Schools Division Office of Imus City

DEDP 2023-2028
SDS Dr. Rosemarie D. Torres, CESO V
ASDS Ivan Brian L. Inductivo
Introduction
Situation and Challenges in the
City of Imus and SDO Imus City
 City of Imus

Steady Investment
Highly Urbanized Climate
Business development, High potential partnership
migration and congestion of with industries and new job
residential communities, and opportunities for Senior High
ingress and egress of School graduates
workforce from NCR.

Increasing Population Limited Resources

Imus City, with a population of Limited number of schools,

495,685, absorbs 3.07 percent buildable spaces,
of the overall population of the classrooms, facilities, and
CALABARZON region human resources to fully
respond to the situation
SCHOOLS DIVISION OFFICE OF IMUS CITY
35 Public Schools
 SCHOOLS DIVISION OFFICE OF IMUS CITY
PERSONNEL
Teaching Non-Teachi
Fund Source Teaching Total
Related ng
National 2427 64 87 2578
LGU 29 0 271 300
PS (IUs) 0 0 10 10
MOOE 0 0 37 37
Total 2456 64 405 2925
 117
Private Schools
 KEY FEATURES OF EDUCATION
SITUATION ANALYSIS IN THE DIVISION
 NUMBER OF LEARNERS IN ALL SECTORS 114,577
MALE FEMALE TOTAL %
Public 43,726 40,423 84,149 73.44%
Private 13,995 14,468 28,463 24.84%
SPED/LSENs 403 179 582 0.51%
ALS 689 694 1,383 1.21%
GRAND TOTAL 58,813 55,764 114,577 100.00%
Source: LIS Quick Count as of October 13, 2022

NUMBER OF LEARNERS FOR SY 2022-2023

 LEVEL TOTAL
ELEMENTARY 47,731
JUNIOR HIGH 31,229
SENIOR HIGH 5,189
TOTAL 84,149
Source: LIS Quick Count as of October 13, 2022

LEARNERS IN PUBLIC SCHOOLS

 LEVEL TOTAL
ELEMENTARY 11,642
JUNIOR HIGH 8,074
SENIOR HIGH 8,747
TOTAL 28,463
Source: LIS Quick Count as of October 13, 2022

LEARNERS IN PRIVATE SCHOOLS

Special Education
(SPED)
 Alternative
Learning
System (ALS)
II.A HEALTH AND NUTRITION
 School-Based
Feeding Program
(SBFP)
II.B QUALITY OF EDUCATION PROVISION AND LEARNING
OUTCOMES
Reading
Numeracy
Other Learning Areas
II.C DISASTER RISK REDUCTION AND MANAGEMENT
II.D CHALLENGES IN EDUCATION PROGRAM GOVERNANCE
 p o rts
Re Sch
Act ool
ivit
ies

i n g,
rain and
T ars
m in ars
Se ebin
W

Problems and Issues in

Education Program
Implementation
 Challenges in
Provision of
Technical Assistance
Current
Limitations of
Division Staff in
Managing
Program
 Demand to Digitalized and
Automate Frontline Services and
Operational Systems
Strategic Framework
SDO Imus City Targets, Strategies, Outputs
 4
R -A
Framework
 Intermediate Outcomes Framework

REACH RESPONSE RECOVERY RESILIENCE

Inclusion &
Expansion

ACCESS EQUITY QUALITY WELL-BEING

Reaching All Children Response-ability to Learning Recovery, Happy, Healthy, Holy

Strategies
• 4Cs = Compliance, Catchment,
Communication, and Convergence
• HOPE for ALS
• Targeted Remediation for
Retention; Targeted Tracer for
Transition
• More Schools, More Special
Programs, More Subsidies
include and expand Continuity and Acceleration
Strategies Strategies Strategies
• Psychometrics programs, • Re-frame Classroom • Resilience: Holistic Welfare
Inclusion Offerings, and Assessment Program
Expansion of Facilities • Guro, Guro, Tutok sa Pagtuturo
• Back to Basics: Foundational
Learning
• Diversified and Integrated
Learning Resources
Reach Retain Rise

Age-Appropriate
SHS CR Scho
Kinder Entrant

REACH: Reaching All Children

Zero OSCYA ALS CR Special P
REACH 4Cs = Compliance, Catchment, Communication, and Convergence
 REACH
More Schools, More Special Programs, More Subsidies
REACH Targeted Remediation for Retention; Targeted Tracer for Transition
REACH HOPE for ALS
 Equity

2 Inclusion &
Expansion

RESPONSE:
Inclusion and Expansion
RESPONSE
Psychometrics programs, Inclusion
Offerings, and Expansion of Facilities
Quality
Strategy C.1.: Re-frame Classroom Assessment

Rationalized Diagnostic assessment

Rationalized Diagnostic
assessment
1 captures status of learning (requisites and foundational
competencies), determination of learning gaps/losses
and causal analysis.

Loop Formative
Loop Formative assessment
2
assessment
generates feedback loops on learning gaps. This
Adjusted Summative conditions learners for loop learning development.
assessment

Adjusted Summative assessment

International Principles
of Test Construction
3 conforms to learner’s pacing on the learning recovery
and adjustment to meet intended MELCs

International Principles of Test Construction

4 applies International Principles of Test Construction and
Utilization of PISA-Like/TIMSS-Like Tests (Including the
SOLO Framework).
 Strategy C.2.: Guro, Guro, Tutok sa Pagtuturo!

• dedicated content and curriculum coverage

(adjusted Budget of Work, and Curriculum Map).

• evidenced-based
instructional approaches
• improved contact-time (Targeted Instruction [which
(Time-on-Task, No Disruption, Reduced includes homogenous
Ancillary Tasks, and Extended/ grouping; tiered assignment
Dedicated Instructional Time). and tiered assessment],
Small-group
Tutoring/Remediation,
Self-guided Learning).
• enhanced teaching competence
(Instructional, Technological, and Psychological)
 Strategy C.3.: Back to Basics: Foundational Learning

Prioritize foundational learning

and requisite competencies

ELLN Programs
Strengthen implementation of
ELLN program, and Reading
and Numeracy programs in
other key stages

Spiral Learning
Alignment of Learning Status
Strengthen implementation
Align instruction to be coherent and monitoring of spiral
approach to learning
with current learning levels and to
the targeted learning progress .
Strategy C.4.: Diversified and Integrated Learning Resources

One strategy to address the

curriculum implementation
issues on allocation of
learning resources to achieve
1:1 ratio is the need for more
quality level-appropriate
reading materials,
diversification of learning
resources and integration
across curriculum.
RESILIENCE: Happy, Healthy, Holy Learners
 Champion robust and
holistic Welfare program

Child
Rights &
Protection

Resilience:
Welfare
Programs

Holistic Safe and

Well-being Peace
Enabling Mechanisms - Governance
Education Leadership Learning Environment Basic Education
Developments   and Resources  Stakeholders
Mainstream SBM practice and Aggressive Engagement for Smart Build Stakeholder Champions
validation in all schools as the Norm Systems and Learning Resources
for Organizational Development and
Quality Management.

Strategic Human SDO Systems Public and Private

Resource Management  and Processes  Education Systems
Competency-based and Recognized Institutionalized E-Governance and Expand Public-Private
Human Resource Management and Educational Organization Management Complementarity
Development. Systems implementation

ADVANCEMENT: Enabling Mechanisms

Implementation Plan
8

Development and integration of

digitalized systems for E-Governance
Communication and Advocacy Plan
Proposed Budgetary Allocation
Planning-Monitoring-Evaluation-Reporting Matrix
Risk Assessment and Mitigation Strategies
THANK YOU!