Sip Pes PDF

P U P
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S T
S I P
SA Karunungan
STEPUP UP
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APPROVAL SHEET
This manuscript entitled Palimpe Elementary School SCHOOL
IMPROVEMENT PLAN (SIP) a manifesto of our commitment in the
Department of Education Sulong Edukalidad is hereby submitted as a
requirement stipulated in the DepEd Order No. 44, s. 2015 Guidelines on
the Enhanced School Improvement Planning (SIP) Process and the School
Report Card (SRC).
MARIAN M. BAUTISTA
Principal-1
Reviewed by:
RENATO B. CANILAO
Public Schools District Supervisor
Recommended for Approval
MELISSA S. SANCHEZ, Ed D. CESO VI

Assistant Schools Division Superintendent
Approved:
ENGR. EDGARD C. DOMINGO Ph. D, CESO V

Schools Division Superintendent
SCHOOL PLANNING TEAM
MARIAN M. BAUTISTA
Principal-1/Chairman
Members
MICHAEL Q. CECILIA L. TIGLAO MELANIE F. VILLAMOR

MANANSALA Parent Representative Barangay Representative
Teacher Representative
CHRIS JAMES T.
FORTUNATO V. MARIANO, JOHANNA A. FABIAN
BONIFACIO
JR SDRRM Representative
Pupil Representative
BDRRM Representative
MA. MELINDA C.
ANDY C. BRIMON
ALEJANDRO C. CATAHAN SANTOS
Sch. Child Protection Committee
SGC Representative Research Coordinator
mission
vision
core values
School Current Situation
Palimpe Elementary School is one of the coastal schools in the
Mansatol North District. Its land area is more or less 5,000 sq. m. Luckily the
school is one of the recipients of a two-story building with 16 classrooms
wherein one of which is funded by the provincial government.
Like another public school in the division of Pampanga, we offer K

to 12 Basic Education curricula. In SY 2021-2022 the school opened for limited
face-to-face modality as prescribed by the department. In this school year, we
are implementing a 100% face-to-face learning modality but we are still
following the health protocol.
The school is located along the dike and it is accessible by two,

three, or four-wheeled transportation.
We have 15 teaching personnel and 2 female non-teaching

personnel. Of which 4 are male and 11 are female. One (1) of them is
Master Teacher-1 Three (3) are Teacher-III, Five (5) are Teacher-II and Six (6)
are Teacher-I.
This year's enrolment is 412, of which 54% are male and 46% are
female
Because of the geographical location of the school community

which is bodies of water, most of the heads of the family are fishermen, but
there are construction workers. Some are tricycles and jeepney drivers. They
also have OFW and entrepreneurs, Professional workers are teachers,
engineers, firefighters, men in uniform, nurses, architects, call center agents,
and emplyees in government and private offices.
The school was supported and sustained in partnership with

alumni, LGUs and NGOs.
COVID - 19 SITUATIONER
source: World Health Organization
4,014,039 COVID-19 CASES
January 3-Nov, 2022
167,964,363
people fully vaccinated
64,326 Related Deaths
3,878,240 Recoveries
ONE (1)
case in school
vaccinated teaching and non- teaching personnel
14 % learners with 1st and 2nd dose of vaccine

EFFECTS OF PANDEMIC ON EDUCATION
EFFECTS OF PANDEMIC ON EDUCATION
58
Kindergarten learners was deprived of social, emotional, cognitive and phys
due to sudden closure of schools.
40 or 12%
eaders were non given remedial reading instruction due to suspension of f
58
n-Numerate were non given remedial instruction due to suspension of face
Issues affecting Access, Equity
Quality, Resiliency and Well-
Being, and Governance
ACCESS
Increasing Rate of School Leavers

and Drop-out
Decelerating percentage of Transition

Rate, Completion Rate and Graduation
Rate
Large scale shortfalls in teachers, and

other resources to sustain quality learning
EQUITY
Decreased Number of ALS Enrollees
Low Participation Rate of OSC and OSY
Decelerating
Limited schoolspercentage
for Special of Accreditation
Needs Educations
and Equivalency (A & E) Passers and ALS
Unreliable Program
data onskills
Incorrect writing completers
reading andstage
of Key numeracy
1 Learners
skills of pupils
Diversity of exceptionalities of learners with
special needs athat need to be catered
QUALITY
Time -on-Task vs Student

Engagement due to the coping up
from learning losses.
Exceeding Class Size Limits
Teachers teaching out-of-field or in

their non-specialized learning areas
Insufficiency in ICT equipment to

provide technology-mediated
instruction
Learners taught in their foundational

level through modular instruction
having reading/numeracy difficulties
RESILIENCY AND WELL-BEING
Proportion of vaccinated and

unvaccinated learners
Teachers and Students are stressed out,

anxiety-filled, and at their breaking
point
Presence of cases of suicide among
learners and other members of the
family
Unhealthy/undernourished and obese

learners
Schools inflicted with perennial

hydrometeorological disasters
Non-implementation of school sports
club/program
GOVERNANCE
Funding and budgetary requirements

to improve access and equality
Time constraints for instructional

supervision and ensuring supervision
and quality assurance of learning
Activities Carried Out and Plan of
Action to Address Related Concerns
Interventions to Address Least Learned Competencies
Interventions to Support Learning
Status of Quality of Education before Pandemic
Program for International Student Assessment (PISA 2018 R
OPERATIONAL
FRAMEWORK
PALIMPE ELEMENTARY SCHOOL LRP FRAMEWORK
PALIMPE ES SIP FRAMEWORK
ASSESS PLAN ACT M&E ADJUST
GOAL GOVERNANCE
INTERMDIATE
Resilient, OUTCOMEEffective, and Efficient Governance, Manageme
Responsive,
RESILIENCY
Learners develop a positive mindset,
P
can adapt to change, and apply
Basic Education Rights.
Sector Outcome Provide Project SSS
S is an institution of multi-literate, numerate,
ners whose potentials and skill enable them in building the nation. safe
environment
EQUITY
U
All learners participate equitably and meaningfully in basiceducation,regardless of status, ethnicity, sex, disability, age, and other social char
Utilize Project 4Ps

weakness to uplift strength
ACCESS
All learners access and receive tailored services needed
P
Pliable
in basic education
Project START
learners could
adapt to change
QUALITY
Learners develop the standard foundational
and future skills.
E Engage diverse learners in all activities
Project STOP
Project BRAVE
T Transmute
Project BRAVE
gloomy life into a conclusive human being
S
Project ISICON
Project Learning B1 - B2 Project TAIS

Strengthen intervention
Project MaTHome
Project I-PAGE
and innovation w/ a 4.0 education
Project I-LEARN
HAKBANG TUNGO SA KARUNUNGAN

OUR CURRENT STATE
PILLAR 1: ACCESS
GROSS ENROLMENT RATE
NAG
321
5.61%
303
SY 2019-20
SY 2020-21
320 NAG
5.6%
SY 2020-21
The data on GER or Gross Enrolment Rate in SY

2019-20 is 321 which is 5.61% lower in SY 2020-21 and an
increase of 5.6% from 2020-2021.
NET ENROLMENT RATE
NAG
.49%
408
SY 2019-20
410
NAG
8.5%
SY 2020-21
375
SY 2020-21
The data on NER or Net Enrolment Rate showed a positive results
in SY 2018-2019 which shows an increase in enrolment and a
negative results in ne next succeeding years with a NAG of
less than 1% in SY 2019-2020 and remarkable decrease in SY
2020- 2020 OF 8.5%
DROP OUT RATE
SCHOOL YEAR
2018- 7
2019 %
2019- 3
2020 %
2020- 0
Drop Out Rate in SY 2018-2019 is 7% of the

enrolment of the school and decreased in the succeeding
year. In SY 2020-2021 during the pandemic all our
learners completed the school year since we are
implementing distance learning
RETENTION RATE
SCHOOL
YEAR
0
2018-
19
3
%
2019-
20
1
%
2020-
Retention Rate data showed that all the learners

passed in 2018-2019. 3% increase in the SY 2019-20 and
decreased to 1% in the next school year.
PARTICIPATION RATE
SCHOOL YEAR
2018-2019 100%
2019-2020 100%
2020-2021 100%
2021-2022 100%
Participation Rate of the the school showed

100% from school year 2018-2022 and it showed
that all school aged learners aged 6-11 years old are
in the
school.
GRADUATION RATE
2018- 98.48
2019 %
2019- 100
2020 %
2020- 100
2021 %
The graduation rate data showed that only

98.48% of the grade VI pupils completed
the basic education requirements in
elementary level and in school year 2019-
2021 100% of the learners graduated in the
elementary level but in school year 2021-
2022 only 97% completed the requirements
of the curriculum in Grade VI.
Co-
Completio Transitio
SCHOOL n n
Hort
YEAR Surviv
Rate Rate
al
Rate
2018-2019 84.72 100%

% 100
%
2019-2020 100%
91%
85%
2020-2021 99%
100%
89
The school’s completion rate shows that only 84.72% of our learners who
were enrolled in kindergarten in SY 2012-2013 were able to graduate in 2019.
Further, only 91% of the learners enrolled in kindergarten in SY 2013-2014 were
able to graduate in 2020. Meanwhile, for the succeeding 2 school years, all
learners enrolled 6 school years back were able to graduate from elementary.
The 99.50% average transition rate for 4 succeeding school
years starting SY 2018-2019 shows that our learners proceeded/enrolled
to the intermediate level after finishing the primary level.
The cohort survival rate shows that the number of enrollees in the
school years 2018-2019 and 2021-2022 are proportional to the number of
enrollees in kindergarten 6 school years back. On the other hand, the
enrollment in SY 2019-2020 and 2020-2021 decreased by 15% and 11%
respectively compared to the enrollment 6 school years back.
PILLAR 2:
EQUITY
The data above is the number of 4 Ps
beneficiaries in school from 2018-2022. In the
data the biggest number of beneficiaries are
grade V and VI in the school year 2018-2019.
Furthermore, there were no beneficiaries in
kindergarten in school year 2020-2021.
Children with Disabilities and Illn
has a cleft palate which is hard for the teachers and cla
Among the 420 students that we have

in the school five of them or .01% have
illeness such as asthmma, enlarged
kidney, with heart disease, skin asthma,
and Acute Lymphocytic Leukemia.
These children were deprived of
physical activities to protect their
health condition. They have to be
excused from their classes especially
when they have scheduled treatment
PILLAR 3: QUAL
COMPLETION RATE
NAG
84.72% 7.41%
SY 2018-19
91%
NAG
SY 2019-20
9.89%
100%
SY 2020-221
NAG
100%
SY 2021-22 0%
The school’s completion rate shows that only 84.72% of our

learners who were enrolled in kindergarten in SY 2012-2013 were
able to graduate in 2019. Further, only 91% of the learners
enrolled in kindergarten in SY 2013-2014 were able to graduate
in 2020. Meanwhile, for the succeeding 2 school years, all
learners enrolled 6 school years back were able to graduate from
elementary.
(Quality of Learning Outcomes and Learning Delivery
Modalities)
PROJECT IDEALS (School MPS)
73.83
NAG
SY 2018-19 18.5%
60.17
NAG
SY 2019-20 36.39%
82.07
NAG
SY 2020-21
7.81%
75.66
SY 2021-22
Project IDEALS or the Periodic Examinations of the learners were unified tests during
the SY 2018-2019 and the 1st and 2nd quarters of SY 2019-20. In the same school year,
the periodic test of 3rd quarter is a teacher-made test. In the 4th quarter of the year, periodic
tests were not administered because of the sudden closure of schools due to the pandemic. In
SY 2020-21 until the second quarter of 2021-22, the school is implementing blended learning
and in the third and fourth quarters of the year, the school started to implement limited face-
to-face so the test was administered in the school. The data above is an evidence
of the situation that the learners have gone through. A remarkable decrease was identified in
the first two school years with a NAG of 18.5% (decreased). And an exceptional increase in
NAG of 36.39% in SY 2019 and 2020. But then again the change of modality from
modular/online to face-to-face mode decreased the NAG by 7.81%
PHIL-IRI
(FILIPINO)
PRE TEST
No. of No. of
SY Enrolme Learner Learne NR FRUS INS. IND.
nt s rs .
passed tested
the in
2018- EGRA PHIL- 9 27 29
19 247 IRI 44
15 3.64 10.93 11.74

6 91 % 17.8 % %
%
2019- 225 21 47 23
20 59
75 150
9.33 20.90 10.2
% 26.22 % %
%
258
2020- 2 84 17
21 55
0 258
.8% 32.6 6%
21.3 %
%
0 24
2021- 22
The highest number of reported cases of non-readers is in

the school year 2019-2020 with 9.33%. In the school year
2020- 21, there was no reported NR because the pre-test was
administered at home. Moreover, the highest independent level
is in the school 2021-22.
PHIL-IRI
(FILIPINO)
POSTTEST
No. of
No. of
Learn
Learn
Enrol er s
SY m passe
er s N FRU INS. IND
tested R S. .
ent d the
in
EGRA
PHIL-
IRI
2018- 15 30
19 24 6 0 6 55
7 91
12.1
0 2.4 % 22.2
% % %
2019- 75 57
20 22 15 0 63 30
5 0
25%
0 28 13.3
% % %
0 70
2020-
21 258 25 2 50 136
8 27%
.8 19.3 53
% % 20 %
During the implementation of the post-test

of the school years included there were no
reported NR except for the school year 2020-21
which means no improvement was done from the
pre test
PHIL-IRI
(ENGLISH)
PRE TEST
SY Enrolme NR FRU INS IND

nt S. . .
2018- 5
19 104 46 29 24
4.8
% % 44.2 27.9 23.1
% % %
2019- 160 3
20 92 47 19
1.9
% % 57.5 29.3 11.9
% %
262
2020- 5 83
21 103 71
1.9 31.7
% % % 39 27
% %
2021- 42
This data from Phil IRI shows the number of learners who did not
pass the EGRA. They are the target of our intervention. For the past
4 years, the presence of NR is always present. in 2018 there are
4.8% are non-readers during the pre-test increased in 2019 and
2020 by 1.9% res[ectively. But in 2021 during the implementation
of distance learning, there is no reported number of NR
PHIL-IRI
(ENGLISH)
PRE TEST
SY Enrolme NR FRU INS IND

nt S. . .
2018- 5
19 104 46 29 24
4.8
% % 44.2 27.9 23.1
% % %
2019- 160 3
20 92 47 19
1.9
% % 57.5 29.3 11.9
% %
262
2020- 5 83
21 103 71
1.9 31.7
% % % 39 27
% %
2021- 42
This data from Phil IRI shows the number of learners who did not pass
the EGRA. They are the target of our intervention. For the past 4 years,
the presence of NR is always present. in 2018 there are 4.8% are non-
readers during the pre-test increased in 2019 and 2020 by 1.9%
res[ectively. But in 2021 during the implementation of distance learning,
there is no reported number of NR
PROJECT READ
(Reading Effectiveness for Academic Development )
2018-
GRA NO. OF non- word Comprehensi Avera

DE
M P M P M P M P M P
Pre Pre Pre Pre Pre
ID os ID os ID os ID os ID os
OR t OR t OR t OR t OR t
test AL te test AL te test AL te test AL te test AL te
I st st st st st
58 5 33 1 27. 54. 19.2 34 23. 44.
9 5 8 1 09 68. .2 44. 15 56.
4 0 55 33 44
41 13 08 30.8 14
4 1 66. 42 54.
I 4 4 1 1 31 71. .2 63. 26 67.
55 0 17 1 62. 71 44.3 23 46. 47
I
Project READ or Reading Effectiveness for Academic Development is a pet project

of the district to lessen if not eradicate the number of learners, especially among the
graduating learners and the grade I students since reading is the foundational skill that
the learners should be developed.
In the first year of implementation, the target learner is the key stage 1
learners (Grade 1-3) wherein 40.91% are NR in the Pre-Test they improved in the Mid
test with a 29.45% decreased, and in the post-test, there were only 22.73% Non-Reader
was recorded.
With regards to Comprehension skills, the students' MPS is 31.43% in the
pretest and 38.30% in the mid-test with a 21.86% increase. And during the post-
test, Learners have 50.78% MPS with 32.5% improvement after the intensive
remedial instruction to our learners.
PROJECT READ
(Reading Effectiveness for Academic Development )
2019-
GR NO. OF non- word Comprehens Aver Reading R

ADE
Pre Post Pre Post Pre Post Pre Post Pre Post Pre Post Pre Post
test test test test test test test test test test test test test test 5
I
72 68 32 12 44. 58.6 19. 46.6 31. 52.6 Fair Good 6 6
61 61 22 18 17 5 65 2 91 4 Goo Good 5 3
I
50 49 8 2 44. 58. 43. 34. 43. 46. d V 3 2
16 56 05 94 61 75
I
51 50 3 3 Goo G 2 4
68 77. 41. 63. 55. 70.
.3 18 79 69 05 44
66 61 10 5 d VG
81. 78. 45. 62. 63. 70.

I
In the school year, 2019-2020 Project READ, or Reading Effectiveness for

Academic Development was implemented for Grade I -VI learners because they saw the
improvement in their reading skills of the learners.
But because of the pandemic, the supposed Mid test assessment served as the
Post-test because before the year ends classes were stopped to prevent the spread of
the virus, especially to our school children.
From 25.67% recorded non-readers during the pre-test, they decreased to
11.59%. The comprehension skills of the learners during the pre-test is 42.62% and
during the post-test, it increased to 56.90% with a NAG of 33.51% increase.
In the following school year, the implementation of Project READ was
suspended, but the remedial instruction did not. Teachers continuously send remedial
reading materials to their learners and monitor them online. Parents send videos to the
teachers to monitor the reading skills of the learners
PROJECT ALL NUMERATES
18.33%
2018-2019
NON -NUMERATES
43.84% 37.82%
NEARLY NUMERATES NUMERATES
17.52%
2019-2020 NON -NUMERATES
51.35% 31.12%
5.14%
30.54% 64.30%
16.67%
47.53% 35.8%
Zero Non-Numerate data showed a decrease in

the number of non numerate from the school year
2018-2021. But a remarkable increase in the
school year 2021-2022. The test was given face-to-
face a couple of months after the switch of
modality from blended learning to limited face-to-
face.
REGIONAL DIAGNOSTIC ASSESSMENT
SY 2022-2023
The data above is the
learning Area
Regional Diagnostic Assessment,
Grade I 70. given one month after face-to-
48
face resumed. The content of
Assessment
37. the test was based on the
36
English previous school year of the
39.
learner. This test was given to
MATHEMATICS
49 measure the learning outcome of
FILIPIN the previous school year so that
46.8
9 teachers can provide
O
intervention to the learners.
43.
47 Among the learning areas,
APAN
EPP has the lowest MPS, after
MAPEH 41. computing the average MPS of its
13
component the result is 18.5%.
CE/ES Among the major subject, English
59.
37 has the lowest MPS of 37.36% and
P
then followed by Science with
38. 38.1%. CE/ESP is said to be the
SCIENC 1
easiest subject but its MPS is only
E EPP 59.37%.
18.
5 This only shows that distance
EPP- learning modality is not as effective
as face-to-face.
PILLAR 4: RESILIENCY AND WELL B
VACCINATION STATUS OF TEACHING
AND NON-TEACHING PERSONNEL
1ST DOZE 2ND DOZE
All the 17 teaching and non-teaching

personnel of the school was vaccinated and
have boostered
VACCINATION STATUS OF
LEARNERS
1ST DOZE 2ND DOZE
SY 2021-2022 Grade Level SY 2022-2023
0% KINDERGARTEN 0%
4% GRADE I 6%
3% GRADE II 24%
0% GRADE III 0%
4% GRADE IV 12%
13% GRADE V 25%
45% GRADE VI 33%
TOTAL
This data is the vaccination status of children from grade I to VI and data reavealed
that we don't have vaccinated learners in Kindergarten and Grade III for the past 2
years. Grade VI has the most number of vaccinated learners with 33% followed by Grade
5 with 25%. Comparing the two years data, There are more vaccinated Grade VI
learners in the
SY 2021 than in SY 2022. There are more Grade IV learners last year who are now in
Grade V avail the vaccination of 12% increase. All those learners who are vaccinated
have 1st and 2nd doze vaccination
MENTAL HEALTH SUPPORT FOR
TEACHING AND NON-TEACHING PERSONNEL
1 teaching personnel attended the divis
100% of teaching & non-teaching personnel and 25%

Support facilitated by the School Guidance Designat
STAKEHOLDERS' PARTICIPATION ON NATIONAL
EARTHQUAKE DRILL
Teaching and Non Teaching personnel
SCHOOL Learne Parent NGOs/

rs
YEAR s' LGUs 0%
97%
2018-19 5% 0%
97%
2019-20 10 0%
75% %
2020-21 0%
Teaching and Non-teaching support and participation in NSED is 100%.

More than 95% of learners because of absenteeism. During the pandemic
and schools implementing distance learning only those learners with access
to the internet and gadgets can participate. parents have a little participation
with more than 10% and NO LGUs/NGOs have participated in the school's
activity in NSED
SEMINARS/TRAININGS/DRILL ON DRRM
Quarterly
EARTHQUAKE DRILL
ONCE
FIRE DRILL
ZERO
VULCANIC
ERUPTION
ZERO
FLOOD DRILL
The school have quarterly

participated in earthquake drill,
once in firedrill and zero in both
vulcanic and flood drill
ADVERSE INCIDENT IN SCHOOL
2019-2020
6
Theft
30.8%
4
2 Others
53.8%
0 Learners to Learners conflict

15.4%
2020-2021
Theft
50%
Bullying
40%
Learners to Learners conflict
20%
Parents to Learners Conflict
0%
Teacher to Teacher Conflict
0%
Teacher to S.H Conflict
0%
Teacher to Learners
0%
Teacher to Parent
0%
Parent to Parent
0%
School Head to Barangay Conflict
0%
Others
50%
100%
2021-2022
Among the untoward incidents, theft has the most

number followed by Bullying especially in school
year 2021-2020 with 40%
GOVERNANCE
GOVERNANCE
Enabling Mechanism
1: SBM
SCHOOL SBM LEVEL OF PRACTICE
EM 1
Leadership and Governance Curriculum

Accountability and Continous Management & Resources
and Instruction Improvement 0.45 0.27
0.54
0.34
2019-20 OVERALL:1.6
Leadership and Governance

Accountability and Continous
Curriculum Improvement 0.43 Management & Resources
0.54 and Instruction
0.3
0.6
2020-21 OVERALL:1. 91
Leadership and Governance Curriculum

Accountability and Continous Management & Resources
and Instruction Improvement 0.43
0.48 0.3
0.47
2021-22 OVERALL:1. 61
School year 2019 and 2020 are the scores obtained in the self assessment of the the
school. And in the SY 2021-2022 the school was officially declared as SBM level 2 by
the Division SBM evalutors in December 13, 2021. Among the 4 principle Crrriculu
and Instruction got the positive result of .04 while a negative 12 was obtained in the
Leadership and Governance as well as Accountability and Continous Improvement
and Management & Resources got the lowest NAG of .03.
GOVERNANCE
Enabling Mechanism 2
IPCRF and OPCRF
IPCRF and OPCRF
2018-2019
0 6 9
S 2019-2020
OUTSTANDING VS
OUTSTANDING
S VS
2020-2021 9
0 6
15
OUTSTANDING
00
SVS 2021-2022
15
00
OUTSTANDING
S VS
The IPCRF and OPCRF of teaching and teaching personnel

recorded 6 outstanding in SY 2018-19 and 9 Very Satisfactory or
VS. IN 2019-20, 9 of them obtain an outstanding IPCRF and
OPCRF. But in the last two SY which are 2020-2021 all of them
including the school head got an outstanding IPCRF and OPCRF.
TEACHERS AND SCHOOL LEADERS
UPSKILLING AND RESKILLING
Career Stage for Teachers (By Position
Teaccher -I Teaccher -IITeaccher -III HT-I

10 1
1 2
SY 2018-2019
SY 2019-2020 SY 2020-2021 the

1 sch
Principal-1 ool
Principal-1 1 . Principal-1
1
2
Teaccher -III Teaccher -III 2 Teaccher -III
3
1
Teaccher -II
Teaccher -II Teaccher -II 2 4
10
Teaccher -I Teaccher -I 9 Teaccher -I 6
The school has 15 teaching and non-teaching
personnel. In SY 2018-19 it is headed by a Head
Teacher-1 position. 10 of them are Teacher-1, one (1)
is Teacher-II -and two (2) are Teacher-III. Theyhave no
Master Teacher although they are entitled to MT SY 2022-2023
since they are more than 10.
In the school year 2019-2020, the school has
the same number of teaching personnel, No
promotion has been created but the Head Teacher-I
was transferred to another school, and Principal -I
now handling the school Master Teacher-I-1
In 2020-2021 one (1) Teacher-I was promoted
to Teacher-II, so they have twor (2) Teacher-II and
nine (9) Teacher-I Same number with the other
position . Still no Mater Teacher was deployed in the
school.
In 2020-2021, There four (4) teachers who Teaccher -II 5
was promoted. in the next level of position,
Teacher- 1 now is six (6) Teacher -II is four (4),
Teacher- III is three (3). This school year 2022-2023,
The school has given a Master teacher -1 position so
there are 16 teaching and non -teaching personnel in
SY 2021-2022
1 Principal-1
3 Teaccher -III
6 Teaccher -I
Training and Development Profile of Teaching and
Non-Teachin Personnel
2018-19 2019-20
14 26
2020-21 2020-21
29 18
The data on training attended by teaching and non-teaching personnel

showed that there are more training given to them in SY 2020-2021 than was
during the pandemic. Teachers needed such training at that time because of the
implementation o a new modality that was blended learning. Teachers also need to
learn and improve their skills in using technology.
SCHOOL CAPACITY BUILDING
2018-19 2019-20
0
0
8
I
I
S
2020-21 2021-22
0
0
I
1
1
I
S
S
56
The data above is the school capacity building of teachers, it

is gleaned that workshops are not given much attention by
the school head. They are more focused on giving more
INSET, especially in the school year 2021-2022, wherein the
school will go back to face-to-face learning modality. They
have to learn the settings of the new normal in education to
protect the health of our learners
GOVERNANCE
TEACHING AND NON-TEACHING PROFILE
(NEED/EXCESS)
8
No. of Clases No. personnel
8
2018-2019 2019-2020
8
6
6
4
4
2
2
0 0
2020-2021
2021-2022
The data above is number of teaching and non-teaching personnel

in school and determine whether there is a need or excess in the
number of personnel. In the four year data there is a need of Master
Teacher, Administrative Officer, Security Guard, A need of one (1)
Primary Teacher in the scool year 2018-19. There is also a need of
Relieving Teacher in 2020-2021 and 2021-2022
INVENTORY OF LEARNING MATERIALS
EPP
P.E 20
15%
MUSIC
English
10%
100
FILIPINO
64%
APAN
15%
Math Series 1
Science 75% 100%
25%
Inventory of Books per subject

75%
50%
25%
0%
SLM LAS Contextualize LAS
Inventory of SLMs and LAS
The data above are the learning materials used by our

learners. The self learning modules was used if there
are suspension of classes after the modular distance
learning. But we don't have learning activity sheets.
INVENTORY OF INSTRUCTIONAL AND NON-
INSTRUCTIONAL CLASSROOMS
2018-19 2019-20 2020-21 2021-2022

15
10
It is gleaned from the graph that in the SY

2019-2020 there was a lack of instructional
and non-instructional classroom because it is
the year that the construction of classrooms
is ongoing. The following non-instructional
classroom were not available even in the SY
2018- present: Library, Faculty room,
Workshop and Laboratory.
Electric Bills of the School
6,000
7,500
2018
2019
4,000
5,000
2,000 2,500
0
0
2020 15,000
2021
December January
4.8% 5.5%
November February
10% 9%
10,000
March
5.2%
October April
10.5% 1.7%
May
4.7% 5,000
September
June
12%
12.3%
August
12% July
12.2%
It is gleaned on the graph that CY 2018 electric

consumption has an average of Php more than
Php3,000. But it increased in the succeeding year
by more than Php 1,000 in CY2019 and 2020. And
more than Php 3,000 increased in 2021.
GOVERNANCE
CUSTOMERS FEEDBACK AND CUSTOMERS'
SATISFACTION
Health protocols followed in school
2020-2021
35.75%
14.23%
1%
0%
Parents and guardians are the customers in the school year

2020- 2021. They get and retrieved the modules in the designated
classrooms. 35.75% of them are happy on the health protocols that
we are implementing in the school and no customes are not satisfied.
FINANCIAL ACCOMPLISHMENTS
F.Y F.Y
DONOR TOTA
L
School 31,99 125,0 10,80 76,5

Infrustructure 0 00 0 00 244,29
0
Technology and
0 0 0 0
Multimedia Support
0
Furniture and
16,0 15,74 0 0
Appliances
00 0 31,74
0
others
Most donations we received are school

infrustures and furnitures and appliances and we
have no donations given for Technology and
Multimedia Support.
SUSTAINED PARTNERSHIP
Organization 2019-20 2020-21 2021-22
Bernardo LGU 10,000 10,000 10,000

S.
Guevarr
Alejandro LGU 5,000 35,178 31,600

C.
Catahan
PES Batch Alumni 95,100 12,460 32,320

Alumni/
PTA
LSB/SEF LGU 29,990 69,575 25,000
The Table above is the sustained partner of

the school for the last 3 years. The joint efforts
of alumni and PTA has the most number of
donation in the 3 years with 139,880.00.
followed by Alejandro C. Catahan with 71,778
and the donations that we get from LSB/SEF
was124,475 and Bernardo S. Guevarra with
30,000
MOOE UTILIZATION
OTHERNMOOE
13%
ELECTRIC
GRADUATION EXP. 25%
5%
GAD
5%
INTERNET
6%
SCHOOL SUPPLIES SALARIES OF UTILITY

14%
CY 2020
32%
CY 2019 ELECTRIC 52.3%
INTERNET 11.4%
SALARIES OF UTILITY 29.5%
WATER BILL 0%
COMMUNICATION BILL 0%
SCHOOL SUPPLIES 100%
TRAVEL ALLOWANCE 0%
GAD 11.4%
GRADUATION EXP. 9.1%
OTHER MOOE 13.6%
OTHER MOOE
15.6%
ELECTRIC
25.6%
GAD
5.6%
CY 2020
INTERNET
5.6%
SCHOOL SUPPLIES
33.3% SALARIES OF UTILITY
14.4%
FINANCIAL ACCOMPLISHMENT
SYSTEMS INVENTORY
EBEIS
SY 2018-19
LIS
SY 2019-20
SY 2020-21
NSBI
SY 2021-22
MELSF
SCHOOL FILES
UPDATED AND
COMPLIED
SWOT
ANALYSIS
SWOT
ANALYSIS
ACCESS
SWOT ANALYSIS: ACCESS
STRENGTH
Increased enrolment in key stage 1
Increased Gross Enrolment Rate
Upturn in Net Enrolment Rate
Strong partnership with stakeholders to
improve the performance indicator
Creation of online communication to
monitor the learners' performance
Improved communication with parents
Intensified monitoring to learners who
are possible to dropped from classes
WEAKNESSES
No enrolment of ALS learners during pandemic
Teachers' difficulties in using pedagogical and
other skills in learning recovery.
There is no standardized assessment
instruments to measure learning loss and gaps.
Learner reading skills in English are unsatisfactory.
OPPORTUNITIES
Active participation of stakeholders to improve learning
outcomes.
Intensified remedial reading instruction for in all
grade level
Intensified monitoring of teaching and non-teaching
personnel to improve the performance of learners
Supportive LGUs for the quality education of the
learners
Conducive learning environment
THREATS
Unsupportive parents who just let their children play
without doing their task in school
Scholarships of LGUs was given to Junior and Senior
Highschool
Parents are busy on their work to provide for their
living
Working parents leave their children to other member
of the family
Parents need to work outside the country,
municipality, and region.
During the pandemic, health and occupational
hazards were experienced while performing
activities and obligations.
COVID-19 recurrence causes a delay in school
repairs.
Teachers are hesitant to participate in mapping
because they are worried about contracting the virus.
New strains/variants as factors for the surge
SWOT
ANALYSIS
EQUITY
SWOT ANALYSIS: EQUITY
STRENGTH
Support of LGUs for the health and wellness of their
constituents.
The presence of self-learning modules to be used by
learners with illness in case they have a check-up and
hard days.
4Ps members know their obligations in the different
PPAs of the school
Presence of remedial instructions to learners with
disabilities and illness.
Presence of remedial materials for learners with
disabilities and illness.
WEAKNESSES
Insufficient localized LAS used by learners with
disabilities when they need to seek medical checks up.
Cash grants to 4Ps families were not utilized properly.
4Ps learners do not regularly go to school because
they need to help their family earn a living
Qualified poor families are not members of the 4Ps
OPPORTUNITIES
4Ps recipients have regular cash grants from the
government
4Ps learners can finish their studies until college
Children with illnesses can be cured due to modern
medical equipment.
Local and National governments offer health benefit
Some institutions are willing to support learners with
disabilities and illness
Presence of public hospitals
A growing number of non-governmental groups,
government agencies, local government units,
religious organizations, and youth organizations are
actively involved in improving the circumstances of
our schools, indicating a growing understanding of
the entire community's responsibility for education.
PTAs are actively involved in improving the teaching-
learning environment in our schools.
Through the computerization program, Central Office
delivers relevant technologies to public schools for
LIS and enrollment difficulties.
Participation of stakeholders in the mapping of
school-aged children.
THREATS
Pandemic that aggravated people's poverty
Conflicting policies of DepEd and other Local Goverment
Agencies/ IATF
Some learners give more priority to their work
Increase in the number of child labor
Insufficient amount of cash grants to 4Ps families
SWOT
ANALYSIS
QUALITY
SWOT ANALYSIS: QUALITY
STRENGTH
Committed, effective, and efficient teaching
personnel.
Knowledge of teachers in writing SLM and LAS.
9 teachers have complete academic requirements in
their master's degree.
VS to Outstanding IPCRF/ OPCRF of teaching and
nonteaching personnel
Support programs for literacy and numeracy, and
inclusive education.
Availability of video lessons at RTV-Aral Tarlakhenyo
Availability of self-learning modules just in case there
were disruptions of classes due to bad weather
conditions.
Online seminars and training for teachers to improve
their skills even during the serge of pandemic.
Parents can be access through online.
School Files and records can be accessed via google
drive.
Pandemic and disruption of classes is not a
hindrance to provide activities to learners
WEAKNESSES
Limited resources to fund the PPAs of school
Cannot implement fundraising activities to fund the
PPAs
Overlapping activities of teachers weakened the
effectiveness of different PPAs
Significant number of non-numerate declines the
performance of learners in Mathematics
Limited advanced technical know-how in ICT
applications especially those teachers who are
about to retire.
Availability of advance technology and gadgets for
learners' learning
OPPORTUNITIES
Existence of advanced technologies to support
instructions and PPAs
Provision of free learning and Development Training/
activities to support teachers' competencies'
enhancement from learning providers
Availability and accessibility of learning resources for
competency development
Teachers who have Complete Academic
Requirements can be promoted to the next higher
position
Strong linkage and support from stakeholders to
fund different PPAs
Teachers can produce localized SLM and LAS because
of trainings they have in the SDO and RO
Strong support of stakeholders in numeracy and
literacy program of the school.
On time downloaded of funds to procure materials
needed in teaching -learning process
THREATS
Online games affect the study habit of learners which
result in poor performance in school.
Busy parents cannot oversee the activities of their
children in school.
Several restrictions imposed by the DOH, DepEd, and
IATF due to health crisis.
Slow to intermittent internet connectivity in the
workplaces
Health conditions of learners decline their performance
SWOT
ANALYSIS
RESILIENCY
& WELL-
BEING
SWOT ANALYSIS: RESILIENCY
STRENGTH
Online DRRM damage reporting system and process.
Availability of materials for Psychosocial Support for
learners, teachers, and parents
Regular visits and monitoring of division health
personnel in all schools.
Availability of parent volunteers during the
implementation of SBFP
Established a school garden in support of the
guidelines of Gulayan a Paaralan Prog, Youth for
Environment in Schools Organization, and School
Inside a Garden.
The school is 100% SSAT compliant.
Competent School Health personnel.
Availability of health kit supplies.
Teaching and non-teaching personnel are 100%
vaccinated with 100% booster.
Implementation of Triage Registration Desk,
Accessible and trained Psychological/Psychosocial
First Aiders.
Regular participation on National Earthquake Drill.
WEAKNESSES
Presence of cyber bullying cases in school
Presence of untoward incidence.
Halted health services due to the pandemic.
OPPORTUNITIES
Growing favorable public perception of DRRM.
Sustained partnerships aiding the lack of resources and
technicalities in capacity building.
Available firefighters in the community to provide fire
drill
Regular visits of Health officers to monitor the mental
and physical health of learners and teachers.
Free vaccination for learners and teachers.
GAD funds can be utilized for COVID-19 materials.
MOOE fund can be used to procure health kits and
medicines for the learners.
LGU supports the safe face-to-face modality.
THREATS
Very few of learners’ avail free covid vaccine.
Negative attitude of parents towards vaccination of
their children.
High risk for COVID-19 especially those who are not
vaccinated.
SWOT
ANALYSIS
GOVERNANCE
SWOT ANALYSIS:
GOVERNANCE
STRENGTH
Improved SBM Level of Practice.
Organized functional School SBM Team
Designated person/s to document all the school PPAs
All implemented PPAs are aligned with the objective of
the department
Technology-savvy personnel
Competent and committed personnel
In place standards and processes in the
management and implementation of need-based
training, INSET, LAC
Provision and implementation of TA
Accessibility of communication through the available
technology support and equipment.
On time downloading of funds to support teaching and
learning process.
Sustained stakeholders' support.
Transparency on all the donations and other financial
support.
SWOT ANALYSIS:
GOVERNANCE
WEAKNESSES
Overlapping leadership of teachers.
Teachers are poorly motivated in conducting
research with promotion as a primary objective.
Limited resources generated on gadgets of both
teachers and learners.
SWOT ANALYSIS: GOVERNANCE
OPPORTUNITIES
Room for improvement based on customer feedback.
Online SBM validation to prevent the spread of the virus
Certificate of teachers for being division writers and
speaker, can be used for promotion.
Availability of resource person/teacher can provide TA
to a new and experienced teacher.
Availability of video tutorials to improve skills in ICT.
Existing programs in partnership engagements. (BE)
Strengthen and sustained linkages and partnership.
SWOT ANALYSIS: GOVERNANCE
THREATS
The presence of variants of COVID-19
Teachers' acceptance of the TA provided.
Varied tools used in SBM validation
Change of Leadership means new policies to be
implemented
Risks of the pandemic due to COVID-19 transmission
or infection
KEY
CHALLENGES
KEY CHALLENGES:
ACCESS
Limited resources such as printer bond papers

and ink to produce infographics to each learner
Unavailability access of the internet because of

the social status
Limited access of the information because of

the gadget availability
KEY CHALLENGES:
EQUITY
Lack of learning strategies for learners with
disabilities (poor eyesight)
Insufficient localized LAS used by learners with
disabilities
Lack of income-generated training/workshops for
every learner
Insufficient materials to provide remedial tool for
the learners
KEY CHALLENGES: QUALITY
Absence of Non-readers in the Project REAP and

PRAS, Phil-Iri and other PPA’s about curriculum
Absence of Non-Numerate on PAN (Project All
Numerates)
Low MPS in Regional Diagnostic Test in all Learning
Areas.
Insufficient contextualized LAS
KEY CHALLENGES: RESILIENCY AND WELL-
BEING
Limited implementation of school sports programs

due to pandemic
Less focus on man-made and natural calamities
Limited activity to provide funds for making the
school community safe
An increasing number of bullies and other
untoward incidents.
Weak implementation of PPAs for Child Protection
Policy
Lack of training and preparedness on fire and
flood.
KEY CHALLENGES: GOVERNANCE
Difficult to produce MOVs in SBM Indicator.

The external stakeholders are more focused on
participating in PPAs that concern the physical
environment of the school and few participations at all
PPAs that concern Curriculum and Instruction.
Availability of resource speakers for the implementation of
need-based training, INSET, webinars and workshops.
Decrease support or resources generated in Technology and
safety of the school environment and learners.
Fewer school supplies procurement due to high
electricity rates.
Insufficient water supplies.
OUR
STRATEGIC
DIRECTIONS
SCHOOL
FLAGSHIP
PROGRAMS
SCHOOL FLAGSHIP PROGRAMS
P Provide
safe
environment
U Utilize
weakness to
uplift
P
strength
Pliable
E
learners could
adapt to
Engage change
diverse
learners in all
activities
T Transmute
gloomy life into a
conclusive human
S
being
strengthen
intervention
and innovation w/ a
4.0 education

GOAL
e number of Non-Readers by at least 75% after a year of implementation of dif

KEY CHALLENGES
Project READ (Reading Effectiveness Literacy.
thru Academic Developement
STRATEGY
implement intervention and innovation that improve the skills of learner

INTERMEDIATE OUTCOME
Learners attained Stage 1 learning standards of

fundamental reading and numeracy skills

GOAL
number
KEY of Non-Numerate by at least 75% after a year of implementation of d
CHALLENGES
1.08% of learners are NON- Numeracy.
NUMERATE in the pre test
tration of Project All Numate (PAN)
STRATEGY
implement intervention and innovation that improve the skills of learner

Stage 1 learning standards of fundamental reading an

GOAL
Increased the Mean Proficiency Score
(MPS) of the regional achievement test by 75%.
KEY CHALLENGES
gional Diagnostic Test in all learing Areas.
STRATEGY
Strengthen remedial instruction especially to slow learners and intensify

-12 basic education, having successfully attained all lea
pped them with the skills and traits to achieve their ambi

GOAL
the number of contextualized learning materials to be used by students, especia

KEY CHALLENGES disabilities
contextualized Learning Activity Sheets

rning materials aligns with the resources available in

GOAL
ncreased the MPS of Project IDEALS by 5-10 points to catch up with the target of 75
KEY CHALLENGES Division of Pampanga
DEALS in the scool year needed in the crafting SIP (18.5%
SY2018 19;(
36.39% SY. 2020-
21); (7.81% SY
2021-22
STRATEGY
ng strategies of teachers by conducting INSET

and TA

-12 basic education, having successfully attained all lea
pped them with the skills and traits to achieve their ambi

STEP UP PESians
ransmute gloomy life into a conclusive
human being
GOAL
earners
KEYcompleted the requirements of K-to 12 Basic Education Curriculum
CHALLENGES
year
Decreased in
the number of graduate.
STRATEGY
e of learners, monitor their improvement ,and intensify feedback system

STEP UP PESians
human being
ning standards of literacy and numeracy skills and apply

STEP UP PESians
human being
GOAL
KEY CHALLENGES
Provide an environment that is conducieve for learning for A
learners
cient learning environment for
ALS learners
STRATEGY
rship with stakeholders to provide the needs

of ALS learners

STEP UP PESians
human being
rs youth and adult learners have equal opportunity in a

environments.

STEP UP PESians
human being
GOAL
KEY Ensure that learners are happy to learn and learning is not a
CHALLENGES
burden
Presence of
School Leaver
STRATEGY
tnership with stakeholders to provide their

needs in school.

STEP UP PESians
human being
All learners will stay in school and finish key stages

STEP UP PESians
human being
GOAL
Ensure
KEY adequate support for inclusive education thru financial and
CHALLENGES
material support
Low rate of ALS passers and

completers
STRATEGY
th resources for them to complete and passed the

ALS program.

STEP UP PESians
human being
All learners have access to relevant basic learning

opportunities.

STEP UP PESians
ngage diverse learners in all
activities
GOAL
KEY CHALLENGES STRATEGY
egies for learners with disabilities and illness.

Provide
Conduct INSET, LAC equal
session on the different strategies suited
opportunities to
all type of
learners
Disadvantage school-age learners and youth,

and adults benefited from appropriate equity ini

STEP UP PESians
activities
GOAL
KEY CHALLENGES STRATEGY
AS used by learners with disabilities and illness

Utilize Provide equal
the expertise of teacher who are division writ
opportunities to
disadvantage
learners


STEP UP PESians
activities
KEY CHALLENGES GOAL
STRATEGY
ed trainings/workshop to parents and ALS learners
Tap the shoulders of stakeholders
Provide to initiate programs/training and wor
equal
opportunities to
disadvantage
learners and
parents


STEP UP PESians
liable learners could adapt to change
GOAL
videKEY
safeCHALLENGES
learning environment to learners, teaching, and non-t
ovide funds for making the school personnel
community safe
STRATEGY
ifies the health and safety of learners, teaching, and non-teaching personn

STEP UP PESians
ted without sacrificing the health and safety of learner

STEP UP PESians
GOAL
KEY CHALLENGES
There will be peace in the school and the students will
mber of bullies and other untowardhave unity
incidents.
STRATEGY
esouce speakers to conduct character

building activities

STEP UP PESians
rs and there is peace and harmonious relationships be

STEP UP PESians
GOAL
KEYthe
nsure CHALLENGES
efficient and effective implementation of the recomm
PPAa
Lack of established recommended ofofCPP.
PPAs CPP: Parent Child Integration Pro
Value Formation Activities, Guidance
Councelors and Member of CPP.
STRATEGY
mplementation of different PPAs for Child

Protection Policy

STEP UP PESians
ions of their physically, moral, spiritual , intellectual, and social

STEP UP PESians
GOAL
KEY CHALLENGES Learners are resilient and know their rights and
protect themselves and exercise their education
responsibilities as individuals and
ation of school sports programs due to
pandemic
STRATEGY
er's physical and socio- emotional skills

development

STEP UP PESians
eloped learners' physical and socio-emotional skills developme

STEP UP PESians
tilize weakness to uplift strength
GOAL
ool KEY CHALLENGES

management by responding to the issues, gaps, concerns a
The negative attitude of the school
mproving the SBM Level practice of the school
STRATEGY
ty assurance processes on School-Based Management

STEP UP PESians
governance and management processes are efficient, active an

STEP UP PESians
GOAL
KEY CHALLENGES
ool management by responding to the issues, gaps, concerns, a
lt to produce MOVs in SBM indicatorthe school.
STRATEGY

STEP UP PESians

STEP UP PESians
GOAL
ool KEY CHALLENGES

management by responding to the issues, gaps, concerns,
xternal stakeholders are more focused on the school.
in PPAa that concern physical environment of the
ss or no participation at all in PPAs that concern in
eadership and Management
STRATEGY

STEP UP PESians

STEP UP PESians
GOAL
KEY CHALLENGES
lectricity consumption to procure more school supplies needed
learning
Fewer procurement of school supplies due to high process
electricity rate.
STRATEGY
Save on electricity use

STEP UP PESians
arners and teaching and non-teaching personnel the importanc

STEP UP PESians
GOAL
Provide safe and clean water supplies in all

KEY CHALLENGES
classrooms
One newly
constructed building has no water supply
STRATEGY
Tap the shoulder of LGUs and NGOs

STEP UP PESians
arners and teaching and non-teaching personnel the importanc

STEP UP PESians
rovide safe environment
GOAL
KEY CHALLENGES
anagement by responding to the issues, gaps, concerns, and id
se support or resources generated in
gy and safety of the school environment
STRATEGY

STEP UP PESians

STEP UP PESians
GOAL
sionalKEY CHALLENGES
growth and development are needs based capability building interv
Lesser focus on personnel
mechanism mentoring and coaching, TA provision
STRATEGY
culum and planning responding to learners diversity and assessment and reporting as well as the competence of non-te

STEP UP PESians
PES personnel are competent, resilient and continuosly improv

STRATEGIES,
INTERVENTIONS,
AND MAJOR OUTPUTS
TABLANG ES SIP FRAMEWORK
ASSESS PLAN APPLY M&E ADJUST
GOAL GOVERNANCE
TESian learners are INTERMEDIATE OUTCOME
equipped with basic RESILIENT
curriculum knowledge RESPONSIVE
and provided with
technological resources
EFFECTIVE AND
that will lead them to EFFICIENT
become a God fearing, GOVERNANCE
disciplined, critical
thinkers, innovative, and
MANAGEMENT AND
globally competitive
Filipino citizen
SECTOR OUTCOME
TES is an institution
of multi-literate,
numerate, and
competitive learners
who’s potential and
skills enable them in RESILIENCY
building the nation
ACCESS
All learners access and
QUALITY receive tailored services
needed in Basic
Education.
Learners develop standard
foundational and future
skills.
ACCESS
ACCESS GOAL: All learners access and receive tailored services

needed in Basic Education.
STRATEGIES INTERVENTION MAJOR OUTPUTS
 Conduct info-drive  Project: Produce one is to

using A-ral one
infographics/infomer PA-ra  Self-learning
cial SA modules
K-inabukasan  Learning Activity
sheets
 Organize classes and  Project: Creation of school:
make information T-amang  Facebook page
drive I-mpormasyon sa  Group Chats to each
P-agpapatuloy ng grade level
Ed-ukasyon sa New  Brochures and
Normal leaflets for
information
dissemination
ACCESS GOAL: All learners access and receive tailored services

needed in Basic Education.
 Strengthen the • Quality assures • Reports on the

Reading Programs in contextualized, available learning
English and Filipino localized, and resources
and the numeracy indigenized K to 12 • Improved attitude
programs of the curriculum materials towards reading as
school. to address learning validated by
 Ensure the losses and gaps. assessment tools
availability of • Develop and craft • Quality Assured
learning resources to school and home- School and Home-
identified learning based reading based Reading
gaps in each materials in English materials
learning area and Filipino • Activity Completion
 Make quality assured • Develop monitoring Reports (ACRs)
contextualized, and evaluation tool • Quality assured
localized, and in reading School and home-
indigenized learning • Develop activities based reading
resources accessible that enhance the materials and
to all teachers and numeracy level of numeracy activities.
learners regardless the learners.
of their physical,
mental, socio-
cultural and
economic conditions
EQUITY
EQUITY GOAL: All learners participate equitably and meaningfully

in basic education, regardless of status, ethnicity, sex,
disability, age, and other social characteristics.
 Analyze and identify Project:  Produced

the learners under PRAS contextualized
remediation (Personalized Reading reading materials to
Activity Sheets) address least
learned skills in
reading
 Analyze and identify Project: • Decreased the
the learners under REAP (Reading number of pupils
frustration level Enhancement Activity under Frustration
Program) Level by at Least
50% from 90 to 45
QUALITY
QUALITY GOAL: Learners develop standard foundational and future

skills.

 Strengthen the Project:  Strengthen
partnership and BOS (Bridges the partnership and
linkages with challenges of SY. 2022- linkages with
stakeholders and 2023 through Open stakeholders
forge transparency, communications and
accountability and collaborations with
responsibility Stakeholders)
• Beautification of Project: • Painting of

Classrooms of SASI Classrooms of
Tablang Elementary Stakeholders Assistance in Tablang Elementary
School School Improvements School
• Addressing the Project: • Decreased the

Learners’ Basic REAP number of pupils
Literacy Skills Reading Enhancement under Frustration
Activity Program Level by at Least
50% from 90 to 45
• Conduct Drills using Project:  Decreased the

Flash Cards, Window MBMD number of non-
Cards Mastery of Basic numerates by 50%
Mathematical Operations from 76 to 38
QUALITY GOAL: Reduce the number of Non-Readers and Non-

Numerates by at least 75% after a year of
implementation of different PPAs for Literacy.

• Implement Project:
intervention and SHARP
innovation that STRENGTHENING HOME
improve the skills of ASSESSMENT READING • Lessen if not totally
learners PROGRAM eradicated the
Project: number of non-
3P’s readers
Pagbasa
Pahalagahan tungo sa
Pag-unlad
RESILIENCY AND WELL GOAL: All learners participate equitably and meaningfully
BEING in basic education, regardless of status, ethnicity, sex,
disability, age, and other social characteristics.
 Information Project:  Conducive learning

dissemination/advoc  NO TO BULLY BE environment for
acy and monitoring FRIENDLY everyone
on strengthening the
program
 Analyze and identify Project:  Minimized number of
the severely wasted C-omprehensive pupils who are
and wasted H-ealth severely wasted
pupils/SBFP I-mprovement for
recipients L-ifelong
D-evelopment
 Strengthen the  Conduct  Eradicate the cases of
implementation of review/validation/ on the bullying and other
different PPAs for Child existing CPP. Conduct untoward incidents that
Protection Policy orientation of the involved learners.
implementation of CPP
Conduct Family Day
RESILIENCY AND GOAL: Provide safe learning environment to learners,

WELL BEING teaching and non-teaching personnel

• Strengthening Project • Hazard map
Partnerships for Tablang I Am Ready • Contingency Plan
resilience
• Enculture disaster Project • Action plans to
preparedness among SAFE respond in different
learners’ Sound natural disasters
stakeholders and Aesthetic and
teachers Favorable
Environment
GOVERNANCE
GOVERNANCE GOAL: Utilized all possible resources for teachers and learners’
betterment

 Conduct trainings for Project:  Tarpaulin Poster
learners and school  T-BOW brochures
personnel Tablang Best Out of
Waste
 Conduct SLAC, Project:  Well-trained teachers
Seminars/Trainings/ • LETT
Webinar LEvel up Teacher’s
Training
 Assess training needs of Project:  Enhanced teachers’

teacher on ICT • TEDCOMTECH competence in the use of
multi-media technology in
the classroom
 Conduct assessment and Project:  Monthly Supervisory Plan
identify the weaknesses • TAFT  Training Program
and strengths of the Technical Assistance For  Accomplishment Report
teachers (COT) Teachers
 Conduct of COT every Project:  Success and better

quarter • TABLANG performance of the
Technical Assistance learners and teachers
Brought by Loving
Associations and Noble
Gestures
• Engage teachers Project:  Exemplary achievements

parents/stakeholders in • REWARD of teachers parents and
the implementation Recognizing Workforce in stakeholders
their Achievements to
Reap their Dedication
GOVERNANCE GOAL: Ensure quality school management by responding to the issues,

gaps, concerns, and identified needs in the school

• Implementation of quality • Collaborative crafting of
assurance processes on new School
School-Based Implementation
Management Plan/Annual
Implementation Plan/PIR
(Program Implementation
Review)
• Brainstorming on the
preparation of MOVs
especially on the new
• Level 3 SBM level of
guidelines of SBM
practice
• Orient parents and
stakeholders on their
task/duties and
responsibilities in the
different principles of SBM
GOVERNANCE GOAL: Provide safe and clean water supplies in all classrooms
• Provide correct proper Project: • Safe and clean water
handwashing training for WINS supply in all classrooms
the learners Wash IN School was provided.
WHAT WE WANT
TO ACHIEVE
PERFORMANCE
TARGET
SY 2022-2028
PERFORMANCE TARGETS:
PILLAR 1 & 2
Access and Equity
RESULTS
STATEMENT/ KEY 202 202 202 202 202 202
PERFORMANCE 3 4 5 6 7 8
INDICATO
R KEY
STAGE I
86. 88. 91. 93. 96.4 10
29 79 34 89 4 0
GROSS ENROLMENT
PILLAR 1 & 2
Access and Equity

RESULTS
STATEMENT/ KEY 202 202 202 20 202 202
PERFORMANCE 3 4 5 26 7 8
INDICATOR
GROSS ENROLMENT
86.2 88.7 91. 93.8 96. 10
RATE 9 9 34 9 44 0
NET ENROLMENT
RATE 90. 91.9 93.6 95. 97. 98.
34 4 4 34 14 94
COHORT SURVIVAL
RATE 100 100 100 100 100 100
% % % % % %
PROMOTION RATE
97 99 100 100 100 100
% % % % % %
COMPLETION RATE
100 100 100 100 100 100

% % % % % %
REPETITION RATE
2% 1% 100 100 100 100

TRANSITION RATE
% % % %
100 100
RETENTION RATE
% % 100 100 100 100
% % % %
DROP OUT RATE

1% 0%
PILLAR 1 & 2
Access and Equity
RESULTS
STATEMENT/ KEY 20 20 202 20 20 20
PERFORMANCE 23 24 5 26 27 28
INDICATOR
PROJECTED
ENROLLEES 6 6 65 6 6 7
0 2 6 8 0
KINDERGARTEN 65
6 6 6 6 7
0 3 7 8 0
GRADE I 77
7 7 7 8 8
GRADE II 2 5 9 0 2
65
GRADE III 6 6 6 6 7
64
0 3 7 8 0
GRADE IV 66
6 6 6 6 7
0 2 6 9 0
PILLAR 3
QUALITY
RESULTS STATEMENT/
KEY PERFORMANCE 2023 2024 2025 2026 2027 2028
INDICATOR
Filipino Reading Targets

Grades I to VI
INDEPENDENT 40% 55% 70% 85% 95% 100%
INSTRUCTIONAL 15% 12% 9% 6% 3% 0%
FRUSTRATION 25% 20% 15% 10% 5% 0%
NON-READER 15% 11% 7% 3% 2% 0%

PILLAR 3
QUALITY
RESULTS STATEMENT/
KEY PERFORMANCE 2023 2024 2025 2026 2027 2028
INDICATOR
English Reading
Targets Grades I
to VI
INDEPENDENT 40% 55% 70% 85% 95% 100%
INSTRUCTIONAL 15% 12% 9% 6% 3% 0%
FRUSTRATION 25% 20% 15% 10% 5% 0%
NON-READER 15% 11% 7% 3% 2% 0%

PILLAR 3
QUALITY
RESULTS STATEMENT/
KEY PERFORMANCE 2023 2024 2025 2026 2027 2028
INDICATOR
Mathematics Targets
Grades I to VI
Numerates 40% 55% 70% 85% 95% 100%
Nearly - Numerates 15% 12% 9% 6% 3% 0%
Non Numerates 25% 20% 15% 10% 5% 0%

PILLAR 3
QUALITY
RESULTS STATEMENT/
KEY PERFORMANCE 2023 2024 2025 2026 2027 2028
INDICATOR
Winnings in Contest
(District/ Division/
Regional/National
Math 10 15 20 25 30 35
SCIENCE 2 2 2 2 3 3
JOURNALISM (ENGLISH
8 10 12 14 18 20
& FILIPINO)
MAPEH 1 1 1 1 1 1
APAN 2 2 2 2 2 2
EPP/TLE 1 2 2 2 2 2
NON ACADEMIC
3 3 3 3 3 3
CONTEST
PILLAR 3
QUALITY
RESULTS STATEMENT/
KEY PERFORMANCE 2023 2024 2025 2026 2027 2028
INDICATOR
Reproduction of K to 3
10 10 10 10 10 10
Story books
Classrooms of the Future

(Technology-Powered 1 2 3 4 5 6
classrooms
RESEARCH AND
INNOVATIONS OF 2 2 2 2 3 3
TEACHERS
PILLAR 4
RESILIENCY AND WELL BEING
RESULTS STATEMENT/
KEY PERFORMANCE 2023 2024 2025 2026 2027 2028
INDICATOR
1. Percentage of
affected and
100% 100% 100% 100% 100% 100%
displaced learners
retained
2. Percentage of learners
who reported violence
committed against them
100% 100% 100% 100% 100% 100%
by other
learners(bullying) or
adults (child abuse)
who are happy and
satisfied with their basic
education experience in 100% 100% 100% 100% 100% 100%
relation to the
enjoyment of their
specific rights in school.
4. Percentage of
learners who know their
rights TO and IN 100% 100% 100% 100% 100% 100%
education, and
how to claim them
positively.
PILLAR 4
RESULTS STATEMENT/
KEY PERFORMANCE 2023 2024 2025 2026 2027 2028
INDICATOR
5. Percentage of
learners equipped with
capacities on what to do 100% 100% 100% 100% 100% 100%
before, during, and after
disaster/ emergencies
in safe and conducieve 100% 100% 100% 100% 100% 100%
for learning classrooms
7. Percentage of
students with improved 100% 100% 100% 100% 100% 100%
statistics
8. Percentage of
Beneficiaries of SBFP
90% 95% 100% 100% 100% 100%
with improved
Nutritional Status
9. Percentage of
accomplished items in
80% 85% 90% 95% 99% 100%
WINs Online Monitoring
System
10. Percentage of
Learners and Personnel
Provided Capacity 80% 85% 90% 95% 99% 100%
Building on Mental
Health Awareness
PILLAR 4
RESULTS STATEMENT/
KEY PERFORMANCE 2023 2024 2025 2026 2027 2028
INDICATOR
11. Percentage of
50% 60% 70% 80% 90% 100%
provided with Medical
and Nusing Services
12. Percentage of
5% 10% 15% 20% 25% 30%
provided with Dental
Services
13. Percentage of
parents and learners
provided with
Adolescents
Reproduction Health 50% 60% 70% 80% 90% 100%
Program on the Effects
of Teenage Pregnancy
and Health Education on
HIVAIDS/Awareness
14. Percentage of
COVID-19 Vaccinated 15% 30% 45% 65% 85% 100%
Learners
15.Percentage of
learners who are
50% 60% 70% 80% 90% 100%
members of School
Sports Club
PILLAR 4

RESULTS STATEMENT/
KEY PERFORMANCE 2023 2024 2025 2026 2027 2028
INDICATOR
16. Percentage of
trainings/workshops
50% 60% 70% 80% 90% 100%
given to the DRRM
Leaders
17. Percentage of DRRM

modules prepared and
5% 10% 15% 20% 25% 30%
submitted by SDRRM
and its member.
18. Percentage of
stakeholders
participated in Quarterly
Nationwide
50% 60% 70% 80% 90% 100%
Simultaneous
Earthquake Drill (NSED)
and/or multi-hazard
Drills
19. Percentage of major

hazard warnings and
100% 100% 100% 100% 100% 100%
bulletins recieved from
higher authorities
20. Percentage of First

Aid kits 50% 60% 70% 80% 90% 100%
donated/procured
PILLAR 4

RESULTS STATEMENT/
KEY PERFORMANCE 2023 2024 2025 2026 2027 2028
INDICATOR
21. Percentage climate

change mitigation
50% 60% 70% 80% 90% 100%
performed. (clean up
drive, tree planting, etc)
22. Percentage of
compliance in
100% 100% 100% 100% 100% 100%
hazard/disaster damages
using the RADAR APP
23. Number of Mental

Health and Psychosocial
Support Services 100% 100% 100% 100% 100% 100%
(MHPSS) assistance
coordinated.
24. Percentage of the

following activities were
implemented in the
school:
Parent - Child
Inegration Prog.
School-wide
Behavior 50% 60% 70% 80% 90% 100%
Management Prog.
Value Formation
Activities
Life skill training,
Bullying Prevention
Program, Information
Dissemination
PILLAR 4
GOVERNANCE
RESULTS STATEMENT/
KEY PERFORMANCE 2023 2024 2025 2026 2027 2028
INDICATOR
1. Improved the SBM

Level of Practice
Level 2 Level 3 Level 3 Level 4 Level 4 Level 4
from Level 2 to Level
3
2. Percentage of
Programs Provided with 100% 100% 100% 100% 100% 100%
TA
3. Number of
Research/Innovation
1 1 2 3 4 5
submitted/approved/im
plemented
4. Number of licensed
office applications,
platforms, cloud storage, 100% 100% 100% 100% 100% 100%
data server and
upgraded ICT equipment
5. Percentage of
100% 100% 100% 100% 100% 100%
stakeholders satisfaction
PILLAR 4
GOVERNANCE
RESULTS STATEMENT/
KEY PERFORMANCE 2023 2024 2025 2026 2027 2028
INDICATOR
1. Number of Capacity
Building, Reskilling,
and Upskilling for
Competencies of
Enhancement of
Teaching Personnel
based on needs
focusing on key
elements but not
limited to:
Content 5 5 5 5 5 5
Skills (Including ICT)
Pedagogies
Learning Delivery
Modality
Parent and
community roles and
involvement
Learner Diversity
Assessment and
Reporting
2. Number of capacity-
building focused on
mentoring and coaching, 1 1 1 1 1 1
feedbacking and TA
provision
PILLAR 4
GOVERNANCE
RESULTS STATEMENT/
KEY PERFORMANCE 2023 2024 2025 2026 2027 2028
INDICATOR
3. Percentage of
mentoring and coaching
100% 100% 100% 100% 100% 100%
feedbacking, and TA
provision conducted
4. Number of
psychosocial mental
1 1 1 1 1 1
health support activities
conducted
PILLAR 4
GOVERNANCE
RESULTS STATEMENT/
KEY PERFORMANCE 2023 2024 2025 2026 2027 2028
INDICATOR
1. Percentage of
Increase in resource
Generation in school 100% 100% 100% 100% 100% 100%
(Baseline Php 10,000
estimated amount)
2. Number of New
1 1 1 1 1 1
Partnership engaged
3. Number of
2 2 2 2 2 2
Partnerships sustained

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P U P

MELISSA S. SANCHEZ, Ed D. CESO VI

ENGR. EDGARD C. DOMINGO Ph. D, CESO V

MICHAEL Q. CECILIA L. TIGLAO MELANIE F. VILLAMOR

Like another public school in the division of Pampanga, we offer K

The school is located along the dike and it is accessible by two,

We have 15 teaching personnel and 2 female non-teaching

Because of the geographical location of the school community

The school was supported and sustained in partnership with

64,326 Related Deaths

vaccinated teaching and non- teaching personnel

14 % learners with 1st and 2nd dose of vaccine

Increasing Rate of School Leavers

Decelerating percentage of Transition

Large scale shortfalls in teachers, and

Low Participation Rate of OSC and OSY

Time -on-Task vs Student

Exceeding Class Size Limits

Teachers teaching out-of-field or in

Insufficiency in ICT equipment to

Learners taught in their foundational

Proportion of vaccinated and

Teachers and Students are stressed out,

Unhealthy/undernourished and obese

Schools inflicted with perennial

Funding and budgetary requirements

Time constraints for instructional

ASSESS PLAN ACT M&E ADJUST

Utilize Project 4Ps

Project Learning B1 - B2 Project TAIS

HAKBANG TUNGO SA KARUNUNGAN

The data on GER or Gross Enrolment Rate in SY

Drop Out Rate in SY 2018-2019 is 7% of the

Retention Rate data showed that all the learners

Participation Rate of the the school showed

The graduation rate data showed that only

2018-2019 84.72 100%

Among the 420 students that we have

The school’s completion rate shows that only 84.72% of our

15 3.64 10.93 11.74

The highest number of reported cases of non-readers is in

During the implementation of the post-test

SY Enrolme NR FRU INS IND

SY Enrolme NR FRU INS IND

GRA NO. OF non- word Comprehensi Avera

Project READ or Reading Effectiveness for Academic Development is a pet project

GR NO. OF non- word Comprehens Aver Reading R

81. 78. 45. 62. 63. 70.

In the school year, 2019-2020 Project READ, or Reading Effectiveness for

Zero Non-Numerate data showed a decrease in

1ST DOZE 2ND DOZE

All the 17 teaching and non-teaching

1ST DOZE 2ND DOZE

SY 2021-2022 Grade Level SY 2022-2023

13% GRADE V 25%

45% GRADE VI 33%

1 teaching personnel attended the divis

100% of teaching & non-teaching personnel and 25%

Teaching and Non Teaching personnel

SCHOOL Learne Parent NGOs/

Teaching and Non-teaching support and participation in NSED is 100%.

The school have quarterly

0 Learners to Learners conflict