YT New SIP Guide - Docx With Entry

JUAN DELA CRUZ NATIONAL HIGH SCHOOL
School ID: 123456

Brgy. -------------------
MUNICIPALITY OF---------
SCHOOL
IMPROVEMENT
PLAN
(SIP)
Calendar Years
2023-2025
JUAN DELA CRUZ

SCHOOL HEAD
School Improvement Plan

Republic of the Philippines
Department of Education
REGION VIII
SCHOOLS DIVISION OF LEYTE
APPROVAL SHEET
This School Improvement Plan for Calendar Years 2023-2025 of

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

(Planning and Research)
Chief Education Supervisor- SGOD Chief Education Supervisor- CID
Assistant Schools Division Superintendent
CERTIFIED THAT THIS SCHOOL IMPROVEMENT PLAN OF JUAN DELA

CRUZ NATIONAL HIGH SCHOOL FOR CALENDAR YEARS 2023-2025 IS
ACCEPTED AND APPROVED.
Schools Division Superintendent
Date: ____________________
INTRODUCTION
Paragraph 1: Discuss the overall intention of your School Improvement Plan

and what it intended to address
Paragraph 2: Discuss the persons involved in crafting the plan and how this
was completed.
Paragraph 3: Discuss how the school will strategize to meet the needs and
demands identified in this SIP.
Paragraph 4: Briefly describe how your school would look like three years
from now as a result of implementation of this plan.
School Improvement Plan

TABLE OF CONTENTS
Title Page i
Approval Sheet ii
Certificate of Acceptance iii
Introduction iv
Table of Contents v
PART I. DepEd’s Vision, Mission, and Core Values 1
PART II. School’s Current Situation 2
PART III. School’s Strategic Plans
PART IV. Financial Plan
PART V. School Monitoring and Evaluation and

Adjustments (SMEA)
PART VI. Risk Management Plan
Appendices
Part I: DepEd’s Vision, Mission, and Core Values
DEPED VISION
We dream of Filipinos who passionately love their country and whose values
and competencies enable them to realize their full potential and contribute
meaningfully to building the nation. As a learner-centered public institution,
the Department of Education continuously improves itself to better serve its
stakeholders.
DEPED MISSION
To protect and promote the right of every Filipino to quality, equitable,

culture-based, and complete basic education where:
- Students learn in a child-friendly, gender-sensitive, safe, and
motivating environment
- Teachers facilitate learning and constantly nurture every learner.
- Administrators and staff, as stewards of the institution, ensure an
enabling and supportive environment for effective learning to happen.
- Family, community, and other stakeholders are actively engaged and
share responsibility for developing life-long learners.
CORE VALUES
Maka-Diyos
Maka-tao
Makakalikasan
Makabansa
1
Part II: School’s Current Situation
To introduce the school in several paragraphs, have a discussion on

the following: description of the school which may include but not limited to:
i. size of school, ii. curriculum offerings iii. location and catchment areas, iv.
environment and socio-economic condition, v. physical environment, vi.
immediate community, and vii. linkages.
School Performance on Access
Enrolment
Comparative Data on Enrolment
900 853
800 752
700 651
600 550
500
400
300
200
100
0
Number of Learners
2018-2019 2019-2020 2020-2021 2021-2022
(Schools may add separate bar graphs showing the enrolment for JHS and SHS or
enrolment for special programs offered like STE, SPA, SPS, SPFL, SPJ)
Present and describe the enrolment data. Describe the internal or

external factors causing the increase or decrease of enrolment. Explain the
strengths or weaknesses of past interventions or
programs/projects/activities in relation to enrolment. Discuss potential
problems if performance issues are not addressed
Community Intake Rate (FOR ELEM SCHOOLS ONLY)
2
(5-year-old children located in the catchment areas)
Table 1a
Comparative Data on Community Intake Rate
School Year 2018-2019 2019-2020 2020-2021 2021-2022
Number of 5-year-old 100 100 100 100

children in the
community
Number of 5-year-old 100 90 80 70

children in the
community enrolled in
school
Rate 100% 90% 80% 70%
Community Intake Rate

120
100
100
90
80
80
70
60
40
20
0
Rate
2018-2019 2019-2020 2020-2021 2021-2022
Present and describe the data on community intake rate.

Describe the internal or external factors causing the increase or
decrease of the said rate. Explain the strengths or weaknesses of past
interventions or programs/projects/activities in relation to enrolment.
Discuss potential problems if performance issues are not addressed
Simple Drop-out rate
3
Table 1b
Drop Out Rate
School Year Drop Out Rate
2019-2020 5%
2020-2021 2%
2021-2022 2%
2022-2023 21.5%
Drop Out Rate
5%
2% 2%
2%
SY 2019-2020 SY 2020-2021 SY 2021-2022 SY 2022-2023
Drop Out Rate
Number of Drop Out by Cause

8
0
SY 2019-2020 SY 2020-2021 SY 2021-2022 SY 2022-2023
Armed Conflict Family Problem Lack of Allowance Distance to School Sickness
4
Present and describe the data on simple drop-out rate. Discuss
the internal or external factors affecting the indicator. Discuss the
prevalent causes of dropout. Explain the strengths or weaknesses of
past interventions or programs/projects/activities in relation to this
indicator. Discuss potential problems if performance issues are not
addressed.
School Leaver Rate
Table 1c
School Leaver Rate
School Year School Leaver
Rate
2019-2020 3%
2020-2021 2%
2021-2022 2.1%
2022-2023 1.80%
School Leaver Rate
3%
2%
2%
2%
SY 2019-2020 SY 2020-2021 SY 2021-2022 SY 2022-2023
School Leaver Rate

Present and describe the data on School Leaver Rate. Discuss
the internal or external factors affecting the indicator. Explain the
programs/projects/activities in relation to this indicator. Discuss
potential problems if performance issues are not addressed.
Table 1d
Transition Rate
School Year Transition

Rate
5
2019-2020 98%
2020-2021 99%
2021-2022 99.88%
Transition Rate
100%
99%
98%
SY 2019-2020 SY 2020-2021 SY 2021-2022
Transition Rate
(For complete elem.- have 2 tables and discussion for transition rate, one for K to Gr.1 and another for Gr.3 to Gr.4, For Secondary if your
school has an integrated SHS have 2 tables and discussion, one for Gr.6 to Gr.7 and Gr 10 to Gr 11)
Present and describe the data on Transition Rate. Discuss the

internal or external factors affecting the indicator. Explain the
programs/projects/activities in relation to this indicator. Discuss
Number of out-of-school children/youth
Table 1f
Comparative Data on Number of School Children
in the Barangay not in School
School Year SY 2019-2020 SY 2020-2021 SY 2021-2022 SY 2022-2023

Male Female Tota Male Female Tota Male Female Tota Male Female Total
l l l
Number of 2 1 3 1 1 2 1 0 1 2 1 3
Learners
Present and describe the data on OSY/OSC. Discuss the

internal or external factors why these school children or youth are not
in school. Explain the strengths or weaknesses of past interventions
or programs/projects/activities in relation to this indicator. Discuss
6
To close the discussion on access, discuss the foreseeable
problems if problematic KPIs are not acted upon and briefly state the
desire of the school to improve in this aspect of school performance.
School Performance on Quality

Reading Proficiencies/Competencies
Table 2a
Comparative Data for Reading Proficiency/Competency
Early Grade Reading Assessment (EGRA)
(Pre- Assessment SY 2022-2023)
EGRA Competencies
TASKS
Book Letter Letter Initial Familia Invented Oral Readi List

Grad and Name Soun Sound r Word Word Readin ng eni
e Print Knowl d Identifica Readin Reading g Com ng
Level Kno edge Knowl tion g Fluency prehe Co
wled edge nsion mpr
ge ehe
nsio
n
K 3% 5% 7% 8% 6% 2% 1% 2% 2%
Gr. 1 4% 6% 10% 11% 15% 4% 2% 5% 5%
Gr. 2 10% 11% 15% 11% 14% 6% 15% 2% 2%
Gr.3 15% 16% 20% 12% 20% 10% 15% 2% 2%
7
EGRA -Based Reading Level Profeciency of Key Stage 1
Learners
25
20
15
10
0
Kinder Grade 1 Grade 2 Grade 3
Book and Print Knowledge Letter Name Knowledge Letter Sound Knowledge
Initial Sound Identification Familiar Word Reading Invented Word Reading
Oral Reading Fluency Reading Comprehension Listening Comprehension
Present and describe Key Stage 1 learners’ level of reading

competencies. Identify the high and low performing groups. Discuss
the internal and external factors affecting the performance. Explain
the strengths or weaknesses of past interventions or
programs/projects/activities in relation to reading. Discuss potential
problems if performance issues are not addressed.
Table 2b
Comparative Data on Key Stage 2 Learners Reading Proficiency
in English and Filipino
Reading Level
English Filipino
Frust Instruc Indepe Frust Instruc Indepe
Grade Level ratio tional ndent ration tional ndent
n
4 40% 55% 5% 20% 25% 55%

5 25% 25% 50% 20% 20% 60%
6 10% 40% 50% 20% 25% 55%
*Phil IRI Pre- Assessment- SY 2022-2023
8
Phil-IRI Reading Level (English) Profeciency of Grades 4-6
Learners
100% 5
90%
80%
50 50
70% 55
60%
50%
40% 25
30% 40
20% 40
10% 25
10
0%
Grade 4 Grade 5 Grade 6
Frustration Instructional Independent
Phil-IRI Reading Level (Filipino) Profeciency of Grades 4-6

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

9
FOR JUNIOR HIGH SCHOOLS ONLY
Reading Proficiencies/Competencies
Table 2b
Comparative Data on Key Stage 3 Learners Reading Proficiency
in English and Filipino
Reading Level
English Filipino
Frust Instruc Indepe Frust Instruc Indepe
Grade Level ration tional ndent ration tional ndent
7 40% 55% 5% 20% 25% 55%

8 25% 25% 50% 20% 20% 60%
9 10% 40% 50% 20% 25% 55%
10 25% 25% 50% 20% 20% 60%
*Phil IRI Pre- Assessment- SY 2022-2023
10
Phil-IRI Reading Level (English) Profeciency of Grades 7-10
Learners
100% 5
90%
80%
50 50
70% 55
60%
50%
40% 25
30% 40
20% 40
10% 25
10
0%
Phil-IRI Reading Level (Filipino) Profeciency of Grades 7-10

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

Numeracy Level
11
Table 2c
Comparative Data on Key Stage 1 Learners’ Numeracy Level
Numeracy Level
Grade Level Non-Numerates Numerates Highly Numerates
Kinder 40% 55% 5%
Grade 1 25% 25% 50%
Grade 2 10% 40% 50%
Grade 3 10% 40% 50%
* Pre- assessment data SY 2022-2023
Numeracy Level of Key Stage 1 Learners

100% 5
90%
80%
50 50 50
70% 55
60%
50%
40% 25
30% 40 40
20% 40
10% 25
10 10
0%
Kindergarten Grade 1 Grade 2
Non Numetrates Numerates Highly Numerates
Present and describe Key Stage 1 learners’ numeracy level.

Identify the high and low performing groups. Discuss the internal and
external factors affecting the performance. Explain the strengths or
weaknesses of past interventions or programs/projects/activities in
relation to numeracy. Discuss potential problems if performance
issues are not addressed.
Table 2d
12
Numeracy Level
Grade Level Non- Numerates Highly
Numerates Numerates
Grade 4 40% 55% 5%
Grade 5 25% 25% 50%
Garde 6 10% 40% 50%

100% 5
90%
80%
50 50
70% 55
60%
50%
40% 25
30% 40
20% 40
10% 25
10
0%

Table 2c
Numeracy Level
13
Grade Level Non-Numerates Numerates Highly
Numerates
Grade 7 40% 55% 5%
Grade 8 25% 25% 50%
Grade 9 10% 40% 50%
Grade 10 10% 40% 50%

100% 5
90%
80%
50 50 50
70% 55
60%
50%
40% 25
30% 40 40
20% 40
10% 25
10 10
0%
Garde 7 Grade 8 Grade 9 Grade 10

Learning Standards/Performance
Table 2d
Latest MPS Data on National Achievement Test Result
SY 2016-2017
14
Grade Filipino English Math Science Aral. Over-all
Level Pan. MPS
Grade 10 35.20% 35..15% 25.00% 35.00% 45.10% 35.09%
NAT MPS
100
90
80
70
60
50 45.1
40 35.2 35.15 35
30 25
20
10
0
Grade 10
Filipino English Math Science Aral. Pan.
Present and describe Key Stage 3 learners’ performance on NAT.

Identify the high and low performing subject groups. Discuss the
internal and external factors affecting the performance. Explain the
programs/projects/activities in relation to NAT. Discuss potential
The school may also discuss the school’s performance on

regional/division tests, SMEA data on learners meeting expectations
(if available), notable awards and recognitions received related to
academics, performance in ILSAs (International Large-Scale
Assessments) if the school has participated).
Completion Rate
Table 2e
Comparative Data on Completion Rate
School Year 2018-2019 2019-2020 2020-2021 2021-2022
15
Rate 95.20% 95..15% 95.00% 95.00%
Comparative Data on Completion Rate

95.25
95.2
95.2
95.15
95.15
95.1
95.05
95 95
95
94.95
94.9
Rate
2018-2019 2019-2020 2020-2021 2021-2022
Discuss the trend. Cite possible factors causing the trend.

Discuss PPAs implemented in the past contributing to the indicator.
Discuss potential problems if performance issues are not addressed.
Curriculum Exits (FOR SCHOOLS WITH SHS)
Table 2f
Comparative Data on Curriculum Exits of Senior High School Graduates
School Year 2018- 2019- 2020- 2021- TOTAL

2019 2020 2021 2022
Total SHS Enrollees 100 150 150 150 550
Total SHS Graduates 100 150 150 150 550
Percentage of Learners who:
proceed to college 50% 30% 30% 30% 33.64%
(50) (45) (45) (45)
(185)
proceed to employment 25% 20% 20% 20% 20.90%
(25) (30) (30) (30)
16
(115)
proceed to 10% 20% 20% 20% 18.19%
entrepreneurship (10) (30) (30) (30)
(100)
proceed to middle-level 15% 30% 30% 30% 27.27%
skills (15) (45) (45) (45)
150
training
Percentage of Learners according to chosen Curriculum Exits
27.27
33.64
18.19
20.9
proceed to college proceed to employment

proceed to entrepneurship proceed to middle level skills
Discuss the data supplied in the table. Discuss the PPAs

implemented related to guidance placement services which led the
learners to their chosen curriculum exits. Discuss the implication of
data to the school and the community.
Table 2g
Comparative Data on Learners with TESDA National Certificate
School Year 2018- 2019- 2020- 2021-

2019 2020 2021 2022
Enrolment (per
specialization)
Number of NC takers
% NC Passer: 10% 15% 20% 25%
17
TVL-BPP
TVL- FBS 10% 15% 20% 25%
TVL-SMAW 10% 15% 20% 25%
Comparative Data of SHS Learners with National Certificate

30
25 25 25
25
20 20 20
20
15 15 15
15
10 10 10
10
0
TVL-BPP TVL-FBS TVL SMAW
2018-2019 2019-2020 2020-2021 2021-2022
Discuss the data supplied in the table (to include the trend).
Discuss the PPAs implemented to the leaners leading to the passing of
the NC assessment. Discuss the implication of data to the school and
the community.
18
School Performance on Equity and Inclusion
Introductory statements of felt school issues on inclusion programs or

initiatives conducted. Specifically, this section will cover learners in
disadvantaged sectors like learners with disabilities, working children and
youth, street children, children in conflict, indigenous people’s etc.
Table 3a.
Proportion of Learners in Situation of Disadvantage Transition to Next Key
Stage SY 2022-2023
Key Stage Number of Learners in

Transition Disadvantage Situation Transition Rate
Grade Levels Enrolled
K to Grade 1
Grades 3- 4
Grades 6-7
Grades 10-11
(For elem. K to Gr.1 and Gr 3-4 only, For HS Grade 6-7 and Gr. 10-11 only)
Discuss the trend. Cite possible factors causing the trend.

Discuss PPAs implemented in the past contributing to the
indicator. Discuss potential problems if performance issues are
not addressed.
Table 3b
Enrolled Learners at Disadvantaged Situation
(but are with no disabilities)
School SY 2019- SY 2020- SY 2021-2022 SY 2022-2023

Year 2020 2021
Enrolled M F T M F T M F T M F T
Learners
19
Present and describe the learners in disadvantaged sector
(but are not with disabilities) in your school. Describe the
challenges they are face in accessing basic education. Explain
the strength or weaknesses of past interventions or
programs/projects/activities or practices. Discuss potential
Table 3c
Children with Disabilities Enrolled in School
No. of Type of Disability (Current SY)
Children with
Level Disability Disability Disability
Disability
__________ __________ __________
Present and describe the enrolment data for children with

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

Disadvantaged Situation
Buildings with PWD ramp
Available equipment/learning resources for
SPED learners
Gender-based comfort rooms
(Add items as necessary)
20
Add discussion as to the availability/shortage/absence of
these amenities in your school.
School Performance on Resilience and Well-Being

Introductory statements on resilience and well-being. Discuss the
coverage of your resilience and well-being implementation in school.
Nutritional Status of Learners
Table 4a
Nutritional Status of Learners
Number of Learners per Grade Level

Nutritional
Kinder Grade 1 Grade 2 Grade 3 Total Grade 4 Grade 5 Grade 6 Total
Status
M F M F M F M F M F M F M F M F M F
Severely
1 1 2 1 1 0 6 1 10 3 3 1 2 1 1 2 6 4
Wasted
Wasted 1 2 5 4 4 2 10 9 20 17 4 2 3 2 3 2 10 6
Normal 5 5 15 18 18 15 38 36 76 74 20 17 20 15 22 16 62 48
Overweight 1 2 3 4 4 1 7 4 15 11 3 2 2 1 3 2 8 5
Obese 0 0 2 1 1 0 3 1 6 2 0 1 1 1 2 1 3 3
* Pre-assessment Data SY 2022-2023
21
Number of Learners by Health Status, SY 2022-20223
140 Kinder to Grade 3 Grade 4-6
6
120
15
2
100 11
3
80 8
76 3
60 74 5
62
40
48
20 20
17 10
10 6
0 3 6 4
Male Female Male Female
Severely Wasted Wasted Normal Overweight Obese
Present and describe Key Stage 2 learners’ nutritional status.

relation to this indicator. Discuss potential problems if performance
Incidence of Bullying/ Child Abuse
Table 4-b
Comparative Data on the Incidence of Bullying/ Child Abuse
School Year 2018-2019 2019-2020 2020-2021 2021-2022
Number of 5 4 3 4
reported
incidence/ child
abuse
Number of 2 1 1 2
incidents
referred to other
offices
22
Data on Incidence of Bullying /Child Abuse
6
5
5
4 4
4
3
3
2 2
2
1 1
1
0
SY 2017-2018 SY 2018-2020 SY 2020-2021 SY 2021-2022
No. of Incidence/child abuse Number of case elevated to other offices
Discuss the data presented on cases of bullying and child

abuse. Describe the types and causes of child abuse/bullying
reported. Identify PPAs implemented in the past and its effectivity
along with possible facilitating or hindering factors. Describe what
would happen if the issue were not addressed along with its
implications to the learners/school performance.
School Hazards
Table 4c
School Hazards
School Hazards Presence/ Description

absence (/
or x)
Broken window / Present in 12/30 classrooms wherein the
windows in half of these classrooms needing
window repairs would need major repairs.
Slippery pathway / Seen in 2 pathways in the school (in

between PAGCOR Bldgs. 1 and 2 and in
between Science and SHS Bldg.)
Blocked corridor
Heavy objects /
mounted on top of
cabinets/shelves
23
absence (/
or x)
Flooded area /
Busted plugs/light
bulbs/electrical
facilities
Exposed electrical /
wires
Protruding nails in /
chairs and tables
Broken door knobs
Warning sign: /
Slippery
pathways/corridors
Plants mounted on /
the building railings
Flooding /
Exposed chemicals
and liquids
Lack/absence of
storage for
equipment
Unlabeled
chemicals
Dripping ceiling /
Open pit
Stagnant water /
Unpruned
trees/bushes/shru
bs
Open/clogged
canals
No ramps for
elevated school
buildings or other
24
absence (/
or x)
facilities
Swing-in doors
Broken/dilapidated
ceiling
Open/incomplete
perimeter fence
Presence of stray
animals inside the
school campus
Presence of
electrical
post/transformer
near or within the
school perimeter
No system of
release to parents
during emergencies
No posted
emergency hotlines
around the school
Garbage area
(segregation of
biodegradable and
nonbiodegradable)
Detached or peeled
off GI sheet
Broken toilet bowl

and/or sinks
Broken
chairs/desks/table
s
Blocked/no
emergency exits
Unmounted
cabinets/shelves
25
absence (/
or x)
Medical kits in
every classrooms
Bells/alarms
Condemnable
building (i.e. very
old structure,
collapsing building
and/or prominent
cracks on
classroom walls)
Others (List as
many as possible)
Discuss the extent of hazards present in the school. What

factors contribute to the prevalence of the hazards? Discuss how
these hazards would affect the learners’ performance or school
operations if left unaddressed.
Mental and Psychosocial Condition

Table 4d
Comparative Data on Learners with
Mental and Psychosocial Conditions
Calendar Year 2019 2020 2021 2022
No. of learners No Data No Data No Data 1

assessed with mental Available Available Available
and psychosocial
condition
Discuss the type and number of incidences of mental

issues (e.g., anxiety disorders, mood disorders, psychotic
disorders, eating disorders, personality disorders, dementia,
autism, etc.) or psychosocial issues assessed (e.g. stress,
anxiety, sleep difficulties, depression etc.). Discuss how these
learners were assessed and how they were handled by
teachers/personnel. Discuss how school assessments are done
26
and how this issue would affect the learners’ performance if left
unaddressed.
Security, peace, and order situation
Describe the peace and order situation in school and the

community where it belongs. Describe the present school
initiatives in relation to the school being a zone of peace (see
BEIS for the initiatives). If the school is affected by armed
conflicts between state and non-state groups, describe how
often classes are threatened/disrupted. Discuss how the said
situation impacts learners’ academic performance.
Affected and Displaced Learners Retained in School
Table 4e
Percentage of Learners Displaced and Retained in School due to
Calamities/Disasters (Natural/Human Induced Hazards)
School Year 2018 2019 2020 2021
Natural Hazards
Drought 0 0 0 0
Earthquake 0 0 0 0
Fire 0 0 0 0
Flood 1.5% 1% 0.5% 0.2%
Landslide 0 0 0 0
Tropical Cyclone 15 % 1% NDA NDA
Volcanic 0 0 0 0
Eruption
Tsunami 0 0 0 0
Human-Induced
Hazards
Armed Conflict 0 0 0 0
Bomb 0 0 0 0
Threats/Bombing
Civilian Violence 0 0 0 0
27
Fire 0 0 0 0
Others (pls 0 0 0 0
specify)
Describe the percentages of learners displaced and are

retained in school. Describe the hazards/calamities that caused
the learners to be displaced (its frequency, and magnitude).
Discuss any initiative done to retain them in school (e.g. EiE) or
the need to have one if not available. Discuss the consequences
if the school has no initiative to keep learners after disasters
(see BEIS as guide).
Learners who are Happy and Satisfied with their Basic Education
Experience
Table 4f
Percentage of Learners who are Happy and Satisfied with their
Basic Education Experience
Calendar Year Total Enrolment % of Learners who

(BoSY 2022) are happy and
satisfied with their
basic education
experience
CY 2022 4001 75%
Discuss the percentage, how it was obtained and its

implication to quality of services they avail in school (both
teaching, ancillary activities/services). Discuss further the
aspects wherein the learner enjoyed/ or is satisfied the most as
well as the least appreciated by the learners. Discuss how this
would affect the school if this indicator is unaddressed.
Learners’ Awareness on Their Rights TO and IN Education, and

How to Claim Positively
Table 4g
Percentage of Learners Awareness on their Rights TO and IN
Education, and How to Claim Positively
28
Calendar Year Total Enrolment % of Learners who
(BosY 2022) know their rights TO
and IN education,
and how to claim
them positively
CY 2022 4001 5%
Discuss how many percent of the learners know their

rights (based on a school-based survey). Discuss the PPAs or
initiatives done with regards to this concern. Discuss the
implication if this indicator does not meet the
standard/expectation.
Learners equipped with capacities on what to do before, during,

and after a disaster/ emergency.
Table 4h
Percentage of learners equipped with capacities on what to do
before, during, and after a disaster/ emergency
Disaster/ % of learners % of learners % of learners

Emergencies who are who are who are
equipped equipped equipped
with with with
capacities on capacities on capacities on
what to do what to do what to do
before a during a before a
disaster/ disaster/ disaster/
emergencies emergencies
emergencies
Drought 2% 0.5% 2%
Earthquake 1% 3% 2%
Fire 4% 2% 1%
Flood 5% 1% 1%
Landslide 1% 0.5% 1%
29
Tropical Cyclone 45% 0.4% 0.5%
Volcanic Eruption 0.5% 1.0% 0.3%
Tsunami 0.2% 1% 1.2%
Armed Conflict NDA NDA NDA
Bomb 0.1% 1% 0.5%
Threats/Bombing
Civilian Violence 0.1% 1% 2.1%
Fire 50% 1% 1.0%
Others (pls specify)
*Enrolment (BoSY 2022)
Discuss the data, compare the capacities of learners on

what to do before, during and after emergencies/disaster.
Describe the PPAs conducted (like drills) and what will be the
implication if the other capacities remain undeveloped.
School Performance on Governance

One brief paragraph to discuss the school’s overall performance with
respect to governance. Include in the discussion the coverage of the
discussion to be presented.
Human Resources
Table 5a
Data on Teachers, Teaching Related and Non-Teaching Personnel in
School
Number of teachers actually working in the school
Junior High School Senior High School

Position
M F Total M F Total
Teaching
Master Teacher IV 0 0 0 0 0 0
Master Teacher III 0 0 0 0 0 0
Master Teacher II 1 1 2 1 3 4
Master Teacher I 1 7 8 0 1 1
30
Number of teachers actually working in the school
Junior High School Senior High School

Position
M F Total M F Total
Teacher III 10 25 35 1 1 2
Teacher II 2 4 6 3 13 16
Teacher I 13 30 43 5 1 6
Special Science Teacher I 0 0 0 3 1 4
TOTAL 27 67 94 13 20 33
Non-Teaching
Principal IV 1 0 1 0 0 0
Assistant Principal 0 0 0 1 0 1
Head Teacher III 1 1 2 0 0 0
Head Teacher II 0 0 0 0 0 0
Head Teacher I 0 0 0 0 0 0
Admin. Officer II 0 0 0 0 1 1
ADAS II 0 0 0 0 1 1
ADAS I 0 0 0 0 0 0
Registrar 0 0 0 1 0 1
Guidance Councilor 0 1 1 0 0 0
Nurse II 0 1 1 0 0 0
Senior Bookkeeper 0 0 0 1 0 1
Disbursing Officer II 0 0 0 1 0 1
TOTAL 2 3 5 4 2 6
Add discussion as to the number of teachers who handle

the regular program or special programs offered. Discuss the
number of non-teaching personnel in school who handles
various non-teaching works.
Table 5a-1
Data on Teachers, Teaching Related and Non-Teaching Personnel in
School detailed in SDO or in other schools
Position Plantilla personnel detailed to Plantilla personnel
31
borrowed/detailed from other
school(s)/ DepEd Office
DepEd office/ DepEd office/

school within school outside TOTAL Male Female Total
Teaching the division the division
Master Teacher IV
Master Teacher III
Master Teacher II
Master Teacher I
Teacher III
Teacher II
Teacher I
Special Science Teacher I
TOTAL
Non-Teaching/Teaching
Related
Principal I, II, III, IV
Assistant Principal II
Head Teacher VI
Head Teacher V
Head Teacher IV
Head Teacher III
Head Teacher II
Head Teacher I
Admin. Officer II
ADAS II
ADAS I
Registrar
Guidance Councilor
Nurse II
Senior Bookkeeper
32
Disbursing Officer II
TOTAL
Discuss how these borrowed items/personnel would affect

the school performance. (If none of the personnel is borrowed
based on BEIS in your reference to your plantilla, you may
choose not to include this table and discussion)
School Resources
Classrooms
Table 5b
Learner to Classroom Ratio
School Year Learner-Classroom Ratio

SY 2019-2020 1:47
SY 2020-2021 1:50
SY 2021-2022 1:45
SY 2022-2023 1:46
Learner-Classroom Ratio
1:50
1:50
1:49
1:48
1:47
1:46 1:46
1:45
1:45
1:43
1:42
Learner-Seat Ratio
SY 2019-2020 SY 2020-2021 SY 2021-2022 SY 2022-2023
Add discussion on the trend, causes and factors affecting

this indicator. Discuss the PPAs implemented addressing this
concern and its implication if the trend is left without
intervention.
33
Textbooks
Table 5c
Available Textbook Materials per subject per grade level
(SY 2022-2023)
Textbook
to
Textbook Learner
Total Excess
Grade shortage Ratio
Subject Textbook Enrolment No. of Number of
Level Number (per subj
Copies Textbooks
per grade
level)
7 Filipino Filipino 7 500 200 300 1:3 (1

textbook
is shared
by 3
learners)
English English 7 600 100 1:1
Math Mathematics 7 100 400 1:5
Science Bio Science Bio 50 450 1:10
Physics Physics 0 500 0
Chem Chem 0 500 0
Integ. Integ. 0 500 0

Science Science
Aral. Pan. Phil History 30 470 1:17
TLE TLE 30 470 1:17
MAPEH Music Arts, PE 30 470 1:17

and Health
EsP EsP 7 5 450 1:100
8 Filipino Filipino 8 460
English English 8
Math Mathematics 8
Science Bio Science Bio
34
Textbook
to
Textbook Learner
Total Excess
Copies Textbooks
per grade
level)
Physics Physics
Chem Chem
Integ. Integ.
Science Science
Aral. Pan. Asean History
TLE TLE
MAPEH Music Arts, PE

and Health
EsP EsP 8
English English 9
Math Mathematics 9
Physics Physics
Chem Chem
Integ. Integ.
Science Science
Aral. Pan. World History
TLE TLE
MAPEH Music Arts, PE

and Health
EsP EsP 9
English English 10
Math Mathematics 10
35
Textbook
to
Textbook Learner
Total Excess
Copies Textbooks
per grade
level)
Physics Physics
Chem Chem
Integ. Integ.
Science Science
Aral. Pan. Economics
TLE
MAPEH
EsP
Table 5d
Available Furniture and Textbook Materials in the Library
(SY 2022-2023)
Number
Textbooks 750
Reference Books 25
Library
Tables 5
Chairs 20
Add discussion as to the availability of textbooks in the

school. Discuss the factors affecting the availability of
textbooks. Discuss the PPAs implemented addressing this
intervention.
Learner seats
36
Table 5e
Learner-Seat Ratio
School Year Learner-Seat Ratio

SY 2019-2020 1:1
SY 2020-2021 1:2
SY 2021-2022 1:1
SY 2022-2023 1:1
Learner-Seat Ratio
3 1:2
2
1:1 1:1
1:1
1
0
Learner-Seat Ratio
SY 2019-2020 SY 2020-2021 SY 2021-2022 SY 2022-2023
Add discussion as to the availability of learners’ chair in

the school. Discuss the factors affecting the shortage/excess of
chairs. Discuss the PPAs implemented addressing this concern
and its implication if the trend is left without intervention.
Science and Mathematics Equipment/ Packages
Table 5f
37
Science and Mathematics Equipment/Packages in School
Qty per Inventory

Unit Actual
Set or Date of
Particulars/ Items of Number of Non-
Qty per Delivery Functional
Issue Items Functional
Package
1. Test Tube 5 pc 20 24/01/2020 /

Holder
2. Test Tube Rack 6 pc 24 24/01/2020 /
3. Case 001 (with 1 pc 4 24/01/2020 /

Cover and Base
Sheathing)
(BASIC)
4. Cart-Rail System
Set
4.1 Rail 10 lh 40 24/01/2020 /
4.2 Leveling Pad 5 assy 20 24/01/2020 /

Assembly
Add discussion as to the availability of science and

mathematics equipment/packages in the school. Discuss the
factors affecting the shortage/excess. Discuss the PPAs
implemented addressing this concern and its implication if the
trend is left without intervention.
ICT Packages/ E-classrooms
Table 5g
Number of E-Classrooms
Status
E-classroom(s)
Functional Non-Functional
1 /
2 /
38
Table 5h
ICT Equipment in school
DepEd Computerization Program (DCP)
Batch No. of Packages Service Provider Date Received

Number Received
13 3 Advance Solutions 01/09/2013
27 3 Red Dot Imaging Phil. 23/04/2016
33 3 Red Dot Imaging Phil. 01/10/2016
Table 5i
Status and Usage of ICT Equipment
A. DCP
Status of DCP Package/s Usage
No. of
No. of No. for
Types Total Non- Instructional Administrative
Functional Repair
Functional
Server 33 33 33
Client 126 126 126
Stand- 2 2 2
alone PC
UPS 23 23 23
LCD 2 2 2
Projector
LCD Screen 2 2 2
Laptop 2 2 2
Speaker 1 1 1
B. Non DCP
Non- DCP Computers
Source
Donated by School Capital Outlay If Others, please specify.

Stakeholder
39
/ /
Status Usage
No. of
No. of No. for
Types Total Non- Instructional Administrative
Functional Repair
Functional
Laptop 3 2 1 3
Desktop 22 22 22
Tablet 0 0 0 0 0
Add discussion as to the availability of ICT/DCP packages

in the school. Discuss the factors affecting the shortage/excess.
Discuss the PPAs implemented addressing this concern and its
implication if the trend is left without intervention.
Functional Library
Table 5j
Number of Functional Libraries in School
School Year Number of Functional

Library/ies
SY 2019-2020 1
SY 2020-2021 1
SY 2021-2022 1
SY 2022-2023 1
Add discussion as to the availability of functional library

in the school. Discuss the factors affecting this concern.
Discuss the PPAs implemented addressing this concern and its
implication if the trend is left without intervention.
Connection to Electricity
Table 5k
40
Data on School’s Electrical Connection
Does the
school have If yes, what is the source of
electricity electricity?
School Year connection?
Grid Solar Generator

Yes No (Electric Powered
Cooperative)
SY 2019- /
2020
SY 2020- / /
2021
SY 2021- / /
2022
SY 2022- / /
2023
Add discussion as to the availability of electrical

connection in the school. Discuss other factors affecting this
concern. Discuss the PPAs implemented addressing this
intervention.
Internet Connection
Table 5l
Data on School’s Electrical Connection
Does the school have If Yes, what type of internet

School Year internet connection? connection?
Yes No Wired Broadband
SY 2019- /
2020
SY 2020- / /
2021
SY 2021- / /
2022
41
SY 2022- / /
2023
Add discussion as to the availability of internet

connection in the school. Discuss other factors affecting this
concern. Discuss the PPAs affected by this concern and its
implication if the issues are left without intervention.
Water and Sanitation in Schools

Table 5m
Learner to Toilet Ratio
School Year Learner-Toilet Ratio
SY 2019-2020 1:45
SY 2020-2021 1:46
SY 2021-2022 1:48
SY 2022-2023 1:45
Learner-Toilet Ratio
1:49
1:48
1:48
1:46
1:46
1:45 1:45 1:45
1:43
Table
5n 1:42
Learner-Seat Ratio
SY 2019-2020 SY 2020-2021 SY 2021-2022 SY 2022-2023 Lear

ner to
Handwashing Ratio
School Year Learner-Handwashing Fac.

Ratio
SY 2019-2020 1:45
SY 2020-2021 1:46
SY 2021-2022 1:48
SY 2022-2023 1:45
42
Learner-Toilet Ratio
1:49
1:48
1:48
1:46
1:46
1:45 1:45 1:45
1:43
1:42
Learner-Seat Ratio
SY 2019-2020 SY 2020-2021 SY 2021-2022 SY 2022-2023
Add discussion as to the status of toilets and

handwashing facilities in school. Discuss the quality of water
available in school. Include in the discussion the status of WinS
implementation vis a vis the 3-star assessment. Discuss the
factors affecting this matter. Discuss the PPAs implemented
addressing this concern and its implication if the trend is left
without intervention.
Development prospects., SBM practice, and partnerships, among

others.
Table 5 o
Summary of SBM Level of Practice for the last 4 Years
Calendar 2018 2019 2020 2021
Year
SBM Level 2 2 3 3
of Practice
Discuss the trend for the SBM Level of Practice for the last 4
years. Compare the data. Identify the PPAs implemented as well as
the facilitating and hindering factors that affect the level of
practice. Describe what will happen if the trend continues and
what is its implication to the school.
Table 5 p
Average Percentage of Stakeholders’ Attendance in School Activities
for the last 4 Years
SY 2018 2019 2020 2021
43
Co-curricular 25% 35% 0% 1%
Extra- 20% 45% 0% 3%

curricular
Meetings 40% 45% 2% 2%
Assemblies 55% 50% 10% 10%
Comparative Data on Percentage of Stakeholders' Partici-

pation
60
55
50
50
45 45
40
40
35
30
25
20
20
10 10
10
3 2 2
0 1 0
0
2018 2019 2020 2021
Co-curricular Extra-curricular Meetings Assemblies
Discuss the trend for the average percentage of stakeholders’

participation/attendance to school activities for the last 4 years.
Compare the data. Identify the PPAs implemented as well as the
facilitating and hindering factors that affect the number of
stakeholders participating in school activities. Describe what will
happen if the trend continues and what is its implication to the
school
Table 5q
Amount of Stakeholders Contribution (Cash/In kind) in School for the
last 4 Years
SY 2018 2019 2020 2021
Amount of Cash P25,000.00 P45,000.00 P40,135.25 P 38,123.50

Raised
Worth of In kind P 15,000.00 P10,000.00 P5,000.00 P7,500.00
44
(PhP)
Comparative Data on Amoubt of Stakeholders (Cash/In Kind)

Received by the School for the last 4 Years
50000
45000
40000
35000
30000
25000
20000
15000
10000
5000
0
2018 2019 2020 2021
Cash Inkind
Discuss the trend for stakeholders’ contribution for the

last 4 years. Compare the amount/worth of received donations
per year (cash/in kind). Identify the PPAs implemented as well
as the facilitating and hindering factors that affect the amount
of stakeholders’ contribution. Describe what will happen if the
trend continues and what is its implication to the school.
Aggregated Number Volunteer Hours (of Stakeholders)
Table 5r
Aggregated Number Volunteer Hours (of Stakeholders) in School for
the last 4 Years
SY 2018 2019 2020 2021
Brigada 200 215 NDA NDA
Contest 150 175 NDA NDA
Scouting 250 250 NDA NDA
Closing 400 450 NDA NDA
Program
Others 200 150 NDA NDA
(Pentaksi)
TOTAL 1200 1240 0 0
45
Aggregated Number of Volunteer Hours of Stakeholders
500
450
450
400
400
350
300
250 250
250
215
200 200
200 175
150 150
150
100
50
0 0 0 0 0 0 0 0 0 0
0
2018 2019 2020 2021
Brigada Contests Scouting Closing Program Others
Total Number of Agrregated Volunteer Hours of Stakehoders

1400
1200
1000
800
600
400
200
0
2018 2019 2020 2021
Discuss the trend for the volunteer hours of stakeholders

for the last 4 years. Compare the volunteer hours per activity
per year. Identify the PPAs implemented as well as the
facilitating and hindering factors that affects the number of
volunteer hours given by stakeholders. Describe what will
happen if the trend continues and what is its implication to the
school.
46
OPCRF
Table 5s
Summary of OPCR Rating for the last 4 Years
SY 2018 2019 2020 2021
Rating 4.1 4.2 4.3 4.4
Adjectival Very Very Very Very
Rating Satisfactory Satisfactory Satisfactory Satisfactory
OPCR Rating for the Last 4 Years

4.5
4.4
4.4
4.3
4.3
4.2
4.2
4.1
4.1
3.9
2019 2020 2021 2022
Rating
Discuss the OPCR data for the last 4 years. Discuss the
trend. Identify the facilitating and hindering factors. Describe
what would happen if the trend continuous and its implication
to the school.
School Governing Council

Table 5t
Number of Functional SGC for the last 4 Years
Calendar Year 2018 2019 2020 2021
Is there a functional SGC in Yes Yes Yes Yes
school? (Yes/No)
Number of meetings 2 1 3 1
conducted within the year
47
Discuss the presence or absence of SGC in the school for
the last 4 years. Identify the facilitating and hindering factors.
Describe what would happen if the SGC remains in the current
level along with its implication to the school.
Add paragraphs for other governance issues encountered
by the school for the last 3 years.
Part III: School’s Strategic Plans

Discuss the overall direction or aspiration of the school in the next
three years, specifically your strategic goal for ACCESS.
ACCESS
Strategic Goal for Access:
All school-age children, out-of-school youth, and adults accessed

relevant basic learning opportunities.
Key Performance Indicators:

1. Increased Community Mapped Intake Rate from ___ to ___.
2. Increased Transition Rate from ___ to ___.
3. Decreased Dropout Rate from ___ to ___.
4. Decreased School leaver rate from ___ to ___.
48
PLANNING WORKSHEET
ACCESS
PLANNING WORKSHEET FOR ACCESS
LEARNING DEPED INTERMEDIATE PRIORITY GENERAL ROOT TIME FRAME

STAGE OUTCOMES IMPROVEMENT OBJECTIVE/S CAUSE/S
AREA SY SY SY
IO #1 – All IO #1.1 – All five-year old

school-age children in school
children,
out-of-school
IO #1.2- All learners stay in
youth, and
school and finish
adults have
key stages
access to
relevant IO #1.3- All learners
basic transition to the
learning next key stage
opportunitie
s IO #1.4- All out-school
children & youth
participate in
formal or non-
formal basic
education learning
opportunities
Add a general statement on the different PPAs to be implemented

under ACCESS.
Objectives Strategies PPAs (Key Output Time
Interventions) Frame
By 2025, all five- Improve access
year-old children are to universal
in school. kindergarten
education
Improve
learners’ access
to quality and
rights-upholding
learning
environment
By 2025, all Improve
49
learners stay in capacity to
school and finish retain learners
key stages 1 and 2. in schools
(for Elem.)
By 2025, all Strengthen
learners transition school’s capacity
to the next key to ensure
stage. learners’
continuity to
next stage
By 2025, all Out-of- Strengthen
school children mechanisms for
participate in formal providing access
or non-formal basic to relevant basic
education learning opportunities for
opportunities. OSC and OSY,
and OSA
EQUITY
three years, specifically your strategic goal for EQUITY.
Strategic Goal for Equity:
Disadvantaged school-age children and youth, and adults

benefited from appropriate equity initiatives
1. Increased Retention Rate of learners in situation of
disadvantage from ___ to ___.
2. Increased of Percentage of learners in situations of
disadvantage (disaggregated by group) who achieved at least a
fixed level of proficiency/mastery in:
a. functional literacy from ____ to _______
b. numeracy from ____ to _______
c. 21st century skills from ____ to _______
PLANNING WORKSHEET
50
EQUITY
PLANNING WORKSHEET for EQUITY
LEARNING DEPED PRIORITY GENERAL ROOT CAUSES TIME FRAME
STAGE INTERMEDIATE IMPROVEMENT OBJECTIVE/S SY SY SY
OUTCOMES AREA
IO # 2 - SIO #2.1 –
Disadvantag School-
ed school- age
age-children children
and youth, and
and adults youth,
benefited and
from adults in
appropriate situation □ □ □
equity of
initiatives disadvant
age
benefited
from
appropria
te equity
initiatives

under EQUITY.
By 2025, school age Improve
children/youth, and program
adults in education management
in situation of and service
disadvantage delivery
benefited from
appropriate equity
initiatives Provide an
inclusive,
effective,
culturally
responsive,
gender-sensitive,
and safe
learning
environment to
respond to the
situations of
51
disadvantage
Improve gender-
sensitive
contextualized
curriculum and
learning delivery
Enhance DepEd
platforms for
learning
resources
Promote
partnerships to
benefit
education for
learners in
situations of
disadvantage
QUALITY
three years, specifically your strategic goal for QUALITY.
Strategic Goal for Quality:
Learners complete K to 12 basic education, having successfully

attained all learning standards that equip them with the necessary
skills and attributes to pursue their chosen paths.
52
Elementary:
1. Increased percentage of learners at independent reading level
from ___ to ___.
2. Increased percentage of learners who are numerates from ___
to ___.
3. Increased Percentage of learners achieving at least the
minimum level of proficiency in English from ___ to ___.
minimum level of proficiency in Filipino from ___ to ___.
minimum level of proficiency in Mother Tongue from ___ to ___.
minimum level of proficiency in Numeracy from ___ to ___.
7. Increased completion rate from ____ to _____
8. Increased graduation rate from ____ to _____
JHS
minimum level of proficiency in English from ___ to ___.
minimum level of proficiency in Filipino from ___ to ___.
3. Increased Percentage of G10 learners attaining at least the
minimum level of proficiency in Stage 3 literacy from ____ to
_____.
4. Increased Percentage of G10 learners attaining at least the
minimum level of proficiency in Stage 3 numeracy standards
from ____ to _____.
5. Increased Completion rate from ____ to _____
SHS
1. Increased percentage of Grade 12 learners attaining at least
the minimum level of proficiency in Stage 4 SHS core areas
from ____ to ____.
2. Increased percentage of SHS Graduates who are in college, at
work, in entrepreneurship and with middle-level skills from
____ to ____.
3. Increased percentage of learners with National Certification
for SHS from ___ to ___.
53
(if offering TVL/ABM)
4. Increased Completion rate from ____ to _____
5. Increased graduation rate from ____ to _____
PLANNING WORKSHEET
QUALITY
PLANNING WORKSHEET for QUALITY
LEARNIN PRIORITY TIME FRAME
G STAGE DEPED INTERMEDIATE OUTCOMES IMPROVEME GENERAL ROOT
NT AREA OBJECTIV CAUSE/S SY SY SY
E/S
IO#3.1- Learners
IO#3 Learners attain
complete Stage 1(K-
K to 12 Grade 3)
basic learning
K to Grade □ □ □
education standards
3
, having of
successfu fundament
lly al reading
attained &
all numeracy
learning skills
standard IO#3.2- Learners
s that attain
equip Stage 2
them (Grades 4-
with the 6) learning
necessary standards
skills and in required
Grades 4 to attributes literacy &
6 numeracy □ □ □
to pursue
their skills
chosen apply 21st
paths century
skills to
various
real life
situations
IO#3.3- Learners
attain
Stage 3
(Grades 7-
10)
learning
standards
Grades 7 to of literacy,
10 numeracy □ □ □
skills and
apply 21st
century
skills to
various
real-life
situations
Grades 11 IO#3.4- Learners
to 12 attain □ □ □
54
Stage
4(Grades
11-12)
learning
standards
equipped
with
knowledge
and 21st
century
skills
developed
in chosen
core,
applied
and
specialized
SHS
tracks
IO#3.5- Learners
in the
Alternative
Learning
System
attain
certificatio
ALS □ □ □
n as
Elementar
y or
Junior
High
School
completers

under QUALITY.
For Elementary
Objectives Strategies PPAs (Key Output Time Frame
Interventions)
By 2025, all learners Ensure alignment of the

attain Stage 1 (K-Grade curriculum, instruction,
3) learning standards of and classroom assessment
fundamental reading & methods in all learning
numeracy skills areas
By 2025, all learners

attain Stage 2 (Grades
4-6) learning standards
in required literacy and Align resource provision
numeracy skills and with key stage learning
apply 21st century skills standards
to various real-life
situations
55
Interventions)
Assess learning outcomes

at each key stage
transition and for learners
in situations of
disadvantage
Strengthen competence of
teachers and instructional
leaders in areas such as
content knowledge and
pedagogy/instruction,
curriculum and planning,
responding to learner
diversity, and assessment
and reporting
Ensure alignment of
curriculum, instruction
and assessment with
current and emerging
industry and global
standards
For Secondary
Interventions)
By 2025, all learners Ensure alignment of the

attain Stage 3 (Grades curriculum, instruction,
7-10) learning and classroom
standards of literacy assessment methods in
numeracy skills and all learning areas
apply 21st century
skills to various real-life
situations
Align resource provision
with key stage learning
56
Interventions)
standards
Assess learning
outcomes at each key
stage transition and for
learners in situations of
disadvantage
Strengthen competence
of teachers and
instructional leaders in
areas such as content
knowledge and
curriculum and
planning, responding to
learner diversity, and
assessment and
reporting
Ensure alignment of
and assessment with
industry and global
standards
Ensure alignment of the

curriculum, instruction,
By 2025, all learners and classroom
attain Stage 4 (Grades assessment methods in
11-12) learning all learning areas
standards equipped
with knowledge and
21st century skills
developed in chosen Align resource provision
core, applied and with key stage learning
specialized SHS tracks standards
Assess learning
57
Interventions)
stage transition and for

learners in situations of
disadvantage
Strengthen competence
of teachers and
instructional leaders in
areas such as content
knowledge and
curriculum and
planning, responding to
learner diversity, and
assessment and
reporting
Ensure alignment of
and assessment with
industry and global
standards
RESILIENCY AND WELL-BEING

three years, specifically your strategic goal for RESILIENCY AND WELL-
BEING.
Strategic Goal for Resiliency and Well-Being:
Learners are resilient and know their rights, and have the life skills to
protect themselves and their rights

1. Increased Percentage of learners affected/displaced by natural
and
man-made hazards/ disasters who are retained from ___ to ___.
58
2. Decreased percentage of learners who reported violence
committed
against them by other learners (bullying) or adults (child abuse)
based on intake sheets of the school from ___ to ____.
Additional KPI for ELEM
3. Increased percentage of learners with improved health statistics
from ____ to ____.
PLANNING WORKSHEET
RESILIENCY AND WELL-BEING
LEARNING DEPED PRIORITY GENERAL ROOT Time Frame

STAGE INTERMEDIATE IMPROVEMENT OBJECTIVE/S CAUSE/S
OUTCOMES AREA SY SY SY __
___ ___
IO#4-Learners are IO#4.1 Learners

resilient, know are served by a
their rights, and department that
have the life skills adheres to a rights-
to protect based education
themselves and framework at all
claim their levels
education-related
rights from DepEd IO#4.2 Learners
and other duty- are safe and
bearers to protected and can
promote, learners’ protect themselves
wellbeing, while from risks and
being aware of impacts from
natural and
59
LEARNING DEPED PRIORITY GENERAL ROOT Time Frame
STAGE INTERMEDIATE IMPROVEMENT OBJECTIVE/S CAUSE/S
OUTCOMES AREA SY SY SY __
___ ___
their human-induced
responsibilities as hazards
individuals and as
members of society IO#4.3- Learners
have the basic
physical, mental,
and emotional
fortitude to cope
with various
challenges in life
and to manage
risks.
Add a general statement on the different PPAs to be

implemented under RESILIENCY AND WELL-BEING:
Interventions)
By 2025, Learners Integrate
are served by a children’s and
school that learners’ rights
adheres to a in the design of
rights-based all DepEd
education policies, plans,
framework at all programs,
levels projects,
processes, and
systems
Ensure that
learners know
their rights and
have the life
60
skills to claim
their education-
related rights
from DepEd and
other duty-
bearers to
promote
learners’ well-
being, while also
being aware of
their
responsibilities
as individuals
and as members
of society
By 2025, learners Protect learners
are safe and and personnel
protected, and can from death,
protect injury, and harm
themselves, from brought by
risks and impacts natural and
from natural and human induced
human induced hazards.
hazards.
Ensure learning
continuity in the
aftermath of a
disaster or
emergency.
Protect
education
investments from
the impacts of
natural and
human-induced
hazards
By 2025, learners Provide learners
61
have the basic with basic health
physical, mental, and nutrition
and emotional services
fortitude to cope
with various
challenges in life Nurture and
and to manage protect learners’
risks mental and
psychosocial
health
Promote
learners’
physical and
socio-emotional
skills
development
GOVERNANCE

three years, specifically your strategic goal for GOVERNANCE.
Strategic Goal for GOVERNANCE:

Modern, efficient, nimble, and resilient governance and
management processes
1. Achieved the ideal SBM level of practice from ___ to ___.
2. Achieved ideal learner ratio on:
a. Classroom from _____ to _____
b. Teachers from _____ to _____
c. Seat from _____ to _____
3. Availability of
a. Connection to electricity
b. Connection to internet
4. Achieved ideal learner ratio for Water and Sanitation
62
(WatSan) facility
a. Handwashing facility from ___ to ___
b. Toilets from ___ to ___
PLANNING WORKSHEET
GOVERNANCE
PLANNING WORKSHEET for GOVERNANCE
DEPED INTERMEDIATE PRIORITY TIME FRAME
OUTCOMES IMPROVEMEN GENERAL ROOT SY SY SY
T AREA OBJECTIVE CAUSE
/S /S
□ □ □
EM#1 EM#1.1:
□ □ □
Modern, All education
efficient, and leaders and □ □ □
resilient managers
governance practice
and participative,
management ethical, and □ □ □
processes inclusive
management
processes
□ □ □
EM#1.2: All
personnel □ □ □
are resilient,
competent, □ □ □
and
continuously □ □ □
improving
□ □ □
EM#1.3: Ideal
learning □ □ □
environment
and □ □ □
adequate
learning
resources for □ □ □
learners
ensured
EM#1.4: Improve □ □ □
and
modernize
internal
systems and
63
processes for
a responsive
and efficient
financial
resource
management
EM#1.5:
Strengthen
active
collaboration □ □ □
with key
stakeholders
Add discussions on the different PPAs to be implemented under

GOVERNANCE.
By 2025, the school
practices
participative,
ethical, and
inclusive
management
processes
By 2025, all school
personnel are
resilient, competent,
and continuously
improving
By 2025, the school
has an ideal
learning
environment and
adequate learning
resources for
64
learners ensured.
By 2025, the school
has an improved
and modernized
Internal systems,
and processes for a
responsive and
efficient financial
resource
management.
By 2025, the school
has strengthened
active collaboration
with key
stakeholders
Part IV: Financial Plan

Introductory Paragraph (Discuss how the school intends to finance
the different key interventions or PPAs.
Three Year Indicative Financial Plan
Access
GOAL OUTCOME STRATEGIES Key OUTPUTS BUDGET SOURCE
Interventions/PPAs OF
FUND
All school- all five-year- Improve access

age children, old children to universal
65
FUND
outof-school are in school. kindergarten

youth, and education
adults
accessed
relevant Improve
basic learners’
learning access to
opportunities quality and
. rights-
upholding
learning
environment
By 2025, all Improve

learners stay capacity to
in school and retain learners
finish key in schools
stages 1 and
2. (for elem)

learners school’s
transition to capacity to
the next key ensure
stage. learners’
continuity to
next stage

Out-of-school mechanisms
children for providing
participate in access to
formal or relevant basic
non-formal opportunities
basic for OSC and
education OSY, and OSA
learning
opportunities.
Equity
66
FUND
Disadvantaged All school age Improve

school-age children/youth, program
children and and adults in management
youth, and education in and service
adults situation of delivery
benefited from disadvantage
appropriate benefited from
equity appropriate Provide an
initiatives equity inclusive,
initiatives effective,
culturally
responsive,
gender-
sensitive, and
safe learning
environment
to respond to
the situations
of
disadvantage
Improve
gender-
sensitive
contextualized
curriculum
and learning
delivery
Enhance
DepEd
platforms for
learning
resources
Promote
partnerships
to benefit
education for
67
FUND
learners in
situations of
disadvantage
Quality
GOAL OUTCOME STRATEGIES Key OUTPUTS BUDG SOURCE
Interventions/PPAs ET OF FUND
Learners All learners Ensure alignment of

complete K attain Stage the curriculum,
to 12 basic 1 (K-Grade instruction, and
education, 3) learning classroom
having standards of assessment methods
successfully fundamental in all learning areas
attained all reading &
learning numeracy
standards skills Align resource
that equip provision with key
them with stage learning
the standards
necessary
skills and
attributes
Assess learning
to pursue
their outcomes at each key
stage transition and
chosen
paths. for learners in
situations of
disadvantage
Strengthen
competence of
teachers and
instructional leaders
in areas such as
content knowledge
and
curriculum and
planning, responding
68
to learner diversity,
and assessment and
reporting
Ensure alignment of
curriculum,
instruction and
assessment with
industry and global
standards
All learners Ensure alignment of

attain Stage the curriculum,
2 (Grades 4- instruction, and
6) learning classroom
standards in assessment methods
required in all learning areas
literacy and
numeracy
skills and Align resource
apply 21st provision with key
century stage learning
skills to standards
various real-
life
situations
Assess learning
for learners in
situations of
disadvantage
Strengthen
competence of
teachers and
in areas such as
content knowledge
and
69
curriculum and
and assessment and
reporting
Ensure alignment of
curriculum,
instruction and
assessment with
industry and global
standards

3 (Grades 7- instruction, and
10) learning classroom
standards of assessment methods
literacy in all learning areas
numeracy
skills and
apply 21st Align resource
century provision with key
skills to stage learning
various real- standards
life
situations
Assess learning
for learners in
situations of
disadvantage
Strengthen
competence of
teachers and
in areas such as
content knowledge
and
70
curriculum and
and assessment and
reporting
Ensure alignment of
curriculum,
instruction and
assessment with
current and
emerging industry
and global standards

4 (Grades instruction, and
11-12) classroom
learning assessment methods
standards in all learning areas
equipped
with
knowledge Align resource
and 21st provision with key
century stage learning
skills standards
developed in
chosen core,
applied and
Assess learning
specialized
SHS tracks outcomes at each key
for learners in
situations of
disadvantage
71
Strengthen
competence of
teachers and
in areas such as
content knowledge
and
curriculum and
planning,
responding to learner
diversity, and
assessment and
reporting
Ensure alignment of
curriculum,
instruction and
assessment with
industry and global
standards
Resiliency and Well-Being

Interventions/PPAs OF FUND
Learners By 2025, Integrate

are resilient Learners are children’s and
and know served by a learners’ rights
their rights, school that in the design of
and have adheres to a all DepEd
the life rights-based policies, plans,
skills to
education programs,
protect
framework at projects,
themselves
and their all levels processes, and
rights systems
72
Ensure that
learners know
their rights and
have the life
skills to claim
their education-
related rights
from DepEd and
other duty-
bearers to
promote
learners’ well-
being, while also
being aware of
their
responsibilities
as individuals
and as members
of society
By 2025, Protect learners

learners are and personnel
safe and from death,
protected, injury, and harm
and can brought by
protect natural and
themselves, human induced
from risks hazards.
and impacts
from natural
and human
induced
Ensure learning
hazards
continuity in the
aftermath of a
disaster or
emergency
73
Protect
education
investments
from the impacts
of natural and
human-induced
hazards
By 2025, Provide learners

learners with basic
have the health and
basic nutrition
physical, services
mental, and
emotional
fortitude to Nurture and
cope with protect learners’
various mental and
challenges in psychosocial
life and to health
manage
risks
Promote
learners’
physical and
socio-emotional
skills
development
Governance
74
GOAL OUTCOME STRATEGIES Key OUTPUTS BUDGET SOURC
FUND
Modern, By 2025, the

efficient, school
nimble, and practices
resilient participative,
governance ethical, and
and inclusive
management management
processes processes
By 2025, all
school
personnel are
resilient,
competent,
and
continuously
improving
By 2025, the
school has an
ideal learning
environment
and adequate
learning
resources for
learners
ensured.
By 2025, the
school has an
improved and
modernized
Internal
systems, and
processes for
a responsive
and efficient
financial
resource
management.
75
GOAL OUTCOME STRATEGIES Key OUTPUTS BUDGET SOURC
FUND
By 2025, the
school has
strengthened
active
collaboration
with key
stakeholders
Year 1 Annual Improvement Plan

Incorporate the designed PPAs in your AIP for 2023 using the latest template
provided by the Planning Office. Indicate in the remarks if the PPA is for
access, equity, quality, well-being & resiliency and governance.
Part V. School Monitoring and Evaluation and

Adjustments (SMEA)
One introductory paragraph on how and why SMEA is to be
conducted by schools in relation to planned PPAs stipulated in the SIPs.
Introductory Paragraph may include the ff salient points: SMEA is a
systematic process for collection, collation, and analysis of key education
data and information that will allow the SGC to determine the progress of SIP
implementation based on targets. The main objective of the SMEA is to
facilitate decision-making for a more relevant and responsive delivery of basic
education services at the school level.
M & E Strategies
May include tools, info systems and templates identified in DO
44 and other new templates may be useful. The main reference will be
the School Report Card (SRC)
(Please include the M&E template to be used quarterly in
assessing organizational effectiveness)
M&E Activities
May include SMEA culmination, regular Program
Implementation Review (PIR). Could be monthly, quarterly, semi-
annual, and annual
76
Get inputs from DO 29 s 2022 (get the details for schools’ M and
E for SIP)
77
Part VI: Risk Management Plan
Introductory paragraph highlighting the importance of risk management planning and identifying strategies on
how to solve possible emerging issues.
Access
Potential S Likely Causes P Preventive Who When Cost Contingent Who When Cost
Problems Action Action
How (What are the What is the (For each (When will this (How much (For each (When will this action step be (How much will
(List down all serious is most likely probability (What action steps action step, action step be will taking (What action action step, done?) taking this step
potential the causes of that each of will be undertaken who will done?) this step steps can be who will cost?)
problems adverse potential the likely to eliminate likely ensure that cost?) immediately ensure that
(“What can conseque problems with causes will causes with High this is taken in case this is done?)
go wrong?”) nce in High and happen? and Moderate done?) each of the
related to the case the Moderate Determine probability?) potential
implementati potential seriousness?) if Low, problems with
on of the problem Moderate, High-Moderate
intervention.) happens? or High. seriousness and
Determine probability
if Low, materializes?)
Moderate,
or High.
Intruder H. no H put up School 2023-2024 200k contract of School Summer of 2023 180k
s come concrete concrete Head work thru head
to fence at fence at the bidding
school the back back of the
anytime of the school
78
. school perimeter
perimeter
concrete
pathways pathways
slippery M volunteer PTA September 2023
towards towards the
and work ..Brig Officers
M the flagpole PTA 2023-2024 30k 30K
muddy ada
flagpole, and
pathwa Eskwela
and kindergarte
ys
kindergart n
during
en
rainy
classroom
days
s
79
M Less M School fire Stake 2023-2024 Installation BFP and 2024 `15K
priority alarm holders of buzzer School
Lack of
until the buzzer to staff
fire
BFP made designated
alarm
an area.
buzzer
assessmen
during
t for the
the
school fire
onset of
safety
fire and
fire drill
80
Equity
Moderate,
or High.
81
82
Quality
Moderate,
or High.
83
Wellbeing and Resiliency
Moderate,
or High.
84
85
Governance
Moderate,
or High.
86
APPENDICES
Accomplished Gap Analysis Template
GAP ANALYSIS TEMPLATE

1. SCHOOL PERFORMANCE in ACCESS
B.2 CURRENTLY CONTRIBUTING B.5 GROUPS

B.3 Inhibiting B.4 Projects
A. DIVISION TARGETS B.1 NEEDED DATA THAT REQUIRE
Yes/No Explanation Factors Implemented
ATTENTION
1. Increased Net Enrolment Enrollment

Rate Elementary from 93.80%
(BoSY)
to 95.53%
87
Junior High School from 84.77%
to 93.94%
Senior High School from 51.26%

to 69.07%
2. Decreased number of out of Data on Child mapping

school children/youth.
3. Increased Net enrolment for Kindergarten Enrollment
Kindergarten from 78.87% to BoSY

85.91% (for Elem. Only)
4. Improved Retention Rate Retention Rate
Elementary from 99.15% to
99.29%
Junior High School from
96.95% to 97.43%
Improved retention rate for
SHS
88
5. Decreased Drop- out Rate Drop Out Rate
for: Elementary from 0.28%
to 0.17%
Junior High School
from 1.34% to 1.13%
Decreased drop out rate for

Senior High School
6. Increased Transition Rate Transition Rate
Kinder (K-Grade1) from 98.15%

to 98.29%
Grade 6 to Grade 7 from

93.16% to 93.45%
Grade 10 t0 11 from 92.24% to

92.67%
7. Increased Participation Rate Participation Rate or

number of OSY/OSC in the
89
of Out of School Children catchment area for the
last 4 years.
Out of School youth
8. Increased completed ALS Data

Sessions on ALS for
Out of School Children
Out of School Youth
2. SCHOOL PERFORMANCE in EQUITY

B.2 CURRENTLY B.5 GROUPS THAT
B.3 Inhibiting B.4 Projects
A. DIVISION TARGETS B.1 NEEDED DATA CONTRIBUTING REQUIRE
Factors Implemented
YES/NO EXPLANATION ATTENTION
Increased retention rate ELEMENTARY
(for learners in situation of
Retention Rate
disadvantage)
SECONDARY
Retention Rate
90
Increase percentage of
learners (in disadvantaged
situation) with at least
proficient level or better in
terms of
A. Functional literacy
Functional Literacy
% of learners at with at least

proficient level or better
B. Numeracy
Numeracy
C. 21st Century Skills
% of learners at with at least
21st century skills
% of learners with at least proficient
91
level or better
92
3. SCHOOL PERFORMANCE in QUALITY

CONTRIBUTING B.3 Inhibiting B.4 Projects
A. DIVISION TARGETS B.1 NEEDED DATA REQUIRE
Factors Implemented
Increased number of ● Percentage of learners who

learners who pursued
proceeded to college
their chosen paths (for
● Percentage of learners who
SHS)
proceeded to employment
proceeded to
entrepreneurship
proceeded to middle-level
93
skills training

Improved Completion completed Elementary
Rate ● Percentage of learners who
completed Secondary
Improved number of Percentage of learners

learners attaining nearly attaining nearly proficient level
proficient level or better or better in
in Reading and
(Stage 1 – Kinder to G3)
Listening
Comprehension ● English
● Mother Tongue
● Numeracy
(Stage 2 – G4 to G6)
● Literacy
● Numeracy
94
● Literacy
● Numeracy
● Literacy
● Numeracy
Percentage of learners
attaining proficient level or
Improved number of
better in Stage 2 literacy
learners attaining
standards
proficient level or
● Grade 4 _____
better in Stage 2
literacy standards ● Grade 5 ______
● Grade 6 ______

learners attaining attaining proficient level or
proficient level or better in Stage 2 numeracy
better in Stage 2 standards
numeracy standards ● Grade 4 ______
● Grade 5 _____
95
● Grade 6 ______
attaining nearly proficient level
Improved number of or better in Stage 3 literacy
learners attaining nearly ● Grade 7 _____
● Grade 8 _____
in Stage 3 literacy
● Grade 9 _____
● Grade 10 _____
attaining nearly proficient level
Improved number of or better in Stage 3 numeracy
learners attaining nearly
● Grade 7 _____
in Stage 3 numeracy ● Grade 8 _____
standards ● Grade 9 _____
● Grade 10 _____

Grade 12 learners attaining nearly proficient level
attaining nearly or better in Stage 4 core SHS
areas
96
in Stage 4 core SHS
areas
Percentage of Alternative
Learning System (ALS) learners
Improved number of pass the A&E test
ALS learners passing the ● Elementary _____
A&E test
● Secondary _____
● SHS _____
Improved graduation Graduation rate

rate
4. SCHOOL PERFORMANCE in RESILIENCY AND WELL-BEING

CONTRIBUTING B.3 Inhibiting B.4 Projects
A. DIVISION TARGETS B.1 NEEDED DATA REQUIRE
Factors Implemented
Increased percentage of Percentage of affected and

learners that are resilient displaced learners retained in
97
schools
Percentage of learners who

reported violence committed
against them by other learners
(bullying) or adults (child abuse)
based on intake sheets of schools
Percentage of learners who are

happy and satisfied with their
basic education experience in
and know their rights and relation to the enjoyment of their
have the life skills to protect specific rights in school and
themselves. learning centers
Percentage of learners who know

their rights TO and IN education,
and how to claim them positively
Percentage of schools and

learning centers significantly
manifesting indicators of RBE in the
learning environment
Learners Satisfaction Rating on

Rights-based Education
98
Percentage of schools significantly
manifesting indicators of RBE
Increased number of Percentage of DepEd personnel in
learners provided with SDO, and schools/learning centers
rights-based education who know the rights of children
framework at all levels. and learners in relation to RBE, and
are able to infuse them in their
respective jobs/duties
Percentage of learners equipped

Increased percentage of with capacities on what to do
learners protected from before, during, and after a
natural and human- disaster/emergency
induced hazards. Percentage of learners in safe
schools
Increased number of Percentage of students with

learners to have the basic improved health statistics
physical, mental, and
emotional fortitude to cope Percentage of learners with
with various challenges in improved physical fitness level
life.
99
100
5. SCHOOL PERFORMANCE in GOVERNANCE
A. DIVISION TARGETS B1. DATA NEEDED B2. CURRENTLY B3. INHIBITING B4. PROJECTS GROUPS THAT
CONTRIBUTING FACTORS IMPLEMENTED REQUIRE
ATTENTION
YES/NO EXPLANATION
Increased proportion of Current SBM Level of Practice 9

schools achieving higher
levels of SBM practice
(Elementary and
Secondary school
Increased proportion of OPCR ratings for the last 3 years

offices across governance
levels with very satisfactory
and higher ratings in the
Office Performance
101
Commitment and Review
Increased proportion of Ratio on the classroom, teachers,

schools achieving the ideal textbooks, seats, Science and
ratio on the classroom, Math equipment, and ICT
teachers, textbooks, seats, Package /E-classroom
Science and Math
equipment, and ICT
Package /E-classroom
Number of functional library,

Increased the proportion
connection to electricity,
of elementary schools with connection to internet functional
functional libraries, library
connection to internet
functional library
Increased proportion of
secondary schools with
102
functional libraries,
connection to internet
functional library
Increased the client Client satisfaction rating (for the last

satisfaction rating of 4 years)
DepEd offices’ respective
stakeholders (internal &
external)
Increased percentage of Financial contribution of

the financial contribution of international and local grant
international and local development partners
grant development
partners vis-à-vis the
national education budget
(including adopting a
school, Brigada Eskwela)
103
Functional SGC established (per SY
Increase the proportion of
for the last 4 years)
schools with functional
SGC
104
Identifying PIAs Template (Annex 4)
School Improvement Planning
IDENTIFY PRIORITY IMPROVEMENT AREAS
Instruction: Using the matrix on the next page, please rate each improvement area on five criteria using a 5-point scale as
described below:
Criteria Description Scale
Strategic importance The number of other areas that will benefit 5 – Very High
when the improvement area as addressed
4 – High
Urgency The urgency or need to improve the area as
3 – Moderate
soon as possible
2 – Low
Magnitude The number of learners that will benefit
when the improvement area is addressed 1- Very Low
Feasibility The degree to which the improvement area is
within the schools mandate and control
Afterwards, compute the average rating of each improvement area and interpret the results as follows:
105
Average Rating Interpretation
4.5-5.0 Very High
Priority
3.5-4.49 High Priority
2.5-3.49 Moderate
Priority
1.5-2.49 Low Priority
1.0-1.49 Very Low
Priority
Improvement Areas
Access
Improvement Areas Strategic Urgency Magnitude Feasibility
Importance
106
Equity
Importance
107
Quality
Importance
108
Resilience and well-being
Importance
109
Governance
Importance
110
Root Cause Analysis
Because teaching and learning Because students are sick

experience is not engaging
Why is teaching- Why are

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

absent water
111
Project Work Plan and Budget Matrix
Project Title:
IANGAT ang NAT
Problem Statement:
Limited learners mastery of NAT based competencies
Project Objective Statement:
To increase NAT MPS performance from 44% to 75%
Root Cause:
Drinking contaminated water (sample only)
Activity Output Date of Person Budget Budget Source

Implementation Responsible
Conduct of intensive Needs January 2023 Department 500 MOOE
needs assessment assessment Heads of English,
report Science, Math,
112
Filipino and AP
113

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JUAN DELA CRUZ NATIONAL HIGH SCHOOL

School ID: 123456

JUAN DELA CRUZ

School Improvement Plan

This School Improvement Plan for Calendar Years 2023-2025 of

Senior Education Program Specialist Planning Officer

Chief Education Supervisor- SGOD Chief Education Supervisor- CID

Assistant Schools Division Superintendent

CERTIFIED THAT THIS SCHOOL IMPROVEMENT PLAN OF JUAN DELA

Schools Division Superintendent

Paragraph 1: Discuss the overall intention of your School Improvement Plan

School Improvement Plan

PART I. DepEd’s Vision, Mission, and Core Values 1

PART II. School’s Current Situation 2

PART III. School’s Strategic Plans

PART IV. Financial Plan

PART V. School Monitoring and Evaluation and

PART VI. Risk Management Plan

To protect and promote the right of every Filipino to quality, equitable,

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

School Performance on Access

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

Present and describe the enrolment data. Describe the internal or

Community Intake Rate (FOR ELEM SCHOOLS ONLY)

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

Number of 5-year-old 100 100 100 100

Number of 5-year-old 100 90 80 70

Rate 100% 90% 80% 70%

Community Intake Rate

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

Present and describe the data on community intake rate.

Simple Drop-out rate

School Year Drop Out Rate

Drop Out Rate

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

Drop Out Rate

Number of Drop Out by Cause

Armed Conflict Family Problem Lack of Allowance Distance to School Sickness

School Leaver Rate

School Leaver Rate

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

School Leaver Rate

School Year Transition

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

Present and describe the data on Transition Rate. Discuss the

Number of out-of-school children/youth

School Year SY 2019-2020 SY 2020-2021 SY 2021-2022 SY 2022-2023

Present and describe the data on OSY/OSC. Discuss the

School Performance on Quality

Book Letter Letter Initial Familia Invented Oral Readi List

Gr. 1 4% 6% 10% 11% 15% 4% 2% 5% 5%

Gr. 2 10% 11% 15% 11% 14% 6% 15% 2% 2%

Gr.3 15% 16% 20% 12% 20% 10% 15% 2% 2%

Present and describe Key Stage 1 learners’ level of reading

4 40% 55% 5% 20% 25% 55%

Frustration Instructional Independent

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

Frustration Instructional Independent

Present and describe Key Stage 2 learners’ level of reading

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

10 25% 25% 50% 20% 20% 60%

*Phil IRI Pre- Assessment- SY 2022-2023

Frustration Instructional Independent