation
Program
Schools Project SEERS Craft digitized activities FY 2023- SDS. ASDS, Division
implemented to address identified 2028 Chiefs, Planning
remediation Project Least-Mastered Officer, Division
programs for MATWAR Competencies in School Heads,
struggling English, Science, and Teachers
learners Mathematics.
Project QUASI
Counseling Project U4U Continuous FY 2024- SDS,ASDS, Division Tarpaulin, 15, 15, 15,6 1
services for all Development of 2027 Personnel, School Bond 60 60 00 5,
students to existing Teen Centers. Based Non-Teaching Papers, 0 0 6
address and School Head Laptop, 0
individual Printer, 0
concerns OK SA DEPED Printer inks,
Strengthen advocacy in
provided in all Ballpen,
mental health
schools. MMK (Mag- Note books,
aaral, Magulang
at Kapartner)

4. Strengthen More private Project Encourage remaining 4 FY 2025- SDS,ASDS, Chiefs,

schools’ capacity schools CONNECT Private schools to 2028 Division Personnel,
to ensure participating in accept Educational School Based Non-
learners’ the Education Service Contracting Teaching and School
continuity to Service (ESC) recipients. Head
next stage Contracting
scheme Orient JHS learners
with partner agencies.

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 Republic of the Philippines
Department of Education
Region II – CAGAYAN VALLEY
SCHOOLS DIVISION OF SANTIAGO CITY
DUBINAN ELEMENTARY SCHOOL
Plaridel, Santiago City

Contextualize Localized
Monitoring and
Evaluation tool.
SHS course Project GO TVIs Signing of MOA with FY 2024- SDS, ASDS, Chiefs, Tarpaulin, 10, 10, 10,0 1 1
offerings within HEIs 2028 SHS Focal Person, Bond 00 00 00 0, 0,
standards School Heads, and Papers, 0 0 0 0
Conduct Education SHS Coordinators Ballpen, 0 0
summit and Pentel pen, 0 0
conferences Re: SHS melas
track/strand

Creation of Stand-
Alone SHS
SHS facilities Project DBEF Allocate budget to add FY 2025- SDS, ASDS, Chiefs,
are within (Division Basic SHS facilities under 2028 School Heads,
standards Education DepEd budget. Division Engineer,
Facilities) Planning Officer,
Request from Teachers,
stakeholders for Stakeholders
additional resources.

Scheme for Project AID Development of FY 2024 SDS, ASDS, Chiefs, Tarpaulin, 10,
tracing Division Website on SHS Focal Person, Bond 65
learners’ tracing learners’ and SHS Papers, 0
completing completing basic Coordinators Ballpen,
basic education education is developed Pentel pen,
is developed and operational melas
and operational
Conduct Training-
workshop on tracing
learners’ completing
basic education is

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 Republic of the Philippines
Department of Education
Region II – CAGAYAN VALLEY
SCHOOLS DIVISION OF SANTIAGO CITY
DUBINAN ELEMENTARY SCHOOL
Plaridel, Santiago City

developed and
operational
Elementary and Project AID Development of FY 2024- SDS, ASDS, Chiefs, Tarpaulin, 35, 35, 35,7
secondary Division Website 2026 EPS, School Heads, Bond 75 75 50
schools among Elementary and Elementary and Papers, 0 0
capacitate on Secondary Schools re: Secondary Laptop,
how to trace learners’ whereabouts Representative Printer,
learners’ Printer inks,
whereabouts Conduct Training- Ballpen,
workshop among Note books,
Elementary and Pentel pen
Secondary Schools re:
learners’ whereabouts
Trace studies Project TALA Craft localized FY 2024- SDS, ASDS, Chiefs, Tarpaulin, 5,0 5,0 5,0 5,00 5, 5,
for ALS (Tracing ALS monitoring tool for ALS 2026 ALS Supervisor, and Bond 00 00 00 0 0 0
learners Learners through completers ALS teachers Papers, 0 0
completed An Apps) Laptop, 0 0
Printer,
Printer
Counseling Child Protection Assign school FY 2023- SDS, ASDS, Division
services of Program Designate Guidance 2028 Personnel, School
schools to Counselor. Based Non-Teaching
address and School Head
learners’
concerns
improved
5. Strengthen ALS teachers, Project ALSIST Conduct Capacity FY 2023 SDS, ASDS, Chiefs, Tarpaulin, 50 50 50 50k 5 5
mechanisms for community ALS (ALS -School Building among ALS ALS Supervisor, and Bond k k k 0 0
providing access implementors Intervention on Teachers / ALS teachers Papers, k k
to relevant basic and learning Systematized Implementors and Laptop,
opportunities for facilitators Technical learning facilitator re: Printer,
OSC and OSY, trained to use assistance) Online Teaching Ballpen,
and OSA online teaching Platforms Note books,
platforms Pentel pen,

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 Republic of the Philippines
Department of Education
Region II – CAGAYAN VALLEY
SCHOOLS DIVISION OF SANTIAGO CITY
DUBINAN ELEMENTARY SCHOOL
Plaridel, Santiago City

melas
Access to Print Project PAHINA Continuous FY 2023- SDS, ASDS, Chief, Website
and Non-Print development of offline 2028 EPS, School Heads, Hosting
Learning digitized Learning Teachers and
Resources in Resources in different Learners
the CLCs Learning Areas.
Improved
Project Upgrading of Web
PROVIDE Hosting in online
access and continuous
development and
uploading digitized
audio, video, and
written
material/manuscript
Selected CLCs Project Partner with the LGU FY 2023- ASDS, SDS, Schools
are equipped CONNECT and NGAs to complete 2026 Heads, Public Schools
with the Learning Facilities
appropriate in existing CLCs.
learning
facilities
ALS Internal Project ALSist Development of School FY 2023- ASDS, SDS, Schools
stakeholders (ALS -School Interventions to ALS 2028 Heads, Public Schools
access to Intervention on Internal stakeholders
training on ALS Systematized access to training on
program Technical ALS program
implementation assistance)
Improved
Include training
Project expenses in the Work
CONNECT and Financial Plan
(WFP).
ALS external Project Conduct ALS summit FY 2023- SDS, ASDS, Chiefs, Tarpaulin, 10, 10, 10, 10,0 1 1

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 Republic of the Philippines
Department of Education
Region II – CAGAYAN VALLEY
SCHOOLS DIVISION OF SANTIAGO CITY
DUBINAN ELEMENTARY SCHOOL
Plaridel, Santiago City

stakeholders on CONNECT and/or conference with 2028 ALS Supervisor, and Bond 00 00 00 00 0, 0,
ALS program the external ALS teachers Papers, 0 0 0 0 0
implementation stakeholders. Laptop, 0 0
improved Printer, 0 0

ALS M&E Project PLANS Conduct Portfolio FY 2023- SDS, ASDS, Chiefs, Laptop 35, 35, 35, 35,0 3 3
system and (Portfolio & Assessment and Data 2028 ALS Supervisor, and tokens, office 00 00 00 00 5, 5,
processes Learning Analysis. ALS teachers supplies, 0 0 0 0 0
developed and Assessment of tarpaulin, 0 0
operational in the New Setting meals/ 0 0
all governance Project) snacks,
levels internet

I. INDIGENOUS PEOPLE EDUCATION PROGRAM

Strategies Expected Initiative or Timeline
(from BEDP) Output Intervention (Year of Resources
(Based on BEDP) (Program/Projects) Activities Implementat Financial
Human Physical
ion) Y1 Y2 Y3 Y4 Y5 Y6
Improve Coordination INDIGENOUS Establishment of SDS, ASDS, IP Forms, 5k 5k 5k 5k 5k 5k
program with LGUs and EDUCATION partnership with LGU and Chief, EPS IP Communicati
management barangay officials PROGRAM barangay officials for Focal Persons, on, and
and service on data -Project GADDANG strategic mapping School Heads, transportatio
delivery gathering and (Gearing Access to Teachers, IP n allowance
analysis towards Disadvantage and Conduct of Strategic Data Eldres
explicit solutions Diverse Adaptable to 2023-2028
gathering
to identified Nurture the  Cultural Mapping
barriers to Gaddang) for IP Learners in
education all schools
strengthened  Profiling of IP
Learners

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 Republic of the Philippines
Department of Education
Region II – CAGAYAN VALLEY
SCHOOLS DIVISION OF SANTIAGO CITY
DUBINAN ELEMENTARY SCHOOL
Plaridel, Santiago City

 Gathering of data
for IP Learners (IP
Enrolment)

Improve Learning and INDIGENOUS SDS, ASDS, Proposals, 600 600 600 600 600 600
program development EDUCATION Conduct of Division Chief, EPS IP Foods and k k k k k k
management plan for the PROGRAM Training- Workshop for Focal Persons, snacks,
and service capacity - Project GADDANG IPEd programs School Heads, Transportatio
delivery development of (Gearing Access to Teachers, IP n allowance,
personnel Disadvantage and Development of Elders, Honorarium
involved in IPEd Diverse Adaptable to contextualized lesson Indigenous of Elders
formulated and Nurture the exemplars from Grades 1 Cultural
implemented Gaddang) to 3 for intercultural 2022-2028 Communities
communities (ICCs)
Quality Assurance of the
Contextualized LRs/ LMs
for IPEd Program
Implementation of IPEd
program (Lesson
Exemplars) for 3
implementing Pilot Schools
Improve Learning and INDIGENOUS Attendance to Regional
program development EDUCATION Training- Workshop for SDS, ASDS, Proposals, 91k 91k 91k 91k 91k 91k
management plan for the PROGRAM IPEd Program Chief, EPS IP Foods and
and service capacity - Project GADDANG Finalization of IPED Focal Persons, snacks,
delivery development of (Gearing Access to Framework for School Heads, Transportatio
personnel Disadvantage and Intercultural Communities 2023-2028 Teachers, IP n allowance,
involved in IPEd Diverse Adaptable to Development of Elders, ICCs Honorarium
formulated and Nurture the Contextualized Learning of Elders
implemented Gaddang) Resources/ Materials for
IPEd Program
Promote Advocacy INDIGENOUS Conduct of National IP Day 2023-2028 4k 4k 4k

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 Republic of the Philippines
Department of Education
Region II – CAGAYAN VALLEY
SCHOOLS DIVISION OF SANTIAGO CITY
DUBINAN ELEMENTARY SCHOOL
Plaridel, Santiago City

partnerships to activities for EDUCATION and National IP Month

benefit Inclusive PROGRAM Celebration
education for Education -Project GADDANG
learners in Programs are (Gearing Access to Conduct of appropriate
situations of strengthened Disadvantage and SDS, ASDS,
learning and advocacy
disadvantage Diverse Adaptable to Chief, EPS IP Proposal, IP
activities to all offices and
Nurture the Focal Persons, Attire,
schools that promote the
Gaddang) School Heads, Tarpaulin,
objectives and message of
Teachers, IP Streamers/
the national celebrations
Elders, ICCs Banners
Posting of
streamers/banners in
strategic places in the
vicinity of DepEd offices
and school.

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 Republic of the Philippines
Department of Education
Region II – CAGAYAN VALLEY
SCHOOLS DIVISION OF SANTIAGO CITY
DUBINAN ELEMENTARY SCHOOL
Plaridel, Santiago City

STRATEGIC DIRECTIONS AND ALIGNMENT (Based on Key and Immediate Challenges)

PROGRAM IMPLEMENTER:

Pillar 3 QUALITY
Intermediate Outcomes -Learners complete K to 12 Basic Education, having successfully attained all learning standards that equip them with the
(From BEDP) necessary skills and attributes to pursue their chosen paths.

Sub-Intermediate Outcomes -Learners attain Stage 1 (K-Grade-3) learning standards of fundamental reading & numeracy skills
(From BEDP) -Learners attain Stage 2 (Grades 4-6) learning standards in required literacy and numeracy skills and apply 21 st century
skills to various real- life situation.
-Learners attain Stage 3 (Grades 7-10) learning standards in required literacy and numeracy skills and apply 21 st century
skills to various real- life situation.
-Learners attain Stage 4 (Grades 11-12) learning standards equipped with knowledge and 21 st century skills developed in
chosen core, applied and specialized SHS tracks
-Learners in the Alternative System Learning attain certification as Elementary or Junior High School completers.

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 Republic of the Philippines
Department of Education
Region II – CAGAYAN VALLEY
SCHOOLS DIVISION OF SANTIAGO CITY
DUBINAN ELEMENTARY SCHOOL
Plaridel, Santiago City

I. Financial Plan
a. Six year Indicative Financial Plan

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 Republic of the Philippines
Department of Education
Region II – CAGAYAN VALLEY
SCHOOLS DIVISION OF SANTIAGO CITY
DUBINAN ELEMENTARY SCHOOL
Plaridel, Santiago City

b. Year 1 Annual Implementation Plan

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 Republic of the Philippines
Department of Education
Region II – CAGAYAN VALLEY
SCHOOLS DIVISION OF SANTIAGO CITY
DUBINAN ELEMENTARY SCHOOL
Plaridel, Santiago City

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 Republic of the Philippines
Department of Education
Region II – CAGAYAN VALLEY
SCHOOLS DIVISION OF SANTIAGO CITY
DUBINAN ELEMENTARY SCHOOL
Plaridel, Santiago City

MONITORING,
EVALUATION AND
ADJUSTMENT

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 Republic of the Philippines
Department of Education
Region II – CAGAYAN VALLEY
SCHOOLS DIVISION OF SANTIAGO CITY
DUBINAN ELEMENTARY SCHOOL
Plaridel, Santiago City

DEDP Monitoring, Evaluation and Adjustment Strategies

Monitoring and Evaluation and Adjustment (MEA) exists to determine the
extent of program implementations from the target objectives to the development of
outputs. This aids in locating the weak points and gaps of programs in order to
make timely and suitable modifications and interventions to direct the continuous
improvement of programs. The Division of Santiago City conducts monitoring to
establish the measurement of indicators in terms of extent of progress and
achievement of objectives. Further, programs undergo evaluation to determine the
significance of the activities and identify their effectiveness, impact and
sustainability.
The DEDP MEA adopts the BEDP MEA Framework, which is anchored on
the achievement of the four pillars which are access, equity, quality, and resilience
that contribute to the goal of developing cohesive nation. To ensure that a Filipino
is holistically developed in basic education and has the 21st century abilities
necessary to manage oneself, make connections, investigate and invent, stay

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 Republic of the Philippines
Department of Education
Region II – CAGAYAN VALLEY
SCHOOLS DIVISION OF SANTIAGO CITY
DUBINAN ELEMENTARY SCHOOL
Plaridel, Santiago City

flexible, and serve others, these intermediate objectives serve as crucial progress
markers.
Figure 1. BEDP MEA Framework

Operationalizing BEDP MEA Framework

Figure 2. DEDP MEA Strategies

The monitoring and evaluation of the DEDP applies guiding concepts based
on inclusivity, outcome-driven, rights-upholding, participatory, prompt response,
and decentralization. The following strategies will be institutionalized in order to
make the DEDP MEA framework operational: the establishment of baselines and
verification procedures, the execution of the annual implementation review (AIR),
the mid-term review, the outcome evaluation, and the impact evaluation of policy
and programs. Figure 2 shows how the framework directly illustrates these
strategies.
Intermediate Outcomes
The tables below demonstrate how each performance indicator related to
each pillar should be reported and examined. This is for the purpose of making
informed decisions for the enhancement of the different programs, projects, and
activities in the division.

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 Republic of the Philippines
Department of Education
Region II – CAGAYAN VALLEY
SCHOOLS DIVISION OF SANTIAGO CITY
DUBINAN ELEMENTARY SCHOOL
Plaridel, Santiago City

A. MEA Framework for Pillar 1 – Access

Responsible Body/

Section/
Results Statement / Key Means of Verification Frequency of Data
M&E Strategy
Performance Indicator (MOV) Collection Division

Intermediate Outcome IO #1: All school-age children, out-of-school-youth, and adults accessed relevant basic learning opportunities

1. Percentage of school-age children in school – Net Enrolment Rate (NER)

Elementary EBEIS Annually SGOD-Planning Annual Implementation

Review (AIR), Midterm
Secondary EBEIS Annually SGOD - Planning Review (MTR) and
Outcome Evaluation (OE)

2. Incidence of OOSC & OSY

Elementary EBEIS Annually SGOD -Planning Annual Implementation

Out-of-school Rate Review (AIR), Midterm
Junior HS EBEIS Annually SGOD - Planning Review (MTR) and
Out-of-school Rate Outcome Evaluation (OE)
Senior HS EBEIS Annually SGOD -Planning
Out-of-school Rate
IO1.1-All five-year-old children in school

3. Percentage of five- EBEIS Annually SGOD -Planning Quarterly Program

year-old in school – Net Implementation Review
Intake Rate (QPIR) and Annual
Implementation Review
(AIR)

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

4. Percentage of enrollees (Elem, JHS, SHS) in a given school year who continue to be in school the following school year – Retention Rate

Elementary EBEIS Annually SGOD -Planning Quarterly Program

Retention Rate Implementation Review
Junior HS EBEIS Annually SGOD -Planning (QPIR) and Annual
Retention Rate Implementation Review
Senior HS EBEIS Annually SGOD -Planning (AIR)
Retention Rate
5. Percentage of currently enrolled learners but did not finish/complete the school year – Dropout rate (DR)

Elementary EBEIS Annually SGOD -Planning Quarterly Program

Dropout Rate Implementation Review
Junior HS EBEIS Annually SGOD -Planning (QPIR) and Annual
Dropout Rate Implementation Review
Senior HS EBEIS Annually SGOD -Planning (AIR)
Dropout Rate
IO1.3 – All learners transition to the next key stage

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 Republic of the Philippines
Department of Education
Region II – CAGAYAN VALLEY
SCHOOLS DIVISION OF SANTIAGO CITY
DUBINAN ELEMENTARY SCHOOL
Plaridel, Santiago City

Responsible Body/

Section/
Results Statement / Key Means of Verification Frequency of Data
M&E Strategy
Performance Indicator (MOV) Collection Division

6. Percentage of K/G6/G10 completers proceeded to next key stage – Transition Rate

Kindergarten EBEIS Annually SGOD -Planning Quarterly Program

-Transition Rate Implementation Review
(K to G1) (QPIR) and Annual
Elementary EBEIS Annually SGOD -Planning Implementation Review
-Transition Rate (AIR)
(G3 to G4)
Elementary EBEIS Annually SGOD -Planning
-Transition Rate
(G6 to G7)
Junior HS EBEIS Annually SGOD -Planning
-Transition Rate
(G10 to G11)

Responsible Body/
Results Statement / Key Means of Verification Frequency of Data
Section/ M&E Strategy
Performance Indicator (MOV) Collection
Division

IO1.4 – All out-of-school children and youth participate in and complete formal or non-formal basic education learning opportunities

7. Percentage of OSC and OSY who returned to school or participated in ALS – Participation Rate of OSC and OSY

Out-of-School Children EBEIS Annually SGOD -Planning Quarterly Program

Participation Rate Implementation Review
Out-of-School Youth EBEIS Annually SGOD -Planning (QPIR) and Annual
Participation Rate Implementation Review
(AIR)
8. Percentage of completers in ALS – completed session - ALS

Out-of-School Children EBEIS Annually CID – ALS Quarterly Program

Completed Session - ALS Implementation Review
Out-of-School Youth EBEIS Annually CID – ALS (QPIR) and Annual
Completed Session - ALS Implementation Review
(AIR)

B. MEA Framework for Pillar 2 – Equity

Results Statement / Key Means of Verification Frequency of Data Responsible Body/ M&E Strategy
Performance Indicator (MOV) Collection
Section/

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 Republic of the Philippines
Department of Education
Region II – CAGAYAN VALLEY
SCHOOLS DIVISION OF SANTIAGO CITY
DUBINAN ELEMENTARY SCHOOL
Plaridel, Santiago City

Division

Intermediate Outcome (IO) #2: School-age children and youth, and adults in situations of disadvantages from appropriate equity initiatives

1. Proportion of learners in situation of disadvantage transition to nest key stage

Elementary EBEIS Annually SGOD -Planning Annual Implementation

% Disparity in Transition Review (AIR), Midterm
Rate Review (MTR) and
Secondary EBEIS Annually SGOD -Planning Outcome Evaluation (OE)
% Disparity in Transition
Rate
2. Gender participation – Disparity in completion

Elementary EBEIS Annually SGOD -Planning Annual Implementation

Gender Parity Index Review (AIR), Midterm
Completion Review (MTR) and
Secondary EBEIS Annually SGOD -Planning Outcome Evaluation (OE)
Gender Parity Index
Completion
IO2.1: All school-age children and youth and adults in situations of disadvantage are participating in basic learning opportunities and
receiving appropriate quality education.

3. Percentage of learners in situation of disadvantage continue to participate in basic education

Elementary EBEIS Annually SGOD -Planning Quarterly Program

-Retention Rate Implementation Review
Secondary EBEIS Annually SGOD -Planning (QPIR), Annual
-Retention Rate Implementation Review
(AIR)
4. Percentage of learners in situations of disadvantage (disaggregated by group) achieved at least a fixed level of proficiency/mastery in (a)
functional literacy, (b) numeracy, and (c) 21st century skills

Functional Literacy NAT Annually CID Quarterly Program

% of learners with at least Implementation Review
proficient level or better (QPIR), Annual
Numeracy NAT Annually CID Implementation Review
% of learners with at least (AIR)
proficient level or better
21st century skills NAT Annually CID
% of learners with at least
proficient level or better

C. MEA Framework for Pillar 3 – Quality

Responsible Body/
Results Statement / Key Means of Verification Frequency of Data
Section/ M&E Strategy
Performance Indicator (MOV) Collection
Division

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

1. Percentage of learners pursued their chosen paths

% proceeded to college Tracer study to be Annually CID Outcome Evaluation (OE)

developed

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 Republic of the Philippines
Department of Education
Region II – CAGAYAN VALLEY
SCHOOLS DIVISION OF SANTIAGO CITY
DUBINAN ELEMENTARY SCHOOL
Plaridel, Santiago City

% proceeded to Tracer study to be Annually CID

employment developed
% proceeded to Tracer study to be Annually CID
entrepreneurship developed
% proceeded to middle Tracer study to be Annually CID
level skills training developed
2. Percentage of learners in a cohort who completed Grade 6/ Grade 12 – Completion Rate

Elementary EBEIS Annually SGOD -Planning Annual Implementation

Completion Rate Review (AIR), Midterm
Secondary EBEIS Annually SGOD -Planning Review (MTR) and
Completion Rate Outcome Evaluation (OE)
IO3.1- Learners attained Stage 1 learning standards of fundamental reading and numeracy skills

3. Percentage of learners attaining proficient level or better in Reading and Listening Comprehension increased

Percentage of learners NAT 3 Annually CID Annual Implementation

achieving nearly Review (AIR), Midterm
proficient or better in Review (MTR) and
English Outcome Evaluation (OE)

Percentage of learners NAT 3 Annually CID

achieving nearly
proficient or better in
Mother tongue

Percentage of learners NAT 3 Annually CID

achieving nearly
proficient or better in
numeracy

Responsible Body/
Results Statement / Key Means of Verification Frequency of Data
Section/ M&E Strategy
Performance Indicator (MOV) Collection
Division

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

4. Percentage of learners NAT6 Annually CID Annual Implementation

attaining proficient level Review (AIR), Midterm
or better in Stage 2 Review (MTR) and
literacy standards Outcome Evaluation (OE)
(increase: 4 pp/yr)

5. Percentage of learners NAT6 Annually CID

attaining proficient level
or better in Stage 2
numeracy standards
(increase: 4 pp/yr)

IO3.3 -Learners attain Stage 3 (Grades 7-10) learning standards of literacy & numeracy skills and apply 21st
century skills to various situations

6. Percentage of G10 NAT10 Annually CID

learners attaining nearly
proficient level or better
in Stage 3 literacy (4
pp/yr)

7. Percentage of G10 NAT10 Annually CID

Learners attaining nearly
proficient level or better

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 Republic of the Philippines
Department of Education
Region II – CAGAYAN VALLEY
SCHOOLS DIVISION OF SANTIAGO CITY
DUBINAN ELEMENTARY SCHOOL
Plaridel, Santiago City

in Stage 3 numeracy
standards (4 pp/yr)

IO3.4 - Learners attain Stage 4 (Grades 11-12) learning standards equipped with knowledge and 21st century competencies developed in
their chosen core, applied and specialized SHS tracks

8. Percentage of Grade 12 NAT12 Annually CID Annual Implementation

learners attaining nearly Review (AIR), Midterm
proficient level or better Review (MTR) and
in Stage 4 core SHS areas Outcome Evaluation (OE)
(6pp/yr)

IO3.5 - Learners in the Alternative Learning System attain certification as Elementary or Junior High School completers

9. Percentage of ALS learners pass the A&E test

9. ALS A&E Passing A&E Test Annually CID Annual Implementation

Rate Review (AIR), Midterm
Review (MTR) and
Outcome Evaluation (OE)

D. MEA Framework for Pillar 4 – Learners’ Resiliency and Well-Being

Responsible Body/
Results Statement / Key Means of Verification Frequency of Data
Section/ M&E Strategy
Performance Indicator (MOV) Collection
Division

Intermediate Outcome (IO) #4. Learners are resilient and know their rights and have the life skills to protect themselves and claim their
education rights from DepEd and other duty-bearers to promote learners’ well-being

1. Percentage of affected EBEIS for tagging Annually SGOD -Planning Annual Implementation
and displaced learners Review (AIR), Midterm
retained Review (MTR) and
Outcome Evaluation (OE)
2. Percentage of learners Survey to be developed Annually SGOD - Child Protection
who reported violence (random sampling) Unit

committed against them

by other learners
(bullying) or

adults (child abuse) based

on intake sheets of
schools

3. Percentage of learners Learner Satisfaction Annually SGOD – Child Rights in

who are happy and Rating Education Desk
satisfied with their basic
education experience in
relation to the enjoyment
of their specific rights in

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 Republic of the Philippines
Department of Education
Region II – CAGAYAN VALLEY
SCHOOLS DIVISION OF SANTIAGO CITY
DUBINAN ELEMENTARY SCHOOL
Plaridel, Santiago City

Responsible Body/
Results Statement / Key Means of Verification Frequency of Data
Section/ M&E Strategy
Performance Indicator (MOV) Collection
Division

school and learning

centers

4. Percentage of learners Learner Satisfaction Annually SGOD – Child Rights in

who know their rights TO Rating Education Desk
and IN education, and
how to claim them
positively

5. Percentage of schools Learner Satisfaction Annually SGOD – Child Rights in

and learning centers Rating Education Desk
significantly manifesting
indicators of RBE in the
learning environment

6. Learners Satisfaction Learner Satisfaction Annually SGOD – Child Rights in

Rating on Rights-based Rating Education Desk

Education

IO4.1 Learners are served by a Department that adheres to a rights-based education framework at all levels

7. Percentage of CO Diagnostic Tool on Annually SGOD – Child Rights in Annual Implementation

offices, ROs, and SDOs RBE for DepEd Offices Education Desk Review (AIR) and
significantly manifesting Midterm Review (MTR)
indicators of RBE

8. Percentage of DepEd Diagnostic Tool on Annually SGOD – Child Rights in

personnel in CO, RO, RBE for DepEd Offices Education Desk
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

IO4.2 Learners are safe and protected, and can protect themselves from risks and impacts from natural and human-induced hazards

9. Percentage of learners CSS Monitoring Tool Annually SGOD-DRRM Annual Implementation

equipped with capacities and EBEIS Review (AIR) and
on what to do before, Midterm Review (MTR)

during, and after a

disaster/ emergency

10. Percentage of learners CSS Monitoring Tool Annually SGOD-DRRM

in safe schools and EBEIS

IO4.3 Learners have the basic physical, mental, and emotional fortitude to cope with various challenges in life

11. Percentage of To be developed Annually SGOD-DRRM/HNS Annual Implementation

students with improved Review (AIR) and
health Midterm Review (MTR)

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 Republic of the Philippines
Department of Education
Region II – CAGAYAN VALLEY
SCHOOLS DIVISION OF SANTIAGO CITY
DUBINAN ELEMENTARY SCHOOL
Plaridel, Santiago City

Responsible Body/
Results Statement / Key Means of Verification Frequency of Data
Section/ M&E Strategy
Performance Indicator (MOV) Collection
Division

statistics

12. Percentage of learners To be developed Annually SGOD-DRRM/HNS

with improved physical

fitness level

E. Enabling Mechanism – Governance

Responsible Body/
Results Statement / Key Means of Verification Frequency of Data
Section/ M&E Strategy
Performance Indicator (MOV) Collection
Division

Enabling Mechanism #1. Education leaders and managers practice participative and inclusive management processes.

1. Proportion of schools achieving higher level of SBM practice

Elementary SBM Level of Practice Annually SGOD Annual Implementation

Review (AIR), Midterm
Secondary SBM Level of Practice Annually SGOD Review (MTR) and
Outcome Evaluation (OE)

Enabling Mechanism #2. Strategic human resource management enhanced for continuing professional development and opportunities

2. Proportion of offices across governance levels with satisfactory and higher rating in the Office Performance Commitment and Review
Form (OPCRF)

Elementary OPCR Annually OSDS Annual Implementation

Review (AIR), Midterm
Secondary OPCR Annually OSDS Review (MTR) and
Outcome Evaluation (OE)

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

3. Proportion of schools achieving ideal ratio on:

Classroom NSBI Annually SGOD – Physical Annual Implementation

Facilities Unit Review (AIR), Midterm
Review (MTR) and
Teachers LIS-EBEIS Annually SGOD – Planning Outcome Evaluation (OE)

Textbooks Inventory Report Annually CID – LR

Seats LIS/NSBI Annually Procurement

Science and math Inventory Report Annually Procurement

Equipment

ICT Package/E- Inventory Report Annually ICT Unit

classroom

4. Proportion of Elementary Schools with:

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 Republic of the Philippines
Department of Education
Region II – CAGAYAN VALLEY
SCHOOLS DIVISION OF SANTIAGO CITY
DUBINAN ELEMENTARY SCHOOL
Plaridel, Santiago City

Responsible Body/
Results Statement / Key Means of Verification Frequency of Data
Section/ M&E Strategy
Performance Indicator (MOV) Collection
Division

Functional library LR Report Annually CID - LR Annual Implementation

Review (AIR), Midterm
Connection to electricity Inventory Report Annually SGOD – Physical Review (MTR) and
Facilities Outcome Evaluation (OE)
Connection to internet Inventory Report Annually ICT
functional library

5. Proportion of Secondary Schools with:

Functional library LR Report Annually CID - LR Annual Implementation

Review (AIR), Midterm
Connection to electricity Inventory Report Annually SGOD – Physical Review (MTR) and
Facilities Outcome Evaluation (OE)
Connection to internet Inventory Report Annually ICT
functional library

6. Proportion of SDOs achieving ideal interquartile ratio (IQR) *on teacher deployment

% SDO achieving ideal Teacher Deployment Annually HRMO/SGOD Planning Annual Implementation
interquartile ratio (IQR) Report Review (AIR)

Enabling Mechanism #4. Improve and modernize internal systems and processes for a responsive and efficient financial resource
management

7. Client satisfactory rating of DepEd offices’ respective stakeholders (internal & external)

School Customer Satisfaction Annually School Head Annual Implementation

Report Review (AIR)

SDO Customer Satisfaction Annually OSDS, SGOD, CID Annual Implementation

Report Review (AIR)

Enabling Mechanism #5. Key stakeholders actively collaborate to serve learners better

8. Percentage of financial contribution of international and local grant development partners vis-à-vis national education budget (including
adopt a school, brigade eskwela)

Local -% contribution DPDS Report Annually SGOD -Social Annual Implementation

Mobilization Unit Review (AIR), Midterm
Review (MTR) and
International DPDS Report Annually SGOD -Social Outcome Evaluation (OE)
Mobilization Unit

Special Education Fund Utilization Fund Report Annually SGOD -Social

Utilization rate Mobilization Unit

9. Proportion of schools with functional SGC

Elementary Accomplishment Annually SGOD Annual Implementation

Report Review (AIR), Midterm
Review (MTR) and
Secondary Accomplishment Annually SGOD Outcome Evaluation (OE)
Report

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 Republic of the Philippines
Department of Education
Region II – CAGAYAN VALLEY
SCHOOLS DIVISION OF SANTIAGO CITY
DUBINAN ELEMENTARY SCHOOL
Plaridel, Santiago City

II. Risk Management Plan

(These must include the registry of identified risks, its
description, and the strategic solutions to mitigate the
impact of each identified risk.)

RISK MANAGEMENT
SDO Santiago City’s Risk Management Strategic Plan implementation adapts
the matrix used in the Basic Education Development Plan. It identifies the major
risks in the region that may hinder desired outcomes.

RISK ANALSIS MATRIX ON IMPACT AND PROBABILITY

High 3 4 5

Medium 2 3 4
IMPACT
Low 1 2 3

Low Medium High

PROBABILITY
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 Republic of the Philippines
Department of Education
Region II – CAGAYAN VALLEY
SCHOOLS DIVISION OF SANTIAGO CITY
DUBINAN ELEMENTARY SCHOOL
Plaridel, Santiago City

RISK ANALYSIS MATRIX ON RISK SEVERITY

Severity
Identified Risk Probability Strategies Impact Mitigation Strategies
Overall
(High/Medium/Low) (High/Medium/Low) Rate

Institutional Risks
Key Performance Medium High 4 Strengthen OBE and
Indicators do not meet partnership with
National Standards stakeholders

Result of ELLNA and High High 5 Conduct enrichment

Numeracy are below the and Remediation
National Standards Activities

Implement Brigada
Pagbasa
Prevalence of severely Low Medium 2 Implement SBFP and
wasted learners GPP to augment SBF
funding
Decreased percentage of Low Medium 2 Strengthen process of
A&E Passers portfolio assessment

Strictly target the

MELCS
Low response of parents to Low Medium 2 Conduct home
orientations/ meetings visitation whenever
necessary

Non-establishment of Provide technical

Child Right Education Medium Medium 3 assistance on its
Desk and rights-based institutionalization in
framework in Schools schools
Insufficiency of rescue and Prioritization of
emergency equipment in Low Medium 2 activities
schools
Standard ratio of school Assign a teacher as
health personnel to Low Medium 2 School Nurse
learners is not met Designate

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 Republic of the Philippines
Department of Education
Region II – CAGAYAN VALLEY
SCHOOLS DIVISION OF SANTIAGO CITY
DUBINAN ELEMENTARY SCHOOL
Plaridel, Santiago City

Severity
Identified Risk Probability Strategies Impact Mitigation
Overall Strategies
(High/Medium/Low) (High/Medium/Low) Rate

Operational Risks
3
Insufficient Science Medium Medium Request for funding
Laboratories/ Learning
Resource Center/ Libraries Partner with possible
sponsors/donors
Limited number of ALS Low Medium 2 Capacitate ALS
Learning Facilitators using Learning Facilitators
online platform
Substandard classroom size Medium High 4 Utilize bigger
classrooms for
bigger class size

Use amphitheater,
laboratories and
offices if needed
Unavailability of Speech Medium Medium 3 Partner with
Laboratory potential partners

Allot SEF funds for

this purpose
Insufficiency of DCP Units Medium Medium 3 Request from
Central Office
Dearth of Laboratory Rooms Low Medium 2 Allot SEF Fund for
for skills application this purpose

Mismatch of subject Medium Medium 3 Reflect this in the

specialization among teachers TNA

Detail teachers
where their services
are needed
Training needs of teachers Medium High 4 Coordinate with the
teaching in the Special Division Coordinator
Programs for possibility of
joining national
trainings

Lack of Radio Broadcasting Partner with LGU,

Facilities for the Special Medium Medium 3 NGOs, NGAs and
Program in Journalism (SPJ) other stakeholders

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 Republic of the Philippines
Department of Education
Region II – CAGAYAN VALLEY
SCHOOLS DIVISION OF SANTIAGO CITY
DUBINAN ELEMENTARY SCHOOL
Plaridel, Santiago City

implementing schools for possible

sponsorship

Allot SEF fund for

this purpose
No modules/instructional Request the Division
materials for the elective Medium Medium 3 LR for possible
subjects in Special Science provision
Curriculum (SSC)
Lenient implementation of Low Medium 2 Coordinate with the
Local Ordinances in support BLGU
to Basic Education
Delay in the processing and Low Medium 2 Have a clear process
approval of Equivalent flow
Record Form
Follow timeline
Unfilled Guidance Counselor Intensify information
Items/ Positions due to Medium Medium 3 dissemination of
unavailability of qualified needed items
applicants
No intensive mapping on the Low Medium 2 Establish a mapping
list of IP teachers and system through the
community school IP
coordinators

Severity
Identified Risk Probability Strategies Impact Mitigation Strategies
Overall
(High/Medium/Low) (High/Medium/Low) Rate

Financial Risks
Insufficient funds for the Low Medium 2 Partner with LGU,
preparation of in-person NGOs, NGAs and
classes other stakeholders for
possible sponsorship

Allot SEF/MOOE
fund for this purpose
SPFL (Spanish) have no Low Medium 2 Partner with LGU,
fund for the conduct of NGOs, NGAs and
SPFL activities other stakeholders for
possible sponsorship

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 Republic of the Philippines
Department of Education
Region II – CAGAYAN VALLEY
SCHOOLS DIVISION OF SANTIAGO CITY
DUBINAN ELEMENTARY SCHOOL
Plaridel, Santiago City

Allot SEF/MOOE
fund for this purpose
Insufficient funds for the Partner with potential
procurement of medical Low Medium 3 partners to augment
supplies in school clinics those that cannot be
afforded by MOOE
funds

Severity
Identified Risk Probability Strategies Impact Mitigation Strategies
Overall
(High/Medium/Low) (High/Medium/Low) Rate

Capacity Risks
Lack of flexibility in Low Medium 2 Provide technical
budgetary adjustments in assistance through the
case of emergency SDO Accounting Unit
Challenges that may be Low Medium 2 Prepare contingency
brought by unpredicted plan for this purpose
natural/man-made
calamities
Limited Information Low Medium 2 Conduct Re-
Dissemination on policies Orientation for this
of promotion/ assessment purpose
Absence of stand-alone Low Medium 2 Request from central
ALS Building office

Partner with potential

sponsors/donors

Severity
Identified Risk Probability Strategies Impact Mitigation Strategies
Overall
(High/Medium/Low) (High/Medium/Low) Rate

Environmental Risks
Natural disasters cause the Use makeshift/
damage of buildings which Medium Medium 3 laboratories/ offices as
affect the conduct of in- temporary classrooms
person classes while waiting for
implementation of
classroom repair
Unavailability of Low Medium 2 Coordinate with BLGU
transportation for learners for assistance
who live in far flung areas
Absence of centralized Request allotment from

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 Republic of the Philippines
Department of Education
Region II – CAGAYAN VALLEY
SCHOOLS DIVISION OF SANTIAGO CITY
DUBINAN ELEMENTARY SCHOOL
Plaridel, Santiago City

drainage system in some Medium Medium 3 SEF/ Coordinate with

schools the LGU
Uncovered drainage system Request allotment from
in schools Medium Medium 3 SEF/ prioritize as one
of the projects for the
Brigada Eskwela
Octopus electrical wirings Prioritize as one of the
in some schools Medium Medium 3 projects for the Brigada
Eskwela/ allot School
MOOE fund for this
purpose
Incomplete perimeter fence Forge partnership with
in some schools Medium Medium 3 potential partners/
Prioritize as one of the
projects for the Brigada
Eskwela

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 Republic of the Philippines
Department of Education
Region II – CAGAYAN VALLEY
SCHOOLS DIVISION OF SANTIAGO CITY
DUBINAN ELEMENTARY SCHOOL
Plaridel, Santiago City

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 Republic of the Philippines
Department of Education
Region II – CAGAYAN VALLEY
SCHOOLS DIVISION OF SANTIAGO CITY
DUBINAN ELEMENTARY SCHOOL
Plaridel, Santiago City

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 Republic of the Philippines
Department of Education
Region II – CAGAYAN VALLEY
SCHOOLS DIVISION OF SANTIAGO CITY
DUBINAN ELEMENTARY SCHOOL
Plaridel, Santiago City

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 Republic of the Philippines
Department of Education
Region II – CAGAYAN VALLEY
SCHOOLS DIVISION OF SANTIAGO CITY
DUBINAN ELEMENTARY SCHOOL
Plaridel, Santiago City

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 Republic of the Philippines
Department of Education
Region II – CAGAYAN VALLEY
SCHOOLS DIVISION OF SANTIAGO CITY
DUBINAN ELEMENTARY SCHOOL
Plaridel, Santiago City

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