JUAN DELA CRUZ NATIONAL HIGH SCHOOL

School ID: 123456

Brgy. -------------------
MUNICIPALITY OF---------

SCHOOL
IMPROVEMENT
PLAN
(SIP)
Calendar Years
2023-2025

JUAN DELA CRUZ

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

Juan Dela Cruz National High School, prepared and submitted by School
Planning Team, represented by Dr. Juan Dela Cruz, School Head, has been
examined and is recommended for acceptance and approval.

Senior Education Program Specialist Planning Officer

(Planning and Research)

Chief Education Supervisor- SGOD Chief Education Supervisor- CID

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.

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

To introduce the school in several paragraphs, have a discussion on the

following: description of the school which may include but not limited to: i. size
of school, ii. curriculum offerings iii. location and catchment areas, iv.
environment and socio-economic condition, v. physical environment, vi.
immediate community, and vii. linkages.

School Performance on Access

Enrolment
Comparative Data on Enrolment

900 853

800 752

700 651

600 550

500

400

300

200

100

0
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)

Present and describe the enrolment data. Describe the internal or

external factors causing the increase or decrease of enrolment. Explain the
strengths or weaknesses of past interventions or programs/projects/activities

2
in relation to enrolment. Discuss potential problems if performance issues are
not addressed

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 100 100 100 100
children in the
community
Number of 5-year-old 100 90 80 70
children in the
community enrolled in
school
Rate 100% 90% 80% 70%

Community Intake Rate

120

100
100
90
80
80
70

60

40

20

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
5%

2019-2020 5%

2020-2021 2%
2% 2%
2021-2022 2% 2%

2022-2023 1.5%
SY 2019-2020 SY 2020-2021 SY 2021-2022 SY 2022-2023

Drop Out Rate

Number of Drop Out by Cause

8

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

Armed Conflict Family Problem Lack of Allowance Distance to School Sickness

Present and describe the data on simple drop-out rate. Discuss the
internal or external factors affecting the indicator. Discuss the prevalent

4
 causes of dropout. 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.

School Leaver Rate

Table 1c
School Leaver Rate
School Year School Leaver
School Leaver Rate
Rate
2019-2020
3% 3%

2020-2021 2% 2%
2%
2%
2021-2022 2.1%

2022-2023 1.80%

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

School Leaver Rate

Present and describe the data on School Leaver Rate. Discuss the
internal or external factors affecting the indicator. 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.

Table 1d
Transition Rate

School Year Transition

Transition Rate
Rate
2019-2020 98% 100%

2020-2021 99%
99%

2021-2022 99.88%
98%

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

Transition Rate

5
(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)

Present and describe the data on Transition Rate. Discuss the

internal or external factors affecting the indicator. 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.

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 2 1 3 1 1 2 1 0 1 2 1 3
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 3% 5% 7% 8% 6% 2% 1% 2% 2%
Gr. 1 4% 6% 10% 11% 15% 4% 2% 5% 5%
Gr. 2 10% 11% 15% 11% 14% 6% 15% 2% 2%
Gr.3 15% 16% 20% 12% 20% 10% 15% 2% 2%

EGRA -Based Reading Level Profeciency of Key Stage 1

Learners
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

Present and describe Key Stage 1 learners’ level of reading

competencies. Identify the high and low performing groups. Discuss the
internal and external factors affecting the performance. Explain the
strengths or weaknesses of past interventions or

7
 programs/projects/activities in relation to reading. Discuss potential
problems if performance issues are not addressed.

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 40% 55% 5% 20% 25% 55%

5 25% 25% 50% 20% 20% 60%
6 10% 40% 50% 20% 25% 55%
*Phil IRI Pre- Assessment- SY 2022-2023

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

Learners
100% 5
90%
80%
50 50
70% 55
60%
50%
40% 25
30% 40
20% 40
10% 25
10
0%
Grade 4 Grade 5 Grade 6

Frustration Instructional Independent

8
 Phil-IRI Reading Level (Filipino) Profeciency of Grades 4-6
Learners
100% 5
90%
80%
50 50
70% 55
60%
50%
40% 25
30% 40
20% 40
10% 25
10
0%
Grade 4 Grade 5 Grade 6

Frustration Instructional Independent

Present and describe Key Stage 2 learners’ level of reading

competencies. Identify the high and low performing groups. Discuss the
internal and external factors affecting the performance. Explain the
strengths or weaknesses of past interventions or
programs/projects/activities in relation to reading. Discuss potential
problems if performance issues are not addressed.

9
FOR JUNIOR HIGH SCHOOLS ONLY

Reading Proficiencies/Competencies
Table 2b
Comparative Data on Key Stage 3 Learners Reading Proficiency
in English and Filipino

Reading Level
English Filipino

Instructional

Instructional

Independent
Independent

Frustration
Frustration

Grade Level

7 40% 55% 5% 20% 25% 55%

8 25% 25% 50% 20% 20% 60%
9 10% 40% 50% 20% 25% 55%
10 25% 25% 50% 20% 20% 60%
*Phil IRI Pre- Assessment- SY 2022-2023

Phil-IRI Reading Level (English) Profeciency of Grades 7-10

Learners
100% 5
90%
80%
50 50
70% 55
60%
50%
40% 25
30% 40
20% 40
10% 25
10
0%
Grade 4 Grade 5 Grade 6

Frustration Instructional Independent

10
 Phil-IRI Reading Level (Filipino) Profeciency of Grades 7-10
Learners
100% 5
90%
80%
50 50
70% 55
60%
50%
40% 25
30% 40
20% 40
10% 25
10
0%
Grade 4 Grade 5 Grade 6

Frustration Instructional Independent

Present and describe Key Stage 3 learners’ level of reading

competencies. Identify the high and low performing groups. Discuss the
internal and external factors affecting the performance. Explain the
strengths or weaknesses of past interventions or
programs/projects/activities in relation to reading. Discuss potential
problems if performance issues are not addressed.

Numeracy Level

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

Numeracy Level
Grade Level Non-Numerates Numerates Highly Numerates
Kinder 40% 55% 5%
Grade 1 25% 25% 50%
Grade 2 10% 40% 50%
Grade 3 10% 40% 50%
* Pre- assessment data SY 2022-2023

11
 Numeracy Level of Key Stage 1 Learners
100% 5
90%
80%
50 50 50
70% 55
60%
50%
40% 25
30% 40 40
20% 40
10% 25
10 10
0%
Kindergarten Grade 1 Grade 2

Non Numetrates Numerates Highly Numerates

Present and describe Key Stage 1 learners’ numeracy level. Identify

the high and low performing groups. Discuss the internal and external
factors affecting the performance. Explain the strengths or weaknesses
of past interventions or programs/projects/activities in relation to
numeracy. Discuss potential problems if performance issues are not
addressed.

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

Numeracy Level
Grade Level Non- Numerates Highly
Numerates Numerates
Grade 4 40% 55% 5%
Grade 5 25% 25% 50%
Garde 6 10% 40% 50%
* Pre- assessment data SY 2022-2023

12
 Numeracy Level of Key Stage 2 Learners
100% 5
90%
80%
50 50
70% 55
60%
50%
40% 25
30% 40
20% 40
10% 25
10
0%
Grade 4 Grade 5 Grade 2

Non Numetrates Numerates Highly Numerates

Present and describe Key Stage 2 learners’ numeracy level. Identify

the high and low performing groups. Discuss the internal and external
factors affecting the performance. Explain the strengths or weaknesses
of past interventions or programs/projects/activities in relation to
numeracy. Discuss potential problems if performance issues are not
addressed.

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

Numeracy Level
Grade Level Non-Numerates Numerates Highly
Numerates
Grade 7 40% 55% 5%
Grade 8 25% 25% 50%
Grade 9 10% 40% 50%
Grade 10 10% 40% 50%
* Pre- assessment data SY 2022-2023

13
 Numeracy Level of Key Stage 3 Learners
100% 5
90%
80%
50 50 50
70% 55
60%
50%
40% 25
30% 40 40
20% 40
10% 25
10 10
0%
Garde 7 Grade 8 Grade 9 Grade 10

Non Numetrates Numerates Highly Numerates

Present and describe Key Stage 3 learners’ numeracy level. Identify

the high and low performing groups. Discuss the internal and external
factors affecting the performance. Explain the strengths or weaknesses
of past interventions or programs/projects/activities in relation to
numeracy. Discuss potential problems if performance issues are not
addressed.

Learning Standards/Performance

Table 2d
Latest MPS Data on National Achievement Test Result
SY 2016-2017

Grade Filipino English Math Science Aral. Over-all

Level Pan. MPS
Grade 10 35.20% 35..15% 25.00% 35.00% 45.10% 35.09%

14
 NAT MPS
100
90
80
70
60
50 45.1
40 35.2 35.15 35
30 25
20
10
0
Grade 10

Filipino English Math Science Aral. Pan.

Present and describe Key Stage 3 learners’ performance on NAT.

Identify the high and low performing subject groups. Discuss the internal
and external factors affecting the performance. Explain the strengths or
weaknesses of past interventions or programs/projects/activities in
relation to NAT. Discuss potential problems if performance issues are not
addressed.

The school may also discuss the school’s performance on

regional/division tests, SMEA data on learners meeting expectations (if
available), notable awards and recognitions received related to
academics, performance in ILSAs (International Large-Scale
Assessments) if the school has participated).

Completion Rate

Table 2e
Comparative Data on Completion Rate

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

Rate 95.20% 95..15% 95.00% 95.00%

15
 Comparative Data on Completion Rate
95.25
95.2
95.2
95.15
95.15

95.1

95.05
95 95
95

94.95

94.9
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.

Curriculum Exits (FOR SCHOOLS WITH SHS)

Table 2f
Comparative Data on Curriculum Exits of Senior High School Graduates

School Year 2018- 2019- 2020- 2021- TOTAL

2019 2020 2021 2022
Total SHS Enrollees 100 150 150 150 550
Total SHS Graduates 100 150 150 150 550
Percentage of Learners who:
proceed to college 50% 30% 30% 30% 33.64%
(50) (45) (45) (45) (185)
proceed to employment 25% 20% 20% 20% 20.90%
(25) (30) (30) (30) (115)
proceed to 10% 20% 20% 20% 18.19%
entrepreneurship (10) (30) (30) (30) (100)
proceed to middle-level 15% 30% 30% 30% 27.27%
skills (15) (45) (45) (45) 150
training

16
 Percentage of Learners according to chosen Curriculum Exits

27.27
33.64

18.19

20.9

proceed to college proceed to employment

proceed to entrepneurship proceed to middle level skills

Discuss the data supplied in the table. Discuss the PPAs

implemented related to guidance placement services which led the
learners to their chosen curriculum exits. Discuss the implication of data
to the school and the community.

Table 2g
Comparative Data on Learners with TESDA National Certificate

School Year 2018- 2019- 2020- 2021-

2019 2020 2021 2022

Enrolment (per
specialization)
Number of NC takers

% NC Passer: 10% 15% 20% 25%

TVL-BPP
TVL- FBS 10% 15% 20% 25%
TVL-SMAW 10% 15% 20% 25%

17
 Comparative Data of SHS Learners with National Certificate
30

25 25 25
25

20 20 20
20

15 15 15
15

10 10 10
10

0
TVL-BPP TVL-FBS TVL SMAW

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

Discuss the data supplied in the table (to include the trend).
Discuss the PPAs implemented to the leaners leading to the passing of
the NC assessment. Discuss the implication of data to the school and the
community.

18
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

19
programs/projects/activities or practices. Discuss potential
problems if performance issues are not addressed.

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

Present and describe the enrolment data for children with

disabilities. Provide description of the situation of these learners
and the factors affecting it. Explain the strengths or weaknesses of
past interventions or programs/projects/activities in relation to
enrolment. Discuss potential problems if performance issues are
not addressed (if necessary).
Table 3d
School Facilities for Learners
in Situations of Disadvantage

Facilities for Learners with Disabilities/ in Number

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

Add discussion as to the availability/shortage/absence of

these amenities in your school.

20
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
1 1 2 1 1 0 6 1 10 3 3 1 2 1 1 2 6 4
Wasted

Wasted 1 2 5 4 4 2 10 9 20 17 4 2 3 2 3 2 10 6
Normal 5 5 15 18 18 15 38 36 76 74 20 17 20 15 22 16 62 48

Overweight 1 2 3 4 4 1 7 4 15 11 3 2 2 1 3 2 8 5

Obese 0 0 2 1 1 0 3 1 6 2 0 1 1 1 2 1 3 3
* Pre-assessment Data SY 2022-2023

Number of Learners by Health Status, SY 2022-20223

140 Kinder to Grade 3 Grade 4-6
6
120
15
2
100 11
3
80 8
76 3
60 74 5
62
40
48
20 20
17 10
10 6
0 3 6 4
Male Female Male Female

Severely Wasted Wasted Normal Overweight Obese

Present and describe Key Stage 2 learners’ nutritional status.

Identify the high and low performing groups. Discuss the internal and
external factors affecting the performance. Explain the strengths or
weaknesses of past interventions or programs/projects/activities in

21
relation to this indicator. Discuss potential problems if performance
issues are not addressed.

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 5 4 3 4
reported
incidence/ child
abuse
Number of 2 1 1 2
incidents
referred to other
offices

Data on Incidence of Bullying /Child Abuse

6

5
5

4 4
4

3
3

2 2
2

1 1
1

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

Discuss the data presented on cases of bullying and child abuse.

Describe the types and causes of child abuse/bullying reported.
Identify PPAs implemented in the past and its effectivity along with
possible facilitating or hindering factors. Describe what would happen

22
if the issue were not addressed along with its implications to the
learners/school performance.

School Hazards
Table 4c
School Hazards

School Hazards Presence/ Description

absence (/
or x)
Broken window / Present in 12/30 classrooms wherein the
windows in half of these classrooms needing
window repairs would need major repairs.
Slippery pathway / Seen in 2 pathways in the school (in
between PAGCOR Bldgs. 1 and 2 and in
between Science and SHS Bldg.)
Blocked corridor
Heavy objects /
mounted on top of
cabinets/shelves
Flooded area /
Busted plugs/light
bulbs/electrical
facilities
Exposed electrical /
wires
Protruding nails in /
chairs and tables
Broken door knobs
Warning sign: /
Slippery
pathways/corridors
Plants mounted on /
the building railings
Flooding /
Exposed chemicals
and liquids
Lack/absence of
storage for
equipment
Unlabeled
chemicals
Dripping ceiling /
Open pit
Stagnant water /
23
 School Hazards Presence/ Description
absence (/
or x)
Unpruned
trees/bushes/shru
bs
Open/clogged
canals
No ramps for
elevated school
buildings or other
facilities
Swing-in doors
Broken/dilapidated
ceiling
Open/incomplete
perimeter fence
Presence of stray
animals inside the
school campus
Presence of
electrical
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
Broken toilet bowl
and/or sinks
Broken
chairs/desks/table
s
Blocked/no
emergency exits
Unmounted
cabinets/shelves
Medical kits in
every classrooms
Bells/alarms

24
 School Hazards Presence/ Description
absence (/
or x)
Condemnable
building (i.e. very
old structure,
collapsing building
and/or prominent
cracks on
classroom walls)
Others (List as
many as possible)

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 1
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.

Security, peace, and order situation

25
 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 1.5% 1% 0.5% 0.2%
Landslide 0 0 0 0
Tropical Cyclone 15 % 1% 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)

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).

26
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 4001 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,
and how to claim
them positively

CY 2022 4001 5%

Discuss how many percent of the learners know their rights

(based on a school-based survey). Discuss the PPAs or initiatives

27
 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 0.1% 1% 0.5%
Threats/Bombing
Civilian Violence 0.1% 1% 2.1%
Fire 50% 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

28
 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
Junior High School Senior High School
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 1 1 2 1 3 4
Master Teacher I 1 7 8 0 1 1
Teacher III 10 25 35 1 1 2
Teacher II 2 4 6 3 13 16
Teacher I 13 30 43 5 1 6
Special Science Teacher I 0 0 0 3 1 4
TOTAL 27 67 94 13 20 33
Non-Teaching
Principal IV 1 0 1 0 0 0
Assistant Principal 0 0 0 1 0 1
Head Teacher III 1 1 2 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 1 1
ADAS II 0 0 0 0 1 1
ADAS I 0 0 0 0 0 0
Registrar 0 0 0 1 0 1
Guidance Councilor 0 1 1 0 0 0
Nurse II 0 1 1 0 0 0
Senior Bookkeeper 0 0 0 1 0 1
Disbursing Officer II 0 0 0 1 0 1
TOTAL 2 3 5 4 2 6

29
 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
Head Teacher II
Head Teacher I
Admin. Officer II
ADAS II
ADAS I
Registrar
Guidance Councilor
Nurse II
Senior Bookkeeper
Disbursing Officer II
TOTAL

30
 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 1:47
SY 2020-2021 1:50
SY 2021-2022 1:45
SY 2022-2023 1:46

Learner-Classroom Ratio
1:50
1:50

1:49

1:48
1:47
1:46 1:46

1:45
1:45

1:43

1:42
Learner-Seat Ratio

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

Add discussion on the trend, causes and factors affecting

this indicator. Discuss the PPAs implemented addressing this
concern and its implication if the trend is left without intervention.

31
 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)

7 Filipino Filipino 7 500 200 300 1:3 (1

textbook
is shared
by 3
learners)
English English 7 600 100 1:1
Math Mathematics 7 100 400 1:5
Science Bio Science Bio 50 450 1:10
Physics Physics 0 500 0
Chem Chem 0 500 0
Integ. Integ. 0 500 0
Science Science
Aral. Pan. Phil History 30 470 1:17
TLE TLE 30 470 1:17
MAPEH Music Arts, PE 30 470 1:17
and Health
EsP EsP 7 5 450 1:100
8 Filipino Filipino 8 460
English English 8
Math Mathematics 8
Science Bio Science Bio
Physics Physics
Chem Chem
Integ. Integ.
Science Science
Aral. Pan. Asean History
TLE TLE
MAPEH Music Arts, PE
and Health
EsP EsP 8
9 Filipino Filipino 9 350
English English 9
Math Mathematics 9
Science Bio Science Bio

32
 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)

Physics Physics
Chem Chem
Integ. Integ.
Science Science
Aral. Pan. World History
TLE TLE
MAPEH Music Arts, PE
and Health
EsP EsP 9
10 Filipino Filipino 10 300
English English 10
Math Mathematics 10
Science Bio Science Bio
Physics Physics
Chem Chem
Integ. Integ.
Science Science
Aral. Pan. Economics
TLE
MAPEH
EsP

Table 5d
Available Furniture and Textbook Materials in the Library
(SY 2022-2023)
Number
Textbooks 750
Reference Books 25
Library
Tables 5
Chairs 20

Add discussion as to the availability of textbooks in the

school. Discuss the factors affecting the availability of textbooks.
Discuss the PPAs implemented addressing this concern and its
implication if the trend is left without intervention.

33
 Learner seats
Table 5e
Learner-Seat Ratio

School Year Learner-Seat Ratio

SY 2019-2020 1:1
SY 2020-2021 1:2
SY 2021-2022 1:1
SY 2022-2023 1:1

Learner-Seat Ratio

3
1:2

2
1:1 1:1
1:1
1

0
Learner-Seat Ratio

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

Add discussion as to the availability of learners’ chair in the

school. Discuss the factors affecting the shortage/excess of chairs.
Discuss the PPAs implemented addressing this concern and its
implication if the trend is left without intervention.

Science and Mathematics Equipment/ Packages

34
 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 5 pc 20 24/01/2020 /
Holder
2. Test Tube Rack 6 pc 24 24/01/2020 /
3. Case 001 (with 1 pc 4 24/01/2020 /
Cover and Base
Sheathing)
(BASIC)
4. Cart-Rail System
Set
4.1 Rail 10 lh 40 24/01/2020 /
4.2 Leveling Pad 5 assy 20 24/01/2020 /
Assembly

Add discussion as to the availability of science and

mathematics equipment/packages in the school. Discuss the
factors affecting the shortage/excess. Discuss the PPAs
implemented addressing this concern and its implication if the
trend is left without intervention.

ICT Packages/ E-classrooms

Table 5g
Number of E-Classrooms

Status
E-classroom(s)
Functional Non-Functional
1 /
2 /

35
 Table 5h
ICT Equipment in school

DepEd Computerization Program (DCP)

Batch No. of Packages Service Provider Date Received
Number Received
13 3 Advance Solutions 01/09/2013
27 3 Red Dot Imaging Phil. 23/04/2016
33 3 Red Dot Imaging Phil. 01/10/2016

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 33 33 33
Client 126 126 126
Stand- 2 2 2
alone PC
UPS 23 23 23
LCD 2 2 2
Projector
LCD Screen 2 2 2
Laptop 2 2 2
Speaker 1 1 1
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
Laptop 3 2 1 3
Desktop 22 22 22
Tablet 0 0 0 0 0

36
 Add discussion as to the availability of ICT/DCP packages in
the school. Discuss the factors affecting the shortage/excess.
Discuss the PPAs implemented addressing this concern and its
implication if the trend is left without intervention.

Functional Library

Table 5j
Number of Functional Libraries in School

School Year Number of Functional

Library/ies
SY 2019-2020 1
SY 2020-2021 1
SY 2021-2022 1
SY 2022-2023 1

Add discussion as to the availability of functional library in

the school. Discuss the factors affecting this concern. Discuss the
PPAs implemented addressing this concern and its implication if
the trend is left without intervention.

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

37
 SY 2021- / /
2022
SY 2022- / /
2023

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 internet

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

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 1:45
SY 2020-2021 1:46

38
 SY 2021-2022 1:48
SY 2022-2023 1:45

Learner-Toilet Ratio
1:49

1:48
1:48

1:46
1:46

1:45 1:45 1:45

1:43

Table
1:42
5n Learner-Seat Ratio

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

to Handwashing Ratio

School Year Learner-Handwashing Fac.

Ratio
SY 2019-2020 1:45
SY 2020-2021 1:46
SY 2021-2022 1:48
SY 2022-2023 1:45

Learner-Toilet Ratio
1:49

1:48
1:48

1:46
1:46

1:45 1:45 1:45

1:43

1:42
Learner-Seat Ratio

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

Add 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

39
 matter. Discuss the PPAs implemented addressing this concern
and its implication if the trend is left without intervention.

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 2 2 3 3
of Practice

Discuss the trend for the SBM Level of Practice for the last 4 years.
Compare the data. Identify the PPAs implemented as well as the
facilitating and hindering factors that affect the level of practice.
Describe what will happen if the trend continues and what is its
implication to the school.
Table 5 p
Average Percentage of Stakeholders’ Attendance in School Activities
for the last 4 Years

SY 2018 2019 2020 2021

Co-curricular 25% 35% 0% 1%
Extra- 20% 45% 0% 3%
curricular
Meetings 40% 45% 2% 2%
Assemblies 55% 50% 10% 10%

40
 Comparative Data on Percentage of Stakeholders' Partici-
pation
60
55
50
50
45 45
40
40
35

30
25
20
20

10 10
10
3 2 2
0 1 0
0
2018 2019 2020 2021

Co-curricular Extra-curricular Meetings Assemblies

Discuss the trend for the average percentage of stakeholders’

participation/attendance to school activities for the last 4 years.
Compare the data. Identify the PPAs implemented as well as the
facilitating and hindering factors that affect the number of
stakeholders participating in school activities. Describe what will
happen if the trend continues and what is its implication to the school

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

SY 2018 2019 2020 2021

Amount of Cash P25,000.00 P45,000.00 P40,135.25 P 38,123.50
Raised
Worth of In kind P 15,000.00 P10,000.00 P5,000.00 P7,500.00
(PhP)

41
 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

Discuss the trend for stakeholders’ contribution for the last

4 years. Compare the amount/worth of received donations per year
(cash/in kind). Identify the PPAs implemented as well as the
facilitating and hindering factors that affect the amount of
stakeholders’ contribution. Describe what will happen if the trend
continues and what is its implication to the school.

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 200 215 NDA NDA
Contest 150 175 NDA NDA
Scouting 250 250 NDA NDA
Closing 400 450 NDA NDA
Program
Others 200 150 NDA NDA
(Pentaksi)
TOTAL 1200 1240 0 0

42
 Aggregated Number of Volunteer Hours of Stakeholders
500
450
450
400
400
350
300
250 250
250
215
200 200
200 175
150 150
150
100
50
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

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

43
 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 4.1 4.2 4.3 4.4
Adjectival Very Very Very Very
Rating Satisfactory Satisfactory Satisfactory Satisfactory

OPCR Rating for the Last 4 Years

4.5

4.4
4.4

4.3
4.3

4.2
4.2

4.1
4.1

3.9
2019 2020 2021 2022

Rating

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.

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 Yes Yes Yes Yes

44
 school? (Yes/No)
Number of meetings 2 1 3 1
conducted within the year

Discuss the presence or absence of SGC in the school for the

last 4 years. Identify the facilitating and hindering factors.
Describe what would happen if the SGC remains in the current
level along with its implication to the school.
Add paragraphs for other governance issues encountered by
the school for the last 3 years.

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 ___ to ___.
3. Decreased Dropout Rate from ___ to ___.
4. Decreased School leaver rate from ___ to ___.

45
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

46
 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

47
 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

48
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 _____
JHS
1. Increased Percentage of learners achieving at least the minimum
level of proficiency in English from ___ to ___.
2. Increased Percentage of learners achieving at least the minimum
level of proficiency in Filipino from ___ to ___.
3. Increased Percentage of G10 learners attaining at least the
minimum level of proficiency in Stage 3 literacy from ____ to _____.
4. Increased Percentage of G10 learners attaining at least the
minimum level of proficiency in Stage 3 numeracy standards from
____ to _____.
5. Increased Completion rate from ____ to _____

49
 SHS
1. Increased percentage of Grade 12 learners attaining at least the
minimum level of proficiency in Stage 4 SHS core areas from
____ to ____.
2. Increased percentage of SHS Graduates who are in college, at
work, in entrepreneurship and with middle-level skills from ____
to ____.
3. Increased percentage of learners with National Certification for
SHS from ___ to ___.
(if offering TVL/ABM)
4. Increased Completion rate from ____ to _____
5. Increased graduation rate from ____ to _____

PLANNING WORKSHEET
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
Grades 7 to 10 IO#3.3- Learners
attain Stage □ □ □
3 (Grades 7-
10) learning
standards of
literacy,
numeracy
skills and
apply 21st
century skills

50
 to various
real-life
situations
IO#3.4- Learners
attain Stage
4(Grades 11-
12) learning
standards
equipped
with
Grades 11 to
knowledge □ □ □
12
and 21st
century skills
developed in
chosen core,
applied and
specialized
SHS tracks
IO#3.5- Learners in
the
Alternative
Learning
System
attain
ALS □ □ □
certification
as
Elementary
or Junior
High School
completers

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

51
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

For Secondary
Objectives Strategies PPAs (Key Output Time Frame
Interventions)
By 2025, all learners Ensure alignment of the
attain Stage 3 (Grades curriculum, instruction,
7-10) learning and classroom
standards of literacy assessment methods in
numeracy skills and all learning areas
apply 21st century
skills to various real-life Align resource provision
situations with key stage learning
standards

52
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

Ensure alignment of the

By 2025, all learners curriculum, instruction,
attain Stage 4 (Grades and classroom
11-12) learning assessment methods in
standards equipped all learning areas
with knowledge and
21st century skills Align resource provision
developed in chosen with key stage learning
core, applied and standards
specialized SHS tracks
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

53
Objectives Strategies PPAs (Key Output Time Frame
Interventions)
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
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 ____.

54
 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 Project Health Ensure that
resilient, know are served by a Holistic and learners are
their rights, and department that Equitable safe
have the life skills adheres to a rights- Activities to
to protect based education Level up Targets
themselves and framework at all on Health
claim their levels
education-related IO#4.2 Learners Conduct
rights from DepEd are safe and training on
and other duty- protected and can awareness of
bearers to protect themselves first aid and
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 Conduct
members of society have the basic training on
physical, mental, Mental Health
and emotional
fortitude to cope
with various
challenges in life
and to manage
risks.

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 2028, 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

55
 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
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

56
challenges in life Nurture and
and to manage protect learners’
risks mental and
psychosocial
health

Promote
learners’
physical and
socio-emotional
skills
development

GOVERNANCE

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 ___

57
 PLANNING WORKSHEET
GOVERNANCE
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

58
 Add discussions on the different PPAs to be implemented under
GOVERNANCE.
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

59
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
outof-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

60
GOAL OUTCOME STRATEGIES Key OUTPUTS BUDGET SOURCE
Interventions/PPAs OF
FUND
non-formal opportunities
basic for OSC and
education OSY, and OSA
learning
opportunities.

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

61
GOAL OUTCOME STRATEGIES Key OUTPUT BUDGE SOURC
Interventions/PPA S T E OF
s FUND
Promote
partnerships
to benefit
education for
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,

62
GOAL OUTCOME STRATEGIES Key OUTPUTS BUDG SOURCE
Interventions/PPAs ET OF FUND
and assessment and
reporting

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

63
GOAL OUTCOME STRATEGIES Key OUTPUTS BUDG SOURCE
Interventions/PPAs ET OF FUND
assessment with
current and emerging
industry and global
standards
All learners Ensure alignment of
attain Stage the curriculum,
3 (Grades 7- instruction, and
10) learning classroom
standards of assessment methods
literacy in all learning areas
numeracy
skills and
apply 21st Align resource
century provision with key
skills to stage learning
various real- standards
life
situations
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

64
GOAL OUTCOME STRATEGIES Key OUTPUTS BUDG SOURCE
Interventions/PPAs ET OF FUND
All learners Ensure alignment of
attain Stage the curriculum,
4 (Grades instruction, and
11-12) classroom
learning assessment methods
standards in all learning areas
equipped
with
knowledge Align resource
and 21st provision with key
century stage learning
skills standards
developed in
chosen core,
applied and Assess learning
specialized outcomes at each key
SHS tracks 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

65
 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.
and impacts
from natural
and human
induced

66
GOAL OUTCOME STRATEGIES Key OUTPUTS BUDGET SOURCE
Interventions/PPAs OF FUND
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

Governance

67
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
with key
stakeholders
Year 1 Annual Improvement Plan

68
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).

69
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.

70
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.

71
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.

72
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.

73
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.

74
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)
Junior High School from 84.77% to
93.94%
Senior High School from 51.26% to
69.07%
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%
Junior High School from
96.95% to 97.43%

Improved retention rate for

SHS

5. Decreased Drop- out Rate Drop Out Rate

for: Elementary from 0.28%
to 0.17%
Junior High School
from 1.34% to 1.13%
Decreased drop out rate for Senior
High School

75
6. Increased Transition Rate Transition Rate
Kinder (K-Grade1) from 98.15% to
98.29%
Grade 6 to Grade 7 from 93.16% to
93.45%
Grade 10 t0 11 from 92.24% to
92.67%
7. Increased Participation Rate of Participation Rate or number of
Out of School Children OSY/OSC in the catchment area
Out of School youth for the last 4 years.
8. Increased completed Sessions on ALS Data
ALS for
Out of School Children
Out of School Youth

2. SCHOOL PERFORMANCE in EQUITY

B.2 CURRENTLY
B.5 GROUPS
CONTRIBUTING B.3 Inhibiting B.4 Projects
A. DIVISION TARGETS B.1 NEEDED DATA THAT REQUIRE
YES/NO EXPLANATIO Factors Implemented
ATTENTION
N
Increased retention rate (for ELEMENTARY
learners in situation of Retention Rate
disadvantage)
SECONDARY
Retention Rate

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

76
 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
Increased number of learners  Percentage of learners who
who pursued their chosen

77
 proceeded to college
 Percentage of learners who
proceeded to employment
 Percentage of learners who
paths (for SHS) proceeded to entrepreneurship
 Percentage of learners who
proceeded to middle-level skills
training

 Percentage of learners who

completed Elementary
Improved Completion Rate
 Percentage of learners who
completed Secondary
Percentage of learners attaining nearly
proficient level or better in

(Stage 1 – Kinder to G3)

 English
 Mother Tongue
 Numeracy
Improved number of learners
attaining nearly proficient
(Stage 2 – G4 to G6)
level or better in Reading
 Literacy
and Listening
Comprehension  Numeracy

(Stage 3 – G7 to G10)
 Literacy
 Numeracy
(Stage 4 – G11 to G12)
 Literacy
 Numeracy
Percentage of learners attaining
Improved number of learners proficient level or better in Stage 2
attaining proficient level or literacy standards
better in Stage 2 literacy  Grade 4 _____
standards  Grade 5 ______
 Grade 6 ______
Improved number of learners Percentage of learners attaining
attaining proficient level or proficient level or better in Stage 2

78
 numeracy standards
better in Stage 2 numeracy  Grade 4 ______
standards  Grade 5 _____
 Grade 6 ______
Percentage of learners attaining nearly
proficient level or better in Stage 3
Improved number of learners literacy
attaining nearly  Grade 7 _____
proficient level or better in
 Grade 8 _____
Stage 3 literacy
 Grade 9 _____
 Grade 10 _____
Percentage of learners attaining nearly
Improved number of learners proficient level or better in Stage 3
attaining nearly numeracy
proficient level or better in  Grade 7 _____
Stage 3 numeracy  Grade 8 _____
standards  Grade 9 _____
 Grade 10 _____
Improved number of Grade Percentage of learners attaining nearly
12 learners attaining nearly proficient level or better in Stage 4
proficient level or better in core SHS areas
Stage 4 core SHS areas
Percentage of Alternative Learning
System (ALS) learners pass the A&E
Improved number of ALS test
learners passing the A&E  Elementary _____
test
 Secondary _____
 SHS _____
Improved graduation rate Graduation rate

4. SCHOOL PERFORMANCE in RESILIENCY AND WELL-BEING

B.2 CURRENTLY
B.5 GROUPS THAT
CONTRIBUTING B.3 Inhibiting B.4 Projects
A. DIVISION TARGETS B.1 NEEDED DATA REQUIRE
EXPLANATIO Factors Implemented
YES/NO ATTENTION
N
Increased percentage of learners Percentage of affected and displaced
that are resilient and know their learners retained in schools
rights and have the life skills to Percentage of learners who reported

79
protect themselves. 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
Increased number of learners Percentage of DepEd personnel in SDO,
provided with rights-based and schools/learning centers who know
education framework at all levels. 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
Increased percentage of learners capacities on what to do before, during,
protected from natural and and after a disaster/emergency
human-induced hazards.
Percentage of learners in safe schools
Increased number of learners to Percentage of students with improved
have the basic physical, mental, health statistics
and emotional fortitude to cope Percentage of learners with improved
with various challenges in life. physical fitness level

80
 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
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-

81
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
functional library
to electricity, connection to
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)

Increase the proportion of

schools with functional SGC
Functional SGC established (per SY for
the last 4 years)

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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

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Improvement Areas
Access
Improvement Areas Strategic Urgency Magnitude Feasibility
Importance

Equity
Improvement Areas Strategic Urgency Magnitude Feasibility
Importance

85
Quality
Improvement Areas Strategic Urgency Magnitude Feasibility
Importance

Resilience and well-being

Improvement Areas Strategic Urgency Magnitude Feasibility
Importance

86
Governance
Improvement Areas Strategic Urgency Magnitude Feasibility
Importance

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Root Cause Analysis

Because teaching and learning Because students are sick

experience is not engaging

Because students are always Because of contaminated

absent water

Why is teaching- Why are

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

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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

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