SANTO TOMAS CENTRAL SCHOOL

103871
Poblacion, Santo Tomas, Isabela

ENHANCED
SCHOOL
IMPROVEMENT
PLAN
School Year 2022-2028

i
MESSAGE (OPTIONAL)

Dear pupils and parents,

We at Santo Tomas Central School are committed in providing a child-

friendly and motivating learning environment for all of our pupils. We strive to bring
our pupils a learning experience that would satisfy their longing need of quality
education and equip them with competitive 21 st century skills. Our joy of seeing the
growth of our pupils while at STCS is incomparable. We provide pupils with learning
opportunities that help them excel academically, socially, emotionally, and physically.
Most importantly, we are dedicated to instill to our pupils the importance of
possessing the core values such as: Maka-Diyos, Makatao, Makakalikasan at
Makabasan.

We take pride in upholding the mission of the Department “To protect and
promote the right of every Filipino to quality, equitable, culture-based, and complete
basic education.”

The teaching and non-teaching staff of STCS are always motivated to keep
open channels of communication with the stakeholders we serve.

Thank you.

The School Planning Team

ii
TABLE OF CONTENTS

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

Mission, and Core Values Statement

CHAPTER 2. School’s Current Situation Page x

A. Introducing the School Page x

B. School Performance on Access Page x
C. School Performance on Quality Page x
D. School Concerns on Equality and Inclusion Page x
E. School Concerns on Resilience and well-being Page x
F. School Concerns on governance Page x
G. Other Unique concerns Page x

CHAPTER 3. Improvement Plan Page x

A. Key performance Indicators Page x

B. Strategies/School Strategic Directions Page x
C. Key Interventions Page x

CHAPTER 4. Financial Plans

A. Six Year Indicative Financial Plan Page x
B. Year 1 Annual Implementation Plan Page x

CHAPTER 5. School Monitoring and Evaluation and Page x

Adjustments (SMEA)
A. Monitoring and Evaluation Strategies and Activities
Page x

iii
CHAPTER 6. Risk Management Plan Page X
CHAPTER 7. Communication Plan Page X
Appendices Page x

iv
LIST OF ACRONYMS

DepEd – Department of Education

SIP – School Improvement Program
AIP – Annual Implementation Plan

v
LIST OF TABLES AND ILLUSTRATIONS

Table 1. x x x x x x x x x Page x

Table 2. x x x x x x x x x Page x

Table 3. x x x x x x x x x Page x

Table 4. x x x x x x x x x Page x

Illustration 1. x x x x x x x x x Page x

Illustration 2. x x x x x x x x x Page x

Illustration 3. x x x x x x x x x Page x

Illustration 4. x x x x x x x x x Page x

vi
CHAPTER 1
Department of Education Mission, Vision, and Core Values C
Statement H
Santo Tomas Central School is a learner-centered and child-friendly
A
government institution aligned to the Department of Education’s Mission P
and Vision. The vision sharing helped the SPT internalized the VMGO. In the
next six years, we aspire to provide a haven for holistic development to the
T
learners by providing them caring and nurturing environment that will E
enable them, empower the and encourage them to achieve their highest
potential. The school’s knowledge integrated with good values in different
R
academic subjects and skills in the performance task in technology, music,
and sports. The school administration aims to provide the best support it
can give to propel a 21st century teaching and learning outcome.
1

We commit through the school’s administration and teaching staff as we are

geared towards working hand in hand to continually improve the school’s
performance in the aspects of access, quality and good governance through:

The Department of Education’s vision, mission and core values has been the
backbone of Santo Tomas Central School to define its overall direction, focus
and purpose to attain the same goal in mind- that is to produce learners
who are skilled with right values and competencies ready to face the day-to-
day ups and downs of life.

. The school believe that to clearly see the meaning of the VMGOthis should
not be a one-man show. Instead it should be collaboratively shared and
internalized by the school community members have an opportunity to
define the school's overall direction.

Hence, Santo Tomas Central school is collaboratively working with the

Department of Education’s Vision and mission to ensures that all school
community members have an opportunity to define the school's overall
direction.

Schools communicate their vision in many ways.

A well thought-out vision gives a school direction, focus, and purpose.

This helps the school community stay committed to the vision.

If the vision is shared, it ensures that all school community members have
an opportunity to define the school's overall direction.

1
Activities can engage your SPT more and can help foster camaraderie. We
encourage you to think of activities for this step aside from what is listed in
this guidebook. We are sure that the SPT will appreciate that you have
planned for activities rather than just having a discussion with them. Feel
free to include some teambuilding activities on top of vision sharing
activities if that will help strengthen your working relationship with your
SPT. Orientation
1. SPT members should be informed about the following:
● Mandate of DepEd on the SIP
● SIP key features and principles
● SIP development and implementation cycle and phases
With these, discuss why the SIP and AIP are important for the school and
the learners.
2. Discuss and agree on the roles and responsibilities of the SPT chair and
members
● During this part of the orientation, ask a member of the SPT to
facilitate the brainstorming of roles and responsibilities of each member.
● Give everyone a chance to share their ideas.
● Have the facilitator synthesize the ideas and let the SPT comment on or
approve what has been discussed.

Vision sharing Help the SPT internalize the DepEd Vision-Mission and Core
Values. They should also be informed of the Division goals and, if available,
the school’s strategic goals. You can turn this into a reflective activity for
your SPT if it will help you draw out their insights more.
● Lift the first paragraph of the DepEd Vision and ask, “What does this
mean for us? What are our own dreams for the children of our school?
How do our dreams relate to DepEd’s 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.

We dream to have learners who are holistically developed and ready for
life.

● Read the second paragraph of the DepEd Vision and ask, “What does
being ‘learner-centered’ and ‘continuously improving’ mean for us?”

As a learner-centered public institution, the Department of Education

continuously improves itself to better serve its stakeholders.

● Do the same for the DepEd Mission. At the end of the discussion ask,
“How can we contribute to this? What is the role of each one?”

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.
2
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.

● For the DepEd Core Values ask, “What values do we possess that
support the core values? How should we be (what should our thoughts
and actions be) so we can demonstrate these core values? How will these
values help us fulfill the vision and mission?”

A. Composition of the School Planning Team and their Roles and

Responsibilities
Name Roles and Responsibility
 Convenes the School Planning Team (SPT)
 Provides guidance in the development of plans
MARYQUIN A. BAGCAL
 Explains the SIP planning process
SIP Team Leader
 Helps each SPT members to understand his/her
role in the SIP formulation and Implementation
 Assists the Sch. Head in her role as SIP Team
Leader
 Help facilitates actual planning workshops
 Contributes necessary plans, strategies, and goals
in the SIP process.
 Consolidates and Organizes SIP contents and
attachments
 Provides needed information relative to teaching
and learning process
 Participates during the dev’t. of SIP, establishing
priorities and formulating implementation
strategies for the plan
 Shares parents’ aspirations for the school and
MARLA B. BAUTISTA their children, present other areas of concern.
GPTA President  Participates in setting goals, strategies, and
priorities of the school.
 Shares insights about what they need to learn and
ALEXA B. BATANG difficulties they face in the school.
SPG President  Imparts ideas on how they will be helped surpass
common problems in their studies.
 Discloses valuable information on the interest of
BRAYAN S. TALAUE the community in the school improvement
Punong Barangay  Participates in setting goals, strategies and
priorities of the school.

3
  Shares perception on the preparedness of the
ALFREDO G. school on natural calamities and safety of the
PANGANIBAN learners.
Chairman, SDRRMC  Participates in setting goals, strategies and
priorities of the school
 Provides necessary information relative to
MARYQUIN A. BAGCAL
learners’ protection and security.
Chairman, Child Protection
 Participates in setting goals, strategies and
Committee
priorities of the school
 Contributes priority concern on the needed
SUSAN D. CABABA learning and auxiliary facilities in the school
School LED Watching Team  Participates in setting goals, strategies and
priorities of the school
- This may include the Organizational Chart of the School Planning
team
B. SIP documentation of matters that transpired during the Vision
Sharing1 activity.
- Narrative report on the crafting of the SIP-ok
- Pictorials (To Be appended)-ok
- Minutes of meetings (to be appended)
C. Timetable in the preparation, implementation, and monitoring of the
SIP and AIP must be presented in this chapter to serve as guide to all
SPT members and the school-community at large. (Bellow is a
SAMPLE)-ok
Activity/Task Persons Timeline/
Involved Schedule

Preparatory Activities
A. Gather and Organize data October 10-20,
using the School – 2022
SPT
Community Data
Template
B. Convene the SPT for the October 21, 2022
VMV Sharing

PHASE I: ASSESS
A. Identify the school’s
Priority Improvement
SPT October 21, 2022
Areas
B. Conduct Dyad, Triad, FGD
or survey
C. Discuss and present the
root cause

PHASE 2: PLAN

4
 A. Write the SIP
B. Brainstorm Solutions
SPT November, 2022
C. Prepare the Annual
Implementation Plan

PHASE 3: ACT
A. Pilot the Solution School Head & January, 2023
B. Roll out the Solution Teachers
C. Monitor and Evaluate

5
CHAPTER 2
School’s Current Situation C
H
This chapter presents a brief discussion on the school and community data
that were gathered, organized, and assessed using the templates provided in A
the ESIP Guidebook. The school must ensure that these data are accurate P
and updated to be able to capture the school’s current needs. In the
discussion, emphasize the connection of these data with the school’s current T
situation. E
R
A. Introducing the School
(Narrative) Description of the school which may include but not limited to
i. size of the school 2
ii. Curriculum offerings
iii. Location and catchment areas
iv. Environment and socio economic condition
v. physical environment
vi. Immediate community
vii. Linkages.

Santo Tomas Central School is the biggest elementary school in Santo

Tomas District with an area of 10,618 sqm.

It is a compete mono-grade school that caters the Basic Education needs of

Kinder to Grade 6 learners who are coming from Brgy. Centro, Santo Tomas,
Isabela, being the catchment area and four other nearby barangays namely;
Bulinao-Culalabo, Ammugauan, San Rafael Alto and San Rafael Abajo

The school is more than eight-decade old institution now. It has been
delivering quality education since 1935. There have been a number of
professional in different fields.

It is scenically located on a hill within the Poblacion of Santo Tomas, Isabela.

It is often called the little Baguio City because of its unique geographical
landscape. It is full of trees and plants that makes visitors feel closer with
nature.

The current 25 teaching and non-teaching staff is composed of 1 Principal 3,

1 Administrative Asisstant, 1 Master Teacher 2, 1 Master Teacher 1, 14
Teacher 3, 7 Teacher 1.

The school community if known for being hospitable. Their warm greetings
are always manifested with a genuine smile and a cup of coffee served to
visitors. Most importantly, the parents, other stakeholders, barangay
officials led by the Local Government unit have been very supportive in all
the programs and activities initiated by the school.

6
B. School Performance on Access
Community Intake Rate
Shows the following:
100%
i. Historical actual enrolment trends (starting with 2016-2017 to
SY 2021-2022) including its analysis (you may use table or
90% graphs/pictographs with description)
80%
70%
60% Enrolment
50% 720
40% 697
700 693
683
30%
680
663
20%
660 647
10%
640
0%
2016-2017
620 2017-2018 2018-2019 2019-2020 2020-2021 2021-2022
598
600
580
560
540
2 0 1 6 -2 0 1 7 2 0 1 7 -2 0 1 8 2 0 1 8 -2 0 1 9 2 0 1 9 -2 0 2 0 2 0 2 0 -2 0 2 1 2 0 2 1 -2 0 2 2

The data shows that enrolment of Santo Tomas Central School for the past
six (6) six is in down trend. This trend is attributed from the creation of
complete elementary schools from nearby barangays namely: San Roque,
San Rafael Abajo and San Rafael Alto.

ii. Historical thread of the following KPIs (you may use table or
graphs/pictographs with description) (starting with 2016-2017
to SY 2021-2022)
a. Community intake rate (5 year old children located in the
catchment areas for elementary)

7
 b. Simple drop-out rate

Drop-Out
1
0.9 0.86

0.8
0.7
0.58
0.6
0.5
0.4 0.33
0.3
0.2
0.1 0 0 0
0
It can be gleaned in the chart that the simple drop out rate has trend
2 0 1 6 -2 0 1 7 2 0 1 7 -2 0 1 8 2 0 1 8 -2 0 1 9 2 0 1 9 -2 0 2 0 2 0 2 0 -2 0 2 1 2 0 2 1 -2 0 2 2
downward, despite the slight increase last 2021-2022 school year. One
reason seen on this slight increase is the COVID-19 pandemic.

c. School leaver rate

School Leaver
10
8.78
9
8
7
6
5
4
3.17
3
2 0.85 0.72
1 0.48
1.36
0
2 0 1 6 -2 0 1 7 2 0 1 7 -2 0 1 8 2 0 1 8 -2 0 1 9 2 0 1 9 -2 0 2 0 2 0 2 0 -2 0 2 1 2 0 2 1 -2 0 2 2

d. Transition rates
8
 Transiti on Rate
102 100 100
99.67
100 98.28 98.45
98
96
94
92
90
88 88.74
86
84
82
2 0 1 6 -2 0 1 7 2 0 1 7 -2 0 1 8 2 0 1 8 -2 0 1 9 2 0 1 9 -2 0 2 0 2 0 2 0 -2 0 2 1 2 0 2 1 -2 0 2 2

As shown in the

iii. Group of high and low performer and provide explanation of

causes (internal and external factors) (based on SWOT analysis)
(you may use table or graphs/pictographs with description)

iv. Explain the strength or weaknesses of past interventions or

programs/ projects/ activities in relation to access (you may
use table with description) – narrative

v. Discuss potential problems if performance issue are not

addressed (if necessary) – narrative

C. School Performance on Quality

i. Reading proficiencies/competencies(you may use table or
graphs/pictographs with description)
a. Present and describe the level of reading competencies of all
learners
b. Show the group of high and low performers
c. Provide explanation of causes (internal and external factors
– SWOT analysis)
d. Explain the strength or weaknesses of past interventions or
programs/projects/activities in relation to reading
e. Discuss potential problems if performance issues are not
addressed (if necessary)
ii. Learning standards/performance(you may use table or
graphs/pictographs with description)

9
 a. Present and describe latest performance in the national
achievement test by subject by group/grade
b. Show the group/grade level in high and low performance
c. Provide explanation of causes (internal and external factors)
d. Explain the strength and weaknesses of past interventions
or programs/projects/activities or practice in relation to
NAT
e. Discuss potential problems if performance issues are not
addressed (if necessary).

School may also discuss the performance regional and division test (if
available, awards and recognitions, performance in ILSA’s
(international large scale assessments) (if the school has participated).

D. School concerns on Equity and Inclusion

Analysis of issues and inclusion programs or initiatives
- Narrative in nature
- Refer to PPT on strategic goals from BEDP

E. School Concerns on resilience and well-being

Analysis of nutritional status of learners, incidence of bullying, school
hazards, mental and psychosocial condition including security and
peace and order situation.
- Narrative in nature
- Refer to PPT on strategic goals from BEDP

F. School Concerns of governance and management

May include school resources analysis on human resources, school
resources, and development prospects. Basic ratios may be presented
and teacher performance, SBM practice, and partnership among
others.
- Narrative in nature
- Refer to PPT on strategic goals from BEDP

G. Key and Immediate Challenges (KICs)

In this Section, present the List of Key and Immediate Challenges (KICs)
as a result of the 5-point scale ranking provided in the ESIP Guidebook
(page 13).

In the Planning Worksheet, align the PIAs in column 3with the appropriate
learning stages and intermediate outcomes in column 2, e.g. KIC is “low
English literacy” (column 3) must be aligned with IO5 “learners attain
learning standards” (column 2).

Key and STRATEGI URGEN MAGNIT FEASIBIL AVERA INTERPRETAT

Immedi C CY UDE ITY GE ION
ate IMPORTA

10
Challen
ges
(below
NCE
are
samples
ONLY)
High
Drop-out
Rate
Low MPS
in NAT
Low
Literacy
Rate
Low
Stakehold
ers
Participati
on
Provision
of
School’s
ID System
Provision
and
Maintena
nce of
Electrical,
Water &
Washing
Facilities
and
Drainage
System
Provision
and
Maintena
nce of
school
buildings
and other
learning
facilities
&
equipmen
t
Provisions
of
Equipmen

11
 t and
facilities
for C
disaster
risk H
reduction
s
A
Putting-
P
up T
additional
structures E
R

General Objectives 2
In the Planning Worksheet, write the corresponding General Objectives in
column 4 for the identified PIAs. Ensure that these objectives are SMART
and responsive to the PIAs.

There are processes involved prior to the conduct of the actual Root Cause
Analysis (RCA), like the conduct of FGDs and interviews with learners and
other stakeholders, and analysis of specific school process involved in the
assigned PIA to identify storm clouds and area of focus. These are not
required to be included in this Section, but shall be part of the Annexes of
the SIP.

Key and Immediate General Objectives Strategies (comes

DEPED Intermediate Challenge (from the Project from BEDP)
Outcomes Workplan)

Intermediate Outcome (IO) #1: All school-age children, out-of-school youth, and adults
accessed relevant basic learning opportunities
IO 1.1: All five-year-
old children in school
IO1.2 - All learners
will stay in school
and finish key stage
IO1.3 - All learners
transition to the next
key stage
IO1.4- All out-of-
school children and
youth participate in
and complete formal
or non-formal basic
education learning
opportunities
Intermediate Outcome (IO) #2. School-age children and youth, and adults in situations of
disadvantage benefited from appropriate equity initiatives
12
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
(SPED Schools)
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
IO3.1 - Learners
attained Stage 1
learning standards of
fundamental reading
and numeracy skills
IO3.2 - Learners
attain Stage 2
(Grade 6) learning
standards of literacy
& numeracy skills
and apply 21st
century skills to
various situations
IO3.3 -Learners
attain Stage 3
(Grades 7-10)
learning standards of
literacy & numeracy
skills and apply 21st
century skills to
various situations
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

13
IO 3.5 - Learners in
the Alternative
Learning System
attain certification as
Elementary or Junior
High School
completers
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
IO4.1 Learners are
served by a
Department that
adheres to a rights-
based education
framework at all
levels
IO4.2 Learners are
safe and protected,
and can protect
themselves from
risks and impacts
from natural and
human-induced
hazards
IO4.3 Learners have
the basic physical,
mental, and
emotional fortitude to
cope with various
challenges in life
Enabling Mechanism: Governance and Management

Enabling Mechanism
#1. Education
leaders and
managers practice
participative and
inclusive
management
processes
Enabling Mechanism
#2. Strategic human
resource
management
enhanced for
continuing
professional
14
development and
opportunities
Enabling Mechanism
#3. Investments in
basic education
provide learners with
the ideal learning
environment
Enabling Mechanism
#4. Improve and
modernize internal
systems and
processes for a
responsive and
efficient financial
resource
management
Enabling Mechanism
#5. Key stakeholders
actively collaborate
to serve learners
better
Enabling Mechanism
#6. Public and
private education
operate under a
dynamic and
responsive
complementarity
framework

15
Planning Worksheet

To enlighten the readers who were not involved in the SIP preparation, write
three to four sentences describing the contents of the fully accomplished
Planning Worksheet.

Note: the Intermediate outcome will come from the BEDP

PLANNING WORKSHEET
Key and TIME FRAME
Intermedi
Immedi SY SY
ate GENERAL SY SY SY SY
ate Strategy Root Cause 26 27
Outcomes OBJECTIVES 22-23-24- 25-
Challen - -
alignment 23 24 25 26
ges 27 28
High All Improve To reduce Financial crisis, / / / / / /
Drop- school- capacity drop-out transfer of
out age to retain rate from 5% residence,
rate children, learners to 0% by distance, health,
youth in schools 2028 poverty & child
and labor
adults
accessed
relevant
basic
learning
opportun
ities (P1-
IO1-S3)

16
CHAPTER 3
Improvement Plan C
H
A. Key performance indicators
A
6-year realistic targets on access, equity, quality, resilience, well-being, and government P
T
PERFORMANCE TARGETS E
R
Pillar 1: Access
Physical Target Means of
3
Results Statement / Baseline (SY
Y1 Y2 Y3 Y4 Y5 Y6 Verification Responsible Body
Key Performance Indicator 2019- 2020)
(2023) (2024) (2025) (2026) (2027) (2028) Frequency of Data

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 Enrollment Rate (NER)
Planning and
Net Enrollment Rate (NET) 95.13 97.57% 100% Research
Section
(School) 94% 97 100 School-based
2. Incidence of OOSC & OSY
Planning and
ELEMENTARY Out-of-school rate 2% Research
Section
Planning and
JUNIOR HIGH SCHOOL Out-of-
4% Research
school rate
Section
SENIOR HIGH SCHOOL Out-of- 6% Planning and

17
 Research
school rate
Section
IO 1.1: All five-year-old children in school
Planning and
3. Percentage of five-year old in school
99% Research
- Net Intake Rate (NIR)
Section
IO1.2 - All learners will stay in school and finish key stage

4. Percentage of enrollees (Elem, JHS, SHS) in a given school year who continue to be in school the following school year- Retention Rate
Planning and
Retention Rate
98.99 98% Research
(Aggregate data- if applicable)
Section
5. Percentage of currently enrolled learners but did not finish/complete the school year – Dropout Rate (DR)
NOTE: Aggregate data if applicable
Planning and
ELEMENTARY - Dropout Rate 1.47 0% Research
Section
Planning and
JUNIOR HIGH SCHOOL -Dropout
0.69 0.63% Research
Rate
Section
Planning and
SENIOR HIGH SCHOOL Dropout
0% Research
Rate Section
IO1.3 - All learners transition to the next key stage

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

Planning and
KINDERGARTEN - Transition Rate
99.05% 99% Research
(K to Grade1) Section
Planning and
ELEMENTARY - Transition Rate
98.35% 98% Research
(Grade 3 to Grade 4 Section
ELEMENTARY - Transition Rate 98.53% 97% Planning and

18
 Research
(Grade 6 to Grade 7) Section
JUNIOR HIGH SCHOOL - Planning and
Transition Rate (Grade 10 to Grade 96.60% 98% Research
11) Section
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

Planning and
OUT-OF-SCHOOL CHILDREN -
Research
Participation Rate Section
Planning and
OUT-OF-SCHOOL
Research
YOUTHParticipation Rate Section
8. Percentage of completers in ALS- completed session -ALS

OUT-OF-SCHOOL CHILDREN -
CID-ALS
Completed Sessions - ALS
OUT-OF-SCHOOL YOUTH - CID-ALS
Completed Sessions - ALS
OUT-OF-SCHOOL CHILDREN - CID-ALS
Completed Sessions - ALS

Pillar 2 – Equity

Physical Target Means of

Results Statement / Baseline (SY Verification
Y1 Y2 Y3 Y4 Y5 Y6 Responsible Body
Key Performance Indicator 2019- 2020) Frequency of
(2023) (2024) (2025) (2026) (2027) (2028) Data

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

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

19
ELEMENTARY - % Disparity Planning and Research
in transition rate Section
SECONDARY - % Disparity in Planning and Research
transition rate Section

2. Gender participation-disparity in completion

ELEMENTARY Gender Parity Planning and Research
1.0
Index Completion Section
SECONDARY - Gender Parity Planning and Research
1.0
Index Completion Section
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
(SPED Schools)
3. Percentage of learners in situation of disadvantage continue to participate in basic education
ELEMENTARY - Retention Planning and Research
Rate Section
ELEMENTARY - Retention Planning and Research
Rate Section
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
SPED Learners (Learners with disability)
Functional Literacy- % of
learners at with at least CID/Assessment
proficient level or better
Numeracy- % of learners at CID/Assessment
with at least proficient level or
better
21st century skills- % of CID/Assessment
learners at with at least
proficient level or better

Pillar 3 - Quality of Learning

20
 Physical Target Means of
Results Statement / Baseline (SY
Y1 Y2 Y3 Y4 Y5 Y6 Verification Responsible Body
Key Performance Indicator 2019- 2020)
(2023) (2024) (2025) (2026) (2027) (2028) Frequency of Data

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 (SHS Implementing Schools)

% proceeded to college 89.53 CID-SHS

% proceeded to employment 4.45 CID-SHS

% proceeded to entrepreneurship 3.02 CID-SHS

% proceeded to middle level skills
2.21 CID-SHS
training
2. Percentage of learners in a cohort who completed Grade 6 / Grade 12- Completion Rate - (CR)
Planning and
ELEMENTARY - CR 95% Research
Section
Planning and
SECONDARY – CR 86% Research
Section
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 (Per Key Stage)
Percentage of learners achieving
nearly proficient or better in 59.35 61.74 64.13 66.52 68.91% 71.3 73.69 76.08 CID
English
Percentage of learners achieving CID
nearly proficient or better in Mother
50%
Tongue (excluding Tagalog
speakers)
21
Percentage of learners achieving CID
nearly proficient or better in 38.36 47.95%
numeracy
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 CID
proficient level or better in Stage 2 37.99 40.38 42.77 45.16 47.55% 49.94 52.33 54.72
literacy standards (increase: 4 pp/yr
5. Percentage of learners attaining CID
proficient level or better in Stage 2
45.43%
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 CID
attaining nearly proficient level or 45.78 48.17 50.56 52.85 55.24% 57.63 60.02 62.41
better in Stage 3 literacy (4 pp/yr)
7. Percentage of G10 learners CID
attaining nearly proficient level or
46.30%
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
28% CID
better in Stage 4 core SHS areas (6
pp/yr
IO 3.5 - 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

ALS A&E Passing Rate

22
 Pillar 4 – Learners’ Resiliency and Well-Being

Physical Target Means of

Results Statement / Baseline (SY Verification
Y1 Y2 Y3 Y4 Y5 Y6 Responsible Body
Key Performance Indicator 2019- 2020) Frequency of
(2023) (2024) (2025) (2026) (2027) (2028) Data
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 and Planning and
100%
displaced learners retained Research Section
2. Percentage of learners who
reported violence committed
Child Protection
against them by other learners 100%
Unit
(bullying) or adults (child abuse)
based on intake sheets of schools
3. Percentage of learners who are
happy and satisfied with their basic
education experience in relation to No Baseline Cases filed with
80% 81% 83% 95% Legal Unit
the enjoyment of their specific data the Legal Unit
rights in school and learning
centers
4. Percentage of learners who
know their rights TO and IN No Baseline Cases filed with
80% 81% 83% 95% Legal Unit
education, and how to claim them data the Legal Unit
positively
5. Percentage of schools and
learning centers significantly No Baseline Cases filed with
80% 81% 83% 95% Legal Unit
manifesting indicators of RBE in data the Legal Unit
the learning environment
6. Learners Satisfaction Rating on No Baseline Cases filed with
80% 81% 83% Legal Unit
Rights-based Education data the Legal Unit

23
IO4.1 Learners are served by a Department that adheres to a rights-based education framework at all levels

7. Percentage of SDO offices

Cases filed with
significantly manifesting indicators 95%
the Legal Unit
Legal Unit
of RBE
8. Percentage of DepEd personnel
in SDO, and schools/learning
centers who know the rights of Cases filed with
95% Legal Unit
children and learners in relation to the Legal Unit
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 equipped
with capacities on what to do
before, during, and after a disaster/ 50% DRRM
emergency
Drill
10. Percentage of learners in safe
30% DRRM
schools
IO4.3 Learners have the basic physical, mental, and emotional fortitude to cope with various challenges in life
11. Percentage of students with School Health and
improved health statistics Nutrition Section
12. Percentage of learners with School Health and
improved physical fitness level Nutrition Section
Enabling Mechanism #1. Education leaders and managers practice participative and inclusive management processes

1. Proportion of schools achieving higher levels of SBM practice

Elementary 3.75%
(26 /693)
8.25%
(55/667)
16.5%
(110/667)
24.75%
(165/667)
33%
(220/667)
41.53%
(277/667)
50.07%
(334/667)
Division SGOD
certificate of
SBM Level of

24
 Pr
Division
13.37% 16.66% 33.32% 49.98% 66.64% 83.3% 100% certificate of
Secondary (25/187) (27/162) (54/162) (81/162) (108162) (135/162) (162/162) SBM Level of
SGOD
Pr
Enabling Mechanism #2. Strategic human resource management enhanced for continuing professional development and opportunities
2. Proportion of offices across governance levels with very satisfactory and higher rating in the Office Performance Commitment and Review Form
(OPCRF)
100%
Elementary (693/693)
100% 100% 100% 100% 100% 100% 100% OSDS
100% OSDS
Secondary (187/187)
100% 100% 100% 100% 100% 100% 100%

100% OSDS
Schools Division Office (3/3)
100% 100% 100% 100% 100% 100% 100%

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

3. Proportion of schools achieving ideal ratio on:

Physical Facilities
Classroom Section
Planning and
Teachers Research Section
Textbooks CID- LRMRS
Physical Facilities
Seats Section
CID/Asset
Science and Math Equipment Management Unit
ICT Package /E-classroom ICTU

4. Proportion of elementary schools with:

Functional library CID LRMS

25
 Physical Facilities
Connection to electricity Section
Connection to internet functional
CID LRMS
library
5. Proportion of secondary schools with:

Functional library CID LRMS

Physical Facilities
Connection to electricity Section
Connection to internet functional
CID LRMS
library
6. Proportion of schools achieving ideal interquartile ratio (IQR) *on teacher deployment
% SDOs achieving ideal Planning and
interquartile ratio (IQR) Research Section
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)

Schools QMS/ OSDS

SDO 4.6 4.7 4.8 5 5 5 5 5 QMS/ OSDS

Enabling Mechanism #5. Key stakeholders actively collaborate to serve learners better
8. Percentage of financial contribution of international and local grant development partners vis-a-vis national education budget (including adopt a school,
brigada eskwela)
Local - % contribution SMAN

International - % contribution SMAN

Special Education Fund Utilization
SMAN
rate

26
9. Proportion of schools with functional SGC (School Governing Council)

Elementary SGOD

Secondary SGOD

Enabling Mechanism #6. Public and private education operate under a dynamic and responsive complementarity framework
10. Proportion of private schools SGOD
receiving government assistance (SMME/PRS)
11. Proportion of teachers in
SGOD
private schools receiving teacher (SMME/PRS)
subsidy

B. Strategies/school strategic directions, Key Interventions

27
Priorities that the schools must focus to address challenges and harnessing opportunities
These may be in a form of nationally driven programs and projects, locally initiated interventions to address unique conditions,
and specific activities designed to address short-term issues.
In this Section, present the List of Solutions for the identified root causes. Present a matrix containing root causes and
corresponding solution.
Attached copies of the Project Work Plan and Budget Matrix prepared for the identified solutions. One project work plan per
solution, which contains the following information: problem statement, project objective statement, activities, and output.
(SAMPLE ONLY) PROJECT WORK PLAN AND BUDGET MATRIX

PILAR: QUALITY
INTERMEDIATE OUTCOME (from BEDP): 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.
Sub Intermediate outcome:
1. Learners attain Stage 1 (K-Grade 3) learning standards of fundamental reading & numeracy skills
2. Learners attain Stage 2 (Grades 4-6) learning standards in required literacy and numeracy skills and
apply 21st century skills to various real-life situations
3. Learners attain Stage 3 (Grades 7-10) learning standards of literacy numeracy skills and apply 21 st century
skills to various real-life situations
4. 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

Strategies EXPECTED Initiative or Activities Timeline Resources

(from OUTPUT Interventions (Year of
BEDP) (BASED ON (Programs/Projects) Implementation) Human Physical Financial
BEDP)
Y1 Y2 Y3 Y4 Y5 Y6

P.3.1.Align 1.Schools Project ROAR 1. Identify clientele 2023-2028 Subject Printed 4000 4000 4000 300 3000 3000
curriculum implemented reading ( Reach Out And 2. Organize the Teachers Materials 0
and remediation and Read) ROAR Club and
instruction enhancement Advisers Meals and

28
methods in all program 3. Organize working School Snacks
subjects 2.Learning committee Head, Dept.
approaches, 4. Conduct trainings Heads,
methods, and on how to Language
strategies like implement the Teachers
inquiry and problem- ROAR
based across all 5. Design course of
stages in various action such as peer
learning delivery tutorials, peer
modalities are counselling, small
implemented in group discussion
schools. talent and skills
clinic/workshop,
livelihood training,
human rights
advocacy and
speech
enhancement

29
Strategie EXPECTE Initiative or Activities Timeline Resources
s D Interventions (Year of
(from OUTPUT (Programs/ Implement Human Physical Financial
BEDP) (BASED Projects) ation)
ON BEDP) Y1 Y2 Y3 Y4 Y5 Y6

P.3.1.Ali 1.School Project Re- Curriculum 2023 and CID Chief, MELCs, 1000 - - 150, - -
gn s READS Review 2026 EPSs, SMEA/ PIR 00 000
curricul impleme (Reading a.Beginning PSDSs result,
um and nted Remediation Reading Division
instructi reading and b.Reading in Reading
on remediat Enhancemen the Content Profile
methods ion and t through Areas or
in all enhance Appropriate Content Area
subjects ment and Literacy (CAL)
program Development c.Vertical and
2.Learni al Strategies horizontal
ng integration of
approach the reading
es, curriculum
methods, across learning
and areas
strategie
s like Reorientation CID Chief, Learning 150, 170, 190,0 210, 240, 260,0
inquiry of Schools/ 2023-2028 EPSs, resource 000 000 00 000 000 00
and District PSDSs packages
problem- Reading ELLN
based Coordinators Trainers
across and School
all stages Heads on
in a.reading
various instruction
learning b.remediation
delivery c.reading
modalitie enhancement
s are d.evidence-

30
 based
instructional
approaches
-

Harmonizatio 2023 & CID Chief, Supplies and 250, - - 250, - -

n of school 2026 EPSs, Materials, 000 000
reading PSDSs School
instruction School Reading
program Heads Program
a. In-class
reading
instruct
ion and
remedi
ation
b. Off-
class
reading
implement
instruct
ed in
ion and
schools.
remedi
ation

Development 2023 and CID Chief, Supplies and 400,

of 2024 EPSs, Materials, 000 3000
contextualize PSDSs CGs, MELCs, 00
d eight-week Writers Division
reading Reading
curriculum Profile
a.Consultative
conference
with PSDSs,
School Heads,
Reading
teachers

31
b.Identification
of least learned
literacy
domains.
c.Organization
of Division
Pool Writers
for the
contextualized
reading
curriculum

Validation and 2024 CID Chief, Validation 350,

finalization of EPSs, tools 000
contextualized PSDSs
eight-week Writers
reading
curriculum

Monitoring and 2023-2028 CID Chief, M&E Tools 100, 120, 140,0 160, 180, 200,0
evaluation of EPSs, 000 000 00 000 000 00
the PSDSs
management
and
implementatio
n of reading
instruction,
remediation,
and
intervention

Program 2023-2028 CID Chief, PIR Tool, 120 140, 160,0 180, 200, 220,0
Implementatio EPSs, Supplies and 000 00 000 000 00
n Review (PIR) PSDSs, Materials
District
Reading

32
 Coordinat
ors

2.  Teachers Training and Profiling of 2023 Program Needs 5,00 5000
Strength trained Development teachers, owner Assessment 0
en on Program in school heads, tools
compete Beginnin Reading for and
nce of g Teachers instructional
teachers Reading, and leaders
and Bridging Instructional
instructi Literacy, Leaders Learning and 2023-2028 CID Chief, Learning 300, 320, 350,0 370, 390, 400,0
onal and Development EPSs, package, 000 000 00 000 000 00
leaders Content Program on PSDSs ELLN/
on Area DAP-ELLN, LFs Primals
curricul Literacy Primals, and Compendium,
um, Development Training
instructi of Content Materials and
on, and Area Literacy Supplies
assessm for:
ent
a. Untrained
Teachers
b. Untrained
School Heads
and PSDSs
c. New
Teachers
d. Volunteer
Teachers

Coaching/ 2023-2028 CID Chief, PPST 50,0 60,0 70,00 80,0 90,0 100,0
Mentoring of EPSs, Modules, 00 00 0 00 00 00
teachers, PSDSs PPSH, PPSS
school heads Mentoring/Co

33
 in providing aching Primer
support to
teachers on
evidence-
based
instructional
approaches:
a. Targete
d
Instruc
tion
b. Structu
red
Pedago
gy
c. Small
group
tutorin
g
d. Self-
guided
learnin
g

Progress 2023-2028 CID Chief, M&E Tool 50,0 70,0 90,00 110, 120, 140,0
monitoring, EPSs, 00 00 0 000 000 00
evaluation, PSDSs
and
adjustment
(MEA)

3. Analytica Reading Reorientation 2023-2028 CID Chief, Supplies and 150, 170, 190,0 210, 240, 260,0
Assess l reports Assessment of EPSs, materials, 000 000 00 000 000 00
learning on the school/district PSDSs Reorientation
outcome results of reading package

34
s at each national coordinators,
key and ELLN
stage internati Teachers, and
transitio onal school heads
n and assessm on the
for ents administration
learners complete , analysis, and
in d and utilization of
situation dissemin reading
s of ated assessment
disadvan periodica
tage lly to Development 2023 CID Chief, Phil-IRI 200, - - - - -
inform of SMME, Manual, 000
policies contextualized Writers EGRA Tool
and reading kits
program assessment
intervent tools for:
ions a. Early
Grades
b. Junior
High
School
c. Senior
High
School

Validation and 2023 CID Chief, Supplies and 150, - - - - -

finalization of SMME, materials, 000
the Writers Validation
contextualized Tool
reading
assessments

Administratio 2023-2028 EPSs, Phil-IRI 50,0 60,0 70,00 80,0 90,0 100,0
n of reading PSDSs, Package, Phil- 00 00 0 00 00 00
assessments: School IRI e-

35
 a. Context Heads, Tool,CEGRA
ualized District/S Toool Kit
Early chool
Grades Reading
Readin Committe
g e
Assess
ment
(CEGR
A)
b. Phil-IRI
Filipino
for G3-
G6
c. Phil-IRI
English
for G4-
G10

Validation of 2023-2028 EPSs, Validation 50,0 60,0 70,00 80,0 90,0 100,0
reading PSDSs, tools 00 00 0 00 00 00
assessment School
results Heads,
District/S
chool
Reading
Committe
e

Provision of TA 2023-2028 CID Chief, TA Tool, TA 50,0 50,0 50,00 50,0 50,0 50,00
on the EPSs, Consolidator 00 00 0 00 00 0
utilization of PSDSs
assessment
results for
intervention

36
 Monitoring and 2023-2028 CID Chief, M&E Tool, 50,0 60,0 80,00 90,0 100, 110,0
Evaluation EPSs, M&E Analyzer 00 00 0 00 000 00
PSDSs

Search for Best 2023-2028 CID Chief, Trophies, 2023 230, 250,0 270, 290, 310,0
Implementing EPSs, Plaques, - 000 00 000 000 00
Schools of PSDSs, Supplies & 2028
Reading DTWG Materials
Initiatives

4. Align Reading Learning LR Needs 2023 and LRMS LR Tools, 5,00 5,00 5,000 5,00 5,00 5,000
resource and Resource Assessment 2026 0 0 0 0
provisio numerac Management
n with y and Development 2023 to CID Chief, LR 350, 390,0 410, 450,0
key resource Development of learning 2028 EPSs, Development 000 370, 00 000 430, 00
stage materials resources in PSDSs Tool Kit and 000 000
learning for reading both in Writers Primer,
standard foundati print and non- supplies and
s onal print across materials
develop grade levels
ment of
all Stage
1
learners
are Validation and 2023 and LRMS and Validation 350, 390,0 410, 450,0
develope finalization of 2026 Writers Tools 000 370, 00 000 430, 00
d and LRs 000 000
dissemin
ated

Establishment 2023-2024 EPS, Data Server 300, 350,

of Division LRMS, 000 000
Virtual PDO-LR
Reading

37
Library
containing
learning
resources for:
a. Develop
mental
reading
b. Content
Area
Literacy
(CAL)
c. Recreat
ional
Readin
g

Evaluated the 2024-2028 EPS, Engagement - - 30,00 40,0 50,0 60,00

accessibility, LRMS, analyzer, 0 00 00 0
usability, and PDO-LR monitoring
practicability tool
of the Division
Virtual
Reading
Library

38
CHAPTER 4
Financial Plan C
H
A. Six Year Indicative Financial Plan
A
STRATEGIES AND INTERVENTION TARGET IMPLEMENTATION/MILESTONE OF P
ACTIVITIES (amount in thousand pesos)
T
Pillar 1 – ACCESS
E
Intermediate Outcome (IO) – All School age children…. R
Strategy –1. Improve access to universal kindergarten education
4
OUTPUTS Intervention Year 1 Year 2 Year 3 Year 4 Year 5 Year 6

Project/Program

Expand Access to Kindergarten Example: Project GOAL 5 4.5 3 3 3 3

Program (Based on BEDP)

Intermediate Outcome (IO) – All School age children….

Strategy – 2. Improve learners’ access to quality and rights-upholding learning environment

OUTPUTS Intervention Year 1 Year 2 Year 3 Year 4 Year 5 Year 6

Project/Program

All buildings with health and 1. Project REPAIR 40 40 40 30 10 10

sanitation facilities
2. Project TEAM 50 50 40 40 40 30

39
Note: Ang mga OUTPUTS ay galling sa outputs na naka align sa BEDP outputs. This is the Summary of the PROJECT WORK
PLAN AND BUDGET MATRIX

40
B. Year 1 Annual Implementation Plan (AIP)
Another important document that will be attached is the Annual Implementation Plan (Annex 10) for Year 1, the SIP’s
operational plan. It contains specific projects that will be undertaken by the school in a particular year, which include the
following: outputs, activities, schedule, required resources, source of fund, and the individuals accountable for the conduct of
these projects. It also includes operational cost such as but not limited to utilities, supplies and materials, etc. that are
considered eligible expenditures in the existing MOOE guidelines.

ANNUAL IMPLEMENTATION PLAN CY 2023

ACT Perfo RESOURCES So

OF Target Time Frame
KRA IVIT rman Imple NEEDED urc
FIC STR PROGRA OU
OBJ ce mentat e
E
ECTI
ATE M/ TP Y/ Indic Phy fina
ion
J F M A M J J A S O N D Hu Phy Fin
of
KR GY PROJECT UT TAS sic nci a e a p a u u u e c o e ma sic anci
VE ator al date Fu
A K al n b r r y n l g p t v c n al al
(PI) nd

41
CHAPTER 5
Monitoring and Evaluation C
H
A. Monitoring and Evaluation Strategies and Activities
A
A systematic process for collection, collaboration, and analysis of key education data and information that will allow the School P
Governing Council to determine the progress of SIP implementation based on targets. The main Objective of the SMEA is to
facilitate decision-making for amore relevant and responsive delivery of basic education services at the school level. T
The SPT will monitor progress in the middle and end of project implementation period depending on the timelines set by the
E
Project Teams. In longer projects, the SPT will have to monitor more than twice. R
Schedules of monitoring must be indicated in the suggested Project Monitoring Report Form. To help inform the SPT of the
status of their projects, the Project Teams will submit their respective progress reports using this template. 5
Project Monitoring Report Form( FOR EACH OF THE PROJECT WORKPLAN AND BUDGET MATRIX)

Name of the Project Date Accomplishments Issues/ Recommendation/ Signature of

Project Objectives and Problems/ Action Points SPT and
Targets Challenges Project Team
Leaders

42
 AIP MONITORING AND EVALUATION REPORT
Name of School: _________________________________________________ Cluster: ______________________________
School ID: ___________________________ Division: __________________ Quarter: ______________
Physical & Financial Accomplishment Report
KRA/
DOM
PHYSICAL ACCOMPLISHMENTS FINANCIAL ACCOMPLISHMENTS
AIN
AIP - Pla
OF SH Reas Cat
Proj nne
OPCRF AIP Indi Ph Actual % of Fin Actual % of ons ch Tim
ect d MO
Strand Objecti Projec cat ysi Physical Physical anc Financi Financi for Up elin
Obje Out Vs
ve t Title or cal Accom Accomp G G ial al al G G the Pla e
ctive put
Tar plishme lishmen ai a Tar Accom Accomp ai a gaps n
s s
get nts ts vs. n p get plishme lishmen n p
s Target s nts ts vs.
Target
KRA - 1.1 1.1.2 Projec To Cra Nu ESI 1 1 100% 0 0 5,0 5,000.0 100% 0 0
OPCR Vision, Comm t ESIP craft fte mb P/ % % 00. 0 % %
F- Missio unicat (Enha ESIP d er AIP 00
Leadi n and ed the nced ESI of
ng Core DepEd Schoo P/A Cra
Strate Values Vision, l IP fted
gically Missio Impro ESI
n, and veme P/A
Core nt IP
Values Plan)
to the
school
stakeh
43
 olders
to
ensure
shared
unders
tandin
g and
alignm
ent of
school
s
policy,
progra
ms,
project
s and
activiti
es
1.2 1.2.3 *AIP To Up Nu Upd 10 50 50% 5 2,0 1,000.0 50% 5 50% Upd Sec
School Engage Projec Impr dat mb ate 0 0 00. 0 0 Attai atin ond
Planni the t Title ove ed er d % 00 % ned g Mo
n and school - liter Rea of Lea due Lear nth
Imple comm Projec acy din Up rne to ner of
menta unity t and g dat rs' COVI s' the
tion in the BOOK dista Pro ed pro D 19 pro S.Y.
develo WOR nce file Lea file restr file 202
pment M- lear of rne ictio via 1-
and Boosti ning Lea rs ns hyb 202
imple ng capa rne Por rid 2
metna and bilit rs file app
tion of Optim y of roa
school izing lear ch

44
plans Overa ners ( on
aligned ll -
with Knowl line
institut edge and
uional and in-
goals Wisdo per
and m Of son)
policie Strug
s gling
Learn
ers
throu
gh
Readi
ng
Mater
ials to
beco
me
comp
etent
reade
rs

45
46
CHAPTER 6
Risk Management Plan C
H
Risk Management Plan
A
These must include the registry of identified risks, its description and the strategic solutions to mitigate the impact of each P
identified risk.
T
Severity
Identified Risk Probability Impact Over-all Mitigation Strategies E
(High/Medium/Low) (High/Medium/Low) Rate R
A. INSTITUTIONAL RISKS
6

B. OPERATIONAL RISKS

C. FINANCIAL RISKS

D. CAPACITY RISKS

E. ENVIRONMENTAL RISKS

47
CHAPTER 7
Communication Plan C
H
STRATEGY ACTIVITY PERSON TIMELINE DESIRED OUTCOME A
INVOLVED
 Information dissemination during School Head, School November 2022  Disseminated the SIP P
Communicate SIP to
Learners, Teachers,
Meeting Planning Team T
Stakeholders E
Mainstream Information  Information dissemination from Information Officers , November 2022  Initiated the campaign on R
Officers to realize their media (print media, broadcast, Media REDP through IOs
important role in flyers, social media campaigns
informing the public on
 Produced IEC materials on 7
 Produce IEC materials (AVPs, REDP
SIP Campaign slogans on REDP)
Communicate SIP to  Forum/Conferences LGU-LCEs November 2022 * Included SIP discussions in
Local Government various LGU planning and
Unit’s Local Chief activities
Executives
Communicate and  Forum/Conferences NGOs, NGAs November 2022 *Presented SIP to partner
highlight the significant agencies
role of government
agencies in the
attainment of the SIP
Information  Include the SIP in the trainings of Teachers/Educators November 2022 *Conducted symposia/for a
dissemination to the teachers (including K-12 to all teachers
teachers/educators of the teachers)
SIP

ANEXES
A. Situational Analysis templates
48
B. Minutes of Meetings
C. Pictorials in the preparation of the SIP
D. others

49